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[00:00:07]

WHEN I SNATCHES ESTERO DE LA CINCO, CINCO DE MAYO.

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

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

WHEW! I'M OUT OF BREATH. WE'VE BEEN MEETING ALL AFTERNOON.

I WOULD LIKE TO ASK EVERYONE TO PLEASE SILENCE ALL CELL PHONES . [SPANISH]. WE'LL NOW BE JOINED BY A MEMBER OF THE JUNIOR RESERVE OFFICER TRAINING CORPS TO LEAD OUR PLEDGES.

THE STUDENT IS FROM WISDOM HIGH SCHOOL IN DISTRICT SEVEN.

I WOULD LIKE TO ASK DISTRICT SEVEN TRUSTEE BRIDGET WADE TO INTRODUCE THE PLEDGE LEADER.

THANK YOU. PRESIDENT CRUZ, CADET LIEUTENANT COLONEL VIRGINIA AGUILAR, THE BATTALION COMMANDER FOR THE JROTC 11TH BATTALION AT MARGARET LONG WISDOM HIGH SCHOOL, MY ALMA MATER, WILL LEAD THE PLEDGE OF ALLEGIANCE AND THE PLEDGE TO THE TEXAS FLAG.

CADET AGUILAR DISTINGUISHED HERSELF IN JROTC, ACADEMICS AND COMMUNITY SUPPORT ACTIVITIES.

SHE IS A MEMBER OF THE SENIOR STUDENT COUNCIL WISDOM NATIONAL HONOR SOCIETY TEAM LEADER OF YOUNG LIFE CLUB.

JUNIOR LEADER OF THE WOODS PROJECT AND CO-CAPTAIN OF THE DRILL AND MARKSMANSHIP JROTC TEAMS. SHE IS ALSO INVOLVED IN AFTER SCHOOL ATHLETICS AND IS A MEMBER OF SOCCER AND VOLLEYBALL.

SHE PLANS TO ATTEND HOUSTON CHRISTIAN UNIVERSITY AND EARN A DEGREE IN EDUCATION.

GO FROGS.

CONGRATULATIONS. PLEASE RAISE FOR A MOMENT OF SILENCE, MEDITATION AND REMAIN STANDING FOR THE PLEDGE OF ALLEGIANCE AND PLEDGE TO THE TEXAS FLAG.

I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

HONOR THE TEXAS FLAG I PLEDGE ALLEGIANCE TO THEE TEXAS ONE STATE UNDER GOD, ONE AND INDIVISIBLE.

YOU MAY NOW BE SEATED.

THANK YOU SO MUCH, CADET AGUILAR.

NOW I'D LIKE TO INVITE A SPECIAL GUEST, FRANK GONZALEZ, FROM CONGRESSWOMAN SYLVIA GARCIA'S TO THE PODIUM TO ADDRESS THE BOARD ABOUT SCHOOL BOARD RECOGNITION MONTH, WHICH IS

[RECOGNITIONS]

THIS MONTH. WELCOME.

THANK YOU. GOOD AFTERNOON.

DISTINGUISHED BOARD MEMBERS.

MY NAME IS FRANK GONZALEZ, AND I'M HERE ON BEHALF OF CONGRESSWOMAN SYLVIA GARCIA OF THE 29TH CONGRESSIONAL DISTRICT OF TEXAS TO PRESENT TO YOU CERTIFICATES OF SPECIAL CONGRESSIONAL RECOGNITION IN HONOR OF SCHOOL BOARD RECOGNITION MONTH.

THE WORK THAT YOU DO HERE, EXCUSE ME, IMPACTS THE LIVES OF MANY STUDENTS THROUGHOUT THE MANY SCHOOLS IN HISD.

THERE ARE MANY SCHOOLS IN HISD DEVELOP IMPORTANT SKILLS THAT WILL PLAY A MAJOR ROLE IN THE WORLD OF TOMORROW.

CONGRESSWOMAN DID SEND A VIDEO THAT WILL BE PLAYED NEXT.

THANK YOU. HI, EVERYONE.

IT'S YOUR NEIGHBOR AND CONGRESSWOMAN SYLVIA GARCIA WITH A SPECIAL MESSAGE IN HONOR OF SCHOOL BOARD RECOGNITION MONTH.

I WANT TO PERSONALLY THANK EACH SCHOOL BOARD MEMBER FROM OUR SCHOOL DISTRICTS LOCATED IN TEXAS 29TH DISTRICT.

I KNOW THAT KEEPING OUR SCHOOLS RUNNING SMOOTHLY COMES WITH PLENTY OF LATE NIGHTS AND A LOT OF BEHIND THE SCENES WORK.

AND YOU'RE DOING SOME OF THE MOST IMPORTANT WORK A PUBLIC SERVANT CAN DO.

YOU'RE SHAPING THE NEXT GENERATION OF LEADERS BY ENSURING OUR SCHOOLS ARE PLACES WHERE STUDENTS CAN LEARN, EXPLORE AND THRIVE.

FOR THAT, I'M TRULY GRATEFUL.

WE'RE LUCKY TO HAVE YOUR DEDICATION TO OUR STUDENTS, TEACHERS AND ADMINISTRATORS BECAUSE WHEN A CHILD SUCCEEDS, WE ALL SUCCEED.

I PROMISE TO ALWAYS FIGHT FOR OUR PUBLIC SCHOOLS AND STUDENTS HERE IN CONGRESS.

[00:05:04]

THAT'S WHY I SUPPORTED THE AMERICAN RESCUE PLAN, WHICH HELPED OUR SCHOOLS FULLY RECOVER FROM THE PANDEMIC.

AND I KNOW I CAN COUNT ON YOU TO KEEP DELIVERING FOR STUDENTS RIGHT THERE AT HOME.

THANK YOU FOR YOUR SERVICE AND HAPPY NEW YEAR.

TAKE CARE. AND GOD BLESS.

THANK YOU. THANK YOU, FRED GONZALEZ.

WE WOULD ALSO LIKE TO WELCOME SUSANA CASTILLO FROM HARRIS COUNTY COMMISSIONER ADRIAN GARCIA'S OFFICE.

GOOD EVENING. ON BEHALF OF HARRIS COUNTY PRECINCT TWO COMMISSIONER ADRIAN GARCIA.

HE CELEBRATES THE OUTSTANDING HOUSTON ISD SCHOOL BOARD MEMBERS DURING SCHOOL BOARD RECOGNITION MONTH.

COUNTY COMMISSIONER ADRIAN GARCIA IS HONORED TO CELEBRATE HOUSTON ISD FOR THEIR DEDICATION AND COMMITMENT TO THE DISTRICT'S STUDENTS AND SCHOOLS AS INFLUENTIAL ADVOCATES FOR PUBLIC EDUCATION.

YOU ARE RESPONSIBLE FOR COMMUNICATING THE NEEDS OF THE SCHOOL DISTRICT TO THE PUBLIC AND THE PUBLIC SECTOR.

EXPECTATIONS TO THE DISTRICT.

YOU HAVE SET THE ORGANIZATIONAL STRUCTURE AND PHYSICAL FACILITIES THAT PROVIDE FOUNDATIONS FOR SCHOOL.

STRONG SCHOOL BOARDS SUCH AS YOURSELVES ARE ESSENTIAL TO HIGHLY EFFECTIVE PUBLIC EDUCATION SYSTEM.

WE RECOGNIZE YOUR COMMITMENT TO THE CHILDREN AND THE BELIEF THAT ALL CHILDREN CAN BE SUCCESSFUL LEARNERS AND THAT THE BEST EDUCATION IS TAILORED TO THE INDIVIDUAL NEEDS OF THE CHILD. FOR ALL THESE REASONS, COMMISSIONER GARCIA URGES ALL CITIZENS TO JOIN HIM IN RECOGNIZING YOUR DEDICATION AND HARD WORK TO MEET THE NEEDS OF TODAY'S CHILDREN AND TOMORROW'S AND TOMORROW'S.

COMMISSIONER GARCIA HONORS EACH OF YOU WITH WITH THIS HARRIS COUNTY PRECINCT TWO CERTIFICATE OF APPRECIATION ACKNOWLEDGING YOUR UNWAVERING LEADERSHIP IN PUBLIC EDUCATION AND CONTINUOUS SERVICE TO THE STUDENTS OF OUR COUNTY.

THANK YOU. THANK YOU, SUSANNA CASTILLO.

WE HAVE ANOTHER SPECIAL GUEST, KENT KLINGERMAN FROM HARRIS COUNTY COMMISSIONER LESLIE BRIONES' OFFICE.

GOOD EVENING, SUPERINTENDENT.

DR. HOUSE. MEMBERS OF THE BOARD, IT'S MY PRIVILEGE TO JOIN YOU ALL TONIGHT FOR SCHOOL BOARD APPRECIATION MONTH ON BEHALF OF THE NEWLY ELECTED COMMISSIONER, LESLIE BRIONES, HARRIS COUNTY PRECINCT FOUR AND ON BEHALF OF COMMISSIONER BRIONES, I WANTED TO EXPRESS HER GRATITUDE TO YOU ALL FOR ALL THE BLOOD, SWEAT AND TEARS YOU POUR INTO NOT JUST THE STUDENTS, BUT THE FAMILIES AND THE FACULTY AND STAFF OF HISD AND MAKING IT A BETTER PLACE TO LIVE.

SHE'S ALSO PREPARED A CERTIFICATE OF RECOGNITION FOR EACH OF YOU TO EXPRESS HER GRATITUDE FOR ALL THAT YOU DO.

SO MANY BLESSINGS TO YOU ALL IN YOUR SERVICE, TO THE STUDENTS AND TO HARRIS COUNTY, PRECINCT FOUR.

GOD BLESS YOU ALL. THANK YOU, KEN KLINGERMAN IS STATE REPRESENTATIVE JOLANDA JONES HERE.

AND OUR THANKS FOR THE RESOLUTION PROVIDED BY HER OFFICE.

SUPERINTENDENT HOUSE WOULD ALSO LIKE TO MAKE SOME REMARKS.

SURE. JUST TO REITERATE AND THANK YOU, MADAM PRESIDENT.

OF COURSE, JANUARY IS OUR SCHOOL BOARD RECOGNITION MONTH.

AND AND WHAT BETTER TIME, QUITE FRANKLY, THAN TO START OFF THE NEW YEAR, RECOGNIZING THE HARD WORK DEDICATION THAT YOU ALL PRESENT ON A DAILY BASIS FOR A NON PAID RESPONSIBILITY THAT THAT YOU PUT IN FRONT OF YOURSELF.

THIS YEAR'S THEME IS, AS YOU ALL KNOW, IS FORWARD TOGETHER, A THEME THAT TRULY EXEMPLIFIES OUR BOARD'S COMMITMENT TO THE STRATEGIC WORK THAT WE HAVE IN FRONT OF US, THE FIRST POINT OF WHICH IS BUILDING THE KIND OF RELIABILITY AND TRUST THAT WE NEED TO IN THIS COMMUNITY.

AS WE KNOW, HISD IS A COMMUNITY OF DIVERSE BACKGROUNDS, THE MOST DIVERSE COMMUNITY IN THE COUNTRY, NOT ONLY IN BACKGROUNDS BUT ALSO EXPERIENCES.

AND AND OUR BOARD NOT ONLY REFLECTS THAT AND EXEMPLIFIES THAT, BUT THEY ALSO STRIVE EVERY DAY TO BRING AN EQUITABLE EDUCATION TO EVERY CHILD THAT WE HAVE IN THIS SCHOOL SYSTEM.

WE COULDN'T DO WHAT WE DO WITHOUT OUR HISD FAMILIES AND THE TRUSTEES WHO ACT AS VOICES FOR THOSE FAMILIES ENSURE THAT THE PRIORITIES, CONCERNS AND FUTURE GOALS OF OUR COMMUNITY ARE BEING HEARD.

SO THANK YOU ALL FOR ALL THAT YOU DO ON A DAILY BASIS, AND WE THANK YOU FOR YOUR SERVICE FOR OUR COMMUNITY.

THANK YOU, SUPERINTENDENT HOUSE, FOR THOSE REMARKS.

I WANT TO ACKNOWLEDGE COUNCILWOMAN ARNETTA MARIE, WHO IS IN THE AUDIENCE.

THANK YOU. THANK YOU FOR BEING HERE.

[SPEAKERS TO AGENDA ITEMS (Part 1 of 2)]

IT IS NOW TIME TO HEAR FROM SPEAKERS TO SPECIFIC AGENDA ITEMS. WE HAVE 21 SPEAKERS REGISTERED THIS EVENING WHO SHALL BE LIMITED TO ONE MINUTE EACH PER BOARD POLICY DUE TO THE LARGE NUMBER OF SPEAKERS WE HAVE TONIGHT, BECAUSE THAT ALSO INCLUDES OF THE COMMUNITY.

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

[00:10:03]

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 TO 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.

PLEASE REMEMBER THAT IF YOU ARE SIGNED UP TO SPEAK VIA ZOOM, WE MUST SEE YOU LIVE WITH YOUR CAMERA ON AS YOU SPEAK.

IF YOU ARE WATCHING THE MEDIA 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 A ONE ACCEPTANCE OF BOARD MONITORING UPDATE PRESENTATION OF GOAL THREE PROGRESS MEASURED 3.2.

WILL ANGELA BOX PLEASE COME TO THE PODIUM.

SHE WILL BE FOLLOWED BY JANICE THOMAS.

HEY, BOOS.

LONG TIME NO SEE.

I'M ANGELA BOX AND I'M A FORMER HISD TEACHER.

NO AMOUNT OF GASLIGHTING AND FANCY WORD SALADS THAT YOU'RE GOING TO HEAR TONIGHT OR IT'S GOING TO COVER UP FOR THE ABYSMAL FAILURES OF THIS DISTRICT.

WHEN YOU HAVE AROUND 40% PROFICIENCY IN MATH AND READING, WHEN YOUR STAFF IS INEXPERIENCED BECAUSE YOU CAN'T GET ANYONE DECENT TO STAY.

WHEN YOU HAVE OUT OF CONTROL VIOLENCE.

WHEN YOU BASE DISCIPLINE STANDARDS BASED ON SKIN COLOR.

WHEN YOU PUSH WOKE CURRICULUM AND COVID PROPAGANDA OVER REALITY.

WHEN YOU PAY A FAILED SUPERINTENDENT 450,000 A YEAR AS SCHOOLS CRUMBLE.

WHEN YOU ALLOW ACTIVIST TEACHERS TO INDOCTRINATE STUDENTS.

AND WHEN YOU FOLLOW THE PLAYBOOK OF EVERY SINGLE SOLITARY DEMOCRAT RUN CITY AND SCHOOL BOARD, YOU GET HISD.

WHEN THIS ENTIRE DISTRICT IS SCRAPPED, THE PEOPLE WILL BE THE WINNERS AND YOU WILL BE THE LOSERS.

THANKS. HAPPY NEW YEAR.

JANICE THOMAS? PLEASE REFRAIN FROM CLAPPING.

YOU CAN SHOW YOUR SUPPORT WITH HANDS IN THE AIR.

NEXT IS BARBARA JONES, FOLLOWED BY LATONYA BUSBY AND JOCELYN RILEY.

AND PLEASE EXCUSE ME IF I'M MISPRONOUNCING YOUR NAME.

SAY, FIRST OF ALL, CONGRATULATIONS AND THANK EACH OF YOU FOR STANDING IN REPRESENTATION OF US, THE PARENTS AND THE FAMILIES OF HISD.

I HAVE LOOKED AT THE DATA THAT WILL BE PRESENTED TONIGHT.

OUR PRIMARY FOCUS IS THE RISE SCHOOLS AND WE'RE NOT SEEING THE INCREASES THAT WE WOULD LIKE TO SEE.

AND WE HAVE MANY QUESTIONS AS TO WHAT WE CAN DO AS FAMILIES, AS A COMMUNITY TO HELP IMPROVE THE SITUATION AT THOSE SCHOOLS.

AND NOT ONLY THOSE RISE SCHOOLS, BUT THOSE CAMPUSES THAT ARE ALSO THAT HAVE ALSO BEEN IDENTIFIED AS LOW PERFORMING SCHOOLS THAT DIDN'T MAKE THE RISE PROGRAM.

WE'RE ALSO INTERESTED IN LEARNING WHAT CAN WE DO.

HOW CAN WE SUPPORT WHAT PROGRAMS HAVE BEEN IN PLACE TO HELP THOSE SCHOOLS DO BETTER AND TO ACHIEVE MORE.

SO THANK YOU. BARBARA JONES.

LATANYA BUSBY, JOCELYN RILEY.

MY NAME IS BARBARA JONES WITH DISCOVERY, NEW PARENT, ACTIVIST.

I'M VERY, VERY ACTIVE IN MY COMMUNITY WITH THE STUDENTS AND THE SCHOOLS AND PARENTS AND EVERYTHING.

BUT ON YOU GUY'S STRATEGIC PLAN, WE THINK THAT IT'S A GOOD ONE AND WE JUST WANT TO SEE THE NUMBERS REALLY INCREASE THIS YEAR.

WE WANT TO BE A PART OF THAT.

OUR COMMUNICATION IS LACKING IN OUR DISTRICT.

WE DON'T HAVE A REAL WAY OF COMMUNICATING WITH OUR PARENTS.

IT'S NOT REALLY GETTING TO US.

I DON'T KNOW WHERE YOU GUYS ARE GETTING ALL THE INFORMATION OR WHERE IT'S GOING, BUT IT'S NOT COMING TO THE COMMUNITY, TO THE PEOPLE THAT NEED IT THAT CAN HELP YOU GUYS MAKE IT BETTER FOR OUR STUDENTS.

BECAUSE PARENTS ARE IMPORTANT.

OUR VOICES ARE IMPORTANT.

US, OUR ATTENDANCE AND US BEING A PART OF IT IS IMPORTANT IN THE DECISION MAKING.

LATANYA BUSBY.

JOCELYN RILEY.

EDDIE ORAM.

GOOD EVENING. MY NAME IS LATANYA BUSBY.

THIS IS ONE OF THE MANY TIMES THAT I'VE BEEN HERE TO ADDRESS THE BOARD.

THANK YOU GUYS FOR LISTENING TO US AND GIVING US THIS OPPORTUNITY.

WE REALLY APPRECIATE EVERYTHING THAT'S GOING ON WITH THE SCHOOL, AND WE JUST WANT TO HELP.

AS PARENTS. I HAVE RAISED THIS ISSUE BEFORE.

WE WANT TO BE INVOLVED.

WE WANT TO PARTNER WITH THE SCHOOLS, BUT WE'RE NOT BEING ABLE TO COMMUNICATE.

[00:15:06]

WE'RE NOT BEING COMMUNICATED WITH.

I'M IN ONE OF THE RISE SCHOOLS AND A LOT OF THE COMMUNICATION IS THROUGH TWITTER.

I'M NOT TWITTER LIT.

IF THEY MAYBE CAN HAVE SOME KIND OF PARENT WORKSHOP, MAYBE THEY CAN HELP US WITH THAT.

WE WANT A BETTER STUDENT OUTCOME.

AND RIGHT NOW, NOT SO SURE, BUT I AM VERY PROUD OF WHERE THE ACHIEVEMENT WE ARE MADE AND WE LIVE SCHOOLED FROM 19-22, SO WE'RE LOOKING FOR 23 TO BECOME EVEN BETTER.

SO THANK YOU FOR YOUR TIME.

JOSLYN RILEY.

EDDIE ORAM, LACEY ACKLEY.

GOOD EVENING. MY NAME IS JOCELYN RILEY.

I REALLY WANT TO COME FORWARD AND SPEAK TO YOU GUYS BECAUSE OUR 504 PROGRAM, OUR KIDS ESPECIALLY, ARE NOT GETTING WHAT THEY NEED.

AND I FEEL THAT WE AS PARENTS HAVE THE RIGHT TO KNOW WHY HISD IS FAILING OUR CHILDREN. 504 KIDS ARE BEING SUSPENDED LEFT AND RIGHT.

THEY'RE BEING EXPELLED.

THEY'RE BEING SENT TO DAP.

SO OUR SPECIAL ED KIDS, THAT'S ENDANGERING EXCUSE ME.

THAT'S ENDANGERING OTHER KIDS RIGHT ALONG WITH THESE SPECIAL KIDS.

SO WE NEED SOMETHING PUT IN PLACE THAT'S GOING TO HELP THESE KIDS.

AND I HAVE ONE THAT WAS EXPELLED FROM SCHOOL.

HE WENT TO ANOTHER SCHOOL TO GET IN, WASN'T ABLE TO GET IN BECAUSE AFTER HE LEFT, IT WAS.

THANK YOU. EDDIE ORAM, LACEY ACKLEY.

THINK SCHOOL BOARD MEMBERS AND SUPERINTENDENT HOUSE.

I WANT TO SAY, FIRST OF ALL, HAPPY SCHOOL BOARD RECOGNITION MONTH TO EACH ONE OF YOU.

I AM PLEASED TO BE A REPRESENTATIVE OF DISTRICT TWO.

SO CONGRATULATIONS TO YOU AND WELCOME BACK.

TRUSTEE BLUEFORD-DANIELS AS WE TALK ABOUT STUDENT OUTCOMES, I REALLY WANT US TO BE ABLE TO HEAR QUESTIONS BEING ASKED ABOUT THE OUTCOME, SUCH AS WHAT ARE OUR TRENDS OF SUCCESS? WHERE DO WE SEE SUCCESS IN SOME SCHOOLS WHERE WE CAN REPLICATE IN OTHER SCHOOLS? AT THE SAME TIME, ARE THERE CURRICULUM DESIGNS, PROFESSIONAL DEVELOPMENT DESIGNS, PARENTAL INVOLVEMENT STRATEGIES, AS WELL AS STUDENT INCENTIVES, INCENTIVES THAT WE CAN ALSO REPLICATE IN SOME OF OUR OTHER SCHOOLS? I AM PLEASED TO SEE THE ACCOUNTABILITY REPORT WHERE WE WHEATLEY HIGH SCHOOL NORTH LAST MADE PROGRESS FROM 2019 TO 2022, AND WE'RE HOPING FOR THE SAME KIND OF THING IN 2023.

I KNOW THAT OUR OUR COMMUNITIES HERE, OUR PARENTS ARE HERE.

WE WANT TO SUPPORT YOU ANY WAY WE CAN HELP HELP US TO HELP YOU TO HELP OUR STUDENTS.

THANK YOU.

LACY ACKLEY. OKAY, WE'LL COME BACK.

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

WELL, JUAN CARLOS OQUENDO, PLEASE COME TO THE PODIUM.

THE SPEAKER WILL BE FOLLOWED BY ANNA MCNAUGHT.

GOOD AFTERNOON, TRUSTEES.

MY NAME IS JUAN CARDOZA OQUENDO.

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

IT'S GOOD TO SEE YOU ALL AGAIN.

I KNOW I ONLY HAVE ABOUT A MINUTE AND I'VE SPOKEN TO YOU BEFORE, SO I JUST WANTED TO EMPHASIZE.

RIGHT. YOU'LL HEAR FROM SOME ORGANIZATIONS HERE.

WE WANT TO SEE A REDISTRICTING PLAN THAT KEEPS SOUTHWEST HOUSTON COMMUNITIES TOGETHER BECAUSE WE THINK THAT ULTIMATELY WILL GIVE THOSE COMMUNITIES THE ABILITY THAT THEY DESERVE TO ELECT THE CANDIDATE OF CHOICE.

THIS ISN'T ABOUT ANY ONE TRUSTEE OR ANY ONE CANDIDATE.

IT'S MORE ABOUT THE COMMUNITY'S ABILITY TO ELECT THE CANDIDATE OF CHOICE, THE COMMUNITIES ABILITY TO WORK WITH THAT CANDIDATE ONCE THEY'RE IN OFFICE TO HOLD THAT PERSON ACCOUNTABLE.

YOU ALL HAVE THE OPPORTUNITY.

REDISTRICTING ONLY COMES ABOUT ONCE EVERY TEN YEARS.

YOU HAVE THE OPPORTUNITY TO DRAW A REDISTRICTING PLAN THAT WILL ENSURE THAT HISTORICALLY MARGINALIZED COMMUNITIES HAVE.

THANK YOU, MR. CARDOZA.

MS. ANNA MCNAUGHT, FOLLOWED BY OLIVER FORMAN.

[00:20:04]

I'M ANNA MCNAUGHT.

AND I'M HERE AS A MOTHER AND AN ADVOCATE OF THE CHILDREN AND YOUTH OF SOUTHWEST HOUSTON.

THE COMMUNITIES HAVE GOLFED IN SHARPTON, MIDWEST AND WESTWOOD AND BRAEBURN HAVE BEEN HISTORICALLY UNDERREPRESENTED.

I HAVE SEEN THAT IN THE EXPERIENCE WE HAVE HAD WITHIN WITH US, WITH TWO SCHOOLS WITHIN 10 MINUTES OF EACH OTHER.

ONE IS FULLY RESOURCED WITH A BIG PLAYGROUND, A BIG LIBRARY AND AMPLE RESOURCES, AND THE OTHER ONE WAS AT CAPACITY PER CLASSROOM.

THIS IS WHEN WE FOUND OUT THAT MY SON HAD SENSORY PROCESSING DISORDER AND LATER WE WOULD FIND THAT HE HAD BEEN ASSIGNED AS AN EMERGING BILINGUAL LEARNER.

KNOW THAT HE'S AN ENGLISH SPEAKER AND THAT'S HIS FIRST LANGUAGE.

MY SON'S TEACHER WAS OVERWHELMED AND FRANKLY DIDN'T SEEM TO HAVE THE RESOURCES TO UNDERSTAND HIS DISORDER.

AND BY THAT POINT, MY SON WAS DEEMED AS A BAD KID.

AND SO I THINK THAT WHAT WHAT WE'RE TRYING TO DO RIGHT NOW IS THAT THE TEACHER SHOULD BE RESOURCE AND THERE SHOULD BE A CANDIDATE THAT UNDERSTANDS EACH.

THANK YOU, MR. MCNAUGHT.

OLIVER FORMAN, FOLLOWED BY MARA GILLIARD.

FIRST TIME. SO WE JUST START NOW.

I'M GOING TO GO SEE US. SO HOW'S IT GOING, Y'ALL? MY NAME IS OLIVER. I'M A FATHER.

I'M A MEMBER OF COMMUNITY VOICES FOR PUBLIC EDUCATION.

AND I GREW UP DIRT BROKE WHEN I WAS A KID.

I COME FROM A SINGLE PARENT HOME, AND I JUST WANTED TO GIVE SOME BACKGROUND TO KIND OF EMPHASIZE HOW DISAPPOINTED I WAS HEARING THAT IN THE CURRENT REDISTRICTING PLANS.

AND IT ESSENTIALLY DISENFRANCHIZED OUR COMMUNITIES IN THE SOUTHWEST GULFTON AND.

SHARPTON AND SO WHAT I WANTED TO BRING UP NOW IS JUST TO ASK THE BOARD THAT THEY TAKE MORE TIME FOR THE FINAL VOTE AND THAT THEY INCLUDE THOSE COMMUNITIES IN THE YOU KNOW, IN THE TOGETHER IN THE FINAL PLAN.

THEY KEEP THEM TOGETHER AND THEY KEEP THEIR VOICES HEARD BECAUSE I THINK, YOU KNOW, EVERYONE DESERVES A VOICE AND WE SHOULDN'T BE PLACING NEIGHBORHOODS THAT ARE MORE AFFLUENT ABOVE, YOU KNOW, OTHER COMMUNITIES LIKE THAT.

SO I JUST WANT TO POINT THAT OUT THERE.

THANK YOU. MAYA GILLIARD.

OMARA, I'M SORRY.

GOOD EVENING, BOARD MEMBERS.

MY NAME IS MARK GILLARD AND I'M THE FAMILY COMMUNITY ORGANIZER AT LATINOS FOR EDUCATION.

TODAY I JOIN HOUSTON IN ACTION AND OTHER MEMBERS OF THE COMMUNITY TO.

TO ASK THAT YOU PROVIDE MORE TIME BEFORE VOTING ON A REDISTRICTING MAP.

FIRST, I WANT TO SAY THANK YOU FOR YOUR WORK BECAUSE I KNOW THAT IT'S BEEN A LONG PROCESS AND IT'S BEEN ALSO COMPLICATED.

BUT IT'S IMPORTANT TO ACKNOWLEDGE THAT THE SELECTED MAPS A AND D DO NOT MAINTAIN THE COMMUNITIES OF SOUTHWEST HOUSTON TOGETHER OR IN MIND THE COMMUNITIES OF GOLFTON, SHARPTON, MIDWEST BRAEBURN ARE HOME TO HISTORICALLY UNDERREPRESENTED COMMUNITIES, AND ONE OF THE REDISTRICTING MAPS ONE OF THE REDISTRICTING CRITERIA IS TO MAINTAIN COMMUNITIES OF INTEREST TOGETHER.

ONE OF THE MAPS PROPOSED EARLIER IN THE PROCESS INCLUDED THE SOUTHWEST AREA AS ONE DISTRICT.

SO AS YOU MAKE DECISIONS THAT WILL IMPACT THE STUDENTS OF THIS AREA FOR YEARS TO COME, I ASK THAT YOU CHOOSE A MAP THAT MAINTAINS THE COMMUNITIES OF SOUTHWEST HOUSTON TOGETHER AS.

VERONICA OTERO, FOLLOWED BY CORETTA BROWNE AND SANDRA RODRIGUEZ.

HELLO, MY NAME IS VERONICA CORDERO AND I AM HERE WITH LATINOS FOR EDUCATION AND HOUSTON IN ACTION.

I HAVE LIVED IN THE GOLFTON COMMUNITY FOR 18 YEARS SINCE I MOVED HERE FROM CALIFORNIA, AND I HAVE MAINTAINED LIVING IN THE GOLFTON COMMUNITY EVEN AS AN ADULT BECAUSE OF ITS DIVERSITY. I HAVE THREE CHILDREN WITH TWO CURRENTLY ATTENDING BENAVIDES ELEMENTARY AND THE OTHER ONE THE SCHOOL AT SAINT GEORGE.

BOTH ARE UNDER SPECIAL EDUCATION SERVICES.

MOST PARENTS ARE NOT AWARE THAT A LIFE CHANGING DECISION IS ABOUT TO HAPPEN.

THEY ARE NOT THAT AND THEY ARE NOT INVOLVED, NOR HAVE BEEN MADE AWARE OF.

AS A MOTHER OF THREE CHILDREN THAT ARE UNDER THE SPECTRUM.

I PLEAD WITH YOU THAT YOU GUYS GIVE US THE COMMUNITY MORE TIME TO UNDERSTAND MORE ABOUT THE REDISTRICTING PLAN. THE SOUTHWEST HOUSTON NEIGHBORHOOD COMMUNITIES HAVE BEEN HISTORICALLY UNDERREPRESENTED AND UNDER-RESOURCED BECAUSE NO CANDIDATE OR.

CORETTA BROWN?

[00:25:01]

SANDRA RODRIGUEZ.

HELLO. MY NAME IS CORETTA BROWN.

I'M HERE WITH BRIDGES TO EMPOWERMENT IN HOUSTON IN ACTION.

AND AS A COMMUNITY ADVOCATE, IT IS IMPORTANT THAT I SPEAK TODAY ASKING THAT YOU, THE SCHOOL BOARD, TAKE SOME TIME OUT TO ESTABLISH A MAP WHICH DOES NOT DILUTE THE VOTES OF COMMUNITY MEMBERS.

I UNDERSTAND THAT REDISTRICTING IS A VERY HARD AND DEMANDING PROCESS.

I UNDERSTAND THAT OFTENTIMES YOU REACH OUT TO THE COMMUNITY AND THE COMMUNITY DON'T RESPOND FAST ENOUGH.

BUT I DO BELIEVE THAT ONCE THE COMMUNITY DOES RESPOND, THEY TAKE INTEREST, THAT IT IS VERY IMPORTANT THAT YOU TAKE OUT SOME TIME TO LISTEN TO WHAT THEY HAVE TO SAY AND THAT YOU PASS A MAP THAT IS FAIR FOR THE ENTIRE COMMUNITY.

THANK YOU. SANDRA RODRIGUEZ.

WHEN I START THIS IN. GOOD AFTERNOON.

I WANT TO ASK EVERYONE WHO'S JOINING US ON REDISTRICTING TO STAND UP.

MY NAME IS SANDRA RODRIGUEZ AND I'M A LIFELONG RESIDENT OF SOUTHWEST HOUSTON.

I SERVE AS THE ADVOCACY DIRECTOR AT LATINOS FOR EDUCATION, ALSO PRESIDENT OF THE GOLFTON SUPER NEIGHBORHOOD COUNCIL.

AND I'M HERE WITH HOUSTON IN ACTION IN SOUTHWEST FAMILIES.

I'M AN ISD GRADUATE, MOTHER OF AN HISTORY GRADUATE AND FIRST GENERATION COLLEGE GRADUATE.

I'M A DAUGHTER OF IMMIGRANT PARENTS AND GREW UP IN A TIME WHERE MANY OF OUR CENTRAL AMERICAN BROTHERS AND SISTERS HAD TO FLEE THEIR HOMES DUE TO THE CIVIL UNREST IN THEIR COUNTRIES. DURING A TIME WHERE MANY OF US FEARED THE ENVIRONMENTS AROUND US.

OUR NEIGHBORHOOD SCHOOLS SERVED AS A SAFE HAVEN AND OUR TEACHERS ARE MENTORS.

TODAY, THESE FAMILIES ARE RAISING THEIR CHILDREN IN THE SAME COMMUNITIES.

FAMILIES IN THESE NEIGHBORHOODS ALREADY FIND THEMSELVES DISENGAGED IN THE EDUCATION SYSTEM BECAUSE THE CHALLENGES THEY FACE ARE NOT UNDERSTOOD BY DECISION MAKERS, AN ISSUE THAT IS EXACERBATED, EXASPERATED BY A LACK OF REPRESENTATION.

SO I URGE THE BOARD.

WE ALSO HAVE ZOOM SPEAKERS REGISTERED TO ADDRESS B1.

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

OUR FIRST SPEAKER IS [INAUDIBLE].

PLEASE TURN ON YOUR CAMERA.

TURN ON YOUR AUDIO AND BEGIN.

YOU HAVE ONE MINUTE.

MY NAME IS BELLA AND I AM WITH MY GRANT REFUGEES AND IMMIGRANTS LEADERSHIP ACADEMY.

WE NEED TO BE ABLE TO SEE YOU.

COULD YOU PLEASE TURN ON YOUR CAMERA? AND WE CAN SEE.

YES, WE CAN SEE YOU NOW.

THANK YOU. ALL RIGHT.

THANK YOU. MY NAME IS [INAUDIBLE], AND I'M WITH REFUGEES AND IMMIGRANTS LEADERSHIP ACADEMY.

AND HOUSTON IN ACTION.

WE BRING LEADERS OF DIVERSE AFRICAN COMMUNITIES TOGETHER TO LEARN LEADERSHIP SKILLS, EMPOWERING THEM TO ENGAGE IN CIVIC ACTIVITIES AND ADVOCATE FOR THEIR RIGHTS.

WE INSPIRE HEALTHY COMMUNITIES BY CONNECTING THEM TO EXPERTS IN THE FIELDS OF HEALTH, MENTAL HEALTH AND DOMESTIC VIOLENCE.

THE SOUTHWEST COMMUNITY SHARES A LOT OF A LOT IN COMMON.

MANY PEOPLE ARE IMMIGRANTS, AND ENGLISH IS THEIR SECOND LANGUAGE.

IT IS A WORKING CLASS, LOW INCOME COMMUNITY WHO WORK TOGETHER TO TAKE CARE OF EACH OTHER AND RELY ON EACH OTHER.

FOR EXAMPLE, WHEN PARENTS WILL SHARE RESPONSIBILITIES, WATCHING THE CHILDREN AFTER SCHOOL IF SUPPORT IS NEEDED OR IF THERE IS AN EMERGENCY. SOME OF THE CHALLENGES THAT THE STUDENTS IN OUR COMMUNITY FACE AT SCHOOL INCLUDES BULLYING FOR BEING CULTURALLY DIFFERENT, CHILDREN BEING PUT.

OUR NEXT SPEAKER IS SID MCNALLY.

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

YOU HAVE ONE MINUTE.

SID MCNALLY YOU ARE NOW, YOU HAVE NOW JOINED THE MEETING VIRTUALLY.

[00:30:04]

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

SAID, I CAN SEE THAT YOU JOIN THE MEETING, BUT WE NEED TO BE ABLE TO SEE YOU.

WE WILL COME BACK TO YOU AND HOPEFULLY YOU CAN TROUBLESHOOT THE TECHNOLOGY.

OUR NEXT SPEAKER IS JACKIE ANDERSON.

JACKIE ANDERSON, PLEASE TURN ON YOUR CAMERA, TURN ON YOUR SPEAKER, AND YOU MAY BEGIN.

YOU HAVE ONE MINUTE.

GOOD EVENING. TRUSTEES, THANK YOU FOR YOUR SERVICE.

I WANT TO THANK YOU FOR PULLING UP, PUTTING PULLING OUT THE OF THE CONSENT AGENDA TO HOLD ON TO REDISTRICTING PLAN.

IT NEEDS TO HAVE MORE THOUGHT SO THAT WE DON'T DISENFRANCHISE OUR ALREADY DISENFRANCHISED COMMUNITIES.

AND SPEAKING OF DISENFRANCHISEMENT, HOW LONG ARE WE GOING TO LET BEL AIR CITY OR BEL AIR ISD I GUESS I SHOULD CALL IT, CONTINUE TO BLEED US FOR MORE MONEY. AFTER MILLIONS OF DOLLARS SPENT ALREADY, THERE IS STILL NEEDING MORE MONEY WHEN SOME OF OUR SCHOOLS DON'T EVEN HAVE A FIELD TO PLAY IN, LET ALONE PRACTICING.

IT WAS WRONG IN THE BEGINNING.

IT'S STILL WRONG NOW AND NO AMOUNT OF MONEY IS GOING TO MAKE IT RIGHT.

IT'S TIME TO STOP AND DRAW THE LINE AND STOP SPENDING MONEY ON JUST A FEW PEOPLE IN THE DISTRICT.

THANK YOU. THANK YOU.

SID. MINA.

YES, WE CAN SEE YOU.

YOU MAY BEGIN. YOU HAVE ONE MINUTE.

OKAY. THANK YOU SO MUCH.

GOOD AFTERNOON. MY NAME IS ED MINELLI AND I'M HERE WITH MIGRANT REFUGEE LEADERSHIP ACADEMY.

AND WE BRING REFUGEES AND IMMIGRANTS TOGETHER TO LEARN THE SKILLS TO TEACH THEM, EMPOWERING THEM TO ENGAGE IN CIVIL ACTIVITIES.

THE SOUTHWEST COMMUNITY HAS A LOT IN COMMON, AND WE HAVE MOST OF OUR REFUGEE IMMIGRANTS PLACED IN THE SOUTHWEST AREA.

AND THE STUDENTS HAVE A TRAUMA WHILE THEY WERE MIGRATING HERE.

THEY HAVE SEEN SO MANY UNPLEASANT THINGS AND THERE ARE A LOT OF BULLYING GOING ON IN THE SCHOOLS.

AND THEY HAVE DIFFERENT CULTURES WHICH ARE THEY'RE NOT THEY'RE NOT COMFORTABLE WITH THE OTHER STUDENTS BULLYING THEM BECAUSE OF THAT.

SO WE ARE ASKING THAT THE IMMIGRANT REFUGEE COMMUNITIES WILL BE PLACED IN THE SOUTHWEST AREA SO THAT THEY CAN BE AROUND PEOPLE OF THEIR SORT SO THAT THEY WILL BE COMFORTABLE AND THE SOUTHWEST NEIGHBORHOODS OF GOLFTON, SHARPTON, MIDWEST, WESTWARD AND BRAEBURN.

THANK YOU SO MUCH. YOUR TIME IS UP THERE.

SO I'M URGING THE.

OUR NEXT ITEM HELD FOR REGISTERED SPEAKERS OF C1 PERSONNEL.

WILL LARRY MCKINSEY PLEASE COME TO THE PODIUM? THE SPEAKER IS ALSO REGISTERED TO ITEM I4 AND THE HEARING OF THE COMMITTEE.

SUPPOSEDLY THESE ARE OFFERED UP THE SAME OPPORTUNITIES THAT THE OTHER COMMUNITIES ARE OFFERED WHEN YOU REMOVE PRINCIPLES AND PUT PRINCIPLES AT SCHOOLS.

REMOVING MS. GUILLORY FROM YATES IS ATROCIOUS.

IT'S THE SAME PLAYBOOK THAT THEY USE WHEN THEY'RE ABOUT TO START CLOSING SCHOOLS.

NOW WE ALSO HAVE SECONDARY DAP, AND I WANT TO GIVE YOU A PRAISE REPORT BECAUSE I HAD SOMEONE TO CALL ME.

I'VE BEEN COMING TO THESE MEETINGS SINCE 2005, 18 YEARS, AND THIS IS THE FIRST TIME SOMEONE HAS CALLED ME TO ASK ME, WELL, WHAT CAN WE DO ABOUT THIS? SO THAT'S THE THING.

NOW WE SIT UP HERE AND WE NEED EVERYTHING.

TALKING ABOUT YATES.

YATES GOES, THE REST OF THE SCHOOLS GO.

AND I'VE BEEN HERE AND EVERY ONE OF YOU KNOW ME OR SEEN ME.

THE TIME IS NOW.

SO IF YOU'RE NOT WITH US, THAT MEANS YOU'RE AGAINST US.

AND YOU NEED TO GO. OUR NEXT ITEM HELD FOR REGISTERED SPEAKERS IS I-1 APPROVAL OF VENDOR AWARDS UNDER FOR PURCHASES OVER 100,000 AND RATIFICATION OF VENDOR AWARDS FOR PURCHASES UNDER 100,000.

WILL TRACY RILEY PLEASE COME TO THE PODIUM?

[00:35:07]

GOOD EVENING. JUST GOT OFF THE CUFF.

I WANTED TO ASK YOU THIS EVENING TO CONSIDER TABLING ITEM I ONE.

THE SPECIFICITY IS ON PAGE 38 OF YOUR PACKET.

IT'S 23-10-10.01 LED MARQUEE AND SPORTS SCIENCE.

I WAS AN ATHLETE.

I THINK THE SPORTS SIGNAGE IS AMAZING, ESPECIALLY AT THE HIGH SCHOOL LEVEL.

BUT THE WAY THAT THIS WAS PRESENTED FOR PUBLIC VIEWING AND WITHIN YOUR PACKET DOESN'T OFFER SPECIFICITY AND IT INCLUDES AN ATHLETIC ITEM TO ED MARKEY SCIENCE.

AND WHILE IT'S SO IMPORTANT TO MARKET OUR SCHOOLS, I'VE BEEN AROUND FOR A MINUTE AND THOSE SIGNS BREAK.

AND SO AS A STEWARD OF OUR PUBLIC DOLLARS, I'D REALLY ASK YOU TO PULL IT TONIGHT AND GO BACK TO THE PURCHASING TEAM AND ASK FOR CONSIDERATION.

CAN WE MAYBE BREAK IT DOWN BY ELEMENTARY, MIDDLE AND HIGH SCHOOL? CAN WE TAKE THE SPORTS ITEM AND SEE WHAT THAT DOLLAR AMOUNT IS? AND MAYBE IT'S ON MULTIPLE CAMPUSES AND IT ISN'T JUST ONE, BUT THE WAY THAT IT WAS PRESENTED LEFT A LOT OF ROOM FOR QUESTIONS AND CONFUSION AND MAYBE THAT DOESN'T EXIST.

SO IF YOU'D BE WILLING TO PULL IT TONIGHT, I THINK AS A PUBLIC, WE'D FEEL A LOT.

OUR NEXT ITEM HELD FOR REGISTERED SPEAKERS IS FOR APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY F LOCAL ACADEMIC ACHIEVEMENT GRADUATIONS.

SECOND READING WILL DR.

ALEJANDRO PITTELLA PLEASE COME TO THE PODIUM? GOOD EVENING, BOARD. I'M A SEVENTH GRADE DUAL LANGUAGE TEACHER, INSTRUCTIONAL COACH, ROBOTICS COACH AT BURBANK MIDDLE SCHOOL.

I'M ALSO A SECONDARY TEACHER OF THE YEAR FINALIST AND A COUNCIL MEMBER FOR LATINOS FOR EDUCATION.

THIS YEAR I WAS OFFERED A PROMOTION CAREER PATHWAYS.

AT THE TIME, MY STUDENT OR A NEWCOMER FROM VENEZUELA WAS STRUGGLING TO LOG IN TO POWER SCHOOL.

I SHOWED HER HOW TO LOG IN AND SHE SAID, GET YOURSELF BY, MAY GOD BLESS YOU.

THAT WAS THE MOMENT I CHOSE TO REMAIN IN THE CLASSROOM.

I ATTENDED A CONFERENCE WHOSE FOCUS IS THE HIRING AND RETENTION OF DIVERSE TEACHERS.

I FOUND THAT MINORITY FAMILIES FEEL MORE COMFORTABLE APPROACHING TEACHERS OF COLOR WHEN ASKING ABOUT GRADUATION REQUIREMENTS.

AS A FIRST STEP TO HOLDING OURSELVES ACCOUNTABLE FOR A DIVERSE TEACHING STAFF.

I'M ASKING THAT THE DISTRICT POST A DASHBOARD ON ITS WEBSITE WHERE TEACHER DEMOGRAPHICS ARE AVAILABLE AS A DISTRICT AND TO ALL STAKEHOLDERS SO THAT WE CAN TRACK THE PROGRESS ON THIS ISSUE.

THANK YOU VERY MUCH FOR LAST ITEM HELD FOR REGISTERED SPEAKERS IS K SIX.

APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY FOR LOCAL STUDENT WELFARE, FREEDOM FROM DISCRIMINATION, HARASSMENT AND RETALIATION.

SECOND READING WILL JACKIE ABREU HILL PLEASE COME TO THE PODIUM? I HAVE BEEN TO SO MANY OF THESE MEETINGS AND HAVE ADVOCATED FOR THE CHILDREN IN HIGH AC AND NOW TONIGHT, ESPECIALLY.

ALL I NOTICE IN THESE MEETINGS IS THE CONSTANT RACE AND ETHNICITY WARS.

HOW ARE WE SUPPOSED TO FUNCTION AS ONE WHEN EVERYONE IS DISCREDITING ONE ANOTHER? HOW CAN YOU JUDGE A PERSON BY THE COLOR OF THEIR SKIN OR ETHNICITY IF THEY CAN'T DO THEIR JOB OR TEACH CHILD? WE NEED TO WORK TOGETHER FOR THE KIDS YOU'RE TAKING AWAY FROM THE BLACK SCHOOLS, THE SPED STUDENTS, AND YOU'RE ALSO ENCOURAGING DIVERSITY EQUITY INCLUSION IN SCHOOLS, WHICH IS NOW TEACHING KIDS TO DO EXACTLY WHAT ALL OF THESE ADULTS IN THIS ROOM ARE DOING NOW, JUDGING ONE ANOTHER.

AND NOW PLEASE REFRAIN FROM PLEASE STOP THE JUDGING WORK TOGETHER.

FIGURE IT OUT TOGETHER, PLEASE.

THIS CONCLUDES OUR AGENDA.

SPEAKERS. THE FIRST MEETING OF THE NEW YEAR INVOLVES THE ELECTION AND INSTALLATION OF BOARD OFFICERS.

[ELECTION OF OFFICERS]

WE WILL NOW PROCEED WITH THE ELECTION PROCESS CONDUCTED IN ACCORDANCE WITH OUR BOARD OPERATING PROCEDURES.

NOMINATIONS FOR OFFICE OF PRESIDENT ARE NOW IN ORDER.

ARE THERE ANY NOMINATIONS? MADAM PRESIDENT, I'D LIKE TO NOMINATE TRUSTEE DIANE HERNANDEZ FOR PRESIDENT.

IS THERE A SECOND? SECOND? OH. ANY OTHER NOMINATIONS.

PLEASE VOTE.

6742 AGAINST ZERO ABSTENTION MOTION PASSES.

YOU'RE GOING TO GIVE IT TO HER. OKAY.

SOUNDS LIKE IT'S GOING TO TAKE A PICTURE AT WHICH TIME WE'LL.

[00:40:29]

THIS GAVEL IS A SYMBOL OF AUTHORITY.

WIELD IT UNFLINCHING, UNFLINCHINGLY, BUT RIGHTEOUSLY WITH COURAGE, BUT HUMILITY, WITH DETERMINATION, BUT WITH COMPASSION AND UNDERSTANDING.

AS YOU ACCEPT THIS GAVEL AND THE AUTHORITY THAT GOES WITH IT, MAY YOU BRING SUCCESS TO THIS DISTRICT AND TO ITS SCHOOLCHILDREN.

INDUSTRY. I AM DELIGHTED THAT MY FIRST DUTY AS PRESIDENT IS THAT OF BANKING TRUSTEE CRUZ AND SERVING AS OUR BOARD PRESIDENT DURING 2022, WHICH HAS CLASS SERVICE.

OH, NOW I WANT TO GIVE YOU THIS GIFT.

SO THE GIFT IS ETCHED WITH HIS SEAL ON IT, AND IT IS INSCRIBED.

JUDITH CRUZ 2022, BOARD PRESIDENT.

OUTSTANDING LEADERSHIP, DEDICATION AND ADVOCACY ON BEHALF OF HOUSTON SCHOOLCHILDREN.

NOMINATIONS FOR THE FIRST VICE PRESIDENT ARE NOW IN ORDER.

ARE THERE ANY NOMINATIONS? I AM A TRUSTEE.

GUIDRY SECOND TRUSTEE.

GUIDRY HAS TRUSTEE.

SANTOS HAS NOMINATED TRUSTEE GUIDRY.

IS THERE A SECOND? ARE THERE ANY OTHER NOMINATIONS FOR FIRST VICE PRESIDENT? THERE BEING NO FURTHER NOMINATIONS FOR THE OFFICE OF FIRST VICE PRESIDENT.

NOMINATIONS ARE NOW CLOSED.

ALL IN FAVOR OF TRUSTEE GUIDRY VOTE.

YES, PLEASE VOTE.

YEAH. TWO TRUSTEE GUIDRY HAS BEEN SELECTED AS FIRST VICE PRESIDENT UNANIMOUSLY.

NOMINATIONS FOR THE SECOND VICE PRESIDENT ARE NOW IN ORDER.

DO I HAVE A MOTION TO NOMINATE? I NOMINATE BRIDGETTE WADE FOR SECOND PRESIDENT TRUSTEE DI GARDE HAS NOMINATED TRUSTEE WADE TRUSTEE GUIDRY HAVE SECONDED.

ARE THERE OTHER NOMINATIONS FOR SECOND VICE PRESIDENT? THERE BEING NO FURTHER NOMINATIONS FOR THE OFFICE OF SECOND VICE PRESIDENT.

NOMINATIONS ARE NOW CLOSED.

PLEASE VOTE.

TRUSTEE WADE HAS NOW BEEN NOMINATED FOR SECOND VICE PRESIDENT UNANIMOUSLY.

NOMINATIONS FOR THE OFFICE OF SECRETARY ARE NOW IN ORDER.

DO I HAVE A MOTION TO NOMINATE? I MOVE TO NOMINATE KENDALL BAKER FOR SECRETARY.

TRUST. TRUSTEE DARGON HAS NOMINATED TRUSTEE BAKER.

TRUSTEE CRUZ HAS SECONDED.

ARE THERE ANY OTHER NOMINATIONS FOR SECRETARY? THERE BEING NO FURTHER NOMINATIONS FOR THE OFFICE OF SECRETARY.

NOMINATIONS ARE NOW CLOSED TO PLEASE VOTE.

TRUSTEE BAKER HAS NOW BEEN NOMINATED FOR HAS NOW RECEIVED THE OFFICE OF SECRETARY WITH A UNANIMOUS VOTE.

AND NOMINATIONS NOW FOR THE OFFICE OF ASSISTANT SECRETARY ARE NOT OPEN.

DO I HAVE A MOTION TO NOMINATE? I NOMINATE KRISTY BLUEFORD-DANIELS.

DON'T COUNT. I NOMINATE TRUSTEE.

BLUEFORD-DANIELS. SECOND.

TRUSTEE. SANTOS HAS NOMINATED TRUSTEE.

BLUEFORD-DANIELS. TRUSTEE.

DI GARDE HAS SECONDED.

TRUSTEE BAKER HAS SECONDED.

[00:45:02]

ARE THERE ANY OTHER NOMINATIONS FOR ASSISTANT SECRETARY? THERE BEING NO FURTHER NOMINATIONS FOR THE OFFICE OF ASSISTANT SECRETARY.

NOMINATIONS ARE NOW CLOSED.

PLEASE VOTE. TRUSTEE BAKER HAS NOW TRUSTEE BLUEFORD-DANIELS IS NOW OUR ASSISTANT SECRETARY.

I NOW INSTALL EACH OF YOU INTO THE OFFICE TO WHICH YOU WERE ELECTED.

I CHARGE EACH OF YOU TO BE FAITHFUL AND DILIGENT AND EXERCISING THE RESPONSIBILITIES OF YOUR OFFICE DURING 2023.

WE WILL NOW TAKE PICTURES DOWN IN THE FRONT AND WE WILL TAKE A TEN MINUTE RECESS.

THE BOARD IS RECESSED AT 551.

IT'S NOW RECONVENED AT 6:09 P.M..

[SPEAKERS TO AGENDA ITEMS (Part 2 of 2)]

BEFORE WE GET WE BEGIN, I WANT TO ACKNOWLEDGE REPRESENTATIVE YOLANDA JONES, WHO IS WITH US STATE REPS. AND THEN ALSO, WE HAVE WE HAVE TWO RODGERS PARENTS HERE WHO HAVE SIGNED UP TO SPEAK.

AND IF THERE IS NO OPPOSITION FROM MY COLLEAGUES, WE WOULD LIKE TO LET ALLOW YOU ALL TO SPEAK FIRST.

SO IF YOU HAVE REGISTERED TO SPEAK TODAY, PLEASE.

ANY OPPOSITION FROM THE BOARD? NO OBJECTIONS TO RODGERS.

FIRST WE HAVE MASHA BABINSKI, FOLLOWED BY JULIE PETERSON.

OH, SORRY.

GOOD EVENING. TRUSTEES. I'M MARCIA GUDINSKI, A FORMER PHD STUDENT GOING TO ROGERS AND THEN WEST SIDE HIGH SCHOOL.

AND NOW I'M A LAW STUDENT.

I'M RELIEVED TO HEAR THAT A DECISION HAS BEEN MADE TO KEEP MY STUDENTS AT ROGERS BECAUSE MOVING THEM WOULD HAVE BEEN A TERRIBLE MISTAKE.

TO SUMMARIZE, TO DIRECTIVE, SETTING A LEGAL CAP ON SPECIAL EDUCATION SERVICES, WHICH LED TO A FEDERAL INVESTIGATION IN 2018 THAT FOUND THAT TR AND SD VIOLATED NUMEROUS FEDERAL SPECIAL EDUCATION LAWS AND THAT MONITORS HAVE OBSERVED FAILURE EVERY YEAR SINCE.

IN TEXAS DISTRICTS, INCLUDING HISD, IT HAS BEEN A TERRIBLY STRESSFUL FEW MONTHS FOR THE ROGERS COMMUNITY.

I HOPE THE BOARD TAKES STEPS TO WORK WITH US TO CLARIFY SPECIAL EDUCATION OBLIGATIONS AND TO PROMOTE TRANSPARENCY IN THE FUTURE.

FOR EXAMPLE, THE HRC WEB PAGE ON LEA IS CURRENTLY INCOMPLETE, FULL OF BLANK SPACES.

I DID FIND A TO RUBRIC FOR EFFECTIVE PRACTICES FOR STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES, BUT IT WAS INCONSISTENT WITH THE DIRECTIVE TO REMOVE C STUDENTS FROM ROGERS.

I HAVE WRITTEN TESTIMONIES FROM MY FORMER CLASSMATES EMPHASIZING.

THANK YOU. JULIE BEASON, FOLLOWED BY RITA HAZAN.

YES. ALL ABOARD.

I AM TRULY BISON AND MY SON IS BOB AND A STUDENT AT ROGER'S.

WE ARE RECENT.

WE JUST IN THE LAST HOUR, MR. HOUSE RECEIVED YOUR COMMUNICATION REGARDING THE PROGRAM.

AND I KNOW YOU CHOSE YOUR WORDS VERY CAREFULLY, BUT YOU USE THE WORD FUTURE AND NOT INDEFINITELY.

AND I KNOW THAT'S MAYBE NOT A WORD YOU WOULD USE, BUT WE DON'T KNOW IF THAT MEANS 2024.

WE JUST WE'RE NOT CRESTING YET AND WE'RE STILL PROCESSING.

SO I'D LIKE TO JUST READ REAL QUICKLY.

I'D LIKE TO ADDRESS AN NPR SHOW THAT AIRED THIS MORNING.

AND YOU'RE HEARING OFFICER CASHIER AT BRADFORD.

SHE CALLED OUR SCHOOL NOT MODERN, SO SHE SAID IT'S NOT MODERN FOR OUR CHILDREN TO BE TAUGHT IN A IN A MEDICALLY, PHYSICALLY, SOCIALLY AND PSYCHOLOGICALLY SAFE, SPECIAL NEEDS ONLY ENVIRONMENT MOST OF THE TIME, EVEN THOUGH THAT IS WITH THE PARENTS AND THE ARD COMMITTEES HAVE RECOMMENDED.

BRADFORD SUGGESTS WHAT SHE IS SUGGESTING IS NOT MODERN.

MODERN. IT'S ARCHAIC SHUFFLING THESE INNOCENT LAMBS TO THE FOUR CORNERS OF THE DISTRICT TO BE STUCK IN A CLASSROOM IN THE BACK OF A GIANT HIGH SCHOOL OR MIDDLE SCHOOL IS NOT MODERN. IT'S TURNING THE CLOCK BACK SEVEN YEARS.

IT'S LIKE. ROGERS IS ONE OF THE LAST JEWEL.

AFTER HASAN, FOLLOWED BY RUTHIE GREEN, AND I'M MORE AFTER HASAN, A VANGUARD PARENT AT T.H.

RODGERS. I SPOKE IN DECEMBER AND REQUESTED THE BOARD TO KEEP THE CI AND MY PROGRAM AT RODGERS.

AFTER TODAY'S NPR REPORT AND PRINCIPAL SHANIA'S EMAIL JUST ABOUT AN HOUR AGO, WE NOW KNOW THAT THE C PROGRAM WILL STAY AT ROGERS.

HOWEVER, IT SOUNDS LIKE THE DISTRICT MAY CONTINUE TO DISMANTLE THE CI PROGRAM.

[00:50:05]

I CHOSE TO SPOKE TO TO SPEAK TO YOU BECAUSE YOU ARE OUR ELECTED OFFICIALS.

WE VOTED FOR YOU BECAUSE WE TRUST YOU TO DO WHAT IS IN THE BEST INTEREST OF OUR CHILDREN.

I HAVE A DREAM THAT WE CAN WORK TOGETHER TO COME UP WITH THE BEST PLAN.

SPEAKING OF A DREAM, IT WAS AROUND MLK IN 2021 WHEN MY DAUGHTER RIGHT THERE ASKED ME, MOM, HAVE YOU EVER STOOD UP FOR WHAT YOU BELIEVED IN? IN THE MIDDLE OF A PANDEMIC? I'M LIKE, WHAT IS THIS CRAZY FIVE YEAR OLD TALKING ABOUT? AND I SAID, I DON'T THINK SO.

SHE WALKED AWAY SAYING IN HER SASSY WAY.

WELL, MLK JUNIOR DID.

I WISH YOU WOULD, TOO.

I. AND PLEASE, I URGE YOU TO BRING BACK THE DEATH PROGRAM.

ROGERS BACK WHAT WE WERE.

WHAT WE HAVE TO THINK.

THANK YOU. RUTHIE GREEN.

GOOD EVENING. I'M RUTHIE GREENE.

I AM A PARENT OF A CI WHO HAVE BEEN AT RODGERS SINCE 2006.

WE ANTICIPATE TO GRADUATE FROM ROGERS IN 2024.

WE THANK YOU FOR STAYING YOUR HAND.

WE THANK YOU FOR SAYING THAT YOU'RE GOING TO REACH ACROSS THE AISLE AND TALK TO US.

WE HAVE GREAT IDEAS.

WE WANT TO SHARE WITH YOU HOW HOW YOU CAN LOOK AT THE PROGRAM AND MAKE IT WORK.

ALL TO MEET ALL OF THE FEDERAL REGULATIONS THAT WE KNOW THAT YOU HAVE TO MEET.

WE'RE HERE. WE WANT TO BE PARTNERS.

ROGERS HAS BEEN MY PARTNER IN ALL ASPECTS OF MY LIFE AND MY SON'S LIFE.

AND WE WANT TO WANT YOU TO KNOW WE ARE AVAILABLE.

LISTEN TO AND CALL US.

EMAIL US WHATEVER YOU NEED TO DO TO MAKE SURE ROGERS STAYS IN PLACE AND ALL OF THE FACTIONS.

AND EVEN WE WOULD LIKE THE DEAF AND BLIND TO COME BACK.

OUR COMMUNITY AS A WHOLE WORKED TOGETHER.

LET US STAY TOGETHER AND BRING US BACK TOGETHER AS A FAMILY LIKE WE WERE.

WE HAVE ONE ZOOM SPEAKER.

HAS HE BEEN CALLED LEE BUI LEE, BUI YOU ARE NOW JOINING THE VIRTUAL MEETING.

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

LEE, YOU ARE STILL ON MUTE AND YOUR CAMERA'S NOT ON.

PLEASE TURN IT ON AND YOU MAY BEGIN.

DAVID LEE, WE SEE YOU.

PLEASE BEGIN. YOU HAVE ONE MINUTE.

SO YOU MAY BEGIN, SIR.

THANK YOU. GOOD EVENING.

PARENT OF TWO VANGUARD STUDENTS AT T.H.

ROGERS. CAN YOU HEAR ME? YES, SIR. PLEASE CONTINUE.

WE CAN HEAR YOU AND WE CAN SEE YOU.

PLEASE CONTINUE.

OKAY. GOOD EVENING.

I'M A PARENT OF TWO TO VANGUARD STUDENTS AT ROGERS.

I WOULD LIKE TO JUST SHOW MY SUPPORT THIS EVENING.

IF YOU ARE WATCHING THE MEETING, YOU ARE PROBABLY GETTING FEEDBACK.

SO TURN, TURN YOUR MEETING OFF.

WE CAN HEAR YOU. JUST CONTINUE.

OKAY. I'M SORRY ABOUT THAT.

IT'S MY FIRST TIME. IT HAPPENS.

IT'S OKAY.

GOOD EVENING. I'M A PARENT OF TWO VANGUARD STUDENTS THAT CURRENTLY AT ROGERS.

I WOULD JUST LIKE TO SHOW MY SUPPORT FOR BOTH THE PSI AND MY PROGRAM.

AND THE PROGRAM.

I WOULD REALLY LIKE THE BOARD TO CONSIDER BRINGING THE DEF PROGRAM BACK.

I IT'S TRULY MY BELIEF THAT BOTH THE PSI PROGRAM AND THE PROGRAM WILL PROVIDE MY DAUGHTERS WITH THE ABILITY TO LEARN FIRSTHAND THE DIVERSITY AND BEAUTY OF ALL STUDENTS.

NO MATTER WHAT BACKGROUND WE MAY HAVE OR CHALLENGES WE MAY BEAR, THE NEED TO LEARN TO TREAT OTHERS WITH RESPECT, KINDNESS AND PATIENCE, AND THE FORTITUDE TO LEAD OTHERS IN FORMING COMMUNITY THAT INCLUDES SORRY, THAT WELCOMES EVERYONE.

I'M GOING TO STEAL A LINE FROM MY.

OKAY. SORRY. THANK YOU.

THANK YOU, SIR. THANK YOU TO THE SPEAKERS.

[00:55:03]

NOW WE'LL MOVE ON TO A ONE.

YOU TO BOTH.

BUT BEFORE THAT WE WANT TO ACKNOWLEDGE COUNCIL MEMBER EVELYN SHABAZZ, WHO IS IN THE AUDIENCE WITH US, CAROLYN CHARLES.

IT'S JUST ACKNOWLEDGING YOU RIGHT NOW.

I THINK WE'RE NOW READY TO CONSIDER OUR DISCUSSION AND REPORT ITEM.

OH, SO.

HOUSE REP JOANNA JONES, WOULD YOU LIKE TO SAY SOME WORDS? YES. WELL, I'M GLAD I'M OVER HERE REALLY QUICKLY.

SO I JUST WANT TO CONGRATULATE YOU GUYS, BECAUSE I KNOW THAT THIS IS BOARD APPRECIATION MONTH AND I KNOW THIS IS A THANKLESS JOB BECAUSE I USED TO BE THERE.

THAT'S THE FIRST THING I WANT TO SAY.

I WANT TO SAY I'M THE FORMER TRUSTEE FOR DISTRICT FOUR, AND ALL I WILL SAY IS THAT I HAVE RECEIVED MORE, EVEN THOUGH I'M NO LONGER THE TRUSTEE.

I'VE RECEIVED A MILLION CALLS ABOUT WHAT'S GOING ON AT YATES, AND I HOPE YOU GUYS MAKE THE RIGHT DECISION BECAUSE PEOPLE ARE OR HAVE MADE THE RIGHT DECISION, WHATEVER IT IS.

I KNOW THAT THE COMMUNITY SUPPORTS YOUR I.

THIS IS THE ONLY ISSUE THAT I'VE RECEIVED A TON OF CALLS ON.

AND I JUST WANT TO LET YOU KNOW THAT BECAUSE I'M THE STATE REP AND THEY WANTED ME TO LET YOU KNOW.

THANK YOU. RIGHT NOW, WE'RE READY TO CONSIDER OUR DISCUSSION AND REPORT ITEMS. A ONE ACCEPTANCE OF BOARD MONITORING UPDATE PRESENTATION OF GOAL THREE AND PROGRESS MEASURES 3.2 SUPERINTENDENT HOUSE, PLEASE PROCEED WITH YOUR UPDATE COLLEAGUES.

EXCUSE ME, MADAM PRESIDENT, BEFORE WE PROCEED, WE HAVE MR. ROLAND MARTIN IN THE AUDIENCE, AND HE WAS ASKING IF HE COULD SPEAK AT THIS TIME BEFORE WE GET STARTED.

OF COURSE, THAT IS AND I'D LIKE TO MAKE THE MOTION THAT MR. ROLAND MARTIN IS ALLOWED TO SPEAK AT THIS PARTICULAR TIME.

ANY OBJECTIONS? MR. ROLAND MARTIN.

THANKS A BUNCH. HI.

MY NAME IS ROLAND MARTIN. I'M JACK GAINES, CLASS OF 1987.

I FLEW ALL THE WAY FROM WASHINGTON, D.C.

WITH REGARDS TO THIS DECISION REGARDING TIFFANY GUILLORY AT JACOBS HIGH SCHOOL.

I'VE DEALT WITH THE LAST FOUR SUPERINTENDENTS DEALING WITH WHAT'S HAPPENING AT YATES, AND FINALLY, WE'VE HAD STABLE LEADERSHIP AT JACK YATES.

I GO BACK TO 2009 DEALING WITH THESE VARIOUS SUPERINTENDENTS.

THE REASON I GAVE A $25,000 SCHOLARSHIP, BECAUSE FINALLY WE HAD A LEADER WHO WAS PUTTING THE NECESSARY THINGS IN PLACE TO IMPROVE JACK YATES.

I'VE BEEN INDUCTED INTO THREE HALL OF FAME'S NATIONAL ASSOCIATION OF BLACK JOURNALISTS IN DECEMBER 21 AND IN OCTOBER TO SIGN OF PROFESSIONAL JOURNALIST.

AND I WAS GOING TO HAVE AN EVENT HERE IN HOUSTON CELEBRATING THAT.

AND I SAID, I CALLED HER AND I SAID, I WANT TO HAVE IT AT YATES BECAUSE I WANTED THOSE STUDENTS TO UNDERSTAND YOU CAN GO FROM JACK YATES TO BE ONE OF THE TOP JOURNALISTS IN THE COUNTRY. AND AT THAT EVENT, I PLAN TO ANNOUNCE A $50,000 DONATION TO OUR SCHOOL OF COMMUNICATIONS.

BUT AT THIS. FOR EVERY DOLLAR I AM GIVING TO THIS DISTRICT ALSO CALLED ME TO CELEBRATE HD 100.

AND IF YOU MAKE THIS MOVE, I WILL REJECT THAT BECAUSE AS YOU CANNOT SIT HERE AND CONTINUE TO HAVE UPHEAVAL AT THIS SCHOOL, WHEN YOU HAVE PARENTS AND STUDENTS WHO UNDERSTAND WHY YOU NEED CONSISTENT, STABLE LEADERSHIP.

I HAVE ALWAYS WANTED TO REINVEST IN JACK YATES.

MY PARENTS ARE GRADUATES OF JACK YATES, MY AUNT, A LONG TIME ELITE EDUCATION LEADER IN THIS DISTRICT.

PAM LEMON IS A GRADUATE OF JACK YATES.

AND AT SOME POINT, THIS BOARD HAS TO UNDERSTAND YATES WILL NEVER BE WHAT IT USED TO BE AND WHAT IT SHOULD BE UNLESS YOU HAVE STABLE LEADERSHIP.

TIFFANY, SHE IS THE REASON WHY I CHOSE TO MAKE THAT INVESTMENT.

AND I SHOULD NOT LOOK TO MOVE MY DOLLARS ELSEWHERE AND TAKE IT TO ANOTHER SCHOOL, NOT ONLY IN THIS CITY BUT ACROSS THE COUNTRY.

AND TRUST ME, I'VE INTERVIEWED NUMEROUS PRESIDENTS.

I KNEW MEMBERS OF CONGRESS TALKED TO 15 TODAY.

THERE ARE MANY FOLKS WHO WOULD LOVE TO HAVE MY MONEY, BUT I PREFER TO LEAVE IT IN HISD.

IF YOU MAKE THIS MOVE AND FIRE HER, YOU'RE MAKING A GREAT MISTAKE.

THIS COMMUNITY STANDS BEHIND HER, GRADUATES STAND BEHIND HER, STUDENTS STANDS BEHIND HER.

AND IF IT'S A QUESTION OF TEST SCORES, IF IT'S A QUESTION OF ACADEMIC PROGRESS, WE SHOULD BE ANALYZING WHAT RESOURCES THEY NEED, WHAT NEW PROGRAMS THEY NEED, WHAT IS BEST FOR THE STUDENTS.

THAT'S WHAT SHOULD HAPPEN.

AND I'LL BE MORE THAN HAPPY TO MEET WITH YOU, MR. HOUSE, BECAUSE I'VE MET WITH THE PREVIOUS SUPERINTENDENTS AND I'VE DEALT WITH SUPERINTENDENTS ALL ACROSS THIS COUNTRY AS AN EDUCATION ADVOCATE.

[01:00:03]

BUT LET ME BE REAL CLEAR.

GUILLORY SHOULD BE THE PRINCIPAL AT YATES, AND THIS ACTION SHOULD NOT BE TAKEN IN THE MIDDLE OF A SCHOOL YEAR.

IT IS GROSSLY DISRUPTIVE TO THE EDUCATION PROCESS, AND I HOPE THIS BOARD MAKES THE RIGHT DECISION BECAUSE TRUST ME, I'M DOING MY SHOW LIVE RIGHT NOW. I'M BROADCASTING THIS SHOW LIVE RIGHT NOW, AND I AM MORE THAN WILLING BECAUSE I OWN IT, TO BRING THIS SHOW TO HOUSTON AND FOCUS ON WHAT'S HAPPENING IN THIS CITY. IF SHE IS REPLACED, THAT SHOULD NOT HAPPEN.

SO I HOPE YOU DO THE RIGHT THING FOR YATES AND FOR THE STUDENTS AND FOR THE FAMILIES.

THANK YOU. SUPERINTENDENT HOUSE, PLEASE PROCEED WITH YOUR UPDATE.

[REPORTS FROM THE SUPERINTENDENT]

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

THANK YOU, MADAM PRESIDENT, AND CONGRATULATIONS ON ON YOUR NEW ROLE AND IN LEADERSHIP WITH THE BOARD.

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

ALLISON MANNING TO THE PODIUM.

SHE'S GOING TO SHARE SOME INSIGHT AND INFORMATION AROUND GOAL PROGRESS.

MEASURE 3.2.

DR.. DR.. MANY THANK YOU, SUPERINTENDENT.

HOUSE PRESIDENT HERNANDEZ TRUSTEES.

I'M HERE THIS EVENING TO BRING YOU UPDATES AROUND GOAL PROGRESS MEASURE 3.2.

THIS REPORT IS A FOLLOW UP TO THE ONE THAT WE PROVIDED IN OCTOBER WHERE WE JUST LOOKED AT THE 11TH GRADERS.

THIS REPORT ADDS SUPPLEMENTAL DATA AROUND OUR 10TH GRADERS AND OUR 12TH GRADERS FOR THIS GOAL PROGRESS MEASURE.

SO JUST AS A REMINDER, WANT TO ORIENT OURSELVES AROUND THE TERMS THAT WE USE HERE IN EDUCATION, SPECIFICALLY WITH THESE REPORTS, THE BEGINNING OF YEAR, MIDDLE OF YEAR, END OF YEAR, WE ALWAYS PUT WE'VE STARTED WE'VE BEGUN TO PUT THESE ACRONYMS AND TERMS INTO THE FRONT OF THE PRESENTATION TO HELP YOU WITH LEARNING AND WITH UNDERSTANDING AS WE WORK THROUGH THESE DATA COMPONENTS.

HERE ARE SOME OF THE SPECIFIC TERMS FOR THIS REPORT AROUND THE CONTENT.

WE ARE LOOKING AT COLLEGE CAREER MILITARY READINESS DATA THIS EVENING, SPECIFICALLY AROUND COLLEGE READINESS.

AND SO WE HAVE SOME OF THE COLLEGE READINESS INDICATORS THERE, ADVANCED PLACEMENT, INTERNATIONAL BACCALAUREATE, DUAL CREDIT, DUAL ENROLLMENT.

SO WE WILL BEGIN BY LOOKING AT THE PERCENTAGE OF STUDENTS DEMONSTRATING COLLEGE READINESS.

THIS IS FOR GOAL 3.2, THE PERCENTAGE OF STUDENTS WHO BY THE END OF 11TH GRADE HAVE DEMONSTRATED COLLEGE READINESS VIA ADVANCED PLACEMENT INTERNATIONAL BACCALAUREATE.

THAT'S AP OR IB EXAMINATIONS, DUAL CREDIT COURSEWORK OR DUAL ENROLLMENT.

CREDIT ELIGIBILITY WILL INCREASE EIGHT PERCENTAGE POINTS FROM 30 TO 38 BY JUNE 2024.

SO ON THIS GRAPH YOU CAN SEE WE HAVE ADDED IN THE GREEN 10TH GRADE LINES AND THE GRE 12TH GRADE LINES.

SO IN LOOKING BACK AT THE 2122 DATA, WE SEE THAT AS A REMINDER FROM OCTOBER THE 11TH GRADE WAS AT 29% OF OUR STUDENTS DEMONSTRATING COLLEGE READINESS.

AS 10TH GRADERS THE YEAR BEFORE.

SO WE LOOK BACK ONE YEAR, WE LOOK AT 2021, THEY WERE 10TH GRADERS, THEY WERE AT 19%, AND THEN THEY GREW TO THAT 29% AS JUNIORS. AND AND THE TAKEAWAY FROM THIS GRAPH SPECIFICALLY IS THAT WE'VE REALLY BEEN RELATIVELY STABLE WITH 10TH GRADE, 11TH GRADE AND 12TH GRADE BANDS.

OF OF WHAT PERCENT OF OUR STUDENTS ARE ACHIEVING THESE INDICATORS.

OF COURSE, PROGRAMMATICALLY WE SEE 10TH GRADE BEING MUCH LOWER BECAUSE A LOT OF THESE OPPORTUNITIES HAPPEN IN JUNIOR AND SENIOR YEAR.

BUT WE DO HAVE STUDENTS THAT CAN ACHIEVE THESE THINGS IN 10TH GRADE, SPECIFICALLY AROUND AP DUAL CREDIT.

SO LOOKING AT HOW WE HOW WE MATRICULATE THIS OVER TIME IS CRITICAL AND WHICH IS WHY WE BRING IN THAT 10TH GRADE, IN THE 12TH GRADE DATA TO SEE THE BIG PICTURE.

SO LOOKING AT THE BUY STUDENT GROUP DATA, WE AGAIN SEE A PICTURE OF REMAINING RELATIVELY STABLE OVER TIME WITH THE EXCEPTION OF OUR ENGLISH LEARNER GROUP.

AND THAT GROUP IS AT THE BOTTOM LEFT HAND SIDE OF THE SCREEN.

WE CAN SEE THAT THAT GROUP WENT FROM FROM 2021, FROM SEVEN, THE 10TH GRADERS, FROM 17% TO 19%, COLLEGE READY, INCREASING BY TWO.

THE JUNIORS, AS WE DISCUSSED IN OCTOBER, INCREASED BY THOSE TEN POINTS, THE 23 TO 33, AND THEN THE 12TH GRADERS INCREASED BY FROM 30

[01:05:04]

TO 39. SO NINE PERCENTAGE POINTS FOR THAT STUDENT GROUP POPULATION.

EVERYONE ELSE IS RELATIVELY STABLE WITH MINOR UPS AND DOWNS, BUT BUT RELATIVELY FLAT AS WE SAW IN THE PREVIOUS SLIDE HERE.

WHAT WE'RE LOOKING AT IS THE PERCENTAGE OF STUDENTS DEMONSTRATING THAT COLLEGE READINESS BY METHODS.

SO HERE'S WHERE WE BREAK DOWN.

WHERE ARE WE EXCELLING? IS IT AP SCORING A THREE OR HIGHER ON THE ADVANCED PLACEMENT EXAM? IS IT OUR IB PROGRAM SCORING FOUR OR HIGHER ON THE EXAM? DUAL CREDIT, ACHIEVING THOSE CREDITS FOR COLLEGE COURSEWORK OR DUAL ENROLLMENT COLLEGE COURSEWORK.

AND YOU CAN SEE BY AND LARGE, HISTORICALLY, AND THAT TREND CONTINUES, THAT WE ARE SEEING THE GREATEST PERCENT OF OUR STUDENTS ACHIEVING COLLEGE READINESS AND DEMONSTRATING THE COLLEGE READINESS THROUGH OUR ADVANCED PLACEMENT EXAMINATIONS.

IN LOOKING AT THE RIGHT HAND SIDE, WE'RE LOOKING AT THE STUDENTS MEETING DUAL CREDIT.

SO WE BROKE THIS DOWN A LITTLE BIT MORE BECAUSE DUAL CREDIT, YOU CAN MEET IT IN THREE WAYS.

YOU CAN EARN ONE CREDIT OF ELLA SO ONE ONE COLLEGE COURSE IN THE ELLA.

SET OF COURSES, ONE COURSE FOR MATH OR NINE OR MORE CREDITS IN ANY OTHER CONTENT AREA.

AND YOU CAN SEE HERE THAT WE HAVE HAD THE GREATEST INCREASE IN OUR DUAL CREDIT NUMBERS IN THAT GREATER THAN GREATER EQUAL OR GREATER THAN NINE DUAL CREDIT COURSES. SO WE HAVE SEEN THAT IMPROVEMENT OVER TIME.

IN LOOKING AT OUR COURSE PARTICIPATION RATES, THIS IS SOMETHING THAT COMES UP QUITE OFTEN IN OUR DISCUSSIONS IS WHAT DOES PARTICIPATION LOOK LIKE? SO WE HAVE THE ACHIEVEMENT.

BUT LET'S COUPLE THAT WITH THE NUMBER AND PERCENT OF STUDENTS THAT ARE THAT ARE INVOLVED IN THESE PROGRAMS. SO YOU CAN SEE HERE OUR DUAL CREDIT PARTICIPATION IS ACTUALLY INCREASING, BUT WE ARE NOT SEEING IT IS ON THE PREVIOUS SLIDE.

WE'RE NOT ACTUALLY SEEING THE OUTPUT OF EARNING THE CREDITS, EVEN THOUGH OUR PARTICIPATION IS INCREASING, BUT INCREASING THAT PARTICIPATION.

GETTING THAT EXPOSURE FOR OUR STUDENTS IS CRITICAL.

FOR AP, OUR 10TH AND 11TH GRADERS, YOU WILL SEE SOME DECLINES IN AP PARTICIPATION FROM 2021 TO 2122.

AND ON THIS SLIDE, FINALLY, WE SEE OUR PERCENTAGE STUDENTS DEMONSTRATING COLLEGE READINESS FOR OUR RYE'S CAMPUSES.

AND JUST AS A REMINDER, THIS IS BASELINE DATA.

WE SHOW YOU HISTORICAL, BUT THE RISE PROGRAM WAS NOT PUT IN PLACE UNTIL THE 20 TO 23 SCHOOL YEAR.

SO THAT REALLY IS BASELINE OF WHERE THEY STARTED.

AND THE NUMBERS ARE INDICATIVE OF WHY THEY ARE IDENTIFIED AS RISE.

WE SAME TRENDS THAT WE'VE SEEN IN THE PREVIOUS SLIDE SHOWS.

AND SO WE ARE LOOKING FORWARD TO MONITORING THAT AS WE ARE CURRENTLY.

AND THEN AT THE END OF THE SCHOOL YEAR LOOKING AT WHAT THE OUTPUTS ARE AND WE WILL BRING THOSE TO YOU AS WELL.

SUPERINTENDENT HOUSE.

THANK YOU, MA'AM. AND, TRUSTEES, WHAT? ONE OF THE THINGS THAT I WANT US TO BE COGNIZANT OF IS THAT WE.

WE TOLD YOU WE WOULD BE REVISITING THIS GOAL SPECIFICALLY WITH WITH THREE COHORTS OF INFORMATION FROM, OF COURSE, THE 2122 SCHOOL YEAR.

WHILE WE'RE NOT CURRENTLY, AS YOU CAN SEE, ON ON TARGET FOR THE MEASURE, WE BELIEVE THAT WE'RE TAKING, AS WE'VE TALKED ABOUT ON SEVERAL DIFFERENT OCCASIONS, THE RIGHT ACADEMIC ACTIONS TO SUPPORT OUR STUDENTS EDUCATIONAL JOURNEY TO BE WHERE THEY NEED TO BE, YOU KNOW, IN THINKING ABOUT THE ROOT CAUSES.

AND I KNOW THAT'S ONE OF THE QUESTIONS THAT WILL PROBABLY PROBABLY COME UP.

YOU KNOW, WE WE THINK ABOUT AND WE'VE TALKED ABOUT WHAT OUR 11TH GRADERS HAVE SEEN OVER THE COURSE OF THEIR LAST COUPLE OF YEARS.

WE KNOW THAT THE PANDEMIC HAS HAS IMPACTED THEM AND THEY'VE GRAPPLED WITH SEVERAL DIFFERENT THINGS THAT HAVE AFFECTED THEIR EDUCATIONAL JOURNEY AS WELL.

WE STILL WERE, OF COURSE, GRAPPLING OURSELVES WITH QUARANTINES, TEACHER SHORTAGES, AND IN FACT, FOR FOR MANY OF OUR STUDENTS ENTERING 11TH GRADE, THEY HAVE ONLY SEEN THAT KIND OF WORLD THROUGHOUT THEIR HIGH SCHOOL JOURNEY AS A DEEPER ROOT CAUSE.

WE KNOW THAT PREPARING STUDENTS FOR SUCCESS IN COLLEGE LEVEL COURSEWORK AND EXAMS SUCH AS AP AND IB, AS WE'VE TALKED ABOUT, DUAL CREDIT AS WELL, ISN'T SOMETHING THAT HAPPENS OVER THE COURSE OF A SEMESTER OR EVEN OVER THE COURSE OF JUST ONE YEAR.

[01:10:01]

FOR US TO TRULY MOVE OUR NUMBERS, WE MUST HAVE MORE STUDENTS IN OUR HIGH SCHOOL WITH THE REQUISITE SKILL SETS AND CRITICAL THINKING SKILLS TO MEET THE MEASURES ON THE EXAMS THAT WE WANT AND EXPECT.

I'LL CONTINUE TO HARP ON THE INVESTMENT OF HIGH QUALITY INSTRUCTION MATERIALS AT THE ELEMENTARY AND MIDDLE SCHOOL LEVEL.

OF COURSE, THAT'S THAT'S WHERE IT STARTS, IS MAKING SURE THAT THEY GET WHAT THEY NEED IN THE EARLY YEARS SO THAT WE DON'T GET TO A PLACE IN THE HIGH SCHOOL YEARS OR 11TH GRADE WHERE WE SEE THE STRUGGLES.

FROM A STATISTICAL DATA STANDPOINT, IT'S CRITICAL TO THE CRITICAL THINKING SKILLS NEEDED FOR OUR STUDENTS TO BE SUCCESSFUL AND EVENTUALLY EVEN THAT MUCH MORE SUCCESSFUL AS THEY MOVE ON TO TO COLLEGE.

THE WORK THAT WE'RE DOING IN THE TRANSFORMATION NETWORK OF ACADEMIC OUTCOMES THROUGH OUR RISE SCHOOLS AS WELL IS GOING TO BE EXTREMELY IMPORTANT AND IS A MAJOR ROLE OF OF HOW WE FOCUS OUR EFFORTS MOVING FORWARD.

IF WE CAN STRENGTHEN THE ACADEMIC READINESS OF THE STUDENTS AND OUR RISE CAMPUSES, ESPECIALLY THOSE, AGAIN AT THE ELEMENTARY AND THE MIDDLE SCHOOL LEVEL, WE BELIEVE WE WILL HAVE MORE STUDENTS READY TO ACHIEVE AT THE LEVELS NEEDED TO PUSH THE DATA EVEN FURTHER THAN THAN IT IS NOW.

WE'VE ALSO INCREASED THE PRE CURRICULUM AND AVID PROGRAM OPPORTUNITIES ACROSS A SUBSET OF HIGH NEED SCHOOLS THAT HAVE HISTORICALLY UNDERPERFORMED ON THESE PARTICULAR EXAMS. A SIGNIFICANT PART OF THE STRATEGY BEGINS WITH ENSURING THAT OUR STUDENTS HAVE ACCESS ACCESS JUST THE OPPORTUNITY WITH AP IB DUAL CREDIT, AND THAT'S SOMETHING THAT WE'VE REALLY PUSHED IN MY TENURE HERE, WORKING CLOSELY WITH UNIVERSITIES, JUNIOR COLLEGES AND OTHER ORGANIZATIONS TO ENSURE THAT THOSE OPPORTUNITIES EXIST.

OUR SCHOOLS, OFFICE AND ACADEMICS OFFICE CONTINUE TO WORK AS A TEAM.

WE'VE TALKED ABOUT HOW CRITICAL THAT IS WITH THOSE TWO OFFICES TO ENSURE THAT PRINCIPALS ARE FOCUSING IN ON THOSE MASTER SCHEDULES PROVIDED TO STUDENTS WITH THE OPPORTUNITY TO DEMONSTRATE THE COLLEGE READINESS ON THE 11TH GRADE EXAM THAT WE ALL WANT TO SEE.

PRINCIPALS MUST BALANCE THEIR FUNDING CONSTRAINTS WITH THEIR STUDENT DEMOGRAPHICS, AND CMR NEEDS TO OFFER THE MASTER SCHEDULE WITH THE THE GOALS THAT WE KNOW THAT WE EXPECT FOR THEM TO MEET.

THE CHALLENGE IS DEPENDING ON THE THE BUDGET, THE STUDENT ENROLLMENT, THERE MUST BE STRATEGIC DECISIONS MADE BY CAMPUS LEADERSHIP AS WE'RE SUPPORTING ALONG THE WAY.

THIS ALL ALIGNS WITH OUR FOCUS THIS YEAR OF SUPPORTING OUR PRINCIPALS WITH THE TIME, TALENT AND RESOURCES.

WE TALKED TO QUITE A BIT ABOUT THIS DURING OUR LAST PRINCIPALS MEETING JUST YESTERDAY, WHERE WE HAD OUR PRINCIPALS, ALL 270.

SOME GOT TOGETHER IN 111 BUILDING TO TO REALLY CONTINUE TO BUILD THE CAPACITY.

THIS YEAR WE'VE BEEN EXTREMELY INTENTIONAL AROUND SUPPORTING OUR CAMPUSES THAT HAVE HISTORICALLY NOT BEEN ABLE TO OFFER AP COURSEWORK THROUGH UTILIZING ESSER FUNDS TO BE ABLE TO EXPAND THE OFFERINGS THAT WE ALL WANT TO SEE.

WE'VE ALSO BEEN EXTREMELY INTENTIONAL.

AS A DISTRICT IN TERMS OF EXPANDING ACCESS TO DUAL CREDIT.

AS I MENTIONED EARLIER, HOWEVER, WE ACKNOWLEDGE THAT THERE ARE LIMITS TO STUDENTS ABILITY TO ENROLL IN DUAL CREDIT COURSEWORK, SUCH AS STUDENTS BEING IN BTS, BEING TSAI READY AND HAVING ACCESS TO CERTIFIED INSTRUCTORS WHO ARE ABLE TO MEET THE QUALIFICATIONS TO TEACH THE DUAL CREDIT COURSES.

WE BELIEVE THAT OUR EFFORTS TO IMPROVE HOW WE ATTRACT, HOW WE TRAIN, HOW WE COMPENSATE OUR TEACHERS WILL HELP IN THIS REGARD AS WELL.

USING ESSER FUNDS, WE'VE INVESTED IN AND CONTENT SPECIFIC TUTORING AND SUPPORTED OUR STUDENTS TO HELP THEM HAVE THE HIGHER PASSING RATES AND EXAMS THAT WE WANT TO SEE ON OUR ASSESSMENTS.

WE BELIEVE THAT THE SUPPORTING OF OUR TEACHERS IS IS GOING TO BE EXTREMELY IMPORTANT AS WE CONTINUE TO DELIVER THIS HIGH LEVEL CRITICAL FOCUS ON OUR ON OUR MEASURES THAT THAT YOU ALL WANT AND EXPECT TO SEE AS WELL.

NOW, ONE THING THAT WE'RE EXTREMELY PROUD OF IS THAT WE SEE IN THIS DATA IS THE SIGNIFICANT IMPROVEMENT AROUND OUR ENGLISH LEARNER POPULATION.

WE SAW A 10%, 10% INCREASE, AS DR.

MADDEN INDICATED EARLIER, WITH THIS GROUP.

WE BELIEVE A LOT OF THIS GROWTH IS DUE TO THE STRUCTURED COLLEGE READINESS SUPPORT THAT WE'VE IMPLEMENTED IN SCHOOLS THROUGH OUR COLLEGE READINESS TEAM AND THE TARGETED OUTREACH OF OUR STUDENTS AND FAMILIES AND ENGLISH ENGLISH LEARNERS.

[01:15:01]

REGARDING COLLEGE READINESS, THEY HAVE TO HEAR IT.

WE HAVE TO TALK ABOUT IT TO THEM, AND THAT IS SOMETHING THAT IS HAPPENING.

NOW, ONE AREA THAT WE'RE KEEPING OUR EYE ON IS AP PARTICIPATION.

IT'S IMPORTANT TO NOTE THAT THE DATA THAT THE REPORT SHOWS IN REFERENCE TO THE PERCENTAGE OF STUDENTS IN THE COHORT THAT WE HAVE TAKEN IN REFERENCE TO ASSESSMENTS, WE NOW KNOW THAT COVID 19 HAD A MAJOR IMPACT, AS WE'VE SAID, ON THE ABILITY OF STUDENTS TO TAKE EXAMS. EVEN SO THAT PARTIALLY THAT'S PARTIAL, PARTIAL REASON OF SOME OF THE DECREASE THAT WE SAW.

WE BELIEVE THAT OUR INVESTMENT IN THE EXPANSION OF PRE AP COURSEWORK, IT HAS TO START WITH THE PRE A-B BEFORE WE MOVE TO THE AP AND THE SUPPORTS FOR STUDENTS IN OUR SCHOOLS WILL BE AN IMPORTANT LEVER TO INCREASING AP PARTICIPATION.

MADAM PRESIDENT, BE GLAD TO TAKE ANY ANY INSIGHTS AND QUESTIONS AT THIS TIME.

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

WE WILL DO TWO ROUNDS OF 2 MINUTES EACH.

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

KATHY BLUEFORD-DANIELS.

THANK YOU, MADAM PRESIDENT.

JUST HAD A FEW QUESTIONS.

ONE, I DIDN'T GET ONE OF MY QUESTIONS IN TIME, AND SO I'M GOING TO ASK FOR A REFERRAL BECAUSE I'D LIKE TO KNOW, OUT OF ALL THE HIGH SCHOOLS, WHICH ONES HAVE DUAL CREDIT AND HOW MANY DUAL CREDITS DOES EACH HIGH SCHOOL CAMPUS HAVE, ALONG WITH THE AP AND THE IB CAMPUSES AND A NUMBER OF STUDENTS THAT ARE ASSOCIATED WITH IT AS WELL. WITH EACH ONE OF THOSE CAMPUSES I WANT TO BREAK DOWN, BUT I HAVE SOME CONCERNS FOR A BREAKDOWN OF THE OFFERINGS I'M SORRY, A BREAKDOWN OF THE OFFERING, A BREAKDOWN OF THE WHATEVER YOU WANT TO CALL IT. I WON'T BREAK DOWN.

I HAVE CONCERNS FOR A LOSS OF COMMAND POINTS THAT WAS BROUGHT TO OUR ATTENTION AND HOW THAT MAY HAVE IMPACTED SOME OF THESE HIGH SCHOOLS AND THEIR CREDIT, THEIR RANKINGS, WHERE THEY ARE RIGHT NOW.

ONE OF THE OTHER MAIN THINGS I HAD IS IF WE GO TO PACKAGE PAGE A ONE, A GO A PACKAGE PAGE 30, IT WAS 13 WHEN I INITIALLY WROTE MY NOTES.

I DON'T KNOW WHAT PAGE IT'S ON NOW.

STOP MY 7:00.

OKAY. THAT'S IT.

SO HERE, OBVIOUSLY, WHEN I LOOK AT THE AFRICAN-AMERICAN AND HISPANIC KIDS, WHITE KIDS IN AMERICA AND THE DIFFERENCES IN THE KIDS AND I LOOK AT 2021 VERSUS 21, 22, AND EVERY ONE OF THOSE YEARS THERE'S A DECLINE, BUT PRIMARILY WITH THE AFRICAN-AMERICAN KIDS, CHILDREN.

SO I WANT TO KNOW WHAT PROCESSES WE'RE GOING TO USE TO CLOSE THAT GAP WITH OBVIOUSLY THE AFRICAN-AMERICAN CHILDREN BEING THE LOWEST IN IN THIS ACHIEVEMENT. WHAT ARE WE GOING TO DO SPECIFICALLY TO RAISE THAT FLOOR? I ASK THIS QUESTION ALL THE TIME, BUT WE'VE GOT TO HAVE A CONCERTED, CONCENTRATED EFFORT AND WITH WHAT WAS BROUGHT TO OUR ATTENTION AS IT RELATES TO THE CMR POINTS, COULD THAT HAVE IMPACTED THIS AS WELL? SECOND, MY LAST QUESTION.

IS THERE AN INDICATOR THAT THAT WILL SHOW WHICH CHILDREN ARE ATTENDING TO IN FOUR YEAR COLLEGES? AND IF NOT, THEN WHAT KIND OF PROGRAMS DO WE HAVE THAT WE'RE OFFERING AT THESE PARTICULAR CAMPUSES? BECAUSE WE'VE GOT TO HAVE SOMETHING TO RETAIN THESE KIDS AND PREPARE THEM FOR THE FUTURE.

SO THANK YOU FOR YOUR QUESTION AND WE'LL GET THAT REFERRAL IN.

IT'S A VERY LONG QUESTION, BUT I'M GOING TO TRY TO DIVE IN DEEP TO IT.

THERE'S A LOT OF QUESTIONS.

BUT, YOU KNOW, SEVERAL OF THE THINGS WERE I TALKED ABOUT IN TERMS OF HOW WE FOCUS ON DUAL CREDIT, WHAT IT IS TO ENSURE THAT THE OFFERINGS ARE THERE AP, WHAT IT IS TO MAKE CERTAIN WHICH WE'VE MOVED TOWARDS HAVING HIGH LEVEL RESEARCH BASED CURRICULUM IN FRONT OF OUR IN FRONT OF OUR STUDENTS AS WELL.

DR. BIRD, WOULD YOU LIKE TO SHARE SOME ADDITIONAL INSIGHT AND REFERENCE TO THE LEVERS THAT ARE BEING FOCUSED ON AT THIS TIME? SURE. SO WE HAVE INVESTED IN 19 HIGH SCHOOLS THAT HAVE HISTORICALLY BEEN UNDERSERVED.

SO WE'VE ADDED SOME INFRASTRUCTURE TO THOSE SCHOOLS, INCLUDING AVID EXPANSION, ALL THE WAY DOWN TO THE ELEMENTARY AND MIDDLE SCHOOL SO THAT THE KIDS ARE PREPARED.

IT'S ONE THING TO JUST SAY YOU HAVE TO HAVE AP CLASSES, BUT IF YOU DON'T PUT THE INFRASTRUCTURE IN PLACE, THEN IT'S NOT GOING TO BE SUCCESSFUL.

WE'VE ALSO INCREASED OUR PARTNERSHIP WITH UT ONRAMPS, WHICH IS A DUAL ENROLLMENT PROGRAM.

SO SOME STUDENTS AT SCHOOLS THAT HAVEN'T TRADITIONALLY HAD AP OFFERINGS, THEY ONE OF THE REASONS THAT THEY HAVEN'T IS THE TSI COMPONENT.

STUDENTS ARE NOT ELIGIBLE TO TAKE THOSE CLASSES BECAUSE THEY DON'T HAVE THE TSI SCORE, BUT DUAL ENROLLMENT YOU CAN TAKE WITHOUT THAT, AND WE ARE SEEING SUCCESS IN THAT.

SO 51% OF STUDENTS THAT ARE TAKING UT ONRAMPS CLASSES ARE BEING SUCCESSFUL AND THAT IN THE HUMANITIES AND 39% IN

[01:20:09]

STEM CLASSES. SO WE'RE SEEING TRACTION WITH THAT.

WE'VE EXPANDED THAT THIS YEAR TO MORE SCHOOLS WE HAD NOW IT USED TO BE AT SIX CAMPUSES, NOW IT'S AT 15 CAMPUSES.

SO THERE'S MORE INVOLVEMENT THERE, AND THEN ALSO IN SOME SCHOOLS THAT ARE JUST HAVE SMALL ENROLLMENT.

ONE OF THE THINGS WE'RE DOING THIS YEAR WITH ESSER MONEY IS SO MAYBE AT SCHOOL YOU ONLY HAVE ENOUGH KIDS TO HAVE ONE SECTION OF SOME AP CLASS, SO YOU WOULDN'T NECESSARILY HAVE THE TEACHING FORCE DO THAT.

SO WE'VE HIRED SOME CENTRAL TEACHERS THAT CAN GO FROM SCHOOL TO SCHOOL, AND SO WE CAN STILL OFFER THE COURSE AT SCHOOLS THAT HAVE LOWER ENROLLMENT.

THAT'S ANOTHER STRATEGY WE'RE GETTING TO INCREASE THE OPPORTUNITY FOR STUDENTS WHO HAVE HISTORICALLY NOT BEEN ABLE TO TAKE AP COURSES, AND THANK YOU FOR THAT, MADAM PRESIDENT.

I WENT OVER BUT WE DID LOOK AT AT THE MIDDLE SCHOOL LEVEL, TOO, THAT'S GOING TO FEED INTO THOSE HIGH SCHOOLS SO WE CAN START PREPARING THEM ACCORDINGLY.

SO I'D LIKE TO HAVE ALL THAT INFORMATION SO I KNOW WHERE WE'RE LACKING.

THANK YOU. TRUSTEE GUIDRY.

THANK YOU, MADAM PRESIDENT.

OKAY, SO I WANT TO FOLLOW UP ON TRUSTEE BLUEFORD-DANIELS, BECAUSE I'M LOOKING ALSO AT THIS PACKAGE, PAGE 13, AND WHAT CONCERNS ME ABOUT IT IS THE AFRICAN-AMERICAN STUDENT IN EVERY SINGLE GRADE REDUCED IS THE ONLY DEMOGRAPHIC ON THIS CHART THAT SHOWS A REDUCTION IN EVERY SINGLE GRADE.

SO MY CONCERN IS WHAT ARE WE DOING AT THE 10TH GRADE LEVEL TO ADDRESS THOSE STUDENTS MOVING INTO 11TH GRADE? WHAT ARE WE DOING AT THE 11TH GRADE LEVEL TO ADDRESS THOSE STUDENTS MOVING INTO 12TH GRADE, SO WE DON'T SEE THIS IN OUR EOI.

WELL, I WOULD CONTINUE TO TO TO PUSH IT EVEN FURTHER DOWN.

I THINK A BIG PART OF WHAT WE'RE IMPLEMENTING THIS YEAR AT THE ELEMENTARY LEVEL AND THE MIDDLE SCHOOL LEVEL IN TERMS OF THE NEW CURRICULUM, THE FOCUS ON ENSURING THAT'S BEING TAUGHT IN A MANNER THAT WE HAVE, THE KIND OF FIDELITY THAT WE NEED IS WHERE IT HAS TO START.

YES, THERE ARE THINGS THAT HAVE TO BE FOCUSED ON, BUT IF WE DON'T GET THAT PIECE RIGHT, WHICH IS WHERE WE'RE PUTTING A LOT OF RESOURCES AND SUPPORT ON TOP OF SOME OF THE THINGS THAT WE'RE DOING AT THE HIGH SCHOOL LEVEL, THAT IT BECOMES A SITUATION WHERE THEY'RE TREADING WATER AND TRYING TO FIGURE IT OUT WHILE THEY'RE WHILE THEY'RE IN THE SWIMMING POOL. SO WE WANT TO MAKE CERTAIN THAT THEY HAVE THE PREPARATION EARLY ON TO LEARN WHAT IT IS TO DO THAT BACKSTROKE OR TO DO THAT BREASTSTROKE AHEAD OF TIME SO THAT ONCE THEY MOVE FORWARD.

SO WHEN WE'VE TALKED ABOUT THE HIGH QUALITY CURRICULUM, THE HIGH DOSE TUTORING, A LOT OF THAT IS HAPPENING AT ELEMENTARY AND MIDDLE.

SOME HAPPEN AT HIGH SCHOOL AS WELL IN ADDITIONAL INSIDE INFORMATION.

SO ONE OF THE THINGS THAT WE'VE NOTICED, TOO, IS AFTER WE CAME OUT OF THE PANDEMIC, SOME SCHOOLS DID DOUBLE BLACK ENGLISH AND DOUBLE BLACK MATH.

SO THAT TAKES AWAY THE CAPACITY TO OFFER SOME AP CLASSES JUST BECAUSE YOU HAVE LESS TEACHING STAFF.

IF THEY'RE TEACHING DOUBLE ENGLISH AND DOUBLE MATH, THERE'S LESS PERIODS IN THE DAY FOR THEM TO BE ABLE TO OFFER THOSE COURSES.

SO THAT'S ONE THING THAT WE'VE NOTICED.

SO WE NEED TO LOOK AT THAT, AND ANOTHER THING IS WE'RE ADDING ADDITIONAL COURSES THAT KIDS CAN TAKE.

SO ONE OF THE REASONS THAT THE ENGLISH LEARNER POPULATION, ONE OF THE REASONS THAT WE SAW IT INCREASE IS BECAUSE WE ALLOWED STUDENTS WHO ARE NATIVE SPANISH SPEAKERS TO TAKE THE AP SPANISH LANGUAGE EXAM.

WE INCREASE BY ALMOST 30% THE NUMBER OF STUDENTS THAT WERE TAKING THAT EXAM, AND THEN, OF COURSE, SO THEY'RE PASSING RATE IMPROVED.

WE'RE DOING THE SAME THING WITH WE'RE OFFERING THERE'S A NEW AP COURSE AFRICAN-AMERICAN STUDIES.

THERE'S WE'RE ADDING AP GOVERNMENT TO ALL OF OUR SCHOOLS BECAUSE THERE ARE MANY KIDS THAT ARE IN 12TH GRADE.

THEY'RE TAKING REGULAR GOVERNMENT CLASS.

THEY COULD EASILY TAKE AN AP GOVERNMENT CLASS.

WE'RE ADDING AP PRE-CALCULUS SO THAT STUDENTS THAT ARE ON AN ADVANCED MATH TRACK CAN HAVE THAT OPPORTUNITY.

SO WE'RE ACTUALLY ADDING MORE OFFERINGS TO EXPAND THE POOL OF COURSES THAT KIDS CAN TAKE BECAUSE, YOU KNOW, KIDS CAN'T TAKE ALL AP COURSES, BUT EVERYBODY CAN FIND THEIR TALENT AND TAKE THE ONE THAT THEY ARE NATURALLY GOOD AT.

OKAY, THANK YOU SO MUCH.

THAT ACTUALLY PROBABLY ANSWERS ONE OF MY OTHER QUESTIONS ON PACKAGE PAGE 15 WHERE WE SAW THE REDUCTION IN AP.

I MEAN, THAT'S A HUGE REDUCTION FROM 31% TO 2021 TO 19%.

THAT'S SIGNIFICANT.

SO I'M ASSUMING WHAT YOU JUST SUGGESTED WOULD ALSO HELP WITH THOSE FIGURES, RIGHT? THAT'S RIGHT. SO AS WE ADD MORE CLASSES, THEN THOSE NUMBERS WILL GO BACK UP.

PERFECT. MY LAST QUESTION.

CAN WE GET A LIST OF THE--TRUSTEE GUIDRY, BUT I'LL ALSO SAY WITH THE EXPANSION OF BECAUSE WE'RE TALKING ABOUT, I THINK, AP HERE AND IB, BUT THERE'S ALSO A CONVERSATION AROUND DUAL DUAL CREDIT CLASSES, AND SO YOU'LL HAVE SOME STUDENTS THAT HAVE MOVED FORWARD TO TAKE DUAL CREDIT CLASSES, WHICH IS

[01:25:10]

REFLECTIVE OF SOME OF THIS DATA AS WELL.

SO WE'VE HAD PROBABLY AN INCREASE THERE, A DECREASE HERE, WHICH IS NOT HORRIBLY A BAD THING THAT THEY'RE GETTING CREDIT THROUGH A DUAL OPPORTUNITY, THROUGH A UNIVERSITY.

SO I WANTED TO JUST JUST MAKE SURE THAT WE UNDERSTOOD KIND OF THAT REFLECTION IN THE DATA AS WELL.

EXCELLENT. YES.

THAT MAKES ME HAPPY.

CAN'T WAIT TO SEE THE FUTURE NUMBERS.

[CHUCKLING] CAN WE RECEIVE A COPY OF THE NAMES OF THE 19 SCHOOLS THAT DR.

BIRD JUST TALKED ABOUT? BECAUSE WE ARE ALWAYS TOLD THAT WE'RE ADDING SCHOOLS AND WE'RE DOING THINGS FOR THESE NUMBERS OF SCHOOL.

WE DON'T KNOW WHO THOSE SCHOOLS ARE BECAUSE I WOULD LOVE TO SEE THE LIST OF THE 19 SCHOOLS.

THANK YOU SO MUCH.

TRUSTEE CRUZ.

THANK YOU, MADAM PRESIDENT.

SO MY QUESTION I WILL FIRST, IT'S A COMMENT I DEFINITELY SHARE THE SAME CONCERN AS TRUSTEE GUIDRY.

IF WE GO BACK TO I THINK IT'S SLIDE SIX WHERE IT'S THE DIFFERENT STUDENT GROUPS.

IT LOOKS LIKE LARGELY ACROSS ALL GRADE LEVELS.

STUDENTS WERE PRETTY STAGNANT WITH THE EXCEPTION OF ENGLISH LEARNERS, EXCEPT FOR AFRICAN-AMERICAN STUDENTS, AND SO I DEFINITELY ECHO THE CONCERN THAT TRUSTEE GUIDRY RAISED.

IT'S PRETTY SIGNIFICANT, AND SO I HOPE THAT WE WILL SEE A DIFFERENCE THERE.

EXCITED FOR ENGLISH LEARNERS.

I DID MENTION THAT WHEN WE SAW THE 11TH GRADE DATA, AND IT LOOKS LIKE THERE'S TRENDING AN UPWARDS TREND IN 10TH AND 12TH GRADE AS WELL.

SO WHAT IS WORKING IN THAT GROUP? CHIEF BIRD I HEARD YOU MENTION AP SPANISH LANGUAGE, BUT WHAT ELSE IS WORKING WITH THIS GROUP OF STUDENTS THAT IS SCALABLE TO OTHER GROUPS SO THAT WE CAN ENSURE THAT ALL OF OUR STUDENT GROUPS ARE TRENDING IN AN UPWARD DIRECTION? SO WE CERTAINLY HAVE MADE INVESTMENTS IN COLLEGE READINESS COUNSELORS AT ALL OF OUR SCHOOLS, AND SO THERE'S BEEN A CONCERTED EFFORT TO WORK WITH GROUPS OF STUDENTS THAT HAVE THAT, WHERE WE SEE THESE DIPS IN NUMBERS SO THAT WE CAN REVERSE THAT TREND.

THAT HAS DEFINITELY HELPED.

WE HAVE AND PART OF WHAT I TALKED TO IN TRUSTEE BLUEFORD-DANIELS ASK THE QUESTION WAS ABOUT THE INFRASTRUCTURE THAT WE PUT IN PLACE.

SO THAT INCLUDES ALSO TUTORS FROM UNIVERSITIES.

SO WE'RE TRYING TO MEET KIDS WHERE THEY ARE IN A VARIETY OF WAYS.

SO SOMETIMES PEER TUTORING WORK, SOMETIMES, YOU KNOW, EXTRA THERE'S KIDS THAT ARE ENROLLED IN AP CLASSES HAVE ACCESS TO ONLINE TUTORING THAT MIGHT WORK FOR SOME OF THEM.

SO WE'RE TRYING TO APPROACH IT FROM DIFFERENT WAYS TO MEET KIDS FROM THE VARIETY OF PLACES THAT THEY ARE.

SO THESE ARE THINGS THAT HAVE WORKED WITH ENGLISH LEARNERS AND ARE ALREADY IMPLEMENTING THAT WITH OTHER STUDENT GROUPS AS WELL, AND WHEN WE GET THE INFORMATION TO YOU ABOUT WHICH 19 SCHOOLS, WHAT THE NAMES OF THOSE 19 SCHOOLS ARE, SOME OF THESE ADDITIONAL SERVICES ARE BEYOND THOSE 19 SCHOOLS.

THEY'RE GOING TO ALL SCHOOLS IN THE DISTRICT THANKS TO OUR ESSER INVESTMENT.

OKAY, THANK YOU FOR THAT EXPLANATION, AND LOOKING AT SLIDE EIGHT, SO WE TALKED ABOUT FOLKS HAVE ALREADY MENTIONED LESS STUDENTS TAKING AP IS DEFINITELY A CONCERN AND THAT MORE STUDENTS ARE TAKING DUAL CREDIT, BUT IT'S NOT NECESSARILY RESULTING IN THEM ACTUALLY EARNING THE CREDITS.

CAN YOU TELL ME A LITTLE BIT MORE ABOUT THAT, MR. HOUSE, AND WHAT WE CAN EXPECT TO SEE IN THE FUTURE? SURE. DR. MATNEY, DO YOU WANT TO SHARE SOME SOME INSIGHT SPECIFICALLY AROUND THAT? SURE, I CAN TALK ABOUT THE NUMBERS COMPONENT OF IT IN SO A STUDENT, WHEN WE'RE LOOKING AT OUR DATA ON THIS SLIDE RIGHT HERE, WE'RE LOOKING AT STUDENTS THAT ACTUALLY EARN THE CREDIT AND SO IT GETS APPLIED TO THE HCC TRANSCRIPT AS WELL AS THE HISD TRANSCRIPT.

WHEREAS THE SUBSEQUENT SLIDE IS STUDENTS THAT ARE IN THE COURSE, SO WITH THE DATA INDICATES IS WE HAVE AN INCREASE IN PERCENTS OF STUDENTS THAT ARE, THAT ARE HAVING EXPOSURE AND ACCESS TO THE COURSEWORK BUT MAY NOT BE ACTUALLY RECEIVING THE CREDIT DURING THAT SAME SCHOOL YEAR. YES.

SO IF THEY'RE NOT EARNING THE CREDIT, WHAT ARE WE DOING TO ADDRESS THAT AND WHAT SHOULD WE EXPECT TO SEE IN THE FUTURE? DR. BIRD, WOULD YOU SHARE SOME INSIGHTS AROUND THE SUPPORTS AND [INAUDIBLE] THAT WE'RE FOCUSING ON AS WELL? SO THAT'S THE EXPANSION OF TUTORING FROM LOCAL UNIVERSITIES.

WE HAVE ALSO HAVE DONE MORE PROFESSIONAL DEVELOPMENT TEACHERS.

[01:30:03]

OUR COLLEGE READINESS PROGRAM HAS EXPANDED.

IT REACHES ALL THE WAY DOWN TO MIDDLE SCHOOL, AND SO THAT HAS BEEN AN INVESTMENT OVER THE LAST COUPLE OF YEARS.

SO AND IT'S NOT JUST ABOUT GO TO COLLEGE, GO TO A COLLEGE VISIT AND SEE WHAT YOU WANT TO DO WHEN YOU GROW UP.

IT'S MUCH MORE INVOLVED IN THAT, AND THE PROGRAMS ARE LINKED TOGETHER SO THAT WE HAVE MORE KIDS THAT ARE READY TO TAKE THOSE COURSES.

I DON'T SPECIFICALLY I CAN'T SPECIFICALLY ANSWER WHY KIDS ARE NOT ACHIEVING AND, YOU KNOW, WHAT'S THE GAP RIGHT NOW? WE HAVE TO LOOK MORE DEEPLY INTO THAT, BUT I WILL SAY THAT THE EXPANSION OF TUTORING PROGRAMS AND THE EXPANSION OF ONLINE ASSISTANCE, THE IMPLEMENTATION OF PRE AP COURSES AND LOWER GRADES.

WELL, BECAUSE EVEN IF YOU DON'T TAKE AN AP COURSE, THEY'LL STILL THOSE SKILLS ARE GOING TO HELP YOU ON DUAL CREDIT DUAL ENROLLMENT OR AP WHICHEVER OF THE BECAUSE IT'S JUST HIGHER LEVEL CRITICAL THINKING SKILLS THAT ARE GOING TO PREPARE YOU FOR ANY ADVANCED COURSEWORK THAT YOU TAKE.

OKAY, SO WHAT I HEAR YOU SAYING IS.

THANK YOU.

TRUSTEE BAKER. THANK YOU, MADAM PRESIDENT.

SUPERINTENDENT HOUSE, IN REVIEWING SLIDES SIX.

REGARDS TO AFRICAN-AMERICAN STUDENTS, AND SLIDE EIGHT.

I WANT TO ASK YOU IN YOUR ADMINISTRATION, HOW CONFIDENT ARE YOU WITH THESE PROVEN? ARE THESE HIGH QUALITY CURRICULUM, THE MATERIAL THAT YOU USE? I'M HEARING THAT A LOT. ARE WE USING PROVEN HIGH QUALITY CURRICULUM? AND ALSO, HOW CONFIDENT ARE YOU THAT YOUR METHODS WILL CLOSE THESE ACHIEVEMENT GAPS? WILL WE SEE AN ACTUAL INCREASE BY THE TIME OUR NEXT REPORT COMES? BECAUSE AS THE GENTLEMAN SPOKE SO ELOQUENTLY EARLIER, WE WANT TO LOOK AT TRENDS THAT ARE SET AND WANT TO REPLICATE SUCCESS.

I LIKE THE WAY YOU SAID THAT AND ALSO INCENTIVIZE THE STUDENTS, YOU KNOW, AND MAKE THEM WANT TO CONTINUE TO DO BETTER.

SO PLEASE.

VERY CONFIDENT.

WE THESE ARE NOT JUST RUN OF THE MILL THINGS THAT WE CHOSE BECAUSE WE CHOSE THEM.

THESE ARE THINGS THAT HAVE BEEN PROVEN.

THERE'S RESEARCH TO SHOW THERE'RE SCHOOL DISTRICTS THAT HAVE VERY SIMILAR POPULATIONS AS HISD THAT HAVE MOVED FORWARD.

THESE ARE ALSO SUPPORTED AT THE STATE LEVEL IN SEVERAL STATES ACROSS THE COUNTRY.

SO WE'RE VERY CONFIDENT THAT WE HAVE THE WHAT RIGHT, AND SO IT'S ABOUT THE FIDELITY AND THE EXECUTION AT THIS PARTICULAR POINT.

OF COURSE, THIS YEAR IS REALLY THE FIRST YEAR THAT WE'VE HAD AN OPPORTUNITY TO HAVE SOME NORMALCY WITH THE NUMBER OF KIDS THAT HAVE COME BACK TO BE ABLE TO SUPPORT AND PROVIDE THESE NOT ONLY METHODS, BUT ALSO THE RIGHT INSIGHTS AND INFORMATION AND PUTTING THEM IN FRONT OF OUR OUR STUDENTS AND TEACHERS.

THE OTHER BIG THING IS THE PROFESSIONAL DEVELOPMENT.

IT'S EXTREMELY IMPORTANT THAT THE PD THAT IS RECEIVED WITH THESE PARTICULAR PRODUCTS IS RECEIVED IN A MANNER THAT IS FOCUSED ON EXACTLY WHAT IT IS THAT WE WANT TO SEE.

TRUSTEE CRUZ TALKED ABOUT EARLIER TAKING A CLOSE LOOK AT WHERE WE'RE REPLICATING IN THE PLACES WHERE WE'RE SEEING SUCCESS.

THAT'S SOMETHING THAT THIS WILL ALLOW US TO DO AS WELL.

WE'LL BE ABLE TO SEE WITH THE PROGRESS MEASURING EXACTLY WHERE WE'RE SEEING THE SUCCESS, HOW WE NEED TO REPLICATE TO MAKE SURE THAT EDUCATORS ARE SEEING THE BEST PRACTICES WITH THE HIGH QUALITY CURRICULUM THAT WE HAVE.

OKAY, THANK YOU.

TRUSTEE SANTOS.

THANK YOU. PRESIDENT HERNANDEZ.

SUPERINTENDENT HOUSE, DR.

MATNEY. THANK YOU SO MUCH FOR THE PRESENTATION.

MY QUESTION IS IN REGARDS TO PAGE SIX BOARD GOAL 3.2 WHAT ADDITIONAL SUPPORTS FOR STUDENTS WITH DISABILITIES ARE IN PLACE FOR THEIR SUCCESS IN THESE ADVANCED COURSES? SURE SOME OF THE SAME SUPPORTS, AND I'LL LET DR.

BIRD JUMP INTO SOME OF THIS THAT YOU'VE SEEN WITH EVEN OUR REGULAR ED STUDENTS WITH THE HIGH DOSE TUTORING OPPORTUNITIES ARE IN PLACE AS WELL.

UNLESS THERE'S A REASON WHY A CHILD COULDN'T RECEIVE THOSE ADDITIONAL SERVICES, THOSE ARE OFFERED UP AS ADDITIONAL OPPORTUNITIES IN SCHOOL AFTER SCHOOL.

DR. BIRD, ANY ADDITIONAL INSIGHTS HERE? TRUSTEE SANTOS COULD YOU REPEAT THE FIRST PART OF YOUR--WHAT ADDITIONAL SUPPORTS FOR STUDENTS WITH DISABILITIES ARE IN PLACE FOR SUCCESS IN THESE ADVANCED COURSES? YEAH, IT IS THE THINGS THAT THE SUPERINTENDENT MENTIONED AND THAT IS WHERE WE HAVE EXPANDED TUTORING GREATLY TO MAKE SURE THAT STUDENTS HAVE ACCESS SO THEY'LL EVEN TRY THE COURSE, AND THAT'S ALSO OUR EXPANDING THE NUMBER OF COURSES WE TAKE.

[01:35:03]

SO THERE ARE SOME KIND OF INTRODUCTORY AP COURSES THAT HAVE VERY HIGH SUCCESS RATES.

SO WE WANT TO MAKE SURE THAT WE INTRODUCE THOSE COURSES FIRST TO STUDENTS, AND IN ADDITION, THIS IS THE FIRST YEAR THAT WE HAVE AN ADDITION TO THE CURRICULUM THAT SUPERINTENDENT HOUSE WAS TALKING ABOUT.

THIS IS THE FIRST YEAR THAT WE HAVE ADOPTED PRE AP CURRICULUM FROM THE COLLEGE BOARD AS WELL AS AP CURRICULUM FROM THE COLLEGE BOARD.

SO THAT IS ALSO HELPING CONSISTENCY.

THANK YOU, AND IS THERE A FOLLOW UP WITH THEIR IEPS IN REGARDS TO JUST MEETING THEIR NEEDS IN THOSE IB AP COURSES? IF IS THERE AN AUDIT MAKING SURE THAT THEY HAVE THE--SO THAT WOULD BE REVISITED DURING THEIR ANNUAL.

OKAY, SO WHAT PERCENTAGE OF STUDENTS WITH DISABILITIES ARE MOVING ON TO A TWO AND FOUR YEAR DEGREE AND ARE WE PARTNERING WITH ANY HIGHER INSTITUTIONS OF EDUCATION TO HELP FACILITATE THIS? WE ARE DEFINITELY PARTNERING WITH A MULTITUDE OF DIFFERENT UNIVERSITIES AND COMMUNITY COLLEGES TO SUPPORT THE WORK.

WE'D BE GLAD TO GET A BREAKDOWN VIA A REFERRAL OF THE DATA THAT YOU [INAUDIBLE].

THIS IS MY REFERRAL AND I'D REALLY LIKE THAT BROKEN DOWN BY TWO YEAR COMMUNITY COLLEGE, FOUR YEAR UNIVERSITY, AND OTHER CAREERS. WHAT ARE THE DEMOGRAPHICS OF STUDENTS WITH DISABILITIES BROKEN DOWN BASICALLY, WHICH STUDENTS WITH DISABILITIES HAVE THE ABILITY TO TAKE ADVANCED COURSES? HOW IS THAT? SO AP IS AN OPEN ENROLLMENT PROGRAM, BUT I WOULD HAVE TO GO BACK, AND SO THEN JUST FURTHERMORE, CAN WE DISAGGREGATE THE DATA SO THAT WE KNOW WHAT IS WORKING, WHAT IS NOT WORKING, HOW MANY OF OUR STUDENTS WITH DISABILITIES ARE TAKE LIKE THE BREAKDOWN OF IB COURSES, AP COURSES, DUAL CREDIT COURSEWORK, AND I'D LIKE TO KNOW WHAT'S WHERE THEY'RE BEING OFFERED LIKE THE PERCENTAGE, LIKE IN THE NORTH SIDE, HOW MANY STUDENTS IN DISTRICT ONE, DISTRICT EIGHT, DISTRICT NINE, SO FORTH.

YEAH, WE CAN BREAK IT DOWN BY SCHOOL.

AWESOME. THANK YOU SO MUCH.

THOSE ARE ALL OF MY QUESTIONS. TRUSTEE WADE.

THANK YOU SO MUCH, PRESIDENT.

I WANT TO ECHO WHAT TRUSTEE GUIDRY WAS BRINGING TO LIGHT, AND I ALSO WANT TO THANK DR.

BIRD FOR HIS RESPONSES.

SUPERINTENDENT HOUSE, WE KNOW AND WE TALK ABOUT THIS ALL THE TIME, HOW IMPORTANT HIGH QUALITY TUTORING IS AND WILL CONTINUE TO BE.

IT IS THE NUMBER ONE THING WE'VE SEEN ACROSS NOT ONLY HISD BUT ACROSS THE NATION IN GETTING OUTCOMES FOR KIDS.

SO MY CONCERN IS THAT WE'VE GOT ESSER FUNDS.

SO MUCH OF THIS IS RIDING ON ESSER FUNDS, AND WE KNOW THAT'S COMING TO AN END.

SO HOW DO WE START TO WORK TO MAKE SURE THAT WE CAN KEEP THIS PROCESS GOING? IT'S A BIG CONCERN FOR ME AND MAY PIGGYBACK ON THAT BEFORE YOU ANSWER.

WE NEED TO COME UP WITH CREATIVE SOLUTIONS FROM A BUDGET STANDPOINT, BUT ALSO, YOU KNOW, POSSIBLY TUTORING CENTERS IN THE NEIGHBORHOOD, THINGS OF THAT NATURE, BUT I WON'T GO INTO THAT NOW. SO THE OTHER QUESTION I HAVE IS ARE WE ADVERTISING WELL ENOUGH TO THE COMMUNITY, TO THE STUDENTS, MOST IMPORTANTLY, SO THAT THEY'RE ASKING THE QUESTIONS ABOUT WHAT THOSE THINGS MEAN? I MEAN, A LOT OF TIMES, IF THEY DON'T EVEN KNOW WHAT AP IS OR THEY DON'T EVEN UNDERSTAND WHAT IT IS, THEY CAN'T ASK AND THE PARENTS CAN'T EITHER AND SO I THINK WE NEED TO START BY I MEAN, IF IT'S IN THE SCHOOL BUILDINGS, IF IT'S BILLBOARDS, IF IT'S LET'S ADVERTISE, KIDS LOVE IT, LET'S TEXT THEM.

LET'S, I MEAN, HAVE YOU THOUGHT ABOUT THIS? HAVE YOU DONE THIS? I'M ALL FOR ANY OF THOSE CREATIVE SOLUTIONS.

I'M ALL IN. THANK YOU.

SO I HEARD A COUPLE MAJOR LEVERS IN TERMS OF QUESTIONS.

NUMBER ONE, IN REFERENCE TO THE HIGH DOSE TUTORING AND BEING ABLE TO CONTINUE IT BEYOND THE ESSER CLIFF, IT IS DEFINITELY SOMETHING THAT WE PLAN TO CONTINUE TO FOCUS ON. A PART OF THAT IS THE WORK THAT WE'RE DOING IN OUR FISCAL TRANSFORMATION, MAKING CERTAIN WE KNOW THAT OVER THE COURSE OF THE LAST SEVERAL YEARS, THERE'S BEEN A DEFICIT IN THIS DISTRICT, AND THAT'S SOMETHING THAT WE ARE CURRENTLY WORKING CLOSELY ON, AND WE'LL BE PROVIDING YOU ALL WITH ADDITIONAL UPDATES HERE VERY SOON ON SOME LEVERS THAT WE PLAN ON PULLING TO CONTINUE TO BE ABLE TO SUPPORT THE FINANCIAL MEANS OF THE DISTRICT, TO BE ABLE TO CONTINUE THOSE TYPE OF THINGS.

YOU ALSO TALKED ABOUT THE ACCESS FOR, YOU KNOW, FOR STUDENTS AND HOW YOU PROVIDE THAT ACCESS.

NUMBER ONE, UTILIZING THE ESSER FUNDS, WE DID PROVIDE A COLLEGE ACCESS COUNSELOR AT EVERY ONE OF OUR SCHOOLS OR HIGH SCHOOLS TO BE ABLE TO HELP SUPPORT, BECAUSE SOMETIMES IF YOU DON'T KNOW WHERE YOUR APTITUDE IS, YOU WON'T MAKE THE EFFORT TO

[01:40:04]

TO ENROLL IN THAT CLASS.

SO WE HAVE SOMEONE ON THOSE CAMPUSES TO BE ABLE TO SUPPORT STUDENTS, TO SAY, HEY, YOU SHOULD YOU SHOULD GIVE THIS A SHOT.

THIS IS SOMETHING WE THINK YOU SHOULD BE SUCCESSFUL YOU CAN BE SUCCESSFUL IN.

SO THAT IS HAPPENING AND WE EXPECT TO SEE THOSE RATES CONTINUE TO RISE.

DR. BIRD, ANYTHING ELSE? YEAH, ONE OF THE THINGS THAT WE DO IS WE GIVE THE DISTRICT, WE PAY FOR EVERYBODY TO TAKE THE SAT DURING THE SCHOOL DAY AND ALSO THE PSAT, AND FROM THAT PSAT, WE GET A REPORT CALLED AP POTENTIAL, WHICH SHOWS KIDS THAT MAYBE, YOU KNOW, A LOT OF KIDS TO YOUR EARLIER POINT ABOUT MARKETING, TAKE THESE CLASSES BECAUSE A TEACHER TAPS THEM AND SAYS, HEY, YOU SHOULD TRY THIS. THIS IS ANOTHER TOOL THAT WE HAVE AT OUR DISPOSAL THAT SAYS MAYBE A SHY KID WHO DOESN'T TALK MUCH IN CLASS, BUT THEY HAVE THE ACADEMIC POTENTIAL TO DO IT.

THIS IS ANOTHER TOOL THAT OUR COUNSELORS HAVE TO GET KIDS ENROLLED IN THESE AP CLASSES TO BRING MORE ATTENTION, AND I DO THINK THAT WE CONTINUE TO IMPROVE OUR EFFORTS OF GETTING KIDS.

WE HAVE AREAS TO IMPROVE WITH MARKETING.

THANK YOU FOR THAT, BUT LET ME ADD TO THAT, AND I AGREE WITH YOU.

WE KNOW THAT THOSE TESTS PROMOTE OR RISE KIDS.

THEY BRING UP THE KIDS WHO HAVE THAT POTENTIAL BUT THERE ARE KIDS OUT THERE WHO DON'T KNOW.

THEY AREN'T PUTTING A LOT OF EFFORT INTO GIVING THEM THE MOTIVATION TO DO WELL ON THE EXAMS, YOU KNOW WHERE I'M GOING WITH THAT.

SO THAT'S MY QUESTION.

THANK YOU. TRUSTEE DEIGAARD.

THANK YOU, AND I'M JUST GOING TO MAKE A COMMENT REALLY, REALLY FAST THAT THIS IS LIKE THE MOST ENGAGING PROGRESS MONITORING I THINK WE HAVE EVER HAD.

SO THANK YOU, EVERYBODY.

THAT'S WHY I TOOK MYSELF OUT OF THE QUEUE AND SAT AND LISTENED BEFORE JUMPING BACK IN.

SO, SUPERINTENDENT HOUSE, YOU MENTIONED THE ROOT CAUSE IS COVID, RIGHT? SO IT'S WHY WE HAVE ALL OF THESE ESSER DOLLARS.

SO WHAT MID-YEAR ADJUSTMENTS ARE YOU MAKING TO THE INVESTMENT OF THOSE DOLLARS SO THAT YOU CAN ACHIEVE THE TARGET THIS YEAR FOR THIS FULL PROGRESS MEASURE? ONE OF THE INVESTMENTS THAT WE KNOW THAT WE MUST MAKE IS TO CONTINUE INVESTING IN THE SCHOOLS SO THAT THEY HAVE STUDENTS HAVE THE OPPORTUNITY TO CONTINUE WITH THE FOCUS ON THE HIGH DOSE TUTORING.

ALSO, WE'VE TALKED, I'M SURE, AD NAUSEUM AROUND THE HIGH DOSE OR THE HIGH QUALITY CURRICULUM.

WE'RE CONTINUING TO INVEST THERE NOT ONLY IN THE CURRICULUM, BUT ALSO THE PROFESSIONAL DEVELOPMENT AS WELL, AND MAKING SURE NOT ONLY TEACHERS, BUT ADMINISTRATORS UNDERSTAND THE YOU KNOW, THE QUALITY THAT NEEDS TO BE HAPPENING THROUGH LEARNING WALKS THE FOCUS THAT SHOULD BE HAPPENING IN TERMS OF ENGAGEMENT INSIDE OF THE CLASSROOMS. SO MAKING SURE THAT WE CONTINUOUSLY GET BETTER.

DR. BIRD. SO THERE ARE SOME TOOLS THAT WE CAN USE IN MIDYEAR.

IT'S HARDER TO CORRECT THIS IN MIDYEAR BECAUSE THE CLASS IS HALF WAY OVER.

HOWEVER, THERE ARE SOME SEMESTER COURSES LIKE AP GOVERNMENT, LIKE THERE'S SOME COURSES THAT WE CAN INCREASE ENROLLMENT.

SO MIDYEAR CORRECTIONS TO PARTICIPATION ARE DIFFICULT EXCEPT FOR SEMESTER COURSES, BUT WE DO HAVE WEEKLY DASHBOARD THAT WE SEE WHAT THE PERCENTAGE OF STUDENTS THAT ARE UTILIZING THE ONLINE TOOLS THAT WE HAVE THAT WE'VE INVESTED IN AND THE COLLEGE AND CAREER READINESS TEAM, THEY ARE LOOKING AT THAT DATA EVERY WEEK, AND SCHOOLS THAT ARE UNDERUTILIZED, YOU KNOW, WE'RE FINDING OUT WHY AND WHAT WE NEED TO DO TO GET KIDS TO UTILIZE THOSE TOOLS.

THOSE TOOLS, YOU'RE MONITORING THAT ON ALL CAMPUSES? ALL CAMPUSES, YES. SO OF THOSE TOOLS, ARE THERE ANY THAT YOU ARE FINDING HAVE GREATER PARTICIPATION AND GREATER RESULTS THAN OTHERS? I WOULD SAY KHAN ACADEMY, BECAUSE IT'S BEEN AROUND LONGER THAT HAS REALLY HIGH UTILIZATION.

SOME OF THEM ARE NEW LIKE THE PRE-AP ONE THAT'S NEW THIS YEAR.

SO WE WON'T KNOW THE RESULTS OF THAT FOR A LITTLE WHILE, BUT I THINK THAT YEAH, SO THAT'S YES.

THE ONES THAT HAVE BEEN AROUND LONGER.

YEAH, KHAN ACADEMY DEFINITELY FOR MATH HAS HELPED INCREASE ACHIEVEMENT AND INCREASE COLLEGE, IT'S INCREASED THE SKILLS THAT KIDS HAVE TO GO TO COLLEGE AND FOR THE ESSER INVESTMENTS, ARE YOU MONITORING THE PER PUPIL SPEND OF THE DIFFERENT INITIATIVES ON THIS ONE IS HAVING AN IMPACT ON THREE KIDS AND IT'S COSTING US $5,000 PER KID.

MAYBE WE NEED TO DIVERT IT IN THESE KIDS OVER TO SOMETHING ELSE.

IN FACT, JUST TODAY I GOT A REPORT OF USAGE OF APPS ON OUR NETWORK, AND WE CAN SEE HOW MUCH PER STUDENT THAT'S COSTING AND WHAT THE UTILIZATION IS, AND SO THEN WE'RE GOING TO REACH IT BACK OUT TO SCHOOLS AND SAY, HEY, YOU KNOW, THIS IS A DISTRICT WIDE LICENSE IN SOME CASES.

I THINK IT'S LACK OF AWARENESS THAT IT'S AVAILABLE FOR THE WHOLE DISTRICT.

SO WE HAVE TO MARKET THOSE BETTER, BUT IN SOME CASES YOU GET HIGH USAGE AT ONE SCHOOL BUT NOT AT ANOTHER SCHOOL.

[01:45:08]

SO THEN WE LOOK AND SEE IS IT DOING ANY GOOD AT THAT SCHOOL? AND IF IT IS, THEN WE NEED TO INCREASE THE REACH OF THAT TOOL.

OR IF YOU'RE MAKING THE INVESTMENT AND NOBODY'S USING IT--THEN, WE'D CUT THAT INVESTMENT.

OKAY, AND THEN ARE YOU ARE ALL STUDENTS PARTICIPATING IN AVID? NO, NOT NOT ALL STUDENTS.

THERE'S A PARTICULAR DEMOGRAPHIC OF STUDENT.

PARTICULAR STUDENT THAT'S AT A PARTICULAR LEVEL.

AVID IS REALLY FOR THAT STUDENT IN THE MIDDLE, QUITE FRANKLY, THAT IS REALLY SEARCHING FOR THAT KIND OF ACCESS THAT WE WANT TO PROVIDE.

OF COURSE, WE HEAR A LOT ABOUT THE SERVICES THAT ARE PROVIDED FOR OUR SPECIAL NEEDS POPULATION, THE OPPORTUNITIES THAT ARE PROVIDED FOR OUR AP POPULATION, IB POPULATION. SO AVID IS FOR THAT GROUP THAT'S IN THE MIDDLE TO CONTINUOUSLY ENCOURAGE THEM TO TAKE THOSE OPPORTUNITIES BEYOND WHAT THEY WOULD TYPICALLY SEE AROUND ALGEBRA 1 AND ALGEBRA 2, LOOK AT THOSE AP OPPORTUNITIES, BUT TO ALSO ALWAYS HAVE SOMEONE IN THEIR EAR CONSISTENTLY TO BE ABLE TO SUPPORT THEIR JOURNEY TOWARDS COLLEGE READINESS.

SO USING THE DATA ON PAGE SIX AND THE VERY REAL AND APPROPRIATE CONCERNS ABOUT THE DATA FOR AFRICAN AMERICAN STUDENTS, ARE YOU MAKING SURE THAT THERE IS A TARGETED INCREASE IN ENGAGEMENT AND PARTICIPATION, NOT JUST OPPORTUNITY OFFERED FOR AFRICAN AMERICAN STUDENTS IN AVID? ABSOLUTELY, WE HAVE A PARTICULAR CHILD THAT WE'RE LOOKING FOR AND EVERY SCHOOL THAT LOOKS A LITTLE BIT DIFFERENT, OF COURSE, BUT YES, THAT TARGET IS DEFINITELY OCCURRING AND THE WAYS WE'RE REACHING OUT TO FAMILIES ALSO, BECAUSE THAT IS PART OF THE PART OF THE EQUATION.

SO WE HAVE SENT LETTERS HOME, QR CODES TO GIVE FAMILIES MORE INFORMATION ABOUT AP PROGRAMING IN GENERAL, BUT ALSO ABOUT THE SUPPORTS THAT ARE AVAILABLE.

WE HAVE SOME CAMPS GOING ON IN THE SUMMER FOR AP, PRE-AP, RATHER AP CALCULUS, FOR EXAMPLE.

SO THERE'S A LOT OF DIFFERENT APPROACHES THAT WE'RE TAKING TO ENCOURAGE THE PARTICIPATION, BUT ALSO THE ACHIEVEMENT IN GROUPS LISTED HERE.

THANK YOU, AND THEN YOU MENTIONED, MR. SUPERINTENDENT HOUSE, THE ELEMENTARY MIDDLE SCHOOL LEVEL IMPROVEMENT THAT SHOULD LEAD TO CHANGES IN THE OUTPUTS ON THESE MEASURES? WHAT INDICATORS ARE YOU LOOKING AT CURRENTLY AT THOSE SCHOOL LEVELS THAT GIVE YOU CONFIDENCE DR. BIRD. SO WE JUST FINISHED THE TEA INTERIM DATA.

THAT'S ONE DATA PIECE THAT WE HAVE TO SEE IT'S KIND OF A MID-YEAR CHECK, WE'LL USE OUR MIDDLE OF THE YEAR RENAISSANCE DATA THAT WE'LL BE GETTING BACK SOON, AND THOSE ARE DATA, AND THEN OF COURSE WE USE END OF YEAR SUMMATIVE ASSESSMENT, BUT RIGHT NOW WE'RE LOOKING AT INTERIM DATA, HOW THINGS ARE GOING AND SEE IF WE NEED TO MAKE ANY ADJUSTMENTS.

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

[HEARING OF THE COMMUNITY]

IN ACCORDANCE TO BOARD POLICY.

WE WILL CONTINUE ROUND TWO AFTER THE HEARING OF THE COMMUNITY.

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

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

WE HAVE 11 REGISTERED SPEAKERS REMAINING THIS EVENING.

AGAIN, SPEAKERS ARE LIMITED TO ONE MINUTE EACH.

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

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

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

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

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

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

ADDITIONALLY, DISRUPTIONS OF THE MEETING WILL NOT BE TOLERATED.

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

ZOOM SPEAKERS.

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

IF YOU'RE WATCHING THE MEETING ON ANOTHER DEVICE, PLEASE MUTE THE DEVICE DURING THE MEETING.

PLEASE MUTE THE AUDIO.

WHEN IT IS YOUR TURN TO SPEAK TO AVOID AUDIO INTERFERENCE.

[01:50:03]

TURN ON YOUR CAMERA AND BEGIN SPEAKING.

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

WILL JAMISON PARKER PLEASE COME TO THE PODIUM.

MEMBERS OF THE SCHOOL BOARD, THANK YOU FOR TAKING TIME TO LET ME PRESENT MY ISSUE.

I BELIEVE MY HOME AND 18 OTHERS ARE IMPROPERLY ZONED.

AFTER SPEAKING WITH NEIGHBORS AND REVIEWING ZONING MAPS, THERE'S A CONSENSUS THAT OUR HOMES SHOULD BE ZONED TO TRAVIS ELEMENTARY.

THE 900 AND 700 BLOCKS OF PECORE STREET ON THE NORTH SIDE REPRESENT THE NORTHERN BORDER OF WOODSON PLACE AND WOODLAND HEIGHTS ANNEX NEIGHBORHOODS.

ALL OF OUR ADJACENT NEIGHBORS ON PECORE STREET OR ZONED TO TRAVIS.

WHILE OUR FEW HOMES ARE NOT.

OUR RATIONALE FOR SEEKING THIS CHANGE INCLUDES NEIGHBORHOOD CONTINUITY, PROXIMITY TO SCHOOL SAFETY AND TRAFFIC CONCERNS FOR THE COMMUTE TO SCHOOL, AS WELL AS MORE APPROPRIATE REFLECTION OF NEIGHBORHOOD AND COMMUNITY INVOLVEMENT.

TODAY, I HAVE EXCHANGED EMAILS WITH TRUSTEE SANTOS VOICING THESE CONCERNS, GATHERED SIGNATURES FROM NINE NEIGHBORS IN SUPPORT OF THIS CHANGE AND NOW SPOKEN ON THE PHONE WITH EUGENE SALAZAR, OPERATIONS ADMINISTRATIVE OFFICER.

EUGENE INFORMED ME ON JANUARY 10TH THAT THE DISTRICT IS NOT CURRENTLY HAVE A PROCESS FOR THIS TYPE OF REQUEST.

MY GOAL IS TO RAISE THIS ISSUE FORMALLY TO MAKE THE BOARD AWARE OF OUR CONCERNS.

AS A GRADUATE OF HISD.

I THANK YOU TRINH, IT'S MY UNDERSTANDING THAT WE HAVE TWO ZOOM SPEAKERS.

PLEASE ALLOW DR.

PAMELA [INAUDIBLE].

DR. PAMELA [INAUDIBLE], YOU ARE IN TO SPEAK.

PLEASE TURN ON YOUR CAMERA, YOUR SPEAKER.

YOU HAVE ONE MINUTE AND YOU MAY BEGIN.

THOUGHT MY CAMERA WAS ON.

OH, ALL RIGHT, GOOD EVENING.

I WANT TO SAY THE THING THAT IS MOST DISTURBING FOR ME TO FIND OUT IS THAT AFTER WE WERE PROMISED THAT ALL CAMPUSES WOULD HAVE AT LEAST ONE THERAPEUTIC COUNSELOR, YATES DOES NOT HAVE A THERAPEUTIC COUNSELOR.

YOU ARE LOOKING AT A POPULATION THAT HAS A LOT OF CHILDREN WHO ARE IN SHELTERS, WHO HAVE A LOT OF PENT UP ANGER, AND YOU ARE NOT ADDRESSING THAT NEED.

YOU TALKED A LOT ABOUT ALL THE ACADEMIC THINGS YOU DO, BUT A THERAPEUTIC COUNSELOR IS NOT A [INAUDIBLE] COORDINATOR AND IS NOT A GUIDANCE COUNSELOR.

THESE CHILDREN NEED TO HAVE THEIR MENTAL HEALTH ISSUES ADDRESSED ON A REGULAR BASIS, AND THAT REQUIRES TRUST, AND YOU HAVE TO PUT SOMEONE THERE THAT DOES THAT.

WE HAD NUMEROUS INSTANCES OF FALSE ALARM, BUT NO COUNSELORS FROM HISD THEY SHOWED UP AT [INAUDIBLE].

THANK YOU. THANK YOU.

NORMA THOMAS.

SHE'S JOINING.

IT TAKES A MINUTE TO JOIN.

NORMA THOMAS, YOU HAVE NOW JOINED THE MEETING VIRTUALLY.

PLEASE TURN ON YOUR CAMERA, YOUR SPEAKER.

YOU HAVE ONE MINUTE AND YOU MAY BEGIN.

THAT IS NORMA THOMAS, WHO'S SUPPOSED TO BE SPEAKING.

I STILL SEE SOMEONE ELSE ON THE SCREEN, HOWEVER, WHILE LENDING MY VOICE TO ENSURE THAT BASIC ALLOTMENT INCREASE IS A NUMBER ONE BUDGET SURPLUS EXPENDITURE, I ASK MYSELF WHY AM I LOBBYING THE STATE LEGISLATURE WHEN MY LOCAL DISTRICT IGNORES MY COMMUNITY? PEOPLE WHO WILL BE PAYING TAX BILLS THIS MONTH? WHY AM I LOBBYING FOR A DISTRICT THAT ALLOWS POOR CAMPUS LEADERS TO SIT FOR THREE YEARS THWARTING THE SOCIO ACADEMIC DEVELOPMENT OF OUR CHILDREN? REMOVE HIGHLY QUALIFIED VESTED COMMUNITY TEACHERS AT THE WHIM OF INSECURE, INEXPERIENCED PRINCIPALS.

GIVES OLD PROGRAMS, NEW NAMES, AND SENDS NEW PROGRAMS TO SCHOOLS NEEDING THEM TO LEAD.

CAN FIND $1 MILLION IN A HAYSTACK FOR A BASEBALL FIELD BUT CAN'T FIND MONEY TO [INAUDIBLE] AIR CONDITIONERS, LIGHT BULBS, WHITEBOARDS AND LAPTOPS. WHY SHOULD I EXPECT THE CAPITAL TO DO THE RIGHT THING WHEN 44TH STREET WON'T? I HAVE AN ANSWER, BUT SUPERINTENDENT, THE DISTRICT TWO ACRES HOMES PARTNERSHIP WANTS YOUR ANSWER

[01:55:02]

THANK YOU. WE WILL NOW CONTINUE TO OUR AUDITORIUM SPEAKERS.

WILL TRAVIS MCGEE PLEASE COME TO THE PODIUM, FOLLOWED BY MICHELLE WILLIAMS. GOOD EVENING. EVEN THOUGH I'M HERE WITH JACK YATES HIGH SCHOOL.

THIS IS A PROBLEM IN OUR BLACK SCHOOLS, PERIOD.

THE AVERAGE SHELF LIFE FOR EVERY PRINCIPAL IS LIKE TWO AND A HALF YEARS.

YOU CANNOT EXPECT THE SCHOOLS TO EXCEL WITH UNSTABLE LEADERSHIP.

IN OUR COMMUNITY, YOU'RE EITHER GOING TO ELEVATE THEM OR TERMINATE THEM.

YOU CANNOT CONTINUE TO PLAY MUSICAL CHAIRS WITH OUR KIDS AND THEIR FUTURE BY REMOVING THEIR QUALIFIED LEADERS.

WE KNOW Y'ALL CONTINUE TO PUT THESE YOUNG, INEXPERIENCED PRINCIPALS BECAUSE Y'ALL CAN'T CONTROL THEM, BUT WE WANT STABLE LEADERSHIP IN ALL OF OUR SCHOOLS.

THIS HAS TO STOP.

IF Y'ALL WANT THOSE TEST SCORES, GO UP, DO AWAY WITH STAAR TESTING.

THAT'S THE ONLY WAY YOU'RE GOING TO MAKE THAT HAPPEN.

THIS IS THE ONLY TEST I'VE EVER.

I'M ALMOST 50 NOW. I KNOW I LOOK GOOD FOR THAT AGE, BUT I'M ALMOST 50 NOW, BUT THIS THE ONLY TEST I KNOW YOU DON'T KNOW WHAT YOUR GRADE GOT TO BE UNTIL AFTER YOU FINISH THE TEST.

THAT DOESN'T MAKE ANY SENSE, BUT I JUST WANT YOU ALL TO LEAVE OUR SCHOOLS ALONE.

MOST OF OUR TAX DOLLARS MICHELLE WILLIAMS, FOLLOWED BY SAM SMITH.

SUPERINTENDENT HOUSE, BOARD TRUSTEES.

THANK YOU FOR YOUR SERVICE.

MY NAME IS MICHELLE WILLIAMS, PRESIDENT OF HOUSTON EDUCATION ASSOCIATION.

TONIGHT, I'LL BRING BEFORE YOU AN ISSUE THAT WE'RE HAVING IN HISD AT OUR RISE SCHOOLS AS WELL AS OUR REGULAR SCHOOLS.

WE HAVE YOUR LEADERSHIP AND I'VE TALKED TO SUPERINTENDENT HOUSE ABOUT THIS IS GOING TO BE THE DEATH OF HISD.

THESE SCHOOLS ARE BEING PUT ON LOCKDOWN.

THAT'S WHAT MY STUDENTS REFER TO IT AS LOCKDOWN, AND YOU TALK ABOUT PIPELINE TO PRISON.

IT'S A PROBLEM.

YOU HAVE INEXPERIENCED PRINCIPALS, ELEMENTARY PRINCIPALS AS SECONDARY SCHOOLS, HAVE TEACHERS WALKING KIDS TO SCHOOL, AND YOU WONDER WHY YOU CAN'T KEEP TEACHERS. THE KIDS ARE LEAVING IN DROVES.

THAT'S YOUR DECLINE BECAUSE YOUR CAMPUS LEADERSHIP IS THE PROBLEM THE WAY YOU MICROMANAGE YOUR TEACHERS.

MAYBE YOU SHOULD LOOK AT YOUR CAMPUS LEADERSHIP.

THANK YOU. SAM SMITH WAS FOLLOWED BY MEG SETH.

I NEED YOU TO LOOK AT ME.

FIRST OF ALL, WE'RE NOT CLOSING THOSE SCHOOLS AT ALL.

THE WAY YOU DID, JACK YATES' PRINCIPAL WAS WRONG.

WE KNOW WHAT TO DO IN TENNESSEE.

I DID MY BACKGROUND ON YOU.

YOU CAME TO HOUSTON WITH THESE TWO PEOPLE RIGHT HERE WITH YOU TO CLOSE OUR SCHOOL.

WE'RE NOT CLOSING NO SCHOOLS.

PUT THE PRINCIPAL, GET HER BACK AT YATES HIGH SCHOOL.

MEG SETH, FOLLOWED BY SISTER [INAUDIBLE] SONYA.

THE ABILITY TO RECOGNIZE SIMPLE WORDS OFTEN LEAD TO SERIOUS READING PROBLEMS. INTENSIVE VOCABULARY TRAINING IS NECESSARY TO HELP OUR AT RISK STUDENTS AND OUR AFRICAN AMERICAN STUDENTS.

I HAVE BEEN ASKING QUESTIONS ABOUT THE FUNDING PRE-K KINDERGARTENS, AND I CANNOT GET ANY ANSWERS.

I FINALLY HAD TO ASK PARENTS IN THE PROGRAM.

YOU DO NOT HAVE A SPEECH AND LANGUAGE PATHOLOGIST.

YOU ARE NOT HELPING CHILDREN WITH VOCABULARY.

RESEARCH BACKS UP THE NEED FOR LANGUAGE DEVELOPMENT, FOR READING SUCCESS.

WE HAVE CHILDREN IN THESE CLASSES THAT MUST HAVE THIS INTERACTION.

I AM A READING SPECIALIST AND I KNOW WHAT I'M TALKING ABOUT.

IF WE KEEP DOING THE SAME THING AND EXPECTING DIFFERENT OUTCOMES, WE ARE NOT INTERESTED IN HELPING OUR KIDS.

WHY NOT? WE MUST CHANGE OUR STRATEGIES AND DO WHAT IS BEST FOR KIDS.

WHY ARE WE FAILING THEM? YOU ARE NOT ABLE TO STRENGTHEN STUDENTS ACADEMIC FOUNDATIONS WITHOUT STARTING AT THE BEGINNING OF THEIR EDUCATION.

FIRING PRINCIPALS AND REMOVING SPECIAL EDUCATION PROGRAMS IS OUTRAGEOUS.

LUCAS ROBERTS. FOLLOWED BY JERRY MONROE.

[INAUDIBLE] FORGET US.

DO YOU REALLY CARE ABOUT US? HAPPY NEW YEAR. NEW ISSUES? NO OLD ISSUES. NEW YEAR.

PLEASE MAKE SURE THAT OUR STUDENTS ARE LISTENING AND LEARNING THE TRUE HISTORY HUSHERY OF AMERICA.

NOT A WATERED DOWN VERSION JUST TO MAKE LITTLE KIDS FEEL GOOD.

WHEN THERE IS A MULTIPLICITY OF NEEDS, PLEASE DON'T SPEND YOUR BUDGETED ALMOST $1,000,000 ON MARQUEES.

REMOVE THE RACIST LEGACY FROM DELMAR STADIUM.

I JUST CALL IT KKK STADIUM OR HITLER STADIUM.

WE NEED A THERAPEUTIC COUNSELOR AT YATES AND TO PRESERVE, THE RICH, POWERFUL, AWESOME LEGACY OF JACK YATES AND DO NOT

[02:00:04]

CONTINUE TO TEAR IT DOWN.

RESPECT US. LISTEN TO US.

PLEASE DON'T IGNORE US.

I HOPE YOU REALLY CARE ABOUT US.

JERRY MONROE. FOLLOWED BY LACY ACKLEY.

I DON'T FEEL SAFE.

SO I BROUGHT MY PERSONAL SECURITY SINCE WE GOT MONEY TO HAVE SECURITY 24/7.

YOU NOTICE THEY STOOD UP? THE ARMY IS BIGGER THAN THAT.

THE LIES THAT YOU JUST TOLD YOUNG MAN ABOUT TUTORING JACK YATES SUPPOSEDLY GOT 231,000 LAST YEAR, ACCORDING TO MY PRINCIPAL.

48 HOURS AGO, SHE DIDN'T GET A DIME.

SO I TOOK YOUR ESSER DASHBOARD AND I GAVE IT TO THE FEDS.

TERRY GRIER DIDN'T LEAVE HERE BECAUSE HE WAS TIRED.

HE LEFT BECAUSE I TOLD HIM HE HAD 48 HOURS TO GET OUT OF THE BUILDING.

YOUNG MAN, YOU GOT TWO WAYS OF GOING.

YOU CAN PACK YOUR STUFF AND YOU CAN GO AUTUMN GUYS, WITH THE THREE LETTERS ON THE BACK, THEY COMING TO PAY YOU A VISIT AND ALL THAT STUFF THEY DID WITH RISE, IT FAILED, JUST LIKE LIFT DID UP IN THE LAST LACY ACKLEY.

TUTORING SEEMS TO BE THE HOT TOPIC TONIGHT.

ON OCTOBER 3RD, I WAS INFORMED BY MY CHILD'S TEACHER THAT SHE QUALIFIED FOR A MATH INTERVENTIONIST BECAUSE HER TEST SCORES PROVED THAT SHE HAD NOT GRASPED THE CONCEPTS TAUGHT TO HER IN THE PREVIOUS SCHOOL YEAR.

THAT WAS 101 DAYS AGO.

TO DATE, NO ONE HAS SHOWN UP.

NO ONE'S HELPING BRIDGE THE GAP.

WHY ARE WE SPENDING FUNDS ON THIRD PARTY VENDORS LIKE CATAPULT LEARNING? THERE'S NO RETURN ON THE INVESTMENT.

IF KIDS ARE GOING TO GO AN ENTIRE SEMESTER WITHOUT GETTING THE EXTRA EDUCATIONAL HELP THEY NEED, HOW ARE THEY GOING TO SUCCEED IN SCHOOL OR COLLEGE? WE GAVE UP AND HIRED OUR OWN TUTOR, WHICH IS ANOTHER MONTHLY EXPENSE IN OUR LINE ITEM BUDGET.

IF YOU CAN'T DELIVER FOR THESE KIDS WHO QUALIFY FOR THE EXTRA HELP, THEN WHAT ARE YOU DELIVERING FOR THEIR FUTURE EDUCATION OTHER THAN FAILURE? AND WHAT HAPPENS TO THOSE KIDS WHO DON'T HAVE THE OPTION OF HIRING PRIVATE HELP? THAT CONCLUDES OUR HEARING OF THE COMMITTEE.

WE'LL NOW RETURN TO A ONE PRESENTATION.

[A-1. Acceptance Of Board Monitoring Update: Presentation Of Goal 3 Progress Measure 3.2]

TRUSTEES FEEL FREE TO GET IN THE QUEUE FOR ROUND TWO.

TRUSTEE BLUEFORD-DANIELS.

THANK YOU, MADAM PRESIDENT. I KNOW I HAD A LOT OF QUESTIONS FIRING OFF REAL QUICKLY LAST TIME, SO I DECIDED TO GO BACK TO THE BACK AND PULL OUT MY DEMONSTRATION AGAIN OF WHERE WE WERE LAST YEAR WITH THIRD GRADE READING SO THAT VISUALLY YOU ALL COULD SEE COMPARATIVELY SO IF YOU'RE NOT GRASPING IT, THIS IS THE GOAL.

THESE ARE THE BROWN STUDENTS, THESE ARE THE BLACK STUDENTS, AND THESE ARE THE OTHER STUDENTS.

SO THEY'LL TELL YOU THIRD GRADE READING LAST YEAR, LAST YEAR WHERE OUR CHILDREN WERE.

I AM SO HAPPY TO HEAR MY COLLEAGUES TALK ABOUT RAISING THE FLOOR BECAUSE I'VE SAID IT A LOT OFTEN ABOUT RAISING THE FLOOR WITH THESE THIRD GRADE SCORES. THIRD GRADE OBVIOUSLY IMPACTS MIDDLE SCHOOL, MIDDLE SCHOOL OBVIOUSLY IMPACTS HIGH SCHOOL, AND THANK YOU, DR.

MATNEY, FOR STANDING THERE SO LONG.

BEING READY FOR THIS, ALL THIS VERBIAGE, BUT WE'VE GOT TO LOOK AT THE WHOLE PICTURE.

WE'VE GOT TO LOOK AT THE BIG PICTURE, AND WE'VE GOT TO REALIZE THAT THE IMPACT THAT WE'VE TALKED ABOUT HERE CONTINUOUSLY ABOUT THESE AFRICAN AMERICAN CHILDREN AND NOW MY COLLEAGUES ARE TALKING ABOUT IT, TOO, BUT THE IMPACT THAT WE'VE BEEN TALKING ABOUT HERE WITH THESE AFRICAN AMERICAN CHILDREN AND THE HISPANIC CHILDREN AND THEM NOT ACHIEVING THEIR GOAL, THIS IS NOT NEW.

THIS DID NOT START THIS YEAR, AND IT DID NOT START LAST YEAR.

IT'S BEEN AN ONGOING PROBLEM.

SO JUST TO THROW BAND-AIDS AT THE ISSUE IS NOT GOING TO HELP SOLVE THE PROBLEM.

WE OWE IT TO OUR CHILDREN.

ALL OF US ARE SERVING BECAUSE OF CHILDREN.

ALL OF US ARE HERE SERVING BECAUSE OF CHILDREN.

SO I'M GOING GO BACK TO ONE OF MY ORIGINAL QUESTIONS.

I KNOW I HAD SEVERAL.

WHAT ARE WE GOING TO DO TO CLOSE THAT GAP? WHAT IS THE PLAN? AND HAS THE CCMR ISSUE, IF IT WAS AN ISSUE WITH THE SCORES NOT BEING TAKEN ACCORDINGLY OR BEING

[02:05:08]

HAVING AN ERROR IN THAT PROCESS, IF THAT HAPPENED, IF CAN IT BE CORRECTED ONE AND THEN IF IT CAN BE CORRECTED, IT'LL HAVE AN IMPACT.

WILL IT HAVE AN IMPACT ON OUR END OF YEAR RESULTS FROM LAST YEAR FOR ALL OF THOSE SCORES THAT WE'RE LOOKING AT HERE ON PAGE SIX? THAT'S A LOT OF QUESTIONS AGAIN.

THERE WERE FEW. THERE WERE FEW.

SO, YOU KNOW, IT GOES BACK TO WHAT WE TALKED ABOUT EARLIER.

IT'S THE HIGH QUALITY CURRICULUM.

IT'S THE HIGH DOSE TUTORING.

IT'S THE SUPPORT AT THE SCHOOL LEVEL.

IT'S HAVING SOME NORMALCY FOR THE FIRST TIME TO BE ABLE TO EXECUTE.

THESE THINGS ARE IN PLACE FOR THE FIRST TIME, AND I DON'T THINK WE CAN DISCOUNT PROGRESS EITHER.

WE KNOW THAT, YOU KNOW, A YEAR AGO WE WERE, YOU KNOW, TELLING OUR COMMUNITY THAT WE HAD 50 D AND F SCHOOLS.

40 OF THOSE SCHOOLS ARE NO LONGER D OR F SCHOOLS.

SO THERE WAS SOME PROGRESS.

IT'S GOING TO BE MORE DIFFICULT TO MAKE THAT PROGRESS BECAUSE THE ACCOUNTABILITY MEASURES HAVE CHANGED, BUT WE HAVE TO CONTINUE TO CHANGE ALONG THE WAY AS WELL.

DR. MATNEY, DO YOU WANT TO SHARE SOME ADDITIONAL INSIGHT AS WELL? THANK YOU, SUPERINTENDENT HOUSE.

ABSOLUTELY. ONE OF THE PIECES IN REGARDS TO THE NUMBERS AND MAKING SURE THAT WE ARE MONITORING AND MEASURING ALONG THE WAY IS BEING ABREAST OF WHAT CHANGES ARE HAPPENING AND HAD DISCUSSION WITH PRINCIPALS YESTERDAY AROUND WHAT ARE THE RULES THAT ARE CHANGING AROUND CCMR AROUND EACH OF THESE PIECES AND REALLY HAVING DISCUSSION AND STRATEGIZING AROUND HOW DO WE CONTINUE AS THE NEEDLE MOVES HIGHER AND HIGHER SO THAT MORE STUDENTS ARE REPRESENTED IN THIS AND ARE READY TO LEAVE US? HOW DO WE WHAT DOES THAT LOOK LIKE DIFFERENTLY IN OUR BUILDINGS AND ON OUR CAMPUSES.

THANK YOU. IT REMINDS ME OF THAT SONG.

BONES AND BONES AND DRY BONES.

EVERYTHING IS CONNECTED.

ALL OF IT. THE FOOT BONE, KNEE BONE, LEG BONE, ETC..

WE'VE GOT TO FIGURE OUT WHAT WE'VE GOT TO DO TO RETAIN IT OR REPAIR IT BECAUSE IT'S BROKEN.

TRUSTEE. CRUZ.

THANK YOU. SO ONE OF MY QUESTIONS IS HOW ARE PRINCIPALS BEING HELD ACCOUNTABLE TO THE TARGETS FOR THEIR SPECIFIC SCHOOLS FOR THIS SCHOOL PROGRESS MEASURE? SURE. I'D LIKE TO HAVE DR.

WATTS TO SHARE SOME INSIGHTS AROUND KIND OF WHAT IT LOOKS LIKE SPECIFICALLY NOT ONLY IN OUR RISE SCHOOLS, BUT FROM AN ACCOUNTABILITY AND CAPACITY BUILDING STANDPOINT, WHICH IS A BIG INVESTMENT THAT WE'RE FOCUSED ON WITH OUR ADMINISTRATORS AT THE SITE LEVEL.

DR. WATTS. SO THANK YOU FOR THE QUESTION, AND IN FACT, JUST TODAY WE WERE LOOKING AT OUR RISE CAMPUSES BY SCHOOL IMPROVEMENT GOAL, AND EACH CAMPUS OBVIOUSLY HAS WRITTEN A SCHOOL IMPROVEMENT GOAL THAT IS ALIGNED TO BOARD GOALS AND WE WERE LOOKING AT THAT, TRIANGULATING THAT WITH HOW SCHOOLS DID ON THE TEA INTERIM ASSESSMENT DATA AND CURRENTLY HOW FAR THEY ARE FROM THEIR PARTICULAR GOAL.

SO THAT IS A PROCESS AT THE MIDYEAR MARK THAT IS UNDERWAY AT THIS POINT IN TIME, AND WE'LL BE WORKING WITH OUR PRINCIPALS HAND IN HAND TO COME UP WITH THEIR NEXT LEADERSHIP ACTIONS AND PLANS THAT WILL SUPPORT PROGRESS TOWARDS THOSE GOALS.

SO THANK YOU FOR THAT INFORMATION, BUT HOW ARE THEY BEING HELD ACCOUNTABLE? DR. WATTS. SO OBVIOUSLY, WE WANT TO START WITH HIGH LEVELS OF SUPPORT BEFORE WE GO TO ACCOUNTABILITY, BUT THE ACCOUNTABILITY METRIC COMES AT THE END OF THE YEAR WHEN WE GET OUR FINAL OUTCOMES AND THEN WE'RE ABLE TO MAKE SOME DECISIONS ABOUT THE ACCOUNTABILITY PIECE.

OKAY, THANK YOU.

ACCOUNTABILITY IS PARAMOUNT IF WE'RE GOING TO SEE RESULTS.

GIVEN WHAT WE KNOW ABOUT INEQUITABLE ACCESS TO AP AND DUAL CREDIT, AND I HEARD THAT THERE'RE SOME SCHOOLS THAT HAVE LESS CAPACITY TO OFFER THESE COURSE OFFERINGS, HOW ARE YOU GOING TO SPEED UP THE PROCESS OF EQUITY OF ACCESS? SO WE'VE STARTED THAT PROCESS ALREADY.

A PART OF THAT WAS, AS I MENTIONED EARLIER, HAVING A COLLEGE ACCESS COUNSELOR ON EACH ONE OF OUR HIGH SCHOOL CAMPUSES TO REALLY UTILIZE THE DATA TO FIND STUDENTS THAT ESPECIALLY THOSE STUDENTS THAT MIGHT NOT TAKE THAT JUMP INTO A DUAL CREDIT CLASS AP CLASS AND IB CLASS.

I THINK THAT'S THE FIRST STEP.

THEY HAVE TO HAVE THE CONFIDENCE, AND THAT CONFIDENCE COMES SOMETIMES WITH THE ENCOURAGEMENT OF AN ADULT IN THE EDUCATIONAL INSTITUTION.

SO THAT'S A BIG PART OF WHAT WE'RE DOING, AND THEN THE SUPPORT ALONG THE WAY IS INCREDIBLY IMPORTANT, NOT ONLY FROM THE CLASSROOM TEACHER, BUT ALSO THE SUPPORTS THAT COME ALONG WITH WHAT IT MIGHT LOOK LIKE WITH THE TUTORING, WHETHER THAT BE STUDENT TUTORING, ADULT TUTORING, BUT THOSE SUPPORTS HAVE TO BE ENCOURAGED

[02:10:01]

AS WELL. ANY ADDITIONAL INSIGHTS, DR.

BIRD? I WOULD JUST SAY ADDING THE CENTRAL POOL OF TEACHERS SO THAT WE CAN SERVE KIDS IN SCHOOLS THAT HAVE PERHAPS NOT A HIGH ENROLLMENT OF AP STUDENTS, THEY MIGHT NOT HAVE ENOUGH TO BUDGET FOR A TEACHER.

SO HAVING SOME CENTRAL POOL OF TEACHERS THAT CAN WE CAN ASSIGN TO MULTIPLE CAMPUSES ALSO IS ANOTHER STRATEGY TO INCREASE ENROLLMENT IN THOSE SCHOOLS THAT HAVE BEEN UNDERSERVED AND ALSO THE CONTINUED EXPANSION OF AVID AND PRE-AP.

OKAY, YEAH, BECAUSE THAT'S MY CONCERN.

I MEAN, OBVIOUSLY IF YOU'RE A LARGE HIGH SCHOOL, YOU CAN OFFER A LOT MORE CLASSES.

IF YOU HAVE MORE KIDS COMING IN READY FOR THAT COURSEWORK, YOU'RE ABLE TO OFFER THOSE CLASSES, BUT I FEEL LIKE, YOU KNOW, I'VE ALREADY HEARD IT FROM SOME OF MY COLLEAGUES THAT THERE ARE STUDENTS, AND TO YOUR POINT, SUPERINTENDENT HOUSE JUST NOW LIKE THEY HAVE THAT POTENTIAL AND THEY HAVE THAT CAPABILITY, AND I KNOW THAT EXISTS IN EVERY SINGLE ONE OF OUR CAMPUSES. SO I WANT TO MAKE SURE THAT WE ARE EXPANDING THAT IN A WAY THAT SERVES STUDENTS IN EVERY SINGLE CORNER OF THIS DISTRICT, THAT THERE IS TRUE EQUITY OF ACCESS.

SO I'M GLAD TO HEAR OF THAT, AND I HOPE TO HEAR OF OTHER THINGS IN THE FUTURE THAT REALLY DRIVE THAT EQUITY.

THANK YOU. IN THE NOVEMBER Q&A, I ASKED ABOUT OUR LINE ITEM IN OUR CURRENT BUDGET, WHAT IT IS FOR COLLEGE AND CAREER READINESS, AND THE RESPONSE WAS 15.9 MILLION, AND THE ALLOCATION FROM ESSER IS 5 MILLION.

$15.9 MILLION IS LESS THAN 1% OF OUR ANNUAL BUDGET, AND THE ESSER ALLOCATION FOR COLLEGE AND CAREER READINESS IS A HALF OF A PERCENT OF OUR TOTAL ESSER DOLLARS.

ADDITIONALLY, WE HAVE THE OPPORTUNITY TO EARN MILLIONS OF DOLLARS WHEN WE HAVE MORE STUDENTS THAT ARE DEMONSTRATING COLLEGE AND CAREER READINESS.

ESSENTIALLY, THE MONEY WE ALLOCATE AND INVEST WILL COME BACK AS THE CCMR BONUS AND PAY FOR THIS LINE ITEM IN AND OF ITSELF.

THIS IS ONE OF OUR FOUR GOALS.

THUS IT IS A PRIORITY OF THIS DISTRICT AND OUR MONEY SHOULD ALIGN TO OUR VALUES.

SO HOW ARE WE GOING TO ADDRESS THIS AND HOW WILL THIS SHOW UP IN NEXT YEAR'S BUDGET? I LOOK FORWARD TO APPROACHING OUR BUDGET CYCLE.

WE'RE LOOKING FORWARD TO ENSURING THAT WE, OF COURSE, TAKE A CLOSE LOOK AT WHAT ARE THE RETURN ON INVESTMENTS THAT WE NEED TO FOCUS ON AND UTILIZE AS THE EXAMPLE AND PLATFORM TO SETTING THE STAGE FOR THIS NEW BUDGET.

SO THAT'S A PART OF WHAT WE'RE DOING NOW AND IN SCHOOLS HAVE HAVE HAD QUITE A BIT OF FINANCIAL SUPPORT THAT HAVE BEEN PUSHED DOWN DIRECTLY TO THE SCHOOL VIA ESSER AND TITLE ONE AND OTHER DOLLARS.

SO WE'RE TAKING A CLOSE LOOK THROUGH OUR RESEARCH OFFICE OF EXACTLY WHAT THAT RETURN ON INVESTMENT HAS LOOKED LIKE AND WHAT WE'LL CONTINUE TO INVEST IN AND MAKE RECOMMENDATIONS AND WHAT WE'LL PULL BACK, ESPECIALLY IF WE'RE NOT GETTING THE RETURN ON INVESTMENT.

SO WE LOOK FORWARD TO THAT OPPORTUNITY AS WE APPROACH OUR BUDGET SEASON.

THANK YOU. TRUSTEE WADE.

THANK YOU, TRUSTEE HERNANDEZ.

MY QUESTION TO YOU SUPERINTENDENT HOUSE IS I KNOW WE TALK ABOUT RISE DATA OR I CAN ADDRESS YOU AND I KNOW YOU SAY WE CAN'T GET IT TILL THE END OF THE YEAR AND THAT'S A CONCERN FOR ME.

I KNOW WE NEED TO.

WITHOUT TESTING, TESTING, TESTING.

ARE THERE ANY OTHER SOLUTIONS TO GETTING DATA BEYOND JUST TESTING? SO TESTING IS ONE STRATEGY.

I KNOW AS A GOOD CLASSROOM TEACHER, YOU SHOULD BE DOING INTERIM ASSESSMENTS, AND INTERIM ASSESSMENTS ARE TAKING A CLOSE LOOK AT THAT DAILY WORK. PRINCIPALS SHOULD HAVE THAT OPPORTUNITY TO GET FEEDBACK FROM PRINCIPALS DURING THE LEARNING WALKS AS WELL, WHICH IS SOMETHING THAT'S HAPPENING WITH WITH PRINCIPALS TO TEACHERS, SSOS, PARTNERING WITH PRINCIPALS AS WELL TO TAKE A LOOK AT WHAT THAT LOOKS LIKE IN CLASSROOMS. SO IT'S NOT JUST THE FORMAL OPPORTUNITY THAT YOU TYPICALLY HEAR ABOUT AT THE DAIS, BUT IT'S THE INFORMAL OPPORTUNITIES AS WELL AS A CLASSROOM TEACHER AND PRINCIPAL.

YOU KNOW, IF A STUDENT STRUGGLE ON QUIZ 1.2 OR QUIZ 1.3, THAT THEY MAY NEED SUPPORT AND MOVING FORWARD TO BE ABLE TO ACCOMPLISH THE PROGRESS MEASURE OF THE GOAL THAT WE'RE EXPECTING THEM TO.

SO THERE ARE DIFFERENT MEANS ACADEMICALLY THAT WE SHOULD BE LOOKING AT ON A CONSISTENT BASIS THAT REALLY HAS TO DO WITH KIND OF THE SKILL OF TEACHING AND HOW WE GO ABOUT UTILIZING WHAT WE HAVE IN OUR CLASSROOMS. I GUESS WHAT I'M ASKING IS CAN WE GET ANY DATA SOONER THAN THE END OF THE YEAR ON HOW THAT'S GOING? I MEAN, BASED ON WHAT YOU JUST SAID, WE SHOULD BE ABLE TO GET SOME IDEA WHAT THE IMPACT IS, EVEN IF IT'S NOT THE FORMAL TESTING, SEEING SOME OF OUR RISE CAMPUSES IN PARTICULAR, JUST HOW THEY'RE DOING.

AN UPDATE FROM THAT PRINCIPAL ON WHAT THEY'RE SEEING.

[02:15:02]

JUST SOMETHING I THINK THAT WOULD HELP US ALL SEE WHERE IT'S GOING AND IF WE'RE NAVIGATING THIS IN THE RIGHT DIRECTION.

AT THE SCHOOLS OFFICE LEVEL, WE ARE MONITORING LOTS OF DIFFERENT THINGS, BUT I KNOW SOME THINGS THAT ARE COMING UP THAT YOU WILL HAVE ACCESS TO IS THE RENAISSANCE MIDDLE OF THE YEAR DATA, AND THAT'LL GIVE US A COMPARISON FROM HOW WE STARTED AND WHERE WE ARE AT THE MIDYEAR MARK.

ANOTHER WAY THAT WE MEASURE HOW OUR SCHOOLS ARE PERFORMING AS SUPERINTENDENT HOUSE HAS MENTIONED, IS OUR WALK THROUGH DATA.

WE WORK WITH A PARTNER TNTP, AND WE LOOK AT WHAT OPTIMAL CURRICULUM IMPLEMENTATION LOOKS LIKE.

SO WE HAVE DATA THAT DEMONSTRATES WHERE OUR SCHOOLS ARE IN TERMS OF IMPLEMENTING THE ACTUAL CURRICULUM, AND TODAY IT WAS EVEN HAVING CONVERSATIONS ABOUT HOW WE LOOK AT THAT DATA ON TOP OF INTERIM ASSESSMENT DATA TO SEE IF THERE'S A CORRELATION.

WE CAN LOOK AT T-TESS EVALUATION DATA.

SO THERE ARE SEVERAL DATA POINTS THAT ARE BEING MONITORED AND I THINK MOST OF WHICH YOU COULD HAVE ACCESS TO IF YOU WANTED.

THANK YOU. TRUSTEE DEIGAARD.

THANK YOU. SO BACK TO THIS QUESTION ABOUT INCREASING PARTICIPATION.

SO I REALLY CONTEMPLATE THIS MORE.

THIS IS PARTICIPATION FOR LAST YEAR'S LAST SCHOOL YEAR.

SO DO YOU HAVE ANY EARLY INDICATORS THAT SHOW THAT YOU HAVE INCREASED PARTICIPATION THIS YEAR, EVEN THOUGH IT'S NOT REFLECTED HERE? YEAH, WE DO.

GO AHEAD, DR. BURKE. LAST YEAR FOR UT ONRAMPS, FOR EXAMPLE, WE HAD SIX CAMPUSES AND WE HAD 1004 COURSE ENROLLMENTS.

THIS YEAR WE HAVE 15 CAMPUSES AND 1870 ENROLLMENTS.

WE'VE ALSO INCREASED AP PARTICIPATION AGAIN IN AP SPANISH WE HAVE.

SO, YES, WE CAN GET YOU THE BREAKDOWN OF THAT DATA, BUT YES, WE DO HAVE EXAMPLES OF INCREASED PARTICIPATION.

OKAY, I APPRECIATE YOUR ANSWER, AND THEN I ALSO APPRECIATE YOU CAN'T DO MUCH MID-YEAR TO ADJUST AND INCREASE PARTICIPATION BECAUSE [INAUDIBLE] SEMESTER LONG COURSES, BUT WHAT CAN WHAT HOW ARE YOU ADJUSTING ESSER DOLLARS MID-YEAR TO MAKE SURE YOU HAVE AN INCREASE IN SUCCESS OF THE KIDS WHO ARE PARTICIPATING? ESPECIALLY GIVEN WHAT CRUZ SHARED ABOUT.

I THINK IT GOES BACK AND DR.

BIRD, I CAN SEE YOU CHOMPING AT THE BIT.

I THINK IT GOES BACK TO UNDERSTANDING, FIRST OF ALL, WHAT THE RETURN ON INVESTMENT IS, WHAT IS WORKING AND WHAT IS NOT WORKING SO THAT WE CAN EXPAND INVEST IN THE AREAS THAT WE KNOW ARE MAKING A DIFFERENCE FROM SCHOOL TO SCHOOL SITE TO SITE, CLASSROOM TO CLASSROOM.

DR. BIRD? YEAH, WE HAVE I MEAN A LOT OF THOSE INVESTMENTS WERE KIND OF ON THE FRONT END WE HAD PLANNED BECAUSE WE KNEW THAT WE WERE BUILDING INFRASTRUCTURE AT SCHOOLS THAT DIDN'T HAVE THOSE THINGS. SO WE HAD ALREADY MADE WE HAD MADE ESSER INVESTMENTS IN THE FRONT.

WE HAVEN'T ADJUSTED TOO MUCH EXCEPT MAYBE WE'VE ADDED MORE STUDY HALLS FOR AP.

WE'VE INCREASED THOSE KINDS OF SCHOOLS HAVE THE ABILITY TO INCREASE THOSE SUPPORTS AT SCHOOLS BASED ON HOW THEIR STUDENTS ARE DOING AND AS THEY GET CLOSER TO THE EXAM, THEN THEY'LL HAVE ACCESS TO FUNDS TO BE ABLE TO INCREASE THOSE KINDS OF STUDY HALL OPPORTUNITIES FOR EXAM PREPARATION AT THE END.

SO BASED ON WHAT I'M HEARING WITH THIS, WITH MY UNDERSTANDING, BE CORRECT THAT YOU DO NOT BELIEVE THAT YOU NEED TO SPEND MORE ESSER DOLLARS IN THIS AREA THAN YOU ARE ALREADY SPENDING.

THAT IS MY YES, THAT IS MY JUDGMENT, BECAUSE WE THE TOTAL DOLLARS THAT WE INVESTED IN IN THIS PARTICULAR AREA FOR JUST THOSE 19 SCHOOLS IS OVER $6 MILLION, AND THAT IS TO BUILD THE INFRASTRUCTURE THAT WE HAVE IN PLACE IN ESSER.

THEREFORE, IF THESE DOLLARS WERE INTENDED TO CATCH KIDS UP FROM THE DISRUPTION OF COVID, THAT YOU ARE MAKING THE ADEQUATE INVESTMENT OF THOSE DOLLARS TO ACHIEVE THE GOAL FOR THIS GPM? I THINK FOR THOSE WE CALL THEM OPPORTUNITY 19 SCHOOLS, YES, WE HAVE MADE THE INVESTMENT.

NOW SOME WE DO STILL HAVE SOME STAFFING SHORTAGES AND THOSE KINDS OF THINGS.

SO EVEN THOUGH WE'VE ALLOCATED DOLLARS IN SOME AREAS, WE HAVEN'T SPENT ALL THAT MONEY.

SO THEN WE'RE ABLE TO REDIRECT IT TO DO SOME OTHER KIND OF THINGS, BUT YES, I BELIEVE THAT WE HAVE, AND THEN WE'RE ALSO LOOKING TO SOMEBODY'S EARLIER QUESTION ABOUT WHEN ESSER GOES AWAY, WHAT ARE WE GOING TO DO ABOUT THAT? SO WE ARE LOOKING RIGHT NOW AT OUR BUDGET PRIORITIES AND HOW WE CAN STILL KEEP THESE THINGS GOING BECAUSE THIS DOES TAKE TIME TO BUILD INFRASTRUCTURE.

SO YOU'RE GOING TO SEE THE GAIN FOR A SIXTH GRADER RIGHT NOW.

[02:20:01]

IT'S GOING TO TAKE SEVERAL YEARS BEFORE HE OR SHE GETS TO HIGH SCHOOL.

SO THAT IS PART OF THE CONVERSATION AS WELL.

WELL, AND ESPECIALLY FOR THE KIDS WHO ARE JUNIORS AND SENIORS, THAT RUNWAY OF OPPORTUNITY IS ABOUT TO CEASE TO EXIST, AND THEN MY LAST FOLLOW UP TO THE QUESTION ABOUT ACCOUNTABILITY ON CAMPUSES AROUND THIS DISTRICT GOAL, THE RESPONSE WAS JUST ABOUT RISE CAMPUSES, AND SO I'M CURIOUS TO HER QUESTION WHAT IT IS FOR ALL CAMPUSES.

WE'D BE GLAD TO FOLLOW UP AND PROVIDE SOME ADDITIONAL DATA FOR ALL.

CORRECT. IT IS VERY SIMILAR.

OBVIOUSLY, WE'RE PROVIDING MORE I JUST WANT TO REITERATE THE FACT THAT BEFORE WE CAN MOVE TO HOLDING PRINCIPALS ACCOUNTABLE, WE HAVE TO MAKE SURE WE'VE PROVIDED ADEQUATE SUPPORT FIRST AND WE HAVE TO MAKE SURE WE'VE DOCUMENTED THAT SUPPORT, AND THEN IF THEY CAN'T RESPOND TO THAT, THEN THE ACCOUNTABILITY CONVERSATION NEEDS TO HAPPEN.

AGREED. I JUST WANT TO I THINK WHAT WE'RE BOTH GETTING AT IN OUR QUESTION WAS, IS THIS AN EXPECTATION OF PRINCIPALS? IS IT BEING MONITORED? LAST WEEK ON ANOTHER PROGRESS MEASURE, YOU KNOW, I ASKED ABOUT A SIMILAR QUESTION.

IT WAS LIKE, WELL, WE CAN'T HOLD THEM ACCOUNTABLE BECAUSE THEY MIGHT HAVE HAD A CHALLENGE AND, YOU KNOW, LIKE THAT AND TRANSPARENCY, EXPECTATIONS AROUND ACCOUNTABILITY ARE NOT CLEARLY DEFINED, AND SO WE AS A SCHOOL'S OFFICE HAVE TO TAKE A STEP BACK AND FIRST MAKE IT CLEAR WHAT THE EXPECTATIONS ARE BEFORE WE CAN MOVE TO ACCOUNTABILITY.

SO THAT IS WORK THAT THE SCHOOL'S OFFICE HAS TO DO, [INAUDIBLE] I GET IT.

THANK YOU. TRUSTEE GUIDRY.

THANK YOU SO MUCH. I'M SO GLAD DR.

BIRD BROUGHT UP INFRASTRUCTURE.

LET ME ASK YOU SOMETHING, BECAUSE IN ORDER TO HAVE THESE CLASSES, AP AND DUAL CREDIT, THERE MUST BE CERTIFIED TEACHERS.

DO WE HAVE A POOL OF QUALIFIED TEACHERS? THAT'S MY NUMBER ONE, AND DO THE CAMPUSES HAVE THE BUDGET FOR THESE THESE TEACHERS? I'M ALWAYS ASKING ABOUT THAT BUDGET.

YOU CAN PUT ALL THESE PROGRAMS AT OUR SCHOOLS, BUT IF YOU'RE NOT FUNDING THEM, YOU'RE GIVING US NOTHING, AND SO CAN YOU PLEASE TELL ME WHETHER OR NOT WE HAVE THE POOL OF QUALIFIED TEACHERS AND WHETHER OR NOT THEY'RE FUNDED? THANK YOU. SO I THINK FOR HIGH SCHOOL IN PARTICULAR, WHEN YOU GET INTO CALCULUS, CHEMISTRY, THOSE HARD TO STAFF AREAS AND REGULAR CLASSES ARE EVEN HARDER TO STAFF THAN AP. SO WE DO HAVE CHALLENGES WITH STAFFING, HIGHER LEVEL AP CLASSES.

I THINK THAT IT GOES HAND IN HAND WITH THE TALENT OFFICE AND OPPORTUNITY CULTURE, YOU KNOW, TO ATTRACT TEACHERS AND KEEP THEM HERE.

THEY NEED TO HAVE LADDERS FOR ADVANCEMENT.

THEY WANT TO STAY IN THE CLASSROOM, BUT THEY WANT TO BE LEADERS IN THEIR SCHOOL.

SO I THINK THAT'S AN AREA WHERE WE CAN LEVERAGE THINGS WITH THE TALENT OFFICE LIKE OPPORTUNITY CULTURE IN SCHOOLS AND MORE SCHOOLS ARE ABLE TO JOIN THAT THIS COMING YEAR. THAT'S ONE THING BECAUSE THOSE TEACHERS THAT ARE TEACHING THOSE HIGH LEVEL AP COURSES, THEY CAN BE RECRUITED EASILY TO OTHER DISTRICTS.

SO THAT IS VERY IMPORTANT THAT WE GIVE THEM OPPORTUNITIES FOR ADVANCEMENT IN OUR DISTRICT , AND THEN IN TERMS OF BUDGET, THAT GOES BACK TO WHAT WE TALKED ABOUT EARLIER IN THAT WHEN SCHOOLS ARE GIVEN MONEY BASED ON THEIR ENROLLMENT, AND SO IF THEY MAKE THE CHOICE THAT THEY HAVE TO DOUBLE BLOCK SOMETHING THAT'S GOING TO BE LESS, THEY'RE GOING TO HAVE THEY'RE USING THEIR TEACHER UNITS TO, AND UNDERSTANDABLY, THERE'S A REASON THAT OUR PRINCIPALS MAKE THAT DECISION, BUT THEY'RE GIVEN THE AND WHICH IS WHY WE HAVE ALSO SUPPORTED WITH A CENTRAL POOL OF TEACHERS TO HELP SUPPLEMENT THAT STAFFING.

THAT IS NOT A PERFECT SOLUTION, THOUGH, AND SO WE ARE CONTINUING TO WORK WITH THE SCHOOLS OFFICE, WITH MASTER SCHEDULING TO MAKE SURE THAT WE'RE MAXIMIZING THAT SO THAT WE CAN OFFER BECAUSE SOME SCHOOLS, THEY CAN'T OFFER THE COURSES BECAUSE THEY JUST DON'T HAVE THE STAFFING TO DO IT BASED UPON HOW THEIR SCHEDULE IS WORKING, AND THAT'S EXACTLY MY ISSUE, SIR, THAT I HAVE A CONCERN OF WHICH SCHOOLS, WHAT COMMUNITIES, WHERE ARE THEY LOCATED, THAT WE DON'T HAVE THE TALENT IN ORDER TO PUT THOSE AP AND DUAL CREDIT COURSES.

BECAUSE RIGHT NOW WE'RE TELLING THIS COMMUNITY THAT EVERYBODY'S GETTING THEM AND WE HAVE 19 AND WE HAVE THIS AND WE BUT THE TRUTH IS THAT'S

[02:25:01]

NOT POSSIBLE BECAUSE WE JUST DON'T HAVE THE TEACHING TALENT AVAILABLE.

I THINK A GREAT OPPORTUNITY WOULD BE ABLE TO FOR US TO BE ABLE TO PROVIDE YOU WITH WHERE WE WERE WITH AP OFFERINGS A YEAR AGO AND WHERE WE CURRENTLY ARE WITH AP OFFERINGS.

IT'S A WAY TO PROGRESS MONITOR AND MORE THAN WILLING TO PROVIDE THAT INFORMATION FOR YOU.

I'D CERTAINLY APPRECIATE THAT.

TRUSTEE SANTOS.

THANK YOU. PRESIDENT CRUZ.

SORRY, PRESIDENT HERNANDEZ.

SUPERINTENDENT HOUSE.

I HEARD DR. MATNEY SAY THAT ACCOUNTABILITY MEASURES HAVE CHANGED.

I'VE BEEN ON THIS BOARD IN 2018, 2019, 2020, 20, 21, 2022, 2020, NOW 2023.

THE ACCOUNTABILITY MEASURES HAVE CHANGED EVERY YEAR SINCE I'VE BEEN ON THIS BOARD.

WE'VE HEARD SPEAKERS AND TRUSTEE WAYS POINT THAT OVER TESTING OF OUR KIDS IS COMING TO A DETRIMENT TO THEIR ACADEMIC CAREER, AND JUST MORE IMPORTANTLY, THE LEARNING THAT HAPPENS IN THE CLASSROOM. ACCOUNTABILITY MEASURES HAVE CHANGED.

THE WAY STUDENTS LEARN HAS NOT.

THE CHALLENGES THAT OUR STUDENTS ARE NOW PRESENTED WITH HAS INCREASED, YET WE'VE DECREASED INSTRUCTION AND ENLARGED CLASS SIZES.

PLEASE, PLEASE COME TEACH A CLASS OF 39 CALCULUS STUDENTS.

39 AP, I PROMISE YOU, YOU WILL NOT BE ABLE TO READ 39 ESSAYS AND GIVE MEANINGFUL FEEDBACK OR ACTUALLY GRADE THE CALCULUS EXAM IN A MEANINGFUL WAY, BUT WE'RE REDUCING INSTRUCTIONAL TIME.

THIS IS AN IMPOSSIBILITY.

SO MY QUESTION TO THE ADMINISTRATION, IS THERE A POSSIBILITY THAT YOU CAN UTILIZE OUR SUPER TALENTED TEACHERS WHO LIVE IN OUR COMMUNITIES AND KNOW WHAT OUR KIDS NEED TO COME UP WITH A MEASURE OF NOT HOW THEY BUBBLE THE SCANTRON, BUT HOW AND OR IF THEY ARE TRULY LEARNING.

SO WE TALK ABOUT READING THROUGH STAAR, BUT STAAR IS NOT OUR FRIEND, AND IT HAS BEEN TO THE DETRIMENT OF OUR KIDS' LEARNING THAT WE ARE CATERING TO THE CCMRS THAT CHANGE EVERY YEAR.

OUR TEACHERS HAVE BEEN LOYAL.

OUR STUDENTS ARE HERE.

WHAT CAN WE DO TO MAKE SURE THAT OUR STUDENTS ARE ACTUALLY LEARNING? BECAUSE THIS TEST IS JUST NOT WHERE WE NEED IT TO BE, AND I, QUITE FRANKLY, DON'T DISAGREE.

IT'S SOMETHING THAT WE DON'T HAVE A CHOICE.

IF WE WERE AFFORDED THE CHOICE, IT WOULD BE VERY NICE TO BE ABLE TO SAY THAT THIS IS SOMETHING THAT WE'RE GOING TO OPT OUT ON OR NOT DO.

WE'RE GOING TO MEASURE IN A DIFFERENT WAY, BUT WE HAVE TAKEN A CLOSE LOOK AT THE LEVEL OF TESTING, THE AMOUNT OF TESTING AND HOW IT ALIGNS WITH THE KIND OF INSTRUCTION THAT WE WANT TO SEE IN THE CLASSROOM, BUT I WANT TO MAKE THAT CLEAR.

THE STAAR, WE DON'T NECESSARILY HAVE A CHOICE IN REFERENCE TO WHAT THAT LOOKS LIKE, BUT WE WILL CONTINUE TO TRY TO FIND THOSE AVENUES.

WELL, SCHOOL DISTRICTS IN TEXAS AREN'T USING THE SAME WAY TO GO TO PROGRESS MONITOR.

THEY MIGHT TAKE THE STAAR AT THE END, BUT THEIR SCORES HAVE INCREASED BY DOING THINGS DIFFERENTLY.

WE'VE DONE THIS TESTING.

WE'VE TRIED IT OUT RIGHT.

LIKE WE ALL SEE THAT IT IS NOT WORKING.

IF WE CAN FIND A WAY TO HAVE WRITING PORTFOLIOS OR SMALLER CLASS SIZES OR JUST A WAY THAT WE UTILIZE OUR TEACHERS IN A WAY THAT, HEY, THAT'S WHAT THEY WENT TO SCHOOL FOR, THAT'S WHAT THEY WANT TO DO.

THEY WANT TO TEACH. WHY AREN'T WE LETTING THEM TEACH? THANK YOU, TRUSTEE BAKER.

THANK YOU SO MUCH, MADAM PRESIDENT.

JUST WANT TO REMIND THE PUBLIC THAT'S LISTENING IN THAT OUR ONLY TWO EMPLOYEES AS TRUSTEES ARE THE SUPERINTENDENT OF SCHOOLS AND THE CHIEF AUDIT EXECUTIVE.

SO THAT'S OUR LINE OF QUESTIONING.

TONIGHT, WE'RE COVERING THIS GOAL PROGRESS, MONITORING 3.2, AND SO I THOUGHT OF ANOTHER QUESTION.

WE ASK QUESTIONS VIA EMAIL.

YOU KNOW, WHEN WE'RE NOT HERE, YOU KNOW, AND AGENDA REVIEW AND ALL THAT.

SO QUESTIONS ARE ALWAYS BEING ASKED.

OUR JOB IS TO ASK QUESTIONS, YOU KNOW, PERTINENT TO WHAT WE THINK YOU'RE ALWAYS INTERESTED IN.

MY QUESTION IS, WITH REGARDS TO THE GENTLEMAN'S QUESTION EARLIER, WHAT ARE WE DOING? WHAT CAN WE DO? ARE WE COMING UP WITH MORE IDEAS TO INCENTIVIZE THE STUDENTS TO WANT TO IMPROVE AND WANT TO INCREASE THEIR LEARNING? AT THE CITY, WE HAD A PROGRAM CALLED PERFORMANCE BASED INITIATIVE [INAUDIBLE].

WE CAN'T DO THAT, OF COURSE.

[INAUDIBLE], BUT WHAT IDEAS ARE YOU THINKING OF TO INCENTIVIZE STUDENTS TO WANT TO LEARN MORE? SO, YOU KNOW, IT'S INTERESTING.

I HAD A CHANCE TO DO SOME LEARNING WALK WITH SOME OF OUR PRINCIPALS AS WELL, AND ONE OF THE THINGS AS A AS A FORMER TURNAROUND PRINCIPAL AS WELL THAT I KNOW IS EXTREMELY IMPORTANT IS KEEPING STUDENTS INVESTED IN THEIR LEARNING AS WELL, HELPING THEM UNDERSTAND WHAT PROGRESS MONITORING IS.

[02:30:05]

WATCHING STUDENTS TRACK THEIR OWN DATA ON A WEEKLY BASIS, KEEPS THEM INVESTED, KEEPS THEM ENCOURAGED, KEEPS THEM IN A COMPETITIVE SPIRIT AROUND COMPETING WITH THEIR OWN SELVES.

SO THAT'S SOMETHING THAT WE WILL CONTINUE TO DO.

IT'S A COMMON PRACTICE.

IT'S A SMART PRACTICE, BUT THERE ARE OTHER, YOU KNOW, OTHER INCENTIVES THAT ARE HAPPENING AT DIFFERENT CAMPUSES AS WELL.

IT LOOKS DIFFERENT FROM CAMPUS TO CAMPUS.

THERE'S NOT NECESSARILY ONE PARTICULAR PARTICULAR COMMON INCENTIVE.

DR. WATTS, I'D BE GLAD TO LET YOU SHARE AN EXAMPLE OR SOME EXAMPLES OF SOME OF THOSE INCENTIVES THAT MIGHT BE HAPPENING FROM AN INSTRUCTIONAL STANDPOINT TO ENCOURAGE STUDENTS SUCCESS.

CAN YOU REPEAT YOUR QUESTION? I'M SORRY. EXAMPLES OF WAYS THAT WE ARE INCENTIVIZING STUDENTS.

SURE. MULTIPLE WAYS.

I THINK ONE OF THE WAYS THAT WE'RE TRYING TO INCENTIVIZE STUDENTS IS PROVIDING THEM OPPORTUNITY, FIELD TRIPS, EXPOSURE TO DIFFERENT PARTNERS, EXPOSURE TO DIFFERENT ENRICHMENT ACTIVITIES, JUST TO GIVE THEM A VISION OF WHAT'S POSSIBLE, SIMILAR TO WHAT TRUSTEE WADE WAS SPEAKING ABOUT.

THERE'S INDIVIDUAL GOAL SETTING THAT HAPPENS BY CLASS, BY STUDENT.

THERE ARE STUDENT LED CONFERENCES AND THINGS OF THAT NATURE GOING ON SO THAT STUDENTS CAN SELF INVEST IN THEIR OWN LEARNING.

MM HMM. SO I HAVE A SEVEN YEAR OLD NAMED KENNEDY.

SHE'S VERY BRIGHT.

SHE LOVES SCHOOL.

SHE LOVES TO GO, AND I APPRECIATE THAT, BUT NOT EVERY STUDENT, YOU KNOW, HAS THAT ENERGY.

WHAT DO WE DO WITH THE STUDENTS THAT, YOU KNOW, ARE KIND OF LIKE FALLING BEHIND OR MAYBE HOME ISSUES AND THINGS LIKE THAT TO INCENTIVIZE THEM TO KEEP UP BECAUSE EVERYBODY DOESN'T HAVE A CHILD LIKE THAT.

SO I THINK THAT'S WHY IT'S IMPORTANT TO CONSIDER THE WHOLE CHILD AND WHY WE HAVE COUNSELORS AND OTHER PROFESSIONALS ON CAMPUS, BECAUSE YOU HAVE TO FIGURE OUT WHAT DOES MOTIVATE THAT CHILD AND THAT TAKES AN INDIVIDUALIZED RELATIONSHIP, AND GETTING TO KNOW THE STUDENT NEED, THE STUDENT'S VISION IN THEIR OWN SUCCESS, AND THEN IT'S AN INDIVIDUALIZED EFFORT PER CHILD.

SO THESE INCENTIVIZED PROGRAMS AND IDEAS ARE GOING ON IN ALL CAMPUSES? I'M NOT GOING TO BE PREPARED TO SAY ALL BECAUSE I DON'T KNOW THE EXTENT TO WHICH THEY ARE GOING ON ON CAMPUSES.

I WOULD SAY THERE IS AN EFFORT TO DO IT ON EACH CAMPUS.

OKAY, WELL, I PRAY THAT WE CAN INCREASE THAT EFFORT.

THANK YOU SO MUCH.

THANK YOU. MOTION FOR ROUND THREE.

I STILL HAVEN'T ASKED QUESTIONS FOR ROUND TWO, SO I WILL TAKE MY TURN AND THEN I'LL GO TO YOUR MOTION.

SO THERE WAS AN AUDIENCE MEMBER TODAY THAT ASKED TWO VERY IMPORTANT QUESTIONS WHAT CAN FAMILIES AND COMMUNITIES DO TO HELP AND BE INVOLVED? WHAT ARE SOME ACTIONABLE STEPS THAT THE COMMUNITIES AND FAMILIES CAN TAKE? I THINK THERE'S SEVERAL DIFFERENT THINGS THAT FAMILIES CAN DO TO BE INVOLVED.

FIRST OF ALL, KNOWING WHAT THE AVENUES OF COMMUNICATION ARE AT THE SCHOOL SO THAT THEY CAN GET THE INFORMATION, KNOW WHAT THE OPPORTUNITIES LOOK LIKE, WHETHER IT BE HIGH DOSE TUTORING OR SUPPORTS AT HOME, MAKING SURE THAT THEY SIGN UP FOR THE DISTRICT COMMUNICATIONS.

RIGHT NOW, WE HAVE A GREAT NEW PROGRAM THAT PROVIDES INSIGHT FOR NON-ENGLISH SPEAKERS TO BE ABLE TO HELP STUDENTS INSIDE OF THE HOME. THERE'S LOTS OF DIFFERENT PROGRAMS. OUR PARENT UNIVERSITY PROGRAM, UNDERSTANDING WHERE THESE THINGS ARE HAPPENING, THE DATES ARE HAPPENING.

WE TRY TO MAKE SURE THAT THESE ARE NOT JUST ALL IN-PERSON OPPORTUNITIES, BUT THERE ARE OPPORTUNITIES TO GET ON A ZOOM AND TO HEAR ABOUT HOW TO SUPPORT THEIR STUDENTS, WHETHER IT'S THROUGH COLLEGE READINESS AND UNDERSTANDING WHAT THE CCMR PROCESS IS ALL THE WAY DOWN TO THE ELEMENTARY LEVEL IN TERMS OF SUPPORTS. SO I THINK THERE ARE SEVERAL DIFFERENT OPPORTUNITIES, BUT IT'S MAKING SURE THAT THEY KNOW WHERE TO GO GET THE INFORMATION AND THAT'S AT THE SCHOOL SITE AS A START.

OKAY, THANK YOU.

SO THIS IS THE SECOND TIME THAT I'VE HEARD THAT THERE ARE TRAVELING AP TEACHERS.

SO I'M GUESSING THAT BY NOW WE HAVE SOME DATA ON THAT.

DATA IN TERMS OF? HOW EFFECTIVE THESE TRAVELING TEACHERS ARE.

SO THIS IS THE FIRST YEAR THEY'VE BEEN IN PLACE.

I WOULD HAVE TO GET THE NUMBER OF THEM THAT WE HAVE AND HOW MANY COURSES WE WERE ABLE TO OFFER.

I DON'T HAVE IT HERE, BUT I CAN GET THAT.

JUST TO INTERJECT, A PART OF THE REASONING BEHIND THE TRAVELING AP TEACHERS IS ALSO FOR AN ACCESS STANDPOINT WHERE WE MAY NOT BE ABLE TO AFFORD IT AT A SCHOOL THAT HAS A SMALLER ENROLLMENT, WE CAN HAVE ONE THAT GOES IN BETWEEN.

THAT'S AN ACCESS OPPORTUNITY AND I THINK IT'S A MAJOR PLUS, BUT WE'RE LOOKING FORWARD TO SEEING EXACTLY WHAT THE DATA TELLS US SPECIFICALLY ABOUT

[02:35:09]

ACCESS. WELL, SPECIFICALLY ABOUT THE TRAVELERS IS WHAT I'M HEARING.

I WANT TO KNOW IF THAT THE TRAVELING TEACHERS ARE WORKING, IF IT'S EFFICIENT, IF IT'S SOMETHING THAT SHOULD BE CONTINUED AND MULTIPLIED, OR IF IT'S SOMETHING THAT MAYBE WE NEED TO MOVE ON FROM, BUT I DIDN'T KNOW THAT.

I KNEW THAT I HAD HEARD IT BEFORE.

I DIDN'T KNOW EXACTLY WHEN.

SO I'M NOT SURE WHAT SLIDE, THE ONE WITH THE TWO GRAPHS, I SEE THAT THERE'S INFORMATION FOR NOT THIS ONE, SORRY. ANOTHER SLIDE.

YES, THIS ONE.

SO THIS IS THE ACTUAL INFORMATION THAT WE HAVE.

ARE THERE PROJECTIONS OR GOALS FOR EVERY ONE OF THESE SUBGROUPS? DR. BIRD. ARE THERE PROJECTIONS OR GOALS FOR THE SUBGROUPS? WE HAVE ANOTHER VERY SIMILAR TABLE WHERE THERE'S THE ACTUAL PERCENTAGE AND THEN THE PROJECTIONS OR WHAT THE GOAL IS. I DON'T SEE THE GOAL ON HERE.

SO IS THERE A GOAL FOR ALL THESE SUBGROUPS OR? THERE IS NOT FOR THE PROGRESS MEASURES? I BELIEVE WHAT YOU'RE REFERRING TO IS THE GOAL ITSELF.

WE HAVE THE TARGETS BY STUDENT GROUP, BUT WE DO NOT, WE DID NOT SET TARGETS INDIVIDUALLY BY STUDENT GROUP FOR THE PROGRESS MEASURES.

IS THERE A REASON WHY THOSE WERE NOT SET? THEY WEREN'T A REQUIREMENT OF LONE STAR GOVERNANCE, BUT OF COURSE THE DEPARTMENTS WORKING INTERNALLY, LOOKING AT HISTORICAL DATA, DEFINITELY LIKE THE PARTICIPATION IN SETTING PROGRAMS TO INCREASE PARTICIPATION ARE WORKING ALONG THAT, BUT WE DIDN'T FOR THE LONE STAR GOVERNANCE PROCESS.

I THINK JUST FOR US TRUSTEES, I THINK IT'S VERY HELPFUL TO SEE GOAL AND PROJECTION AND THE ACTUAL DATA SIDE TO SIDE.

I KNOW IT'S NOT A REQUIREMENT, BUT IT'S VERY HELPFUL AS A TRUSTEE TO SEE THAT, AND I WANT TO REITERATE, I KNOW TRUSTEE GUIDRY BROUGHT IT UP LAST TIME ABOUT HAVING INDIVIDUAL SCHOOL DATA TO SEE WHERE SCHOOLS, WHICH SCHOOLS ARE DOING WELL, WHICH SCHOOLS ARE NOT DOING WELL.

MOTION FOR THIRD ROUND.

THE MOTION.

IS THERE A SECOND? WE HAVE A SECOND.

PLEASE VOTE.

WE HAVE FIVE FOR THREE AGAINST.

MOTION PASSES.

THIRD ROUND. TRUSTEE CRUZ.

SO A FOLLOW UP QUESTION TO SOMETHING YOU BROUGHT UP, TRUSTEE HERNANDEZ, AND WHAT I HEARD SOME OF THE COMMUNITY MEMBERS SPEAK TO IS THE COMMUNITY ENGAGEMENT PIECE.

SO SUPERINTENDENT, HOW DO YOU ADDRESS LIKE HOW PARENTS CAN BE ENGAGED AND INFORMED, BUT WHAT ABOUT COMMUNITY MEMBERS THAT ARE NOT PARENTS, RIGHT? HOW CAN THEY BE INFORMED AND AWARE AND HOW CAN THEY GET INVOLVED IN WHAT THE SCHOOL IS DOING TO INCREASE OUR STUDENT OUTCOMES? AND JUST A COUPLE OF EXAMPLES.

I THINK SOMETIMES FOLKS WANT TO HELP, BUT THEY DON'T EVEN KNOW WHERE TO START BECAUSE THEY DON'T EVEN KNOW WHAT COURSE OFFERINGS ARE AT THEIR SCHOOL.

THEY DON'T KNOW WHAT TEACHER VACANCIES THERE ARE.

SO HOW CAN THEY BE INFORMED? HOW CAN WE HAVE TRANSPARENCY OF INFORMATION? AND THEN WHAT MECHANISM IS THERE FOR THEM TO COME TO THE SCHOOL AND SUPPORT? I THINK THAT STARTS AT THE SCHOOL LEVEL, QUITE FRANKLY, AND REACHING OUT TO THE SCHOOL ADMINISTRATION SCHOOL WEBSITE TO FIND OUT WHAT THE AVENUES ARE. I'M ALSO APPRECIATIVE OF WHAT TRUSTEES DO AS WELL.

I KNOW YOU ALL HAVE COMMUNITY MEETINGS TO BE ABLE TO OUT COMMUNITY MEMBERS, PARENTS, NON COMMUNITY MEMBERS IN THE RIGHT DIRECTION IN TERMS OF WHERE SOME OF THOSE SUPPORTS CAN BE FOR FOR SCHOOL ACCESS AS WELL.

SO I THINK IT'S A COMBINATION OF COMMUNICATING WITH YOU ALL AS A BODY, AS A BOARD AS WELL AS DIRECTLY FOCUSING EFFORTS TO COMMUNICATE AT THE AT THE SITE LEVEL TO ENSURE THAT WE DO KNOW WHAT THOSE AVENUES LOOK LIKE BECAUSE IT LOOKS A LITTLE BIT DIFFERENT FROM SCHOOL TO SCHOOL AND JUST TO FOLLOW UP TO TRUSTEES GUIDRY QUESTION AND KIND OF TYING IT BACK TO THIS, YOU KNOW, SHE ASKED FOR WHERE THE COURSE OFFERINGS ARE.

SO I THINK YOU MENTIONED SHARING, YOU KNOW, WHERE WE WERE LAST YEAR TO WHERE WE WERE THIS YEAR, AND I WOULD LIKE TO SEE THAT ACROSS THE DISTRICT, AND I WOULD ALSO LIKE TO ASK IF

[02:40:09]

THAT CAN BE POSTED TO THE Q&A SO THAT IT IS AVAILABLE TO THE PUBLIC, SO THAT THE PUBLIC IS AWARE WHERE THOSE COURSE OFFERINGS ARE AND WHERE THEY CAN ADVOCATE FOR BETTER EQUITY.

I'M SURE BOARD SERVICES CAPTURED THAT AND WE'LL MAKE SURE THAT THEY HAVE THE DATA TO FOLLOW UP, AND JUST A FOLLOW UP COMMENT TO SOMETHING CHIEF WATTS MENTIONED, BECAUSE I WAS A LITTLE PANICKING WHEN I HEARD THAT THERE ISN'T ACCOUNTABILITY RIGHT NOW WITH THIS DATA AND WITH THESE OUTCOMES, AND SO I AM REALLY ENCOURAGED TO HEAR THAT'S SOMETHING THAT YOU'RE LOOKING AT AND TO ADDRESS.

I FEEL LIKE WE HAVE HAD THAT LARGE GAP FOR QUITE SOME TIME OF NOT HAVING CLEAR EXPECTATIONS AND CLEAR GUARDRAILS FOR PRINCIPALS.

SO REALLY, REALLY LOOKING FORWARD TO THAT INFORMATION BEING SHARED WITH THE BOARD.

THANK YOU. OKAY, TRUSTEE BLUEFORD-DANIELS.

I'M GOOD. WE WILL NOW MOVE TO ACCEPT THE PRESENTATION GIVEN TO US.

MAY I HAVE A MOTION? SO MOVED. IS THERE A SECOND? SECOND. WE HAVE A MOTION BY TRUSTEE SANTOS AND A SECOND BY TRUSTEE WADE.

PLEASE VOTE. THE PRESENTATION.

WE DO NOT SEE THE SCREEN TO VOTE.

THANK YOU.

WE HAVE SEVEN FOR--SEVEN IN FAVOR AND ZERO OPPOSED, NO ABSTENTIONS.

CONSIDERATION OF THE SUPERINTENDENTS AGENDA ITEMS. WE ARE NOW READY TO CONSIDER THE SUPERINTENDENT'S AGENDA ITEMS.

[Superintendent's Agenda Items]

FOR THE RECORD, LET IT BE REFLECTED THAT ITEM B1 HAS BEEN REMOVED, ITEM B2 HAS BEEN REVISED AND IS NOW B1 AND ATTACHMENTS TO I1 AND I2 HAVE BEEN REVISED.

BOARD POLICY REQUIRES TRUSTEES TO EXCUSE THEMSELVES AND ABSTAIN FROM ALL DISCUSSION AND VOTES PERTAINING TO CONTRACTS THAT MIGHT INVOLVE A CONFLICT OF INTEREST AS DEFINED IN BOARD POLICY BBFA LOCAL.

A CONFLICT OF INTEREST IS ANY CIRCUMSTANCE THAT COULD CAST DOUBT ON A TRUSTEE'S ABILITY TO ACT WITH TOTAL OBJECTIVITY WITH REGARD TO THE DISTRICT'S INTEREST.

CONSIDERATION OF ITEMS HELD FOR ABSTENTION AND OR DISCUSSION.

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

EACH MONTH, ALL ACTION ITEMS BEGIN ON CONSENT AGENDA.

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

ON THE MONDAY PRIOR TO THE VOTING MEETING.

TRUSTEES, AS A REMINDER, EVERYONE HAD THE OPPORTUNITY PRIOR TO THIS MEETING TO SUBMIT ADDITIONAL QUESTIONS AFTER AGENDA REVIEW TO THE ADMINISTRATION, NO ADDITIONAL QUESTIONS WERE SUBMITTED.

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

OUR FIRST ITEM HELD FROM CONSENT AGENDA IS B1 CONSIDERATION OF REDISTRICTING PLANS AND PUBLIC INPUT RECEIVED AND POSSIBLE ADOPTION OF A

[B-1. Consideration Of Redistricting Plans And Public Input Received And Possible Adoption Of A Resolution Approving A Redistricting Plan For Single-Member Trustee Districts]

RESOLUTION APPROVING A REDISTRICTING PLAN FOR A SINGLE MEMBER DISTRICTS.

THIS ITEM IS BEING HELD AT THE REQUEST OF TRUSTEE BLUEFORD-DANIELS AND MYSELF.

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

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

MAY I HAVE A MOTION TO DISCUSS THE PRESENTATION? DO I HAVE A SECOND? SECOND, TRUSTEE CRUZ.

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

MR. [INAUDIBLE], WE'RE READY FOR YOUR PRESENTATION.

[INAUDIBLE] THE MOTION.

OH, SORRY. PLEASE VOTE TO

[02:45:02]

REVIEW THIS PRESENTATION.

TO REVIEW AND DISCUSS THE PRESENTATION.

[INAUDIBLE] YEAH.

IS THERE A MOTION TO DISCUSS THE PRESENTATION? THAT'S THE MOTION THAT'S ON THE TABLE.

NINE FOR, ZERO AGAINST NO ABSTENTIONS.

MR. [INAUDIBLE], WE'RE NOW READY FOR YOUR PRESENTATION.

GOOD EVENING, IT'S PLEASURE TO BE HERE AND STILL BE AWAKE.

[CHUCKLING] IT'S BEEN LIVELY.

I HOPE THIS WILL CALM IT DOWN.

I'M GOING TO TALK TO YOU TONIGHT ABOUT THE PUBLIC INPUT THAT WE RECEIVED DURING THE PUBLIC HEARING PROCESS FOR REDISTRICTING.

WHERE DO I AIM THIS? [INAUDIBLE] I WAS INFORMED YOU HAVE TO BE SMARTER THAN THE DEVICE.

SO WE HAD PUBLIC HEARINGS IN EACH OF THE NINE TRUSTEE DISTRICTS.

PRIOR TO THIS PART OF THE REDISTRICTING PROCESS, THE BOARD MET A NUMBER OF TIMES AND CONSIDERED VARIOUS PLAN OPTIONS AND SELECTED FOR PUBLIC INPUT TWO PLANS, PLANS A AND D, WHICH ARE IN SOME RESPECTS SIMILAR IN SOME RESPECTS FAIRLY DIFFERENT.

THOSE WERE THE PLANS THAT WERE PUT FORTH AT THE INDIVIDUAL PUBLIC HEARINGS TO ASK THE PUBLIC TO COMMENT ON, AND WE RECEIVED COMMENTS THAT WERE ORAL AT SOME OF THE PUBLIC HEARING MEETINGS, AND I SHOULD SAY THAT AT THE AT THE PUBLIC HEARINGS, I OR ONE OF MY COLLEAGUES, IF I WAS UNABLE TO BE THERE, DESCRIBED THE REDISTRICTING PROCESS IN A VERY GENERALIZED WAY, EXPLAINED VERY SIMPLY WHAT THE APPLICABLE LAW WAS AND WHAT WE WERE DOING, AND SHOWED THE CURRENT TRUSTEE DISTRICTS AND THE POPULATION AND DEMOGRAPHICS OF THOSE WHICH EXPLAINED WHY WE NEED TO REBALANCE THE POPULATION BECAUSE SOME OF THE DISTRICTS ARE OUT OF POPULATION BALANCE, AND THEN SHOWED THE TWO PLANS AND OPENED UP THE MEETING FOR PUBLIC COMMENT, QUESTIONS AND DISCUSSION.

VARIOUS OF THE PUBLIC HEARINGS WERE FAIRLY WELL ATTENDED.

SOME WERE SPARSELY ATTENDED.

THERE WERE A COUPLE OF MEETINGS WHERE WE HAD TWO OR THREE MEMBERS OF THE PUBLIC.

THERE WERE SOME MEETINGS WHERE WE HAD IN EXCESS OF 20 AND SOME IN BETWEEN.

SO THERE WAS MIXED INPUT AND SOME COMMON THEMES, QUESTIONS ABOUT HOW THINGS WORKED.

I SHOULD SAY THE IN ADDITION TO THE PUBLIC HEARINGS THE DISTRICT RECEIVED OR HAD THE MEMBERS OF THE PUBLIC HAD THE OPPORTUNITY TO SUBMIT WRITTEN COMMENTS AND THERE WERE TWO WAYS THEY COULD DO THAT.

THERE WAS A WRITTEN FORM POSTED ON THE WEBSITE THAT THEY COULD DOWNLOAD AND PRINT AND FILL OUT AND MAIL OR TURN IN, AND THERE WERE THAT SAME ONLINE FORM WAS AVAILABLE TO BE SUBMITTED ONLINE.

WE RECEIVED APPROXIMATELY 33 WRITTEN COMMENTS, AND I SAY APPROXIMATELY BECAUSE THERE WERE A COUPLE OF HANDWRITTEN SUBMISSIONS THAT CAME IN LATER, AND SOME OF THEM WERE BY THE SAME PEOPLE AND MAYBE ONE OR TWO WERE NOT.

SO IT'S POSSIBLE WE RECEIVED 35.

THE REAL POINT HERE IS THAT THERE WERE NOT A LOT OF WRITTEN INPUT IN ADDITION TO THE ORAL QUESTIONS AT THE INDIVIDUAL PUBLIC HEARINGS. SOME OF THOSE COMMENTS WERE SUBSTANTIALLY THE SAME COMING FROM THE SAME GROUP OF PEOPLE RAISING THE SAME ISSUE OR PREFERENCE.

A FEW WERE COMMENTS, IN EFFECT THAT I LIKED PLAN A OR SOMEBODY ELSE SAYING, WELL, I LIKED PLAN D, AND IN MOST OF THOSE CASES, IN FACT, ALL OF THEM NOT REALLY ANY INDICATION OF THE BASIS OF THE PREFERENTIAL CHOICE.

THERE WERE A NUMBER OF COMMENTS THAT RAISED SOME GENERALIZED CONCERNS, SOME OF WHICH HAD TO DO WITH REDISTRICTING AND SOME OF WHICH WERE REALLY KIND OF COLLATERAL TO REDISTRICTING

[02:50:06]

AND THERE WERE A COMMON THEME IN SEVERAL OF THE PUBLIC HEARINGS WHERE WE GOT QUESTIONS TO THE EFFECT OF HOW COME THESE DON'T FOLLOW THESE THESE PLANS DON'T FOLLOW ATTENDANCE.

THE FORM OF THE QUESTION WAS OFTEN, I LIVE IN TRUSTEE DISTRICT X AND MY CHILD GOES TO SCHOOL IN TRUSTEE DISTRICT Y.

HOW COME THAT IS? AND I TRIED TO EXPLAIN TO THEM WHAT WE WERE UP TO.

I'LL GO THROUGH THESE A LITTLE MORE DETAIL.

WE HAD APPROXIMATELY 15 WRITTEN COMMENTS, WHICH IS CLOSE TO HALF OF THE SUBMITTED COMMENTS FROM A GROUP OF PEOPLE WHOSE STUDENTS GO TO THE GARDEN OAKS MONTESSORI MAGNET SCHOOL, AND THEY WERE VERY CONCERNED THAT THE SCHOOL STAYED IN DISTRICT ONE BECAUSE THEY HAD SUCCESS IN WORKING WITH AND HAD FORGED WHAT THEY THOUGHT WAS A GOOD RELATIONSHIP WITH TRUSTEE HERNANDEZ , AND I NEED TO NOTE THAT IN BOTH PLANS A AND D, THE SCHOOL THAT WE LOCATED ITS ADDRESS, THE SCHOOL IS SQUARELY IN THE MIDDLE OF DISTRICT ONE AND HAS NOT MOVED.

SO THIS CONCERN WAS OBVIOUSLY SORT OF PREVENTATIVE IN NATURE TO MAKE SURE NOBODY MIS-STEPPED, AND I'M PROUD TO REPORT THAT WE DIDN'T ACCIDENTALLY MISSTEP.

SOME OF THE GENERAL COMMENTS, AS I'VE SAID.

INDICATED THAT THEY FAVORED PLAN A OR PLAN D.

IT WAS ABOUT A 2 TO 1 SPLIT.

THERE WERE NINE COMMENTERS THAT MADE THAT COMMENT.

SOME OF THE COMMENTS YOU'VE HEARD ORALLY IN THE PUBLIC MEETINGS MONDAY AND HERE TONIGHT IS THAT THERE WAS NOT BEEN ENOUGH TIME FOR THE REDISTRICTING PROCESS AND NOT ENOUGH NOTICE OF THE PUBLIC HEARINGS.

ONE COMMENTER SUGGESTED THAT WE OUGHT TO ARRANGE TO GO DOOR TO DOOR TO TELL PEOPLE ABOUT WHEN THERE WERE GOING TO BE HEARINGS AND SO ON. ONE COMMENT WAS TO THE EFFECT THAT DISTRICT TWO AND DISTRICT EIGHT ARE TOO LARGE AND GERRYMANDERED, AND THAT'S JUST THE BASICALLY MIMICKING THE CURRENT SHAPE OF THE DISTRICTS, EVEN IN PLANS A AND D AND ONE THAT COMMENTED THAT THEY WERE PLEASED THAT DISTRICT SIX REMAINED UNCHANGED.

I DON'T KNOW WHO YOU GOT TO DO THAT.

CONCERN THAT YOU HEARD RAISED TONIGHT BY SEVERAL PEOPLE AND YOU'VE HEARD RAISED BEFORE AND WAS THE SUBJECT OF FOUR OR FIVE WRITTEN COMMENTS AT ONE TIME OR ANOTHER, WAS THAT THE CURRENT DISTRICT AND THE TWO PLANS A AND D FAIL TO ADEQUATELY RECOGNIZE THE IMMIGRANT STRONG COMMUNITY IN SOUTHWEST HOUSTON, GULFTON AND SHARPSTOWN THAT AREA OF TOWN, THE COMMENTS WERE THINGS YOU'VE ALREADY HEARD THAT THERE'S A SUBSTANTIAL MINORITY COMMUNITY THAT HAS COMMON DEMOGRAPHIC AND SOCIAL AND ECONOMIC ISSUES THAT APPARENTLY AREN'T FELT TO BE RECOGNIZED SUBSTANTIALLY ENOUGH.

THAT AREA IS DIVIDED VARIOUSLY BETWEEN FOUR DISTRICTS OR SORRY, THREE DISTRICTS, FIVE, SIX AND NINE, WHICH ARE INCIDENTALLY IN BOTH PLANS A AND D, THE DISTRICTS THAT WERE NOT CHANGED AT ALL.

SO THIS SITUATION IS A PRODUCT OF THE CURRENT TRUSTEE BOUNDARY CONFIGURATION AND THE.

THE REQUEST IS CLEARLY THAT YOU ADDRESS THAT AND NO REAL SUGGESTION FOR HOW TO REDRAW.

THAT IN PARTICULAR.

SO THEIR ARGUMENT IS THAT BECAUSE IT'S SPLIT BETWEEN THE THREE DISTRICTS, THIS COMMUNITY IS UNDERREPRESENTED, AND IF YOU CAN YOU SHOULD TRY TO UNITE IT IN A SINGLE TRUSTEE DISTRICT.

CONGRESSMAN GARCIA, AFTER DISCUSSION WITH US, MADE SOME COMMENTS IN PARTICULAR.

SHE NOTED THAT MAGNOLIA PARK HAS A LONG STANDING, ACTIVE LATINO COMMUNITY, AND THE IMPLICATION OF HER LETTER TO US WAS THAT IT IS SPLIT, AND WE WENT TO MY GIS PERSON WENT TO THE CITY OF HOUSTON'S

[02:55:01]

DATA AND LOOKED AT HOW THE CITY DESIGNATES THAT AREA AS A SUBDIVISION, AND IT APPEARED TO US AT THE TIME NOT TO BE SUBSTANTIALLY SPLIT. WHEN I SAY THAT THERE IS ONE LITTLE PENINSULA AREA IN THE SOUTHWEST PART OF THE CITY'S VERSION OF DESIGNATION OF THIS SUBDIVISION THAT IS NOT CURRENTLY IN DISTRICT THREE, AND SO IT'S SPLIT, BUT IT HAS LESS THAN 50 PEOPLE IN IT AND ONLY ABOUT SEVEN OR EIGHT HISPANICS.

SO IT'S TECHNICALLY SPLIT, BUT NOT REALLY SUBSTANTIALLY SPLIT.

THE AREA HAS THOUSANDS OF PEOPLE IN IT, I SHOULD SAY, AS IT MAY BE, THAT PEOPLE CONSIDER AREAS NOT INCLUDED IN THE CITY'S DESIGNATION OF THE SUBDIVISION AREA TO BE PART OF THE AREA, AND I NOTE THAT ABOUT A HALF AN HOUR AGO, WELL, MAYBE AN HOUR AGO NOW, I RECEIVED AN EMAIL FROM CONGRESSWOMAN GARCIA'S AIDE, JOHN GORCZYNSKI, SENDING US A MAP OF THE AREA THAT HE BELIEVES DESIGNATES MAGNOLIA PARK WHEN THEY TALK ABOUT IT.

I HAVE FORWARDED THAT TO MY GIS PERSON, AND IT APPEARS TO HAVE A LITTLE BIT MORE AREA THAN THE HOUSTON CITY AREA DESIGNATION, AND I WILL BE LOOKING INTO THAT. SHE MADE A COUPLE OF OTHER POINTS IN HER REMARKS TO US.

PROPOSED PLANS A AND D DILUTE THE HISPANIC VOTING STRENGTH IN DISTRICT EIGHT IN PARTICULAR, SHE POINTED OUT , AND THIS CAUSED US TO LOOK A LITTLE BIT HARDER AT THE DIFFERENCES BETWEEN THE CURRENT DISTRICTS AND THE DISTRICT EIGHT AND THREE, FOR THAT MATTER IN PLAN A, B AND D BECAUSE OF THE WAY THOSE PLANS ATTEMPT TO REPOPULATE DISTRICT THREE.

RECALL THAT DISTRICT THREE IS THE MOST UNDERPOPULATED OF YOUR CURRENT DISTRICTS, AND SO IT HAS TO HAVE PEOPLE ADDED TO IT TO GET IT INTO APPROXIMATE POPULATION BALANCE WITH THE OTHER DISTRICTS AND DISTRICTS FOUR AND SEVEN ARE THE OVERPOPULATED DISTRICTS THAT NEED TO SHED TERRITORY AND PEOPLE.

DISTRICTS THREE AND FOUR ARE ADJACENT TO EACH OTHER, BUT DISTRICT SEVEN IS NOT, AND SO WE HAVE USED IN PLANS A AND D A METHOD OF PUTTING PEOPLE INTO DISTRICT EIGHT AT ONE END, THE DISTRICT SEVEN END, AND TAKING PEOPLE OUT OF DISTRICT EIGHT AT THE DISTRICT THREE END IN ORDER TO HELP POPULATE.

IT'S MORE COMPLICATED THAN THAT, BUT THAT'S THE GIST.

WE'RE MOVING PEOPLE ACROSS THE TERRITORY USING DISTRICT EIGHT, IF YOU WILL, AS OUR CONDUIT.

SO THOSE ARE THE TWO DISTRICTS THAT WE WERE PARTICULARLY INTERESTED IN LOOKING AT, GIVEN HER COMMENT.

THE CURRENT HISPANIC VOTING AGE POPULATION IN DISTRICT EIGHT IS AT 47.65%, AND THAT'S THE COMPARATIVE NUMBER THAT YOU LOOK FOR TO SEE WHETHER YOU HAVE IN A PARTICULAR PLAN STRENGTHENED OR REDUCED THE HISPANIC STRENGTH IN PLAN A, THAT NUMBER GOES UP TO 53% AND IN PLANNED IT DROPS ABOUT FIVE POINTS, FIVE PERCENTAGE POINTS TO 42%, AND SO THE QUESTION WILL BE, IF YOU'RE INTERESTED IN PLAN D, IS THERE SOME ADJUSTMENT TO THAT PLAN THAT CAN BE MADE TO AID THAT AND MAYBE PREVENT SO MUCH OF A DROP IN HISPANIC STRENGTH IN PLAN D? OTHER POINTS THE CONGRESSWOMAN RAISED WERE THE TIMING QUESTION.

THAT IS THAT AS YOU'VE HEARD FROM OTHER PEOPLE TONIGHT AND FROM OTHER PEOPLE IN THE WRITTEN COMMENTS, VARIOUS CONSTITUENTS COMPLAINED THAT THERE WAS LITTLE OPPORTUNITY FOR INPUT, AND THAT'S KIND OF A COMBINATION OF WE DIDN'T HEAR ABOUT IT IN TIME AND YOU DIDN'T ALLOW ENOUGH TIME , AND FINALLY, THE CONGRESSWOMAN SAID IT WAS HER OPINION THAT THE CURRENT PROPOSED PLANS, THAT IS THE TWO PLANS A AND D DID NOT PRESENT SUFFICIENT ALTERNATIVE CHOICES FOR THE PUBLIC TO COMMENT ON.

A NUMBER OF PEOPLE IN SEVERAL TWO OR THREE OF THE PUBLIC HEARINGS RAISED THE POINT THAT THEIR STUDENT, THEIR CHILDREN, WERE STUDENTS AT SCHOOLS, NOT IN THE DISTRICT IN WHICH THEY LIVED

[03:00:03]

AND I POINT OUT TO THEM AND TO YOU THAT THIS IS NOT ACTUALLY A REDISTRICTING CONCERN.

REDISTRICTING IS ABOUT MAKING THE TRUSTEE DISTRICTS HAVE APPROXIMATELY EQUAL TOTAL POPULATION, AND IT'S VERY HARD TO IMAGINE THAT YOU COULD DO THAT VERY EASILY WHILE PAYING ATTENTION TO ALL OF YOUR ATTENDANCE ZONES IN ORDER TO DEAL WITH MY STUDENT DOESN'T GO TO SCHOOL IN A SCHOOL IN MY TRUSTEE DISTRICT QUESTION, YOU WOULD HAVE TO BASE YOUR TRUSTEE DISTRICTS ALMOST ENTIRELY ON YOUR ATTENDANCE ZONES, AND ATTENDANCE ZONES ARE NOT DESIGNED TO PRODUCE EQUAL POPULATION, AND SO THERE'S A FUNDAMENTAL MISMATCH THERE , AND I THINK IT WOULD BE VERY DIFFICULT AND PROBABLY IMPOSSIBLE TO PRODUCE THE ONE PERSON, ONE VOTE POPULATION BALANCE THAT FEDERAL LAW REQUIRES AND STILL MANAGE TO SOLVE THE PROBLEM THAT EVERYBODY WHO LIVED IN A DISTRICT WENT TO A SCHOOL IN THAT DISTRICT.

THEY'RE JUST WATER AND VINEGAR, AND FINALLY, I POINT THIS OUT BECAUSE IT'S THE KIND OF QUESTION THAT WE WILL WRESTLE WITH FROM TIME TO TIME.

SOMEBODY RAISED THE VOTING RIGHTS ACT SECTION TWO QUESTION.

I DON'T THINK IT HAS SUBSTANCE, BUT IT'S ILLUSTRATIVE.

THE ASSERTION WAS THAT THE DISTRICT IS 60% HISPANIC, BUT ONLY HAS THREE ESSENTIALLY HISPANIC DISTRICTS AND IS ENTITLED TO MORE THAT THE HISPANIC COMMUNITY IS UNDERREPRESENTED IN VOTING RIGHTS.

SECTION TWO, AND THIS IS REALLY WHY I'M TALKING ABOUT THIS.

THE LEGAL CHALLENGE IS BASED ON A POPULATION MEASURE THAT IS DIFFERENT THAN THE ONE WE USE TO DO THE EQUAL POPULATION BALANCING.

FOR THAT, WE USE TOTAL POPULATION FOR SECTION TWO DISCRIMINATION QUESTIONS UNDER THE VOTING RIGHTS ACT.

THE COURTS HAVE TOLD US WE LOOK AT VOTING AGE POPULATION, NOT TOTAL POPULATION, AND ON TOP OF THAT WE LOOK AT CITIZEN VOTING AGE POPULATION.

NOT EVERYBODY OF VOTING AGE THAT LIVES IN THE DISTRICT OR ANYWHERE ELSE IS NECESSARILY A CITIZEN.

SO WE'RE LOOKING UNDER THE VOTING RIGHTS ACT THAT PEOPLE ACTUALLY ELIGIBLE TO VOTE, AND IN STATE LAW, IF YOU'RE NOT A CITIZEN, YOU ARE NOT ELIGIBLE TO VOTE. SO WE LOOK AT WHAT WE CALL HISPANIC CITIZEN VOTING AGE POPULATION, HCVAP FOR SHORT , AND CONTRARY TO THE ASSERTION THAT THERE ARE 60% HISPANIC POPULATION PROPORTION IN THE DISTRICT AS A WHOLE, I NOTE THAT THE HISPANIC CITIZEN VOTING AGE POPULATION PROPORTION IS ABOUT HALF OF THAT AT 30%.

I HAVE ENCOUNTERED THIS ASSERTION A COUPLE OF TIMES BEFORE WITH OTHER CLIENTS AND I SUSPECT WHAT THE COMMENTER WAS DOING WAS LOOKING AT THE STUDENT POPULATION, WHICH OFTEN IS A MUCH HIGHER PROPORTION OF PROTECTED MINORITY STUDENTS THAN THE POPULATION AS A WHOLE, THE CITIZEN POPULATION AS A WHOLE REPRESENTS.

SO IN THIS CASE, I DON'T THINK THIS IS A VIABLE SECTION TWO QUESTION THAT YOU NEED TO WORRY ABOUT, BUT I WANTED TO TALK TO YOU ABOUT IT TO ILLUSTRATE THE KINDS OF QUESTIONS THAT MIGHT COME UP.

IF YOU'RE LOOKING AT REDRAWING OR TWIDDLING ANY OF YOUR MAPS OR CHOOSING A PLAN, AND THAT IS ALL I HAD TO REPORT TO YOU TONIGHT.

THANK YOU. ARE THERE ANY COMMENTS OR QUESTIONS FROM MY COLLEAGUES? TRUSTEE GUIDRY.

JUST ONE: IS THERE A DEADLINE BY WHICH WE HAVE TO MAKE A DECISION WITH RESPECT TO WHICH MAP WE'RE GOING TO CHOOSE? STATE LAW DOES NOT ACTUALLY SAY A SCHOOL DISTRICT MUST ADOPT BY THUS AND SUCH A DATE.

THE PRACTICAL TRUTH IS THAT IF YOU HAVE NOT ADOPTED BY THE TIME CANDIDATE SIGN UP BEGINS IN JULY, NOBODY WILL BE ABLE TO SIGN UP FOR THE NEW PLAN, WHATEVER IT WAS GOING TO BE, AND I HAVE HEARD SEPARATELY FROM MOST OF YOU, IF NOT ALL OF YOU, THE DESIRE TO HAVE A NEW PLAN IN PLACE SUBSTANTIALLY BEFORE THEN, SO THAT PEOPLE WHO WANT TO SIGN UP TO RUN WILL HAVE ADEQUATE

[03:05:08]

TIME TO EXPLORE WHATEVER QUESTIONS THEY HAVE ABOUT MAKING THAT DECISION AND SIGNING UP.

SO THE ANSWER IS YOU'VE GOT PLENTY OF TIME, BUT NOT REALLY.

TRUSTEE CRUZ. BUT LET ME ADD THAT UNLESS YOU TELL ME NOT TO, I'M GOING TO DO A COUPLE OF THINGS I'M GOING TO EXPLORE WITH MY GIS PERSON.

THE REDEFINED MADISON PARK.

MAGNOLIA, SORRY, TO MAKE SURE WE UNDERSTAND BOTH ITS CONSTITUENT MAKEUP, ITS DEMOGRAPHICS, AND ITS FULL EXTENT, AND IF INDEED IT'S SUBSTANTIALLY BIGGER.

IN THE OPINION OF CONGRESSWOMAN GARCIA'S OFFICE, WE WILL EXPLORE WHAT EFFECT THAT HAS ON PLANS A AND D, WERE WE TO TRY TO KEEP IT INTACT.

IN OTHER WORDS, I'M GOING TO DO SOME DRAWING EXERCISES, AND IF ANY OF THEM WERE FRUITFUL, I WILL LET YOU KNOW, AND BY THE SAME TOKEN, WE WILL EXPLORE.

WE HAVE GOTTEN A DEFINITION FROM JUAN CARDOZA OQUENDO, FROM HOUSTON IN ACTION, A LIST OF ALL OF THE HARRIS COUNTY ELECTION PRECINCTS THEY BELIEVE COMPRISE THE AREA THEY'RE TALKING ABOUT IN SOUTHWEST HOUSTON.

WE WILL LOOK AT THAT AND TRY TO DETERMINE ITS DEMOGRAPHIC CHARACTERISTICS, TOTAL POPULATION, THAT SORT OF THING, AND CONSIDER WHAT IT MIGHT TAKE TO DRAW SUCH A DISTRICT, AND I'LL REPORT BACK TO YOU ON THOSE THINGS.

THANK YOU. TRUSTEE CRUZ.

SO GIVEN WHAT YOU JUST SHARED, MR. [INAUDIBLE], IT SOUNDS LIKE WE MIGHT NEED TO SCHEDULE A SUBSEQUENT MEETING OR HAVE HIM SPEAK AT THE NEXT.

I'M SORRY. SORRY.

SO GIVEN WHAT YOU JUST SHARED, IT SOUNDS LIKE WE MAY NEED TO SCHEDULE YOU TO COME BACK TO NEXT MONTH'S BOARD MEETING.

I'M NOT SURE IF THAT'S WHAT I'M HEARING, BUT JUST PUTTING IT OUT THERE.

MAY BE THAT YOU WANT TO HAVE ANOTHER DRAWING SESSION.

OR I CAN PRESENT IF I FIND ANOTHER MAP THAT'S A GOOD SOLUTION OF SOME OF THESE PROBLEMS. I CAN PROVIDE THOSE TO YOU AND WE CAN TALK ABOUT THEM.

EITHER WAY, IF YOU DO WANT TO HAVE ANOTHER DRAWING SESSION.

I'LL NEED TO KNOW BECAUSE I'M GOING TO HAVE TO ARRANGE FOR OUR GIS PERSON, AND OUR DRAWER TO BE AVAILABLE.

THANK YOU. TRUSTEE BLUEFORD-DANIELS.

THANK YOU. WE'VE HAD HOW MANY SESSIONS? BECAUSE I KNOW WE'VE HAD SEVERAL MEETINGS IN THE YEAR AS IT RELATES TO THE RELATES TO THESE MAPS.

I KNOW WE HAD INITIALLY ABOUT FIVE MAPS, IF I'M NOT MISTAKEN, FIVE OR SIX MAPS THAT WE HAD WORKED WITH DEFINE REDEFINING THE DISTRICTS.

RIGHT, AND SO THE BOARD DECIDED THAT RATHER THAN PRESENT ALL FIVE SIX MAPS TO THE PUBLIC THAT WE WERE GOING TO CHOOSE AND WE CHOSE TWO OF THE SIX.

WE'VE HAD SUBSEQUENT MEETINGS.

WE'VE HAD A MEETING IN EVERY DISTRICT AS IT RELATES TO THESE MAPS.

I KNOW THAT SOME PEOPLE SAY THAT THEY DIDN'T KNOW ABOUT IT, BUT I MYSELF HAVE A FACEBOOK PAGE TO PUT THE INFORMATION OUT THERE.

EVEN IF THEY WEREN'T DIDN'T HAVE STUDENTS AT THE SCHOOLS, THEN I HAVE A GROUP AND I HAVE [INAUDIBLE] TEAM THAT I SEND THE INFORMATION OUT TO MY CONSTITUENTS.

WE'VE LOOKED AT THIS NINE TIMES IN THE DISTRICTS.

WE'D HAVE TO START ALL OVER AGAIN WITH A WHOLE DIFFERENT PRESENTATION TO THE NINE DISTRICTS IF WE CHANGE THAT, THOSE DEMOGRAPHICS.

SO IN LIGHT OF THAT, I ACTUALLY I MAKE A MOTION THAT WE CONTINUE ON AND ADOPT EITHER PLAN A OR PLAN D RATHER THAN REVISIT IT. THAT'S A MOTION.

SECOND YOUR MOTION.

WE HAVE A MOTION AND A SECOND.

[INAUDIBLE] TWO SEPARATE ITEMS [INAUDIBLE] SO WE ARE NOT COMPLETE WITH ALL THE DISCUSSION, BUT I DO HAVE A SECOND ITEM TO PRESENT.

I WOULD SAY [INAUDIBLE] IS NOT APPROPRIATE TO COMPLETE THE DISCUSSION FOR THE FIRST TIME.

[03:10:06]

OKAY, SO ONCE WE COMPLETE THIS FIRST DISCUSSION, WE'LL MOVE ON TO THE OTHER ITEM THAT'S POSTED.

JUST A POINT OF CLARIFICATION: DOES THE MOTION NEED TO SPECIFY WHICH MAP BECAUSE THEY'RE SAYING BOTH OF THEM, RIGHT? OR IS IT THE--YEAH, I'M JUST A LITTLE CONFUSED.

DO I HAVE A MOTION TO ADOPT A [INAUDIBLE] PLAN? IT DOESN'T SAY A OR D.

OKAY, BUT THEN WE ARE GOING TO DISCUSS IT.

[INAUDIBLE] COMPLETE THE DISCUSSION FROM THE FIRST [INAUDIBLE].

OKAY, SO WE WILL COMPLETE THIS DISCUSSION ON THIS MOTION THAT WE HAVE RIGHT NOW.

DO YOU HAVE ANY FURTHER QUESTIONS, TRUSTEE BLUEFORD-DANIELS? NO, I'M WAITING TO MAKE A MOTION.

OKAY, TRUSTEE WADE.

AT MR. [INAUDIBLE], HOW LONG WOULD YOU THINK THIS PROCESS WOULD TAKE, GIVEN WHAT YOU'VE SAID? AND HOW MANY HOURS WOULD THAT BE IF YOU COULD JUST GIVE A GENERAL IDEA? WELL, I UNDERSTAND THAT'S THE BASIC QUESTION.

THE COST, YES.

THAT DEPENDS ENTIRELY ON HOW EXTENSIVE IT IS, THE EXPLORING OF IT, OF THE TWO TOPICS THAT I INDICATED TO YOU, WE'RE TALKING THREE, FOUR, FIVE, 6 HOURS OF [INAUDIBLE] TIME, LOOKING AT THE DEMOGRAPHICS AND SOME TIME WITH ME EXPLAINING IT AND WE MIGHT DO A JOINT DRAWING SESSION.

WE OFTEN DO. THAT'S HOW THE PLANS THAT WE BROUGHT TO YOU IN THE FIRST INSTANCE WERE DEVELOPED, AND THAT'S A COUPLE OF HOURS EACH.

SO NOT A HUGE AMOUNT OF TIME.

ALL RIGHT, MY CONCERN IS JUST HOW MUCH WE BUDGETED FOR THIS PROCESS, HOW MUCH WE ARE TO DATE, AND WILL THE IMPACT BE ENOUGH TO MAKE IT ARE THE QUESTIONS I'M GOING THROUGH.

SO THANK YOU. I DON'T KNOW THE ANSWER TO THAT.

TRUSTEE SANTOS.

THANK YOU, PRESIDENT CRUZ AND MR. [INAUDIBLE], AND I GUESS THIS QUESTION ALSO GOES TO DAVID.

IS THERE ANYTHING THAT PROHIBITS US FROM EMAILING THE BIGGER STAFF, THE ADDITIONAL CONCERNS AND OR TWEAKS THAT WE MIGHT WANT TO SEE, IF WE WANT TO SEE ANY TWEAKS TO THE MAPS? CAN WE INDIVIDUALLY EMAIL YOU OUR CONCERNS? I WOULD NOT RECOMMEND THAT ANY OF THAT DISCUSSION, WHICH INVOLVES A MATTER OF PUBLIC CONCERN AND DISTRICT BUSINESS OCCUR IF THERE'S ANY POTENTIAL FOR A QUORUM OF THE BOARD.

NO, THAT'S WHY I'M ASKING IF I INDIVIDUALLY--BUT IF A MAJORITY OF YOU, EVEN IF YOU'RE NOT COPYING EACH OTHER, IF YOU ALL KNOW YOU'RE COMMENTING ON THE SAME ITEM, IF A MAJORITY OF YOUR PARTICIPATING, THAT'S THE KIND OF DISCUSSION THAT SHOULD TAKE PLACE AT A CALLED BOARD MEETING. SO THEN I GUESS I DO WANT TO SAY THANK YOU TO THE PUBLIC THAT CAME OUT AND SPOKE BECAUSE THAT WAS WHAT THE POINT OF PUBLIC ENGAGEMENT WAS.

OUR COMMUNITY BY COMMUNITY MEETING SAID THAT THEY DIDN'T WANT MAPS AND SO THIS IS A ONCE IN EVERY TEN YEAR PLAN.

SO WE HAVE TO BE VERY CAREFUL AND BE ABLE TO LOOK AT THE MAPS, ADJUST AND BE FLEXIBLE.

IF THERE'S ANYTHING THAT BEING ON THIS BOARD HAS TAUGHT ME IS TO BE FLEXIBLE AND I THINK THAT, AGAIN, WE'VE HEARD THE COMMUNITY AT COMMUNITY MEETINGS.

THIS IS NOT SOMETHING THAT THEY'RE OKAY WITH.

SO I'D LIKE TO MAYBE DO A LITTLE MORE HOMEWORK AND MAKE SURE THAT WE ARE HONORING THE PROCESS AND NOT JUST SAYING WE'RE BEING TRANSPARENT BUT ACTUALLY DO THE WORK. SO THANK YOU SO MUCH.

OH, SO THE QUESTION, DAVID, IS HOW DO WE DO THAT? HOW DO YOU ENGAGE IN THAT DISCUSSION? WE'RE GOING TO HAVE TO IT'S GOING TO BE ANOTHER MEETING WITH [INAUDIBLE], AND JUST SO WE CAN'T VOICE OUR CONCERNS AHEAD OF TIME ? WHAT DAVID IS TRYING TO TELL YOU IS THAT THIS IS A VERY SENSITIVE PUBLIC PROCESS, AND WHILE IT MIGHT BE THAT SENDING ME EMAILS, AS LONG AS I THEN DON'T TALK TO ANYBODY ABOUT THEM MIGHT NOT ACTUALLY VIOLATE THE OPEN MEETINGS ACT. IT'S ON THE EDGE AND IT DOESN'T LOOK GOOD.

I UNDERSTAND WHAT DAVID WAS SAYING.

I REALLY DIDN'T NEED AN EXPLANATION ON THAT.

[03:15:02]

UNFORTUNATELY, WHAT THAT LEAVES IS THAT THE WAY TO ACCOMPLISH A CONVERSATION WITH INDIVIDUAL ONES OF YOU.

LET'S TRY THIS. CAN WE DO THIS TO THIS MAP? SORT OF THING, IS THERE A MAP THAT WILL ANSWER THIS PROBLEM? IS TO HAVE AN ACTUAL DRAWING SESSION LIKE WE HAD BEFORE WHERE WE TRY THAT OUT, AND I THINK GIVEN WHAT WE ALL, I THINK, KNOW NOW ABOUT WHAT PEOPLE ARE SAYING ABOUT PLAN A AND PLAN D AND WHAT THEY'RE SAYING WE DIDN'T DO IN EITHER OF THOSE PLANS OR WHAT WE DID DO RIGHT IN THEM THAT YOU'RE MUCH MORE SOPHISTICATED ABOUT THE DRAWING PROCESS THAN YOU WERE BEFORE, MUCH MORE SOPHISTICATED ABOUT THE DRAWING PROCESS THAN WHEN WE FIRST ATTEMPTED IT, AND I DON'T THINK YOU'LL BE AS BASHFUL, AND I THINK IT WOULD BE A PRODUCTIVE APPROACH AND MORE EFFICIENT THAN ANYTHING ELSE, IF DIFFERENT ONES OF YOU WERE, FOR INSTANCE, TO ASK DIFFERENT QUESTIONS, THAT SPREADS THE FOCUS OUT INTO A WHOLE BUNCH OF POTENTIAL DEAD ENDS AND POTENTIAL SUCCESSFUL ENDS.

WHEREAS A DRAWING SESSION WHERE YOU'RE ALL ENGAGED ON THE SAME PROJECT AT THE SAME TIME TENDS TO BE MORE EFFICIENT IN MY EXPERIENCE.

SO THAT'S WHAT I WOULD SUGGEST, AND MADAM PRESIDENT AND MEMBERS, THAT WOULD BE OUR RECOMMENDATION.

THAT'S HOW YOU'VE DONE IT TO THIS POINT, SO THAT ALL BOARD MEMBERS ARE INVOLVED IN THE SAME DISCUSSIONS AND HAVE THE SAME INFORMATION AT THE SAME TIME.

IT WOULD BE OUR RECOMMENDATION THAT IF YOU'RE GOING TO LOOK AT CHANGES TO EITHER OF THE PROPOSALS BEFORE YOU TONIGHT, THAT DO OCCUR AT A DRAWING SESSION.

OKAY, ALL RIGHT, THANK YOU SO MUCH, DAVID AND MR. [INAUDIBLE]. TRUSTEE BAKER.

ALL RIGHT, THANK YOU SO MUCH.

YOU EXPLAINED EARLIER YOU MADE THE EXPLANATION OF THE DIFFERENCE BETWEEN ATTENDANCE ZONES VERSUS POPULATION ZONES.

CAN YOU CLARIFY THAT INFORMATION? WELL, MY UNDERSTANDING, NAIVE, THOUGH IT MAY BE, BECAUSE I'VE NEVER ACTUALLY DESIGNED ATTENDANCE.

I'VE ONLY LISTENED TO COMPLAINING ABOUT IT.

IS THAT EVERY SCHOOL HAS A CAPACITY AND THERE IS A GEOGRAPHICAL AREA WHERE THE STUDENTS WHO LIVE IN THAT AREA FEED TO THAT SCHOOL.

NOW, I REALIZE YOU HAVE DIFFERENT PROCESSES ON TOP OF THAT, AND ELEMENTARY SCHOOLS FEED TO MIDDLE SCHOOLS, MIDDLE SCHOOLS FEED TO HIGH SCHOOLS, AND THAT HIERARCHICAL PATTERN IS INHERENTLY NOT AN EQUAL POPULATION PROCESS.

FOR INSTANCE, A TOTALLY SIMPLIFIED EXAMPLE.

SUPPOSE THAT YOUR NINE DISTRICTS HAVE NINE HIGH SCHOOLS AND IT MIGHT ACTUALLY BE POSSIBLE TO DO IT IN THIS CIRCUMSTANCE, BUT THE IDEA IS EVERYBODY WHO GOES TO HIGH SCHOOL NUMBER ONE LIVES IN DISTRICT ONE AND ALL OF THE FEEDER SCHOOLS THAT GET THEM TO THAT HIGH SCHOOL ARE ALL IN DISTRICT ONE, AND ALL OF THE STUDENTS THAT ATTEND EACH OF THOSE SCHOOLS ARE ALL IN DISTRICT ONE.

THAT'S THE SIMPLIFIED IDEA.

THAT'S HOW YOU WOULD PRODUCE A DISTRICT PLAN THAT RESULTED IN STUDENTS ONLY GOING TO SCHOOLS IN THEIR OWN DISTRICT, EXCEPT FOR WHATEVER PROCESS YOU HAD ON TOP OF THAT, FOR MAGNET SCHOOLS OR CHOICE OR ANY OF THAT SORT OF STUFF.

THE PROBLEM IS ALL OF THOSE SCHOOLS--A PROBLEM IS THAT ALL OF THOSE SCHOOLS HAVE THEIR OWN CAPACITY AND THE SUM OF ALL THOSE CAPACITIES IN THAT DISTRICT, ONE MAY NOT LOOK LIKE THE SUM OF ALL THE SCHOOL CAPACITIES IN DISTRICT FOUR, WHICH MEANS FIRST LIKELIHOOD IS THAT THE TWO POPULATIONS AREN'T GOING TO BE THE SAME, AND THERE'LL BE A DIFFERENT DISTRIBUTION OF THE NUMBER OF CHILDREN IN DIFFERENT DISTRICTS, AND THAT'S GOING TO COMPOUND THE PROBLEM. SO IT'S JUST REALLY INHERENTLY A MIX MATCH TO TRY TO PRODUCE A TRUSTEE PLAN WHERE EVERY STUDENT IN THE DISTRICT GOES TO A SCHOOL IN THE DISTRICT. I THINK IT WOULD JUST BE A GEOGRAPHICALLY DIFFICULT PROCESS.

IN ALMOST ALL CIRCUMSTANCES, THERE'S BOUND TO BE ONE OR TWO WHERE YOU COULD GET AWAY WITH IT, BUT I THINK IT WOULD BE VERY DIFFICULT.

WELL, I'D JUST LIKE TO SAY I'M IN AGREEMENT WITH MY COLLEAGUE TO MY LEFT, COLLEAGUE BLUEFORD-DANIELS.

WE'VE BEEN THROUGH SESSIONS.

WE'RE VOLUNTEERS HERE AT TRUSTEES AND WE'VE BEEN THROUGH WORKSHOPS AND WE AS A BOARD SELECTED TWO MAPS AND , AND NOW THE QUESTION IS WHICH ONE? AND I FEEL LIKE AS LONG AS WE'RE FOCUSED ON OUR STUDENTS AND STUDENT OUTCOMES, YOU KNOW, THE TRUSTEE THAT

[03:20:01]

REPRESENTS THE DISTRICT JUST NEED TO BE MINDFUL TO ENGAGE WITH YOUR STUDENTS OF THAT.

YOU KNOW, A DISTRICT, THE WORK HAS BEEN PUT IN.

WE SPENT A LOT OF MONEY.

I'VE SEEN THE REPORT AND I HEARD MY COMMENT.

I KNOW YOU JOKINGLY SAID YOU'RE TIRED.

SO I'VE BEEN TO THE CITY'S PROCESS AND I'VE SEEN THE COUNTY'S PROCESS, AND I THINK YOU'VE BEEN FAIR [INAUDIBLE] WITH THE PUBLIC.

MY DISTRICT SPOKE OUT AND I THINK WE SHOULD MOVE FORWARD AND TAKE CARE OF BUSINESS AS WE'VE BEEN ELECTED TO DO.

THAT'S ALL I HAVE FOR NOW.

IS THERE ANYONE ELSE FOR AROUND ONE? DID YOU FINISH YOUR ROUND ONE TIME? TRUSTEE BLUEFORD-DANIELS.

WE STARTED WITH ADDITIONAL COST.

I'M LOOKING AT THE MESSAGES HERE AS WE STARTED TALKING ABOUT REDISTRICTING AND THAT REDISTRICTING REDISTRICTING CONVERSATION STARTED IN APRIL OF LAST YEAR, AND WE'VE HAD A CONVERSATION ABOUT THAT FOR A WHILE.

YOU CAME DOWN HERE MANY TIMES TO THE DISTRICT AND SPOKE WITH US, AND, OF COURSE, THERE WAS SOME CONCERN WITH THE COST OF YOU CONTINUOUSLY COMING DOWN HERE, WHICH IS WHY WE STARTED TRYING TO NARROW DOWN FROM THE FIVE MAPS TO THE TWO MAPS.

THE BOARD DECIDED ON TWO MAPS, AND NOW WE'RE TALKING ABOUT STARTING A PROCESS ALL OVER AGAIN.

I GUESS WE'RE GOING TO KEEP WORKING ON IT UNTIL EACH OF US INDIVIDUALLY GET WHAT WE WANT.

IS THAT POSSIBLE? BECAUSE AND LET ME JUST PUT IT OUT THERE, D2 WAS MENTIONED.

D2 HAS NOT BEEN IMPACTED.

IT WAS SUGGESTED THAT THERE'D BE SOME LOOKS AT D2.

D2 WAS NOT IMPACTED.

IT'S WITHIN THAT THRESHOLD.

IT'S IN IMPACT. IT'S CHANGED IN PLAN D.

RIGHT, EXACTLY, BUT I'M SAYING IT'S WITHIN THAT THRESHOLD THAT WE'RE ALL TRYING TO ACHIEVE, CORRECT? OKAY, THANK YOU.

ANYONE ELSE IN ROUND ONE? OKAY, SO MY UNDERSTANDING, WHEN WE CHOSE TWO PLANS TO GO OUT TO THE COMMUNITY WAS THAT WE WERE GOING TO GET PUBLIC INPUT AND THE PUBLIC INPUT, WE'VE RECEIVED IT NOW AND I FEEL LIKE WE SHOULD DO SOMETHING ABOUT THAT PUBLIC INPUT BECAUSE WE ARE THE COMMUNITY'S VOICE.

THIS WILL IMPACT HISD FOR THE NEXT TEN YEARS AND THE COMMUNITY IS TELLING US WE'RE NOT OKAY WITH SOME OF THE MAPS AND WE SHOULD BE ABLE TO GO BACK TO THE COMMUNITY, TAKE SOME OF THEIR INPUT INTO CONSIDERATION AND SEE IF THEIR MAPS WORK.

I KNOW THAT THEY HAVE PROVIDED SOME SOME ALTERNATIVE MAPS.

RIGHT NOW WE'RE SAYING WE DON'T CARE ABOUT IF WE VOTE ON THIS TODAY.

WE'RE SAYING WE DON'T CARE ABOUT THE COMMUNITY INPUT THAT WAS GIVEN.

WE ONLY GAVE THOSE TWO MAPS AND WE WILL CHOOSE ONE OF THOSE TWO.

THERE'S SIGNIFICANT INPUT FROM THE COMMUNITY CURRENTLY FOR US TO AT LEAST CONSIDER THEIR THEIR MAPS AND I FEEL LIKE WE NEED MORE TIME.

I KNOW, MR. [INAUDIBLE], YOU SAID THAT WE DON'T NEED TO NECESSARILY GO OUT TO REDO THE WHOLE PROCESS AGAIN.

SO WHAT WOULD BE THE SUGGESTION IF WE DON'T REDO THE WHOLE PROCESS AND WE LOOK AT ANOTHER MAP? THERE'S A WHOLE SPECTRUM, AND THIS IS MY WAY OF BLAMING IT ON YOU.

WE COULD DO THE WHOLE PROCESS AGAIN.

IT IS NOT UNCOMMON, IN MY EXPERIENCE FOR THIS THIS STAGE, TO PRODUCE A DESIRE TO MAKE SOME CHANGES IN A COUPLE OF CASES. PREVIOUS CLIENTS HAVE DRAWN NEW MAPS ENTIRELY, BUT MOSTLY YOU MAKE ADJUSTMENTS TO EXISTING MAPS.

THERE IS OFTEN A DESIRE TO TAKE THAT NEW PRODUCT OUT AND GET SOME FEEDBACK ON IT, BUT THERE ARE A LOT OF WAYS TO DO THAT AND THERE'S NOTHING LEGAL ANYWAY THAT SAYS YOU HAVE TO GO BACK TO EVERY DISTRICT.

IN FACT, I THINK THE ORIGINAL BOARD DISCUSSION WAY BACK IN THE BEGINNING WAS TO ONLY HAVE FIVE HEARINGS.

SO YOU YOU EXPANDED THE NUMBER OF HEARINGS IN ORDER TO BE BOTH MORE TRANSPARENT AND MORE RECEPTIVE, BUT THERE'S A WHOLE SPECTRUM, AND THE LEAST OF THE OPTIONS MIGHT BE AND BY LEAST I MEAN THE LEAST CUMBERSOME AN EFFORT WOULD BE TO HAVE ONE OR TWO CENTRALIZED HEARINGS OR ANOTHER WRITTEN COMMENT PERIOD WHERE PEOPLE COULD REACT SPECIFICALLY TO ANY NEW VERSION OF A PLAN OR ANY NEW

[03:25:09]

PLAN THAT YOU CAME UP WITH.

I DON'T THINK IT IS NECESSARY AND IT'S NOT NECESSARY LEGALLY, ALTHOUGH YOUR POLITICS MAY TELL YOU DIFFERENTLY.

TO ACTUALLY GO BACK THROUGH THE ENTIRETY OF THE PROCESS WITH NINE PUBLIC HEARINGS AND FOLLOW UP MEETINGS AND SO ON.

THAT REALLY IS UP TO YOU.

THANK YOU, AND ME THINKING AS A COMMUNITY MEMBER, IF THE CITY OF HOUSTON WERE TO SAY, HEY, HERE'S YOUR TIME FOR INPUT AND THE COMMUNITY PUT INPUT AND THEN THEY DIDN'T GO BACK AND TAKE ANY OF THAT INPUT INTO CONSIDERATION, I DON'T THINK THAT I WOULD BE HAPPY AS A COMMUNITY MEMBER.

SO THINKING ABOUT MY COMMUNITY, THEY GAVE SOME INPUT AND I'M WILLING TO AT LEAST CONSIDER WHAT THOSE INPUTS WOULD MEAN FOR HISD AND THE REDISTRICTING MAPS.

WE ARE READY FOR ROUND TWO.

[INAUDIBLE] OKAY, TRUSTEE WADE. MAY I MAKE A RECOMMENDATION THAT WE CONSIDER HAVING MR. [INAUDIBLE] CONSIDER THAT DATA.

THE TWO DATA POINTS THAT HE WAS TRYING TO BRING TO LIGHT.

WE DRAW SOMETHING BASED ON THAT.

PRESENT THAT TO US.

LET US LOOK AT THAT, AND THEN IF THAT SUITS THE NEED, WE MOVE FORWARD INSTEAD OF GOING THROUGH THE WHOLE REDRAWING FROM THE WHOLE BOARD.

MY RECOMMENDATION IS PUT IT ON YOU.

PAYING YOU, LET'S PUT IT ON YOU BRING US BACK TO DATA AND THEN WE CAN YES OR NO IT AND MOVE ON.

WE'LL HAVE LISTEN TO THE COMMUNITY AND YOU WILL GIVE US THAT INFORMATION.

THAT'D BE GREAT. THAT'S MY RECOMMENDATION.

IS THAT A MOTION? IT'S A RECOMMENDATION.

JUST TO BE CLEAR, YOU HAVE POSTED THIS ITEM DIFFERENTLY THAN YOU NORMALLY POST ITEMS. NORMALLY YOU POST, DISCUSS, AND POSSIBLE ACTION ALL AS ONE POSTING.

YOU HAVE TWO DIFFERENT ITEMS. THIS ITEM IS SOLELY DISCUSSION.

NO ACTION AND RIGHT, BUT WE'LL GET TO THE SECOND MOTION IN A MOMENT WHICH WOULD POTENTIALLY INVOLVE ACTION, EITHER ADOPTION OF ONE OF THE PLANS OR SOMEONE COULD MAKE A SUBSTITUTE MOTION TO ADJUST THE PLANS BASED ON THE INFORMATION THAT HAS BEEN DISCUSSED THIS EVENING.

I BELIEVE NOW WE'RE ON ROUND TWO.

TRUSTEE BAKER.

THANK YOU SO MUCH. WELL, I UNDERSTAND WHAT YOU SAID, TRUSTEE WADE AND MADAM PRESIDENT, I HAVE TO RESPECTFULLY DISAGREE WITH YOU.

WE HAVE LISTENED TO THE PUBLIC EVEN MORE.

I SAT ON SOME ZOOM CALLS EVEN YESTERDAY AND SHOWED KEEN INTEREST, AND WHAT THEY'RE SAYING ABOUT SW HOUSTON, AND WE HAD ALREADY TALKED ABOUT THAT IN OUR DRAWING SESSIONS.

WE MADE UP OUR MIND ON A OR D AND I THINK THAT WE NEED TO [INAUDIBLE] FOCUSED ON THE CHILDREN.

WE SPENT A LOT OF MONEY, AND I THINK THAT LAST QUOTE, TENS OF THOUSANDS ON THIS AND I HAVE TO RESPECTFULLY DISAGREE.

WE HAVE BEEN COMMUNICATING.

I HAVE BEEN COMMUNICATING WITH THE PUBLIC, WITH THOSE THAT ELECTED ME, AND ALSO EXTRA SPECIAL INTEREST GROUPS AND WE EXPLAINED FULLY HOW WE WANT TO MOVE FORWARD, AND THEY WERE SEEMING TO BE OKAY, WHICH WAS MORE COMMUNITY ENGAGEMENT WITH PEOPLE AND MEETING PEOPLE WHERE THEY ARE, AND SO I THINK IT'S JUST GOING TO BE WASTE OF MONEY, AND I THINK WE NEED TO START THIS YEAR OFF RIGHT 2023 AND BE LEADERS THAT WE ARE MOVE FORWARD AND MAKE DECISIONS, MAKE SOUND DECISIONS AND MOVE FORWARD.

THAT'S ALL I HAVE FOR NOW. TRUSTEE BLUEFORD-DANIELS.

ROUND TWO. I'M READY TO MAKE A MOTION ON CALL A QUESTION AND MAKE A MOTION THAT WE VOTE. TAKE A VOTE ON THIS MAP THAT'S BEEN SUBMITTED, AND I PERSONALLY I'LL MAKE A MOTION TO SUPPORT MAP A.

THAT IS MY MOTION.

OKAY, WE'RE GOING TO FINISH DISCUSSION WITH ROUND TWO.

[03:30:01]

ANYBODY ELSE? OKAY, BUT I THOUGHT YOU SAID WE COULD MAKE A MOTION.

ANYBODY ELSE IN THE QUEUE FOR ROUND TWO? OKAY, THIS ITEM IS ALSO POSTED TO TAKE POSSIBLE ACTION TO ADOPT A REDISTRICTING PLAN.

DO I HAVE A MOTION TO ADOPT A REDISTRICTING PLAN? NOW I CAN MAKE IT MOTION? ARE YOU ALL SURE? [CHUCKLING] YEAH.

I MAKE A MOTION THAT WE ADOPT PLAN A, REDISTRICTING PLAN.

SECOND BAKER.

WE HAVE A MOTION BY TRUSTEE BLUEFORD-DANIELS AND A SECOND BY TRUSTEE BAKER.

ARE THERE ANY COMMENTS OR QUESTIONS FROM MY COLLEAGUES? TRUSTEE DEIGAARD. BASED ON THE DIALOG THAT I'VE HEARD, I WOULD LIKE TO MAKE AND LEGAL STOP ME--IT'S LATE, I'M TIRED--IF I CAN'T ACTUALLY DO THIS, I'D LIKE TO MAKE A MOTION.

I MOVE THAT WE POSTPONE THIS VOTE FOR 60 DAYS PENDING THE ADDITIONAL COMMUNITY ENGAGEMENT THAT I HEAR MY COLLEAGUES WANT TO DO.

A MOTION TO POSTPONE THIS IN ORDER IF IT IS SECONDED.

DO WE HAVE A SECOND? TRUSTEE DEIGAARD? YES.

WE HAVE A MOTION BY TRUSTEE DEIGAARD AND A SECOND BY TRUSTEE SANTOS.

YOU CAN HAVE A MOTION TO POSTPONE.

WELL, IT'S A PRIVILEGED MOTION.

YEAH. DO WE HAVE ANY DISCUSSION ON THE MOTION TO POSTPONE ? I SAID 60 DAYS BECAUSE BASED ON THE CONVERSATION I'M HEARING FROM EVERYBODY, I THOUGHT THAT WOULD GIVE AMPLE TIME.

I'M HAPPY TO ADJUST THIS NUMBER OF DAYS IF MY COLLEAGUES THINK THAT'S TOO LONG OR TOO SHORT.

DO WE HAVE ANY DISCUSSION? TRUSTEE WADE.

(MUMBLING) I MAY AMEND THE MOTION.

SUE ADDED, THAT WOULD GIVE US AS MUCH AS 30 DAYS AT THE MOST.

TRUSTEE GUIDRY.

I JUST WANT TO STATE THAT I'M GOING TO ABSTAIN ONLY BECAUSE DISTRICT NINE IS NOT AFFECTED IN EITHER OF THE MAPS AT THIS PARTICULAR TIME.

SO I'M GOING TO LET MY COLLEAGUES DECIDE HOW YOU ALL WANT TO VOTE ON THIS ONE.

I SECOND TRUSTEE WADE'S FRIENDLY AMENDMENT TO TRUSTEE DEIGAARD'S ORIGINAL AMENDMENT.

TRUSTEE CRUZ. SO JUST TO REMIND YOU ALL, WE HAVE TO BE HERE AT NINE IN THE MORNING AND WE STILL HAVE CLOSED.

YES. WE'RE NOT DONE.

YEAH, I AGREE WITH A SHORTER WINDOW BY THE NEXT BOARD MEETING AND I LOOK FORWARD TO SEEING MR. [INAUDIBLE] THE WORK THAT YOU'LL BE ABLE TO DO BASED ON THE COMMUNITY FEEDBACK, THAT'S ALL.

ANY OTHER DISCUSSION ON THE MOTION AT THE TABLE TO POSTPONE? [INAUDIBLE] VOTE ON THE MOTION TO POSTPONE TO A TIME CERTAIN AS AMENDED. OKAY.

SO WHAT'S PENDING IS THE [INAUDIBLE] CHANGE MY MOTION OR NO, ONCE IT'S ON THE TABLE, ONCE IT'S MADE AND SECONDED.

SO WE ARE VOTING TO ON THE AMENDMENT THAT TRUSTEE WADE PROPOSED TO POSTPONE FOR 30 DAYS.

[INAUDIBLE] PLEASE VOTE.

SO WHAT ARE WE VOTING ON? SHE SAID YES. YES.

WE HAVE FIVE FOR, THREE AGAINST AND ONE ABSTENTION.

MOTION PASSES.

NOW WE WILL GO BACK TO--NOW, THE MOTION IS TO POSTPONE TO A TIME CERTAIN FOR 30 DAYS.

[03:35:05]

NOW THE MOTION IS TO POSTPONE FOR TIME CERTAIN THIS ITEM FOR 30 DAYS.

SECOND. WE HAVE A MOTION.

WE HAVE A SECOND, AND SO PLEASE VOTE.

WE HAVE SIX FOR, TWO AGAINST AND ONE ABSTENTION.

MOTION PASSES.

OUR LAST ITEM HELD FROM THE CONSENT AGENDA IS I1, APPROVAL OF VENTURE AWARDS FOR PURCHASES OVER 100,000 AND RATIFICATION OF VENDOR

[I-1. Approval Of Vendor Awards For Purchases Over $100,000 And Ratification Of Vendor Awards For Purchases Under $100,000]

AWARDS FOR PURCHASES UNDER 100,000.

THIS ITEM IS BEING HELD AT THE REQUEST OF TRUSTEE BLUEFORD-DANIELS.

FOR THIS ITEM WE WILL DO ONE ROUND OF ONE MINUTE PER TRUSTEE.

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

DO I HAVE A MOTION? SO MOVED, SANTOS. I1.

SECOND GUIDRY.

IS IT A SPECIFIC PROJECT OR IS IT ALL OF I1? I DO NOT HAVE A SPECIFIC PROJECT.

ALL OF IT. SO WE HAVE A MOTION.

SO I HAVE A MOTION BY TRUSTEE SANTOS AND I HAVE A SECOND BY TRUSTEE GUIDRY.

ARE THERE ANY COMMENTS OR QUESTIONS FROM MY COLLEAGUES? TRUSTEE GUIDRY. SO THE I ITEM THAT I HAVE A CONCERN WITH WOULD BE ON PACKAGE PACKET PAGE 38.

I'M SORRY, I DON'T HAVE THE NUMBER IN FRONT OF ME, BUT THAT'S THE ONE FOR THE BILLBOARDS, SIGNS AND ALL OF THAT ASKING US TO APPROVE THE $750,000 OR TO APPROVE THE VENDORS THERE FROM, I THINK THE SPEAKER THAT WAS HERE EARLIER THAT REQUESTED A BREAKDOWN BY ELEMENTARY, MIDDLE AND HIGH SCHOOL WITH RESPECT TO HOW THOSE FUNDS ARE GOING TO BE DISTRIBUTED WOULD BE SOMETHING I WOULD BE INTERESTED IN SEEING IF THAT IS IN FACT POSSIBLE, AND I KNOW THIS IS JUST FOR THE VENDOR, BUT THIS HAS COME TO US AND IT'S A SHORT PERIOD.

IT'S LIKE FROM I BELIEVE THE REQUEST IS FROM FEBRUARY UNTIL SEPTEMBER.

SO IT KIND OF FEELS LIKE THERE IS SOMETHING PLANNED FOR THAT MONEY.

GOOD EVENING, TRUSTEE GUIDRY.

THE PROJECT ACTUALLY GOES THROUGH 2025, SO IT'S ROUGHLY EIGHT MONTHS AND TWO ADDITIONAL YEARS.

THE MONEY IS NOT EARMARKED.

THE CONTRACT IS TO ALLOW FOR MAINTENANCE, REPAIR AND SHOULD A REPLACEMENT BE NEEDED.

SO THE ATHLETIC DEPARTMENT AND ANY CAMPUS CAN UTILIZE THIS PROJECT, BUT THERE ARE NO DOLLARS OF THE 750,000 THAT HAVE BEEN EARMARKED FOR ELEMENTARY, MIDDLE OR HIGH SCHOOL.

OKAY, SO YOU SAID ANY CAMPUS COULD REQUEST THE MONEY? NO, MA'AM ANY CAMPUS, AND SPECIFICALLY, IT'S THE ATHLETIC DEPARTMENT THAT PRIMARILY UTILIZES THIS FOR THEIR SCOREBOARDS.

HAVE WE HAD ANY REQUESTS AT THIS TIME? THERE ARE NO REQUESTS.

THIS IS A REPLACEMENT TO THE PROJECT THAT'S EXPIRED, AND WE'RE GETTING THIS THROUGH A COOPERATIVE, BUT WE DO HAVE LET ME JUST SAY, WE DO HAVE MAINTENANCE ON MARQUEES THAT IS NEEDED.

SO THIS PROJECT WOULD BE NEEDED TO MAKE THOSE REPAIRS.

THANK YOU. TRUSTEE BLUEFORD-DANIELS? YES? DO YOU HAVE COMMENTS ON THIS ITEM? [INAUDIBLE] THE QUESTION I HAD ABOUT THIS IS THE QUESTION I'VE HAD IN THE PAST ABOUT THE VARIOUS SCHOOLS.

I'M ALWAYS CONCERNED WHEN I SEE VARIOUS SCHOOLS, AND I KNOW [INAUDIBLE] WE TALKED ABOUT THAT BEFORE AND HOW SOMETIMES THEY HAVE TO APPLY FOR IT, ETC., BUT WHEN I SEE THE $750,000 FROM BUYBOARD AND THEN I START THINKING ABOUT SUBSEQUENT

[03:40:09]

NEWS ARTICLES THAT TALKS ABOUT THE NEED TO MOVE SCOREBOARDS, ETC., THEN IT CONCERNS ME THAT PERHAPS SOME OF THAT MONEY COULD BE USED ELSEWHERE BECAUSE WE'VE GOT CAMPUSES THAT DON'T HAVE LIGHTS.

OBVIOUSLY WE'VE TALKED ABOUT THAT DON'T HAVE LIGHTS.

A LOT OF THEM WERE REBUILT WITHOUT LIGHTS.

THEY DON'T HAVE LIGHTS AND THE SCHOOL BOARDS AREN'T EVEN WORKING.

SO $750,000 WOULD BE ENOUGH MONEY FOR ALL THOSE CAMPUSES WHERE THE MARQUEES ARE NOT WORKING? IF I COULD CHIME IN ON THIS.

SO THOSE DOLLARS, THAT $750,000 IS NOT IN ANY SPECIFIC BUDGET.

IT IS AN AMOUNT THAT WE'RE ASKING YOU AS A BOARD TO APPROVE THE AUTHORITY TO SPEND WITH THAT VENDOR.

SO SOME OF THIS COULD COME FROM ATHLETICS.

IF THEY HAVE A SCOREBOARD WHERE THE LIGHTS GO OUT ON IT AND THEY NEED REPLACEMENT BULBS OR WHATNOT.

THIS IS A VENDOR THEY GO TO REPLACE THAT.

IF A SCHOOL OUT OF THEIR BUDGET WANTS TO BUY A MARQUEE, THEY CAN, BUT THAT WOULD BE SOMETHING THEY WOULD REQUEST.

RIGHT NOW, WE DON'T HAVE A LIST OF WHAT PEOPLE NEED.

THIS IS JUST ASKING YOU TO APPROVE THE VENDOR SO THAT IF A SCHOOL OR ATHLETICS NEEDS TO REPAIR A SCOREBOARD OR A OR A OR A MARQUEE, THEY CAN DO SO.

OKAY, AND THANK YOU FOR THAT.

I KNOW PEOPLE ARE TIRED, SO I'LL GO AHEAD AND MOVE ON FOR THAT, BUT WE'LL TALK ABOUT THAT LATER.

MIKE. MIKE. GLENN, TRUSTEE ALAN.

MY FIRST QUESTION IS THAT THIS PROJECT SAYS THAT IT'S FROM JANUARY TO SEPTEMBER FOR SIX MONTHS OR SO.

DID THE ORIGINAL PROJECT CONTRACT AND IS THERE A REASON WHY THIS IS ONLY VALID IN JANUARY 13TH? DOES IT END WE BECAUSE IT DOESN'T SAY AT THE TOP LIKE WE USUALLY SAY IT'S LIKE AN EXTENSION OF OF OF TIME.

IT DOESN'T SAY WHETHER IT'S AN INCREASE IN FUNDS.

THERE'S NOTHING UP THERE AT THE TOP THAT USUALLY INDICATES WHY WE'RE VOTING ON SOMETHING.

SO DID THE ORIGINAL PROJECT END ON JANUARY 13TH? SO THE ORIGINAL PROJECT WAS TAKEN THROUGH ANOTHER COOPERATIVE.

THAT COOPERATIVE HAS EXPIRED.

SO THIS IS THE APPROVAL TO UTILIZE THIS NEW COOPERATIVE, AND BECAUSE WE'RE COMING IN ON THE PROJECT THROUGH THAT COOPERATIVE IN THE MIDDLE OF THEIR TERMS, THAT'S WHY THE TERM STARTS AT THE DAY AFTER THE BOARD MEETING, IF YOU SHALL APPROVE.

DOES THAT MAKE SENSE? SO THIS IS THE DATE.

THE JANUARY 13TH DATE IS OUR START DATE.

IT IS NOT THE START DATE OF THE BUY BOARDS COOPERATIVE.

WE'RE COMING IN ON THE MIDDLE OF OF THAT PROJECT.

DON'T TRUST YELLEN.

IS THIS ASKING FOR AN INCREASE IN FUNDS? NO, MA'AM. THIS IS A BRAND NEW PROJECT.

THIS IS A BRAND NEW COOPERATIVE PROJECT.

IS THIS THE SAME AMOUNT THAT IT USUALLY SAYS? THIS IS THE SAME AMOUNT AS IT'S.

IT'S USUALLY APPROPRIATED.

IT SAYS IT BASED ON ANNUAL APPROPRIATIONS.

IS THIS WHAT WE'VE DONE PREVIOUSLY? IS THIS AN INCREASE IN FUNDS? SO HISTORICALLY, WE SPEND JUST SHY OF 200,000.

200,000, YES.

SO NOW WE'RE ASKING FOR 750,000.

IT GOES THROUGH 2025.

THANK YOU, TRUSTEE BAKER.

BECAUSE ON THE SUBJECT OF SAVING MONEY, YOU KNOW, IT'S JUST THE OPTICS AT 750,000.

I'M NOT A MICROMANAGER, BUT IT SEEMS LIKE, YOU KNOW, WE'RE IN A TIME NOW WHERE THE PUBLIC IS LOOKING AT EVERYTHING WE DO, YOU KNOW.

SO I JUST WANT TO FIRST QUESTION TO MR. SUPERINTENDENT, ARE YOU IN CONSIDERATION OF THESE LARGE EXPENDITURES AND WHAT IT LOOKS LIKE TO THE PUBLIC EACH TIME? I THINK IT'S A DOUBLE EDGED SWORD, QUITE FRANKLY, AND A DOUBLE EDGED SWORD.

I THINK IT'S A DOUBLE EDGED SWORD SIMPLY BECAUSE IF WE KNOW THAT WE HAVE SOME ISSUES OUT THERE IN TERMS OF REPAIRS THAT NEED TO BE DONE ON THESE ON THESE MARQUEES OR WHATNOT, IF WE VOTE TONIGHT NOT FOR THE MONEY TO BE EARMARKED FOR THIS, FOR THIS USE, THEN WE'RE GOING TO HAVE MARQUEES OUT THERE THAT DON'T WORK. OKAY, SO THAT LEADS TO MY SECOND QUESTION, THOUGH.

DO WE ARE WE CONSIDERING SCHOOLS IN POOR NEIGHBORHOODS AS WELL? NOT JUST THE RICH SCHOOLS.

IT'S JUST FOR ALL OF US. IT'S DISTRICT WIDE, IT'S ACROSS THE BOARD, AND DO WE HAVE A RECORD OF THAT SOMEWHERE? ANY TIME A DOLLAR IS SPENT, PROCUREMENT SHOULD SHOULD, SHOULD HAVE A RECORD OF EXACTLY WHAT THAT WHAT THAT DOLLAR IS, WHAT THOSE DOLLARS ARE BEING SPENT ON.

IF I'M UNDERSTANDING THIS CORRECTLY, THIS IS JUST MONEY TO PUT IN A CASH TO WAIT FOR PROBLEMS TO BE SOLVED IN THESE FIELDS FOR MARQUEES.

[03:45:07]

ARE THERE ALREADY A LOT OF PROBLEMS EXISTING AND DO YOU WORRY ABOUT WHERE AT THIS TIME.

SO AGAIN, THESE THESE ARE NOT DOLLARS SITTING IN A BUDGET ANYWHERE.

SO WE'RE NOT SAYING WE'RE GOING TO GO OUT AND BUY SCOREBOARDS AND DO ALL THIS WORK.

IT IS JUST THE AUTHORITY FOR FOLKS OUT OF THEIR BUDGETS IN THE DISTRICT TO UTILIZE THIS CONTRACT, TO DO REPAIRS OR TO PURCHASE MARQUEES DISTRICT WIDE.

RIGHT. SO THERE'S NO THIS ISN'T SAYING WE'RE GOING TO GO OUT AND START BUYING SCOREBOARDS AND MARQUEES.

THAT'S NOT WHAT THIS IS.

THIS SIMPLY SAYS THAT IF CAMPUS NEEDS TO REPAIR THEIR MARQUEE, THEY HAVE A VENDOR TO GO TO COME AND REPAIR THAT MARQUEE OR ATHLETICS IF THEY IF THEY NEED TO HAVE A SCOREBOARD REPAIRED AT DEL MAR, THEN THEY CAN CALL THIS ANY OF THESE VENDORS, THEY CAN COME OUT AND REPAIR THAT SCOREBOARD.

THIS ISN'T A BUDGET THAT'S JUST SITTING OUT THERE TO DO, AND BY FOR FOR EVERYBODY.

IT'S JUST, IT'S AN AVAILABILITY.

OKAY, THEY STILL HAVE TEN MONEY IN THEIR BUDGET.

SO IF SOMEONE DOESN'T HAVE MONEY IN THEIR BUDGET, THEY CAN'T UTILIZE THE CONTRACT.

OKAY, I CAN SUPPORT SOMETHING LIKE THAT BECAUSE I'M ALL FOR CHILDREN TO HAVE APPROPRIATE LIGHTING FOR PLAYING SPORTS, AND I KNOW OVER AT YATES AND OTHER SCHOOLS IN DARK, YOU KNOW, IN NEIGHBORHOODS, YOU KNOW, SUFFERING.

I JUST HOPE EVERYWHERE IS FIXED, YOU KNOW, ALL OVER FOR ALL KIDS.

SO I CAN SUPPORT THAT.

THANK YOU. THANK. ANY FURTHER DISCUSSION ON THIS ITEM? PLEASE VOTE.

WE HAVE EIGHT IN FAVOR AND ONE OPPOSED, ZERO ABSTENTIONS.

MOTION PASSES.

CONSIDERATION TO ACCEPT THE BALANCE OF TODAY'S AGENDA BY CONSENSUS.

[CONSENT AGENDA]

WE ARE NOW READY TO CONSIDER THE REMAINDER OF TODAY'S AGENDA.

DO I HAVE A MOTION TO ACCEPT THE BALANCE OF TODAY'S AGENDA BY CONSENSUS? IS THERE A SECOND? SECOND, WADE? WE HAVE A MOTION BY TRUSTEE SANTOS AND A SECOND BY TRUSTEE WADE.

ARE THERE ANY COMMENTS OR QUESTIONS FROM MY COLLEAGUES? PLEASE VOTE.

WE HAVE NINE IN FAVOR, ZERO OPPOSED AND ZERO ABSTENTIONS.

WE ARE NOT GOING BACK INTO CLOSED SESSION.

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

WE'RE NOW READY TO CONSIDER ITEMS DISCUSSED IN EXECUTIVE SESSION.

ARE THERE ANY MOTIONS I MOVE THAT THE BOARD APPROVE A FINDING OF NO GOOD CAUSE FOR EDUCATORS TO RESIGN OR ABANDON EMPLOYMENT CONTRACTS WITHOUT DISTRICT CONSENT UNDER SECTIONS 21.105C 21.160C OR 21.210C OF THE TEXAS EDUCATION CODE, AS DISCUSSED IN CLOSED SESSION, AND AUTHORIZE THE SUPERINTENDENT OR HIS DESIGNEE TO SUBMIT A WRITTEN COMPLAINT TO SBEC.

TO IMPOSE SANCTIONS AS DISCUSSED IN CLOSED SESSION EFFECTIVE JANUARY 13TH, 2023.

IS THERE A SECOND? SECOND.

MOTION BY TRUSTEE CRUZ AND A SECOND BY TRUSTEE SANTOS.

PLEASE VOTE. YOU HAVE SEVEN IN FAVOR.

ONE OPPOSED, ZERO ABSTENTIONS.

MOTION PASSES.

[INAUDIBLE] AGAINST ZERO ABSTENTIONS.

I MOVE THAT THE BOARD APPROVE CLOSED SESSION PERSONNEL AGENDA.

I THINK THAT'S I AS DISCUSSED IN CLOSED SESSION EFFECTIVE JANUARY 13TH, 2023.

OH, CLOSED SESSION, ITEM ONE.

THANK YOU. IS THAT.

DOES SHE PULL MINE AWAY? OH.

[03:50:24]

SEPARATED. THAT WAS THE QUESTION.

DO YOU WANT TO READ YOUR MOTION AGAIN? BECAUSE SHE KNOWS THAT, NUMBER ONE NOW.

I MOVE THAT THE BOARD APPROVED CLOSED SESSION PERSONNEL AGENDA ITEM ONE AS DISCUSSED IN CLOSED SESSION EFFECTIVE JANUARY 13TH, 2023.

IS THERE A SECOND? SECOND. WE HAVE A MOTION BY TRUSTEE CRUZ AND A SECOND BY TRUSTEE SANTOS.

PLEASE VOTE. PERSONAL AGENDA ITEM ONE.

WE HAVE EIGHT IN FAVOR ZERO OPPOSED AND ONE ABSTENTION.

I MOVE THAT THE BOARD APPROVE THE PROPOSED TERMINATION OF THE CERTIFIED ADMINISTRATOR PERFORMANCE CONTRACT OF TIFFANY GUILLORY, YATES HIGH SCHOOL PRINCIPAL AS DISCUSSED IN CLOSED SESSION, AND AUTHORIZE THE SUPERINTENDENT OR HIS DESIGNEE TO PROVIDE NOTICE OF THE SAME EFFECTIVE JANUARY 13TH, 2023.

IS THERE A SECOND? SECOND BAKER.

WE HAVE A MOTION BY TRUSTEE CRUZ AND A SECOND BY TRUSTEE BAKER.

PLEASE VOTE.

WE HAVE THREE IN FAVOR, SIX OPPOSED.

ZERO ABSTENTIONS.

I MOVE THAT THE BOARD APPROVE THE BALANCE OF THE CLOSED SESSION PERSONNEL AGENDA, INCLUDING SPECIFICALLY THAT THE BOARD APPROVED PROPOSED TERMINATIONS OF TERM AND PROBATIONARY CONTRACTS, APPROVE END OF TERM TERMINATIONS OF PROBATIONARY CONTRACTS, AND THAT THE BOARD APPROVED PROPOSED NON RENEWALS OF TERM CONTRACTS AND THAT THE BOARD AUTHORIZE THE SUPERINTENDENT OR HIS DESIGNEE TO PROVIDE NOTICE OF THE SAME THAT THE BOARD APPROVED SEPARATION AND RELEASE AGREEMENTS THAT THE BOARD APPROVED.

WITHDRAWALS OF CONTRACT RECOMMENDATIONS THAT THE BOARD APPROVE ISSUANCE OF FINAL ORDERS ON CONTRACT TERMINATIONS AND NON RENEWALS AS DISCUSSED IN CLOSED SESSION EFFECTIVE JANUARY 13TH, 2023.

IS THERE A SECOND? SECOND SANTOS.

WE HAVE A MOTION BY TRUSTEE CRUZ AND A SECOND BY TRUSTEE SANTOS.

PLEASE VOTE.

WE HAVE EIGHT IN FAVOR, ONE OPPOSED AND ZERO ABSTENTIONS.

THOSE ARE ALL THE MOTIONS, MADAM PRESIDENT.

THE BOARD WILL NOW ADJOURN TO CLOSED SESSION.

WHAT IS IT? ADJOURNMENT TO THE BOARD.

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

THE BOARD WILL NOW ADJOURN TO A CLOSED SESSION OR EXECUTIVE SESSION UNDER CHAPTER FIVE FIVE.

ONE OF TEXAS GOVERNMENT CODE OPEN MEETINGS ACT SUBSECTIONS 551.004, 551.071, 551.072, 551.073, 551.074, 551.076, 551.082. 551.0821, 551.0823, 551.084 AND 551.089. SHOULD BOARD FINAL ACTION, VOTE OR DECISION ON ANY MATTER CONSIDERED IN CLOSED SESSION BE REQUIRED? SUCH FINAL ACTION VOTER DECISION SHALL BE TAKEN AT THE OPEN MEETINGS COVERED BY OPEN BY THIS NOTICE UPON THE RECONVENING OF THIS PUBLIC MEETING OR AT A SUBSEQUENT PUBLIC MEETING, THE BOARD UPON NOTICE OF THEIR.

THE BOARD HAS ADJOURNED TO CLOSED SESSION OR EXECUTIVE SESSION AT 9:17 P.M.

ON JANUARY 12, 2023.

GOOD EVENING. THIS MEETING IS NOW RECONVENED AT 9:47 P.M.

BOARD MEMBERS PRESENCE ARE TRUSTEE WADE TRUSTEE GUIDRY TRUSTEE.

[03:55:01]

TIGARD TRUSTEE BAKER AND TRUSTEE CRUZ AND TRUSTEE HERNANDEZ.

DO I HAVE A MOTION TO APPROVE THE MINUTES OF THE REGULARLY SCHEDULED BOARD MEETING HELD ON DECEMBER 8TH, 2022.

[CONSIDERATION AND APPROVAL OF MINUTES FROM DECEMBER 8, 2022]

SO MOVED. SECOND BAKER.

WE HAVE A MOTION BY TRUSTEE CRUZ AND A SECOND BY TRUSTEE BAKER.

IS THERE ANY DISCUSSION? PLEASE VOTE. WE HAVE THREE IN FAVOR.

ZERO OPPOSED, ZERO ABSTENTIONS.

SIX IN FAVOR. SIX IN FAVOR.

ZERO POST, ZERO ABSTENTIONS.

MR. SUPERINTENDENT, DO YOU HAVE DO YOU HAVE ANY REPORTS FOR US AT THIS TIME? WITH DUE RESPECT, I WILL PROVIDE THAT INSIGHT IN THE SUPERINTENDENT'S UPDATE.

ABSOLUTELY. WE'RE NOT READY FOR TRUSTEE REPORTS AND COMMENTS.

[TRUSTEE REPORTS AND COMMENTS]

WE'RE NOT READY TO HEAR REPORTS AND COMMENTS FROM BOARD MEMBERS FIRST.

PLEASE LIMIT.

GO AHEAD. I'LL DO IT FOR THE ENTIRE BOARD.

WELL, I HAD A BRIEF WORD.

WHAT'S THE MOTTO? THE THING.

GO AHEAD. I JUST WANT TO SAY THAT TODAY IS ONE YEAR TO THE DAY SINCE MY FIRST MEETING, AND I AM PROUD TO BE TRUSTEE FOR DISTRICT SIX AND ALL OF THE STUDENTS OF HIGH ESTEEM.

THANK YOU. THANK YOU TO ALL THE COMMUNITY MEMBERS.

[SPANISH].

WE LOOK FORWARD TO SEEING YOU AT OUR NEXT REGULARLY SCHEDULED BOARD MEETING ON FEBRUARY NINE, 2023.

AGENDA REVIEW FOR THAT MEETING WILL BE HELD ON FEBRUARY 2ND, 2023.

THERE BEING NO FURTHER BUSINESS, THIS MEETING IS OFFICIALLY ADJOURNED AT 9:49 P.M.

BUENOS NOCHES.

* This transcript was compiled from uncorrected Closed Captioning.