[Agenda Review] [00:00:08] THIS MEETING IS NOT CONVENED. THE TIME IS 5 P.M.. BOARD MEMBERS PRESENT IN THE AUDITORIUM ARE TRUSTEE CRUZ, TRUSTEE ALLEN, TRUSTEE, HERNANDEZ, TRUSTEE WADE, TRUSTEE BAKER AND TRUSTEE DEIGAARD. I WOULD LIKE EVERYONE TO PLEASE SILENCE ALL CELL PHONES. THE BOARD WILL NOW ADJOURN TO CLOSED SESSION UNDER CHAPTER 551 OF TEXAS GOVERNMENT CODE OPEN MEETINGS ACT SUBSECTIONS 551.004, [CLOSED SESSION] 551.071, 551.072, 551.073, 55. 1.074, 551.076, 551.082, 551.021, 551.083, 551.084 AND 551.089. SHOULD BOARD FINAL ACTION, VOTE OR DECISION ON ANY MATTER DISCUSSED, MATTER CONSIDERED IN THE CLOSED SESSION BE REQUIRED, SUCH FINAL ACTION, VOTE OR DECISION SHALL BE TAKEN AT THE OPEN MEETING COVERED BY THE BY THIS NOTICE UPON THE RECONVENING OF THIS PUBLIC MEETING OR AT A SUBSEQUENT PUBLIC MEETING OF THE BOARD UPON NOTICE THEREOF. THE BOARD HAS ADJOURNED TO CLOSE SESSION AT 5:01 P.M.. THIS MEETING IS NOW RECONVENED AND OPEN SESSION. THE TIME IS 7:15 P.M. FOR THE RECORD, TRUSTEE, GUIDRY AND TRUSTEE BLUEFORD-DANIELS HAVE JOINED US IN OPEN SESSION. I WOULD LIKE TO ASK EVERYONE TO PLEASE SILENCE ALL CELL PHONES. WE WILL NOW HEAR FROM SPEAKERS TO SPECIFIC AGENDA ITEMS. WE HAVE THREE SPEAKERS REGISTERED THIS EVENING WHO SHALL BE LIMITED TO 2 MINUTES EACH PER BOARD POLICY. PLEASE SPEAK TO THE AGENDA ITEM THAT YOU HAVE SIGNED UP FOR. WE ALSO ASK THAT SPEAKERS STAY ON TOPIC AND REFRAIN FROM NAMING INDIVIDUALS, ESPECIALLY STUDENTS, AS THEIR IDENTITY IS PROTECTED UNDER LAW. BUT YOU MAY NAME YOUR OWN CHILD. SPEAKERS SHOULD PRACTICE NORMAL RULES OF DECORUM. OBSCENE LANGUAGE AND PROFANITY WILL NOT BE TOLERATED AT THIS PUBLIC MEETING. AND AS OUR STUDENTS ARE WATCHING. ADDITIONALLY, DISRUPTIONS OF THE MEETING WILL NOT BE TOLERATED. WE ASK OUR AUDIENCE TO REFRAIN FROM INTERRUPTING SPEAKERS WHILE THEY PRESENT TO THE BOARD DURING THIS PORTION OF THE MEETING AND TO PROMPTLY END THE REMARKS WHEN THE TIMER RINGS INDICATING THE EXPIRATION OF THEIR TIME. SPEAKERS WILL GENERALLY BE GIVEN TWO REMINDERS OF OUR PUBLIC COMMENT RULES. IF THE SPEAKER CONTINUES TO VIOLATE THE RULES, AFTER THESE REMINDERS, THE SPEAKER WILL BE ASKED TO LEAVE THE MEETING. OUR FIRST ITEM HELD FOR REGISTERED SPEAKERS IS A1, ACCEPTANCE OF BOARD MONITORING UPDATE PRESENTATION OF GOAL THREE PROGRESS MEASURE 3.3. PLEASE NOTE THAT THIS ITEM WAS INCORRECTLY NUMBERED AS A2 ON THE MEETING NOTICE. WILL KEITH DOWNEY PLEASE COME TO THE PODIUM. KEITH DOWNEY. OUR NEXT ITEM HELD FOR REGISTERED SPEAKERS IS B4, CONSIDERATION OF REDISTRICTING PLANS AND PUBLIC INPUT RECEIVED AND POSSIBLE ACTION OF ADOPTION OF A RESOLUTION APPROVING A REDISTRICTING PLAN FOR A SINGLE MEMBER DISTRICT. THE SPEAKER FOR THIS ITEM WILL BE ADDRESSING THE BOARD VIA ZOOM. MISS TRINH, PLEASE ADMIT JUAN CARDOZA OQUENDO YOU HAVE JOINED THE MEETING. PLEASE TURN ON YOUR CAMERA, YOUR SPEAKER AND YOU MAY BEGIN. YOU HAVE 2 MINUTES. GOOD EVENING, TRUSTEES. I JUST WANTED TO FOLLOW UP ON THE MAP PROPOSAL THAT I SENT YOU ALL LAST WEEK. WE DEVELOPED THIS PROPOSAL WITH INPUT FROM DIVERSE ORGANIZATIONS FROM ACROSS THE DISTRICT, DISCOVERING NEW TEXAS FEDERATION OF THE PEOPLE, OCA GREATER HOUSTON, LULAC COUNCIL, 60 COMMUNITY VOICES FOR PUBLIC EDUCATION, MIGRANT AND REFUGEE LEADERSHIP ACADEMY AND BRIDGES TO EMPOWERMENT. AND WE ALSO CREATED ABOUT 50 COMMUNITY OF INTEREST MAPS. LITERALLY, WE HAD MEMBERS AND PARTNERS OF THEM IN ACTION SIT DOWN WITH COMMUNITY LEADERS TO DRAW MAPS OF THEIR NEIGHBORHOOD. [00:05:08] SO THIS MAP, THE MAP THAT WE PROPOSE AND THAT WE PUBLISHED LAST WEEK, IT'S BASED ON ALL OF THOSE COMMUNITIES OF INTEREST MAPS. I KNOW THAT. I KNOW THAT OUR PROPOSAL, EXCUSE ME, CALLS FOR SIGNIFICANT CHANGES IN HOW DISTRICT TWO AND DISTRICT SIX ARE DRAWN. SORRY, I JUST HAVE A COLD. BUT THESE SIGNIFICANT CHANGES IN THE MATH, THAT'S WHAT THESE COMMUNITIES DESERVE. FOURTH FLOOR IS COMPLETELY WITHIN DISTRICT TWO, AND SOUTHWEST HOUSTON SHOULD BE KEPT COMPLETELY WITHIN DISTRICT SIX. THIS IS WHAT THE CHILDREN IN THESE COMMUNITIES DESERVE. THEY DESERVE FAIR REPRESENTATION. REDISTRICTING IS KEY TO HAVING FAIR REPRESENTATION. THIS ISN'T ABOUT ANY ONE TRUSTEE. IT'S MORE ABOUT SETTING UP A SYSTEM WHERE THESE COMMUNITIES CAN ELECT THE CANDIDATE OF CHOICE AND HAVE THAT FAIR, RESPONSIVE REPRESENTATION. BY KEEPING SOUTHWEST HOUSTON AND NORTH FOREST TOGETHER IN YOUR REDISTRICTING PLAN. YOU CAN HELP ENSURE THAT COMMUNITIES WHO'VE BEEN HISTORICALLY KEPT OUT OF THE HALLS OF POWER HAVE A VOICE ON THE BOARD OF TRUSTEES. SO THIS IS A HISTORIC OPPORTUNITY THAT YOU ALL HAVE. SO I KNOW YOU HAVE YOU ALL HAVE A LOT. BUT REDISTRICTING IS COMING UP. I URGE YOU TO APPROVE A PLAN THAT WILL KEEP COMMUNITIES TOGETHER. THANK YOU. OUR LAST ITEM HELD FOR REGISTERED SPEAKERS IS F ONE APPROVAL OF THE 2023 2024 ACADEMIC CALENDAR. WELL, MEG. SETH, PLEASE COME TO THE PODIUM. THIS CONCLUDES THE HEARING OF REGISTERED SPEAKERS FOR AGENDA ITEMS. APPROVAL OF MINUTES FROM JANUARY 5TH, 2023. DO I HAVE A MOTION TO APPROVE THE MINUTES OF THE SPECIAL MEETING AND THE AGENDA REVIEW MEETING HELD ON JANUARY 5TH, 2023. SO MOVE, BAKER. SECOND, GUIDRY. WE HAVE A MOTION BY TRUSTEE BAKER AND A SECOND BY TRUSTEE GUIDRY. PLEASE VOTE. WE HAVE EIGHT IN FAVOR, ZERO OPPOSED AND ZERO ABSTENTIONS. WE'RE NOW READY TO CONSIDER A DISCUSSION AND REPORT ITEM. A1, ACCEPTANCE OF BOARD MONITORING UPDATE, PRESENTATION OF GOAL THREE PROGRESS MEASURES 3.3. SUPERINTENDENT HOUSE, WE ARE READY FOR YOUR UPDATE. COLLEAGUES, PLEASE HOLD YOUR QUESTIONS UNTIL THE PRESENTATION IS COMPLETE. THANK YOU, MADAM PRESIDENT. I'D LIKE TO INVITE DR. ALLISON MATNEY TO THE PODIUM TO GET US STARTED IN REFERENCE TO GOAL PROGRESS MEASURE 3.3. DR. MATNEY. THANK YOU, SUPERINTENDENT HOUSE. GOOD EVENING, TRUSTEES. WE ARE HERE TO REVIEW PROGRESS MEASURE 3.3. LIKE LAST MONTH, THIS IS A REPEAT OF A PRIOR DISCUSSION, BUT WITH THE ADDITION OF GRADE TEN AND GRADE 12 DATA. SO AS A REMINDER, WE HAVE OUR GLOSSARY AT THE BEGINNING OF EACH PRESENTATION AND WE WILL BE USING TERMS LIKE BOY, BEGINNING OF YEAR, WE'VE GOT MIDDLE OF YEAR, END OF YEAR, OUR STUDENT GROUPS, EMERGENT BILINGUAL ENGLISH LEARNERS, STUDENTS WITH DISABILITIES, AND THEN OUR DATA SOURCES, OUR PEIMS DATA AND THEN SPECIFIC FOR THIS REPORT COLLEGE, CAREER MILITARY READINESS, CAREER TECHNICAL EDUCATION AND THEN IBC ARE INDUSTRY BASED CERTIFICATIONS. SO FOR THIS REPORT WE ARE LOOKING AT THE PERCENTAGE OF STUDENTS WHO BY THE END OF GRADE 11, HAVE DEMONSTRATED CAREER READINESS THROUGH AN INDUSTRY BASED CERTIFICATION, INCREASING EIGHT PERCENTAGE POINTS FROM ZERO AND 2019 TO 18 IN AUGUST OF 2024. SO AS A REMINDER, WE HAVE PREVIOUSLY REVIEWED THAT 11TH GRADE DATA. YOU CAN SEE HERE ON THE SLIDE. FOR 2122, WE HAD 12% OF OUR 11TH GRADERS. BUT THIS IS A SUPPLEMENTAL REPORT SHOWING THE 10TH GRADERS AS WELL AS THE 12TH GRADERS FROM 21-22. AND AS YOU CAN SEE, WE HAD INCREASES NOT JUST IN OUR 11TH GRADE FROM PRIOR YEARS, BUT WE ARE SEEING INCREASES ACROSS THE BOARD WITH OUR 10TH AND 12TH GRADERS AS WELL. IN LOOKING AT OUR STUDENT GROUP DATA, WE HAVE INCREASES ACROSS THE BOARD BETWEEN 2021 AND 2122, CONSISTENT WITH WHAT WE SAW IN THE PREVIOUS SLIDE. [00:10:02] AND HERE WE SEE OUR RISE VERSUS NON RISE. AND IF WE LOOK AT THE 21-22 DATA, OUR RISE CAMPUSES HAVE A SIGNIFICANT PERCENTAGE OF STUDENTS ACHIEVING THESE INDUSTRY BASED CERTIFICATIONS AND AS COMPARED TO OUR NON RISE CAMPUS PEERS AT THE HIGH SCHOOL LEVEL. THANK YOU, DR. MATNEY. AND BOARD MEMBERS. WHAT I DO WANT TO REITERATE IS THAT WE'RE, OF COURSE, PLEASED TO HAVE MET THIS THIS PARTICULAR TARGET RELATED TO THIS PROGRESS MEASURE, OF COURSE, 3.3, WHICH IS, AS DR. MATNEY TALKED ABOUT, THE PERCENTAGE OF STUDENTS WHO BY THE END OF 11TH GRADE HAVE DEMONSTRATED COLLEGE READINESS VIA INDUSTRY BASED CERTIFICATION. IT'S SOMETHING THAT WE'VE WE'VE TALKED CONSIDERABLY ABOUT AND HOW TO INCREASE THESE NUMBERS AND TONE THAT SOME OF THE STRATEGIES THAT GO ALONG WITH IT. OF COURSE, DURING THE 21-22 SCHOOL YEAR, WE SAW INCREASES IN THE PERCENTAGE OF STUDENTS EARNING INDUSTRY BASED CERTIFICATIONS ACROSS 10TH, 11TH AND 12TH GRADE, AS WELL AS ACROSS ALL DEMOGRAPHIC AND RACIAL SUBGROUPS, WHICH IS THE BALANCE THAT YOU YOU DEFINITELY WANT TO SEE. WE BELIEVE THIS PROGRESS IS DUE TO A FEW DIFFERENT THINGS. NUMBER ONE, THE INTENTIONAL WORK AND STRATEGIC PLANNING DONE BETWEEN OUR CAREER READINESS TEAM AND OUR SCHOOLS OFFICE IN TERMS OF PROVIDING CAMPUSES WITH THE DATA, THE TRAINING AND RESOURCES TO PROVIDE HIGH QUALITY INSTRUCTION TO OUR STUDENTS AND TO ENSURE THAT THEY'RE BETTER PREPARED TO EARN THOSE INDUSTRY CERTIFICATIONS THAT WE'RE PUSHING FOR. AS A DISTRICT, WE'VE INVESTED IN PROVIDING MORE CONSISTENT, SPECIFIC PROFESSIONAL DEVELOPMENT TO ENSURE THAT OUR DISTRICT CTE INSTRUCTORS ARE ALIGNED TO THE RIGOROUS CERTIFICATIONS THAT WE KNOW THAT WE WANT OUR STUDENTS TO EARN. AS WE KNOW, INDUSTRY EVOLVES AND CHANGES AND MOVES, AND THUS CERTIFICATION REQUIREMENTS CHANGE AS WELL AND EVOLVE. THIS MEANS THAT WE MUST MAKE SURE THAT THE DISTRICT STAFF IS TEACHING THESE COURSES THAT ARE UP TO DATE WITH THE NEW TECHNIQUES AND METHODOLOGIES THAT THAT THE PARTICULAR EXAMS REQUIRE. SO WE HAVE TO CHANGE WITH THE TIMES, WHICH IS WHAT WE'RE TRYING TO CONSISTENTLY DO. THIS ALSO MEANS THAT STUDENTS PARTICIPATING IN THESE PARTICULAR PROGRAMS MUST HAVE ACCESS TO THE MATERIALS AND CURRICULUM TO BE ABLE TO DEMONSTRATE MASTERY ON THE EXAMS. WITHOUT MASTERY ON THE EXAMS, MANY OF THESE STUDENTS PUT A LOT OF WORK IN AND DON'T HAVE THE REWARD OF THE CERTIFICATION, WHICH IS REALLY WHAT WE'RE PUSHING FOR. OUR CAREER READINESS DEPARTMENT HAS PLAYED A MAJOR ROLE IN SUPPORTING CAMPUSES WITH ATTAINING THESE RESOURCES. ONE MAJOR KEY TO THE SUCCESS THAT WE'VE SEEN IN THE PROGRESS MEASURE IS THE FOCUS ON INCREASING THE DATA FIDELITY ALIGNED TO STUDENT CERTIFICATIONS ATTAINMENT AND WORKING WITH CAMPUSES TO IMPROVE BEST PRACTICES FOR MONITORING AND TRACKING STUDENT PROGRESS. WE BELIEVE THE INCREASED FIDELITY OF THESE PROCESSES HAS ALLOWED US TO GAIN A MORE ACCURATE UNDERSTANDING OF THE WORK THAT OUR STUDENTS AND TEACHERS ARE DOING ON EACH ONE OF OUR CAMPUSES. WE ALSO ARE PREPARING FOR THE UPCOMING CHANGES TO THE TEA ACCOUNTABILITY THAT WE'VE ALL HEARD AND SHARED WITH PRINCIPALS SHARED WITH YOU ALL. AND THE NEW, OF COURSE CCMR, HOW IT WILL BE CALCULATED BECAUSE THERE WILL BE CHANGES THERE AS WELL. THESE CHANGES WILL HAVE A SIGNIFICANT IMPACT ON WHICH CERTIFICATIONS ACTUALLY COUNT TOWARDS EARNING CCMR POINTS WITHIN THE ACCOUNTABILITY SYSTEM. MAJOR CHANGES. BUT WE'RE DOING OUR BEST TO ENSURE THAT WE'RE UP TO SPEED IN REFERENCE TO WHAT THESE CHANGES LOOK LIKE AND PREPARING FOR, PREPARING FOR SUCH. NOW, WHEN WE LOOK AT THE PERFORMANCE OF THE RISE CAMPUSES, AS DR. MADDEN INDICATED, WE WERE PROUD, OF COURSE, THAT THEY WERE EXCEEDING THE TARGET. WE ALSO UNDERSTAND THAT A LOT OF THE CERTIFICATIONS EARNED IN THE DATA IS REFLECTIVE OF CERTIFICATIONS THAT WILL NO LONGER BE RECOGNIZED IN THE NEW ACCOUNTABILITY SYSTEM. SO YES, WE CELEBRATE IT, BUT WE HAVE TO UNDERSTAND THAT MAJOR CHANGE IS IN FRONT OF US AND WE HAVE TO ENSURE THAT THIS KIND OF PROGRESS, IF IT'S GOING TO HAPPEN IN THE FUTURE, WE AGAIN HAVE TO CHANGE WITH THE TIMES. LASTLY, I'LL JUST SAY WE WILL BE WORKING WITH OUR CAMPUS LEADERS AT OUR RISE CAMPUSES AND ALL OF OUR HIGH SCHOOLS TO SUPPORT THEM IN ENSURING THAT THEY'RE PREPARED TO OFFER THE MASTER SCHEDULE CLASSES AND CERTIFICATIONS ALIGNED TO THE NEW STATE EXPECTATIONS. THERE'S BEEN LOTS OF CONVERSATIONS AND PRINCIPAL MEETINGS WITH SSOS, ASSISTANT SUPERINTENDENTS TO PREPARE FOR THIS, SO IT SHOULD NOT BE, WILL NOT BE A SURPRISE. THIS ALSO MEANS OFFERING MASTER SCHEDULES THAT PROVIDE OPPORTUNITIES FOR ALL STUDENTS TO PARTICIPATE IN COHERENT CTE SEQUENCES THAT WILL HELP TO PREPARE THEM FOR THE COLLEGE AND CAREER OPPORTUNITIES THAT WE ALL WANT AND EXPECT FOR THEM TO SEE IN THE FUTURE. [00:15:07] MADAM PRESIDENT, THAT CONCLUDES MY COMMENTS AND PRESENTATION. THANK YOU. TRUSTEES. WE ARE NOW READY FOR COMMENTS OR QUESTIONS. WE WILL DO TWO ROUNDS OF 2 MINUTES. IF AN ADDITIONAL ROUND IS DESIRED, THAT CAN BE DONE WITH THE MOTION SECOND OR BOARD VOTE. TRUSTEE CRUZ. THANK YOU SUPERINTENDENT HOUSE AND DR. MATNEY. SO MY QUESTION IS LOOKING AT THE SO A COUPLE IT'S A TWOFOLD QUESTION. SO LOOKING AT THE CHART THAT WAS PROVIDED AS PART OF THE Q&A, THE LARGEST CERTIFICATION EARNED BY OUR STUDENTS IS MICROSOFT OR MICROSOFT WORD CERTIFICATION. AND SUPERINTENDENT HOUSE, YOU MENTIONED SOME OF THE CERTIFICATIONS THAT WILL NO LONGER BE RECOGNIZED UNDER THE NEW ACCOUNTABILITY, THE REFRESH. IS THAT ONE OF THEM? DR. MATNEY, I BELIEVE IT IS, BUT WILL YOU VERIFY? YES, IT IS. IT IS ONE THAT'S BEING SUNSET. OKAY. SO HOW ARE WE ADJUSTING, GIVEN THAT INFORMATION AND GIVEN THAT THAT IS NOT JUST THE LARGEST IS OVERWHELMINGLY THE LARGEST CERTIFICATION THAT OUR STUDENTS EARN? SURE. DR. MATNEY. SURE, SO I'LL FIRST I'LL POINT OUT THERE ARE A LOT OF CERTIFICATIONS THAT ARE JUST GOOD FOR KIDS THAT WE WOULD STILL WANT TO CONTINUE. THEY JUST ARE NOT GOING TO EARN US POINTS IN AN ACCOUNTABILITY SYSTEM. SO IN ADDITION TO LARGE GROUP CONVERSATIONS WITH PRINCIPALS, MY TEAM AND I HAVE ALSO BEEN ENGAGED IN SMALLER GROUP. SO LIKE I MET WITH FIVE PRINCIPALS TODAY AT HIGH SCHOOLS WHERE WE GO THROUGH THESE DETAILS AND WE JUST TALK THROUGH. OK. IF YOU HAVE RELIED ON SOME OF THESE THAT ARE SUNSETTING, THEN WHAT IS YOUR PLAN TO ENSURE STUDENTS ARE EXITING AND GRADUATING COLLEGE AND CAREER MILITARY READINESS AS DEFINED BY TEA? AND SO THEY ARE THEY ARE LOOKING AT HOW THEY CAN SHIFT MASTER SCHEDULES, HOW THEY NEED TO ADD A PROGRAM OR REFINE A PROGRAM TO ENSURE THAT THOSE OPPORTUNITIES ARE STILL THERE DESPITE THE SUNSETTING OF SOME IBCS. OKAY. THANK YOU FOR SHARING THAT. AND I DO RECOGNIZE THAT THERE WILL ALWAYS BE SOME CERTIFICATIONS THAT ARE GOOD FOR KIDS, EVEN IF THEY'RE NOT COUNTING. I DO QUESTION THAT ONE IN PARTICULAR BEING ACTUALLY YIELDING EARNING POWER FOR OUR STUDENTS, AND I WOULD HOPE THAT THAT WOULD BE THE NORTH STAR, RIGHT? IF WE'RE REALLY SAYING THAT THEIR CAREER READY WHEN THEY LEAVE OUR CAMPUSES, THEY CAN ACTUALLY GET A JOB THAT'S GOING TO EARN THEM A LIVABLE WAGE. SO MY FOLLOW UP QUESTION IS ON THE Q&A. I HAD SUBMITTED A QUESTION ABOUT KIND OF THE ANALYSIS OF WHEN YOU KNOW WHAT PROGRAMS ARE ACTUALLY WORKING FOR STUDENTS. AND I JUST WONDER WHAT THAT ACTUALLY LOOKS LIKE, IF YOU CAN GIVE A LITTLE BIT OF DETAIL. LIKE, HOW DO YOU KNOW THAT IF YOU KNOW THIS METHOD TARGET? I UNDERSTAND. RIGHT. BUT AGAIN, IS IT DOES IT MEET THE CRITERIA OF THE STUDENTS ACTUALLY, I GUESS LET ME BACK UP A LITTLE BIT. SO WE HAVE I MEAN, BASED ON THE DATA THAT WAS SHARED RIGHT BACK IN MAY AND IT WAS RESHARED THIS WEEK WITH TRUSTEES. WE HAVE TONS OF CTE PROGRAMS ACROSS THE DISTRICT, BUT ARE WE ANALYZING HOW MANY STUDENTS ARE ACTUALLY EARNING THESE CERTIFICATIONS? SO, YES, AND I KNOW IT'S SOMETHING BETWEEN OUR ACADEMICS OFFICE AND SCHOOL'S OFFICE THAT DEFINITELY HAS BEEN TAKEN INTO CONSIDERATION. DR. BIRD, WOULD YOU MIND SHARING WITH SOME OF THOSE CONVERSATIONS HAVE LOOKED LIKE PLEASE? YES. SO WE DO ANALYZE THAT AND WE ARE ALSO ADDING ADDITIONAL IBC TEST TO MATCH UP WITH ALL THE PATHWAYS SO THAT WE HAVE A STATE APPROVED IBC FOR EVERY CERTIFICATION THAT WE CAN. SO AS WE'RE MOVING INTO MORE COMPLEX ACCOUNTABILITY RATINGS, IT WILL ALSO GIVE KIDS MORE OPPORTUNITIES. SO, YOU KNOW, WE KNOW WE NEED TO IMPROVE IN SOME AREAS FOR IBC, SO THAT'S WHY WE'RE ADDING ADDITIONAL CERTIFICATIONS NEXT YEAR. AND WE DO WE DO ANALYZE HOW MANY KIDS ARE TAKING THEM VERSUS NOT. TRUSTEE BAKER. LET ME JUST SAY THANK YOU FOR THAT PRESENTATION, DR. MATNEY, SUPERINTENDENT HOUSE. CONGRATULATIONS ON YOUR YOUR ACCOMPLISHMENT IN MEETING THOSE TARGETS FOR GOAL THREE CCMR, 3 .3, CTE AND 3.3 IBC. IF I WOULD ASK JUST ONE QUESTION TONIGHT, WHAT WOULD YOU SAY WOULD BE THE MAIN REASON BEHIND YOUR SUCCESS IN MEETING THESE GOALS? [00:20:02] I DON'T THINK IT'S ONE PARTICULAR THING. I THINK THERE ARE SEVERAL DIFFERENT THINGS THAT I TALKED ABOUT IN MY COMMENTS. IT'S ENSURING THAT WE STUDY, STUDY THE MARKET AND UNDERSTAND WHAT THE CHANGES ARE, MAKING SURE THAT THE PROFESSIONAL DEVELOPMENT, ALL OF THE MATERIALS ARE UP TO SPEED IN REFERENCE TO THE PREPARATION FOR OUR STUDENTS AS WELL. SO IT'S A COMBINATION OF DIFFERENT THINGS, MAKING SURE THAT THE ADULTS THAT ARE WORKING IN TEACHING ARE UP TO SPEED AND REFERENCE TO THE WHAT IN THE HOW AND MAKING SURE IT'S SCAFFOLDS DOWN TO STUDENTS ON A CONSISTENT BASIS. SO IT'S A COMBINATION OF DIFFERENT THINGS THAT HAVE HAVE CONTRIBUTED TO THE INCREASE IN THE DATA THAT WE'RE SEEING HERE. WELL I JUST SAY AGAIN, THANK YOU. CONGRATULATIONS AND KEEP UP THE GREAT WORK TO YOU AND YOUR STAFF. THANK YOU. TRUSTEE GUIDRY. THANK YOU SO MUCH. AND AGAIN, THANK YOU, DR. MATNEY AND SUPERINTENDENT HOUSE. HERE'S MY CONCERN. THIS IS THE ONE AREA WHERE AFRICAN-AMERICAN STUDENTS, UNDERPRIVILEGED STUDENTS, RISE STUDENTS IS EXCEEDING. AND YET THIS IS THE ONE AREA THAT WE'RE TALKING ABOUT TAKING AWAY FROM SUNSETTING. THE ONE AREA ALL YEAR LONG THAT WE'VE DISCUSSED WHERE OUR AFRICAN AMERICAN, LOOK AT RISE. LET'S LOOK AT PACKET PAGE NUMBER 68 YOU HAVE.. TRUSTEE GUIDRY DO YOU MIND IF WE PROVIDE YOU SOME INSIGHT THAT I THINK WILL KIND OF SHIFT SHIFT THE CONVERSATION? DR. BIRD, WILL YOU.. PLEASE DO SO. WILL YOU SPECIFICALLY.. SO IT'S NOT THE DISTRICT THAT'S TAKING AWAY THOSE OPPORTUNITIES. THIS DATA THAT YOU SEE, THESE DATA THAT YOU SEE ON THE SCREEN HERE, THAT YOU CAN MEET THIS REQUIREMENT IN LOTS OF WAYS. AND THERE ARE CURRENTLY SOME STANDALONE IBC CERTIFICATIONS THAT YOU CAN TAKE THE TEST AND GET THE CERTIFICATION THAT'S NOT NECESSARILY ATTACHED TO A PATHWAY. SO WHAT IS HAPPENING IS THAT THE STATE IS SUNSETTING SOME OF THOSE ONE OFF KIND OF CERTIFICATIONS IN FAVOR OF CREATING MORE PATHWAYS. SO THAT TO TRUSTEE CRUZ'S EARLIER POINT, IT ACTUALLY IS A WAGE EARNING OPPORTUNITY FOR KIDS WHEN THEY GRADUATE FROM HIGH SCHOOL. SO IT'S A CHANGE IN STATE ACCOUNTABILITY TO FOR SOME OF THESE SUNSETTING. OKAY. AND SO I'M GOING TO HOLD ON TO THAT. YOU KNOW, I ALWAYS TELL YOU, I'M GOING TO COME BACK AND CHECK YOU. RIGHT. OKAY. JUST REMEMBER THAT. AND SO THE THE SECOND TO FOLLOW UP, I HAVE TO THAT AND YOU'RE TALKING TO THE PRINCIPALS AND YOU'RE ASKING THEM, WHAT ARE THEY PROPOSING? WHAT ARE THEY PROVIDING? WHAT IS THE ADMINISTRATION GIVING AND LEADING FOR THE PRINCIPALS IN THE CAMPUSES SO THEY CAN HAVE ALTERNATIVES AS OPPOSED TO TRYING TO COME UP WITH THESE ITEMS ON THEIR OWN? AND THAT'S WHAT I WAS JUST REFERENCING EARLIER, IS THAT WE'RE LOOKING AT THE PATHWAYS THAT WE HAVE. THE ONES THAT ARE MISSING IBC OPPORTUNITIES NOW ARE ADDING THOSE IN SO THAT WE HAVE COMPLETE PATHWAYS FOR KIDS ACROSS MULTIPLE PROGRAMMERS. WE'LL BE EXPANDING THE OFFERINGS THAT WE HAVE. SO EVEN THOUGH SOME ARE SUNSETTING BY ACCOUNT FOR ACCOUNTABILITY PURPOSES, WE'RE GOING TO MAKE SURE THAT WE HAVE STATE APPROVED OPPORTUNITIES SO KIDS CAN EARN THE CERTIFICATION, WE CAN THE DISTRICT CAN EARN THE ACCOUNTABILITY. BUT IT'S SO IT'S IT'S AN EXPANSION ULTIMATELY OF WHAT WE'RE DOING. AND THOSE ITEMS WILL BE PRESENTED TO THE CAMPUSES, TO THE PRINCIPALS. SO THEY WILL KNOW FROM THE ADMINISTRATION. CORRECT. THANK YOU GUYS SO MUCH. TRUSTEE BLUEFORD-DANIELS. THANK YOU TRUSTEE GUIDRY, ALONG THOSE SAME LINES, WHO'S ASKING THE STUDENTS? IS THERE A SURVEY GIVEN TO THE STUDENTS IN MIDDLE SCHOOL OR AT THE BEGINNING OF HIGH SCHOOL AS TO WHAT THEIR INTEREST IS? BECAUSE, AGAIN, AS I'VE SAID BEFORE, I'M ALWAYS CONCERNED WITH THE PATHWAY, THE ESTABLISHMENT OF PATHWAYS AT THE EIGHTH GRADE. LIKE I HAVE AGAIN, I SAID BY THE TIME I WAS IN THE 12TH GRADE, I DIDN'T KNOW WHAT I WANTED TO DO, WHAT PATHWAY TO TAKE. SO I'M ALWAYS CONCERNED WITH THAT. IS THERE A SURVEY GIVEN AND IF SO, WHEN? WHAT I WILL SAY BEFORE, BEFORE DR. BIRD JUMPS IN IS THAT ONE OF THE THINGS THAT'S EXTREMELY IMPORTANT IS THAT WE LOOK AT THE MARKET, WE LOOK AT WHAT JOBS ARE AVAILABLE, BECAUSE THE LAST THING WE WANT TO DO IS PROVIDE OPPORTUNITIES FOR CERTIFICATION AND THEN OUR KIDS ACQUIRE THOSE PARTICULAR CERTIFICATIONS AND THEN THERE ARE NO OPPORTUNITIES THAT ARE OUT THERE. SO IT'S IMPORTANT THAT WE ARE VIGILANT ABOUT UNDERSTANDING THE MARKET, UNDERSTANDING WHAT? [00:25:06] YOU KNOW, STAY POWER IN TERMS OF OPPORTUNITIES THAT ARE OUT THERE AND WHAT KIND OF EARNING OPPORTUNITIES EXIST. DR. BIRD, IN ADDITION TO THAT, I WOULD SAY THAT WE WE DO SURVEY STUDENTS WHO IS A TOOL CALLED PATHWAY EXPLORER THAT WE ALLOWS FOR STUDENTS TO REGISTER THEIR INTEREST. AND ANY TIME A SCHOOL APPLIES FOR A NEW CTE PROGRAM, THAT'S ONE OF THE QUESTIONS THAT WE ASK IS LIKE, WHAT IS THE DEMAND FROM STUDENTS? SO THERE HAS TO BE SOME INTEREST. YOU KNOW, LIKE MOST ELECTIVE COURSES IN HIGH SCHOOLS ARE. WELL, NOT MOST. ALL OF THEM ARE DRIVEN BY STUDENT REQUEST, STUDENT INTEREST. SO IF THERE'S NOT ENOUGH KIDS THAT REQUESTED TO MAKE A CLASS, THEN WE WOULDN'T BE ABLE TO OFFER THAT. SO THERE ARE STUDENT SURVEYS, AND THAT'S PART OF THE FORMAL PROCESS TO REQUEST. AND THERE THERE GOES MY POINT, BECAUSE IF IT'S IF IT'S NOT ENOUGH STUDENTS, PERHAPS IF WE LET THEM KNOW WHAT THE AVAILABILITY OF PROGRAMS ARE WITH DIFFERENT CHOICES, THEN WE DON'T HAVE, WE DON'T HAVE A FIVE STUDENT AT ONE SCHOOL AND TEN AT ANOTHER, THEN PERHAPS WE COULD PUT IT IN A CAMPUS AND HAVE THE 15 JOIN TOGETHER. SO THAT THERE AGAIN, I TALK ABOUT MY PROGRAMS, BUT A FRIEND OF MINE THAT WORKS FOR THAT WORKED WITH THE DEPARTMENT OF LABOR AND WE'VE BEEN TALKING ABOUT THIS THE LAST FEW WEEKS AND BASED ON THE ANALYSIS THAT HE PROVIDED ME, THERE'S 35% JOBS THAT ARE IN HEALTH CARE, 35% PHLEBOTOMISTS, NURSE ASSISTANTS, AND THEN FROM THEIR MEDICAL ASSISTANT, YOU WANT TO GO ON TO BE A NURSE, AN RN GET YOUR B.S. IN. MASTER'S, 26% ADVANCED MANUFACTURING JOBS, 16% PETROCHEMICAL JOBS. ALL OF THESE NOW REQUIRING HIGH SCHOOL DEGREES. SO THAT'S WHY I ASKED ABOUT THE SURVEYS SO THAT, AGAIN, YOUNG PEOPLE WILL KNOW WHAT'S AVAILABLE, WHAT OPTIONS THERE ARE. WHEN I WAS GOING THROUGH THE TEA, JOBS OR ACTUALLY PROGRAMS THAT THEY HAVE. I SAW THAT THEY OFFER THEM FOR MIDDLE SCHOOL. HOW MANY MIDDLE SCHOOLS DO WE HAVE THAT HAVE SOME TYPE OF CTE PROGRAM AND PATHWAY ALREADY ESTABLISHED, PARTICULARLY IN THESE NEIGHBORHOODS WHERE THEY'RE NOT EVEN IDENTIFIED AS A MAGNET PROGRAM AND WE'VE GOT LOW GRADUATION RATES. WE'VE GOT TO PREPARE THOSE KIDS FOR JOBS ONCE THEY LEAVE TO BE ABLE TO WORK AND MAKE MONEY TO SUPPORT THEIR FAMILIES. TO YOUR FIRST QUESTION. SO IT WOULD REQUIRE A UNIFORM MASTER SCHEDULE ACROSS THE DISTRICT TO DO WHAT YOU FIRST SAID. LIKE IF THERE'S FIVE KIDS AT ONE SCHOOL AND TEN KIDS AT ANOTHER. SO THAT'S YOU KNOW, THERE'S SOME THERE'S SOME INFRASTRUCTURE THINGS THAT WOULD HAVE TO HAPPEN IN ORDER TO HAVE THAT HAPPEN. NOT SAYING THAT WE CAN'T, BUT THAT'S THAT IS A REAL CONCERN.. THINKING OUTSIDE THE BOX. EXACTLY. AND THE OTHER THING IS, IS THAT WE DO OFFER CTE TRANSFERS, SO STUDENTS DO TRANSFER REGULARLY FROM ONE SCHOOL TO ANOTHER.. NOT IN MY CAMPUSES, BUT. OKAY, GO AHEAD MAKE YOUR POINT THAT NO, THAT WAS THAT WE DO HAVE OPTIONS FOR STUDENTS THAT WANT TO TRANSFER TO A CTE PROGRAM THAT'S NOT OFFERED IN THEIR SCHOOL. THANK YOU FOR THAT. BUT WE'VE GOT TO OFFER THEM IN MY CAMPUS, D2. TRUSTEE DEIGAARD. UM, THANK YOU FOR MEETING THE TARGET. THIS WE SHOULD ACKNOWLEDGE WHEN WE SUCCEED. AND WHAT I THINK I'M SEEING ON HERE AS WELL IS THE STRATEGIES THAT HAVE BEEN PUT IN PLACE ARE MEETING THE TARGET FOR THIS PROGRESS MEASURE AND ARE DEMONSTRATING THAT THEY ARE PREDICTIVE FOR 12TH GRADE OUTCOME. AM I CORRECT WHERE WE'RE GROWING EVEN MORE HERE OVER A YEAR? RIGHT. SO SYSTEMS ARE BEING PUT IN PLACE THAT OVER THE PERIOD OF TIME THAT WE'VE BEEN EVALUATING THEM ARE INCREASING. AM I READING THAT CORRECTLY? OKAY. THANK YOU. SO A COUPLE OF QUESTIONS I HAVE. AND SO IN LEANING INTO THE GOVERNANCE QUESTIONS FROM OUR TRAINING, WHO'S STRUGGLING THE MOST? WHO'S GETTING IT THE MOST, WHO IS NOT MOVING AND WHO AREN'T WE SEEING? DR. MATNEY, YOU WANT TO JUMP IN HERE? SURE. SO FROM THE DATA PERSPECTIVE, WHAT WE SEE IS ACROSS THE BOARD, WE'RE SEEING IMPROVEMENTS OVER TIME. AND THAT'S THAT IS REALLY SHOWING THAT THE THINGS THAT WE'RE DOING AS A DISTRICT ARE WORKING FOR KIDS. WE IN LOOKING AT SOME OF THE COMMENTS MADE EARLIER, THERE'S CERTAINLY STILL CONTINUED ROOM AND SOME OF THE PATHWAYS THAT DR. BURKE WAS TALKING ABOUT INCREASING ARE VERY TARGETED AND FOCUSED. BUT OVERALL, AS A PROGRAM, WE'RE MAKING GREAT GAINS WHEN WE LOOK AT ALL OF THE METRICS ACROSS, PROGRAMS ARE GROWING, STUDENTS ARE ENROLLING, THEY'RE BEING SUCCESSFUL ON THOSE EXAMS AND THAT'S A GREAT PLACE TO BE. SO I'VE BEEN READING MORE ABOUT EQUITY AUDITS LATELY AND, YOU KNOW, LOOKING AT EQUITY OF PROGRAMMATIC ACCESS AS A [00:30:04] DISTRICT AS A WHOLE AND THE EQUITY OF PROGRAMMATIC ACCESS WITHIN A SCHOOL BETWEEN STUDENT GROUPS. ARE YOU FINDING ANY DIFFERENCES, AS YOU ALL ARE EVALUATING THIS DATA ON GROUPS OF KIDS THAT ARE HAVING MORE ACCESS OR LESS ACCESS OR HAVING BETTER COMPLETION RATES EVEN WHEN THEY'RE ENROLLED? BECAUSE I CAN SEE THE DATA ON WHAT ARE THE THINGS THAT YOU GUYS INCLUDED WITH THE Q&A OF, YOU KNOW, A MUCH GREATER PERCENTAGE OF KIDS WHO ARE IN A CTE COURSE COMPARED TO HOW MANY ARE COMPLETING AN IBC? AND SO LIKE, IS THERE A REASON LIKE WHAT ARE THE REASONS FOR THAT? WHAT ARE YOUR NOTICING ANY DIFFERENCES BETWEEN ACCESS OF PROGRAMS WITHIN SCHOOLS OR BETWEEN SCHOOLS? DR. BIRD, YOU WANT TO SHARE SOME INSIGHT HERE? AND IF YOU NEED TO GET BACK TO ME ON THAT, I'M PERFECTLY OKAY WITH THAT. WE'LL DO SO. I HAVE A COMPLETE ANSWER, BUT WE'LL GET BACK TO IN WRITING. WE'LL DO SOME FURTHER ANALYSIS. THANK YOU. TRUSTEE WADE, I SAW YOU IN THE QUEUE, BUT YOUR NAME DISAPPEARED, SO I'M NOT SURE IF YOU HAVE A QUESTION. SO I WAS GOING TO PULL IT, BUT I THINK I WILL ASK NOW. THANK YOU FOR ACKNOWLEDGING THAT. SO, SUPERINTENDENT HOUSE, I GO BACK TO HIRING. SO WHEN WE TALK ABOUT ALL THESE WONDERFUL CERTIFICATION PROGRAMS THAT THE THAT ARE COMING IN ON PLAY AND HOW DO WE MEET THE NEED FOR GETTING THE RIGHT INDUSTRY SPECIALISTS AND INSTRUCTORS TO GET THE AND THEN ALSO BEING ABLE TO GET THOSE CERTIFIED INDUSTRY SPECIALIST TO BE CERTIFIED AS TEACHERS. SO WHAT ARE THE INCENTIVE PROGRAMS ON THAT END OF IT? YOU KNOW, WE WISH IT WERE EASIER AND IT'S NOT, OF COURSE, COMPLETELY UP TO TO SCHOOL DISTRICTS ACROSS THE STATE IN TERMS OF BEING ABLE TO PLACE WHO WE SEE AS INDUSTRY EXPERTS IN POSITIONS WITHOUT, YOU KNOW, JUMPING THROUGH QUITE A FEW LOOPHOLES. BUT WE'RE WORKING EXTREMELY HARD TO ENSURE THAT WE GET AS MANY PEOPLE TO ACQUIRE THE NECESSARY CERTIFICATIONS AND PASS THE NECESSARY TESTS TO GET IN FRONT OF OUR STUDENTS. DR. BIRD, ANY OTHER INSIGHTS YOU WANT TO PROVIDE? NO, I WOULD, YEAH. I THINK YOUR ANSWER I WOULD ECHO THAT SOME AREAS ARE CERTAINLY HARDER THAN OTHERS AND TO FIND EXPERTISE. BUT, YOU KNOW, WE HAVE TALENT TEAMS THAT WORK ON THAT FOR US. BUT I DON'T HAVE I MEAN I THINK THE SUPERINTENDENT ANSWER WHAT WE DO. YEAH WELL I WAS ALSO WONDERING SOMEWHERE I WAS READING ABOUT SOME GRANTS AND I DIDN'T KNOW IF THERE WERE SUCH A THING AS GRANTS THAT WOULD MOTIVATE SOMEONE WHO WAS AN INDUSTRY, HAD INDUSTRY SPECIALIST, WAS AN INDUSTRY SPECIALIST AND MAYBE RETIRED, BUT THAT MIGHT. IT BE CHALLENGED BY A GRANT TO THEN GET THEIR CERTIFICATE? SO I'M JUST LOOKING AT OPTIONS OUT THERE, JUST ASKING TO SAY THANK YOU. AND THOSE THOSE ARE ALL, I THINK ANY OPTION THAT WE CAN LOOK AT AND UTILIZE TO INCENTIVIZE OR BRING SOMEONE IN. I THINK WHAT WE HAVE TO REALISTICALLY KNOW AND UNDERSTAND IS THAT MANY OF THE PROFESSIONALS THAT ARE IN THE INDUSTRY. SOMETIMES WE'RE BRINGING IN SOME PRETTY STRONG WAGES. AND SO, YOU KNOW, THE IDEA OF ATTRACTING THEM HAS TO BE REALLY ATTRACTIVE. BUT, YOU KNOW, THIS IS A POINT IN TIME, ESPECIALLY IN THE 88TH LEGISLATIVE SESSION THAT HAS KICKED OFF. THERE'S THERE'S QUITE A BIT OF MONEY FLOATING AROUND. SO MY HOPE IS THAT THERE IS SOME KIND OF FLEXIBILITY THAT ARISES IN THIS AREA. THAT'S A COMPANY WITH FUNDING AS WELL THAT CAN PROVIDE THE KIND OF INCENTIVES THAT BRING PEOPLE IN AND MAKE THEM PAY ATTENTION TO THIS, THESE KIND OF OPPORTUNITIES AND SCHOOL DISTRICTS. THANK YOU. THANK YOU. TRUSTEE ALLEN. I WAS JUST THINKING ABOUT THAT THE OTHER DAY, AND ONE OF THE THOUGHTS THAT I HAD IS IF YOU HAVE THOSE RETIRED PROFESSIONALS AND IF WE PUSHED THE FACT OR MAKE SURE WE ADVERTISE AGAIN THAT OUR ACP PROGRAM IS FREE AND THAT YOU RETIRED PERSON, THAT IS GETTING A A WHAT DO YOU CALL A RETIREMENT FUND. AND THEY'RE STILL GETTING THAT MONEY AND THEY MAY JUST SINCE THEY ARE RETIRED, WANT TO GET INTO OUR FREE ACP PROGRAM TO BECOME A TEACHER. AND THAT WAY THEY COULD BE A CTE TEACHER, BE A PROFESSIONAL THAT IS NOW TEACHING OUR CHILDREN. THAT'S A GOOD WAY OF GETTING PASS THAT OTHER RULE. [00:35:05] DON'T DISAGREE. I THINK FROM A FLEXIBILITY STANDPOINT, ESPECIALLY FOR MANY OF THE RETIREES, PUBLIC SCHOOL RETIREES, ONE OF THE THINGS THAT WE FIND THEM HAVING TO DO IS TO COUNT THE NUMBER OF HOURS THAT THEY END UP WORKING SO THAT THEY DON'T WORK TOO MANY HOURS. SO FROM A FROM A FLEXIBILITY STANDPOINT, THAT'S ONE OF THE THINGS THAT HAS BEEN TALKED ABOUT AT THE LEGISLATURE AS WELL, IS PROVIDING MORE FLEXIBILITY FOR RETIREES TO HELP SCHOOL SYSTEMS. I WASN'T NECESSARILY TALKING ABOUT EDUCATION RETIREES, THOUGH. IT'S TALKING ABOUT PROFESSIONALS, OTHER PROFESSIONALS, THE ONES THAT YOU'RE REFERRING TO THAT MAKE THEIR WHOLE LOT OF MONEY. COMPLETELY AGREE. YES. SO WHEN IS THE ACP PROGRAM OPENING? DO YOU KNOW OFF THE TOP OF YOUR HEAD? NOT REGISTRATION. DR. BYRD, DO YOU KNOW IF WE HAD A COHORT IN LAST FOR THE SUMMER THAT STARTED? THEN WE HAVE A NEW COHORT THAT'S STARTING. I THINK IT START IT MAY HAVE ALREADY STARTED, BUT IT'S EITHER STARTED THE END OF JANUARY OR ARE STARTING RIGHT NOW FOR THE SECOND COHORT FOR IT WOULD BE NOW FOR THE NEXT COHORT WHICH WOULD BE IN THE SUMMER AND WELL, SUMMER. THEY START IN THE SUMMER AND THEY START TEACHING IN THE FALL. YEAH. SO THAT MR. GRATZ GOING TO TELL US WHEN THE DATE OF OPENING IS. BUT THE THERE'S A NEW GROUP STARTING RIGHT NOW, IT'S JUST, IT'S HE SAID IT'S RIGHT NOW. YES, RIGHT NOW. YES MA'AM. BECAUSE I THINK IT MAKES IT GOING TO SHUT DOWN RIGHT NOW. LISTEN WE'LL GET THAT WE'LL GET THAT ACTUAL DATE. APRIL. APRIL. YEAH, BETWEEN NOW AND APRIL. YEAH. GOOD DEAL. OKAY. THANK YOU FOR YOUR PRESENTATION. I REALLY ENJOY SEEING [INAUDIBLE] TARGET ON HERE, AND I REALLY ENJOYED OUR READING SOME OF THE NEXT STEPS BEING BEGIN THE BACKWARDS PLANNING BECAUSE I LOVE BEING ABLE TO SEE IN THE FUTURE AND TAKING THOSE STEPS GOING BACK. MY FIRST QUESTION IS ABOUT THE RISE CAMPUSES. WE SEE THEM SIGNIFICANTLY HIGHER THAN NON RISE CAMPUSES. CAN YOU EXPLAIN A LITTLE BIT MORE AND CAN YOU EXPLAIN WHAT YOUR NEXT STEPS WILL BE, WHAT YOU'VE LEARNED BECAUSE OF THE CHANGES THAT ARE GOING TO HAPPEN? DR. WATTS WOULD YOU LIKE TO SHARE SOME SPECIFICS IN REFERENCE TO RISE? I HAVE FEEDBACK TO YOU ON THE EXPLANATION OF WHY THEY ARE SIGNIFICANTLY HIGHER BUT.. I CAN TELL YOU PART OF IT IS THERE'S TWO SCHOOLS VERSUS THE REST OF THE HIGH SCHOOL POPULATION. SO THE END IS LOWER. BUT ALSO THESE SCHOOLS DID RELY AS TRUSTEES. SOME CREWS, I BELIEVE, POINTED OUT THAT THERE ARE SEVERAL THAT DID THE MICROSOFT CERTIFICATION. SO THAT WAS A STRATEGY THAT WAS EMPLOYED BY CERTAIN SCHOOLS. AND THAT'S WHY YOU SEE IT WAS THAT NOT JUST ONE, BUT THERE'S ANOTHER COUPLE.. MOSTLY ONLY IN PLAN RISE SCHOOLS AND NOT. NO, I WOULDN'T SAY THAT IT WAS IN OTHER SCHOOLS, TOO, BUT IT WAS DEFINITELY SAW MORE MORE FOCUS ON IN RISE SCHOOLS. OKAY. AND SO BECAUSE THERE'S A DIFFERENT APPROACH TO CCMR FOR NEXT YEAR, WHAT WILL BE THE CHANGES TO THE RISE SCHOOLS? YEAH. SO THE RESEARCH TEAM HAS BEEN MEETING WITH PARENTS AND THE SCHOOL TEAM HAS BEEN MEETING WITH PRINCIPALS OVER THE LAST SEVERAL MONTHS TO MAP OUT THE STRATEGY BECAUSE THERE IS GOING TO HAVE TO BE THERE WILL HAVE TO BE A CHANGE. SO THEY'VE BEEN MEETING WITH THEM REGULARLY AND THE ASSISTANT SUPERINTENDENTS HAVE A MEETING WITH THEIR WITH THEIR TEAMS TO MAP OUT THAT STRATEGY TO AND THAT GOES BACK TO ADDING MORE IBC PATHWAYS WHERE WE CAN. AND ALSO THERE'S THERE'S MULTIPLE WAYS TO DO TO MEET THE CCMR REQUIREMENTS. SO WE'RE LOOKING AT ALL THOSE AVENUES. OKAY. IS THERE ANYTHING THAT THE BOARD CAN DO TO HELP YOU ALL MEET THE TARGETS SINCE THEY ARE CHANGING? I THINK MORE THAN MORE THAN ANYTHING, ENSURING AND UNDERSTANDING THAT THAT WE ARE MAKING THE NECESSARY MODIFICATIONS. WE'RE COMPLETELY OPEN TO MAKING SURE THAT YOU ALL ARE UP TO SPEED IN TERMS OF WHAT THAT LOOKS LIKE. BUT BUT JUST KNOWING THAT WE'RE NOT SITTING IDLE, WE'RE MOVING WITH THE SIGNS OF THE TIME TO MAKE CERTAIN THAT WE CONTINUE TO MEET THE TARGET. OKAY. AND THEN ONE LAST THING THAT MIGHT BE JUST A TYPO AT THE VERY TOP OF THIS, BECAUSE IT WILL INCREASE EIGHT PERCENTAGE POINTS FROM 0 TO 18. SO I WAS TRYING TO FIGURE OUT FOR A LITTLE WHILE WHICH ONE OF THOSE NUMBERS WAS WRONG. I THINK IT'S A TEN. IS THAT CORRECT? THE ZERO IS SUPPOSED TO BE A TEN. IT IS? NO, THE ZERO IS ZERO. SO WHEN WE FIRST STARTED THIS, THIS GOAL, WE WERE NOT, TA HAD JUST CHANGED HOW [00:40:10] THEY WERE TRACKING CTE AND INDUSTRY BASED CERTIFICATIONS. AND SO IT WAS ZERO WHEN WE STARTED BECAUSE WE WERE NOT TRACKING IT THE SAME WAY WE ARE NOW. SO IT WASN'T THAT NO STUDENTS WERE ACHIEVING IT, IT WAS THAT WE HAD NOT BEEN TRACKING IT. OK OKAY, THAT MAKES SENSE. THANK YOU. WE WILL NOW MOVE ON TO ROUND TWO. MYRNA, OH SORRY, TRUSTEE GUIDRY. GETTING ALL COMFORTABLE WITH ME UP HERE. SO, YOU KNOW, I'M LOOKING AT THE MARKET FOR APPROPRIATE CTE PROGRAMS AND THE SIGN OF THE TIMES AND ALL OF THAT. WE'RE GOING TO BE LOOKING AT INDIVIDUAL NEIGHBORHOODS. JUST WONDERING BECAUSE WHAT IS THE SIGN OF THE TIME AND APPROPRIATE FOR BELLAIRE MAY NOT BE FOR FRENCHTOWN OR SUNNYSIDE. SO I JUST NEED I'M CONCERNED ABOUT WHETHER OR NOT WE'RE GOING TO BE LOOKING AT WHAT IS GOOD FOR THOSE SPECIFIC NEIGHBORHOODS, BECAUSE DON'T GIVE ME SOMETHING THAT I CAN'T USE AND MAKE MONEY WHERE I AM. SO I DON'T I DON'T DISAGREE. I THINK PREPARATION IS PREPARATION. THE JOB MARKET SPEAKS TO TO ALL THAT. I THINK OUR PREPARATION HAS TO SPEAK TO JUST THAT AND ENSURING THAT OUR STUDENTS IN LARGE MASSES ARE PREPARED WITH THE RIGHT CERTIFICATIONS. I DON'T KNOW THAT I AGREE WITH A SPECIFIC NEIGHBORHOOD APPROACH. MY APPROACH WOULD BE MORE SO FOCUSED ON WHAT THE INDUSTRY IS TELLING US FROM A DATA STANDPOINT. IF WE KNOW THAT 70% OF THE OPPORTUNITIES, YOU KNOW YOU NEED A MECHATRONICS OR WHATEVER IT MAY BE IN TERMS OF THE CERTIFICATION, WE WANT TO ENSURE THAT THERE'S MORE OPPORTUNITY THAT SPEAKS TO WHAT THAT DATA SUBSET IS TELLING US. AND MY CONCERN WITH THAT ARE THOSE GRASS ROOTS POSITIONS. FARMERS, AND I MEAN, IF SOME OF THAT STUFF GOES AWAY IN OUR COMMUNITIES, WE'RE GOING TO LOSE SOME JOBS. SOME OF OUR KIDS ARE NOT GOING TO BE EMPLOYABLE. CARPENTRY, YOU KNOW, IF SOME OF THOSE THINGS GO AWAY. WE HAVE I HAVE A CONCERN ABOUT THAT. BUT OF COURSE, I'M SURE YOU'RE GOING TO DO YOUR HOMEWORK AND AGAIN, I'LL LOOK FORWARD TO SEE WHAT IT IS. YES, MA'AM. AND THEY DON'T KNOW WHERE FRENCHTOWN IS. TRUSTEE, BLUEFORD-DANIELS. THEY REALLY DON'T KNOW WHERE FRENCHTOWN IS, BUT FRENCHTOWN IS A SECTION OF FIFTH WARD, SO I KNOW ARE LOOKING AT EACH OTHER LIKE FRENCHTOWN. YES, WE HAVE A FRENCHTOWN AND THEY HAD SKILLS. I WANTED TO ADD THAT. PAGE FIVE. SOMETIMES YOU HAVE TO LAUGH JUST TO KEEP THEM BEING FRUSTRATED, ESPECIALLY THIS TIME OF NIGHT. WITH THE SCHOOL YEAR AND I'M MENTIONING THIS WHEN I WAS TALKING TO SUPERINTENDENT HOUSE 1920 AND 21. WHEN YOU LOOK AT THE AFRICAN AMERICAN NUMBERS AS IT CHANGED FROM 10TH, 11TH GRADE, 10TH, 11, 12TH HISPANICS, 6%, 5%, ALL THE WAY ACROSS THOSE THREE YEARS, 19, 20, 21, OBVIOUSLY 20 BEING THE COVID YEAR. AND ONE THING THAT THINKING OUTSIDE THE BOX THAT I THOUGHT ABOUT WHEN I SAW THIS, THE NUMBERS ARE INCREASING DRASTICALLY, RIGHT? THEY'RE RISING EACH YEAR. AND PART OF THAT IS BECAUSE I BELIEVE I DON'T HAVE ANYTHING TO SUBSTANTIATE IT EXCEPT LIVING IN FRENCHTOWN. BUT PART OF IT IS BECAUSE Y'ALL DON'T HAVE NO FUNNY THIS TIME OF NIGHT, Y'ALL TIRED, Y"ALL NOT EVEN LAUGHING. BUT PART OF IT IS BECAUSE SO MANY OF THE STUDENTS IN IN THIS ETHNICITY GROUP, AFRICAN AMERICAN, HISPANICS, ETC., A LOT OF THOSE PEOPLE, A LOT OF THOSE KIDS LEAVE SCHOOL EARLY BECAUSE THEY HAVE TO GET A JOB. THEY HAVE TO GET A JOB TO HELP SUPPORT THEIR FAMILIES. AND SOMETIMES IN SOME INSTANCES, THEY ALREADY HAVE FAMILIES. SO THAT'S WHY I'M ALWAYS SO STRONGLY PROMOTING INDUSTRY OPPORTUNITIES FOR THESE INDIVIDUALS IN CTE PROGRAMS TO BE ABLE TO GO OUT AND GET A JOB MAKING MORE THAN $15 AN HOUR SO THAT THEY CAN SUPPORT THEIR FAMILIES. SO THESE NUMBERS TELL ME THAT THAT'S PROBABLY WHAT THE MAJORITY OF THESE TWO GROUPS ARE DOING. AND I HOPE THAT YOU ALL ARE LOOKING AT IT LIKE THAT. AND THAT'S WHY WE'VE GOT TO FIND OUT DEFINITIVELY WHAT'S WHAT THESE AREAS, FRENCHTOWN AND VARIOUS OTHER PLACES REQUIRE FOR THEM TO BE ABLE TO HAVE THOSE CTE PROGRAMS. WHAT THEY NEED. THANK YOU DR. MATNEY, AT LEAST YOU SMILED. TRUSTEE CRUZ. THANK YOU. OKAY. A COUPLE OF FOLLOW UP QUESTIONS. [00:45:02] I HAD A SIMILAR QUESTION ON PAGE SEVEN AS TRUSTEE AND ON THIS OR PRESENT ON THIS. SO THE 66% OF STUDENTS SO YOU MENTIONED THAT IT WAS A LARGE MAJORITY WERE THE MICROSOFT WORD. WERE THERE OTHER IBCS EARNED BESIDES THAT? BECAUSE I LOOK AT AND THIS IS KIND OF LIKE NOT JUST MY SECOND QUESTION IS NOT JUST WELL, I GUESS FIRST ANSWER THE FIRST QUESTION AND THEN I'LL GO WITH MY SECOND QUESTION. SO THERE YES, BESIDES MICROSOFT WORD, THERE'S AN OSHA CERTIFICATION THAT STUDENTS CAN EARN. THAT'S ANOTHER POPULAR ONE. I DID SEE THAT ON THE LIST.. AND THAT'S ALSO BEING SUNSETTED. OKAY. SO I MEAN, I'M LOOKING AT THE THE LIST THAT WAS PROVIDED AS PART OF THE Q&A. SO BOTH OF THESE HIGH SCHOOLS, THE RISE CAMPUSES AND THEN REALLY JUST OVERALL, WE HAVE SO MANY PROGRAMS OFFERED AT THESE CAMPUSES. BUT THEN WHEN I LOOK AT WHAT'S ACTUALLY EARNED, IT DOESN'T MATCH UP AND IT DOESN'T ALIGN. HENCE MY QUESTION EARLIER. SO I DO HOPE THAT WE ARE LOOKING AT HOW TO MAKE SURE OUR KIDDOS ARE GETTING CERTIFICATIONS THAT WILL GIVE THEM SOME EARNING POWER. ON PAGE FIVE LOOKING AT OUR STUDENT GROUPS AND YOU KNOW TO TRUSTEE GUIDRY POINT ARE AFRICAN AMERICAN. BOTH 11TH AND 12TH GRADERS HAD THE BIGGEST JUMP AT LEAST THAT I CAN SEE OF ANY STUDENT GROUP WHAT IS WORKING. SO SOME OF THOSE CERTIFICATIONS, SOME OTHER REASON YOU SEE A HIGHER NUMBER AND 11TH AND 12TH GRADERS, SOME OF THEM YOU HAVE TO BE A CERTAIN AGE TO TAKE THE TAKE THE CERTIFICATION TEST. SO YOU HAVE TO BE 18. ACTUALLY, SOME STUDENTS GRADUATE FROM HIGH SCHOOL AND THEN TAKE THE CERTIFICATION TEST. SO THAT'S A REASON THAT YOU SEE KIND OF A NATURAL INCREASE. IT'S AGE RELATED AS WELL. I DON'T KNOW IF DR. MATNEY WANTS TO ADD ANYTHING TO THAT. YOU HIT THE NAIL ON THAT. AND THEN JUST THINKING ABOUT EQUITY OF OPPORTUNITY, YOU KNOW, KIND OF A FOLLOW UP QUESTION TO BOTH ONE OF MY COLLEAGUES COMMENTS AND QUESTIONS. AND THEN ALSO ON THE Q&A, I ASKED A QUESTION ABOUT IF A PROGRAM IS OFFERED FOR A STUDENT AT A SCHOOL, IT SEEMS LIKE THE ONLY OPTION IS TO TRANSFER, WHICH IS WHAT I'M HEARING. IS ANYTHING ARE THERE ANY OTHER CONSIDERATIONS FOR STUDENTS THAT DON'T HAVE SOMETHING OFFERED, LIKE IF THE ONLY OPTION IS TO TRANSFER TO THEIR SCHOOL, BUT IF THAT SCHOOL IS REALLY FAR AWAY OR WHATEVER OTHER BARRIER EXISTS, WHAT CONSIDERATIONS ARE WE MAKING SO THAT STUDENTS DON'T HAVE TO TRAVEL TO BE ABLE TO ACCESS THOSE OPPORTUNITIES? I THINK MAINLY FROM FROM A CONSIDERATION STANDPOINT, AGAIN, I GO BACK TO, YOU KNOW, WHAT IS THE INDUSTRY TELLING US? WHERE ARE THE JOBS, WHERE IS THE EARNING POWER? I THINK THOSE ARE THE THINGS WE HAVE TO PAY CLOSE ATTENTION TO. AND THEN BEYOND THAT, WE KNOW THAT EVERY SCHOOL CAN'T PROVIDE EVERY CT OR CERTIFICATION. SO I THINK IT'S JUST THE BALANCE OF UNDERSTANDING WHAT THE MARKET IS AND MAKING SURE THAT THAT EARNED POWER IS THERE. I WOULD PREFER TO OFFER PROGRAMS WHERE WE KNOW A MAJORITY OF THE KIDS WILL HAVE EARNING POWER AND GET HIRED VERSUS THE IDEA OF COSTUME PROGRAMS THAT DON'T ALLOW FOR STUDENTS TO GO OUT AND HAVE THE KIND OF OPPORTUNITIES THAT MIGHT EXIST. SO WE WANT TO PAY ATTENTION FROM THAT STANDPOINT VERSUS THE IDEA OF, YOU KNOW, WHAT MIGHT NOT PROVIDE THE KIND OF OPPORTUNITY THAT THAT ONE MAY WANT FOR OUR KIDDOS. SO I'D HATE TO SAY THAT, YOU KNOW, TOO BAD, YOU KNOW, YOU HAVE TO TRANSFER, BUT WE WANT TO UTILIZE THE DATA THAT'S IN FRONT OF US, WHAT THE INDUSTRY IS TELLING US AND AND MAKE SURE THAT THOSE ARE THOSE PROGRAMS THAT WE OFFER ARE CONSISTENT WITH WHAT THAT LOOKS LIKE. THAT'S TRUE. TRUSTEE DEIGAARD. SO I'M REFERENCING ONE OF THE ATTACHMENTS IN THE Q&A DOCUMENT ABOUT THE NUMBER OF STUDENTS PER CAMPUS, ALTHOUGH I ALWAYS PREFER THESE TO BE PERCENTAGE BECAUSE SOME OF THESE ARE HIGHER NUMBERS, BECAUSE ARE MORE KIDS ON THAT CAMPUS TO BEGIN WITH. BUT WHAT'S GOING ON AT GATES, THAT'S ONE THAT IS NOT A SMALL HIGH SCHOOL. AND THERE ARE ONLY IF I'M READING THIS CORRECTLY, THERE ARE ONLY FOUR KIDS. I DON'T HAVE THE THE Q&A IN FRONT OF ME, BUT FOUR KIDS IN A PARTICULAR PROGRAM? [00:50:01] NO THE WHOLE CAMPUS REPORTED NUMBER OF STUDENTS IN GRADES NINE THROUGH 12 WITH AT LEAST ONE IBC BY CAMPUS. [INAUDIBLE] I DON'T KNOW IF ANYBODY HAS. THAT IS CORRECT FROM LAST YEAR. YES, THAT IS CORRECT. GOT IT. THE REASON WHY. I DON'T KNOW THAT. WHAT I DO KNOW IS IN TERMS OF SOLUTIONS IS THAT WE'RE LOOKING CLOSELY AT IT. I KNOW THAT WE HAVE TEAMS ON THE GROUND THAT ARE PAYING CLOSE ATTENTION, WORKING WITH THE ADMINISTRATION, WORKING WITH THE TEACHERS TO ENSURE THAT THIS DOESN'T HAPPEN AGAIN IN THE FUTURE. SO WE ARE FOCUSED ON REMEDIES MOVING FORWARD. THERE'S BEEN SIGNIFICANT SUPPORTS THAT HAVE BEEN INVESTED OVER THE COURSE OF THE LAST FEW MONTHS, AND WE'RE LOOKING FORWARD TO YIELDING BETTER RESULTS IN THAT AREA. BECAUSE THERE'S A LONG LIST OF PROGRAMS AT THIS SCHOOL AND THE OTHER ENCOURAGEMENT. AND SO I'M SURPRISED THAT. LIKE, ARE THESE NOT PROGRAMS THAT THE STUDENTS ON THAT CAMPUS ARE PARTICIPATING IN OR IS WHAT'S GOING ON THERE? AS I INDICATED, THE SUPPORTS WE HAVE PAY CLOSE ATTENTION TO. AND THERE IS THERE ARE BOOTS ON THE GROUND TO BE ABLE TO IMPROVE WHAT YOU'VE JUST MENTIONED. OKAY, BECAUSE THAT DIDN'T JUST HAPPEN. I MEAN, THAT WE'RE LOOKING AT 11TH GRADE, SO THERE'S A TRAJECTORY THERE. SO THE STATE ACCOUNTABILITY SYSTEM IS CHANGING. THERE'S ALREADY BEEN SOME QUESTIONS ABOUT THAT. SO, AGAIN, LEANING BACK INTO THE LSG THING, HOW I DON'T KNOW IF YOU'RE PREPARED TO TALK ABOUT HOW YOU'RE GOING TO BE ADJUSTING COURSE. HOW MIGHT WE SEE THAT SHOW UP WITH THE BOARD FOR A BUDGET OR ANYTHING THAT WE MIGHT HAVE TO IT MIGHT BE COMING OUR WAY FROM YOU TO ASK, MR. SUPERINTENDENT. DR.. OKAY. DR. MATNEY, YOU WANT TO SHARE A LITTLE BIT HERE AND THEN DR. BIRD FROM A PROGRAMMATIC STANDPOINT, YOU CAN SHARE SOME OF WHAT WE'RE THINKING THROUGH WITHOUT GIVING AWAY WHAT EXACTLY WHERE WE'RE GOING BEFORE BEFORE A BUDGET. YEAH. SO THE ACCOUNTABILITY SYSTEM, ALTHOUGH NOT FINAL YET, IS ABOUT 94, 95% HARD SET. AND ONE OF THE MOST SIGNIFICANT AREAS OF CHANGE THAT IS BEING PROPOSED IS IN THIS AREA WITH CAREER READY. AND INSTEAD OF STUDENTS BEING CONSIDERED COLLEGE CAREER MILITARY READY BY TAKING A WHAT I CALL A STANDALONE INDUSTRY BASED CERTIFICATION EXAM. SO NOT NECESSARILY ANY COHERENT SEQUENCE WORK BEHIND IT, BUT TAKING THAT STANDALONE EXAM. SO SITTING FOR A WORD EXAM OR AN OSHA 30 EXAM WITHOUT THE COURSEWORK THAT USED TO COUNT GOING FORWARD, IT'S GOING TO HAVE TO BE COUPLED WITH COURSEWORK AND IT'S GOING TO BE PHASED IN ONE COURSE THE FIRST YEAR FOR OUR CURRENT JUNIORS, TWO COURSES FOR OUR CURRENT SOPHOMORES AND THREE COURSES FOR OUR CURRENT FRESHMEN. SO THAT IS GOING TO LOOK DIFFERENT. STUDENTS CAN'T JUST TAKE THAT STANDALONE IBC. MANY STUDENTS ALREADY ARE IN THOSE COHERENT SEQUENCE WITH AN IBC, BUT THAT'S THE MOST SIGNIFICANT CHANGE THAT'S COMING OUR WAY. YEAH. SO AND THEN SO WHAT THAT MEANS IS WE HAVE TO BUILD INFRASTRUCTURE AT SCHOOLS TO MAKE SURE THAT MASTER SCHEDULES ALIGN TO THAT THAT WE HAVE, THAT WE OFFER MORE INDUSTRY BASED CERTIFICATIONS THAN THAT. WE'RE CLOSING THOSE GAPS AND PATHWAYS THAT WE HAVE TO HAVE AT SCHOOLS. BUT LARGELY IT IS IT IS A FUNCTION OF MASTER SCHEDULING AND MAKING AND COUNSELING, MAKING SURE STUDENTS ARE UNDERSTAND THIS IS, YOU KNOW, YOU HAVE TO TAKE NOW THREE COURSES OR TWO WHATEVER THE YEAR THEY ARE IN. AND ULTIMATELY THAT'S BETTER FOR THE STUDENT ANYWAY BECAUSE THEY'RE GOING TO GRADUATE WITH SOMETHING MORE MEANINGFUL AT THE END OF THE DAY. SO THAT'S INFRASTRUCTURE IS BEING HAS BEEN BEING BUILT HAS BEEN WE'VE ALREADY STARTED BUILDING IT AND AND WE'LL CONTINUE TO TO WORK WITH SCHOOLS TO MAKE SURE THAT THAT THAT HAPPENS. AND THEN WE HAVE OUR STUDENTS WHO ARE ALREADY IN A COHERENT SEQUENCE TOWARDS. OH, IT'S ON. I'M NOT GOING TO DO IT. AND DO WE HAVE STUDENTS WHO WERE IN A COHERENT SEQUENCE TOWARDS AN IBC THAT IBC IS NO LONGER GOING TO QUALIFY TO MEET THIS MEET THE ACCOUNTABILITY. AND IF SO, DID THEY GET GRANDFATHERED IN BY TEA? HOW DOES THAT WORK? SO ONE SUCH EXAMPLE IS OSHA 30. IT'S BEING SUNSET. AND SO WE DO HAVE COHERENT SEQUENCES WHERE OSHA 30 CAN BE THE CUMULATIVE IBC. BUT EVEN WITH THAT COHERENT SEQUENCE, OSHA 30 IS NO LONGER GOING TO BE CONSIDERED AS QUALIFYING FOR CCMR. SO AGAIN, THAT WOULD BE ONE OF THE EXAMPLES THAT THE STUDENT MIGHT STILL SIT FOR IT. BUT WE'LL NEED TO GET IN ANOTHER AREA TO QUALIFY FOR CCMR CREDIT. [00:55:01] ARE THOSE PROGRAMS THAT THEN WE THAT WE WOULD SUNSET BECAUSE THEY NO LONGER COUNT FOR CCMR OR I WOULD I THINK IT DEPENDS. EXPENSIVE. YEAH RIGHT. YEAH, I THINK IT DEPENDS. I MEAN SOME SOME OF THOSE PROGRAMS STILL THOUGH DO PROVIDE STUDENTS OPPORTUNITIES FOR WORK. AND SO I THINK AND AGAIN, IT'S DRIVEN BY STUDENT DEMAND. SO IF YOU KNOW, IF THERE IF YOU HAVE ENOUGH DEMAND FOR THE CLASS THEY'RE SITTING AND THEY'RE DOING IT, THEN THAT'S FINE. BUT AND THEN THERE'S OTHER OPPORTUNITIES FOR STUDENTS TO EARN THOSE THAT POINT AS WELL THROUGH TESTING AND THROUGH OTHER. YEAH. ALL RIGHT. THANK YOU. THAT MAKES SENSE. TRUSTEE WADE, I HAVE A QUICK QUESTION. SO DO YOU FEEL LIKE THIS PHASING IN THESE STEPS, THESE THREE CLASSES TO TWO CLASSES, THE YOU CALLED IT, WHAT HOW WOULD YOU DESCRIBE IT? SO DEPENDING ON THE YEAR OF THE STUDENT. SO THE JUNIORS IS ONE CLASS. RIGHT, BUT YOU CALLED THE SEQUENCE SEQUENCE A COHERENT, COHERENT SEQUENCE, YEAH. DO YOU FEEL LIKE THAT THAT IS A MOTIVATOR FOR KIDS TO, ONE, STAY IN SCHOOL? AND HAVE YOU ALL BEEN SEEING? PROBABLY NOT YET, BUT DO YOU FEEL LIKE THAT IS AN OPPORTUNITY FOR US TO KEEP KIDS MOTIVATED TO CONTINUE ON IN HISD AND IN THEIR SCHOOL, IN THEIR CAMPUSES? I CERTAINLY HOPE SO. AND THAT THAT'S WHY WE'RE LOOKING AT THE PROGRAMS THAT WE OFFERED TO TRUSTEE BLUEFORD-DANIELS EARLIER. QUESTION LIKE WHAT PROGRAMS ARE DRIVING KIDS TO TO STAY AND COMPLETE? BECAUSE IT DOESN'T IT'S, YOU KNOW, I THINK OVERALL THIS IS PROBABLY A GOOD CHANGE. IT MIGHT BE PAINFUL FOR A COUPLE OF YEARS, BUT OVERALL, LIKE STUDENTS WILL BE ABLE TO NOW REALLY KIND OF COMMIT TO SOMETHING. SO, YEAH, THANK YOU. ANYBODY ELSE. OKAY. I HAVE A COUPLE OF QUESTIONS. HOW ARE WE ENSURING THAT STUDENTS DON'T GET TRAPPED AND ARE ONLY GETTING INDUSTRY BASED CERTIFICATIONS AND NOT NECESSARILY BEING EXPOSED TO AP CLASSES, ETC.? WELL, SO WE HAVE PRETTY ROBUST, ROBUST COUNSELING SERVICES AROUND COLLEGE AND CAREER. SO WE HAVE INVESTED QUITE A LOT IN STUDENTS AND THE STUDENTS COMPLETE A PERSONALIZED GRADUATION PLAN. SO THERE ARE LOTS OF OPPORTUNITIES FOR KIDS TO EXPLORE MULTIPLE OPTIONS. IT IS TRUE THAT'S A FUNCTION OF SCHEDULING AT SOME OF OUR SCHOOLS. HOW MANY OPTIONS YOU HAVE BASED ON THE NUMBER OF CREDITS YOU NEED. SO THERE IS THIS COUNSELING WORK ALSO THAT THEY'RE NAVIGATING THAT FOR STUDENTS. BUT WE DO WANT TO GO I MEAN, THERE ARE CTE PATHWAYS THAT KIDS TAKE ADVANCED COURSEWORK ALSO. AND SO WE DO WANT TO GIVE KIDS MULTIPLE OPPORTUNITIES TO TAKE TO DEMONSTRATE PROFICIENCY AND LOTS OF WAYS. IS THERE ANY ALIGNMENT ON? IS THERE ANY DATA ON ALIGNMENT BETWEEN OFFERINGS AT CERTAIN SCHOOLS AND CERTAIN CAMPUSES? I'M SORRY, CAN YOU ALIGNMENT IN TERMS OF OR IS ANY DATA ON THE ALIGNMENT BETWEEN OFFERINGS AND THEN THE.. COMPLETION. COMPLETIONS YEAH, THERE PROBABLY IS, BUT I DON'T HAVE IT RIGHT NOW. WE CAN DO THAT THROUGH A REFERRAL. OKAY. AND SO OUR STUDENTS COUNSELED ON WHAT THE EFFECT OF THEM MAYBE NOT COMPLETING THEIR CERTIFICATION OR HOW THEY WOULD BE ABLE TO COMPLETE A NEW CERTIFICATION IN THE TIMELINE OF THE FOUR YEARS OF HIGH SCHOOL. I THINK THAT'S ABOUT TO BECOME MUCH MORE IMPORTANT NOW THAT THESE ACCOUNTABILITY CHANGES ARE HAPPENING AND YOU DO HAVE TO HAVE A COHERENT SEQUENCE. I THINK THAT I MEAN, HOPEFULLY OUR COUNSELORS ARE TALKING TO STUDENTS ABOUT THAT, BUT NOW WE'RE GOING TO HAVE TO DO SOME TRAINING TO ENSURE THAT THAT'S HAPPENING AT ALL CAMPUSES BECAUSE YOU HAVE TO HAVE THE CLEARANCE SEQUENCE. SO THAT'S GOING TO BE MORE IMPORTANT THAN IT HAS BEEN IN THE PAST. MORE ON THE TOP OF THE RADAR PROBABLY THAN THAT HAS BEEN IN THE PAST. AND THEN MY LAST QUESTION IS, I KNOW FOR APS THAT ARE NOT OFFERED EVERYWHERE, THERE'S TRAVELING AP TEACHERS. I DON'T KNOW IF THAT'S BEEN EFFECTIVE OR NOT, BUT HAS THAT IDEA BEEN TRANSFERRED TO MAYBE CTE OR THIS INDUSTRY BASED CERTIFICATIONS? SO IT'S TOO NEW TO TELL IF IT'S WORKING YET AND AP. BUT YEAH, I MEAN, I THINK AS WE HAVE TO RESPOND TO THESE CHANGES AND WE WANT TO TO TRUSTEE BLUEFORD-DANIELS EARLIER POINT, GIVE STUDENTS THE MAXIMUM OPPORTUNITY, WE'RE GOING TO LOOK AT DIFFERENT WAYS THAT WE CAN DO THAT TO MAKE SURE THAT WE'RE MAXIMIZING STUDENTS OPPORTUNITIES, BUT WE HAVE NOT COMMITTED TO THAT. WE'RE JUST THERE'S SOMETHING WE HAVE TO LOOK AT. IF I MAY ADD, THOUGH, ONE EXAMPLE OF SOMETHING THAT DOES IS SOMEWHAT SIMILAR TO WHAT WE'RE DOING WITH ADVANCED PLACEMENT IS BARBARA JORDAN COMPUTER CENTER, WHICH IS A HUB WHERE STUDENTS FROM I THINK ABOUT TEN DIFFERENT SCHOOLS SPEND PART OF THEIR TIME BECAUSE A LOT OF THE CT PROGRAMS ARE HANDS ON. THEY REQUIRE SPECIALIZED EQUIPMENT, TEACHER WITH A CERTAIN KIND OF BACKGROUND AND CREDENTIAL. SO THAT HAS BEEN VERY SUCCESSFUL ALSO IN TERMS OF SHARING A SPACE WITH STUDENTS FROM SURROUNDING SCHOOLS AND BRINGING THEM IN PART OF THE DAY. [01:00:08] IT HAS BEEN. YES. YES. YEAH. AWESOME. THANK YOU. WE WILL NOW MOVE TO ACCEPT THE PRESENTATION GIVEN TO US. MAY I HAVE A MOTION? DEIGAARD SECOND. WE HAVE A MOTION BY TRUSTEE BLUEFORD-DANIELS AND A SECOND BY TRUSTEE DEIGAARD. PLEASE VOTE. WE HAVE EIGHT IN FAVOR, ZERO OPPOSED AND ZERO ABSTENTIONS. OUR NEXT ORDER OF BUSINESS IS TO CONSIDER ITEMS TO BE PRESENTED AT THE REGULAR BOARD MEETING OF FEBRUARY NINE, 2023. AS A REMINDER, TRUSTEES, EVERYONE HAD AN OPPORTUNITY PRIOR TO THIS MEETING TO SUBMIT QUESTIONS TO THE ADMINISTRATION. THE Q&A DOCUMENT WAS SENT TO ALL TRUSTEES VIA EMAIL AND IS IN YOUR SHAREPOINT FOLDER UNDER FEBRUARY BOARD MEETING DOCUMENTS AND HAS BEEN POSTED ON THE DISTRICT WEBSITE. FOUR ITEMS HAVE BEEN PULLED FOR DISCUSSION THIS EVENING BY TRUSTEE WADE, TRUSTEE CRUZ AND TRUSTEE BLUEFORD-DANIELS. KEEPING CONSISTENT WITH OUR NORMS AT THE AGENDA REVIEW, WE WILL DO TWO ROUNDS OF 2 MINUTES PER TRUSTEE FOR EACH ITEM. IF TRUSTEES WOULD LIKE TO ADD ADDITIONAL TIME FOR COMMENTS AND DISCUSSION THAT CAN BE DONE BY THE WILL OF THE BOARD WITH THE MOTION SECOND AND A VOTE. THE FIRST ITEM BEING HELD IS ITEM F ONE, APPROVAL OF THE 2023-2024 ACADEMIC CALENDAR. TRUSTEE WADE. YES I'M THINKING. OKAY, THANK YOU FOR SO I WANTED TO ASK ABOUT THE CALENDAR AND I'M SORRY. OKAY, SO ON THE CALENDAR. I JUST WANT TO MAKE THE OR ASK THE QUESTION. HMM. I REALIZE THEY WERE RESTRAINT THERE WERE CONSTRAINTS THAT ARE SAID IN WHAT WE CAN AND CAN'T DO. HAVE WE MADE DID THE COMMITTEES MAKE CLEAR THAT IN WORKING WITH ALL THE OTHER CALENDARS ACROSS, AS MANY OPPORTUNITIES TO LOOK AT DATES AS POSSIBLE, THE CALENDAR CREATES ISSUES. WHAT WE'VE HEARD FROM ESPECIALLY PARENTS WHO ARE TRYING TO WORK AND THESE ARE SOME OF THESE HOLIDAYS THEY HAVE TO HAVE I GET THERE'S RESTRICTIONS, BUT I JUST WANTED TO MAKE SURE THAT IT WAS A COMPREHENSIVE LOOK AT ALL OF THOSE THINGS. SURE. SO WE GOT FEEDBACK FROM WE PUT A SURVEY OUT. WE GOT FEEDBACK FROM OVER 9000 CONSTITUENTS. AND AS YOU CAN IMAGINE, DEPENDING ON THE CONSTITUENCY GROUP, THAT PEOPLE HAVE THEIR DESIRES. SO WE TRY TO, YOU KNOW, WE BALANCE AND WE TRY TO LOOK AT OTHER SURROUNDING DISTRICTS FOR SOME HOLIDAYS TO MAKE SURE BECAUSE PEOPLE THAT, YOU KNOW, HAVE FOR OUR EMPLOYEES, EVEN HAVE KIDS IN OTHER DISTRICTS. SO WE TRY TO LOOK AT THOSE KIND OF THINGS TO BALANCE. WE ARE UNDER THE BIGGEST CONSTRAINT WE HAVE IS THAT WE'RE NOT ALLOWED TO START UNTIL THE FOURTH MONDAY IN AUGUST, AND THAT DOES PROVIDE SOME IMBALANCE IN THE SEMESTER. SO THAT'S WHY YOU SEE WE TRY TO HAVE FEWER HOLIDAYS IN THE FALL. OF COURSE, YOU CAN'T AVOID THE ONES THAT WE HAVE. THANKSGIVING IS, YOU KNOW, SO WE DO HAVE IMBALANCE. AND THAT'S WHY I TRY TO HAVE THIS. WHEN WE PUSHED OUT THE ENDING OF THE SEMESTER TILL TO THE 22ND OF DECEMBER, THAT WOULD BE THE END OF THE SEMESTER. SO IT'D BE MORE IMPORTANT FOR US TO CONSIDER D.O., THE DISTRICT OF INNOVATION OPPORTUNITIES GOING FORWARD? CERTAINLY [INAUDIBLE] THANK YOU. AND FOR THE RECORD, ONE OF THE ITEMS WAS PULLED BY TRUSTEE ALLEN NOT TRUSTEE BLUEFORD-DANIELS. THE NEXT ITEM BEING HELD IS H THREE, APPROVAL TO NEGOTIATE, EXECUTE AND AMEND A CONSTRUCTION CONTRACT FOR A VISION PLAZA AT BOOKER T WASHINGTON HIGH SCHOOL. LISTED ON THIS, I WAS IN THE QUEUE FOR THE OTHER ONE. THAT'S OKAY. I JUST. I KIND OF GOT THERE LATE. OKAY, GO AHEAD. SO IN TERMS OF THE CALENDAR AND I AM FULLY SUPPORTIVE OF DISTRICT OF INNOVATION AS WELL, SO THAT WE'RE NOT CONSTRAINED BY THIS. MY QUESTION IS, THOUGH, IN TERMS OF LIKE ENDING LATER, I GUESS THE THE FIRST SEMESTER CUT OFF, BECAUSE I KNOW BEFORE THE FIRST SEMESTER, LIKE FOR SOME REASON WE CAME BACK AND DID FINALS AFTERWARDS. AND SO I GUESS MY QUESTION IS, IS PART OF THAT ALSO LIKE, IS THERE A REASON WHY WE WOULDN'T COME BACK? YES. LIKE TAKE OUR BREAK EARLIER IN DECEMBER AND COME BACK AND FINISH THE FIRST SEMESTER. [01:05:03] LIKE, I REMEMBER THERE WAS A RATIONALE, I THINK, IN TERMS OF TRANSCRIPTS. BUT YEAH, SO IT IS FOR SENIORS IT DOES THE SEMESTER CUTOFF AND THEM APPLYING TO COLLEGE THAT DOES HAVE AN IMPACT ON THEM AND IT'S ALWAYS BEEN THAT. I'LL JUST TELL YOU, AS A FORMER HIGH SCHOOL TEACHER, YOU ALWAYS WANT TO END THE SEMESTER BEFORE BECAUSE THEN KIDS HAVE TO STUDY OVER FOR FINALS AND THINGS LIKE THAT. THAT'S ANOTHER REASON. AND ACTUALLY THERE IS AN IMBALANCE. BUT IF YOU THINK ABOUT THE AMOUNT, THERE'S A GOOD NUMBER OF DAYS OF TESTING IN THE SPRING. SO WHEN YOU TAKE THOSE DAYS OUT, IT SORT OF BALANCES OUT, EVEN THOUGH IT LOOKS ON THE CALENDAR LIKE THE NUMBER OF DAYS IS DIFFERENT. BUT THERE'S THERE IS SOME SOME NATURAL BALANCING BECAUSE OF TESTING. OKAY. THAT'S HELPFUL TO KNOW AND MAKE SENSE. SO THAT WAS REALLY MY ONLY CLARIFICATION. THANK YOU. ANYBODY ELSE FOR THIS ITEM. TRUSTEE DEIGAARD. SO THE PROBLEM THAT YOU JUST DESCRIBED, IF WE WERE A DISTRICT OF INNOVATION AND WE COULD START EARLIER IN AUGUST, THAT WOULD BE A NON-ISSUE, RIGHT? CORRECT. CORRECT. YEAH. IS IT POSSIBLE FOR US TO DO THAT FOR THE COMING SCHOOL YEAR AND THE JUSTICE CALENDAR? THE COMING ONE IS THE 2324 YEAR. IT IS NOT POSSIBLE TO DO THAT BECAUSE YOU HAVE TO. IT'S AN APPLICATION PROCESS. SO IT WOULD HAVE TO BE FOR 24-25, YEAH, 24-25 ARE THERE ANY NEXT STEPS THAT THE BOARD WOULD HAVE TO TAKE IN ORDER TO BE ABLE TO DO THAT? NEXT STEPS FOR THE BOARD? YES. I THINK IT'S JUST THE SUPPORT WHEN IT'S ALL SAID AND DONE AND WHEN IT'S WHEN IT'S BROUGHT TO YOU, MAKING SURE THAT THE BOARD IS CONNECTED AND ON BOARD WITH IT. SO YOU GO THROUGH DAC AS WELL, CORRECT? SO THERE ARE A COUPLE OF STEPS. THE DAC DOES HAVE TO APPROVE IT BEFORE IT COMES TO THE BOARD FOR APPROVAL. AND SO THAT I BELIEVE THAT IN THIS DISTRICT WE'VE GONE THROUGH THIS PROCESS ONCE BEFORE. BUT WE ALSO HAVE TO PUT IT OUT FOR PUBLIC COMMENT WHAT THE PLAN IS. SO IT IT IS VERY LENGTHY, BUT THE DAC APPROVES IT AND THEN THE TRUSTEES APPROVE IT. TRUSTEE BLUEFORD-DANIELS. WELL, I WAS JUST CURIOUS HOW WE GOT TO TALKING ABOUT THE DAC, ABOUT THE DISTRICT OF INNOVATION RIGHT NOW. DO I? HOW DID WE GET THERE? CALENDAR. OH, BECAUSE OF THE CALENDAR. OK, OK. ALL RIGHT, BECAUSE I KNOW IT'S GOING TO BE A LONG FIGHT ABOUT THAT DOI. DO YOU OK ANYBODY ELSE IN THE QUEUE FOR THIS ITEM? OK, THE NEXT ITEM BEING HELD IS H3, APPROVAL TO NEGOTIATE AND EXECUTE AND AMEND A CONSTRUCTION CONTRACT FOR A VISION PLAZA AT BOOKER T WASHINGTON HIGH SCHOOL. PLEASE INDICATE YOUR TRUSTEE WADE. THANK YOU. SO I HAVE A COUPLE OF QUESTIONS ON THIS ITEM, AND THAT IS IN THE DESCRIPTION IT DISCUSSES ABOUT POSSIBLE. WHAT DOES IT SAY? IT SAYS THAT FOCUSED ON OUTDOOR LEARNING AND ENVIRONMENT, ALTERNATIVE ENERGY ALONG WITH SUSTAINABLE ARCHITECTURAL SYSTEM, AGRICULTURAL SYSTEM. SO HOW MUCH CLASSROOM ACTUAL CREDITS WOULD BE AVAILABLE? CTE CREDITS? WOULD THAT BE CLASSROOM ACTUAL CREDITS ACCORDING TO THAT DESCRIPTION THAT THEY HAVE THERE, AS WELL AS WHO WOULD THEN MAINTAIN THESE SYSTEMS IN THE FUTURE IF WE PLUS IF YOU CHANGE SCHOOL LEADERSHIP. HOW WOULD THAT KEEP? IF THERE'S NO SYSTEM AROUND IT, HOW WOULD IT KEEP HOW IT BE MAINTAINED? DR. BIRD, DO YOU HAVE SOME INSIGHT IN REFERENCE TO THE PROGRAMMATIC PIECE? I'M FAIRLY CERTAIN ABOUT THE FEDERAL FUNDING AND KIND OF WHERE IT CAME FROM. YEAH, BUT I DON'T. BUT I CAN GET IT FOR YOU IN WRITING. I DON'T HAVE IT RIGHT NOW, BUT I CAN GET IT FOR YOU. OKAY. THANK YOU. HEADS OF SUSTAINABILITY AND LEADERSHIP CHANGE. ONE OF THE THINGS WE'RE WORKING ON FROM THE SCHOOLS OFFICE IS IDENTIFYING THINGS THAT NEED TO REMAIN STABLE IN THE EVENT THAT THERE ARE PRINCIPAL TRANSITIONS, NOT ONLY [01:10:04] IN THIS SITUATION, BUT ACROSS THE DISTRICT, SO THAT THERE IS MORE STABILITY DURING PRINCIPAL CHANGES AND THE MOST ESSENTIAL OPPORTUNITIES IN A SCHOOL ARE MAINTAINED. AND IF THERE IS A NEED TO CHANGE IT, IT GOES TO STAKEHOLDERS BEFORE IT'S CHANGED. SO IT'S NOT JUST AN ARBITRARY I GOT A NEW PRINCIPAL, SO I DON'T WANT THIS ANYMORE. IT NEEDS TO GO THROUGH A SERIES OF STAKEHOLDER ENGAGEMENTS IN ORDER FOR A PRINCIPAL TO JUST TO BE ABLE TO MAKE CHANGES ON SOME THINGS, IF THAT HELPS. I APPRECIATE IT. THANK YOU. THE STRONG COMMUNITY ADVOCACY GROUP THE C. WASHINGTON ALUMNI WAS INSTRUMENTAL IN OBTAINING FUNDING FOR THAT, ALONG WITH THE CONGRESSWOMAN SHEILA JACKSON LEE. THAT WAS OVER $1,000,000 THAT WAS BROUGHT DOWN FOR THAT AND AND ACTUALLY PRÉVUE OTHER PEOPLE INVESTED IN THAT PROGRAM. SO AND I'M GLAD YOU ASKED THAT QUESTION BECAUSE IT'S IT'S A GOOD PROGRAM FOR THE YOUNG PEOPLE THAT HAVE A GARDEN OUT THERE AND HOW TO GROW VEGETABLES. SO TO YOUR QUESTION ABOUT CTE, THAT IN ITSELF WILL BE SOME CREDIT, BUT MORE IMPORTANTLY, IT WILL BE LIFE SUSTAINING SKILLS TO SHOW THEM HOW TO GARDEN AND JUST TO HAVE A COMP, A SITTING THAT'S GOING TO SHOWCASE BOOKS TO WATCHING THE STATUE ITSELF AND. Q OH, OKAY. OH, WHAT IN MY TIME WAS IT GUIDRY BUT IT'S MY SCHOOL. I'LL TRY IT THIS TIME. OKAY. MY COLLEAGUE TO CONTINUE OK. THANK YOU. THANK YOU FOR YIELDING. AND I'M SORRY. MY APOLOGIES TO YOU ALL. WHEN SHE ASKED ABOUT BOOKER T WASHINGTON PROJECT IS SO IMPORTANT TO THAT COMMUNITY OVER THERE, AND WHEN THE SCHOOL WAS REBUILT, IT DIDN'T EVEN HAVE A STATUE OF BOOKER T WASHINGTON. SO THAT'S PART OF WHAT THE THE PLAZA THE VISION OF THE PLAZA WAS BASED ON. AND I THINK I THINK. DIDN'T YOU VISIT WITH ME ONE TIME? OKAY. YEAH. SO IT'S REALLY GOOD. I'M REALLY, REALLY PROUD OF THAT PROGRAM. YOU KNOW, WE TALK ABOUT A LOT OF PROGRAMS AND NEEDING SOME HELP, BUT THAT'S THAT'S NOT ONE BECAUSE IT'S GOTTEN QUITE A BIT OF FUNDING SUPPORT FROM THE VARIOUS PEOPLE IN THE COMMUNITY GROUPS AND THE CONGRESS PEOPLE AND THE SENATORS. SENATOR WHITMIRE SUPPORTED IT AS WELL. THANK YOU. THANK YOU. I, I HAVE A QUESTION ABOUT THIS. IN THE FIRST PARAGRAPH, THE LAST SENTENCE SAYS, IN THE EVENT ADDITIONAL FUNDING BECOMES AVAILABLE, THE HOUSTON INDEPENDENT SCHOOL DISTRICT OFFICE WILL OF CONSTRUCTION SERVICES WILL REQUEST HISD BOARD OF EDUCATION APPROVAL FOR A SUBSEQUENT CONSTRUCTION CONTRACT. WHAT IS WHAT WOULD WE ASK? WHAT WOULD THE APPROVAL BE FOR? WHAT OTHER CONSTRUCTION WOULD NEED TO BE DONE? MRS. PAUL, ARE YOU UP TO SPEED IN TERMS OF THAT LAST, LAST SENTENCE? IF NOT, WE'LL WE'LL PROVIDE PROVIDE THE INSIGHT IN WRITING. YEAH. THANK YOU. OKAY. THE NEXT ITEM BEING HELD FOR DISCUSSION IS I WANT APPROVAL OF VENDOR AWARDS FOR PURCHASES OVER 100,000 AND RATIFICATION OF VENDOR AWARDS FOR PURCHASES UNDER 100,000 PER PROJECT. NUMBER 19-10-12 RFP DATABASE TRACKING SYSTEM FOR STUDENT NON INSTRUCTIONAL NEEDS. TRUSTEE WADE. OH, THANK YOU, PAT. MY QUESTION ABOUT THIS PROJECT IS I UNDERSTAND WHAT WE'RE DOING WITH PURPLE AND I UNDERSTAND THE BASELINE. WHAT I REALLY WANT TO UNDERSTAND, THOUGH, IS WHAT IS DIFFERENT ABOUT THIS DATABASE TRACKING SYSTEM THAN WHAT WE CURRENTLY ARE USING SINCE WE ARE USING PURPLE CURRENTLY. SO IS THIS AN ADDITION? THIS IS AN ADDITIONAL THING AND THIS IS BEING SOMETHING THAT WE'RE USING. WHAT'S THE DIFFERENCE BETWEEN WHAT WE HAVE NOW AND WHAT WE'RE ASKING TO GET? I'M GOING TO ASK DR. CANDICE CASTILLO TO COME UP AND JOIN US AND SHE'LL GIVE SOME SOME INSIGHT AROUND EXACTLY WHAT THIS MEANS. THANK YOU, SUPERINTENDENT. GOOD EVENING, EVERYONE. SO THIS IS JUST AN INCREASE THAT WE ARE KIND OF FORECASTING BECAUSE WE WERE INITIALLY UTILIZING PURPLE JUST WITH OUR WRAP AROUND DEPARTMENT. NOW THAT WE HAVE THIS UMBRELLA OF STUDENT SUPPORTS AND WE HAVE ADDED COUNSELORS AND SOCIAL WORKERS TO THAT CAMPUS, WE ARE TRACKING, WE ARE ADDING USERS TO BE ABLE [01:15:09] TO MORE HOLISTICALLY TRACK ALL THE SUPPORTS OR DOCUMENTED ACTIONS THAT A STUDENT RECEIVE. AND THEREFORE, IN THE EVENT THAT WE GO OVER A CERTAIN AMOUNT OF USERS BECAUSE THERE IS A COST TO THAT DEVELOPMENT AND MAINTENANCE ON THE TECHNOLOGY SIDE, WE WOULD NEED TO INCREASE THAT FIRST APPROVE. SO WE'RE NOT BUYING ANYTHING ELSE OR ADDING A NEW SYSTEM, WE'RE JUST ADDING THE TOP OR THE MAX OF OUR ACTUAL CONTRACT TO BE ABLE TO ADD USERS TO IT. SO LIKE A SUBSCRIBE, I MEAN, YOU'RE JUST GOING TO THAT NEXT TO THE UPPER LEVEL SUBSCRIPTION SYSTEM. EXACTLY. SO RIGHT NOW WE HAVE OVER 500 USERS AND WE HAVE TWO TEAMS. SO CANCEL OUR SOCIAL WORKERS AND OUR WRAPAROUND SPECIALISTS. WE'RE ALSO ADDING OUR STUDENT ASSISTANT TEAMS AND THEN EVENTUALLY WE WANT TO ADD OTHER PIECES OF WHAT IS CONSIDERED OUR STUDENT SUPPORT SERVICES TEAM TO BE ABLE TO TRACK ALL THOSE DOCUMENTED ACTIONS FOR THE STUDENT IN ONE SYSTEM. SO IF WE GET TO 700 USERS, WE ARE FORECASTING THAT THAT WILL BE WE NEED TO ELEVATE THE COST SO WE CAN COVER THE ADDITIONAL COST PER USER. SO YES, SORT OF LIKE A SUBSCRIPTION. AND WITH THAT QUESTION, THE DATA THAT WE ARE GETTING FROM THIS INSTRUMENT, IS IT HELPING US UNDERSTAND THE NEED, THE. KEEPING CHILDREN IN SCHOOL. I THINK THAT'S THE ULTIMATE GOAL OF IT. HAVE WE FOUND IT TO BE SUCCESSFUL? SO WE HAVE FOUND IT TO BE SUCCESSFUL IN WHAT WE HAVE BEEN USING IT SO FAR, WHICH IS BEING ABLE TO GIVE OUR STAKEHOLDERS, BOTH STUDENTS, TEACHERS OR PARENTS, THE ABILITY TO SUBMIT A REQUEST TO OUR TEAM ASKING FOR ANY KIND OF SUPPORT IN THE NON INSTRUCTIONAL SIDE. AND THEN OUR SUPPORT TEAM EVALUATES THAT REQUEST OR THAT STUDENT A SYSTEM FORM. THEY TRY TO MATCH THE NEED, WHETHER IT'S WITH AN ACTUAL RESOURCE OR A SERVICE REFERRAL AND THEN DOCUMENT WHAT SUPPORT THE STUDENT HAS RECEIVED THERE SO THAT WE CAN, YOU KNOW, HOLISTICALLY SEE WHAT ELSE WE NEED THEM. SO THE STUDENT IS READY TO RECEIVE THAT ACADEMIC INSTRUCTION, BUT UNDERSTANDING THAT THERE ARE ADDITIONAL SUPPORTS THAT MIGHT NOT BE NECESSARILY TUTORIALS THAT THE STUDENT NEEDS. SO THE PLATFORM ALLOWS US TO CREATE THAT ECOSYSTEM WHERE, YOU KNOW, IF THE COUNSELOR IS LOOKING AT IT, THEY CAN SEE LIKE WHAT RESOURCES HAS BEEN PROVIDED BY WRAPAROUND OR THE OTHER WAY AROUND. IT ALSO ALLOWS US TO SEE WHAT ADDITIONAL SUPPORT ANY OTHER TEAM, WHAT KIND OF SPECIAL POPULATION THE STUDENT MIGHT BE, ALSO BE PART OF, SO THAT WE ARE ENSURING THAT WE ARE MONITORING THE RIGHT TYPE OF SUPPORT FOR THE STUDENT. THANK YOU. AND IF I MAY ADD, IT ALSO HELPS US GALVANIZE AND SEEK ADDITIONAL COMMUNITY SUPPORT. IN FACT, JUST RECENTLY WE DID AN EVENT IN PARTNERSHIP WITH THE KINDER INSTITUTE HOUSTON EDUCATION RESEARCH CONSORTIUM AT THE HOUSTON FOOD BANK, WHERE WE CONVENE DOZENS OF COMMUNITY ORGANIZATIONS, NON-PROFITS, FOUNDATIONS, ORGANIZATIONS THAT WANT TO HELP OUR STUDENTS. AND SO WE WERE ABLE TO LEVERAGE DATA THAT WE GOT FROM THE SURVEY FROM PURPLE, SHARE IT WITH THEM, AND THERE WAS A CALL TO ACTION FOR THEM TO PARTNER WITH US. AND ALREADY THERE'S BEEN A GREAT RESPONSE FROM ORGANIZATIONS THAT NOW WANT TO STEP UP AND GIVE OUR SCHOOLS AND STUDENTS MORE RESOURCES. GREAT. THANK YOU VERY MUCH. APPRECIATE THAT. THANK YOU. TRUSTEE ALLEN. IT'S LIKE. IT'S LIKE, WHAT'S MY NAME? THANK YOU. MY QUESTION WAS ON THIS SAME ISSUE. I DO MY HOMEWORK AND I STARTED LOOKING FOR THE PROJECT DESCRIPTION FOR 1910 AND 12 ON THE VENDOR SITE. I COULD NOT FIND THAT PROGRAM DESCRIPTION. I COULD NOT FIND PRO [INAUDIBLE] AND IT DOES NOT SAY THAT WHATEVER THAT WORD IS, THEY KNOW WHAT I'M SAYING. SO I COULD NOT FIND THE VENDOR, COULD NOT FIND THE PROGRAM DESCRIPTION. THE THING THAT WE ARE ASKING TO APPROVE IS ASKING FOR AN INCREASE AN NTE INCREASE. IT DIDN'T ASK FOR ADDITIONAL VENDORS. SO WHERE DO I FIND THIS VENDOR AND WHERE DO I FIND THIS PROGRAM DESCRIPTION ON THE VENDOR WEBSITE. YES, WE COULD DO THIS HERE. SORRY. THANK YOU VERY MUCH. THAT'S OKAY. BECAUSE I LOOKED UP 19-10-12. IS THERE SOME WAY ELSE I SHOULD HAVE LOOKED UP? SO ARE YOU SPEAKING ON THE INTERNAL SITE FOR HISD? THE VENDOR SITE THAT YOU SHOWED ME A LONG TIME AGO. [01:20:01] THE APPROVED VENDOR LIST. SO THIS WOULDN'T BE ON APPROVE VENDOR LIST BECAUSE THIS ISN'T A PROJECT THAT IT'S NOT LIKE OFFICE SUPPLIES. IT'S NOT A PROJECT THAT A CAMPUS WOULD GO AND UTILIZE. THIS IS COMING MORE FROM A DEPARTMENT THAN IT IS FROM A CAMPUS. SO THE APPROVED VENDOR LIST IS THINGS THAT CAMPUSES WOULD UTILIZE ON ON A DAY TO DAY BASIS THAT THEY WOULD GO TO THE VENDOR LIST. IF THE ABL LIST TO SEEK OUT A VENDOR. OK LIKE IF WE MOVE THAT SCREEN DOWN TO THE NEXT THE ONE JUST BEFORE IT. PRIOR TO THIS PROJECT. YES THAT ONE FOR THE NATIONAL RESTAURANT ASSOCIATION SOLUTIONS. I LOOKED UP 23 1206 48 BECAUSE I HAVE AN ISSUE WITH SOMETIMES WHEN THERE'S A MONOPOLY AT WHAT I CONSIDER A MONOPOLY AND THEY START TO CHARGE HISD AMOUNTS THAN THEY CHARGE REGULAR PEOPLE. I USED TO SEE THAT ALL THE TIME, SO I ALWAYS SEARCH. SO I SEARCHED NATIONAL RESTAURANT ASSOCIATION SOLUTIONS AND THEN I WENT TO THE VENDOR LIST TO SEE WHO ELSE WE HAD SO THAT WE HAD ACE, WE HAD [INAUDIBLE], WE HAD FIRST CHOICE. SO THERE WAS A LOT OF PLACES THAT YOU CAN BUY THE CULINARY ARTS STUFF. SO WHAT I COULD NOT FIND WAS THE 1910-12. SO SPECIFIC TO THIS PROJECT, THIS IS A BRAND NEW PROJECT, SO IT WOULDN'T BE ON THE ABL UNTIL THE BOARD APPROVES IT. THE VENDORS THAT YOU REFERENCED ACE, THAT'S FOR SUPPLIES. THIS PROJECT IS FOR SURF SAFE CERTIFICATES FOR STUDENTS. OKAY, BUT I STILL COULDN'T FIND ANYTHING FROM 1910-12. SO AGAIN, THIS WOULD NOT BE A PROJECT THAT WE WOULD LOAD.. BECAUSE AGAIN, IT COMES FROM THE DEPARTMENT AND NOT FROM THE SCHOOLS. SO IT'S NOT A PROJECT THAT A CAMPUS IT'S NOT LIKE OFFICE SUPPLIES. IT WOULDN'T BE LIKE THE THE PROJECT THAT YOU REFERENCED PRIOR WITH THE NATIONAL. THERE'S A BIG LOAD OF NON INSTRUCTIONAL PEOPLE THAT DOES DATA STUFF THAT'S NOT FOR THE SCHOOL. IF I WHEN I LOOKED UP I LOOKED UP 208-11 AND IT GAVE ME A WHOLE BUNCH OF NON INSTRUCTIONAL. IS 20-0811 ON THIS SPORT AGENDA. YES. BUT I THINK I LOOKED UP 208-80, WHATEVER IT IS I PUT IN THE WORD NON INSTRUCTIONAL AND IT GAVE ME A WHOLE BUNCH OF NON INSTRUCTIONAL DATA PLACES THAT BUT NOT THIS. SO THOSE ARE PROBABLY AWARDED UNDER A DIFFERENT PROJECT THAT HAVE A DIFFERENT SCOPE OF WORK BUT ARE CATEGORIZED UNDER THE CODE NON INSTRUCTIONAL. THANK YOU. TRUSTEE BLUEFORD-DANIELS, YOU HAVE A QUESTION ON THIS ITEM? OKAY. I HAVE ANOTHER ONE. YEAH, THAT ONE. YEP. THE NEXT ITEM BEING HELD FOR DISCUSSION IS I1, APPROVAL OF VENDOR AWARDS FOR PURCHASES OVER 100,000 AND RATIFICATION OF VENDOR AWARDS FOR PURCHASES UNDER 100,000. THE PROJECT NUMBER IS 23-01-03-09. THAT'S THE ONE ABOUT THE TRAVEL AGENCY. SO I COULDN'T FIND ANY OTHER TRAVEL AGENCIES THAT HISD USES. WILL THIS BE A MONOPOLY? IS THIS THE ONLY TRAVEL AGENCY HISD IS ABLE TO USE? SO THIS IS A BRAND NEW PROJECT, SO THAT'S WHY IT'S NOT LOADED. THIS IS GOING TO SUPPLEMENT RIGHT NOW. WE BOOK ALL TRAVEL IN-HOUSE. WE HAVE ONE EMPLOYEE IN THE DISTRICT THAT BOOKS TRAVEL. THIS IS JUST A COMPONENT THAT'S GOING TO WORK WITH OUR SOFTWARE SYSTEM THAT WOULD ALLOW THE ONE EMPLOYEE FOR THE DISTRICT THAT BOOKS TRAVEL TO HAVE AN AGENCY THAT CAN ASSIST HER WITH THE TRAVEL. AND THIS WILL BE THE ONLY AGENCY OR WAS AN RFP FOR OTHER AGENCIES? THIS WE DID, THIS WILL BE THE ONLY TRAVEL AGENCY? DO YOU EXPECT OTHER TRAVEL AGENCIES TO COME IN WITH COMPETITION? NO, WE THE PROCUREMENT DEPARTMENT RESEARCHED. WE HAD SEVERAL VENDORS COME IN AND DO DEMOS. AND SO THE SOFTWARE THAT WE NEED HAS TO BE COMPATIBLE WITH CONCUR, WHICH IS AN SAP PRODUCT. AND SO THIS DOES INTEGRATE WITH THE SAP SYSTEM THAT WE CURRENTLY HAVE. AND NOBODY ELSE CAN TALK WITH OUR SYSTEM, NOBODY ELSE'S SYSTEMS CAN TALK WITH OUR SYSTEMS ? SO WE HAVE TO TAKE WHATEVER PRICE THIS PARTICULAR COMPANY GIVES US? [01:25:05] YES. NO, NO. I MEAN, THERE ARE OTHER COMPANIES THAT COULD HAVE PROVIDED. BUT BUT WE WOULD HAVE HAD TO HAVE SPENT MORE MONEY TO INTEGRATE THAT TO MAKE THAT WORK WITH OUR SYSTEM. SO MY QUESTION WAS, WAS THAT WERE THERE ANY OTHER COMPANIES THAT WERE COMPATIBLE TO OUR SYSTEM? NOT 100% COMPATIBLE, NO. WE WOULD HAVE HAD TO DO SOME CONFIGURATION FOR THEM TO BE COMPATIBLE WITH OUR SYSTEM. AND THIS IS THE ONLY ONE THAT'S COMPATIBLE SO THEY CAN CHARGE US WHATEVER THEY FEEL LIKE CHARGING US? SO THEY RESPONDED TO A BID THROUGH A COOPERATIVE. AND SO THEY'RE BOUND BY THE PRICES THAT THEY PROVIDED TO THAT COOPERATIVE. ALL ALMOST ALL GOVERNMENTAL ENTITIES IN THE STATE OF TEXAS UTILIZE THIS COMPANY FOR TRAVEL. THANK YOU. MM HMM. TRUSTEE BAKER. ON THAT SAME NOTE, I WAS JUST VERIFYING THAT YOU DID, YOU SAID IT YOU PUT IT OUT FOR BIDS AND YOU OPEN IT FOR OTHER COMPANIES TO BID FOR IT, RIGHT? WE DID NOT PUT THIS OUT FOR BID. AS YOU CAN SEE, THE DOLLAR AMOUNT. WE DIDN'T PUT OUT THE BID. WHAT WE DID WAS WE GOT QUOTES FROM OTHER VENDORS. THANK YOU. T HE NEXT ITEM BEING HELD IS I4, APPROVAL OF THE FEBRUARY GENERAL FUND BUDGET AMENDMENT. TRUSTEE CRUZ. THANK YOU. SO MY QUESTION IS ON OUR DEFICIT. WE APPROVED IN JUNE A DEFICIT OF 104 MILLION AND SOME CHANGE. AND NOW OUR DEFICIT AS OF JANUARY 31ST IS 157, ALMOST 158 MILLION. AND AS OF THIS AMENDED BUDGET WILL BE 156 MILLION. SO WHERE DID THE JUMP COME FROM? SO THE ACTUAL DEFICIT IS IS A COUPLE OF LINES DOWN. IT'S 143 MILLION. SO YOU WANT TO START WITH THAT LINE? SORRY, I'M NOT SEEING THAT. EXPLAIN WHERE IT IS. IT'S ON PACKET PAGE 98. AND YOU SEE 156 MILLION NUMBER. THAT IS OPERATIONS. BUT WE ALSO HAVE OTHER SOURCES OF FUNDS. TRANSFER IT. YES, YES, YES. RIGHT. AND OF COURSE, WE'VE TALKED ABOUT THE FALLOUT, WHAT WE EXPECT, AND FALL UNSPENT DOLLARS AT THE END OF THE YEAR. SO THE DEFICIT THEN IS $73 MILLION VERSUS THE 30 THAT THE BOARD ADOPTED BACK IN JUNE. OKAY. SO IT'S GONE UP BY 40, 43 MILLION, RIGHT? SO ABOUT 50, WE HAD ABOUT $53 MILLION IN CARRYOVER FUNDS THAT YOU ALL HAVE APPROVED OVER THE PAST SEVERAL MONTHS. THOSE DOLLARS, IF YOU REMEMBER ANY TIME IN THE PAST WE SET THOSE DOLLARS ASIDE IN OUR FUND BALANCES AND OUR [INAUDIBLE] , YOU CAN SEE IN OUR IN OUR FUND BALANCES THAT THAT'S PAID FOR. SO IT'S NOT AN OPERATIONAL DEFICIT, RIGHT? OUR ACTUAL DEFICIT FOR THIS YEAR IS ACTUALLY LOWER THAN WHAT WE STARTED OFF THE ADOPTED BUDGET BY. SO IF YOU ACTUALLY PUT THE $53 MILLION AGAINST THAT 73, THE DEFICIT ACTUALLY HAS DROPPED FROM 30 DOWN TO ABOUT 20 MILLION. OKAY. THAT CARRYOVER IS WHAT THROWS THAT IS WHAT YOU DON'T YOU DON'T REALLY SEE VERY WELL ONCE WE GET THIS FAR INTO THE YEAR. OKAY. THAT'S HELPFUL TO UNDERSTAND. THANK YOU FOR EXPLAINING THAT. SURE. TRUSTEE WADE. I HAVE A QUESTION ABOUT PAGE THREE OF TEN ON THE BUDGET AMENDMENT. WILL YOU EXPLAIN WHAT THE PUA SETTLE UP EXACTLY MEANS. SURE. SO EVERY SPRING, OUR CAMPUSES BUILD THEIR BUDGETS BASED OFF THEIR ENROLLMENT PROJECTIONS. IN THE FALL, ONCE WE DO OUR PM SNAPSHOT, WHICH IS AT THE END OF OCTOBER. WHATEVER THEIR WHATEVER THEIR NEW ENROLLMENTS ARE, WE DO A SETTLE UP. SO IF YOU LOST STUDENTS, THEN YOU HAVE TO REBALANCE YOUR BUDGET FOR FEWER STUDENTS AND AND VICE VERSA. THANK YOU. TRUSTEE DEIGAARD. OUR PRINCIPALS LOSING MORE MONEY THIS SPRING THAN THEY EXPECTED. ARE YOU TALKING ABOUT FROM THE SETTLE UP PROCESS? YEAH. YES. BECAUSE WE WE ACTUALLY DECREASED STUDENTS COMPARED TO THE PROJECTIONS. [01:30:02] SO THE BUDGETS WERE BUILT LAST LAST SPRING AT A HIGHER LEVEL THAN WHAT WE ACTUALLY ENDED UP. SO WE KNOW THAT. BUT LIKE, SO IF A SCHOOL WAS PROJECTING 100 KIDS AND THEY ONLY HAVE 90 KIDS, THEN YOU TAKE BACK MONEY FOR TEN KIDS. THAT IS CORRECT. BUT. IT SOUNDS LIKE THERE ARE SCHOOLS THAT ARE HAVING EVEN MORE MONEY TAKEN AWAY THIS SPRING THAN JUST FOR THOSE IN THIS EXAMPLE, TEN KIDS. AND I'M TRYING TO UNDERSTAND WHY. NOW WE ONLY JUST ADD SCHOOLS FOR THEIR FOR THEIR ENROLLMENTS, FOR THEIR ENROLLMENT CLIMBS OR INCREASES IF THEY GOT IF THEY HAD IF THEY ADDED STUDENTS MIGHT BE WHAT YOU THINK IS HAPPENING. IT MAY NOT BE WHAT IS HAPPENING. JUST PUTTING IT OUT THERE. OKAY. I'D LOVE FOR YOU TO SEND ME THE INFORMATION. I'D BE GLAD TO LOOK INTO IT. HEY. I'M NOT GOING TO SINGLE ANYBODY OUT. OK. BUT IT'S IT'S A CONCERN THAT I'VE HEARD FROM MULTIPLE DIRECTIONS. WE'D BE WE'D BE GLAD TO ADDRESS IT. BUT WE WE NEED TO KNOW THE WHO. SO THAT'S EXTREMELY IMPORTANT, ESPECIALLY IF THERE'S SOME CALCULATIONS THAT INDIVIDUALS THINK ARE INCORRECT OR PEOPLE THINK THEY HAVE BEEN SHORTED. IT'S IMPORTANT FOR US TO LOOK INTO THAT. SO GENERALLY WE'LL HEAR DIRECTLY FROM YOU KNOW FROM THOSE INDIVIDUALS THAT HAVE AN ISSUE. BUT IF THERE ARE SOME, PLEASE TELL THEM TO REACH OUT. TRUSTEE GUIDRY. SO JUST A FOLLOW UP TO TRUSTEE DEIGAARD AND TRUSTEE WADE, THEY WERE SPEAKING OF THE PUA. ARE THERE OTHER WAYS THAT POTENTIALLY SCHOOLS COULD BE LOSING FUNDING? BECAUSE WE'RE TALKING ABOUT PUA AT THIS POINT. I WANT TO HEAR OVERALL, BASICALLY. GO AHEAD. SO THE TWO MAIN AREAS THAT GET SETTLED UP OR PUA, RIGHT. THAT'S THE NUMBER OF KIDS GOING THROUGH THE FORMULA. AND THEN WE ALSO THE MAGNET ALSO SETTLES UP BASED OFF OF ENROLLMENT. OKAY. SO MAGNET IS ALSO ON FOR ENROLLMENT. THAT'S CORRECT. AND SO THEY COULD LOSE MONEY THAT WAY IF THEY DIDN'T HAVE ADEQUATE PARTICIPATION IN THEIR MAGNET PROGRAMS, CORRECT? CORRECT. BUT BOTH OF THOSE ARE FORMULA BASED. SO IT IS DEPENDING ON WHATEVER THAT ENROLLMENT IS. OK. AND AND SO LET'S SAY NEXT YEAR IN IF THEIR NUMBERS INCREASED, DO THEIR FUNDING INCREASE. YES, IT DOES. THANK YOU SO MUCH. TRUSTEE BLUEFORD-DANIELS. INTERESTING CONVERSATION. SO IF SCHOOLS ARE NOT DESIGNATED AS A MAGNET, THEN THEY'RE LESS LIKELY TO ATTRACT MORE STUDENTS ? THAT WAS A QUESTION. SO IF IT'S NOT DESIGNATED AS A MAGNET, THEN THE LIKELINESS OF ATTRACTING. STUDENTS OF THE CALIBER OF STUDENTS ACADEMICALLY THAT COULD ENHANCE THEIR TOTAL POPULATION IS LESSENED. MAGNETS ARE ONE WAY TO ONE OF MULTIPLE WAYS TO ATTRACT STUDENTS TO TO PROGRAMS OR TO SCHOOLS. THERE ARE OTHER THINGS THAT THAT ATTRACT PARENTS AND FAMILIES TO SCHOOLS OUTSIDE OF MAGNETS. BUT MAGNETS ARE ONE OF MULTIPLE DIFFERENT WAYS THAT THE FAMILIES TAKE A CLOSE LOOK AT WHAT OFFERINGS ARE. SO WE'VE GOT PUA, MAGNET, IS IB ADDITIONAL FUNDING AS WELL? NO, NO ADDITIONAL FUNDING. AND I GUESS IT'S UNDER THE OK. I GUESS WHAT I'M GETTING AT IS THAT WHEN SCHOOLS ARE NOT THAT IDENTIFIED AS A MAGNET PROGRAM AND KIDS ACADEMICALLY COULD COMPETE ON THAT LEVEL, THEN THEY'RE GOING TO GO TO A CAMPUS WHERE THERE IS A MAGNET PROGRAM, CORRECT? IN MOST CASES. CORRECT. IN SOME CASES. SO LET ME GO BACK TO MY ORIGINAL THOUGHT IS IF THERE'S PROGRAMS IN ONE SCHOOL ON ONE SIDE OF TOWN AND IT'S NOT OFFERED ON IN A COMMUNITY SCHOOL WHERE A STUDENT RESIDES, THEN THIS PUA IN MAGNET. THERE HAS TO BE A WAY TO DERIVE A PLAN THAT, OF COURSE, THE MONEY FOLLOWS THE STUDENT OUT OF THE COMMUNITY SCHOOL, WHEREVER THEY GO. SO IF THE IF THERE'S AN ATTRACTION SOMEWHERE ELSE, THEN LET'S LEAVE HALF THE FUNDING AT THE COMMUNITY SCHOOL SO THAT THE COMMUNITY SCHOOL CAN HAVE FURTHER SUPPORT FOR ADDITIONAL TEACHERS OR PROGRAMS, WHATEVER IS NECESSARY. YOU KNOW, THIS IS ONE OF MY LITTLE KIND OF PET PEEVES. WE GOT TO FIGURE IT OUT, GUYS, BECAUSE WE JUST CAN'T KEEP LETTING KIDS LEAVE OUR COMMUNITY SCHOOLS. [01:35:02] GO INTO THOSE SCHOOLS WHERE THERE'S A PROGRAM THAT'S PROGRAM BASED AND THOSE THAT ARE NOT. WHEN YOU LOOK AT THE DEMOGRAPHICS OF THE VARIOUS CAMPUSES, SOME IDENTIFIED AS FINE ARTS MAGNET PROGRAMS, SOME OF THIS IDENTIFIED AS COMPREHENSIVE. WHAT DOES COMPREHENSIVE MEAN IN COMPARISON TO MAGNET AND FINE ARTS? I'D WANT MY KID TO GO TO THE FINE ARTS OR THE MAGNET PROGRAM, AS OPPOSED TO JUST A BASIC COMPREHENSIVE. JUST THROWING IT OUT THERE. ANYBODY ELSE IN THE QUEUE FOR THIS ITEM? TRUST BAKER. THANK YOU, MADAM PRESIDENT. ON PIGGYBACK AND ON TO WHAT TRUSTEE BLUEFORD-DANIELS JUST SAID. SUPERINTENDENT, IN ADDITION TO YOUR 21 MAGNET SCHOOLS, YOU'VE ALREADY ROLLED OUT SEVEN. ARE YOU PLANNING ON ROLLING OUT MORE TO MEET SOME OF THE NEEDS IN MAGNET DESERTS, PER SE? YES, WE'RE ACTUALLY LOOKING AT IT FROM TWO DIFFERENT PERSPECTIVES. WE'RE LOOKING AT THE OVERALL EFFECTIVENESS AND TAKING A CLOSE LOOK AT THE CURRENT MAGNETS TO ENSURE THAT WE ARE GETTING THE RETURN ON INVESTMENT THAT THAT WE SHOULD SEE. BUT WE HAVE PRESENTED ON ON ON A PREVIOUS OCCASION A PLAN TO TO GROW OUT ADDITIONAL MAGNETS AS WELL. WE WERE STARTING TO BELIEVE DR. WATTS AT THE MIDDLE SCHOOL. WAS IT MIDDLE SCHOOL LEVEL, SECONDARY SCHOOL. SO SECONDARY SCHOOL LEVEL AND WELL, LET'S BE IN SOME OF THESE, YOU KNOW DISTRICT SAID THAT'S THAT'S THE IDEA, TOO. AND THIS IDEA, ABSOLUTELY BLACK AND BROWN DISTRICTS THAT WE DON'T NORMALLY SEE THEM IN. THAT'S CORRECT. AND THEN HOW SOON WILL WE BEGIN TO SEE SOME OF THESE PROGRAMS? BECAUSE THE COMMUNITIES HAVE BEEN BEGGING FOR THESE FOR A LONG, LONG TIME. YES. THANK YOU FOR THE QUESTION. ONE OF THE THINGS THAT I'VE BEEN WORKING ON IS LIKE AN ANNUAL SCHOOL PLANNING TIMELINE. SO ANY TIME THAT WE'RE LOOKING AT ADDING A NEW MAGNET, ADDING A NEW PROGRAM, A GRADE LEVEL CONFIGURATION CHANGE AT A SCHOOL, THERE IS A PROCESS THAT WE WILL GO THROUGH TO EVALUATE THE FISCAL SUSTAINABILITY OF THE PROGRAM, HOW IT'S GOING TO BE FUNDED, WHAT THE GOALS OF THE PROGRAM ARE. AND OUR GOAL IS TO BE ABLE TO BRING ANY NEW PROGRAMS BEING IMPLEMENTED TO THE BOARD IN THE MONTH OF NOVEMBER SO THAT THEY CAN BE INCLUDED IN THE SCHOOL CHOICE PLATFORM IN THE MONTH OF DECEMBER, DECEMBER. SO TO REGULATE THAT, SO THAT THAT'S AN ANNUAL PROCESS THAT YOU ALL COULD ALWAYS EXPECT. AND YOU KNOW, SCHOOLS WILL APPLY, WE WILL EVALUATE. AND THEN IN THE MONTH OF NOVEMBER WE BRING TO THE BOARD AND THEN IN DECEMBER, ALL OF THOSE THAT ARE APPROVED ARE AVAILABLE FOR PARENT CHOICE. SO AS YOU KNOW, IT'S ONE OF YOUR GOALS TO HELP US REGAIN SOME OF THE STUDENTS WE LOST TO THE PERHAPS YES PREP SCHOOLS AND ALSO TO PREVENT THEM FROM GOING TO THE PREP SCHOOLS BECAUSE THE PROGRAMS ARE GOING TO OFFER JUST AS COMPETITIVE AS PREP SCHOOLS. THIS IS ONE OF THE STRATEGIES. MADAM PRESIDENT, I AM SO SORRY TO INTERRUPT, BUT THIS PARTICULAR AGENDA ITEM IS REGARDING THE FEBRUARY BUDGET AMENDMENT. SO IF WE CAN FRAME ALL OF OUR QUESTIONS IN TERMS OF THEIR RELATIONSHIP TO THE AMENDMENT, TO THE BUDGET THAT THE ADMINISTRATION IS BEGGING FOR YOUR APPROVAL. THANK YOU VERY MUCH. I TAKE THAT QUESTION BACK AND LET'S MOVE ON. THANK YOU. THE LAST ITEM HELD IS K ONE APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY, A LOCAL EDUCATIONAL PHILOSOPHY REGARDING CONSTRAINTS. 2.1, 2.2, 2.3. FIRST READING TRUSTEE DEIGAARD. THANK YOU AND I APPRECIATE THE ANSWERS IN THE Q&A DOCUMENT. I STILL HAVE SOME FOLLOW UP AND OUTSTANDING QUESTIONS. HOW WERE THE TARGETS CHOSEN? I MEAN, LIKE WHY ARE THESE THE NUMBERS FOR THE TARGETS SPECIFICALLY FOR 2.1? LET'S JUST START THERE BECAUSE I HAVE MORE QUESTIONS ABOUT WHY IS THIS EVEN THE MEASURE FOR 2.2 AND 2.3, DR. CASTILLO. GOOD EVENING. SO WE BASE THE SELECTION OF THE TARGET AS WE WERE LOOKING AT WHAT DEFINES EFFECTIVE WRAPAROUND SERVICES AND SPECIFICALLY LOOKING AT WHAT RESEARCH AND BEST PRACTICES ARE OUT THERE AND WHAT THAT CONSTRUCT OF EFFECTIVENESS CAN LOOK LIKE. SO ENSURING THAT WE DO HAVE THE RESOURCES THAT WE HAVE, THE PARTNERSHIPS, AND THAT WHEN WE'RE LOOKING AT [01:40:02] WHAT THOSE RESOURCES AND PARTNERSHIPS ARE, PARTICULAR IMPACTING ATTENDANCE WILL BE ONE OF THOSE AREAS THAT WE'RE LOOKING AT. THE TARGET WHY IS IT 5%? OH, I'M SORRY. SO WE LOOK AT 5% BECAUSE CURRENTLY THE WAY THAT WE HAVE BEEN TRACKING ALL THE DIFFERENT SUPPORTS THAT WE PROVIDE, WE DID NOT HAVE A PRIOR YEAR BASELINE BECAUSE THE SYSTEM WASN'T SET UP TO LOOK AT IT THE WAY THAT WE THAT WE ARE TRYING TO REFLECT THAT IMPACT. SO BECAUSE WE DIDN'T HAVE A BASELINE IN THIS NEW MEASURE, WE HAD TO START IT WITH THE 5%. SO IN OTHER.. PLEASE FORGIVE ME, DO WE KNOW HOW MANY KIDS WERE IN TIER THREE IN THE FALL SEMESTER OF 2021? NO, BECAUSE WE WERE NOT TRACKING THAT PARTICULAR FLAT ON THE SYSTEM. THE ATTENDANCE WAS CORRECTLY. BUT DON'T WE KNOW THE ATTENDANCE RATES LIKE. LIKE EACH TIER THREE [INAUDIBLE]. WE KNOW WHAT THEIR ATTENDANCE IS, RIGHT. WE DO. THE WAY THE CONSTRAINT IS DEVELOPED IS LOOKING AT THE STUDENTS THAT HAVE A DOCUMENTED ACTION, WHICH MEANS THAT HAVE BEEN SERVICED BY WRAPAROUND OR OUR SOCIAL EMOTIONAL TEAM. AND THEN BASED ON THAT SERVICE, WHICH WITHIN THAT POOL, HOW MANY OF THOSE STUDENTS ARE IN WHAT WILL BE CONSIDERED TIER THREE, WHICH HAVE TEN OR MORE ABSENCES. BUT UP TO THIS POINT, OUR PURPLE SYSTEM WAS NOT SET UP TO DIRECTLY TRACK THE RELATION OF THE STUDENT WITH THIS STUDENT THAT HAS RECEIVED A DOCUMENTED ACTION IS PART OF THIS TIER THREE POOL. THAT'S WHAT THAT'S THE SETUP THAT WE'RE DOING TO BE ABLE TO PROVIDE THAT 5%. SO THEORETICALLY YOU MAY HAVE INCREASED IT BY 20% LAST YEAR AND JUST DON'T KNOW. IT MIGHT BE A POSSIBILITY. WE DON'T KNOW BECAUSE AGAIN, IT'S A NEW SET UP THAT WE'RE DOING IN THE SYSTEM. SO I WOULDN'T HAVE AN ACCURATE WAY TO PROVE IT, WHETHER IT'S FIVE OR TEN OR 20. OKAY. ON 2.2 AND 2.3 THEORETICALLY, YOU COULD GET 70 MORE PARTNERSHIPS ON 2.3 AND STILL NOT INCREASE THE NUMBER OF STUDENTS THAT YOU'RE SERVING. RIGHT. THAT COULD ALWAYS BE A POSSIBILITY BECAUSE THE DEMAND OF THE STUDENTS MIGHT VARIED AT ANY GIVEN POINT. SO WHY WOULDN'T WE WRITE THAT? WHY WOULDN'T THIS BE WRITTEN TO BE? THE PERCENTAGE OF STUDENTS IDENTIFIED AS NEEDING MENTAL HEALTH SERVICES WILL INCREASE. THIS PERCENTAGE THAT RECEIVE THEM WILL INCREASE THIS PERCENTAGE BY THIS PERCENTAGE. AND THEN YOU'LL JUST FIGURE OUT LIKE, DO YOU NEED 70? DO YOU NEED 100? DO YOU NEED FIVE? YOU KNOW, YOU'LL FIGURE OUT WHAT PROVIDERS YOU NEED, BUT MEASURE IT BASED ON IMPACT OF CHILDREN, OF STUDENTS, AS OPPOSED TO THE ADULT INPUT. WHY ARE YOU MEASURING IT ON ADULT INPUT AND NOT IMPACT ON STUDENT? SO I THINK AT THE END OF THE DAY, THE ADULT INPUT THAT YOU ARE REFERRING TO, IT IS IMPACTING CHILDREN. BUT WE DO NEED TO HAVE THOSE PARTNERSHIPS SET UP AND WE'RE LOOKING AT THIS TARGET BASED ON THE LAST FIVE YEARS. WHEN WE LOOK AT OUR HIGHEST DEMAND, WHICH WAS AROUND COVID TIME, HOW MANY PARTNERS WE WERE ABLE TO ONBOARD IN A PARTICULAR SCHOOL YEAR, WHICH WAS AROUND 6 TO 5. SO KNOWING THAT WE HAVE A HIGHER DEMAND ON IT, WE DO NEED TO INCREASE THOSE NUMBERS OF PARTNERS. ANOTHER THING TO CONSIDER IS THAT WHEN WE'RE LOOKING AT PARTNERSHIPS, THOSE PARTNERSHIPS ARE NOT LIKE A ONE TIME OFFENDER FOREVER PARTNERS. SOME OF THEM DO HAVE TO BE RENEWED IN A PARTICULAR BASIS, DEPENDING ON IF THAT PARTNERSHIP MIGHT BE GRANT FUNDED AND WHAT THEIR GRANT MIGHT BE REQUIRED IN ORDER TO PROVIDE THOSE SERVICES TO OUR STUDENTS. BUT MY POINT IS YOU CAN ACHIEVE THE INPUT WITHOUT ACHIEVING ANY OUTPUT FOR STUDENTS. BUT IF YOU WERE MEASURING THE OUTPUT FOR STUDENTS, THE ADULTS ARE GOING TO HAVE TO DO THE INPUT CHANGE. SO MAKE SENSE. LIKE I FEEL LIKE THIS IS BACKWARDS. ACTUALLY THE SECOND TWO I BOTH FEEL LIKE OR BACKWARDS IN THAT WAY. I THINK IT MAKES SENSE. BUT I THINK I THINK WE BOTH ARE ARRIVING AT THE SAME POINT, WHICH IS LIKE WE DO WANT TO IMPACT THE STUDENTS, BUT IN ORDER FOR US TO SEE THAT, WE DO NEED TO [01:45:06] HAVE THAT INPUT OF ENSURING THAT WE HAVE THE IN A WAY, SAY, THE INFRASTRUCTURE TO BE ABLE TO PROVIDE THE SERVICE. SO I THINK IT WOULD BE MORE PRACTICAL FOR US TO LOOK AT THE HOW MANY PARTNERS WE CAN HAVE TO SERVICE THAT NEED THAT WE HAVE BASED ON WHAT HISTORICALLY, UP TO THIS POINT, WE HAVE SEEN THE TREND ON SPECIFICALLY OUR MENTAL HEALTH VERSUS CONSIDERING THAT A PERCENT OF OUR STUDENTS ARE GOING TO MOVE, WHICH IS WHAT I'M UNDERSTANDING YOU'RE ASKING. UNLESS I'M UNDERSTANDING, YOU ARE UNDERSTANDING CORRECTLY. MY TIME'S UP AND MY TIME'S UP. I'M GOING TO GO TO SECOND ROUND AND CLARIFY MORE. TRUSTEE CRUZ THANK YOU. OKAY. SO JUST TO REITERATE AND THANK YOU FOR YOUR WORK ON THIS, DR. CASTILLO, I KNOW YOU'VE GIVEN A LOT OF THOUGHT, BUT JUST TO REITERATE MY COLLEAGUE'S POINT, BECAUSE I THINK WE ALL DO WANT THE SAME THING AND WE'RE ARRIVING AT THE SAME THING. AND THANK YOU FOR THE FOCUS ON ON MENTAL HEALTH, BECAUSE I KNOW THAT THAT IS A CRITICAL AREA FOR STUDENTS PRE-PANDEMIC AND ESPECIALLY NOW. BUT THINKING ABOUT WHAT WE'RE ACTUALLY MEASURING BECAUSE THERE'S SO MANY INPUTS IN THIS SCHOOL SYSTEM, RIGHT? I MEAN, THERE'S GOING TO BE ALL TYPES OF INITIATIVES, PROGRAMS, STUDENT SERVICE CENTERS, ETC.. BUT I THINK WHAT WE WANT TO SEE IS HOW IT'S ACTUALLY IMPACTING THE STUDENT. THAT'S WHAT WE WANT TO MEASURE. SO WHATEVER THE INPUTS ARE, THAT'LL BE UP TO THE ADMINISTRATION, WHETHER IT'S INCREASING PARTNERSHIPS, HOPEFULLY THAT'S THAT WILL BE IN SERVICE TO THE OUTPUT OR THE OUTCOME THAT WE ACTUALLY WANT TO SEE, BECAUSE WE WANT TO MAKE SURE THAT IT HAS THE GREATEST IMPACT. SO I THINK THAT'S WHAT WE'RE LOOKING FOR. AND JUST THINKING ABOUT THE LANGUAGE ALSO, AND IT'S PROBABLY MORE AROUND THE ACTUAL I'M TRYING TO FIND IT ON THE. SCROLLING. SO. THIS CONSTRAINT READS, THE SUPERINTENDENT WILL NOT ALLOW THE DISTRICT TO OPERATE WITHOUT STUDENTS HAVING EFFECTIVE SCHOOL BASED WRAPAROUND SUPPORT SYSTEMS. AND MY QUESTION IS WHEN IT SAYS WRAPAROUND SERVICES, AND MAYBE IT'S JUST IN 2.1 IS THAT I GUESS, DEFINE WHAT WRAPAROUND SERVICES MEANS. IN IN 2.1. SO, YES. SO WHEN WE'RE TALKING ABOUT WRAPAROUND SUPPORT SYSTEMS, WE ARE REFERRING TO THE COMBINATION OF SERVICES THAT A STUDENT CAN RECEIVE TO BE SUPPORTED IN THAT NON INSTRUCTIONAL AREA. SO MORE COMPREHENSIVE. IT DOES INVOLVE OUR COUNSELORS, SOCIAL WORKERS, SQL TEAM, OUR STUDENT ASSISTANT TEAM, WHICH PROVIDES SUPPORT TO OUR HOMELESS AND FOSTER CARE STUDENTS AND ADDITIONAL SUPPORT TEAMS THAT WE HAVE UNDER THAT STUDENT SUPPORT SERVICES UMBRELLA. SO THAT CREATES A SYSTEM THAT WORKS IN TANDEM, IN PARTNERSHIP WITH, YOU KNOW, CAMPUS ADMINISTRATION AND OTHER STAKEHOLDERS ON THE CAMPUS THAT THE PRINCIPAL MIGHT DESIGNATE. IT IS NOT EXCLUSIVE OF OUR WRAPAROUND DEPARTMENT. OUR WRAPAROUND DEPARTMENT IS A COMPONENT OF THIS SYSTEM. IT'S A MORE HOLISTIC AND COMPREHENSIVE UMBRELLA OF STUDENT SUPPORT. THAT'S WHY IT READS WRAP AROUND WELL, I THINK IT SAYS SERVICES, BUT I THINK WE HAD SUGGESTED THAT IT SAYS WRAPAROUND SYSTEMS, EFFECTIVE WRAPAROUND SYSTEM IS WHAT THE MAIN CONSTRAINT READS. AND THANK YOU FOR THAT CLARIFICATION, BECAUSE I THINK THAT WAS THE INTENT OF THE BOARD. AND WRITING THE CONSTRAINT WAS A MORE HOLISTIC UMBRELLA BECAUSE WE KNOW THAT THERE'S SO MANY DIFFERENT ADULTS AND AND SERVICES THAT CAN MEET. AND IT'S NOT JUST GOING TO BE THE WRAPAROUND SPECIALIST NECESSARILY. OH, I HAVE MORE. OKAY. ANYBODY ELSE. OKAY. I HAVE A COUPLE OF QUESTIONS BEFORE WE MOVE ON TO ROUND TWO. CAN YOU JUST EXPLAIN A LITTLE BIT ABOUT WHAT MOVING FROM TIER THREE TO TIER TWO ACTUALLY MEANS? CORRECT. SO A STUDENT THAT WILL BE IN TIER THREE WILL BE A STUDENT THAT AT THE TIME THAT WE'RE PULLING THE DATA WOULD HAVE ABOUT TEN OR MORE ABSENCES OR THE EQUIVALENT, DEPENDING ON THE PERIOD OF TIME THAT WE ARE PULLING. [01:50:04] BUT WE'RE, YOU KNOW, USING A SCENARIO WHERE THIS WILL BE DURING THE PMS SNAPSHOT. SO AT THAT TIME, THAT STUDENT THAT MIGHT HAVE THOSE TEN ABSENCES WILL BE CONSIDERED TIER THREE, WHICH IS LIKE YOUR MORE EXTREME CASES OF STUDENTS THAT WILL NEED SUPPORT IN ORDER TO UNDERSTAND WHY THE STUDENT IS BEING OUT OF CLASS. AND THE INTENT IS FOR, OF COURSE, OUR TEAM TO LOOK DEEP INTO THAT AND MAKE SURE THAT WE'RE CONNECTING THEM TO THE RIGHT RESOURCES, SERVICES AND CAMPUS SUPPORT SO THAT THE STUDENT STAYS IN CLASS. SO MOVING IT TO A TIER TWO WILL MEAN THAT WE HAVE MITIGATED AT SOME POINT ADDING MORE ABSENCES TO THAT THRESHOLD OF TEN OR MORE OR WHICHEVER NUMBER THEY HAD AT THAT POINT, AND HELPING THE STUDENT CONSISTENTLY COME BACK MORE TO CLASS. SO IF THEY WERE MISSING TEN, THE GOAL WILL BE THAT, YOU KNOW, IN THE NEXT TWO, THREE, FOUR WEEKS, DEPENDING ON THE PLAN, THEY WILL BE IN SCHOOL OR THAT WE WILL HAVE A PLAN ON THEM ON HOW TO HELP THEM WITH CREDIT RECOVERY AND ANY ADDITIONAL SUPPORT THEY MIGHT NEED. SO THERE'S NO THERE'S NOT NECESSARILY A CALCULATION FOR EACH STUDENT. IN ORDER TO MOVE FROM TIER THREE TO TIER TWO. THE CALCULATION WILL BE BASED ON ENSURING THAT THEY'RE NOT ACCUMULATING ANY MORE ABSENCES THAN FROM THE PERIOD THAT WE PULLED THE DATA. AND WE HAVE BEEN ABLE TO IDENTIFY WHAT ADDITIONAL SUPPORT THE STUDENT IS. BUT IT'S NOT A NUMBER. LIKE, FOR EXAMPLE, IF YOU HAD 50 AND THEN YOU HAVE NOW 40 BECAUSE YOU ALREADY HAVE THE 50. SO WHAT WE'RE TRYING TO AVOID IS THAT STUDENT CONTINUES ACCUMULATING ANY MORE ABSENCES. YES. SO MY QUESTION, I GUESS IS IF THEY'RE, LET'S SAY 50 AND THEY GET TO 51, ARE THEY AUTOMATICALLY NOT IN TIER, NOT ABLE TO MOVE TO TIER TWO? OR IS THERE A FORMULA LIKE YOU HAVE X AMOUNT AND YOU CAN GET THIS MANY MORE IN THIS AMOUNT OF TIME? YES. SO THE FORMULA WILL BE BASED ON DEPENDING ON THE SPECIFIC SIX WEEK PERIOD WHERE WE ARE PER SE, THAT THERE IS A FORMULA, BUT IT'S NOT AN EXPLICIT FORMULA OF LIKE IF YOU HAVE 20 ON THE FIRST SIX WEEKS, THEN IF YOU HAVE 22 YOU'RE GOING TO BE YELLOW OR RED. IT WILL DEPEND ON THE AMOUNT OF TIME THAT HAS PASSED BETWEEN THE TIME THAT THEY HAD ACCUMULATED THEIR HIGHEST NUMBER OF ABSENCES AND THE TIME THAT WE HAVE IDENTIFIED THE SUPPORT THAT IS. SO IT'S AN INDIVIDUAL PLAN FOR EACH STUDENT. IT WILL BE AN INDIVIDUAL PLAN FOR THIS STUDENT. AND THEN FOR 2.2, I AM CONCERNED THAT IT'S JUST INCREASING THE NUMBER OF SPACES. I FEEL LIKE THAT'S SOMETHING THAT CAN BE ACHIEVED EASILY AND I DON'T KNOW HOW THAT WILL ACTUALLY AFFECT STUDENTS WHERE. THINKING THAT DOING THIS AND PUT THIS ADULT INPUT WOULD ACTUALLY CHANGE HOW STUDENTS ARE INTERACTING WITH ADULTS AND WHAT SERVICES ARE GETTING. SO CAN YOU EXPLAIN A LITTLE BIT MORE ABOUT WHY YOU CHOSE THIS INPUT? YES, OF COURSE. AGAIN, LOOKING AT WHAT THE RESEARCH SAYS ABOUT WHAT IS CONSIDERED EFFECTIVE WRAPAROUND SERVICES IN A CAMPUS IS THE ABILITY TO MEET THOSE BASIC NEEDS AS QUICK AS POSSIBLE FROM THE MOMENT THEY HAVE BEEN IDENTIFIED. SO INSTEAD OF HAVING, FOR EXAMPLE, WE KNOW THAT OUR TEACHERS RIGHT NOW HAVE A LOT GOING ON. IF A TEACHER KNOWS THAT A STUDENT HAS BEEN ABSENT OR NEED EXTRA SUPPORT, WHETHER IT'S WITH UNIFORM OR FOOD, THEY'RE FACING FOOD INSECURITY. WE DON'T WANT THE TEACHER TO HAVE TO MAKE 20 DIFFERENT PHONE CALLS TO BE ABLE TO FIND OUT WHICH COMMUNITY PARTNER OR WHICH PARENT CAN PROVIDE A DONATION SO THAT THE STUDENT CAN COME BACK TO CLASS. WHAT WE'RE TRYING AGAIN TO IMPLEMENT IS AN ACTION PLAN THAT WE ALLOW THE STUDENT TO NOT MISS ANY MORE CLASSES IF THEY ARE, AND THAT THE NEED CAN BE MET AS QUICK AS POSSIBLE BY HAVING THE SPACE ON CAMPUS NOT ONLY ALLOWS THE STUDENT RIGHT TO KNOW THAT THEY WILL NEED TO BE ON CAMPUS TO RECEIVE THAT SUPPORT, BUT IT ALSO ALLOWS THEM TO HAVE THAT CONNECTION TO ANOTHER ADULT THAT CAN PROVIDE ADDITIONAL SUPPORT. SO AGAIN, THAT THE STUDENT IS GOING THROUGH THEIR CLASSES AS THEY SHOULD. AND SO THE SPACES GIVE US THE ABILITY AND WE SEE IT ON OUR DATA, WE SEE IT ON THE DATA FROM THE SURVEY THAT PROVIDED US WELL, THAT WHEN WE ARE ABLE TO PROVIDE THOSE KIND OF LIKE IMMEDIATE NEEDS, IT'S JUST CREATE MORE EFFICIENCY VERSUS HAVING THE STUDENT WAIT OUT A COUPLE OF DAYS, YOU KNOW, THROUGH THIS WORK. WHAT WE ALWAYS AIM TO DO IS TO REDUCE AS MANY BARRIERS AS POSSIBLE SO THAT THE STUDENT, AGAIN, IS ABLE TO BE ON CAMPUS AT SCHOOL, AS WE HOPE THEY ARE [01:55:08] . WITH THE SAME 2.2. SO WE KNOW THAT EVERY NEEDS ON EVERY CAMPUS. SO WHY WOULDN'T THIS BE THE 280 CAMPUSES AROUND HISD? SO OUR CAMPUSES, WHEN WE'RE LOOKING AT THE SPACES, WE HAVE TO CONSIDER A COUPLE OF VARIANTS. AND THE WAY THAT WE STARTED PRIORITIZING WAS LOOKING AT OUR TITLE ONE CAMPUSES, WHICH IS ABOUT 250, AND GIVEN THEM SORT OF LIKE THAT PRIORITY BECAUSE THAT WILL BE THE CAMPUSES THAT HAVE THE HIGHEST CONCENTRATION OF NEEDS IN A MANNER. AND THEN OF COURSE, WE, YOU KNOW, OUR OTHER CAMPUSES, WE WILL SUPPORT THAT, YOU KNOW, IF THEY HAVE THE SPACE AND IF THEY HAVE THE DESIRE FOR US TO DO THAT. BUT THE PRIORITY WILL BE WITH THOSE 250 CAMPUSES, BECAUSE THAT'S WHERE THE HIGHEST NEEDS WILL BE IDENTIFIED. BUT THIS IS ONLY TO INCREASE IT TO 200 ROOMS, NOT 250 ROOMS. RIGHT. SO FROM THOSE 250, AGAIN, WE HAVE TO CONSIDER A COUPLE OF KIND OF LIKE A COUPLE OF FACTORS WHEN WE'RE LOOKING AT THE SPACE. SOME OF IT, YOU KNOW, WE HAVE CAMPUSES THAT TRULY HAVE ABSOLUTELY NOT EVEN A CORNER FOR US TO PROVIDE THE SPACE. SO WE MADE A CALCULATION BASED ON WHAT WE CAN REALISTICALLY DO OR PROVIDE WITH WHAT WE HAVE HISTORICALLY BEEN LOOKING AT, WHICH CAMPUSES DON'T HAVE A SPACE SET UP, BUT HAVE THE ABILITY TO CREATE THE SPACE, PROVIDE THE ROOM, PROVIDE, YOU KNOW, A PARTICULAR SPACE ON CAMPUS. SO THAT'S WHERE THE 200 CAME FROM. IDEALLY, WE WOULD WANT TO DO IT IN ALL, BUT THAT IS SORT OF LIKE OUR OUR TARGET BECAUSE WE KNOW THAT AT LEAST ABOUT 80% OF OUR CAMPUSES WOULD HAVE THAT SUPPORT. GREAT. THANK YOU. TRUSTEE DEIGAARD. OH, SORRY. TRUSTEE. BLUEFORD-DANIELS. I KNOW I GOT IN LATE. EXCUSE ME. AND I THINK THAT IT WOULD HELP IF EVERYONE UNDERSTOOD WHAT WRAP AROUND, ESPECIALLY WITH THE PROGRAM STARTED AS AND WHAT IT HAS GROWN TO. I KNOW WHEN I CAME IN 2020, I WAS SURPRISED TO HEAR THAT THE BOARD HAD VOTED FOR EVERY CAMPUS TO HAVE A WRAPAROUND SPECIALIST. EVERY CAMPUS DOES NOT NECESSARILY NEED ONE. HOW MANY CAMPUSES HAVE MORE THAN ONE? WE HAVE ABOUT MAYBE SIX OR SEVEN CAMPUSES THAT HAVE TWO WRAP AROUND SPECIALISTS. AND HOW MANY HAVE THREE? NONE. TWO IS THE MAXIMUM AMOUNT OF SPECIALISTS THAT A CAMPUS WILL HAVE AT THE MOMENT. AND SO WHAT IS THAT DETERMINATION THAT THAT A CAMPUS WOULD HAVE TO WRAP AROUND SPECIALIST? SO MOST OF OUR COMPREHENSIVE HIGH SCHOOLS, BECAUSE OF THEIR SIZE OUR BIGGER HIGH SCHOOLS HAVE TO. SO, FOR EXAMPLE, CHAVEZ WHITLEY, WEST SIDE, I BELIEVE. I DON'T I DON'T HAVE THE NAMES AND I DON'T WANT TO SAY ONE THAT IS NOT ON THE LIST, BUT WE HAVE OUR HIGH SCHOOLS THAT ARE PRETTY LARGE, WHERE DEFINITELY ONE PERSON IS MORE THERE AT THOSE HIGH SCHOOLS THAT HAS TWO. SO I DON'T WANT TO DISTORT THIS AND SAY THAT WE HAVE MORE STUDENTS IN ONE PLACE. THE NEED IS GREATER. WHICH ACTUALLY STARTED AT KASHMERE IN THAT AREA BECAUSE KIDS WEREN'T COMING TO SCHOOL BECAUSE THEY DIDN'T HAVE WASH A WASH MACHINE TO WASH THEIR CLOTHES. AND SO THAT IN ITSELF, PEOPLE AT THE CAMPUS FINDING OUT THAT THEY DIDN'T HAVE WASHING MACHINES, THEY COULDN'T GET CLEAN CLOTHES OR DIDN'T HAVE CLEAN CLOTHES. THAT'S HOW WRAP AROUND ESPECIALLY IS STARTING. SO I JUST WANT TO MAKE SURE THAT WE STAY IN THAT VISION WITH WRAPAROUND SPECIALS AND NOT GET TOO FAR OUT. NOT TO SAY THAT MENTAL HEALTH IS NOT IMPORTANT AS WELL, BUT I THINK WE NEED TO LOOK AT HOW THOSE WRAPAROUND SPECIALISTS, HOW IT'S DETERMINED TO HAVE WRAPAROUND SPECIALISTS AT EVERY CAMPUS, BECAUSE I'M ALMOST CERTAIN EVERY CAMPUS DOES NOT NEED A WRAPAROUND SPECIALIST AND FOR THOSE TO BE UTILIZED WHERE THEY'RE NEEDED MOST. AND WITH THAT, IT SHOULD BE LOOKED AT TO THE POPULATION AT THESE CAMPUSES. YOU MENTIONED ABOUT THOSE THAT ARE TIER THREE OR STUDENTS AND MOVING UP TO TIER TWO, ALL THAT'S IMPORTANT, BUT THEN THAT'S WHAT THE WRAPAROUND SPECIALIST SHOULD BE ENGAGED IN. AND IT'S REALLY HARD TO NUMERICALLY SAY THAT SOMETHING SHOULD INCREASE X NUMBER OF POINTS WHEN YOU HAVE A STUDENT'S PERCENTAGES, WHEN YOU'VE GOT A STUDENT, WHEN THE WHOLE OBJECTIVE IS JUST HAVE THE STUDENTS RETURN BACK TO SCHOOL SO THAT WE CAN HAVE THEM IN THE CLASSROOM. SO THANK YOU FOR THAT. TRUSTEE DEIGAARD. THANK YOU. AND I JUST IT'S LATE. [02:00:02] WE'RE ALL GETTING TIRED. AND SO WHAT I'M JUST GOING TO DO IS GO THROUGH THESE THREE AND JUST SORT OF STATE WHAT MY CONCERNS ARE ABOUT THEM. I ACTUALLY THINK, MADAM CHAIR, THIS MIGHT WARRANT A CONVERSATION WITH OUR COACH TO FACILITATE US TO A GOOD OUTCOME HERE. EFFECTIVENESS SHOULD BE DEMONSTRATED, IN FACT, EFFECTIVENESS OF IMPACT ON STUDENTS, NOT JUST THE THEORETICAL. LIKE, I DON'T THINK THERE'S ANY DEBATE THAT THESE ITEMS, THESE INPUTS ARE HAVE ARE RESEARCH BASED, RIGHT? IT'S NOT RESEARCH BASED. IT'S EFFECTIVENESS THAT IT'S TO ME THAT MEANS MAKING AN IMPACT. SO ON 2.1, MY CHALLENGE WITH THIS ONE, I WOULD BE MORE COMFORTABLE IF THE TIMELINE WAS OUT FURTHER, ESPECIALLY SINCE ALL THIS IS EVER GOING TO MEASURE AS A BASELINE YEAR AND THAT IT WAS A HIGHER PERCENTAGE BECAUSE RIGHT NOW I'M HEARING WE MIGHT HAVE ALREADY EXCEEDED THIS BEFORE WE STARTED. AND I THINK THE INTENTION BEHIND THIS AND HOW IT'S WRITTEN IS THOUGHTFUL. BUT ABSENT A BASELINE AND A LONGER TIME FRAME, I DON'T THINK IT IS GOING TO HAVE THE IMPACT THAT THE CONSTRAINT INTENDS . TWO POINT TWO, 2.2 AND 2.3. YOU KNOW, I HEAR YOUR POINTS ABOUT WHY WE NEED TO HAVE THESE INPUTS. I NEED TO MEASURE THESE INPUTS, BUT THAT SHOULDN'T BE THE MEASURE AT THE BOARD LEVEL. THAT MIGHT BE THE MEASURE THAT THE SUPERINTENDENT OR ANOTHER STAFF LEVEL HAS, BUT NOT AT THE BOARD LEVEL WITH THE SUPERINTENDENT. IT SHOULD BE ABOUT IMPACT ON STUDENTS TO SHOW THAT THIS INPUT, THIS WRAPAROUND INITIATIVE ACTUALLY WAS EFFECTIVE ON STUDENTS. AND IF I'M HEARING CORRECTLY, THAT WE ACTUALLY NEED MORE THAN WHAT THIS ONE IS ARTICULATED, AGAIN, I THINK THE TIMELINE NEEDS TO BE THE TARGET DATE SHOULD BE FURTHER OUT TO GET TO THAT HIGHER NUMBER OF WE NEED 200 BY 2026. RIGHT? SO WE'RE MONITORING PROGRESS YEAR OVER YEAR AND I'VE ALREADY STATED MY THOUGHTS ON THE THIRD ONE. THANK YOU. TRUSTEE CRUZ. THANK YOU. SO BACK TO 2.1. I'M REALLY GLAD TO SEE THAT THERE'S A FOCUS ON ATTENDANCE AND A COUPLE OF THOUGHTS ON THAT. I MEAN, WE DEFINITELY WE EXIST AS A SCHOOL DISTRICT TO EDUCATE OUR CHILDREN, TO MAKE SURE THAT THEY ARE PREPARED TO LEAVE AFTER THEY GRADUATE FROM OUR SCHOOLS. AND THEY CANNOT BE PREPARED IF THEY'RE NOT IN SCHOOL. AND I KNOW THAT THAT'S YOU KNOW, THERE ARE SO MANY FACTORS OUTSIDE OF OUR CONTROL. BUT I KNOW WITH WRAPAROUND SERVICES, I MEAN, IT'S KIND OF THE WHOLE PREMISE, RIGHT, WHAT TRUSTEE BLUEFORD-DANIELS WAS TALKING ABOUT. SO I'M REALLY GLAD TO SEE THAT ATTENDANCE IS A FOCUS. WHEN WOULD YOU START MEASURING OR WHEN WOULD YOU HAVE THE FIRST DATA SET FOR THIS 2.1? IT WOULDN'T BE UNTIL THE FALL OF 2023-24 SCHOOL YEAR, SO THIS COMING OCTOBER. SO MY QUESTION AND I'M JUST THINKING OUT LOUD, I DON'T KNOW WHAT THE IMPLICATION IS. IS IT POSSIBLE TO BRING THIS PROGRESS MEASURE BACK TO US ONCE YOU DO HAVE DATA? BECAUSE I FEEL LIKE EVERY TIME WE WE HAVE A 0% BASELINE, WE EXCEED THE TARGET. AND IF THE WHOLE POINT OF HAVING GOALS AND CONSTRAINTS IS TO CHALLENGE THE ORGANIZATION, THEN I WANT TO MAKE SURE THAT WE HAVE BASELINE DATA SO THAT WE ARE ACTUALLY ENSURING THAT STUDENTS ARE BEING IMPACTED. RIGHT? IF WE'RE SAYING THEY MOVE FROM TIER THREE TO TIER TWO BECAUSE OF ATTENDANCE, THAT WE'RE TRYING TO REACH THE MOST AMOUNT OF STUDENTS, THAT WE'RE CHALLENGING OURSELVES TO DO THAT RIGHT. AND SO I FEEL LIKE IF I MEAN, YOU SAID 5% MAYBE IS A CHALLENGE, MAYBE IT'S NOT. WE REALLY DON'T KNOW. SO I WOULD FEEL MORE COMFORTABLE. I LOVE I DO REALLY LIKE THIS PROGRESS MEASURE, BUT I WOULD FEEL MORE COMFORTABLE IF WE HAD ACTUAL BASELINE DATA. SO JUST A THOUGHT THERE. AND JUST TO REITERATE 2.2 AND 2.3, I DO REALLY WANT TO SEE OUTPUTS OR OUTCOMES. THANK YOU. ANYBODY ELSE IN THE QUEUE FOR ROUND TWO? OKAY. I JUST WANT TO AGREE WITH TRUSTEE CRUZ. I LOVE SEEING DATA, SO I WOULD LOVE TO BE ABLE TO TALK TO OUR BOARD COACH AND SEE DATA ON THAT.. AND WE'LL TAKE TAKE ALL THE FEEDBACK INTO CONSIDERATION THAT'S BEEN PROVIDED AND DO OUR BEST TO ENSURE THAT WE MEET THE BOARD HALFWAY IN TERMS OF EXACTLY WHAT WHAT'S EXPECTED AND WHAT WE WANT TO SEE. THANK YOU. SCHEDULED MONTHLY MEETING. [02:05:03] THURSDAY, FEBRUARY NINE, 2023. WITH NO FURTHER BUSINESS TO DISCUSS. THE BOARD IS NOW ADJOURNED AT 9:18 P.M. ON FEBRUARY 2ND, 2023. BUENOS NOCHES * This transcript was compiled from uncorrected Closed Captioning.