[00:00:03]
          >> TRUSTEE ALLEN, TRUSTEE CRUZ, 
          [CALL TO ORDER]
TRUSTEE HERNANDEZ, TRUSTEE WADE, TRUSTEE BAKER, TRUSTEE SANTOS, AND TRUSTEE DEIGAARD. 
          THE BOARD WILL NOW TURN TO CLOSE SESSION OR 
          [ADJOURN TO CLOSED OR EXECUTIVE SESSION UNDER SECTIONS 551.004, 551.071, 551.072, 551.073, 551.074, 551.076, 551.082, 551.0821, 551.083, 551.084, AND 551.089 OF THE TEXAS GOVERNMENT CODE FOR THE PURPOSES LISTED UNDER SECTION C]
EXECUTIVE SESSION UNDER CHAPTER 551 OF TEXAS GOVERNMENT CODE, OPEN MEETINGS ACT, SUBSECTIONS 551.004, 551.0071, 551.072, 551.073, 551.074, 551.076, 551.082, 551.0821, 551.083, 551.084 AND 551.089. 
          SHOULD BOARD FINAL ACTION OR DECISION ON ANY MATTER CONSIDERED IN CLOSED SESSION BE REQUIRED SUCH FINAL ACTION VOLT OR DECISION SHALL BE TAKEN AT THE OPEN MEETING COVERED BY THIS KNOWN AS UPON THE RECOMBINING OTHER'S PUBLIC MEETING OR AT A SUBSEQUENT PUBLIC MEETING OF THE BOARD UPON NOTICE THEREOF, THE BOARD HAS ADJOURN TO CLOSE SESSION OR EXECUTIVE SESSION AT 02:01 PM ON FEBRUARY 9TH, 2023. 
          >> I LOVE SEEING COPAYMENT. GOOD EVENING. 
          [REGULAR BOARD MEETING RECONVENES FOR OPEN SESSION]
THIS MEETING IS NOW RECONVENED AT 05:00 PM. 
          BOARD MEMBERS PRESENT IN THE BOARD AUDITORIUMS OR TRUSTEE CRUZ, TRUSTEE HERNANDEZ, TRUSTEE WADE, TRUSTEE BAKER, TRUSTEE SANTOS, TRUSTEE DEIGAARD. 
          I WOULD LIKE TO ASK EVERYONE TO PLEASE SILENCE ALL CELL PHONES [FOREIGN] I WOULD LIKE TO MENTION THAT TRUSTEE ALLEN AND TRUSTEE BLUEFORD-DANIELS'S HAVE JOINED US. 
          WE'LL BE JOINED BY A MEMBER OF THE JUNIOR RESERVE OFFICER TRAINING CORPSE TO LEAD OUR PLEDGES. 
          THE STUDENT IS FROM FOR OUR HIGH SCHOOL AND DISTRICT 8. 
          I WOULD LIKE TO ASK DISTRICT 8 TRUSTEE, JUDITH CRUZ TO INTRODUCE THE PLEDGE LEADER. 
          >> THANK YOU, PRESIDENT HERNANDEZ, CADET LIEUTENANT COLONEL CHEVAL LONG IS A SENIOR AT FOR HIGH SCHOOL. 
          IT'S NOW IN HER FOURTH YEAR UNDER JROTC PROGRAM. 
          SHE HAS DISTINGUISHED HERSELF THROUGHOUT HER HIGH SCHOOL YEARS THROUGH EXCELLENCE IN ACADEMICS, JROTC, AND EXTRA CURRICULAR SCHOOL ACTIVITIES. 
          CADET LONG SERVES AS THE BATTALION COMMANDER FOR HISDS 14TH ARMY JROTC BATTALION AT FUR HIGH-SCHOOL, SHE IS RANKED 36 OUT OF 277 STUDENTS WITH A GRADE POINT AVERAGE OF 3.89. 
          AMONG HER MANY ACHIEVEMENTS IN THE JROTC PROGRAM, CADET LONG HAS BEEN RECOGNIZED AS THE NUMBER ONE NON-SERVICE DRILL COMMANDER AND HAS RECEIVED THE ACADEMIC EXCELLENCE RIBBON, ALONG WITH MANY TEAMS SERVICE AND ACHIEVEMENT AWARDS. 
          SHE WAS SELECTED AS THE FOR HIGH-SCHOOL SENIOR ATTENDANCE OFFICER AND ANNOUNCEMENTS TEAM MEMBER. 
          SHE ALSO SERVES AS A MEMBER OF THE STEP SCHOLARS PROGRAM, MEMBER OF THE SENIOR CLASS COMMITTEE, COMMANDER OF THE PRIMARY COLOR GUARD, AND COMMANDER OF THE JROTC RIFLE DRILL TEAM. 
          UPON GRADUATION, SHE PLANS TO ENLIST IN THE NAVY AND ATTEND OFFICER CANDIDATE SCHOOL WITH A GOAL OF BECOMING ONE OF THE GREATEST NAVAL OFFICERS IN THE WORLD. CADET LONG [APPLAUSE] 
          >> GOOD EVENING. PLEASE RISE FOR A MOMENT OF SILENT MEDITATION AND PLEASE REMAIN STANDING FOR THE PLEDGE OF ALLEGIANCE. 
          I PLEDGE TO THE TEXAS FLAG. 
          I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL. 
          NOW, FOR THE TEXAS STATE PLEDGE. 
          HONOR THE TEXAS FLAG. 
          I PLEDGE ALLEGIANCE TO THE TEXAS ONE STATE UNDER GOD AND INDIVISIBLE. THANK YOU. 
          >> THANK YOU. CADET LONG. 
          NOW WE'LL MOVE ON TO RECOGNITIONS. 
          [RECOGNITIONS]
AT EACH FEBRUARY BOARD MEETING, WE HAD THE PLEASURE OF FEATURING THE STUDENT WHO WON THE ANNUAL MARTIN LUTHER KING JUNIOR OR ORATORY COMPETITION. 
          HISD WOULD LIKE TO THANK FOLEY AND LEARNER LLP FOR SPONSORING THIS COMPETITION. 
          [00:05:03]
NOW WHEN IT'S 27TH YEAR IN HOUSTON. 
          NOW, I WOULD LIKE TO ASK, VERONICA CAROL FROM LAW ELEMENTARY SCHOOL TO COME TO THE PODIUM TO INTRODUCE HERSELF AND THIS YEAR'S WINNER [NOISE] 
          >> BRILLIANT YOUNG LADY TODAY. 
          AND I WANT TO THANK PRINCIPAL ESSIS AND HER PARENTS FOR ALLOWING ME THE HONOR TO CULTURE. 
          SHE WENT FROM GIVING UP NOVEMBER 3RD, 2021 TO DECIDING TO GIVE IT HER ALL NOVEMBER 4TH, 2021, JUST 24 HOURS LATER. 
          IF RESILIENCE AND PERSEVERANCE, WHERE A PERSON HER NAME WOULD BE CADEN SMITH. 
          NOW SUPERINTENDENT MUELLER HOUSE. 
          LADIES AND GENTLEMEN OF THE BOARD, HIST COMMUNITY FROM GREAT TO GREAT. 
          JAMES H. LAW ELEMENTARY. 
          I AM HONORED TO PRESENT THE 2023 WINNER OF DR. 
          MARTIN LUTHER KING JUNIOR ORATORY COMPETITION MR CADEN SMITH [APPLAUSE] WHAT DR. KING SAID TO US TODAY ABOUT HOPE FOR TOMORROW, HOPE IS DEFINED AS AN EXPECTATION OR DESIRE SOMETHING. 
          YOU CAN JUST THROW ON A WORD LIKE WHAT THAT ATTACHING EXPECTATIONS, OUR OBJECTIVES TO IT. 
          WE ALL KNOW DR. KING'S DESIRED EXPLOITATION WAS HARMONY, OPPORTUNITY, PEACE AND EQUALITY. 
          WE KNOW THIS MAY ANGELO SAID IT BEST WHEN SHE SAID, WHEN YOU KNOW, BETTER, DO BETTER. 
          I BELIEVE WHAT DR. KING WOULD SAY TO US TODAY ABOUT HOPE FOR TOMORROW IS SIMPLY DO BETTER. 
          MY SCIENCE TEACHER LAST YEAR WAS VERY SPECIFIC ABOUT HOW SHE WANTED OUR ASSIGNMENTS TO BE TURNED IN. 
          SHE COMMUNICATED AND MODELED HER EXPECTATIONS DAILY. 
          EVENTUALLY, WHATEVER WE WOULD TURN IT IN. 
          SHE WOULD SAY, NOW YOU KNOW BETTER THAN THAT. 
          WHAT WOULD DR. KING SAY TO US TODAY ABOUT HOPE FOR TOMORROW? YOU KNOW BETTER, DO BETTER. 
          THE QUESTION IS, WHY DO WE KNOW? IS NOT NECESSARY IF YOU MEANT TO GIVE YOU A FULL RECAP OF HORRIBLE HEADLINES THAT STILL PLAGUE OUR SOCIETY TODAY. 
          BUT I'LL GIVE YOU A FEW, SIMPLY LOOK AT THE TERRIBLE WAY, THE DEVASTATING MURDERS AND YOU ABOUT EVER HANDLED AND LET'S SAY, YOU KNOW BETTER THAN THAT. 
          HE WOULD LOOK AT THE ABSENCE OF OPERATIONS FOR THE MASSACRE OF BLACK WALL STREET. 
          AND LET'S SAY, YOU KNOW BETTER THAN THAT. 
          UPON READING THE CRITICAL RACE THEORY, HE WOULD SAY, LET US PRAY [LAUGHTER] WE KNOW THAT DR. KING CAN NOT DRIVE OUT DARKNESS. 
          HATE CAN NOT DRIVE OUT HATE. 
          WE KNOW THIS. 
          WE KNOW THIS BECAUSE JUST LIKE MY SCIENCE TEACHER LAST YEAR, DR. KING, CONSTANTLY COMMUNICATED AND MODELED THE EXPECTATIONS OF HARMONY, OPPORTUNITY, PEACE AND EQUALITY. 
          WHAT WOULD DR. KING SAID TO US TODAY ABOUT HOPE FOR TOMORROW? YOU KNOW BETTER, DO BETTER. 
          I'M THE PRODUCT OF THE DREAM DR. KING SPEAK OF. 
          MY DAD IS AFRICAN AMERICAN, AND NATIVE AMERICAN, MUSKOGEE CREEK NATION TO BE EXACT. 
          MY MOM IS CAUCASIAN. 
          MY GREAT-GRANDMOTHER WAS PART HISPANIC, LIKE VICE PRESIDENT COME OVER HERE, I'M REGULAR MELTING POT [LAUGHTER] I DON'T KNOW ABOUT HER, BUT SOMETIMES I GET TREATED BY MY OWN PEOPLE ON ALL SIDES, BUT I'M NOT ENOUGH OR WHATEVER THEY THINK I SHOULD BE. 
          LIKE, I DIDN'T BELONG. 
          I STAND HERE ON THIS CULTURAL BORDERLINE, FORCED TO TAKE SIDES. 
          WHEN ALL I REALLY WANT IS THE FREEDOM TO CELEBRATE ALL THAT I GAVE. 
          WHAT WOULD DR. KING SAID TO US TODAY ABOUT HOPE FOR TOMORROW? HE WOULD SAY, WE HATE EACH OTHER BECAUSE WE DON'T KNOW EACH OTHER. 
          WE DON'T KNOW EACH OTHER BECAUSE WE DON'T COMMUNICATE. 
          WE DON'T COMMUNICATE BECAUSE WE'RE SUFFERING, IF YOU LOOK ON SOCIAL MEDIA, YOU WILL SEE A CELEBRATION FOR JUST ABOUT EVERY ACTIVITY, FOOD AND RELATIONSHIP UNDER THE SUN. 
          NATIONAL DAUGHTERS, SONS, SIBLINGS, DOG, CAT AND SO NAME IT. 
          HOW ABOUT CHINA'S SPOTLIGHT ON MULTICULTURAL EDUCATION DAY. 
          WHY? BECAUSE CULTURAL EDUCATION LEADS TO CULTURAL APPRECIATION. 
          WHAT WOULD DR. KING SAID TO US TODAY ABOUT HOPE FOR TOMORROW. 
          IS FOR TOMORROW IS THE SAME AS IT WAS YESTERDAY. 
          H-HARMONY, O-OPPORTUNITY, P-PEACE, E-EQUALITY. 
          [00:10:10]
HE WOULD SAY THE LINES THAT THE VIRUS ARE NOT AS NEARLY AS STRONG AS THE TIES THAT BIND US. 
          IS HOPE FOR TOMORROW IS FOR WORLD TO LIFT EVERY VOICE AND SING AND THE KEY OF UNITY AND LIFT UP THE SPIRIT OF THE PLEDGE. 
          ONE NATION UNDER GOD, INDIVISIBLE. 
          THE MEMORY ELSE'S LIFE AND MINISTRY SERVES AS A MODEL FOR EVERY EXPECTATION. 
          WHAT WOULD DR. KING SAY TO US TODAY ABOUT HOPE FOR TOMORROW? HE WOULD SAY, AMERICA YOU HAVE STUDIED ME FOR OVER 15 YEARS. 
          WE KNOW BETTER. 
          NOW, LET'S DO BETTER. 
          THANK YOU FOR YOUR TIME [APPLAUSE] 
          >> THANK YOU CADENCE. 
          NOW, I WOULD LIKE TO ASK TRUSTEE GUIDRY TO READ A PROCLAMATION RECOGNIZING BLACK HISTORY MONTH. TRUSTEE GUIDRY. 
          >> THIS IS THE SECOND TIME I HAVE BEEN ASKED TO SPEAK AFTER ONE OF OUR FABULOUS [LAUGHTER] CHILDREN, WHEREAS EACH FEBRUARY BLACK HISTORY MONTH HONORS THE ENDURING LEGACY OF STRUGGLE AND TRIUMPH OF AFRICAN AMERICANS AND CELEBRATES AND ACKNOWLEDGES THE SIGNIFICANT CONTRIBUTIONS OF AFRICAN AMERICANS MEN AND WOMEN HAVE MADE TO OUR GREAT CITY, STATE, AND COUNTRY. 
          EACH FEBRUARY, AFRICAN AMERICANS HAVE PLAYED AN IMPORTANT ROLE IN THE HISTORY OF HOUSTON AND TEXAS FROM THE EARLY DAYS OF THE PIONEERS TO THE PRESENT DAY LEADING OUR COMMUNITY IN SUCH INDUSTRIES AS EDUCATION, MEDICINE, FINANCE, GOVERNMENT, AND INTERNATIONAL TRADE. 
          WE BELIEVE THAT IT IS HIGHLY BENEFICIAL FOR ALL SEGMENTS OF OUR COMMUNITY TO EMBRACE AND LEARN FROM OUR DIVERSE CULTURES AND TO RECOGNIZE OUTSTANDING INDIVIDUALS WHO HAVE RISEN ABOVE CIRCUMSTANCE AND BECOME PRIZED ROLE MODELS FOR NOT ONLY AFRICAN AMERICAN CHILDREN, BUT FOR CHILDREN OF ALL RACES. 
          THE HISD BOARD OF EDUCATION PROUDLY AND GRATEFULLY ACKNOWLEDGES THE CONTRIBUTIONS OF AFRICAN AMERICANS AT EVERY LEVEL OF THE DISTRICT FROM PARENT, VOLUNTEERS, AND CROSSING GUARDS TO TEACHERS, DISTRICT STAFF, AND ELECTED OFFICIALS. 
          EACH ONE AN IMPORTANT PART OF THE TEAM, AND WHEREAS IT IS FITTING THAT WE SET ASIDE A SPECIAL TIME TO EXPRESS APPRECIATION FOR THESE VALUED RESIDENTS OF OUR COMMUNITY AND THEY'RE IMPORTANT ACCOMPLISHMENTS. 
          NOW, THEREFORE, WE, THE MEMBERS OF THE HOUSTON INDEPENDENT SCHOOL DISTRICT BOARD OF EDUCATION AND THE SUPERINTENDENT OF SCHOOLS PROCLAIMED FEBRUARY 2023 BLACK HISTORY MONTH AND HISD AND ENCOURAGE ALL TO ACKNOWLEDGE AND CELEBRATE THE RICH HISTORY OF THE AFRICAN AMERICAN CULTURE AND WITNESS HEREOF ON THIS NIGHT DAY OF FEBRUARY 2023. 
          >> THANK YOU TRUSTEE GUIDRY [APPLAUSE]. 
          NOW, WE WOULD LIKE TO HONOR AN IMPORTANT HIST PARTNER, THE SPARK OF SCHOOL PARK PROGRAM ON ITS 40TH ANNIVERSARY. 
          TRUSTEE SANTOS, WOULD YOU PLEASE READ OUR RESOLUTION? 
          >> THANK YOU PRESIDENT HERNANDEZ. 
          SPARK SCHOOL PARK PROGRAM WORKS WITH SCHOOLS AND NEIGHBORHOODS TO DEVELOP COMMUNITY PARKS ON PUBLIC SCHOOL GROUNDS WHICH ARE AVAILABLE FOR PUBLIC USE AFTER SCHOOL AND ON WEEKENDS AND HOLIDAYS. 
          THE SPARK SCHOOL PARK PROGRAM BEGAN IN 1983 OUT OF THE OFFICE OF HOUSTON CITY COUNCIL MEMBER, ELEANOR TINSLEY, A FORMER PRESIDENT OF THE BOARD OF EDUCATION OF THE HOUSTON INDEPENDENT SCHOOL DISTRICT WITH FIVE SCHOOLS IN HISD: GREGORY-LINCOLN, DODSON, CORNELIUS HEARTS FIELDS, AND BURBANK ELEMENTARY SCHOOL. 
          OVER THE PAST 40 YEARS OF SPARK PROGRAM HAS BUILT SPARK PARKS AT 159 SCHOOLS IN HISD. 
          WHILE SOME OF THOSE SCHOOLS HAVE CLOSED OR BEEN REBUILT, THERE ARE 78 ACTIVE SPARK PARKS TODAY. 
          THE SPARK SCHOOL PARK PROGRAM HAS WON NUMEROUS LOCAL, STATE, AND NATIONAL AWARDS RECOGNIZING ITS CONTRIBUTIONS TO URBAN IMPROVEMENT AND RENEWAL. 
          [00:15:03]
THEREFORE, BE IT RESOLVED THAT WE, THE BOARD OF EDUCATION AND SUPERINTENDENT OF SCHOOLS OF THE HOUSTON INDEPENDENT SCHOOL DISTRICT ON THIS 40TH ANNIVERSARY OF THE SPARK SCHOOL PARK PROGRAM, EXPRESS OUR APPRECIATION FOR THE SPARK PROGRAM AND IT'S CONTINUING EFFORTS TO IMPROVE THE LIVES OF CHILDREN AND FAMILIES IN HISD. 
          HOUSTON, TEXAS, THE NINTH DAY OF FEBRUARY 2023. 
          >> THANK YOU TRUSTEE SANTOS. 
          NOW I WOULD LIKE TO INVITE THE SPARK SCHOOL PARK PROGRAMS EXECUTIVE DIRECTOR KATHLEEN OMBY TO THE PODIUM FOR A BRIEF REMARKS. WELCOME. 
          >> THANK YOU. IT'S NICE TO SEE ALL OF Y'ALL. 
          I'VE SEEN ALL OF Y'ALL AT SPARK PARK DEDICATIONS. 
          MR. HOUSE, I KNOW YOU HAVE BEEN VERY SUPPORTIVE OF OUR PROGRAM SINCE YOU'VE BEEN HERE, AND WE APPRECIATE THAT. 
          I WANT MARK LEE OUR BOARD PRESIDENT COME ON UP AND KARLA WYATT ALSO ON OUR BOARD WHO IS ACTUALLY THE NEW HARRIS COUNTY TREASURER AND MY ASSISTANT ELIZABETH HALLEY. 
          THE WHOLE SPARK OFFICE IS HERE. 
          [LAUGHTER] ON THE BACK PAGE OF OUR CALENDAR WHICH I HOPE YOU ALL HAVE SEEN. 
          CHRISTIE IS MILDLY OUR LIAISON WITH HISD AND SO STAND UP AND COME ON UP. 
          SHE HELPS ME ON A DAILY BASIS MANEUVER THE BUREAUCRACY OF HISD AND I APPRECIATE THAT. 
          [LAUGHTER]. 
          ON THE BACK PAGE OF THE CALENDAR, THERE IS AN ARTICLE FROM THE HOUSTON POST DATED JANUARY 6, 1995 ABOUT HOW ELEANOR STARTED THE SPARK PROGRAM AND THE FIVE FIRST PROJECTS THAT THEY DECIDED ON WERE ALL SCHOOLS IN AREAS OF TOWN WHERE IT WOULD BE DIFFICULT FOR A SCHOOL TO RAISE ENOUGH MONEY TO REDO THEIR PLAYGROUND. 
          ALMOST ALL SCHOOLS HAVE AN ASPHALT SLAB AND MAYBE A BASKETBALL GOAL, BUT ANYTHING ELSE WAS OUT OF REACH FOR MOST OF THE SCHOOLS. 
          IN OUR SPARK WE HAVE FIGURED OUT THAT WE THINK THAT WE HAVE SPENT ABOUT $22 MILLION ON PLAYGROUNDS IN HISD IN THE LAST 40 YEARS, AND SO WE APPRECIATE THE PARTNERSHIP. 
          IT ALL STARTED WITH OUR PARTNERSHIP WITH HISD, BUT NOW WE'RE WORKING WITH 17 SCHOOL DISTRICTS IN HARRIS COUNTY AND ALSO FORT BEND COUNTY. 
          THANK YOU ALL FOR YOUR SUPPORT AND WE KEEP GOING. 
          >> THANK YOU. [APPLAUSE] 
          >> THANK YOU. HERE NOW IS THE COMMUNITY STUDENTS. 
          PLEASE KNOW THAT WE'RE CONDUCTING OUR HEARING ON THE COMMUNITY IN TWO PARTS TO PRIORITIZE OUR STUDENTS WHO WISH TO ADDRESS THE BOARD. 
          ALL SPEAKERS THIS EVENING ARE LIMITED TO ONE MINUTE EACH PER BOARD POLICY DUE TO THE LARGE NUMBER OF PEOPLE WHO SIGNED UP TO ADDRESS THE BOARD. 
          KAITLYN WHITTLING, PLEASE COME TO THE PODIUM. 
          MISS. WHITTLING IS A COMMUNITY ENGAGEMENT MANAGER FOR THE GIRL SCOUTS OF SAN JACINTO COUNCIL AND SHE HAS BROUGHT A FEW OF HER GIRL SCOUTS MEMBERS. 
          MISS WHITTLING WELCOME. 
          >> HELLO. MY NAME IS KATE WHITTLING. 
          I'M A COMMUNITY ENGAGEMENT MANAGER FOR GIRLS SCOUTS OF SAN JACINTO COUNCIL. 
          WE'VE BROUGHT THREE OF OUR GIRLS HERE AND THEY WOULD LIKE TO SAY SOMETHING FOR YOU. 
          >> HELLO. HOUSTON ISD BOARD. 
          MY NAME IS CATALINA VELAZQUEZ AND I'M A CADET GIRL SCOUT WITH TROOP 25242 FROM HOGG MIDDLE-SCHOOL. 
          BEING A GIRL SCOUT IS ONE OF THE THINGS I'M MOST PROUD OF, AND IT HAS ALLOWED ME TO HAVE SO MANY COOL NEW EXPERIENCES, HELPED MY COMMUNITY AND MAKE SOME AWESOME FRIENDS ALONG THE WAY. 
          ON BEHALF OF ALL GIRL SCOUTS AND HISD, WE WOULD LIKE TO THANK YOU FOR MAKING HOUSTON ISD A PLACE WHERE GIRLS CAN CHALLENGE THEMSELVES, BE CONFIDENT IN WHO THEY ARE AND MAKE OUR COMMUNITY AND THE WORLD A BETTER PLACE THROUGH GIRL SCOUTS. 
          WE BROUGHT YOU EACH SOME GIRL SCOUT COOKIES AS A SWEET LITTLE TOKEN OF OUR APPRECIATION FOR ALL YOUR SUPPORT OF GIRL SCOUTS. 
          THANK YOU. [APPLAUSE]. 
          >> THANK YOU. WE HAVE TWO ADDITIONAL STUDENTS SPEAKERS. 
          BRIANNA WEBER PLEASE COME TO THE PODIUM FOLLOWED BY GERALD MCAFEE. 
          >> GOOD EVENING TO THE BOARD AND SUPERINTENDENT HOUSE. 
          THANK YOU FOR ALLOWING ME TO ADDRESS THE BOARD WITH OUR CONCERNS. 
          [00:20:04]
MY NAME IS BRIANNA WEBER AND I'M HERE TO DISCUSS THE NEEDS OF NSA FOR OUR BELOVED SCHOOL TO FLOURISH AND BE SUCCESSFUL. 
          NUMBER 1, WE ARE IN NEED OF A MENTAL HEALTH COUNSELOR. 
          NUMBER 2, WE NEED ADDITIONAL TUTORS TO ASSIST STUDENTS WHO ARE STRUGGLING WITH CLASSES AND PREPARING FOR THE UPCOMING STAR WHICH IS CLEARLY THREE MONTHS AWAY. 
          NUMBER 3, PROGRAMS THAT THE STUDENTS WOULD LIKE TO BE INTERESTED AT SEEING AT THE SCHOOL AND REMAIN IN THE FUTURE YEARS THAT WILL HELP INCREASE ENROLLMENT AND IMPROVE MORALE OF THE CURRENT STUDENTS AND STAFF AT YATES. 
          IN ADDITION, I WOULD LIKE TO THANK THE BOARD AND SUPERINTENDENT HOUSE FOR MAKING THE RIGHT DECISION, FOR THE SAKE OF THE STUDENTS AND STAFF TO HAVE [INAUDIBLE] AS THE PRINCIPAL WHO WILL CONTINUE TO TAKE CHARGE AND LEAD OUR SCHOOL TO SUCCESS. THANK YOU SO MUCH. 
          >> JOHN MCAFEE. 
          SPEAKERS TO AGENDA ITEMS. 
          [SPEAKERS TO AGENDA ITEMS]
IT IS NOW TIME TO HEAR FROM SPEAKERS TO AGENDA ITEMS. WE HAVE 22 SPEAKERS REGISTERED THIS EVENING. 
          PLEASE SPEAK TO THE AGENDA ITEM YOU HAVE REGISTERED TO SIGN UP FOR. 
          WE ALSO ASK THAT SPEAKER STAY ON TOPIC AND REFRAIN FROM NAMING INDIVIDUALS, ESPECIALLY STUDENTS, AS THEIR IDENTITY IS PROTECTED UNDER LAW, BUT YOU MAY NAME YOUR OWN CHILD. 
          SPEAKER SHOULD PRACTICE NORMAL RULES OF DECORUM. 
          OBSCENE LANGUAGE, PROFANITY WILL NOT BE TOLERATED AS THIS IS A PUBLIC MEETING AND OUR STUDENTS ARE WATCHING. 
          ADDITIONALLY, DISRUPTIONS OF THIS MEETING WILL NOT BE TOLERATED. 
          WE ASK THE AUDIENCE TO REFRAIN FROM INTERRUPTING SPEAKERS WHILE THEY PRESENT TO THE BOARD DURING THIS PORTION OF THE MEETING AND TO PROMPTLY END THEIR REMARKS WHEN THE TIMER RINGS, INDICATING THE EXPIRATION OF THEIR TIME. 
          SPEAKERS WILL GENERALLY BE GIVEN TWO REMINDERS OF OUR PUBLIC COMMENT RULES. 
          IF THE SPEAKER CONTINUES TO VIOLATE THE RULES AFTER THESE REMINDERS, THE SPEAKER WILL BE ASKED TO LEAVE THE MEETING. 
          PLEASE REMEMBER THAT IF YOU ARE SIGNED UP TO SPEAK VIA ZOOM, WE MUST SEE YOU LIVE WITH YOUR CAMERA ON AS YOU SPEAK. 
          IF YOU ARE WATCHING THE MEETING LIVE ON ANOTHER DEVICE, PLEASE MUTE THE MEETING AUDIO WHEN YOU SPEAK TO AVOID AUDIO INTERFERENCE, TURN ON YOUR CAMERA, AND BEGAN SPEAKING. 
          OUR FIRST ITEM HELD FOR REGISTERED SPEAKERS IS A1 ACCEPTANCE OF BOARD MONITORING UPDATE, PRESENTATION OF CONSTRAINT 1, PROGRESS 1, MEASURE 1.3. 
          WILL KEITH DOWNEY PLEASE COME TO THE PODIUM, FOLLOWED BY JACKIE ABRUHILL, AND ANGELA BOX. 
          >> THANK YOU BOARD FOR ALLOWING ME TO SPEAK BEFORE YOU TODAY. 
          MY NAME IS KEITH DOWNEY. 
          I'M A COMMUNITY LEADER HERE IN HOUSTON AND I WOULD LIKE TO DISCUSS THE PURPOSE OF WRAP-AROUND SERVICES. 
          I'M THE CO-FOUNDER OF WRAP-AROUND SERVICES UNDER PRO-UNIT TASK WITHIN THIS [INAUDIBLE], BUT DIDN'T DO IT ALONE. 
          WE HAD THE COUNSELORS, ALL PRINCIPLES CAME TOGETHER, WE HAD THE PARENTS, WE HAD THE COMMUNITY, AND IT WAS STARTED BY GRASSROOTS LEADERSHIP ALONG WITH NON-PROFITS IN THE PHILANTHROPIC WORLD. 
          IN FOUR YEARS, WE WERE ABLE TO BRING FOUR SCHOOLS OUT OF IR IN THE CATCHMENT FEEDER PATTERN. 
          THE PURPOSE OF WRAP-AROUND WAS NOT TO HAVE AN INTERVENTION CONTEST. 
          IT WAS TO ADDRESS THE NEEDS OF STUDENTS WHO NEED IT THE MOST. 
          IT WAS STARTED A KEY MIDDLE-SCHOOL IN KASHMIR HIGH. 
          IT HAS EXPANDED TO, WE CALLED IT THE COMMUNITY COUNCIL BACK THEN. 
          IT'S NOW WRAP-AROUND SERVICES IN HISD, SPRING, YES PREP. 
          [NOISE] TO PUT FUNDING INTO THIS SCHOOLS. 
          DO NOT TAKE FUNDING AWAY FROM THE SCHOOLS THAT NEED IT THE MOST. 
          WE NEED COUNSELORS, WE NEED THE HOMELESS POPULATION ADDRESSED, AND WE NEED TO MAKE SURE THAT WE'RE NOT UNDERCUTTING ANYBODY WHO NEEDS OUR HELP FINANCIALLY [OVERLAPPING] IN THESE COMMUNITIES. THANK YOU. 
          >> THANK YOU. JACKIE ABRUHILL, FOLLOWED BY ANGELA BOX AND LAURA LYNN. 
          >> GOOD EVENING. WHAT I HAVE HERE IS A REPORT FOR THE PAST THREE SCHOOL YEARS FROM THE TEA SHOWING A VERY ALARMING NUMBER. 
          THE INCIDENTS OF VIOLENCE IN ALL OF 2019, 2020, 2021, 2022 ARE ALL THE SAME EXACT NUMBERS. 
          NOW, I KNOW THERE'S A LOT OF SMART PEOPLE IN THIS ROOM, AND YOU GUYS READ A LOT OF STATS. 
          THAT'S NOT NORMAL. 
          ONE THAT STICKS OUT TO ME PARTICULARLY IS SEXUAL ASSAULT. 
          NOW, I'VE HEARD SO MANY PARENTS IN THE LAST THREE YEARS COME INTO THIS BOARD ROOM AND SPEAK ABOUT 
          [00:25:01]
THE INSTANCES THAT THEY'VE HAD WITH THEIR CHILDREN WHO HAVE BEEN SEXUALLY ASSAULTED BY EITHER OTHER STUDENTS OR TEACHERS, AND IT'S NOT REFLECTED. 
          I HAVE A LIST OF ALL THE TEACHERS FROM TEA THAT PARTICIPATED IN THIS AS WELL. 
          NOW WE'RE ALLOWING BOYS AND GIRLS BATHROOMS, WHICH OPENS UP ANOTHER ISSUE. 
          I KNOW THIS IS A SENSITIVE TOPIC, BUT IT NEED TO BE ADDRESSED. [NOISE] 
          >> ANGELA BOX FOLLOWED BY LAURA LYNN AND EARL HIRSCH. 
          >> HEY. [INAUDIBLE] TEACHER. 
          THE WHOLE WORLD IS FINALLY BEGINNING TO SEE THE COMPLETE DEPRAVITY OF THE LEFT, ESPECIALLY WHEN IT COMES TO GROOMING CHILDREN WITH THE TRANSGENDER DOGMA. 
          THE TEXAS ASSOCIATION OF SCHOOL BOARDS HAS MADE IT THEIR MISSION TO SLIP IN POLICIES THAT WILL ALLOW STUDENTS TO CHOOSE THE BATHROOM OF THEIR "GENDER IDENTITY". 
          THIS PUTS EVERY CHILD AT RISK OF, NOT ONLY BEING SEXUALLY ASSAULTED BY SOMEONE OF THE OPPOSITE SEX, BUT ALSO, FURTHER INDOCTRINATE STUDENTS INTO THE LIE THAT THEY CAN CHOOSE THEIR OWN GENDER. 
          SINCLAIR ELEMENTARY AND WALTRIP HIGH-SCHOOL HAVE ALREADY IMPLEMENTED THIS INSANE POLICY. 
          END THIS NOW OR THE LAWSUITS WILL FOLLOW. 
          THE LEFTIST AGENDA, TO WHICH MOST OF YOU HAVE PLEDGED ALLEGIANCE, GOES AGAINST EVERY BIT OF NATURAL LAW AND GOD'S LAW. 
          YOUR ADHERENCE TO IT WILL BE YOUR DOWNFALL BECAUSE GUESS WHAT? GOD WINS. YOU WON'T. 
          THANK YOU. 
          >> LAURA LYNN, FOLLOWED BY EARL HIRSCH. 
          >> CAN HISD EXPLAIN TO US WHAT THEY DID WITH ONE BILLION DOLLARS IN ESSER FUNDS? SUBSTITUTE TEACHERS ARE BEING BROUGHT IN AND TEACHING SPECIAL ED. 
          THESE TEACHERS ARE NOT SPECIAL ED CERTIFIED. 
          THIS IS A DIRECT VIOLATION OF IDEA. 
          ON TOP OF THAT HISD PAYS JUST ABOVE MINIMUM WAGE FOR SUBSTITUTE AND ASSOCIATE TEACHERS. 
          I AM HEARING MORE AND MORE FUNDING WILL BE CUT FROM OUR SPECIAL ED PROGRAMS. WHY? DON'T OUR SPECIAL ED STUDENTS DESERVE BETTER THAN THIS? DON'T ALL OF OUR STUDENTS DESERVE BETTER THAN THIS? OUR STUDENTS CAN ONLY SUCCEED IF WE HAVE HIGHLY QUALIFIED AND CERTIFIED TEACHERS TEACHING THE BASICS OF READING, WRITING, MATH, AND SCIENCE. 
          I HAVE WATCHED AND BEEN TO MANY BOARD MEETINGS IN THE PAST THREE YEARS. 
          I'VE SEEN YOU BRING IN EXPERTS TO DO STUDIES ON HOW OUR STUDENTS ARE DOING POORLY IN BASIC SUBJECTS. 
          TWENTY-SIX PERCENT OF OUR STUDENTS ARE AT COLLEGE LEVEL READINESS BY THE TIME THEY REACH JUNIOR AND SENIOR YEAR, 26%. 
          THAT IS A PATHETIC NUMBER. 
          I HAVE GOTTEN MANY TEXTS AND E-MAILS ON POSIX TO COMPLETE A ONE-MINUTE SURVEY ON HOW SATISFIED I AM WITH THE SCHOOL MY CHILDREN GO TO. 
          ANYTHING BEING DONE WITH THESE SURVEYS. [NOISE] 
          >> THANK YOU. EARL HIRSCH. 
          WE ALSO HAVE A ZOOM SPEAKER SIGNED UP TO ADDRESS ITEM A1. 
          MS. CHEN, PLEASE ADMIT JANA MCEWEN. 
          >> JANA MCEWEN, YOU HAVE JOINED THE MEETING. 
          PLEASE TURN ON YOUR CAMERA, YOUR SPEAKER, MUTE YOUR DEVICE SO THERE'S NO ECHO OR FEEDBACK. 
          YOU HAVE ONE MINUTE. YOU MAY BEGIN. 
          >> I WAS RECENTLY INFORMED THAT TEACHERS FROM CAMPUSES LIKE TH ROGERS ARE NOT ONLY HAVING TO KEEP A TIME SHEET, BUT ALSO CLOCK IN AND CLOCK OUT. 
          IF THERE'S ANY DISCREPANCIES BETWEEN THE TWO, THEY PERSONALLY WILL BE DOCKED, AND ONCE THEY'RE OUT OF THOSE DAYS, THEIR PAY IS NEXT. 
          IS IT TRUE THAT THESE MEASURES WILL SOON BE IMPLEMENTED AT A DISTRICT-WIDE LEVEL FOR ALL SCHOOLS? NOW, LET'S TALK ABOUT THE SAFETY AT TH ROGERS. 
          APPARENTLY, THE FRONT OFFICE WILL OPEN THE FRONT DOOR TO ANY VISITORS WHILE THE DOOR TO ENTER THE SCHOOL IN THE FRONT OFFICE REMAINS COMPLETELY OPEN. 
          IF SOMEONE WANTED TO, THEY WILL BE ABLE TO ENTER THE BUILDING AS A VISITOR, SIGN IN, AND THEN KILL EVERYONE. 
          AT WALTER HIGH SCHOOL, YOU HAVE A YOUNG MAN SUFFERING FROM A MENTAL ILLNESS KNOWN AS GENDER DYSPHORIA, USING THE GIRLS RESTROOM, CAUSING SOME YOUNG WOMEN TO FEEL VERY UNCOMFORTABLE. 
          YOU HAVE FIGHTS BREAKING OUT AND STUDENTS BEING EXTREMELY DISRUPTIVE IN THE CLASSROOMS. TEACHERS AREN'T ENFORCING STUDENTS TO STAND FOR THE PLEDGE OF ALLEGIANCE, OR AT LEAST REMAIN QUIET DURING IT, WHICH IS EXTREMELY SAD AND DISRESPECTFUL TO THOSE WHO HAVE FOUGHT FOR OUR COUNTRY AND LAID DOWN THEIR LIVES PROTECTING IT. 
          I'VE ALSO COME ACROSS SOCIAL MEDIA POSTS WHERE STUDENTS ARE DISCUSSING SEEING THEIR CLASSMATES ENGAGING IN SEXUAL ACTIVITIES. [NOISE] 
          >> THANK YOU. OUR NEXT ITEM HELD FOR REGISTERED SPEAKERS IS, B1 COMPLETION AND APPROVAL OF THE BOARDS QUARTERLY SELF-EVALUATIONS AND REVIEW OF THE BOARD STAFF USE TRACKER. 
          [00:30:04]
WILL JEREMY MONROE PLEASE COME TO THE PODIUM? THIS SPEAKER IS ALSO REGISTERED TO ITEM B2 AND THE HEARING OF THE COMMUNITY. 
          >> I WANT TO DISCUSS NUMBERS AND 2.2 MILLION OVER THE BUDGET AT [INAUDIBLE] FOR A BASEBALL FIELD. 
          THIS BOARD HAS ALLOCATED ADDITIONAL FUNDING FOR THEIR FIELD. 
          YATES HIGH SCHOOL WAS YOUR LAST STATE CHAMPION AND FOOTBALL IN 1985. THAT WAS MY TEAM. 
          WHAT'S AMAZING TO ME IS THAT WE'RE THE ONLY SCHOOL IN HISD HISTORY THAT HAS SECURED AN NFL GRANT. 
          WELL, THE PROBLEM IS THAT THE PEOPLE THAT GOT THE GRANT DIDN'T TELL US EXACTLY HOW IT WORKED. 
          WE CAN'T RAISE $450,000 IN TWO MONTHS. 
          WHAT I'M ASKING THE HISD ADMINISTRATION, SHOW SOME LOVE FOR THE CRIMSON AND GOAL FOR THE ONE THAT THE SOLD OUT ALL THE STADIUMS FOR YOU, AND YOU'D HAVE MADE MILLIONS OFF OF. 
          WE NEED $550,000. 
          2.2 MILLION HAS BEEN ALLOCATED FOR A BASEBALL FIELD. 
          ON THE 15TH, YOU SPEAK IN WACO. 
          TELL THEM WHAT IT'S LIKE WHEN YOU WERE A HIGH SCHOOL FOOTBALL PLAYER AND YOU GOT TO [NOISE]. 
          >> THANK YOU. 
          >> THAT'S WHAT WE'RE DEALING WITH. 
          >> OUR NEXT ITEM HELD FOR REGISTERED SPEAKERS IS B4, CONSIDERATION OF REDISTRICTING PLANS AND PUBLIC INPUT RECEIVED AND POSSIBLE ADOPTION OF A RESOLUTION IMPROVING A REDISTRICTING PLAN FOR SINGLE MEMBER TRUSTEE DISTRICTS. 
          WILL DAVIS MENDOZA DUDUSMANN [PHONETIC] PLEASE COME TO THE PODIUM, FOLLOWED BY JUAN KARDOSA OKENDO [PHONETIC], AND DANIEL SANTOS. 
          >> I WANT TO START OFF BY ASKING YOU-ALL SOMETHING YOU PROBABLY AREN'T ASKED VERY OFTEN. 
          I WANT YOU ALL TO THINK ABOUT RE-ELECTION. 
          WHETHER YOU'VE ALREADY WON AND YOU HAVE IT COMING UP, I WANT YOU TO THINK ABOUT YOUR CAMPAIGN AND ALL OF THE COMMUNITY ROUND TABLES AND PARENT-TEACHER MEETINGS YOU'VE ATTENDED. 
          NOW, THESE EVENTS WERE HOW YOU LEARNED ABOUT THESE ISSUES THAT MATTERED MOST TO THEM. 
          NOW THINK ABOUT THE FAMILIES WHO ATTENDED THESE EVENTS, HAVING LOOKED AT PROPOSED MAPS, AND I KNOW FOR A FACT THAT THESE FAMILIES HAVE SOUTHWEST HOUSTON DO NOT ENCOUNTER THE SAME PROBLEMS AS THOSE IN RICE VILLAGE AND RIVER OAKS, BUT THAT'S HOW IT'S DRAWN ON YOU-LL'S MAPS. 
          INSTEAD OF THESE FAMILIES ATTENDING ONE TOWN HALL AS ONE TRUSTEES NUMBER 1 PRIORITY, YOU'RE BREAKING THEM APART INTO THREE DIFFERENT DISTRICTS AND LUMPING THEM IN WITH COMMUNITIES WHO HAVE NO IDEA WHAT THESE FAMILIES GO THROUGH. 
          YOUR VOTES FROM IASD WILL DENY THEM REPRESENTATION. 
          WE PLEAD THAT YOU DO THE RIGHT THING TODAY BECAUSE WHETHER YOU'RE RE-ELECTED OR NOT, AN ENTIRE GENERATION OF HOUSTONIANS WILL BE LIVING WITH THE REPERCUSSIONS OF YOUR VOTE FOR YEARS AND YEARS AND YEARS AND YEARS AND YEARS AND YEARS. [NOISE] THANK YOU. 
          >> JUAN KARDOSA OKENDO, FOLLOWED BY DANIEL SANTOS, AND SANDRA RODRIGUEZ. 
          >> GOOD EVENING, TRUSTEES. 
          GOOD TO SEE YOU AGAIN. 
          JUST AS YOU'RE CONSIDERING THE REDISTRICTING PLANS THIS EVENING, I WANT YOU TO KEEP IN MIND THAT THE PROPOSAL THAT WE SUBMITTED INCLUDES SOME FOREIGN BY 50 DIFFERENT COMMUNITY OF INTEREST MAPS FROM ACROSS BLACK, LATIN ACCENT API COMMUNITIES. 
          WE FACILITATED A PROCESS WHERE COMMUNITY ORGANIZATIONS SAT DOWN WITH COMMUNITY LEADERS AND LITERALLY THROUGH THE BOUNDARIES OF THEIR COMMUNITIES. 
          I ALSO WANT TO EMPHASIZE THAT THE PROPOSAL THAT WE SUBMITTED, KEEP SOUTHWEST HOUSTON TOGETHER KEEPS NORTH FOREST TOGETHER, AND IT ALSO MAXIMIZES BLACK, HISPANIC, AND API VOTING POWER ACROSS MOST OF THE DISTRICTS. 
          YOU-ALL KNOW THAT HISD IN HOUSTON IS WHERE DIVERSITY, TENSIONS CAN ARISE BETWEEN COMMUNITIES, BUT I'M REALLY PROUD TO SAY [NOISE]. 
          >> DANIEL SANTOS. 
          >> EXCUSE ME. I WAS PICKING MY CHILD FROM SCHOOL. 
          I WAS NOT ABLE TO SPEAK AT THE TIME. 
          >> LET US FINISH WITH THIS LIST AND THEN WE'LL COME BACK TO YOU. 
          >> THANK YOU. 
          >> GOOD EVENING. I RISE TO SPEAK ON ITEM B4. 
          HFT APPLAUDS THE SERIOUS URGENCY THAT TRUSTEES HAVE GIVEN TO THE ISSUE OF REDISTRICTING BECAUSE WE AGREE THAT EQUITY OF VOICE POLITICALLY IS ESSENTIAL TO THE IMPROVEMENT OF OUR SCHOOLS. 
          WE ALSO AGREE THAT LOCAL CONTROL OF OUR SCHOOLS IS JUST AS ESSENTIAL. 
          WHEN FACED BY A HOSTILE TAKEOVER, BY A HOSTILE GOVERNOR, WE EXPECT OUR RE-ELECTED TRUSTEES TO DEFEND THEIR CONSTITUENTS' POLITICAL VOICE, THEIR SUFFRAGE. 
          [00:35:01]
TO SURRENDER AND REMAINS SILENT AS EVERY CITIZEN IS DISENFRANCHISED, POTENTIALLY WOULD BE COWARDLY AND UNFORGIVABLE. 
          WE MAY NOT REMEMBER THE WORDS OF OUR ENEMIES TODAY, BUT WE WILL REMEMBER THE SILENCE OF OUR TRUSTEES TOMORROW. THANK YOU. 
          >> SANDRA RODRIGUEZ, FOLLOWED BY LESLIE EVANS AND BAILYNISH ENDAJ [PHONETIC]. 
          >> [FOREIGN] MY NAME IS SANDRA RODRIGUEZ AND I'M A LIFELONG RESIDENT OF SOUTHWEST HOUSTON AND ADVOCACY DIRECTOR LATINOS FOR EDUCATION. 
          I'M A MOTHER AND SOMEONE WHO'S WORKED TIRELESSLY FOR FAMILIES IN SOUTHWEST TO ENSURE THEIR VOICES ARE HEARD AND THEIR INPUT IS CONSIDERED IN DECISION-MAKING. 
          FOR THE PAST FEW MONTHS, LEADERS WHO REPRESENT DIVERSE AND DISENFRANCHISED COMMUNITIES WORK TOGETHER TO CREATE A MAP THAT WORKS FOR THEM. 
          WE MET WITH SOME OF YOU TO SHARE WHY THIS IS IMPORTANT AND WE LISTENED TO YOU TO LEARN ABOUT WHAT'S IMPORTANT TO YOU IN THIS PROCESS. 
          WE ALSO LISTENED TO THE COMMUNITY AND WHAT THEY NEED. 
          THE REDISTRICTING MAPS AND DIVIDE NEIGHBORHOODS FAILING TO FAIRLY REPRESENT SOUTHWEST COMMUNITIES. 
          I URGE THE BOARD TO KEEP THESE COMMUNITIES WITHIN ONE SINGLE DISTRICT. 
          YOUR DECISION TODAY WILL IMPACT A CHILD'S EDUCATIONAL JOURNEY IN HISD AND BEYOND. THANK YOU FOR YOUR TIME. 
          >> I DO WANT TO ACKNOWLEDGE OUR AUDIENCE MEMBER, ARNETTA MURRAY, HISD EDUCATOR IN IOWA COUNTY CITY COUNCIL. 
          LESLIE EVANS. 
          >> HI. I'M A CONCERNED PARENT ABOUT THE PROPOSED REDISTRICTING OF KENDALL BAKERS DISTRICT 6 BY THE HOUSTON ENACTION GROUP. 
          FOR HISD ZONE POLICIES, THE DISTRICT STATUTORY AUTHORIZATION PROVIDES THAT REDISTRICTING MUST OCCUR WITHIN SIX MONTHS FOLLOWING THE PUBLICATION OF EACH FEDERAL CENSUS. 
          THE BOARD SHALL RE-DIVIDE THE DISTRICT INTO THE APPROPRIATE NUMBER OF TRUSTEE DISTRICTS IF THE CENSUS DATA INDICATES THAT THE POPULATION OF THE MOST POPULOUS DISTRICT EXCEEDS THE POPULATION OF THE LEAST POPULOUS DISTRICT BY MORE THAN 10 PERCENT. 
          RE-DIVISION OF THE DISTRICT SHALL BE IN THE MANNER PROVIDED UNDER EDUCATION CODE 11.052F, AND EDUCATION CODE 11.052I. 
          IT'S FEBRUARY 9TH, 2023. 
          HAS IT BEEN MORE THAN SIX MONTHS SINCE THE 2020 CENSUS NUMBERS HAVE BEEN PUBLISHED THAT SHOWED DISTRICT 6 SHOULD NOT CHANGE BOUNDARY LINES? IS THIS BOARD VIOLATING ITS OWN POLICY ON REDISTRICTING? PLEASE KEEP DISTRICT 6 INTACT AS ORIGINALLY PLANNED BASED ON 2020 CENSUS DATA [NOISE] ON THE WEST SIDE. 
          BELANISH ENDARG, FOLLOWED BY GRACIELA SAENZ AND CORETTA BROWN. 
          >> MY NAME IS BELLAND ORGI AND I'M HERE WITH MIGRANTS AND REFUGEES LEADERSHIP ACADEMY AND HOUSTON IN ACTION. 
          WE BRING LEADERS OF DIVERSE AFRICAN COMMUNITIES TOGETHER TO LEARN LEADERSHIP SKILLS, EMPOWERING THEM TO ENGAGE IN CIVIC ACTIVITIES AND ADVOCATE FOR THEIR RIGHTS. 
          THE SOUTHWEST COMMUNITY SHARES A LOT IN COMMON. 
          MANY PEOPLE ARE IMMIGRANT, AND ENGLISH IS THEIR SECOND LANGUAGE. 
          IT'S A WORKING-CLASS COMMUNITY THAT IS ALSO LOW-INCOME, AND WE WORK TOGETHER TO TAKE CARE OF EACH OTHER. 
          SOME CHALLENGES THAT STUDENTS IN OUR COMMUNITY FACE AT SCHOOL INCLUDING BULLYING FOR BEING DIFFERENT, BEING NEW TO THE COMMUNITY, AND GOING TO SCHOOL FOR REGULAR CLASSES WHILE ALSO TAKING ESL CLASSES. 
          IMMIGRANT CHILDREN AND YOUTH DEPEND ON HAVING QUALITY SCHOOL IN ORDER TO BUILD CAREERS AND CONTRIBUTE TO THEIR LIVES AND COMMUNITIES. 
          WE DEPEND ON OUR TRUSTEES TO FIGHT FOR A QUALITY EDUCATION. 
          THAT MEANS [NOISE] 
          >> THANK YOU. GRACIELA SAENZ FOLLOWED BY CORETTA BROWN AND MARGARET FORESTALL. 
          >> CHAIRWOMAN HERNANDEZ AND BOARD OF TRUSTEES. 
          THANK YOU SO MUCH FOR ALLOWING US TO BE HERE AND ADDRESS YOU AND AS WELL THANK YOU FOR YOUR PUBLIC SERVICE. 
          MY NAME IS GRACIELA SAENZ. 
          I'M AN ATTORNEY HERE IN HOUSTON. 
          I'M HERE THOUGH IN MY ROLE AS CHAIR OF THE ADVOCACY COMMITTEE FOR THE LULAC COUNCIL 60. 
          LULAC IS ONE OF THE OLDEST CIVIL RIGHTS ORGANIZATIONS IN THE UNITED STATES AND OUR LOCAL COUNCIL 60 HAS BEEN IN EXISTENCE IN HOUSTON SINCE 1934. 
          COUNCIL HAS OVER 120 MEMBERS OF DIVERSE BACKGROUNDS AND PROFESSIONS. 
          WE'RE HERE TO JOIN OUR VOICE TO THE REQUEST MADE BEFORE YOU TO ADOPT THE PROPOSED MAP PRESENTED BY THE HOUSTON IN ACTION NON-PROFITABLE ORGANIZATION. 
          THE MAP STRENGTHENS AND BECOMES INCLUSIVE 
          [00:40:03]
OF THE VOICES OF THE COMMUNITIES THAT IN MANY WAYS MAY BE DILUTED INTO DIFFERENT DIVISIONS AND OF THE PROPOSED MAPS. 
          WE WOULD HOPE THAT YOU ARE LISTENING TO THE COMMUNITY. 
          [NOISE] 
          >> THANK YOU. I DO WANT TO ACKNOWLEDGE THAT THE HONORABLE GRACIELA SAENZ WAS A FORMER CITY COUNCIL MEMBER AND MAYOR PART-TIME. 
          YES. THANK YOU. 
          >> THANK YOU. 
          >> CORETTA BROWN. 
          >> HOW Y'ALL DOING? MY NAME IS CORETTA BROWN AND WE REGISTER ON EMPOWERMENT. 
          WE ARE A SOCIAL JUSTICE ORGANIZATION THAT FOCUS ON GIVING SECOND CHANCES TO PEOPLE WITH FELONY BACKGROUNDS. 
          I SEE A LOT OF FRIENDLY FACES. 
          I RESPECT A LOT OF Y'ALL DECISIONS AND EVERYTHING. 
          YOU HAVE TAKEN A LOT OF TIME ON THIS REDISTRICTING ISSUE AND THEN YOU ALSO CAME BACK AND GAVE US AN OPPORTUNITY AS A COMMUNITY TO WORK ON A MAP TO BRING IT TO YOU. 
          I JUST WANT TO POINT OUT THAT SOMETIMES LIKE HUMAN BEINGS WE SAY THAT WE WOULD ADVOCATE FOR THOSE THAT LOOK LIKE US AND THOSE THAT DO NOT LOOK LIKE US. 
          BUT SOMETIMES PEER PRESSURE AND DETACHMENT FROM THE COMMUNITY MOVE US TO FOCUS ON OUR NEEDS AS OPPOSED TO THE COMMUNITY NEEDS. 
          THE CIVIL RIGHTS MOVEMENT WAS ABOUT GIVING VOTERS OF THE SAME CULTURE, EXPERIENCE, AND BACKGROUND AN OPPORTUNITY TO VOTE AS A BLACK FOR WHO THEY BELIEVED WOULD CHAMPION THEIR CONCERNS. 
          WHEN YOU SPLIT A COMMUNITY BLOCK, YOU'RE IN ESSENCE SAYING THAT YOU DON'T TRUST THEM TO VOTE THEIR INTERESTS OR YOU'RE AFRAID THEIR INTERESTS WOULD BE TO VOTE A NEW TRUSTEE AND THAT LOOKS LIKE [NOISE]. 
          >> MARGARET FORESTALL. 
          >> [NOISE] I'M HERE TO ASK THE BOARD TO CONSIDER ADOPTING THE REDISTRICTING MAPS AS LISTED ON THE 2022 REDISTRICTING TAB ON YOUR WEBSITE. 
          THESE MAPS WOULD BE A OR D. BOTH MAPS KEEP DISTRICT 6 IN ITS CURRENT FORM. 
          THESE DISTRICTS AS THEY CURRENTLY STAND WILL BE BASICALLY THE SAME FORMAT FROM WHEN I STARTED TEACHING IN 1975 IN HISD AT MCREYNOLDS. 
          [NOISE] BOTH MAPS A AND D TAKE INTO ACCOUNT THE NEW DATA REQUIRED BY THE 2020 CENSUS. 
          I'M ASKING THAT THE BOARD WILL VOTE FOR ONE OF THESE TWO MAPS TO BE IMPLEMENTED. 
          I URGE YOU NOT TO VOTE FOR THE MAP PROPOSED BY THE HOUSTON IN ACTION AS IT WOULD SPLIT THE DISTRICT THAT HAS BEEN INTACT FOR DECADES AND IT WOULD ALSO DISENFRANCHISE THE VOTERS BY CAUSING THEM TO LOSE THEIR REPRESENTATIVE THAT THEY DULY ELECTED TWO [NOISE] 
          >> AURAL HIRSCH. PLEASE REMEMBER TO STAY ON TOPIC FOR THE ITEM THAT YOU REGISTERED, A ONE OF ACCEPTANCE OF BOARD MONITORING UPDATE. 
          >> TRUSTEES AND MR. HOUSE. 
          MY CONSISTENT MORAL MESSAGE AND GROUNDING IS LIKE MLK ABOUT UNITY, NEVER ABOUT DIVISIVENESS. 
          MLK IS WHERE IT'S SO MUCH DIFFERENT THAN THE TELEVISED NEWS AT THE TIME WHEN I DELIVER NEWSPAPERS DURING MY FORMATIVE YEARS AS A YOUNGSTER. 
          THIS IS ABOUT THE MINORS, I WANT TO PIVOT TO HISD STUDENTS. 
          LET US ALL REMEMBER THEY ARE NOT LEGAL ADULTS DESPITE APPEARANCE, THEY ARE MINORS, ADULTS, POLITICALS, AND MEDIA, ALL NEED TO ADHERE AND RESPECT THAT. 
          AS MINORS, THERE IS ABSOLUTELY NO NEED, ESPECIALLY WITHIN THE WALLS OF HISD, TO EXPOSE THEM TO ADULT PORNOGRAPHY, MASQUERADING AS CHILDREN'S BOOKS, WHICH GENDER AM I, BOYS USING GIRLS' BATHROOM AND VICE VERSA, AND ADULT STUFF THAT ADULTS BRING TO SCHOOL. 
          WE ALSO HARD ABOUT STOPPING THESE TRANSGRESSIONS. 
          WHERE IS THE LEADERSHIP? [NOISE] WHAT I'M LOOKING FOR A STRONG MORAL LEADERSHIP AND UNITY FROM YOU AND EVERYBODY IN HISD COMMUNITY. 
          OUR STUDENTS, LIKE MY 1ST GRADE SON [NOISE]. 
          >> THANK YOU. OUR NEXT ITEM HELD FOR REGISTERED SPEAKERS IS F1, APPROVAL OF THE 2023, 2024 ACADEMIC CALENDAR. 
          WELL, MAX F, PLEASE COME TO THE PODIUM, FOLLOWED BY CARINA QUEZADA. 
          >> I EMAILED THE BOARD MY OPINION IN SUMMER SCHOOL AND ONLY BRIDGET WADE RESPONDED. 
          I'M GOING TO SPEAK AGAIN ON HOW WE NEED TO ADDRESS CHANGES IN DELIVERY OF INSTRUCTION. 
          WHAT WE'RE DOING NOW IS OBVIOUSLY NOT WORKING. 
          I'M ASKING YOU TO REVISIT THE THREE-WEEK SUMMER PROGRAM. 
          [00:45:02]
IT SHOULD BE AT LEAST 6-8 WEEKS SINCE WE HAVE THE THREE-MONTH SUMMER BREAK. 
          BENEFITS CAN BE MASTERING SKILLS NOT LEARNED DURING THE SCHOOL YEAR, REVERSING SUMMER LOSS, ACHIEVING LEARNING GAINS, AND INTRODUCING NEW WAYS OF LEARNING. 
          IT CAN BE MORE FUN AND ENCOURAGE CHILDREN TO ENJOY LEARNING. 
          ON AVERAGE, STUDENT ACHIEVEMENT DECLINES OVER THE SUMMER BY ONE MONTHS LEARNING. 
          JOHN HOPKINS ESTIMATES TWO-THIRDS OF THE ACHIEVEMENT GAP CAN BE TRACED TO SUMMER LEARNING. 
          HISD HAS 79 PERCENT IN POVERTY AND 61 PERCENT AT RISK. 
          [NOISE] IN HIGH POVERTY DISTRICTS ACROSS THE COUNTRY SUMMER SCHOOL IS AN IMPORTANT TOOL FOR IMMEDIATE [NOISE] 
          >> THANK YOU. CARINA QUEZADA 
          >> PLEASE VOTE NOW ON THE PROPOSED CALENDAR. 
          EVERY YEAR REGARDLESS OF WHEN HOLIDAYS FALL, THIS DISTRICT HAS OFFERED AT LEAST TWO CHOICES FOR PARENTS TO VOTE ON, EXCEPT FOR THIS YEAR. 
          THIS IS A CALCULATED MOVE TO DRUM UP SUPPORT FOR DISTRICT OF INNOVATION BY STATING YOU HAVE NO CHOICE SINCE WE AREN'T A DOI. 
          YET WE HAVE NEVER BEEN A DOI AND THE DISTRICT HAS OFFERED SENSIBLE CALENDAR CHOICES. 
          TESTING WAS ANOTHER REASONS CITED YET TA IS NOT FORCING ALL THE TESTING THE DISTRICT VOLUNTARILY DOES. 
          THIS IS NOTHING MORE THAN ANOTHER PLOT TO BECOME A DOI. 
          FIRST YOU ATTEMPTED TO PUSH DOI THROUGH IN THE MIDST OF A GLOBAL PANDEMIC, THEN YOU COULDN'T GET THE DAC TO VOTE IN FAVOR OF BECOMING A DOI, SO YOU IMPOSED TERM LIMITS ON THEM. 
          YOU DON'T GET YOUR WAY, SO YOU CHANGE THE RULES. HOW DEMOCRATIC? NOW YOU'RE FORCING THIS AWFUL CALENDAR TO TRICK PEOPLE INTO SUPPORTING A DOI AND UNKNOWINGLY GIVING UP THEIR RIGHTS TO HAVE CERTIFIED TEACHERS IN THE CLASSROOM, AMONG MANY OTHER RIGHTS AND PROTECTIONS ALL UNDER THE GUISE OF STARTING THE YEAR EARLY. 
          QUICK QUESTION, WHY ARE WE LIMITED TO ONE MINUTE WHEN YOUR OWN BOARD PULP? [NOISE]. 
          >> OUR LAST ITEM HELD FOR REGISTERED SPEAKERS [BACKGROUND] IS K1 APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY, A LOCAL EDUCATIONAL PHILOSOPHY REGARDING CONSTRAINTS TO 2.1, 2.2 AND 2.3 FIRST READING. 
          MS. TRAN, PLEASE ADMIT TO ZOOM SPEAKER RUTH KRAVETZ. 
          >> RUTH KRAVETZ. YOU HAVE JOINED THE MEETING VIRTUALLY. 
          PLEASE TURN ON YOUR CAMERA, YOUR SPEAKER, AND YOU MAY BEGIN. 
          >> THANK YOU SO MUCH. I'M RUTH KRAVETZ WITH COMMUNITY VOICES FOR PUBLIC EDUCATION. 
          ON BEHALF OF EVERYONE WHO ATTENDED THE RALLY OR SIGNED A PETITION OPPOSING THE STATE TAKEOVER, I ASK THAT YOU JOIN THEM, YOU THE BOARD MEMBERS AND PUBLIC OPPOSE THIS TAKEOVER TWO. 
          IF GOVERNOR ABBOTT REALLY CARED ABOUT OUR CHILDREN, HE WOULD USE THE $33 BILLION SURPLUS TO INCREASE SCHOOL FUNDING FOR STUDENTS. 
          INSTEAD, HE IS TRYING TO TAKE OVER THE B PLUS RATED AND AAA BOND RATED HISD ON THE FLIMSIEST OF PRETEXTS SO HE CAN USE THIS AS A GUINEA PIG FOR HIS VOUCHER PLAN. 
          THE 2021 STATE LAW GIVES THE UNELECTED COMMISSION A FULL DISCRETION TO DETERMINE THE LENGTH OF THE TAKEOVER, SO WE COULD BE STUCK WITH AN UNELECTED BOARD OF MANAGERS ACCOUNTABLE ONLY TO MORATH AND ABBOTT FOREVER. 
          WELL, HISD CERTAINLY IS NOT PERFECT. 
          THERE'S NO EVIDENCE THAT TAKEOVERS IMPROVE ACADEMIC ACHIEVEMENT ACROSS THE NATION. 
          IN FACT, THE OPPOSITE IS TRUE. 
          SIGN THE PETITION, IT'S AT OUR WEBSITE, HOUSTONCVPE.ORG. 
          PLEASE BOARD MEMBER, STAND UP FOR OUR SCHOOL CHILDREN AND OPPOSE THE STATE TAKEOVER. 
          [NOISE] 
          >> WE HAVE THREE ADDITIONAL SPEAKERS ADDRESSING K1 IN THE AUDITORIUM. 
          WELL, SHAYNA HARVOSTEEN PLEASE COME TO THE PODIUM. 
          THIS SPEAKER IS ALSO REGISTERED FOR HEARING OF THE COMMUNITY. 
          [NOISE] 
          >> HI. SEVEN YEARS AGO, THE STATE ILLEGALLY CAPPED SPECIAL EDUCATION SERVICES AT 8.5% DESPITE A 13% NATIONAL RATE. 
          FIVE-YEARS AGO, HISD GOT RECOMMENDATIONS FOR IMPROVEMENT IN THE SPECIAL EDUCATION SERVICES DEPARTMENT FROM AN OUTSIDE AUDIT TEAM AS WELL AS FROM AN INTERNAL AD HOC COMMITTEE. 
          WE'VE HEARD NOTHING ON THE ACTIONS OF PROGRESS OF ANY OF THOSE PLANS AND RECOMMENDATIONS FROM FIVE YEARS AGO. 
          FOUR YEARS AGO, TEA INVESTIGATED HISD VIOLATIONS OF SPECIAL EDUCATION LAWS. 
          THREE YEARS AGO, THE INVESTIGATION REPORT GAVE RECOMMENDATION. 
          TWO YEARS AGO, THE STATE APPOINTED TWO CONSERVATORS TO OVERSEE THE SPECIAL ED PROGRAM IN HISD, AND ONE-AND-A-HALF YEARS AGO, SUPERINTENDENT HOUSE CAME IN WITH MORE PROMISES OF CHANGE IN SPECIAL EDUCATION. 
          TODAY, WE HAVE NO IDEA WHAT THE DISTRICT IS DOING TO IMPROVE THIS PROGRAM. 
          [00:50:03]
TODAY WHILE THE NATIONAL AVERAGE OF SPECIAL ED STUDENTS HAS INCREASED OVER THE SEVEN YEARS FROM 12-14.5%, HISD REMAINS AT 8.5%. 
          [NOISE]. 
          >> PETRINIA BAXMATI, FOLLOWED BY JANE FRIO. 
          >> HI. GOOD EVENING, I JUST WANT TO RECOGNIZE THE TWO BOARD MEMBERS THAT I MUST INTERACT WITH BECAUSE OF WHERE I LIVE AND WHERE MY KIDS GO TO SCHOOL. 
          KENDALL BAKER AND BRIDGET WADE. 
          I ALSO WANT TO RECOGNIZE I SAW DR. BIRD IN THE ROOM A BIT EARLIER. 
          I REPRESENT A STUDENT WITH SPECIAL NEEDS. 
          I REPRESENT PARENTS WITH STUDENTS WITH SPECIAL NEEDS. 
          I'M HERE WITH SEVERAL MOMS TODAY SPEAKING ON BEHALF OF THAT POPULATION OF STUDENTS. 
          I JUST WANT TO MAKE THE BIGGEST IMPACT I CAN IN A MINUTE THAT I HAVE. 
          I REALIZED THIS MINUTE FOR US IS A VERY SHORT PERIOD OF TIME. 
          WE'RE BUZZED AND WE'RE SENT ON OUR WAY. 
          BUT FOR OUR CHILDREN WHO DON'T HAVE VOICES, OUR CHILDREN WITH SPECIAL NEEDS. 
          THOSE OF US STRUGGLING TO GET THE ACCOMMODATIONS THAT WE NEED AS CHILDREN AND AS STUDENTS, THAT MINUTE IS LIFETIME. 
          WE ARE ASKING YOU TO PLEASE FOLLOW UP, BE MORE OPEN AND TRANSPARENT WITH US ABOUT WHAT THE CONSERVATORS ARE DOING TO SUPPORT THIS MUTED GROUP OF STUDENTS IN HISD. 
          THANK YOU. [APPLAUSE]. 
          >> JANE FRIO. 
          >> GOOD EVENING, JANE FRIO, HISD PARENT AND CO-FOUNDER OF HOUSTON SPECIAL EDUCATION PARENT ASSOCIATION. 
          IT'S BEEN TWO YEARS SINCE THE TEA APPOINTED TWO CONSERVATORS TO OVERSEE SPECIAL EDUCATION. 
          PARENTS LIKE ME WOULD LIKE AN UPDATE FROM THIS DISTRICT ON THE PROGRESS OR LACK OF PROGRESS MADE ON GETTING THE DISTRICT OUT OF FAILURE. 
          WE'VE HEARD NOTHING. WHERE DO WE STAND? WHAT'S BEEN ACCOMPLISHED? WHAT NEW SYSTEMS HAVE BEEN CREATED? HOW DO PARENTS ACCESS THEM? AS YOU WERE REVIEWING YOUR BOARD POLICY TODAY ON WRAPAROUND SERVICES, I WOULD ASK THAT YOU ALSO TAKE THE TIME TO REVIEW THE LANGUAGE OF GOALS AND CONSTRAINTS IN THE SPECIAL EDUCATION BOARD POLICY. 
          IT'S BEEN TWO YEARS OF FAILURE IN THIS DISTRICT AND A DECADE OF DYSFUNCTION AND DENIAL WITH THE TEA, WHICH IS WHY I OPPOSE A STATE TAKEOVER OF THIS BOARD. 
          IT'S TIME TO RE-ENGAGE PARENTS WITH A SPECIAL ED AD HOC COMMITTEE TO ADVISE YOU, THE BOARD MEMBERS, [NOISE] AND TO REINSTATE A FUNCTIONING SPECIAL EDUCATION PARENT ADVOCACY ADVISORY COMMITTEE TO ENCOURAGE COMMUNICATION WITH THE DISTRICT. 
          [NOISE]. 
          >> THIS CONCLUDES OUR HEARING OF REGISTERED SPEAKERS FOR AGENDA ITEMS. WE'RE NOW READY TO CONSIDER OUR FIRST DISCUSSION ON REPORT ITEM. 
          [A-1. Acceptance Of Board Monitoring Update: Presentation Of Constraint 1 Progress Measure 1.3]
A1, ACCEPTANCE OF BOARD MONITORING UPDATE, PRESENTATION OF CONSTRAINT 1, PROGRESS MEASURE 1.3. 
          SUPERINTENDENT HOUSE, WE'RE READY FOR YOUR UPDATE. 
          COLLEAGUES, PLEASE HOLD YOUR QUESTIONS UNTIL THE PRESENTATION IS COMPLETE. 
          >> THANK YOU, MADAM PRESIDENT, I WOULD LIKE TO HAVE DR. ALLISON MATNEY MAKE HER WAY TO THE PODIUM, WHICH SHE HAS TO GET US STARTED WITH THE PRESENTATION. DR. MATNEY. 
          >> THANK YOU, SUPERINTENDENT HOUSE. 
          GOOD EVENING, TRUSTEES. 
          I'M HERE BEFORE YOU THIS EVENING TO PRESENT AN UPDATE AROUND CONSTRAINT PROGRESS MEASURE 1.3. 
          JUST AS A REMINDER, OUR GLOSSARY OF TERMS IS LOCATED IN THE BEGINNING OF THIS PRESENTATION FOR YOUR REFERENCE. 
          TWO NEW TERMS SPECIFIC TO TONIGHT'S PRESENTATION ARE TADS THAT'S THE FORMER TEACHER APPRAISAL AND DEVELOPMENT SYSTEM. 
          THE OLD TEACHER APPRAISAL SYSTEM THAT CLOSED OUT AT THE END OF LAST YEAR. 
          THEN HRIS, OUR HUMAN RESOURCES INFORMATION SYSTEM WHERE WE PULL THIS DATA FROM. 
          AS A REMINDER, THIS CONSTRAINT READS THE GAP IN RETENTION RATES OF NEWLY RECRUITED TEACHERS BETWEEN IDENTIFIED CAMPUSES AND ALL OTHER HISD CAMPUSES WILL DECREASE SIX PERCENTAGE POINTS FROM 20% IN JUNE 2019 TO 14% DURING THE '23-'24 SCHOOL YEAR MEASURED IN JUNE 2024. 
          BEFORE YOU, THIS SLIDE SHOWS OUR DATA HISTORY. 
          I'M GOING TO ORIENT YOU TO THIS BECAUSE THERE ARE QUITE A FEW LINES ON THIS LINE GRAPH. 
          THE ORANGE IS THE RETENTION FOR ALL CAMPUSES THAT HAVE NOT BEEN IDENTIFIED IN THIS PROCESS. 
          THAT IS OUR ORANGE LINE AT THE TOP. 
          THE BLUE LINE IS THE RETENTION RATE FOR THE IDENTIFIED CAMPUSES. 
          THE CAMPUSES THAT WERE IDENTIFIED ORIGINALLY AS PART OF THIS INITIATIVE ARE ON THE RIGHT-HAND SIDE OF THIS SLIDE. 
          THESE CAMPUSES DO NOT CHANGE THROUGHOUT THIS CONSTRAINT. 
          THESE CAMPUSES WERE IDENTIFIED THROUGH A THOROUGH PROCESS AND THE TALENT OFFICE AT THE TIME OF CAMPUSES HAD SIGNIFICANT AND ONGOING CONCERNS WITH RETAINING OUR NEWLY RECRUITED TEACHERS. 
          [00:55:04]
OUR BLUE LINE AGAIN IS THE RETENTION FOR THOSE IDENTIFIED CAMPUSES. 
          THE RED LINE IS THE TARGET THAT WE'RE TRYING TO ACHIEVE, AGAIN, WORKING FROM THAT 20-14 FOR THE GAP. 
          THEN THE GREEN LINE IS THE ACTUAL GAP BETWEEN IDENTIFIED CAMPUSES AND ALL OTHER CAMPUSES. 
          YOU CAN SEE THAT IN '22-'23, WE DID HAVE AN INCREASE FROM THE PRIOR YEAR IN RETENTION, BUT WE ARE STILL BELOW THE TARGET, WHICH IS WHERE WE WANT TO BE. 
          ON MANY OF THE REPORTS THAT WE HAVE DISCUSSIONS ABOUT, WE WANT TO BE ABOVE THE TARGET. 
          FOR THIS ONE WE WANT TO BE BELOW, AND WE WANT TO MAKE SURE THAT THAT GAP HAS NARROWED. 
          WE'RE TRENDING DOWNWARDS INSTEAD OF UPWARDS. 
          WE ARE AT 15% IS OUR GAP FROM THIS PAST YEAR. 
          THE TARGET WAS 16, SO WE HAVE IDENTIFIED OURSELVES AS MEETING THAT TARGET. 
          >> SUPERINTENDENT HOUSE. 
          >> THANK YOU. WE'RE EXTREMELY PROUD TO HAVE MET THE TARGET FOR RETENTION OF THE NEWLY RECRUITED TEACHERS AT SOME OF WHAT THERE HAVE BEEN SOME OF OUR MOST HISTORICALLY CHALLENGING CAMPUSES TO RETAIN, ESPECIALLY FIRST-YEAR TEACHERS WITHIN OUR DISTRICT AS A WHOLE. 
          IN THESE TIMES, OF COURSE, TEACHER RETENTION IS A CHALLENGING FOCUS AND IT'S NOT JUST AN HISD FOCUS, IS A FOCUS, QUITE FRANKLY, ACROSS THE COUNTRY. 
          WE'VE TAKEN SEVERAL DIFFERENT INTENTIONAL ACTIONS AS A DISTRICT, WHICH YOU'LL HEAR MORE ABOUT HERE IN JUST A LITTLE BIT, THAT HAVE PLAYED A SPECIFIC ROLE IN OUR ABILITY TO MEET THIS METRIC. 
          I THINK IT'S IMPORTANT TO NOTE THAT YOU'VE HEARD BEFORE COVID AND KEEPING COVID IN CONTEXTS OF THE 2021/2022 SCHOOL YEAR WHICH IMPACT A TEACHER RETENTION FOR OF COURSE, THE 2022/2023 SCHOOL YEAR. 
          IN 2021/2022, WE WERE DEALING WITH THE IMPACTS OF COVID AND THE PROTOCOLS QUARANTINES, RECLAIMING STUDENTS, IN-PERSON SCHOOLING, AND HAVING SIGNIFICANT NUMBERS OF TEACHERS, FILLING THE GAPS THOSE WHO EXITED THE PROFESSION. 
          AS WE HAVE HEARD, 45,000 TEACHERS IN THE STATE OF TEXAS THAT HAVE EXITED THE PROFESSION. 
          THAT HAS BEEN A SIGNIFICANT DECLINE IN WHAT WE SEE IS A MAJOR STEP IN THE WRONG DIRECTION AND THE PROFESSION AND THE SAKE. 
          WE ALSO KNOW THAT THIS IMPACT HAS DISPROPORTIONATELY FELT IN OUR HIGHEST NEEDS SCHOOLS, ESPECIALLY WHICH ARE MEASURED BY THIS METRIC AS WELL. 
          WE KNOW THE RESEARCH SHOWS THAT IS OFTEN MORE ARE POOR CAMPUS CULTURE IN WORKING CONDITION THAT DRIVE AWAY BRAND NEW TEACHERS, OUR SCHOOLS OFFICE AND OUR OFFICE OF TALENT HAVE WORKED STRATEGICALLY TO HELP PROVIDE PROFESSIONAL DEVELOPMENT AND SUPPORT THAT FOCUS ON IMPROVING THESE CULTURES AND CONDITIONS. 
          OUR SCHOOLS OFFICE, THROUGH ITS STRATEGIC WORK WITH CAMPUS LEADERS, HAVE DONE A GREAT JOB IN PROVIDING PROFESSIONAL DEVELOPMENT AND SUPPORTING THE IMPLEMENTATION OF THE NECESSARY OF SUPPORTS THAT IMPROVE CULTURE WITHIN OUR SCHOOLS. 
          A BROADER LEVEL OF OUR TALENT OFFICE HAS IMPLEMENTED REAL-TIME DATA TRACKING SYSTEMS THAT LOOK AT EMPLOYEE ATTRITION DATA IN REAL TIME, INCREASING THE ABILITY TO DEVELOP SOLUTIONS WHERE MID-YEAR RETENTION CHALLENGES ARISE. 
          IN THE COMING MONTHS, THE TALENT OFFICE WILL BE INCREASING TARGET SUPPORTS FOR NEWLY RECRUITED TEACHERS IN EACH OF THE IDENTIFIED CAMPS. 
          THIS INCLUDES PERSONALIZED OUTREACH TO THESE TEACHERS, AND THESE IDENTIFIED CAMPUSES AND USING DATA FROM NEW INSTRUCTIONAL CULTURE SURVEYS OF OUR STAFF TO HOPEFULLY DRIVE THE FUTURE SUPPORTS. 
          NOW, STRONG SYSTEMS OF FEEDBACK AND DEVELOPMENT ARE ALSO CRITICAL TO OUR ABILITY TO RETAIN TALENTED TEACHERS THROUGHOUT OUR DISTRICT. 
          NOW THROUGH INITIATIVES SUCH AS THE IMPLEMENTATION OF T-TESS APPRAISAL SYSTEMS THIS YEAR, WE BELIEVE WE'RE PROVIDING TEACHERS AND LEADERS WITH STRONGER TOOLS TO GROW AND DEVELOP THE SKILL SETS THAT WE KNOW THAT WILL HELP OUR STUDENTS BE SUCCESSFUL. 
          NOW, AT THIS TIME, I'LL HAVE YOU DO IT WITH WHERE YOU ARE CHIEF OF TALENT, JEREMY GRANT-SKINNER TO JUST REALLY TALK TO US A LITTLE BIT ABOUT THE STRATEGIC PLAN COMMITMENT OF CULTIVATING WORLD-CLASS TALENT, AND THE INPUTS RELATED TO IMPLEMENTATION AND HOW THAT PLAN IS ALIGNED TO OUR STRATEGIC PLAN AND THE OUTCOMES THAT WE SEE, THE BROAD PROGRESS FOR THIS MEASURE. GRANT-SKINNER. 
          >> THANK YOU, SUPERINTENDENT HOUSE. GOOD EVENING. 
          I'M PLEASED TO SHARE A BIT MORE INFORMATION ABOUT THE WORLD-CLASS TALENT COMMITMENT OF THE DISTRICT STRATEGIC PLAN. 
          [01:00:03]
THIS COMMITMENT TO RELATES DIRECTLY TO CONSTRAINT 1 AND BY EXTENSION, CONSTRAINT PROGRESS MEASURE 1.3, THE ONE WE'RE DISCUSSING THIS EVENING, WHICH FOCUSES ON EFFORTS TO CLOSE GAPS BETWEEN SCHOOLS AND THEIR RETENTION OF NEWLY HIRED TEACHERS. 
          HERE YOU SEE THE THEORY OF ACTION THAT UNDERLIES OUR WORLD-CLASS TALENT COMMITMENT, AND IT'S NINE INITIATIVES WHICH I'LL REVISIT ON AN UPCOMING SLIDE. 
          THIS COMMITMENT IS BUILT ON THE LOGIC THAT YOU SEE HERE. 
          WE BELIEVE IF WE OFFER AN INVITING, REWARDING WORKPLACE, AND WE BUILT A CLEAR INSTRUCTIONAL CAREER PATHWAYS, AND WE PERFORM THE CORE TALENT OR HR RELATED WORK OF THE DISTRICT MORE EFFECTIVELY, THEN THE RESULT WILL BE SIGNIFICANTLY MORE EXCELLENT REPRESENTATIVE STAFF WILL BE RECRUITED AND RETAINED IN HSD, PARTICULARLY TEACHERS. 
          BUILDING FROM THAT, IF THEN THIS SLIDE IS THE SO-WHAT? THIS COMMITMENT AND IT'S INITIATIVES DIRECTLY IMPACT PROGRESS TOWARD THE FOUR BOARD GOALS. 
          WHEN WE RECRUIT AND RETAIN MORE STAFF AND WHEN THOSE INDIVIDUALS OPERATE WITH HIGHER LEVELS OF EFFECTIVENESS AND ARE MORE REPRESENTATIVE OF OUR STUDENT POPULATION, THEN WE KNOW STUDENTS WILL READ AND DO MATH BETTER BY GRADE 3. 
          MORE GRADUATES WILL BE COLLEGE CAREER AND MILITARY READY, AND MORE OF OUR EXCEPTIONAL STUDENTS WILL MAKE PROGRESS AS WELL. 
          NOW WE WANT TO HIGHLIGHT THAT NINE INITIATIVES WITHIN THE WORLD-CLASS TALENT COMMITMENT, EACH WITH A ONE-SENTENCE DESCRIPTION HERE. 
          A VERSION OF THIS SLIDE WITH THESE NINE STATEMENTS HAVE BEEN DRIVING OUR WORK SINCE MARCH OF LAST YEAR WHEN WE PUBLISH THE STRATEGIC PLAN, AND THESE INITIATIVES ARE ORGANIZED INTO THREE SUB-COMMITMENTS, COMPENSATION AND CULTURE, GROWING TALENT, AND RECRUITMENT AND HIRING. 
          I WANTED TO MENTION THAT THESE INITIATIVES ALIGN VERY WELL WITH WHAT WE SEE IN MANY SURVEYS AND REPORTS AND RECOMMENDATIONS. 
          THIS RANGES FROM THE ANNUAL TEXAS TEACHER POLL, TO REPORTS AND RECOMMENDATIONS FROM THE NATIONAL AMERICAN FEDERATION OF TEACHERS, THE TEXAS AFT, THE URBAN SCHOOLS HUMAN CAPITAL ACADEMY REPORT THAT WAS A PART OF OUR DIAGNOSTIC REVIEW WHEN WE WERE BUILDING THE STRATEGIC PLAN, REPORTS FROM EDUCATORS FOR EXCELLENCE, LISTEN AND LEARN SESSIONS IN THE PAST TO ADD MORE. 
          ACTUALLY, BEFORE I GO THERE, I WANT TO HIGHLIGHT [INAUDIBLE] SOME WORK WITHIN THIS COMMITMENT SUPPORT SPECIFICALLY THAT MEETING THE TARGET FOR CONSTRAINT PROGRESS MEASURE 1.3. 
          HERE ARE SOME THINGS WE'RE ADDING TO THE PREVIOUS TACTICS, ADDING TO WHAT SUPERINTENDENT, HOW SHARED, WE WILL BE PROVIDING INCREASED TARGETED SUPPORTS TO NEWLY RECRUITED TEACHERS IN THESE 25 SCHOOLS IN THE MONTHS AHEAD. 
          FIRST, OUR HSD ALTERNATIVE CERTIFICATION PROGRAM, AND OUR TEACHER CAREER DEVELOPMENT TEAM, EACH OF WHICH PROVIDES SUPPORTS TO NEWLY RECRUITED TEACHERS, WE'LL PROVIDE MORE HOURS OF SUPPORT IN THE SECOND SEMESTER [NOISE] TO TEACHERS AND IDENTIFIED CAMPUSES. 
          ALSO, AS WE RELEASED A NEW ANNUAL INTENT TO RETURN SURVEY THAT COMES OUT NEXT WEEK, WE'LL BE SUPPLEMENTING GENERAL OUTREACH WITH MORE PERSONALIZED OUTREACH TO NEWLY RECRUITED TEACHERS IN THESE SCHOOLS. 
          LOOKING FURTHER AHEAD THIS SPRING, AS A DISTRICT INTRODUCES A NEW INSTRUCTIONAL CULTURE SURVEY OF TEACHERS AND OTHER STAFF IN APRIL, WE'LL AGAIN PROVIDE EXTRA SUPPORT TO THE PRINCIPLES OF THESE IDENTIFIED SCHOOLS AS THEY REVIEW AND MAKE PLANS BASED ON THE FEEDBACK THAT THEY RECEIVE FROM THEIR TEACHERS. 
          OVER THE NEXT THREE SLIDES, I WANT TO SHARE SOME BROADER HIGHLIGHTS WITHIN THIS COMMITMENT. 
          STARTING WITH THE EDUCATOR EFFECTIVENESS INITIATIVE, FOR T-TESS, WE'VE TALKED WITH YOU FREQUENTLY OVER THE LAST YEAR ABOUT THE TRANSITION TO THIS NEW TEACHER EVALUATION SYSTEM AND THE NEW INSTRUCTIONAL FRAMEWORK TO GUIDE FEEDBACK THAT OUR TEACHERS RECEIVE. 
          THE EVALUATION COMPONENTS INCLUDE INSTRUCTIONAL PRACTICE SCORES, STUDENT GROWTH MEASURES, AND STUDENT FEEDBACK SURVEYS. 
          THIS YEAR, IN OUR EFFORT TO RECOGNIZE THE NEED FOR SOME CHANGE MANAGEMENT AS WE MAKE THIS TRANSITION, TEACHERS ARE NOT RECEIVING NEW SUMMER RATINGS, NEW END-OF-YEAR RATINGS UNDER T-TESS, SO NEXT YEAR AND THE '23/'24 SCHOOL YEAR WILL BE THE FIRST YEAR THAT THEY RECEIVE A FINAL EVALUATION RATING UNDER T-TESS. 
          ANOTHER INITIATIVE IS RECOGNIZING GREATNESS AND A BIG PART OF RECOGNIZING GREATNESS IS SPECIFICALLY ABOUT THE TEACHER INCENTIVE ALLOTMENT. 
          [01:05:02]
WE ARE ON TRACK TO SUBMIT OUR APPLICATION TO JOIN THE TEACHER INCENTIVE ALLOTMENT AT THE BEGINNING OF APRIL, THIS SPRING. 
          THAT IS BASED ON INPUT WE'VE COLLECTED AND DECISIONS WE'VE MADE OVER THE COURSE OF A COUPLE OF YEARS AS WE DESIGNED T-TESTS AND OUR PLANS FOR THE TEACHER INCENTIVE ALLOTMENT. 
          THIS IS A CASE WHERE WE MADE A DECISION THAT ALL CAMPUSES WILL BE ELIGIBLE TO PARTICIPATE IN THE TEACHER INCENTIVE ALLOTMENT AND YET THESE IDENTIFIED CAMPUSES FOR THIS PROGRESS MEASURE ARE BASED ON THE STATE'S CRITERIA, ELIGIBLE FOR HIGHER RATES OF TEACHER INCENTIVE ALLOTMENT PAY IF WE ARE SUCCESSFUL IN OUR APPLICATION. 
          THEN KNOWING THAT SOME NEWLY RECRUITED TEACHERS OR NEWLY HIRED TEACHERS WILL HAVE MUCH EXPERIENCE OR BE AMAZING IN YEAR 1 AND COULD QUALIFY INDIVIDUALLY FOR THE TEACHER INCENTIVE ALLOTMENT BUT OTHERS WON'T. 
          WE HAVE A PLAN WHERE WE'LL BE SHARING COMPENSATION RECEIVED THROUGH THE TEACHER INCENTIVE ALLOTMENT WITH ALL OF THE TEACHERS AND TEACHING ASSISTANTS AT THE SCHOOLS WHERE TEACHERS ARE DESIGNATED UNDER THE TEACHER INCENTIVE ALLOTMENT PROGRAM. 
          FINALLY, I WANT TO SHARE A BIT ABOUT ONE MORE INITIATIVE OPPORTUNITY CULTURE. 
          THESE ARE SCHOOLS INCLUDED IN COHORT 1 OF OPPORTUNITY CULTURE. 
          THIS IS A PROGRAM DESIGNED TO WORK WITH A GROUP OF SCHOOLS TO HELP THEM COME UP WITH NEW AND INNOVATIVE STAFFING MODELS THAT WILL HELP DEVELOP NEWER TEACHERS AND HELP RETAIN TEACHERS OVER TIME. 
          AS YOU SEE THIS GROUP OF SCHOOLS, I WOULD SAY THE IDENTIFIED SCHOOLS FOR THIS PROGRESS MEASURE WERE FOUR TIMES AS LIKELY TO BE SELECTED FOR THIS COHORT SO WE WERE INTENTIONAL ABOUT THE TYPES OF SCHOOLS WE GAVE THE OPPORTUNITY TO JOIN COHORT 1. 
          ACTUALLY, SINCE WE POSTED THIS, WE HAVE IDENTIFIED AND NOTIFIED A GROUP OF SCHOOLS THAT'LL BE JOINING THE OPPORTUNITY CULTURE INITIATIVE IN A SECOND COHORT AND THREE MORE OF THE IDENTIFIED SCHOOLS WILL BE INCLUDED MOVING FORWARD. 
          THESE ARE THE PRINCIPLES OF OPPORTUNITY CULTURE. 
          REALLY THESE ARE FIVE STATEMENTS THAT REFLECT THE PARAMETERS THAT WE SET WHEN WE WORK WITH SCHOOLS TO IMPLEMENT THESE STAFFING MODELS. 
          WITHIN THIS SCHOOLS HAVE A LOT OF ABILITY WITH THEIR INSTRUCTIONAL LEADERSHIP TEAMS TO DEVELOP A MODEL THAT IS CONTEXT-SPECIFIC AND SUPPORTS THE PARTICULAR NEEDS OF STUDENTS AND STAFF IN THEIR SCHOOLS. THANK YOU VERY MUCH. 
          >> THANK YOU. DR. MATNEY AND MR. GRANT-SKINNER. 
          WE'RE READY FOR COMMENTS OR QUESTIONS FROM TRUSTEES. 
          FOR EACH ITEM OF DISCUSSION, WE WILL DO TWO ROUNDS OF TWO MINUTES EACH. 
          IF AN ADDITIONAL ROUND IS DESIRED, THAT CAN BE DONE WITH THE MOTION, SECOND, AND BOARD VOTE. TRUSTEE, GUIDRY. 
          >> THANK YOU, PRESIDENT HERNANDEZ AND SUPERINTENDENT HOUSE AND EVERYONE FOR YOUR REPORT. QUICK QUESTION. 
          I'M TRYING TO GET BACK TO IT. 
          THERE THAT ONE. HERE WE GO. READ MY MIND. 
          WHAT WORKED BECAUSE IF IT APPEARS THAT THE RETENTION FOR THE IDENTIFIED CAMPUSES, WE HAD A BETTER RETENTION LEVEL THAN FOR OTHER CAMPUSES. 
          JUST INTERESTED TO KNOW WHAT WORKED FOR THOSE IDENTIFIED CAMPUSES THAT MAYBE COULD BE APPLIED TO THE OTHER CAMPUSES IN THE FUTURE? 
          >> MR. GRANT-SKINNER YOU WANT TO SHARE SOME OF THE SPECIFIC STRATEGIES BETWEEN YOU AND DR. MATNEY? WE SHARED SOME OF THEM, BUT IF YOU WANT TO GO INTO A LITTLE BIT MORE DEPTH. 
          >> SURE. I FIRST LOOKED TO DR. MATNEY JUST FOR IT. 
          A BIT OF CONFIRMATION BECAUSE ACTUALLY, IF YOU LOOK AT THE ORANGE AND THE BLUE LINES, THE ORANGE ARE THE OTHER CAMPUSES AND THE BLUE ARE THE IDENTIFIED CAMPUSES. 
          THE BLUE IS NOT ACTUALLY HIGHER THAN THE ORANGE. 
          THE IDENTIFIED CAMPUSES WEREN'T BETTER. 
          BUT WE HAVE COMPARED TO 2018, '19, '20, WE HAVE CLOSED THE GAP. 
          JUST WANTED TO CLARIFY THAT. 
          >> IT'S JUST A CLOSING OF THE GAP IS NOT THAT IT'S BETTER THAN ALL OF THE OTHER CAMPUS? 
          >> THAT'S RIGHT. 
          >> OKAY. I MISSED THAT. I'M SORRY. 
          DID ANYBODY ELSE MISS IT? THAT'S A GOOD CLARIFICATION. 
          THANK YOU SO MUCH. 
          >> I CAN SPEAK TO YOUR QUESTION THOUGH, ABOUT THINGS THAT HAVE BEEN IN PLACE THAT WE THINK HAVE HELPED. 
          >> I APPRECIATE IT. 
          >> WHEN WE TALKED ABOUT THIS A YEAR AGO, WE TALKED ABOUT SOME THINGS THAT WE WERE 
          [01:10:01]
IMPLEMENTING CENTRALLY IN THOSE IDENTIFIED CAMPUSES. 
          IN LAST SCHOOL YEAR AND THEN CONTINUING, WE USE THESE CAMPUSES AS ONES WHERE TEACHERS WERE GETTING MONTHLY RECOGNITION WITHIN THESE CAMPUSES. 
          WE'RE SAYING IF RECOGNITION MATTERS, LET'S PRIORITIZE THESE CAMPUSES FOR SOME ADDITIONAL ACTION THERE. 
          IN THE SPRING OF 2022, THE SUPERINTENDENT IMPLEMENTED A ADMINISTERED A WELL-BEING SURVEY TO ALL OF OUR STAFF AND THAT INFORMED SOME ACTIONS TO EXPAND SOME WELL-BEING OPPORTUNITIES CENTRALLY. 
          BUT ALSO OF NOTE FROM THAT SURVEY, WE PROVIDED A LOT OF OPTIONS OF THINGS THAT WE BELIEVED MIGHT HELP WITH WELL-BEING. 
          THEN TEACHERS AND OTHER STAFF COULD ALSO FILL IN THE BLANK AND ENTER THEIR OWN IDEA. 
          ONE OUT OF EVERY FIVE PEOPLE WHO FILLED IN A BLANK OR SOMETHING SAID COMPENSATION. 
          THIS ALSO INFORMED OUR WORK IN THE SPRING OF LAST YEAR TO ELEVATE TEACHER COMPENSATION SIGNIFICANTLY AND INCLUDING OF COURSE, RAISING THE MINIMUM FOR OUR NEWEST TEACHERS WHO MOSTLY MAKE UP THIS GROUP OF NEWLY HIRED TEACHERS. 
          >> I LOVE EACH AND EVERY ONE OF THOSE INITIATIVES AND DEFINITELY LOVE TO SEE IT ACROSS THE BOARD. 
          BUT I KNOW YOU GUYS ARE WORKING ON IT. 
          MY NEXT QUESTION IS ON PAGE 12, PLEASE. 
          COULD YOU JUST ELABORATE A LITTLE BIT MORE ON THE SHARED COMPENSATION MODEL? HOW DOES THAT WORK? DOES THAT MEAN THAT EACH CLASS WILL HAVE AN ASSISTANT OR HOW DOES THAT LOOK? 
          >> THANKS VERY MUCH. I APPRECIATE BEING ABLE TO GIVE A LITTLE MORE DESCRIPTION HERE. 
          FOR ANY DISTRICT THAT IS APPROVED TO RECEIVE TEACHER INCENTIVE ALLOTMENT FUNDS, THE STATE INDICATES THAT 90 PERCENT OF THE FUNDS THAT ARE EARNED BY ANY TEACHER HAVE TO GO DIRECTLY TO TEACHERS OR OTHER CERTIFIED INSTRUCTIONAL STAFF IN THE BUILDING. 
          WE SPENT SOME TIME GATHERING INPUT OVER THE LAST SIX MONTHS OR SO FROM VARIOUS STAKEHOLDERS, INCLUDING THROUGH A SURVEY THAT HUNDREDS OF TEACHERS WHO RESPONDED TO THIS PAST FALL. 
          TO ASK THE QUESTION, SHOULD THAT MEAN THAT IN HSD, WE GIVE ALL OF THAT TO THE INDIVIDUAL TEACHERS WHO ARE EARNED THE DESIGNATION? OR SHOULD WE CHOOSE A LOWER PERCENTAGE TO GO DIRECTLY TO THE INDIVIDUAL TEACHER AND SHARE WITH OTHER TEACHERS OR OTHERS IN THE BUILDING? IN RECOGNITION OF THE FACT THAT IT TAKES COLLABORATIVE EFFORT, IT TAKES A TEAM TO DRIVE FORWARD IMPROVEMENT IN A SCHOOL. 
          EVEN THOUGH THAT DESIGNATED TEACHER PLAYED A VERY LARGE ROLE, OTHER PEOPLE IN THE SCHOOL PROBABLY PLAYED A ROLE AS WELL. 
          THE FEEDBACK THAT WE GOT WAS A SIGNIFICANT MAJORITY OF TEACHERS AND ADMINISTRATORS BELIEVED THAT WE SHOULD HAVE SOME SHARED COMPENSATION MODEL. 
          WHAT WE HAVE SAID IS WHEN A TEACHER IN THE FUTURE EARNS A TIA DESIGNATION FROM THE STATE, THEY WILL GET 70% OF THE FUNDS DIRECTLY, 20% OF THE FUNDS WILL BE SHARED WITH OTHER NON-DESIGNATED TEACHERS AND TEACHING ASSISTANTS IN THE BUILDING. 
          >> THANK YOU SO MUCH FOR THAT EXPLANATION. 
          >> TRUSTEE WADE. 
          >> THANK YOU. SUPERINTENDENT HOUSE OR I CAN DIRECT THIS HOWEVER YOU FEEL? BASED ON THAT PAGE 12 CONVERSATION WE WERE JUST HAVING, WHEN WILL THIS COMPENSATION PLAN START? 
          >> [BACKGROUND]. 
          >> THERE ARE A COUPLE OF STEPS IN OUR TEACHER INCENTIVE ALLOTMENT APPLICATION. 
          I MENTIONED THAT WE'LL SUBMIT IT IN APRIL, THAT IF WE RECEIVE INITIAL APPROVAL LATER THIS YEAR FROM THE TEXAS EDUCATION AGENCY, NEXT YEAR BECOMES WHAT THEY CALL A DATA CAPTURE YEAR. 
          THAT IS THE FIRST YEAR THAT SOMEONE CAN EARN ELIGIBILITY ONCE THEY HAVE A FINAL RATING FOR THE YEAR. 
          WE WON'T KNOW WHO MEETS THOSE CRITERIA UNTIL THE EARLY FALL OF 2024, AND THEN TEA WILL ISSUE THE FIRST PAYMENTS FOR TIA DURING THE '24, '25 SCHOOL YEAR. 
          WE'RE 18-24 MONTHS AWAY RIGHT NOW FROM WHEN IT'S CASH AND TEACHERS POCKETS AND TEACHING ASSISTANTS POCKETS. 
          >> LET ME ASK A QUESTION ABOUT THE TEACHING ASSISTANT, BECAUSE I KNOW THAT'S TOPIC THAT COMES UP OFTEN. 
          YOU SAID 10 PERCENT COULD RESIDE WITH THOSE TEACHING ASSISTANTS, WHICH I KNOW ARE BECOMING MORE AND MORE CRITICAL, AND THEN OFFER THE PATHWAY POSSIBLY INTO A FUTURE TEACHER OR GROW YOUR OWN SITUATION. 
          [01:15:08]
I'LL BE CURIOUS TO SEE HOW THAT IMPACTS THAT, GROW YOUR OWN PRODUCT. 
          MY SECOND QUESTION WILL BE, WE'VE BEEN IDENTIFYING CAMPUSES AND I KNOW SOME OF THOSE INCLUDE SPECIAL NEEDS CAMPUSES, WHAT INFORMATION CAN BE ENHANCED BY PARENTS, AND THAT THEY CAN SUPPORT TEACHERS? I KNOW THEY CAME TO THAT QUESTION TONIGHT, AND THAT WAS ONE OF MY QUESTIONS. 
          WHAT CAN WE BE DOING FOR THE OVERALL CAMPUS ENVIRONMENT, PARENTS AND THE LIKE? THEY CAN ENCOURAGE THE TEACHERS THAT WE'RE TRYING SO HARD TO KEEP AND COMPENSATE. 
          IT WORKS HAND IN HAND. 
          ANYWAY, HOPEFULLY, THERE'LL BE SOME INFORMATION ON THAT. 
          THAT'S IT. THANK YOU. 
          >> THANK YOU. TRUSTEE DEIGAARD. 
          >> THANK YOU. AS I READ THIS ON SLIDE 5, WE EXCEEDED THE TARGET THE VERY FIRST YEAR WE STARTED MONITORING THIS IN '21/'22, AND WE CONTINUED TO EXCEED IT IN THE FOLLOWING YEAR. 
          OUR GAP HAS INCREASED THIS YEAR, AND ACTUALLY OVER THE PAST THREE YEARS, WE'VE GONE FROM A 10-POINT GAP TO NINE-POINT GAP TO NOW IF 15-POINT GAP. 
          I RECOGNIZE IT TECHNICALLY, WE MET THE TARGET, BUT I'M REALLY CONCERNED ABOUT THE SUPERINTENDENT HOUSE. 
          I'M GETTING AT ROOT CAUSE, WE INCREASED COMPENSATION, WHICH WE VERY MUCH NEEDED TO DO, BUT THERE'S SOMETHING ELSE GOING ON HERE, AND HAVE YOU IDENTIFIED ROOT CAUSE ON WHY WE HAVE MOVED SO STARKLY IN THE OPPOSITE DIRECTION OF WHERE WE NEED TO BE GOING? 
          >> DR. MATNEY FROM A STATISTICAL STANDPOINT, DO YOU WANT TO SHARE SOME INSIGHT HERE? 
          >> I THINK THAT TALENT TEAM HAS BEEN THE ONE THAT HAS DUG INTO THAT A LITTLE BIT MORE WITH INDIVIDUAL CAMPUSES. 
          >> CERTAINLY, WE WANT TO KEEP THE TRAJECTORY GOING IN THE POSITIVE DIRECTION AND NOT GO BACK AND FORTH. 
          AS YOU KNOW, THESE ARE DIFFERENT COHORTS OF TEACHERS EVERY YEAR, SO THERE ARE ALWAYS DIFFERENT VARIABLES THAT COME INTO PLAY WITH A DIFFERENT POPULATION, BUT THERE ARE, THERE ARE TWO THINGS THAT I WOULD NAME. 
          WHEN WE WERE HERE A YEAR AGO REPORTING ON THE '21/'22 DATA, WE SHARED THAT AS MUCH AS WE BELIEVED SOME OF THE ACTIONS WE WERE TAKING HAD AN IMPACT, WE ALSO RECOGNIZE THAT NATIONALLY THIS REFLECTS A TREND DURING THE FIRST TWO YEARS AFTER COVID, THAT TEACHER RETENTION ACTUALLY IN MOST DISTRICTS WENT UP AND FOR NEW TEACHERS THE EXPERIENCE THEY HAD THEN CAUSE THEM TO MAKE DIFFERENT DECISIONS ABOUT THEIR RETENTION. 
          I WOULD SAY I'M NOT SURE WHAT WE SAID IN 2021, BUT IN 2022, WE SAID ESSENTIALLY THERE WAS AN ASTERIX THERE THAT WE BELIEVED THAT THERE WAS SOMETHING ELSE GOING ON HERE BEYOND OUR ACTIONS. 
          WE'RE NOT TOTALLY SURPRISED THAT WE'RE NOT AT 9 PERCENT, WHICH WOULD BE WELL BEYOND THE TARGET FOR NEXT YEAR, AND THEN THE SECOND THING I WOULD SAY IS I IDENTIFIED IN WHAT I SHARED THAT WE'VE COME UP WITH NEW TACTICS. 
          WE YOU SAID SOMETHING ABOUT WHAT WE WERE DOING BEFORE WHILE I BROUGHT US IN THE RIGHT DIRECTION, THERE'S MORE THAT IS NEEDED, WHICH IS WHY WE'RE DOING SOME MORE PERSONALIZED OUTREACH AND PERSONALIZED ACTIVITY WITH THE SCHOOLS. 
          THAT INCLUDES TAKING ACTIONS, WORKING WITH PRINCIPALS BASED ON NEW DATA WE HAVE. 
          WE'VE NEVER HAD A SCHOOL BASED INSTRUCTIONAL CULTURE SURVEY LIKE WE WILL IN APRIL, WHEN EACH PRINCIPAL WILL HAVE INFORMATION WHERE DR. WATSON AND NR TEAMS CAN THEN HELP THE PRINCIPLES DECIDE WHAT ARE MY TEACHERS IN MY BUILDING TELLING ME ABOUT THEIR EXPERIENCE? TRUSTEE, WADE, I THINK THERE'S MORE TO YOUR QUESTION THAT YOU ASKED ME FOR, BUT I WOULD SAY THERE'S SOME CONNECTION THERE AS WELL. 
          THAT THERE'S AN OPPORTUNITY FOR PRINCIPALS TO HEAR WHAT IS UNIQUELY THE EXPERIENCE OF THEIR STAFF THAT IS IMPACTING HOW OFTEN THEY STAY OR NOT. 
          >> THAT IS SUPER THOUGHTFUL. 
          THANK YOU FOR SHARING THAT ON THIS SLIDE. 
          ARE THERE ANY CAMPUSES WHICH THE RETENTION RATE DIDN'T DECLINE, WHETHER THESE IDENTIFIED ONES OR ANYWHERE ELSE? ALONG THOSE SAME LINES, ARE THERE ANYWHERE THE RETENTION RATE ACTUALLY GREW? 
          [01:20:02]
          >> WE DID SEE THAT VARIANCE. 
          I DON'T HAVE THE BACK END EXCEL DATA WITH ME, BUT WE DO HAVE THAT DATA AND THERE ARE SOME THAT ACTUALLY THEIR TENSION WENT UP, AS YOU POINTED OUT. 
          >> ARE YOU ALL LOOKING AT THAT DATA TO LEARN FROM THOSE CAMPUSES? 
          >> WE ARE, AND I WOULD SAY ON THE OTHER END OF THAT, SOME OF THESE CAMPUSES ARE RISE CAMPUSES, AND TWO OF THEM ARE CAMPUSES THAT ARE RISE, STRONG CAMPUSES WHERE WE IMPLEMENTED AN INTENTIONAL CHANGE IN STAFF. 
          WHERE THE SCHOOL MADE DECISIONS ABOUT WHICH STAFF SHOULD REMAIN AND THOSE CAMPUSES DID HAVE A DECLINE IN NEWLY HIRED TEACHER RETENTION TIED TO THAT. 
          OUR EXPECTATION WOULD BE THAT THOSE SCHOOLS HAVE DRAMATICALLY HIGHER RETENTION OF NEWLY HIRED TEACHERS THIS YEAR KNOWING THAT THEY'RE NOT AT THE BEGINNING OF THAT INTERVENTION. 
          >> YOU'RE SAYING THAT SCHOOL IS CHOOSING NOT TO RETAIN THOSE TEACHERS, IS THERE A REASON FOR THAT? 
          >> I COULDN'T SPEAK TO THAT. THANK YOU FOR THE QUESTION. 
          WE LOOKED AT A VARIETY OF METRICS TO MAKE THOSE DECISIONS. 
          I THINK ULTIMATELY IT COMES DOWN TO NOT SAYING THAT A TEACHER IS NOT A GOOD TEACHER, BUT LOOKING AT BEST FIT. 
          IF A TEACHER IS TRULY IN THE RIGHT PLACE TO MAKE THE BIGGEST IMPACT THAT HE OR SHE IS CAPABLE OF. 
          IN ADDITION TO THAT, WE DID CLASSROOM OBSERVATIONS ON EACH TEACHER. 
          WE LOOKED AT TEACHERS IMPACT AS IT RELATES TO DATA, HISTORICAL DATA, ALONG WITH THOSE OBSERVATIONS TO MAKE DECISIONS. 
          >> OKAY. THAT HELPS CLARIFY BECAUSE WHAT I WAS CONCERNED WAS, ARE Y'ALL ENCOURAGING PRINCIPALS TO KEEP RETAIN TEACHERS, JUST TO RETAIN THEM ON THIS DATABASE. 
          THAT'S REALLY WHAT I NEEDED TO HEAR, SO THANK YOU. 
          YOU MAY NOT HAVE SINCE YOU DIDN'T KNOW, ARE THERE ANY SIMILARITIES ON CAMPUSES WHERE RETENTION DECLINE COMPARED TO CAMPUSES WHERE IT DIDN'T? 
          >> DR. MATNEY. 
          >> OKAY. I DON'T HAVE THE CAMPUS DATA IN FRONT OF ME, BUT THAT'S SOMETHING THAT WE HAVE. 
          >> ARE THERE ANY SCHOOLS NOT ON THE LIST OF IDENTIFIED CAMPUSES THAT HAVE A LARGER GAP AND RETENTION RATES CURRENTLY UNLISTED ON THE LIST? [NOISE] 
          >> WE CAN PULL THAT INDIVIDUAL DATA. 
          I DON'T KNOW THAT WE HAVE IT IN FRONT OF US RIGHT NOW AND MAKE SURE THAT WE PROVIDED TO THE BOARD. 
          >> THANK YOU. 
          >> TRUSTEE CRUZ. 
          >> THANK YOU, [NOISE] SUPERINTENDENT HOUSE AND DR. MATNEY AND CHIEF GRANT-SKINNER FOR ALL OF THIS INFORMATION. 
          A COUPLE OF QUESTIONS AND JUST TO MAKE SURE I UNDERSTAND, BECAUSE WHEN WE'RE LOOKING AT GRAPHED LINES, USUALLY THE UPWARD TREND IS A GOOD THING, BUT I WANT TO MAKE SURE I'VE HEARD EXPLANATION IN SEVERAL QUESTIONS BUT JUST FOR MY CLARITY. 
          THE GAP IS ACTUALLY LARGER WHICH WE ARE STILL MEETING THE TARGET, BUT WE ARE MORE IN DANGER IF WE WERE TO CONTINUE THAT UPWARD TREND, WE WOULD NO LONGER BE MEETING THE TARGET. IS THAT CORRECT? 
          >> THAT'S CORRECT. 
          >> JUST WANT TO MAKE SURE I'M UNDERSTANDING THAT CORRECTLY. 
          I'VE HEARD QUESTIONS ASKED IN A LOT OF DIFFERENT STRATEGIES THAT ARE BEING IMPLEMENTED AND I ALWAYS ASK THIS QUESTION, HOW DO YOU KNOW THAT WHAT YOU'RE GOING TO IMPLEMENT IS ACTUALLY GOING TO WORK? 
          >> A LOT OF IT IS JUST TRULY HAS TO DO WITH MONITORING ON A CONSISTENT BASIS, MAKING SURE THAT WE'RE TAKING A CLOSE LOOK AND THAT STARTS AT THE SCHOOL LEVEL. 
          WORKING CLOSELY WITH NOT ONLY PRINCIPAL BUT SSOS, THE SCHOOLS OFFICE AS A WHOLE, RECTIFYING ISSUES ALONG THE WAY TO ENSURE THAT WE TAKE THOSE DATA POINTS AND UTILIZE THEM TO ENSURE THAT THE IMPLEMENTATION OF WHAT WE'RE DOING IS THE IMPLEMENTATION THAT'S REALLY MAKING THE DIFFERENCE AT THE END OF THE DAY FOR KIDS. 
          IT'S CONSISTENT MONITORING AND MAKING SURE THAT WE LEARN FROM THE LESSONS THAT WE'RE SEEING IN TERMS OF THE DATA. 
          >> IT SOUNDS YOU'LL BE MONITORING, BUT I GUESS WHEN YOU DECIDED ON THIS SPECIFIC STRATEGIES, WHAT WAS THAT BASED ON? 
          >> IN DR. WATSON AND MR. GRANT-SKINNER, I CAN TELL YOU THAT THEY BOTH LOOKED AT SEVERAL DIFFERENT THINGS. 
          WHEN WE TALK ABOUT THE OPPORTUNITY CULTURE, WE LOOKED AT THE DATA ACROSS THE COUNTRY WHERE THE IMPLEMENTATION OF OPPORTUNITY CULTURE, WHAT IT WAS LOOKING LIKE IN SOME OF THOSE HIGHEST NEEDS SCHOOLS. 
          BOTH OF US HAVE WORKED IN SCHOOL DISTRICTS WHERE WE IMPLEMENTED AND SAW SOME STRATEGIES AROUND THESE PARTICULAR PIECES THAT MADE A MAJOR DIFFERENCE. 
          IT'S RESEARCH BASE AS WELL, MAKING SURE THAT WE JUST DON'T BRING IN THE KINDS OF THINGS THAT WE THINK WILL MAKE A DIFFERENCE, BUT IT'S BRINGING IN THE KINDS OF THINGS THAT WE HAVE SEEN MAKE A DIFFERENCE FROM A RESEARCH STANDPOINT. 
          [01:25:04]
          >> THANK YOU. I'M NOT LOOKING AT SIDE-BY-SIDE, BUT OF THESE IDENTIFIED CAMPUSES, IS THERE ANY OVERLAP WITH THE SCHOOLS THAT ARE DOING OPPORTUNITY CULTURE THIS YEAR? 
          >> GRANT-SKINNER. 
          >> YES. 
          I THINK JUST TO SWITCH SLIDES FOR A MOMENT. 
          ON THE OPPORTUNITY CULTURE SIDE, ACTUALLY IT'S NOT LISTED HERE. 
          I THINK I MENTIONED IT DURING THIS POINT. 
          THERE ARE FIVE SCHOOLS IN COHORT 1. 
          FIVE OF THE 18 SCHOOL IN COHORT 1 ARE AMONG THESE IDENTIFIED SCHOOLS. 
          THAT IS LIKE JUST ABOUT 30% OF THE SCHOOLS WERE IN OPPORTUNITY CULTURE COHORT 1, WHEREAS ACROSS THE WHOLE DISTRICT OPPORTUNITY CULTURE COHORT 1 REPRESENTED ABOUT 6% OF SCHOOLS. 
          THEY WERE OVERREPRESENTED IN OUR SELECTION AND SIMILARLY, THERE'S OVERLAP WITH OTHER INITIATIVES LIKE RISE, WHERE THERE ARE SEVEN OF THESE 25 SCHOOLS OR QUARTER OF THESE IDENTIFIED SCHOOLS ARE ALSO A PART OF OUR RISE INITIATIVE. 
          >> THAT'S VERY HELPFUL CONTEXTS. 
          YOU MIGHT'VE MENTIONED THIS, BUT WHAT IS THE PLAN TO SCALE OPPORTUNITY CULTURE OVER THE NEXT COUPLE OF YEARS? 
          >> DR. WATSON, YOU WANT TO SHARE A LITTLE BIT ABOUT, MR. GRANT-SKINNER, ABOUT THE IMPLEMENTATION AND THE SCALE IN TERMS OF GROWING IT OUT? 
          >> SURE. DR. WATSON AND I HAVEN'T SPENT MUCH TIME IN THE LAST COUPLE OF WEEKS TOGETHER ON EXACTLY THIS. 
          I MENTIONED EARLIER THERE WAS A MOMENT THIS WEEK WHERE WE NOTIFIED NEW SELECTED CAMPUSES FOR COHORT 2. 
          WHEN WE LAUNCHED THE OPPORTUNITY CULTURE INITIATIVE BACK JUST ABOUT A YEAR AGO, WE INITIALLY WERE LOOKING TO IMPLEMENT THIS IN ABOUT EIGHT SCHOOLS. 
          THERE WAS MORE INTERESTS FROM INDIVIDUAL SCHOOLS AND THE SCHOOLS OFFICE. 
          WE INCLUDED 18 SCHOOLS IN COHORT 1. 
          WE LAUNCHED AN APPLICATION AT THE BEGINNING OF JANUARY TO INVITE ANY OTHER SCHOOL TO INDICATE THEIR INTERESTS AND JOINING THE INITIATIVE. 
          WE SAID WE WERE LOOKING TO SELECT 12-15 MORE SCHOOLS. 
          WE GOT 29 APPLICATIONS AND DECIDED THAT WE WOULD SELECT 18 MORE. 
          WE WILL HAVE 36 OPPORTUNITY CULTURE SCHOOLS IN THE FALL. 
          WE ARE HOPEFUL THAT WE WILL BE ABLE TO CONTINUE TO EXPAND THE INITIATIVE FROM THERE AND 36 SCHOOLS, ALMOST 15% OF OUR SCHOOLS IN THE MATTER OF 18 MONTHS GETTING THEM TO BE A PART OF THIS INITIATIVE IS A VERY ACCELERATED LAUNCH THAT WE'RE REALLY EXCITED ABOUT. 
          >> I'M REALLY EXCITED TO HEAR THAT IN AND JUST GLAD TO KNOW THAT THIS IS A STRONG INITIATIVE OF OUR DISTRICT. 
          I'M CURIOUS, I KNOW IT'S STILL EARLY. 
          THIS IS YEAR ONE, BUT WHAT ARE THE SOME OF THE INITIAL RESULTS THAT YOU'RE SEEN AS A RESULT OF THIS? 
          >> I'M LOOKING FORWARD TO SOME NEW DATA THAT WE'RE GOING TO HAVE VERY SOON BECAUSE WE IMPLEMENT A STAFF SURVEY TO COLLECT THEIR PERCEPTIONS OF THE IMPLEMENTATION, WHICH I THINK STARTS IN ABOUT A WEEK. 
          WE'LL KNOW MORE SOON. AT THE END OF THE YEAR, WE'LL CERTAINLY BE LOOKING AT STUDENT ACHIEVEMENT DATA, AND WHAT I WILL SAY IS WHEN WE HAD OUR FIRST STEP BACK TO REVIEW INITIAL IMPLEMENTATION IN NOVEMBER, WHERE WE LOOKED AT ESSENTIALLY THREE MONTHS OF INITIAL IMPLEMENTATION, [NOISE] WE WERE ABLE TO LOOK AT RATING IMPLEMENTATION METRICS THAT ARE USED BY OUR PARTNER PUBLIC IMPACT WHICH SHOWED THAT ON MEASURE AFTER MEASURE, OUR SCHOOLS ARE FURTHER ALONG THAN THE AVERAGE SCHOOL THAT HAS PARTICIPATED IN OPPORTUNITY CULTURE ACROSS MANY DISTRICTS AND STATES. 
          >> THAT'S REALLY ENCOURAGING TO HEAR AS WELL. 
          I'M CURIOUS AND I KNOW, FINAL YEAR STUDENT DATA, BUT IN TERMS OF METEOR STUDENT DATA, DO WE HAVE ENOUGH DATA TO LOOK AT SOME ANALYSES OR IS IT TOO EARLY TO TELL? 
          >> I THINK IT'S PROBABLY A BIT EARLY TO REALLY HAVE THE ANALYSIS THAT WE WANT TO FOCUS ON AND USE AS EMPIRICAL DATA THAT CAN HELP US IMPROVE FOR THE FUTURE. 
          BUT LIKE MR. GRANT-SKINNER INDICATED, WE HAVE SOME ADDITIONAL PIECES THAT ARE COMING BACK THAT'LL BE REALLY HELPFUL, THAT WILL ALLOW US TO GROW IT OUT OR RE-EXAMINE THAT ARE PRETTY CLOSE TO BEING IN FRONT OF US. 
          >> THANK YOU. AGAIN, JUST REALLY EXCITED TO HEAR ABOUT SCALING THIS AND HAPPY TO HEAR THAT THERE IS A STAFF SURVEY AS WELL, 
          [01:30:01]
SO THANK YOU. [NOISE] 
          >> TRUSTEE SANTOS. 
          >>THANK YOU, PRESIDENT HERNANDEZ, SUPERINTENDENT HOUSE, AND DR. MATNEY FOR THE PRESENTATION. 
          SUPERINTENDENT HOUSE. ACTUALLY, LET ME START WITH THIS ONE. 
          CAN YOU EXPLAIN TO THE COMMUNITY AND THE BOARD WHAT EXACTLY OPPORTUNITY CULTURE IS? 
          >> YOU KNOW WHAT? DR. WATTS, I'LL LET YOU JUMP IN SINCE YOU WERE THE IMPLEMENTATION EXPERT WHEN WE WERE IN CHARLOTTE, SO I'LL LET YOU SHARE A LITTLE BIT ABOUT THE HISTORY GOING BACK TO BRIAN HASSELL AND PUBLIC IMPACT. [OVERLAPPING] 
          >> YES, HOW IT ALL STARTED. 
          >> YEAH, YOU GOT IT. 
          >> IN SHORT, I WOULD DESCRIBE THE DEFINITION OF OPPORTUNITY CULTURE AS EXTENDING THE REACH OF THE MOST EFFECTIVE TEACHERS IN A SCHOOL. 
          THAT'S A SHORT DEFINITION OF IT. 
          MR. GRANT-SKINNER HAS ELIMINATED HERE FOR US THE PRINCIPLES, BUT IT COULD BE ACHIEVED IN A VARIETY OF MODELS. 
          BUT IT'S LOOKING AT YOUR MOST EFFECTIVE TEACHERS AND HOW YOU ACTUALLY HAVE THEM HAVE MORE TOUCH POINTS WITH STUDENTS AND MORE TOUCH POINTS WITH OTHER TEACHERS IN ORDER TO GROW THEIR CAPACITY. 
          >> THANK YOU SO MUCH. WHAT'S THE PRICE TAG OF THIS? 
          >> NO, IT LOOKS DIFFERENT FROM SCHOOL TO SCHOOL. 
          THAT'S THE JOY OF OPPORTUNITY CULTURE. 
          IT'S NOT A COOKIE-CUTTER APPROACH THAT YOU'VE PUT ON A PARTICULAR CAMPUS, YOU LET THAT CAMPUS ACTUALLY HAVE THE LATITUDE TO HAVE A PART IN THE DESIGN. 
          IT CAN LOOK A LITTLE BIT DIFFERENT FROM CAMPUS TO CAMPUS. 
          THERE'S NO ONE PARTICULAR SET COST, BUT THE GOAL IS FOR IT TO BE COST-NEUTRAL. 
          >> EXACTLY. 
          >> WHEN IT'S ALL SAID AND DONE. 
          >> YOU MENTIONED THAT NATIONAL DATA OUT THERE FOR OPPORTUNITY CULTURE IS SUCCESSFUL. 
          WHAT ARE THE LONG-TERM EFFECTS IT HAS ON TEACHER RETENTION CURRICULUM, BUT MOST OF ALL OUR STUDENT LEARNING? I DON'T WANT TO BEGIN ALL OF IT, BUT I KNOW IT'S THERE. 
          >> I CAN TELL YOU FROM MY EXPERIENCE IN MY LAST SCHOOL DISTRICT, THERE WAS REALLY A POSITIVE MOMENTUM THAT WE SAW IN EACH ONE OF THOSE PARTICULAR AREAS. 
          WELL, WE SAW EDUCATORS THAT BECAME STRONGER EDUCATORS THAT EVENTUALLY BECAME CERTIFIED TEACHERS. 
          AND THAT REALLY SPEAKS TO WHAT MR. GRANT-SKINNER HAD TALKED ABOUT, ENSURING THAT WE FIND, RECRUIT, AND RETAIN SOME OF THE HIGHEST-FOCUSING EDUCATORS THAT CAN REALLY MOVE KIDS IN THE RIGHT DIRECTION. 
          IT REALLY IS A POSITIVE IMPACT IN EACH ONE OF THE AREAS THAT YOU'VE MENTIONED, AND THAT IS A PART OF THE OVERALL FOCUS. 
          >> I'LL ADD THAT IN MY PREVIOUS DISTRICT, I WORKED WITH THE HARDEST TO STAFF SCHOOLS. 
          THEY WERE ACTUALLY LABELED HARD-TO-STAFF SCHOOLS. 
          IN THE FIRST YEAR WHEN WE LAUNCHED OPPORTUNITY CULTURE, WE HAD 746 APPLICANTS TO JOIN THE INITIATIVE. 
          THESE WERE SCHOOLS THAT NOBODY WANTED TO WORK IN AND SO TO HAVE THAT NUMBER, THAT POOL OF TEACHERS TO PICK FROM WAS TREMENDOUS. 
          >> AWESOME. I LOOK FORWARD TO SEEING YOUR WORK, DR. WATTS. 
          SUPERINTENDENT HOUSE, WHAT IS THE CORRELATION BETWEEN THE TENURE OF PRINCIPLES AND THE TURNOVER OF FACULTY AND STAFF? ON PAGE 5, BUT THESE RETENTION RATES ARE ORANGE LINES. 
          WHAT'S THE PRINCIPLES TENURE THERE? 
          >> WE'D HAVE TO GET YOU SOME SPECIFIC DATA IN TERMS OF THE HOW LONG THAT THOSE INDIVIDUALS HAVE BEEN IN THOSE CAMPUSES TO SHARE IT. 
          BUT WE'D BE GLAD TO DO SO. 
          >> WELL, GIVE ME A SECOND. I'M SORRY. LET'S MOVE ON. 
          WHAT PERCENT OF HISD TEACHERS MIGHT GET TIA BONUSES? 
          >> MR. GRANT-SKINNER. TA GENERALLY HAS APPROVED APPLICATIONS WHERE THE PERCENTAGE OF TEACHERS WHO BECOME DESIGNATED IS ABOUT 15%-20% OF TEACHERS WHO ARE ELIGIBLE IN THOSE DISTRICTS. 
          IN TERMS OF THE NUMBER OF TEACHERS WHO MAY BE DESIGNATED, OUR GOAL IS TO GET AS CLOSE TO 20% AS WE CAN, KNOWING THAT NEXT YEAR IN THE FIRST YEAR, NOT EVERY CONTENT AREA AND GRADE LEVEL IS ELIGIBLE INITIALLY AND THIS INFORMED OUR DECISION TO IMPLEMENT THIS COMPENSATION SHARING MODEL THAT I TALKED ABOUT A LITTLE BIT EARLIER BECAUSE IT MEANS THAT IF 20% OF COVERED TEACHERS ARE DESIGNATED, 
          [01:35:04]
THOSE TEACHERS AND EVERY OTHER TEACHER AND TEACHING ASSISTANT IN THEIR SCHOOLS WHO WILL RECEIVE SOME ADDITIONAL FUNDING FROM TIA. 
          >> THERE'S NOT A STATE CAP? 
          >> SORRY. I WAS LOOKING FOR DR. MATNEY BECAUSE I KNOW SHE MAY BE ABLE TO ANSWER THIS MORE SPECIFICALLY [OVERLAPPING] 
          >> IF EVERY TEACHER IN THE STATE OF TEXAS HAVE RECEIVED THE TIA BONUS, THAT WOULD DEPLETE. 
          >> WHAT WE NEED TO OUTLINE IN OUR APPLICATION IS THE WAY THAT WE WILL IDENTIFY THE MOST EFFECTIVE TEACHERS. 
          IF YOU CAN'T SUBMIT A PLAN AND BE SUCCESSFUL, IF IT SAYS, WE'LL DESIGNATE EVERY TEACHER. 
          BUT YOU CAN SHARE SOME OF THE FUNDS THAT ARE RECEIVED THROUGH THE TEACHER INCENTIVE ALLOTMENT WITH OTHER TEACHERS AND TEACHING ASSISTANTS. 
          >> WHAT ARE YOU GOING TO DO TO ENSURE THAT WE'RE GOING TO INCREASE THOSE EFFORTS MORE THAN 15% OF TEACHERS THAT CAN RECEIVE THE TIA BONUS? 
          >> WE'RE WORKING TO CREATE AN APPLICATION THAT WILL PUSH THAT NUMBER MORE TOWARDS 20%. 
          OUR GOAL IS TO BE EXPANSIVE WITH WHO COULD EARN MORE MONEY WITHOUT MAKING OUR APPLICATION UNAPPROVABLE. 
          >> THANK YOU. WHAT IS THE COST OF HIRING A FIRST-YEAR TEACHER OR JUST A TEACHER IN HISD, LIKE THE HIRING PROCESS, THE PROFESSIONAL DEVELOPMENT, WHAT DOES THAT COST? 
          >> WE HAVE NOT CALCULATED THAT. 
          >> THAT'S IT FOR NOW. THANK YOU SO MUCH. 
          >> TRUSTEE BAKER. 
          >> THANK YOU FOR THAT PRESENTATION, DR. MATNEY AND TO SUPERINTENDENT HOUSE, MY QUESTIONS HAVE BEEN ADDRESSED. 
          I JUST WANT TO SAY HATS OFF TO MEETING THE TARGETS AND THE CONSTRAINT MEASURE. THANK YOU. 
          >> TRUSTEE BLUE FOR DANIEL'S. 
          >> FINALLY, I'M NOT HAPPY MY BUTTON IS NOT WORKING DOWN HERE. 
          [NOISE] WHEN MY TIME LET'S GO TO PAGE BACK. 
          WE HAVEN'T PAID. THERE'S 25 CAMPUSES ON HEARING. 
          TEN OF THOSE CAMPUSES ARE PART OF MY D2 DIAMONDS. 
          I THINK THAT THE BIGGER PICTURE THAT THE BOARD SHOULD BE CONCENTRATING ON IS WHY ARE ALL THESE CAMPUSES ON THIS LIST? SPECIFICALLY? LET'S START THERE FIRST. 
          ONE THING I WOULD SUGGEST IS TO COLOR CODE THOSE CAMPUSES THAT ARISE HERE BECAUSE EVERYBODY'S HAD BASICALLY THE SAME QUESTION. 
          WHICH ONES ARISE? WHEN YOU'RE DOING ANALYSIS AND YOUR ROOT CAUSE ANALYSIS, PART OF THE ISSUES ARE THAT THEY ARE FINANCIALLY CHALLENGED. 
          I DON'T LIKE TO SAY LOW-INCOME FINANCIALLY CHALLENGED, AND THAT'S A LOT OF THE THE ISSUE THAT WE HAVE. 
          IF WE UTILIZE THE WRAPAROUND SPECIALIST PROGRAM THE WAY IT'S INTENDED, THEN WE IN TURN CAN IMPROVE THAT TENDENCY OVERALL AT THESE CAMPUSES AND RETAIN SOMEBODY WHO'S KEEPING TEACHERS. 
          I'M RUNNING OUT OF TIME. LET ME SEE. 
          I MADE MY NOTES Y'ALL SO, I WOULDN'T GET CONFUSED, BUT I GOT CONFUSED ANYWAY. 
          OF THOSE TEN CAMPUSES, HOW MANY OF THOSE OTHER TEN CAMPUSES THAT IDENTIFY ACTUALLY THE 25, 10 ARE IDENTIFIED AS DISTRICT TWO DIAMONDS. 
          OF THOSE ALONG WHAT TRUSTEE SANTOS SAID, WHICH ONES HAVE CHANGED? I KNOW WE'VE CHANGED SOME OF THE PRINCIPLES BASED ON THE FACT THAT BECAUSE THEY WERE ARISE CAMPUS, THEN OBVIOUSLY THEY'VE HAD FAILURE FOR SEVERAL CONSECUTIVE YEARS. 
          BECAUSE OF THAT, THAT THEY WERE LOOKING AT PERHAPS RESTRUCTURING SOME OF THOSE CAMPUSES, SO THOSE PEOPLE WOULD BE INCLUDED IN THAT TOO. 
          ONE OF THE MAIN POINTS I WANT TO MAKE IS WHEN YOU ARE SURVEYING [NOISE] THE CAMPUSES, ARE YOU SERVING ALL THE TEACHERS OR THE PRINCIPAL TO GET A GENERAL INFORMATION AND IF YOU'RE SURVEYING THEM, HOW MANY ARE INCLUDED IN THAT SURVEY? FOR INSTANCE, 5 OF 50 OR 50 OF 100. 
          >> THE GOAL WOULD BE TO GET AS MANY TEACHERS AS POSSIBLE THAT WOULD BE WILLING TO TAKE THE SURVEY AND THEN TO BACKUP IN REFERENCE TO YOUR REQUESTS, IN REFERENCE TO RISE AND COLOR-CODED DATA. 
          WE CAN DEFINITELY ACCOMMODATE THAT MOVING FORWARD. 
          >> THANK YOU FOR THAT. I WANT TO INSERT THIS BECAUSE WE 
          [01:40:02]
NEED TO MAKE SURE AS WE TALKED ABOUT TIME FOR TONIGHT. 
          >> TRUSTEE DANIELS YOUR TIME IS UP. 
          >> I KNOW IT HELPED ME UP TOO LONG, BUT MAKES SURE AND TALK TO THOSE TEACHERS AND PRINCIPALS AT EVERY CAMPUS. 
          >> THANK YOU, DR. MATT. 
          I GUESS ONE OF THE FIRST THINGS THAT I HEARD RIGHT NOW IS THE SURVEY IS NOT REQUIRED FOR EVERY TEACHER THEN? OR IS THAT A REQUIREMENT FOR EVERY TEACHER? 
          >> REQUIREMENT? NOT A REQUIREMENT, BUT IT IS SOMETHING THAT WE WOULD HOPE TO GET FEEDBACK FROM AS MANY INDIVIDUALS AS POSSIBLE. 
          >> MY NEXT QUESTION IS THAT A COUPLE OF MONTHS AGO, DR. WATTS STATED THAT THERE WAS ACCOUNTABILITY PLAN FOR PRINCIPALS AND ADMINS. 
          IS THERE ANY PLAN TO ADD THIS, THE TEACHER INCENTIVE, TEACHER ATTENTION TO THAT ADMIN ACCOUNTABILITY. 
          >> THERE IS A PLAN TO PUT TOGETHER AN ACCOUNTABILITY FRAMEWORK FOR OUR SCHOOL LEADERS, AND THAT WILL BE DONE WITH PRINCIPAL VOICE AT THE TABLE. 
          I CERTAINLY COULD SEE A PLACE WHERE WE WOULD ADD RECRUITMENT AND RETENTION AS ONE OF THE KEY INDICATORS. 
          >> THANK YOU. 
          >> WITH THOSE TWO ORIGINAL RACE CAMPUSES AS PART OF THIS LIST, HAVE YOU EVER DONE ANY COMPARISON WITH THE RACE CAMPUSES THAT ARE THAT WERE IDENTIFIED HERE AND THE OTHER RACE CAMPUSES THAT WERE NOT PART OF THIS INITIATIVE. 
          >> WE ARE TRACKING ALL THE RISE CAMPUSES VACANCY RATES AND SO AT ANYTIME I CAN SEE HOW THESE CAMPUSES ARE IN COMPARISON TO THE OTHER CAMPUSES AND WHAT THEIR VACANCIES LOOKED LIKE. 
          THAT DATA WOULD BE PRETTY EASY FOR ME TO GET AS IT RELATES TO RETENTION AS WELL. 
          >> IS THERE ANY PRELIMINARY DATA THAT YOU CAN SHARE RIGHT NOW? 
          >> I'M ACTUALLY WORKING ON AN UPDATE FOR THE BOARD IN MARCH AND HOPE TO INCLUDE SOME OF THAT IN THAT PRESENTATION. 
          >> ONE OF THE AREAS OF GROWTH HAS BEEN THE AMOUNT OF TIME THAT IT TAKES HISD TO EMPLOY A TEACHER. 
          I SAW SOMETHING IN REGARDS TO THIS. 
          THE NEW HIRING TIMELINES. 
          CAN YOU SHARE A LITTLE BIT ABOUT THAT AS THAT'S SOMETHING THAT WE'VE HEARD A LOT AS BOARD MEMBERS. 
          >> WE'VE DEFINITELY GOTTEN SOME FEEDBACK MOST RECENTLY IN TERMS OF THE PROCESS AND TIMELINE. 
          MISS GRANT-SKINNER BE GLAD TO SHARE SOME SPECIFICS THERE. 
          >> SURE AND I WILL MENTION THAT REALLY THERE'S TWO PARTS OF THE SPEED THAT MAY COME UP IN HERE IN TERMS OF FEEDBACK. 
          ONE OF OUR INITIATIVES IS EARLIER HIRING AND PART OF THAT AS MOVING THE HIRING TIMELINES EARLIER. 
          ACTUALLY THERE'S SETTING UP THE STRUCTURES FOR PRINCIPLES TO ENGAGE IN HIRING EARLIER IN THE ANNUAL HIRING SEASON. 
          THE SECOND PART IS MAKING OUR PROCESSES FASTER AND FRIENDLIER. 
          WITH RESPECT TO THE FIRST PART OF THAT MOVING HIRING TIMELINES EARLIER, WE JUST OUTLINED AN UPDATED STAFFING CALENDAR WITH OUR PRINCIPALS AT THEIR FEBRUARY PRINCIPALS MEETING, AND HAVE PROVIDED INFORMATION TO THEM ABOUT WHERE THE OPEN TRANSFER PROCESS WILL TAKE PLACE THIS YEAR, WHEN EXTERNAL HIRING CAN BEGIN, WHICH IS PRETTY MUCH NOW. 
          ALSO THE INTENT TO RETURN PROCESS THAT I MENTIONED EARLIER, WE WILL BE ASKING STARTING NEXT WEEK, EVERY TEACHER TO TELL US WHAT THEIR CURRENT INTENTIONS ARE FOR NEXT YEAR. 
          THIS IS IN RESPONSE TO THE REALITY THAT IN RECENT YEARS, WE'VE HIRED MANY TEACHERS, HUNDREDS OF TEACHERS AFTER JUNE, WHICH IS WAY TOO LATE FOR US TO ENGAGE THE TOP QUALITY, HIGHEST QUALITY CANDIDATES IN THE HIRING PROCESS. 
          WITH RESPECT TO MAKING PROCESSES FASTER AND FRIENDLIER. 
          WE LAUNCHED A NEW APPLICANT TRACKING SYSTEM, WHICH IS THE RESULT OF ALMOST A COUPLE OF YEARS OF WORK TO DESIGN AND TEST AND THEN PUT INTO PRODUCTION THAT NEW SYSTEM, WHICH IS A PART OF HOW WE WILL MAKE THE PROCESS FASTER. 
          WE'VE ALSO BEEN WORKING FOR REALLY A YEAR IN PHASES TO IMPLEMENT THE PROCESSES THAT WE HAVE IN PLACE OF WHAT THAT LOOKS LIKE. 
          PART OF THAT WE HEAR A LOT OF FEEDBACK ABOUT IS HISTORICALLY THE TIME IT TAKES TO GET COMPENSATION OFFER, FOR EXAMPLE BUT REALLY ANY STEP THAT'S A PART OF THAT PRE-EMPLOYMENT PROCESS IS SOMETHING THAT WE'VE BEEN VERY FOCUSED ON. 
          I LOOK FORWARD TO HAVING GREAT DATA FOR YOU. 
          WHEN WE OPENED UP NEXT SCHOOL YEAR ABOUT WHAT THE IMPACT HAS BEEN. 
          >> SO THAT'S BEING IMPLEMENTED THIS YEAR FOR THE FIRST TIME. 
          [01:45:03]
          >> THE APPLICANT TRACKING SYSTEM? 
          >> THE NEW PROCESSES TO SPEED UP THE PROCESS? 
          >> YES, SO WE'VE MADE IMPROVEMENTS OVER TIME, BUT IT'S BEEN A DEDICATED EFFORT FOR SEVERAL MONTHS NOW TO GO STEP-BY-STEP THROUGH THE PROCESS AND FIGURE OUT WHERE ARE WE CONSTRAINED? 
          >> WHAT WOULD YOU SAY IS THE NEW TIME-FRAME FOR A PERSON TO THAT APPLIES TO WHEN THEY GET AN OFFER NOWADAYS VERSUS THEN. 
          >> I CAN TELL YOU WHAT OUR TEAM HAS SET AS THE TARGET AND UNDERSTANDING THAT THERE'S A CANDIDATE SIDE OF THIS IT WHERE WE DON'T CONTROL HOW QUICKLY A CANDIDATE DOES THEIR PIECES. 
          ALSO EVERYONE COMES WITH DIFFERENT CIRCUMSTANCES OF THEIR OWN ELIGIBILITY, THEIR OWN CERTIFICATION THAT ALSO IMPACTS THIS. 
          WE'VE SAID THAT WE WANT NEW TEACHER HIRE ON AVERAGE TO TAKE 14 DAYS FROM THE TIME THEY ACCEPT A RECOMMENDATION TO THE TIME THEY ARE FULLY HIRED. 
          >> THANK YOU. [NOISE] IS THERE A FORMULA FOR THE SHARED COMPENSATION, NOT THE 70/20/10 THAT WAS SHARED HERE, BUT IN TERMS OF WHAT THE AMOUNT WILL ACTUALLY BE,. 
          >> THERE'S NOT YET BECAUSE WE'VE ASKED SOME OF OUR STAKEHOLDERS FOR INPUT ON, WHAT THE EXACT CALCULATION FOR THAT SHARING SHOULD BE. 
          >> WHEN SHOULD WE HAVE THAT? 
          >> WE HAVE TO DECIDE TO INCLUDE THAT IN OUR APRIL APPLICATION. 
          >> THAT'S ALL MY QUESTIONS FOR THIS FIRST CHUNK BECAUSE I ONLY HAVE FIVE SECONDS LEFT. 
          WE WILL MOVE TO ROUND TWO. 
          TRUSTEE CRUZ. 
          >> THANK YOU. LOOKING AT THIS LIST, THE SAME LIST ON SLIDE 5, I IMAGINE YOU'RE LOOKING AT SCHOOL BY SCHOOL DATA. 
          HOW DO THE SCHOOLS COMPARE IN TERMS OF THE GAP BEING GREATER OR SMALLER? HOW DOES THAT SHOW UP IN THE STUDENT OUTCOMES DATA? [BACKGROUND] 
          >> DR. MATNEY? 
          >> WE HAVEN'T ACTUALLY TRIANGULATED THAT WITH THE STUDENT OUTCOMES DATA. 
          WE'VE BEEN LOOKING AT THIS AS A SEPARATE PIECE. 
          BUT MUCH LIKE BRINGING THE PRINCIPAL RETENTION PIECE AND THERE'S ALWAYS OPPORTUNITY TO ADD ADDITIONAL DATA LAYERS TO TRIANGULATE AND DEVICE WHAT THE FULL STORY IS. 
          >> YES, I WOULD LOVE TO SEE THAT, ESPECIALLY BECAUSE THAT IS THE REASON THAT WE HAVE CONSTRAINTS US ALL AND THE GOAL IS TO FOCUS ON THE OUTCOMES OF OUR STUDENTS. 
          LOOKING AT SLIDE 4, SUPERINTENDENT HOUSE IN YOUR RESPONSE, I'M TRYING TO SEE MY NOTES. 
          I FEEL SOMEWHERE ON HERE THERE WAS THE MENTION OF OR MAYBE IT'S NOT. 
          I GUESS MY QUESTION IS, WHAT ARE SOME OF THE TARGETED SUPPORT SINCE WE'RE TALKING ABOUT SUPPORT FROM ACP PROGRAM? DOES THIS LOOK LIKE FORMAL MENTORSHIPS? 
          >> MR. GRANT-SKINNER 
          >> IN BOTH OF THE TEAMS ARE REFLECTED IN THIS RESPONSE, THE ACP AND THE TEACHER CAREER DEVELOPMENT TEAM. 
          THEY ALREADY HAVE CASELOADS OF TEACHERS THEY SUPPORT, OR OF CAMPUSES THEY SUPPORT WHO HAVE TEACHER LEADERS IDENTIFIED THROUGH OUR TEACHER CAREER PATHWAYS PROGRAM. 
          EACH OF THOSE PROGRAMS HAS BEEN DIRECTED TO PROVIDE ADDITIONAL HOURS OF SUPPORT. 
          IT'S REALLY JUST ABOUT THE AMOUNT OF SUPPORT THEY'RE PROVIDING, THE SAME THINGS THEY DO. 
          FOR EXAMPLE, IN THE ACP, THEY ARE OBSERVING LESSONS, GIVING FEEDBACK ON LESSONS. 
          THEY ARE PROVIDING OTHER MENTORING SUPPORT THAT'S NOT DIRECTLY ABOUT INSTRUCTION, BUT ABOUT HOW YOU ENGAGE WITH A NEW SCHOOL COMMUNITY, AND THE HST COMMUNITY. 
          AGAIN, WE'RE NOT ADDING DIFFERENT SUPPORTS, WE'RE SAYING THESE NEWLY HIRED TEACHERS AT THESE CAMPUSES WILL GET MORE. 
          >> HOW DO YOU KNOW THAT THAT MENTORSHIP IS WORKING? 
          >> WITH RESPECT TO THE ACP, WHAT WE HAVE TRACKED OVER TIME FOR MANY YEARS IS WHAT ARE THE NUMBERS OF ACP CANDIDATES WHO ARE IN FULL CERTIFICATION? OUR TEAM IS BEGINNING TO LOOK AT MORE DATA, 
          [01:50:04]
SUCH AS LONGER-TERM RETENTION DATA OF FOLKS WHO COME THROUGH THE ACP. 
          AT THIS POINT WHAT THE DISTRICT HAS HISTORICALLY LOOKED AT IS ARE WE SUCCEEDING IN TAKING SOMEONE WHO SAID, I WANT TO BE A TEACHER AND GETTING THEM CERTIFIED. 
          >> THAT'S HELPFUL. THEN IN TERMS OF IDENTIFYING THOSE MENTORS, I GUESS, HOW ARE THEY IDENTIFIED? ARE YOU USING T-TESTS? I KNOW THAT'S NEW, BUT I GUESS THEY'RE TADS. 
          HOW DO YOU DECIDE WHO IS A MENTOR? 
          >> I'LL ANSWER THIS WITH RESPECT TO THOSE TWO THINGS AGAIN. 
          FOR THE ALTERNATIVE CERTIFICATION PROGRAM, THERE ARE FULL-TIME STAFF WHO ARE IDENTIFIED. 
          I THINK NOW THEY ARE NINE GIVEN THAT OUR ACP HAS INCREASED IN SIZE. 
          THOSE ARE FULL-TIME INDIVIDUALS WHO APPLY TO BE SELECTED TO BE A TEACHER DEVELOPMENT SPECIALIST. 
          FOR THE TEACHER LEADER ROLES IN SCHOOLS, WE HAVE ABOUT 400 PEOPLE RIGHT NOW SERVING IN ONE OR ANOTHER TEACHER LEADER ROLE ACROSS ALL OF OUR SCHOOLS AND THEY GO THROUGH EVERY SPRING. 
          PRETTY RIGOROUS SELECTION PROCESS. 
          NOT ONLY TO BE INITIALLY SELECTED FOR THAT ROLE, BUT ALSO TO CONTINUE IN THAT ROLE FOR THE FOLLOWING YEAR. 
          YOU'VE GIVEN ME A MOMENT TO CELEBRATE SOMETHING THAT'S REALLY EXCITING ABOUT THAT PARTICULAR PROGRAM. 
          IT IS THAT WHEN THIS IS ALSO LIKE SERVICE IN THAT KIND OF TEACHER LEADER ROLE HAS BEEN A VERY GOOD RETENTION STRATEGY FOR TEACHERS. 
          LAST YEAR, 98 PERCENT OF INDIVIDUALS WHO HAD SERVED IN A TEACHER LEADER ROLE AND APPLIED TO CONTINUE IN THAT ROLE CAME BACK TO THE DISTRICT. 
          >> THANK YOU FOR SHARING THAT AND KUDOS TO THE TEAM. 
          I MEAN, THAT MAKES SENSE. I THINK TEACHERS ARE ALWAYS LOOKING FOR LEADERSHIP PATHWAYS. 
          I KNOW I DEFINITELY WAS WHEN I WAS IN THE CLASSROOM, AND I HEAR THAT VERY FREQUENTLY FROM TEACHERS. 
          JUST TO FOLLOW UP QUESTION ON THAT ALSO, ARE WE INCENTIVIZING OR REWARDING THOSE MENTOR TEACHERS? 
          >> EACH OF THE TEACHER LEADER ROLES THAT WE IMPLEMENT IN THE DISTRICT, THOSE ABOUT 400 PEOPLE ARE IN RIGHT NOW RECEIVE A STIPEND. 
          >> THAT'S GREAT TO HEAR. THANK YOU. 
          I DON'T KNOW IF I STILL HAVE TIME. 
          >> TRUSTEE BLUEFORD-DANIELS. 
          >> THANK YOU. AS I LOOK AT THE 25 SCHOOLS, I'M GOING BACK TO THAT THAT ARE IDD ON PAGE 5. 
          I'M LOOKING THROUGH MY NOTES AND YOU-ALL KNOW I'M A PAPER PACKER. 
          I'M LOOKING THROUGH MY NOTES AND OF THOSE 25, THERE ARE SEVERAL THAT OBVIOUSLY HAD NO IMPROVEMENT FOR LAST YEAR. 
          IN OTHER WORDS, IT WASN'T RATED. 
          MEANING THERE WAS A FAIL AT CAMPUS. 
          I WANT MY COLLEAGUES TO THINK ABOUT THAT AS WE'RE TALKING ABOUT MOVING FORWARD WITH GROWING OUR OWN, WHATEVER THE PROCESSES THAT WE'RE GOING TO USE IS TO LOOK AT THE BOTTOM FIRST. 
          ALL 25 OF THOSE, AND TRY TO UNDERSTAND WHY TEACHERS ARE LEAVING THESE CAMPUSES AND WHAT ISSUES ARE AT THE CAMPUSES. 
          I THINK THAT'S REALLY IMPORTANT. 
          WE CAN BE ALL OVER THE PLACE WITH TEXTBOOK INFORMATION, READING INFORMATION, FOLLOWING UP ALL KINDS OF GUIDES. 
          BUT UNTIL WE UNDERSTAND THE NUANCES THAT ARE FACED ON THESE CAMPUSES, THEN WE'LL STILL BE TALKING ABOUT INSTEAD OF 25 SCHOOL THEY MAY BE 30. 
          COMMENT, NOT A QUESTION. 
          >> THANK YOU. TRUSTEE DEIGAARD. 
          >> THANK YOU. AS I LISTEN TO THE CONVERSATION AND I KEEP REVISITING THESE SLIDES, A STRUGGLE I'M HAVING WITH THIS AND I WOULD WELCOME SHOULD OUR COACH BE SO INCLINED TO WANT TO JUMP INTO THE CONVERSATION NOW OR IF NOT NOW THEN LATER. 
          THERE IS A TECHNICAL PROBLEM WITH THE WAY THAT THIS PROGRESS MEASURE IS WRITTEN THAT ALLOWS US TO MEET THE TARGET WITHOUT HONORING THE VALUE OF THE CONSTRAINT AS IT'S WRITTEN. 
          WE'VE ACTUALLY REDUCED BY THIS MEASURE THE NUMBER OF EFFECTIVE TEACHERS ON OUR CAMPUSES BY THE CONSTRAIN OF THE LANGUAGE. 
          BUT YET WE STILL MET THE TARGET BECAUSE EVERYBODY WENT DOWN EVEN THOUGH THE GAP INCREASED. 
          I'M FINDING THAT VERY PROBLEMATIC AND I THINK IT'S SOMETHING THAT WE NEED TO BE REVISITING SOONER THAN LATER. 
          [01:55:06]
TWO JUST TECHNICAL QUESTIONS. 
          ONE, IN OUR PORTAL, THE LAST TWO SLIDES AREN'T THERE, SO IF WE COULD JUST HAVE THIS LAST TWO SLIDES. 
          THEN THOSE DATA QUESTIONS THAT I ASKED EARLIER, IF THOSE CAN BE SOME ANSWERS SENT TO US. 
          THEN IN OUR TEAM-BUILDING, I HAD COMMITTED TO SENDING TECHNICAL QUESTIONS IN ADVANCE. 
          MR. HOUSE, TO WHOM SHOULD THOSE, BECAUSE THEY'RE NOT Q&A QUESTIONS, THEY'RE LIKE, HEY, I'M GOING TO BE ASKING THIS QUESTION IN PROGRESS MONITORING SO MAYBE I MIGHT SEND IT IN THE DAY BEFORE. 
          SHOULD THEY BE SENT TO YOU? SHOULD BE SENT AND THEN YOU'RE GOING TO FORWARD IT TO YOUR STAFF. 
          >> YOU CAN YOU CAN SEND IT TO ME AND WE'LL COLLECTIVELY MAKE SURE THAT WE'RE PREPARED FOR THOSE ANSWERS. 
          >> IS 24-48 HOURS ENOUGH TIME FOR DATASETS THAT YOU ALREADY HAVE? 
          >> FORTY EIGHT WOULD BE EVEN BETTER. 
          >> AGAIN, I UNDERSTAND IF IT'S SOMETHING THAT YOU HAVE TO GATHER, BUT IT'S JUST SOMETHING YOU ALREADY HAVE. OKAY. 
          >> THEN I JUST WANT TO SAY ONE MORE, THANK YOU. 
          MR. HOUSE, MR. CHIEF GRANT-SKINNER, I REALLY HAVE APPRECIATED HOW YOU'VE ANSWERED THESE. 
          IT IS SO CLEAR THAT EVEN THOUGH THIS DATA [NOISE] ISN'T IN THE RIGHT DIRECTION YOU'VE COME TO THE RIGHT MINDSET PROCESS TO PUT THE THINGS THAT GIVE ME CONFIDENCE. THANK YOU. 
          >> THANK YOU. 
          IS THERE ANYONE ELSE IN THE QUEUE FOR ROUND 2? 
          >> I DID WANT TO MENTION THAT I DO LOVE SEEING THE PERSONAL OUTREACH TO TEACHERS AND CULTURAL SURVEYS TO TEACHERS. 
          I HAD ONE LAST QUESTION AS PART OF THE COMPENSATION PROGRAM. 
          I SEE TEACHERS, I SEE THE TAS, ARE SPECIAL ED TEACHERS ARE PART OF THAT SINCE THEY'RE SOMETIMES PULLING THE STUDENTS OUT INSTEAD OF COMING INTO THE CLASSROOM? 
          >> FOR THE TEACHER INCENTIVE ALLOTMENT? YES, SPECIAL EDUCATION TEACHERS ARE INCLUDED. 
          >> BUT HOW ARE THEY INCLUDED IN? 
          >> SPECIAL EDUCATION TEACHERS ALSO RECEIVE AN EVALUATION RATING. 
          YOUR FINAL EVALUATION RATING IS THE MEASURE THAT WILL DETERMINE WHETHER YOU'RE BECOME DESIGNATED FOR THE TEACHER INCENTIVE ALLOTMENT. 
          >> OKAY. SOUNDS GOOD. THANK YOU. 
          WE WILL NOW MOVE TO ACCEPT THE PRESENTATION GIVEN TO US. 
          DO I HAVE A MOTION? 
          >> MOVE GUIDRY. 
          >> IS SECOND? 
          >> SECOND WADE. 
          >> WE HAVE A MOTION BY TRUSTEE GUIDRY AND A SECOND BY TRUSTEE WADE. 
          PLEASE VOTE. [BACKGROUND] WE'RE VOTING. 
          [BACKGROUND] YES. 
          TRUSTEE BAKER, WHAT'S YOUR VOTE, TRUSTEE BAKER? 
          >> I VOTE YES. 
          >> WE HAVE NINE IN FAVOR ZERO OPPOSED AND ZERO ABSTENTIONS. 
          >> WE'RE ARE HAVING TECHNICAL DIFFICULTIES [LAUGHTER] 
          >> WE WILL NOW MOVE ON TO A4, BUT WITHOUT OBJECTION, 
          [A-4. Acceptance Of Presentation Of Equity Project Research Findings]
ITEM A4, ACCEPTANCE OF PRESENTATION OF THE EQUITY PROJECT RESEARCH FINDINGS WILL BE POSTPONED TO OUR NEXT REGULARLY SCHEDULED MARCH MEETING. 
          NOW WE'RE READY TO MOVE ON TO THE CONSIDERATION OF THE SUPERINTENDENT'S AGENDA ITEMS. IT'S OUT SEVEN. 
          [BACKGROUND] NOW WE WILL 
          [HEARING OF THE COMMUNITY]
MOVE ON TO THE HEARING OF THE COMMUNITY. 
          WE WILL NOW CONDUCT OUR HEARING OF THE COMMUNITY SO THAT SPEAKERS MAY BE HEARD NO LATER THAN 7:00 PM IN ACCORDANCE WITH BOARD POLICY. 
          [02:00:01]
ONLY THOSE WHO REGISTERED BY NOON MAY SPEAK THIS EVENING. 
          COPIES OF HANDOUT MATERIALS MUST HAVE BEEN PROVIDED TO BOARD SERVICES BY NOON YESTERDAY. 
          WE HAVE SEVEN REGISTERED SPEAKERS REMAINING THIS EVENING. 
          SPEAKERS ARE LIMITED TO ONE MINUTE EACH. 
          I'D LIKE TO REMIND SPEAKERS THAT WHEN ADDRESSING THE BOARD, PLEASE STAY ON TOPIC AND REFRAIN FROM NAMING INDIVIDUALS, ESPECIALLY STUDENTS, AS THEY ARE PROTECTED UNDER THE FAMILY EDUCATION RIGHTS AND PRIVACY ACT. 
          HOWEVER, NAMING YOUR CHILD IS PERMISSIBLE IN THE COURSE OF STATING YOUR CONCERN. 
          THE BOARD ENCOURAGES AND WELCOMES COMMENTS AND INPUT FROM THE COMMUNITY, BUT WE CAN NOT RESPOND TO OR DELIBERATE ON ANY SUBJECT THAT IS NOT INCLUDED ON THE POSTED AGENDA. 
          THAT IS THE BOARD CANNOT DELIBERATE OR RESPOND DIRECTLY TO A SPEAKER THAT IS IN THIS FORMAT. 
          WHILE THE BOARD LISTENS TO CONCERNS OF A GENERAL NATURE, SPEAKER SHOULD PRACTICE NORMAL RULES OF DECORUM. 
          OBSCENE LANGUAGE AND PROFANITY WILL NOT BE TOLERATED AS THIS IS A PUBLIC MEETING AND OUR STUDENTS ARE WATCHING. 
          ADDITIONALLY, DISRUPTIONS OF THIS MEETING WILL NOT BE TOLERATED. 
          WE ASK THE AUDIENCE TO REFRAIN FROM INTERRUPTING SPEAKERS WHILE THEY PRESENT TO THE BOARD DURING THIS PORTION OF THE MEETING. 
          ZOOM SPEAKERS, PLEASE REMEMBER THAT, WE MUST SEE YOU LIVE WITH YOUR CAMERA ON AS YOU SPEAK. 
          IF YOU'RE WATCHING THIS MEETING LIVE ON ANOTHER DEVICE, PLEASE BE SURE TO MUTE THE MEETING AUDIO WHEN IT IS YOUR TIME TO SPEAK TO AVOID AUDIO INTERFERENCE, TURN ON YOUR CAMERA AND BEGIN SPEAKING. 
          WE'LL BEGIN WITH REGISTERED SPEAKERS WHO SIGNED UP TO ADDRESS THE BOARD IN THE AUDITORIUM. 
          JOHN WILLIAMS PLEASE COME TO THE PODIUM. 
          AS I CALL THE NEXT THREE NAMES, PLEASE TAKE A SEAT ON THE FRONT ROW. 
          AARON HENRY, SAVANT MOORE, MICHELLE WILLIAMS. 
          >> DIRECTLY AFFECTS US ALL INDIRECTLY. 
          MOTHER TO KING JUNIOR. 
          GOOD EVENING, SUPERINTENDENT HOUSE AN HISB BOARD MEMBERS. 
          MY NAME IS JOHN WILLIAMS, A PROUD GRADUATE OF JACK HAYS HIGH SCHOOL CLASS OF 1987. 
          I COME BEFORE YOU TODAY TO BRING BACK TO THE TABLE THE INSTALLATION OF YIKES TO HAVE BEEN DONATED BY THE HOUSTON, TEXAS. 
          I'VE ALREADY EMAILED YOU SUPERINTENDENT HOUSE, THE DETAILS AND EXPLAINED SOME OF THE MAJOR ISSUES AND THE STRUCTURE OF THIS PROJECT AND ALSO IDEAS AND SUGGESTIONS IN ORDER TO CORRECT THE STRUCTURE OF DISAGREEMENT AS IT STANDS NOW AND HOW HSD CAN ASSIST WITH MAKING PROJECT A YIKES REALITY. 
          DESPITE ALL ODDS, THIS PAST FOOTBALL SEASON, THE NEW HEAD COACH, 18 FRESHMEN THAT PLAYED VARSITY THIS PAST SEASON IN 25 UNDER CLASSMEN TOLD ON A TEAM AND VERY LIMITED RESOURCES, THEY STILL MADE THE PLAYOFFS. 
          IT WAS A SHAME TO SEE THAT IN PREPARATION OF THEIR FIRST PLAYOFF GAME IN FIVE YEARS, THEY HAD TO PREPARE A GAME [NOISE] 
          >> THANK YOU. 
          >> [BACKGROUND]. 
          >> THANK YOU. 
          >> [BACKGROUND]. 
          >> THANK YOU. AARON HENRY. 
          >> AFTER HIGH SCHOOL. I TOO AM A FIRM BELIEVER THEIR SPORTS PLAY AN IMPORTANT ROLE TO MY GROWTH AND DEVELOPMENT. 
          >> AARON HENRY, PLEASE COME TO THE PODIUM. 
          AARON HENRY. 
          >> [BACKGROUND]. 
          >> YOU HAVE THE WHITE COMMUNITY OVER IN BELLA HIGH SCHOOL, I FOUND THIS ARTICLE. 
          Y'ALL ALLOCATED SOME MONEY FOR THEIR FIELD $4.7 MILLION TOTAL, I BELIEVE IT WAS AND I WROTE IT HERE. 
          YOU HAVE THE INFLUENTIAL, YOU HAVE A WEALTHY COMMUNITY, AND THEN YOU HAVE THE HAVES AND YOU GIVE THEM $4.7 MILLION. 
          THEN YOU GOT ON THE OTHER SIDE, YOU'VE GOT THE NEGROES, THE POOR, THE ECONOMICALLY DISADVANTAGE, THE HAVE-NOTS, AND YOU GIVE THEM ABSOLUTELY NOTHING. 
          THAT'S NOT FAIR. 
          THE OTHER PART THAT IS VERY IS IMPORTANT TO ME IS THE PROGRAM AT JACK HAYS HIGH SCHOOL. 
          NOW THE ONES THAT ARE HAVING A VERY DIFFICULT TIME, YOU OUGHT TO INVEST MUCH MORE IN THEM THAN THE ONES THAT ALREADY HAVE. 
          BECAUSE IF THEY COME FROM A GOOD EDUCATION, AND PARTICULARLY HAYS THE RB SCHOOL. 
          BUT YOU HAD NO FEEDER SCHOOL IN THE FIELD THAT FED RB STUDENTS TOO. 
          BUT THEN YOU RATE THEM OFF OF WHAT [INAUDIBLE]. 
          >> SAVANT MOORE. 
          >> [INAUDIBLE] 
          >> SAVANT MORE. PLEASE COME TO THE PODIUM. 
          >> MY HOUSE FOR THE HEARING OF THE COMMUNITY. 
          PLEASE MOVE IT UP TO SIX. 
          I'M MISSING MY DAUGHTER'S BASKETBALL GAME. 
          THANKFUL FOR TECHNOLOGY THAT SHE JUST SCORE A BUCKET. 
          MARCUS FOSTER WAS THE FIRST BLACK SUPERINTENDENT 
          [02:05:02]
FOR A LARGE SCHOOL DISTRICT AND HE SAID, A PARENT WILL NEVER DISRESPECT EDUCATION. 
          YOU'LL ALWAYS WANT HIS CHILDREN TO BE FULLY EDUCATED. 
          MR. HOUSE CONTINUE TO DO THE HARD WORK THAT YOU'RE DOING. 
          I NEED EACH AND EVERY ONE OF YOU TO GET OFF OF THE DATA. 
          I USED TO BE A SOFTWARE ENGINEER, BUT YOU SEE ME I'M IN OVERALLS, OWN THE LARGEST TRUCKING COMPANY AND IT'S HUMAN CAPITAL THAT HELPED ME BE SUCCESSFUL. 
          HUMAN CAPITAL WILL HELP YOU BE SUCCESSFUL. 
          THERE'S SO MANY PEOPLE THAT SIT HERE EVERY SECOND THURSDAY WITH COMPLAINTS BECAUSE YOU'RE NOT WALKING THE CAMPUSES. 
          WALK THE CAMPUS. 
          MY CHILDREN GO TO MCREYNOLDS THEY SCORE THE HIGHEST ON THE TEST. 
          THEY'RE GIFTED AND TALENTED. 
          THEY CAN GO TO THE CARNEGIE, BUT I WANT THEM TO GO TO WHEATLEY BECAUSE THOSE KIDS NEED TO SEE KIDS LIKE MINE. 
          [NOISE] 
          >> THANK YOU. MICHELLE WILLIAMS, PLEASE COME TO THE PODIUM. 
          >> [BACKGROUND]. 
          >> MICHELLE WILLIAMS FOLLOWED BY NORMA THOMAS. 
          >> [BACKGROUND] [LAUGHTER] 
          >> GOOD EVENING, SUPERINTENDENT HOUSE. 
          I'M HERE ONCE AGAIN, BUT I'M SPEAKING ON BEHALF OF MY MEMBER WHO IS NOT ABLE TO MAKE IT. 
          YOU ALL INSTITUTED THIS HOURLY TEACHER POSITION. 
          IT'S A SHAME THAT YOU ALL ARE PAYING HOURLY LECTURERS, SECRETARY PAY. 
          HE COULD NOT MAKE IT TONIGHT BECAUSE HE HAD TO GO TO THE HOSPITAL, DO YOU KNOW WHERE HE WENT? LBJ. YOU ALL NEED TO PAY THESE TEACHERS. 
          WHAT YOU PAY TEACHERS, THEY'RE DOING THE WORK. 
          THEY SHOULD NOT BE MAKING $15 AN HOUR. 
          DO YOU KNOW HOW HARD IT IS TO WORK AT FOREST BROOK? DO YOU KNOW HOW HARD IT IS? THEY HAVE NO HEALTH INSURANCE. 
          HE HAD TO GO TO A CHARITY HOSPITAL. 
          YOU ALL NEED TO DO BETTER. 
          YOU NEED TO PAY THEM. 
          YOU BUDGETED FOR TEACHERS. 
          WHAT ARE YOU DOING WITH THE MONEY? GIVE IT TO THEM. HOW ARE THEY SUPPOSED TO PAY FOR TEACHER CERTIFICATION? YOU ALL NEED TO CHANGE THIS. 
          >> NORMA THOMAS. 
          >> LAST MONTH, THE CALL TO ACTION WAS TO DEMAND THAT THE STATE LEGISLATURE KEEP LOCAL SCHOOL DISTRICTS AT THE TOP OF THE BUDGET SURPLUS LIST. 
          "CALL YOUR LEGISLATORS, " THEY SAID. 
          THIS MONTH THE CALL TO ACTION IS TO SAY NO TO TEA TAKEOVER. 
          "CALL YOUR FRIENDS, CALL YOUR NEIGHBORS, " THEY SAY. 
          BUT WHO DO WE CALL FOR OUR ACRES HOME SCHOOLS? BECAUSE OUR SCHOOLS ARE IN NEED OF CONSTRUCTION, WE NEED ROOFING REPAIRS, WE NEED ON THE REPAIRS, BUT WE'RE NOT ON THE LIST. 
          [NOISE] WE NEED SUPPORT WITH TRUANCY, SECURITY, TRAFFIC CONTROL. 
          WE'RE FIGHTING TO KEEP OUR DOORS OPEN. 
          [NOISE] WE WANT TO ATTRACT THE BEST OF SCHOOLS IN OUR FEEDER PATTERN, BUT WE LOSE THEM TO SCHOOL CHOICE. 
          WE WANT WHAT'S BEST FOR OUR SCHOOL, BUT WE KNOW IT'S NOT ALL ABOUT THE SUPERINTENDENT. 
          WE KNOW IT'S NOT ALL ABOUT THE CURRENT SITTING BOARD. 
          IT'S SYSTEMIC. 
          IT'S ORGANIZATIONAL, THERE IS A STRUCTURE WHICH HAS SPAWNED A SYSTEM THAT PERPETUATES A MID-MANAGEMENT CULTURE. 
          THAT MID-MANAGEMENT CULTURE PERPETUATES MISINFORMATION. 
          SELF-AGGRANDIZING AND [NOISE]. 
          >> THANK YOU. NEXT WE'LL HEAR FROM REGISTERED SPEAKERS WHO SIGNED UP TO SPEAK VIRTUALLY VIA ZOOM. 
          MS. TRINH, PLEASE IDENTIFY AND ADMIT OUR SPEAKERS. 
          >> HUYENCHAU VU. YOU HAVE NOW JOINED THE MEETING VIRTUALLY. 
          PLEASE TURN ON YOUR CAMERA. 
          YOUR SPEAKER, YOU HAVE ONE MINUTE AND YOU MAY BEGIN. 
          >> HI, CAN YOU HEAR ME? 
          >> YES, WE CAN HEAR YOU. 
          YOU HAVE ONE MINUTE. YOU MAY BEGIN. 
          >> TEACHER AND FACULTY BURNOUT IS HAPPENING NOW MORE THAN EVER BEFORE. 
          THE THINGS THAT ARE HAPPENING IN THIS DISTRICT ARE ENSURING THAT MORE TEACHERS PACK UP AND LEAVE BY THE END OF THIS YEAR, MYSELF INCLUDED. 
          I'M TALKING ABOUT THINGS LIKE THE INTRODUCTION OF TIME CLOCKS ALONG WITH STRESSORS LIKE READING ACADEMY. 
          FOLKS, WE ARE GIVEN $900 TO DO A STATE MANDATED COLLEGE-LEVEL COURSE. 
          THE HISD GETS LITTLE TO NO SUPPORT TO COMPLETE. 
          THIS IS OF COURSE HAPPENING DURING THE SCHOOL YEAR. 
          IT'S ALL SMOKE AND MIRRORS DRAGGING DOWN OUR TEACHERS. 
          WE KNOW THAT TIMES ARE TOUGH, BUT IT'S A SLAP TO THE FACE TO SEE THAT AMONG THAT THE EVER-GROWING LIST OF THINGS THAT WE NEED TO DO TO TAKE CARE OF OUR STAFF AND STUDENTS AT THE DISTRICT, YOU GUYS ARE ENSURING THAT ARE ISSUING 
          [02:10:02]
FINGERPRINT TIME CLOCKS TO ENSURE THAT WE CLOCK IN AND OUT ON TIME. 
          TEACHERS LIKE ME ARRIVE WAY BEFORE DUTY TIME AND LEAVE WAY AFTER DUTY TIME. 
          BUT LET'S ENSURE THAT THE BUDGET DOES NOT IMPLODE BECAUSE A TEACHER IS TAKING ADVANTAGE OF THE SYSTEM. 
          WE HAVE NO SUPPLIES IN OUR SCHOOLS, THE TIME CLOCKS WILL ENSURE THE FAILURE OF STUDENT DISMISSAL ONCE IMPLEMENTED, THIS IS 100 YEARS AND THIS IS WHERE WE ARE. 
          100 YEARS OF FAILURE. 
          THANK YOU. [NOISE] 
          >> TED WEISGAL, YOU HAVE JOINED THE MEETING VIRTUALLY. 
          PLEASE TURN ON YOUR CAMERA. 
          YOUR SPEAKER, YOU HAVE ONE MINUTE, AND YOU MAY BEGIN. 
          >> DEAR TRUSTEES, PREVIOUSLY, I HAVE THE HONOR OF PROVIDING SEMI-PRIVATE AND PRIVATE INSTRUCTION IN ROBERT'S RULES OF ORDER TO ONE OF YOUR FORMER PRESIDENTS. 
          NOW I WOULD LIKE TO PROPOSE THIS SESSION WITH YOU TO DISCUSS USING ROBERT'S RULES TO END THE SCHOOL TO PRISON PIPELINE. 
          FOR THIS WORKSHOP, I WOULD USE ELEMENTS OF THE BOOK I HAVE CO-AUTHORED, ROBERT'S RULES FOR KIDS AND BIG KIDS. 
          THE CATALYST FOR MY THINKING ABOUT THIS SUBJECT WAS A UNIVERSITY OF HOUSTON PANEL THAT INCLUDED YOUR SUPERINTENDENT, WOULD SUGGEST THAT THERE IS A PROBLEM AND IT CAN BE SOLVED. 
          I HAVE HAD A HALF-HOUR MEETINGS WITH YOUR CHIEF OF POLICE AND YOUR DIRECTOR OF COUNSELING. 
          I'VE ALSO SPOKEN WITH PEOPLE AT ALL LEVELS OF HISD SCHOOLS. 
          HOWEVER, I HAVE NOT YET BEEN GIVEN THE OPPORTUNITY TO SPEAK WITH THE SUBSTANTIVE NUMBER OF PEOPLE. 
          WITH ACCESS, I THINK I CAN MAKE A STRONG CASE [NOISE] AND IT WOULD HELP [OVERLAPPING] STUDENT TO PRISON PIPELINE. 
          >> THANK YOU. AT THIS TIME, THE BOARD WILL TAKE A TEN-MINUTE RECESS. 
          WE'LL BE BACK AT 7:21. 
          WE ARE NOW READY TO CONSIDER THE SUPERINTENDENT'S AGENDA ITEMS. FOR THE RECORD, LET IT BE REFLECTED THAT AGENDA ITEM H1 HAS BEEN REVISED. 
          H3 AND ITS ATTACHMENT HAVE BEEN REVISED. 
          ATTACHMENTS TO B1, I2, I3, AND K1 HAVE BEEN REVISED, AND THERE ARE NEW ATTACHMENTS TO B3, B4, AND C2. 
          BOARD POLICY REQUIRES TRUSTEES TO EXCUSE THEMSELVES AND ABSTAIN FROM ALL DISCUSSION ON BOATS PERTAINING TO CONTRACTS THAT MAY INVOLVE A CONFLICT OF INTEREST. 
          AS DEFINED IN BOARD POLICY BBFA LOCAL, A CONFLICT OF INTERESTS IS ANY CIRCUMSTANCE THAT COULD CAST DOUBT ON A TRUSTEE'S ABILITY TO ACT WITH TOTAL OBJECTIVITY WITH REGARD TO THE DISTRICT'S INTEREST. 
          WE WILL NOW CONSIDER ITEMS HELD FOR ABSTENTION AND/OR DISCUSSION. 
          EACH MONTH, ALL ACTION ITEMS BEGIN ON THE CONSENT AGENDA. 
          IF A TRUSTEE WOULD LIKE AN ITEM HELD FROM CONSENT, THEY NEED TO NOTIFY SILVIA TRINH BY 8:00 AM ON MONDAY PRIOR TO THE BOARDING MEETING. 
          TRUSTEES, AS A REMINDER, EVERYONE HAD THE OPPORTUNITY PRIOR TO THIS MEETING TO SUBMIT ADDITIONAL QUESTIONS AFTER AGENDA REVIEW TO THE ADMINISTRATION. 
          THE REVISED Q&A DOCUMENT, LISTEN TO ALL TRUSTEES VIA EMAIL, IS IN YOUR SHAREPOINT UNDER FEBRUARY BOARD MEETING DOCUMENTS AND HAS BEEN POSTED ON THE DISTRICT WEBSITE. 
          FOR EACH ITEM OF DISCUSSION, WE WILL DO ONE ROUND OF ONE MINUTE PER TRUSTEE. 
          IF AN ADDITIONAL ROUND IS DESIRED, THAT CAN BE DONE WITH A MOTION, SECOND AND BOARD VOTE. 
          [NOISE] OUR FIRST ITEM HELD FROM THE CONSENT AGENDA IS ITEM B4, 
          [B-4. Consideration Of Redistricting Plans And Public Input Received And Possible Adoption Of A Resolution Approving A Redistricting Plan For Single-Member Trustee Districts]
CONSIDERATION OF REDISTRICTING PLANS AND PUBLIC INPUT RECEIVED IMPOSSIBLE ADOPTION OF A RESOLUTION APPROVING A REDISTRICTING PLAN FOR A SINGLE MEMBER TRUSTEE DISTRICTS. 
          THIS ITEM WAS HELD FOR DISCUSSION BY TRUSTEE CREWS. 
          MAY I HAVE A MOTION TO CONSIDER REDISTRICTING PLANS AND PUBLIC INPUT RECEIVED? 
          >> [BACKGROUND]. 
          >> DO I HAVE A SECOND? 
          >> I SECOND. 
          >> I HAVE A MOTION BY TRUSTEE SANTOS AND A SECOND BY TRUSTEE BAKER. 
          IS THERE ANY DISCUSSION? PLEASE VOTE. 
          WE HAVE EIGHT IN FAVOR. 
          ZERO POST, ZERO ABSTENTIONS. 
          AT THIS TIME, I WOULD LIKE TO INVITE SYD FALK TO THE PODIUM. 
          HE IS A PARTNER AT THE LAW FIRM, BICKERSTAFF HEATH DELGADO ACOSTA, WHICH HAS BEEN WORKING WITH THE BOARD ON REDISTRICTING. 
          [02:15:02]
HE HAS A PRESENTATION FOR THE BOARD'S CONSIDERATION. 
          MR. FALK, WELCOME. [NOISE]. 
          >> HELLO [NOISE] AS YOU KNOW, WE RECEIVED A NUMBER OF CITIZEN COMMENTS AS A RESULT OF THE HEARINGS IN EACH DISTRICT THAT WERE HELD OVER SEVERAL MONTHS. 
          IN ADDITION, SOME WRITTEN COMMENTS. 
          WE DISCUSSED THOSE AT A PREVIOUS MEETING AND I GOT DIRECTIONS TO EXAMINE PLANS A AND D, WHICH WERE THE PLANS THAT THE BOARD HAD DESIGNATED FOR PUBLIC COMMENT AND WERE ON THE TABLE SO TO SPEAK, TO SEE WHAT COMMENTS SHOULD BE PERHAPS CONSIDERED AND REACTED TO AND WE HAVE DONE THAT. 
          I'M GOING TO PRESENT TO YOU TONIGHT TWO PLANS THAT REPRESENT A REVISION TO PLAN A AND A REVISION TO PLAN D. WE CALL THEM A REVISED AND D REVISED, THAT SPEAK IN GENERAL TO SEVERAL OF THE COMMENTS THAT WE RECEIVED. 
          ONE OF THOSE COMMENTS WAS THAT THE MAGNOLIA PARK COMMUNITY WAS CURRENTLY SPLIT AND IN PLAN D WAS SPLIT BETWEEN DISTRICTS 3 AND 8. 
          THE QUESTION WAS WHETHER IT WOULD BE POSSIBLE TO REUNITE THOSE AND STILL ACHIEVE COMPLIANCE WITH ALL THE CRITERIA THAT YOU'VE ADOPTED FOR DEVELOPING REDISTRICTING PLANS. 
          THE SHORT ANSWER IS YES, AND I'LL SHOW YOU THAT. 
          IN ADDITION, THERE WERE COMMENTS TO THE EFFECT THAT SEVERAL OF THE PLANS DILUTED HISPANIC REPRESENTATION A LITTLE MORE THAN MIGHT BE DESIRABLE, AND SO WE LOOKED AT THE PLANS TO SEE IF WE COULD BEEF UP THE HISPANIC PERCENTAGES ESPECIALLY IN DISTRICT 3. 
          YOU WILL RECALL THAT DISTRICT 3 WAS NEARLY 15% UNDER POPULATED, AND WE WERE GOING TO HAVE TO ADD A FAIR NUMBER OF PEOPLE TO IT, WHICH ALMOST ALWAYS SPEAKS TO DILUTING MINORITY STRENGTH IN SOME FASHION. 
          WE LOOKED AT CHANGING THOSE CONFIGURATIONS AROUND A LITTLE BIT TO SEE IF WE COULD BEEF UP THE HISPANIC STRENGTH IN DISTRICT 3. 
          IN THE INITIAL ASSESSMENT REPORT THAT I GAVE YOU, THE CURRENT DISTRICTS SHOW DISTRICT 3 TO HAVE SOMETHING ON THE ORDER OF 75% TOTAL POPULATION HISPANICS AND SOMETHING ON THE ORDER OF 70% OR SO IN VOTING AGE POPULATION. 
          PLAN A, REDUCED THE VOTING AGE POPULATION HISPANIC PROPORTION TO ABOUT 59%. 
          A SUBSTANTIAL DROP SIMPLY BECAUSE WE HAD TO ADD SO MANY PEOPLE, AND THERE ARE LIMITED NUMBERS OF HISPANIC COMMUNITIES IN THOSE AREAS TO DRAW FROM. 
          THE TRADE-OFF ALWAYS IS IF YOU DO SOMETHING THAT KEEPS A DISTRICT THAT YOU'RE GOING TO HAVE TO ADD PEOPLE TO, IF YOU TRY TO KEEP THE HISPANIC PROPORTIONS HIGH OR ANY MINORITY GROUPS PROPORTIONS HIGH, YOU HAVE TO GET SOME OF THOSE ADDITIONAL PEOPLE IN THE RIGHT PROPORTION FROM ADJACENT DISTRICTS. 
          THAT MEANS THE ADJACENT DISTRICT IS GOING TO PERHAPS BE ADVERSELY AFFECTED IN TERMS OF ITS MINORITY STRENGTH. 
          IT'S ALWAYS A TRADE-OFF GAME. 
          I WILL SHOW YOU PLAN A REVISED AND D REVISED, WHICH ATTEMPT TO ADDRESS THOSE PRINCIPLES AND GIVE YOU A SENSE OF WHAT WOULD BE REQUIRED TO UP THE HISPANIC PERCENTAGES ESPECIALLY IN DISTRICT 3, BUT ALSO TO SOME DEGREE IN DISTRICT 8 BECAUSE IN ALL OF THE PLANS THAT WE'VE TALKED ABOUT, DISTRICT 8 IS THE CONDUIT OF POPULATION TRANSFER, RECALLING THE DISTRICTS 4 AND 7 ARE THE OVERPOPULATED DISTRICTS THAT HAVE TO SHED PEOPLE. 
          THE OTHER MAJOR COMMENT WAS RECEIVED FROM HOUSTON IN ACTION AND SEVERAL OTHER HOUSTON IN ACTION ALLIANCE FOLKS. 
          [02:20:03]
THEY'VE ADDRESSED YOU AGAIN HERE TONIGHT. 
          THEIR BASIC POINT IS THAT IT SHOULD BE POSSIBLE TO CREATE A DISTRICT IN SOUTHWEST HOUSTON THAT COLLECTIVELY CAPTURES A FAIR AMOUNT OF THE MINORITY COMMUNITY, MOSTLY AN IMMIGRANT COMMUNITY, OR PRIMARILY AN IMMIGRANT COMMUNITY IN SOUTHWEST TEXAS GULFTON AREA. 
          HOUSTON IN ACTION HAS DEVELOPED A PLAN THAT THEY WANTED THE BOARD TO CONSIDER, AND I THINK ONE OF THE SPEAKERS TONIGHT ASKED YOU TO DO THAT. 
          I'M GOING TO SHOW YOU THAT PLAN. 
          WE OBTAINED THE DIGITAL SHAPE FILES, THE BORDER FILES, THE BOUNDARY FILES FROM HOUSTON IN ACTION, PUT THEM INTO OUR SOFTWARE AND ARE ABLE THEREFORE TO HAVE POPULATION NUMBERS AND SO ON TO LOOK AT AND EXAMINE. 
          I WILL COMMENT THAT OUR POPULATION TABLE NUMBERS AND THEIR POPULATION TABLE NUMBERS MAY NOT BE EXACTLY THE SAME. 
          IT TURNS OUT THAT THEY HAD A NUMBER OF CENSUS BLOCKS ALONG THE PERIPHERY OF THEIR PLAN IN VARIOUS PLACES THAT THEY HAD NOT ACTUALLY ASSIGNED TO ANY PARTICULAR DISTRICT, SO THEY WERE MISSING SOME CENSUS BLOCKS IN THEIR PLAN. 
          THE NUMBERS ARE SLIGHTLY DIFFERENT WHEN WE CAPTURE THOSE CENSUS BLOCKS AND ASSIGN THEM TO THE APPROPRIATE DISTRICTS. 
          HERE IS PLAN A REVISED AND IN THE USUAL FORMAT, THE COLORS DENOTE THE DISTRICTS THAT ARE BEING PROPOSED IN THE PLAN, AND THE RED LINES, IN THIS CASE, ARE SUPERPOSITION OF THE CURRENT DISTRICT BOUNDARIES. 
          THIS WILL LOOK FAMILIAR TO YOU. 
          IT'S VERY SIMILAR TO DRAFT PLAN A, AND SO THAT YOU CAN SEE THE DIFFERENCE BETWEEN PLAN A AND PLAN A REVISED. 
          WE'VE DONE THIS. THIS TIME, THE COLORS AGAIN ARE THE PROPOSED PLAN A REVISED, AND THE BLACK LINES THAT YOU SEE, INSTEAD OF BEING THE CURRENT DISTRICTS, ARE THE DISTRICTS IN PLAN A. 
          AGAIN, WHEREVER THE COLORS BLEED OVER ONE OF THE DARK BLACK LINES, WHAT YOU'RE SEEING IS A DIFFERENCE BETWEEN PLAN A AND PLAN A REVISED. 
          THOSE ARE THE CHANGES THAT WE MADE. 
          YOU WILL NOTICE THAT AT THE TOP, DISTRICT 3, THERE'S AN AREA THAT WE TOOK FROM DISTRICT 8. 
          THAT AREA IS SUBSTANTIALLY HISPANIC AND WE PUT IT INTO DISTRICT 3 TO BOOST DISTRICT 3'S HISPANIC PROPORTION A BIT. 
          THIS PLAN GETS IT UP TO ABOUT 65% FROM ABOUT 58% IN PLAN A. 
          IT DOES SO OBVIOUSLY, AT THE EXPENSE OF DISTRICT 8, WHICH DROPS IN HISPANIC PERCENTAGE, A COUPLE OF THREE OR FOUR POINTS. 
          THAT'S THE TRADE-OFF THAT YOU FACE WHEN YOU DO THIS, THERE'S ALWAYS A RIPPLE EFFECT. 
          OTHERWISE, THE PLAN IS SUBSTANTIALLY SIMILAR TO DRAFT PLAN A. 
          IN DRAFT PLAN A AND D DISTRICTS 5, 6, AND 9 WERE UNCHANGED. 
          YOU WILL NOTICE, HOWEVER, IN PLAN A REVISED, THERE'S A SMALL CHANGE IN THE VERY NORTHEAST CORNER OF DISTRICT 5 WHERE SOME TERRITORY IS PUT INTO DISTRICT 5 FROM PLAN A'S VERSION OF DISTRICT 3 IN ORDER TO BALANCE POPULATION. 
          HERE ARE THE TABLES, SO YOU CAN SEE THAT THE DEVIATION IS JUST OVER 8%. 
          IT SATISFIES THE ONE PERSON, ONE VOTE EQUAL POPULATION PRINCIPLE, AND YOU CAN SEE THE DISTRIBUTION OF DEVIATIONS IN EACH OF THE DISTRICTS IS LESS THAN 5%. 
          HERE IS THE VOTING AGE POPULATION DISTRIBUTION, AND YOU WILL SEE THAT THE HISPANIC PERCENTAGE COLUMN, FOR DISTRICT 3 THERE'S A HISPANIC VAP OF 65% PLUS. 
          WE WERE ABLE TO BOOST THAT, AS I SAY, FROM ABOUT 58.5% BY MOVING PRIMARILY THAT AREA FROM DISTRICT 8. 
          [02:25:07]
[NOISE] HERE IS DRAFT PLAN D REVISED AND THE RED LINES AGAIN ARE THE CURRENT DISTRICTS. 
          IT'S VERY SIMILAR TO PLAN D. THIS IS THE SIMILAR MAP WHERE THE DARK LINES NOW REPRESENT PLAN D'S BOUNDARIES, AND YOU CAN SEE WHEREVER THE COLORS CROSS ONE OF THOSE DARK BLACK LINES, THAT'S THE PLACE WHERE WE HAVE CHANGED PLAN D IN ORDER TO GET PLAN D REVISED. 
          WE SEE A SMALL CHANGE UP IN THE NORTHEAST PORTION OF DISTRICT 7. 
          THE MOST IMPORTANT CHANGE IS, WELL, TWO CHANGES, DISTRICT 3 AGAIN ACQUIRES SOME AREA FROM DISTRICT 8 THAT'S GOT SOME HISPANIC STRENGTH TO KEEP HISPANIC STRENGTH UP. 
          ONE OF THE PROBLEMS WAS THAT DISTRICT 8 LOST SOME HISPANIC STRENGTH, AND THE WAY WE GET IT BACK IN THIS CHANGE PLAN, THIS REVISED PLAN IS FROM DISTRICT 1. 
          IF YOU LOOK AT THE LEFT SIDE OF THE W, THAT'S DISTRICT 8. 
          RIGHT AT THE TOP YOU'LL SEE THAT BLUE AREA THAT HAS BEEN TAKEN FROM DISTRICT 1 IN THE PLAN D VERSION, AND THAT IS A SUBSTANTIALLY HISPANIC AREA. 
          PUTTING IT INTO 8 MAKES UP FOR THE LOSS OF HISPANIC AREA FROM 8 - 3 AND WE END UP PRESERVING TO A GREAT DEGREE, THE ORIGINAL HISPANIC STRENGTH OF DISTRICT 8. 
          YOU CAN SEE THE DEVIATION IS A LITTLE HIGHER, ABOUT 9.2%. 
          EACH DISTRICT AGAIN IS WITHIN PLUS OR MINUS 5%, AND HERE'S THE VOTING AGE POPULATION. 
          NOTICE THAT DISTRICT 3'S [NOISE] VOTING AGE POPULATION PERCENTAGE IS 75% WHICH IS ABOUT WHAT IT WAS IN DISTRICT 3 IN THE CURRENT BOUNDARIES, AND DISTRICT 8 IS UP TO ABOUT 47% PLUS IN HISPANIC VOTING AGE POPULATION COMPARED TO ABOUT 43% IN PLAN D. THOSE ARE THE PRIMARY CHANGES, AND AGAIN THESE ARE JUST EXAMPLES OF WHAT YOU COULD DO TO IMPROVE THE HISPANIC PERCENTAGES IN THOSE TWO DISTRICTS LARGELY TRIGGERED BY THE NEED TO ADD PEOPLE TO DISTRICT 3. 
          AS I SAID, THE HOUSTON IN ACTION PLAN WAS PROPOSED AND WE'VE GOT THEIR SHAPE FILES AND HERE IS THEIR PLAN. 
          I WILL COMMENT THAT IT LOOKS VERY SIMILAR TO PLANS THAT YOU CONSIDERED EARLY ON IN THIS PROCESS; PLANS B AND C, THE WESTERN PART ESPECIALLY. 
          THEIR SOFTWARE I'M GUESSING, DIDN'T LET THEM NUMBER THE DISTRICTS CONSISTENTLY WITH THE ACTUAL NUMBERS OF THE DISTRICTS. 
          WHEN I SHOW YOU THE TABLES IN A FEW MINUTES, WE'VE REORDERED THE DISPLAY SEQUENCE FOR THOSE THAT THEY ARE EASILY COMPARED TO CURRENT DISTRICTS, BUT THE REAL GOAL HERE FOR HOUSTON IN ACTION WAS TO CREATE THEIR DISTRICT 4 IN THE WESTERN PART OF THE CITY IS THE DISTRICT THAT THEY'VE BEEN TALKING ABOUT. 
          COLLECTING A FAIR PROPORTION OF THE IMMIGRANT COMMUNITY IN THAT PART OF THE TOWN, THAT'S DISTRICT 6 IN THE OLD PLANS B AND C THAT YOU SAW BEFORE AND IT PURPORTS TO BE A MAJORITY HISPANIC DISTRICT. 
          I'LL COME BACK TO THAT BECAUSE IT'S NOT QUITE. 
          WE'VE DONE THE SAME THING HERE. 
          CURRENT DISTRICTS ARE OVERLAID IN RED SO THAT YOU CAN SEE THE CHANGES. 
          I WILL COMMENT THAT THIS PLAN IN THE EASTERN PART OF THE DISTRICT IS VERY SIMILAR TO PLANS A AND D IN TERMS OF WHAT IT DOES TO DISTRICT 3 WHICH IS THEIR DISTRICT 6 AND DISTRICT 8 WHICH IS THEIR DISTRICT 2. 
          THERE ARE LOTS OF SIMILARITIES THERE, BUT HERE'S THE POPULATION TABLES. 
          I'M GOING TO SHOW YOU TWO SLIDES WITH TABLES. 
          THE UPPER TABLE HERE IS TOTAL POPULATION, AND IT COMPARES PLAN A, PLAN A REVISED, PLAN D, PLAN D REVISED, AND THE HIA, THE HOUSTON IN ACTION PLAN. 
          IT SHOWS YOU FOR 
          [02:30:03]
EACH DISTRICT WHAT THE HISPANIC AND AFRICAN AMERICAN PROPORTIONS ARE, AND IN THE FAR-LEFT RED COLUMNS THE INITIAL ASSESSMENT IS THE CURRENT DISTRICTS. 
          YOU WILL SEE THAT IF YOU LOOK AT DISTRICT 6, AND NOTICE WE'VE REORDERED THE HIA DISTRICTS SO THAT THEY CORRESPOND TO THE ACTUAL NUMBERING OF THE HISD DISTRICTS FOR EASY COMPARISON. 
          IF YOU NOTICE, THEIR DISTRICT 6, THEY CREATE A TOTAL POPULATION DISTRICTS OF 59.1% HISPANICS, SO IT LOOKS LIKE IT MIGHT BE A HISPANIC MAJORITY DISTRICT. 
          THE SECOND PART OF THE TABLE, THE LOWER PART OF THE TABLE DOES THE SAME THING FOR THE VOTING AGE POPULATION, AND AGAIN IF YOU LOOK AT DISTRICT 6 YOU WILL SEE IN THEIR PLAN THE VOTING AGE HISPANIC PROPORTION OF POPULATION IN THAT DISTRICT IS 56% PLUS. 
          THAT'S NOT THE FULL STORY AS WE'VE SEEN BEFORE, AND LOOKING AT OTHER PLANS. 
          THESE TWO TABLES, ON THE TOP WE HAVE A TABLE THAT SHOWS THIS SSRV PROPORTION OF REGISTERED VOTERS. 
          SSRV IS SPANISH SURNAMES REGISTERED VOTERS. 
          RECORDS ARE KEPT BY THE TEXAS SECRETARY OF STATE. 
          THEY HAVE A MASTER LIST OF SPANISH SURNAMES, AND THEY LOOK AT ALL OF THE REGISTERED VOTER IN A GIVEN DISTRICT, THAT'S ACTUALLY ELECTION PRECINCTS, AND COMPARE THOSE TO THE SSRV NAME LIST AND ASSIGN THE COUNT, THE SSRV PROPORTION OF REGISTERED VOTERS. 
          THAT IS, THE REGISTERED VOTERS WHO HAVE SPANISH SURNAMES ARE COUNTED. 
          NOW IT'S UNDERINCLUSIVE AND OVERINCLUSIVE IN THE SENSE THAT THE LIST IS, IN THE SENSE THAT THERE WILL BE HISPANIC SURNAMES AND PEOPLE WHO ARE NOT HISPANIC WILL HAVE THOSE SURNAMES OCCASIONALLY. 
          BY THE SAME TOKEN IT'S UNDERINCLUSIVE BECAUSE THERE WILL BE HISPANICS WHO HAVE NON-HISPANIC SURNAMES AND THEY AREN'T COUNTED. 
          THERE'S A LITTLE PLUS AND MINUS THERE, BUT IT'S FAIRLY ACCURATE PROXY FOR GIVING US THE PROPORTION REMEMBER OF REGISTERED VOTERS. 
          WHAT YOU SEE FOR THE VARIOUS PLANS IS THAT DISTRICT 6 IN ITS PLAN A AND D AND A REVISED AND D REVISED CONFIGURATION IS FAIRLY LOW IN SSRV PROPORTION AND THE HIA PLAN RAISES IT A LITTLE BIT BUT ONLY ABOUT A QUARTER OF THE REGISTERED VOTERS IN THEIR PROPOSED DISTRICT 6, ARE ACTUALLY HISPANIC REGISTERED VOTERS. 
          THE REAL LEGALLY SIGNIFICANT TABLE IS THE LAST ONE. 
          THIS IS THE TABLE AGAIN IN THE SAME FORM AS FOR TOTAL POPULATION AND VOTING AGE POPULATION, BUT THIS ONE MEASURES ESTIMATES OF CITIZEN VOTING AGE POPULATION. 
          WHY THAT'S IMPORTANT IS BECAUSE IN THE VOTING RIGHTS ACT IN SECTION 2 WHICH IS THE NONDISCRIMINATION PROVISIONS, COURTS HAVE TOLD US THAT THE COMPARISON NUMBERS ARE CITIZEN VOTING AGE; NOT VOTING AGE, NOT TOTAL POPULATION. 
          REMEMBER WE USE TOTAL POPULATION TO DETERMINE THE ONE PERSON, ONE VOTE POPULATION EQUALITY BALANCE, BUT FOR SECTION 2 VOTING RIGHTS ACT ANALYSIS WE LOOK AT CITIZEN VOTING AGE POPULATION. 
          THIS IS AN IMMIGRANT COMMUNITY THAT THEY ARE TRYING TO CREATE DISTRICT 6 AROUND, AND YOU WOULD EXPECT THEREFORE, YOU'RE GOING TO HAVE NON-CITIZENSHIP AND PERHAPS A SIZABLE NON-CITIZENSHIP. 
          IF YOU LOOK AT DISTRICT 6 IN THE LOWER TABLE AND GO OVER TO THEIR CITIZEN PLAN, YOU WILL SEE THAT THE HISPANIC CITIZEN PROPORTION IS ONLY ABOUT 34% PLUS. 
          WHAT'S IMPORTANT THERE IS THAT TO HAVE A CLAIM UNDER SECTION 2 OF THE VOTING RIGHTS ACT, A PLAINTIFF OR WOULD BE PLAINTIFF HAS TO SHOW THAT YOU CAN DRAW A MAJORITY CITIZEN VOTING AGE POPULATION DISTRICT. 
          NOW THEY CAN'T DO THAT, 34% IS NOWHERE NEAR THAT 50% THAT YOU'D HAVE TO HAVE TO RAISE A VIABLE SECTION 2 CLAIM. 
          WHAT I'M GOING TO TELL YOU NOW IS NOT THAT YOU 
          [02:35:04]
CANNOT CREATE A DISTRICT LIKE THAT IF YOU WANT TO, BUT THAT THERE IS NO LEGAL REQUIREMENT THAT YOU DO SO. 
          YOU WILL NOT VIOLATE SECTION 2 BY NOT CREATING THAT DISTRICT, AND THAT'S THE IMPORTANT POINT. 
          YOU HAVE THE ABILITY TO DRAW A PLAN WITH ELEMENTS LIKE THE HOUSTON IN ACTION PLAN OR ANY OF THE OTHERS IF YOU WANT, BUT YOU ARE NOT REQUIRED TO TRY TO CREATE THIS MINORITY POPULATED DISTRICT 6 BECAUSE IT DOES NOT COMPRISE MAJORITY OF CITIZEN VOTING AGE HISPANIC POPULATION. 
          I REMARKED EARLIER THAT THE HIA PLAN IS SIMILAR TO PLANS B AND C IN TERMS OF WHAT IT DOES TO THE WESTERN HALF OF HISDS DISTRICT. 
          IN PARTICULAR, IT'S FAIRLY SIMILAR IN THE EASTERN HALF AS WELL TO PLAN B AND B REVISED. 
          NOT IDENTICAL CERTAINLY. 
          THERE ARE NUMEROUS DIFFERENCES, BUT THEY ARE SUBSTANTIALLY SIMILAR IN THE ALIGNMENT OF THE ACTUAL DISTRICTS. 
          YOU WILL RECALL EARLY ON WHEN WE DO SHOWED YOU PLANS A AND B AND WE DREW C OR I MAY HAVE BROUGHT C AS WELL, BUT WE DREW D AND WE DREW A PLAN E, WHICH WAS QUITE DIFFERENT. 
          YOU FAVORED PLANS A AND D TO THE EXCLUSION OF B AND C AND DESIGNATED A AND D AS THE PLANTS THAT YOU WERE INTERESTED IN AND WANTED THE PUBLIC TO SEE AND COMMENT ON. 
          THAT'S WHERE WE ARE IN TERMS OF DEALING WITH THE MAJORITY OF THE SUBSTANTIVE COMMENTS THAT WE GOT FROM THE PUBLIC. 
          I WILL REMARK THAT IN BOTH PLAN A REVISED AND D REVISED, JUST AS IN A AND D, THE MONTESSORI SCHOOL REMAINS IN DISTRICT 1. 
          WE HAD A LOT OF COMMENTS ABOUT PEOPLE THAT DID NOT WANT THAT SCHOOL TO BE MOVED. 
          FORTUITOUSLY IT'S THERE. 
          I THINK IT WOULD STAY IN ONE IN THE HIA PLAN AS WELL. 
          QUESTIONS. LET ME SAY THIS, IF YOU DO DECIDE TO ADOPT A PLAN TONIGHT, IN ADDITION TO ADOPTING A PLAN, THERE ARE TWO OTHER DECISIONS THAT YOU NEED TO MAKE. 
          THE FIRST ONE IS TO PICK AN EFFECTIVE DATE FOR THE IMPLEMENTATION OF THE PLAN. 
          IT'S NOT SET IN STONE AND IT'S NOT AUTOMATIC THAT IF YOU ADOPTED IT IMMEDIATELY BECOMES EFFECTIVE, BUT THAT'S ONE CHOICE. 
          YOU CAN MAKE IT EFFECTIVE IMMEDIATELY OR YOU CAN PICK ANOTHER TIME ANYTIME UP TO THE TIME WHEN THE NEW TERMS BEGIN. 
          VOTER CONFUSION AND CANDIDATE CONFUSION MIGHT RESULT IF YOU PUT THAT DATE OFF TOO FAR. 
          STATE LAW WOULD HAVE IT THAT WHEN YOU'VE ADOPTED A NEW PLAN, EVEN IF IT'S NOT YET EFFECTIVE, PEOPLE SIGN UP FOR CANDIDACY BASED ON THE NEW PLAN. 
          VOTERS VOTE BASED ON THE NEW PLAN, WHICH IS TO SAY THAT THE VOTERS IN THE NEW PLANS DISTRICT'S VOTE FOR THE CANDIDATE THAT SIGNED UP IRRESPECTIVE OF WHETHER THOUGH THEY'VE BEEN MOVED A NEW DISTRICT OR NOT. 
          IT IS OFTEN THE CASE THAT TO AVOID VOTER AND CANDIDATE CONFUSION, THE EASIEST AND SIMPLEST CHOICE IS TO ESSENTIALLY MAKE THE EFFECTIVE DATE IMMEDIATE. 
          I WILL SAY THAT IF YOU DECIDE TO ADOPT MAP ADOPTION RESOLUTION TONIGHT, THE ONE THAT WE HAVE DRAFTED FOR YOU HAS IMMEDIATE EFFECT DRAFTED INTO IT THAT IS TO SAY IT WOULD BECOME EFFECTIVE. 
          WE'VE SAID TOMORROW, IF YOU ADOPT TONIGHT OR I HOPE NOT AFTER MIDNIGHT. 
          THE SECOND POINT IS THAT STATE LAW, THE EDUCATION CODE, SECTION 11.052 SUB G, SAYS THAT AFTER A REDISTRICTING, YOU ALL HAVE TO RUN UNLESS YOU ADOPT SECTION 11.053, WHICH SAYS THAT YOU CAN OPT TO HAVE THOSE OF YOU THAT ARE UNFINISHED TERMS FINISHED THE TERMS OUT, AND TO MAINTAIN THE CURRENT STAGGERING OF TERMS THAT'S IN PLACE. 
          [02:40:04]
THE ADOPTION RESOLUTION THAT WE HAVE DRAFTED FOR YOU, EXERCISES THAT OPTION. 
          UNLESS YOU HAVE OBJECTIONS TO THOSE CHOICES AND WHAT THOSE THINGS CHANGED, IF YOU ADOPT TONIGHT AND YOU ADOPT THE RESOLUTION THAT'S IN FRONT OF YOU, THAT WILL BE THE RESULT ON THOSE TWO POINTS. 
          BUT I NEEDED TO LET YOU KNOW THAT SO THAT YOU WERE MAKING A CONSCIOUS CHOICE ON BOTH OF THOSE OPTIONS. 
          >> THANK YOU, MR. FOGG. 
          WE'RE NOW READY FOR COMMENTS OR QUESTIONS FROM TRUSTEES. 
          AGAIN, WE'LL DO ONE ROUND OF ONE-MINUTE EACH. 
          IF AN ADDITIONAL ROUND IS DESIRED, THAT CAN BE DONE WITH A MOTION, SECOND AND A BOARD OF VOTE. 
          TRUSTEE CRUZ. I DON'T SEE YOU. 
          >> I THINK WE'RE HAVING SOME TECHNICAL DIFFICULTIES. 
          THANK YOU, MR. FOGG, FOR YOUR PRESENTATION AND JUST WANT TO THANK YOU FOR ALL THE TIME THAT YOU'VE PUT INTO THIS AND HELPED US THINK THROUGH THIS PROCESS. 
          I THINK ALL OF US AT THIS TABLE, THIS IS THE FIRST TIME WE'VE PARTICIPATED AS TRUSTEES IN THIS PROCESS. 
          I JUST WANT TO THANK YOU FOR YOUR TIME AND GUIDANCE THROUGH THIS. 
          >> IT'S BEEN MY PRIVILEGE. THANK YOU. 
          >> IF YOU WOULD LIKE TO SAY SOMETHING, DO YOU ALL WANT TO RAISE YOUR HANDS BECAUSE I DO NOT SEE ANYONE IN THE QUEUE. 
          I DON'T KNOW IF YOU'RE PUSHING THE BUTTON. 
          IT SEEMS LIKE THEY'RE NOT WORKING. 
          >> WHAT HE SAID FOR EVERYBODY. 
          >> IS THERE ANYONE IN THE QUEUE? NO? 
          >> JUST FOR THE RECORD, THIS IS THE EASIEST ORAL EXAM I HAVE EVER HAD. 
          [LAUGHTER] 
          >> [BACKGROUND]. 
          >> TRUSTEE CRUZ SAID, MAY I HAVE A MOTION ON THE POSSIBLE ADOPTION OF A RESOLUTION APPROVING A REDISTRICTING PLAN FOR SINGLE MEMBER TRUSTEE DISTRICTS? 
          >> YES. I HAVE A MOTION THAT THE BOARD ADOPT REDISTRICTING PLAN A THE ORIGINAL VERSION, NON REVISE, AND IMPROVE THE RESOLUTION OF THE BOARD, APPROVING THE REDISTRICTING OF THE DISTRICT, SINGLE MEMBER TRUSTEE DISTRICTS, AND ESTABLISHING NEW TRUSTEE DISTRICT BOUNDARY LINES FOR TRUSTEE ELECTIONS BASED ON 2020 CENSUS DATA AND PROVIDING THE CONTINUATION OF TERMS OF CURE AND TRUSTEES EFFECTIVE FEBRUARY 10, 2023. 
          >> DO I HAVE A SECOND? 
          >> SECOND, GUIDRY. 
          >> WE HAVE A MOTION BY TRUSTEE BAKER AND A SECOND BY TRUSTEE GUIDRY. 
          ARE THERE ANY FURTHER COMMENTS OR QUESTIONS FOR MY COLLEAGUES? TRUSTEE CRUZ. 
          >> FULL OF THANK YOUS TODAY. 
          I JUST WANT TO THANK THE PUBLIC THAT ENGAGED WITH US THROUGH THIS PROCESS. 
          IT'S A HARD PROCESS TO UNDERSTAND AND ALL THE LEGALITIES AROUND IT. 
          I REALLY WANT TO THANK THE PARENTS WHO ENGAGE THE STAKEHOLDERS THAT CAME TO THE COMMUNITY MEETINGS, THAT WROTE LETTERS THAT PAID ATTENTION. 
          I HOPE THAT YOU WILL CONTINUE TO ENGAGE IN ALL OF OUR PROCESSES. 
          I LOOK FORWARD TO THAT COLLABORATION. GRACIAS. 
          >> TRUSTEE SANTOS. 
          >> THANK YOU, PRESIDENT CRUZ. 
          MR. FOGG, I DO WANT TO TAKE THE TIME TO ADDRESS THE COMMUNITY NOW. 
          AS THE FIRST PERSON TO SERVE FOR THE DISTRICT 1 POSITION THAT COMES FROM THE EAST SIDE OF 45 IN 100 YEARS, THE FIRST TIME IN OUR COMMUNITY HAS REPRESENTATIONS, DESPITE ALMOST 90 PERCENT OF THE STUDENTS LIVING ON THE EAST SIDE OF 45, IS VERY TELLING OF HOW COMMUNITIES ARE UNDERREPRESENTED. 
          THIS IS WITH A DIFFICULT HEART THAT I HAVE TO MAKE THIS VOTE RIGHT NOW BECAUSE I REALLY WANT TO SUPPORT YOU. 
          I KNOW HOW IMPORTANT IT IS FOR OUR KIDS TO HAVE REPRESENTATION FOR SOMEONE THAT LOOKS WALKS AND TALKS LIKE THEM INHIBIT AS ACTUALLY SAT WHERE THEY SIT. 
          THANK YOU FOR SPEAKING UP. 
          >> TRUSTEE DEIGAARD. CAN YOU JUST RESTATE WHICH PLAN YOU MADE A MOTION FOR IT? THERE WAS A LOT IN THAT MOTION. 
          >> A. 
          >> A. THANK YOU. [OVERLAPPING] 
          >> THE ORIGINAL A, NON REVISED VERSION. 
          >> THANK YOU, EVERYONE. 
          I WANT TO SAY THANK YOU TO [INAUDIBLE], SYLVIA GARCIA FOR HER INPUT AND FOR EVERYONE ELSE THAT CAME HIA, ALL THE DIFFERENT GROUPS. 
          RIGHT NOW IF THERE'S NO FURTHER DISCUSSION, I DON'T SEE ANYBODY IN THE QUEUE. PLEASE VOTE. 
          [02:45:15]
WE HAVE EIGHT IN FAVOR, ONE OPPOSED, AND ZERO ABSTENTIONS. 
          OUR NEXT ITEM HELD FROM THE CONSENT AGENDA IS ITEM I1 APPROVAL 
          [I-1. Approval Of Vendor Awards For Purchases Over $100,000 And Ratification Of Vendor Awards For Purchases Under $100,000 23-01-03-09 – Cooperative / Travel Agency Services 19-10-12 – RFP / Database Tracking System for Student Non-Instructional Needs]
OF VENTURE AWARDS FOR PURCHASES OVER 100,000 AND RATIFICATION OF VENDOR AWARDS FOR PURCHASES UNDER 100,000. 
          TRUSTEE ALLEN, ASSET THIS ITEM BE HELD FOR DISCUSSION REGARDING PROJECT 23-01-03-09, CO-OPERATIVE TRAVEL AGENCY SERVICES. MAY I HAVE A MOTION? 
          >> IT'S THROUGH.. 
          >> DO I HAVE A SECOND? 
          >> SECOND WAVE. 
          >> WE HAVE A MOTION BY TRUSTEE LUTHER DANIELS AND A SECOND BY TRUSTEE WADE. 
          ARE THERE ANY COMMENTS OR QUESTIONS FROM MY COLLEAGUES? I SEE TRUSTEE ALAN IN THE QUEUE. 
          >> THANK YOU. [NOISE] WHEN I ASKED ABOUT THIS ITEM DURING THE AGENDA REVIEW, I WAS TOLD THAT NO OTHER TRAVEL AGENCIES THAT APPLIED HAD A SYSTEM THAT COULD SPEAK TO HISD SYSTEM. 
          WHEN THE BOARD WANTS TO USE A NON VENDOR, WE HAVE TO GO OUT AND FIND THREE BITS AS A CHECKS AND BALANCES SYSTEM. 
          I KNOW THIS IS A CO-OPERATIVE AND OTHERS IN LIKE LITTLE TOWN, ISD ALL OVER THE STATE USE IT, BUT ADMINISTRATION OR SLASH PROCUREMENT SHOULD ALSO HAVE TO HAVE AT LEAST THREE ALTERNATIVES FOR ANY PURCHASE. 
          THEREFORE, I PULL THE [NOISE] ITEM SO THAT I CAN VOTE, NO. 
          I WANT TO BE A GOOD STEWARD OF THE STUDENT MONEY. 
          HISD SHOULD HAVE OTHER TRAVEL AGENCIES SOME WAY IN HOUSTON THAT CAN TALK TO OUR SYSTEM. 
          OR THE PROCUREMENT, INSTEAD OF SITTING BACK AND WAITING ON SOMEONE TO COME TO YOU, GO OUT AND GO FIND THEM, GOOGLE THEM SOMEWHERE. 
          [NOISE] THANK YOU. 
          >> ANYONE ELSE FOR DISCUSSION? PLEASE VOTE. [BACKGROUND] 
          >> JUST ADD ONE. 
          >> WE HAVE FIVE IN FAVOR, FOUR AGAINST, AND ZERO ABSTENTIONS. 
          MOTION PASSES. TRUSTEE ALLEN, ALSO ASKED THAT WE HOLD FOR DISCUSSION PROJECT I1, WANT PROJECT 19-10-12 RFP, DATABASE TRACKING SYSTEMS FOR STUDENT NON-INSTRUCTIONAL NEEDS. 
          MAY HAVE A MOTION? 
          >> MOVE, GUIDRY. 
          >> SECOND, BAKER. 
          >> WE HAVE A MOTION BY TRUSTEE GUIDRY AND SECOND BY TRUSTEE BAKER. 
          ARE IN THERE ANY COMMENTS OR QUESTIONS FROM MY COLLEAGUES? TRUSTEE ALAN? 
          >> THANK YOU. WHEN I INQUIRED, I WAS TOLD LAST WEEK DURING AGENDA REVIEW THAT THIS PROJECT WAS FOUND ON A PAGE THAT WAS HIDDEN TO THE PUBLIC. 
          I ALSO ASKED WHERE TO FIND IT, I DID NOT GET THAT ANSWER IN THE Q&A, SO I STILL DON'T KNOW WHERE TO FIND THIS PROJECT 19-10-12. 
          IT WAS APPROVED IN JANUARY OF 19 AND THEN APPROVED AGAIN IN 8-11-22. 
          I KNOW THERE HAD TO BE SOME VENDORS ASSOCIATED WITH THESE ITEMS. I ALSO POINTED OUT THAT THIS PROJECT WAS ASKING FOR A SPENDING LIMIT INCREASE AND NOT AN ADDITIONAL VENDOR, BUT THE ITEM WAS NOT AMENDED TO REFLECT AN ADDITIONAL VENDOR. 
          I'LL PLAY FOR MY NAME TO BE ASSOCIATED WITH ANY INVESTIGATION AS A VENDOR THAT COULD POSSIBLY HAVE NOT BEEN VETTED. 
          I'VE HAD MY NAME PUT BEFORE ME SAYING YOU SIGN THIS RIGHT HERE. 
          I WON'T HAVE IT PUT BEFORE ME WHEN'S THAT I DON'T KNOW WHEN IT SAYS A [NOISE] HIDDEN AGENDA OR HIDDEN PLACE TO FIND A VENDOR. 
          THEREFORE, I PULL THIS ITEM TO VOTE, NO. 
          >> TRUSTEE GUIDRY. 
          >> JUST FOLLOWING UP ON TRUSTEE ALLEN'S QUESTION, CAN YOU ANSWER WHETHER OR NOT THAT ITEM WAS AVAILABLE TO THE PUBLIC AND TO THE BOARD AND WAS IT HIDDEN? 
          >> [BACKGROUND]. 
          >> THANK YOU. THIS IS AN AMENDMENT FOR NOT TO EXCEED INCREASE. 
          THIS WAS AN RFP THAT THE DISTRICT CONDUCTED. 
          WE CONDUCTED OUR OWN INTERNAL RFP, SO WE HAD VENDORS RESPOND. 
          [02:50:02]
THE EVALUATION COMMITTEE THAT EVALUATED ALL OF THE VENDORS RECOMMENDED THIS VENDOR BACK ON JANUARY THE 17TH OF 2019. 
          THEY DID GO THROUGH A VETTING PROCESS. 
          THIS WAS THE VENDORS SELECTED. 
          THE REASON THAT THERE WERE NOT ADDITIONAL VENDORS IS THIS IS A TRACKING SYSTEM THAT IS USED DISTRICT-WIDE FOR WRAP-AROUND SERVICES. 
          THEN NOT TO EXCEED INCREASE IS NEEDED. 
          I BELIEVE THAT THEY NEED AN ADDITIONAL $550,000 TO GET THROUGH THE REMAINING PART. 
          THIS WAS NEVER TO ADD ADDITIONAL VENDORS, THIS WAS JUST NOT TO EXCEED INCREASE FOR THE RFP THAT WE SOLICITED BACK IN 2019. 
          >> WHERE DO I FIND THAT VENDOR? I LOOKED THEM UP, NEVER CAME UP. 
          THAT WAS MY QUESTION IS, WHERE DO I FIND THIS? THAT WAS THE ORIGINAL QUESTION. 
          WHERE DO I FIND IT? YOU SAID IT WAS ON A HIDDEN PAGE. 
          >> NO, MA'AM. 
          >> YOU SAID IT WAS ON AN INTERNAL PAGE. 
          >> YES, MA'AM. YOU HAD ASKED ME ABOUT THE APPROVED VENDOR LIST AND AS I EXPLAINED LAST WEEK, THE APPROVED VENDOR LIST THAT WE HAVE POSTED ON THE INTERNAL SITE FOR CAMPUSES AND DEPARTMENTS TO SEEK VENDORS, THOSE ARE VENDORS THAT ARE USED DISTRICT-WIDE. 
          >> WHERE DO I FIND THIS VENDOR? CAN I FIND IT? 
          >> I'M NOT SURE HOW TO ANSWER YOUR QUESTION. 
          THIS IS NOT A DISTRICT-WIDE VENDOR, THIS IS THE VENDOR TO PROVIDE THE TRACKING SYSTEM FOR WRAP-AROUND SERVICES. 
          >> WHERE CAN I FIND THE PROJECT? 
          >> THE PROJECT IS IN THE BOARD PACKET. WE HAVE THIS LISTED. 
          WE HAVE AN SRN CONTRACT IN THE SYSTEM, SO THAT WHEN A CAMPUS OR DEPARTMENT PUTS IN THE SHOPPING CART, THIS VENDOR WILL POPULATE FOR THIS SERVICE. 
          BUT THE REASON THE VENDOR IS NOT LISTED ON THE APPROVED VENDOR LIST, IT IS NOT A DISTRICT-WIDE VENDOR. 
          THERE ARE NO OPTIONS. 
          THIS IS THE SOLE VENDOR TO PROVIDE THE TRACKING SYSTEM FOR WRAP-AROUND SERVICES. 
          >> THANK YOU. 
          >> PLEASE VOTE. 
          WE HAVE FIVE IN FAVOR ABOUT THIS NOT WORKING. 
          FIVE IN FAVOR, TWO AGAINST, AND TWO ABSTENTIONS, MOTION PASSES. 
          OUR NEXT ITEM HELD FROM THE CONSENT AGENDA IS ITEM 
          [I-4. Approval Of The February General Fund Budget Amendment]
I-4 FOR APPROVAL OF THE FEBRUARY GENERAL FUND BUDGET AMENDMENT. 
          THIS ITEM IS BEING HELD AT THE REQUEST OF TRUSTEE DEIGAARD. MAY I HAVE A MOTION? 
          >> SO MOVED. 
          >> I HAVE A MOTION BY TRUSTEE DEIGAARD AND A SECOND BY TRUSTEE BAKER, ARE THERE ANY COMMENTS OR QUESTIONS FROM MY COLLEAGUES? 
          >> YES. ON THIS BUDGET AMENDMENT, THE TEACHER SUBSIDIES FOR DIFFERENT AREAS LIKE FINE ARTS, HOW ARE THOSE GETTING PAID FOR? 
          >> FREE. 
          >> CHEAP GRANTS? 
          >> BUDGET THEY COMING OUT AS CENTRAL OFFICE? 
          >> THEY WOULD COME OUT OF SCHOOL BUDGETS. 
          I BELIEVE WE HAVE SOME FINE ARTS STIPENDS COMING OUT OF ESSER. 
          >> SHE'S GOING TO BRANCH SKINNER. 
          >> WHEN WE'RE SCHOOLS TOLD ABOUT THESE, THAT THEY WERE GOING TO HAVE TO PAY FOR THIS OUT OF THEIR SCHOOL-BASED BUDGETS, WAS IT LAST SPRING WHEN THEY WERE BUILDING THEIR BUDGETS OR WAS IT AFTER WE GAVE THEM THEIR MONEY. 
          >> WE JUST DEFINE OUR STIPEND. 
          >> THERE IS A BUCKET OF STIPENDS THAT WE'VE SAID WE'RE GOING TO PAY TEACHERS. 
          BUT SCHOOLS DON'T SEEM TO HAVE THE MONEY TO PAY THEM, AND I'M TRYING TO UNDERSTAND WHERE THAT IS IN THE BUDGET AND HOW THE TEACHERS ARE GOING TO GET THESE STIPENDS? 
          >> I DON'T KNOW EXACTLY WHICH ONE YOU'RE TALKING ABOUT. 
          I CAN'T ANSWER THAT WITHOUT SOME SPECIFICS. 
          >> UNLESS SHE'S JUST FINE ARTS STIPENDS HOW THE FINE ARTS TEACHERS STIPENDS THAT WERE PROMISED TO THE TEACHERS GETTING PAID TO THE TEACHERS. 
          >> THE STIPEND DURING THE COMPENSATION MANUAL, AND THEN THE SCHOOLS CAN THEN PAY FOR THAT OUT OF THEIR PUA BUDGETS. 
          >> CAN, SO IT'S NOT OPTIONAL SO SOME OF THE SCHOOLS, IT IS A BIG CHUNK OF MONEY. 
          >> WHAT'S THE PLAN HERE TO PAY THE TEACHERS STIPENDS WHILE KEEPING SCHOOL [NOISE] 
          >> THE MAJORITY OF STIPENDS COME ASK BUDGETS AND THEY ALWAYS HAVE. 
          >> CHIEF CRUZ DO YOU HAVE A CHANCE AND SOME ADDITIONAL INSIDE. 
          >> WHAT WE CAN DO TRUSTEE DEIGAARD IS CHECK. 
          THERE WERE SOME STIPENDS THAT WE PAID FOR OUT OF 
          [02:55:03]
ESTER IS ONETIME I'M NOT SURE AT THIS POINT IF THAT WAS ONE OF THE CATEGORIES OR WE CAN CERTAINLY LOOK AT THE DASHBOARD EVEN AND SEE IF THOSE WERE PART OF THE GROUP. 
          BUT HISTORICALLY, AS CHIEF READ MENTIONED, CAMPUSES HAVE HAD DISCRETION AS TO USING THE GUIDE BOOK AS TO WHAT STIPENDS TO OFFER AND TO WHOM. 
          LAST YEAR WHEN WE PROPOSED A DIFFERENT FUNDING MODEL, THE PROPOSAL WAS THAT THERE WAS GOING TO BE CENTRALLY FUNDED STIPENDS TO ENSURE THAT THAT WAS CONSISTENT ACROSS THE BOARD. 
          BUT OF COURSE, SINCE WE MOVED AWAY FROM THAT, WE DIDN'T IMPLEMENT THAT PRACTICE. 
          I'M NOT SURE IF MAYBE CONFUSING CAME OUT OF THAT, BUT WE CAN CERTAINLY CHECK THE FINE ARTS AND SEE WHETHER THERE WAS ANYTHING EARMARK AS PART OF ESSER OR FOR THAT. 
          >> THERE ARE A LOT OF THINGS LIKE THIS AND I'M DEEPLY CONCERNED ABOUT THE PRECARIOUS SITUATION IT MIGHT PUT SOME OF OUR SCHOOLS IN AND FIND IT PROBLEMATIC THAT NOBODY SEEMS TO BE ABLE TO ANSWER THE QUESTION. 
          >> I THINK WHAT WOULD BE HELPFUL IS TO KNOW WHAT, CONCERN WHAT SCHOOLS. [OVERLAPPING] 
          >> I'M NOT GOING TO THROW UNDER THE BUS THEY DON'T. 
          >> IT'S NOT ABOUT THROWING A PRINCIPLE UNDER THE BUS. 
          WE WANT TO BE ABLE TO SUPPORT AND UNDERSTAND WHERE THE ISSUE IS AND BE ABLE TO OPERATE. 
          >> THEY'RE AFRAID. 
          >> WE ARE DOING QUITE A BIT OF WORK WITH PRINCIPALS AND OUR PRINCIPALS MEETINGS AND WE'RE LOOKING FORWARD TO SUPPORT THEM, BUT IF WE DON'T KNOW, WE CAN'T SO I'VE HEARD YOU SAY THAT ON A FEW DIFFERENT OCCASIONS, BUT IT'S IMPORTANT THAT WE HAVE TO KNOW WHAT ISSUE TO LOOK INTO, WHAT SCHOOL TO LOOK INTO AND IF WE DON'T, IT'S LIKE A NEEDLE IN A HAYSTACK TO BE ABLE TO REALLY FIGURE OUT SO WE WANT TO HELP. 
          >> PLEASE VOTE [BACKGROUND] SIX AND VAPOR ONE AGAINST TWO ABSTENTION MOTION PASSES. 
          OUR LAST ITEM HELD FROM THE CONSENT AGENDA IS K1, 
          [K-1. Approval Of Proposed Revisions To Board Policy AE(LOCAL), Educational Philosophy, Regarding Constraints 2.1, 2.2, And 2.3—First Reading]
APPROVAL OF PROPOSED REVISIONS TO THE BOARD POLICY, AE LOCAL EDUCATIONAL PHILOSOPHY REGARDING CONSTRAINTS 2.1, 2.2 AND 2.3. 
          FIRST READING, THIS ITEM IS BEING HELD AT THE REQUEST OF TRUSTEES, DI GUARD AND CRUISE. 
          MAY HAVE A MOTION? 
          >> MOVED. 
          >> DO I HAVE A SECOND. 
          >> SECOND GUIDRY 
          >> WE HAVE A MOTION BY TRUSTEE DEIGAARD AND A SECOND BY TRUSTEE GUIDRY SUPERINTENDENT HOUSE. 
          ARE THERE ANY COMMENTS OR QUESTIONS FROM MY COLLEAGUES? [BACKGROUND] THERE'S A NO MOTION YET BECAUSE THERE YES, THERE WAS A GUY GUARD IS IN THE QUEUE THERE'S NO PRESENTATION FOR TODAY. 
          >> ARE WE VOTING ON THIS ITEM TODAY? 
          >> NO WE'RE VOTING TO POSTPONE IT. 
          >> THAT'S WHAT I WAS TRYING TO GET CLARITY ON THINKING. 
          >> DO YOU HAVE ANY COMMENT. 
          >> MADAM PRESIDENT I'M CONFUSED, WHAT'S THE MOTION ON THE TABLE? IS THE MOTION TO POSTPONE OR AS THE MOTION JUST TO BRING IT UP FOR DISCUSSION. 
          >> WE ARE BRINGING IT OUT FOR DISCUSSION, NOBODY HAS MADE A MOTION TO POSTPONE. 
          >> GOT IT. 
          >> THAT'S WHAT I'M GOING TO DO SO UPON FURTHER REVIEW OF THE PROPOSED REVISIONS TO THESE CONSTRAINT PROGRESS MEASURES, SUPERINTENDENT HOUSE, WOULD YOU SUPPORT POSTPONING THIS ITEM UNTIL THE MARCH REGULAR BOARD MEETING TO ALLOW TIME FOR A 30-60 MINUTE CONVERSATION WITH YOU, THE BOARD AND OUR COACH BETWEEN NOW AND THEN. 
          THIS POLICY IS MOST FUNDAMENTAL POLICY OF THIS DISTRICTS WORK AND PROVIDING A TIME FOR SUCH CONVERSATION WILL FOSTER CONFIDENCE THAT WE HAVE GIVEN THESE REVISIONS THEIR FULL INAPPROPRIATE CONSIDERATION WOULD JUST REPORT THAT. 
          >> I'VE SPOKEN WITH PRESIDENT HERNANDEZ AND INDICATE TO HER THAT WE WERE OKAY WITH THE ITEM BEING PULLED AND HAVING SOME FURTHER DISCUSSION ABOUT IT. 
          >> I APPRECIATE THAT SO I MOVE THAT WE POSTPONE THIS ITEM TO THE MARCH REGULAR BOARD MEETING AND MADAM CHAIR, PLEASE SCHEDULE A TIME AT ONE OF OUR UPCOMING MEETINGS FOR US TO HAVE A DEEPER DIVE INTO THIS WITH OUR COUCH AND THE SUPERINTENDENT THANK YOU. 
          >> SECOND WADE. 
          >> WE HAVE A MOTION BY TRUSTEE DEIGAARD SECOND BY TRUSTEE WADE PLEASE VOTE. 
          >> WE CANNOT DISCUSS ON THAT. IT'S APPROPRIATE UNDER ROBERT'S RULES TO HAVE DISCUSSION ON THE MOTION TO POSTPONE, BUT IT HAS TO BE ABOUT THE POSTPONEMENT, NOT THE UNDERLYING ITEM. 
          >> YOU HAVE DISCUSSION ABOUT THE POSTPONEMENT PLEASE INDICATE YOUR. 
          >> TRUSTEE, KATHY BLUE FOR DANIELS. 
          HAVE YOUR TECHNOLOGY NEXT TIME? 
          [03:00:01]
[LAUGHTER] 
          >> APPARENTLY THERE'S BEEN SOME CONVERSATION ABOUT POSTPONING IT ACROSS THE BOARD BECAUSE I DIDN'T KNOW ANYTHING ABOUT PULLING IT SO WE'RE JUST LOOKING AT IT FIRST-TIME FOR THE FIRST OPPORTUNITY TO DISCUSS POSTPONING IT, CORRECT? 
          >> WE'RE LOOKING RIGHT NOW, THE MOTION IS TO POSTPONE. 
          >> WHY ARE WE POSTPONING? 
          >> TO BE ABLE TO LOOK FURTHER INTO IT. 
          >> IF WE'RE POSTPONING IT, THEN I GUESS I'M CONFUSED WITH IT BEING HERE AND THERE HAS BEEN NO DISCUSSION THEN WHY DON'T WE CONTINUE ON WITH IT AS OPPOSED TO POSTPONING IT? 
          >> ARE YOU READY WITH THE PRESENTATION? [OVERLAPPING] 
          >> PRESIDENT HERNANDEZ AND I BOTH RECEIVED YOUR REQUEST, AND FOR ME, IT WASN'T THAT BIG OF A DEAL. 
          IF WE WANT TO HAVE ADDITIONAL CONVERSATION ABOUT IT, I HAVE NO PROBLEM WITH IT. 
          BUT OF COURSE IT'S THE WILL OF THE BOARD. 
          >> I GUESS I'M CONCERNED. 
          IT IS NEW TO ME HEAR ANYTHING ABOUT POSTPONEMENT. 
          I GUESS I'M CONCERNED THAT WE'VE READ IT, WE HAD IT IN PLENTY OF TIME. 
          WE READ IT AND IF WE HAD ANY CONCERNS THEN WE COULD HAVE ADDRESSED THEM ACCORDINGLY. CORRECT. 
          >> I THINK THAT THE CONCERN IS ALSO TRYING TO BRING IN OUR BOARD COACH BECAUSE THIS IS PART OF LONE STAR GOVERNANCE, MAKING SURE THAT THEY ALIGN TO LONE STAR GOVERNANCE. 
          >> I THINK IT'S IMPORTANT TO ALIGN WITH LONE STAR GOVERNANCE. 
          WHAT WERE YOU GOING TO SAY, SUPERINTENDENT HOUSE? 
          >> I WAS JUST GOING TO SAY IT WAS JUST PULLING THE LAST COUPLE OF DAYS WE WOULD'VE NEEDED, OF COURSE, 72 HOURS BEFORE THE ACTUAL MEETING TO PULL IT OFF, BEFORE THIS TIME, I EXPLAINED TO PRESIDENT HERNANDEZ AND BECAUSE OF THAT, IT WOULD HAVE TO BE DONE AT THE DICE, AND THAT'S I THINK WHY IT'S OCCURRING RIGHT NOW. 
          >> BECAUSE I HAD IT LIKE EVERYBODY ELSE, I HAD IT AT TIME. 
          I'D LIKE TO AMEND THAT MOTION AND WE PROCEED AND VOTE ON IT. 
          [BACKGROUND] 
          >> ANYBODY ELSE ON THE MOTION TO POSTPONE. 
          >> TRUSTEE CRUZ. 
          >>TRUSTEE BLUEFORD-DANIELS, IF YOUR AMENDMENT IS JUST TO SAY NO TO THE MOTION THAT'S CURRENTLY ON THE TABLE THEN THE APPROPRIATE THING WOULD JUST BE TO VOTE NO. 
          >> OKAY FOR THAT THAT MOTION. 
          >> I GOT IT. 
          >> THANK YOU. I THINK THEY WERE VERY FEW QUESTION SUBMITTED IN THE Q&A, AND WE HAD QUITE A LENGTHY DISCUSSION LAST WEEK AT AGENDA REVIEW ON THIS. 
          MISS MCBRIDE, STOP ME IF I'M OUT OF LINE, BUT I'D LIKE TO MAKE AN AMENDMENT TO THE POSTPONING TO ACTUALLY PASS ON FIRST READING 2.1, BUT WITHOUT ANY BASELINE TO LEAVE THE BASELINE, BLINK UNTIL WE HAVE THE BASELINE, BUT TO ADOPT THE LANGUAGE. 
          CAN I DO THAT? [LAUGHTER] 
          >> WHAT YOU WANT TO DO IS AMEND THE MOTION TO POSTPONE, WHICH AS CURRENTLY PROVIDED THE BOARD IS FOR ALL OF THE REVISIONS TO A LOCAL, WHAT YOU WANT TO SAY IS POSTPONE EXCEPT FOR WHAT? IDENTIFY EXCEPT FOR WHAT? 
          >> I MOVE THAT WE POSTPONE WITH THE EXCEPTION OF 2.1 AS IS WRITTEN, BUT WITH THE BASELINE BEING BLANK UNTIL WE HAVE ACTUAL DATA TO PROVIDE THE BASELINE. 
          >> WE HAVE ANY AMENDMENT IN THE DISCUSSION ON THAT AMENDMENT? 
          >> IT SHOULD BE MADE A MOTION IF WE NEED A SECOND MOTION TO AMEND AND THEN WE NEED A SECOND. 
          >> DO WE HAVE A SECOND TO THAT AMENDMENT? 
          >> THEN THAT AMENDMENT WOULD FAIL, AND SO NOW WE'RE JUST BACK TO THE ORIGINAL ONE. 
          >> AMENDMENT FAILS, AND NOW WE'RE BACK TO THE MOTION TO POSTPONE. 
          IS THERE ANY FURTHER DISCUSSION? 
          >> TRUSTEE DEIGAARD. 
          >> SORRY TRUSTEE CRUZ, I JUST FILL IT IN MIGHT ALL DO IT ALL AT ONE TIME, AND TRUSTY BLUEFORD-DANIELS TO YOUR QUESTION ABOUT WHY NOW? YES, I DID ASK A LOT OF QUESTIONS ABOUT THIS IN ADVANCE, AND THROUGH THAT PROCESS, AND THE Q&A PROCESS REALIZED, THERE WERE STILL A LOT OF THINGS OUTSTANDING IN THIS REALLY WOULD BENEFIT FROM A MORE ROBUST CONVERSATION WITH OUR COACH TO MAKE SURE THAT THESE PROGRESS MEASURES ARE IN FACT MEETING THE REQUIREMENTS OF CONSTRAINT PROGRESS MEASURES, AND SO HIS RECOMMENDATION, HE SAID TO NOT JUST MAKE THIS MOTION AT THE TABLE, BUT JUST SEND IT TO THE BOARD CHAIR AND WELL, REALLY TO THE SUPERINTENDENT AND ICC, THE BOARD CHAIR OUT OF COURTESY, 
          [03:05:01]
JUST TO LET THEM KNOW THAT I WAS PLANNING TO MAKE THIS MOTION. 
          IN CASE YOU'RE WONDERING BECAUSE YOU ARE WONDERING WHY IT HAPPENED THERE IT IS. 
          [NOISE] 
          >> TRUSTEE, KATHY BLUEFORD-DANIELS, DO YOU HAVE SOMETHING TO SAY ON THE POSTPONEMENT? 
          >> I DO WANT TO COACH THE OBJECTIVE IS AND WORKING TOGETHER IN UNISON. 
          BUT I HAVE A PROBLEM WITH ONE OR TWO TRUSTEES DECIDING THAT WE NEED TO GO FURTHER, INVESTIGATE AND SPEND MORE TIME DISSECTING SOMETHING THAT WE'VE READ AND WE'VE MADE A DECISION TO PROMOTE, TO VOTE ON YES OR NO, AND HERE WE ARE BACK RIGHT DOWN TO TALKING ABOUT TAKING IT OFF BECAUSE [OVERLAPPING] 
          >> THANK YOU. 
          >> MY TIME IS UP. MY ONE-MINUTE IS UP. 
          >> TRUSTEE CRUZ YOU WERE IN THE QUEUE, DO YOU HAVE SOMETHING ELSE TO SAY? 
          >> THAT WAS A TEAM FROM MY FIRST TIME. 
          >> IS THAT HER IS THAT ME. 
          >> IT WAS A TEAM FROM THE FIRST TIME. 
          >> DID YOU HAVE SOMETHING ELSE TO SAY. 
          >> TRUSTEE ALLEN. 
          >> MY QUESTION IS, THE CONSTRAINTS BELONG TO THE BOARD AND THE PROGRESS MEASURE BELONGS TO SUPERINTENDENT. 
          IS THAT RIGHT? [BACKGROUND] 
          >> WE HAVE OUR BOARD COACH OVER HERE. 
          >> I WAS RIGHT. IT'S US TO MAKE THE CONSTRAINT. 
          THE SUPERINTENDENT MAKES THE PROGRESS MEASURES. 
          [BACKGROUND] 
          >>THE CONSTRAINTS ARE OWNED BY THE BOARD, WORKING IN COLLABORATION WITH THE SUPERINTENDENT. 
          THE CONSTRAINT PROGRESS MEASURES ARE OWNED BY THE SUPERINTENDENT WORKING IN COLLABORATION WITH THE BOARD. 
          THE CONSTRAINT PROGRESS MEASURES ORIGINATE FROM THE SUPERINTENDENT. 
          WHEN WE SAY SUPERINTENDENT, OBVIOUSLY THE SUPERINTENDENT AND HIS STAFF. 
          >> THANK YOU. CAN I FINISH WITH MY TIME BECAUSE I THOUGHT THAT I UNDERSTOOD IT CORRECTLY, THAT THE CONSTRAINT BELONGS TO THE BOARD AND THE PROGRESS MEASURE BELONGS TO THE SUPERINTENDENT. 
          BUT NOW WE HAVE A BOARD MEMBER THAT WANTS TO WAIT SO WE CAN HAVE COACH COLLABORATE WITH OUR SUPERINTENDENT. 
          >> BELIEVED THAT COACHING PART IS TO HELP US UNDERSTAND THE PROGRESS MEASURES. 
          >> THANK YOU. 
          >> TRUSTEE CRUZ BACK UP. 
          [BACKGROUND] 
          >> THE MOTION ON THE TABLE IS TO POSTPONE THIS ITEM UNTIL THE NEXT REGULARLY SCHEDULED BOARD MEETING. PLEASE VOTE. 
          >> WE HAVE SEVEN IN FAVOR TWO AGAINST AND NO ABSTENTIONS. 
          MOTION PASSES. 
          WE ARE NOW READY TO CONSIDER THE REMAINDER OF TODAY'S AGENDA. 
          DO I HAVE A MOTION TO ACCEPT THE BALANCE OF TODAY'S AGENDA BY CONSENSUS. 
          >> SO MOVED. 
          >> IS THERE A SECOND? TRUSTEE DEIGAARD. 
          WE HAVE A MOTION BY TRUSTEE GUIDRY. 
          EON, SECOND BY TRUSTEE DEIGAARD. 
          ARE THERE ANY COMMENTS OR QUESTIONS FROM MY COLLEAGUES? WE VOTE. 
          WE HAVE NINE IN FAVOR, ZERO OPPOSED, AND ZERO ABSTENTIONS. 
          [CONSIDERATION AND POSSIBLE ACTION ON MATTERS DISCUSSED IN CLOSED OR EXECUTIVE SESSION]
WE ARE NOW READY TO CONSIDER ITEMS DISCUSSED IN EXECUTIVE SESSION. 
          ARE THERE ANY MOTIONS? 
          >> YES. I MOVE THAT THE BOARD AUTHORIZE THE DISTRICT TO SETTLE THE SUBROGATION LEAN OF PHILOS GRAM AGAINST MAXI D. TRUCKING AND DANIEL ADAMANT FOR WORKERS COMPENSATION BENEFITS, CAUSE NUMBER 2021-28794 PHYLLIS GRAM, PLAINTIFF, HOUSTON INDEPENDENT SCHOOL DISTRICT. 
          INTERVENER VERSUS DANIEL ADAMANT. 
          MAXI D. TRUCKING COMPANY, LLC, AND DANIEL W. ADMANT DEFENDANT. 
          THE 150 SECOND JUDICIAL COURT OF HARRIS COUNTY, TEXAS, ON THE TERMS DISCUSSED IN CLOSED SESSION EFFECTIVE FEBRUARY 10TH, 2023. 
          [03:10:05]
          >> SECOND GUIDRY. 
          >> WE HAVE A MOTION BY TRUSTEE BAKER AND A SECOND BY TRUSTEE GUIDRY, PLEASE VOTE. 
          WE HAVE NINE IN FAVOR, ZERO OPPOSED, AND ZERO ABSTENTIONS. 
          >> I MOVE THAT THE BOARD AUTHORIZE THE DISTRICT TO SETTLE SUBROGATION LEAN OF [INAUDIBLE] AGAINST MIRIAM WENTELO AND FARMERS INSURANCE OF WORKERS COMPENSATION BENEFITS, FARMERS INSURANCE CLAIM NUMBER SLC 18729, ON THE TERMS DISCUSSEDIN CLOSED SESSION EFFECTIVE FEBRUARY 10TH, 2023. 
          >> WE HAVE A MOTION BY TRUSTEE. IS THERE A SECOND? 
          >> SECOND WADE. 
          >> IN A MOTION BY TRUSTEE BAKER AND A SECOND BY TRUSTEE WADE. 
          PLEASE VOTE. WE HAVE NINE IN FAVOR, ZERO OPPOSED, AND ZERO ABSTENTIONS. 
          >> I MOVE THAT THE BOARD APPROVE A FINDING OF NO GOOD CAUSE FOR EDUCATORS TO RESIGN OR ABANDON EMPLOYMENT CONTRACTS WITHOUT DISTRICT CONSENT UNDER SECTION 21.107C, 21.160C, OR 21.210C OF THE TEXAS EDUCATION CODE, AS DISCUSSED IN CLOSED SESSION, AND AUTHORIZE THE SUPERINTENDENT OR HIS DESIGNEE TO SUBMIT A WRITTEN COMPLAINT TO SBEC TO IMPOSE SANCTIONS AS DISCUSSED IN CLOSED SESSION EFFECTIVE FEBRUARY 10TH, 2023. 
          >> WE HAVE A MOTION BY TRUSTEE BAKER AND THE SECOND BY TRUSTEE GUIDRY. 
          PLEASE VOTE. WE HAVE NINE IN FAVOR, ZERO OPPOSED, ZERO ABSTENTIONS. 
          >> I MOVE THAT THE BOARD APPROVE THE BALANCE OF THE CLOSED SESSION. 
          PERSONNEL AGENDA, INCLUDING SPECIFICALLY THAT THE BOARD APPROVE PROPOSED TERMINATION OF CONTINUING TERM AND PROBATIONARY CONTRACTS, APPROVE END OF TERM TERMINATION OF PROBATIONARY CONTRACTS, AND THE BOARD APPROVE PROPOSED NON-RENEWABLE OF TERM CONTRACTS, THAT THE BOARD APPROVE, ISSUANCE OF FOURTH YEAR PROBATIONARY CONTRACTS, AND THAT THE BOARD AUTHORIZE THE SUPERINTENDENT OR HIS DESIGNEE TO PROVIDE NOTICE OF SAYING THAT THE BOARD APPROVE SEPARATION AND RELEASE AGREEMENTS, THAT THE BOARD APPROVED WITHDRAWALS OF CONTRACT RECOMMENDATION AND THAT THE BOARD APPROVE ISSUANCE OF FINAL ORDERS ON CONTRACT TERMINATIONS AND NON RENEWALS AS DISCUSSED IN CLOSED SESSION EFFECTIVE FEBRUARY 10TH, 2020. 
          >> SECOND WADE. 
          >> WE HAVE A MOTION BY TRUSTEE BAKER AND SECOND BY TRUSTEE WADE. PLEASE VOTE. 
          WE HAVE NINE IN FAVOR, ZERO OPPOSED ZERO ABSTENTIONS. 
          DO I HAVE A MOTION TO APPROVE THE MINUTES OF THE SPECIAL MEETING 
          [CONSIDERATION AND APPROVAL OF MINUTES FROM JANUARY 12 AND 13, 2023]
AND REGULAR MONTHLY BOARD MEETING HELD ON JANUARY 12, 2023, AND A SPECIAL MEETING HELD ON JANUARY 13TH, 2023. 
          >> SO MOVED, GUIDRY. 
          >> IS THERE A SECOND? 
          >> SECOND WADE. 
          >> WE HAVE A MOTION BY TRUSTEE GUIDRY AND A SECOND BY TRUSTEE WADE. 
          IS THERE ANY DISCUSSION? PLEASE VOTE. 
          WE HAVE NINE IN FAVOR, ZERO OPPOSED, ZERO ABSTENTIONS. 
          WE ARE NOW READY TO HEAR REPORTS AND COMMENTS FROM BOARD MEMBERS. 
          [TRUSTEE REPORTS AND COMMENTS]
PLEASE LIMIT YOUR TIME TO ONE MINUTE FOR A TRUSTEE. 
          WE WILL START WITH TRUSTEE ALLEN. 
          WE WILL START WITH TRUSTEE DEIGAARD, IF SHE'S READY. GOOD NIGHT. 
          >> THANK YOU FOR THE COMMUNITY THAT CAME OUT AND SPOKE IT FOR THE REDISTRICTING. 
          HAPPY VALENTINE'S DAY. 
          TEACHER'S, YOU ROCK AND MS. CADEN SMITH. SHE'S INCREDIBLE. 
          YOU'RE SO LUCKY TRUSTEE DEIGAARD TO HAVE HER IN YOUR DISTRICT. 
          SHE WAS AMAZING AND THAT'S PRETTY MUCH IT. GOODNIGHT. 
          >> GOODNIGHT. 
          >> THANK YOU. 
          >> THANK YOU TO EVERYONE WHO CAME OUT TONIGHT. 
          WE ALWAYS APPRECIATE ALL THE PUBLIC AND ALL THEIR COMMENTS AND CONCERNS. 
          WE'RE GRATEFUL TO EVERYONE WHO IS HERE. 
          WE JUST WANT TO SAY THANK YOU AND GOODNIGHT. 
          >> I'D LIKE TO TAKE A MOMENT OF PERSONAL PRIVILEGE TO THANK MY COLLEAGUES. 
          THOSE OF YOU REACHED OUT TO ME DURING THIS VERY DIFFICULT LAST MONTH I'VE HAD IN MY LIFE. 
          [03:15:03]
I REALLY APPRECIATE YOU. 
          TO THE D9 PRINCIPLES, YOU ARE AMAZING. 
          YOU ALL TEXT ME, YOU CALLED ME, YOU SENT ME FOOD. 
          YOU TOOK CARE OF ME AT A TIME WHEN I COULDN'T EVEN TAKE CARE OF MYSELF. 
          SORRY, I WAS NOT ABLE TO MAKE AND I'M SORRY, GETTING EMOTIONAL BECAUSE IT MEANT A LOT DURING THE MONTH OF BOARD APPRECIATION. 
          I WASN'T ABLE TO SPEND TIME WITH THEM, BUT THEY TRULY APPRECIATED ME BY WHAT THEY DID FOR ME AND FOR MY HUSBAND AND MY FAMILY DURING THIS TIME. 
          I JUST WANTED TO SAY THANK YOU, GUYS. 
          THANK YOU, GUYS. IT MEANT A LOT. GOODNIGHT. 
          >> HAPPY BLACK HISTORY MONTH. 
          OBVIOUSLY, BACK HISTORY FOR MYSELF AND MAJORITY OF MY FAMILY IS 365 DAYS A YEAR, SO HAPPY BLACK HISTORY MONTH. 
          WE HAVE A BOARD COACH, ROBBY, THANK YOU FOR STAYING. 
          HE'S TRYING TO GET US TO BECOME A TEAM. 
          WE CONSTANTLY BECOMES APPARENT THAT THERE'S A PACK THAT CONSTANTLY TALKS AND MEETS AND DISCUSSES THINGS AND COMES OUT HERE AND VOTES AND CATCHES UP US BY SURPRISE. 
          WE'RE ELECTED BY A SINGLE MEMBER DISTRICTS AND WE HAVE TO BE MATURE ENOUGH TO BE ABLE TO DISCUSS THINGS EQUALLY AMONGST OURSELVES AS IT RELATES TO CHILDREN AND NOT BOTH AS A PACK BECAUSE THAT'S WHAT'S HAPPENING. 
          I DON'T KNOW IF YOU GUYS HAVE NOTICED IT, BUT I'M GOING TO TALK ABOUT THE ELEPHANT IN THE ROOM BECAUSE THAT'S EXACTLY WHAT'S HAPPENING. 
          I ALWAYS TELL PEOPLE MY MOTHER HAD NINE CHILDREN AND NONE OF US WERE SIAMESE TWINS. 
          THERE ARE NO SIAMESE TWINS UP HERE ON THIS DAY. 
          THANK YOU. YOU HAVE A GOOD WEEKEND. 
          >> [SPANISH] 
          >> I WANTED TO SAY, I LOOK FORWARD TO OUR TEAMS LAST COMMUNITY EVENT THAT WILL TAKE PLACE IN DISTRICT FOR YOUNG WOMEN'S COLLEGE PREPARATORY ACADEMY ON THE 13TH. 
          EVERYBODY IN DISTRICT COURT MAKES SURE YOU COME OUT. 
          I ALSO WANTED TO SAY SUPPORT THE HISD STUDENTS AT THE RODEO, WHICH IS A FUNDRAISER FOR OUR CHILDREN AND THE SCHOLARSHIPS AND SUPER BOWL PARTICIPANTS. YES, YOU'RE RIGHT. 
          >> HAPPY BLACK HISTORY MONTH. 
          [FOREIGN] THANK YOU FOR MY COLLEAGUES FOR GETTING US OUT OF HERE BEFORE 9:00 PM. 
          [SPANISH] MR. SUPERINTENDENT DO HAVE ANY REPORTS FOR US AT THIS TIME? 
          >> IT'LL ONLY TAKE 20 OR 30 MINUTES, BUT [LAUGHTER] WHAT I WOULD LIKE TO SAY HAPPY BLACK HISTORY MONTH HAS ALREADY BEEN SAID, HAPPY VALENTINE'S DAY. 
          WE APPRECIATE THE SUPPORT THAT THE COLLEAGUES AND PRINCIPALS AND COMMUNITY MEMBERS WHO HAVE GIVEN GUIDRY. 
          WE LOOK FORWARD TO THAT CONTINUED SUPPORT WHEN PEOPLE NEED IT. GOODNIGHT. 
          >> [FOREIGN] WE LOOK FORWARD TO SEEING YOU AT OUR NEXT REGULAR BOARD MEETING ON MARCH 9, 2023. 
          AGENDA REVIEW FOR THAT MEETING WILL BE HELD ON MARCH 2, 2023. 
          >> THERE BEING NO FURTHER BUSINESS. 
          THIS MEETING IS OFFICIALLY ADJOURNED AT 8:30 PM.
* This transcript was compiled from uncorrected Closed Captioning.