[Agenda Review]
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[SPANISH] GOOD EVENING, THIS MEETING IS NOW CONVENED.
BOARD MEMBERS PRESENT IN THE AUDITORIUM ARE.
TRUSTEE CRUZ, TRUSTEE BLUEFORD-DANIELS, TRUSTEE GUIDRY.
TRUSTEE HERNANDEZ, TRUSTEE WADE AND TRUSTEE DEIGAARD.
I WOULD LIKE TO ASK EVERYONE TO PLEASE SILENCE ALL CELL PHONES.
OKAY, WE BEGIN THIS AFTERNOON WITH A PUBLIC HEARING POSTED FOR 4 P.M..
THIS HEARING IS REQUIRED BY THE TEXAS EDUCATION CODE SECTION 39.054(C) FOR DISCUSSION OF THE TEXAS ACADEMIC PERFORMANCE REPORT FOR THE 2021-2022 SCHOOL YEAR.
TODAY'S PRESENTATION WILL BE LED BY DR.
ALLISON MATNEY, OFFICER RESEARCH AND ACCOUNTABILITY FOR THE RECORD, LET IT BE SHOWN THAT TRUSTEE ALLEN HAS JOINED US. DR.
MATNEY. GOOD EVENING, PRESIDENT HERNANDEZ AND TRUSTEES.
THERE WE GO. THANK YOU. THIS REPORT IS REQUIRED BY TEXAS EDUCATION CODE.
WE'RE GOING TO REVIEW REPORTS THAT ARE PRODUCED AT THE STATE.
WE ARE NOT GOING TO SHOW REPORTS AT THE EDUCATION SERVICE CENTER REGION LEVEL, BUT WE WILL BE TALKING ABOUT OUR DISTRICT AND THEN SCHOOL LEVELS REPORTS ARE ALSO PRODUCED THROUGH THE TEXAS ACADEMIC PERFORMANCE REPORT.
DATA IS DISAGGREGATED BY STUDENT GROUPS AND RACE ETHNICITIES, AND THIS REPORT IS NOT A SUBSTITUTE FOR OUR GOAL MONITORING REPORT THAT IS ALSO OCCURRING THIS EVENING DURING THE MAIN SESSION.
SO WE'LL LOOK HERE AT OUR ENROLLMENT BY RACE, ETHNICITY.
OUR STATE DEMOGRAPHICS ARE ON THE RIGHT.
HISD SERVES A LARGER PERCENTAGE OF HISPANIC AND AFRICAN-AMERICAN STUDENTS THAN THE STATE SERVES.
WHEN WE LOOK AT DISTRICT ENROLLMENT, WE CAN SEE OUR DECLINES IN ENROLLMENT.
THINGS THAT WE HAVE BEEN TALKING ABOUT THROUGHOUT THE YEAR ARE DECLINES IN ENROLLMENT.
HOWEVER, EVEN WITH THOSE DECLINES, WE HAVE AN INCREASE IN CONCENTRATION IN OUR ELEB, OUR EMERGENT BILINGUAL ENROLLMENT AND AN INCREASE IN OUR SPECIAL EDUCATION ENROLLMENT.
WHEN WE LOOK AT ENROLLMENT BY ECONOMICALLY DISADVANTAGED STATUS, WE CAN SEE HERE THAT IN HISD WE EDUCATE A LARGER PERCENT OF STUDENTS WHO LIVE IN POVERTY THAN THE STATE BY ALMOST 20 PERCENTAGE POINTS.
WE LOOK AT OUR ENROLLMENT BY TWO OF OUR SPECIAL PROGRAMS, EMERGENT BILINGUAL AND SPECIAL EDUCATION, WE HAVE A LARGER PERCENT OF EMERGENT BILINGUAL STUDENTS BY ALMOST 15 PERCENTAGE POINTS THAN THE STATE, AND ALTHOUGH THE PERCENT OF SERVED THROUGH SPECIAL ED HAS INCREASED, AS WE SAW PREVIOUSLY, HISD STILL SERVES A LOWER PERCENTAGE OF STUDENTS IN SPECIAL EDUCATION SERVICES THAN THE STATE.
WHEN WE LOOK AT OUR DISTRICT PERFORMANCE ON STAAR, WE CAN SEE INCREASES ACROSS THE BOARD IN ALL SUBJECT AREAS, BUT WE STILL ARE PERFORMING SLIGHTLY LOWER THAN THE STATE. HERE, WE'RE GOING TO START A SERIES OF SLIDES LOOKING AT EACH OF OUR CONTENT AREAS.
THIS ONE SHOWS OUR ELA AND READING CONTENT AREA.
WE'RE LOOKING AT DATA FOR STUDENTS SCORING AT THE MEETS GRADE LEVEL OR HIGHER BETWEEN 2021 AND 2022.
SO JUST TO ORIENT YOU, THE DOTTED BLUE HISD BLUE COLOR BAR IS FOR 2021.
THE SOLID BLUE COLOR BAR IS FOR 2022, AND THEN THE PATTERNED GOLD BAR IS THE STATE, AND THE SOLID GOLD BAR IS THE STATE FOR 2022.
SO HERE WE'RE LOOKING AT GAINS IN EVERY STUDENT GROUP FOR HISD AND WE EXCEEDED OR MATCHED THE STATE IN PERFORMANCE FOR OUR AFRICAN AMERICAN WHITE STUDENT POPULATIONS, ECONOMICALLY DISADVANTAGED AND OUR STUDENTS WHO ARE SERVED THROUGH SPECIAL EDUCATION SERVICES, AND I WANT TO PAUSE THERE BECAUSE WE'RE GOING TO SEE A TREND IN THE COMING SLIDES OF SPECIAL EDUCATION BEING IN THAT EXCEEDED OR MATCHED STATE PERFORMANCE IN ALL OF OUR AREAS.
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WE DID SEE WHEN YOU LOOK AT OUR ALL STUDENTS ON THE FAR LEFT HAND SIDE OF THIS GRAPH, A LARGER INCREASE BETWEEN 21 AND 22 THAN THE STATE DID. WE SAW AN INCREASE OF 11 PERCENTAGE POINTS, WHEREAS THE STATE SAW AN INCREASE OF EIGHT.FOR MATH, WE HAVE THE SIMILAR PATTERNS IN IN THE COLORS OF OUR CHART.
AGAIN, WE SAW GAINS IN EVERY STUDENT GROUP.
WE EXCEEDED OR MATCHED THE STATE PERFORMANCE IN 2022 WITH OUR HISPANIC AND WHITE RACE ETHNICITIES.
AGAIN, STUDENTS SERVED THROUGH SPECIAL EDUCATION SERVICES AND STUDENTS SERVED THROUGH OUR EMERGENT BILINGUAL EL SERVICES, AND WE WERE WITHIN TWO PERCENTAGE POINTS OF THE STATE FOR AFRICAN AMERICAN AND ECONOMICALLY DISADVANTAGED FOR OUR ALL STUDENTS.
WE WERE WITHIN TWO PERCENTAGE POINTS FOR OUR EMERGENT BILINGUAL POPULATION.
AGAIN, WE SAW AS A DISTRICT IN SCIENCE AN INCREASE IN OUR ALL STUDENT POPULATION FROM 21 TO 22 OF SIX PERCENTAGE POINTS, WHEREAS THE STATE SAW HALF OF THAT INCREASE AT THREE.
WE EXCEEDED THE STATE PERFORMANCE IN 2022 WITH OUR WHITE STUDENT POPULATION AND OUR STUDENTS WHO ARE SERVED IN SPECIAL EDUCATION SERVICES, AND WE WERE WITHIN TWO PERCENTAGE POINTS FOR AFRICAN AMERICAN AND ECONOMICALLY DISADVANTAGED.
AGAIN, WE EXCEEDED STATE PERFORMANCE WITH OUR WHITE STUDENT POPULATION AND OUR STUDENTS SERVED THROUGH SPECIAL EDUCATION SERVICES AND WE WERE WITHIN TWO PERCENTAGE POINTS WITH AFRICAN-AMERICAN, HISPANIC, ECONOMICALLY DISADVANTAGED, AND STUDENTS SERVED IN OUR EMERGENT BILINGUAL ENGLISH LEARNER PROGRAM, AND FOLLOWING THE TREND OUR ALL STUDENTS INCREASED TEN PERCENTAGE POINTS OVER THE PRIOR YEAR, WHEREAS THE STATE INCREASED SEVEN.
WE SEE HERE THAT WE EXCEEDED OR MATCHED STATE PERFORMANCE AGAIN WITH OUR WHITE STUDENT POPULATION, AND OUR STUDENTS SERVED THROUGH SPECIAL EDUCATION SERVICES IN JUST THIRD GRADE AND WE WERE WITHIN TWO POINTS OF THE STATE WITH OUR EMERGENT BILINGUAL POPULATION.
WE SEE HISPANIC AND WHITE STUDENT GROUPS AS WELL AS STUDENTS SERVED IN SPECIAL EDUCATION AND THEN WITHIN TWO PERCENTAGE POINTS OF THE STATE WITH OUR AFRICAN-AMERICAN STUDENTS ECONOMICALLY DISADVANTAGED, AS WELL AS OUR EMERGENT BILINGUAL POPULATION, AND FOR ALL STUDENTS, WE SAW AN INCREASE OF 16 PERCENTAGE POINTS, WHEREAS THE STATE ONLY SAW 12. FOR OUR GRADUATION AND DROPOUT RATES.
WE DECREASED BY 1.9 PERCENTAGE POINTS THERE.
WE WANT TO SEE A DECREASE THERE.
SO WE WENT, ALTHOUGH IN OPPOSITE DIRECTIONS, BOTH IN DIRECTIONS THAT WE WOULD WANT TO SEE.
ON THIS GRAPH, IT FOLLOWS THE SAME TREND OF PATTERN VERSUS SOLID FOR PRIOR YEAR AND THE CURRENT YEAR AS REPORTED IN THE TAPR REPORT. THE BOTTOM PART OF EACH OF THE BAR GRAPHS ARE OUR GRADUATES AND THE SMALLER TOP PERCENTAGES ARE OUR DROPOUTS.
HERE WE LOOK AT OUR GRADUATES BY TYPE.
WE HAVE A SLIGHTLY LOWER PERCENTAGE OF STUDENTS ON ENDORSEMENT PLANS ARE HIGHER IN HISD
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, AND AS WE DIG INTO OUR AP/IB DATA, WE LOOK AT OUR PARTICIPATION RATES.OUR DISTRICT PARTICIPATION INCREASED 2.4 PERCENTAGE POINTS.
SO WE HAVE STUDENTS EXPERIENCING THAT ADVANCED COURSEWORK THROUGH AP AND IB AT HIGHER RATES.
DISTRICT PARTICIPATION RATE WAS 10.1 POINTS HIGHER THAN THE STATE, AND OUR DISTRICT PARTICIPATION RATES INCREASED FOR ALL PRESENTED STUDENT GROUPS THERE.
FOR IB, IT'S FOUR OR HIGHER, DECREASED 12.9 PERCENTAGE POINTS AND OUR RATE OF PERFORMANCE IS 5.8 POINTS LOWER THAN THE STATE. THESE ARE GRAPHICAL REPRESENTATIONS OF WHAT WE TALKED ABOUT WITH THE STUDENT GROUPS.
WE DID SEE FOR PARTICIPATION INCREASES IN ALL STUDENT GROUPS.
AGAIN, DENOTING THAT WE'RE CONTINUING TO INCREASE ACCESS TO THESE HIGHER COURSES.
THE STATE DID DECREASE IN ALL AREAS EXCEPT FOR EMERGENT BILINGUAL.
IN LOOKING AT THE EXAM RESULTS FOR AP/IB THE DISTRICT IS BELOW THE STATE EXCEPT WITH OUR HISPANIC AND OUR WHITE STUDENT POPULATIONS, AND WE SAW SIMILAR RATES OF DECLINE FROM 2022.
SO NOW WHEN WE LOOK AT SAT AND ACT PERFORMANCE, OUR 2021 SAT AND ACT ANNUAL GRADUATES PARTICIPATION, WE DECREASED OUR PARTICIPATION RATE BY 22.9 POINTS AND OUR RATE IS TWO POINTS LOWER THAN THE STATE.
SO AS YOU CAN SEE ON THIS GRAPH, OUR PATTERNED HISD BLUE IS OUR 2020 GRADUATES.
SO PRIOR TO THE PANDEMIC, HISD HAD A SIGNIFICANTLY HIGHER PARTICIPATION RATE THAN THE STATE, BUT WE FELL TO BELOW STATE LEVELS IN ALL GROUPS IN 2021.
SO WHEN WE LOOK AT OUR RESULTS, OUR RESULTS INCREASED EXCEPT FOR WITH HISPANIC ECONOMICALLY DISADVANTAGED AND THE STATE DECREASED IN ALL AREAS. WE CONTINUE TO BE HIGHER THAN THE STATE WITH OUR HISPANIC, WHITE AND ECONOMICALLY DISADVANTAGED STUDENT GROUPS.
IN LOOKING AT OUR RESULTS FOR THE AVERAGE TEST SCORE, YOU CAN SEE HERE THAT BOTH HISD AND THE STATE SAW SLIGHT DECREASES EXCEPT FOR A SLIGHT INCREASE WITH HISD WITH OUR WHITE POPULATION.
SO NOW MOVING TO COLLEGE, CAREER AND MILITARY READINESS INDICATORS.
IN 2021, FOR OUR COLLEGE READY INDICATORS, OUR PERCENTAGE OF COLLEGE READY STUDENTS WAS 9.6 POINTS LOWER THAN THE STATE BUT OUR DISTRICT PERCENTAGE OF COLLEGE READY STUDENTS SERVED THROUGH SPECIAL EDUCATION SERVICES IS HIGHER THAN THE STATE.
THE PERCENTAGE OF CAREER READY STUDENTS IS 3.6 POINTS HIGHER THAN THE STATE, AND WE CAN SEE HERE WE HAVE QUITE A FEW STUDENT GROUPS THAT ARE HIGHER THAN THE STATE AS WELL. AND OUR COMBINED COLLEGE CAREER AND MILITARY READY STUDENTS IS 5.2 PERCENTAGE POINTS LOWER THAN THE STATE.
SO WHEN WE LOOK HERE AT OUR COLLEGE VERSUS CAREER AND MILITARY READY, YOU CAN SEE HERE THAT THE SOLID BAR IS COLLEGE READY.
THE GOLD IS THE STATE, AND THEN THE PATTERNED IS CAREER AND MILITARY READY.
AND FOR THE PERCENT OF STUDENTS READY COMBINED FOR CCMR WE CAN SEE HERE THAT HISD DECREASED BETWEEN
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2020 AND 2021, WHILE THE STATE INCREASED EXCEPT FOR STUDENTS SERVED THROUGH SPECIAL EDUCATION AND EMERGENT BILINGUAL SERVICES WHERE BOTH INCREASED, BUT BOTH OF THOSE IN HISD ARE AT A HIGHER RATE THAN THE STATE.SO OUR STUDENTS SERVED AS EMERGENT BILINGUALS AND SERVED THROUGH SPECIAL EDUCATION SERVICES.
OUR DISTRICT PERFORMANCE ENROLLMENT IN HIGHER EDUCATION.
IT'S IMPORTANT TO NOTE THIS IS JUST IN TEXAS INSTITUTIONS ONLY.
SO THIS DATA DOES NOT INCLUDE STUDENTS THAT GO, FOR EXAMPLE, TO THE UNIVERSITY OF OKLAHOMA OR TO UC BERKELEY OR JUST AS AN EXAMPLE. SO IT DOES NOT INCLUDE STUDENTS THAT LEAVE AND GO OUTSIDE OF OUR STATE.
SO WITHIN TEXAS, OUR DISTRICT, PERCENT OF STUDENTS ENROLLING IN TEXAS INSTITUTIONS OF HIGHER EDUCATION THE YEAR AFTER THEY GRADUATED IN 2019 DECREASED BY 1.1 PERCENTAGE POINTS IN THE ENROLLMENT IS 7.3 PERCENTAGE POINTS LOWER THAN THE STATE . FOR GRADUATING AND ENROLLING IN A TEXAS INSTITUTION OF HIGHER EDUCATION, WITHOUT REMEDIATION, WE ACTUALLY SENT MORE STUDENTS NEEDING REMEDIATION.
SO IN LOOKING AT OUR HISD AND STATE GRADUATES ENROLLING IN TEXAS HIGHER EDUCATION, BOTH HISD AND THE STATE DECREASED. HISD LAGS BEHIND THE STATE IN THE SCHOOL YEAR FOLLOWING HIGH SCHOOL.
I HAVE A GRAPHIC TO DEMONSTRATE THAT IN THE NEXT SLIDE.
TEACHING STAFF BY YEARS OF EXPERIENCE, OUR PROPORTION OF TEACHERS WITH 6 TO 10 YEARS OF EXPERIENCE AND 21 TO 30 INCREASED, WHEREAS OUR PROPORTION OF BEGINNING TEACHERS AND TEACHERS WITH 1 TO 5 YEARS OF EXPERIENCE DECREASED.
SO WHEN WE LOOK AT OUR STUDENT POPULATION ON THE LEFT, THAT IS THE DEMOGRAPHIC MAKEUP OF HISD STUDENTS IN THE 21-22 SCHOOL YEAR AND TEACHERS IS ON THE RIGHT.
THAT IS WHERE YOU CAN SEE THAT AFRICAN AMERICAN TEACHERS ARE OVERREPRESENTED AND WHITE TEACHERS ARE OVERREPRESENTED, WHEREAS HISPANIC OR UNDER IN COMPARISON TO OUR PROPORTION OF STUDENTS.
HOWEVER, HISD CONTINUES TO BE A VERY DIVERSE TEACHING POPULATION.
THIS IS OUR TEACHING STAFF BY GENDER.
YOU CAN SEE THE TRENDS THERE, AND OUR HISD STAFF BY CATEGORY, THE VAST MAJORITY OF STAFF IN ANY SCHOOL DISTRICT ARE TEACHERS.
THOSE ARE THE BARS ON THE LEFT.
HISD HAS LARGER PERCENT OF AUXILIARY AND PROFESSIONAL SUPPORT STAFF AND LOWER PERCENT OF ADMINISTRATION AND AIDES THAN THE STATE AVERAGES. HERE YOU SEE THE AVERAGE TEACHING STAFF SALARIES.
THIS IS WHERE WE SEE ON THE FAR RIGHT HAND SIDE, THE OVER 30 YEARS OF EXPERIENCE IS HIGHER IN HISD THAN THE STATE, BUT EVERYTHING ELSE IS RELATIVELY IN LINE WITH WHERE THE STATE AVERAGES ARE.
OUR DISTRICT SUMMARY FOR CLASS SIZE.
ALTHOUGH ELEMENTARY AND SECONDARY CLASS SIZES ARE BELOW THE STATE AVERAGE, OUR SECONDARY CLASS SIZES ARE STILL HIGHER THAN THE STATE.
FOR 2022 RESULTS DRIVEN ACCOUNTABILITY, WHERE WE LOOK AT SPECIFIC POPULATIONS OF STUDENTS, WE ARE NEEDS ASSISTANCE AT A LEVEL TWO FOR SPECIAL EDUCATION AND BILINGUAL ESL ENGLISH LEARNER POPULATIONS AND NEEDS INTERVENTION LEVEL THREE FOR OTHER SPECIAL POPULATIONS, AND
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THAT INCLUDES OUR FOSTER HOMELESS AND MILITARY STUDENTS.OUR ACCREDITATION STATUS, WE DID NOT HAVE ACCREDITATION STATUS ISSUED FOR 21-22 DUE TO COVID-19, AND THIS CONCLUDES THE ANNUAL REPORT PUBLIC HEARING.
WE ARE NOW READY FOR COMMENTS OR QUESTIONS FROM TRUSTEES.
WE WILL DO TWO ROUNDS OF TWO MINUTES EACH.
IF AN ADDITIONAL ROUND IS DESIRED, THAT CAN BE DONE WITH A MOTION SECOND AND BOARD VOTE, AND ALSO, PLEASE LET IT BE KNOWN THAT TRUSTEE SANTOS AND TRUSTEE BAKER HAVE JOINED US.
OKAY. I DON'T SEE ANY CURRENT SPEAKERS IN VOTE CAST, SO.
SO THERE'S MY COMPUTER BUTTON.
[INAUDIBLE] IT'S IN SHAREPOINT.
[INAUDIBLE] OKAY, FOR ROUND ONE, WE ARE STARTING WITH TRUSTEE GUIDRY.
THANK YOU SO MUCH, PRESIDENT HERNANDEZ, SUPERINTENDENT HOUSE AND DR.
I DO HAVE A COUPLE OF QUESTIONS, THOUGH.
ON PAGES, I THINK IT WAS 11-12.
THOSE 2% THAT KEEPS COMING UP, DR.
MATNEY, WHERE WE HAVE OUR AFRICAN AMERICAN.
YOU KNOW WHAT I'M TALKING ABOUT, RIGHT? SUPERINTENDENT HOUSE, WHAT DO WE HAVE IN PLAN TO CONTINUE TO CLOSE THAT GAP? DR. BIRD, IF YOU DON'T MIND SHARING SOME OF THE PRACTICES AND FOCUS THAT WE'RE MOVING FORWARD WITH AROUND CLOSING THIS GAP.
SO EVERY STUDENT IN THE DISTRICT WILL HAVE ACCESS TO GRADE LEVEL INSTRUCTION, WHICH NATURALLY WOULD INCREASE THAT ALONG WITH TEACHER TRAINING, WOULD INCREASE STUDENT PERFORMANCE. SO, YOU KNOW, THAT'S THE BIGGEST THING THAT WE'RE DOING, IS MAKING SURE ALL STUDENTS IN THE DISTRICT HAVE ACCESS TO THOSE GRADE LEVEL MATERIALS.
OKAY, AND SO ARE YOU SUGGESTING THAT ALL STUDENTS DO NOT HAVE ACCESS ACCESS TO IT RIGHT NOW? SO OF COURSE, WE STARTED OFF WITH A PILOT AND THAT PILOT IS EXPECTED TO MOVE FORWARD WITH A MUCH LARGER MAJORITY OF THE SCHOOL DISTRICT NEXT YEAR. SO WE ARE EXPECTING, OF COURSE, INCREASED AND MORE RESULTS AS WE MOVE FORWARD WITH THIS.
DOCTOR BIRD, DO YOU WANT TO SHARE? SO THAT'S A COUPLE OF YEARS AGO OR ABOUT A YEAR AND A HALF AGO, THAT'S WHEN WE HAD A CURRICULUM AUDIT DONE AND THAT'S WHY WE MOVED TO THE ADOPTION OF THESE MATERIALS, BECAUSE ALL OF THE MATERIALS ACROSS THE DISTRICT WERE NOT NECESSARILY, YOU KNOW, WE DIDN'T HAVE ON GRADE LEVEL MATERIALS IN EVERY SCHOOL, AND THAT'S IN LARGE PART DUE TO, YOU KNOW, SCHOOLS ARE DECENTRALIZATION ALLOWS CAMPUSES TO PURCHASE INDIVIDUAL MATERIALS.
THAT'S WHY WE MOVED TO THIS SYSTEM OF PROVIDING [INAUDIBLE] ACROSS THE SCHOOL DISTRICT.
SO ARE YOU SUGGESTING THAT 2% GAP WAS BASED ON THE STUDENTS WHO PERHAPS DIDN'T HAVE.
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WELL, I MEAN, NOT NECESSARILY.THE CURRICULUM PRODUCT WILL GET YOU SO FAR, AND THEN IT'S ABOUT TEACHER TRAINING AND MAKING SURE THAT WE'RE KEEPING KIDS ON GRADE LEVEL AND THE KINDS OF INTERVENTIONS THAT WE'RE USING. SO THAT'S ANOTHER THING THAT WE'RE DOING IS STANDARDIZING THE INTERVENTIONS THAT ARE AVAILABLE TO CAMPUSES THAT WE KNOW ARE RESEARCH BASED AND ARE HAVE PROVEN TO WORK.
SO I THINK, YOU KNOW, IT'S A LOT OF DIFFERENT FACTORS IN WHY THAT PERFORMANCE, THERE WOULD BE VARIABILITY, BUT THAT'S WHAT WE'RE TRYING TO THAT'S WHY WE'RE MAKING THIS PUSH FOR STANDARDIZATION OF SOME CURRICULUM ACROSS THE DISTRICT SO WE CAN TAKE OUT THE VARIABILITY AS MUCH AS POSSIBLE.
OKAY, AND THAT'S EXACTLY WHAT I WANTED TO HEAR, THAT ADDITIONAL STEP.
ON PAGE 25, THAT 9.6% LOWER THAN THE STATE.
NOW THAT ONE, THAT'S KIND OF HIGH.
WHAT ARE WE DOING TO IMPROVE THAT? TRUSTEE GUIDRY, IF YOU COULD, I DON'T HAVE THE PRESENTATION WITH ME.
OKAY. SO THAT WOULD HAVE BEEN DURING THE PANDEMIC.
THANK YOU FOR THE PRESENTATION.
DEFINITELY WANT TO RECOGNIZE DR.
MATNEY. YOU DEFINITELY HIGHLIGHTED THAT.
WHEN I LOOKED AT EVERY SINGLE METRIC, SPECIAL EDUCATION DEFINITELY OUTSHINES AND THAT IS AMAZING, AND I KNOW IT'S A TESTAMENT TO ALL OF THE HARD WORK THAT THE STAFF HAS BEEN DOING WITH NOT JUST OUR CONSERVATORS.
I KNOW WE HAD OTHER PARTNERS LIKE SPED STRATEGIES.
I MEAN, IT'S ONE THING TO COME IN WITH A REPORT AND SAY, THIS IS WHAT YOU NEED TO DO, BUT YOU'RE ACTUALLY IMPLEMENTING IT AND I KNOW THAT HAS BEEN A HUGE FOCAL POINT AND A PRIORITY FOR THE BOARD THROUGH GOALS AND A CONSTRAINT AS WELL, AND SO JUST WANT TO RECOGNIZE, I MEAN, THAT IS NO SMALL FEAT, AND I HOPE THAT WE CONTINUE TO SEE THAT UPWARD TRAJECTORY.
I'M EXCITED TO SEE THAT THE THE PARTICIPATION RATE INCREASED, BUT THE TESTERS MEETING THE CRITERION ACTUALLY DECREASED. NOW IS THAT BECAUSE MORE KIDS WERE, WERE TAKING THE CLASS LIKE, HELP ME UNDERSTAND.
THE MORE STUDENTS THAT TAKE THE TEST, THEN YOU'RE GOING TO HAVE DIFFERENT RESULTS IN THAT BOTTOM PERFORMANCE, BUT ALSO ONE OF THE THINGS THAT WE'VE DONE THIS YEAR, STARTING THIS YEAR, IS TO INCREASE PRE-AP CLASSES, TO PREPARE KIDS FOR THOSE AP COURSES IN THEIR HIGHER GRADES.
SO THERE'S AND WE'VE ALSO SENT ALL OF OUR TEACHERS TO TRAINING AT RICE INSTITUTE SO THAT WE KNOW THAT TEACHERS HAVE THE FOUNDATION TO BE ABLE TO TEACH THOSE CLASSES, BECAUSE WE DID NOTICE THAT WHILE STUDENTS MAKE A'S AND B'S IN THE COURSE, THAT DOES NOT NECESSARILY CORRELATE TO A 3, 4 OR 5 ON THE EXAM.
SO WE KNEW THERE WAS A PROBLEM.
SO WE HAVE PUT SOME THINGS IN PLACE TO FIX THAT AND THAT RELATED TO TEACHER TRAINING AND ALSO ACCESS TO MATERIALS THAT WE KNOW ARE ADOPTED BY THE COLLEGE BOARD AND WHEN DOES THAT ACCESS TO PRE-AP START? WHAT GRADE? SO ACTUALLY IT'S IN OUR HIGH SCHOOL'S NINTH GRADE MOSTLY, BUT THERE ARE EVEN SOME MIDDLE SCHOOL COURSE OFFERINGS, AND THEN WE ALSO HAVE AVID WE HAD THE LARGEST EXPANSION FOR AVID. SO THAT WILL ALSO BUILD THE INFRASTRUCTURE FOR KIDS FOR SCHOOLS THAT HAVE HISTORICALLY NOT HAD ADVANCED PLACEMENT COURSEWORK.
THIS IS JUST ANOTHER TOOL TO GIVE THOSE KIDS ACCESS TO THOSE CLASSES IN LATER YEARS, AND HELP ME REMEMBER, DID AVID START THIS YEAR, AT LEAST IN TERMS OF EXPANSION? EXPANSION WAS THIS YEAR FOR ALL.
ACTUALLY, ALL THE THINGS I JUST TALKED ABOUT ALL HAPPENED THIS SCHOOL YEAR.
OKAY, SO WE REALLY WON'T SEE THE RESULTS OF THAT UNTIL [INAUDIBLE].
OKAY SO MY NEXT QUESTION IS ON SLIDE 21.
THE DECREASE IN SAT, THE RATE DECREASED.
I KNOW SOME OF THIS HAS TO DO WITH THE PANDEMIC.
WHAT ARE THE OTHER FACTORS THAT CONTRIBUTED TO THAT? I THINK IN ADDITION TO THE PANDEMIC, THERE ARE YOU KNOW, THERE HAS BEEN A MOVEMENT FOR THE LAST SEVERAL YEARS AROUND SCHOOLS THAT DON'T REQUIRE TESTING TO GO TO THEIR UNIVERSITIES. SO THAT COULD HAVE CONTRIBUTED TO IT, BUT I THINK PROBABLY MORE OF THE PANDEMIC THAN ANYTHING ELS E. CLASS OF 21 HELP ME REMEMBER IF THERE WAS AN SAT SCHOOL DAY AND WHAT WAS THE PARTICIPATION? BECAUSE I'M JUST WONDERING, LIKE EVEN THOUGH IT'S TEST OPTIONAL FOR A LOT OF COLLEGE APPLICATIONS
[00:30:04]
SO SAT SCHOOL DAY FOR CLASS OF 21, IF I RECALL CORRECTLY, WAS GOING TO BE HAPPENING RIGHT AFTER WE CLOSE TO GO FOR THE PANDEMIC BUT THEN THAT NEXT FALL, WE INCREASED IN OPPORTUNITY.WE ADDED AN OPPORTUNITY FOR THEM THAT FALL, BUT BY THAT POINT, TO DR.
BIRD'S POINT, COLLEGES HAD ANNOUNCED THEY WERE GOING TEST OPTIONAL AT THAT POINT.
OKAY. SO LET ME SORRY, I KNOW I'M OUT OF TIME.
SO THE 21-22, WE'RE LOOKING AT 21 ANNUAL GRADUATES, BUT THE PANDEMIC STARTED IN 2020.
SO THIS IS A YEAR LATER, RIGHT? KIDS ARE BACK IN SCHOOL.
WE WEREN'T SHUT DOWN FULLY, [INAUDIBLE] BUT NOT EVERYBODY CAME BACK TO SCHOOL.
SO I JUST WANT TO MAKE SURE WE WERE TALKING ABOUT THE SAME GROUP OF STUDENTS.
OKAY. THANK YOU. SORRY FOR THE EXTRA TIME.
DOES THIS STILL WORK? MY FIRST QUESTION IS ARE OUR CHILDREN ACHIEVING TO THE LEVEL THAT YOU ASPIRE FOR THEM TO ACHIEVE? I THINK WE'RE PROGRESSING.
WE DEFINITELY ARE NOT WHERE WE WANT TO BE, BUT I THINK WE ARE PROGRESSING AND I THINK THE OVERALL PRESENTATION SPEAKS TO THAT, BUT WHAT'S GOING TO BE IMPORTANT IS THAT WE CONTINUE TO MONITOR, CONTINUE TO ASSESS SO THAT WE CAN SEE THE STRIDES TOWARDS THE ADDITIONAL PROGRESS THAT WE KNOW IS GOING TO BE IMPORTANT FOR OUR STUDENTS.
WHAT ARE YOUR AREAS OF GREATEST CONCERN? I THINK SOME OF THEM WERE MENTIONED IN THE PRESENTATION.
WE KNOW THAT THE NUMBER IN TERMS OF REMEDIATION OF STUDENTS AS THEY LEAVE US, WHICH IS KIND OF THE PINNACLE OF WHERE WE WANT TO FOCUS; WE WANT TO MAKE SURE THAT REMEDIATION IS NOT A FOCAL POINT FOR MANY OF OUR STUDENTS WHEN THEY LEAVE OUR SCHOOLS, ESPECIALLY OUR HIGH SCHOOLS.
DR. MATNEY, ANY OTHER THING THAT JUMPS OUT COMPLETELY FOR YOU AS WELL? I THINK THE OTHER IS WHAT TRUSTEE GUIDRY BROUGHT UP, JUST THE CONTINUED NEEDING TO FOCUS ON RAISING UP THE BAR FOR ALL STUDENT POPULATIONS, MAKING SURE THAT THEY'RE ALL ACHIEVING IS ONE THAT STANDS OUT IN THIS PRESENTATION AS WELL.
SO THE DISTRICT HAS THE FOUR DISTRICT GOALS THAT ARE DOWN HERE.
DOES THE ADMINISTRATION, BUT THERE ARE OBVIOUSLY A LOT OF OTHER AREAS THAT ARE MEASURED IN THIS.
DOES THE ADMINISTRATION HAVE TARGETS FOR ANY OF THESE OTHER AREAS IN ADDITION TO THE FOUR REGULARLY MONITORED DISTRICT GOALS? DR. MATNEY.
SPECIFICALLY AROUND THE STAFF PIECE, AND ARE YOU TALKING THE ACADEMIC PIECE? SO WE DO, WE DEFINITELY HAVE GOALS AROUND ADVANCED.
ACTUALLY, I WILL ANSWER THAT MORE SPECIFICALLY.
LET'S START WITH STUDENT ACHIEVEMENT.
ADVANCED PLACEMENT AND IB, WE DO HAVE GOALS FOR BOTH PARTICIPATION AND ACHIEVEMENT.
WE HAVE PUT METRICS IN PLACE TO SEE INCREASES WITH THAT.
THAT'S CORRELATED TO THE INVESTMENTS THAT THE SCHOOL DISTRICT IS MAKING AND IMPROVING THOSE PROGRAMS, AND THEN WE ALSO, BASED ON IMPLEMENTATION OF EUREKA, CARNEGIE AND AMPLIFY, WE HAVE BOTH IMPLEMENTATION METRICS AS WELL AS ACHIEVEMENT METRICS THAT WE SHOULD SEE INCREASES IN STUDENT ACHIEVEMENT ACROSS ALL STUDENT GROUPS , AND THAT'S IN THE RESEARCH THAT AS SCHOOL DISTRICTS IMPLEMENT THOSE PRODUCTS, THEY DO SEE INCREASES IN THOSE.
SO LET ME DIVE INTO THAT A LITTLE DEEPER.
SO, FOR EXAMPLE, ON SLIDE EIGHT, YOU KNOW, THIS ISN'T JUST THIRD GRADE READING.
AT THE ADMINISTRATIVE LEVEL, AND I'M NOT SAYING THAT THEY THERE SHOULD OR SHOULDN'T BE.
YES. WHAT YOU'RE TRYING TO ACHIEVE.
ARE YOU SETTING A TARGET LIKE WE WANT TO INCREASE? YES. LIKE, IT'S NOT JUST WE WANT TO INCREASE.
[INAUDIBLE] YEAH, THAT'S WHAT I WAS TRYING TO GET AT.
SO HOW ARE YOU MEASURING THE SUCCESS, THEREFORE, OF IN ALL OF THESE OTHER AREAS? IS IT I GUESS IN JUST THIS WAY OF EACH GRADE LEVEL? SO WE HAVE KIND OF PROGRESS MONITORING ALONG THE WAY THROUGH OUR INTERIM ASSESSMENTS AND THROUGH AND THEN FOR IMPLEMENTATION, WE ARE ACTUALLY GOING INTO SCHOOLS OBSERVING WHAT'S HAPPENING AND GETTING DATA, COLLECTING DATA AROUND THE EFFECTIVENESS OF IMPLEMENTATION, WHICH ALSO HELPS US CHANGE OUR TRAINING PRACTICES BASED UPON WHAT WE'RE LEARNING.
[00:35:03]
SO IT'S REALLY IT'S INFORMING PD AND IT'S ALSO HELPING US MONITOR THE USE OF OUR THE EFFECTIVENESS OF OUR INVESTMENTS.SO, FOR EXAMPLE, IN AP CLASSES, YOU KNOW, WE'RE GOING TO BE MONITORING MASTER SCHEDULES AND HOW MANY MORE STUDENTS ARE PARTICIPATING, HOW MANY MORE STUDENTS ARE BEING SUCCESSFUL AT THE END OF THE YEAR TO SEE IF THOSE INTERVENTIONS WE HAVE PLACED, SUCH AS SENDING TEACHERS TO TRAINING, PURCHASING CURRICULUM, IF THOSE ARE WORKING, AND SO, YEAH, WE HAVE DIFFERENT KINDS OF PROGRESS CHECKS ALONG THE WAY.
I'LL ADD OUR STRATEGIC PLAN METRICS ARE THE LEADING INDICATORS THAT BUILD UP TO THE BOARD GOALS AND THESE MACRO INDICATORS THAT THE STATE IS HIGHLIGHTING HERE. SO EACH OF US HAVE A BOARD GOAL COMMITMENT, AND THE LEADING INDICATORS WITHIN THAT STRATEGIC PLAN LEVER ARE THE ONES THAT CONTRIBUTE TO THESE METRICS THAT YOU'RE SEEING HERE.
SO I'LL SAY AS IT RELATES TO, I'LL JUST SAY MY STRATEGIC PLAN LEVER, EACH PERSON CAN COMMENT SPECIFICALLY ON HIS OR HER DIFFERENT LEVER. I LOOK AT ATTENDANCE AND BEHAVIOR BECAUSE THOSE ARE LEADING INDICATORS.
SO THAT WOULD JUST BE ONE EXAMPLE.
SO THIS IS FINAL DATA PRELIM DATA WE HAD LAST SUMMER.
ARE THERE ANY BIG DIFFERENCES BETWEEN THE PRELIM DATA AND THE FINAL DATA? DR. MATNEY. NOT SIGNIFICANT.
IN FACT, AS FAR AS THE BOARD GOALS PIECE, OUR CALCULATIONS WERE EXACT WITH WHAT WE RECEIVED WITH TAPR.
SO THEORETICALLY WE COULD SHIFT AND ACTUALLY MONITOR THESE THINGS BEFORE THE SCHOOL YEAR STARTS IN THE PREVIOUS SUMMER CLOSER TO WHEN WE GET THIS DATA AT A MORE EFFECTIVE TIME? THAT IS CORRECT.
ON PAGE 15, ARE THERE ANY CAMPUSES WHERE THE GRADUATION RATE DECREASED? MAYBE I'M GETTING MY QUESTION BACKWARDS.
WHERE THE TREND ON AN INDIVIDUAL CAMPUS WAS INVERSE OF WHAT THE DISTRICT DATA IS.
SO I DON'T HAVE THAT IN FRONT OF ME.
SO I DON'T WANT TO SPEAK DEFINITIVELY, BUT I DO BELIEVE SO, BUT I DON'T HAVE THAT IN FRONT OF ME.
THANK YOU. ALL RIGHT, SUPERINTENDENT HOUSE, SO WHEN IF WE LOOK AT 18, PLEASE.
ALL RIGHT, SO HOW ARE WE PLANNING TO ALIGN OUR BUDGET TO BOLSTER THE BETTER OUTCOMES IN PERFORMANCE? SO PART OF OUR BUDGET PROCESS THAT WE'VE GONE THROUGH AND I THINK WE'VE HAD A CHANCE TO CONNECT WITH EACH OF YOU IN SMALL GROUPS TO TALK ABOUT EXACTLY WHERE SOME OF THE REDUCTIONS ARE.
WE'VE STUDIED NOT ONLY WHAT WE FELT HAS HAS MADE A MAJOR DIFFERENCE SO THAT WE CAN CONTINUE FUNDING THOSE ITEMS, BUT WE'VE ALSO STUDIED WHAT MIGHT NOT HAVE YIELDED THE KIND OF RESULTS THAT WE WANT TO SEE.
SO WE'VE TAKEN ALL OF THAT DATA INTO ACCOUNT TO ENSURE THAT WE SPEND WHERE EFFECTS ARE POSITIVE.
OKAY, SO HOW WILL THAT AFFECT, SAY, CONTRACTS THAT WE ALREADY HAVE IN PLAY ON SOME OF THESE AREAS? I KNOW YOU CAN'T GIVE ME THAT EXACT ANSWER, BUT IT'S SOMETHING THAT [INAUDIBLE] STANDPOINT, WE ARE AT THAT STAGE OF THE SCHOOL YEAR WHERE WE'RE WRAPPING UP WHAT BUDGETS WILL LOOK LIKE EVENTUALLY FROM SITE TO SITE.
AS AN ADMINISTRATION, WE'LL HAVE DATA AND INSIGHT TO ENSURE THAT WE'RE SPENDING ON THINGS THAT WE FEEL ARE REALLY MAKING A DIFFERENCE IN ACCORDANCE TO THE DATA. OKAY.
THANK YOU FOR THAT. I'D LIKE TO GO TO PAGE 25, PLEASE.
SO ON PAGE 25 I SEE THAT OUR COLLEGE READY.
OKAY, YEAH, COLLEGE READY, WE ARE 9.6% LOWER THAN THE STATE, AND SO, AND WE'VE ALREADY DISCUSSED A LOT OF THIS, BUT MY QUESTION IS BESIDES OUR I KNOW YOU DISCUSSED THE PIE CHART, THE SITUATIONS THAT WE HAVE DIFFERENT THAN THE STATE, AND WE SAW THE GRAPHS THAT SHOW THOSE
[00:40:04]
THOSE BREAKOUTS.SO WHAT ARE WE GOING TO DO HOLISTICALLY TO FOCUS IN ON THAT PARTICULAR NUGGET, IF THAT? DR. BIRD.
SO IN TERMS OF CCMR, WE HAVE ALREADY BEGUN DOING THINGS, LOOKING AT OUR PATHWAYS, MAKING SURE THAT WE HAVE COMPLETE PATHWAYS, BECAUSE AS THE ACCOUNTABILITY FRAMEWORK CHANGES, TO DO THE REQUIREMENTS THAT WE WILL REQUIRE STUDENTS TO TAKE MORE CLASSES TO COMPLETE, LIKE A CTE STRAND, FOR EXAMPLE.
SO THERE ARE DIFFERENT THINGS THAT WE'RE PUTTING IN PLACE TO MAKE SURE THAT WE'RE GIVING KIDS MULTIPLE OPPORTUNITIES TO MEET THE REQUIREMENTS OF THE CCMR. BUT I'M JUST THINKING ABOUT THE COLLEGE READY PART OF IT.
YEAH. SO TSI IS [INAUDIBLE] LOOKING AT THE WHOLE.
FAIR ENOUGH. THANK YOU. ALL RIGHT, MOVING ON TO 28, PLEASE.
BASED ON WHAT I'M SEEING, WE'RE LOSING, MAYBE WE'RE LOSING TRACK OF STUDENTS.
WOULD YOU SAY THAT'S MAYBE THE CASE AFTER THEY ARE LEAVING MORE THAN NECESSARILY THEY'RE GOING TO COLLEGES OUTSIDE OF THE STATE? IT'S REALLY A COMBINATION BUT THIS DATA RIGHT HERE IT'S NOT INCLUSIVE OF ALL STUDENTS THAT GRADUATE WITH US.
IT'S STUDENTS WHO GRADUATE WHO THEN GO ON TO A TEXAS INSTITUTION.
RIGHT, SO WE'RE JUST SAYING OKAY, FAIR ENOUGH.
OKAY. THANK YOU FOR CLARIFYING THAT, AND THEN I THINK I HAD ONE MORE QUESTION.
THANK YOU AND THANK YOU FOR THIS PRESENTATION.
IT SEEMS LIKE YOU TRY TO PREPARE IT AND ANSWER OUR QUESTIONS BEFORE WE ACTUALLY ASK THEM.
SO THANK YOU FOR THAT EFFORT ANYWAY, BUT I'D LIKE TO ASK, DID I MISS SOMETHING? BECAUSE WE DON'T HAVE A BREAKOUT.
THIS IS AN OVERALL ACHIEVEMENT FOR THE DISTRICT, SO WE DON'T HAVE A BREAKOUT THAT SHOWS ELEMENTARY COMPARED TO MIDDLE SCHOOL COMPARED TO HIGH SCHOOL WITH SOME OF THESE ACHIEVEMENTS TO BE ABLE TO IDENTIFY THE GAPS.
SO ALREADY PUBLISHED ON THE RESEARCH AND ACCOUNTABILITY WEBSITE ARE LINKS TO ALL OF THOSE SO YOU CAN SEE BY INDIVIDUAL CAMPUS, BUT THEY DON'T BREAK IT OUT IN THE WAY THAT YOU'RE DESCRIBING AND THANK YOU FOR THAT BECAUSE I'D LIKE TO SEE JOINTLY, COLLECTIVELY ELEMENTARY SCHOOL, MIDDLE SCHOOL AND HIGH SCHOOL, BECAUSE I'M ALWAYS HAVING THIS CONCERN, JUST LIKE THERE'S A GRAPH 4 THAT TALKS ABOUT THE NINE THROUGH 12 DROPOUT PERCENTAGE.
WITH THAT, THEN I WANT TO BE ABLE TO SEE THAT AT MIDDLE SCHOOL LEVEL, WHAT THAT DROPOUT PERCENTAGE IS, BECAUSE PEOPLE TEND NOT TO CONCENTRATE ON THE FACT THAT WE HAVE EIGHTH AND NINTH GRADE DROPOUTS, AND SO I THINK THAT IF WE HAD THAT IDENTIFIED THAT IT PROBABLY WOULD BE ABLE TO ABSORB IT MORE, BUT ON PAGE 25, I'M GOING BACK TO TRUSTEE GUIDRY POINT, THAT 9.6% LOWER THAN THE STATE ON PAGE 25.
OKAY AND THEN AT THE BOTTOM, THE CCMR FOR 2021 SHOWS A 5.2%.
SO HOW DID YOU GET TO THE 5.2% WITH THE CAREER MILITARY READY AT 3.6? I THINK THAT'S SIX.
SO THE BOTTOM THE 5.2 IS ALL OF THE CCMR INDICATORS, ALL OF THE COLLEGE CAREER MILITARY INDICATORS.
SO THE COLLEGE READY IS 9.6 LOWER, BUT THE CAREER AND MILITARY IS HIGHER.
SO WHAT THAT WORKS OUT TO THE 5.2 LOWER.
OKAY, AND THAT'S WHAT I WANT TO MAKE SURE THAT WAS SORT OF AN AVERAGE OF THE TWO.
OKAY. I JUST WANTED TO BE CLEAR ON THAT, AND SO THAT 9.6%, IS THERE A MATRIX TO DETERMINE SINCE THIS IS 2021 DATA, IS THERE A MATRIX TO DETERMINE CURRENTLY WHERE WE ARE IN COMPARISON, LIKE THIS MIDDLE OF THE YEAR, FOR INSTANCE, TRACKING MODULE OR SOMETHING TO SHOW WHERE WE ARE RIGHT NOW IN COMPARISON TO WHERE WE WERE LAST YEAR? WE DO. WE HAVE AN INTERNAL CCMR TRACKER THAT ALL THE DATA POINTS THAT FEED INTO COLLEGE CAREER MILITARY READINESS INDICATOR FEED INTO THAT, AND SO CAMPUS PRINCIPALS AND LEADERSHIP TEAMS GO IN AND THEY WORK ON THAT, AND SO WE DEPLOY OUT TO CAMPUSES AND HAVE CONVERSATIONS AROUND THAT SO THAT THEY CAN SEE WHERE THEY HAVE STUDENTS ON TRACK VERSUS NOT ON TRACK TO MEET THOSE INDICATORS.
SO WE'RE CONSTANTLY MONITORING THAT AND I APPRECIATE THAT, BUT HOW DIFFICULT WOULD IT BE TO HAVE THE RESEARCH TEAM COLLECTIVELY SHOW THE HIGH SCHOOL VERSUS MIDDLE SCHOOL VERSUS
[00:45:10]
WE CAN DEFINITELY LOOK INTO DOING THAT.MATNEY. THANK YOU. SUPERINTENDENT HOUSE.
I'D JUST LIKE TO SAY THAT THANK YOU FOR SUCH A THOROUGH REPORT.
I SAW [INAUDIBLE] HOME AND IT WAS THOROUGH AND QUESTIONS AND ANSWERS WERE THOROUGH, SO ALL OF MY QUESTIONS HAVE BEEN ANSWERED ALREADY. SO THANK YOU.
THANK YOU, PRESIDENT HERNANDEZ, SUPERINTENDENT HOUSE, DR.
SO 2021-2022 DISTRICT SUMMARY OF CLASS SIZES PAGE 35.
THE AVERAGE CLASS SIZE ELEMENTARY AVERAGE CLASS SIZE DECREASED FOR GRADES ONE THROUGH SIX.
WAS THIS STRATEGIC? WAS THIS BECAUSE WE HAD THE INCREASE IN TEACHER PAY? WHAT CAN WE ATTRIBUTE THIS TO, DR.
MATNEY, OR SUPERINTENDENT HOUSE? DR. MATNEY. SO THESE CAN FLUCTUATE UP AND DOWN, BUT I WOULD DEFINITELY SAY THAT THE PUTTING THE EFFORTS AROUND THE ESSER FUNDS AND DEPLOYING THOSE OUT TO CAMPUSES TO ALLOW THEM TO HIRE, WHETHER IT'S A CLASS SIZE REDUCTION TEACHER TO ENSURE THAT OUR SUPPORTS ARE AROUND OUR STUDENTS AS WE EXIT THE PANDEMIC.
OKAY, AND SO THIS IS YOU'RE SAYING GRADES K THROUGH SIX CLASS SIZE BELOW THE STATE AVERAGE.
WHAT ARE WE COMPARING THIS TO? THAT IS CORRECT. SO WHEN WE LOOK AT OUR 2021-22 AVERAGE CLASS SIZES, THEY WERE SMALLER IN GRADES K THROUGH SIX THAN THEY WERE IN YEAR 2020-21.
OKAY, AND WHAT WHAT I MIGHT ADD AS WELL AND MR. GRANT SKINNER MAY HAVE A SPECIFIC NUMBER, BUT I KNOW THIS SCHOOL YEAR WE HIRED HOW MANY MORE TEACHERS THAN WE DID THE PREVIOUS SCHOOL YEAR.
IF YOU REMEMBER, I KNOW WE TALKED ABOUT IT AT ONE POINT IN OUR ONE ON ONE, BUT I DON'T REMEMBER THE NUMBER, BUT THAT CORRELATES WITH WHAT YOU'RE SAYING, TRUSTEE SANTOS, IN TERMS OF THE NUMBER OF TEACHERS THAT COULD POTENTIALLY BRING DOWN THE CLASS SIZE.
THERE WERE MORE TEACHERS IN THE DISTRICT IN COMPARISON TO WHAT WE HAD IN THE PREVIOUS YEAR.
RIGHT, AND SO THAT BRINGS ME TO MY NEXT POINT.
I KNOW THAT HISD OUTPERFORMED THE STATE.
SORRY, DR. MATNEY, I MISSED THAT PORTION, BUT KIND OF WENT OVER IT FOR PAGE EIGHT.
HISD AND STATE STAAR ELA READING PERCENTAGE MEETS PERCENTAGE MEETS OR ABOVE, BUT WE DID OUTPERFORM THE STATE IN OUR SPECIAL EDUCATION STUDENTS STUDENTS WITH DISABILITIES.
IS THIS ATTRIBUTED TO THE INCREASE IN TEACHERS AND DECREASE IN CLASS SIZES? WHAT ARE WE DOING DIFFERENT THAT CAUSED THIS INCREASE? I THINK IT'S A COMBINATION OF DIFFERENT THINGS.
WE KNOW THAT IT'S BEEN A FOCAL AREA THAT HAS BEEN FOCUSED ON.
IT REALLY SPEAKS TO THE CULMINATION OF DIFFERENT POSITIVE RESULTS HERE.
SO I DON'T THINK IT'S ONE PARTICULAR THING.
RIGHT, AND I JUST WANT TO POINT OUT THAT WE DID OUTPERFORM THE STATE IN READING, MATH, SCIENCE, SOCIAL STUDIES, ALL SUBJECTS WITH OUR STUDENTS WITH DISABILITIES, AND I JUST WANT TO GIVE A HUGE SHOUT OUT TO THAT.
I KNOW WE HAVE TO GET THAT RIGHT FOR OUR KIDS.
SO THANK YOU SO MUCH FOR THAT SUPERINTENDENT HOUSE.
OKAY, I HAVE A COUPLE OF QUESTIONS.
THANK YOU, DR. MATNEY, FOR YOUR PRESENTATION.
I'M EXCITED TO SEE THE UPWARD TRAJECTORY OF THE OF THE DISTRICT.
MY FIRST QUESTION IS ON PAGE SEVEN.
SO WE SEE THAT THERE'S AN INCREASE OF 11 POINTS IN READING, 11 POINTS IN MATH.
IS THIS FROM ONE YEAR TO THE NEXT? YES. YES. CORRECT.
THAT IS AWESOME TO SEE AND I'M VERY EXCITED FOR THE NEXT SET OF BOARD GOALS AND TRYING TO CREATE THOSE CREATE THOSE BOARD GOALS FOR SURE.
MY SECOND QUESTION IS REFERRING BACK TO ONE OF THE QUESTIONS THAT TRUSTEE DEIGAARD ASKED IN REFERENCE TO SOMETHING THAT WE'VE BEEN TALKING ABOUT FOR A LONG TIME. SO FROM MY UNDERSTANDING, WE HAVEN'T BEEN ABLE TO BREAK DOWN, BREAK OUT THE HISPANIC STUDENTS INTO
[00:50:10]
ENGLISH TESTERS AND SPANISH TESTERS.I DON'T NECESSARILY UNDERSTAND THE FULL REASON, BUT FROM WHAT YOU WERE TELLING TRUSTEE DEIGAARD EARLIER, IS THAT SOMETHING THAT WE ARE ABLE TO DO NOW BECAUSE OF THIS, WHAT YOU EXPLAINED TO HER? YES, IF THE BOARD CHANGES THE DATA SOURCE FOR YOUR GOALS FROM TAPR TO OUR INTERNAL REPORTING, ONCE WE GET ALL OF THE FILES THAT THEY USE FOR TAPR, WE OPERATE MUCH QUICKER BECAUSE WE HAVE FEWER CAMPUSES AND STUDENTS, AND SO ABSOLUTELY, WE CAN LOOK AT DATA IN A MUCH MORE NUANCED WAY AND NOT BE TETHERED TO HOW TAPR REPORTS IT.
OKAY, THAT'S WHAT I UNDERSTOOD AND THAT'S WHY I WANTED TO DOUBLE CHECK ON THAT, AND THEN ON PAGE SIX, WE SEE A VERY DIFFERENT PERCENTAGE OF STUDENTS WITH SPECIAL AND SPECIAL EDUCATION IN HISD THAN IN TEXAS.
CAN YOU SPEAK A LITTLE BIT MORE TO THAT, TO ROOT CAUSES OR WHAT HISD IS DOING IN TERMS OF THAT? DR. BIRD. SO THAT IS ONE OF THE THINGS THAT WE'RE LOOKING AT AS WE ARE LOOKING AT OUR SPECIAL EDUCATION SERVICES AND THE PROCESSES THAT WE ARE USING TO IDENTIFY STUDENTS.
WE ARE CONTINUING TO IMPROVE OUR PROCESS OF OF MAKING SURE WE'RE COMPLIANT WITH ALL OF THE REQUIREMENTS, AND I CAN'T SPEAK TO WHY THE NUMBER IS DIFFERENT BETWEEN THE STATE AND HISD, BUT I DO KNOW THAT'S AN AREA THAT WE'RE PAYING ATTENTION TO MAKE SURE THAT WE'RE PROPERLY IDENTIFYING EVERYONE THAT NEEDS THOSE SERVICES.
OKAY. THANK YOU, AND ON PAGE 30, WE HAVE THE SALARY OF TEACHERS VERSUS THE STATE.
I'M GUESSING THAT THIS DATA IS OLD AND THAT FOR THIS YEAR IT'S GOING TO LOOK DIFFERENT.
DO WE HAVE THE UPDATED DATA ON THAT? I DON'T KNOW THAT WE HAVE IT READILY AVAILABLE TO US AT THIS MOMENT, BUT YOU ARE CORRECT IN YOUR ASSUMPTION IN TERMS OF THIS BEING OLD DATA AND THAT IT DEFINITELY SHOULD LOOK DIFFERENT KNOWING THAT JUST IN THE REGION ALONE WE WERE 15TH OR 16TH IN THE REGION IN TERMS OF FIRST YEAR TEACHER PAY ALONE AND WITH THE MODIFICATIONS IN THE COMPENSATION PLAN, WE'VE MOVED TO, I THINK SECOND IN THE REGION SO THAT WE DEFINITELY SHOULD SEE A SHIFT IN THE RIGHT DIRECTION HERE.
[INAUDIBLE] AGAIN, PLEASE. I DIDN'T QUITE HEAR YOU.
SAY THAT AGAIN. REPEAT THAT LAST PART.
I'M JUST SPEAKING IN THE REGION.
I KNOW THAT I ASKED THIS LAST YEAR ABOUT STUDENTS WHO LEAVE TEXAS FOR COLLEGE.
CAN YOU JUST GIVE US AN UPDATE? DR. MATNEY. WE DO HAVE THAT.
IN FACT, WE REPORT ON THAT AND IT'S ON OUR RESEARCH AND ACCOUNTABILITY WEBSITE.
IT'S CALLED NATIONAL STUDENT CLEARINGHOUSE, AND THAT ORGANIZATION TRACKS STUDENTS WHO LEAVE AND GO TO ABOUT 99% OF INSTITUTIONS ACROSS THE COUNTRY , AND SO WE UPLOAD FILES ABOUT THREE TIMES A YEAR FOR THEM TO LOOK AT BOTH FORMATIVELY AND THEN SUMMATIVELY AS GRADUATION CLASSES FINISH THEIR FIRST SEMESTER AND FIRST YEAR, SECOND YEAR, THIRD YEAR AND POST-SECONDARY INSTITUTIONS.
SO WE DO IT'S JUST TAPR DOESN'T REPORT THAT DATA YET.
WE'RE GOING ON TO ROUND TWO, AND JUST FOR TIME'S SAKE, IT IS 4:56 SO TRUSTEE CRUZ ROUND TWO.
I'LL JUST SUBMIT MOST OF MY QUESTIONS AS A REFERRAL.
QUESTION ON SLIDE 22, BECAUSE LOOKING IT SAYS ANNUAL GRADUATES 2020 AND 2021.
IS THAT CORRECT, FOR THIS DATA? IT IS NOT LUMPED TOGETHER.
SO WHEN LOOKING AT THIS DATA AND WE'RE GOING DOWN AND I'M THINKING BACK, THE CLASS OF 2020, HELP ME REMEMBER IF THERE WAS AN SAT SCHOOL DAY BECAUSE WE SHUT DOWN THE SECOND WEEK OF MARCH, AS THE WHOLE WORLD DID.
SO CLASS OF 2020, I CAN SPEAK VERY INTIMATELY ABOUT.
[00:55:06]
THAT BAR RIGHT THERE, THE 91.7, REFLECTS THEM PARTICIPATING IN SCHOOL DAY SAT BEFORE INSTITUTION SAID TEST OPTIONAL AND BEFORE WE WERE NAVIGATING THE PANDEMIC.SO WHY IS THE SATURDAY SCHOOL DAY LATE IN MARCH OR APRIL OF THIS YEAR? IS THERE A FALL AND A SPRING DATE? MAYBE I MISSED THE FALL ONE.
YES, THE SPRING DATE IS FOR JUNIORS THE YEAR BEFORE, SO CLASS OF 2020 TOOK THEIR SAT SPRING OF 2019. OKAY, THAT'S VERY HELPFUL.
OKAY, IT MAKES A LITTLE MORE SENSE.
I'LL JUST ASK ONE MORE QUESTION ON SLIDE 25.
I'M CURIOUS, IS THERE A SPECIFIC CRITERIA OR AREA THAT THEY ARE MEETING THAT METRIC WITH MORE THAN OTHERS? I DON'T HAVE THAT IN FRONT OF ME.
OKAY, AND I'LL SUBMIT THE REST OF MY QUESTIONS.
THANK YOU. TRUSTEE BLUEFORD-DANIELS.
JUST REAL QUICKLY, IT WAS A FOLLOW UP TO MY INITIAL QUESTIONS.
IT WAS MENTIONED ABOUT HIGH QUALITY INSTRUCTIONAL MATERIAL AND I'M ALWAYS THINKING THAT HIGH QUALITY WHEN YOU SAY HIGH QUALITY, THAT IT BECOMES SUBJECTIVE AND YOU KNOW, WITH NOTHING TO REALLY GAUGE THAT WITH, AND IT WAS MENTIONED ABOUT STANDARDIZED STANDARDIZATION.
SO ARE WE TALKING ABOUT WITH EUREKA, CARNEGIE AND AMPLIFY ALL THREE OF THOSE PROGRAMS? OKAY, AND SO WITH THOSE THREE PROGRAMS, BECAUSE ALL THE STUDENTS ARE NOT LEARNING BY THE SAME PROGRAM, RIGHT NOW, THIS YEAR? THEY'RE NOT, BUT WE HAVE MATCHED OUR SCOPE AND SEQUENCE.
SO THE TEACHERS ARE COVERING THE SAME TOPICS AT THE SAME TIME.
THEY'RE USING DIFFERENT MATERIALS, AND TO YOUR EARLIER POINT OF WHAT DOES HIGH QUALITY MEAN, IT ACTUALLY IS DEFINED BY DOES THE CURRICULUM PRODUCT MEET ALL OF THE COVER, ALL OF THE TEKS, ALL OF THE STANDARDS THAT THE STATE EXPECTS? AND DOES IT PROVIDE OPPORTUNITIES FOR TEACHERS TO HAVE REGULAR FORMATIVE ASSESSMENT AND DOES IT PROVIDE SUPPORT FOR ENGLISH LEARNERS, STUDENTS WITH DISABILITIES, ETCETERA? SO THAT'S WHAT THE TERM HIGH QUALITY ACTUALLY, THE DEFINITION THAT WE GO BY.
THAT MAKES SENSE. THANK YOU FOR THAT. I APPRECIATE THAT.
SO I'LL HAVE TO LOOK THAT UP AND MAKE SURE I HAVE THAT REGISTERED.
THANK YOU. DR. BIRD. YOU'RE WELCOME.
SO THEN ALL THREE OF THOSE PROGRAMS, AS MENTIONED, THEN, THE STANDARDIZED, HIGH QUALITY INSTRUCTIONAL MATERIAL, IT'S GOING TO RESORT TO ONE OR THE OTHER AS OPPOSED TO UTILIZING ALL THREE LIKE WE'RE DOING NOW.
SO IT WILL BE ELEMENTARY WILL HAVE EUREKA.
SECONDARY, WILL HAVE CARNEGIE AND THEN AMPLIFY AS A K-8 PRODUCT FOR READING.
SO MY FIRST QUESTION IS REFLECTING BACK ON SUPERINTENDENT HOUSE, YOU MENTIONED THAT ONE OF YOUR GREATEST AREAS OF CONCERN WAS, SORRY, I'M LOST MY NOTES, WAS OUR HIGH SCHOOL KIDDOS.
SO PART OF YOUR FISCAL TRANSFORMATION PLAN IS REDUCING THE PER PUPIL ALLOCATION TO HIGH SCHOOLS BY CUTTING THE HIGH SCHOOL ALLOTMENT AND THEN ALSO TO TRUSTEE WADE'S QUESTION ABOUT FINDING THINGS THAT AREN'T WORKING IN THAT SAME CONTEXT.
SO I'M HAVING TROUBLE RECONCILING LIKE THIS IS AN AREA OF GREATEST CONCERN, BUT A CORE THING IN THE FISCAL TRANSFORMATION PLAN THAT YOU'RE BRINGING TO US FOR THIS YEAR IS CUTTING THE FUNDING TO HIGH SCHOOL.
SO HELP ME UNDERSTAND THAT, BECAUSE I THINK I'M MISSING SOMETHING.
WE'D BE GLAD TO DIG DEEPER INTO BUDGET AND FISCAL TRANSFORMATION DURING OUR NEXT WORKSHOP , BUT WHAT I WILL SAY IS THAT THE PREPARATION DOESN'T NECESSARILY START JUST IN HIGH SCHOOL OR THE REMEDIATION SHOULDN'T JUST BE IN HIGH SCHOOL.
IT SHOULD REALLY BE ACROSS THE BOARD.
WE WANT TO HAVE THOSE STUDENTS THAT ARE AT THE MIDDLE SCHOOL LEVEL PREPARED AT THE HIGH SCHOOL LEVEL TO ENSURE THAT WE HAVE A SMALLER PERCENTAGE OF STUDENTS THAT ARE BEING REMEDIATED AT THE COLLEGE LEVEL.
SO WHILE WE ARE MAKING CUTS ACROSS THE BOARD IN DIFFERENT AREAS TO ENSURE THAT OUR DEFICIT IS A DEFICIT THAT DOESN'T STAND OR IS NOT KICKED DOWN THE ROAD AS IT HAS BEEN FOR SEVERAL YEARS.
WE WILL MAKE CERTAIN THAT WE LOOK AT WHERE WE YIELD SOME OF THE BEST RESULTS ACROSS THE BOARD.
[01:00:03]
IT'S NOT JUST AT THE HIGH SCHOOL LEVEL.SO WHAT ARE YOU CUTTING THEN? OR WELL, I GUESS SAVE THOSE THEN I LOOK FORWARD TO THAT KEY QUESTION IF THIS IS AN AREA OF GREATEST CONCERN, BUT THIS IS THE AREA WHERE WE'RE MAKING THE MOST CUTS.
I WILL LOOK FORWARD TO HEARING MORE ABOUT THAT.
WHAT STRATEGIES ARE YOU EMPLOYING TO INCREASE HIGH QUALITY INSTRUCTIONAL TIME, ESPECIALLY FOR OUR STUDENTS WHO ARE IDENTIFIED AS STRUGGLING THE MOST BY THIS REPORT? DR. BIRD? WELL, SO ACTUALLY, NOW'S THE TIME THAT WE ARE LOOKING AT, PRINCIPALS ARE LOOKING AT THEIR MASTER SCHEDULES, AND NOW THAT WE'VE HAD A YEAR OF IMPLEMENTATION, WE DO KNOW SOME LESSONS LEARNED, AND SO THE SCHOOLS OFFICE IS WORKING WITH OUR TEAM, OUR ACADEMIC TEAM TO WORK WITH PRINCIPALS TO MAKE SURE THEY'RE ALLOTTING ENOUGH TIME FOR THE INSTRUCTIONAL MATERIALS THAT ARE, YOU KNOW, TO MAKE SURE THAT WE'RE ABLE TO COVER EVERYTHING WE NEED TO.
THAT'S THE BIGGEST LEVER THAT WE HAVE, IS LOOKING AT HOW WE'RE SPENDING OUR CLASS TIME AND THEN ALSO HOW MAKING SURE WE'RE GIVING TEACHERS ENOUGH TIME TO PREPARE TO ADEQUATELY TEACH THESE NEW CURRICULUM PRODUCTS.
SO THROUGH PLCS, PROFESSIONAL LEARNING COMMUNITY MEETINGS, ETCETERA.
ARE THERE INEQUITIES ACROSS THE DISTRICT IN THE QUALITY OF INSTRUCTIONAL TIME BETWEEN OUR HIGHEST PERFORMING AND LOWEST PERFORMING STUDENTS? I WOULD SAY THAT THERE YES, THERE ARE A VARIETY OF SCHEDULES CURRENTLY BEING EMPLOYED AND WE ARE LOOKING AT BEST PRACTICES.
OUR ASSISTANT SUPERINTENDENTS HAVE BEEN MEETING WITH SCHOOLS AND I'LL LET DR.
WATTS ELABORATE FURTHER ON THAT, BUT I KNOW THAT THEY ARE WORKING CLOSELY WITH ACADEMICS TO MAKE SURE THAT EVERYBODY'S GETTING EQUITABLE TIME, BUT THAT INCLUDES NOT JUST THE SCHEDULE.
I'M ALSO TRYING TO UNDERSTAND LIKE WHAT WE'RE DOING WHEN I SEE A SCHOOL WHERE THE TEACHER ATTENDANCE RATE IS ONLY 91% AND THEY HAVE A HIGH, SO PACK ALL THAT INTO AN ANSWER I'D REALLY LOVE TO HEAR IT. AS YOU ARE HIGHLIGHTING, THERE ARE LOTS OF DIFFERENT VARIABLES, SO I WOULD SAY THERE IS A GREAT VARIANCE ACROSS OUR SCHOOLS AND HOW INSTRUCTIONAL TIME IS BEING USED AT THE HIGH SCHOOL LEVEL IN THE UPCOMING SCHOOL YEAR.
WE ARE TRYING TO GET PRINCIPALS TO AGREE UPON 1 OR 2 MASTER SCHEDULE TEMPLATES THAT WOULD BE MORE EFFECTIVE AS IT RELATES TO ENSURING THAT THERE'S ADEQUATE TIME FOR PLANNING, ADEQUATE TIME FOR TEACHERS TO GET TIER ONE INSTRUCTION TAUGHT, ADEQUATE TIME FOR INTERVENTIONS, AND WE'RE BEGINNING TO MOVE THAT IN THAT DIRECTION FOR OTHER LEVELS OF LEARNING ALSO.
I WILL SAY TEACHER ATTENDANCE IS NOT A PLACE WHERE WE HAVE REALLY DUG IN FOR THAT BECAUSE THERE ARE A MYRIAD OF REASONS WHY TEACHERS MAY BE OUT, BUT THAT IS CERTAINLY SOMETHING WE COULD BEGIN TO LOOK AT, MY CLASS OF A CORE CONTENT AREA AND THEY DON'T GET PROFESSIONAL DEVELOPMENT.
THEY'RE PAID LESS THAN CHICK-FIL-A, RIGHT? YES. YOU KNOW, CONCERNS LIKE THAT, THAT THERE ARE OBVIOUS CHALLENGES, AND I THINK THAT'S HOW OTHER BOARD GOALS AND CONSTRAINTS FEED INTO THIS CONVERSATION.
WE OBVIOUSLY HAVE A RESTRAINT, A CONSTRAINT AROUND TEACHER RETENTION AND RECRUITMENT, WHICH IS EXACTLY WHAT YOU'RE TALKING ABOUT THE HAVING SUBS.
SO ALL OF THESE THINGS WORK TOGETHER IN SYNERGY TO PRODUCE THE THE QUALITY TIME THAT WE ALL DESIRE.
I DON'T SEE ANYBODY ELSE IN THE QUEUE.
WE WILL NOW VOTE TO ACCEPT THE TEXAS ACADEMIC PERFORMANCE REPORT.
SO MOVED, BAKER. WE HAVE A MOTION BY TRUSTEE BAKER AND A SECOND BY TRUSTEE SANTOS.
MR. HOUSE, DO YOU HAVE ANY FURTHER COMMENTS? I WOULD LIKE TO TAKE A MOMENT TO ADDRESS THE INFORMATION THAT HAS BEEN REALLY MAKING ITS WAY AROUND THIS WEEK REGARDING THE POTENTIAL INTERVENTION OF THE TEXAS EDUCATION AGENCY.
AS OF TODAY, THE DISTRICT HAS NOT RECEIVED AN OFFICIAL NOTICE FROM TEA.
I REMAIN LASER FOCUSED ON FULFILLING MY DUTIES AS SUPERINTENDENT ALONGSIDE OUR BOARD OF TRUSTEES, TO PROVIDE THE BEST POSSIBLE EDUCATIONAL OUTCOMES FOR ALL STUDENTS REGARDLESS.
MY TEAM AND I WILL CONTINUE TO IMPLEMENT OUR COMMUNITY INFORMED STRATEGIC PLAN, WHICH IS DELIVERING RESULTS, AS YOU HEARD TODAY IN REFERENCE TO THE TAPR DATA TO ENSURE THAT WE'RE DOING WHAT WE'RE SUPPOSED TO BE DOING FOR HISD STUDENTS AND FAMILIES.
[01:05:10]
THANK YOU, MADAM PRESIDENT.SUBSECTION 551.004, 551.071, 551.072, 551.073, 551.074, 551.076, 551.082, 551.0821, 551.0823, 551.0824 AND 551.089. SHOULD THE BOARD FINAL ACTION VOTE OR DECISION ON ANY MATTER CONSIDERED IN CLOSED SESSION BE REQUIRED, SUCH FINAL ACTION, VOTE OR DECISION SHALL BE TAKEN AT THE OPEN MEETING COVERED BY THIS NOTICE UPON THE RECONVENING OF THE PUBLIC MEETING OR AT A SUBSEQUENT PUBLIC MEETING OF THE BOARD UPON NOTICE THEREOF.
THE BOARD HAS ADJOURNED INTO CLOSED SESSION AT 5:07 P.M..
[SPANISH] GOOD EVENING, THIS MEETING OF THE BOARD OF EDUCATION IS NOW RECONVENED AT 7:13 P.M..
AT THIS TIME WE WOULD NORMALLY HEAR FROM SPEAKERS TO SPECIFIC AGENDA ITEMS. HOWEVER, NO ONE REGISTERED TO SPEAK TODAY.
DO I HAVE A MOTION TO APPROVE THE MINUTES OF THE SPECIAL MEETINGS AND THE AGENDA REVIEW MEETING HELD ON FEBRUARY 2ND, 2023? DO I HAVE A SECOND? IS THERE ANY DISCUSSION? WE HAVE A MOTION BY TRUSTEE SANTOS AND A SECOND BY TRUSTEE GUIDRY. PLEASE VOTE.
PLEASE LET THE RECORD REFLECT WE HAVE BEEN JOINED BY TRUSTEE ALLEN.
OKAY. I THINK EVERYONE NEEDS TO REVOTE.
ZERO OPPOSED. ZERO ABSTENTIONS.
WE ARE NOW READY TO CONSIDER A DISCUSSION AND REPORT ITEM.
ACCEPTANCE OF BOARD MONITORING UPDATE PRESENTATION OF GOALS ONE AND TWO.
SUPERINTENDENT HOUSE, WE ARE READY FOR YOUR UPDATE.
COLLEAGUES, PLEASE HOLD YOUR QUESTIONS UNTIL THE PRESENTATION IS COMPLETE.
ALLISON MATNEY OF OUR RESEARCH AND ASSESSMENT DEPARTMENT TO THE PODIUM.
GOOD EVENING. THANK YOU, SUPERINTENDENT HOUSE PRESIDENT HERNANDEZ.
THIS EVENING WE WILL BE REVIEWING THE END OF YEAR REPORT FOR GOALS ONE AND TWO, USING TAPR AS OUR DATA SOURCE AND BRIEFLY GOING OVER SOME INFORMATION ABOUT INTERIM ASSESSMENTS.
WE NEED THE SCREEN FLIPPED ON THE BIG SCREEN.
PERFECT. ALL RIGHT, SO JUST AS A REMINDER, WE HAVE OUR GLOSSARY OF TERMS AT THE BEGINNING OF THE REPORT, AND MOVING INTO THE END OF YEAR EVALUATION FOR GOAL ONE, OUR THIRD GRADE STAAR READING AT OR ABOVE GRADE LEVEL.
OUR TARGET FOR JUNE 2024 IS 50%.
SO FOR OUR THIRD GRADE STAAR READING, WE MET THAT TARGET EXCEEDED IT BY TWO POINTS.
WE WERE AT 46% IN 2022, AND OUR 2022 TARGET WAS 44%, AND JUST AS A REMINDER, THIS GROUP OF THIRD GRADERS IN 2022, THEY WERE FIRST GRADERS WHEN WE WENT HOME AT THE START OF THE PANDEMIC.
SO MOVING TO OUR DATA BY STUDENT GROUPS, WE CAN SEE HERE THAT THE GREEN COLUMN, ANYTHING THAT'S HIGHLIGHTED IN GREEN MEANS THAT STUDENT GROUP MET THE TARGET AND ANYTHING IN THE SHADED PINK.
[01:10:02]
THEY DID NOT THAT STUDENT GROUP DID NOT MEET THE TARGET FOR THE 21-22 SCHOOL YEAR.IT IS IMPORTANT TO NOTE THAT WE HAD INCREASES OVER 2019 DATA IN ALL STUDENT GROUPS EXCEPT FOR OUR ASIAN STUDENT GROUP, WHICH REMAINED STAGNANT SINCE 2019, AND OUR STUDENT GROUP DECLINED BY TWO POINTS.
WE HAD DOUBLE DIGIT GAINS OVER THE 2021 DATA IN ALL AREAS, EXCEPT FOR OUR WHITE STUDENT POPULATION, WHICH WAS JUST SHY OF DOUBLE DIGITS AT NINE.
WHEN WE LOOK AT OUR THIRD GRADE STAAR MATH, OUR GOAL TWO DATA, WE DID NOT MEET THAT INDICATOR.
WE WERE AT 40% OF STUDENTS, 40% OF TESTS AT OR ABOVE GRADE LEVEL WHEN OUR 2022 TARGET WAS 48% , AND WE CAN SEE HERE AGAIN, ANYTHING SHADED IN PINK DID NOT MEET THE TARGET FOR THE 21-22 SCHOOL YEAR.
WE HAD TWO STUDENT GROUPS THAT DID MEET THE TARGET FOR THE 2022 SCHOOL YEAR.
WE HAD DECREASES IN ALL AREAS SINCE 2019 EXCEPT FOR THREE STUDENT GROUPS, AND WE DID SEE THOSE DOUBLE DIGIT INCREASES AGAIN OVER 2021 IN ALL AREAS EXCEPT FOR SPECIAL ED, WHICH WAS AN INCREASE OF FIVE PERCENTAGE POINTS FROM 2021.
SO JUST A TUTORIAL ABOUT STAAR INTERIM ASSESSMENTS.
WE'VE BEEN TALKING ABOUT THOSE PERIODICALLY THROUGHOUT THESE PRESENTATIONS THIS SCHOOL YEAR.
THEY ARE GIVEN ONCE IN THE FALL AND ONCE IN THE SPRING.
ALL STUDENTS WERE TAKING MATH AND READING FOR THE FIRST INTERIM ASSESSMENT.
IT COVERS ALL THE TEKS FOR THE ENTIRE SCHOOL YEAR.
IT DOES MIRROR STAAR 2.0 WITH THE NEW TEST FORMAT OF TEST QUESTIONS, AND IT IS ONLINE AND 50% OF THE QUESTIONS ARE ADAPTIVE BASED ON THE PRIOR PERFORMANCE.
SO STUDENTS TAKE AN INITIAL SET OF QUESTIONS, THEY ANSWER THOSE, AND THEN THE TEST MOVES THEM INTO VARIOUS LEVELS DEPENDING ON THEIR PERFORMANCE FROM THE INITIAL SET OF QUESTIONS.
SO WHAT DO THESE SCORES TELL US? THE SCORES FROM INTERIM ASSESSMENTS ARE PRESENTED AS LIKELIHOOD OF ACHIEVING A PERFORMANCE LEVEL, NOT AN ABSOLUTE PERFORMANCE OF AN ACHIEVEMENT LEVEL.
THEY ARE REPORTED WHEN A STUDENT EARNS 50% OR MORE LIKELIHOOD AND THEN PERFORMANCE IS NORMED BASED ON PRIOR YEAR STAAR SCORES. THEY'RE NOT REFLECTIVE OF STAAR 2.0.
SO THIS YEAR THERE WAS A LITTLE BIT OF VARIABILITY BECAUSE WE WILL HAVE NEW STANDARDS COME AUGUST OF 2023 THAT ARE REFLECTIVE OF THE NEW TEST FORMAT.
THIS DATA IS USED IN THE CLASSROOM LEVEL.
TEACHERS GET THAT DATA QUICKLY AS SOON AS THEIR STUDENTS ARE ASSESSED.
THEY HAVE ACCESS TO THAT DATA ALLOWING IMMEDIATE CLASSROOM ACTION.
DATA IS DISAGGREGATED BY REPORTING CATEGORY.
YOU CAN SEE WHERE CLASSROOMS HAVE STRENGTHS, WEAKNESSES, AND THEN CAMPUSES CAN DEVELOP THOSE INSTRUCTIONAL PLANS TO TARGET STUDENT NEEDS OR EVEN SEE WHERE STUDENTS ARE ALREADY ACHIEVING IN CERTAIN STANDARDS, EVEN IF IT HASN'T BEEN TAUGHT YET.
SO JUST A BRIEF SNAPSHOT OF WHAT A TEACHER SEES.
SO I'M GOING TO GIVE AN EXAMPLE OF NUMBER FIVE THERE, SECOND FROM THE BOTTOM, 41% OF STUDENTS THERE, IF YOU GO ALL THE WAY TO THE RIGHT, CHOSE THE ANSWER A.
SO IN THE COLUMN OF INCORRECT PARTIALLY CORRECT ANSWERS, 41% CHOSE A, SO THAT TEACHER KNOWS RIGHT THERE THAT THEY'VE GOT TO ADDRESS THAT MISCONCEPTION WHATEVER THE DISTRACTOR WAS FOR THE QUESTION THAT'S THEY NEED TO GO BACK AND RETEACH THAT CONCEPT.
LOOKING AT AT THIS SLIDE RIGHT HERE.
AGAIN, THE TEACHERS CAN LOOK AT AVERAGE PERCENT CORRECT ALONG THE BOTTOM.
THIS IS A THIRD GRADE TEACHER HERE, AND YOU'VE GOT THE STANDARDS ON THE BOTTOM.
RIGHT. THERE PROBABLY IS SOMETHING THAT HASN'T BEEN INTRODUCED OR TAUGHT YET.
SO AGAIN, WITHOUT JUDGMENT, THAT'S FINE.
IT JUST HASN'T BEEN TAUGHT YET, BUT IT'S SOMETHING FOR A TEACHER TO KNOW AND UNDERSTAND WHERE THEIR STUDENTS ARE FOR EACH OF THE STANDARDS, AND THEN FINALLY, THE DATA FOR THE STUDENT USE.
[01:15:01]
STUDENTS CAN SEE WHAT THEY RESPONDED, WHAT THE CORRECT ANSWER WAS, AND THEN THEY CAN ACTUALLY SEE FEEDBACK ON THEIR ANSWERS AND BE ABLE TO GO BACK AND HELP IN SMALL GROUP OR WITH PARTNER PAIRS, HOW THEY CAN LOOK AT THE DATA AND ACHIEVE MASTERY THE NEXT TIME.AS YOU ALL ARE PROBABLY AWARE, THIS DATA THAT WAS PRESENTED TODAY IS NOT NEW DATA.
IT ACTUALLY CLOSES OUT THE PRESENTATION FOR GOALS TWO AND THREE.
AS WE'VE ALREADY DISCUSSED, THESE DATA SETS HIGHLIGHT A FEW OF THE MAJOR INITIATIVES THAT HAVE BEEN LAUNCHED THIS YEAR THAT WE REALLY BELIEVE THAT WILL DIRECTLY CORRELATE TO IMPROVEMENTS IN THIRD GRADE, NOT ONLY MATH, BUT ALSO READING IN TERMS OF OVERALL PERFORMANCE.
THIS YEAR, WE, OF COURSE, LAUNCHED, AS YOU'VE HEARD DR.
BIRD AND MYSELF TALK ABOUT ON SEVERAL OCCASIONS THE HIGH QUALITY INSTRUCTIONAL CURRICULUM IN BOTH MATH AND READING ACROSS HISD CAMPUSES, WITH BOTH PLANS FOR IMPLEMENTATION ACROSS ALL CAMPUSES, OF COURSE, THESE SUBJECTS, OF COURSE, BY THE END OF THE NEXT SCHOOL YEAR.
THIS PARTICULAR YEAR, OF COURSE, WE LAUNCHED ALSO T-TESS APPRAISAL SYSTEMS, WHICH IS OUR NEW SYSTEM FOR HELPING TO GROW AND DEVELOP OUR TEACHING TALENT.
NOW, GIVEN THE RESEARCH AND WHAT IT SHOWS AROUND THE QUALITY OF THE TEACHER AND THE CLASSROOM, WE KNOW THAT THIS IS THE MOST IMPORTANT FACTOR IN ACADEMIC ACHIEVEMENT, AND WE BELIEVE THAT THIS SYSTEM WILL HELP US TO PROVIDE THE COACHING AND FEEDBACK NECESSARY TO IMPROVE ACADEMIC OUTCOMES FOR OUR KIDDOS.
NOW, ANOTHER MAJOR PART OF OUR STRATEGY TOWARDS MEETING THIS GOAL IS IMPROVING OUTCOMES AT OUR CAMPUSES THAT HAVE HISTORICALLY UNDERPERFORMED AS IT RELATES TO OUR STATE EXAM.
NOW, THROUGH OUR RISE INITIATIVE, AS YOU GUYS HAVE HEARD, WE BELIEVE THAT WE'RE IMPLEMENTING SCHOOL LEVEL SYSTEMS AND PROGRAMS THAT WILL HELP TO TRANSFORM ACADEMIC PERFORMANCE FOR OUR MOST UNDERSERVED STUDENTS.
NOW, GIVEN THESE SCHOOLS SERVE PREDOMINANTLY ECONOMICALLY DISADVANTAGED STUDENTS FROM HISPANIC AND AFRICAN AMERICAN BACKGROUNDS, THE SUBGROUPS WHICH HAVE THE CAPACITY REALLY TO GROW THE MOST ACADEMICALLY.
WITH THAT BEING SAID, I WILL TURN THIS OVER TO DR.
DR. WATTS. THANK YOU, SUPERINTENDENT HOUSE PRESIDENT HERNANDEZ AND THE BOARD.
I'M EXCITED THIS EVENING TO BE ABLE TO FOLLOW UP ON THE PROGRESS MEASURE GOALS ONE AND TWO TO TALK SPECIFICALLY ABOUT HOW THE RISE TRANSFORMATION SCHOOLS, THE INPUTS THAT WE ARE PUTTING INTO THE RISE TRANSFORMATION SCHOOLS IN ORDER TO REACH THAT BOARD GOAL.
SO AGAIN, MY PRESENTATION WILL FOCUS ON SOME OF THE THINGS THAT WE'RE DOING, SOME OF THE EARLY INDICATORS THAT WE ARE MEASURING THAT ARE IN ALIGNMENT TO THAT SPECIFIC BOARD GOAL.
HERE ON THIS PARTICULAR SLIDE, YOU CAN SEE THE SUB COMMITMENTS OR INITIATIVES THAT WE BELIEVE ARE FOUNDATIONAL TO THE RISE TRANSFORMATION SCHOOLS.
YOU'LL SEE THAT FOUNDATIONAL IS THE DISTRICT CONDITIONS FOR BOLD TRANSFORMATION.
IN OTHER WORDS, THE DISTRICT OFFICES HAVE TO BE WORKING IN ALIGNMENT AND SUPPORT OF THESE SCHOOLS.
THEY NEED OUR TIME AND ATTENTION IMMEDIATELY, AND THEN WE HAVE TO ESTABLISH SYSTEMS AND STRUCTURES SO THAT THESE PARTICULAR SCHOOLS, AS THEY IMPROVE, WE CAN REPLICATE THOSE PRACTICES ACROSS OTHER SCHOOLS, AND IT'S NOT JUST DEPENDENT ON A PRINCIPAL OR A GROUP OF TEACHERS BECAUSE, AS YOU KNOW, THOSE PEOPLE ARE IN AND OUT OF SCHOOLS AT ANY PARTICULAR TIME EXCITED TO BE ABLE TO PARTNER WITH THE TALENT DEPARTMENT ON THIS ON THE INITIATIVE AROUND INVESTING IN AND BUILDING TALENT THAT REALLY DOES FOCUS ON RECRUITING, INCENTIVIZING, DEVELOPING AND RETAINING OUR BEST PRINCIPALS AND BEST TEACHERS IN THESE SCHOOLS, AND THEN FINALLY, THE EXPANDED LEARNING OPPORTUNITIES ARE IMPORTANT FOR OUR STUDENTS.
[01:20:09]
READINESS. THEY DON'T HAVE THE APPROPRIATE SOCIAL EMOTIONAL SUPPORTS AT TIMES.SO THE TRANSFORMATION INITIATIVE IS WORKING TO ENSURE THAT THOSE INPUTS ARE [INAUDIBLE] SORRY SO THAT STUDENTS ARE GETTING WHAT THEY NEED TO MAKE APPROPRIATE PROGRESS AROUND GOALS ONE AND TWO.
THERE IS DIRECT ALIGNMENT TO BOARD GOALS AS IT RELATES TO THE RISE TRANSFORMATION SCHOOL EFFORT.
YOU CAN SEE ACROSS THE BOARD, INVESTING IN BUILDING TALENT AND EXPANDING LEARNING OPPORTUNITIES ALIGNS WITH EACH OF THE BOARD GOALS READING, MATH, COLLEGE AND CAREER READINESS, AS WELL AS SPECIAL ED, AND WE REALLY SEE THE DISTRICT CONDITIONS FOR BOLD CHANGE AS BEING AN ENABLING CONDITION.
ON THIS SLIDE, YOU CAN SEE A LIST OF THE 24 RISE TRANSFORMATION SCHOOLS.
AS A REMINDER, THESE SCHOOLS WERE SELECTED BASED ON A VERY SET AND SPECIFIC CRITERIA.
SCHOOLS THAT WERE F'S IN 2019 AND SCHOOLS THAT WERE D'S AND F'S ON A RECURRING BASIS.
WE WANTED TO INTERVENE QUICKLY IN THOSE THAT IN 2019 SEEM TO BE GETTING OFF TRACK, AND OBVIOUSLY WE NEEDED TO INTERVENE IN THOSE SCHOOLS THAT WERE EXPERIENCING EXPERIENCING YEAR OVER YEAR FAILURE.
SCHOOLS THAT YOU SEE HIGHLIGHTED WITH THE ASTERISKS, THOSE INDICATE OUR ACE CAMPUSES AND THAT IS A PART OF THE STATE INITIATIVE ACCELERATING CAMPUS EXCELLENCE AND IT HAS SOME SPECIFIC CRITERIA AND INPUTS THAT GO WITH IT THAT ADVANCE THESE SCHOOLS IN THE RIGHT DIRECTION. WE DO HAVE A THEORY OF ACTION AS IT RELATES TO OUR TRANSFORMATION EFFORTS.
YOU CAN SEE THAT IN VISUAL FORM IN THE PICTURE TO THE LEFT AND TO THE RIGHT, YOU CAN SEE BASICALLY THAT STATED IN A VERBAL WAY. IF WE BOLSTER STUDENT READINESS TO LEARN AND WE DEFINE READINESS TO LEARN AS THOSE SOCIAL AND CIRCUMSTANTIAL THINGS THAT SOMETIMES INHIBIT STUDENTS FROM BEING ESSENTIALLY READY TO LEARN THINGS THAT SOMETIMES WILL IMPACT ATTENDANCE OR BEHAVIORAL THINGS THAT PREVENT A STUDENT FROM BEING ABLE TO FOCUS AND REALLY MAXIMIZE TIME IN CLASS.
SO IF WE BOLSTER THEIR READINESS TO LEARN AND WE INVEST IN HIGH QUALITY TALENT AND WE ENSURE THAT STUDENTS HAVE EXPOSURE TO HIGH QUALITY INSTRUCTIONAL MATERIALS AND RESEARCH BASED STRATEGIES, AS WELL AS GALVANIZING OR GALVANIZING OUR PARENTS AND COMMUNITY COMMUNITY WHILE SUPPORTING SYSTEMS AND STRUCTURES ARE IN PLACE, WE BELIEVE WE CAN DRAMATICALLY IMPROVE STUDENT ACHIEVEMENT AND OUR LOWEST PERFORMING SCHOOLS IN READING AND MATH.
THEY RECEIVE SOME VERY SPECIFIC, HIGHLY RESPONSIVE INPUTS.
THERE ARE STRONG FINANCIAL INCENTIVES TO ATTRACT AND RETAIN TEACHERS.
ALL OF THOSE SCHOOLS ARE SUPPORTED IN A MORE INTENSE WAY FROM THE ACADEMICS DEPARTMENT.
THOSE PARTICULAR SCHOOLS ARE ALSO GETTING THOSE STUDENTS GET AFTER SCHOOL PROGRAMING AS WELL AS TRANSPORTATION HOME IN THE EVENINGS AND AN EVENING MEAL, AND THAT'S A GAME CHANGER FOR KIDS, PARTICULARLY THOSE KIDS THAT MAY GO HOME TO A HOME WITHOUT A PARENT OR HOME WITHOUT STRUCTURED ACTIVITIES AND SUPERVISION, AND THEN OUR RISE CAMPUSES ALSO RECEIVE ADDITIONAL STAFFING ALLOCATIONS TO SUPPORT THEIR WORK AS IT RELATES TO STUDENT READINESS TO LEARN.
JUST WANT TO DIG A LITTLE BIT DEEPER INTO SOME KEY INPUTS AS IT RELATES TO THAT.
WE PARTNER WITH EACH OF THE ORGANIZATIONS THAT YOU SEE HERE ON THE SCREEN, AND WE'RE BEGINNING TO SEE SOME EARLY INDICATION THAT WE'RE GETTING TRACTION.
IN 18 OF THE 24 CAMPUSES, ABOUT 24%.
WE'RE SEEING AN INCREASE IN ATTENDANCE IN COMPARISON TO LAST YEAR, AND AT THE THREE ACE CAMPUSES, WE ARE SEEING A 6% REDUCTION IN OUT-OF-SCHOOL SUSPENSIONS.
[01:25:02]
IN ADDITION TO THAT, EXCITED TO REPORT THAT WE HAVE A VERY ROBUST EFFORT TO PROVIDE THE JUST IN TIME SUPPORT TO OUR TEACHERS AND OUR SCHOOL LEADERS.WE ARE PARTNERING VERY STRONGLY WITH OUR ACADEMICS OFFICE, THE SCHOOLS OFFICE, AS WELL AS A PARTNERSHIP WITH AUSL TO ENSURE THAT OUR PRINCIPALS AND TEACHERS ARE GETTING THE PROFESSIONAL DEVELOPMENT THEY NEED.
OUR SURVEYS AROUND PROFESSIONAL DEVELOPMENT AND COACHING ON A LIKERT SCALE OF 1 TO 5.
ALL OF THE INDICATORS SO FAR ARE THAT TEACHERS, AND LEADERS ARE SPEAK FAVORABLY ABOUT THE PROFESSIONAL DEVELOPMENT THAT THEY'RE GETTING, AND THEY FEEL LIKE IT'S SUPPORTING THEM IN THEIR EFFORTS TO IMPROVE STUDENT ACHIEVEMENT. OVER MY LAST THREE SLIDES, WE SPENT A LOT OF TIME TALKING ABOUT EUREKA MATH IMPLEMENTATION, HIGH QUALITY INSTRUCTIONAL MATERIALS. THERE'S A CONCERTED EFFORT TO MEASURE BOTH QUANTITATIVELY AND QUALITATIVELY THE IMPACTS THAT'S HAVING ON OUR CAMPUSES. AT BEGINNING OF YEAR AND MIDDLE OF YEAR, OUR WALK THROUGH DATA YIELDED THAT 100% OF RISE THIRD GRADE MATH CLASSROOMS WERE OBSERVED USING EUREKA MATH TO SOME EXTENT.
SO THE GOOD NEWS IS THAT ALL OF OUR TEACHERS IN THIRD GRADE ARE TO SOME DEGREE LEVERAGING THE MATERIALS THAT THEY HAVE BEEN GIVEN TO EXPOSE STUDENTS TO HIGH QUALITY TASKS, ON GRADE LEVEL TASKS, AND 50% OF THOSE CLASSROOMS ARE ACTUALLY BEING SEEN AT IMPLEMENTING AT A VERY HIGH LEVEL, WHICH MEANS A ROUTINE LEVEL.
YOU CAN TELL THE TEACHER IS USING THEM ON A REGULAR BASIS AND THE BENEFITS ARE SEEN IN STUDENT ENGAGEMENT AND THE OUTCOMES THAT WE'RE SEEING ON RENAISSANCE. THE LAST COUPLE OF SLIDES ARE JUST EARLY IMPACT SLIDES AS IT RELATES TO WHAT WE'RE SEEING AS A RESULT OF IMPLEMENTATION OF HIGH QUALITY INSTRUCTIONAL MATERIALS.
YOU CAN SEE HERE, BASED ON OUR RENAISSANCE PERFORMANCE METRICS, WE ARE SEEING IN MATH THAT FROM BEGINNING OF THE YEAR TO MIDDLE OF THE YEAR, THERE WAS ABOUT A 9% INCREASE IN THE PERCENTAGE OF THIRD GRADERS WHO WERE AT OR ABOVE BENCHMARK.
SO THAT 9% INCREASE AND IF YOU'RE LOOKING BACK TO 21-22, YOU CAN SEE AT MIDYEAR LAST YEAR WE WERE PERFORMING RIGHT ABOUT 54. SO I'M NOT TOUTING THIS AS A SUCCESS.
THIS IS SIMPLY AN EARLY INDICATION THAT THINGS ARE MOVING IN THE RIGHT DIRECTION.
THEY ACTUALLY HAVE TO GO FASTER THAN THE PACE OF OUR OTHER STUDENTS, AND THEN WHILE WE DO NOT HAVE HIGH QUALITY INSTRUCTIONAL MATERIALS IN READING, WE ARE ALSO MEASURING THE PROGRESS OF OUR STUDENTS JUST AS CLOSELY AS YOU CAN SEE HERE FROM BEGINNING OF YEAR TO MIDDLE OF THE YEAR.
ON OUR RENAISSANCE PERFORMANCE METRIC, THERE IS AN INCREASE 37% TO 42%, AND IF YOU COMPARE THAT TO LAST YEAR, MIDDLE OF THE YEAR, AGAIN, WE ARE SEEING SOME POSITIVE TRENDS AS IT RELATES TO STUDENT PERFORMANCE.
SO THAT CONCLUDES MY PRESENTATION.
THANK YOU FOR THE OPPORTUNITY TO SHARE.
PRESIDENT HERNANDEZ, I WILL TURN IT BACK OVER TO YOU.
WE ARE NOW READY FOR QUESTIONS OR COMMENTS FROM TRUSTEES.
WE'LL DO TWO ROUNDS OF TWO MINUTES EACH.
IF AN ADDITIONAL ROUND IS DESIRED, THAT CAN BE DONE WITH A MOTION SECOND AND BOARD VOTE.
THANK YOU, PRESIDENT HERNANDEZ, SUPERINTENDENT HOUSE FOR THE PRESENTATION.
DR. MATNEY I BELIEVE THE LET'S SEE.
ISN'T THERE A SCOPE AND SEQUENCE? SO THE INITIAL ANSWER TO THAT IS BECAUSE THIS IS A TEA INTERIM ASSESSMENT AND THAT'S WHAT THEY OFFER.
SO WE'RE FOLLOWING WHAT THEY HAVE FOR US, BUT THERE IS AND DR.
BIRD MAY WANT TO CHIME IN, BUT FROM THE ASSESSMENT SIDE, THERE IS VALUE INSTRUCTIONALLY TO HAVING SO IF YOU'VE GOT STUDENTS THAT ARE ALREADY MASTERING, EVEN IF IT HASN'T BEEN TAUGHT YET, THEN YOU KNOW HOW TO DIFFERENTIATE UP FROM THAT STANDPOINT, AND THEN AND SO IT DOES PROVIDE YOU SOME
[01:30:06]
DATA BUT THE, THE BASE ANSWER IS BECAUSE THAT'S WHAT IS OFFERED AT BEGINNING OF YEAR AND THE END OF YEAR INTERIM.OKAY. SO THEN MY FOLLOWING QUESTION, TWO QUESTIONS IS DOES EUREKA AND CARNEGIE DOES THE CURRICULUM ACCOUNT FOR THIS? SO YOU SAID THERE'S IMMEDIATE FEEDBACK.
SO AND YOU CAN IMMEDIATELY TAKE INTO ACTION.
DOES THE CURRICULUM IMMEDIATELY TAKE INTO EFFECT? LIKE WHAT? DR.
BIRD [INAUDIBLE] SO THIS IS THE TEA INTERIM ASSESSMENT THAT'S DIFFERENT THAN WHAT THEY WOULD GET IN THE CURRICULUM.
SO THIS IS GOING TO TELL THE TEACHER YOU NEED TO THE STUDENT IS NOT PERFORMING AT WHATEVER THIS TEK.
SO THEN THEY COULD GO BACK INTO THE CURRICULUM AND THEN WHEN THEY BECAUSE THE CURRICULUM IS DESIGNED TO SPIRAL TO INTRODUCE STUDENTS TO TEKS MULTIPLE TIMES A YEAR. SO IF IT'S, YOU KNOW, WHATEVER THE TEK IS ADDITION OF FRACTIONS OR WHATEVER, IF THAT'S THE AREA THAT THE STUDENT NEEDS TO FOCUS ON, THE TEACHER WOULD HAVE THAT INFORMATION FROM THIS INTERIM SO WHEN THEY HIT THAT AGAIN, THEY NEED TO THIS GROUP OF STUDENTS NEEDS MORE [INAUDIBLE] STANDARDIZED EUREKA LIKE THERE'S A SCOPE AND SEQUENCE.
YOU'RE SUPPOSED TO TEACH THIS, THIS DAY.
HOW ARE YOU ACCOUNTING FOR THE RETEACHING IF THERE IS LIKE A VERY LOCK STEP IMPLEMENTATION OF THIS? SO WE SAY GIVE OR TAKE A WEEK, TEACHERS COULD GET OFF THE PACE OF A WEEK BECAUSE, BUT THE CURRICULUM IS DESIGNED TO REPEAT TEKS MULTIPLE TIMES. SO IF A STUDENT DOESN'T MASTER IT THE FIRST TIME, THAT DOESN'T MEAN THEY HAVE TO STOP THE WHOLE CLASS AND TEACH THAT ONE BECAUSE THEY'RE GOING TO SEE IT MULTIPLE TIMES THROUGHOUT THE YEAR. RIGHT, BUT IF YOU MAKE A STUDENT FEEL LIKE A FAILURE, WHICH THIS IF YOU HAVEN'T TAUGHT THE TEKS BY THE IT'S IMPOSSIBLE TO TEACH ALL OF THE TEKS BY FALL, IT IS INCREDIBLY DIFFICULT TO MOTIVATE THEM TO WANT TO CONTINUE TO LEARN.
HOW ARE WE ACCOUNTING FOR THAT? THIS DATA IS REALLY FOR TEACHER USE.
IT'S NOT ACTUALLY, I DON'T THINK WE EVEN SHARE IT WITH STUDENTS.
THIS IS FOR THE TEACHER TO SEE, AND WE DO HAVE TO TELL THE TEACHER, YOU KNOW, WE HAVE TO OUR COACHES GO IN AND LOOK AT THE DATA REPORTS WITH THEM AND SAY LIKE, YOU DON'T HAVE TO WORRY THAT YOUR STUDENTS DIDN'T MASTER THESE BECAUSE YOU HAVEN'T TAUGHT THEM YET.
THIS IS SOME OF THEM MAY HAVE, BUT MOST OF YOUR CLASS DIDN'T.
THAT'S OKAY BECAUSE YOU HAVEN'T TAUGHT ANY OF THIS YET.
THIS IS GIVING YOU A PREDICTION.
IF YOU TOOK THE STAAR TEST TODAY, WHAT'S THE LIKELIHOOD YOU WOULD PASS? AT THE BEGINNING WE WOULDN'T EXPECT, [INAUDIBLE] SO YOU GIVE THIS IN THE FALL AND THEN YOU GIVE THIS AGAIN IN THE SPRING, RIGHT BEFORE THE STAAR TEST AGAIN.
SO YOU REALLY DON'T HAVE AN OPPORTUNITY TO GO BACK AND RETEACH ANYTHING THAT THEY ARE POTENTIALLY WEAK IN.
YOU DO BECAUSE THEY'RE GIVING THE NEW INTERIM WINDOW IS OPEN NOW, RIGHT? ISN'T IT OPEN? IT'S NOT OPEN NOW.
IT'S ABOUT TO BE OPEN. THERE'S ABOUT A MONTH IN BETWEEN.
TEA SETS THE WINDOWS TO ALLOW FOR THAT ADDITIONAL TIME OF RETEACH BEFORE THE ACTUAL STAAR ASSESSMENTS GIVEN, BUT IN ADDITION, IN BETWEEN THE INTERIM AND BETWEEN THE FIRST INTERIM AND THE SECOND INTERIM, THERE'S ALL THIS INSTRUCTION THAT TAKES PLACE.
THERE ARE INTERIM ASSESSMENTS WITHIN THE CURRICULUM PRODUCT THAT THE TEACHER WOULD USE FOR THEIR OWN PLANNING.
SO THIS IS JUST ONE, THIS IS A SNAPSHOT OF PERFORMANCE.
I JUST WANT TO CAUTION YOU ALL THAT TELPAS THE AP TEST, ALL THE TESTS THAT ARE GIVEN IN BETWEEN.
SO I'D CAUTION--I DON'T WANT TO SAY CAUTION.
I'D LIKE TO SUGGEST THAT MAYBE WE TAKE A A LOOK AT THE INSTRUCTIONAL TIME AND ACTUALLY MAXIMIZE IT.
THANK YOU. MY FIRST QUESTION IS, MR. SUPERINTENDENT, CAN YOU MODIFY THE MONITORING CALENDAR SO WE CAN MONITOR THESE GOALS IN AUGUST OR SEPTEMBER AT THE BEGINNING OF THE YEAR INSTEAD OF CLOSE TO THE END OF THE YEAR? WE DO, AT THE LOCAL LEVEL, HAVE THE ABILITY TO MAKE MODIFICATIONS TO THE CALENDAR.
I DON'T KNOW THAT I WOULD RECOMMEND DOING IT NOW, BUT IT IS SOMETHING FOR THE FUTURE FOR NEXT FOR US TO MONITOR THESE TWO GOALS FOR 2023. SO WE MONITOR THEM.
WE'LL TAKE A LOOK AT IT, SEE WHAT PROS AND CONS ARE THERE, AND BRING IT BACK TO THE BOARD TO TAKE A LOOK AT FOR GOAL ONE, WHICH POPULATIONS OF STUDENTS DID NOT MEET THE TARGET FOR THE GROUP AND WHY? DR. MATNEY. I'M SORRY, TRUSTEE DEIGAARD, WOULD YOU REPEAT YOUR QUESTION? GOAL ONE.
WHICH POPULATIONS OF STUDENTS DID NOT MEET THE TARGET FOR THEIR GROUP AND WHY? SO HERE ARE THE POPULATION.
[01:35:01]
THE GOAL ONE SPECIFICALLY FOR READING THE GROUPS OF STUDENTS THAT DID NOT MEET IT ARE HISPANIC, ASIAN AND OUR CURRENTLY IDENTIFIED ENGLISH LEARNERS. THEY DID NOT MEET THE TARGET.YOU CAN SEE HERE, LIKE FOR EXAMPLE, HISPANIC WAS 41, THE TARGET WAS 42 SO SLIGHTLY UNDER .
THE WHY CAN VARY AMONG CAMPUSES EVEN.
MR. SUPERINTENDENT, WHAT ARE YOU DOING DIFFERENTLY FOR THESE POPULATIONS TO GET DIFFERENT RESULTS THIS YEAR? DR. BIRD, WILL YOU SHARE SOME OF THE ADJUSTMENTS THAT ARE BEING MADE IN REFERENCE TO THE.
SURE. SO THAT IS WHY WE HAVE THOSE OTHER ASSESSMENTS, THE INTERIM ASSESSMENTS, THE CURRICULUM, FORMATIVE ASSESSMENTS, SO THAT TEACHERS CAN ADJUST THEIR PACING AND ADJUST WHAT INTERVENTIONS THEY ARE PROVIDING FOR STUDENTS BASED ON CURRENT REAL TIME DATA SO THEY GET TEACHERS CAN ACCESS WHICH GROUPS ARE DOING WELL, WHICH GROUPS ARE NOT DOING WELL IN THEIR CLASSROOM AND THAT REALLY IS THE PURPOSE OF ALL OF THESE, NOT THIS, BUT ALL THE ASSESSMENTS THAT THE INTERIM ASSESSMENT AS WELL AS THE CURRICULUM ASSESSMENT, THOSE ARE REALLY FOR TEACHER DATA SO THAT THEY CAN MAKE ADJUSTMENTS TO INSTRUCTION TO IMPROVE OUTCOMES.
CAN I JUST ADD TO THAT? IT'S CROSS FUNCTIONAL AND CROSS DEPARTMENTAL.
SO WHEN YOU'RE THINKING ABOUT SOME OF THESE OUTCOMES, YOU ALSO HAVE TO LOOK AT TEACHER PERFORMANCE.
SO PRINCIPALS WERE ABLE TO LOOK AT THE FEEDBACK THAT THEY'RE GIVING PRINCIPALS.
IS THAT YIELDING AN IMPACT? SO WE CAN TRIANGULATE THIS DATA WITH THE WAY TEACHERS ARE GETTING EVALUATED AND COACHED.
SO I'D SAY THAT'S ANOTHER WAY.
IN JANUARY, WE WORKED WITH ALL OF OUR PRINCIPALS TO LOOK AT VARIOUS DATA SOURCES AND TO COME UP WITH A PLAN OF ACTION FOR HOW THEY MIGHT REARRANGE TIME, PEOPLE AND MONEY FROM JANUARY UNTIL THE END OF THE YEAR TO BE ABLE TO WHERE THERE ARE DEFICIENCIES IN THE DATA, TO BE ABLE TO, YOU KNOW, HAVE A PLAN MOVING FORWARD FOR THE SECOND HALF OF THE YEAR, AND I APPRECIATE THAT, BECAUSE I WAS GOING TO GET TO MY QUESTION ABOUT HIGH QUALITY INSTRUCTIONAL TIME, RIGHT? IT'S LIKE THE PD ONLY MATTERS IF THEY HAVE THE PERSON GETTING PD.
HOW ARE YOU USING THIS DATA TO ADJUST BUDGET RECOMMENDATIONS? FOR EXAMPLE, ON THE FIRST PAGE OF THE STRATEGIC PLAN, YOU SAY YOU'RE INVESTING IN THE THINGS THAT MATTER MOST.
SO WHAT IS THAT GOING TO LOOK LIKE? I CAN ADDRESS THAT POTENTIALLY.
SO WE'RE ACTUALLY CURRENTLY IN THAT CYCLE OF WORK.
WE JUST HAD OUR PRINCIPALS IDENTIFY THEIR GOALS RELATED TO THE THE BOARD GOALS IN A REAL SPECIFIC AND NUANCED TO THEIR INDIVIDUAL CAMPUSES.
WHAT ARE YOUR PRIORITIES AND BIG ROCKS THAT WILL HELP YOU HIT YOUR GOAL? AND THEN HOW WILL YOU NOW TAKE YOUR BUDGET AND ALIGN IT TO THOSE GOALS? NOT JUST BUDGET THOUGH.
IT'S ALL THREE OF THOSE THINGS TOGETHER.
HOW WILL YOU ALIGN TIME, PEOPLE AND MONEY NEXT YEAR TO MATCH YOUR GOALS? SO AND THAT'S A CYCLE THAT I WANT TO CONTINUE YEAR OVER YEAR WITH PRINCIPALS.
ACTUALLY, IT'S REALLY JUST MONEY BECAUSE MONEY IS WHAT ALLOWS YOU TO ACCESS TIME AND TALENT.
YES. YEAH, BUT I HEAR WHAT YOU'RE SAYING AND I APPRECIATE IT.
SO WHICH ESSER INVESTMENTS HAVE DEMONSTRATED RESULTS AND WHICH HAVEN'T? OH, GOODNESS. DO YOU WANT TO START [INAUDIBLE]? SURE. SO WHICH ESSER--YOU SAID WHICH ESSER INVESTMENTS HAVE DEMONSTRATED? YEAH. SO I THINK WE'VE SPENT A GREAT DEAL OF ESSER DOLLARS ON TUTORING OPPORTUNITIES FOR SMALL GROUP INSTRUCTION FOR TEACHERS.
THOSE, YOU KNOW, ARE YIELDING RESULTS AND WE'LL CONTINUE TO THAT HELPS ACCELERATE THE LEARNING AND CLOSE SOME GAPS FOR STUDENTS WHO'VE HAD SOME GAPS FROM THE NOT ONLY THE PANDEMIC, BUT JUST HAD GAPS IN GENERAL.
THAT'S THE LARGEST PORTION OF OUR ESSER DOLLARS THAT WE'VE INVESTED IN ACADEMICS ARE TUTORING AND THEN SOME INTERVENTION PRODUCTS, AND WE'RE LOOKING AT THOSE INTERVENTION PRODUCTS AND REALLY ALIGNING THE PRODUCTS THAT WE'RE MAKING AVAILABLE FOR NEXT YEAR BASED UPON DATA THAT WE'RE GATHERING THIS YEAR FOR WHAT GROUPS OF STUDENTS ARE DOING WELL AND WHAT GROUPS OF STUDENTS ARE AND WHICH ONES ARE NOT MEETING THE MARK.
SO WE ARE EVALUATING THAT CONSTANTLY AND MAKING DECISIONS NEXT YEAR.
HOW WE'RE GOING TO SPEND ESSER DOLLARS NEXT YEAR BASED UPON SOME DATA THAT WE'RE GETTING BACK.
SO AM I HEARING CORRECTLY THEN THAT YOU ARE LOOKING AT THIS DATA TO ADJUST YOUR INVESTMENTS [INAUDIBLE] THE THIRD YEAR OF ESSER DOLLARS? CORRECT. I APPRECIATE HEARING THAT.
ON THE STRATEGIC PLAN UPDATE SLIDES, THE SUB COMMITMENTS.
SO THESE ARE JUST FOR THE RISE CAMPUSES.
SO WHAT ABOUT OUR STRUGGLING STUDENTS WHO AREN'T AT RISE CAMPUSES? SO I'M GLAD YOU ASKED THAT QUESTION BECAUSE AS I TALKED A LITTLE BIT ABOUT THIS EARLIER IN THE WEEK WITH CABINET, NONE OF THE THINGS THAT YOU SEE ON THIS LIST SHOULD
[01:40:02]
BE ISOLATED JUST TO RISE CAMPUSES.THESE ARE THINGS THAT WE SHOULD BE DOING ACROSS EVERY CAMPUS IN HISD.
THE DIFFERENCE IS THE LEVEL OF INTENSITY.
SO, YOU KNOW, A SCHOOL MAY GET SOME SUPPORT FROM SEAN'S TEAM AND ACADEMICS, BUT THE RISE SCHOOL, THE LEVEL OF INTENSITY, THE FREQUENCY OF VISITS, THE INVESTMENT FROM OTHER DEPARTMENTS IS JUST DEEPER AND SO THAT'S PART OF THE ANSWER.
THE OTHER SIDE OF THAT IS IN EACH OF THE SCHOOLS OFFICES, WHETHER IT'S A RISE SCHOOL OR NOT, WE ARE TIERING SCHOOLS AND EACH SCHOOL OFFICER, EACH ASSISTANT SUPERINTENDENT, WE'RE LEARNING FROM SOME OF THIS WORK, BUT THEY'RE ALSO PROVIDING MORE INTENSE SUPPORT TO THE SCHOOLS WITHIN THEIR PORTFOLIO OF SCHOOLS THAT NEED THE ADDITIONAL SUPPORT, TOO.
OKAY, AND THEN THIS INCREASING INVESTMENT.
THOSE ARE THE BIG ROCKS [INAUDIBLE].
YEAH. OKAY. HOW ARE YOU MONITORING THE IMPLEMENTATION AND IMPACT OF THE STRATEGIES YOU'VE LISTED HERE? SO THOSE WERE THE LEADING INDICATORS THAT I SPOKE TO EARLIER.
WE LOOK WEEKLY AT VACANCY LEVELS AT EACH OF THESE SCHOOLS.
ANYTIME THERE'S A PROFESSIONAL DEVELOPMENT, WE'RE CONSTANTLY NOT ONLY GETTING PRINCIPAL OR TEACHER PERCEPTION, BUT WE WANT TO GO WALK THE CAMPUS TO SEE IF THE IMPACT IS HAPPENING IN THE CLASSROOM.
SO THERE ARE VARIOUS MEASURES AND WAYS IN WHICH WE'RE TRYING TO MONITOR THESE THINGS.
WATTS, ONE OF THE ADDITIONAL PROJECTS OR INITIATIVES THAT WE'RE SPEARHEADING AROUND PROGRESS MONITORING ACTUALLY IS A PARTNERSHIP WITH MCKINSEY, THE CONSULTING FIRM WE'VE BEEN WORKING WITH THEM OVER THE PAST SIX MONTHS THROUGH TO ACTUALLY BECOME MORE SOPHISTICATED AROUND WHAT WE'RE MONITORING, HOW WE'RE MONITORING THE DASHBOARDS THAT ARE BEING BUILT OUT. SO THAT WORK IS ALREADY HAPPENING, BUT REALLY OVER THE PAST SIX MONTHS, WE'VE BEEN DOUBLING DOWN ON THAT.
IN FACT, JUST A COUPLE OF WEEKS AGO, WE BROUGHT IN ALL OF THE TIER LEADERS.
THE SUPERINTENDENT CAME IN AND SAT DOWN WITH THEM TO FIND AREAS OF INTERSECTION AND COLLABORATION BETWEEN DIFFERENT DEPARTMENTS, AND WE'RE ALREADY SEEING EVEN IN OUR IN OUR CABINET REPORTING MECHANISMS, EVERY CABINET MEETING.
WE ACTUALLY START OFF BY LOOKING AT THIS, ALIGNING IT ALL TO THE BOARD GOALS, LOOKING AT THE PROGRESS MEASURES, REPORTING OUT, FINDING PROBLEMS OF PRACTICE AND WORKING COLLABORATIVELY, BECAUSE TO DR.
I DON'T REALLY UNDERSTAND THESE SUB COMMITMENTS.
LIKE I GUESS THESE SUB COMMITMENTS ARE THE PREVIOUS PAGE AND OKAY, NEVER MIND THEM.
ALL RIGHT, I'M GOOD. THANK YOU.
OKAY. SO LOOKING AT SLIDE FOUR, I'M REALLY ENCOURAGED THAT WE GREW 14 PERCENTAGE POINTS IN ONE YEAR. GRANTED, WE STARTED VERY FAR BEHIND BECAUSE OF THE PANDEMIC.
SO I HOPE TO CONTINUE TO SEE THIS AMOUNT OF GROWTH OVER THE COURSE OF THE NEXT YEAR.
SO LOOKING AT THE SUPERINTENDENT'S RESPONSES, UM, AND THIS IS ON READING, SO I WANT TO MAKE SURE I UNDERSTAND OR WHERE DID I SEE THAT? THE IMPLEMENTATION OF THE HIGH QUALITY INSTRUCTIONAL MATERIALS, IT STARTED THIS YEAR, CORRECT? FOR READING, IT'S ON SIX CAMPUSES.
AMPLIFY TEXAS IS IN SIX CAMPUSES.
NEXT YEAR IT WILL GO UP TO 40, WHICH ARE THE SAME 40 THAT ARE IMPLEMENTING EUREKA MATH RIGHT NOW.
SO WE DEFINITELY CAN'T ATTRIBUTE HIGH QUALITY INSTRUCTIONAL MATERIALS TO A 14 POINT JUMP ON READING.
NO, BUT WHAT YOU CAN SOME OF WHAT YOU CAN ATTRIBUTE TO IS THAT THE DISTRICT HAS BEEN ENGAGED IN SYSTEMATIC PHONICS INSTRUCTION IN EARLY GRADES FOR THE LAST COUPLE OF YEARS, AND THAT I THINK, IS HELPFUL, AND THE SCIENCE OF TEACHING READING, THE READING ACADEMIES THAT TEACHERS HAVE BEEN ENGAGED WITH ALSO ARE PROBABLY SOME THERE'S PROBABLY SOME CORRELATION TO THAT.
SO MR. HOUSE, WOULD YOU LIKE HOW CONFIDENT ARE YOU THAT THIS AMOUNT OF GROWTH WILL CONTINUE BECAUSE OF THE PHONICS AND BECAUSE OF THE
[01:45:10]
READING ACADEMIES? WE THINK THEY'RE RESEARCH BASED BEST PRACTICES AND WE WANT TO CONTINUE THEM.WE THINK WE'RE YIELDING RESULTS BECAUSE OF THESE THINGS AS WELL AS OTHER SUPPORTS, AND WE EXPECT THAT WE'LL SEE CONTINUED GROWTH OF THIS BANNER.
OKAY. THANK YOU, AND I LOOK FORWARD TO SEEING THAT, AND I HOPE THAT WHEN THE TEAM OF TEN REVISITS OUR GOALS NEXT YEAR, THAT WE REALLY REACH HIGH FOR OUR STUDENTS AND HAVE THE HIGHEST EXPECTATIONS.
LOOKING AT SLIDE SIX, SO IT LOOKS LIKE EVEN THOUGH THE SOME OF THE STUDENT GROUPS DIDN'T MEET THE TARGET, THERE WAS STILL QUITE A BIT OF A JUMP, RIGHT, IN TERMS OF ACHIEVEMENT, WHICH IS ENCOURAGING.
UM, WHAT IS AND I'M TRYING TO, TO FIGURE THIS OUT.
WHEN I LOOKED AT THE ACCOUNTABILITY REPORT IN AUGUST AND IT HAD SCHOOL BY SCHOOL DATA, THERE WERE SOME SCHOOLS THAT IN DOMAIN ONE IN ACHIEVEMENT, WHICH IS WHAT WE'RE LOOKING AT IN THE SCHOOL, WENT FORWARD QUITE A BIT AND THERE WERE OTHER SCHOOLS THAT WENT BACKWARD QUITE A BIT, AND WE LOOK AT IT AS AN AGGREGATE, IT DOESN'T TELL THAT STORY.
SO JUST WONDERING HOW TO RECONCILE THAT.
LIKE, ARE YOU ALL SEEING THE SAME THING AND MAYBE EXPLAIN WHY.
IS THAT A STATEMENT, AS YOU INDICATED, OR IS THAT A QUESTION? A QUESTION. OKAY.
MATNEY. ABSOLUTELY, SO THIS IS ONLY THIRD GRADE READING.
YEAH, THANK YOU, TRUSTEE HERNANDEZ.
I HAVE A QUESTION ABOUT 26 AND 27 SLIDES, AND MY QUESTION IS BECAUSE THERE'S VERY LITTLE SEEMS TO BE VERY LITTLE DIFFERENCE BETWEEN THE PILOT AND NON PILOT EXAMPLE.
SO WHAT CONFIDENCE DO YOU HAVE IN THIS HIGH QUALITY INSTRUCTIONAL MATERIAL WHEN THE PILOT AND THE NON PILOT ARE STILL BELOW AND STILL AND NOT THAT DIFFERENT? YES, THANK YOU FOR THE QUESTION.
SO I THINK A COUPLE OF THINGS.
ONE IS THE FIRST YEAR OF IMPLEMENTATION, SO TEACHERS ARE GETTING USED TO THAT.
THEY'RE GETTING USED TO THEY'RE GETTING THE RHYTHM OF OF IMPLEMENTING THIS AND THEY'RE LEARNING A NEW CURRICULUM, AND TWO THE SCHOOLS IN RISE TYPICALLY THEY HAVE TRADITIONALLY UNDERPERFORMING.
THEY'RE TRADITIONALLY UNDERPERFORMING SCHOOLS.
SO THE DISTANCE THEY HAVE TO GO IS GREATER IN THE FIRST PLACE.
SO YOU DO HAVE TO ACCOUNT FOR THAT AT THE OUTSET OF THE DATA.
SO I BELIEVE AND THERE'S NATIONAL DATA THAT SUPPORTS THAT SCHOOLS THAT CONTINUE IMPLEMENTING THESE PRODUCTS, THEY DO SEE GAINS OVER TIME BUT YOU KNOW, IT DOES TAKE SOMETIMES THERE IS AN IMPLEMENTATION DIP THE FIRST YEAR, SOME SCHOOLS, THEY WILL STILL SEE INCREASES IN ACHIEVEMENT EVEN FOR THE FIRST YEAR, BUT IT COULD TAKE TIME FOR OTHER SCHOOLS.
SO IT'S A MATTER OF STAYING THE COURSE.
I DON'T SEE ANYONE ELSE IN THE QUEUE FOR ROUND ONE, SO I WILL GO.
WE SAW AN 11% INCREASE IN MATH AND READING AND TAPR REPORT.
DO WE EXPECT THAT THIS TO REPEAT ITSELF FOR THE 2022-2023 SCHOOL YEAR? WHY OR WHY NOT? IT'S DEFINITELY THE HOPE AND EXPECTATION IS TO, AGAIN, AS WE'VE DISCUSSED, TAKE A CLOSE LOOK AT WHAT'S WORKING AND WHAT PRACTICES THAT WE ARE FOCUSED ON.
I THINK DR. WATTS SAID IT CLEARLY.
SO WE DEFINITELY WANT TO CONTINUE WITH THESE PRACTICES WITH THE EXPECTATION THAT THEY'LL YIELD ADDITIONAL RESULTS AND RISE SCHOOLS AND NON RISE SCHOOLS. OKAY, DO WE THINK THAT WILL BE THE CASE FOR ACROSS OTHER GRADE LEVELS, TOO, AND NOT JUST THIRD GRADE? THAT'S THE HOPE.
MY OTHER QUESTION WAS ABOUT THE HIGH INSTRUCTIONAL MATERIALS.
[01:50:03]
I SEE THAT WE HAVE A HIGH INSTRUCTIONAL MATERIALS FOR MATH AND THAT THERE'S A WHOLE CHART ABOUT THE IMPACT OF IT BUT I DON'T SEE THAT FOR READING.ARE WE SAYING THAT RENAISSANCE IS NOT A HIGH QUALITY INSTRUCTIONAL MATERIAL? WELL, RENAISSANCE IS THE INSTRUMENT WE'RE USING TO MEASURE IT.
SO THE DISTRICT CURRICULUM IS WE HAVE AMPLIFY AT SIX CAMPUSES.
THEN WE HAVE THE REGULAR DISTRICT CURRICULUM.
I THINK YOU SEE IF YOU GO TO THAT READING SLIDE, YOU DO SEE SOME IMPROVEMENTS IN READING, EVEN THOUGH THERE'S NOT NECESSARILY THE IMPLEMENTATION OF HQIM YET, BUT IN PART BECAUSE YOU HAVE KIDS THAT ARE IN-PERSON INSTRUCTION, THEY'RE CLOSING GAPS FROM WHEN THEY WERE YOUNGER STUDENTS IN THE PANDEMIC AND TRYING TO LEARN HOW TO READ ON A COMPUTER SCREEN. SO YOU'RE GOING TO I THINK IT'S ALMOST IT MAKES SENSE THAT YOU WOULD SEE ACCELERATION IN READING EVEN WITHOUT THE IMPLEMENTATION OF A NEW CURRICULUM PRODUCT. SO ARE WE NOT TRACKING AMPLIFY LIKE WE ARE TRACKING EUREKA AND CARNEGIE? WE ARE, BUT IT'S ONLY IN SIX CAMPUSES AND THEY'RE NOT ALL RISE.
YEAH, NEXT YEAR WE'LL HAVE MORE DATA ON THAT.
SO WILL THE DISTRICT BE COMPARING THE TWO DATA SETS OF TEACHERS, THOSE WHO ARE USING EUREKA WITH FIDELITY AND THOSE WHO ARE NOT? YES. SO LET ME JUST TALK ABOUT THAT SLIDE FOR JUST A SECOND.
IN ALL THE CLASSROOMS WE OBSERVE, THEY'RE USING IT. SOME WITH BETTER FIDELITY THAN OTHERS, AND SO WHAT WHAT WE USE THAT DATA FOR IS REALLY FOR US TO SEE LIKE WE NEED TO TRAIN.
WE NEED TO SUPPORT SOME TEACHERS DIFFERENTLY AND USING THE MATERIALS.
SO AND THIS IS AGAIN A SNAPSHOT.
WE GO IN THREE TIMES A YEAR AND LOOK.
SO THIS IS A SLICE OF TIME. THAT DOESN'T MEAN THAT ON THE NEXT DAY THAT TEACHER MIGHT BE MORE THEY MIGHT BECAUSE THEY'RE DOING THEY'RE CONSTANTLY MEETING IN PLC GROUPS.
THEY'RE CONSTANTLY RECEIVING COACHING FROM THAT.
IT'S JUST BY THE RUBRIC THAT WE HAVE, WHICH IS A VERY HIGH BAR TO GET TO SKILLFUL FIDELITY.
THERE ARE PEOPLE THAT ARE DOING QUITE WELL.
THEY'RE JUST NOT THEY DIDN'T MEET THE HIGH BAR OF SKILLFUL FIDELITY.
OKAY. UM, AND THEN YOU ALSO DR.
MATNEY, YOU MENTIONED, I BELIEVE IT WAS YOU, UM, THERE'S THREE ACE CAMPUSES.
THERE'S 6% DECREASE IN BEHAVIOR OR DR.
WATTS, CAN YOU JUST SPEAK A LITTLE BIT MORE ABOUT THAT AND WHAT YOU THINK IS THE REASON FOR THAT? ABSOLUTELY. THANK YOU FOR THE QUESTION.
AS IT WAS LISTED ON THE SLIDE, WE'RE PROVIDING LOTS OF INPUTS TO THOSE SCHOOLS.
I THINK IF YOU GO BACK A COUPLE OF MORE FORWARD DIFFERENT PARTNERSHIPS, DIFFERENT WORK WITH COUNSELORS, SOCIAL WORKERS, WRAPAROUND SPECIALISTS, ALL OF THOSE THINGS ATTRIBUTE TO A DECREASE.
I WILL SAY THAT IN SEPTEMBER I WAS ALSO ABLE TO LAUNCH A PROFESSIONAL DEVELOPMENT WITH OUR RISE PRINCIPALS AROUND PUTTING APPROPRIATE STRUCTURES AND SYSTEMS AND EXPECTATIONS IN PLACE, PRACTICING THOSE WITH TEACHERS, THE ROLLOUT BEING DONE IN AN EXEMPLARY WAY SO THAT EVERYBODY COULD BE SINGING FROM THE SAME PAGE AND TEACHERS WOULDN'T HAVE VARYING LEVELS OF UNDERSTANDING AROUND EXPECTATIONS FOR STUDENTS.
I THINK IT'S A COMBINATION OF ALL OF THOSE THINGS THAT ARE YIELDING IMPROVEMENT IN THOSE SCHOOLS.
THANK YOU. I LOVE TO SEE THAT AND HOPEFULLY THAT GETS REPLICATED THROUGHOUT THE DISTRICT.
SO I JUST WANTED A LITTLE BIT OF MORE CLARITY AND EXPLANATION ON THE STAAR INTERIM ASSESSMENT.
THE EXAMPLES YOU SHARED ARE VERY GRANULAR AT THE TEACHER LEVEL.
SO IS THIS ALSO DATA THAT YOU ALL ARE USING AT THE DISTRICT LEVEL? WE ARE JUST TO KNOW WHERE WE NEED TO ADD ADDITIONAL SUPPORTS.
SO LIKE FROM THE STUDENT ASSESSMENT SIDE, OUR DATA DRIVEN INSTRUCTIONAL SPECIALISTS GO OUT WITH THE CURRICULUM IMPLEMENTATION COACHES SO WE KNOW WHERE TO GO AND HAVE THOSE CONVERSATIONS. IF WE SEE LARGE TRENDS OVER THE COURSE OF A CAMPUS AND THEN WE REALLY ARE WORKING AND TRAINING THEM ON THE USE OF THESE SINCE THIS
[01:55:07]
WAS THE FIRST TIME THAT WE TOOK THIS TEA INTERIM ASSESSMENT.SO WE WENT OUT AND MADE SURE THAT CAMPUS STAFF KNEW WHAT EVEN THEY HAVE ACCESS TO.
WHAT ARE THEY LOOKING AT? WHAT ARE THEY? SO REALLY, IT WAS ABOUT THE USAGE AND BEING ABLE TO RESPOND TO THESE THINGS, BUT I KNOW THAT YOU ALL USE IT IN A LITTLE BIT DIFFERENT WAY.
MY HOPE IS THAT THIS DATA IS USED BY TEACHERS TO IMPROVE THEIR INSTRUCTIONAL PRACTICE.
THAT'S REALLY WHAT THIS IS FOR.
THIS DOES YES, THIS GIVES YOU A SNAPSHOT OF WHERE KIDS ARE.
SO DO WE KNOW IF TEACHERS ARE USING THIS DATA? SO THERE ARE PROTOCOLS FOR THEIR PLC MEETINGS THAT THEY LOOK AT THIS.
THEY USE MULTIPLE DATA POINTS TO LOOK AT.
OKAY, I JUST I'M LIKE, I THINK IT'S NO SURPRISE I'M DATA DRIVEN.
I LIKE TO SEE HOW OUR STUDENTS ARE DOING.
BUT I AM CONCERNED THAT, YOU KNOW, WE TOOK AWAY ASSESSMENTS AND THEN WE JUST ADDED OTHER ONES, LIKE HOW DO WE BALANCE THAT TO MAKE SURE WE'RE NOT OVER ASSESSING OUR STUDENTS? AND ALSO THIS IS AN OPPORTUNITY FOR ESPECIALLY THIS YEAR.
THIS IS AN OPPORTUNITY FOR STUDENTS TO SEE THE STAAR 2.0 LIKE ITEMS. THIS WAS KIND OF A PRACTICE OPPORTUNITY FOR THEM TO SEE THAT.
SO THAT'S ANOTHER REASON THAT WE WANTED TO SHIFT TO THIS ASSESSMENT THIS YEAR.
SO THANK YOU FOR THAT, AND THEN MY LAST QUESTION, AND CHIEF WATTS, YOU BROUGHT THIS UP, YOU WERE SAYING THAT THIS SHOULDN'T BE DONE IN ISOLATION, RIGHT, JUST AT RISE CAMPUSES, AND WE KNOW THAT CERTAIN GROUPS OF STUDENTS AND SCHOOLS NEED MORE INTENSITY.
HOW CAN WE SCALE THIS TO OTHER CAMPUSES? BECAUSE OBVIOUSLY, WE KNOW WE HAVE GROUPS OF STUDENTS WITH HIGH NEED ACROSS OUR DISTRICT.
SO JUST CURIOUS WHAT THAT COULD LOOK LIKE, AND OBVIOUSLY, I KNOW THAT REQUIRES MORE CAPITAL, RIGHT? MORE PEOPLE. A STRONG PLC WITH THE ASSISTANT SUPERINTENDENTS, SCHOOL SUPPORT OFFICERS AND PRINCIPALS BECAUSE THE VISION IS THAT THEY ARE LEARNING FROM ONE ANOTHER AND NOT WORKING IN ISOLATION, AND THAT'S ONE OF THE THINGS THAT I THINK I HAVE BEEN SUCCESSFUL AT.
IT WOULD BE VERY HARD TO MEASURE THAT, BUT WE HAVE SESSIONS AT SCHOOL SITES WHERE THERE ARE CROSS.
EVEN IF THE SSO WAS ASSIGNED TO THAT SCHOOL, MAYBE THE ASSISTANT SUP AND THE SSO FROM ANOTHER SCHOOL IS WITH THEM SO THAT THEY ARE LEARNING AND THERE'S CROSS-POLLINATION OF IDEAS THAT ARE ALWAYS HAPPENING.
WHEN WE MEET TOGETHER, WE EVEN MEET WITH THE ACADEMICS DEPARTMENT AGAIN TO CREATE A COHERENT WAY AND A CROSS COLLABORATIVE WAY TO LEARN FROM ONE ANOTHER TO BEST SERVE OUR SCHOOLS. IT'S NOT A PERFECT SCIENCE.
IT'S A LITTLE MESSY, BUT THERE ARE EFFORTS TO LEARN WHAT IS WORKING AND CODIFY THAT SO THAT IT CAN BE REPLICATED, BECAUSE I DO NOT BELIEVE THAT WE SHOULD BE RELYING ON A TURNAROUND PRINCIPAL THAT MIGHT BE AT A SCHOOL FOR A YEAR OR TWO, AND THEN WHEN THAT PRINCIPAL LEAVES, ANOTHER PRINCIPAL COMES AND THEN WE'RE TURNING AROUND THE SCHOOL AGAIN.
OKAY. THANK YOU FOR THAT EXPLANATION, AND I DO HAVE I DID SAY ONE MORE QUESTION, BUT SO LOOKING AT THE Q&A AND THE INVESTMENTS THAT ARE BEING MADE AND OBVIOUSLY THIS THIS TAKES MORE INVESTMENT, RIGHT? AND OUR STUDENTS NEED THAT.
HOW LONG WILL RISE CAMPUSES HAVE THESE INVESTMENTS AND THEN HOW DO WE SUSTAIN THAT IN THE LONG TERM? ABSOLUTELY. THANK YOU FOR THAT QUESTION, BECAUSE THAT'S ONE THAT WE'RE BEGINNING TO DIVE INTO.
SO MY COMMITMENT TO THOSE SCHOOLS IS THAT IT WOULD BE A MINIMUM OF THREE YEARS.
SO THE FIRST TWO YEARS IS TO SEE IF A SCHOOL CAN ACHIEVE DESIRED OUTCOMES TWO YEARS IN A ROW.
THE THIRD YEAR WOULD BE AN OPPORTUNITY TO BEGIN TO PULL BACK ON THE RESOURCES TO SEE IF THEY CAN SUSTAIN WITH SOME THINGS MISSING FROM THE EQUATION AROUND SUPPORTS, AND THEN IN THAT, IF IF A SCHOOL PROVES OVER THREE CONSECUTIVE YEARS THAT IT IS BAKED INTO THE DNA OF THE WAY THE SCHOOL OPERATES, THE BEST PRACTICES, THE USE OF CURRICULUM, THE MASTER SCHEDULE, IF THEY CAN PROVE OVER THREE YEARS, THEN I WOULD FEEL CONFIDENT ABOUT SAYING THAT THEY'RE NO LONGER A RISE SCHOOL, BUT AT A MINIMUM, THREE YEARS.
I DON'T SEE ANYONE ELSE IN THE QUEUE, SO WE WILL NOW MOVE TO ACCEPT THE PRESENTATION GIVEN TO US.
[02:00:04]
MAY I HAVE A MOTION? IS THERE A SECOND? WE HAVE A MOTION BY TRUSTEE GUIDRY AND A SECOND BY TRUSTEE ALLEN.VOTING IS CLOSING MOTION PASSED EIGHT IN FAVOR, ZERO ABSTENTION AND ZERO OPPOSED.
NEXT, WE WILL ADDRESS ANOTHER DISCUSSION AND REPORT ITEM.
ACCEPTANCE OF PRESENTATION OF EQUITY PROJECT RESEARCH FINDINGS.
SUPERINTENDENT HOUSE, YOU HAVE THE FLOOR.
WE KNOW THERE WERE SOME UNFORTUNATE [INAUDIBLE] THIS PAST WEEK.
SO WE'RE GOING TO TURN IT OVER TO DR.
[INAUDIBLE] AND OUR FRIENDS AT HERC.
WE APPRECIATE THE HARD WORK THAT YOU GUYS HAVE FOCUSED ON [INAUDIBLE] HAVE AN INFORMATIVE OPPORTUNITY FOR HISD TO REALLY LEARN FROM AND BUILD ON AS A PART OF THIS STRATEGIC PLAN. DR. [INAUDIBLE].
THANK YOU, AND BY THE WAY, PLEASE FEEL FREE TO CALL ME COREY [INAUDIBLE].
SO MY NAME IS COREY [INAUDIBLE].
I'M THE ASSOCIATE DIRECTOR OF HISD RESEARCH WITH THE HOUSTON EDUCATION RESEARCH CONSORTIUM, WHICH IS A RESEARCH CENTER AT THE KINDER INSTITUTE FOR URBAN RESEARCH AT RICE UNIVERSITY. TODAY, I'M GOING TO TALK TO YOU.
THERE WE GO. ALL RIGHT, SO BEFORE I GET INTO THAT, I JUST WANTED I THINK MOST OF YOU OR SOME OF YOU ARE FAMILIAR WITH AT LEAST SOMEWHAT FAMILIAR WITH WHAT HERC DOES, BUT FOR THOSE OF YOU THAT ARE LESS FAMILIAR, I WANTED TO JUST GIVE YOU A LITTLE BIT OF AN IDEA OF WHAT WE DO AND HOW WE DO IT AND SORT OF WHY I'M HERE TALKING TO YOU NOW.
SO HERC IS WHAT'S CALLED A RESEARCH PRACTICE PARTNERSHIP.
SO BY TRADITIONAL WAY, I MEAN, WE PICK A TOPIC THAT WE'RE INTERESTED IN.
WE DO RESEARCH ON THAT TOPIC, WE WRITE A JOURNAL ARTICLE AND IT SITS ON A SHELF IN AN ACADEMIC JOURNAL AND THEN THAT'S PROBABLY ABOUT IT, RIGHT? WE PREFER TO WORK IN VERY CLOSE COLLABORATION WITH HISD, A VARIETY OF DEPARTMENTS IN HISD, HISD LEADERSHIP TO TRY OUR BEST TO DO RESEARCH THAT IS TIMELY AND RELEVANT TO THE DISTRICT AND HOPEFULLY PROVIDE ACTIONABLE RESEARCH, ACTIONABLE FINDINGS THAT THEY CAN ACTUALLY USE TO DO THEIR JOBS BETTER.
THAT'S OUR GOAL. HERC'S BEEN AROUND SINCE 2011, AND WHEN WE FIRST STARTED OUT, OUR FIRST PARTNER AND OUR ONLY PARTNER AT THE TIME WAS HISD, AND OVER THE LAST FEW YEARS WE'VE BEEN SCALING UP REGIONALLY, AND SO NOW WE WORK WITH 11 HOUSTON AREA SCHOOL DISTRICTS, AND AGAIN, I'M HAPPY TO ANSWER ANY QUESTIONS AT THE END ABOUT HOW WE DO OUR WORK WITH THE DISTRICT, BUT ONE THING I JUST WANTED TO SAY BEFORE WE DIG INTO THE EQUITY PROJECT IS THAT ALL THE RESEARCH THAT WE DO ON BEHALF OF THE DISTRICT OR IN COLLABORATION WITH THE DISTRICT IS ENTIRELY FREE.
THAT'S BY DESIGN. WE NEVER CHARGE FOR IT.
SO AS I MENTIONED, I'M HERE TO TALK A LITTLE BIT ABOUT THE EQUITY PROJECT.
AS I SAID, THIS IS A MULTI YEAR PROJECT.
WE WORKED WITH A VARIETY OF DEPARTMENTS IN EACH HISD.
WHEN WE WERE FIRST IN EARLY COMMUNICATIONS WITH HISD ABOUT DOING THIS PROJECT, IT BECAME VERY CLEAR THAT ONE OF THE THINGS THAT WAS OF PRIMARY INTEREST TO THE DISTRICT AND A LOT OF FOLKS THAT WE ENDED UP WORKING WITH WAS AROUND ISSUES OF EQUITY.
RIGHT? DEPENDING ON WHERE YOU LIVE OR WHO YOU ARE AS A STUDENT OR WHAT CAMPUS YOU GO TO, IT MIGHT PREDICT WHAT KIND OF RESOURCES YOU HAVE AVAILABLE TO YOU OR WHAT'S EASY FOR YOU TO ACCESS.
SO ONE OF THE THINGS, THAT'S REALLY THE CENTRAL FOCUS OF THIS PROJECT IS TRY TO HELP THE DISTRICT UNDERSTAND WHERE THEY'RE DOING WELL AND THEN ALSO WHERE THERE'S POTENTIALLY ROOM FOR GROWTH.
IN THE INTEREST OF TIME, I'M GOING TO SKIP PAST THAT ONE.
I DON'T THINK IT'S VERY RELEVANT, BUT SO ONE OF THE THINGS THAT I JUST WANTED BEFORE WE GET INTO THE FINDINGS I WANTED TO MENTION IS THAT IN EARLY DISCUSSIONS WITH HISD, ONE OF THE THINGS THAT WE REALLY WANTED TO TALK ABOUT IS COME UP WITH A SERIES OF GUIDING QUESTIONS FOR THAT WOULD SORT OF INFORM ALL THE RESEARCH PROJECTS THAT ARE A PART OF THE EQUITY PROJECT. SO THESE ARE UP HERE ON THE SLIDES NOW.
I WON'T READ THROUGH THEM, BUT YOU CAN KIND OF GET A SENSE OF WHAT WE'RE LOOKING AT.
ESSENTIALLY WHAT WE'RE FOCUSING ON IS EQUITY AND ACCESS TO RESOURCES.
WHAT'S THE IMPACT OF ANY SORT OF INEQUALITY THAT EXISTS AROUND RESOURCES ON STUDENT OUTCOMES? AND THEN WHAT CAN BE DONE TO SORT OF ADDRESS ANY OF THAT INEQUALITY?
[02:05:06]
SO JUST TO GIVE YOU A SENSE OF THE TYPES OF THE BROAD TOPICS THAT WE COVERED, AGAIN, AS I SAID, IT'S IN TOTAL ABOUT 15 OR 16 INDIVIDUAL RESEARCH STUDIES.SO WE FOCUSED ON ANYWHERE FROM HUMAN CAPITAL TO ACCESS TO ACADEMIC PROGRAMMING OR EXTRACURRICULAR PROGRAMMING, STUDENT SUPPORTS, WHETHER THAT'S WRAPAROUND SERVICES OR BEYOND ACCESS TO TECHNOLOGY RESOURCES ON YOUR CAMPUS FACILITIES, PARTICULARLY AS IT PERTAINS TO TRANSPORTATION AS WELL AS COVID RELATED QUESTIONS, PARTICULARLY COVID RELATED ENROLLMENT DECLINES.
THERE'S A FEW PROJECTS THAT ARE STILL WRAPPING UP AND THEY'LL BE AVAILABLE TO LOOK AT IN THE NEXT COUPLE OF MONTHS, AND ONE THAT MIGHT BE OF PARTICULAR INTEREST IS THE COVID RELATED ENROLLMENT DECLINES, WHICH IS NOT DONE YET.
SO THOSE ARE SOME ONGOING PROJECTS THAT WILL BE DONE SHORTLY.
SO NOW DIGGING INTO THE FINDINGS, AGAIN, THESE ARE GOING TO BE VERY HIGH LEVEL TAKEAWAYS.
THERE'S A TON OF RESEARCH THAT THIS PROJECT REPRESENTS.
SO TO THE EXTENT YOU HAVE ANY ADDITIONAL QUESTIONS, I'LL DO MY BEST TO ANSWER THEM AT THE END.
OF COURSE, YOU CAN ALWAYS SUBMIT REFERRALS AND WE'RE HAPPY TO RESPOND AS NEEDED.
WE BROKE THE RESULTS UP INTO KIND OF TWO BROAD CATEGORIES, BRIGHT SPOTS, AREAS WHERE THE DISTRICT IS DOING WELL IN TERMS OF EQUITY, AND THEN THE SECOND SECTION WILL BE AROUND AREAS THAT I THINK THAT THEY COULD BUILD ON.
SO THE FIRST THING THAT I WANTED TO TALK ABOUT AS IT RELATES TO BRIGHT SPOTS IS THAT STUDENTS ARE ECONOMICALLY DISADVANTAGED IN THE DISTRICT, GENERALLY HAVE GREATER ACCESS TO A VARIETY OF RESOURCES AND STUDENTS THAT ARE NOT ECONOMICALLY DISADVANTAGED.
JUST TO GIVE YOU THREE EXAMPLES HERE WE HAVE ECONOMICALLY DISADVANTAGED STUDENTS HAVE MORE ACCESS TO PRE-K, MEANING THAT THEY TEND TO HAVE PRE-K PROGRAMS ON THEIR CAMPUSES OR LIVE NEAR A PRE-K PROGRAM THAT THEY HAVE ACCESS TO.
THEY'RE ALSO MORE LIKELY TO HAVE TECHNOLOGY RESOURCES ON THEIR CAMPUSES AND BY TECHNOLOGY RESOURCES.
I'M TALKING ABOUT ELECTRONIC DEVICES SUCH AS TABLETS.
I'M TALKING ABOUT DEDICATED COMPUTER LABS AS WELL AS DEDICATED IT STAFF, AND THEN THE THIRD THING THAT I WANTED TO HIGHLIGHT WAS ACCESS TO HEALTH CLINICS, AND WHEN I'M SAYING HEALTH CLINICS, I DON'T MEAN SCHOOL NURSES.
I MEAN THINGS LIKE ACTUAL LIKE, YOU KNOW, BAYLOR COLLEGE OF MEDICINE OR PROVIDES HEALTH CARE SERVICES ON A FEW CAMPUSES, AND THERE'S ALSO A FEW OTHER PROVIDERS. SO THEY TEND TO HAVE HIGHER ACCESS TO THOSE RESOURCES AS WELL.
THERE'S A FAIRLY LARGE BODY OF LITERATURE THAT SUGGESTS IN PARTICULAR BLACK AND HISPANIC STUDENTS THAT ARE TAUGHT BY BLACK AND HISPANIC TEACHERS HAVE A LOT OF BENEFICIAL OUTCOMES , AND SO JUST IF YOU LOOK AT THE FIGURE HERE, THIS IS JUST AN EXAMPLE FOR BLACK STUDENTS AND BLACK TEACHERS.
SO ALONG THE X AXIS, YOU HAVE THE PERCENTAGE OF BLACK STUDENTS ON A CAMPUS AND ALONG THE Y AXIS, YOU HAVE THE PERCENT OF BLACK TEACHERS ON A CAMPUS.
THE DOTS REPRESENT ACTUAL CAMPUSES, AND AS YOU CAN SEE, AS THE PROPORTION OF BLACK STUDENTS INCREASES ON A CAMPUS, THE PROPORTION OF BLACK TEACHERS ALSO INCREASES ON THAT CAMPUS. THE SAME HOLDS TRUE FOR HISPANIC AND ASIAN STUDENTS, BY THE WAY.
I'M JUST GIVING YOU AN EXAMPLE USING BLACK STUDENTS.
SO ANOTHER BRIGHT SPOT FOR THE DISTRICT WAS THAT THE BARBARA JORDAN CAREER CENTER SEEMS TO PROVIDE A LOT OF ACCESS TO CTE, COURSEWORK AND PATHWAYS FOR STUDENTS, PARTICULARLY STUDENTS IN TRADITIONALLY UNDERSERVED NEIGHBORHOODS, MEANING LOW INCOME OR LOW SES NEIGHBORHOODS.
SO IF YOU LOOK AT THE MAP, THERE'S A LOT TO UNPACK HERE.
I'LL SPEND JUST A SECOND TALKING ABOUT IT.
WE HAVE WE'VE DONE THIS SAME ANALYSIS FOR ALL OF THE CTE PATHWAYS.
THOSE ARE ALSO ALL AVAILABLE ON OUR WEBSITE.
I'M JUST USING BUSINESS AND FINANCE AS AN EXAMPLE.
THE GRAY SHADING REPRESENTS THE LEVEL OF ECONOMIC DISADVANTAGED IN THE NEIGHBORHOOD.
THE YELLOW CIRCLES ARE CAMPUSES WHERE STUDENTS HAVE ACCESS TO BUSINESS AND FINANCE CTE COURSEWORK.
THE BLACK CIRCLES ARE CAMPUSES WHERE STUDENTS DON'T HAVE ACCESS OR HAVE VERY LITTLE ACCESS.
THE BLACK TRIANGLE TOWARDS THE TOP WITH THE BLUE ARROW POINTING AT IT.
THAT'S THE BARBARA JORDAN CAREER CENTER, AND SO REALLY WHAT WE FOUND IN SOME OF THESE ANALYZES IS THAT FOR STUDENTS IN THAT NORTHERN PART OF THE DISTRICT, EVEN IN PARTICULARLY ECONOMICALLY DISADVANTAGED NEIGHBORHOODS, THEY HAVE A LOT OF ACCESS TO THESE TO THIS PATHWAY.
THIS HOLDS TRUE ACROSS A VARIETY ACROSS ALL THE PATHWAYS, AND SOMETHING I'LL COME BACK TO A LITTLE BIT LATER IS THAT IF YOU NOTICE IN THE SORT OF RED BOXES TOWARDS THE SOUTH, YOU HAVE CLUSTERS OF ECONOMICALLY DISADVANTAGED NEIGHBORHOODS, BUT THERE'S A LOT OF BLACK DOTS, RIGHT?
[02:10:05]
BECAUSE THESE STUDENTS JUST DON'T HAVE ACCESS TO THESE CTE PATHWAYS, AND AGAIN, AS I SAID, I'LL COME BACK TO THIS IN A MINUTE.ONE IMPLICATION HERE COULD BE THAT THERE MIGHT BE AN OPPORTUNITY TO CITE ANOTHER CAREER CENTER IN THE SOUTHERN PART OF THE DISTRICT.
OKAY, SO NOW JUST TO TALK ABOUT A FEW AREAS THE DISTRICT CAN BUILD ON.
I'M SORRY, I DIDN'T REALIZE THERE WAS ANIMATION HERE.
I'M JUST GOING TO KICK ALL THESE ON THERE.
OKAY. SO THE FIRST THING THAT WE REALLY WANTED TO HIGHLIGHT WAS THAT PLACE MATTERS IN HISD A LOT, MEANING WHERE YOU LIVE OR WHERE YOU GO TO SCHOOL IS A PRETTY STRONG PREDICTOR OF YOUR ACCESS TO SOME RESOURCES.
NOT ALL OF THEM, BUT SOME OF THEM.
SO HERE'S JUST A FEW EXAMPLES.
SO STARTING AT THE TOP AND WE'LL JUST GO THROUGH THESE ONE AT A TIME.
SO LOW SES NEIGHBORHOODS, PARTICULARLY THOSE IN THE SOUTH AND EASTERN PART OF HISD, TEND TO BE STEM DESERTS, AND WHAT WE MEAN BY STEM DESERTS IS THAT STUDENTS IN THOSE NEIGHBORHOODS, THE CAMPUSES THAT THEY TEND TO ENROLL IN, IN THOSE NEIGHBORHOODS TEND TO HAVE RELATIVELY FEW CTE COURSE OFFERINGS, AND THIS IS PARTICULARLY THE CASE AMONG HIGH SCHOOLS AND CTE COURSES THAT ARE ASSOCIATED WITH THE STEM ENDORSEMENT PATHWAY.
RIGHT? WE KNOW THAT HISD HAS QUITE A LOT OF CHOICE AVAILABLE TO STUDENTS, AND ONE OF THE THINGS WE FOUND AND THIS IS NOT SURPRISING, THIS IS VERY CONSISTENT WITH THE BROADER LITERATURE, IS THAT THE FURTHER A STUDENT LIVED FROM THEIR OWN SCHOOL, THE LESS LIKELY THEY WERE TO ATTEND THAT SCHOOL, DESPITE THE FACT THAT THEY HAVE TRANSPORTATION PROVIDED THEY LIVE MORE THAN TWO MILES AWAY, AND SO ONE IMPLICATION OF THIS FINDING MIGHT BE THAT THERE'S A LITTLE BIT OF A MISALIGNMENT IN TERMS OF THE SORT OF PREFERENCES OF PARENTS AND MAYBE THE SIZE OR DISTRIBUTION OF ATTENDANCE ZONES IN THE DISTRICT.
THIRD, WE FOUND THAT STUDENTS IN THE SOUTHERN PART OF THE DISTRICT JUST HAVE LESS ACCESS TO CTE PROGRAMS. RIGHT. THIS IS CIRCLING BACK AROUND TO THAT MAP THAT WE LOOKED AT.
THIS HOLDS TRUE ACROSS A VARIETY OF CTE PATHWAYS.
IT'S NOT JUST BUSINESS AND FINANCE.
YOU KNOW, TO GIVE YOU JUST A COUPLE MORE EXAMPLES, OUR ARCHITECTURE AND CONSTRUCTION, AS WELL AS HUMAN SERVICES, TENDED TO HAVE STUDENTS HAD LOW ACCESS TO THOSE IN THE SOUTHERN PART OF THE DISTRICT, AND THEN FINALLY LIVING NEAR A PRE-K PROGRAM INCREASES.
HOWEVER, TO THE EXTENT THAT WHAT I THINK WHY THIS IS IMPORTANT IS THAT IF YOU'RE IN AN AREA AND YOU JUST DON'T LIVE NEAR A PRE-K PROGRAM, YOU'RE LESS LIKELY TO ENROLL, AND AS YOU'LL SEE ON THE NEXT COUPLE OF SLIDES, THIS PLAYS OUT FOR A COUPLE OF STUDENT SUBGROUPS.
ONE IS EMERGENT BILINGUALS OR ENGLISH LEARNERS.
SO STARTING AT THE TOP OF THIS SORT OF CIRCLE, WE'LL GO CLOCKWISE.
THE FIRST THING WE FOUND FOR EMERGENT BILINGUAL STUDENTS IS THAT THEY'RE LESS LIKELY TO LIVE NEAR A PRE-K PROGRAM AND AS WE JUST LEARNED, IF YOU DON'T LIVE NEAR ONE, YOU'RE LESS LIKELY TO ENROLL IN ONE AT ALL AND I THINK THIS IS PARTICULARLY IMPORTANT BECAUSE BEING AN EB OR AN ENGLISH LEARNER IS ONE OF THE WAYS THAT YOU QUALIFY FOR FREE PRE-K IN TEXAS.
SO AGAIN, HERE WE'RE TALKING ABOUT COMPUTER LABS, DEDICATED IT STAFF AND DEVICES.
ANOTHER THING AND THIS IS NOT UNIQUE TO HISD, THIS IS UNIQUE TO THE STATE OF TEXAS, BUT BECAUSE HISD HAS SUCH A HIGH NUMBER OF EMERGENT BILINGUALS AND ENGLISH LEARNER STUDENTS, WE'RE ALSO NOTICING THE RATE AT WHICH STUDENTS ARE BEING LABELED AS LONG TERM ENGLISH LEARNERS, MEANING THEY'RE ENGLISH LEARNERS FOR MORE THAN FIVE YEARS, IS INCREASING BY A SIGNIFICANT MARGIN.
RIGHT. IT'S LIKE PRETTY STRIKING ACROSS THE STATE OF TEXAS HOW FAST THAT'S INCREASING.
HISD IS NO EXCEPTION TO THAT, AND AGAIN, IT'S NOT WORSE THAN THE REST OF THE STATE, BUT, YOU KNOW, WE HAVE A LOT OF EBS IN HISD.
ANOTHER AREA, AND THIS IS RELATED TO A SURVEY WE DID OF PARENTS AND STUDENTS IS THAT IF THEY TOOK THE SURVEY IN SPANISH AND A SURVEY, BY THE WAY, THE SURVEY WAS ASKING THEM ABOUT HOW EASY IT IS FOR THEM TO ACCESS A VARIETY OF RESOURCES WITH WRAPAROUND SERVICES AND OTHER STUDENT SUPPORTS.
[02:15:03]
RELATEDLY, THERE'S ALSO A KNOWLEDGE BARRIER THERE WHICH, AGAIN, IT'S HARD TO TEASE APART IF THE KNOWLEDGE VARIES BECAUSE OF THE LANGUAGE BARRIER.RIGHT. I THINK THOSE TWO THINGS ARE VERY RELATED, AND THEN THE FINAL THING FOR EB STUDENTS IS THAT THEY WERE LESS LIKELY TO HAVE ACCESS TO HEALTH RESOURCES, AND WHEN I SAY HEALTH RESOURCES NOW, I'M NOT JUST TALKING ABOUT HEALTH CLINICS.
I'M ACTUALLY ALSO TALKING ABOUT SCHOOL NURSES.
SO EMERGENT BILINGUALS TEND TO ATTEND CAMPUSES THAT JUST HAVE FEWER OF THOSE RESOURCES.
AGAIN, STARTING AT THE TOP, BLACK STUDENTS ARE SIGNIFICANTLY LESS LIKELY TO APPLY FOR SCHOOL CHOICE, WHETHER THAT'S JUST OPEN ENROLLMENT OR MAGNET SCHOOLS EARLY ON IN THE PROCESS.
NOW, I KNOW THAT PROCESS HAS CHANGED THIS SCHOOL YEAR AND I THINK THERE'S STILL A TBD ABOUT HOW THAT IMPACTED WHO APPLIES AND HOW THEY APPLY AND WHEN THEY APPLY AND WHERE THEY APPLY, BUT AT LEAST HISTORICALLY, IF YOU APPLIED LATE IN THE PROCESS, YOU ARE WAY LESS LIKELY TO GET ONE OF YOUR TOP CHOICES FOR SCHOOLS APPLYING EARLY WAS THE SINGLE STRONGEST PREDICTOR OF GETTING YOUR TOP CHOICE IN TERMS OF YOUR RANKINGS.
RIGHT? WHEN YOU'RE RANKING YOUR TEN SCHOOLS OR HOWEVER MANY IT IS NOW, I THINK IT'S STILL TEN.
SWITCHING OVER TO SOCIO-EMOTIONAL SKILLS, BLACK STUDENTS WERE FAR MORE LIKELY TO HAVE A HIGH ASSERTIVENESS BEING SEEN AS WHAT'S THE WORD? I'M BLANKING ON THE WORD, BUT SORT OF JUST SORT OF IT'S NOT A GOOD THING, RIGHT? IT'S THEY'RE BEING DISRUPTIVE OR THEY'RE RIGHT, AND THIS IS PARTICULARLY THE CASE IF THEY HAD A WHITE TEACHER.
WHICH AGAIN WAS MORE LIKELY TO TRIGGER DISCIPLINARY ACTION WHERE YOU MIGHT SAY A WHITE STUDENT THAT'S BEING ASSERTIVE WOULD JUST YOU KNOW, THEY'RE JUST BEING ASSERTIVE, RIGHT? THEY'RE EFFECTIVELY COMMUNICATING THEIR FEELINGS OR EMOTIONS OR WHATEVER IT IS.
HOWEVER, THEY ARE LESS LIKELY TO HAVE EXPERIENCED TEACHERS ON THEIR CAMPUSES.
THAT'S MEASURED BY YEARS OF EXPERIENCE.
WE LOOKED AT A FEW OTHER METRICS.
WE ALSO LOOKED AT ADVANCED DEGREES AND A COUPLE OTHER THINGS, BUT FOR BLACK STUDENTS, IT REALLY SEEMED TO BE YEARS OF EXPERIENCE PLAYED A LARGE ROLE, AND THAT WAS INDEPENDENT OF RACE, BY THE WAY, WHERE THE TEACHER WAS BLACK OR WHITE, AND THEN FINALLY, BLACK STUDENTS ARE MORE LIKELY TO LIVE IN STEM DESERTS, AND AGAIN, I WANT TO STRESS THAT THIS IS PARTICULARLY THE CASE FOR HIGH SCHOOLS WHERE FOR STEM CLASSES THAT ARE ASSOCIATED WITH THE STEM ENDORSEMENT PATHWAY, WHICH IS POTENTIALLY LIMITING THEIR ABILITY TO DO THE STEM ENDORSEMENT PATHWAY IN THE FIRST PLACE, AND ALSO POTENTIALLY LIMITING THEIR POST-SECONDARY OPTIONS IF THEY'RE INTERESTED IN A STEM MAJOR. ALL RIGHT, AND THEN THE LAST THING I'LL SAY BEFORE I TURN IT BACK OVER TO YOU ALL FOR QUESTIONS IS THIS IS REALLY NOT A FINDING FROM ANY OF THE STUDIES.
WE HAD A LOT OF OPPORTUNITY TO WORK WITH A LOT OF PEOPLE AT HISD, AND SOME OF THE THINGS THAT WE FOUND WAS THAT OFTENTIMES DATA AREN'T STORED IN A CENTRAL LOCATION AND THAT'S NO FAULT OF RESEARCH AND ACCOUNTABILITY TO BE VERY CLEAR, ALLISON IS ONE OF OUR GREATEST ALLIES IN SORT OF HELPING US GET THE DATA WE NEED TO DO THIS WORK , BUT SOMETIMES THEY DON'T EVEN LIKE RESEARCH [INAUDIBLE] DOESN'T EVEN KNOW THAT A PARTICULAR DATA SET OR A SET OF DATA EXISTS, AND I THINK PART OF THE CHALLENGE THAT WE'VE SEEN AT LEAST, IS THAT IT'S DIFFICULT TO CAMPUS.
IT'S DIFFICULT SOMETIMES TO QUANTIFY CAMPUS VARIATION IN ACCESS TO PROGRAMING AND ALSO PARTICIPATION RATES AT A CAMPUS, BECAUSE OFTENTIMES THOSE DATA SETS ARE STORED AT THE CAMPUS THEMSELVES, AND INDIVIDUAL CAMPUSES WILL STORE THE DATA IN DIFFERENT WAYS, AND IF IT'S NOT CENTRALLY LOCATED, IT BECOMES VERY DIFFICULT TO ACTUALLY GET THAT DATA.
SO THIS IS JUST A GENERAL OBSERVATION THAT MAYBE THERE'S POTENTIAL OPPORTUNITY FOR A CONCERTED EFFORT TO CENTRALIZE DATA SYSTEMS AND JUST MAKE THEM MORE NOT JUST USEFUL FOR PEOPLE.
EXTERNAL FOLKS LIKE MYSELF, BUT ALSO USEFUL FOR THE DISTRICT IN TERMS OF ANALYZING THEIR OWN DATA.
SO I'LL STOP THERE AND TURN IT BACK OVER TO YOU ALL FOR QUESTIONS.
I DO WANT TO GIVE YOU ONE CAVEAT THAT PLEASE REMEMBER THIS IS LIKE 15 OR 16 DIFFERENT STUDIES.
I WAS PERSONALLY ONLY ON A COUPLE OF THEM, SO I MAY HAVE TO DEFER TO, ASK YOU TO SUBMIT A REFERRAL IF I CAN'T BECAUSE I WANT TO MAKE SURE YOU GET THE ANSWERS TO YOUR QUESTIONS. SO I'LL DO MY BEST TO ANSWER WHAT I KNOW, BUT THERE MIGHT BE SOME THINGS THAT I'LL SAY, PLEASE SUBMIT A REFERRAL BECAUSE I DON'T KNOW.
WE'RE NOW READY FOR COMMENTS OR QUESTIONS FROM TRUSTEES.
[02:20:01]
WE WILL DO TWO ROUNDS OF TWO MINUTES EACH.IF AN ADDITIONAL ROUND IS DESIRED THAT CAN BE DONE WITH A MOTION SECOND AND BOARD VOTE.
[INAUDIBLE] THEY'RE JUST BEING SLOW.
I CAN HEAR YOU. I CAN TALK REALLY LOUD.
OH, YEAH. [INAUDIBLE] CAMERA'S BACK.
YOU CAN REPEAT YOUR QUESTION IF YOU.
REPEAT THE QUESTION. I CAN REPEAT YOUR QUESTION.
IT'S WORKING NOW. NO, IT'S NOT.
CAN YOU HEAR ME? BUT IT'S NOT WORKING.
OKAY, SO MY FIRST QUESTION IS METHODOLOGY.
DID YOU LOOK AT MULTIPLE YEARS OF DATA FOR TRENDS? YEAH. SO WE DID FOR SOME STUDIES AND NOT FOR OTHERS.
I CAN'T. THIS IS GOING TO BE ONE OF THE ONES WHERE I PROBABLY CAN'T PINPOINT EXACTLY WHAT YEAR EACH STUDY WAS, BUT GENERALLY SPEAKING, THE TIME PERIOD FOR THE VARIOUS STUDIES WAS SHORTLY BEFORE THE PANDEMIC AND DURING THE PANDEMIC.
SO BIG CAVEAT THERE, RIGHT? THAT'S A CHALLENGE FOR ANY RESEARCH THAT'S GOING TO HAPPEN IN ANY CONTEXT, PARTICULARLY IN SCHOOLS.
RIGHT? PANDEMIC IS VERY DISRUPTIVE.
SO IT REALLY IT REALLY JUST DEPENDS ON THE SPECIFIC STUDY, BUT I WOULD SAY I WOULD PROBABLY SAY THE MAJORITY OF THE WORK WAS DONE IN THE SCHOOL YEAR, THAT SCHOOL YEAR, THAT FIRST NORMAL SCHOOL YEAR.
RIGHT. WHICH I GUESS IS LAST SCHOOL YEAR.
SO IT WASN'T COMPARING TRENDS OVER TIME.
SOME OF THEM WERE, BUT NOT SPECIFICALLY, AND PART OF THE REASON FOR THAT WAS BECAUSE IT'S VERY DIFFICULT TO COMPARE PERFORMANCE DURING THE PANDEMIC TO AFTER THE PANDEMIC. RIGHT. THAT'S JUST IT'S JUST A VERY CHALLENGING SHOCK TO SORT OF CONTROL THE WAY YOU USE METHODS TO SORT OF SAY, OKAY, HERE'S THE PANDEMIC EFFECT AND THEN WE'RE LEFT WITH THE ACTUAL POLICY EFFECT OR WHATEVER YOU'RE TRYING TO UNDERSTAND.
IT'S JUST VERY DIFFICULT TO DO THAT.
THANK YOU. YOU OBVIOUSLY LOOKED AT INEQUITIES BETWEEN CAMPUSES.
DID YOU ALSO LOOK FOR INEQUITIES THAT MAY EXIST WITHIN CAMPUSES? AND IT'S OKAY IF THE ANSWER IS NO.
NO, I'M JUST I'M THINKING THROUGH IT.
I THINK THAT TO THE EXTENT THAT THERE ARE LIKE THE SUBGROUP ANALYSIS WHEN WE'RE THINKING ABOUT HOW ARE BLACK STUDENTS DOING RELATIVE TO, SAY, WHITE STUDENTS IN SOME PARTICULAR METRIC, THAT WOULD BE SOMETHING THAT WE WOULD HAVE LOOKED POTENTIALLY LOOKED ACROSS CAMPUSES, MEANING THAT WE DIDN'T NECESSARILY SAY WITHIN THIS CAMPUS, HOW ARE WHITE AND BLACK STUDENTS DOING WITHIN THIS CAMPUS? HOW ARE WHITE AND BLACK STUDENTS, STUDENTS DOING MIGHT JUST STAY IN THE DISTRICT OVERALL, HOW ARE WHITE AND BLACK STUDENTS DOING? DOES THAT MAKE SENSE? IT MAKES SENSE.
I WAS I WAS THINKING MORE SPECIFICALLY LIKE WERE THERE DIFFERENTIALS IN, FOR EXAMPLE, FOR OUR ENGLISH LANGUAGE LEARNERS ACCESS TO GT AND THEIR CAMPUS COMPARED TO THEIR NON ENGLISH LANGUAGE LEARNING PEERS OR AP ACHIEVEMENT BETWEEN STUDENT GROUPS WITHIN A PARTICULAR CAMPUS OR YEAH, INSTEAD OF BETWEEN CAMPUSES? I DON'T THINK WE HAVE THAT.
OKAY. I CAN CHECK ON THAT THOUGH, BECAUSE I THINK THAT IS A VERY INTERESTING QUESTION AND I WOULDN'T BE SURPRISED IF WE DID SOME VERSION OF THAT, SOME OF THE WORK THAT I DID, WHICH IS NOT WHAT YOU'RE ASKING, BUT JUST TO GIVE YOU AN EXAMPLE AROUND WRAPAROUND SERVICES, WE DID ACTUALLY LOOK VERY SPECIFICALLY AT CAMPUS LEVEL SORT OF DIFFERENCES WITHIN CAMPUS.
OKAY, AND THEN FOR THE ADMINISTRATION OF A COUPLE OF QUESTIONS, HOW ARE YOU USING THIS INFORMATION TO CHANGE SYSTEMS AND PRACTICES AT THE DISTRICT LEVEL AND CAMPUS LEVELS TO ACHIEVE DISTRICT GOALS WITHIN THE CONSTRAINTS? AND THEN ADDING ON TO THAT, WHAT ADJUSTMENTS ARE YOU MAKING TO THE STRATEGIC PLAN AND OR THE BUDGET? SO I THINK.
I DON'T THINK I THINK WE HEARD SOME OF SOME OF THE SAME INSIGHTS EARLIER.
WE'LL TAKE A CLOSE LOOK AT IT, AND IF THERE ARE MAJOR VALUE ADDS THAT WE KNOW THAT EXIST IN THE STUDY WE'LL BE UTILIZING THOSE TO MAKE SOME OF THE MODIFICATIONS THAT ADJUSTMENTS IN TERMS OF HOW WE SPEND AND HOW WE ADJUST FOR INSTRUCTIONAL PRACTICES IN OUR BUILDING.
SO THIS IS NEW TO YOU AND YOU HAVEN'T HAD AN OPPORTUNITY YET TO MAKE THOSE ADJUSTMENTS, IS WHAT I'M HEARING? CORRECT? I THINK IT'S FAIRLY NEW TO ALL OF US.
[02:25:01]
FOR THE MOST PART THESE ARE NOT THINGS THAT WE WERE ABLE TO ACT ON, ON THE START OF THIS SCHOOL YEAR, BUT THESE ARE THINGS THAT WE'LL BE ABLE TO MAKE MODIFICATIONS FOR AS WE START THE NEXT SCHOOL YEAR. I LOOK FORWARD TO HEARING THIS GET INCORPORATED IN THE GOALS AND CONSTRAINTS, [INAUDIBLE] PROGRESS MONITORING AND BUDGET CONVERSATIONS.SO, YOU KNOW, IF WE HAVE SOME IF WE HAVE SOME RESEARCH THAT'S RELEVANT TO, SAY, STUDENT SUPPORT SERVICES, RIGHT? WE TALK TO STUDENT SUPPORT SERVICES AND WE WORK WITH THEM DIRECTLY TOO.
THEY'RE THE PEOPLE ON THE GROUND ACTUALLY, YOU KNOW, DESIGNING THE POLICIES AND DOING THE WORK.
THANK YOU. IF I CAN ADD AS A CONCRETE EXAMPLE ABOUT THEY'VE DONE A LOT OF WORK THAT , AND ONE OF THE MAJOR TAKEAWAYS WERE AFTER ANALYZING DATA FROM, WHAT WAS IT, 60, 70,000 STUDENTS IN THE DISTRICT.
WE IDENTIFIED A LOT OF UNMET NEEDS IN AREAS SUCH AS MENTAL HEALTH, AND SO THEY WORKED WITH THE DEPARTMENT TO CREATE A STRATEGY ON HOW WE CAN ENGAGE ADDITIONAL PARTNERS THROUGH THAT WORK, AND WENT ABOVE AND BEYOND THAT AND IN FACT CONVENED DOZENS OF COMMUNITY ORGANIZATIONS THAT CAME TOGETHER AND REVIEWED THE DATA WITH THEM, AND AS A RESULT, WE'RE NOW ENTERING INTO NEW PARTNERSHIPS AT NO COST TO THE DISTRICT THAT ARE GOING TO BRING THOSE SERVICES.
TRUSTEE KATHY BLUEFORD-DANIELS.
TRY [INAUDIBLE]. IT'S NOT WORKING.
NO, I'LL USE MY OUTSIDE VOICE.
GOTCHA. SO THANK YOU FOR THIS, COREY.
I JUST WISH THAT PERHAPS YOU COULD PRESENT THIS INFORMATION AT THE BEGINNING OF THE YEAR FOR THE BOARD, THE MIDDLE OF THE YEAR FOR THE BOARD AND THE END OF YEAR FOR THE BOARD, BECAUSE LIKE DRIVING A CAR AND ENTERING GPS, WHEN WE GET TO WE HAVE A DESTINATION PROGRAM, OUR DESTINATION, OUR BOARD CONSTRAINTS, OUR BOARD GOALS AND CONSTRAINTS, AND SO IF WE HAVE THIS INFORMATION, IN MY OPINION, WE CAN TAILOR OUR QUESTIONS.
WHERE DID TRUSTEE DEIGAARD GO? OH, WE CAN TAILOR OUR QUESTIONS TO WHERE THE ACTUAL ISSUES AND NEEDS ARE SO WE WON'T SPEND A LOT OF TIME.
I MEAN, THIS HAS BEEN SOME REALLY, REALLY GOOD INFORMATION FOR ME.
ON PAGE 14 FOR THE ENGLISH, THE EMERGING BILINGUAL STUDENTS.
YES, AND THE FACT THAT THEY ARE LESS LIKELY TO LIVE NEAR PRE-K.
THAT'S IMPORTANT FOR THIRD GRADE.
OKAY, SO LET'S MOVE ON. I'M GOING TO TELL YOU HOW TO GET THERE.
YOU TALKED ABOUT THE BLACK STUDENTS.
THANK YOU. SEE THIS IN MY OPINION, THIS HERC INFORMATION TELLS US WHERE WE SHOULD CONCENTRATE OUR EFFORTS, NOT TRY TO TELL SOMEONE HOW TO DRIVE THEIR CAR AND WHEN TO STOP AND PUT GAS IN IT.
I REALLY DO APPRECIATE IT, AND THANK YOU.
DR. MATNEY, YOU ALWAYS TRY TO GIVE US THE INFORMATION THAT WE NEED.
I WAS JUST SAYING YOU'RE WELCOME. TRUSTEE CRUZ.
OKAY, MY MIC'S NOT WORKING EITHER, SO I GOT YOU TEACHER VOICE.
ON SLIDE SIX AND THANK YOU AS WELL FOR THE PRESENTATION.
NUMBER TWO, CAN YOU DEFINE WHAT THAT MEANS, HOW Y'ALL ARE LOOKING AT THAT? SURE. SO IT'S GOING TO VARY ACROSS STUDIES, RIGHT? WHAT WE DETERMINE IS AN OUTCOME.
I THINK THAT BECAUSE THIS STUDY, BECAUSE THE PANDEMIC WAS VERY RUDE AND INTERRUPTED THIS RESEARCH PROJECT, I THINK THAT WE, FOR LACK OF A BETTER TERM, UNDERVALUED ACADEMIC OUTCOMES, NOT UNDERVALUED.
THAT'S NOT THE RIGHT WORD, BUT WE SHIED AWAY FROM THOSE A LITTLE BIT BECAUSE IN A LOT OF THE WORK THAT WE WERE DOING, EVEN OUTSIDE OF THE EQUITY PROJECT, WE HAD ONGOING PROJECTS THAT WERE LOOKING AT ACADEMIC OUTCOMES, AND YOU JUST IT KIND OF KIND OF RUINS YOUR ABILITY TO DO THAT, ESPECIALLY IF YOU'RE TRYING TO DO SOMETHING OVER TIME.
[02:30:10]
THAT DOESN'T MEAN WE DIDN'T LOOK AT ANY ACADEMIC OUTCOMES, BUT AGAIN, IT'S GOING TO BE VERY PROJECT SPECIFIC.SO AND I WOULD SAY THAT THE OUTCOMES DEFINITELY TEND TO LEAN HEAVILY TOWARDS ACCESS AND SORT OF OPPORTUNITY AND I THINK THAT'S NOT THAT WASN'T NECESSARILY INTENDED INITIALLY, BUT IT BECAME ALMOST A NECESSITY BECAUSE OF THE PANDEMIC AND THE DISRUPTIONS THAT IT CAUSED EDUCATION.
SO I DON'T KNOW IF THAT WAS AN EXACT ANSWER TO YOUR QUESTION, BUT YEAH.
I GUESS SO MY QUESTION WOULD BE.
NO IF YOU STOP TALKING, YOU'D BE IN.
YEAH. ONE THING I WILL SAY IS JUST TO GIVE YOU AN EXAMPLE OF AN ACTUAL ACADEMIC OUTCOME WE DID LOOK AT IS FOR THE LTELS, THE LONG TERM ENGLISH LEARNERS IN SOME OTHER WORK THAT WE DID, WE DID IN CONJUNCTION WITH THIS WORK, WE DID FIND THAT BEING AN LTEL IS ASSOCIATED WITH A VARIETY OF NEGATIVE OUTCOMES, PARTICULARLY IN HIGH SCHOOL.
WHEN YOU SAY L TO L, YOU MEAN LONG TERM.
THANK YOU. SORRY. YEAH. LONG TERM ENGLISH LEARNERS, MY APOLOGIES.
YEAH. SO KIND OF GOING BACK TO THE STUDENT OUTCOME PIECE, SO IT SOUNDS LIKE BECAUSE I REMEMBER THIS CONVERSATION STARTING VERY EARLY ON IN 2020 THAT THERE WAS FOCUS ON STUDENT ACHIEVEMENT, BUT THEN BECAUSE OF THE PANDEMIC, THAT KIND OF SHIFTED.
I ASSUME SO IT'S HARD FOR ME TO PREDICT EXACTLY WHAT WOULD HAVE HAPPENED.
YES. OR ATTENDANCE, GRADUATION, DROPOUT, THOSE DO EXIST, BUT THEY ARE THERE'S DEFINITELY A LESS OF A FOCUS ON THEM THAN WOULD HAVE OTHERWISE BEEN THE CASE.
YES. OKAY, AND THANK YOU FOR THAT EXPLANATION.
I WOULD LIKE TO SEE MORE OF AN EMPHASIS.
I UNDERSTAND THE CHALLENGES WITH WITH THE LONGITUDINAL DATA AT THIS JUNCTURE.
YEAH. SO HOPEFULLY IN THE NEXT ITERATION OF THIS, THERE WOULD BE SOME MORE OF THAT.
I'M CURIOUS AS WELL, ON SLIDE NINE, YOU MENTIONED THE ACCESS TO THE HEALTH CLINICS.
DO YOU KNOW HOW MANY HEALTH CLINICS? MAYBE THAT'S A QUESTION FOR THE ADMINISTRATION.
HOW MANY HEALTH CLINICS? BECAUSE YOU MENTIONED IT'S LIKE IT'S NOT A NURSE'S CLINIC.
IT'S ONLY IF IT'S LIKE A BAYLOR CLINIC OR SOMETHING.
I WAS LOOKING AT CANDICE. I KNOW SHE'S THE ONE THAT'S GOING TO HAVE THE ANSWER TO THAT.
WE ARE IN CONVERSATIONS WITH ANOTHER MAJOR ORGANIZATION THAT'S INTERESTED IN OKAY. THANK YOU, AND LOOKING AT SLIDE 11, YOU KNOW, WE'VE TALKED A LOT ABOUT CTE AS A BOARD AND AS A DISTRICT AND HOW CRITICAL THAT IS TO SET STUDENTS UP ON A PATH OF SUCCESS AFTER HIGH SCHOOL, ESPECIALLY THOSE THAT AREN'T GOING TO COLLEGE.
SO I AM CONCERNED AND LOOKING AT THIS BOTTOM HALF AND MR. HOUSE, THIS WOULD BE A QUESTION FOR YOU AND YOUR TEAM.
YOU KNOW, NOW LOOKING AT THIS AND OBVIOUSLY I KNOW IT'S PROBABLY THE FIRST TIME YOU MIGHT BE LOOKING AT THIS MAP, BUT DOES THIS ALIGN WITH CONVERSATIONS YOU'VE ALREADY HAD AND LIKE, YOU KNOW, HOW HAVE WE THOUGHT ABOUT EQUITY OF ACCESS FOR CTE PROGRAMING? WE WOULD BE GLAD TO.
WE WOULD BE GLAD TO GO BACK AND TAKE A LOOK AT IT AND PROVIDE SOME INSIGHT VIA REFERRAL? THANK YOU. THANK YOU.
THANK YOU, PRESIDENT HERNANDEZ.
COREY, I CANNOT TELL YOU HOW MUCH I ENJOYED YOUR PRESENTATION.
SHORT, SWEET, SOLID AND ENGAGING.
SO STUDENTS IN POVERTY DON'T HAVE ACCESS TO PRE K.
DID YOU LOOK AT THE TYPE OF PRE K PROGRAMS THAT STUDENTS IN LOW SOCIOECONOMIC COMMUNITIES DO HAVE?
[02:35:02]
YEAH. YES, THAT'S PART OF I BELIEVE THAT'S PART OF AN EARLIER STUDY THAT WE DID THAT MY PREDECESSOR, AARON BAUMGARTNER, WHO'S NOW DIRECTOR OF HERC, DID.I IF I'M GOING TO BE HONEST, I CAN'T REMEMBER THE DETAILS OF THOSE FINDINGS, BUT THAT IS ON OUR WEBSITE, AND IF YOU DON'T WANT TO FIND IT YOURSELF, PLEASE FEEL FREE TO SEND ME A REQUEST AND I WILL FORWARD IT TO YOU.
SURE. BUT EARLY CHILDHOOD EDUCATORS WORK A LOT WITH EMOTIONAL REGULATION FOR LITTLES.
SURE. BUT WHEN RESEARCH INSTITUTES DEFINE QUALITY SEAT OR QUALITY PRE K, THEY USE TEST PREP MATERIALS AND THEY'RE ALMOST OPPOSED TO PLAY BASED LEARNING AND THEY DO NOT FOCUS ON EMOTIONS AND OR EMOTIONAL REGULATION, SPECIFICALLY THE WAY POVERTY AFFECTS EMOTIONS THAT AFFECT LEARNING AND LEARNING AT THIS AGE IS NON, IT'S NOT LINEAR.
SO WE HAVE TO FOCUS ON THE EMOTIONAL REGULATION.
IS WHERE DID YOUR STUDY FIND ANY OF THIS.
I THINK THAT'S MORE IN LINE WITH SOME OF THE EARLIER WORK WE'VE DONE.
I KNOW, FOR EXAMPLE, I KNOW THAT SOME OF THAT WORK INVOLVES I REMEMBER US CODING DIFFERENT PRE K PROGRAMS BASED ON THEIR TYPE AND THE QUALITY OF THE INSTRUCTION BASED ON SOME NATIONAL METRIC, BUT I JUST DON'T REMEMBER THAT OFF THE TOP OF MY HEAD, BUT THAT'S SOMETHING THAT I THINK WE CAN GET TO YOU.
THANK YOU SO MUCH. SO MY NEXT QUESTION WOULD BE TECHNOLOGY.
WAS THERE AN AUDIT OF EFFECTIVENESS OR WAS THERE SOME WAY OF GAUGING THE EFFECTIVENESS, FOR EXAMPLE, IN DEVELOPMENTALLY AND ECONOMICALLY APPROPRIATE ROLLOUT OF TECHNOLOGY, HOW PARENTS MONITOR THE USE OF TECHNOLOGY AND SO FORTH? IS THAT SOMETHING THAT YOU ALL LOOKED INTO? NO, THOSE ARE GREAT QUESTIONS, AND I THINK THOSE ARE THE TYPES OF FOLLOW UP STUDIES THAT COULD COME OUT OF WORK LIKE THIS.
NOT NECESSARILY DIGGING INTO IN GREAT DETAIL ON ANY GIVEN TOPIC.
RIGHT. AGAIN, REMEMBER, THIS IS LIKE 16 STUDIES.
YEAH. AND THEN MY LAST QUESTION, IF.
IT'S NO WORRIES, IT'S ALL GOOD.
SO YOU TALKED ABOUT HEALTH CLINICS OR LACK OF HEALTH CARE FOR LOW SES QUALITY HEALTH CARE WHERE PEOPLE DON'T HAVE TO WAIT 12 HOURS TO SEE SOMEONE AND SO FORTH.
IS THAT SOMETHING THAT YOU ALL TOOK INTO CONSIDERATION AS WELL? JUST LOOKING AT ACCESS TO THE CLINICS.
SO WHAT ABOUT GREEN SPACE? IT'S AN INDICATOR OF HEALTH, EQUITY OF ACCESS TO GREEN SPACE BECAUSE THAT'S A CONTRIBUTOR OF HEALTH IN KIDS THAT DO NOT HAVE ACCESS TO GREEN SPACE FIVE MINUTES FROM THEIR HOME ARE NOT LIKELY TO GET ANY OUTSIDE PLAY.
SO NOT PART OF THE EQUITY PROJECT.
SO THOSE ARE THREE SEPARATE RESEARCH CENTERS, AND WE I BELIEVE WE JUST RELEASED, AND BY WE I DON'T MEAN HERC, I MEAN THE BROADER KINDER INSTITUTE JUST RELEASED A REPORT ON PARKS AND GREEN SPACE.
SO KINDER WEBSITE, KINDER INSTITUTE WEBSITE.
I'M SORRY, I KEEP DIRECTING YOU TO THAT, BUT IT'S JUST WHERE THE INFORMATION IS.
I'M JUST I'M NOT AN ENCYCLOPEDIA, UNFORTUNATELY, BUT YEAH, WE DID JUST COME OUT WITH THAT , AND IT IS FOR THE HOUSTON AREA, AND YOU CAN KIND OF SEE, BASED ON DIFFERENT NEIGHBORHOODS, THE VARIETY OF METRICS OF ACCESS TO GREEN SPACE.
SURE. I ENJOYED THE COREY-OPEDIA.
I DO THE BEST I CAN. [LAUGHTER] TRUSTEE GUIDRY.
THANK YOU SO MUCH, AND I ALSO ENJOYED.
AM I ON? SO YOU STATED EARLIER THAT SOME OF THE INFORMATION WAS FROM DATA AND SOME OF IT WAS FROM, I GUESS, ON THE GROUND.
CAN WE PLEASE GO TO SLEEP, SLIDE 15.
THAT WAS A FREUDIAN SLIP RIGHT THERE? [LAUGHTER] RIGHT, RIGHT, RIGHT.
DID YOU SAY SLIDE 15? I'M SORRY, 15.
YEAH, AND SO WHEN WE LOOK AT THIS SLIDE AND WE LOOK AT THE AFRICAN-AMERICAN CHILDREN, MORE LIKELY TO BE AGGRESSIVE WITH DISCIPLINE, IS THAT FROM ACTUAL DATA OR IS
[02:40:07]
THAT FROM BOOTS ON THE GROUND? SO THAT'S FROM A COUPLE OF DIFFERENT SOURCES.SO THAT'S CONNECTING DISCIPLINARY DATA THAT WAS PROVIDED BY HISD WITH A BIG STUDY THAT WE ARE PART OF THE SOCIOEMOTIONAL SKILLS STUDY AND THAT WAS INVOLVED, THAT INVOLVED SURVEYS BASICALLY OF STUDENTS THAT HAPPENED A COUPLE OF YEARS AGO, JUST BEFORE THE PANDEMIC. I THINK THAT THOSE DATA SO WHAT WE DID IS WE CONNECTED THAT WITH THE DISCIPLINE DATA AND WE WERE ABLE TO SEE THINGS LIKE, OKAY, THIS IS SAY, A BLACK STUDENT THAT IS HIGH ON ASSERTIVENESS. HERE'S A WHITE STUDENT THAT'S HIGH ON ASSERTIVENESS.
RIGHT NOW WE CAN LOOK TO SEE OVER THAT SAME SCHOOL YEAR, THESE TWO STUDENTS, BOTH, YOU KNOW, WERE HAD SIMILAR LEVELS OF ASSERTIVENESS, BUT THE BLACK STUDENTS WERE FAR MORE LIKELY TO BE DISCIPLINED FOR DEFIANCE.
I THINK THAT WAS THE WORD I WAS TRYING TO REMEMBER EARLIER IS DEFIANCE.
BUT THAT JUST CAN GO TO THE CHOICE OF THE DISCIPLINER.
CORRECT? NO IT ABSOLUTELY IS, AND I THINK THAT'S THE KEY POINT.
RIGHT, IS THAT AND THE POINT THAT I MADE AND MAYBE I DIDN'T MAKE IT, MAYBE I JUST SORT OF GLOSSED OVER IT WAS THAT WAS PARTICULARLY THE CASE IF IT WAS A WHITE TEACHER EVALUATING THE BEHAVIOR OF A BLACK STUDENT.
RIGHT. BLACK TEACHERS EVALUATING THE BEHAVIOR OF BLACK STUDENTS DIDN'T HAVE THAT SAME RELATIONSHIP, AND I THINK THAT SPEAKS TO AGAIN, I CERTAINLY DON'T MEAN TO SUGGEST IT'S, YOU KNOW, OVERT LIKE ON PURPOSE ALL THE TIME, BUT I THINK IT SUGGESTS THAT, YOU KNOW, POTENTIALLY THERE NEEDS TO BE MORE TRAINING.
RIGHT OR AND AGAIN, THIS IS NOT AN ISSUE UNIQUE TO HISD.
THIS IS AN ISSUE THAT'S UNIQUE TO THE COUNTRY.
FAIR ENOUGH. IT JUST LOOKS LIKE THE BLACK CHILDREN HAVE MORE DISCIPLINE, AND.
YES, AND THAT'S A LABELING WHICH I'M NOT COMFORTABLE WITH.
YEAH. OKAY, BUT ALSO AND THEN MY QUESTION TO YOU, MR. SUPERINTENDENT. YOU KNOW, HOW ARE WE GOING TO ADDRESS THIS ISSUE? BECAUSE OBVIOUSLY THERE MUST BE SOMETHING THAT CAN BE DONE WITH RESPECT TO THE DISCIPLINE OF CHILDREN STANDARDIZED ACROSS THE BOARD, SO THAT OUR CHILDREN SO THAT THE AFRICAN-AMERICAN CHILDREN WON'T BE LABELED LIKE THIS.
I THINK IT GOES BACK TO SOMETHING COREY SAID CULTURES, TO UNDERSTAND THE FRAMEWORK OF POVERTY AND PUTTING A MORE FOCUSED EMPHASIS AROUND IT IN TERMS OF OUR PROFESSIONAL DEVELOPMENT.
THANK YOU, SIR. APPRECIATE IT.
TRUSTEE. TRUSTEE BLUEFORD-DANIELS.
THANK YOU. THIS IS A CONTINUATION OF MY TIME.
YOU DIDN'T ANSWER THE QUESTION SPECIFICALLY IF YOU COULD PRESENT THIS TO THE BOARD.
BEGINNING OF THE YEAR, MIDDLE OF THE YEAR AND END OF THE YEAR.
PIN ME DOWN ON THAT, AREN'T YOU? I'M SORRY. YOU'RE GOING TO TRY TO PIN ME DOWN ON THAT, AREN'T YOU? I ABSOLUTELY AM.
SO YOU HAVE NO IDEA HOW IMPORTANT THIS IS? ISN'T IT, ROBBIE? [LAUGHTER] SO I THINK THAT.
SO I'M NOT SURE. JUST FOR IF YOU DON'T MIND ME ASKING, A CLARIFYING QUESTION.
FOR EXAMPLE, WE'RE NOT IN A POSITION CURRENTLY OR WE'RE NOT IN TALKS WITH THE DISTRICT CURRENTLY TO DO ANOTHER VERSION OF THE EQUITY PROJECT, SAY, NEXT YEAR, OR PLAN IT IN A WAY WHERE WE COULD COLLECT ALL THIS ADDITIONAL THIS INFORMATION, AGAIN, PRESENT IT IN THE BEGINNING OF THE SCHOOL YEAR, AND LIKE YOU'RE SUGGESTING SORT OF AT AT A CERTAIN CADENCE, RIGHT. JUST INTERVALS.
YEAH. AT THE BEGINNING OF THE YEAR, MIDDLE OF THE YEAR, END OF THE YEAR, AS A REMINDER OF BENCHMARKS FOR US TO USE THIS AS A TOOL TO FOCUS OUR OBJECTIVES.
I MEAN, I WOULD LOVE TO BE ABLE TO DO THAT.
I MEAN, THIS REPRESENTS LITERALLY YEARS OF WORK.
SO I THINK IT WOULD BE A CHALLENGE TO REPRODUCE THIS EVERY YEAR.
HOWEVER, YOU KNOW, TO THE EXTENT THAT WE CAN HAVE CONVERSATIONS WITH ALLISON AND HER TEAM ABOUT WAYS THAT WE CAN PROVIDE POTENTIALLY SMALLER SCALE VERSIONS OF THIS.
I'D BE OPEN TO HAVING THOSE CONVERSATIONS.
I THINK AARON THE DIRECTOR WOULD WOULD KILL ME IF I, YOU KNOW, SAID ANY MORE SO.
I JUST THINK IT'S SO PERTINENT.
THANK YOU. I KNOW, BUT EVERYBODY ELSE WENT OVER.
IT'S SO PERTINENT. THEY DID EVERYBODY.
IT'S SO IMPORTANT FOR US TO REMAIN FOCUSED.
YEAH, YOU'RE WELCOME. THANK YOU.
THANK YOU, COREY. I LOVE SEEING THIS INFORMATION.
[02:45:04]
AT ALL CAMPUSES.WE OPENED I'VE HEARD TWO DIFFERENT NUMBERS, 18 TO 24 PRE K CLASSROOMS THIS YEAR.
SO WHEN WAS THIS INFORMATION GATHERED? I DOUBT THAT JUST TO USE THOSE TWO EXAMPLES THAT YOU BROUGHT UP ABOUT THE NURSES AND THE PRE K PROGRAMS, I DOUBT THOSE ARE REFLECTED IN THESE DATA.
YEAH. SO, PART OF THESE ISSUES MAY HAVE BEEN ADDRESSED WHICH IT WOULD BE AWESOME, AND I HOPE THAT'S THE CASE, AND I THINK WHAT YOU'RE BRINGING UP IS JUST A CONSTANT ISSUE THAT WE STRUGGLE WITH, THAT IT'S, YOU KNOW, RESEARCH SOMETIMES CAN BE SLOW AND WE STRUGGLE TO KEEP UP WITH Y'ALL RIGHT, Y'ALL ARE WAY FASTER THAN WE ARE. SO DOING GOOD RESEARCH TAKES TIME, AND SO WE TRY TO DO IT AS QUICKLY AS WE CAN, BUT, YOU KNOW, SOMETIMES.
YEAH. AND TO KATHY BLUEFORD-DANIELS POINT, I WOULD LOVE TO SEE DATA ALL THE TIME ON THIS, BUT UPDATED DATA BECAUSE NOW I'M LIKE, WELL, YOU KNOW, HOW RELEVANT IS THIS SOME OF THIS INFORMATION TO HOW WE'RE OPERATING THE DISTRICT RIGHT NOW.
SO AARON, WHO'S ACTUALLY NOW THE DIRECTOR OF HERC, WAS ESSENTIALLY IN ALL OF OUR MEETINGS.
SO THEY PLAYED A CRITICAL PART IN THE DEVELOPMENT OF THE STRATEGIC PLAN FOR THE DISTRICT.
YEAH. THANKS, RICK. IN THE MATH POWERPOINT SLIDE THAT YOU HAD, I REPRESENT THE SOUTHEAST SIDE OF TOWN, AND SO I SEE THAT THERE'S A LOT OF GROWTH TO BE HAD IN THAT PART OF TOWN.
SO I'M GLAD THAT SOMEBODY ASKED THE QUESTION EARLIER ABOUT WHAT IS BEING DONE IN TERMS OF THE STRATEGIC PLAN TO COORDINATE PROGRAMS IN CERTAIN AREAS AND DESERTS.
SO, I MEAN, I'M JUST SHOCKED TO SEE THAT BECAUSE IT'S VERY I GUESS LOOKING ONLINE, IT LOOKS A LITTLE BIT DIFFERENT, AND ALSO IT MIGHT BE A DIFFERENT PROGRAM NOW.
RIGHT. I DON'T KNOW WHEN THIS DATA WAS DONE.
SURE. BUT YEAH, I DON'T HAVE ANY FURTHER QUESTIONS.
THANK YOU SO MUCH FOR YOUR PRESENTATION.
DO WE NEED A ROUND TWO FOR THIS PRESENTATION? NO. THANK YOU SO MUCH, COREY.
YEAH. THANK YOU ALL. APPRECIATE IT.
WE WILL NOW MOVE TO ACCEPT THE PRESENTATION GIVEN TO US.
MAY I HAVE A MOTION? SO MOVED.
DO I HAVE A SECOND? WE HAVE A MOTION BY TRUSTEE SANTOS AND A SECOND BY TRUSTEE BLUEFORD-DANIELS.
VOTING IS CLOSED. MOTION PASSED.
SEVERAL TRUSTEES HAVE PULLED ITEMS FOR DISCUSSION.
THIS IS BEING HELD AT THE REQUEST OF TRUSTEE ALLEN.
DURING OUR COMMUNITY MEETINGS, THE LAST ONE SPECIFICALLY THAT WAS [INAUDIBLE] VISIONS AND VALUES.
DURING THE REDISTRICTING MEETING AND THE GOALS MEETING.
THEY WANT TO REMAIN IN THEIR COMMUNITY AND THEY WANT THE PROGRAMS AND RESOURCES RETURNED TO THEIR SCHOOLS, ESPECIALLY THE CTE PROGRAMS, AND I WROTE THIS BEFORE THE STUDY WAS EVEN ON THERE, BECAUSE WE KNOW THAT WE HAVE ONE SCHOOL THAT HAS JUST AS MANY CTE PROGRAMS AT THEIR SCHOOL AS
[02:50:04]
THE OTHER TEN SCHOOLS HAVE TO SHARE OVER AT BARBARA JORDAN.MY REASON FOR PULLING THIS ITEM IS FOR THE SCHOOL LISTINGS.
IF YOU NOTICE, THE SCHOOL LISTINGS AT THE BACK.
ARE THE SCHOOLS FEEDER PATTERNS TAKEN INTO CONSIDERATION WHEN ASSIGNING THE SCHOOL SUPPORT OFFICERS? I KNOW THIS IS FOR 22-23, BUT HAVE WE TRIED TO REBUILD THE COMMUNITY AND IS THAT IN OUR VISION, OUR GOAL OR ARE WE LOOKING AT ASSIGNING THOSE SSO'S INTO FEEDER PATTERNS SO THAT WE CAN HELP TO REBUILD OUR COMMUNITY? AND OF COURSE, I'M GOING TO SAY AGAIN THAT THE CTE PROGRAMS THAT WERE TAKEN OUT OF THE COMMUNITY NEED TO BE RETURNED.
SO YES, THIS IS DEFINITELY SOMETHING THAT WE TOOK A LOOK AT AND DR.
WATTS CAN EXPAND UPON IT IF IT NEED TO BE.
YOU'RE GOOD. THANK YOU FOR THAT INPUT.
I DON'T KNOW SPECIFICALLY I DON'T THINK SPECIFICALLY FEEDER PATTERNS WERE USED IN ASSIGNING SSO'S.
IN OTHER DISCUSSIONS THAT WE HAVE, I'M VERY MINDFUL OF THE NEED TO ALIGN PROGRAMS SO THAT THERE'S CONTINUITY KINDERGARTEN TO 12TH GRADE, BUT AS IT RELATES TO ASSIGNING SCHOOL SUPPORT OFFICERS, I CAN'T SAY THAT WE USE THAT AS A CRITERIA.
OKAY. I JUST WANTED TO MAKE SURE THAT I MADE MY POINT.
YES. THAT MY COMMUNITY WANTS TO STAY IN THEIR COMMUNITY.
YES. THEY WANT TO STAY IN THEIR COMMUNITY.
RIGHT? WE DON'T BECAUSE THEY THEY WILL STAY IF THEY HAD THEIR PROGRAM.
RIGHT I UNDERSTAND WHAT YOU'RE SAYING FULLY.
ALSO, THE NEXT ITEM BEING HELD IS ITEM TEN APPROVAL OF BUDGET INCREASE AND AUTHORITY TO AMEND THE CONTRACT WITH RICE AND GARDENER AND CONSULTANTS INC FOR A FACILITIES ASSESSMENT AND CAPITAL PLANNING SERVICES.
THIS IS BEING HELD AT THE REQUEST OF TRUSTEE BLUEFORD-DANIELS.
THE QUESTION I HAD ABOUT THAT WAS WITH THE FACILITIES ASSESSMENT IT TALKS ABOUT ADDRESSING 2012 2015 ASSESSMENT COSTS IN THAT ON THAT PARTICULAR AGENDA ITEM, IT WAS LIKE I SAID, 2012, 15 AND 20, AND MY QUESTION WAS THERE WAS A COST ALIGNED WITH THE 2012 ASSESSMENT, 2015, 2020.
I DON'T KNOW WHAT THAT TOTAL IS, BUT IF EVEN WHEN WE FURTHER GO OUT AND USE A CONSULTING FIRM TO, I GUESS, REVIEW THE CAMPUSES TO SEE WHAT THEIR STATUS IS, REPAIR WISE, ETCETERA, IS THAT WHAT THAT WAS FOR? WAS THAT? YES. THANK YOU.
THANK YOU. [LAUGHTER] I APPRECIATE THAT.
THEN TAKE A TEN MINUTE. THANK YOU, BUT THANK YOU.
I APPRECIATE THAT. NOW, THE OTHER PART OF THAT IS SINCE WE'RE IN 2020, I MEAN, WE'RE IN 2023, THERE'S GOING TO BE ANOTHER ASSESSMENT COST FOR REASSESSING THE CAMPUSES. WE ALSO USE RICE AND GARDNER FOR OTHER PROJECTS SUCH AS THE ESSER HVAC PROJECT.
SO THEY ASSIST US WITH THAT, BUT WE HAVE BEEN GEARING UP FOR A PROPOSED 2023 BOND.
[02:55:01]
WE UNDERSTAND THAT THINGS HAVE CHANGED, BUT WE WANT TO BE PREPARED IN THE FUTURE.OKAY, SO THAT'S WHAT THAT RFQ WAS FOR THEN? THE OKAY. THANK YOU, MA'AM.
THE NEXT ITEM WE PULLED IS UNDER ITEM 11 TRUSTEE BLUEFORD-DANIELS HAS PULLED PROJECT 23 1109 RFP NEAR SITE CLINIC SERVICES FOR DISCUSSION.
KATHY, TRUSTEE BLUEFORD-DANIELS.
I WAS JUST CURIOUS, WHERE ARE THOSE CLINICS GOING TO BE LOCATED? IN OTHER WORDS, THE REASON WHY I'M ASKING THAT QUESTION IS BECAUSE SO MUCH OF OUR STAFF IS LOCATED WITHIN 610, AND SO I WAS CURIOUS AS TO WHERE THOSE CLINICS ARE JUST ARE LOCATED. WE'LL GET YOU THAT INFORMATION, I DON'T KNOW IF IT'S OKAY. THANK YOU.
THE NEXT ITEM BEING HELD FOR DISCUSSION IS ITEM 14 APPROVAL OF THE MARCH BUDGET AMENDMENT.
THIS ITEM IS BEING HELD AT THE REQUEST OF TRUSTEE DEIGAARD.
ALL OF MY QUESTIONS ARE IN REFERENCE THEY'RE FOLLOW UP QUESTIONS TO Q&A DOCUMENT.
SO IN THE FIRST ONE, WHAT CAUSED THE DECLINE IN LOCAL REVENUE? WHAT CAUSED THAT DECLINE SINCE THE BUDGET WAS ADOPTED? IS WHAT I WAS TRYING TO ASK.
WE INCREASED MEDICAID LAST MONTH BY ABOUT 10 MILLION.
WE INCREASED OUR INTEREST EARNINGS.
SO OVERALL, OUR ACTUAL DEFICIT WENT DOWN LAST MONTH.
SO WE OUR ADOPTED BUDGET WAS 1.9, AND THE APPROVED BUDGET FEBRUARY AND MARCH IS 1.884. SO THAT'S FOR LOCAL SOURCES.
WHAT CAUSED THE DECLINE IN LOCAL SOURCES? SO LAST SUMMER. THANK YOU.
RIGHT. PERFECT, AND THEN WHAT CAUSED THE INCREASE IN THE STATE SOURCE IS THAT THE SECOND THING YOU WERE SAYING? SO THAT THOSE WERE INCREASES IN STATE SOURCES.
WHAT CONTRIBUTED TO THAT? THAT WAS MAINLY THE AVAILABLE SCHOOL FUND RATE INCREASING.
OKAY. THANK YOU, AND THEN OUR APPROPRIATIONS INCREASED, THE RESPONSE WAS YOUR REQUESTING ADDITIONAL BUDGET TO PAY FOR FACILITY MAINTENANCE AND TRANSPORTATION FACILITY MAINTENANCE.
SO WHAT CHANGES IN TRANSPORTATION AND WHY? TRANSPORTATION IS PRIMARILY SOME BUS DRIVER PAYROLL AS WELL AS MAINTENANCE COSTS.
THANK YOU, AND THEN THE INCREASE IN THE FUND BALANCE BY ABOUT 100 UNASSIGNED FUND BALANCE BY $100 MILLION DOLLARS FOR OUR CURRENT FISCAL YEAR.
SO WHY ARE WE MAKING SO MANY CUTS FOR FISCAL YEAR 24 WHEN WE ARE HAVING SURPLUSES LIKE THIS AT THE END OF THE YEAR? SO REMEMBER LAST SPRING WHEN WE WERE HAVING OUR BUDGET MEETINGS, WE HAD ACTUALLY INTENTIONALLY CLAWED BACK FUNDS FROM DEPARTMENTS AND CAMPUSES TO SET ASIDE IN OUR FUND BALANCE TO HELP US DO THE BUDGET REDUCTIONS WE KNEW WERE COMING OVER MULTIPLE YEARS.
SO THAT WAS INTENTIONAL LAST SPRING.
FALLOUT ARE WE GOING TO HAVE THIS YEAR? THIS YEAR? ACTUALLY, I'LL SAVE THAT FOR A BUDGET MEETING.
ARE WE CLOSING CAMPUS POSITIONS SO THAT THAT CAMPUS THEN IS SAVING DOLLARS THERE, BUT THEN CENTRALLY PAYING FOR LONG TERM SUBS? AND ARE ANY OF THESE POSITIONS THAT WE CLOSE THIS YEAR, CORE CONTENT AREAS.
SO WE HAVE THEY HAVE IF THEY'VE CLOSED THE POSITION, IT'S A VACANT POSITION AT THE CAMPUSES.
WAS IT A ARE ANY OF THEM CORE CONTENT AREAS? I WOULD HAVE TO GET YOU THAT INFORMATION.
AND MR. SUPERINTENDENT, IS THAT A.
WE DON'T HAVE THAT INFORMATION WITH US.
SO WILL YOU BE UPDATING THIS Q&A DOCUMENT WITH THAT INFORMATION BEFORE NEXT THURSDAY? WE'LL DO THE BEST WE CAN GETTING YOU THE INFORMATION IN A TIMELY MANNER.
OKAY. SO THIS SUFFICES AS A REQUEST FOR THE Q&A DOCUMENT THIS QUESTION IN THE MEETING.
SO I HAVE A FOLLOW UP QUESTION ON THOSE CLOSING OF POSITIONS.
[03:00:05]
SO ON THE Q&A PAGE 5.SO WE'RE SAYING PRINCIPALS BALANCE THEIR BUDGETS THROUGH THE CLOSING OF POSITIONS AND REDUCTIONS.
SO I GUESS I'M TRYING TO UNDERSTAND LIKE HOW CRITICAL WERE THOSE POSITIONS? WAS THE DECISION TO CLOSE THESE POSITIONS, THE PRINCIPALS DECISION OR THE, CENTRAL OFFICE DECISION? I THINK THAT'S HOW I'M TRYING TO WORD MY QUESTION.
IS THE PRINCIPALS DECISION TO SO THE CAMPUS NEVER EXPERIENCED THE BENEFIT OF HAVING THAT RESOURCE OR THAT SUPPORT ON THE CAMPUS.
RIGHT? SO THAT'S WHAT I'M TRYING TO UNDERSTAND I THINK THAT'S WHAT TRUSTEE DEIGAARD WAS ASKING.
SO, AND THEN IN THE 100 MILLION SURPLUS OR NOT SURPLUS, THE 100 MILLION THAT HAS NOW GONE TO THE UNASSIGNED FUND BALANCE THAT IS, AND I'M TRYING TO UNDERSTAND.
SO THAT IS MONEY THAT CAME FROM THE BUDGET FREEZES IN THE SPRING.
DID I UNDERSTAND THAT CORRECTLY? YES, IT WAS, AND THE NON SALARY THAT WE TOOK BACK, WHAT DO YOU MEAN BY NON SALARY? WE TALKED ABOUT SOME NON SALARY REDUCTIONS OR CLAWBACKS LAST LAST SPRING FOR DEPARTMENTS AND SCHOOLS TO GO TOWARDS BEING ABLE TO SPREAD BUDGET CUTS OVER MULTIPLE YEARS.
OKAY. SO IT'S DEFINITELY NOT RECURRING.
THIS IS JUST LIKE A ONE TIME 100 MILLION.
OKAY, AND THEN IN TERMS OF THE 15 MILLION FOR MAINTENANCE AND OPERATIONS, IS THAT AND I KNOW THAT THE NEED IS SO GREAT.
I'M NOT QUESTIONING THAT, BUT I GUESS MY QUESTION IS, IS THAT DO WE ANTICIPATE THAT TO CONTINUE TO BE A NEED? LIKE, ARE WE INCREASING THIS AS A LINE ITEM NEXT YEAR? IT'S LIKELY TO CONTINUE TO BE A NEED.
RECTIFIED THROUGHOUT THE SCHOOL DISTRICT.
SO I DON'T KNOW EXACTLY WHAT THE DOLLAR AMOUNT WILL BE, BUT WE KNOW IT WILL BE THESE REOCCURRING CONCERNS WILL BE THERE AND THE NEED TO COME BACK TO THE BOARD FOR ADDITIONAL ADJUSTMENTS AROUND OPERATIONAL COSTS WILL BE THERE.
SO, YES, IT WILL USE FUND BALANCE.
THANK YOU FOR CLARIFYING THAT.
SO, FOR EXAMPLE, A MIDDLE SCHOOL LOSES THEIR SIXTH GRADE MATH TEACHER THE FOURTH WEEK OF SCHOOL BECAUSE THE TEACHER GETS SICK AND CAN'T COME BACK. SO THE SCHOOL THEN FILLS THAT POSITION WITH THIS IS SECOND ROUND, WITH A LONG TERM SUB THAT'S PAID FOR OUT OF CENTRAL OFFICE, AND THEN THE SCHOOL IS ABLE TO SAVE THOSE DOLLARS THAT THEY DON'T HAVE A BUDGET FOR BECAUSE OTHERWISE THEY'RE GOING TO HAVE TO SETTLE UP.
SO I GUESS I DON'T UNDERSTAND HOW WE'RE ENSURING THAT SCHOOLS AREN'T SETTLING UP WITH VACANT POSITIONS OF KEY POSITIONS, CORE CONTENT AREAS THAT THEY SHOULD HAVE BEEN HIRING A NEW TEACHER INTO.
ARE WE MAKING SURE THAT DOESN'T HAPPEN IN THIS SETTLE UP PROCESS? CLOSE THEM. OKAY, BUT AS THE SCHOOL YEAR STARTS, YOU HAVE STAFF AND THEN IF YOUR NUMBERS BECAUSE THE REASON WHY THEY'RE HAVING TO RECONCILE IS BECAUSE THE ENROLLMENT IS NOT WHAT IT SHOULD BE.
OH, I FULLY UNDERSTAND AND APPRECIATE THAT.
WHAT I WANT TO MAKE SURE IS THAT IN THIS PROCESS OF SETTLE UP THAT PRINCIPALS AREN'T ELIMINATING CORE CONTENT POSITIONS BECAUSE THE ONLY WAY THEY CAN AFFORD IT IS A LONG TERM SUB CENTRAL. OKAY. NO, MA'AM.
OKAY. THE LAST ITEM BEING HELD FOR DISCUSSION IS ITEM 21.
[03:05:09]
FIRST READING. THIS IS BEING HELD AT THE REQUEST OF TRUSTEE BLUEFORD-DANIELS.YEAH, THIS IS THE FIRST READING.
I JUST HAD A QUESTION BECAUSE I THINK I SENT IT IN ASKING FOR CLARITY.
THERE WAS SOME VERBIAGE GUESS I DON'T HAVE IT IN FRONT OF ME.
21. YEAH, IT WAS ON THE ISN'T THE Q&A AND I SENT IT IN AS A REFERENCE. AS A REFERRAL.
I'M SORRY, NOT A REFERRAL, BUT JUST QUESTIONING WHETHER OR NOT THAT INFORMATION WAS CORRECT.
LET ME SEE. JUST SEND IT IN AS A REFERRAL.
THE CHANGE THEIR CHANGE OF ACTION AND CHANGE IN ACTION.
SHOULD THAT READ WE THE 2009 BOARD OF EDUCATION OR WE THE 2023 BOARD OF EDUCATION? THAT WAS THE ONLY QUESTION ABOUT THAT.
WE'LL GET YOU THE RIGHT ANSWER AND GET IT OUT TO THE ENTIRE BOARD.
OKAY. I JUST WANTED TO POINT IT OUT IN CASE IT WAS JUST AN OVERSIGHT, SO I GOT IT.
OUR NEXT MEETING IS OUR REGULARLY MONTHLY MEETING ON THURSDAY, MARCH 9TH, 2023.
WITH NO FURTHER BUSINESS TO DISCUSS.
THE BOARD IS NOW ADJOURNED AT 9:14 P.M.
BUENAS NOCHES.
* This transcript was compiled from uncorrected Closed Captioning.