[Agenda Review]
[00:00:06]
DEIGAARD. I WOULD LIKE TO ASK EVERYONE TO PLEASE SILENCE ALL CELL PHONES.
[SPANISH]. OUR FIRST ORDER OF BUSINESS IS TO HEAR FROM SPEAKERS TO AGENDA ITEMS. WE HAVE ONE SPEAKER REGISTERED THIS EVENING WHO IS LIMITED TO TWO MINUTES PER BOARD POLICY.
PLEASE SPEAK TO THE AGENDA ITEM YOU HAVE SIGNED UP FOR.
WE ALSO ASK THAT SPEAKERS STAY ON TOPIC AND REFRAIN FROM NAMING INDIVIDUALS SPECIFICALLY, ESPECIALLY STUDENTS, AS THEIR IDENTITY IS PROTECTED UNDER LAW, BUT YOU MAY NAME YOUR OWN CHILD.
SPEAKERS SHOULD PRACTICE NORMAL RULES OF DECORUM.
ADDITIONALLY, DISRUPTIONS OF THE MEETING WILL NOT BE TOLERATED.
WE ASK THE AUDIENCE TO REFRAIN FROM INTERRUPTING SPEAKERS WHILE THEY PRESENT TO THE BOARD DURING THIS PORTION OF THE MEETING AND TO PROMPTLY, PROMPTLY END THEIR REMARKS WHEN THE TIMER RINGS INDICATING THE EXPIRATION OF THEIR TIME.
SPEAKERS WILL GENERALLY BE GIVEN TO REMINDERS OF OUR PUBLIC COMMENTS RULES.
AND FOR THE RECORD, TRUSTEE BLUEFORD-DANIELS HAS JOINED US.
THE ITEM HELD FOR A REGISTERED SPEAKER IS ITEM ONE.
ACCEPTANCE OF BOARD MONITORING UPDATE PRESENTATION OF GOAL TO PROGRESS MEASURE 2.1, 2.2 AND 2.3.
OUR SPEAKER IS SIGNED UP TO SPEAK VIA ZOOM.
MS. SMITH, PLEASE ADMIT JERRY MONROE, WHO IS ALSO REGISTERED FOR ITEMS TWO AND FIVE.
MR. MONROE, PLEASE TURN YOUR CAMERA ON.
YOU MAY BEGIN. FOR THE RECORD, TRUSTEE BLUEFORD-DANIELS HAS JOINED US.
AND I SEE TRUSTEE GUIDRY HAS JOINED US VIA ZOOM.
HOLD ON. I'M TRYING TO GET THIS IN ORDER.
CAN YOU SEE ME? MR. MONROE. TURN YOUR CAMERA, PLEASE.
ALL RIGHT. CAN YOU SEE ME? YES. PLEASE BEGIN.
WE COULD SEE YOU, MR. MONROE, PLEASE BEGIN.
CAN YOU. CAN YOU SEE ME AND HEAR ME? WE CAN SEE YOU AND HEAR YOU.
BILLIONS OF DOLLARS. AND WE CAN'T FIX A DELAY.
FIRST OF ALL, I WANT TO MAKE SURE I'M IN ACCORDANCE WITH WHAT I SIGNED UP FOR.
I'M GETTING A DELAY FOR SOME REASON.
I UNDERSTAND WHAT YOU'RE SAYING, BUT I'M GETTING A DELAY ON MY END.
MR. MONROE, CAN YOU TURN OFF THE SPEAKER THAT YOU ARE? WHERE YOU'RE PLAYING US ON.
AND YOU. IF YOU COULD MUTE YOUR DEVICE.
YOU'RE LISTENING TO THE MEETING ON.
[00:05:01]
I DON'T KNOW, MAN, BECAUSE I'M JUST NOT.ALL RIGHT. CAN YOU HEAR ME MEAN.
CAN YOU HEAR ME, MAN? YES, WE CAN HEAR YOU.
I DON'T KNOW WHAT'S GOING ON, BUT I'M GETTING A DELAY OVER HERE.
I WANT TO TELL YOU GUYS SOMETHING, MAN.
I MEAN, I NEED YOU TO LISTEN TO ME VERY, VERY CLOSELY.
AND FOR THOSE THAT HAVE NOT BEEN LISTENING FOR MONTHS AND MONTHS NOW, MAYBE YOU WILL LISTEN.
THIS BUDGET THAT WE GOT, THAT'S NOT GOING TO WORK.
I MEAN, I'M NOT THE SHARPEST KNIFE IN THE DRAWER, BUT THE BUDGET THAT'S ON THE TABLE WILL NOT WORK.
IT SEEMS AS IF THAT MAYBE WE'RE TRYING TO BE TANKED BEFORE SOME OF THESE PEOPLE GET UP OUT OF HERE.
WE CANNOT RUN THESE SCHOOLS WITH THE BUDGETS THAT YOU GAVE US.
NOW, AS FAR AS THE BASEBALL FIELD AT YATES, WE DON'T NEED NO BASEBALL FIELD.
WE BARELY EVEN GOT BASEBALL PLAYERS.
BUT GUESS THIS IS MORE FOR TSU THAN IT IS FOR YATES.
SO THE BOTTOM LINE IS PEOPLE SIT BACK EVERY TRUSTEE, I CHALLENGE YOU UP THERE.
DO NOT VOTE FOR THIS BUDGET, MAN.
MAKE THEM GO BACK TO THE TABLE.
AND WE'RE SAYING WE WANT TO GIVE A KID A QUALITY EDUCATION.
HOPEFULLY DIDN'T SOUND TOO AGGRAVATED.
YOU GUYS HAVE A GOOD NIGHT AND PACK YOUR STUFF.
THIS CONCLUDES OUR HEARING OF SPEAKERS TO AGENDA ITEMS. DO I HAVE A MOTION TO APPROVE THE MINUTES OF THE SPECIAL MEETING AND THE AGENDA REVIEW MEETING HELD ON MARCH 2ND, 2023.
I JUST WANT TO SAY POINT OF ORDER.
FOR THE RECORD, TRUSTEE BAKER HAS JOINED.
I DON'T SEE ANYBODY ON THE SCREEN YET.
IS THERE A SECOND? I SEE A SECOND BY TRUSTEE CRUZ.
AND MR. KINCAID, I CAN'T SEE YOU, SO LET ME KNOW.
ZERO OPPOSED. ZERO ABSTENTIONS.
WE ARE NOW READY TO CONSIDER A DISCUSSION AND REPORT ITEM.
ALLISON MATNEY TO THE MICROPHONE TO GO AHEAD AND KICK US OFF.
DR. MATNEY? ALL RIGHT. GOOD EVENING. THANK YOU, SUPERINTENDENT HOUSE TRUSTEES.
WE'RE HERE THIS EVENING TO FINALIZE OUR 21-22 GOAL MEASURES WITH THE REPORT OF GOAL FOUR.
AND AGAIN, THIS WILL BE FINALIZING AND CLOSING OUT THE 21-22 SCHOOL YEAR.
AND THIS REPORT INDICATES THAT WE MET OUR TARGET.
WE WERE FOUR POINTS ABOVE THE TARGET OF 23 FOR THE 22 SCHOOL YEAR.
WE ENDED WITH 27% OF OUR STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES READING AT OR ABOVE GRADE LEVEL AS MEASURED BY THE MEETS GRADE LEVEL STANDARD ON STAAR THREE THROUGH EIGHT READING IN ENGLISH, ENGLISH ONE AND TWO ASSESSMENTS.
[00:10:03]
PIECES THAT HAVE WORKED.THE EIGHT PERCENTAGE OR THE FOUR PERCENTAGE POINT OVERAGE OVER OUR INTERNAL GOAL AND TARGET FOR 22 IS NOT A SIGNIFICANT SURPRISE.
AS WE'VE BEEN EXCITED TO SHARE WITH YOU THE IMPROVEMENTS OVER THE COURSE OF THE YEAR IN THE SPECIAL EDUCATION CONSTRAINT, AS WELL AS OUR MONITORING REPORTS THROUGH THIS YEAR. AND THAT CONCLUDES THIS MONITORING REPORT.
I WILL MENTION THAT WHILE WE UNDERSTAND THERE'S STILL A SIGNIFICANT AMOUNT OF PROGRESS AS IT RELATES TO PERFORMANCE WITH STUDENTS WITH SPECIAL NEEDS, WE'RE INCREDIBLY PROUD OF THE PROGRESS THAT HAS BEEN MADE.
AND AND OF COURSE, THE FACT THAT WE MET BOTH AND EXCEEDED THE PERFORMANCE TARGET FOR RELATED TO STAAR READING EXAM FOR STUDENTS WITH DISABILITIES.
ONE OF THE PRIORITIES, SPECIFICALLY OUR STRATEGIC PLAN AND OUR STRATEGIC PLAN WAS TO IMPROVE SERVICES AND OUTCOMES FOR STUDENTS WITH SPECIAL NEEDS, WITH A MAJOR FOCUS ON OUR STUDENTS, OF COURSE, WITH WITH DISABILITIES.
NOW, DURING THE SPECIAL EDUCATION WORKSHOP LAST WEEK, YOU ALL WERE ABLE TO TO SEE IN MORE DETAIL THE INTENTIONAL EFFORTS THAT OUR DISTRICT HAS EMBARKED UPON TO HELP US TO CONTINUE THE EXPECTED AND WANTED GROWTH IN THIS PARTICULAR AREA.
OUR WORK IN THIS AREA FOCUSES ON REBUILDING TRUST WITH FAMILIES THROUGH PROACTIVE AND TIMELY COMMUNICATION, ENSURING INSTRUCTIONAL EQUITY AND EXCELLENCE THROUGH THE IMPLEMENTATION OF OUR HIGH QUALITY INSTRUCTIONAL MATERIALS THAT YOU'VE HEARD SO MUCH ABOUT.
WHAT I WILL SAY IS THAT IT'S ALSO ABOUT ENSURING THAT WE DIFFERENTIATE AND SCAFFOLD TO TO MEET THE NEEDS OF OUR STUDENTS WITH DISABILITIES AND IMPROVING OUR INTERNAL SYSTEMS PROGRESS TO MONITOR AND COMPLIANCE TO ENSURE THAT EVERY STUDENT RECEIVES THE APPROPRIATE INSTRUCTION ALIGNED TO WHAT THEIR ARTS TEAM HAS FOCUSED ON AND WHAT THAT IEP SAYS.
THIS WORK, OF COURSE, EXISTS NOT ONLY WITHIN OUR SPECIAL ED DEPARTMENT, BUT IT'S A PRIORITY CROSS-DEPARTMENTAL AS WE KNOW THAT OUR STUDENTS WITH SPECIAL NEEDS DESERVE THE SAME ACCESS AND SERVICES AND INTERVENTIONS AS ANY OTHER STUDENT AT ANY OTHER SCHOOL IN HISD.
THIS INCLUDES COLLABORATIONS ACROSS OUR ACADEMIC OFFICES, OUR SCHOOLS OFFICES AND STUDENT SUPPORT SERVICES TO MAKE SURE THAT STUDENTS AND STAFF RECEIVE THE RESOURCES AND SUPPORTS NECESSARY TO REALLY ACCELERATE THE LEARNING FOR ALL STUDENTS.
AS THE DISTRICT MOVES FORWARD, THE FOCUS WILL CONTINUE TO BE ON ENSURING APPROPRIATE PROFESSIONAL DEVELOPMENT FOR SCHOOL LEADERS, TEACHERS, INCLUDING A BROADER IMPLEMENTATION OF CO-TEACHING MODELS THAT YOU HEARD US TALK ABOUT LAST WEEK.
OF COURSE, THE IDEA IS TO ENSURE THAT STUDENTS CAN BENEFIT FROM THE HIGH LEVEL INSTRUCTIONAL STRATEGIES THAT CORRESPOND WITH THE HIGH QUALITY INSTRUCTIONAL MATERIALS DURING THIS IMPLEMENTATION AND TIME PERIOD.
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 I THINK IF YOU CLICK THE BUTTON THAT SAYS MY COMPUTER, YOU WILL GO BACK TO.
CRUZ. THANK YOU, SUPERINTENDENT HOUSE AND DR.
DEFINITELY ENCOURAGED BY THE THE UPWARD TREND.
MY FIRST QUESTION IS WHO? YOU KNOW, THIS IS AN AGGREGATE OF ALL OF OUR STUDENTS WITH SPECIAL NEEDS, THIRD THROUGH EIGHTH AND THEN NINTH AND 11TH GRADERS.
RIGHT. SO WHEN YOU'VE LOOKED AT THE DATA, ARE THERE ANY GRADE LEVELS OR ANY SUBGROUPS OF STUDENTS WITHIN THE STUDENTS WITH SPECIAL NEEDS THAT ISN'T MAKING QUITE THE MOVEMENT AS THE REST OF THE STUDENTS? DR. MATNEY? NO, WE DIDN'T NOTICE THAT PARTICULARLY.
WE LOOKED AT, OF COURSE, IN LOOKING AT THE RENAISSANCE AND LOOKING AT THE PROGRESS MONITORING ALONG THE WAY, WE SAW THE EVEN TRAJECTORY WE SAW IN LARGE PART, ALL CAMPUSES ARE MOVING IN THAT DIRECTION, WHICH IS WHY IN THE AGGREGATE WE SEE SUCH A BIG LEAP WHEN YOU LOOK AT THAT VOLUME AND NUMBER OF STUDENTS IN THE
[00:15:03]
DENOMINATOR, A LEAP OF FOUR POINTS IS SIGNIFICANT.AND SO THAT'S WHY WE'RE SEEING THAT, BECAUSE IT'S EVEN ACROSS THOSE AREAS.
WHAT IS THE NUMBER OF STUDENTS IN THE DENOMINATOR? MORE OR LESS DO NOT HAVE THAT IN FRONT OF ME.
I KNOW WE DISCUSSED IT A LITTLE BIT LAST WEEK, BUT WHERE ARE WE NOW? AND IN TERMS OF PERCENTAGE OF STUDENTS THAT SHOULD BE IN CO-TEACHING CLASSROOMS THAT AREN'T LIKE HOW MUCH WORK STILL NEEDS TO BE DONE TO MOVE TOWARDS THAT? DR. BURKE? YEAH.
SO I WOULD SAY WE'RE AT THE BEGINNING STAGES OF REALLY A SYSTEMATIC INCLUSION OF CO-TEACH CLASS AS YOU I THINK I'VE TALKED ABOUT IT BEFORE, BUT IT TAKES IT TAKES A PRETTY SIGNIFICANT AMOUNT OF TRAINING TO REALLY DO THIS RIGHT? AND BECAUSE IT'S REALLY ABOUT MINDSET SHIFTS FOR ADULTS AND CULTURAL SHIFTS IN SCHOOLS.
BUT WE'RE AT THE BEGINNING PHASES OF IT.
I THINK I THOUGHT WE WERE A LITTLE FURTHER ALONG, BUT GOOD TO KNOW THAT PROGRESS IS BEING MADE.
UM, AND THEN IN TERMS OF JUST LOOKING AT I WAS COMPARING THIS, THE, THE PROGRESS IN GOAL FOUR TO THE PROGRESS IN CONSTRAINT FOUR, WHICH IS, YOU KNOW, TALKING ABOUT OUR IEP GOALS AND, AND COMPLIANCE AND WE ARE NOT ON TRACK WITH CONSTRAINT FOUR SO I STARTED TO THINK, OKAY, THERE'S BEEN QUITE A BIT OF PROGRESS MADE FOR OUR STUDENTS WITH SPECIAL NEEDS.
AND IF WE WERE ACTUALLY MEETING THE TARGETS FOR CONSTRAINT FOUR, HOW MUCH FURTHER ALONG? LIKE I FEEL LIKE THE POTENTIAL IS SO GREAT FOR OUR STUDENTS WITH SPECIAL NEEDS AND WE'RE BARELY STARTING TO SCRATCH THE SURFACE.
THAT'S HOW I'M INTERPRETING IT, BUT I'M CURIOUS IF THAT'S YOUR OBSERVATION AS WELL.
SO ABSOLUTELY, THAT'S SOMETHING THAT AS THE COMPLIANCE INCREASES, THEN THE OUTCOMES CONTINUE TO INCREASE BECAUSE YOU DON'T KNOW WHAT YOU'RE MONITORING OR WHAT THE AREAS OF IMPROVEMENT ARE UNLESS YOU'RE ACTUALLY IN COMPLIANCE WITH WITH THE CODING PIECES AND ENSURING THAT IEPS ARE OF APPROPRIATE LEVEL, ETCETERA.
TRUSTEE WADE? YES, THANK YOU FOR THIS REPORT.
AND LIKE JUDITH MENTIONED, TRUSTEE CRUZ, WHAT A WONDERFUL THING TO SEE, POINTS GOING UP.
ABOUT THE CO-TEACHING QUESTION.
I KNOW WE MONITOR GRADES THREE THROUGH EIGHT AND THEN ON, BUT WHAT CAN WE BE DOING? AND I'LL SPEAK TO SUPERINTENDENT HOUSE.
WHAT CAN WE BE DOING IN GRADES ONE AND TWO IN THE CO-TEACHING DEPARTMENT TO GET KIDS PREPARED EARLIER SO THAT BY THE TIME THEY GET TO GRADE THREE, I MEAN, ARE WE FOCUSING ON THE LOWER GRADE LEVELS? I THINK WHEN IT COMES TO A CHILD WITH SPECIAL NEEDS, OF COURSE, THE RESPONSIBILITY OF THE ARTS TEAM AND THAT SPECIFIC CHILD'S IEP IS TO REALLY DETERMINE WHAT THE NEED IS FOR THAT CHILD.
NOW, YOU'VE HEARD US TALK QUITE A BIT ABOUT HIGH QUALITY CURRICULUM.
YOU KNOW, EVERY CHILD, REGARDLESS WHETHER THEY HAVE A DISABILITY OR NOT, NEEDS TO SEE GRADE LEVEL CURRICULUM NEEDS TO HAVE THE SUPPORTS TO BE ABLE TO ACCOMPLISH WHAT IT IS THAT THEY'RE SET OUT FOR IN THAT CURRICULUM AS WELL.
DR. BYRD? ANY OTHER INSIGHTS YOU WANT TO PROVIDE? AND I WOULD SAY A LOT OF STUDENTS ARE IDENTIFIED WITH US FOR A COUPLE OF YEARS AND THEN THEY'RE IDENTIFIED.
SO THERE'S, YOU KNOW, FEWER STUDENTS AT THE LOWER GRADES THAT ARE IDENTIFIED BECAUSE THEY COULD JUST BE KIND OF DEVELOPMENTAL THINGS THAT ARE GOING TO CORRECT THEMSELVES BEFORE THEY'RE IDENTIFIED FOR SPECIAL EDUCATION SERVICES.
MATNEY, WHEN I WAS LISTENING TO YOU SPEAK TO MAKING SURE THAT WE'RE GOING THROUGH THE PROCEDURAL PROCESSES CORRECTLY AND EVERYONE UNDERSTANDS CODING AND INPUTTING DATA AND ALL OF THAT IN TERMS OF.
GETTING INFORMATION INTO THE HANDS, TOO, ON THE LOWER GRADE LEVEL SO THAT THEY UNDERSTAND WHAT TO BE LOOKING FOR IN AN IMPLEMENTATION PROCESS SO THAT THEY'RE BEING ABLE TO IDENTIFY THOSE CHILDREN AS SOON AS POSSIBLE.
[00:20:02]
WHAT'S HAPPENING IN THAT DEPARTMENT? SO WE DEFINITELY HAVE OUR SCREENERS THAT WE USE FOR STUDENTS ARE, YOU KNOW, BEGINNING, MIDDLE AND END OF YEAR SCREENERS.SO IN THE YOUNGER GRADES, IT REALLY IS A LOT OF WE RELY ON OUR TEACHERS TO IDENTIFY STUDENTS OR THEIR PARENTS AS THEY'RE HAVING PARENT CONFERENCES AND THEY'RE NOTICING THINGS AT HOME.
BUT I WOULD SAY THAT, YOU KNOW, WE WANT TO MAKE SURE THAT THE STUDENT REALLY DOES HAVE A DISABILITY.
SO WE DON'T IDENTIFY AS STUDENTS THAT, YOU KNOW, PUT THEM ON A ON A TRACK THAT THEY DON'T NECESSARILY NEED BECAUSE IT COULD BE JUST A CASE OF A STUDENT THAT'S YOUNGER AND DEVELOPMENTALLY, YOU KNOW, THEY'RE GOING TO GET THERE.
SO THAT'S PART OF THE TRICK OF IT IN THE EARLY GRADES.
ALLEN. SUPERINTENDENT, I KNOW WE RECEIVED THIS REVIEW ON ON THE THIRD, SO I HAD A CHANCE TO LOOK AT IT AND A CHANCE TO ASK THE QUESTIONS FROM THE Q AND A.
SO FOLLOWING UP ON TRUSTEE CRUZ QUESTION, WHAT I'M HEARING IS YOU'RE NOT NOTICING ANY DIFFERENCE BETWEEN CAMPUSES, BUT ARE THERE ANY DIFFERENCES BETWEEN STUDENT GROUPS OR ARE THEY ALL GROWING AT THE SAME PACE, OR ARE THERE ANY GROUPS THAT ARE MOVING FASTER, MOVING SLOWER, STAYING THE SAME COMPARED TO OTHERS? DR. MATNEY? SO WITHIN THE STUDENT GROUP OF STUDENTS WITH DISABILITIES, WHAT WE'RE SEEING ARE SIMILAR TRENDS ACROSS OUR ALL STUDENT GROUPS.
SO WE'RE SEEING THAT OUR OUR BLACK AND HISPANIC STUDENTS ARE STILL SCORING BELOW EVEN IN THAT CATEGORY, EVEN IN THE STUDENTS WITH DISABILITIES CATEGORY.
SO THE TRENDS ARE SIMILAR TO WHAT WE SEE WITH THE ALL STUDENTS GROUP.
SO HOW IS THAT DATA INFORMING ADJUSTMENTS AND PRACTICE? TO CONVERT. SO I THINK A COUPLE OF THINGS.
GENERAL ED TEACHERS AND CURRICULUM AND INSTRUCTION PRACTICES.
AND THEN JUST THE IMPROVEMENT OF THE IMPLEMENTATION BY OUR SPECIAL ED TEACHERS.
THAT'S ONE THING THAT WE HAVE BEEN FOCUSING ON THE LAST YEAR AND A HALF.
SO I THINK, YOU KNOW, I THINK IT'S TWO ROADS WITH SPECIAL EDUCATION.
SO IT'S KIND OF PARALLEL ROAD THAT WE'RE GOING DOWN, BUT WE HAVE IMPROVED THINGS.
SOME OF OUR GOAL PROGRESS MEASURES YOU'VE SEEN OR YOU WILL SEE SOON ABOUT JUST GIVING FEEDBACK TO STUDENTS REGULARLY, TEACHERS ENTERING DATA POINTS AT REGULAR TIMES SO WE CAN MONITOR THE THE IMPLEMENTATION OF THE IEP.
THAT'S ONE THING THAT WE'RE DOING THAT WE'LL CONTINUE TO SEE GROWTH.
YOU WOULDN'T SEE IT IN THIS BECAUSE THIS IS OLD DATA, BUT THIS TIME NEXT YEAR, YOU SHOULD SEE EVEN MORE IMPROVEMENT BECAUSE THEY HAVE BEEN ENTERING DATA AT REGULAR POINTS AND ARE ABLE TO RESPOND TO STUDENTS, YOU KNOW, MOVEMENT OR LACK OF MOVEMENT IN A MORE REGULAR BASIS ON A MORE REGULAR BASIS.
THANK YOU. AND I THOUGHT THAT IN THIS REPORT FOR SPECIAL ED, BECAUSE WE'VE HAD A LOT OF CONVERSATION ABOUT SPECIAL ED, THE AIR REPORT, YOU KNOW, GIVING REGULARLY MONITORING ALL OF THOSE THINGS.
AND I HAD REALLY HOPED THAT WOULD SHOW UP IN THIS REPORT BECAUSE I THOUGHT WHAT WAS GOING TO HAPPEN.
[00:25:02]
THERE ARE A WHOLE LOT OF RECOMMENDATIONS AND COMMITMENTS AND PLANS SO WE CAN, AS A BOARD KNOW, WHERE ARE YOU IN THOSE DIFFERENT AREAS? AND ONE OF THE RESPONSES I'M LIKE, WELL, EVEN IF IT'S SOMETIMES GOING DOWN IS THE OVERALL TRAJECTORY GO AND WHATEVER THAT ONE THING WAS GOING THIS WAY AND THE RESPONSE IS, NO, ACTUALLY IT'S JUST LIKE THIS.SO I LOOK AT THIS DATA, I'M REALLY PSYCHED, BUT HOW DO I KNOW IT'S NOT GOING TO GO LIKE THIS IF THE INPUTS ARE GOING LIKE THIS? SO HOW ARE HOW IS THE ADMINISTRATION MONITORING IMPLEMENTATION OF ALL OF THESE IDEAS AND RECOMMENDATIONS TO MAKE SURE THAT THEY'RE YIELDING CONSISTENT AND STEADY RESULTS IN OUTCOMES OF STUDENTS? SO I HAVE ASKED I MEAN, IT STARTS WITH THE GOAL IS MEASURE 4.3.
I THINK IT IS. IS THAT THE ONE, THE PROGRESS, THE THE CONSTRAINT PROGRESS? YEAH. SO, YOU KNOW, KIND OF FOR ME, IT BEGAN WITH THAT WHEN I SAW THAT THAT WAS SUCH A LOW, WE WERE JUST NOT DOING WELL WITH THAT AT ALL.
SO I HAVE ASKED MY TEAM TO PUT TOGETHER A LIST OF INITIATIVES THAT WE HAVE GOING ON AND WHERE, YOU KNOW, LIKE A DASHBOARD, LIKE WHERE ARE WE? RED, YELLOW, GREEN, YELLOW, RED.
SO THAT WE WOULD BE ABLE TO MORE READILY PROVIDE THAT DATA TO THE PUBLIC SO THAT THOSE LISTS OF RECOMMENDATIONS NOT ONLY FROM AIR, BUT ALSO JUST OTHER CONSULTANTS THAT WE'VE HAD IN THE DISTRICT WORKING WITH SPECIAL EDUCATION SO THAT WE CAN, YOU KNOW, PROGRESS MONITOR THAT.
SO I GUESS THE SHORT ANSWER IS WE ARE PUTTING MORE EFFECTIVE PROGRESS MONITORING SYSTEMS IN PLACE.
SO WHAT MIGHT THAT LOOK LIKE? SO THAT'S ABOUT HOW MANY TEACHERS ARE WE TRAINING ALL THE TEACHERS? ARE WE? ONE OF THE THINGS THAT WE LEARNED FROM THIS YEAR'S IMPLEMENTATION OF EUREKA MATH AND ELEMENTARY SCHOOL, FOR EXAMPLE, IS THAT BECAUSE MOST STUDENTS THAT RECEIVE SPECIAL ED SERVICES ARE IN GENERAL ED CLASSES, ONE OF THE LESSONS THAT WE LEARNED IS WE NEED TO MAKE SURE THAT TEACHER, GENERAL ED TEACHERS HAVE STRATEGIES THAT ARE HIGH.
SO THAT'S ONE MEASURE IS HAVE WE AND MY TEAM HAS GONE BACK AND CORRECTED THAT.
WE'VE BEEN DEVELOPING A PLAYBOOK FOR STUDENTS WITH DISABILITIES, ALSO MULTILINGUAL STUDENTS.
WHAT ARE THE HIGH LEVERAGE STRATEGIES THAT WE CAN USE? SO TRAINING TEACHERS IN THAT AND THEN WE CAN MEASURE, WE CAN MONITOR THAT EASILY.
DO TEACHERS GO? WHAT'S THE EFFECT OF IT THROUGH WITH PARTNERSHIP WITH THE SCHOOLS OFFICE? WHEN WE'RE GOING ON LEARNING WALKS KNOW ARE THOSE STRATEGIES BEING IMPLEMENTED? SO THAT'S THAT'S ONE WAY THAT WE MEASURE THAT, FOR EXAMPLE.
AND ARE YOU MONITORING ALL OF THESE INPUTS TO SEE IDENTIFY WHICH ARE THE MOST IMPACTFUL TO MAKE SURE THAT'S WHERE YOU'RE PRIORITIZING RESOURCES? YEAH. SO THAT'S THAT'S THE WHOLE POINT OF ASKING MY TEAM TO DO MORE IN DEPTH PROGRESS MONITORING.
OKAY. THANK YOU. TRUSTEE BAKER.
THANK YOU, SUPERINTENDENT HOUSE AND YOUR STAFF FOR THE REPORT.
AND I'LL JUST LIKE TO SAY WHERE WE HAVE MADE INCREMENTAL PROGRESS.
I SALUTE YOU AND ENCOURAGE YOU JUST TO CONTINUE TO KEEP UP THE GOOD WORK.
AND ALL THE REST OF MY ANSWERS HAVE BEEN COVERED WITH MY COLLEAGUES QUESTIONS.
PRESIDENT CRUZ, SUPERINTENDENT HOUSE DR.
MATNEY, FOR YOUR PRESENTATION.
MY QUESTION, I GUESS, IS A FOLLOW UP TO TRUSTEE DEIGAARD.
SO CHIEF BYRD, HOW ARE YOU MONITORING IF THE SPECIAL EDUCATION PROFESSIONAL DEVELOPMENT IS EFFECTIVE? SHOULDN'T THE NUMBER OF KIDS BEING IDENTIFIED, ESPECIALLY IN THE YOUNGER YEARS, BE INCREASING OVER THE TIME? OVER TIME. SO I THINK THOSE ARE DIFFERENT BUT RELATED.
AND THEN DO WE SEE THE IMPLEMENTATION OF IT IN SCHOOLS.
SO THAT'S THAT'S KIND OF HOW WE MONITOR IT.
THE IDENTIFICATION ISSUE, I, YOU KNOW, THAT IS AN AREA THAT WE I THINK WE STILL NEED TO UNDERSTAND MORE, PARTICULARLY IN YOUNGER STUDENTS.
[00:30:06]
I DON'T THINK THAT'S UNUSUAL BECAUSE YOU ARE TRYING TO GIVE KIDS A CHANCE, DEVELOPMENTALLY APPROPRIATE BEHAVIORS AS OPPOSED TO DELAYED EFFECT.HOWEVER, THE PROFESSIONAL DEVELOPMENT THAT TEACHERS ARE RECEIVING IN ORDER TO IDENTIFY, TO IDENTIFY, TO IDENTIFY AND OR TO TRACK MAYBE IN ROUTE TO WHAT IS THIS KID, IS THIS STUDENT ON TRACK FOR A DEVELOPMENTAL DELAY OR IS IT A LEARNING DISABILITY OR DIFFERENCE THAT WE'RE TARGETING? AND MY QUESTION IS, SHOULD OUR NUMBERS, SHOULDN'T OUR NUMBERS BE MATCHING AT LEAST THE STATE'S NUMBERS AND AT BARE MINIMUM FOR IDENTIFICATION? YES. SO, YEAH, I'M SORRY, I DIDN'T MISUNDERSTOOD YOUR QUESTION AT FIRST, SO I WILL HAVE TO GET BACK WITH YOU WITH A MORE DETAILED ANSWER ABOUT HOW WE ARE MONITORING THAT AT THE. BUT YES, I AGREE WITH YOU THAT.
WE SHOULD HAVE SYSTEMS IN PLACE TO ENSURE THAT THAT'S HAPPENING.
HOW IS IT THAT WE CAN GAUGE THAT TEACHERS CAN IDENTIFY OR HELP TO IDENTIFY? IS THERE A CHEAT SHEET? IS THERE SOME TYPE OF THERE ARE RESOURCES THAT WE THAT WE TRAIN TEACHERS IN.
I NEED TO LOOK TO SEE LIKE HOW THAT'S DEPLOYED IN THE DISTRICT.
BEFORE I GIVE YOU, I NEED TO VERIFY THAT THAT'S BEING DEPLOYED ACROSS WITH THAT.
I KNOW TRUSTEE HERNANDEZ IS GOING TO EITHER ECHO THIS OR IS GOING TO APPRECIATE THIS QUESTION, BUT WHEN IT COMES TO STUDENTS WITH ENGLISH AS A SECOND LANGUAGE OR BILINGUAL HOUSEHOLD, HOW ARE WE COMMUNICATING THIS WITH WITH PARENTS THAT THAT SPEAK OTHER LANGUAGES OTHER THAN ENGLISH AT HOME? YES. I THINK THAT THAT ALSO IS AN AREA BECAUSE THERE ARE SOME STUDENTS THAT ARE DUAL IDENTIFIED THAT COMMUNICATION WITH FAMILIES CAN BE AN ISSUE THAT COULD DELAY THE IDENTIFICATION OF STUDENTS OR MAYBE WE JUST DON'T PICK IT UP BECAUSE SOME PEOPLE THINK, WELL, THAT'S A LANGUAGE DEVELOPMENT ISSUE, NOT A NOT A LEARNING DISABILITY ISSUE.
SO AGAIN, I CAN VERIFY I CAN GET A MORE FULL ANSWER TO YOU ABOUT WHAT WE HAVE IN PLACE.
I WANT TO ADD TO THAT ONE MORE THING.
SO STUDENTS THAT ARE NEWCOMERS TO THE TO THE UNITED STATES AND WE HAD AN INFLUX OF REFUGEE STUDENTS COME IN AND WHETHER THEY'RE IN NINTH GRADE, 10TH GRADE, EIGHTH GRADE, AND THEY HAVE ANOTHER LANGUAGE THAT THEY COME IN WITH, HOW ARE WE IDENTIFYING STUDENTS? IN RESPECT TO OTHER LANGUAGES.
YOU KNOW, I THINK THAT OUR NEWCOMERS HERE, SURE.
I THINK WHEN THEY'RE OLDER, IT IS THAT IS MORE CHALLENGING BECAUSE YOUR TEACHERS ARE GOING TO BE MORE THE FRONT LINE OF IDENTIFICATION AND THE LANGUAGE ISSUE CAN CERTAINLY CLOUD THE THAT ASPECT.
SO SO I WILL GET YOU AN ANSWER OF HOW WHAT THINGS WE HAVE THAT ARE DOCUMENTED IN PLACE FOR THAT.
THANK YOU, CHIEF. I APPRECIATE IT.
THANK YOU. TRUSTEE GUIDRY, DO YOU HAVE ANY QUESTIONS? OKAY, PERFECT. I WILL BE LOST FOR ROUND ONE THEN.
IT'S ENCOURAGING TO SEE THAT OVERALL OUR STUDENTS WITH DISABILITIES ARE TRENDING UPWARDS.
KIND OF ALONG THE LINES OF TRUSTEE CRUZ IS THERE.
DESEGREGATED DATA FOR THE STAAR VERSUS THE EOC, ENGLISH TESTS? AND ARE THEY BOTH ON THE UPWARD TRAJECTORY? WE DO HAVE THAT DATA.
YOU ALL HAVE HEARD ME SAY THIS BEFORE BECAUSE THIS GOAL WAS WRITTEN AS THE DATA SOURCE BEING TAPER.
AND AGAIN, THIS IS DATA THAT WE'VE BEEN LOOKING AT SINCE JUNE OF LAST YEAR.
SO WE ABSOLUTELY HAVE LOOKED AT IT AT THAT.
THOSE OTHER ADDITIONAL LEVELS, WE JUST DIDN'T PRESENT IT TONIGHT BECAUSE OF THE TAPER DATA SOURCE.
OKAY. YEAH. AND MY OTHER QUESTION IS SEMI SIMILAR.
SO SPANISH VERSION VERSUS ENGLISH, RIGHT? AT THE PREVIOUS BOARD MEETING WITH THE SPECIAL ED REPORT, YOU KNOW, I MENTIONED THAT IT WAS A BILINGUAL TEACHER AND WE KNOW THAT BILINGUAL STUDENTS ARE NOT SERVICES AS ENGLISH STUDENTS ARE SERVICED JUST BECAUSE OF THE LANGUAGE BARRIER AND GETTING SPECIAL ED BILINGUAL PERSON THERE TO TO HELP THEM OUT.
SO WE'D LOVE TO SEE DATA ON THAT AND HOW WHAT'S GOING ON THERE.
MY NEXT QUESTION IS ABOUT TRAINING VERSUS CERTIFYING TEACHERS TO BE SPECIAL ED.
SO I HEAR YOU SAY TRAINING, BUT THERE'S ALSO A CERTIFICATION WHICH IS DIFFERENT, CORRECT? YEAH. OKAY.
SO ARE THERE ANY INCENTIVES TO FOR TEACHERS CURRENTLY TO CERTIFY? YEAH. ON HIS END.
[00:35:09]
I WOULD SAY THERE ARE THERE ARE TWO INCENTIVES IN PLACE.AND ESPECIALLY THIS YEAR, THAT WAS A LARGER AND LARGER INCENTIVE FUNDED WITH ESSER FUNDS.
AND THE SECOND THING IS WE HAVE FOR A COUPLE OF YEARS OPERATED A CORE TWO SPED OR A CORE TWO HIGH NEED DEVELOPMENT PROGRAM WHERE WE BRING TOGETHER A GROUP OF INTERESTED EDUCATORS AND SUPPORT THEM IN EARNING AN ADDITIONAL ENDORSEMENT SO THEY CAN BECOME SPECIAL EDUCATION TEACHERS.
IS PART OF THAT HELP FINANCIAL RESOURCES? BECAUSE I BELIEVE IT'S THERE'S SOME FINANCIAL PORTION OF THAT.
MATNEY, I HEARD YOU MENTION RENAISSANCE.
FROM MY UNDERSTANDING, RENAISSANCE IS BEING PHASED OUT.
SO DO YOU THINK THAT THAT WILL AFFECT THESE RESULTS FOR NEXT YEAR? SO NEXT YEAR WE WILL BE IMPLEMENTING I-READY.
SO NEXT YEAR, WHEN WE LOOK AT GOAL FOUR, IT WILL BE END OF YEAR FROM THIS YEAR.
SO STILL THE RENAISSANCE WILL STILL BE WHAT THE OUTCOMES THAT ARE GOAL MEASURES HAVE SOLIDIFIED.
HOWEVER, WHAT WE'RE EXCITED ABOUT IS WITH I-READY THERE IT IS MUCH MORE ROBUST AND SO IT INCLUDES THE NORM REFERENCE AS WELL AS THE STAR ALIGNED PIECES.
SO WHAT I'M HOPEFUL ABOUT IS AND WHAT WE'RE FOCUSED ON IN STUDENT ASSESSMENT WITH THE TRAINING OF OUR STAFF MEMBERS ON IT IS HOW YOU CAN LOOK AT THOSE MEASURES AND HAVE A BETTER SET OF DATA AND HOW YOU USE EACH OF THOSE PIECES INSTRUCTIONALLY IN THE CLASSROOM.
AND THEY'RE PERFECTLY ALIGNED IN MATH TO EUREKA AND CARNEGIE'S.
THERE'S ACTUALLY LINKS ON THE REPORTS THAT TEACHERS WILL HAVE THAT SAY LIKE IF YOU'RE IF THESE ARE THE AREA, THESE ARE THE MODULES THAT YOU CAN GO TO REVIEW, THEY'LL ALSO HAVE AN INTERVENTION BUILT INTO THE SYSTEM SO THAT IT'LL BE MUCH MORE ACTIONABLE THAN THEY HAVE NOW.
SO WE SHOULD SEE MUCH BETTER RESULTS.
DO YOU HAVE THE ANSWER TO THAT? I-READY IS, YEAH, IT.
WE'LL BE BRINGING YOU SOME THINGS NEXT MONTH TO LOOK AT TRANSITIONING OUR GOAL PROGRESS MEASURES.
BUT ABSOLUTELY, THEY HAVE THE ASSESSMENTS IN SPANISH.
WE WILL NOW MOVE ON TO ROUND TWO.
SO ONE OF MY QUESTIONS IS KIND OF A FOLLOW UP, I THINK, TO WHAT WAS ASKED BEFORE.
SO MY UNDERSTANDING IS I THINK WHAT WE HAD ASKED FOR WHEN WE WERE PROGRESS MONITORING GOAL FOUR AND CONSTRAINT FOUR IS PROGRESS MONITORING SIMULTANEOUSLY RECOMMENDATIONS FROM SPED STRATEGIES, RECOMMENDATION FROM AIR AND CONSERVATORS SO THAT THERE'S MORE TRANSPARENCY TO THE PUBLIC OF BECAUSE I FEEL LIKE YOU'RE ANSWERING A LOT OF THE SAME QUESTIONS AND I THINK IT WOULD JUST BE HELPFUL FOR TRANSPARENCY SAKE.
AND THAT'S WHY I'VE ASKED MY STAFF TO PUT THAT.
SO WE HAVE A DASHBOARD THAT CAN BE PUBLIC FACING AND PEOPLE CAN SEE WHERE WE ARE AT ALL TIMES.
SO THAT'S BEING WORKED ON RIGHT NOW.
OKAY. AND CAN WE ALSO PROGRESS MONITOR THAT DURING.
YES. IN THESE DURING THESE? I THINK THAT'S WHAT WE HAD ASKED FOR.
OKAY. THANK YOU. I REMEMBER THIS ONE WAS DONE LIKE BEFORE.
UM, AND GIVEN FROM OUR CONVERSATION LAST WEEK THE AMOUNT OF VACANCIES FOR SPECIAL ED TEACHERS, PARTICULARLY BILINGUAL SPECIAL ED, HOW DO YOU KNOW THAT WE'RE GOING TO CONTINUE ON THIS UPWARD TRAJECTORY FOR STUDENTS WITH SPECIAL NEEDS? YES. OH, THAT'S A HARD QUESTION TO ANSWER.
I MEAN, THAT'S OBVIOUSLY THAT'S ALWAYS A CONCERN.
CRITICAL SHORTAGE AREAS ARE, THAT'S CONCERNING TO US.
AND BUT WHAT IT TELLS ME IS THAT WE HAVE TO HAVE TRAINING.
[00:40:05]
SO I THINK IT'S ALWAYS MORE PREFERABLE TO HAVE FULLY CERTIFIED AND STAFF IN PLACE.OKAY. SO WHAT I'M HEARING YOU SAY IS LONG TERM, LONG TERM SUBS ARE ALSO RECEIVING.
ONE IS WE THE BOARD RECENTLY, EARLIER THIS YEAR, APPROVED A PARTNERSHIP WITH THE UNIVERSITY OF HOUSTON DOWNTOWN THAT IS FOCUSED ON THE DEVELOPMENT OF ADDITIONAL SPECIAL EDUCATION TEACHERS.
AND THE SECOND IS, WE HAVE SHARED WITH YOU EARLIER THIS SEMESTER THAT WE ARE WORKING ON A MORE COMPREHENSIVE GROW YOUR OWN PROGRAMS PLAN.
AND OUR TEAM HAS BEEN IN CONVERSATIONS WITH A VARIETY OF PUBLIC INSTITUTIONS OF HIGHER EDUCATION IN TEXAS ABOUT WHAT THOSE PROGRAMS COULD LOOK LIKE.
WE HAVE JUST TODAY SENT INFORMATION TO PROVOSTS AND DEANS OF COLLEGES OF EDUCATION ACROSS TEXAS, PUBLIC INSTITUTIONS OF HIGHER EDUCATION ABOUT THE NEXT PHASE OF THIS, WHICH WILL BE TO LAUNCH SOME NEW GROW YOUR OWN PROGRAMS THAT ARE PRESENTED TO US THROUGH AN APPLICATION PROCESS FROM THOSE COLLEGES AND UNIVERSITIES WHERE WE'LL ASK THEM TO SAY IF WE GRANT THEM $100,000, WHAT WHAT PROGRAM AND HOW MANY PEOPLE CAN CAN THEY SERVE THROUGH THAT, THROUGH THAT ESSENTIALLY SUB GRANT TO LAUNCH THIS AND PART OF THIS PLAN THAT THAT YOU'LL SEE FROM US ALSO INCLUDES THE REGISTRATION OF SOME OF THESE PROGRAMS AS APPRENTICESHIPS WITH THE US DEPARTMENT OF LABOR, WHICH HAS SEVERAL BENEFITS, ONE OF WHICH IS IT COULD UNLOCK SOME ADDITIONAL FUNDING TO MAKE THESE PROGRAMS SUSTAINABLE. OKAY, THAT'S REALLY EXCITING TO HEAR, ESPECIALLY ABOUT THE APPRENTICESHIPS BECAUSE THAT OBVIOUSLY INCREASES THE QUALITY OF THE PIPELINE.
THANK YOU FOR THAT EXPLANATION.
TRUSTEE ALLEN? I THINK MY QUESTION WAS ANSWERED DURING TRUSTEE CRUZ'S.
ANYONE ELSE IN THE QUEUE FOR ROUND TWO.
OKAY. WE WILL NOW MOVE TO ACCEPT THE PRESENTATION GIVEN TO US.
MAY I HAVE A MOTION? IS THERE A SECOND? WE HAVE A MOTION BY TRUSTEE WADE AND A SECOND BY TRUSTEE ALLEN.
WE HAVE NINE IN FAVOR, ZERO ABSTENTIONS, ZERO OPPOSED AND ZERO ABSTENTIONS.
IF TRUSTEES TRUSTEES WOULD LIKE TO ADD ADDITIONAL TIME FOR COMMENTS AND DISCUSSIONS THAT CAN BE DONE BY THE WILL OF THE BOARD WITH A MOTION SECOND AND VOTE. THE FIRST ITEM PULLED FOR DISCUSSION IS ITEM SEVEN APPROVAL OF VENDOR AWARDS FOR PURCHASES OVER 100,000 AND RATIFICATION OF VENDOR AWARDS FOR PURCHASES UNDER 100,000.
TRUSTEE ALLEN HAS QUESTIONS ABOUT PROJECT 23-02-1604 COOPERATIVE NUTRITION SERVICES BRANDING AND DESIGN CONCEPTS. TRUSTEE.
[00:45:04]
FEW MINOR DETAILS ON PACKET PAGE.49. THAT'S THE PACKET THAT THIS THE PAGE THAT THIS ITEM IS ON.
BUT THE EXPLANATION SHEET WITH THE HISTORY SAYS THAT THERE IS NO HISTORY.
SO I THOUGHT THAT MAYBE WE NEEDED TO GET THOSE TO MATCH EACH OTHER.
IF THERE IS NO HISTORY, THEN THERE SHOULD NOT BE.
BASED ON ANNUAL APPROPRIATIONS.
THE 42 MILLION WAS BASED ON ANNUAL APPROPRIATIONS, ACCORDING TO PACKET.
CHIEF? SURE ON THAT ONE. IT'S A NEW PROJECT.
NEW VINEYARD. HASN'T HAD A HISTORY.
THEN IT WOULDN'T HAVE ANYTHING ON EXPLANATION PAGE.
I FORGOT. IT HAS AN EXPLANATION.
PAGE MR NAGATA THANK YOU, SUPERINTENDENT HOUSE.
ALLEN, I JUST WANT TO MAKE SURE THAT I UNDERSTAND YOUR QUESTION.
YOU'RE ASKING WHY IS THERE A DOLLAR AMOUNT ON THE BOARD ITEM? BUT THEN ON THE EXPLANATION PAGE, THERE'S NO, THERE'S NO AMOUNT.
NO, THAT'S NOT WHAT I'M ASKING.
NO, BUT ON THE EXPLANATION SHEET, IT SAYS THERE WAS NO PAST HISTORY.
SO THE EXPLANATION PAGE OF THE BOARD SUMMARY IS CORRECT.
THIS IS A BRAND NEW PROJECT, SO THERE IS NO ANNUAL SPEND TO THE PROJECT AND THE ANNUAL.
THAT'S WHAT I'M SAYING IS THAT THE, I DON'T KNOW IF WE CAN GET TO IT YET.
THE BOARD ITEM WE'RE ASKING YOU, BASED ON ANNUAL APPROPRIATIONS, BASED ON AN UPCOMING BUDGET TO SPEND IN PRIOR YEARS OUTSIDE OF THIS CURRENT BUDGET CYCLE. IT WOULD BE BASED ON THOSE ANNUAL APPROPRIATIONS APPROVE.
SO THERE'S A SURPLUS OF MONEY, WHICH IS WHY WE THEY ARE DOING THIS WORK BRANDING.
AND SO I WAS JUST WONDERING WHETHER OR NOT MAYBE THIS SOME OF THIS SURPLUS CAN BE USED TO FOSTER RELATIONSHIPS WITH SCHOOLS WITH ADEQUATE AGRICULTURAL OR NUTRITIONAL PROGRAMS OR LIKE SPONSOR SOME FIELD TRIPS TO THE NUTRITIONAL CENTER ON BENNINGTON OR SOMETHING LIKE THAT, RATHER THAN GIVING $42 MILLION TO MAKE A PRETTY STAMP BECAUSE WE HAVE EXTRA MONEY.
COULD YOU RESTATE YOUR QUESTION, PLEASE? YES. THE EXPLANATION, THE Q&A THAT WE HAD EXPLAINED THAT WE HAD A SURPLUS OF MONEY AND THAT'S WHY THEY WERE DOING THE BRANDING AND REBRANDING THE SCHOOLS AND MAKING THE SCHOOLS PRETTY.
YES, MA'AM. SO MY QUESTION WAS, WERE ANY OTHER IDEAS CONSIDERED BESIDES MAKING THE SCHOOLS PRETTY? I'VE BEEN THERE WHERE THEY PUT BRAND NEW SIGNS UP AND STUFF LIKE THAT.
BUT YES, THAT WAS I KNOW THEY HAD EXTRA MONEY, BUT MY QUESTION WAS, WERE OTHER IDEAS CONSIDERED THAT WOULD INCLUDE THE STUDENTS SO THAT THE STUDENTS COULD DO LIKE FIELD TRIPS TO THE THOSE PEOPLE THAT HAVE MAGNET PROGRAMS WITH NUTRITIONAL FOCUSES.
THE MONEY THAT WE'RE TALKING ABOUT IS FOR BRANDING AND MARKETING IN OUR SCHOOLS.
OUR SCHOOLS HAVE NOT BEEN BRANDED SINCE ARAMARK LEFT, SO WE'RE DOING A 20 YEAR HISTORY.
WE'RE VERY GRATEFUL FOR THE OPPORTUNITY.
THIS MONEY WAS EARNED AND IT'S IN A STATE APPROVED PLAN.
THE BRANDING IS TO TRY TO CREATE AN ENVIRONMENT WHERE OUR KIDS WILL ENJOY IT AND BE GLAD TO EAT.
THIS HAS NOTHING TO DO WITH CHILDREN.
IT DOES NOT IMPACT THE FIELD TRIP PROGRAMS THAT WE HAVE AT MACAU.
IT DOES NOT IMPACT ANY OF OUR SCHOOL GARDENS.
SO THAT'S MY QUESTION IS SOME OF IS THAT RESTRICTED IN THAT BUCKET OR COULD THAT MONEY GO TOWARD SOME OF THE THINGS THAT YOU JUST SAID? THERE ARE MONIES ALREADY GOING TOWARDS ALL THOSE THINGS THAT I SAID.
WE JUST HAD A WINDFALL BECAUSE WE DID VERY WELL DURING THE PANDEMIC.
[00:50:04]
YOU HAVE TO CONGRATULATE US.WE DID VERY WELL AND WE WANT TO SPEND THAT MONEY FOR OUR CHILDREN TO GIVE OUR CHILDREN A BETTER ENVIRONMENT, BECAUSE NOT ONLY CAN A HUNGRY CHILD NOT LEARN, HE DOESN'T LEARN WELL IN A DRAB, DARK, DANK ENVIRONMENT.
SO WE TOOK THAT OPPORTUNITY AND THE STATE OF TEXAS TDA DID APPROVE $6 MILLION FOR US TO DO IT.
SO NOT ONLY DO WE NEED YOUR APPROVAL, WE ALSO HAVE TO GET TEA'S APPROVAL BEFORE WE SPEND DOLLARS.
I JUST WANTED TO KNOW BEFORE I PUSHED THE BUTTON.
YES. YOU KNOW, IF IT COULD BE SPENT IN ANY OTHER WAY.
BUT I WAS VERY SATISFIED WITH THE ANSWER.
THANK YOU. THE NEXT ITEM BEING HELD FOR DISCUSSION IS ALSO UNDER ITEM SEVEN.
THANK YOU AND GREAT TO SEE YOU, MISS BETTY.
AND YES, Y'ALL DID A PHENOMENAL JOB, ESPECIALLY IN 2020 AND 2021 WITH FEEDING FAMILIES.
SO THANKFULLY, THAT EXCESS MONEY CAN BE UTILIZED FOR SUCH.
AND BECAUSE, YOU KNOW, WE WERE OUT THERE WITH YOU ALL WHEN YOU WERE FEEDING THOSE FAMILIES.
MY QUESTION IS, CONCERN IS COULD ANY OF THIS MONEY AND I UNDERSTAND THE BRANDING PORTION OF IT, BUT COULD ANY OF THIS MONEY, BECAUSE IT'S AN EXCESS BE UTILIZED TO BUILD AND SUPPORT GARDENS IN FOOD DESERTS? AS WE KNOW, THAT WAS A BIG CONCERN WITH SOME OF THE PLACES THAT WE CHOSE DURING THE PANDEMIC BECAUSE THEY WERE FOOD DESERTS.
I THINK THE SHORT ANSWER IS YES, BUT I THINK THE MORE DETAILED ANSWER WOULD BE WOULD LIE WITHIN SOME OF THE THINGS THAT ARE CURRENTLY BEING DONE ALREADY WITH A COUPLE OF OUR FARMERS THAT ARE ON STAFF ARE READY AND SOME OF THE PROGRAMS THAT WE DO HAVE IN PLACE WHERE WE'RE MOVING FORWARD AND DOING JUST SUCH.
AND I'D LIKE TO KNOW THAT SPECIFICALLY.
I'LL PUT THAT AS A REFERRAL BECAUSE OF THE FACT THAT THEY ARE FOOD DESERTS.
MISS BETTY JUST MENTIONED, TOO, THAT, YOU KNOW, CHILDREN CAN'T LEARN IF THEY'RE HUNGRY.
AND THERE ARE INSTANCES, EVEN WHEN WE HAD FLOODING, THAT PEOPLE COULD NOT GET TO THE STORES.
AND SO IF THERE WERE GARDENS OR OPPORTUNITY TO CREATE GARDENS IN SOME OF THESE AREAS WHERE THERE THEY DON'T HAVE ACCESS TO STORES, THEN PERHAPS WE COULD TAKE THAT OPPORTUNITY WITH ANY EXCESS MONEY.
THE NEXT ITEM BEING HELD FOR DISCUSSION IS ALSO UNDER ITEM SEVEN.
TRUSTEE WADE HAS QUESTIONS ABOUT PROJECT 19-0709 RFP, RENTAL OF HVAC AND BOILER EQUIPMENT.
THE ON THE BUDGET AMOUNT WE CAN.
ARE THESE ALREADY ALLOCATIONS BEING USED FOR SCHOOLS OR IS THIS FUNDING THAT CAN BE USED AT THE WHIM OF A NEED GOING FORWARD? SO SAY THERE'S A SCHOOL THAT GOES OUT.
CAN THIS BE DIRECTLY APPLIED TO THAT OR IS IT ONLY FOR ALREADY CLASSIFIED ISSUES ACROSS THE DISTRICT? AND I'LL HAVE CHIEF PAUL TO COME UP AND SHARE.
BUT IF I REMEMBER CORRECTLY, WHILE CHIEF PAUL IS COMING UP.
THESE WERE FOR EXISTING ISSUES WHERE WE KNEW WE HAD PROBLEMS ALREADY.
AND BUT I'LL LET CHIEF PAUL DIVE INTO THIS A LITTLE BIT DEEPER.
SO WE HAVE A COMBINATION, AS THE SUPERINTENDENT STATED PREVIOUSLY, TO NOT ONLY EXISTING, BUT WE ALSO HAVE LARGE ESSER PROJECTS THAT ARE COMING UP WHERE WE'RE HAVING TO REPLACE HVAC UNITS.
SO AS NEED, AS NEED, AS WELL AS ALREADY.
YEAH, WE IDENTIFIED A NUMBER OF PROJECTS PLANNED.
[00:55:02]
THE BIG ONE OF COURSE, IS THE ESSER HVAC PROJECT, BUT WE HAVE JUST A TREMENDOUS NEEDS ACROSS THE DISTRICT.I DON'T SEE ANYONE ELSE IN THE QUEUE FOR THIS ITEM.
YOU DO HAVE A QUESTION, TRUSTEE.
OKAY. WE HAVE ANOTHER PROJECT HELD FOR DISCUSSION UNDER ITEM SEVEN, PROJECT 23-1108 RFQ INTERNAL AUDIT MANAGEMENT SERVICES AND IT'S BEING HELD AT THE REQUEST OF TRUSTEE DEIGAARD.
MY QUESTIONS WERE ANSWERED IN THE AUDIT COMMITTEE MEETING.
I'M GOOD. THANK YOU. THANK YOU.
AND WITHOUT OBJECTION, I HAVE ONE MORE REQUEST ON ITEM SEVEN AND THAT'S PROJECT 23-1008 THAT'S BEING HELD AT THE REQUEST OF TRUSTEE CRUZ AND THAT'S ON PAGE 40.
LOOKING AT THE HISTORICAL SPEND AND THEN WHAT'S BEING ASKED, YOU KNOW, THE NOT TO EXCEED AMOUNT.
SO ARE EACH OF THOSE RENEWALS TWO YEARS OR ONE YEAR? MR. THANK YOU.
SO IT'S ONE YEAR TERM WITH FOR AUTOMATIC RENEWALS.
OKAY. SO THAT WOULD STILL ADD UP TO MORE THAN THE AVERAGE ANNUAL HISTORICAL SPEND.
SO I WAS CURIOUS WHY WE'RE INCREASING THAT AMOUNT.
SURE. SO THE CURRENT PROJECT THAT THIS IS REPLACING IS OUT OF MONEY.
SO IS EVERYTHING THAT'S SITTING IN A SHOPPING CART EQUATE TO THE DIFFERENCE? BECAUSE IF WE'RE DOING, IT'S 3.2 MILLION, SO IT'S ABOUT AN $800,000 DIFFERENCE ANNUALLY.
THIS IS THIS APPROVAL IS ALL FOR SCHOOLS OR IS IT ALSO CENTRAL OFFICE? IT'S THE PROJECT IS OPEN DISTRICT WIDE.
HOWEVER, IT'S PRIMARILY USED BY CAMPUSES BECAUSE STUDENTS, STUDENT AWARDS AND ATHLETIC TROPHIES, ETCETERA ARE ALL CHARGED TO THIS PROJECT.
OKAY. YEAH, I'M JUST CONCERNED THAT'S A REALLY LARGE AMOUNT.
WE'RE TALKING ABOUT CUTTING MONEY.
THE NEXT ITEM BEING HELD FOR DISCUSSION IS ITEM TEN APPROVAL OF THE APRIL BUDGET AMENDMENT.
THIS ITEM IS BEING HELD AT THE REQUEST OF TRUSTEE.
HERNANDEZ. WE WERE IN THE QUEUE FOR THE LAST.
I'M SORRY. WE'LL GO BACK TO PROJECT NUMBER 23-1008.
I DON'T SEE YOU IN THE QUEUE YET.
PRESIDENT HERNANDEZ SUPERINTENDENT HOUSE.
SO THIS IS GOING UP BY HOW MUCH OVER THE NEXT THE COURSE OF HOW MANY YEARS.
SO THE CURRENT SPEND, AVERAGE HISTORICAL SPEND IS 3.2 MILLION.
AND THIS WOULD BE WE'RE ASKING FOR 4 MILLION, 20 MILLION OVER A FIVE YEAR TERM.
OKAY. AND SO, SUPERINTENDENT HOUSE, I WOULD LIKE A BREAKDOWN OVER THE LAST SIX YEARS ON HOW MUCH THIS IS, HOW MUCH WE'VE SPENT EVERY YEAR FOR THE LAST SIX YEARS BEFORE I CAN VOTE ON THIS.
ADDITIONALLY, WHAT EXACTLY ARE WE SPENDING THIS ON? THIS THIS PROJECT IS FOR AWARDS.
SO ANY TYPE OF RECOGNITION, STUDENT OR STAFF TROPHIES AND PROMOTIONAL ITEMS AND I KNOW TRUSTEE CRUZ YOU ASKED IF THIS WAS FOR CENTRAL OFFICE AS WELL.
I'M VERY FAMILIAR WITH HST SWAG.
THANK YOU. TRUSTEE WADE BUT YEAH, I JUST I'D LIKE TO KNOW THAT BEFORE WE COMMIT TO TROPHIES THAT WE'RE ACTUALLY OR SWAG THAT OUR KIDS ARE LEARNING SO THAT WE COULD GIVE THESE WITH MORE PRIDE.
[01:00:01]
AND WHEN OUR EMPLOYEES AND OUR STUDENTS ARE RECEIVING THEIR AWARDS.SO I HISTORICALLY HAVE VOTED, I THINK, AGAINST THIS EVERY YEAR, EVERY TIME IT'S COME UP FOR US.
I MEAN, I DIDN'T ASK TO SPEAK ON THIS ITEM.
HOWEVER, I WOULD LIKE TO PULL TO ASK TO PULL.
TRUSTEE DEIGAARD. I REALLY LIKE MATH.
SO $4 MILLION A YEAR, IF WE HAVE APPROXIMATELY 187,000 STUDENTS, COMES OUT TO ABOUT $20 PER KID.
IF YOU HAVE 500 KIDS IN A SCHOOL THAT'S $10,000 A YEAR, THAT'S A LOT OF BOOKS.
FOR SCHOOLS, I HEAR DON'T HAVE LIBRARIES.
IS THERE ANYONE ELSE IN THE QUEUE FOR THIS ITEM? OKAY. WITH THAT OBJECTION.
THE NEXT ITEM BEING HELD IS ITEM.
THANK YOU, MADAM PRESIDENT, FOR LET ME SLIP THIS ONE IN, BECAUSE MY QUESTION WAS ABOUT THIS.
SO BASED ON THESE ANNUAL APPROPRIATIONS AND THE BEST VALUE, I UNDERSTAND IS BEING USED.
HOW IS THIS WHAT WILL BE THE PRIORITY AND IDENTIFYING WHERE THIS WATER FILTRATION SYSTEM WILL GO? AND I ASK THAT QUESTION BECAUSE, YOU KNOW, WE HAD AN ISSUE LAST YEAR AT KASHMIR, WHEREAS THE FOUNTAINS WEREN'T WORKING AT ALL.
THE NEWER SCHOOLS RECEIVED WATER FILTRATION SYSTEMS THAT WERE BUILT BUILT FROM THE 2012 BOND.
AND SO, OF COURSE, I'M GETTING LOTS OF CONCERNS FROM PARENTS AND COMMUNITY PEOPLE ABOUT THE WATER FILTRATION SYSTEM SINCE SO MANY OF THE CAMPUSES ARE IN IN IN MY AREA.
AND AGAIN, I WANT TO KNOW WHAT THE PRIORITY WILL BE.
HOW WILL YOU IDENTIFY THE PRIORITY FOR THOSE WATER FILTRATION SYSTEMS? THE PROCESS WILL LOOK LIKE THESE.
THIS IS ACTUALLY NOT FOR FILTRATION SYSTEM.
THIS IS FOR WATER FILLING STATIONS.
THE WATER FILLING STATIONS ARE THE ONES THAT YOU CAN PUT THE WATER BOTTLE UNDER.
MY CONCERN IS WITH SOME OF THE THE OLDER CAMPUSES, LIKE, FOR INSTANCE, THE KASHMIR.
AND WHEN I FOUND OUT WAS THAT THEY WERE SUPPOSED TO BUY THOSE CONTAINERS, THE PARENTS OR GRANDPARENTS OR WHOMEVER BUY THE CONTAINERS AND USUALLY THE METAL CONTAINERS AND EXCUSE ME, JUDITH.
WITH THE FILLER STATIONS WOULD ALLOW US TO DO IS TO HAVE EITHER PROVIDE KIDS OR HAVE KIDS TO UTILIZE JUST AN EMPTY WATER BOTTLE OR A WATER BOTTLE FROM HOME VERSUS THE IDEA OF A METAL METAL CUP.
SO THAT IS THAT WILL BE THE EXPECTATION IS TO BRING SOMETHING THAT'S EMPTY SO THAT IT CAN BE FILLED IN THE STATIONS BY NOT ONLY STUDENTS BUT ALSO STAFF AND HAVE THAT NON CONTACT THAT MANY STUDENTS HAD WITH WATER FOUNTAINS PREVIOUSLY.
WE HAVE TO EXPLORE OUR LESSON, THE OPPORTUNITY FOR STUDENTS TO BE ABLE TO USE SOMETHING IN THAT MAGNITUDE, ESPECIALLY ESPECIALLY AS IT GETS LATER TOWARD THE YEAR, YOU KNOW WHAT THE PROCESS WILL BE, HOW WILL BE PRIORITIZED AS TO WHO GETS THE.
BECAUSE IT IS IT DOES SAY EVERYONE GETS TWO.
[01:05:02]
IT DOES SAY FILLING STATION AND IT DOES SAY FILTRATION STATION.THANK YOU. TRUSTEE WADE, ARE YOU IN THE QUEUE FOR THIS ITEM? I AM, BUT MY QUESTION WAS ANSWERED, SO I APPRECIATE IT.
SO THE NEXT ITEM BEING HELD AND I DON'T SEE ANYBODY ELSE IN THE QUEUE FOR ITEM SEVEN.
THE NEXT ITEM BEING HELD FOR DISCUSSION IS ITEM TEN APPROVAL OF THE APRIL BUDGET AMENDMENT.
THIS ITEM IS BEING HELD AT THE REQUEST OF TRUSTEE DEIGAARD.
TRUSTEE? THANK YOU. HOW LONG? AND OUR CURRENT SPEND RATE LIKE IF WE CHANGED NOTHING IN OUR BUDGET FOR FISCAL YEAR 24, HOW LONG UNTIL WE DIP BELOW THE REQUIREMENT THAT THE BOARD HAS FOR UNASSIGNED FUND BALANCE? IF I REMEMBER CORRECTLY? IS IT 20 2425? I BELIEVE THAT'S WHAT IT WAS. I HAVE TO GO PULL THE WE'D HAVE TO GO BACK AND I BELIEVE WE DID FISCAL YEAR 25 OR FISCAL YEAR 26, WE'D HAVE TO GO BACK AND GO BACK AND LOOK AT THAT PRESENTATION. WE SHARE THAT INFORMATION IN ONE OF THE WORKSHOPS, BUT I JUST DON'T REMEMBER OFF THE TOP OF MY HEAD SO WE CAN GO BACK AND GET IT.
YEAH. IF YOU COULD BRING THAT ANSWER BACK, PLEASE.
BECAUSE I'M STILL BOTHERED BY THE FACT THAT WE HAVE ADDED $100 MILLION TO OUR UNASSIGNED FUND BALANCE FOR THIS FISCAL YEAR, NOT LAST FISCAL YEAR, THIS FISCAL YEAR.
AND YET WE'RE CUTTING OVER $40 MILLION TO CAMPUSES AT AN INCREDIBLY VOLATILE TIME FOR THIS DISTRICT.
AND I STILL DON'T UNDERSTAND WHY WE'RE DOING IT WHEN WE HAVE THIS MUCH SAVINGS IN THE BANK, WHEN THE AMOUNT OF UNASSIGNED FUND BALANCE HAS GROWN SIGNIFICANTLY OVER THE PAST SEVERAL YEARS.
SO, YES, I'D LIKE AN ANSWER TONIGHT.
SO THE LINE THAT SAYS I'M TRYING TO FIND IT AGAIN, ANTICIPATED UNSPENT FUNDS.
SO IF THIS IS IS THIS FALLOUT, LIKE HOW IS THAT DIFFERENT OR IS IT THE SAME? I'M A LITTLE CONFUSED. LIKE THERE'S SO MANY TERMS WE USE AND IT'S THE SAME THING.
WE'VE USED ANTICIPATED FALLOUT OR UNSPENT FUNDS FOR A WHILE, BUT THEY'RE INTERCHANGEABLE TERMS. YEAH, THEY'RE INTERCHANGEABLE. YES, MA'AM.
OKAY, SO, UM, WHEN YOU PRESENTED THE NUMBERS IN THE BUDGET WORKSHOP, UM.
OH, NO, IT WAS THE SAME. OKAY.
SO THEN IF THAT IS THE FALLOUT, DOES THAT THEN GET ADDED TO THE UNASSIGNED FUND BALANCE WHEN IT BECOMES THE TRUE FALLOUT? NO, IT'S ACTUALLY REDUCING REDUCING THE DEFICIT.
CAN YOU EXPLAIN? SO WE HAVE NON SPEND THE FOUR FUND BALANCES.
THERE'S NON SPENDABLE COMMITTED, ASSIGNED AND UNASSIGNED.
AND REMEMBER, WE DIPPED INTO THAT FOR INITIALLY FUNDING THE FOUR HARVEY REBUILD SCHOOLS, BUT THAT REQUIRES BOARD ACTION TO ACCESS THOSE FUNDS. THE ASSIGNED FUND BALANCE THAT HAS IN IT OUR INSTRUCTIONAL STABILIZATION FUND THAT WE'VE TALKED ABOUT IN THE PAST COUPLE WORKSHOPS THAT WE'RE THAT WILL BE DIPPING INTO IN 23, 24 WITH WITH THE CURRENT PROJECTED DEFICIT.
AND THEN OF COURSE, UNASSIGNED.
IS THAT JUST THAT UNASSIGNED FUND BALANCE? THAT'S THE ONE WE HAVE THE BOARD, THE THREE MONTH MINIMUM FOR, FOR OPERATING PURPOSES.
RIGHT. BUT WE HAVE WAY OVER THAT.
347 IS WHAT THAT NUMBER IS, IS THE CALCULATION FOR 22, 22, 23.
SO HELP ME THE INSTRUCTIONAL STABILIZATION FUND.
I KNOW YOU'VE EXPLAINED IT IN THE PAST, BUT JUST HELP ME UNDERSTAND AGAIN, SO SO THAT THAT STARTED ACTUALLY WITH A ONE TIME INFLUX OF FUNDS BACK IN 1920 FROM FROM TO FROM HURRICANE HARVEY IS $133 MILLION.
SO THAT'S WHERE WE STARTED IT.
WE DIDN'T WE WEREN'T EXPECTING IT.
[01:10:01]
IT SHOWED UP IN 1920.SO WE CREATED THAT INSTRUCTIONAL STABILIZATION FUND FOR THE PURPOSE OF DRAWING ON THAT IN TIMES WHERE WE MAY NEED TO TO CONTINUE PROGRAMS, WHETHER IT'S FROM ENROLLMENT OR STATE CUTS, WHATEVER IT MIGHT BE.
WE ALSO DID A CLAWBACK, AS IT WERE, ON BOTH DEPARTMENT AND SCHOOL BUDGETS TO SET ASIDE DOLLARS IN THIS INSTRUCTIONAL STABILIZATION FUND SO THAT WE COULD DO BUDGET CUTS OVER MULTIPLE YEARS AND NOT JUST WAIT UNTIL, YOU KNOW, A CLIFF YEAR AND ALL OF A SUDDEN HAVE THIS MASSIVE CUT.
SO WE'VE WE'VE PUT THOSE DOLLARS IN THAT INSTRUCTIONAL STABILIZATION FUND INTENTIONALLY SO THAT SO THAT WE HAVE A LITTLE BIT LONGER RUNWAY IN DOING REDUCTIONS TO CAMPUS BUDGETS AND POTENTIALLY HAVE DOLLARS SET ASIDE FOR ANYTHING THAT WE MIGHT NEED TO BRING BACK IN FOR FOR ESSER IN 2425.
I GUESS I'M TRYING TO UNDERSTAND IN THE THE THE WHAT WAS SHARED BEFORE THE ADOPTED THE ADOPTED BUDGET, WE HAVE AN EXCESS FUND BALANCE OF 185 MILLION.
THAT'S DIFFERENT FROM THE 70 MILLION.
OR IS IT THE SAME? THAT'S DIFFERENT. THE 70 MILLION IS IS WHAT WE EXPECT TO HAVE UNSPENT AT THE END OF THE YEAR.
SO WHAT IS THE EXCESS FUND BALANCE? THE EXCESS FUND BALANCE IS IF YOU TAKE THE INSTRUCTIONAL STABILIZATION FUND PLUS OUR UNASSIGNED FUND BALANCE.
MINUS THAT THREE MONTH RESERVE OF $487 MILLION.
THAT'S THE EXCESS FUND BALANCE OR AVAILABLE FUND BALANCE.
OKAY. AND THEN SO THAT THAT'S NOW PROJECTED.
HOW DID WE GET THERE? THAT'S A THAT'S A BIG AMOUNT OF MONEY.
YET WE'RE TALKING ABOUT CUTTING MONEY TO CAMPUSES.
SO I'M TRYING TO RECONCILE THAT IN MY HEAD.
YEAH. SO I CAN PUT SOMETHING TOGETHER FOR THAT.
I DON'T HAVE ALL THE DETAILS RIGHT IN FRONT OF ME, BUT I CAN DEFINITELY RESPOND TO THAT.
OKAY. YES. BEFORE NEXT WEEK WOULD BE PREFERABLE.
SO WE HAVE RIGHT NOW SCHOOLS THAT SETTLED UP BY CLOSING POSITIONS WHERE THEY HAD CORE CONTENT AREAS LIKE MATH TEACHERS BECAUSE THEY DIDN'T HAVE THE BUDGET FOR THEM.
THEY DIDN'T HAVE A TEACHER IN THE POSITION.
THEY HAD A LONG TERM SUB THAT'S PAID FOR OUT OF CENTRAL OFFICE WHO ARE NOW, BECAUSE OF THESE CUTS NEXT YEAR ARE GOING TO HAVE TO CUT SOMETHING ELSE THAT THEY THOUGHT WAS TOO VALUABLE TO CUT THIS YEAR SO THEY CAN HIRE BACK A MATH POSITION.
AND I THINK THE DESTABILIZATION THAT IS GOING TO BE CREATED BY CUTTING MORE MONEY TO CAMPUSES RIGHT NOW AND NOT JUST LEAVE THEM WHOLE AND LET THEM DO WHAT THEY'RE GOING TO DO NEXT YEAR IS JUST MAKES LITERALLY NO SENSE TO ME.
WHY WE'RE PUTTING OUR PRINCIPALS THROUGH THIS RIGHT NOW.
THANK YOU. PRESIDENT HERNANDEZ SUPERINTENDENT HOUSE.
I GUESS MY QUESTION WOULD BE, IF I'M HEARING MY COLLEAGUES CORRECTLY, WE'RE WE ARE INCREDIBLY UNCOMFORTABLE WITH THE CUTS THAT ARE BEING PROPOSED.
WHAT WOULD IT TAKE TO KEEP OUR I MEAN, BASELINE, KEEP OUR CAMPUSES WHERE THEY ARE NOW OR INCREASE SOME FUNDING TO THE CAMPUS LEVEL? WHAT WOULD THAT TAKE? AND QUITE FRANKLY, PRINCIPALS, A MAJORITY OF OUR PRINCIPALS HAVE REALLY RECONCILED WITH THE IDEA OF WHERE WE ARE WITH THIS BUDGET.
THEY UNDERSTAND THEY'VE BEEN A MAJORITY OF THEM HAVE BEEN SUPPORTIVE AND TRUSTEE DEIGAARD I SEE YOU SHAKING YOUR HEAD IN DISAGREEMENT, BUT WE WE SIT IN, WE SIT IN PRINCIPALS MEETING WITH THEM.
WE HEAR THE FEEDBACK WITH A MAJORITY OF THEM.
WE GET SURVEY DATA FROM EACH ONE OF THEM.
[01:15:07]
TRANSITIONS THAT WILL HAPPEN WITH MYSELF AND THIS BOARD.WHAT I DO KNOW IS THAT WE FALL BETWEEN A VERY INTERESTING CYCLE AS WELL, AND WE'RE IN THE PROCESS OF WORKING WITH T-A AND THEIR BUDGET TEAM WILL START COMING IN ONCE A WEEK NEXT WEEK AND HAVING CONVERSATIONS WITH THEM AROUND THESE PIECES AS WELL, BECAUSE WE WANT TO TRANSITION AS BEST AS POSSIBLE.
AND I REALLY WANT TO SAY I APPRECIATE YOU WANTING TO TACKLE THE CAN, BUT I MEAN, GLENN, CHIEF REED MENTIONED SOMETHING THAT NOBODY THAT WE TALKED TO, THE $133 MILLION SPENT.
WE WEREN'T EVEN NOBODY ON THIS BOARD WAS HERE FOR THAT.
SO A POINT OF REFERENCE, INSTITUTIONAL KNOWLEDGE IS GOING TO BE COMPLETELY LOST WHEN WE'RE GONE.
AND TO WHO HAS HAD A HISTORY OF.
NOT KNOWING OUR DISTRICT WELL, THEN I WOULD REALLY ECHO MY COLLEAGUES SUPPORT IN NOT MAKING THINGS UNSTABLE FOR A VERY UNSTABLE TIME IN OUR COMMUNITIES NOW AND KEEPING THEM WHOLE AND OR EVEN GIVING THEM SOME CUSHION SO THAT SOME PRINCIPALS HAVE SOME WIGGLE ROOM AT THE VERY LEAST.
SO IT WOULD BE THIS BOARD MEMBERS PREFERENCE TO NOT MOVE FORWARD WITH THE BUDGET CUTS AND TO BE ABLE TO START LOOKING AT, AT THE BARE MINIMUM, LEAVING OUR CAMPUSES ALONE.
SO THANK YOU, SUPERINTENDENT, HOUSE AND BOARD MEMBERS.
AND CERTAINLY THAT AMENDMENT INCLUDES INFORMATION REGARDING UNASSIGNED FUND BALANCE AND CERTAINLY IT INCLUDES EXCESS FUND BALANCE AS IT RELATES TO THE 2223 SCHOOL YEAR.
SO I KNOW THEY'RE CONNECTED AND IT'S TEMPTING TO JUMP TO THE FUTURE.
BUT WHAT YOU'RE POSTED FOR IS RELATED TO THE 2223 BUDGET AMENDMENT.
TRUSTEE TRUSTEE BLUEFORD-DANIELS.
POINT TAKEN, MISS LISA, BECAUSE, YOU KNOW, I'M HEARING ALL THESE QUESTIONS ABOUT THESE BUDGETS AND ABOUT THE BUDGET, AND I WAS LOOKING AND SEEING THAT WE'RE TRYING TO APPROVE BUDGET AMENDMENTS.
AND IN THOSE CONVERSATIONS I REMEMBER LAST WEEK WE WERE LAST MEETING, WE TALKED ABOUT SOME OF THOSE SCHOOLS THAT SOME CAMPUSES THAT CONTINUE TO RECEIVE A WHOPPING ONE TIME FUNDING REPEATEDLY.
SO HOPEFULLY THEY USE THAT MONEY TO HIRE THOSE POSITIONS THAT THEY PERHAPS MAY HAVE NEEDED BECAUSE OBVIOUSLY THEY DIDN'T SEND THE MONEY BACK.
AND SO NOW IT MAY BE AN OPPORTUNITY TO RETURN THAT MONEY AFTER REVIEW OF THOSE CAMPUSES TO SEE WHERE WE CAN PUT IT BACK AND BETTER UTILIZE IT ON THOSE CAMPUSES THAT NEED IT THE MOST.
YES, ON THE SUM OF THE AMENDMENTS THAT I'M SEEING IN THE I'M SEEING IT AND I KNOW THESE ARE THESE DESCRIPTIONS AND THE CAMPUS FUNDING.
SO I SEE THAT THERE'S BEEN A TRANSFER FROM PLANT MAINTENANCE, WHICH WE KNOW HAS BEEN IS AN IMPORTANT AND CRITICAL ELEMENT, ESPECIALLY WITH THE HVAC AND OTHER ITEMS THAT ARE NEEDED.
BUT I SEE THAT IT'S FOR EMPLOYEE BENEFITS AND CROSSING GUARDS.
I GUESS IT'S BEING MOVED INTO THAT CATEGORY.
IS THERE. AM I AM I MISSING SOMETHING AS TO WHY THAT'S THE CASE?
[01:20:01]
JEFFREY SO THAT'S JUST IN REVIEWING BUDGETS AND THEIR ACTUAL EXPENDITURES, FOLKS SOMETIMES HAVE TO MOVE MONEY BETWEEN FUNCTIONS TO MAKE SURE THEY HAVE ENOUGH MONEY BUDGETED IN THAT FUNCTION FOR THAT FOR THAT PURPOSE.SHE HAS RIGHT NOW HAS THE CROSSING GUARDS.
SO MONIES WERE JUST MOVED INTO FUNCTION FROM 51 TO 52 TO COVER THOSE COSTS.
GOT IT. I SEE. SO THEY IN THE SAME DEPARTMENT, CORRECT? FAIR ENOUGH. OKAY. THANK YOU.
THANK YOU. I SEE TWO MORE FOR ROUND TWO IN THE QUEUE FOR THIS ITEM.
I ECHO NOT SUPPORTING CUTTING CAMPUS BUDGETS.
AND JUST TO FOLLOW UP ON CHIEF, YOU MENTIONED PROVIDING ADDITIONAL INFORMATION, SO I WANTED TO MAKE SURE THAT INCLUDES A VARIANCE REPORT.
AND I HAD SUBMITTED A BOARD REFERRAL ON OUR EXCESS FUND BALANCE FOR THE LAST FIVE YEARS.
AND SUPERINTENDENT HOUSE, CAN YOU EXPLAIN THAT RESPONSE TO THAT REQUEST? YEAH. SO WE WERE JUST WANTING TO GET SOME CLARITY THERE BECAUSE THE MINIMUM FUND BALANCE POLICY WAS IMPLEMENTED UNTIL 2122 FISCAL YEAR.
AND THE AVAILABLE CONCEPT, THE AVAILABLE BALANCE CONCEPT WAS NOT THERE AS WELL.
SO ALL WE WERE DOING IS CLARIFYING IF YOU WANT US TO GO BACK AND RECREATE ALL PRIOR YEARS AS THOUGH IT WAS THERE OR BECAUSE WE'VE ALREADY WE'VE ALREADY WE'VE ALREADY OF COURSE PRESENTED IN THE WORKSHOP THE 20 2122 WHERE WE STARTED AND WHERE WE ARE IN 22, 23.
BUT PRIOR YEARS WE DON'T HAVE, WE DON'T WE OBVIOUSLY HAVE OUR FUND BALANCES, BUT THAT WAS NEVER PART OF ANY OF OUR, ANY OF OUR DOCUMENTS OR YOU WOULDN'T BE ABLE TO TELL WHAT THE EXCESS WAS TO CREATE IT.
SO I'M JUST SAYING IS IT WOULD IT WOULD TAKE RECREATING IT AS THOUGH IT EXISTED.
OKAY. AND I'M ASKING THAT IT JUST I FEEL LIKE JUST TO REITERATE MY PREVIOUS POINT AND I FEEL LIKE I MEAN, IT'S HARD TO DIVORCE TALKING ABOUT THIS BUDGET AMENDMENT AND NEXT YEAR'S BUDGET BECAUSE WE CONSTANTLY HAVE THIS INCREASE OF FALLOUT AND INCREASE IN UNSPENT FUNDS.
SO DEFINITELY HARD TO SWALLOW.
APPROVING CUTS TO TWO CAMPUSES JUST DOESN'T MAKE SENSE.
I'M STILL WAITING FOR THAT. THE FIRST QUESTION.
WHAT YEAR? CAN YOU ASK THE QUESTION AGAIN, PLEASE? WHICH QUARTER OF WHICH FISCAL YEAR WILL WE DIP BELOW? OH, I'LL HAVE TO GET I'LL HAVE TO GO BACK AND LOOK AT WHAT WE WHAT WE PRESENTED AND GET THAT TO YOU.
OKAY. IT WAS ACTUALLY IN FISCAL YEAR 2019 PRE COVID THAT WE PRE ESSER THAT WE HAD A BIG JUMP IN HOW MUCH FUND BALANCE WE HAD. OKAY.
DON'T SEE ANYBODY ELSE IN THE QUEUE FOR THIS ITEM.
THE NEXT ITEM BEING HELD FOR DISCUSSION IS ITEM 14 APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY.
FACILITIES. CONSTRUCTION COMPETITIVE SEALED PROPOSAL.
SECOND READING. THIS ITEM IS BEING HELD AT THE REQUEST OF TRUSTEE.
ALLEN. I WAS ACTUALLY HOLDING TRUSTEE ITEM 15.
THANK YOU. OKAY. THE NEXT ITEM BEING HELD IS ITEM 15 APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY E H AB LOCAL BASIC INSTRUCTIONAL PROGRAMS REQUIRED INSTRUCTION ELEMENTARY FIRST READING.
THIS ITEM IS BEING HELD AT THE REQUEST OF TRUSTEE WADE AND TRUSTEE.
I ASK THIS ON THE Q AND A AND WHAT THE ANSWER THAT I GOT BACK WAS THAT THE DYSLEXIC, DYSLEXIC TIME WAS EMBEDDED IN THE REGULAR TIME.
MY ADDITIONAL ISSUE WITH THIS NOW IS THAT I WAS THINKING THAT BECAUSE I WAS CONFUSED, OTHER PEOPLE WOULD COULDN'T BE CONFUSED.
[01:25:04]
BUT ACTUALLY IT'S SUPPOSED TO BE.TRUSTEE. ALLEN. THAT'S EXACTLY THE QUESTION I WAS GOING TO ASK.
SHOULD 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.
THE BOARD HAS ADJOURNED TO CLOSED SESSION AT 6:28 P.M..
LA PROXIMA REUNION DE LA MESA DIRECTIVA EL TRECE DE ABRIL.
OUR NEXT MEETING IS OUR REGULARLY SCHEDULED MEETING ON THURSDAY, APRIL 13TH, 2023.
WITH NO FURTHER BUSINESS TO DISCUSS, THE BOARD IS NOW ADJOURNED AT 8:13 P.M.
BUENAS NOCHES.
* This transcript was compiled from uncorrected Closed Captioning.