[ Agenda Review] [00:00:08] THIS MEETING IS NOW CONVENED. THE TIME IS 4:31 P.M.. FOUR MEMBERS PRESENT IN THE BOARD AUDITORIUM ARE I WOULD LIKE TO ASK EVERYONE TO PLEASE SILENCE ALL CELL PHONES. WE WILL BEGIN THIS AFTERNOON WITH A PUBLIC HEARING POSTED FOR 4:30 P.M. REGARDING THE STATE OF COMPENSATORY EDUCATION EVALUATION SUMMARY. SUPERINTENDENT HOUSE, YOU HAVE THE FLOOR. THANK YOU, MADAM CHAIR. AND I'D LIKE TO INVITE, OF COURSE, DR. ALLISON MATNEY TO THE PODIUM. OF COURSE. DR. MADDEN IS OUR OFFICER IN REFERENCE TO RESEARCH AND ACCOUNTABILITY. DR. MATNEY, YOU HAVE THE FLOOR. ALL RIGHT. THANK YOU SO MUCH, SUPERINTENDENT. HOUSE TRUSTEES. AS STATED, I'M HERE TO PRESENT TO YOU A PUBLIC HEARING REGARDING OUR STATE COMPENSATORY EDUCATION PROGRAM. THIS WILL BE IN REFERENCE TO THE 21-22 DATA SET AND EVALUATION CONDUCTED INTERNALLY. THIS PUBLIC HEARING IS MUCH LIKE THE ONE WE DID FOR THE ANNUAL REPORT, THE TAPR. THIS DATA IS ONE YEAR BEHIND, BUT WE ARE GOING TO PROVIDE YOU WITH SOME INSIGHT REGARDING NEXT STEPS AND WHAT OUR PROGRAMS LOOK LIKE RIGHT NOW. SO WHAT IS STATE COMPENSATORY EDUCATION COMMONLY KNOWN AS SCE? IT IS A REQUIRED PROGRAM THROUGH THE TEXAS EDUCATION CODE. IT'S DESIGNED TO REDUCE DROPOUT RATES AND INCREASE ACADEMIC PERFORMANCE OF AT RISK STUDENTS. THE THE TERM AT RISK REFERS TO AT RISK OF DROPPING OUT. AND SO THE STATE HAS IDENTIFIED 15 CRITERIA THAT RESEARCH SHOWS LEADS TENDS TO LEAD KIDS TO BE MORE AT RISK. AND WE'RE GOING TO GO THROUGH SOME OF THOSE CRITERIA AT RISK FOR DROPPING OUT. AND SO THE IDEA IS THAT THIS PROGRAM COMES WITH FUNDING FOR THESE STUDENTS AND REQUIRES US TO SPEND THAT FUNDING FOR THESE STUDENTS TO TO SHORE THAT UP TO MAKE SURE THAT THEY THOSE AREAS ARE MITIGATED SO THAT WE CAN MAKE SURE THAT THEY ARE ON TRACK FOR GRADUATION AND SUCCESS POST HIGH SCHOOL. THESE ADDITIONAL STATE FUNDS ARE CHANNELED TOWARDS PROGRAMS AND SERVICES THAT TARGET THE DISPARITIES. WE HAVE SOME GOING TO CAMPUSES, AS YOU'LL SEE, AS WELL AS SOME TO DEPARTMENTS TO HELP IN THESE AREAS. SO STATE COMP ED FOR THE 2122 SCHOOL YEAR, WE SUPPORTED MANY DEPARTMENTS, MULTILINGUAL DEPARTMENT MTS, FORMERLY KNOWN AS THE INTERVENTION DEPARTMENT, STUDENT ASSISTANCE, NURSING, PRE K/EARLY CHILDHOOD. WE THE GUIDELINES FROM TEXAS EDUCATION AGENCY STATE THAT 55% OF ALL ALLOCATED DOLLARS FOR STATE COMP ED MUST BE FOR DIRECT SERVICES. 45 CAN BE INDIRECT AND THESE ARE CONSIDERED GENERAL FUND DOLLARS, BUT 55% AT A MINIMUM HAVE TO BE SPENT ON DIRECT SERVICES. THEY, THE CAMPUSES AND DISTRICT MUST INCLUDE IN THE IMPROVEMENT PLANS THE USE OF THE ALLOCATED FUNDS. SO HOW MUCH IS ALLOCATED AND WHAT THEY INTEND TO SPEND THOSE FUNDS ON, WHETHER IT'S A UNIT OR PERSONNEL INTERVENTION, SUPPORT TUTORIALS, ANYTHING LIKE THAT. SO FEDERAL AND STATE COMPLIANCE DEPARTMENT IS THE POINT DEPARTMENT RIGHT NOW FOR STATE COMPENSATORY EDUCATION. THIS YEAR THEY HAVE MADE SURE THAT EVERY CAMPUS HAD AN AT RISK COORDINATOR ROLE OR POSITION. SOME PRINCIPALS CHOSE TO USE THE FUNDS TO ACTUALLY FUND A FULL POSITION TO HELP THIS PROCESS. SOME CAMPUSES MAYBE THAT DIDN'T HAVE AS MANY STUDENTS OR A SMALLER CAMPUS. IT WAS JUST A ROLE AND OTHER DUTIES AS ASSIGNED WITH WITH A UNIT OF PERSONNEL ALREADY ON CAMPUS. AND WE PROVIDED TRAINING AND CREATED DOCUMENTATION SYSTEMS, A MANUAL TO HELP INTRODUCE THE REQUIREMENTS, MAKE SURE THAT THEY'RE ALL SHORED UP AND STRENGTHENED OUR PARTNERSHIP WITH THE BUDGETING DEPARTMENT. OF COURSE, THAT'S WHERE THE MONEY FUNNELS THROUGH. SO WE WANTED TO MAKE SURE THAT WE WERE MAKING SURE OUR PRACTICES AND OUR PROCESSES WERE STREAMLINED FOR CAMPUSES. SO THEY WERE INSTRUMENTAL IN HELPING US UNDERSTAND WHAT WE NEEDED TO DO FOR GUIDANCE FROM THE BUDGETING SIDE AS WE WORK TOWARD HOW WE ALLOCATE THOSE THOSE DOLLARS FROM BUDGETING ALL THE WAY THROUGH SPENDING THEM TO HELP OUR STUDENTS. [00:05:01] AND THEN WE CREATED A DISTRICT LEVEL AT RISK COMMITTEE, PULLING MULTIPLE DEPARTMENTS TOGETHER THAT WORK WITH THESE AT RISK STUDENTS. AND AGAIN, I WILL SHOW YOU IN A FEW SLIDES A GLIMPSE OF ALL OF THE CRITERIA, AND I'LL MENTION SOME OF THE DEPARTMENTS SURROUNDING THAT, BUT THEY MEET MONTHLY AND TALK ABOUT HOW WE CAN STREAMLINE WHAT WE'RE REQUIRING. SO ONE DEPARTMENT MIGHT REQUIRE A STUDENT AT THE CENTER CONFERENCE FOR STUDENTS OR IS ANOTHER DEPARTMENT REQUIRES ANOTHER TYPE OF MEETING. AND SO PRINCIPALS WERE SAYING, I'M REQUIRED TO HAVE ALL THESE MEETINGS, BUT IT'S THE SAME KIDS. SO WE'RE WORKING ON REALLY STREAMLINING THAT, MAKING IT MUCH EASIER FOR CAMPUSES TO ADMINISTER THE FUNDS, MAKE SURE THEY'RE SPENT CORRECTLY AND ULTIMATELY, AGAIN, SUPPORT OUR AT RISK STUDENTS. SO A FEW OF THE THE DATA POINTS BEHIND OUR AT RISK STUDENT DATA FOR 21, 22, 61% OF OUR ENROLLED STUDENTS WERE CONSIDERED AT RISK. YOU CAN SEE OUR IDENTIFICATION NUMBERS HAVE BEEN INCREASING, EVEN THOUGH OUR TOTAL POPULATION HAS BEEN DECREASING. WE'VE REALLY BEEN WORKING SINCE THAT 2021 SCHOOL YEAR WHEN FEDERAL AND STATE COMPLIANCE TOOK OVER THIS PROCESS OF IDENTIFYING STUDENTS AND JUST THAT INCREASE AWARENESS. MUCH LIKE WITH WHAT WE TALK ABOUT WITH STUDENTS WITH DISABILITIES, JUST THE INCREASED AWARENESS AND COMPLIANCE HAS REALLY LED TO GREATER IDENTIFICATION. SO MORE SERVICES FOR KIDS. SO THESE ARE SOME GENERALIZATIONS FOR THE AT RISK CODES. THERE ARE, LIKE I SAID, 15 CATEGORIES. THERE ARE 13 HERE PLUS ONE THAT SAYS UNDERLYING CAUSE NOT SPECIFIED. BUT I'M GOING TO GO THROUGH AND GIVE SOME EXAMPLES. SO LOOKING AT A UNSATISFACTORY ASSESSMENT, THAT IS, IF A STUDENT FAILED THE STAR EXAM THE NEXT YEAR, THEY WOULD BE AT RISK. IF THAT NEXT YEAR THEY PASSED IT AT A CERTAIN LEVEL, THEY WOULDN'T BE AT RISK ANYMORE. SO THAT'S AN ANNUAL IDENTIFIER, LACK OF PROGRESS IN FOUNDATION CURRICULUM. SO IF A STUDENT IS FAILING TWO OR MORE CORE CONTENT CLASSES, THEY ARE IDENTIFIED AS AT RISK. BECAUSE WHAT THE RESEARCH SAYS IS IF YOU'RE BEHIND IN CREDITS, YOU'RE BEHIND IN CURRICULUM, YOU'RE MORE LIKELY TO NOT GRADUATE ON TIME. SO YOU ARE AT RISK TO DROP OUT. MOVING ON DOWN OUR LIMITED ENGLISH PROFICIENCY STUDENTS ARE EMERGENT, BILINGUAL STUDENTS ARE AT RISK. THAT'S AN ANNUAL IDENTIFIER RETAINED IN ONE OR MORE GRADES, AND THAT IS AN IDENTIFIER THAT A STUDENT CARRIES WITH THEM FOREVER. SO IF THEY ARE RETAINED IN FIRST GRADE, THEY ARE AT RISK FOREVER. BECAUSE AGAIN, THE RESEARCH SHOWS IF THEY ARE NOT ON GRADE LEVEL WITH AGE APPROPRIATE PEERS, THEY ARE MORE LIKELY TO DROP OUT. WE HAVE SEVERAL OTHER, AS WE CAN SEE, THE DATA ON THE RIGHT HAND SIDE. THESE ARE NOT A LARGE PERCENTAGE OF OUR STUDENTS. BUT MOVING ON TOWARDS THE BOTTOM ARE STUDENTS WHO ARE PREGNANT OR ARE PARENTING. SO OUR OUR STUDENTS, WHO ARE EITHER THE FEMALE PARENT OR MAYBE A MALE PARENT FOR A YOUNG CHILD WAS OR IS IN CUSTODY OF DEPARTMENT OF FAMILY AND PROTECTIVE SERVICES STUDENTS, PARENTS OR GUARDIANS WHO'VE BEEN INCARCERATED. SO OUR STUDENTS WHO HAVE A PARENT WHO'S EVER BEEN INCARCERATED, THEY ARE CONSIDERED AT RISK. WE HAVE TWO OTHERS THAT WE JUST DID NOT HAVE DATA ON. STUDENTS WHO HAVE BEEN EXPELLED ARE, OF COURSE, AT RISK. AND THEN STUDENTS WHO ATTEND A DROPOUT RECOVERY CAMPUS BECAUSE THEY ALREADY FALL IN. THE REASON WE DON'T HAVE THEM ON HERE IS THEY ALREADY FALL UNDER CATEGORY. I PREVIOUSLY REPORTED AS DROPOUT BECAUSE OUR STUDENTS WHO ARE ENROLLED IN THOSE CAMPUSES HAVE ALREADY DROPPED OUT AND THEN WE'RE RECOVERING THEM, MAKING SURE THEY'RE ON TRACK FOR GRADUATION. SO LOOKING AT THE RACE, ETHNICITY, OUR DEMOGRAPHICS, WE CAN SEE ON THE LEFT HAND SIDE, THOSE ARE THE PERCENTAGES OF OUR AT RISK POPULATION VERSUS NOT AT RISK. WE HAVE A MUCH HIGHER PERCENTAGE PROPORTION OF HISPANIC STUDENTS WHO ARE AT RISK THAN NOT AT RISK. BUT KNOWING THAT ONE OF THE CATEGORIES IS EMERGENT BILINGUAL AND THE VAST MAJORITY OF OUR EMERGENT BILINGUAL STUDENTS ARE HISPANIC, THAT IS NOT A SURPRISING STATISTIC. THEY'RE LOOKING AT ECONOMICALLY DISADVANTAGED DATA. WHAT THIS SHOWS IS 90%. SO IF YOU LOOK AT THE THE OUTSIDE RING AND THE BLUE DATA, 90% OF OUR AT RISK STUDENTS ARE ALSO ECONOMICALLY DISADVANTAGED. AND WHILE ECONOMICALLY DISADVANTAGED IS NOT IN AND OF ITSELF QUALIFY YOU FOR AT RISK. WE DO SEE A VAST MAJORITY OF OUR AT RISK STUDENTS ALSO BEING ECONOMICALLY DISADVANTAGED. IN LOOKING AT EMERGENT BILINGUAL, YOU CAN SEE ON THE INSIDE RING, 100% OF ARE NOT AT RISK. [00:10:05] STUDENTS ARE NOT EMERGENT BILINGUAL. SO YOU'RE MATCHING THE GOLD WITH THE GOLD, WHEREAS 57% OF OUR AT RISK STUDENTS ARE EMERGENT BILINGUAL STUDENTS. OUR STUDENTS WITH DISABILITIES. AGAIN, NOT AN INDICATOR FOR AT RISK STATUS IN AND OF ITSELF, BUT 10% OF OUR AT RISK STUDENTS ARE RECEIVING SPECIAL EDUCATION SERVICES, WHEREAS ONLY 6% OF OUR STUDENTS WHO ARE NOT IDENTIFIED AS AT RISK. SO HERE YOU CAN SEE A BREAKDOWN OF HOW THE DOLLARS ARE SPENT. SO WE HAD $125 MILLION SPENT OF STATE COMP MONEY IN THE 2122 SCHOOL YEAR. THE VAST MAJORITY, 95% OF THE MONEY WAS SPENT ON STUDENT SUPPORT SERVICES OR INSTRUCTION OR INSTRUCTION RELATED EXPENSES. THAT IS ABSOLUTELY WHERE WE WOULD WANT TO SEE THE MONEY GO. ALL OF THESE OTHER AREAS ARE CERTAINLY IN COMPLIANCE, BUT THE VAST MAJORITY BEING SPENT ON STUDENTS WITH STUDENT SUPPORT SERVICES TO TO ENSURE THAT THEY ARE NOT ON TRACK TO BE OFF TRACK FOR GRADUATION, THAT THEY ARE ACTUALLY MATRICULATING THROUGH, AND THOSE FACTORS ARE BEING MITIGATED TO GET THEM ON TRACK FOR GRADUATING ON TIME. WHEN WE LOOK AT STAAR PERFORMANCE, I'M GOING TO GO THROUGH THE NEXT FEW SLIDES. THE TRENDS ARE IDENTICAL. THE ARE STUDENTS WHO ARE AT RISK FALL SIGNIFICANTLY BELOW OUR STUDENTS WHO ARE NOT AT RISK. AGAIN, THAT IS WHAT THE MONEY IS THERE TO BE SPENT ON. MAKING SURE KNOWING SEVERAL OF THE CRITERIA ARE ACADEMIC CRITERIA, MAKING SURE THAT THEY'RE SPENT TO MITIGATE THOSE PERFORMANCE DIFFERENCES. THE GAPS GROW AS THE GRADE LEVELS INCREASE. SO OUR GAP OF BETWEEN AT RISK AND NOT AT RISK FOR THIRD GRADERS IS 19, WHEREAS EIGHTH GRADERS IS 21. FOR MATH, WE SEE THE SAME TREND. WE HAVE A GAP AS MUCH AS 30 IN AS SMALL AS 13 FOR MATH. FOR OUR END OF COURSE, AGAIN, WE SEE THE SAME TREND. AND JUST LIKE WE TALKED ABOUT A COUPLE OF SLIDES AGO, AS OUR ELEMENTARY GAPS ARE MUCH SMALLER THAN OUR HIGH SCHOOL GAPS, WHICH RANGE FROM 21 TO 43. GRADUATION RATES. WE HAVE A SIMILAR TREND HERE. WE HAVE HIGHER GRADUATION RATES FOR OUR NOT AT RISK STUDENTS. AND DROPOUT RATES, WHICH IS THESE ARE THE IDENTIFIERS THAT WE ARE WORKING ON WITH THE EXCEPTION OF 20-21, WHICH WE ARE LOOKING INTO THAT DATA, OUR AT RISK STUDENTS DROP OUT AT A GREATER RATE THAN OUR NOT AT RISK STUDENTS. WE ARE VERY CONCERNED ABOUT THE 2021 DATA AT THE HIGH SCHOOL LEVEL, SEEING THAT LARGE JUMP FROM 3.7% DROPOUT RATE TO 5.9 IN 2021. SO AS YOU CAN SEE, OUR TIMING OF MAKING SURE THAT ALL OF THESE PROCESSES ARE SHORED UP, WE CAN'T DO THAT FAST ENOUGH TO MAKE SURE THAT 5.9 GOES DOWN. SO FUTURE PLANS FOR STATE COMP ED, WE'RE GOING TO CONTINUE THE GREAT WORK THAT WE'VE STARTED THE LAST YEAR AND A HALF, IMPROVE SUPPORTS TO CAMPUSES REGARDING ALLOWABLE USE OF FUNDS, MAKING SURE THAT WE'RE PARTNERS IN THAT WORK. SUPPORT CAMPUS AT RISK COORDINATOR DESIGNEES, OR THE DEDICATED POSITIONS ON THE CAMPUS, DEPENDING ON HOW THE PRINCIPAL DECIDES HOW TO UTILIZE THAT THOSE FUNDS AND THEN IMPLEMENT CENTRALIZED COMPLIANCE PROCESSES SO THAT WE STAY AHEAD OF WHERE WE ARE SO THAT WE DON'T WAIT UNTIL THE END OF THE YEAR WHEN WE DO AN EVALUATION TO SEE WHERE THINGS ARE. AND WE WANT THOSE CHECKS AND BALANCES ALONG THE WAY. AND THEN ALSO SUPPORTING AT RISK STAFF WITH PROFESSIONAL LEARNING, NOT JUST ABOUT COMPLIANCE, BUT MOST IMPORTANTLY ABOUT THE CONTENT AND SUPPORTING STUDENTS WHO ARE IDENTIFIED AS AT RISK AND THEN CONTINUING TO COLLABORATE ACROSS DEPARTMENTS IN THE SCHOOLS OFFICE, ESPECIALLY TO PROVIDE THOSE STUDENT SUPPORTS. AND THAT CONCLUDES THE PUBLIC HEARING. THANK YOU, DR. MATNEY. THIS CONCLUDES THE PUBLIC HEARING. THIS PUBLIC HEARING, RIGHT NOW THE BOARD WILL ADJOURN TO CLOSED SESSION. THE BOARD WILL ADJOURN TO CLOSED SESSION UNDER CHAPTER 551 OF TEXAS GOVERNMENT CODE. OPEN MEETINGS ACT SUBSECTION 551.004, 551.071, 551.072, 551.073, 551.074, 551.076, 551.082, 551.0821, 551.083, 551.084 AND 551.089. 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 [00:15:08] BY THIS NOTICE UPON THE RECONVENING OF THIS PUBLIC MEETING, OR AT A SUBSEQUENT PUBLIC MEETING OF THE BOARD UPON NOTICE THEREOF. THE BOARD HAS ADJOURNED TO CLOSE SESSION AT 4:46 P.M.. THIS MEETING OF THE BOARD OF EDUCATION IS NOW RECONVENED AT 5:12 P.M.. BOARD MEMBERS PRESENT IN THE AUDITORIUM ARE A REMINDER, PLEASE SILENCE ALL CELL PHONES. OUR FIRST ORDER OF BUSINESS IS TO HEAR FROM SPEAKERS TO AGENDA ITEMS. HOWEVER, NO ONE HAS REGISTERED TO SPEAK TODAY. DO I HAVE A MOTION TO APPROVE THE MINUTES OF THE SPECIAL MEETING HELD ON MARCH 27TH AND THE AGENDA REVIEW MEETING HELD ON APRIL 6TH, 2023. SO MOVE, SANTOS. UM, ONE SECOND. I GOT IT. I GOT IT. I DON'T SEE ANYONE ON THE COMPUTER YET. OKAY, I HAVE A AND IS THERE A SECOND? GOT IT. I HAVE A MOTION BY TRUSTEE BLUEFORD-DANIELS AND A SECOND BY TRUSTEE WADE. PLEASE VOTE. VOTING IS CLOSING. MOTION PASSES EIGHT IN FAVOR, ZERO OPPOSED, ZERO ABSTENTIONS. WE ARE NOW READY TO CONSIDER A DISCUSSION AND REPORT ITEM. ACCEPTANCE OF BOARD MONITORING UPDATE PRESENTATION OF GOAL ONE PROGRESS MEASURES 1.1, 1.2 AND 1.3. SUPERINTENDENT HOUSE. WE ARE READY FOR YOUR UPDATE. COLLEAGUES, PLEASE HOLD YOUR QUESTIONS UNTIL THE PRESENTATION IS COMPLETE. THANK YOU MADAM PRESIDENT. I'M GOING TO INVITE, OF COURSE, DR. ALLISON MATNEY TO TO THE PODIUM TO TO TALK ABOUT GOAL ONE. OF COURSE. 1.1. 1.2 AND 1.3. DR. MADDEN, YOU HAVE THE PODIUM. THANK YOU SO MUCH, SUPERINTENDENT HOUSE AND TRUSTEES. I AM HERE TO TALK ABOUT OUR READING PROGRESS FROM OUR RENAISSANCE MIDDLE OF YEAR ASSESSMENT. SO AS A REMINDER, OUR GLOSSARY OF TERMS IS LOCATED AT THE BEGINNING OF THE PRESENTATION. WE DO HAVE A JUST THE OVERALL GOAL THREE THAT WE HAVE TALKED ABOUT. JUST A REMINDER OF THAT DATA HERE IN THE PRESENTATION. WE HAVE AND THIS IS THIS IS DATA THAT WE'VE HAD CONVERSATIONS ABOUT ALREADY BECAUSE IT IS OUR STAAR DATA FROM 21-22. BUT MOVING ON TO GOAL PROGRESS MEASURE 1.1. SO THIS IS WHERE WE LOOK AT OUR FIRST GRADE STUDENTS AND THE PERCENT READING ON GRADE LEVEL IS MEASURED BY END OF YEAR LITERACY SCREENER, INCREASING EIGHT PERCENTAGE POINTS FROM 63 TO 71 IN JUNE 2024. SO WHEN WE LOOK AT OUR FIRST GRADE STUDENTS ON OUR MIDDLE OF YEAR SCREENER, WE CAN SEE ON THE LEFT HAND SIDE THAT WE WENT FROM 44% AT THE 40TH PERCENTILE AT OR ABOVE BENCHMARK FOR BEGINNING OF YEAR, AND WE MOVED UP 11 PERCENTAGE POINTS OVERALL TO 55 FOR MIDDLE OF YEAR. AND JUST AS A REMINDER, THESE FIRST GRADERS WERE IF THEY WERE WITH US AND ENROLLED, THEY WERE PRE K THREE STUDENTS WHEN THE PANDEMIC HIT IN 1920. AND SO THEIR PRE K YEARS WERE SPENT MID PANDEMIC. THEY WERE KINDERGARTNERS LAST YEAR OF COURSE, AND OUR FIRST GRADERS WITH US THIS YEAR. THIS IS OUR EARLY LITERACY SCREENER THAT THEY TAKE SO THIS IS OUR FIRST GRADE DATA 11 POINT JUMP. OUR ENGLISH ONLY WAS 11 POINTS FROM 40 TO 51 AND SPANISH ONLY WAS 17 POINTS. OUR GAINS WERE ALL LARGER THAN WE SAW IN 2122. BUT WE ARE STILL BEHIND PRE-PANDEMIC IN MULTIPLE AREAS. LOOKING AT OUR STUDENT GROUPS FOR FIRST GRADE, WE CAN SEE THAT NO GROUP IS OUTPERFORMING WHERE WE WERE PRE PANDEMIC. HOWEVER, WE DO HAVE SOME BRIGHT SPOTS. ALL INCREASED FROM BEGINNING OF YEAR, MIDDLE OF YEAR TO MIDDLE OF YEAR. ALL INCREASED EXCEPT FOR THREE STUDENT GROUPS. SO WE ARE SEEING AN UPWARD TRAJECTORY WITH OUR FIRST GRADE STUDENTS, BUT NOT WHERE WE WERE PRE PANDEMIC. [00:20:03] WHEN WE LOOK AT OUR RISE VERSUS NON RISE CAMPUSES, MIDDLE OF YEAR TO MIDDLE OF YEAR. SO LOOKING AT LAST YEARS, MIDDLE OF YEAR RISE CAMPUSES WERE AT 39. THEY ARE AT 40 THIS YEAR. THEY SAW AN INCREASE OF ONE FOR MIDDLE OF YEAR TWO, MIDDLE OF YEAR, WHEREAS NON RISE CAMPUSES SAW AN INCREASE OF TWO. SO RELATIVELY FLAT AND BOTH BOTH POPULATIONS RISE AND NON RISE SAW AN INCREASE OF 11 FROM BEGINNING OF YEAR THIS YEAR. SO LOOKING AT OUR SECOND GRADERS, THESE STUDENTS WERE PRE-K FOUR INCHES 1920 WHEN THE PANDEMIC HIT. SO THEY'RE PRE-K AND KINDERGARTEN YEARS WERE SPENT LARGELY IN THE MIDST OF COVID. THESE STUDENTS TAKE THE RENAISSANCE READING ASSESSMENT, AND WE SEE HERE THAT WE HAVE A JUMP IN ENGLISH AND SPANISH COMBINED FROM 46 TO 54. OUR ENGLISH ONLY ALSO HAS AN INCREASE AS WELL AS OUR SPANISH ONLY. AND IT IS IMPORTANT RIGHT HERE TO TO REMIND YOU ABOUT THE SPANISH ASSESSMENT, BECAUSE WE TYPICALLY DO SEE THOSE LARGER NUMBERS ON THE SPANISH ONLY. JUST AS A REMINDER, LEARNING THE SPANISH LANGUAGE, AS MANY OF YOU ALL KNOW, IS MUCH MORE PHONETIC. IT'S MUCH EASIER THAN LEARNING THE ENGLISH LANGUAGE. AND SO WE SEE THAT IN OUR RESULTS WHEN WE BREAK IT OUT BY ENGLISH AND SPANISH ONLY. THE OTHER THING TO NOTE HERE IS IN SPANISH ONLY IT APPEARS THAT IT'S ABOVE THE TARGET. BUT THESE TARGETS WERE SET FOR ENGLISH AND SPANISH COMBINED, SO THAT IF WE HAD, WE DID NOT TARGET SET FOR JUST SPANISH AND JUST ENGLISH. BUT BUT IT IS VERY ENCOURAGING TO SEE THAT LARGE JUMP AMONG ENGLISH ONLY AND SPANISH ONLY AS WELL AS COMBINED HERE FOR OUR SECOND GRADERS. LOOKING AT OUR STUDENT GROUPS HERE, WE SEE THAT WE HAVE OVERALL WE HAVE DECREASES FOR MIDDLE OF YEAR TWO, MIDDLE OF YEAR IN SECOND GRADE. AND WE DO HAVE A COUPLE OF SHINING POINTS WITH OUR ENGLISH LEARNER POPULATION MOVING FROM 49 MIDDLE OF YEAR TO 58, MIDDLE OF YEAR THIS YEAR. SO SEEING THAT INCREASE, EVEN THOUGH IT'S NOT THE SAME COHORT OF STUDENTS SEEING THAT WE HAVE STUDENTS THAT ARE MORE READY, MORE ON TRACK THIS YEAR AS SECOND GRADERS THAN LAST YEAR, AS WELL AS OUR HISPANIC STUDENTS, THEY INCREASED BY ONE PERCENTAGE POINT FOR MIDDLE OF YEAR LAST YEAR. IN LOOKING AT RISE VERSUS NON RISE, WE SEE THE SAME TREND AS WE SAW WITH FIRST GRADE. RELATIVELY FLAT CHANGES, MIDDLE OF YEAR TO MIDDLE OF YEAR. WE SAW THE SAME INCREASE, SIMILAR INCREASES BEGINNING OF YEAR TWO, MIDDLE OF YEAR. TEN POINTS FOR RISE VERSUS EIGHT FOR NON RISE CAMPUSES. SO MOVING ON TO OUR THIRD GRADERS WHO WERE KINDERGARTNERS WHEN THE PANDEMIC HIT. WE HAVE A 7% INCREASE FROM MIDDLE OF YEAR. I'M SORRY, I DID NOT WRITE THAT DOWN CORRECTLY. WE HAVE A 5% INCREASE FROM BEGINNING OF YEAR TO MIDDLE OF YEAR FOR OUR ENGLISH AND SPANISH COMBINED ENGLISH ONLY. WE ALSO SEE THE INCREASE AND WE SEE THAT SIMILAR TREND WITH SPANISH ONLY. AND AGAIN, THAT TREND LINE IS SET FOR ENGLISH AND SPANISH COMBINED AND NOT FOR ENGLISH ONLY AND SPANISH ONLY SPECIFICALLY. LOOKING AT RISE VERSUS NON RISE FOR OUR THIRD GRADERS. I SKIPPED THE STUDENT GROUP. THERE WE GO. WE SEE SIMILAR TRENDS AGAIN. OUR HISPANIC AND OUR ENGLISH LEARNERS SAW INCREASES FROM MIDDLE OF YEAR TO MIDDLE OF YEAR. BUT WE ARE NOT WHERE WE WERE PRE PANDEMIC. AGAIN, AS THIRD GRADE RISE VERSUS NON RISE, WE SEE HERE WE HAVE A SIMILAR TREND THAT WE SAW WITH FIRST AND SECOND GRADE. WE ARE SEEING INCREASES, BUT THEY ARE RELATIVELY SIMILAR WITH RISE AND NON RISE CAMPUSES. SUPERINTENDENT. THANK YOU, DR. MATNEY. AND AS WE CONTINUE TO EXAMINE THE PROGRESS MADE DURING THE 21-22 SCHOOL YEAR AS IT RELATES TO THIRD GRADE, WE'RE OF COURSE, VERY PROUD OF OF WHAT WE'VE SEEN. NINE OUT OF 12 OF THE TARGETS WERE MET WITH WITH TWO OF THE REMAINING THREE TARGETS MISSED BY LESS THAN ONE PERCENTAGE POINT. I THINK THIS IS SIGNIFICANT GROWTH AND SHOWS THE IMPACT THAT THE DISTRICT REALLY HAS MADE ON ON OUR CHILDREN AND ESPECIALLY WHEN WE'RE TALKING ABOUT IN ONE SINGLE PARTICULAR YEAR, I BELIEVE IT SHOWS THAT WE'RE ON A POSITIVE TREND AND HEADING IN THE RIGHT DIRECTION. I THINK ONE THING THAT REALLY STICKS OUT AS WE LOOK AT MIDDLE OF THE YEAR RESULTS IS THAT WHEN YOU LOOK AT FIRST GRADE PERFORMANCE BETWEEN BEGINNING OF THE YEAR AND MIDDLE OF THE [00:25:05] YEAR, WE'VE SEEN GREATER GROWTH THIS YEAR THAN LAST YEAR ACROSS EVERY SINGLE DEMOGRAPHIC GROUP. I WANT TO HIGHLIGHT THAT GROWTH IS HAPPENING. THIS TREND ALSO HOLDS TRUE FOR MOST OF THE RESULTS AT THE SECOND GRADE LEVEL AS WELL. I THINK THIS SUSTAINED GROWTH SPEAKS TO THE IMPACT AND SYSTEMATIC PHONICS INSTRUCTION AND INVESTMENT AND READING INTERVENTIONS THAT OUR STUDENTS ARE SEEKING. IT ALSO SPEAKS TO THE HARD WORK THAT OUR TEACHERS, PRINCIPALS, THE FIDELITY THAT WE KNOW HAS TO HAPPEN IN THE READING CURRICULUM. AND THIS IS A TRUE TESTAMENT OF THAT OF THAT THAT WORK THAT WE KNOW HAS TO HAPPEN AT OUR CAMPUSES AND IS HAPPENING AT OUR CAMPUSES. WE'RE ALSO VERY PROUD OF THE GROWTH THAT WE'RE SEEING WITHIN OUR DISTRICT RISE CAMPUSES. AS AN EXAMPLE, IN FIRST GRADE, AS DR. MADNI INDICATED EARLIER, WE'VE SEEN AN 11% INCREASE FROM BEGINNING OF THE YEAR TO MIDDLE OF THE YEAR, EXCEEDING THE ENTIRETY OF THE GAIN FROM THE BEGINNING OF THE YEAR TO END OF THE YEAR LAST SCHOOL YEAR. WE BELIEVE THE SYSTEMS AND PROCESSES IMPLEMENTED IN THE SCHOOLS THAT WE KNOW WE NEEDED TO FOCUS ON ARE REALLY SHOWING DIVIDENDS AND PAYING DIVIDENDS IN THE MANNER THAT THEY NEED TO. AS YOU KNOW, IF IF WE ARE IMPROVING OUTCOMES FOR FIRST GRADERS, THAT'S GOING TO CARRY OVER AND WE'RE GOING TO SEE THOSE SAME KIDS IN SECOND GRADE HAVE A BETTER OPPORTUNITY TO TO GROW AND DEVELOP AS THEY MOVE THROUGH OUR SCHOOL SYSTEM. WITH THAT BEING SAID, MADAM PRESIDENT, I'LL TURN IT BACK OVER TO YOU. THANK YOU, DR. MATNEY. THANK YOU, MR. HOUSE. WE'RE 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 IF YOU GO TO MY COMPUTER, YOU SHOULD BE ABLE TO GET IN THE QUEUE. WE HAVE TRUSTEE BAKER. THANK YOU, MADAM PRESIDENT, AND THANK YOU, DR. MATNEY AND HOUSE FOR YOUR PRESENTATION. I WANT ONE QUESTION FOR NOW. FIRST QUESTION IS, CAN YOU TURN THE AIR ON? SECOND QUESTION IS WHAT DO WE DO ON SLIDE 11 TO REPLICATE THE IMPROVEMENT THAT WE'VE SEEN THERE? I HEARD YOU SAY THAT WE CARRY OVER FROM FIRST GRADE TO SECOND GRADE. WHAT SUBSTANTIAL THINGS ARE WE DOING TO REPLICATE TO MAKE SURE THAT THIS COULD CONTINUE TO HAPPEN? I THINK ONE OF THE THINGS WE'VE HEARD SEVERAL TIMES OVER THE COURSE OF THE YEAR, TRUSTEE BAKER AND THAT'S THE FIDELITY OF THE READING PROGRAMS THAT WE'RE FOCUSING ON RIGHT NOW. WE'VE TALKED ABOUT THOSE SCHOOLS THAT WE KNOW HAVE IMPLEMENTED WITH THE KIND OF FIDELITY THAT WE KNOW WILL MAKE A MAJOR DIFFERENCE. ALSO, CONTINUING THE, YOU KNOW, THE TRAINING AND SUPPORT THAT WE KNOW THAT SCHOOLS WILL NEED. DR. BIRD, ANY ADDITIONAL INSIGHTS YOU WANT TO PROVIDE? SURE. SO THESE STUDENTS THAT ARE IN SECOND GRADE THIS YEAR, THIS IS THE SECOND YEAR THEY'VE HAD SYSTEMATIC PHONICS INSTRUCTION. SO AND SO, YOU KNOW, WE'RE FURTHER PROGRESSING ALONG THAT WAY. SO THAT'S PROBABLY WHY YOU SEE GAINS IN EVERY AREA BECAUSE THERE'S A MUCH MORE CONCERTED EFFORT FOR SYSTEMATIC PHONICS INSTRUCTION AT THE LOWER GRADES. SYSTEMATIC PHONICS. OKAY. COME BACK TO ME. THANK YOU. TRUSTEE DEIGAARD. SO BETWEEN. SO IF YOU COMPARE LAST YEAR'S FIRST GRADERS WHO TESTED IN ENGLISH WITH THIS YEAR'S SECOND GRADERS WHO TESTED IN ENGLISH, IT WAS STAGNANT. DO YOU KNOW WHY? DR. MATNEY. SO IT IS IMPORTANT TO NOTE THAT THE FIRST GRADE IS AN EARLY LITERACY ASSESSMENT, AND THE SECOND GRADE IS A READING ASSESSMENT. SO FUNDAMENTALLY, THERE ARE TWO DIFFERENT ASSESSMENTS NORMED DIFFERENTLY BECAUSE OF HOW THEY ASK QUESTIONS AND HOW STUDENTS ARE RESPONDING. BUT THAT DIDN'T HAPPEN WITH THE SPANISH TEST TAKERS. SO SPANISH BECAUSE IT'S SO PHONEMIC AND HOW YOU LEARN SPANISH LANGUAGE IS MUCH MORE INTUITIVE. THANK YOU. I APPRECIATE THAT. SO MY NEXT QUESTION IS BETWEEN SO LAST YEAR'S SECOND GRADERS COMPARED TO THIS YEAR'S THIRD GRADERS DECLINED. BOTH ENGLISH AND SPANISH COMBINED AND ENGLISH ONLY. SO WHAT ATTRIBUTED? WHAT'S ATTRIBUTED TO THAT DECLINE? DR. MATT ANY ADDITIONAL INSIGHTS HERE. NOT FOR THIS GOING FROM NOT NOT THAT DECLINE SPECIFICALLY, BUT THAT IS MUCH MORE IN APPLES TO APPLES COMPARISON LOOKING AT THOSE SAME ASSESSMENTS. SO THE ASSESSMENT, THE SUPERINTENDENTS ASSESSMENT ON THIS ONE IS WE'RE NOT ON TRACK. SO WHAT IN HERE HAVE YOU HONED IN ON THAT? [00:30:03] YOU HAVE BEEN ADJUSTING COURSE BETWEEN ME AND I TO ACHIEVE DIFFERENT RESULTS BY THE END OF THE YEAR, ESPECIALLY CONSIDERING WE'RE NOT ON TRACK TO MEET OUR TARGETS. AND HISTORICALLY, WE DECLINE. BETWEEN ME AND DR. BURT, IT WILL BE A COMBINATION OF TUTORING. THE TEACHERS USE THE DATA TO PULL KIDS FOR TUTORING. AND THEN THESE KIDS, THE THIRD GRADERS WERE KINDERGARTNERS DURING. SO THEY MISSED SOME. THEY HAD SOME INTERRUPTED SCHOOLING IN PERSON. SO THEY PROBABLY DID HAVE A BIGGER DEFICIT TO MAKE UP IN MANY CASES. AND THEY HAVE NOT HAD THEY'VE HAD THEY ALSO HAVE HAD TWO YEARS OF PHONICS INSTRUCTION. AND BUT THE THIRD GRADE TEACHERS, WERE THEY IN THE FIRST COHORT? I DON'T THINK THEY WERE, WERE THEY? I DON'T THINK THEY WERE. SO THEIR TEACHER, THE THIRD GRADE TEACHERS ARE BEING TRAINED RIGHT NOW, I BELIEVE. SO THEIR TEACHERS HAVE NOT HAD THE SAME LEVEL OF TRAINING THAT THE EARLIER GRADE TEACHERS HAVE HAD. THEY'RE THEY'RE CATCHING UP. YEAH. SO SO THAT'S THAT IS PART OF IT BECAUSE WE COULDN'T TRAIN EVERYBODY AT ONE TIME. WE HAD TO TRAIN THEM IN COHORTS, IN GROUPS OF TEACHERS. AND THEN BUT I THINK TO ANSWER YOUR QUESTION, TUTORING AND THEN JUST INTERVENTIONS WITH WHAT WE WITH THE SCIENCE OF TEACHING, READING THAT WE HAVE IN PLACE. AND THEN THE OTHER PART OF THAT IS WHAT IS WELL, I GUESS IT'S THE TUTORING TO MAKE SURE WE DON'T DROP AN I. YEAH, I THINK, YOU KNOW, AS WE'VE TALKED ABOUT BEFORE, IT PRESENTS SOME CHALLENGES BECAUSE OF THE WINDOWS. SO KIDS ARE TAKING THE STAR TEST RIGHT NOW AND THEN THEY'RE GOING TO TAKE ANOTHER TEST. AND SO HOW MUCH OF IT THE DIP IS REALLY A DIP VERSUS LIKE TESTING FATIGUE OR OTHER REASONS? IT'S HARD TO DISCERN BECAUSE, YOU KNOW, WE CAN LOOK AT THEIR STAR TEST DATA AND WE MIGHT SEE DIFFERENT RESULTS THAN IF WE LOOKED AT JUST, YOU KNOW, THERE'S A DIP IN THE SCREENER. BUT THEN IF THE STAR TEST DATA IS SHOWING GROWTH AFTER THE STAR TEST DEPENDS ON THE WINDOWS, IT DEPENDS ON THE SCHOOL. BECAUSE NOW THAT WE DO ONLINE TESTING, THERE'S THE WINDOWS ARE BROADER FOR STAR. OKAY. AND AS WAS POINTED OUT BY SUPERINTENDENT HOUSE, YOU KNOW, WE HAD GREATER GROWTH BETWEEN BOY AND ME THIS YEAR THAN LAST YEAR. BUT WE DID START LOWER ON BOY THIS YEAR. SO WE HAD MORE THAT WE HAD TO MAKE UP. BUT, YOU KNOW, THE FACT THAT WE MADE SO MUCH GROWTH IS REALLY, REALLY GREAT. YEAH, THAT'S IT JUST SHOWS WHAT'S POSSIBLE. AND THAT'S A CREDIT TO OUR TEACHERS WHO HAVE, YOU KNOW, THEY HAVE BEEN THERE WORKING WITH KIDS THAT HAVE HAD SOME LEVEL OF LEARNING INTERRUPTION. SO AND THEY HAVE BEEN TRAINED. THIS IS THE SECOND YEAR THEY'RE USING REALLY GREAT READING, WHICH IS A PHONICS PRODUCT. AND THEN AND THAT IN COMBINATION WITH THE TRAINING THEY'RE GETTING FOR SCIENCE OF TEACHING, READING I THINK IS PART OF IT. BUT IT'S REALLY A TESTAMENT TO THEIR WORK IN CLASSROOMS. AND THEN, YOU KNOW, ENGLISH ONLY IN THE AGGREGATE IS UNDERPERFORMING MUCH MORE SIGNIFICANTLY FROM THE TARGET. BUT I'M ALSO NOTICING THAT OUR AFRICAN AMERICAN KIDS, PARTICULARLY ACTUALLY SEVERAL OF THE POPS, BUT SECOND AND THIRD GRADE DECLINED FOR MOY COMPARED TO LAST YEAR. AND I'M WONDERING IF YOU HAVE DUG INTO THAT? I HAVE NOT YET. AND ACTUALLY BACK TO THE EARLIER QUESTION, I JUST WANT TO MAKE SURE I'M GIVING YOU THE RIGHT INFORMATION. I'M GOING TO VERIFY WHO'S BEEN TRAINED, WHICH COHORTS OF TEACHERS HAVE BEEN TRAINED, WHAT YEAR. SO I'LL GET THAT TO YOU IN WRITING BECAUSE I WANT TO MAKE SURE I'M GIVING YOU THE CORRECT INFORMATION. I DON'T HAVE AN ANSWER FOR, YOU KNOW, THE QUESTION YOU JUST ASKED ABOUT THAT CERTAIN GROUP OF STUDENTS. YEAH, THERE'S YEAH, IT'S NOT JUST IT'S NOT JUST. OKAY. THAT'S THE BIGGEST ONE. THANK YOU. TRUSTEE. CRUZ. THANK YOU, SUPERINTENDENT HOUSE, DR. MATNEY. SO JUST WANT TO START WITH A STATEMENT, BECAUSE I HEARD DR. MATNEY SAY SEVERAL TIMES, EVEN THOUGH WE'VE MADE PROGRESS, WE'RE NOT WHERE WE WERE PRE-PANDEMIC, WHICH IS NO SURPRISE. SO I'M CONCERNED THAT WE ARE NOT SPENDING THIS YEAR'S BUDGET ON ACCELERATING THE LEARNING ON THIS YEAR'S INSTRUCTION AND INTERVENTION ON THIS YEAR'S STUDENTS. SO LOOKING AT SLIDE FIVE, UM. COMPARED TO WHAT WE PROGRESS MONITORED LAST YEAR. WE'RE OBVIOUSLY MEETING MUCH MORE OF THOSE TARGETS, WHICH IS GREAT. BUT I AM CONCERNED THAT WE'RE NOT MEETING THE TARGETS FOR ENGLISH LEARNERS. ASIAN AND HISPANIC STUDENTS. AND JUST WONDERED WHAT TRENDS YOU'RE SEEING AND WHAT YOU WOULD ATTRIBUTE THAT TO. SO THIS IS FOR THE OVERALL GOAL. GOAL ONE DR. MANDY. YEAH. SO THIS IS THE THE OVERALL GOAL HERE. [00:35:02] AND SO THESE ARE THE AREAS THAT WE'VE REALLY WATCHED OVER TIME. AND SO AS AN EXAMPLE, LOOKING AT THAT ENGLISH LEARNER SEEING THAT WE DIDN'T MEET THE TARGET THERE, THAT'S WHY IT'S ENCOURAGING TO SEE THE LOWER GRADE LEVELS WHERE THAT PARTICULAR STUDENT GROUP IS NOT DECLINING BECAUSE THAT IS AN AREA THAT WE'VE GOT TO THAT TARGET FOR THIS YEAR IS 46 FOR THIRD GRADE STARS. SO WE'VE GOT TO OVERCOME THE DEFICIT PLUS THREE MORE POINTS TO ACHIEVE THAT TARGET. SO HAVE THERE BEEN STRATEGIC INTERVENTIONS IN THOSE LOWER GRADES BECAUSE OF THIS DATA? LIKE IS THAT WHY WE'RE SEEING THE TREND GO UP IN THE LOWER GRADES FOR ENGLISH LEARNERS? BECAUSE IT IS PRETTY SIGNIFICANT. THE ENGLISH LEARNER, YOU KNOW, I'M LOOKING TO MY RIGHT. YEAH. I THINK THAT I DO THINK THAT THE TRAINING THAT TEACHERS HAVE HAD IN SCIENCE OF TEACHING READING AND THEN THIS YEAR YOU DON'T SEE IT BECAUSE THERE'S ONLY THREE ELEMENTARY SCHOOLS THAT ARE IMPLEMENTING AMPLIFY. BUT NEXT YEAR YOU SHOULD SEE, PARTICULARLY FOR SPANISH, THE SPANISH LANGUAGE ARTS AND SPANISH PHONICS. SO I THINK YOU WILL SEE A MUCH GREATER IMPROVEMENT. YOU'LL CONTINUE TO SEE GREATER IMPROVEMENT BECAUSE OF THE BECAUSE OF THE MATERIALS THAT THEY'RE USING. BUT I ALSO THINK IT'S NOT JUST ABOUT THE RACE. I THINK POVERTY, IF YOU APPLY THE POVERTY LENS TO THESE GROUPS OF STUDENTS, YOU WOULD SEE IF WE TOOK OUT IF WE IF WE APPLIED THAT ALONG WITH THE RACE, I THINK YOU WOULD SEE A CORRELATION BETWEEN POVERTY AND AND PERFORMANCE. SO IT'S NOT I THINK LIKE WE'VE SEEN ASIANS IN THE LAST SEVERAL REPORTS. IF YOU GO BACK AND LOOK, WE'VE SEEN ASIANS HAVE DECLINED, I WOULD SUSPECT WE HAVEN'T EXAMINED. I HAVEN'T I HAVEN'T EXAMINED. MAYBE DR. RODNEY HAS, BUT I WOULD SUSPECT THAT'S PROBABLY RELATED TO POVERTY, AN INCREASE IN POVERTY IN THAT GROUP OF STUDENTS. SO IF ENGLISH LEARNERS AT THE LOWER GRADES ARE SIGNIFICANTLY INCREASING, BUT AT THIRD GRADE, THEY'RE NOT. I'M TRYING TO FOLLOW YOUR YOUR STATEMENT HERE. I THINK I THINK THIRD GRADERS WERE KINDERGARTNERS BACK THEN, SO THEY HAD MORE PROBABLY GROUND TO GAIN IN THE FIRST PLACE. SO THEY'RE GOING TO BE A LITTLE BIT LAGGING BEHIND KIDS WHO STARTED WITH WHEN WE IMPLEMENTED PHONICS INSTRUCTION IN A SYSTEMATIC WAY, WHICH WAS TWO YEARS AGO. SO FIRST AND SECOND GRADERS WOULD BE WOULD HAVE BENEFITED FROM THAT MORE THAN THIRD GRADERS AND OUR ENGLISH LEARNERS TAKING THEY COULD TAKE THE START IN EITHER OR THE RENAISSANCE IN EITHER LIKE I MEAN, I'M ASSUMING NOT ALL ENGLISH LEARNERS ARE SPANISH SPEAKERS, RIGHT? SO THIS REPRESENTS BOTH GROUPS. DO WE KNOW WHAT PERCENTAGE OF ENGLISH LEARNERS TAKE IT IN SPANISH JUST BECAUSE OBVIOUSLY THAT TREND IS ALWAYS MUCH HIGHER? I DON'T HAVE THAT IN FRONT OF ME, BUT THAT'S DATA THAT WE HAVE ACCESS TO. OKAY. THANK YOU. UM, SO LOOKING AT SLIDE 13, BECAUSE WE TEND TO SEE WHEN IT'S SPANISH ONLY DISAGGREGATED THAT IT'S MUCH HIGHER. BUT I FEEL LIKE THIS WAS THIRD GRADE. IT WAS MUCH, MUCH HIGHER. I MEAN, WE'RE LIKE WELL ABOVE THE TARGET COMPARED TO OTHER GRADES WHERE IT'S JUST, YOU KNOW, HOVERING AROUND. SO DO WE KNOW WHAT THAT DATA IS TELLING US? THAT THIS IS NOT UNCOMMON FOR US TO SEE. FOR EXAMPLE, ON STAR ARE SPANISH ONLY TESTS OUTPERFORMING OUR ENGLISH ONLY TESTS. SO THIS THIS JUST REITERATES WHAT WE SEE TREND YEAR OVER YEAR FOR FOR A MULTITUDE OF REASONS. BUT WITH THIRD GRADE BEING THE SPANISH ONLY BEING HIGHER THAN THE HIGHER, THAT'S WHAT I'M GETTING AT. BUT YOU HAVEN'T DUG INTO THAT IS WHAT I'M HEARING. OKAY. THANK YOU. TRUSTEE WADE. YES. THANK YOU, SUPERINTENDENT HOUSE AND DR. MATNEY. MY QUESTION. SO ON JUST WILL TAKE SLIDE TEN JUST BECAUSE THAT'S WHAT I HAVE. I KNOW WE'VE TALKED ABOUT THIS A MILLION TIMES, SO I'LL BRING IT UP AGAIN, THOUGH. SO I KNOW WE KEEP SAYING THAT THE TEST DATA DROPS FROM BEGINNING OF THE YEAR TO MIDDLE OF THE YEAR. WE'VE TALKED ABOUT THIS, WHY THAT HAPPENS. AND I'M ALSO SEEING, THOUGH, THAT THE NUMBERS CHANGE ENOUGH. SO ARE OUR STUDENTS CHOOSING TO TAKE A DIFFERENT TEST THAN THEY DID IN THE FALL IN THE BEGINNING OF THE YEAR. LIKE IF THEY'RE SPANISH SPEAKERS AND THEY'RE GOING TO THE TEST IN THE MIDDLE OF THE YEAR, ARE THEY CHANGING THE TEST THEY'RE CHOOSING TO TAKE? THAT IS POSSIBLE, BUT IT'S NOT THE STUDENT CHOOSING, IT'S THE TEACHER CHOOSING OR THE TEACHER CHOOSING FOR THEM. YES. OKAY. BUT MY SO THAT BODES TO THE QUESTION, IS IT BECAUSE THEY'RE SEEING THEIR PERFORMANCE OVERALL? IT BODES WELL IF THE STUDENTS ARE TESTING BETTER RIGHT FROM THE DATA. [00:40:06] BUT IT'S NOT REALLY AN APPLES TO APPLES BECAUSE IF THEY'RE NOT TAKING THE SAME MEASURE TEST BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR. SO I'M JUST CURIOUS BECAUSE DO YOU SEE THIS HAPPEN OVER AND OVER AGAIN IN ALL OF THESE DATA SETS? SO I JUST WANT TO SEE IF THERE'S A THAT'S SOMETHING YOU ALL HAVE CONSIDERED. YEAH, ABSOLUTELY. AND I WOULDN'T SAY THAT THOSE CHANGES ARE MADE IN ORDER TO MAXIMIZE OUTCOMES FOR RENAISSANCE SPECIFICALLY. I THINK THAT COULD BE A POSSIBILITY FOR STAAR, BUT FOR RENAISSANCE SPECIFICALLY, IT'S VERY, VERY INSTRUCTIONALLY BASED. SO IF A TEACHER IF YOU'VE GOT, FOR EXAMPLE, A SECOND GRADER THAT'S DEMONSTRATING PROFICIENCY IN BOTH ENGLISH AND SPANISH, THEN A TEACHER MIGHT AT BEGINNING OF YEAR WHEN THEY DON'T KNOW THE STUDENT AS WELL, TEST IN ONE LANGUAGE AND THEN DISCOVER MIDWAY THROUGH THE YEAR. YOU KNOW WHAT I WANT TO I'VE BEEN GIVING MY COMMON ASSESSMENTS ALONG THE WAY IN BOTH LANGUAGES, SO NOW I WANT TO JUST FOCUS ON ONE OR TEST IN BOTH. WHEN WE RUN THIS DATA, WE PULL IF A STUDENT TESTED IN BOTH LANGUAGES, WE PULL THE HIGHEST TEST. WE DON'T INCLUDE BOTH HERE, WE PULL THE HIGHEST. BUT WE HAVE QUITE A FEW STUDENTS. FOR EXAMPLE, OUR STUDENTS IN OUR DUAL LANGUAGE PROGRAMS THAT DO TEST IN BOTH, EVEN IF SPANISH IS NOT THEIR FIRST LANGUAGE OF INSTRUCTION. OKAY. THANK YOU. THAT THAT'S VERY HELPFUL. AND THEN MY AND I ALSO WANT TO SAY THAT I'M THRILLED TO HEAR ABOUT THE SCIENCE OF READING AND THAT THAT'S MAKING SUCH A BIG IMPACT. SO ONE OTHER QUESTION. SO ON SLIDE 14. AS WE'VE BEEN TALKING ABOUT THE DIFFERENT SUBGROUPS. YOU KNOW, WHEN YOU LOOK AT THE MIDDLE OF THE YEAR DATA TO THE MIDDLE OF THE YEAR, DATA DROPPING IN THE AFRICAN-AMERICAN THE WHITE AND YOU MENTIONED WE MENTIONED THE SIGNIFICANT IN THE ASIAN. AND YOU THINK THAT THAT HAS TO DO WITH POSSIBLY ECONOMIC SITUATION AS MUCH AS ANYTHING. I THINK THAT WE TEND TO LOOK ONLY AT DATA DISAGGREGATED BY RACE. A LOT. I MEAN, WE DO HAVE THE ECONOMIC DISADVANTAGE, BUT I THINK IF YOU APPLY BOTH OF THOSE FILTERS TOGETHER, I THINK YOU DO SEE I THINK YOU WOULD SEE AMONG WHITE STUDENTS THAT ARE POOR. THEIR DATA IS GOING TO BE LOWER THAN WHITE STUDENTS THAT ARE NOT ECONOMICALLY DISADVANTAGED. IT'S JUST THEY'VE HAD MORE YEARS AND PASS MY TIME, BUT THEY'VE JUST HAD MORE TIME IN SCHOOL OVER THOSE TWO YEARS. AND YET THE SCORES ARE FALLING. THIS. RIGHT. I MEAN, IT'S A DIFFERENT.. WELL, THEY'RE DIFFERENT, I MEAN.. DIFFERENT CHILDREN. BUT IF YOU LOOKED AT THAT, YOU WOULD SEE SIMILAR PATTERNS. YES. OKAY. THANK YOU. ANYONE ELSE IN THE QUEUE FOR ROUND ONE. I HAVE A COUPLE OF QUESTIONS THEN. SO. UM, DO WE HAVE DATA ON WHICH STUDENTS FOR FIRST AND SECOND GRADE ATTENDED PRE K? GOOD QUESTION. DR. MATNEY. I DO NOT HAVE THAT IN FRONT OF ME. THE DATA THAT WE DO HAVE ACCESS TO IS WHICH OF THOSE FIRST OR SECOND GRADERS ATTENDED HISD PRE K. OKAY. YEAH, WE DO HAVE WE THAT IS SOMETHING THAT WE HAVEN'T PULLED TO LOOK AT SPECIFICALLY, BUT WE HAVE ACCESS TO THAT. YEAH, I THINK THAT WOULD BE VERY INTERESTING DATA LIKE TO SEE HOW STUDENTS WHO WENT TO PRE K DURING COVID ARE DOING VERSUS STUDENTS WHO DID NOT ATTEND PRE K DURING COVID. UM, SO ON SLIDE NINE, I BELIEVE. BOY IS LOWER THIS YEAR THAN BOY FROM LAST YEAR. UM, OBVIOUSLY SOME SCHOOLS ARE IMPLEMENTING A NEW CURRICULUM, BUT IS THERE SOME REASON FOR THAT? IN MY HEAD, I WOULD THINK THAT THIS YEAR, BOY WOULD BE HIGHER THAN LAST YEAR'S. SO FOR THIS SPECIFICALLY, BOY IS BEFORE ANY TREATMENT HAS HAPPENED. SO THESE SCHOOLS WERE IDENTIFIED BECAUSE THERE WERE THEY WERE FARTHER BEHIND. AND THE BOY, WE DON'T NECESSARILY COMPARE YEAR TO YEAR FOR BOY OTHER THAN WE HAVE A HEAVIER LIFT. SO THE IDEA THERE IS WE HAD A HEAVIER LIFT. AND SO THE RISE OFFICE OBVIOUSLY IS ALLOCATING RESOURCES ACCORDINGLY. BUT THAT THE LOOKING AT WE DID BACK OUT SO THAT 35 FROM LAST YEAR ARE THOSE SAME CAMPUSES ON THE SCREEN BUT WE [00:45:01] KNEW THAT THEY WERE FARTHER BEHIND OKAY YEAH I WOULD BE I THINK IT'D BE AN INTERESTING DATA TO ALSO UNDERSTAND SINCE THESE ARE THIS IS FOR FIRST GRADE DATA IF THESE STUDENTS ATTENDED PRE-K AND KINDERGARTEN OR FIRST GRADE OR WHAT PERCENTAGE OF THESE FIRST GRADERS ARE ATTENDING SCHOOL FOR THE FIRST TIME SINCE PRE-K AND K ARE NOT MANDATORY. AND THEN ON SLIDE 12 FROM MOY THIS YEAR TO MOY LAST YEAR. A SIGNIFICANT DECLINE IN THE NON RISE CAMPUSES. UM, AGAIN, I WOULD THINK THAT THAT NUMBER THAT WOULD BE THE OPPOSITE. SO IS THERE SOME TYPE OF ROOT CAUSE FOR THAT THAT YOU ALL HAVE BEEN THINKING ABOUT? I DON'T HAVE ANY ANSWER FOR THAT AT THIS MOMENT. BUT I WOULD SAY THAT READING IS AN AREA THAT, AGAIN, THERE ARE ONLY THOSE SCHOOLS, THERE ARE MAYBE TWO OF THEM ARE NO, MAYBE JUST ONE OF THEM IS DOING AMPLIFY THIS YEAR. THERE'S ONLY SIX SCHOOLS TOTAL ACROSS THE DISTRICT THAT ARE DOING AMPLIFY. SO WE HAVEN'T REALLY CHANGED THE INSTRUCTIONAL PROGRAM FOR READING ACROSS THE DISTRICT. SO THERE COULD BE SOME IT COULD BE DUE TO SOME VARIATION IN WHAT PEOPLE ARE USING, WHAT MATERIALS PEOPLE ARE USING TOO. SO THIS IS IN THE NON RISE CAMPUSES. THERE'S SIX SCHOOLS IN THE NON RISE CAMPUSES THAT ARE USING AMPLIFY. THERE'S SIX SCHOOLS TOTAL ACROSS THE DISTRICT. A COUPLE OF THEM ARE RISE AND A COUPLE OF THEM ARE ARE NON RISE. YEAH I THINK BECAUSE THERE'S RIGHT NEXT YEAR YOU'LL HAVE 46 SCHOOLS USING AMPLIFY SO YOU'LL HAVE A MUCH BETTER COMPARISON. YEAH GOT IT. THANK YOU. WE WILL MOVE ON TO ROUND TWO. TRUSTEE CRUZ. THANK YOU. I HAD A CLARIFYING QUESTION ON THE SCIENCE OF READING TRAINING. IS THAT KINDER THROUGH THIRD GRADE TEACHERS? AND SO WE'RE NEXT YEAR, THIRD GRADE TEACHERS WILL BE TRAINED OR THEY'RE CURRENTLY BEING TRAINED. I HAVE TO GET THE I CAN'T REMEMBER WHICH COHORT IS IN WHICH, BUT I BELIEVE WE STARTED WITH THE YOUNGER GRADES AND THEN MOVED UP. BUT I'M GOING TO VERIFY THAT I'LL GET TO YOU IN WRITING. BUT THERE SO WE ARE CONTINUING TO TRAIN TEACHERS THAT ARE NEW AND PRINCIPALS. IT'S NOT JUST IT'S ALSO ADMINISTRATORS. AND THEN NOW IT'S A REQUIREMENT FOR A CERTIFICATION PROGRAM. SO YOU HAVE TO BE YOU HAVE TO HAVE THAT TRAINING BEFORE YOU'RE CERTIFIED. SO WE'RE CATCHING PEOPLE UP THAT WERE GRADUATED FROM COLLEGE BEFORE THAT WAS A REQUIREMENT. SO THE CURRENT SECOND GRADERS WOULD HAVE RECEIVED ALL SCIENCE OF READING, CORRECT? YES. SO, YES, BECAUSE THOSE TEACHERS IN THE EARLY THEY HAVE WE'VE HAD ONE COHORT GO ALL THE WAY THROUGH. NOW WE'RE HAVING OUR SECOND GROUP GO THROUGH. AND I JUST NEED TO VERIFY WHICH TEACHERS WERE IN. IT MAY BE A MIX OF TEACHERS ACROSS THE DISTRICT. I CAN'T REMEMBER HOW WE HOW THEY WERE ORGANIZED. OKAY. AND I KNOW THAT'S BEEN A HEAVY LIFT FOR TEACHERS TO DO THAT TRAINING. IT'S LIKE A COLLEGE COURSE FOR THEM. YEAH. ON THEIR OWN VERY TIME AND TIME INTENSIVE. UM, I DON'T FEEL LIKE THE, THE DATA HAS MANIFESTED THOSE CHANGES AND I KNOW I RECOGNIZE LIKE EVEN IF YOU GET TRAINED, IT TAKES TIME TO LIKE, GET YOUR PRACTICE. I MEAN, IS THAT WHAT YOU FEEL LIKE YOU'RE SEEING? LIKE, WHAT ARE THE TRENDS? I DO FEEL THAT'S PART OF IT. AND UNTIL, UNTIL THE LAST YEAR WE IMPLEMENTED A REALLY GREAT READING, WHICH IS THE PHONICS PROGRAM. SO BUT THAT WAS REALLY TAKES A YEAR TO TRAIN PEOPLE. THEY'RE ALSO DOING SCIENCE OF TEACHING, SO THEY'RE LEARNING A LOT OF THEY'RE LEARNING ABOUT NEW CURRICULUM PRODUCT AND THEY'RE LEARNING IN THIS COLLEGE COURSE THAT THEY HAVE TO TAKE. SO I THINK IT DOES TAKE SOME TIME FOR TEACHERS TO ADJUST TO ALL OF THAT. OKAY. AND YOU HAVE STUDENTS, ESPECIALLY THE OLDER STUDENTS, WHO HAD SOME INTERRUPTION. SO YOU HAVE THEY'RE ALSO DEALING WITH THAT ISSUE IN SCHOOLS. SO THAT'S WHY I THINK YOU'LL SEE IMPROVEMENT, BECAUSE THOSE KIDS ARE GOING TO NOW WE'RE STARTING TO SEE KIDS THAT DID NOT HAVE INTERRUPTION IN THEIR SCHOOL. IN SCHOOL. YEAH. AND THEN SO WE'LL DO THE BOARD WILL DO PROGRESS MONITORING WITH EOY DATA, WITH RENAISSANCE. BUT THEN IN THE FALL, IT'LL BE I READY. YES, CORRECT. YES. SO YES. SO EARLY IN THE FALL WE'LL DO END OF YEAR RENAISSANCE, BUT THEN BEGINNING OF YEAR WHEN WE PRESENT THAT I BELIEVE EITHER IN I BELIEVE IT'S JANUARY, THE BEGINNING OF YEAR REPORT WILL BE I READY FOR BEGINNING OF YEAR. AND ITS ENGLISH AND SPANISH LIKE ITS I GUESS THE DATA WILL BE PRESENTED SIMILARLY. LIKE WHAT DO YOU EXPECT? WILL THE DATA LOOK DIFFERENT IN TERMS OF LIKE, IS IT MORE PREDICTIVE OF STAAR? [00:50:01] LIKE WHAT ARE, WHAT HAVE YOU SEEN WHAT YOU KNOW OF THIS? I'LL START THEN YOU CAN FINISH. SO I'LL JUST TELL YOU THAT FOR INSTRUCTIONAL PURPOSES IT'S GOING TO BE MUCH MORE USEFUL TO TEACHERS BECAUSE THERE ARE IT'S ALIGNED TO THE CURRICULUM PRODUCTS THAT WE USE. IT GROUPS STUDENTS FOR TEACHERS FROM EACH BEGINNING, MIDDLE, END OF WHAT SKILLS STUDENTS HAVE DEFICITS IN AND NEED PRACTICE IN. IT WILL BE SO TEACHERS WILL HAVE MUCH MORE ACTIONABLE DATA. SO I THINK THAT'S WHY YOU'LL SEE IMPROVEMENT OVER TIME. AND THEN I'LL LET THE STATISTICIAN TALK ABOUT THE OTHER PARTS OF IT. THE OTHER PART THAT'S EXCITING THAT YOU ALL ASK ABOUT A LOT IS IT'S NOT JUST NORM REFERENCE, IT'S ALSO CRITERION REFERENCED. SO WE WILL HAVE DATA POINTS FOR YOU ALL THAT WILL BE MUCH CLEARER THAN THE 40% AT OR ABOVE BENCHMARK. AND SO WE'LL BE ABLE TO SEE SPECIFICALLY THOSE PIECES. TO ANSWER YOUR SPANISH ENGLISH QUESTION, SO MATH IS NORMED FOR SPANISH BECAUSE IT'S THE SAME QUESTIONS, BUT FOR READING, IT'S NOT YET. WE ANTICIPATE THAT IN THE COMING YEAR OR A LITTLE BIT MORE THAN A YEAR. BUT WE HAVE A PLAN FOR IN THE MEANTIME MAKING WORKING WITH MULTILINGUAL DEPARTMENT MAKING SURE THAT WE'RE PROVIDING IN THIS YEAR INTERIM STILL ACTIONABLE DATA THAT'S VALUABLE TO TEACHERS UNTIL WE CAN HAVE THAT, UNTIL THE COMPANY CAN HAVE THAT LARGER BODY OF SPANISH TESTER DATA TO GO THROUGH THAT NORMING PROCESS. OKAY. THAT'S VERY HELPFUL TO KNOW, AND I'M GLAD TO HEAR THAT IT WILL BE MUCH MORE TEACHER FRIENDLY BECAUSE I HATE THAT WE JUST HAVE MORE ASSESSMENTS, YOU KNOW, SOMETHING THAT THE BOARD IS JUST USING, LIKE IT REALLY SHOULD BE AS USEFUL AS POSSIBLE. SO THANK YOU. TRUSTEE BAKER. YES, THANK YOU SO MUCH. THE SECOND ROUND QUESTION, A FEW QUESTIONS HERE. SLIDE 12. SLIDE 12. FIRST OF ALL, I WANT TO CONFIRM SOMETHING THAT WAS SAID WHEN THE DEPUTY COMMISSIONER PRESENTED, ARE WE OUT OF COMPLIANCE STATEWIDE AND FEDERAL, RIGHT. WHEN IT COMES TO SPECIAL ED SINCE 2011. DR. BIRD. SO WE HAVE CONSERVATORS IN THE SCHOOL DISTRICT BECAUSE THERE WERE THERE ARE SOME COMPLIANCE ISSUES WITH SPECIAL EDUCATION THAT WE HAVE BEEN WORKING ON CORRECTING. BUT YES, THAT'S WHY THE CONSERVATORS ARE HERE, IS TO MAKE SURE THAT THERE ARE SYSTEMS IN PLACE THAT ARE AND, YOU KNOW, A LOT OF THOSE THINGS WERE THERE WERE THINGS LIKE MEETING TIMELINES FOR CONDUCTING IEPS, TESTING STUDENTS ON TIME, AND WE HAVE SHOWN IMPROVEMENT IN THOSE AREAS. THE CONSERVATORS SUBMIT REPORTS ON A REGULAR BASIS TO TEA. BUT YES, SO THAT IS AN ACCURATE STATEMENT. SO THANK YOU. SO THAT ROLLS INTO MY NEXT QUESTION. ONCE WE BECOME IN COMPLIANCE, STATE AND FEDERAL, WILL THAT HELP TO INCREASE EVEN MORE SO WITH THESE SLIDES THAT SHOWED WE WERE ON TRACK AND WE'RE WE'RE MEETING TARGET QUITE NATURALLY, PROBABLY, RIGHT. YEAH. THERE SHOULD BE SOME CORRELATION THAT SHOWS THAT, YOU KNOW, WHEN YOU HAVE COMPLIANCE ACROSS THE BOARD THAT WE SHOULD SEE SOME UPWARD DATA HEADING IN THE RIGHT DIRECTION AS WELL. AND I NOTICED ON SLIDE 14 WHERE WE SAYS WE'RE NOT ON TRACK, IT'S NOT THAT ONE. IT'S GOING TO SLIDE 15, BUT 14 TO 15 WHERE WE'RE NOT ON TRACK THAT THE RISE CAPS INCLUDES NORTH FOREST AND WHEATLEY HIGH SCHOOL AND THESE ARE QUOTE UNQUOTE OUR ECONOMICALLY DISADVANTAGED AREAS. WE KNOW THAT THERE ARE SEVERAL FACTORS THAT CONTRIBUTE TO BEING ECONOMICALLY DISADVANTAGED, WHICH INCLUDES LACK OF RESOURCES, LESS SUPPORT AT HOME, FEWER OPPORTUNITIES, ETCETERA. ARE WE PUTTING THOSE RESOURCES IN THAT CATEGORY? ARE WE DOING A TRIAGE TO GET THOSE RESOURCES OUT THERE? AND IN THIS PARTICULAR CASE, REGARDING SPECIAL ED AND MAKE SURE THAT WE'RE MEETING THE NEEDS? WE ARE, AND THAT'S A PART OF WHAT RISE IS ALL ABOUT TO ENSURE THAT THERE ARE ADDITIONAL RESOURCES ACROSS THE BOARD TO INTENSIFY WHAT WE WOULD EXPECT IN TERMS OF THE PERFORMANCE OF STUDENTS IN THOSE SCHOOLS. SO AND I SAW YOUR COMMENTS. WHAT OTHER FACTORS CONTRIBUTE TO NOT MEETING THE BENCHMARK ON SLIDE 15 AND 14, ESPECIALLY 15, AND THOSE NEIGHBORHOODS WHERE THERE'S A LOT OF DESERTS WITH REGARDS TO EDUCATIONAL RESOURCES. YOUR QUESTION THERE IS?.. WHAT WHAT ELSE ARE WE DOING TO TO HELP THOSE STUDENTS? DR. WATTS, YOU WANT TO SHARE SOME ADDITIONAL INSIGHTS IN REFERENCE TO KIND OF WHAT'S GOING ON IN RISE ASIDE TO TO SOME OF THE OTHER OTHER SITES? [00:55:09] ABSOLUTELY. SO EVEN BEGINNING WITH LAST SCHOOL YEAR, MAKING SURE THAT WE RETAIN AND RECRUIT THE HIGHEST PERFORMING HIGHEST POTENTIAL TEACHERS WOULD BE ONE STRATEGY. WE'RE PROVIDING ADDITIONAL SEL SUPPORT ON THOSE CAMPUSES. WORKING WITH THE FACE TEAM FOR MORE PARENT ENGAGEMENT, THE ACADEMICS TEAM IS PROVIDING MORE INTENSIVE SUPPORT IN TERMS OF COACHING AND SUPPORTING TEACHERS. THERE ARE ADDITIONAL STAFF THERE TO HELP WITH OTHER INSTRUCTIONAL NEEDS. AFTER SCHOOL PROGRAMING AS WELL, SO THAT WE GIVE KIDS THOSE OPPORTUNITIES FOR TO BE ON A CHESS CLUB OR TO GO ON ADDITIONAL FIELD TRIPS TO CLOSE THE OPPORTUNITY GAP. THANK YOU. AND FOR THE TIMEKEEPER. DID MY CLOCK CONTINUE FROM ROUND ONE OR DID YOU START ME A FRESH TWO MINUTES? THAT WAS THE FIRST TWO MINUTES. WOW, I WAS TALKING THAT LONG. THANK YOU SO MUCH. ANYONE ELSE IN THE QUEUE FOR ROUND TWO? TRUSTEE DEIGAARD. IF THE STATE LEGISLATURE WERE TO GIVE YOU ADDITIONAL MONEY TARGETED FOR THIS GOAL, WOULD THAT.. TARGETED FOR WHICH.. TARGETED JUST FOR EARLY CHILDHOOD LITERACY. IF THE LEGISLATURE TOMORROW SAID WE'RE GOING TO GIVE HISD $100 MILLION TARGETED THESE THREE PROGRESS MEASURES, WHAT WOULD YOU DO WITH IT? I THINK THE IDEA OF EXPANDING SOME OF THE THINGS THAT WE'RE WE'RE FOCUSED ON ALREADY EXPANDING AS MUCH PRE-K AS POSSIBLE, I THINK IS ONE PIECE. DR. BIRD, I CAN HEAR ON THE.. WHAT WOULD YOU HAVE DONE THIS YEAR? WHAT WOULD YOU HAVE DONE DIFFERENTLY THIS YEAR IF YOU HAD HAD $100 MILLION? WELL, I DO THINK EXPANSION OF PRE-K IS GOING TO BE HELPFUL BECAUSE THE EARLIER WE CAN GET STUDENTS, PARTICULARLY STUDENTS WHO ARE ECONOMICALLY DISADVANTAGED EARLIER, WE CAN GET THEM IN SCHOOL, THE BETTER OFF THEY'RE GOING TO BE. I THINK WE WOULD CONTINUE MANY OF THE THINGS THAT WE'RE DOING. WE WOULD CONTINUE MAYBE WE WOULD HAVE MORE FUNDS TO IF WE HAD $100 MILLION, WE COULD LOWER CLASS SIZES. WE COULD GIVE TEACHERS MORE SUPPORTS IN THAT WAY TO HELP, PARTICULARLY IN AREAS THAT WHERE THERE'S HIGHER NEED. SO I THINK IT WOULD BE A COMBINATION OF THINGS TO IMPROVE. 19,586 FIRST, SECOND AND THIRD GRADERS DID NOT MEET THIS PROGRESS MEASURE. $100 MILLION IS $5,105 PER KID. ROUND THAT DOWN TO $5,000 FOR 19,586 STUDENTS IS $97 MILLION, WHICH IS ABOUT THE SAME AMOUNT OF MONEY WE HAD IN FALL OUT THIS YEAR. SO I'D LIKE TO UNDERSTAND WHY WE KEEP SITTING ON MONEY YEAR OVER YEAR OVER YEAR. THANK YOU. TRUSTEE BLUEFORD-DANIELS. WE HAVE. OKAY, WE'D HAVE MORE MONEY IF WE WEREN'T BUILDING THREE AND FOUR LEVEL PARKING GARAGES. WE'D HAVE MORE MONEY IF WE WEREN'T BUILDING $4 MILLION BASEBALL AND SOFTBALL FIELDS. WE WOULD HAVE MORE MONEY TO BE ABLE TO SPEND. AND THE CONCERN SHOULD BE TO THE CALL SHOULD BE WHAT HAPPENED TO THE MONEY THAT WAS NOT GIVEN FROM NORTH FOREST INTEGRATION INTO HISD. LET'S GET THAT MONEY FIRST, AS YOU MENTIONED, ABOUT NORTH FOREST, WE DIDN'T GET THAT MONEY. AND SO I SUSPECT FOR THE RECORD THAT ONCE THE BOM COMES IN HERE, THEY'RE GOING TO PUT MORE MONEY AND RESOURCES IN SOME OF THESE CAMPUSES. AND SO LET'S JUST BE COGNIZANT OF THAT. AND AND LET'S NOT BROWBEAT THE SUPERINTENDENT ABOUT FOR THE LAST YEAR AND A HALF THAT HE'S BEEN HERE. BUT WHAT HAVE WE DONE COLLECTIVELY AS A BOARD TO HELP DIRECT RESOURCES AND MONEY TO THESE SCHOOLS FOR ALL THOSE REASONS? TRUSTEE SANTOS. THANK YOU SO MUCH, PRESIDENT HERNANDEZ AND SUPERINTENDENT HANSON, DR. MATNEY, FOR YOUR PRESENTATION. AND I JUST WANT TO REMIND Y'ALL THAT Y'ALL ARE DOING AN INCREDIBLE JOB. EARLY CHILDHOOD EDUCATION LITERACY DOESN'T START IN EARLY CHILDHOOD EDUCATION. DEVELOPMENTALLY APPROPRIATE PHASES FOR EARLY FOR CHILDREN LIKE LEARNING PLAY BASED LEARNING. YOU DON'T LEARN HOW TO READ UNTIL YOU CAN SOCIALLY, YOU CAN EMOTIONALLY REGULATE YOURSELF. A CHILD A I HAVE A THREE YEAR OLD. IF HE'S HAVING A TANTRUM, I CAN'T TEACH HIM ANYTHING. SO WHAT DO WE LEARN? WE LEARN TO FOCUS ON OUR EMOTIONS AND TO REGULATE ALL OF THOSE THINGS SO THAT LATER ON, WHEN IT IS AGE APPROPRIATE, I CAN TEACH HIM HOW TO READ AND OR DO OTHER THINGS. [01:00:08] SO I APPLAUD YOU, SUPERINTENDENT HOUSE, BECAUSE YOU ARE ONE OUT OF TWO I'M SORRY, OUT OF THE LAST SEVEN HISD SUPERINTENDENTS, YOU AND ANOTHER COUPLE OF YEARS BACK HAVE BEEN THE ONLY ONE TO RECOGNIZE THIS. AND YOUR ADMINISTRATION HAS BEEN INCREDIBLY, INCREDIBLY ACCOMMODATING TO SOME OF THE [INAUDIBLE] STANDARDS THAT COME DOWN FROM THE FROM AUSTIN AND HAVE BEEN ABLE TO BALANCE BOTH THE DIFFICULT CLIMATE. SO I APPLAUD YOU AND YOUR ADMINISTRATION BECAUSE IT'S BEEN A TOUGH, TOUGH TIME. BUT MAKE NO MISTAKE, PEOPLE THAT ARE NOT EDUCATORS COMING IN, TALKING ABOUT DATA AND TALKING ABOUT ALL THIS OTHER [INAUDIBLE], IT'S REALLY HARD TO DISHONOR MY PROFESSION. I AM A TEACHER. I HAVE BEEN FOR THE LAST 16 YEARS. AND YOU CAN SOUND LIKE YOU KNOW WHAT YOU'RE TALKING ABOUT, BUT UNLESS YOU'VE BEEN IN THE TRENCHES AND UNLESS YOU CAN ACTUALLY DO THE WORK, THE DATA IS NOT GOING TO TELL YOU ANYTHING. WE LOOK TO OUR CHILDREN TO GUIDE US AND SO THAT WE CAN HELP THEM BECOME CRITICAL THINKERS AND BE AND EDUCATE THEM. SO I DON'T CARE WHAT THESE NUMBERS TELL YOU OR DON'T TELL YOU, BUT THE ONE THING THAT THEY DO NOT ASSESS IS HOW OUR STUDENTS GROW AND DEVELOP WHEN THEY ARE ACTUALLY LEARNING IN A JOYFUL ENVIRONMENT. THAT'S TRUE ALSO. I DON'T SEE ANYBODY ELSE IN THE QUEUE. SO I'M JUST GOING TO ADD QUICKLY. I HAVE REQUESTED BEFORE THAT WE ADD HAVE YOU ATTENDED PRE K TO THE ENROLLMENT FORMS? NOT SURE WHERE THE STATUS OF THAT IS, BUT I OBVIOUSLY THINK THAT THAT'S A VERY IMPORTANT, UM, MEASURE THAT WE SHOULD UNDERSTAND WHERE ALL OF OUR ALL OF OUR STUDENTS HAVE BEEN TO PRE K OR NOT, WHETHER IT IS IN HISD OR NOT. BUT THAT'S, THAT'S ALL I HAVE TO SAY. THANK YOU. THANK YOU, DR. MATNEY. WITH NO ONE ELSE IN THE QUEUE, WE WILL NOW MOVE TO ACCEPT THE PRESENTATION GIVEN TO US. I HAVE A MOTION BY TRUSTEE SANTOS AND A SECOND BY TRUSTEE ALLEN. PLEASE VOTE. WE ARE IN, WE ARE VOTING IS NOW CLOSING. MOTION PASSES. EIGHT IN FAVOR. ZERO OPPOSED. ZERO ABSTENTIONS. OUR NEXT ORDER OF BUSINESS IS TO CONSIDER ITEMS TO BE PRESENTED AT THE REGULAR BOARD MEETING OF MAY 11TH, 2023. WE HAVE SEVEN ITEMS PULLED FOR DISCUSSION. OUR FIRST ITEM PULLED FOR DISCUSSION IS ITEM NUMBER TWO BUDGET TO ACTUAL REPORT. THIS WAS PULLED AT THE REQUEST OF TRUSTEE CRUZ. THANK YOU. SO I HAVE SOME FOLLOW UP QUESTIONS TO THE Q&A. AND I RECOGNIZE THAT I SUBMITTED THE QUESTIONS WITH 2022 NUMBERS AND I MEANT TO DO 2023, BUT I THINK THE STORY IS STILL THE SAME. SO AND I IMAGINE THE RESPONSE IS OF THE 2022 NUMBERS. SO INCLUDED IN THAT $258 MILLION DEFICIT, $147 MILLION OF CARRYOVER ENCUMBRANCES. AND I KNOW YOU EXPLAINED THIS BEFORE, BUT PLEASE EXPLAIN IT TO ME, BECAUSE IF I WERE A FIVE YEAR OLD, WHAT ARE ENCUMBRANCES? YES, THAT WOULD BE GOOD. YEAH. IT WAS ACTUALLY ABOUT $160 MILLION LAST YEAR, THAT WAS ENCUMBRANCES. SO WHEN WE HAVE ENCUMBRANCES, THAT MEANS BASICALLY THAT AT THE END OF THE YEAR, PEOPLE HAD SHOPPING CARTS, ORDERS OUT THERE THAT DIDN'T GET FULFILLED. RIGHT? SO WE HAD TO BRING THAT BUDGET INTO THE NEXT FISCAL YEAR. BUT THERE'S NO REVENUES TO SUPPORT IT. THERE'S NO MONEY TO PAY FOR IT. SO WE IN OUR FUND BALANCE, WE SET THOSE DOLLARS ASIDE IN A SAVINGS ACCOUNT TO PAY THOSE BILLS WHEN THEY COME IN. BUT YOU'RE STILL GOING TO SEE IT AS A DEFICIT BECAUSE THERE'S NO REVENUES FOR IT. OKAY. THAT MAKES SENSE. AND I THOUGHT THIS WOULD ENCUMBRANCES WERE, BUT I WANTED TO MAKE SURE. OKAY. SO ON THE Q AND A, MY NUMBERS WERE ON 2022 BECAUSE BOTH CHARTS WERE IN THE BUDGET TO ACTUALS BUT THE 2023 NUMBERS. SO WE STARTED WITH WHAT WHEN WE ADOPTED OR WHAT UP TO MARCH, THE PROJECTED DEFICIT WAS $174 MILLION. [01:05:02] HOWEVER, OUR ACTUAL SPENDING SHOWS THAT WE HAVE 663 SURPLUS. SO THAT'S A DIFFERENCE OF ABOUT $800 MILLION. IS THAT CORRECT? THINK OF IT THIS WAY. OKAY. BUDGET IS WHAT WE WHAT THE BOARD HAS ADOPTED THAT YOU CAN SPEND, NOT YOU, BUT THAT THE DISTRICT CAN SPEND THE REVENUES AND EXPENDITURES, WHAT WE CAN SPEND AS A BUDGET. SO THAT'S THAT'S ALMOST LIKE YOU KIND OF SAID, IT'S OVER HERE ON ITS OWN. THE ACTUAL COLUMN IS JUST SAYING THAT AS OF MARCH 31ST, WE HAVE NOW COLLECTED 1.9 BILLION AND WE'VE SPENT 1.2. SO NOW WE HAVE AT THIS POINT WE HAVE COLLECTED MORE THAN WE'VE SPENT. NOW WE WILL CONTINUE TO SPEND. RIGHT. BUT IF YOU GO BACK AND LOOK IN THE FALL, WHEN WE BROUGHT YOU A REPORT THAT WAS NEGATIVE BECAUSE WE HADN'T COLLECTED TAX DOLLARS YET. SO THAT'S JUST A IT'S NOT A IT'S NOT A DEFICIT OR SURPLUS PER SE. IT IS JUST SAYING THIS IS THE ACTIVITY THAT HAS OCCURRED. WHERE ARE WE CURRENTLY AS OF MARCH 31ST? RIGHT. SO IF I GUESS I'M TRYING TO UNDERSTAND SO WHAT THE PROJECTION WAS AS OF MARCH 31ST WAS TO STILL HAVE A DEFICIT. AM I READING THAT CORRECTLY? SO THE DEFICIT FOR THE VERY LAST NUMBER, THE VERY BOTTOM AT THE VERY BOTTOM. OKAY. THAT'S WHAT WAS ADOPTED BACK ON MARCH 31ST. BUT THAT'S A YEAR END NUMBER. THAT'S WHAT THAT'S THE BUDGET AND THE PROJECTED DEFICIT AS OF YEAR END AS OF JUNE 30TH. OKAY. THE ACTUALS ARE AS OF MARCH 31ST. EVENTUALLY, ONCE THE YEAR IS DONE AND THE YEAR THE ANNUAL FINANCIAL REPORT COMES OUT, ALL THAT IS NOW SYNCED UP TO JUNE 30TH. SO YOU PROJECT THAT WE WILL SPEND ABOUT 800 MILLION BETWEEN NOW AND JUNE, WHATEVER, WHEN WE ADOPT THE BUDGET. I GUESS WE'LL MAY 31ST.. FROM MARCH 31ST. SO FROM MARCH 30TH 1ST TO MAY 31ST, YOU PROJECT THAT WE WILL SPEND BASED ON YOUR PROJECTIONS. FROM WHAT THERE WILL BE, THERE WILL BE FALLOUT, RIGHT? THAT'S THE BUDGET. THE 2.3 IS BUDGET. AND THE FALLOUT IS NOT LISTED ON HERE. IT'S ON THE BUDGET. OKAY. ALL RIGHT. THANK YOU. TRUSTEE BAKER. YES, I JUST WANT TO CLARIFY SUPERINTENDENT HOUSE. DO WE HAVE A RAINY DAY FUND, SO TO SPEAK? AND WHICH COLUMN IS IT? I'M JUST CONFIRMING THAT. WHICH ONE OF THESE LINE NUMBERS IS IT UNDER? IT'S NOT IN BUDGET. IT'S IN THE FUND BALANCE. SO SINCE IT'S NOT ON, IT IS NOT ON THIS REPORT. IT IS ON IT IS EMBEDDED IN THE BUDGET AMENDMENT. SO I REALIZE MOST GOVERNMENTAL ORGANIZATIONS HAVE A RAINY DAY FUND. WE HAD ONE WITH THE CITY. THE CITY STILL HAS ONE, COUNTY, FEDERAL. BUT JUST WANT TO CLARIFY THIS MONEY IS LIKE HELD BACK FOR LIKE EMERGENCIES AND THINGS THAT HAPPEN. BUT IS THERE EVER A POINT THAT YOU HAVE TO DIP INTO THAT TO KIND OF LIKE OFFSET THE DEFICIT AT ANY POINT? IT'S NOT SOMETHING THAT WE'VE WE'VE HAD TO DO, BUT THAT KIND OF IS THE POINT OF OF A RAINY DAY FUND. BUT IT'S DEFINITELY SOMETHING THAT WE WANT TO STAY AWAY FROM. NOW, IS THERE A PARTICULAR REASON WHY IT'S NOT JUST SEPARATED OUT CLEARLY SO WE CAN SEE IT? BECAUSE MY QUESTION IS, DO WE DO THAT INTENTIONALLY? AND I'M NOT SAYING ANYTHING MISCHIEVOUS, BUT IN ORDER TO GAIN TO GET MORE FUNDING FROM FEDERAL AND STATE AGENCIES. NO, NO, NO. AND A RAINY DAY FUND, YOU DON'T INCLUDE IT IN A BUDGET UNLESS YOU'RE GOING TO USE IT. A RAINY DAY FUND WOULD NOT BE A BUDGET LINE ITEM. OKAY. BECAUSE IT'S A IT'S A SAVINGS ACCOUNT OVER HERE. SO YOU'RE NOT USING IT. OKAY. SO THE ONLY TIME YOU WOULD SEE ANYTHING IS IF WE CAME IN HERE AND SAID, HEY, WE NEED TO PUT MONEY, WE NEED TO PUT MONEY IN THIS BUDGET AND INCREASE THIS BUDGET, AND WE'RE GOING TO USE OUR RAINY DAY FUND FOR IT. BASICALLY, I GUESS THE LAST QUESTION, WHEN I OPEN UP MY BANK ACCOUNT, OF COURSE, IT'S NOT LIKE THIS. IT'S BIGGER. I'M KIDDING. BUT WHEN I SEE MY SAVINGS, WELL, I'M IN JESUS NAME. IT'S BIGGER. WHEN I SEE MY SAVINGS, I CAN CLEARLY SEE IT RIGHT THERE ON KENNEDY'S SAVINGS RIGHT THERE. YOU KNOW, YOU CAN'T JUST SEE IT. ON THIS REPORT. NO, BUT ON THE BUDGET AMENDMENT, YOU CAN SEE IT. OKAY. THANKS. TRUSTEE WADE, THANK YOU. THANK YOU, TRUSTEE HERNANDEZ. [01:10:03] QUICK QUESTION, SUPERINTENDENT HOUSE AND GLENN, WOULD IT BE POSSIBLE FOR US TO GET A CALENDAR OF WHEN FUNDS ARE INPUT AND TAKEN OUT? SO YOU WERE SAYING EARLIER WHEN TRUSTEE CRUZ WAS ASKING THE QUESTIONS THAT WE WON'T KNOW .. FALL OUT.. UNTIL THIS AND WE WON'T KNOW THIS UNTIL THIS DATE. ALL OF THOSE DATES WHEN THOSE THINGS ARE KNOWN, THAT MIGHT HELP CLARIFY IN MY MIND WHEN THESE THINGS TRANSACT. SO IF IT COULD JUST BE A BASIC DURING THIS MONTH, THIS HAPPENS THIS MONTH, THIS HAPPENS. WOULD THAT BE. I DON'T KNOW THAT WE CAN GIVE EXACT DATES, BUT WE CAN GIVE SOME APPROXIMATE INSIGHTS. WE ACTUALLY BRING THE ANNUAL FINANCIAL FINANCIAL REPORT TO YOU ALL EVERY NOVEMBER. YOU DO. SO IT'S ALWAYS IN NOVEMBER. OKAY. THAT'S WHEN IT'S FINALIZED. YES, THAT I KNOW. I JUST WANT TO MAKE SURE THAT WE HAVE THOSE SCHEDULES. DO YOU UNDERSTAND WHAT I'M ASKING? ASKING FOR? YEAH. JUST SO I KNOW WHEN THE TIME FRAME. YEAH. SCHEDULE. THANK YOU. WITHDRAWAL FOR. FOR FALL OUT SPECIFICALLY. NO, FOR ALL THINGS. SO YOU WHEN? I'LL ASK YOU LATER. THANK YOU. ALL RIGHT. YEAH. JUST WHEN THINGS ARE GOING TO GET.. OUR NEXT ITEM HELD FOR DISCUSSION IS ITEM EIGHT. AUTHORITY TO NEGOTIATE AND EXECUTE PARTNERSHIPS WITH CHILD CARE CENTERS TO EXPAND PRE KINDERGARTEN ENROLLMENT. TRUSTEE CRUZ. THANK YOU. SO ON THE Q&A, I HAD ASKED WHERE THE CENTERS WILL BE LOCATED AND IT SAID BASED ON PRE-K ENROLLMENT DATA, THE WEST SIDE OF TOWN, BECAUSE OF THE MOST DEMAND AND NOT ENOUGH SPACE TO BUILD CLASSROOMS. AND THEN I ALSO ASKED ABOUT CONSTRAINT FIVE. SO IN CONSTRAINT FIVE, IT'S WORDED WITH THE AREAS WITH THE MOST NEED. AND IF I REMEMBER CORRECTLY, ON THE HEAT MAP THAT HERC PROVIDED THE AREAS WITH THE MOST NEED AT LEAST WHERE THE DESERTS ARE LOCATED, IT MIGHT NOT BE WHERE THE DEMAND IS IMMEDIATE OR NORTHEAST AND SOUTHEAST. SO I'M JUST CURIOUS IF THE ADMINISTRATION IS LOOKING AT THAT. I MEAN, I THINK THAT'S YOU KNOW, WE WERE THINKING OF OF ALL PARTS, WHEREVER THE NEED WAS. BUT I FEEL LIKE IF WE'RE ONLY ADDRESSING THE WEST SIDE, WHAT ELSE ARE WE DOING? I RECOGNIZE THIS IS ONLY ONE PARTNERSHIP OR A COUPLE OF PARTNERSHIPS. SO WHAT OTHER THINGS ARE WE DOING TO ADDRESS THE AREAS OF NEED FOR PRE-K? SO, YES, SO THIS IS JUST ADDRESSING, I THINK, THREE CLASSROOMS, BUT WE ARE ALSO EXPANDING ON OUR OWN. WE HAVE SPACE IN SOME SCHOOLS IN OTHER PARTS OF THE CITY. SO I CAN GIVE YOU THE LIST OF PLACES WHERE WE'RE PLANNING FOR EXPANSION FOR NEXT YEAR. AND THEY ARE ALL THERE ACROSS THE CITY. SO IS THIS ARE THESE PARTNERSHIPS LIKE IS IT POSSIBLE TO EXPAND THEM BEYOND LIKE, OKAY, THIS YEAR IT'S THREE. LIKE, CAN WE CONTINUE TO INCREASE THIS? BECAUSE OBVIOUSLY I KNOW THAT WE DON'T HAVE ENOUGH CAPACITY IN OUR CURRENT BUILDINGS. YES, THAT'S ANY PART OF TOWN, MY UNDERSTANDING. RIGHT. OKAY. THANK YOU. YOU'RE TRYING TO GET AN ACCOUNT. IT'S ON THE COMPUTER. TRUSTEE BLUEFORD-DANIELS. THEY'LL PUT YOU IN THE. THANK YOU. TO THAT POINT. THE PRE K I KNOW THAT OBVIOUSLY WE'VE SPOKEN ABOUT THIS BEFORE ABOUT THE VARIOUS AREAS WHERE THERE ARE PRE K DESERT. SO IF WE ARE TO INCREASE THOSE PRE K, WHICH OBVIOUSLY WE NEED TO DO THAT, ISN'T IT QUITE STRINGENT AS TO WHAT THOSE PRE K CLASSROOMS SHOULD LOOK LIKE? BECAUSE I KNOW WE TALKED ABOUT THAT AT ONE POINT ABOUT HAVING THAT AT WHEATLEY. AND THE REASON WHY I WAS ASKING EVEN BACK THEN BECAUSE WE HAD PARENTS OF MIDDLE SCHOOL AND HIGH SCHOOL AND WE WANT WE WERE TRYING TO FIND A WAY TO HELP KEEP THEM ON CAMPUS OR IN SCHOOL BY TRYING BY HAVING PRE K AVAILABLE TO THOSE PARENTS. AND I'M ASKING WOULD THERE BE A MAJOR COST ASSOCIATED WITH INCREASING THOSE CAMPUS FOR PRE K'S? BECAUSE I UNDERSTAND IT'S GOT TO BE IT'S PRETTY STRINGENT THAT YOU HAVE TO HAVE AN ENTRANCE DOOR. YOU CAN'T DO THIS. YOU CAN'T DO THAT. LOWERING, LOWERING TOILETS, SINKS. THERE'S A LOT OF COSTS THAT ARE INCURRED AND THAT'S WHAT THESE PARTNERSHIPS ALLOW US TO NOT HAVE TO FOCUS ON SO MUCH. SO, YES, YOU'RE ACCURATE IN TERMS OF A PRETTY EXORBITANT COST WHEN YOU'RE HAVING TO MOVE FROM A TYPICAL ELEMENTARY CLASSROOM OR MIDDLE SCHOOL CLASSROOM, HIGH SCHOOL CLASSROOM TO A PRE K CLASSROOM. ENTRANCE DOORS OUTSIDE DOOR, VARIOUS THINGS. [01:15:01] I REMEMBER BECAUSE WHEN I INQUIRED ABOUT IT, I THINK YOU EXPLAINED IT TO ME LAST YEAR. SUPERINTENDENT HOUSE AND SO AS WE TALK ABOUT IDENTIFYING THESE OPPORTUNITIES FOR PRE KS, WE HAVE TO ALSO UNDERSTAND THAT THERE'S AN EXORBITANT COST COST, MONETARY COST, BUDGETARY COSTS ASSOCIATED WITH DOING JUST THAT. THANK YOU. I WILL GET IN THE QUEUE IF I DON'T SINCE I DON'T SEE ANYBODY ELSE. I COMPLETELY UNDERSTAND THE COST, BUT YOU CANNOT REPLACE THAT ONE YEAR OR TWO YEARS IN PRE-K WHEN STUDENTS ARE LEARNING THE MOST BECAUSE YOU KNOW THAT WE KNOW THAT IF THEY'RE NOT READY BY THIRD GRADE, CLOSING THAT GAP IS VERY, VERY HARD. I DO KNOW THAT THERE'S OTHER PRE K PROGRAMS AROUND SUCH AS THE BASIL'S ACADEMY THAT OPENED UP THAT THE CITY IS WORKING WITH. IS THERE ANY DISCUSSION ON PARTNERING WITH THOSE TYPES OF PROGRAMS AS WELL? BECAUSE THOSE ARE THOSE ARE, FROM MY UNDERSTANDING, MORE ON THE EAST SIDE OF TOWN. AND THERE HAVE DEFINITELY BEEN CONVERSATIONS SPECIFICALLY WITH BASIL'S ACADEMY AS WELL. I KNOW THERE'S A WIDE RANGE OF PARTNERS THAT WE'RE LOOKING AT TO HELP US WITH THIS. SO WE'RE IT'S A WIDE RANGE OF PEOPLE THAT WE'RE EXPLORING. DO YOU KNOW THE NUMBER OF PRE-K CLASSROOMS THAT HISD IS OPENING THIS.. NEXT YEAR? IT'S OUR GOAL IS 22 PLUS, THEN THE THREE THAT ARE HERE. SO 25, THAT'S ONE MORE THAN WE DID THIS YEAR. AND WE COULD POSSIBLY HAVE A COUPLE OF MORE THAN THAT. 22 YOU SAID? 22 AND IN DISTRICT SCHOOLS AND THEN THREE PARTNERSHIPS. OKAY. DO YOU KNOW THE PERCENTAGE OF ELEMENTARY SCHOOLS THAT WILL HAVE PRE-K CLASSROOMS NOW? I DON'T OFF THE TOP OF MY HEAD, BUT WE CAN FIND. THAT'S PRETTY EASY TO FIND OUT. YEAH, BECAUSE WE OPENED UP 20..24 THIS YEAR. YEAH. AND THEN ANOTHER 20 THIS YEAR. I FEEL LIKE THAT'S A VERY LARGE PERCENTAGE. YEAH. OKAY. THANK YOU. TRUSTEE BLUEFORD-DANIELS. I WASN'T IMPLYING THAT THE COST WAS MORE IMPORTANT THAN THE CHILD BY ANY SENSE OF IMAGINATION, BECAUSE ONE THING FOR SURE, I FOUGHT TO HAVE ONE OF THE CAMPUSES, KASHMERE ELEMENTARY SCHOOL, HAVE A PRE-K SCHOOL OVER THERE RETAINED FOR THAT VERY REASON SINCE 2020. SO THIS IS NOT NEW TO ME. IT'S TRUE TO ME. AND SO IT WASN'T AN IMPLICATION THAT THE COST OUTWEIGHED HAVING THE CHILD INTO A PROGRAM BECAUSE THAT'S VERY, VERY IMPORTANT, ESPECIALLY IN THE FOOD. I KEEP SAYING FOOD, DESERT, BUT IN THE THE PRE-K DESERTS THAT ARE DEFINITELY IMPACTFUL. WE GOT ONE EARLY CHILDHOOD CENTER IN NORTHEAST ONE AND WHOLE NORTHEAST ONE. SO I JUST WANT TO CLARIFY THAT FOR THE RECORD. TRUSTEE. ALLEN. BASICALLY HAVE ONE QUESTION SINCE THE YOU HAVE 25 NEW PRE-K CLASSES OPENING UP AROUND THE CENTER, WHAT ABOUT THOSE PRE-K CENTERS THAT WE DO HAVE WHERE THOSE CHILDREN WILL BE GOING OUT INTO THE OLDER SCHOOLS? WILL THOSE PRE-K CENTERS BE ALLOWED TO ACCEPT KINDERGARTEN STUDENTS AS WELL? WE HAVE. YOU MEAN AT THE EARLY CHILDHOOD CENTERS? YES. EARLY CHILDHOOD CENTERS. BE ABLE TO KEEP THE KIDS THEY HAVE AND MAKE AND HAVE EARLY CHILDHOOD AND KINDERGARTEN? THERE ARE SCHOOLS THAT HAVE THAT SET UP RIGHT NOW. I DON'T KNOW IF ALL OF THEM DO. I HAVE TO VERIFY THAT. I NEED TO CHECK. THANKS. YEAH. SAY IT AGAIN. COLLEAGUE, TRUSTEE BLUEFORD-DANIELS. IT'S NOT NEWS TO ME THAT [INAUDIBLE] MY DAUGHTER WOULD SAY THAT RHYME. MY QUESTION IS TO SUPERINTENDENT HOUSE. AS WE LOOK INTO THIS POSSIBILITY HERE TO ENTER NEGOTIATIONS, EXECUTE PARTNERSHIP WITH CHILDCARE CENTERS, DO WE HAVE A COST IN TERMS OF, YOU KNOW, THE MOUS? WHAT KIND OF EXPENSES ARE WE LOOKING AT? I THINK THAT'S A GREAT IDEA. DO YOU HAVE ANY INSIGHT IN REFERENCE TO THE CONTRACTUAL AGREEMENT? DOLLAR AMOUNTS? I DON'T HAVE OFF THE TOP OF MY HEAD. IN TERMS OF VETTING THESE ORGANIZATIONS WE HAVE THAT. ARE WE LOOKING AT ARE YOU SPEAKING OF LIKE PLACES LIKE LIKE ROBBINSDALE, THOSE SMALLER ORGANIZATIONS PRIVATE? THERE ARE DAYCARE CENTERS. THERE ARE A VARIETY OF CHILD CARE CENTERS THAT WE'RE WORKING WITH. SOME OF THEM WELL KNOWN, LIKE THE YMCA, IS A PARTNER THAT WE'VE TALKED TO AND THEN OTHERS THAT ARE SMALLER CHILDCARE CENTERS, BUT THEY STILL HAVE TO MEET THE LICENSING [01:20:08] REQUIREMENTS. WE PROVIDE THE CURRICULUM AND THE OVERSIGHT OF WHAT, YOU KNOW, THE TEACHING AND LEARNING PART THAT GOES ON. BUT SO WE HAVE A THEY'RE PARTNERING WITH US, BUT WE'RE ALSO GIVING THEM A LOT OF SUPPORT AS THEY GO THROUGH. THANK YOU. YEAH. AND I HAVE ONE OTHER QUESTION. UM, HOW DO WE KNOW THAT THESE PRE-K CENTERS ARE DELIVERING HIGH QUALITY EDUCATION? SO THAT'S PART OF THE MOU, IS THAT WE GO OUT, WE GO OUT AND OBSERVE AND SEE WHAT'S HAPPENING. AND AGAIN, WE'RE PROVIDING THE CURRICULUM TO THE SCHOOLS. SO THE TEACHERS ARE BEING TRAINED BY US, SO WE HAVE SOME QUALITY CONTROL. YOU ALREADY WENT OUT AND OBSERVED OR YOU WILL BE GOING OUT IF, WHEN IF THIS ITEM IS APPROVED AND THESE THREE PARTNERSHIPS ARE GO FORWARD, THEN WE WILL GO.. OKAY, BEFORE NEXT SCHOOL YEAR. CORRECT? OKAY. THANK YOU. OKAY. OUR NEXT ITEM FOR DISCUSSION IS ITEM NUMBER 12 APPROVAL OF RECOMMENDED CURRICULUM MATERIALS FOR HUMAN SEXUALITY INSTRUCTION AND INSTRUCTION ON THE PREVENTION OF CHILD ABUSE, FAMILY VIOLENCE, DATING VIOLENCE AND SEX TRAFFICKING. THIS IS BEING HELD AT THE REQUEST OF TRUSTEE WADE. TRUSTEE WADE. YES, I JUST RECEIVED TODAY THE COMMENTS FROM MY REQUEST. I APPRECIATE THAT AND I DO APPRECIATE THAT IT IS CONFIRMED THAT WE WILL HAVE THE PARENT PORTHOLE AVAILABLE AND THAT THE PARENTS NEED TO KNOW THAT THERE IS AN OPT IN OPTION ON THESE THINGS. SO THAT'S OBVIOUSLY CRITICAL. AND YOU ANSWERED ALL THE OTHER QUESTIONS, SO I APPRECIATE THAT. BUT MY NEXT QUESTION COMES, SO THERE ARE SUPPLEMENTAL COMPANION TEXTS THAT GO ALONG WITH THE GOODHEART WILLCOX INSTRUCTION AND IN LIKE THE CONCEPTION PREGNANCY AND BIRTH AREA, IT IS STATED THAT THE TERM PREGNANT PEOPLE IS BEING USED IN LIEU OF .. PREGNANT WOMEN. WOMEN AND I HAVE A PROBLEM WITH IT. I JUST WANTED TO MAKE SURE THAT MAYBE I COULD GET SOME FEEDBACK FROM YOU IF THAT'S THE CASE. IS THIS SUPPLEMENTAL MATERIAL BEING GIVEN TO JUST THE TEACHERS? IS IT GIVEN TO THE STUDENTS? WHO'S RECEIVING THIS MATERIAL? I HAVE TO FIND OUT THE ANSWER TO THAT, AND I WILL LOOK TO SEE IF THAT TERM IS IN THERE OR NOT. WE CAN VERIFY THAT, PLEASE, BECAUSE IT'S NOT FACT AND IT'S MISLEADING AND IT DEVALUES WOMEN. SO THANK YOU. TRUSTEE BAKER. HERNANDEZ. SUPERINTENDENT HOUSE. I HAVE BEEN RECEIVING A LOT OF PUSHBACK FROM THIS ITEM. IT'S BEEN ON SOCIAL MEDIA AND ALL OF THAT. I'M ASKING YOU, WHERE DID THIS IDEA ORIGINATE AND HAVE WE THOUGHT ABOUT THE FACT THAT PARENTS LIKE ME, WE TEACH THIS STUFF AT HOME AND NOT IN THE CLASSROOM? SO, I MEAN, THERE ARE HEALTH STANDARDS THAT WE TEACH IN SCHOOLS. BUT AS TRUSTEE WADE INDICATED, THERE ARE OPTIONS FOR PARENTS TO OPT IN OR OPT OUT OF THAT CURRICULUM. BUT IT IS IT'S PART OF IT'S JUST PART OF THE SEXUALITY AND HUMAN HUMAN SEXUALITY AND HEALTH CURRICULUM THAT TEXAS SCHOOLS TEACH SCHOOLS ACROSS THE NATION, ACTUALLY. OKAY. WELL, THE PUBLIC I'VE BEEN DEALING WITH IT. IT'S BEEN CRYING OUT ABOUT THIS HAVING PROTESTS ALL ON SOCIAL MEDIA. AND I CAN'T GET TO A YES ON THIS BECAUSE IT'S JUST SCARY THAT NOW WE'VE GOTTEN TO THE POINT WHERE WE HAVE TO TEACH THIS FROM THE TEACHER TO THE CHILD VERSUS ENCOURAGING PARENTS TO TEACH THIS TO THEIR OWN CHILDREN. SO SO I WOULD JUST YOU KNOW, AND AS STUDENTS GET OLDER, OF COURSE, IN BIOLOGY CLASS, THEY LEARN THE HUMAN REPRODUCTIVE SYSTEM, THEY LEARN THE SCIENCE OF IT. IT'S NOT REALLY ABOUT VALUES, EDUCATION. IT IS JUST THE KIND OF SCIENTIFIC FACTS ABOUT WHAT HAPPENS TO YOUR BODY AS YOU GROW OLDER. AND SO THAT'S WHAT THAT'S WHAT WE'RE TEACHING. WE'RE NOT TEACHING. WE'RE NOT PLACING ANY VALUE ON IT. IT'S JUST THESE ARE COMPONENTS OF THE HUMAN REPRODUCTIVE SYSTEM. AND THIS IS THESE ARE IT'S A STANDARDS BASED CURRICULUM. SO IT'S NOT ABOUT PLACING ANY VALUE OR PLACING MORAL JUDGMENT TO IT. I UNDERSTAND THAT. BUT THE FIRST LINE HUMAN SEXUALITY INSTRUCTION IS LIKE SPOOKY. [01:25:03] SO I DIDN'T TITLE IT. BUT IT'S REALLY ABOUT HEALTH. IT'S REALLY THE HEALTH CURRICULUM THAT WASN'T EVEN HEARD OF BACK IN THE 70 SECONDS WHEN I WAS IN, YOU KNOW, IT WAS. WE LEARNED ABOUT THE BIRDS AND THE BEES, YOU KNOW, SO. BUT I'M SORRY. I JUST CAN'T REMEMBER THAT. ANYWAY, OKAY. THANK YOU. THANK YOU. TRUSTEE ALLEN QUESTION. DOES EVERY STUDENT HAVE TO OPT IN TO THIS? IT IS OPT OUT. IT'S OUT. SO YOU'RE GOING TO OPT. I'M SORRY. NO. YEAH. IT'S OPT IN. YOU HAVE TO OPT INTO IT. YEAH. THERE'S A THERE'S A FAIRNESS TO SIGN UP. IF THE PARENTS HAVE NOT SIGNED OFF ON THESE STUDENTS, THEN THOSE. THE STUDENTS DO NOT TAKE THAT CLASS. CORRECT. SO THAT'S FOR EVERY STUDENT THEY'RE ENGAGED IN. OTHER. YES, THEY'RE ENGAGED IN OTHER ACTIVITIES DURING THAT TIME. YES. TRUSTEE CRUZ. SO I JUST HAVE A COMMENT. AS A PARENT, I HAVE A NINTH GRADER. I HAVE SEVERAL OTHER KIDS. BUT MY NINTH GRADER, HE HAD TO BRING HOME A PERMISSION SLIP THAT HE NEVER GAVE ME BECAUSE HE DOESN'T GIVE ME TOO MANY PAPERS. AND THE TEACHER CALLED ME TO MAKE SURE, ARE YOU OKAY? I WILL NOT TEACH HIM IF I DO NOT HAVE THAT PERMISSION SLIP. SO IT WAS I MEAN, KUDOS TO THE TEAM. PEOPLE ARE DOING THEIR JOB ON THIS. LIKE THEY WILL NOT BE INSTRUCTED IF THERE IS NOT A SIGNED PERMISSION SLIP BY THE PARENT. THE SAFEGUARDS ARE PRETTY STRICT ON THIS TOPIC. TRUSTEE BAKER. JUST TWO MORE QUESTIONS. WHAT'S THE AGE RANGE ON THIS? IT GOES FROM ELEMENTARY SCHOOL TO ALL THE WAY THROUGH HIGH SCHOOL. ELEMENTARY SCHOOL. BUT OF COURSE, IT'S NOT. IT'S TAUGHT AT AN AGE APPROPRIATE WAYS. OH, MY GOD. SO YOU MIGHT REMEMBER IN FOURTH GRADE, YOU MIGHT HAVE SEEN A FILM CALLED OUR CHANGING BODY WHEN YOU WERE IN FOURTH GRADE. I DIDN'T SEE THAT. YOU DIDN'T SEE THAT IN SCHOOL. IT'S. IT'S AGE APPROPRIATE. SPOOKY. AND THE QUESTION IS, SO WE HAVE PARENTS, STUDENTS WITH ONE PARENT HOUSEHOLD, STUDENTS THAT ARE ADOPTED. YOU KNOW WHAT HAPPENS IN SITUATIONS WHERE ONE STUDENT IS HASN'T BEEN OPTED IN, BUT THE REST OF THE CLASS HAS. THAT STUDENT WOULD BE THE STUDENT WOULD NOT, IF THE STUDENT IS NOT OPTED IN, THEY DO NOT PARTICIPATE IN THE INSTRUCTION. SO THEY DO ALTERNATIVE ACTIVITIES IN THE SCHOOL. THEY, YOU KNOW, JUST LIKE A PARENT CAN OPT OUT OF SEVERAL THINGS. SO, YOU KNOW, THERE ARE THINGS THAT PARENTS CAN OPT OUT OF ALL THE TIME. IF THAT HAPPENS, THE STUDENT GOES AND DOES ANOTHER ACTIVITY, GOES TO ANOTHER CLASSROOM, WORKS INDEPENDENTLY, OR IF THERE'S A GROUP OF STUDENTS, THEY WOULD GO TOGETHER AND WORK INDEPENDENTLY ON SOMETHING THAT IS NOT RELATED TO THE CC. THAT'S EVEN ODD BECAUSE THE STUDENT NOW IS LIKE SINGLED OUT BECAUSE SENT TO THE LIBRARY OR PE. WELL, YOU KNOW, THE TEACHERS ARE NOT GOING TO DO IT LIKE THEY'RE GOING TO DO IT IN A IN A DISCREET WAY. WHAT IS THIS WORLD COMING TO? THAT'S ALL I HAVE. OKAY. AH, I DON'T SEE ANYBODY ELSE IN THE QUEUE. SO OUR NEXT ITEM HELD FOR DISCUSSION IS ITEM 14, AUTHORITY TO NEGOTIATE, EXECUTE AND AMEND CONSTRUCTION CONTRACT FOR THE ATHLETIC FIELDS AND TRACK RENOVATIONS AT EVAN WORTHING HIGH SCHOOL. THIS IS BEING PULLED AT MY REQUEST. SO MY QUESTION ABOUT THIS IS I SAW THE IT SAYS THAT THIS MONEY IS COMING FROM, I BELIEVE IT SAID SOMETHING LIKE SAFETY AND IT'S COMING FROM THE 2012 BOND. MY UNDERSTANDING FROM WHEN WE APPROVED THE ROOFS FOR THOSE 6 OR 8 SCHOOLS WAS THAT WAS THE LAST OF THE MONEY FOR THE 2012 BOND. SO THEN TO HAVE THIS ITEM OF TWO POINT SOMETHING MILLION DOLLARS FOR AN ATHLETIC FIELD FROM THE 2012 BOND, I'M KIND OF CONFUSED WHERE WE FOUND THIS EXTRA MONEY FOR THIS TRACK AND FIELD, BECAUSE I WAS UNDER THE UNDERSTANDING THAT THERE WAS NO MORE MONEY IN THE 2012 BOND. WE'VE GOT SOMEONE FROM OUR BOND DEPARTMENT HERE, AND IF YOU DON'T MIND SHARING SOME INSIGHT ON THIS ITEM, I'D APPRECIATE IT. THEY VOTED FOR THE TRACK APPEALS FROM PRE-APPROVED BOARD ITEM FOR SAFETY AND SECURITY. SO THAT MONEY WAS CARVED OUT AS PART OF SAVINGS ALONG THE ENTIRE BOND PROCESS. THROUGH THAT SAFETY AND SECURITY PACKAGE THAT WAS CARVED OUT, CERTAIN CATEGORIES WERE DEVELOPED. ONE OF THOSE CATEGORIES WAS ATHLETIC IMPROVEMENTS. SO A NUMBER OF SCHOOLS FELL INTO THAT CATEGORY FOR RENOVATION REPAIR OR ANYTHING THAT'S DISTRICT WIDE. [01:30:05] IT DIDN'T BELONG TO ANY BOND SCHOOL. THAT SAFETY AND SECURITY MONEY THAT FOR ATHLETIC IMPROVEMENTS WAS FOR DISTRICT WIDE IMPROVEMENTS FOR ANY CAMPUS. WE'VE DONE A NUMBER OF CAMPUSES. SHARPSTOWN MADISON, NORTH FOREST IS PENDING, AUSTIN IS PENDING. SO A NUMBER OF, MILBY, CHAVEZ, THINGS LIKE THAT. SO IT DIDN'T PARTICULARLY GO TO ANY ANY PARTICULAR CAMPUS AND THAT THOSE ITEMS ARE DEEMED FROM THE CAMPUS LEVEL AND HISD ATHLETIC DEPARTMENTS THAT WILL DETERMINE THAT THEY THINK THEIR TRACK OR FIELDS NEED IMPROVEMENT. OUR TEAM WILL GO OUT AND ASSESS IT AND CONFIRM THAT. AND ONCE THAT CONFIRMATION IS DONE, THEN WE PROCEED AND SELECT THAT FOR A RENOVATION OR REPAIR. SO CAN YOU FIRST OF ALL, EXPLAIN HOW TRACK AND FIELD IS UNDER SAFETY AND SECURITY? CERTAIN SCHOOLS IN THIS INSTANCE, WORTHING, AUSTIN, WHEN WE DID THE BOND PROGRAMS AS PART OF THAT ASSESSMENT, THE TRACK AND FIELDS WERE IN GOOD CONDITION AND WASN'T PART OF THE SCHOOL BOND PROGRAM. SO SINCE THAT TIME, ONCE THE SCHOOLS BUILT, THOSE TRACKS HAVE BECOME IN A STATE OF DISREPAIR. SO THEY'VE DWINDLED DOWN AS FAR AS THEIR STATUS AND BECAME HAVE HAS BECOME UNREPAIRABLE AT THIS POINT. SO NOW WE HAVE TO GO BACK AND REPAIR THOSE BECAUSE THEY WERE NEVER A PART OF THE ORIGINAL BOND PROGRAM. SO HOW MUCH MONEY IS LEFT IN THE 2012 BOND? WE HAVE NO FUNDS AVAILABLE. ALL OF IT IS COMMITTED IN SOME FORM OR FASHION. SO HOW ARE THESE TWO POINT SOMETHING MILLION DOLLARS COMING FROM THE 2012 BOND? AGAIN, THIS WAS PART OF SAVINGS FROM PROJECT SAVINGS THAT WAS ALREADY CARVED OUT. SO HOW MANY HOW MUCH SAVINGS DO WE HAVE THAT WERE CARVED OUT LEFT? AT THE TIME? VERY CONFUSING WITH.. ALL OF IT IS COMMITTED. AT THE TIME, IT WAS APPROXIMATELY 27 MILLION. SO HOW MUCH DO WE HAVE LEFT CURRENTLY? NONE. IT'S ALL COMMITTED TO ONE OF THOSE CATEGORIES. CAMPUS IMPROVEMENTS. BUILDING CAPACITY. WE DID OAK FOREST BUILDING CAPACITY. WE ADDED A MODULAR BUILDING. ONE OF THOSE CATEGORIES WAS CAPACITY, ATHLETIC IMPROVEMENTS, CAMPUS IMPROVEMENTS, EXPANSIONS. SO YOU NAMED A COUPLE OF SCHOOLS, A COUPLE OF SCHOOLS THAT NEEDED TRACK AND FIELD. HOW ARE WE PRIORITIZING WHICH ONE COMES FIRST AND WHICH ONE IS? AGAIN, FOR TRACK AND FIELDS WE'RE NOT PRIORITIZING. THAT'S A CAMPUS REQUEST AND THE REQUEST TO THE HSDF ATHLETICS DEPARTMENT THAT WE ONLY CONFIRM BECAUSE THAT'S DISTRICT WIDE. WE DON'T HAVE A LIST OF ALL OF THESE SCHOOLS THAT COULD BE ANY SCHOOL AT ANY POINT IN TIME. I'M STILL VERY CONFUSED, BUT I SEE SOME OTHER TRUSTEES IN THE QUEUE, SO. TRUSTEE CRUZ. THANK YOU. I FORGOT YOUR NAME. ANDREAS. MR. ANDREAS. OKAY, SO YOU MENTIONED AUSTIN HIGH SCHOOL AND I KNOW I HAD ASKED ABOUT THIS A COUPLE OF DIFFERENT SUPERINTENDENTS, INCLUDING SUPERINTENDENT HOUSE, THE CURRENT ONE, THE ONE BEFORE, HAD ALSO BEEN ASKING. SO NOW THEY'RE GOING TO GET IT BECAUSE I KEPT GETTING TOLD THERE'S NO BOND MONEY. THEY WERE TOLD THERE WAS NO BOND MONEY, EVEN THOUGH THEY WERE TOLD THAT WHEN IT WAS INITIALLY DESIGNED, THE TRACK WAS GOING TO GET REDONE, THE POOL, THE BAYLOR CLINIC, ETCETERA. SO NOW THERE IS MONEY. NOW, AGAIN, THIS IS NOT NEW MONEY. THIS MONEY WAS ALREADY PREVIOUSLY ESTABLISHED. SO FOR THIS, THOSE SPECIFIC CAMPUSES. FOR AUSTIN AND WORTHING, THEY WERE ALREADY DESIGNATED. FOR NORTH FOREST, MADISON AND OTHERS, THOSE ARE JUST FOR CAMPUS CALLS AND DETERMINES THAT THEY THINK THEIR FIELD OR TRACK IS IN A STATE OF HAS A SAFETY CONCERN, WE WILL CONFIRM THAT. AS WE FINISH THE BOND PROGRAM, WE HAD ALREADY IDENTIFIED AUSTIN AND WORTHING AND I THINK SHARPSTOWN, THAT WE PUT THOSE ALREADY IN THE QUEUE. OKAY. SO THOSE WERE PRE IDENTIFIED, BUT THEY WERE IDENTIFIED WHEN THE ORIGINAL MONEY WAS SET ASIDE. OKAY, THAT'S REALLY GOOD TO KNOW BECAUSE I EVEN HAVE IT IN WRITING AND BOARD REFERRALS THAT THEY WERE NOT GOING TO GET THAT. SO MR ANDREAS, THANK YOU FOR CONFIRMING.. NO THEY WERE NOT A PART OF THE ORIGINAL BOND SCOPE. YES. YES. OKAY. I'M JUST AS CONFUSED AS HER, BUT AS LONG AS THEY'RE GETTING IT.. YEAH, THAT'S THE IMPORTANT THING, BECAUSE IT IS A SAFETY HAZARD. INDEED. YES. SO THANK YOU FOR CLARIFYING. TRUSTEE BLUEFORD-DANIELS. THANK YOU, MR. ANDREAS. AND YOU KNOW, I'M GOING TO ASK YOU ABOUT KASHMIR, THAT YOU CAN'T EVEN IDENTIFY THE LANES OF THE BASEBALL OF THAT YOU RUN FOR THE BASEBALL FIRST BASE, SECOND BASE, THIRD BASE, AND THE DETERIORATED AS I THINK O'BERG CHANNEL 13 DID A STORY ON THAT ABOUT THE INEQUITIES OF THE VARIOUS SCHOOLS AND THAT WAS ONE THAT WAS IDENTIFIED WAS KASHMIR. [01:35:02] AND IT WASN'T NEW BUILT, YOU KNOW, IT WAS REFURBISHED. BUT LET ME JUST TRY TO ADD SOME CLARITY HERE WITH WORTHING. I WOULD SUGGEST THAT YOU ALL GO AND VISIT WORTHING BECAUSE WORTHING, WHEN THEY REBUILT WORTHING, SOME OF THE DEBRIS FROM THE CONTRACTORS, SOME OF THE DEBRIS FROM THE REBUILD OF IT IS ON THE FIELD. AND THAT SPEAKS TO WHY IT'S A SAFETY HAZARD BECAUSE THEY'RE HAVING TO GO IN THERE AND REDO THAT FIELD TO KEEP THOSE CHILDREN YOUNG PEOPLE FROM INJURING THEMSELVES IS NOT JUST TRACK AND FIELD. IT IS A SAFETY ISSUE BECAUSE OF THE POTHOLES AND THE DEBRIS THAT WAS LEFT FROM THE PREVIOUS CONTRACTOR. SO I WANTED TO SHARE THAT WITH YOU ALL. SOMETIMES IT'S JUST A MATTER OF GOING OUT THERE. AND THE ONLY REASON WHY I KNOW THAT BECAUSE TRUSTEE GUIDRY WAS TALKING ABOUT IT. AND SO WE WENT OVER THERE TO LOOK AT IT, BUT IT WAS A BIG ISSUE. AND THE SAFETY OF OUR CHILDREN IS FIRST AND FOREMOST IMPORTANT. SO IF IT MEANS FINDING SOME CRUMBS FROM SOMEWHERE ELSE TO REPAIR THAT, THEN PLEASE DO SO TO TRY TO FIND SOME MORE CRUMBS TO PUT TO CARVE OUT THE BASEBALL FIELD AT KASHMIR. THANK YOU, TRUSTEE BAKER. YEAH. SAFETY IS A PRIORITY FOR ME, ALL THE STUDENTS. AND I JUST THOUGHT THIS WOULD BE A PERFECT SEGUE TO AS WE LOOKED AT WORTHING AND THAT TRACK, IT'S BEEN A GREAT TIME TO LOOK AT THE TURF OVER AT YATES SINCE THEY HAVE ALREADY RAISED MONEY FOR BY THE TEXANS, I BELIEVE, TO MATCH THAT GRANT SUPERINTENDENT HOUSE, THAT 607,000. THEY MAY NOT BE SAFETY RELATED, BUT WE KNOW THAT STUDENTS WHO DO SPORTS ARE ENCOURAGED IN THE CLASSROOM AS WELL. AND IN MEMORY OF MR. GARY MONROE. I MEAN, THIS WOULD BE A PERFECT TIME TO SEE ABOUT PUTTING THAT MONEY AND MATCHING THAT GRANT OVER AT YATES TO COMPLETE THAT FIELD OVER THERE. I JUST THOUGHT IF WE MENTIONED KASHMIR WE MIGHT AS WELL MENTION YATES. TRUSTEE BAKER. I HAVE REALLY TRIED TO ALLOW A LOT OF FLEXIBILITY ON THIS DISCUSSION, BUT YOU GUYS KNOW THAT THE AGENDA IS POSTED TO TALK ABOUT WORTHING, SO YOU REALLY NEED TO LIMIT YOUR COMMENTS AS YOU HAVE BEEN PROPERLY POSTED. THANK YOU. I HAVE A COUPLE OF OTHER QUESTIONS, BUT I WILL SUBMIT THEM INTO A BOARD REFERRAL FOR THIS ITEM. ALL RIGHT. THANK YOU. DON'T SEE ANYBODY ELSE IN THE QUEUE. SO WE WILL MOVE ON TO OUR NEXT ITEM PULLED FOR DISCUSSION, WHICH IS ITEM 16 APPROVAL OF VENDOR AWARDS FOR PURCHASES OVER 100,000 AND RATIFICATION OF VENDOR AWARDS FOR PURCHASES UNDER 100,000. THIS WAS PULLED AT THE REQUEST OF TRUSTEE. CRUZ. TRUSTEE. CRUZ. NUMBER 16. OKAY, SO THIS IS PROJECT 19 0303 AND IN THE PORTAL IT'S PAGE EIGHT. GO TO IT. OKAY. SO I ASKED WHAT WAS THE SPEND LIMIT BEFORE? SO THE ANSWER IS WE'RE BEING ASKED TO APPROVE AN ADDITIONAL 20 MILLION FOR THE REMAINDER OF THE PROJECT TERM, WHICH GOES BASICALLY A YEAR FROM NOW. SO WHY THE INCREASE IS MY QUESTION, MR. CARTER. YES, MA'AM. SO WE'RE GOING TO RUN OUT OF MONEY. BASICALLY, THE AMOUNT THAT YOU APPROVED BACK IN 2019 WAS FOR $150 MILLION. SO WE NEED THE ADDITIONAL 20 MILLION TO GET US THROUGH ONE MORE YEAR. AND I DO WANT TO MENTION THIS IS A UNIQUE PROJECT. SO WHAT THIS IS, IS THE DISTRICT'S CREDIT CARD. SO THIS IS JUST ANOTHER TOOL WHERE CAMPUSES CAN ENTER A SHOPPING CART TO TO PROVIDE TO ORDER PRODUCTS AND SERVICES. THEY CAN USE THIS FOR ANYTHING UNDER $1,000. SO THAT'S WE'RE AND IF SO, LET ME TELL YOU, IF IF WE DON'T APPROVE THE ADDITIONAL $20 MILLION TO GET US THROUGH THE YEAR, THEN ALL DISTRICT CREDIT CARDS GET CUT OFF. AND I UNDERSTAND THAT NOW THAT YOU'RE EXPLAINING IT. BUT I GUESS MY SECOND QUESTION WAS THE GUARDRAILS. I FEEL LIKE AND HELP ME UNDERSTAND IF I'M THINKING OF THIS CORRECTLY, BUT LIKE IF I GIVE MONEY TO MY KIDS AND THEY SPEND IT ALL, WELL, YOU RAN OUT. SO LET ME JUST GIVE YOU MORE INSTEAD OF LIKE, THERE SHOULD BE SOME. YES, YOU SAID THERE'S A PROCEDURE, AND I KNOW THIS ISN'T YOUR RESPONSIBILITY, MISS LAKOTA. THIS IS THE SUPERINTENDENTS. LIKE, WHAT IS THE ACCOUNTABILITY FOR THE SPEND? I KNOW THAT'S A BIGGER CONVERSATION. [01:40:01] I JUST HAD TO SAY SOMETHING ABOUT IT. SO THANK YOU. AND I'D LIKE FOR FOR CHIEF REED TO RESPOND BECAUSE WE'VE TALKED ABOUT THIS. OKAY. SO I WANT TO GO BACK TO YOUR COMMENT ABOUT THE ABOUT GIVING YOUR CHILD A CREDIT CARD. AND THEY HIT A LIMIT AND YOU DON'T WANT THEM TO GO OVER. THIS IS ALMOST IN THE REVERSE. THEY HAVE MONEY IN THEIR BUDGET THAT THEY NEED TO BE ABLE TO SPEND. AND WE HAVE PURCHASES THAT THEY CAN MAKE UNDER $1,000 WITH THAT CREDIT CARD. BUT THEY CAN'T USE THE CARD, BUT THEY HAVE THE MONEY IN THEIR BUDGET. THEY CAN USE IT, BUT NOW THEY DON'T HAVE THE ABILITY TO USE IT WITH THEIR CARD BECAUSE THE CARDS ARE CUT OFF. SO WHEN WE, WHEN THE AMOUNT THE ORIGINAL AMOUNT WAS APPROVED, WHAT WAS IT BASED ON? IT WAS BASED ON HISTORICAL SPEND. WHAT CAMPUSES WERE PUTTING ON THE CARD. BUT BECAUSE THEY HAVE THE OPTION OF EITHER ENTERING A SHOPPING CART OR USING THEIR CARD, AND AGAIN, LIKE CHIEF REED JUST SAID, IT'S WITHIN THEIR ALLOCATED BUDGET, THEIR ANNUAL ALLOCATED BUDGET. WE JUST AVERAGED WHAT WE HAD BEEN SPENDING ON THE CARD, DISTRICTWIDE. AND SO WHAT WE'VE SEEN IS A LITTLE MORE SPENDING ON THE CARD, A LITTLE LESS, A LITTLE LESS ENTERING SHOPPING CARTS. OKAY. THANK YOU. DON'T SEE ANYBODY ELSE IN THE QUEUE FOR THIS ITEM. SO WE WILL MOVE ON TO ITEM NUMBER 19. APPROVAL OF THE MAY BUDGET AMENDMENT AND THIS WAS PULLED AT THE REQUEST OF TRUSTEE CRUZ. TRUSTEE CRUZ. I HAVE ALL THE QUESTIONS TONIGHT Y'ALL. OKAY, THIS IS ITEM 6 OR 7? UM. SO MY QUESTION IS ABOUT FUND BALANCE. I'M SORRY. LET ME JUST PULL IT UP. TRYING TO MANEUVER BETWEEN THIS NEW PORTAL. OKAY SO THE APPROVED BUDGET AS OF APRIL 30TH. OH, THE APPROVED BUDGET AS OF APRIL 30TH. WE HAVE. I'M TRYING TO LOOK AT THIS. YEAH. SO WHAT WE ADOPTED WHEN WE ADOPTED THE BUDGET, OUR BEGINNING FUND BALANCE AND THAT INCLUDES, YOU KNOW, ALL THE DIFFERENT FUND BALANCES WAS $852 MILLION. AND NOW OUR FUND BALANCE IS 1.26 BILLION WITH A B, AND WHEN I ASKED LAST MONTH, CHIEF REED, YOUR RESPONSE WAS THAT WAS INTENTIONAL. SO HELP ME UNDERSTAND THAT. CHIEF REED. SO SOME OF IT IS, SOME OF THAT IS INTENTIONAL IN OUR IN OUR ASSIGNED FUND BALANCE. THE THERE'S THERE'S ABOUT HALF OF IT IS MECHANICS. SO IF YOU NOTICE ON THE NOTE ON THE BOTTOM HERE, IT SAYS THAT THIS REFLECTS LIQUIDATION OF OUR CARRYOVER ENCUMBRANCES. RIGHT? WELL, WE JUST TALKED LET'S JUST TALK ABOUT JUST THE ENCUMBRANCES THAT 147 MILLION BEFORE. IT'S LIKE WE CLEAR OUT THAT ACCOUNT BECAUSE ON HERE IN THE BUDGET, WE'VE GOT TO SHOW THAT WE'RE USING FUND BALANCE BECAUSE WE ARE. BUT WHEN WE GO INTO THE NEXT FISCAL YEAR, WE'RE GOING TO PUT MONEY BACK IN FOR WHATEVER THE ENCUMBRANCES MIGHT BE IN THE NEXT YEAR. YES, I CAN'T SHOW THAT YET BECAUSE I DON'T KNOW WHAT IT'S GOING TO BE. BUT ENCUMBRANCES AND UNASSIGNED FUND BALANCE KIND OF THEY PLAY OFF OF EACH OTHER. SO WE HAD $147 MILLION IN JUST THE ENCUMBRANCE LINE LAST YEAR. SO WE LIQUIDATED THAT. THIS YEAR, WE ONLY NEEDED 45 IN THAT LINE. THAT'S A DIFFERENCE OF ABOUT $100 MILLION, RIGHT? WELL, THAT MONEY, BECAUSE I DON'T NEED TO PUT I DON'T NEED A FUND BALANCE OF $147 MILLION THIS YEAR. THAT MONEY DROPS INTO AN UNASSIGNED FUND BALANCE. AND THAT'S WHY UNASSIGNED FUND BALANCE WENT UP. OKAY, SORRY. SO IT'S MECHANICS HERE. CAN YOU REPEAT THAT ONE MORE TIME? THE LAST. SO IT'S LIKE WE TAKE THE SAVINGS ACCOUNT AND THOSE DOLLARS CONSUME UNASSIGNED FUND BALANCE. REALLY? YES. OKAY. BUT I'M ZEROING IT OUT AT THE END OF THE YEAR BECAUSE WE HAVE A BUDGET THIS YEAR THAT LAST YEAR THAT HAD $147 MILLION IN CARRYOVER. WE DIDN'T KNOW WHAT WE WERE GOING TO PUT IN FOR FOR 23-24, SORRY, 22-23. BUT WHAT HAPPENED IS WE ONLY NEEDED TO PUT $45 MILLION INTO THAT ENCUMBRANCE THIS YEAR, NOT 147. [01:45:02] AND YOU DON'T KNOW THAT INFORMATION BECAUSE DEPARTMENTS AND SCHOOLS ARE NOT SHARING THAT BEFORE WE WE'RE NOT FINISHED WITH THE BUDGET RIGHT NOW. SO I HAVE NO IDEA HOW MUCH WILL ACTUALLY GET SPENT AND HOW MUCH WILL ACTUALLY NOT GET LIQUIDATED OR NOT HAVE NOT BE RECEIVED BY YEAR END AND HAVE TO BE CARRIED OVER INTO THE NEXT YEAR. I DON'T KNOW THAT UNTIL TILL JULY. YES, BUT IF YOU WHEN YOU PROJECTED IT, YOU THE ADMINISTRATION PROJECTED IT WHEN WE ADOPTED THE BUDGET, THAT WAS BASED ON WHAT YOU KNEW AT THAT TIME. RIGHT. SO THE PROJECTION WAS THAT WE WERE GOING TO HAVE 852 MILLION IN OUR RAINY DAY FUND. AND NOW THERE'S A PRETTY THAT'S WHAT I'M TRYING TO UNDERSTAND. LIKE, I RECOGNIZE THE ENCUMBRANCES WERE MORE OR LESS, BUT HOW IS THERE SUCH A BIG DIFFERENCE FROM WHAT WAS PROJECTED? SO LET'S DO A WHAT IF IF WE HAD $147 MILLION OF ENCUMBRANCES AGAIN AT THE END OF 21-22, THE 852 STILL WOULD HAVE GONE UP BY $147 MILLION BECAUSE WE DIDN'T INCLUDE IT, WE LIQUIDATED IT, WE GOT TO PUT IT BACK IN. SO IT'S BECAUSE OF HOW WE DO ENCUMBRANCES IN THIS DISTRICT AND CARRY OVER BUDGET. WE WILL ALWAYS THIS NUMBER AT THE END OF THE YEAR WILL NOT HAVE IN IT WHATEVER ENCUMBRANCES WE'RE GOING TO PUT INTO IT THE NEXT YEAR. SO IT WILL ALWAYS BE LOWER. SO JUST JUST FOR THAT ONE REASON, WHEN DO YOU KNOW WHAT THE ENCUMBRANCES ARE? WHEN DO YOU HAVE THAT NUMBER? WE'RE USUALLY FINISHED WITH ALL THE CARRYOVER AND ENCUMBRANCES BY AUGUST, SO WE WOULD HAVE NOT HAVE KNOWN THIS BACK IN MAY OF HOW MUCH WE'RE GOING TO PUT IN. SO WE DON'T SHOW ANY NEW DOLLARS FOR ENCUMBRANCES. WE LIQUIDATE IT. WE ZERO IT OUT. YES. SO YOU ZERO IT OUT WHEN WE ADOPT THE BUDGET, CORRECT? CORRECT. OKAY. BUT I GUESS I'M STILL TRYING TO UNDERSTAND IF THE PROJECTION THE THREE AND A HALF YEARS I'VE BEEN ON THE BOARD, IT JUST ALWAYS FEELS LIKE THE PROJECTION IS OF THE SURPLUS OF THE RAINY DAY IS MUCH LOWER THAN WHAT WE ACTUALLY END UP WITH. AND I UNDERSTAND THERE WILL ALWAYS BE A FALLOUT. THERE'LL ALWAYS BE ENCUMBRANCES THAT VARY, BUT THE DIFFERENCE IS PRETTY GREAT. AND I RECOGNIZE THAT WE NEED TO SAVE MONEY FOR A RAINY DAY FUND, RIGHT? SO IF THERE ARE EXTRA. BUT IT JUST FEELS LIKE WE SHOULD BE SPENDING THE MONEY ON INSTRUCTION THIS YEAR FOR THIS YEAR'S STUDENTS. RIGHT? LIKE IF WE WANT TO MAKE SURE THAT THEY HAVE THE OUTCOMES. SO THAT'S ALWAYS MY CONCERN, IS THERE'S MORE MONEY KNOW I'M LOOKING AT THE BUDGET TO ACTUALS AND WE'RE ONLY SPENDING YOU KNOW WE'RE AT LIKE NOT EVEN 70%. AND WE HAVE SO MANY STUDENTS THAT ARE NOT ON GRADE LEVEL. AND I FEEL LIKE THIS IS OUR RAINY DAY, RIGHT? WE'RE COMING OUT OF A PANDEMIC. WE HAVE A LOOMING STATE TAKEOVER, AND WE'RE KEEPING ALL THE MONEY IN THE BANK BECAUSE OF A RAINY DAY. AND I'M LIKE, THIS IS OUR RAINY DAY. SO WE'RE NOT PREVENTING ANYONE FROM SPENDING THEIR DOLLARS. THERE'S THERE'S NOTHING STOPPING THEM FROM SPENDING THEIR DOLLARS. AND I GET THAT. YEAH. OKAY. ANYONE ELSE IN THE QUEUE. OKAY. OUR NEXT AND LAST ITEM HELD FOR DISCUSSION IS ITEM NUMBER 22. APPROVAL OF THE PROPOSED REVISIONS TO THE BOARD POLICY. AE LOCAL EDUCATIONAL PHILOSOPHY REGARDING THE GOAL PROGRESS MEASURES 1.1 1.2. 1.3. 2.1. 2.2. 2.3. 4.1. 4.2 AND 4.3 FIRST READING. THIS IS BEING HELD AT THE REQUEST OF TRUSTEE CRUZ. TRUSTEE CRUZ. OKAY, SO ARE WE GOING TO HAVE A PRESENTATION ON THIS NEXT WEEK? IF SO, I'LL HOLD MY QUESTIONS BECAUSE I DO SEE A POWERPOINT, BUT IF NOT. OKAY, I'LL JUST HOLD MY QUESTIONS THEN. THANK YOU. OKAY. WE ARE DONE WITH THE ITEMS FOR DISCUSSION TO BE PRESENTED AT THE NEXT REGULAR BOARD MEETING. MONTHLY MEETING ON THURSDAY, MAY 11TH, 2023. WITH NO FURTHER BUSINESS TO DISCUSS, THE BOARD IS NOW ADJOURNED AT 6:46 P.M. ON MAY 4TH, 2023. BUENAS NOCHES. * This transcript was compiled from uncorrected Closed Captioning.