[00:00:01]
THIS MEETING IS NOW CONVENED.I WOULD LIKE TO ASK EVERYONE TO PLEASE SILENCE ALL CELL PHONES.
A QUORUM OF THE BOARD IS PRESENT IN THE BOARD AUDITORIUM.
THEY INCLUDE MISS AUZENNE BANDY.
ME, MR. CAMPO, MR. MARTINEZ, MISS MENDOZA AND MR. RIVON. IF THERE ARE ANY ELECTED OFFICIALS IN THE AUDIENCE THIS EVENING, PLEASE STAND AND BE RECOGNIZED.
THANK YOU FOR BEING WITH US [APPLAUSE].
THANK YOU FOR BEING WITH US TONIGHT.
[SPEAKERS TO AGENDA ITEMS]
OUR FIRST ORDER OF BUSINESS IS TO HEAR FROM SPEAKERS TO AGENDA ITEMS. WE ARE GLAD YOU ARE HERE AND LOOK FORWARD TO SPEAKING FROM TO HEARING FROM YOU.VERBAL AND OTHER DISRUPTIONS BY PERSONS DURING THE SCHOOL BOARD MEETINGS ARE NOT ACCEPTABLE AS THEY INHIBIT THE BOARD'S ABILITY TO CONDUCT BUSINESS AND THE PUBLIC'S ABILITY TO OBSERVE THOSE PROCESSES.
WE HAVE 29 SPEAKERS REGISTERED THIS EVENING.
EACH SPEAKER WILL BE GIVEN TWO MINUTES TO ADDRESS THE BOARD PER BOARD POLICY.
BUT YOU MAY NAME YOUR OWN CHILD.
IF YOU ARE SIGNED UP TO SPEAK VIA ZOOM, WE MUST SEE YOU LIVE WITH YOUR CAMERA ON AS YOU SPEAK.
THE FIRST ITEM HELD FOR REGISTERED SPEAKERS IS WORK SESSION TOPIC STAFF ATTENDANCE.
MICHELLE WILLIAMS PLEASE COME TO THE MICROPHONE.
THIS SPEAKER IS ALSO SIGNED UP TO ADDRESS OTHER TOPICS.
MICHELLE WILLIAMS, HOUSTON EDUCATION ASSOCIATION.
HOUSE BILL 4310 PLACES CONTROL OF THE CLASSROOM BACK INTO THE HANDS OF THE TEACHER.
A SCHOOL DISTRICT MAY NOT PENALIZE A TEACHER WHO DOES NOT FOLLOW A RECOMMENDED OR DESIGNATED SCOPE AND SEQUENCE FOR A SUBJECT IN THE REQUIRED CURRICULUM IN A PARTICULAR GRADE LEVEL BASED ON A TEACHER'S DETERMINATION THAT THE TEACHER STUDENTS NEED MORE OR LESS TIME IN A SPECIFIC AREA TO DEMONSTRATE PROFICIENCY IN ESSENTIAL KNOWLEDGE AND SKILLS FOR THAT SUBJECT.
WE'RE ASKING THAT ALL DIRECTIVES BE MOVED FROM THE WALKTHROUGH FORUM SO THAT NES NESA ALL TEACHERS IN HISD CAN DELIVER LESSONS THAT MEET THE NEEDS OF ALL LEARNERS.
TO KEEP THESE DIRECTIVES IS NEGLIGENCE AND FORCES TEACHERS TO BECOME COCONSPIRATORS WITH MR. MILES IN FAILING TO ADEQUATELY EDUCATE ALL STUDENTS IN HISD.
TO ALL BOARD MEMBERS, BOARD OF MANAGERS WITHOUT ANY DATA YOU ALL HAVE APPROVED AN INHUMANE AND ILLEGAL ATTENDANCE POLICY.
THEY'RE ALSO DENYING LEAVE TO TEACHERS WHO HAVE BEEN ASSAULTED WHILE ON HISD'S CAMPUSES.
WHAT HE PERCEIVES AS HIS TRASH IS ANOTHER SCHOOL DISTRICT'S TREASURE.
IF YOU DON'T WANT TO RESPECT THEM, LET THEM GO.
LET THEM GO TO ANOTHER DISTRICT THAT ACTUALLY APPRECIATES THEIR PRESENCE.
THANK YOU, MA'AM. OUR NEXT SPEAKER IS LINDA MURRAY, FOLLOWED BY JAY ALLISON CHAPIN.
I KNOW YOU WON'T BELIEVE IT, BUT I'M A GRANDMOTHER.
I WONDER HOW I DID IT DURING ALL THOSE YEARS.
I'VE GOT BECAUSE ONLY BECAUSE I HAVE A GRANDDAUGHTER HOME WITH THE FLU.
15 KIDS, ARE OUT WITH THE FLU.
TRYING TO MAKE SOMEONE A CRIMINAL BECAUSE THEY CATCH A DISEASE OR YOU'RE INELIGIBLE FOR A BONUS THAT YOU'RE SAYING THAT YOU'RE GOING TO GIVE THEM IS NOT IT'S DISINGENUOUS.
[00:05:02]
PEOPLE GET SICK.AND I HOPE, AS YOU'RE LOOKING AT THIS POLICY, I HOPE IT DIDN'T PASS.
YOU HAVE POINTS WHERE IF THE PERSON GOT SICK BEYOND ANY CONTROL, IF THEY GET CANCER, DID THEY GO SOMEPLACE TO COME ON YOUR STAFF YOUR STAFF ATTENDANCE POLICY IS ATROCIOUS AND EXPECTING PEOPLE TO BE HERE EVERY DAY IN ORDER TO GET A BONUS UNTIL FEBRUARY. IT'S JUST UNFAIR.
YOU DON'T KNOW WHAT'LL HAPPEN.
THANK YOU, MA'AM. OUR NEXT SPEAKER IS JAY ALLISON CHAPIN.
OKAY. THE NEXT ITEM HELD FOR REGISTERED SPEAKERS IS WORK SESSION TOPIC STUDENT DISCIPLINE.
OUR FIRST SPEAKER IS ANITA WADHWA.
CAN YOU PLEASE APPROACH THE MICROPHONE? MY NAME IS ANITA.
I'M A PROUD EDUCATOR, OR AT LEAST USED TO BE BEFORE THIS TAKEOVER.
NOW I'M A SCRIPT READER, A CURRICULUM EDITOR, AND A FEAR REINFORCER.
I WOULD HAVE BEEN HERE TODAY TO READ THIS MYSELF HAD I NOT BEEN FORCED THREATENED TO STAY FOR DEMO DAY, WHICH I'M UNSURE IF WE'RE BEING PAID FOR BECAUSE THERE STILL HAS BEEN NO CRITERIA FOR THE STIPEND.
MILES OFTEN USES ANALOGIES COMPARING US TEACHERS TO DOCTORS OR SURGEONS.
WOULD YOU SEND YOUR CHILD TO A SURGEON IF YOU KNEW THAT ALL OF HIS SCALPELS OR SURGICAL MATERIAL WERE INCORRECT, BROKEN, OR A DOCTOR WHO CAUSED THEM FEAR AND COULD NOT TREAT THEM? WOULD YOU SEND THEM TO A DOCTOR THAT ALWAYS HAD THEIR ADMINISTRATOR IN THE OFFICE CONTRADICTING WHAT THEY ARE SUPPOSED TO DO? THAT'S EVERY DAY IN THE CLASSROOM.
INCORRECT AND BROKEN CURRICULUM THAT'S WIDENING THE LEARNING GAP.
STUDENTS CRYING DAILY OUT OF FEAR AND CONFUSION.
THE SYSTEM IS NOT SUSTAINABLE FOR STUDENTS OR TEACHERS.
WE DESERVE A DISTRICT THAT CARES.
I TEACH IN A DIFFERENT DISTRICT.
I HAVE A DOCTORATE FROM HARVARD, A MASTER'S IN CREATIVE WRITING.
I'VE WRITTEN BOOKS ON RESTORATIVE JUSTICE.
AND I NEVER TALK ABOUT MY CREDENTIALS.
BUT THAT'S WHAT PEOPLE SEEM TO CARE ABOUT.
OKAY, WE WANT TO WALK OFF THE JOB.
WE ARE, LIKE, LITERALLY DYING.
LIKE WE LIKE MY DAUGHTERS SAY, I JUST WANT TO LEAVE.
AND IT'S NOT BECAUSE OF THE KIDS.
ADULT BEHAVIORS DON'T CHANGE, BLAH, BLAH, BLAH.
YOU REMEMBER THAT CONVERSATION AND YOU REMEMBER HOW I BROUGHT UP RAISED AND GENDER AND EVERYONE ACTED LIKE I WAS A JACKASS? YOU ARE HERE DOING THINGS THAT NEED TO BE IMPLEMENTED WITH RICH KIDS TOO.
SO REMEMBER THAT WHEN YOU TRY TO SHUT THEIR LIBRARIES DOWN.
DO NOT DISRESPECT OTHERS AND NO BULLYING.
THESE ARE THE ONLY RULES THAT ARE ALLOWED ON THE WALLS OF NES SCHOOLS THIS YEAR.
THEY DON'T SHOW THAT IN THE MEDIA.
THERE IS NO MORE COLOR ON THE WALLS.
THEY HAVE UNDENIABLY DISRUPTED OUR CHILDREN'S EDUCATION, EMOTIONAL AND SOCIAL GROWTH.
THEY'VE DISRUPTED OUR COMMUNITIES AND DESTROYED OUR SCHOOLS.
WHEN WILL THIS MADNESS END? HOW CAN WE TRUST A POORLY PLANNED AND EXECUTED NEW EDUCATION SYSTEM WHEN IT HAS BEEN BUILT ON LIES AND DECEIT? WITH ALL OF THE CHAOS AND EVERYTHING GONE WRONG AND NO ONE HELD ACCOUNTABLE WE SHOULD BE PAYING ATTENTION AND QUESTIONING EVERYTHING THEY ARE DOING TO OUR SCHOOLS.
EVERYONE OPPOSED TO THIS NEGATIVE EFFECT OF THE TEA TAKEOVER IN OUR NEIGHBORHOOD, SCHOOLS ARE URGED TO SIGN THE PETITION AT HOUSTON CVPE.ORG AND TO INVITE OTHERS TO SIGN TELL THEM THAT THE COMMUNITY WILL NOT ACCEPT THEIR DISRUPTION, DISRESPECT AND THEIR BULLYING OF OUR CHILDREN, FAMILIES AND TEACHERS.
OUR NEXT SPEAKER IS CELINA MANZANO.
IS MS. MANZANO HERE? OUR NEXT SPEAKER IS SOPHIE GRACE ROJAS.
[00:10:02]
HELLO, MY NAME IS SOPHIE EMORY GRACE ROJAS.I SAY THAT SO MANY TIMES AND I ALWAYS WILL.
WHEN I WAS REALLY SICK AND MY HEAD REALLY HURT REALLY BAD WHEN I WAS GOING TO THE NURSE, THE NURSE WASN'T THERE AND MY HEAD REALLY HURT REALLY BAD.
I ALMOST FELL ON THE FLOOR, BUT LUCKILY MY FRIEND WAS THERE.
UNLIKE THE NURSE, I JUST GOT OUT OF SCHOOL AND I'M REALLY TIRED OF.
I'M REALLY TIRED OF GOING THERE AND I'M STILL HERE SPEAKING BECAUSE I WANT HIM TO HEAR ME AGAIN AND AGAIN AND AGAIN AND AGAIN UNTIL I DIE.
YOU HAVE MY MOM LOOKING AT HER PHONE AND HER LAPTOP WORKING ON SOMETHING, AND I HATE IT BECAUSE SHE NEVER PAYS ATTENTION BECAUSE IT'S HIM. ALWAYS.
HE TOOK AWAY MY MOM AND I WANT HER BACK.
YOU CHANGED HER AND CHANGED HER REALLY MUCH.
THANK YOU. OUR NEXT SPEAKER IS ANNALEE ESPINOSA.
EDUCATION SHOULDN'T BE ABOUT CHILDREN'S TEST SCORES.
IT IS TO TEACH US NOT TO MAKE MISTAKES THAT WERE MADE IN THE PAST.
I FEEL THAT YOU TRULY UNDERESTIMATE THE NEGATIVE IMPACT THAT YOUR DECISIONS ARE CAUSING.
DO YOU TRULY BELIEVE THAT WHAT YOU'RE DOING TRYING TO PROGRAM US LIKE MACHINES TO LEARN A CERTAIN WAY, TALK A CERTAIN WAY, WILL GUARANTEE THAT THE GENERATIONS TO COME, WILL ENSURE THE SAFETY OF OUR FUTURE OF OUR CHILDREN, ALL FOR HIGHER TEST SCORES.
BUT WHAT YOU'RE DOING DOESN'T PROVE THAT THEY ARE IMPROVING.
THEY ARE JUST WORKING ENDLESSLY LIKE A RACE TO NOWHERE.
WHEN ALL IS SAID AND DONE, WHAT DO YOU THINK YOU'LL SEE IN THE FACES OF THOSE WHO ARE TAUGHT TO BE CONTROLLED WHEN SUICIDE RATES GO UP BECAUSE YOU ARE TOO SELFISH TO ATTEND TO OUR NEEDS? WHEN YOU CAUSE ANXIETY, WHEN CHILDREN WATCH THE TIMER AS SECONDS GO BY KNOWING THAT ONCE THE TIME IS UP, THEY CAN'T DO ANYTHING ABOUT IT.
WE NOW RELY ON AN ARTIFICIAL INTELLIGENCE RATHER THAN OUR OWN MINDS.
THE NEXT ITEM HELD FOR REGISTERED SPEAKERS IS WORK SESSION TOPIC SPECIAL EDUCATION PRESENTATION.
WILL MEG [INAUDIBLE] PLEASE APPROACH THE MICROPHONE? THE SPEAKER WILL BE FOLLOWED BY VERONICA [INAUDIBLE] WHO IS ALSO SIGNED UP FOR OTHER TOPICS.
MISS [INAUDIBLE] MY NAME IS MEG [INAUDIBLE] AND I'M A SPECIAL ED ADVOCATE.
I'M A READING SPECIALIST AND IN ORDER TO IMPROVE READING IN LOW INCOME COMMUNITIES, YOU MUST START IN PRE-KINDERGARTEN AND HAVE A SPEECH AND LANGUAGE PATHOLOGIST IN EACH CLASS. THE AVERAGE WORDS LOW INCOME KIDS COME TO SCHOOL WITH IN KINDERGARTEN IS 1,500 WORDS.
THE AVERAGE MIDDLE CLASS STUDENT COMES WITH 15,000 WORDS.
THEREFORE, WHEN THEY HIT KINDERGARTEN, THEY'RE ALREADY STARTING WITH A READING DISABILITY.
IF THEY DON'T HAVE LANGUAGE THEY CAN'T READ IF A CHILD.
THE FACT THAT YOU DON'T UNDERSTAND THE ROLE OF CHILD DEVELOPMENT IS UNHEARD OF.
LANGUAGE DEVELOPMENT DOES NOT STOP ONCE THEY ENTER KINDERGARTEN.
THE SPEECH AND LANGUAGE PATHOLOGIST MUST BE PART OF THEIR DEVELOPMENT THROUGH THIRD GRADE.
THE FACT THAT YOU'RE FIRING ALL THE SLPS IS JUST UNBELIEVABLE.
I DON'T UNDERSTAND HOW YOU CAN IGNORE THE ESSENTIAL KEY TO SUCCESS.
CHILDREN THAT HAVE SLPS IN THEIR IEPS MUST GET THEIR THEIR SERVICES.
THERE ARE A LOT OF SCHOOLS THAT DON'T HAVE SLPS AND CHILDREN ARE NOT GETTING SERVICES.
I'M TRAINING PARENTS TO WRITE COMPLAINTS BECAUSE YOU MUST DO WHAT IS NECESSARY IN THEIR IEPS.
CHILDREN DON'T HAVE TIME TO WAIT.
THIS IS THEIR LIFE AND IT'S HAPPENING NOW.
[00:15:06]
I DON'T UNDERSTAND YOUR DISDAIN FOR SPECIAL ED FOR SLPS SCHOOL PSYCHOLOGISTS.I SAT AT A BOARD MEETING WHERE YOU STATED SPED TEACHERS AT THE BOTTOM OF THE BARREL.
I HAVE 30 YEARS OF EXPERIENCE, A MASTER'S IN LEARNING DISABILITIES AND WAS WELL KNOWN IN MY FIELD.
I TOLD YOU THEN, AND I'LL TELL YOU NOW, YOU CANNOT KEEP THREATENING US, MA'AM.
THANK YOU. OUR NEXT SPEAKER IS VERONICA [INAUDIBLE].
ALL ARE IN DIFFERENT SPECIAL ED PROGRAMS. I AM HERE BEFORE YOU TODAY TO DEMAND YOUR HELP.
FOR THE PAST YEAR OR SO, THE PRINCIPAL AT BENAVIDEZ HAS NOT BEEN CULTURALLY RESPONSIVE TO THE NEEDS OF OUR STUDENTS AND COMMUNITY, AND I'M AFRAID THIS YEAR IS NO DIFFERENCE. WHEN THE PRINCIPAL AT BENAVIDEZ WAS PRESENTED TO US THIS SCHOOL YEAR, WE EXPRESSED OUR CONCERNS AND ISSUES, BUT IT SEEMS HER WAY OF HANDLING THE NEW NESA CHANGES HAVE NOT BEEN THE APPROPRIATE ONES.
THIS PRINCIPAL HAS NO REGARD FOR THE DEPARTMENT.
MY SON, ON THE FIRST DAY OF SCHOOL WAS ALMOST TRAMPLED BY A MOB OF MOMS THEY CREATED TO HIM BEING ALMOST ABDUCTED OR LOST IN THE STREET THE SECOND WEEK BECAUSE THEY SENT HIM OFF TO HIS CLASS ALL BY HIMSELF.
MIND YOU, HE IS THREE YEARS OLD AND IN SPECIAL ED CLASS.
THEN WHAT WOULD HAVE HAPPENED? MY SON COULD HAVE BEEN ABDUCTED OR LOST IN THE STREETS.
I WAS BLESSED AND LUCKY THAT THIS TIME NOTHING HAPPENED.
BUT WHAT ABOUT NEXT? THIS IS THE MAIN REASONS WHY WE HAVE ALWAYS ASKED FOR AN HISD POLICE TO BE ON CAMPUS ALL THE TIME, OR AT LEAST MORNING DROP OFF AND AFTERNOON PICKUP.
OUR BATHROOMS DON'T EVEN HAVE THE BASIC HYGIENE PRODUCTS THAT OUR STUDENTS NEED.
IT'S LIKE I STATED IN MY EMAIL, MR. MIKE MILES, BENAVIDEZ ELEMENTARY MAY HAVE A FRESH NEW PAINT ON THE OUTSIDE, BUT IT'S ROTTEN FROM THE INSIDE.
WE ARE A BAND OF PARENTS, TIRED OF FALLING ON DEAF EARS.
THESE ARE NOT RIDICULOUS DEMANDS WE WE ARE ASKING FOR.
THIS IS TO BETTER HELP EDUCATE OUR STUDENTS BECAUSE IF THEY ARE NOT SAFE IN THEIR MENTAL STATE IS LOW TO THE GROUND, NO MATTER HOW GOOD THE CURRICULUM MAY BE, THEY WILL NEVER SURPASS THESE TRAUMAS.
THANK YOU, MA'AM. THANK YOU. OUR NEXT SPEAKERS ARE JANE FRIO AND NANCY DAWSON.
GOOD EVENING. MY NAME IS JANE FRIO.
I'M AN HISD PARENT OF A STUDENT RECEIVING SPECIAL EDUCATION IN HISD.
SO I WOULD LIKE TO REMIND YOU, AS THE BOARD OF MANAGERS IS THIS THAT TWO AND A HALF YEARS AGO THE TEA CAME HERE TO INVESTIGATE HISD SPECIAL EDUCATION AND FOUND SO MANY SERIOUS ISSUES THAT WERE SO BAD THAT THE TEA HAD TO SEND THEIR OWN MONITORS TO HISD TO OVERSEE THESE CORRECTIVE ACTIONS.
AND WE'VE NEVER REALLY HEARD WHAT HAPPENED AFTER THAT.
I HOPE BY NOW YOU ARE FAMILIAR WITH THE TEA CORRECTIVE ACTION INVESTIGATIVE REPORT LIKE I AM.
THERE SHOULD BE NEW SYSTEMS FOR REQUIRING CAMPUSES TO FOLLOW LEGAL REQUIREMENTS.
AND IF DATA COLLECTED ABOUT MY CHILD'S PROGRESS IS EVEN VALID.
REGARDING THE PRINCIPAL EVALUATION, WHICH I ALSO SIGNED UP TO SPEAK ON, I WOULD LIKE TO ASK WHY SPECIAL EDUCATION METRICS ARE ONLY BEING USED IN A PRINCIPAL'S EVALUATION FOR ONE SCHOOL YEAR AND NOT EVERY YEAR AFTER THAT.
THIS SEEMS INADEQUATE AND VERY SHORT SIGHTED.
REGARDING THE 20% SPECIAL EDUCATION THAT COMPRISES THE PRINCIPAL EVALUATION, WHERE IS THE COMPLIANCE RUBRIC THAT MAKES UP THE PRINCIPAL'S EVALUATION? I WOULD LIKE TO SEE IT.
I THINK THE PUBLIC IS DUE THAT.
[00:20:06]
WHAT ACCOMMODATIONS WERE OFFERED TO MY CHILD WHEN SHE TOOK THE TEST? IF SHE TOOK THE TEST, I DON'T KNOW.THANK YOU. OUR NEXT SPEAKER IS NANCY DAWSON.
MA'AM CAN YOU COME CLOSER TO THE MICROPHONE? OKAY. CAN YOU HEAR ME? I'M AN ADVOCATE FOR PUBLIC EDUCATION AND A CONCERNED CITIZEN AND TAXPAYER IN THE DISTRICT.
YOU STILL CAN'T HEAR ME? OH, MA'AM.
YEAH. OKAY. I JUST NEED TO BE REALLY CLOSE.
HE HAD FOUR ISSUES WHICH HE WISHED FOR ME TO ADDRESS.
THE FIRST IS EXTRA TIME IN SMALL GROUPS WHEN TEACHERS ARE ON A TIMER AND SPECIAL EDUCATION, STUDENTS CANNOT BE PULLED TO THE BACK OF THE ROOM IN A SMALL GROUP DURING DIRECT INSTRUCTION.
SO TEACHERS HAVE TO DECIDE TO BE COMPLIANT OR COMPLY WITH THE RIGID EXPECTATIONS OF THE NES MODEL SO THEY CAN EITHER FOLLOW FEDERAL LAW OR FOLLOW THE MODEL.
SECOND, THE TEAM CENTER, BASED ON THE SPOT OBSERVATIONS, STUDENTS DOING THE LSAE WORKSHEETS ARE SUPPOSED TO DO. THEY NEED DIFFERENTIATION.
ALL STUDENTS WALK IN, SIT DOWN, WORK SILENTLY.
NO ONE KNOWS IF A STUDENT HAS SPECIAL NEEDS OR NOT.
THEREFORE, THIS KIND OF DIFFERENTIATION DOESN'T JUST NOT WORK, IT ALSO DOES NOT COUNT TOWARD THE LEGALLY REQUIRED MINUTES A STUDENT IS SUPPOSED TO GET FROM SOMEONE WHO UNDERSTANDS THEIR DISABILITIES, SUCH AS A SPECIAL ED TEACHER.
SOME SPECIAL ED STUDENTS ARE SUPPOSED TO HAVE ORAL ADMINISTRATION ON THINGS LIKE QUIZZES.
STUDENTS SHOULD HAVE THEIR QUIZ OR DOL READ TO THEM AS NEEDED.
FINALLY, THE LAST ISSUE IS THAT STUDENTS THAT ARE SPECIAL ED STUDENTS THAT ARE EMERGENT BILINGUAL A RE NOT GETTING THE SERVICES THAT THEY NEED AS WELL AND CAN'T COMPLETE THEIR WORK IN A TIMELY MANNER.
THANK YOU, MA'AM. OUR NEXT SPEAKER IS REGISTERED TO ADDRESS THE BOARD VIA ZOOM.
KATIE MORGAN. SHE'S NOT THERE.
OKAY. WE'LL LET THEM FIGURE THAT OUT AND WE'LL COME BACK TO HER IF WE CAN GET IT IN.
WILL COURTNEY REVELS PLEASE COME TO THE MICROPHONE? THIS SPEAKER IS ALSO SIGNED UP FOR A CLOSED SESSION ITEM.
MRS. SMITH PLEASE ADMIT NATALIE REINA.
I WAS HIRED TO BE A TEACHER APPRENTICE, BUT WAS TOLD ON THE FIRST DAY OF SCHOOL THAT I WOULD BE COVERING FOR AN ART OF THINKING POSITION, WHICH WAS CONSIDERABLY MORE RESPONSIBILITY, AND I WAS GIVEN NO SUPPORT FROM LEADERSHIP.
I WAS TEACHING THIRD, FOURTH AND FIFTH GRADE THREE TIMES A WEEK.
IT WAS A GREAT EXPERIENCE IN THE SENSE THAT I GOT TO KNOW THE STUDENTS IN KINDER FIRST, THIRD, FOURTH AND FIFTH GRADES, AND I CAN SPEAK TO THE INEFFECTIVENESS OF THE NES AT ALL THOSE LEVELS. I DON'T AGREE WITH LIBRARIES BEING REPLACED BY DETENTION CENTERS, WHICH WAS ACTUALLY, THANKFULLY NOT TRUE ON MY CAMPUS.
THE LIBRARY WAS BEING USED AS A PRE-K CLASSROOM BECAUSE OF AN AIR CONDITIONING PROBLEM AND I HAD NEVER HEARD OF IT BEING USED AS A DETENTION CENTER, NOR DO I THINK IT WILL BE LIKELY. I DON'T AGREE WITH THE WAY LESSONS ARE TIMED AND STRUCTURED.
THE CONTENT IN THE PRE-MADE INSTRUCTIONAL SLIDES IS MEDIOCRE AND THERE IS NO TIME FOR REVIEWING ANYTHING AND NO ROOM FOR INSTRUCTIONAL SCAFFOLDING FOR STUDENTS WHO DO NOT UNDERSTAND, KNOW HOW TO SPEAK, READ OR WRITE ENGLISH FLUENTLY.
[00:25:02]
THEIR CLASSROOMS VIA ZOOM TO STUDENTS WHO WOULD BE SENT TO THE DETENTION CENTER.ANY FINANCIAL BENEFIT OFFERED DOES NOT OUTWEIGH THE DISADVANTAGES.
THANK YOU FOR YOUR TIME AND THE OPPORTUNITY TO SPEAK.
THANK YOU. THE NEXT ITEM HELD FOR REGISTERED SPEAKERS IS WORK SESSION TOPIC PRINCIPAL EVALUATION.
WILL JUDITH CRUZ PLEASE APPROACH THE MICROPHONE? IF MISS BLUEFORD-DANIELS IS HERE, SHE WILL BE NEXT.
BUENAS NOCHES MEMBERS OF THE BOARD AND SUPERINTENDENT MILES, I APPLAUD YOU FOR RECOGNIZING THE CRITICAL ROLE THAT HIGH QUALITY, SUPPORTIVE SCHOOL ADMINISTRATORS PLAY IN INSTRUCTION AND TEACHER RETENTION.
THANK YOU FOR BRINGING LONG NEEDED ACCOUNTABILITY TO OUR SCHOOLS.
AND THAT STARTS BY EVALUATING SCHOOL LEADERS BASED ON THE OUTCOMES OF OUR STUDENTS.
TO ADDRESS THE CHALLENGES OF A CHANGING WORKFORCE, HISD MUST FOCUS ON DEVELOPING THE KNOWLEDGE AND SKILLS THAT STUDENTS WILL NEED FOR CONTINUED LEARNING AND FUTURE CREDENTIALS, NOT JUST THE FIRST ONE AFTER HIGH SCHOOL.
I ASK YOU TO CONSIDER INCLUDING THE FOLLOWING METRICS OF HIGH SCHOOL PRINCIPAL'S PERFORMANCE THE PERCENTAGE OF STUDENTS WHO EARN A PASSING TSI SCORE, WHO EARN CREDIT IN ADVANCED COURSEWORK, WHO EARN AN IBC LEVEL ONE OR LEVEL TWO CERTIFICATION, WHO ENROLL IN COLLEGE IMMEDIATELY AFTER GRADUATION, OR WHO EARN AN ASSOCIATE DEGREE PRIOR TO GRADUATION. AND FOR MIDDLE SCHOOL PRINCIPALS CONSIDER INCLUDING THE PERCENTAGE OF STUDENTS WHO COMPLETE ADVANCED COURSEWORK SUCH AS ALGEBRA ONE, WHICH OPENS THE DOORS FOR STUDENTS TO PURSUE CAREERS IN STEM.
OUR STUDENTS HAVE SO MUCH POTENTIAL IN OUR EVER CHANGING AND TECHNOLOGY DRIVEN ECONOMY.
THEY WILL BE THE CREATORS OF AI AND MUCH MORE.
PLEASE ENSURE HISD PRINCIPAL EVALUATION CONTAINS METRICS JUST AS YOUR HB THREE GOAL.
WILL THAT REINFORCE THE PRIMARY MISSION OF ENSURING OUR STUDENTS ARE BETTER PREPARED FOR THEIR POST-SECONDARY JOURNEY? GRACIAS. THANK YOU, MS. CRUZ, AND THANK YOU FOR YOUR FOR BEING HERE THIS EVENING.
IS MS. KATHY BLUEFORD-DANIELS HERE? I THINK SHE SIGNED UP TO SPEAK.
OUR NEXT SPEAKER REGISTERED IS XAVIER MICKENS.
GOOD EVENING. MY NAME IS XAVIER MICKENS AND I'M AN HISD GRADUATE WHO'S HERE TO SPEAK ON BEHALF OF A TEACHER THAT DID THAT COULD NOT BE HERE DUE TO FEAR OF RETALIATION. DURING THE SUMMER, HISD LEADERSHIP GAVE SCHOOLS THE CHOICE TO BECOME NSE ALIGNED SCHOOLS WITH PROMISES OF $10,000 STIPENDS.
TEACHERS WERE TOLD THAT IF THEY DID NOT OPT IN, THEY WOULD BE RECONSTITUTED THE NEXT YEAR.
WHEN ASKED ABOUT THIS OMISSION, LEADERSHIP CLAIMED IT WAS A TYPO.
TEACHERS ARE BEING MANIPULATED BY THE SYSTEM AND ARE NOT BEING TREATED AS PROFESSIONALS.
EITHER FIX THE MANUAL OR ALLOW TEACHERS TO THE NORMAL DUTY HOURS WRITTEN IN THEIR CONTRACTS.
TEACHERS DESERVE TO HAVE THEIR CONTRACT AND THE 7.75 HOURS ON THEIR PAY STUB HONORED.
NEXT IS DR. ANN MCCOY, FOLLOWED BY RUTH KRAVITZ.
ANN MCCOY, AND I'VE SPENT MOST OF MY CAREER CONDUCTING EVALUATIONS OF EDUCATIONAL INTERVENTIONS.
AND SO, AS I HAVE READ THIS MEASURING PRINCIPAL EFFECTIVENESS DOCUMENT, I WANT TO CALL YOUR ATTENTION TO PAGES 10 AND 11 IN THIS DOCUMENT.
THIS IS BOTH FROM A RESEARCH PERSPECTIVE, THIS IS BOTH UNETHICAL AND METHODOLOGICALLY UNSOUND.
ON PAGE 10, WE HAVE A PRESENTATION OF HOW THE GROWTH SCORES OF STUDENTS WILL BE CALCULATED.
[00:30:03]
SO WE HAVE TWO GROUPS OF STUDENTS WITH FOUR DIFFERENT WAYS OF COMPUTING THEIR GROWTH SCORES.IF A STUDENT IF STUDENTS WERE IN HISD LAST YEAR, THEIR 2022-2023 END OF YEAR TEST SCORES WILL BE COMPARED TO THE MIDDLE OF YEAR AND END OF YEAR 2023-2024 TEST SCORES.
WERE NOT ENROLLED IN HISD LAST YEAR.
THEIR 2023-2024, MIDDLE OF YEAR AND END OF YEAR TEST SCORES WILL BE COMPARED TO THE 2023- 2024 BEGINNING OF YEAR TEST SCORES. SO THE MANNER IN WHICH GROWTH IS MEASURED FOR ALL STUDENTS SHOULD BE THE SAME.
DECIDE WHICH IS IT GOING TO BE? TO USE SCORES FROM END OF YEAR TESTS IN 2022-23, 2023 SCHOOL YEAR.
FOR COMPARISON, IN ACCURATELY MEASURES THE PERFORMANCE OF STUDENTS DURING THE 2023-2024 SCHOOL YEAR.
THE SECOND THING I WANT TO CALL YOUR ATTENTION TO.
IS THAT? YOU NEED TO TAKE A LOOK AT THE QUALITY OF INSTRUCTION ITEM ON PAGE 11.
BECAUSE USING THESE COMPOSITE TEST SCORES OF OBSERVATIONS.
OUR NEXT SPEAKER IS RUTH KRAVITZ.
FOLLOWING MRS. KRAVITZ WILL BE MARIA BENZON, WHO IS REGISTERED TO ADDRESS THE BOARD VIA ZOOM.
THANK YOU. I KNOW THAT EVERYONE HERE BELIEVES IN THE POWER AND THE PROMISE OF A PUBLIC EDUCATION FOR ALL CHILDREN, INCLUDING CHILDREN WITH DISABILITIES AND CHILDREN, INCLUDING CHILDREN WHO ARE NEW IMMIGRANTS, INCLUDING CHILDREN WHO SLEEP FOUR TO A BED IN APARTMENTS WITHOUT AIR CONDITIONING, WITHOUT WI-FI, WITHOUT BOOKS, AND WITHOUT NEARBY GROCERY STORES. I KNOW WE ALL WANT WHAT IS BEST FOR OUR KIDS, BUT WE HAVE DIFFERENT METHODS.
WHAT YOU'RE DOING IS NOT IMPROVING OUR SCHOOLS.
YOU CANNOT DEMAND THEIR SILENCE ON ALL THINGS.
YOU ARE ALSO SILENCING OUR CHILDREN.
YOU DO NOT HAVE SPEECH THERAPISTS FOR STUDENTS AT MANY CAMPUSES.
YOU EVEN CANCELED CONTRACTS WITH LITERACY ADVANCE THAT HELP STUDENTS BECOME STRONGER READERS.
ENOUGH IS ENOUGH. YOU REQUIRE SEVEN YEAR OLD'S TO WATCH YOUR THROWN TOGETHER POWERPOINTS AND CHATGPT AND TAKE A TEST EVERY DAY OVER MATERIAL THEY HAVEN'T HAD TIME TO LEARN AND THEN RUSH TO A NEW LESSON THE NEXT DAY WHEN YOUR LESSONS ARE FULL OF ERRORS OR JUST PLAIN WRONG, YOU BLAME TEACHERS FOR NOT FIXING THEM.
WHEN TEACHERS DEVELOP STIMULATING LESSONS, YOU CHASTISE THEM FOR DEVIATING FROM YOUR MODEL.
YOU'RE TOLD TEACHERS THAT YOU DIRECTLY DISAPPROVE OF EXTRA ACTIVITIES LIKE FIELD TRIPS TO THE MUSEUM OF NATURAL SCIENCE, SAYING THAT THIS INTERFERES WITH HIGH QUALITY INSTRUCTION.
BUT KIDS LEARN BEST IN WELCOMING ENVIRONMENTS.
YOURS IS NOT THIS IS REAL STUFF HAPPENING TO REAL CHILDREN IN REAL TIME UNDER OUR WATCH.
WE NEED TO STOP THIS EXPERIMENT.
THANK YOU. THANK YOU VERY MUCH.
OUR NEXT SPEAKER IS MARIA BENZON WHO IS VIA ZOOM.
MISS SMITH, WILL YOU ADMIT HER, PLEASE? MISS BENZON, YOU MAY BEGIN.
MARIA BENZON AND I'M A COMMUNITY LEADER AND EDUCATIONAL RESEARCHER.
I'M HERE TO GIVE MY TWO CENTS REGARDING PRINCIPAL EVALUATION.
BY THE WAY, HAPPY PRINCIPAL APPRECIATION MONTH TO ALL THE HARD WORKING PRINCIPALS WHO STRIVE TO BUILD STAFF CAPACITY AND A HIGH PERFORMANCE SCHOOL CULTURE BY LISTENING TO CONCERNS AND HONORING THE VOICES OF TEACHERS, STUDENTS AND PARENTS.
ALSO, HAPPY PRINCIPAL APPRECIATION MONTH TO THE LEADERS WHO HAVE NOT READ ABOUT THE LEED SYSTEM.
THIS NEW HISD PRINCIPAL EVALUATION SYSTEM SEEMS TO SET PRINCIPALS UP TO FAIL.
[00:35:08]
ADVANTAGES. EDUCATIONAL RESEARCH HAS SHOWN THAT INSTEAD OF ENCOURAGING MOTIVATION AND INNOVATION, BELL CURVES CREATE ANXIETY AND LEAD TO LESSENING PERFORMANCE. ON PAGE 15 OF THE DOCUMENT, THE AUTHOR STATE THAT, QUOTE, THE METHOD OF LINKING CUT POINTS TO A TARGET DISTRIBUTION IS AN ELEGANT SOLUTION TO THIS PROBLEM OF ENSURING EQUAL RIGOR ACROSS THE SYSTEM.THIS IS DONE TO ENSURE EVALUATIONS ARE RIGOROUS AND FAIR, AND NO COMPONENT IS TOO EASY OR TOO HARD.
SO PRINCIPALS WILL BE WORKING TOWARD A BLURRY, ELUSIVE OR EVEN ARBITRARY GOAL.
BEST PRACTICE IS FOR LEADERS TO HAVE CLEAR OBJECTIVES AND GOALS.
HAPPY PRINCIPAL APPRECIATION MONTH TO ALL THE LEADERS WHO HAVE STEPPED AWAY BECAUSE THEY RECOGNIZE MANY OF HISDS NEW PRACTICES ARE NOT [INAUDIBLE] AND WHAT WE HAVE LEARNED WORKS BEST FOR CHILDREN AND BECAUSE EDUCATORS AND CHILDREN ARE MORE THAN A TEST SCORE.
WILL SAVANT MOORE PLEASE COME TO THE MICROPHONE? THIS SPEAKER WILL BE FOLLOWED BY PLACIDO GOMEZ.
MR. MOORE, AFTER THE MEETING, I HAVE TO LEAVE TO MAKE IT TO MY DAUGHTER'S VOLLEYBALL GAME.
IT'S CRUCIAL TO RECOGNIZE THAT THE LEADER EFFECTIVENESS AND DEVELOPMENTAL SYSTEM, WHILE WELL-INTENTIONED, MAY SOMETIMES PRESENT AN INCOMPLETE PICTURE OF A PRINCIPAL'S PERFORMANCE. PRINCIPALS WORKING IN CHALLENGING ENVIRONMENTS WITH STUDENTS FACING SIGNIFICANT OBSTACLES OFTEN HAVE AN UPHILL BATTLE.
THAT ALONE MAY NOT CAPTURE THE FULL EXTENT OF THEIR DEDICATION AND EFFECTIVENESS.
THESE PRINCIPALS MIGHT BE HIGH PERFORMERS WHO FACE GREATER ODDS DUE TO FACTORS BEYOND THEIR CONTROL, SUCH AS STUDENT POPULATION DYNAMICS, SOCIO ECONOMIC CHALLENGES OR THE QUALITY OF FACILITIES.
COMPARING THEM DIRECTLY TO COUNTERPARTS IN MORE FAVORABLE CIRCUMSTANCES CAN BE MISLEADING.
THESE PRINCIPALS WHO PERSEVERE AGAINST THE ODDS DESERVE RECOGNITION AND EQUITABLE COMPENSATION FOR THEIR DEDICATION TO PROVIDING QUALITY EDUCATION UNDER CHALLENGING CONDITIONS. IT'S ESSENTIAL THAT OUR EVALUATION SYSTEM REFLECTS THE NUANCES OF THEIR ROLES AND THE UNIQUE CHALLENGES THEY FACE IN THEIR QUEST TO FOSTER STUDENT SUCCESS.
IT'S IMPERATIVE THAT WE IMPLEMENT A SAFEGUARD TO ENSURE THAT PRINCIPALS FACING GREATER ODDS DESPITE THE CHALLENGES OUTSIDE OF STUDENT ACHIEVEMENT, RECEIVE THE RECOGNITION AND BONUS THEY DESERVE.
THIS SAFEGUARD WILL HELP MAINTAIN FAIRNESS AND EQUITY IN OUR COMPENSATION SYSTEM.
I AGREE WITH THE SUPERINTENDENT THAT EDUCATORS DESERVE HIGHER COMPENSATION.
I NEED YOU TO START VOLUNTEERING AT THESE NES SCHOOLS.
I NEED YOU TO START APPLYING TO OPEN POSITIONS AND I NEED YOU TO DONATE.
WE DON'T HAVE ICE. WE JUST GOT BOOKS.
OUR NEXT SPEAKER IS PLACIDO GOMEZ.
THANK YOU SO MUCH, MR. MILES. BOARD OF MANAGERS LIKE YOU ALL, I'VE HAD HUNDREDS OF CONVERSATIONS OVER THE LAST FEW MONTHS ABOUT WHAT PEOPLE ARE CONCERNED ABOUT.
AND ONE OF THE THINGS THAT'S REALLY RISEN TO THE TOP IS SCHOOL CLIMATE AND CULTURE.
UNFORTUNATELY, IT LOOKS LIKE THAT WON'T BE APPLICABLE FOR THIS YEAR.
I'M NOT SURE WHY THAT IS, BUT IF I HAD TO GUESS, IT'S PROBABLY BECAUSE THE INSTRUMENT THAT YOU WANT TO DEVELOP INTERNALLY MAY NOT BE READY FOR THIS YEAR, BUT YOU PLAN TO USE IT IN FOLLOWING YEARS.
MY SUGGESTION WOULD BE TO USE A VENDOR IN THIS CASE, I WOULD ALMOST NEVER SUGGEST USING VENDORS AS A GENERAL PRINCIPAL, AND I APPLAUD YOUR VIEWS OF WANTING TO DO MORE THINGS INTERNALLY.
ONE OF THOSE IS TEACHER AUTONOMY.
THERE ARE SOME. THERE'S A TIME AND PLACE FOR GIVING DIRECTIVES.
[00:40:02]
FOR EXAMPLE, DON'T USE BALANCED LITERACY.BUT THE IMPLEMENTATION OF HOW THAT'S DONE.
TEACHERS LIKE MYSELF DO BETTER WHEN THERE'S SOME CHOICE INVOLVED.
THERE ARE SOME PEOPLE AT MY FORMER CAMPUS WHO THRIVED USING DOUG LEMOV TEACH LIKE A CHAMPION BOOK.
MY STYLE WAS DIFFERENT, BUT IT WAS ALSO EFFECTIVE.
AND SO DIFFERENT WAYS OF, YOU KNOW, MAKING CHOICES THAT THAT NEEDS TO BE THE CASE.
ALSO, FUN IN THE SCHOOL IS NOT THE ENEMY OF DISCIPLINE OR STUDENT OUTCOMES.
AND WHILE SOUNDING SUPERFICIAL, IT DID RAISE THE SCORES, IN MY VIEW, IN MY CLASSROOM.
SO FUN IS NOT THE ENEMY OF STUDENT OUTCOMES.
MAKE SURE THAT TEACHERS AND STUDENTS HAVE SOME LEVEL OF AUTONOMY.
WILL DIANA CANDIDA, PLEASE COME TO THE MICROPHONE? HELLO, MY NAME IS DIANA CANDIDA.
MY SEVEN YEAR OLD SON ATTENDS A DUAL LANGUAGE SCHOOL, AND THOUGH IT IS NOT NES OR NESA ALIGNED, THE NEW POLICIES BEING IMPLEMENTED DISTRICT WIDE HAVE MEANT A WORSE LEARNING EXPERIENCE FOR HIM.
AS A TAXPAYER WHO DID NOT ELECT THIS BOARD.
I AM ANGRY ABOUT HISD'S MISMANAGEMENT OF MONEY.
THE DILUTION OF THE DUAL LANGUAGE PROGRAMS ACROSS HSID DIMINISHES THE QUALITY AND PROVEN BENEFITS OF SUCH PROGRAMS AND RISKS THE LOSS OF FUNDING TO HISD.
TEACHERS ARE BEING FIRED FOR ASKING QUESTIONS AND ADVOCATING FOR THEIR STUDENTS, FEARING RETRIBUTION MANY OTHERS QUIETLY COMPLY, BUT ARE EXTREMELY STRESSED AND UNHAPPY.
THIS WILL RESULT IN A BRAIN DRAIN THAT HISD CANNOT EASILY RECOVER FROM.
DEVOTING UP TO 60% OF TIME TESTING STUDENTS INSTEAD OF ENCOURAGING THEM TO BE CURIOUS AND INTERESTED IN LEARNING WILL HAVE A DETRIMENTAL EFFECT NOW AND IN THE FUTURE.
I BELIEVE GIVING ALL CHILDREN ACCESS TO HIGH QUALITY PUBLIC EDUCATION IS IMPERATIVE AS IT HELPS NOT JUST THE CHILDREN THEMSELVES, BUT SOCIETY AS A WHOLE. MIKE MILES IS DESTROYING HISD.
WILL NICOLE CASTANEDA PLEASE COME TO THE MICROPHONE? THIS SPEAKER WILL BE FOLLOWED BY CHRISTINE HURLEY.
IS MS. CASTANEDA HERE? I DON'T SEE HER. IS CHRISTINE HURLEY HERE? YES, MA'AM. TO QUOTE MIKE MILES AND THE BOARD, EVERY SCHOOL IN HISD WILL MEET THE NEEDS OF ALL STUDENTS, EXCEPT THEY HAVE DECIMATED SPEECH AND AUTISM SERVICES.
THIS FLOWS INTO THE PROPOSED PRINCIPAL EVALUATION SYSTEM.
20% OF THE SCORE COMES FROM SPED, WITH 10% FROM STUDENT TESTING AND 10% FROM LEGAL COMPLIANCE.
NEITHER WILL BE MET BECAUSE OF THE SABOTAGING ACTIONS OF MIKE MILES AND THE BOARD.
PRINCIPALS AND SCHOOLS ARE SET UP TO FAIL BECAUSE ONCE PUBLIC EDUCATION FAILS, PEOPLE WILL TURN TO VOUCHERS, WHICH LINES THE POCKETS OF THESE GREEDY INDIVIDUALS WHO ARE UNELECTED AND DON'T CARE FOR OR REPRESENT HISD FAMILIES.
PRIVATE SCHOOLS ARE FAR REMOVED FROM THE ELECTORATE.
VOUCHERS WILL TAX EVERYONE WE'LL BE TAXED BUT HAVE NO REPRESENTATION IN THESE SCHOOLS.
KIND OF LIKE NOW. TAXATION WITHOUT REPRESENTATION RUNS DECIDEDLY COUNTER TO AMERICAN VALUES.
[00:45:02]
IT SHALL BE THE DUTY OF THIS LEGISLATURE OF THE STATE TO ESTABLISH AND MAKE SUITABLE PROVISION FOR THE SUPPORT AND MAINTENANCE OF AN EFFICIENT SYSTEM OF PUBLIC FREE SCHOOLS.THE AMERICAN DREAM CANNOT BE OUTSOURCED TO PRIVATE SCHOOLS AND PROFITEERS.
PLEASE FILE COMPLAINTS WITH THE OFFICE OF CIVIL RIGHTS FOR SPED VIOLATIONS, FILE COMPLAINTS WITH THE TEA FOR SPEED VIOLATIONS, AND BE SURE TO EMAIL DISABILITY RIGHTS. TEXAS FOR FREE LEGAL SERVICES [INAUDIBLE].
THANK YOU. OUR NEXT SPEAKER IS ON THIS TOPIC.
ARE REGISTERED TO ADDRESS THE BOARD VIA ZOOM.
MS. SMITH PLEASE IDENTIFY AND ADMIT OUR SPEAKERS.
AUDREY NOW, PLEASE TURN YOUR CAMERA ON.
DO YOU WANT TO TRY TO COME BACK? YEAH, LET'S TRY TO COME BACK.
MS. ARELLANO PLEASE TURN YOUR CAMERA ON.
THE TEACHER'S MISSION IS NO NOBLE TO EMPOWER EMERGING BILINGUAL STUDENTS WITH ENGLISH PROFICIENCY.
HOWEVER, UNDER THE CURRENT ADMINISTRATION, THESE STUDENTS ARE BEING NEGLECTED.
HISD HAS CEASED PROVIDING CRUCIAL RESOURCES VIOLATING REGULATIONS FOR ENGLISH LEARNERS.
SCHOOLS HAVE CUT TIES WITH NONPROFITS SUPPORTING OUR REFUGEE POPULATION, COMPOUNDING OUR CHALLENGES.
MANY STUDENTS HAVE ENDURED UNIMAGINABLE TRAUMA ARRIVING IN CRISIS.
WE AS TEACHERS ARE OFTEN UNABLE TO ADDRESS THEIR NEEDS DUE TO RIGID SCHEDULES DUE TO THIS ADMINISTRATION ONLY PRIORITIZING HIGH QUALITY INSTRUCTION TIME. THIS SITUATION DEHUMANIZES OUR STUDENTS AND ERODES THE TEACHING PROFESSION.
THE MOST VULNERABLE ARE PUSHED OUT OF SCHOOLS.
THANK YOU FOR YOUR UNWAVERING COMMITMENT TO THE FUTURE OF OUR CHILDREN AND OUR COMMUNITY.
THANK YOU, MA'AM. WERE WE EVER ABLE TO GET MS. NATH ON? IT LOOKS LIKE THE AUDIO AND CAMERA ARE NOT ON, SO IT MAY NOT BE AVAILABLE.
THE NEXT ITEM HELD FOR REGISTERED SPEAKERS IS CLOSED SESSION PERSONNEL ITEM B, WILL RUTH HOFFMAN PLEASE COME TO THE MICROPHONE? GOOD EVENING. I'M DR.
RUTH HOFFMAN. I'VE MET SOME OF YOU AT THE OPEN CONVERSATIONS.
SO WE ASSESS FOR FOR LEARNING DISABILITIES, DEVELOPMENTAL DELAYS, EMOTIONAL DISTURBANCE.
WE PUT IN PLACE INTERVENTIONS TO DEAL WITH KIDS WHO ARE HAVING A HARD TIME LEARNING.
WE TEACH TEACHERS HOW TO TEACH THOSE KIDS.
AND ONE OF THE THINGS THAT WE'RE KNOWN FOR IS BEING REALLY, REALLY STICKLERS FOR DATA, BECAUSE A KID LEARNING IN THE TIME THAT WE HAVE WITH THEM IS CRITICAL.
THERE'S NO YOU DON'T GET TO REDO IT.
RIGHT. THERE'S THIS IS ONLY THE NOW WE'VE GOT.
IF I HAVE PUT A INTERVENTION IN PLACE, I HAVE TO KEEP DATA AND I HAVE TO SEE THAT PROGRESS IS BEING MADE IN A REASONABLE AMOUNT OF TIME, NOT THREE MONTHS. IF I'M DOING A MATH INTERVENTION WITH A CHILD, I NEED TO SEE THAT AFTER A COUPLE OF WEEKS OF THIS, WE'RE MOVING IN THE RIGHT DIRECTION.
AND SO I NEED TO PUT IN SOMETHING ELSE.
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PLAN. BECAUSE IF WE WAIT AN ENTIRE YEAR TO DECIDE IF THE PLAN THAT IS BEING PUT IN PLACE NOW THAT SO MANY PEOPLE ARE UPSET ABOUT, IF WE WAIT TO SEE IF THAT WORKS FOR A WHOLE YEAR, WE'VE LOST A YEAR THAT IS SO MUCH BIGGER THAN A YEAR AND THE IMPACT OF A CHILD'S EDUCATION. SO I WOULD URGE YOU TO, WHEN YOU AS A BOARD, YOUR ONLY JOB IS TO EVALUATE WHETHER MR. MILES IS DOING HIS JOB AND WHETHER HIS PLAN IS WORKING.I UNDERSTAND YOU CAN'T DO ANYTHING ABOUT HIS CURRICULUM.
THAT'S HIS THING. YOU HIRE HIM AND YOU HAVE TO EVALUATE HIM.
PLEASE DON'T WAIT TILL THE END OF THE YEAR TO DECIDE IF WHAT'S BEING IN PLACE IS WORKING.
THANK YOU, MA'AM. ARE THERE ANY OF THE FOLKS THAT WERE ON ZOOM THAT WERE NOT AVAILABLE NOW AVAILABLE? WHAT'S THAT? OKAY, AUDREY NOW, IF YOU'RE AVAILABLE, PLEASE TURN YOUR CAMERA ON.
THAT CONCLUDES OUR HEARING OF REGISTERED SPEAKERS FOR THIS MEETING.
THANK YOU TO ALL OF THE SPEAKERS.
WE APPRECIATE YOU BEING HERE WITH US.
[WORK SESSION TOPICS]
NOW WE'RE GOING TO MOVE ON TO A PRESENTATION BY MR. MILES, WHO HAS SOME INFORMATION TO SHARE WITH THE BOARD.MR. MILES WHENEVER YOU'RE READY.
THANK YOU, MADAM PRESIDENT, MEMBERS OF THE BOARD.
WE HAVE A SERIES OF PRESENTATIONS TONIGHT FROM OUR STAFF.
YOU'LL SEE THEM OUTLINED THERE.
AND OBVIOUSLY, IF THERE'S SOMETHING BURNING AND YOU HAVE TO INTERRUPT, THAT'S FINE TOO.
BY WAY OF PREAMBLE, THOUGH, I NEED TO KEEP REMINDING US OF THE NATURE OF THE CHALLENGE.
AND ABOUT THE PROGRESS WE'RE ALREADY SEEING.
IT'S THE NATURE OF THE CHALLENGES.
THIS IS THE LAST GENERATION OF STUDENTS IN SCHOOL BEFORE THE SKILLS GAP IS LOCKED IN.
WE'RE GOING TO GET SOME DATA FROM TEA PRETTY SOON.
YOU'VE SEEN THE DATA, BUT THIS WILL CONFIRM WHAT I'VE BEEN SAYING ALL ALONG, AND THAT IS WE'RE PROBABLY GOING TO HAVE MANY D AND F SCHOOLS, AT LEAST 70, MAYBE CLOSER TO 80.
THINGS HAVE NOT IMPROVED OVER THE LAST 20 YEARS IN HISD.
AND THEN THE GAP IS STILL THE SAME AND SO WE'RE THAT FAR BEHIND.
SO THE FACT THAT THERE ARE A LOT OF CHALLENGES IN THE DISTRICT, THAT'S CLEAR.
YOU'LL HEAR TONIGHT SOME OF THE SYSTEMS PROBLEMS WE'VE HAD.
AND I'LL DO A LONGER PRESENTATION AT SOME OTHER TIME ABOUT ALL THE INFRASTRUCTURE AND ALL THE OTHER PROBLEMS. BUT WE'VE ALSO HAD CHALLENGES WITH CULTURE AND WE'VE HAD CHALLENGES WITH THE QUALITY OF OUR INSTRUCTION IN THIS DISTRICT OVER MANY, MANY YEARS.
AT THE SAME TIME HAVING SAID ALL THAT, I'VE BEEN IN 23, 24 SCHOOLS SINCE THE BEGINNING OF THE YEAR.
THANK YOU, BOARD MEMBERS, FOR COMING THE FIRST AND SECOND WEEK.
BUT I CAN ASSURE YOU IN THE LAST COUPLE OF WEEKS THINGS HAVE EVEN BEEN BETTER THAN WHAT YOU SAW.
AND WHAT YOU SAW WAS PEOPLE REALLY TRYING TO DO WELL IN THE MODEL.
[00:55:08]
TIMEOUT. THAT DOESN'T MEAN IT DOESN'T HAPPEN.STAFF ATTENDANCE IS UP AND THE QUALITY OF INSTRUCTION IS IMPROVING SLOWLY.
NOW, WE'VE GOT A LONG WAY TO GO, NO QUESTION CAN'T TURN THE SHIP.
BUT THE ANALOGY OF A SHIP IS IS APPROPRIATE BECAUSE.
WE SEE THE FUTURE, WE SEE KIND OF LIKE AN ICEBERG.
AND WE DON'T HAVE A TRAIN WRECK, NO SHIP WRECK IN THEIR FUTURES.
AND SO THAT'S THE MAGNITUDE OF IT.
THIS IS FOR SERIOUS PEOPLE AND THIS IS SERIOUS TIME.
LET ME GIVE YOU SOME DATA ON HOW THINGS ARE DOING SO FAR.
SO THE FIRST PRESENTER WILL BE IMELDA DE LA GUARDIA AND SHE WILL TALK ABOUT TEACHER ATTENDANCE.
GOOD EVENING, BOARD MANAGERS PRESIDENT.
EXCUSE ME. PARDON ME. MOMANAEE MEMBERS OF THE BOARD OF MANAGERS.
I'M THE DIVISION SUPERINTENDENT FOR THE SOUTH.
AND TONIGHT I'LL BE SHARING SOME DATA WITH YOU.
AND WE'LL START WITH THIS FIRST SLIDE.
THE LIGHT BLUE IS DATA FROM 22-23 AND THE DARK BLUE IS 23-24.
AND IF YOU SEE AT THE VERY BOTTOM, AT THE FOOTNOTE, IT DOES INCLUDE THE PROTECTED LEAVE.
AND WE HAVE LISTED THE TYPES OF LEAVE THAT ARE INCLUDED IN THIS DATA.
SO AS YOU CAN SEE FROM LAST YEAR, WE'VE ACTUALLY IMPROVED BY 37%.
SO WE SEE AGAIN, 21% IMPROVEMENT AND WE ALSO SEE THE FMLA.
SO WE WENT FROM 631 TO 189, WHICH IS A DECREASE FROM LAST YEAR.
THE FOLLOWING SLIDE IS BROKEN DOWN BY DIVISION.
AND WHAT WE DID IS WE TOOK THE ATTENDANCE OF ANY TEACHER THAT HAD 10 OR MORE.
IN THIS SLIDE AND WE BROKE IT DOWN ONCE AGAIN.
AND THEN THOSE THAT HAD 20 OR MORE.
SO YOU CAN SEE WHERE IT SAYS ALL IT IS INCLUSIVE OF THE PROTECTED LEAVE.
WE ALSO SEE IN THE NORTH THAT THERE WAS A DECREASE OF 38%.
IN THE SOUTH, WE HAD A DECREASE OF 57% AND IN THE WEST OF 42%.
THE NEXT SLIDE IS WITHOUT LEAVE.
ONCE AGAIN, WE BROKE IT DOWN BY DIVISION.
AND SO AS YOU CAN SEE, AGAIN, A DECREASE BY 37% FOR THE CENTRAL DIVISION, 44%, WHICH IS A DECREASE IN THE NORTH DIVISION, 56% IN THE SOUTH, AND THEN THE WEST HAD 50%.
THIS IS THE NES AND NESA CAMPUSES.
WE HAVE IN CENTRAL, WE HAD A 73% DECLINE.
IN ABSENCES IN NORTH DIVISION, WE HAD 43%.
AND THE SOUTH, WE ONLY HAVE NESA, WE HAVE 24 NESA.
AND AT THOSE PARTICULAR CAMPUSES, WE DID NOT HAVE ANYONE WITH 10 OR MORE OR EVEN 20 OR MORE.
[01:00:06]
BUT OVERALL, WE SAW THOSE.AND THESE ARE, AGAIN, WITHOUT THE PROTECTED LEAVE.
SO THAT WAY IT DOESN'T INCLUDE THE AREAS THAT ARE LISTED BELOW.
WE HAVE A BIG DECLINE IN THE NORTH BY 88%.
IN THE SOUTH WE HAD 23% AND IN THE WEST WAS 72%.
SO AS YOU CAN SEE, WE'RE SEEING A GREAT TEACHER PARDON ME, TEACHER ATTENDANCE.
ANY QUESTIONS? ANY QUESTIONS FROM THE BOARD? MR. RIVON.
YES, SIR. A CERTAIN DATE? YES, IT'S FIVE WEEKS.
SO WE ACTUALLY TOOK IT FROM THIS YEAR WE STARTED AUGUST 28TH AND WE RAN IT THROUGH SEPTEMBER 29TH.
SO FIVE WEEKS OF THIS YEAR AND THE FIVE WEEKS OF LAST YEAR.
GOT IT. AND WHAT WOULD YOU SAY IS THE IMPORTANCE OF ON THE STUDENTS, YOU KNOW, WHAT WHAT THEY KNOW AND ARE ABLE TO DO? WHAT'S THE IMPORTANCE OF ATTENDANCE IN RELATIONSHIPS? WELL, ABSOLUTELY.
YOU KNOW, JUST LIKE WHEN STUDENTS AREN'T PRESENT, THEY'RE NOT LEARNING.
IS IT A SUBSTITUTE TEACHER? A TEACHER ASSISTANT.
HOW DOES THAT WORK? SO NORMALLY IN OUR NES SCHOOLS, WE HAVE OUR TEACHER APPRENTICES.
SO THOSE ARE TEACHERS THAT WORK ALONGSIDE OUR TEACHER.
SO THOSE TEACHERS THAT ARE IN THE CLASSROOM EVERY DAY WITH STUDENTS AT THE NES AND NESA, THAT TEACHER APPRENTICE WOULD BE THE PERSON THAT WOULD BE WORKING WITH THE STUDENTS.
SO THE KEY IS CONTINUITY IN THE INSTRUCTION AND THE SYSTEM IS WHAT YOU'RE TRYING TO ACCOMPLISH WITH THAT? YES, SIR. THIS IS KEY.
ANYONE? MRS. BANDY. THANK YOU FOR SHARING THE DATA.
AND JUST SO WE'RE NOT MAKING ASSUMPTIONS AS TO WHAT'S DRIVING THE IMPROVEMENTS, COULD YOU CLEARLY EXPLAIN WHAT THE ADMINISTRATION BELIEVES IS THE DRIVER FOR THE IMPROVEMENTS HERE FOR TEACHER ATTENDANCE? YES, MA'AM. YES.
SO REALLY, HONESTLY, YOU KNOW, ONE OF THE BIG PIECES THAT WE TALKED TO OUR TEACHERS ABOUT IS JUST THE IMPORTANCE THAT THEY ARE FOR STUDENTS EVERY DAY AND THE NEED FOR THEM TO BE PRESENT AND TO HAVE SUPPORT.
AND SO I THINK AS ADMINISTRATORS, THAT IS THE GOAL, TO MAKE SURE THAT WE SUPPORT THEM AND THAT WE ENSURE THAT THEY GET THE SUPPORT THEY NEED SO THAT THEY'RE THERE EVERY DAY CONSISTENTLY. AND OF COURSE, WE ALWAYS WORK WITH THE HUMAN FACTOR.
WE WORK WITH TEACHERS AND WE'RE ALWAYS GOING TO CONTINUE TO SUPPORT THEM.
SO HAVING THAT IS KEY ALSO IN BUILDING RAPPORT WITH TEACHERS AND DOING WHAT'S BEST.
I THINK IT'S ALSO THAT WE'RE PAYING ATTENTION TO IT.
LOOK, LAST YEAR THERE WAS 1,263 TEACHERS WHO HAD 20 DAYS OR MORE ABSENCES.
NOW, 300 OF THOSE WERE FMLA, BUT 963 WERE NOT ELIGIBLE FOR FMLA AND STILL HAD 20 OR MORE DAYS.
AND SO WHAT WE'VE TALKED TO OUR PRINCIPALS ABOUT AND ASKED THEM TO TALK TO THEIR STAFFS ABOUT IS THAT THE TEACHER IS THE MOST IMPORTANT VARIABLE IN THE IN THE CLASSROOM FOR INSTRUCTION, FOR ACHIEVEMENT, FOR SUPPORT OF KIDS WHO HAVE OTHER NEEDS.
IT'S THE TEACHER CAN'T BE EFFECTIVE, CAN'T SUPPORT KIDS EVEN WITH SEL IF YOU'RE NOT THERE.
AND SO WE'RE PAYING ATTENTION.
THIS PRESENTATION PUTS ATTENTION ON IT.
[01:05:07]
SET THE BAR.AND JUST LIKE ALWAYS, TEACHERS WILL RISE TO THE LEVEL OF EXPECTATION AND THAT'S WHAT THEY'RE DOING.
MRS. GARZA LINDNER. THANK YOU AGAIN FOR THE PRESENTATION.
ONE QUESTION THAT COMES TO MIND IS MANY TEACHERS ARE ALSO WORKING PARENTS.
SO ONE OF THE THINGS YEAH, SO ONE OF THE THINGS THAT AS AS A FORMER PRINCIPAL AND PRINCIPALS DO IS, YOU KNOW, WE KNOW THAT TEACHERS WHEN THEY HAVE MEETINGS OR THERE'S THINGS, ACTIVITIES THAT HAVE TO BE DONE THAT WE LET THEM KNOW AHEAD OF TIME SO THAT THERE'S PRE-PLANNING FOR THEM, THERE'S FLEXIBILITY.
AND SO HAVING THAT FLEXIBILITY AND WORKING WITH TEACHERS TO ENSURE THAT THEY'RE ABLE TO HAVE THAT FLEXIBILITY AS A PARENT AND ALLOW FOR SOME OF THOSE PIECES IF A CHILD GETS ILL AND THOSE TYPES OF THINGS, BECAUSE WE KNOW THAT DOES HAPPEN.
BUT WE ALSO ARE GOING TO BE FLEXIBLE IN HELPING SUPPORT THEM AS WELL AS WORKING PARENTS.
ANY OTHER QUESTIONS? THANK YOU. THANK YOU.
GOOD EVENING, PRESIDENT OF THE BOARD OF MANAGERS, MOMANAEE, MEMBERS OF THE BOARD OF MANAGERS AND SUPERINTENDENT MILES. MY NAME IS DR.
LAURA STOUT, DIVISION SUPERINTENDENT FOR THE WEST DIVISION.
THE PURPOSE OF THIS PRESENTATION IS TO COMPARE DISCIPLINE DATA FROM LAST SCHOOL YEAR.
WE'LL TAKE A QUICK SECOND TO MAKE SURE THAT YOU CAN SEE IT.
THERE YOU GO. ALL RIGHT, HERE WE GO.
SO LAST SCHOOL YEAR TO THIS SCHOOL YEAR FROM THE START OF EACH SCHOOL YEAR TO SEPTEMBER 28TH.
IT ALSO SHOWS THE TOP FOUR HIGHEST INFRACTIONS THAT OCCUR EACH SCHOOL YEAR, AND THEY ARE FIGHTING MUTUAL COMBAT, CHRONIC FAILURE TO ADHERE TO DIRECTIVES, INAPPROPRIATE PHYSICAL CONTACT AND DEROGATORY ABUSIVE BEHAVIOR TOWARDS ADULTS.
SO 22-2023, ALL CAMPUS DATA IS DARK BLUE, 2023-2024, ALL CAMPUS DATA IS LIGHT BLUE.
2022-2023 NES AND NES ALIGNED CAMPUS DATA IS ORANGE AND 2023 2024 NES AND NES ALIGN CAMPUS DATA IS GOLD.
IN LOOKING AT THE BAR GRAPH FOR FIGHTING MUTUAL COMBAT FOR ALL CAMPUSES, LAST SCHOOL YEAR WE HAD 277 INFRACTIONS FOR FIGHTING MUTUAL COMBAT, AND THIS SCHOOL YEAR, 167.
THAT'S 110 FEWER INSTANCES OF FIGHTING OR MUTUAL COMBAT.
FOR NES AND NES ALIGNED CAMPUSES LAST SCHOOL YEAR WE HAD 214 INFRACTIONS FOR FIGHTING AND MUTUAL COMBAT, AND THIS SCHOOL YEAR 95. SO I WANT TO EXPLAIN REAL QUICK THAT THE SCHOOLS THAT YOU KNOW, ARE NES AND NES ALIGNED THIS YEAR WERE NOT LAST YEAR, OF COURSE.
AND THEN I WANT YOU TO NOTE HERE THAT IF YOU LOOK AT ALL CAMPUS DATA FROM LAST SCHOOL YEAR, 277 INFRACTIONS, AND THEN FOR NES AND NES ALIGNED 214.
[01:10:01]
SO THOSE ARE OUR MOST HIGH NEED CAMPUSES AND THEY HAD THE MOST INFRACTIONS AND THEY'RE GETTING THE MOST SUPPORT.OKAY FOR CHRONIC FAILURE TO ADHERE TO DIRECTIVES.
ALL CAMPUSES LAST SCHOOL YEAR, 313 INFRACTIONS AND THIS SCHOOL YEAR 136, 177 FEWER INSTANCES OF FAILURE TO ADHERE TO DIRECTIVES.
FOR NES AND NES ALIGNED CAMPUSES.
WE'RE DOWN 177 INSTANCES OF FAILURE TO ADHERE TO DIRECTIVES.
FOR INAPPROPRIATE PHYSICAL CONTACT.
ALL CAMPUSES LAST SCHOOL YEAR, 129.
THAT'S 67 FEWER INSTANCES OF INAPPROPRIATE PHYSICAL CONTACT.
FOR NES AND NES ALIGNED CAMPUSES.
THAT'S 45 FEWER INSTANCES OF INAPPROPRIATE PHYSICAL CONTACT AT NES AND NES ALIGNED CAMPUSES.
AND FOR THE LAST ONE, DEROGATORY, ABUSIVE BEHAVIOR TOWARDS ADULTS AT ALL CAMPUSES.
LAST SCHOOL YEAR, WE HAD 147 INSTANCES, AND THIS SCHOOL YEAR, 86.
AND AT NES AND NES ALIGNED CAMPUSES, LAST SCHOOL YEAR, 95 AND THIS SCHOOL YEAR 44, WE'RE DOWN BY 51 INSTANCES AT NES AND NES ALIGNED CAMPUSES.
THESE IMPROVEMENTS ARE ATTRIBUTED TO A DISTRICT WIDE COMMITMENT OF HIGH QUALITY INSTRUCTION, MORE STUDENTS ENGAGED THROUGH THE MULTIPLE RESPONSE STRATEGIES, 100% OF STUDENTS ANSWERING QUESTIONS VIA MULTIPLE RESPONSE STRATEGIES.
IT'S WE'RE PRETTY CLOSE, BUT THAT'S SOMETHING THAT WE CONTINUE TO WORK ON EVERY SINGLE DAY.
AND MORE ADULTS PRESENT IN CLASSROOMS AND IN HALLWAYS.
ADMINISTRATION AND CLASSROOM HELPS TO BUILD RELATIONSHIPS WITH STUDENTS THEY SEE THEM MORE.
HALLWAY TRANSITIONS FROM CLASSROOM TO CLASSROOM ARE MORE STRUCTURED.
AND SO AS YOU SEE, OUR DATA HAS IMPROVED FOR DISCIPLINE.
ANY QUESTIONS FROM THE BOARD? MR. MARTINEZ. THANK YOU FOR THE PRESENTATION.
SO AS I GET OLDER, I CAN'T SEE AS WELL.
WHEN YOU SAY ALL CAMPUSES, ARE YOU REFERRING TO ALL OTHER CAMPUSES, MEANING NON NES AND NES? THE ENTIRE DISTRICT SO AGAIN, SO HELP ME TO UNDERSTAND WHEN YOU SAY ALL CAMPUSES IN THE LIGHT BLUE ONE, IT'S 167 FOR THE FIGHTING MUTUAL COMBAT.
YEAH. SO 277 IS LAST SCHOOL YEAR.
YEAH. AT ALL CAMPUSES, DISTRICT WIDE.
OKAY. AND THIS SCHOOL YEAR 167 INSTANCES.
SO FROM LAST YEAR TO THIS YEAR IT'S DECLINED.
SO THAT INCLUDES THE NESA SCHOOLS.
BUT THERE WEREN'T ANY AT NES AND NESA AT THAT TIME.
AND THIS YEAR THEY ARE NES AND NESA.
THEY'RE IN THE GOLD AND THAT'S THE NEW NUMBER, 95.
I THINK THE HEADLINE IS DISCIPLINE IS DOWN ALL ACROSS THE BOARD.
BUT BECAUSE THE NES SCHOOLS AND NESA SCHOOLS CONTRIBUTED MOST TO THAT DISCIPLINE LAST YEAR, THE HIGH DISCIPLINE LAST YEAR, THE DROP IS MOSTLY DUE TO NES AND NESA.
AND THEN I HAVE A FOLLOW UP QUESTION.
WE HAVEN'T SEEN A LOT OF KIDS IN THE TEAM CENTER.
[01:15:07]
AND THEY JUST NEED TO GO TO THE TEAM CENTER AND LEARN.BUT THESE ARE THE BIG ONES, YOU KNOW, AND FIGHTING, TALKING BACK, INAPPROPRIATE CONTACT.
AND IT ALSO PROVIDES THE PRINCIPALS AND THE TEACHERS WITH ANOTHER STEP, SO TO SPEAK.
SO LET'S SAY CHRONIC FAILURE TO ADHERE TO DIRECTIVES.
YOU KNOW, IN ONE DAY A KID THREE TIMES DIDN'T DO WHAT HE WAS SUPPOSED TO DO.
WELL, WE CAN AND IT CAN BE REFERRED TO AS CHRONIC DISRUPTION.
BUT THAT KID MIGHT BE SENT TO A TIMEOUT IN THE TEAM CENTER.
MR. CAMPO HAD A QUESTION OR COMMENT.
I JUST WANT TO I WANT TO MAKE SURE THAT I THAT I REALLY GET THIS.
OKAY. SO ON THE ON THE COMBAT PIECE, SO THE 270 SCHOOLS LAST YEAR IN THE FIRST FIVE WEEKS HAD 277 INCIDENTS. CORRECT.
LAST YEAR. LAST YEAR, THIS YEAR AND THEN WHEN YOU LOOK AT THIS YEAR, IT'S DOWN TO 167.
CORRECT. OF THE 277 OR WHATEVER THAT IS, THAT 277, 214 WERE AT 85 SCHOOLS.
YES, RIGHT. SO THAT'S CORRECT.
270 SCHOOLS WERE 277 AND 85 CONTRIBUTED THE 214.
THAT'S CORRECT. SO THAT'S PRETTY SUBSTANTIAL WHEN YOU THINK ABOUT THAT.
AND JUST KEEP IN MIND, PARENTS WANT SAFE AND ORDERLY ENVIRONMENTS.
AND BY THE WAY, THE KIDS DO, TOO.
AND THAT'S WHY THE DISCIPLINE RULES WE PUT IN PLACE, WHICH ARE NOT ONEROUS.
YES. I MEAN, YOU KNOW, IT'S NOT PERFECT SYSTEM.
BUT OVERALL, THE DISCIPLINE IS DOWN.
TALK TO THE KIDS. I'VE BEEN TALKING TO KIDS ALL THE TIME IN THE SCHOOLS.
THEY LIKE THE FACT THAT IT'S SAFE AND ORDERLY AND THE PARENTS WILL, TOO.
THANK YOU. JUST A QUESTION ON ON THAT PARTICULAR PIECE, WE CAN TALK ABOUT IT.
SO THE DECLINE IN THAT PARTICULAR MUTUAL COMBAT SCENARIO RIGHT OVER YEAR OVER YEAR IS L ARGELY CONTRIBUTED TO BY THE CHANGE IN THE NES, RIGHT.
CORRECT. RIGHT. AND AND SO WHAT WHAT DO YOU ATTRIBUTE THAT TO VERSUS THE OTHER SCHOOLS? BECAUSE RIGHT WE WANT TO WE WANT TO REDUCE THESE TYPES OF INFRACTIONS ACROSS THE SCHOOLS.
SO WHAT ARE WHAT'S THE ADMINISTRATION DOING TO MAKE SURE THAT WHATEVER IMPLEMENTATION THERE IS IN THE NES SCHOOLS IS ALSO BEING FOLLOWED IN THE NON NES SCHOOLS WITH REGARD TO DISCIPLINE? YES.
AND KEEP IN MIND, EVEN IN THE OTHER SCHOOLS, IT'S DOWN A LITTLE BIT.
BUT ALSO THERE'S NOT AS BIG A PROBLEM WITH DISCIPLINE IN THE NON NES AND NON NESA SCHOOLS AND THAT'S A GOOD THING. AND SO THE QUESTION IS, CAN WE CONTINUE TO DO IT? NOW, LOOK, WE WE HAVE NOT PUT IN THE SAME DISCIPLINE POLICIES IN THE NON NES AND NON NESA SCHOOLS BECAUSE WE SAID THIS YEAR THEY CAN FOLLOW THE DISCIPLINE POLICIES THAT THEY HAVE.
I DO THINK THE FOCUS ON INSTRUCTION, THE FOCUS ON IMPROVING INSTRUCTION HAS ALREADY STARTED TO HELP RAISE THE EXPECTATIONS AND BUILD A STRONGER CULTURE IN THE BUILDINGS, ALL SCHOOLS.
AND I THINK THAT IS WHAT WE'LL TRY TO KEEP DOING THIS YEAR.
AND THEN NEXT YEAR WE WILL TRY TO EXPAND NES OR NESA SCHOOLS.
AND SO I HEARD YOU SAY THAT THAT THE FOCUS ON INSTRUCTION, HAVING HAVING TEACHERS AND ADMINISTRATORS IN THE HALLS AND IN AND OUT OF THE CLASSROOM, THAT THAT'S HAVING A COMPOUND EFFECT ON DISCIPLINE.
JUST TO BE REALLY CLEAR, ARE THERE ANY OTHER DISCIPLINE, TRAINING OR POLICIES THAT YOU'RE DOING WITH APS IN ADDITION TO THIS? OR ARE WE SEEING THIS TRULY IS THE NATURAL, THE NATURAL OUTCOME OF THIS DIFFERENT FOCUS ON INSTRUCTION? IS THERE ANY OTHER SIDE THING YOU'VE DONE WITH DISCIPLINE OUTSIDE OF FOCUS ON INSTRUCTION? THERE'S BEEN NO CONCERTED TRAINING PROGRAM.
WE TALKED ABOUT DISCIPLINE WITH PRINCIPALS A LOT AND WE TALKED ABOUT THE THREE RULES.
[01:20:02]
BROAD RULES, RIGHT.CAN YOU JUST SHARE JUST JUST SO EVERYBODY'S HEARING? YES, MA'AM. SO NO DISRESPECT TO ANY ADULT.
CAN'T DISRUPT THE LEARNING ENVIRONMENT AND NO BULLYING.
SO PRETTY SIMPLE RULES THAT ALL I MEAN, YOU KNOW, THIS IS NOT MAGIC, RIGHT? THIS IS ALL SCHOOLS ACROSS THE COUNTRY TRY TO HAVE THOSE SORTS OF RULES.
BUT I THINK WHAT'S HAPPENING NOW, TOO, AND AGAIN, WE'RE ONLY FIVE WEEKS IN.
WE'RE IN SEVEN WEEKS, BUT THIS IS FIVE WEEKS DATA.
SO, YOU KNOW, LET'S LET'S BE CAREFUL ABOUT MAKING TOO MANY PREDICTIONS OR GENERALIZATIONS.
BUT WE THINK THAT THIS IS A GOOD TREND RIGHT ALREADY.
AND MY PREDICTION, BECAUSE I'VE DONE THIS FOR THIS IS MY SEVENTH YEAR, THE DISCIPLINE WILL STAY LOW AND WE'LL FOLLOW THIS TREND LINE THROUGHOUT THE REST OF THE YEAR.
SO I THINK JUST RAISING THE EXPECTATIONS, BUT ALSO BACKING PRINCIPALS.
A SPEAKER EARLIER TALKED ABOUT TEACHERS WANTING THE RIGHT AND HAVING THE RIGHT TO MAKE SURE THEIR CLASS IS SACROSANCT AND NOT HAVE DISCIPLINE PROBLEMS. THAT'S WHAT NES DOES.
THE PRINCIPAL SAYS OR THE TEACHER SAYS, THAT KID IS DISRESPECTFUL.
WE'LL MOVE THAT CHILD OUT TO A TIME OUT AND AND THEN SEND THAT KID BACK TO THE NEXT CLASS.
SO I'D BE YOU'D BE LOATHE TO FIND LOATHE TO FIND A HARD PRESSED TO FIND A TEACHER IN THE NES OR NESA SCHOOL SYSTEM.
THE 85 SCHOOLS THAT THINKS THEY'RE NOT BEING BACKED UP ON DISCIPLINE.
I'LL ADD THAT I THINK THAT SOME OF THE OTHER CAMPUSES THAT ARE NOT NES OR NASA HAVE PICKED UP SOME OF THE SYSTEMS, PIECES OF THEM AND HAVE IMPLEMENTED THEM JUST ON THEIR OWN.
AND ALSO TIGHTENING UP OF INSTRUCTION AND DOING THE MRS STRATEGIES AT OTHER CAMPUSES.
YOU KNOW, JUST IMPROVING THAT ALSO HELPS WITH DISCIPLINE.
THANK YOU. ONE OTHER QUESTION.
DO YOU ALREADY HAVE A PLAN OF HOW OFTEN YOU MONITOR THIS? BECAUSE I THINK IT'S GREAT INFORMATION.
AND WE DO WANT TO KNOW, LIKE IS, YOU KNOW, WE JUST GET LUCKY IN THE FALL OR IS IT CONTINUING? SO WHAT'S THE PLAN FOR MONITORING THE DISCIPLINE? WE CONTINUE TO MONITOR THE DATA AT EACH DIVISION.
IT'S IMPORTANT FOR US TO CONTINUE ON A ON A DOWNWARD TREND WITH THE DATA.
AND IT'S IMPORTANT FOR US TO, YOU KNOW, PREPARE KIDS FOR 2035.
AND SO ALL OF THIS INSTRUCTION MANAGEMENT IN HALLWAYS AND CLASSROOMS ALL CONTRIBUTES TO STUDENT THAT IS IS READY TO MOVE ON TO COLLEGE.
THANK YOU. MR. RIVON. JUST A COUPLE OF COMMENTS AND I THINK A FOLLOW UP QUESTION.
SO THINGS ARE LOOKING UP AND FOR THE SCHOOLS.
AND I'M HAPPY TO SEE THAT FEWER DISTRACTIONS ARE LEADING OR COMING FROM THIS BEHAVIORAL INFRACTIONS.
TO BE CLEAR, THERE HAVE NOT BEEN ANY REPORTING REQUIREMENT CHANGES IN ANY OF THE SCHOOL SYSTEM.
NO IMPLEMENTATION, JUST IMPLEMENTATION OF THE SYSTEM, THE PROCESSES, AND JUST MAKING SURE THAT WE ARE WORKING WITH CAMPUSES AND PRINCIPALS, LEADERSHIP TEAMS, TEACHERS EVERY DAY.
I'VE BEEN ON CAMPUSES THIS WEEK, MAYBE THREE DAYS.
GREAT. AND SO OBVIOUSLY ONE MONTH DOESN'T MAKE A TREND, AS YOU SAID.
BUT I ALSO BELIEVE THAT ONE OF THE UNDERREPORTED BENEFITS OF THE TEAM CENTER IS THAT STUDENTS HAVE A FRIENDLY COMPETITION AND WHEN THEY GET THERE, THEY HAVE A SENSE OF PRIDE UPON ARRIVAL. AND I ACTUALLY HEARD OF ONE CAMPUS THAT THAT A FOURTH GRADE MATH CLASS, 100% WENT TO THE TEAM CENTER BECAUSE THEY ALL WERE A OR E LEVEL.
AND SO KUDOS FOR THAT LEVEL OF ENGAGEMENT.
AND I GUESS THE FINAL QUESTION IS, DOES YOU KNOW THAT I'LL CONTINUE TO RATTLE IN MY MIND IS DOES INCREASED ENGAGEMENT ALONE LEAD TO INCREASED COMPLIANCE WHEN IT COMES TO BEHAVIORAL ACTIVITIES? WELL, THEY'RE BUSY LEARNING AND PARTICIPATING IN THE MRS STRATEGIES AND MULTIPLE RESPONSE STRATEGIES.
SO I THINK THAT, YOU KNOW, THEY'RE BUSY LEARNING, WHICH KEEPS THEM BEHAVING.
[01:25:01]
THANK YOU. AND I'LL ALSO JUST MENTION THE SCHOOL THAT WAS WAINWRIGHT ELEMENTARY.SO JUST KUDOS TO THAT SCHOOL AND CAMPUS.
I TOLD THEM I WOULD SHOUT THEM OUT.
THIS IS GREAT. AND THIS IS SOMETHING TO BE APPLAUDED.
I MEAN, I TOO HAVE SEEN ON TOURS AND WITNESSED A ALMOST FULL TEAM CENTER BECAUSE OF EXCELLENCE AT HIGHLAND HEIGHTS ELEMENTARY SCHOOL. SO I WANT TO SHOUT THEM OUT IN ACRES HOMES BECAUSE IT'S SOMETHING TO BE PROUD OF AND THIS IS SOMETHING TO BE PROUD OF.
AND I LOOK FORWARD TO SEEING THIS DATA THROUGHOUT THE SCHOOL YEAR.
ANYBODY ELSE? JUST ONE MORE QUESTION.
OBVIOUSLY, WE WANT EVEN THESE KIDS TO BE IN CLASS AS MUCH AS POSSIBLE.
WHAT KIND OF SUPPORTS ARE WE PROVIDING TO THEM, WHETHER IT'S SEL, WHAT ARE WE DOING WITH THEM TO ENSURE THAT WE CAN PROVIDE RESOURCES TO THEM AND THEIR FAMILIES TO ENSURE THAT THEY'RE STILL IN SCHOOL AND THEY'RE DOING WHAT THEY NEED TO DO? YEAH. SO WHEN IN THE WHOLE SYSTEM, BECAUSE IT'S A SYSTEM, THERE ARE MANY OTHER THINGS THAT WE'RE DOING FOR KIDS TO MAKE SURE THAT THEY'RE ENGAGED AND ALSO FEEL LIKE THEY'RE PART OF THE SCHOOL.
SO IF YOU READ ABOUT THE DIET OR YOU'VE SEEN SOME OF THE DIET IN SCHOOLS, AND I KNOW SOMETIMES WE JUST FOCUS ON INSTRUCTION, BUT DIET IS HAPPENING.
SO THERE ARE CLASSES FOR SPIN AND HEALTH, THERE'S PHOTOGRAPHY, THERE'S DANCE, THERE'S MARTIAL ARTS, THERE'S GARDENING, THERE'S YOGA, ALL KINDS OF THINGS THAT KIDS GET ON TOP OF THEIR ELECTIVES.
WE SO ON TOP OF THAT, WE HAVE OUR SEL COORDINATORS, WE HAVE COUNSELORS AND SCHOOL PSYCHOLOGISTS WHEN THERE'S A NEED FOR THAT, WE DON'T HAVE A SCHOOL PSYCHOLOGIST ON STAFF AT EVERY SCHOOL. BUT WHEN THERE'S A NEED, WE CAN CALL THOSE THOSE FOLKS IN.
WE'RE STILL USING THINGS LIKE PROUNITAS.
WE'RE ALSO STARTING YOU'LL SEE THE OPENING OF FOUR MORE SUNRISE CENTERS THIS MONTH.
AND SO WE'RE STILL ATTENDING TO THE NEEDS OF THE KIDS.
AND WHEN A CHILD DOES HAPPEN TO BE ASKED TO GO TO A TIMEOUT OR TO, YOU KNOW, OR IS SUSPENDED, THE SAME PROCEDURES HAPPEN. IT'S NOT LIKE THEY JUST GO TO THE TIMEOUT OR THEY GET SUSPENDED.
THERE'S GOING TO BE A PRINCIPAL OR AN ADULT TALKING TO THAT CHILD.
SO YOU DON'T SEE A LOT OF THAT BECAUSE YOU KNOW, WE ACTUALLY DON'T SEE A LOT OF THE DISCIPLINE PROBLEMS. I WAS AT SHADY DALE LAST WEEK.
THEY HAD TWO STUDENTS IN FIVE WEEKS THAT HAD A TIMEOUT.
I WAS AT J.R. HARRIS YESTERDAY.
THEY HAD NO STUDENTS IN TIMEOUT ALL YEAR AND SO THIS WE THINK BECAUSE THEY'RE YOU KNOW KIDS RISE TO THE LEVEL OF EXPECTATION A MOTION TWO AND THE EXPECTATION IS THAT WE'RE GOING TO BE, YOU KNOW, WE'RE GOING TO SUPPORT THEM, BUT WE ARE GOING TO CHALLENGE THEM.
BUT YOU KNOW WHAT? I KIND OF LIKE IT NOW.
THE NUMBER OF KIDS IN THE TEEN CENTER THAT TOLD ME THAT THEY LIKE GOING TO THE TEEN CENTER, YOU KNOW, YOU JUST GOT TO GET INTO THE SCHOOLS AND TALK TO THE KIDS AND THEY WILL RISE TO THE LEVEL OF EXPECTATION.
THEY'RE HAPPY WHEN THEY GO. THEY GET BIG SMILES ON THEIR FACES.
AND SO MANY OF THE CAMPUSES THAT ARE NON RNS HAVE UM, STUDY PERIODS IN THEIR SCHEDULES.
AND I GUESS I'LL SHOUT OUT IRELAND, THEY'VE GOT SPARC AND SO THEY GO TO TUTORING DURING THE DAY, YOU KNOW, AND I THINK IT'S IMPORTANT FOR THEM TO HAVE THAT TIME TO LEARN AND GET CAUGHT UP AND IN, IN ASK QUESTIONS.
AND LET ME SAY ONE OTHER THING.
I'LL BE GOING TO THE OTHER SCHOOLS.
THERE'S A LOT OF THINGS GOING ON.
THERE'S A LOT OF GOOD THINGS HAPPENING AND IMPROVEMENTS IN THE OTHER SCHOOLS AS WELL.
THE DIVISION SUPERINTENDENTS HAVE BEEN AT WHATEVER SCHOOL WE WANT TO GO TO, AND WE'RE SEEING SOME GREAT THINGS AS WELL AS THE SENIOR EDS AND OUR EDS OF FEEDER. WE'RE ALWAYS ON CAMPUSES, AND THEN WE WELCOME MR.
[01:30:03]
MILES TO COME. THANK YOU.ANYTHING ELSE ON THIS? THANK YOU VERY MUCH FOR THE PRESENTATION.
NEXT, WE'RE GOING TO BE TALKING ABOUT SPECIAL EDUCATION.
WHAT DO YOU GOT? AND WE HAVE DIRECTOR STACY VINCENT.
AND LET ME HAVE A QUICK PREAMBLE AND THEN I'LL TURN IT OVER TO HER.
I THINK 2011 WAS THE FIRST COMPREHENSIVE REPORT ON THE DEFICIENCIES OF HSD WITH REGARD TO SPEND.
AND THEN THERE HAVE BEEN MANY, MANY REPORTS SINCE THAT TIME.
AND ONE OF THE REASONS FOR THE INTERVENTION, THE BOARD KNOWS THIS IS SPECIAL EDUCATION.
WE HAVE A COUPLE OF THINGS THAT WE HAVE TO DO.
ONE IS MEET STATE AND FEDERAL LAW WITH REGARD TO SPECIAL EDUCATION.
AND WE HAVE TO IMPROVE SPECIAL EDUCATION SERVICES OVERALL.
WE'VE ALREADY OUTLINED SOME SPECIFICS IN THE DESTINATION 2035 PLAN, AND DR.
VINCENT HAS OUTLINED SOME MORE IN THE ACTION PLAN.
AND I WANT TO SAY THAT IT'S BEEN ABOUT A DECADE OR MORE OF CHALLENGES WITH SPED, SO WE'RE EXCITED TO REPORT SOME CHANGES ALREADY. BUT AGAIN, THERE IS NO MAGIC PILL HERE.
THIS IS THIS IS A THIS IS A BIG SHIP THAT WE'RE GOING TO HAVE TO TURN.
IT'S GOING TO TAKE MORE THAN A YEAR TO DO THAT.
I'M HAPPY TO PRESENT TO YOU TO THE SPECIAL EDUCATION ACTION PLAN TONIGHT.
AND LIKE THE SUPERINTENDENT SAID, WE HAVE FAILED OUR STUDENTS FOR A WHILE.
AND SO THERE'S A LOT OF WORK TO BE DONE AND WE'RE COMMITTED TO THAT WORK.
AT THE BEGINNING OF THE SCHOOL YEAR.
WE ASSESSED 4033 STUDENTS LAST YEAR FOR SPECIAL EDUCATION, AND WE WERE ABLE TO MAKE 100% ON THAT TIMELINE.
ALONG WITH THAT EVALUATION IS THE TIMELINE TO HOLD AN ANNUAL ARD FOR INITIAL SERVICES.
AND SO WE DID MISS THAT TIMELINE.
AND THEN YOU'LL SEE THAT THAT THAT'S IN OUR KEY ACTION PLAN.
BUT RIGHT NOW WE'RE AT FOUR ON THAT TIME WE'RE AT.
LAST YEAR WE WERE AT 90 AT THIS, AT THIS SPECIFIC TIME OF THE SCHOOL YEAR.
WE'RE ALSO INCREASING OUR IDENTIFICATION OF STUDENTS.
SO AT THIS TIME LAST YEAR FROM THE NUMBERS, WE HAVE AN INCREASE OF 1253, WHICH OF COURSE IS A 9.3 INCREASE.
AND THEN AS THE DIVISION SUPERINTENDENTS TALKED ABOUT THE UNIT MODEL, WE FEEL WE HAVE PUT WE HAVE PLACED OUR CENTRAL STAFF THAT WERE AT CENTRAL OFFICE AND SPECIAL EDUCATION INTO THE DIVISION UNITS.
SO THERE'S DEFINITELY A COLLABORATIVE ATMOSPHERE WITH THE DIVISION SUPERINTENDENTS AND THEIR TEAMS TO HELP WITH THE COMPLIANCE. AND IT REALLY HAS REDUCED THE RATIO OF SUPPORT FOR OUR CENTRAL STAFF TO THE FEEDER PATTERNS THAT THEY SERVE. AND I'M HAPPY TO REPORT THAT WE HAVE CERTIFIED TEACHERS AT EVERY CAMPUS.
WE KNOW THAT WE'RE IN A TEACHER SHORTAGE AND SPECIAL EDUCATION IS ALWAYS A DIFFICULT AREA TO STAFF.
HOWEVER, BASED ON THE ANALYSIS OF STAFF, WE HAVE THE STAFF TO REALLY PROVIDE THE SERVICES FOR OUR STUDENTS WHEN IT COMES TO THE TEACHERS.
SO I'D LIKE TO GET INTO THE KEY ACTION PLANS AND YOU HAVE THE SPECIFIC PLAN WITH THE SPECIFIC ACTIONS IN YOUR PACKET THAT YOU WERE ABLE TO REVIEW BEFORE THE MEETING.
AND I WOULD AND LOOKING AT THAT FIRST ACTION, AGAIN, IT'S ABOUT THOSE TIMELINES AND GETTING THERE.
[01:35:08]
AGENCY. AND AS WE ONBOARD STAFF, THEY'LL TAKE IT WITHIN 30 DAYS OF HIRE.WE KNOW CHILD FINE JUST ISN'T WITH OUR TEACHERS.
IT'S IN THE CUSTODIAL STAFF THAT INTERACT WITH OUR STUDENTS.
AND SO WE WANT TO MAKE SURE EVERYBODY IS AWARE OF THE CHILD FINE PROCESS AS WELL AS OUR COMMUNITY.
SO WE'RE GOING TO USE SOME OF OUR SOCIAL MEDIA ON HOW TO GET THAT MESSAGE OUT TO THE COMMUNITY THAT IF YOU HAVE STUDENTS THAT YOU THINK MAY QUALIFY FOR SPECIAL EDUCATION SERVICES, THAT THIS IS HOW YOU CAN OBTAIN THOSE SERVICES HERE IN HOUSTON ISD.
I'M SORRY TO INTERRUPT, BUT HAS THAT ALREADY BEEN ROLLED OUT TO THE TEACHERS OR THE STAFF? NO, IT'S NOVEMBER IS OUR TIMELINE FOR THAT.
AND SO AND THEN WE KNOW THAT WE CONTINUE TO STRUGGLE WITH OUR SPEECH LANGUAGE PROVIDERS.
WE HAVE HAD AN INCREASE OF STUDENTS WHO REQUIRE SPEECH LANGUAGE SERVICES.
AND SO THAT'S SOMETHING THAT WE CONTINUE TO REALLY LOOK AT.
WE HAVE INCREASED OUR TELETHERAPY SERVICES FOR THE STUDENTS THAT THAT WOULD BE APPROPRIATE FOR.
WE'RE ALSO REALLY LOOKING AT A COMPENSATORY PLAN ON HOW WE CAN PROVIDE SERVICES, TELL IT THERE, BE AFTER SCHOOL ON THE WEEKENDS FOR THOSE PARENTS THAT THAT WOULD BE APPROPRIATE FOR AS WELL AS FACE TO FACE SERVICES.
AND YES, SO WE DO HAVE CONSULTANTS THAT HELP US AS FAR AS DIAGNOSTICIANS, OUR SCHOOL PSYCHOLOGISTS AND OUR SPEECH LANGUAGE THERAPISTS THAT WORK WITHIN THE DEPARTMENT.
WE DO HAVE, OF COURSE, STAFF THAT ARE HIRED ON FULL TIME.
I KNOW THAT AS AS IT WAS STATED THAT WE RELEASE SPEECH THERAPISTS AND THAT THAT'S A FALSE STATEMENT BECAUSE WE AT THE IN THE AUGUST TIMELINE, WHEN WE DID NOT NEED CONSULTANTS AT THAT POINT IN TIME.
BUT THAT'S SOMETHING AS WE YOU SEE OUR INCREASE OF ENROLLMENT AND WE GET KIDS WITH DIFFERENT TYPES OF DISABILITIES, THEN WE'RE ALWAYS ASSESSING THE NEED FOR DIFFERENT CONSULTANTS.
AND SO WE DID NOT RELEASE SPEECH THERAPISTS.
IN FACT, WE CONTINUED TO RECRUIT FOR THEM AND REALLY WORK WITH OUR CONSULTANTS TO GET THAT SUPPORT.
QUICK QUESTION. WHEN YOU SAY CONSULTANTS, YOU MEAN PEOPLE WHO ARE CONTRACTORS.
I'M SORRY, ARE THEY GUIDING OR DOING SO? THESE ARE THE CONTRACT DOING OUTSIDE CONTRACTORS VERSUS FULL TIME EMPLOYEES.
LET ME CLARIFY. I JUST WANT THE BOARD TO UNDERSTAND THAT CONTEXT, BECAUSE ACROSS THE COUNTRY, ALMOST EVERY SCHOOL DISTRICT HAS CONTRACTED SERVICES FOR VERY SPECIFIC NEEDS LIKE SPEECH, LANGUAGE OR OTPT, AND THAT THAT IS HAPPENING EVERYWHERE.
IN FACT, ALMOST IF YOU TRY TO HIRE A SPEECH LANGUAGE THERAPIST FOR THE SCHOOL AS AN EMPLOYEE, IT'S REALLY TOUGH BECAUSE THEY CAN EASILY JOIN THESE CONSORTIUMS AND WORK FOR PRIVATE COMPANY AND THEN WE CONTRACT WITH THOSE PRIVATE COMPANIES.
TELL ME IF I MISSED SOMETHING THERE.
NO. AND ANOTHER CHALLENGE IS THE MEDICAL MODEL WHERE IN HOUSTON WHERE THEY CAN WORK IN THE MEDICAL FIELD AND MAKE A DIFFERENT TYPE OF SALARY THAN THEY WOULD IN PUBLIC EDUCATION.
AND SO THAT'S ALSO A CHALLENGE IN THIS AREA.
CAN I ASK YOU BEFORE YOU GO ON TO JUST BEFORE WE MOVE ON TO BACK UP ON TWO THINGS, CAN YOU JUST EXPLAIN FOR US? SO WE'VE RAISED THE LEVEL OF INITIAL EVALUATIONS AND WE'VE GOT A TIMELINE AND THEN WE'RE TRYING TO MAKE SURE WE MEET THE MARK ON ONCE THEY COME INTO THE SYSTEM AND ONCE THEY HAVE THEIR ARD AND YOU'VE TALKED ABOUT THESE NUMBERS GOING UP, BUT FOR PEOPLE THAT ARE NOT USED TO THIS PROCESS, CAN YOU EXPLAIN WHY DOES IT MATTER THAT THERE ARE MORE PEOPLE GETTING INTO SPED? WHY IS THAT A PLUS AND WHY DOES IT MATTER THAT WE DO IT WITHIN A CERTAIN JUST CAN WE JUST START FROM THE BEGINNING FROM PEOPLE THAT JUST DON'T HAVE A SPED KID AND DON'T KNOW WHAT THAT PROCESS IS? YES. SO SOME OF YOU, I'M SURE, WERE HERE WHEN THE HOUSTON CHRONICLE ARTICLE CAME BACK OUT ABOUT HOUSTON ISD FOR A LACK OF IDENTIFICATION AND CHILD.
FINE. AND SO THAT WAS MANY A WHILE BACK.
NOW IT'S BEEN A FEW YEARS, BUT IT BASICALLY THE STATE HAD AN 8.5%.
[01:40:04]
SPECIAL EDUCATION SERVICES.SO HOUSTON, SINCE THAT OCCURRENCE, WE'VE REALLY BEEN TRYING TO CATCH UP ON MAKING SURE THAT WE'RE IDENTIFYING THE STUDENTS THAT COULD POSSIBLY BENEFIT FROM SPECIAL EDUCATION SERVICES DUE TO THEIR DISABILITIES.
AND SO REALLY GETTING THAT WORD OUT, THAT'S WHAT CHILD FIND IS REALLY ABOUT, NOT ONLY WITHIN THE SCHOOLS BUT IN THE COMMUNITY, THE DOCTOR'S OFFICE, ETCETERA, AND LETTING THEM KNOW ABOUT SERVICES AND HOW THEY CAN ACCESS THOSE SERVICES IN THE SCHOOL.
SO FEDERAL GUIDELINES ALSO PUT TIMELINES ON EACH ONE OF THESE THINGS.
AND SO THERE'S SPECIFIC TIMELINES THAT ONCE AN EVALUATION OCCURS, THEN YOU HAVE A CERTAIN TIMELINE UNTIL THAT ARD MEETING IS HELD. AND SO WE HAVE TO REPORT THAT ANNUALLY TO TEXAS EDUCATION AGENCY AND OUR STATE PERFORMANCE PLAN.
AND SO WE'LL BE REPORTING THAT OUT EVERY YEAR IN JUNE.
AND SO WE WERE 100% ON THE EVALUATION PIECE WHERE I'M MY STUDENT, I'M CONCERNED THAT MY STUDENT MAY HAVE A DISABILITY, A DIAGNOSTICIAN OR A SCHOOL PSYCHOLOGIST.
THE TIMELINE THAT WE HAVE MISSED IS AFTER THAT.
THEN THERE'S A TIMELINE THAT THAT INITIAL MEETING HAS TO HAPPEN.
AND SO LAST YEAR AT THIS POINT IN TIME, WE WERE AT 90, MISSED OUR TIMELINES LAST YEAR FOR THE DISTRICT, IT WAS OVER 500 FOR THE WHOLE YEAR.
RIGHT NOW WE ARE AT FOUR AND MOST OF THOSE INVOLVE PARENT PARTICIPATION BECAUSE A PARENT WANTED TO RESCHEDULE OR WE WERE IN ONE CASE, WAITING ON AN INTERPRETER FOR A SPECIFIC LANGUAGE SO THAT THE PARENT WOULD HAVE PARTICIPATION IN THE ART.
AND LET ME ADD, YOU KNOW, FROM A KID PERSPECTIVE, NOT HAVING BEEN IDENTIFIED EARLY MEANS THAT I'M NOT GETTING THE SERVICES I NEED FOR QUITE SOME TIME. IN FACT, PRIOR TO THE A FEW YEARS AGO, IT WOULD TAKE MONTHS SOMETIMES TO HAVE TO BE IDENTIFIED AND THEN IT WOULD TAKE A COUPLE MORE MONTHS TO DO THE ARD, WHICH IS THE MEETING OF THE SPECIAL ED TEACHER, THE PARENT AND OTHERS TO DETERMINE THE IEP, THE DISABILITY AND WHAT WE'RE GOING TO DO ABOUT THAT.
AND SO THE TO BE FAIR, THE DISTRICT HAS MADE GOOD PROGRESS IN THE LAST COUPLE OF YEARS, ESPECIALLY WITH THE HELP OF OUR CONSERVATORS, TO HAVE THE INITIAL FINE NUMBERS GO UP AND WE DID AS WELL OR BETTER THIS YEAR.
SO I TOLD YOU IT'S A CONTINUOUS PROCESS.
IT'S NOT THERE'S NO MAGIC PILL HERE AND WE JUST GOT TO MOVE IT FORWARD.
IS THERE AN IMPLEMENTATION TIMELINE AFTER THE ARD? FIVE DAYS. OKAY.
THANK YOU. ONE OTHER THING BEFORE WE MOVE ON.
SO YOU TALKED ABOUT THE UNIT MODEL AND YOU SAID THE DIVISION UNIT MODEL.
WE HAVE A LOWER RATIO OF SUPPORT.
CAN YOU EXPLAIN WHAT YOU MEANT BY THAT, THAT ONE STATEMENT AND THEN ALSO.
CAN YOU JUST TELL US A LITTLE BIT MORE ABOUT THIS DIVISION MODEL? BECAUSE WHAT WE'RE HEARING FROM FAMILIES IS WITH THE CHANGES, THEY DON'T KNOW WHO DOES WHAT.
SO CAN YOU JUST WE DON'T HAVE TO GO ALL THE WAY IN THE WEEDS.
NOW, WITH THIS CHANGE OF MODEL, HOW HOW DO THEY KNOW HOW THESE SERVICES ARE PROVIDED OR WHO TO GO TO? SO WHAT IS THE UNIT MODEL DONE WITH THAT? BECAUSE I THINK THE PARENTS ARE CONFUSED BY WHO THEY GO TO.
YES. SO THE UNIT MODEL CONSISTS OF A DIRECTOR, TWO COORDINATORS AND A MANAGER.
AND SO THAT UNIT MODEL IS THAT GROUP OF STAFF MEMBERS ARE ASSIGNED TO A FEEDER PATTERN.
[01:45:03]
SO ACROSS THE FOUR DIVISIONS, THERE ARE 24 TEAMS ASSIGNED TO THAT FEEDER PATTERN. AND THAT THAT UNIT MODEL NOT ONLY SUPPORTS COMPLIANCE, BUT THEY'RE LOOKING AT THE INSTRUCTIONAL COMPONENTS ACROSS THE CONTINUUM OF SERVICE FROM THE SPECIALIZED CLASSES ALL THE WAY INTO THE MAINSTREAM, WHERE YOU HAVE WHERE TEACHERS MAY BE PUSHING IN OR PROVIDING SOME TYPE OF ACCOMMODATION.SO WHEN I SAY A DECREASE, I'LL GIVE AN EXAMPLE.
WE HAD SIX AUTISM SUPPORT TEACHERS THAT WERE SERVING OVER 260.
SO YOU DO THE RATIO AND IT'S ABOUT 40 CAMPUSES I THINK, BUT FOR PER PERSON.
AND AND SO WE'RE PUSHING GEOGRAPHICALLY CLOSER BECAUSE THESE UNIT SUPPORTS ARE ACTUALLY HOUSED IN THE DIVISION OFFICES VERSUS CENTRAL OFFICE.
AND THEN THEY THEY'RE ABLE TO GET TO THEIR CAMPUSES IN A QUICKER WAY AND MORE SUSTAINABLE WAY AND GET TO KNOW THEIR TEACHERS AND THE STUDENTS THAT THEY'RE SERVING.
AND THAT'S THAT'S THE SPECIAL EDUCATION PART OF IT.
AND PART OF THIS UNIT CONCEPT HAS HELPED US SEND MESSAGES TO PRINCIPALS AND THE SPECIAL ED TEACHERS THAT THESE KIDS ARE DUE THIS AT THIS TIME.
BUT THE WHOLE UNIT CONCEPT IS DESIGNED TO PUSH THE SUPPORTS TO THE SCHOOLS.
BUT TO ANSWER YOUR OTHER QUESTION ABOUT PARENTS, I'M VERY SYMPATHETIC TO THAT BECAUSE SOMETIMES I DON'T EVEN KNOW WHO TO CALL, BUT I CALL THE DIVISION SUPERINTENDENTS AND IN THE SHORT TERM, PARENTS SHOULD CALL THEIR THEIR PRINCIPAL IF THEY WANT SOMETHING, SUPPORT FROM CENTRAL OFFICE STAFF.
STILL HAVING SAID THAT, WE JUST HAD THIS CONVERSATION ON MONDAY AND THE DIVISION SOUPS AND THE AND AND THE CENTRAL OFFICE STAFF ARE PUTTING OUT A BOOKLET, A HANDBOOK ON EVERY SINGLE POSITION IN THE UNIT AND THEN ALSO IN THE CENTRAL OFFICE, BECAUSE YOU'RE RIGHT, THERE'S BEEN SOME MUSICAL CHAIRS.
I WOULD SAY CALL YOUR PRINCIPAL, THE PRINCIPAL, CALL THE THE RIGHT CHAIN OF DECISION MAKING.
I APPRECIATE YOU PUTTING THAT BOOKLET OR WHATEVER YOU ALL ARE PUTTING TOGETHER.
I THINK IT'S GOING TO BE REALLY IMPORTANT FOR FAMILIES.
THANKS. I HAVE ONE QUICK QUESTION.
ARE WE I KNOW THERE'S A LOT OF DIFFERENT AREAS THAT WE CAN LOOK AT.
ARE WE PARTNERING WITH OUTSIDE DIFFERENT TYPES OF AGENCIES OR GROUPS THAT ARE KNOWN FOR HELPING WITH SPECIAL EDUCATION AT ANY TIME? SO AS FAR AS JUST THE CONTRACT SERVICES AT THIS POINT ARE IS, YOU KNOW, SPECIFICALLY FOR THE EVALUATION STAFF AND THE SPEECH THERAPIST.
AND THEN WE ALSO PARTNER SPECIFICALLY WITH OUR 18 PLUS PROGRAMS, WITH OUR STUDENTS WHO ARE CONTINUING ON WITH EMPLOYMENT SERVICES.
AND WE HAVE HOUSTON COMMUNITY COLLEGE, THE FOOD BANK, ETCETERA.
SO EVERY THREE YEARS A STUDENT IS RE-EVALUATED FOR SPECIAL EDUCATION.
AND SO WE'RE WORKING ON THOSE TIMELINES AS WELL.
IS THERE A REASON WHY WE'RE NOT THE TARGET ISN'T 100%.
I FAILED TO CORRECT THAT ON THE SLIDE BECAUSE WE ARE THAT'S THE FEDERAL COMPLIANCE IS 100%.
[01:50:01]
HOWEVER, LAST YEAR WE WERE AT 80% IN THAT AREA.AND SO WE KNOW THAT WE HAVE A LOT OF TRUST TO BUILD WITHIN THE COMMUNITY AND THE PARENTS BECAUSE WE HAVEN'T PROVIDED THAT SUPPORT FOR OUR STUDENTS.
AND SO WE DO HAVE A PARENT PORTAL WHERE WE'RE TRACKING THE RESPONSES TO OUR PARENTS.
AND SO WE WANT TO INCREASE THAT AND THAT WE WANT TO RESPOND WITHIN FIVE SCHOOL DAYS.
WE ALSO KNOW THAT WE'RE STRUGGLING WITH COMPLAINTS AND GRIEVANCES FROM THE STATE.
AND ONE AREA SPECIFICALLY IS AROUND OUR STUDENTS WHO GO INTO SPECIALIZED PROGRAMING NOT BEING TURNED AWAY FROM A SCHOOL. SO IF I COME TO A SCHOOL AND YOU MAY NOT HAVE A BSC, WHICH IS OUR BEHAVIORAL CLASS THERE, THEN THE PARENT IS TURNED AWAY AND NOT INSTEAD OF TAKEN TO THE OTHER OR, YOU KNOW, TOLD TO GO TO THE NEXT SCHOOL.
SO ONE OF THE THINGS THAT WE'RE PUTTING IN PLACE AND WE'RE ACTUALLY DOING IT THIS MONTH IS MAKING SURE THAT OUR PRINCIPALS UNDERSTAND THAT PROCESS AND WHAT THAT LOOKS LIKE, BECAUSE WE DON'T WANT TO TURN ANY OF OUR FAMILIES AWAY AND WE WANT TO MAKE SURE THAT ALL OF OUR STUDENTS HAVE THE SUPPORT THEY NEED.
YEAH. AND SO ONE OF THE THINGS, JUST TO EMPHASIZE THIS LAST POINT, IT'S A BIG SYSTEM AND WE DO HAVE SOME PRINCIPALS OR OTHER PEOPLE WHO AREN'T SURE OF THE LAWS OR ARE TURNING AWAY KIDS THAT THEY SHOULD NOT OR NOT GIVING THEM THE ACCOMMODATIONS ON THEIR IP IF THEY'RE TRANSFERRING INTO THE DISTRICT COMING FROM OUTSIDE TO INSIDE.
I MEAN, LEGALLY, WE SHOULD PROVIDE THOSE SERVICES ON THE IEP UNTIL THERE IS AN ARC.
AND WE KNOW THAT SOME PEOPLE HAVE.
SOME SCHOOLS HAVE WAITED UNTIL THERE IS AN ART.
AND SO WHEN IT DOES HAPPEN, WE'RE TRYING TO PUT THESE SYSTEMS IN PLACE, AS YOU SEE.
BUT OTHER OTHER TIMES WHEN WE SEE INDIVIDUAL ACTIONS THAT GO AGAINST SPECIAL ED LAW OR SERVICES, THEN WE ARE TRYING TO ADDRESS THAT QUICKLY. HOW ARE THE PARENTS? HOW'S THE PARENT PORTAL BEING DISSEMINATED TO THE PARENTS? SO THAT IS AN AREA THAT WE NEED TO WORK ON.
HOWEVER, IT IS KIND OF DIFFICULT TO GET TO.
SO WE'RE WORKING WITH THE TECHNICAL TO MOVE THAT TO THE FRONT OF THE WEBSITE AND ALSO REALLY UTILIZING SOCIAL MEDIA TO I THINK WILL BE HELPFUL IN GETTING OUR PARENTS SOME OF THIS INFORMATION.
IS IT IS IT BEING SHARED DURING THE MEETING AS WELL? I DON'T BELIEVE SO AT THIS TIME.
AND THEN THE LAST KEY ACTION, OF COURSE, IS TO IMPROVE THE QUALITY OF INSTRUCTION, BECAUSE WE WANT TO MAKE SURE THAT OUR STUDENTS ARE ABLE TO ACHIEVE. AND SOME OF THE KEY ACTIONS FOR THAT IS SPECIFICALLY AROUND OUR PRINCIPAL EVALUATION, WITH 20% OF IT BEING COMPLIANCE AND 20% OF IT BEING THE INSTRUCTIONAL COMPONENT OF PROGRESS OF OUR STUDENTS WITH WHO RECEIVE SPECIAL EDUCATION SERVICES.
TO BACK THAT UP IS THE SPECIAL EDUCATION DEPARTMENT, ALONG WITH THE PROFESSIONAL DEVELOPMENT DEPARTMENT, WILL BE CONDUCTING SPOT OBSERVATIONS WITH OUR PRINCIPALS SO THAT WE CAN HELP GUIDE THAT LEARNING AND SO THAT THEY CAN REALLY UNDERSTAND WHAT THEY SHOULD BE LOOKING FOR IN THOSE CLASSROOMS AND WHAT THEY SHOULD BE SEEING.
THANK YOU FOR THE PRESENTATION.
WERE PARENTS ABLE TO CONTRIBUTE TO THE DEVELOPMENT OF THIS PLAN? SO I HAVE BEEN MEETING WITH ONE PARENT GROUP AND THEN I ALSO HAVE IN OUR LAST CYCLICAL REVIEW FROM TEA, THERE WAS A PARENT STAKEHOLDER FEEDBACK PIECE.
AND SO IT REALLY CONCLUDES ON SOME OF THE THINGS THAT OUR PARENTS HAVE TOUCHED ON TONIGHT IN PUBLIC COMMENT IS CREATING THOSE PROCESSES AND PROCEDURES AND REALLY LOOKING AT THAT INSTRUCTION IN THE CLASSROOM TO ENSURE THAT THEIR STUDENTS ARE GETTING WHAT THEY NEED WITHIN THOSE CLASSROOMS. AND I THINK THAT WE CAN DO THAT WITH OUR PRINCIPALS, WITH THOSE OBSERVATIONS AS WELL AS THE PRINCIPAL EVALUATION PIECE.
[01:55:03]
OKAY. ANYTHING ELSE? OH, MISS MANDY. THANK YOU.I HAVE A QUESTION AROUND THESE.
THIS KEY ACTIONS AND THE BULLETS UNDERNEATH.
SO I'M NOT FAMILIAR WITH WHAT A C-1 SCHOOL IS, SO I'D LIKE TO UNDERSTAND WHAT THAT MEANS.
YES. SO C1 AND C2 IS THE SCHOOLS THAT ARE RATED C, BUT 75 AND ABOVE LIKE 75 TO 80 IS C2 AND C1 IS 70 TO 74.
OKAY. AND WE ACTUALLY DON'T KNOW THOSE SCHOOLS RIGHT NOW.
WE'LL KNOW THEM PROBABLY IN THE NEXT COUPLE OF WEEKS.
JUST SOME CLARIFICATION ON WHY A AND B SCHOOLS AREN'T INCLUDED HERE, BECAUSE WE KNOW ACHIEVEMENT GAPS DO EXIST AT SCHOOLS WITH A AND B ACCOUNTABILITY RATINGS.
YEAH, THE NOTION THERE IS THAT WHILE WE ARE STILL WORKING ON MAKING SURE ALL TEACHERS TEACH WELL.
SO WE THOUGHT THIS WOULD BE A MORE FOCUSED ACTION JUST FOR THIS FIRST YEAR.
AND THANK YOU FOR EXPLAINING THAT.
YES, MA'AM. WE'LL STILL LOOK AT ALL THE DATA FOR ALL THE SCHOOLS.
THIS IS A PARTICULAR GOAL FOR THIS ACTION.
BUT YES, WE'LL BE LOOKING AT ALL THE DATA.
JUST LIKE ALL SCHOOLS TOOK NWA THIS YEAR, REGARDLESS OF NES OR NESA.
COULD YOU CLARIFY, ARE THERE STILL STAFFING GAPS YOU'RE TRYING TO CLOSE? I SAW WE HAVE CERTIFIED SPED TEACHERS AT EVERY CAMPUS, BUT I'M A LITTLE CONFUSED ABOUT ANECDOTAL THINGS LIKE WE NEED MORE DIAGNOSTICIANS, THINGS LIKE THAT. CAN YOU UNDERSTAND THE STAFFING GAPS THAT WE HAVE RIGHT NOW? SO THE EVALUATION STAFF IS IT CHANGES DAILY.
I MEAN, TODAY I CAN TELL YOU THAT WE HAVE 37 SCHOOLS THAT NEED SPEECH THERAPISTS AT THIS TIME.
SO THE SPEECH THERAPIST IS REALLY THE AREA WHERE WE HAVE THE GAP..
AND THOSE ARE CONTRACTED SERVICES..
AND THOSE MOST ARE CONTRACT SERVICES.
WE DO HAVE HISD EMPLOYED SPEECH THERAPISTS.
HOWEVER, WE'RE CONTRACTING OUT TO TRY TO GET THOSE SERVICES.
OKAY. AND THERE'S ONE OTHER THING.
AND SO WHAT HAPPENS, YOU HAVE TO DETERMINE HOW MANY STUDENTS WITH IEPS YOU HAVE.
SO AFTER OUR MEETINGS ARE DONE, YOU KNOW HOW MANY HOURS OF SERVICES THAT A CHILD NEEDS.
AND I THINK, AGAIN, CORRECT ME IF I'M WRONG, WE HAVE MORE TEACHERS THAN WE ACTUALLY NEED.
WE'RE NOT GOING TO GET RID OF THEM, BUT WE HAVE MORE TEACHERS THAN WE NEED TO FILL THE VACANT NOT VACANCIES, BUT POSITIONS THAT ARE THAT WE NEED IN THE OTHER SCHOOLS. SO TO CLARIFY, THEN, AFTER THE LEVELING PROCESS IS COMPLETE, THERE COULD BE SOME ALLEVIATION OF FRUSTRATION THAT SOME FAMILIES ARE EXPERIENCING WITH. CORRECT.
THAT'S CORRECT. WITH TEACHING PEACE.
YEAH. SO, MR. MARTINEZ, ONE MORE QUESTION.
SURE, SURE. WITH REGARD, RON, YOU HAD ONE.
I CAN NEVER HAVE ONE QUESTION. NO.
YES, YOU CAN. WITH REGARD TO JEANETTE'S QUESTION ABOUT STAFFING AND SPEECH THERAPISTS, HOW SOON DO YOU THINK WE CAN TRY TO FILL MOST OF THOSE POSITIONS? WHAT IS THE PLAN TO FILL THOSE POSITIONS? SO WE ARE IN A NATIONAL SHORTAGE, WHICH DOESN'T HELP US.
HOWEVER, WE HAVE SEVEN IN THE QUEUE RIGHT NOW.
AND THEN WE'RE LOOKING AT AGAIN INCREASING OUR TELETHERAPY SERVICES BECAUSE WE JUST WERE AT A PLACE WHERE WE ARE HAVING A DIFFICULT TIME FINDING THEM EVEN THROUGH CONTRACTORS.
AND THEN ONE FOLLOW UP COMMENT.
[02:00:02]
WHEN WE REACH OUT TO THE SCHOOLS OR TO PARENTS TO INFORM THEM OF THE ASSESSMENTS OF WHAT WE HAVE RESOURCES WE HAVE, I THINK IT'S IMPORTANT THAT WE STRESS AS MUCH EFFORT OR GIVE AS MUCH EFFORT TO NON-ENGLISH SPEAKING FAMILIES, BECAUSE I THINK THAT'S A BIG GAP.SO I WOULD ENCOURAGE US TO REALLY LOOK AT THAT AND HOW WE DO IT IN DIFFERENT LANGUAGES AND THEN DO IT OUTSIDE OF SOCIAL MEDIA BECAUSE, YOU KNOW, THAT'S NOT THE ONLY PLACE WE CAN COMMUNICATE PARENTS WITH.
THANK YOU FOR SHARING THE PRESENTATION.
THAT'S VERY HELPFUL. AND I WANT TO MAKE SURE I UNDERSTAND THERE WERE 4000 STUDENTS ROUGHLY THAT WE CURRENTLY SERVE, IS THAT CORRECT? THAT I SAW ON THE SLIDE? WE HAVE 18,000, 18,000 OVER 18,000 STUDENTS WITH IEPS.
SO DOES THAT MEET THE 10 TO 13% THAT THAT WE WERE DISCUSSING BEFORE OR AM I CONFUSING SOMETHING? WE'RE RIGHT ABOUT OUR OVERALL ENROLLMENT IS 185, SO WE'RE RIGHT AT AROUND 10%.
GOT IT. SO THAT'S WHAT I WAS I WAS TRYING TO BECAUSE I WAS LOOKING AT THE DATA.
THANK YOU. THAT HELPS ME KIND OF UNDERSTAND THE SCOPE AND SCALE.
AND CAN YOU TALK TO US ABOUT EITHER HOW YOU'RE ASSESSING HOW THAT'S GOING OR PLANS TO MAKE SURE THAT THOSE STUDENTS ARE BEING SERVED? BECAUSE WE'RE GETTING FEEDBACK THAT THE PERCEPTION IS THEY'RE NOT.
AND I'D LIKE TO KNOW KIND OF REALITY VERSUS PERCEPTION OR IF YOU ARE IN A SPACE WHERE YOU'RE TRYING TO DETERMINE BECAUSE IT'S JUST WE NEED TO I MEAN, IT'S THE ELEPHANT IN THE ROOM.
SO CAN YOU PLEASE SPEAK TO IT? YEAH, I'LL START. AND THEN PLEASE ADD I'VE.
I KNOW THAT THE THERE MAY BE SOME PEOPLE WITH THE PERCEPTION WHO'VE NOT BEEN IN OUR SCHOOLS.
IF THAT IEP SAYS MORE TIME, THEN YOU'RE GOING TO SEE KIDS WITH MORE TIME.
SO IEPS OR IEPS, THERE ARE LEGAL DOCUMENT WITH SPECIAL NEEDS SERVICES AND THOSE SPECIAL NEEDS ARE BEING DELIVERED AS OUTLINED IN THE IEP.
BUT I WANTED TO GIVE YOUR PERCEPTION THERE.
DEFINITELY I WOULD AGREE WITH THAT.
AND THEN WE'VE TRAINED THE TEACHERS AS WHEN YOU'RE DOING THE DIRECT INSTRUCTION, THEN WHATEVER IS IN THAT IEP, THAT IS WHAT IS EXPECTED IN THAT CLASSROOM.
AND WE'RE CONTINUING TO HAVE THAT TRAINING.
WE HAVE A PD DAY COMING UP AND WE'LL CONTINUE WITH THAT TRAINING.
BUT, YOU KNOW, IT'S IMPORTANT TO ANSWER THE QUESTIONS, RIGHT? SO WE'LL TRY TO BE AS THOROUGH AS POSSIBLE.
THE NEXT PRESENTATION, WE'RE, HOLD ON, I'M GOING TO PULL IT UP.
QUALITY OF INSTRUCTION IS THE MOST IMPORTANT.
OH. DO WE NEED TO SWITCH THE HDMI CORD? NO. BUT BECAUSE OF THE VIDEOS, IT'S NOT.
LOOK, THE QUALITY OF INSTRUCTION IS THE MOST IMPORTANT THING.
AND IT'S THE MAIN JOB OF OUR PRINCIPALS, OUR TEACHERS.
THE MAIN JOB OF THE TEACHER IS TO TEACH WELL, THAT'S THE KEY.
AND WHILE WE TALK A LOT ABOUT.
AND SO WHILE THERE ARE THINGS THAT WE TRY NOT TO CHANGE IN THE OTHER NON NES AND NSA SCHOOLS.
[02:05:06]
JOB AFTER ME.THAT WAS THE INTENTION BEFORE ME AND IT WILL BE THE INTENTION AFTER ME.
AND SO EVEN THOUGH AT THE BOARD REQUEST WE'RE DOING THIS SHORT PRESENTATION ON SOME OF THE NES THINGS, IT'S IMPORTANT TO NOTE THAT HIGH QUALITY INSTRUCTION IS THE GOAL EVERYWHERE.
AND IT SHOULDN'T JUST BE THE FOCUS ON NES AND NESA SCHOOLS.
WE'RE TRYING TO TURN THIS WHOLE SHIP, WHICH INCLUDES ALL OF THE OTHER SCHOOLS.
THIS IS AN OVERVIEW ON ALL THINGS INSTRUCTION, BUT SPECIFICALLY AROUND THE NES MODEL.
SO AS MR. MILES SAID, AND I WANT TO MAKE SURE.
THERE WE GO. THESE ARE THE THINGS WE'RE GOING TO COVER JUST BRIEFLY HERE, THE MULTIPLE RESPONSE STRATEGIES, WHICH IS A GREAT WAY TO ENGAGE IN THE WAY WE'VE SEEN MOST STUDENTS, I THINK, BE ELIMINATED FROM DISCIPLINE COACHING IN THE MOMENT.
DOL'S, LSAE AND THEN WHAT DO LEARNING COACHES DO IN THE TEAM CENTER? SO YOU'LL SEE THREE VIDEOS TONIGHT AND I HOPE IT WILL BE A GOOD VIEW OF THE REALITY OF WHAT'S HAPPENING IN SCHOOLS, WHICH I KNOW MOST OF YOU HAVE SEEN.
BUT IT'LL GIVE A DIFFERENT PERSPECTIVE.
AND A QUICK SHOUT OUT TO SHADY DALE AND LOCKHART, BECAUSE THEY ARE THE MODELS FOR THESE VIDEOS.
SO THE LSAE MODEL, FIRST OF ALL, IS THE 90 MINUTE LESSON.
IT IS 40 TO 45 MINUTES OF GRADE LEVEL INSTRUCTION THAT INCLUDES A SPECIAL EDUCATION TEACHER MOVING ABOUT THE ROOM AS REQUIRED BY LAW TO HELP ALL STUDENTS IN THE CLASSROOM, NOT JUST SPECIAL EDUCATION STUDENTS.
THEY'RE TO DO THAT WITH ALL STUDENTS, BUT IT INCLUDES THOSE MRS STRATEGIES.
AND OF COURSE, COACHING IN THE MOMENT HAPPENS A LOT DURING THIS TIME FRAME.
THEN YOU HAVE A TEN MINUTE DEMONSTRATION OF LEARNING.
IT'S JUST ABOUT TEN MINUTES, WHICH WE'LL TALK ABOUT IN A MINUTE, AND THEN ABOUT 35 MINUTES OF THAT SMALL GROUP INSTRUCTION, WHICH IS CALLED LSAE FOR THE LSAE MODEL CLASSES THAT IS MOVING THE LS AND S-1S TO THE FRONT OF THE ROOM AND GETTING A RE STRATEGIC TEACHING TIME.
SO AND LOOKING AT THE MRS STRATEGIES, THESE ARE THE THREE WE'RE REALLY FOCUSED ON RIGHT NOW.
THE THINK-PAIR-SHARE USING A RESPONSE CARD AND WHITEBOARDS.
SO WHY ARE WE DOING MULTIPLE RESPONSE STRATEGIES? FOR ONE, IT ALLOWS ALL STUDENTS IN THE CLASS TO BE ENGAGED IN THE LEARNING RATHER THAN THE OLD SCHOOL WAY OF RAISE YOUR HAND IF YOU KNOW THE ANSWER.
AND ONE STUDENT ANSWERS, EVERYONE ANSWERS THE QUESTION AT THE SAME TIME VIA A WHITEBOARD OR VIA A RESPONSE CARD OR AN ABILITY TO TURN AND TALK WITH THEIR PARTNER, THEY ARE LEARNING THE OBJECTIVE, THE STANDARD BY THE STATE OF TEXAS BECAUSE THEY ARE MORE ENGAGED IN CONVERSATION AND WRITING AND INTERNALIZING THAT OBJECTIVE.
THEY ARE OWNING THEIR OWN RESPONSES RATHER THAN WAITING ON SOMEONE ELSE TO RESPOND AND NOT HAVING TO OPT IN, THEY CANNOT OPT OUT, THEY'RE HAVING TO ENGAGE.
AND THEN, OF COURSE, IT'S BUILDING THEIR LISTENING, THINKING, READING, WRITING, SPEAKING SKILLS.
[02:10:18]
ARE THERE ANY MORE FACTORS? NO. ALL RIGHT.OKAY, SO YOU DID IT FOR EIGHT.
GREAT. YOU RAISE YOUR BOARDS, DO IT FOR TEN.
IF YOUR PARTNER HAS SOMETHING YOU DON'T HAVE.
COME ON, LET'S TALK. HERE'S YOUR PARTNER.
HAVE SOMETHING YOU DON'T HAVE.
DO YOU DISAGREE WITH YOUR PARTNER? DO YOU AGREE WITH YOUR PARTNER? SO THAT'S JUST A LITTLE SNIPPET OF WHAT IT LOOKS LIKE FOR STUDENTS TO BE ENGAGED IN THE CLASSROOM, ALL OF THEM AT THE SAME TIME VERSUS THAT OLD SCHOOL WAY.
THIS IS ONE OF MY FAVORITE COACHING IN THE MOMENT.
WHY ARE WE DOING THE COACHING IN THE MOMENT? WE ARE DOING COACHING IN THE MOMENT BECAUSE IT SUPPORTS IMMEDIATE ADJUSTMENTS IN THE CLASSROOM WHICH IMPACT STUDENT LEARNING IN THE MOMENT.
OLD SCHOOL WAY WOULD BE A TEACHER GETS OBSERVED, AN EMAIL GETS SENT TO THEM WITH FEEDBACK, AND THEY MAY OR MAY NOT EVEN HEAR ANYTHING MORE ABOUT THAT FEEDBACK. BUT WHEN WE'RE FIXING THINGS AS THEY OCCUR, THE STUDENTS GET THE IMMEDIATE BENEFIT OF THAT.
AND YOU'RE GOING TO ALSO SEE THAT IN A VIDEO.
YEAH, THAT'S THE PRINCIPAL, BY THE WAY, OF SHADY DALE.
YOU GOT SOMETHING WRONG ON YOUR WHITEBOARD? PUT YOUR THUMB UP. PUT YOUR THUMB UP IF YOU GOT SOMETHING WRITTEN ON YOUR WHITEBOARD.
RIGHT NOW, I WANT YOU TO GO AHEAD AND FIST BUMP YOUR SHOULDER, PARTNER.
IF YOU DON'T HAVE A SHOULDER PARTNER RIGHT HERE.
FIST BUMP. LET'S GO. FIST BUMP.
NICE WORK. YOU'RE GOING TO GO AHEAD AND YOU GUYS ARE TALKING RIGHT THERE.
YOU GUYS ARE GOING TO FIST BUMP.
AND THANK YOU GUYS FOR DOING THAT.
YOU'RE GOING TO GO AHEAD AND TURN AND TALK TO THE PARTNER THAT YOU FIST BUMP ABOUT WHAT YOU WROTE.
GO. THE RESPONSE HAD NO HAD THEM WRITE IT OUT.
SO ON THE RESPONSE, I HAD THEM DO A TRAINING TALK.
GRAB A RESPONSE CARD AND A PENCIL.
WE'RE GOING TO SWITCH. WE'RE GOING TO USE OUR WHITEBOARD.
YOU'RE GOING TO WRITE ON YOUR WHITEBOARD WHAT THIS TEXT FEATURE WOULD BE.
SO THAT'S JUST A SAMPLE OF WHAT COACHING IN THE MOMENT SHOULD LOOK LIKE, WHERE TEACHERS ARE LEARNING HOW TO USE THE MRS STRATEGIES APPROPRIATELY AND GETTING THAT FEEDBACK SO THAT KIDS GET THE BENEFIT OF IT, BENEFIT OF IT IN THE MOMENT.
NOW GOING TO SPECIFICALLY AROUND LSAE CAMPUSES IN THE MODEL.
EVERYONE DOES A DOLL, BY THE WAY, EVERY SINGLE CLASS, WHETHER YOU PUSH OUT TO LSAE OR YOU FINISH YOUR CLASS IN AN HOUR AND YOU SPEND THE LAST 5 TO 10 MINUTES IN THIS MINI ASSESSMENT, EVERYBODY'S REQUIRED TO GET DATA ON, DID THE STUDENTS UNDERSTAND THE OBJECTIVE AND AT WHAT LEVEL DID THEY UNDERSTAND IT? SO WHY DO WE DO A DOL? WELL, FIRST OF ALL, THE DOLL IS FIVE QUESTIONS, TEN MINUTES.
THEY COULD GO FOUR QUESTIONS OR SIX QUESTIONS, BUT WE TYPICALLY DO FIVE QUESTIONS.
[02:15:03]
IT TAKES NO MORE THAN TEN MINUTES.BUT IT'S A QUICK ASSESSMENT OF TODAY'S LEARNING.
AND IT DOES HELP US KNOW WHAT LEVEL STUDENTS ARE AT.
IF IT'S AN LSAE CLASS, IT HELPS US TO KNOW WHO NEEDS MORE STRATEGIC SUPPORT TO STAY IN THE ROOM AND WHO IS READY FOR SELF PACED RIGOR ON THEIR OWN. AND THEY MOVE INTO THE TEAM CENTER.
SO WHY DO WE DO IT? FOR ONE, IT HELPS US TO TRACK STUDENTS DAILY RATHER THAN WAITING FOR AN ASSESSMENT IN 3 TO 6 WEEKS OR EVEN NINE WEEKS BEFORE WE START MAKING DECISIONS.
IT PROACTIVELY HELPS US ADDRESS THE ISSUES IN THE MOMENT, AND THAT'S WHAT WE WANT TO DO.
IT IDENTIFIES PROFICIENT LEARNERS WHO CAN BE SELF PACED, BUT IT ALSO HELPS US IDENTIFY STRUGGLING STUDENTS WHO CAN CLOSE THE GAPS ON THE SAME DAY WITH MORE RETEACH AND FOUNDATIONAL LEARNING.
AND THEN WE HAVE THE LSAE EACH TIME.
THIS IS ONE OF THOSE THINGS WHERE EVERYBODY IS LIKE, WHAT DOES LSAE ACTUALLY STAND FOR? AND HERE IT IS.
IT STANDS FOR L, THE LEARNER, S1 THEY'RE SECURING THEIR LEARNING.
THOSE TWO ARE IN THE SAME BUCKET OF THEY NEED TO STAY IN THE ROOM WITH THE TEACHER AND GET MORE RETEACH BECAUSE THEY HAVEN'T MASTERED THE OBJECTIVE DURING THE INSTRUCTIONAL LENS.
AND THEN IF THEY'RE S2, THEY'VE SECURED THE LEARNING.
THAT MEANS THEY UNDERSTOOD THE OBJECTIVE AND THE A IS THEIR ACCELERATED.
THEY KNOW IT EVEN BETTER THAN GRADE LEVEL AND THAT MEANS THEY ARE STRONG ENOUGH TO LEAVE THE ROOM AND BE SELF PACED AND PUSH THE LEVEL OF RIGOR. ENRICHED MEANS THEY ARE EVEN STRONGER.
YOU CAN IF EVERYBODY CAN PLEASE SILENCE YOUR CELL PHONES, I'D APPRECIATE IT.
THANK YOU. THE ENRICHED STUDENTS, THEY WILL HAVE AN OPPORTUNITY TO ACTUALLY DO A VERY CREATIVE ASSIGNMENT IN THE TEAM CENTER, LIKE GRAB A LAPTOP AND BUILD THEIR OWN LESSON FOR THE OBJECTIVE OR BUILD SOME SLIDES, CREATE OR DESIGN SOMETHING ON THEIR COMPUTER.
AND THEN WHY DO WE HAVE THE LSI? IT'S VERY MUCH LIKE WHAT WE SHARED ABOUT THE DOLL.
IT HELPS PROFICIENT LEARNERS CONTINUOUSLY PUSH THEIR BRAIN LIFT AND HELP STRUGGLING STUDENTS, STRUGGLING LEARNERS TO BE AT GRADE LEVEL AT THE END OF A LESSON OR AS CLOSE TO IT AS POSSIBLE.
INSTEAD OF WAITING UNTIL WE HAVE SOME TUTORING TIME ON A SATURDAY.
WHY DO WE HAVE THESE PEOPLE? THEY ARE SO SUPPORTIVE.
THEY ARE GOING TO BE THE THE LIFELINE OF YOUR CAMPUS BECAUSE THEY'RE SO SUPPORTIVE IN SO MANY WAYS.
THEY ACTUALLY KNOW IF THEIR ANSWERS ARE RIGHT OR WRONG.
AND YES, IT'S A DIFFICULT MUSCLE FOR STUDENTS TO BUILD TO WORK INDEPENDENTLY ON THEIR OWN, BUT THAT'S KIND OF THE POINT FOR THEM TO BUILD THAT MUSCLE. AND SO IT'S JUST 20 TO 35 MINUTES THAT THEY'RE IN THAT SPACE BY THE TIME THEY GET IN THERE.
AND IT'S IT'S AN INDEPENDENT MUSCLE BUILD TIME, BUT THAT'S THE MAIN JOB OF THE LEARNING COACH.
[02:20:02]
ON THE DOLS, CAN YOU SPEAK TO THE USE OF THOSE IN THE NON NES CAMPUSES? YEAH, FOR THE NON NES CAMPUSES OR EVEN NESA CAMPUSES THAT HAVE CLASSES THAT AREN'T A PUSH OUT CLASS.THE ONLY CLASSES THAT PUSH OUT ARE ELA AND MATH.
SO ALL THE OTHER TRADITIONAL CLASSES WOULD HAVE AN HOUR LONG CLASS OR EVEN AN HOUR AND A HALF CLASS THAT THEY WOULD MAYBE TEACH TWO CONSECUTIVE LESSONS BECAUSE THERE THEY'RE BLOCKED. SO THEY ONLY HAVE THAT CLASS ON A MONDAY AND WEDNESDAY OR A TUESDAY AND THURSDAY.
AND SO THEY TEACH MAYBE TWO OBJECTIVES IN ONE CLASS PERIOD.
THE IDEA FOR THEM IS TO USE THOSE DOLS, WHICH IS THE WAY I DID IT WHEN I WAS A PRINCIPAL, BECAUSE WE DIDN'T HAVE THIS MODEL AT THE END OF A PERIOD TO JUST VISUALLY KNOW WHERE MY STUDENTS WERE AT THE END OF THAT LESSON, HOW WELL I DID AS A TEACHER COMPARED TO HOW THEY WERE WELL ABLE TO MASTER THE CONCEPT.
AND IT LET ME HAVE AN IDEA OF WHAT I'M GOING TO DO THE NEXT DAY FOR INSTRUCTION.
SO DO I NEED TO DO A DO NOW OR DO SOME SPIRALING FROM YESTERDAY'S LESSON? SO IT'S NOT THE SAME AS BEING ABLE TO TO SAVE THE GAP RIGHT THERE IN THE MOMENT LIKE WE DO WITH THE MODEL.
ANY OTHER QUESTIONS? AND IF WE CAN SILENCE THE CELL PHONES, PLEASE.
THANK YOU. SO KIND OF ALONG THE LINES.
SO DOLS ARE BEING USED AND NOT IN SCHOOLS.
DOLS ARE MEANT TO BE USED IN EVERY CLASSROOM ACROSS ALL SCHOOLS.
PERFECT. THANK YOU. AND YOU KNOW, THIS IS THIS IS GREAT STUFF.
I APPRECIATE THE VIDEO AND THE VISUAL.
AND AGAIN, THIS IS A WAY TO INFORM HOW STUDENTS ARE LEARNING IN THE MOMENT.
IS THE DATA CAPTURED? YOU JUST SAID SOMETHING ABOUT LIKE WHEN WE LOOKING AT WE CAN VISUALLY TELL BASED ON DOL.
BUT IS IT CAPTURED SO WE CAN SEE THAT? YEAH THAT IT IS SUPPOSED TO BE CAPTURED, CLASSROOM TO CLASSROOM.
BUT DIVISION, STOOPS, EXECUTIVE DIRECTORS, PRINCIPALS COULD ASK AT ANY TIME, HEY, CAN I SEE YOUR TRACKER? ALSO, DURING PROFESSIONAL LEARNING COMMUNITIES, WHEN TEACHERS ARE MEETING WITH THEIR TEAMS THAT THEY'RE SUPPOSED TO BRING THEIR DATA TO THOSE MEETINGS SO THEY CAN KIND OF SEE AS A GROUP HOW TO MOVE FORWARD WITH THE INSTRUCTION IF THEY NEED TO BACK UP A LITTLE BIT OR EVEN RETEACH A CONCEPT BECAUSE THE WHOLE GROUP DIDN'T QUITE GET IT BASED ON THEIR DOL DATA.
WE KNOW THEY'RE DOING IT IN SOME SENSE BECAUSE WE REQUIRE IT IN THE REPORT CARD GRADING SYSTEM.
SO THE DOL IS PART OF THE REPORT CARD GRADE.
IT'S AN ASSIGNMENT THAT'S REQUIRED EVERY OTHER WEEK.
I GUESS TO FOLLOW UP ON THAT, IF I IMAGINE THAT UNDERSTANDING WHETHER MANY CHILDREN ARE AT THE LOWER LEVELS OR THE HIGHER LEVELS IS IMPORTANT, HOW DO YOU USE THAT INFORMATION OUTSIDE OF THE SCHOOL? AND IT MAYBE IT'S JUST A LOCALIZED THING THAT'S DEALT WITH ON A SCHOOL BASIS, BUT I CAN IMAGINE THERE WOULD BE MORE SYSTEMIC QUESTIONS ABOUT WHETHER ONE SCHOOL IS IMPLEMENTING THE THE COURSE A LITTLE BIT BETTER OR WORSE OR, YOU KNOW, THE KIDS ARE GETTING IT QUICKER OR SLOWER.
YEAH, THAT ACTUALLY DOES HAPPEN A LOT BECAUSE ALL OF YOUR SCHOOLS ARE VERY DIFFERENT.
AND EVEN CLASS TO CLASS, IT'S DIFFERENT.
WE BROUGHT TEACHERS IN JUST FOR THAT REASON.
AND SO WHEN I MET WITH THEM TODAY, THEY WERE SHARING THAT SOME OF THEIR CLASSES ARE WHERE THEY JUST HAPPEN TO HAVE A LARGE GROUP OF HIGH KIDS AND THEY HAVE TO ADJUST THE CURRICULUM A LITTLE BIT TO MAKE IT MORE RIGOROUS AND THEN SOME TEACHERS HAPPEN TO HAVE MORE BILINGUAL STUDENTS OR SPECIAL EDUCATION STUDENTS IN THE ROOM.
AND SO THEY HAVE TO SCAFFOLD DIFFERENTLY THEIR LESSONS.
SO THEY DO CHANGE A LITTLE BIT ACCORDING CLASS TO CLASS.
WHEN WE'RE WRITING THE CURRICULUM, WE'RE WRITING FOR A BROAD PERSPECTIVE ACROSS AN ENTIRE DISTRICT.
I THINK IT'S SO IMPORTANT THAT THEY SEE THE MRS AND THE DOLLS THE WAY WE'VE SEEN THEM AND AND THEY KNOW WHAT THEY ARE AND WHAT THEY WHAT THEY AREN'T. RIGHT.
BECAUSE THERE'S A LOT OF MISINFORMATION AT TIMES REGARDING THAT.
AND I HOPE THAT THE COMMUNITY MARKS THIS VIDEO BECAUSE I AM.
I'VE SEEN THESE THINGS IN ACTION.
I'VE SEEN THEM IN MULTIPLE SCHOOLS AND I REALIZE HOW VALUABLE THEY ARE.
[02:25:04]
AND I ALSO BELIEVE THAT THESE STRATEGIES WILL IMPROVE STUDENT OUTCOMES AND THAT WE'RE NOT JUST TEACHING TO THE TEST OR THESE ARE NOT DISTRACTIONS, BUT THEY'RE REALLY TOOLS TO ENGAGE STUDENTS.AND THAT ENGAGEMENT IS GOING TO ALLOW THEM TO IMPROVE WHAT THEY KNOW AND ARE ABLE TO DO.
AND ULTIMATELY, AS I THE QUESTION I HAD AS I GO ON IS I WOULD HOPE THAT WE WOULD CONSIDER SOME INVESTMENT IN AUTOMATION SO THAT WE CAN CAPTURE THAT DATA AND USE IT IN A MORE ROBUST FASHION SO THAT WE CAN CONTINUE TO IMPROVE. YEAH, THAT'S THAT'S A GOOD IDEA.
WE DO WANT TO BE CAREFUL BECAUSE IT'S IT'S HARD TO COMPARE A DOLL CLASS TO CLASS.
THEY ARE CAPTURING, AS CASSANDRA SAID, THE DATA AT THE PLC FOR THE PLCS.
BUT WE'LL CONSIDER LARGER USE FOR THE DOLL.
RIGHT? AND THE QUALITY OF INSTRUCTION IS WHAT IS THE LEADING INDICATOR FOR HIGHER ACHIEVEMENT.
SO WE ARE STARTING THAT THIS WEEK, THE THE SPOT OBSERVATIONS.
AND THEN BY FRIDAY, NEXT WEEK AND EVERY FRIDAY AFTER THAT, WE'LL HAVE A CONSOLIDATED DATA AND WE'LL BE ABLE TO SHARE THAT AT THE NEXT NOT THIS BOARD MEETING COMING UP AT THE NEXT ONE. AND JUST TO REFLECT ON ONE THING THAT MR. MILES JUST SHARED.
EVERY SINGLE CLASSROOM IS BEING IMPACTED, NOT JUST THE MODEL CLASSROOMS. WHEN I WAS AT JACK YATES HIGH SCHOOL LAST WEEK, A WONDERFUL YOUNG LADY NAMED KIARA, A SENIOR, CAME UP TO ME ALMOST LIKE EMBARRASSED, BUT SAID, I HAVE TO SAY, IN MY FOUR YEARS THAT I'VE BEEN AT JACK YATES, THIS IS THE BEST INSTRUCTION I'VE EVER GOTTEN.
AND THAT WAS A SENIOR THAT WE DON'T EVEN DO THE MODELING.
AND SHE SAID IT'S THE BEST INSTRUCTION SHE'S EVER GOTTEN.
GOOD. ANY OTHER QUESTIONS? ANYBODY ELSE? MR. MARTINEZ? SO SOME FEEDBACK I'VE GOTTEN FROM THE COMMUNITY IS WHEN LIKE THEIR KIDS MISS BECAUSE IT'S SO RIGOROUS OR CAN BE RIGOROUS WHEN THEIR KIDS MISS SCHOOL, THEY FEEL LIKE SOME TEACHERS AT LEAST GET IT COULD BE RIGHT.
THE IMPRESSION THAT THEY CAN'T GO BACK AND TEACH THAT MISS DAYS CURRICULUM.
WHAT IS THE PROCESS TO MAKE SURE THAT STUDENTS ARE CATCHING UP TO ANY DAYS THAT THEY MAY BE MISSING? YEAH. SO SEVERAL THINGS THAT CAN HAPPEN THERE.
ONE, DURING THE TIME IT'S DIFFERENTIATED, SO THERE'S SOME OVERLAP OF INSTRUCTION DAY TO DAY.
SOMETIMES NOT, BUT THAT'S ONE WHERE AREA WHERE YOU CAN CATCH UP.
THE OTHER IS THAT THOSE IF, IF THE TEACHER KNOWS THAT A CHILD IS ABSENT AND WANTS TO BE AND CAN'T BE ONLINE FOR SOME REASON, LET'S SAY THEY'RE IN BED BEDRIDDEN, THEN THEY CAN RECORD THE THE THEIR VIDEO AND IT CAN BE PLAYED AFTER THE FACT.
ANYTHING ELSE? MISS FLOWERS? CHIEF MASSEY, YOU TALKED ABOUT HOW AS THE SEAS ARE GETTING TOGETHER, THEY ARE ADAPTING, WHETHER SPEEDING UP OR DOING RETEACHING, AND THAT THE TEACHERS HAVE THAT AUTONOMY.
I HAVE ALSO HEARD THAT THEY THAT SOME TEACHERS ARE DON'T FEEL COMFORTABLE MAKING THOSE ADJUSTMENTS.
CAN YOU TALK ABOUT WHAT Y'ALL ARE DOING CULTURE WISE SO THAT THEY UNDERSTAND YOU MEAN IT AND YOU SAY THIS? YEAH. SO THERE'S A LOT OF TRAINING THAT HAS TO BE DONE WHEN YOU'RE UPSIDE DOWN IN A WHOLE DISTRICT, YOU KNOW, WE'RE CHANGING THE FACE OF WHAT NORMAL LOOKED LIKE IN HISD.
AND SO THERE'S A LOT OF TREPIDATION.
THERE'S SOME FRUSTRATION WITH NOT KNOWING CLARITY.
AND I THINK ONE OF THE THE BEST THINGS WE'RE JUST NOW STARTING FROM MILES IS EVERY MONDAY MORNING AT 7 A.M., MR. MILES AND I TRAIN THE EXECUTIVE DIRECTORS ON THE PATTERNS, THE NOTICES, THE MISCOMMUNICATIONS THAT WE SEE THROUGHOUT THE WEEK.
[02:30:01]
THAT'S PROBABLY THE BIGGEST PRIORITY.SO THAT'S GOING TO HAPPEN THIS MONTH, ON NEXT TUESDAY, AND YOU'RE WELCOME TO ATTEND.
AND THEN THE APPS ARE THE FOLLOWING DAY.
SO ONE DAY A MONTH WITH PRINCIPALS, ONE DAY A MONTH WITH APPS, I DO HALF THE TRAINING FOR PRINCIPALS AND APPS AND MISS MASSEY OR HER TEAM WILL DO THE OTHER HALF. AND THEN WE HAVE PROFESSIONAL DEVELOPMENT DAY COMING UP.
SO THERE'S LOTS OF TRAINING TO BE HAD.
I'VE STARTED PARTICULARLY ON CULTURE.
YOU MAY HAVE SEEN THE HISD SOURCE VIDEOS ON CULTURE.
I'VE DONE TRAINED PRINCIPALS, APS, EXECUTIVE DIRECTORS, DIRECTORS HERE, AND SO WE'RE IT'S A LOT IT'S A BIG DISTRICT I TO COMMUNICATE QUITE A BIT AND TO BE FAIR TO EVERYBODY LOOK.
AND WE ARE WE ARE RAISING THE BAR.
THERE'S NO QUESTION ABOUT THAT.
AND THERE'S GOING TO BE ANXIETY.
AND THAT'S WHY WHEN I HEAR THAT THERE'S ANXIETY, YOU KNOW, I KIND OF EXPECT THAT.
WHAT WHAT I'M HOPING, THOUGH, IS PART OF CULTURE AND A HIGH PERFORMANCE CULTURE IS THAT YOU ATTEMPT CONTINUOUS IMPROVEMENT EVEN IF IF YOUR CHEESE HAS BEEN MOVED. AND WHAT WHAT WE WANT LESS OF IS JUST LIKE, WELL, I'M HELPLESS.
THIS IS THE WAY I USED TO DO IT.
AND I CAN'T DO I DON'T EVEN WANT TO ATTEMPT THE NEW, YOU KNOW, BECAUSE IT'S JUST, YOU KNOW, BAD.
THAT'S THAT'S NOT A HIGH PERFORMANCE CULTURE.
THERE'S GOING TO BE A LITTLE BIT OF THAT, BUT WE'RE GOING TO KEEP PUSHING THE EXPECTATIONS.
SO I SUSPECT YOU'RE GOING TO HAVE SOME ANXIETY.
YOU'RE GOING TO HEAR ANXIETY ALL YEAR LONG.
BUT THE ONUS IS ON US TO CONTINUE TO COMMUNICATE WHAT THE EXPECTATIONS ARE AND PROVIDE THE SUPPORT.
TO MAKE SURE THAT PEOPLE HAVE THE ABILITY TO REACH THOSE EXPECTATIONS.
AND THAT'S WHY THERE'S A LOT OF ON THE JOB COACHING.
THAT'S WHY THERE'S A LOT OF PEOPLE SUPPORTING.
THAT'S WHY THERE'S A LOT OF TRAINING VIDEOS.
THAT'S WHY THERE'S A LOT OF PLCS.
THERE'S A LOT THAT'S GOING ON TO SUPPORT.
SOME PEOPLE MAY NOT SEEM LIKE THAT SUPPORT BECAUSE WE'RE SHINING A LIGHT ON THE INSTRUCTION ALSO.
BUT SUPPORT AND EXPECTATIONS IS THE WAY WE BUILD A HIGH PERFORMANCE CULTURE.
THANK YOU. ANYBODY ELSE? JUST A COMMENT. YES, JUST A COMMENT BEFORE YOUR LEADERSHIP TEAM LEAVES.
AND EVEN HERE, THEY'RE HIGH FIVING EACH OTHER WHEN THEIR SCHOOLS ARE ARE TALKED ABOUT.
SO, I MEAN, THAT MEANS A LOT, I THINK, FOR US TO KNOW THAT THEY'RE SPREADING THAT CULTURE.
AND I'VE SEEN THEM AT SCHOOLS AS WELL.
RIGHT? ONE, I WAS DOING A TOUR AND I ASKED ONE OF YOUR TEAM MEMBERS TO DID SHE WANT TO COME ALONG? AND SHE SAYS, WELL, I REALLY GOT TO GO INTO SOME CLASSROOMS AND HELP.
THAT'S MORE IMPORTANT. SO THANK YOU FOR THAT.
WE SEE YOU AND THANK YOU FOR WHAT YOU DO.
JUST TO ADD ON TO THAT, YOU KNOW, TONIGHT YOU SAW MORE FACES PRESENTING.
AND I THINK THAT'S IMPORTANT, TOO, BECAUSE WE HAVE A REALLY STRONG TEAM.
SO I MAY BE THE VOICE MOST OF THE TIME, BUT THE WORK IS ACTUALLY DONE IN THE SCHOOLS, IN THE DIVISIONS, NOT JUST BY TEACHERS AND PRINCIPALS, WHICH IS WHERE THE MAIN THING IS.
SO THANK YOU FOR MENTIONING THAT AND THANK YOU TEAM FOR EVERYTHING THAT YOU'RE DOING.
WE'VE. WE'VE GONE ON A LONG TIME.
I'M GOING TO BE FAST WITH THE PRINCIPAL.
EVIL. BUT. BUT OBVIOUSLY, FEEL FREE TO ASK QUESTIONS AND SLOW ME DOWN.
I CAN TELL YOU THAT WE DID A COUPLE PRESENTATIONS, AND I'LL GET TO THE SURVEYS OF THE PRINCIPAL ZIOVO HERE IN JUST A SECOND. LET ME.
BOARD MEMBERS. YOU RECEIVED THE.
AND THERE'S A LOT MORE DETAIL IN THE DOCUMENT.
AND AFTER THIS, I'LL SHOW YOU THE SURVEYS THAT WE DID.
[02:35:03]
WE DID THREE DIFFERENT SURVEYS OF THE COMMUNITY AND PRINCIPALS.SO IT'S IMPORTANT, OF COURSE, BECAUSE PRINCIPAL LEADERSHIP, PRINCIPAL EFFECTIVENESS HAS BEEN PROVEN.
HIGHLY EFFECTIVE PRINCIPAL CAN CAN CHANGE RESULTS FOR AS MUCH AS 10% IN ACHIEVEMENT.
WE KIND OF KNOW THAT INTUITIVELY ANYWAY, JUST FROM OUR OWN EXPERIENCE, RIGHT? IF YOU WALK AROUND SCHOOLS ENOUGH, YOU KNOW THAT SCHOOLS WITH A STRONG, EFFECTIVE PRINCIPAL WHO'S REALLY INSPIRING AND SUPPORTIVE, YOU KNOW, THE SCHOOLS RUN BETTER AND THEY GET BETTER RESULTS.
PRINCIPALS WHO ARE STRUGGLING TO DO THAT, THEY GET LOWER RESULTS.
THE QUESTION IS AND IT ALWAYS WILL BE WHAT IS AN EFFECTIVE PRINCIPAL AND HOW DO YOU MEASURE THAT? I'M GOING TO SAY RIGHT OFF THE BAT, WE CAN'T MEASURE EVERYTHING.
IT'S KIND OF LIKE THE HEISENBERG UNCERTAINTY PRINCIPAL.
JUST THE MERE FACT OF EVALUATING WILL SOMETIMES GET IN THE WAY OF YOUR EVALUATION.
SO LET'S APPROACH IT WITH A LITTLE BIT OF HUMILITY.
AT THE SAME TIME, WE DO KNOW THE MOST IMPORTANT THINGS THAT PRINCIPALS DO.
IF YOU WERE TO EVALUATE EVERYTHING, BY THE WAY, THE ROLES AND RESPONSIBILITIES OF THE PRINCIPAL COULD FILL A HUGE BOOK, RIGHT? JUST THE ROLES AND RESPONSIBILITIES.
I SAID TODAY WE STARTED THE PRINCIPALS ACADEMY TODAY OR THE THE OFFICIAL TRAINING.
THEY'VE BEEN ALREADY STARTED, BUT THE PRINCIPALS ACADEMY AND WHEN I WHEN I TALKED TO THEM, I SAID THAT THE ROLE OF THE PRINCIPAL IS THE TOUGHEST JOB IN AMERICAN PUBLIC EDUCATION. THAT'S MY BELIEF.
I ALSO THINK IT'S THE MOST FUN.
BUT BUT NO QUESTION IT'S TOUGH.
HOW DO YOU MEASURE THEIR EFFECTIVENESS? THAT'S THE QUESTION.
AND I THINK WE'VE CAPTURED THE BIG PIECES OF PIE AND WE CAN DO 100 PIECES OF PIE IN THAT.
I DON'T KNOW IF THAT WOULD GUIDE YOU TO REALLY UNDERSTANDING WHETHER PRINCIPAL IS EFFECTIVE OR NOT.
CERTAINLY THE QUALITY OF INSTRUCTION IS ONE OF THE MOST IMPORTANT THINGS.
I ALREADY SAID THAT, RIGHT? THAT'S THE ROLE OF THE PRINCIPAL.
WE HAVE 35% BASED ON STUDENT ACHIEVEMENT.
BY THE WAY, T TEST REQUIRES AT LEAST 20% ON ACHIEVEMENT RESULTS.
SO WE HAVE 35% FOR PRINCIPALS.
WITH REGARD TO STUDENT ACHIEVEMENT, THE SCHOOL ACTION PLAN IS ANOTHER 15%.
IN OTHER WORDS, LET'S NOT JUST WRITE IMPROVEMENT PLANS THAT JUST PUT GET PUT ON A SHELF, LET'S WRITE IMPROVEMENT PLANS OR ACTION PLANS THAT ARE VERY SPECIFIC, TIED TO METRICS AND THAT WE ACTUALLY USE TO IMPROVE THE SCHOOL.
AND THEN FINALLY, THE SPED PIECE.
YOU WON'T FIND THAT ANYWHERE ELSE.
I'D LIKE TO SEE ANY OTHER EVALUATION OF PRINCIPAL SOMEONE PLEASE BRING IT TO ME.
WHERE SPECIAL EDUCATION IS THIS LARGE? A PERCENTAGE OF THE PRINCIPAL'S EVALUATION AND IT'S A FAIR COMMENT.
IF SOMEONE SAYS, WELL, YOU KNOW, IT SHOULDN'T BE 20%, THAT'S DEBATABLE.
AND I ACTUALLY THINK IT SHOULDN'T BE 20%, EXCEPT THAT IN ORDER TO GET OUT OF INTERVENTION, WE HAVE TO HAVE SPED COMPLIANCE AND IMPROVEMENT OF SPECIAL NEEDS STUDENTS EDUCATION.
AND SO WE'RE NOT GOING TO REPEAT THAT TREND.
WE'RE GOING TO ACTUALLY MAKE A HUGE DIFFERENCE HERE.
AND FRANKLY, THE ROLE OF A PRINCIPAL INCLUDES THEIR SPECIAL NEEDS STUDENTS.
BUT BUT IF YOU HAVE YOU KNOW THAT IN MANY SCHOOLS, PRINCIPALS WALK BY THE SPECIAL NEEDS STUDENTS CLASSROOMS. THEY THINK IT'S SOMEBODY ELSE'S JOB.
SO YES PRINCIPALS WE'RE ADDING.
SO THAT'S WHY THAT PIECE IS IN THERE.
AND WE CAN ARGUE ABOUT HOW LONG WE SHOULD KEEP IT IN THERE, BUT AT LEAST UNTIL WE GET A GOOD GRIP ON OUR COMPLIANCE INDICATORS SO THAT WE CAN MOVE OUT OF INTERVENTION FASTER. THE ACHIEVEMENT PART DEPENDS ON THE SCHOOL ELEMENTARY, MIDDLE AND HIGH.
HERE'S AN EXAMPLE OF ELEMENTARY.
SO IT'S NOT JUST STAAR RESULTS.
IN FACT, THE OVERALL TR RATING IS TEN POINTS AND NEA MIDDLE OF THE YEAR AND END OF YEAR IS 2020 POINTS.
[02:40:03]
I'M SORRY. SO DOES THAT MEAN THAT THE STAR WOULD IMPACT TWO PIECES THERE TO RATING, WHICH IS THE OVERALL RATING? THAT'S RIGHT. AND BY THE WAY, PART OF THAT IS BECAUSE GETTING OUT OF INTERVENTION, YOU HAVE TO YOU CAN'T HAVE DEAF SCHOOLS.AND THEN THE CLOSING THE GAP SCORE IS ALSO STAR RELATED BECAUSE IT'S A IT'S CALCULATED BY TEA.
SO YOU SEE NWEA OR DIBELS OR CIRCLE FOR THE PRE-K.
WE'VE ALREADY TALKED ABOUT THAT.
AND THEN WE'VE ALREADY TALKED ABOUT SPECIAL EDUCATION, BOTH THE COMPLIANCE PIECE.
NOW, LET ME SPEND JUST A LITTLE BIT OF TIME ON THIS AS THE LAST SLIDE.
THIS IS THE TARGET DISTRIBUTION, PROBABLY THE MOST CONTROVERSIAL, BUT THE MOST IMPORTANT.
AND I BELIEVE WHAT MAKES AN EFFECTIVE EVALUATION SYSTEM WORK.
WHAT THIS SLIDE SHOWS IS THAT THERE ARE SIX CATEGORIES OF PROFICIENCY.
THE PROG STANDS FOR PROGRESSING TO PROGRESSING ONE IS THE LOWEST.
WE ALSO INCLUDE UNSATISFACTORY.
SO PROGRESSING ONE FOR PRINCIPAL, PROGRESSING TWO, PROFICIENT, ONE PROFICIENT TO EXEMPLARY ONE AND EXEMPLARY TWO, WHAT THOSE NUMBERS THERE SAY IS THAT 60%.
I CAN SEE IT'S 68% OF ALL PRINCIPALS WILL BE PROFICIENT ONE OR HIGHER.
YOU SEE THAT 68% OF ALL PRINCIPAL WILL BE A PROFICIENT ONE OR HIGHER.
SO IT'S NOT REALLY A BELL CURVE.
IT'S IN THIS CASE IT'S A SKEWED RIGHT DISTRIBUTION.
THAT'S WHAT STATISTICIANS WILL SAY.
AND SO THAT MEANS THERE'S MORE PEOPLE WHO ARE PROFICIENT OR HIGHER.
ONLY 32% WILL BE LESS THAN PROFICIENT, 22% BEING PROFICIENT, TWO, 10% BEING PROGRESSING ONE . AND THE DIFFERENT COLORED BARS MEANS THAT AT EACH LEVEL, ELEMENTARY, MIDDLE AND HIGH, THE SAME PERCENTAGE RESULTS SO THAT YOU HAVE THE SAME CHANCE OF BEING EXEMPLARY AT HIGH SCHOOL AS YOU DO ELEMENTARY.
THAT'S WHAT THOSE COLORED BARS MEAN.
SO 40% OF ELEMENTARY, 40% OF MIDDLE AND 40% OF ELEMENTARY.
AND I APPRECIATE IF SOMEBODY READ THAT, BECAUSE I THINK THAT'S GREAT WAY OF PHRASING IT.
IT'S IT'S A LITTLE BIT LIKE A CURVE IN SCHOOL.
IF THE IF THE QUIZ YOU GAVE OR THE EXAM YOU GAVE YOUR CLASS WAS JUST WAY TOO EASY.
OVER TIME, YOU GOT TO CURVE THE GRADES.
OTHERWISE, YOU KNOW, EVERYBODY WOULD BE GETTING A'S AND IT'D BE A FALSE STATISTIC, YOU KNOW? AND THAT HAPPENS IN AMERICAN PUBLIC EDUCATION SOMETIMES BECAUSE WE DON'T WANT TO BE CLEAR ABOUT WHETHER A CHILD IS ACTUALLY PROFICIENT OR NOT.
AND SO THEY GET TO HIGH SCHOOL WITH STRAIGHT A'S AND THEY CAN'T READ.
THAT'S WHY WE HAVE THE DISTRIBUTION AND THAT'S IT.
LET ME I'LL COME BACK TO THIS SLIDE, BUT LET ME QUICKLY SHOW YOU SOME SURVEY DATA AND I'LL BE FAST WITH THIS SURVEY DATA AND THEN I'LL COME BACK TO THIS TARGET DISTRIBUTION SLIDE IF YOU HAVE QUESTIONS.
ALL RIGHT. THIS IS OUR WE DID THREE SURVEYS FOR THE PRINCIPAL LEVEL.
UM. WE DID SURVEY FROM THE WE JUST SENT IT OUT TO THE PUBLIC AND WE HAD ABOUT 255 PEOPLE RESPOND.
[02:45:07]
WE SENT IT OUT TO PRINCIPALS AND WE HAD 229 PRINCIPALS RESPOND.AND WE'LL GET TO THE OTHER SURVEY, THE SHARED DECISION MAKING COMMITTEE IN A MINUTE.
THIS IS SHOULD AFFECTED PRINCIPALS BE PAID MORE THAN LESS EFFECTIVE PRINCIPALS? AGREE OR STRONGLY AGREE? WAS GENERALLY THE THE THING HERE FOR THE PUBLIC.
AND THIS WAS COMBINED BOTH THE PRINCIPAL AND PUBLIC.
THE HERE'S A HERE'S A QUESTION I THOUGHT WAS REALLY INTERESTING.
WHAT PERCENTAGE OF A PRINCIPAL'S EVAL SHOULD BE BASED ON STUDENT ACHIEVEMENT? SO YOU CAN SEE THAT 55.
AND THEN YOU CAN READ THE THE ONES THAT WERE LESS.
THE PRINCIPALS ALSO HAD SIMILAR NUMBERS.
AND SO WHEN YOU COMBINE THEM TOGETHER.
UH, YOU KNOW, THE 83 AND 55 PEOPLE.
WHAT IS THAT? 138 PEOPLE THOUGHT IT SHOULD BE 30%.
ANOTHER 69 SAID IT SHOULD BE 40%.
SO I THINK WE LANDED ABOUT RIGHT WHERE WE SHOULD BE.
THIS ONE, I THOUGHT WAS VERY INTERESTING, TOO.
THIS IS UNDER THE PROPOSED SYSTEM, TWO THIRDS, 68%.
THE PRINCIPALS ARE EXPECTED TO BE RATED AS PROFICIENT OR HIGHER.
THEY ALSO THAT NUMBER WAS THE.
SO WHEN YOU ADD THEM TOGETHER, THE 254 PEOPLE THOUGHT IT WAS JUST RIGHT.
UM. AND THEN 85 PEOPLE THOUGHT IT WAS TOO LOW.
THESE ARE THE EFFECTIVENESS AREAS.
AND WE ASK, YOU KNOW, ARE THESE THE RIGHT ONES? ARE THEY APPROPRIATE? 77% OF PRINCIPALS THINK THAT'S ABOUT RIGHT.
AND 68% OF THE PUBLIC THINK IT'S THE RIGHT AREAS TO TO LOOK AT.
AND THEN WHAT ABOUT THIS WALK THROUGH? BY LOOKING AT THE QUALITY OF INSTRUCTION THROUGH UNANNOUNCED OBSERVATIONS OR WALKTHROUGHS.
MOST PEOPLE AGREE OR STRONGLY AGREE.
NOW, WE ALSO LOOKED AT THE SHARED DECISION MAKING COMMITTEE.
NOW, THIS SURVEY IS DIFFERENT BECAUSE IT CAME TWO WEEKS LATER AND WE HAD A SHARED DECISION MAKING COMMITTEE, MEMBERS WE SENT IT SPECIFICALLY TO THEM TO SEE WHAT THEY WOULD SAY.
AND WE HAD 1488 PEOPLE ANSWER THE SURVEY.
THE TOP TWO BARS, THE TOP BARS STRONGLY AGREE.
THE SECOND BARS SOMEWHAT AGREE.
THEN IT'S NEUTRAL, SOMEWHAT DISAGREE AND STRONGLY DISAGREE.
SO BY FAR STRONGLY AGREE AND AGREE.
AGAIN, YOU CAN SEE, AGREE AND STRONGLY AGREE PRETTY HIGH.
AGAIN, STRONGLY AGREE AND AGREE WITH THE HIGHEST RESPONSES.
APPRAISAL SYSTEM PRIORITIZES AND SUPPORTS HIGH QUALITY INSTRUCTION.
AGAIN. OH, THIS IS ALL CAMPUSES.
SO THE FIRST FEW QUESTIONS WERE NES AND NESA.
THE LAST QUESTIONS WERE ALL CAMPUSES.
[02:50:04]
AND THEN THERE WERE A NUMBER OF QUESTIONS THAT CAME OUT.AND THESE ARE THE KEY THEMES HOLDS PRINCIPALS AND LEADERS MORE ACCOUNTABLE THAN IN PAST YEARS.
IMPLEMENTS A SHARED VISION AND CULTURE OF HIGH EXPECTATIONS.
UM, SO THE SURVEY OVERALL VERY SUPPORTIVE.
AND NOW I'LL GO BACK TO THE OTHER SLIDE FOR QUESTIONS.
ARE THERE ANY QUESTIONS FROM THE BOARD? COMMENTS. QUESTIONS.
MS.. LINDER YOU ALL ARE SO KIND.
MS.. LINDER, GO AHEAD, PLEASE.
I AM A BIG FAN OF THE LEVEL OF ACCOUNTABILITY THAT THIS EMPHASIZES.
A QUESTION THAT I THINK TRUSTEE CRUZ ACTUALLY RAISES A QUESTION DURING PUBLIC COMMENT WAS AROUND THE STUDENT ACHIEVEMENT OUTCOMES AND FOR HIGH SCHOOLERS, HOW ARE WE WHAT ARE WE INCLUDING THERE RELATED TO CMR THAT DIDN'T JUMP OUT IN THE IN THE PAPER? YEAH, WE CAN WE CAN SEND YOU MORE INFORMATION ABOUT THAT, BUT IT WILL BE FOR THE, FOR THE PRINCIPALS WILL BE MOSTLY AROUND EOC, ENGLISH ONE, ENGLISH TWO AND ALGEBRA ONE.
IT'S ALSO GOING TO BE BASED ON THE CMR. SO THIS NOTION OF CSI ACHIEVEMENT THAT'S GOING TO BE INCLUDED IN IT AND THEN ALSO INDUSTRY APPROVED CERTIFICATIONS. MR. MARTINEZ. AND THEN MR. RIVON. I FORGOT MY QUESTION.
THIS LEADS SYSTEM IN THE EVALUATION FOR PRINCIPALS.
EVENTUALLY TIES INTO AUTONOMY.
AND I WAS WONDERING IF YOU COULD EXPAND ON WHAT THAT LOOKS LIKE.
SO THIS YEAR AND WE HAVEN'T GOTTEN TO THIS YET, WE WILL BRIEF THE BOARD ON THE EVALUATIONS OF SCHOOLS BASED ON DEFINED AUTONOMY RUBRIC.
SO THE MORE SUCCESS YOU HAVE, ESPECIALLY WITH THE PRINCIPAL LEVEL, NOT ONLY THAT, BUT IN LARGE PART THAT THE HIGHER YOUR EVALUATION, THE MORE AUTONOMY YOU HAVE.
BUT WE'RE ALSO LOOKING AT THINGS LIKE DO YOU HAVE A SCIENCE OF READING CURRICULUM? RIGHT? YOU WON'T HAVE AUTONOMY NOT TO HAVE A SCIENCE OF READING CURRICULUM.
WE'RE LOOKING AT YOUR SPECIAL EDUCATION RESULTS AND WHETHER OR NOT YOU'RE MEETING STATE LAW ON THAT.
SO THOSE ARE KIND OF THE PIECES OF AUTONOMY.
PRINCIPAL EVALUATION IS A BIG PIECE OF THAT.
SO I HAVE A COUPLE OF QUESTIONS.
FIRST OF ALL, I THINK THIS IS A GREAT EVALUATION.
MY QUESTION WAS RELATED TO REALLY ABOUT PRINCIPAL KIND OF RETENTION IN PARTICULAR.
HOW DO WE DO THAT? STILL ADHERING TO THE EVALUATION WITHOUT MOVING THESE PRINCIPALS BACK AND FORTH BECAUSE ONE IS NOT PERFORMING AND THEN YOU MOVE ANOTHER ONE AND IT CREATES KIND OF A CYCLE OF INCONSISTENCY IN ONE PARTICULAR SCHOOL.
YEAH, THAT'S A THAT IS A GREAT OBSERVATION.
AND HERE'S THE GENERAL ANSWER.
UH, WE HAVE THE PRINCIPALS WE HAVE.
AND TO BE FAIR TO EVERYBODY, NOT EVERYBODY WAS HIRED TO BE AN INSTRUCTIONAL LEADER.
AND SO IF PRINCIPALS WERE HIRED IN THE PAST TO MANAGE OR WERE EVALUATED IN A WAY THAT FOCUSED ON MANAGEMENT VERSUS INSTRUCTION OR FOCUS ON MANAGEMENT VERSUS LEADERSHIP, YOU KNOW, THEY CAN BE FORGIVEN FOR NOT WANTING TO BE HERE OR AND WE CAN BE FORGIVEN THAT OVER TIME TO TO REMOVE THEM FROM THE PRINCIPALSHIP.
MY EXPERIENCE IS THAT NOT EVERYBODY WILL MAKE IT.
AND THAT'S THERE'S 273 PRINCIPALS HERE.
SO THERE'S NORMAL ROTATION OR MOBILITY, RIGHT? AND THEN THERE'S ADDED ONES BECAUSE WE'RE STARTING A NEW SYSTEM AND NOT EVERYBODY WILL EITHER WANT TO BE IN IT OR HAVE THE ABILITY TO BE
[02:55:04]
EFFECTIVE PRINCIPALS.RIGHT. SO WE DON'T HAVE A LOT OF NEW PRINCIPALS THAT WE'VE HIRED IN THE SYSTEM.
BUT WE ALSO ANTICIPATE EVEN A LITTLE BIT MORE THAN NORMAL.
SO THE FIRST TWO YEARS, TO ANSWER YOUR QUESTION DIRECTLY, IS WE'RE GOING TO HAVE A LITTLE BIT MORE MOBILITY AND TURNOVER IN THE FIRST TWO YEARS, THIS YEAR AND NEXT YEAR THAN WE WOULD NORMALLY HAVE. BUT I GUARANTEE YOU IT WILL START TO STABILIZE VERY QUICKLY.
WHY DO WE ONLY HAVE IT FOR ONE YEAR? YEAH. AND MAYBE WE'LL ASSESS WHETHER WE NEED TO DO IT MORE THAN ONE YEAR FOR THE EVALUATION PIECE.
BUT WITH REGARD TO THE PRINCIPAL EVALUATION, YES, IT'S THIS YEAR.
SO I WANT TO PUT A MARKER DOWN THAT WE WE MAY WE MAY NOT REMOVE THAT 20% THE FOLLOWING YEAR.
BUT AS ONE OF THE SPEAKERS SAID, THERE ARE OTHER THINGS THAT ARE ALSO VALUABLE TO MEASURE.
FOR EXAMPLE, CLIMATE AND CULTURE.
THAT'S A THAT'S A REALLY BIG PIECE.
AND IN THE CLIMATE AND CULTURE, TEACHERS GET TO RATE BOTH THE PRINCIPAL AND THE DISTRICT.
AND SO THAT'S AN IMPORTANT PIECE, I THINK, FOR LEADERSHIP TOO, TO KNOW WHAT THE PEOPLE PUT.
THESE ARE ANONYMOUS SURVEYS THAT I'VE DONE.
TWICE A YEAR, EVERY EVERY YEAR THAT I WAS A SUPERINTENDENT IN BOTH HARRISON AND DALLAS.
WE ALSO ASKED THE MORALE QUESTION.
AND IN DALLAS AT THE TIME, IT WAS ONLY SUPERINTENDENT IN THE AREA.
I DON'T KNOW IF IN THE STATE, BUT THAT ASKED SPECIFICALLY, HOW'S YOUR MORALE? AND THEN WE ALSO ASKED, NAME THE TOP THREE REASONS WHY YOUR MORALE IS THE WAY IT IS.
BECAUSE, YOU KNOW, SOMETIMES, YOU KNOW, IF YOU'RE NOT HEALTHY, YOUR MORALE IS LOW.
JUST BECAUSE YOU'RE NOT HEALTHY, NOT BECAUSE OF ANYTHING THAT'S PRINCIPAL DID ANYWAY.
SO THERE ARE OTHER THINGS WE LIKE TO MEASURE.
BUT THIS YEAR, SPECIAL EDUCATION AND PROBABLY IN THE NEXT COUPLE OF YEARS.
MISS BANDY, DID YOU HAVE A QUESTION? I DO. OFTENTIMES MODELS OF TARGET DISTRIBUTION LIKE THIS WHEN IT COMES TO PERFORMANCE ACTUALLY PUSH. THE POPULATION IN THIS CASE WOULD BE TWO.
AND WITH THE RESPONSE TO THAT BE ADDRESSING THE PIE, YOU KNOW, AND THAT TAKES INPUTS AND HOW WE GET TO 100% JUST TO CONSTANTLY PUSH THAT FORWARD.
AND I THINK THE ACTUAL PERFORMANCE AND EFFECTIVENESS WILL GROW.
A TARGET DISTRIBUTION DOESN'T TAKE THAT INTO ACCOUNT, AT LEAST RIGHT NOW.
IF PERFORMANCE IMPROVES DRAMATICALLY, THEN WHY SHOULD YOU STILL ONLY HAVE 40% PROFICIENT? WHY ISN'T THAT NUMBER 45? AND WE CAN DO THAT.
FIRST, WE GOT TO MAKE SURE THAT WE LEVEL RIGHT AND THEN WE NEED TO RAISE THE BAR ON THAT.
AND THEN WE SHOULD MOVE THE CUT POINTS TO GET HIGHER PROFICIENCY RATES.
THE OTHER THING WE CAN DO IS TO ADD VALUE IN THE COMPENSATION TO THE WHOLE SCALE.
SO YOU MIGHT STILL BE PROFICIENT, BUT YOU'RE MAKING $5,000 MORE FOR BEING PROFICIENT.
MR. IRVIN. THANK YOU FOR THAT.
ACTUALLY, YOU ANSWERED ONE OF MY QUESTIONS, WHICH WAS HOW? HOW DOES THE FACT THAT HOW DOES THE EFFECTIVENESS LEVEL AND COMPENSATION ALIGN WITH THE TARGET DISTRIBUTION AND
[03:00:07]
AND HOW DO THEY RELATE TO CUT POINTS? SO ONE OF THE THINGS, THOUGH, THAT IN THE INTEREST OF TIME, I'LL SHORTEN SOME OF THESE, BUT ULTIMATELY PRINCIPAL SAW A PROFICIENT PRINCIPAL AND THE TARGET DISTRIBUTION ARE ACHIEVED AT ONE LEVEL AND YOU SORT OF ANSWERED THIS, BUT I WANT TO MAKE SURE I'M CLEAR.ONCE YOU'VE GOT THE TARGET DISTRIBUTION ACHIEVED, LET'S SAY EXEMPLARY ONE AND EXEMPLARY TWO ARE FILLED WITH A CERTAIN NUMBER OF PRINCIPALS THAT MEET THIS PERCENTAGE AND BECAUSE BECAUSE THEY CAN'T FALL BACK WITHIN THE FIRST YEAR.
AM I BLOCKED FROM ACHIEVING THE COMPENSATION LEVEL? AND UNTIL SOMEONE DROPS OUT OR LIKE I'M NOW THERE, BUT I CAN'T SEE WHAT I'M SAYING.
I DO SEE NO, YOU READ THE REPORT CLOSELY.
SO YOU'RE YOU YOU ACTUALLY ARE TAKING UP A SPACE BECAUSE YOU CAN'T GO DOWN AS YOU READ FOR AT LEAST TWO YEARS BECAUSE YOU GET TO THE THIRD YEAR, YOU GOT TO GET TWO YEARS IN A ROW OF LESS THAN EXPECTED PERFORMANCE BEFORE YOU CAN DROP EVEN ONE.
AND THAT IS ALSO IN THE TEACHER.
SO THAT'S WHY THERE'S SOME GRANDFATHERING IN.
BUT KEEP IN MIND, THIS TARGET DISTRIBUTION WE'RE GOING TO ENFORCE, BUT IT MAY REFLECT JUST LET'S TAKE AN EXTREME EXAMPLE. LET'S SAY ONLY 30% OF OUR PRINCIPALS ARE ACTUALLY PROFICIENT.
OR LET'S SAY EVERYBODY GETS SUCH LOW ACHIEVEMENT, ONLY 30% OF THE PRINCIPALS ARE PROFICIENT.
WE'RE GOING TO ENFORCE THIS TARGET DISTRIBUTION.
SO WHAT I MEANT EARLIER WHEN I SAID LEVEL SET, LET'S LET'S NOT, YOU KNOW, CELEBRATE TOO MUCH.
WE MIGHT BE ABLE TO CELEBRATE, BUT MAYBE WE'RE PUSHING THE CURVE UP WHEN IT SHOULD BE LOW.
YOU KNOW, IT'S LIKE GIVING A TEST AND KIDS ARE ALL LOW AND YOU ENFORCE A CURVE.
BUT REALLY, THEY WERE ALL LOW FOR A REASON.
YOU SEE WHAT I MEAN? SO WE'VE GOT TO WE'VE GOT TO MAKE SURE WE'RE LEVEL SETTING.
WE'VE GOT A GREAT DATA DEPARTMENT.
I'M I'VE BEEN DOING THIS FOR YEARS, SO OVER TIME WE'LL LEVEL SET.
I WANT TO TALK ABOUT SPOT OBSERVATIONS, BUT BUT I THINK THE KEY THAT I'M TRYING TO GET TO IN ALL THE REST OF THE QUESTIONS ARE RELATED TO YOUR KEY ACTION PLANS, KIND OF FROM 25 TO WHATEVER, 50 WHATEVER.
SO IF WE CAN BEGIN TO SEE THE ACTUAL PROGRESS ON THOSE, THAT WOULD BE HELPFUL BECAUSE I'M ABLE TO KIND OF CROSSWALK SOME OF IT. BUT. YES, SIR.
WE'LL BE LOOKING AT THAT WEEKLY AND THEN WE'LL INFORM THE BOARD THE FIRST TIME IN NOVEMBER AND AND PROBABLY IN FEBRUARY, UNLESS YOU GUYS WANT IT IN JANUARY.
ALSO, WE CAN SHOW YOU THE PROGRESS ON THE SPOT OBSERVATIONS.
ANY OTHER QUESTIONS FROM THE BOARD? NO. GREAT.
I THINK. IS THAT IT FROM YOU? YEAH, I'M DONE.
ALL RIGHT. WELL, THANK YOU. I'M SURE YOU'RE HAPPY ABOUT THAT.
THANK YOU. AND THANK YOU TO EVERYBODY WHO DID A PRESENTATION TONIGHT.
IT WAS VERY INFORMATIVE. THANK YOU.
ALL RIGHT. WE ARE GOING TO MOVE ON.
I DIDN'T HEAR FROM BOARD MEMBERS AS TO SPECIFIC ITEMS THAT THEY WANTED TO TALK ABOUT THIS EVENING.
IF THERE IS A TOPIC THAT YOU WANT TO ASK A QUESTION ABOUT, LET ME KNOW.
AND IT'S RELATED TO THE OVER 1 MILLION CATEGORY.
WE'RE TALKING ABOUT BUDGET. YES.
YES. SO I JUST WANT TO IDENTIFY IT NOW AND THEN.
NO, I THINK WE CAN GO AHEAD AND GO THROUGH.
SO WE'LL TALK ABOUT THE BUDGET AS AN ITEM THAT WE'RE GOING TO BE DEALING WITH NEXT WEEK.
MR. TERRY OR MR. MILES? ALL RIGHT.
[03:05:01]
SO MR. RIVON MAY HAVE THE FIRST QUESTION.MAYBE OTHER BOARD MEMBERS HAVE OTHER QUESTIONS.
LET'S LET MR. TERRY GET SET UP AND THEN.
LET'S GET MR. TERRY. HE'S WORKING ON HIS IT.
OH, ADAM, WAS IT ABOUT THE BUDGET OR IS IT ABOUT SOMETHING ELSE? BOTH. BUT YOU HAVE A BUDGET QUESTION.
SURE. ARE THERE OTHER TOPICS OTHER THAN THE BUDGET AND APPROVAL, I GUESS, ADAM, IS IT APPROVAL OF A CONTRACT AMOUNT? OKAY. GOT IT. ANY OTHER TOPICS THAT FOLKS HAVE QUESTIONS ABOUT? A BUDGET QUESTION.
MISS MENDOZA. ANYTHING? OKAY, MR. CAMPBELL. MY QUESTIONS WERE ANSWERED THROUGH THE QUESTION AND ANSWERING PROCESS.
AND YOU RAISE A GOOD POINT, MR. CAMPO. THANK YOU. BEFORE TONIGHT, THE BOARD WAS ABLE TO SEND OVER SOME QUESTIONS TO THE ADMINISTRATION AS IT'S DONE, I GUESS, HISTORICALLY.
SO THANK YOU FOR RAISING THAT.
MR. RIVON, DO YOU WANT TO ASK YOUR CONTRACT QUESTION? BECAUSE MR. TERRY'S WORKING ON HIS CONNECTION, AND THAT MAY BE A QUESTION FOR SUPERINTENDENT MILES OR.
OR DO YOU THINK IT'S FOR MR. TERRY? IT'S ACTUALLY HIM ALSO.
SO SORRY. YEAH, I HAVE YOU, BUT.
OKAY, MISTER. ARE WE READY, MR. TERRY? OKAY.
UM. YES, ACTUALLY, IT'S EASIER IF I GO TO THE BUDGET FIRST, BUT I SEE YOU DO HAVE THAT UP, DON'T YOU? THERE WE GO. OKAY.
SPECIFIC TO THANK YOU FOR ANSWERING THE QUESTIONS THROUGH THE Q&A.
THOSE ARE VERY HELPFUL AND CLEARED UP QUITE A BIT OF INFORMATION FOR US.
ALSO SPECIFICALLY REGARDING A COUPLE OF THE ITEMS IN THE IN THE BUDGET ADS, IF WE COULD HAVE A LITTLE BIT MORE CLARITY, IT WOULD BE HELPFUL.
AND I WANT TO FIRST, EVEN BEFORE YOU SAY THAT, THANK YOU FOR ADDING THE NOTES ONE, TWO AND THREE.
THIS, I THINK, WILL HELP TO KIND OF BRIDGE THAT GAP A LITTLE FURTHER.
AND SO AROUND THE BUDGETING FOR NES PROGRAM, EARLIER IN THE YEAR WE HAD AN ALLOTMENT SET ASIDE $106 MILLION FOR THE PROGRAM AND WITHIN THAT BUDGETED AMOUNT WERE SUNRISE CENTERS. AND I SEE THAT WE'VE NOW GOT ANOTHER ITEM ON THE THE AGENDA FOR APPROVING.
AND IT WOULD BE HELPFUL IF YOU WOULD CLARIFY FOR US HOW IT FITS IN IN SCOPE.
THE FIRST BUDGET AMENDMENT WE BROUGHT HAD A LOT, A LOT TO DO WITH THE CHANGE IN THE CALCULATION OF THE RECAPTURE AND ALSO BECAUSE WE'RE GOING THROUGH THIS LARGE ORGANIZATIONAL CHANGES WE MADE, MADE SOME CHANGES IN IT.
WE AT THAT TIME THAT WE BROUGHT TO YOU, WE WEREN'T ABLE TO BRING EVERYTHING INTO THE BUDGET.
AND SO THIS THAT SUNRISE WASN'T BROUGHT IN.
AND A SUPERINTENDENT, MILES, HAD IT TARGETED FOR 12 MILLION.
SINCE THAT TIME, WE REDUCED THAT AMOUNT TO 10 MILLION BECAUSE OF WE'VE MADE A BETTER DEAL WITH THE ACTUALLY OBTAINING THE PHYSICAL PROPERTIES AND BECAUSE IT'S A LITTLE BIT LATE IN THE YEAR TO PUT THEM ONLINE BECAUSE WE'RE ALREADY A QUARTER INTO IT. WE WE FELT LIKE WE COULD REDUCE THAT BUDGET AT 10 MILLION BUT THIS IS THE AMOUNT IS $2 MILLION SHORT OF WHAT HE HAD ORIGINALLY
[03:10:04]
PROPOSED. GOT IT.SO WE STILL HAVE SIX CENTERS TOTAL FOR ONE IN EACH DIVISION AND THEN TWO GEOGRAPHIC.
AND THEN THE COST INSTEAD OF BEING 12 MILLION IS GOING TO BE 10 MILLION.
AND THEN THAT COST IS ACTUALLY JUST NOW BEING APPLIED WHERE IT WASN'T BEFORE.
GOT ANY OTHER QUESTIONS ABOUT BUDGET? OKAY. I HAVE A RELATED QUESTION.
ARE THERE ANY OTHER KNOWN ITEMS? AND I'M NOT ASKING ABOUT VARIANCES, BUT ARE THERE ANY OTHER KNOWN ITEMS THAT HAVE NOT BEEN INCLUDED IN THE BUDGET THAT YOU ANTICIPATE ON A GOING FORWARD BASIS? AND AGAIN, I'M NOT ASKING ABOUT KIND OF SMALLER VARIANCES THAT WE'RE EXPECTING, BUT JUST LARGE EXPENDITURES THAT ARE ITEMS WE KNOW ABOUT BUT HAVEN'T BEEN BUDGETED FOR YET. THERE'S APPROXIMATELY $50 MILLION WORTH OF ITEMS IN SUPERINTENDENT MILES PROGRAM.
I CAN'T GUARANTEE YOU WE WILL.
FIVE ZERO. APPROXIMATELY 50 MILLION.
IS THAT IS THAT PARTICULAR PROGRAMING SPECIFIC OR YOUR DIFFERENT SPECIFIC PROGRAMS? YES. I'M SORRY.
YES. SPECIFIC DIFFERENT PROGRAMS, INITIATIVES.
DOCTOR TO SUPERINTENDENT MILES HAS.
OKAY. CAN YOU TELL US HIGH LEVEL WHAT THOSE ARE? NOT OFF THE TOP OF MY HEAD, BUT I CERTAINLY CAN PROVIDE THAT INFORMATION.
ANY OTHER BUDGET QUESTIONS? I HAVE. I HAVE ONE MORE.
UH, SOCIAL WORK SERVICES IS ONE OF THE ITEMS AND IT LOOKS LIKE IT WAS.
AND MAYBE I'M ON THE WRONG LINE.
IS THAT INCREASED OVER A BUDGET.
WHERE DID I GO? OKAY, SO IT DID INCREASE IN OUR FIRST BUDGET AMENDMENT BY 3.5 MILLION AND IT IS NOW. THAT IS SOCIAL SERVICE WORKS ALSO THAT 10 MILLION FOR SUNRISE CENTER THAT'S IN THAT PROGRAM FUNCTION AREA.
IF YOU LOOK ON THE FAR LEFT, REMEMBER BY TEA, YOU HAVE TO ADOPT A BUDGET BY FUNCTION CODES.
AND SO SOCIAL SERVICE WORK IS WHERE THIS MONEY IS GOING INTO.
SO ALTOGETHER WE'VE INCREASED THAT BY 13 MILLION SINCE THE ORIGINAL BUDGET.
OKAY. THANKS. THANK YOU FOR THE CLARIFICATION.
WELCOME. MR. CAMPBELL. SO THOSE OF YOU WHO WANT TO SEE A SUNRISE CENTER, THERE IS A GRAND OPENING FOR ONE AT 3:30 ON MONDAY, THE NINTH AT AT A NEW HOPE HOUSING PROJECT ON REID ROAD.
I'M SURE YOU CAN GET THE DETAILS, BUT I'M DEFINITELY GOING.
ANY OTHER QUESTIONS ABOUT THE BUDGET? THANK YOU, MR. TERRY.
I THINK MR. RIVON HAD ONE ADDITIONAL QUESTION FOR MR. TERRY. YES.
AND THIS WAS THIS MAY BE IN COLLABORATION WITH SOMEONE ELSE, BUT SPECIFIC TO THE ALLOCATIONS RELATED TO WELLNESS IN CONTRACT.
I'M SORRY, I'M TRYING TO GET THERE ON THE ONSITE WELLNESS CLINICS.
THERE WAS AN APPROPRIATION FOR FOR 13.5 MILLION OVER FIVE YEARS THAT WAS PREVIOUSLY APPROVED.
AND THEN WE HAVE AN INCREASED COST OF 2.6 MILLION THAT IS BEING REQUESTED.
AND JUST ONE ADDITIONAL PIECE OF CLARIFICATION FOR ME WAS AROUND IS THERE IS THERE A NEW STRATEGY BEING ADDED? I LOOKED AT THE NUMBER OF VISITS AND THEY SEEM TO BE UNIFORM PRETTY MUCH ACROSS THE YEARS, BUT WE SEEM TO HAVE.
A REQUEST TO INCREASE THE BUDGET.
I DON'T KNOW IF THERE WAS A NEW STRATEGY THERE OR WHETHER IT WASN'T QUITE CLEAR TO ME, LIKE WHY THE ADDED COST? WELL, I THINK I THINK YOU NEED TO UNDERSTAND HOW THIS WORKS.
SO WHAT WE'RE DOING HERE IS WE'RE OVER HERE ON THE LEFT ARE OUR PROJECT NUMBERS.
[03:15:02]
SO WE'RE BRINGING TO YOU THAT'S THREE PIECES HERE.SO AS AN EXAMPLE, IN THIS FIRST ONE, YOU KNOW, THE PROJECT NUMBER TOTAL AMOUNT WAS APPROVED BY THE PRIOR BOARD, ACTUALLY. AND ALL WE'RE DOING HERE IS WE ARE ADDING WE'RE ADDING OTHER PEOPLE THAT CAN ACCESS THAT ACCESS THAT THAT MONEY. AND JUST AS IN THE OTHER CASES, THEY ARE ASKING FOR ADDITIONAL AUTHORIZATION BECAUSE THEY FEEL IT'S GOING TO NOT BE ENOUGH INTO INTO THE FUTURE.
AND THIS IS NOT ACTUALLY THE EXPENDITURE IN THE SENSE THAT THAT EXPENDITURE THAT YOU APPROVE WILL BE IN THE IN THE BUDGET, IN THE OPERATING BUDGET.
AND SO FOR THAT PARTICULAR DEPARTMENT OR FUNCTION THERE THEN WOULD BE ALLOWED IF IT WORKED INTO THEIR BUDGET AND THEY WOULD BRING THAT BUDGET. AS ANOTHER EXAMPLE MIGHT BE IF YOU LOOK AT THE THE TEN DOWN HERE AT THE VERY LAST ONE AUTHORIZATION, A SPENDING LIMIT INCREASE, THIS INCREASE HERE ON THE VERY LAST ITEM HERE WAS 1.8 MILLION AND THAT 1.8 MILLION, IF YOU LOOK INTO THE BUDGET IS FOR IT BRINGING ABOUT A PAYROLL CONTROL SYSTEM AND AND THAT'S HOW IT WORKS.
SO YOU'RE JUST AUTHORIZING THE DEPARTMENTS TO BE ABLE TO ACCESS THAT MONEY, BUT THEY HAVE TO ACTUALLY PUT IT INTO THEIR BUDGET. AND AS AN EXAMPLE, WE'RE ASKING AUTHORIZATION IN THE IT AREA.
BUT THE ACTUAL BUDGET IS IN THAT BUDGET AMENDMENT WHERE IT'S ASKING FOR 1.8 MILLION FOR THAT.
DOES THAT KIND OF FOLLOW? THAT DOES HELP. I APPRECIATE THE CLARIFICATION.
AND SO IN REGARDS TO THAT, SO THE THE FIRST FROM THE LAST ITEM IS THE ONSITE WELLNESS CLINIC.
AND I THINK I SEE SOMETHING THAT I DIDN'T SEE BEFORE NOW, WHICH IS THERE THERE ARE NO MORE RENEWALS.
SO IS THE 2.6 MILLION FOR TO FILL THE GAP UNTIL THE RENEWAL IS IS COMPLETED.
IT'S IT'S 2.6 MILLION IS THEY'RE ASKING FOR ADDITIONAL AUTHORIZATION.
SO IF THEY NEED IT AND THEY'RE GOING AFTER A SPECIFIC PROJECT, THEN THEY'LL BRING IT BACK INTO THE INTO THEIR BUDGET OR THEY'VE ALREADY IDENTIFIED IT AND THEY FEEL THAT THE MONEY ISN'T ISN'T ENOUGH IN THE CURRENT AUTHORIZATION. WHAT THIS DOCUMENT IS, IS THE AUTHORIZATION TO SPEND MONEY.
SO YOU FIRST YOUR FIRST THESE OVER ON THE VERY FAR LEFT ARE PROJECT NUMBERS SO THAT THEY GO OUT FOR AN RFP AND THAT RFP COMES BACK AND THEY SAY WE'RE GOING TO ACCEPT THIS RFP FOR $5 MILLION, WHICH IS THE AND YOU CAN SEE THE FULL AMOUNT. AND THEN WHAT HAPPENS IS THAT THE THAT'S APPROVED.
AND THEN YOU GO BACK TO YOUR BUDGET AND YOU SAY, LOOK, I WANT TO USE UP, SAY, 250,000 OF THAT.
YOU HAVE TO UNDERSTAND THAT UNDER UNDER TEXAS LAW, IN ORDER TO SPEND A PARTICULAR ITEM IN THE AGGREGATE, OVER 50,000, IT HAS TO BE IT HAS TO BE AN RFP HAS TO GO OUT.
AND SO WHAT WE DO IS WE PUT AN RFP OUT AND THE RFP THEN IS GOES THROUGH A REVIEW PROCESS.
ONCE IT GOES THROUGH THAT REVIEW PROCESS, THEN WE BRING BACK TO YOU THESE PROJECT NUMBERS AND SAY, HERE IS THE PROJECT WHERE YOU APPROVE THIS PROJECT AMOUNT AND YOU SAY, YES, WE APPROVE IT.
NOW, THAT DOESN'T MEAN THE MONEY IS GOING TO BE SPENT, YOU KNOW.
IT'S LAYING THERE AS AUTHORIZATION THAT WE'RE ALLOWED TO USE.
[03:20:03]
ADOPTED IN THE BEGINNING OR WE WERE TO BRING IT TO YOU IN A BUDGET AMENDMENT AND THEN YOU WOULD APPROVE THAT MONEY.SO THIS IS JUST IT'S KIND OF A TWO STEP PROCESS.
THE FIRST STEP IS AN RFP GOES OUT.
AND THAT RFP THEN IS LET'S REQUEST FOR PROPOSAL.
AND THERE'S THERE'S TWO KINDS I WON'T GO IN THERE, BUT THE REQUEST FOR PRICING.
SO YOU GET THAT BACK AND WE BRING IT TO YOU HERE IN THIS DOCUMENT PURCHASING SAYING THIS IS THE AMOUNT OF MONEY FOR THIS PARTICULAR PROJECT.
WILL YOU APPROVE IT? YOU SAY YES.
WE NEED TO GO SPEND THE MONEY NOW AND YOU APPROVE IT IN THE BUDGET AMENDMENT.
ALL THIS IS DOING IS AUTHORIZING US WITH THE ABILITY TO USE THOSE COMPANIES TO PURCHASE THINGS.
DOES THAT MAKE SENSE? THANK YOU. ANY OTHER QUESTIONS ON THAT? MS.. THEY DON'T NEED A WHOLE LECTURE.
THERE'S A REASON I'M AN ACCOUNTANT.
I HEAR YOU. SO AT WHAT POINT IN THIS PROCESS, IF WE'RE TALKING STILL JUST ABOUT THE WELLNESS CLINIC IS THE $2.6 MILLION NUMBER DEVELOPED? IS IT BASED ON HISTORICAL SPIN AND THEN EXTRAPOLATE TIMES HOW MANY CLINICS WE NEED? OR DOES THE RFP RESPONSE INFORM WHAT WE WILL POTENTIALLY BE PAYING BASED ON SOME AVERAGE OR SOMETHING? GOOD QUESTION. SO WHAT HAPPENS IS THE.
WHO'S EVER RESPONSIBLE FOR IT? DECIDES WHAT IT IS THAT THEY WANT TO DO.
AND THEN ONCE THEY'VE RESPONDED, IT'S A BLIND COMMITTEE OF, YOU KNOW, A COMMITTEE LOOKS AT IT NOT KNOWING WHO'S RESPONDED.
AND THEN THEY EVALUATE THAT AND THEY GIVE IT POINTS.
AND OUT OF THAT EVALUATION, THEY THEN NOW THE SPECIFIC RFP, RFP OR RFQ, I DON'T KNOW THE DETAILS, BUT I CERTAINLY CAN PROVIDE YOU WITH THE DETAILS OF ANY ONE OF THESE RFPS THAT HAVE GONE OUT.
YOU KNOW, THAT'LL BE MY RESPONSE.
THIS IS I'M A FORMER PROCUREMENT PROFESSIONAL.
OKAY. PROBABLY NOT UNDER STATE LAW.
AND THAT'S A WHOLE DIFFERENT ANIMAL.
ANY OTHER QUESTIONS ABOUT THIS? NO. OKAY.
ANY OTHER QUESTIONS ABOUT ANYTHING THAT'S ON THE AGENDA FOR NEXT WEEK IF WE HAVEN'T ALREADY TALKED ABOUT? OKAY. VERY GOOD.
I'M SORRY, MR. TERRY, THANK YOU VERY MUCH FOR YOUR INFORMATION.
WE APPRECIATE YOU. THANK YOU VERY MUCH.
[CLOSED SESSION]
551.089. SHOULD BOARD FINAL ACTION, VOTE OR DECISION ON ANY MATTER CONSIDERED IN THE CLOSED SESSION BE REQUIRED.SUCH FINAL ACTION, VOTE OR DECISION SHALL BE TAKEN AT THE OPEN MEETING COVERED BY THIS NOTICE.
THE BOARD HAS RECESSED TO CLOSED SESSION AT 8:32 P.M.
THE NEXT REGULAR BOARD MEETING WILL BE HELD ON THURSDAY, OCTOBER 12TH AT 5 P.M.
WITH NO FURTHER BUSINESS TO DISCUSS, THIS MEETING OF THE BOARD IS ADJOURNED AT 8:59 P.M..
[03:25:05]
THANK YOU. HAVE A GOOD NIGHT.THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.