Oct 19, 2023 Work Session

GOOD. GOOD AFTERNOON.

[00:00:01]

I WOULD LIKE TO ASK EVERYONE TO PLEASE SILENCE YOUR CELL PHONES.

A QUORUM OF THE BOARD IS PRESENT IN THE BOARD AUDITORIUM.

THEY ARE FROM MY RIGHT ON THE PLATFORM.

CASSANDRA AUZENNE BANDY.

MICHELLE CRUZ ARNOLD.

JEANETTE GARZA LINDER.

THERE SHE IS. ANGEL LEMOND FLOWERS.

MYSELF. AUDREY MOMANAEE, RIC CAMPO, ROLANDO MARTINEZ, PAULA MENDOZA, AND ADAM RIVON.

IF THERE ARE ANY ELECTED OFFICIALS IN THE AUDIENCE THIS EVENING, PLEASE STAND AND BE RECOGNIZED.

[SPEAKERS TO AGENDA ITEMS]

PUBLIC COMMENTS DURING SCHOOL BOARD MEETINGS WILL ONLY BE AVAILABLE TO THOSE PERSONS WHO HAVE SIGNED UP TO SPEAK PRIOR TO THE MEETING TIME, PER CURRENT PROTOCOL.

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.

PERSONS WHO PARTICIPATE IN SUCH BEHAVIOR WILL BE GIVEN ONE WARNING, AND IF THE BEHAVIOR IS REPEATED, THEY WILL BE ASKED TO LEAVE THE MEETING.

WE HAVE SIX REGISTERED SPEAKERS WHO WILL BE LIMITED TO TWO MINUTES EACH PER BOARD POLICY.

WE ASK THAT YOU STAY ON TOPIC AND REFRAIN FROM NAMING INDIVIDUALS, ESPECIALLY STUDENTS, AS THEIR IDENTITY IS PROTECTED UNDER THE LAW.

BUT YOU MAY NAME YOUR OWN CHILD.

I ASK THAT YOU PLEASE RESPECT OUR PROCEDURES AND THE OTHER SPEAKERS, AND END YOUR COMMENTS PROMPTLY.

WHEN YOUR TIME IS EXPIRED AND THE TIMER RINGS.

IF YOU ARE SIGNED UP TO SPEAK VIA ZOOM, WE MUST SEE YOU LIVE ON CAMERA AS YOU SPEAK.

WE'LL BEGIN WITH SPEAKERS WHO ARE SIGNED UP TO ADDRESS THE BOARD IN PERSON.

WILL AN SUNG PLEASE APPROACH THE MICROPHONE? WE WOULD LIKE TO ACKNOWLEDGE MS. SUNG AS A FORMER BOARD OF EDUCATION TRUSTEE.

THANK YOU FOR YOUR SERVICE TO THE COMMUNITY AND WELCOME.

PLEASE GO AHEAD.

HELLO. GOOD EVENING, MADAM PRESIDENT.

SUPERINTENDENT MANAGERS.

THANK YOU SO MUCH FOR THE WORK YOU'RE ABOUT TO EMBARK ON TODAY.

IT'S VERY IMPORTANT.

I URGE YOU TO LISTEN TO THE FEEDBACK THAT YOU'VE HEARD FROM COMMUNITY MEMBERS, THE MANY SURVEYS THAT HAVE BEEN COMPLETED.

AND TODAY, I'D LIKE TO LIFT UP SOME THINGS THAT ARE IMPORTANT TO ME PERSONALLY, BUT ALSO TO THE MANY COMMUNITY MEMBERS THAT I'VE WORKED WITH OVER THE YEARS.

SO THOSE INCLUDE BILINGUAL EDUCATION.

YOU KNOW, THERE ARE MANY ACCOMPLISHED PEOPLE IN THIS ROOM, AND I DOUBT THAT VERY MANY OF US WERE HIRED BECAUSE OF OUR STAAR SCORES OR OUR SAT SCORES. BUT AS A HIRING MANAGER, I HAVE PUT BILINGUAL EDUCATION AS A REQUIRED OR A PREFERRED SKILL ON MANY, MANY JOB APPLICATIONS. I'VE WRITTEN JOB DESCRIPTIONS I'VE WRITTEN OVER THE YEARS, AND SO I WOULD URGE YOU TO THINK ABOUT STUDENTS, WHAT STUDENTS KNOW AND CAN DO.

CAN THEY DEMONSTRATE FLUENCY IN ANOTHER LANGUAGE VIA PASSING AN AP EXAM VIA CERTIFICATION REQUIREMENTS? THAT IS A SKILL THAT WILL CARRY THEM WELL.

TAKING THEM TO JAPAN IS GREAT, BUT HOW MUCH BETTER IS TAKING THEM TO JAPAN FLUENT IN THE LANGUAGE? ANOTHER IS THE ARTS.

THE RESEARCH IS VERY CLEAR THAT STUDENTS WHO HAVE A WELL-ROUNDED ARTS EDUCATION ARE FAR MORE SUCCESSFUL, NOT ONLY ON STANDARDIZED TEST SCORES, BUT IN THEIR PERSISTENCE IN SCHOOL, THEIR ATTENDANCE, THEIR LIKELIHOOD TO GO TO COLLEGE.

SO I'D URGE YOU TO LOOK AT THE ARTS CONNECT RESEARCH THAT WAS CONDUCTED RECENTLY IN PARTNERSHIP WITH HOUSTON ISD AND THEN FINALLY TEACHER CERTIFICATION.

I'M THE PARENT OF A STUDENT WITH DYSLEXIA, AND I SEE, YOU KNOW, IN HER WORK THAT'S COME BACK SO FAR THIS YEAR IN THE DEMONSTRATIONS OF LEARNING THAT SOMETIMES, YOU KNOW, THE ACCOMMODATIONS WERE NOT FOLLOWED UNTIL RECENTLY.

THIS WEEK, I SAW A STAMP AND THERE'S CHECKS ON THE ACCOMMODATIONS SHE'S RECEIVED.

AND SO THERE'S BEEN SOME ATTENTION TO COMPLIANCE, AND I THANK YOU FOR THAT.

COMPLIANCE IS IMPORTANT.

BUT ALSO WHAT IS IMPORTANT IS THAT TEACHERS UNDERSTAND THE LAW AND UNDERSTAND NOT ONLY THE LAW, BUT HOW TO HELP STUDENTS EXCEL IN THEIR LEARNING.

AND SO I WOULD URGE YOU TO REALLY MAKE SURE THAT TEACHERS ARE CERTIFIED AND TO CONSIDER THAT IN YOUR CONSTRAINTS.

THANK YOU, THANK YOU.

OUR NEXT SPEAKER IS SHELLEY GONZALEZ, AND THEN FOLLOWING HER WILL BE TRISTA BISHOP.

WHAT? THANK YOU.

I'M ACTUALLY GOING TO CONTINUE WHAT ANNE WAS TALKING ABOUT, BECAUSE I THINK OUT OF THE CONSTRAINTS THAT I'VE READ, THAT'S THE ONE THAT I'M MOST DISTURBED BY.

I SEE THAT YOU ALL HAVE PUT TO HAVE STRONG TEACHERS.

I DON'T KNOW WHAT THE WORD STRONG MEANS, SO I WOULD LIKE YOU TO CHANGE THE WORD STRONG TO MAYBE HAVING TEACHERS THAT ARE CERTIFIED.

I THINK IT'S ALSO IMPORTANT.

I SEE THAT YOU WANT TO RETAIN GOOD PROFESSIONALS.

I THINK THAT'S AN IMPORTANT FOR OUR KIDS TO RETAIN PEOPLE THAT ARE DOING A GOOD JOB, AND NOT JUST IN TERMS OF HAVING STUDENTS THAT ARE SCORING HIGH ON STAAR SCORES, BUT ALSO SHOWING STUDENT RETENTION AND THE ABILITY TO ENGAGE STUDENTS.

AND I THINK THAT COMES WITH EXPERIENCE AS WELL.

[00:05:04]

WE'VE HAD LOTS OF CONVERSATIONS BACK AND FORTH WHERE I'M BASICALLY SAYING JUST FILLING SLOTS ISN'T GOOD ENOUGH.

THEY NEED TO BE FILLED WITH PEOPLE THAT ARE COMPETENT AND EXPERIENCED BECAUSE IN MY EXPERIENCE, COMPETENCY AND EXPERIENCE BY A TEACHER TRANSLATES INTO A BETTER TEACHER.

IT'S SOMEONE THAT CAN KIND OF THINK ON THE FLY, CAN HELP STUDENTS WHO HAVE DISABILITIES OR HAVE DIFFERENT NEEDS AND INCORPORATE ADEQUATE, ADEQUATE WAYS TO EDUCATE THEM AND ENGAGE THEM.

AND I THINK THAT COMES WITH EXPERIENCE, AND I THINK ALL OF THE TEACHER EVALUATION AND PRINCIPAL EVALUATION THINGS THAT RECENTLY CAME OUT, I'M HEARING FROM THE TEACHERS AND PRINCIPALS AT THE SCHOOLS WHERE MY CHILDREN GO THAT IT'S CAUSING AN INSANE AMOUNT OF STRESS AND ANXIETY, AND THEY'RE TRYING TO HOLD ON TO THEIR JOBS, AND THEN ALSO LOOKING FOR HOW THEY CAN GET OUT OF THIS JOB AS FAST AS POSSIBLE.

SO THAT'S A BIG PROBLEM FOR ME AS A PARENT TO KNOW THAT, FIRST OF ALL, Y'ALL WEREN'T ELECTED AND I PAY TAXES AND I WOULD LIKE MY VOTE TO MATTER. AND I SEE IN THIS SITUATION THAT IT DOESN'T.

BUT. I WOULD URGE YOU TO BASICALLY LISTEN TO TEACHERS AS WELL AS STUDENTS AND LOOKING AT TEST SCORES WHEN IT COMES TO THE CONSTRAINTS AND GOALS THAT YOU'RE SETTING FORTH.

THANK YOU. OUR NEXT SPEAKER IS TRISTA BISHOP, FOLLOWED BY JANELLE BAPTISTE.

MS.. BISHOP. WHAT? YES, MA'AM. GOOD EVENING.

I'M TRISTA BISHOP, AND I'M WITH HOUSTONIANS FOR GREAT PUBLIC SCHOOLS.

FIRST, I WANT TO THANK YOU FOR THIS COMMITMENT TO SETTING STUDENT OUTCOME GOALS AND CONSTRAINTS.

THE NATIONAL SCHOOL BOARD ASSOCIATION HAS IDENTIFIED CHARACTERISTICS OF EFFECTIVE SCHOOL BOARDS.

THE STUDY FOUND THAT SCHOOL BOARDS AND HIGH PERFORMING SCHOOL DISTRICTS HAVE BEHAVED MARKEDLY DIFFERENTLY FROM THOSE IN LOWER PERFORMING DISTRICTS, EVEN ACCOUNTING FOR DIFFERENCES IN STUDENT POPULATION LIKE ECONOMIC DISADVANTAGE.

THE TEXAS EDUCATION AGENCY ECHOES MUCH OF THIS IN THEIR FRAMEWORK FOR SCHOOL BOARD DEVELOPMENT AND LONE STAR GOVERNANCE TRAINING.

NOTABLY, SEVERAL OF THESE IDENTIFIED TRAITS ALIGN WITH THE GOAL SETTING PROCESS, INCLUDING ONE SETTING HIGH EXPECTATIONS FOR STUDENT ACHIEVEMENT.

TWO A SHARED BELIEF THAT ALL STUDENTS, REGARDLESS OF CIRCUMSTANCES, CAN ACHIEVE AT HIGH LEVELS IF PROVIDED THE RIGHT SUPPORT.

THREE AN ACCOUNTABILITY DRIVEN MINDSET AND FOUR A PUBLIC FOCUS ON MONITORING STUDENT OUTCOME DATA.

WE APPRECIATE THAT YOU ARE ENGAGING IN THIS PROCESS AND WANT TO ENCOURAGE YOU TO SET APPROPRIATELY RIGOROUS GOALS AND TO MONITOR STUDENT OUTCOMES PUBLICLY ON A REGULAR BASIS. YESTERDAY, WE ATTENDED THE HOUSTON EDUCATION EMPOWERMENT FORUM, HOSTED BY THE CITYWIDE COALITION ON EDUCATION.

WE HEARD LOUDLY AND CLEARLY FROM PARENTS, EDUCATORS AND COMMUNITY MEMBERS THAT THE DISTRICT MUST PRIORITIZE STUDENT OUTCOMES, ESPECIALLY IN EARLY EDUCATION AND POST-SECONDARY SUCCESS.

LESS THAN HALF OF THIRD GRADE STUDENTS IN HISD MET GRADE LEVEL STANDARDS AND READING AND MATH LAST SCHOOL YEAR.

THE DISTRICT HAS A LONG WAY TO GO TO MEET THE NEEDS OF OUR STUDENTS, AND YOUR GOALS SHOULD REFLECT THAT URGENCY.

AS A SPECIFIC RECOMMENDATION, HISD SHOULD REACH EVEN HIGHER IN CMR THAN WHAT IS REQUIRED FOR STATE ACCOUNTABILITY.

BY INSTEAD FOCUSING YOUR GOALS ON CMR OUTCOMES BONUS STANDARDS, YOU WOULD NOT ONLY BETTER SUPPORT OUR STUDENTS FOR POST-SECONDARY SUCCESS, BUT ALSO PROVIDE ADDITIONAL FUNDING THAT CAN BE PUT BACK INTO ADVANCED COURSES AND CTE PROGRAMS. THANK YOU. THANK YOU.

OUR NEXT SPEAKER IS JANELLE BAPTISTE.

GOOD AFTERNOON EVERYONE.

I AM THE PARENT OF A SECOND GRADER AT BRIARMEADOW ELEMENTARY SCHOOL.

I CHOSE AN HISD SCHOOL OVER OTHER SCHOOL DISTRICTS AS WELL AS OVER PRIVATE SCHOOL BECAUSE OF THE DIVERSE POPULATION FOUND IN THIS DISTRICT, AS WELL AS THE VAST CHOICE OF EDUCATIONAL METHODOLOGIES HAVING VARIOUS INTERNATIONAL EDUCATION EXPERIENCE MYSELF, I KNOW WHAT HIGH QUALITY EDUCATION LOOKS LIKE, AND I WAS DELIGHTED TO DISCOVER THE HIGH PERFORMING INTERNATIONAL BACCALAUREATE PRIMARY YEARS PROGRAM AT MY DAUGHTER'S CURRENT A-PLUS CAMPUS WITH HIGHLY SKILLED AND COMPASSIONATE EDUCATORS.

HOWEVER, TODAY, AFTER THE START OF THIS SCHOOL YEAR, I'M VERY DISAPPOINTED AND CONCERNED.

DUE TO STANDARD CHANGES ACROSS THE DISTRICT, THE IB AND OTHER LEARNING PROGRAMS HAVE SPECIFIC REQUIREMENTS FOR EXAMPLE, INQUIRY BASED TEACHING STRATEGIES, LEARNING THROUGH INQUIRY AND NOT JUST THROUGH WHOLE GROUP INSTRUCTION.

CONCEPT BASED TEACHING THAT IS TRANSDISCIPLINARY.

[00:10:03]

COMMITMENT TO SERVICE AND TAKING ACTION.

THESE OBJECTIVES ARE NOT ACHIEVED BY THE CURRENT STANDARD EUREKA AND AMPLIFY CURRICULUMS, PAIRED WITH THE CURRENT TEACHING STYLE REQUIREMENTS AND THE OVERALL EFFECT, IS A DEGRADATION ON THE QUALITY OF INSTRUCTION THAT IS POSSIBLE THROUGH AN IB PRIMARY YEARS PROGRAM.

IN AN HISD SCHOOL TO RETAIN HIGH QUALITY EDUCATION, CURRICULUM EXEMPTION SHOULD BE GRANTED TO SPECIALIZED PROGRAMS SUCH AS THE IB PROGRAM.

WHY FIX A PROBLEM THAT IS NOT A WHY FIX A PROGRAM THAT IS NOT BROKEN? THANK YOU. THANK YOU MA'AM.

WE WILL NOW HEAR FROM THE REMAINDER OF OUR SPEAKERS WHO WISH TO ADDRESS THE BOARD VIA ZOOM.

MS.. SMITH, CAN YOU PLEASE IDENTIFY AND ADMIT OUR SPEAKERS? MISS BENSON, PLEASE TURN YOUR CAMERA ON.

YOU MAY BEGIN.

HELLO. MY NAME IS DR.

MARIA BENSON, AND I'M A CONCERNED PARENT AND AND A COMMUNITY LEADER AS A.

AS YOU ADOPT GOALS AND CONSTRAINTS.

I WANT TO REMIND YOU OF THREE POINTS.

FIRST, CHILDREN DESERVE HIGH QUALITY EDUCATIONAL AND LIBRARY PROGRAMS. CURRENTLY, WE ARE PERPETUATING A SOCIETY OF THE HAVES AND HAVE NOTS.

LIBRARIES AND WEALTHY SCHOOLS AND NONE IN ANY SCHOOLS, REGARDLESS OF NEIGHBORHOOD OR STATUS.

STUDENTS SHOULD HAVE EQUITABLE ACCESS TO DUAL LANGUAGE PROGRAMS, IB AND AP PROGRAMS, PLAYGROUNDS AND FREE PLAY, EXTRACURRICULARS AND FIELD TRIPS.

SECOND, CHILDREN DESERVE HIGHLY QUALIFIED AND CERTIFIED TEACHERS IN CLASSROOMS, SPECIALISTS HELPING TEACHERS AND ADMIN AND ADMINISTRATORS.

LEADING SCHOOLS SHOULD NOT ALLOW STUDENTS TO BE EDUCATED BY UNCERTIFIED TEACHERS.

INSTEAD, THE SUPERINTENDENT SHOULD ENSURE STUDENTS ARE TAUGHT BY TEACHERS WHO ARE CERTIFIED TRAINED TO SUPPORT EMERGENT BILINGUAL STUDENTS AND STUDENTS WITH DISABILITIES, AS WELL AS STUDENTS IDENTIFIED AS GIFTED AND TALENTED TEACHERS SHOULD BE ABLE TO MODIFY INSTRUCTIONAL PRACTICES IN THE CURRICULUM AS NEEDED.

THIRD, CHILDREN AND FAMILIES DESERVE HIGH QUALITY PUBLIC SCHOOLS IN OUR COMMUNITIES, NOT MORE CHARTER SCHOOLS.

COMMUNITY MEETINGS HAPPENED, BUT QUESTION HOW THE CONCERNS OF CHILDREN, PARENTS AND TEACHERS ARE BEING ADDRESSED.

SPECIFICALLY, HOW CAN YOU ENSURE THAT NEIGHBORHOOD SCHOOLS WILL NOT BE CLOSED AND CHARTER SCHOOLS NOT OPENED? AS YOU BOARD OF MANAGERS ADOPT GOALS AND CONSTRAINTS, THIS IS AN OPPORTUNITY TO SHAPE THE KIND OF DISTRICT YOU WANT TO BE UNDER MR. MILES'S ADMINISTRATION.

PLEASE PROVIDE GUIDE RAILS FOR THE SUPERINTENDENT AND AREAS THAT NEED TO BE FAIRER, CLEARER AND MORE EQUITABLY EQUITABLE FOR ALL THE CHILDREN IN ISD.

THANK YOU. THANK YOU MA'AM.

IS MISSHAPEN ON.

SHE'S NOT OKAY.

THAT CONCLUDES OUR HEARING OF AGENDA SPEAKERS.

AND I WILL JUST NOTE MS..

DEIGAARD HAS JOINED US.

THANK YOU FOR BEING WITH US TONIGHT.

[CLOSED SESSION]

SUCH FINAL ACTION, VOTE OR DECISION SHALL BE TAKEN AT THE OPEN MEETING COVERED BY THIS NOTICE.

UPON THE RECONVENING OF THIS PUBLIC MEETING, OR AT A SUBSEQUENT PUBLIC MEETING OF THE BOARD.

UPON NOTICE THEREOF, THE BOARD HAS RECESSED TO CLOSED SESSION AT 5:18 P.M.

ON OCTOBER 19TH, 2023.

GOOD EVENING. THE MEETING IS RECONVENED IN OPEN SESSION AT 5:35 P.M..

[WORKSHOP TOPIC: GOALS AND CONSTRAINTS]

THE MODEL AND THE FRAMEWORK ENSURE THAT TEXAS SCHOOL BOARDS EACH CREATE A SHARED VISION THAT PROMOTES IMPROVED STUDENT OUTCOMES.

[00:15:04]

THE TEAM DEVELOPS STUDENT OUTCOME GOALS AS WELL AS SUPERINTENDENT AND BOARD CONSTRAINTS TO MONITOR PROGRESS AND ACCOUNTABILITY FOR ACHIEVING THOSE GOALS.

I WOULD LIKE TO INVITE BOARD COACH ASHLEY PAUSE OF COLLECTIVE LEADERSHIP STRATEGIES TO THE PODIUM NOW TO LEAD OUR DISCUSSION ON SETTING GOALS AND CONSTRAINTS.

WE'RE GOOD TO GO NOW.

HI. IT'S GOOD TO SEE EVERYBODY.

AND YOU'RE IN YOUR BIG CHAIRS TODAY.

ARE YOU READY TO HAVE PROBABLY ONE OF THE MOST IMPORTANT CONVERSATIONS YOU'RE GOING TO HAVE IN YOUR TIME SERVING ON THE BOARD OF MANAGERS? ALL RIGHT. SO IN LONE STAR GOVERNANCE, WE TALK.

WE HAVE A GUIDING MANTRA.

IT'S AT STUDENT OUTCOMES WON'T CHANGE UNTIL ADULT BEHAVIORS CHANGE.

STUDENT OUTCOMES WILL NOT CHANGE UNTIL ADULT BEHAVIORS CHANGE.

Y'ALL KNOW THE DRILL? WHICH ADULTS HAVE TO CHANGE FIRST? ME, I DO.

I HAVE TO CHANGE FIRST.

SO WE TALK ABOUT SCHOOL SYSTEMS LIKE HOUSTON ISD EXIST FOR ONE VERY IMPORTANT REASON, ONE REASON ONLY, AND THAT'S TO IMPROVE STUDENT OUTCOMES.

SCHOOL BOARDS EXIST TO REPRESENT THE VISION AND THE VALUES OF THE COMMUNITY AS YOU PURSUE IMPROVED STUDENT OUTCOMES.

THAT IS THE ONLY REASON THAT WE ARE HERE.

I KNOW THAT THERE IS A LOT OF COMPLEX.

THERE ARE A LOT OF COMPLEX FEELINGS ABOUT THE BOARD OF MANAGERS AND THE ROLE THAT YOU HAVE HERE.

THAT DOES NOT BECAUSE YOU WERE AN APPOINTED BOARD, DOES NOT MEAN THAT YOU ARE ANY LESS RESPONSIBLE FOR REPRESENTING THE VISION AND THE VALUES OF THE COMMUNITY, AND THIS IS SOMETHING THAT EACH OF YOU HAVE TAKEN TO HEART AND HAVE DEMONSTRATED A PASSION FOR AND A COMMITMENT TO DURING OUR TWO MONTHS TOGETHER SO FAR.

SO WITH THAT, I WANT TO SAY THANK YOU FOR LETTING ME BE HERE.

AND THANK YOU FOR SHOWING UP TONIGHT AND YOUR COMMITMENT TO THE CONVERSATION AND DEDICATING THE TIME TOGETHER TO ENSURE THAT WE HAVE A DELIVERABLE, DELIBERATE, THOUGHTFUL CONVERSATION ABOUT HOW YOU'RE GOING TO FOCUS ON IMPROVING STUDENT OUTCOMES AND PROTECTING THE VALUES OF THE COMMUNITY.

ALL RIGHT. SO IN SEPTEMBER, ACTUALLY IN AUGUST YOU STARTED, BUT IN SEPTEMBER YOU REALLY YOU REALLY GOT INTO THE BIG WORK OF GOING OUT INTO THE COMMUNITY AND TALKING TO THEM.

YOU WERE VERY DELIBERATE.

YOU WENT ALL ACROSS THE DISTRICT AND YOU HAD CONVERSATIONS WITH THE COMMUNITY.

THERE. ARE WE ARE YOU ALL YOU NEED SOMETHING? WELL, I WANT TO MAKE SURE THAT I THINK THAT THIS IS YOUR PRESENTATION IS SUPPOSED TO BE ON OUR.

OKAY. YEAH, LET'S LET'S GET THAT LET'S GET THAT SET UP RIGHT.

OH OH. ALL RIGHT.

THANK YOU. SORRY.

NO, THANK YOU FOR STOPPING. WANT TO MAKE SURE THAT EVERYBODY HAS.

EVERYBODY IS LOOKING AT THE SAME THING.

SO YOU WENT OUT TO THE COMMUNITY.

YOU DID THE WORK OF TALKING TO THE COMMUNITY.

THOSE CONVERSATIONS WEREN'T ALWAYS FUN, BUT YOU HAD THEM ANYWAY.

YOU LISTENED, AND YOU GAVE THE COMMUNITY THE OPPORTUNITY TO HAVE THEIR VOICE BE HEARD.

AND AND YOU DIDN'T JUST DO IT IN A VERY PERFORMATIVE WAY, WHERE YOU JUST GO OUT AND SAY, OH, WE'RE GOING TO TALK TO THE COMMUNITY, AND THEN YOU COME BACK AND SAY, ALL RIGHT, NOW WE'RE GOING TO GO SET OUR OWN GOALS AND OUR OWN CONSTRAINTS AND DO THE THINGS THAT WE WANT TO DO.

YOU ACTUALLY HIRED ME TO GO THROUGH AND DO THE DO THE WORK OF IDENTIFYING, LIKE WHAT ARE SYNTHESIZING WHAT THE COMMUNITY HAD TO SAY, SYNTHESIZING WHAT THEY HAD TO SAY, SUMMARIZING IT FOR YOU, AND AND MAKING SURE THAT YOU HAVE A VERY FIRM UNDERSTANDING OF WHAT THE VISION WAS OF THE COMMUNITY.

AND HERE, IN JUST A MINUTE, WE'RE ACTUALLY GOING TO GO THROUGH AN EXERCISE WHERE YOU'RE GOING TO REALLY PUT THAT VISION INTO PAPER, AND THAT VISION WILL THEN BE CODIFIED INTO POLICY AS A VISION STATEMENT.

AND THEN THAT VISION WILL ALSO GO ON TO INFORM THE GOALS.

SO FIRST I WANT TO TALK ABOUT WHAT THE HIGHEST FREQUENCY PIECES OF FEEDBACK THAT YOU GOT WERE FROM THE COMMUNITY.

[00:20:03]

SO YOU DID. AND HERE'S WHAT THEY HAD TO SAY.

22.11% WANT TO DESCRIBE HISD GRADUATES AS CRITICAL THINKERS AND PROBLEM SOLVERS.

21.36% WANT TO DESCRIBE HOUSTON ISD GRADUATES AS PRODUCTIVE CITIZENS AND LEADERS.

19.6% WANT TO DESCRIBE HOUSTON ISD GRADUATES AS COMPETITIVE IN THE GLOBAL ENVIRONMENT, AND 15.4% WANT TO DESCRIBE HOUSTON ISD GRADUATES AS PREPARED FOR SUCCESS IN THEIR NEXT PHASE OF LIFE, WHETHER THAT BE COLLEGE CAREER, MILITARY OR TRADE SCHOOL.

SO BEFORE I TRANSITION TO THE NEXT THE NEXT PART OF OUR CONVERSATION, I WANT TO GIVE GIVE YOU THE TRUSTEES AN OPPORTUNITY TO SHARE YOUR THOUGHTS ABOUT THIS.

I'LL JUST OPEN THE FLOOR.

I KNOW THAT YOU CAN SEE WHAT PEOPLE WHO RAISES THEIR HAND.

I CAN'T, SO I'M GOING TO.

OH, YOU CAN'T EITHER. OKAY, SO I WILL.

WE CAN EITHER ROUND ROBIN IT OR YOU CAN JUST RAISE YOUR HANDS.

HOW DO YOU WANT TO DO IT? WHAT WORKS BEST? HANDS. OKAY.

WHO WOULD LIKE TO GO FIRST? WHAT THOUGHTS DO YOU HAVE ABOUT THIS? THIS LONG, LONG RANGE VISION OF THE COMMUNITY.

HOW THEY WANT TO DESCRIBE GRADUATES OF HOUSTON ISD.

YEAH. SO AS YOU LOOK AT THIS FEEDBACK THAT YOU'VE RECEIVED FROM THE COMMUNITY, THIS FEEDBACK SPEAKS TO THE THE LONG THE LONG RANGE VISION. SO, YOU KNOW, WHEN I THINK OF IN THE WHEN I LOOK INTO THE FUTURE, HOW DO I WANT TO BE ABLE TO DESCRIBE A GRADUATE OF HOUSTON ISD? SO AS YOU REFLECT ON THAT QUESTION AND AS YOU LOOK AT THE FEEDBACK THAT WAS SHARED, WHAT ARE THE THINGS THAT ARE COMING UP FOR YOU AS INDIVIDUALS? RIC. SURE.

SO I THINK IT'S INTERESTING BECAUSE IF YOU THE FIRST ONE DOESN'T REALLY TALK ABOUT SUCCESS BUT IMPLIES SUCCESS, THE OTHER THREE TALK ABOUT SUCCESS.

I WANT THEM TO BE PRODUCTIVE.

I WANT THEM TO BE SUCCESSFUL.

I WANT THEM TO BE COMPETITIVE.

I WANT THEM TO BE.

AND IT ALL HAS TO DO WITH THEIR NEXT PHASE.

WHETHER IT'S GLOBAL, WHETHER IT'S THEIR NEXT PHASE BE COLLEGE, CAREER, MILITARY OR TRADE.

AND SO I THINK THEY ALL SORT OF HIT IN THE SAME PLACE, WHICH WE WANT SUCCESSFUL KIDS.

WE WANT THEM TO BE BE COMPETITIVE.

WE KNOW THERE'S A GLOBAL ENVIRONMENT.

THE ONE THAT THAT IS INTERESTING THAT THE ONE, THE ONE, NUMBER ONE WITH THE 22%, IT DOESN'T REALLY IT IMPLIES IT IMPLIES SUCCESS AND IT IMPLIES COMPETITIVENESS. BECAUSE PROBLEM SOLVERS GENERALLY ARE SUCCESSFUL, AND CRITICAL THINKERS HAVE THE ABILITY TO TO THINK WELL ABOUT SOMETHING AND TO SOLVE PROBLEMS WHICH WHICH IMPLIES SUCCESS.

RIGHT. AND SO I THINK THAT, THAT WHEN I LOOK AT, AT THESE, AT THESE THIS DATA, IT SHOWS TO ME THAT PEOPLE WANT OUR STUDENTS TO BE PRODUCTIVE, SUCCESSFUL, COMPETITIVE.

AND THEN THERE'S ATTRIBUTES THAT THEY THEY WANT TO SEE WHICH ARE CRITICAL THINKING, PROBLEM SOLVING AND AND NOT NECESSARILY FOCUSED ON ONE THING LIKE COLLEGE OR CAREER OR MILITARY, BUT BUT A BROADER, MORE, MORE WELL-ROUNDED, WELL-ROUNDED GRADUATE. THAT'S KIND OF THE WAY I SEE IT.

YEAH. THANK YOU FOR SHARING THAT.

OKAY, SO I SEE I SAW MISTER MILES RAISED HIS HAND FIRST AND THEN I THINK PAULA NEXT.

SO I'M STRUCK BY THE OVERLAP OR THE INTERSECTING CIRCLES WITH THE YEAR 2035 COMPETENCY.

I'VE BEEN TALKING A LOT ABOUT THAT, YOU KNOW, GETTING READY FOR A DIFFERENT WORLD AND WORKPLACE.

YEAR 2035 CONFERENCES.

WE TALKED ABOUT, OH, YOU JUST NAME IT, SORRY.

AND PART OF THE YEAR 2035 COMPETENCIES WE'VE BEEN TALKING ABOUT IS CRITICAL THINKING, PROBLEM SOLVING.

THOSE ARE ACTUALLY WORDS THAT I DESCRIBED THE YEAR 2035 CONFERENCES.

AND THEN ALSO, YOU KNOW, BEING COMPETITIVE IN A GLOBAL ENVIRONMENT SUGGEST TO ME THAT THERE'S SOME ATTENTION FROM THE FROM THE COMMUNITY TO THE

[00:25:06]

OUR KIDS NEED TO BE COMPETITIVE IN A GLOBAL ENVIRONMENT, NOT JUST, YOU KNOW, GRADUATE FROM HIGH SCHOOL, BUT ALSO BE COMPETITIVE WHEN THEY WHEN THEY GRADUATE.

SO I, I SEE THIS AS PRETTY OPTIMISTIC AND ALIGNED WITH WHAT WE'RE WHAT WE'RE TRYING TO DO.

YEAH. THANK YOU. I WOULD JUST ADD TO THAT BECAUSE WHEN I READ THESE, IT WAS TO ME LIKE RIC WAS SAYING, SUMMER, YOU KNOW, TOUCHING ON HERE AND SOME ARE TOUCHING ON HERE.

BUT FOR ME IT WAS ALL ENCOMPASSING, RIGHT? AND IT WAS ACTUALLY VERY UPLIFTING TO SEE THAT THE FEEDBACK WE WERE GETTING WAS THINGS THAT WE WERE ALREADY TALKING ABOUT AS A GROUP IN OUR BOARD MEETINGS, AND HAVING THE DISCUSSIONS OF WHERE WE WANT OUR OUR KIDS TO BE.

AND I'LL EVEN ADD, BECAUSE AS AN EMPLOYER, THIS IS ALSO SOMETHING I THINK OUR KIDS NEED TO HAVE WHEN THEY ENTER THE WORKFORCE TO HAVE BETTER LIVES, TO BE BETTER CITIZENS, TO BE ABLE TO COMPETE, WHICH I THINK IS VERY IMPORTANT.

SO IT WAS VERY UPLIFTING TO SEE THAT THE FEEDBACK THAT WE WERE GETTING IS WHERE WE THINK WE ARE HEADED.

THANK YOU. WHO WOULD LIKE TO SHARE ON THIS SIDE? JEANETTE. THANKS.

I'LL ECHO MY COLLEAGUES.

BUT ALSO WHAT RESONATES FOR ME IS WHAT I THINK ABOUT AS A PARENT AND WHAT I WANT FROM MY KIDS, AND HOW MUCH OF AN OVERLAP THAT I APPRECIATE THAT MY COMMUNITY HAS.

AS SOMEONE WHO'S, YOU KNOW.

ACTIVELY INTERVIEWING PEOPLE FOR MY COMPANY.

I THINK THAT I ALSO THINK ABOUT HOW THESE INTERSECT WITH THE CANDIDATES THAT I'M SCREENING.

SO MANY OF THEM HAVE ATTENDED OUR LOCAL UNIVERSITIES AND COLLEGES, AND HOW MANY OF THEM SEEM TO HAVE SOME OF THESE SKILLS, BUT NOT NECESSARILY ALL OF THESE SKILLS.

SO I THINK ABOUT HOW EMPLOYERS, ESPECIALLY IN THE HOUSTON AREA, NEED TO BE VERY COGNIZANT OF THESE THINGS AND THINK ABOUT HOW THEY CAN, HOW THEY CAN HELP AND SUPPORT.

BUT OVERALL, I APPRECIATE THE OVERLAP AND HOW RELATED EACH OF THESE ITEMS ARE.

MICHELLE. THANK YOU.

CERTAINLY ECHO MY COLLEAGUE'S COMMENTS HERE.

AND ONE OTHER COMMENT I WILL MAKE IS THAT I THINK THIS IS CERTAINLY ATTAINABLE, WHICH IS EXCITING.

UM, AND I THINK IT'S ALSO INTERESTING THAT FROM MY PERSPECTIVE, THESE COMPETENCIES AND SKILLS ARE THINGS THAT I THINK YOU CAN GET FROM.

EXPERIENCES AND CLASSES THAT AREN'T NECESSARILY COLLEGE BOUND COLLEGE GOING.

YOU CAN GET IT FROM A CTE CLASS.

YOU CAN GET IT FROM OTHER EXPERIENCES, WHICH IS GREAT IF THAT IS NOT THE TRACK THAT A STUDENT IS ON.

SO I THINK THERE'S SOMETHING FOR EVERYONE HERE.

IF YOU WANT TO GO INTO THE MILITARY, IF YOU'RE GOING TO TRADE SCHOOL.

AGAIN, THERE IS SOMETHING FOR EVERYONE HERE.

SO THIS CAN SERVE MANY PURPOSES FOR STUDENTS.

AND IT'S NOT JUST ABOUT THE STUDENT WHO IS ON PERHAPS AN ADVANCED TRACK.

SO I LIKE SEEING THAT THERE IS THIS COULD SERVE ALL STUDENTS.

ADAM. I SORT OF LOOK AT THIS IN A SIMILAR WAY, BUT I LOOK AT LIKE WHAT'S NOT BEING MENTIONED AND WHAT ARE LIKE THE UNDERLYING ASSUMPTIONS BEHIND SOME OF THE STATEMENTS.

AND SO.

YOU KNOW, ONE BIG THING THAT I THOUGHT WOULD.

MIKE COME OUT OF THE CONVERSATION WOULD HAVE BEEN DECISION MAKERS.

YOU KNOW. I DON'T NECESSARILY SEE IT IN IN THERE, BUT I CAN KIND OF SEE HOW IT PLAYS WITH, WITH SOME OF THE DATA KIND OF INTERTWINED.

AND THEN.

IT ALSO DOESN'T MENTION THE THREE HOURS.

YOU KNOW, THERE'S NO FOCUS ON LIKE THE BLOCKING BASICS.

AND SO WHILE WE AS AN ORGANIZATION HAVE TO MAKE SURE THAT THOSE BASICS ARE TAKEN CARE OF IN ORDER TO GET TO THE POINT, I SEE IT AS LIKE AN UNDERLYING ASSUMPTION. WELL, THEY THEY MUST KNOW HOW TO READ, WRITE AND DO MATH, YOU KNOW, IN ORDER TO BE ABLE TO DO THESE.

AND SO IT'S IT BRINGS ME TO THE POINT OF HOW DO I BRIDGE THE GAP IN THE WAY THAT WE RELAY THE VISION.

YEAH. THANK YOU.

CASSANDRA. I WAS LOOKING AT THIS AND LISTENING TO EVERYONE'S COMMENTS, AND WHEN

[00:30:05]

SO I STARTED TO LOOK AT WHAT'S NOT HERE AND WHAT I DON'T SEE.

AND AGAIN, MAYBE THESE ARE UNDERLYING ASSUMPTIONS THAT ARE JUST SHOULD BE INTUITIVE AND JUST SHOULD BE BAKED INTO ALL OF THIS.

BUT WHAT I DON'T SEE IS.

ANYTHING AROUND OUR HISD GRADUATES SHOULD HAVE HAD EQUITABLE ACCESS TO RESOURCES OR HIGH QUALITY EDUCATION OR THINGS LIKE THAT.

I. YEAH.

SO THAT'S KIND OF WHAT STICKS OUT FOR ME IS THAT, YOU KNOW, THERE'S, YOU KNOW, WE HAVE SOME HISD GRADUATES THAT ARE ALL THESE THINGS TODAY.

YEAH. RIGHT. AND SO BUT WE ALSO HAVE SOME THAT ARE, YOU KNOW, HAVEN'T HAD THE SAME EXPERIENCE.

SO THAT'S JUST KIND OF STICKS OUT TO ME.

YEAH. THANK YOU.

PAULA. SO COMING BACK TO THAT, I WOULD THINK BECAUSE I AGREE IT'S WHAT'S NOT THERE.

RIGHT. SO I THINK HOW FAR WOULD WE WANT TO GET INTO THOSE IF THE AND I KNOW ASSUMPTIONS ARE NOT ALWAYS GOOD, BUT WHEN YOU HAVE CRITICAL THINKERS AND PROBLEM SOLVERS, THE FOUNDATIONS I WOULD THINK OF THE READING, WRITING AND OUR BASIC SKILLS SHOULD HAVE TO BE THERE TO BE PRODUCTIVE CITIZENS OR COMPETITIVE IN A GLOBAL ENVIRONMENT.

SO I GUESS MY QUESTION WOULD BE IS HOW MUCH? HOW MUCH DO WE WANT TO PUT IN OUR VISION STATEMENT? THAT'S THE QUESTION. YEAH I GUESS.

YEAH. SO I'M SORRY.

ANGELA. I WOULD SAY ARE AFFIRMING STATEMENTS.

THE ONE THING THAT I DON'T SEE HERE AND I'M NOT, I'M USING I'M NOT I'M NOT COMING TO THIS SAYING, OH, I THINK THIS SHOULD BUMP UP TO 1 OR 2, BUT JUST STATING WHAT IS NOT THERE.

WE'RE TALKING ABOUT ACHIEVEMENT AND SKILL SET, BUT MINDSET OR WELL-BEING, LIKE THE STATE OF BEING OF OUR STUDENTS SO THAT THEY CAN BE THESE THINGS.

SO THINKING ABOUT WELLNESS AND ALL THE THINGS THEY HAVE TO OVERCOME RIGHT NOW IN ORDER TO BE ABLE TO ACHIEVE ALL OF THIS.

I, I DON'T KNOW IF THAT GOES IN THE VISION STATEMENT.

I DON'T KNOW IF THAT COMES IN THROUGH CONSTRAINTS, BUT JUST I'M JUST SAYING OUT LOUD THAT WE'RE NOT SPEAKING TO TO THEIR WELLNESS OR WHAT'S GOING ON INDIVIDUALLY WITHIN THE CHILD THAT NEEDS TO BE THAT NEEDS TO BE WHOLE SO THAT THEY CAN DO THESE THINGS.

AND WHERE DOES THAT FIT INTO THE PROCESS? THAT'S WHAT I'M THINKING ABOUT.

YEAH. IS THAT A QUESTION YOU WANT ME TO ANSWER OR WHERE DOES THAT FIT INTO THE PROCESS? IF YOU HAVE AN ANSWER, I DON'T THINK THERE IS AN ANSWER.

I'M JUST MUSING THAT IT'S NOT THERE.

YEAH. SO ACTUALLY AND THIS IS THIS IS ACTUALLY RESPONSIVE TO, I THINK, ALL OF THE COMMENTARY ABOUT WHAT'S MISSING FROM THIS.

SO FIRST, I THINK EVERYTHING THAT HAS BEEN MENTIONED IS BAKED INTO THE, INTO THE COMMUNITY'S FEEDBACK, JUST NOT THIS SPECIFIC QUESTION.

SO AS YOU'LL SEE LATER ON, THE QUESTION ABOUT THE VALUES, YOU REALLY GET TO A LOT OF EQUITABLE ACCESS TO RESOURCES AND SOCIAL EMOTIONAL LEARNING AND MENTAL HEALTH AND WELLBEING AND, AND EVEN LIKE DECISION DECISION MAKING.

AND IT'S MORE SPECIFIC TO LIKE MAKING DATA INFORMED DECISION DATA INFORMED DECISION.

SO IT'S LESS ABOUT THE STUDENTS BEING ABLE TO DO THAT.

BUT BUT THAT IS IS PART OF ONE OF THE VALUES THAT DID COME UP.

SO THIS QUESTION IS MORE SPECIFIC TO LIKE THE FUTURE STATE THAT YOU WANT, LIKE WHAT IS THE FUTURE STATE.

AND I THINK WHEN PEOPLE ARE THINKING ABOUT THE FUTURE STATE, THEY TEND TO THINK MORE ABOUT.

WHAT ARE THEY GOING TO BE DOING IN THE FUTURE? LIKE HOW? AND THAT'S THE LANGUAGE IS ACTUALLY DESIGNED VERY DELIBERATELY TO GET THEM TO THINK IN THAT, IN THAT WAY, BECAUSE YOU HAVE TO START WITH WHERE YOU WANT TO GO AND THEN START TO WORK LIKE REVERSE ENGINEER THE PROBLEM AND WORK YOUR WAY BACK.

YEAH. THIS IS BEEN A GREAT CONVERSATION SO FAR.

I WANT TO MAKE SURE THAT WE HAVE AN OPPORTUNITY TO HEAR FROM EVERYONE.

SO WHO ELSE WOULD LIKE TO SHARE WHO HASN'T? ROLANDO. SO I'LL BE BRIEF.

JUST TO FOLLOW UP WITH MICHELLE SAID, I LOVE THE IDEA THAT OUR STUDENTS HAVE CHOICES, AND THAT'S WHAT WE WANT OUR STUDENTS TO HAVE, THAT WHEN THEY GRADUATE, THEY HAVE OPTIONS, AND THEY'RE NOT FORCED INTO A PROFESSION THAT THEY'RE NOT SATISFIED WITH ONLY BECAUSE AND UNFORTUNATELY, A LOT OF OUR UNDERSERVED COMMUNITIES, WE SEE THAT.

AND SO I LOVE THE IDEA THAT WE HAVE, OR AT LEAST THE COMMUNITY HAS EXPRESSED, THAT WE WANT OUR STUDENTS TO HAVE CHOICES.

YEAH. THANK YOU.

LAST BUT NOT LEAST. WELL, I MEAN, I WHAT EVERYBODY SAID IS, IS RIGHT IN MY MIND.

WHAT JEANETTE SAID ABOUT THIS BEING CONSISTENT WITH HER VIEW AS A PARENT IS TRUE FOR ME.

[00:35:05]

SO, YEAH. YEAH.

SO. OH, YEAH.

CASSANDRA. GO AHEAD. I JUST HAVE A QUESTION BECAUSE, YOU KNOW, YOU MENTIONED BROAD SUPPORT.

I WAS KIND OF, YOU KNOW, LOOKING AT THESE NUMBERS, 22%, 21%.

THERE WAS NO, LIKE, COMPELLING FRONTRUNNER.

YEAH. WHAT DO YOU HAVE TO SAY ABOUT THAT? WHAT ARE YOUR THOUGHTS? SO THERE RARELY IS WHEN YOU HAVE A CITY THE SIZE OF HOUSTON AND WITH THE WITH THE DIVERSITY THAT EXISTS WITHIN HOUSTON.

AND LIKE ALL, ALL TYPES OF DIVERSITY, JUST THE DIVERSITY OF THOUGHT, YOU KNOW, A LOT OF IN WITHIN THE PEOPLE WHO RESPONDED, YOU'VE GOT PARENTS, YOU'VE GOT TEACHERS, YOU'VE GOT COMMUNITY MEMBERS.

SO THEY'RE ALL GOING TO BE COMING TO THE CONVERSATION FROM A DIFFERENT PERSPECTIVE.

BUT IN THIS CONVERSATION, THIS QUESTION ACTUALLY TRIES TO WHAT IT SEEKS TO DO IS HELP GROUND THEM IN.

AND WHAT IS WHAT IS IT THAT YOU WANT FROM STUDENTS.

AND SO FINDING THAT COMMON GROUND, SO TO SPEAK, LIKE WE'RE ALL DIFFERENT, BUT WE DEFINITELY WANT THE MUCH OF THE SAME THINGS.

MICHELLE. SO ACTUALLY I HAVE A QUESTION ABOUT ASSUMPTIONS AND WE HAVE A VISION STATEMENT.

DO WE HAVE TO AGREE ON ASSUMPTIONS ABOUT DEFINITION.

SO DO WE HAVE TO AGREE ON AS AN EXAMPLE WHAT WE WHAT OUR DEFINITION IS OF GLOBALLY COMPETITIVE ENVIRONMENT LIKE.

YEAH. SO DO WE HAVE TO AGREE ON DOES THAT MEAN, FOR EXAMPLE, THAT A STUDENT IS BILINGUAL OR A STUDENT HAS BEEN IN A DUAL LANGUAGE PROGRAM OR WHATEVER THAT MIGHT BE? DO WE HAVE TO AGREE ON WHAT THOSE ASSUMPTIONS ARE SO PART OF IT? SO I CAN ACTUALLY ANSWER SOME OF THAT QUESTION FOR YOU.

AND I'M GOING TO GO BACK BECAUSE I DO WANT TO HIGHLIGHT THAT.

SO IN JUST A MINUTE WE'RE GOING TO ACTUALLY BRING EVERYTHING TOGETHER.

AND I DID PROVIDE SOME SAMPLE LANGUAGE.

AND PRESIDENT WAS GRACIOUS ENOUGH TO WORDSMITH IT A LITTLE BIT FOR ME BECAUSE I WAS WRITING IT AT 4:00 IN THE MORNING.

BUT THAT IS JUST A STARTING POINT.

THAT IS JUST TO GIVE YOU SOMETHING TO LOOK AT.

YOU CAN GET RID OF EVERY SINGLE WORD IN IT IF YOU WANTED TO.

THIS IS YOUR THIS IS THE THING THAT YOU HAVE THE ABSOLUTE MOST CONTROL OVER SETTING IN THIS ENTIRE PROCESS.

SO I DO WANT TO TELL YOU, GIVE YOU SOME FEEDBACK OR LET YOU KNOW SOME OF THE THOUGHT PROCESS AND HOW THESE THINGS WERE IDENTIFIED.

SO FIRST, THE COMMENTARY ABOUT THE CRITICAL THINKERS AND PROBLEM SOLVERS, THAT THE MAJORITY OF THOSE RESPONSES WERE QUITE LITERALLY PEOPLE SAYING, I WANT KIDS TO BE CRITICAL THINKERS.

I WANT THEM TO.

I WANT THEM TO BE ABLE TO CRITICALLY THINK.

I WANT THEM TO BE ABLE TO PROBLEM SOLVE.

I WANT THEM TO BE ABLE TO SET GOALS AND TO PLAN AND TO THINK ABOUT THEIR FUTURE, BUT SPECIFICALLY AROUND, LIKE THE PROBLEM SOLVING, THE CRITICAL THINKING THAT WAS THE VAST MAJORITY OF THESE SPECIFIC TYPES OF FEEDBACK.

AND THEN YOU GO DOWN TO THE NEXT LEVEL, PRODUCTIVE CITIZENS AND LEADERS.

AND SO THE MAJORITY OF THOSE WERE SPECIFIC TO BEING WELL, BEING PRODUCTIVE MEMBERS OF SOCIETY, BEING HAVING CITIZENSHIP SKILLS, HAVING LEADERSHIP SKILLS.

A LOT OF THE COMMENTARY WAS ABOUT LEADERSHIP SKILLS.

AND I ALSO WANT TO LIFT UP THAT YOU ALL.

SO YOU DO HAVE ACCESS TO THE RAW ALL OF THE RAW DATA FROM THE SURVEY.

IT'S ALL IN THE SHARE FILE SO THAT YOU CAN GO.

YOU'RE WELCOME TO GO AND LOOK AT THAT.

PROBABLY NOT RIGHT NOW, BUT IF YOU WANT TO ACTUALLY DIG IN AND YOU WERE AND I KNOW THAT SOME OF YOU ARE DEFINITELY GOING TO LOOK THROUGH EVERY SINGLE ONE OF THOSE, IF NOT ALL OF YOU.

SO YOU CAN YOU CAN LOOK AT IT AND READ IT FOR YOURSELF AS WELL.

AND I ENCOURAGE YOU TO DO THAT BEFORE.

SO YOU'RE NOT VOTING ON ANYTHING UNTIL THE SECOND MEETING IN NOVEMBER.

SO YOU'VE GOT LOTS OF TIME TO ANALYZE, REVIEW AND FINE TUNE.

SO THE NEXT ONE COMPETITIVE IN THE GLOBAL ENVIRONMENT.

SO A LOT OF A LOT OF THE RESPONSES WERE SPECIFIC TO BEING GLOBALLY COMPETITIVE BEING COMPETITIVE LOCALLY GLOBALLY NATIONALLY.

ALSO I WANT SOMEONE MENTIONED BEING BILINGUAL.

AND THAT WAS THAT WAS ONE OF THE THAT WAS PROBABLY THE THE DOMINANT FEEDBACK IN THIS AREA.

[00:40:02]

RECOGNIZING THAT BILINGUAL SKILLS AND MULTILINGUAL SKILLS ARE NOT A DEFICIT THE WAY THAT THEY TAUGHT IT.

WHEN I WAS A KID, WHERE THEY TRIED TO TEACH IT OUT OF YOU, BUT IT'S ACTUALLY A POSITIVE.

POLYGLOTS, PEOPLE WHO SPEAK MULTIPLE LANGUAGES ARE ACTUALLY SOME OF THE MOST COMPETITIVE GLOBALLY, BOTH IN POLITICS AND IN CULTURE AND IN THE JOB MARKET.

AND SO A LOT OF WHOLE LOT OF THE RESPONSES WERE SPECIFIC TO BEING BILINGUAL AND THE STRENGTHS THAT COME FROM THAT BILINGUALISM AND MULTILINGUALISM.

AND THEN FINALLY.

A LOT OF THE.

AND SO THIS IS ACTUALLY PROBABLY THE FIRST ONE OF THESE SURVEYS THAT I HAVE CODED WHERE THIS NEXT ONE WASN'T THE THE HIGHEST FREQUENCY RESPONSE. I WANT STUDENTS TO BE PREPARED FOR SUCCESS REGARDLESS OF WHAT WHAT THEIR NEXT PHASE IS, WHETHER IT'S COLLEGE, CAREER, MILITARY OR JUST BEING A MEMBER OF THE COMMUNITY.

PROVIDING PROVIDING A PATHWAY TO SUCCESS REGARDLESS OF WHAT THAT PATHWAY LOOKS LIKE WAS.

SO IF I JUST TOOK.

LIKE. THAT RESPONSE ON ITS FACE, I WOULD SAY THAT THAT PROBABLY IS ONE OF THE HIGHEST ONE OF THE MOST COMMON THINGS THAT WAS SAID.

RIC. YEAH, I JUST, I JUST HAVE A THOUGHT ON THAT.

SHOULD WE ALL AGREE ON LANGUAGE? AND I THINK THE ANSWER TO THAT IS GENERALLY NOT BECAUSE I THINK THE BROADER THE INTERPRETATION OF THE LANGUAGE, IT MAY BE ONE THING TO ME, BECAUSE OF MY BACKGROUND AND MY SKILL SET AND A DIFFERENT THING TO YOU BECAUSE OF WHAT? OF YOUR BACKGROUND AND SKILL SET.

I DO THINK, THOUGH, THAT THAT THERE SHOULD BE, THAT WE SHOULD NOT INCLUDE WORDS THAT POLARIZE OR THAT THAT THAT DIRECT A, YOU KNOW, A BAD THOUGHT, BUT BROADER THAN WHEN YOU START THINKING ABOUT GLOBAL COMPETITIVE, YOU KNOW, THERE'S REALLY NOT A DEBATE ABOUT THAT. THERE ARE A COUPLE OF WORDS IN HERE THAT THAT COULD BE.

COMPLICATED, LIKE IN THE DRAFT LANGUAGE THAT WAS THERE, AND WE SHOULD TALK ABOUT THOSE.

BUT GENERALLY SPEAKING, I THINK WE OUGHT TO LET PEOPLE INTERPRET WHAT WHAT BROAD THINGS LIKE GLOBAL COMPETITIVENESS IS MEANS TO THEMSELVES.

LET THEM DO THAT, AND THEN THEY CAN KIND OF YOU DON'T HAVE TO SAY THIS IS WHAT IT MEANS.

YEAH. SO I WANT TO POINT OUT YOU HAVE, I THINK, TWO PRINTED DOCUMENTS.

ONE IS THIS A DOCUMENT THAT LOOKS LIKE THIS? IT'S BOARD LIT OR BOARD LED, COMMUNITY ENGAGEMENT TIMELINE AND SUMMARY.

SO ON THIS DOCUMENT UNDER THE HEADING WHAT YOUR COMMUNITY SAID, YOU CAN ACTUALLY FIND THIS.

SO WHEN I GO TO THE NEXT SLIDE YOU'LL BE ABLE TO COME BACK AND LOOK AT IT OR YOU'LL YOU'LL STILL HAVE THE LANGUAGE IN FRONT OF YOU.

SO LET'S GO TO THE NEXT THE NEXT STEP.

SO LET'S TALK ABOUT THE VISION STATEMENT.

SO IN ORDER TO SO IN LONE STAR GOVERNANCE, ONE OF THE FIRST THINGS THAT IS EXPECTED FOR THE BOARD TO DO IS ADOPT A SHARED VISION. AND THAT SHARED VISION SHOULD REALLY SHOULD COME FROM THE COMMUNITY.

SO WHILE YOUR THE WAY THAT YOU DEFINE THE DIFFERENT, THE DIFFERENT FEEDBACK THAT YOU RECEIVED WAS WITHIN THAT INTERPRETATION IS YOURS TO MAKE.

I DO NOT ENCOURAGE YOU.

SO IT WOULD BE INAPPROPRIATE TO INCLUDE THINGS THAT ARE NOT INCLUDED IN THE IN THE VISION.

AND SO IT'S IMPORTANT THAT THE VISION BE THE COMMUNITY'S VISION AND NOT THE VISION OF AN INDIVIDUAL OR A SPECIFIC GROUP LIKE YOU ALL HAVE GONE AND YOU'VE DONE THE WORK.

YOU'VE YOU HAVE BEEN VERY INTENTIONAL ABOUT GOING OUT TO A LARGE GROUP OF PEOPLE.

IF YOU WERE TO SAY, WELL, THEY DIDN'T SAY THIS.

SO I WANT TO INCLUDE THAT, THAT'S WHERE IT WOULD GET YOU KIND OF GET I MEAN, YOU CAN DO WHATEVER YOU WANT, BUT MY COACHING IS THAT YOU REALLY FOCUS ON WHAT THE COMMUNITY'S VALUES, VISION AND VALUES ARE.

SO WITH THAT, WE PREPARED SOME DRAFT LANGUAGE.

BUT AGAIN, THIS IS DRAFT LANGUAGE TO GIVE YOU A STARTING POINT.

SO AS YOU LOOK AT THE FEEDBACK FROM THE COMMUNITY AND START TO LOOK FORWARD TO HOW YOU MIGHT PACKAGE THAT AS A VISION STATEMENT, WHAT IDEAS DO YOU HAVE? AND WE CAN TAKE WE CAN TAKE A COUPLE OF MINUTES TO TO JUST LET YOU THINK ABOUT IT.

IF YOU'D LIKE.

AUDREY, JUST WE HAVE TO JUST TO BE CLEAR, WE HAVE SOMETHING WRITTEN ON PAPER WHICH IS DIFFERENT FROM WHAT'S ON THE SCREEN.

[00:45:03]

OKAY. YEAH. OH, YEAH.

SORRY. THE THE THE.

YEAH. SO YEAH WE HAVE, WE HAVE UPDATED WHAT'S ON THE SLIDE IS THE UPDATED LANGUAGE THAT AUDREY HELPED ME WITH.

I THINK WE NEED TO LIKE FOR EXAMPLE, I THINK THIS IS A GREAT START OF A OF A STATEMENT BECAUSE WE'VE INCLUDED ALL OF THE EVERY ONE THROUGH FOUR HAS A PIECE RIGHT OF THE THE EQUATION.

BUT CERTAIN WORDS I THINK NEED TO BE BROADENED.

LIKE FOR ME, SUCCESSFUL CITIZEN, YOU DO GET INTO A DEFINITION OF WHAT DOES THAT MEAN? DOES THAT MEAN SOMEBODY WHO IS A CITIZEN OF THE UNITED STATES? DOES THAT MEAN SOMEBODY WHO IS A A CITIZEN OF MULTIPLE COUNTRIES? IS THAT SOMEBODY WHO IS, YOU KNOW, SO TO ME, WHAT WE REALLY WANT IS SUCCESSFUL COMMUNITY MEMBERS.

WE WANT SUCCESSFUL STUDENTS.

WE WANT SUCCESSFUL MEMBERS OF SOCIETY GENERALLY NOT SPECIFIC.

CITIZEN GIVES ME A VERY SPECIFIC, NARROW VIEW OF WHAT A PERSON IS.

AND SO I WOULD DEFINITELY NOT USE THAT WORD PERSONALLY.

YEAH, I THINK I THINK YOU'RE RIGHT.

I THINK THE QUESTION IS WHETHER IT IS COMMUNITY MEMBER OR PICK A PICK A GOOD WORD THAT BROADENS THE SCOPE AND MAKES THE TENT BIGGER.

I THINK THE ONE WORD THAT YOU COULD THROW IN THERE, IF YOU LIKE THE WORD CITIZEN, WHICH YOU MAY JUST NOT, BUT YOU COULD PUT GLOBAL CITIZEN, WHICH IS KIND OF THE INTENT BEHIND AT LEAST WHEN I. YEAH, YEAH.

AND WE'LL BE USING SUCCESSFUL.

LIKE I THINK ABOUT WORDS LIKE CITIZENS OR COMMUNITY MEMBERS OF IMPACT OR SUCCESS TO ME KIND OF SEEMS LIKE A SHALLOW, ARBITRARY, LIKE, WHAT DO YOU MEAN? LIKE, DO YOU MEAN YOU MAKE A LOT OF MONEY? DO YOU MEAN, YOU KNOW? AND TO ME, I DON'T THINK WE'RE TRYING TO GUIDE ON A PARTICULAR PATH OR A PARTICULAR TRADITIONAL ROUTE TO WHAT WE DEEM SUCCESSFUL.

BUT ARE THERE OTHER WORDS ABOUT THE ACTION OR HOW THEY BEHAVE IN THE COMMUNITY? TO ME, THAT'S MORE ENGAGING.

EVEN THE WORD ENGAGEMENT THEN SUCCESSFUL.

FOR ME, THE WORD THAT'S A LITTLE STICKY FOR ME IS PRODUCTIVE.

I THAT. SO I WAS ABOUT TO SAY BECAUSE I WROTE THAT DOWN TOO.

SO WHERE WE HAVE EITHER PRODUCTIVE AND OR PRODUCTIVE, SUCCESSFUL, WHATEVER WORD WE CHOOSE INSTEAD OF CITIZENS.

BUT AND I DON'T KNOW THAT WE NEED BOTH, BUT I WROTE THAT DOWN TOO IS INSTEAD OF SUCCESSFUL.

I DO THINK SUCCESS CAN BE AT ANY LEVEL, RIGHT? YOU GRADUATE FROM HIGH SCHOOL, YOU'RE SUCCESSFUL YOUR NEXT LEVEL, YOU KNOW.

SO FOR ME, I DON'T HAVE THAT MUCH OF AN ISSUE WITH THAT BUT DON'T HAVE AN ISSUE WITH REMOVING IT.

BUT I DO LIKE PRODUCTIVE AS A WORD BECAUSE IT JUST IT MEANS TO ME, YOU'RE MAKING THINGS HAPPEN.

YOU'RE ON A POSITIVE NOTE YOU'RE MAKING.

SO YEAH, I DON'T HAVE AN ISSUE WITH SUCCESSFUL, BUT I DO LIKE PRODUCTIVE AS WELL.

OKAY. JEANETTE.

THEME FROM THE PREVIOUS DISCUSSION THAT THIS REMINDS ME OF IS THE IDEA THAT THE THE COMMUNITY COMMENTS AROUND.

AROUND LONG TERM VISION SUGGEST CHOICE AND THE ABILITY FOR OUR STUDENTS TO HAVE OPTIONS AND AND CHOICE IN THOSE OPPORTUNITIES.

AND SO THAT WORD COMES TO ME READING THIS IS SOMETHING THAT FEELS LIKE IT'S MISSING.

OKAY, I MISSED THE WORD.

CAN YOU TELL ME? I'M SORRY? JEANETTE. WHAT THE WORD.

SORRY. OH, YEAH.

JUST A SUGGESTION OF CHOICE IN SOME WAY.

AN OPPORTUNITY.

YEAH. GO AHEAD. THE WORD THAT COMES UP FOR ME.

FROM WHAT YOU JUST SAID, JEANETTE IS AGENCY.

WHICH AGAIN GOES ALONG TO ME WITH WHAT YOU WERE SAYING, PAULA, ABOUT KIND OF THE BEHAVIOR LIKE BEING LIKE IMPACTFUL AND PRODUCTIVE AND AGENCY THAT THEY HAVE, THE SKILLS THAT THEY THEN HAVE CHOICES IN THEIR LIFE TO COMMAND AND DIRECT THEIR PATH FORWARD.

SO I LIKE I DON'T KNOW HOW IT FITS IN THERE, BUT THAT IDEA OF AGENCY.

AUDREY, I LIKE THE IDEA OF CONTRIBUTING.

SO I THINK IT GOES TO THE IDEA OF PRODUCTIVE.

IT HAS MORE, AT LEAST TO ME, A MORE GENEROUS THOUGHT BEHIND IT.

BUT. JUST AN IDEA.

BUT I LIKE THE JEANETTE'S IDEA VERY MUCH.

MAYBE TO TO HELP WITH THE CITIZENS FROM MY PERSPECTIVE.

MAYBE IT'S A PRODUCTIVE AND PRODUCTIVE COMMUNITY.

[00:50:01]

THEY HAVE AGENCY TO BE PRODUCTIVE, COMMUNITY TO THE COMMUNITY.

NOT A MEMBER, BUT BUT TO THE COMMUNITY.

WE'RE GOING TO PREPARE THEM TO HAVE THE SKILLS TO BE PRODUCTIVE MEMBERS OF OUR COMMUNITY, OF THE COMMUNITY.

RIGHT. AND THEN IT'S A BROADER COMMUNITY AND IT'S PRODUCTIVITY, AND IT'S HAVING THE ABILITY TO AND IT'S EVEN MORE NOBLE THAN JUST TO BE SUCCESSFUL ON YOUR OWN.

RIGHT? YOU'RE TRYING TO IMPROVE THEIR THEIR KNOWLEDGE AND SKILLS AND PREPARE THEM TO BE PRODUCTIVE FOR OUR COMMUNITY, RIGHT, OR IN OUR COMMUNITY.

OUR COMMUNITY, RIGHT? I SAY IT ALL AGAIN.

I'M TYPING. WELL, YOU'RE THE LAWYER.

OH, AND I'LL JUST WRITE IT HOW I WANT.

THERE YOU GO. I'M DOING EXTRA WORK JUST WHERE YOU TAKE AWAY THAT.

WE WANT THEM TO BE SUCCESSFUL INDIVIDUALLY.

WE WANT THEM TO BE PRODUCTIVE AND HAVE AGENCY IN THEIR CHOICE OF BEING.

YOU'RE THE AGENCY THING, RIGHT? SO LET'S LET'S.

WELL, THE THING IT MAKES ME THINK OF AND I DON'T KNOW ABOUT THE ACTUAL SENTENCE.

AND NOW I JUST LOST MY TRAIN OF THOUGHT WHEN WE WERE TALKING ABOUT AGENCY, I LOST IT.

IT'LL COME BACK. CASSANDRA.

I AGREE WITH ALL. EVERYTHING YOU GUYS ARE SAYING.

THIS IS GOOD STUFF.

WE'RE PLAYING THE SOURCE HERE.

I THINK BECAUSE THIS READS PREPARING OUR STUDENTS WITH KNOWLEDGE AND SKILLS TO PREPARE.

SO WE'RE USING THAT WORD TWICE.

I FEEL LIKE MAYBE EQUIPPING OUR EQUIPPING OUR STUDENTS WITH THE KNOWLEDGE AND SKILLS TO PREPARE THEM, YADA, YADA, YADA.

MAYBE THAT'S A PRODUCTIVE CITIZENS OR PRODUCTIVE MEMBERS OF THE COMMUNITY.

AND I KNOW WHAT I CAME BACK TO, AND IT'S A QUESTION TO THINK ABOUT.

I DON'T KNOW IF I THINK IT'S A GOOD IDEA OR NOT, BUT THINKING ABOUT WHAT YOU WERE SAYING RIC PART OF WHY THIS NEEDS TO WORK, BOTH FOR OUR KIDS, BUT FOR US AS A COMMUNITY AND FOR OUR CITY LIKE WE NEED THEM TO, TO MOVE US FORWARD, RIGHT? DO WE WANT TO SAY FOR HOUSTON, THE NATION AND BLAH BLAH BLAH, LIKE, DO WE WANT TO STEEP THIS IN? WE AS A COMMUNITY WANT THESE KIDS TO COME BE PRODUCTIVE AND GET BACK TO OUR COMMUNITY AND OTHERS, LIKE, DO WE WANT TO STAY AT OUR CITY AS A PART OF THIS KIND OF COMBINED? WE'RE WANTING OUR KIDS TO COME AND AND HELP US MOVE FORWARD AS A AS A COMMUNITY, AS A CITY.

I DON'T KNOW IF WE DO OR NOT, BUT I KNOW SOME SOME PLACES THEY DO STEEP IT IN.

WE'RE SAYING BRING IT HOME AND BE GREAT HERE OR GO AWAY.

IS THAT IMPORTANT TO US OR NOT? I DON'T KNOW, YEAH.

WHAT DO YOU ALL THINK, PAULA? WELL, I THINK WHAT RICK WAS TALKING ABOUT EARLIER KIND OF ADDS TO THAT WHEN HE WHEN WE SAY OUR COMMUNITY.

RIGHT. BECAUSE THAT'S LOCAL, THAT'S OUR SURROUNDING.

AND THEN THE GLOBAL TO ME ADDS TO THE BIG PICTURE.

SO I THINK WE HAVE IT THERE.

IT'S JUST WORDSMITHING IT.

BUT I THINK WE DO HAVE IT LOCAL IF WE USE THOSE WORDS AND IN THE GLOBAL.

I THINK BECAUSE.

CASSANDRA, WHAT WAS THE WORD YOU USED? EQUIPPING. EQUIPPING.

OKAY. I WAS, I WAS BECAUSE I WAS KIND OF GOING TOWARDS GROOMING.

AND I LIKE THAT THAT YOU SAY GROOMING.

GROOMING. YEAH, WE'RE GOING TO MISS THAT ONE.

I'M NOT SAYING YOU'RE NOT SUPPOSED TO BE.

IT'S JUST FOR.

SO WHERE I WAS TRYING TO GET TO THOUGH WAS THAT I LIKE THAT WORD BETTER THAN MY WORD AND THAT, AH, I WAS LOOKING AT LIKE, HOW DO WE EQUIP OUR STUDENTS TO SUCCESSFULLY USE THE SKILLS AND THE KNOWLEDGE THAT THEY ATTAIN VERSUS, YOU KNOW, THAT WAY WE CAN CONTINUE TO USE PARTS IN, OF, OF WHAT THE COMMUNITY IS GIVING US, BUT IT'S THE APPLICATION OF ACTUALLY TAKING THE KNOWLEDGE AND SKILLS AND DOING SOMETHING WITH THEM TO GET TO BEING SUCCESSFUL AT AS CITIZENS AND CRITICAL THINKERS, ETCETERA.

WHAT DO YOU ALL THINK? I'M WORKING ON A DRAFT.

OKAY. SO I AGREE, ADAM, I THINK YOU COULD STRIKE.

TO PREPARE THEM TO.

AND MAKE IT MORE ACTION ORIENTED, WHATEVER THE FRONT PART IS.

EQUIPPING OUR STUDENTS WITH THE KNOWLEDGE AND SKILLS TO BE SUCCESSFUL.

OR WHATEVER THAT IS GOING TO SAY INSTEAD OF TO PREPARE THEM.

MEMBERS PRODUCTIVE MEMBERS OF OUR COMMUNITY.

AND BECAUSE I LIKE RUN ON SENTENCES.

I THINK YOU COULD ALSO ADD ON AND WITH THE AGENCY TO MAKE TO MAKE CHOICES, BECAUSE I THINK AT THE END OF THE DAY.

[00:55:05]

YOU COULD DECIDE THAT YOU WANT TO LEAVE HIGH SCHOOL AND GO OUT INTO THE WORKFORCE, AND THEN YOU COULD DECIDE TWO YEARS AFTER THAT THAT YOU WANT TO GO TO COLLEGE AND YOU'RE READY TO DO THAT BECAUSE YOU WERE PREPARED TO DO THAT.

OR YOU COULD DECIDE THAT YOU WANT TO OPEN A BUSINESS AND THEN GO DO SOMETHING ELSE, AND YOU'RE READY TO DO THAT.

AND YOU HAVE THE SKILLS AND THE KNOWLEDGE AND THE WHEREWITHAL TO DO THAT, AND YOU'RE READY TO DO THAT.

AND I WOULD LIKE TO MAKE SURE THAT WHATEVER WE DRAFT HERE STATES THAT IT DOESN'T HAVE TO SAY AGENCY.

I WAS JOKING ABOUT THAT, BUT I WANT TO MAKE SURE THAT IT STATES THAT PEOPLE ARE READY.

STUDENTS ARE READY TO DO THAT.

THEY HAVE THE CAPACITY TO DO THAT.

YEAH. AUDREY. OKAY.

THIS IS JUST. I DON'T KNOW IF WE HAVE THE CAPABILITY OF PUTTING ANYTHING UP ANYWHERE, BUT I'LL JUST READ THIS.

I THINK IT CAPTURES MOSTLY WHAT WE'VE TALKED ABOUT, EQUIPPING OUR STUDENTS WITH THE KNOWLEDGE AND SKILLS THAT ALLOW THEM TO BE CRITICAL THINKERS, LEADERS, AND CONTRIBUTING OR PRODUCTIVE MEMBERS OF OUR COMMUNITY WHO HAVE THE CHOICE, WHO HAVE CHOICE FILLED LIVES IN A GLOBALLY COMPETITIVE ENVIRONMENT THAT MAY BE TOO MANY WORDS.

CHOICE FILLED HAVE MEANING THE AGENCY THEY CAN CHOOSE WHAT THEY WANT TO DO.

IT GOES TO THE POINT ABOUT HAVING A THE ABILITY TO.

READ IT AGAIN. OH, YES.

WHO LIKES CONTRIBUTING AND WHO LIKES PRODUCTIVE? FOR ME. I CAN SERVE YOU TOO.

OKAY. FAIR ENOUGH.

OKAY, LET'S TRY IT. EQUIPPING OUR STUDENTS WITH THE KNOWLEDGE AND SKILLS THAT ALLOW THEM TO BE CRITICAL THINKERS, LEADERS, AND CONTRIBUTING MEMBERS OF OUR COMMUNITY WHO HAVE CHOICE FILLED LIVES IN A GLOBALLY COMPETITIVE ENVIRONMENT.

MAYBE THE END. I DON'T KNOW.

HAVE A HAVE.

I DON'T THINK AGENCIES ARE VERY COMMON WORD THAT WE SHOULD USE.

YEAH. SO THAT'S ACTUALLY I WANT TO I WANT TO LIFT.

WHAT ACTUALLY WILL YOU SHARE WHAT YOU JUST SHARED.

YEAH. THE WORD AGENCY IS GREAT, BUT IT'S NOT A VERY COMMONLY USED WORD.

SO WE WANT TO MAKE SURE THIS IS VERY, YOU KNOW, EASILY EASILY UNDERSTOOD.

YEAH. CHOICE FIELD LIVES I GET IT.

BUT I THINK WE MAY BE ABLE TO.

YEAH. IT SHOULD BE SIMPLIFIED.

NOW I'M ON SYNONYMS. YOU HAVE CHOICES.

I MEAN THAT WOULD BE THE MOST WHO HAVE.

WHO HAVE.

THE POINT IS THEY CAN CHOOSE WHAT THEY WANT.

RIGHT? IT'S THE POINT. LIKE THEY ARE GOING TO BE LEADERS, THINKERS, CONTRIBUTING, BUT THEY HAVE THE CHOICE OF HOW TO DO THAT, RIGHT? OKAY. ANGELA, JUST FOR CLARITY, FOR US, IS THE GOAL TODAY TO WORDSMITH AND COME UP WITH THE SENTENCE, OR IS IT TO AGREE ON THE CONCEPTS AND WORDSMITH? YEAH, I WAS ACTUALLY JUST ABOUT TO SAY THAT.

SO WE CAN WE CAN DO A LITTLE BIT OF THE WORDSMITHING AND COME BACK.

SO WE DO HAVE WE HAVE A FOLLOW UP WORKSHOP IN NOVEMBER.

SO WE'RE NOT GOING TO SPEND A WHOLE LOT OF TIME ON THIS AT THAT TIME.

BUT WE CAN WE CAN USE THAT AS AN OPPORTUNITY TO SAY, OKAY, WE'RE GOOD WITH THIS.

AND SO THERE CAN BE A LITTLE BIT OF LIKE THE FINE TUNING, BUT IT IS IMPORTANT THAT YOU ALL THAT YOU AGREE ON THE BIG THE BIG IDEAS.

YEAH. AND THANK YOU FOR THAT.

I JUST FEEL LIKE THINGS GET AWAY FROM US IF WE GO AWAY.

AND MAYBE I DO TOO. BUT I ALSO DON'T LIKE THE ENGLISH TEACHER IN ME.

I DON'T WANT US TO. WE CAN GO BACK AND FORTH WITH WORDS FOREVER.

SO WOULD IT BE POSSIBLE JUST TO THROW THAT UP? I JUST EMAILED IT TO YOU AND THEN MAYBE WE CAN JUST GIVE IT.

CAN YOU EMAIL IT TO EMILY? OH, YEAH.

CAN YOU, CAN I, I SHOULD ASK YOU IF YOU CAN PULL THAT UP BEFORE I TELL HER TO EMAIL IT TO YOU.

YEAH, YEAH, TO PUT IT UP ON THE SCREEN.

OKAY. I DON'T THINK WE HAVE A WAY TO GET IT UP ON THE ON THE SCREEN.

YEAH, WE JUST PAINTED IT.

YEAH. I, I DON'T I DON'T THINK IT'S THAT IF YOU WANT TO READ IT TO US ONE MORE TIME AND SEE IF WE'RE CONCEPTUALLY.

BUT BUT AGAIN, EQUIPPING OUR STUDENTS WITH THE KNOWLEDGE AND SKILLS THAT ALLOW THEM TO BE CRITICAL THINKERS, LEADERS, AND CONTRIBUTING MEMBERS OF OUR COMMUNITY WHO HAVE CHOICE FILLED LIVES IN A GLOBALLY COMPETITIVE ENVIRONMENT.

HE HAD MULTIPLE OPPORTUNITIES TO HAVE.

YEAH. SO CAN WE JUST SAY OPPORTUNITIES WHO HAVE? OPPORTUNITIES. I THINK WE CAN, BUT I THINK THE FIRST QUESTION IS, DO WE CONCEPTUALLY AGREE?

[01:00:01]

I JUST, I JUST THINK WE CAN ALWAYS PLAY WITH EVERY WORD RIGHT DIRECTION WORDS FOR SURE.

YEAH, I ACTUALLY AGREE WITH THAT.

IF WE ALL AGREE THAT IT'S SOMETHING LIKE THAT AND WE WILL FINE TUNE THE EXACT WORDS AND SYNTAX.

OKAY, I'M GOOD WITH THAT.

ALL RIGHT. IS THERE ANYONE THAT DOES NOT AGREE THAT WOULD LIKE TO CHANGE ANYTHING BEFORE WE TRANSITION? YOU JUST EMAIL IT ON. I'M GOING TO EMAIL IT TO EVERYBODY RIGHT NOW.

OKAY. ALL RIGHT.

HEY. GREAT JOB.

YOU JUST DRAFTED A VISION STATEMENT.

ALL RIGHT. SO NOW LET'S TRANSITION TO THE NEXT PART.

ACTUALLY, LET'S TAKE A BREATH REAL QUICK AND START THINKING ABOUT THE WE'VE BEEN TALKING ABOUT THE LONG TERM VISION.

LET'S BRING IT BRING IT DOWN A LITTLE BIT CLOSER AND THINK ABOUT OUR VISION FOR HOW WE'RE GOING TO IMPROVE STUDENT OUTCOMES NOW.

AND SO THE BOARD HAS A RESPONSIBILITY TO ADOPT STUDENT OUTCOME GOALS.

THESE ARE GOALS THAT ARE SPECIFIC TO WHAT STUDENTS KNOW AND ARE ABLE TO DO.

SO THESE GOALS SHOULD BE.

SO THEY ESTABLISH THE DIRECTION FOR THE DISTRICT.

AND IT'S IN ALIGNMENT WITH WHAT THE COMMUNITY HAD TO SAY IS THEIR THEIR TOP PRIORITIES THERE.

THE STUDENT OUTCOMES THAT THEY WANT TO FOCUS ON FIRST.

AND AND THEN ONCE THE GOALS ARE ADOPTED, THEY BECOME THE FIRST PRIORITY FOR HOW RESOURCES ARE ALLOCATED IN THE ENTIRE SYSTEM.

AND ALL RESOURCES, NOT JUST MONEY, TIME, TREASURE, TALENT.

SO THEY'RE THE FIRST STOP BECAUSE THEY ARE THE MOST IMPORTANT.

AND SO LOTS OF OTHER THINGS ARE VERY, VERY IMPORTANT IN A SCHOOL SYSTEM.

BUT THESE ARE THE THINGS THAT THE BOARD SAYS ARE THE ABSOLUTE MOST IMPORTANT THINGS.

AS YOU ADOPT STUDENT OUTCOME GOALS.

THERE ARE A COUPLE OF THERE ARE A COUPLE OF CRITERIA THAT SETS A REALLY GOOD GOAL APART FROM A MEDIOCRE GOAL.

SO GOALS MUST BE SMART.

THIS MEANS THAT SPECIFIC.

MEASURABLE. ATTAINABLE.

REALISTIC. NO, THAT'S NOT RIGHT.

RESULTS FOCUSED AND TIME BOUND.

THEY SHOULD ALSO BE STUDENT OUTCOME FOCUSED.

THEY SHOULD LAST FOR FIVE YEARS AND HAVE ANNUAL GOAL TARGETS AND STUDENT GROUP TARGETS.

AND THEY SHOULD BE ALIGNED WITH A COMPREHENSIVE STUDENT NEEDS ASSESSMENT.

SO FIRST THING THAT THEY'RE SO THEY'RE WRITTEN IN A VERY SPECIFIC WAY.

AND USUALLY IT IS THE WAY THAT WE COACH BOARDS IS BY MAKING SURE YOU HAVE A POPULATION THAT'S CLEAR ON WHICH STUDENTS YOU'RE TALKING ABOUT.

YOU HAVE A MEASUREMENT THAT IS THAT'S CLEAR ON LIKE WHAT INSTRUMENT YOU'RE ACTUALLY GOING TO BE LOOKING AT, WHETHER THAT IS, YOU KNOW, A STANDARDIZED TEST OR SOME OTHER TYPE OF MEASUREMENT THAT THAT IS CLEAR ABOUT THAT IS ACTUALLY MEASURING WHAT A STUDENT IS ABLE TO DEMONSTRATE.

SO THAT'S THAT'S HOW YOU KNOW THAT IT'S A STUDENT OUTCOME.

AND OF COURSE FIVE YEARS DON'T RECOMMEND.

SO YOU DON'T WANT TO GO BEYOND FIVE YEARS BECAUSE THAT'S TOO LONG AND YOU DON'T REALLY HAVE ACCOUNTABILITY ONCE YOU GO LONGER THAN FIVE YEARS.

SO IN GOAL SETTING, YOU SOMETIMES WE'LL SAY 3 TO 5 YEARS, BUT FIVE YEARS IS ALWAYS THE RULE OF THUMB, BECAUSE YOU WANT TO MAKE SURE THAT YOU HAVE AMPLE TIME TO ACTUALLY INVEST THOSE STRATEGIES AND THE RESOURCES SO THAT YOU CAN SEE THE GROWTH THAT YOU EXPECT.

SO GOALS HAVE TO BE OUTCOME.

GOALS HAVE TO BE GROUNDED IN THE COMMUNITY'S VISION FOR WHICH STUDENT OUTCOMES HAVE TO BE IMPROVED.

FIRST, THEY HAVE TO THEY HAVE TO MEET THIS CRITERIA, AND THEY HAVE TO BE ALIGNED WITH A COMPREHENSIVE STUDENT NEEDS ASSESSMENT OR SOME SOME TYPE OF EVIDENCE BASED INSTRUMENT THAT TELLS YOU WHAT THE CURRENT REALITY IS FOR STUDENTS.

SO WHEN WE TALK ABOUT THE COMMUNITY'S VISION FOR IMPROVED STUDENT OUTCOMES, THERE WERE THREE THAT REALLY LIFTED UP ABOVE EVERYTHING ELSE.

THESE WERE SO 50 50.88% OF RESPONDENTS WANT STUDENTS TO BE SUCCESSFUL IN THEIR NEXT PHASE IN LIFE, WHETHER THAT'S CAREER, COLLEGE, MILITARY, OR COMMUNITY.

48.12% WANT STUDENTS TO KNOW MATH AND HOW TO THINK CRITICALLY AND PROBLEM SOLVE.

AND SO WHEN I WANT TO LIFT THIS UP REALLY QUICK, BECAUSE WHEN YOU TALK ABOUT CRITICAL THINKING THAT REALLY LIVES EVERYWHERE, YOU CAN TEACH CRITICAL

[01:05:07]

I THINK ANY ANY TEACHER HERE CAN TELL YOU THAT THEY THAT THEY TEACH CRITICAL THINKING, BUT THEY'RE SO IN LIKE GETTING INTO THE ACTUAL LIKE, LIKE PROBLEM SOLVING CONVERSATION IS WHERE YOU TIE THAT TO THE MATHEMATICS, WHERE YOU START TO THINK ABOUT CALCULUS AND THE LIKE, ANALYTICAL SKILLS.

AND THERE IS A MAGNITUDE OF THOSE SPECIFIC TYPES OF SKILLS THAT ARE TAUGHT THROUGH MATHEMATICS INSTRUCTION SPECIFICALLY.

SO IT'S NOT TO SUGGEST THAT THAT DOESN'T LIVE ELSEWHERE.

BUT THIS IS KIND OF THE UNIVERSAL UNIVERSALLY ACCEPTED.

LIKE THIS IS HOW WE TEACH PROBLEM SOLVING THE MOST.

AND THEN 47.86% WANTS STUDENTS TO KNOW HOW TO READ, WRITE AND COMMUNICATE ON GRADE LEVEL.

AND WHEN WE WHEN WE TALK ABOUT READING, WRITING AND COMMUNICATION WRITING.

SO THOSE ARE THREE DIFFERENT THEMES THAT I PUT TOGETHER.

WRITING IS BY FAR LIKE IT WAS ABOVE, LIKE I THINK DOUBLE THE OTHER TWO.

BUT READING, WRITING AND COMMUNICATION ARE ALL LIKE LUMPED TOGETHER WITH ENGLISH LANGUAGE ARTS.

AND THEY'RE JUST.

JUST ENGLISH ENGLISH INSTRUCTION.

SO OKAY.

COMMUNITIES VISION.

THIS IS WHAT YOUR COMMUNITY HAD TO SAY.

ANGELA I JUST WANT TO PULL OUT WHAT YOU JUST SAID.

SO YOU'RE SAYING IN THE DIRECT FEEDBACK, WRITING WAS THE THING THAT THEY NAMED THE MOST? YEAH. AND THE REASON I WANT TO PULL THAT OUT IS BECAUSE THAT DOESN'T NECESSARILY TRANSLATE INTO THE TYPES OF GOALS THAT WE, WE WRITE FOR THIRD GRADE READING.

AND SO JUST LIFTING UP, I DON'T WANT THAT TO BE GLOSSED OVER.

IF THAT WAS A BIG THING, THEN THAT MIGHT BE SOMETHING THAT NEEDS TO BE CONSIDERED IN THE CONSTRAINTS CONVERSATION, BECAUSE THE WAY WE'RE THINKING ABOUT DOING THESE DON'T DON'T ARBITRARILY THINK LIKE, OH, READING MEANS ENGLISH CLASS, WHICH MEANS WRITING THAT IF WE'RE GOING TO GO IN ON WRITING, THERE HAS TO BE SOMETHING TO CALL THAT UP.

BECAUSE THE TRADITIONAL WAY THAT WE'RE LOOKING AT READING AND STAAR DON'T ASSUME, WELL, THAT MUST MEAN THEY'RE DOING A LOT OF WRITING, BECAUSE IT DOESN'T MEAN THAT THAT'S WHAT I WANT IT TO CALL IT IN THERE.

SO WHEN WE TALK ABOUT WRITING, I WAS THINKING CREATIVE WRITING.

WHAT ARE WE TALKING ABOUT WHEN WE SAY JUST WRITING? LIKE SO MOST MOST OF THE COMMENTS WERE READING, WRITING AND ARITHMETIC.

THAT'S PROBABLY THE MOST COMMON RESPONSE THAT YOU GET FROM PEOPLE.

AND SO I THINK IT'S JUST BECAUSE THAT'S LIKE THE TERMINOLOGY THAT PEOPLE HAVE.

BUT THERE WERE SEVERAL COMMENTS THAT WERE SPECIFIC TO WRITING AND WRITING INSTRUCTION.

SO ACTUALLY TEACHING THE ART OF HANDWRITING, TEACHING WRITING SKILLS, HOW TO COMPOSE AN ESSAY, HOW TO SO THAT THAT'S ALL INTEL.

YEAH, THAT'S INTERESTING BECAUSE YEAH, HANDWRITING IN 2035 IS GOING TO BE THIS, RIGHT? I DON'T KNOW THAT WE NEED TO ASSUME UNLESS YOU'RE TELLING US IT SAID HANDWRITING.

I DON'T THINK WHAT YOU'RE SAYING IS THEY CALLED OUT HANDWRITING.

I THINK SHE'S SAYING WRITING INSTRUCTION AND CREATION OF WRITTEN COMMUNICATION.

IS THAT WHAT YOU'RE SAYING? SO THERE WERE DEFINITELY SOME RESPONSES THAT SPECIFICALLY CALLED OUT HANDWRITING.

ARE YOU SAYING THAT WAS THE. THAT WAS DEFINITELY NOT THE MAJORITY.

THAT'S WHAT I MEAN. WHEN YOU SAID IT WAS MOSTLY WRITING, THAT WAS DEFINITELY NOT THE MAJORITY.

YEAH, THAT'S THE MAJORITY OF THE WRITING.

THE WRITING RESPONSES WERE READING, WRITING, ARITHMETIC.

IT WAS THOSE ADDITIONAL ALL OF THOSE ADDITIONAL RESPONSES THAT KIND OF ADDED ADDED TO THE LEVEL OF RESPONSES YOU GOT SPECIFIC TO WRITING.

OKAY. YEAH.

ALL RIGHT. AND WE WILL GET WE CAN GET INTO THIS CONVERSATION A LITTLE BIT DEEPER WHEN WE WHEN WE TALK ABOUT THE SPECIFIC GOAL LANGUAGE.

BUT FIRST.

SO I WANT TO JUST LIFT UP THIS IS WHAT THE COMMUNITY HAD TO SAY SPECIFIC TO STUDENT OUTCOMES.

AND ON THAT DOCUMENT THAT I SHARED IT HAS.

SO AGAIN, YOU CAN YOU CAN LOOK AT THAT AS WELL.

IT JUST SAYS THE SAME THING UNDER VISION.

SO NEXT.

SO WE'VE FOCUSED ON THE COMMUNITY'S VALUES ALSO HAS TO BE GROUNDED IN THE CURRENT REALITY FOR STUDENTS.

SO THE WHEN BOARDS ARE WORKING ON THIS, YOU DEFINITELY CAN'T DEVELOP YOUR GOALS IN A SILO.

YOU NEED TO RELY ON YOUR SUPERINTENDENT FOR SOME FOR SOME PARTS OF THIS CONVERSATION.

YOU CAN'T JUST KNOW WHAT THE WHAT THE HIGHEST, SO YOU'RE NOT.

MOST BOARDS DON'T KNOW WHETHER A COMPREHENSIVE STUDENT NEEDS ASSESSMENT HAS BEEN DONE WHEN THE LAST TIME IT WAS DONE, HOW OFTEN THEY DO A ROOT CAUSE ANALYSIS.

THOSE ARE THINGS THAT REALLY GENERALLY LIVE IN THE DATA AND ANALYTICS DEPARTMENTS AND ON AND ON SPECIFIC CAMPUSES, DEPENDING ON HOW THE STRUCTURE

[01:10:07]

BUT SO THAT'S WHY WE SAY THIS HAS TO BE A COLLABORATIVE PROCESS WITH THE SUPERINTENDENT.

AND JUST A SECOND, I'M GOING TO INVITE THE SUPERINTENDENT UP TO SHARE SOME OF SOME OF THE DATA THAT YOU ALL HAVE BEEN GIVEN PREVIOUSLY.

SO WHEN WE WHEN WE WORK WITH MANAGEMENT TEAMS, WE ENCOURAGE THEM TO REALLY FORECAST THESE TARGETS AND LOOK AT THREE SPECIFIC PIECES OF INFORMATION AS THEY DO THAT.

SO FIRST IS IDENTIFYING WHAT THE FIVE YEAR AVERAGE GROWTH HAS BEEN.

SO GO BACK AND LOOK AT THE RESULTS FROM THE PAST FIVE YEARS AND MAKE THE AVERAGE.

AND THAT SHOULD BE YOUR MINIMUM BASELINE.

SO IF YOU ARE OVER THE LAST FIVE YEARS YOU HAVE GROWN 5%, THEN THAT SHOULD BE THE MINIMUM EXPECTATION THAT YOU HAVE AS FAR AS WHAT THE PROJECTIONS ARE FOR THE FUTURE.

CASSANDRA. BUT THAT WOULD BE WITH ALL THINGS REMAINING THE SAME, RIGHT? YES. THAT'S WHY IT'S THE MINIMUM.

THAT SHOULD BE THE MINIMUM STANDARD.

SO THAT'S THE IF WE WERE TO MAINTAIN THE STATUS QUO.

THAT'S WHAT WOULD THAT'S WHAT YOU COULD EXPECT.

AND SO FOR A LOT OF SCHOOL SYSTEMS YOU'RE ACTUALLY NOT SHOWING ANY KIND OF GROWTH.

YOU'RE SHOWING DOWNWARD TREND.

AND SO.

THAT ALSO TELLS YOU ANOTHER STORY IS THAT IF ALL THINGS REMAIN THE SAME, WE'RE GOING TO KEEP GOING DOWN.

SO THAT'S THE FIRST PIECE.

THEN YOU ALSO HAVE TO TAKE SOME OTHER PIECES OF INFORMATION INTO CONSIDERATION.

AND THIS IS WHERE WE GET TO ALL THINGS NOT REMAINING THE SAME.

SO LOOKING AT THE DEGREE OF DIFFICULTY, IT IS MUCH HARDER TO TAKE A GOAL WHERE 2% OF STUDENTS ARE, ARE ARE MEETING WHATEVER THE STANDARD IS THAT YOU'VE IDENTIFIED.

SO TAKING THEM FROM 2% TO 12%, THAT'S A LOT EASIER THAN IT IS TO TAKE A GROUP OF STUDENTS FROM 82% TO 92%. THE HIGHER THE SCORE, USUALLY, THE HARDER, THE MORE DIFFICULT IT IS TO ACHIEVE THOSE KINDS OF RESULTS.

AND THEN THERE'S ALSO THAT NOT ALL STUDENT OUTCOMES ARE CREATED EQUAL.

IT IS. I'M ALWAYS GOING TO ASSUME THAT IT IS GOING TO BE HARDER TO GET KIDS TO LEARN HOW TO READ, THAN IT IS TO TEACH THEM HOW TO LEARN MATH, TO TEACH THEM MATH, WHICH IS KIND OF A TRIGGERING THING FOR ME TO SAY, BECAUSE I'VE ALWAYS THOUGHT THAT I WAS BAD AT MATH.

BUT THE PRACTICAL MATTER IS THAT READING IS A THING THAT IS A BIGGER CHALLENGE TO TEACH.

SO WHEN YOU LOOK AT THE DIFFERENT STUDENT OUTCOMES THAT YOU'RE THAT YOU ARE CONSIDERING, YOU HAVE TO COMMUNICATE WITH THE SUPERINTENDENT TO IDENTIFY HOW HARD IS THIS ACTUALLY GOING TO BE? HOW MUCH CAN WE GROW BASED ON THE DIFFICULT, THE DIFFICULTY LEVEL OF THE THINGS THAT ARE IN FRONT OF US? AND THEN FINALLY, THE RESOURCE COMMITMENT.

DO WE HAVE THE RESOURCES TO PUT INTO THE ACHIEVEMENT THAT THAT WE'RE PROJECTING? SO WE WANT TO SEE TEN POINTS GROWTH OVER THE NEXT THREE YEARS.

DO WE HAVE THE RESOURCES, THE TIME TREASURE, THE TALENT TO PUT INTO INTO EFFORTS TO SEE THAT KIND OF GROWTH? IF NOT, THEN IT'S IMPORTANT TO YOU HAVE TO THINK ABOUT HOW MANY GOALS THAT YOU'RE THAT YOU'RE SETTING.

THE MORE GOALS THAT YOU HAVE, THE THE HARDER IT IS TO ACHIEVE.

AND BECAUSE THE MORE SPREAD OUT THOSE RESOURCES ARE GOING TO BE.

SO IF YOU ADOPT FIVE GOALS, IT'S GOING TO IT'S LIKE IF YOU'VE GOT A GALLON OF GASOLINE AND YOU WANT TO PUT IT IN YOUR YOUR TRUCK THAT GOES 14 MILES AN HOUR, YOU CAN DRIVE 14 MILES, BUT IF YOU'VE GOT FIVE TRUCKS AND YOU SPLIT THAT SAME GALLON OF GASOLINE UP, YOU'RE NOT GOING TO GET VERY FAR AT ALL.

IF YOU TAKE IT AND GO MANY LIKE TEN TRUCKS, YOU'RE GOING TO BE LUCKY TO ACHIEVE THE SPONTANEOUS COMBUSTION OR THE INTERNAL COMBUSTION NEEDED TO BE ABLE TO TURN THE TRUCK ON.

SO RESOURCE COMMITMENT IS THE NEXT THING THAT REALLY HAS TO BE CONSIDERED AS THOSE TARGETS ARE BEING PROJECTED.

SO YESTERDAY OR THIS MORNING, VERY EARLY THIS MORNING A SPREADSHEET WAS SHARED WITH YOU ALL.

AND IT'S ALSO ON THE FILE POINT.

AND IF YOU DON'T HAVE IT THEN REST ASSURED IT IS IN THE MATERIALS THAT ARE PROVIDED FOR YOU.

AND THAT IS THIS DOCUMENT SAYS HOUSTON ISD AT THE TOP VISION VALUES, GOALS AND CONSTRAINTS.

AND I BELIEVE THESE ARE ALSO POSTED ONLINE.

IS THAT. THAT'S CORRECT.

THEY'RE ALSO THE ALL OF THE DOCUMENTS ARE POSTED ONLINE AS WELL FOR THE COMMUNITY.

OKAY. SO ON THE SECOND PAGE ALL OF THESE TARGETS ARE ALSO INCLUDED THERE.

[01:15:01]

SO BEFORE I PROCEED TO TALK ABOUT ANYTHING ELSE, I WANT TO TURN THE FLOOR OVER TO SUPERINTENDENT AND GIVE HIM AN OPPORTUNITY TO TALK ABOUT HIS PROJECTIONS AND KIND OF HIS HIS VISION FOR WHAT'S POSSIBLE, AND ALLOW YOU ALL TO HAVE A CONVERSATION ABOUT WHAT'S GOING TO CHALLENGE THE DISTRICT TO CHANGE ADULT BEHAVIORS, BUT ALSO BE ATTAINABLE SO THAT YOUR GOALS CAN BE SMART.

THANK YOU. YEAH.

IF YOU WANT A MICROPHONE, I'M HERE.

OKAY, GOOD.

DO YOU WANT ME TO GO OVER THE.

THE GOALS ARE JUST.

JUST JUST THE TARGETS AND ANY.

THEY HAVE TO SUPPORT THAT.

THESE WERE HERE. YEAH.

OKAY.

OH. WAIT HERE.

GOOD TO GO. ALL RIGHT.

SO HERE ARE SOME JUST RECOMMENDED OUTCOMES FOR THE BOARD.

AND WE CAN TALK THROUGH THESE FAIRLY QUICKLY, BUT I WANT TO TAKE SOME TIME ON THE VERY FIRST ONE, FOR EXAMPLE.

SO ON THE VERY FIRST ONE RELATED TO LITERACY, IT HAS THE NUMBER OF THIRD GRADE STUDENTS IN HOUSTON HISTORY.

EARNING MEETS OR ABOVE ON THE STAAR READING TEST WILL INCREASE 41%, WHICH IS WHAT IT IS TODAY.

IN JUNE 20TH 23 TO 56% IN JUNE 2028.

THAT'S 15 PERCENTAGE POINTS IN FIVE YEARS.

SO THE QUESTION IS, IS THAT REASONABLE? IS THAT TOO HARD? AND WHAT KIND OF GROWTH DO WE SEE YEAR TO YEAR? SO THERE'S A COUPLE OF WAYS TO LOOK AT THAT.

YOU COULD HAVE A PRETTY LINEAR GROWTH.

15 DIVIDED BY FIVE IS 3%.

SO THAT FIRST SET OF NUMBERS HERE, THIS GROUP RIGHT HERE.

RIGHT IS A LINEAR 3% GROWTH.

SO WE START ALL STUDENTS START AT 41.

THEN YOU SEE 44, 47, 50, 53, 56.

AND THEN THE SAME THING FOR THIS SUBGROUPS.

THE DATA ON THE VERY LEFT COLUMN IS ACTUAL DATA TODAY.

SO THEN YOU HAVE A 3% GROWTH.

ANOTHER WAY AND PROBABLY A BETTER WAY, BUT WE'LL LET THE BOARD DETERMINE THAT.

IS MODEL NUMBER TWO, WHICH IS SAME OUTCOME.

LOOK AT THE 41 AS A STARTING POINT.

56 IS THE END POINT.

BUT IT DOES NOT PROGRESS LINEARLY.

IT PROGRESSES WITH LESS GROWTH AT THE BEGINNING, KNOWING THAT WE'RE STARTING WHERE WE ARE AND THEN GROWS MORE AS PEOPLE GET USED TO A MORE RIGOROUS SYSTEM.

SO JUST LOOK AT ALL STUDENTS, FOR EXAMPLE.

THE EXPECTATION IS 1 OR 1.5% IN THE FIRST YEAR, AND THEN GOES UP TO THEN GOES UP FIVE, FOUR AND THREE.

SO WE CAN ARGUE ABOUT THAT TRANSITION, BUT IT'S NOT LINEAR.

AND THE NUMBER THREE IS QUICK IMPACT.

I WOULDN'T SUGGEST THIS.

IT. IT.

THE ASSUMPTION THERE IS BECAUSE THE SYSTEM IS STARTING LOW, WITH A LOT OF STUFF BEING DONE RIGHT AT THE BEGINNING, YOU'RE GOING TO GET GAINS RIGHT AWAY AND IT

[01:20:09]

THAT'S PROBABLY NOT A GOOD ASSUMPTION.

I THINK THE BETTER ASSUMPTION IS MODEL NUMBER TWO, BUT I THINK THAT'S THE DISCUSSION FOR THE BOARD TO HAVE.

BEFORE I GO ON TO THE OTHER GOALS, THE QUESTION THEN BECOMES WHY 15%? DOES THAT MAKE ANY SENSE? WHY? WHY NOT DO 10%? WHY NOT DO 20% SINCE WE'RE SO FAR BEHIND? AND SO I WANT TO LOOK AT THE DATA OVER TIME OF OTHER DISTRICTS AND OF HOUSTON.

AND ACROSS THE NATION.

I PRESENTED SOME OF THIS DATA TO THE BOARD, BUT HERE ALLISON'S TEAM PUT TOGETHER THIS CHART.

THAT WE CAN LOOK AT.

AND KIND OF ANSWER THE QUESTION, DOES 15% MAKE SENSE OVER FIVE YEARS? SO I JUST ASKED HER TEAM TO DO FOURTH GRADE AND EIGHTH GRADE READING, MATH AND FOURTH GRADE READING MATH AND EIGHTH GRADE.

JUST TO SEE WHAT YOU SEE ON THIS SLIDE IS THE STARRED RESULTS OF THESE.

SIX DISTRICTS, INCLUDING HOUSTON, OVER TIME.

IN 2017, THE STAAR EXAM CHANGED THE WAY WE WERE ANALYZING OR CALCULATING STAAR DATA CHANGED.

THAT'S WHY ALMOST EVERY SCHOOL DISTRICT DOUBLED.

IN ONE YEAR.

SO THAT'S NOT A THAT'S NOT AN ACCURATE MEASURE OF PROFICIENCY GROWTH.

IT'S IT'S A MEASURE OF THE STAAR METHODOLOGY CHANGING.

AND THEN NOTICE FROM 2017 WE DIDN'T ADD 20 2021 BECAUSE WE ALREADY KNOW THOSE ARE LOW THE COVID YEARS.

AND THIS LAST YEAR WE GOT UP BACK TO ABOUT NORMAL.

SO IF YOU LOOK AT OVER THREE YEARS.

ALMOST EVERY DISTRICT EITHER REMAINED FLAT OR GREW A COUPLE POINTS.

SO NOT 3% A YEAR, BUT MAYBE 1% A YEAR.

CYPRESS-FAIRBANKS ACTUALLY DROPPED.

THREE POINTS.

DALLAS IS THE ONLY ONE THAT GREW.

WHICH IS FOUR POINTS.

FORT WORTH STAYED THE SAME.

HOUSTON STAYED THE SAME.

KATY ISD WENT DOWN AND NORTHSIDE WENT DOWN A LITTLE BIT.

SO THAT'S THREE YEARS WITH VERY LITTLE CHANGE.

THAT'S READING.

THIS IS MATH. FOURTH GRADE.

SAME THING.

DALLAS GREW.

EVERY OTHER DISTRICT.

HOUSTON GREW BY ONE POINT IN THREE YEARS.

KATY ISD GREW BY TWO POINTS IN THREE YEARS AND NORTHSIDE GREW THE MOST.

THEY DID GROW 11 POINTS IN THREE YEARS.

I DON'T KNOW WHAT THE STORY IS THERE, BUT.

IN THREE YEARS, NORTHSIDE GREW 11 POINTS.

THAT'S FOURTH GRADE.

HERE'S EIGHTH GRADE.

HERE. THERE IS SOME GROWTH ACROSS THE STATE.

NOT A LOT, BUT A LITTLE BIT.

DALLAS AT NINE POINTS.

AND HOUSTON AT SIX POINTS IN THREE YEARS.

EIGHTH GRADE MATH.

AND IN EIGHTH GRADE YOU SEE SOME GROWTH IN EIGHTH GRADE MATH.

AND DURING THAT TIME IT HAS SINCE TAPERED OFF, OF COURSE, BUT HERE YOU SEE THAT DALLAS GREW.

WHAT IS IT, 19 POINTS.

AND HOUSTON GREW.

NINE POINTS.

NINE POINTS IN THREE YEARS.

EIGHTH GRADE MATH KATY ISD GREW THE MOST AND THEY ALLISON WAS THERE DURING THAT TIME.

AND THERE'S A GREAT FOCUS ON IMPROVING EIGHTH GRADE MATH.

AND THEY ACTUALLY DID REALLY WELL TO DO THAT.

SO THAT CAN BE DONE.

OBVIOUSLY, KATY ISD DOESN'T HAVE THE SAME DEMOGRAPHICS AND CONTEXT THAT WE HAVE, BUT STILL APPLAUD THEIR GROWTH.

WE CAN LOOK AT NATIONAL SCORES.

THIS IS HARD TO READ, SO LET ME GO TO A DIFFERENT SLIDE THAT HAS THE SAME INFORMATION.

THIS IS THE NAACP.

AND LET'S BLOW THAT UP SO YOU CAN READ IT.

NAPE NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS.

WE'RE ONE OF THE 27 OR SO DISTRICTS THAT TAKE THE EXAM AND IEP.

[01:25:07]

THIS IS FOURTH GRADE MATH.

AND THE NUMBER ON THE RIGHT IS THE GROWTH FROM 2003 TO 2019.

SO HOUSTON GREW 13 POINTS IN 16 YEARS.

SO NOT EVEN A POINT A YEAR.

AND SOME OF OUR COLLEAGUES GREW.

I MEAN, CLEVELAND GREW THREE POINTS IN 16 YEARS AND CHARLOTTE MECKLENBURG GREW EIGHT POINTS.

IN 16 YEARS.

THE HIGHEST WAS DC AT 29 POINTS.

SO ABOUT TWO POINTS A YEAR.

EIGHTH GRADE MATH.

HOUSTON GREW 13 POINTS IN 16 YEARS.

AGAIN, NOT EVEN A POINT A YEAR.

FOURTH GRADE READING.

ONE POINT IN 16 YEARS.

AND IN EIGHTH GRADE READING FOUR POINTS AND 16 YEARS.

SO IS 15 PERCENTAGE POINTS.

REASONABLE. WELL, DEPENDING ON HOW YOU LOOK AT IT, IT'S GOING TO BE A CHALLENGE.

YOU KNOW, WE WE THE DISTRICT HAVE NOT DONE THAT EVER.

AT LEAST NOT IN THE LAST TWO DECADES.

SO IT'S A CHALLENGE, BUT IT'S ALSO NECESSARY.

WE'RE BEHIND.

SO WE'RE GOING TO HAVE TO DO SOME REALLY GOOD WORK.

SO IF IF IT'S REASONABLE OR SOMETHING THAT'S NECESSARY, THEN THE QUESTION IS IS IT TOO TOUGH.

IS IT PIE IN THE SKY? IS IT IS JUST I'M JUST SAYING, YOU KNOW, WE NEED TO DO IT.

SO LET'S DO IT.

THE QUESTION IS THEN CAN IT BE DONE RIGHT? IS IT REALISTIC TO BE DONE? AND THE ANSWER IS.

YES AND NO.

NO. IF WE'RE GOING TO DO THE SAME THINGS WE'VE ALWAYS DONE.

THE DISTRICT HASN'T DONE IT EVER.

SO THE ANSWER IS NO.

IF WE'RE GOING TO DO THE SAME THINGS WE'VE ALWAYS DONE, IF WE'RE GOING TO TWEAK THE EDGES, IF WE'RE JUST GOING TO ADD A NEW CURRICULUM, OR IF WE'RE GOING TO TRY TO GET BETTER PROFESSIONAL DEVELOPMENT, TRY TO HIRE A BETTER BATCH OF TEACHERS, YOU KNOW, TRY TO MAKE SURE EVERY SINGLE TEACHER IS CERTIFIED.

THOSE ARE THE THINGS WE'VE ALWAYS DONE.

AND SO THE ANSWER IS NO.

HOWEVER, I SAID, IF WE DO THINGS THE WAY WE'VE ALWAYS DONE, IF WE DO IT DIFFERENTLY.

IF WE DO WHOLESALE SYSTEMIC REFORM, DO THE NEW EDUCATION SYSTEM THAT WE'VE BEEN DOING, THEN YES, WE HAVE A GOOD CHANCE AT DOING IT.

IT'S STILL GOING TO BE HARD.

THIS IS NOT MAGIC.

15 POINTS IS SERIOUS.

WHETHER YOU'RE TALKING ABOUT WHICHEVER MODEL YOU'RE TALKING ABOUT, LINEAR, OR WHETHER YOU'RE TALKING ABOUT THE MORE MODERATE PACE, AND THEN YOU SPEED UP.

EITHER ONE'S GOING TO BE REALLY TOUGH.

BUT IT CAN BE DONE.

IF WE WORK DIFFERENTLY.

SO THAT'S WHERE THAT NUMBER COMES FROM.

THAT'S WHY YOU SEE THE NUMBERS THE WAY THEY ARE.

I'LL GO BACK TO THE TO THE DOCUMENT THAT ASHLEY GAVE YOU, WHICH IS THIS DOCUMENT.

AND SO THAT'S THE THAT'S THE LITERACY ONE.

AND SO LET ME GO TO THE NEXT ONE.

BECAUSE THE MODEL IS VERY SIMILAR HERE.

THIS IS MATH.

SO THE FIRST ONE IS LITERACY.

THE SECOND ONE IS MATH.

THIRD GRADE BY THE WAY.

THIRD GRADE IS OFTEN YOU KNOW, THAT'S THIRD GRADE READING IS OFTEN USED NATIONALLY.

I KNOW WE USE FOURTH GRADE ALSO.

BUT YOU KNOW, THERE'S LOTS OF STUDIES THAT SAY IF KIDS DON'T MEET THAT BENCHMARK, WHICH IS THE START OF THEIR SERIOUS ACADEMIC CAREER, YOU KNOW, THEN YOU'RE HEADED TO PRISON.

IF YOU CAN'T, YOU KNOW, THERE'S BEEN LOTS OF STUDIES.

YOU'VE HEARD ABOUT THE CONNECTION BETWEEN THIRD GRADE READING AND PEOPLE WHO WIND UP IN PRISON.

SO THIRD GRADE IS AN IMPORTANT KIND OF SHIFT OF A OF A CHILD'S EDUCATIONAL CAREER.

SO WE CAN DO THIRD GRADE OR WE CAN DO FOURTH GRADE, BUT SOME WERE WRITING.

THERE IS PROBABLY THE RIGHT PLACE TO TO PICK FOR GRADE FOR US TO DO A LOT OF GOOD WORK.

ALSO MOST AND YOU HEARD FROM THE COMMUNITY INVESTMENT UP FRONT, YOU KNOW, EARLY CHILDHOOD.

THAT'S WHAT'S GOING TO HELP DOWN THE ROAD.

SO MATH SAME THING.

[01:30:02]

AT 15%, YOU GET 53.

AND AGAIN, THE FIRST MODEL IS LINEAR THREE POINTS, THREE PERCENTAGE POINTS A YEAR.

AND THEN THE SECOND MODEL IS THE SLOWER APPROACH.

OH, AND I FORGOT TO MENTION ONE THING IN THIS.

IT'S NOT A SLOWER APPROACH.

IT'S NOT THE RIGHT PHRASE BECAUSE YOU STILL GET TO 15% GROWTH IN FIVE YEARS, BUT IT'S A MORE MEASURED ONE, RIGHT WHERE YOU HAVE 1 OR 2 PERCENTAGE POINTS THE FIRST YEAR, AND THEN YOU GROW.

YOU WILL NOTICE THAT IN SOME OF THE SUBGROUPS, ESPECIALLY SPECIAL EDUCATION, HISPANIC AND BLACK STUDENTS, WE WANT TO GROW MORE THAN 15 PERCENTAGE POINTS. UM, AND THAT'S A DISCUSSION, TOO.

I MEAN, WE DON'T WANT TO SET PIE IN THE SKY GOALS THAT CAN'T BE REACHED, BECAUSE THAT'S WHAT A LOT OF THE DISTRICTS DO.

THEY GO THROUGH THIS EXERCISE, THEY SET SOMETHING UP, THEN IT DOESN'T HAPPEN.

AND THEN, YOU KNOW, YOU'RE BACK TO SQUARE ONE.

UM. BUT ONE OF THE FOCAL POINTS FOR THIS DISTRICT.

AND YOU ALL MENTIONED IT IN THE IN THE DISCUSSION AROUND VISION, IT'S NOT STATED OUTRIGHT, BUT EQUITY.

CASSANDRA YOU DID MOST EQUITY IS.

IS SOMETHING WE'RE ALL CONCERNED ABOUT.

AND I'VE BEEN TALKING ABOUT THE ACHIEVEMENT GAP, WHICH I THINK IS ALSO SOMETHING THAT IS UNACCEPTABLE FOR US.

SO WE DON'T WANT TO BRING DOWN THE SCORES OF OUR STUDENTS THAT ARE DOING WELL, AND WE DON'T WANT TO BRING DOWN THE SCORES OF OUR WHITE STUDENTS.

BUT WE HAVE TO CLOSE THE GAP SOMEHOW.

SO IF YOU JUST HAVE A LINEAR PROGRESSION FOR EVERY SUBGROUP, WE COULD DO THAT.

THAT'S THREE POINTS FOR EVERY SUBGROUP, EVERY YEAR FOR FIVE YEARS.

WE CAN DO THAT.

AND THAT'S YOU KNOW, THAT MAKES A CERTAIN AMOUNT OF SENSE.

I'M NOT SAYING IT DOESN'T.

IF WE DO THAT THOUGH, THEN WE HAVE NO WE WON'T CLOSE THE GAP.

IT'LL IT'LL BE THE SAME.

LIKE IT HAS BEEN FOR THE LAST 20 YEARS.

SO SOMEHOW WE HAVE TO DESIGN A SYSTEM THAT NOT DOESN'T BRING DOWN THE WHITE GROUP.

WE STILL HAVE GROWTH. 15 POINTS FOR OUR SCHOOLS THAT ARE DOING WELL.

AND WE HAVE TO GROW A LITTLE BIT MORE.

FOR SCHOOLS WITH UNDERSERVED POPULATIONS.

THE ONLY WAY TO DO THAT IS TO MAINTAIN THE RESOURCES FOR THE SCHOOLS THAT ARE DOING WELL, BUT INCREASE RESOURCES AND EFFECTIVE TEACHERS IN THE UNDERSERVED POPULATIONS.

SO THE THE A THE MOVING YOUR EFFECTIVE TEACHERS TO THE LOWEST PERFORMING SCHOOLS IS ONE STRATEGY.

FOR EXAMPLE TO DO THAT, PROVIDING OTHER RESOURCES LIKE NAS TO THE LOWEST PERFORMING SCHOOLS IS ANOTHER WAY TO DO THAT.

YES, MA'AM. YOU CAN YOU CAN TELL ME IF THIS IS NOT THE TIME.

SO I UNDERSTAND WHY THE FOCUS ON THE SCHOOLS AND IT HITS A LARGER GROUP IN THE SUBPOPULATIONS.

BUT WE HAVE THE SAME GAP IN THESE HIGH ACHIEVING SCHOOLS, AND I'M WONDERING ABOUT MAKING SURE THAT WE DON'T MISS OUR STUDENTS OF COLOR BECAUSE THEY HAPPEN TO BE AT A GREAT SCHOOL.

SO HOW HOW DO THOSE THINGS BALANCE OUT? YEAH, THANKS FOR ASKING.

SO THE THE STUDENTS OF COLOR IN OUR HIGHEST PERFORMING SCHOOLS ARE ALSO INCLUDED IN THESE SUBGROUP CATEGORIES.

NUMBER ONE.

BUT NUMBER TWO AT EACH SCHOOL WE HAVE AND WE'RE TALKING ABOUT STRATEGY NOW.

AND THAT'S OKAY.

AND THAT'S OKAY.

AT EACH SCHOOL WE ALSO HAVE IN THE PRINCIPAL LEVEL THE CLOSING THE GAP SCORE.

AND IN THE ACTUALLY IN THE TEACHERS OF OUR TOO.

SO THE CLOSING THE GAP SCORES SO THAT EVERY SCHOOL ALSO HAS TO PAY ATTENTION TO CLOSING THE GAP.

BUT YEAH, THAT'S A GREAT QUESTION.

THANKS. A COUPLE OF QUESTIONS WITH THE NEW METHODOLOGY FROM TIA.

AND IT'S 41% THE STARTING THE BASELINE IS THAT USING THE NEW METHODOLOGY OR ARE WE GOING TO SEE A DROP BECAUSE OF THE NEW METHODOLOGY.

IT IS THE NEW METHODOLOGY.

NOW WE IT WON'T BE WE DON'T KNOW THE ACCOUNTABILITY METHODOLOGY, BUT WE KNOW THE STAAR SCORE PROFICIENCY RATE THAT WAS PUBLISHED.

AND THEN I WANT TO THANK YOU BECAUSE YOU MENTIONED ABOUT IT'S 20%, 20% OR 20 POINTS FOR HISPANIC AND BLACK COMMUNITIES.

AND I THINK AND I APPRECIATE WHAT YOU SAID, ANGIE, BECAUSE THERE ARE I MEAN, IT'S HOUSTON.

THIS GROUP IS EVERYWHERE, RIGHT? BUT I ALSO APPRECIATE THE FACT, BECAUSE WE HAVE TO RECOGNIZE THAT MOST OF THESE CHANGES ARE HAPPENING IN THESE COMMUNITIES AND SCHOOLS.

[01:35:04]

AND SO I APPRECIATE THE FACT THAT WE'RE LOOKING AT 20 POINTS.

THE QUESTION I WOULD SAY, THOUGH, IS THAT THE CONCERN WOULD BE IS IF 1% FOR ONE SCHOOL YEAR AND AGAIN, AGAIN, I RECOGNIZE THAT WE'RE MAKING CHANGES OR EVEN.

4% IS AN AVERAGE OF 2.5% OVER TWO YEARS IS SUFFICIENT.

THAT'S WHAT I WOULD ASK.

YEAH. YES AND NO.

I THINK IT PROBABLY SHOULD BE ONE AND ONE HALF.

AND IF WE IF WE ROUND UP THEN THAT MEANS TO THE CHALLENGE.

AND THIS THIS WAS PUT TOGETHER BY ALLISON'S TEAM RECOGNIZING THAT.

WE'RE DOING A LOT RIGHT NOW, BUT WE START WITH WHERE WE ARE AND, YOU KNOW, TRY NOT TO BE.

I'M TRYING TO BE A LITTLE BIT CHARITABLE, BUT AND NOT OFFENSIVE.

OUR QUALITY OF INSTRUCTION IS HERE AT THE BEGINNING OF THE YEAR.

RIGHT HERE. OUR EXPECTATIONS WERE LOWER AS A AS A DISTRICT.

LOW EXPECTATIONS, LOW QUALITY OF INSTRUCTION.

THAT'S PART OF THE REASON WHY THERE'S SO MUCH ANGST.

OR FOR SOME, NOT EVERYBODY FOR SOME, SOME ANXIETY.

BECAUSE WE'RE WE SAID, HERE'S THE EXPECTATION.

HERE'S THE BAR FOR QUALITY OF INSTRUCTION.

AND WE'RE MOVING QUICKLY TO GET THERE.

WHY? BECAUSE OUR KIDS DON'T HAVE TIME.

AND YOU KNOW, THE FACT THAT WE START HERE, PEOPLE ARE STILL EXPECTING RESULTS BECAUSE THEY RECOGNIZE WE DON'T HAVE TIME.

SO SO THAT'S WHY IT'S YES AND NO TO YOUR ANSWER, YOU KNOW, HOW CAN YOU KNOW IF WE WERE ALREADY IN AN EFFECTIVE SYSTEM WHERE WE KNEW WHERE THE EXPECTATIONS WERE, WHERE WE HAD ALREADY RAISED THE QUALITY OF INSTRUCTION TO HERE? EVEN THOUGH THIS IS WHERE WE NEED TO BE, THEN WE CAN MOVE MUCH FURTHER, MUCH FASTER.

AND SO THAT'S THAT'S WHY 1 TO 2% MAKES SENSE.

I THINK. I THINK 2% IS PROBABLY A BETTER NUMBER FOR ME.

THAT MAKES MORE SENSE TO ME.

AND THEN AND THEN WE'VE GOT TO MOVE THE BAR EVEN FASTER.

I'VE GOT A QUESTION.

SO WE KNOW WE HAVE TO HAVE GOALS AROUND THIRD GRADE MATH, THIRD GRADE READING.

AND THOSE ARE THE THE PIECES OF INFORMATION WE'RE TALKING ABOUT RIGHT NOW.

UM, WHAT I WANT TO UNDERSTAND BETTER IS, AND I THINK WE CAN GET TO THE DISCUSSION ON THE SUBGROUPS AND, AND WHICH OF THESE DIFFERENT ASSUMPTION BASED MODELS WE WANT TO TALK ABOUT FURTHER.

OBVIOUSLY, THE BOARD WILL HAVE TO THINK ABOUT THAT.

BUT WHAT I'D LIKE TO KNOW IS ON THE 15% GROWTH OVER FIVE YEARS, I KNOW YOU SHOWED US SOME DATA ON FOURTH GRADE AND EIGHTH GRADE, BUT I'D BE CURIOUS TO SEE THIRD GRADE AND I'D LIKE TO SEE IT OVER THE LAST FIVE YEARS.

I'LL TAKE THE DATA THAT YOU HAVE PRESENTED.

BUT BUT I DO THINK IT WOULD BE HELPFUL TO THE BOARD TO UNDERSTAND HOW WE GOT TO WHERE WE ARE, AT LEAST IN A PLACE WHERE IT'S EASY FOR US TO KIND OF GET TO.

UM, I KNOW YOU SAID 15.

THIRD GRADE. I KNOW 15% IS.

YOU SAID IT WAS A CHALLENGE.

AND I GET THAT BASED ON HISTORICAL PERFORMANCE, JUST NOT BECAUSE OF NECESSARILY THE DATA THAT WE JUST SAW, BUT FROM OTHER DATA THAT WE HAVE SEEN.

CAN YOU EXPLAIN TO US FROM YOUR PERSPECTIVE AND THE ANALYSIS, WHATEVER ANALYSIS HAS BEEN DONE, HOW IMPACTFUL THE CHANGES THAT ARE CURRENTLY BEING IMPLEMENTED ARE ON LOWER PERFORMING GROUPS, AND HOW THAT MODIFIES FOR THE SUBGROUPS, AND THEN TICKS UP TO THE OVERALL IMPROVEMENT NUMBERS THAT WE'RE TALKING ABOUT.

HOW DOES THAT IMPACT YOUR ANALYSIS IN THIS? YES. SO THAT IS A GREAT QUESTION.

HERE'S THE ANSWER.

AND IT'S A FAIRLY TECHNICAL AND NUANCED.

SO IT IS IT'S ACTUALLY NOT GROWTH OF A CHILD.

AN EDUCATIONAL GROWTH OF THE CHILD IS ALSO NOT LINEAR.

IN AROUND 2004.

I WAS PART OF THE THE TEAM AT IN COLORADO THAT DESIGNED THE STATE ACCOUNTABILITY SYSTEM AND THE METRICS.

AND WE DID A STUDY AT THAT TIME TO SEE WHICH GROUPS OF STUDENTS TYPICALLY GROW MORE BECAUSE THERE WAS A THERE

[01:40:01]

YOU SEE WHAT I MEAN? BUT THE KID DOWN HERE SHOULD BE ABLE TO GROW MORE.

SO WE RAN THE STUDY IN COLORADO USING COLORADO'S DATA OVER A NUMBER OF YEARS, DECADE ON TO TRY TO ANSWER THE QUESTION.

AND THE ANSWER? THE RESULTS WERE KIDS WHO ARE PROFICIENT GROW THE MOST.

KIDS ARE PROFICIENT, NOT THE LOWEST PERFORMING KIDS.

THE NEXT GROUP WAS THE PARTIALLY PROFICIENT GROUP.

WE DIDN'T ANSWER THE QUESTION WHY? IT'S A FACT. IN COLORADO AT THAT TIME, PROFICIENT GROUP KIDS GREW THE MOST.

BUT THE THE PREMISE THAT WAS THROWN OUT AT THAT TIME IS IN ORDER TO GROW, YOU HAVE TO HAVE SOME BASIC FUNDAMENTAL KNOWLEDGE AND SKILLS.

ONCE YOU GET THOSE FUNDAMENTAL KNOWLEDGE, YOU CAN GROW FASTER.

SO ONSET KIDS, JUST BECAUSE THEY HAVE A LONG WAY TO GROW, DOESN'T GROW FAST WITH GOOD INSTRUCTION.

THEY THEY'LL EVENTUALLY GET THERE.

BUT IT'S THE KIDS WHO ARE PARTIALLY PROFICIENT OR NEAR PROFICIENT WHO GROW THE MOST WITH GOOD INSTRUCTION.

SO. SO ONE OF THE THINGS WE'RE DOING IN THE SCHOOLS IS PROVIDING EXCELLENT INSTRUCTION, GOOD CONTENT KNOWLEDGE, GOOD CURRICULUM. RIGHT.

IF THE KIDS ARE READING AT THE 11% LEVEL, THAT DOESN'T MEAN YOU'RE GOING TO SEE A 20% INCREASE.

EVEN WITH GREAT INSTRUCTION, EVEN THE BEST TEACHERS ARE THERE.

THE KIDS THEMSELVES HAVE TO HAVE SOME OF THE BASIC KNOWLEDGE THEY HAVE TO GET TO KIND OF THE PARTIAL PROFICIENT KNOWLEDGE LEVEL BEFORE THEY CAN GROW EVEN FASTER.

DOESN'T MEAN WE DON'T START RIGHT.

SO I THINK THE A LOT OF THE KIDS WHO ARE UNDERSERVED ARE IN THE NES AND NES SCHOOLS.

YOU SAW THEIR PROFICIENCY IS LOWER THAN AT THE LAST BOARD MEETING YOU SAW THE PROFICIENCY IS LOWER THAN MOST.

BY THE WAY, WE'RE GOING TO SHOW YOU THE NWA DATA NEXT MONTH, AND YOU'LL SEE THE SAME THING.

THE NES AND NES KIDS ARE THE LOWEST AT THE BEGINNING OF THE YEAR IN READING, MATH, AND SCIENCE.

WHICH WE ALREADY KNEW.

BUT THIS, THIS CONFIRMS IT.

SO THE MODEL IS DESIGNED TO ADDRESS THE KIDS WHO ARE FURTHEST BEHIND BECAUSE IT'S A DIFFERENTIATED MODEL, WHILE NOT BRINGING DOWN THE KIDS WHO ARE HIGH.

BECAUSE THE KIDS WHO ARE ALREADY THERE AND GET MORE TIME AND ADVANCE, THEY GET MORE ADVANCED MATERIAL.

THE KIDS WHO ARE BEHIND GET MORE TIME WITH THE TEACHER.

AND THEIR LEVEL MATERIAL.

SO THE MODEL IS DESIGNED TO CLOSE GAPS, BECAUSE THE RESOURCES WE'RE GOING TO APPLY TO THE NES AND NES MODEL IS TO TRY TO BRING OUR MOST EFFECTIVE TEACHERS THERE.

WE ONLY DID THAT WITH 28 SCHOOLS, BUT WE'RE GOING TO DO THAT MORE OVER TIME.

IS PLACE OUR HIGHEST PERFORMING TEACHERS AND OUR LOWEST PERFORMING SCHOOLS.

THAT ONE MOVE ITSELF, WHICH HAS BEEN PROVEN BY ACE ACCELERATING CAMPUS EXCELLENCE PROGRAM THROUGHOUT THE STATE, THAT ONE INITIATIVE IS GOING TO HELP TREMENDOUSLY CLOSE THE GAP.

I HAVE ANOTHER CASSANDRA.

OKAY, I HAVE ANOTHER QUESTION.

I KNOW CURRICULUM IS IMPORTANT, AND THERE WAS SOME EARLY IMPLEMENTATION OF EUREKA MATH AND CARNEGIE MATH LAST YEAR.

I'M WONDERING IF THERE'S BEEN ANY ANALYSIS OF THE IMPACT OF THAT TO STUDENT PERFORMANCE, AS OPPOSED TO OTHER KIDS WHO ARE IN SIMILARLY PERFORMING SCHOOLS OR SIMILAR KIDS? IF THERE'S BEEN ANY ANALYSIS OF THE DELTA IS THERE.

IF THERE ISN'T, THERE HAS NOT BEEN THAT I KNOW OF.

ALLISON HAS BEEN. THERE HAS BEEN.

DO YOU WANT OKAY, DO YOU WANT TO SAY A WORD OR DO YOU? SHE'S GOING TO GET YOU A REPORT.

DO YOU WANT TO OKAY.

CAN WE MAKE SURE THAT WE KNOW WHICH SCHOOLS PILOTED? BECAUSE THERE WERE SOME PRETTY A-PLUS SCHOOLS THAT GOT THAT CURRICULUM LAST YEAR.

SO WE JUST WANT. YEAH. AND I WOULD LIKE TO SEE I'M SURE YOUR ANALYSIS PROBABLY DID THIS, BUT I'D LIKE TO SEE KIND OF AN APPLES TO APPLES COMPARISON.

YOU KNOW IF SCHOOLS ARE ON SIMILAR EXCELLENT GREAT.

COOL. THANK YOU. IF THERE'S NO OTHER, I'LL KEEP GOING.

AND I'M SORRY. GO AHEAD SIR.

WHEN YOU'RE READY. GO AHEAD SIR.

OKAY, SO I THINK WHERE AUDREY IS GOING AND PART OF.

WHAT I'M THINKING OF AS WELL IS.

BEING ABLE TO SEE THE BOTTOM UP ANALYSIS.

THE ROLL UP, IF YOU WILL, OF THE IMPACT OF SCHOOL IMPROVEMENT PLANS AND HOW THEY ACTUALLY TICK TOWARDS THE SUCCESS OF OUR PROGRAMS GOING FORWARD.

[01:45:04]

YEAH, I MEAN, YOU'RE ASKING THE RIGHT QUESTION.

I'M NOT SURE WE HAVE ENOUGH INFORMATION AT THIS POINT.

RIGHT. BECAUSE LAST YEAR WE DIDN'T HAVE A FOCUS ON INSTRUCTION, NOR DID WE HAVE THE MODEL.

AND SO MY CONTENTION AND THE REASON WHY I THINK 15 POINTS IS DOABLE, ALTHOUGH IT'S GOING TO BE REALLY TOUGH IN FIVE YEARS, IS THAT WE'RE USING WHOLESALE SYSTEMIC REFORM.

AND IN THE MODEL, THE ONUS IS ON US.

AND I HEAR THIS AS WE GO FORWARD, WE'RE GOING TO HAVE TO REALLY DO SOME PROGRESS MONITORING.

SO MIDYEAR, FIRST OF ALL, YOU GET THE DATA THAT WE ALREADY DID NWA.

AND THEN IN BEGINNING OF FEBRUARY, YOU'LL GET THE MIDDLE OF THE YEAR, BEGINNING OF JUNE, YOU GET THE END OF THE YEAR AND WE CAN SHOW SOME GROWTH.

WE'LL DO THE ANALYSIS.

THEN BETWEEN THE NES, THE NSA, THE OTHER SCHOOLS, WE'LL LOOK AT D AND F SCHOOLS RELATIVE TO NSA AND YOU KNOW, AND BECAUSE AND THEN WE'LL LOOK AT SIMILAR POPULATION SCHOOLS.

SO WE'LL DO ALL THE THINGS YOU'RE ASKING FOR AS WE GO THIS YEAR.

AND WE CAN ROLL IT UP AT THAT TIME.

BUT WE WILL GIVE YOU DATA AS WE GO AS WELL, BROKEN DOWN BY DIFFERENT STRATEGIES.

THANK YOU. YEAH. AND JUST I WANTED TO ALSO JUST MENTION I CAN APPRECIATE THE 15% BEING A STRETCH WITH THE BACKGROUND I COME FROM IS JUST HOW IT ROLLS UP.

RIGHT. AND SO THAT'S, THAT'S THE I THINK THE PIECE I'M HAVING CHALLENGES WITH IS THAT.

SO I HEAR EVERYTHING YOU'RE SAYING.

SO I APPRECIATE THAT. AND I JUST WANT TO SAY I CAN SEE HOW IT'S A STRETCH.

IT'S IT'S THE THE FORMULATION OF THE PLAN AND HOW IT TICKS FORWARD IS WHAT CONTINUES TO CHALLENGE MY MIND.

LET ME GIVE YOU ONE PIECE OF EVIDENCE THAT MIGHT HELP.

IT'S NOT WITH US. IT'S WITH THIRD FEATURE SCHOOLS WHICH USE SIMILAR MODEL WHICH WILL HELP.

AS I SEE IT ROLLING UP.

RIGHT. WE WE LOOK AT NWA AND WE LOOK AT THE, THE ROLL UP OF THE, THE PERCENTILE.

SO A PERCENTILE IS WHERE KIDS FALLS OUT OF ALL THE KIDS IN AMERICA, IF YOU'RE AT THE 100TH PERCENTILE, OF COURSE LOOKS OVER HERE OR IF YOU'RE AT THE, YOU KNOW, FIRST PERCENTILE AVERAGE KID OF COURSE, IS A MIDDLE 50TH PERCENTILE ON A STANDARD DISTRIBUTION, A NORMAL DISTRIBUTION.

RIGHT. SO 50TH PERCENTILE AVERAGE WHITE KID IN AMERICA 65TH PERCENTILE.

AVERAGE BLACK KID IN HOUSTON.

40TH PERCENTILE.

YOU FOLLOW ME SO FAR? SO JUST TO GET TO THE AVERAGE WHITE KID, YOU'RE TALKING ABOUT 25 PERCENTILE POINTS.

HOW FAR UNDER THE SYSTEM CAN WE MOVE PERCENTILE WISE WISE, WHICH IS A MEASURE OF PROFICIENCY IN ONE YEAR.

BECAUSE THAT WOULD SHOW YOU THE ROLL UP TO GET TO WHERE WE NEED TO BE.

AND IF YOU'RE AN EFFECTIVE SCHOOL, AN EFFECTIVE SCHOOL, THE AVERAGE IS GOING TO BE THE THE MOST YOU CAN MOVE OR NOT THE MOST.

BUT WHAT YOU COULD PROBABLY MOVE IS ABOUT SIX PERCENTILE POINTS.

SIX. SO TO GET TO 25, YOU NEED FOUR YEARS.

AND THAT'S AN EFFECTIVE SCHOOL.

THE MOST I'VE SEEN WAS NINE POINTS.

PERCENTILE POINTS IN ONE YEAR.

THAT WAS DONE AT ECTOR COLLEGE PREP THE YEAR SANDY MASSEY TOOK IT OVER.

AND, YOU KNOW, EXPERT IN INSTRUCTION, EXPERT IN LEADERSHIP AND MOVED IT NINE POINTS IN ONE YEAR, 1400 MIDDLE SCHOOLERS.

THEY HAD AN F RATING.

NOW THERE THEY WENT TO A B IN ONE YEAR.

BUT THAT'S A REALLY EFFECTIVE SCHOOL WITH GOOD LEADERSHIP.

THE NASA MODEL.

SO THAT'S WHY I'M HAVING A HARD TIME TO ROLLING IT UP FOR YOU BECAUSE WE DON'T HAVE ANY.

ANY DATA LIKE THAT FROM FROM THE FROM HOUSTON.

YEAH. JUST JUST KIND OF TO DOUBLE DOWN ON WHAT YOU'RE TALKING ABOUT.

I KNOW WE NEED INFORMATION TO UNDERSTAND HOW WE'RE COMING UP WITH THIS 3% A YEAR OR 15 OVER OVERALL.

BUT IF WE GO BACK TO BEFORE THIS ADMINISTRATION, WE'RE NOT IN THE RIGHT THING.

[01:50:03]

AND SO I JUST WANT TO CAUTION US TO NOT GO IN THE WRONG DIRECTION.

THE REASON WE'RE SETTING GOALS IS BECAUSE THE BASELINE IS RIGHT NOW AND THEN, AND WE'RE DOING THE THINGS RIGHT NOW.

IF WE USE ANYTHING AS A BASELINE FROM LAST YEAR, THAT THAT'S A FALSE PREMISE BECAUSE WE'RE NOT BECAUSE NOTHING WAS THE SUPPORTING THE SUPPORTING STRUCTURES THAT WE'RE CALLING SYSTEMIC CHANGE WEREN'T THERE.

SO THE START ISN'T LAST YEAR.

THE START IS RIGHT NOW.

YEAH. THANK YOU.

BOARD MEMBER FLOWERS.

ALSO WE'RE TALKING ABOUT HOW WHICH IS WHICH IS OKAY TO ME BECAUSE YOU NEED A LITTLE BIT OF HOW TO UNDERSTAND WHETHER OR NOT THIS IS ACHIEVABLE.

RIGHT. AND WHETHER OR NOT THIS IS EVEN POSSIBLE.

SO I GET THAT.

BUT REALLY IN THE GOAL SETTING PROCESS, WE SET THE GOALS.

YOU LET ME WORRY ABOUT THE HOW, YOU KNOW, AND OBVIOUSLY YOU ASK GOOD QUESTIONS ABOUT IT.

BUT THAT'S THAT'S THEN I HAVE TO TAKE THESE GOALS AND SAY, OKAY, THIS IS HOW WE'RE GOING TO GET IT DONE.

BUT AGAIN, I APPRECIATE THE QUESTIONS BECAUSE IF YOU DON'T HAVE A LITTLE INFORMATION ON THE HOW, THEN HOW DO YOU KNOW THIS IS GOING TO BE EVEN DOABLE? I HAVE ANOTHER QUESTION ON THE HOW.

SO YOU'VE GOT THREE MODELS HERE.

SO I GET THAT THEY'RE BASED ON ASSUMPTIONS.

IS THAT CORRECT OF HOW WHAT YOU WOULD CHANGE PROGRAMING OR HOW THE PROGRAMING WOULD BE IMPLEMENTED? I DON'T NEED TO KNOW DETAILS AT THIS POINT, BUT BUT THE QUESTION IS WHAT ARE THE DIFFERENCES OF HOW YOU WOULD IMPLEMENT BASED ON, I GUESS, OUR SELECTION OF WHICH OF THESE ITEMS WE'D GO WITH, I THINK.

I THERE'S A THERE'S A THERE'S AN EFFECTIVE WAY TO IMPLEMENT.

I'M GOING TO IMPLEMENT THE EFFECTIVE WAY HOW IT PANS OUT.

YOU KNOW, DOESN'T MATTER THAT MUCH TO ME.

MEANING I KNOW WHERE WE NEED TO GET.

OKAY. AND IF IT IF IT'S 3% THIS YEAR THAT YOU THAT YOU SAY, YOU KNOW, WE'RE GOING TO WE'RE GOING TO IMPLEMENT THE MODEL IN AN EFFECTIVE WAY TO MOVE THE NEEDLE.

MY MY OWN PERSONAL PREFERENCE OR MY OWN THOUGHT ABOUT THE BEST WAY TO SEE THE OUTCOMES IS A MORE MEASURED, WAY MORE MEASURED.

SO WE CAN COME BACK TO YOU WITH THE 2% GROWTH IN THE FIRST YEAR, AND THEN MEASURE IT UP UNTIL WE GET TO YEAR 2028.

KEEPING IN MIND ROLANDO'S AND OTHERS.

ENCOURAGEMENT TO KEEP THE UNDERSERVED KIDS BLACK, HISPANIC AND SPED HIGHER THAN 15 POINTS.

AND SO THAT'S THAT'S WHAT I THINK.

THE SOLUTION IS WHOLESALE SYSTEMIC REFORM.

THERE'S A WAY TO DO WHOLESALE SYSTEMIC REFORM.

NO OTHER DISTRICT HAS DONE IT.

THE ONLY OTHER NETWORK THAT I KNOW HAS DONE IT IS THIRD FEATURE SCHOOLS.

AND SO THAT'S THE WAY TO DO IT.

YEAH, I GUESS THE THE ONLY REASON I'M ASKING IS BECAUSE THERE ARE THREE DIFFERENT MODELS HERE.

AND. I THINK I'VE TALKED ABOUT THE FACT THAT I IT'S GOOD.

15, 15% IS THE RIGHT NUMBER.

THEN IF WE GET TO 15%, WE GET TO 15%.

THAT'S GREAT. IF THAT'S OUR GOAL, THERE IS A QUESTION OF HOW YOU GET THERE BECAUSE AS YOU HAVE TALKED ABOUT MANY TIMES, AND ALL OF US, I THINK ARE ON THE SAME PAGE, THERE IS URGENCY, OBVIOUSLY, TO TO MAKE CHANGES FOR KIDS SOONER RATHER THAN LATER.

AND SO IMPLEMENTATION IS YOUR DEAL.

I'M JUST WONDERING WHICH MAY BE THE RIGHT QUESTION TO ASK IS WHICH OF THESE IS REALLY, FROM YOUR PERSPECTIVE, THE MOST LIKELY OR THE MOST? THE MOST LIKELY, MOST LIKELY IS MODEL TO THE CULTURAL CHANGE.

HERE'S WHY ONE.

WE ARE WHERE WE ARE.

WE'RE PUTTING INTO PLACE A LOT OF THINGS THAT PEOPLE HAVE TO GET TRAINED.

I MEAN. JUST THINK ABOUT JUST ONE EXAMPLE OF MULTIPLE RESPONSE STRATEGIES.

MULTIPLE RESPONSE STRATEGIES.

ANGIE, YOU KNOW THIS.

YOU TEACH IT'S ENGAGEMENT STRATEGY.

THERE'S NOTHING NEW ABOUT THAT.

IT'S IT'S CERTAINLY A SLIGHTLY DIFFERENT STRATEGY THAN MOST SCHOOLS.

BUT MOST SCHOOLS HAVE ALWAYS WORKED ON ENGAGEMENT STRATEGIES, INCLUDING PARENT SHARE SHARING SOME OTHER THINGS WHICH I'VE SAID BEFORE.

THESE ARE THESE ARE NOT NEW.

AND YET LOOK HOW MUCH TRAINING WE'VE HAD TO DO ON JUST THE ONE ENGAGEMENT OR ONE STRATEGY.

MRS STRATEGIES OF THE NEW EDUCATION SYSTEM MODEL.

THINK ABOUT THAT.

THAT'S WHERE OUR QUALITY OF INSTRUCTION WAS.

ANY REALLY EFFECTIVE DISTRICT ON QUALITY OF INSTRUCTION ENGAGEMENT STRATEGY WOULD BE, OH YEAH, WE DO THAT.

OH YEAH. THAT'S OKAY.

MAYBE, MAYBE WE HAVE TO DO MODIFY WHIP AROUND.

WE HAVE TO LEARN THAT.

BUT YOU KNOW, OTHER THAN THAT.

[01:55:01]

OH YEAH WE DO WHITEBOARDS.

OH YEAH, WE DO THIS.

IT'S LIKE, YOU KNOW, BUT NO, WE'RE STARTING HERE.

SO WE ARE WHERE WE ARE NEXT YEAR THOUGH.

NEXT YEAR WE WILL HAVE HAD A YEAR OF THIS.

WE WILL HAVE TRAINED UP THE PRINCIPALS, TRAINED UP THE TEACHERS.

FRANKLY, SOME PEOPLE WILL MAKE THEIR CHOICES AT THE END OF THE DAY, END OF THE YEAR, AND THEY WILL EITHER STEP UP OR STEP OUT, AND THAT'S FINE.

AND WE WILL HIRE PEOPLE.

THERE'S TO REPLACE THOSE WHO LEAVE.

WE'LL DO PERFORMANCE INTERVIEWS.

WE WILL HAVE HAD THE FIRST YEAR OF A RIGOROUS EVALUATION SYSTEM.

WE'RE GOING TO BE ABLE TO MOVE OUT NEXT YEAR VERY WELL.

SO WE STILL WON'T BE WHERE WE NEED TO BE, BUT WE'LL BE A LOT CLOSER IN THE 2425 SCHOOL YEAR.

SO THAT'S WHY I THINK THE CULTURAL CHANGE MAKES SENSE.

SO WE START OFF WITH JUST A COUPLE PERCENTAGE POINTS AND THEN WE MOVE FASTER NEXT YEAR.

YES, MA'AM. THANK YOU.

FROM THE WAY THE DATA IS BROKEN OUT, ONE THING THAT IT MAKES ME WONDER IS WHAT'S THE INFLUENCE OF ECONOMIC DISADVANTAGE ON THESE STUDENT GROUPS? BECAUSE I CAN'T SEE THAT WITH THE GROUPS THAT.

KIND OF GO TO THE TOP ASIAN WHITE, FOR EXAMPLE.

AND SO IT'S HARD TO SEE THAT.

AND SO IT MAKES ME WONDER THEN WHAT IS THE WHAT IS THE INFLUENCE OF ECONOMIC DISADVANTAGE VERSUS LET'S SAY SYSTEMIC RACISM.

AND HOW WOULD WE THEN DECIDE WHAT ARE THE KEY CHANGES WE'D WANT TO MAKE IN THE SYSTEM TO INFLUENCE IMPROVEMENT? AND THEN JUST A GENERAL, I GUESS FROM A LEADERSHIP PERSPECTIVE, A GENERAL ACCEPTANCE OF LOWER EXPECTATIONS FOR CERTAIN STUDENT GROUPS AND HOW WE HOW WE COMBAT THAT. THAT'S THE ANSWER RIGHT THERE.

THE. YOU'LL NOTICE ON THE SLIDES THAT THE THE ECODYST KIDS ALSO HAVE TO GROW THE 20 PERCENTAGE POINTS.

RIGHT. BECAUSE THE TWO CIRCLES.

RIGHT. ETHNIC GROUPS ECODYST OVERLAP NOT PERFECTLY, BUT THEY OVERLAP QUITE A BIT.

AND SO WHAT WE DO FOR ALL KIDS HAS TO INCLUDE WHAT WE DO FOR POOR, POOR STUDENTS.

YOU KNOW, STUDENTS WHO ARE ECONOMICALLY DISADVANTAGED.

AND SO THE MODEL ALSO ADDRESSES THAT.

BUT MORE THAN THE MODEL IS WHAT YOU JUST ALLUDED TO.

AND THAT IS THE CULTURE OF LOW EXPECTATIONS.

AND WE ARE BREAKING THAT.

WE DON'T NEED TO TREAT POOR KIDS OR BLACK KIDS OR SPED KIDS AS IF THEY'RE BROKEN.

THEY ARE NOT. I KEEP SAYING THAT.

THEY CAN GROW, THEY CAN LEARN, THEY CAN SIT IN A TEAM CENTER AND WORK WELL.

THEY CAN FOLLOW RULES.

I MEAN, YOU KNOW, WE DON'T NEED TO CUT THEM TOO MUCH SLACK.

WHAT WE NEED TO DO IS RAISE EXPECTATIONS.

AND SO I THINK WHAT WE NEED TO DO ACROSS THE SYSTEMS ARE RAISE EXPECTATIONS FOR ALL KIDS.

AND I THINK THAT'S THE PLACE WE START.

NOTICE THAT WHEN WE RAISE EXPECTATIONS FOR BEHAVIOR.

BEHAVIOR IS A LOT BETTER.

WITH OUR POOR MINORITY STUDENTS.

AND IF YOU.

I WAS AT BENAVIDES HIGH SCHOOL.

ELEMENTARY SCHOOL TODAY.

AND I MEAN, EVERY TIME I GO OUT, I'M LOOKING AT THESE KIDS.

I'M TALKING TO KIDS IN THE TEEN CENTER.

THEY ARE LEARNING.

BENAVIDES HAD ABOUT 14% PROFICIENCY LAST YEAR, OKAY, IN THEIR FOURTH GRADE READING.

SO. YOU REALLY HAVE TO GO AND SEE HOW THESE KIDS ARE RISING TO THE LEVEL OF EXPECTATION.

SO I DON'T HAVE ANY DOUBT THAT THEY WILL WILL GROW.

NOT ALL SCHOOLS ARE LIKE BENAVIDES OR SHADY DALE, BUT THERE ARE SOME SCHOOLS THAT ARE STRUGGLING A LOT MORE THAN THAT.

BUT IN THE END OF THE DAY, AS A GROUP, WE'RE GOING TO RAISE THEM UP BECAUSE THE EXPECTATIONS UP HERE.

HI. I KNOW YOU WANT TO GET MOVING.

MAY I ASK A QUESTION ABOUT THE ACHIEVEMENT GAP? SO IT DOESN'T GET MUCH BETTER WHEN WE LOOK AT THIS, THE ACHIEVEMENT GAP.

AND I DID SOME ROUGH MATH HERE AND IT LOOKS LIKE.

IT LOOKS LIKE FROM 23 TO 28, MAYBE WE HAVE A FOUR POINT CLOSURE IN THE GAP IN SOME AREAS.

IT JUST DOESN'T LOOK GOOD FOR THOSE SUBGROUPS.

AND AGAIN, NOT WANTING TO DIG TOO DEEP INTO THE HOW OR THE OR THE STRATEGY, BUT I'M WONDERING IF THE ADMINISTRATION CONSIDERED A MODEL WHERE IF

[02:00:05]

YOU MENTIONED EARLY CHILDHOOD EDUCATION NEXT YEAR.

THESE FOUR YEAR OLDS WILL BE EIGHT IN THIRD GRADE IN 2028.

AND PERHAPS WE COULD ACCELERATE.

YOU KNOW, LIKE YOU'RE SAYING, YOU THINK MODEL TWO IS BEST BECAUSE, OKAY, SO WE GET MORE GAINS LATER.

I MEAN, I THINK THAT WOULD PROVE TO BE BENEFICIAL IF WE COULD SOMEHOW MODEL AND, YOU KNOW, SUPPORT THOSE EFFORTS. BUT BUT AGAIN, MY CONCERN IS AROUND THE ACHIEVEMENT GAP NOT CLOSING SIGNIFICANTLY AT ALL.

YES. I MEAN, THANKS FOR THANKS FOR POINTING THAT OUT.

I MEAN, I'VE SAID THAT FROM DAY ONE.

THAT AND NOT JUST HISTORY, RIGHT? THE WHOLE COUNTRY, THE ACHIEVEMENT GAP IS NOT CLOSING.

AND NOW, ON TOP OF THE ACHIEVEMENT GAP, WE HAVE THE SKILLS GAP.

AND SO WHAT? YOU'RE WHAT YOU'RE CALLING OUT.

IF WE DON'T WANT THIS JUST TO BE AN EXERCISE, RIGHT? BECAUSE EVERY DISTRICT OR MOST DISTRICTS GO THROUGH THIS EXERCISE, AND THEN THE ACHIEVEMENT GAP DOESN'T CLOSE FIVE YEARS FROM NOW.

SO IF WE DON'T WANT THIS JUST TO BE AN EXERCISE WE HAVE GOT TO KEEP FOCUSING ON.

BOLD, DIFFERENT THINGS.

AND EVERY TIME I HEAR A GROUP OF PEOPLE OVER HERE SAYING WE SHOULD DO THE SAME THING, YOU KNOW, IT'S LIKE, OKAY, WE'RE ACCOUNTABLE FOR THIS. I DON'T THINK SOME PEOPLE SEE THE FUTURE.

THEY CAN'T SEE THE DIFFERENCE.

THEY WANT TO KEEP DOING THIS TWO POINTS A YEAR, MAYBE BECAUSE THEIR OWN KIDS ARE DOING FINE, I DON'T KNOW.

BUT WE NEED BIG, DIFFERENT THINGS AND THAT'S WHAT WE'VE SET OUT TO DO.

AND I THINK WE, BOTH YOU AND I NEED A COMMITMENT.

TO ACTUALLY DOING THINGS THAT MIGHT GET US THIS GROWTH.

VERSES. THE SAME OLD, SAME OLD THINGS AND LISTENING TO THE SAME OLD, SAME OLD ISSUES.

YOU KNOW, IT'S LIKE SOMETIMES YOU'RE TRYING TO MOVE THE SHIP BECAUSE YOU SEE THE TITANIC.

AND THEN SOME PEOPLE ARE COMPLAINING ABOUT THE DECK CHAIRS.

YOU KNOW, THE DECK CHAIRS HAVE BEEN MOVED.

IT'S LIKE. I DON'T WANT TO LISTEN TO THAT.

I WANT TO LISTEN TO BIG STUFF THAT'S GOING TO MATTER FOR KIDS.

SO LET ME JUST MAKE SURE I UNDERSTAND OUR DECISION TONIGHT.

OKAY. SINCE THESE ARE OUR THESE GOALS, NUMBER ONE AND NUMBER TWO AND NUMBER THREE ARE STATE MANDATED GOALS.

SO WHAT WE'RE TALKING ABOUT IS, IS 15% REASONABLE.

AND THEN HOW SHOULD WE HOW SHOULD WE MEASURE IT.

SHOULD WE USE VERSION ONE WHICH IS JUST JUST LINEAR.

VERSION TWO WHICH IS TAKING INTO ACCOUNT THAT WE'RE STARTING FROM A VERY LOW BAR.

AND IT'S GOING TO BE VERY DIFFICULT FOR US TO JUST DO A LINEAR PROGRESSION.

AND NOTHING REALLY IN LIFE IS LINEAR.

SO LINEAR SOUNDS LIKE IT'S A RIDICULOUS THING.

SO I'LL JUST THROW IT AWAY AND NOT TALK ABOUT IT.

SO THEN THE NEXT PIECE IS, IS IF WE KNOW IF WE KNOW THAT WE START OUT IN A IN A WITH A VERY LOW BASELINE, AND WE'RE HAVING TO MAKE SYSTEMIC CHANGE IN A SYSTEM THAT DOESN'T WANT THE SYSTEMIC CHANGE JUST YET, BUT WILL ADAPT TO IT IN THE FUTURE.

THEN IT SEEMS TO ME THAT IT OUGHT TO BE A MORE MEASURED, REALISTIC START UP THAT SLOWLY GROWS AND THEN GROWS LIKE CRAZY AFTER AFTER THE SYSTEM WORKS. AND THEN IF YOU THINK ABOUT THE THIRD ONE, WHICH IS ALL OF A SUDDEN YOU'RE GOING TO HAVE THIS MAGIC WAND THAT WE STARTED OUT AT A GREAT LEVEL, EVEN THOUGH WE ONLY HAVE 28 SCHOOLS OUT OF 270 THAT THAT ACTUALLY HAD THE FULL SYSTEMIC CHANGE, RIGHT.

WE RECONSTITUTED THE TEACHERS, WE AND THE WHOLE ORGANIZATION, AND WE PUT THAT IN.

AND WE HAD ALL THESE, THE OTHER 57 THAT CAME TO THE TABLE AND SAID, HEY, I WANT IT TOO.

BUT WE DIDN'T HAVE THE ABILITY TO TO CREATE THE ENTIRE SYSTEM THERE.

THAT'S WHY IT HAS AN A ATTACHED TO IT.

THEN IT WOULD SEEM TO ME THAT THE THIRD VERSION DOESN'T MAKE ANY SENSE EITHER.

SO TO ME, THE FIRST HINDSIGHT, WE SHOULD NOT HAVE GIVEN YOU VERSION THREE.

OKAY. SO SO TO ME THE THE FIRST QUESTION IS IS 15% REASONABLE? AND I DO AGREE THAT IT OUGHT TO BE TO BRIDGE THE GAP.

WE OUGHT TO HAVE A HIGHER BAR FOR OUR FOR THE TO BRIDGE THE ACHIEVEMENT GAP.

SO THE FUNDAMENTAL QUESTION IS 15 REASONABLE? YES, SIR. AND YOU THINK IT IS? I THINK IT IS. I THINK IT'S A CHALLENGE.

BUT I THINK WE CAN GET THERE IF WE DO THIS.

WELL, OKAY. AND THEN THEN DO YOU THINK THEN THAT THE 20 FOR THE, FOR THE STUDENTS THAT WERE TRYING TO MOVE UP ON THE ACHIEVEMENT GAP IS REASONABLE? YES.

OR SHOULD BE HIGHER.

AND IT SHOULD NOT BE HIGHER THAN 20.

IT SHOULD BE HIGHER THAN 15.

OKAY. OKAY.

AND SO THAT'S WHAT WE'RE TALKING ABOUT ULTIMATELY THE HOW THAT'S HOW YOU'RE GOING TO GET IT DONE.

[02:05:03]

THE BOARD NEEDS TO MAKE. YEAH.

SO SO AT LEAST FROM MY PERSPECTIVE, I THINK BASED ON THAT, THAT THE 15 SOUNDS REASONABLE, THE 20 SOUNDS REASONABLE.

AND I WOULD I WOULD SUGGEST THAT WE WOULD GO WITH THE MODEL TO ON ALL OF THE DIFFERENT SCENARIOS AND NOT AND NOT EVEN HAVE A DEBATE ABOUT LINEAR, BECAUSE WE KNOW THE WORLD IS NOT LINEAR AND ALSO NOT HAVE A DEBATE ABOUT HOW WE'RE GOING TO HAVE THIS MAGIC WAND THAT HAPPENS, YOU KNOW, OVERNIGHT IN THE NEXT 12 MONTHS.

RIGHT. SO THAT'S JUST KIND OF MY TAKE FROM WHAT I'VE HEARD HERE.

YES, MA'AM. BUT WHAT I'D LIKE TO KNOW ABOUT IS.

I'M KIND OF THE BEST PRACTICE ABOUT GOALS 3 TO 5, BUT IT ALSO SAYS THAT IF YOU GO ABOVE THREE, THE LIKELIHOOD OF ACHIEVING THEM GOES DOWN. AND SO THEORETICALLY, I THINK ALL OF THE THE FIVE SUGGESTED TOPICS MAKES A TON OF SENSE.

AND I DON'T HAVE I'M NOT ANTI THE OTHER GOALS, BUT WE HAVE NOT TALKED ABOUT KIND OF THE COMPOUND EFFECT OF OF WHAT ELSE IS GOING INTO IT.

AND IS THAT A PART OF THE DISCUSSION TONIGHT OR DO YOU HAVE I GUESS I'D LIKE YOUR OPINION ABOUT THE ABILITY AND CAPACITY AND RESOURCES FOR THE CURRENT FIVE OPTIONS THAT ARE THERE, IF THAT'S SOMETHING YOU'RE COMFORTABLE WITH.

BECAUSE WHAT WE HAVE NOT DISCUSSED IS THE DIFFERENCE BETWEEN 3 AND 5.

YEAH. THANKS FOR THANKS FOR ASKING.

I'M LOOKING AT ASHLEY BECAUSE SHE'S LIKE, LET'S FOCUS ON WHAT WE'RE DOING RIGHT NOW.

MAYBE THAT'S AUDREY TALKING.

HAPPY FOR YOU TO GIVE YOUR FEEDBACK ON THOSE AND YOU SHOULD, BUT WE'LL TALK.

SO WE WILL SPEAK FOR A MOMENT TO WHY THOSE FOUR AND THOSE FIVE ARE ON.

THAT CONVERSATION IS COMING.

DEFINITELY. I JUST WANT TO KNOW YOUR OPINION ABOUT IT.

THANKS FOR ASKING, MA'AM.

SO, LOOK, WE'VE GOT A LARGE SHIP TO CHANGE, AND WE'VE GOT TO BE ABLE TO WALK AND CHEW GUM.

WE'VE GOT TO DO SEVERAL THINGS AT ONE TIME.

EXIT NUMBER FOUR IS AN EXIT CRITERIA.

SO IN MY HEAD WE HAVE TO HAVE SOMETHING RELATED TO SPECIAL ED ON THE TABLE.

WE'RE SPENDING THE TIME AND EFFORT ANYWAY BECAUSE IT IS AN EXIT CRITERIA.

SO THE FACT THAT WE HAVE A GOAL THERE DOESN'T DOESN'T BOTHER ME AT ALL.

WE'RE GOING TO BE DOING THE WORK.

AND SO IT SHOULD BE MEASURABLE.

AND SO I THINK THAT'S THAT'S OKAY TO ME.

AND THEN THE LAST ONE REALLY THE PERCENTAGE OF STUDENTS ENROLLED IN DNF CAMPUSES THAT'S THAT'S AN OVERARCHING GOAL.

SO IF WE IMPROVE THIRD GRADE READING AND OBVIOUSLY THE OTHER GRADES WHEN YOU'RE MEASURING THIS ONE, BUT WE'RE GOING TO BE DOING THINGS IN THE OTHER GRADES AS WELL.

THIS IS AN OVERARCHING GOAL AND IS ALSO PART OF THE EXIT CRITERIA.

SO THAT ALSO DOESN'T BOTHER ME BECAUSE IT'S ACTUALLY REDUNDANT WORK IN MANY WAYS.

WE'RE STILL GOING TO BE DOING THE WORK.

THIS IS REPORTING OUT.

AND AGAIN THE EXIT CRITERIA.

ONE OF THEM IS YOU CAN'T HAVE MULTIPLE YEARS OF ANY SCHOOL HAVING MULTIPLE YEARS OF DRF STATUS, WHICH IS A HUGE GOAL.

SO ANYWAY YES MA'AM I THINK I THINK I THINK THOSE FIVE ARE FINE.

THANK YOU. OKAY I HAVE AN ANNOUNCEMENT FROM RIC CAMPO THAT I'M GOING TO MAKE RIGHT NOW IS THAT THE ASTROS ARE UP 3 TO 0.

ALL RIGHT I DON'T KNOW WHAT THAT THE REST OF THAT MEANS BUT THAT'S GOOD.

BUT I HAVE A QUESTION I HAVE A QUESTION.

I'M LOOKING AT DATA THAT DR.

MATNEY JUST SENT OVER TO US ABOUT THIRD GRADE READING AND THIRD GRADE MATH.

AND IT LOOKS LIKE TO ME AT LEAST THAT 2018, 2019, THERE WAS A THREE POINT GROWTH THERE IN READING AND A TWO POINT GROWTH IN MATH.

AND I'M WONDERING WHAT WAS HAPPENING DURING THOSE TWO YEARS IF SOMEBODY CAN TELL US THAT CAUSED THAT GROWTH, BECAUSE OBVIOUSLY THEY WEREN'T DOING THE SYSTEMIC CHANGE THAT WE'RE TALKING ABOUT, AND THEY WERE AND I DON'T KNOW WHAT HAPPENED BEFORE THAT.

I DON'T HAVE THAT DATA.

AND OBVIOUSLY WHAT HAPPENED AFTER THAT WAS COVID.

SO I'M JUST CURIOUS IF ANYONE'S LOOKED AT THAT TO SEE WHAT WHAT MODIFICATIONS WERE HAPPENING WITHIN THE DISTRICT BETWEEN THAT TIME FRAME.

WELL, WE CAN WE CAN LOOK IT UP.

I DON'T KNOW, I WASN'T HERE I DO WANT TO ASK A QUESTION ABOUT GO NUMBER THREE.

WE HAVE TWO OPTIONS THERE.

THAT'S TRADITIONAL CMR WHICH IS AN OPTION TO CMR. AND THEN OUTCOMES BONUS.

SO WE CAN USE EITHER OR OF THOSE.

[02:10:02]

AND TRUST HAS BEEN VERY HELPFUL IN THAT ASPECT AS WELL.

COULD YOU? FOR THOSE WHO ARE NOT FAMILIAR, COULD YOU EXPLAIN THE DIFFERENCE BETWEEN THE STANDARD CMP GO AND THEN THE OUTCOMES BONUS GO? YEAH. SO I DON'T GET IT WRONG.

I'M GOING TO ASK ALLISON TO TO EXPLAIN THE DIFFERENCE THERE.

AND THEN I CAN GIVE YOU MY OPINION ABOUT ABOUT WHICH OPTION MAKES MORE SENSE TO ME.

YES. SO THE QUESTION IS THERE ARE TWO OPTIONS HERE FOR THE GOAL NUMBER THREE.

AND WHAT'S THE DIFFERENCE BETWEEN THE TWO.

ABSOLUTELY. THANK YOU.

SO CMR IS THE PERCENT OF STUDENTS THAT WALK ACROSS THE STAGE AND GRADUATE EARNING A POINT IN AN ARRAY OF COLLEGE CAREER MILITARY READINESS SKILLS.

SO FOR EXAMPLE, EARNING A CERTAIN SCORE ON THE SAT OR TAKING A CERTAIN DUAL CREDIT COURSE AT A COMMUNITY COLLEGE, THE OUTCOMES BONUS REFINES IT A LITTLE BIT MORE.

SO WE GET MONEY FROM THE STATE.

BASED ON THE PERCENT OF STUDENTS WHO GRADUATE ALREADY READY, BUT THEN THEY DEFINE IT EVEN MORE NARROW.

WE GET MONEY FOR THE PERCENT OF STUDENTS OVER THE STATE AVERAGE WHO GRADUATE, WHO ARE ALSO ECONOMICALLY DISADVANTAGED, AND WHO ARE ALSO RECEIVING SPECIAL EDUCATION SERVICES.

SO THERE'S A COUPLE MORE SUBTLE NUANCES, BUT BASICALLY IT'S AN EVEN MORE REFINED.

SO WITHIN OUR STRATEGY, WE PUT ACCENTUATED FOCUS ON THOSE STUDENT GROUPS SPECIFICALLY TO ENSURE THAT WE ARE MAKING SURE THAT THEY ARE NOT BEING UNDERSERVED IN OUR STRATEGY PROCESS.

SO AGAIN THE FOCUS THERE ON THE OPTION BONUS OR OUTCOMES BONUS WOULD BE SPECIAL EDUCATION AND ECODYST STUDENTS. UM, IN MY HEAD.

WE HAVE HUGE CMR ISSUES RIGHT NOW.

I'LL JUST GIVE YOU A COUPLE OF THEM.

WE HAVE BEEN.

THE CAUSE OF SEVERAL DIFFERENCES.

STATE CHANGES BECAUSE OF HOW WE DO BUSINESS HERE IN HISD.

NOT FOR THE BETTER.

SO, FOR EXAMPLE, A YEAR AGO OR TWO YEARS AGO TO CLAIM CMR CREDIT.

WE TOOK ONE OF THE OPTIONS, WHICH IS, YOU KNOW, PART OF T'S FAULT WHERE KIDS COULD LEARN MICROSOFT WORD AND GET A CMR POINT JUST FOR LEARNING HOW TO DO WORD.

THAT'S NOT REALLY COMPETITIVE IN THIS DAY AND AGE.

BUT WE HAD SCHOOLS WITH 6,570% OF THEIR KIDS CHOOSING THAT ONE OPTION.

AND SO WE IT.

I MEAN, YOU KNOW, I MEAN, IT WAS REAL.

IT WASN'T WRONG.

BUT WE ACTUALLY INFLATED THE INTENT OF OUR SCORES AND DID NOT HONOR THE INTENT OF WHAT CMR SHOULD BE, WHICH IS GETTING OUR KIDS COLLEGE READY, CAREER READY. AND WE HAVE MANY OTHER PROBLEMS WITH CMR RIGHT NOW.

FOR EXAMPLE, WHEN A KID LEAVES A HIGH SCHOOL AND GOES TO ANOTHER ONE AND THE PATHWAY ISN'T THERE, THEY LOSE THE POINTS THAT THEY ALREADY HAVE.

WE HAVE KIDS THAT AREN'T AREN'T BEING TRACKED WELL.

WE HAVE PRINCIPALS COMING INTO A SCHOOL STOPPING THE CERTAIN PATHWAYS ARBITRARILY.

AND THEN, YOU KNOW, SO THE KIDS WHO STARTED ON A CERTAIN PATHWAY DON'T FINISH THAT PATHWAY.

I MEAN, THERE'S SEVERAL PROBLEMS WHICH WE ARE GETTING A HANDLE ON SO THAT WE CAN DO BETTER THIS YEAR IN CMR. SO THE OTHER THING THAT I'VE TALKED ABOUT BEFORE IS WE'VE GOT TO UPGRADE OUR CMR ACROSS THE BOARD, ESPECIALLY IN UNDERSERVED SCHOOLS, AND ALSO INCLUDE AP COURSES AND THINGS LIKE THAT.

SO WE'VE GOT A LOT TO DO.

I DON'T THINK WE SHOULD ONLY FOCUS.

I MEAN, WE WON'T JUST ONLY FOCUS ON SPECIAL ED AND AND ECODISC KIDS.

I THINK ACROSS THE BOARD WE NEED TO IMPROVE OUR CMR PROGRAM FIRST AND THEN WE CAN GET MORE SPECIFIC.

BUT IMPROVING THE PROGRAM ACROSS THE BOARD IS ALSO GOING TO HELP SPECIAL EDUCATION STUDENTS AND ECODISC, BECAUSE WE WILL HAVE A PARTICULAR FOCUS OR KEEP OUR EYE ON THE PRIZE. WITH REGARD TO SPECIAL ED, IF YOU SORT OF HAD YOUR YOUR, YOU KNOW, THE VERSION TO WHERE YOU START OUT SLOW AND THEN START TO RUN REALLY FAST.

WOULDN'T THAT STILL HELP YOU IN THAT WAY, EVEN USING THE BONUS PROGRAM? YES IT WOULD.

EITHER WAY, IT SHOULD BE VERSION TWO, I THINK, PARTLY BECAUSE CMR IS ALSO A YEAR LAG.

[02:15:01]

WE ALREADY HAVE THAT SCORE ON THE BOOKS.

IT'S LAST YEAR'S SCORE.

SO EVEN MORE REASON TO START OFF WITH VERSION TWO.

MODEL TWO.

NO. WELL, THAT'S THAT'S FOR THE BOARD TO DECIDE.

MY VOTE IS GOLD THREE, OPTION TWO FOR CMR. BUT AS FAR AS LINEAR GROWTH VERSUS THE THE MEASURED GROWTH I ALSO THINK IT SHOULD BE MEASURED GROWTH.

BUT WHAT WOULD YOU SAY THAT EVEN IF YOU HAVE THE THE YOU KNOW, THE VERSION TWO THAT GIVES YOU AT LEAST ANOTHER COUPLE OF YEARS OF OPPORTUNITY TO FIX THE BASIC CMR AND THEN YOU HAVE THE BONUS ON TOP OF THAT.

RIGHT? THAT'S TRUE.

IF WE IF WE PUT IT IF YOU PHRASE IT THAT WAY AND YOU PUT IT THAT WAY, WE WE CAN FOCUS ON GETTING CMR RIGHT AND THEN DO A LITTLE BIT MORE FOCUS ON ECODYST AND SPECIAL EDUCATION IN YEAR THREE, 4 OR 5, IF THAT'S IF I TAKE YOUR MEANING.

RIGHT. YEAH.

THAT'S THAT'S EXACTLY WHAT I MEAN.

SO. SO YOU HAVE A COMBO SORT OF.

YEAH I HEAR YOU.

AND THAT MAKES SENSE. WHAT YOU JUST SAID MAKES SENSE.

YOU KNOW, IF THE BOARD.

WANTS TO DO THAT, THAT MAKES SENSE.

TO HAVE A CLARIFYING QUESTION ON THE CMR BONUS OUTCOME BECAUSE OF THE INFORMATION AROUND THE PASSING TFC SCORE AND ONE OF THREE ADDITIONAL CRITERIA VERSUS THE ECONOMIC DIS OR OR SPECIAL ED CRITERIA THAT WE'RE TALKING ABOUT.

SO COULD COULD DR.

MATNEY CLARIFY THAT, PLEASE? BECAUSE THE WHAT I'M SEEING IS AROUND TSE SCORE AND ONE OF THREE OTHER ADDITIONAL SCORES AS WELL.

SO WOULD YOU REPEAT THAT? I WAS COMING OVER TO CLARIFY SOMETHING.

THANK YOU. YEAH. THANKS.

THAT THE BONUS OUTCOME INFORMATION THAT I WAS READING WAS ABOUT, INCLUDING IN THE, IN THE METRIC THAT WE MEASURE THE PASSING C SCORE AND ONE OF THREE OTHER CRITERIA, EITHER THE LEVEL ONE, LEVEL TWO CERTIFICATION, IBC CERTIFICATION, OR THE ENROLLMENT IN COLLEGE AFTER GRADUATION, OR HAVING AN ASSOCIATE DEGREE BEFORE THEY GRADUATED FROM HIGH SCHOOL.

SO COULD YOU CLARIFY BETWEEN THE.

I WAS CONFUSED WHEN I WAS HEARING ABOUT SPECIAL ED AND ECONOMIC DISADVANTAGE VERSUS THOSE VERSUS THOSE.

RIGHT. SO THOSE ARE SO I SAID THERE'S ALSO A COUPLE OF OTHER CRITERIA.

THOSE THOSE ARE THOSE PIECES WHEN WE LOOK AT.

SO FOR EXAMPLE, AS THE SUPERINTENDENT TALKED ABOUT INCREASING SOME OF THOSE COURSES, WE'RE GOING TO SEE THAT IN THE IBCS.

AND THEN THE STATE SETS AN AVERAGE.

AND WE ACTUALLY HAVE TO GET STUDENTS ABOVE THAT IN THOSE STUDENT GROUP AREAS AS WELL.

BUT YOU'RE EXACTLY RIGHT. THOSE LEVEL ONE AND TWO CERTIFICATION CERTIFICATES, THE THE OTHER PIECES ARE EXACTLY RIGHT.

CAN I WHILE YOU'RE STANDING THERE SORRY ON THAT.

CMR OUTCOMES BONUS.

THE LANGUAGE WE HAVE AT LEAST RIGHT NOW DOESN'T HAVE A BASELINE.

DO YOU DO WE HAVE THAT.

WE DO. OKAY.

UM I DON'T HAVE IT ON THE TOP OF MY HEAD.

RIGHT. OH, YEAH. I'M SURE YOU DON'T.

IF YOU COULD LET US KNOW, THAT WOULD BE HELPFUL.

ABSOLUTELY. AND THEN I DON'T KNOW IF ANY ANALYSIS HAS BEEN DONE THERE TO TO DETERMINE WHAT THAT DELTA WOULD BE OR WHAT THAT GROWTH FACTOR WOULD BE.

THERE HAS BEEN I'M SURE I'M SURE THERE HAS BEEN FOR A SUGGESTION THERE BECAUSE WE'VE JUST GOT AN X AND A Y.

I BELIEVE SO. I BELIEVE THE 15% MAKES SENSE REGARDLESS, BECAUSE AS WE IMPLEMENT THE SUPERINTENDENT STRATEGIES AROUND ALL OF THESE THINGS WITH CCMA, IT'S IT'S GOING TO IMPACT THE OUTCOMES. BONUS.

WE ARE GOING TO SEE MORE STUDENTS WHO ARE INCLUDED IN THE OUTCOMES BONUS, BECAUSE WE'RE SEEING AN INCREASE OF STUDENTS JUST IN THE BASELINE.

SO THEY ARE GOING TO WORK HAND IN HAND.

THAT IS APPROPRIATE OKAY.

THANK YOU. THANK YOU, DR.

MATNEY. ANY OTHER QUESTIONS ON ANY OF THE GOALS? SO I'LL JUST MENTION ONE THING.

I JUST RAN THE NUMBERS BASED ON THE ALLOCATION OF THE TARGETS, AND THEY DON'T SEEM TO ACTUALLY ADD UP TO THE TOTALS IN THE LATER YEAR CATEGORIES.

AND SO AS WE PROGRESS, IN SOME CASES, THE INDIVIDUAL TARGETS FOR STUDENTS ARE MORE THAN WHEN YOU BREAK THEM DOWN BY PERCENTAGE, 62% HISPANIC, ETCETERA.

AND THEN IN SOME CASES IT'S LESS SO.

I THINK IT'S JUST 15, NO LESS THAN THE ACTUAL.

YES. SO LESS THAN THE ACTUAL TOTAL THAT'S ON THE SHEET.

SO IF I LOOK AT GOAL ONE FOR INSTANCE.

[02:20:03]

GO ONE. YEAH, YEAH.

BASED ON POPULATION. GO ONE.

MODEL TWO OR GO ONE.

MODEL TWO.

SO WHEN I GET TO THE LATER YEARS, ESPECIALLY YEAR FIVE, IT ACTUALLY ADDS UP TO 58% OR 58 AS A TOTAL INSTEAD OF 56. MM.

SO. SO I JUST WANT TO MAKE SURE WE LINE THOSE UP BECAUSE I DON'T WANT TO.

YEAH. US TO GO BACK.

AND WHICH WHICH SUBGROUP IS THAT? SO. SO THAT'S THE ROLL UP OF THE TOTAL.

SO WHEN I GET BUT THEN WHEN I GET TO GO THREE ON CMR THE ROLL UP IS LESS.

IN THAT CASE IT'S IT'S 82 INSTEAD OF 85.

MAYBE THE STUDENT POPULATIONS ARE DIFFERENT, WHATEVER YOU'RE LOOKING AT, AND I USE THE SAME ACROSS THE BOARD.

SO IN THE INITIAL YEARS IT IT ADDS UP.

BUT IN THE LATER YEARS IT DOESN'T.

BUT IF THE WELL HE'S NOW WAITING ON THESE NUMBERS BASED ON POPULATION BECAUSE THE NUMBERS CAN'T ADD UP.

IT DOESN'T MAKE SENSE. IT WOULDN'T.

IT HAS TO BE DONE BY POPULATION.

WHAT DO YOU MEAN THEY WON'T ADD UP? SO IF I TAKE YEAR ONE, FOR INSTANCE, IN IN GOAL THREE, AND I RUN THE MODEL BASED ON ROUGHLY 62% OF THE POPULATION BEING HISPANIC, 22 BEING AFRICAN AMERICAN, AND THEN FOUR BEING ASIAN, TEN BEING.

WHY THOSE ADD UP IN YEAR ONE AND TWO, BUT THEN THREE, FOUR AND FIVE THEY SHIFT CONSIDERABLY.

SO GREAT QUESTION.

SO WE CANNOT PREDICT WHAT OUR STUDENT POPULATION IS GOING TO LOOK LIKE NEXT YEAR.

THE PERCENTAGE WE MIGHT SEE AN INCREASE, FOR EXAMPLE, IN THE HISPANIC POPULATION.

SO THE DENOMINATOR WILL CHANGE.

SO THAT'S WHY WE CAN'T DO A PURE A PURE PREDICTION THAT THIS NUMBER WILL ROLL UP TO THE 56 BECAUSE WE DON'T KNOW WHAT THE DENOMINATOR LOOKS LIKE. WE DON'T KNOW HOW MANY STUDENTS, AND WE KNOW WE WON'T STAY THE EXACT SAME.

SO THAT'S WHY THIS IS WE LOOK AT THE METHODOLOGY ACROSS THE STUDENT GROUP AND NOT SCALED UP TO THE TOTAL.

GOT IT. AND THEN DID YOU USE THE SAME METHOD THAT THAT DOESN'T MEAN THAT YOU USE THE SAME METHODOLOGY FOR ALL THREE THOUGH, BECAUSE I'M GETTING A LOWER NUMBER ON GOAL THREE AND A HIGHER NUMBER ON GOAL ONE.

THAT IS VERY POSSIBLE BECAUSE WE LOOKED AT THE STRATEGIES FOR THAT THE SUPERINTENDENT IS PUTTING IN PLACE FOR ACADEMICS VERSUS CMR. AND SO WE KNEW THAT THE CMR, BECAUSE IT'S LAGGING TAKES A LITTLE MORE TIME.

SO WE PUT MORE EMPHASIS INTO LIKE THE GOAL ONE AND TWO.

SO YOU ARE GOING TO SEE THAT.

GOT IT. AND JUST A SMALL PIECE OF FEEDBACK.

SHANNON READ, INSTEAD OF THE NUMBER OF THIRD GRADERS, SHOULD BE THE PERCENTAGE OF THIRD GRADE STUDENTS FOR GO ONE AND TWO.

GO NUMBER ONE TWO INSTEAD OF THE NUMBER OF.

IT SHOULD BE THE PERCENTAGE OF.

JUST AGAIN JUST BECAUSE THAT'S.

YEAH YOU'RE RIGHT. THE PERCENTAGE.

YOU GOT THAT? OKAY. OTHER QUESTIONS AROUND THE GOALS.

NOT NOW.

I'M DONE.

BRING IT UP. WHY DON'T WE TAKE A FIVE MINUTE BREAK? I WAS JUST GOING TO SUGGEST THE BOARD IS RECESSING.

OH, SORRY. GO AHEAD. SO WE WANT TO TAKE ABOUT A FIVE MINUTE BREAK.

I'VE GOT SOME ADDITIONAL HANDOUTS THAT I'LL PASS OUT, AND THEN WE'LL GO STRAIGHT INTO OUR FINAL CONVERSATION.

THE BOARD IS RECESSING AT 745.

FIVE MINUTES. THANK YOU.

OKAY. WE'RE BACK.

IT'S 7:56 P.M..

MS.. PAUSE. WELCOME BACK.

WELCOME BACK.

ALL RIGHT. HOW'S EVERYBODY FEELING? GOOD, GOOD.

I'M FEELING GREAT. THAT WAS A WONDERFUL CONVERSATION.

I ALWAYS ENJOY LISTENING TO BOARDS AND THEIR SUPERINTENDENTS TALK.

LIKE, REALLY GET INTO THE DATA AND, LIKE, HAVING HAVING THAT, LIKE, REALLY ROBUST CONVERSATION ABOUT WHAT IS ACTUALLY HAPPENING FOR KIDS AND WHAT IS POSSIBLE.

SO MUCH COMES FROM THAT.

AND I'M JUST SO APPRECIATIVE FOR THE ABILITY TO OBSERVE THAT.

SO THANK YOU. ALL RIGHT.

SO WE JUST HEARD A COUPLE OF DIFFERENT MODELS AS IT PERTAINS TO THE TARGETS THAT YOU HAVE TO CONSIDER.

SO THE FIRST THE FIRST WAS THAT MODEL REALLY RELIES ON LINEAR GROWTH.

THAT'S PRETTY CONSISTENT 3% LINEAR GROWTH ACROSS STUDENT GROUPS YEAR AFTER YEAR.

[02:25:01]

AND THEN THERE IS THE THE MODEL THAT ACKNOWLEDGES THE CULTURE CULTURE CHANGE.

THIS ACKNOWLEDGES THE SIGNIFICANT CULTURE CHANGE THAT IS GOING TO BE DELAYS, IMPACT OF THE MODEL ON STUDENT OUTCOMES.

AND ONE OF THE THINGS THAT WAS LIFTED UP FOR ME WHEN I WAS VISITING WITH YOUR STAFF ABOUT ABOUT THESE TARGETS, IS THAT AS SO, ESPECIALLY WHEN YOU'RE GETTING INTO STRATEGIES AROUND SPECIAL EDUCATION AND SOCIOECONOMICALLY DISADVANTAGED STUDENT GROUPS AND THE PEOPLE WHO WE TYPICALLY THINK OF AS THE FARTHEST FROM EDUCATIONAL JUSTICE, THE THE FIRST THING THAT YOU HAVE TO DO IS ADDRESS THE THE CULTURE AROUND THOSE BY PUTTING SYSTEMS AND PROCESSES IN PLACE AND WORKING ON MINDSETS.

AND THIS ONE REALLY FOCUSES ON THE ABILITY TO DO THAT.

SO IT ACKNOWLEDGES THAT WE'RE NOT GOING TO SEE IMMEDIATE GROWTH, BUT THE GROWTH THAT WE WILL SEE WILL BE PROFOUND.

AND IT HAS THE THE BIGGEST IMPACT ON THOSE GAPS THAT SUPERINTENDENT MILES HAS SPOKEN ABOUT CONSIDERABLY AS HE'S BEEN DOING THIS WORK.

AND THEN THE THIRD IS THE QUICK IMPACT.

THIS ASSUMES THE SIGNIFICANT IMPACT UP FRONT AS YOU'RE DOING CHANGE, CHANGE, CHANGE.

BUT IT'S BIG CHANGE UP FRONT AND THEN IT TAPERS OFF AS YOU GO ON.

SO I THINK I HEARD SEVERAL PEOPLE SAY THAT THEY WOULD THEY WOULD LIKE TO FOCUS ON THE THE SECOND MODEL, THE CULTURE CHANGE.

AND IT SOUNDS LIKE THAT'S THE SUPERINTENDENTS RECOMMENDATION.

IS THAT ACCURATE? OKAY. IS THERE ANYONE WHO IS NOT IN FAVOR OF THE SECOND OPTION? ALL RIGHT THEN THAT'S WHAT WE'RE GOING TO.

THAT'S WHAT WE'RE GOING TO GO FORWARD WITH IN OUR IN OUR PLANNING PROCESSES.

SO I'VE TALKED ABOUT HOW THE GOALS HAVE TO BE.

SO THEY SHOULD BE GROUNDED IN THE COMMUNITY'S VISION FOR FOR WHICH STUDENT OUTCOMES SHOULD IMPROVE FIRST.

WHAT THAT PRIORITY SHOULD BE.

THEY SHOULD BE GROUNDED IN DATA.

WHAT IS WHAT IS ACTUALLY POSSIBLE FOR STUDENTS BY LOOKING AT WHAT IS THE CURRENT REALITY TODAY, WE ALSO HAVE A COUPLE OF OTHER THINGS THAT THIS BOARD SPECIFICALLY HAS TO THINK ABOUT AS YOU'RE SETTING GOALS.

ONE OF THOSE ONE OF THOSE CONSIDERATIONS IS THE EXIT CRITERIA THAT HAS BEEN SET BY TIA.

SO THIS THIS EXIT CRITERIA IS SPECIFICALLY PERTAINS TO SPECIAL EDUCATION COMPLIANCE, UNDERPERFORMING CAMPUSES AND IMPLEMENTATION OF LONE STAR GOVERNANCE. SO IN YOUR GOALS YOU'RE NOT GOING TO ADOPT A GOAL AROUND LONE STAR GOVERNANCE BECAUSE LONE STAR GOVERNANCE, WHILE IT HELPS BOARDS FOCUS ON STUDENT OUTCOMES, IT IS NOT A STUDENT OUTCOME.

IT'S ALSO NOT SOMETHING THAT THE SUPERINTENDENT IS ACCOUNTABLE FOR.

HE DEFINITELY SUPPORTS THE BOARD, BUT THROUGH PARTS OF IT, BY JUST LIKE TODAY, MAKING SURE THAT YOU HAD THE DATA AND HAVING THE CONVERSATION AND JUST BEING HERE. BUT IT'S REALLY THE BOARD'S WORK FOR IMPLEMENTING LONE STAR GOVERNANCE.

THE SUPERINTENDENTS WORK IS REALLY AROUND THOSE UNDERPERFORMING CAMPUSES AND THE SPECIAL EDUCATION COMPLIANCE, SO THAT WHEN YOU TALK ABOUT ACCOUNTABILITY FOR THE EXIT CRITERIA, IT'S THE FIRST TWO THAT ARE SPECIFIC TO THE SUPERINTENDENT AND THE THIRD THAT IS MORE SPECIFIC TO THE BOARD.

AND SO WE'RE NOT GOING TO TALK ABOUT THIS TONIGHT, BUT THE HOW THIS LIVES IN THE PRIORITIES THAT THE BOARD SETS WILL IT WILL MANIFEST ITSELF IN THE BOARD'S CONSTRAINTS, WHICH WE WILL WE WILL DEAL WITH THAT AT A LATER DATE, PROBABLY IN DECEMBER.

THE NEXT CONSIDERATION YOU HAVE TO THINK ABOUT.

SO IN TEXAS, THE 86TH LEGISLATURE IN 2019 PASSED HOUSE BILL THREE.

THIS SO THIS LEGISLATION REQUIRES THAT BOARDS SET GOALS SPECIFICALLY FOR THIRD GRADE READING, THIRD GRADE MATH, AND COLLEGE AND CAREER READINESS. MY COMPUTER DIED, SO I CAN'T TELL YOU THE EXACT THE THE I CAN'T CITE THE EXACT BILLS OR PIECES OF LAW WHERE IT IS IN THE EDUCATION CODE, BUT IT'S DEFINITELY LINKED ON THE DOCUMENTS THAT ARE HERE, WHICH YOU HAVE DIGITAL COPIES TO AS WELL.

AND SO THAT'S A REQUIREMENT THAT THE BOARD HAS TO ADOPT.

SO ONE HAS TO BE SPECIFIC TO THIRD GRADE READING.

ONE HAS TO BE SPECIFIC TO THIRD GRADE MATH AND ONE HAS TO BE SPECIFIC TO CMR. AND SO AS YOU ALL HAVE ALREADY DISCUSSED CMR, ACTUALLY YOU CAN LOOK AT A COUPLE OF DIFFERENT THINGS.

THE FIRST WOULD BE JUST THE CMR CRITERIA THAT IT THAT THE STATE HAS SET.

SO THESE ARE THIS IS REALLY BROAD.

THERE ARE A LOT OF DIFFERENT THINGS.

[02:30:01]

AND THEY'VE, THEY'VE CLEANED IT UP A LITTLE BIT.

THE OUTCOMES BONUS IS AND SO THEY LET ME BEFORE I DO THAT THE CMR THEY TALK.

SO IT'S THE TEXAS SUCCESS INITIATIVE.

SO WHEN YOU HEAR PEOPLE TALK ABOUT CSI THAT'S WHAT THEY'RE REFERRING TO.

AND SO THE TEXAS SUCCESS INITIATIVE, WHICH I DO NOT I AM NOT QUALIFIED ENOUGH TO TALK ABOUT ALL OF THE CRITERIA, BUT IT'S ESSENTIALLY ALL OF THOSE CMR TYPE GOALS THAT ARE SPECIFIC TO COLLEGE READINESS, CAREER READINESS AND MILITARY READINESS.

SO, YOU KNOW, SAT SCORES AND ALL OF THAT.

I'M NOT GOING TO BELABOR IT BECAUSE YOU'VE ALREADY DISCUSSED IT.

THE OUTCOMES BONUS IS STUDENTS WHO HAVE ACHIEVED THEY'VE MET THE CSI CRITERIA, AND THEY HAVE GONE ONE STEP FURTHER AND THEY HAVE MET SOME ADDITIONAL CRITERIA.

AND THERE ARE THREE DIFFERENT OPTIONS ONE IN COLLEGE READINESS, ONE IN CAREER READINESS AND ONE IN MILITARY READINESS.

ALL RIGHT. SO NOW LET'S GET DOWN TO THE NITTY GRITTY WITH THE GOALS.

GOAL NUMBER ONE.

THE NUMBER OF THIRD GRADE STUDENTS IN HOUSTON ISD EARNING MEETS OR ABOVE ON THE STAAR READING TEST WILL INCREASE FROM 41% IN JUNE 20TH 3 TO 56% IN JUNE 28TH.

DOES ANYONE HAVE ANY QUESTIONS ABOUT THIS GOAL? I'M SORRY. THE NUMBERS SHOULD BE THE PERCENTAGE OF THIRD GRADE STUDENTS.

THANK YOU. THE PERCENTAGE OF THIRD GRADE STUDENTS IN HOUSTON ISD.

SO WITH THAT, WITH THAT CHANGE, IS THERE ANYTHING? THERE'S NOT A WHOLE LOT OF WIGGLE ROOM ON THIS ONE, BUT DOES ANYONE HAVE ANY THOUGHTS? SPEAK NOW OR FOREVER HOLD YOUR PEACE.

MY QUESTION IS, IS REGARDING THE THE TARGETS THAT WE JUST LOOKED AT.

SO THEY INFORM THE GOAL AS WE GET PROGRESS MONITORING AND GOAL PROGRESS MEASURES WILL. SO WE'RE WE'RE TAGGED TOWARDS THE GOAL.

HOW DID THE TARGETS COME INTO PLAY.

SO THOSE ANNUAL TARGETS.

SO FIRST OF ALL THOSE ARE THOSE ARE PART OF WHAT THE BOARD WILL BE LOOKING AT.

THOSE ARE PART OF THE METRICS THAT THE BOARD WILL BE LOOKING AT.

SO EACH YEAR YOU'LL NOT JUST BE LOOKING AT THE THAT THE AGGREGATE, BUT YOU'LL ALSO BE LOOKING AT THAT DISAGGREGATED DATA AS WELL.

AND SO AS YOU'RE DOING YOUR PROGRESS MONITORING, YOU'LL ADOPT GOAL PROGRESS MEASURES.

AND SO AND AS YOU MONITOR THOSE GOAL PROGRESS MEASURES EACH QUARTER.

SO EACH EACH GOAL YOU ESSENTIALLY WILL MONITOR ONCE A QUARTER.

AS YOU DO THAT, YOU WILL ALSO LOOK AT THAT DISAGGREGATED DATA FOR ALL OF THE GOAL PROGRESS MEASURES AS WELL.

ARE YOU ASKING IF WE AGREE TO THE PERCENTAGE OR YOU'RE SAYING THIS, THIS LANGUAGE GENERALLY OR THE WHOLE THING? YEAH. FOREVER. HOLD YOUR PEACE.

I KNOW WE HAVE ANOTHER MEETING.

I THINK WE GOT SOME DATA TODAY THAT WE DIDN'T HAVE BEFORE.

SO MY VIEW IS LET'S THINK ABOUT IT.

YEAH. WE'RE NOT TAKING A VOTE TONIGHT.

SO IF THE QUESTION IS ARE YOU COMFORTABLE WITH THE LANGUAGE OTHER THAN THE EDIT, I WOULD SAY SURE.

BUT IF THE QUESTION IS ARE WE AGREEING TO THIS TONIGHT? I THINK AT LEAST FROM MY STANDPOINT, I DON'T THINK WE NEED TO.

AND I THINK WE SHOULD BECAUSE WE HAVE TIME BEFORE OUR NEXT MEETING.

WE'LL BE LOOKING AT THESE ITEMS AGAIN.

WE'LL HAVE SOME TIME TO LOOK AT THE DATA THAT WE GOT.

YEAH. AND I THINK THAT'S I THINK THAT'S PROBABLY THE QUESTION IS WHAT INFORMATION DO YOU NEED TO TO KNOW THAT YOU'RE MAKING THE BEST DECISION WHEN YOU VOTE ON THIS IN NOVEMBER? SO I'VE ASKED FOR A COUPLE OF PIECES OF DATA TONIGHT.

OKAY. DO YOU WANT ME TO TELL YOU WHAT THEY ARE? IT WOULD BE HELPFUL.

SO ONE IS.

I RECITED.

MISS MOMANAEE SENT OVER DR.

MATNEY. EXCUSE ME. SENT OVER SOME DATA ON 2018 THROUGH PRESENT ON THIRD GRADE MATH AND THIRD GRADE READING.

AND THE QUESTION WAS WHAT? BECAUSE THE NUMBERS IN THAT TIME FRAME WHICH PRECEDED COVID WERE THREE POINTS AND TWO POINTS RESPECTIVELY.

WITH REGARD TO READING AND MATH, IF I'M REMEMBERING CORRECTLY, WHAT WHAT WAS BEING IMPLEMENTED DURING THAT TIME.

THAT CAUSED THOSE RESULTS.

[02:35:06]

BECAUSE THE ONLY DATE, THE DATA THAT WE HAVE IS AND I DON'T HAVE A COPY EVEN OR THE OTHER DATA THAT WE SAW TONIGHT.

SO I'D LIKE THAT TOO.

BUT BUT DOCTOR MATT NEESON OVER THIS EVENING, DATA THAT SHOWS 2018 TO 2023.

IT'S JUST THIRD GRADE READING AND THIRD GRADE MATH.

BUT BUT THE NUMBERS AND I'M LITERALLY LOOKING AT LIKE SIX DATA POINTS.

RIGHT. BUT IT'S 2018 TO 2019 SHOWS A THREE POINT GAIN IN READING.

AND I DON'T KNOW HOW THAT WAS BROKEN DOWN OR WHAT WAS GOING ON IN THAT TIME FRAME.

AND I KNOW IT'S DIFFERENT FOLKS, BUT THAT WOULD BE INTERESTING TO KNOW.

AND THEN LIKEWISE WITH THIRD GRADE MATH, THERE WAS A 2% GAIN IN THAT TIME FRAME, WHICH LIKEWISE, IF THERE WAS SOME CHANGE AT THAT TIME, IT'D BE USEFUL TO KNOW.

BEFORE WE GO ON, AND I DON'T KNOW IF IF EVERY QUESTION IS EQUAL, I JUST.

I DON'T UNDERSTAND WHY WE CARE, NOT WHY WE CARE HOW THAT'S HELPFUL OR WHY WE NEED LIKE.

AND IF THEY CAN'T GET IT, ARE YOU COMFORTABLE MOVING FORWARD BECAUSE YOU'RE ASKING WILL THEY BE ABLE TO GO AND INVESTIGATE AND FIND OUT THE STRATEGIES THAT HAPPENED THEN? AND MAYBE THERE'S NOT GOING TO BE A, YOU KNOW, A WAY TO FIND THAT OUT OR WITHOUT A LOT OF STRAIN.

SO DO WE NEED IT? WELL, THAT'S FAIR ENOUGH.

COULD I ADD JUST ON THAT POINT, YOU KNOW, ONE YEAR DOES NOT A TREND MAKE.

AND SO YOU ALWAYS HAVE TO BE CAREFUL ABOUT ANALYZING A YEAR'S WORTH REGARDLESS OF THE STRATEGY.

BECAUSE THERE'S IMPLEMENTATION PHASE THERE'S GROWTH.

THERE'S THE GROWTH PHASE.

THERE'S ADJUSTMENT AND ALL THAT.

SO YOU REALLY NEED TO LOOK AT GROWTH OVER TIME.

AND YOU CAN SEE EVEN IN THIRD GRADE READING, WE GO FROM 39 AND 2018 TO 41 AND 20 2344 IN THIRD GRADE MATH AND 2018 TO 38 AND 2023.

SO I'M NOT SURE ANY STRATEGY THAT WAS PUT IN PLACE ACTUALLY WAS SUSTAINED.

YOU KNOW WHAT I BET IS IT WAS I BET IT WAS HARVEY, BECAUSE EVERYBODY WENT DOWN BIG AND HARVEY BECAUSE OF THAT.

AND THEN THEY WERE COMING BACK.

BUT YOU KNOW. YEAH, MY POINT IS I DON'T THINK BECAUSE FIRST OF ALL, WE GOT DATA TONIGHT.

THAT WAS FOURTH GRADE AND EIGHTH GRADE.

WE JUST GOT DATA THAT WAS THIRD GRADE.

THAT WENT BACK TO 2018.

I DON'T HAVE ANY MORE INFORMATION THAN THAT, I THINK, AND I DON'T KNOW IF THE INTENT WAS TO TAKE A VOTE ON THIS TONIGHT.

NO, NO, THERE IS NO VOTE TONIGHT.

IT'S JUST WHAT WHAT INFORMATION DO YOU NEED BEFORE YOU HAVE TO TAKE A VOTE? I WOULD LIKE THAT INFORMATION.

OKAY. AND PART OF IT IS, IS BECAUSE WE'RE SAYING, LOOK, WE'RE MAKING ALL THESE DRAMATIC CHANGES TO THE DISTRICT THAT SHOULD HAVE MORE IMPACT.

RIGHT? AND SO IF THAT IS TRUE, THEN IS THE ANSWER THEY WERE DOING SOMETHING SIMILAR DURING THAT TIME FRAME.

AND I UNDERSTAND ONE YEAR DOES NOT MAKE A MAKE A TREND.

BUT WE GOT SOME WE GOT LIMITED DATA.

RIGHT. AND SO WHAT I'M LOOKING AT IS SOME ANECDOTAL WELL, IT'S NOT ANECDOTAL, IT'S ACTUAL DATA.

BUT IT'S FOR A YEAR.

AND THEN AFTER THAT IT WAS COVID.

AND AS I UNDERSTOOD FROM YOU, FIVE YEARS WOULD BE HELPFUL ON THE ITEM THAT WE'RE TALKING ABOUT, WHICH IS THIRD GRADE READING AND THIRD GRADE MATH, WHICH WE NOW HAVE.

AND SO IF YOU CAN, IF YOU ELIMINATE FROM THE CONVERSATION THE COVID YEARS, THAT'S WHAT I'VE GOT.

SO SO I THINK I'M NOT SAYING I DON'T AGREE.

THE THE POINT IS I THINK I WOULD LIKE PERSONALLY TO THINK ABOUT IT.

YEAH, I UNDERSTAND WHAT YOU'RE ASKING.

AND I THINK THAT IT IS IT IS ACCEPTABLE TO, TO WANT THAT PRIOR YEAR DATA AND I AND I AM SO EVEN EVEN AS LIKE WITHOUT LOOKING AT IT JUST BECAUSE I WAS ON A SCHOOL BOARD THEN AND ACTUALLY ONE OF THE SCHOOL BOARDS THAT WAS SHOWN TONIGHT IN THE DATA THERE WAS LIKE, I COULD I COULD PROBABLY EVEN ANSWER THAT QUESTION.

SO I'M CERTAIN THAT DR.

MATNEY PROBABLY COULD TOO.

SO WE CAN TALK ABOUT IT NOW.

THAT WOULD BE GREAT. AND MAYBE I DON'T NEED ANY MORE INFORMATION.

WE'LL BRING IT. SO WE MAKE SURE THAT IT'S WELL, WELL FORMULATED.

I WAS GOING TO SAY I WOULD ALSO LIKE TO HAVE SOME TIME TO FIGURE OUT WHAT DATA I NEED.

LIKE, YEAH, THIS IS LIKE TONIGHT.

SO WHEN YOU'RE TAKING DOWN WHAT DO YOU NEED TO VOTE IN NOVEMBER? I DON'T KNOW YET. SO MAYBE WE CAN SET LIKE A GAME BOARD BY THIS TIME.

PLEASE PROVIDE YOUR DATA REQUEST TYPE OF THING AND TIME IS A NEED.

SO THAT'S THAT CAN BE ONE OF THE ANSWERS.

YEAH. AND TO AUDREY'S POINT IT WOULD BE HELPFUL FOR ME.

IT WOULD BE HELPFUL JUST TO SEE IT.

BUT I DON'T NECESSARILY THINK I NEED IT TO MAKE A DECISION.

I THINK WHAT IT LEADS TO OR LEANS INTO IS FOR ME, IS WHETHER WHAT WE'RE PURSUING IS CHALLENGING ENOUGH, BECAUSE IF THEY WERE ABLE

[02:40:08]

BUT AGAIN, I DON'T NECESSARILY NEED IT.

I JUST NEED TO KNOW WHETHER WHAT WE'RE DOING IS RIGOROUS ENOUGH.

BUT BASED ON WHAT SUPERINTENDENT STATED, YOU KNOW, IT IS.

GOTCHA. ALL RIGHT.

SO, AUDREY, YOU ALSO MENTIONED A FIVE YEAR LOOK BACK.

WAS THAT PART OF THAT REQUEST? WELL, SO I MEAN, I THINK PART OF THAT AND MAYBE DR.

MATNEY CAN SPEAK TO THIS BECAUSE HISTORICAL TRENDS I THINK ARE GOT REALLY MESSED UP DURING COVID.

IS THAT FAIR? SO THE MOST RECENT WHAT.

THREE YEARS IS YEAH, PRETTY IS SUBJECT TO ALL THOSE ISSUES.

AND SO THE QUESTION OF LIKE WHAT IF WE'RE TALKING ABOUT A FIVE YEAR LOOK BACK.

RIGHT. AND THAT BEING AND I GET ANGIE'S POINT FROM EARLIER WHICH IS IT'S A DIFFERENT SYSTEM.

AND THAT'S MY POINT ACTUALLY.

RIGHT. SO I DON'T KNOW WHAT HOUSTON HAS BEEN ABLE TO ACHIEVE OVER THOSE PERIODS THAT PREDATED THAT.

MAYBE YOU WANT TO GIVE US MORE DATA I DON'T KNOW, MAYBE IT'S UNHELPFUL.

I DON'T KNOW. BUT AND MAYBE YOU WANT TO ANSWER THE 2018 QUESTION TOO.

YOU MENTIONED SOMETHING ABOUT CARNEGIE AS WELL, IS THAT I'M JUST I'M JUST BRINGING UP WHAT YOU BROUGHT UP EARLIER ONE QUESTION AT A TIME, ONE QUESTION AT A TIME.

AND I DO HAVE THAT DOWN, TOO.

OKAY. 20 1819 PREDATES ME AS WELL, SO I CAN'T SPEAK TO IT.

I'VE BEEN A PARENT OF THE DISTRICT SO I CAN TELL YOU WHAT I SAW, BUT THAT IS IRRELEVANT.

SO WE CAN LOOK AND JUST SEE IF WE CAN FIND.

BUT YES, TO YOUR POINT ABOUT THE COVID DATA.

SO WHAT'S REALLY IMPORTANT IS, OF COURSE, THERE WAS NO TESTING IN 20 TO 2020.

IN 2021, THE VAST MAJORITY OF LEARNERS IN HISD LEARNED FROM HOME.

IT WAS PROBABLY ABOUT 80% OF OUR HIGH SCHOOL STUDENTS LEARNED FROM HOME.

THE ENTIRE YEAR.

WE SAT AT ABOUT 50% OF A DISTRICT.

LEARNING FROM HOME THE ENTIRE YEAR WE HAD, AND TESTING WAS OPTIONAL.

IN 2021, WE HAD MANY FEWER KIDS COME AND ACTUALLY TEST, AND THE ONES THAT DID WERE THE ONES THAT WERE LEARNING IN PERSON.

THE ONES WHOSE FAMILIES NEEDED THEM TO BE IN SCHOOL LARGELY AT RISK, ECONOMICALLY DISADVANTAGED FAMILIES WHO ARE TAKING THE TEST.

IN 22, THINGS WERE GETTING BACK TO NORMAL.

BUT OF COURSE, THOSE IMPACTS WERE STILL VERY SIGNIFICANT FROM THE PRIOR YEAR.

SO THAT'S WHY, YES, IDEALLY IN THIS PROCESS WE LOOK AT FIVE YEARS, BUT YOU'RE LOOKING AT THREE OF THOSE YEARS AS BEING INCREDIBLY VOLATILE.

SO THAT'S WHY IT IS IMPORTANT TO LOOK AND SEE KIND OF WHAT THE TRENDS WERE BEFORE.

WE WISH WE WOULD HAVE FIVE VERY SMOOTH YEARS, BUT UNFORTUNATELY WE DON'T.

ADAM REMINDED ME OF ANOTHER QUESTION THAT I HAD, WHICH I DID ASK FOR, AND IT SOUNDS LIKE WE HAVE RELATED TO THE IMPLEMENTATION OF CARNEGIE AND EUREKA.

WAS THAT THE QUESTION THAT YOU HAD? I WAS JUST HELPING HER. REMEMBER.

WHAT? BECAUSE I WROTE IT ALL DOWN AS IF SHE WAS.

SHE WAS ASKING ONE THING THAT I HAD A QUESTION ABOUT.

AND IT'S NOT NECESSARILY DATA, BUT ONE THING THE SUPER IN REFERENCED EARLIER WAS THAT AFTER YEAR ONE, WE'LL HAVE A BETTER IDEA AND SOME NEW DATA.

AND WHILE WE DON'T WANT TO GO AND SHIFT OUR GOALS, IS IT IS IT CONSIDERED? OKAY TO MAKE ADJUSTMENTS TO THE TARGETS WITHIN THE GOALS THAT ALIGN BETTER WITH THE WHAT WE EXPECT TO SEE NOW THAT WE KNOW, LIKE, OH, WE'RE A YEAR IN NOW, WE WE ACTUALLY CAN SEE A BETTER WAY THROUGH IF YOU WILL.

SO. THE SHORT ANSWER IS NO.

THERE'S A LONGER ANSWER, AND IT'S MAYBE SO.

GENERALLY WE SAY GET IT RIGHT THE FIRST TIME, LIKE IF YOU ARE.

AND THAT'S WHY WE'RE SPENDING SO MUCH TIME ON THIS CONVERSATION NOW AND WHY I'M ASKING LIKE, WHAT ARE THE THINGS THAT YOU NEED? BECAUSE EVEN IF THEY ARE, EVEN IF, EVEN IF IT'S JUST A WONDERING, I WOULD RATHER YOU LEAVE THIS CONVERSATION AND GO INTO YOUR VOTE AND BE ABLE TO ASK THOSE QUESTIONS AND REVIEW THAT INFORMATION OVER THE NEXT COUPLE OF WEEKS, SO THAT THE DECISION THAT YOU MAKE, WHEN YOU MAKE IT ON THAT SECOND MEETING IN NOVEMBER, THAT IT IS THE BEST DECISION FOR THE LONG TERM, AND THAT YOU'RE NOT HAVING TO GO BACK AND MAKE THOSE CHANGES TO THE TARGETS. NOW, THE BOARD CAN DO WHAT THE BOARD WANTS TO DO.

[02:45:01]

CAN I UNDERSTAND THAT? AND I THINK IN A NORMAL, YOU KNOW, ARENA, THAT TOTALLY MAKES SENSE.

BUT WHEN WE COME IN AND WE'RE CHANGING EVERYTHING AND EVERYTHING IS FRESH AND NOTHING IN THE PAST REALLY MATTERED, THEN IT'S LIKE WE DON'T EVEN KNOW.

LIKE, WE REALLY JUST DON'T KNOW.

SO WE'RE WE'RE SHOOTING IN THE PUTTING THE PIE IN THE SKY AND SAYING, WE THINK THIS IS IT.

AND WHILE I DON'T THINK WE SHOULD CHANGE IF WE CHOOSE 15%, WE STICK WITH THAT.

BUT I THINK WE SHOULD HAVE SOME LATITUDE TO ADJUST THOSE TARGETS IN BETWEEN TO MAKE SURE THEY MAKE SENSE.

THAT'S ALL OF THEM. ANGELA, ARE THOSE ARE THOSE TARGETS? THE SUPERINTENDENT AND ADMINISTRATION.

I KNOW WE'RE DOING THIS, BUT THE BUT THE THE YEAR OVER YEAR, IS THAT OURS OR IS IT THEIRS.

SO ULTIMATELY THE BOARD HAS TO VOTE ON IT.

AND SO YOU'LL HAVE TO SUGGESTING IT.

OH YEAH. THE SO THE SUPERINTENDENT IS SUGGESTING IT OR IT'S THE TARGET.

IT COMES FROM THEM AND WE AND YOU APPROVE IT.

YEAH. SO ADAM IT'S NOT THAT'S THE PLAN THAT HE'S BRINGING BACK TO US.

SO IT'S NOT WE WOULD CHANGE YOUR 1 OR 2.

IT'S NOT THE BOARD.

IS THAT CORRECT? IT'S THE SUPERINTENDENT.

OH, NO. SO ONCE THE BOARD VOTES ON IT, IT IS WRITTEN.

IT'S WRITTEN IN STONE.

OR MAYBE NOT STONE, BUT YEAR OVER YEAR.

YES. OKAY.

GOT IT? YEP. OKAY.

RIC. YEAH.

SO? SO NUMBER ONE, I WANT TO TAKE ISSUE WITH A FEW THINGS.

NUMBER ONE, THIS IS NOT A SHOT IN THE DARK.

NUMBER TWO, WE'VE HAVE TONS AND TONS OF DATA.

SUPERINTENDENT SHOWED US OVER A LONG PERIOD OF TIME.

THERE HAVE BEEN WE HAD A ONE POINT INCREASE OVER 16 YEARS.

RIGHT. AND THERE'S HURRICANES AND ALL KINDS OF STUFF AND ALL KINDS OF CHANGES IN ADMINISTRATION AND SUPERINTENDENTS AND TEACHERS AND CURRICULUM AND ALL THAT.

RIGHT. SO THERE IS A HISTORY OF UNDERPERFORMANCE IN A DRAMATIC WAY.

THIS IS NOT A SHOT IN THE DARK.

THE THE SYSTEMIC CHANGE THAT THE SUPERINTENDENT HAS BEEN, HAS, HAS IMPLEMENTED.

THE 28 SCHOOLS IS COMPREHENSIVE AND SYSTEMIC.

THE 15% THAT HE'S SUGGESTING IS A STRETCH GOAL THAT HAS NEVER BEEN ACHIEVED IN AMERICA, IN URBAN SCHOOLS, PERIOD.

AND A STORY, RIGHT THEN WHEN WE TALK ABOUT WHAT EACH YEAR IS THAT IF WE START OUT WITH AN AMAZING STRETCH GOAL THAT'S NEVER BEEN ACHIEVED OVER SOME LONG PERIOD OF TIME, AND THEN WE HAVE AND WE WE SET IT UP IN A WAY THAT THAT RECOGNIZES THAT THE CULTURE HAS TO BE CHANGED AND THE SYSTEM HAS TO GIVE GIVEN A CHANCE TO WORK, THEN IT MAKES SENSE TO START OUT WITH A MEASURED LEVEL AND THEN RAMP IT UP SO THAT WE CAN GET THAT LEVEL UP TO A TO THIS STRETCH GOAL AT THE END.

SO THE IDEA THAT THAT WE'RE SHOOTING IN THE DARK, OR THAT THIS IS DATA THAT WE NEED TO REALLY THINK ABOUT IS TO ME, TO ME, WE'RE MISSING.

WE'RE LOSING THE BROADER PICTURE.

AND WE'RE WE'RE NOT SEEING THE FOREST FOR THE TREES.

AND IF WE KEEP LOOKING AT THE TREE AND LOOKING AT THE LEAVES AND DECIDING WHAT WHAT HAPPENED TO THE LEAVE THIS YEAR OR THAT LAST YEAR OR TEN YEARS AGO, THEN WE'RE NOT GOING TO GET THE FOREST DOWN.

AND SO THAT TO ME IS THE IS THE POINT THAT I WANT TO MAKE IN THIS ENTIRE DISCUSSION.

YEAH. AND AND THAT'S A GREAT POINT.

AND I DON'T SO I DON'T THINK THAT ANYONE IS SUGGESTING THAT THE 15% IS, IS A SHOT IN THE DARK.

BUT THEY SAY TRUST BUT VERIFY.

SO I WANT TO THE THING THAT I WANT TO MAKE SURE IS THAT YOU ALL DON'T GET TWO YEARS DOWN THE ROAD AND, AND MAKE CHANGES OR YOU BEGIN TO IN TWO YEARS WHEN YOU START TO TRANSITION TO AN ELECTED BOARD.

THAT AND THIS IS AND THIS ISN'T TRUE FOR AN ELECTED APPOINTED BOARD VERSUS ELECTED BOARD.

THIS IS SOMETHING THAT HAPPENS WITH ALMOST ALL BOARDS.

NEW BOARD MEMBERS GET ELECTED AND THEY'RE LIKE, OKAY, WE'RE GOING TO CHANGE THE GOALS NOW.

AND SO WHEN THE WHEN THE BOARD MEMBERS WHO ARE THERE CAN SAY WITH ABSOLUTE CERTAINTY AND IT'S ON, IT'S ON CAMERA, IT'S ON THE RECORD, WE WE INTERROGATED THAT DATA TO THE BEST OF OUR ABILITY.

AND WE WE FEEL VERY COMFORTABLE WITH THE RECOMMENDATIONS THAT WERE BROUGHT FORWARD AND WITH THE TARGETS THAT WERE SET THEN.

AND YOU HAVE BROAD COMMUNITY OWNERSHIP BECAUSE YOU DID THE WORK TO TALK TO THE COMMUNITY, THEN THERE IS NO ARGUMENT FOR CHANGING THE GOALS.

THE GOALS ARE THE GOALS AND CHANGING THE GOALS TWO YEARS DOWN THE ROAD.

IT IT CAN BE CATASTROPHIC FOR DISTRICTS, ESPECIALLY AFTER ALL OF THE STRATEGIES HAVE BEEN IMPLEMENTED.

AND TO MAKE CHANGES AT THAT POINT IS NOT RECOMMENDED.

SO WE DO THE WORK NOW AND IT MAKES IT SO MUCH EASIER DOWN THE ROAD.

BUT I REALLY APPRECIATE YOU LIFTING THAT OUT BECAUSE.

I DON'T THINK THAT THIS HAS BEEN A SHOT IN THE DARK.

AND I SAY THAT BECAUSE I'VE BEEN WORKING WITH DR.

[02:50:01]

SO. ALL RIGHT.

SO WE'VE TALKED ABOUT LITERACY.

THE NEXT ONE IS MATH.

SO WE'VE SAME THING FOR THIS ONE.

ARE THERE ANY OTHER ANY ADDITIONAL QUESTIONS AROUND THIS TO THE OTHER THE PREVIOUS CONVERSATION.

EVERYBODY GOOD. ALL RIGHT.

NEXT. COLLEGE AND CAREER.

COLLEGE CAREER. MILITARY READINESS.

SO YOU'VE GOT TWO OPTIONS.

ONE IS THE CMR OUTCOMES BONUS AND THE OTHER IS JUST STRAIGHT CMR. WHAT IS I WANT TO JUST GET THE TEMPERATURE OF THE BOARD.

WHAT ARE YOU ALL FEELING ON THIS.

I WILL SAY I'D LIKE DR.

MATNEY TO GO OVER THE OUTCOMES.

BONUS. ANOTHER TIME.

SO WE DEFINITELY CAN UNDERSTAND THE DIFFERENCE.

YEAH. SO WHAT ARE WE MEASURING DIFFERENTLY IS THE QUESTION.

YEAH. SO WE DEFINITELY CAN PULL TOGETHER.

AND I ALREADY I SAY THAT BECAUSE I ALREADY HAVE A LOT OF THAT ON MY COMPUTER.

SO WE CAN GET SOME MORE DETAILED INFORMATION ABOUT THE OUTCOMES BONUS AND THAT BASELINE BASELINE AND PRIOR YEARS DATA AS WELL.

GREAT. SO AM I.

HEARING OUTCOMES? BONUS.

I THINK AS LONG AS THE AS LONG AS WE HAVE THE, THE MODERATE TO START KNOWING THAT OUR, OUR CMR PROGRAM SCORER AT THE END OF THIS YEAR WILL NOT BE BASED ON OUR IMPLEMENTATION, AND WE CAN ROLL IT IN OVER A PERIOD OF TIME, THEN THE OUTCOME BONUS MAKES SENSE ONCE WE ALL UNDERSTAND IT. THAT'S FAIR.

ALL RIGHT. SO LET'S GO ON TO THE EXIT CRITERIA.

SO THE FIRST SO THE SUPERINTENDENT MILES MENTIONED YOU.

Y'ALL ARE ALREADY DOING THIS.

IT'S ALREADY AN EXPECTATION THAT'S BEEN SET BY THE STATE.

IT MAKES ABSOLUTE SENSE THAT BECAUSE IT'S ALREADY HAPPENING THAT THE BOARD SHOULD BE MONITORING IT AND MEASURING IT AS A TOP PRIORITY.

SO WHEN YOU MAKE IT A GOAL, YOU ARE MAKING IT THE BOARD'S WORK.

SO THIS SO STUDENTS IN GRADES THREE THROUGH EIGHT WHO RECEIVE SPECIAL EDUCATION SERVICES THAT DEMONSTRATE AND MAINTAIN GROWTH AS MEASURED BY DOMAIN TWO, PART A, THE SCHOOL GROWTH INDICATOR OF THE TEXAS ACCOUNTABILITY SYSTEM, WILL INCREASE FROM X IN AUGUST 23RD TO Y IN AUGUST 28TH.

THAT'S A MOUTHFUL.

SO I WANT TO I WANT TO PROVIDE A LITTLE BIT OF INFORMATION.

AND WE CAN ALSO SHARE SOME ADDITIONAL INFORMATION ABOUT WHAT THAT DOMAIN TWO PART A IS.

SO DOMAIN TWO IN THE TEXAS ACCOUNTABILITY SYSTEM.

SO YOU'VE GOT SCHOOL PROGRESS AND THEN YOU'VE GOT COMPARATIVE PROGRESS.

SO IT'S WHICHEVER OF THE TWO IS HIGHER IS WHAT YOU GET CREDIT FOR.

AND SO PART A IS THE ONE THAT IS SPECIFIC TO THE SCHOOL GROWTH INDICATOR.

AND THE THING THAT'S SPECIAL ABOUT THIS ONE AND WHY IT WAS RECOMMENDED AS WHAT THE BOARD MONITOR IS, BECAUSE IT IT LOOKS AT BOTH HOW GROWTH IS HAPPENING FOR STUDENTS AND HOW THAT GROWTH IS BEING MAINTAINED.

SO CAMPUSES WILL ACTUALLY GET CREDIT FOR GROWTH THAT'S MAINTAINED.

SO WHEN A STUDENT GOES FROM APPROACHES TO MEETS, I THINK THEY GET HALF A POINT.

AND THEN FROM MEETS TWO MASTERS THEY GET A FULL POINT.

SO IT'S THAT GROWTH PLUS THE MAINTENANCE OF THAT GROWTH.

SO NOT JUST GETTING THERE BUT STAYING THERE, WHICH IS A CONVERSATION THAT I THINK I'VE HAD WITH THE MAJORITY OF YOU PRIOR TO TONIGHT, THAT THERE WERE THERE WERE DEFINITELY SOME CONCERNS ABOUT MAINTENANCE AND MAKING SURE THAT THAT BACKSLIDE DIDN'T HAPPEN.

SO AND THIS LANGUAGE, SO SPECIAL SHOUT OUT TO YOUR SPECIAL EDUCATION CONSERVATORS WHO HELP WITH THIS LANGUAGE.

THIS IS WHAT'S BEING PROPOSED.

YOU HAVE A LITTLE BIT MORE WIGGLE ROOM ON THIS ONE, BUT DEFINITELY THIS IS WHAT THE RECOMMENDATION IS.

WHAT THOUGHTS DO YOU HAVE ABOUT THIS? WHAT INFORMATION DO YOU NEED ABOUT THIS GOAL? AND SOMETHING STICKS OUT TO ME, ASHLEY, BECAUSE OUR GOALS ARE GOING TO INFORM WHERE THE SUPERINTENDENT SPENDS RESOURCES.

RIGHT. SO I'M JUST CURIOUS AS TO WHY ARE WE JUST CALLING OUT THREE THROUGH EIGHTH GRADERS AND NOT OTHER STUDENTS RECEIVING SPED SERVICES? THOSE ARE.

SO I'LL LET SUPERINTENDENT ANSWER, BUT I'M PRETTY SURE IT'S BECAUSE THAT'S WHO IS GETS THE COMMON TEST.

BUT I'LL LET YOU LET YOU ANSWER.

YEAH. I MEAN, JUST LIKE THIRD GRADE IS AN INDICATOR FOR ALL OF READING, IT DOESN'T MEAN WE'RE NOT GOING TO DO THE OTHER GRADES OR FOCUS ON

[02:55:05]

IT DOESN'T MEAN WE'RE GOING TO IGNORE HIGH SCHOOL SPED STUDENTS, BUT IT'S A CLEAR LEVERAGE POINT FOR HOW WE SERVE OUR SPECIAL NEEDS STUDENTS.

THAT'S ALL. SO HOW DO WE MEASURE WHAT WE'RE DOING FOR SPED HIGH SCHOOL STUDENTS THEN? SO WE'RE LOOKING AT THE SAME METRICS ON ENGLISH ONE, ENGLISH TWO, ALGEBRA ONE.

WE BREAK THAT DOWN THROUGH SUBGROUPS AS WELL.

AND WE WILL TRY TO HAVE I'M NOT TRYING.

WE WILL HAVE GOALS FOR EACH OF THOSE SUBJECTS AND EACH OF THE SCHOOLS.

SO THOSE ARE MORE THEY'RE ALL THERE'S A LOT OF GOALS BEING ASSESSED AT THE SCHOOL LEVEL.

AND WE'LL LOOK AT IT DISTRICT WIDE AS WELL.

BUT THESE ARE THE ONES THAT ARE MOST CRITICAL OR A LEVERAGE POINT FOR IMPROVING SPECIAL ED.

SPECIAL ED AND ANOTHER ANOTHER THING THAT THIS IS LIKE, I ALWAYS FEEL LIKE A BROKEN RECORD BECAUSE THIS IS MY FALLBACK ANSWER FOR EVERYTHING, BUT IT IS THE ANSWER FOR EVERYTHING IS IN PROGRESS MONITORING.

SO YOU HAVE YOU HAVE THE TWO EARLY CHILDHOOD GOALS, WHICH ARE THIRD GRADE READING, THIRD GRADE MATH.

SO YOU'RE NOT JUST LOOKING AT THIRD GRADE WHEN YOU BY SETTING THOSE GOALS, YOU ACTUALLY, IF YOU ONLY ARE LOOKING AT THIRD GRADE, THEN YOU'RE DOING IT WRONG.

YOU HAVE TO BE LOOKING.

SO IN THE IN THE COURSE OF MONITORING YOUR GOAL, PROGRESS MEASURES WILL BE FOR STUDENTS WHO ARE IN POSSIBLY KINDERGARTEN READINESS OR FIRST FIRST GRADE, SECOND GRADE NAPE, THIRD GRADE NAPE.

SO YOU'LL BE LOOKING AT THOSE EARLIER YEARS AS INDICATORS THAT ARE PREDICTORS THAT TELL YOU WHETHER OR NOT YOU'RE LIKELY TO ACHIEVE THAT THIRD GRADE GOAL.

AND THEN THE SAME FOR CMR. AND SO FOR CMR THAT IS SO IT'S HIGH SCHOOL.

AND AND REALLY LIKE POST GRADUATION WHEN YOU'RE LOOKING AT THE OUTCOMES BONUS.

BUT YOU CAN'T EFFECTIVELY SET THAT GOAL WITHOUT MONITORING WHAT'S HAPPENING IN THE EARLIER LIKE NINTH THROUGH NINTH THROUGH 12TH GRADES.

AND AS YOU'RE DOING THE MONITORING, YOU HAVE ALL OF THOSE INDIVIDUAL STUDENT GROUPS THAT YOU'RE MONITORING AT THE SAME TIME.

SO YOU'LL BE LOOKING AT SPED DATA FOR ALL OF THOSE GROUPS.

AND ACTUALLY THE ONES THAT YOU WILL MISS IN YOUR MONITORING ARE THE ONES IN THOSE GRADES THREE THROUGH EIGHT.

BECAUSE YOU LOOK AT HIGH SCHOOL, YOU LOOK AT ELEMENTARY SCHOOL.

BUT UNLESS YOU HAVE ANOTHER GOAL FOR LOOKING AT THIS ONE, YOU ACTUALLY AREN'T LOOKING AT THE MIDDLE, THOSE MIDDLE YEARS.

IF YOUR QUESTION IS, ARE WE COMFORTABLE WITH THE LANGUAGE, I GUESS WE'LL GET SOME NUMBERS.

THAT'S WHAT OBVIOUSLY WE NEED NUMBERS.

SO I THINK THAT'S I THINK THAT'S WHAT'S MISSING IS THE NUMBERS AND, AND SOME DATA THAT HELPS US UNDERSTAND THOSE NUMBERS.

YEAH. AND I DON'T SO I DON'T WANT TO SPEAK OUT OF TURN BUT I DON'T I DON'T KNOW DO WE HAVE THE BASELINE NUMBERS FOR THIS? OKAY. I JUST WANTED TO MAKE SURE IT WASN'T DATA THAT WE'RE STILL WAITING ON FROM THE STATE.

SO YEAH, WE'LL DEFINITELY HAVE WE'LL DEFINITELY HAVE THE NUMBERS.

OKAY, ANGELA, FOR THE EXIT CRITERIA ARE THE NUMBERS OR LIKE HOW WE'RE SETTING THAT GROUP.

IS THERE GUIDANCE IN THE EXIT CRITERIA ABOUT GETTING THAT RIGHT? LIKE IS THIS A IS THIS EVEN SOMETHING WE HAVE WE HAVE ANY IMPACT ON? LIKE IF IT IS NO TO SAID IT'S THIS, THEY'RE GOING TO TELL YOU THE NUMBERS.

IT'S JUST IF IT'S NOT ON THE TABLE, I'D RATHER US KNOW IT'S NOT ON THE TABLE AND JUST KEEP MOVING.

YEAH. SO I MEAN, YOU DEFINITELY DO NEED TO KNOW THE NUMBERS.

AND BECAUSE YOU DO SO TO IS NOT GOING TO TELL YOU WHAT YOUR TARGETS NEED TO BE.

SO YOU DO DEFINITELY NEED TO HAVE THAT CONVERSATION AROUND THE TARGETS.

AND OUR CHOICE, I GUESS, IS WHAT I'M ASKING.

I MEAN, ULTIMATELY IT IS.

I MEAN, IT'S A CHOICE. SO I WOULD NOT ENCOURAGE YOU TO VEER TOO FAR FROM WHAT THE ADMINISTRATION, THE DATA THAT THE ADMINISTRATION BRINGS TO YOU.

REALLY ANY.

SO I GUESS THAT'S WHAT I'M ASKING.

I'M SAYING WE START GOING DOWN THE RABBIT HOLE AND START SAYING, I WANT THIS AND I WANT THAT.

AND THE ANSWER IS NO.

THIS IS THE NUMBER. I JUST KNOW THAT AND STOP AND NOT TRY TO START CALLING FOR REPORTS THAT ARE NOT REALLY.

YEAH. AND SO ALL OF ALL OF THE THINGS THAT HAVE BEEN MENTIONED SO FAR ARE INFORMATION THAT SHOULD ALREADY BE READILY AVAILABLE, WHICH IS WHY I'M, I'M HAVE BEEN COMFORTABLE THUS FAR.

IF THERE WAS SOMETHING OFF THE WALL, I WOULD DEFINITELY SAY, HOW ARE WE?

[03:00:02]

ALL RIGHT. SO RIGHT NOW, SINCE WE DON'T KNOW WHAT I THINK, WE KNOW THE BASELINE, BUT WE DON'T HAVE THE DATA FOR THE BASELINE TO ANDRE'S POINT.

YEAH. WE ALSO, I DON'T SEEM TO KNOW WHAT THE GROWTH EXPECTATION IS IN THAT SPACE.

IT JUST YOU SEE I'M GOING.

YEAH, I DON'T KNOW. I DON'T KNOW EITHER JUST BECAUSE WE DON'T HAVE THE BASE I MEAN THIS SO THIS GOAL LANGUAGE WAS PUT TOGETHER YESTERDAY.

SO THEY THEY JUST NEED THE, THE LITERAL TIME TO BE ABLE TO PULL SOME OF THIS STUFF TOGETHER.

GOT IT. SO, SO WHEN WE GET THE PROGRESS MONITORING OR THE GOAL PROGRESS MEASURES WOULD THAT BE I'M ASSUMING THAT'S BEFORE OUR VOTE.

YES OKAY.

AND SO WE'LL ALSO I GUESS RECEIVE AT SOME POINT KIND OF WHAT THE PROJECTION IS.

SO OUR NEXT OUR NEXT CONVERSATION WILL BE ON THE IN THE FIRST.

SO THE FIRST MEETING IN NOVEMBER HAS BEEN SCHEDULED AS A BOARD WORKSHOP.

AND SO IN THAT WORKSHOP WE WILL ACTUALLY TALK ABOUT WHATEVER WHATEVER IS STILL KIND OF LINGERING AS IT PERTAINS TO THE GOALS.

IT LOOKS LIKE WE'LL PROBABLY WE'LL BE HASHING OUT THE CONSTRAINTS AT THAT POINT AS WELL.

SO. REALLY GETTING DOWN TO THE NITTY GRITTY ON THOSE NUMBERS, BUT THEN ALSO GETTING THOSE THEY I THINK THERE SHOULD BE PROGRESS MEASURES AVAILABLE IN SOME WAY, SHAPE OR FORM AT THAT TIME AS WELL.

I WANT TO MAKE A POINT CLEAR.

WHEN WE'RE ASKING FOR DATA, IT IS NOT BECAUSE WE ARE ASKING TO BLOW THE WHOLE THING UP.

IT IS LITERALLY SO THAT WE CAN UNDERSTAND.

OR AT LEAST I'LL SPEAK FOR MYSELF, LITERALLY, SO I CAN UNDERSTAND WHERE THE TARGET COMES FROM.

SO LIKE, I MEAN, I THINK IN THAT, THAT FOR ME, IT CUTS ACROSS ALL THESE GOALS, THIS ONE IN PARTICULAR WE DON'T HAVE ANY INFORMATION ON.

SO WE NEED IT. ALL RIGHT.

SO FIFTH GOAL EXIT CRITERIA.

SAME AS THE LAST ONE.

BUT INSTEAD OF THE POPULATION BEING STUDENTS RECEIVING SPECIAL EDUCATION SERVICES, THIS IS THE PERCENTAGE OF STUDENTS ENROLLED IN D OR F CAMPUSES WHO DEMONSTRATE AND MAINTAIN. DA DA DA DA DA.

SO THIS IS THE EXIT CRITERIA IS NO NEW UNDERPERFORMING CAMPUSES.

WHAT THIS DOES IS SO YOU'RE NOT LOOKING AT THE NUMBER OF UNDERPERFORMING CAMPUSES.

YOU'RE LOOKING AT THE ACTUAL OUTCOMES OF THE STUDENTS ON THOSE UNDERPERFORMING CAMPUSES.

SO WHAT GROWTH WHAT IS THE GROWTH THAT THOSE STUDENTS ARE ARE DEMONSTRATING? I'M GOING TO SPEAK FOR EVERYONE WHO'S READING THIS FOR THE ALMOST FIRST TIME, THAT WE PROBABLY NEED TO READ IT AND UNDERSTAND IT A LITTLE BIT BETTER.

AND SO I THINK I'M SPEAKING FOR MYSELF.

PEOPLE CAN DISAGREE, BUT I THINK SOME HELP ON WHAT THIS MEANS AND SOME DATA AND SOME BASELINES OBVIOUSLY BE HELPFUL.

THANK YOU. YEAH. ISN'T THE POINT OF THIS THAT THAT IT'S PART OF THE EXIT CRITERIA AND GROWTH IN DNF STUDENTS? I GUESS IT'S TO TRY TO GET TO WELL, THEY WON'T BE DNF IF THEY KEEP GROWING.

WOULDN'T IT BE BETTER JUST TO HAVE HAVE A SPECIFIC NUMBER THAT DNF WON'T BE THERE, RIGHT.

I THINK BECAUSE THAT'S NOT A STUDENT OUTCOME, RIGHT? YEP. THAT'S IT'S NOT A STUDENT OUTCOME OKAY.

THAT COULD THAT COULD BE A CONSTRAINT.

IT COULD BE A CONSTRAINT. WE COULD ELIMINATE THIS.

815 IT'S HARD TO READ AND THINK THIS COULD.

YOU COULD I WONDER HOW OUR STUDENT OUTCOMES WOULD DO IF WE HAD THEM HERE LATE LIKE THIS AT NIGHT? SUPERINTENDENT. WHAT DO YOU THINK? YEAH, I MADE THAT SAME MISTAKE.

I THOUGHT IT WOULD JUST BE SIMPLE TO SAY NO, NO DNF SCHOOLS, BUT BUT.

YEAH, YEAH. CAN I MAKE ANYTHING EASY? YEAH. I MEAN, YOU COULD, YOU COULD SAY THAT THE, THE EXIT CRITERIA IS, IS ADDRESSED THROUGH A CONSTRAINT THAT THAT TO YOUR POINT IS REDUCE THE NUMBER OF DNF CAMPUSES OR SOMETHING LIKE THAT.

SO THAT'S RIGHT. WE HAVEN'T GOTTEN TO THE CONSTRAINTS.

BUT I ASSUME IF WE PUT THIS IN PLACE THAT WOULD WE PROBABLY WOULDN'T HAVE A CONSTRAINT ON THAT OR THAT'S A CONSIDERATION.

SO SO THAT'S THAT'S ANOTHER CONVERSATION.

UH, NEVER MIND.

WE'VE GOT ABOUT 30 MINUTES TO HAVE THAT CONVERSATION.

SO I WILL INTRODUCE IT.

BUT WE'RE NOT GOING TO GET INTO WE'RE NOT GOING TO ACTUALLY DELIBERATE YET ABOUT WHICH CONSTRAINTS ARE WHAT WE WILL WE WILL HAVE THAT THAT WILL BE PART OF NEXT TIME'S CONVERSATION. BUT I DO WANT TO I DO WANT TO LIFT THIS UP.

SO IN THE CONSTRAINTS, I DO HAVE RECOMMENDED CONSTRAINT LANGUAGE AROUND THE EXIT CRITERIA.

SO BECAUSE THE EXIT AND I WILL ACTUALLY LET ME JUST GO AHEAD AND LET ME JUST GO AHEAD AND GET INTO IT.

[03:05:04]

WE ARE GOING TO.

SO WE WILL PUT TOGETHER THE INFORMATION THAT HAS BEEN REQUESTED AND SHARE IT BACK.

SO IT WILL PROBABLY BE AT THE END OF THE WEEKEND WHERE YOU HAVE ALL OF THAT, BUT YOU'LL HAVE IT WITH PLENTY OF TIME TO BE ABLE TO READ IT, DIGEST IT, ASK QUESTIONS ABOUT IT.

I PERSONALLY AM A I'M A PROCESS THINKER, SO I NEED TO I NEED TO LOOK AT IT, READ IT, THINK ABOUT IT, PROCESS IT, TAKE A SHOWER, HAVE AN AHA MOMENT.

SO I WANT TO GIVE YOU ALL THAT OPPORTUNITY AS WELL I'M SORRY.

WHAT WAS REQUESTED FOR THIS PARTICULAR SOME INFORMATION ON WHAT THE DOMAIN TO PART A SCHOOL GROWTH INDICATOR WAS THE BASELINE THE GROWTH EXPECTATION AND THE DATA THAT IS BEHIND IT.

OKAY. THANK YOU. ALL RIGHT.

AND THEN ISN'T THIS TO ANGIE'S EARLIER POINT, LIKE ASSUMING WE AS A BOARD CHOOSE NOT TO HAVE THIS GOAL, WE REDUCED FROM 5 TO 4 AND THEN COVER IT DURING THE CONSTRAINT.

MHM. YEAH. YEAH YEAH IT IS AN OPTION.

SO I DEFINITELY SO MY COACHING IS THAT YOU SHOULD THAT YOU ABSOLUTELY SHOULD ADOPT THE GOALS AROUND THE EXIT CRITERIA.

YOU ALL HAVE TO MAKE YOUR DECISION ON WHAT YOU WANT TO DO.

BUT IT'S BECAUSE IT'S ALREADY YOU'RE SPENDING THE MONEY ANYWAY.

THE ENERGY IS GOING INTO IT ANYWAY.

SO IT'S NOT LIKE IN A IN A USUAL SITUATION WHERE I WOULD COACH THE BOARD.

THE MORE GOALS THAT YOU HAVE, THE LESS FOCUS YOU HAVE.

AND WE WILL HAVE THAT CONVERSATION AROUND THE CONSTRAINTS.

BUT WITH THE GOALS YOU'RE ALREADY DOING THESE THINGS.

AND SO TO NOT MEASURE THEM IS REALLY LIKE A MISSED OPPORTUNITY TO NOT EVALUATE HOW THE RESOURCES ARE BEING ALLOCATED ACROSS THE DISTRICT AND WHAT KIND OF BANG YOU'RE GETTING FOR YOUR BUCK.

IT. ANGELA.

SO ARE YOU SAYING THAT NAMING IT AS A GOAL AND MONITORING IT THAT WAY IS STRONGER THAN NAMING IT AS A CONSTRAINT AND MONITORING THE CONSTRAINT? YOU'RE SAYING THEY'RE NOT EQUAL? I'M SAYING BOTH.

AND SO IT COULD BE EITHER WAY.

IT CAN BE EITHER WAY.

I'M SAYING IT SHOULD BE BOTH.

YOUR RECOMMENDATION IS A IS A IS TO HAVE A GOAL AND A CONSTRAINT.

THAT'S THE SAME THING.

YES. SO HAVING A GOAL AND THEN HAVING A CONSTRAINT THAT THAT.

SO THE GOAL IS FOCUSED ON THE STUDENT OUTCOMES.

THE CONSTRAINT IS FOCUSED ON WHAT THE ADULTS ARE DOING.

SO OPERATIONAL AREAS.

SO ESPECIALLY IN IN SPECIAL EDUCATION WE TALK ABOUT HOW YOU REALLY MOVE THE NEEDLE IN SPECIAL EDUCATION BY FOCUSING ON SYSTEMS AND SUPPORTS AND CULTURE.

THE WAY THAT YOU MEASURE THAT IS THROUGH CONSTRAINTS.

GOT IT OKAY. AND SO IT'S LIKE IT'S THEY SUPPORT EACH OTHER.

THEY'RE A SYSTEM OF CHECKS AND BALANCES ESSENTIALLY.

AND AND THE KEY INDICATOR IS WHAT KIDS DO ON THE GOAL SIDE.

ADULT BEHAVIOR AND SYSTEMS CHANGE ON THE CONSTRAINT SIDE.

YES. YOU'RE GETTING AT IT.

YES. CAN WE GET A DIFFERENT VERSION OF THIS EXIT PARTICULAR EXIT CRITERIA FOR UNDERPERFORMING SCHOOLS? BECAUSE IF OUR EXIT CRITERIA IS TO HAVE NO DNF CAMPUSES, RIGHT.

SO IN MAY OF 2018, WE SHOULD NOT BE ABLE TO EVEN HAVE A NUMBER FOR THIS.

YEAH. THAT'S THE POINT IS TO IF YOU IF YOU GOT TO THE POINT WHERE IN THREE YEARS YOU DON'T HAVE ANY CAMPUSES, THEN THIS GOAL GOES AWAY.

AND THAT'S AND THAT'S THE POINT OF A GROWTH OF A GOAL SUCH AS THIS ONE, WHERE YOU ACTUALLY WANT IT TO GO AWAY.

YOU AND THE ONE THING TO.

WE'LL POINT THIS OUT IN THE IN THE NEXT CONVERSATION AND WE'LL, WE'LL ADD MORE CLARITY TO IT.

BUT BECAUSE THIS IS CAMPUSES, THAT NUMBER IS GOING TO CHANGE EVERY YEAR.

SO IT'S NOT GOING TO BE YOUR GROWTH.

SO YOU'RE NOT GOING TO HAVE THE SAME YEAR.

LIKE THE CHANGE ISN'T GOING TO BE CONSISTENT YEAR AFTER YEAR BECAUSE THE DENOMINATOR IS GOING TO CHANGE.

AND SO ONE YEAR YOU MAY HAVE 12 UNDERPERFORMING CAMPUSES, THE NEXT YEAR YOU MAY HAVE TEN UNDERPERFORMING CAMPUSES.

THE NEXT YEAR YOU MAY. THIS IS COUNTING STUDENTS.

THIS IS NOT COUNTING CAMPUSES.

IT'S COUNTING STUDENTS ON THOSE CAMPUSES.

SO IF YOU HAVE A PERCENTAGE OF STUDENTS, IF YOU HAVE TEN UNDERPERFORMING CAMPUSES AND THERE ARE 300 STUDENTS ON EACH OF THOSE CAMPUSES, THEN YOU WILL HAVE 3000 STUDENTS THAT YOU'RE LOOKING AT.

IF YOU ONLY HAVE TWO UNDERPERFORMING CAMPUSES AND THERE ARE 300 STUDENTS AND YOU ONLY HAVE A POPULATION OF 600, I GET THAT AND THE PERCENTAGES WILL JUMP AROUND BASED

[03:10:07]

IT'LL CHANGE EVERY YEAR.

ALSO, JUST A QUESTION.

YES. JUST.

IT'S NOT VERY. WELL, I THINK A RELATED QUESTION IS, AND I DON'T KNOW THE ANSWER BECAUSE I KNOW I HAVEN'T SEEN IT.

BUT IF THE PART OF THIS IS TO MAINTAIN GROWTH, HOW DOES THAT WORK WHEN PRESUMABLY WE'RE LOSING CAMPUSES AND HOW ARE THEY MAINTAINING? I DON'T KNOW HOW THAT WORKS.

OKAY. I'M SEEING FOLKS OVER THERE AGREEING.

SO MAYBE WE NEED TO. SO WE WILL WE WILL GET WE WILL BRING BACK ANSWERS ON ALL OF THOSE THINGS.

AND I WOULD JUST SAY DITTO BECAUSE THEY ALL SAID THE SAME THING.

WE NEED CLARIFICATION AND CLARITY.

AND SO I HAD ALL OF THESE QUESTIONS AS WELL.

AND SO I KNOW I KNOW WE'VE GOT ANSWERS TO THEM.

BUT SO THEY'RE GOOD GOOD QUESTIONS.

BUT WE WILL DEFINITELY MAKE SURE THAT WE GET ENOUGH INFORMATION FOR YOU TO DIGEST AND THINK ABOUT IT BEFOREHAND.

OKAY. SO QUICKLY.

I WANT TO TALK ABOUT I WANT TO INTRODUCE CONSTRAINTS.

WE'RE NOT GOING TO DELIBERATE CONSTRAINTS TONIGHT, BUT I WANTED TO LIFT UP AT LEAST THE THE COMMUNITY ENGAGEMENT PORTION OF THE CONSTRAINTS.

AND REALLY THAT IS SO WHEN YOU TALK ABOUT THE CONSTRAINT, YOU REALLY NEED TO UNDERSTAND WHAT THEY ARE.

SO WE TALK ABOUT HOW THE BOARD REPRESENTS THE COMMUNITY'S VISION BY ADOPTING STUDENT OUTCOME GOALS.

SO WHAT IS THE COMMUNITY'S VISION FOR IMPROVING STUDENT OUTCOMES? LET'S NOW ADOPT GOALS AROUND THOSE THINGS FOR THE CONSTRAINTS.

THAT'S HOW WE PROTECT THE COMMUNITY'S VALUES.

SO WE ASK THE COMMUNITY, WHAT ARE WHAT ARE THE THINGS THAT WE SHOULD NOT DO OR THAT WE SHOULD STOP DOING AS WE PURSUE IMPROVE STUDENT OUTCOMES? IT'S REALLY IMPORTANT TO UNDERSTAND, AND I KNOW THE BOARD UNDERSTANDS THIS BECAUSE WE SPENT A LOT OF TIME TALKING ABOUT IT IN OUR WORKSHOP TOGETHER.

BUT FOR THE COMMUNITY, THE CONSTRAINTS HAVE TO BE STATED AS A NEGATIVE.

THEY NEED TO USE SHALL NOT LANGUAGE OR DO NOT LANGUAGE BECAUSE THE BOARD.

SO THE BOARD SETS THE GOALS FOR WHERE THE SUPERINTENDENT GOES.

THE SUPERINTENDENT DECIDES HOW TO GET THERE.

THE BOARD SHOULD NEVER TELL THE SUPERINTENDENT THIS IS WHAT YOU HAVE TO DO.

THIS IS WHAT YOU SHOULD DO.

WHEN THE BOARD TELLS THE SUPERINTENDENT HOW TO DO HIS JOB, YOU ARE GIVING HIM AN EXCUSE TO FAIL.

AND WHAT I MEAN WHEN I SAY THAT IS THAT IF YOUR STRATEGIES DON'T WORK, BUT YOU'RE TELLING THE SUPERINTENDENT WHAT STRATEGIES NEED TO BE USED, HE DOESN'T.

HE CANNOT BE HELD ACCOUNTABLE FOR THOSE STRATEGIES.

AND HE IS THE ONE THAT HAS TO BE BE ACCOUNTABLE FOR THEM, NOT THE BOARD.

AND SO IN ORDER TO PRESERVE THAT SYSTEM OF ACCOUNTABILITY, YOU CAN TELL THE SUPERINTENDENT WHAT NOT TO DO, BUT YOU CANNOT TELL THE SUPERINTENDENT WHAT TO DO.

SO WE GO OUT TO THE COMMUNITY.

WE ASK THEM, WHAT SHOULD HOUSTON ISD STOP DOING OR AVOID DOING AS WE PURSUE OUR STUDENT? IMPROVE STUDENT OUTCOMES? UH, OVERWHELMINGLY, THE RESPONSES FROM THE COMMUNITY WERE, WE WANT TO GO BACK TO AN ELECTED BOARD.

I DON'T THINK ANYBODY IS SURPRISED THAT THIS IS NOT AN IDEAL SITUATION.

AND I ALSO WOULD NOT BE I WANT TO RAISE UP THE FACT THAT I DON'T THINK ANY OF YOU WANT TO WANT TO STAY WHERE YOU'RE AT.

I THINK THAT EVERY SINGLE PERSON IN THIS ROOM IS COMMITTED TO ENSURING THAT THE THE GOAL IS TO GET BACK TO AN ELECTED BOARD, AND IF THAT IS. AND SO GENERALLY, I WOULD FOR SOME OF THE RESPONSES THAT ARE OVERTLY CRITICAL, NOT ANSWERING THE QUESTION.

I WOULD I WOULD TYPICALLY JUST CODE THOSE AS DID NOT ANSWER.

BUT BECAUSE OF THE MAGNITUDE OF THESE RESPONSES AND BECAUSE OF JUST THE SITUATION IN GENERAL, IT WAS WORTH LIFTING UP BECAUSE I THINK THAT THIS IS WHILE IT CAN BE KIND OF HARD, A HARD NUMBER TO LOOK AT, IT CAN BE A DIFFICULT THING TO TALK ABOUT.

IT ACTUALLY IS.

I SEE IT AS COMMON GROUND.

THIS IS SOMETHING THAT WE'RE ALL COMMITTED TO MAKING HAPPEN.

AND SO MAKE IT CLEAR THAT HE HAD RETURNED TO A DEMOCRATICALLY ELECTED BOARD.

THE WAY THAT THAT HAPPENS IS BY FOCUSING ON THE EXIT CRITERIA.

THE EXIT CRITERIA IS THE WAY THAT THAT HAPPENS.

AND SO THAT'S THAT'S OUT ON THE TABLE NOW.

FURTHER BREAKING IT DOWN.

SO GOING BACK AND LOOKING ALL OF THAT DATA AGAIN WHAT ARE THEY ACTUALLY SAYING.

[03:15:02]

WHAT THEY THINK THE DISTRICT SHOULD STOP DOING? WHAT ARE THE VALUES THAT THOSE THAT THOSE STATEMENTS ARE SPEAKING TO? A LOT OF THOSE VALUES WERE SPECIFIC TO INNOVATIVE PROGRAM OPTIONS.

WHEN I TALK ABOUT INNOVATION, I WAS SPECIFICALLY REFERRING TO LIKE SCHOOLS OF CHOICE AND MAGNET SCHOOLS.

SO YOU'VE GOT YOUR DUAL LANGUAGE IN THERE.

YOUR FINE ARTS, INTERNATIONAL BACCALAUREATE WAS ONE OF THE ONES THAT WAS MENTIONED TONIGHT.

THAT CAME UP SEVERAL TIMES.

ALL OF THOSE WE THINK OF ENHANCEMENTS TO THE PROGRAMING, GIFTED AND TALENTED AND SO SPECIFIC THINGS THAT ARE SPECIFIC TO EDUCATIONAL PROGRAMING.

PEOPLE WANT KIDS TO HAVE ACCESS TO, TO, OUTSIDE OF THE BOX THINKING.

THE NEXT 34.53% OF RESPONDENTS TALKED ABOUT HIGH QUALITY INSTRUCTIONAL MATERIALS AND RESOURCES.

SO NOT JUST NOT JUST THAT THEY VALUE INSTRUCTIONAL MATERIALS, BUT ACTUALLY THE VALUE WAS AROUND STUDENTS HAVING EQUITABLE ACCESS TO THOSE, MEANING THAT REGARDLESS OF THEIR ZIP CODE, THEIR SOCIAL ECONOMIC STATUS, THEIR ABILITY, OR THEIR RACIAL OR ETHNIC BACKGROUND, THEY'RE GOING TO HAVE ACCESS TO HIGH QUALITY INSTRUCTIONAL MATERIALS.

THAT WAS A RESOUNDING PIECE OF FEEDBACK THAT YOU GOT.

NEXT. 23.46% OF RESPONDENTS BELIEVE THAT STUDENTS SHOULD HAVE ACCESS TO HIGHLY QUALIFIED TEACHERS.

SO NOT JUST HIGHLY QUALIFIED TEACHERS, BUT ALSO INSTRUCTIONAL PRACTICES.

SO A LOT OF THESE WERE TEACHERS.

SO AND SO GETTING DOWN LIKE INTO THAT NEXT LAYER A LOT OF THE FEEDBACK WAS AROUND PROBABLY NOT THE MAJORITY OF IT.

PROBABLY THE SMALLEST WAS AROUND AUTONOMY, SUPPORTING TEACHERS, PAYING TEACHERS, GIVING TEACHERS, LETTING TEACHERS TEACH.

THE VAST MAJORITY OF THEM WERE KIDS NEED GOOD TEACHERS, KIDS NEED GOOD TEACHERS CONNECTED TO THAT.

AND SO INCLUDED IN THIS NUMBER IS ALSO FEEDBACK AROUND CAMPUS LEADERSHIP AND INSTRUCTIONAL LEADERS OUTSIDE OF THE CLASSROOM.

BUT WE'RE STILL ON THE CAMPUS.

SO PRINCIPALS AND HOW THEY'RE REALLY BEING THAT INSTRUCTIONAL GUIDE FOR THOSE INSTRUCTIONAL PRACTICES.

FINALLY, 15.78% RECEIVED OR BELIEVED THAT CHILDREN SHOULD HAVE SUPPORTS OUTSIDE OF THE CLASSROOM SO THAT THEY CAN BE SUCCESSFUL INSIDE OF THE CLASSROOM.

AND THIS IS REALLY SPECIFIC TO SOCIAL EMOTIONAL LEARNING AND ACCOMMODATIONS FOR SPECIAL EDUCATION AND WRAPAROUND SERVICES.

SOCIAL ALREADY SAID SOCIAL EMOTIONAL LEARNING, MENTAL HEALTH.

AND I KNOW THAT THAT THIS IS SOMETHING THAT WAS JUST TALKED ABOUT IN THE LAST BOARD MEETING.

THERE WAS SOME TALK ABOUT THE SUNRISE CENTERS AND THAT WHOLE STRATEGY THAT THE SUPERINTENDENT HAS AS PART OF HIS PLAN IS REALLY AROUND THIS AREA. SO I WANTED TO EVEN THOUGH WE DON'T HAVE TIME TO REALLY DEBATE THE THE CONSTRAINTS, I WANTED TO GIVE YOU THIS FOOD FOR THOUGHT THAT THIS IS WHAT THE COMMUNITY SAID AS IT PERTAINS TO THEIR VALUES.

WHAT ARE YOU? AS YOU LOOK AT THESE NUMBERS, AS YOU THINK ABOUT THE FEEDBACK THAT YOU'VE RECEIVED FROM YOUR COMMUNITY AND WHAT THEIR VALUES ARE SPEAKING TO.

WHAT ARE SOME OF THE THINGS THAT YOU'RE NOTICING? ANGELA. WHAT I'M NOTICING IS THAT SO MANY OF THE VALUES OF THE COMMUNITY ALIGN WITH THE SUPERINTENDENTS PLAN.

SO WHAT I'M AND THIS IS NOT ONE I'M USING ABOUT.

AND IT'S NOT A QUESTION FOR PEOPLE TO ANSWER, BUT WHAT I'M THINKING ABOUT IS IF WE'RE ALREADY IN ALIGNMENT AND WE DON'T NEED A PROD FOR, YOU KNOW, CURRICULUM, INSTRUCTIONAL PRACTICE, ALL THAT STUFF.

DO YOU MAKE A CONSTRAINT IF IT'S ALREADY A PRIORITY IN A GOAL? I'M NOT ASKING THE QUESTION. I'M JUST SAYING THAT'S WHAT I'M THINKING ABOUT.

THAT'S WHAT STANDS OUT TO ME.

THANK YOU. I'M GOING TO SAY THE SAME THING I SAID EARLIER WHEN WHEN WE WERE READING THESE, AND I THINK YOU AND I HAD THE CONVERSATION THAT I'M.

I'M PLEASANTLY PLEASED THAT THE THINGS THAT THEY'RE BRINGING UP AND SAYING ARE IMPORTANT ARE THINGS THAT WE'RE ALREADY ALIGNED WITH AND DOING THE SUNRISE CENTERS AND AND SOME OF THE HIGH QUALITY INSTRUCTION AND BEING EQUITABLE.

SO I WAS PLEASANTLY PLEASED WHEN I READ THIS.

I WAS A LITTLE SURPRISED AT THE 40%.

NOT SURPRISED. I THOUGHT IT WOULD BE HIGHER.

[03:20:02]

BUT MAYBE THEY JUST DIDN'T.

YEAH, MAYBE THEY JUST DIDN'T ANSWER THAT ONE.

I DON'T KNOW. BUT BUT YEAH, YEAH, I WANT TO BE CLEAR.

THE 40% THAT IS PEOPLE WHO WERE EXPLICIT.

SO TAKE TAKE THAT TAKE THAT FOR WHAT IT IS.

AND I'LL SAY FOR HIGH QUALITY INSTRUCTIONS I THINK AND HIGH QUALITY TEACHERS, I THINK THAT SHOWED UP.

AND THAT'S SOMETHING WE'VE HEARD THROUGHOUT THE YEAR.

BUT JUST CALL SOME ATTENTION TO REALLY WHAT WE'RE PUTTING OUT IN CLASSROOMS TODAY.

AND I KNOW WE'RE MAKING SOME CHANGES TO MAKE SURE THAT IT'S QUALITY.

SO I THINK WE HAVE TO RECOGNIZE THAT AS WELL.

NO, THANK YOU, I THINK.

NO, I THINK IT'S IMPORTANT TO NOTE THAT.

WE. I NEED TO SPEND TIME WITH THE COMMUNITY.

TO REALLY, BECAUSE WHAT THEY'RE SAYING IS THEY WANT US TO STOP DOING.

WHAT THIS DOESN'T REPRESENT.

AND SO IT'S ACTUALLY SAYING THEY DON'T SEE THAT WE'RE ALIGNED.

SO PART OF IT IS CONTINUALLY EDUCATING AND EXPLAINING.

THAT THESE THINGS ARE WHAT YOU ASK FOR.

IT MAY LOOK DIFFERENT IN CERTAIN WAYS.

THE IMPLEMENTATION OR THE STRATEGY MAY NOT BE AS APPROACHABLE OR COMFORTABLE FOR YOU, BUT IT ACTUALLY ACHIEVES THE END THAT YOU WANT.

AND SO IT'S AGAIN BRIDGING THE GAP AND LIKE HELPING THE ADMINISTRATION RELAY THAT MESSAGE CONTINUALLY.

YEAH, I WAS I WAS ACTUALLY SURPRISED BY THE PERCENTAGE OF, OF PEOPLE WHO WERE, HAD A, HAD A BELIEF AND WERE INTERESTED IN TALKING ABOUT INNOVATIVE PROGRAMING AND SCHOOL OPTIONS BECAUSE THAT MEANS THAT IT IMPACTS.

PROBABLY MORE THAN THAT, RIGHT? WHAT PEOPLE WRITE DOWN.

SO THAT WAS THAT WAS ACTUALLY A LITTLE BIT OF A SURPRISE TO ME.

TAKE A SHOT AT IT.

I WAS SURPRISED BY THE 40% AND THOUGHT IT THOUGHT IT'D BE MUCH HIGHER BECAUSE IF YOU PULL THIS BOARD, WE WERE 100% ON THAT.

BUT WITH THE BUTT AND THE BUTT IS WE ARE GOING TO GET THROUGH THE EXIT CRITERIA.

BUILDING SYSTEMIC CHANGE AND A FOUNDATION THAT CANNOT BE TORN DOWN IN THE FUTURE BY ELECTED OFFICIALS WHO DECIDE TO THROW IT AWAY.

THANK YOU FOR THAT.

THAT WHAT I WAS WONDERING WAS ABOUT HOW WE WOULD USE THESE CONSTRAINTS TO MAKE SURE WE WE PROTECT THE THIS, THIS PLAN, THIS EFFORT.

AND SO MAYBE WE DO USE THESE CONSTRAINTS AS A WAY TO MAKE SURE THAT IF FOR WHATEVER REASON, THERE'S A CHANGE IN YEAR THREE THAT WE DON'T RIP OUT THIS WORK AND DON'T GET TO SEE IT THROUGH THE FIVE YEARS AND MAKE SURE THAT THOSE CONSTRAINTS HELP US SEE THAT WORK THROUGH.

YEAH. SO ACTUALLY I WANT TO CONFIRM THAT THE RESULTS THAT WE'RE LOOKING AT.

SUMMARIZE WRITTEN COMMENTS AND NOT NECESSARILY COMMENTS THAT WERE VERBALIZED AT COMMUNITY MEETINGS.

YES, YES. SO THIS IS ONLY REFLECTIVE OF THE COMMENTS THAT WERE SUBMITTED THROUGH THE QR CODE OR THROUGH THOSE PAPER DOCUMENTS THAT WERE GIVEN AT THE WHERE WE HAD LIKE THE HARD WRITTEN WORD NOT.

AND WE HAVE WE DO HAVE NOTES FROM EACH OF THOSE AND ALL OF THOSE STICKY NOTES AND THE NOTES THAT INDIVIDUALS TOOK AND ALL OF THAT WAS REVIEWED.

AND YOU WILL YOU WILL ALSO I WILL GIVE YOU ACCESS TO ALL OF THAT AS WELL.

UM, AND I JUST I DIDN'T THINK ABOUT IT UNTIL JUST NOW, BUT I WILL I WILL DO THAT BEFORE I GO TO BED TONIGHT.

ALL OF THOSE ARE IMPORTANT PIECES OF INFORMATION, AND IT WAS DEFINITELY CROSS-REFERENCED TO MAKE SURE THAT THERE WERE NO ANOMALIES, THAT THERE WAS NOTHING THAT STOOD OUT, THAT MAYBE IF, YOU KNOW, IF 20% OF THE WRITTEN NOTES CAME BACK AND SAID SOMETHING COMPLETELY DIFFERENT, ANOTHER, YOU KNOW, PRE K IS SOMETHING THAT'S NOT REFLECTED IN HERE, BUT IS ALSO VERY, VERY IMPORTANT.

AND AND IT IS SOMETHING THAT USUALLY COMES UP.

I DON'T THINK IT DIDN'T COME UP MUCH AT ALL IN THIS.

THAT DOESN'T MEAN THAT THE COMMUNITY DOESN'T THINK THAT IT'S IMPORTANT.

IT JUST MEANS THAT IT WASN'T ONE OF THE THINGS THAT WAS LIFTED UP ON THIS.

BUT IF THAT WAS IF THERE WAS SOME KIND OF ANOMALY WHERE A LOT OF PEOPLE HAD SAID THAT ON THE NOTES, BUT THEY DIDN'T SAY IT IN THE IN THE QR CODE OR THE ONLINE

[03:25:08]

SO FOR NEXT TIME WHEN WE COME TOGETHER, WE WILL DELIBERATE THE CONSTRAINTS.

SO MY RECOMMENDATION IS THAT YOU THAT YOU DO ADOPT TO CONSTRAINTS AROUND THE EXIT CRITERIA.

SO ONE THAT IS SPECIFIC TO SPECIAL EDUCATION, ONE THAT IS SPECIFIC TO DNF CAMPUSES.

YOU HAVE A LOT OF FLEXIBILITY IN WHAT THOSE CONSTRAINTS LOOK LIKE.

AND I DO HAVE I DO HAVE SOME SAMPLE LANGUAGE FOR THEM.

BUT THAT AS ANY TIME I GIVE YOU SAMPLE LANGUAGE, IT IS GOING TO BE TO HELP YOU HAVE A STARTING POINT.

YOU CAN THROW AWAY EVERYTHING THAT I WRITE AND IT'S NOT GOING TO HURT MY FEELINGS.

THIS IS YOUR WORK, NOT MINE.

I'M JUST HERE TO HELP GUIDE YOU THROUGH IT.

AND SO THE NEXT TIME WE WILL ACTUALLY.

SO BETWEEN NOW AND THEN, I WANT TO INVITE YOU TO MARINATE ON THIS, TO THINK THROUGH WHAT SOME CONSTRAINTS MAY BE, TO THINK OF HOW YOU WANT TO BALANCE HAVING SO PROTECTING THE COMMUNITY'S VALUES, AND ALSO KEEPING ENOUGH FLEXIBILITY IN THE NUMBER OF PRIORITIES THAT YOU SET SO THAT THERE IS THE MOST ABILITY TO FOCUS POSSIBLE.

BECAUSE FOR EVERY.

SO FOR EVERY CONSTRAINT THAT YOU SET OR FOR EVERY PRIORITY.

SO WHETHER IT'S A GOAL OR A CONSTRAINT, YOU ARE REDUCING THE AMOUNT OF GROWTH THAT YOU'RE ABLE TO SEE ON THOSE ITEMS. SO IT'S IT'S A BALANCING ACT.

AND I THINK WE'VE TALKED ABOUT THAT QUITE A BIT.

BUT I WOULD BE REMISS TO NOT MENTION THAT.

SO THINK ABOUT WHAT YOU WANT THOSE TO LOOK LIKE.

THINK OF DIFFERENT SAMPLE LANGUAGE.

I PUT SOME DOCUMENTS.

SO THIS DOCUMENT, IT IS TITLED QUESTIONS TO ASK WHEN EVALUATING GOALS.

IT'S PRINTED OUT ON YOUR ON YOUR DESKTOP.

I KNOW I'M KILLING A LOT OF TREES TONIGHT.

IT'S ALSO AVAILABLE ON THE SHARE FILE.

EVERYTHING THAT WAS PROVIDED TO YOU TONIGHT WILL BE ON IS ON THE SHARE FILE, INCLUDING THE THE DATA DOCUMENTS THAT WERE SHARED THIS MORNING AND ALL OF THE COMMUNITY FEEDBACK DOCUMENTS AS WELL.

AND I THINK PUBLICLY POST OR AT LEAST THE THE DOCUMENTS FROM TONIGHT ARE PUBLICLY POSTED ON THE WITH THE CALENDAR AS WELL OR THE AGENDA.

SO BETWEEN NOW AND OUR NEXT TIME TOGETHER, THINK ABOUT WHAT YOU WANT THIS WORK TO LOOK LIKE.

I AM AVAILABLE TO ANY TIME TO HOP ON A ZOOM CALL TO HOP ON A PHONE CALL.

I'VE ALREADY DONE THAT WITH THE MAJORITY OF YOU, AND ANY TIME THAT I CAN HELP TALK THROUGH THINGS OR THINK THROUGH THINGS, OR JUST BE A THOUGHT PARTNER, PLEASE USE ME.

THAT'S THAT'S WHAT I'M HERE FOR.

WITH THAT, I WILL TURN IT BACK TO YOU.

THANK YOU.

OH, QUESTION. OH, YEAH.

JUST ONE QUICK QUESTION.

SO THE SUMMARY OF THE CHANGES THAT WE REVIEWED TO TONIGHT, CAN WE HAVE THOSE POSTED ONLINE ALSO SO THAT WE CAN ON THE SHAREPOINT OR AT LEAST.

YEAH I DON'T KNOW WHY NOT.

SO YOU'RE TALKING ABOUT LIKE THE QUESTIONS THAT YOU, THE QUESTIONS THAT WERE ASKED AND THE LIKE THE DATA DOCUMENTS THAT WERE THAT WERE REQUESTED AND THE CHANGES TO THEM.

AND THERE WERE SOME CHANGES IN THE VISION STATEMENT, THE GOAL THAT HAD A LITTLE BIT OF A DIFFERENCE IN IT.

YEAH, I THINK WE ABSOLUTELY CAN DO THAT.

ARE THERE ANY OTHER QUESTIONS? I'M SORRY FOR NOT ASKING THAT.

OKAY. THANK YOU VERY MUCH.

I THINK THAT WAS VERY PRODUCTIVE.

WITH NO FURTHER BUSINESS TO DISCUSS, HOW'S THE ASTROS GAME? 7 TO 3, ASTROS 7 TO 3.

MIDDLE OF THE. OH, WOW.

IT'S GONNA BE LATE. THIS MEETING OF THE BOARD IS ADJOURNED.

THE TIME IS 901 ON OCTOBER 19TH, 2023.

* This transcript was compiled from uncorrected Closed Captioning.