Nov 02, 2023 Agenda Review

[00:00:04]

GOOD EVENING, THIS MEETING IS NOW CONVENED.

[Agenda Review]

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

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

THEY ARE FROM MY RIGHT ON THE PLATFORM.

IF THERE ARE ANY ELECTED OFFICIALS, I SEE AT LEAST ONE IN THE AUDIENCE THIS EVENING.

PLEASE STAND AND BE RECOGNIZED.

I SEE TWO. THANK YOU FOR BEING HERE TONIGHT.

THANK YOU, TRUSTEES, FOR BEING HERE.

OUR FIRST ORDER OF BUSINESS IS TO HEAR FROM SPEAKERS TO AGENDA ITEMS. WE ARE GLAD YOU ARE HERE AND WE ARE LOOKING FORWARD TO HEARING FROM YOU.

PUBLIC COMMENT 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 22 SPEAKERS REGISTERED THIS EVENING.

EACH SPEAKER WILL BE GIVEN TWO MINUTES TO ADDRESS THE BOARD PER BOARD POLICY.

WE ASK THAT YOU PLEASE 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 WITH YOUR CAMERA ON AS YOU SPEAK.

THE FIRST ITEM HELD FOR REGISTERED SPEAKERS IS THE WORKSHOP TOPIC GOALS AND CONSTRAINTS.

SARAH RIVLIN IS OUR FIRST SPEAKER THIS EVENING.

PLEASE APPROACH THE MICROPHONE.

THIS SPEAKER IS ALSO REGISTERED TO ADDRESS ITEM ONE.

AFTER HER WILL BE MICHELLE WILLIAMS AND AMY KIRSCHEN.

MS. RIVLIN, PLEASE GO AHEAD.

HI MY NAME IS SARAH RIVLIN, AND I'M SPEAKING TODAY ABOUT THE FUTURE OF THEIR GOALS, AND ON BEHALF OF AN NES TEACHER WHO IS AFRAID TO SHARE HER TESTIMONY FOR FEAR OF RETRIBUTION, I WILL HAVE BEEN A TEACHER FOR A DECADE.

I CONSIDER MYSELF AN EXPERIENCED EDUCATOR WHO YEARNS TO SHARPEN MY SKILLS AND HONE MY CRAFT SO I CAN BE THE BEST TEACHER FOR MY STUDENTS.

AFTER SCIENCE OF TEACHING, SCIENCE OF READING TO A POPULATION OF NEWCOMERS AND EMERGENT BILINGUAL STUDENTS, I FEEL LIKE MY HANDS ARE TIED BECAUSE MY ADMINISTRATORS HAVE TOLD US NOT TO READ TO STUDENTS.

HOWEVER, MANY OF MY KIDS CANNOT READ IN ENGLISH OR CANNOT READ WELL.

THEREFORE, IT'S APPROPRIATE TO MODEL FOR THEM WHAT GOOD READING IS AND HOW THEY CAN THINK ABOUT WHAT THEY ARE READING.

MR. MILES, YOU MIGHT FEEL THAT OUR KIDS DON'T HAVE TIME, BUT AS MARTIN LUTHER KING JR.

HAS SAID, THE TIME IS ALWAYS RIGHT TO DO THE RIGHT THING AND THE RIGHT THING IS TO PROVIDE A SPECIAL EDUCATION.

SORRY, A SPECIAL PROGRAM WITH AUTHENTIC SUPPORT FOR OUR EMERGENT BILINGUAL STUDENTS.

EXPERIENCED TEACHERS DON'T WANT FAKE SUPPORT WHERE WE GET A GOOD SCORE ON OUR SPOT OBSERVATION, WE DEMAND AUTHENTIC SUPPORT THAT IS GROUNDED IN RESEARCH AND BEST PRACTICE AND FACILITATED BY EXPERTS AND MENTORS.

WE DON'T WANT A ONE HOUR TRAINING, AFTER WHICH WE MAGICALLY BECOME EXPERTS TO TRULY LEARN.

WE NEED TIME, MEANINGFUL FEEDBACK, AND OPPORTUNITIES TO MAKE MISTAKES AND NOT BE PENALIZED AS WE LEARN FROM THEM.

THANK YOU.

OUR NEXT SPEAKER IS MICHELLE WILLIAMS, FOLLOWED BY AMY KIRSCHEN AND THEN J.

ALLISON CHAPIN.

MS. WILLIAMS, PLEASE GO AHEAD.

HOUSTON EDUCATION ASSOCIATION.

MR. [INAUDIBLE] SAID THAT YOU ALL ARE THE GUARDIANS OF THE INSTITUTION AND ITS RESOURCES, AND I INTEND TO DO SO DILIGENTLY. TEACHERS ARE HISD'S GREATEST RESOURCE.

ACCORDING TO THE RAND CORPORATION, TEACHERS MATTER MORE TO STUDENT ACHIEVEMENT THAN ANY OTHER ASPECT OF SCHOOLING.

CONTRARY TO WHAT MR. MILES SAYS WHEN IT COMES TO STUDENT PERFORMANCE ON READING AND MATH TESTS, TEACHERS ARE ESTIMATED TO HAVE 2 TO 3 TIMES THE EFFECT OF ANY OTHER SCHOOL FACTOR, INCLUDING SERVICES, FACILITIES AND EVEN LEADERSHIP.

HERE ARE SOME CONSTRUCTIVE FEEDBACK FOR THE BOARD OF MANAGERS.

CHILDREN BECOME CRITICAL THINKERS AND PROBLEM SOLVERS WHEN THEY HAVE A MODEL FOR THESE SKILLS.

TEACHERS' LESSONS IN HISD ARE BEING REPLACED BY SUPERFICIAL AND LOW RIGOR INSTRUCTION THAT WILL NOT CREATE ANYTHING BUT FAILURE.

CHILDREN BECOME WHAT THEY SEE.

THE GOALS THAT YOU'RE SETTING FOR IMPROVING STUDENT OUTCOMES WILL NOT BE MET, BECAUSE YOU ALL ARE ALLOWING TEACHERS AND HISD TO BE

[00:05:03]

HE SAYS THAT WE CAN'T CONTINUE TO DO THE THINGS THAT WE ALWAYS DONE.

YOU KNOW WHY ALL THOSE OTHER SCHOOL DISTRICTS HAVE NOT MADE GAINS? BECAUSE THEY'RE DOING EXACTLY WHAT HE'S DOING TO TEACHERS, AND YOU'RE NOT GOING TO MAKE ANY GAINS.

YOU'RE NOT. SO IF YOU WANT TO RIGHT THIS SHIP AND NOT SINK IT FURTHER, THEN YOU NEED TO TREAT TEACHERS WITH THE RESPECT AND THE DIGNITY THAT THEY DESERVE.

THANK YOU. MA'AM. OUR NEXT SPEAKER IS AMY KIRSCHEN.

MS. KIRSCHEN.

NO. OKAY.

J. ALLISON CHAPIN, AND SHE WILL BE FOLLOWED BY FRANCISCO MORENO AND TRISTA BISHOP WATT.

GOOD EVENING. MY NAME IS ALLISON CHAPIN, AND I'M REALLY SORRY I COULDN'T BE WITH YOU AT THE LAST MEETING, BUT I NEVER GOT THE LINK TO ATTEND VIA ZOOM.

APPARENTLY, I'M NOT THE ONLY PERSON WHO HAS HAD THAT ISSUE.

I'M ALSO HERE TONIGHT TO TELL YOU ABOUT YOUR GOALS AND CONSTRAINTS AND HOW THEY AFFECT PEOPLE'S LIVES, AND I'M GOING TO READ YOU A STORY ON BEHALF OF AN NES TEACHER WHO'S AFRAID TO SHARE HER TESTIMONY FOR FEAR OF RETRIBUTION.

I'M AN EXPERIENCED EDUCATOR WITH OVER TEN YEARS TEACHING EXPERIENCE.

BEFORE MOVING TO THIS SCHOOL, I WAS A TEACHER LEADER AT MY CAMPUS.

WITH MY EXPERIENCE AND SUCCESS IN TEACHING, I THOUGHT I WOULD BE A GREAT FIT FOR THE CAMPUS.

I WAS HOPEFUL AND EAGER TO HELP MORE KIDS.

THAT WAS THE START OF THE SCHOOL YEAR.

NOW I WAKE UP IN THE MORNING WITH TIGHTNESS IN MY CHEST.

IN FACT, ONE MORNING I THOUGHT I WAS HAVING A HEART ATTACK AND WENT TO THE ER.

IT TURNS OUT I WAS HAVING AN ANXIETY ATTACK.

I WANT TO TAKE CARE OF ME, BUT NOW TEACHERS ARE GETTING WRITE UPS FOR HAVING EXCESSIVE ABSENCES WHEN THEY HAVE HAD ONLY THREE.

WE HAVE OUR ALLOTTED PTO PAID TIME OFF DAYS.

YOU CAN DOCK OUR PAY IF WE GO OVER THAT, BUT TO THREATEN OUR LIVELIHOOD WHEN WE ARE WITHIN OUR RIGHTS CREATES A HOSTILE WORK ENVIRONMENT.

IF WE SPEAK UP, WE CAN BE REASSIGNED OR TERMINATED, WHICH WE KNOW HAS ALREADY HAPPENED.

AGAIN, TEACHERS LIKE ME ARE WORRIED ABOUT BEING NEXT ON THE CHOPPING BLOCK.

THERE ARE A LOT OF GOOD TEACHERS AT MY SCHOOL, BUT SO MANY WHO ARE SCARED OF LOSING THEIR JOBS.

AS YOU PLAN YOUR GOALS AND CONSTRAINTS, PLEASE REMEMBER, HAVING HEALTHY, HIGHLY QUALIFIED, CERTIFIED TEACHERS IS CRITICAL TO HAVING A HIGH PERFORMING SCHOOL AND DISTRICT, AND THAT'S HER $0.02.

THANK YOU MA'AM. OUR NEXT SPEAKER IS MS. MORENO. SHE HERE? NO. OKAY.

TRISTA BISHOP WATT.

SHE'LL BE FOLLOWED BY PLACIDO GOMES.

YES, MA'AM. GOOD EVENING, I'M TRISTA BISHOP WATT AND I REPRESENT HOUSTONIANS FOR GREAT PUBLIC SCHOOLS.

THANK YOU FOR ENGAGING IN A ROBUST GOAL AND CONSTRAINT SETTING PROCESS.

THIS WORK IS ONE OF THE MOST CRITICAL DUTIES OF A SCHOOL BOARD, AND WE GREATLY APPRECIATE THE THOUGHTFULNESS WITH WHICH YOU HAVE APPROACHED THIS RESPONSIBILITY.

OVERALL, THE PROPOSED GOALS PRESENTED ARE AMBITIOUS.

APPROPRIATELY, STUDENT FOCUSED AND COMBINED WITH RESTRAINTS, DEMONSTRATE A CLEAR COMMITMENT TO PUBLICLY MONITORING THE INTERVENTION EXIT CRITERIA.

I WANT TO HIGHLIGHT SOME SUGGESTIONS THAT WE BELIEVE WOULD STRENGTHEN THESE GOALS AND BETTER SUPPORT STUDENTS.

FOR GOALS ONE AND TWO ON THIRD GRADE READING AND MATH, WE RECOMMEND PURSUING MODEL NUMBER TWO THAT WAS PRESENTED BY SUPERINTENDENT MILES ON OCTOBER 19TH FOR EACH GOAL, BECAUSE THE OUTCOME TARGETS FOR STUDENT GROUPS ARE EQUITABLY DIFFERENTIATED TO CLOSE THE ACHIEVEMENT GAPS.

WE SUGGEST ADJUSTING THE FIRST FEW TARGETS TO BE MORE AMBITIOUS, SO CLEAR PROGRESS IS DEMONSTRATED EARLY ON, EVEN IF LARGER GAINS ARE EXPECTED LATER IN IMPLEMENTATION.

WE WOULD ALSO SUGGEST A GOAL PROGRESS MEASURE THAT FOCUSES SPECIFICALLY ON STUDENT PERFORMANCE AT NASA CAMPUSES.

GOAL THREE WE STRONGLY ENCOURAGE THE BOARD TO FOCUS ON THE CCMR OUTCOME BONUS CRITERIA, RATHER THAN THE FORMULA OUTLINED IN THE REF ACCOUNTABILITY RATING SYSTEM.

THIS CRITERIA IS MORE RIGOROUS AND BETTER SUPPORTS STUDENT POST-SECONDARY SUCCESS.

IT'S WORTH NOTING THAT THIS FOCUS WILL NOT DETRACT FROM ACCOUNTABILITY.

STUDENTS WHO MEET OUTCOME BONUS STANDARDS WILL HAVE ALREADY MET ACCOUNTABILITY CRITERIA.

WHILE THE POINT OF THE GOAL IS TO FOCUS ON STUDENT OUTCOMES, THE ADDITIONAL FUNDING THAT IS TIED TO MEETING THE OUTCOMES BONUS CRITERIA CAN HELP SUPPORT CTE PROGRAMING AND ADVANCED COURSES.

GOAL FOUR WE WANT TO STRESS THE IMPORTANCE OF COMPLIANCE AND ROBUST COMMUNICATION WITH PARENTS OF SPECIAL EDUCATION STUDENTS.

[00:10:04]

HOWEVER, WE WANT TO CAUTION THAT THE CALCULATIONS OF THIS GOAL IN PARTICULAR WILL BE DIFFICULT FOR THE PUBLIC TO FOLLOW.

GIVEN THE CHANGES IN D AND F RATED CAMPUSES FROM YEAR TO YEAR, WE SUGGEST LEAVING THIS AS A CONSTRAINT WITH RIGOROUS PROGRESS MEASURES.

THANK YOU FOR YOUR TIME AND CONSIDERATION.

THANK YOU MA'AM.

MR. GOMEZ.

REGARDING GOALS AND CONSTRAINTS, I WANT TO ASK YOU TO PAY ATTENTION TO AND THINK THROUGH PERHAPS UNINTENDED CONSEQUENCES OF OVEREMPHASIZING STAAR SCORES IN THE GOALS, IN THE CONSTRAINTS, IN A VACUUM.

I HAVE NO ISSUE WITH THE STAAR EXAM OR STANDARDIZED TESTS AT ALL.

I THINK IT'S WORTHWHILE TO USE THEM AS A GOAL.

WHEN I WAS A TEACHER, I USED STANDARDIZED SCORES AS A PERSONAL GOAL FOR ME AND AS A PERSONAL GOAL FOR THE CLASSROOM.

I THINK IT WOULD BE APPROPRIATE, FOR EXAMPLE, TO SAY WE WANT READING SCORES TO IMPROVE BY X PERCENT BY Y HERE. THE TRICKY PART FOR ME COMES INTO WHETHER OR NOT THERE ARE CONSEQUENCES ATTACHED TO THOSE GOALS.

IF ADMINISTRATORS AND TEACHERS FEEL THAT THEIR JOB IS ON THE LINE, THEIR JOB DEPENDS ON THE STAAR SCORES RISING.

SOME REALLY NASTY AND NEGATIVE UNINTENDED CONSEQUENCES CREEP UP.

FOR EXAMPLE, WHEN I WAS A HIGH SCHOOL GEOMETRY TEACHER, I GOT ALMOST NO ATTENTION OR SUPPORT IN MY CLASSROOM, BUT WHEN I MOVED TO ALGEBRA ONE, SUDDENLY THE WHOLE SCHOOL REALLY CARED A LOT ABOUT HOW MY KIDS WERE DOING, AND EVERYBODY IN THIS ROOM COULD UNDERSTAND WHY WITHOUT ME HAVING TO SPELL IT OUT.

SO WITH THAT IN MIND.

THE GENERAL THEORY THAT I WANT TO PROPOSE IS LIKE IF EVALUATIONS ARE BASED SOLELY ON THOSE SCORES, THE SCHOOL CURRICULUM WILL NARROW TO EXACTLY WHAT THEY'RE BEING EVALUATED ON AND NOTHING ELSE.

MR. MILES, I WAS EXTREMELY THRILLED TO HEAR YOU TALK THIS SUMMER ABOUT THE IMPORTANCE OF THE ARTS, AND IT SOUNDS LIKE YOU'RE A BIG BELIEVER IN WANTING TO MAKE SURE THAT ALL OF OUR KIDS HAVE THOSE OPPORTUNITIES, PARTICULARLY WITH THE RISE IN AI.

I WANT TO EMPHASIZE THE FACT THAT THERE IS A DANGER IN THAT CURRICULUM ALSO BEING NARROWED.

IF THERE'S TOO MUCH OF A MYOPIC FOCUS ON THE STAAR BY ITSELF.

SO, IN CONCLUSION, I HAVE NO ISSUES WITH USING STAAR SCORES AS GOALS.

THE TRICKY PART FOR ME COMES IN THE PUNISHMENTS, OR HOPEFULLY LACK THEREOF, FOR FAILING TO REACH CERTAIN STAAR METRICS, AND THAT'S A CONSTRAINT THAT I WOULD LIKE YOU TO CONSIDER.

THANK YOU SIR. OUR NEXT SPEAKER IS ON THIS TOPIC ARE REGISTERED TO ADDRESS THE BOARD VIA ZOOM.

MISS SMITH, CAN YOU PLEASE IDENTIFY AND ADMIT OUR SPEAKERS? WANT TO EMPHASIZE THE FACT THAT THERE IS A DANGER IN THAT.

PLEASE TURN ON YOUR CAMERA.

YOU MAY BEGIN. HELLO.

I'M WITH [INAUDIBLE].

HERE'S WHAT KEEPS ME IN EDUCATION.

ON HALLOWEEN THIS WEEK, SOMEONE YELLED OUT [INAUDIBLE], I COULDN'T RECOGNIZE THE MAN AT FIRST, BUT THEN HE SAID, CLASS OF 2007.

IT WAS SHAWN. HE HAS THREE KIDS NOW AND IS WORKING IN A SCHOOL.

I HAD TAUGHT SHAWN AT LEE HIGH SCHOOL AT A TIME WHERE I TRUSTED MY PRINCIPAL, STEVE [INAUDIBLE], LOVED MY COLLEAGUES, AND THE TAX TEST WAS JUST A TEST.

I WAS TEACHER OF THE YEAR, RAN THE LITERARY MAGAZINE, AND HAD POETS AND WRITERS VISIT TO DO WORKSHOPS.

SEEING SHAWN FELT LIKE THE UNIVERSE TELLING ME TO STICK AROUND A LITTLE WHILE LONGER, BUT HERE'S WHAT IS PUSHING ME OUT OF EDUCATION.

IF I TAUGHT IN HISD, I WOULD GET FIRED.

I HAVE LAMPS AND DIM LIGHTING.

I MISS SCHOOL DUE TO A DISABILITY TO CONSULT AND [INAUDIBLE] TO HANG OUT WITH MY FAMILY BECAUSE I'M NOT A ROBOT.

I HAVE ART ON MY WALL.

I DO PEACE CIRCLES BECAUSE I PRACTICE RESTORATIVE JUSTICE.

I HAVE A TEA STATION AND SNACKS IN MY CLASS.

WHEN STUDENTS NEED A CATNAP, I GIVE THEM ONE.

SOMETIMES I AM AT MY DESK CONFERENCING WITH THEM TO HELP THEM WITH THEIR RHETORICAL ANALYSIS.

HERE'S ANOTHER REASON I WOULD GET FIRED IN HISD.

I SPEAK OUT ABOUT HOW I DO NOT LIKE THIS TAKEOVER, EVEN AT MY OWN RISK, BECAUSE YOU ARE ALL VERY POWERFUL AND HAVE ACCESS TO EVEN MORE POWERFUL PEOPLE.

ANGIE, I PRAY AND BEG THAT YOU TAKE A RISK AND SPEAK UP FOR PEOPLE LIKE ME WHO HAVE ONE FOOT OUT THE DOOR AND ARE IN HISD.

ME LEAVING IS NOT ABOUT MONEY, BUT EVEN $96,000 COULD NOT MAKE UP FOR THE STRESSORS ON TEACHERS, AND WHEN GOOD TEACHERS LIKE ME ARE BEING RUN OFF.

PLEASE REFLECT ON THE ROLE YOU HAVE PLAYED.

LET THEM TAKE THEIR PTO.

STOP THE TIMER AND LET THE TEACHERS BREATHE.

THANK YOU.

MISS BENSON, PLEASE TURN YOUR CAMERA ON.

[00:15:06]

MARIA BENSON.

I'M A COMMUNITY LEADER AND EDUCATIONAL RESEARCHER.

AT THE LAST BOARD MEETING, THREE MODELS FOR IMPROVING STUDENT OUTCOMES WERE PRESENTED.

I AGREE WITH MR. MILES THAT THE THIRD OR QUICK IMPACT MODEL IS LEAST LIKELY TO HAPPEN.

HOWEVER, THERE ARE TWO OTHER MODELS TO STILL CONSIDER.

A FOURTH MODEL IS THE FLATLINE MODEL WITH NO GROWTH AT ALL, AND THE FIFTH MODEL IS PLUMMETING MODEL WHERE THERE IS NO GROWTH BUT DECLINE OVER TIME.

IN A RECENT INFORMAL SURVEY THROUGH THE TEACHER FACEBOOK GROUP, IT HAS OVER 4000 MEMBERS.

ALMOST 1000 DISTRICT EMPLOYEES RESPONDED.

THERE WERE 42.5%.

THAT'S ABOUT 425 TEACHERS WHO SAID THEY WERE NOT RENEWING THEIR CONTRACT NEXT YEAR.

10.2% THAT'S OVER 100 TEACHERS SAID THEY WOULD BE LEAVING AT THE END OF THE FALL SEMESTER OR SOONER.

ONLY 14.3% SAID THEY WILL RETURN NEXT SCHOOL YEAR, AND 33% OF THOSE SURVEYED WERE STILL UNDECIDED.

IT SEEMS THAT THERE MAY BE AN ISSUE WITH BEING ABLE TO RETAIN HIGHLY QUALIFIED, CERTIFIED TEACHERS.

IF YOU LOSE TEACHERS, YOU WILL HAVE TO REINVEST TIME AND ENERGY WITH NEW TEACHERS, MANY OF WHOM MAY NOT HAVE THE EXPERIENCE EXPERTISE IN THEIR CONTENT AREA AND PEDAGOGY.

TEACHERS AND STAFF HAVE EXPRESSED THEIR CONCERNS ANONYMOUSLY AT BOARD MEETINGS AND IN NEWS OUTLETS.

IT IS IMPERATIVE THAT YOU ADDRESS THEIR CONCERNS AND FEARS.

TWO POPULAR SAYINGS ARE APPLICABLE HERE.

A HAPPY WIFE IS A HAPPY LIFE, AND IF MAMA AIN'T HAPPY, AIN'T NOBODY HAPPY.

IT IS NECESSARY TO LISTEN TO THE NEEDS OF THE PEOPLE TAKING CARE OF THE LEARNING ENVIRONMENT AND YOUR FAMILY AT SCHOOL, AND LET ME BE CLEAR STUDENTS DON'T NEED A PERFECT TEACHER.

THEY NEED A HAPPY TEACHER WHO'S GOING TO MAKE THEM EXCITED TO COME TO SCHOOL AND GROW A LOVE OF LEARNING.

IT'S GOOD TO HAVE GOALS, AND WHILE I HOPE THAT STUDENT OUTCOMES IMPROVE IF WE KEEP DOING WHAT WE ARE DOING TO TEACHERS AND STAFF, THE FUTURE SEEMS BLEAK.

THANK YOU.

MISS BENSON IS [INAUDIBLE].

YES. [INAUDIBLE].

I'M SORRY. HI, MY NAME IS [INAUDIBLE] AND I'M A FOURTH GRADER AT CONDIT ELEMENTARY [INAUDIBLE] TALK ABOUT DEFINING SUCCESS BASED ON TEST SCORES.

I WANT TO REMIND YOU THAT KIDS LIKE ME ARE MORE THAN A TEST SCORE.

AT MY SCHOOL I COMPETE IN UIL.

OUR PTO COORDINATES, THE PARENT VOLUNTEERS TO HELP US LEARN TOPICS BEYOND THE CURRICULUM, SUCH AS CHESS, PUZZLES, NUMBER SENSE, MATH, MUSIC, MEMORY, AND ORATORY.

THOSE ARE JUST THE ONES I HAVE PARTICIPATED IN AND ALL HAVE BEEN COACHED BY PARENTS.

I AM FORTUNATE TO GO TO A SCHOOL WITH A PTO, WITH PARENTS, WITH PARENTS WHO HAVE THE INTEREST, TIME AND CONFIDENCE TO COACH.

I AM FORTUNATE TO GO TO A SCHOOL WHERE KIDS HAVE PARENTS WHO EXPOSE US TO NEW THINGS, AND SURE, WE PRACTICE AND ENCOURAGE US TO ACHIEVE.

HOWEVER, NOT ALL KIDS ARE AS FORTUNATE AS THE SCHOOL WHERE MY MOM USED TO WORK, AT THE SCHOOL WHERE MY MOM USED TO WORK.

THERE WAS NO PTO.

THAT MEANS THAT THE SCHOOL DIDN'T HAVE EXTRA FUNDS NOR EXTRA HANDS TO HELP.

THERE WERE FEW, IF ANY, VOLUNTEERS TO SUPPORT SCHOOL STUDENTS ACADEMICALLY, LIKE COACHING EVENTS.

I THINK AT MY SCHOOL THERE ARE A LOT OF ADVANTAGES, ADVANTAGES AND THOSE ADVANTAGES CAN RESULT IN HIGHER TEST SCORES, AND I'M NOT SAYING THAT OTHER KIDS CAN'T RISE UP. I JUST THINK IT'S WAY HARDER, AND IN KID LANGUAGE, THAT'S NOT FAIR.

VIEWING KIDS BASED ON THEIR STAAR OR MAP SCORE IS NOT FAIR.

A BAD SCORE DOESN'T MEAN A KID IS NOT SMART, OR DIDN'T HAVE ENOUGH TEST PREP, OR PRACTICE.

SOMETIMES THE MOST BRILLIANT AND INTELLIGENT STUDENTS DO NOT SHINE ON STANDARDIZED TESTS BECAUSE THEY DON'T HAVE STANDARDIZED MINDS.

DIANE RAVITCH SAID THAT, AND I AGREE; YOU SHOULD TOO.

THANK YOU. THANK YOU.

IAN ROBBIE.

PLEASE TURN YOUR CAMERA ON.

YOU MAY BEGIN.

[00:20:08]

[FEEDBACK] PLEASE BEGIN.

IAN ROBBIE, PLEASE TURN YOUR CAMERA ON? YOU MAY BEGIN. TURN YOUR CAMERA ON.

YES. I'M TRYING TO TURN ON MY CAMERA.

CAN YOU HEAR ME? YES, WE CAN HEAR YOU.

WE JUST NEED TO SEE YOU.

HELLO. WE CAN HEAR YOU.

HELLO? CAN YOU HEAR ME? WE CAN HEAR YOU.

ARE YOU ABLE TO TURN YOUR CAMERA ON? I'M TRYING TO TURN ON MY VIDEO, BUT.

LET'S SEE. DO YOU WANT TO COME BACK? IT'S NOT WORKING.

WE CAN COME BACK TO YOU.

MS. HERNANDEZ.

MS. HERNANDEZ, PLEASE TURN YOUR CAMERA ON.

YOU MAY BEGIN.

MS. HERNANDEZ.

HELLO. PLEASE TURN YOUR CAMERA ON AND YOU MAY BEGIN.

MS. HERNANDEZ. GO AHEAD. CAN YOU HEAR ME? YES. HI.

GOOD EVENING. MY NAME IS MARIA HERNANDEZ AND MY SON ATTENDS [INAUDIBLE] ELEMENTARY, NOW UNDER THE NES.

I AM EXTREMELY CONCERNED WITH EVERYTHING THAT'S GOING ON.

I FEEL LIKE OUR CHILDREN DESERVE THE BEST EDUCATION AND THIS SYSTEM IS DEFINITELY NOT IT.

IT IS IMPOSSIBLE FOR OUR KIDS TO LEARN WHEN THEY HAVE THE PRESSURE OF A TIMER, AND WHEN THEY ARE NOT OFFERED ADDITIONAL SUPPORT WHEN THEY DO NOT UNDERSTAND A LESSON BECAUSE THERE'S A TIME LIMIT.

YOU HAVE ALSO TAKEN AWAY EVERYTHING OUR TEACHERS HAVE TO OFFER WITH ENGAGING, FUN ACTIVITIES THAT OUR CHILDREN LOOK FORWARD TO, AND AS A PARENT, IT'S ALARMING TO SEE OUR CHILDREN ARE NO LONGER MOTIVATED TO GO TO SCHOOL.

PERSONALLY, MY CHILD LOVES SCHOOL, WOKE UP EXCITED EVERY SINGLE DAY TO COME TO SCHOOL, AND I HAVE SEEN HOW MUCH THIS NEW SYSTEM HAS AFFECTED HIM OVER THE PAST MONTHS.

HE'S NOT THE ONLY ONE FEELING THIS WAY.

OTHER CHILDREN ARE EXPRESSING THIS TO PARENTS AND TEACHERS, AND I FEEL LIKE NO KID SHOULD EVER FEEL THIS WAY.

THANK YOU. THANK YOU.

MISS ROBBIE, YOU MAY BEGIN.

PLEASE UNMUTE AND GO AHEAD, MISS ROBBIE.

MISS ROBBIE. YOU MAY BEGIN.

YES. THANK YOU.

YES. HELLO.

MY NAME IS IAN ROBBIE AND I'M A TEACHER AT BILLY REAGAN K THROUGH EIGHT.

CAN YOU HEAR ME? YES, MA'AM.

YES. CAN I START OVER? PLEASE CONTINUE. OKAY, SO I AM A TEACHER AT BILLY REAGAN K THROUGH EIGHT, AND I HAVE BEEN FOLLOWING SCHOOL START TIMES SINCE 2007.

FIRST I WANT. YES.

CAN YOU HEAR ME? MA'AM, WE CAN HEAR YOU.

PLEASE CONTINUE.

OKAY, BECAUSE I KEEP HEARING YOU MAY BEGIN.

I THINK YOU'RE HEARING FEEDBACK.

YOU MIGHT WANT TO TURN OFF YOUR CELL PHONE IF YOU'VE GOT SECONDARY DEVICE THERE, BUT WE CAN HEAR YOU.

SO JUST PLEASE GO AHEAD.

OKAY, THERE WE GO.

HELLO, MY NAME IS IAN ROBBIE.

I'M A TEACHER AT BILLY REAGAN K THROUGH EIGHT, AND I'VE BEEN FOLLOWING SCHOOL START TIMES SINCE 2007.

[00:25:09]

I THINK IT SHOULD BE THAT WAY FOR ALL THE ELEMENTARY SCHOOLS, AND STUDENTS. SO AT THE K THROUGH EIGHT SCHOOLS, THEY ARE VERY SPECIAL BECAUSE STUDENTS IN THE MIDDLE SCHOOL CAN BE WITH THEIR YOUNGER SIBLINGS AND ALL THE SCHOOL, ALL THE [INAUDIBLE] SCHOOLS START AT 830 EXCEPT FOR BILLY REAGAN.

K THROUGH EIGHT, AND I WOULD LIKE TO KNOW WHY DOES IT START AT 8:00 THIS YEAR? BECAUSE IN THE LAST YEARS IT STARTED AT 8:30.

I THINK IT'S VERY BENEFICIAL TO START AT 8:30.

THE CDC AND THE AMERICAN ACADEMY OF PEDIATRICS RECOMMEND THAT MIDDLE SCHOOLS START NO EARLIER THAN 8:30, DUE TO THE CIRCADIAN RHYTHMS OF TEENS, WHERE THEY EXPERIENCE TWO HOURS SHIFT IN THEIR SLEEP HABITS.

SO I'VE SPOKEN TO MR. MILES AND MS. MASSEY ABOUT THIS, AND THEY THOUGHT IT WAS A BUS TRANSPORTATION ISSUE, MA'AM, BUT IT HAS, MA'AM.

HAS NOT BEEN THE CASE.

MA'AM. YOUR TWO MINUTE TIMER HAS DINGED.

IF YOU COULD WRAP IT UP, PLEASE.

YES. SO I'M ASKING YOU IF YOU CAN PLEASE REINSTATE THE 8:30 START TIME FOR REAGAN K THROUGH EIGHT STUDENT START TIME FOR REAGAN, K THROUGH EIGHT FOR STUDENT HEALTH AND BETTER STUDENT OUTCOME AND THEIR SAFETY.

THANK YOU. THANK YOU MA'AM.

MISS DE LA ROSA, PLEASE BEGIN.

HI, MY NAME IS ERIKA DE LA ROSA.

I'M A TEACH PLUS POLICY FELLOW, A LATINOS FOR EDUCATION TEACHER FELLOW, AND MOST IMPORTANTLY, A MIDDLE SCHOOL TEACHER HERE IN HISD.

I DEDICATED BOTH MY CAREER AND FREE TIME TO PURSUING A REALITY IN WHICH ALL CHILDREN HAVE ACCESS TO A TRULY EQUITABLE EDUCATIONAL EXPERIENCE THAT PROVIDES THEM WITH NUMEROUS OPPORTUNITIES AND OPTIONS TO LIVE THE LIVES THAT THEY WANT AND THEY DESERVE.

CURRENTLY, ONLY 22% OF ALL HARRIS COUNTY GRADUATES EARN A DEGREE OR CERTIFICATION THAT LEADS TO A SELF-SUSTAINING LIFE WITHIN SIX YEARS OF GRADUATING, AND FOR STUDENTS OF COLOR AND STUDENTS FROM LOW INCOME BACKGROUNDS, THAT NUMBER IS CLOSER TO 14%.

AS A FIRST GENERATION COLLEGE GRADUATE BORN TO PARENTS WHO DIDN'T HAVE OPTIONS AFTER GRADUATING FROM HISD, BUT WHO MADE SURE I DID.

I WANT THE SAME FOR OTHERS.

NOT ALL OF MY NEIGHBORS AND FAMILY MEMBERS HAD THE SAME OPPORTUNITIES THAT I DID.

THE NUMBERS PRESENTED ARE MORE THAN JUST NUMBERS TO ME, BECAUSE THE 22% DOES NOT INCLUDE SO MANY OF THE PEOPLE IMPORTANT TO ME.

MY COUSINS, MY PARENTS, MY FRIENDS, AND EVEN NOW, MY STUDENTS.

THE ACCOUNTABILITY METRICS THEY ALL MENTIONED IN YOUR GOALS MIGHT PREPARE STUDENTS FOR POST-SECONDARY SUCCESS, BUT THE STATE HAS A BETTER FRAMEWORK. AS MENTIONED IN YOUR.

ON A TRUE POST-SECONDARY PATHWAY, THE CCMR OUTCOMES BONUS METRICS ARE NOT ABOUT THE BONUS MONEY ALONE.

IT'S ABOUT MEASURING BEING MORE PREDICTIVE OF STUDENTS LONG TERM SUCCESS.

HARDLY ANYONE IN [INAUDIBLE] TALKS ABOUT THESE METRICS, BUT I AM ENCOURAGED BY THE CONSIDERATION YOU'VE GIVEN TO THIS.

I'M ENCOURAGED BY WHAT IS POSSIBLE FOR OUR STUDENTS BY ADOPTING MORE RIGOROUS AND PREDICTIVE METRICS.

OUR STUDENTS DESERVE THIS COMMITMENT FROM US AND WILL ONLY BENEFIT FROM IT.

THANK YOU. THANK YOU.

THE NEXT ITEM HELD FOR REGISTERED SPEAKERS IS ITEM ONE.

FIRST READING AND DISCUSSION OF PROPOSED REVISIONS TO BOARD POLICY AE LOCAL EDUCATIONAL PHILOSOPHY.

WILL [INAUDIBLE] PLEASE APPROACH THE MICROPHONE? THE SPEAKER WILL BE FOLLOWED BY YVETTE ROBLES.

THANK YOU FOR ALLOWING ME TO SPEAK TODAY.

MY NAME IS [INAUDIBLE], A FIRST GENERATION MEXICAN-AMERICAN AND THE MOTHER OF A SPECIAL NEEDS CHILD IN KINDERGARTEN.

MY DAUGHTER IS AUTISTIC AND LOVES SCHOOL.

RIGHT NOW SHE'S ABOUT TO BE INTRODUCED TO GENERAL POPULATION.

HER IEP SPECULATES THAT SHE RECEIVED EXTRA TIME FOR LEARNING, BUT KIDS GET ONLY TEN MINUTES FOR DAILY DOL TESTS.

WHAT ABOUT MY DAUGHTER WHO NEEDS EXTRA TIME? FOR THE PAST FIVE YEARS, I HAVE ADVOCATED FOR MY DAUGHTER, EDUCATED OTHERS ABOUT HER CONDITION, AND ENCOURAGE INCLUSIVITY AMONGST THE COMMUNITY.

THIS STATE TAKEOVER OF HISD HAS CREATED SUBSTANTIAL CHALLENGES FOR STUDENTS LIKE MY CHILD.

SINCE THE TAKEOVER, THERE HAVE BEEN REDUCTION IN SERVICES, SPECIALIZED STAFF AND ACCOMMODATIONS THAT ARE CRUCIAL FOR SPECIAL NEEDS CHILDREN.

[00:30:02]

YOU NEED TO SERVE OUR CHILDREN.

THANK YOU. THANK YOU, MA'AM.

YVETTE ROBLES.

IS SHE HERE? OKAY, SARAH TYRRELL AND THEN RUTH KRAVITZ ARE OUR NEXT TWO SPEAKERS.

MS. TYRELL PLEASE GO AHEAD.

YOUR PHILOSOPHY IS ACCOUNTABILITY, YET YOU SET THE GOAL OF ONLY 1% IMPROVEMENT FOR MR. MILES NEXT YEAR.

YOU'VE ALL SHOWN THE SLIDES AT COMMUNITY MEETINGS, EMPHASIZING THE MORE OR LESS 30% EDUCATION GAP AND INSISTING THAT ONLY MILES DRASTIC CHANGE CAN POSSIBLY REVERSE IT.

MILES PRESENTED YOU THREE GOAL OPTIONS 3% EVERY YEAR MUCH TOO HARD OR 2% A YEAR TO FILL THAT 30% GAP.

STILL TOO HARD.

MILES RECOMMENDS 1% IMPROVEMENT FOR NEXT YEAR FOR HISD TO ACTUALLY, I BELIEVE, SLOW ITS RECOVERY FROM COVID.

THIS IS JUST INSULTING.

YOU AND MILES TRUMPETED WHOLESALE SYSTEMIC REFORM TO CHANGE AND CHANGE EVERYTHING.

NO OTHER SOLUTION WOULD WORK.

HE'S BEATING UP ON TEACHERS AND YOU SUPPORT HIM.

ALL FOR THE GOAL OF CLOSING THE EDUCATION GAP.

HIGH EXPECTATIONS.

NO GAIN WITHOUT PAIN.

WITH ACCOUNTABILITY.

FOR MILES, THOUGH, THE CHANGE, THE TONE CHANGES.

WE DON'T WANT TO SET PIE IN THE SKY GOALS.

BE REALISTIC.

BIG CHALLENGE.

REALLY TOUGH.

WHERE IS THE URGENCY AND DESPERATION FROM LAST SUMMER? TEST INTERVENTION STRATEGIES LIKE NES TYPICALLY SHOW THE BEST GAINS EARLY, SO HE'S GUARANTEED TO MEET THAT 1%.

YOU LITERALLY LET HIM CHOOSE THE MODEL WITH WHAT HE SAID WAS THE MOST LIKELY OUTCOME.

THIS IS THE OPPOSITE OF STRETCHING OR INCENTIVIZING ALL THIS DESTRUCTION FOR NO EXPECTED GAINS, AND ANY HIGHER EXPECTATIONS FOR OUT YEARS CAN ALWAYS BE RATCHETED BACK LATER, AND WE'LL BLAME THAT ON CULTURE CHANGE.

30% GAP DIVIDED BY 1% A YEAR IS 30 YEARS.

$250 MILLION TIMES 30 YEARS IS $7.5 BILLION, BUT YOU WON'T HOLD MILES OR YOURSELVES ACCOUNTABLE.

THIS IS ACCOUNTABILITY AVOIDANCE.

IF YOUR REAL GOAL IS TO DESTROY HISD, BANKRUPT IT, AND DRIVE AWAY ALL ITS TEACHERS AND STUDENTS, YOU'LL SOON BE THERE.

OUR NEXT SPEAKER IS RUTH KRAVITZ.

MS. KRAVITZ.

MA'AM PLEASE GO AHEAD.

GOOD EVENING. MY NAME IS RUTH KRAVITZ.

I'VE TAUGHT 3000 STUDENTS.

ABOUT 200 OF THEM BECAME TEACHERS, MANY IN HOUSTON ISD.

WHEN THEY CONTACT ME, I LISTEN TO THEM CAREFULLY.

THIS MORNING, ONE OF THEM SAID.

GOOD MORNING. MS. KRAVITZ.

IF I'M FIRED IN HISD RIGHT NOW, WILL I LOSE MY LICENSE? SO I THOUGHT I'D TALK ABOUT THAT PERSON FOR A SECOND.

I TAUGHT THEM CALCULUS 20 YEARS AGO.

THEY'VE BEEN A TEACHER FOR FIVE YEARS.

THEY WERE BEGINNING TEACHER OF THE YEAR.

THEY WERE [INAUDIBLE] TEACHER OF THE YEAR.

THEY WERE TEACHER OF THE YEAR FOR THEIR WHOLE SCHOOL.

THEY LOVED CHILDREN.

THEY SAY THAT THEIR SINGULAR FOCUS IN LIFE IS TO HELP THEIR STUDENTS BECOME.

BETTER TO HAVE BETTER LIVES THAN THEY HAD.

I REMEMBER THIS YOUNG PERSON AS A 17 YEAR OLD.

SHE LIVED IN PUBLIC HOUSING.

SHE WORKED REALLY HARD.

MY STUDENTS TOLD ME THAT WHEN THEY BECAME TEACHERS, THAT THEY WANTED TO BECOME TEACHERS TO HELP STUDENTS LEARN HOW TO THINK, AND SHE'S TELLING ME TODAY, AFTER SCHOOL THAT SHE'S CONCERNED THAT SHE CAN'T TEACH HER STUDENTS HOW TO THINK.

SHE SAID READING IS THINKING.

SHE LIKES PHONICS, BUT AFTER SECOND GRADE, READING IS ABOUT TEACHING PEOPLE HOW TO THINK DEEPLY, HOW TO MOVE FORWARD, HOW TO HAVE LIVES THAT ARE MEANINGFUL. SO WHEN WE TALK ABOUT ALL THESE METRICS, THE TRUTH IS THAT TEACHERS WHO ARE EXTRAORDINARY ARE CONCERNED THAT THEY'LL BE FIRED FOR NOTHING.

SO WHAT I'D LIKE TO SAY TO ALL THE PARENTS AND TEACHERS OUT HERE THAT IF YOU'RE GOING TO BE FIRED FOR ANYTHING, GET YOURSELF FIRED FOR SOMETHING.

IF YOU'RE A PARENT WHO CARES DEEPLY ABOUT CHILDREN LEARNING, THEN STAND UP AND OPT OUT.

THEN WRITE LETTERS TO THE EDITORS.

THEN SPEAK FORCEFULLY, AND THAT YOU, MIKE MILES, WHO CARES ABOUT KIDS AND YOU, THE BOARD OF MANAGERS WHO CARE ABOUT KIDS.

PUT YOUR MONEY WHERE YOUR MOUTH IS.

THANK YOU MA'AM. THE NEXT ITEM HELD FOR REGISTERED SPEAKERS IS CLOSED SESSION.

A DELIBERATE THE DUTIES OF THE SUPERINTENDENT OF SCHOOLS.

[00:35:03]

EVALUATIONS OF THE SUPERINTENDENT.

CONSIDERATION OF COMPENSATION AND CONTRACTUAL PROVISIONS OF SAME.

WILL DIANA CANDIDA PLEASE APPROACH THE MICROPHONE? THIS SPEAKER WILL BE FOLLOWED BY JESSICA CAMPOS.

YES, MA'AM. MY NAME IS DIANA CANDIDA AND I HAVE A FIRST GRADER AT HISD.

I'M HERE TO SPEAK ON ON THIS AGENDA ITEM REGARDING PERSONNEL DUTIES ON BEHALF OF AN EXPERIENCED EARLY CHILDHOOD TEACHER AT A NON-NES SCHOOL WHO FEARS RETRIBUTION.

THE TEACHER STATED I HAVE ALWAYS TAKEN GREAT PRIDE IN SETTING UP A POSITIVE ENVIRONMENT IN MY CLASSROOM.

I BELIEVE THAT MY CLASSROOM IS SAFE, INVITING AND ORGANIZED TO SUPPORT LEARNING.

EVEN WITH THE MANDATES TO KEEP THE ROOM BARE, I TRIED TO MAKE IT INVITING AND FUN FOR MY STUDENTS.

THE FIRE MARSHAL GUIDELINES HAVE BEEN MET.

THE LAYOUT AND ORGANIZATION OF MATERIALS ALLOWS CHILDREN AND ADULTS TO MOVE AROUND THE CLASSROOM EFFORTLESSLY, AND YET, I RECEIVED NEGATIVE SCORES FROM MY CLASSROOM CULTURE AND ORGANIZATION. FURTHERMORE, MY ADMINISTRATOR MOVED MY CLASSROOM AROUND TO WHAT THEY THOUGHT IT SHOULD LOOK LIKE.

CHILDREN ARE MOTIVATED TO LEARN WHEN PROVIDED WITH A HIGH QUALITY CLASSROOM ENVIRONMENT WHERE THEY FEEL SAFE AND VALUED.

PARENTS SPECIFICALLY REQUESTING FOR THEIR CHILDREN TO BE IN MY CLASS IS IN PART BECAUSE OF THE EFFORT AND THOUGHT I'VE PUT INTO CREATING A WELCOMING ENVIRONMENT.

TEACHERS LIKE THIS ONE, WHO SPENT OVER $600 OF HER OWN MONEY TO CREATE A WARM AND INVITING CLASSROOM, ARE DOING WHAT'S BEST FOR THEIR STUDENTS.

THEY'RE REPRIMANDED AND TOLD TO MAKE THEIR CLASSROOM MORE STERILE, TO GO WITH MIKE MILES'S HOSPITAL ANALOGY.

AS A RESULT, CHILDREN FEEL LESS VALUED AND THUS ARE LESS ENGAGED.

THE TEACHERS FEEL DEMORALIZED BECAUSE INSTEAD OF THEIR EFFORTS BEING LAUDED, THEY'RE BEING CHASTISED.

IT'S BECOME OBVIOUS TO ME ATTENDING THESE MEETINGS THAT THE BOARD DOES NOT LISTEN TO WHAT TEACHERS, STUDENTS, PARENTS AND COMMUNITY MEMBERS ARE SAYING.

HOW MANY MORE COMPLAINTS, PLEASE, AND HEARTFELT TESTIMONIES WILL IT TAKE TO GET THROUGH TO YOUR HEARTS AND YOUR CONSCIENCES? I ASK PARENTS AND COMMUNITY MEMBERS WHO ARE LISTENING TODAY TO WORK TO END THE TAKEOVER, REGAIN AN ELECTED BOARD AND SUPPORT OUR PUBLIC SCHOOLS.

JOIN HOUSTON CVTE.ORG TODAY.

THANK YOU. OUR NEXT SPEAKER IS JESSICA CAMPOS.

IS SHE HERE? YES, MA'AM. PLEASE GO AHEAD. HELLO.

I'M HERE TO TALK ABOUT A TEACHER THAT JUST RESIGNED LAST WEEK.

SHE COULDN'T MAKE IT TODAY, SO I'M JUST GOING TO SAY WHAT SHE TOLD ME.

LET'S START WITH...

TEACHERS WANT TO LEAVE, BUT MANY NEED THEIR JOBS AND INSURANCE.

WE WERE TOLD NOT TO TALK TO CERTAIN PARENTS, ME.

WE WERE ALSO TOLD NOT TO TELL CHILDREN WHEN CENTRAL WAS GOING TO BE AT THE SCHOOL, BECAUSE THE CHILDREN WILL TELL THE PARENTS.

WE WERE TOLD WE WERE BEING TOLD WHAT TO SAY AND WHAT NOT TO SAY TO PARENTS.

TEACHERS FEEL STUCK.

I DON'T CARE HOW MUCH MONEY THEY ARE WILLING TO PAY ME, THEY WILL NOT TAKE MY SOUL.

THIS CURRICULUM IS NOT EVEN ALIGNED WITH THE STAAR TEST.

THEIR PROPAGANDA IS FALSE.

ADVERTISEMENT. THEY ARE PICKING AND CHOOSING PARTS OF EUREKA AND CALLING IT EUREKA.

THEY ARE TEARING OUR SYSTEM APART.

SOME TEACHERS JUST FIX THE CURRICULUM AS THEY GO.

HEY, I'M NOT A CURRICULUM SPECIALIST.

DID YOU KNOW THAT THEIR MOTTO AT THEIR FIRST TEACHERS MEETING WAS, WE'RE GOING TO FLY A PLANE AND BUILD IT TOO.

IS THAT SAFE? THEY ARE REALLY WORKING AS THEY GO.

SOMETIMES I WALK THROUGH THE SCHOOL LOOKING AT THE KIDS FACES, HOPING TO FIND A GLIMMER OF HAPPINESS IN ONE OF THEM, BUT I DON'T.

IT IS LIKE THEIR SOULS ARE BEING RIPPED OUT OF THEM.

THIS NEW EDUCATION SYSTEM WAS TAKING MY PERSONALITY AWAY FROM ME AS A TEACHER.

THIS IS NOT WHO I WAS.

I WAS TERRIFIED I COULDN'T DO THIS ANYMORE.

I HAD TO DO THINGS SECRETLY WITH THE KIDS SO THAT THEY COULD HAVE AT LEAST A LITTLE BIT OF FUN.

I COULDN'T LET THEM DIM MY LIGHT.

I AM THEIR LIGHT.

I AM THE LIGHT THAT IGNITES THESE CHILDREN'S FIRE TO LEARN.

THIS IS THE DEVIL'S WORK.

YOU ARE NOT GOING TO TAKE MY SOUL.

OUR TEACHERS ARE READY TO RESIGN.

WE NEED MORE TEACHERS TO STAND UP.

WE ARE THE VOICES OF THESE CHILDREN.

THE VOICES OF THE CHILDREN THAT ARE IN THAT PRISON.

IT MAKES ME REALLY SAD BECAUSE WE HAVE REALLY AMAZING TEACHERS, AND THEY ARE.

THEY ARE SETTING THEM UP FOR FAILURE.

THEY ARE SETTING UP OUR CHILDREN AND TEACHERS TO FAIL ON PURPOSE.

THEY NEVER EVEN GAVE US A CHANCE TO GET TO KNOW THESE CHILDREN.

THANK YOU. THE LAST ITEM HELD FOR REGISTERED SPEAKERS IS CLOSED SESSION.

B CONSIDERED AND APPROVE PROPOSED APPOINTMENTS, REASSIGNMENTS, PROPOSED TERMINATIONS, TERMINATIONS, SUSPENSIONS, CONTRACT LENGTHS.

PROPOSED NON-RENEWALS.

RENEWALS AND RESIGNATIONS.

RETIREMENTS OF PERSONNEL INCLUDING TEACHERS, ASSISTANT PRINCIPALS, PRINCIPALS, CHIEF OFFICERS, ASSISTANT SUPERINTENDENTS, EXECUTIVE OFFICERS AND OTHER ADMINISTRATORS, AND, IF NECESSARY, APPROVE WAIVER AND RELEASE AND COMPROMISE AGREEMENTS.

WILL SOPHIE GRACE ROJAS PLEASE APPROACH THE MICROPHONE.

[00:40:07]

IN MY SCHOOL, I FEEL LIKE I'M IN A NEVER ENDING LOOP EVERY DAY.

IT'S EVERY DAY AND IT NEVER STOPS.

I FEEL LIKE TEACHERS IGNORE ME.

NONE OF THE TEACHERS LIKE ME.

I TRY TO TALK TO THEM, BUT THERE'S NO ANSWER.

I FEEL LIKE THERE'S ONLY ONE TEACHER THAT STILL TALKS TO ME AND THAT'S MR. MALONEY, WHICH IS MY PE TEACHER, AND I WANT TO SAY THANK YOU FOR BEING THERE FOR ME, MR. MALONEY. I FEEL LIKE I'M FAILING ALL THE TIME BECAUSE OF DOL.

IF YOU DON'T KNOW WHAT A DOL IS, THEN I'M GOING TO TELL YOU WHAT A DEAL WELL IS, AND HERE'S ARE SOME THINGS THAT WE THINK THAT WHAT THEY MEAN.

SO THERE'S ONE THAT SAYS L AND S1 AS S2 AND A.

LET ME TELL YOU WHAT IT MEANS.

WHEN I GET L, I FEEL LIKE THEY'RE CALLING US LOSERS, AND WHEN I GET AN S1, I FEEL LIKE THEY'RE CALLING ME STUPID.

AND WHEN I GET S2S, I FEEL LIKE THEY'RE CALLING ME LESS STUPID, BUT WHEN I GET AN A, I FEEL LIKE WE'RE AMAZING, BUT I DON'T ALWAYS GET A'S.

I JUST WANT TO ASK YOU, WHEN WILL THIS EVER OVER? WHEN WILL IT EVER BE OVER? THANK YOU. THANK YOU.

OUR NEXT SPEAKER ON THIS TOPIC IS REGISTERED TO ADDRESS THE BOARD VIA ZOOM.

MISS SMITH, CAN YOU PLEASE ADMIT MELISSA YARBOROUGH? HI. THANK YOU.

I FIRST APPROACHED THE BOARD IN JUNE, WHEN MY CHILD'S SCHOOL LOST THE MAJORITY OF ITS TEACHERS TO RECONSTITUTION.

WE WERE PROMISED THAT THEY WOULD BE REPLACED WITH EVEN BETTER TEACHERS.

NOW. BECAUSE OF YOUR RULES.

YOU'RE RUNNING OFF THE ONES WHO CAME TO REPLACE THEM.

MY DAUGHTER LOST HER MATH TEACHER JUST A COUPLE OF WEEKS AGO, AND THE MATH TEACHER LEFT NOT FOR SOMETHING UNRELATED TO NES POLICY.

THE STRAW THAT BROKE THE CAMEL'S BACK.

ON TOP OF ALL OF THE DIFFICULT THINGS THAT SHE WAS DEALING WITH, WAS BEING TOLD THAT SHE COULDN'T MISS THE DAYS THAT SHE NEEDED TO FOR FAMILY MEDICAL ISSUES, EVEN THOUGH SHE WAS WITHIN HER TEN DAYS.

SO THIS WHOLE NEW POLICY THAT YOU'RE CREATING ARE RUNNING OFF THE TEACHERS THAT CAME IN TO REPLACE THE TEACHERS THAT YOU RAN OFF.

AT WHAT POINT ARE YOU GOING TO RUN OUT OF TEACHERS TO REPLACE THE ONES THAT YOU'RE RUNNING OFF? I UNDERSTAND HOW SHE'S FEELING BECAUSE AS A TEACHER MYSELF, I'VE NOTICED THAT WE DON'T GET SUPPORT ANYMORE.

LEARNING AND TEACHING IS NOT AN EXACT SCIENCE.

YES, THERE IS A SCIENCE TO IT, BUT IT'S ALSO AN ART.

WE ARE DEALING WITH HUMANS, NOT ROBOTS.

THE CHILDREN ARE NOT ROBOTS.

THE TEACHERS ARE NOT ROBOTS.

IT'S MESSY, BUT WE LEARN AND WE GET BETTER AND WE CONSTANTLY IMPROVE, AND ANYONE IN EDUCATION UNDERSTANDS THAT, BUT IT SEEMS THAT THE BOARD AND THE SUPERINTENDENT DO NOT UNDERSTAND THAT INSTEAD OF BERATING TEACHERS, YOU NEED TO SUPPORT TEACHERS.

STOP RUNNING THEM OFF.

STOP SCARING THEM OFF.

YOU ARE GOING TO RUN OUT OF REPLACEMENTS.

THANK YOU. THANK YOU.

THAT CONCLUDES OUR HEARING OF REGISTERED SPEAKERS FOR THIS MEETING.

THANK YOU TO ALL OF THE SPEAKERS.

TONIGHT'S MEETING FOLLOWS UP ON OUR OCTOBER 19TH WORKSHOP TO DISCUSS GOALS AND CONSTRAINTS IN ACCORDANCE WITH THE TEXAS EDUCATION AGENCY LONE STAR GOVERNANCE CONTINUOUS IMPROVEMENT MODEL AND THE FRAMEWORK FOR SCHOOL BOARD DEVELOPMENT.

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

THIS IS DONE IN COLLABORATION WITH THE SUPERINTENDENT AS A GOVERNANCE LEADERSHIP TEAM, AND INCORPORATES THE VISION AND GOALS OF THE COMMUNITY.

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

THE GOALS AND CONSTRAINTS ARE DESCRIBED IN BOARD POLICY, A LOCAL EDUCATIONAL PHILOSOPHY.

SO TONIGHT WE ARE COMPLETING OUR DISCUSSION OF THE GOALS AND CONSTRAINTS TO CONSIDER A FIRST READING OF PROPOSED REVISIONS TO AE LOCAL.

I WOULD LIKE TO INVITE BOARD COACH ASHLEY PAZ OF COLLECTIVE LEADERSHIP STRATEGIES TO THE PODIUM NOW TO LEAD OUR DISCUSSION.

[00:45:27]

ARE THEY GOING TO? OKAY. THANK YOU. SORRY.

THANKS.

CAN YOU HEAR ME? OKAY.

GREAT. SO WE'RE JUST GOING TO JUMP STRAIGHT INTO OUR CONVERSATION, PICKING UP WHERE WE BY REVIEWING WHAT WE HAD DISCUSSED TWO WEEKS AGO ON OCTOBER 19TH.

SO THE FIRST PART OF OUR CONVERSATION TODAY, WE ARE GOING TO BRIEFLY REVIEW THE VISION STATEMENT THAT WAS THAT YOU ALL DISCUSSED PRETTY EXTENSIVELY LAST TIME.

EVERY EVERYONE HAD SUBMITTED.

NOT EVERYONE, BUT MANY OF YOU HAD SUBMITTED IDEAS AND SUGGESTIONS FOR LANGUAGE, AND THAT WAS AFTER WE HAD DONE QUITE A BIT OF WORDSMITHING HERE FROM THE DIAS.

SO I WANTED TO PRESENT THE LANGUAGE THAT REALLY FIT WHAT PEOPLE HAD RECOMMENDED AND THE SPIRIT OF THE FEEDBACK THAT WAS RECEIVED FROM THE COMMUNITY.

I THINK THAT THERE MAY BE A COUPLE OF PEOPLE WHO HAVE SOME ALTERNATE LANGUAGE THAT THEY MAY WANT TO PROPOSE.

SO WITHOUT FURTHER ADO, I WILL TURN IT BACK TO THE BOARD AND GET YOUR THOUGHTS.

VISION STATEMENT, AND ACTUALLY I'LL READ IT OUT LOUD FIRST.

SO HISD EMPOWERS STUDENTS TO BECOME CRITICAL THINKERS, VISIONARY LEADERS AND ACTIVE CONTRIBUTORS IN THEIR COMMUNITY, FOSTERING A PATHWAY TO SUCCESS FOR LIMITLESS OPPORTUNITIES IN A COMPETITIVE GLOBAL LANDSCAPE.

WHAT DO WE THINK? IT'S A LOT OF WORDS, BUT THEY DO SAY SOMETHING.

I THINK IT'S A BIT WORDY, BUT I DON'T SEE ANY MAJOR ISSUES, SO I'M OKAY WITH WORDY IF EVERYBODY ELSE IS.

ALL RIGHT. I'M GOOD WITH IT.

I THINK EMBODIES THE DISCUSSION WE HEARD FROM THE COMMUNITY WITH ALL THE SORT OF RIGHT KIND OF EMPHASIS AND BROADNESS AS WELL. GREAT.

ALL RIGHT.

IS THERE ANY OTHER DISCUSSION BEFORE WE MOVE ON? ALL RIGHT THEN THIS IS WHAT WE'LL SEE IN OUR FINAL POLICY.

ALL RIGHT. SO MOVING ON TO STUDENT OUTCOME GOALS.

GOAL NUMBER ONE THE PERCENT OF THIRD GRADE STUDENTS IN HOUSTON ISD EARNING MEETS.

GRADE LEVEL ON THE STAAR READING TEST WILL INCREASE FROM 41% IN JUNE 23 TO 56% IN JUNE 28TH, AND THEN BELOW THAT, YOU HAVE THE STUDENT GROUPS THAT ARE REFLECTIVE OF THOSE THAT ARE REQUIRED IN THE CLOSING THE GAPS CRITERIA FROM THE STATE ACCOUNTABILITY.

SO THIS PROVIDES THE BOARD WITH THE OPPORTUNITY TO MONITOR NOT ONLY THE AGGREGATE GOAL, BUT ALSO INDIVIDUAL STUDENT GROUP PERFORMANCE AND REALLY LEAN INTO A CONVERSATION AROUND CLOSING THE GAPS.

SO THIS THE NUMBERS REPRESENTED HERE ARE REFLECTIVE OF MODEL TWO THAT WAS PRESENTED ON OCTOBER 19TH BY THE SUPERINTENDENT. THIS MODEL USES THE ASSUMPTION THAT THEY'RE GOING TO REALLY FOCUS ON THEIR IMPLEMENTATION, ON BUILDING THE CULTURE AND THE CLIMATE OF THE DISTRICT.

SO RECOGNIZING THAT BY REALLY PUTTING THOSE SYSTEMS AND PROCESSES IN PLACE AND BUILDING ON THE CULTURE, THAT WILL SO SHOW SLOWER GROWTH UPFRONT AND THEN MORE COMPOUND AND HIGHER LEVEL OF GROWTH LATER ON.

BEFORE I TURN IT OVER TO THE SUPERINTENDENT TO TALK ABOUT THE GOAL PROGRESS MEASURES, WHAT QUESTIONS DO YOU HAVE ABOUT THE GOAL, THE AGGREGATE, THE AGGREGATE OR THE INDIVIDUAL STUDENT GROUPS?

[00:50:04]

OH, YEAH, ROLONDO. ADAM.

JUST THE CONVERSATION WE HAD REGARDING AN ADAPTIVE MODEL APPROACH.

YES. HAVE YOU AND DR.

MATNEY REVIEWED THAT? YES. SO WE DID REVIEW THAT, AND I'M SORRY FOR THANK YOU FOR BRINGING THAT UP, BECAUSE THAT WAS THE ONE QUESTION THAT I ACTUALLY DIDN'T GET TO ANSWER PRIOR TO TODAY.

SO FOR EVERYONE WHO DOESN'T KNOW.

SO MR. RIVON ACTUALLY PUT TOGETHER A REALLY IMPRESSIVE MODEL THAT USES AN ALGORITHM THAT WOULD UPDATE THE TARGETS ANNUALLY.

SO EACH YEAR IT WOULD.

I DON'T EVEN KNOW THE BEST WAY TO DESCRIBE IT.

IT WAS VERY ADVANCED AND IT WAS SOMETHING THAT WAS EXTREMELY IMPRESSIVE.

THAT CAME FROM A BRAIN THAT WORKS MUCH BETTER THAN MINE DOES.

CAN ADAM EXPLAIN IT THEN? WOULD YOU LIKE TO? YES.

I DON'T MIND IF WE HAVE TIME NOW.

WELL, SO WE DO, BUT BEFORE.

SO I'LL GIVE YOU ACTUALLY LET'S GO AHEAD AND GO AHEAD AND INTRODUCE IT.

EMILY, COULD I, COULD I SEND TO BOARD SERVICE? MAYBE THE SLIDE DECK? IS EMILY OVER THERE.

NO. DO YOU HAVE A SLIDE? A SLIDE DECK OF IT? YEAH. IT'S LIKE 4 OR 5 DEALS THAT I CAN FLIP THROUGH REAL QUICK.

BECAUSE IT'S VISUAL I DON'T WANT TO LOSE PEOPLE.

CAN I PULL UP? COULD I PULL UP SO I DON'T HAVE A SLIDE DECK, BUT I HAVE THE ACTUAL SPREADSHEET THAT I COULD PULL UP ON MY COMPUTER IF THAT WOULD WORK.

POSSIBLY, BUT THAT ONE IS MORE COMPLICATED THAN THE ONE THAT.

OKAY, SO SO LET ME.

SO BEFORE WE GET INTO THIS, I WANT TO LET ME ANSWER THE QUESTION FIRST BECAUSE I THINK THIS MIGHT ACTUALLY SO.

IT WAS AN IMPRESSIVE INSTRUMENT, AND IT WAS SOMETHING THAT I THINK THAT WE COULD DEFINITELY PURSUE MOVING FORWARD.

THAT SAID, IT REALLY IS IMPORTANT FOR THE BOARD.

SO THERE ARE REALLY TWO THINGS HERE.

ONE, THERE IS THE ACTUAL.

SO THE BOARD NEEDS TO SET TARGETS THAT ARE CLEAR OF WHAT'S GOING TO HAPPEN.

SO YOU SET TARGETS AND THEY SHOULD NOT CHANGE FROM YEAR TO YEAR.

SO THEY SHOULD I MEAN THEY WILL CHANGE, BUT YOU SHOULDN'T BE MAKING CHANGES TO THE TARGETS THAT ARE FORECASTED UNLESS YOU ARE INTENTIONALLY HAVING THOSE CONVERSATIONS AS A BOARD SAYING THIS TARGET IS NO LONGER WORKING, AND THOSE ARE GOING TO BE IN RARE INSTANCES, SUCH AS WHAT WE EXPERIENCED SEVERAL YEARS AGO WITH THE PANDEMIC, WHERE THERE IS A PROFOUND CHANGE IN THE COMMUNITY, WHERE YOU'RE GOING TO HAVE A MAJOR DISRUPTION TO THE STRATEGIES THAT WILL BE IMPLEMENTED.

SO THAT'S THE FIRST THING WE REALLY WANT TO SET TARGETS AND NOT CHANGE THEM, NOT MAKE CHANGES TO THOSE.

THE SECOND THING, WHICH IS REALLY THE MORE CRITICAL PIECE OF THIS, IS THAT THE BOARD SO THE BOARD CREATES THE GOAL, BUT IT HAS TO BE A COLLABORATIVE PROCESS WITH THE SUPERINTENDENT, AND SO.

THE SUPERINTENDENT IT REALLY IS SO THE COACHING IS THAT THE SUPERINTENDENT SHOULD BE THE ONE WHO SAYS, THIS IS WHAT THE WHO PRESENTS WHAT THE TARGETS ARE AND SAYS, THESE ARE THE THINGS THAT I BELIEVE ARE POSSIBLE GIVEN, AND THAT'S AFTER THEY HAVE LOOKED AT THE STRATEGIES, AFTER THEY HAVE LOOKED AT THE DIFFERENCES THAT HAVE BEEN WHAT OH, THANKS SO LOOKING AT THE DIFFERENCES OF WHAT WILL BE IMPLEMENTED, AT WHAT, AT WHICH DIFFERENT YEARS, AND UNDERSTANDING HOW THOSE THINGS WILL IMPACT THE GROWTH THAT IS POSSIBLE. IT'S REALLY DIFFICULT TO DO THAT WITHIN AN ALGORITHM.

AN ALGORITHM IS DEFINITELY A MORE SCIENTIFIC APPROACH TO FORECASTING, BUT UNLIKE WITH NUMBERS AND WHAT SOME OF OUR EDUCATORS HERE TONIGHT HAVE EVEN SHARED, THAT EDUCATION IS AS MUCH AN ART AS IT IS A SCIENCE, AND REALLY, THE BOARD SHOULD BE HAVING A COLLABORATIVE CONVERSATION WITH THE SUPERINTENDENT ABOUT WHAT'S POSSIBLE AND IT'S REALLY IMPORTANT TO INCLUDE IN THAT CONVERSATION THE SUPERINTENDENT SAYING, THIS IS WHAT IS BOTH THIS IS WHAT IS ATTAINABLE, AND THESE ARE THE THINGS THAT ARE GOING TO CHALLENGE THE DISTRICT TO ACTUALLY CHANGE THIS CHANGE ADULT BEHAVIORS.

CAN I ASK JUST A CLARIFYING QUESTION JUST SO I CAN UNDERSTAND BEFORE WE START LOOKING AT OTHER SPREADSHEETS?

[00:55:08]

IT SOUNDS LIKE MR. RIVON HAS CREATED A DIFFERENT SPREADSHEET THAT WOULD PROJECT OUT DIFFERENT GOALS OVER THE YEARS, WHICH ARE NOT A NUMBER THAT WE COULD KNOW TODAY, BUT IS BASED ON AN ALGORITHM THAT WOULD BE DEPENDENT ON FUTURE OUTCOMES.

IS THAT CORRECT? NO.

JUST TO BE FURTHER CLEAR, ARE WE TALKING ABOUT GOAL PROGRESS MEASURES OR ARE YOU TALKING ABOUT JUST THE GOALS THE GOALS THEMSELVES.

SO IN THIS CASE THE MODEL IS ESSENTIALLY ADAPTIVE.

ADAPTIVE MODEL THAT TAKES THE ESSENTIALLY THE ASSUMPTIONS THAT THE ADMINISTRATION HAVE ALREADY CREATED AND IT MIMICS IT THROUGH AN ALGORITHM, AND THEN ANNUALLY IT'S GOING TO ADJUST TO THE NEW ACTUALS, AND THEN RESET THE NEXT YEAR'S GOAL BASED ON THE RELATIVE REMAINING GOAL.

SO ESSENTIALLY, INSTEAD OF US SAYING, HERE'S A FIVE YEAR MODEL WITH FIXED NUMBERS, IT WILL SAY IF NEXT YEAR WE ACHIEVE 45% INSTEAD OF 41, IT'S GOING TO THEN RESET THE BASELINE TO 45 AND ACCOUNT FOR THE FACT THAT WE'VE ONLY GOT 11 MORE PERCENT TO GO.

SO IT DOESN'T ACTUALLY CHANGE THE TOTAL END GOAL.

IT DOESN'T CHANGE THE END GOAL AND THE AND THE MODEL IS SET UP TO MIMIC THE GROWTH.

SO EVEN AFTER WE WOULD ACHIEVE A HIGHER LEVEL THEN IT'S STILL GOING TO CONTINUE IN THAT MIMIC, AND DOES THE ADMINISTRATION HAVE? I MEAN, OBVIOUSLY IT WAS MODELED BY DR.

MATNEY AND HER TEAM.

YEAH. HOLD ON ONE SECOND.

I WANT TO MAKE SO MISS FLOWERS, I'M JUST TRYING TO GET CLARIFICATION.

BEFORE WE GO INTO A DIFFERENT PRESENTATION.

ARE WE DEALING WITH WHAT'S HERE? OR BECAUSE I DON'T WANT US TO HAVE A DISCUSSION FOR THE SAKE OF HAVING A DISCUSSION.

SO I FEEL LIKE WE'RE GETTING A LITTLE DERAILED.

SO I'M CONFUSED.

CAN YOU JUST DIRECT US ONTO WHAT THE OPTIONS ARE OR IF THIS IS A POSSIBLE PROPOSAL? I'D LIKE US TO BE ABLE TO HAVE SOME FEEDBACK BEFORE WE GO IN ANOTHER DIRECTION, BECAUSE I'M ACTUALLY NOT GOING TO GO IN THAT DIRECTION.

CAN I HAVE A RELATED ITEM, WHICH IS IF THERE'S GENERALIZED CONSENSUS AMONG THE BOARD ABOUT A MODEL VERSUS ANOTHER MODEL, IS IT WORTH IT TO HAVE THE DISCUSSION ON AN ALTERNATIVE? AND I DON'T KNOW IF THIS IS THE PLACE TO DO THAT.

WE NEED TO DO THAT OR NOT.

IT'S A QUESTION.

IT SOUNDS TO ME LIKE THE ALTERNATIVE CAN BE DISCUSSED IN THE FUTURE BECAUSE IT IS REALLY A FUTURE LOOKING THING THAT HAPPENS ONCE WE KNOW WHAT THE FIRST BENCHMARK IS.

SO I WOULD SUGGEST, SUGGEST THAT WE STAY WITH THE BENCHMARK, DECIDE HOW WE'RE GOING TO MEASURE THE BENCHMARK, AND THEN IF THERE'S AN ITERATIVE PROCESS LATER ON WHERE WE ALREADY BLEW OUT HIT THE THIRD YEAR OF THE GOAL.

THEN WE CAN LOOK AT IT AND SAY, LET'S CHANGE IT, AND MAYBE THAT IS NOT BEST PRACTICE.

CAN YOU DIRECT US BACK? BUT GUESS WHAT? WE DON'T HAVE TO MAKE THAT DECISION TODAY.

WE DON'T, BUT I'D ALSO I WANT TO GO ON RECORD TO SAY THAT I HEARD YOU SAY, AND IT IS BEST PRACTICE, THAT WE SET THE GOALS, AND UNLESS THERE'S CATASTROPHIC CHANGE, WE DO NOT MOVE THE NEEDLE, BUT AGAIN, I FEEL LIKE A QUESTION WAS RAISED AND WE'RE GOING IN A DIFFERENT DIRECTION.

ALSO, CAN THE FOLKS IN THE AUDIENCE PLEASE? I KNOW WE'RE HAVING A DISCUSSION UP HERE, BUT I CAN HARDLY HEAR.

SO IF THE FOLKS IN THE BACK PLEASE KEEP IT DOWN, I APPRECIATE IT.

THANK YOU. SO LET ME.

SO LET'S BACK UP JUST A MINUTE.

SO THERE ARE A COUPLE OF THINGS ON THE FLOOR HERE.

SO FIRST MR. RIVON PREPARED THIS MODEL, AND IT IS SO WHAT I UNDERSTAND IS IT APPLIES PRIMARILY TO THESE NUMBERS THAT I JUST HIGHLIGHTED ON THE SCREEN.

SO NOT THE END NUMBERS NOT THE BEGINNING NUMBERS BECAUSE THOSE ARE NUMBERS THAT ARE SET AND NOT THE END NUMBERS BECAUSE THAT'S WHERE THE SUPERINTENDENT SAID LIKE THAT IS THE DISTANCE THAT HE SAID THAT THEY CAN GO.

IT'S REALLY THESE MIDDLE NUMBERS, THE ANNUAL TARGETS.

SO I DON'T MY CHALLENGE IS I DON'T KNOW ENOUGH ABOUT THE ACTUAL MODEL TO BE ABLE TO SPEAK TO IT.

SO IT'S THE WILL OF THE BOARD IF YOU WOULD LIKE TO HEAR MORE ABOUT IT, ABOUT HOW THESE NUMBERS IN THE MIDDLE MIGHT BE FORECASTED. AGAIN, MY COACHING IS GOING TO REMAIN THE SAME, THAT THESE ARE REALLY NUMBERS THAT THE SUPERINTENDENT HAS.

[01:00:03]

THIS IS HOW FAR WE CAN GO AT DIFFERENT STAGES BASED ON WHAT STRATEGIES WILL BE IMPLEMENTED, AT WHAT TIMES, AND HOW RESOURCES CAN BE ALLOCATED.

THAT SAID, I DON'T NOT KNOWING ENOUGH ABOUT THE MODEL, I DON'T ACTUALLY I DON'T KNOW IF THAT IS A DIFFERENTIATION BETWEEN WHAT THE EXPECTATION IS AND WHAT IS POSSIBLE.

SO WHAT I WILL STATE JUST REAL QUICK IS THAT MY INTENT IS TO SUPPORT THE OUTLINE, THE CONSTRUCT OF THE MODEL THAT'S AS IT'S DESIGNED.

SO THE ALGORITHM MIMICS IT ALMOST TO THE T.

THE DIFFERENCE IS THE CHALLENGE THAT'S PRESENTED WHEN ACTUALS COME IN.

THEY'RE NEVER GOING TO MATCH THE NUMBER EXACTLY.

REGARDLESS OF WHAT MODEL WE DESIGN.

HOWEVER, IF WE GO IN, IF WE COME IN AT THE END OF NEXT YEAR, HIGHER OR LOWER, BUT THE MODEL DOES IS ADJUST TO ACCOUNT FOR THAT DISCREPANCY.

SO IF WE ARE HIGHER, FOR INSTANCE, AND I USE 45 AS JUST A NUMBER, SAY WE COME IN AT 45.

WELL WE'RE ALREADY HITTING 2025 GOAL.

SO NEXT YEAR'S DISCUSSION IS ABOUT CONTINUAL GROWTH, BUT IT'S NOT REALLY TARGETED BASED ON THE NUMBERS WE'VE GOT.

SO WHAT THE MODEL WOULD DO IS SAY.

WE HIT 45 AND OUR EXPECTATION IS THAT IT WILL CONTINUE TO GROW.

SO THE GOAL WILL CONTINUE TO ADJUST ACCORDINGLY IF WE FALL BEHIND, AND IT'LL ALSO PROVIDE FOR IT NOT TO BE AN EXTREME ADJUSTMENT.

[INAUDIBLE] MA'AM, PLEASE.

SO THAT'S THE ONLY DIFFERENCE.

SO THE IDEA IS WE'RE SETTING GOALS, AND IF WE SET GOALS THAT ARE FIXED FOR FIVE YEARS, WE KNOW WE'RE NOT GOING TO HIT THOSE NUMBERS.

SPECIFICALLY, THE MODEL JUST ACCOUNTS AND PROVIDES MORE FLEXIBILITY TO BE ABLE TO GET THERE IN THE INTERIM SO THAT WE'RE NOT SO THAT WE'RE NOT NOT SO IF WE ACHIEVE HIGHER GROWTH, WE WANT TO CELEBRATE.

RIGHT I AGREE.

MY ONLY SO I THINK THERE'S TWO UNINTENDED CONSEQUENCES, BUT REALLY MY QUESTION IS FOR THE SUPERINTENDENT.

HAVE YOU LOOKED AT THIS MODEL AND ARE YOU COMFORTABLE WITH WHAT'S PRESENTED ON THE SCREEN, OR DO YOU PREFER MR. RIVON'S MODEL OR WHAT'S YOUR VIEW ON IT? SO I UNDERSTAND THE MODEL.

IT'S AN ADAPTED MODEL ONCE YOU SET GOALS.

THE QUESTION IS RIGHT NOW FOR TODAY, THE NUMBERS THAT YOU HAVE ON THE PAGE ARE THE NUMBERS YOU HAVE ON THE PAGE.

THE MODEL CAN'T CHANGE ANY OF THOSE YET, BECAUSE WE ARE WHERE WE ARE AND WE HAVEN'T TAKEN THE TEST YET.

SO I THINK THE DISCUSSION TONIGHT IS, ARE THOSE NUMBERS THE RIGHT NUMBERS FOR NOW? WHAT MR. RIVON IS TALKING ABOUT IS A DISCUSSION THE BOARD SHOULD HAVE IN THE FUTURE.

I AGREE WITH BOARD MEMBER CAMPO.

IF WE SHOULD HAVE A BIG DISCREPANCY, THEN WE SHOULD ADJUST, AND THAT'S WHAT MR. RIVON IS TALKING ABOUT.

SO I THINK WE DON'T NEED TO MAKE THAT DECISION TONIGHT.

I THINK EVEN USING AN ADAPTIVE MODEL, YOU STILL HAVE TO BY TEA'S STANDARD, AND WHAT YOU'VE TALKED ABOUT, YOU HAVE TO HAVE A TARGET EVERY YEAR.

SO RIGHT NOW THESE ARE THE TARGETS THAT ARE UNDER DISCUSSION, NOT WHETHER OR NOT WE CHANGE THE TARGETS.

IF THERE WAS A BIG DISCREPANCY.

YEAH, AND ACTUALLY, AS YOU'VE SAID THAT ONE OF THE THINGS THAT STANDS OUT IS THAT THESE AREN'T EVEN REALLY TEA'S LIKE THE RULES ABOUT THE TARGETS AREN'T REALLY EVEN SET BY TEA.

THEY'RE SET BY THE TEXAS EDUCATION CODE.

SO IT WAS THE STATE LEGISLATURE, AND SO LIKE EVEN THE TYPES OF SO THE DISTRICT CAN'T EVEN CHANGE THE TYPES OF STUDENT GROUPS THAT ARE REFLECTED BECAUSE THEY HAVE TO THERE ARE SPECIFIC CRITERIA THAT THEY HAVE TO MEET, LIKE IT HAS TO BE GROUPS OF STUDENTS THAT ARE REPRESENTED BY AT LEAST 25 INDIVIDUALS OR MORE AND SO THAT'S ONE THING, BUT ANOTHER THING THAT CAME UP AS YOU WERE TALKING THAT I DON'T KNOW WHY I DIDN'T ACTUALLY THINK OF THIS BEFOREHAND.

SO AFTER THE FIRST YEAR, AND THIS IS SOMETHING THAT WE WILL DISCUSS MORE IN DEPTH WHEN WE TALK ABOUT PROGRESS MONITORING NEXT MONTH, MAYBE.

[01:05:06]

SO IN THE AFTER MONITORING SESSION THERE'S ACTUALLY A PIECE THAT WHERE THE BOARD SHOULD BE ASKING IS THIS GOAL STILL RELEVANT, AND THIS IS SPEAKING I THINK EXACTLY TO WHAT YOU ARE, WHAT YOU HAVE PUT TOGETHER, AND NOW THAT AND SO THANK YOU, MR. MILES, FOR JOGGING MY MEMORY, BECAUSE I THINK THAT IS ACTUALLY EXACTLY WHAT.

SO SOMETHING LIKE THIS COULD BE VERY HELPFUL IN THE FUTURE WHEN THAT CONVERSATION COMES UP, AND IT USUALLY IS ABOUT AFTER THE FIRST YEAR, THE FIRST TIME THAT THE BOARD MONITORS THE ANNUAL, THE ANNUAL SUMMATIVE GOAL.

SO YOU'LL LOOK AT YOUR GOAL PROGRESS MEASURES ONCE A QUARTER AND THEN AT THE END OF AT THE END OF THE YEAR AFTER THE ACCOUNTABILITY RATINGS AND STAAR RESULTS AND ALL OF THAT COMES IN, YOU'LL LOOK AT THE SUMMIT OF INFORMATION AND THEN YOU'LL ASK YOURSELVES.

DOES THIS GOAL STILL WORK FOR US? AND IT'S NOT A SUGGESTION TO CHANGE THE GOAL NECESSARILY, BUT IF YOU ARE, IF YOU HAVE HIT AN EARLY WIN, IF YOU HAVE MET THE GOAL EARLY, OR IF YOU DISCOVER THAT YOU WERE WAY FAR OFF OF WHERE YOU EXPECTED TO BE, THEN IT WOULD BE APPROPRIATE TO REVISIT IT AT THAT TIME.

YEAH, IF I COULD, AND THANK YOU FOR EXPLAINING THAT, ASHLEY, BECAUSE I WAS GOING TO BE MY NEXT QUESTION, THAT IF WE DON'T MAKE A DECISION ON THE ALGORITHM TODAY, WHEN DO WE ACTUALLY HAVE A DISCUSSION ABOUT IT? SO THANK YOU FOR CLARIFYING WHEN WE WILL BE DOING THAT.

I THINK IT'S IMPORTANT AS A BOARD THAT WE MAKE A DETERMINATION THAT WHETHER IT'S THE FIRST YEAR OR SIX MONTHS, WE DECIDE THAT WE'RE GOING TO REVIEW IT AT THIS TIME AND MAKE THE ADJUSTMENTS APPROPRIATELY.

SO I HAD, I WOULD SAY, PRIVILEGE I WENT FOR THE FIRST TIME TO COUNCIL OF GREAT CITY SCHOOLS LAST WEEK, WHICH IS A COUNCIL OF SOME OF THE LARGEST SCHOOL DISTRICTS ACROSS THE COUNTRY. IT'S MY FIRST TIME LOT OF DATA.

I WOULD SAY THAT FOR A NEW BOARD MEMBER IT WAS HELPFUL.

I'VE NEVER BEEN THERE, AND SO SOME OF THE INFORMATION THEY PRESENTED THERE WAS THAT REALLY DISTRICTS THAT ARE HAVING SUCCESS WHEN IT COMES TO OUTCOMES AND THIS IS SUCCESS, RIGHT? IT'S USUALLY 2%.

THAT'S WHAT THEY'RE LOOKING FOR, FOR SUCCESS ACROSS THE COUNTRY.

SO I'M GLAD TO SEE THAT WE'RE MAKING AN EFFORT TO MAKE SUBSTANTIVE CHANGES AND IMPROVE, ENHANCE STUDENT OUTCOMES TO 56%.

THAT'S 15%. MY ONLY CONCERN, SUPERINTENDENT, WOULD BE THAT FIRST YEAR, I BELIEVE IN ONE OF YOUR PREVIOUS CONVERSATIONS, AT LEAST THE LAST TIME WE SAID IT WAS 1.5, WE COULD ROUND IT TO 1 OR 2.

I PERSONALLY WOULD LIKE TO SEE AT LEAST 2% DURING THAT FIRST YEAR, AND THAT'S AGAIN, THAT'S ACTUALLY SUCCESS ACROSS THE COUNTRY, AND SO BECAUSE OF THAT, I WOULD ACTUALLY ENCOURAGE YOU TO DO THAT, AND THE OTHER THING TOO, WHEN WE COME TO SUBPOPULATIONS, WOULD IT BE ANY BENEFIT TO CONSIDER ADDING ANY SCHOOLS IN THAT IN THAT PARTICULAR SUB POP IN THERE? SO WE CAN'T I'M GOING TO ANSWER THIS PART BECAUSE FOR THE STUDENT GROUPS, WE ACTUALLY CANNOT THE STATE LAW ACTUALLY PREDICATES WHAT IS LISTED FOR STUDENT GROUPS.

YES, OBVIOUSLY WE HAVE AND WILL CONTINUE TO LOOK AT NES AND NES/A SCHOOLS AS A SEPARATE CATEGORY WHEN WE PRESENT, BUT YEAH, WE CAN FOLLOW THE LAW FOR THIS.

WITH REGARD TO THE 1 OR 2% WE HAD THE DISCUSSION LAST TIME ABOUT IT, AND IT IS A CLOSE CALL ONE WAY OR THE OTHER. 15% OVER FIVE YEARS IS SOMETHING NO OTHER LARGE URBAN DISTRICT HAS, HAS DONE.

I WAS NOT IMPRESSED WITH THE COUNCIL OF GREAT CITY SCHOOLS, LACK OF DISCUSSION ABOUT REAL ACHIEVEMENT DATA, AND MOST OF THE SESSIONS THAT I WENT TO AND WE'RE DOING GOOD WORK.

THE BOARD IS ON LOOKING AT ACHIEVEMENT DATA, AND WE'LL BE LOOKING AT IT EVERY BOARD MEETING.

ONE OF THE THINGS THAT'S REALLY IMPORTANT TO UNDERSTAND AND AND ACTUALLY A COUPLE COMMENTS IN THE PUBLIC HEARING TONIGHT, PUBLIC COMMENT MENTIONED IT, AND THAT IS YOU CAN'T JUST THINK ABOUT THE STUDENT OUTCOMES OR THE STAAR EXAM. YES, THE LAW REQUIRES US TO DO THE GOALS THIS WAY, BUT ANY EFFECTIVE SUPERINTENDENT KNOWS THAT IT IS ABOUT CULTURE, THE QUALITY OF INSTRUCTION, HOW WELL OUR CAPACITY IS TO GROW STUDENTS, HOW WELL OUR CULTURE IS AROUND ACCOUNTABILITY, AROUND MAKING SURE THAT WE ENGAGE BOTH THE ARTS AND THE ACADEMICS AND ALL OF THAT BUILDS THE CULTURE TO GET TO SUCCESS.

[01:10:03]

CAN I PROVIDE A LITTLE BIT OF COACHING AROUND THIS ONE? AND THIS IS ACTUALLY A QUESTION THAT COMES UP FOR EVERY SINGLE, EVERY SINGLE TIME I DO THIS WITH THE BOARD.

SO THE QUESTION IS ALWAYS, HOW CAN WE GO FASTER? HOW CAN WE GO SHOW MORE GROWTH? IT IS A DELICATE DANCE TO BE ABLE TO IDENTIFY THAT SWEET SPOT BETWEEN WHAT IS ATTAINABLE AND WHAT IS CHALLENGING.

YOU WANT IT TO BE.

YOU WANT THE BOARD HAS A RESPONSIBILITY TO SET TARGETS THAT ARE GOING TO CHALLENGE THE DISTRICT TO CHANGE ADULT BEHAVIORS.

THAT'S THE WHOLE PURPOSE OF OF LONE STAR GOVERNANCE.

STUDENT OUTCOMES DON'T CHANGE UNTIL ADULT BEHAVIORS CHANGE.

YOU CAN'T YOU'RE NOT GOING TO CHANGE OUTCOMES UNTIL YOU CHANGE THE BEHAVIOR.

SO THAT HAS TO BE THE FIRST THING THAT THE BOARD IS LOOKING AT.

AT THE SAME TIME, YOU CAN'T SO WHEN THE BOARD ADOPTS GOALS THAT ARE NOT ACHIEVABLE, IT BEGINS TO CREATE THE UNINTENDED CONSEQUENCES SUCH AS HIGH STAKES TESTING.

SO HAVING THERE'S A DIFFERENCE BETWEEN A STANDARDIZED TEST AND A CULTURE OF HIGH STAKES TESTING.

ONE OF THE THINGS THAT IS A CONSISTENT CHALLENGE THAT I'VE SEEN WITH SCHOOL BOARDS IS THAT THEY DO WANT LET'S JUST NUDGE IT UP 1 OR 2 POINTS.

LET'S MOVE IT A LITTLE BIT FASTER, NUDGE IT UP A LITTLE 1 OR 2 POINTS, BUT IN ORDER TO REALLY LIKE INCREASE YOUR TARGETS, YOU HAVE TO DECREASE THE NUMBER OF PRIORITIES THAT YOU HAVE, AND SO IF YOU'VE GOT TEN PRIORITIES, THEN IT IS UNLIKELY I WOULD CHALLENGE THAT IT'S PROBABLY UNLIKELY THAT YOU WILL SEE A 15% GROWTH IF YOU HAVE THAT MANY PRIORITIES.

WITH THE FEWER THINGS THAT YOU ARE FOCUSED ON, THE MORE LIKELY IT IS THAT YOU'RE ACTUALLY GOING TO ACHIEVE THE RESULTS THAT YOU HAVE SET OUT TO SEE. LOOKING AT JUST THIS ONE, THIS FIRST YEAR, THAT 1%, AND I THINK IT WAS ACTUALLY LIKE 1.5%, AND SO YOU CAN HAVE THE CONVERSATION.

WELL IT'S REALLY LIKE A ROUNDING ERROR, BUT IT IS IMPORTANT THAT JUST TO NOTE THAT HALF OF A PERCENT CAN ACTUALLY BE THE DIFFERENCE BETWEEN BEING METHODICAL AND INTENTIONAL ABOUT CREATING THE CULTURE CHANGE AND HAVING THAT UNINTENDED CONSEQUENCE OF CREATING A HIGH STAKES TESTING CULTURE.

ANGELA. I HAVE A QUESTION FOR THE SUPERINTENDENT.

SO AM I HEARING YOU SAY THAT SETTING THE 1% THEN ALLOWS FOR INTENTIONAL FOCUS ON IMPROVING CULTURE THIS YEAR? AND IF THAT'S WHAT WE'RE SAYING, I THINK THAT'S, YOU KNOW.

YES I THINK THERE'S A THE LEADING VARIABLE FOR RAISING ACHIEVEMENT.

IT'S HOW YOU OPERATE YOUR SCHOOLS AND THE QUALITY OF INSTRUCTION.

THAT'S WHERE MOST DISTRICTS FAIL.

TRYING NOT TO DISS PAST LEADERS TOO MUCH.

THIS DISTRICT HAS NOT FOCUSED ON THE QUALITY OF INSTRUCTION FOR FOR A DECADE, AND SO IF YOU GO TO THE SCHOOLS AND I'VE BEEN IN 45 OF THEM ALREADY, AND YOU LOOK AT THE QUALITY OF INSTRUCTION, PEOPLE ARE WORKING HARD.

SO DON'T GET ME WRONG, THIS IS NOT A DISS ON OUR CURRENT TEACHERS.

THEY'RE WORKING HARD, BUT THERE'S HUGE GAPS IN THE KNOWLEDGE AROUND ALIGNMENT, AROUND ENGAGEMENT STRATEGIES, AROUND PURPOSEFUL INSTRUCTION AND THINGS LIKE THAT, AND SO WE HAVE TO BUILD THAT CULTURE AND OUR MUSCLE MEMORY AROUND THOSE QUALITY OF INSTRUCTION TYPE THINGS.

THAT IS THE FIRST VARIABLE.

THAT'S WHAT WE'VE BEEN FOCUSED ON.

THAT'S WHY WE PUT SO MUCH ATTENTION ON PURPOSEFUL INSTRUCTION ENGAGEMENT AND WE HAVE TO HAVE A CULTURE OF COACHING.

RIGHT. THERE HAS NOT BEEN A CULTURE OF COACHING.

IT'S BEEN AUTONOMOUS.

[01:15:01]

THERE'S BEEN A LOT OF AUTONOMY WITHOUT ANY ACCOUNTABILITY.

THERE'S NOT A GOOD CULTURE OF INSTRUCTIONAL FEEDBACK, AND SO THAT'S WHAT HAS TO BE BUILT.

I'M OKAY IF THE BOARD WANTS TO MOVE IT TO 2%.

I'M OKAY WITH THAT.

I THINK WE'RE GOING TO GET THERE OR BE CLOSE TO THAT, BUT LET'S NOT DISCOUNT HOW TOUGH IT IS TO BUILD THE RIGHT CULTURE AND IMPROVE THE QUALITY OF INSTRUCTION.

THAT IS GOING TO BE REALLY TOUGH.

WE'VE HAD BOARD MEMBERS COME ALONG ON THE ON THE VISITS.

THANK YOU. BY THE WAY, BOARD MEMBER GARZA LINDER WAS AT THREE SCHOOLS TODAY HAS BEEN IN A FEW OTHERS.

EVERY BOARD MEMBER HAS BEEN IN THE SCHOOLS.

PAULA, BOARD MEMBER MENDOZA HAS BEEN, I DON'T KNOW, ON 5 OR 6 VISITS, AND SO YOU SEE WHAT WE FACE AND AGAIN THINGS ARE GOING WELL, BUT WE HAVE A LONG DISTANCE TO GO, AND I THINK THAT'S OBVIOUS WHEN YOU GO TO AS MANY SCHOOLS AS I'VE BEEN TO.

I WOULD SAY, LET'S MOVE ON.

ALL RIGHT.

I AM DEAF IN THIS EAR AND I CANNOT HEAR.

SO CAN YOU JUST BE RESPECTFUL OF THE PROCESS? THIS IS HOW WE CREATE THE IMPROVEMENTS WE WANT.

ARE YOU KIDDING? SO.

OKAY. THANK YOU.

SORRY. PROGRESS MEASURE 1.1.

SUPERINTENDENT, WOULD YOU LIKE TO INTRODUCE THAT? YES. YES.

AND I'LL BE BRIEF.

AND, DR.

MATNEY, IF I NEED SOME HELP, WOULD YOU PLEASE APPROACH THE PODIUM AT THAT TIME? SO IN ORDER TO MEASURE THE PROGRESS, OBVIOUSLY WE DON'T HAVE STAAR RESULTS DURING THE YEAR.

HOWEVER, WE DO HAVE THE NWA MAP ASSESSMENTS.

THE STAAR TEST AND THE MAP ASSESSMENTS HAVE BEEN STUDIED AND THERE'S PLENTY OF RESEARCH THAT NWA HAS DONE.

AND I THINK TEA HAS ALSO DONE TO CROSSWALK NWA PROFICIENCY WITH STAAR MEETS AND EXCEEDS.

SO THERE'S A GOOD CORRELATION BETWEEN THOSE TWO SETS OF DATA.

SO THE AND AGAIN DR.

MATNEY, IF I GET ANYTHING WRONG JUST LET ME KNOW.

SO DR. MATNEY'S TEAM IS ABLE TO AND HAS DONE IN THE PAST CROSSWALK NWA SCORES TO THE STAAR.

AND THAT'S WHAT'S REFLECTED HERE.

SO WHEN WE DO MIDDLE OF YEAR AND END OF YEAR AND BEGINNING OF YEAR NWA MAP ASSESSMENTS, WE'RE ABLE TO DETERMINE WHAT IS THE LIKELY STAAR SCORE RELATED TO THAT BEGINNING OF THE YEAR, MIDDLE OF THE YEAR, END OF YEAR.

THAT IS WHAT'S REFLECTED IN THE CHART THAT YOU SEE IN FRONT OF YOU.

SO WE CAN PROGRESS MONITOR AS WE GO ALONG.

AND THAT'S PROGRESS MEASURE 1.1.

AND THEN IF YOU MOVE TO 1.2.

YEAH. AND AT 1.2 WE'RE TALKING ABOUT SAME THING BUT THE ENTIRE YEAR FROM SEPTEMBER TO MAY. AND DID I GET THAT RIGHT? THIS ONE.

SAME THING, BUT AT NES AND NES ALIGN CAMPUSES.

I HAVE A QUESTION ABOUT THAT, SUPERINTENDENT.

YES, MA'AM. DO WE ANTICIPATE THE NUMBER OF NES AND NESA SCHOOLS TO CHANGE YEAR OVER YEAR AS SCHOOLS OPT IN? OR IS WE LOOK AT ACHIEVEMENT? YEAH, I'M HEMMING AND HAWING A LITTLE BIT BECAUSE I DON'T WANT TO BE TOO DEFINITIVE ON THAT BECAUSE IT'S BASED ON SOME OF THE ACCOUNTABILITY METRICS THAT COME OUT.

AND WE WANT TO CROSSWALK THAT WITH NWA SCORES.

BUT THE ANSWER TO YOUR QUESTION, MA'AM, IS YES, WE DO ANTICIPATE MORE NES SCHOOLS.

YOU'LL RECALL THAT I SAID A GOAL OF 150 NES/NESA ALIGNED SCHOOLS IN FOUR YEARS.

WE'RE AT 85 NOW.

SO IF WE HAVE SCHOOLS THAT ARE MOVING IN AND OUT, ARE THEY IS THAT WHAT YOU SAID?

[01:20:05]

SO IF THE NUMBER OF SCHOOLS IS CHANGING EVERY YEAR OR POTENTIALLY CHANGING, HOW DO WE MEASURE THE BASELINE THEN? SO WE'RE GOING TO LOOK AT PERCENTAGE.

BUT DR. MATNEY YOU SEEM LIKE YOU WANT TO ANSWER THAT QUESTION.

SO GO AHEAD. SO TO SUPERINTENDENT MILES' POINT, THE CHANGES ARE GOING TO BE SO MINIMAL THAT THERE WILL NOT BE GREAT IMPACT.

BUT WE WILL RUN MODELS RUNNING IT BOTH WAYS JUST TO MAKE SURE THAT THAT IS ALWAYS THE CONCERN WHEN THE DENOMINATOR CHANGES.

BUT WE DON'T ANTICIPATE THE CHANGES BEING SIGNIFICANT ENOUGH IN THE DENOMINATOR.

SO THAT IS WHY WE ARE VERY COMFORTABLE WITH THIS PROGRESS MEASURE.

AND DOES THE MAP FOLLOW THE STUDENT.

SO YES OKAY.

SO YOU'LL STILL BE ABLE TO REGARDLESS OF WHERE THEY GO OR WHAT WHETHER WE HAVE NEW STUDENTS.

YES. AGAIN.

SO FOR THOSE THAT ARE REMAINING, IN THE 150 THAT WE HAVE NOT DONE, IF THEIR PROGRESS GOES UP, WILL THEY STILL BECOME NES BECAUSE THEY ARE IN THE 150.

OR IF THEY DO WELL, WILL THEY STAY OUTSIDE THE NES ALIGN? YES. I DON'T WANT TO GET TOO OFF TRACK RIGHT HERE.

BUT TO ANSWER YOUR QUESTION FOR NEXT YEAR, IN ORDER TO BE READY FOR NEXT YEAR, AND ALSO TO GET SOME INPUT AND TO SOCIALIZE ANY SCHOOL OR CAMPUS THAT'S GOING TO BE NES OR THERE WON'T BE NESA NEXT YEAR, BUT NO NEW NESA, BUT NES SCHOOLS.

WE NEED TO MAKE THOSE ANNOUNCEMENTS FAIRLY EARLY AND BEFORE WE GET THE FINAL STAAR EXAMS, WE'LL HAVE MIDDLE OF THE YEAR EXAMS. SO WE'LL KNOW AND WE'LL CROSSWALK THE ACCOUNTABILITY METRIC.

D AND F SCHOOLS WILL CROSSWALK THAT WITH NWA.

AND WE'RE GOING TO LOOK AT THE BUDGET IN JANUARY, WHAT OUR PROPOSED REVENUE IS AND WHAT OUR PROPOSED EXPENDITURES ARE.

SO WE HAVE ENOUGH MONEY TO DO X NUMBER OF SCHOOLS.

AND SO THAT'S WHY IT'LL BE BEFORE THE END OF THE SCHOOL YEAR.

I HAD ANOTHER QUESTION AROUND GOAL PROGRESS MEASURES FOR ONE AND TWO.

SO I SENT A QUESTION TO THE ADMINISTRATION AND THANK YOU FOR THE ANSWER.

AND IT WAS AROUND LEADING INDICATORS.

SO FOR INSTANCE WE ARE LOOKING AT THE IT SAYS ALIGNMENT ON THE MAP SCORES FOR THIRD GRADERS.

BUT MY QUESTION WAS AROUND SO WHAT'S GOING ON IN, YOU KNOW, PRE-K OR KINDERGARTEN THIS YEAR IS GOING TO BE AN INDICATION OF WHAT'S HAPPENING FOR THOSE THIRD GRADERS IN, WHATEVER, THREE, FOUR YEARS, WHATEVER AGE IT TAKES TO GET TO THIRD GRADE, WHATEVER, LIKE 25 OR 26.

AND THE ANSWER TO THE QUESTION AROUND THAT WAS THAT WE WILL BE LOOKING AT PRE-K THROUGH GRADE TWO, CIRCLE MAP AND MCLASS DATA.

I WAS WONDERING IF WE CAN ACTUALLY PUT THAT IF WE'RE GOING TO LOOK AT THAT, CAN WE ACTUALLY PUT THAT IN THE GOAL PROGRESS MEASURES BECAUSE WE ARE CALLING OUT THE NWEA MAP INFORMATION AND DATA THAT WE'RE GOING TO BE LOOKING AT.

AND AGAIN, I'M WONDERING IF WE CAN PUT THAT WE'LL BE LOOKING AT TO CIRCLE MAP AND MCLASS DATA IN THAT GOAL PROGRESS MEASURES FOR THOSE TWO AS WELL.

SO I WANT TO RESPOND TO THAT FIRST.

AND THEN I KNOW I THINK THAT DR.

MATNEY HAS SOMETHING THAT SHE WOULD ALSO LIKE TO SHARE.

SO I WANT TO ONE OF THE THINGS AND I DID NOT SHARE THIS AT THE BEGINNING WHEN I INTRODUCED THE GOAL PROGRESS MEASURES.

SO THE BOARD'S ROLE IN WITHIN LOOKING AT THE GOAL PROGRESS MEASURES IS NOT.

SO THE BOARD CREATES THE GOAL.

THE SUPERINTENDENT IS THE ONE THAT IDENTIFIES WHAT THE GOAL PROGRESS MEASURES ARE.

AND SO IF THE BOARD'S RESPONSIBILITY WHEN IN THIS EXERCISE IS TO REALLY UNDERSTAND WHAT HOW THEY ARE PREDICTIVE. SO WHETHER OR NOT THESE GOAL PROGRESS MEASURES ARE PREDICTIVE OR NOT.

IF THE BOARD BELIEVES THAT THEY ARE NOT PREDICTIVE, THEN THE BOARD HAS A RESPONSIBILITY TO EITHER CHANGE THE.

REALLY, THE BOARD'S RESPONSIBILITY IS TO CHANGE THE GOAL TO DIFFERENTIATE WHAT THEY WOULD ACTUALLY LIKE TO SEE.

FOR THIS ONE, THERE'S NOT A.

SO ACTUALLY I'M GOING TO I'M JUST GOING TO SHARE THAT.

AND THEN I'M GOING TO TURN IT OVER TO MIKE AND ALLISON.

YEAH. LET ME JUST SAY REAL QUICKLY TOO, YOU KNOW, MOST OF THESE WE HAVE TO DO RIGHT BY LAW.

[01:25:01]

I LIKE DATA, I HAVE USED A LOT OF DATA IN THE PRESENTATION.

I'M GOING TO CONTINUE TO DO THAT.

AND WE WILL PRESENT OUT IF THE BOARD WANTS WHEN WE TALK ABOUT THIS GOAL, DIBELS DATA, CIRCLE DATA. AND WE WILL WE WILL PROVIDE THAT BECAUSE I THINK OVER THE LONG HAUL, IT WILL HELP PREDICT WHETHER OR NOT WE'RE GOING TO DO WELL ON THIRD GRADE DOWN THE ROAD.

RIGHT? MAYBE NOT THIS YEAR, OBVIOUSLY, BUT OVER THE LONG HAUL IT WILL.

SO THE BOARD CAN REST ASSURED WE WILL BE LOOKING AT DATA AND CUT IN MANY DIFFERENT WAYS TO PROVIDE YOU WITH INFORMATION AROUND ALL OF OUR GRADES.

SO I ALSO WANT TO ACKNOWLEDGE THAT THE QUESTION YOU JUST ASKED IS ABSOLUTELY RIGHT.

AND THAT'S ACTUALLY THE QUESTION THAT I HAVE COACHED SEVERAL OF YOU TO BE ASKING THESE QUESTIONS AS YOU'RE LOOKING AT THE PROGRESS MEASURES.

MY GENERAL COACHING IS IF YOU HAVE A GOAL FOR THIRD GRADE, THEN IN MOST SITUATIONS YOU ACTUALLY ARE I F YOU'RE NOT MONITORING PROGRESS MEASURES UNTIL THIRD GRADE, THEN YOU'RE BEHIND.

YEAH. THIS IS A LITTLE BIT DIFFERENT BECAUSE THEY ACTUALLY ARE LOOKING AT THE NES CAMPUSES AND THERE ARE SO MANY.

SO THE CAMPUSES CONTAIN SUCH A PERCENTAGE OF THE STUDENT GROUPS THAT NEED NOT JUST THE STUDENT GROUPS, BUT THE STUDENTS, PERIOD, THAT NEED THE INTERVENTION, THAT NEED THE ADDITIONAL SUPPORTS THAT IF THOSE STUDENTS BY THEMSELVES CAN DEMONSTRATE IMPROVEMENTS, THEN YOU ARE LIKELY TO NOT JUST MEET THE GOAL BUT PROBABLY EVEN EXCEED IT.

AND SO I DON'T KNOW IF THAT IS RESPONSIVE, BUT I WILL TURN IT BACK TO YOU ALL TO FURTHER DISCUSS.

YEAH. NO THANK YOU, I APPRECIATE THAT.

I THINK THAT AGAIN TO THE SUPERINTENDENT'S POINT ABOUT CULTURE CHANGE AND HOW HARD IT'S GOING TO BE TO GET TO THAT CULTURE CHANGE THAT'S GOING TO GET US TO WHERE WE NEED TO BE IN 2028.

LOOKING AT THOSE PRE-K KINDER FIRST, SECOND, I THINK WILL GIVE US AN INDICATION HOW THINGS ARE WORKING, HOW THE CULTURE IS CHANGING.

SO THANK YOU, I APPRECIATE THAT.

AND THEN DO YOU WANT ME TO TALK ABOUT 1.3? YEP. AND THEN WITH 1.3, THIS IS A CONDITIONAL GROWTH INDEX, WHICH IS A SPECIFIC NWA MAP ASSESSMENT.

WHAT IT DOES IS IT LOOKS AT THE KIDS BEGINNING SCORE AND THEN PREDICTS OR SETS A GROWTH SCORE BASED ON THE 6 MILLION STUDENTS WHO TAKE THIS EXAM AND WHERE THAT CHILD SHOULD BE IF THEY HAD AVERAGE GROWTH.

AND SO THIS IS CONDITIONED ON THE STARTING POINT FOR THAT CHILD.

AND WE'RE HOPING AND THIS WAY EVERY CHILD IS EVALUATED INDIVIDUALLY.

AND YOU CAN LOOK AT THE GROWTH FOR THAT CHILD RATHER THAN THE GROWTH FOR THE WHOLE GROUP.

DR. MATNEY, DO YOU WANT TO ADD TO THAT? YEAH, JUST AS YOU ALL ARE LOOKING, YOU'RE SAYING, GREAT, THERE'S NO DATA HERE.

AND SO THE REASON IS THAT THOSE METRICS ARE SET.

LOOKING AT MIDDLE OF YEAR, WE FINALLY SEE THAT GROWTH FROM BEGINNING OF YEAR.

SO LOOKING AT MIDDLE OF YEAR TO END OF YEAR INSTEAD OF THAT BEGINNING OF YEAR TO END OF YEAR THAT YOU SAW IN PROGRESS MEASURE 1.1.

SO THAT'S WHY THIS IS DIFFERENT.

ONCE WE GET THROUGH MIDDLE OF YEAR, WE WILL THEN BE ABLE TO HAVE DATA THAT WE WILL BE ABLE TO SHOW.

RIGHT. MOVING ON.

ONE SECOND. I KNOW THERE WAS SOME EXPLANATION, BUT IF YOU WILL TAKE A MOMENT TO EXPLORE THE POINT SIX AND HOW IT WORKS IN RELATIONSHIP.

SO THE PUBLIC AND WE CAN GET A BETTER UNDERSTANDING.

YEAH. WHY DON'T YOU START AND I'LL ADD DR.

MATNEY. PERFECT.

SO THAT CONDITIONAL GROWTH INDEX AS SUPERINTENDENT MILES POINTED OUT IT'S LOOKING AT THE NATIONAL SET OF POPULATION.

SO WE ARE LOOKING AT OUR STUDENTS GROWING AT 60% OF EXPECTATION.

SO THEY'RE GROWING 60% RATHER THAN LOOKING AT LIKE 20% OR 30%.

SO WE WANT OUR STUDENTS TO HAVE THAT HIGHER GROWTH INDEX AT 60%.

IN A NATIONALLY NORMED TEST, 50% IS AVERAGE.

SO WE'RE LOOKING AT WE ARE PUSHING OUR TARGET TO TEN POINTS ABOVE AVERAGE.

[01:30:09]

THIS GOAL IS LOOKING AT THE PERCENTAGE OF THIRD GRADE STUDENTS IN HOUSTON ISD EARNING MEETS GRADE LEVEL ON THE STAAR MATH TEST THAT THEY WILL INCREASE FROM 38% IN JUNE 23 TO 53% IN JUNE 28.

SUPERINTENDENT. PROGRESS MEASURE 2.1.

YES, MA'AM. SO THIS IS A MIRROR IMAGE OF GOAL ONE.

BUT IT'S MATH.

SO WE STILL HAVE OVERALL IN THE COURSE OF FIVE YEARS, A 15 PERCENTAGE POINT INCREASE IN STAAR.

AGAIN, LET'S NOT DISCOUNT HOW CHALLENGING THIS WILL BE BECAUSE THE DISTRICT HAS NEVER DONE 15 POINTS IN FIVE YEARS.

AND SO THIS WILL BE A CHALLENGE.

BUT I THINK IT'S ONE THAT WE NEED TO RISE TO.

THE GOAL PROGRESS MEASURES ARE THE SAME AS GOAL ONE, WHICH IS NWA MAP ASSESSMENT AS IT'S REFLECTED IN THE CORRELATION STUDIES BETWEEN NWA AND STAAR.

GOAL PROGRESS MEASURE 2.2 IS THE SAME.

IT'S BASED ON THE NESA SCHOOLS NES AND NESA SCHOOLS.

AND THEN GOAL NUMBER 2.3 IS CONDITIONAL GROWTH.

ALL RIGHT. ANY QUESTIONS ON GOAL TWO? ALL RIGHT. WE'RE GOING TO MOVE ON TO GOAL THREE.

AND I KNOW THAT WE ARE LIKELY TO HAVE SOME CONVERSATION ON THIS ONE.

SO THIS IS THE PERCENTAGE OF GRADUATES THAT MEET THE CRITERIA FOR CCMR AS MEASURED IN DOMAIN ONE OF THE STATE ACCOUNTABILITY SYSTEM WILL INCREASE FROM 15 PERCENTAGE POINTS FROM 70% OR SO THEY WILL INCREASE 15 PERCENTAGE POINTS FROM 70% FOR 22 GRADUATES, WHICH IS ACTUALLY THE 23 BASELINE.

BUT THIS DATA IS A YEAR.

IT IS A YEAR.

THERE'S A YEAR LAG IN THIS DATA.

SO IT'LL BE SO IT'S LOOKING AT THE OUTCOMES FOR THOSE 22 GRADUATES MOVING TO 85% FOR 27 GRADUATES.

SEVERAL QUESTIONS CAME IN AROUND CCMR VERSUS CCMR OUTCOMES BONUS. WE SPENT SOME TIME THIS AFTERNOON RESPONDING TO THOSE QUESTIONS.

AND THERE THOSE RESPONSES ARE PRINTED AT YOUR PLACES.

SO I WANT TO OPEN THE FLOOR FOR CONVERSATION AROUND THAT.

AND WE CAN.

AND I KNOW THIS IS ONE THAT HAS REALLY WE'VE GONE BACK AND FORTH AROUND AND THAT ACTUAL EVEN THE RECOMMENDATION HAS CHANGED. WOULD YOU LIKE TO SPEAK TO WHY THAT RECOMMENDATION CHANGED? AND I'D LIKE TO SAY ONE COMMENT ALSO, IF YOU DON'T MIND.

YEAH. GO AHEAD. SO I UNDERSTAND THE SENTIMENT AND THE COMMENTS AROUND THE TWO CHOICES THAT ARE FACING US.

LET ME SAY THIS.

WITH REGARD TO CCMR AND CTE, WE HAVE A LOT OF SYSTEMIC PROBLEMS. LET ME JUST GIVE YOU A COUPLE EXAMPLES.

WE LEAD THE STATE IN THE NUMBER OF STUDENTS WHO GRADUATE WITH AN IGC, WHICH IS A INDEPENDENT GRADUATION COMMITTEE PLAN.

SO MUCH SO THAT WE'RE UNDER INVESTIGATION NOW, BECAUSE WHEN IT'S OVER 10%, MEANING THE STUDENTS HAVE NOT PASSED OR HAVE GOTTEN THEIR POINTS IN THE EOC ONE, 2 OR 3.

AND SO AND THEY'RE NOT DOING WELL IN ACT OR SAT.

AND SO IN ORDER TO GRADUATE, THE SCHOOLS HAVE HAD AN INDEPENDENT GRADUATION COMMITTEE.

AND THIS IS SUPPOSED TO BE EXCEPTIONAL AND IT'S NOT.

WE HAVE 20 SCHOOLS, 20 HIGH SCHOOLS THAT HAVE OVER 10% OF THEIR STUDENTS GRADUATING WITH AN IGC.

THAT IS LOW LEVEL OF RIGOR.

THAT IS NOT GOOD FOR KIDS.

SOME OF THOSE SCHOOLS ARE IN THE 30% RANGE.

I THINK THE TOP SCHOOL IS 40%.

GETTING AN INDEPENDENT GRADUATION COMMITTEE PLAN.

[01:35:02]

THAT'S NOT THE INTENT OF THE TEA REGULATIONS OR THE TEXAS CODE.

AND IN MANY CASES, WE'RE NOT FOLLOWING THE LAW.

THAT'S WHERE WE ARE ON THAT WITH REGARD TO CAREER TECH ED AND THE CCMR POINTS.

WE HAVE NOT HAD A GOOD SYSTEM TO TRACK KIDS GOING FROM ONE SCHOOL TO ANOTHER.

SO WHEN YOU GO TO A DIFFERENT SCHOOL AND, YOUR PLAN WHERE YOU'VE ENTERED INTO A CAREER TECH ED PATHWAY CAN BE DISRUPTED.

IF A PRINCIPAL COMES IN THAT PRINCIPAL IN MANY CASES HAVE CHANGED THE OFFERINGS OR IT'S NOT RECORDED THAT YOU'VE PASSED THIS COURSE AND NOW YOU'RE ON THIS COURSE AND SO FORTH AND SO ON, GUYS.

SO I UNDERSTAND THE SENTIMENT TO MAKE IT MORE RIGOROUS.

I DO TOO.

WE'RE GOING TO BEEF UP OUR CTE OFFERINGS.

BUT WE'RE RIGHT NOW TRYING TO GET OUR SYSTEMS IN PLACE TO WHERE WE CAN ACTUALLY CAPTURE THE CCMR POINTS FOR OUR KIDS WHO ARE IN THE SYSTEM RIGHT NOW.

AND ONE OF THE OTHER THINGS THAT WAS HIGHLIGHTED TO ME IN THIS CONVERSATION WAS THAT THE STUDENTS SO THE STUDENTS, THE PERCENTAGE OF STUDENTS THAT ACTUALLY PERTAIN WHO ACTUALLY EARN THAT OUTCOMES BONUS IS SUCH A SMALL SUBSET, AND IT APPLIES TO A VERY SPECIFIC GROUPS OF STUDENTS WITHIN THE DISTRICT THAT THE NUMBER ACTUALLY IS NOT.

WELL, WOULD YOU LIKE TO SHARE THAT? BECAUSE YOU CAN SAY IT MUCH MORE ELOQUENTLY THAN I.

I DON'T KNOW ABOUT THAT, BUT I CAN EXPLAIN IT.

SO YEAH. SO ONE OF THE CONCERNS IS IF THE VISION OF THE BOARD IS ONLY OUTCOMES BONUS THE MESSAGE COULD BE SENT THAT STUDENTS THAT DO NOT FALL WITHIN THOSE CATEGORIES DON'T NEED TO HAVE CCMR. AND THAT'S ABSOLUTELY NOT THE CASE.

IT'S NOT THE DIRECTIVE OF THE SUPERINTENDENT WITH THE STRATEGY THAT'S BEING EMPLOYED RIGHT NOW.

NOW IT IS OUTCOMES BONUS IS INCREDIBLY IMPORTANT.

DR. TERRY WOULD ABSOLUTELY SAY WE YOU KNOW, WE NEED TO FOCUS ON THAT.

LOOK AT THOSE THOSE DATA POINTS MORE CLOSELY.

AND WE WILL BE REPORTING THAT AGAIN AS SUPPORT DATA, MUCH LIKE THE EARLY CHILDHOOD DATA.

SO WE WILL BE BRINGING THAT TO REPORT THAT SO THAT YOU CAN SEE THAT BE VERY TRANSPARENT ABOUT THOSE DATA POINTS.

BUT WE WANT TO MAKE SURE THAT THE FOCUS IS ON AN EXIT CRITERIA AND CCMR FOR ALL, NOT JUST A SMALL SUBSET.

CAN YOU EXPLAIN THE SMALL SUBSET? I DON'T UNDERSTAND THAT PIECE.

SURE. SO THE OUTCOMES BONUS WE GET DOLLARS FOR ECONOMICALLY DISADVANTAGED IS A CERTAIN DOLLAR AMOUNT.

SPECIAL EDUCATION IS A CERTAIN DOLLAR AMOUNT.

NON DISADVANTAGED IS A CERTAIN DOLLAR AMOUNT FOR.

SO IT'S THOSE SUBSETS OF STUDENTS.

YES A STUDENT IS EITHER ECO DIS OR NON ECO DIS.

SO THAT DOES INCORPORATE.

AND THEN LOOKING AT DO THEY MEET TSI AND SO THIS IS THE COLLEGE READY TSI.

AND WHAT YOU SHARED EARLIER TSI, AND ENROLLING IN COLLEGE OR EARNING AN ASSOCIATE'S DEGREE THE YEAR AFTER.

SO VERY LAGGING DATA OR THE CAREER READY IS MEETING THAT TSI THRESHOLD AND GETTING A LEVEL ONE LEVEL TWO CERTIFICATE THROUGH THOSE PARTNERSHIPS WITH THE COMMUNITY COLLEGES OR FOR THE CAREER IS ALSO EARNING THAT IBC.

SO WHEN YOU SAY I'M SORRY, I DIDN'T MEAN TO STEP ON YOU.

NO GO. OKAY. SO WHEN YOU SAY SMALL SUBSET.

SO WHAT PERCENTAGE OF THE DISTRICT IS ECO DISADVANTAGED? DON'T HAVE THIS YEAR'S NUMBERS YET BECAUSE WE JUST FINISHED SNAPSHOT DATE AND WE'RE STILL CLEANING THAT.

BUT TYPICALLY AROUND 76% IS WHERE BUT WHEN WE LOOK AT WHEN WE LOOK AT CCMR, IN TOTAL, WE ARE FOCUSING ON ALL OF THOSE STUDENT GROUPS WITHIN THAT, YES, WE WANT THEM TO HAVE THIS HIGHER LEVEL OF RIGOR AND WE ARE GOING TO BE MONITORING THAT AND SHARING THAT.

BUT THE GOAL ITSELF, THE IDEA OF CCMR, MAKING SURE WE'RE MONITORING EACH OF THESE FOR ANY OF THE CCMR INDICATORS IS WHERE WE NEED TO BE RIGHT NOW, BECAUSE ESPECIALLY BECAUSE THE CCMR THRESHOLD FROM THE STATE LEVEL JUST MOVED UP TO AN ADA.

[01:40:02]

CAN I ASK A QUESTION.

SO I THINK I DIDN'T UNDERSTAND BUT NOW I DO.

SO THE OUTCOMES BONUS IS NOT I JUST WANT TO BE CLEAR.

IT COUNTS BOTH ECONOMICALLY DISADVANTAGED AND NON ECONOMICALLY.

SO IT ACCOUNTS FOR ALL STUDENTS IN THE DISTRICT.

IT'S JUST THAT THE CRITERIA ARE MORE STRINGENT OR MORE SPECIFIC MAYBE THAN THE OTHER.

IS THAT RIGHT OKAY OKAY.

THANK YOU.

YES. SO MY ONLY CONCERN WITH JUST THE CCMR GOAL IS THAT WE MAY AND WE COULD FALL INTO WHAT WE EXPERIENCED WITH ONE HIGH SCHOOL OR SOME OF OUR HIGH SCHOOLS WHERE THEY PURSUED AN IBC THAT WAS NOT REALLY MEANINGFUL.

RIGHT. AND SO THAT WOULD BE MY ONLY CONCERN IS THAT IF WE JUST USE THIS APPROACH, WE COULD LAND 2 OR 3 YEARS FROM NOW WHERE THE LIST OF IBCS AND I THINK WE OFFER 80 SOMETHING OF THEM OUT OF THE ENTIRE LIST.

SOME OF THEM MAY NOT BE MEANINGFUL ANYMORE.

HAVE WE MET THE GOAL, ABSOLUTELY.

BUT IS IT A PREDICTIVE MEASURE OF SUCCESS POST HIGH SCHOOL? I DON'T KNOW THAT WE HAVE AN ANSWER TO THAT, OR THE ANSWER MAY NOT BE KNOWN.

YEAH, I HAVE A SIMILAR QUESTION.

IF WE'RE COVERING ALL THE STUDENTS THROUGH THE OUTCOMES BONUS GOAL.

I'M TRYING TO UNDERSTAND KIND OF THE DIFFERENCE.

I KNOW YOU'VE EXPLAINED IT TO US, [LAUGHTER] BUT IT SEEMS TO ME THAT THIS IS A MORE DIRECTED LOOK AT ALL THE STUDENTS IN HISD, RATHER THAN LOOKING AT KIND OF A WIDER SWATH OF POSSIBILITIES WHEN YOU LOOK AT CCMR. IS THAT FAIR? IT IS DEFINITELY A SEPARATE SUBSET OF REQUIREMENTS.

SO IT'S A COMBINATION OF REQUIREMENTS INSTEAD OF INDIVIDUAL REQUIREMENTS.

AND MR. MARTINEZ, TO YOUR POINT, THE STATE UPDATES THE IBC LIST EVERY TWO YEARS TO STAY ABREAST OF TRENDS AND INDUSTRY STANDARDS ACROSS THE STATE AND REGIONALLY.

AND SO THE ACCOUNTABILITY SYSTEM DOES HAVE BUILT IN SOME SAFEGUARDS AROUND THAT, AGAIN, EVERY TWO YEARS TO MAKE SURE THAT THAT DOESN'T HAPPEN.

I THINK OUR CONCERN IS THE STATE ACKNOWLEDGES AND ACKNOWLEDGED THAT THEY FIND THEY FIND MISTAKES EVERY TWO YEARS, WHICH IS WHY THEY THEY HAVE TO RAISE THE RIGOR.

SO I GUESS.

I GUESS MY CONCERN THAT WE'RE TRYING TO SPEAK TO IS TO MAKE SURE WE'RE NOT LOWERING THE BAR, AND THEY GO TO WHATEVER THE NEXT SET OF EASIEST ARE.

SO WE UNDERSTAND THAT THERE'S ALL KINDS OF INFRASTRUCTURE THAT NEEDS TO HAPPEN TO MAKE THIS WORK BETTER.

BUT CAN YOU TALK TO US? SO LET ME STATE WHAT WE'RE NOT SAYING.

WE WANT TO MAKE SURE IT'S NOT LOW BAR.

SO IF WE'RE NOT GOING TO THIS TO THE BONUS STANDARD, CAN YOU SPEAK TO US A LITTLE BIT ABOUT HOW Y'ALL ARE DIRECTING THE FOCUS SO THAT IT DOESN'T BECOME THE WATERED DOWN.

I GUESS WE'RE WANTING SOME.

GREAT. THAT'S WHAT OUR CONCERN IS.

THAT'S WHAT MY CONCERN IS.

CAN WE TAKE A LOOK AT THE GOAL PROGRESS MEASURES? BECAUSE I THINK THAT THAT MIGHT BE SOMEWHAT RESPONSIBLE TOO.

AND WE CAN CONTINUE THIS CONVERSATION.

BUT I THINK THAT THAT MIGHT ADDRESS SOME OF THE CONCERNS THAT HAVE BEEN RAISED.

SO IF YOU LOOK AT THE GOAL PROGRESS MEASURE 3.1.

WELL, LET ME LET ME BACK UP BECAUSE I THINK THE SENTIMENT IS THAT THE OUTCOMES BONUS IS MORE RIGOROUS.

AND THAT'S TRUE.

AND THAT'S WHY IT IMPACTS A SMALLER SET OF KIDS, BECAUSE WE DON'T HAVE KIDS IN THE POSITION, OR MANY OF OUR STUDENTS ARE IN A POSITION TO, TO REACH THAT BAR.

AND, SO IT IS A MORE RIGOROUS BAR.

AND IF THE BOARD SETS THAT BAR, THEN, YOU KNOW, WE STILL HAVE TO DO THE THINGS WE HAVE TO DO TO GET KIDS TO JUST DO THE GOAL PROGRESS MEASURES THAT WE HAVE.

AND I'M SAYING IT'S GOING TO BE A CHALLENGE JUST TO DO 3.1 FOR EXAMPLE.

I GAVE YOU THE EXAMPLE OF THE NUMBER OF STUDENTS WHO AREN'T GRADUATING WITHOUT, WHO ARE GRADUATING WITH THE IGC INDEPENDENT GRADUATION COMMITTEE, WHICH IS NOT SUPPOSED TO BE THE CASE.

WE, THE DISTRICT OVER A NUMBER OF YEARS HAVE ABUSED THAT EXCEPTION FOR WHICH WAS

[01:45:02]

NOT RAISING THEIR MATH OR LANGUAGE ARTS SCORES.

NOT HAVING THEM RETAKE THE EOC, WHICH IS ALSO SOMETHING THEY CAN DO IF THE SCHOOL'S SYSTEMS WOULD SUPPORT THAT.

AND SO GOAL PROGRESS 3.1 A PERCENT OF 11TH GRADERS MEETING TSI CRITERIA ON SAT ACT OR TSIA.

THOSE THE STUDENTS WHO ARE GRADUATING WITH AN IGC MOST LIKELY TODAY WOULD NOT BE ABLE TO MEET THAT CRITERIA. SO WE NEED TO RAISE THAT, AND WE'RE GOING TO RAISE IT FROM AN INCREASE OF 15% TO 30% IN FIVE YEARS. THAT'S ADMITTING HOW LOW THAT BAR IS.

BUT WE ARE WHERE WE ARE.

WE'RE AT 15%.

WE NEED TO RAISE IT TO AT LEAST TO 30% IN FIVE YEARS.

GOAL PROGRESS NUMBER 3.2.

THESE ARE THE SAME THING.

ON TRACK TO GET CTE COMPLETER.

WE'RE AT 34%.

THAT'S A LOW SCORE TO 49%.

SO I THINK THOSE TWO GOAL PROGRESS MEASURES ARE GOOD.

WE'RE GOING TO HAVE TO DO A LOT OF WORK TO GET KIDS THAT WAY.

AND THAT'S THE JOB.

THAT'S WHAT WE'RE OUR TEACHERS ARE READY FOR GOAL PROGRESS MEASURE 3.3 PERCENT OF 11TH GRADERS WOULD QUALIFY FOR COLLEGE CREDIT.

CREDIT WILL INCREASE.

SO THIS IS COLLEGE CREDIT 33% TO 48%.

SO THOSE ARE THOSE ARE THINGS WE WOULD BE DOING REGARDLESS OF WHETHER IT'S AN OUTCOME BONUS OR A STRAIGHT CCMR. THE RIGOR IS RAISED WITH THE OUTCOME BONUS, AND IF THE BOARD BELIEVES WE SHOULD BE ABLE TO HIT THAT THEN FINE.

I THINK ONE OF ASHLEY'S ADMONITIONS FOR US IS THAT WE SET GOALS THAT ARE CHALLENGING AND HOPEFULLY NOT TOO FAR OUT OF REACH.

WE'VE GOT A LOT OF CHALLENGE HERE ALREADY.

BUT, YOU KNOW, I NEVER RUN FROM A REAL CHALLENGE.

SO WE'LL DO WHAT THE BOARD WANTS TO DO.

TO CLARIFY MY UNDERSTANDING THEN FOR GOAL PROGRESS MEASURE 3.2 WITH THE CTE COMPLETER STATUS INCREASING WOULD THAT, THEN REQUIRE THAT THE ISSUE YOU DESCRIBED EARLIER ABOUT CREDITS NOT BEING PROPERLY TRACKED. THAT WOULD HAVE TO BE ADDRESSED IN ORDER FOR THIS GOAL TO INCREASE.

YES, MA'AM. NO QUESTION.

I THINK THE QUESTION IS WHETHER WE WANT TO FOCUS ON THE OUTCOMES BONUS, OR IF WE WANT TO FOCUS ON CCMR. AND THEN I THINK THE QUESTION IS IF WE WANT TO FOCUS ON THE OUTCOMES BONUS, WHAT ARE THE NUMBERS? I DON'T KNOW WHAT THEY ARE.

IT MAY BE THAT IT'S NOT 15% GROWTH BECAUSE OF ALL THE OTHER THINGS I DON'T KNOW.

HAVE YOU ALL MODELED THAT YET? WE HAVE. SO THE MOST RECENT REPORT, WE'RE AT ABOUT 23% THAT ARE MEETING THE OUTCOMES BONUS FOR COLLEGE READY AND ABOUT 5.5% FOR CAREER READY.

THAT'S THE MOST RECENT DATA.

YES, ABOUT 23% FOR COLLEGE READY ARE MEETING THOSE THRESHOLDS IN ABOUT 5.5% FOR CAREER READY.

OH GOSH. THAT'S LOW.

SO. AGAIN TO CLARIFY SO THAT 5% REPRESENTS THOSE THAT ARE EARNING AN IBC.

NO. THAT ARE TSI READY.

TSI READY. AND EITHER IBC OR A LEVEL ONE LEVEL TWO CERTIFICATE.

GOT IT. HAVE YOU MODELED THE WHAT YOU MIGHT ANTICIPATE IN TERMS OF GROWTH OVER THE FIVE YEAR PERIOD FOR THE CCMR BONUS? WE DIDN'T DO THAT.

I WILL TELL YOU THAT THE GOAL PROGRESS MEASURES AS THEY'RE WRITTEN 3.1 AND 3.2.

WE WOULD LIKELY RECOMMEND SOMETHING VERY SIMILAR BECAUSE THEY ARE PREDICTIVE OF EITHER ONE.

3.3 I WOULD WANT TO DIG INTO A LITTLE BIT MORE, BUT 3.1 AND 3.2 WOULD LIKELY STAY THE SAME.

IS IT SOMETHING THAT? THE NUMBERS WOULD CHANGE? THE TARGETS WOULD CHANGE.

THE NUMBERS WOULD STAY THE SAME BECAUSE IT'S STILL THE PERCENT OF 10TH, 11TH AND 12TH GRADE WHO ARE ON TRACK TO ACHIEVE THAT, COMPLETE THAT CTE COMPLETER STATUS.

[01:50:03]

RIGHT. I'M LOOKING AT THE OUTCOMES BONUS STARTING AT 5%.

WILL BE FOR THE GOAL. SO THE GOAL, WOULD WE STILL SAY THAT THE GOAL IS [INAUDIBLE] NO, NO, I MEAN, THAT WOULD CHANGE.

OKAY. THAT'S WHAT I MEAN.

SO LET ME LET'S JUST TAKE A STOP RIGHT HERE FOR A SECOND.

AND I WANT TO TAKE THE TEMPERATURE OF THE BOARD AND SEE WHAT, QUESTIONS DO YOU HAVE? WHAT TECHNICAL QUESTIONS DO YOU HAVE ABOUT THIS GOAL.

AND IS THIS THE DIRECTION THAT YOU WANT TO GO OR DO YOU WANT TO GO IN THE OTHER DIRECTION? AND REALLY SO MY COACHING ON THIS IS, REALLY IT REALLY RELIES ON THE QUESTION OF IF YOU WERE TO FOCUS ON THE CRITERIA FOR THE OUTCOMES BONUS SO THAT TSI PLUS CRITERIA ESSENTIALLY.

WOULD THAT BE WOULD YOU STILL BE ABLE TO OR HOW WOULD THAT IMPACT YOUR ABILITY TO IMPROVE OR MEET THE EXIT CRITERIA.

I THINK THAT'S ONE OF THE QUESTIONS BECAUSE CCMR IS PART OF WHAT THEY ACTUALLY LOOK AT CCMR, NOT THE OUTCOMES BONUS.

SO THAT'S MY COACHING QUESTION.

AND SO GETTING CLEAR ON THAT.

BUT EITHER WAY THE BOARD'S DECISION IS WHAT IS GOING TO BE, WHAT THE BOARD'S DECISION IS.

SO IT REALLY IS THE WILL OF THE BOARD.

I DO STRONGLY ENCOURAGE YOU TO I MEAN, THIS IS SUPPOSED TO BE A COLLABORATIVE PROCESS WITH THE SUPERINTENDENT.

SO YOU DEFINITELY SHOULD BE TAKING INTO CONSIDERATION THE FEEDBACK THAT YOU'RE GETTING.

BUT IT IS YOUR ULTIMATE DECISION.

OKAY. CAN I JUST SAY TOO, I DON'T WANT TO MUDDY WATERS OR ANYTHING.

IF THE BOARD DECIDES ON THE OUTCOME GOALS, WE'D COME BACK WITH A, YOU KNOW, A MORE MEASURED CHART FOR GOAL THREE, OF COURSE.

AND WE WOULD STILL DO THE THINGS WE'RE GOING TO DO BECAUSE WE ARE WHERE WE ARE.

WE'RE GOING TO HAVE TO IMPROVE OUR TRACKING OF CAREER TECH, AND WE'RE REALLY GOING TO HAVE TO IMPROVE THE QUALITY OF OUR INSTRUCTION.

WE'RE GOING TO HAVE TO MAKE SURE, FOR EXAMPLE, THAT STUDENTS WHO NEED TO TAKE THE EOC TWICE, THEY CAN TAKE IT IN DECEMBER AND THEN THEY CAN TAKE IT IN APRIL, THAT THAT HAPPENS, THAT WE DON'T WRITE IGCS IN OCTOBER, YOU KNOW, BEFORE THEY EVEN HAVE A CHANCE TO TAKE AN EXAM THAT WE PROVIDE FIVE WEEK REAL INTERVENTION STRATEGIES IN THE SUMMER VERSUS, YOU KNOW, YOU CAN DO AN ONLINE PROGRAM IN A DAY.

THESE ARE REAL THINGS THAT ARE HAPPENING THAT WE HAVE TO IMPROVE.

SO WE'LL DO THAT EITHER WAY BECAUSE THAT'S WHERE WE ARE.

AND WE HAVE TO GET OUR KIDS READY FOR LIFE AND WORK AFTER HIGH SCHOOL.

SO I HAVE A QUESTION JUST TO FOLLOW UP ON THAT.

SO IF WE DECIDE THE BONUS ROUTE AND WE GO BACK AND REDO THE NUMBERS, WOULD THAT MEAN THAT THE FIRST YEAR MAY, I HATE TO SAY LESS THAN 1%, BUT WOULD IT BE LESS THAN BECAUSE WE'RE TRYING TO GET TO THAT SPOT FOR THE SECOND YEAR OF OUR GOALS? WOULD THAT HAPPEN? AND IS THAT SOMETHING WE WANT TO SEE? YEAH, I THINK LET'S LOOK AT THE DATA OVER TIME.

BUT YOU CAN PICTURE THAT 5%, 5.5% AND OVER A DECADE THIS IS WHERE WE ARE AND THAT'S NOT GOOD.

AND SO, YOU KNOW RAISING IT 15% IN FIVE YEARS.

YOU KNOW THAT'S PROBABLY A GOOD GOAL.

BUT IT'S GOING TO BE TOUGH TO GET THERE.

SO THAT'S WHY I'M ASKING.

YES. ABSOLUTELY.

SO MY THOUGHTS JUST IN GENERAL ARE THAT WHICH ONE PREPARES STUDENTS MORE FOR A COMPETITIVE GLOBAL ENVIRONMENT, WHICH IS DIVISION AND T HAT SHOULD BE THE FOCUS TO ME, SO THAT WE HAVE MORE STUDENTS WHO ARE HIGHLY PREPARED.

FOR EXIT.

WHAT I'M WONDERING IS GOING THAT BONUS ROUTE.

WE HAVE SO MANY CAMPUSES.

THERE'S SO MANY THINGS TO CHANGE.

[01:55:02]

AM I WRONG IN THAT THINKING? LIKE, I COULD SEE THAT FOCUSING AN ACTION PLAN BETTER THAN I DON'T KNOW, TELL ME I'M WRONG IF IT'S NOT.

WELL, IT'S NOT THAT YOU'RE WRONG.

AND I LIKE BOARD MEMBER ROLANDO'S SENTIMENT.

HERE'S WHAT WE'RE GOING TO HAVE TO DO REGARDLESS.

WE HAVE YOU HAVE 95% OF THE KIDS NOT THERE.

WE HAVE TO DO THINGS OTHER THAN THE KIDS, YOU KNOW, PUSHING THE KIDS ON THE OUTCOME GOALS.

WE HAVE TO DO SOME BASIC PASS THE EOC.

GET YOUR COLLEGE PATHWAY.

PASS YOUR COLLEGE PASS RATE.

GET YOUR INDUSTRY APPROVED CERTIFICATIONS, IF NOTHING ELSE.

RIGHT. SO THOSE ARE THE THINGS WE'RE GOING TO HAVE TO DO.

WE'RE GOING TO HAVE TO BE INTENTIONAL ABOUT THE CAREER TECH COURSES THAT WE OFFER.

WE'RE GOING TO HAVE TO BEEF THEM UP.

WE'RE GOING TO HAVE TO PUT AI IN THERE AI IN THE WORKPLACE.

WE HAVE TO DO ROBOTICS AND OTHER THINGS.

SO WE'VE GOT A LOT OF BLOCKING AND TACKLING AND STUFF TO DO.

SO I'M NOT SURE IT WILL HELP US FOCUS, BECAUSE WE'VE GOT 95% OF THE KIDS WHO ARE NOT READY.

AND WE HAVE TO DO.

AND A PORTION OF THAT ARE WAY BEHIND WITH REGARD TO THE CCMR OR TSIA OR ANY OF THOSE METRICS THAT THAT WE HAVE TO SHOOT FOR.

SO WE GOT A LOT OF WORK TO DO EITHER WAY.

I THINK IF THE BOARD SETS EITHER WAY, EITHER GOAL, THE BOARD SETS, WE'VE GOT A LOT OF WORK TO DO, BOTH FOR THE OUTCOMES AND FOR GETTING GETTING SET UP TO DO THOSE OUTCOMES.

LIKE I SAID, I APPRECIATE THE SENTIMENT THAT IT'S MORE RIGOROUS.

I LIKE THE WAY YOU FRAMED IT.

WE GET OUR KIDS READY.

YEAH, IT'S BETTER TO GET OUR KIDS READY FOR THE HIGHER BAR.

BUT IN ORDER TO GET TO THAT HIGHER BAR, WE'RE GOING TO HAVE TO DO A WHOLE BUNCH OF STUFF FIRST.

SUPERINTENDENT, I HAVE A QUESTION ABOUT THE AVAILABILITY OF OPTIONS FOR STUDENTS.

I KNOW WE'VE TALKED ABOUT THE NEED FOR MORE CTE COURSES, BUT IS THERE CURRENTLY OPTIONS FOR ALL STUDENTS ACROSS THE DISTRICT TO ACCESS, FOR EXAMPLE, DUAL ENROLLMENT COURSES, AP COURSES, AND IB COURSES BASED ON AVAILABILITY? AND IF NOT, WHAT PLANS MIGHT YOU HAVE TO HAVE SORT OF AN EQUITABLE DISTRIBUTION FOR ALL STUDENTS TO BE ABLE TO ACCESS THOSE OPTIONS.

DO YOU WANT TO ANSWER THAT? AND THEN I'LL ADD. OR DO YOU WANT ME TO GO FIRST? ALL RIGHT, I'LL GO FIRST.

IT'S A HARD QUESTION TO ANSWER BECAUSE WE DON'T HAVE TRUE EQUITABLE ACCESS TO ALL PROGRAMS IN THE DISTRICT.

SO WE'RE RIGHT NOW WE HAVE SOME MAGNET PROGRAMS AND MAGNET SCHOOLS WHERE THERE ARE CERTAIN COMMUNITIES HAVE MORE ACCESS AND OTHERS THAT DO NOT.

AND SO, YES, IS THE INTENT OVER TIME TO ADDRESS THAT? YES IT IS.

AND SO I WOULD SAY RIGHT NOW IT'S NOT EQUITABLE.

WE NEED TO MOVE THAT DIRECTION.

ANYTHING, TO ADD.

IT'S THERE IS A PERCEPTION OF EQUITY BECAUSE WE HAVE A SCHOOL CHOICE PROCESS.

BUT THE REALITY IS WHEN WE LOOK AT THE DEMOGRAPHICS AND WHERE FAMILIES LIVE, WHO ARE ACTUALLY ACCESSING THE SCHOOL CHOICE PROCESS, THAT'S WHERE WE SEE THE DISPARITIES IN EQUITY. SO IF WE'RE GOING TO HAVE A GOAL I WOULD LIKE US TO WORK TOWARDS.

OBVIOUSLY I WOULD LIKE US TO WORK TOWARDS HAVING MORE EQUITY IN THE SYSTEM SO ALL STUDENTS CAN ACCESS THIS.

I HAVE A QUESTION. IT'S NOT LISTED LIKE AS A PROGRESS MEASURE.

BUT WOULD WE BE GETTING PRESENTED WITH INFORMATION THAT KIND OF SHOWS WHERE WE ARE IN THE DISTRICT.

SO THIS SHOWS US BY STUDENT, BUT SO THAT WE KIND OF HAVE OUR EYE ON EQUITY.

WILL THERE BE A FRAMEWORK FOR US TO SEE HOW WE'RE DOING RELATIVE TO THAT OR SEE THE PROGRESS? YES, MA'AM. IF THE BOARD WOULD LIKE THAT PRESENTATION, WE CAN CAN DO THAT.

I'M LOOKING AT ASHLEY BECAUSE YOU ALL ARE REVISING YOUR PRESENTATIONS.

AND SO I'M NOT SURE EQUITY IS ONE OF THOSE GOAL PROGRESS MEASURES.

BUT. SO WE CAN TALK ABOUT THAT UNDER THE CONSTRAINTS.

[02:00:03]

I WAS SAYING I KNOW IT'S NOT A PART OF THE FORMAL.

WILL THERE BE OPPORTUNITIES FOR US THROUGHOUT THE YEAR? IS THERE A WAIT TO SEE THAT? THAT'S WHAT I WAS ASKING. YEAH, I BELIEVE SO.

AND I THINK BEST IF IT'S A CONSTRAINT FOR EITHER THE SUPERINTENDENT OR THE BOARD.

THANK YOU.

ALL RIGHT. SO WHERE ARE WE AT BOARD? FOR GOAL THREE.

HOW DO WE FEEL ABOUT STICKING WITH CCMR OR DO WE WANT TO GO WITH THE OUTCOMES BONUS.

ARE YOU POLLING US? WHAT ARE WE DOING? YES.

AM I ALLOWED TO, LIKE, WINK ONCE? YES. LET ME REPHRASE THIS.

IS THERE ANYONE WHO WOULD LIKE TO WHO WOULD PREFER TO USE THE OUTCOMES BONUS NOW, HAVING HEARD THIS CONVERSATION. YES.

YES. DO YOU WANT TO RAISE A HAND? OKAY. CAN WE SEE A SHOW OF HANDS? WHO? AROUND THE OUTCOMES BONUS.

OKAY. WE WILL BRING THAT NEXT TIME AROUND.

OKAY. SO WE'LL BRING A DRAFT IN THE NEXT COUPLE OF DAYS.

HOW'S THAT? SOUNDS GOOD.

ALL RIGHT, MOVING ON, DR.

MATNEY. [LAUGHTER] WHEN I SAY WE, I MEAN YOU.

SHE'S ALREADY GOT IT.

I KNOW THAT HER TEAM IS PROBABLY WATCHING, SAYING WE GOT IT.

CAN WE TAKE A BREAK? A BREAK? CAN WE DISCUSS THESE LAST TWO? I THINK THAT THEY'LL BE QUICK.

SO.

QUICK. WOULD YOU DEFINE THAT? [LAUGHTER] SO WE LOOKED AT THIS GOAL LAST TIME, STUDENTS IN GRADE FOUR THROUGH EIGHT WHO RECEIVED SPECIAL EDUCATION SERVICES THAT ACHIEVE GROWTH AS MEASURED ON THE DOMAIN TWO PART A OF THE STATE ACCOUNTABILITY SYSTEM WILL INCREASE FROM X PERCENT IN AUGUST 23 TO Y % IN AUGUST 28TH.

THIS IS GOING TO BE AN EASY ONE TO DISCUSS BECAUSE YOU DON'T HAVE BASELINE, SO THE TARGET CONVERSATION ISN'T REALLY RELEVANT FOR TONIGHT, BUT JUST GENERAL CONSENSUS.

SO THIS IS SPECIFIC TO ONE OF YOUR EXIT CRITERIA WHICH IS IMPROVING SPECIAL EDUCATION.

THIS IS HOW YOU MAKE THE STUDENT OUTCOMES PART OF THAT BOARD WORK.

SO THE PROGRESS MEASURES THAT ARE BEING PROPOSED ARE.

WOULD YOU LIKE TO GO THROUGH THEM? YES, MA'AM. SO ON 4.1 IT'S AGAIN THE CONDITIONAL GROWTH INDEX.

THIS IS PARTICULARLY IMPORTANT FOR OUR SPECIAL NEEDS STUDENTS BECAUSE WE KNOW THAT MANY OF THEM MAY BE BEHIND IN PROFICIENCY, BUT THE REAL GOAL IS FOR THEM TO GROW AND GROW MORE THAN AVERAGE, EVEN OUR SPECIAL NEEDS STUDENTS.

SO WE'RE PUSHING THAT LEVEL OF RIGOR.

AND THIS IS ON THE NWA MAP ASSESSMENT AND THAT'S FOR READING.

AND THEN FOR 4.2 IT'S THE SAME EXCEPT IN MATH.

AND THEN FOR 4.3, THIS IS THE ONE WHERE WE LOOK AT THE NWA AND WE CORRELATE IT TO STAAR. AND HERE WE'RE LOOKING AT MORE THAN JUST THIRD GRADE.

WE'RE LOOKING AT FOURTH THROUGH EIGHTH GRADE.

THAT'S WHERE THE MAJORITY OF OUR SPECIAL NEEDS STUDENTS ARE.

AND THAT'S WHERE THEIR GROWTH REALLY HAS TO EXCEL.

AND SO THAT'S WHY WE HAVE THAT GROUP IN 4.3.

IS THERE ANYONE WHO HAS ANY EVIDENCE THAT THIS, THAT THESE PROGRESS MEASURES MAY NOT BE PREDICTIVE OF THE GOAL? SO I'VE GOT A DIFFERENT QUESTION.

OKAY. SO DON'T WE ALREADY HAVE THE SPECIAL EDUCATION TARGET WITHIN THE READING SECTION OF THE GLOBAL HISD. SO I'M CONFUSED AS TO WHY WE NEED A SEPARATE CALL OUT WHEN WE'RE ESSENTIALLY LOOKING AT THE SAME THING WE'RE LOOKING AT ON GOAL ONE.

GO AHEAD AND THEN I'LL ADD.

OKAY. SO GOAL ONE AND TWO ARE ONLY THIRD GRADE.

YES YOU ARE CORRECT. THERE IS A STUDENTS WITH DISABILITIES TARGET LINE THAT WE WILL BE REPORTING ON, BUT IT'S ONLY FOR THIRD GRADE.

THIS GOAL IS COMPREHENSIVE FOR GRADES THREE THROUGH EIGHT.

[02:05:03]

IS IT 3 THROUGH 8 OR 4? FOUR THROUGH 8. FOUR THROUGH EIGHT.

I'M SORRY, I MISSPOKE. SORRY.

I JUST WANT TO BE SURE I WAS LOOKING AT THE RIGHT THING.

THANK YOU. AND THAT'S BECAUSE IT'S A GROWTH GOAL.

AND THEY DON'T THEY'RE NOT TESTED UNTIL THIRD GRADE.

THEY CAN'T SHOW GROWTH UNTIL FOURTH GRADE.

THANK YOU. ALL RIGHT.

ANY OTHER QUESTIONS ABOUT THESE GOAL PROGRESS MEASURES OR THIS GOAL.

JUST. SUPERINTENDENT.

I THINK WE HAVE A TYPO ON THE GOAL 4.3 WITH OUR AFRICAN-AMERICAN OR BLACK STUDENTS.

YES WE DO.

SO THAT SHOULD BE 21, I BELIEVE, INSTEAD OF 51.

SO IT SHOULD BE. THE GOAL IS 21? IN 2028.

IN 2028. YES.

OKAY. SO I DO HAVE A QUESTION ABOUT THE OTHER STUFF.

THE OTHER PROGRESS MEASURES I DON'T WANT TO SAY STUFF THE OTHER PROGRESS MEASURES, SHOULD WE ANTICIPATE 15% AS WELL WITH THE REST OR JUST I KNOW YOU STILL GOT TO GIVE US SOME INFORMATION, BUT JUST IS THAT WHAT WE'RE LOOKING AT? YES, SIR. I THINK GENERALLY THAT'S A GOOD STRETCH GOAL FOR US IN FIVE YEARS.

ALL RIGHT. IF THERE ARE NO OTHER QUESTIONS I'M GOING TO MOVE ON.

SO GOAL FIVE THE PERCENTAGE OF STUDENTS ENROLLED IN D OR F RATED CAMPUSES WHO DEMONSTRATE AND MAINTAIN GROWTH AS MEASURED BY DOMAIN TWO, PART A OF THE STATE ACCOUNTABILITY SYSTEM WILL INCREASE FROM X % IN AUGUST 23 TO Y % IN AUGUST 28.

I HAVE SO IN MY INDIVIDUAL COACHING SESSIONS WITH EACH OF YOU WHO HAD THEM.

OVER THE LAST TWO WEEKS, I HAVE HEARD A RESOUNDING I DON'T LIKE THIS GOAL.

AND ALSO, I KNOW THAT IT IS A DIFFICULT GOAL TO KEEP TRACK OF BECAUSE THE DENOMINATOR IS GOING TO CHANGE EVERY YEAR BECAUSE YOUR D AND F CAMPUSES ARE GOING TO CHANGE EVERY YEAR.

SO BEFORE WE GET INTO DISCUSSION ABOUT THIS, I WANT TO JUST POSE THE QUESTION, IS THERE ANYONE HERE WHO ACTUALLY WANTS TO KEEP THIS GOAL? ALL RIGHT. THAT MAKES IT AN EASY DECISION.

WE WILL DELETE THIS FROM THE PROPOSED POLICY.

ALL RIGHT. THAT IS THE END OF THE GOALS CONVERSATION.

I HEARD A REQUEST FOR A POTENTIAL BIO BREAK.

THE BOARD RECESSES AT 7:10.

WE'LL BE BACK.

WHAT, 15 MINUTES.

15 MINUTES. OH. TEN MINUTES.

TEN MINUTES. OKAY. TEN MINUTES AT 7:20.

THANK YOU. ALL RIGHT.

THAT WASN'T TOO BAD. OKAY, WE'RE BACK FROM OUR BREAK AT 7:21.

MS. PAZ, PLEASE CONTINUE.

ALL RIGHT. SO THE NEXT TOPIC OF CONVERSATION IS SUPERINTENDENT CONSTRAINTS.

SO AS A REMINDER, THE SUPERINTENDENT CONSTRAINTS ARE AN OPERATIONAL ACTION OR CLASS OF ACTIONS THAT ARE USUALLY STRATEGIC, NOT TACTICAL, THAT THE SUPERINTENDENT MAY NOT USE OR ALLOW IN PURSUIT OF THE SCHOOL SYSTEM'S STUDENT OUTCOME GOALS.

CONSTRAINTS ARE BASED ON THE COMMUNITY'S VALUES AND SHOULD NOT UNDERMINE THE SCHOOL SYSTEM'S ABILITY TO MEET ITS GOALS.

THOUGH CONSTRAINTS WILL OFTEN REQUIRE THE SUPERINTENDENT TO ACCOMPLISH THESE GOALS IN A DIFFERENT WAY.

SO LAST TIME WE WERE TOGETHER, WE ACTUALLY SPOKE ABOUT.

SO WE REVIEWED THE FEEDBACK THAT CAME FROM THE COMMUNITY THAT WAS SPECIFIC TO THE VALUES THAT THE COMMUNITY HAD.

THE MOST OVERWHELMING THING THAT THE COMMUNITY HAD TO SAY WAS GET US BACK TO AN ELECTED BOARD.

THEY ALSO TALKED ABOUT THINGS LIKE INSTRUCTION AND INSTRUCTIONAL MATERIALS, AND ENSURING THAT STUDENTS HAVE ACCESS TO LEARNING RESOURCES AND EVEN TALKING ABOUT LIKE MAGNET SCHOOLS AND SCHOOLS OF CHOICE AND THE DIFFERENT TYPES OF PROGRAMING OPTIONS.

SO WITH THAT, AFTER THAT CONVERSATION, YOU ALL SUBMITTED SEVERAL IDEAS, PROPOSED LANGUAGE AROUND DIFFERENT CONSTRAINTS.

THE ONES THAT I HAVE HIGHLIGHTED HERE ARE THE ONES THAT REALLY CAME BACK FROM THE BOARD WITH THE MOST FREQUENCY.

SOME OF THEM ARE KIND OF A SYNTHESIZATION OF LANGUAGE FROM MULTIPLE DIFFERENT CONSTRAINTS, AND THEN SOME ARE STILL

[02:10:06]

SO AND IT ALSO IS WRITTEN IN ALIGNMENT WITH SOME OF THE COMMUNITY FEEDBACK AROUND STUDENT SUPPORTS AND WRAPAROUND SERVICES, AND ENSURING THAT STUDENTS HAVE THE TOOLS THAT THEY NEED TO BE SUCCESSFUL OUTSIDE OF THE CLASSROOM SO THAT THEY CAN BE SUCCESSFUL IN THE CLASSROOM.

SO WITH THAT, WE'RE JUST GOING TO GO DOWN THE LINE.

AND AS A REMINDER, THE BOARD DOES NOT HAVE TO ADOPT FIVE CONSTRAINTS.

THE BOARD HAS TO ADOPT ONE CONSTRAINT, BUT CAN ADOPT UP TO FIVE CONSTRAINTS, WITH THE GENERAL COACHING BEING THE MORE CONSTRAINTS THAT YOU ADOPT, THE LESS FOCUS THE DISTRICT IS ABLE TO HAVE.

SO WITH THAT, THE FIRST PROPOSED LANGUAGE, THE SUPERINTENDENT SHALL NOT ALLOW THE NUMBER OF D OR F CAMPUSES TO GROW OR REMAIN THE SAME. THERE WERE SEVERAL ALTERNATIVES TO THIS LANGUAGE, BUT THEY REALLY ALL REST IN THE SAME IDEA THAT WE'RE NOT GOING TO LET WE DON'T WANT TO SEE THE NUMBER OF D AND F CAMPUSES TO GROW.

AND I KNOW I CAN'T REMEMBER WHICH ONE OF YOU ASKED THE QUESTION, BUT ONE OF YOU ASKED A REALLY GREAT QUESTION ABOUT ALIGNMENT WITH THE EXIT CRITERIA, BECAUSE THIS LANGUAGE.

ROLANDO, WOULD YOU MIND SHARING THAT QUESTION? YEAH. SO I WAS SEEKING CLARIFICATION AS TO WHAT THE ACTUAL EXIT CRITERIA WAS.

MY UNDERSTANDING WAS THAT IT WAS NO CAMPUS WITH MULTIPLE YEARS OF FAILING D AND F.

SO I DON'T NECESSARILY THINK THAT CONSTRAINT NUMBER ONE MEETS THAT BECAUSE, I MEAN.

ALTHOUGH WE HAVE THE SAME NUMBER OF D AND F CAMPUSES, BUT IF THEY FAIL MULTIPLE YEARS, WE'VE NOT MET THE EXIT CRITERIA.

SO THAT WAS MY CONCERN IN THAT.

AND WITH CONSTRAINT NUMBER ONE.

OKAY, MICHELLE.

SORRY. MY CONCERN WITH CONSTRAINT NUMBER ONE.

AND, SUPERINTENDENT, I MAY BE INCORRECT HERE, SO PLEASE CORRECT ME IS THAT WHEN THE ACCOUNTABILITY RATINGS COME OUT IS THAT WE MAY SEE AN INCREASE HERE? CORRECT. AT LEAST INITIALLY.

AND SO IF WE ADOPTED THIS ONE, KNOWING THAT WE ANTICIPATE DS ENOUGH SCHOOLS TO GROW, THAT WOULD POTENTIALLY BE A LITTLE BIT UNFAIR.

SO MY SENSE WE'RE TALKING ABOUT A COMPARISON BETWEEN LAST YEAR, THE 2023 D AND FS AND 2024.

SO WHEN THEY COME OUT, YOU'RE RIGHT.

UNDOUBTEDLY WE WILL HAVE WAY MORE D AND F CAMPUSES.

BASED ON 2023 STAAR SCORES.

THAT DATA IS NOT OUT YET.

WE HAVE WHAT IF DATA.

SO WE AND DR.

MATNEY'S TEAM HAS RUN THE METHODOLOGY IN A COUPLE OF DIFFERENT WAYS.

SO I THINK THAT THAT SHOULD ALLEVIATE THAT FEAR.

HOWEVER, I NEED TO PUT A FOOTNOTE RIGHT NOW BECAUSE IT THE ACCOUNTABILITY RATINGS HAVE BEEN ENJOINED.

IF AND THIS IS AN IF, THAT'S WHY IT'S A FOOTNOTE.

IF THE STATE IS FORCED TO USE THE 2022 METHODOLOGY APPLIED TO THE 2023 DATA OUR SCORES, OUR D AND F SCORES WILL GO UP.

THEN HIGHER THAN THE 2022.

AND THE NEW METHODOLOGY APPLIED IN 2025 OR 2024 STAAR SCORES.

SO A YEAR DELAYED IS PROBABLY GOING TO INCREASE THE NUMBER OF D AND F SCORES AGAIN.

SO EVEN IF WE DO A GOOD JOB AND DECREASE THE NUMBER OF D AND F SCHOOLS WHEN WE TAKE THE 2024 TESTS W HEN THE DATA COMES OUT IN THAT FALL.

WE MAY GO UP IN THE NUMBER OF D AND F SCHOOLS YOU FOLLOW.

YOU FOLLOW ME. SO THAT'S MY FOOTNOTE.

AND THAT'S AN IF.

IS THAT ONE OF THE KIND OF CATASTROPHIC SITUATIONS WHERE YOU CAN MODIFY THE GOAL BASED ON THAT? I MEAN, WHERE THERE'S A CHANGE TO THE MEASUREMENT ESSENTIALLY.

SO TECHNICALLY, YES.

BUT WE BECAUSE IT IS SOMETHING THAT WE CAN RELIABLY PREDICT IS GOING TO HAPPEN NOW, THE BEST COURSE OF ACTION IS TO

[02:15:05]

EXCEPT THAT THIS HAS TO DO WITH BOTH THE ENJOINMENT.

SO IT'S UNDER REVIEW RIGHT NOW, SO WE'RE NOT SURE HOW THAT WILL PLAY OUT.

IT MAY ALSO INTERSECT THE SPECIAL SESSION IT MAY BECOME.

AND AGAIN THESE ARE THIS IS ALL HYPOTHETICAL AT THIS POINT.

ALTHOUGH YOU KNOW, IT'S NOT HARD TO IMAGINE IT BECOMING A NEGOTIATING POINT IN THE LEGISLATION.

SO MY ONLY POINT HERE IS WE DON'T KNOW RIGHT NOW.

AND I WOULD BE LOATH TO SET A GOAL BASED ON THE METHODOLOGY NOT CHANGING.

SO ONE SIMPLE SOLUTION TO THIS IS THAT YOU COULD SIMPLY MODIFY THE LANGUAGE TO SAY THE SUPERINTENDENT SHALL NOT ALLOW THE NUMBER OF MULTI YEAR CAMPUSES TO GROW OR REMAIN THE SAME.

HOW WOULD THAT IMPACT THIS CONSTRAINT FOR EVERYONE? WHAT CAN YOU DEFINE MULTIYEAR? WHAT IS HOW MANY? WHAT IS MULTIYEAR? THAT'S FOR YOU ALL TO DECIDE.

SO SO THERE'S THE STATES SO YOU HAVE THE STATE'S CRITERIA, WHICH IS 2 OR MORE YEARS.

OR YOU CAN SET YOUR OWN THRESHOLD.

I DEFINITELY WOULDN'T RECOMMEND GOING MUCH BEYOND THAT, BECAUSE IT'S YOU ACTUALLY END UP IN ANOTHER SITUATION LIKE WE'RE IN RIGHT NOW.

SO JUST TALKING THROUGH THAT PROPOSAL ABOUT MULTI YEARS.

AND KIND OF A CONCERN AROUND JUST HOW IT'S WRITTEN RIGHT NOW FOR ME IS THAT.

HOW DO WE ACCOUNT FOR IF WE'RE TALKING ABOUT A MULTI YEAR.

SO WE WOULDN'T BE ABLE TO ACCOUNT FOR A SCHOOL THAT SLIPPED FROM A C TO A D, RIGHT.

WE WOULDN'T THAT WOULDN'T PING OUR RADAR BECAUSE THAT WOULD JUST BE AN INSTANCE OF ONE YEAR.

YES. BUT THAT'S ALSO NOT WHAT THE EXIT CRITERIA IS FOCUSED ON.

THAT'S ONE THING BECAUSE I DON'T REMEMBER SAYING D AND F.

I THOUGHT IT WAS UNDERPERFORMING SCHOOLS.

CAN WE TALK ABOUT WHAT THE EXTRA.

I THINK IT WOULD BE HELPFUL. MAYBE.

I DON'T KNOW IF YOU DR. DELANEY OR SOMEONE ELSE CAN GIVE A SPECIFIC CRITERIA VERBIAGE.

YEAH.

METRIC CHANGE BY TEA OR THE CHANGE THAT'S CAUSED BY THE INJUNCTION? IT SEEMS TO ME THAT YOU STILL HAVE THE SAME MEASUREMENT ISSUE, WHETHER YOU'RE LOOKING AT IT ON A MULTI YEAR BASIS OR JUST ON A SINGLE . MAYBE I DIDN'T UNDERSTAND THE CHALLENGE.

SO IF IT IS, IF THE WAY THAT I UNDERSTOOD THAT IT WAS PHRASED IS THAT IF THEY'RE FORCED TO GO WITH LAST YEAR'S ACCOUNTABILITY RATINGS FOR THIS YEAR, THEN WE'RE GOING TO STICK WITH THE SAME NUMBER THAT WE'VE GOT.

BUT THEN NEXT YEAR THE NUMBER WILL INCREASE.

SO NEXT YEAR WOULD BE THE FIRST YEAR THAT THOSE WERE UNDERPERFORMING CAMPUSES, AND THEN THE YEAR AFTER THAT WOULD BE THE MULTI YEAR OR WOULD IT GO INTO THAT SECOND YEAR.

SO AGAIN THE FOOTNOTE HERE AND I WANT TO BE CAREFUL BECAUSE THIS IS THIS IS NOT I DON'T HAVE ANY LEAD FROM TEA THAT THIS WILL HAPPEN.

ALL I KNOW IS THIS WE'VE RUN WHAT IF SCORES.

RIGHT. AND THERE'S THREE DIFFERENT METHODOLOGIES THAT THE STATE USED.

ONE WAS 2022 METHODOLOGY THAT CAME OUT IN JUNE.

THEN THERE WAS ANOTHER METHODOLOGY, AN UPGRADED METHODOLOGY THAT CAME OUT IN JULY END OF JULY.

AND THEN BASED ON THAT METHODOLOGY, WE KNOW NEW WHAT IF SCORES WHAT IF SCORES.

AND THEN THERE'S A THIRD METHODOLOGY THAT'S BEEN ENJOINED.

SO WE KNOW THIS RIGHT NOW.

WHEN IN 2022, THERE WERE ONLY TEN CAMPUSES THAT ARE IN HISD.

AND WE KNOW THAT FROM THE METHODOLOGY THAT THE NEW ONE THAT CAME OUT IN JULY.

OUR ESTIMATE, DR.

MATNEY'S TEAM ESTIMATE USING THE NEW METHODOLOGY WOULD PUT US SOMEWHERE PROBABLY ABOVE 70 D AND F SCHOOLS.

OKAY, SO WE KNOW.

AND WHETHER WE'RE OFF BY A LITTLE BIT OR NOT, WE KNOW THAT'S GOING TO BE A LOT MORE.

NOW THERE'S ANOTHER METHODOLOGY THAT MAY OR MAY NOT BE APPROVED OR MIGHT BE DELAYED A YEAR.

[02:20:04]

SO THESE ARE WHAT IF THESE ARE ESTIMATES.

SO YOU NEED TO TAKE ALL THAT WITH A GRAIN OF SALT.

THE ACTUAL NUMBERS CAN ONLY COME FROM TEA.

AND WE DON'T HAVE THOSE YET.

SO THAT'S ALL I'M SAYING.

I THINK WHAT WE THIS IS MY SUGGESTION.

WE USE SOMETHING LIKE THE CONSTRAINT THAT'S THERE.

AND IF IT SHOULD CHANGE DRASTICALLY BECAUSE OF THE METHODOLOGY, I THINK THAT IS A POINT WHERE YOU COME BACK, WE CAN RECONVENE AND WE REDO THAT CONSTRAINT.

I AGREE. I'M ALWAYS HAPPY TO COME TO HOUSTON, TEXAS.

ANYWAY, DO WE HAVE THE CRITERIA YET? NO . GOOD EVENING, MEMBERS OF THE BOARD.

SO THE EXIT CRITERIA FOR YOU.

IT STARTS WITH THERE ARE NO MULTI-YEAR.

MULTIYEAR IS CONSIDERED TWO OR MORE.

SO TWO WOULD BE CONSIDERED MULTI YEAR F CAMPUSES NOR D CAMPUSES WITH A PRIOR UNACCEPTABLE RATING.

AGAIN NO MULTI YEAR F CAMPUSES NOR D CAMPUSES WITH A PRIOR UNACCEPTABLE RATING.

AND THEN TO TRUSTEE BANDY'S POINT.

GIVEN THE STATUTORY DEFINITION OF ACADEMICALLY UNACCEPTABLE CAMPUSES THAT WERE PREVIOUSLY A C AND FALL TO A D AND REMAIN A D ARE NOT YET CONSIDERED UNACCEPTABLE UNTIL THE THIRD D OR F RATING. AND THEN YOU ALSO HAVE THE CRITERIA OF WHEATLEY HIGH SCHOOL MUST EARN A C OR BETTER IN THE STATE ACCOUNTABILITY SYSTEM FOR TWO CONSECUTIVE YEARS.

SO THOSE ARE THE THREE.

CAN YOU GO? I'M SORRY.

CAN YOU GO BACK OVER THE C TO D AND THE 2 TO 3 YEAR? YEAH. OKAY.

GIVEN THE STATUTORY DEFINITION OF ACADEMICALLY UNACCEPTABLE, CAMPUSES THAT WERE PREVIOUSLY A C FALL TO A D AND REMAIN A D ARE NOT YET CONSIDERED UNACCEPTABLE UNTIL A THIRD D OR THEY ACHIEVE AN F. SO IT'S ACADEMICALLY UNACCEPTABLE TO BE A D FOR THREE YEARS.

THAT'S WHEN THE TRIGGER FOR THE.

IF YOU WERE A C.

RIGHT? IF YOU WERE A C, IF YOU WERE A C, IF YOU WERE ALREADY A D 2 YEARS.

RIGHT. WHAT IF YOU WERE A B? YEAH. GOOD QUESTION.

SAME THING IF YOU FALL INTO THAT CATEGORY.

GOT IT. WERE YOU RAISING YOUR HAND? OKAY. OKAY.

SO WHAT ARE WE THINKING ABOUT THIS CONSTRAINT? SO DO YOU LIKE TO? WOULD YOU LIKE TO CONSIDER SOME DIFFERENT LANGUAGE? I HAVE A QUESTION. I'M SORRY.

GO AHEAD. GO AHEAD ADAM, I NEED TO THINK ABOUT MY THOUGHT.

I WAS JUST THINKING. THE EXIT CRITERIA IS VERY CLOSE.

IT'S ALMOST LIKE WE COULD JUST USE IT AS A CONSTRAINT ITSELF.

YOU CAN DO THAT. AND THEN IT NEGATES ALL OF THE OTHER THINGS.

DON'T WE THEN STILL FALL BACK ON WHEN IT STARTS OR LIKE WHEN WE ACTUALLY START MEASURING IT, RIGHT? I MEAN, I DON'T I'M NOT DISAGREE.

I'M JUST SAYING I STILL THINK WE HAVE THAT CHALLENGE, RIGHT, OF WHEN IT ACTUALLY STARTS.

LET ME ADD A LITTLE BIT OF CLARIFICATION.

SO WHEN THE BOARD STOPS WRITING SO THE BOARD WRITES THE CONSTRAINT.

SO YOU HAVE SET AT THE POINT WHERE YOU SAY OKAY WE'RE HAPPY WITH THIS CONSTRAINT.

THIS IS THE LANGUAGE WE'RE GOING TO USE.

THEN IT IS THE SUPERINTENDENT'S JOB TO SAY, ALL RIGHT, SO NOW I'M GOING TO TAKE THIS LANGUAGE AND I'M GOING TO INTERPRET IT.

AND THE WAY THAT HE IS GOING TO INTERPRET IT IS BY IDENTIFYING CONSTRAINT PROGRESS MEASURES.

SO AND YOU WILL HAVE TO ADOPT THOSE CONSTRAINT PROGRESS MEASURES.

JUST LIKE WITH THE GOAL PROGRESS MEASURES, THEY NEED TO HAVE A BASELINE AND A TARGET AND A STARTING POINT AND AN ENDING POINT.

SO IF YOU DON'T HAVE A GOOD BASELINE, WHICH RIGHT NOW WE DON'T.

[02:25:05]

SO FROM X TO Y.

SO THIS REALLY SO THIS CONVERSATION REALLY IT REALLY SHOULD TEASE ITSELF OUT IN THAT PROCESS.

BUT YOU CAN ALSO PUT A FOOTNOTE AND SAY.

PENDING TO ACCOUNTABILITY.

ISN'T THIS CONSTRAINT MORE STRINGENT THAN THE EXIT CRITERIA IN A WAY, BECAUSE WITH RESPECT TO D CAMPUSES, THIS WOULD SAY, ALL THINGS BEING EQUAL, YOU CAN'T HAVE A C DROP TO A D, WHEREAS THE EXIT CRITERIA WOULD SAY NOT THAT IT'S OKAY, BUT THAT IT DOESN'T TRIGGER A REGRESSION.

SAY. YEP, OKAY.

THANK YOU. ALL RIGHT.

SO WE WANT TO.

I'VE HEARD SOMETHING.

NOW I'D LIKE TO. OKAY.

ANGELA. SO YEAH IT'S ON.

I HAVE QUESTIONS ABOUT THE CONSOLIDATED LANGUAGE THAT I DON'T THINK REFLECTS FOR ME WHAT PEOPLE SUBMITTED. AND SO I DON'T WANT TO DO THIS IN ORDER AND SAY, WELL, WHAT DO YOU ALL THINK OF ONE? BECAUSE I WANT TO MAKE SURE THAT WE AREN'T DE FACTO JUST SAYING ONE THROUGH FIVE ARE THE ONLY OPTIONS WITHOUT ANY DISCUSSION.

SO I DON'T WANT TO GO IN ORDER UNTIL WE TALKED ABOUT WHAT'S ON THE TABLE.

AND I DON'T WANT TO ASSUME THAT THESE FIVE ARE OUR ONLY OPTIONS.

RIGHT? THE BOARD CAN ADOPT WHATEVER CONSTRAINTS THEY LIKE, AS LONG AS THEY FIT THE CRITERIA OF CONSTRAINTS.

SO THEN I GUESS THE ORDER FOR ME IS I'M NOT COMFORTABLE WITH THIS KIND OF STRAW POLLING ONE THROUGH FIVE WHEN THERE ARE ALL KINDS OF OPTIONS.

YEAH. AND SO RIGHT NOW WE'RE JUST AND SO IT WOULD BE IF IT WOULD BE HELPFUL, I COULD JUST REMOVE THE NUMBERS BECAUSE THERE WERE REALLY JUST TALKING ABOUT.

SO I AM ABSOLUTELY GIVING THE COACHING THAT YOU SHOULD BE ADOPTING CONSTRAINTS AROUND THE EXIT CRITERIA, ESPECIALLY THE D AND F CAMPUSES, BECAUSE IF YOU CHOOSE TO NOT ADOPT A CONSTRAINT AROUND THAT AFTER HAVING NOT ADOPTED A GOAL AROUND IT, THEN YOU ARE CONSCIOUSLY CHOOSING TO NOT HAVE THE EXIT CRITERIA BE PART OF THE BOARD'S WORK, AND YOU'RE ALSO CHOOSING TO NOT ALIGN THAT WITH HOW THE SUPERINTENDENT IS EVALUATED.

AND SO IT NEEDS TO LIVE WITH EITHER WITHIN THE GOALS OR THE CONSTRAINTS.

OR YOU CAN SAY, WE'RE JUST NOT GOING TO MAKE THIS OUR BUSINESS.

I DEFINITELY DON'T RECOMMEND THAT.

THAT'S NOT WHAT I'M SAYING. THAT DOESN'T ADDRESS WHAT I'M SAYING AT ALL.

SO THAT'S THE REASON THAT WE'RE DISCUSSING THESE TWO FIRST.

BUT THE NUMBER IS REALLY NOT.

THE NUMBER IS NOT WHAT I'M TAKING ISSUE WITH THAT DOESN'T FIX IT EITHER.

IT SOUNDS LIKE THERE'S OTHER CONSTRAINTS THAT YOU WOULD LIKE TO ENTERTAIN.

ON THIS ONE THOUGH, IT'S ALSO VALUE OF THE COMMUNITY THAT WAS EXPRESSED THAT THE ELECTED BOARD COME BACK AS SOON AS POSSIBLE.

AND SO THIS IS THE BIGGEST HURDLE RIGHT HERE, THE D AND F CAMPUSES.

THAT'S GOING TO BE THE BIGGEST CHALLENGE WE HAVE.

AND SO I THINK IT SHOULD BE A CONSTRAINT.

BECAUSE THAT'S, YOU KNOW, PEOPLE WANT THE ELECTED BOARD BACK AND THIS IS HOW WE DO IT.

MY QUESTION WASN'T THAT I DON'T WANT THIS AS A CONSTRAINT.

I JUST DON'T LIKE THE FORMAT THAT WE DID THE LAST TIME WHERE WE LIKE THUMBS UP, THUMBS DOWN.

I'M FINE WITH ONE.

I'M JUST SAYING, WHEN ARE WE GOING TO TALK ABOUT ALL OF THEM BEFORE WE START.

SO THE ONES THAT ARE THE ONES THAT HAVE BEEN THAT ARE SHARED ARE THE ONES THAT WERE A LOT THAT WERE MOST ALIGNED WITH WHAT THE COMMUNITY'S FEEDBACK WAS, AND MOST ALIGNED WITH WHAT HAS BEEN IDENTIFIED AS THE HIGH NEED, HIGH LEVERAGE, AND ALSO THAT MEET ALL OF THE CRITERIA THAT'S CALLED FOR, FOR A CONSTRAINT.

SO IF THERE IS ANOTHER AREA THAT YOU'D LIKE TO TALK.

IT'S AT NUMBER FOUR AND FIVE THAT YOU'RE CHARACTERIZING AS CONSOLIDATED OF THE OTHER PAGES, I JUST THINK THE LANGUAGE BECAUSE WE SAY CONSTRAINTS, IT HAS TO BE WE HAVE TO ALL AGREE TO THE LANGUAGE SO THAT THE SUPERINTENDENT GOES IN THE RIGHT DIRECTION.

I JUST WANT TO MAKE SURE THAT WE HAVE SPACE TO TALK ABOUT THAT.

YES, WE ABSOLUTELY WILL HAVE SPACE TO TALK ABOUT THAT.

SO THIS IS JUST THE THESE ALL OF THIS LANGUAGE IS JUST A STARTING POINT.

ALL RIGHT, BACK TO THIS, D OR F CAMPUSES.

SO WHAT I'M HEARING IS USE THE EXIT CRITERIA.

IS THERE ANYONE WHO DISAGREES WITH THAT? WITH USE THE EXIT CRITERIA?

[02:30:01]

OKAY. WHAT DO YOU THINK? I PREFER THIS WRITTEN CONSTRAINT BECAUSE IT IS MORE STRINGENT THAN THE EXIT CRITERIA.

AND SO THE GENERAL COACHING IS THAT A MORE STRINGENT CONSTRAINT WILL ACTUALLY INCREASE THE LIKELIHOOD THAT YOU MEET THE EXIT CRITERIA.

BUT IT'S A STYLE CHOICE BY THE BOARD.

THIS IS MY $0.02.

THIS IS A BOARD CONSTRAINT ON THE SUPERINTENDENT, SO IT IS ONLY $0.02.

HAVING YOU KNOW, 70 OR MORE D AND F CAMPUSES IS GOING TO BE HUGE CHALLENGE.

THE EXIT CRITERIA AND WE'RE YOU KNOW, WE'RE NOT TRYING TO GO SLOW.

WE'RE NOT GOING TO GO SLOW APPROACH.

AND I'M SAYING IT'S GOING TO BE A HUGE CHALLENGE TO TRY TO GET IT DONE IN FIVE YEARS.

SO I WOULD SAY WE SHOULD DO THE EXIT CRITERIA BECAUSE THAT IS THE VALUE.

IT'S GOING TO BE HARD ENOUGH.

AND I THINK IT'S GOING TO BE A CHALLENGE TO GET IT DONE IN 4 OR 5 YEARS.

THAT'S MY SENSE.

BUT THEN THE GOAL BE ZERO ON YEAR FIVE? OKAY. YEAH. ZERO D AND F.

JUST BY THE EXIT CRITERIA ZERO BY YEAR FIVE.

AND THAT TO ME, THAT'S GOING TO BE TOUGH.

BUT I THINK THAT'S THE EXPECTATION OF THE COMMUNITY.

AND I THINK IT'S MY EXPECTATION THAT WE GET THERE.

BUT YOU'RE SAYING ZERO.

YOU'RE SAYING ZERO MULTIYEAR.

NOT ZERO, D OR F THAT'S KINDA PIE IN THE SKY.

THAT'S RIGHT. ZERO MULTIYEAR PER THE EXIT CRITERIA.

AND I WANT TO I WANT TO KEEP FOR THE CONSTRAINT LANGUAGE.

I WANT TO KEEP IT HIGH LEVEL.

WE'LL GET INTO THE NUMBERS AND ACTUALLY MEASUREMENT WHEN WE TALK ABOUT WHEN YOU ALL DISCUSS THE CONSTRAINT PROGRESS MEASURES NEXT WEEK.

CAN YOU GIVE US AN EXAMPLE OF HOW THAT LANGUAGE WOULD BE? WOULD IT BE THE SUPERINTENDENT SHALL NOT OPERATE THE DISTRICT WITHOUT ACHIEVING THE EXIT CRITERIA BY YEAR FIVE.

YES. SO THE CONSTRAINT LANGUAGE IS.

SO THE CONSTRAINT PROGRESS MEASURE LANGUAGE IS JUST WRITTEN AS A SMART GOAL.

IT DOESN'T HAVE TO USE SHALL NOT LANGUAGE.

SO THE CONSTRAINT WOULD BE JUST BECAUSE I DON'T HAVE THE EXIT CRITERIA IN FRONT OF ME I'M GOING TO READ WHAT'S THERE.

THE SUPERINTENDENT SHALL NOT ALLOW THE NUMBER OF CAMPUSES TO GROW OR REMAIN THE SAME.

THE CONSTRAINT PROGRESS MEASURES MIGHT BE THE NUMBER OF THE NUMBER OF CAMPUSES RATED C WILL INCREASE FROM X TO Y.

THE NUMBER OF D CAMPUSES WILL DECREASE FROM X TO Y.

YEAH. AND I UNDERSTAND THAT MY QUESTION IS ABOUT THE ACTUAL CONSTRAINT LANGUAGE.

BECAUSE IF WE'RE GOING TO INCORPORATE THE LANGUAGE FROM THE EXIT CRITERIA, IT HAS TO BE, AS I UNDERSTAND, WE HAVE TO SAY IT IN THE NEGATIVE.

WE HAVE TO DO ALL THAT STUFF, BUT WE ARE DIRECTING THE SUPERINTENDENT TO GET TO ZERO BY YEAR FIVE.

YOU WERE DIRECTED, SO YOU ARE NOT DIRECTING THE SUPERINTENDENT TO DO ANYTHING.

YOU ARE TELLING THE SUPERINTENDENT WHAT NOT TO DO.

OKAY, SO YOU'RE SAYING YOU SHALL NOT ALLOW THE NUMBER OF D OR F CAMPUSES? WELL. IT'S AN AFFIRMATIVE STATEMENT IS MY I'M JUST IT HAS TO BE.

IT HAS TO BE PHRASED AS A RESTRICTION.

IT'S NOT AN AFFIRMATIVE.

SO A DIRECTIVE PHRASED AS A CONSTRAINT.

IT IS NOT A CONSTRAINT. THAT IS A DIRECTIVE HIDING AS A CONSTRAINT.

THE CONSTRAINT HAS TO BE THE SUPERINTENDENT SHALL NOT ALLOW.

YOU CAN'T SAY THE SUPERINTENDENT SHALL.

ASHLEY, I THINK SHE'S ASKING YOU HOW DO WE MAKE THE SENTENCE USING TEA'S LANGUAGE? BECAUSE IT IS A DIRECTIVE, RIGHT? THAT IS THE DIRECTIVE TO US.

SO HOW DO WE FORMULATE THAT INTO A NON DIRECTIVE TO THE SUPERINTENDENT.

THAT'S SO.

SO WITHOUT THE LANGUAGE RIGHT IN FRONT OF ME WHICH I CAN, CAN WE BRING IT BACK SO WE CAN DO IT IS WHAT SHE'S ASKING.

THAT'S WHAT SHE'S ASKING.

SO IT WOULD BE THE SUPERINTENDENT SHALL NOT ALLOW THE NUMBER OF MULTIYEAR SHALL NOT ALLOW THE NUMBER OF MULTIYEAR ACADEMICALLY UNACCEPTABLE CAMPUSES TO INCREASE.

OKAY, BUT.

BUT THE EXIT CRITERIA.

[02:35:02]

GOT IT OKAY. THANK YOU.

YEAH. YOU COULD ALSO ANOTHER WAY YOU COULD DO IT IS SAY THE SUPERINTENDENT SHALL NOT ALLOW MULTI YEAR CAMPUSES NOR CAMPUSES WITH A PRIOR UNACCEPTABLE RATING.

THAT'S JUST NOT THAT'S KIND OF LIKE ONE ONE LEVEL DOWN.

OKAY.

OKAY. SHALL WE MOVE ON AND TALK ABOUT NUMBER TWO? OH. ALL RIGHT.

NUMBER TWO, THE SUPERINTENDENT WILL NOT ALLOW INCONSISTENT SUPPORTS, SYSTEMS AND PROCESSES FOR STUDENTS RECEIVING SPECIAL EDUCATION SERVICES ACROSS THE DISTRICT.

DOES THIS DIRECTLY ADDRESS OUR EXIT CRITERIA FOR SPED? THIS IS SO THE EXIT CRITERIA IS THAT THE IT IS SPECIFICALLY SPEAKS TO COMPLIANCE, WHICH IS ESSENTIALLY SAYING THE SUPERINTENDENT SHALL NOT BREAK THE LAW, WHICH IS NOT GENERALLY RECOMMENDED CONSTRAINT.

BUT THAT'S OUR ISSUE RIGHT NOW.

YEAH. SO THIS SO THE.

AS I UNDERSTAND IT, AND THIS IS IN THE FAQ DOCUMENT, THERE IS AN EXPANDED RESPONSE PROVIDED.

SO THE ISSUE, LIKE THE PRIMARY ISSUE IN HOUSTON ISD, AS IT WAS EXPLAINED TO ME, IS THAT THERE ARE LACKING SUPPORTS AND SYSTEMS AND PROCESSES DISTRICT WIDE.

AND THAT IT'S THOSE LACKING SUPPORTS THAT ARE CAUSING THE DISTRICT THAT ARE TO BE OUT OF COMPLIANCE.

SO THIS ISN'T SPECIFICALLY SPEAKING TO WHAT THE EXIT CRITERIA SAYS, BUT IT IS SPEAKING TO THE ROOT CAUSE OF THE EXIT CRITERIA.

AND IF THIS IS IF THIS IS ADDRESSED, THEN THEORETICALLY THE EXIT CRITERIA WILL BE MET.

I JUST HAVE A QUESTION ABOUT LIKE THE COMMON UNDERSTANDING OF INCONSISTENT SUPPORTS, SYSTEMS AND PROCESSES SO THAT LIKE OUR INTENTION VERSUS THE SUPERINTENDENT'S PLAN.

AND SO THE LANGUAGE IS PRETTY BROAD LIKE SUPPORT SYSTEMS AND PROCESSES.

AND WHAT'S THE DIFFERENCE BETWEEN A SYSTEM AND A PROCESS.

IT JUST SEEMS KIND OF FLUFFY FLUFFY LIKE.

I DON'T KNOW HOW YOU MEASURE THAT.

SO I'M WONDERING.

SO THAT'S ACTUALLY FOR THE SUPERINTENDENT TO INTERPRET.

I KNOW, BUT WHAT WE SAID IS IF WE DO IT GENERALLY AND HE MISINTERPRETS, THEN IT'S OUR BAD ON WRITING IT THIS WAY.

SO I GUESS I'M A LITTLE UNCLEAR AS TO WHAT WE'RE ASKING.

AND SO IF I'M UNCLEAR, THEN HOW COULD YOU BE CLEAR? SO HOW WOULD YOU RECOMMEND MAKING IT? ADDING CLARITY.

SO MY QUESTION WOULD BE TO THE SUPERINTENDENT.

SO I UNDERSTAND WHAT WE MEAN BY INCONSISTENT SUPPORTS.

WHAT I DON'T UNDERSTAND IS I KNOW WE'RE SAYING WE NEED THAT THEY DON'T HAVE TO BE OPERATIONAL CHANGES SO THAT THEY CAN SUPPORT SPED STUDENTS.

BUT I DON'T KNOW ENOUGH TO KNOW WHAT THE UMBRELLA IS FROM US AND WHAT THAT LEAVES YOU TO DO.

BECAUSE THIS LANGUAGE HERE, LIKE A SYSTEM VERSUS A PROCESS, LIKE, I DON'T KNOW WHAT THAT MEANS.

YEAH. I MEAN, THIS IS A TOUGH ONE.

FOR EXAMPLE, I CAN IMAGINE A COUPLE INCONSISTENCIES, RIGHT? NUMBER ONE, WE HAVE SCHOOLS WITH GREAT AUTONOMY.

AND WE DON'T PLAN TO TAKE AWAY ALL AUTONOMY FROM SCHOOLS, ESPECIALLY THE A AND B RATED SCHOOLS OR THE MAGNET SCHOOLS, AND THEY CHOOSE WHETHER THEY HAVE MORE THAN WHAT THE LAW REQUIRES WITH REGARD TO SPECIAL NEEDS TEACHERS.

SO IN THE NES SCHOOLS, FOR EXAMPLE, WE DO MORE THAN THAT.

WE ADD TEACHER ASSISTANTS FOR EVERY TWO SPECIAL ED TEACHERS.

THAT IS NOT WHAT WE'RE DOING.

AND THE OTHER SCHOOLS, BECAUSE THE OTHER SCHOOLS GET TO CHOOSE HOW THEY SPEND THEIR RESOURCES.

AND AS LONG AS THEY'RE MEETING THE REQUIREMENTS OF THE LAW, WE LET THEM DO THAT.

[02:40:01]

AND, YOU KNOW, AND MAYBE IF THIS MAYBE THE INTERPRETATION OF THIS IS ALLOWS FOR THAT OR MAYBE IT DOESN'T.

I WOULD PROBABLY INTERPRET IT AS WE'RE ABLE TO DO MORE IN THE PLACES THAT HAVE THE HIGHEST NEED.

AND THAT'S THE THING IS, YOUR INTERPRETATION IS WHATEVER YOUR INTERPRETATION IS.

AND SO THE QUESTION THAT I WOULD REALLY ASK IS WERE THERE ARE THE SCHOOLS WHERE THERE ARE THOSE HIGHER PERFORMING CAMPUSES THAT HAVE MORE AUTONOMY, DOES THAT ALSO INCLUDE THEIR THE WAY THAT THEY ARE SERVING STUDENTS WITH SPECIAL NEEDS AND RECEIVING SPECIAL EDUCATION SERVICES.

YEAH. NO, MOST I MEAN, MOST OF THE THINGS CAN BE CONSISTENT ACROSS THE DISTRICT.

SO FOR EXAMPLE, WE ARE TRYING TO DECREASE THE NUMBER OF TIMES WE MISS AN ARD DEADLINE ACROSS THE DISTRICT.

SO WE GET THAT TO ZERO.

AND THAT'S OUR GOAL ZERO.

AND THAT APPLIES ACROSS THE DISTRICT.

THAT'S NOT JUST FOR COMPLIANCE.

THAT'S JUST GOOD FOR SPECIAL NEEDS STUDENTS.

IDENTIFYING KIDS EARLY IN THE CHILD FIND PROCESS.

ANOTHER THING ACROSS THE DISTRICT, THE PRINCIPAL EVALUATION, INCLUDING BOTH SPED COMPLIANCE AND SPED ACHIEVEMENT THAT'S ACROSS THE DISTRICT.

SO I MEAN, MUCH OF THIS WE'RE ALL WE'RE GOING TO BE DOING ACROSS THE DISTRICT.

SO I THINK THAT'S I THINK THAT'S A GOOD THING.

AND WE CAN MEET THAT.

IT'S JUST A COUPLE OF THINGS THAT ARE DIFFERENT.

YEAH. SO WHAT YOU MENTIONED EARLIER, SUPERINTENDENT, THE STAFFING NEEDS, YOU KNOW, IT'S OBVIOUSLY BY CAMPUS, RIGHT.

AND SO I KNOW YOU PRESENTED SOME OF THIS INFORMATION, I THINK LAST, LAST MONTH AS WELL, SOME OF THE GOALS I HAD ACTUALLY SUGGESTED.

BUT IT'S ACTUALLY MORE OF A DIRECTED.

SO WE CAN'T USE IT MORE OF LIKE AN ACTION PLAN OR STRATEGIC PLAN ON AN ANNUAL BASIS.

BUT IN LIEU OF THAT, WHAT I WOULD LIKE TO SEE IF WE'RE GOING TO CAPTURE THIS INFORMATION.

AND TO YOUR POINT, ANGIE, I THINK WE DO NEED IT NEEDS TO BE A LITTLE BIT MORE ROBUST, MORE CLEARER.

BUT WHAT I WOULD LIKE TO SEE AS A PROGRESS MEASURE IS REALLY OUR NUMBER OF VACANCIES AND STAFF CAMPUS WIDE AND DISTRICT STAFF, LIKE, I WANT TO SEE THAT INCREASE IN FILLING THOSE VACANCIES AS MUCH AS POSSIBLE BECAUSE I THINK THAT'S IMPORTANT, BECAUSE WHAT WE HEARD TODAY FROM ONE OF OUR COMMUNITY MEMBERS IN THE PAST IS THAT SOME OF OUR CAMPUSES MAY BE MISSING SOME INDIVIDUALS, YOU KNOW, SPEECH LANGUAGE PATHOLOGISTS, OTHER RESOURCES.

AND SO AS A PROGRESS MEASURE, I WOULD SUGGEST THAT WE USE SOMETHING ABOUT STAFFING AS WELL.

AND THAT'S CAMPUS AND DISTRICT WIDE.

SO THE CHALLENGE WITH HAVING A PROGRESS MEASURE AROUND STAFFING IS STAFFING IS USUALLY CONSIDERED.

WELL IT'S NOT USUALLY IT'S STAFFING IS AN INPUT.

AND SO THE PROGRESS MEASURES HAVE TO BE OUTPUTS.

AND SO THAT THAT WAY YOU KNOW, THE WAY THAT YOU KNOW THAT IT'S AN OUTPUT IS THAT IT HAPPENS.

IT'S SOMETHING THAT YOU'RE NOT GOING TO KNOW THE RESULT OF UNTIL THE MIDDLE OF THE CYCLE.

SO STAFFING YOU NEED TO KNOW ALL OF YOUR STAFFING LEVELS AT THE BEGINNING OF THE YEAR, AT THE BEGINNING OF A CYCLE.

AND SO THAT'S USUALLY THE TEST OF WHETHER SOMETHING IS AN INPUT.

AND SO IN PRACTICALITY, LIKE THE WAY THAT YOU WOULD ACTUALLY GET THAT INFORMATION IS IN THE MONITORING REPORT.

THEY WOULD BE I WOULD BE SURPRISED IF THEY DID NOT LIST SOME TYPE OF STRATEGY AROUND STAFFING, SOME TYPE OF STRATEGY AROUND, YOU KNOW, ANY NUMBER OF OTHER INPUTS PROVIDING RESOURCES, DIFFERENT STRATEGIES THAT ARE APPLIED ON THE FRONT END SO THAT THEY CAN. AND THAT IS GOING TO BE THEIR PLAN FOR HOW THEY'RE GOING TO INCREASE THE ACHIEVEMENT OF THAT GOAL PROGRESS OR CONSTRAINT PROGRESS MEASURE.

SO THE CONSTRAINT PROGRESS MEASURE MIGHT ACTUALLY BE HOW MANY MEETINGS ARE LIKE THE TIMELINES THAT ARE ARE KEPT FOR THOSE OR THE PARENT COMPLAINTS OR AND PARENT INVOLVEMENT.

THERE ARE A NUMBER OF DIFFERENT THINGS THAT THEY CAN LOOK AT.

AND GENERALLY THE REST OF IT IS GOING TO BE INCLUDED IN THAT.

YOU'VE GOT THE WHAT WORKED, WHAT DIDN'T WORK, AND THEN THE PLAN FORWARD.

THE MAJORITY OF THE INPUTS ARE GOING TO BE SHARED IN THE PLAN FORWARD.

SO I'LL ASK YOU A QUESTION.

I THINK ADAM FINISHED UP OUR LAST SESSION WITH THIS POINT, AND WHICH IS VERY, AT LEAST IN MY OPINION, IT WAS GOOD, WAS THAT SOME OF THE FEEDBACK WHEN IT COMES TO CONSTRAINTS, WHILE WE'RE IMPLEMENTING SOME OF THE HIGH QUALITY INSTRUCTION CURRICULUM, THERE'S STILL SOME CONCERN FROM THE COMMUNITY.

HENCE THAT'S WHY THEY PUT AS A CONSTRAINT.

HOW WOULD WE MEASURE FOR PARENTS? HOW DO WE MEASURE? EXAMPLE, TODAY THE PARENT SAID, MY KID IS NOT RECEIVING THE RESOURCES OR AT LEAST THE ADDITIONAL TIME.

[02:45:05]

SO THERE'S SEVERAL PROGRESS MEASURES THAT COME TO MIND WITH REGARD TO THIS.

SO WE CAN LOOK AT OUR MEETINGS BECAUSE WE SHOULD NOT GO DOWN TO AN INDIVIDUAL LEVEL BECAUSE THERE'S SO MANY DIFFERENT KIDS AND SO MANY DIFFERENT SITUATIONS.

BUT ARD MEETINGS, IF YOU HAVE ARD MEETINGS ON TIME OR YOU IDENTIFY KIDS ON TIME, YOU'RE SERVING A WHOLE BUNCH OF KIDS A LOT MORE THAN IN THE PAST.

THE OTHER THING WE CAN DO IS WE CAN LOOK AT THE COMPLIANCE RUBRIC FOR EACH OF THE SCHOOLS, WHICH ALSO AND NOT JUST COMPLIANCE RUBRIC, BUT COMPLIANCE RUBRIC HAS HIGHER QUALITY IEPS FOR OUR STUDENTS, FOR EXAMPLE.

SO THAT PORTION OF THE COMPLIANCE RUBRIC CAN BE MEASURED, WILL BE MEASURED AS PART OF THE PRINCIPAL'S SCORE.

SO WE CAN LOOK AT IEPS AND HOW SUCCESSFUL THE IEPS ARE BEING COMPLIED WITH.

BECAUSE THAT'S WHAT PARENTS WANT.

AND THE IEP IS DEVELOPED WITH THE COUNSELOR AND THE PARENTS.

RIGHT. SO THE COMPLETION OR THE PROGRESS TOWARDS WHATEVER GOALS THEY SET IN THE IEP.

ESSENTIALLY YOU HAVE A SUMMARY OF THAT RIGHT.

LIKE A.

YEAH. SO IF YOU LOOK AT THE RUBRIC FOR COMPLIANCE, IT INCLUDES IEPS AND HOW WELL WE'RE DOING, HOW WELL A SCHOOL IS DOING WITH THEIR IEPS.

THE ARD MEETINGS ARE COMPLETED BY THE PARENT, THE SPECIAL ED DIRECTOR OR SPECIAL ED TEACHER AND USUALLY AN ADMINISTRATOR.

THOSE ARE THE PEOPLE THAT HAVE TO BE AT AN ARD MEETING.

AND THOSE ARD MEETINGS ARE THE ONES THAT CREATE IT'S THE VEHICLE BY WHICH WE CREATE THE IEP.

COULD WE? I KNOW TEA HAS A RUBRIC.

I THINK IT'S CALLED A RESULTS DRIVEN ACCOUNTABILITY.

AND THEY HAVE A MEASURE THERE.

COULD WE USE THAT AS A CONSTRAINT SHOULD NOT ALLOW TO FALL UNDER, I THINK THERE'S A MEETS CRITERIA THERE FOR SPECIAL EDUCATION.

SO WE REALLY I REALLY NEED TO.

YEAH. GO AHEAD. SO SUPERINTENDENT SHOULDN'T BE WRITING CONSTRAINTS.

BOARD MEMBERS SHOULDN'T BE WRITING CONSTRAINT PROGRESS MEASURES.

SO. ALL RIGHT.

WHAT ALTERNATIVE LANGUAGE MIGHT SOMEONE LIKE TO PROPOSE FOR THIS? OR IS EVERYONE CONTENT WITH THE DIRECTION OF THIS ONE? SO POSSIBLY.

AND THE REASON I'M SORT OF GOING DOWN THE IEP ROUTE WAS THE SUPERINTENDENT WILL NOT OR SHALL NOT ALLOW.

KIND OF I COMPLIANCE AT IEP TO FALL BELOW A CERTAIN LEVEL IF YOU WILL LIKE WHATEVER THAT PERCENTAGE IS LIKE 95% OR SOMETHING.

SO IT'S OKAY FOR THE SUPERINTENDENT TO BREAK 5% OF THE LAW.

[LAUGHTER] NO, NO, BUT I.

BUT WE AREN'T ACHIEVING IT NOW, I GUESS.

SO IT'S LIKE, HOW DO WE GET.

RIGHT. SO OF COURSE WE WANT TO BE AT 100% AND MAYBE WE SAY 100, BUT, AT THE END OF THE DAY IT'S LIKE WE'RE NOT THERE NOW. WE WANT TO GET THERE.

SO WE HAVE TO MAKE SOME PROGRESS ON BEING ABLE TO ACHIEVE IT.

SO THE THINGS THAT ARE MENTIONED HERE ARE THE THINGS THAT WILL GET YOU THE DISTRICT ON TRACK WITH BEING FULLY ON COMPLIANCE, FULLY COMPLIANT. BUT WE JUST TALKED ABOUT HOW THE INCONSISTENCY LANGUAGE DOESN'T REALLY SUPPORT FLEXIBILITY FOR SCHOOLS TO DELIVER SERVICES IN THE WAY THAT THEY SEE THAT'S ABOVE AND BEYOND WHATEVER THOSE COMPLIANCE MEASURES ARE.

SO WE'RE TALKING ABOUT, I THINK THAT'S KIND OF THE POINT OF THE CONSTRAINT OR OF THE PROPOSAL.

SO ONE OF THE REASONS THAT MANY DISTRICTS GET OUT OF COMPLIANCE WITH, ESPECIALLY IN SPECIAL EDUCATION, AND WHERE YOU'VE GOT STATE AND FEDERAL LAWS TO FOLLOW, IS THAT THEY DO HAVE INCONSISTENT RULES ABOUT HOW SPECIAL EDUCATION SERVICES ARE DELIVERED CAMPUS TO CAMPUS, ZONE BY ZONE.

[02:50:05]

AND SO I THINK THAT PART OF THE LIKE, THE INTENDED UNINTENDED CONSEQUENCE IS THAT IT WOULD REQUIRE, THIS CONSTRAINT SPECIFICALLY WOULD REQUIRE THE DISTRICT TO BE CONSISTENT.

AND I GET THAT. BUT THE CHALLENGE FOR ME IN MY MIND IS T.H.

ROGERS IS THE EXAMPLE THAT COMES TO MIND.

THEY'VE GOT AN EXCELLENT PROGRAM.

THEY DELIVERED IN AN EXCELLENT WAY, AND EVERYBODY WANTS TO GO THERE BECAUSE THEY PROVIDE A LEVEL ONE TRAUMA CENTER.

I JUST, YOU KNOW, NOT THAT IT'S THAT, BUT.

THAT DOESN'T MEAN THAT THAT'S WRONG, BECAUSE THEY PROVIDE AN EXCELLENT SERVICE THAT'S ABOVE THE COMPLIANCE MEASURE.

SO WHAT I WOULDN'T WANT TO DO IS SAY THEY HAVE TO COME DOWN TO SOME LEVEL THAT JUST MEETS COMPLIANCE.

YEAH. AND THAT'S I DON'T THINK THAT'S WHAT THIS IS SUGGESTING.

I THINK WHAT THIS IS SUGGESTING IS THAT THERE SHOULD BE A THRESHOLD THAT IS CONSISTENT ACROSS THE DISTRICT.

SO HERE'S WHAT I'M WONDERING ABOUT.

SO I UNDERSTAND THE GIST OF IT IS SAYING WE WANT IT EQUITABLE FOR EVERYONE.

WHEREVER YOU ARE, ACROSS THE DISTRICT, WE WANT IT CONSISTENT.

SO I, UNDERSTAND THAT.

THAT THERE'S A CHALLENGE THAT WE'RE TRYING TO SOLVE FOR OR THERE IS.

THERE'S COMMUNITY CONCERN THAT WE ARE MEETING THE KIDS NEEDS BOTH IN TWO WAYS THAT YES, WE'RE GETTING OUR SYSTEMS IN PLACE, BUT ALSO IS THE INSTRUCTION THAT WE'RE DELIVERING MEETING THEIR SPECIAL ED NEEDS, MEANING THEIR IEPS.

AND SO THAT IS A COMMUNITY CONCERN.

WE CAN'T PRETEND LIKE IT'S NOT IT'S A CONCERN.

AND SO I'M WONDERING IF WE JUST SAY THIS GENERAL LIKE THIS TO ME SAYS MAKE SPED BETTER.

BUT IF A CONSTRAINT IS TO DIRECT.

LIKE, HIGHLIGHT AIRTIME.

LIKE, WE REALLY WANT YOU TO GET THIS RIGHT.

MIGHT WE WANT TO REALLY EXPRESS THE CONCERN THAT WE'RE SAYING, WHICH IS MAKE SURE THAT THEIR IEPS ARE MET AND THEY'RE GETTING SERVICES AND DOES IT. THAT'S WHAT MY CONCERN IS.

MY CONCERN IS JUST KEEPING IT GRAY IS AN ASSUMPTION THAT EVERYONE'S GOING TO DO IT PERFECTLY AND IT'S GOING TO WORK WHEN REALLY THE COMMUNITY HAS A CONCERN THAT THEY WANT US TO MAKE SURE WE'RE LOOKING DEEP ON IT.

SO SHOULD WE BE A LITTLE MORE SPECIFIC? THAT'S WHAT MY CONCERN IS.

AND THAT'S. YOU KNOW, THAT'S MY CONCERN AS A SPED PARENT.

I KNOW WHAT THEY'RE TRYING TO SAY.

AND TO ME, IF WE JUST DO GENERAL SAYING LIKE, HEY, DO A GOOD JOB WITH THAT, HOW DO WE MONITOR? YEAH. SO THE CONSTRAINT PROGRESS MEASURES ARE HOW YOU'RE GOING TO MONITOR.

AND SO FOR THIS ONE.

SO AND I HEAR WHAT YOU'RE SAYING.

SO I GUESS SO I GUESS SO THAT'S WHAT I'M SAYING OUT LOUD I GUESS MIGHT WHEN YOU ASK WHAT WOULD BE THE CHANGE THEN I GUESS I AM SAYING YES, LET'S NAME THE MEETING THE IEPS WITH CONSISTENCY ACROSS THE DISTRICT.

THAT'S MY VOTE.

NOBODY HAS TO AGREE WITH ME BUT THAT'S WHAT I WANT TO SAY.

SO WHAT I'M WHAT I HEARD YOU SAY IS THAT IEPS LIKE MEETING THE IEPS.

I ALSO HEARD YOU MENTION INSTRUCTION AND THE INSTRUCTIONAL EQUITY AND STUDENTS WHO ARE RECEIVING SPECIAL EDUCATION SERVICES RECEIVING THE SAME LEVEL OF INSTRUCTION. IT'S THE SAME THING.

IF YOU'RE MEETING THE IEP, IT DOES DO THAT.

THEY'RE NOT DIFFERENT. IT'S THE SAME.

OKAY. SO AND THAT'S WHAT I WANTED CLARITY ON IS THAT THAT IS YOUR INTENTION NOT WHATEVER INSTRUCTION WE'RE DOING WHEN A SPED KID IS IN THERE, THEY'RE STILL GETTING THEIR IEP. OKAY, AUDREY.

OKAY. MAYBE THIS DOES WHAT YOU'RE SAYING.

I THINK IT MAYBE I THINK YOU CAN TAKE CONSTRAINT TWO AND JUST ADD TO THE END OF IT TO ENSURE THAT IEPS ARE MET.

WE WANT THE PROCESSES IN PLACE.

BUT REALLY THE END GOAL IS TO GET OUR IEPS A PART OF COMPLIANCE REQUIREMENTS.

YES. SO YOU COULD PUT THAT TOO.

SO I WAS GOING TO SAY, I MEAN, AGAIN, WE JUST GOT THE EXIT CRITERIA HANDED OUT TO US AND AGAIN PROPOSING LANGUAGE HERE.

THE SUPERINTENDENT SHALL NOT ALLOW SPECIAL EDUCATION SERVICES OUT OF COMPLIANCE WITH REQUIREMENTS OR IF IT'S COVERED.

IF IT IS COVERED AND ALL THE THINGS ARE COVERED IN THIS EXIT CRITERIA, I DON'T KNOW IF THAT MEETS EVERYTHING, BUT.

THE REASON I'M SPEAKING IT OUT DIFFERENTLY IS BECAUSE THAT'S WHERE IT GETS STUCK.

LIKE WITH THE SPED, WITH THE EXPERIENCE OF HAVING A CHILD IN SPECIAL ED, THAT'S THE CRUX ISSUE.

[02:55:07]

BUT IF WE'RE GOING TO SOLVE IT, IF WE WANT TO KNOW WHAT THE PROBLEM IS, THE PROBLEM IS WHAT'S HAPPENING IN THE CLASSROOM AND MAKING SURE CONSISTENTLY EVERY TIME.

SO NAMING THAT UP, HIGHLIGHTS IT FOR EVERYONE, INCLUDING THE TEACHERS.

SO LIKE A PROBLEM IS SOMETIMES SOMEONE CAN HAVE AN IEP AND A TEACHER CAN SAY I DON'T AGREE WITH IT, AND THEN SPED HAS TO BATTLE WITH THAT TEACHER TO MAKE THEM DO THE RIGHT THING. YES, IT'S THE LAW.

IT SHOULDN'T BE AN ISSUE, BUT IT'S AN ISSUE IN THE DISTRICT.

SO IF YOU ASK WHY, I'M SAYING THE IEP IS BECAUSE THE RUBBER HITS THE ROAD.

WHAT THE PARENTS ARE TALKING ABOUT IS THAT IN THAT CLASSROOM, MEET MY KIDS NEEDS AND FOLLOW THAT IEP PERIOD.

THAT'S WHY THAT WOULD BE NAMED LOUDER THAN SAY SOME OTHER ASPECT OF JUST GENERALLY COMPLY.

AND SO WHAT YOU JUST MENTIONED AND SO ADDING THE IEP LANGUAGE TO THE END OF THIS IS A MORE APPROPRIATE CONSTRAINT THAN HAVING A CONSTRAINT THAT SAYS, EFFECTIVELY, THE SUPERINTENDENT SHALL NOT ALLOW SPECIAL EDUCATION SERVICES TO BE OUT OF COMPLIANCE.

THE LAW IS ALREADY THAT YOU HAVE TO BE IN COMPLIANCE.

AND SO ADOPTING A CONSTRAINT, IS IT GOING TO CHANGE THAT? THE LAW HAS ALREADY BEEN BROKEN.

AND SO. THE LAW HAS ALREADY BEEN BROKEN AROUND IDPS TOO RIGHT.

YES. SO THIS IS MORE SPECIFIC TO WHAT THE ACTUAL CHALLENGE IS.

THESE ARE THE CHALLENGE AS IDENTIFIED BY THE PROFESSIONALS IN THE DISTRICT, IS THAT THEY'RE INCONSISTENT, SUPPORTS THAT THERE ARE LACKING SYSTEMS AND PROCESSES FOR ALL OF THE STUDENTS ACROSS THE DISTRICT.

SO IN SOME YOU USE T.H.

ROGERS FOR AS AN EXAMPLE, THEY HAVE A STELLAR PROGRAM.

THAT'S NOT THE CASE ACROSS THE DISTRICT.

SO IT'S GETTING FINDING THAT THRESHOLD AND BEING CONSISTENT WITH IT.

THAT IS WHAT IS BEING THAT IS WHAT IS SUGGESTED AS THE THING THAT WILL GET ACTUALLY MOVE THE NEEDLE AND GET THE DISTRICT BACK ON COMPLIANCE.

SO IS IT.

YEAH. BUT THERE IS STILL GOING TO BE INCONSISTENT SUPPORTS BECAUSE TO THE POINT THERE'S SOME HERE AND THERE'S SOME THERE.

SO.

THAT'S WHY IT'S MONITORED AS IT'S MONITORED OVER FIVE YEARS.

NOT IT'S NOT LIKE YOU'RE GOING TO ADOPT A CONSTRAINT AND THEN EVERYTHING BE FIXED.

IT'S YOU'RE GOING TO LOOK AT IT JUST LIKE YOU DO THE STUDENT THE GOAL PROGRESS MEASURES WHERE IT IS A TRANSITION.

CORRECT. SO IS THE INTENTION THAT THERE WILL BE CONSISTENT SUPPORTS AT THE END OF FIVE YEARS.

BECAUSE THAT DOESN'T SOUND REALISTIC.

IF AGAIN, SOME ARE UP HERE AND IT MAY BE IMPOSSIBLE FOR OTHERS TO GET UP THERE, BUT THEY CAN STILL MEET A STANDARD.

BECAUSE BEING GREAT SUPER IS INCONSISTENT WITH MEETING A STANDARD.

AND THAT'S WHERE I WAS I THINK WE'RE ALIGNED BECAUSE IF THE ISSUE IS INCONSISTENCY, IT'S NOT THAT IT'S INCONSISTENT, IT'S THAT SOME DON'T MEET THE THRESHOLD.

THAT'S RIGHT. SO THE ISSUE IS THE THRESHOLD, NOT THE INCONSISTENCY BECAUSE I DON'T THINK WE HAVE THE ISSUES.

THE THRESHOLD IS HOW YOU WOULD THE THRESHOLD WOULD BE THE CONSISTENCY.

IT DOESN'T MEAN THAT EVERYTHING IS GOING TO BE EQUAL, BUT IT MEANS THAT WE'VE GOT A COMMON THRESHOLD.

BUT WHEN WE USE THE WORD INCONSISTENT, THEN IT HAS TO GO.

DO YOU HAVE SOME? I HAVE [INAUDIBLE] LANGUAGE I HAVE ALONG WITH MY SEAT BUDDY HERE.

WE'VE COME UP WITH AN IDEA.

THE SUPERINTENDENT WILL NOT ALLOW INEFFECTIVE SUPPORTS, INEFFECTIVE BEING THE IMPORTANT WORD THERE, INEFFECTIVE SUPPORT SYSTEMS AND PROCESSES FOR STUDENTS RECEIVING SPECIAL EDUCATION SERVICES ACROSS THE DISTRICT.

TO ENSURE THAT INDIVIDUALIZED EDUCATION PLAN DEVELOPMENT AND IEP IMPLEMENTATION IS EFFECTIVE, IS MET.

YEAH. AND THEN. YEAH.

AND I THINK YOU GOT THAT FROM THE CRITERIA.

RIGHT. THE LAST PIECE WHICH IS GREAT.

THANK YOU. THANK YOU NEIGHBOR.

THANK YOU. YEAH.

SO IT RUNS WITH IT. SO AND TO YOUR POINT ANGIE I THINK YOU'RE ABSOLUTELY RIGHT.

IT'S NOT THE COMPLIANCE PIECE THE COMMUNITY IS TALKING ABOUT.

IT'S THE ACTUALLY DOING IT ARE MY KIDS RECEIVING THE RESOURCES THAT THEY NEED.

AND SO I LIKE THIS LANGUAGE.

YEAH. ALL RIGHT.

IS EVERYBODY GOOD WITH THAT.

ALL RIGHT, LET'S MOVE ON.

SO THE NEXT THREE ARE JUST THEY'RE NOT IN ANY SPECIFIC ORDER.

THEY'RE JUST THERE BECAUSE THAT'S THE ORDER THAT I PUT THEM ON THE PAGE.

THE NEXT SUPERINTENDENT SHALL NOT MAKE CHANGES TO PROGRAMING OR SCHOOL OPTIONS WITHOUT SUPPORT OF A COMPREHENSIVE AUDIT OR SIMILAR RESEARCH BASED

[03:00:01]

SO WHAT THIS ONE IS SPEAKING TO, I BELIEVE, IS THE FEEDBACK THAT THE COMMUNITY GAVE AROUND SCHOOL OPTIONS, WHETHER IT'S MAGNET SCHOOLS, SCHOOLS OF CHOICE PROGRAM, PROGRAMMATIC OPTIONS.

SO MAKING CHANGES SUPERINTENDENT SHALL NOT MAKE CHANGES TO THOSE OPTIONS WITHOUT FIRST HAVING CONDUCTED SOME TYPE OF RESEARCH BASED ASSESSMENT THAT IDENTIFIES THE EFFECTIVENESS OF THAT PLAN AND THE IMPACT ON STUDENT ACHIEVEMENT.

WHAT THOUGHTS DO YOU ALL HAVE ABOUT THIS ONE? AND RIGHT NOW WE ARE JUST GETTING YOUR THOUGHTS ON THE GOAL.

WE'RE NOT YOU'RE NOT COMMITTING TO ANY TO SAY THIS IS A CONSTRAINT THAT WE'RE GOING TO ACTUALLY ADOPT.

MY FIRST THOUGHT, MY REACTION TO THAT IS HOW DOES THIS ALIGN OR NOT WITH OUR AMENDED MAGNET POLICY THAT WE DID EARLIER THIS YEAR.

RIGHT. AND MAYBE IT'S JUST A BOLT ON TO OKAY, THERE'S FLEXIBILITY BASED ON THE POLICY.

BUT NOW OR AND HERE'S THE SUPPORTING AUDIT OR RESEARCH BASED ASSESSMENT.

NOT LIKE SOME THOUGHTS OR COMMENTS ON THAT.

I DON'T THINK IT CHANGES.

FIRST OF ALL, WE DIDN'T CHANGE ANY MAGNET SCHOOLS AND WE DIDN'T CHANGE ANY MAGNET SCHOOLS, AND WE DIDN'T CHANGE THE MAGNET PROGRAMING EXCEPT IN THE NES SCHOOLS.

WE SAID THAT WE WOULD ACCOMMODATE THEM THROUGH THE DYAD PROGRAM OR SOMETHING LIKE THAT.

AND IN FACT, WE'VE RECEIVED VERY LITTLE NEGATIVE FEEDBACK AND A LOT OF POSITIVE FEEDBACK FROM THOSE PLACES WHERE WE ADDED THE DYAD PROGRAM AND DID ACCOMMODATE THE MAGNET PROGRAM.

SO THE SKY IS FALLING NARRATIVE THAT IT DIDN'T HAPPEN.

AND SO THE SAME THING WOULD HAPPEN GOING FORWARD.

THERE'S NO PLANS TO CHANGE ANY OF THE MAGNET SCHOOLS AT THIS POINT.

AND IF WE IF WE WANTED TO, WE WOULD FOLLOW THIS CONSTRAINT.

MY CONCERN IS THAT ASPECT OF AND MAYBE THIS GOES INTO THE PROGRESS MONITORING, I DON'T KNOW.

BUT WHAT I HEARD THE COMMUNITY SAYING IS THAT THEY WANT IT COMMUNICATION, NOT JUST THAT THEY WANTED THE PLAN TO MAKE SENSE AND BE RESEARCHED BASED, BUT THAT THEY WANTED SOME KIND OF ROLLOUT OF INFORMATION.

AND I FEEL LIKE RIGHT NOW.

MAYBE, MAYBE, IT'S THAT THAT WOULD HAPPEN UNDER PROGRESS MEASURES.

BUT I FEEL LIKE WHAT I HEARD THEM SAYING IS DON'T MAKE BIG CHANGES WITHOUT TELLING US OUT OF THE BLUE.

AND I DON'T KNOW THAT THIS DEALS WITH THAT.

OR MAYBE IT DOESN'T.

I'M SEEING IT.

SO IN THE COMMUNITY FEEDBACK THAT YOU GOT ON THE ONLINE SURVEY.

YEAH, THE MAJORITY OF THAT WAS ABOUT HAVING ACCESS TO MAGNET TYPE OPTIONS OR REALLY PROGRAMMATIC OPTIONS. SOME OF THEM, SOME OF THE FEEDBACK WAS SPECIFIC TO FINE ARTS, SOME OF IT WAS SPECIFIC TO DUAL LANGUAGE.

SOME OF IT THERE WERE SEVERAL DIFFERENT PIECES THAT WERE SPECIFIC TO DIFFERENT TYPES OF PROGRAMS, BUT IT REALLY REVOLVED AROUND ACCESS TO THOSE HAVING ACCESS TO THOSE PROGRAMS. AND I GUESS THE QUESTION STILL IS THERE WHAT I HEAR THIS SAYING IS THAT IF YOU'RE GOING TO MAKE A BIG CHANGE, MAKE SURE YOU'VE GOT A PLAN AND IT'S RESEARCH BASED, DOES THAT SPEAK TO THE CONCERN ABOUT OPTIONS LIKE SHOULD THERE.

DOES THIS SAY WE NEED TO HAVE THE OPTIONS? I DON'T KNOW IF. I DON'T KNOW AM I.

TELL ME IF YOU GUYS HEAR IT ANSWERING THE ISSUE.

WHAT DO YOU ALL THINK? I DON'T HAVE A LOT OF CHANGE ON THIS, BUT I WAS GOING TO ADD TO WHAT WE HEARD FROM THE COMMUNITY IS AT BEST TO COMMUNICATE IT IN ADVANCE BEFORE SOMETHING MAJOR HAPPENED IF THERE WAS A CHANGE COMING.

SO I KNOW THAT'S WHAT I FELT LIKE.

I HEARD A LOT OF.

SO NOT NECESSARILY THE CHANGE OR HOW IT'S DONE.

I DEFINITELY WANT THE RESEARCH AND ALL THAT BEFORE IT'S DONE, BUT I THINK WHAT WE HEARD OUT IN THE COMMUNITY AND FROM THE FEEDBACK WE GOT IS AT LEAST COMMUNICATE THAT TO US AND IN ADVANCE.

THAT'S WHAT I WAS HEARING.

THAT'S WHAT I WAS TRYING TO SAY AS WELL.

WE'RE SAYING THE SAME THING.

DOES ANYONE HAVE ANY PROPOSED CHANGES TO THE LANGUAGE? YOU CAN ALWAYS ADD A COMMA AND ADD AND WITHOUT COMMUNICATING IN ADVANCE.

I DON'T KNOW.

ANY CHANGES, I DON'T KNOW SO AND NOT MAKE WITHOUT A TIME THING.

SO ONE OF THE EXPECTATIONS FOR CONSTRAINTS IS THAT IT IS EITHER AN OPERATIONAL ACTION OR A CLASS OF

[03:05:03]

I MEAN, YOU COULD. I MEAN, MAYBE YOU'RE SAYING THIS IS WRONG, BUT THE SUPERINTENDENT SHALL NOT MAKE CHANGES TO PROGRAMING OR SCHOOL OPTIONS WITHOUT SUPPORT OF A COMPREHENSIVE AUDIT OR SIMILAR RESEARCH BASED ASSESSMENT OF THE EFFECTIVENESS AND IMPACT ON THE ACHIEVEMENT, I THINK YOU CAN FIT IN THERE AND COMMUNICATION PLAN.

YEAH. NO CHANGE.

YEAH. CHANGE MANAGEMENT OR PLAN.

OKAY. DO WE NEED COMPREHENSIVE AUDIT AND SIMILAR LIKE IF WE TOOK OUT OR SIMILAR RESEARCH BASED ASSESSMENT? I WOULD ACTUALLY TAKE OUT COMPREHENSIVE AUDIT BECAUSE THAT IS ACTUALLY WHAT GETS INTO THE TERRITORY OF GIVING A DIRECTIVE.

OKAY. SO IF WE TOOK THAT OUT AND SAID WITH A RESEARCH BASED ASSESSMENT AND COMMUNICATION PLAN, BLAH, BLAH BLAH AT THE END, CAN WE DO THAT? AGAIN THIS IS A TWO CENT THING, BUT COULD YOU CHANGE IT FROM RESEARCH BASED ASSESSMENT TO RESEARCH BASED ASSESSMENT OR ANALYSIS? LET ME GIVE YOU AN EXAMPLE OF WHAT I'M TALKING ABOUT.

WE KNOW THAT AI IS GOING TO BE IMPACTING THE WORKFORCE.

WE WANT TO IMPROVE OUR AI IN THE WORKFORCE.

CAREER TECH ED WE ALSO WANT TO TRAIN TEACHERS ON AI IN THE WORKFORCE.

WE CAN COMMUNICATE AHEAD OF TIME WHAT THIS IS, BUT THERE'S NO REAL ASSESSMENT OF THAT AT THIS MOMENT.

WE'RE GOING TO BE ON THE CUTTING EDGE OF THAT.

SO RESEARCH BASED ANALYSIS OR STUDY WOULD ALSO BE APPROPRIATE.

THAT WAS ACTUALLY WHAT I WAS GOING TO RECOMMEND IS CHANGING WITH ASSESSMENT TO ANALYSIS.

AND SO THE COMMUNICATION CAN BE SOMETHING ABOUT IT'S COMING.

HERE'S WHAT WE'RE DOING.

YEP. ALL RIGHT.

THE SUPERINTENDENT SHALL NOT ALLOW INEQUITABLE ACCESS TO HIGH QUALITY INSTRUCTIONAL RESOURCES.

WHAT THIS IS SPEAKING TO IS STUDENTS HAVING ACCESS TO INSTRUCTIONAL RESOURCES, MATERIALS, SUPPLIES, LEARNING RESOURCES, CHROMEBOOKS.

I'M GOOD WITH THIS, BUT I THINK FOUR AND FIVE SHOULD JUST BE COMBINED LIKE RESOURCES AND LEADERSHIP.

SO THAT DOES KIND OF GET INTO THE TERRITORY OF TWO SEPARATE THINGS.

BUT I WILL LEAN ON THE BOARD FOR.

BECAUSE SO HIGH QUALITY INSTRUCTIONAL LEADERSHIP ACTUALLY PERTAINS NOT ONLY TO LIKE THE INSTRUCTORS IN THE CLASSROOM, BUT ALSO THE CAMPUS LEADERS WHO ARE ALSO INSTRUCTIONAL LEADERS, AND THEN THE ACTUAL QUALITY OF INSTRUCTION AS WELL.

SO FOR THAT KIND OF CONSTRAINT YOU MIGHT LOOK AT WANT TO LOOK AT THE QUALITY OF INSTRUCTION, THE, YOU KNOW, HAVING HIGHLY QUALIFIED TEACHERS AND THEN HAVING THE PRINCIPAL QUALITY AS WELL, SO THAT WOULD KIND OF COVER THE THREE CONSTRAINT PROGRESS MEASURES FOR THAT ONE. BUT I CAN SEE THAT SUPERINTENDENT IS MAYBE ITCHING TO SAY SOMETHING ON THIS.

WELL, I MEAN, YOU KNOW, IT'S IMPORTANT TO IDENTIFY THE FOOTNOTES.

SO EQUITABLE ACCESS TO HIGH QUALITY INSTRUCTIONAL RESOURCES.

IF WE DO THAT IN A RIGOROUS WAY, THAT MEANS THE AUTONOMY GOES DOWN.

RIGHT NOW AND EVENTUALLY WE WANT TO MAKE SURE THE SCIENCE OF READING CURRICULUM.

BUT RIGHT NOW, YOU HAVE 177 SCHOOLS THAT ARE ALLOWED TO CHOOSE WHATEVER RESOURCE THEY WANT, ACTUALLY, 188 SCHOOLS THAT ARE ALLOWED TO CHOOSE WHATEVER RESOURCE THEY WANT, WHETHER IT'S AMPLIFY, EUREKA OR CARNEGIE AND SOME, MANY OTHERS.

AND NOW FOR D AND F SCHOOLS WE'RE GOING TO TAKE THAT AUTONOMY AWAY AND PROVIDE HIGH QUALITY INSTRUCTIONAL MATERIALS IF THEY DON'T ALREADY HAVE IT.

BUT I'M LOATHE TO TAKE CONTROL OF SCHOOLS THAT ARE DOING WELL WITH THE CURRICULUM THAT THEY HAVE, EVEN IF IT'S NOT HIGH QUALITY INSTRUCTIONAL MATERIALS, BECAUSE THERE HAS TO BE SOME DEFINITION OF THAT.

WE CAN USE TEA'S DEFINITION, WHICH IS AS GOOD AS ANY, BUT I CAN IDENTIFY I CAN NAME RESOURCES THAT ARE NOT HIGH

[03:10:06]

SO THAT'S JUST A FOOTNOTE.

I HAVE A CONCERN OF THE IMPACT OF THAT, OR AT LEAST HOW IT WOULD BE PERCEIVED THAT WE'RE HEIGHTENING.

AND THE OTHER I WONDERED ABOUT IS YOU SAID WE DON'T HAVE TO HAVE FIVE CONSTRAINTS.

BUT I WONDER ABOUT THAT ONE.

IT'S NOT LIKE IT'S MIKE MILES' DEAL THAT HE DOESN'T PAY ATTENTION TO INSTRUCTIONAL RESOURCES.

SO I'M LIKE, WHY ARE WE EVEN PUTTING THAT AS A CONSTRAINT, ESPECIALLY IF IT'S GOING TO HEIGHTEN THIS THING OF EVERYONE WAITING TO SEE, WELL, WHEN IS IT COMING TO MY SCHOOL? AND NOW WE HAVE TO CHANGE EVERYTHING AND THEY ALL START FREAKING OUT.

SO I JUST DON'T UNDERSTAND WHY FOUR IS THERE.

YEAH, YOU ABSOLUTELY DO NOT HAVE TO ADOPT FIVE CONSTRAINTS OR FOUR OR I AGREE.

AND I AGREE WITH YOU.

AND I THINK IT'S TRUE WITH RESPECT TO BOTH FOUR AND FIVE.

ME TOO. AND I ALSO JUST THE ONE I WAS WAITING FOR WAS HIGH QUALITY INSTRUCTIONAL LEADERSHIP.

FIRST OF ALL, WHAT'S THE DEFINITION? AND IF YOU'RE TALKING ABOUT TEACHERS, SAY IT BECAUSE THAT KIND OF SOUNDS LIKE YOU'RE TALKING ABOUT PRINCIPALS.

OR ARE YOU BEING FUDGY LIKE BOTH OF FOUR AND FIVE? I JUST YEAH. SO THE SPIRIT OF FIVE IS DEFINITELY INSTRUCTION INSTRUCTORS AND INSTRUCTIONAL LEADERS AND CAMPUS LEADERS. SO I CAN.

WE CAN SCRATCH THESE, IF THAT'S WHAT I'M HEARING.

YES. I'M GOOD WITH IT.

GOTCHA. ANYONE NOT AGREE.

ALL RIGHT, SO FOUR AND FIVE ARE GOING THE WAY OF THE DODO.

ALL RIGHT. THERE WERE SOME OTHER OPTIONS THAT WERE THROWN OUT.

DID YOU HAVE ONE YOU WANTED TO SUGGEST? I JUST HAVE A QUESTION ABOUT, NONE OF THESE SPEAKING TO KIND OF THE STUDENTS HEALTH AND WELLNESS, OR EVEN STUDENT AND TEACHER THE COMMUNITIES HEALTH AND WELLNESS.

AND. IT'S NOT THAT I'M ASKING FOR ANOTHER CONSTRAINT.

I GUESS I'M ASKING FOR I'M ASKING SUPERINTENDENT MILES IF CULTURE AND WELLNESS WHERE IS THAT EMBEDDED IN THIS, THIS PLAN THAT I DON'T KNOW, DOES IT NEED TO BE NAMED AS A CONSTRAINT? AND IF NOT, HOW CAN WE ASSURE THAT IT'S HAPPENING? BECAUSE THERE'S, YOU KNOW, OUR KIDS NEED THAT SPORT.

I MEAN, YOU KNOW, OBVIOUSLY THESE CONSTRAINTS ARE JUST A SMALL PART OF WHAT WE'RE DOING IN THE DISTRICT.

THESE ARE JUST THE MOST PROMINENT ONES THAT THE BOARD WANTS TO PAY ATTENTION TO.

BUT WE WILL BE PAYING ATTENTION TO A WHOLE BUNCH OF THINGS.

FOR EXAMPLE, WE JUST OPENED OUR SEVENTH SUNRISE CENTER.

AND THAT IS ALL ABOUT STUDENT SERVICES.

STUDENT SUPPORTS FAMILY SUPPORTS IN MULTIPLE AREAS.

VERY LITTLE HAVE TO DO WITH INSTRUCTION OR ACHIEVEMENT OR ANYTHING LIKE THAT.

WE KEPT THE SOCIAL EMOTIONAL LEARNING COORDINATORS IN THE SCHOOLS.

THAT'S NOT GOING AWAY.

WE HAVE AT MANY DIFFERENT VENUES.

I HAVE PUSHED [INAUDIBLE] BECAUSE THAT COORDINATES THE SERVICES AND THINGS LIKE THAT.

YOU HEARD IT IF YOU WERE AT THE SUNRISE CENTER THIS PAST WEEKEND, WHEN WAS IT WEDNESDAY OR TUESDAY? WE DID THE SAME. I DID THE SAME THING.

WE WILL BE TAKING CLIMATE SURVEYS, BOTH OF STUDENTS AND STAFF AND EVENTUALLY COMMUNITY. SO THAT'S THERE'S THERE'S GOING TO CONTINUE TO BE AN EFFORT AROUND THAT.

AND WE'RE GOING TO CONTINUE TO PUSH DYAD PROGRAMS FOR OUR KIDS AND CONTINUE TO PUSH TRAVEL.

I MEAN, ALL THOSE THINGS THAT IMPACT MENTAL HEALTH.

SO ONE OF THE ITEMS THAT WAS BROUGHT UP BY SEVERAL OF YOU WAS THE IDEA OF A FINANCIAL CONSTRAINT.

THIS IS NOT ONE THAT CAME SPECIFICALLY FROM THE COMMUNITY, BUT HAVING IF YOU WERE TO ADOPT A CONSTRAINT AROUND THE WAY THAT RESOURCES ARE ALLOCATED, THAT IS SO THE WAY THAT THE CONSTRAINT PROGRESS MEASURES CAN BE MONITORED CAN ACTUALLY SPEAK TO THE WAY THAT STUDENT SUPPORT SERVICES AND WRAPAROUND SERVICES ARE BEING PROVIDED, THE TYPES OF INVESTMENTS THAT ARE BEING PUT INTO THE SUNRISE CENTERS.

AND YOU ALSO DON'T HAVE TO HAVE THREE CONSTRAINT PROGRESS MEASURES.

[03:15:02]

YOU COULD ALSO LOOK AT OTHER, AREAS OF FINANCIAL MATTERS THAT THE SUPERINTENDENT CHOSE TO BRING TO THE BOARD, BUT HAVING A CONSTRAINT LIKE THAT WOULD MAKE IT BOARD WORK.

BUT IT ALSO JUST AS THE SUPERINTENDENT JUST SHARED, JUST BECAUSE IT'S NOT BOARD WORK, DOES IT MEAN THAT IT'S NOT GOING TO HAPPEN.

AND SO IT'S REALLY WHETHER OR NOT YOU'RE DECIDING IF YOU WANT TO MAKE IT YOUR BUSINESS.

I JUST AGAIN, $0.02.

I'VE ALWAYS HAD A FINANCIAL CONSTRAINT.

I THINK THEY'RE IMPORTANT.

ONE OF THE THINGS THAT THE BOARD IS HELD ACCOUNTABLE FOR, WHETHER IT'S NOT, IT'S NOT AN EXIT CRITERIA, BUT YOU'RE LOOKING AT THE BUDGET OR THE FINANCES. YOU'RE STEWARDS OF THE FINANCES OF THE DISTRICT.

OBVIOUSLY, I PLAY A BIG ROLE IN THAT.

SO SOME SORT OF FINANCIAL CONSTRAINT MAKES SENSE TO ME.

AND, YOU KNOW, AT THE BIG LEVEL, LIKE, YOU KNOW, WHAT THE FUND BALANCE SHOULD BE OR WHAT THE VARIANCE SHOULD BE OR ANY, ANY NUMBER OF THINGS LIKE THAT.

BUT I DEFER TO RICK MORE THAN ANYBODY ON THIS.

WELL, WHAT I WAS GOING TO SAY WAS THAT WE SHOULD BE WE ARE STEWARDS OF THE BUDGET.

WE APPROVE THE BUDGET. WE REVIEW THE SPENDING.

WE APPROVE EVERY DOLLAR ABOVE $1 MILLION.

AND THEN WE REVIEW EVERY DOLLAR THAT HAS BEEN SPENT THAT, YOU KNOW, TO THE MILLION DOLLAR LEVEL AS WELL.

AND SO TO ME THAT'S OUR JOB ANYWAY.

SO WHY WOULD YOU HAVE IT AS A CONSTRAINT.

THAT'S TRUE. RIGHT. I MEAN WE HAVE TO APPROVE THE BUDGET.

SO DURING THE BUDGET PROCESS, THE SUPERINTENDENT AND HIS TEAM ARE GOING TO COME IN AND SAY, HERE'S YOUR BUDGET AND WHAT DO YOU THINK? AND WE'RE GOING TO ASK QUESTIONS LIKE, WELL, WHERE ARE YOU SPENDING MONEY OVER HERE OR WHERE OVER THERE? OR HOW ARE YOU ALLOCATING RESOURCES TO BUILD TO OUR GOALS? AND HOW IS THIS REALLY GOING TO AFFECT STUDENT OUTCOMES? RIGHT. AND SO I THINK THAT'S WHERE WE, EXERCISE OUR FINANCIAL, YOU KNOW, RESPONSIBILITY AS A BOARD RATHER THAN A CONSTRAINT. TO ME, CONSTRAINT LIKE, OH, YOU WON'T LIKE SPEND ANY MORE MONEY THAT'S IN THE BUDGET.

REALLY. I MEAN, TO ME IT'S WE'RE GOING TO HOLD YOU ACCOUNTABLE EVERY QUARTER WHEN WE REVIEW FINANCIAL STATEMENTS AND WHEN THE AUDIT COMMITTEE MEETS AND WE LOOK AT THE AUDITS AND ALL THAT STUFF.

YEAH. AND THAT'S FAIR.

AND THAT MAKES A LOT OF SENSE.

THE ONE CONSTRAINT I THOUGHT MIGHT BE USEFUL FOR THE BOARD IS THE MAINTENANCE OF A FUND BALANCE, BECAUSE WE COULD STILL HAVE A GOOD BUDGET. AND WE AND THERE ARE TIMES WHEN WE NEED TO GO INTO DEFICIT SPENDING.

BUT YOU ALSO WANT TO MAINTAIN A GOOD FUND BALANCE AND NOT GO BELOW A CERTAIN AMOUNT.

YEAH, BUT I THINK THAT'S PART OF THE PROCESS.

RIGHT. WHEN WE REVIEW THE BUDGET, WE'RE GOING TO SEE THE FUND BALANCE.

AND THAT'S GOING TO BE THE BUDGET.

AND IF YOU HAVE TO CHANGE IT OR THE FUND BALANCE IS CHANGED, YOU HAVE TO COME GET A NEW BUDGET APPROVED.

RIGHT. SO TO ME, IT'S IT DOESN'T NEED TO BE IN THERE.

AND I LIKE THE IDEA OF HAVING JUST LIKE WE HAVE 3 OR 4, THREE GOALS NOW THREE CONSTRAINTS MAKES SENSE.

WE'LL HANDLE THE MONEY SIDE SOMEWHERE ELSE.

AND TO YOUR POINT EARLIER THE ISSUE OF STUFF THAT YOU DO LIKE WELLNESS AND CULTURE A LOT THAT'S GOING TO BE EMBEDDED IN THE WHOLE SYSTEM ULTIMATELY.

SO AND MEASURING IT IS GOING TO BE IMPORTANT.

I THINK WE'RE GOING TO BE TALKING ABOUT THE SUPERINTENDENT'S INCENTIVE PROGRAM.

PART OF THAT COULD BE IN THERE, RIGHT? YEAH. YEAH.

THAT'S FAIR.

ALL RIGHT.

ANY OTHER THOUGHTS? NOT ON FINANCE, BUT.

OKAY. WHAT WOULD YOU LIKE TO PROPOSE? YEAH. SO ANOTHER CONSTRAINT I THINK IS IMPORTANT AS WE TALK ABOUT THE VISION OF WHAT WE WANT OUR SCHOOL DISTRICT TO LOOK LIKE AND WHAT THE COMMUNITY WANTS HISD STUDENTS TO LOOK LIKE IS AROUND THIS PIPELINE.

AND I FEEL LIKE IT STARTS WITH EARLY CHILDHOOD EDUCATION.

THE PREVIOUS ADMINISTRATION HAD A CONSTRAINT AROUND INCREASING OR NOT DECREASING SEATS OF EARLY CHILDHOOD EDUCATION.

WE AS A BOARD HAVE TALKED ABOUT HOW WE ARE LEAVING SOME MONEY ON THE TABLE BECAUSE WE'RE NOT ENGAGING IN INCREASING THOSE SEATS OR PARTNERING WITH ORGANIZATIONS WHO ALREADY DO WELL IN EARLY CHILDHOOD EDUCATION.

SO I THINK THIS IS SOMETHING THAT WE SHOULD DEFINITELY SHINE A LIGHT ON OFTEN, AND I'M JUST NOT SURE WHEN WE WOULD BE LOOKING AT IT OUTSIDE OF LIKE AN AD HOC SITUATION.

BUT THOSE ARE MY THOUGHTS AROUND EARLY CHILDHOOD EDUCATION.

I THINK IT'S SUPREMELY IMPORTANT TO THE VISION THAT WE HAVE FOR THE DISTRICT.

YEAH. SO AND TO BE CLEAR, IF THE BOARD CHOOSES SO THE ONLY WAY THAT EARLY CHILDHOOD, BECAUSE IT'S NOT SOMETHING THAT IS REQUIRED BY LAW FOR THE BOARD TO LOOK AT.

SO LIKE FINANCE WOULD BE A DIFFERENT STORY BECAUSE IT IS REQUIRED BY LAW.

BUT BOARD WORK IS YOUR GOALS, YOUR CONSTRAINTS AND THINGS THAT ARE REQUIRED BY LAW.

[03:20:04]

THAT SAID, IT WAS NOT A RESOUNDING PIECE OF FEEDBACK FROM THE COMMUNITY, BUT IT ALSO IS ALIGNED WITH WHAT IS CONSIDERED HIGH LEVERAGE.

BUT THAT'S SOMETHING THAT THE SUPERINTENDENT WOULD BE ABLE TO SPEAK TO MORE THAN I WOULD, BECAUSE HE KNOWS HOUSTON'S DATA BETTER THAN I DO.

SO THE BOARD HAS EXPRESSED BEFORE THAT EARLY CHILDHOOD IS SOMETHING WE SHOULD BE LOOKING AT, OBVIOUSLY COMING IN IN JUNE WITH THE, YOU KNOW, BEING THAT FAR BEHIND AND SCHOOLS STARTING IN AUGUST, IT WAS VERY DIFFICULT TO FIND THE FACILITIES AND ALL THAT. BUT OUR INTENT FOR NEXT YEAR IS TO CONTINUE TO GROW THE NUMBER OF SEATS IN EARLY CHILDHOOD. AND YOU'RE GOING TO SEE THAT IN THE ACTION PLAN THAT WE THE DRAFT OF WHICH YOU'LL SEE IN JANUARY.

SO DOES THE.

IS THERE INTEREST FROM THE BOARD TO ADOPT A CONSTRAINT AROUND EARLY CHILDHOOD? I WOULD SAY YES.

I WOULD AGREE WITH CASSANDRA'S PERSPECTIVE THAT WE SHOULD FOCUS ON THAT.

AND I MEAN, I'M LOOKING AT THE CONSTRAINTS NOW.

I MEAN, WE COULD JUST DO THE EXACT SAME THING.

I MEAN, THERE'S NOTHING HOLDING US TO NOT USING THAT SAME CONSTRAINT.

AND I'LL READ IT THE WAY IT'S STATED.

THE SUPERINTENDENT SHALL NOT ALLOW THE DISTRICT TO OPERATE WITHOUT SIGNIFICANTLY INCREASING QUALITY SEATS FOR EARLY CHILDHOOD EDUCATION, INCLUDING PRE KINDERGARTEN THREE, PRE KINDERGARTEN FOUR AND KINDERGARTEN.

THAT SOUNDS KIND OF LIKE A DIRECTIVE, I KNOW.

[LAUGHTER] WELL, THEN LET'S SAY CAN WE JUST [INAUDIBLE] WITHOUT INCREASING QUALITY SEATS FOR EARLY CHILDHOOD.

SO THE SUPERINTENDENT SHALL NOT DOT DOT DOT WITHOUT IS USUALLY A SIGNAL LIKE THIS IS A . SO WE CAN SAY SOMETHING KIND OF LIKE THE D AND F CAN REMAIN THE SAME OR DECREASE SOMETHING LIKE THAT WILL NOT ALLOW THE NUMBER OF SEATS, EARLY CHILDHOOD SEATS TO INCREASE OR TO DECREASE OR REMAIN THE SAME OR DECREASE.

REMAIN THE SAME OR DECREASE. DID YOU.

HIGH QUALITY.

OH, HEIGHTENED. I MEAN, NOT JUST.

HIGH, I DON'T KNOW WHAT THE RIGHT WORDS ARE.

PROVISION OF HIGH QUALITY, I THINK IT WAS.

MAY I ASK A QUESTION? I DIDN'T SAY THAT. I JUST HAVE A QUESTION FOR THE SUPERINTENDENT IN TERMS OF CAPACITY.

I KNOW THE MAMMOTH, YOU KNOW YOU COULD JUST DO EARLY CHILDHOOD AND NOTHING ELSE.

DO WE HAVE THE RESOURCES, MEANING CAPACITY, MONEY, TIME, ATTENTION, TO DO WHAT'S ALREADY PLANNED AND ADD THIS? WOULD THIS DECREASE OR INCREASE OUR LIKELIHOOD OF MEETING ALL OUR GOALS? I DON'T WANT TO PUT TOO MUCH ON THE PLATE.

YEAH, NO, THAT IS A GREAT QUESTION.

AND I THINK THE ANSWER IS WILL INCREASE.

AND SO IN THE GOAL IN THE CONSTRAINT PROGRESS MEASURES, WE MAY BE MODEST IN OUR INCREASE, BUT WE CAN INCREASE. OKAY.

THE BIGGEST BARRIER THERE'S SEVERAL BARRIERS.

ONE IS FACILITIES BECAUSE YOU HAVE TO HAVE, YOU KNOW BATHROOMS NEARBY OR IN THE ROOM.

IT IS YOU KNOW, YOU HAVE TO HAVE A SMALL TEACHER STUDENT RATIO.

YOU HAVE TO TRAIN ONE OF THE BIGGEST BARRIERS IS TRAINING QUALITY PRE-K TEACHERS AND OR HIRING THEM.

SO, I MEAN, YOU'RE ABSOLUTELY RIGHT.

YEAH, THERE'S A LOT OF, THAT'S A LOT OF STUFF.

BUT I THINK IF THE GOAL IS WRITTEN WHERE WE DON'T DECREASE AND WE INCREASE, I CAN PUT A GOAL PROGRESS MEASURE THAT MAKES SENSE.

AGAIN, MAYBE FOR THE SHORT TERM WE'RE A LITTLE BIT MORE MODEST IN OUR GROWTH OF PRE K.

BUT THEN WE GROW FASTER AS THE COUPLE OF YEARS PASS.

SO MY QUESTION AROUND THIS ONE SPECIFICALLY IS SO I KNOW I LIVE IN FORT WORTH AND WE HAVE BEEN DECREASING THE NUMBER OF SEATS. CONSISTENTLY YEAR AFTER YEAR BECAUSE OF THE POPULATION DECLINE.

AND IT'S NOT JUST FROM STUDENTS LEAVING AND SELECTING OTHER OPTIONS, BUT BECAUSE OF THE ACTUAL DEMOGRAPHICS DECLINE.

AND SO THAT COULD BE A POTENTIAL UNINTENDED CONSEQUENCE THAT I WANT TO I JUST WANT TO PUT OUT THERE.

AND SO IF THE NUMBERS AND I DON'T KNOW, I KNOW THAT FROM A PREVIOUS REPORT, I THINK I HEARD YOU SAY THAT THE NUMBERS HAD DECREASED FROM LIKE 183 TO 170 SOMETHING.

YEAH. SO THERE HAS BEEN AN OVERALL POPULATION DECREASE FOR YOUR STUDENTS.

[03:25:02]

BIRTH RATE IS WHAT YOU'RE TALKING ABOUT IN FORT WORTH? YES. OKAY. BUT WE ONLY HAVE I MEAN WE HAVE I THINK LESS THAN 8000 THE EARLY CHILDHOOD SEATS.

OKAY. WE'LL BE OKAY IF WE INCREASE THEM.

WE'RE GOOD. [LAUGHTER] I AGREE WITH THAT.

CAN I? YEAH. ONE QUESTION.

I JUST THINK WE SHOULD.

13,000. OH, OKAY.

OKAY. DO WE HAVE A TREND ON THAT? HOW MANY? DO YOU KNOW HOW MANY KINDERGARTNERS ARE IN? WELL, I'M COUNTING KINDERGARTNERS BECAUSE THAT YOU DON'T HAVE TO HAVE THE NUMBERS RIGHT NOW.

IT'S PROBABLY ABOUT 15,000.

AND I THINK I READ A REPORT LAST WEEK THAT RICE PROVIDED FOR HISD REGARDING THIS PARTICULAR THING.

RIGHT. AND WE ARE ABOVE PRE-PANDEMIC LEVELS WITH OUR EARLY CHILDHOOD ENROLLMENT.

A LOT OF THAT IS WITH PARTNERSHIPS.

THE SUPERINTENDENT MILES, TALKED ABOUT THE FACILITIES CONSTRAINTS.

THIS BECAUSE IT'S BEEN A FOCUS.

WE ARE BACK TO PRE-PANDEMIC.

WE DO HAVE 1300 OR 13,000 SEATS AS OF ACTUALLY YESTERDAY.

500 ARE VACANT.

SO THAT IS A BETTER POSITION THAN WE'VE BEEN IN, IN MANY YEARS CONSIDERING DECLINING ENROLLMENT.

AND PART OF THAT IS THE WORK WE'RE DOING BEHIND THE SCENES.

WE PARTNERED WITH THREE DIFFERENT ADDITIONAL THREE DIFFERENT GROUPS TO INCREASE THE NUMBER OF PRE K'S THIS YEAR.

THAT'S AWESOME. OKAY.

SO. THE LANGUAGE ON THE TABLE.

NUMBER OF SEATS OR HIGH QUALITY SEATS IN EARLY CHILDHOOD, FOR EARLY CHILDHOOD, EDUCATION WILL NOT INCREASE OR REMAIN THE SAME, OR DECREASE OR REMAIN THE SAME.

SO THIS IS.

OKAY. SO WE'VE GOT THREE CONSTRAINTS IDENTIFIED.

ANGIE'S QUESTION WAS IS THIS SOMETHING THAT WE WANT TO EXPAND UPON.

DO WE WANT TO MAKE THIS SOMETHING THAT THAT WE SPREAD SPREAD OUT? AUDREY I JUST HAVE A QUESTION.

IF WE HAVE 500 VACANCIES IS I'M NOT SURE HOW THAT FITS IN THE MIX HERE, BUT IS IT THE SEATS THAT COUNT OR THE KIDS WHO ARE IN THE SEATS LIKE, TO ME, THE AVAILABILITY IS IMPORTANT, RIGHT? BUT IF WE HAVE EXCESS SEATS RIGHT NOW, ISN'T IT PARTLY THAT WE WANT ACTUAL PRE-K STUDENTS ENROLLED? THAT'S NOT NECESSARILY SEATS.

SO I THINK WE WERE USING THOSE INTERCHANGEABLY.

SO WE SHOULD SAY ENROLLMENT.

OKAY. YEAH. BECAUSE THEN WE RECRUIT IF WE HAVE EMPTY SEATS, RIGHT? YES. WE COMMUNICATE.

ALL RIGHT. SO.

TAKING THE PULSE OF THE BOARD.

IS THIS THE DIRECTION THAT THE BOARD WANTS TO GO? YES. SHOW OF HANDS.

OKAY. AND I THINK I ASKED THIS QUESTION EARLIER, BUT I KNOW IT WASN'T HIGH ON THE SURVEY OF THAT WE RECEIVE.

BUT IN THE COMMUNITY AND THE PEOPLE THAT I MEET AS I GO ABOUT, MOST PEOPLE BRING IT UP AT SOME POINT.

AND SO I DO SUPPORT THE IDEA OF US CONTINUING TO GET ALIGNMENT AROUND THAT.

OKAY. SO THE SUPERINTENDENT WILL NOT ALLOW ENROLLMENT IN HIGH QUALITY PRE-K SEATS OR ARE WE ABANDONING THE SEATS LANGUAGE? IT WAS I HAD PROPOSED SOME WORDS.

THE SUPERINTENDENT SHALL NOT ALLOW THE DISTRICT TO OPERATE WITHOUT ENSURING THE INCREASE IN ENROLLMENT AND PROVISION OF HIGH QUALITY EARLY CHILDHOOD EDUCATION FOR ALL ELIGIBLE PRE-K THREE, PRE-K FOUR AND KINDERGARTEN STUDENTS.

AND THERE MAY HAVE BEEN EXACTLY FROM THE PREVIOUS ADMINISTRATION.

I'M NOT SURE. MAYBE THAT WAS MY INSPIRATION.

SO I.

GO AHEAD.

JUST AGE APPROPRIATE.

YEAH OKAY. YEAH.

ALL RIGHT. BUT YOU SAID INCREASE.

YOU DIDN'T SAY STAY THE SAME OR DECREASE.

I SAID SHALL NOT ALLOW THE DISTRICT TO OPERATE WITHOUT ENSURING THE INCREASE IN ENROLLMENT.

SO I GUESS IT'S THE SAME VERBIAGE.

ARE WE ALLOWED TO SAY THAT? TO SAY OR IT SHOULD BE SO THERE ARE A COUPLE OF THINGS HERE THAT I WANT TO CHALLENGE.

SO THE FIRST IS UNINTENDED CONSEQUENCES.

SO WHEN WE TALK ABOUT ENROLLMENT, IS IT AND ESPECIALLY HEARING THAT THERE ARE VACANCIES. ONE OF THE QUESTIONS THAT I HAVE IS THAT GOING.

[03:30:01]

IS THIS CONSTRAINT GOING TO REQUIRE THE DISTRICT TO PUT RESOURCES WHERE THERE IS NOT A HIGH NEED.

SO IF THERE ARE OPEN SEATS, IF PEOPLE AREN'T TAKING THEM, WHAT DOES IT ACTUALLY DO.

AND YOUR ANALYSIS OF THE DISTRICT UP TO DATE, WHAT DOES THAT DO FOR THE WAY THAT YOU'RE ALLOCATING YOUR RESOURCES? I THINK WE HAVE TO UNDERSTAND WHY WE HAVE 500 VACANT SEATS, BECAUSE AGAIN, IF WE'RE TALKING ABOUT THE VISION OF OUR DISTRICT AND THE KIDS, WE CAN LOOK AT THE THIRD GRADE SCORES AND UNDERSTAND A GAP EARLY ON.

YEAH. SO AND I THINK THAT'S ONE OF THE QUESTIONS IS DO WE ACTUALLY UNDERSTAND WHAT THAT IS.

IS IT BECAUSE THERE IS A DECLINING BIRTH RATE.

IS IT BECAUSE PEOPLE ARE MOVING? IS IT BECAUSE PEOPLE ARE CHOOSING PRIVATE OPTIONS? RIGHT. SO, YOU KNOW, PART OF THIS IS ANSWERED BY THE IMPLEMENTATION OF THE PLAN.

SO I THINK WE LET THE SUPERINTENDENT FIGURE IT OUT AND INTERPRET IT.

RIGHT. SO WE WANT MORE FIGURE IT OUT.

AND THEN THERE'S ONLY ONE ON THE NORTHEAST SIDE OF TOWN.

SO OKAY. ALL RIGHT, SO I WILL WORK ON THAT LANGUAGE WHILE Y'ALL ARE ON. Y'ALL ARE IN EXECUTIVE SESSION AND I DON'T KNOW THAT Y'ALL WILL COME.

I DON'T KNOW THAT Y'ALL WILL WANT TO COME BACK OUT AND HAVE A CONVERSATION ABOUT IT TONIGHT, BUT WE CAN EMAIL IT AND THEN Y'ALL CAN DISCUSS IT.

SO YOU CAN REVIEW THE CONSTRAINT PROGRESS MEASURES NEXT WEEK, AND YOU'LL ACTUALLY REVIEW ALL OF THE CONSTRAINT PROGRESS MEASURES NEXT WEEK.

YOU CAN MAKE A FINAL DECISION ON WHAT YOU DO WITH THAT TIME.

SO WE'RE GOING TO ENTERTAIN CONSTRAINT PROGRESS MEASURES WHICH I WRITE NEXT WEEK.

HOW MANY PER CONSTRAINT.

123. 123 PER CONSTRAINT.

AND CAN YOU GIVE US JUST A COUPLE OF DAYS.

YES. OKAY.

RIGHT? IS IT TOMORROW ALREADY? WHEN IS THE NEXT MEETING? THURSDAY. THURSDAY. THURSDAY? YEAH. YEAH. AND CAN YOU REMIND US ALL WHAT OUR DUTY IS WITH REGARD TO THE CONSTRAINT PROGRESS MEASURES? YES. SO FOR THE CONSTRAINT PROGRESS MEASURES.

SO NEXT WEEK'S CONVERSATION WILL NOT BE IT SHOULD NOT BE A LONG ONE.

YOU'VE IDENTIFIED THE CONSTRAINT LANGUAGE.

THE CONSTRAINT PROGRESS MEASURES ARE JUST LIKE THE GOAL PROGRESS MEASURES.

YOU ARE LOOKING AT THOSE TWO AND DETERMINING WHETHER OR NOT THERE IS ALIGNMENT.

SO ARE THESE PROGRESS MEASURES ALIGNED WITH THE VALUES THAT THIS CONSTRAINT IS TRYING TO PROTECT? THANK YOU.

I HAVE ARE WE WRAPPING UP.

IT FEELS LIKE BECAUSE I HAVE SOMETHING ELSE TO SAY.

[LAUGHTER] OH YES. I DON'T WANT US TO WRAP UP YET.

I JUST WANT TO CALL THIS OUT BECAUSE IT IS SOMETHING THAT ALL OF US HAVE TALKED ABOUT SINCE JUNE 1ST TO THIS DAY, AND IT'S THE ACHIEVEMENT GAPS.

AND MY CONCERN IS THAT THE MODEL THAT WE'VE BEEN GIVEN FOR THE FORECAST FOR 2028 STILL SHOWS SIGNIFICANT ACHIEVEMENT GAPS WITH SOME CLOSURE WE HAD GONE THROUGH.

I MEAN, THERE ARE SOME POINT CLOSURES.

BUT I'M TRYING TO UNDERSTAND BECAUSE OKAY, LET'S JUST TAKE A LOOK HERE BETWEEN ON GOAL NUMBER ONE, THE GAP BETWEEN BLACK STUDENTS AND WHITE STUDENTS IS 22 POINTS AND THE SAME FOR HISPANIC STUDENTS.

THAT'S A BIG GAP.

RIGHT.

JUST LIKE WE, JUST LIKE A SCHOOL WHO IS NOW AT 30% MEETS IS GETTING BETTER.

BUT THAT'S SOMETHING THAT WE'VE BEEN TALKING ABOUT.

AND WHY WE'RE SITTING UP HERE TODAY IS BECAUSE THE ACHIEVEMENT GAP IN OUR SCHOOL DISTRICT AND THE TALE OF TWO DISTRICTS IS WHAT WE HAVE.

SO I'D LIKE THE SUPERINTENDENT TO SPEAK ABOUT THAT.

YEAH. SO REMEMBER, 15 PERCENTAGE POINTS FOR ALL STUDENTS HAS NEVER BEEN DONE.

AND YOU'RE RIGHT.

WE DO WANT TO NARROW THE ACHIEVEMENT GAP.

IT HASN'T CHANGED.

BUT MAYBE, YOU KNOW, A HANDFUL OF POINTS IN 20 YEARS.

ON THE NAEP IT'S CHANGED 2 POINTS IN 20 YEARS.

SO WE WANT TO CHANGE IT FIVE POINTS IN FIVE YEARS.

[03:35:02]

SO WE COULD TRY.

I MEAN, WE COULD TRY TO CHANGE IT TEN POINTS IN FIVE YEARS.

BUT, YOU KNOW, IT'S WE'RE ALREADY MOVING BLACK ACHIEVEMENT 15 POINTS IN FIVE YEARS ALREADY, OR 20 POINTS IN FIVE YEARS.

AND SO THAT ALONE WILL BE HUGE.

AND AT THE SAME TIME, WE ARE KEEPING THE WHITE STUDENT SCORES AT 15 SO THAT WE'RE NOT FALSELY CLOSING THE ACHIEVEMENT GAP. RIGHT. IT WOULD MAKE NO SENSE TO BRING DOWN WHITE STUDENT SCORES AND CALL THAT CLOSING THE ACHIEVEMENT GAP.

SO THAT'S WHY IT LOOKS LIKE THAT.

I MEAN, AGAIN, I THINK IT'S A CHALLENGE.

I THINK IT'S A CHALLENGE GOAL.

WE STILL WOULD HAVE DONE WHAT NO OTHER DISTRICT HAS DONE.

I AGREE.

I AGREE COMPLETELY, I THINK THAT.

AND I DON'T KNOW IF THE INTENTION IS TO THAT WE KNOCK EVERY CONSTRAINT AND GOAL OUT OF THE BALLPARK.

BUT AGAIN, THE CONCERN AROUND ACHIEVEMENT GAPS IS THAT YES, IT'S INCREASED TO 55%, BUT THAT MEANS 55% OF THE BLACK THIRD GRADERS ARE MEETING THEIR GRADE LEVEL EXPECTATIONS.

AND 45 ARE NOT, THAT'S HALF.

THAT'S STILL VERY SCARY.

AND SAME FOR OUR HISPANIC STUDENTS.

YEAH, NO ONE HAS MORE URGENCY AROUND THAT THAN ME.

I'M THE ONE TALKING ABOUT IT CONSTANTLY FROM THE VERY FIRST DAY.

RIGHT. BUT WE ALSO HAVE TO BE REALISTIC.

I MEAN, SETTING UP PIE IN THE SKY GOALS IS WHAT OTHER DISTRICTS HAVE DONE FOREVER AND THEY DON'T MEET IT.

THAT'S RIGHT. AND SO IF WE CAN GET 20 PERCENTAGE POINTS IN FIVE YEARS.

THAT IF YOU DID THAT CONSISTENTLY OVER TIME, THAT'S IN FIVE YEARS.

IF YOU GET 20, TEN YEARS, YOU'RE GOING TO GET YOU KNOW CLOSE TO 40.

THAT'S CLOSING THE GAP.

YOU KNOW. SO WE MOVED THE NEEDLE TWO PERCENTAGE POINTS IN 20 YEARS ON THE NAEP.

AND WE'RE GOING TO KNOCK IT OUT OF THE PARK IF WE HIT 20.

OKAY. SO I MEAN, I THANK YOU.

I JUST WANT TO BRING IT TO LIGHT BECAUSE WE ARE TALKING ABOUT WHOLE SKILLS, SYSTEMIC REFORM.

I MEAN, WE'RE TURNING THIS THING UPSIDE DOWN.

SO I JUST WANT TO MAKE THE POINT THAT AS A BOARD, WE NEED TO BE COGNIZANT OF ACHIEVEMENT GAPS BECAUSE THEY ARE NOT IN OUR GOALS OR THE CONSTRAINTS.

MAY I ASK A QUESTION? SO WE'RE MOVING THE NEEDLE WITH ALL OF THE STUDENTS.

BUT IN LOOKING AT THE CATEGORIES.

SO IN LOOKING MY QUESTION IS WITHOUT NAMING IT.

SO WE ARE NOT NAMING ACHIEVEMENT FOR LATIN X KIDS OR ACHIEVEMENT FOR BLACK KIDS NEEDS TO CLOSE AND DOES IT STILL GIVE YOU ROOM TO HAVE SPECIFIC INTERVENTIONS FOR KIDS? AND I DON'T MEAN BY GROUP LIKE RACE, BUT I MEAN WHATEVER SPECIFIC THING NEEDS TO HAPPEN ON A CAMPUS TO CLOSE THE GAP.

ARE YOU? DOES IT GIVE YOU BANDWIDTH TO DO DIFFERENT THINGS FOR DIFFERENT GROUPS OF KIDS, LIKE COHORTS OF BOYS OR HOMELESS POPULATION OR BLAH BLAH BLAH.

LIKE IF WE NAMED IT AS A CONSTRAINT, IT WOULD KIND OF DIRECT YOU TO DO THAT.

DOING IT ACROSS THE BOARD, DOES IT STILL ALLOW YOU THE OPPORTUNITY TO SEE THEM IN COHORTS AND GIVE SPECIFIC INTERVENTIONS THAT MIGHT BE NECESSARY BECAUSE OF WHATEVER CIRCUMSTANCE? YEAH, THE ANSWER IS YES.

THE REALITY IS THIS, THOUGH, BECAUSE ALL GROUPS AND MOST OF THE FOR EXAMPLE, THE NES SCHOOLS, THE F SCHOOLS, IT'S ALL GROUPS THAT ARE STRUGGLING. AND SO.

SO YOU CAN GET TOO MANY INTERVENTIONS AND NOT DO SYSTEMICALLY WHAT'S NEEDED.

YOU KNOW THIS AND THEN PUT YOUR EFFORT ON JUST A SMALL GROUP OF KIDS.

BETTER TO MAKE SURE THAT THE WHOLE SCHOOL IS DOING WELL INSTRUCTIONALLY.

AND THEN USE A DIFFERENTIATED MODEL OR ADDITIONAL TIME AFTER SCHOOL, OR IN THE FIVE WEEKS OF SUMMER PROGRAM TO CATCH KIDS UP THAT ARE UNIQUE GROUPS.

CAN YOU SPEAK TO HOW THAT WORKS IN THE HIGH PERFORMING SCHOOLS? WHAT I'M THINKING ABOUT IS IN CAMPUSES WHERE WE CAN FIGURE OUT HOW TO GET ALL THESE OTHER KIDS DOING WELL, BUT THIS GROUP STILL SITS SO THE OPPOSITE OF THE NES SCHOOLS.

HOW DO YOU DIFFERENTIATE TO CLOSE THE ACHIEVEMENT GAP THERE? YEAH. SO THE ANSWER AGAIN IS NOT GOING TO MAKE SOME PEOPLE HAPPY BECAUSE YOU'RE GOING TO LOSE AUTONOMY.

SO ONE OF THE THINGS WE'RE DOING IS WE'RE GOING TO DO A DEFINED AUTONOMY AUDIT.

AND THAT'LL HAPPEN THIS YEAR.

[03:40:02]

WE'RE GOING TO HELP YOU.

AND SO ONE OF YOUR METRICS FOR LOOKING IS GOING TO BE THE ACHIEVEMENT GAP.

NO QUESTION. GREAT.

BECAUSE I MEAN AND AGAIN, WE'RE GOING TO BE CAREFUL NOT TO TAKE TOO MUCH AUTONOMY AWAY FROM A SCHOOLS OR MAGNET SCHOOLS OR ANYTHING LIKE THAT.

AT THE SAME TIME, WE WILL PROVIDE SPECIFIC INTERVENTIONS OR FORCE THEM TO DO SPECIFIC INTERVENTIONS IF THERE'S A HUGE ACHIEVEMENT GAP, OR IF SOME KIDS WHO CAN'T READ WELL AREN'T GETTING A SCIENCE OF READING CURRICULUM.

SO I KNOW PEOPLE OUT THERE.

SOME PEOPLE DON'T WANT TO HEAR THAT, THAT OH, WOW, WE HAVE TO HAVE THIS.

YOU KNOW, THE SYSTEM IS DESIGNED FOR AUTONOMY AND WE ARE TAKING THAT AUTONOMY BACK SLOWLY SO WELL.

AND THANK YOU, ANGIE, FOR BRINGING UP THAT POINT, BECAUSE AGAIN, WE HAVE LOTS OF A AND B SCHOOLS WITH ACHIEVEMENT GAPS, RIGHT.

THAT'S RIGHT. AND SO AND I THINK THAT THE NARRATIVE WOULD, COULD BE INSTEAD OF TAKING AWAY AUTONOMY, ADDING SUPPORT, ADDING RESOURCES.

RIGHT. I MEAN IT'S ALL IN KIND OF WHAT WE'RE DOING, YOU KNOW.

SO YES AND NO.

MOSTLY YES WHEN YOU HAVE AUTONOMY AND IN SOME IN MANY CASES, ACTUALLY ALL CASES RIGHT NOW.

BUT IN THE FUTURE YOU ALSO HAVE AUTONOMY OVER YOUR BUDGET AND HOW YOU STAFF YOUR SCHOOL.

SO, YOU KNOW, WE CAN'T PROVIDE A WHOLE BUNCH OF MONEY TO A SCHOOL THAT DOESN'T WANT TO PUT THEIR RESOURCES INTO CLOSING THE GAP.

AND THEN WE SAY, YOU CAN KEEP DOING WHAT YOU'RE DOING, AND WE'RE GOING TO ADD ALL THIS OTHER MONEY AND STAFF, AND YET YOU THINK YOU HAVE AUTONOMY AND YOU KNOW, YOU WANT AUTONOMY. SO WE'LL DO IT IN A WAY THAT MAKES SENSE.

I DON'T WANT PEOPLE TO HEAR OUT THERE THAT ALL AUTONOMY IS GOING AWAY.

RIGHT. BECAUSE THAT'S NOT WHAT I'VE SAID, BUT WHAT I HAVE SAID IS THAT WE'RE GOING TO LOOK AT THOSE AREAS THAT ARE REALLY GOOD FOR THE KIDS WHO ARE IN THOSE WHO DO NEED THE INTERVENTIONS, AND MAKING SURE THAT NO MATTER WHERE THEY ARE, THAT WE PROVIDE THE INTERVENTIONS IN A COMBINATION OF SUPPORTS OR SOMETHING TO WHERE KIDS ARE GETTING WHAT THEY NEED.

THANK YOU. I THINK THAT THIS IS HUGELY IMPORTANT BECAUSE AGAIN, IT ADDRESSES THE ENTIRE SCHOOL DISTRICT.

THAT'S RIGHT. RIGHT. AND NOT JUST OUR STRATEGIC SCHOOLS.

THANK YOU. ALL RIGHT.

ANY OTHER QUESTIONS? ALL RIGHT. SO NEXT STEPS YOU WILL GET CONSTRAINT PROGRESS MEASURES.

AND SOME TIME.

MONDAY MONDAY.

TUESDAY. TUESDAY WHEN. WELL NO IT'S GOT TO BE IT'S GOT WE'RE GOING TO SHOOT FOR MONDAY CLOSE OF BUSINESS.

THAT'D BE GREAT. THANK YOU. OKAY.

EARLY MIDDLE-ISH NEXT WEEK.

AND THEN YOU WILL BE VOTING ON THEM ON THURSDAY.

AGAIN SO I WILL NOT BE WITH YOU ON THURSDAY.

SO BUT WE CAN SO I CAN COMMUNICATE WITH EACH OF YOU.

YOU CANNOT COMMUNICATE WITH EACH OTHER.

BUT WE CAN DO SOME WORK BETWEEN NOW AND THEN JUST TO ASK QUESTIONS, JUST LIKE WE DID THIS TIME WITH THE FAQS DOCUMENT.

AND THEN YOU ALL WILL HAVE ADOPTED GOALS AND CONSTRAINTS BY NEXT WEEK.

THANK YOU MISS PAZ FOR THAT VERY MUCH.

THE BOARD WILL NOW RECESS TO CLOSED SESSION UNDER CHAPTER 551 OF TEXAS GOVERNMENT CODE OPEN MEETINGS ACT, SUBSECTIONS 551.004 THROUGH 551.089.

SHOULD BOARD FINAL ACTION VOTE OR DECISION ON ANY MATTER CONSIDERED IN THE CLOSED SESSION BE REQUIRED SUCH FINAL ACTION, VOTE OR DECISION SHALL BE TAKEN AT THE OPEN MEETING COVERED BY THIS NOTICE 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 8:57 P.M.

ON NOVEMBER 2ND, 2023.

THERE'S NO ONE LEFT.

GOOD EVENING. THIS MEETING IS RECONVENED AT 9:41 P.M..

THE NEXT REGULAR BOARD MEETING WILL BE HELD ON THURSDAY, NOVEMBER 9TH AT 5 P.M.

WITH NO FURTHER BUSINESS TO DISCUSS.

THE MEETING OF THE BOARD IS ADJOURNED AT 9:41 P.M..

THANK YOU.

* This transcript was compiled from uncorrected Closed Captioning.