Link

Social

Embed

Disable autoplay on embedded content?

Download

Download
Download Transcript

[00:00:01]

GOOD EVENING. THIS MEETING IS NOW CONVENED AT 5:03 P.M.

[CALL TO ORDER]

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

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

THEY ARE FROM MY RIGHT.

MICHELLE CRUZ ARNOLD, JEANETTE GARZA LINDER, ANGELA LEMON FLOWERS, MYSELF, AUDREY MOMANAEE, RIC CAMPO, ROLANDO MARTINEZ, PAULA MENDOZA, AND ADAM RIVON.

MISS BANDI WILL BE HERE SHORTLY.

I WOULD LIKE TO CONGRATULATE AND WELCOME NEWLY ELECTED BOARD OF EDUCATION TRUSTEES, SAVANT MOORE FROM DISTRICT TWO AND PLACIDO GOMES FROM DISTRICT EIGHT. I SEE MR. MOORE. I DON'T SEE MR. GOMES WHO MAY NOT HAVE MADE IT HERE YET, BUT CONGRATULATIONS.

AND, ALSO CONGRATULATIONS TO TRUSTEES DANI HERNANDEZ FROM DISTRICT THREE AND DR.

PATRICIA KAY ALLEN FROM DISTRICT FOUR, WHO ARE ALSO SWORN IN AS RETURNING TRUSTEES LAST WEEK.

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

TRUSTEE BLUEFORD-DANIELS. THANK YOU FOR BEING HERE TONIGHT.

ALL RIGHT. WE WILL NOW BE JOINED BY A MEMBER OF THE JUNIOR RESERVE OFFICER TRAINING CORPS TO LEAD OUR PLEDGES.

I WOULD LIKE TO ASK BOARD MEMBER CRUZ ARNOLD TO PLEASE INTRODUCE TONIGHT'S PLEDGE LEADER.

CADET CAPTAIN VALERIA IGLESIAS IS A DEDICATED CADET STUDENT AND LEADER.

SHE SERVES AS THE BATTALION OPERATIONS OFFICER FOR AUSTIN HIGH SCHOOL'S ARMY JUNIOR RESERVE OFFICER TRAINING CORPS.

SIXTH BATTALION CADET.

IGLESIAS IS A MEMBER OF THE NATIONAL HONOR SOCIETY, YOUNG ENTREPRENEURS CLUB, AND THE STUDENT COUNCIL, AND SHE'S CURRENTLY THE JUNIOR CLASS PRESIDENT.

SHE HAS NUMEROUS AWARDS RECOGNIZING HER LEADERSHIP.

AN ACADEMIC EXCELLENCE AND HAS EARNED THE JROTC ACADEMIC WREATH EACH YEAR FOR MAINTAINING AN A GRADE AVERAGE AND BEING PLACED ON THE HONOR ROLL.

HER ROLE IN JROTC IS TO ASSIST WITH THE PLANNING OF THE BATTALION'S ACTIVITIES, PERSONALLY OVERSEE THE TRAINING CALENDAR, AND BE RESPONSIBLE FOR THE BATTALION'S TASKING MATRIX. AFTER GRADUATION IN 2025, CADET IGLESIAS PLANS TO ATTEND RICE UNIVERSITY AND PURSUE A DEGREE IN EDUCATION.

CADET IGLESIAS.

GOOD AFTERNOON.

GOOD AFTERNOON. PLEASE RISE FOR A MOMENT OF SILENT MEDITATION, AND PLEASE REMAIN STANDING FOR THE PLEDGE OF ALLEGIANCE AND PLEDGE TO THE TEXAS FLAG.

ALLEGIANCE] PLEDGE].

THANK YOU, CADET IGLESIAS.

AND CONGRATULATIONS, MR.

[RECOGNITIONS]

MILES. YOU HAVE THE FLOOR.

MADAM PRESIDENT, MEMBERS OF THE BOARD, TONIGHT, I WANT TO BE SURE AND ACKNOWLEDGE THAT JANUARY IS SCHOOL BOARD RECOGNITION MONTH AND TO APPLAUD OUR HISD BOARD FOR YOUR STRONG, MISSION DRIVEN COMMITMENT TO OUR STUDENTS AND STAFF.

THANK YOU FOR THE COUNTLESS HOURS YOU DEVOTE TO HELPING TEAM HISD TRANSFORM OUR DISTRICT.

SO, EVERY CHILD RECEIVES THE EXCELLENT EDUCATION THEY DESERVE.

AS WE WORK TO RAISE THE QUALITY OF INSTRUCTION AND DRAMATICALLY IMPROVE STUDENT PERFORMANCE, I KNOW YOU WILL CONTINUE TO MAKE DECISIONS WITH STUDENTS' BEST INTERESTS IN MIND TO ADVOCATE FOR WHAT OUR FAMILIES SAY THEY NEED, AND TO HOLD US ACCOUNTABLE FOR ACHIEVING RESULTS.

YOUR LEADERSHIP IS ESSENTIAL TO HISD'S PROGRESS, AND MY TEAM AND I ARE DEEPLY GRATEFUL FOR YOUR SERVICE.

THANK YOU. THANK YOU SIR.

AND MR. GOMEZ HAS JUST JOINED US.

YOU MISSED IT. WE CONGRATULATED YOU.

SO WELCOME THIS EVENING.

[00:05:04]

AT THIS TIME, WE WILL HEAR FROM ALL OF OUR REGISTERED SPEAKERS, BOTH THOSE WHO SIGNED UP TO ADDRESS AGENDA ITEMS AND THOSE WHO SIGNED UP FOR THE HEARING OF THE COMMUNITY.

[SPEAKERS TO AGENDA ITEMS]

WE ARE GLAD THAT YOU ARE HERE AND WE LOOK FORWARD TO HEARING FROM YOU.

PLEASE NOTE THAT SPANISH LIVE CAPTIONING IS AVAILABLE FOR THOSE VIEWING THE MEETING VIA LIVE STREAM, AND LIVE SPANISH INTERPRETATION IS AVAILABLE IN PERSON IN THE AUDITORIUM.

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 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.

THIS EVENING WE HAVE 73 REGISTERED SPEAKERS AND BECAUSE OF THAT NUMBER WE WILL BE LIMITED TO ONE MINUTE EACH PER BOARD POLICY AS WE HAVE MORE THAN 30 PEOPLE SIGNED UP TO ADDRESS THE BOARD.

TONIGHT, 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 IF YOU CHOOSE TO DO SO.

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

WHEN YOUR TIME HAS 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.

OUR FIRST ITEM HELD FOR REGISTERED SPEAKERS IS ITEM ONE.

ACCEPTANCE OF BOARD MONITORING UPDATES.

PRESENTATION OF GOAL ONE, PROGRESS MEASURE 1.1 AND GOAL TWO.

PROGRESS MEASURE 2.1 WILL BEGIN WITH BOARD OF EDUCATION TRUSTEE SUE DEIGAARD AND FORMER TRUSTEE JUDITH CRUZ, TRUSTEE DEIGAARD HERE. I'M SORRY.

THIS IS IN ROUTE. OKAY.

IS, FORMER TRUSTEE JUDITH CRUZ HERE? NO. OKAY. OUR NEXT SPEAKER IS ANITA WADHWA.

SHE HERE? OKAY.

YES, MA'AM. PLEASE COME TO THE MICROPHONE.

AS I CALL THE NEXT FIVE SPEAKERS, PLEASE TAKE A RESERVED SPEAKER SEAT IN THE FRONT ROW.

SUHANI DEWART, SARAH RIVLIN, AMBER LYONS, SANDRA RODRIGUEZ, MARA GILLYARD, AND TRISTA BISHOP.

THANK YOU, MISS WADHWA.

PLEASE GO AHEAD.

I WAS WONDERING IF YOU ALL COULD CLARIFY COMMUNICATION AROUND OPTING OUT OF STAR.

I'M WAITING FOR AN EMAIL FROM THE ACCOUNTABILITY DEPARTMENT, AND I DID SPEAK TO OR EMAIL WITH A BOARD OF MANAGERS REPRESENTATIVE WHO SAID THAT YOU CAN'T OPT OUT OF STAR, BUT I'VE OPTED MY CHILD OUT THREE TIMES, SO EXCUSE ME.

SO, I JUST THOUGHT WE SHOULD MAKE SURE WE'RE ALL ON THE SAME PAGE, THAT WE'RE NOT HIDING THE BALL, BECAUSE I KNOW THERE'S THE TEXAS EDUCATION CODE 26.010, WHICH SAYS THAT YOU CAN REMOVE A CHILD TEMPORARILY FROM A CLASS IF IT CONFLICTS WITH THEIR MORAL OR RELIGIOUS BELIEFS.

BUT THEN OTHER PEOPLE SAY THAT STAR IS NOT A TEST, IT'S AN ASSESSMENT.

AND INSTEAD OF ALL THE SEMANTICS, I THINK WE SHOULD BE CLEAR.

IF YOU WANT YOUR CHILD NOT TO TAKE STAR, YOU HAVE THAT OPTION.

THEY CAN STILL GRADUATE FROM HISD.

AND SO RATHER THAN THE DISTRICT KIND OF, YOU KNOW, GIVING INFORMATION OF YOU CAN'T OPT OUT OF THE STAR.

YOU HAVE FORMS ONLINE FOR OPTING OUT IN HISD AS WELL AS MA'AM.

SO, IT'S VERY UNCLEAR. THANK YOU, MA'AM.

I SEE THAT MISS DEIGAARD IS HERE.

ARE YOU SETTLED? WE'VE CALLED YOU, BUT WE CAN WAIT IF YOU'D LIKE.

YOU'RE WELCOME TO COME UP.

COME ON. THANK YOU.

THANK YOU FOR BEING HERE. NO, NO.

NO PROBLEM. SO, I'M HERE TO SPEAK ON PROGRESS MONITORING.

MONTHLY PROGRESS MONITORING OF DISTRICT GOALS SERVES AS THE FORMATIVE ASSESSMENTS OF A SUPERINTENDENT TO MONITOR, MONITOR OF ADMINISTRATIVE STRATEGIES OR ACHIEVING THE LEARNING OUTCOMES WE SET FOR OUR STUDENTS.

OUR SCHOOL SYSTEM EXISTS FOR ONE PURPOSE FOR STUDENTS TO LEARN.

THERE ARE A LOT OF OTHER THINGS THAT WE DO AS A SYSTEM, BUT STUDENT LEARNING IS AND SHOULD ALWAYS BE THE MAIN FOCUS.

ABSENT THESE PROGRESS MONITORING CONVERSATIONS, DISCUSSIONS OF STRATEGIES ARE MOSTLY HYPERBOLIC.

I HOPE TONIGHT AND FOR THE MONTHS TO COME, THE PUBLIC, INCLUDING THE MEDIA, PAY CLOSE ATTENTION TO WHETHER OR NOT OUR STUDENTS ARE ACHIEVING TO THE LEVEL THAT THE NEW LEADERSHIP IS COMMITTED FOR THEM TO ACHIEVE THROUGH A LOCAL POLICY.

THE 28% ON BEGINNING OF THE YEAR ASSESSMENT I JUST WANT TO MAKE NOTE IS NOT A REPRESENTATION OF THE STRATEGIES OF THIS CURRENT SCHOOL YEAR.

THEY ARE REPRESENTATIVE OF PREVIOUS YEARS, MOSTLY THE LAST YEAR UNDER OUR LEADERSHIP.

AND SO, I JUST THINK IT IS REALLY IMPORTANT FOR THE PUBLIC TO KNOW AND UNDERSTAND THAT.

THANK YOU. THANK YOU, TRUSTEE DEIGAARD.

OUR NEXT SPEAKER IS SUHANI DEWART.

[00:10:03]

YES, MA'AM. YOU.

HONEY, WHY DON'T YOU BRING YOUR MICROPHONE? CAN YOU PUSH THE MICROPHONE DOWN? YEAH. OKAY.

YOU GOT IT. GO AHEAD.

RECENTLY, I HEARD THAT MY FRIEND'S MOM HAD BEEN FIRED AFTER SPEAKING AT ONE OF THESE BOARD MEETINGS.

ONE OF MY FAMILY MEMBERS WORKING IN HISD CANNOT SPEAK HERE BECAUSE OF THE THREAT OF BEING FIRED.

WELL, SINCE I CAN'T GET FIRED, HERE'S WHAT I WANT TO SAY ABOUT THIS TAKEOVER AND THE CHANGES IT'S MADE.

IT'S NOT RIGHT. TAKE STAAR TESTING.

PRACTICALLY OUR ENTIRE CURRICULUM IS DEVOTED TO THE STAAR TEST.

OUR TEACHERS FREQUENTLY SAY, I HAVE TO BE ABLE TO KNOW OR DO SOMETHING BECAUSE IT'S GOING TO BE ON THE STAAR TEST.

OUR ENTIRE CURRICULUM ISN'T SO WE CAN GET A GOOD SCORE ON STAAR.

IT'S SO WE CAN HAVE AN EDUCATION AND IT SHOULDN'T BE BASED ON A TEST.

I'VE OPTED OUT OF THE STAR TWO TIMES BECAUSE I KNOW IT'S NOT NECESSARY FOR MY EDUCATION.

WHAT IS NECESSARY IS LETTING STUDENTS IN SCHOOLS WITH LESS MONEY HAVE THE KIND OF RESOURCES THAT WE DO AT MY SCHOOL.

THANK YOU, THANK YOU.

OUR NEXT SPEAKER IS SARAH RIVLIN.

MA'AM, PLEASE GO AHEAD.

OKAY. WHY WOULD MR. MILES INSIST THAT STUDENTS DO MAP TESTING THIS WEEK WHEN MANY SCHOOLS HAD NO HEAT? WELL, HE USED THE FREEZE AS AN EXCUSE.

IF HIS MAP SCORES DON'T GO UP WHEN HE PREVENTS PRESENTS THE MOY DATA, PLEASE LOOK BEYOND HIS CHERRY PICKING ONE SCHOOL IMPROVING IN ONE SUBJECT DOESN'T CUT IT.

STUDENTS AT SCHOOLS FOLLOWING NES SHOULD BE IMPROVING RAPIDLY ACROSS THE BOARD.

NO EXCUSES.

THIS TAKEOVER HAPPENED BECAUSE OF TEST SCORES.

YOU ALL PROMISED US HIGHER SCORES.

THE MOY IS THE FIRST TEST.

THE FREEZE IS NOT AN EXCUSE.

THERE ARE NO EXCUSES WHEN IT COMES TO TEST SCORES.

SPEAKING OF EXCUSES, MR. MILES WILL BLAME TEACHERS FOR THE LOW SCORES.

BUT WHEN TEACHERS ARE QUITE LITERALLY READING FROM HIS SCRIPT AND BEING RELENTLESSLY MONITORED TO MAKE SURE THAT THEY ARE FOLLOWING IT, IT GETS HARDER TO BLAME ANYONE ELSE BUT HIM.

THANK YOU, THANK YOU.

OUR NEXT SPEAKER IS AMBER LYONS.

JESS TENNANT.

MIKE MILES BECAUSE I DID NOT GET A REPLY BACK FROM MIKE, MATTHEW GILES OR SPECIALIST ASSISTANT TO THE SUPERINTENDENT AND NIGEL CALLANDER.

I COME BEFORE YOU.

FIRST CORINTHIANS 1:27 STATES INSTEAD GOD CHOOSES THINGS THE WORLD CONSIDERS FOOLISH IN ORDER TO SHAME THOSE WHO THINK THEY ARE WISE.

AND HE CHOOSES THINGS THAT ARE POWERLESS TO SHAME THOSE WHO ARE POWERFUL.

SO, ON BEHALF OF THE CHRISTIANS, WE PRAY FORGIVENESS OF YOUR STAFF.

WE PRAY FOR OUR CHAPLAIN THAT WILL COME BEFORE US.

BEFORE WE START THE MEETINGS.

WE PRAY FOR A UNIFIED SCHOOL DISTRICT INSTEAD OF ISD, WHICH IS ONE OF THE MOST RACIST INSTITUTIONS IN AMERICA THAT NEEDS TO DISAPPEAR.

WE PRAY FOR PEACE FOR ALL THESE CHILDREN WHO ARE SUFFERING BEHIND ADULTS, ADOLESCENTS.

THEY NEED TO GROW UP.

AND LASTLY, WE PRAY FOR THE GENOCIDES OF THE NORTH FOREST INDEPENDENT SCHOOL DISTRICT, WHERE YOU ONLY HAVE TWO SCHOOLS LEFT AND CHILDREN HAVE TO TRAVEL MILES AWAY JUST TO GO TO SCHOOL. SO, WE PRAY THAT THERE WOULD BE PEACE GOING FORWARD IN THAT.

OUR SUPERINTENDENT MILES, WE PRAY THAT YOU HAVE A SUCCESSFUL YEAR THIS YEAR.

GOD BLESS YOU. THANK YOU.

OUR NEXT SPEAKER IS SANDRA RODRIGUEZ.

BUENAS TARDES.

MY NAME IS SANDRA RODRIGUEZ, AND I SERVE AS THE ADVOCACY DIRECTOR OF LATINOS FOR EDUCATION.

FIRST, I WANT TO EXTEND MY GRATITUDE TO THE BOARD AND THE ADMINISTRATION FOR MEETING WITH OUR FAMILIES.

THE FAMILIAS LATINAS POR LA EDUCACION LATINO FAMILIES EDUCATION FELLOWSHIP IN THE SUMMER AND FALL TO SHARE THEIR CONCERNS AND ISSUES OF MOST IMPORTANCE TO THEM.

TODAY, YOU ARE MONITORING THE PROGRESS OF BEGINNING OF THE YEAR FOR MATH AND READING.

FIRST, I WANT TO SHARE THAT I DID NOT FIND THE AGENDA PACKET IN SPANISH, SO I CAN SHARE IT WITH OUR FAMILIES TO HELP THEM UNDERSTAND HOW STUDENTS ARE PERFORMING.

THIS IS A HUGE BARRIER.

OUR FAMILIES WANT TO ENGAGE, AND THIS IS A STEP BACK TOWARDS THAT PROGRESS.

TWO AREAS OUR FAMILIES PRIORITIZED WERE READING PROFICIENCY AND ACCESS TO QUALITY PRE-K PROGRAMS. WE ASK THAT YOU PROVIDE STUDENTS, ESPECIALLY EMERGENT BILINGUALS, THE SUPPORT NEEDED WITHIN THEIR SCHOOLS THROUGH THEIR QUALITY, THROUGH QUALITY AFTER SCHOOL PROGRAMING.

I ALSO WANT TO EMPHASIZE THE IMPORTANCE OF EXPANDING ACCESS TO BILINGUAL AND DUAL LANGUAGE PROGRAMS TO INCREASE READING PROFICIENCY AND PRESERVE COMMON LANGUAGE AND CULTURE. THANK YOU, MA'AM.

THANK YOU.

I ALSO WANTED TO ACKNOWLEDGE.

TRUSTEE. GUIDRY, THANK YOU FOR BEING HERE THIS EVENING.

SANDRA RODRIGUEZ.

MARA GILLIARD.

YES. OKAY. VERY GOOD.

THANK YOU. PLEASE GO AHEAD.

GOOD EVENING, BOARD MEMBERS.

MY NAME IS MARIA GILLIARD AND I, TODAY I'M REPRESENTING LATINOS FOR EDUCATION IN OVER 110 HISD FAMILIES FROM THE FAMILIAS LATINAS FOR EDUCATION

[00:15:07]

PROGRAM. THESE PARENTS OF ELEMENTARY SCHOOL AGED CHILDREN FROM THE NEIGHBORHOODS OF GULFTON AND MAGNOLIA PARK HAD THE OPPORTUNITY TO MEET WITH DISTRICT LEADERS THIS ACADEMIC SCHOOL YEAR, AND I'D LIKE TO USE THIS AS AN OPPORTUNITY TO CIRCLE BACK TO THOSE CONVERSATIONS AND DEMANDS OF THE FAMILIES.

IN SEPTEMBER AND AGAIN IN NOVEMBER, THESE FAMILIES VOICED CONCERNS, STATING THAT SOME OF THEIR CHILDREN IN HIGHER ELEMENTARY SCHOOL GRADES ARE NOT READING AT GRADE LEVEL.

THEY RECOGNIZE THAT THERE IS A STRONG POSITIVE CORRELATION BETWEEN THIRD GRADE READING SCORES AND LONG-TERM ACADEMIC SUCCESS.

THEY ALSO RECOGNIZE THAT THE DATA PRESENTED THAT WE ARE MONITORING SHOWS THAT LATINO STUDENTS AND EMERGING BILINGUALS CONTINUE TO FALL BEHIND IN COMPARISON TO THEIR PEERS. THESE PERCENTAGE GAPS, TEN POINTS FOR LATINO STUDENTS AND 15% FOR EMERGENT BILINGUALS HAVE REMAINED THE SAME SINCE THE PANDEMIC.

THANK YOU FOR YOUR TIME.

THANK YOU, MA'AM, I'D LIKE TO ACKNOWLEDGE THAT TRUSTEE HERNANDEZ HAS JOINED US ALONG WITH FORMER TRUSTEE CRUZ.

WELCOME. TRISTA BISHOP IS OUR NEXT SPEAKER.

GOOD EVENING. I'M TRISTA BISHOP, REPRESENTING HOUSTON GPS.

THIS IS THE FIRST MONTH THE BOARD IS STUDENT OUTCOME MONITORING AND I'M LOOKING FORWARD TO A ROBUST DISCUSSION.

THANK YOU TO THE ADMINISTRATION FOR PUTTING TOGETHER A PRESENTATION THAT IS CLEAR AND ACTION FOCUSED.

THE NEW FORMAT IS MUCH EASIER TO FOLLOW THAN IN THE PAST.

THE INCLUSION OF THE ROOT CAUSE ANALYSIS IS MEANINGFUL.

IT PROVIDES MEANINGFUL CONTEXT FOR THE DATA, AND THE ACTION STEPS OFFER SPECIFIC INSIGHT INTO FUTURE STUDENT SUPPORT.

TURNING TO THE DISTRICT IMPROVEMENT PLAN, WE WANT TO SHARE SOME HIGH-LEVEL FEEDBACK.

OVERALL, CONSISTENCY IS KEY FOR THE PUBLIC TO BE ABLE TO EFFECTIVELY FOLLOW HOW THE DISTRICT WILL SUPPORT STUDENT LEARNING.

THE PLAN MUST BE CONSISTENTLY FORMATTED AND RIGOROUS ACROSS DEPARTMENTS TO ADDRESS THE CURRENT VARIATION.

WE RECOMMEND EVERY GOAL BE TIME BOUND WITH MEASURABLE TARGETS.

WE ALSO RECOMMEND MORE CLARITY IN LINKING EACH DEPARTMENT'S PLAN TO THE BOARD'S STUDENT OUTCOME GOALS TO COMMUNICATE ALIGNMENT.

WE KNOW THE DISTRICT IS ENGAGED WITH STUDENT LEARNING EVERY DAY, AND THIS IS AN OPPORTUNITY TO TRANSPARENTLY COMMUNICATE THAT WORK TO THE PUBLIC.

THANK YOU FOR YOUR CONSIDERATION.

THANK YOU.

THE REMAINDER OF THE SPEAKERS ON THIS TOPIC ARE REGISTERED TO ADDRESS THE BOARD VIA ZOOM.

THE SMITH. IF YOU COULD ADMIT THEM AND ANNOUNCE OUR SPEAKERS.

MARIA, PLEASE TURN YOUR CAMERA ON.

OKAY. HI.

MY NAME IS MARIA BENSON AND I'M SPEAKING ON ITEM ONE PROGRESS MONITORING TEXAS TEACHERS TEACH THE TEKS, WHICH IS ASSESSED ON STAAR.

MAP IS A NATIONAL TEST WITH NON-TECH STANDARDS.

MAP COULD BE DIAGNOSTIC AND USED SOLELY TO INFORM PARENTS OF THEIR CHILD'S READING AND MATH LEVEL, BUT IT SEEMS UNFAIR TO USE IT TO EVALUATE TEACHERS AND PRINCIPALS.

CONSIDER THAT LOWER MAP SCORES MAY DIRECTLY BLAME TEACHERS FOR THE QUALITY OF INSTRUCTION, WHICH IS SCRIPTED WITH A CURRICULUM THAT DOESN'T ACCOUNT FOR DIFFERENCES IN LEARNING LANGUAGES AND BACKGROUND KNOWLEDGE.

SADLY, LOW SCORES ON SPOT OBSERVATIONS COULD BE EVIDENCE TO JUSTIFY THAT INSTRUCTION IS THE PRIMARY ISSUE AND NOT THAT STUDENTS ARE BEING TAUGHT ONE THING AND ASSESSED ON ANOTHER, OR THAT THE QUALITY OF CURRICULUM DOESN'T MEET THE NEED OF DIVERSE LEARNERS.

SURE, WE NEED TO HAVE GOALS AND STRIVE FOR THEM.

HOWEVER, THE GOALS AND THE METRICS WE USE TO MEASURE OUR PROGRESS SHOULD BE UNBIASED AND SOUND.

THANK YOU, THANK YOU.

IT'S. IT'S OKAY.

THERE YOU GO. HI, MY NAME IS DATA SAGE AND I'M A FOURTH GRADER AT CONDA ELEMENTARY SCHOOL.

THE TOP THREE THINGS I LIKE ABOUT SCHOOL ARE ONE.

CERTIFIED TEACHERS.

BECAUSE I WENT TO SCHOOL AND LEARNED HOW TO BE GOOD TEACHERS.

TWO MUSIC CLASS BECAUSE WE GET TO PLAY THE RECORDER.

AND THREE THE SCHOOL LIBRARY BECAUSE THERE ARE SO MANY BOOKS.

THE TOP TWO THINGS THAT I DON'T LIKE ABOUT SCHOOL ARE ONE MAP AND STAAR, BECAUSE TEACHERS SHOULD BE THE ONES ASSESSING STUDENTS LIKE ME, NOT EXPENSIVE HIGH STAKES TESTS LIKE STAAR AND MAP.

TWO, MAP BECAUSE THE CURRICULUM IS STILL BORING.

THE FOUR THINGS MIKE MILES CAN DO ARE: 1.

HIRE CERTIFIED AND CREATIVE TEACHERS.

2. VALUE KIDS FOR BEING MORE THAN THEIR TEST SCORES.

3. FUND LIBRARIES AND LIBRARIANS AT EVERY SCHOOL AND 4.

MAKE SURE THAT THE STREETS ARE SAFE, AND SCHOOLS ARE WARM WHEN THERE IS FREEZING WEATHER.

THANK YOU. THANK YOU.

[00:20:15]

CELESTE MILLIGAN, PLEASE TURN YOUR CAMERA ON.

YOU MAY BEGIN.

THANK YOU.

[SPANISH] MILLIGAN, PARENT OF THREE HISD STUDENTS TO OUR COMMUNITY AND OUR JOURNALISTS.

TWO THINGS.

LET'S WORK TOGETHER TO BUILD BRIDGES AND ATTEND LESS TO EFFORTS TO BURN THOSE BRIDGES DOWN.

OUR KIDS AND COMMUNITIES ARE DEPENDING ON US TO BE ABLE TO REACH DEEP INTO OURSELVES AND FORGO EVEN THE MOST DIFFICULT, EXCUSE ME, FORGE EVEN THE MOST DIFFICULT COLLABORATIONS.

JUST AS WE WISH OUR STATE AND FEDERAL GOVERNMENTS WOULD DO.

THOSE WHO SUFFER MOST WHEN WE WON'T DO THAT ARE OUR KIDS.

NOW LET'S LEAN.

LET'S ALL LEAN KEENLY INTO BOARD PROGRESS MONITORING OF OUR OUTCOMES.

JUST LIKE, LATINOS.

FOR EDITOR GG TRUSTEE DEIGAARD AND MANY OTHER SPEAKERS HAVE SAID AND WILL SAY TONIGHT BOARD WILL BE MONITORING YOUR MONITORING.

LASTLY, THANK YOU TO THE BOARD FOR CONSENTING TONIGHT TO THE REFUSAL OF HIRING CHAPLAINS TO REPLACE COUNSELORS THAT HAVE LITERALLY SAVED MY KIDS LIVES.

THANK YOU. THANK YOU.

WAS THAT ALL OF OUR ZOOM SPEAKERS? JACKIE ANDERSON, PLEASE TURN YOUR CAMERA ON.

YOU MAY BEGIN. GOOD EVENING.

I AM SPEAKING ABOUT THE THE WRONG INFORMATION THAT'S BEING SHARED ABOUT TEACHERS BEING, THEY'RE BEING INCORRECTLY BLAMED FOR LOW QUALITY INSTRUCTION.

MR. MILES, YOU PROVIDED LOW QUALITY, ERROR LADEN CURRICULUM.

YOU PROVIDED THE LOW QUALITY LESSON PLAN.

YOU DEMANDED THE APPROPRIATE CLASSROOM OBSERVATIONS.

MR. MILES, TEACHERS WHO DARE TO SUGGEST THAT THE CURRICULUM WAS INADEQUATE AND UNENGAGING AND DID NOT MEET THE NEEDS OF STUDENTS, WERE SENT TO THE EXCESS POOL.

YOU, MR. MILES, ARE LEADING WITH INSUFFICIENT LOW QUALITY LEADERSHIP.

THE OVERALL QUALITY OF LEADERSHIP NEEDS TO BE IMPROVED.

DON'T BLAME THE TEACHERS.

THANK YOU. THANK YOU MA'AM.

OUR LAST, SPEAKER ON THIS TOPIC IS FORMER TRUSTEE JUDITH CRUZ.

THANK YOU, MISS CRUZ, FOR BEING HERE THIS EVENING.

PLEASE GO AHEAD. [SPANISH].

HAPPY NEW YEAR.

I'M PLEASED TO SEE THAT YOU WERE PROGRESS MONITORING.

AGAIN. I APPRECIATE THE CLARITY IN THE REPORT.

THE DATA IS CLEAR, AS IS THE SUPERINTENDENT'S RESPONSE IN THIS BOE DATA.

I'M CONCERNED OF HOW MUCH LOWER OUR STUDENTS ARE THAN THE NATIONAL AVERAGE, ESPECIALLY OUR STUDENT GROUPS.

WHAT ARE WE DOING DIFFERENTLY FOR OUR STUDENTS OF COLOR AND STUDENTS FROM LOW INCOME BACKGROUNDS? BASED ON THE REPORT, I SEE THE STRATEGIES FOR ALL STUDENTS, BUT WHAT ARE WE DOING TO ADDRESS THE GAPS, PARTICULARLY FOR OUR STUDENTS THAT ARE IN NON NES CAMPUSES? THE GAPS IN THIS DATA ARE STARK AND EXTREMELY CONCERNING.

ALSO, I EXPECTED TO SEE VERTICAL ALIGNMENT BETWEEN THE BOARD GOALS AND THE DISTRICT IMPROVEMENT PLAN.

I WAS SURPRISED AT THE LACK OF POST-SECONDARY METRICS AND THE LACK OF STUDENT OUTCOME METRICS IN THIS PLAN.

AND THANK YOU FOR DOING THE BOARD SELF-EVALUATION EVALUATION, WHICH IS A CRITICAL PART OF GOVERNANCE.

[SPANISH]. THANK YOU.

OUR NEXT ITEM HELD FOR REGISTERED SPEAKERS IS ITEM THREE.

BUDGET TO ACTUAL REPORT.

WILL LUKA CANDIDA, WHO'S A STUDENT, PLEASE COME TO THE MICROPHONE.

THIS SPEAKER WILL BE FOLLOWED BY DEANNA CANDIDA AND FRANCISCO TONY TUZZOLINO.

EXCUSE ME. WHO WILL PLEASE TAKE A RESERVE SPEAKER SEAT AT THE FRONT ROW? OKAY? OKAY. OKAY.

[SPANISH]. MY NAME IS LUCA CANDIDA.

[SPANISH]. MY NAME IS LUCAS CANDIDA.

I'M IN FIRST GRADE.

[SPANISH].

YESTERDAY, WHILE MY SCHOOLMATES WERE DOING MAP, I WAS SEATED AT THE TEACHER'S DESK AND I WAS WORKING ON MATH

[00:25:06]

PROBLEMS FOR DIVIDIDO.

IT WAS FUN. [SPANISH] . YOU SHOULDN'T BE WASTING TIME AND MONEY ON EVALUATIONS.

[SPANISH]. MY FRIENDS AND I WANT TO LEARN NEW THINGS EVERY DAY.

THANK YOU.

PLEASE GO AHEAD, MA'AM. MY NAME IS DIANA CANDIDA.

I'M A MOTHER AND TAXPAYER HERE TO SPEAK ABOUT AGENDA ITEM THREE.

I AM HORRIFIED BY HOW MIKE MILES IS SPENDING OUR MONEY AND BY GIVING HIM FREE REIGN FEEL THE BOARD IS COMPLICIT IN THE DESTRUCTION OF HISD.

MILES CLAIMS TO CARE FOR STUDENTS AND SAYS SCHOOL IS AN ESSENTIAL SERVICE.

YET THE SOCIAL WORK SERVICES AND GUIDANCE AND COUNSELING BUDGETS WERE REDUCED BY ALMOST 7.9 MILLION.

CONVERSELY, AN ADDITIONAL 27.6 MILLION IS BEING SPENT ON LEADERSHIP AND ADMINISTRATION, WHICH IS REQUIRED TO SUSTAIN MR. MILES MICROMANAGEMENT REIGN OF TERROR, RESPONSIBLE FOR DRIVING AWAY OUR MOST CARING AND EXPERIENCED TEACHERS AND FOR TRAUMATIZING STUDENTS.

THE PLANNED DEFICIT IS OVER 100 MILLION MORE THAN THE 2223 SCHOOL YEAR BOARD MEMBERS.

YOU NEED TO SCRUTINIZE HOW THE MONEY IS BEING SPENT, WHO IS RECEIVING IT, AND WHAT THE ROI IS, AND FIRE MIKE MILES BEFORE IT'S TOO LATE FOR HISD.

THANK YOU. OUR NEXT SPEAKER IS FRANCESCO TUZZOLINO.

NOT HERE. OKAY. OUR NEXT ITEM HELD FOR REGISTERED SPEAKERS IS ITEM FIVE, COMPLETION AND APPROVAL OF THE BOARD'S QUARTERLY SELF EVALUATIONS.

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

MISS SMITH, CAN YOU PLEASE ADMIT DR.

PAMELA BOWLEN. AND DR.

PAMELA BOWLEN, PLEASE TURN YOUR CAMERA ON.

YOU MAY BEGIN. OKAY.

SO THERE WE GO. OKAY.

THERE WE GO. THERE WE ARE.

GOOD EVENING. I AM SPEAKING ABOUT THE SELF-EVALUATION OF THE BOARD MEMBERS.

UNELECTED BOARD MEMBERS? YOU HAVE SPENT A GREAT.

THAT REALLY AMOUNTS TO THE FOX GARDEN HENHOUSE.

OVER THE PAST NINE MONTHS, THIS UNELECTED BOARD OF MANAGERS HAS ALLOWED AN UNCERTIFIED SUPERINTENDENT TO TERRORIZE COMMUNITIES OF COLOR WITH NO DISSENT FROM YOU. THE NUMBER OF CERTIFIED EDUCATORS AND LEADERS DIMINISHES DAILY.

HE CONTINUES TO VALUE SPIN BIKES OVER LIBRARIANS.

HE CONTINUES TO PROFESS THAT ONLY HE CAN VALUE, HE CAN CHANGE THE ACHIEVEMENT GAP.

HE BELIEVES MY CHILDREN SHOULD HAVE SCRIPTED BRAINWASHING TECHNIQUES USED AS OPPOSED TO ENRICHED LEARNING ENVIRONMENTS BY CERTIFIED TEACHERS.

EVERYONE LIVING IN FEAR IS THE WAY TEACHER TERMINATIONS ARE AT AN ALL TIME HIGH.

IF THEY DARE SPEAK OUT AGAINST HIS MILITARY WAY OF LIFE, MY CHILDREN SHOULD NOT BE FORCED TO PREPARE FOR WAR IN 2035.

THEY SHOULD BE PREPARED TO BUILD THE JUST WORLD.

THANK YOU MA'AM.

OUR NEXT ITEM HELD FOR REGISTERED SPEAKERS IS ITEM SEVEN.

APPROVAL OF RESOLUTION REGARDING CHAPLAINS AND SCHOOLS WILL BEGIN WITH BOARD OF EDUCATION TRUSTEE SAVANT MOORE.

THANK YOU FOR BEING HERE.

TRUSTEE MOORE.

AND PLEASE GO AHEAD.

THERE'S OVER 100 CHAPLAINS THAT HAVE SAID IN THE STATE OF TEXAS THAT THIS ISN'T THE WAY.

I'LL GIVE YOU AN EXAMPLE.

MOST OF US, WE'RE HIGHLY EDUCATED.

THERE'S ONLY 13% OF PEOPLE WITH MASTERS IN THIS.

SO I'M A COUNCIL.

MR. MEYERS, THIS WEEK IT WAS COLD AND YOU SAID YOU REGRETTED THAT DECISION.

BUT I HAD TO COUNSEL A CHILD.

THAT FATHER, HIS TRUCK WAS FLIPPED OVER IN THAT COLD WEATHER.

BUT YOU REGRETTED THAT DECISION.

THAT'S COUNSELING. BUT A PREACHER WILL SAY, I FORGIVE YOU, I LOVE YOU, AND I KNOW YOU'RE GOING TO DO BETTER.

EVERYBODY IS NOT LIKE ME.

AND SO I DON'T THINK THAT Y'ALL SHOULD MAKE THAT DECISION TO BRING IN THE CHAPLAINS, THAT THEY MAY NOT MOVE THE WAY THAT I MOVE.

WE NEED COUNSELORS TO REACH OUR YOUTH.

ANOTHER THING, THE PASSPORT.

TOMORROW, IT WAS BROUGHT TO MY ATTENTION THAT THE PASSPORT CHECKS WILL BE VOIDED FOR PEOPLE THAT DIDN'T MAKE THEIR APPOINTMENT.

I ASK THAT YOU EXTEND THAT.

THE WRAPAROUND SERVICES.

YOU'RE JUST ABOUT ABSENCES.

WRAPAROUND SERVICES NEED TO BE FOR THESE CHILDREN THAT ARE HOMELESS POPULATION.

THEY CANNOT MAKE IT TO THE SUNRISE BECAUSE WE DON'T HAVE PUBLIC TRANSPORTATION.

[00:30:02]

WE DON'T HAVE BENCHES IN OUR PUBLIC TRANSPORTATION.

WE'RE STANDING UP WAITING FOR AN HOUR FOR THE METRO BRIDGE.

SO CAN YOU LOOK AT THAT AS WELL? BECAUSE I LOVE YOU.

BECAUSE YOU'RE A RANGER.

IMA JUST ALWAYS TELL YOU THE TRUTH.

ALWAYS REPRESENT MY. ANYONE THAT KNOWS I'M LIKE, I'M ON BOARD AND I'M.

THANK YOU, SIR.

OUR NEXT JAIME VILA STUDENT.

YES, SIR.

ARE YOU A STUDENT OF HISD? NO. OKAY.

YOU REGISTERED AS A STUDENT? I MEAN, YOU CAN BE.

I SPEND A LOT OF TIME. OKAY.

I DON'T KNOW WHAT HAPPENED. WELL GO AHEAD.

WELL GOOD AFTERNOON EVERYBODY.

MY NAME IS JAIME VILLA, AND I JUST WANT TO START OFF BY SAYING THAT I AM A LIVING TESTIMONY ON HOW IMPORTANT IT IS TO HAVE POSITIVE MENTORS AND ROLE MODELS, SUCH AS CHAPLAINS, IN YOUR LIFE.

ALL THROUGHOUT MIDDLE SCHOOL AND HIGH SCHOOL, I HAD MENTORS IN MY LIFE MEN OF GOD, MEN OF GOOD CHARACTER THAT HAVE HELPED ME BECOME THE MAN THAT I AM TODAY.

FOR THE LAST EIGHT YEARS, I'VE BEEN INVOLVED IN THE LIFE OF OVER 500 KIDS AND WE HAVE HELPED THEM OVERCOME ANGER, DEPRESSION, AND SUICIDE.

WHAT OTHER SUCCESSFUL STORIES THAT I HAVE WITNESSED AND ALL THE MIRACLES THAT I HAVE SEEN, FIRSTHAND, I CAN CONFIDENTLY SAY THAT MENTORS AND COUNSELORS MAKE SUCH A GREAT DIFFERENCE IN THE LIFE OF A CHILD.

THESE ARE TRUE STATISTICS.

THERE ARE OVER 28,757 CHAPLAINS IN IN THE UNITED STATES.

AND ALL OF THOSE NOT ONE SUICIDE HAS BEEN REPORTED IN THE LAST 13 YEARS, 80% OF PREGNANCY HAS BEEN, REDUCTION AND 37% INCREASE OF GRADUATION HAS TAKEN PLACE IN EVERY SCHOOL WHERE THERE IS A CHAPLAIN THERE.

WE ARE NOT HERE TO REPLACE COUNSELORS.

WE'RE HERE TO JOIN HANDS TOGETHER AND WORK TOGETHER FOR A BETTER FUTURE.

THANK YOU SIR. OUR NEXT SPEAKER IS JAN GLASNER, FOLLOWED BY NEVILLE WILLIAMSON, LINDA MURRAY, BRIDGETTE, LOIS JENSEN. IF THOSE SPEAKERS CAN PLEASE EITHER COME UP TO THE PODIUM, MISS GLASNER OR, MELVILLE WILLIAMSON, LINDA MURRAY AND BRIDGET JENSEN, WELCOME TO HAVE A SEAT.

HERE IN THE FRONT ROW.

IS JANE GLASNER HERE? NO. OKAY.

OUR NEXT SPEAKER IS MELVA WILLIAMSON.

YES, MA'AM. PLEASE GO AHEAD.

AFTERNOON. SHELBY WILLIAMSON, VICE PRESIDENT OF HOUSTON EDUCATORS ASSOCIATION.

PLEASE SAY NO TO PASTORS AS COUNSELORS.

THE RICH DIVERSITY OF OUR RELIGIOUS BELIEFS, AND OUR DISTRICT SHOULD NOT BE CURTAILED BY THE FOCUS OF ONE RELIGIOUS VIEW, WHICH I FEEL WOULD HAPPEN WITH PASTORS.

AND SINCE I HAVE A LITTLE BIT OF TIME.

TEACHERS AS ESSENTIAL WORKERS.

WHAT ABOUT TEACHERS AT PROFESSIONALS? TRUST TEACHERS TO CREATE CREATIVE AND ENGAGING LESSONS THAT ARE NOT COOKIE CUTTER.

TRUST TEACHERS BY PAYING THEM AS PROFESSIONALS.

CREATE A CALENDAR THAT CONSIDERS TEACHERS WHO DO A YEOMAN'S WORK DURING THE SUMMERTIME.

I ALSO HAVE A LITTLE BIT OF A CONCERN ABOUT MAP TESTING.

WHAT'S THE ULTIMATE GOAL AND THE USE OF THESE SCORES FOR OUR STUDENTS AND FOR OUR TEACHERS? BE HONEST WITH THE PUBLIC AS TO HOW THE SCORES WILL BE USED.

MAP TESTING HAS CAUSED A LOSS OF INSTRUCTIONAL TIME.

WHICH WE CANNOT TOLERATE.

THANK YOU, MA'AM.

OUR NEXT SPEAKER IS LINDA MURRAY.

MISS MURRAY HERE? YES, MA'AM.

PLEASE GO AHEAD, MA'AM. WELL, SON, I'LL TELL YOU, LIFE FOR ME AIN'T BEEN NO CRYSTAL STAIR.

CERTAINLY SINCE THE TAKEOVER TO IT SHOULD HAVE BEEN WRITTEN.

BUT LANGSTON HUGHES IS DEAD AND HE'S DEMISED.

IF EDUCATION TRULY OPENED UP DOORS, IT WOULD OPEN IT UP IN THE FACILITY IT SERVES.

HOW DARE YOU THINK THAT SOMEONE WHO LACKS ANY CREDENTIALS THAT ARE CRUISING IN ON ALL OF THIS LITERATURE, ON HOW THEY IGNORED ALL OF THESE CHAPLAINS IN ALL OF THESE RELIGIOUS ORGANIZATIONS, MAJOR ONES HAVING SEXUAL ABUSE AND IGNORED IT, NOT FOR WHAT THEY IGNORED IT LONGER THAN THE DOG GONE TO CATHOLICS.

OKAY, BUT THIS IS WHAT YOU'RE DOING.

YOU ACTUALLY YOU ACTUALLY HAVE CONSIDERATION IF YOU DO NOT IF YOU TAKE PEOPLE OUT BECAUSE THEY'RE NOT CREDENTIALED, HOW CAN YOU PUT PEOPLE IN THAT AREN'T CREDENTIAL? I DON'T GET IT.

THANK YOU. OUR NEXT SPEAKER IS BRIDGET LOIS JENSEN.

[00:35:10]

YES, MA'AM. PLEASE GO AHEAD.

HELLO. I FROM MY UNDERSTANDING, THE BOARD ON THE CONSENT AGENDA NUMBER NINE IS TO DECLINE TO EXPAND SUPPORT OR, SERVICES AND PROGRAMS TO INCLUDE CHAPLAINS.

AND SO I WANT TO AFFIRM THAT.

AND I'M SPEAKING TODAY, THOUGH, TO ASK YOU TO GO FURTHER AND EXAMINE PROGRAMS AND HISD AND ELIMINATE ANY THAT HAVE IDEOLOGICAL CONNECTIONS FOR YOUNG PEOPLE IN HISD INVOLVED WITH THE ANTI-DEFAMATION LEAGUE INITIATIVE, NO PLACE FOR HATE, THEY SEE ADL ON ALL THE MATERIALS AND ASSOCIATED WITH POSITIVE MESSAGING, BUT THIS GROOMS THEM FOR THE UNQUESTIONING ACCEPTANCE OF THE ADL'S INSINUATION THAT ANTI-ZIONIST JEWS ARE SELF-HATING, AND THAT PEOPLE CALLING FOR JUSTICE FOR PALESTINIANS ARE HATEFUL OF JEWISH PEOPLE.

SO JUST AS THERE IS CONCERN ABOUT UNDUE INFLUENCE IN OUR EDUCATIONAL SYSTEM BY THE PEOPLE'S REPUBLIC OF CHINA WITH THE CONFUCIUS INSTITUTES, SO TOO SHALL WE BE CONCERNED OF THE INFLUENCE OF ISRAEL THROUGH THE ADL.

AND AN ALTERNATIVE TO HELP WITH THE SOCIAL EMOTIONAL LEARNING OF STUDENTS COULD BE NONVIOLENT COMMUNICATION RESOURCES.

IT HAS NO POLITICAL IDEOLOGY AND NO RELIGIOUS IDENTITY ASSOCIATED WITH IT.

THANK YOU MA'AM.

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

MISS SMITH, CAN YOU PLEASE ADMIT SONIA LUCAS ROBERTS? MISS LUCAS ROBERTS, PLEASE TURN YOUR CAMERA ON.

YOU MAY BEGIN.

HELLO? MA'AM, PLEASE TURN ON YOUR CAMERA.

WE CAN'T SEE YOU.

WE CAN HEAR YOU, BUT WE CAN'T SEE YOU.

OKAY. HOLD ON.

I'M TRYING TO CUT ON THE CAMERA.

OH. OKAY.

HOLD ON. IT WON'T TURN ON.

HELLO? HELLO? YES, MA'AM.

PLEASE GO AHEAD.

ALL RIGHT. THIS IS BAD STUFF.

USE US. HATE US.

Y'ALL DON'T REALLY CARE ABOUT US.

THANK YOU SO MUCH FOR SUPPORTING THE CONSTITUTIONAL AMENDMENTS OF NOT HAVING CHURCH AND STATE TOGETHER.

I NOW WANT TO THINK TOWARDS THE PROPER THING.

CULLEN AS A MIDDLE SCHOOL.

THAT IS WRONG, WRONG, WRONG.

OUR CHILDREN ON THE EAST SIDE SHOULD NOT BE PREPARED FOR WAR, WHILE THE CHILDREN ON THE WEST SIDE ARE PREPARED FOR MEANINGFUL, APPLICATION.

MA'AM, MA'AM, CAN YOU PAUSE? I'M SORRY, WE CAN'T HEAR.

SO CAN WE LET THE SPEAKER SPEAK AND THEN, SNAP OUR FINGERS AFTERWARDS? YES, MA'AM. PLEASE GO AHEAD.

OKAY. CAN I START OVER, PLEASE? NO. YOU'RE ON CULLEN.

LET'S START THERE.

OKAY. WE WE DO NOT WANT OUR CHILDREN AT CULLEN TO HAVE A MILITARY ACADEMY WHERE THEY ARE ARE BEING PREPARED FOR WAR, WHERE PEOPLE ON THE WEST SIDE ARE BEING PREPARED FOR MEANINGFUL APPLICATIONS.

IF WE'RE GOING TO HAVE ANOTHER SCHOOL ON OUR SIDE, LET US AT LEAST BE SOMETHING THAT'S GOING TO, FEED INTO DECADES.

OKAY,. I PAUSED YOU SO YOU'VE GOT ANOTHER 30S OR SO.

SO GO AHEAD IF YOU HAVE MORE TO SAY RIGHT? SHAME, SHAME, SHAME, SHAME ON THEM.

LIKE MILES FOR SAYING HE WOULD NOT CLOSE THE SCHOOLS AGAIN.

I WANT TO ASK HIM HOW MANY YOUNG PEOPLE DOES HE HAVE IN HIS HOUSEHOLD THAT WOULD HAVE HAD TO HAVE STOOD ON A COLD, COLD, COLD, BUS STOP EARLY IN THE MORNING? YOU KNOW, IT'S LUDICROUS.

SO I NOW SAY IT'S VERY, VERY OBVIOUS THAT MIKE MILES, YOU DON'T REALLY CARE ABOUT US.

THANK YOU, THANK YOU MA'AM.

OUR NEXT ITEM FOR REGISTERED SPEAKERS IS ITEM EIGHT, APPROVAL OF THE GOALS AND MEASURABLE OBJECTIVES FOR THE DISTRICT IMPROVEMENT IMPROVEMENT PLAN FOR 2023-2024.

WILL DANIEL SANTOS PLEASE COME TO THE MICROPHONE AND AFTER HIM OUR NEXT SPEAKER REGISTERED IS MICHELLE WILLIAMS. AND. OH, I GUESS SHE'S VIA ZOOM.

MR. SANTOS, PLEASE GO AHEAD.

THANK YOU.

I AM DANIEL SANTOS, VICE PRESIDENT OF HFT AND ELECTED MEMBER OF THE DISTRICT ADVISORY COMMITTEE.

THE DISTRICT IMPROVEMENT PLAN ON TONIGHT'S AGENDA DOES NOT REFLECT GENUINE COLLABORATION WITH THE DISTRICT ADVISORY COMMITTEE.

SINCE THE STATE TAKEOVER, THIS ADMINISTRATION HAS ENGAGED IN UNILATERAL DECISION MAKING WITHOUT ACCOUNTABILITY AND IN SUPPRESSING DISSENTING VOICES,

[00:40:08]

A PRACTICE MADE DANGEROUSLY CLEAR EARLIER THIS WEEK WHEN THE SUPERINTENDENT CONFESSED HIS LACK OF COMPASSION FOR OUR COMMUNITIES AND REGRET AT CLOSING SCHOOLS DURING THE WINTER FREEZE, A CONTEMPTUOUS POSITION HE PUBLISHED 12 MONTHS AGO.

AS A MATTER OF FACT, IN HIS BLOG THE NOTION OF ESSENTIALISM.

REGARDLESS OF THE HUMAN COST, WHEN SOMEONE SHOWS YOU WHO THEY ARE, BELIEVE THEM, OR BE COMPLICIT, THE COMMUNITY DEMANDS ACCOUNTABILITY AND WE DEMAND ACCOUNTABILITY TONIGHT.

THANK YOU SIR.

OUR NEXT SPEAKER ON THIS TOPIC IS REGISTERED VIA ZOOM.

MISS SMITH, MISS WILLIAMS ON THE.

THERE SHE IS. MISS WILLIAMS, PLEASE GO AHEAD.

YESTERDAY, THE STATE OF TEXAS WATCHED AS CHAOS UNFOLDED IN THE STATE'S LARGEST SCHOOL DISTRICT.

NOT ONLY WAS THERE CHAOS, THEY APPOINTED SUPERINTENDENTS.

DISRESPECTFUL COMMENTS WERE LEAKED VIA SOCIAL MEDIA.

INSTEAD OF APOLOGIZING TO THE PARENTS, STUDENTS AND STAFF, MR. MILES ATTEMPTED TO JUSTIFY HIS WORDS BY PERPETUATING THE POVERTY NARRATIVE, A NARRATIVE ABOUT BLACK AND LATINO STUDENTS.

EVERYONE HAS A STORY.

MY STORY IS MY MOTHER HAS SIX CHILDREN AND YET HERE I AM.

WE WILL NOT ALLOW MR. MILES TO USE THE STUDENTS BASIC NEEDS NOT BEING MET TO TURN TEACHERS INTO BABYSITTERS.

ALBERT EINSTEIN SAID THAT THE WORLD WILL NOT BE DESTROYED BY THOSE WHO DO EVIL, BUT BY THOSE WHO WATCH THEM WITHOUT DOING NOTHING.

MR. MILES, WE SEE YOU.

THANK YOU. OUR NEXT ITEM HELD FOR REGISTERED SPEAKERS IS ITEM NINE, APPROVAL OF THE GOALS AND MEASURABLE OBJECTIVES FOR SCHOOL IMPROVEMENT PLANS FOR 2023 TO 2024.

WILL MELISSA YARBROUGH PLEASE COME TO THE MICROPHONE? PLEASE GO AHEAD. HI. GOOD EVENING.

A FEW WEEKS AGO, I WAS ABLE TO LOOK AT MY SCHOOL'S SCHOOL IMPROVEMENT PLAN, AND SOMETHING STOOD OUT TO ME.

ALMOST ALL OF THE PROBLEMS AND SOLUTIONS, YOU KNOW, YOU HAVE TO LIST THEM WAS TEACHERS, TEACHERS, TEACHERS, TEACHERS, TEACHERS ARE THE PROBLEM.

TEACHERS ARE THE PROBLEM. HERE THEY ARE.

AND ALL OF THE SOLUTIONS WERE LET'S FIX THE TEACHERS.

AND ALL OF THE FIXES WERE SOMETHING ADDITIONAL TO PUT ON TEACHERS.

AND LET ME TELL YOU THAT IT'S BECOMING TOO MUCH.

THE OVEREMPHASIS ON FIXING TEACHERS IS LEADING US ASTRAY AS A DISTRICT.

IT'S CAUSING MORE PROBLEMS THAN THE ONES THAT WE ALREADY HAD, AND IT'S NOT SOLVING THE ONES THAT WE HAD.

IT'S PUSHING TEACHERS TO LEAVE, TO BE HONEST.

AND IF YOU WANT REAL SOLUTIONS TO THE REAL PROBLEMS, PLEASE ASK TEACHERS, LISTEN TO TEACHERS AND BELIEVE THE TEACHERS THEY KNOW.

THANK YOU. OUR NEXT ITEM HELD FOR REGISTERED SPEAKERS IS ITEM 17.

APPROVAL TO TEMPORARILY WAIVE A PORTION OF BOARD POLICY BD LOCAL BOARD MEMBERS TRAINING AND ORIENTATION.

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

MISS SMITH, PLEASE ADMIT SAM SMITH.

MR. SMITH'S NOT IN THE ZOOM.

OKAY. OKAY.

OUR LAST ITEM HELD FOR REGISTERED SPEAKERS IS CLOSED SESSION A DELIBERATE.

THE DUTIES OF THE SUPERINTENDENT OF SCHOOLS, CHIEF OFFICERS, ASSISTANT SUPERINTENDENTS, PRINCIPALS, EMPLOYEES AND BOARD MEMBERS.

EVALUATIONS OF THE SUPERINTENDENT.

CONSIDERATION OF COMPENSATION AND CONTRACTUAL PROVISIONS OF THE SAME.

WILL DIANA JOHNSON PLEASE COME TO THE MICROPHONE? HELLO. MY FACE SHOULD BE FAMILIAR TO YOU GUYS.

I WAS ON THE NEWS NOT TOO LONG AGO, SO I WANT TO ADDRESS.

THIS IS MY FIRST TIME DOING THIS.

I SEE THAT WE'RE NOT ADDRESSING THE POWER STRUCTURE.

WE'RE NOT ADDRESSING THE PEOPLE THAT PAY THEM.

WE NEED TO.

THIS SEEMS REDUNDANT TO ME.

I UNDERSTAND OUR PROBLEMS. I UNDERSTAND WHAT'S GOING ON.

I JUST DON'T SEE WHY WE ARE HERE.

I THINK WE NEED TO COME TOGETHER AS COMMUNITY BECAUSE THIS GOES ON EVERY SINGLE YEAR AND NOTHING GETS DONE.

WE HAVE TO UNDERSTAND THE PSYCHE AND WHY THESE PEOPLE ARE HERE AND WHY THEY'RE MOTIVATED ON A PERSONAL LEVEL, WHY THEY'RE HERE.

LIKE THEY SAID, HE'S ALREADY SHOWN US WHO HE IS, AND EVERY BOARD MEMBER AND ALL THE TRUSTEES HAVE ALREADY SHOWN US EVEN IN THIS CONTRACT, IF YOU READ HIS CONTRACT ON PAGE FOUR AND 17, HE'S SHOWN US AND TOLD US WHO HE IS.

WE HAVE TO STOP ADDRESSING THESE PEOPLE AND WE HAVE TO ADDRESS THE POWER STRUCTURE AND WHY THEY ARE HERE.

[00:45:06]

THEY ARE NOT HERE TO HELP US.

THEY'RE NOT HERE TO EDUCATE OUR CHILDREN.

THEY'RE HERE FOR INDOCTRINATION.

SO WE HAVE TO STOP ADDRESSING THEM AND ADDRESS THE POWER STRUCTURE THAT'S BEHIND IT.

THANK YOU MA'AM, WE WILL.

NOW THAT CONCLUDES OUR HEARING OF AGENDA SPEAKERS.

WE'LL NOW HEAR FROM SPEAKERS WHO REGISTERED FOR THE HEARING OF THE COMMUNITY.

[HEARING OF THE COMMUNITY]

WE'LL BEGIN WITH BOARD OF EDUCATION TRUSTEE PLACIDO GOMEZ AND FORMER TRUSTEE KATHY BLUEFORD-DANIELS.

TRUSTEE GOMEZ.

PLEASE GO AHEAD, SIR.

THANK YOU SO MUCH.

ONE OF THE THINGS THAT I LIKE ABOUT THE DOI IS SCHOOL CULTURE BEING A PART OF PRINCIPAL EVALUATION PROGRAM, OR AT LEAST STARTING IN YEAR TWO.

IT RECOGNIZES, I BELIEVE, THE UNDERSTANDING THAT FOR ANY STUDENT OUTCOME GAINS TO BE SUSTAINABLE, THERE HAS TO BE A CRITICAL MASS OF BUY IN AND JOB SATISFACTION FROM TEACHERS AND OTHER STAFF.

MY ONLY SUGGESTION IS TO COLLECT DATA.

THIS YEAR. YOU'VE BEEN OBSERVING THE SCHOOLS.

YOU'VE BEEN LISTENING TO TESTIMONY ABOUT STAFF JOB SATISFACTION.

LET'S TAKE THAT TO THE NEXT LEVEL.

I SUGGEST GETTING SOME HARD DATA, PERHAPS FROM ANONYMOUS SURVEYS OF STAFF, AS WELL AS MAKING SURE THAT STAFF WHO RESIGN OR OFFER THE OPPORTUNITY FOR AN EXIT INTERVIEW.

THERE SHOULD BE A GREAT WAY, REALLY GOOD DATA FOR YOU ALL TO USE FOR DECISION MAKING ABOUT WHERE TO SEND EXTRA SUPPORTS.

AND ALSO, I WANT TO CLOSE OUT BY SAYING, THANKS SO MUCH FOR RECOGNIZING ME AND THE OTHER BOARD MEMBERS.

LOOKING FORWARD TO WORKING WITH YOU THROUGHOUT THE YEAR.

I KNOW THAT ANY CRITICISM I HAVE OF ANYBODY IN THE ADMINISTRATION IS OUT OF LOVE AND IN AN ATTEMPT TO HELP.

SO THANK YOU. THANK YOU.

FROM OUR TRUSTEE BLUEFORD-DANIELS.

PLEASE GO AHEAD, MA'AM.

THANK YOU. HAPPY NEW YEAR.

I HAD MY MY SPEECH ALL READY SO I COULD STAY ON TOPIC, THEN I HEARD SOME OF THE COMMENTS AND LET ME JUST SAY THAT YOU ALL ARE HERE BECAUSE NINE OF US DIDN'T DO OUR JOBS . AND I'LL BE ONE OF THE ONES TO ADMIT IT, BECAUSE OBVIOUSLY, YOU KNOW, THERE WAS VOTING BLOCKS OR WHATEVER.

BUT LET ME JUST START TO ABOUT PRIORITIES.

OUR CHILDREN ARE OUR HIGHEST AND MOST IMPORTANT COMMODITY.

EVEN FOR TEACHERS AND SCHOOLS, SCHOOL STAFF.

SO, JEOPARDIZE ANY OF THEM BY OPENING SCHOOLS AND SAID IT WAS ONE OF YOUR BIGGEST REGRETS.

THAT'S REGRETTABLE.

WHICH OF YOU WOULD BE LIKE ABRAHAM IN THE BIBLE AND BE WILLING TO SACRIFICE YOUR CHILD? WHICH OF YOU WOULD TO DEATH? WHAT ARE THE PRIORITIES, THE TRUE PRIORITIES FOR THE CHILDREN? ARE THEY TEACHERS, FAMILIES AND EMERGENCY SITUATION? FREEZING SCHOOLS AND TESTING HOSPITAL VISITS SAFE? BEING AT HOME CEMETERIES ARE MARKS.

WHAT'S YOUR PRIORITY? AND MILES, YOU MENTIONED, ESSENTIAL WORKERS, FIRE, POLICE, BUSINESSES, OPEN RESTAURANTS, ET CETERA.

REALLY, THERE'S NO COMPARISON.

THERE'S NO COMPARISON BECAUSE THOSE ARE ADULTS THAT CHOOSE THOSE PAID POSITIONS.

CHILDREN DON'T MAKE THOSE CHOICES.

AND IT'S UP TO US AS ADULTS TO PROTECT AND NURTURE AND ENSURE THAT OUR CHILDREN ARE IN A SAFE ENVIRONMENT.

YESTERDAY LIVING A DAY TO.

EXPECT BY GOING OUT THERE AND ENSURING THAT THOSE CAMPUSES WERE READY AND PREPARED TO RECEIVE THOSE CHILDREN BACK.

THANK YOU. NOTHING IS THAT IMPORTANT.

AGAIN, IT COMES TO CHOICES.

THANKS TO TESTING, HOSPITAL VISITS, SAFETY AT HOME ALL THE MORE.

THANK YOU VERY MUCH.

WILL KATE WHITING AND REBECCA DELUNA, PLEASE COME TO THE MICROPHONE AND THEN, AS I CALL THE NEXT FIVE SPEAKERS, PLEASE TAKE A RESERVED SPEAKER SEAT AT THE FRONT ROW.

AFTER KATE WHITING AND REBECCA DE LUNA WILL BE SOPHIE GRACE ROJAS, ASHLYN MORTON, SHAUNA CHEN, SHAWN LEADER, AND JAY ALLISON CHAPIN.

YES, MA'AM.

KATE. HI, I'M KATE WHITING.

I'M A COMMUNITY ENGAGEMENT MANAGER FOR THE GIRL SCOUTS OF SAN JACINTO COUNCIL.

SINCE JANUARY IS BOARD APPRECIATION MONTH, WE HAVE BROUGHT ONE OF OUR GIRLS WHO IS IN 12TH GRADE.

SHE HAS BEEN A GIRL SCOUT SINCE SHE WAS IN KINDERGARTEN.

AND SHE IS HERE TO SPEAK TO YOU.

THANK YOU. GOOD AFTERNOON, AGC SCHOOL BOARD.

MY NAME IS REBECCA DE LUNA AND I'M AN AMBASSADOR LEVEL GIRL SCOUT FROM TROOP 13 6001, AND I ATTEND MILBY HIGH SCHOOL.

BEING A GIRL SCOUT IS ONE OF THE THINGS I'M MOST PROUD OF, AND IT HAS ALLOWED ME TO DEVELOP AS A STUDENT, BUT MOST IMPORTANTLY, AS A WOMAN.

THIS ORGANIZATION HAS ALLOWED ME TO EXPERIENCE NEW AND EXCITING THINGS AND GIVE BACK TO MY COMMUNITY THROUGH SERVICE AND ACTION.

MY TROOP IS CURRENTLY WORKING ON A TAKE ACTION PROJECT CALLED WAVE OF CHANGE, AND WE HAVE PARTNERED WITH THE CITY OF HOUSTON WATER DEPARTMENT TO EDUCATE OUR COMMUNITY ON THE IMPORTANCE OF SAVING WATER IN ORDER TO MAKE THE WORLD A BETTER PLACE.

ON BEHALF OF ALL THE GIRL SCOUTS IN HISD, I WOULD LIKE TO THANK YOU FOR MAKING THIS DISTRICT A PLACE WHERE GIRLS CAN CHALLENGE THEMSELVES, BE CONFIDENT IN WHO THEY ARE AND MAKE OUR COMMUNITY AND THE WORLD A BETTER PLACE.

AS A TOKEN OF OUR APPRECIATION, WE BROUGHT YOU EACH SOME GIRL SCOUT COOKIES FOR ALL OF YOUR SUPPORT OF GIRL SCOUTS.

[00:50:02]

THANK YOU FOR HAVING ME.

AND THANK YOU FOR MAKING THIS DISTRICT A PLACE I AM PROUD TO BE.

THANK YOU. MISS GRACE ROJAS IS OUR NEXT SPEAKER, SOPHIE GRACE ROJAS.

I KNOW, OKAY.

ASHLYN. MORTON.

MISS MORTON HERE.

NO, SHAWNA CHEN.

YES. PLEASE GO AHEAD.

HOW DARE YOU? AFTER STRIPPING AWAY SO MANY RESOURCES, HAVE THE AUDACITY TO OPEN A MILITARY ACADEMY AT ONE OF ONLY TWO MIDDLE SCHOOLS IN EAST END, LEAVING CHILDREN THAT YOU MARGINALIZED LITTLE ELSE TO TURN TO.

SECURING A SCHOOL TO PRISON PIPELINE WAS ONLY THE FIRST STEP.

NOW YOU ARE REINFORCING THE MILITARY INDUSTRIAL COMPLEX.

WHY ARE WE FOCUSING ON TRAINING CHILDREN TO SHOOT AND KILL PEOPLE IN OTHER COUNTRIES, INSTEAD OF IMPROVING THEIR OWN LIVES THROUGH SUBJECTS LIKE FINANCIAL LITERACY, MINDFULNESS THROUGH IMAGINATION, CREATIVITY, ART AND CULTURE ARE THE BACKBONE OF SOCIETY.

GIVE US BACK OUR LIBRARIES, LIBRARIANS, ART AND BAND, DUAL LANGUAGE PROGRAMS, COLORING IN CLASS, ROOM DECORATION, STUDENT WORK ON WALLS.

BE THE COMPASSIONATE ADULT YOU NEEDED WHEN YOU WERE A CHILD.

I YIELD MY TIME. THANK YOU.

OUR NEXT SPEAKER IS SEAN LEADER, FOLLOWED BY J.

ALLISON CHAPIN, CHRISTY BREWSTER, BRANDY DOWDA, AND JOSE CANTU.

IF I'VE CALLED YOUR NAME AND YOU'RE UP TO SPEAK, PLEASE FEEL FREE TO COME UP TO THE FRONT.

SEAN LEADER.

YES. YES, SIR. PLEASE GO AHEAD.

ALL RIGHT. I WAS RECENTLY IN, NEW ORLEANS.

I WAIT.

HE REACHED THROUGH THE CLOCK.

WE WILL DO THAT. YES.

THANK YOU. HOLD ON A SECOND.

THERE. ALL RIGHT.

WE ARE RIGHT.

OKAY. ALL RIGHT.

GO AHEAD. SIR. SO, I WAS RECENTLY IN NEW ORLEANS.

YOU KNOW, I WENT TO TALK TO PEOPLE, AND THEY ALL GAVE ME DIRE WARNINGS OF EXACTLY WHAT'S HAPPENING HERE.

THEY HAD A STATE TAKEOVER AFTER KATRINA.

IT'S ALL PRIVATIZED NOW.

IT MAKES ME WONDER. MIKE, WHY ARE YOU HERE? WE HAVE A DEMOCRATICALLY ELECTED BOARD.

YOU'RE NOT ON IT.

YOU KNOW, WE WERE RUNNING THIS NOT AT A DEFICIT.

WHAT ARE YOU GOING TO DO? YOU SPENT HALF $1 MILLION ON A VACATION.

YOU CAN HAVE A MUSICAL ABOUT YOURSELF.

ALL RIGHT. WE FOUND OUT THAT ABBOTT GOT $6 MILLION IN DECEMBER FROM A VOUCHER.

BILLIONAIRE. HIS NAME IS JEFF YASS.

ABBOTT TALKED ABOUT HOW THIS WAS THE LARGEST POLITICAL DONATION IN THE STATE OF TEXAS.

WHAT IS HE PAYING FOR? WHAT IS YOUR END GOAL? WE DO NOT WANT YOU HERE.

YOU ARE GOING TO PRIVATIZE OUR BUSINESS.

YOU'RE TRYING TO EXTRACT MONEY FROM US AND FROM THE CHILDREN.

YOU'RE NOT HERE TO HELP US.

WHY DON'T YOU GO HOME? THAT WOULD BE THE BEST.

OUR NEXT SPEAKER IS JAY ALLISON CHAPIN, FOLLOWED BY CHRISTIE BREWSTER, MISS CHAPIN.

PLEASE GO AHEAD, MA'AM.

GOOD EVENING. MY NAME IS ALLISON CHAPIN.

I'M A FORMER HISD TEACHER, LIKE PASTOR NICHOLAS, REFLECTION ON HOW INJUSTICES FOR ONE GROUP CAN EVENTUALLY AFFECT OTHERS. HERE'S WHAT A HOUSTONIAN MIGHT SAY TO EXPRESS REGRET FOR THEIR INACTION.

FIRST, THE STATE TOOK OVER HIS HISD AND I DID NOT SPEAK OUT BECAUSE I'M NOT A PARENT.

THEN MILES RODE OUT DRACONIAN POLICIES AT NES SCHOOLS, AND I DID NOT SPEAK OUT BECAUSE I BELIEVED HIS SMEAR CAMPAIGN ABOUT DISCIPLINARY ISSUES AT HISD SCHOOLS.

THEN THEY REMOVED THE LIBRARIES IN LOWER INCOME SCHOOLS, AND I DID NOT VOTE BECAUSE I HAVE BOOKS AT HOME AND ASSUMED EVERYONE ELSE DOES TOO.

THEN MY PROPERTY VALUE DECREASED, BUSINESS DECLINED, AND CLOSE FRIENDS WITH CHILDREN LEFT HOUSTON AND THERE WAS NO ONE LEFT TO SPEAK FOR ME.

LIKE THE PASTOR, I HOPE YOU EVENTUALLY CHANGE YOUR HEART AND OPPOSE POLICIES THAT DESTROY PUBLIC EDUCATION.

PLEASE BRING BACK OUR DEMOCRACY WITH AN ELECTED BOARD AND BRING AN END.

THANK YOU. OUR NEXT SPEAKER IS CHRISTY BREWSTER, FOLLOWED BY BRANDY DOWD.

JOSE CANTU, CARMEN NUNZIO, AND JESSICA CAMPOS.

MISS BREWSTER.

YES, MA'AM. I'M CHRISTY MICHELLE BREWSTER, I'M RETIRED CERTIFIED SCHOOL NURSE, 35 YEARS OF SERVICE.

I JUST CAME TODAY TO SAY THANK YOU FOR DIVIDING OUR SCHOOL DISTRICT TO THE HAVES AND THE HAVE NOTS FOR PURGING HATTIE MAE DURING THE SUMMER OF 2023, FOR THAT HOSPITAL MODEL CONCEPT, FOR THE FIASCO AT HR AND PAYROLL, FOR FIRING PEOPLE FOR ANY KIND OF REASON.

HIRING UNCERTIFIED ANYBODY'S.

[00:55:01]

THE THANK YOU FOR THE MASTER OVERSEER STYLE OBSERVATION OF THE CLASSROOMS, PRINCIPAL MUSICAL CHAIRS, THE OUTRAGEOUS CURRICULUM LESSON, THE ERRONEOUS ONES, AS WELL AS THAT PORNOGRAPHIC ONE THAT SLIPPED THROUGH CLOSING LIBRARIES, FIRE, AND LIBRARIANS, THANK YOU FOR THE ZOOM ROOM AND NOT FOLLOWING THE IEPS.

THANK YOU FOR THAT NEW DECK THAT GAVE US A DOI.

THANK YOU FOR THE SUNRISE CENTERS THAT LOOK LIKE THEY'RE GOING TO SUNSET BECAUSE LOW USAGE.

BUT MOST OF ALL, THANK YOU FOR SAYING YOU REGRET CLOSING SCHOOL BECAUSE THAT MIGHT BE.

YOUR EXIT TICKET.

OUR NEXT SPEAKER IS BRANDI DOWDA.

YES, MA'AM. PLEASE GO AHEAD.

THANK YOU. I'M BRANDY DODD.

GOOD EVENING. I AM A TEACHER.

YOU SPEAK ABOUT ACCOUNTABILITY.

WILL YOU HOLD MR. MILES ACCOUNTABLE FOR PRIORITIZING TESTING OVER THE COMFORT AND SAFETY OF STAFF AND STUDENTS? MANY CAMPUSES HAD NO HEAT AND OR NO WATER AND PLUMBING.

YESTERDAY. MR. MILES SAYS HE REGRETTED CLOSING SCHOOLS ON TUESDAY AND CITED STUDENTS NEEDING WARMTH AND A HOT MEAL AS ONE OF THE REASONS.

WHERE WAS THAT CONCERN YESTERDAY, WHEN STUDENTS WERE SHIVERING IN FRONT OF MAP TESTING AND THERE WERE NO THERE WAS NO RUNNING WATER TO ALLOW OUR NUTRITION WORKERS TO COOK HOT LUNCHES? MR. MILES HAS ALREADY SHOWN HIS LACK OF CARE DURING AN EXTENDED FREEZE, WHICH OUR COMMUNITY DOES NOT HAVE THE INFRASTRUCTURE FOR, AND THIS IS KNOWN.

ARE YOU GOING TO HOLD HIM ACCOUNTABLE, OR WILL WE BE EXPECTED TO SWIM THROUGH SNAKE AND FIRE, ANT INFESTED FLOODWATERS TO CONDUCT TESTING DURING THE NEXT SPRING FLOOD OR HURRICANE? THANK YOU.

OUR NEXT SPEAKER IS JOSE CANTU, FOLLOWED BY CARMEN NUNCIO, JESSICA CAMPOS, DEBBIE JANE AND CARLY PADGETT.

MR. CANTU? YES, YES.

GOOD AFTERNOON. MY NAME IS JOSE CANTU, AND TODAY I WOULD LIKE TO ADDRESS THE CONCERNS REGARDING ONE OF MY TEACHERS.

HE IS THE ANTHONY LEE, PHYSICS TEACHER AND PHYSICS TEACHER, MR. CHANG TEACHING POSITION.

FROM HIS UNWAVERING SUPPORT, WE AS STUDENTS ARE DISAPPOINTED TO HEAR THE CONCERNING MEASURES COULD JEOPARDIZE HIS POSITION.

IT IS IMPORTANT WE FOSTER AN OPEN DIALOG AND EMBRACE A DIVERSE TEACHING STYLES AND RECOGNIZE EDUCATORS UNIQUE INSTRUCTIONAL APPROACHES.

THIS IS A LITTLE MESSAGE THAT HE WANTS TO SEND TO Y'ALL NEXT, MONTH ON FEBRUARY 8TH.

HE WOULD HAVE HIS LAST MEETING WITH Y'ALL TO DETERMINE IF HE IS GOING TO BE TERMINATED OR NOT.

AS OF WHAT WE KNOW RIGHT NOW WAS THAT HE HAD A MEETING LAST WEEK OR YESTERDAY, I SHOULD SAY, AND HE GOT TERMINATED FROM SCHOOL.

HE WAS TOLD THAT UNTIL FEBRUARY IT WOULD BE HIS LAST MONTH.

THANK YOU. THANK YOU.

OUR NEXT SPEAKER IS CARMEN NUNCIO.

YES, MA'AM. PLEASE GO AHEAD.

GOOD AFTERNOON. MY NAME IS CARMEN NUNCIO, AND I'M HERE BECAUSE I HAVE A CONCERN WITH THE INTERRUPTIONS THAT OUR TEACHERS ARE HAVING BY PEOPLE SENT TO THE CLASSES TO LET THEM KNOW WHAT THEY'RE DOING WRONG AND WHAT THEY'RE SUPPOSED TO BE DOING.

ANOTHER THING IS THE MILLIONS OF DOLLARS THAT ARE BEING SPENT ON PROGRAMS THAT MAY WORK AND MAY NOT WORK.

I'M REALLY WORRIED ABOUT OUR KIDS EDUCATION RIGHT NOW.

AS FAR AS I'M CONCERNED, THEY'RE NOT GETTING AN EDUCATION, AND I'M WORRIED ABOUT Y'ALL BEING HERE, NOT WORRYING ABOUT IT.

MR. MILES, I'M ASKING YOU.

I'M PLEADING WITH YOU.

START THINKING ABOUT OUR KIDS EDUCATION INSTEAD OF ABOUT THE ALMIGHTY DOLLAR.

PLEASE HELP US.

WE'RE WORRIED ABOUT OUR KIDS, AND WE HAVE EVERY RIGHT TO BE BECAUSE THESE ARE OUR KIDS.

THEY'RE NOT YOUR KIDS.

SO PLEASE HELP US WITH THAT.

I'M BEGGING YOU, I REALLY AM.

THANK YOU SO MUCH.

OUR NEXT SPEAKER IS JESSICA CAMPOS.

MISS CAMPOS. SHE'S NOT HERE.

OKAY. OUR NEXT SPEAKER IS DEBBIE JANE, FOLLOWED BY CARLY PADGETT.

AMY VAN BOECKEL, COLETTE O'SULLIVAN, AND JESSIE HEINER.

IF YOU ALL WOULDN'T MIND COMING FORWARD.

GOOD EVENING. I HAVE QUESTIONS ON YOUR POLICY REGARDING EMPLOYEE ATTENDANCE.

FIRST QUESTION WHY IS YOUR PURPOSE IN SENDING EMPLOYEES THESE LETTERS OF CONCERN? SOME OF THEM HAVE BEEN FOR THREE NONCONSECUTIVE ABSENCES OVER 3 OR 4 MONTHS.

NEXT, WHY IS THE CAMPUS ADMIN MEETING WITH THE EMPLOYEES TO DISCUSS THE ABSENCE? WHEN YOUR POLICY CLEARLY STATES SUPERVISORS SHALL NOT SEEK OR CONSIDER EMPLOYEES REASONS? SO YOU'RE IN DEFIANCE OF YOUR OWN POLICY.

NEXT. THERE HAVE BEEN A LOT OF REQUESTS FOR FMLA, VALID REQUESTS THAT HAVE BEEN DENIED.

[01:00:01]

YOU'RE GOING AGAINST FEDERAL LAW.

NEXT, YOUR POLICY SAYS EMPLOYEES HAVE TO SUBMIT MEDICAL CERTIFICATION FOR MORE THAN THREE CONSECUTIVE ABSENCES.

YET CAMPUS ADMIN IS ASKING FOR THE EMPLOYEES TO SUBMIT IT FOR THE THREE CONSECUTIVE DAYS.

NEXT QUESTION.

I WOULD LIKE TO KNOW WHY CAMPUS ADMIN CAN CHANGE PAID LEAVE DAYS TO UNPAID LEAVE.

IN SUMMARY, YOU'RE RESTRICTING YOUR EMPLOYEES FROM USING THEIR.

MAYBE THEY.

THANK THANK YOU, MA'AM.

OUR NEXT SPEAKER IS CARLY PADGETT.

YES, MA'AM. PLEASE GO AHEAD.

HELLO. MY NAME IS CARLY PADGETT, AND I'M A RESIGNED TEACHER.

SUPERINTENDENT CONSTRAINT THREE STATES THAT MR. MILES MUST NOT MAKE ANY SIGNIFICANT CHANGES TO SCHOOL PROGRAMING AND OPTIONS WITHOUT CONDUCTING AND COMMUNICATING RESEARCH BASED ANALYSIS THAT PROVES THE EFFECTIVENESS AND IMPACT ON OUR STUDENT OUTCOME GOALS.

THE THRESHOLD ACCORDING TO OUR GOALS AND MEASURES IS ZERO.

BUT THE MILITARY ACADEMY IS ADVERTISED AS AN AVENUE TO PREPARE OUR YOUNGEST ADOLESCENTS FOR A MILITARY CAREER.

THESE PROGRAMS WERE NOT DESIGNED TO RECRUIT SOLDIERS, AND THEY SHOULDN'T BE.

IT MAKES ME WONDER WHAT RESEARCH BASED ANALYSIS MR. MILES PRESENTED TO YOU AND THAT MAKE A SIGNIFICANT CHANGE TO.

SCHOOL PROGRAMING.

WHAT DOES THE EVIDENCE SAY ABOUT HOW THIS WILL IMPACT OUR STUDENTS TEST SCORES? THE ASVAB, BY THE WAY, IS NOT LISTED UNDER GOAL NUMBER THREE FOR COLLEGE PREP OR CAREER READINESS.

WILL YOU HOLD THEM ACCOUNTABLE FOR THIS CONSTRAINT? WILL YOU SHARE THE ANALYSIS THAT I'M ASSUMING YOU RECEIVE WITH US? THANK YOU MA'AM. OUR NEXT.

THANK YOU. OUR NEXT SPEAKER IS AMY VON VOGEL, FOLLOWED BY COLETTE O'SULLIVAN, JESSIE HAYNER, JEROME WALD, AND THEN LISA ROBINSON.

AMY VON VOGEL.

YES, MA'AM. PLEASE GO AHEAD.

HI. I'M ACTUALLY NOT SURE HOW TO USE MY TIME UP HERE.

IT FEELS LIKE.

IT FEELS LIKE, WELL, BECAUSE YOU'RE NOT RESPONDING.

WHY ARE YOU NOT RESPONDING? MA'AM, WE'RE HERE TO HEAR A COMMENT.

WE DON'T. WE HAVE 73 SPEAKERS THIS EVENING, SO.

YEAH, IF YOU CAN GO AHEAD, PLEASE. WILL YOU RESPOND AT SOME POINT, MA'AM? BY LAW, LIKELY NOT. NOT RESPOND TO YOU IF IT'S NOT POSTED.

SO YOU CAN YOU CAN SPEAK TO THE BOARD, BUT THEY CANNOT HAVE A CONVERSATION WITH YOU.

OKAY. THAT'S THE OPENING ACT.

WELL, IT FEELS IT FEELS REALLY BAD.

IT JUST I DIDN'T WANT TO COME AND I, I CAME TO THE LAST MEETING AND I, I DIDN'T WANT TO COME TO THIS ONE.

BUT THE TEACHERS SAY THEY NEED OUR SUPPORT, SO I CAME, BUT IT FEELS LIKE YOU JUST HAVE A PLAN THAT YOU'RE GOING TO GO THROUGH WITH WHATEVER WE SAY, AND IT FEELS DESTRUCTIVE.

AND THE TEACHERS ARE FEELING INTIMIDATED, AND THEY SAY THEY'RE GETTING INTENTIONALLY OPAQUE AND CONFUSING MESSAGES AND PEOPLE ARE LEAVING.

THE TEACHERS ARE LEAVING, THE GOOD TEACHERS ARE LEAVING, OR THEY'RE GETTING FIRED.

AND I'M WORRIED.

I'M I'M WORRIED.

BUT I AGREE WITH YOU.

WE NEED TO QUIT WASTING OUR ENERGY HERE AND GET TOGETHER AND MAKE SOMETHING BETTER HAPPEN.

THANKS. THANK YOU.

MA'AM. OUR NEXT SPEAKER.

OUR NEXT SPEAKER IS COLETTE O'SULLIVAN.

YES, MA'AM. THANK YOU SO MUCH.

I'M HERE TO APPEAL TO ALL OF YOU TO PLEASE CHOOSE A SCHEDULE FOR THE HSD.

NEW CALENDAR YEAR 2425, IN WHICH SCHOOL STARTS.

ON THE LATEST DATE IN AUGUST.

AS POSSIBLE. AS OFTEN, STUDENTS, ESPECIALLY THOSE IN HIGH SCHOOL, HAVE SUMMER PROGRAMS AND INTERNSHIPS THAT ARE INTEGRAL TO THEIR EDUCATION AND KEY TO THEIR ACCEPTANCE IN THE BEST HIGHER INSTITUTIONS.

ANY SCHOOL SCHEDULE THAT STARTS PRIOR TO LABOR DAY AND GOES BEYOND MEMORIAL DAY IS ALREADY PROBLEMATIC.

FOR EXAMPLE, IN OUR CITY, HOUSTON METHODIST HAS AN INTERNSHIP PROGRAM THAT IS OPEN TO HIGH SCHOOL STUDENTS, BUT THAT THE WEBSITE SPECIFICALLY STATES THAT IF YOU CANNOT BE AVAILABLE BY MAY 28TH, DO NOT APPLY.

THIS SEVERELY LIMITS THE OPPORTUNITIES AVAILABLE TO OUR CHILDREN.

MY DAUGHTER IS CURRENTLY APPLYING FOR INTERNSHIPS AND IS ALREADY RESTRICTED FROM THOSE LIKE METHODIST THAT START AFTER MEMORIAL DAY, BUT BEFORE THE END OF THE SCHOOL YEAR.

NOW SHE'S RESTRICTED EVEN MORE BECAUSE SCHOOL MAY START AS EARLY AS AUGUST 7TH.

THIS LEAVES A VERY NARROW WINDOW THAT DOESN'T ALLOW FOR PROGRAMS HIGHLY BENEFICIAL TO THE STUDENTS.

SHE IS UNABLE TO APPLY FOR THE BOSTON UNIVERSITY RISE PROGRAM OR THE STONY BROOK SUMMER RESEARCH PROGRAM.

THE AUGUST 7TH START DATE ALSO INTERFERES WITH OTHER LOCAL PROGRAMS, SUCH AS HOUSTON'S OWN HOUSTON ZOO'S TEEN ADVENTURE PROGRAM.

THE TEENS ARE GOING ON A TRIP AND WON'T.

THE. THANK YOU, MA'AM. CITY WON'T MAKE EXCEPTIONS.

WHY? THANK YOU.

THE LATEST ON. THANK YOU, MA'AM.

OUR NEXT SPEAKER IS JESSE HEINER, FOLLOWED BY JEROME WALD, LISA ROBINSON, RUTH KRAVITZ, AND SUSAN ESPINOSA.

JESSE HEINER. YES, MA'AM.

PLEASE GO AHEAD. HEY, STABLE LEARNING ENVIRONMENT IS ONE OF THE LEADING INDICATORS FOR STUDENT OUTCOMES.

I CARE VERY DEEPLY ABOUT STUDENTS, SO I WANT TO ENSURE THAT THE BOARD OF MANAGERS AND THE PUBLIC KNOW THAT THROUGH INFORMATION REQUESTS.

[01:05:07]

THE FOLLOWING PRINCIPAL OR THE FOLLOWING SCHOOLS HAVE EXPERIENCED PRINCIPAL CHANGES UNDER MR. MYLES BRUCE ELEMENTARY ELLIOTT ELEMENTARY, HENDERSON ELEMENTARY, ISAACS ELEMENTARY, MCGOWAN ELEMENTARY, PUGH ELEMENTARY, RODERICK PAGE ELEMENTARY, SHADY DALE ELEMENTARY, HENRY MIDDLE SCHOOL, MCREYNOLDS MIDDLE SCHOOL, SUGAR GROVE ACADEMY, FONDREN MIDDLE SCHOOL, REDD ELEMENTARY, YATES HIGH, WORTHING HIGH, SHARPSTOWN HIGH, MADISON HIGH, TWICE, PROJECT CHRYSALIS AND CAGE ELEMENTARY, MEMORIAL ELEMENTARY, STEPHENS ELEMENTARY, GARCIA ELEMENTARY, CLIFTON MIDDLE SCHOOL, KEY MIDDLE SCHOOL, SOUTH, EARLY COLLEGE HIGH EAST EARLY COLLEGE HIGH, POE ELEMENTARY, BUSH ELEMENTARY, ASHFORD ELEMENTARY, JANE LONG ACADEMY HIGH, LAS AMÉRICAS MIDDLE SCHOOL, ROSS ELEMENTARY, RIVER OAKS ELEMENTARY, MIDDLE COLLEGE HIGH, FRAGA EASTWOOD HIGH, EASTWOOD ACADEMY HIGH.

THANK YOU MA'AM. MA'AM.

HIGH SCHOOL. THANK YOU.

MA'AM. THANK YOU, THANK YOU, THANK YOU.

OUR NEXT SPEAKER IS JEROME WALD.

MR. WALT. PLEASE GO AHEAD.

SO MY NAME IS JEROME WALD.

I'M A PRODUCT OF HISD SCHOOLS AS AN ELEMENTARY SCHOOL AND JUNIOR HIGH, MIDDLE SCHOOL AND SENIOR HIGH.

I HAVE TWO OLDER BROTHERS WHO ALSO WERE IN THE HISD SCHOOL SYSTEMS. AND WHAT I SEE HAPPENING HERE IS THAT WE'RE DOING TRYING TO DO SOME THINGS DIFFERENT HERE, BUT IT'S NOT REALLY WORKING.

IT HASN'T WORKED. SO YOU DON'T WANT TO KEEP DOING THE SAME THING THAT ISN'T WORKING FOR MOST OF THE PEOPLE IT MAY BE WORKING FOR.

SOME OF YOU ARE SITTING HERE WHO APPOINTED YOU, BUT I'M NOT SURE IT'S WORKING FOR THE STUDENTS AND THE TEACHERS OF THE SCHOOL, AND IT'S NOT WORKING.

FOR THOSE OF US WHO ACTUALLY USED TO TAKE PRIDE IN WHAT HAPPENED AT HISD.

I HAD A I HAVE TWO OLDER BROTHERS.

ONE OF THEM WENT AND GOT ADMITTED TO THREE, THREE OF THE BEST SCHOOLS IN THE STATE, IN THE COUNTRY FOR EDUCATION AND ALSO FOR SCIENCE AND KNOWLEDGE.

AND I ALSO WENT TO A GOOD COLLEGE AFTERWARDS.

AND I'VE DONE WELL.

I'VE BEEN A COMMUNITY ORGANIZER.

I'VE BEEN A I'VE BEEN A UNION ORGANIZER.

AND WHAT YOU'RE DOING IS DRIVING PEOPLE APART FROM EACH OTHER.

THANK THANK YOU SIR.

OUR NEXT SPEAKER IS LISA ROBINSON, FOLLOWED BY RUTH KRAVITZ, SUSAN ESPINOSA, PAULA HOFFMAN, AND THEN HANNAH ROBERTS.

IF OUR SPEAKERS CAN COME FORWARD TO BE GREAT.

MISS ROBINSON. YES, MA'AM.

PLEASE GO AHEAD. I'M A RETIRED HISD TEACHER, IN CHARGE OF LIBRARY AND A MOM OF THREE HISD ALUMS. FIRST, MILES IMPLEMENTED A NEW CURRICULUM AT NES SCHOOLS, AND I DID NOT SPEAK OUT BECAUSE I WAS CURIOUS ABOUT THE CHANGE.

THEN MILES REMOVED LIBRARIES FROM NES SCHOOLS, BUT IT DIDN'T IMPACT MY CHILD'S SCHOOL.

AND I THOUGHT MAYBE THOSE OTHER STUDENTS NEEDED THOSE TEAM CENTERS.

THEN MILES REQUIRED TEACHERS AT ALL SCHOOLS TO USE MULTIPLE RESPONSE STRATEGIES EVERY FOUR MINUTES.

BUT I DID NOT SPEAK OUT BECAUSE SURELY MY CHILD'S GROWING DISINTEREST IN SCHOOL WAS TEMPORARY AND WOULD IMPROVE.

THEN MILES SCHEDULED MORE ASSESSMENTS LIKE MAP AND INTERIM STAR, EVEN IN SCHOOLS WITH NO WORKING HEAT RESULTING IN 20% OF SCHOOL TIME FOR TEST PREP.

BUT I DID NOT OPT OUT BECAUSE I THOUGHT ASSESSMENTS WERE MANDATORY.

THEN TEACHERS AT MY CHILD'S SCHOOL WHO STOOD UP FOR RESEARCH BASED, HIGH QUALITY INSTRUCTION WERE FIRED OR QUIT, AND MY CHILD'S CONFIDENCE AND JOY OF LEARNING WAS CRUSHED. PARENTS AND COMMUNITY MEMBERS SITTING AT HOME TONIGHT.

WAKE UP. STAND UP.

SPEAK OUT. WE MUST ALL WORK TOGETHER TO SAVE OUR DISTRICT FROM THESE DESTRUCTIVE POLICIES AND ACTIONS.

THANK YOU. OUR NEXT SPEAKER IS RUTH KRAVITZ.

YES, MA'AM. PLEASE GO AHEAD.

GOOD EVENING. I KNOW YOU WANT WHAT'S BEST FOR STUDENTS, AND I APPRECIATE THAT, BUT I'M CONCERNED.

LAST WEEK, YOU TOLD YOUR CABINET THAT YOU'D BE OUTSOURCING ALL OPERATIONS IN THE NEXT SIX MONTHS.

THAT'S CUSTODIANS, AIR CONDITIONING, HEATING, BUSSING, MAINTENANCE FACILITIES, FOOD SERVICE AND MORE.

OUTSOURCING LEADS TO LOWER QUALITY OF SERVICE, LESS OVERSIGHT AND A HIGHER PRICE TAG.

YOU DID SAY IT.

AND SAFETY RISKS FOR OUR KIDS.

WANDA PAUL, THE CHIEF OPERATING OFFICER, ONE OF TWO LEFT IN THE DISTRICT FROM THE PREVIOUS CABINETS, A LEFT HISD LAST WEEK AS WELL.

HER EMAIL IS NO LONGER ON THE WEBSITE.

THAT LEAVES, WHY WAS THE PUBLIC NOT INFORMED IN THIS IMPORTANT MATTER? WE'RE THE LARGEST EMPLOYER, ONE OF THE LARGEST IN HISD, I BELIEVE, IN WORKING FAMILIES.

I BELIEVE IN HISD'S ROLE IN THE 12 SECONDS REMAINING, WHEN KIDS, YOU PUT OUR KIDS IN FREEZING SCHOOLS AND DIDN'T ALLOW SCHOOLS TO CLOSE UNTIL TESTING WAS DONE.

HOW SHAMEFUL THAT YOU THINK THAT TEST DATA IS ESSENTIAL, BUT KIDS WELL-BEING IS NOT.

I HOPE THAT WE GROW AND CHANGE.

THANK YOU. MA'AM. OUR NEXT SPEAKER IS SUSAN ESPINOSA AS MISS ESPINOSA HERE.

[01:10:05]

NO. OKAY.

OUR NEXT SPEAKER IS PAULA HOFFMAN, FOLLOWED BY HANNAH ROBERTS, TANYA SAMSON, VERONICA OTERO AND EVELYN BARRON.

PAULA HOFFMAN.

YES, MA'AM. GO AHEAD. TUESDAY WAS MY LAST DAY AS AN EMPLOYEE OF HISD.

I LOVE TEACHING AND I LOVE HISTORY, SO MUCH SO THAT I HAVE A MASTER'S DEGREE IN EDUCATION AND A SECOND MASTER'S DEGREE IN HISTORY.

HOWEVER, MY ROLE AS A HISTORY TEACHER IN HISD INVOLVES VERY LITTLE HISTORY AND EVEN LESS TEACHING.

I WAS VERY LUCKY TO BE ON A CAMPUS WITH COMMITTED AND PASSIONATE PROFESSIONALS.

BUT THIS YEAR HANDS ARE TIED.

COUNTERPRODUCTIVE TASKS WITH LITTLE OR NO PEDAGOGICAL VALUE TAKE PRECEDENCE OVER MEANINGFUL INSTRUCTION.

WHILE MY CAMPUS IS NEITHER NES NOR NES ALIGNED, THERE IS A PROGRESSIVE NES IFICATION INSPIRED BY FEAR THAT IS TO EVERYONE'S DETRIMENT.

THIS IS A FEAR THAT IMPEDES LEARNING, A FEAR THAT THAT PRECLUDES TEACHING.

A FEAR EMBODIED BY THE MENACING SPECTER OF THE NEW EDUCATION SYSTEM.

FAREWELL, HISD.

AS A PARENT, AS AN EDUCATOR AND AS A HOUSTONIAN, IT IS MY SINCERE HOPE THAT WE GET TO SAY GOOD RIDDANCE TO MIKE MYERS AS WELL.

OUR NEXT SPEAKER IS HANNAH ROBERTS.

MISS ROBERTS. YES, MA'AM.

PLEASE GO AHEAD. MY NAME IS HANNAH ROBERTS.

I AM ALSO A FORMER HISD TEACHER.

I'M HERE TO SPEAK ON BEHALF OF A TEACHER WHO IS NOT ABLE TO SPEAK FOR FEAR OF RETALIATION.

THIS PERSON STATES.

I'M AN HISD TEACHER WITH A DEGREE FROM ONE OF THIS COUNTRY'S TOP UNIVERSITIES.

MY AP PASS RATE IS DOZENS OF POINTS HIGHER THAN THE NATIONAL AVERAGE.

YET I AM LOOKING TO LEAVE HISD IN JUNE.

I HAVE NEVER FELT SO DEMORALIZED AND DEHUMANIZED IN MY NEARLY 20 YEARS OF TEACHING.

THE SURVEILLANCE STATE IS OVERWHELMING FOR THE BOARD OF MANAGERS WHO THINK THEY ARE SEEING AMAZING TEACHERS.

WHEN THEY TOUR SCHOOLS WITH MIKE MILES, THEY NEED TO KNOW THAT TERRIFIED TEACHERS AND KIDS ARE PUTTING ON A TIGHTLY SCRIPTED PERFORMANCE.

I KNOW BECAUSE I'VE DONE IT MYSELF FOR DISTRICT OBSERVERS, AND MY SWEET STUDENTS HAVE PLAYED ALONG BECAUSE THEY ARE SCARED FOR ME.

DON'T BELIEVE THE PROPAGANDA AND GET READY FOR A MASS EXODUS OF AMAZING STUDENTS AND TEACHERS THIS SPRING IF MIKE MILES AGENDA ISN'T STOPPED.

THANK YOU. OUR NEXT SPEAKER IS TANYA SAMPSON, FOLLOWED BY VERONICA OTERO, EVELYN BARRON, YEN ARAB, AND THEN JAPAN, ALLEN SAMPSON. OKAY, THE THE FIRST THING I WANT TO SAY, THERE'S A COUPLE THINGS.

LAST TIME I SPOKE, I SENT HANDOUTS FOR YOU GUYS THAT WERE THAT RELATED TO THE THE ABILITY AND THE DUTY OF BOARD MEMBERS TO REQUEST WHATEVER DATA THAT YOU NEED TO DO YOUR JOB.

THIS WEEK I SENT SOMETHING THAT TALKS ABOUT BEST PRACTICES FOR EMBRACING PUBLIC COMMENTS AT SCHOOL BOARD MEETINGS.

AND ONE OF THE THINGS THAT I WOULD LIKE TO PERSONALLY REQUEST FROM YOU, SUPERINTENDENT MILES, IS TO STOP LAUGHING WHEN PEOPLE ARE TALKING. IT IS EXTREMELY DISRESPECTFUL.

YOU LAUGH WHEN WE WHEN WE TALK ABOUT THINGS THAT ARE THAT ARE HURTING TEACHERS, WHO ARE HURTING, STUDENTS WHO ARE HURTING, PEOPLE WHOSE LIVES ARE BEING RUINED.

AND YOU SMIRK.

THE NEXT THING I WANT TO TALK.

OH, I ONLY HAVE FIVE MINUTES.

OH. SUNRISE CENTERS, DO NOT ANSWER THE PHONE.

I WAS GOING TO SHOW YOU. IF YOU CALL THE SUNRISE CENTER, YOU GET A CISCO, GENERIC ANSWER.

WHAT? WHERE'S THE MONEY? THANK YOU, THANK YOU.

OUR NEXT SPEAKER IS VERONICA QUINTERO.

IS SHE HERE? NO.

EVELYN BARRON.

AND THEN YEN. ROB AND JAPAN ALLEN ARE OUR NEXT SPEAKERS, IF YOU WOULDN'T MIND COMING FORWARD.

THANK YOU. PLEASE GO AHEAD.

HELLO, I'M EVELYN BARONE.

I JUST HAVE A QUESTION.

WHAT KIND OF PROGRESS IS TRULY BEING CREATED UNDER THIS NEW EDUCATION SYSTEM? WE HAVE A MIDDLE SCHOOL BEING TURNED INTO A MILITARY ACADEMY.

WE HAVE EIGHTH GRADERS READING A PASSAGE THAT IS NOT AGE APPROPRIATE ABOUT A WOMAN AND A MAN MEETING IN A HOTEL ROOM AND THEN BEING ASKED TO SUMMARIZE.

AND WE HAVE A SUPERINTENDENT THAT REGRETS CLOSING DOWN SCHOOLS DUE TO FREEZING WEATHER AND CALLS PEOPLE'S CONCERNS ABOUT STUDENTS, PARENTS AND EDUCATORS SAFETY, NOISE, WHINING AND EXAGGERATIONS, THEN PROCEEDS TO RESUME SCHOOLS.

WHILE SOME CAMPUSES HAVE NO WORKING HEATERS OR WATER.

[01:15:03]

SO I BEG THE QUESTION WHO HAVE WE TRULY PUT IN CHARGE TO BE RESPONSIBLE OVER OUR YOUTH'S SAFETY AS WELL AS THEIR FUTURE? I HOPE SOME OF THESE EVENTS AMPLIFY THE COMMUNITY'S VISION AND PROVIDE A CLEARER VIEW OF WHO HAS BEEN PUT, WHO HAS BEEN CHOSEN TO BE PUT IN PLACE, TO BE IN CHARGE OF OUR OUR CHILDREN'S FUTURE.

I HEARD SOMEONE SAY, LET'S COME TOGETHER TO MAKE A CHANGE.

SO I HOLD AN OPEN INVITE TO EVERYONE WHO WANTS TO ADVOCATE AGAINST THE HOSTILE TAKEOVER TO JOIN US ON JANUARY 25TH.

I'LL BE OUTSIDE. THANK YOU MA'AM.

LIKE TO JOIN OUR FIGHT? THANK YOU.

OUR NEXT SPEAKER IS YEN ROB, FOLLOWED BY JAPAN.

ALLEN IS YEN ROB HERE? NO. OR JAPAN ALLEN.

NO. OKAY.

OUR NEXT SPEAKERS ARE REGISTERED TO ADDRESS.

I'M SORRY. WE HAVE.

AND THEN WE HAVE SPEAKERS.

MR.. ARE YOU MR..

ALLEN? MY NAME IS DR.

PAUL ALLEN. I'M A STUDENT ON A NEW EDUCATION SYSTEM HIGH SCHOOL.

EVER SINCE THE TO TAKE OVER OTHER STUDENTS AND I HAVE FELT UNCOMFORTABLE IN OUR LEARNING ENVIRONMENT.

NOT TO MENTION WE HAD TO GO TO SCHOOL WEDNESDAY AND THURSDAY TODAY AND COLD, SHIVERING UNHUMANE WEATHER.

NOT TO MENTION I CAN'T HAVE MY ELECTRONIC EARBUDS OR HEADPHONES WHILE I'M IN CLASS TO HELP MY ANXIETY.

NOT TO MENTION YOU CAN'T HAVE YOU CAN'T HAVE YOUR PHONE OUT EVEN IF IT'S AN EMERGENCY.

WHILE STUDENTS.

WHILE STUDENTS HAVING THEIR PHONE OUT, NOT EVEN BEING DISTRACTING.

I FOUND THAT VERY UNFAIR.

WE HAVE TO CARRY OUT A CONE IN THE HALLWAY.

THEY GO TO THE BATHROOM.

THIS. THIS ALSO CORRELATES.

THIS ALSO CORRELATES.

TO BEING A PRISON OR A JAIL SYSTEM, AND I DON'T I DON'T AGREE WITH THAT AT ALL.

THANK YOU. OUR NEXT SPEAKERS ARE REGISTERED TO ADDRESS THE BOARD VIA ZOOM.

I THINK, MADAM PRESIDENT, WE HAVE THREE SPEAKERS WHO ARE IN PERSON.

OH, OKAY.

WE HAVE KARINA CASADA, ALICIA MCCULLOUGH, AND MARIA MENDEZ.

OKAY. KARINA QUEZADA, MISS QUEZADA.

YOU, SAID MISS QUESADA.

WHO WERE THE OTHER TWO? ALICIA MCCULLOUGH AND MARIA MENDEZ.

THEY'RE. MIKE MILES EXPRESSED REGRET FOR HAVING CLOSED SCHOOL ON TUESDAY, SAYING THAT KIDS NEED WARMTH AND HOT LUNCHES.

WELL, I SENT MY KID TO SCHOOL YESTERDAY AND HE GOT FREEZING COLD SCHOOL CRACKERS, A CHEESE STICK, A SLIM JIM FOR LUNCH INSTEAD.

LATER THAT MORNING, HIS PRINCIPAL UPDATED US THAT THE MAIN BUILDING HEATER STILL WASN'T WORKING, BUT THAT THE SOUTH WING HEATER WAS RUNNING AND PARENTS THAT HAD KEPT THEIR KIDS HOME SHOULD BRING THEM NOW, SINCE SINCE TESTING IS STILL GOING ON BECAUSE PRIORITIES, AM I RIGHT? YOU SUBJECTED KIDS TO FREEZING SCHOOLS, SCHOOLS WITHOUT WATER, RESTROOMS, OR FOOD ALL BECAUSE YOU WANTED TO TEST THEM.

YOUR OBSESSION WITH STANDARDIZED TESTING IS DRIVING YOU ALL TO MAKE DISASTROUS DECISIONS.

ARE THESE THE ADULT BEHAVIORS YOU ALL TALK ABOUT AND ASPIRE TO? THEY'RE DESPICABLE, AND SO ARE YOU.

TEACHERS AND STUDENTS AREN'T FIRST RESPONDERS, AND STANDARDIZED TESTING IS NOT ESSENTIAL.

MY CHILDREN DO NOT AND WILL NOT TAKE YOUR MAP ASSESSMENTS TO CONCERNS PARENTS WATCHING.

YOU CAN OPT YOUR CHILDREN OUT.

DON'T GIVE THEM THE DATA.

TEST PREP IS NOT AN EDUCATION, AND IT'S NOT A STATE LAW THAT YOU DON'T RESPOND TO US.

IT'S A DISTRICT POLICY THAT CAN BE CHANGED.

THANK YOU.

ALICIA MCCULLOUGH.

HI. GOOD AFTERNOON. YES, MA'AM.

GOOD EVENING. I'M SORRY.

I'M ALICIA MCCULLOUGH.

I AM A PRODUCT OF THE MCKINNEY VENTO ACT.

DUE TO HOMELESSNESS IN APRIL, ME AND MY CHILDREN WERE DECLARED HOMELESS.

DIDN'T HAVE TRANSPORTATION FOR A WHILE, SO I WAS INTRODUCED BY ONE OF THE CHARITIES THAT HELPED US TO THE MCKINNEY VENTO ACT.

FOR THOSE OF YOU WHO DO NOT KNOW WHAT THAT IS, IN APRIL.

I HAD REACHED OUT TO THE DEPARTMENT OF THE MOTOR POOL TO HELP US.

THEY HELPED US.

IT WAS 30 EMPLOYEES.

OUT OF THOSE, 32 REALLY SCROUNGED AND HELPED MR. WEST AND MISS COLLINS.

ALL THE STARTS. I DID NOT GET TRANSPORTATION FOR MY KIDS UNTIL THREE WEEKS AFTER SCHOOL STARTED.

I WAS TOLD THAT IT WAS ONLY THREE EMPLOYEES.

SO MY QUESTION TO YOU IS HOW CAN THREE EMPLOYEES HELP 6000 HOMELESS FAMILIES?

[01:20:07]

THANK YOU. MISS SMITH.

I DON'T HAVE THAT LIST.

IT'S AN ALTERNATE NAME.

MARIA MENDEZ.

OKAY. PLEASE GO AHEAD. GOOD EVENING.

I'M AN HISD STUDENT FROM A NASA SCHOOL.

THIS NEW EDUCATION SYSTEM IS SUPPOSED TO BE HELPING US BECOME MORE EDUCATED.

YET YOU DON'T SEE OUR STUDENTS SUFFERING UNDER THE EYES OF THE DISTRICT.

THESE KIDS ARE BARELY MAKING IT TO SCHOOL.

THEY'RE STRUGGLING PHYSICALLY, EMOTIONALLY AND MENTALLY.

YOU'RE RUINING US WITH THIS NEW EDUCATION SYSTEM.

THIS IS SUPPOSED TO BE A LEARNING ENVIRONMENT, BUT INSTEAD YOU'RE MAKING US FEEL IMPRISONED.

WE ARE KIDS. AT THE END OF THE DAY, WE HAVE FEELINGS TOO.

WHY ARE YOU MAKING US FEEL UNACCEPTED? THANK YOU. OKAY.

I BELIEVE THE REMAINDER OF OUR SPEAKERS ARE VIA ZOOM.

OKAY. MISS SMITH, IF YOU'LL JUST ADMIT AND ANNOUNCE EACH OF OUR SPEAKERS.

KATIE MORGAN.

PLEASE TURN YOUR CAMERA ON.

YOU MAY BEGIN. HELLO? CAN YOU HEAR ME? YES, MA'AM.

PLEASE GO AHEAD. MY NAME IS KATIE MORGAN.

I AM HERE TO SPEAK ON BEHALF OF A TEACHER WHO IS NOT ABLE TO SPEAK FOR FEAR OF VERY REAL RETALIATION.

THIS PERSON'S STATE CASE IS A PART OF MY LIFE AS A SIXTH.

OKAY. OVER 20 YEARS.

MA'AM, I'M SORRY TO INTERRUPT YOU, BUT IF YOU COULD PLEASE MOVE THE MICROPHONE CLOSER TO YOUR MOUTH.

IS THAT BETTER? YES.

OKAY. CAN YOU START OVER, PLEASE? MY NAME IS KATIE MORGAN.

I'M HERE TO SPEAK ON BEHALF OF A TEACHER WHO IS NOT ABLE TO SPEAK FOR FEAR OF VERY REAL RETALIATION.

THIS PERSON'S STATES HISD HAS BEEN A PART OF MY LIFE SINCE I WAS SIX YEARS OLD.

I HAVE SPENT OVER 20 YEARS AS AN EDUCATOR IN THE DISTRICT.

I HAVE WORKED ON ONE CAMPUS MY ENTIRE CAREER.

I LOVE THE PEOPLE I WORK WITH, AS WE ARE ALL DRIVEN TO BRING THE BEST POSSIBLE EDUCATION TO OUR STUDENTS.

WE LOVE OUR PARENT COMMUNITY.

WE ARE A NON NES CAMPUS WHO WAS LED TO BELIEVE THAT WE WOULD SEE VERY FEW CHANGES TO OUR CAMPUS.

THIS HAS BEEN FAR FROM THE TRUTH.

IN ALL OF MY YEARS, I HAVE NEVER SEEN SUCH UNPROFESSIONAL LEADERSHIP THAT DISRESPECTED STAFF AND COMMUNITY ON A DAILY BASIS.

I DO NOT WANT TO WALK AWAY, BUT I CANNOT TAKE IT ANYMORE.

AND TO ADD MY OWN WORDS.

MY SON IS AT A NON NES CAMPUS.

HE IS ON AN IEP AND FOR THE LAST FIVE WEEKS HE'S HAD NO SUPPORT.

THANK YOU. OUR NEXT.

WELL, I'LL LET YOU CALL FOLKS IN.

DEMONTE WESLEY IS NOT IN THE ZOOM.

WE'RE MOVING TO THERESA CARR.

PLEASE TURN YOUR CAMERA ON.

YOU MAY BEGIN. CAN YOU HEAR ME? YES. PLEASE GO AHEAD.

HI. I'M A TEACHER IN HISD.

WE MUST DO THE RIGHT THING AND NOT BE AFRAID TO ACT.

ESPECIALLY WHEN WE SEE INJUSTICE.

FIRST THEY CAME FOR THE ELECTED BOARD AND I HAD WISHED FOR A VOTE.

BUT WE DID NEED A CHANGE.

THEN THEY CAME INTO NORTH FOREST, WHEATLEY AND KASHMERE SCHOOLS.

I WATCHED THANKFUL WE WERE NOT NES.

THEN THE SCHOOLS VOLUNTEERED TO BE NES.

LUCKILY MY SCHOOL WAS NOT ALIGNED.

THEN THEY CAME FOR THE CURRICULUM AND TEACHERS WORKED LONG NIGHTS AND WEEKENDS TRYING TO MODIFY SCRIPTS FOR DIVERSE LEARNERS.

AND THEN THE TEACHERS FELT DISRESPECTED, UNDERVALUED, AND BURNED OUT AND PLANNED TO LEAVE.

AND THERE WERE NO EXPERIENCED TEACHERS LEFT TO TEACH MY CHILD.

THIS QUOTE FROM PASTOR NIEMÖLLER SHOWS HOW HE CHANGED WHEN HE SAW POLICIES WITH BAD CONSEQUENCES.

I HOPE YOU CHANGE YOURS TOO.

WE MUST OPPOSE POLICIES THAT DESTROY PUBLIC EDUCATION AND REINSTATE THE DEMOCRATICALLY ELECTED BOARD CHOSEN BY VOTERS IN HISD.

THANK YOU. THANK YOU.

SAIRA MALIK, PLEASE TURN YOUR CAMERA ON, YOU MAY BEGIN.

THE TEACHERS FELT DISRESPECTED, UNDERVALUED AND BURNED OUT.

MA'AM? OH, IS THAT JUST A REPEAT? OKAY. SORRY.

QUOTE FROM PASTOR NIEBLER SHOWS HOW HE CHANGED WHEN HE SAW POLICIES WITH BAD CONSEQUENCES.

CAN YOU HEAR ME? WE MUST OPPOSE.

YES. PLEASE GO AHEAD AND PUT ON YOUR CAMERA, PLEASE, SO THAT WE CAN SEE YOU.

MA'AM. THANK YOU.

[01:25:05]

OKAY. WE CAN SEE YOU. PLEASE GO AHEAD.

HI, MY NAME IS SARAH MALEK AND I'M A PARENT IN HISD.

THIS IS A STATEMENT BY AN NESA TEACHER WHO IS AFRAID OF SPEAKING UP FOR FEAR OF RETALIATION.

THE DISTRICT OFFERS STIPENDS TO TEACHERS FOR BEING ON AN NES OR NESA CAMPUS.

WHEN NES WAS TOUTED TO UNSUSPECTING APPLICANTS, THEY DIDN'T TELL US ABOUT THE HARASSMENT AND EXTENSIVE DUTIES TO GET THE STIPEND.

NO ONE SAID, WE WILL OBSERVE YOU WITH UP TO FIVE ADMINISTRATORS AT ONCE, AND WE WILL DOCUMENT THIS.

THEY DIDN'T SAY, WHILE I'M OFFERING A $10,000 STIPEND, I'M ALSO REQUIRING $30,000 WORTH OF YOUR TIME.

FURTHER, WHO EXPECTS TO HAVE NON-CERTIFIED PEOPLE WITH MINIMAL EDUCATION LIKE TEACHER, APPRENTICES AND ASSISTANTS TO COMPLETE WALKTHROUGHS ON TEACHERS BECAUSE ADMINISTRATORS ARE TOO BUSY. PLEASE VALUE EDUCATORS FOR THE PROFESSIONALS THAT WE ARE.

BE TRANSPARENT ABOUT WHAT IS HAPPENING IN SCHOOLS AND TAKE OWNERSHIP OF WHEN YOU OR MILES ARE CAUGHT NOT TELLING THE TRUTH.

THANK YOU. THANK YOU.

IVETA KASPAROVA, PLEASE TURN YOUR CAMERA ON.

YOU MAY BEGIN.

PLEASE GO AHEAD, MA'AM.

MA'AM, WE CAN SEE YOU.

PLEASE GO AHEAD.

WE CANNOT HEAR YOU, MA'AM.

I DON'T KNOW IF YOUR MICROPHONE IS ON OR NOT, BUT WE CANNOT HEAR YOU.

MA'AM, WE CANNOT HEAR YOU.

SHOULD WE COME BACK TO HER? CAN YOU SEND HER A MESSAGE? OKAY. LET'S GO ON TO OUR NEXT SPEAKER.

JUST A MINUTE, MISS KASPAROV.

WE'LL COME BACK TO YOU.

LAURA. HENRY, PLEASE TURN YOUR CAMERA ON.

WE MAY BEGIN.

I THINK. OKAY. LET'S GO ON TO OUR NEXT.

MISS HENRY, PLEASE TURN ON YOUR CAMERA.

WE CAN HEAR YOU.

SORRY. LET ME TURN IT OFF.

OKAY. CAN YOU HEAR ME? YES, MA'AM.

PLEASE GO AHEAD. OKAY.

HI. I'M A DISTRICT PARENT, AND I'M VERY CONCERNED ABOUT RECENT POLICIES THAT WILL ENCOURAGE TEACHERS TO LEAVE THE DISTRICT.

WE HAVE EXTRAORDINARILY TALENTED TEACHERS, AND I WANT TO MAKE SURE MY CHILDREN'S TEACHERS AND I WANT TO MAKE THEIR ACCOMPLISHMENTS PUBLIC SO THAT PEOPLE ARE AWARE OF WHAT WE HAVE TO LOSE. MY CHILD HAS A THEATER TEACHER WHO GRADUATED FROM THE YALE SCHOOL OF DRAMA AND DIRECTS SOME OF THE BEST PRODUCTIONS I'VE SEEN IN HOUSTON, A HUMAN GEOGRAPHY TEACHER WHO PILOTED A NEW, HIGHLY ENGAGING CURRICULUM THAT HELPED HER GET A FIVE ON HER FIRST AP EXAM.

AN AFRICAN AMERICAN STUDIES TEACHER WHO ENGAGES HER EVERY DAY AND WAS ABLE TO TEACH THE AP COURSE IN THE SECOND YEAR OF THE PILOT, AND AN ENGLISH ONE TEACHER WHO WAS THE ONLY ENGLISH ONE TEACHER OF RECORD BY THE END OF THE YEAR AND WORKED WITH EVERY SINGLE FRESHMAN IN THE SCHOOL.

THESE TEACHERS DEVELOPED PROGRAMING AND BRING PROFESSIONAL CONNECTIONS WITH THEM THAT OUR STUDENTS BENEFIT FROM.

WHEN THE TEACHERS LEAVE, THEY TAKE THEIR PROGRAMS WITH THEM, CALENDAR ADDITIONS THAT CUT THEIR SALARIES, AND UNSOPHISTICATED UNDERSTANDING OF HOW MUCH THESE TEACHERS BRING TO THE TABLE, AND A NEGATIVE WORK ENVIRONMENT THAT ENCOURAGES OUR HIGH PERFORMING TEACHERS TO LEAVE HURTS BOTH OUR DISTRICT AND OUR STUDENTS.

THANK YOU, THANK YOU.

ELLA TAYLOR, PLEASE TURN YOUR CAMERA ON.

YOU MAY BEGIN. I'M SPEAKING FOR MY MOM WAS A TEACHER IN A SCHOOL THAT'S 93% ECONOMICALLY DISADVANTAGED.

SHE WANTS YOU TO KNOW THAT EVEN IF YOU HEAR DIFFERENTLY, ECONOMICALLY DISADVANTAGED SCHOOLS ARE FULL OF GOOD TEACHERS THAT ARE JEOPARDIZED, BUT THAT WE JEOPARDIZE LOSING WITH A PAY CUT THAT COMES WITH THE EXPANDED CALENDAR.

THERE'S UNQUANTIFIABLE VALUE IN THE PHYSICS TEACHER WHO TOOK STUDENTS TO THE ROCKETRY COMPETITION FINALS IN WASHINGTON, D.C., LAST YEAR, AND THE CTE TEACHER WHO HELPED START A

[01:30:09]

SPRING FESTIVAL IN ORDER TO GIVE KIDS A SENSE OF BELONGING AT HER SCHOOL.

THE DISTRICT TEST PREP CURRICULUM IS NOT BETTER THAN NOVELS.

60% OF ENGLISH ONE RETEST IS NOT FIRST TIME TESTERS, BUT RETEST PASSED THE STAAR THIS WINTER, 23% WITH MEETS WILL STILL READING REAL BOOKS LOSING ESTABLISHED TEACHERS.

YOU KNOW THE STUDENTS AND CAN WRITE GREAT COLLEGE RECOMMENDATIONS, HELP THEIR STUDENTS WIN RODEO SCHOLARSHIPS AND LEAD THE MARCHING BAND WHO HAVE THE DEGREES REQUIRED TO TEACH DUAL CREDIT. THESE TEACHERS HAVE BUILT THE PROGRAM THAT ALLOW STUDENTS TO SUCCEED, AND WHEN THESE TEACHERS LEAVE, THEY TAKE THEIR PROGRAMS WITH THEM.

PLEASE DO WHAT YOU CAN TO KEEP OUR VALUABLE EXPERIENCED TEACHERS IN THE DISTRICT.

THANK YOU. MS. KASPAROV, PLEASE TURN YOUR CAMERA ON AND YOUR MICROPHONE.

YOU MAY BEGIN. BEGAN.

MA'AM, IF YOU COULD PLEASE TURN ON YOUR CAMERA.

LET'S MOVE ON.

MAYBE WE CAN GET HOPEFULLY.

OH, THERE SHE IS. OKAY.

VERY GOOD. MA'AM, WE CAN SEE YOU AND WE CAN HEAR YOU.

PLEASE GO AHEAD. THANKS.

OKAY. HI, I'M EVE, I'M A COMMUNITY MEMBER AS WELL AS A POLICE AND PRISON ABOLITIONIST.

AND I WANTED TO TALK ABOUT THE STORY OF THE MOTHER OF A NINE YEAR OLD.

SHE IS AT THE INTERSECTION OF OUR SYSTEMATICALLY RACIST AND OVERALL FAILING HEALTH CARE, HOUSING, AND NOW EDUCATION AND CRIMINAL JUSTICE SYSTEMS. SHE HAS LUPUS, BUT NO HEALTH INSURANCE.

SHE HAS NO STABLE HOUSING.

SO SHE FILED WITH THE SCHOOL THAT HER DAUGHTER WAS HOMELESS.

AND UNDER THE MCKINNEY-VENTO ACT, HISD WAS LEGALLY REQUIRED TO PROVIDE HELP LIKE TRANSPORTATION.

BUT YOU DISMANTLED THAT DEPARTMENT, SO SHE MISSED SCHOOL, SO YOU WEAPONIZED ACCOUNTABILITY TO KICK A NINE YEAR OLD OUT OF SCHOOL FOR BEING HOMELESS.

HER MOTHER SAID THAT SHE'D LEVEL A CITY BLOCK BEFORE SHE LET YOU DO THIS TO HER CHILD, WHICH IS SO CLEARLY THE COLORFUL LANGUAGE OF A DESPERATE WOMAN WHO'S POWERLESS TO GET A BUS FOR HER DAUGHTER'S EDUCATION, MUCH LESS AN ACTUAL BOMB.

SHE'S NOT THE [INAUDIBLE] POLICE IN 85.

THAT'S THE MOVE BOMBING, BY THE WAY.

SHE WAS ARRESTED IN FRONT OF HER NOW TRAUMATIZED CHILD TO COVER UP FOR YOUR CRIMINAL NEGLECT TO PROVIDE ASSISTANCE TO HOMELESS CHILDREN.

WHERE IS THE ACCOUNTABILITY IN THAT? THANK YOU. THANK YOU.

NICOLE FELICE, PLEASE TURN YOUR CAMERA ON.

YOU MAY BEGIN. MA'AM, YOU'RE ON MUTE.

WE CAN'T HEAR YOU.

THERE WE GO. THAT'S BETTER.

YES. PLEASE GO AHEAD. THANK YOU.

MY NAME IS NICOLE FELICE.

I AM THE PARENT OF A FIRST GRADER IN DISTRICT ONE.

I'M HERE TO SPEAK ON BEHALF OF A NON NES TEACHER WHO IS NOT ABLE TO SPEAK FOR FEAR OF RETALIATION.

THIS PERSON STATES, I'M A HIGH SCHOOL TEACHER, AND I USED TO THINK I WOULD SPEND MY WHOLE CAREER IN HISD.

HOWEVER, LIKE MANY TEACHERS, I QUESTION WHETHER I CAN WORK FOR A DISTRICT THAT TREATS ME WITH SO LITTLE RESPECT OR AUTONOMY.

THE RETENTION CRISIS ISN'T A MATTER OF PUTTING BODIES IN CLASSROOMS. MY COLLEAGUES WHO MAY LEAVE THE DISTRICT ARE PRIMARILY AMONG THE MOST HIGHLY EDUCATED, EXPERIENCED AND WELL-LIKED TEACHERS AND ADMINISTRATORS.

MILITANT POLICIES, MICROMANAGING CHECKLISTS, AND PRESCRIBED TEACHING FORMULAS MAY BE NECESSARY FOR A SMALL MINORITY, BUT FOR MOST, THEY ONLY ACT AS OBSTACLES TO DYNAMIC TEACHING. THESE EXCELLENT TEACHERS CAN GO ELSEWHERE, AND THESE POLICIES MAKE IT MORE LIKELY THAT THEY WILL.

THANK YOU MA'AM. THANK YOU.

DOCTOR ANN MCCOY, PLEASE TURN YOUR CAMERA ON.

YOU MAY BEGIN.

HI, MY NAME IS ANNE MCCOY AND I AM AN HISD TAXPAYER AS WELL AS AN HISD ALUMNI.

THIS STATEMENT THAT I'M ABOUT TO READ FROM AN NES ALIGNED TEACHER WHO IS AFRAID OF SPEAKING UP FOR FEAR OF REPRISALS.

THE TAKEOVER WAS SUPPOSED TO RESULT IN POSITIVE CHANGE.

I THOUGHT MILES WOULD KEEP PEOPLE WHO ARE EFFECTIVE AND RELEASE THE DISTRICT OF PEOPLE WHO HAVE MOVED UP ON THE BUDDY BUDDY SYSTEM, BUT THAT IS NOT TRUE.

PRINCIPALS STILL HAVE THEIR LOYALISTS NEARBY, SAVING THEMSELVES AND SACRIFICING NON SYCOPHANTIC TEACHERS.

BEFORE MILES CAME TO HISD, NO ADMINISTRATOR WOULD OPENLY TELL A TEACHER TO LEAVE THE FIELD OF TEACHING WITHOUT TRYING TO TRAIN,

[01:35:08]

MENTOR AND GROW THEM.

BUT THEY DO NOW.

THE REALITY IS THAT ADMINISTRATORS DEMEAN TEACHERS, AND THE FEELING OF DISRESPECT IS AT AN ALL TIME HIGH.

TEACHERS SHOULD BE VALUED AS PROFESSIONALS.

THANK YOU MA'AM. STACEY RAYON, PLEASE TURN YOUR CAMERA ON.

YOU MAY BEGIN.

PLEASE BEGIN.

MISS RAYON, WE CAN SEE YOU IF YOU WANT TO.

PLEASE GO AHEAD. I AM.

I'M SO SORRY, I APOLOGIZE.

TONIGHT, I AM SPEAKING ON BEHALF OF THE PARENTS OF OUR HISD STUDENTS.

SUPERINTENDENT MIKE MILES WENT ON RECORD SAYING THAT CLOSING THE HISD SCHOOLS ON TUESDAY DUE TO THE FREEZE WAS A MISTAKE. ON A DAY WHEN THERE WERE 580 ACCIDENTS ON THE ROAD DUE TO WEATHER CONDITIONS, HE WANTED TO PUT OUR MOST PRECIOUS RESOURCES, OUR CHILDREN, ON BUSSES THAT ARE SOMETIMES IN DISREPAIR AND HAVE ACCIDENTS ON DRY, SUNNY, WARM DAYS.

ACCIDENTS ASIDE, LET'S TALK ABOUT WHAT THE KIDS FOUND WHEN THEY RETURNED TO SCHOOL ON WEDNESDAY.

ASHFORD ELEMENTARY, PERSHING MIDDLE SCHOOL, FOREST BROOK MIDDLE SCHOOL BURBANK ELEMENTARY.

BCC ELMORE ELEMENTARY.

DURHAM ELEMENTARY SCHOOL.

SAM HOUSTON HIGH SCHOOL.

OAK FOREST ELEMENTARY SCHOOL ZAVALA ELEMENTARY SCHOOL.

MIDDLE SCHOOL.

THESE ARE ALL SCHOOLS.

A SHORT LIST, BUT THERE WERE MANY.

THANK YOU. MA'AM.

[INAUDIBLE], PLEASE TURN YOUR CAMERA ON.

YOU MAY BEGIN.

MA'AM, WE CAN SEE YOU ON CAMERA. PLEASE GO AHEAD.

YES. WHAT DID YOU SAY? PLEASE GO AHEAD.

OKAY. HELLO.

MY NAME IS IAN RAAB.

I AM A TAXPAYER IN HISD AND ALSO AN EDUCATOR.

I AM SPEAKING ON BEHALF OF A COLLEAGUE WHO IS NOT ABLE TO BE HERE THIS EVENING ABOUT THEIR MENTAL HEALTH COSTS WITH THE SCHOOL DISTRICT.

BEFORE THEY TAUGHT AT A HIGHER EDUCATION INSTITUTION AND THEY WERE ONLY PAYING $50 PER COUNSELING SESSION.

AND NOW WITH HISD, THEY ARE PAYING $125 PER SESSION UNTIL THEY MEET THEIR DEDUCTIBLE OF $3,000.

AFTER THAT THEY WILL BE PAYING ABOUT $75 PER SESSION.

THIS IS, HARDLY AFFORDABLE FOR THEM.

SHOULDN'T A SCHOOL DISTRICT AS LARGE AS HISD, PROVIDE A BETTER BENEFITS, ESPECIALLY, FOR MENTAL HEALTH? THANK YOU. THANK YOU.

MA'AM. MINDON TRAN, PLEASE TURN YOUR CAMERA ON.

YOU MAY BEGIN.

MA'AM, WE CAN SEE YOU. PLEASE GO AHEAD.

HI. CAN YOU HEAR ME NOW? YES, PLEASE GO AHEAD.

HI, MY NAME IS MINDAN TRAN AND I AM A TEACHER IN HISD.

I'VE IMAGINED A VARIATION OF A PRETTY FAMOUS POEM ABOUT AN AUTHOR'S QUOTE ON HIS GUILT AND RESPONSIBILITY TO ACT IN THE FACE OF INJUSTICE.

FIRST THEY CAME FOR NORTH FORREST AND THEN WHEATLEY, BUT I WAS NOT NES.

THEN SOME PRINCIPALS VOLUNTEERED TO BE NESA SCHOOLS, AND I DID NOT SPEAK OUT BECAUSE MY PRINCIPAL DIDN'T VOLUNTEER FOR THAT.

[01:40:05]

THEN THEY CAME FOR THE LIBRARIANS, AND I DID NOT SPEAK OUT BECAUSE I WAS NOT A LIBRARIAN.

THEN THEY CAME FOR ELECTIVE AND SPECIAL PROGRAM TEACHERS, AND I DID NOT SPEAK OUT BECAUSE I WAS A GEN ED TEACHER.

AND THEN THEY WANTED TO MAKE ALL TEACHERS USE THEIR FAILING ONE SIZE FITS ALL NES MODEL, AND THERE WAS NO ONE LEFT TO SPEAK FOR ME.

I HOPE THAT YOU TAKE HIS WORDS TO HEART.

I HOPE YOU CHANGE YOUR HEART.

I HOPE YOU OPPOSE POLICIES THAT DESTROY PUBLIC EDUCATION.

PLEASE BRING BACK DEMOCRACY IN HOUSTON EDUCATION AND BRING AN END TO THIS HOSTILE TAKEOVER.

THANK YOU. THANK YOU.

MISS SMITH, IS THAT DOES THAT CONCLUDE OUR SPEAKERS? OKAY. THAT CONCLUDES OUR HEARING OF REGISTERED SPEAKERS.

WE'LL BEGIN WITH AN ITEM THAT WAS PULLED FROM THE CONSENT AGENDA.

[6. Approval Of Organization Of The Board And Selection Of Officers For 2024]

ITEM NUMBER SIX, APPROVAL OF ORGANIZATION OF THE BOARD AND SELECTION OF OFFICERS FOR 2024.

MAY I HAVE A MOTION? MADAM PRESIDENT, I MAKE THE MOTION THAT WE AFFIRM THE SELECTION WE MADE IN JUNE WHEN WE APPOINTED OFFICERS.

I THEREFORE MOVE THAT THE BOARD APPROVES THE CURRENT SLATE OF OFFICERS.

AUDREY MOMANAEE IS PRESIDENT, RICK CAMPO IS VICE PRESIDENT, AND ANGELA LEMON FLOWERS AS SECRETARY.

IS THERE A SECOND? MR. RIVON.

I HAVE A MOTION BY BOARD MEMBER LINDNER AND A SECOND BY BOARD MEMBER RIVON.

IS THERE ANY DISCUSSION? NONE. OKAY.

PLEASE VOTE ON THE MOTION TO APPROVE ITEM NUMBER SIX, APPROVAL OF ORGANIZATION OF THE BOARD AND SELECTION OF OFFICERS FOR 2024.

APPROVING THE CURRENT SLATE OF OFFICERS OF THE BOARD FOR 2024.

VOTING IS CLOSED.

NINE IN FAVOR, NONE OPPOSED.

THE MOTION PASSES.

WE ARE READY TO CONSIDER OUR DISCUSSION AND REPORT ITEM.

[DISCUSSION AND REPORT ITEMS (Part 1 of 2)]

TONIGHT WE WILL BE MONITORING GOAL ONE, PROGRESS, MEASURE 1.1 AND GOAL TWO.

PROGRESS MEASURE 2.1.

BEFORE WE HEAR OUR PRESENTATION, WE NEED TO CONFIRM THAT OUR MONITORING REPORT IS COMPLETE.

THE MONITORING REPORT IS REQUIRED TO CONTAIN THE FOLLOWING ELEMENTS.

NUMBER ONE, THE GOAL.

THE QUESTION THAT WE SHOULD BE ASKING OURSELVES IS WHETHER IT CLEARLY SHOWS WHICH SPECIFIC GOAL OR INTERIM GOAL, GUARDRAIL OR INTERIM GUARDRAIL IS BEING MONITORED.

THE SECOND.

DATA, DOES IT CLEARLY SHOW THAT DATA FOR THE THREE PREVIOUS REPORTING PERIODS, AND DOES IT CLEARLY SHOW THE CURRENT REPORTING PERIOD? FINALLY, DOES IT CLEARLY SHOW THE TARGET REPORTING PERIODS? THREE, THE INTERPRETATION.

DOES THE MONITORING REPORT CLEARLY SHOW THE SUPERINTENDENT'S UNDERSTANDING OF SYSTEM PERFORMANCE RELATIVE TO THE GOAL? NUMBER FOUR THE EVIDENCE AND PLAN.

DOES THE MONITORING REPORT CLEARLY SHOW SUPPORTING DOCUMENTATION THAT EVIDENCES THE SUPERINTENDENT'S UNDERSTANDING OF SYSTEM PERFORMANCE? IF THE SCHOOL SYSTEM IS NOT A TARGET OR THE SUPERINTENDENT'S UNDERSTANDING OF THE SYSTEM PERFORMANCE INDICATES IMPLEMENTATION IS NOT ON TRACK, DOES THE MONITORING REPORT CLEARLY DESCRIBE SYSTEMIC SYSTEMIC ROOT CAUSES AND STRATEGIC RESPONSES, IF ANY? BASED ON MY REVIEW.

THE MONITORING REPORT MEETS THESE FOUR ELEMENTS.

DOES ANYONE DISAGREE WITH THAT? NO. OKAY.

AND SINCE EVERYONE AGREES THAT THE REQUIRED ELEMENTS ARE PRESENT, WE WILL TURN TO THE FLOOR TO THE SUPERINTENDENT FOR THE PRESENTATION OF THE MONITORING REPORT.

BOTH GOAL PROGRESS MEASURES.

MR. SUPERINTENDENT, THE FLOOR IS YOURS.

MADAM PRESIDENT, MEMBERS OF THE BOARD.

CAN WE PUT THE REPORT ON THE TV SCREENS? YES. OH, HERE.

OKAY, GOOD.

SO FIRST THE BACKGROUND.

I'M NOT GOING TO READ THE REPORT.

I THINK THE BOARD HAS HAD THIS REPORT, BUT I WANT TO PULL OUT SOME KEY ITEMS FOR GOAL PROGRESS.

MEASURE 1.1 TONIGHT WE'RE TALKING ABOUT, THIRD GRADE READING AND MATH.

THERE ARE OTHER PROGRESS MEASURES, AS THE BOARD KNOWS, THAT WE'LL LOOK AT AS THE YEAR PROGRESSES.

BUT GOAL NUMBER ONE, IT'S ABOUT THIRD GRADE.

AND THE PROGRESS MEASURE, SINCE WE DON'T TAKE STAR DURING THE YEAR, A GOOD PROGRESS MEASURE IS NWA MAP ASSESSMENTS. THE BOARD KNOWS THAT WE TOOK THE MATH MAP ASSESSMENT YESTERDAY, AND TODAY WE TOOK

[01:45:08]

THE ELA MAP ASSESSMENT.

SO WE WILL HAVE DATA FOR THE BOARD SOON ON THOSE TWO ASSESSMENTS.

AND THEN FRIDAY IS SCIENCE AND THEN MAKEUPS NEXT WEEK.

BUT FOR THIS PROGRESS MONITORING REPORT TODAY, THE BACKGROUND IS OUR THIRD GRADE READING SCORES.

ON THE STAR, AS YOU, AS YOU KNOW, IS LOW.

AND WE'VE WENT OVER THIS, A COUPLE MONTHS AGO.

BUT ON THE NWA MAP, WE START THIS BEGINNING OF THE YEAR AT 28% MEETING GRADE LEVEL.

THERE IS A GOOD RESEARCH AND A STUDY IN HISD WHERE THE MAP ASSESSMENT IS CORRELATED TO THE STAR EXAM.

SO WE CAN LOOK AT IT AT A COUPLE OF WAYS.

BUT IN THIS WAY WE LOOK AT WHAT THE MEETS GRADE LEVEL WOULD BE IF WE CONVERTED IT TO STAAR.

SO OVER THE COURSE OF FIVE YEARS WE WANT TO IMPROVE THAT 15 POINTS.

SO THAT'S WHY YOU SEE A 43 AT THE END OF FIVE YEARS.

AND THEN THE THIRD GRADE STUDENTS MEETING GRADE LEVEL FOR FOR READING ON THE STAAR OR PERCENTILE RATHER IS BELOW THAT.

AND WE GO FROM 41, WHICH IS THE LAST YEAR TO 56.

IN FIVE YEARS.

SCROLLING DOWN TO THE TO THE NEXT PAGE.

THERE'S MORE DESCRIPTION HERE.

I THINK YOU CAN SEE THE, THE, THE BIG TAKEAWAY FROM THAT GRAPH ON THE LEFT IS THAT WE HAVE STUDENT SUBGROUPS THAT ARE MUCH LOWER THAN OUR WHITE PROFICIENCY AND ASIAN PROFICIENCY.

SO THE ACHIEVEMENT GAP IS IS PRETTY HIGH.

YOU CAN SEE THAT IT'S 25 TO 30 PERCENTAGE POINTS ALMOST ON EVERY EXAM.

BUT IN THIRD GRADE READING THAT'S THAT'S THE DIFFERENCE.

SO THE BIG PART OF THE PERFORMANCE REPORT IS WHY THIS DATA HAS BEEN IT'S NOT NEW DATA.

I MEAN THE THE SPECIFICS MAY BE BUT WE'VE BEEN LOW ON ACHIEVEMENT FOR SEVERAL YEARS.

WE HAVE NOT CLIMBED BACK OVER OUR PRE-COVID NUMBERS.

SO WHAT IS THE ROOT CAUSE? AND SO I STATE IN THE REPORT TWO BIG ROOT CAUSES.

AND THERE MAY BE OTHERS, BUT THESE ARE THE MAIN TWO.

ONE. WE KNOW THAT IN THE COUNTRY, THE SCIENCE OF THE THE READING WARS HAVE ONLY JUST CONCLUDED MEANING IT'S PRETTY DEFINITIVE NOW THAT SCIENCE OF READING IS WHAT KIDS NEED.

AND THAT MEANS A COMBINATION OF DECODING AND LANGUAGE COMPREHENSION.

PHONICS IS MAY BE A PROXY FOR DECODING.

IT'S NOT EXACTLY THE SAME, BUT, DECODING, AND LANGUAGE COMPREHENSION.

AS PART OF DECODING, WE KNOW FROM BRAIN RESEARCH THAT YOU NEED ORTHOGRAPHIC MAPPING.

SO THE CURRICULUM MATTERS AND THE PROGRAM YOU USE MATTERS.

AND AGAIN, ONLY IN THE LAST COUPLE OF YEARS HAVE WE DEFINITIVELY, AS A PROFESSION SAID, YEAH, THOSE READING WARS ARE OVER.

SCIENCE OF READING IS IT.

DECODING IS WHAT WE NEED TO DO.

AND SO THE DISTRICT RIGHTLY STARTED TO PROFILE OR PILOT.

A SCIENCE OF READING PROGRAM, OR ONE THAT'S MORE TIED TO SCIENCE OF READING.

THAT'S AMPLIFY C, C, CLA, AND DIBELS ASSESSMENTS.

AND THEY DID THAT TWO YEARS AGO OR YEAH, 22-23 SCHOOL YEAR, BUT NOT IN TOO MANY SCHOOLS.

THE POINT HERE AGAIN IS SCIENCE OF READING AND HIGH QUALITY INSTRUCTIONAL MATERIALS TIED TO THE SCIENCE OF READING IS A ROOT CAUSE.

AND, AND, YOU KNOW, OUT OF THE 273 SCHOOLS OR THE 167 ELEMENTARY SCHOOLS, WE NEED THAT PROGRAM.

THAT'S A ONE CAUSE OF CHRONICALLY LOW READING SCORES.

THE OTHER ONE, AND THIS IS ONE WE'VE TALKED ABOUT QUITE A BIT, AND THAT IS THE QUALITY OF INSTRUCTION.

YOU CAN HAVE THE GREATEST CURRICULUM TEXTBOOKS, BUT IF YOU DON'T HAVE EFFECTIVE IMPLEMENTATION OF THAT CURRICULUM DONE BY AN EFFECTIVE

[01:50:09]

TEACHER, THEN YOU DON'T GET YOU DON'T MAXIMIZE THE EDUCATION FOR THE STUDENTS.

SO THE QUALITY OF INSTRUCTION HAS NOT BEEN A FOCUS IN THIS DISTRICT.

UNFORTUNATELY, IT IS NOW, IN SPADES ALL THE WAY THROUGH.

AND THAT'S ANOTHER ROOT CAUSE FOR LOW ACHIEVEMENT, ESPECIALLY FOR THIRD GRADE READING SCORES.

SO WITH THOSE TWO ROOT CAUSES AND YOU NOTE ON THE ON THE THIRD PAGE THERE THAT I PUT DOWN, THERE MAY BE OTHER ROOT CAUSES.

WE DON'T HAVE AS MUCH DATA FOR IT.

SO THE NUMBER OF KIDS IN PRE-K IS IMPORTANT.

AND THE NUMBER OF KIDS IN PRE-K IS VERY IMPORTANT.

AND THANK YOU FOR THE VOICEOVER.

BUT WE ARE TRYING TO LISTEN TO THE SUPERINTENDENT.

SO IF, THE QUESTIONS FROM THE AUDIENCE CAN BE KEPT, QUIET, THAT'D BE APPRECIATED PLEASE.

SORRY. YEAH.

SO THE NUMBER OF KIDS IN PRE-K IS IMPORTANT, BUT ALSO THE QUALITY OF THE PRE-K PROGRAMING.

PRE-K THREE, PRE-K FOUR.

SO FOR EXAMPLE, IF YOU IF YOU LOOK AT THE PERCENTAGE OF STUDENTS WHO ARE OUR STUDENTS, HISD STUDENTS WHO ARE ENROLLED IN PRE-K, THE PERCENTAGE OF BLACK STUDENTS, THE PERCENTAGE OF HISPANIC STUDENTS OUTWEIGH THE PERCENTAGE OF WHITE STUDENTS IN PRE-K.

THAT DOESN'T MEAN THEY'RE NOT GOING TO PRE-K.

IT MEANS THAT THEY'RE NOT GOING TO OUR PRE-K.

AND SO WE DON'T HAVE GOOD DATA TO COMPARE THE QUALITY OF THOSE PRE-K PROGRAMS ACROSS THE CITY.

WE'RE GOING TO GATHER AS MUCH AS WE CAN GOING FORWARD TO SEE WHAT THOSE PRE-K PROGRAMS, THE QUALITY OF THOSE PRE-K PROGRAMS. AND WE'RE GOING TO BE ASSESSING OUR OWN PRE-K PROGRAMS AND TRYING TO RAISE THE EFFECTIVENESS AND THE QUALITY OF THOSE PRE-K PROGRAMS, AS WELL AS EXPANDING THE NUMBER OF PRE-K CLASSES THAT WE HAVE.

SO I PUT THAT DOWN AS ANOTHER ROOT CAUSE.

BUT, WE DON'T HAVE A LOT OF DATA FOR THAT.

SO THEN THEN THE QUESTION IS OKAY, SO WHAT? WHAT TO DO ABOUT THAT? AND SO YOU SEE THAT IN THE 24.

I MEAN, WE DID A LOT WE WE TRIED TO DO A LOT THIS YEAR.

BUT COMING IN IN JUNE, THERE WAS THERE'S, YOU KNOW, ONLY SO MUCH YOU CAN DO AT BEFORE THE SCHOOL YEAR STARTS IN AUGUST.

WE DID EXPAND THE AMPLIFY CURRICULUM, THOUGH.

IN 85 NES SCHOOLS, AMPLIFY IS A VETTED SCIENCE OF READING CURRICULUM AND 85 SCHOOLS OF THE THE NES AND NES, EIGHT SCHOOLS, AND 108 OTHER SCHOOLS.

SO THAT'S A HUGE EXPANSION OF THE CURRICULUM THAT IS GOING TO HELP.

WE ALSO ADDED SCIENCE AND READING COURSES AND GRADES TWO THROUGH SIX IN THE ELEMENTARY AND MIDDLE, MIDDLE SCHOOLS OF THE NES PROGRAM, WE BEGAN IMPLEMENTATION OF DIBELS ASSESSMENTS, A BONA FIDE, ASSESSMENT TO LOOK AT FIVE COMPONENTS OF LITERACY IN ALL ELEMENTARY SCHOOLS. WE NEED TO IMPROVE THE IMPLEMENTATION OF THAT.

BUT THAT HAS BEEN PUT IN PLACE.

WE ARE LOOKING AT THE QUALITY OF INSTRUCTION AND COACHING PRINCIPALS, PROFESSIONAL, DEVELOPING OUR TEACHERS AND IMPROVING THE QUALITY OF INSTRUCTION.

AND WE'RE DOING WE DID AS MUCH AS WE COULD AS FAR AS EXPANDING PRE-K.

BUT NOW SINCE THE BEGINNING OF THE YEAR, WE'VE EXPANDED IT EVEN MORE AND HAVE A PLAN TO EXPAND EVEN MORE NEXT YEAR.

SO FOR THE 24, 25 SCHOOL YEAR, YOU'LL SEE WE'RE GOING TO DOUBLE DOWN ON SCIENCE AND READING, STRENGTHEN THE CURRICULUM, STRENGTHEN OUR PROFESSIONAL DEVELOPMENT AROUND IT, STRENGTHEN OUR DIBELS INSTRUCTION, KNOWLEDGE OF DIBELS, AND CONTINUE TO TRAIN ELEMENTARY READING AND ELA TEACHERS.

WE'RE ALSO PREPARING NON ANY SCHOOLS FOR THE TRANSITION TO SCIENCE AND READING CURRICULUM IN THE 2526 SCHOOL YEAR.

SO EVEN IF THEY'RE EVEN IF THEY'RE NON ANY ASSETS, THEY DON'T HAVE A SCIENCE OF READING CURRICULUM.

WE'RE GOING TO HELP THEM NEXT YEAR.

TRANSITION AND LEARN HOW TO USE A SCIENCE OF READING CURRICULUM SO THAT IN THE 2526 SCHOOL YEAR, WE HAVE A SCIENCE READING CURRICULUM EVERYWHERE IN THE DISTRICT, QUALITY OF INSTRUCTION HAS BEEN A FOCUS.

IT'S GOING TO CONTINUE TO BE A FOCUS.

WE ALREADY KNOW THAT THE QUALITY OF INSTRUCTION IS IMPROVING.

JUST LOOKING AT OUR SPOT OBSERVATION DATA, AND JUST THE CONFIDENCE OF THE TEACHERS IN THE SCHOOLS.

I'VE BEEN IN OVER 400 CLASSROOMS IN THE LAST SEMESTER.

[01:55:04]

AND SO HAVE THE DIVISION SOUPS, EXECUTIVE DIRECTORS AND OTHERS.

SO WE HAVE A PRETTY GOOD FEEL FOR WHAT'S GOING ON IN THE CLASSROOM WITH REGARD TO QUALITY OF INSTRUCTION.

AND WE HAVE A GOOD FEEL FOR THE PROGRESS.

AND I CAN TELL YOU, AND I'VE SAID THIS BEFORE, THAT TO SOME OF YOU, THAT IN DECEMBER WHEN I WENT TO CLASSROOMS, IT WAS ALREADY, SO MUCH BETTER THAN IT WAS IN AUGUST.

TEACHERS ARE TEACHING WITH MUCH MORE CONFIDENCE.

AND YES, MOST OF THE SCHOOLS I'VE VISITED HAVE BEEN THE, THE NS SCHOOLS, BUT THE DIVISION SOUPS HAVE BEEN IN ALL THE SCHOOLS IN THEIR DIVISIONS, IN THE FIRST SEMESTER.

AND THEY'LL BE REPEATING THAT IN THE SECOND SEMESTER.

SO QUALITY OF INSTRUCTION WILL CONTINUE TO BE, SOMETHING THAT WE WORK ON AND THEN PRE-K ACCESS.

WE WANT TO EXPAND THE NUMBER OF PRE-K STUDENTS IN OUR DISTRICT.

WE ALSO WANT TO MAINTAIN A LOW CLASS SIZE IN PRE-K 15 TO 1 IN OUR NES, PRE-K CLASSROOMS AND AT THE CHILD EARLY CHILDHOOD CENTERS. AND WE HAVE NINE OF THOSE.

SO THOSE ARE SPECIFIC STEPS THAT WE WILL TAKE TO IMPROVE THAT PROGRESS MONITORING MEASURE, WHICH EVENTUALLY WILL IMPROVE THE GOAL. THE SECOND PROGRESS MONITORING MEASURE IS VERY SIMILAR.

AND I WON'T AGAIN READ THE REPORT.

BUT THIS IS THE THIRD GRADE MATH THAT IS THE SECOND PROGRESS MONITORING MEASURE.

AND YOU CAN SEE OUR SCORES IN MATH ARE EVEN LOWER.

STILL, WE WANT TO IMPROVE 15 POINTS IN FIVE YEARS.

AND, YOU CAN SEE THE PROGRESSION ON THOSE CHARTS ON THE SIX PAGE, ON PAGE SIX, SAME THING.

THE HEADLINE ON THAT PAGE IS THAT OUR, OUR ACHIEVEMENT GAP IS STILL REALLY HIGH FOR OUR KIDS.

AND SO ON.

A ROOT CAUSE ANALYSIS, WE HAVE TWO THINGS VERY SIMILAR TO THE FIRST ONE.

ONE IS HIGH QUALITY INSTRUCTIONAL MATERIALS.

IT'S NOT SCIENCE OF READING, BUT IT'S STILL IN THE PROFESSION.

WE KNOW THAT HIGH QUALITY INSTRUCTIONAL MATERIALS IS IS KEY.

TEXAS EDUCATION AGENCY IS REVAMPING AND VETTING HIGH QUALITY INSTRUCTIONAL MATERIALS IN MATH.

THE DISTRICT STARTED TO DO SOME OF THAT AGAIN IN THE 22-23 SCHOOL YEAR, WITH THE CARNEGIE MATH AND EUREKA MATH.

BOTH ARE PRETTY GOOD PROGRAMS. SO THIS YEAR WE EXPANDED THAT IN THE NES SCHOOLS AND SEVERAL OTHER SCHOOLS.

WE PAID FOR IT. IF THEY WERE, IF THEY HADN'T ALREADY PUT IT IN THE CURRICULUM THEY WANT THEY WANTED IT.

WE, INCREASED THAT.

AGAIN, I CONTINUE TO SAY IN THE END OF THE DAY, YOU CAN HAVE THE BEST CURRICULUM, BUT IF IT'S NOT IMPLEMENTED WELL, IF YOU DON'T HAVE GOOD QUALITY INSTRUCTION, IT DOESN'T REALLY MATTER. SO WE'RE GOING TO DOUBLE DOWN ON THE QUALITY OF INSTRUCTION.

AND THERE'S MANY, MANY THINGS THAT YOU CAN YOU'LL SEE IN THE CLASSROOM WITH REGARD TO QUALITY OF INSTRUCTION, THAT WE'VE ALREADY DONE THIS YEAR AND WE'RE GOING TO CONTINUE TO DO NEXT YEAR.

PART OF THAT IS EXPANDING THE NES PROGRAM.

AND THE TYPE OF INSTRUCTION THAT WE ARE LOOKING FOR IN THE KEY CHARACTERISTICS THERE, AND ALSO IMPROVING THE QUALITY OF INSTRUCTION IN THE NON NES SCHOOLS. THOSE TWO THINGS ARE GOING TO HELP, CONSIDERABLY.

AND THEN YOU CAN SEE THAT THERE'S OTHER THINGS THAT WE'RE GOING TO DO IN THE 24-25 SCHOOL YEAR.

HELPING GROW THE NUMBER OF NES SCHOOLS, OF COURSE, BUT ALSO HELPING THE NON NES SCHOOLS TRANSITION TO HIGH QUALITY INSTRUCTION MATERIALS IF THEY DON'T ALREADY HAVE IT IN THE NON NES PROGRAM.

THE QUALITY OF INSTRUCTION HAS BEEN, A KEY FOCUS OF NES, BUT IT HAS ALSO BEEN A FOCUS FOR ALL THE SCHOOLS.

ALL THE SCHOOLS HAVE QUALITY OF INSTRUCTION MEASURES.

ALL THE SCHOOLS HAVE SPOT OBSERVATIONS.

AND THAT WILL CONTINUE TO BE THE CASE.

WHAT I DIDN'T PUT IN HERE IS SOMETHING THAT I THINK WILL ALSO HELP.

AND THAT IS A RIGOROUS EVALUATION SYSTEM.

AND NEXT YEAR WE WILL BE PROPOSING, WE ALREADY HAVE A T TEST, PRETTY RIGOROUS T TEST EVALUATION SYSTEM.

BUT NEXT YEAR, PER THE DOI, DISTRICT OF INNOVATION, WE'RE GOING TO PROPOSE A, A MORE RIGOROUS, BUT ALSO ONE THAT TEACHERS APPRECIATE MORE, A PERFORMANCE EVALUATION SYSTEM THAT INCLUDES STUDENT SURVEYS AND THAT INCLUDES, ACTION PLANS.

SO THAT'S WHAT WE'RE DOING TO TRY TO IMPROVE GOAL PROGRESS, MEASURE, FOR GOAL TWO.

[02:00:14]

OKAY. THANK YOU, SUPERINTENDENT.

WE'LL NOW OPEN THE FLOOR TO OUR MONITORING CONVERSATION.

AS A REMINDER, WE'VE ASKED QUESTIONS ALREADY OF THE SUPERINTENDENT AND STAFF BEFORE TONIGHT'S MEETING.

THOSE QUESTIONS AND THE ANSWERS WERE DONE IN WRITING, AND THOSE QUESTIONS AND ANSWERS ARE POSTED, ALONG WITH THE AGENDA MATERIALS FOR THE PUBLIC'S VIEWING.

OUR QUESTIONS DURING THE MEETING MUST BE OF A STRATEGIC NATURE, MEANING WE WILL ASK STRATEGIC QUESTIONS TO HELP US UNDERSTAND HOW THE REALITY FOR OUR STUDENTS IS ALIGNING WITH OUR VISION. WE'RE READY FOR COMMENTS OR QUESTIONS FROM BOARD MEMBERS.

I CAN SPLIT THIS OUT TO TALKING ABOUT, GOAL PROGRESS MEASURE 1.1 AND THEN 2.1, BUT I THINK WE'LL GO DO BOTH AT THE SAME TIME.

SO IF YOU'LL IDENTIFY THE PARTICULAR GOAL, YOUR PROGRESS MEASURE YOU'RE TALKING ABOUT BEFORE YOU ASK OR TALK ABOUT IT, THAT WOULD BE HELPFUL, I THINK, FOR ALL OF US.

WE CAN GO DOWN THE LINE.

WE CAN TAKE VOLUNTEERS WHO WOULD LIKE TO TALK FIRST.

ANYBODY HAVE ANY QUESTIONS YOU WANT TO RAISE? ADAM LOOKS RIPE.

ADAM, YOU WANT TO GO AHEAD? SURE. YOU KNOW I ALWAYS GOT QUESTIONS.

AND SO, THANK YOU ALL FOR THE ADMINISTRATION FOR ANSWERING OUR QUESTIONS ONLINE.

WE KNOW YOU DID A LOT OF RESEARCH FOR THAT.

AND I DO ENCOURAGE ALSO FOLKS TO GO TO THE WEBSITE IF YOU HAVEN'T ALREADY DOWNLOADED.

IT GIVES US THE OPPORTUNITY TO SEE EACH OTHER'S THOUGHTS AND PROCESSES.

AND SO YOU ALSO WANT TO TAKE ADVANTAGE OF THAT AS WELL.

THE FIRST QUESTION I HAVE IS RELATED TO TABLE ONE, AND IT IS JUST REALLY SURROUNDING, YOU KNOW, HOW DOES YOU KNOW THESE, HOW DO THESE TARGETS CLOSE THE GAP? YOU KNOW, WE STATED IN BENCHMARKING DISCUSSIONS PREVIOUSLY THAT WE WANTED TO KIND OF, YOU KNOW, SCAFFOLD FOR THE LACK OF BETTER WORDS, LIKE WHAT DIFFERENT GROUPS WERE GOING TO BE, YOU KNOW, POSED TO CHOOSE AND AND HOW IS IT THE WORK ON THE GROUND, INTERPRETING TO THE GREATER INCREASES FOR STUDENTS THAT ARE, THAT ARE FURTHER BEHIND? SO YOU MAY RECALL, AND I DON'T HAVE THE GRAPH HERE.

BUT WHEN WE PUT OUR PROGRESS MEASURES TOGETHER, YOU'LL NOTICE THAT THE, THE BLACK AND HISPANIC STUDENTS GROWTH, WE EXPECT TO BE HIGHER THAN OUR WHITE STUDENTS GROWTH.

NOW, DON'T GET ME WRONG, WE HAVE A RIGOROUS GOAL FOR ALL OF OUR KIDS, INCLUDING OUR WHITE STUDENTS AND ASIAN STUDENTS.

BUT WE'RE HOPING THAT THE THE GROWTH FOR OUR BLACK AND BROWN KIDS WILL GROW EVEN MORE.

SO THAT'S AND THAT'S INCLUDED IN THE, IN THE, THE GOAL PROGRESS MEASURES THAT WE HAVE, NOT THE PROGRESS MEASURES BUT THE GOALS IN IN THE EARLIER PACKET.

ADDITIONALLY, ONE OF THE THINGS WE'RE DOING IN THE NES PROGRAM IS WE ARE DIVERTING, NOT DIVERTING, WE ARE ADDING RESOURCES TO THE NES PROGRAM IN THE WAY OF TEACHER APPRENTICES, LEARNING COACHES, MORE STAFF, HIGHER SALARIED STAFF, EVENTUALLY MORE PROFICIENT STAFF, ETC.

AND WE HAVE A HIGHLY DIFFERENTIATED MODEL.

YOU SHOULD EXPECT THEN THAT ON THE NES, ASSESSMENTS, FOR EXAMPLE, OR MAP ASSESSMENTS THAT YOU SEE GOOD GROWTH BUT BROKEN OUT BY SUBGROUP.

AND SO WE'LL REPORT THAT AND AND SHOW OR HOPEFULLY IT WILL SHOW THAT THE, THE RESOURCES GOING TO OUR UNDERSERVED STUDENTS, AND AND PREDOMINANTLY DIVERSE STUDENTS, IS GOING TO SHOW GOOD GROWTH AND HOPEFULLY EVEN HIGHER GROWTH THAN OUR, WHITE STUDENTS.

SO IN THAT WAY, WE HOPE TO CLOSE CLOSE THE GAP.

YES, MISS GARZA LINDER.

MY QUESTION BUILDS ON ITEMS OR ITS RELATED, WHICH IS WHAT WOULD YOU SAY AROUND THIS STRATEGY WOULD HELP MITIGATE THE RISK TO, CLOSING THE GAPS FOR OUR NONWHITE ASIAN STUDENTS, NON-ASIAN STUDENTS, IN OUR NON NES SCHOOLS?

[02:05:03]

COULD YOU HIGHLIGHT THOSE AREAS? YES. SO IN OUR NON-CHINESE SCHOOLS, THE SAME SORTS OF HIGH QUALITY INSTRUCTION MATERIALS WE'RE GOING TO TRY TO DO. RIGHT.

NOT MAYBE NOT NEXT YEAR FOR EVERYBODY.

BUT REMEMBER I SAID WE'RE GOING TO TRANSITION TO THOSE HIGH QUALITY INSTRUCTIONAL MATERIALS.

AND THEN WE'RE ALSO GOING TO ENSURE THAT THE QUALITY OF INSTRUCTION STAYS HIGH FOR THE NES.

THE DIFFERENTIATION IS REALLY GOING TO HELP THOSE.

IN THE NON NES, OVER TIME, WE'RE GOING TO HAVE TO HELP THOSE SCHOOLS DIFFERENTIATE THE INSTRUCTION IN A WAY THAT SUPPORTS THE UNDERSERVED STUDENTS, OR IT CLOSES THE GAP IN THOSE SCHOOLS, AS WELL AS HAVING AFTER SCHOOL OR BEFORE SCHOOL INTERVENTIONS OR SOMETHING IN THEIR SCHEDULE, LIKE THE NES PROGRAM TO CLOSE THE GAP.

FREELY ADMITTING THAT NES IS A STRONGER PROGRAM TO CLOSE THE GAP.

THAT'S WHY WE'RE DOING IT IN OUR UNDERSERVED AREAS, AND WE HAVE SOME AUTONOMY IN THE OTHER SCHOOLS STILL.

AND SO, OVER TIME, WE'RE GOING TO HAVE TO MAKE SURE THAT WE LOOK AT IF THERE'S STILL A STRONG GAP, THEN WE'RE GOING TO HAVE TO INSIST ON HIGH QUALITY INSTRUCTION MATERIALS, GREATER INTERVENTIONS AND DIFFERENTIATION, EVEN IN NON NES SCHOOLS.

BUT FOR RIGHT NOW WE HAVE SCHOOLS WITH THE FAIR DEGREE OF AUTONOMY, AND THE NES PROGRAM WILL SHOW THAT THE DIFFERENTIATION REALLY HELPS TO CLOSE THE GAP.

MISS FLOWERS. STILL RELATED TO THIS, WHEN YOU'RE TALKING ABOUT NON NESS AND YOU SAY INTERVENTIONS AND DIFFERENTIATION, WHAT DOES THAT LOOK LIKE FOR NON NES SCHOOLS OR IS THAT PLAN ALREADY THERE OR IS IT DEVELOPING LIKE WHAT DOES THAT MEAN IN THAT OTHER MODEL.

YEAH IT'S IT'S DEVELOPING RIGHT NOW.

FOR EXAMPLE.

BECAUSE WE HAVE AUTONOMOUS SCHOOLS AND SCHOOLS LIKE THEIR AUTONOMY FOR THE A, B AND C SCHOOLS AND, AND THE NON NES SCHOOLS THIS YEAR. THEIR SCHEDULE IS PRETTY MUCH THEIR SCHEDULE.

THEY DIDN'T HAVE A FORCED ZEARN, FORCED LEXIA, FORCED AMIRA SECTION, WHICH IS AN INTERVENTION.

THOSE ARE INTERVENTION PROGRAMS. THE NES SCHOOLS, FOR EXAMPLE, IN ELEMENTARY THERE IS A REQUIREMENT TO DO ZEARN, FIVE LESSONS A WEEK, THREE DAYS A WEEK.

THERE'S A REQUIREMENT TO DO SOME INTERVENTION.

THERE'S A SCIENCE OF READING SCHEDULED CLASS IN ELEMENTARY AND MIDDLE.

SO THAT IS WHY THE NES PROGRAM IS GOING TO BE STRONGER AT THE INTERVENTIONS AND THE DIFFERENTIATION.

SO THAT'S WHY IT'S NOT YOU KNOW, WE DIDN'T DO THAT ACROSS THE BOARD.

I MEAN, IT WAS ENOUGH TO DO IT IN 85, NUMBER ONE.

AND NUMBER TWO, WE WANTED TO HONOR SOME OF THE AUTONOMY THAT SCHOOLS ALREADY HAVE.

EVENTUALLY, THOUGH, IF THE GAP THAT IT'S PART OF OUR EARNED AUTONOMY SYSTEM, WHICH WILL BE PUTTING IN PLACE NEXT YEAR, THE STARTS OF IT, IF THERE'S A LARGE ACHIEVEMENT GAP, THE SCHOOL WILL LOSE SOME AUTONOMY.

NOT ALL, BUT WE'LL LOSE SOME AUTONOMY SO THAT WE DIFFERENTIATE THE PROGRAM AND PROVIDE THE PROPER INTERVENTIONS FOR THE KIDS WHO ARE, BEHIND AND STRUGGLING. MISS MENDOZA, PLEASE GO AHEAD.

WE'RE GIVING THEM JUST THIS YEAR, THOUGH, RIGHT? TO MAKE SURE THAT THEY DON'T GET TOO FAR BEHIND IF THEY HAVE THAT AUTONOMY.

RIGHT. SO IT'S GOING TO BE THIS YEAR THAT THEY'RE MONITORED AND THEN NEXT YEAR, WE'LL BRING IN THOSE PROGRAMS IF NECESSARY, YES? NO, MA'AM. SO, THIS COMING YEAR, 24-25 SCHOOL YEAR, WE'LL BE ADDING NES SCHOOLS, AND THEN WE'LL BE LOOKING AT THE C SCHOOLS TO SEE IF THEY HAVE THE RIGHT CURRICULUM, A SCIENCE OF READING CURRICULUM, OR A GOOD MATH CURRICULUM.

AND IF THEY DON'T, WE WILL DO SOMETHING THERE.

BUT THE A AND B SCHOOLS IN THE 24-25 SCHOOL YEAR, WE'RE GOING TO LET THEM CONTINUE TO HAVE THE AUTONOMY THAT THEY HAVE THIS YEAR ON BOTH CURRICULUM AND THEIR SCHEDULES.

SO THEY WILL STILL HAVE AUTONOMY.

SO BUT WE'LL BE JUST LIKE I SAID, JUST EARLIER, WE'LL BE LOOKING AT THEIR SCORES AND THEIR GAPS OVER THE NEXT YEAR TO SEE, WHAT THEY NEED TO DO.

AND WE'RE GOING TO GIVE 24-25 SCHOOL YEAR PEOPLE A CHANCE TO THINK THROUGH THEIR OWN INTERVENTIONS, THEIR OWN CURRICULUM ADOPTIONS.

[02:10:02]

I'M TALKING ABOUT THE A AND B SCHOOLS, BEFORE WE HAVE TO INTERVENE.

SO, SO, I MEAN, I HOPE YOU SEE IT'S KIND OF A PHASED IN APPROACH.

IT'S NOT LIKE THE WHOLE DISTRICT ALL AT ONCE.

ANY OTHER QUESTIONS, MISS AUZENNE BANDY? YES. SUPERINTENDENT, WE'RE TALKING A LOT ABOUT THE CURRICULUM AND MAKING SURE IT'S HIGH QUALITY FOR OUR STUDENTS.

CAN YOU TELL US A LITTLE BIT ABOUT WHAT, THE AUTHORS OF THIS CURRICULUM SAY BEST PRACTICES ARE AROUND IMPLEMENTATION, THE TIMELINE, HOW IT'S DONE AND IF THERE ARE ANY, LIKE, LESSONS LEARNED OR ANYTHING WE CAN TAKE TO, YOU KNOW, IMPROVE ON IT NEXT YEAR.

YEAH, IT DEPENDS ON THE CURRICULUM.

BUT THE THE BOTTOM LINE STORY AMPLIFY EUREKA ZEARN, ALL THE ALL THE CURRICULUM THAT YOU SEE FROM THESE HIGH QUALITY INSTRUCTIONAL MATERIALS, ALMOST ALL OF THEM WILL SAY YOU NEED TO IMPLEMENT WITH FIDELITY.

AND IN SOME CASES LIKE AMPLIFY THERE'S A IT'S A IT'S SCRIPTED IS NOT THE RIGHT WORD, BUT IT'S PRETTY CLOSE FOR AMPLIFY.

AND SO THE LESSONS LEARNED FOR, FOR US, WELL, LESSONS I'VE LEARNED BEFORE.

AND SO AS OUR CURRICULUM DEPARTMENT IS A SCRIPT IS ACTUALLY NOT THE BEST PRACTICE FOR MOST TEACHERS.

SO WE'VE TAKEN, FOR EXAMPLE, AMPLIFY AND WE'VE MODIFIED IT TO MAKE SURE THAT, YOU KNOW, IT'S NOT A SCRIPT. YES.

IS IT A COMMON POWERPOINT THAT TEACHERS CAN THEN TWEAK? YES. IS THERE COMMON LESSONS OR ASSIGNMENTS? YES. THAT TEACHERS COULD REDO IF THEY WANT? YES. BUT IT'S NOT, YOU KNOW, TURN TO PAGE TWO AT THIS POINT, YOU KNOW, SAY THIS.

WAIT FOR A RESPONSE, SAY THIS, WAIT FOR A RESPONSE, WRITE THIS.

IT'S NOT THAT.

EVEN THOUGH AMPLIFY WOULD PROBABLY LIKE US TO BE A LITTLE BIT MORE SCRIPTED.

ON MATH, CARNEGIE AND EUREKA BOTH, ONE OF THE THINGS I KNOW AND MOST GOOD CURRICULUM DEVELOPERS KNOW IS THAT STORY AND WORD PROBLEMS ARE REALLY KEY.

NOT SO NOT ONLY FOR THE ADVANCED KEY KIDS, BUT THE THE NON PROFICIENT KIDS MORE THAN THE ADVANCE.

SO YOU'LL SEE THAT IN THE LSAE WORK, 50% OF THE PROBLEMS HAVE TO BE STORY PROBLEMS, WHETHER IT'S IN CARNEGIE OR EUREKA. THEY DON'T HAVE AS MANY STORY PROBLEMS AS OUR CURRICULUM DOES.

WE'VE TAKEN THEIRS AND MODIFIED IT.

SO IT'S NOT JUST FOLLOWING BLINDLY ANY, TEXTBOOK OR CURRICULUM.

IT'S BEING SMART ABOUT IT, KNOWING HOW BEST KIDS LEARN AND THEN IMPLEMENTING THAT REALLY WELL.

NO QUESTION, THOUGH, HAVING A GOOD BASE LIKE CARNEGIE, EUREKA, AMPLIFY, THAT REALLY HELPS.

THE THE TEACHERS AND THE CURRICULUM, TO BE SOLID FOR KIDS.

SIR. MR. PRESIDENT, YOU MENTIONED ABOUT THE CURRICULUM AND I KNOW YOU ANSWERED, YOUR ADMINISTRATION ANSWERED ONE OF THE QUESTIONS ABOUT, HOW TEACHERS PROVIDE FEEDBACK, OR AT LEAST THERE'S A GROUP OF, I FORGOT THE WORD, BUT THERE'S A GROUP OF TEACHERS, THAT REVIEW THE CURRICULUM BEFORE IT GETS INTO HOW TO CLASSES BASED ON FEEDBACK THAT THE ADMINISTRATION RECEIVED. SO I WANT TO POINT THAT OUT, THAT YOU'RE MAKING CHANGES AS APPROPRIATE WHEN NECESSARY.

WHEN THAT CURRICULUM GETS SENT OUT TO CLASSROOMS, WHAT TYPE OF FEEDBACK ARE WE GETTING FROM THE TEACHERS THEMSELVES TO ENSURE THAT WE'RE KIND OF MEETING THE TEKS? YEAH. SO, YOU KNOW, TO BE SURE, AT THE BEGINNING OF THE YEAR, THERE WERE A LOT MORE QUESTIONS ABOUT IT.

I THINK PART OF THOSE QUESTIONS, PEOPLE GETTING USED TO IT.

AND YES, IN SOME CASES, YOU KNOW, THERE'S MISTAKES HERE OR THERE.

AND A LESSON OBJECTIVE, A LESSON OBJECTIVE DIDN'T ALIGN WITH THIS.

AND I KNOW BECAUSE I'VE BEEN IN 400 CLASSROOMS AND EVERY TIME I GO..

CAN WE PLEASE MAINTAIN, DECORUM IN HERE? WE'RE TRYING TO HEAR FROM THE SUPERINTENDENT.

THANK YOU. AND I KNOW THAT EVERY TIME I GO OUT, I LOOK AT THE CURRICULUM, I ASK QUESTIONS ABOUT IT.

THE CURRICULUM DEPARTMENT KNOWS THAT WHEN THE DIVISION SOUPS ARE NOT AND THEY GO OUT, AND WHEN I GO OUT, WE CALL BACK AND I HEAR FROM PRINCIPALS OR APS OR TEACHERS ABOUT ANY ANYTHING THAT'S AMISS.

AND IN THE LAST COUPLE OF MONTHS, NOVEMBER AND DECEMBER, WE'VE HAD VERY FEW COMPLAINTS.

AND TEACHERS ARE USING THE CURRICULUM, EVEN THOUGH THEY HAVE A RIGHT TO CHANGE IT.

THEY'RE NOT THEY'RE USING IT.

IT'S MUCH STRONGER.

[02:15:01]

THE CURRICULUM DEPARTMENT HAS DONE A GREAT JOB, AND PARTLY, SIR, BECAUSE WE HIRED A WHOLE BUNCH OF TEACHERS PART TIME.

I MEAN, THEY'RE TEACHING HALF TIME.

HALF TIME. THEY'RE WORKING IN THE CURRICULUM DEPARTMENT.

AND THIS WE STARTED IN OCTOBER, AND AS A RESULT, THEY'VE BEEN VETTING THE CURRICULUM, AND IT'S AND IT'S MUCH STRONGER BECAUSE IT'S THAT IT HAS A TEACHER'S EYE, SOMEBODY WHO'S RECENTLY IN THE CLASSROOM, THE REST OF THE PEOPLE IN THE CURRICULUM DEPARTMENT ARE ALSO INSTRUCTIONAL PEOPLE.

THEY'VE BEEN TEACHERS AND AND WHATNOT.

BUT IF YOU'RE RECENTLY IN THE CLASSROOM AND YOU'RE ACTUALLY TEACHING IN THE MOMENT, THEN YOUR YOUR INSTRUCTIONAL EYE AND YOUR ALIGNMENT EYE, YOUR CURRICULUM EYE IS A LITTLE BIT STRONGER. AND SO IT HAS STRENGTHENED, THE, THE ASSIGNMENTS AND THE LESSONS.

AND I THINK THAT'S WHY WE'RE NOT HEARING AS MANY COMPLAINTS ABOUT ABOUT CURRICULUM.

YEAH. CAN I FOLLOW UP ON.

SURE. WHEN THERE ARE I GUESS, IS THERE A FORMAL WAY TO KIND OF ESCALATE ISSUES AT THE CLASSROOM LEVEL? SO LET'S SAY A TEACHER GETS A CURRICULUM AND SAYS THIS ISN'T GOOD.

DO THEY ADDRESS IT WITH THE PRINCIPAL? DO THEY ADDRESS IT WITH THE ADMINISTRATION? WHAT'S THAT PROCESS LOOK LIKE? YEAH, THE FIRST THING IS TO GO TO THEIR PRINCIPAL.

AND THEN THEY CAN EITHER CALL THE WE CALL THEM LCDS, CURRICULUM DEVELOPERS, DIRECTLY, OR THEY CAN GO THROUGH THEIR EXECUTIVE DIRECTOR.

BUT THOSE FOLKS THAT IN CURRICULUM, THEY GET A LOT OF CALLS THAT FEWER AND FEWER.

BUT AND AGAIN, IF I SEE EVEN ANYTHING SLIGHTLY WRONG, MY, MY STANDARD FOR THE LSC WORK IS PRETTY HIGH.

I'LL JUST PICK UP THE PHONE AND CALL CHRISTIAN OR SANDY MASSEY OR SOMEBODY BACK IN CURRICULUM DEPARTMENT, AND, YOU KNOW, THAT HELPS THEM NOT JUST CHANGE THAT ONE PARTICULAR THING.

THAT'S THAT'S OKAY.

BUT THEY THEY THEN TALK ABOUT IT AMONGST THEIR TEAMS TO SEE WHY WAS THIS NOT UP TO PAR.

AND THAT'S BEEN HAPPENING ALL SEMESTER.

AND NOW LIKE I SAID, IT'S NOT AS THERE'S NOT AS MANY, CONCERNS.

AND I SUSPECT THIS COMING SEMESTER, THIS SEMESTER WE'RE IN NOW IS GOING TO BE BETTER.

AND THEN NEXT YEAR IT'LL BE EVEN EVEN BETTER.

I'VE GOT A QUESTION.

CAN YOU TELL US, BASED ON YOUR STUDY AND YOUR TEAM STUDY OF THESE GOAL PROGRESS MONITORING MEASURES, WHAT, IF ANYTHING, WAS SURPRISING OR SOMETHING THAT YOU LEARNED FROM LOOKING AT THIS PARTICULAR DATA? YEAH. SO, I, I THINK THE DATA REFLECTS WHAT WE ALREADY KNEW THAT BECAUSE IT'S BEGINNING OF THE YEAR, I'M EAGER TO SEE THE MIDDLE OF THE YEAR DATA.

TO SEE, YOU KNOW, WHAT DIFFERENCES ARE.

FOR EXAMPLE, THE GAP WE KNEW THE GAP FROM THE NAEP DATA, FROM THE STAR DATA.

THIS IS NOT SURPRISING INFORMATION.

THE NWEA, THE GAPS ARE AS HIGH AND THE PROFICIENCY IS AS LOW AS, AS HAS BEEN IN IN THE LAST SEVERAL YEARS. SO NOT SURPRISING REALLY.

AS FAR AS THE DATA GOES.

YES, SIR. SO WE TALKED ABOUT ROOT CAUSE ONE, WHICH IS THE CURRICULUM RIGHT? YES, SIR. AND ROOT CAUSE TWO IS QUALITY OF INSTRUCTION.

YOU'VE TALKED A LITTLE BIT ABOUT THAT.

CAN YOU, CAN YOU, SORT OF HAVE THE SAME CONVERSATION ABOUT HOW HOW IT'S CHANGED, HOW YOU'RE GOING TO MODIFY THAT AND THEN AND WILL THAT BE PART OF THE DISCUSSION THAT WE'RE HAVING WHEN WE DO THE GOAL MONITORING, WHEN WE ACTUALLY GET DATA ON THE MIDDLE OF THE YEAR? YEAH, THAT'S A GREAT QUESTION.

THERE'S A LONG ANSWER TO IT, BUT I'LL GIVE YOU THE SHORT VERSION.

THE FIRST THING ON THE QUALITY OF INSTRUCTION IS TO HAVE A GOOD ALIGNMENT ON WHAT IT IS.

PRIOR TO GETTING HERE, IF, IF YOU'D ASKED THE LAST, THE PRINCIPALS AT THE BEGINNING OF THE YEAR, WHAT DOES HIGH QUALITY INSTRUCTION LOOKS LIKE? WHAT IS IT? AND BY THE WAY, I ASKED THAT DURING THE PRINCIPALS MEETING IN JUNE, YOU GET 100 DIFFERENT ANSWERS ON WHAT HIGH QUALITY INSTRUCTION IS.

AND SO THAT'S THE FIRST THING.

SO WE HAVE REALLY GOOD ALIGNMENT.

IF YOU WERE TO ASK PRINCIPALS TODAY WHAT HIGH QUALITY INSTRUCTION IS, THEY'RE GOING TO BE ABLE TO THEY'RE ALL GOING TO SAY THE SAME THING AND A LOT OF THAT.

AND BY THE WAY, WE ASKED THAT AGAIN IN DECEMBER AT THE PRINCIPALS TRAINING.

SO I KNOW, THAT THEY'RE ANSWERING IT VERY SIMILARLY.

BUT A LOT OF IT HAS TO DO WITH THE SPOT OBSERVATION FORM, WHICH HAS THE KEY CHARACTERISTICS OF HIGH QUALITY INSTRUCTION.

SO YOU WOULD THINK THAT THE ANSWERS WOULD BE TIGHT THERE.

TEACHERS ALSO KNOW WHAT HIGH QUALITY INSTRUCTION IS BECAUSE THE SPOT OBSERVATION GUIDES THEM.

AND, AND WE'RE USING IT ACROSS THE DISTRICT.

SO WHEN, WHEN WE WHEN WE TALK ABOUT HIGH QUALITY INSTRUCTION, THERE'S SEVERAL ASPECTS OF IT.

[02:20:03]

I'M GOING TO GET TO SOMETHING THAT EVEN MORE IMPORTANT IN A MINUTE.

BUT SO THAT'S NUMBER ONE IS UNDERSTANDING WHAT HIGH QUALITY INSTRUCTION IS.

NUMBER TWO THEN IS TRAINING PRINCIPALS EXECUTIVE DIRECTORS AND CALIBRATING ON WHAT, YOU KNOW, ON WHAT THEY SEE.

BECAUSE JUST BECAUSE YOU CAN SEE A LIST OF WHAT HIGH QUALITY INSTRUCTION IS, DOESN'T MEAN YOU CAN IDENTIFY IT IN THE CLASSROOM OR SUGGEST WAYS TO IMPROVE IT.

SO WE'VE BEEN DOING TRAINING EVERY MONTH.

THE PRINCIPALS DID A LOT IN THE SUMMER.

I TRAIN EXECUTIVE DIRECTORS EVERY MONDAY MORNING FOR 30 MINUTES.

MOST OF IT'S ON INSTRUCTION.

LAST, IN DECEMBER WITH THE PRINCIPALS, WE HAD HIGH QUALITY INSTRUCTION TRAINING ON THE KEY STRATEGIES THAT YOU WOULDN'T NORMALLY KNOW, UNLESS YOU WERE REALLY STRONG AT IT ON HOW TO HELP TEACHERS IMPROVE THE QUALITY OF INSTRUCTION.

IT'S NOT A SIMPLE MATTER OF JUST SAYING, HEY, ENGAGEMENT IS NOT STRONG HERE, GET BETTER OR USE MULTIPLE RESPONSE STRATEGIES.

THAT'S NOT WHAT PRINCIPALS SHOULD BE DOING.

THAT'S NOT WHAT GOOD INSTRUCTIONAL LEADERS DO.

AND SO, THE THE THIRD THING IS WE WE THEN HELP PRINCIPALS PROVIDE THE FEEDBACK SO THEY CAN IMPROVE IT.

ONE THING TO KNOW WHAT IT IS.

SECOND THING IS TO BE ABLE TO IDENTIFY AND SUGGEST CHANGES, SUGGEST CHANGES.

AND NUMBER THREE IS ACTUALLY GET IMPROVEMENT IN THE QUALITY OF INSTRUCTION.

THAT'S NOT EASY TO DO.

WE'VE BEEN TRAINING AND YOU KNOW, WE'VE BEEN TRAINING PRINCIPALS.

SANDY MASSEY, CHIEF MASSEY, I TRAINED THE EDS EVERY MONDAY AT SEVEN.

SHE TRAINS THEM FOR AN HOUR ON THE SAME STUFF I WAS TALKING ABOUT ON WEDNESDAYS, EVERY WEDNESDAY.

AND, YOU KNOW, IT'S A BIG DISTRICT.

SO WE HAVE, WE CAN'T TRAIN PRINCIPALS EVERY MONDAY, BUT WE CAN TRAIN THEM EVERY MONTH.

THEN FINALLY, SO THAT THIS BOARD KNOWS WHETHER OR NOT THE QUALITY OF INSTRUCTION IS IMPROVING, WE DO SPOT OBSERVATIONS AND WE MONITOR IT BECAUSE JUST DOING SPOT OBSERVATION, I MEAN, IF YOU WERE TO SEE OUR SPOTS IN AUGUST AND SEPTEMBER, IT WAS VERY SPOTTY.

NO, NO PUN INTENDED.

BUT, NOW PRINCIPALS AND APS AND ALL ADMINISTRATORS IN THE SCHOOLS HAVE TO DO THREE SPOTS IN THE MORNING, THREE SPOTS IN THE AFTERNOON EVERY WEEK, SIX IN A WEEK.

EVERY TEACHER IS GETTING AT LEAST ONE SPOT A MONTH.

AND THESE ARE ALL TIED TO THE EVALUATION, THE T TEST EVALUATION.

SO THEY'RE REAL. THEY'RE SERIOUS.

BUT MORE THAN THAT, THEY DO INSTRUCTIONAL COACHING NOT TIED TO A PIECE OF PAPER, NOT TIED TO A SPOT THEY DO ON THE JOB FEEDBACK, WHICH IS A SOURCE OF SOME ANGST FOR SOME TEACHERS.

AND, WE'VE HAD TO IMPROVE THAT SKILL AMONG A LOT OF PRINCIPALS.

IT'S NOT AN EASY THING TO GIVE ON THE JOB FEEDBACK.

SOME PRINCIPALS DON'T KNOW HOW TO DO IT.

AND WE'RE TRAINING THEM TO DO THAT WELL, SO WE, WE KNOW WHEN WE SAY, SPOT OBSERVATIONS OR THE QUALITY OF INSTRUCTION HAS IMPROVED BASED ON SPOT OBSERVATIONS, WE KNOW THAT.

ON TOP OF THAT.

AND I KNOW I'M I TOLD YOU IT WAS A LONG ANSWER.

I'M GIVING YOU A SHORT VERSION, BUT, YEAH, THIS IS A SHORT.

ON TOP OF THAT, WE HAVE INDEPENDENT REVIEW TEAMS. SO WE HAVE A GROUP OF PEOPLE AT THE EXECUTIVE DIRECTOR LEVEL, AT THE PROFESSIONAL DEVELOPMENT LEVEL FROM THE DISTRICT TO GO IN AND OBSERVE SCHOOLS INDEPENDENT OF THE PRINCIPLES OF EVIL.

SO WE HAVE A DIFFERENT VIEW.

KIND OF A I DON'T WANT TO SAY KIND OF AN UNBIASED VIEW OF WHAT'S GOING ON IN THE SCHOOL.

THEY DID THAT BEFORE WINTER BREAK.

THE NEXT REVIEW IS THE FIRST TWO WEEKS OF FEBRUARY.

AND THEY'RE CALIBRATING RIGHT NOW, AND THEY'LL BE OUT THERE LOOKING AT IT AGAIN.

AND THEY HAVE TWO OTHER INDEPENDENT REVIEWS BEFORE THE END OF THE YEAR.

SO WHEN I TELL YOU THE QUALITY OF INSTRUCTION HAS IMPROVED, I HAVE DATA TO BACK THAT UP.

BUT LIKE I SAID, THAT'S A SHORT ANSWER.

THERE'S A LOT MORE STRONG QUALITY OF INSTRUCTION, THINGS WE CAN DO STRATEGY WISE THAT WE'VE BEEN COACHING OUR PRINCIPALS ON, AND THEN THEY'VE BEEN COACHING THE TEACHERS ON. ANY OTHER QUESTIONS? YES, MISS ARNOLD.

THANK YOU, MADAM PRESIDENT.

I HAVE A QUESTION, SUPERINTENDENT, ABOUT PARENTS AND GUARDIANS, WHAT IS THE STRATEGY FOR CONVEYING THE RELEVANCY OF NWA MAP TO PARENTS AND GUARDIANS?

[02:25:04]

AND WILL WE, AS PARENTS AND GUARDIANS, RECEIVE SCORE REPORTS AND INSTRUCTION ON HOW TO INTERPRET THEM AND LEVERAGE THEM? YEAH. GREAT QUESTION.

THE ANSWER IS YES.

WE ARE WE'RE ONLY JUST GETTING SOME DATA NOW BECAUSE WE DID MATH YESTERDAY.

WE DID ELA BY THIS WEEKEND I'LL HAVE MATH AND ELA RESULTS.

I SHOWED THE BOARD SOME BEGINNING OF YEAR NWA AND AND WE DID A LITTLE BIT OF DISCUSSION ABOUT WHAT THE NUMBERS MEAN. BUT THE SAME THING WILL HAVE TO HAPPEN AFTER WE PUBLISH THESE SCORES.

WE'LL PUBLISH IT FOR THE PARENTS AND FOR THE BOARD AND FOR OUR PRINCIPALS, YOU'LL GET IT FIRST.

AND THEY'VE BEEN TRAINED.

WE'RE GOING TO TALK ABOUT IT AGAIN ON TUESDAY AT THE PRINCIPALS TRAINING.

NEXT WEEK, THEY'LL GET MORE INFORMATION ABOUT HOW TO INTERPRET THE MIDDLE OF THE YEAR SCORES.

WE'RE TALKING ABOUT THE RIC POINT DISCUSSION WE HAD.

WE'RE TALKING ABOUT THE GROWTH IN THE RIC POINTS.

WE'RE TALKING ABOUT THE GROWTH IN PERCENTILE, AND WE'RE TALKING ABOUT THE GROWTH, THE GROWTH IN MEETS EXPECTED GROWTH, OR THE THE DATA AROUND MEETS EXPECTED GROWTH.

SO ALL THOSE THINGS, YOU'RE GOING TO GET BUT WE WILL HAVE COMMUNICATIONS TO OUR PARENTS.

THE LEVEL OF DETAIL I JUST THAT I'M GOING TO GIVE WILL PROBABLY PUT ON A WEBSITE.

WE'LL DO ONE PAGERS SIMPLER STUFF IN COMMUNICATIONS.

AND THEN IF PEOPLE WANT TO I MEAN RIC POINTS SOMETIMES PUT PEOPLE TO SLEEP.

SO, YOU KNOW, IF YOU DON'T WANT TO KNOW ABOUT RIC POINTS OR THE GROWTH IN RIC POINTS, THAT'S OKAY.

BUT YOU CAN ALWAYS GO TO THE WEBSITE AND LEARN ALL, EVERYTHING YOU NEED.

BY THE WAY, IF YOU WANT TO KNOW MORE ABOUT NWA, THEY HAVE A REALLY GOOD NWEA.

THEY HAVE A REALLY GOOD WEBSITE.

AND THEY HAVE A LOT OF DETAILS ON CONDITIONAL GROWTH INDEX.

AND YOU CAN LEARN EVERYTHING YOU WANT TO KNOW THERE IF YOU'RE SO INCLINED.

ADAM, YOU CAN GO THERE.

I WENT TO IT, TOO, MISS FLOWERS.

JUST GOING BACK TO THE PRIOR QUESTION ABOUT QUALITY OF INSTRUCTION, AND I'VE SEEN YOU DO IT.

I KNOW THAT YOU'RE COACHING THE ADMIN ON HOW TO COACH THE TEACHERS, BUT THE PERCEPTION, AS YOU SAID, FOR SOME TEACHERS, IT CAUSES ANGST. AND YOU'VE TALKED ABOUT THE LEARNING CURVE FOR PRINCIPALS.

CAN YOU TALK TO US ABOUT, NOT THE TECHNICALITIES, BUT THE TRAINING OR COACHING YOU'VE DONE ON DELIVERY AND SOFT SKILLS SO THAT WE CAN WORK ON THIS, ON THE FEAR FACTOR THAT TEACHERS ARE FEELING BECAUSE I SEE YOU DO IT AND I CAN TELL YOU'RE COACHING THE THE PRINCIPAL, BUT THE TEACHER FEELS THAT THAT YOU'RE, THAT THEY'RE THE ONE BEING EVALUATED.

SO WHAT HAVE YOU DONE WITH THE PRINCIPALS SO THAT THEY'RE BETTER AT MAKING IT FEEL RIGHT FOR TEACHERS? YEAH. AND FIRST I NEED TO ACKNOWLEDGE THAT YES, THERE'S SOME THERE'S THERE'S SOME PRINCIPALS AND MAYBE SOME EXECUTIVE DIRECTORS WHO ARE NOT REALLY SKILLED AT COACHING ON THE JOB.

WHILE I USED, YOU KNOW, FOOTBALL ANALOGIES A LOT.

IT'S IT'S NOT FOOTBALL.

THERE'S NO YELLING AND SCREAMING ON THE FIELD FOR A COACH, YOU KNOW.

YOU CANNOT THROW YOUR HELMET DOWN AND YOU KNOW, AND CURSE AT AT YOUR PLAYERS OR ANYTHING LIKE THAT.

WHAT IS SIMILAR, THOUGH, IS THAT YOU GET FEEDBACK ON THE ON THE MOMENT.

SO TO ANSWER YOUR QUESTION.

SANDY MASSEY AND THE PROFESSIONAL DEVELOPMENT DEPARTMENT HAS HAD VERY SPECIFIC TRAINING FOR PRINCIPALS ON ON THE JOB FEEDBACK.

HOW DO YOU DO THAT IN A WAY THAT DOES NOT EMBARRASS THE TEACHER, DOES NOT, YOU KNOW, STOP THE FLOW OF CLASS? BECAUSE I'VE SEEN MYSELF A PRINCIPAL GO UP TO A TEACHER WHILE THEY WERE MID-SENTENCE AND WHISPER SOMETHING AND IT'S LIKE, OKAY, YOU COULD HAVE WAITED TO THE KIDS WERE DOING A PARENT CHAIR OR, YOU KNOW, A DOL OR SOMETHING TO TO GIVE A LITTLE BIT OF A TIP.

THEY, THEY MAY HAVE FELT A NEED TO DO IT BECAUSE I'M STANDING THERE.

BUT, YOU KNOW, THAT IS NOT THE WAY TO GIVE GOOD FEEDBACK.

YES. I'VE SEEN OTHER PRINCIPALS, THOUGH, AND THESE ARE SOME OF THE TECHNIQUES THAT SANDY TEACHES.

FOR EXAMPLE, YOU CAN STAND IN THE BACK OF THE ROOM AND EITHER HOLD UP A CARD OR YOUR FINGERS LIKE THIS THAT SAYS MRS STRATEGY.

YOU DON'T EVEN NEED TO SAY ANYTHING.

YOU NEED TO. YOU DON'T NEED TO GO UP FRONT.

AND IT'S VERY INNOCUOUS, DOESN'T DISRUPT THE FLOW.

AND AND YOU CAN DO IT THAT WAY.

AND THERE'S SEVERAL OTHER TECHNIQUES LIKE THAT.

SO YES, WE'RE TRAINING.

WE'RE GOING TO CONTINUE TO TRAIN, YOU KNOW, A LITTLE BIT OF GRACE TO PRINCIPALS BECAUSE THIS IS NEW FOR MOST OF THEM ON THE JOB FEEDBACK.

[02:30:06]

BUT THERE ARE MANY OTHER EXAMPLES OF PRINCIPALS DOING IT.

WELL, I SEE IT ALL THE TIME.

ALL THE TIME. AND LIKE I SAID, I MEAN, AND PEOPLE MAY NOT BELIEVE IT, BUT I HAVE BEEN IN 80 SCHOOLS AND I'VE BEEN IN OVER 400 CLASSROOMS. AND WHEN I GO TO SCHOOL, IT'S NOT, YOU KNOW, IT'S NOT JUST SIT DOWN AND HAVE COFFEE WITH THE PRINCIPAL.

IT IS. AND TEACHERS CAN VOUCH FOR THAT.

I GO TO THE CLASSROOM.

AND AND YOU GUYS CAN VOUCH FOR IT BECAUSE ALL OF YOU HAVE BEEN WITH ME.

SO I SEE A LOT OF PRINCIPALS, I SEE A LOT OF TEACHERS.

AND IT'S A FAIR COMMENT THAT SOME OF OUR PRINCIPALS NEED MORE TRAINING.

ANY OTHER QUESTIONS? YES, SIR, MR. VON. THANK YOU.

YES, AND I CAN. I CAN VOUCH THAT I GUESS I'VE BEEN THERE PROBABLY 20 OR 30 SCHOOLS AT THIS POINT, AND GETTING AN OPPORTUNITY TO SEE SEE THAT IN ACTION IS, IS A VERY EMPOWERING AND ALLOWS US TO STAY IN CONTACT WITH WHAT'S GOING ON THE GROUND AND ALSO LIKE TO MENTION TO FOLKS THAT IT'S UNANNOUNCED. YEAH.

SOMETIMES PEOPLE THINK, YOU KNOW, EVERYBODY KNOWS THE SUPERINTENDENT'S COMING.

BUT IT'S AND THEN SOMETIMES THAT HAPPENS, BUT BUT IT'S INTENDED TO BE UNANNOUNCED AND I AND I APPRECIATE THAT BECAUSE IT ALLOWS ME, TO OBSERVE THINGS THAT ARE HAPPENING, WITH REGARD TO THE QUALITY OF INSTRUCTION, ONE OF THE THINGS I ALWAYS THINK ABOUT IS HOW WE QUANTIFY, LEVELS OF INCREASE.

AND SO I ENCOURAGE YOU TO ALSO BEGIN TO START TO QUANTIFY FOR US LIKE, OKAY, WE NEED TO IMPROVE, BUT WHERE ARE WE NOW.

YOU KNOW, 1 TO 6 OR 1 TO 10.

AND THEN HOW DO WE GET TO WHERE WE WANT TO BE.

YES. SO IF YOU I DIDN'T GIVE YOU THIS DATA, BUT, IT'S A 1 TO 15, RUBRIC SCORE.

AND SO WE HAVE DATA EVERY DAY, BUT I LOOK AT IT EVERY WEEK ON WHAT THE VARIOUS PARTS OF THE SPOT OBSERVATION IS, IS WORTH I MEAN, IS, IS SCORED.

SO I KNOW THAT IN IN DECEMBER DURING THE PRINCIPAL'S EVALUATION OF THE SPOT, I THINK THE AVERAGE SCORE WAS BETWEEN 10 AND 11. THAT'S THE AVERAGE SPOT SCORE.

I ALSO KNOW THAT THE IRT, THE INDEPENDENT REVIEW TEAM, SCORED THEM, YOU KNOW, BETWEEN, YOU KNOW, CLOSER TO NINE.

I ALSO KNOW THAT THE PROFICIENT TWO LEVEL, WHICH IS A 13, 12 OR 13 POINTS, WAS INFLATED, BASED ON A NORMAL DISTRIBUTION OR A TARGETED DISTRIBUTION.

SO WE HAVE A LOT OF DATA LIKE THAT, AND IT'S OKAY.

I EXPECT AS WE GET THE NEXT SET OF RESULTS IN FEBRUARY, THEY'LL BE STRONGER AND AND ALSO NOT INFLATED.

SO IT'LL BE A COMBINATION OF BOTH GOOD AND THE AND WITH REGARD TO THAT, YOU KNOW, WHAT ARE THE IMPLICATIONS OF CONSISTENCY WHEN WE TALK ABOUT THIS INSTABILITY? IN THE LONG TERM SO THAT AS WE GET ALL OF THIS DATA FROM OBSERVATIONS, THAT WE CAN BEGIN TO THINK ABOUT, LIKE, WHAT ARE SOME OF THE CHALLENGES, THAT YOU'RE SEEING, YOU KNOW, IS IT PACING OR DIFFERENTIATION, SCAFFOLDING OR FORM, FORMATIVE ASSESSMENT, YOU KNOW, PERIODS, ETC.? SO THAT'S ONE PART.

AND THEN AND OBVIOUSLY NOT LOOKING FOR LIKE A SILVER BULLET, I'M JUST WANTING TO SEE HOW WE USE DATA TO INFORM OUR DECISIONS TO GO FORWARD.

AND BECAUSE IF, IF TEKS IS GOING TO BE THE BASELINE FOR EVERYTHING THAT, THAT WE'RE EVALUATING, THEN I ALSO WANT TO MAKE SURE THAT, THAT WE BUILD THE FOUNDATION THAT'S REALLY STRONG.

AND IN THAT, IN, IN THAT INTEGRITY.

YEAH. I'M SORRY.

I WANTED TO JUST RESPOND TO A COUPLE OF THINGS.

SO THE FIRST PART OF YOUR YOUR COMMENT IS ABOUT CALIBRATION.

AND SO THAT'S ALWAYS GOING TO BE SOMETHING WE LOOK AT PRETTY CLOSELY.

WE DIDN'T HAVE QUITE AS MUCH TIME THE LAST SUMMER, ALTHOUGH WE DID DO SOME CALIBRATION AT THE PRINCIPALS TRAINING.

AND WE'RE GOING TO DO THE SAME THING THIS YEAR, BUT A LITTLE BIT MORE RIGOROUS AND LONGER SO THAT EVERYBODY'S CALIBRATED NOT JUST T TEST CERTIFIED, BUT CALIBRATED ON OUR SPOT OBSERVATION.

AND THEN THE SECOND PART OF YOUR QUESTION IS ABOUT CURRICULUM ALIGNMENT.

WE SPEND A LOT OF TIME ON GOOD ALIGNMENT.

AND SO THE THE FIRST PART OF THE SPOT OBSERVATION IS ABOUT ALIGNMENT, BUT WE DON'T LEAVE THAT TO CHANCE.

I MEAN, I USED TO TRAIN TEACHERS ON AND PRINCIPALS ON LESSON OBJECTIVES, DEMONSTRATION OF LEARNING GOOD TIGHT ALIGNMENT, TYING IT TO THE TEKS WRITING LESSON OBJECTIVES THAT

[02:35:09]

ARE ABOUT 45 MINUTES TO AN HOUR LONG THAT CAN BE TAUGHT THAT WAY.

BREAKING DOWN THE STANDARDS, KNOWING WHAT THE POWER STANDARDS ARE.

RED, BLUE, I MEAN ON AND ON.

AND AND SOME TEACHERS ARE GOOD AT IT, BUT THEY'RE EXPERTS ON ALIGNMENT THAT CAN DO IT FOR THE TEACHERS.

SO WE DON'T LEAVE THE LESSON OBJECTIVE IN DOL TO CHANCE.

WE HAVE IT WRITTEN, AND THAT HAS SAVED TEACHERS A LOT OF TIME, BUT ALSO INCREASED OUR ALIGNMENT TO THE TEKS.

ARE THERE ANY OTHER QUESTIONS OR COMMENTS ABOUT THE DATA AND WHAT IT REVEALS ABOUT OUR STUDENT ACHIEVEMENT, OR ABOUT ROOT CAUSES THAT ANYBODY WANTS TO RAISE OR HAS.

MISS FLOWERS? ONE CONCERN I STILL HAVE IS WITH THE NON NES SCHOOLS AND WITH OUR SUB POPULATIONS THAT ARE BEING LEFT BEHIND.

I DON'T WANT TO WAIT TWO YEARS TO AND HAVE IT MASKED BECAUSE OF THE ECONOMICS OF A SCHOOL.

SO YES, SOME SCHOOLS LOOK GREAT AND THEY'RE GOING TO HAVE, YOU KNOW, THE RIGHT, THE RIGHT LETTER NEXT TO IT.

BUT OUR SOCIO ECONOMICALLY DISADVANTAGED, OUR BLACK AND BROWN KIDS, WE HAVE THAT SAME GAP.

WHAT IS THE PLAN? ARE YOU WORKING ON A PLAN THAT DOESN'T JUST LEAVE THAT TO CHANCE? BECAUSE WE KNOW WHAT'S GOING TO HAPPEN TO THOSE CHILDREN IN THE INTERMEDIATOR.

SO WHAT IS THE DIRECTIVE TO THE PRINCIPAL OR TO THE EDS WITH THOSE NES? I DON'T SEE ANY PLAN FOR THEM.

YEAH. I MEAN IT'S A TOUGH QUESTION BECAUSE YOU KNOW, THERE'S, THERE'S ONLY SO MUCH CAPACITY NUMBER ONE.

BUT NUMBER TWO THERE'S WE'RE STILL HAVE A LOT OF AUTONOMY IN THE, IN THE SCHOOL DISTRICT.

WE ARE WORKING ON A PLAN.

IT'S AN EARNED AUTONOMY PLAN.

THERE'S ALREADY A MATRIX FOR IT.

IT DESCRIBES WHAT AREAS OF AUTONOMY AND I CAN SEND IT TO YOU.

AND IT ALSO HAS A RUBRIC FOR AUTONOMY.

AND PART OF THE RUBRIC HAS THE ACHIEVEMENT GAP.

AND SO THIS YEAR WE ARE ASSESSING THE SCHOOLS ON THAT EARNED AUTONOMY RUBRIC THIS SEMESTER.

BUT I WANT TO CAUTION US, YOU KNOW, IT'S HARD ENOUGH TO DO 85 SCHOOLS.

THEN WE'RE GOING TO DO WE'RE GOING TO ADD NES SCHOOLS.

AND, YOU KNOW, WE HAVE A NUMBER OF SCHOOLS THAT ARE DOING WELL, EVEN IF THEY HAVE SOME GAPS.

THEY HAVE HAD AUTONOMY OVER A NUMBER OF DECADES, A NUMBER OF YEARS.

AND TO DICTATE A SCHEDULE, EVEN FOR A SMALL GROUP OF KIDS OR TO DICTATE A PROGRAM.

YOU KNOW, I WANT TO GIVE THEM A CHANCE TO WORK IT OUT THEMSELVES.

SO THIS COMING YEAR, THAT'S WHAT I MEAN BY, YOU KNOW, IT'S A IT'S A TRANSITION YEAR.

WE'LL BE LOOKING CLOSELY AT THEIR SCORES.

THEY WILL THEY WILL HAVE THIS YEAR'S DATA.

AND SO NEXT YEAR THEY CAN FIGURE OUT A WAY THEMSELVES TO HAVE A CHANGE THEIR CURRICULUM, CHANGE YOUR SCHEDULE. AND THEN IF DOESN'T HAPPEN, YOU KNOW, THEN THEN WE HAVE TO TAKE MORE ACTION OR TAKE AWAY SOME OF THEIR AUTONOMY.

I'VE ALREADY SAID THAT FOR C SCHOOLS, WE'RE GOING TO BE LOOKING AT THOSE INTERVENTIONS ALREADY FOR NEXT YEAR.

SO IT'S I, I'M I FEEL YOUR URGENCY.

BUT I ALSO WANT TO RESPECT, YOU KNOW, THE FACT THAT WE DO HAVE A LOT OF SCHOOLS THAT HAVE LEADERS THAT IF WE PAY ATTENTION TO THAT DATA, THEY CAN WORK TO FIX IT.

ANY OTHER COMMENTS QUESTIONS RELATED TO THE REPORT? YES, MA'AM. ONE MORE CLARIFICATION.

I HAD THE SAME QUESTION YOU JUST ASKED IT WAY BETTER THAN I WOULD HAVE.

THE TO WHAT DEGREE WOULD YOU SAY THAT THE EVALUATION SYSTEMS THAT ARE COMING WOULD HELP MITIGATE THAT RISK? YEAH. THAT'S THAT'S A, THANKS FOR ASKING THAT QUESTION BECAUSE I, I DO THINK A RIGOROUS EVALUATION SYSTEM TIED TO THE QUALITY OF INSTRUCTION, TIED TO ACHIEVEMENT AND TIED TO ACHIEVEMENT GAPS, CAN HELP MITIGATE THE RISKS THAT ARE SUBPOPULATION OR POPULATIONS THAT ARE UNDERSERVED WILL BE IGNORED.

BECAUSE IT'S ABOUT GROWTH, FOR OUR KIDS.

AND I THINK IN THE IN THE IN THE EVALUATION SYSTEM FOR PRINCIPALS ACHIEVEMENT GAP IS IS MENTIONED AS PART OF THEIR, THEIR, THEIR OVERALL SCORE.

SO, I THINK WE WILL ROLL OUT SOMETHING NEXT YEAR, JUST LIKE WE, WE SAID IN THE DISTRICT OF INNOVATION PLAN.

[02:40:09]

THAT TAKES INTO ACCOUNT ACHIEVEMENT, QUALITY OF INSTRUCTION AND A FEW OTHER FACTORS.

AND THEN IN THE IN THE 2425 SCHOOL YEAR, WHICH IS NEXT YEAR, WE WON'T HAVE IT, BUT WE'LL START THE FOLLOWING YEAR BECAUSE WE SAID SO IN THE DOI THAT WE WOULDN'T START IT NEXT YEAR.

ANY OTHER FOLLOW UP, MR. MARTINEZ? YEAH, IT'S ACTUALLY JUST A COMMENT.

SO, I DON'T THINK NONE OF US ARE SURPRISED BY THE BY THE THE DATA.

RIGHT? I THINK WE SAW IT, BUT IT STILL IS FRUSTRATING AND DISAPPOINTING, ESPECIALLY AS A LATINO INDIVIDUAL, TO SEE THAT SCORE OR SOLO FOR BLACK AND BROWN KIDS OR SPECIAL OR OUR SPECIAL EDUCATION STUDENTS.

SO I'M GLAD TO READ THAT ONE OF YOUR ROOT CAUSE ANALYSIS, YOUR, YOU KNOW, ONE OF THE SUGGESTIONS IS PRE-K.

AND SO THAT'S ONE OF THE THINGS I THINK WE'VE MENTIONED AS A SCHOOL BOARD THAT WE WANT TO SEE ADDITIONAL SEATS FOR OUR PRE-K STUDENTS.

WHEN DO YOU THINK A DECISION WILL BE MADE AS TO WHERE THOSE SEATS WILL BE LOCATED? YEAH, WE HAVE PEOPLE WORKING RIGHT NOW ON PRE-K PARTNERSHIPS TO SEE, AND THEN WE ARE ALSO INVESTIGATING RIGHT NOW, THE EARLY CHILDHOOD CENTERS, HOW MANY MORE THEY CAN TAKE? I WAS AT, I FORGET THE NAME OF IT.

FARIAS EARLY CHILDHOOD CENTER.

IS THAT THE NAME OF IT? YEAH.

FARIAS. AND THEY'RE THEY'RE PRETTY MAXED OUT, THOUGH.

AND SO WE'RE GOING TO BE LOOKING AT AND I PUT IN THE DISTRICT ACTION PLAN, IF YOU LOOK UNDER THE PRE-K PORTION OF THE DISTRICT ACTION PLAN, WE CAN'T WAIT FOR BOND ON SOME OF THIS.

SO WE MAY PUT SOME PORTABLES.

AND WE AND I HAVE A $10 MILLION IN THE BUDGET FOR, EXPANDING PRE-K AT CERTAIN SCHOOLS, LIKE CLOSE TO FARIAS, EARLY CHILDHOOD CENTER.

THERE'S SEVERAL ELEMENTARY SCHOOLS THAT ARE CLOSE BY.

THEY DON'T HAVE ANY CLASSROOMS, THOUGH.

SO WE HAVE TO, WE MAY HAVE TO PUT SOME GOOD MODULARS, NOT YOUR FATHER'S OLDSMOBILE, BUT, YOU KNOW, SOME REALLY NICE LOOKING ONES, TO EXPAND THE PRE-K PROGRAM.

SO I'M TELLING YOU, THAT'S IN THE WORKS ALREADY.

AND IT'S PART OF THE DISTRICT ACTION PLAN FOR 24-25.

ANY OTHER. ANY OTHER QUESTIONS? COMMENTS? NO.

OKAY. ALL RIGHT.

NEXT WE ARE GOING TO CONSIDER THE REMAINING ACTION ITEMS ON THE AGENDA.

I'M GOING TO HOP AROUND HERE BECAUSE ONE OF OUR BOARD MEMBERS, NEEDS TO LEAVE.

YES. DID YOU HAVE A QUESTION? NO. OKAY.

[7. Approval Of Resolution Regarding Chaplains In Schools]

WITHOUT OBJECTION FROM MY COLLEAGUES, I AM PULLING ITEM SEVEN, APPROVAL OF RESOLUTION REGARDING CHAPLAINS AND SCHOOLS FROM THE CONSENT AGENDA, BECAUSE I WOULD LIKE TO OFFER AN AMENDMENT TO THE RESOLUTION ASSOCIATED WITH THIS ITEM.

DO WE PASS OUT THE RED LINE? THIS RED LINE, WAS PREPARED TODAY FOR THE BOARD'S CONSIDERATION.

THE REASON FOR THE, MODIFICATION WAS BECAUSE I WANTED TO MAKE SURE THAT WE WERE IN ALIGNMENT WITH, RESPONDING TO THE REQUIREMENTS IN CHAPTER 23 AND ALSO ELIMINATING SOME EXTRANEOUS LANGUAGE.

SO IN FRONT OF YOU YOU'LL SEE THE RED LINE.

I AM GOING TO, MOVE TO AMEND THE RESOLUTION UNDER THE FIRST, BE IT FURTHER RESOLVED, AND YOU'LL SEE A RED LINE THERE, TO STRIKE THE FOLLOWING, INCLUDING THAT THE HISD BOARD HEREBY DECLINES TO ALLOW CHAPLAINS TO SUPPLANT THE POSITION OR FUNCTIONS OF PROFESSIONAL OR PARAPROFESSIONAL EMPLOYEES, AND TO FURTHER AMEND THE RESOLUTION TO ADD AN ADDITIONAL, BE IT FURTHER RESOLVED TO READ.

BE IT FURTHER RESOLVED, THAT, SUBJECT TO THE OTHER PROVISIONS OF THIS RESOLUTION, THE HISD SCHOOL BOARD HEREBY DECLINES TO ADOPT A POLICY AS DESCRIBED IN SENATE BILL 763, SECTION THREE.

I THINK THE AGENDA ITEM, IT'S NOT BEEN PULLED UP, BUT IS THERE A SECOND? I'LL SECOND IT. THANK YOU.

OUR SYSTEM IS NOT QUITE CAUGHT UP.

DO WE NEED TO WAIT, BRIAN? THIS POINT WE'RE POINTING.

RIGHT NOW? YES. OKAY.

[02:45:05]

WHAT ARE WE? OKAY, SO WE'VE GOT A MOTION BY ME AND A SECOND BY BOARD MEMBER CAMPO.

ARE THERE QUESTIONS OR COMMENTS FROM MY COLLEAGUES? AND I'LL REMIND THE BOARD THAT WE HAVE AN OPPORTUNITY, IF WE NEED TO SPEAK ABOUT A LEGAL MATTER, TO GO INTO CLOSED SESSION.

I JUST WANT TO CLARIFY THAT FOR THE COMMUNITY MEMBERS THAT DON'T HAVE A COPY OF THIS VERY LAST STATEMENT STATES, BE IT FURTHER RESOLVED, THAT THE HISD SCHOOL BOARD HEREBY DOES NOT PERMIT HIRING CHAPLAINS TO SERVE IN THE CAPACITY OF COUNSELORS OR MENTAL HEALTH OR BEHAVIORAL HEALTH PROFESSIONALS, AND SO FORTH.

SO WE CAN CHANGE THAT PART OF THE RESOLUTION.

SO I JUST WANT TO MAKE SURE THE COMMUNITY WAS AWARE OF THAT.

YEAH THE RESOLUTIONS INTENT, AT LEAST AS FAR AS I'M CONCERNED, AND IT'S EFFECT HAS NOT CHANGED, FROM WHAT WAS POSTED.

SO IF ANY BOARD MEMBER I KNOW YOU'RE MAYBE SEEING THIS FOR THE FIRST TIME WOULD LIKE, SOME, TO GO TO CLOSED SESSION.

WE'RE GLAD TO DO THAT.

IF NOT.

LET ME CLARIFY AS WELL.

SO WHAT YOU'RE SAYING IS THAT THIS IS JUST CLEAN UP LANGUAGE, THAT THERE IS LANGUAGE THAT REALLY SHOULDN'T HAVE BEEN IN THERE.

AND THEN IT ALSO THE RESOLUTION DIDN'T REALLY SPEAK SPECIFICALLY TO THE REQUIREMENT OF THE BOARD OF MANAGERS TO COMPLY WITH SB 763, CORRECT? IT'S A CLARIFICATION.

CLARIFICATION ONLY THE FULL EFFECT OF WHAT IS IN THE ORIGINAL RESOLUTION CONTINUES TO BE EFFECTIVE.

CORRECT. OKAY.

THERE'S BEEN A MOTION AND A SECOND.

IS THERE ANY FURTHER DISCUSSION ON THIS ITEM? NO. OKAY. SEEING NONE, I DON'T THINK THAT OUR SYSTEM IS UP.

CAN WE VOTE BY HAND? LET'S DO IT. DO WHAT? OKAY, HIT THE BUTTON ON MY COMPUTER.

OKAY, THERE WE GO. MOTION TO APPROVE.

OKAY. I MADE THE MOTION.

OH, THIS SAYS, ROLANDO MARTINEZ MADE THE SECOND.

OKAY. PLEASE GO AHEAD AND VOTE.

THANK YOU. HOLD ON.

THUMBS UP, EVERYBODY THUMBS UP! HE'S GOT IT. WAIT A SECOND, WAIT A SECOND.

TO BE CLEAR.

TO BE CLEAR, WE ARE CURRENTLY VOTING ON THE AMENDMENT TO THE ITEM.

OKAY. SO IF YOU'RE VOTING YES, IT IS TO AMEND THE ITEM.

THERE WILL BE A SEPARATE VOTE ON WHETHER TO, ADOPT THE RESOLUTION.

OKAY. WITH THAT, ANY MODIFICATIONS TO TO VOTES? NO. OKAY.

OKAY. THE VOTE ON THE AMENDMENT TO THE MOTION HAS PASSED.

NINE IN FAVOR, ZERO OPPOSED.

OKAY. NOW.

PLEASE VOTE ON.

THE MOTION TO APPROVE ITEM SEVEN APPROVAL OF RESOLUTION REGARDING CHAPLAINS IN SCHOOLS, AS AMENDED.

WHICH HAS BEEN SO MOVED BY RIC CAMPO AND SECONDED BY ADAM RIVON.

ALL RIGHT.

OKAY. VOTING IS CLOSED.

ALL RIGHT. NINE IN FAVOR, ZERO OPPOSED.

THE MOTION PASSES.

WE WILL NOW CONSIDER THE REMAINDER OF OUR TONIGHT'S AGENDA OUTSIDE OF ITEM FIVE, WHICH WE WILL TAKE UP MOMENTARILY, WHICH HAS BEEN PULLED FROM CONSENT.

BUT DO I HAVE A MOTION WITH REGARD TO THE REMAINDER OF TONIGHT'S AGENDA OUTSIDE OF ITEM FIVE, TO APPROVE THAT PORTION OF THE AGENDA BY

[CONSENT AGENDA]

[02:50:06]

CONSENSUS? I'VE GOT A MOTION BY MR. CAMPO AND A SECOND BY MISS AUZENNE BANDY.

IS THERE ANY DISCUSSION RELATED TO THE CONSENT AGENDA? NO. OKAY.

PLEASE VOTE.

VOTING HAS CLOSED.

NINE IN FAVOR, ZERO OPPOSED.

THE MOTION TO APPROVE THE REMAINDER OF TONIGHT'S AGENDA OUTSIDE OF NUMBER FIVE BY CONSENSUS PASSES.

THANK YOU. WE'RE GOING TO.

DO WE NEED A BREAK? YEAH, I'M OKAY WITH THAT.

OKAY, LET'S TAKE A BREAK.

WE'RE GOING TO TAKE, WHAT, A 15 MINUTE BREAK? DOES THAT WORK OR WHAT? NO. FIVE.

FIVE. OKAY.

7.5 MINUTE BREAK.

NO. I'M KIDDING. WE'RE GOING TO TAKE A TEN MINUTE BREAK.

WE'RE GOING TO TAKE A TEN MINUTE BREAK AND WE'LL BE BACK 7:54 P.M..

IT'S GOING TO HELP ME BIG.

WE'RE GOING TO RECONVENE, GUYS.

WE ARE RECONVENING THIS MEETING AT 8:05 P.M..

TO BRING BACK YOUR COMPUTER SCREEN, PLEASE HIT MY COMPUTER, FOLKS.

THANK YOU. OKAY.

PRIOR TO THE BREAK, WE HEARD THE MONITORING REPORT FOR JANUARY 2024.

[DISCUSSION AND REPORT ITEMS (Part 2 of 2)]

RELATIVE TO GOAL PROGRESS MONITOR MEASURE 1.1 AND 2.1.

I AM MAKING A MOTION TO ACCEPT THAT GOAL, PROGRESS MONITORING REPORT.

IS THERE A SECOND? SECOND. OOPS.

CAN'T PULL IT UP RIGHT NOW.

I'LL SECOND IT. ANGIE.

OKAY, THERE'S A MOTION BY ME AND A SECOND BY MISS LEMOND FLOWERS.

IS THERE ANY DISCUSSION ON THIS ITEM? OKAY. HEARING NONE, PLEASE VOTE.

VOTING IS CLOSED.

VOTING IS CLOSED.

EIGHT IN FAVOR, ONE ABSENT.

THE MOTION PASSES.

OUR FINAL AGENDA ITEM IS ITEM NUMBER FIVE, COMPLETION AND APPROVAL OF THE BOARD'S QUARTERLY SELF-EVALUATIONS.

[5. Completion And Approval Of The Board's Quarterly Self-Evaluations]

LONE STAR GOVERNANCE IS A FRAMEWORK DESIGNED TO DRIVE THE BOARD'S ABILITY TO FUNCTION MOST EFFECTIVELY, TO DELIVER ON OUR COLLECTIVE PROMISE TO IMPROVE STUDENT OUTCOMES.

THIS IS THE PROCESS OF CALIBRATION AND RECALIBRATION THAT ALLOWS US TO ALIGN AND REALIGN OUR GOVERNING BEHAVIORS WITH THOSE MOST EFFECTIVE IN CREATING THE CONTEXT FOR IMPROVING STUDENT OUTCOMES.

THIS WILL BE OUR FIRST SELF-EVALUATION DISCUSSION SINCE BEING SEATED ON JUNE 1ST, 2023.

THE EXIT CRITERIA FROM THE TEXAS EDUCATION AGENCY STIPULATES THAT OUR BOARD MUST ACHIEVE MEETS FOCUS STATUS FOR SEVEN OF THE NINE COMPETENCIES THAT COMPRISE THE LONE STAR GOVERNANCE FRAMEWORK.

THAT IS, IT IS ONE OF THE EXIT CRITERIA.

BOARD MEMBERS HAVE BEEN ASKED TO INDIVIDUALLY COMPLETE THE SELF-EVALUATION FOR OUR BOARD ACTIONS FROM JUNE 1ST TO DECEMBER 31ST.

OUR BOARD COACH HAS SYNTHESIZED OUR RESULTS FOR TONIGHT'S DISCUSSION.

BEFORE WE PROCEED, DO ANY BOARD MEMBERS HAVE QUESTIONS ABOUT THE PROCESS TO DATE? NO. OKAY, I WILL NOW REVIEW THE RESULTS FOR EACH OF THE SEVEN COMPETENCIES FROM OUR EXIT CRITERIA, AND I WILL SHARE THE SCORES FOR EACH COMPETENCY AND THEN PAUSE FOR QUESTIONS OR COMMENTS BEFORE PROCEEDING.

AT THE END OF THE REVIEW, WE'LL HAVE A BRIEF CONVERSATION ABOUT WHAT WE FEEL IS POSSIBLE BY THE END OF OUR NEXT QUARTER.

I'VE ASKED MISS SMITH TO PLEASE PULL UP THE, THE DIFFERENT METRICS.

SO WE'LL START WITH ITEM ONE, WHICH IS VISION AND GOALS ONE.

THE THE, COMPOSITE.

EXCUSE ME? THE COMPOSITE SCORE, BASED ON FEEDBACK FROM THIS BOARD IS THAT WE HAVE ACHIEVED 12 POINTS MEETS FOCUS.

DID ANYONE HAVE A DIFFERENT SCORE?

[02:55:02]

AND IF SO, CAN YOU PLEASE EXPLAIN THE BASIS FOR THE DIFFERENT SCORE? MR. RAVEN, YOU HAD A DIFFERENT SCORE.

WHAT WAS YOUR SCORE, SIR? SCORE TO FOUR.

OKAY. APPROACHES.

OKAY. AND CAN YOU DESCRIBE THE BASIS FOR THAT? SO IN IN REVIEWING THE MEETS FOCUS GUIDELINES, I DIDN'T FEEL LIKE, THE THE THE TIME SPENT ON DEVELOPING THE GOALS.

WAS QUITE ADEQUATE ENOUGH TO MEET FOCUS.

AND SO THAT WAS ONE PART.

AND, AND AS WE LOOK AT THE, YOU KNOW, RELYING ON ROOT CAUSE ANALYSIS.

I FELT LIKE WE WERE ALMOST THERE, BUT NOT QUITE THERE.

SO IN MY ASSESSMENT, I, I DIDN'T GIVE US THAT QUALIFYING.

MEETS FOCUS CATEGORY.

OKAY. ANY OTHER COMMENTS RELATIVE TO THIS PARTICULAR ITEM? NO. OKAY.

YES, SIR. I'LL SAY THAT I SCORED A 12.

I THINK WHEN WE LOOK AT THE THE LAST REQUIREMENT, THE BOARD RELIED ON A ROOT CAUSE ANALYSIS.

AND TO ADAM'S POINT, I CAN I CAN SEE WHERE IT COMES FROM THAT.

BUT I THINK THE FACT THAT WE, HAD A TOOL TO REALLY IDENTIFY THE NEEDS OF THE STUDENT OUTCOME GOALS.

AND THE TOOL WAS OBVIOUSLY FEEDBACK FROM OUR COMMUNITY, INFORMATION PROVIDED BY THE SUPERINTENDENT.

SO THAT'S THE REASON I SCORED AS A 12 THERE AS WELL.

OKAY. THANK YOU.

AND I WOULD SAY WE'RE NOT THERE YET.

I KNOW I HAVE TO COMMIT TO MEMORIZE THE GOALS, WHICH IS REQUIRED FOR FOR MASTERS AND MASTER FOCUS.

YEAH. AND I THINK WHILE WE'RE TALKING ABOUT MASTERS FOCUS AND IN THE NEXT STEPS AHEAD OF US, THE THOSE THREE, THOSE THREE ADDITIONAL METRICS THAT MUST BE MET IN ORDER TO MASTER FOCUS ARE ITEMS THAT I THINK ARE ASPIRATIONAL, WHICH WE SHOULD BE LOOKING AT ON INTO THE FUTURE.

SO OKAY, THAT WAS VISION AND GOALS ONE.

OUR NEXT ITEM IS NUMBER TWO, VISION AND GOALS TWO THE BOARD HAS ADOPTED GOAL PROGRESS MEASURES ALIGNED TO EACH STUDENT.

OUTCOME GOAL.

THAT ONE. THE CONSENSUS WAS AROUND 12 POINTS, WHICH IS MEATS FOCUS.

WHICH IS SET FORTH HERE, REQUIRES THAT THE BOARD MEMBERS AND SUPERINTENDENTS AGREE THAT THE GOAL PROGRESS MEASURES, CHALLENGE THE ORGANIZATION, REQUIRE ADULT BEHAVIOR CHANGE, ARE INFLUENCEABLE BY THE SUPERINTENDENT, AND ARE ALL PREDICTIVE OF THEIR RESPECTIVE STUDENT OUTCOME GOALS, ALONG WITH THE REQUIREMENTS FOR EACH OF THE, LOWER LEVELS HERE. SO, DOES ANYBODY ON THIS ONE HAVE A DIFFERENT SCORE? NO. OKAY, THEN WE'LL MOVE ON.

NUMBER THREE.

NUMBER THREE. THE BOARD HAS ADOPTED CONSTRAINTS AND THE CONSENSUS WAS AROUND THREE POINTS.

AND AGAIN THESE ARE.

WHEN I SAY CONSENSUS, I'M TALKING ABOUT WHAT THE COACH DETERMINED BASED ON HER REVIEW OF OUR INDIVIDUAL, EVALUATIONS THAT WE DID AND SUBMITTED THREE POINTS, WHICH IS APPROACHES FOCUS.

EACH SUPERINTENDENT CONSTRAINT DESCRIBES A SINGLE OPERATIONAL ACTION OR CLASS OF ACTIONS THE SUPERINTENDENT MAY NOT USE OR ALLOW.

DID ANYBODY HAVE ANY DIFFERENT SCORE OTHER THAN THREE? NO. OKAY.

ON NUMBER FOUR.

JUST VISION AND GOALS FOR THE BOARD HAS ADOPTED SUPERINTENDENT.

CONSTRAINT. PROGRESS MEASURES.

CPMS. THE GENERAL CONSENSUS WAS AROUND FOUR POINTS, WHICH IS MEETS FOCUS.

THIS REQUIRES THAT BOARD MEMBERS AND THE SUPERINTENDENT AGREE THAT THE SUPERINTENDENT, CONSTRAINT PROGRESS MEASURES WILL CHALLENGE THE ORGANIZATION TO FOCUS ON THE VISION, WILL CHALLENGE THE ORGANIZATION TO UPHOLD COMMUNITY VALUES, AND ARE ALL PREDICTIVE OF THEIR RESPECTIVE CONSTRAINT, AND THAT THEY ARE INFLUENCEABLE BY THE SUPERINTENDENT.

DOES ANYONE HAVE A DIFFERENT SCORE ON THIS PARTICULAR METRIC? NO. OKAY.

WE'LL MOVE FORWARD.

PROGRESS AND ACCOUNTABILITY ONE.

ON THIS ITEM, THE CONSENSUS WAS AROUND ZERO POINTS.

THIS ITEM SHOULD IMPROVE ONCE WE BEGIN TRACKING OUR TIME USE.

RECEIVING AND VOTING ON MONITORING REPORTS AND HAVING EFFECTIVE MONITORING CONVERSATIONS.

AND IN PARTICULAR, WE SHOULD BE ABLE TO IMPROVE ON THAT IN THE VERY NEAR TERM.

DOES ANYONE HAVE A SCORE OTHER THAN ZERO FOR PROGRESS AND ACCOUNTABILITY?

[03:00:02]

ONE. NO.

OKAY. FOR PROGRESS AND ACCOUNTABILITY TWO.

LIKEWISE, THIS REQUIRES THAT THE BOARD EVALUATE, BUT DOES NOT INTERFERE WITH PROGRESS TOWARDS IMPROVING STUDENT OUTCOMES.

WE ACHIEVED A ZERO, DO NOT MEET FOCUS.

AND DOES ANYBODY HAVE A DIFFERENT SCORE HERE? THE REASON FOR THE ZERO PRIMARILY IS THAT WE HAVE NOT CONDUCTED THE FIRST ANNUAL SUPERINTENDENT EVALUATION, WHICH WILL OCCUR IN THE FUTURE.

ALL RIGHT. OUR LAST METRIC IS SYSTEMS AND PROCESSES.

ZERO POINTS.

AGAIN. WHERE WE ARE IS THAT WE HAVE NOT YET RECEIVED A MONITORING REPORT UNTIL TONIGHT.

SO, DOES ANYONE HAVE A DIFFERENT SCORE OTHER THAN ZERO? MR. RIVON.

I WROTE IT AS A FOUR ON THIS ONE.

AND I THINK PRIMARILY BECAUSE IT WAS LOOKING SORT OF LOOKING FORWARD.

SO IT MAY BE A TIMING SORT OF THING.

I WAS LOOKING AT HOW WE WERE TRACKING TOWARDS THINGS.

SO. OKAY.

I THINK BECAUSE WE HAD NOT AT THE TIME THAT WE CONDUCTED THE SELF EVALUATION, RECEIVED A MONITORING REPORT, AND WE WERE AT A ZERO.

BUT AND THAT WAS REALLY, AT LEAST FOR ME, THE SOLE BASIS FOR THE, FOR THAT.

AND SO BECAUSE WE HAD TO ACHIEVE THAT TO KIND OF GET TO THE NEXT ITEM, I WAS AT A ZERO.

ANYBODY ELSE HAVE A COMMENT? YES. I ALSO WANT TO COMMENT THAT I ALSO HAD A FOR.

I KNOW THIS IS ONE THAT CERTAINLY DOESN'T COUNT FOR THE EXIT CRITERIA, BUT SAME WITH THE MONITORING CALENDAR.

AND ALSO I WAS CONSIDERING THE ITEMS PLACED ON THE CONSENT AGENDA.

I ALSO FACTORED THAT INTO MY CALCULATION OF WHERE WE WERE SINCE WE HAVE IMPROVED, GENERALLY THE BOARD IN THAT AREA OF BEING MORE EFFICIENT WITH OUR AGENDA ITEMS. OKAY. VERY GOOD.

DOES ANYONE BASED ON THIS DISCUSSION DISAGREE WITH THE, AN OVERALL SCORE OF 31 OUT OF THE 80 POSSIBLE POINTS? OKAY. THERE ARE TWO ADDITIONAL.

AND DOES ANYBODY HAVE ANY MORE QUESTIONS OR COMMENTS ABOUT THIS BEFORE WE PROCEED? THERE ARE TWO ADDITIONAL.

OH SORRY. I JUST WANT TO SPEAK TO THE, WHAT WE WERE JUST TALKING ABOUT ABOUT APPROACHES, FOCUS AND THE WE'RE BEING MORE EFFICIENT WITH THE CONSENT AGENDA, BUT THAT IT'S MORE THAN 75% OF THE TIME UNTIL WE START MONITORING THE TIME, THEY'RE ALL JUST GUESSES.

SO WE CAN'T GIVE OURSELVES CREDIT UNTIL WE START.

YES, SIR. FAIR.

GOOD POINT. OKAY.

ANYTHING ELSE ON THAT? NO. OKAY.

THERE ARE TWO ADDITIONAL COMPETENCIES IN LSG FRAMEWORK, WHICH ARE NOT PART OF THE EXIT CRITERIA, BUT I'D STILL WANT TO TALK ABOUT THEM FOR PURPOSES OF THIS CONVERSATION BECAUSE, BECAUSE THEY'RE PART OF THE LSG FRAMEWORK.

ONE IS ADVOCACY AND ENGAGEMENT AND ONE IS SYNERGY AND TEAMWORK.

AND I BELIEVE THE CONSENSUS WAS AROUND ZERO POINTS FOR EACH OF THOSE.

WE HAVE IN PLACE AN ADOPTED IMPLEMENTATION TIMELINE WHICH SHOULD BRING US, AT LEAST ABLE TO ACHIEVE 57 POINTS AT OUR NEXT, REVIEW.

AND SO, WAS THERE ANY DISCUSSION ABOUT THAT AND HOW WE WILL ACHIEVE 57 POINTS ON OUR NEXT EVALUATION? ANY COMMENTS OR QUESTIONS FOLKS HAVE ABOUT THAT? YOU WANT TO RAISE NOW? I JUST WANTED TO, I UNDERSTAND WHY, SOME WOULD GIVE ZERO FOR ADVOCACY AND ENGAGEMENT, BUT I JUST WANT TO SPEAK OUT THOSE MEETINGS THAT WE DID IN THE FALL.

TO ME, I GIVE US CREDIT FOR THAT.

I MEAN, THAT WAS TWO WAY COMMUNICATION FOR SEVERAL MONTHS WHERE WE WERE HOLDING THOSE MEETINGS.

SO, JUST WANT TO NAME THAT OUT ON THE ZERO FOR ADVOCACY AND ENGAGEMENT.

I WAS GOING TO SAY THE SAME THING.

SOME OF US HAD MET WITH DIFFERENT ORGANIZATIONS AND TALKED TO THEM ABOUT WHAT WE'VE DONE AND WHERE WE'VE BEEN AND ON MULTIPLE OCCASIONS.

SO THAT'S WHY I WOULD SAY I THINK WE SHOULD SCORE HIGHER ON THIS AT BEST.

AND IF THEY'RE GOING TO BE PUT ON A CALENDAR OR TO MAKE SURE THEY GET THERE, JUST SO WE KNOW WHERE WE'VE BEEN.

WHAT PUT ON THE CALENDAR? ON THE IMPLEMENTATION TIMELINE? YEAH. YEAH YEAH, YEAH. OKAY.

YES, ABSOLUTELY. THAT IT'S NOTED THAT WE DID HAVE THOSE MEETINGS.

WELL, NO. ABSOLUTELY. AND I THINK IT'S A VALID POINT, ON THIS, ON, IS THIS THE RIGHT ONE? ADVOCACY AND ENGAGEMENT.

YEAH. SO THE QUESTION IS WHETHER THE BOARD HAS A TWO WAY COMMUNICATION SYSTEM IN PLACE WHERE THE BOARD MEMBERS, AT LEAST ONCE PER YEAR, LISTEN FOR AND DISCUSS THE VISION AND

[03:05:06]

VALUES OF THEIR STUDENTS AND, LISTEN FOR AND DISCUSS THE VISION AND VALUES OF STAFF AND COMMUNITY MEMBERS.

I THINK, WE DID HEAR FROM STUDENTS IN THIS PROCESS.

OUR FOCUS, AT LEAST FROM WHO I HEARD FROM THE MOST, WAS COMMUNITY MEMBERS.

PRIMARILY. THERE WERE STAFF AS WELL, IN ADDITION TO STUDENTS.

SO, ABSOLUTELY, I THINK ON THAT ONE, WE COULD WE COULD TALK ABOUT IT.

IT'S OBVIOUSLY, LIKE I SAID, NOT ONE OF THE EXIT CRITERIA.

SO, IT'S NOT PART OF OUR EVALUATION PER SE THIS EVENING.

I JUST WOULD ADD TO THAT IS BECAUSE I THINK THAT'S ONE OF THE THINGS THAT THE COMMUNITY HAS TALKED TO US ABOUT SO MUCH IS THAT WE'RE NOT OUT THERE.

SO WE WANT TO MAKE SURE WE LET THEM KNOW THAT WE HAVE BEEN AND WE WILL CONTINUE TO BE AND TO SPEAK UP IF THEY WANTED US TO COME.

WELL, AND I THINK I THINK A KEY POINT IS THAT OUR ENGAGEMENT, COMMITTEE IS GOING TO RESUME, HERE IN THE NEXT COUPLE OF MONTHS.

AND THAT WILL GIVE US AN OPPORTUNITY TO MEET THE ONE IF WE DON'T THINK WE'RE THERE, AND THEN GET FURTHER THAN THAT.

SO I THINK THAT'S THE EXPECTATION.

I THINK THAT'S PART OF WHAT'S BAKED INTO, KIND OF OUR OVERALL GOALS HERE TO, TO PROGRESS.

SO CERTAINLY COMMUNITY ENGAGEMENT IS IMPORTANT AND SOMETHING THAT WE'RE FOCUSED ON AND WILL CONTINUE TO BE FOCUSED ON.

CAN I MAKE ONE MORE COMMENT? JUST THAT AS WE PROGRESS.

YOU KNOW, INDIVIDUALLY, WE'LL WE MAY BE DOING SOME DIFFERENT THINGS.

BUT IT'S ALSO IMPORTANT TO PAULA'S POINT TO LET PEOPLE KNOW WHAT'S GOING ON.

AND FOR INSTANCE, IF WE'RE MEETING WITH POLITICAL LEADERS AND THINGS LIKE THIS.

WHILE IT MAY NOT BE AT THE FOREFRONT OF PEOPLE'S MIND AND KNOWLEDGE, WHEN WE WHEN WE GO OUT AND MEET WITH THOSE LEADERS AND THE PASTORS OF LARGE CHURCHES AND BRING THEM TO SCHOOLS TO DO WALKTHROUGHS WITH US, YOU KNOW, ALL THAT STUFF TO ME IS VERY IMPORTANT.

AND WHILE WE'RE NOT SEEKING, YOU KNOW, RECOGNITION FOR DOING GREAT WORK IN THE BACKGROUND, THE COMMUNITY SHOULD KNOW AND, AND HEAR THAT WE ARE, YOU KNOW, ATTEMPTING TO ENGAGE MORE AND MORE WITH THEIR LEADERS IN THE VARIOUS AREAS OF THE COMMUNITY.

GREAT POINT.

OKAY. ALL RIGHT.

AT THIS TIME, I WILL ENTERTAIN A MOTION IN CONSIDERATION OF OUR QUARTERLY SELF EVALUATION.

MADAM PRESIDENT, I MOVE THAT THE BOARD APPROVES OUR QUARTERLY SELF EVALUATION SCORE OF 31 POINTS ON THE LONE STAR GOVERNANCE SELF EVALUATION INSTRUMENT.

IS THERE A SECOND? OH, I SEE, MR. MARTINEZ.

THANK YOU SIR.

IS THERE ANY FURTHER DISCUSSION ON THIS ITEM? OKAY. PLEASE VOTE ON THE MOTION TO APPROVE ITEM NUMBER FIVE.

COMPLETION AND APPROVAL OF THE BOARD'S QUARTERLY SELF EVALUATIONS AND THE BOARD'S QUARTERLY SELF EVALUATION SCORE OF 31 POINTS ON THE LONE STAR GOVERNANCE SELF EVALUATION.

OKAY. VOTING IS CLOSED.

EIGHT IN FAVOR, ONE ABSENT.

THE MOTION PASSES.

WE ARE NOW READY TO HEAR REPORTS AND COMMENTS FROM BOARD MEMBERS.

[BOARD MEMBER REPORTS AND COMMENTS]

I'LL START WITH MISS AUZENNE BANDY AND WORK OUR WAY DOWN THE LINE.

SURE. THANK YOU.

I WANTED TO GIVE A SPECIAL SHOUT OUT TO MISTER JOHN DIXON, WHO'S A SPECIAL EDUCATION TEACHER AT T.H.

ROGERS. HE WAS RECOGNIZED, AT A RECENT HOUSTON TEXANS GAME, AND HE WAS SURPRISED WITH AN ALL EXPENSES PAID TRIP TO THE SUPER BOWL IN LAS VEGAS.

SO MISTER DIXON THOUGHT HE WAS JUST GOING TO A GAME, AND HE WALKED AWAY WITH THE DREAM.

AND WE JUST REALLY APPRECIATE AND VALUE HIM AT T.H.

ROGERS. AND I JUST WANTED TO LET EVERYONE KNOW THAT HE IS EXTREMELY HAPPY.

I BET. THANK YOU.

ANYTHING ELSE ON THIS SIDE? NO, NOTHING FOR ME.

JUST WANTED TO GIVE. JUST WANTED TO GIVE A SHOUT OUT TO OUR BOARD MEMBER, ROLANDO, FOR, COMPLETING THE MARATHON AND THIS BEAUTIFUL, THAT HE'S ACCOMPLISHED AND THE

[03:10:01]

WEATHER. BUT IT'S A HUGE ACCOMPLISHMENT, SO CONGRATULATIONS.

THANK YOU. ANYTHING ELSE, MR. RIVON? I'LL JUST MENTION, A NEW AREA FOR ME OF COMMUNITY FOCUS AND WORKING TOWARDS, CREATING AND DEVELOPING A WAY TO SUPPORT SINGLE PARENT HOMES.

ME AND SOME OF THE OTHER BOARD MEMBERS HAVE BEEN WORKING, SORT OF IN CONVERSATION ABOUT WHAT DOES IT MEAN TO HAVE 50% OF OUR STUDENTS, ARRIVING AND LIVING IN A HOME OF A SINGLE PARENT? AND OVER THE COURSE OF TIME, WE'LL HAVE MORE AND MORE INFORMATION ABOUT WHAT THAT, WILL BLOSSOM INTO AND HOW WE CAN SUPPORT OUR FAMILIES.

BUT I THINK IT'S SO IMPORTANT THAT WE BEGIN TO RAISE THE RECOGNITION OF, SO MANY PARENTS WHO ARE DOING IT ALONE, AND THAT WE WANT TO SUPPORT AND ENCOURAGE THEM TO CONTINUE.

GREAT. THANK YOU.

SUPERINTENDENT. ANYTHING FROM YOU? OKAY. AT THIS TIME, THE BOARD WILL RECESS TO CLOSED SESSION UNDER CHAPTER 551 OF THE TEXAS GOVERNMENT CODE OPEN MEETINGS ACT SUB SECTIONS 551.004 THROUGH

[RECESS TO CLOSED OR EXECUTIVE SESSION UNDER SECTIONS 551.004, 551.071, 551.072, 551.073, 551.074, 551.076, 551.082, 551.0821, 551.083, 551.084, AND 551.089 OF THE TEXAS GOVERNMENT CODE FOR THE PURPOSES LISTED IN THIS NOTICE]

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 TWO SUBSEQUENT PUBLIC MEETING OF THE BOARD.

UPON NOTICE THEREOF, THE BOARD HAS RECESSED THE CLOSED SESSION AT 8:25 P.M.

ON JANUARY 18TH, 2024.

OKAY. THIS MEETING IS NOW RECONVENED AT 9:39 P.M..

[RECONVENE IN OPEN SESSION]

WE ARE NOW READY TO CONSIDER ITEMS DISCUSSED IN CLOSED SESSION.

[CONSIDERATION AND POSSIBLE ACTION ON MATTERS DISCUSSED IN CLOSED OR EXECUTIVE SESSION]

ARE THERE ANY MOTIONS? YES, MADAM PRESIDENT, I HAVE TWO.

YES, MA'AM. LET'S GO WITH YOUR FIRST ONE.

FIRST, I MOVE THAT THE BOARD APPROVES THE CLOSED SESSION PERSONNEL AGENDA, INCLUDING SPECIFICALLY THAT THE BOARD APPROVES PROPOSED TERMINATIONS OF CONTINUING TERM AND PROBATIONARY CONTRACTS AND AUTHORIZE THE SUPERINTENDENT OR DESIGNEE TO PROVIDE NOTICE OF SAME, THAT THE BOARD APPROVES SUSPENSIONS WITHOUT PAY FOR CONTINUING TERM AND PROBATIONARY CONTRACTS, AND AUTHORIZE THE SUPERINTENDENT OR DESIGNEE TO PROVIDE NOTICE OF SAME, THAT THE BOARD APPROVES WITHDRAWALS OF CONTRACT RECOMMENDATIONS, AND THAT THE BOARD APPROVES ISSUANCE OF FINAL ORDERS ON CONTRACT TERMINATIONS AND NON-RENEWALS AND THE BOARD VOID TERM CONTRACTS AS DISCUSSED IN CLOSED SESSION EFFECTIVE JANUARY 18TH, 2024.

THANK YOU.

WE HAVE A MOTION BY, MISS GARZA LINDER AND A SECOND BY MISS CRUZ ARNOLD, I BELIEVE.

IS THERE ANY DISCUSSION ABOUT THIS ITEM? NO. OKAY. PLEASE VOTE.

OKAY. VOTING IS CLOSED.

EIGHT IN FAVOR, ONE ABSENT, MOTION PASSES.

ARE THERE ANY OTHER MOTIONS? YES, MADAM PRESIDENT, ONE MORE PLEASE.

I MOVE THAT THE BOARD APPROVE THE RESIGNATION AND RELEASE AGREEMENT WITH THE FORMER COO, AND AUTHORIZE THE DISTRICT TO SETTLE ON THE TERMS DISCUSSED IN CLOSED SESSION.

THANK YOU. IS THERE A SECOND? OKAY. WE HAVE A MOTION BY MISS GARZA LINDER AND A SECOND BY MISS LEMOND FLOWERS.

IS THERE ANY DISCUSSION ON THIS ITEM? SEEING NONE, PLEASE VOTE.

VOTING IS CLOSED.

EIGHT IN FAVOR, ONE ABSENT.

THE MOTION PASSES.

ARE THERE ANY OTHER MOTIONS? NO. THE NEXT REGULAR BOARD MEETING WILL BE HELD ON FEBRUARY 8TH, 2024.

THERE BEING NO FURTHER BUSINESS, THIS MEETING IS OFFICIALLY ADJOURNED AT 9:42 P.M..

THANK YOU.

* This transcript was compiled from uncorrected Closed Captioning.