[00:00:04]
[CALL TO ORDER]
THIS MEETING IS NOW CONVENED.I WOULD LIKE TO ASK EVERYONE TO PLEASE SILENCE YOUR CELL PHONES.
A QUORUM OF THE BOARD MEMBERS IS PRESENT IN THE BOARD AUDITORIUM.
THEY ARE FOR MY RIGHT ON THE PLATFORM.
ANGELA LEMOND FLOWERS MYSELF, AUDREY MOMANAEE, RIC CAMPO, ROLANDO MARTINEZ AND PAULA MENDOZA.
AND I BELIEVE MR. RIVON IS JOINING US VIA ZOOM.
OKAY. GOT IT. IF THERE ARE ANY PUBLIC OFFICIALS IN THE AUDIENCE, PLEASE STAND AND BE RECOGNIZED.
[SPEAKERS TO AGENDA ITEMS]
PLEASE IDENTIFY YOURSELF AND YOUR TOPIC WHEN YOU STEP TO THE MICROPHONE.WE WILL PRIORITIZE STUDENTS THIS EVENING IF THERE ARE ANY.
PUBLIC COMMENT DURING SCHOOL BOARD MEETINGS WILL ONLY BE AVAILABLE TO THOSE PERSONS WHO HAVE SIGNED UP TO SPEAK PRIOR TO THE MEETING TIME, PER CURRENT PROTOCOL, VERBAL AND OTHER DISRUPTIONS BY PERSONS DURING THE SCHOOL BOARD MEETINGS ARE NOT ACCEPTABLE, AS THEY INHIBIT THE BOARD'S ABILITY TO CONDUCT BUSINESS AND THE PUBLIC'S ABILITY TO OBSERVE THOSE PROCESSES. PERSONS WHO PARTICIPATE IN SUCH BEHAVIOR WILL BE GIVEN ONE WARNING, AND IF THE BEHAVIOR IS REPEATED, THEY WILL BE ASKED TO LEAVE THE MEETING.
THIS EVENING, WE HAVE 31 REGISTERED SPEAKERS WHO 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.
A NUMBER OF SPEAKERS HAVE SIGNED UP TO ADDRESS A CLOSED SESSION ITEM REGARDING A MAGNET.
EXCUSE ME REGARDING MAGNET AND DUAL LANGUAGE PROGRAMS, WE WILL LISTEN TO AND CONSIDER ALL COMMENTS, BUT THIS IS NOT AN ACTION ITEM ON THE AGENDA, SO PLEASE NOTE THAT NO VOTE WILL BE TAKEN ON THIS ISSUE TONIGHT.
WE WILL BEGIN WITH SPEAKERS WHO IDENTIFIED THEMSELVES AS STUDENTS WHEN THEY CHECKED IN THIS EVENING.
WE HAVE ONE STUDENT SPEAKER ON ZOOM.
[INAUDIBLE] CAN SHE START? YES, PLEASE. GO AHEAD.
SHE NEEDS TO BE ON CAMERA, I'M SORRY MA'AM.
OH, SORRY ABOUT THAT. ONE SECOND.
NO PROBLEM. THANK YOU, THANK YOU.
THERE WE GO. HI, MY NAME IS ADIDAS SAGE BITNER I AM A FOURTH GRADER AT CONDIT ELEMENTARY.
I'M HERE TO COMMENT ON THE TOPIC OF COMMUNITY ENGAGEMENT.
ALSO, I ENCOURAGE YOU TO ENGAGE MORE WITH THE STUDENTS WHO HAVE COME OUT.
WHO HAVE COME TO BOARD MEETINGS TO EXPRESS THEIR CONCERNS FOR THE BORING LESSONS, LACK OF LIBRARIES AND OUT OF THE WAY SUNRISE CENTERS INSTEAD OF THEIR CAMP OF CAMPUS WRAPAROUND SPECIALISTS.
ARE STUDENTS ONLY WELCOMED WHEN THEY ARE SUPPORTIVE OF YOU, OR WHEN THEY MAKE YOU LOOK GOOD, OR ARE STUDENTS WELCOMED WHEN THEY CHALLENGE AND QUESTION YOUR POLICIES TO ENSURE THAT THEY AND THEIR FRIENDS ACROSS TOWN ARE RECEIVING THE BEST EDUCATION.
PLEASE ENGAGE WITH ALL STUDENTS.
I DON'T SEE THAT NAME IN THE ZOOM.
OKAY. AND SO NOW I'M TO GO DOWN THE LIST.
OKAY. CAN WE HAVE SPEAKERS NUMBER ONE THROUGH TEN, IF YOU DON'T MIND, COMING UP TO THE FRONT? I HAVE MR. BEDFORD. NICK BEDFORD.
[INAUDIBLE] ARE YOU READY? YES, SIR. OKAY, SO I'M NICK BEDFORD.
AND THE INTRODUCTION OF AN ENGLISH ONLY PRE-K TRACK WILL NEGATIVELY IMPACT OUR SCHOOLS FUNDS, AS WE CURRENTLY RECEIVE FUNDING THROUGH HB 3, AND TRANSITIONING FROM TOTAL DUAL LANGUAGE TO SOME ENGLISH ONLY CLASSES WILL BE INCREDIBLY DISRUPTIVE AND INDISPUTABLY IMPACT THE DUAL LANGUAGE PROGRAM.
[00:05:02]
FURTHERMORE, THERE ARE LOGISTICAL AND ADMINISTRATIVE BURDENS OF ULTIMATELY CREATING SEVEN ADDITIONAL CLASSROOMS. RESEARCH SHOWS STUDENTS IN SCHOOLS LIKE HELMS HAVE HIGHER TEST SCORES.HELMS OUTPERFORMS THE DISTRICT ON STAAR ENGLISH READING.
OVERALL, WE SHOULD WE SHOULD BE LEFT TO CONTINUE OUR HIGHLY SUCCESSFUL SPANISH IMMERSION PROGRAM.
THERE IS NO PARENT NEAR HELMS NOR WALTON THAT COULDN'T BE TAKEN TO A SCHOOL WITHIN TWO MILES [BELL].
THANK YOU. OUR NEXT OUR NEXT SPEAKER IS AMANDA DELEON.
HI, I REPRESENT A ZONED FAMILY TO HELMS AND A PARENT OF AN EB STUDENT.
WE WANT A SCHOOL THAT MATCHES OUR BILITERATE BICULTURAL FAMILY AND HELPS EXCEEDS OUR EXPECTATIONS AS ONE OF THE MOST ESTABLISHED ACADEMIC RESEARCH DL PROGRAMS IN THE STATE OF TEXAS. DECISIONS FOR CHANGING A CAMPUS PROGRAM MODEL SHOULD BE DATA INFORMED, STUDENT CENTERED, AND FOLLOW THE BOARD POLICY COMMUNICATION TIMELINE TO FAMILIES, WHICH IS NOT WHAT HAPPENED WITH THE SUDDEN DECISION TO DISMANTLE AN A-RATED SCHOOL WIDE PROGRAM WITH HUNDREDS OF FAMILIES ON A WAITING LIST FOR A HANDFUL OF LOCAL PARENTS WHO ALREADY HAVE A WORKING SOLUTION.
WHAT WILL BE THE PLAN WHEN HELMS CONTINUES TO NOT HAVE ENOUGH ZONED KIDS FOR AN ENGLISH ONLY TRACK? WILL NON-EV STUDENTS BE FORCED TO MOVE TO AN ENGLISH ONLY TO MAKE UP A WHOLE CLASS IN EACH GRADE, FURTHER REDUCING SCHOOL FUNDING PER HOUSE BILL 3.
BY PARTICIPATING IN DL, BOTH EB AND NON-EB STUDENTS EARN A SEAL OF BILITERACY AND CREDIT FOR HIGH SCHOOL SPANISH COURSES, MEETING THE GRADUATION REQUIREMENT AND ALLOWING THEM TO TAKE OTHER COURSES TO GO DEEPER IN THE LANGUAGE.
THIS IS NOT OR THIS IS WHAT I WANT FOR MY CHILDREN IS NOT THANK YOU. OUR NEXT SPEAKER IS ELLEN WALTER.
YES, MA'AM. I'M A PARENT AT ONE OF THE SPANISH IMMERSION SCHOOLS.
WE KNOW SEVERAL FAMILIES WHO ATTEND OTHER SPANISH DUAL LANGUAGE SCHOOLS.
THE ANSWER IS EASY BECAUSE THERE IS NO DIFFERENCE BETWEEN ANY OF OUR CLASSES.
OUR NEXT SPEAKER IS BROOKE LONGORIA.
I'M A TAXPAYER VOTER AND I WILL VOTE NO ON AN HISD BOND.
UNFORTUNATELY, SUPERINTENDENT MILES KEEPS ACTING OUTSIDE THE RULES.
BOARD OF MANAGERS, I RESPECT THAT AS A CHALLENGE FOR YOU.
BUT YOUR JOB IS TO ENFORCE POLICY.
TONIGHT, I'M ASKING YOU TO ENFORCE POLICY EHDJ LOCAL AND ASKING HELMS AND WHARTON TO ADD ENGLISH ONLY PRE-K IS A MAJOR MODIFICATION FOR SEVEN FOR FOR YEARS, ONLY SEVEN SCHOOLS HAVE HAD AUTOMATIC RE-ENROLLMENT FOR PRE-K.
THOSE ARE THE MONTESSORI PROGRAMS AND THE LANGUAGE IMMERSION SCHOOLS.
AND THIS IS BECAUSE OF OUR UNIQUE MAGNET PROGRAM.
SO TO CHANGE TO ENGLISH ONLY PRE-K, THIS IS A SIGNIFICANT CHANGE TO OUR MAGNET THEME.
OUR NEXT SPEAKER IS HENRY GRIFFIN.
YES, SIR. THANK YOU, SUPERINTENDENT MILES.
READY TO GO. CAN YOU HEAR ME? GO AHEAD. BOARD SUPERINTENDENT MILES, MY NAME IS HENRY GRIFFIN.
ONE IS A FIRST GRADER AT HELMS ELEMENTARY.
THE SECOND HAS ACCEPTED A KINDERGARTEN SEAT THERE NEXT YEAR.
NOW THIS IS THE FIRST TIME I'VE APPEARED BEFORE THE BOARD AND ENGAGED IN THIS SORT OF ADVOCACY.
[00:10:06]
ENGLISH ONLY REQUIREMENT AT THE SCHOOLS.AND SECOND THE LOSS OF THE SCHOOL WIDE NATURE OF THE LANGUAGE AND LANGUAGE IMMERSION PROGRAM DOES REPRESENT A MAJOR MODIFICATION TO THOSE PROGRAMS. GIVEN THE SUCCESS OF THE SCHOOLS, THEY SHOULD BE ALLOWED TO REMAIN INTACT WITH THEIR CURRENT OPERATIONS.
OUR NEXT SPEAKER IS MICHELLE WILLIAMS. MICHELLE WILLIAMS, PRESIDENT, HOUSTON EDUCATION ASSOCIATION.
I'M GOING TO BE SPEAKING ON BEHALF OF MY MEMBERS AND NON MEMBERS WHO ARE TEACHING AT SCHOOLS LOCATED IN HISTORICALLY UNDERSERVED AND UNDERREPRESENTED COMMUNITIES. HISD BEGAN THE 2023-24 SCHOOL YEAR WITH STUDENTS HOME LANGUAGE AS FOLLOWS 77,466 OR 42% POINT 42% OF SPANISH, 95,900 OR 52% ENGLISH. THE STUDENTS IN THE NON IN THE NES SCHOOLS ARE NOT RECEIVING INTENSIVE INSTRUCTION IN READING.
THAT'S GOING TO MOVE THE NEEDLE FOR THEM AS THEY PROGRESS, PARTICULARLY IN SECONDARY SCHOOLS.
ALSO, THE BILINGUAL STUDENTS ARE NOT BEING SERVICED PER THE TEXAS EDUCATION CODE.
THANK YOU. OUR NEXT SPEAKER AND I'LL JUST RECOGNIZE THAT MR. RIVON HAS JOINED US VIA ZOOM.
AND, ADAM, IF YOU DON'T MIND PUTTING US ON MUTE, I THINK WE MAY HAVE HEARD SOME BACKGROUND NOISE.
OUR NEXT SPEAKER IS MELISSA LICHLYTER.
I AM A TAX PAYING CITIZEN, A VOTER, AND A PARENT OF AN HISD STUDENT.
I'M HERE TONIGHT BECAUSE THE COMMUNITY OUTREACH IS WORKING.
WE WOULD LIKE TO KNOW WHY IS THERE A PROPOSED ENGLISH TRACK FOR THE TWO IMMERSION SCHOOLS WHEN THERE IS NO DEMAND? YOU SAY THERE'S A DEMAND, BUT YOU HAVE NOT SHOWN US.
WE ARE NOW TOLD WE ARE NOT GETTING THAT KINDERGARTEN TEACHER.
WE ARE GETTING AN ENGLISH ONLY PRE-K TEACHER WHICH WILL FOLLOW BE FOLLOWED BY AN ENGLISH ONLY TRACK.
HAVE YOU LOOKED AT OUR KINDERGARTEN WAITLIST FOR HELMS AND WHARTON? IT REFLECTS WHAT THE COMMUNITY WANTS.
THANK YOU MA'AM. NO THANK YOU MA'AM.
OUR NEXT SPEAKER IS JUSTIN SYNHORST.
HELLO, I'M JUSTIN SYNHORST, I'M A PROSPECTIVE HISD PARENT AND I AM STRONGLY OPPOSED TO THE ENGLISH ONLY TRACT AT WHARTON AND HELMS. WHEN WE TALK ABOUT CLOSING THE GAP, THESE DUAL LANGUAGE IMMERSION PROGRAMS HAVE BEEN THROUGH VARIOUS STUDIES AND DOCUMENTATION, SHOWN TO BE SOME OF THE BEST PERFORMERS WHEN IT COMES TO ENGLISH LANGUAGE LEARNERS.
I THINK THERE IS A TEMPTATION IF THERE ARE ANY PARENTS WHO HAVE APPLIED TO THIS TRACK, I THINK IT'S MOST LIKELY IN AN ATTEMPT TO, AT SOME LATER DATE, BE KINDERGARTEN OR OTHERWISE WORK THEIR WAY INTO THE DUAL LANGUAGE TRACK.
IT IS ONE OF THE MOST DESIRABLE TRACKS IN THE DISTRICT.
AND LASTLY, I'LL SAY THAT NOT ONLY DOES IT HURT THESE POTENTIAL DUAL LANGUAGE STUDENTS, BUT ALSO THE SCHOOL AS A WHOLE BY GETTING RID OF ITS FULL CAMPUS DUAL LANGUAGE IMMERSION. THANK YOU.
THANK YOU. OUR NEXT SPEAKER IS STEPHANIE PRETORIUS.
OUR OUR NEXT SPEAKER IS JUDITH CRUZ.
STEPHANIE PRETORIUS CHECKED IN.
[00:15:02]
OUR NEXT SPEAKER IS ALISON [INAUDIBLE].OKAY, WHOEVER NUMBER NINE IS, PLEASE, IF YOU'LL IDENTIFY YOURSELF, THAT WILL HELP US.
GOOD EVENING. MY NAME IS REBECCA AVERILL, AND I AM THE PARENT OF TWO CHILDREN AT HELMS ELEMENTARY.
I'M HERE TO SPEAK ABOUT THE LEGAL AGENDA ITEM RELATING TO DUAL LANGUAGE EDUCATION.
WHEN I MOVED TO HOUSTON IN THE SUMMER OF 2021, SHORTLY BEFORE MY OLDEST STARTED KINDERGARTEN, THE ZONE SCHOOL WAS A TOP PRIORITY IN DECIDING WHERE TO LIVE AS IT IS FOR MANY FAMILIES. WE RESEARCHED DIFFERENT SCHOOLS IN THE AREA AND WERE THRILLED TO BE ZONED TO HELMS WITH ITS UNIQUE DUAL LANGUAGE PROGRAM.
I ALSO HAPPEN TO BE A LINGUIST, HAVING COMPLETED MY GRADUATE STUDIES IN LANGUAGE ACQUISITION.
IMMERSION IS SCHOOLWIDE, CULTURALLY FOCUSED DUAL LANGUAGE EDUCATION IS A GIFT I DEEPLY VALUE FOR MY CHILDREN, AND I AM HIGHLY CONCERNED ABOUT CHANGES BEING IMPOSED BY THE DISTRICT IN VIOLATION OF LOCAL BOARD POLICY.
AND I JUST SAW MISS CRUZ COME IN SO PLEASE COME ON IN.
I EMAILED YOU THOUGHTS ON THAT, AND WILL SPEND MY MINUTE ON DUAL LANGUAGE.
ALL STUDENTS IN THE THIRD GRADE AT WHARTON TAKE THE STAAR IN SPANISH, REGARDLESS OF NATIVE LANGUAGE AND YET ALL STUDENT GROUPS PERFORM SIGNIFICANTLY ABOVE THE DISTRICT AVERAGE. AND THE PERCENTAGE OF STUDENTS WITH A PASSING SCORE ON THEIR SPANISH AP EXAM THAT THEY TAKE IN THE EIGHTH GRADE IS ALSO ON PAR WITH THE DISTRICT AVERAGE.
AS A BOARD MEMBER, I STRONGLY ADVOCATED FOR EXPANSION OF HIGH QUALITY PRE-K, SO I WAS THRILLED WHEN I SAW THE DISTRICT ANNOUNCE THEIR PLAN, EXPANDING PRE-K AND MAINTAINING THE INTEGRITY OF AN 80 OVER 20 SPANISH IMMERSION DUAL LANGUAGE PROGRAM DOES NOT HAVE TO BE MUTUALLY EXCLUSIVE.
WE'D LIKE TWO MINUTES, PLEASE.
[INAUDIBLE] YES, WE HAVE AN INTERPRETER.
[SPANISH] MY NAME IS LUCA CANDIDA.
[SPANISH] I LOVE MY SCHOOL, MY CLASSMATES, THAT THEY ARE COMING FROM DIFFERENT COUNTRIES, AND OUR LIBRARIAN THAT WHO HELPS ME TO CHOOSE VERY INTERESTING BOOKS.
[SPANISH] YOU RUIN THE SCHOOLS YOU TOUCHED.
[SPANISH] NOW YOU WANT TO MAKE CHANGES IN OUR SCHOOLS, IN MY SCHOOL AND THAT MAKES ME VERY SAD.
[SPANISH] IN MY FIRST TALK, THOUGHT I ASK YOU.
YOU KNOW THAT ALL THE KIDS HAD THE SAME RIGHTS THAN ME.
[SPANISH] GRACIAS. IT IS NECESSARY TO IMPROVE CONDITIONS IN THE NES SCHOOLS, NOT ELIMINATING THE THINGS THAT WORK RIGHT IN THE SCHOOLS LIKE MINE.
AND I'D LIKE TO JUST RECOGNIZE, IS PLACIDO GOMES IS WITH US THIS EVENING.
[00:20:01]
I'M GOING TO GO JUST DOWN THE LINE HERE BECAUSE I DON'T.IS IT? IF THEY'RE NOT ON THERE, DOES THAT MEAN THEY THINK WE'RE JUST MISSING REBECCA AVRIL.
ARE YOU STEPHANIE PRETORIUS? OKAY. COME ON DOWN.
YES, MA'AM. SO, MY NAME IS TRACY RILEY.
I AM A PARENT AT A DUAL LANGUAGE SCHOOL, NOT AN IMMERSION.
AND I JUST WANT TO SHARE WITH YOU GUYS, AS JUDITH MENTIONED, WITH YOUR GOVERNANCE FRAMEWORK, JEANETTE, YOU KNOW THAT HELMS LOVE BROWNING HAVE WORKED SO HARD TO OVERCOME IN THE PAST 7 TO 8 YEARS, ALL THE ADVERSITY TO BUILD COMMUNITY.
AND THE SLICE AND DICE OF OUR COMMUNITY.
AND I THINK AS WE NAVIGATE TOWARD THE BOND, LOOK AT THE FACILITIES CONDITION INDEX, WHAT WE'RE SAYING WE WANT TO DO VERSUS WHAT THE EFFICIENCIES THAT WE'RE PROFILING, THEY DON'T MAKE SENSE. SO I ENCOURAGE YOU TO GET OUT THERE AND LOOK AND SEE.
WE WANT TO DO EFFICIENT WORK, BUT WE ALSO HAVE CAMPUSES THAT CAN TAKE ON PRE-K, THAT HAVE AMAZING PRE-K PROGRAMS THAT WOULDN'T DISRUPT THE REALLY GREAT WORK THAT ARE BEING DONE AT HELMS AND WHARTON. WE CAN GO TO GREGORY-LINCOLN, WE CAN GO TO LOVE.
WE HAVE LAND THAT WE CAN PUT TWO BUILDINGS ON.
WE CAN PUT THOSE A-BUILDING, CLASSROOMS WITH RESTROOMS. WE'VE ALREADY DONE THAT WORK.
I KNOW ANDREAS CAN DO THAT WORK.
WE CAN DO MID-YEAR BUDGET REVIEWS TO ADD FINANCIAL WHEREVER THANK YOU. ALL RIGHT.
ARE THERE ANY OTHER SPEAKERS WHO HAVE A NUMBER? ALL RIGHT.
WELL, I THINK THAT WAS NUMBER 12.
NUMBER 11, PLEASE COME ON DOWN.
SORRY. ARE YOU ALISON [INAUDIBLE]? OKAY. ALL RIGHT.
PLEASE IDENTIFY YOURSELF FOR US.
[SPANISH] GOOD EVENING. MEMBERS OF THE COUNCIL.
MY NAME IS SANDRA [INAUDIBLE] MONSALVE RAMOS AND I AM THE MOTHER OF A STUDENT IN FIFTH GRADE AT WHARTON DUAL LANGUAGE ACADEMY. THE REASON WHY WE CHOSE THAT MAGNET IMMERSION SCHOOL IN SPANISH COMO LIKE WHARTON.
WE CHOSE THAT SCHOOL LIKE WHARTON BECAUSE.
IT'S FOR US LEARNING ANOTHER LANGUAGE MULTIPLIES ACADEMIC OPPORTUNITIES.
AND PROFESSIONAL OPPORTUNITIES LIKE THAT'LL GIVE MY SON ACCESS.
[SPANISH] MY FAMILY BELIEVES MY FAMILY FIRMLY BELIEVES IN FOCUS AND THAT YOU HAVE TO BE FOCUSED IN SCHOOL FROM WHICH IT BRINGS A VERY STRONG BOND BETWEEN FAMILIES AND THE COMMUNITY.
FAMILIES WITH DIFFERENT ORIGINS, SOCIO SOCIOECONOMIC ORIGINS OR ORIGINS FROM WHERE WE COME FROM, DIFFERENT PARTS OF THE CITY [SPANISH] TO GIVE OUR CHILDREN SOMETHING MORE THAN JUST A CURRICULUM.
[00:25:03]
THANK YOU, THANK YOU.CAN WE HAVE SPEAKER NUMBER 13, PLEASE? 12. SORRY.
ARE THERE ANY SPEAKERS AFTER NUMBER 13? OH, GREAT. OKAY.
IN 2019, THE TEXAS LEGISLATURE ALLOCATED AN ADDITIONAL 5% FUNDING PER STUDENT FOR THOSE IN DUAL LANGUAGE IMMERSION PROGRAMS. THEIR COMMISSION CONCLUDED, QUOTE, DUAL LANGUAGE IMMERSION PROGRAMS ARE BY FAR THE MOST EFFECTIVE PROGRAM IN TERMS OF IMPROVING OVERALL STUDENT ACHIEVEMENT FOR ENGLISH LEARNERS.
TWO HISD SCHOOLS HAVE CAMPUS WIDE DUAL LANGUAGE SPANISH IMMERSION PROGRAMS WHARTON AND HELMS. THE MAGNET LOTTERY DRAWS STUDENTS FROM A BALANCED MIX OF ECONOMIC SITUATIONS, WHICH RESEARCH SHOWS LEADS TO BETTER PERFORMANCE FOR ECONOMICALLY DISADVANTAGED STUDENTS.
THESE SCHOOLS NARROW STUDENT PERFORMANCE GAPS, HELPING TO ACHIEVE HISDS GOALS.
IN 2023, WHARTON AND HELMS HAD FAR MORE MAGNET APPLICANTS THAN OPEN SEATS.
I'M THRILLED THAT PRE-K IS BEING EXPANDED AS YOU DO, SO I ASK THAT YOU PLEASE PRESERVE THE SUCCESSFUL, SCHOOL WIDE DUAL LANGUAGE SPANISH IMMERSION PROGRAMS AT WHARTON AND HELMS. THANK YOU FOR YOUR TIME.
THANK YOU. CAN WE HAVE SPEAKER NUMBER 13, PLEASE.
YES, MA'AM. I'M DIANA CANDIDA AND MY FIRST GRADER ATTENDS WHARTON DUAL LANGUAGE ACADEMY.
WHARTON IS AN A RATED SCHOOL WHERE EMERGENT BILINGUAL STUDENTS THRIVE.
INSTEAD OF DILUTING THE EFFECTIVENESS OF THE ADDITIVE DUAL LANGUAGE PROGRAM AT WHARTON BY ADDING AN ENGLISH ONLY CLASS, PLEASE DUPLICATE WHAT'S BEING DONE AT WHARTON AND HELMS SO THAT MORE CHILDREN WILL BE ABLE TO REAP THE BENEFITS OF BEING BILINGUAL.
CAN WE HAVE SPEAKER NUMBER 14, PLEASE? AND IF YOU WOULDN'T MIND, PLEASE IDENTIFYING YOURSELF.
YES. MY NAME IS ALLISON [INAUDIBLE].
THANK YOU. GOOD EVENING. AND THANK YOU FOR SERVING IN THE WAY THAT YOU DO.
SO I TRUST YOU TO KNOW THE FACTS BETTER THAN I EVER COULD.
SO I WANT TO SHARE WITH YOU TWO PERSONAL THINGS THAT I'D LIKE YOU TO CONSIDER.
ONE IS, AFTER TEN YEARS OF TRADITIONAL LANGUAGE EDUCATION THAT I HAD THROUGH PUBLIC EDUCATION, MY UNDERGRAD AT DARTMOUTH AND MY GRADUATE SCHOOL AT STANFORD, MY CHILDREN AT WHARTON WERE HIS OWN FAMILY, SURPASSED ME IN FLUIDITY OF THEIR SPEAKING, READING, AND WRITING IN THIRD GRADE.
AND THE SECOND, AS YOU'VE HEARD FROM SO MANY FAMILIES, IS THE WAY THAT WE'RE UNITED TOWARD PUBLIC EDUCATION AS A COMMUNITY, ACROSS THE ADMINISTRATORS, THE TEACHERS, AND THE STUDENTS AND FAMILIES AT WHARTON.
IT IS A VERY UNIQUE COMMUNITY ENVIRONMENT, AND I ENCOURAGE YOU, IF YOU GET A CHANCE TO STEP INTO THAT SCHOOL, FEEL THAT IMPACT, AND UNDERSTAND WHAT HAPPENS WHEN YOU HAVE AN ENTIRE SCHOOL.
WE REFER TO OURSELVES AS UNIDOS UNITED AROUND THAT ONE CAUSE THANK YOU, THANK YOU.
ARE THERE ANY OTHER SPEAKERS WITH IDENTIFIED NUMBERS PAST 14? NO. OKAY.
I HAD CALLED EARLIER FOR STEPHANIE PRETORIUS AND THERE ARE TWO CHILDREN ALONG WITH HER.
ALL RIGHT, THEN I GUESS WE'LL SWITCH OVER TO THE ZOOM SPEAKERS.
KYLE REESE PLEASE TURN YOUR CAMERA ON.
SIR, CAN YOU PLEASE TURN ON YOUR CAMERA? OKAY, WE CAN SEE YOU. PLEASE GO AHEAD.
[00:30:01]
PLEASE GO AHEAD.I STRONGLY SUPPORT MAINTAINING DUAL LANGUAGE IN ALL CLASSROOMS, CAMPUS WIDE.
IN FACT, THESE DUAL LANGUAGE PROGRAMS ARE APART OF WHAT MAKES HISD SCHOOL CHOICE SPECIAL.
WE THINK IT IS SUCH A UNIQUE LEARNING OPPORTUNITY FOR OUR DAUGHTERS.
PLEASE DON'T CHANGE THE PROGRAM.
BOTH HELMS AND WHARTON ARE PERFORMERS AND ACCOUNTABILITY RATINGS.
AS A PARENT OF A NEW HELMS STUDENT AND AS A RESIDENT OF THE HELMS ZONE AREA NEIGHBORHOOD, PLEASE RECONSIDER ADDING AN ENGLISH ONLY CLASSROOM TRACK TO THESE TWO DUAL LANGUAGE ELEMENTARY SCHOOLS. THANK YOU.
MR. BARCELO, PLEASE TURN YOUR CAMERA ON.
I THOUGHT I. HE CAME ON FOR A SECOND EMILY.
YES. CAN YOU HEAR ME? WE CAN HEAR YOU. CAN YOU PLEASE TURN ON YOUR CAMERA AND THEN YOU CAN BEGIN? YES, BUT THE SYSTEM WILL NOT LET ME.
IT SAYS THAT, IT JUST WON'T LET ME.
CAN WE MAYBE GO TO THE NEXT SPEAKER AND COME BACK, EMILY? YES. OKAY.
I DON'T KNOW. CAN HE LOG OFF AND LOG BACK ON? PLEASE TURN YOUR CAMERA ON.
AT THE JANUARY MEETING, THE BOARD COMPLETED AND APPROVED THEIR QUARTERLY SELF-EVALUATIONS.
ITEM NUMBER FIVE USING THE LONE STAR GOVERNANCE FORM.
AT THE LAST BOARD MEETING, I EMAILED EACH BOARD MEMBER REGARDING THE DIFFERENCES IN THE BASELINE DATA OF THE MATH AND READING STAAR GOALS PROVIDED BY MR. MILES. I EXPLAINED THAT IT WAS ABOUT FIVE POINTS LOWER THAN TEAS TAPPER DATA.
MY QUESTION IS WHEN WILL YOU ENGAGE WITH COMMUNITY MEMBERS LIKE ME SO WE CAN BE PART OF THE BROAD COMMUNITY OWNERSHIP OF YOUR VISION AND GOALS? THANK YOU, THANK YOU.
HASSAN HARRELL, PLEASE TURN YOUR CAMERA ON.
SORRY. JUST TRYING TO GET MY CAMERA ON.
CAN YOU HEAR ME? WE CAN HEAR YOU, SIR.
OH, THERE YOU ARE. PLEASE GO AHEAD.
MY NAME IS HASSAN HARRELL, I'M HERE FOR THE ISSUE REGARDING THE DUAL LANGUAGE PROGRAM.
I AM A PARENT OF TWO CHILDREN AT THE WHARTON DUAL LANGUAGE ACADEMY.
OUR CHILDREN STARTED WHARTON IN PRE-K VIA THE MAGNET OPTION.
HOWEVER, WE SPECIFICALLY CHOSE WHARTON BECAUSE OF THE DUAL LANGUAGE ASPECT.
WE WANT THEM TO HAVE A DEMONSTRABLE SKILL.
AT HOME, WE ARE NATIVE ONLY ENGLISH SPEAKERS.
THE NUMBER OF APPLICATIONS FOR THE MAGNET OPTION FOR THE 23-24 YEAR
[00:35:10]
THANK YOU SIR.YOU MAY BEGIN. DO YOU HAVE [INAUDIBLE] WAS CALLED.
DID YOU HEAR THAT? WHO? WHAT WAS THE NAME? SUHANI [INAUDIBLE], SHE WAS A STUDENT.
WE CALLED HER EARLIER, BUT I DON'T THINK Y'ALL HAD LOGGED IN BY THEN.
DO YOU WANT TO LET HER SPEAK FIRST? YEAH, YEAH, WE WERE LOGGED IN.
I JUST I'LL HAVE HER SPEAK FIRST, AND THEN I'LL GO.
OKAY. ALL RIGHT, HOLD ON A SECOND.
SORRY. GO AHEAD. I'M SPEAKING ON BEHALF OF A TEACHER WHO CAN'T SPEAK FOR FEAR OF RETRIBUTION.
SOME OF YOU HAVE EXPRESSED AN INTEREST IN THE WELL-BEING OF OUR ENGLISH LANGUAGE LEARNERS.
WILL YOU PLEASE ASK MR. MILES WHY THERE HASN'T BEEN AN ESL CURRICULUM AVAILABLE FOR MIDDLE AND HIGH SCHOOLERS ALL YEAR? TEACHERS ARE PROVIDING TEACHERS ARE TEACHING THE REGULAR ENGLISH CURRICULUM TO STUDENTS WHO DON'T SPEAK ENGLISH.
NOT PROVIDING ESL ACCOMMODATIONS TO THESE STUDENTS VIOLATES STATE LAW.
IN ADDITION, ACCORDING TO THE NES PAY SCALE, ENGLISH ONE AND ENGLISH TWO TEACHERS WILL BE MAKING $2,000 LESS PER YEAR THAN REGULAR ENGLISH TEACHERS THAT ARE TEACHING THE SAME COURSE.
THE ONLY DIFFERENCE IS THE PRESENCE OF NEWCOMER ENGLISH LANGUAGE LEARNERS IN THE CLASSROOM.
ARE THESE STUDENTS LITERALLY WORTH LESS THAN THEIR ENGLISH SPEAKING PEERS? YOU HAVE SAID YOU VALUE OUR EMERGENT BILINGUAL STUDENTS.
PLEASE ASK WHY THEY ARE BEING IGNORED.
ARE YOU READY? YES. PLEASE GO AHEAD.
ALL RIGHT. HAPPY NATIONAL SCHOOL LIBRARIAN DAY.
A FEW MEETINGS AGO, THE BOARD ADMONISHED THE COMMUNITY FOR LACKING DECORUM.
BUT I THINK SOMETHING THAT IS FAR MORE IMPORTANT THAN DECORUM IS INTEGRITY.
MR. RIVON ARE YOU OKAY SPEAKING UP ABOUT ALL KIDS DESERVING LIBRARIES.
MISS LEMOND FLOWERS, DO THE KIDS AT SAINT JOHN'S WHERE YOU WORK THRIVE BECAUSE OF A LIBRARY? WHAT ABOUT THE STUDENTS SERVED BY WRITERS IN THE SCHOOLS WHERE YOU WERE ONCE AT THE HELM? MISS AUZENNE BANDY, DO THE CHILDREN AT T.H.
ROGERS NOT DESERVE A LIBRARY? MR. CAMPO DID THE CHILDREN IN YOUR FAMILY DESERVE ACCESS TO SELF-SELECTED TEXTS? MISS MOMANAEE, MISS CRUZ ARNOLD, MISS GARZA LINDNER, MISS MENDOZA, ARE YOU ASKING WHY BLACK AND BROWN KIDS CAN'T HAVE A LIBRARY IN NES SCHOOLS? MR. MARTINEZ, WE SEE YOU.
YOUR GENTLE PUSH BACK SPEAKS VOLUMES.
BOARD WHAT IS YOUR LEGACY? THE COMMUNITY IS WATCHING.
MY NAME IS RICARDO. [SPANISH] I'M SORRY.
I'M SORRY IF DO WE HAVE TRANSLATION SERVICES? I'M JUST GOING TO PAUSE YOU FOR A SECOND SO THAT WE CAN MAKE SURE THAT WE HAVE TRANSLATION SERVICES FOR YOUR I DIDN'T REALIZE YOU'RE SPEAKING IN SPANISH, SO JUST HOLD ON ONE SECOND. CAN WE DO THIS VIA ZOOM? IT'S GOING TO BE TRICKY.
SOMETHING LIKE, EVERY SENTENCE.
OH, EVERY SENTENCE. THAT WOULD BE GOOD.
I DON'T WANT TO MISS ANYTHING.
AND LAST GROUND RULE AND THEN WE'LL GET STARTED.
YOU'LL HAVE TWO MINUTES BECAUSE YOU HAVE TRANSLATION SERVICES.
SO PLEASE, WITH ALL OF THAT PLEASE GO AHEAD SIR.
[SPANISH] MY NAME IS RICARDO BARCELO.
I AM A PARENT OF WHARTON STUDENT ACADEMY.
OKAY. [SPANISH] WE'RE HAVING A VERY CRUCIAL SITUATION AND DECISION THAT TO MAKE.
[SPANISH] WE UNDERSTAND THAT THE INTENTION TO HAVE A MONOLINGUAL TRACK IS NOT IN A BAD INTENTION FOR YOU.
[SPANISH] BUT WE HAVE TO BE CONSCIOUS ABOUT THAT.
IT'S GOING TO AFFECT AND ALL THE SUCCESS WHAT WE HAVE HAD TILL NOW.
[00:40:03]
WE HAVE, AFTER TEN YEARS OF A DEDICATED [SPANISH]. BECAUSE AFTER TEN YEARS OF A VERY HARD WORK OF A BILINGUAL PROGRAM IN A TWO WAY.[SPANISH]. JUST REMEMBER THAT [SPANISH].
JUST REMEMBER THAT ACCORDING TO THE TEA, OKAY? THESE STUDIES AND THESE PROGRAMS, THEY OFFER SUCCESS ABOVE THE MEDIUM.
[SPANISH] AND JUST REMEMBER, THE HB 3 IN 2019 APPROVED FUNDS FOR THESE PROGRAMS LIKE OUR PROGRAM.
[SPANISH]. JUST TO HAVE A MONOLINGUAL TRACK.
JESSICA CATRETT, PLEASE TURN YOUR CAMERA ON.
MY NAME IS JESSICA CATRETT AND I'M A PARENT WITH A CHILD AT A NON ES SCHOOL.
THE CORNERSTONE OF EFFECTIVE DECISION MAKING LIES IN AFFIRMATION AND GENUINE COMMUNITY INPUT.
THEREFORE, I'M ADVOCATING FOR A FUNDAMENTAL SHIFT IN HOW WE UTILIZE DATA AND FEEDBACK IN HISD.
THUS, MANY HAVE LOST TRUST IN THE SUPERINTENDENT'S LEADERSHIP.
HOWEVER, TO FOSTER TRUST, TRANSPARENCY AND ACCOUNTABILITY, I SUGGEST SHARING WITH THE COMMUNITY THE REAL, UNFILTERED DATA, THEN PROVIDE AN OPPORTUNITY FOR THE COMMUNITY TO GIVE FEEDBACK. FINALLY, WHEN THE DISTRICT STAFF PRESENTS INFORMATION TO THE BOARD, THEY PROVIDE A TRANSCRIPT OF COMMUNITY MEMBERS QUESTIONS AND DISTRICT RESPONSES.
THANK YOU MA'AM. CHRISTOPHER RANDEL.
MELODY RODRIGUEZ, PLEASE TURN YOUR CAMERA ON.
YOU MAY BEGIN. MISINFORMATION.
YOU MAY BEGIN. YOU PROBABLY NEED TO TURN DOWN YOUR VOLUME, BUT YOU'RE HEARING THE SOUND BACK.
IT'S BEEN AN HONOR TO SEE MY CHILDREN GROW.
THEY'VE BECOME REALLY EDUCATED AND STRETCHED AND EMPOWERED IN HOW THEY HAVE BECOME CRITICAL THINKERS AND CREATIVE PROBLEM SOLVERS AS A RESULT OF THE IMMERSIVE SPANISH LANGUAGE EDUCATION THAT THEY'VE BEEN A PART OF.
WE ARE A FAMILY UNIDOS IN SUPPORTING OUR CHILDREN.
CHRISTOPHER RANDEL, YOU MAY BEGIN.
[00:45:05]
GOOD EVENING SUPERINTENDENT MILES AND OTHER MEMBERS OF THE BOARD.AS A MEMBER OF A WHARTON FAMILY, I AM A STRONG ADVOCATE FOR HIGH QUALITY EARLY EDUCATION.
AS I CONTINUE TO SERVE OUR COMMUNITY AT WHARTON, I HAVE WITNESSED FIRSTHAND THE VALUE OF LANGUAGE IMMERSION IN OUR STUDENTS EDUCATION, AND I URGE YOU TO CONSIDER EXPANDING THE PRE-K PROGRAM WHILE PRESERVING THE UNIQUE ESSENCE OF THE SCHOOL.
THANK YOU FOR YOUR TIME AND CONSIDERATION.
THANK YOU. SANDRA RODRIGUEZ, PLEASE TURN YOUR CAMERA ON.
IN OUR RECENT PARENT AND EDUCATOR SURVEY, WE LEARNED WHICH IS NOT SURPRISING THAT PARENT AND EDUCATORS VALUE BILINGUAL AND DUAL LANGUAGE PROGRAMS. THERE IS STRONG AND BROAD SUPPORT FOR BILINGUAL AND DUAL LANGUAGE EDUCATION PROGRAMS AND POLICIES, AND OVERWHELMING SUPPORT TO INCREASE THESE PROGRAMS ACROSS HOUSTON.
AS LOGISTIC EVOLVES TO MEET THE NEEDS OF STUDENTS, I ASK THAT YOU BE INTENTIONAL IN PRESERVING DUAL LANGUAGE PROGRAMS ALREADY IN PLACE, ESPECIALLY IMMERSION PROGRAMS, AND STRATEGICALLY WORK WITH THE COMMUNITY TO DEVELOP A PLAN FOR EXPANSION TO ADD PROGRAMS IN NEIGHBORHOODS WHERE THESE DO NOT EXIST.
THE POWER OF BILINGUALISM BENEFITS EMERGING BILINGUALS.
THANK YOU. THAT CONCLUDES OUR ZOOM SPEAKERS.
WE HAVE AN IN-PERSON SPEAKER WHO'S ARRIVED.
VERY GOOD. THIS MATTHEW AND CHRISTIAN? YES. OKAY.
PLEASE. MY NAME IS MATTHEW AND I, AND I LIKE HELMS BECAUSE I LIKE WALKING.
I LIKE HELMS THE WAY IT IS BECAUSE I LIKE WALKING TO SCHOOL WITH MY FRIENDS.
OKAY? WHAT DO YOU WANT TO SAY? THANK YOU. SAY YOUR NAME.
AND WHAT DO YOU WANT TO SAY? YOU LIKE HELMS? DO YOU LIKE HAVING FRIENDS THAT YOU WALK TO SCHOOL WITH AND YOU CAN PLAY WITH ON THE NEXT STREET OVER? YEAH. ANYTHING ELSE YOU WANT TO TELL MR. MILES? NO.
OKAY. STEPHANIE PRETORIUS AS A HELMS PARENT.
I VALUE THE SPANISH DUAL IMMERSION, AND IT IS THE REASON WE STAYED AT OUR OWN SCHOOL.
MANY NEIGHBORS, ALSO KNOWN AS VOTERS AND ALSO PARENTS WITH KIDS AT HELMS, AGREE WITH ME.
WE STRONGLY, STRONGLY VALUE THE FULL HISPANIC CULTURE MY FAMILY AND KIDS ARE GETTING.
PLEASE HELP ME TO STOP HAVING TO USE RED CARDS.
MILES. I DON'T LIKE RED CARDS.
ANY OTHER SPEAKERS, EMILY, WHO HAVE JOINED THAT HAVE ARRIVED.
OH, AND MRS. AUZENNE BANDY HAS JOINED US.
THANK YOU TO ALL OF OUR SPEAKERS THIS EVENING.
BUT BEFORE WE DO THAT, WE ARE GOING TO RECESS TO CLOSED SESSION.
[CLOSED SESSION]
551.089. SHOULD BOARD FINAL ACTION, VOTE OR DECISION ON ANY MATTER CONSIDERED IN CLOSED SESSION BE REQUIRED.[00:50:01]
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 TO SUBSEQUENT PUBLIC MEETING OF THE BOARD UPON NOTICE THEREOF.THE BOARD HAS RECESSED TO CLOSED SESSION AT 6 P.M.
THIS MEETING IS RECONVENED IN OPEN SESSION AT 8:25 P.M..
WE ARE NOW READY TO CONSIDER ITEMS DISCUSSED IN CLOSED SESSION.
ARE THERE ANY MOTIONS? YES. I MOVE THAT THE BOARD AUTHORIZE THE SUPERINTENDENT TO NEGOTIATE AND EXECUTE A SETTLEMENT AGREEMENT WITH THE REMAINING PROPERTY INSURANCE CARRIERS CONCERNING THE DISTRICT'S REMAINING HARVEY HURRICANE HARVEY CLAIMS AS DISCUSSED IN CLOSED SESSION.
THERE'S A MOTION BY MR. CAMPO AND A SECOND BY MISS MENDOZA.
IS THERE ANY DISCUSSION ON THIS MATTER? OKAY. PLEASE VOTE.
IS ADAM ABLE TO VOTE OR NO? GIVE US THE. ADAM, CAN YOU GIVE A THUMBS UP OR DOWN TEXAS A&M.
AND YES, IN THE CHAT. THANK YOU SIR.
ARE THERE ANY OTHER MOTIONS? OH, NO.
TONIGHT WE ARE GOING TO RECEIVE TRAINING REGARDING COMMUNITY ENGAGEMENT.
[WORKSHOP TOPIC: COMMUNITY ENGAGEMENT TRAINING]
THIS CONTINUES OUR FOCUS ON EXPECTATIONS RELATED TO THE TEA LONE STAR GOVERNANCE CONTINUOUS IMPROVEMENT MODEL AND THE FRAMEWORK FOR SCHOOL BOARD DEVELOPMENT.I WOULD LIKE TO INVITE BOARD COACH ASHLEY PAZ OF COLLECTIVE LEADERSHIP STRATEGIES TO THE PODIUM.
HELLO, MISS PAZ PLEASE GO AHEAD.
ALL RIGHT. GOOD TO SEE EVERYONE.
I NEED TO MAKE SURE THAT I'M DOING THIS ACCURATELY.
SO I'M GOING TO GIVE JUST A BRIEF OVERVIEW OF OUR DISCUSSION TONIGHT.
SO WE ARE GOING TO TALK ABOUT COMMUNITY ENGAGEMENT, SPECIFICALLY BOARD LED COMMUNITY ENGAGEMENT.
AS RECOMMENDED BY THE LONE STAR GOVERNANCE FRAMEWORK.
SO WE'RE GOING TO TALK I GIVE I WILL GIVE AN INTRODUCTION TO COMMUNITY ENGAGEMENT.
WE'LL TALK ABOUT THE DIFFERENCE BETWEEN CUSTOMER SERVICE AND OWNER SERVICE.
AND THEN WE WILL CLOSE OUT TONIGHT'S CONVERSATION WITH A DISCUSSION AMONGST THE FULL BOARD TO TALK ABOUT SOME OF THE PRIORITIES AND THE BOARD'S VISION FOR HOW YOU WOULD LIKE TO ENGAGE IN THIS WORK.
SO FIRST I WANT TO TALK ABOUT THE DIFFERENCE BETWEEN COMMUNITY ENGAGEMENT AND COMMUNITY OUTREACH.
AND SO WE TALK ABOUT LIKE THE OVERARCHING COMMUNITY ENGAGEMENT.
BUT THEN IT'S ALSO BROKEN DOWN, WHICH I KNOW IT'S WE PROBABLY NEED TO HAVE BETTER, BETTER WORDS, BUT BROKEN DOWN BETWEEN COMMUNITY ENGAGEMENT, WHERE AND THIS IS WHERE THE BOARD ENGAGES THE COMMUNITY WITH A TWO WAY FLOW OF CONVERSATION.
SO THAT'S THE WAY I LIKE TO SAY, BRING THE COMMUNITY IN FOR ENGAGEMENT.
AND THEN THERE'S COMMUNITY OUTREACH.
THIS IS WHERE THE BOARD WILL GO IN PAIRS.
[00:55:04]
SO MEMBERS OF TWO OUT INTO THE COMMUNITY AND MEET WITH EXISTING ORGANIZATIONS, AND YOU WILL ASK FOR TIME ON THEIR AGENDA, AND YOU WILL TALK ABOUT DIFFERENT ELEMENTS OF THE BOARD'S WORK, BUT STILL SPECIFIC TO THE VISION AND VALUES OF THE COMMUNITY AND REALLY UNDERSTANDING WHAT THAT IS.SO THAT'S COMMUNITY ENGAGEMENT AND COMMUNITY OUTREACH.
SO ENGAGEMENT IN OUTREACH OUT.
AND THEN WE HAVE CUSTOMER SERVICE AND OWNER SERVICE.
AND THIS IS A REALLY CRITICAL THERE'S A CRITICAL DISTINCTION BETWEEN THE TWO OF THESE.
SO YOUR CUSTOMER SERVICE IS GOING TO BE A CONSTITUENT SERVICE THAT IS RESPONSIVE TO A TRANSACTIONAL AND EPISODIC NEEDS OF THE COMMUNITY, WHERE THERE'S A SPECIFIC VALUE THAT IS RELATED TO THEIR RELATIONSHIP WITH THE DISTRICT.
SO THIS IS GOING TO BE THINGS LIKE YOUR STUDENTS AND YOUR TEACHERS AND YOUR PARENTS AND PEOPLE WHO ARE ENGAGING WITH THE DISTRICT BECAUSE THEY THEY ARE CUSTOMERS OF THE DISTRICT.
SO THESE ARE GOING TO BE YOU KNOW, BIGGER TYPES OF RELATIONSHIPS, OWNERS OF THE DISTRICT, WHICH WHEN WE TALK ABOUT OWNERS, WE'RE REALLY TALKING ABOUT ANYONE WHO RESIDES WITHIN THE BOUNDARIES OF THE DISTRICT.
SO YOU KNOW, YOU COULD THAT'S GOING TO BE YOUR TAXPAYERS, YOUR VOTERS, JUST THE PEOPLE WHO LIVE HERE IN GENERAL, BECAUSE NOT ALL OF THOSE PEOPLE FALL INTO THE SAME BUCKETS.
BUT THEY'RE LOOKING AT THE LONG TERM INVESTMENT.
SO WHAT IS THE VALUE THAT THE DISTRICT IS PROVIDING FOR THE LONG TERM? ARE WE ACTUALLY ACHIEVING THE THING THAT WE SAY WE EXIST FOR, WHICH IS TO IMPROVE STUDENT OUTCOMES? ALL RIGHT, I'LL COME BACK TO THAT.
SO LET ME INTRODUCE YOU ALL TO COMMUNITY ENGAGEMENT THROUGH THE LENS OF LSG.
SO AS I AM SHARING THIS, I WANT TO FIRST JUST REMOVE THE IDEA THAT PUBLIC COMMENT, AS IT HAPPENS DURING BOARD MEETINGS IS THAT IT COULD BE EFFECTIVE, MEANINGFUL AND ACTIVE COMMUNITY ENGAGEMENT. WE STILL WE WANT TO PROVIDE.
I'M NOT SUGGESTING THAT YOU DON'T PROVIDE PUBLIC COMMENT.
THAT IS NOT WE DEFINITELY HAVE TO DO THAT.
WE NEED TO GIVE THE PUBLIC A WAY TO SPEAK TO THE BOARD, TO SPEAK TO THEIR REPRESENTATIVES.
BUT IT IS WHAT IT IS NOT IS ACTIVE AND MEANINGFUL ENGAGEMENT WITH THE COMMUNITY.
WHAT HAPPENS DURING PUBLIC COMMENT IS THAT THE COMMUNITY COMES AND THEY TALK AT THE BOARD, AND THEN DURING BOARD MEETINGS, THE BOARD TALKS AT THE COMMUNITY, BUT THERE ISN'T ACTUALLY A TWO WAY FLOW OF INFORMATION.
THERE'S NOT A BACK AND FORTH DIALOG.
AND ACTIVE AND MEANINGFUL ENGAGEMENT REQUIRES THAT THERE BE THAT TWO WAY DIALOG THAT BACK AND FORTH WHERE YOU CAN ACTUALLY, LIKE, TRULY ENGAGE AND INVEST TIME WITH THE PEOPLE WHO YOU REPRESENT.
NOW PUBLIC COMMENT IS AND PUBLIC FORUM, PUBLIC HEARINGS DURING YOUR BOARD MEETINGS IS ALWAYS GOING TO BE COMMENDABLE BY WAY OF TRANSPARENCY AND USUALLY COMPLYING WITH OPEN MEETINGS LAWS.
IT IS GOING TO DO LITTLE FOR ACCOMMODATING THIS TWO WAY FLOW OF INFORMATION.
AND IT RARELY ACTUALLY GETS INTO THE WHAT THE COMMUNITY WHAT THE COMMUNITY'S VISION IS FOR IMPROVING STUDENT OUTCOMES AND WHAT THEIR VALUES ARE.
AND FURTHER, MOST PEOPLE, WHEN THEY COME TO SPEAK DURING A BOARD MEETING THEY ARE VERY RARELY ENGAGING IN OWNER SERVICE ISSUES IT IS QUITE OFTEN CUSTOMER SERVICE ISSUES.
THIS DOES NOT SUGGEST THAT THEY ARE NOT IMPORTANT ISSUES.
THEY ARE ALWAYS IMPORTANT ISSUES.
BUT IT'S JUST NOT OWNER SERVICE MOST OF THE TIME.
AND EVEN WHEN IT IS OWNER SERVICE IT IS RARELY REPRESENTATIVE OF THE ENTIRE CITY, WHICH IS IMPOSSIBLE BECAUSE YOU HAVE A HUGE CITY THAT HAS ALL KINDS OF PEOPLE IN IT.
AND PUBLIC COMMENT DURING BOARD MEETINGS AND JUST PARTICIPATION IN BOARD MEETINGS, PERIOD.
IS USUALLY AN ISSUE OF ACCESS.
I MEAN, WE LITERALLY CAN'T FIT ALL OF THE PEOPLE THAT LIVE IN HOUSTON IN THIS, IN THIS ROOM.
[01:00:03]
I DON'T KNOW IF THERE IS ANY PLACE IN HOUSTON THAT WE CAN FIT EVERYONE THAT LIVES HERE.SO IT'S IT'S REALLY IMPORTANT TO PROVIDE AN OPPORTUNITY TO ACTUALLY ENGAGE WITH THE COMMUNITY, MEET THEM WHERE THEY'RE AT. AND SO THAT'S WHAT WE'RE GOING TO TALK ABOUT TONIGHT.
SO YOU HAVE A COMMITTEE THAT HAS SPENT A LOT OF TIME DOING THIS INITIAL HEAVY LIFT FOR THE BOARD TO THINK THROUGH SOME OF THE THINGS THAT THE BOARD NEEDS TO TO THINK THROUGH SOME OF THE IDEAS THAT THE BOARD NEEDS TO COME UP WITH FOR ACTUALLY PUTTING TOGETHER A PLAN FOR HOW YOU'RE GOING TO HAVE THIS CADENCE OF ENGAGEMENT AND OUTREACH WITH THE COMMUNITY.
AND SO WE'RE GOING TO HEAR FROM THAT COMMITTEE IN JUST A MOMENT.
BEFORE WE DO WHAT QUESTIONS DO YOU HAVE ABOUT THE TOPICS THAT WE'VE DISCUSSED SO FAR? ALL RIGHT.
SO I WANT TO DIG JUST A LITTLE BIT DEEPER INTO THIS IDEA OF CUSTOMER SERVICE AND OWNER SERVICE.
SO WE TALKED WE SHARED THE DEFINITIONS.
BUT WHAT DOES IT ACTUALLY MEAN? WHAT DOES IT ACTUALLY MEAN TO ENGAGE THE COMMUNITY AS OWNERS VERSUS CUSTOMERS? WHO CAN AND I WANT TO OPEN IT UP FOR THE BOARD.
I WANT TO KIND OF HEAR FROM YOU.
WHAT DOES IT MEAN TO YOU TO ENGAGE THE COMMUNITY AS OWNERS? I'LL START. SO TO ME IT IS LOOKING KIND OF MORE SYSTEMICALLY AT WHAT IS GOING ON WITH THE DISTRICT, RATHER THAN LOOKING AT INDIVIDUAL CONCERNS OR ISSUES THAT MAY REFLECT SOME PERVASIVE OR OTHER KIND OF MORE GLOBAL CONCERN.
I ALSO THINK LONG TERM THAT IT GOES BEYOND THE STUDENTS IN CLASS NOW, BUT LOOKING AT THE STUDENTS AS THEY EXIT AND BECOME COMMUNITY MEMBERS AND THE RELATIONSHIP BETWEEN THE DISTRICT AND THE HOUSTON COMMUNITY, BECAUSE WE ARE GROWING, YOU KNOW, NEW ADULT COMMUNITY MEMBERS AND MAKING SURE THAT THAT WE ARE PROVIDING THE CITY WITH THE WORKFORCE AND THE LEADERS THAT WE NEED.
WOULD ANYONE ELSE LIKE TO SHARE THEIR THOUGHTS? OKAY. WE'RE GOING TO WE'RE GOING TO POWER THROUGH IT.
SO THE CHARACTERISTICS OF CUSTOMER SERVICE AGAIN, THESE ARE GOING TO BE MORE TRANSACTIONAL.
THERE'S A SPECIFIC VALUE AND IT'S MORE IMMEDIATE RATHER THAN LONG TERM FOCUSED.
YOU HAVE THAT LONG TERM ALIGNMENT THAT IS REALLY IMPORTANT.
AND SO WE'RE WHERE IT GETS TRICKY, IS THAT THE SAME PERSON CAN BE BOTH AN OWNER AND A CUSTOMER.
AND SO IT'S IT'S CRITICAL FOR SCHOOL BOARDS TO BE ABLE TO DISTINGUISH HOW SOMEONE IS SHOWING UP IN THE MOMENT WHEN THEY'RE ENGAGING WITH YOU. SO WHEN SO HOW DO YOU KNOW IF SOMEONE IS COMING TO YOU AS THEY'RE BEING A CUSTOMER OR AS AN OWNER? HOW DO YOU DISCERN CUSTOMER SERVICE FROM OWNER SERVICE OR CUSTOMER BEHAVIOR FROM OWNER BEHAVIOR? WHAT ARE WHAT ARE SOME OF THE TYPES OF CUSTOMER SERVICE TYPE ISSUES THAT PEOPLE MIGHT BRING TO YOU? ISSUES RELATED TO THEIR CHILDREN.
MY KID, MY CHILD, MY SCHOOL, MY CAMPUS, SO FORTH.
[01:05:01]
SO I WOULD LIKE TO FRAME IT THROUGH THE LENS OF, LIKE, YOU GO INTO A FAST FOOD RESTAURANT AND BUY A BURGER, YOU'RE GOING TO GO IN, YOU'RE GOING TO BUY A BURGER, YOU'RE A CUSTOMER, YOU'RE ACTING AS A CUSTOMER IN THAT MOMENT.THEN WHEN YOU GET HOME AND THINK, OH MAN, THAT WAS A GOOD BURGER.
AND THEY HAD A LOT OF PEOPLE IN THAT RESTAURANT.
YOU HAVE COMPLETED SOME OWNER BEHAVIOR.
AND SO THE NEXT DAY WHEN I GO AND I GO BACK, I'M LIKE, ALL RIGHT, I'M AN OWNER.
SO I'M GOING TO GO BUY ANOTHER BURGER AND AND HELP MY HELP MY NEW COMPANY.
RIC. BUT YOU PROBABLY THINK THAT YOU SHOULD CALL THE CEO IF IT'S COLD OR BAD.
YEAH. AND COMPLAIN BECAUSE YOU'RE AN OWNER AND YOU DON'T WANT YOUR HAMBURGER COLD.
AND SO EVEN EVEN IF I CALL THE CEO AND SAY, ALL RIGHT, CEO I JUST WANT TO, YOU KNOW, I BOUGHT SOME STOCK LAST NIGHT, AND I CAME IN TODAY, AND MY BURGER WAS COLD.
AND WHAT ARE WE GOING TO DO ABOUT IT? BECAUSE THIS ISN'T GOING TO BE GOOD FOR LONG TERM PROFITS.
WHAT SHOULD THE WHAT SHOULD THE CEO SAY TO THE TO TO THE THE COMPLAINER, TO THE THEIR THEIR STOCKHOLDER, THEIR THEIR CUSTOMER AT THIS TIME.
GO BACK TO THE STORE AND TALK TO THE MANAGER.
GO BACK AND TALK TO THE MANAGER.
WHY WOULD THEY DO THAT? WHY WOULD WHY IS THAT THE BEST? THAT'S THE PERSON THAT CAN FIX THEIR PROBLEM.
THAT'S THE PERSON THAT CAN FIX THE PROBLEM.
BUT THE CEO SHOULD BE EMPATHETIC AND SHOULD UNDERSTAND THAT THE BURGER SHOULD NOT BE COLD.
YES. AND SHOULD SAY IN A POSITIVE WAY TO THE CUSTOMER.
THAT'S THAT'S CUSTOMER BEHAVIOR, NOT OWNER BEHAVIOR.
YOU GO TALK TO YOUR YOUR MANAGER.
NO, YOU HAVE TO YOU HAVE TO TREAT PEOPLE LIKE HUMANS.
IF THE CEO WAS MANAGING PROPERLY.
HE WOULD NOT CALL OR SHE WOULD NOT CALL THE MANAGER AND BERATE THEM ABOUT A COLD BURGER.
AND THIS IS AND THIS IS THE THE REALLY IMPORTANT PART IS WHEN WE DO THAT.
SO I'M THE CEO OR ACTUALLY, LET'S TAKE IT BACK.
I'M THE CHAIRMAN OF THE BOARD FOR THIS CORPORATION.
I'M GOING TO CALL THE CEO AND YELL AT HIM, OR I'M GOING TO GO CALL THE MANAGER AND YELL AT THEM.
EVERY TIME THAT HAPPENS, YOU ARE TAKING TIME AWAY FROM THE CEO, FROM THE MANAGER OF THAT STORE, FROM ACTUALLY BEING ABLE TO RESPOND TO THOSE CUSTOMER ISSUES, AND YOU'RE NOW MAKING THEM FOCUS ON THE THING THAT YOU WANT TO FOCUS ON, RATHER THAN THE THING THAT THEY NEED TO BE FOCUSING ON.
THANK YOU EVERYONE WHO HAS ENGAGED SO FAR.
THE NEXT THING I WANT TO DO IS NOW TURN IT OVER, TURN THE CONVERSATION OVER TO OUR COMMITTEE, OUR COMMUNITY ENGAGEMENT COMMITTEE, AND LET THEM TALK ABOUT HOW SOME OF THE THINGS THAT THEY'VE HAD TO THINK THROUGH OVER THE LAST SEVERAL WEEKS AND AND HOW THEY HAVE.
AND SO I'M GOING TO TURN IT OVER TO AUDREY AND LET HER PROVIDE AN OVERVIEW.
AND THEN WE'LL TALK THROUGH SOME RECOMMENDATIONS THAT THEY'D LIKE TO MAKE.
SO FIRST I WOULD JUST LIKE TO SAY THE COMMITTEE, CASSANDRA AND ROLANDO AND I I THOUGHT WORKED VERY WELL TOGETHER ALONG WITH ASHLEY.
SO THANK YOU ALL FOR FOR WORKING ALL TOGETHER IN A REALLY PRODUCTIVE AND EFFICIENT MANNER.
[01:10:01]
I THINK ALL OF US ON THE BOARD THINK THIS IS VERY IMPORTANT.I KNOW ASHLEY DOES. SO COMMUNITY ENGAGEMENT IS REALLY IMPORTANT TO THE THREE OF US.
AND SO WE WANTED TO MAKE SURE THAT WE GAVE THE BOARD A GOOD RECOMMENDATION ON PATH FORWARD FOR THE NEXT COUPLE OF YEARS TO PROVIDE SOME STRUCTURE AROUND HOW COMMUNITY ENGAGEMENT WE THINK WOULD BEST BE DONE.
HOPEFULLY YOU READ IT. I'M NOT GOING TO READ IT TO YOU.
OKAY. SO THE FIRST ONE IS ON TIMELINE.
AS WE UNDERSTAND IT, THE BEST PRACTICE IS TO HAVE A TWO YEAR PLAN THAT WILL TAKE US THROUGH 2026, AND THERE WILL BE STAGED ENGAGEMENT SESSIONS, WHICH WE'RE CALLING CADENCES.
OR THE CADENCE IS TWICE A YEAR, THE FIRST BEING FALL AND THEN SPRING OF EACH YEAR WITH SOME REAL FLEXIBILITY FOR TIMING ON THAT.
BUT THE IDEA WAS TO AVOID KIND OF THE BEGINNING OF THE SCHOOL YEAR AND THEN OBVIOUSLY THE HOLIDAYS.
AND THEN TO FOCUS DURING THOSE TIME FRAMES ON PARTICULAR THINGS.
AND SO THE IDEA IS, AS ASHLEY JUST POINTED OUT, WE WE NEED TO ENGAGE IN A TWO WAY CONVERSATION, WHICH IS WE NEED TO GIVE INFORMATION TO THE COMMUNITY, AND WE NEED TO HEAR FROM THE COMMUNITY ABOUT WHAT THEY WANT FOR OUR STUDENTS.
AND SO THE THE PATH FORWARD AS FAR AS I'VE SKIPPED AHEAD, BUT SO WE TALKED ABOUT THE TIMELINE GOING TO RECOMMENDATION THREE, WHICH IS THE INFORMATION SHARING AND FEEDBACK AND THE IDEA THERE IS THIS TWO WAY COMMUNICATION, WHICH IS WE'RE GOING TO GIVE INFORMATION, WE'RE GOING TO GET INFORMATION.
AND THE IDEA IS FOR EACH OF THESE ENGAGEMENT SESSIONS TO DO A REPORT OUT OF PROGRESS TOWARDS OUR GOALS AND CONSTRAINTS, AND THEN GET FEEDBACK FROM THE COMMUNITY ON THAT. AND THEN ALSO SPEAK TO ISSUES OF WORK OF THE BOARD.
SO ISSUES OF GOVERNANCE AND PROGRESS MONITORING, AND ALSO GET FEEDBACK ON BOTH OF THOSE TOPICS.
AND YOU'LL SEE FROM THE TIMELINE THAT WAS ATTACHED.
IS THERE'S A TIMELINE ATTACHED? YEAH, IT WAS ATTACHED IN THE DOCUMENT.
AND THE DOCUMENT SHOULD BE UP ON THE WEBSITE NOW.
OKAY, GOOD. THE ON THE TIMELINE THAT'S ATTACHED, YOU CAN SEE HOW WE'VE STAGED THAT.
AND SO AND THEN KIND OF THE LAST TACTICAL ISSUE IS STAKEHOLDER ENGAGEMENT.
WE'LL HAVE A LIST FOR THIS BOARD TO CONSIDER.
BUT IT IS REALLY A LIST OF STAKEHOLDERS WHO WHICH IS A FLEXIBLE LIST.
IT'S INTENDED TO BE A STARTING POINT, NOT THE ENDING POINT.
I THINK THE STRUCTURE OF THE COMMITTEE WORK IS IMPORTANT.
ALSO BECAUSE AND THAT'S OUR RECOMMENDATION TWO AS THIS BOARD PROBABLY REMEMBERS COMMITTEES ARE INTENDED TO FUNCTION ON A PARTICULAR TIMEFRAME WITH A PARTICULAR GOAL, AND THEN THEY DISSOLVE.
SO THIS COMMUNITY ENGAGEMENT COMMITTEE WILL DISSOLVE ONCE WE ADOPT THE PLAN.
FOR SUCCESSIVE ENGAGEMENT COMMITTEES, THE FIRST OF WHICH WILL BE APPOINTED IMMEDIATELY.
SO THE INTENTION AT LEAST, OR THE RECOMMENDATION OF THE COMMITTEE, IS THAT THE FIRST TWO BOARD MEMBERS TO BE ON ONE OF THESE COMMUNITY ENGAGEMENT CAMPAIGN COMMITTEES WOULD BE CASSANDRA AND ROLANDO.
AND THEN EACH YEAR WE'LL SELECT TWO BOARD MEMBERS TO, TO HANDLE THE ORGANIZATION AND OUTLINING FOR THE CAMPAIGNS FOR THAT PARTICULAR YEAR.
SO THEY'LL BRING US TO THE END OF 2024.
TWO NEW FOLKS WILL BE APPOINTED TO A NEW COMMITTEE FOR 2025 AND EACH SUCCESSIVE YEAR.
I THINK THAT'S THE MOST IMPORTANT POINTS.
I REALLY ANYTHING ELSE SPECIFIC THAT YOU WANT TO TALK ABOUT?
[01:15:01]
AND THEN WE CAN OPEN IT UP FOR COMMENTS.YEAH. AND JUST TO CLARIFY, THE INTENT ISN'T THAT CASSANDRA AND I DO ALL OF THE ENGAGEMENTS.
BUT WE EXPECT EVERYONE TO PARTICIPATE.
YEAH. SORRY. THAT WAS A REALLY GOOD POINT.
EVERYONE ON THE BOARD IS TO TO PARTICIPATE.
THE THE PURPOSE OF THOSE COMMITTEES IS REALLY JUST TO SET UP THE PROCESS TO, TO IDENTIFY THE GROUPS THAT ARE GOING TO BE COMMUNICATED WITH AND OUTREACHED OR TALKED WITH IN AN ENGAGEMENT SESSION TO SET OUT THE TIMELINES TO KIND OF BUILD THE STRUCTURES AROUND THOSE ENGAGEMENT SESSIONS.
BUT ALL BOARD MEMBERS ARE INTENDED TO PARTICIPATE SO.
OKAY. AND THE ONE THING I'LL ADD, I THINK, IN RECOMMENDATION ONE WAS THAT VERY LAST BULLET POINT THAT WE WANTED TO MAKE SURE THAT WE NOT ONLY WENT OUT TO THE COMMUNITY MEMBERS, BUT THAT WE ACTUALLY RECEIVE FEEDBACK FROM STUDENTS AS WELL.
AND SO IT WAS IMPORTANT FOR US TO TRY TO GET THAT THIS YEAR.
KNOWING THAT WE STILL HAVE SOME WORK TO DO WITH THE COMMUNITY AND GET THOSE ORGANIZATIONS IDENTIFIED, BUT WITH STUDENTS IN PARTICULAR, AND THIS IS SPECIFICALLY LOOKING AT HIGH SCHOOL STUDENTS WHO ARE KIND OF GRADUATING, BUT WE ARE INVITING EVERY SINGLE HIGH SCHOOL TO PARTICIPATE.
AND SO WE'RE ALLOWING THE PRINCIPALS TO SELECT THOSE WHO THOSE INDIVIDUALS ARE.
BUT THAT'S THE GREAT THING WE ARE INVITING THEM BECAUSE ULTIMATELY WE LOOK AT THE VISION STATEMENT, RIGHT TO YOUR EARLIER POINT, ANGIE, ABOUT CREATING A GRADUATING ADULTS WHO HAVE CHOICES AND WILL BE PART OF OUR COMMUNITY STRUCTURE.
AND SO IT'S IMPORTANT FOR US TO KIND OF REACH OUT TO HIGH SCHOOL SENIORS FIRST.
SO ONE OF MY COMMENTS WAS GOING TO BE HOW HOW ARE YOU CHOOSING THE STUDENTS? AND SO THAT THANK YOU FOR THOSE COMMENTS.
I THINK ONE OF OUR STUDENTS TONIGHT TALKED ABOUT THAT, RIGHT.
MAKE SURE YOU INCLUDE EVERYONE WHEN YOU'RE OUT THERE ENGAGING THE STUDENTS.
SO THANK YOU FOR THAT CLARIFICATION.
I LIKE THE PAIRING PIECE BECAUSE I THINK GOING WITH, YOU KNOW, TWO OF US TO A CERTAIN ENGAGEMENT, I MAY BE FAMILIAR WITH THAT GROUP OR THAT COMMUNITY, BUT [INAUDIBLE] MAY NOT BE. AND SO IT'S NEW TO HIM.
AND THE OTHER IS A QUESTION OR SO IS, IS THIS A LIKE A LIVING DOCUMENT THAT, HEY, IF WE FOUND SOMETHING THAT REALLY WORKS, WE INCLUDE IT FOR NEXT TIME OR FOR THE NEXT CAMPAIGN. THAT THAT ONE IS A QUESTION.
YEAH. SO I THINK WHAT WE'RE TRYING TO DO IN THIS COMMITTEE IS REALLY JUST BUILD THE STRUCTURE FOR FUTURE WORK TO BE DONE BY THE BOARD MEMBERS WHO ARE ON THESE FUTURE CAMPAIGN COMMITTEES. AND SO THERE IS FLEXIBILITY TO KIND OF ADDRESS IF THERE'S PARTICULAR ISSUES THAT COME UP THAT REALLY NEED TO BE COMMUNICATED WITH THE COMMUNITY.
I MEAN, WE'RE TRYING TO MAINTAIN THIS IDEA OF TWO WAY COMMUNICATION AND REPORTING OUT ON A RESULTS.
BUT THERE IS A LOT OF FLEXIBILITY THAT'S EXPECTED TO BE BUILT INTO THE SYSTEM SO THAT SO THAT FUTURE BOARD MEMBERS WHO ARE ON THESE CAMPAIGN COMMITTEES CAN MAKE DECISIONS ABOUT WHO TO REACH OUT TO, WHO TO TALK TO, AND TIMING AND ALL THAT.
YES, SIR. I DID HAVE A HAVE A QUESTION ON ON THERE WAS A SECTION I DID READ IT THAT TALKED ABOUT NOTE TAKING AND, AND THAT SORT OF THING.
AND I REMEMBER IN THE OUTREACH THAT WE'VE HAD IN THE PAST, REALLY HARD TO TAKE NOTES WHEN YOU'RE HAVING A COMMUNICATION AND REALLY HAVING A COMMUNICATION RIGHT WHEN YOU'RE TALKING AND WE'RE GOING BACK AND FORTH LIKE THAT, YOU'RE JUST YOU CAN'T DO THAT.
SO WHAT I WOULD SUGGEST IS WE GET SOMEBODY FROM BOARD SERVICES OR ADMINISTRATION SOMEHOW THAT WOULD ACTUALLY BE THERE TO TAKE NOTES SO THAT WE COULD HAVE A CONSISTENT PROCESS, BECAUSE MY NOTE TAKING IS VERY DIFFERENT THAN YOUR NOTE TAKING.
AND SO AND SO I WOULD JUST RECOMMEND THAT WE HAVE SOME CONSISTENT TEMPLATE AND CONSISTENT PERSON OTHER THAN THE TWO PAIRED FOLKS TO TAKE NOTES. YES.
SO I THINK FROM AN LSG STANDPOINT, ASHLEY WILL TELL US THE STORY ON THIS.
BUT BUT THERE IS A THERE'S A REASON FOR IT.
I DIDN'T ACTUALLY WRITE THAT PART.
YEAH. SO SO ONE OF THE ONE OF SO YES, YOU ARE YOU ARE ABSOLUTELY CORRECT.
AND THIS IS WHERE THE THIS COMMON SCRIPT COMES INTO PLAY.
BUT I'LL START WITH, WITH THIS ONE.
SO AND I GUESS WE'LL JUST WORK BACKWARDS.
[01:20:03]
NOTES AND IT'S IT IS AS MUCH ABOUT MAKING SURE THAT WE'RE ACTUALLY, LIKE, SLOWING DOWN AND REALLY HEARING WHAT THE COMMUNITY HAS TO SAY AND THAT THEY UNDERSTAND THAT, THAT THEY ARE BEING HEARD.AND SO ONE OF THE PIECES OF FEEDBACK THAT WAS SHARED WITH THE STAFF MEMBER DURING THE THE LAST ROUND OF COMMUNITY ENGAGEMENT THAT YOU DID AND I'M GOING TO GIVE PRAISE WHERE PRAISE IS DUE.
MR. RIVON CAME TO ONE OF THE SESSIONS AND HAD A NOTEBOOK.
AND SO AS THE PERSON WAS TALKING, HE WAS THERE.
AS PEOPLE WERE TALKING TO HIM, HE WAS TAKING NOTES.
AND THEN THEY COMMENTED TO THE STAFF MEMBER, YOU KNOW THIS IS THIS IS A LOT.
AND THIS WAS, YOU KNOW, A COMMUNITY MEMBER WHO WASN'T HAPPY TO BE TO BE THERE.
AND SO BUT THEY SAID, YOU KNOW, THIS IS THIS HAS BEEN A FRUSTRATING PROCESS, BUT I DO FEEL LIKE THE FACT THAT HE CAME AND WAS TAKING NOTES LET ME KNOW THAT HE ACTUALLY, LIKE, WAS TAKING THE TIME TO HEAR WHAT I SAID.
AND SO JUST, JUST THE FACT OF LIKE THE ACT OF TAKING OF LIKE TAKING DOWN SOME OF SOME HIGH LEVEL NOTES, THEY DON'T HAVE TO BE PERFECT IS REALLY IMPORTANT.
BUT ALSO THERE HAS TO BE A CONSISTENT WAY TO DO IT AS WELL.
AND SO THERE SO IN THIS, WHEN YOU HAVE A SHARED SCRIPT, YOU HAVE A COMMON MESSAGE.
SO EVERYONE IS GOING INTO ALL, EVERY COMMUNITY IN THE DISTRICT WITH THE SAME MESSAGE.
NO, NOT ONE COMMUNITY IS A RECIPIENT OF A DIFFERENT MESSAGE THAN OTHERS.
IT IS AN EQUITY AND ACCESS ISSUE AS MUCH AS ANYTHING ELSE.
AND WHEN YOU'RE USING THAT COMMON MESSAGE AND THEN YOU'RE ASKING THE SAME QUESTIONS OF THE COMMUNITY, THEN YOU'RE ABLE TO COLLECT COLLECT THAT FEEDBACK THROUGH AN ONLINE SURVEY OR EVEN A PAPER SURVEY LIKE WE DID IN THE THE LAST TIME AROUND WE HAD WHERE PEOPLE WE HAD A QR CODE THAT PEOPLE COULD GO ONLINE AND FILL THINGS OUT, OR THEY COULD FILL IT OUT ON PAPER.
THAT WAY WE ACTUALLY HEAR IN THEIR WORDS, THE THINGS THAT THAT ARE IMPORTANT TO THEM.
AND SO THE LAST TIME AROUND THAT WAS ACTUALLY VERY POPULAR.
AND YOU HAD MORE PEOPLE ACTUALLY RESPOND ONLINE THAN WHO ACTUALLY CAME TO THE IN-PERSON EVENTS.
BUT EVEN SO, THE ONE I CAME TO, YOUR VERY FIRST EVENT.
AND SO WHILE PEOPLE SO WHILE Y'ALL WERE TALKING, PEOPLE HAD THAT QR CODE AND I COULD SEE THEM IN THE AUDIENCE, LIKE FILLING OUT THE, THE SURVEY WHILE THEY WERE LISTENING TO THE BOARD.
AND SO IT IS IT'S NOT AN EITHER OR, IT'S A BOTH END.
AND IT IS DEFINITELY ALSO HELPFUL TO HAVE A STAFF MEMBER PRESENT.
BUT WE ALSO LIKE SO ESPECIALLY FOR ALL OF THE ENGAGEMENT EVENTS.
SOMETIMES IT CAN BE MORE DIFFICULT FOR THE OUTREACH EVENTS BECAUSE MAYBE IT'S LIKE A SATURDAY.
YOU HAVE DIFFERENT DAYS OF THE WEEK, DIFFERENT TIMES OF THE DAY.
WHILE THE COMMUNITY IS PROVIDING THE FEEDBACK.
SO JUST TO BE CLEAR, THERE'S NOTHING WRONG WITH HAVING A STAFFER THERE TAKING NOTES.
YOU'RE JUST SAYING WE NEED TO BE TAKING NOTES.
CAN I ASK TWO QUESTIONS? ONE FOR AUDREY. ONE'S FOR YOU.
SO WHEN WE'RE IN THESE ENGAGEMENTS AND AND THE PUBLIC IS ACTING AS A CUSTOMER, SO THEY'RE TELLING US ABOUT THEIR SPECIFIC ISSUE THAT IS NOT RELATED TO THE WORK THAT WE'RE DOING.
WHAT IS THE APPROPRIATE AND WHAT IS YOUR SUGGESTION FOR THE APPROPRIATE WAY TO GET WHATEVER THAT INFORMATION IS BUBBLED UP TO THE DISTRICT AND OUT OF OUR, OUR HANDS? WHAT'S YOUR YOUR FEEDBACK ON THAT? YEAH. SO IT REALLY DEPENDS ON WHAT ON WHAT THE ISSUE IS AND WHAT THE SETTING IS THAT YOU'RE IN.
SO IF IT'S LET ME BE SPECIFIC.
WHATEVER THE SETTING IS WE'RE DOING VISION AND GOALS.
BUT IN WHATEVER WE'RE PLANNING TO TALK ABOUT.
AND SO YOU SO THIS IS RIC STATED EARLIER, YOU KNOW, THE CEO SHOULDN'T TELL TELL THE PERSON WELL, NO YOU'RE NOT. YOU GO TALK TO THE TO THE MANAGER OR, LIKE, YOU STILL HAVE TO BE EMPATHETIC.
[01:25:06]
YOU STILL HAVE TO MAKE THE PERSON FEEL HEARD.SO IT'S REALLY IMPORTANT TO NOT MAKE MAKE PEOPLE FEEL INVALIDATED.
YOU ACTUALLY DO YOU WANT TO VALIDATE THEIR CONCERNS.
YOU WANT THEM TO TO UNDERSTAND THAT THEIR CONCERNS ARE IMPORTANT, BUT THAT THE BOARD JUST ISN'T THE BEST PLACE TO BRING TO BRING IT BECAUSE THE BOARD ISN'T ACTUALLY THE BEST PERSON.
LIKE, NONE OF YOU ARE THE BEST PEOPLE TO ADDRESS AN ISSUE BETWEEN YOU KNOW, PARENTS, STUDENTS, FAMILIES AND THEIR TEACHERS OR THEIR PRINCIPALS OR THEIR BUS DRIVERS OR WHOMEVER IN THE DISTRICT THEY'RE HAVING ISSUES WITH.
AND I SAY, WHO BECAUSE IT USUALLY IS A PERSONNEL TYPE ISSUE.
AND IT'S IMPORTANT TO ME THAT THIS GETS ADDRESSED.
BUT I WANT YOU TO UNDERSTAND THAT I'M NOT THE BEST PERSON WHO CAN WHO CAN HELP FIX THIS FOR YOU.
AND SO I, WE DO GENERALLY RECOMMEND THAT THERE BE A STAFF MEMBER PRESENT WHO YOU CAN SAY THIS SHARE THIS PERSON, SHARE YOUR CONCERN WITH THIS PERSON. AND THEY'LL THEY THEY ARE ALSO WILL NOT BE THE BEST PERSON TO HELP YOU, BUT THEY CAN MAKE SURE THAT IT GETS TO THE RIGHT PLACE OR THEY CAN CONNECT YOU TO THE RIGHT PERSON. SO LIKE NOT PAWN THEM OFF, BUT CONNECT THEM WITH WHO IS ACTUALLY GOING TO BE ABLE TO SERVE, MEET THEIR NEEDS.
AND AND THAT'S REALLY WHAT THIS IS ABOUT.
THIS IS ABOUT MAKING SURE THAT PEOPLE'S NEEDS ARE MET.
AND SO IF I HAVE A CUSTOMER SERVICE NEED, THEN IT REALLY IS AN ADMINISTRATIVE ISSUE THAT THE SUPERINTENDENT OR THEIR DELEGATE SHOULD BE ADDRESSING. SO THIS IS THE PERSON WHO CAN WHO CAN HELP YOU.
IF IT'S AN OUTREACH SESSION OR EVEN, YOU KNOW YOU'RE OUT AT THE GROCERY STORE AND SOMEBODY SEES YOU AND YOU JUST STRIKE UP A CONVERSATION AND THEY BRING THOSE TYPES OF THINGS TO YOU.
I DO RECOMMEND THAT THE DISTRICT HAVE A CENTRAL LOCATION WHERE YOU CAN KIND OF POINT PEOPLE TO SO IT MAY BE I KNOW THAT THERE ARE A LOT OF DIFFERENT APPS OUT THERE THAT DISTRICTS WILL USE.
BUT IT'S KIND OF AI GENERATED WHERE THE DISTRICT FEEDS IN, LIKE, WHO ADDRESSES THESE THINGS, AND SOMEBODY COMES IN AND TYPES IN THEIR, THEIR CONCERN AND THEN IT, LIKE, AUTOMATICALLY SENDS IT TO THE RIGHT PERSON AND THEN A REAL HUMAN GOES BACK AND VALIDATES EVERYTHING.
SO YOU CAN DO SOMETHING LIKE THAT.
AND WHEN WHEN THERE IS AN ACTUAL COMPLAINT THAT PEOPLE ARE BRINGING A PERSONNEL ISSUE OR YOU KNOW, I'M MAD AT MY, YOU KNOW, DAUGHTER'S PRINCIPAL AND I WANT I WANT JUSTICE.
THERE IS A PROCESS THAT THIS DISTRICT DOES HAVE IN PLACE, AND THAT IS CALLED A GRIEVANCE PROCESS.
AND I KNOW THAT Y'ALL HAVE ONE BECAUSE Y'ALL ARE ALWAYS IN HEARINGS.
SO IT IS IMPORTANT THAT THE BOARD EXPLAIN TO PEOPLE THAT THEY HAVE TO GO THROUGH THAT PROCESS, AND IF THEY DON'T, THEN IT CAN ACTUALLY BE DETRIMENTAL.
IF THEY IF THEY ARE, IF THEY TRUST YOU ENOUGH TO BRING THE CONCERN TO YOU IN THE FIRST PLACE, THEN THEY'RE GOING TO WANT YOU TO BE IN THAT HEARING IF IT ACTUALLY DOES GET ESCALATED TO THE BOARD.
THOSE PROCESSES ARE USUALLY USUALLY HAVE PROTECTIONS FOR WHISTLEBLOWERS.
AND IF IF THERE IS LIKE A REAL VALID CONCERN, THEN MAKE THE SYSTEM WORK.
AND THAT'S ONE OF THE THINGS THAT WE'RE ALWAYS SAYING IS MAKE MAKE THE SYSTEM WORK.
AND WHERE THERE ARE, WHERE THERE ARE LIKE MISSING LINKS IN THAT SYSTEM, THEN THE ONLY WAY THAT THEY, THAT THE ADMINISTRATION CAN FIGURE THAT OUT IS BY MAKING PEOPLE GO THROUGH IT.
ALL RIGHT. AND DID YOU HAVE ANOTHER QUESTION? MY QUESTION WAS FOR AUDREY ABOUT THE ABOUT THE LIST OF GROUPS THAT WE'RE MEETING WITH IS IF WE'RE NOT ON THE COMMITTEE, IS ARE YOU ALL OPEN
[01:30:07]
TO US ADDING PEOPLE TO THE GROUP LIST? AND I SPECIFICALLY AM WONDERING ABOUT STUDENTS BEYOND I LIKE THE IDEA ABOUT, YOU KNOW, GETTING THE PRINCIPALS AND HAVING THE SENIORS.BUT THERE ARE STUDENT I DON'T MEAN STUDENT GROUPS ON A CAMPUS, BUT LIKE CITYWIDE STUDENT GROUPS WOULD MIGHT WE HAVE LARGE STUDENT GROUPS BE ON THAT LIST ALONG WITH THE ADULT ORGANIZATIONS.
YEAH, I THINK WELL, I MEAN, I'LL SPEAK FOR MYSELF, BUT OTHER COMMITTEE MEMBERS.
CASSANDRA, I MAY HAVE COMMENT.
I THINK THE THE LIST IS, LIKE I SAID, JUST A STARTING POINT.
AND AND SO IT MAY BE THAT WHAT? MAYBE WHAT WE SHOULD DO IS HAVE THE LIST BE A LIVING DOCUMENT AND BOARD MEMBERS.
I'M JUST THINKING ABOUT THIS OUT LOUD.
BOARD MEMBERS CAN CONTRIBUTE TO IT.
SO MAYBE THAT'S A GOOD IDEA TO MAKE IT A LIVE DOCUMENT AND EVERYBODY CAN CONTRIBUTE TO IT.
I WAS GOING TO SAY WE FULLY EXPECT FOR THAT LIST TO GROW AND YOU GUYS TO CONTRIBUTE.
IT WAS THE GENESIS OF IT WAS LIKE WHEN WE STARTED AND WE WERE DOING OUR OUTREACH, AND SO WE'VE CROSSED SOME FOLKS OUT THE LIST, LEFT SOME PEOPLE ON THERE, BUT THE EXPECTATION IS THAT YOU GUYS CONTRIBUTE.
THANKS. RATHER THAN MAKE IT A LIVING DOCUMENT WHERE YOU GUYS ARE BASICALLY HAVING A CONVERSATION, I THINK WE CAN JUST GET THE INFORMATION SENT TO BOARD SERVICES, AND THEN WE CAN POPULATE A LIST AND THEN SHARE.
YEAH. THANK YOU, THANK YOU MA'AM.
ARE THERE ANY OTHER COMMENTS? OH, SORRY. SO BEFORE WE MOVE, BEFORE WE MOVE ON.
SO WE'VE HAD SOME REALLY GOOD QUESTIONS ALREADY.
WE'RE SOME OF THESE WE'RE GOING TO ASK AGAIN IN THE NEXT SECTION.
SO BEFORE WE DO THAT, IS THERE ANYTHING ELSE THAT THE COMMITTEE WOULD LIKE TO SHARE ABOUT THESE RECOMMENDATIONS? THESE SECTIONS FROM RECOMMENDATION NUMBER THREE.
SO WHILE WE ENGAGE IN PAIRS, WHILE WE HAVE A SHARED OR WHY WHY YOU RECOMMEND ENGAGING AS IN PAIRS HAVING A SHARED SCRIPT AND HAVING A COMMON DEFINITION OF COMMUNITY, WHICH IS THAT LIST THAT WE JUST TALKED ABOUT AND THEN THE COMMON MECHANISM FOR FEEDBACK.
BEFORE YOU ASK, I WANT TO THE.
I WANT TO SEE IF THE COMMITTEE HAS ANYTHING THAT THEY WANT TO SHARE ABOUT THAT.
I THINK THE POINT OF IT IS EQUITY RIGHT, OF INFORMATION TO THE COMMUNITY.
AND, AND SO THAT'S THE REASON FOR THE SHARED SCRIPT.
IT SEEMS REALLY UNCOMFORTABLE TO HAVE A SHARED SCRIPT, BUT IT ALSO MAKES A WHOLE LOT OF SENSE FROM THE STANDPOINT OF LIKE MAKING SURE THAT WE'RE MESSAGING THE SAME THING TO EVERYONE, NO MATTER IF IT'S A COMMUNITY GROUP OR SET OF STUDENTS.
I MEAN, YOU MAY MODIFY IT A LITTLE BIT HERE AND THERE IF IT'S STUDENTS, I THINK.
BUT BUT IF IT'S THIS COMMUNITY GROUP OR THIS COMMUNITY GROUP, IT SHOULDN'T MATTER.
THE MESSAGE SHOULD BE THE SAME, AND THE FEEDBACK THAT WE'RE SEEKING FROM THEM SHOULD BE THE SAME.
SO ANYWAY, I THINK THAT'S REALLY THE REASON HERE.
MICHELLE. SO MY QUESTION IS FOR YOU, AUDREY, AND COMMITTEE.
SO SPEAKING OF EQUITY ARE THERE PLANS TO INCLUDE OUTREACH TO THOSE WHO DO NOT SPEAK ENGLISH AND IN TERMS OF PROTOCOL, PROVIDE YOU KNOW, A SHARED SCRIPT LIKE EITHER TRANSLATION OR FOR THOSE WHO CANNOT HEAR.
JUST TO MAKE SURE THAT WE ARE PROVIDING THE SAME LEVEL OF INFORMATION TO EVERYONE AND THEN COLLECTING INFORMATION FROM THEM THAT WE ARE NOT NOT HEARING, BECAUSE I WORRY ABOUT THAT FROM OUR FIRST ROUND OF ENGAGEMENT.
I THINK IT WAS PRETTY INCONSISTENT.
I MEAN, MY OPINION IS IT WAS PRETTY INCONSISTENT IN HOW WE WERE COLLECTING THAT INFORMATION.
YEAH, I THINK THAT'S GREAT IF I CAN ADD TO IT.
MICHELLE, THAT'S A GREAT IDEA, TO BE HONEST WITH YOU.
I THINK WE, WE, YOU KNOW, OVER THE LAST YEAR, WE FOCUS ON COMMUNITY MEMBERS WHO SPOKE ENGLISH BUT REPRESENTED A SPECIFIC POPULATION, WHETHER THAT WAS LATINOS OR THE AFRICAN AMERICAN COMMUNITY OR ASIAN COMMUNITY.
SO THAT'S A GREAT IDEA. THANK YOU.
YEAH, I WAS GOING TO EXTEND MY COMMENT TO INCLUDE YOU KNOW, I'M NOT ASIAN OR INDIAN, BUT I THINK IT'S ALSO IMPORTANT TO THINK ABOUT THOSE OTHER GROUPS THAT WE DON'T HAVE REPRESENTATION FOR ON THE BOARD AND ENSURE THAT WHETHER IT'S REFUGEES OR WHOMEVER, THAT WE SPEND SOME TIME CONNECTING WITH THEM AS WELL AND ENSURING THAT THEY HAVE
[01:35:06]
ACCESS TO THE BOARD AS WELL.AND IT'S SOMETIMES HARD TO LOCATE THOSE PEOPLE BECAUSE THEY DON'T SHOW UP AT BOARD MEETINGS.
THEY DON'T HAVE AN ORGANIZATION THAT MAKES IT EASY FOR US TO COMMUNICATE WITH THEM.
SO I WANT TO MAKE SURE THAT THE THE BOARD MEMBERS WHO ARE ON ALL THESE COMMITTEES ARE MINDFUL OF THAT FACT THAT WE THERE ARE PEOPLE WHO JUST DON'T HAVE A GROUP OR A SPOKESPERSON OR SOMEBODY.
AND CAN I SHARE SOMETHING ABOUT THAT? REALLY BECAUSE I THINK IT CAN ADD TO THIS CONVERSATION.
SO I HAVE ONE OF THE THINGS THAT I'VE DONE.
SO WE CONNECTED ROLANDO AND CASSANDRA WITH ANOTHER BOARD MEMBER AT A DIFFERENT DISTRICT THAT ACTUALLY HAD THEY MADE A VERY INTENSE LIKE THEY WERE VERY DELIBERATE ABOUT HOSTING SPECIFIC SESSIONS FOR NEWCOMERS AND ACROSS BROAD LANGUAGE DIVERSITY.
AND THEY HAD A FACILITATOR FROM THEIR WORLD LANGUAGES DEPARTMENT.
AND SO WORLD LANGUAGES AND NEWCOMERS DEPARTMENT, AND THEY HELPED FACILITATE THAT CONVERSATION.
SO IT, IT DID TAKE A, IT WAS A HEAVIER LIFT ON THE SIDE OF STAFF TO HELP ORGANIZE ALL OF THAT.
BUT IT DID PROVIDE AN OPPORTUNITY TO GET SOME OF THOSE VOICES THAT THEY DON'T HEAR VERY OFTEN.
AND THEY WERE THEY ARE THE PEOPLE WHO ATTENDED OUR THEIR NEWCOMERS.
SO, YOU KNOW, THEY WERE NOT PART OF AN ORGANIZED GROUP.
THEY WERE JUST PARENTS WITH STUDENTS IN THEIR NEWCOMERS ACADEMY.
SO THERE ARE DEFINITELY A LOT OF OPPORTUNITIES THAT THAT THE BOARD CAN PURSUE.
IT WILL TAKE A LITTLE BIT OF PLANNING, BUT THAT'S WHY WE WHY WE DO THIS WITH A LONG WINDOW.
SO I JUST WANTED TO PROVIDE THAT AND THEN KICK IT BACK TO YOU GUYS.
SO WE'RE NOT. SO IT WOULD BE KIND OF SHARED BETWEEN THE SCHOOL AND THE BOARD, BUT BECAUSE WE HAVE CERTAIN SCHOOL POPULATIONS WHERE THAT'S WHERE THE COMMUNITY IS, I THINK IT'S EASIER TO GET THE PARENTS TO COME TO THEIR OWN SCHOOL THAN MAKING IT SOMEPLACE ELSE.
AND I'LL DO THIS AS MY LAST COMMENT.
LAST QUESTION. SO MY SUGGESTION HERE TO THE COMMITTEE MIGHT BE TO LOOK AT OUR GOALS AND MAKE SURE THAT WE'RE TARGETING COMMUNITIES THAT, YOU KNOW, WE'RE TRYING TO SERVE THROUGH OUR GOALS. AN EXAMPLE WOULD BE PARENTS OR GUARDIANS WHOSE CHILDREN RECEIVE SPECIAL EDUCATION SERVICES TO MAKE SURE THAT WE ARE MEETING THEM WHERE THEY ARE. I KNOW WE'VE HAD SOME INDIVIDUALS SPEAK OUT AT OUR MEETINGS.
BUT I WOULD SAY WE HAVEN'T ENGAGED WITH THEM DIRECTLY.
AND I THINK IT'S SOMETHING THAT WE SHOULD BE MORE PROACTIVE ABOUT.
SO WE'RE IN THE BOARD DISCUSSION PART OF THIS.
SO I'VE GOT A COUPLE OF QUESTIONS UP ON THE, ON THE SCREEN HERE TO KIND OF HELP GUIDE THE GUIDE THE DISCUSSION IF THERE IS ANYTHING THAT ANY I'M NOT GOING TO GO THROUGH THESE LINE BY LINE.
I JUST WANT TO KIND OF KEEP IT, LET THIS BE AN ORGANIC CONVERSATION.
AND I'M TAKING NOTES AS YOU'RE AS Y'ALL ARE SHARING AND TALKING.
AND SO USE THIS TO GUIDE, BUT DEFINITELY DON'T FEEL CONSTRAINED BY THESE.
I WANT YOU TO THIS IS YOUR OPPORTUNITY TO HAVE THE DISCUSSION AND ASK QUESTIONS AND WHATEVER.
ARE WE SUPPOSED TO BE ANSWERING THESE QUESTIONS AMONG OURSELVES? SO I THINK A LOT OF THE SOME, A LOT OF THEM HAVE BEEN TALKED THROUGH.
YEAH. I YEAH, I WAS GOING TO SAY WE DID TALK ABOUT ALL OF THEM.
WHAT IS STICKS OUT TO ME IS AND I LIKE TO HEAR YOU GUYS THOUGHTS BECAUSE I'VE BEEN PONDERING IT IS THE SECOND PART OF THE FIRST QUESTION, HOW CAN COMMUNITY ORGANIZATIONS REQUEST BOARD OUTREACH WITH THEIR GROUP? BECAUSE WE DON'T GET ENOUGH OF THAT.
[01:40:01]
SO I JUST LIKE TO KNOW YOU GUYS THOUGHTS.I MEAN, OBVIOUSLY ON OUR BOARD LANDING PAGE, MAYBE WE COULD HAVE SOMETHING THERE.
CLICK HERE TO REQUEST BOARD MEMBER, COMMUNITY OUTREACH, WHATEVER THAT LOOKS LIKE.
BUT I'D LOVE TO HEAR YOU GUYS THOUGHTS OR HOW YOU FEEL ABOUT THAT.
I LIKE THAT BECAUSE IT'LL HELP PEOPLE SELF-IDENTIFY.
YOU KNOW, THERE'S I'M SURE THERE ARE PEOPLE WHO ARE NOT ON OUR LIST, RIGHT? YEAH. AND AND IT DOESN'T NECESSARILY MEAN THAT YOU WILL BE CONTACTED WITHIN SIX WEEKS AND WE WILL SET UP A THING, BUT IT COULD BE THAT THEY'RE ADDRESSED IN THE NEXT ROUND OR THE NEXT ROUND AT LEAST THEN WE HAVE A RUNNING LIST FOR OF PEOPLE WHO ARE INTERESTED, COULD INVITE THEM TO SOMETHING THAT'S PLANNED OR EXACTLY THINGS LIKE THAT. I THINK INVITING THEM TO EXISTING THINGS, BECAUSE YOUR INTENTION ISN'T THAT IT'S JUST ONE SET COMMUNITY, RIGHT? RIGHT. SO I THINK IF WE HAVE THESE ENGAGEMENTS, THEN ANYBODY.
BUT I LIKE YOUR IDEA OF USING THE WEBSITE MORE.
AND JUST BECAUSE WE'RE TALKING ABOUT IT, I THINK WE NEED TO DO THAT PERIOD.
I THINK THIS IS A GOOD WAY TO GET US AND TO GET US TO WORK WITH THE DISTRICT, TO ENGAGE MORE WITH THE WEBSITE, BECAUSE PEOPLE DO HAVE QUESTIONS AND IT COMES UP ALL THE TIME, AND WE CAN'T ANSWER EVERYONE INDIVIDUALLY.
IS IT ON? IS THERE A CORRESPONDING BUDGET THAT WE PLAN BASED ON THIS THAT WOULD COVER FOR THINGS LIKE THE SPACE WE NEED AND THE TIME THAT WE TAKE FROM PEOPLE TO KEEP A SCHOOL OPEN, TO COVER FOOD, TO PAY CUSTODIAL STAFF THAT MIGHT BE REQUIRED. THE APPOINTEES WILL BE PAYING OUT OF THEIR OWN POCKETS.
WE CAN APPOINT. I WOULD LIKE TO APPOINT SOMEONE.
NO. NO, NO. BUT HOW DOES THAT WORK? THAT'S A GOOD QUESTION.
I THINK THAT IS A GOOD QUESTION.
AND THANK YOU FOR BRINGING THAT UP.
BECAUSE WE DIDN'T THINK ABOUT FOOD, JEANETTE.
WE ARE DOING THAT FOR THE STUDENTS, THOUGH.
WE ARE PROVIDING LUNCH FOR THE STUDENTS.
WE'RE TAKING CARE OF OUR CHILDREN.
SO BUT YEAH, WE SHOULD THINK ABOUT THAT.
I DON'T I DON'T KNOW HOW WE HANDLED IT.
THE LAST TIME I ASSUMED THAT, I DON'T KNOW, SOMEONE PAID FOR IT.
IT WASN'T. YEAH, I DON'T KNOW.
THERE'S A LONG LIST OF THINGS COMING TO MIND THAT ALSO PAY FOR.
YEAH. I MEAN, IT WAS IT'S NOT LIKE WE WERE PROVIDING A MEAL.
NO, BUT EVEN LIKE TRANSLATION SERVICES, MATERIALS.
I THINK ABOUT THE PEOPLE THAT STICK AROUND, I SEE, SO THAT A MEETING CAN HAPPEN.
WELL AND LET'S KEEP IN MIND, I MEAN, IT ISN'T THE INTENTION TO HAVE THESE AT SCHOOLS EITHER, RIGHT? LIKE, I MEAN, AGAIN, WE TALKED ABOUT A GOOD OPPORTUNITY FOR OUR NEWCOMERS BECAUSE WE KNOW WHERE THEY ARE, BUT WE DON'T HAVE TO HAVE THEM AT SCHOOLS.
I GUESS JUST TO REINFORCE MAYBE HOW I'M THINKING ABOUT IT IS THE PLAN THEN DRIVES THE BUDGET.
I THINK. I MEAN, I THINK WE'LL WE WILL BE UTILIZING WHATEVER FACILITIES WE HAVE AVAILABLE TO US, DEPENDING ON WHAT THE OUTREACH IS THAT THE PARTICULAR COMMITTEES DECIDE, AND I THINK. I WON'T SAY I'M NOT WORRIED ABOUT THE BUDGET, BUT IT'S NOT LIKE WE'RE HAVING A BLOW OUT PARTY.
SO I MEAN THAT'S NOT MY I'LL PUT THAT IN THE NOTES OF RECOMMENDATIONS.
FOR LOT, FOR LOTS OF REASONS, BUT PRIMARILY BECAUSE OF THE ESSER CLIFF.
SO DOING THINGS LIKE PARTNERING WITH OTHER ORGANIZATIONS AND DOING THOSE OUT ENGAGING, ENGAGING IN THOSE OUTREACH SESSIONS, PARTICIPATING IN THOSE OUTREACH SESSIONS AND MEETING PEOPLE WHERE THEY ARE WITH ORGANIZATIONS THAT THEY'RE ALREADY PART OF IS A CRITICAL PART OF THIS FOR THAT REASON.
[01:45:05]
BUT FOR THIS CONVERSATION, LET'S THINK BIG AND THEN WE CAN PARE DOWN AS, AS WE NEED TO.AND ALSO KEEP IN MIND THAT YOU ALSO HAVE VIRTUAL OPTIONS.
AND SOMETIMES MEETING VIRTUALLY AND DOING ENGAGEMENT SESSIONS VIRTUALLY ACTUALLY CAN CAN BE A LOT MORE ACCESSIBLE FOR FAMILIES, ESPECIALLY WHEN SOME OF THE POPULATIONS THAT YOU'VE TALKED ABOUT YOU KNOW, WE HAVE A SPECIAL EDUCATION PTA IN THE CITY WHERE I LIVE, AND EVERYTHING IS VIRTUAL THERE, BECAUSE THAT'S HOW THE LIKE THAT'S WHAT THE PARENTS DECIDED THEY WANTED TO DO.
BUT IT ACTUALLY CAN BE A LOT MORE ACCESSIBLE.
CAN I ASK A QUESTION? THIS DID NOT COME UP IN THE COMMITTEE.
BUT WHAT ABOUT THE SURVEY PROCESS OR QUESTIONNAIRE PROCESS? IS THAT SOMETHING THAT'S RECOMMENDED FOR THESE WHERE PEOPLE AREN'T ABLE TO COME TO A MEETING OR THEY'RE NOT ABLE TO EVEN COME TO A VIRTUAL MEETING, BUT THEY MAYBE THEY HAVE SOME FEEDBACK ON A TOPIC.
I MEAN, IS THAT PART OF THIS PROCESS THAT YOU WOULD RECOMMEND? YEAH. OH, DEFINITELY.
AND EVEN SO, THIS IS ACTUALLY ONE OF THE THINGS THAT SO IF YOU DID HOST A VIRTUAL SESSION, THEN YOU CAN ACTUALLY RECORD THAT AND POST THE VIDEO SO THAT ANYONE CAN GO AND WATCH IT AND HEAR YOUR PRESENTATION, HEAR THE THINGS THAT THE BOARD IS SHARING, AND THEN ALSO HEAR SOME OF THE FEEDBACK THAT SOME OF THEIR PEERS AND FELLOW STAKEHOLDERS ARE ARE SHARING BACK.
ARE WE STILL TALKING ABOUT THIS OR ARE WE MOVING FORWARD? SO THIS IS THIS IS YOUR OPPORTUNITY TO TALK ABOUT THIS.
AND IF Y'ALL ARE AT THE POINT WHERE Y'ALL ARE SATISFIED WITH THE CONVERSATION, WE CAN MOVE ON.
I'VE HEARD SOME ADDITIONAL RECOMMENDATIONS.
THANK YOU GUYS FOR ALL THAT COMMITTEE WORK.
THANK YOU, THANK YOU. PLEASURE.
[WORKSHOP TOPIC: TIME TRACKING TRAINING]
ARE WE GOING TO WE'RE GOING TO POSTPONE THE SECOND PART OF TONIGHT'S TRAINING.YES. I THINK WE'RE GOING TO MODIFY OUR PLANS WITH REGARD TO TIME TRACKING.
SO INDEPENDENT LEARNING INDEPENDENT STUDY PROGRAM.
I WILL BE REACHING OUT TO SCHEDULE SOME TIMES WITH EACH OF YOU TO DO THAT.
SO WE WILL WE HAVE ACCESS TO THE LIKE TO SHOW US HOW TO DO IT VIA COMPUTER.
YES, YES, YES TO MAKE SURE WE'RE NOT DOING IT ON PAPER.
OH YEAH. NO I GAVE YOU THE SO ON YOUR, ON YOUR DESKS IN FRONT OF YOU, YOU HAVE A PDF FORM.
BUT WE ALSO HAVE IT IN A SPREADSHEET.
THANK YOU SO MUCH. Y'ALL. HAVE A GOOD NIGHT.
OKAY. WITH ANYBODY ELSE HAVE ANYTHING ELSE ON TOPIC? I THINK WE'RE DONE.
OKAY. WITH NO FURTHER BUSINESS TO DISCUSS, THIS MEETING OF THE BOARD IS ADJOURNED AT
9:24 P.M..
* This transcript was compiled from uncorrected Closed Captioning.