[00:00:01]
>> WE'RE READY? WE'RE READY TO BEGIN.
[CALL TO ORDER]
GOOD EVENING. THIS MEETING IS NOW CONVENED AT 5:06 PM.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, CASSANDRA AUZENNE BANDY, MICHELLE CRUZ ARNOLD, JANETTE GARZA LINDNER, MYSELF AUDREY MOMANAEE, RIC CAMPO, ROLANDO MARTINEZ, PAULA MENDOZA.
I UNDERSTAND THAT MR. RIVON WILL BE JOINING US VIA ZOOM AND MS. FLOWERS IS EN ROUTE. IS THAT RIGHT? I SEE TWO PUBLIC OFFICIALS, BUT THERE MAY BE MORE.
[RECOGNITIONS]
IF YOU'LL STAND AND BE RECOGNIZED, PLEASE. THANK YOU.[APPLAUSE] THANK YOU, MR. MOORE AND MR. GOMEZ, FOR BEING HERE.
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 JANETTE GARZA LINDNER TO INTRODUCE TONIGHT'S PLEDGE LEADER.
>> THANK YOU VERY MUCH. CADET MAJOR, ELIZABETH RIGNEY.
BATTALION COMMANDER IS A RISING SENIOR AT HOUSTON MATH, SCIENCE, AND TECHNOLOGY CENTER, AND HAS DEMONSTRATED ACADEMIC EXCELLENCE AND LEADERSHIP THROUGHOUT HER THREE YEARS IN ARMY JROTC.
SHE RANKS THIRD OUT OF OVER 500 STUDENTS IN HER GRADUATING CLASS.
SHE MAINTAINED A 4.5 GRADE POINT AVERAGE WHILE TAKING ADVANCED PLACEMENT COURSES AND LEADING HER COLOR GUARD TO NATIONAL PROMINENCE.
SHE IS ALSO A MEMBER OF THE NATIONAL HONOR SOCIETY AND EMERGING STUDENTS.
CADET RIGNEY HAS PROVIDED OVER 100 HOURS OF COMMUNITY SERVICE AND CONTINUES TO ORGANIZE COMMUNITY SERVICE EVENTS, FUNDRAISERS, LEADERSHIP DEVELOPMENT REQUIREMENT ACTIVITIES, AND STAFF MEETINGS TO ENSURE HER TEAM COMPLETES ALL ASSIGNED TASKS BY GIVEN DEADLINES.
AFTER GRADUATING THIS FALL, CADET RIGNEY PLANS TO PURSUE A DEGREE IN MECHANICAL ENGINEERING AT TEXAS A&M UNIVERSITY. [APPLAUSE]
>> PLEASE REMAIN SEATED FOR THE PLEDGE OF ALLEGIANCE AND PLEDGE TO THE TEXAS FLAG.
THANK YOU AND YOU MAY BE SEATED.
WE'LL NOW HEAR FROM OUR REGISTERED SPEAKERS.
[SPEAKERS TO AGENDA ITEMS]
WE'LL BEGIN WITH PUBLIC OFFICIALS FOLLOWED BY STUDENT SPEAKERS, BOTH IN PERSON AND ON ZOOM.WE WILL THEN HEAR FROM IN PERSON SPEAKERS TO BOTH THE AGENDA AND HEARING OF THE COMMUNITY FOLLOWED BY ALL REMAINING ZOOM SPEAKERS.
PLEASE NOTE THAT LIVE CAPTIONING IN SPANISH IS AVAILABLE FOR THOSE VIEWING THE MEETING VIA LIVESTREAM, 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 CURRENT PROTOCOL.
VERBAL AND OTHER DISRUPTIONS BY PERSONS DURING THE 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.
TONIGHT, WE HAVE 133 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.
I 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.
PLEASE IDENTIFY YOURSELF AND YOUR TOPIC WHEN YOU STEP TO THE MICROPHONE.
WE'LL START WITH PUBLIC OFFICIALS.
WILL HISD'S BOARD OF EDUCATION TRUSTEE, SAVANT MOORE, PLEASE COME TO THE MICROPHONE.
>> GOOD EVENING. HAPPY FATHER'S DAY TO THE FATHERS.
TOMORROW IS 249 YEARS TO THE ARMY, MY BEST FRIEND, MAJOR MILLER, GLAD YOU'RE HERE.
HE'S ABOUT TO DEPLOY TO WHERE YOU WERE IN AMBASSADOR TO, SO APPRECIATE HIS SERVICE.
I WANT TO THANK YOU FOR KEEPING YOUR WORD AND FILING FOR THAT FEDERAL ASSISTANCE.
I WANT TO ALSO THANK YOU FOR KEEPING YOUR WORD AT CITY COUNCIL AND MEETING ON JUNE 18TH. WE WILL BE THERE.
TO THE COUNCIL, WE'RE NOT ASKING FOR FIVE OR SIX MORE ITERATIONS,
[00:05:01]
WE JUST WANT ONE BUDGET THAT INCLUDES WRAP AROUND SPECIALISTS BECAUSE AS THE HOUSTON CHRONICLE SHOWED, IT COSTS 3.3 MILLION.HIS TEAM SAID IT'S GOING TO BE 16 MILLION FOR THE NEXT TWO YEARS.
I LIVE IN A PLACE WITH NO TRANSPORTATION, WE'RE BLOCKED BY TRAINS.
AS YOU'LL SEE, ON NEXT WEEK, WHEN THEY DO THE LIVE, MY CHILDREN HAD TO CLIMB UNDERNEATH THE TRAIN TO GET TO SCHOOL.
IT'S BEEN HAPPENING SINCE THE '70S.
IF HE DOESN'T HAVE POWER OF UNION PACIFIC, HOW ARE WE GOING TO GET TO THE SUNRISE CENTERS THAT COST $16 MILLION? [NOISE] THAT'S NOT GOING TO HAPPEN.
THAT'S WHAT WE'RE ASKING FOR AND TO BOTH OF Y'ALL.
[FOREIGN] YOUR COMMUNITY WILL BE INFECTED THE MOST.
WITH THAT BOND, ISAACS ELEMENTARY AND CASA GARDNER.
IF THEY CLOSE SCHOOLS, THEY WILL PUT A RAILWAY THROUGH, AND THEY WILL UNHOUSE BLACK HOME OWNERS AND HISPANIC HOMEOWNERS.
>> THANK YOU, MR. MOORE. MR. GOMEZ. [APPLAUSE].
>> THANK YOU. STAARS SCORES CAN'T TELL THE WHOLE STORY, BUT THEY DO REVEAL HOW PREPARED STUDENTS WERE TO TAKE THE TEST AND HOW MUCH THEY UNDERSTOOD FROM WHAT THEY READ.
THAT MATTERS. LIKE MANY LATINOS IN THIS COUNTRY, I WENT TO SCHOOLS THAT DID NOT PREPARE US FOR A SUCCESS.
THE HARSH CONSEQUENCES OF THAT ARE IN MY FACE ALL THE TIME.
I VISITED A FAMILY OVER MEMORIAL DAY WEEKEND, AND THEY GAVE ME SOME UPDATES ON WHO FROM MY HOMETOWN LEFT US TOO SOON TO VIOLENCE AND TO PILLS, WHO'S BARELY GETTING BY, WHO'S LOCKED UP, AND WHO'S LOST HOPE? THE WORLD IS ABSOLUTELY BRUTAL TO THOSE OF US WHO LEAVE SCHOOL UNPREPARED, PARTICULARLY IN COMMUNITIES LIKE MINE THAT HAVE HAD TO FIGHT AGAINST GENERATIONS OF RACISM AND OPPRESSION.
SO IN THAT CONTEXT, I'M ENCOURAGED BY THE PRELIMINARY STAAR RESULTS, PARTICULARLY GRADES 3-8 READING AND MATH.
THEY'RE NOT EVERYTHING, BUT THEY'RE SOMETHING.
I STILL HAVE CONCERNS ABOUT OTHER TOPICS, BUT FOR TODAY, I WANT TO SAY TO YOU, TO YOUR STAFF, AND ESPECIALLY TO TEACHERS AND STUDENTS, KEEP UP THE HARD WORK. [NOISE]
>> THANK YOU. [APPLAUSE] WE WILL NOW HEAR FROM SPEAKERS WHO IDENTIFY THEMSELVES AS STUDENTS WHEN THEY CHECKED IN THIS EVENING.
I BELIEVE OUR FIRST STUDENT IS MILA GLENN.
>> CAN YOU BRING THE MICROPHONE CLOSER TO HER? THANK YOU.
>> DEAR, MR. MIKE MILES, YOU ARE NOT BEING VERY NICE.
YOU ARE TAKING AWAY GOOD PRINCIPALS, TEACHERS, AND LIBRARIANS FROM OUR SCHOOL.
I AM GOING TO MISS MY PRINCIPAL BECAUSE SHE WAS MADE TO LEAVE EVEN THOUGH WE DIDN'T WANT HER TO GO.
I KNOW THAT SCHOOL IS IMPORTANT, BUT DANCE AND THE ARTS ARE IMPORTANT TOO, AND WE DON'T WANT THEM TO GO.
YOU SAID THAT YOUR KIDS PLAY INSTRUMENTS.
I AM LEARNING THE VIOLIN, AND THAT'S IMPORTANT TOO AT THE SCHOOL.
>> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS ADA DRAKE.
ADA DRAKE? FOLLOWING HER WILL BE HIRA MALIK AND THEN REMIE SMITH, ALL STUDENTS.
>> GOOD EVENING. I'M ADA DRAKE.
THE DISTRICT'S CONTINUOUS USE OF GROWTH BETWEEN TWO POPULATIONS WITH VERY DIFFERENT BASELINES AS THE SOLE ASSESSMENT OF SUCCESS LACKS DATA INTEGRITY AND MAKES IT FEEL LIKE YOU ARE TRYING TO HIDE REALITY.
I AM A MIDDLE SCHOOL DEBATE STUDENT.
IF MY OPPONENT PRESENTED THE SAME ONE-DIMENSIONAL DATA YOU ARE PRESENTING, IT WOULD BE VERY EASY TO PICK APART THEIR ARGUMENT AS THE DATA IS NOT COMPLETE.
PLEASE PUBLISH ANY SCHOOL GROWTH COMPARISON TO POPULATIONS FROM THE SAME STARTING POINT.
[00:10:01]
IF THERE ARE SIGNIFICANT CHANGES IN THE TESTING POPULATION, FOR EXAMPLE, THE BIOLOGY STAAR, THAT SHOULD BE SHARED OVERTLY.FOR YOUR DATA TO BE USABLE TO DRAW CONCLUSIONS, FROM MORE LENSES, GREATER CONTEXT AND HONEST ANALYSIS ARE NEEDED.
MY 99 PERCENTILE BROTHER SHOULD NOT BE IMPACTING NON-NES GROWTH NEGATIVELY WHEN THEY SIMPLY CANNOT SHOW IMPROVEMENT DESPITE SCORING WELL ABOVE GRADE LEVEL.
THANK YOU FOR YOUR TIME. [APPLAUSE]
>> THANK YOU. OUR NEXT SPEAKER IS HIRA MALIK.
I'M A RISING SENIOR AT CARNEGIE AND LIFELONG HISD STUDENT.
IT HAS BEEN ONE YEAR OF MILES OF CORRUPTION, DESTRUCTION, AND DISRUPTION, ONE YEAR OF CORRUPTED PROFIT-DRIVEN POLICYMAKERS DIVERTING OUR FUNDING INTO PRIVATE AND CHARTER SCHOOLS, TEARING APART OUR ALREADY HIGH PERFORMING SCHOOLS AND MILITARIZING THE NES.
ONE YEAR OF THE DESTRUCTIVE TREATMENT OF STUDENTS AND STAFF, CENSORING LEARNING AND ITS ENDOWMENT TO FREE THOUGHT, AND FORCEFULLY DRIVING AWAY HUNDREDS OF STAFF.
ONE YEAR OF DISRUPTION, DISRUPTION OF OUR COMMUNITY, THE ONE THAT ACTS IN AND CARES FOR THE BEST INTERESTS OF THE STUDENTS.
I STAND HERE TODAY TO DEMAND YOU ONE THING.
LISTEN TO THE STUDENTS, NOT YOUR NUMBERS.
AS HOPEFUL STUDENTS, RESILIENT TEACHERS, DEVOTED PARENTS, AND WHOLEHEARTED COMMUNITY MEMBERS, WE WILL FIGHT FOR A JUST AND EQUITABLE EDUCATION, BY ANY MEANS NECESSARY, THIS YEAR, NEXT YEAR, AND EVERY YEAR.
>> THANK YOU. OUR NEXT STUDENT SPEAKER IS REMIE SMITH.
>> I'M REMIE SMITH. I'M A STUDENT FROM WHARTON HIGH SCHOOL.
DO I LOOK LIKE I'M SUPPOSED TO BE HERE? I'M SUPPOSED TO BE OUT HANGING OUT AT THE POOL WITH MY FRIENDS NOT WONDERING HOW BAD MY SENIOR YEAR OF SCHOOL WILL BE CONSIDERING HOW BAD MY JUNIOR YEAR WAS.
THIS NEW SYSTEM DOESN'T ENCOURAGE CREATIVITY, AND UNFORTUNATELY, I AM THE LAST GENERATION OF HIC STUDENTS THAT WILL HOLD ON TO CREATIVITY THAT A CHILD NATURALLY HAS.
SINCE THE BEGINNING OF TIME, DIFFERENTIOLOGY HAS BEEN FROWNED UPON AND CONFORMITY HAS BEEN HIGHLIGHTED AS THE WAY TO LIVE.
INSTEAD OF ENCOURAGING STUDENTS TO LEARN IN THEIR OWN NEW WAY, THIS NEW SCHOOL SYSTEM IS CONTROLLING AND LIMITING THE WINDOW OF LEARNING, AND THESE PRINCIPALS AND AUTHORITIES ARE FIGUREHEADS OF CONTROL AND CONFORMITY.
I LIVE IN THE SLUMPS OF HOUSTON, INTELLIGENCE RUN IS RAMPANT IN THE HOODS THAT I'VE GROWN UP IN, BUT IT'S BEEN SUPPRESSED.
IN 2024, WHY AM I FIGHTING THE SAME WAR THAT MANY PEOPLE HAVE? WHY AM I A STUDENT HERE? WHY ARE MY TEACHERS BEING AT RISK AND WHY ARE YOU GUYS BEING AGAINST US AS A PERSON THAT VALUE? [NOISE] THIS ISN'T FOCUSED ON THE EDUCATION, AND THAT ISN'T AT ALL. [APPLAUSE]
>> THANK YOU. OUR NEXT STUDENT SPEAKER IS FRANCESCA YUMUL.
>> AS YOU MAY OR MAY NOT KNOW, KARATE IS A SPORT ABOUT CHARACTER AND SELF-DEVELOPMENT.
THROUGH KARATE, I'VE LEARNED TO DISCIPLINE MYSELF AND TO HAVE SELF CONTROL BY COMING TO PRACTICE ON TIME AND TRAINING EVERY DAY, EVEN IF I DON'T FEEL FOR THE CHALLENGE.
AS A STUDENT IN HISD, I'VE APPLIED THAT SAME DISCIPLINE TO MY EDUCATION BY NOT ONLY CONTROLLING MYSELF IN THE CLASSROOM, BUT ALSO COMING TO SCHOOL ON TIME AND KNOWING THE DIFFERENCE BETWEEN THE TIME TO SOCIALIZE AND THE TIME TO STUDY.
DISCIPLINE THROUGH KARATE HAS ENABLED ME TO ACHIEVE LONG-TERM GOALS FOR MY FUTURE IN MY EDUCATION BY HELPING ME RESIST URGES AND TEMPTATIONS.
IT HAS ALSO HELPED ME SERVE AS A ROLE MODEL TO THE STUDENTS AROUND ME.
THANK YOU FOR YOUR TIME. [APPLAUSE]
>> THANK YOU. NOTE THAT MR. VON HAS JOINED US.
ARE THERE ANY STUDENT SPEAKERS WHO ARE ON ZOOM, MS. SMITH? WHO?
>> MILA GLENN. MISS GLENN? SHE'S SPOKEN.
[LAUGHTER] SHE WAS OUR FIRST SPEAKER.
IS SHE HERE? MISS GRACE ROMA? NO? I DON'T SEE HIM ON THE LIST.
[00:15:23]
>> [BACKGROUND] MY NAME IS COLE SILVA, AND I AM A STUDENT AT CROCKETT ELEMENTARY.
YOU FIRED OUR AMAZING PRINCIPLE, DR. CLARK.
DR. CLARK IS KIND, FRIENDLY, SMALL, AND A REALLY GOOD PRINCIPAL.
IT DOESN'T MAKE SENSE TO ANY OF US.
SHE GETS ON A LEVEL WHEN SHE TALKS TO US.
SHE ALWAYS MADE SURE WE FELT CONFIDENT AND IMPORTANT.
WE WANT A PRINCIPAL THAT CARES MORE ABOUT IF WE ARE HAPPY, THAN ABOUT TEST SCORES.
WE CAN'T GET GOOD TEST SCORES IF WE AREN'T HAPPY.
WE, THE STUDENTS ARE NOT HAPPY, PLEASE STOP FIRING EVERYONE THAT IS GOOD JUST BECAUSE THEY THINK OUTSIDE OF THE BOX.
>> WE HAVE SUHANI DUA AND NAYA DUA ON ZOOM.
>> THIS IS THE LAST TIME I WILL BE SPEAKING BEFORE I GO TO MIDDLE SCHOOL.
THIS YEAR'S STAAR SCORES HAVE NOT GOTTEN BETTER AND YET THE BOM AND MIKE MILES PRETENDED THAT THEY DID.
HOW LESS STUDENTS PARTICIPATED IN BIOLOGY, AND HE PICKS SPECIFIC SCORES JUST TO MAKE IT SEEM LIKE THE DISTRICT WASN'T MEETS AND NOW APPROACHES, JUST TO MAKE IT SEEM LIKE THIS TAKEOVER IMPROVED OUR DISTRICT.
THIS IS JUST ANOTHER EXAMPLE OF YOUR LIES, MR. MILES. I'VE SEEN STUDENTS COME UP TO THAT PROGRAM AT HATTIE MAE WHITE CRYING FROM THE HARM YOU'VE CAUSED THEM FROM FIRING TEACHERS WHO DID NOTHING BUT TEACH CERTIFIED TO TAKING AWAY LIBRARIES.
WHAT DO YOU DO? YOU SMIRK AND LAUGH AT, IGNORE THEM.
BOM, WHO WOULD YOU FIRE? A SWEET LIBRARIAN WHO MAKES KIDS SMILE BY GIVING THEM A LOVE OF READING AND HELPING THEM READ OR A SUPERINTENDENT WHO USES A PREDICTION RING TO MAKE DECISIONS, SENT $25 MILLION TO HIS CHARTER SCHOOL IN COLORADO AND WHO LOVES READING, BUT TURNS LIBRARIES INTO DETENTION CENTERS.
THE CHOICE IS CLEAR AND IT'S NOT THE FIRST ONE.
>> THANK YOU. EMILY, DID YOU SAY THEY'RE BOTH IN THE SAME ZOOM? OKAY.
>> HELLO. MY NAME IS NAYA DUA, AND I'M HERE TO TELL YOU ABOUT HOW MIKE MILES USES THE SEVEN HABITS.
HABIT 1, BE PROACTIVE IS USED BY MIKE MILES TO DO WHAT HE WANTS, WHICH IS NOT THE RIGHT THING TO DO.
WAIT. HABIT 2, BEGIN WITH THE END IN MIND IS USED BY MIKE MILES TO HAVE A PLAN WITHOUT TELLING ANYONE.
HABIT 3, PUT FIRST THINGS FIRST IS USED BY MIKE MILES TO NOT LISTEN TO US AND THEN TALK ABOUT WHY THEY TOOK OVER.
HABIT 4, THINK WIN-WIN IS USED BY MIKE MILES TO WIN AND NOT CARE ABOUT THE OTHER PERSON WINNING.
HABIT 5, SEEK FIRST TO UNDERSTAND THEN TO BE UNDERSTOOD IS USED BY MIKE MILES TO PRETEND TO LISTEN AND THEN TALK ABOUT WHATEVER.
HABIT 6, SYNERGIZE, HE DOESN'T USE.
FOUR TO FIVE HOURS OF NOT LISTENING TO US AND THEN TALKING ABOUT WHATEVER HE WANTS. THANK YOU.
>> THANK YOU. [APPLAUSE] OKAY.
IS THAT ALL THE ZOOM STUDENT SPEAKERS, EMILY? OKAY. THEN LET'S MOVE TO THE ADULT AGENDA SPEAKERS, AND OUR FIRST SPEAKER IS DERRICK.
>> EXCUSE ME, WE ALSO HAVE AARYA OZA.
THERE'S ANOTHER STUDENT AARYA OZA WHO IS WAITING AS WELL.
>> OKAY. WE'LL WORK THROUGH THAT.
THANK YOU. MR. DERRICK STINSON.
THEN IF SPEAKERS ONE THROUGH 10, WOULDN'T MIND COMING FORWARD.
WE HAVE SOME SEATS SAVED IN THE FRONT. GOOD EVENING, SIR.
>> LAST FOUR MONTHS IS TO INFORM YOU ALL ABOUT KICK STAR KIDS.
WE ARE A CHARACTER EDUCATION PROGRAM THAT TEACHES CHARACTER THROUGH KARATE, FULL TIME DURING THE DAY AS A P.E OR ELECTIVE CREDIT.
MY BIG ASK IS THAT YOU ALLOW US OR CONSIDER US TO BE A PART OF THE ESSENTIAL STAFF OF THE NES SYSTEM WITH MORE SCHOOLS GOING TO THE NES SYSTEM WE ARE NOT ALLOWED TO SERVE THE COMMUNITIES LIKE NAVARRO MIDDLE SCHOOL, OR PATRICK HENRY, SOME SCHOOLS WHO PROBABLY NEED
[00:20:01]
A LITTLE BIT MORE HELP THAN SOME OF THE SCHOOLS WHO ARE NOT NONE NES IN THIS AREA.THE ISSUE IS BECAUSE OF BUDGET CONSTRAINTS.
I KNOW BUDGET IS ALWAYS AN ISSUE FOR EVERYONE, BUT IF WE ARE ALLOWED TO BE HIRED AS AN ESSENTIAL STAFF, WE CAN CONTINUE TO SERVE BECAUSE WE'RE A DISTRICT OF INNOVATION.
I DO THINK IT'S VERY INNOVATIVE TO HAVE US IN THERE TO WORK ON CHARACTER EDUCATION, SOMETHING THAT'S GOING TO GO PAST THE KARATE ROOM INTO THE ACADEMIC AREA.
>> THANK YOU. [APPLAUSE] WE HAVE ONE STUDENT SPEAKER ON ZOOM, IS THAT RIGHT, EMILY? OKAY.
>> AARYA OZA PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN.
>> YEAH, I GRADUATED FIFTH GRADE AT CONDIT ELEMENTARY.
ON THE LAST DAY OF SCHOOL, A DAY AFTER THE CEREMONY WE HAD LOTS OF FUN FROM A POOL PARTY, PIZZA, SNOW CONES AND CHIPS FOR LUNCH.
HOWEVER, I WAS SURPRISED WHEN I HEARD FROM MY FRIEND THAT ANOTHER SCHOOL, IN NEFF ELEMENTARY HAD ALL OF ITS LAST DAY ACTIVITIES CANCELED.
WHY? BECAUSE MIKE MILES HEARD AMANDA WINGARD, THE SCHOOL'S PRINCIPAL AT A BOARD MEETING.
SHE HAD BEEN PRINCIPAL OF THE YEAR, GONE TO NEFF AS A CHILD AND TAUGHT THERE.
SHE DIDN'T EVEN GET ONE MORE DAY TO SAY GOODBYE TO ALL THE STUDENTS. AFTER ALL THAT, MR. MILES PUNISHED NEFF ONCE MORE.
THE FIFTH GRADERS DIDN'T EVEN GET A PROPER GRADUATION.
NEXT YEAR, NO ONE SHOULD BE FIRED LIKE THAT.
NO EMPLOYEE SHOULD GO THROUGH THAT AFTER SPEAKING OUT AND DOING SO MUCH AT THE SCHOOL.
THANK YOU FOR LISTENING. [APPLAUSE]
>> THANK YOU. OKAY. OUR NEXT SPEAKER IS ALICE DAVID. YES, MA'AM.
>> HOW DID WE GET HERE? BEFORE THE TEA TAKEOVER, HISD HAD PROBLEMS, THE ELECTED SCHOOL BOARD TOO.
BUT OVER THE PAST YEAR, WE HAVE SEEN HOW YOU ALL HAVE DONE SO MUCH WORSE, RIPPING APART SCHOOLS WITH BIASED SPOT EVALUATIONS AND TERMINATIONS OF CAREER TEACHERS AND PRINCIPALS.
THE NES CURRICULUM IS DESIGNED FOR TEACHERS THAT DON'T KNOW HOW TO TEACH, NOR UNDERSTAND THAT KNOWING CONTENT DEEPLY HELPS YOU REACH YOUR STUDENTS AS YOU BUILD A TEACHER STUDENT RELATIONSHIP AND FIND THAT SPARK TO ENGAGE THEM.
YOU GLAMORD US WITH THE HOPE THAT YOU WOULD TURN HISD AROUND WHILE YOU IMPLODED.
BUT WE HERE ARE NOT THE ONLY ONES WITNESSING THIS.
TWO NEIGHBORS WITH CHILDREN ALL IN PRIVATE SCHOOL RECENTLY TOLD ME THEY WILL NOT VOTE FOR THE BOND, AND I THANKED THEM.
BOARD OF MANAGERS, YOU CAN STILL WRITE THIS.
WE ALL KNOW YOU HAVE THE POWER TO FIRE MIKE MILES.
>> HELLO. I'M BROOK LONGORIA, AND I'M HERE TONIGHT TO SPEAK TO THE BUDGET.
THE BUDGET SUPPORT SUPERINTENDENT MILES DESTINATION 2035 VISION, AND ONE OF THE TOP THREE BUDGET PRIORITIES IS EXPANDING PRE-K.
HE HAS TOLD JOEL AT MULTIPLE BOARD MEETINGS THAT WE CANNOT IMPROVE ELEMENTARY READING WITHOUT MORE EARLY INTERVENTION AND MORE READING INSTRUCTION DURING EARLY CHILDHOOD YEARS.
HIS WORDS TO YOU ALL, THE RESEARCH IS CLEAR, THE RESEARCH IS SETTLED.
I'VE SEARCHED THE AGENDA PACKETS TO FIND WHAT RESEARCH SUPERINTENDENT MILES IS RELYING ON, AND I FOUND NONE.
I'M HERE TO PUSH BACK AGAINST THE NOTION THAT A HEAVY EMPHASIS ON ACADEMICS AND PRE-K IS WHAT IS NEEDED.
I ENCOURAGE YOU TO PLEASE LOOK AT DALE FARN'S DECADE LONG STUDY OF PUBLIC PRE-K IN TENNESSEE THAT WAS RELEASED TWO YEARS AGO.
DRILLING KIDS ON BASIC SKILLS, WORKSHEETS, AND EXPECTING THREE AND FOUR YEAR OLDS TO SIT QUIETLY FOR A LECTURE LEADS TO DIMINISHED ACADEMIC RESULTS.
PLEASE VOTE NO ON THE BUDGET, AND PLEASE DO NOT PUT TOO MUCH PRESSURE ON OUR PRE-K STUDENTS.
>> OUR NEXT SPEAKER IS CARMEN NUNCIO.
MISS NUNCIO? IS THAT YOU, MA'AM? YES, MA'AM.
>> GOOD EVENING. MY NAME IS CARMEN NIL.
I HAVE A QUESTION, WHY IS TEA LYING TO THE MEDIA ABOUT HOW WONDERFUL OUR SCHOOLS ARE DOING WHEN THEY'RE NOT? WE WERE DOING BETTER BEFORE TEA TOOK OVER.
OUR TEACHERS WERE DOING BETTER.
OUR PRINCIPALS WERE DOING BETTER, OUR STUDENTS WERE DOING BETTER.
I'M JUST WONDERING, DO THEY HAVE TO LIE TO THE MEDIA? I SAW IT ON CHANNEL 13 WHERE MR. MILES WAS TELLING THEM HOW WONDERFUL OUR SCHOOLS WERE.
I'M SORRY, BUT I MEAN, THAT'S NOT TRUE.
I WOULD JUST LIKE TO KNOW WHY DON'T YOU JUST NOT TELL THE TRUTH AND SAY,
[00:25:05]
WE'RE TRYING TO WORK WITH THEM, BUT IT'S NOT WORKING.IT'S NOT WORKING. SO PLEASE, I'M WORRIED ABOUT THE WRAPAROUND SERVICE.
OUR KIDS ARE SUFFERING FROM THAT.
>> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS CARLOS GOENAGA. YES, SIR.
>> MY NAME IS CARLOS GOENAGA AND I'M AN HISD PARENT.
MIKE MILES CANNOT BE TRUSTED WITH THIS BUDGET.
HE COMPLAINS ABOUT A BUDGET SHORTFALL, YET SOMEHOW FINDS MONEY TO TRIPLE THE NUMBER OF BUREAUCRATS MAKING $200,000 OR MORE A YEAR.
I GUESS WHEN YOU CLOSE LIBRARIES, YOU CAN AFFORD THAT, BECAUSE WE ALL KNOW KIDS LEARN BETTER WHEN BUREAUCRATS ARE WELL PAID, NOT WHEN THEY HAVE ACCESS TO BOOKS.
HIS DIAD PROGRAMS HAVE WASTED MONEY ON THINGS LIKE EXERCISE BIKES FOR ADULTS, NOT KIDS AND DIAD INSTRUCTORS WHO DON'T KNOW THE SUBJECTS THEY'RE SUPPOSED TO TEACH.
HE TOUTS GROWTH STATS TO PROVE NES WORKS.
BEFORE YOU APPROVE THE NEW EDUCATION SYSTEM AT A HIGHER COST, PLEASE LOOK AT THE STAAR DATA THAT HE DOESN'T WANT TO TALK ABOUT.
DO NOT TRUST MIKE MILES WITH THIS BUDGET. [APPLAUSE]
>> THANK YOU. OUR NEXT SPEAKER IS TIA JAMES GLENN.
>> I HAVE MANY REASONS TO BE HERE, BUT ONE MINUTE IS NEVER ENOUGH.
OUR PRINCIPAL AT CROCKETT WAS FORCED TO RESIGN, AND WE WERE ASKED FOR INPUT ON A NEW PRINCIPAL.
HOWEVER, WE HAVEN'T HEARD ANYTHING BACK.
WE ASKED FOR A PRINCIPAL WITH THE FINE ARTS BACKGROUND, BUT ALL OF OUR CENTRAL DIVISION LEADERS HAVE YET TO COMMUNICATE WITH ANY OF US PARENTS.
ALSO, THE COST OF HAVING NES AT A SCHOOL FAR EXCEEDS ITS ACTUAL WORTH.
IF THE NEEDLE IS CONSTANTLY BEING MOVED EVERY TIME SCORING COMES AROUND, WE CAN'T GUARANTEE ITS TRUE EFFECTIVENESS.
FOR EXAMPLE, THERE ARE OTHER THINGS THAT MAY CONTRIBUTE TO SUCCESS AT A SCHOOL OTHER THAN THE SCORES.
IF THE SCORES ARE THAT GOOD, THEN WHY ARE THE PRINCIPALS BEING FORCED TO RESIGN? IT JUST DOESN'T MAKE SENSE.
BOARD, I ASK YOU TO LOOK FURTHER INTO THE BUDGET, CONTINUE TO ASK THE HARD QUESTIONS AND SAVE MONEY BY CUTTING THE ADDITIONAL NES SCHOOLS FOR NEXT SCHOOL YEAR. THANK YOU.
>> THANK YOU. [APPLAUSE] WE HAVE TWO MORE STUDENTS WHO HAVE ARRIVED ONE IN PERSON.
MS. SMITH, CAN YOU TELL ME WHO THE STUDENT IS THAT HAS ARRIVED IN PERSON?
>> I THINK THERE'S THREE STUDENTS THAT HAVE ARRIVED.
>> I WANT TO ADDRESS HOW YOU WILL USE THE NEWLY RELEASED TESTING DATA.
I WANT TO ENCOURAGE THE BOM TO PUT ON YOUR CRITICAL THINKING HATS WHEN EVALUATING THIS DATA AND HOW IT IS PRESENTED TO THE PUBLIC AND TO THE MEDIA.
AS WE HAVE SEEN FROM PRESS RELEASES AND NEWS INTERVIEWS, MR. MILES IS USING INCOMPLETE DATA AS A WAY TO PERSONALLY CLAIM CREDIT FOR GROWTH AT NES SCHOOLS AND AT THE SAME TIME TO SOW DIVISION.
THE TRUTH IS STUDENTS AND TEACHERS WORKED HARD TO BRING UP TEST SCORES, BUT PLEASE ASK YOURSELF, AT WHAT COST? THAT COST IS HUNDREDS OF TEACHERS FLEEING THE DISTRICT, LEAVING YOU WITH NO CHOICE, BUT TO AGAIN ALLOW FOR NON-CERTIFIED TEACHERS.
THAT COST IS STUDENTS IN NES SCHOOLS BEING TAUGHT ONLY HOW TO TAKE A TEST WITH NO ROOM FOR CREATIVITY OR EVEN READING BOOKS.
MOST IMPORTANTLY, THAT COST IS THE TRUST OF HISD FAMILIES WHO HAVE ALSO PUT ON THEIR CRITICAL THINKING HATS, AND KNOW THE DISTRICT IS MANIPULATING DATA TO MATCH THEIR NARRATIVE.
THIS LACK OF TRANSPARENCY IS OBVIOUS MANIPULATION AND FURTHER ERODES YOUR TRUST WITH THE COMMUNITY, AND WHERE THERE IS NO TRUST, THERE IS NO BOND.
>> THANK YOU. [APPLAUSE] ELLA TAYLOR. COME ON UP.
>> HI. I'M ELLA TAYLOR AND I GO TO CARNEGIE VANGUARD HIGH SCHOOL.
I DON'T GO TO AN NES SCHOOL, BUT HONESTLY, I DON'T KNOW HOW MUCH MY TEACHERS WERE AFFECTED BY THE RULES THIS YEAR, BUT I DO KNOW WHAT I LEARNED IN SCHOOL.
[00:30:01]
WE READ THE TEMPEST AND ANTIGONE.WE STUDIED LITERARY CRITICISM AND LOOKED AT WRITING THROUGH DIFFERENT LENSES.
WE HAD MULTIPLE ROUNDTABLE DISCUSSIONS THAT WERE INTEGRAL TO MORE THAN ONE OF MY CLASSES.
LAST YEAR, WE DID EVEN MORE INTERESTING PROJECTS.
WE WATCHED LONG VIDEOS, WHICH ISN'T ALLOWED ANYMORE.
THIS INCLUDED DOCUMENTARIES IN HUMAN GEO AND MOVIE ADAPTATION OF ROMEO AND JULIET.
WE ALSO READ AND MADE OUR OWN VIDEO ADAPTATION OF ROMEO AND JULIET AND DID MANY PROJECTS IN HUMAN GEO, AS OUR TEACHER WAS LAUNCHING A NEW PROJECT BASED CURRICULUM.
THESE THINGS INVESTED THE STUDENTS IN THEIR LEARNING, GETTING THEM TO TAKE INITIATIVE IN A WAY THAT WE DON'T WHEN WE'RE GIVEN BOEING PROMPT AFTER BOEING PROMPT.
THESE ACTIVITIES DON'T FIT IN WITH FOUR MINUTE TIMERS AND WOULD NEVER BE ALLOWED IN NES SCHOOL.
>> THANK YOU. [APPLAUSE] MS. NOVA.
>> HI. IT'S ME AGAIN, NOVA WITH A HAT.
IT'S SUMMER VACATION, I SHOULD BE RELAXING AND ENJOYING MY FREE TIME.
BUT INSTEAD, I AM STRESSED OUT.
I SHOULD NOT HAVE TO FEEL THE WEIGHT OF THE DESTRUCTION OF MY EDUCATION ON MY SHOULDERS.
I SHOULD NOT HAVE TO FEEL THE ANXIETY OF NOT KNOWING IF I WILL HAVE A LIBRARY NEXT YEAR OR WHO MY PRINCIPAL WILL BE BECAUSE MY AMAZING PRINCIPAL, MR. SARABIA, WAS FORCED OUT.
I SHOULD NOT HAVE TO COME AND SPEAK AT MEETING AFTER MEETING AND FEEL LIKE MY VOICE IS NOT BEING HEARD.
MIKE MILES IS NOT ONLY ROBBING ME OF MY BEST EDUCATIONAL OPPORTUNITIES.
HE IS ROBBING ME OF MY CHILDHOOD.
THIS IS NOT WHAT I EXPECTED TO BE SPENDING MY ENERGY ON THIS YEAR.
WHY, BOM, DO YOU CONTINUE TO ALLOW THIS TO HAPPEN? WHEN WILL YOU FIND THE COURAGE TO JUST SAY ENOUGH? MIKE MILES IS NOT GOOD FOR ME OR ANYONE ELSE IN HISD.
HE NEEDS TO BE FORCED TO RESIGN OR BE TERMINATED SO THAT HE DOESN'T DO ANY MORE DAMAGE TO THE MENTAL HEALTH AND EDUCATION OF KIDS LIKE ME.
>> I UNDERSTAND THAT SOPHIE GRACE ROJAS MAYBE HAS ARRIVED.
NO? WE HAVE ONE MORE STUDENT ON ZOOM.
>> LORGI MARTINEZ, PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN.
>> HI, MY NAME IS LORGI MARTINEZ.
I'M A RECENT GRADUATE OF STERLING HIGH SCHOOL AND A RECENTLY GRADUATED OF [INAUDIBLE] COLLEGE AS A LAW STUDENT THROUGH NESISD.
I'M HERE TO TALK ABOUT HOW THIS PAST YEAR HAS NOT HELPED MY FORMER CLASSMATES AND I AND HOW POWERFUL PROGRAMS SUCH AS IGNITE HISD AND THE CUTBACK OF DISCOVER YOU HAS IMPACTED MY PEERS AND I.
WITHOUT IGNITE, IT HAS DETERRED ME FROM USING RESOURCES ACCESSING TO MY COLLEAGUE AND CAREER JOURNEY.
I JUST FEEL LIKE THROUGHOUT THIS PAST SCHOOL YEAR, IT HAS REALLY BEEN HARD.
I HAVE NOT BEEN ABLE TO SUCCEED AS FAR AS I KNOW IT AS I CAN WITH THESE RESOURCES.
AS A COMMUNITY, AND I'M SPEAKING FOR FRIENDS, FAMILY AND STUDENTS WHO ARE IMPACTED BY THESE DECISIONS THIS PAST SCHOOL YEAR IS WHAT NEW PROGRAMS ARE GOING TO BE INSTALLED? WHAT AS A COMMUNITY CAN WE DO? WE CAN BETTER UNDERSTAND WHAT'S GOING TO HAPPEN NEXT.
I'M SCARED FOR MY SECRET PEERS AND WHAT'S GOING TO TAKE PLACE AFTER THE SCHOOL YEARS, I'VE RECENTLY GRADUATED. THANK YOU.
>> THANK YOU. [APPLAUSE] I THINK WE'RE BACK TO THE FOLKS IN THE ROOM, ANDREA NEGRI.
>> AS OF LAST WEEK, I AM A FORMER HISD TEACHER.
WHY? YOU SAID TEACHERS LIKE ME DIDN'T WANT TO WORK IN A HIGH PERFORMANCE CULTURE.
BUT I WAS ALREADY PART OF ONE.
MY STUDENTS WON ALMOST 300 STATE AND NATIONAL AWARDS DURING MY FIVE YEARS IN THE DISTRICT.
YOU SAID WE DIDN'T WANT TO BE EVALUATED.
RESPECTFULLY, I'VE BEEN EVALUATED EVERY YEAR OF MY 15 YEAR CAREER.
ALL I WANTED WAS A SYSTEM WITH CLEAR EXPECTATIONS THAT STAYED CONSISTENT.
YOU SAID WE NEEDED TO PROMOTE HIGH QUALITY INSTRUCTION AND I'VE TRIED, BUT EVERY ITERATION OF THE SPOT CHECK FORM HAS BEEN AT ODDS WITH THE TICKS AND THE BEST PRACTICES FOR MY CONTENT AREA.
I KNOW NONE OF YOU THINK I AM A LOSS, BUT DOZENS OF TEACHERS AT MY B RATED CAMPUS ARE LEAVING.
THAT IS A LOSS FOR STUDENTS AND PARENTS.
IT IS MY HOPE THAT YOU WILL START TO THINK ABOUT THEM WHEN YOU MAKE DECISIONS BECAUSE WHILE MY COLLEAGUES AND I CAN LEAVE, MANY OF THE PARENTS AND STUDENTS CANNOT.
>> THANK YOU. OUR NEXT SPEAKER IS LYNN MOORE.
>> WHO WOULD FOLLOW THE GUY WHO HITCHES HIS WAGON TO AN ENTITY CALLED THIRD FUTURE SCHOOLS? WE'RE NOT YOUR FIRST OR SECOND CHOICE,
[00:35:01]
BUT WE'LL CLING TO THIRD.CHASE OUT OF DALLAS, FAILING COLORADO SCHOOLS, NOW DESECRATING HISD, ALL OF YOUR THIRD FUTURES ARE FAILING.
ONE HUNDRED AND SEVENTEEN PRINCIPALS GONE, 633 TEACHERS GONE AS OF JANUARY.
THAT'S MORE THAN $25 MILLION IN TURNOVER COSTS ALONE IN LESS THAN ONE YEAR.
SERVANT LEADERSHIP DOES NOT MEAN YOU LEAD AND WE'RE ALL YOUR SERVANTS.
NO MATTER WHERE I GO, WHETHER IT'S MY DAUGHTER GYMNASTICS, CHURCH, SUNDAY SCHOOL, DANCE CLASS, ALL EVERYONE IS TALKING ABOUT IS WHAT FAILURES YOU ALL ARE, AND WHAT A BAD JOB YOU'RE DOING.
IT'S UNBELIEVABLE AND I CAN TELL YOU THAT I'VE WORKED WITH THE HOSPICE PATIENTS FOR YEARS.
I KNOW WHAT GOES THROUGH PEOPLE'S HEADS WHEN THEY ARE WITHIN WEEKS OF MEETING THEIR MAKER, AND IT IS NOT GOING TO BE, I WISH I'D HARM MORE LIVES TO BE IN THE GOVERNOR'S GOOD FAVOR.
IT'S NOT JUST A FAILURE TO EXECUTE.
IT'S A COMPLETE DEMISE OF YOUR DUTY, HONOR AND INTEGRITY. [APPLAUSE]
THE NEXT SPEAKER IS CHRISTI BREWSTER.
>> I'M CHRISTI BREWSTER, RETIRED SCHOOL NURSE, 35 YEARS, CERTIFIED.
BOM, YOU'LL BE VOTING ON SOME BUDGET.
I JUST HOPE IT'S NOT THIS DECEPTIVE ONE THAT WE SEE HERE.
DECEPTIVE, YOU SAY, DOLLAR NUMBERS, INCREASED ON ONE PAGE, DECREASED ON ANOTHER PAGE.
NO FUNDS ALLOCATED FOR WRAPAROUND SERVICES, AND YOU SAY YOU WANT TO HAVE HIGH QUALITY INSTRUCTION.
WELL, YOU GOT TO MEET CHILDREN WHERE THEY ARE. THEY HAVE NEEDS.
YOU DISMISSED ALL OF THEM EXCEPT 48, I GUESS, MANAGERS WHO ARE GOING TO JUMP AROUND AT 270 PLUS SCHOOLS AND DO WHATEVER, WHENEVER TO WHOEVER.
CASSANDRA, AND ADAM, REVIEW THIS BUDGET JUST LIKE YOU DID THAT WONDERFUL DIVINE 9 RECEPTION YOU ORCHESTRATED FOR YOURSELF.
USE THE SAME RIGOR AND VIGOR IN THAT.
THE COMMUNITY IS SICK AND TIRED OF BEING SICK AND TIRED.
YOU'RE GOING TO VOTE BOM BECAUSE THE COMMUNITY, WE'RE GOING TO VOTE, TOO, WHEN? NOVEMBER. SAY IT WITH ME FOLKS, NOT TWICE, NOT MORE.
>> THANK YOU. OUR NEXT SPEAKER IS SISTER MAMA SONIA LUCAS ROBERTS. MS. LUCAS ROBERTS.
>> HELLO. I'M SISTER MAMA SANYA JACK S ALUMNUS.
YOU CAME ON THE POST PRECINCTS PUT HERE BY THE GOVERNOR THAT WAS VOTED ON AND SHOVED DOWN OUR THROATS, NOT CHOSEN BY THOSE WHO REALLY MATTERED.
ALL I WANT TO SAY IS THAT YOU ALL DON'T REALLY CARE ABOUT US.
YOU'VE ABUSED US, DUPED US, NEVER BEEN TRUE TO US.
YOU LISTENED TO US, IGNORED US, SMIRKED ON US, SLEPT ON US, PLAYED ON YOUR PHONES ON US, ALWAYS ROOTED US.
ALL I WANT TO SAY IS THAT YOU ALL DON'T REALLY CARE ABOUT US.
YOU HURT TEACHERS, PRINCIPALS, COUNSELORS, CUSTODIANS, NURSES, SPECIALISTS, ESPECIALLY SCHOLARS.
BUT THE MANAGERS HOW CAN YOU BE SO DELUSIONAL, FALLING BEHIND F MIKE, WHO'S THE SEAT IS SO INTENTIONAL.
HE WASN'T WANTED IN DALLAS AND COLORADO, SO WHY DO WE WANT HIM HERE TO DO THE SAME SOS.
ALL I WANT TO SAY IS THAT YOU ALL DON'T REALLY CARE ABOUT US.
WE DON'T WANT YOU ALL TO STAY HERE.
TAKE AWAY NES BECAUSE IT'S A HOLY MESS.
ALL I WANT TO SAY IS THAT YOU-ALL DON'T REALLY CARE ABOUT US.
>> OUR NEXT SPEAKER IS COURTNEY RILEY.
IF OUR NEXT 10 SPEAKERS, SO SPEAKERS 12-21 CAN YOU COME FORWARD, THAT'D BE GREAT. YES, SIR.
>> GOOD AFTERNOON, SUPERINTENDENT MILES AND THE BOARD OF MANAGERS.
FIRST, I WANT TO COMMEND YOU FOR YOUR REMARKABLE VISION FOR HISD, HAVING BEEN PART OF THE DISTRICT FOR NINE YEARS, I'M CONTINUALLY INSPIRED BY OUR PROGRESS IN DELIVERING EQUITABLE, HIGH QUALITY EDUCATION TO OUR STUDENTS AND FAMILIES.
THIS YEAR HAS BEEN TRANSFORMATIVE FOR ME, SERVING AS AN INTERIM PRINCIPAL AND PRINCIPAL PRINCESS IN THE PRINCIPALS ACADEMY, IN THE WEST DIVISION AT JANE LONG AND REVERE MIDDLE SCHOOL.
IT HAS REALLY SIGNIFICANTLY ENHANCED MY LEADERSHIP SKILLS AND HAS BEEN A REWARDING JOURNEY.
I LOOK FORWARD TO ADVANCING IN MY ROLE, HOPEFULLY AS PRINCIPAL SOON.
COMPLETING MY DOCTORATE IN MAY WITH RESEARCH FOCUSED ON THE IMPACT OF HISD PRINCIPLES ON BLACK MALE ACHIEVEMENT AND POST SECONDARY ACCESS HAS FURTHER DEEPENED MY COMMITMENT TO OUR MISSION.
IN APRIL, YOU SPOKE PASSIONATELY ABOUT INCREASING BLACK AND HISPANIC READING AND MATH OUTCOMES AND CLOSING THE ACHIEVEMENT GAP, THIS RESONATED DEEPLY WITH ME.
I AM PARTICULARLY PASSIONATE ABOUT IMPROVING OUTCOMES FOR BLACK MALES.
YOUR DEDICATION IN CLOSING THE ACHIEVEMENT GAP IS TRULY APPRECIATED.
MY QUESTION IS, HOW CAN I CONTRIBUTE TO THIS EFFORT?
[00:40:01]
I'M NOT SEEKING A TITLE, BUT I'M EAGER TO COLLABORATE WITH OTHER LEADERS TO SUPPORT AND EXPAND OUR [INAUDIBLE]. [OVERLAPPING]>> THANK YOU. OUR NEXT SPEAKER IS ELLEN WALTER.
>> AT THE BUDGET MEETING ON MONDAY, MILES STATED THAT WE NEED TO EXPAND OUR PRE-K OFFERINGS BECAUSE EARLY INTERVENTION IS NEEDED TO INCREASE SCORES.
I NEVER THOUGHT I WOULD SAY THIS, BUT I AGREE.
I LOVE THE IDEA OF OFFERING MORE PRE-K SPOTS.
HOWEVER, EARLY INTERVENTION SHOULD INCLUDE ACCESS TO LIBRARIES AT ALL SCHOOLS.
A CHILD FROM A LOW INCOME FAMILY ENTERS FIRST GRADE WITH AN AVERAGE OF 25 TOTAL HOURS OF BEING READ TO IN THEIR LIFE.
A MIDDLE CLASS INCOME CHILD WILL BE ENTERING THE SAME GRADE WITH OVER A 1,000 HOURS OF READING.
WE NEED TO PROVIDE LIBRARIES AND CERTIFIED LIBRARIANS THAT WILL READ TO OUR CHILDREN, ESPECIALLY IN ANY SCHOOLS WHERE FAMILIES ARE MORE LIKELY TO BE LOW INCOME AND STRUGGLING TO MAKE TIME FOR READING.
HAVING A FOUNDATION IN READING WILL IMPROVE VOCABULARY, WRITING SKILLS AND IMAGINATION, SO WHY ARE WE FOCUSING ON OUR LOWEST PERFORMING SCHOOLS AND TAKING AWAY ACCESS TO THE VERY BOOKS THAT COULD HELP IMPROVE TEST SCORES? THANK YOU.
>> THANK YOU. [APPLAUSE] THE NEXT SPEAKER IS CHARLOTTE PROCTER. YES, MA'AM.
I ASK YOU, BOARD OF MANAGERS NOT TO APPROVE THE BUDGET AS CURRENTLY PRESENTED.
YOU HAVE THE RESPONSIBILITY AND TIME TO INVESTIGATE THE PUBLIC'S AND YOUR QUESTIONS AND RESOLVE THEM FOR THE MEETING ON JUNE 27TH.
QUESTIONS ABOUT THE PROPRIETY OF EXPANDING NES, BUDGET INCREASES FOR CHARTERS AND CONFUSING CUTS TO MANY SCHOOLS.
THIS YEAR WERE EXAMPLES OF MONEY WASTED AND EQUIPMENT PURCHASED, LIBRARIES DISMANTLED AND EMPLOYEES RELEASED WHO BENEFITED THE STUDENTS DIRECTLY.
DO NOT BUDGET AGAINST THE STUDENTS.
FROM THE CODE OF ETHICS, YOU SHALL MAKE DECISIONS IN TERMS OF WHAT IS BEST FOR THE EDUCATIONAL WELFARE OF ALL STUDENTS IN THE DISTRICT AND REMAIN FOCUSED ON THE PRUDENT AND ACCOUNTABLE USE OF DISTRICT RESOURCES.
PLEASE ENSURE THAT OUR TAX DOLLAR [INAUDIBLE] [NOISE]
>> THANK YOU. OUR NEXT SPEAKER IS LISA ROBINSON.
>> I WOULD LIKE TO CONGRATULATE YOU, MR. MILES AND BOARD OF MANAGERS FOR THIS REMARKABLE YEAR OF ACCOMPLISHMENTS.
HERE ARE JUST A FEW, IN WHICH I HAVE A SPECIAL INTEREST AS A RETIRED MEDIA SPECIALIST AND FORMER ELA AND READING TEACHER.
FIRST, I WANT TO CONGRATULATE YOU ON THE CLOSURE OF OVER HALF OUR CAMPUS LIBRARIES IN RECORD TIME.
THAT INCLUDES LIBRARIES ON VIRTUALLY ALL 130 NES CAMPUSES AND A GROWING NUMBER OF NON NES CAMPUSES DUE TO BUDGET CUTS.
SECOND, A BLUE RIBBON GOES TO YOUR EFFORTS IN MAKING CHILDREN WHO LOVE THEIR LIBRARIES CRY WHEN FINDING OUT ABOUT THE CLOSURES.
I EVEN PARTICIPATED IN SUCH AN ACTION WHEN I ASSISTED MS. DUDA WITH SAVING LIBRARY BOOKS AT ALMEDA ELEMENTARY, A NEW NES SCHOOL.
AS I WAS MOVING THEM TO PERIMETER SHELVING, A KINDERGARTNER CAME UP TO ME AND ASKED IF I WAS THE NEW TEAMS LADY.
WHEN I REPLIED NO, HE SAID [INAUDIBLE] [NOISE] MY HEART BROKE, BUT I KNOW YOU GUYS ARE TOUGHER THAN ME.
>> OUR NEXT SPEAKER IS BRANDY DATA AND THEN WE'RE GOING TO PAUSE FOR A MOMENT TO ALLOW A STUDENT TO SPEAK. YES, MA'AM. GO AHEAD.
>> BRANDY DATA. YOU ALL JUST FIRE ME, BUT THAT'S OKAY. I'M STILL HERE.
THIRD, KUDOS TO YOU FOR DECIDING IT'S NOT A PROBLEM FOR STUDENTS TO LOSE ACCESS TO OVER $7 MILLION OF LIBRARY BOOKS PURCHASED USING ESR FUNDS.
THE KIDS ARE OKAY READING STAR PASSAGES.
NOTHING ELSE IS NEEDED TO IMPLEMENT AN EFFECTIVE SCIENCE OF READING PROGRAM.
ALSO, AWESOME JOB IN MAKING A SMALL DENT IN THE BLOATED DISTRICT BUDGET BY A F-ING 100% OF THE LIBRARY SERVICES DEPARTMENT, WHICH WAS A GRAND TOTAL OF FIVE EMPLOYEES.
I KNOW THEY WERE THE ONES WHO RAN OUR BELOVED NAME THAT BOOK COMPETITION, TRAINED AND SUPPORTED OUR CAMPUS LIBRARY STAFF AND DEALT WITH LIBRARY RELATED VENDORS AND CONTRACTORS.
BUT I'M SURE SOME OVERPAID EMPLOYEE IN MR. MILES' CABINET CAN TAKE OVER THOSE DUTIES.
THE LIST OF YOUR ACCOMPLISHMENTS IS ENDLESS.
BUT I HAVE A FEELING THAT THESE ACCOMPLISHMENTS WILL PROVE TO BE TEMPORARY,
[00:45:02]
BECAUSE EVERY WELL-TRAINED LIBRARIAN AND EDUCATOR KNOWS, THAT THE WAY TO CREATE LIFELONG READERS IS TO GIVE THEM ACCESS TO AND A LOVE FOR [INAUDIBLE] [NOISE]>> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS MORGAN GIBBONS. YES, MA'AM.
>> HEY. MY NAME IS MORGAN AND I CAME TODAY TO SPEAK TO YOU ABOUT AGENDA ITEM 2.
I WANT TO SPEAK AS A COLLABORATOR.
THE GREAT TASK THAT LIES AHEAD OF HOUSTON HISD IS ONE THAT TAKES EVERYONE BEING ONE AND BEING ONE SIDE.
FOR THE OUTCOME OF STUDENTS AS YOU SAID, I BELIEVE THE CHILDREN ARE OUR FUTURE.
TEACH THEM WELL, LET THEM LEAD THE WAY.
SHOW THEM ALL THE BEAUTY THEY POSSESS INSIDE.
GIVE THEM A SENSE OF PART AND MAKE IT EASIER.
LET THE CHILDREN'S LAUGHTER TO REMIND US OF HOW IT USED TO BE.
SO MAKE SURE, YOUR CHOICES ARE FULLY FOR US AND NOT ADULTS FILLERS AND INVEST IN OUR FUTURES.
I AM ONE OF THE STUDENTS THAT COME FROM A LOW INCOME HOME AND I ONLY MET MY FRIENDS AS WELL.
A LOT OF THINGS WE DIDN'T HAVE ACCESS TO, SO WE SELF TAUGHT.
SO WITH THIS NEW BUDGET COMING IN, IT'LL HELP US A LOT.
IF YOU CAN TAKE THAT INTO CONSIDERATION, IT'LL BE VERY WELL APPRECIATED. THANK YOU.
>> I WANT TO FIRST, CONGRATULATE THE TEACHERS AND SCHOOL ADMINS WHO HELP OUR STUDENTS DAILY ON THE STAR GROWTH THIS YEAR.
MY CONCERN IS THE TEACHERS WHO HELPED ACHIEVE THESE GREAT RESULTS ARE LEAVING IN DROVES AND STUDENT GROWTH WILL BE STIFLED NEXT YEAR ON ACCOUNT OF IT.
ALTHOUGH MILES CLAIMS TEACHER APPLICANTS ARE ABUNDANT, QUALIFIED AP TEACHERS ARE ALMOST NONE.
FOR THE AP TEACHERS, OUR CAMPUS IS ABLE TO HIRE THEM.
TRAINING THEM WILL BE COMING FROM OUR CAMPUS BUDGET.
WHEN YOU CUT FUNDING AT CAMPUS LEVEL, YOU CUT PROGRAMS AND STAFF THAT ULTIMATELY IMPACT OUR STUDENT OUTCOMES.
CAMPUSES WITH INCREASED ENROLLMENT ARE RECEIVING LARGE BUDGET CUTS, NOT BECAUSE OF ADA, BUT BECAUSE THEIR PUA WAS LOWER THAN THE PREVIOUS YEAR.
THE PRESENTATION SLIDES FROM MR. MILES SINCE MAKING IN REALITY ARE VERY DIFFERENT.
PLEASE VOTE NO AND ASK FOR ANOTHER BUDGET PROPOSAL WITHOUT THE CAMPUS FUNDING CUTS.
DO NOT SHORT CHANGE OUR STUDENTS.
>> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS NAOMI DOYLE-MADRID.
>> HI. I'M NAOMI DOYLE-MADRID DISTRICT 9 RESIDENT, HSD PARENT, AND COMMUNITY MEMBER OF DAK.
I WATCHED THE BUDGET MEETING MONDAY.
THANK YOU TO THOSE OF YOU WHO ASKED REALLY GOOD QUESTIONS AND PUSHED FOR ANSWERS.
I'M SORRY THAT YOU DIDN'T GET APPROPRIATE ANSWERS OR RESPONSES FROM THE ADMINISTRATION AND THAT YOU WERE TOLD NO TO YOUR REQUEST IN THE Q&A FOR A BUDGET WITHOUT ANY NES EXPANSION.
WHO DOES THAT? SAYS NO TO REQUEST FROM THEIR SUPERVISOR? REGARDLESS, I SAW THE CONCERN, CONFUSION AND FRUSTRATION ON YOUR FACES DURING THAT DISCUSSION.
MOST RECENTLY, I RECEIVED THIS DOCUMENT YOU RECEIVED IT THIS MORNING.
WELL, IT'S NO OFFICIAL BUDGET BOOK, IT DOES HAVE SOME INFORMATION DETAILING BUDGET ALLOCATIONS AND GUESS WHAT? IT SHOWS THAT NES EXPANSION TAKES FUNDING AWAY FROM NES SCHOOLS. ARE YOU OKAY WITH THAT? WHY ARE OUR MOST VULNERABLE STUDENTS SET TO RECEIVE A CUT TO THEIR PROGRAM AFTER SHOWING IMPROVEMENT? ASK FOR ANOTHER BUDGET, ASK FOR ANOTHER BUDGET MEETING.
>> OUR NEXT SPEAKER IS MARCY JONES.
>> HELLO. SUPERINTENDENT, YOU HAVE NO RESPECT FOR THE WORK WE DO AS PARENTS.
WE TAKE TIME AWAY FROM OUR JOBS, FROM CARING FOR AGING PARENTS, FROM OUR OWN SELF CARE, AND FROM OUR CHILDREN TO BE HERE TO SPEAK WITH YOU AGAINST WHAT YOU HAVE DONE, AND YOU MINIMIZE US AT EVERY TURN.
THE OTHER NIGHT AT THE BEL AIR DEFINED AUTONOMY MEETING, YOU CHUCKLE, SCOFF, AND MINIMIZE REAL FEARS THAT WE HAVE.
WE ARE WATCHING OUR SCHOOLS RIPPED APART BY YOUR CARELESS ACTIONS.
YOUR WORKING DOCUMENTS ON REVISION 43, KEEP THE TEACHER STAFF, PRINCIPALS SPINNING, AND YOU TELL US THAT WE NEED TO CALM DOWN.
STRONG TEACHERS AND STRONG PRINCIPALS LEAVE OR ARE FORCED OUT BECAUSE OF YOUR POOR LEADERSHIP AND COMMUNICATION SKILLS.
AT THE BEL AIR MEETING, YOU BLAMED AREA SUPERINTENDENTS, EXECUTIVE DIRECTORS AND PRINCIPALS FOR YOUR FAILINGS.
ARE YOU NOT THE LEADER OF THIS UNIT? IS EVERY FAILING OF THEIRS ALSO NOT A FAILING OF YOURS GENERAL? FIX YOUR COMMUNICATION ISSUES.
ALSO, BOARD OF MANAGERS, YOU KNOW THIS BUDGET IS NOT SUSTAINABLE.
YOUR JOB IS TO IMPROVE STUDENT OUTCOMES.
DOES THIS BUDGET AS PROPOSED TRULY HAVE ALL STUDENTS IN MIND?
[00:50:03]
>> GIVE US TIME AS WE REVISED BUDGET.
>> AMANDA PARRISH, I SENT YOU MY NOTES ON MONDAY FROM THE WORKSHOP, AND THEN ALSO TODAY FOR WHAT I'M ABOUT TO COVER, WHICH I DON'T HAVE ENOUGH TIME TO SO AMANDA PARISH, YOU HAVE EMAILS FOR ME.
VOTE NO ON THE BUDGET TONIGHT.
WHY? IT DOES NOT REFLECT THE BEST INTEREST FOR ALL STUDENTS AND REQUIRES MODIFICATION TO ALIGN WITH THE GOALS AND CONSTRAINTS AND FISCAL RESPONSIBILITY.
ENSURE FULL DATA AND DUE DILIGENCE IS COMPLETED, AS OTHERS HAVE STATED.
BECAUSE CENTRAL STAFF IS BEING CUT.
TEACHER COUNTS ARE GOING DOWN PER YEAR STATEMENTS ON MONDAY, MR. MILES. WERE THOSE SUCCESSES BASED ON THE EXTRA TEACHERS OR WAS IT ON SOME CERTAIN PRINCIPLES OR WAS IT THE CELL PHONE BANDS? WE DON'T KNOW AND WE HAVEN'T HAD ENOUGH TIME TO REVIEW THE DATA.
REQUIRE A REDUCTION OF NES EXPANSION TO JUST THE DNF SCHOOLS, REQUEST EXIT PLANS SO THAT COSTS CAN BE UNDERSTOOD FOR THAT.
IMPROVE NON NES SPECIAL EDUCATION FUNDING, PER PUBLIC RECORDS.
DID YOU GET THAT DATA FROM THE MONDAY MEETING?
>> THANK YOU. [APPLAUSE] IF OUR SPEAKERS 2030 WOULDN'T MIND COMING FORWARD, OUR NEXT SPEAKER IS JESSICA ROSS.
I SERVED AS AN EDUCATOR AND TEACHER DEVELOPMENT SPECIALIST IN HISD FOR 10 YEARS AT TITLE ONE CAMPUSES.
I HAVE WORKED WITH COUNTLESS STUDENTS WHO STRUGGLE WITH FOOD AND RESOURCE INSECURITY, HOMELESSNESS, AND UNFATHOMABLE TRAUMAS.
BEFORE THE IMPLEMENTATION OF WRAP AROUND SERVICES IN HISD, I WORKED WITH TEACHERS AND COUNSELORS TO FIND WAYS TO HELP MEET STUDENTS' BASIC NEEDS AND WAS OFTEN LEFT THINKING, THIS IS A FULL TIME JOB.
MANY OF OUR STUDENTS DO NOT HAVE RELIABLE TRANSPORTATION AND OFTEN WORK BEFORE OR AFTER SCHOOL OR CARE FOR SIBLINGS.
THEY ARE UNABLE TO SEEK THE SERVICES THEY DESPERATELY NEED OUTSIDE OF SCHOOL.
THIS IS WHY HISDS ON CAMPUS WRAPAROUND SPECIALISTS DIRECTLY MEET AN URGENT NEED.
A TRUSTED SPECIALIST WHO IS ENMESHED WITH THE CAMPUS CAN HELP RESPOND TO TEACHER CONCERNS AND WORK DIRECTLY WITH THE STUDENTS AND THEIR FAMILIES.
IN A BUDGET DEFICIT, DATA DRIVEN DECISION MAKING IS IMPERATIVE.
SIX HUNDRED AND TWENTY TWO THOUSAND INTERVENTIONS WERE COMPLETED UNDER DISTRICT 9 INTERVENTIONS FOR STUDENT IN THE 2019 SCHOOL YEAR.
WE KNOW THIS [OVERLAPPING]HIGHLIGHT FROM THIS REPORT NEXT I ALSO [INAUDIBLE]
>> THANK YOU. MISS CAMILLE BROWN [APPLAUSE]
>> CAMILLE BROWN, HISD MOTHER.
SINCE WE STILL DON'T HAVE DATA ON THE EFFICACY OF THE SUNRISE CENTERS, I WANT TO PROVIDE DATA ON WRAP AROUND SPECIALISTS.
IN AN EVALUATION OF A 2019- 2020 WRAPAROUND INTERVENTION IN HISD, THE FOLLOWING FINDINGS WERE NOTED.
AT RISK STUDENTS WERE SEVEN TIMES MORE LIKELY TO MEET GRADE LEVEL STANDARDS IN MATH AND FIVE TIMES MORE LIKELY IN READING.
SPECIAL EDUCATION STUDENTS WERE THREE TIMES MORE LIKELY TO MEET GRADE LEVEL STANDARDS IN MATH AND READING.
EMERGING ENGLISH LEARNERS WERE TWICE AS LIKELY TO REACH GRADE LEVEL IN READING.
CHIEF HOLD'S ASSESSMENT THAT WRAP AROUND SPECIALISTS WERE MERELY PULLING OUT CLOTHES FROM A CLOSET THREE TIMES A WEEK IS JUST NOT TRUE.
THE 2019-2020 REPORT STATES THAT ON AVERAGE, 7,271 WEEKLY INTERVENTIONS WERE ADMINISTERED DURING THAT SCHOOL YEAR.
I IMPLORE YOU TO VOTE NO ON THE BUDGET AS IT STANDS TODAY, ASK FOR MORE DATA AND ANSWERS TO ALL OF YOUR VERY REASONABLE QUESTIONS.
>> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS KATHERINE DONIS.
>> HI. MY NAME IS KATHERINE DONIS.
I THOUGHT ABOUT WRITING SOMETHING, BUT INSTEAD, I WENT BACK AND DID SOME RESEARCH, AND I FOUND A LETTER IT READS, DEAR DONIS ISD BOARD OF TRUSTEES, PLUG IN HOUSTON INTO DALLAS, AND YOU'RE GOING TO GET A REPEAT OF WHAT'S HAPPENING.
IN MAY 2013, THE FOUNDATION FOR COMMUNITY EMPOWERMENT DISCUSSION PAPER OUTLINING OUR CONCERNS ABOUT THE DIRECTION AND PROCESSES OF DALLAS ISD SUPERINTENDENT MIKE MILES.
THIS PAPER WAS PREPARED IN THE COURSE OF FEW WEEKS WHEN THE SUPERINTENDENT TARGETED THE FIRINGS OF EFFECTIVE PRINCIPALS AND LOW INCOME NEIGHBORHOOD SCHOOLS AND PREPARING THE PAPER, WE RELIED HEAVILY ON INTERVIEWS WITH MANY EDUCATORS, RESEARCHERS, PARENTS, STUDENTS, AND OTHERS, AS WELL AS BOOKS AND ARTICLES BY EDUCATION PROFESSIONALS ON ALL SIDES OF THE ISSUES.
SINCE WE ARE NOT PROFESSIONAL EDUCATORS OR SCHOLARS, AND BECAUSE TIME WAS LIMITED, OUR AIM SIMPLY WAS TO STATE OUR POSITION IN INFORMAL TREATIES DESIGNED TO SPARK A WIDER CONVERSATION AMONG STATE CODERS IN DALLAS.
[00:55:02]
I SKIPPED DOWN AND IT SAYS, HERE, NOW IS THE CRITICAL TIME FOR DISCUSSION DECISION, SUPERINTENDENT MILES EVALUATION THIS LAY FOUNDATION IN DALLAS ISD AND THIS [INAUDIBLE]>> YOU DON'T MEAN YOU HAVE ME.
>> THANK YOU, MA'AM. [APPLAUSE] OUR NEXT SPEAKER IS KATHERINE BUCHANAN.
>> OVER THE PAST WEEKS, YOU'VE BOMBARDED THE MEDIA AND OUR INBOXES WITH CLAIMS OF OUTSTANDING SUCCESSES THIS SCHOOL YEAR UNDER YOUR REGIME.
HOWEVER, YOUR CLAIMS MISLEAD WHEN YOU OMIT ESSENTIAL DATA AND INFORMATION.
YOU CLAIMS ARE JUST MORE LIES, PROPAGANDA, AND GAS LIGHTING.
THE REALITY IS THAT YOU AND YOUR BOARD OF MANAGERS HAVE FAILED.
YOU FAILED TO PROTECT AND CREATE POSITIVE AND ENRICHING LEARNING ENVIRONMENTS.
YOU FAILED TO RESPECT AND RETAIN EFFECTIVE, DEDICATED, PASSIONATE, AND CARING PRINCIPALS, CERTIFIED TEACHERS, LIBRARIANS, AND STAFF.
BOARD OF MANAGERS, YOU'VE FAILED IN THE MOST EGREGIOUS WAYS TO KEEP THIS UNCERTIFIED SUPERINTENDENT IN CHECK.
ULTIMATELY, YOU'VE ALL PUT YOUR SELF INTERESTS ABOVE THOSE OF OUR CHILDREN, AND YOU'VE ALL FAILED REPEATEDLY TO PROVE YOURSELVES TRUSTY.
>> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS CHAN THOMAS.
>> GOOD EVENING. OUR DISTRICT BOASTS HIGH PERFORMANCE AND HIGH QUALITY INSTRUCTION ACROSS ALL CAMPUSES.
TO ADDRESS STUDENT APPROVING NEEDS, YOU HAVE SET FIVE YEAR GOALS TO IMPROVE STUDENT OUTCOMES.
BEFORE RETURNING TO ELECTED BOARD, WE MUST MEET TA'S REQUIREMENTS.
POSITIVE END OF THE YEAR TEST SCORES, ESPECIALLY FOR CAMPUSES, USING THE FULL MODEL UNDER NES HAVE DEMONSTRATED PROGRESS.
WE MUST CONTINUE TO PROVIDE RESOURCES AND SUPPORT FOR OUR STUDENTS WITH THE HIGHEST NEEDS.
OUR COMMUNITIES HOLD YOU, BOARD OF MANAGERS, SUPERINTENDENT MILES, AND HIS TEAM TO HIGH STANDARDS OF TRUST, TIMELINESS, ACCURACY, TRANSPARENCY, COMMUNICATION, AND FINAL WORK PRODUCT.
WHEN THE STRONGER OUR BOARD AND SUPERINTENDENT TEAM ARE, THE BETTER CHANCE WE HAVE AT ACHIEVING OUR GOAL.
THE WEAKNESS IN GOAL IN SUPERINTENDENT TEAM THE LESS LIKELY WE ARE TO ACHIEVE OUR GOAL. I MAY CONTINUE [INAUDIBLE]
>> THANK YOU, MA'AM. OUR NEXT SPEAKER IS YVONNE FEDEE. YES, MA'AM.
>> I'M A PARENT OF TWO MYLAN STUDENTS.
I'M A PRODUCT OF HISD, AND I AM A FORMER US AIR FORCE OFFICER.
YOU SIR ARE A DISGRACE TO EVERYONE WHO HAS EVER WORN THE UNIFORM AND HAS BEEN TAUGHT WHAT REAL LEADERSHIP IS SUPPOSED TO LOOK LIKE.
I KNOW THE ARMY DID NOT TEACH YOU THAT LEADERSHIP IS BASED ON INTIMIDATION, SOWING FEAR, EXACTING RETRIBUTION, AND CREATING CHAOS.
MY SERVICE TAUGHT ME THAT TRUELY LEADERSHIP IS GROUNDED IN TRUST, COMMUNICATION, RESPECT, AND MOST OF ALL, INTEGRITY BUT THESE ARE THINGS THAT YOU CLEARLY KNOW NOTHING ABOUT.
MAYBE YOU MISSED THAT LESSON IN ARMY RANGER SCHOOL.
TO THE COMPLICIT BOARD OF MISMANAGERS, YOUR ACTIONS SHOW YOU TO BE JUST AS DEVOID OF INTEGRITY AS HE IS.
IF YOU HAVE ANY SHRED OF HUMAN DECENCY, YOU WILL ALL RESIGN AND THEN SEARCH YOUR SOULS FOR WHY YOU CHOSE TO DO THE BIDDING OF A CORRUPT, BOUGHT AND PAID FOR GOVERNOR INSTEAD OF DOING WHAT IS RIGHT FOR OUR KIDS.
NO LEADERSHIP, NO INTEGRITY, NO TRUST, NO BOND. [APPLAUSE]
OUR NEXT SPEAKER IS JULIAN DUNN
I'M A HIGHLY EFFECTIVE TEACHER.
IN MY FIRST YEAR IN HISD, I RAISED OUR CAMPUS'S AP WORLD HISTORY SCORES TO THE HIGHEST OF ANY EARLY COLLEGE IN THE DISTRICT.
MY SECOND YEAR I WAS NAMED CAMPUS TEACHER OF THE YEAR.
MY THIRD I WAS CHOSEN TO BE THE LEAD AP WORLD TEACHER FOR HISD.
OF MY OWN VOLITION, I'M NOT RETURNING NEXT YEAR DUE TO THE UNCERTAINTY RESULTING FROM THE STATE TAKEOVER AND DISREGARD FOR EFFECTIVE TEACHING PRACTICES.
I'M SPEAKING OUT FOR THE STUDENTS AND TEACHERS WHO HAVE MUCH MORE FORTITUDE THAN I, AND WHO'VE CHOSEN TO STAY.
I DENOUNCED THE NES MODEL OF INSTRUCTION AS IT INHIBITS RATHER THAN FACILITATES LEARNING.
I DENOUNCED THE POORLY IMPLEMENTED, INEFFECTIVE, AND EXCESSIVE SPOT OBSERVATIONS.
I DENOUNCED THE CHANGES TO CAMPUSES THAT WERE NOT FAILING AND WERE HIGHLY RATED BEFORE THE TAKEOVER.
TO THE BOARD, YOU ARE CULPABLE FOR THE NEGATIVE EFFECTS OF THIS TAKEOVER.
[01:00:02]
AUTHORITARIANISM IS A SITUATION WHERE AUTHORITY IS CONCENTRATED IN THE HANDS OF A FEW WITHOUT MEANINGFUL INPUT OR ACCOUNTABILITY FROM THE COMMUNITY.I IMPLORE YOU, THE BOARD, TO REMEMBER THAT TRUE PROGRESS IS MEASURED NOT BY THE CONSOLIDATION OF POWER, BUT BY THE EMPOWERMENT OF THOSE [INAUDIBLE] [NOISE] [APPLAUSE]
>> THE NEXT SPEAKER IS FRANCISCA PIZANA. MS. PIZANA.
>> MY NAME IS FRANCISCA PIZANA.
I'M A RETIRED TEACHER WITH CONCERNS ABOUT THE DIRECTIONS OF THE NEW NES CURRICULUM IS CREATING AN HISD.
I AM HERE TO SPEAK OUT REGARDING THE REMOVAL OF LIBRARIANS IN SCHOOL AND INSTRUCTION THAT DOES NOT CREATE AVID READERS.
STUDENT INSTRUCTION CONSISTS OF USING PACKETS, READING SLIDES, AND READING PASSAGES ONLY TO BRING UP SCORES AND ACCOUNTABILITY FOR TEACHERS' APPRAISALS.
THE DISTRICT IS NOT ONLY CREATING A FALSE SENSE OF READING AND COMPREHENSION BUT ALSO CREATING A HOSTILE ENVIRONMENT FOR EDUCATORS.
CHILDREN AND TEACHERS MUST BE GIVEN A RIGHT TO HAVE A CREATIVE READING ENVIRONMENT FOR LEARNING.
LIBRARIANS MUST BE AVAILABLE TO HELP STUDENTS AND SELECT AND ENJOY BOOKS AND THAT WILL ENCOURAGE THE LOVE OF READING.
I HOPE THE DISTRICT WILL CHANGE FROM THIS RIDICULOUS READING CURRICULUM AND ALLOW OUR TEACHERS TO HAVE THE AUTONOMY TO CREATE HIGHLY EFFECTIVE INSTRUCTIONAL EXPERIENCES. THANK YOU.
[APPLAUSE] OUR NEXT SPEAKER IS DR. RUTH HOFFMAN LACH.
>> [NOISE] AT THE MAY 23RD BUDGET MEETING, A VERY BRAVE FIFTH-GRADE GIRL NAMED SOPHIE STOOD HERE, AND SHE GAVE YOU AN ACTIVE DEMONSTRATION OF WHY YOU WILL NEVER FIND A SINGLE RESEARCH ARTICLE SUPPORTING THE USE OF TIMERS IN CLASSROOMS BECAUSE IT IS HARMFUL.
MR. MILES KNOWS THAT THIS IS NOT SUPPORTED BY RESEARCH.
HE HAS NOT PROVIDED A SINGLE PIECE OF RESEARCH SUPPORTING THAT, WHICH IS A DIRECT VIOLATION OF CONSTRAINT NUMBER 3, AND HE IMPOSES IT IN EVERY CLASSROOM IN THE DISTRICT, NES OR NOT.
I KNOW HE KNOWS IT ISN'T EVIDENCE-BASED BECAUSE HIS GOOD FRIEND ZACH CRADDOCK, SAID TO ME WHEN I CALLED HIM ON DECEMBER 13TH OF 2023, "WHY IS IT THAT YOU CALL THIS EVIDENCE-BASED? I CAN'T FIND A SINGLE PIECE OF RESEARCH." AND HE SAID, "WE CALL IT EVIDENCE-BASED BECAUSE IT WORKS FOR US." THAT IS NOT EVIDENCE-BASED, THAT IS INSANITY, AND YOU ARE SUPPORTING THAT.
ALL OF THAT HARM THAT IS DONE BY ALL OF THOSE [INAUDIBLE] [NOISE] BRING IN, THAT'S ON YOUR BACKS.
>> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS JAMES SONYE.
IF SPEAKERS NUMBER 30 THROUGH 40 WOULDN'T MIND COMING FORWARD.
I APPRECIATE IT. THANK YOU. YES, SIR. PLEASE GO AHEAD.
[BACKGROUND] [MUSIC] SIR, PLEASE GO AHEAD.
EXCUSE ME. IF WE CAN ALLOW THE SPEAKER TO PLEASE BE HEARD. GO AHEAD, SIR.
>> I'M A PARENT OF TWO STUDENTS AT HISD AND AS YOU'VE HEARD TONIGHT, THERE'S CLEAR PROBLEMS WITH TEACHER MORALE IN THE DISTRICT.
MY FAMILY MEMBER IS ALSO A TEACHER, AND THE NUMBER OF STORIES ABOUT THE ENGAGED TEACHERS WHO ARE LEAVING AND THE QUALIFIED TEACHERS WHO NO LONGER WANT TO BE A PART OF THIS DISTRICT ARE VERY CONCERNING TO ME, AND SO I WOULD ASK THE BOARD TO CARRY OUT A DISTRICT-WIDE SURVEY AND MEET WITH THESE TEACHERS, FIND OUT THEIR REAL CONCERNS, FIND OUT WHY THEY'RE LEAVING, FIND OUT WHY THEY DON'T THINK THAT THE CURRENT APPROACH IS GOOD BECAUSE SOON ENOUGH, THE SUPERINTENDENT WILL BE LEAVING, BUT THIS IS OUR DISTRICT AND YOU WILL STILL BE HERE AFTER HE LEAVES.
I ASK YOU TO DO YOUR JOB, EXERCISE YOUR OVERSIGHT, AND MEET WITH THESE TEACHERS WHO HAVE EXPRESSED REAL LEGITIMATE CONCERNS AND RESPECT THOSE CONCERNS AND HEAR THEM OUT. THANK YOU.
>> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS MARK LEBLANC.
DOING THIS A LITTLE BIT DIFFERENT TONIGHT.
I'D LIKE TO THANK YOU ALL FOR YOUR DILIGENCE ON THE BOARD FOR THE BUDGET.
WATCHING ON MONDAY, THERE WERE SOME GOOD QUESTIONS ASKED BY SOME OF YOU.
YOU DID NOT GET THE ANSWERS THAT YOU WANT.
I WOULD TELL YOU TO KEEP DIGGING.
BUT I'D BE REMISS IF I DIDN'T REFERENCE SOMETHING I SPOKE ABOUT PREVIOUSLY, AND THAT WAS PROPAGANDA.
I WENT INTO DETAIL WITH THAT PREVIOUSLY, BUT BASICALLY, A DISTORTION OF DATA AND MISUSE OF STATISTICS, THAT'S A PRINCIPLE OF PROPAGANDA.
YOU'VE HEARD MULTIPLE EXAMPLES TONIGHT.
ONE THING THAT I WOULD ASK IS, WHY AREN'T WE DOING A FIVE-YEAR YEAR-OVER-YEAR REVIEW?
[01:05:01]
WHY ARE WE JUST LOOKING AT '23/'24? ALMOST ANYTHING IN BUSINESS, YOU GUYS WOULD AGREE, YOU CAN'T JUST LOOK AT TWO YEARS.YOU'VE GOT TO LOOK AT MULTIPLE YEARS TO DETERMINE WHAT THAT IS.
YOU ALSO HAVE TO REFERENCE THE METRICS CHANGE.
WE CHANGED HOW THE TEST WAS TAKEN AND THEY SHRUNK THE NUMBER OF [NOISE] CATEGORY SO INSTEAD OF BEING 45, IT WAS ONLY 36.
BOTTOM LINE IS A SUCCESSION PLAN.
YOU BETTER HAVE A SUCCESSION PLAN.
>> YOU'RE SPENDING 1.5 TO TWO TIMES THE AMOUNT OF DOLLAR FOR WHICH YOU JUST SAW.
>> OUR NEXT SPEAKER IS CHRISTINA LONGOFONO.
[APPLAUSE] [BACKGROUND] SORRY ABOUT THAT.
NO, I HAVE RUTH HOFFMAN LACH. WHAT'S YOUR NAME?
>> SURE. WHAT'S YOUR LAST NAME, I'M SORRY.
>> SMILEY. YES, MA'AM, GO AHEAD.
>> BOARD, ALTHOUGH IT DOESN'T SEEM LIKE YOU KNOW THIS, YOU ARE IN CHARGE AND HAVE THE POWER OVER THIS BUDGET.
THE SUPERINTENDENT WORKS FOR YOU, NOT THE OTHER WAY AROUND.
WE HAVE LOST TRUST IN MILES AND EXAMPLES OF HIS FISCAL IRRESPONSIBILITY ARE PLENTIFUL.
HIS DRAMATIC EXPANSION OF NES SCHOOLS WITH NO INFO ON HOW TO PAY FOR IT, TRIPLING THE SALARIES OF CENTRAL OFFICE STAFF WHO MAKE OVER 200,000, THE UNNECESSARY AND UNUSED SPIN BIKES, SMARTBOARDS, AND FURNITURE, HIS PURCHASE LIMIT INCREASE FROM 100,000 TO A MILLION, AND LET'S NOT FORGET THE $470,000 MUSICAL.
WHY DID MILES GO BACK ON THE PROMISE THAT SCHOOLS WON'T RECEIVE MORE THAN A 12% CUT? WHY DO WE KNOW HOW MUCH WILL BE SPENT ON A PER-SCHOOL BASIS? THIS INFO IS READILY AVAILABLE, SO WHY DO ALL THE INFORMATION REQUESTS GET REFERRED TO THE AG? THERE ARE TOO MANY UNANSWERED QUESTIONS TO APPROVE THE PROPOSED BUDGET TONIGHT.
RESPECTFULLY, PLEASE DO YOUR JOB.
YOU HAVE A DUTY TO DELVE DEEP AND ASK HARD QUESTIONS.
THE FUTURE OF HOUSTON'S CHILDREN CAN WAIT AND WE DESERVE BETTER.
>> THANK YOU. [APPLAUSE] NOW MS. FLOWERS HAS JOINED US THIS EVENING.
OUR NEXT SPEAKER IS CHRISTINA LONGOFONO. YES MA'AM.
>> GOOD EVENING. MY NAME IS CHRISTINA LONGOFONO, AND I TAUGHT AT NORTHSIDE HIGH SCHOOL FOR THE LAST SEVEN YEARS HERE IN HISD.
I FINISHED THIS YEAR WITH AN AVERAGE SPOT SCORE OF 13 OUT OF 15 AND QUALIFIED TO CONTINUE WORKING AT MY SCHOOL WHEN IT BECAME AN NES CAMPUS.
HOWEVER, NEXT YEAR, I WILL BE TAKING MY TALENTS TO A SCHOOL OUTSIDE OF HISD.
THE REASONS FOR THIS INCLUDE BUT ARE NOT LIMITED TO BEING OBSERVED OVER 40 TIMES THIS YEAR, MORE THAN 10 TIMES AS MUCH AS I WAS OBSERVED IN ANY PREVIOUS YEAR IN MY CAREER, NEEDING BOTH MENTAL AND PHYSICAL HEALTH CARE TO COMBAT THE INCREASED PRESSURES I EXPERIENCED AT WORK.
FINDING DISTRICT IMPOSED CHANGES SO OPPRESSIVE THAT IT WAS DIFFICULT TO PREVENT THEM FROM NEGATIVELY AFFECTING MY STUDENTS, BEING UNABLE TO RELAX OUTSIDE OF WORK BECAUSE OF THE DAMAGING LEVELS OF STRESS THAT WERE CAUSED TO ME AT WORK AND FEELING FOR THE FIRST TIME IN MY CAREER LIKE I DID NOT LOVE COMING TO WORK.
IN CONTRAST, MY NEXT SCHOOL VALUES TEACHERS AND STUDENTS [INAUDIBLE] BECAUSE OUR HUMAN EXPERIENCES ARE CRUCIAL TO EDUCATIONAL SUCCESS.
IF AS IT SEEMS, YOU WHO RUN HISD, CONTINUE TO VALUE TEST SCORES MORE THAN PEOPLE AND STUDENTS AND TEACHERS [INAUDIBLE]
>> TRUE EDUCATIONAL EXPERIENCE AND SUCCESS CANNOT BE ACHIEVED.
>> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS LUDA VENA MORENO.
>> I'M NOT LUDA VENA MORENO, BUT I AM HER DAUGHTER.
DOLS, OH, MY GOODNESS. I LOVE THEM.
THEY'RE SO WONDERFUL, AREN'T THEY? THANK YOU FOR GIVING ME STRESS, FOR GIVING ME HELL, MY JUNIOR YEAR.
MY YOUNGER BROTHERS ARE STRESSING AS ELEMENTARY SCHOOL STUDENTS.
I WAS TAUGHT THAT OUR SCORES DIDN'T MATTER.
BUT GUESS WHAT? YOUR SCORES HAVE FAILED.
YOUR SCORES IN THE PAST YEAR HAVE CAME UP, BUT YOU DO NOT NOTICE THAT.
WHAT YOUR DOLS DO IS THAT THEY DISCOURAGE YOUR STUDENTS.
THEY DO NOT DO ANYTHING ELSE BUT THANK YOU.
THANK YOU FOR SHOWING US AND DISCOURAGING US. THANK YOU FOR YOUR TIME.
>> THANK YOU. [APPLAUSE] RAHEL DOW. YES, MA'AM.
>> I'M GOING TO SPEAK ON THE CONCERNS OF THE HOSTILE TAKEOVER THAT CULTIVATED A CULTURE AT A FORMER CAMPUS DURING THE FIRST YEAR OF NES.
[01:10:04]
IT PUTS STUDENTS AND STAFF SAFETY AND SANITATION AT RISK.THE FOOD FOR OUR STUDENTS HAD DEAD ROACHES.
THERE WERE DEAD BIRDS ROTTED IN THE AC EVENT FOR THE LAST WEEK OF SCHOOL.
THIS IS BECAUSE OF THE CUSTODIAN SHORTAGE THAT IS STILL CONTINUING.
FRESH COLD WATER BOTTLES HAD BEEN TOSSED AWAY DURING THE LAST THREE HOT AND HUMID MONTHS FOR THE SCHOOL YEAR DUE TO IT BEING TOO MUCH OF AN INCONVENIENCE TO LET CHILDREN USE THE REST.
STUDENTS AND STAFF HAD WITNESSED RETALIATION OF HARASSMENT AND BULING AGAINST ANYONE WHO BROUGHT UP OR MERELY ASKED QUESTIONS FOR ANY CONCERNS THAT SEEMED UNETHICAL OR CRIMINAL OF VIOLATING SAFETY AND HUMAN RIGHTS.
OUR SUPERINTENDENT SPENT OVER A BUDGET OF DISTRICT MONEY, BUT NONE OF IT'S BEING USED FOR THE NECESSITIES FOR A CAMPUS SAFETY.
SCHOOL IS SUPPOSED TO BE THE SECOND SAFEST PLACE FOR CHILDREN BESIDE HOME AND SOMETIMES THE FIRST.
WE NEED TO MAKE SURE THE WHOLE CHILD IS BEING SUPPORTED AS.
THANK YOU. OUR NEXT SPEAKER IS TANYA SAMPSON. YES, MA'AM.
>> GOOD EVENING. QUOTING VOLTAIRE.
THOSE WHO CAN MAKE YOU BELIEVE ABSURDITIES CAN MAKE YOU COMMIT ATROCITIES.
I'M GOING TO LIST SOME OF THE ABSURDITIES THAT WE HAVE SEEN SO FAR THIS YEAR THAT ARE ABOVE AND BEYOND THE ABSURD BUDGET.
FIRST, AN ABSURD IT'S ABSURD THAT THE BOARD COULD ROUTINELY USE A JAM PACKED CONSENT AGENDA TO RUBBER STAMP MATTERS PREVIOUSLY DELIBERATED BY A WALKING QUORUM.
THAT THE BOARD COULD SELL OFF DISTRICT PROPERTY, MR. CAMPO WITHOUT DISCLOSING THOSE PROPERTIES TO THE PUBLIC.
THAT'S A VIOLATION OF CLOSED MEETING PROVISIONS OF THE OPEN MEETINGS ACT.
ALSO, THE WEAK AND EVEN ILLEGAL EXPLANATIONS FOR MASS FIRINGS OF TEACHERS AND PRINCIPALS.
IT ACTUALLY COSTS THE DISTRICT MORE IN LITIGATION WITH ALL OF THE GRIEVANCES AND WRONGFUL TERMINATION LAWSUITS THAT ARE AND WILL COME.
THE SUPERINTENDENT, YOU THOUGHT, COULD EXPAND HIS OWN CHARTER NETWORK ON THE HISD TIME CLOCK AND DIME, IT'S A CONFLICT.
>> THANK YOU, MARY. MR. JONATHAN BRYANT.
>> I'M JONATHAN BRYANT. I'M AN HISD TEACHER OF THE YEAR.
MARK TWAIN ONE SAID THERE ARE LIES AND STATISTICS.
WE WERE TOLD THAT NS SCHOOLS WOULD OPERATE ON A HOSPITAL MODEL, TREATING TEACHERS WITH THE DIGNITY AND RESPECT OF DOCTORS.
THAT WAS A LIE. INSTEAD, NS SCHOOLS ARE RUN LIKE TRAUMA CENTERS.
HEMORRHAGING TEACHERS AND STAFF FASTER THAN YOU CAN SAY, MIKE MILES.
WHILE THE BOARD IS TAKING CREDIT FOR AN UPWARD TREND IN STAR SCORES THAT PREDATES TO TAKEOVER.
THEY WOULD LIKE US TO FORGET THE DATA THAT REALLY MATTERS.
THROUGHOUT THE PAST SCHOOL YEAR, HISD LOST AN UNPRECEDENTED NUMBER OF TEACHERS.
BY THE SPRING, OVER 600 TEACHERS HAD RESIGNED, LEAVING THE DISTRICT AT A RATE OF ONE TEACHER EVERY HOUR.
THIS WAS FOLLOWED BY A WAVE OF FORCED RESIGNATIONS AND MASS LAYOFFS.
NEXT YEAR, THE DISTRICT WILL BE UNRECOGNIZABLE.
THIS IS WHAT GREG ABBOTT AND MIKE MATH WANT TO END PUBLIC EDUCATION AS WE KNOW IT.
DON'T BELIEVE THEIR STATISTICS, DON'T BELIEVE THEIR LIES, INSTEAD, ORGANIZE.
>> THE NEXT SPEAKER IS SEAN GOLDEN. YES, SIR.
>> HI I'M SEAN GOLDEN, FIRST TIME SPEAKER, PARENT OF HISD STUDENTS.
I WAS CAUTIOUSLY OPTIMISTIC ABOUT THE TAKEOVER BECAUSE SO MANY STATE APPOINTED BOARD MEMBERS HAVE PRIVATE INDUSTRY EXPERIENCE, AND I WAS HOPING THIS WOULD BRING THE EFFICIENCY AND ACCOUNTABILITY THAT MANY COMPLAINT GOVERNMENT ENTITIES LACK.
SADLY, THERE'S A STARK DIFFERENCE BETWEEN THE INACTION OF THIS BOARD AND A PRIVATE COMPANY.
A PRIVATE BOARD WOULD NOT TOLERATE ITS CEO ANSWERING QUESTIONS WITH REFERENCES TO TOWN GIRLS, DOWNTOWN GIRLS, PREDICTION RINGS, OR ON MULTIPLE OCCASIONS, SAYING, EVERYTHING HE DOES IS FOR THE KIDS.
THAT'S IMPLICIT. SAYING IT SOUNDS DISINGENUOUS.
IT'S OKAY FOR A PARTY TO SAY IT NOT A SUPERINTENDENT.
RESPONSIBLE BOARD WOULD NOT TOLERATE LYING TO THE GHP ABOUT NOT FIRING THE STAFF MEMBERS.
ONE POINT FIVE BILLION OF THE 2023 BUDGET, 69% OF THE TOTAL BUDGET GOES TOWARDS INSTRUCTION, AND A BOARD WOULD NOT TOLERATE ALMOST 50% TURNOVER OF THE INSTRUCTION INSTRUCTIONAL LEADERS.
IT'D BE LIKE CAMDEN TRUST PROPERTIES, A REVENUE PEER EQUIVALENT TO HISC, TURNING OVER 50% OF ITS APARTMENT MANAGERS ACROSS SOME OF ITS BEST PROPERTIES.
NO TRUST, NO BOND, AND NO CLOWNS.
THE NEXT SPEAKER IS TAMMY REED.
>> TAMMY REED, FORMER HISD TEACHER.
I WAS FIRED BY THE INSANE CLOWN POSSE OF GOVERNOR GREG ABBOTT, MIKE MILES, AND THE UNCERTIFIED APPOINTED SUPERINTENDENT F. MIKE MILES, WHO ARE TRYING TO BURN DOWN HISD.
THE STAR SCORES LOOK GOOD SO FAR IN ANY S SCHOOLS BECAUSE THE STUDENT TO
[01:15:03]
TEACHER RATIO WAS 15-20 STUDENTS IN TESTING CLASSROOMS WITH CERTIFIED TEACHERS WHO WORKED HARD MANY EXTRA HOURS AFTER SCHOOL TO FIX THE BAD CURRICULUM THAT YOU PROVIDED SO WE COULD HELP OUR STUDENTS, AND YOU HIRED TEACHER AIDES AND TEACHING ASSISTANTS IN EACH OF THOSE CLASSROOMS TO HELP.STATISTICS PROVE THAT LOW TEACHER STUDENT RATIO, THE ONLY THING YOU DID WELL.
IS THE REASON FOR THE SUCCESS ON THOSE STAR SCORES.
ALMOST HALF OF THE CERTIFIED TEACHER AND TEACHERS IN THE DISTRICTS ARE LEAVING OR HAVE BEEN FIRED.
A NUMBER ON THE STAR TEST NEXT YEAR.
FAR MANAGERS, DON'T LET F. MIKE MILES AND GOVERNOR AS INSANE CLOWN POSSE BURNED DOWN AND DESTROY PUBLIC EDUCATION.
>> MIKE LIVES DEPEND ON PS DID, AND YOU HAVE TAKEN THEM AWAY.
>> THANK YOU, MA'AM. OUR NEXT SPEAKER IS OUR NEXT SPEAKER IS MONIQUE MASON.
MRS. MASON. MONIQUE MASON? YES, MA'AM.
>> HI. MY NAME IS MONIQUE MASON.
I AM A COMMUNITY MEMBER, AND I'D LIKE TO SPEAK ABOUT THE WRAPAROUND SPECIALISTS IN THE LIBRARIES.
HAVE YOU EVER SEEN THE EYES OF A HUNGRY CHILD? HAVE YOU EVER SEEN THE STOMACH, THE SKIN, THE CONFUSION AND THE STRESS OF A CONFUSED AND TRAUMATIZED CHILD? IT'S VERY SAD.
PLEASE DO NOT TAKE AWAY THE RAPER ON SPECIALISTS, ALONG WITH THE LIBRARIES FOR THE STUDENTS TO BE ABLE TO READ, THAT IS SUCH, IT'S SO BENEFICIAL.
I'D LIKE TO SAY, PLEASE DO NOT TAKE THAT AWAY. THANK YOU VERY MUCH.
>> THANK YOU. OUR NEXT SPEAKER IS LUCY CHRISTABELLE.
AND THEN IF OUR NEXT SPEAKER IS 40 THROUGH 50 CAN COME FORWARD.
THAT'D BE APPRECIATED. THANK YOU. YES, MA'AM.
HI. MR. MILES REQUESTS UNDERSTANDING FOR DISTRICT STAFF AND SYSTEMS UNDERGOING MORE TRAINING AND IMPROVEMENT.
BUT EXACTLY 0% OF THAT GRACE WAS EXTENDED TO OUR SCHOOL LEADERS AND TEACHERS THIS YEAR, WHO WERE DEAD FOR MINUTIA AND DEMORALIZED BY GOTCHA WALK THROUGH REGARDLESS OF SCHOOL RATING.
MR. MILES WANTED PRINCIPALS TO SENSE MAKE FOR THEIR COMMUNITIES TO HELP MITIGATE THE EMOTION OF LARGE SCALE CHANGE APPROPRIATE.
BUT OUR SCHOOL LEADER CARRIED THAT WATER.
HE HELD PARENT MEETINGS, AND HE WAS FIRED ANYWAY.
HISD EXECUTIVES CONGRATULATE EACH OTHER LINKED IN, BUT YOU HAVE MADE NEXT YEAR HARDER AND MORE UNCERTAIN FOR THOUSANDS OF FAMILIES IN A DISTRICT THAT HAS ALWAYS BEEN HARD AND YOU WHO LIVE HERE KNOW THAT.
FAMILIES ARE LEAVING BECAUSE WE KNOW THERE ARE SCHOOLS THAT DON'T SACRIFICE A HOLISTIC EXPERIENCE FOR PUNITIVE TURBO TEST PREP.
TONIGHT, YOU'RE BEING ASKED TO APPROVE A BUDGET THAT IS HARMFUL.
>> THANK YOU. OUR NEXT SPEAKER IS BENEDETTE NAMANIZE.
>> THE NAME IS BENEDETTE NAMANIZE.
MIKE MILES, DO YOU REMEMBER ME? WE TOOK A SELFIE BACK IN AUGUST.
YOU RECOGNIZE THE FACE? I THOUGHT YOU WERE SOMETHING TO BE PROUD OF.
I ACTUALLY CAME OUT THERE TO TAKE A PICTURE WITH IT BECAUSE I KNEW FOR SURE YOU WERE GOING TO MAKE THE RIGHT DECISIONS.
IN AUGUST OF 2023, A VERY RIGHT CANCER INVADED HIZ AND HIS COMMUNITY.
IN THE NAME OF STATE TAKE OVER UNDER MIKE MILES AND HIS POPES WHO SIT HERE AND DO NOTHING AND ACT LIKE THEY DON'T SEE US OR HEAR US.
ALMOST ONE YEAR LATER OUR ENTIRE COMMUNITY HAS BEEN FIGHTING THIS CANCER WITH EVERYTHING WE'VE GOT, AND I ASSURE YOU VICTORY IS OURS.
MIKE MILES AND HIS POPES, I AM HERE TO TELL YOU GUYS, TIME'S UP.
IT'S TIME TO WALK AWAY, QUIETLY SWALLOW YOUR PRIDE. WALK AWAY.
>> THANK YOU, MA'AM. OUR NEXT SPEAKER IS FRED WOODS.
[01:20:07]
MR. WOODS, IS THAT YOU? YES, SIR.>> I'M A THIRD GENERATION HISD ALUMNUS AND PARENT TO A CURRENT HISD STUDENT.
I'M NOT HAPPY WITH THE UNCERTAINTY OF THE TAKEOVER OF THE OR THE NEW EDUCATION SYSTEM, WHICH HAS BOTH BEEN FORCED UPON US.
TO MAKE MATTERS WORSE, DEFUNDING WRAPAROUND SERVICES, WHICH SERVE TO IDENTIFY AND PROVIDE THE NEEDS OF CHILDREN WHO MAY LACK STABILITY OR RESOURCES AT HOME IS MORALLY WRONG.
HOW CAN IMPOVERISHED CHILDREN FOCUS ON THEIR EDUCATION IF THEY ARE NOT BEING GIVEN THE ATTENTION REQUIRED TO ASSESS THEIR DAILY NEEDS ON CAMPUS.
TEN MILLION DOLLARS IS A DROP IN THE BUCKET, AS COMPARED TO THE HUNDREDS OF MILLIONS BEING SPENT FOR RECKLESS, RAPID EXPANSION OF THE UNPROVEN AND UNTESTED NEW EDUCATION SYSTEM.
THIS CONTINUED LACK OF LEADERSHIP, WITHOUT EMPATHY TO PRIORITIZE THE NEEDS OF THE MOST VULNERABLE STUDENTS, AND WARPED VISION TO SUPPLANT THE WILL OF THE PEOPLE DOES NOT DESERVE AN ADDITIONAL $4.3 BILLION DOLLAR WITHOUT ACCOUNTABILITY.
>> SARAH RIVLIN, IS OUR NEXT SPEAKER.
>> I JUST RESIGNED FROM 10 YEARS OF TEACHING IN HISD.
AT MY LAST SCHOOL, 100% OF MY KIDS PASSED STAAR READING, INCLUDING EMERGENT BILINGUALS AND STUDENTS RECEIVING SIGNIFICANT SPED ACCOMMODATIONS.
THIS YEAR, FOUR OF MY INTERMEDIATE EMERGENT BILINGUALS PASSED STAAR, AND ONE SCORED MEETS.
I HAVE DEGREES FROM PRINCETON UNIVERSITY, NYU, AND TEACHERS COLLEGE AT COLUMBIA UNIVERSITY.
I SCORED PROFICIENT ON MILES' WEIRD EVALUATION SYSTEM.
THE DISTRICT ADMINISTRATORS WHO CAME INTO MY CLASSROOM THIS YEAR WERE ALL SMILES AND COMPLIMENTS BECAUSE MY STUDENTS WERE SPEAKING AND WRITING WITH DILIGENCE AND ENTHUSIASM.
I'M LEAVING BECAUSE MY SCHOOL IS GOING NES, AND I'M ABOUT TO LOSE ALL AUTONOMY IN THE CLASSROOM.
I'M LEAVING BECAUSE I KNOW I WOULD GET FIRED BECAUSE I CAN'T FIX MY FACE AND COMPLY WITH A SYSTEM THAT FORCES ME TO TEACH POORLY.
ALSO, THOSE PEOPLE OVER THERE ON THE LEFT ARE MAKING MORE THAN 200 GRAND WHEN WE'RE TRYING TO BALANCE THE BUDGET.
THOSE PEOPLE ARE LITERALLY HYPNOTIZED, [NOISE] LOOK AT THEIR FACES.
>> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS MICHELLE WILLIAMS. MISS WILLIAMS.
>> MICHELLE WILLIAMS, PRESIDENT, HOUSTON EDUCATION ASSOCIATION.
I'M GOING TO HOLD THESE TWO THINGS UP AND I'M HERE TONIGHT TO LET YOU KNOW THAT YOU ALL AND THE PUBLIC ARE UNFORTUNATE VICTIMS OF PROPAGANDA CALLED DATA DISTORTION.
WHY ARE A-RATED SCHOOLS INCLUDED IN THE NES MODEL? THIS IS AN F-RATED SCHOOL THAT SHOULD BE INCLUDED IN THE NES MODEL.
YOU DO NOT PRESCRIBE MEDICATION FOR PATIENTS THAT DO NOT NEED IT.
WHAT YOU ALL HAVE ALLOWED TO HAPPEN IS THE EQUIVALENT OF MEDICAL MALPRACTICE, AND IT CAN BE RIGHT.
YOU CAN WRITE THIS WHOLE SHIP.
THEY NEED TO REDUCE THE MODEL.
THOSE SCHOOLS LIKE THIS, NEED TO COME OUT.
YOU ALL DO NOT, BUT Y'ALL GOING TO APPROVE IT.
>> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS LINDSAY HERNANDEZ. MISS HERNANDEZ.
>> LINDSAY HERNANDEZ, TAXPAYER, AND HISD PARENT.
I'M BACK TONIGHT BECAUSE MAYBE FOOLISHLY, BUT I BELIEVE THAT YOU CAN AND THAT YOU ACTUALLY WILL HEAR YOUR COMMUNITY TONIGHT.
WHEN I PICKED MY DAUGHTER UP, SHE'S A THIRD GRADER FROM GARRETT ELEMENTARY FROM CAMP TODAY.
WE WERE HAVING CONVERSATION IN THE CAR.
SHE SAID, MOM, EVERYONE MAKES MISTAKES.
BUT WHEN WE KNOW BETTER, WE DO BETTER.
IF YOU HAVEN'T VOTED AGAINST MIKE MILES BEFORE, YOU STILL CAN NOW.
THE HIGH-LEVEL STAAR DATA BEING SHARED DOES NOT COMPLY WITH CONSTRAINT NUMBER 3.
IF YOU STILL HAVE UNANSWERED QUESTIONS OR CONCERNS, GOOD GOVERNANCE DICTATES THAT YOU VOTE NO.
YOU NEED TO APPROVE A BUDGET BY JULY 1, BUT IT DOES NOT NEED TO BE THIS ONE.
DEFINED AUTONOMY POLICY MUST BE ADDED TO THE AGENDA ON THE 27TH FOR APPROVAL BY THE BOARD.
THIS POLICY DIRECTLY RELATES TO THE EXPECTATIONS OF THE NON-NES SCHOOLS AND THEIR EXPECTATION.
[01:25:01]
[NOISE] NO TRUST NO BOND.>> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS MINH-DAN TRAN.
>> HI, MINH-DAN TRAN, SPEAKING ON ITEM 7.
I'M A FORMER PHYSICS TEACHER AT SHARPSTOWN HIGH SCHOOL.
HERE'S THE REAL REASON THAT WE NEED WEEKLY JOB FAIRS.
AT SHARPSTOWN HIGH SCHOOL THIS YEAR, NINE OF 18 NINTH GRADE TEACHERS QUIT OR WERE FIRED.
SEVEN OF 14 10TH GRADE TEACHERS QUIT OR WERE FIRED.
13 OF 12, YOU HEARD THAT RIGHT, 11TH GRADE TEACHERS QUIT OR WE'RE FIRED.
FIVE OF EIGHT 12TH GRADE TEACHERS QUIT OR WERE FIRED.
NINE OF 16 ENGLISH TEACHERS LEFT THE SCHOOL.
SEVEN OF 12 MATH TEACHERS LEFT, SIX OUT OF 13 SCIENCE TEACHERS LEFT, SIX OUT OF NINE FINE ARTS TEACHERS LEFT, 12 OUT OF 11, THAT'S RIGHT, SOCIAL STUDIES TEACHERS QUIT OR WERE FIRED.
IN ONE OF OUR US HISTORY CLASSES, STUDENTS HAD FOUR DIFFERENT TEACHERS THIS YEAR, NOT INCLUDING SUBS.
BEFORE MIKE MILES, 86% OF OUR STUDENTS WERE APPROACHES OR HIGHER ON US HISTORY, INCLUDING OUR POPULATION OF NEWCOMERS WHO HAVE BEEN IN THE COUNTRY FOR FOUR YEARS OR LESS, BUT NONE OF OUR US HISTORY TEACHERS ARE COMING BACK.
HIGHLY QUALIFIED CERTIFIED TEACHERS ARE FLEEING INCOMPETENT LEADERSHIP IN THIS BS NES SYSTEM. [NOISE]
>> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS KATHI BAKER. YES MA'AM.
AT SHARPSTOWN HIGH SCHOOL GRADUATION THIS PAST SATURDAY, THE SALUTATORIAN, BIANCA CRUZ, WAS EXCITED TO READ HER SPEECH OR PRE-APPROVED SPEECH.
BUT WHEN SHE RECEIVED A PAPER COPY, A PAGE WAS MISSING.
WHY? NO ONE GAVE HER AN EXPLANATION OR APOLOGY.
SHE IS DISAPPOINTED AND SAD BECAUSE SHE HAD WORKED SO HARD.
TODAY, I WILL READ A PART OF THAT MISSING PAGE.
I WANT EVERYONE TO GIVE THE COLLEGE AND CAREER CENTER ROUND APPLAUSE FOR THEIR HARD WORK THROUGHOUT THE SCHOOL YEAR.
THE CCC HELPED STUDENTS WITH COLLEGE APPLICATIONS, SCHOLARSHIPS, FAFSA, TASFA, AND SO MUCH MORE.
THE CLASS OF 2024 WILL BE FOREVER GRATEFUL TO THEM.
THANK YOU, MR. SAGASTUME, MR. DANIEL, MR. NOAH.
BECAUSE OF THEM AND MY AMAZING EMERGE ADVISOR, MISS LAWRENCE, I'M EXCITED TO ANNOUNCE THAT THIS FALL, I WILL BE ATTENDING THE UNIVERSITY OF MICHIGAN WITH A FULBRIGHT SCHOLARSHIP, WHERE I PLAN TO MAJOR IN NURSING.
I WANT TO ALSO THANK ALL THE AMAZING SENIOR TEACHERS, MR. LASIEWICZ, MR. DUPLECHAIN, MR. KERSCHEN, MISS ROMERO, AND MR. DACOSTA, AND THE CCC IS BEING ERADICATED.
>> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS MARIA BENZON.
CAN YOU REMIND ME YOUR NAME, SWEETIE?
>> THANK YOU, MA'AM. GO AHEAD.
>> HI. MY NAME IS HADIDA SAGE BERTNER.
I'M CONTINUING THE GRADUATION SPEECH SO YOU CAN HEAR IT FROM THE VOICE OF A STUDENT.
CLASS OF 2024, I DO NOT WANT US TO LOSE SIGHT OF REALITY.
LIFE IS HARD AND THE WORLD IS IMPERFECT.
AS WE STEP INTO THE NEXT CHAPTER OF OUR LIFE WITH EXCITEMENT, WE WILL SOON REALIZE THAT NOT EVERYTHING GOES ACCORDING TO PLAN.
WE WILL FAIL AND WE WILL FALL.
THERE WILL BE POINTS WHERE YOU MIGHT FEEL HOPELESS.
IF WE ARE NOT CAREFUL, MOMENTS LIKE THESE CAN CONSUME US.
AS WE GO INTO THE WORLD TO CHASE OUR DREAMS AND FACE MANY CHALLENGES, KNOW THIS.
THERE'S A GOD WHO MADE YOU A PURPOSE.
I WISH THIS GRADUATE AND ALL GRADUATES THE BEST.
STUDENTS LIKE ME WHO I'VE SPOKEN AT BOARD MEETINGS AND PROTESTED PUBLICLY HAVE A PURPOSE TOO.
MINE IS TO SAVE HISD FROM MIKE MILES.
>> THANK YOU. [APPLAUSE] MISS BENZON. YES, MA'AM.
>> HI. MY NAME IS MARIA BENZON.
AS A MATH TEACHER, I TAUGHT HOW PERCENTAGES ARE RELATED TO THE RATIO AND APART TO WHOLE.
IN THE HOUSTON LANDING ARTICLE WHERE STAAR RESULTS WERE REPORTED, MR. MILES PROVIDED DATA WITH ONLY PERCENTAGES.
PERCENTAGES CAN BE USED TO MAKE THINGS LOOK MORE OR LESS DRAMATIC THAN THEY REALLY ARE.
FOR EXAMPLE, A 50% INCREASE SOUNDS SIGNIFICANT, BUT WITHOUT KNOWING THE BASE NUMBER, IT'S UNCLEAR WHETHER IT MEANS AN INCREASE FROM 2-3 OR FROM 2,000-3,000.
WITHOUT REAL NUMBERS, HOW DO WE KNOW IF THE PERCENTAGES ARE CORRECT? WITHOUT THE REAL NUMBERS, HOW WILL WE KNOW THAT YOU REPORTED ON ALL THE STUDENTS? PERHAPS YOU ONLY REPORTED ON SOME OF THE STUDENTS, OR PERHAPS SOMEONE OMITTED STUDENTS WHO SHOULD HAVE TESTED BECAUSE THEIR SPECIAL ED OR ENGLISH LEARNER DESIGNATIONS WERE CHANGED.
STOP MISLEADING THE PUBLIC WITH INCOMPLETE DATA, PROVIDE THE RAW TOTALS, ALONGSIDE PERCENTAGES TO ENSURE TRANSPARENCY AND ACCURACY.
VOTE NO ON THE BUDGET. NO TRUST.
>> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS MELISSA YARBOROUGH.
>> JUST IN CASE I NEED TO TAKE NOTES.
>> AS YOU REPORT ON THIS YEAR AND VOTE TO EXPAND NES AND REDUCE AUTONOMY,
[01:30:01]
I'D LIKE YOU TO KEEP THIS IN MIND.EFFECTIVE EDUCATION DEPENDS ON UP-TO-DATE BEST PRACTICES.
BUT THE PARTIAL AND NON-AUTONOMOUS SCHOOLS ARE FORCED TO USE THESE BROKEN FRAGMENTS, ALL OF THE NES LESSONS. I KNOW THIS.
I'VE STUDIED EDUCATION, AND I'VE SEEN THE NES LESSONS BECAUSE MY SCHOOL HAD TO USE THEM.
THEY'RE PIECES, THEY'RE COMPARTMENTALIZED, THEY'RE OUT OF CONTEXT, AND THEY'RE RIGID.
YET A COMMON THREAD IN MODERN BEST PRACTICES IS FLEXIBILITY.
I KNOW THAT'S SCARY FOR AN AUTHORITARIAN WHEN YOU FEEL LIKE YOU CAN'T CONTROL EVERY LITTLE DETAIL.
BUT ENGINEERS WILL TELL YOU THAT RIGID STRUCTURES BREAK, THAT YOU NEED FLEXIBLE ONES TO HAVE STRONGER, BETTER FUNCTION, AND LONGER LASTING.
LIKEWISE, EXPERIENCED EDUCATORS WILL TELL YOU THAT FLEXIBILITY IS KEY TO MAKE LEARNING EFFECTIVE AND LONGER LASTING.
THIS RIGID [NOISE] BUT MY CHILDREN'S EDUCATION CANNOT WAIT, SO WE NEED TO USE BEST PRACTICES SOONER RATHER THAN LATER.
>> THANK YOU, MA'AM. [APPLAUSE] OUR NEXT SPEAKER IS LIZ SILVA.
THEN IF SPEAKERS 51 THROUGH 60 WOULDN'T MIND COMING FORWARD, THAT WOULD BE APPRECIATED.
I JUST WANTED TO REITERATE SOME OF THE BOARD OF MANAGERS CONCERNS THAT WE HEARD AT MONDAY'S WORKSHOP.
WHY ARE SPED TEACHERS AT NON-NES CAMPUSES BEING PAID LESS WHEN SPED IS PART OF HISD'S EXIT TICKET FOR THE TAKEOVER? WHY ARE WE EXPANDING NES WHEN THE COST IS SO HIGH, ESPECIALLY WHEN DATA SHOWS THAT STUDENTS ARE MIGRATING TO NON-NES SCHOOLS, THE TEST SCORES ARE NOT SHATTERING ENOUGH FOR THE COSTS ASSOCIATED WITH NES.
THERE IS STILL VERY MUCH A NEED FOR WRAP-AROUND SPECIALISTS ON EACH CAMPUS.
WRAP-AROUND IS AN ESSENTIAL FULL-TIME JOB AND IT CANNOT BE OUTSOURCED.
IT IS WITHIN YOUR DUTIES TO ASK FOR MORE BUDGET OPTIONS TO DETERMINE WHICH WOULD BEST SUIT OUR DISTRICT'S NEEDS WHEN CONSIDERING OUR CURRENT DEFICIT.
I HOPE YOU ARE ALL HERE TO MAKE OUR DISTRICT BETTER THAN YOU FOUND IT, AND THIS IS YOUR CHANCE.
THE BOND AND DONORS ARE NOT GUARANTEED OR SUSTAINABLE.
PLEASE DEMAND MORE BUDGET OPTIONS BY VOTING NO ON THIS BUDGET TODAY.
>> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS JESSICA CAMPOS. YES, MA'AM.
>> YES, MA'AM. ARE YOU SPEAKING IN SPANISH?
>> [FOREIGN] I CAN TRANSLATE MYSELF.
>> [FOREIGN] I DIDN'T PREPARE ANYTHING [FOREIGN] BECAUSE I WANT TO LOOK AT YOU IN YOUR FACES.
BECAUSE YOU'VE BEEN LYING ABOUT MY SCHOOL, PUGH ELEMENTARY.
SOPHIE, GRACE RODGERS IS MY DAUGHTER.
[FOREIGN] OUR SCHOOL HASN'T GOTTEN BETTER.
>> I WANT TO LOOK AT YOU IN YOUR FACE BECAUSE YOU ARE MAKING MANY CHILDREN SUFFER.
MY CHILD, YOU SAW HER LAST BOARD MEETING; YOU'RE MAKING MY CHILD AND OTHER CHILDREN FEEL JUST LIKE MY CHILD.
[SPANISH] MAKE CHANGES BUT FOR THE BETTER.
PLEASE. YOU'RE MAKING OUR CHILDREN NOT WANT TO GO TO SCHOOL.
I DON'T KNOW HOW THIS IS VALUABLE.
HOW IS THIS VALUABLE CHANGE? [SPANISH] BY THE TIME THEY GET TO MIDDLE SCHOOL, THEY'RE GOING TO DROP OUT.
YOU ARE DOING THIS. YOU. ALL OF YOU ARE ALLOWING THIS.
[SPANISH] YOU ARE THE ONES RESPONSIBLE FOR OUR CHILDREN FAILING IN THE FUTURE.
YOU. ALL OF YOU ARE RESPONSIBLE.
[SPANISH] MAKE BETTER DECISIONS.
I'M DEMANDING IT BECAUSE I AM A TAXPAYER.
THESE ARE OUR SCHOOLS, OUR CHILDREN.
[SPANISH] THERE NEEDS TO BE CHANGE NOW, BUT BETTER.
NOT THIS CHANGE. NOT WHAT YOU ARE DOING.
>> OUR NEXT SPEAKER IS ESTEVAN REYES.
MR REYES? ESTEVAN REYES? YES, SIR.
>> GOOD AFTERNOON. I'M A STUDENT OF EASTWOOD WHO HAS GRADUATED FROM THE CLASS OF 2024.
>> I'M SORRY. SIR, HOLD ON A SECOND. HOLD ON.
[01:35:02]
IF EVERYBODY COULD STOP TALKING SO THAT WE CAN HEAR FROM THE SPEAKER, THANK YOU.>> GOOD AFTERNOON. I'M A STUDENT OF EASTWOOD, WHO HAS GRADUATED THE CLASS OF 2024.
I'M HERE TO ADDRESS THE DETENTION CONVERSION OF LIBRARIES.
I'VE PERSONALLY WITNESSED MY LIBRARY TO GET SHUTDOWN FROM JUNIOR YEAR.
BOOKS WERE BEING CHECKED IN AND OUT BI-WEEKLY.
AFTER THE SHUTDOWN, STUDENTS CONTINUED TO TAKE AND RETURN BOOKS WITHOUT THE LIBRARY FUNCTIONING.
THE VALUE THAT BOOKS BRING IS NOT ONLY CONTEMPORARY BUT ALSO INTRINSIC.
THE BOOKS WITHIN THE LIBRARY BREAK THE BRIDGE BETWEEN LOW INCOME STUDENTS TO FIND INTRINSIC VALUE TO KEEP PUSHING AND CLIMBING FOR HIGHER EDUCATION.
BY PROHIBITING KNOWLEDGE FROM A PLACEMENT TO TEACH, BUT ALSO GIVE DIFFERENT PERSPECTIVES TO STUDENTS VIEW ON THE WORLD, LEAD ME TO BELIEVE THAT CLOSING THE LIBRARIES IS NOT IN OUR BEST INTERESTS.
I HOPE YOU FIND HUMILITY IN THIS MISSTEP. THANK YOU.
>> OUR NEXT SPEAKER IS ELIZABETH SHEPHERD.
>> GOOD EVENING. MY NAME IS ELIZABETH SHEPHERD.
I AM A MOM TO A CULTURE STUDENT AND TO AN MPVA STUDENT.
LAST TIME I WAS HERE, I SPOKE AND I ASKED YOU TO LOOK MORE CLOSELY AND ASK MORE QUESTIONS, WHICH YOU DID DURING THE BUDGET PROCESS, AND I OPENLY AND SINCERELY THANK YOU FOR THAT.
NOW I ASK YOU TO GO FURTHER AND TO USE WHAT YOU LEARNED TO ACT IN OVERSIGHT.
YOU WERE GIVEN A GLIMPSE OF WHAT WE IN THE COMMUNITY HAVE BEEN DEALING WITH FOR MONTHS FROM MIKE MILES: ARROGANCE, DISRESPECT, DECEIT, AND MANIPULATION.
YOUR REASONABLE REQUESTS WERE IGNORED, YOUR QUESTIONS WERE DODGED.
THIS BUDGET IS FISCALLY IRRESPONSIBLE AND UNSUSTAINABLE.
PLEASE USE YOUR OVERSIGHT AND CONSTRAINT AUTHORITY TO STOP THIS NONSENSE.
IF YOU DON'T ACT NOW FOR THE BENEFIT OF OUR DISTRICT, WHEN WILL YOU? THERE IS STILL TIME FOR A FUNCTIONAL, FISCALLY RESPONSIBLE BUDGET, BUT THIS IS NOT IT.
>> OUR NEXT SPEAKER IS JESSICA CATRETT.
>> MY NAME IS JESSICA CATRETT.
I'M AN HISD PARENT, FORMER STUDENT, AND DAUGHTER OF A FORMER HISD TEACHER.
MIKE MILES, AT THE EXCLUSIONARY BLAIR DEFINED AUTONOMY MEETING THAT YOU ONLY INVITED CERTAIN PARENTS TO, WHY IS THAT? YOU SAID YOU MADE A MISTAKE BY NOT DEFINING AUTONOMY EARLIER.
THANK YOU FOR FINALLY ADMITTING TO MAKING A MISTAKE.
YOU SAID SCHOOLS EARN AUTONOMY FOR A TWO-YEAR PERIOD, SO WHY DID YOU USE 2023 STAR SCORES TO FORCE SCHOOLS LIKE CROCKETT THAT EARNED A B RATING IN 2022 INTO NES NEXT YEAR? IS THIS ANOTHER MISTAKE OR IS WHAT YOU ARE SAYING NOW ANOTHER LIE? WHY ARE YOU DENYING SCHOOLS THE AUTONOMY YOU SAID THEY EARNED? CORRECT YOUR MISTAKE, GIVE IT BACK.
BOARD OF MANAGERS, FREQUENT LIAR MILES IS AN INCOMPETENT OUTSIDER WHO DOES NOT CARE ABOUT OUR COMMUNITY, BUT YOU LIVE HERE.
PARENTS DO NOT FORGET THOSE WHO HURT THEIR CHILDREN.
THIS LEGACY WILL FOLLOW YOU. DO YOUR JOB, INTERVENE.
OUR NEXT SPEAKER IS ESTHER URIBE.
>> HELLO. I AM NO LONGER AN HISD LIBRARIAN, BUT I'M STILL AN HISD PARENT.
THE ATTEMPTS TO GET RID OF ME BY MAKING MY PROFESSIONAL LIFE MISERABLE HAVE ONLY STRENGTHENED MY RESOLVE TO FIGHT FOR ALL STUDENTS IN HISD TO HAVE ACCESS TO LIBRARIES AND THEIR BEST EDUCATIONAL OPPORTUNITIES.
I WILL KEEP FIGHTING FOR ALL HISD STUDENTS, TEACHERS, LIBRARIANS, ADMINISTRATORS, AND ALL EMPLOYEES TO BE TREATED WITH DIGNITY AND RESPECT.
MILES IS FORCING OUR BEST PEOPLE OUT, CITING DATA THAT HE REFUSES TO SHARE.
MILES HAS DISREGARDED AND FAILED TO HONOR CONSTRAINT 3.
ACCORDING TO HIS LEADERSHIP EVALUATION RUBRIC, HE IS UTTERLY INEFFECTIVE.
FOR ONE EXAMPLE, MAXIMIZING HUMAN CAPITAL, HE SHOULD RECEIVE A ZERO BECAUSE IT STATES THE WORK ENVIRONMENT IS STRESSFUL.
PEOPLE WORK IN A CLIMATE OF FEAR WITH LITTLE CONTROL OVER THEIR OWN WORK.
HE CREATES AN US VERSES THE MENTALITY, AND DOES NOT HELP PEOPLE DO THEIR BEST WORK.
THE DATA SHOWS THAT MILES HAS ALREADY FAILED HISD.
HIS INEFFECTIVE LEADERSHIP FOSTERS FEAR, DIVISION, AND MEDIOCRITY.
BOARD OF MANAGERS, FIND THE COURAGE TO DO YOUR JOB.
>> [INAUDIBLE] I ENFORCE MY RIGHT TO RESIGN OR BE TERMINATED. [APPLAUSE]
>> OUR NEXT SPEAKER IS NIMA HAFIZ.
[01:40:02]
MISS HAFIZ? YES, MA'AM.>> I'M A PRODUCT OF HISD SCHOOLS, BUT I'M ACTUALLY HERE ON BEHALF OF A TEACHER WHO WAS RECENTLY TERMINATED.
THIS WAS A STELLAR COMMITTED TEACHER TERMINATED DURING TEACHER APPRECIATION WEEK, AND THESE ARE THEIR WORDS.
"WHEN I WAS IN UNIVERSITY, I WENT TO A FOOTBALL GAME BETWEEN THE AIR FORCE AND THE ARMY.
THE AIR FORCE ACADEMY HAD YEARLY LOSSES BUT CONTINUED PLAYING.
RETURNING HOME, I CAME TO A FORK IN THE ROAD, TO THE LEFT WAS COLORADO SPRINGS TO THE RIGHT AIR FORCE ACADEMY PROPERTY.
I NOTICED AN AIR FORCE TEAM MEMBER, ALSO DRIVING TO THE INTERSECTION.
THEY DIDN'T KNOW WHICH WAY TO GO, AND THEY SPED UP, WENT AHEAD AND CRASHED INTO A LIGHT POOL.
PLEASE MORALLY REFLECT ON THE STANCE YOU ALL ARE TAKING LEADING US INTO DESTRUCTION WITHOUT ANY CONSIDERATION FOR THE EXPERIENCE HIGHLY QUALIFIED TEACHERS HAVE.
WE ARE THE ESSENTIAL WORKERS WHO CAN MAKE OR BREAK OPPORTUNITIES FOR EXCELLENCE IN HISD.
I'D ALSO LIKE TO ADD AS A FORMER HISD STUDENT, IT WAS THESE EXCELLENT TEACHERS WHO REALLY PREPARED ME FOR COLLEGE AND MADE MY LIFE.
THIS WAS THE TEACHER YOU SHOULD HAVE FOUGHT FOR TO HOLD ONTO, AND INSTEAD YOU PUSHED THEM OUT.
>> THANK YOU. OUR NEXT SPEAKER IS LAURA HENRY.
>> THANKS. UNTIL LAST WEEK, I PROUDLY TAUGHT ENGLISH AT CHAVEZ HIGH SCHOOL.
I'M A NATIONAL BOARD CERTIFIED TEACHER, WAS ESL TEACHER OF THE YEAR IN 2021, AND TEACHER OF THE YEAR THIS YEAR.
I'M LEAVING HISD BECAUSE IT'S NO LONGER POSSIBLE FOR THE PEOPLE CLOSEST TO THE STUDENTS TO ADVOCATE FOR THEM WITHOUT PUTTING THEIR PRINCIPAL'S JOBS OR THEIR OWN JOBS AT RISK.
PARENTS TRUST ME TO TEACH THEIR CHILDREN.
IF A SYSTEM PREVENTS ME FROM DOING THAT, PEOPLE HAVE GOT TO KNOW.
THE HIGH SCHOOL ENGLISH NES CURRICULUM IS 100% TEST PREP, MADE UP OF MULTIPLE CHOICE AND SHORT RESPONSES.
IT CONTAINS EXACTLY TWO SCENES FROM A RAISIN IN THE SUN.
THE DISTRICT WIDE POLICIES AND LIMITS ON CLASSROOM ACTIVITIES AFFECT NON NES STUDENTS TOO, EVEN IF THEY AREN'T USING THE CURRICULUM.
ONE MINUTE IS TOO SHORT TO EXPLAIN HOW THIS ENGLISH CURRICULUM AND ITS LIMITS HURT OUR KIDS.
I KNOW IT WAS PUT TOGETHER IN HASTE, I HOPE YOU CHANGE IT.
BUT UNTIL THEN, I INVITE ANYBODY TO TALK TO ME ABOUT THE CURRICULUM IN THE LESSON CYCLE, I'VE GOT A LOT TO SAY ABOUT IT.
ALSO, WHAT JESSICA CAMPBELL SAID ABOUT KIDS DROPPING OUT, I TEACH 10TH GRADE, IT'S ABSOLUTELY TRUE.
TEST PREP MAKES KIDS DROP OUT OF SCHOOL.
>> WE'RE NOT HERE BECAUSE IT HELPS THE BOTTOM-LINE BUT IT HURTS US.
[APPLAUSE] OUR NEXT SPEAKER IS ANDREW TAYLOR. MR. TAYLOR?
>> HI, I'M THE DAD OF AN HISD STUDENT AND THE HUSBAND OF THE CHAVEZ TEACHER WHO JUST TACKED.
SHE'S BEEN TELLING ME ABOUT ALL THE GREAT TEACHERS WHO ARE TOLD NOT TO RETURN BY HER SCHOOL.
MOST OF THE CORE SUBJECT TEACHERS DISCONTINUED WERE TEACHERS OF RECORD FOR INCLUSION CLASSES WITH LARGE SPECIAL EDUCATION POPULATIONS, DYSLEXIA CLASSES, OR THEY HAD STUDENTS NEW TO THE COUNTRY.
WHO WILL WANT TO TEACH THESE DIFFICULT DEMANDING COURSES WHEN THEY CAN DESTROY A TEACHER'S CAREER? SOME OF THESE DISCONTINUED TEACHERS ALSO RAN VALUABLE EXTRACURRICULAR PROGRAMS THAT PROBABLY WON'T CONTINUE WITHOUT THEM.
THOSE TEACHERS BUILT ESPECIALLY STRONG RELATIONSHIPS WITH STUDENTS AND WERE TRUE LIFE CHANGERS.
NOW THEY WORK IN OTHER DISTRICTS.
OUR FAMILY WANTS BEST TEACHERS FOR OUR CHILD.
TEACHERS WHO KNOW AND SUPPORT HER AS A PERSON DON'T JUST CARE ABOUT HER STAR RESULTS.
SACRIFICING EVERYTHING TO IMPLEMENT THE SYSTEM MAY BE GOOD FOR MIKE MILES' SHORT SIGHTED GOALS, BUT IT IS NOT GOOD FOR HISD CHILDREN. THANK YOU.
>> THANK YOU. OUR NEXT SPEAKER IS ANN SUNG. YES, MA'AM.
>> GOOD EVENING, MADAM PRESIDENT, MANAGERS.
I'M HERE TO SPEAK TO THE END OF YEAR REPORTS AND URGE YOU TO USE YOUR DISCERNMENT IN RECEIVING THESE SCORES.
YOUR FIRST GOAL HAS TO DO WITH THIRD GRADE READING.
HISD THIRD GRADE READING SCORES DROPPED A POINT THIS YEAR.
IN NON NES SCHOOLS, THEY DROPPED THREE POINTS, AND SO YOU NEED TO BE ASKING WHY? WHY IS IT THAT AFTER THIS YEAR OF INTERVENTION, THIRD-GRADE READING SCORES IN NON-NES SCHOOLS ARE DECREASING 45-42 IN MEETS? IS IT BECAUSE TEACHERS ARE LEAVING? WHAT WILL THAT MEAN WHEN MORE TEACHERS ARE GONE NEXT YEAR? REGARDING HIGH SCHOOL SCORES, WHEN YOU SEE THE NUMBER OF STUDENTS DECREASING IN BIOLOGY AND ALGEBRA, WHAT DOES THAT MEAN AND THEN INTERPRETING THE GAINS THAT YOU'VE SEEN? I URGE YOU TO PROBE, REALLY UNDERSTAND THE MEANING OF THESE SCORES AND ENSURE THAT WE'RE GETTING THE BEST POSSIBLE.
>> THANK YOU. OUR NEXT SPEAKER IS ALISON NEWPORT. YES, MA'AM.
[01:45:08]
>> CAN WE ALLOW THE SPEAKER TO BE HEARD? THANK YOU.
>> MY NAME IS ALISON NEWPORT, AND I AM A CONCERNED PARENT.
KUDOS TO YOU WHO HAVE PUT YOUR CHILDREN FIRST AND HAVE ASKED QUESTIONS ABOUT THE BUDGE AND YOU'VE ASKED FOR MORE TIME.
I URGE YOU TO VOTE NO ON THE BUDGET AS WRITTEN.
YOU AS A BOARD ARE RESPONSIBLE TO PASS A BUDGET THAT IMPROVES OUTCOMES FOR ALL STUDENTS.
THIS BUDGET DOES NOT HAVE ALL STUDENTS IN MIND.
YOU HAVEN'T RECEIVED THE DATA TO SUPPORT THIS BUDGET, YOU HAVE THE TIME GET A NEW BUDGET.
MILES IS NOT YOUR BOSS, HE WORKS FOR YOU. DON'T PASS THIS.
>> THANK YOU. OUR NEXT SPEAKER IS ERIC SILVA.
IF OUR SPEAKERS NUMBER 62-72 OR SO, WOULDN'T MIND COMING FORWARD, THAT'D BE APPRECIATED.
>> MY NAME IS ERIC SILVA. HAPPY FATHER'S DAY TO ALL THE FATHERS.
HAPPY FATHER'S DAY TO YOU ALL.
I'M SURE WHEN YOUR CHILDREN WERE YOUNG AND BUILDING CHARACTER AND CONFIDENCE, IT MEANT THE WORLD TO YOU.
I'M HERE TODAY SPEAKING FOR THE FIRST TIME INSPIRED BY MY OWN SON, COLE, WHO WANTED TO SHARE HIS HEARTBREAK OVER LOSING HIS PRINCIPAL, DR. VAL.
WATCHING HIM UP HERE IS A FATHER'S DAY GIFT IN ITS OWN.
ALSO INSPIRED BY MY WIFE, WHO IS NOT ONLY AN AMAZING MOTHER, BUT DEDICATES HER WHOLE BEING ADVOCATING FOR THE DISTRICT.
BOARD OF MANAGERS, YOU ARE HERE FOR OUR CHILDREN, NOT FOR MIKE MILES AND HIS BUSINESS SCHEMES.
SCHEMES THAT HIMSELF COULD NOT FIX WITHOUT OTHER CITY'S TAX DOLLARS.
BOARD OF MANAGERS, OUR CHILDREN DEPEND ON YOU AND DEPEND ON US AS A COMMUNITY.
PLEASE SHOW US THAT YOUR LOYALTY IS WITH OUR STUDENTS AND BY VOTING ON NO ON TODAY'S BUDGET.
OUR NEXT SPEAKER IS NICOLA NEIL. MISS NEAL.
>> MR. MILES, YOU SPENT SOME TIME AT THE DEFINED AUTONOMY MEETING ON TUESDAY, TALKING ABOUT THE IMPORTANCE OF MAKING SENSE.
WHEN A COMMUNITY HAS A PRINCIPLE THAT MAKES SENSE FOR THE COMMUNITY, THAT'S WHEN THINGS GO WELL.
YOU ALSO STRESSED YOUR GIANT TASK OF WORKING WITH 274 SCHOOLS, THE NEED TO USE GENERALIZATIONS, PAINT WITH BROAD STROKES.
WITH THAT BEING SAID, SOME SCHOOLS MAY NOT HAVE HAD THE SAME INSTRUCTION OR COACHING, THAT THE PROCESS MAY BE IMPERFECT, BUT WAS BETTER THAN WHAT WE HAD.
IT SOUNDS LIKE YOU NEED SOME HELP AND WE'RE HERE TO HELP. THAT'S WHY WE'RE HERE.
PLEASE REACH OUT TO THE COMMUNITIES WHO ARE IMPASSIONED TO LET YOU KNOW THAT MISTAKES HAVE BEEN MADE WITH THIS IMPERFECT PROCESS, THAT YOUR TEAM'S DECISIONS ARE NOT MAKING SENSE.
BRING OUR GREAT PRINCIPLES BACK, WE ARE HEMORRHAGING TALENT.
WE ARE BREAKING CAMPUSES THAT WEREN'T BROKEN.
PLEASE LISTEN TO US AND LET US HELP YOU HELP OUR CHILDREN. THANK YOU.
OUR NEXT SPEAKER IS RUTH KRAVITZ. MISS KRAVITZ.
I'M WITH COMMUNITY VOICES FOR PUBLIC ED.
IT'S SO NICE IF YOU'D LOOK AT ME. I LOOK AT Y'ALL.
WHEN CHILDREN ARE SLEEPING THREE TO A MATTRESS IN A HOUSE WITH NO LIGHTS, THEY DON'T NEED MORE STAR TESTING, THEY NEED ANOTHER MATTRESS.
THE PANDEMIC HAS HAD A LONG LASTING IMPACT ON OUR CHILDREN, PARTICULARLY TO STUDENTS AND COMMUNITIES YOU MADE NES.
AS WE LOOK AT THE DATA, WE NEED TO BRING INTO ATTENTION THE FACT THAT THIS YEAR'S FOURTH GRADERS EXPERIENCED TWO YEARS OF PANDEMIC RELATED LEARNING, AND LAST YEAR'S FOURTH GRADERS EXPERIENCED IT IN A DIFFERENT WAY.
COMPARING FOURTH TO FOURTH IS NOT REASONABLE.
NES HAS MADE OUR CHILDREN'S EXPERIENCES WORSE, NOT BETTER.
A SLIDE AT THE BUDGET MEETING SAID 76% OF WRAP AROUND SPECIALISTS WERE ASSIGNED TO 200 CAMPUSES WITH THE LEAST NEED.
OF HISD'S 274 SCHOOLS, 183 HAS STUDENT POPULATIONS WHERE 90% OR MORE QUALIFY FOR FREE OR REDUCED LUNCH.
SUPPOSED TO BE 200 SCHOOLS THAT YOU IDENTIFIED AS LEAST NEEDED, 109, 90 OR 80% REDUCED LUNCH DOESN'T SOUND REASONABLE FOR THE REMAINING. [INAUDIBLE]
[01:50:04]
MISS KRAVITZ, YOU'RE OVERTIME.THANK YOU. THIS IS YOUR FIRST WARNING, MA'AM. THANK YOU.
OUR NEXT SPEAKER IS MARIA CASTRO CALZADA. YES, MA'AM.
>> HI. GOOD EVENING. MARIA CALZADA, PARENT, TAXPAYER, FOURTH YEAR PTO BOARD MEMBER, AND OUTGOING PRESIDENT CARNEGIE VANGUARD.
LAST YEAR, HISD THEY GIFTED ME WITH THIS LOVELY T-SHIRT FOR PRESENTING AT THE PARENT EXPO.
IT SAYS EMPOWERED HISD PARENT.
WHAT A DIFFERENCE A YEAR MAKES? I NO LONGER FEEL EMPOWERED.
CARNEGIE HAS BEEN DESIGNATED AS SPECIAL AND UNIQUE.
WE KNEW WE WERE SPECIAL AND UNIQUE.
OF COURSE, WE ALSO FEEL USED, LIKE WE'RE TROTTED OUT FOR METRICS.
WE'RE RAISING YOUR AVERAGES. WE KNOW THAT.
THIS IS YOUR FIRST WARNING, MA'AM.
OUR NEXT SPEAKER IS PAUL CALZADA.
SUPERINTENDENT MILES, IT'S WRONG TO PUSH OUT EXPERIENCED TEACHERS TO REPLACE THEM WITH INEXPERIENCED UNCERTIFIED TEACHERS. I GET IT.
SOME UNCERTIFIED TEACHERS, THEY MAY HAVE RURAL WORLD EXPERIENCE AFTER YEARS AND YEARS OF BEING OUT AND NOT IN ACADEMIA, AND THEY CAN BRING THAT IN.
BUT THOSE AREN'T THE UNCERTIFIED TEACHERS THAT YOU'RE SEEKING.
YOU'RE PUSHING OUT LITERALLY HUNDREDS OF CERTIFIED TEACHERS.
YOU'VE HEARD FROM SOME OF THEM THAT HAVE LEFT, AND YOU'RE REPLACING THEM WITH INEXPERIENCED UNCERTIFIED TEACHERS.
YOU'RE CREATING THE PROBLEM THAT YOU'RE CLAIMING TO FIX.
YOU'RE THE REASON WHY THEY'RE LEAVING.
IS THAT JUST DUE TO GROSS MISMANAGEMENT OR WORSE? IS IT A CALCULATED PLAN FOR FAILURE? TO THE BOARD OF MANAGERS, YOU'RE LIKE ME.
YOU LIVE HERE. YOU HAVE STUDENTS HERE.
FROM THE WEBSITE, YOU ARE THE OFFICIAL POLICY MAKING BODY OF THE HOUSTON INDEPENDENT SCHOOL DISTRICT.
>> OUR NEXT SPEAKER IS KENNETH WILLIAMS. MR. WILLIAMS. KENNETH WILLIAMS? OH, YES, SIR.
>> BOARD OF MANAGERS, I WANT TO IMPLORE YOU TO VOTE NO ON THE BUDGET.
VOTE YES FOR WRAPAROUND SERVICES.
IT IS RIDICULOUS THAT YOU WOULD GUT WRAPAROUND SERVICES WHEN THE WRAPAROUND SPECIALISTS HAVE PROVEN THAT THEY DO A SERVICE ON EACH CAMPUS INTERFACING WITH BOTH STUDENTS AND PARENTS THEY CANNOT BE REPLACED BY SEVEN SUNRISE CENTERS.
I WANT TO IMPLORE YOU TO VOTE AGAINST THIS BUDGET.
I DON'T UNDERSTAND HOW YOU CAN HAVE SO MANY PEOPLE OUT OBSERVING PEOPLE, EVALUATING PEOPLE, SPYING ON PEOPLE, INTIMIDATING PEOPLE, BUT NOBODY COULD GIVE YOU AN ACCURATE PICTURE OF WHAT WRAPAROUND SERVICES DO. [APPLAUSE]
>> THANK YOU. OUR NEXT SPEAKER IS KELLY BLIKRE. YES, MA'AM.
HISD PARENT, FIRST TIME SPEAKER.
TODAY, A GROUP OF VOLUNTEERS WILL BE READING AN OP-ED WRITTEN BY FORMER HISD TEACHER, JENNIFER MATHIEU BLESSINGTON, TITLED, WE TEACHERS TRIED TO WARN YOU.
MS. BLESSINGTON STATES, WRITING THIS EDITORIAL FEELS LIKE DEJA VU.
IN 2011 WITH SIX YEARS OF TEACHING EXPERIENCE IN THE HOUSTON INDEPENDENT SCHOOL DISTRICT UNDER MY BELT, I PENNED AN OPINION PIECE FOR THIS NEWSPAPER
[01:55:03]
ABOUT WHY I WAS LEAVING TO WORK IN A PRIVATE SCHOOL.UNDER THEN SUPERINTENDENT TERRY GRIER'S LEADERSHIP, I FELT MICRO MANAGED AND DISRESPECTED.
I PLEADED WITH MY FELLOW HOUSTONIANS TO LISTEN TO TEACHERS IN 2016, SHORTLY AFTER GRIER'S DEPARTURE AND DRIVEN BY A DESIRE TO SERVE CHILDREN IN THE PUBLIC SYSTEM IN WHICH I LIVE, I RETURNED TO HISD.
FOR THE LAST EIGHT YEARS, I'VE WORKED MOSTLY QUITE HAPPILY AS AN ENGLISH TEACHER AT BEL AIR HIGH SCHOOL.
>> OUR NEXT SPEAKER IS CLAIRE ROBINSON. YES, MA'AM.
>> DID YOU SAY CLAIRE ROBINSON?
>> CLAIRE ROBINSON. YES, MA'AM.
>> BOARD, THE BUDGET BEFORE YOU TONIGHT INCLUDES MILLIONS OF DOLLARS TO EXPAND NES TO ALMOST HALF OF THE DISTRICT.
MY TODDLER IS ZONED TO ATTEND ONE OF THESE SCHOOLS STARTING IN 2028.
THE SUPERINTENDENT WANTS YOU TO BELIEVE THAT THIS MONEY IS WELL SPENT IN PART BECAUSE PARENTS LIKE ME WILL BE FLOCKING TO HIS NES SCHOOLS AFTER SEEING HUGE GAINS ON STAR TESTING.
SPEAKING JUST FOR MYSELF, I WILL NOT BE SENDING MY CHILD TO ANY NES SCHOOL.
MY CHILD AND ALL CHILDREN DESERVE EXPERIENCED, CERTIFIED TEACHERS AND PRINCIPALS, REAL BOOKS IN ENGLISH CLASS, AND ACTUAL DIFFERENTIATED INSTRUCTION, NOT DOING WORKSHEETS ALONE IN THE ROOM THAT USED TO BE THE LIBRARY.
INCREASED STANDARDIZED TEST SCORES ARE NOT WORTH THE LOSS OF ALL OF THOSE THINGS TO ANY CHILD'S EDUCATION.
PLEASE VOTE NO ON ANY BUDGET THAT INCLUDES THE EXPANSION OF NES.
DON'T FORGET, NO TRUST, NO BOND.
>> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS JESSE HEINER. YES, MA'AM.
>> I'M CONTINUING MS. BLESSINGTON'S OP-ED.
MY PASS RATE ON THE AP LANGUAGE EXAM WAS 30% POINTS HIGHER THAN THE GLOBAL AVERAGE.
I'M ALSO A PUBLISHED NOVELIST, AND I BROUGHT MY SKILLS TO THE CREATIVE WRITING COURSE I TAUGHT THIS PAST YEAR.
I AM LEAVING HISD AGAIN FOR ANOTHER NEIGHBORING DISTRICT.
IT'S BECAUSE I FEEL MICROMANAGED AND DISRESPECTED.
THE VOICES OF TEACHERS HAVE BEEN IGNORED.
LAST SUMMER, JUST A FEW WEEKS INTO SUPERINTENDENT MILES' TENURE, A TENURE TRIGGERED BY A POLITICALLY MOTIVATED STATE TAKEOVER OF HISD, TEACHERS STARTED VOICING CONCERNS ABOUT MILES' PLAN FOR THE DISTRICT.
WE WERE CONCERNED BECAUSE DURING MILES' STINT IN DALLAS, TEACHER TURNOVER SKY ROCKETED.
WE WERE FRUSTRATED THAT HIS CHIEF ACADEMIC OFFICER HAD NO CLASSROOM EXPERIENCE.
WE EXPLAINED THAT MILES' OBSERVATION PROTOCOLS AND ERROR RIDDLED LESSONS WOULD LIMIT OUR ABILITY TO SERVE OUR STUDENTS.
>> THANK YOU, MA'AM. OUR NEXT SPEAKER IS WENDY SUTTIN.
>> I AM CONTINUING ALSO MS. BLESSINGTON'S OP-ED.
IN JANUARY, THE NEWSPAPERS EDITORIAL BOARD PONDERED WHAT SORT OF TEACHERS THE DISTRICT COULD POTENTIALLY LOSE UNDER MILES, WONDERING IF IT WAS JUST THE LOW AMBITION DESK SITTERS WHO WOULD BE LEAVING.
READING THE PIECE, I WONDERED, IF THERE WERE A POTENTIAL EXODUS OF DOCTORS FROM THE TEXAS MEDICAL CENTER, WOULD OUR FIRST IMPULSE BE TO ASSUME THAT THE DOCTORS LEAVING ARE INCOMPETENT, OR WOULD WE SIMPLY BE CONCERNED ABOUT WHAT WAS HAPPENING AT THIS MED CENTER.
BUT OVER THE COURSE OF MY NEARLY TWO DECADES IN THE CLASSROOM, I HAVE FELT INCREASINGLY LESS LIKE ONE.
THE NATIONWIDE TEACHER SHORTAGE SUGGESTS I AM NOT ALONE.
DESPERATE FOR HIGH STAKES TEST SCORES THAT SERVE AS THE ONLY MARKER FOR SUCCESS, ADMINISTRATORS WITH LITTLE TO NO TEACHING EXPERIENCE TROT OUT SHINY NEW METHODS THAT OFTEN STRIP SUCCESSFUL TEACHERS OF AUTONOMY.
>> THANK YOU. OUR NEXT SPEAKER IS ALISON CHAPIN.
>> HI, I'M ALISON. CONTINUING MS. BLESSINGTON'S OP-ED.
THESE METHODS PROMISE A SILVER BULLET FOR COMPLEX, DIFFICULT PROBLEMS, AND THEY TAKE WHAT AT ITS BEST IS AN ART FORM AND REDUCE IT TO SOMETHING SOULLESS AND FACTORY LIKE.
THE WORST PART IS THAT THESE METHODS RARELY DO MORE THAN PRODUCE A TEMPORARY SMALL BUMP IN SCORES, NOT ANY REAL SUSTAINABLE GROWTH.
THIS ADMINISTRATION HAS BEEN ESPECIALLY EGREGIOUS, APPROACHING HISD AS IF IT IS A CHAIN OF FAST FOOD RESTAURANTS THAT CAN BE FIXED BY A BETTER QUALITY CONTROL SYSTEM.
UNDER MILES PRESCRIBED METHODS, I WAS FORCED TO PERFORM ALONG WITH MY STUDENTS FROM A MILES APPROVED LIST OF REGIMENTED STRATEGIES AS AN OBSERVER TICKED OFF BOXES.
I'LL NEVER FORGET THE YOUNG MAN IN ONE OF MY CLASSES, WHO, UPON THE OBSERVER'S EXIT, SHOUTED LOUDLY, "FINALLY, I CAN BREATHE."
[02:00:04]
I UNDERSTOOD HOW HE FELT.WHAT MATTERS IS NOT [INAUDIBLE] PERSON IN THE CLASSROOM.
>> [INAUDIBLE] THE CRUCIAL FACTOR IS THE TEACHER.
>> THANK YOU, MA'AM. [APPLAUSE] OUR NEXT SPEAKER IS DENISE WILBORN.
>> DR. DENISE LIVINGS WILBORN.
I AM CONTINUING MS. BLESSINGS' OP-ED AS WELL.
WHEN YOU DEPROFESSIONALIZE A PROFESSION, PLEASE LOOK AT US, WE LOOK AT Y'ALL.
WHEN YOU DEPROFESSIONALIZE A PROFESSION, YOU RISK LOSING YOUR BEST.
WHILE MANY DEDICATED TEACHERS ARE CHOOSING TO STAY AND FIGHT, IT SEEMS TO ME THAT THE MAJORITY OF US WHO ARE LEAVING ARE AMONG THE STRONGEST AND MOST BELOVED.
MANY ARE VETERANS WHO CONTINUE TO IMPROVE THEIR PRACTICES, SUPPORTING THE RESEARCH THAT TEACHERS EFFECTIVENESS GROWS WITH THEIR EXPERIENCE.
THE GROWING NUMBER OF CRITICAL SPEAKERS AT MONTHLY MEETINGS OF THE BOARD OF MANAGERS SUGGESTS THAT THE RESIDENTS OF HOUSTON ARE NOT HAPPY WITH MILES.
I'M GRATEFUL TO EVERY PERSON WHO GETS INVOLVED IN THE FIGHT NO MATTER THEIR TIMING.
BUT I CAN'T HELP BUT THINK OF THE TIME [INAUDIBLE] BELONG BECAUSE NOT ENOUGH TEACHERS LISTEN TO THOSE OF US ON THE FRONT LINE.
>> AS CONCERNS ABOUT THE FUTURE OF HISD CONTINUE TO GROW, I CAN ONLY SAY THIS, TEACHERS WARN YOU.
>> I HOPE THAT THE FIGHT CONTINUES.
>> TEACHERS VOICE ARE FINALLY LISTENED TO AND BELIEVED. [APPLAUSE].
>> OUR NEXT SPEAKER IS SHAWN LEADER. HE MAY HAVE LEFT.
I THINK THAT CONCLUDES OUR SPEAKERS THIS EVENING.
OUR NEXT SPEAKER, I HAVE LINDA MURRAY.
SHE'S ALREADY SPOKEN. [LAUGHTER] MY LAST SPEAKER IS SHAWN LEADER. I DON'T SEE HIM.
DO WE HAVE ANY ADDITIONAL SPEAKERS, MS. SMITH? CAN WE GO TO THE ZOOM SPEAKERS, PLEASE? [BACKGROUND] ARE YOU ONE OF THOSE ZOOM SPEAKERS?
>> WHAT'S YOUR NAME, MA'AM? [BACKGROUND] MA'AM, CAN YOU IDENTIFY YOURSELF, PLEASE?
>> LINDA MURRAY. THE THING KEEPS FALLING OFF.
>> THANK YOU, MA'AM. GO AHEAD.
>> I REMEMBER YOU BECAUSE YOU SAID ALL THE BLACK [INAUDIBLE].
DO YOU REMEMBER THAT IF I MAY ASK YOU?
>> WELL, THIS HAS BEEN A GREAT YEAR, HASN'T IT? I'VE BEEN BUSY.
I'VE GOT A BAZILLION MORE FRIEND.
EVERYONE CALLS NANA IN THE NEIGHBORHOOD.
NOTHING IS WORKING AT THE SCHOOLS THAT IT'S IN OUR NEIGHBORHOOD.
I DON'T ANSWER IT AFTER 9:30, SO DON'T CALL ME.
THIS SUMMER, THEY'VE PLANNED IT FOR US.
ONE THING THAT'S IN ERROR IS THAT THEY DO NOT MATCH.
THEY DON'T HAVE A JOB, BABY. THEY'VE BEEN APPOINTED.
IF HE DOESN'T AGREE WITH THEM OR THEY DON'T AGREE WITH HIM, THEY GET RID OF THEM.
PLEASE STOP MAKING THAT ERROR.
THAT JUST RUINS WHAT WAS A PLUS SPEECH.
THIS SUMMER, I GET TO DO FOUR MINUTES AT THE CITY, BECAUSE, OF COURSE, I ALREADY KNEW THIS.
WHEN YOU'RE GOING TO TAKE OUT THAT MANY, YOU'RE THE LARGEST HISD IS THE LARGEST EMPLOYER OF HOUSTON.
[NOISE] CHRIS COLONEY OUR CONTROL IS CONCERNING.
>> THANK YOU, MA'AM. THANK YOU.
[APPLAUSE] [BACKGROUND] I THINK WE'RE OUT OF ZOOM SPEAKERS, MS. SMITH? YES.
>> YES, MA'AM. PLEASE GO AHEAD.
>> YES. I'M EDIE CLARK, ITEM 2.
I'M A RETIRED FORMER HISD TEACHER, PARENT OF HISD GRADUATES, AND AN HISD GRANDPARENT.
MR. MILES HAS INSTITUTED A CONTROVERSIAL REGIMENTED CURRICULUM AND CREATED A CLIMATE OF FEAR AS TESTIFIED HERE BY COUNTLESS PARENTS, TEACHERS, STUDENTS, PRINCIPALS, STAFF, AND COMMUNITY MEMBERS.
HE BEARS CONSIDERABLE RESPONSIBILITY FOR THE DEFICIT OF THE DISTRICT FACES.
HE SPENT OUR TAX DOLLARS RECKLESSLY.
[02:05:01]
$470,000 MUSICAL STARRING HIMSELF.ADULT SPEND BIKES FOR ELEMENTARY SCHOOL.
TRIPLE THE NUMBER OF ADMINISTRATORS EARNING OVER $200,000 A YEAR, ONE MILLION FOR FURNITURE IN THE CENTRAL OFFICE, AND NOW WITH A DEFICIT BUDGET AND UNSPECIFIED CUTS TO POSITIONS, HE WORSENS INEQUALITY BY CUTTING BUDGETS OF NON NES SCHOOLS TO EXPAND THE NUMBER OF NES SCHOOLS AND AT A COST OF $732,000,000.
BOARD OF MANAGERS, THE COMMUNITY DOES NOT TRUST MR. MILES TO MANAGE OUR TAX DOLLAR.
>> DR. LINDSEY POLLOCK, PLEASE TURN YOUR CAMERA ON, AND YOU MAY BEGIN.
>> GOOD EVENING, HISD INTERLOPERS.
I AM DR. LINDSEY POLLOCK, A TAXPAYER LIVING IN HOUSTON ISD, A CERTIFIED EDUCATOR, LICENSED SOCIAL WORKER, MOTHER OF HOUSTON ISD GRADS AND RETIRED HISD PRINCIPAL SPEAKING ON ITEM 2.
I AM APPALLED BY THE HISD PRESENTATION OF THE 2024 STAR DATA.
IT LOOKS GOOD, BUT IT'S MISLEADING.
NES DATA LOOKS GOOD BECAUSE YOU TOOK HIGH PERFORMING SCHOOLS, A-RATED SCHOOLS, AND FORCED THEM TO PARTICIPATE IN THE NES CIRCUS.
WHAT WAS ALREADY WORKING AND CO-OPTED ARE CERTIFIED HISD TALENT.
TEACHERS AND ADMINISTRATORS WHO KNEW WHAT THEY WERE DOING.
THE LOW PERFORMANCE OF FEWER THAN 10 SCHOOLS TRIGGERED THIS TAKEOVER.
WHY ARE YOU DISMANTLING THE ENTIRE DISTRICT? YOU USE THE DATA OF CERTIFIED OUTSTANDING TEACHERS TO INFLATE THE NES RESULTS.
USING MANIPULATED DATA IS DANGEROUS.
WHERE IS MILES SCORCHED EARTH STRATEGY TAKING HOUSTON [NOISE] ISD OUR GREATER COMMUNITIES? PEOPLE ARE FLEEING THE SCHOOLS AND PEOPLE NO LONGER SEE HOUSTON AS A DESTINATION TO ENROLL YOUR CHILDREN.
>> CAROL ANN SHIPP. [APPLAUSE] PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN.
>> MY NAME IS CAROL ANN SHIPP.
I'M A RETIRED HISD TEACHER OF 38 YEARS WITH THREE GRANDCHILDREN IN THE DISTRICT.
TODAY, I WANT TO TALK ABOUT THE WAY FUNDS ARE ALLOTTED TO BOTH NES SCHOOLS AND NON NES SCHOOLS.
CURRENTLY, THERE ARE 121 CAMPUSES WITH FEWER THAN 500 STUDENTS ENROLLED, ACCORDING TO A LIST COMPILED BY ANOTHER HISD RETIREE.
EVEN GIVEN THAT SOME SCHOOLS NEED BY NATURE TO REMAIN SMALLER, THE COST OF MAINTAINING SO MANY BUILDINGS WITH SMALL POPULATIONS IS NOT COST EFFECTIVE AND IS WASTEFUL.
BEL AIR, THE MAGNET HIGH SCHOOL FOR FOREIGN LANGUAGE WILL NOT OFFER FRENCH 1 NEXT FALL.
THERE WILL BE ONE FULL TIME FRENCH TEACHER AND ONE TEACHER WHO TEACHES FRENCH AND SPANISH.
MONEY SAVED BY CONSOLIDATING SCHOOLS COULD BRING BACK LIBRARIANS, WRAPAROUND, SPECIALISTS, CUSTODIANS, AND FOREIGN LANGUAGE TEACHERS.
>> THANK YOU, MA'AM. [APPLAUSE]
>> DR. PAMELA BOVELAND, PLEASE BEGIN.
>> HI. I'M DR. PAMELA BOVELAND, OF THE NAACP.
I'M THE EDUCATION CHAIR, NAYSAY AND USUAL SUSPECT.
I APPLAUD ALL THE SPEAKERS TONIGHT WHO OVERWHELMINGLY SPOKE TRUTH TO POWER.
VOTE NO ON NUMBER 7, NO TO UNCERTIFIED WAIVER.
VOTE NO TO NUMBER 17, NO TO BEING ABLE TO AMEND THE BUDGET AT WILL.
NO TO NUMBER 16 TO $3,000,000 A YEAR ON CATALOG BOOKS WITHOUT LIBRARIANS.
VOTE NO TO THE BUDGET AS IT STANDS.
VOTE, YES TO PUBLISHING MILES COMPLETED EVALUATION.
HOW MUCH OF THAT $190,000 BONUS ARE YOU GOING TO GIVE IT? VOTE YES. THE PUBLISHING THE BOMS COMPLETED EVALUATION.
VOTE, YES, TO PUBLISH ALL SCHOOL START SCORES.
F MILES, I HAVE NOT LOST HOPE.
EVERY BOARD MEET GIVES ME MORE HOPE.
EVERY CALL FOR FEDERAL INVESTIGATION ACCELERATED [NOISE] MY HOPE.
HOW CAN I EVER TRUST AND UNANIMOUSLY RUBBER STAMPING BOARD MEMBER?
>> CARLYN BURTON, PLEASE BEGIN.
>> HELLO. I'M THE PARENT OF A RISING FIFTH GRADER AT A NON NES SCHOOL MAGNET SCHOOL.
I'M SPEAKING TO THE DEFINED AUTONOMY FRAMEWORK.
I UNDERSTAND THAT OUR DISTRICT MUST DO BETTER IN EDUCATING ALL OF OUR STUDENTS.
HOWEVER, WITH 274 SCHOOLS, THERE CANNOT BE A ONE SIZE FITS ALL APPROACH.
I'M GLAD THAT MILES RECOGNIZES THAT IT WAS A MISTAKE TO NOT HAVE A DEFINED AUTONOMY FRAMEWORK BECAUSE THE PAST YEAR HAS SEEN A SIGNIFICANT EFFECT ON THE PROGRAMMING THAT OCCURS EVEN IN OUR MAGNET AND HIGHLY RATED CAMPUSES.
THIS IS IN DIRECT CONTRADICTION TO CONSTRAINT 3 THAT THIS BOARD HAS ADOPTED.
IF A DEFINED AUTONOMY FRAMEWORK IS ADOPTED,
[02:10:03]
IT CANNOT BE A MOVING TARGET WITH CONSTANT REVISIONS, OR WE WILL CONTINUE TO SEE EROSION AND ELIMINATION OF THE HIGH QUALITY AND AMAZING PROGRAMMING THAT HAS LONG EXISTED IN OUR SCHOOLS AND CREATED BY OUR TALENTED AND DEDICATED TEACHERS WHO ARE NOW FLEEING THE SCHOOLS.NOTABLY ABSENT FROM TODAY'S AGENDA IS THE PROGRESS MONITORING OF CONSTRAINT 3 WAS SCHEDULED FOR JUNE.
UNDER LONE STAR GOVERNANCE, YOUR JOB IS TO HOLD MILES ACCOUNTABLE TO THIS CONSTRAINT AND DEMAND EVIDENCE BASED RESEARCH FOR THE IMPACT ON THE PROGRAMMING IN ALL SCHOOLS INCLUDING NES [NOISE] [APPLAUSE] AND NON NES.
>> THANK YOU. FRANKLIN TAMBURELLO, PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN.
>> AS A PARENT OF TWO STUDENTS IN HISD, IT IS INFURIATING TO WATCH THE ENTIRE DISTRICT BEING DISMANTLED UNDER THE GUIDANCE THAT THIS IS TO BENEFIT OUR KIDS AND BENEFIT TEST SCORES.
IT IS DOING EITHER OF THESE THINGS.
THIS YEAR'S DATA SHOWS TEST SCORES HAVE NOT IMPROVED UNDER THESE DIVISIVE PLANS.
AS FOR THE KIDS IN HISD, THEIR STAR PRINCIPALS AND TEACHERS, SEVERAL OF WHO HAVE BEEN RECENTLY AWARDED PRINCIPAL OF THE YEAR, ARE BEING RIPPED AWAY WITH NO HONEST EXPLANATION OR TRANSPARENCY.
IF ANY OF YOU WERE OPERATING UNDER THE GUISE, THAT THIS IS GOOD FOR THE SCHOOLS, AND POSITIVE CHANGE, YOU NEED TO WAKE UP.
DOES THIS OUT NORMAL OR GOOD? THIS CHAOS ILLUSTRATES THAT ONLY BACK ROOM AGENDAS ARE BEING SERVED HERE.
MIKE MILES WANTS YOU'RE BLIND LOYALTY WITH NO QUESTIONS AND NO ACCOUNTABILITY, BOARD MEMBERS NEED TO BE ASKING LOTS OF QUESTIONS AND SCRUTINIZING EVERY DECISION.
YOU NEED TO BE AWARE OF WHY THESE DECISIONS ARE BEING MADE AND IF YOU ARE AWARE, YOU NEED TO BE ASHAMED FOR BEING PART OF THIS.
YOU DO THE RIGHT THING FOR THE KIDS AND YOU DO NOT HAVE TO APPROVE THIS BUDGET. THANK YOU. [NOISE]
>> FRANKLIN, TAMBURELLO, PLEASE TURN YOUR CAMERA ON.
>> WE'RE NOT ABLE TO HEAR YOU.
WE'RE GOING TO MOVE ON TO THE NEXT PERSON.
DR. ANITA WADHWA, PLEASE BEGIN.
>> I'M GOING TO BE READING IN SPANISH ON BEHALF OF A PARENT, AND THEN I'LL BE TRANSLATING TO ENGLISH IN BETWEEN.
[FOREIGN] MY NAME IS IDA RAMIREZ, NEFF ELEMENTARY B. I WANT TO RAISE MY VOICE FOR OUR TEACHERS AND DIRECTORS LIKE AMANDA WINGARD.
[FOREIGN] ANSWERS TO WHAT THEY ARE DOING WITH OUR SCHOOLS.
THEY OPPRESS US. THEY DON'T LET US SPEAK.
THEY OPPRESS OUR TEACHERS IN THE 21ST CENTURY.
[FOREIGN] THEY WANT US TO FEEL AFRAID.
WE ARE NOT GOING TO GIVE UP WITHOUT HAVING A REASON WHY THEY ARE LAYING OFF QUALIFIED PERSONNEL.
[FOREIGN] WE WANT TRANSPARENCY AND WE DEMAND TO BE TAKEN INTO ACCOUNT AND MAKE THE DECISIONS TOO.
>> NIKITA LEWIS, PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN.
>> MA'AM, YOU'RE ON MUTE. WE CANNOT HEAR YOU.
>> I'M SORRY. CAN YOU HEAR ME NOW?
>> YES, MA'AM. PLEASE GO AHEAD.
>> GOOD EVENING. MY NAME IS NIKITA.
I COME TO YOU TODAY AS NATURALLY AS I CAN, NATURAL HAIR AND ALL, NATURALLY TO BE A PARTNER IN EDUCATION, NATURALLY TO BE A CO PARENT, AND NATURALLY TO BE A COLLABORATOR.
HOUSTON ISD STUDENTS ARE NOT GIVING UP ON THEMSELVES AND WE SHOULDN'T EITHER.
WE SHOULD BE SUPPORTING AND INVESTING IN THEM TO CONTINUE THEIR STUDIES.
[02:15:03]
HOWEVER, JUST AS WITH THE CO PARENT SITUATION, WE MUST BE VERY TRANSPARENT IN PLANS FOR OUR CHILDREN TO HAVE THEIR BEST CHANCES TO FIT AT HAND.I BELIEVE THIS BUDGET NEEDS A CLOSER LOOK TO AIR OUT THE KEY QUESTIONS ABOUT HOW WE WILL FURTHER STRENGTHEN THOSE STUDENTS WHO ARE BEHIND AND CLOSE THE GAP BEFORE APPROVING.
IF WE CONTINUE TO LEAVE A GAP, WE'LL HAVE A BIGGER HOLE WHERE WE WON'T HAVE STUDENTS TO ACHIEVE BUT CONTINUE TO FAIL.
DON'T CONTINUE TO FAIL THE STUDENTS WHO HAVE ALREADY BEEN FAILED.
INSTEAD OF DOING ANY TYPE OF DICTATORSHIP OR SUBORDINATESHIP, WORK ON COLLABORATION. THANK YOU.
>> HELIA FOROUZAN, PLEASE BEGIN.
>> MISS FOROUZAN, PLEASE GO AHEAD.
SHE MUST NOT BE ABLE TO HEAR US.
>> MA'AM, CAN YOU PLEASE GO AHEAD? MISS FOROUZAN?
>> KRISTINA SAMUEL, PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN.
>> WE CAN HEAR YOU. GO AHEAD, PLEASE.
MISS SAMUEL, IF YOU'LL HOLD ON JUST A SECOND.
YES, MISS FOROUZAN, PLEASE. NOW YOU'RE ON MUTE.
>> WE MUTED YOU, SORRY. GO AHEAD, PLEASE.
>> I'M SORRY ABOUT THE DELAY. I'M SPEAKING ON BEHALF OF ALL TEACHERS WHO HAVE TAKEN THE SANDY HOOK PROMISE AGAINST BULLYING.
THE PRINCIPAL ASSIGNED TO TERMINATE ME AND OTHER EXPENSIVE TEACHERS GAVE US LOW SCORES ON OBSERVATION SIMPLY BECAUSE HE DIDN'T HAVE FAITH OUR ENGLISH LEARNERS WOULD PASS THE STANDARDIZED TEST.
HE'S NOT ESL CERTIFIED, DIDN'T KNOW WHAT SIF STOOD FOR, NOR HAD EXPERIENCE WORKING IN A HIGH SCHOOL WITH SO MANY ENGLISH LEARNERS.
I NEVER RECEIVED COACHING OR ANY EMAIL RESPONSES TO QUESTIONS THAT PERTAIN TO MY ROLE.
THE FEEDBACK I RECEIVED RED LIGHT A COPY PASTED TEMPLATE WITH ERRORS.
HE LITERALLY STAYED SEATED WHILE I STOOD BELL TO BELL FOR OUR STUDENTS.
MORE THAN HALF OF OUR TEACHERS WILL NOT BE RETURNING. WHY IS HE? WHERE ARE THE SPOT OBSERVATIONS FOR PRINCIPALS AND ADMINISTRATORS ASSIGNED TO FLIP OUR SCHOOLS? WHAT MERITS HIGH QUALITY LEADERSHIP UNDER THIS NEW SYSTEM? WILL THE SANDY HOOK PROMISE AGAINST BULLYING BE FORGOTTEN NEXT YEAR?
>> KRISTINA SAMUEL, PLEASE BEGIN.
GOOD EVENING. THIS IS REGARDING ITEM 7.
MY NAME IS KRISTINA SAMUEL, AND I HAVE COMPLETED MY FIRST YEAR AS A HIGH SCHOOL SCIENCE TEACHER AT SHARPSTOWN HIGH SCHOOL, WHO DESPITE BEING ASKED TO NOT COME BACK AND ALSO TO LOW SPOT SCORES, RECEIVED MY STATE CERTIFICATION THIS PAST WEEK.
IT DEMANDED CHILDLESS LATE NIGHTS AND WEEKENDS.
I WAS FORCED BY MY PRINCIPAL, APPOINTED BY MIKE MILES, THE SAME ONE AS THE PREVIOUS SPEAKER, TO MAKE ME EVEN USE ONE OF MY PERSONAL DAYS TO TAKE ONE OF MY REQUIRED CERTIFICATION EXAMS. WHILE I UNDERSTAND THE CHALLENGES OF STAFFING SHORTAGES, DO NOT CLAIM THAT YOU WERE RAISING STANDARDS IN THIS DISTRICT WHEN YOU WERE LOWERING IT.
THIS ADMINISTRATION SOMEHOW MANAGED TO MAKE AN ALREADY DETRIMENTAL TEACHER SHORTAGE, THAT IS A NATIONWIDE TREND, EVEN WORSE BY FIRING OR REASSIGNING THOSE SAME CERTIFIED VETERAN TEACHERS AND PRINCIPAL THAT YOU ARE NOW SCRAMBLING TO FILL THEIR POSITIONS BY PROPOSING TO ALLOW WAIVERS FOR CERTIFICATION.
UNDER THE NES MODEL, SOME OF THE HIGHEST PAID TEACHERS IN THE STATE ARE THE UNCERTIFIED INDIVIDUALS WITH NO EXPERIENCE OR EDUCATION BACKGROUND.
WHO HAS TAKEN OVER FOR? IT'S CERTAINLY NOT FOR THE VETERAN TEACHERS WHO ARE LEAVING OR FOR A CERTIFIED TEACHER LIKE MYSELF, WHO IS AS WELL.
IT'S CERTAINLY NOT FOR THE KIDS.
I URGE THE BOARD TO MAINTAIN CURRENT CERTIFICATION REQUIREMENTS.
>> CLAUDE BITNER, PLEASE BEGIN.
CLAUDE BITNER, PLEASE TURN YOUR CAMERA ON.
YOU MAY BEGIN. TERESA CARR, PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN.
>> GOOD EVENING. CAN YOU HEAR ME?
>> TERESA CARR. I AM A PREVIOUS HISD TEACHER.
I KNOW YOU GUYS KNOW WHO I AM.
I AM HERE TONIGHT TO SPEAK ON THE APPROVAL TO WAIVE CERTIFICATIONS FOR EDUCATORS, AND THAT WOULD JUST BE A TERRIBLE IDEA.
ALLOWING UNCERTIFIED PROFESSIONALS WITHIN THE SCHOOLS,
[02:20:02]
IT REMOVES THE INTEGRITY OF THE PROFESSION.IT REMOVES THE ABILITY FOR PEOPLE TO BE ASSURED THAT THEIR STUDENTS ARE GOING TO BE SERVED THE WAY THAT THEY DESERVE AND THE WAY THAT THE STATE REQUIRES THEM TO BE SERVED.
I URGE YOU TO VOTE NO ON ALLOWING A WAIVER FOR CERTIFICATIONS BECAUSE THOSE CERTIFICATIONS EVEN IN ORDER TO BE KEPT ACTIVE AFTER FIVE YEARS, YOU HAVE TO HAVE A CERTAIN NUMBER OF CERTIFICATION HOURS AND EXTRA EDUCATION, AND THAT MAKES SURE THAT EVERYONE IS UP TO DATE ON LAW AND THEORY, AND IT'S NECESSARY.
>> THANK YOU. CLAUDE BITNER, PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN.
>> HI, MY NAME IS CLAUDE BITNER, AN HISD PARENT AND TAXPAYER.
REGARDING THE BUDGET, THE NES MODEL IS A SNAKE OIL SALESMAN SOLUTION TO IMPROVING EDUCATION.
TODAY I AM READING A STATEMENT ON BEHALF OF A TEACHER FEARING RETALIATION, WHO IS ALSO A PARENT WHO WISHES TO ADDRESS MISS AUDREY MOMANAEE DIRECTLY.
AUDREY, AS A FELLOW PARENT AT PIN OAK, WE MET AT AN OPEN HOUSE, AND OUR CHILDREN WERE CLASSMATES.
WITH THE RECENT AUTONOMY SCHEDULE, I'VE GROWN INCREASINGLY UNCOMFORTABLE WITH THE LEVEL OF CONTROL MIKE MILES HAS OVER OUR A-RATED SCHOOL.
HAVE YOU LOOKED AT THE NES CURRICULUM? EVEN WITHOUT A BACKGROUND IN EDUCATION, IT'S CLEAR THAT IT'S INADEQUATE.
AS A TEACHER IN HISD, I HAVE FIRSTHAND EXPERIENCE WITH THIS CURRICULUM.
IT'S FILLED WITH MISTAKES AND LIFELESS ROBOTIC LESSONS.
AUDREY, YOUR APPROVAL OF THE NES CURRICULUM WILL HARM MORE STUDENTS AND TEACHERS.
PLEASE RECONSIDER AND STAND AGAINST THIS MADNESS.
>> JUSTIN LASIEWICZ. YOU MAY BEGIN?
>> THANKS SO MUCH. I'M SPEAKING ON AGENDA ITEM NUMBER 7, CONSIDERING THE APPROVAL OF A CERTIFICATION WAIVER FOR QUALIFIED BUT UNCERTIFIED COUNSELORS ON BEHALF OF CAROLYN EASTBURN, AN HISD SCHOOL COUNSELOR WHO COULD NOT ATTEND.
HIRING UNQUALIFIED COUNSELORS PUTS HISD AT RISK OF LEGAL CONSEQUENCES AND PARENT OUTRAGE FOR INCORRECTLY HANDLING COMPLEX AND SENSITIVE SITUATIONS SUCH AS SUICIDAL IDEATION, ABUSE, THREATS, PREGNANCIES, AND SELF HARM, SITUATIONS THAT ARE HANDLED BY OUR PROFESSIONAL COUNSELORS TODAY EVERY DAY.
QUALIFIED, BUT UNCERTIFIED IS VAGUE AND HAS NO DEFINITION OR STANDARD.
CERTIFIED COUNSELORS UNDERSTAND PROFESSIONAL AND ETHICAL STANDARDS AND ARE COMPETENT TO HANDLE STUDENTS' SOCIAL, EMOTIONAL, ACADEMIC, AND COLLEGE OR CAREER NEEDS.
THEY ADVOCATE FOR STUDENTS, MAINTAIN CONFIDENTIALITY, AND TEACH SKILLS THAT IMPROVE MENTAL AND PHYSICAL HEALTH THROUGHOUT THEIR LIFESPAN.
THEY ARE A SAFE ADULT IN TIMES OF NEED.
HIRE THE BEST FOR OUR CHILDREN.
>> LAST CALL FOR FRANKLIN TAMBURELLO.
>> I BELIEVE THAT CONCLUDES ALL OF OUR SPEAKERS TO AGENDA ITEMS AND HEARING OF THE COMMUNITY TONIGHT AT 7:29.
THE BOARD IS GOING TO RECESS FOR 10-15 MINUTES, AND WE WILL BE BACK. THANK YOU.
WE ARE ALL BACK AND WE'LL RESUME THE MEETING AT 7:54 PM.
THE NEXT ITEM ON OUR AGENDA THAT WE'LL BE TAKING UP IS THE PRESENTATION BY MR.
[Additional Item]
MILES OF THE STAAR DATA.>> YES, MA'AM. IN A MOMENT, I WILL PRESENT ON THE THREE THROUGH EIGHT STAAR SCORES, BUT AT THIS TIME, I'D LIKE TO INVITE DR. DORIS DELANEY, WHO IS OUR CONSERVATOR TO GIVE THE REPORT ON THE HIGH SCHOOL RESULTS FROM TEA.
>> GOOD AFTERNOON, BOARD PRESIDENT MOMANAEE, BOARD MEMBERS, AND SUPERINTENDENT MILES.
I AM HERE TONIGHT ON BEHALF OF THE TEXAS EDUCATION AGENCY TO PRESENT THE 2023/2024 END OF COURSE PERFORMANCE DATA RESULTS FOR HOUSTON ISD.
>> SORRY. CAN WE GET THE SCREENS UP? SORRY. I NEED TO DO SOMETHING.
[02:25:03]
RCA BOARD IS IN RECESS.WE'RE GOOD. SORRY, DR. DELANEY.
>> NO PROBLEM. TO ADD CONTEXT TO THE PRESENTATION, I'D LIKE TO DISCUSS WHAT WILL BE PRESENTED TONIGHT AND THE INFORMATION THAT WILL COME LATER.
THIS PRESENTATION WILL PROVIDE INFORMATION ON DATA FROM STAAR END-OF-COURSE OR EOC ASSESSMENTS, FOCUSING ON THE PERCENT OF STUDENTS MEETING GRADE-LEVEL EXPECTATIONS OR MEETS PERFORMANCE LEVEL.
STUDENT PERFORMANCE LEVELS ON STAAR IS SEPARATED INTO FOUR PERFORMANCE CATEGORIES.
STUDENTS ARE CATEGORIZED AS EITHER MASTER'S GRADE LEVEL, MEETS GRADE LEVEL, APPROACHES GRADE LEVEL, OR DID NOT MEET GRADE LEVEL.
IT IS THE EXPECTATION AT THE STATE THAT STUDENTS ACHIEVE MEETS OR MASTER'S GRADE LEVEL.
TONIGHT'S PRESENTATION DOES NOT INCLUDE DATA FROM THREE THROUGH EIGHT STAAR FROM THE AGENCY, WHICH WILL BE AVAILABLE AT A LATER BOARD MEETING, DATA BROKEN DOWN BY STUDENT DEMOGRAPHICS AVAILABLE AT A FUTURE BOARD MEETING OR DATA RELATED TO ACCOUNTABILITY, WHICH WILL BE RELEASED AUGUST 15TH, 2024.
THIS PRESENTATION WILL INCLUDE HISD'S PERFORMANCE COMPARED TO THE STATE, OTHER URBAN DISTRICTS, LARGE DISTRICTS IN THE REGION FOR AREA, AND LASTLY, WE WILL LOOK AT CAMPUS PERCENTAGES OF STUDENTS PERFORMING ON GRADE LEVEL.
BOARD MEMBERS, YOU HAVE SEEN THE PROGRESS OF HOUSTON ISD, AND IN SOME INSTANCES, PERHAPS COMPARED TO THE STATE.
I WANT TO BEGIN WITH THE BOTTOM TWO COLUMNS WHERE WE LOOK AT 2023 HOUSTON ISD PARTICIPATION AND 2024 HOUSTON ISD PARTICIPATION.
IF YOU NOTE, PARTICIPATION WAS 98% IN ALL LEVELS.
NOTE THAT PARTICIPATION RATES, AS DEFINED BY THE STATE, REFLECT REQUIRED TESTERS.
REQUIRED TESTERS ARE DEFINED AS FIRST-TIME TESTERS ENROLLED IN THE COURSE, AS WELL AS ANY RE-TESTERS.
WHEN WE LOOK AT THE RESULTS, YOU CAN SEE THAT HISD INCREASED IN ALL AREAS: ALGEBRA, BIOLOGY, ENGLISH 1, ENGLISH 2, AND REMAIN THE SAME IN US HISTORY.
SUPERINTENDENT MILES WILL BE OPEN TO ANSWERING ANY QUESTIONS THAT YOU MAY HAVE REGARDING HOUSTON ISD'S PERFORMANCE, BUT WHEN WE LOOK AT THE STATE, WE NOTICE THAT THE STATE REMAINED THE SAME IN ALGEBRA 1, BIOLOGY, ENGLISH 1, INCREASED FOUR PERCENTAGE POINTS IN ENGLISH 2, AND DECLINED IN US HISTORY.
THERE MAY BE SOME QUESTIONS ABOUT THOSE STATE-WIDE RESULTS.
PLEASE KNOW THAT TEA IS STILL ANALYZING THE DATA FOR TRENDS AND WILL REPORT THE FINDINGS IN THE FUTURE.
HOWEVER, THERE IS CONFIDENCE IN THE VALIDITY AND RELIABILITY OF THE SCORES FROM HOUSTON ISD AS WELL AS THE STATE.
THERE'S NO PLACE LIKE HOUSTON.
SO WE DON'T COMPARE HOUSTON REALLY TO ANYONE ELSE.
HOWEVER, THOUGH NO DISTRICT IN THE STATE COMPARES TO HOUSTON ISD, THE DISTRICTS REPRESENTED IN THIS SLIDE, SAN ANTONIO, FORT WORTH, DALLAS, EL PASO, AND AUSTIN DO REPRESENT URBAN AREAS ACROSS THE STATE WITH SIMILAR CHALLENGES AND DEMOGRAPHICS AS HOUSTON.
STARTING WITH OUR BASELINE, WE LOOK AT THE GROWTH WITH THE TESTS FOR THOSE DIFFERENT AREAS.
NOTICE THAT IN HOUSTON, AS WE SAID BEFORE, THERE WAS GROWTH IN ALGEBRA, BIOLOGY, ENGLISH 1, AND ENGLISH 2.
NOTE THAT HOUSTON IS THE ONLY DISTRICT THAT DID NOT SHOW A DECLINE IN ANY OF THE TESTED AREAS.
[02:30:08]
OF SAN ANTONIO ISD IN ENGLISH 2, THIS SUBSTANTIATES THE STATEMENT AT THE TOP, HOUSTON ISD SHOWED OVERALL GREATER GAINS IN PERCENT MEETING GRADE LEVEL THAN OTHER URBAN CENTER DISTRICTS.>> AGAIN, WITH HOUSTON BEING THE LARGEST DISTRICT IN THE STATE, IT IS ALSO THE LARGEST DISTRICT IN THE HOUSTON AREA OR THE REGION 4 AREA.
WE'RE GOING TO COMPARE HOUSTON'S RESULTS TO OUR NEIGHBORING LARGE SCHOOL DISTRICTS, ALDINE, ALIEF, CYPRESS-FAIRBANKS, SPRING BRANCH, AND FORT BEND.
I WANT TO GIVE KUDOS TO OUR REGION 4 SCHOOL DISTRICTS BECAUSE THEY ALL SHOWED GROWTH IN ENGLISH 2.
ALONG WITH HOUSTON, OUR NEIGHBORING SCHOOL DISTRICTS, ALSO SHOWED A GROWTH IN ENGLISH 2.
HOWEVER, WHEN YOU LOOK AT THE AGGREGATE OF THE SCORES, YOU CAN SEE THAT HOUSTON ISD WAS, AGAIN, WELL, OTHER THAN ALDINE, THEY SCORED HIGHER THAN ALDINE.
NO, ALDINE HAS A DECLINE THERE.
ALL OF THE DISTRICTS DID SHOW A DECLINE IN AT LEAST ONE AREA, WHEREAS HOUSTON ISD DID NOT.
THEREFORE, THIS SLIDE VALIDATES THE STATEMENT AT THE TOP.
>> EXCUSE ME. I'M SORRY. MISS KRAVITZ, IF YOU'LL PLEASE STOP INTERRUPTING.
WE'RE TRYING TO HEAR FROM THE CONSERVATOR.
MISS CHAPIN, THIS IS YOUR FIRST WARNING. PLEASE GO AHEAD.
>> THANK YOU. IT VALIDATES THE STATEMENT THAT HOUSTON ISD SHOWED OVERALL GREATER GAINS IN PERCENT MEETING GRADE LEVEL THAN LARGE DISTRICTS IN THE HOUSTON AREA.
FINALLY, IF WE LOOK AT THIS SLIDE, AND I KNOW THAT MAYBE SOME OF YOU ARE NOTING AS WE LOOK AT ALGEBRA 1, BIOLOGY, ENGLISH 1, ENGLISH 2, AND US HISTORY, THAT THERE ARE 50 SCHOOLS IN THE ALGEBRA 1 CATEGORY.
THE SCHOOL THAT IS ALSO INCLUDED IN ALGEBRA 1 THAT'S NOT INDICATED IN BIOLOGY, ENGLISH 1, ENGLISH 2, AND US HISTORY IS TH ROGERS, A SPECIAL AND UNIQUE SCHOOL THAT SERVES OUR VANGUARD AND SPECIAL ED STUDENTS.
BECAUSE IT IS A SCHOOL THAT GOES THROUGH 12TH GRADE, WE MUST INCLUDE THEIR ALGEBRA SCORES.
ON THIS SLIDE, WE'RE LOOKING AT CAMPUSES.
WE'RE NOT ONLY LOOKING AT THE TESTS, BUT WE'RE ALSO LOOKING AT EACH CAMPUS.
IF YOU LOOK AT ALGEBRA 1, AND SO THE GREEN SHOWS AN INCREASE IN THE PERCENT OF MEETS, AND THEN THE RED SHOWS THE DECREASE, AND OF COURSE, GRAY IS NO CHANGE.
WHAT WE WANT TO SEE IS LESS RED AND MORE GREEN.
IN ALGEBRA 1, AMONG OUR CAMPUSES, 62% HAD AN INCREASE IN MEETS.
THAT'S CAMPUS-BY-CAMPUS UP OVER 38% THE PREVIOUS YEAR.
IN BIOLOGY, 80% OVER 33% THE PREVIOUS YEAR.
IN ENGLISH 1, 55% OVER THE PREVIOUS YEAR, 45%.
IN ENGLISH 2, 80% OVER THE PREVIOUS YEAR OF 27%.
THEN IN US HISTORY WHERE THE DISTRICT REMAINED THE SAME, THERE ARE STILL MORE SCHOOLS THAT SHOWED AN INCREASE IN PERCENT MEETING GRADE LEVEL IN US HISTORY.
THIS ALSO VALIDATES THE STATEMENT AT THE TOP OF THIS SLIDE.
HOUSTON ISD HAS MORE CAMPUSES EXPERIENCING INCREASES IN THE PERCENTAGE OF STUDENTS PERFORMING ON GRADE LEVEL ON ALL EOCS FROM 2023-2024, COMPARED TO 2022 AND 2023.
WE UNDERSTAND THAT THERE HAVE BEEN CHANGES AND CHALLENGES DURING THIS TRANSITION YEAR.
[02:35:03]
WE ALL KNOW THAT CHANGE IS HARD.BUT THESE RESULTS ARE ENCOURAGING AND TRULY A TESTAMENT TO THE INCREDIBLE WORK OF HOUSTON ISD'S TEACHERS AND STUDENTS.
THERE IS STILL MUCH WORK TO BE DONE, BUT THEY SHOULD BE PROUD.
BOARD PRESIDENT, MOMANAEE AND SUPERINTENDENT MILES, THAT CONCLUDES MY REPORT.
I KNOW YOU'RE GOING TO SHARE WITH US SOME INFORMATION RELATED TO THIRD THROUGH EIGHT, IS THAT RIGHT?
>> YES, MA'AM. IF YOU WILL GIVE ME JUST A SECOND TO CHANGE SLIDES.
>> MADAM PRESIDENT, MEMBERS OF THE BOARD,
[REPORTS FROM THE SUPERINTENDENT]
WHAT A GREAT RESULT FOR KIDS AND TEACHERS IN THE DISTRICT.THIS IS A TIME FOR CELEBRATING BECAUSE THE KIDS DID WELL.
NO MATTER WHAT SOMEONE WOULD FEEL ABOUT THE INTERVENTIONS OR POLICIES, WHEN KIDS DO WELL, I THINK ONE OF THE SPEAKERS SAID, KIDS CAN'T DO WELL IF THEY'RE NOT HAPPY.
I THINK TONIGHT THEY'RE PROBABLY ECSTATIC BECAUSE I'M ABOUT TO REPORT ON THE 3-8 GRADE STAR SCORES.
I CAN'T REPORT OUT THE STATE RESULTS, BUT I CAN REPORT OUT HISDS RESULT AND TALK ABOUT OUR STUDENTS.
I'VE GOT TO GO BACK JUST FOR A MOMENT, THOUGH, IF WE'RE GOING TO TALK ABOUT THIS YEAR, ABOUT THE SUMMER LAST YEAR, THE LAST GENERATION OF KIDS IN SCHOOL BEFORE THE SKILLS GAP IS LOCKED IN.
WHEN WE ENTERED THE DISTRICT LAST YEAR, YOU AND I FACED A HUGE DEFICIT IN PROFICIENCY, 123 DNF CAMPUSES.
THE CHARGE WAS TO TURN THOSE SCHOOLS AROUND AS SOON AS WE COULD.
THE METHOD WE CHOSE TO DO THAT WAS WHOLE SCALE SYSTEMIC REFORM.
MAYBE A LOT OF PEOPLE DIDN'T UNDERSTAND WHAT THAT MEANT, BUT I THINK THIS SLIDE RIGHT HERE, WHICH WAS SHOWN BEFORE, WHOLE SCALE SYSTEM REFORM IS LARGE SCALE, COMPREHENSIVE OR FAR REACHING REFORMS DONE ALL AT ONE TIME IN ONE SECTION OF THE DISTRICT.
OF COURSE, THIS IS A LOT OF CHANGE.
BUT THE INCREMENTAL PIECEMEAL REFORMS OF THE PAST DID NOT WORK, AND WOULDN'T WORK GOING FORWARD.
WE DID SOMETHING DIFFERENT AND AVOIDED EINSTEIN'S COMMENT THAT DOING THE SAME THING OVER AND OVER AGAIN, EXPECTING A DIFFERENT RESULT IS THE DEFINITION OF INSANITY.
THE HISD VISION WAS TO MOVE OUR SCHOOLS THROUGH WHOLE SCALE SYSTEMIC REFORM.
NOT ALL 274 SCHOOLS, BECAUSE, OF COURSE, WE HAVE SOME OF THE BEST SCHOOLS IN THE NATION, BUT THE FACT IS THAT WE DO HAVE A NUMBER OF SCHOOLS THAT NEEDED TO MOVE FORWARD IN THEIR PROFICIENCY.
THE SYSTEMS PROBLEM THAT WE HAD WAS HOW TO CONDUCT WHOLE SCALE SYSTEM REFORM WHEN YOU ALREADY HAVE A MONOLITHIC SYSTEM, AND ONE WHERE YOU HAD 274 SCHOOLS THAT WERE DECENTRALIZED, AND THAT WAS THE SYSTEMS PROBLEM.
THE ANSWER WOULD BE SPLIT SCREEN STRATEGY WHERE YOU TAKE ONE PART OF THE DISTRICT AND GROW THAT OVER TIME, BUT ONLY UP TO 150 IF WE GET TO THAT POINT.
BASED ON THAT, THE QUESTION IS, HOW DID WE DO? YOU ALREADY SAW THE RESULTS AT THE HIGH SCHOOL LEVEL.
I'M EXCITED FOR DR. DELANEY TO COME BACK IN A COUPLE OF WEEKS AND REPORT OUT THE 3-8 GRADES BECAUSE THEY'RE GOING TO BE BETTER THAN THE HIGH SCHOOL RESULTS.
LET ME GIVE YOU A PREVIEW OF WHAT THAT LOOKS LIKE, AND SOME OF THE SUCCESSES FROM THIS YEAR BECAUSE IT'S NOT JUST ABOUT THE DATA, IT'S ABOUT MANY OTHER THINGS, AND LET'S LOOK AT THAT REAL QUICK.
TOP 10 ACCOMPLISHMENTS. I'LL PROBABLY WON'T GO THROUGH ALL OF THEM, BUT I'LL JUST HIT THE HEADLINES.
[02:40:02]
THE BIGGEST HEADLINE IS THAT WE DID, INDEED IMPLEMENT IN 85 SCHOOLS, THE NEW EDUCATION SYSTEM, AND THE RESULTS WERE PHENOMENAL.YOU ALREADY SAW THE HIGH SCHOOL ONES.
LET ME SHOW YOU THE ELEMENTARY ONES.
THESE RESULTS WILL SEEM EVEN MORE IMPRESSIVE WHEN YOU SEE THE STATES SCORES.
I CAN'T GIVE YOU THE EXACT NUMBERS BUT I CAN TELL YOU THAT THE STATE WENT DOWN IN MOST OF THEIR EXAMS. IN HISD, OUT OF THE 20 EXAMS, COUNTING THE HIGH SCHOOL ONES, WE WENT UP IN 18 OF THE TESTS.
>> NOT ONLY DID THE DISTRICT AS A WHOLE, GO UP PRETTY CONSIDERABLY.
IF YOU LOOK AT READING, YES, THIRD-GRADE READING, WE WENT DOWN ONE POINT, BUT IN ALL THE OTHER GRADES AND READING, THE DISTRICT AS A WHOLE, NON-NES AND NES WENT UP SEVEN POINTS IN FOURTH GRADE, EIGHT POINTS IN SIXTH GRADE, ETC.
IN MATH, THE DISTRICT DIDN'T DO QUITE AS WELL, BUT STILL WELL ABOVE THE STATE AND SIGNIFICANT GROWTH IN MOST OF THE SUBJECTS OR IN MOST OF THE GRADES.
WE WENT DOWN IN FIVE POINTS IN SCIENCE.
WHEN THE STATE GIVES ITS SCORES, YOU'LL SEE THE DIFFERENCE AND THEN EIGHTH-GRADE SCIENCE WENT UP ONE POINT, EIGHTH-GRADE SOCIAL STUDIES ONE POINT.
BUT WHAT I WANT YOU TO FOCUS ON JUST FOR A MOMENT, IS HOW NES DID COMPARED TO THE NON-NES.
THE NES READING SCORES, THE GROWTH, ONE YEAR TO NEXT, EVEN IN THIRD GRADE, NES SCORES WENT UP THREE POINTS.
ONE YEAR TO THE NEXT, IF YOU LOOK AT THE COMBINED SCORE FOR READING IN THE NES ORBIT, THAT'S PROBABLY THE BEST SINGLE-YEAR GROWTH IN ONE YEAR IN THE HISTORY OF THE TEXAS EXAMS. [APPLAUSE] THANK YOU. IN MATH, IT'S THE SAME THING, PROBABLY THE BEST SINGLE-YEAR GROWTH OF ANY TEXAS URBAN DISTRICT IN THE HISTORY OF THE TEXAS EXAMS. I CHALLENGE ANYBODY TO TAKE A LOOK AND SEE COMBINED NOW TOTAL INCREASE IN MATH AND TOTAL INCREASE IN READING FOR THE NES SCHOOLS.
OUR NON-NES SCHOOLS DID BETTER THAN THE STATE ALSO AND YOU CAN SEE THOSE SCORES THERE. THEY'RE POSITIVE.
ONCE YOU GET THE STATE EXAM, YOU'LL SEE THAT THEY DID BETTER THAN THE STATE AND OUR NON-NES SCHOOLS ALSO.
THE WHOLE DISTRICT DID WELL AND NES DID BETTER.
THE NES GROWTH IN ONE YEAR IN READING AND MATH FOR GRADES 3-8 IS INCREDIBLE AND LIKELY THE BEST SINGLE-YEAR IMPROVEMENT OF ANY LARGE URBAN DISTRICT IN THE HISTORY OF TEXAS.
ONE OF THE THINGS THAT I WANT TO EMPHASIZE JUST FOR A MOMENT IS THAT BEHIND ALL THESE NUMBERS ARE KIDS AND TEACHERS.
IT IS REAL KIDS, REAL TEACHERS, AND WE DESERVE TO RESPECT THEM.
WE DESERVE TO HONOR THEM AND CELEBRATE THEIR SUCCESS.
TAKE A LOOK, FOR EXAMPLE, AT WAINWRIGHT ELEMENTARY SCHOOL.
I WOULD APPRECIATE A LITTLE RESPECT FOR KIDS AND TEACHERS WHO WHO DID THIS.
WE'RE HERE TO HEAR FROM MR. MILES, AND WE'D LIKE TO DO THAT WITH MINIMAL INTERRUPTION.
>> IF YOU LOOK AT THIRD GRADE READING AT WAINWRIGHT ELEMENTARY SCHOOL, THERE ARE 17% OF THAT, COULD YOU REMOVE SOME PEOPLE, MADAM PRESIDENT?
>> IF THE PRINCIPAL OF WAINWRIGHT, WHOM I SPOKE WITH AND THE TEACHERS OF WAINWRIGHT WERE HERE, THEY WOULD TELL YOU THAT THEY WERE CELEBRATING THEIR KIDS.
THEY WERE HIGH-FIVING EACH OTHER.
THEY WERE TEARS OF JOY, AND THEY WERE MOTIVATED TO DO MORE.
THE PRINCIPAL OF WAINWRIGHT ELEMENTARY SCHOOL WAS JUST ELATED, AND THEY'RE MOTIVATED.
THE WHOLE SCHOOL AND THE COMMUNITY THAT THAT COMMUNITY FELT THAT THIS WAS A GOOD YEAR FOR THEM AND THE KIDS THRIVED.
>> DR. LOCKE, THIS IS YOUR FIRST WARNING.
>> THIRD GRADERS AT WAINWRIGHT LAST YEAR,
[02:45:04]
A YEAR AGO, 17% OF THEM MET GRADE LEVEL.YES, MAYBE IT'S A SMALL SCHOOL, BUT STILL YOU GOT TO APPLAUD THOSE KIDS WHO DID A GREAT JOB AND THE PRINCIPALS AND THE TEACHERS WHO STEPPED UP AND DID A GREAT JOB FOR KIDS.
MORE KIDS ARE READING AT THE PROFICIENT LEVEL AT WAINWRIGHT BECAUSE OF THE RESULTS OF THE KIDS AND THE TEACHERS.
[APPLAUSE] THAT HAPPENED IN SO MANY PLACES ACROSS THE DISTRICT. [OVERLAPPING]
>> I'M GOING TO TIME OUT EVERYBODY.
THE BOARD IS GOING TO TAKE A 10-MINUTE RECESS. IT IS.
>> WE ARE BACK FROM A BRIEF RECESS.
THE BOARD COMES TOGETHER TO OPERATE AS A BOARD WHEN WE COME TOGETHER.
WE CANNOT OPERATE OUTSIDE OF THIS.
THE REASON FOR THAT IS BECAUSE WE ARE HERE IN FRONT OF THE PUBLIC MAKING DECISIONS, DELIBERATING AND HEARING RESULTS OF THE WORK THAT THE DISTRICT IS DOING THIS YEAR.
IT IS IMPORTANT THAT WE MEET IN PUBLIC SO THAT PEOPLE CAN HEAR.
PART OF THAT IS THE FOLKS IN THIS ROOM, BUT PART OF IT IS ALSO THE PEOPLE OUTSIDE OF THIS ROOM WHO NEED TO BE ABLE TO WATCH THIS LATER, WHO DIDN'T HAVE THE OPPORTUNITY TO COME IN THIS EVENING AND WHO WANT TO WATCH IT LATER.
OUT OF RESPECT FOR THOSE PEOPLE AND THE FOLKS THAT ARE IN THIS ROOM,
[02:50:03]
I'M GOING TO GIVE EVERYONE AN ADMONITION.WE ARE NOT GOING TO BE SPEAKING OVER THE PERSON WHO IS SPEAKING.
AT PRESENT, THAT IS MR. MILES. THAT GOES FOR THE COMMUNITY, AND IT GOES FOR STAFF.
IF THERE IS AN INFRACTION, THE FOLKS WHO'VE ALREADY RECEIVED A WARNING AND EVERYBODY ELSE, PLEASE FOR THE SAKE OF TRANSPARENCY AND KEEPING THIS MEETING OPEN TO THOSE WHO ARE IN THE ROOM AND THOSE WHO ARE OUTSIDE OF THE ROOM, I WOULD ASK THAT YOU RESPECT THE PROCEDURES, AND I WILL BE REMOVING FOLKS IF WE NEED TO.
>> YES. THANK YOU, MADAM PRESIDENT, MEMBERS OF THE BOARD.
THE FACT IS THAT THERE ARE MANY OTHER SCHOOLS BESIDES WAINWRIGHT.
WAINWRIGHT IS A GREAT ELEMENTARY SCHOOL, AND THERE ARE MANY OTHER SCHOOLS THAT HAD RESULTS LIKE THIS.
I'M SO PROUD OF THEM, AND I THINK ALL OF US SHOULD BE PROUD OF THE KIDS.
THE KIDS WORKED HARD AND MORE KIDS CAN READ NOW THAN EVER BEFORE, NOT JUST AT WAINWRIGHT, BUT IN THE ENTIRE DISTRICT.
WHILE ONE SET OF DATA DOES NOT A TREND MAKE, AND I'VE SAID THAT BEFORE, AND I'M VERY CLEAR ABOUT THAT.
WE'VE GOT A LONG WAY TO GO, BUT WE'RE STARTING TO SEE THE TREND.
THE MIDDLE OF THE YEAR, END OF THE YEAR, YOU SAW THE RESULTS THERE.
ON JUNE 27, I'M GOING TO REPORT OUT ON THE NWA END OF YEAR RESULTS AND YOU'LL START TO SEE A TREND HERE.
WHILE THE WHOLE DISTRICT NEEDS SUPPORT, THE WHOLE DISTRICT IMPROVED AND WE HAVE, I THINK ENOUGH EVIDENCE TO SAY THE NES MODEL IS A PROVEN MODEL TO HELP KIDS.
COUPLE OF THINGS. I KNOW THAT THE BOARD WILL ENTERTAIN THE BUDGET TONIGHT AND WHETHER THE BOARD PASSES OR NOT, OF COURSE, IT'S UP TO YOU.
BUT ONE OF THE OTHER ACCOMPLISHMENTS WE DID WAS ZERO BASED BUDGETING AND PREVENT THE FISCAL CLIFF.
NUMBER 3, WE DID ON THE JOB COACHING, WHICH IS A REALLY TOUGH THING TO DO, AND THAT WAS ACROSS THE BOARD.
NUMBER 4, THE NEW STAFFING MODEL DID HELP.
YES. TEACHER APPRENTICES, LEARNING COACHES, ESPECIALLY IN THE NES ORBIT.
YES, THAT ADDED MORE STAFF, BUT INTENTIONALLY SO, AND THAT SEEMED TO HAVE HELPED, AND THAT WAS HARD TO IMPLEMENT, BUT WE DID THAT.
I WANT TO SPEND JUST A MINUTE ON THE CURRICULUM BECAUSE WHAT THE BOARD MAY NOT KNOW IS SOME OF THE DATA AND YOU MAY HAVE RECEIVED IT, BUT THE NES CURRICULUM, READING, WRITING MATH, SCIENCE, AND DIFFERENTIATED, REALLY HELP THE TEACHERS AND HERE'S A SIGN OF HOW STRONG THAT CURRICULUM IS, AND IT WAS CREATED BY THE CURRICULUM DEPARTMENT.
JUST ONE EXAMPLE, IN THE WEST DIVISION, TWO EXAMPLES.
WEST DIVISION, THERE ARE 67 NON NES SCHOOLS.
THIRTY SIX OF THEM USE THE NES CURRICULUM, EVEN THOUGH THEY DIDN'T HAVE TO AT LEAST IN SOME FORM OR FASHION.
IN THE 45 SCHOOLS THAT WE ARE PROPOSING ENTER THE NES ORBIT NEXT YEAR, 35 OF THEM ARE ALREADY USING THE NES CURRICULUM.
THAT'S EVEN THOUGH THEY DIDN'T HAVE TO.
TEACHERS LIKE THIS CURRICULUM BECAUSE IT'S MATERIAL THAT THEY DON'T HAVE TO GET, AND IT'S GETTING THEM GAINS.
WE DID THE ART OF THINKING COURSE AS PART OF THE NEW CURRICULUM.
THAT WAS A HUGE HELP FOR KIDS IN CRITICAL THINKING, INFORMATION LITERACY, AND PROBLEM SOLVING.
NUMBER 6 WAS PRINCIPAL EFFECTIVENESS RUBRIC.
WE HAD THE LARGEST PRINCIPAL EVALUATION SYSTEM IN THE NATION NOW, PAY FOR PERFORMANCE, DALLAS IS NUMBER 2.
NUMBER 7, WE STARTED THE UNIT CONCEPT, WHICH IS TO PUSH SUPPORTS TO THE FIELD.
THAT WAS A REALLY DIFFICULT THING TO DO WHEN YOU HAD 274 AUTONOMOUS SCHOOLS AND WE HAD TO REALLY BRING THEM TOGETHER.
THOSE SUPPORTS MADE THE SUPPORTS WAY MORE RESPONSIVE AND ALLOWED US TO KEEP SCHOOLS OPEN EVEN IN THE HOT DAYS. TEACHER SALARIES.
I THINK THE CHRONICLE IS FINALLY GOING TO REPORT THIS.
NEXT YEAR, THERE ARE 5,160 TEACHERS IN THE NES SCHOOLS, 5,160 ALMOST HALF.
THERE ARE 5,600 TEACHERS IN THE NON NES SCHOOLS.
THE AVERAGE TEACHER SALARY LAST YEAR WAS $68,250.
AVERAGE TEACHER SALARY IN THE NES ORBIT NEXT YEAR, 84,400, 5,000 TEACHERS ARE GOING TO BE MAKING IN THE 80S FOR SALARIES, AND THAT'S A HUGE SUPPORT FOR OUR TEACHERS.
[02:55:02]
IN THE NON NES WORLD, WE ALSO RAISE THE TEACHER SALARIES.BUT IT WAS A TOUGH BUDGET YEAR, AND SO THIS IS THE MOST WE COULD DO THIS YEAR.
ALL COMBINE THOUGH, WHEN YOU ADD AND DO A WEIGHTED AVERAGE OF ALL TEACHERS SALARIES IN HISD, THE AVERAGE SALARY NEXT YEAR IS GOING TO BE $77,300 IN THE NON NES OR IN THE YEAR BEFORE, $68,250.
THAT'S $9,000 DIFFERENCE IN ONE YEAR.
THAT'S WHAT WE DID FOR TEACHERS, AND WE'RE GOING TO CONTINUE TO TRY TO RAISE TEACHERS SALARIES.
>> I'M SORRY, MAM IN THE RED SHIRT.
YOU'VE BEEN WARNED SEVERAL TIMES.
YOU'RE GOING TO NEED TO LEAVE THE ROOM, PLEASE.
NO, YOU'RE READ, MA'AM. YES, MA'AM.
>> NUMBER 9, WE RECEIVED THE DISTRICT OF INNOVATION STATUS AND WHAT'S GOOD FOR.
MA'AM, I'M GOING TO ASK YOU TO PLEASE LEAVE THE ROOM.
I'M GOING TO GIVE YOU NOW A THIRD WARNING.
MA'AM, YOU NEED TO LEAVE THE ROOM.
MA'AM, I'M GOING TO ASK YOU TO LEAVE THE ROOM, PLEASE.
>> [INAUDIBLE]. YOU DON'T LIKE US [INAUDIBLE] NASTY DATA.
>> THE BOARD IS GOING TO GO INTO RECESS, 8:28 P.M.
MS. LOCKE, YOU HAVE RECEIVED MANY WARNINGS THIS EVENING.
SIR, IF YOU CAN CONTINUE, WE WILL DO SO.
>> MADAM PRESIDENT, MEMBERS OF THE BOARD, I'M ALMOST DONE HERE.
DISTRICT OF INNOVATION AND WE INCREASE THE NUMBER OF SCHOOL DAYS TO 180 FROM 172.
THAT'S GOING TO BE A GOOD THING FOR KIDS.
THEN FINALLY, WHILE THIS IS MAY SEEM LIKE IT'S HARD TO MEASURE, I THINK MOST PEOPLE KNOW THAT CULTURE BEATS STRATEGY, AND SO STARTING TO WORK ON A CULTURE OF CONTINUOUS IMPROVEMENT, A CULTURE OF HIGHER EXPECTATIONS AND ACCOUNTABILITY WITH SUPPORT, OF COURSE, A CULTURE OF ESSENTIALNESS, AND A SENSE OF URGENCY.
I THINK THAT IS ONE OF THE REASONS WHY WE'RE TURNING THE CORNER AND TURNING AROUND THESE SCHOOLS.
END OF THE DAY, THIS IS WHAT THE PICTURE OF OUR STAR RESULTS ARE LIKE.
IF YOU HAVE TO WRAP IT UP IN ONE PICTURE AND IT'S THE KIDS BEING SO SUCCESSFUL.
I HAVE TO SAY WE HAVE A LONG WAY TO GO.
IN THE SUMMER, I PUT THIS SLIDE UP.
IT MAY HAVE SEEMED IMPOSSIBLE, BUT IT WAS NECESSARY.
BUT IT TURNS OUT THAT IT'S NOT IMPOSSIBLE, THAT OUR KIDS CAN STEP UP, THAT THE KIDS WILL RISE TO THE LEVEL OF EXPECTATION.
LOW EXPECTATIONS, THAT'S WHERE THEY'LL SAY, HIGHER EXPECTATIONS, THEY ALWAYS RISE TO THE LEVEL OF EXPECTATIONS.
THAT'S WHAT OUR KIDS DID THIS YEAR.
>> NOW, MADAM PRESIDENT AND MEMBERS OF THE BOARD, IF YOU DON'T MIND, I JUST WANT TO SPEND JUST A FEW MORE MINUTES ON TYING OUR PROGRAMS TO THE BUDGET BECAUSE I KNOW WE'RE GOING TO BE TALKING ABOUT THE BUDGET A LITTLE BIT LATER.
[03:00:03]
IF I CAN TAKE A COUPLE MORE MINUTES TO TALK ABOUT THAT.WE HAVE OUR READING AND MATH SCORES IN MANY SCHOOLS ARE WAY LOW.
EVEN THE SCORES THAT I SHOWED YOU AT [INAUDIBLE], 17% PROFICIENT LAST YEAR, 46 IS A GREAT INCREASE, BUT IT'S STILL BELOW AVERAGE.
WE HAVE A LOT OF SCHOOLS LIKE THAT.
WE LAG BEHIND THE STATE AND THE NATION.
IT'S STUDENTS OF COLOR AND STUDENTS WHO EXPERIENCE POVERTY AND LANGUAGE BARRIERS THAT LAG BEHIND MOST.
I TALKED ABOUT A SKILLS GAP ALSO.
STUDENTS GRADUATING FROM HISD, SOME OF THEM OR MANY OF THEM DON'T HAVE THE FUNDAMENTAL SKILLS, MUCH LESS THE ENRICHMENT EXPERIENCES FOR THEM TO COMPETE IN HIGH SKILL, HIGH WAGE JOBS ONCE THEY LEAVE HISD.
WE REALLY NEED TO IMPROVE STUDENT OUTCOMES.
THE EXIT CRITERIA IS TO HAVE NO SCHOOLS WITH MULTIPLE YEARS OF D OR F RATED CAMPUSES.
THE BOARD HAS SET SOME GOALS RELATED TO THAT, EXIT CRITERIA AND ALSO ACHIEVEMENT.
THAT'S OUR MORAL OBLIGATION TO OUR KIDS, TO OUR STUDENTS.
NOW, I THINK A YEAR AGO AND CONTINUING ON THAT, WE MADE SOME BIG BETS.
THEY'RE NOT BETS IN THE SENSE THAT IT'S AN EXPERIMENT OR IT'S A GAMBLE.
THESE ARE THE BETS WE MADE, AND WE KNEW THAT IT WOULD WORK THE DEGREE TO WHICH DEPENDS ON THE IMPLEMENTATION AND THE FIDELITY AND THE LEADERSHIP.
THE FIRST BIG BET IS THAT WE WOULD CREATE AND EXPAND THE NEW EDUCATION SYSTEM.
NO OTHER LARGE URBAN DISTRICT HAS TRANSFORMED ITS UNDERPERFORMING CAMPUSES TO THE SCALE THAT WE HAVE DONE AND WILL DO.
THE NEW EDUCATION SYSTEM IS PROVING IT'S POSSIBLE TO ACCELERATE ACHIEVEMENT FOR ALL STUDENTS.
THE SECOND THING IS EQUALLY IMPORTANT.
DURING THE TIME THAT I WAS WALKING AROUND SCHOOLS, I'VE BEEN IN OVER 120 SCHOOLS THIS YEAR, AND WHEN I GO, I LOOK AT INSTRUCTION.
MANY OF YOU, IN FACT, I THINK EVERY SINGLE ONE OF YOU HAVE BEEN WITH ME ON A TOUR, SOME MORE THAN OTHERS.
BUT I'VE BEEN DOING IT ALMOST EVERY WEEK.
FIRST SEMESTER, I WENT TO FIVE SCHOOLS A WEEK, SECOND SEMESTER, UNFORTUNATELY, ONLY THREE SCHOOLS A WEEK, AND THE LAST MONTH, ONLY TWO SCHOOLS A WEEK.
BUT QUALITY INSTRUCTION IS A LEADING INDICATOR.
BUT THAT IN OUR PROFESSION IS A WELL KNOWN FACT.
QUALITY INSTRUCTION IS A LEADING INDICATOR OF ACHIEVEMENT.
WE BET THAT HIGH QUALITY INSTRUCTION THROUGHOUT THE DISTRICT, ESPECIALLY IN THE UNDERSERVED SCHOOLS WOULD GET US RESULTS AND HELP OUR UNDERSERVED STUDENTS EVEN MORE, BILINGUAL STUDENTS.
YOU'LL SEE IN THE DATA ONCE THE STATE BRINGS IT OUT, WE ALREADY HAVE SOME DATA.
OUR EMERGENT BILINGUAL STUDENTS GREW AND ARE RELATIVE TO THE DISTRICT'S AVERAGE SO THEY CLOSE THE GAP A LITTLE BIT.
OUR BLACK STUDENTS GREW FOUR OR FIVE PERCENTAGE POINTS ON READING AND MATH, CLOSING THE GAP BY FOUR OR FIVE PERCENTAGE POINTS, I MEAN, THEY GREW EVEN MORE THAN OUR OTHER STUDENTS, THE DISTRICT STUDENTS, AND OUR HISPANIC STUDENTS ALSO GREW.
WE KNOW THAT HIGH QUALITY INSTRUCTION WORKS AND WE'RE BETTING THAT IT WILL CONTINUE TO WORK.
THEN FINALLY, OF COURSE, STAFF CAPACITY AND LEADERSHIP IS SOMETHING WE CONTINUE TO NEED TO WORK ON AND THAT'S ALWAYS AN ATTITUDE WHEN YOU HAVE A CONTINUOUS IMPROVEMENT MODEL.
ALL OF US CAN GET BETTER, TEACHERS CAN GET BETTER, PRINCIPALS CAN BETTER, EXECUTIVE DIRECTORS, DIVISION SOUPS, AND THE SUPERINTENDENT CAN ALL GET BETTER.
WE NEED TO CONTINUOUSLY IMPROVE.
THOSE ARE KEY THINGS THAT WE'RE LOOKING AT.
WHEN YOU THINK ABOUT WHAT THE THINGS WE'RE DOING ARE REFLECTED IN THE BUDGET, HOW IT'S REFLECTED AND MANIFESTED IN THE BUDGET.
THAT'S WHY THE BUDGET REFLECTS AN EXPANSION OF NEW EDUCATION SYSTEM.
THAT'S WHY HIGH QUALITY INSTRUCTION IS SOMETHING WE HAVE TO DO AND GROWING OUR STAFF CAPACITY.
I'VE ALREADY BEEN THROUGH OTHER PIECES OF DATA FOR YOU.
THE 24/25 BUDGET DOUBLES DOWN ON THESE THREE BETS.
[03:05:04]
IF YOU HAVE TO BREAK IT DOWN TO ITS CORE FUNCTION.YES, THERE'S A LOT OF OTHER THINGS.
WE'RE SPENDING MORE MONEY ON PRE-K. WE'RE SPENDING MORE MONEY ON CCMR. YES, WE'RE DOING THOSE THINGS.
BUT THE THREE BIGGEST THING THAT WE ARE DOING IS THE THREE THINGS THAT WE TALKED ABOUT ON THE EARLIER SLIDE.
SIGNIFICANTLY INVESTING IN THE NES PROGRAM, BECAUSE WE BELIEVE THAT'S THE BET, HIGH QUALITY INSTRUCTION BECAUSE WE BELIEVE THAT'S THE BET AND GROWING OUR STAFF CAPACITY.
WHILE ENSURING THAT ALL 274 SCHOOLS HAVE THE SUPPORT NEEDED TO EDUCATE ALL STUDENTS AND PREVENTING HISD IS DIFFERENT FROM HITTING THE FISCAL CLIP PREDICTED BY THE PREVIOUS ADMINISTRATION.
THAT'S THE BIGGEST CONNECTION POINTS FROM WHAT WE'RE DOING, WHAT WE'RE BETTING ON NEXT YEAR AND THE BUDGET THAT YOU HAVE BEFORE YOU.
>> I THINK WE'LL RESERVE QUESTIONS ON THE BUDGET DISCUSSION.
THEN WITH REGARD TO THE TEST SCORE INFORMATION, MY PERSONAL PREFERENCE IS THAT WE HOLD ON THAT UNTIL WE HAVE MORE DATA AND THE INFORMATION THAT WE'RE GOING TO GET FROM TA, SO WE'LL DO THAT NEXT TIME.
ANY OBJECTIONS? VERY GOOD THEN.
I THINK WE NOW NEED TO HAVE THE PUBLIC HEARING REGARDING
[PUBLIC HEARING REGARDING THE STATE COMPENSATORY EDUCATION EVALUATION SUMMARY]
THE STATE COMPENSATORY EDUCATION EVALUATION SUMMARY.MR. MILES, DO YOU HAVE SOMEBODY QUEUED UP FOR THAT?
I WOULD LIKE TO CALL ALLISON MATNEY TO DISCUSS STATE COMP ED.
>> MAKING SURE WE HAVE THE POWERPOINT LOADED.
>> DR. TERRY, WHEN DR. MATNEY IS DONE, YOU'LL BE PREPARED TO DO THE PUBLIC MEETING TO DISCUSS THE BUDGET AND PROPOSED TAX RATE.
THANK YOU. DR. MATNEY, HERE YOU ARE. WE'RE ON.
>> THEY SHOULD BE PULLING IT UP RIGHT HERE.
I'M HERE THIS EVENING TO REPORT ON A STATUTORILY-REQUIRED STATE COMPENSATORY EDUCATION REPORT.
STATE COMPENSATORY EDUCATION IS A PROGRAM THAT IS DESIGNED TO REDUCE DROPOUT RATES AND INCREASE ACADEMIC ACHIEVEMENT AND PERFORMANCE OF AT-RISK STUDENTS.
WE GET ADDITIONAL STATE FUNDING FOR STUDENTS WHO ARE IDENTIFIED AT RISK OF DROPPING OUT, AND IT IS A REQUIREMENT THAT WE SPEND THOSE FUNDS ON STUDENTS WHO ARE CODED FOR THOSE REASONS.
WE PROVIDE THEM ADDITIONAL PROGRAMMING SO THAT THEY ARE NOT DROPPING OUT OF SCHOOL AND THEY ARE ACHIEVING HIGH LEVELS OF ACADEMIC PERFORMANCE.
JUST AN OVERALL VIEW OF OUR AT-RISK IDENTIFICATION AS A DISTRICT FOR THE LAST FEW YEARS, WE HAVE SEEN A SPIKE IN AT-RISK DOCUMENTATION OF STUDENTS, WHICH MEANS AN INCREASE IN PROGRAMMING SO AS STUDENTS ARE IDENTIFIED, WE'RE ABLE TO SERVE THEM.
THE ACTUAL REPORT IS GOING TO BE POSTED ON OUR PUBLIC WEBSITE IN THE MORNING, AVAILABLE TO THE PUBLIC, AND IT DOES A THOROUGH ANALYSIS OF THE STATE COMPENSATORY EDUCATION CODES FOR STUDENTS, FUNDING FOR STUDENTS, AS WELL AS STUDENT OUTCOMES.
THAT WAS A PREVIEW OF THE REPORT THAT WILL BE POSTED IN THE MORNING.
>> THANK YOU. NEXT ON OUR AGENDA IS
[PUBLIC MEETING TO DISCUSS BUDGET AND PROPOSED TAX RATE]
THE PUBLIC MEETING TO DISCUSS BUDGET AND PROPOSED TAX RATE.[03:10:01]
THIS IS THE STATUTORY PRESENTATION, CORRECT?>> THANK YOU. WE'RE GOING TO HAVE A CLOSED SESSION IMMEDIATELY FOLLOWING THIS.
>> YES, SIR. WE'VE GOT DR. MATNEY'S PRESENTATION STILL UP. LET'S GET THAT FIXED.
>> MADAM PRESIDENT, BOARD MEMBERS, AND [INAUDIBLE]
>> I DON'T THINK YOUR MIC IS ON.
IF YOU HAVE A PRESENTATION, THAT'S NOT UP.
>> I KNOW THE PRESENTATION. THAT'S BETTER, RIGHT?
>> I THINK WE'RE GOOD. THANK YOU.
>> MIC WORKING? YES. AGAIN, MADAM PRESIDENT, BOARD MEMBERS, THANK YOU VERY MUCH FOR THE OPPORTUNITY TO PRESENT THE BUDGET.
MEMBERS OF THE AUDIENCE, THANK YOU.
I WANT TO THANK YOU, THANKS TO MY STAFF FOR WORKING SO HARD TO PUT THIS TOGETHER AND ALSO FOR ALL THE CHIEFS AND DIVISIONAL SUPS THAT MADE A VERY TOUGH BUDGET YEAR, VERY DIFFICULT, BUT WE GOT IT DONE.
BY STATUTE, WE HAVE TO TALK A LITTLE BIT ABOUT THE PROPERTY VALUE.
PROPERTY VALUE IS WHERE WE GET OUR MONEY FROM.
THIS YEAR IS THE TAX YEAR 2024, AND THAT IS FOR SCHOOL YEAR 2025.
YOU REFER TO THE TAX YEAR AS ONE YEAR BEFORE THE SCHOOL YEAR, SO THIS IS FOR NEXT YEAR'S.
IF YOU LOOK AT THIS LINE ON THE FAR RIGHT, PROPOSED TAXABLE VALUES, THESE ARE THE TAXABLE VALUES RIGHT HERE.
THE LARGEST PERCENTAGE, ABOUT 42%, IS RESIDENTIAL AND REAL ESTATE IMPROVEMENTS.
THIS HERE IS THE TAXABLE VALUE RIGHT HERE OF $233 BILLION.
THIS DOESN'T INCLUDE, WHAT I CALL, THE GIVEAWAYS FOR HOMESTEAD EXEMPTIONS.
HERE'S THE AVERAGE MARKET VALUE OF A RESIDENT THIS YEAR FOR HOMES.
IT'S 410,000 AFTER THE EXEMPTIONS, 100,000 FOR HOMESTEAD EXEMPTION, PLUS WE GIVE ANOTHER 20% LOCAL HOMESTEAD EXEMPTION.
IT'S $166,000, WHICH IS WHAT WE WILL TAX INDIVIDUAL HOME ON, AND IT IS A PENNY FOR EVERY $100.
YOU WOULD DIVIDE THIS BY $100 AND MULTIPLY IT BY THE TAX RATE.
THE TAX RATE IS 70 CENTS FOR M&O AND 16 CENTS FOR THE I&S TAX.
LET'S TALK ABOUT THE GENERAL FUND.
AGAIN, THIS IS THE TAX RATES OF THE M&O, WHICH RUNS THE OPERATIONS OF THE DISTRICT, AND THE I&S WHICH PAYS OFF THE DEBT, AND YOU CAN SEE THE TAX RATE HAS NOT CHANGED.
PART OF THAT HAS TO DO WITH THE FACT THAT OUR ASSESSED VALUE ONLY WENT UP 0.64, NOT EVEN 1%.
THIS IS WHAT MADE THE BUDGET SO HARD TO DEAL WITH THIS YEAR, IS THAT YOU CAN SEE THE REVENUE FOR LAST YEAR WAS AT THE BOTTOM LINE HERE OF $2.8 BILLION.
WHAT WE EXPECT RIGHT NOW IN '25 IS 2.3 BILLION OR $528 MILLION.
WE HAD TO ESSENTIALLY FIND SOMEWHERE, AND THIS IS A REASON WHY.
THE REASON WHY IS BACK IN 2016, '17 SCHOOL YEAR, YOU CAN SEE THIS BLACK LINE REPRESENTS THE BUDGETS AND THE DEPARTMENTAL EXPENSES, ALL EXPENSES, REALLY.
THEN THE RED LINE HERE REPRESENTS THE STUDENTS.
THE STUDENTS IS WHAT DETERMINES OUR ENTITLEMENT, HOW MUCH MONEY WE'RE GOING TO GET FOR.
AT THIS POINT, YOU CAN SEE THAT THE EXPENSES, ROWS, ROWS, AND ROWS, WHY OUR INCOME SOURCE, WHICH IS REPRESENTED BY STUDENT'S DECLINE, AND THIS HUGE DEFICIT BEING THIS YEAR AT 528 MILLION THAT WE HAD TO FIND.
[03:15:03]
I WANT TO CLEAR UP SOME ISSUES THAT HAVE COME TO MY ATTENTION.WHAT WE DID THIS YEAR, AND WE'VE TRIED TO EXPLAIN, IS THAT THE PUA, WHICH IS THE PER UNIT ALLOCATIONS, OUT TO THE SCHOOLS EACH YEAR IS THE BASE.
YOU CAN SEE THAT THE BASE PUA FOR CAMPUSES, THIS IS NOT NES CAMPUSES, WITH $2.7 MILLION, AND FOR '25 IN THIS EXAMPLE HERE IS 2.4 MILLION.
THIS REPRESENTS 12% DECLINE, WHICH IS A LEVEL THAT WE SAID WE WOULD NOT GO BELOW 12%.
THIS PARTICULAR EXAMPLE, THE SCHOOL WOULD HAVE GONE BELOW THE 12%, BUT WE KEPT IT AT 12%.
WHAT MOST PEOPLE DON'T UNDERSTAND IS THAT IN THIS AMOUNT HERE, FOR THIS BASIC LEVEL OF EXPENDITURES FOR THE CAMPUSES, DON'T INCLUDE AS AN EXAMPLE IN SALARIES.
WE ALLOW THE CAMPUSES TO GO OUT AND PURCHASE TEACHERS BASED ON THE AVERAGE SALARY.
WHAT WE DO CENTRALLY IS WE ADD TO THAT NUMBER, WE ADD BENEFITS, SALARY INCREASES, AND ACTUAL SALARY.
IF AN AVERAGE SALARY CAME IN AT 65,000 AND THEIR ACTUAL SALARY WAS 70,000, THAT 5,000 WOULD BE BUILT IN THAT WE WOULD COVER FOR THE CAMPUSES.
YOU CAN SEE WE ALSO ADD SPECIAL ED, SUMMER SCHOOL, FISCAL SUPPORTS, UTILITIES, OTHERS FOR A TOTAL.
IF YOU WERE TO LOOK AT A FINANCIAL STATEMENT, YOU MIGHT SEE THAT THAT TOTAL FOR THE CAMPUS IS SIX MILLION DOLLARS.
A LOT OF PEOPLE THINK THAT, IF I LOOK AT THIS SIX MILLION DOLLARS AND THEN I COMPARE IT, YOU SAY, OH MY GOODNESS, THEY GOT A 55% DISCOUNT.
BUT NO, IN TERMS OF THE PUA, THE BASE, WE KEPT IT AT 12.
AGAIN, WHAT WE DID IS WE'VE MADE SOME PROJECTIONS IN TERMS OF COURSE BENEFITS ADDING 15%, AND THEN WE ALSO ADDED THESE OTHER ADD-ONS TO WHAT WE THINK THAT THE CAMPUS WILL BE THIS NEXT YEAR.
WHAT REALLY HAPPENS WHEN WE GET INTO 2025 WILL PROBABLY BE OTHER KINDS OF EXPENSES.
AS AN EXAMPLE, SAY FOR UTILITIES HERE, THERE MIGHT BE A LEAK, AND IT TURNS OUT THAT WE COST OUT TO THE CAMPUS ADDITIONAL $300,000.
>> THIS IS EXAMPLE 2, SAME SCENARIO, BUT IN THIS CASE, THE DECLINE WAS ABOUT 7%.
BUT AGAIN, YOU CAN SEE WHERE THIS IS THE PUA NUMBER, THE BASE ALLOCATION OUT TO THE CAMPUSES, AND THEN WE HAD THE ADD ONS HERE TO GET THE TOTAL FOR 24 AND NEXT YEAR, WE HAD TO WE'VE MADE PREDICTIONS HERE AS TO WHAT WE THINK THE ADD ONS WILL BE FOR 25.
GUARANTEE YOU, BY THE TIME WE END NEXT YEAR, THIS NUMBER WILL HAVE CHANGED.
LET'S TALK A LITTLE BIT ABOUT DEBT SERVICE.
THE DEBT SERVICE FUND PAYS FOR OUR DEBT THAT WE CARRY.
HERE'S THE STRUCTURE OF OUR DEBT.
NOTICE THIS SECOND COLUMN OF NUMBERS HERE IS 1.7 JUST UNDER 1.8 BILLION DOLLAR FOR A DISTRICT THIS SIZE WITH THE $233 BILLION, WE BY STATUTE COULD CARRY A DEBT OF 23 BILLION DOLLAR, AND WE'RE NOT.
WE'RE AT LESS THAN $2, BILLION.
THIS GRAPH HERE REPRESENTS THE PRINCIPAL IN THE DARK AND THE BLUE IS THE INTEREST, JUST LIKE A MORTGAGE, YOU START YEAR 1, AND AS YOU GO THROUGH THE YEARS, YOU PAY DOWN.
THIS STRUCTURE RIGHT NOW IS ESSENTIALLY AT 18 YEARS.
THAT IS REALLY SHORT PERIOD OF TIME.
THIS GRAPH IS THE SAME GRAPH, EXCEPT IT SHOWS HOW WE WENT AND WE SOLD THE TRANCHES WHEN THEY HAD BOND MONEY, AND IT JUST SHOWS YOU WHAT EACH TRANCH BY DIFFERENT COLORS.
THIS IS THE RECOMMENDED DEBT SERVICE BUDGET.
AGAIN, WE LOOK AT THE BOTTOM LINE.
[03:20:02]
THE END OF JUNE, WE EXPECT $126 MILLION, AND BY NEXT YEAR, IT WILL GO UP APPROXIMATELY 35,000,162.WE'RE IN GOOD SHAPE WITH OUR DEBT SERVICE.
WE SEE NO PROBLEM INTO THE FUTURE WITH OUR DEBT.
REMEMBER, THERE ARE THREE BUDGETS THAT YOU HAVE TO APPROVE TONIGHT OR WE'RE ASKING YOU TO APPROVE TONIGHT.
ONE IS THE GENERAL FUND, THE M&O, THE SECOND IS THE DEBT SERVICE, AND THE THIRD THE NUTRITIONAL SERVICES.
THE NUTRITIONAL SERVICE THIS YEAR IS AT 62 MILLION, ALMOST 63 MILLION, AND NEXT YEAR, WE EXPECT IT TO BE THE SAME.
UNDER THE TEXAS DEPARTMENT OF AGRICULTURE, WE ACTUALLY NEED TO BRING THIS FUND BALANCE DOWN.
WE HAVE A PLAN TO TRY TO RENOVATE OF SOME OF THE SCHOOLS WITH UPGRADES TO SOME OF THE CAFETERIA.
THIS THEN IS THE BUDGET IN THE FORM THAT BY STATUTE YOU NEED TO APPROVE.
YOU HAVE OVER HERE IS THE FUNCTIONS.
THESE ARE ALL OF FUNCTIONS, EXPLAINS THOSE FUNCTIONS.
HERE IS THE DEBT SERVICE FUND, AND HERE IS THE NUTRITIONAL FUND.
YOU CAN SEE THAT FIRST OF ALL, THIS NUMBER HERE, THE 932 IS WHAT WE EXPECT TO END THIS YEAR WITH.
THE END OF THE YEAR FUND BALANCE BECOMES THE FOLLOWING YEAR'S BEGINNING FUND BALANCE.
WE EXPECT THEM TO USE ABOUT 131 MILLION OF THE FUND BALANCE TO LEAVE US WITH ABOUT AN 801 MILLION FUND BALANCE BY NEXT YEAR.
YOU CAN AGAIN SEE THAT BOTH IN OUR DEBT SERVICE AND OUR NUTRITIONAL SERVICE, THE FUND BALANCE LOOKS HEALTHY.
>> I THINK WE'LL HOLD ON QUESTIONS UNTIL AFTER A CLOSED SESSION AND YOU'LL BE AVAILABLE?
AT THIS TIME, THE BOARD WILL RECESS TO CLOSE SESSION UNDER CHAPTER 551 OF TEXAS
[RECESS TO CLOSED SESSION UNDER SECTIONS 551.004 THROUGH 551.089 OF THE TEXAS GOVERNMENT CODE FOR THE PURPOSES LISTED IN THIS NOTICE (Part 1 of 2)]
GOVERNMENT CODE OPEN MEETINGS ACT SUB-SECTIONS 551.004 THROUGH 551.089.SHOULD BOARD FINAL ACTION VOTE OR DECISION ON ANY MATTER CONSIDERED IN THE CLOSED SESSION BE REQUIRED? SUCH FINAL ACTION VOTE OR DECISION SHALL BE TAKEN AT THE OPEN MEETING COVERED BY THIS NOTICE UPON THE RECONVENING OF THIS PUBLIC MEETING OR AT A SUBSEQUENT PUBLIC MEETING OF THE BOARD UPON NOTICE THEREOF.
THE BOARD HAS RECESS CLOSED SESSION AT 8:57 PM.
>> GOOD EVENING. THIS MEETING IS RECONVENED AT 10:19 PM.
[RECONVENE IN OPEN SESSION (Part 1 of 2)]
BEFORE ARE THERE ANY MOTIONS COMING OUT OF CLOSED SESSION?[CONSIDERATION AND POSSIBLE ACTION ON MATTERS DISCUSSED IN CLOSED SESSION ]
MAYBE HIT MY COMPUTER.>> YES. HIT MY COMPUTER SO YOU CAN GET BACK TO THE SCREEN.
YES, I MOVE THAT THE BOARD APPROVES THE BALANCE OF THE CLOSED SESSION PERSONNEL AGENDA, INCLUDING SPECIFICALLY, THAT THE BOARD APPROVES PROPOSED TERMINATIONS OF CONTINUING TERM AND PROBATIONARY CONTRACTS, THAT THE BOARD APPROVES PROPOSED NON RENEWALS OF TERM CONTRACTS, THAT THE BOARD APPROVES ISSUANCE OF FOURTH YEAR PROBATIONARY CONTRACTS AND AUTHORIZES A SUPERINTENDENT OR HIS DESIGNEE TO PROVIDE NOTICE OF THE SAME.
THAT THE BOARD APPROVES WITHDRAWAL OF CONTRACT RECOMMENDATIONS AND ANY REISSUANCE OF THE SAME, AND THAT THE BOARD APPROVES THE ISSUANCE OF FINAL ORDERS ON CONTRACT TERMINATIONS AND NON RENEWALS AS DISCUSSED IN THE CLOSED SESSION, EFFECTIVE JUNE 13TH, 2024.
>> CAN YOU CLICK? SORRY, JEANETTE BEAT YOU TO IT.
WE'VE GOT A MOTION BY MR. CAMPO AND A SECOND BY MISS GARZA LINER.
I IS THERE ANY DISCUSSION? IF NOT, PLEASE VOTE.
ADAM, ARE YOU VOTING? CAN YOU GIVE A THUMBS UP OR THUMBS DOWN?
>> YES. I SAID IT IN THE CHECK.
[03:25:08]
MOTION PASSES NINE IN FAVOR, ZERO ABSTENTIONS.>> YES, I HAVE ANOTHER MOTION.
I MOVE THAT THE BOARD AUTHORIZE THE SUPERINTENDENT OR HIS DESIGNEE TO NEGOTIATE, EXECUTE, AND AMEND ALL DOCUMENTS PERTAINING TO A LEASE AGREEMENT WITH HARRIS HEALTH, LYNDON B JOHNSON HOSPITAL FOR THE DEVELOPMENT OF A COMMUNITY GARDEN AT BARBARA JORDAN CAREER CENTER.
>> THANK YOU. THEY HAVE TO HIT MOTION.
>> CAN WE REFRESH THAT, BRIAN? SORRY. A MOTION BY MR. CAMPO AND A SECOND BY MISS MONOSA.
IS THERE ANY DISCUSSION? SEEING NONE, PLEASE VOTE.
>> MOTION PASSES NINE IN FAVOR, NO ABSTENTIONS.
THANK YOU. ARE THERE ANY OTHER MOTIONS?
>> NO. WE HAVE ONE ITEM PULLED FROM THE CONSENT AGENDA.
[2. Approval Of The 2024-2025 Recommended Budget]
THAT IS ITEM NUMBER 2, APPROVAL OF THE 2024 2025 RECOMMENDED BUDGET.BEFORE WE DISCUSS THAT BUDGET, I WOULD LIKE TO INVITE BOARD COACH ASHLEY PAZ OF COLLECTIVE LEADERSHIP STRATEGIES TO THE MICROPHONE.
ASHLEY, CAN YOU PLEASE JUST BRIEFLY FOR US, REMIND BOARD MEMBERS OF OUR RESPONSIBILITIES REGARDING CONSIDERATION OF THE DISTRICT BUDGET.
>> HI, EVERYONE. HOW ARE YOU TONIGHT?
>> WE'RE GOING TO CONSIDER OUR ANNUAL BUDGET.
THIS IS AN EXCITING MOMENT FOR THIS BOARD.
I'D LIKE TO TAKE A COUPLE OF MINUTES TO REMIND YOU OF THE BOARD'S PERSPECTIVE AND WHAT IT SHOULD BE IN CONSIDERATION OF THE BUDGET.
I KNOW THAT THERE ARE A LOT OF DIFFERENT PIECES OF INFORMATION THAT YOU ALL HAVE REVIEWED OVER THE LAST SEVERAL MONTHS, AND DEFINITELY A LOT OF DIFFERENT CONVERSATIONS AND DIFFERENT LAYERS OF THIS BUDGET SO IT'S REALLY EASY TO FALL INTO JUST ALL OF THAT.
BUT THIS IS JUST A REMINDER THAT THE BOARD'S ROLE WITH APPROVING THE BUDGET, AND REALLY WHAT IS THE BOARD'S ROLE WITH ALL OF THE DECISIONS THAT YOU HAVE TO MAKE AS A BOARD IS, HOW IS THIS GOING TO HELP US ACCOMPLISH OUR GOALS? SCHOOL SYSTEMS EXIST FOR ONE REASON AND ONE REASON ONLY.
THAT IS TO IMPROVE STUDENT OUTCOMES.
AS A BOARD, YOU DO THIS BY ADOPTING GOALS THAT ARE ALIGNED WITH YOUR COMMUNITY'S VISION AND CONSTRAINTS THAT ARE ALIGNED WITH THEIR VALUES.
THIS BUDGET SHOULD ACCOMPLISH THAT.
IT SHOULD MAKE ACCOMPLISHING YOUR GOALS, THE ABSOLUTE FIRST PRIORITY FOR THE SCHOOL SYSTEM.
FOR THE COMMUNITY, I'M GOING TO SHARE THE COACHING THAT YOU ALL HAVE BEEN GIVEN PREVIOUSLY.
IT IS TO START THE BUDGET CONSIDERATION FROM A PLACE OF SKEPTICISM.
THIS ISN'T BECAUSE WE DON'T TRUST THE SUPERINTENDENT.
IT ACTUALLY IS BECAUSE WE WANT TO BE ABLE TO DEFEND THE DECISIONS THAT WE'RE MAKING.
JUST LIKE WHEN YOU'RE IN GRAD SCHOOL, WORKING ON YOUR DOCTORAL PROGRAMS, YOU WRITE A DISSERTATION BEFORE YOU GET THOSE LETTERS BEFORE YOUR NAME, YOU ACTUALLY HAVE TO GO AND DEFEND THE RESEARCH THAT YOU DID.
YOU HAVE TO DEFEND YOUR DISSERTATION.
THIS IS SOMETHING WE BELIEVE IN.
THAT'S THE WAY THAT WE'RE GOING TO GO ABOUT THIS DECISION.
START FROM A PLACE OF SKEPTICISM, SUPERINTENDENT, IT'S YOUR JOB TO CONVINCE THE BOARD THAT THIS BUDGET IS ALIGNED WITH THE GOALS.
BOARD, YOU HAVE AN OBLIGATION TO MAKE SURE THAT THAT ALIGNMENT EXISTS BEFORE YOU CAST YOUR YES VOTE.
WHAT QUESTIONS, IF ANY, DO YOU HAVE OF ME BEFORE I LEAVE YOU TO IT?
>> NONE FROM ME. ANYBODY OVER HERE? QUESTIONS, COMMENTS? NO. ON THAT SIDE? THANK YOU VERY MUCH.
>> THIS ITEM IS ITEM NUMBER 2 APPROVAL OF THE 2024 2025 RECOMMENDED BUDGET.
CAN I HAVE A MOTION TO APPROVE THIS ITEM OR IS THERE A MOTION TO APPROVE THIS ITEM?
[03:30:12]
I HAVE A MOTION FROM MS. FLOWERS. IS THERE A SECOND? A SECOND FROM MS. MENDOZA.I SUSPECT THERE'S SOME DISCUSSION.
I PULLED THIS ITEM, BUT I IMAGINE OTHERS HAVE SOME QUESTIONS OUTSTANDING.
MS. MENDOZA, DO YOU HAVE ANY QUESTIONS OUTSTANDING? MR. MARTINEZ? MR. CAMPO? NO. MS. AUZENNE BANDY? NO QUESTIONS? NO? DO YOU HAVE ANY QUESTIONS, MS. LINDNER?
>> THANK YOU. MR. MILES, THE SUMMARY YOU PRESENTED EARLIER, I THINK WAS VERY HELPFUL TO HELP REMIND ME OF WHAT WE'VE COVERED AND WHAT WE'VE ACCOMPLISHED.
THE QUESTION THAT I HAVE, I THINK, OVERALL, IS, I'M STILL LOOKING FOR SOME CLARITY AROUND THE CONNECTION BETWEEN THE INPUTS THAT THE ADMINISTRATION IS TAKING AND THE OUTCOMES, WHICH ARE OUR GOALS, AND WHAT DATA, WHAT EVIDENCE ARE YOU USING OR HAVE YOU USED IN THIS PLANNING TO DETERMINE THAT THIS BUDGET IS GOING TO CREATE THE SITUATION WHERE WE WILL MOVE TOWARDS ACHIEVING OUR STUDENTS GOALS.
>> YES, MA'AM. THERE'S A COUPLE OF THINGS.
THE INPUTS FOR THIS YEAR ARE VERY SIMILAR.
WE SPENT A LOT OF ACTUALLY MONEY, TIME AND ENERGY AND TRAINING ON THE BIG INPUTS, THE BIG BETS.
ONE IS THE QUALITY OF INSTRUCTION.
THAT MEANT PROFESSIONAL DEVELOPMENT, FOR EXAMPLE, THAT THE DISTRICT HADN'T HAD BEFORE, THE LEADERSHIP IN PROFESSIONAL AND DEVELOPMENT DEPARTMENT. THAT'S AN INPUT.
WE SPENT TIME AND TRAINING AND MONEY ON EXECUTIVE DIRECTORS, AND THE WHOLE ORBIT OF HIGH QUALITY INSTRUCTION, WHICH INCLUDES CURRICULUM.
WE SPENT A LOT OF TIME AND ENERGY ON WRITING A NEW CURRICULUM AND THEN MAKING SURE THAT THERE'S A SPOT OBSERVATIONS IN THE PRINCIPAL EVAL.
THEN THE LARGEST STRATEGY FOR GETTING HIGHER ACHIEVEMENT HAS BEEN THE NES STRATEGY.
BUT THE NES STRATEGY AS YOU BREAK IT DOWN, HAS A LOT TO DO WITH THOSE OTHER INPUTS.
BUT THERE IS A WAY OF OPERATING THE INSTRUCTIONAL STRATEGIES THAT IS UNIQUE TO NES, AND THAT IS THE COMBINATION OF DIFFERENTIATED INSTRUCTION AND DIRECT INSTRUCTION.
THE TRAINING AROUND THAT, THE SPOT OBSERVATIONS AROUND THAT WAS ALSO AN INPUT.
SIMILARLY THIS YEAR, AS WE'RE CREATING THE BUDGET FOR NEXT YEAR, WE LOOKED AT VERY SIMILAR INPUTS.
THE STRATEGY DOESN'T SHIFT THAT MUCH FROM YEAR TO YEAR, IF IT'S A SOUND STRATEGY.
I THINK THE DATA THAT WE GOT MID MIDDLE OF THE YEAR NWA FOR NES, I THINK WAS SOME DATA THAT SHOWS THIS IS THE STRATEGY THAT'S GOING TO WORK.
BUT I ALSO HAVE MY OWN EXPERIENCE WITH THIRD FUTURE SCHOOL AND WE KNEW THAT THAT STRATEGY WAS ALSO GOING TO WORK.
PARTS OF OTHER NES IS JUST BASIC SOUND PRACTICE THAT ANY SUPERINTENDENT OR EFFECTIVE DISTRICT WOULD PUT IN.
I THINK THE STAAR SCORES AND THE END OF YEAR NWA ALSO PROVIDE EVIDENCE THAT THIS STRATEGY WILL WORK.
I KNOW THERE'S MANY OTHER THINGS WE CAN TALK ABOUT, BUT I THINK THOSE ARE THE MOST THAT TIE TO GREATER ACHIEVEMENT AS WE MOVE FORWARD.
>> THANK YOU. TO GO A LITTLE FURTHER THEN, AS I REFLECT ON THE NOTES I TOOK DURING YOUR PRESENTATION TODAY, STARTING WITH THAT WHEN WE STARTED LAST YEAR, WE HAD 123 D AND F CAMPUSES, SO THAT'S A SYMPTOM OF SOMETHING THAT'S NOT WORKING.
>> YOUR THEORY OR YOUR HYPOTHESIS OF WHY, WHAT I TOOK AWAY FROM YOUR PRESENTATION WAS THE WHY IS THAT WE HAD UNDER-PERFORMING SCHOOLS AND A HIGHLY DECENTRALIZED DISTRICT?
[03:35:03]
>> WITH THAT IN MIND THEN, THE BETS THAT THE ADMINISTRATION IS MAKING ARE THEN ALIGNED TO ADDRESS THAT PROBLEM IN THAT WAY.
I THINK ONE PIECE OF INFORMATION THAT I MIGHT STILL BE MISSING IS HOW THESE BETS ARE GOING TO HELP OUR STUDENTS ACROSS THE DISTRICT ACHIEVE GOALS, NOT JUST ANY, ALTHOUGH WE KNOW THAT IS OUR CORE ISSUE, COULD YOU HELP ME UNDERSTAND A LITTLE BETTER HOW WE'RE GOING TO ADDRESS THIS FOR ALL OF OUR STUDENTS?
>> YES. SOME OF THE THINGS WE'VE BEEN DOING, AND IF YOU LOOK AT THE DEFINED AUTONOMY DOCUMENT, I KNOW WE HAVEN'T HAD A FORMAL PRESENTATION HERE ON THAT, ARE THINGS THAT CUT ACROSS THE ENTIRE DISTRICT.
ONE OF THE BIGGEST THINGS THAT WILL HELP ALL THE SCHOOLS ACROSS THE DISTRICT IS TRYING TO RAISE THE QUALITY OF INSTRUCTION THROUGHOUT.
PART OF THAT INPUT HAS TO DO WITH PRINCIPAL EVALUATIONS AND TEACHER EVALS, AND IT ALSO HAS TO DO WITH SPOT OBSERVATIONS AND HIGH QUALITY INSTRUCTION STRATEGIES THROUGHOUT.
WE ARE BEING A LITTLE CAREFUL BECAUSE WE DON'T WANT TO DISRUPT THE INSTRUCTIONAL PROGRAMMING AT OUR A AND B CAMPUSES, SO FOR EXAMPLE, PROJECT BASED LEARNING IS STILL PROJECT BASED LEARNING, MONTESSORI, STILL MONTESSORI, IB, IB, AND ALL THAT.
WHERE YOU SEE US HAVING GREATER IMPACT AND LESS AUTONOMY IS IN OUR LEVEL 2C-RATED SCHOOLS.
THEY STILL HAVE QUITE A BIT OF AUTONOMY BUT FOR EXAMPLE, THE CURRICULUM THEY HAVE TO CHOOSE, THEY HAVE TO CHOOSE A VETTED CURRICULUM.
THE A AND B CAMPUSES DON'T, AND WOULD IT BE GOOD IF THEY ALSO HAD TO CHOOSE A VETTED CURRICULUM? PROBABLY. BUT WE WANT TO GIVE THAT AUTONOMY TO THE SCHOOLS.
THE C-CAMPUSES WILL HAVE A VETTED CURRICULUM, HIGH-QUALITY INSTRUCTION MATERIALS.
THE SCHEDULING FOR C-CAMPUSES, FOR EXAMPLE, YOU HAVE TO HAVE AT LEAST 90 MINUTES FOR MATH, 90 MINUTES FOR LANGUAGE ARTS.
WE KNOW THAT KIDS WHO ARE BEHIND NEED MORE TIME, AND SO WHILE THEY'RE NOT NES, WE STILL WANT TO ENSURE THAT THERE'S GOOD QUALITY INSTRUCTION AND ENOUGH TIME FOR THAT INSTRUCTION.
THEN THE THIRD BIGGEST THING BESIDES INSTRUCTION IS PURCHASE SERVICES.
WE KNOW THAT THE USE OF PURCHASE SERVICES FOR INSTRUCTION IS PROBABLY THE BEST FOR KIDS IN THE D AND F CAMPUSES, BUT ALSO IN THE C-CAMPUSES.
AGAIN, THERE'S A FINE LINE HERE WHERE WE DON'T WANT TO TAKE OVER FULL AUTONOMY OF SCHOOLS OUTSIDE OF NES.
AT THE SAME TIME, WE WANT TO MAKE SURE THAT THE KIDS WHO ARE BEHIND IN THE PROFICIENCIES ALSO GET ADDRESSED.
I THINK THAT'S WHAT YOU'RE ASKING.
>> FURTHER TO THAT, ONE OTHER CLARIFYING QUESTION IS, I THINK THAT MANY IN THIS DISTRICT, THERE'S ONE WAY OF LOOKING AT THIS, WHICH IS WE'VE SEEN IMPROVEMENT INITIATIVES COME AND GO.
WHY IS THIS INITIATIVE GOING TO BE THE ONE THAT ACTUALLY DOES MAKE THE CHANGES FOR OUR STUDENTS VERSUS OTHER INITIATIVES WHERE WE INVEST SOME CHUNK OF MONEY IN SOME GROUP OF SCHOOLS, WE SEE SOME IMPROVEMENT, AND THEN OVER TIME WHEN THAT MONEY NEEDS TO MOVE AWAY, THAT IMPROVEMENT ALSO GOES AWAY, HOW IS THIS SOLUTION GOING TO DO THAT? THEN AGAIN, COULD YOU SPEAK TO THEN WHAT DATA ARE YOU LOOKING AT OR CAN WE EXPECT TO LOOK AT IN ADDITION TO GOALS THAT TELLS US HERE'S WHAT'S WORKING AND POTENTIALLY HERE'S WHAT'S NOT?
>> YES, THE SKEPTICISM OR THE QUESTION IS VERY APPROPRIATE BECAUSE IN THE PROFESSION, THINGS HAVEN'T WORKED LONG TERM.
THE REFORM EFFORTS HAVE NOT CLOSED THE ACHIEVEMENT GAP, AND I'VE BEEN SAYING THAT FROM DAY ONE, ESPECIALLY IN LARGE URBANS.
I KNOW THERE ARE CHARTER SCHOOLS OR TRADITIONAL SCHOOLS EVERYWHERE, WE HAVE THEM OURSELVES THAT ARE DOING FINE, BUT AS FAR AS A WHOLE BUNCH AT SCALE, SCHOOLS THAT ARE UNDER-PERFORMING, MOVING THEM ALONG HAS BEEN VERY DIFFICULT FOR URBAN DISTRICTS.
YOU CAN POINT TO VARIOUS PROGRAMS AS YOU SAY THAT HAVE WORKED FOR A SHORT TIME OR WORKED A LITTLE BIT WELL, AND THEN IT FALLS OUT.
THIS IS DIFFERENT FOR TWO REASONS.
ONE IS THAT THE SUPPORTS ARE MORE ROBUST FOR THE NES SCHOOLS.
[03:40:09]
IT'S VERY SIMILAR TO THE ACE PROGRAM, WHICH IS A STATEWIDE PROGRAM NOW, BUT IT'S A PROGRAM THAT I CREATED IN DALLAS THAT WORKED REALLY WELL TO GET SCHOOLS OUT OF IR STATUS, IMPROVEMENT REQUIRED STATUS, THOSE ARE YOUR F SCHOOLS BACK IN THE DAY, AND NOW IT'S A STATEWIDE PROGRAM BECAUSE IT'S HAD MUCH SUCCESS IN GETTING SCHOOLS OUT OF F STATUS.BUT EVEN THAT WAS NOT AS STRONG AS NES, AND THE REASON IS NES IS THE ONLY LARGE SCALE IMPROVEMENT PROGRAM IN THE UNITED STATES THAT IS WHOLE SCALE SYSTEMIC REFORM.
MANY DIFFERENT THINGS SYSTEMICALLY THAT ARE CHANGING ALL AT ONCE.
IT'S NOT PIECEMEAL, IT'S NOT INCREMENTAL.
ALL THE OTHER THINGS THAT YOU'VE SEEN OUT THERE ARE PIECEMEAL AND INCREMENTAL, AND THAT'S ONE OF THE BIG BETS, THAT IT'LL MAKE A DIFFERENCE.
NOW, EVERY PROGRAM TAKES A LITTLE BIT TO IMPLEMENT AND EVEN HAD WE NOT GOTTEN THE GREAT RESULTS, I WOULD SAY LOOK AT OTHER THINGS LIKE THE QUALITY OF INSTRUCTION, LIKE THE OTHER PROGRAMMING THAT'S HAPPENING IN THE SCHOOLS, AND YOU WOULD SEE THAT THINGS ARE MOVING IN THE RIGHT DIRECTION.
WE HAPPEN TO GET REALLY GOOD RESULTS EVEN AFTER ONE YEAR, AND WE'RE STARTING TO SEE A TREND.
I THINK THAT WHOLE SCALE SYSTEMIC REFORM AS PREDICTED IS GOING TO BE WORKING.
>> NO. GO AHEAD. IS THERE ANOTHER TOPIC OR SAME TOPIC?
>> SAME TOPIC WHICH IS THE OTHER SIDE OF IT, WHICH IS THERE ARE CLEARLY TRADE-OFFS THAT HAVE TO BE MADE, CAN YOU EXPLAIN WHAT ARE SOME OF THE KEY TRADE-OFFS THAT YOU'D LIKE TO MAKE SURE THAT WE UNDERSTAND THAT HAVE BEEN DECIDED BY THE ADMINISTRATION, AND AGAIN, WHAT INFORMATION, WHAT DATA ARE YOU USING TO DECIDE THESE ARE THE TRADE-OFFS WE THINK ARE THE ONES WE SHOULD MAKE AND WHY, AND THEN WHAT WOULD WE BE MONITORING TO SEE WHERE THERE WOULD BE REGRET IN SOME OF THOSE TRADE-OFFS? I THINK THERE'S SOMETHING I'M LACKING AROUND THERE'S THINGS THAT WE'RE GOING TO STOP DOING AS PART OF THIS BUDGET.
FOR THOSE THINGS THAT WE STOP DOING OR THAT WE CHANGE, COULD YOU EXPLAIN A LITTLE MORE ABOUT THE DECISION-MAKING PROCESS, THE THOUGHT PROCESS FOR THAT?
>> YES. SOME OF THE TRADE OFFS ARE THE FOLLOWING.
NUMBER 1, CLEARLY THERE'S A TRADE OFF IN AUTONOMY.
OVER TIME IN ANY DISTRICT OF ANY SIZE, BUT LET'S TALK ABOUT LARGE URBANS, THERE'S DIFFERENT THEORIES OF ACTION, AND THE TRADE OFF IS AUTONOMY AND POSSIBLY INNOVATION.
IF YOU HAVE A ONE SIZE FITS ALL MODEL FOR THE ENTIRE DISTRICT, YOU'RE GOING TO LOSE, OVER TIME, INNOVATION AND THE ABILITY TO BE FLEXIBLE AND MEET THE SPECIFIC NEEDS OF DIFFERENT COMMUNITIES.
I THINK HERE WE'LL HAVE THE SAME TRADE-OFF FOR AT LEAST 130 SCHOOLS.
WE HAVE A LOT OF ROOM FOR INNOVATION AND MEETING THE DIFFERENT NEEDS OF THIS COMMUNITY BECAUSE WE HAVE A LOT OF MAGNET SCHOOLS AND CHOICE SCHOOLS, AND SO I THINK WHILE WE WILL LOSE SOME AUTONOMY FOR A TIME, THAT'S THE TRADE-OFF.
A SECOND TRADE OFF IS IN THE NUMBER OF PEOPLE AND PROGRAMS THAT ARE IN THE DISTRICT.
IN THE PAST, PEOPLE HAVE THROWN MONEY AND PEOPLE AT THE PROBLEM.
YOU SAW THE SLIDES, THERE'S CENTRAL OFFICE HAS GROWN WHILE ENROLLMENT HAS GONE DOWN.
ONE TRADE OFF IS THAT YOU DON'T HAVE AS MANY PEOPLE AND YOU HAVE MORE EFFICIENT SYSTEMS. ANOTHER ONE IS PURCHASE SERVICES.
NOW, THAT'S A TRADE-OFF THAT IMPACTS THIS BOARD AND IMPACTS THE COMMUNITY.
WHEN YOU DON'T HAVE A WHOLE SCALE SYSTEMIC REFORM, WHEN YOU DON'T HAVE CLEAR TRANSFORMATION, AND YOU HAVE 274 AUTONOMOUS SCHOOLS, EVERYBODY'S PURCHASING DIFFERENT THINGS FOR THEIR SCHOOLS, AND IT DOESN'T HAVE TO BE ALIGNED.
IT CAN BE 5 OR 6 DIFFERENT COMPANIES PROVIDING ENGAGEMENT STRATEGIES, OR HOW TO DO DISCIPLINE, OR HOW TO DO THIS CURRICULUM.
IT COULD BE 32 CURRICULUM COMPANIES WITH DIFFERENT PROGRAM NEEDS.
[03:45:05]
A TRADE-OFF OF PUTTING EVERYBODY OR AT LEAST 130 SCHOOLS ON THE SAME PATH AND ENSURING THAT INSTRUCTION IS CLEAR THROUGHOUT THE DISTRICT MEANS THAT YOU WILL HAVE FEWER PURCHASE SERVICES, LESS MONEY GOING TO CONTRACTORS AND VENDORS.I'M NOT SAYING THAT'S A BAD THING.
I'M SAYING THAT'S A TRADE-OFF THAT YOU'RE GOING TO FIND.
THOSE ARE THE MAIN TRADE-OFFS THAT I THINK YOU'RE GOING TO SEE.
WHEN IT COMES TO STUDENT OUTCOMES THOUGH, AND THIS MAY BE A TRADE-OFF TOO, A HIGH PERFORMANCE CULTURE, I THINK YOU'RE GOING TO FIND THAT DOING IT THE WAY WE'VE OUTLINED IN DESTINATION 2035 AND IN OUR ACTION PLAN WHICH TIES TO THE BUDGET, I THINK YOU'RE GOING TO FIND OUR SYSTEM IS THE BEST WAY, THE MOST EFFICIENT WAY TO GET THE OUTCOMES THAT WE DESIRE.
>> SUPERINTENDENT MILES, CAN YOU UNPACK FOR US? WHEN WE TALK ABOUT PURCHASE SERVICES, A LOT OF THINGS GET BUNDLED, AND AT LEAST FOR ME, IT STILL GETS CONFUSED.
SOMETIMES WE TALK ABOUT PURCHASE SERVICES SAYING, WELL, SO WE'RE NOT DOING PURCHASE SERVICES.
THEREFORE, WE'RE SAVING MONEY. IT'S A GOOD THING.
SOME PEOPLE SAY THE LACK OF PURCHASE SERVICES IS TAKING AWAY PROGRAMMING FROM OUR SCHOOLS.
CAN YOU JUST DEFINE WHAT YOU MEAN, SO YOU'VE SAID IT'S BOTH A PAYOFF, BUT THERE'S A BENEFIT.
CAN YOU JUST UNPACK FOR US WHAT YOU MEAN BY THAT AND WHAT IT HAS TO DO WITH THE STUDENT OUTCOMES IN THE BUDGET?
>> YEAH. WE SPEND A LOT OF MONEY ON PURCHASE SERVICES OVER $300 MILLION, THIS YEAR WILL BE A LOT LESS.
BUT PURCHASE SERVICES INVOLVED ANY TIME THE DISTRICT CONTRACTS OUT FOREST SERVICE AND PAYS MONEY FOR THAT.
PURCHASE SERVICES ARE EVERYWHERE, AND MANY OF THEM ARE NECESSARY.
FOR EXAMPLE, AT THE CENTRAL OFFICE LEVEL, WE PURCHASE A LOT OF HVAC HELP OR HIGH LEVEL ELECTRICIAN HELP, BECAUSE WE DON'T JUST STAFF HIGH LEVEL ELECTRICIANS ARE WAY TOO EXPENSIVE AND HVAC, WE JUST DON'T HAVE ENOUGH INTERNALLY.
WE WILL CONTRACT OUT AS PURCHASE SERVICES.
AT THE SCHOOL LEVEL AND AT THE DEPARTMENT LEVEL, THE CHIEF LEVEL LIKE CURRICULUM DEPARTMENT, THERE ARE PURCHASE SERVICES TO DO MANY DIFFERENT THINGS.
FOR EXAMPLE, WHEN A SCHOOL HAS A CURRICULUM OR WHEN WE PURCHASE AMPLIFIED.
AMPLIFIED PRODUCT IS A PURCHASE SERVICE, BUT ALSO THE PEOPLE WHO TRAIN ON AMPLIFY IS A PURCHASE SERVICE.
WHEN A SCHOOL BUYS A CURRICULUM, THAT'S NOT OUR PRODUCT, THAT'S A PURCHASE SERVICE.
WHEN THEY BUY ANY SORT OF TRAINING, THAT'S A PURCHASE SERVICE.
WHEN YOU HAVE PROGRAMMING OF ANY SORT WHERE YOU GET OUTSIDE CONSULTANTS, THAT'S A PURCHASE SERVICE.
WE TALK ABOUT PURCHASE SERVICES REALLY DEPENDS ON THE DEPARTMENT AND THE NEED.
AT THE SCHOOL LEVEL, WHAT WE'RE SAYING AS FAR AS ECONOMIES IS THAT IF WE HAVE STRONG INSTRUCTION AND WE BRING IN STRONG INSTRUCTIONAL LEADERS, WE DON'T HAVE TO PAY FOR PEOPLE TO TRAIN OUR TEACHERS HOW TO DO ENGAGEMENT.
WE DON'T HAVE TO PAY SOMEBODY ON THE OUTSIDE TO SAY, THIS IS THE BEST CURRICULAR APPROACH.
THERE'S A BALANCE BECAUSE WE ALSO HAVE AUTONOMOUS SCHOOLS AGAIN.
IN THE PUA SCHOOL AND THE NON-NES SCHOOLS, WE ALLOW PURCHASE SERVICES FOR A WHOLE BUNCH OF THINGS BECAUSE THEY HAVE CONTROL OVER THE BUDGET.
IN THE NES SCHOOLS, WE DON'T ALLOW A LOT OF PURCHASE SERVICES BECAUSE WE'RE DOING THE TRAINING, WE'RE DOING THE CURRICULUM, AND SO WE DON'T NEED AS MUCH OUTSIDE PURCHASE SERVICES.
>> CAN I ASK YOU ONE QUESTION ABOUT THAT? AM I SAYING THIS CORRECTLY? IT SEEMS TO ME THAT THIS YEAR, VERY OVERTLY, THE DISTRICT HAS SAID, WE ARE IN CHARGE OF THE TRAINING OF OUR TEACHER LEADERS AND THE TRAINING OF OUR TEACHERS, AND SO WE'RE MAKING A CONSCIOUS DECISION NOT TO HIRE OUTSIDE COMPANIES TO DO THAT WORK WHERE IN THE PAST, A LOT OF THAT WAS HAPPENING.
IS THAT ABOUT ALIGNMENT OF VISION? AM I RIGHT?
>> YES, MA'AM. THANKS FOR ASKING,
[03:50:02]
SO I GET A CHANCE TO CLARIFY.BECAUSE WHEN IT COMES TO CORE INSTRUCTION, YES, THAT WAS THE DECISION I MADE SO THAT WE ARE ON THE SAME PAGE.
KEEP IN MIND, WE JUST ASKED ABOUT INSTRUCTION ACROSS THE BOARD.
WHAT ARE WE DOING FOR THE OTHER SCHOOLS? WELL, ONE OF THE THINGS WE'RE DOING FOR THE OTHER SCHOOLS IS ALIGNING ON INSTRUCTION AND INSTRUCTIONAL LEADERSHIP.
AGAIN, THERE'S A BALANCE THERE TOO, BECAUSE WE DON'T WANT TO MESS WITH MONITORY OR IB OR THINGS LIKE THAT.
IN ORDER TO LINE, MAXIMIZE OUR EFFECTIVENESS AND ALSO HOLD OUR OWN SELVES, OUR PRINCIPALS, AND EDS ACCOUNTABLE FOR GOOD INSTRUCTION.
WE CAN'T HAVE SOMEBODY OVER HERE SAYING, NO, INSTRUCTION NEEDS TO LOOK LIKE THIS OR ENGAGEMENT NEEDS TO LOOK LIKE THIS OR LEADERSHIP.
YOU CAN'T DO ON THE JOB COACHING, THAT WE DON'T DO THAT HERE IN THIS CONSULTANCY.
ALL OF THOSE THINGS, WE HAVE TO HAVE ONE CONSISTENT MESSAGE, AND YOU CAN SEE THAT ONE CONSISTENT MESSAGE HAS HELPED.
WITH PEOPLE BEING FOCUSED ON HIGH QUALITY INSTRUCTION.
>> THANK YOU. YOU HAVE ANOTHER QUESTION?
>> YES. RELATED TO THE BUDGET.
ONE ITEM I WAS CURIOUS ABOUT WAS, I BELIEVE IN THE BUDGET, IF I'M RECALLING CORRECTLY, THERE IS A BIT OF A CUT TO THE NUMBER OF STAFF IN OUR SCHOOLS.
>> WHERE I'M CONNECTING THAT IS, ONE THING I UNDERSTAND IS THAT DISCIPLINE IMPROVED OR BEHAVIOR IMPROVED SIGNIFICANTLY IN ANY OF SCHOOLS.
THERE'S A HYPOTHESIS THERE THAT IN PART, IT COULD BE BECAUSE OF THE NUMBER OF ADULTS VERSUS THE NUMBER OF STUDENTS IN THE SCHOOL.
AS WE CUT BACK ON THAT, WOULD WE LOOK FOR A CHANGE IN OUR DISCIPLINARY RATES? WHAT ELSE GOES INTO THAT THAT I'M NOT UNDERSTANDING WHEN I BRING THAT QUESTION TO YOU?
>> YEAH. THAT'S A GREAT QUESTION.
THERE'S NO QUESTION AT LEAST IN MY MIND, AS I WALK AROUND, IF YOU ASK THE PRINCIPALS AND THE APS, DID THE NUMBER OF ADULTS TO STUDENT RATIO, DOES THAT MAKE A DIFFERENCE BOTH INSTRUCTIONALLY AND WITH REGARD TO SAFE AND ORDERLY ENVIRONMENT? ANSWERS, DEFINITELY, YES.
IF YOU'VE BEEN TO THE NA SCHOOL, SO YOU KNOW THERE'S ADDITIONAL HELP.
THAT'S WHY YOU HAVE TEACHER APPRENTICES AND LEARNING COACHES, AND THAT'S PART OF THE MODEL IS TO HAVE MORE ADULTS IN THE BUILDING.
THE CHALLENGE WAS WHERE'S THE BALANCE? BECAUSE WE ERRED ON THE SIDE OF MORE PEOPLE, AND I THINK I GAVE YOU THE EXAMPLE THAT WHEN A SCHOOL WAS STAFFED FOR 500 KIDS, EVEN WITH TEACHER APPRENTICES AND LEARNING COACH, AND IT CAME OUT THAT THERE'S ONLY 450 KIDS, AND WE WERE SUPPOSED TO LOSE THREE TEACHERS, LET'S SAY, AT THAT CAMPUS.
WE DIDN'T TAKE THREE TEACHERS FROM THAT NES CAMPUS.
WHEREAS IF IT WAS A REGULAR SCHOOL, WE WOULD HAVE DOWNSIZED THREE TEACHERS BECAUSE THEY DIDN'T HAVE 50 KIDS.
WE ONLY DOWNSIZED PROBABLY ONE, MAYBE TWO.
WHEN YOU THINK ABOUT THAT IN 85 SCHOOLS, TWO OR THREE TEACHERS, THAT STARTS TO ADD UP QUITE A BIT.
WHEN WE'RE TRYING TO FIND THE MONEY TO MAKE SURE WE CAN CONTINUE TO OPERATE, WE WENT BACK TO THE RIGHT SIZE FOR NES.
THEY STILL HAVE TEACHER APPRENTICES AND LEARNING COACHES.
IT'S JUST A LITTLE BIT TIGHTER.
THIS YEAR, IF A SCHOOL WAS STAFF FOR 500 AND THERE'S ONLY 450 AND THEY'RE SUPPOSED TO LOSE TWO OR THEY'RE SUPPOSED TO LOSE THREE, THAT NES SCHOOL WILL LOSE TWO OR THREE TEACHERS.
THEY'LL STILL KEEP LEARNING COACHES AND APPRENTICES.
WILL THAT HAVE A NEGATIVE IMPACT ON THEIR SCORES OR THEIR INSTRUCTION? IT MAY HAVE A LITTLE BIT OF AN IMPACT, YES, BUT THERE'S STILL A SMALLER TEACHER TO STUDENT RATIO IN THE NES SCHOOLS THAN THE NON-NES.
>> I HAVE A QUESTION ON TRADE OFFS.
[03:55:01]
WHILE WE'RE TALKING ABOUT TRADE OFFS ADULTS VERSUS STUDENTS IN THE SCHOOL, I JUST WANT TO BE CLEAR ON ONE QUESTION, I THINK IT'S REALLY IMPORTANT AND WE'VE BEEN ASKING A LOT OF QUESTIONS AROUND IT, BUT I THINK THIS GETS TO IT, AT LEAST FOR ME.DO YOU THINK THAT THE BUDGET THAT WE'RE LOOKING AT WILL REDUCE PERFORMANCE IN THE TRADITIONAL SCHOOLS WHICH ARE OUTSIDE OF THE NES PROGRAM?
FIRST, IT DIDN'T DO IT THIS YEAR.
I'M NOT SAYING EVERY SCHOOL DID WELL, AND I'M NOT SAYING EVERY NES SCHOOL DID WELL.
AS A GROUP NO QUESTION. THEY DID WELL.
WHEN YOU SEE THE STATE SCORES COMPARED TO OUR SCORES ARE NON NES SCORES, YOU'RE GOING TO SEE WE WENT UP.
WHEN YOU COMPARE US TO OTHER URBAN DISTRICTS IN TEXAS, THERE'S GOING TO BE NO COMPARISON.
EVEN IF THEY WEREN'T IN THE NES PROGRAM, THEY STILL WENT UP.
I'M NOT SURE YOU CAN SAY THAT THE NES PROGRAM KNOCKED THEIR SCORES DOWN. THEY DIDN'T.
THE OTHER THING IS THE PUA SCHOOLS HAVE A PER PUPIL AMOUNT THAT ACCOUNTING FOR INFLATION, A PER PUPIL AMOUNT, THAT'S HIGHER THAN WHAT THEY HAD IN 2018, WHICH IS PRE COVID, PRE SR AND ALL THAT.
WE CONTINUED TO DO THINGS LIKE PAY FOR CURRICULUM, MAGNET SUBSIDY DIDN'T DECREASE EVEN IF THE NUMBER OF KIDS DECREASE, AND WE'RE PAYING FOR THE EXTRA SALARIES, IF IT'S ABOVE THE AVERAGE SALARY, WE'RE PAYING FOR THE CURRICULAR NEEDS, AND WE CAPPED IT AT 12%, THOSE SORTS OF THINGS, WHICH, BY THE WAY, ONLY IMPACTED ABOUT 17-20 SCHOOLS.
I THINK THE ANSWER IS IT WILL NOT NEGATIVELY IMPACT.
NOT ONLY THAT, THOUGH, WE'RE LOOKING AT C SCHOOLS AND WE'RE SUPPORTING THEM, LIKE I JUST DESCRIBED, AND THE A AND B SCHOOLS, THERE'S DEFINED AUTONOMY.
WE WANT TO BE CAREFUL NOT TO INTERJECT TOO MUCH INTO THE A&B SCHOOLS.
>> THANK YOU. MS. FLOWERS HAD A QUESTION IN THIS ZONE OR MAYBE ON A NEW TOPIC.
IF WE'RE DONE WITH THIS AREA OF QUESTIONING, WE CAN SWITCH UP. MS. FLOWERS?
>> UNLESS SOMEBODY OVER HERE HAS A QUESTION.
ADAM, I DON'T SEE YOUR HAND, BUT DO YOU HAVE A QUESTION RELATED TO TRADE OFFS? YES, SIR. GO AHEAD.
>> RELATED TO THAT, I THINK, I'VE BEEN TO A LOT OF NES SCHOOLS AND I'VE BEEN SUPPORTING THE MODEL REALLY SINCE THE 2035 WAS SUBMITTED.
BUT I THINK WE DO NEED A CLEAR EYED ASSESSMENT OF WHAT CHANGES MATTER MOST.
TO AUDREY'S POINT, I THINK IF WE HAD REGRESSION MODELS TO HELP US UNDERSTAND, LIKE, WE ACTUALLY MOVED THE NEEDLE.
TO YOUR POINT, SUPERINTENDENT, MANY OF OUR SCHOOLS DID REALLY WELL AND COLLECTIVELY, THE NON NES DID REALLY WELL.
WAS IT THE ACCOUNTABILITY OR WAS IT THE SUPPORTS AND WHAT PART OF THE MODEL OF WORKS THE PARTS DONE? GOING FORWARD, I THINK WE REALLY NEED TO CONSIDER HOW THOSE ASSESSMENTS WILL ALLOW US TO EVALUATE THE PROGRAM, A WAY TO MAKE DATA DRIVEN DECISIONS.
THE FACT THAT 2035 DOESN'T REALLY HAVE A ROLL OFF PROGRAM, IF YOU WILL, AND WHAT I MEAN BY THAT, NOT HAVING A DEFINED PLAN THAT WHEN A SCHOOL MOVES TO AN A, B STATUS AND ACCOUNTABILITY, HOW DO SUPPORTS POTENTIALLY ROLL OFF AND WHAT DOES THAT LOOK LIKE, STAFFING, ETC OR WHATEVER.
I GUESS MY POINT IS, HOW DO YOU ENVISION THAT PROCESS WORKING IN THE FUTURE JUST AT A VERY HIGH LEVEL AND HOW CAN WE BE SURE THAT WE'LL BE ABLE TO EVALUATE THOSE THINGS? COMPARING HISD ALSO TO REGRESSING AGAINST OTHER SCHOOLS IN THE STATE LIKE SOME OF WHAT WE'VE DONE.
>> WE WILL BE DOING SOME AFTER ACTION REPORTS AND WE'LL BE LOOKING AT THE DATA PRETTY CLOSELY AS WE GO FORWARD.
BUT I WOULD SAY THERE'S A BIG FOOTNOTE TO THAT THE STUDY AND ANALYSIS OF THE VARIOUS PARTS OF NES.
I'VE BEEN SAYING THAT IT'S A SYSTEM AND IT'S WHOLE SKILL SYSTEM ALL AT ONCE.
I HEAR WHAT YOU'RE SAYING, WE CAN PARSE OUT.
WHAT IS THE IMPACT OF CURRICULUM ON THIS? WHAT IS THE IMPACT OF LEARNING COACHES?
[04:00:03]
WHAT IS THE IMPACT OF TEACHER APPRENTICES? WHAT IS THE IMPACT OF GREATER DISCIPLINE POLICIES? WHAT IS THE IMPACT OF PAY FOR PERFORMANCE? WHAT IS THE IMPACT OF A SMALLER CLASS SIZE? YOU SEE WHAT I'M SAYING, IT'S SYSTEMIC.WE CAN TRY TO PARSE THAT OUT, BUT THE BEST COMPARISON IS ONE SYSTEM TO ANOTHER.
BECAUSE IT'S A WHOLE SCALE SYSTEMIC REFORM.
AT THIS SCALE, IT'S NEVER BEEN DONE.
WHAT PEOPLE ARE OUTSIDE ARE GOING TO BE LOOKING AT, AND WE'VE HIRED OR WE HAVEN'T HIRED YET, BUT WE'RE HOPING TO HIRE STEVE RIFKIN AND ERIC KANSHEK, REALLY KNOWN RESEARCHERS AND TO GET HERC INVOLVED IN DOING SOME OF THAT ANALYSIS FOR US BECAUSE IT'S GOING TO TAKE THAT LEVEL OF WORK.
BUT EVEN THEY WILL HAVE SOME PROBLEMS PARSING IT OUT, AND THEY WILL LOOK AT THE SYSTEM AS A WHOLE AND COMPARE TO OTHER DISTRICT SYSTEMS OF THE SAME SIZE AND THE SAME DEMOGRAPHICS.
>> THANK YOU. I WANT TO BE CLEAR.
I'M NOT TALKING ABOUT BREAKING ANYTHING APART.
I GOT TO TALK ABOUT THE INCREMENTAL CHANGES THAT WE IMPROVE AND WHERE WE APPLY MORE RESOURCES AND LESS WITHIN THE SYSTEM, IF YOU WILL, AND WHAT DOES THAT SYSTEM LOOK LIKE AS TIME PROGRESSES? I APPRECIATE THAT.
>> I'VE BEEN THINKING ABOUT THIS FIERCE URGENCY OF NOW ALL THE TIME.
I UNDERSTAND THE URGENCY OF THE MODEL AND THAT WE'RE CLOSING THE ACHIEVEMENT GAP BY ADDRESSING DNF SCHOOLS FIRST THROUGH THE NES MODEL.
I UNDERSTAND THAT STAFFING MATTERS.
THE STAFFING MODEL, THE SUPPORTS THE TEACHER APPS, THE LEARNING COACHES.
SOME HAVE SAID, WELL, YES, THEY IMPROVE BECAUSE YOU HAD THE SUPPORT.
BUT I THINK WE'RE SAYING YES, THAT'S WHY WE DID IT. IT'S ON PURPOSE.
THAT IT BEGS THE QUESTION THOUGH, FOR NON NES SCHOOLS, WHERE WE STILL HAVE THE SAME ACHIEVEMENT GAP.
WE HAVE A FOCUSED STRATEGY FOR THE ACHIEVEMENT GAP AND OUR NES SCHOOLS, AND I APPLAUD IT.
WE DON'T WANT TO PUT OUR SCHOOLS IN COMPETITION WITH EACH OTHER.
I UNDERSTAND OUR PRINCIPAL AUTONOMY AND WITH OUR OTHER SCHOOLS, THAT IT WILL BE THE CAMPUS LEADER THAT IS LOOKING AT HOW TO ADDRESS THE ACHIEVEMENT GAP ON THEIR CAMPUS.
I UNDERSTAND THAT TO MAKE SURE THAT STUDENTS THAT ARE IN THE NON NES SCHOOLS THAT ARE STILL EXPERIENCE THE ACHIEVEMENT GAP FOR SPED, FOR STUDENTS OF C, ALL THE THINGS WE ALWAYS KNOW, HOW IS THE DISTRICT HELPING TO SUPPORT THOSE LEADERS SO THAT THEY HAVE THEIR AUTONOMY, SO THAT THE COMMUNITY CAN FEEL ENCOURAGED AND KNOW THE PLAN ON THEIR CAMPUS? BECAUSE I THINK RIGHT NOW BECAUSE WE'RE MAKING COMPARISONS, WE MIGHT BE CREATING A SITUATION WHERE WE'RE PUTTING OUR COMMUNITIES IN COMPETITION AND FIGHTING WITH EACH OTHER.
IF WE KNOW WE HAVE OUR ACHIEVEMENT STRATEGY HERE, CAN YOU TALK ABOUT HOW YOU'RE SUPPORTING THOSE CAMPUS LEADERS?
>> YEAH. THERE'S A BALANCE SOMEWHERE BECAUSE SUPPORT FOR SOME OF THE A AND B CAMPUSES DOESN'T FEEL LIKE SUPPORT.
IN THE DEFINED AUTONOMY PLAN, I'LL GET TO C SCHOOLS IN A MINUTE, BUT IN THE A AND B SCHOOLS IN THE DEFINED AUTONOMY PLAN, IF THEY HAVE KIDS WHO ARE NOT PROFICIENT, LET'S SAY THERE'S AN ACHIEVEMENT GAP OR A SPECIAL ED GAP.
THEY'RE NOT SERVING THE SPECIAL NEEDS STUDENTS, THEN THEY HAVE TO PUT IN THEIR ACTION PLAN, AND THAT ACTION PLAN COUNTS FOR EVALUATION.
HOW THEY'RE GOING TO SOLVE THE PROBLEM.
WE WANT THEM TO TAKE THE FIRST STAB AT IT, AND WE WILL SUPPORT THEM ONCE THEY COME UP WITH THEIR PLAN, AND WE WILL SUPPORT THEM AS NEEDED.
FOR EXAMPLE, WE CAN SEND THE SPED DIRECTOR THERE.
WE CAN HAVE PEOPLE REVIEW THEIR IEPS.
WE CAN HAVE THEM SET UP A RESOURCE ROOM, BUT THE SCHOOL NEEDS TO BE IN CHARGE OF THAT BECAUSE THAT'S WHAT DEFINED AUTONOMY REQUIRES, AND THAT'S WHAT THE SCHOOLS WANT.
THAT SAME THING WITH MINORITY ACHIEVEMENT GAP.
THEY HAVE TO PUT IT IN THEIR ACTION PLAN.
THEN WE CAN SUPPORT THEM ON THAT, BUT THE PLAN HAS TO BE THEIR PLAN AND THE INDICATORS.
IF WE HAD AN AUDIENCE, LIKE I'VE HAD IN THE LAST COUPLE OF WEEKS WITH DEFINED AUTONOMY, PARENTS OUT THERE WHEN WE TALKED ABOUT DEFINED AUTONOMY, THEY'RE GOING TO BE LISTENING CLOSELY AND SAY, WE'RE AUTONOMOUS, DON'T TRY TO HELP US TOO MUCH.
[04:05:01]
FOR THE C SCHOOLS, AND THOSE ARE THE SCHOOLS WHERE COULD FALL INTO D OR F STATUS IF WE'RE NOT CAREFUL, WE'RE PUTTING THOSE BROAD SUPPORTS THAT I JUST TALKED ABOUT.THEN IN THE ACTION PLAN FOR THEM TOO, IF THEY NEED HELP, THEY HAVE EDS, THAT WILL BE LOOKING AT THE GAINS OR LOSSES FROM STAR AND NWA.
YOU'LL SEE US ANALYZING [OVERLAPPING]
>> CAN I PULSE YOU FOR A SECOND.
MR. AVON DOESN'T HAVE AUDIO SOMEHOW. CAN WE GO OFF?
>> WE CAN HEAR YOU. YOU CAN'T HEAR US?
>> THE CARDIO WENT OUT WHENEVER YOU STARTED SPEAKING ABOUT LIKE THIS.
I STILL CAN'T HEAR YOU, BUT IT LOOKS LIKE YOU CAN HEAR ME.
>> HE'S ON MUTE. DO YOU SEE THAT?
>> YOU CAN HEAR US NOW? GOOD. I'M SORRY. GO AHEAD.
>> JUST TO CLOSE FOR THE C-SCHOOLS, WE ARE DOING QUITE A BIT ALREADY.
WE'LL BE ANALYZING THEIR STAR, AND THE PRINCIPALS WILL DO THIS TOO, AND WE'LL BE LOOKING AT WAYS WE CAN SUPPORT THEM.
AGAIN, C-SCHOOLS HAVE AUTONOMY AS WELL, SO WE WANT TO BE CAREFUL, BUT I THINK WE PROVIDE MORE SUPPORTS IF WE SEE THAT THEIR DATA, THEY HAVE A LOT OF KIDS WHO ARE NOT GETTING WHAT THEY NEED.
OBVIOUSLY, IF THEY FALL INTO DRF STATUS, THEY WILL MOST LIKELY BECOME NES.
>> THANK YOU. I THINK JUST TO TIE THAT IN WITH THE BUDGET DISCUSSION, WHICH IS WHAT WE'RE TALKING ABOUT, I ASSUME THAT THE MONEY FOR WHATEVER THESE ADDITIONAL SUPPORTS ARE IS COMING FROM CENTRAL OFFICE, THIS ADDITIONAL.
>> THAT'S RIGHT. YEAH. THANKS FOR HELPING ME TO CLARIFY.
ANY ADDITIONAL SUPPORT, THAT'S WHY WE HAVE A CENTRAL OFFICE TEAM, WE HAVE A DIVISION CENTRAL, THEY HAVE THE UNIT CONCEPT, THOSE FOLKS ARE STAFFED TO SUPPORT AND CENTRAL OFFICE IS STAFFED TO SUPPORT.
>> RELATED TO THE BUDGET, AGAIN, THERE WAS A DECISION MADE AT THE START THAT A DIFFERENT MODEL, THE UNIT DIVISION MODEL WAS GOING TO BE A MORE EFFICIENT WAY OF RUNNING THE DISTRICT AND PROVIDING WHAT SCHOOLS NEED.
WITH THAT IN MIND, WHAT ASSUMPTIONS WERE MADE IN THIS BUDGET AROUND WHAT EFFICIENCIES YOU EXPECT TO GAIN FROM THIS, WHAT ARE THE OBSERVATIONS THAT YOU'RE MAKING? MAYBE JUST TO RESTATE MY QUESTION TO MAKE SURE I'M CLEAR.
WHAT EFFICIENCIES DO YOU EXPECT TO SEE OR THAT YOU'RE ASSUMING YOU WILL GAIN IN THIS YEAR AND HOW YOU BUILT THE BUDGET AROUND THAT AND ASSUME THAT?
>> ON THE DIVISION MODEL, WHAT WE CALL THE UNIT CONCEPT, IT'S ALREADY PROVEN TO BE MUCH MORE EFFECTIVE IN BEING RESPONSIBLE TO PRINCIPALS.
THIS WAS THE FIRST YEAR WE ROLLED IT OUT, BUT WE WERE ABLE TO RESPOND MORE QUICKLY ON LOGISTICS, MAINTENANCE, AND OTHER ISSUES, HR, SPECIAL NEEDS, ALL BECAUSE THERE ARE PEOPLE IN THE FIELD.
THE OTHER BESIDES RESPONSIVENESS, IT'S MUCH MORE EFFICIENT TO HAVE PEOPLE IN THE FIELD AND YOU GAIN IN DISSEMINATION AND IMPLEMENTATION OF ANY PROGRAM.
THIS IS A BIG DISTRICT. TRYING TO IMPLEMENT ANYTHING FROM CENTRAL OFFICE IS NEXT TO IMPOSSIBLE.
WE CAN WORK THROUGH PRINCIPALS AND WE DID SOME OF THAT, I TRAINED PRINCIPALS ONCE A MONTH MYSELF, AND THAT'S ONE WAY OF DOING BUSINESS, BUT TO REALLY FOLLOW THROUGH, YOU NEED A SMALLER UNIT, CANNOT FOLLOW THROUGH AT A DISTRICT LEVEL, CANNOT FOLLOW THROUGH AT A DIVISION LEVEL.
UNIT IS PROBABLY THE BEST WAY IN A BIG PLACE TO HAVE GOOD OVERSIGHT AND ALSO SUPPORT.
>> ARE THERE CERTAIN SERVICES OR SUPPORTS BUILT INTO THIS BUDGET THAT ARE CENTRALIZED THAT YOU'VE DETERMINED ARE MORE EFFICIENT AT THAT LEVEL, OR IS THERE TESTING PLAN THIS YEAR AROUND WHAT
[04:10:01]
MAY BE MORE EFFICIENT CENTRALLY VERSUS THROUGH THE UNIT DESIGN?>> YES. THE BUDGET IS A LITTLE AGNOSTIC ON THE UNIT CONCEPT, BUT ONLY A LITTLE. MEANING THIS.
THE PEOPLE AT THE UNIT ARE ACTUALLY EMPLOYED BY CENTRAL OFFICE, SO LET'S SAY HR.
HR HAS THEIR TEAM, AND THEN INSTEAD OF SITTING ALL SITTING AT HATTIE MAY, THEY NOW HAVE PEOPLE SITTING IN THE UNITS SO THAT THE HR FUNCTION IS WAY MORE RESPONSIVE.
IT'S BUDGET-NEUTRAL IN THAT SENSE.
WHERE THERE IS A BUDGET IMPACT IS THAT THE DIVISION HAS SOME FOLKS THERE WHO ARE COORDINATING THIS, FOR EXAMPLE, THE SENIOR EXECUTIVE DIRECTOR OF SUPPORT WORKS WITH MAINTENANCE, WHICH IS AT CENTRAL OFFICE, BUT THE SENIOR EXECUTIVE DIRECTOR OF SUPPORT SALARY IS PAID FOR BY THE DIVISION.
EACH DIVISION, AS YOU SAW IN THE BUDGET, HAS SOME STAFF, SOME PEOPLE THAT HELPS COORDINATE AND HELPS MOVE THINGS AT THE UNIT LEVEL.
>> ANY OTHER QUESTIONS ON THIS TOPIC? I HAVE JUST ONE FOLLOW UP QUESTION TO LAST SESSION.
I HAD ASKED A QUESTION RELATED TO, AND I'M LOOKING AT ROUND 2 BUDGET QUESTIONS, [LAUGHTER] WHICH WAS ON A SLIDE THAT YOU SHARED ON THE CALCULATION OF THE PER-UNIT FOR THE NES AND THEN OUR SCHOOLS THAT ARE OUTSIDE OF THE NES SYSTEM, AND I HAD ASKED A QUESTION ABOUT SPECIAL EDUCATION IN THE DELTA BETWEEN THE 600 AND THE $1,269, AND I GOT AN ANSWER.
BUT MY QUESTION WAS, AND I THINK YOU WERE GOING TO CONFIRM THAT WHETHER IT WAS MORE KIDS THAT ARE BEING SERVED THROUGH SPECIAL EDUCATION PROGRAMMING AT THE NES SCHOOLS, OR IF IT'S SEVERITY, AND THEREFORE, THE NEED FOR ADDITIONAL HOURS OR TIME, OR WHAT'S CAUSING THE DELTA THERE? IF YOU COULD EXPLAIN THAT SINCE IT'S DOUBLE IT'LL BE HELPFUL.
>> I HAVE AN ANSWER, BUT DOES ANYBODY HAVE ANY MORE SPECIFIC DETAILS TO THAT QUESTION? I CAN START WITH IT.
BECCA, YOU'RE GOING TO HELP? THERE ARE ABOUT 15,000 MORE STUDENTS IN THE NON-NES SCHOOLS THAN THE NES SCHOOLS NEXT YEAR.
IT'S STILL QUITE A NUMBER OF STUDENTS, LIKE 74,000 STUDENTS IN THE 130 NES SCHOOLS.
THE DELTA IS BECAUSE THERE ARE MORE PERCENTAGE WISE, MORE SPECIALIZED STUDENTS IN THE NES SCHOOLS, AND IT'S NOT THE NUMBER OF STUDENTS, IT'S THE NUMBER OF IEP HOURS THAT THEY NEED AND THE SPECIFIC TYPES OF SERVICES.
IF THERE ARE MORE SEVERE NEEDS STUDENTS IN NES, THE DOLLARS WILL FOLLOW THAT SEVERE NEEDS STUDENTS, AND THERE'S WAY MORE MONEY FOR THAT GROUP OF STUDENTS.
IF I'M NOT MISTAKEN, I'M LOOKING FOR JESSICA, WE INCENTIVIZE THE SALARIES OF THE SPECIAL-ED STUDENTS, WHICH IS A LITTLE BIT HIGHER IN THE NES SCHOOLS THAN THE NON-NES. I'M LOOKING AT,.
>> I'M LOOKING AT THE NUMBERS PROVIDED BY SPECIAL-ED, AND NES HAS 12,134 SPECIAL-ED AND NON-NES HAS 13,337, SO IT'S ABOUT 1,000 DIFFERENCE.
BUT WHAT MAKES IT MORE EXPENSIVE THAN NES IS THE NES CAMPUSES HAVE MORE SPECIAL-ED STUDENTS IN A MORE RESTRICTIVE SETTING THAN THE NON-ES CAMPUSES.
I CAN TELL YOU THAT SOME OF THESE RESTRICTIVE RESIDENTIAL CARE TREATMENT FACILITIES COST HUNDREDS OF THOUSANDS OF DOLLARS JUST FOR ONE STUDENT TO BE KEPT IN, AND THAT'S THE BIG DIFFERENCE AND WHY IT IS.
>> ANOTHER WAY OF PHRASING IT IS WE HAVE SELF-CONTAINED STUDENTS.
>> THERE'S 1,000 MORE IN THE NES SCHOOLS THAN IN THE NON-NES.
>> THANK YOU. THAT'S VERY HELPFUL.
THANK YOU. ARE THERE ANY OTHER QUESTIONS? ANYBODY? WE HAD A MOTION TO APPROVE BY MS.
[04:15:07]
FLOWERS AND A SECOND BY MS. MENDOZA.>> SUPERINTENDENT MILES. I'LL RESTATE THIS QUESTION BECAUSE I THINK THIS BIT OF IT IS IMPORTANT TO MAKE SURE THAT I UNDERSTAND WHERE YOU'RE COMING FROM.
WHEN I ASK YOU, WHAT DATA OR EVIDENCE ARE YOU USING TO DECIDE THAT THE ALLOCATIONS THAT YOU'VE MADE FOR THIS BUDGET ARE GOING TO HELP US ACHIEVE THE GOALS THAT WE INTEND TO ACHIEVE?
>> BESIDES NWEA DATA, I'M NOT SURE WHAT ELSE I WOULD BE ABLE TO REPEAT.
WHAT AM I MISSING THERE THAT MAYBE YOU'VE EXPLAINED? I'M NOT CAPTURING ABOUT WHAT YOU'VE USED TO DETERMINE THIS IS THE INVESTMENT, AND NOT STAR BECAUSE WE JUST GOT THAT AND THE BUDGETING PLANNING HAS BEEN HAPPENING SINCE I THINK LAST YEAR, SO A LOT OF THINKING AND A LOT OF PLANNING.
COULD YOU HELP CLARIFY THAT, PLEASE?
>> YES. ONE OF THE THINGS WE HAVE DONE WELL, EVEN THOUGH IT'S EMBRYONIC FOR THIS YEAR OR THE INITIAL, IS ACTUALLY MEASURE THE QUALITY OF INSTRUCTION, AND ACTUALLY MEASURE HOW THERE'S PROGRESS ON THAT.
WHEN YOU LOOK AT SPOT OBSERVATIONS THAT PRINCIPALS DO, OR YOU LOOK AT THE IRT'S SCORES, WHEN YOU WALK AROUND THE NES CAMPUSES AND NON-NES, BOTH ARE MAKING GAINS, BUT THE NES CAMPUSES, THE QUALITY OF INSTRUCTION IS STRONGER.
THAT COMES FROM LOOKING AT IT THE ENTIRE YEAR.
WE LOOK AT SPOT OBSERVATION DATAS.
JUST WALKING AROUND AND LOOKING AT THAT.
I'M TELLING YOU I DO THIS ALL THE TIME AND SO DO THE DIVISION SUPS, SO DO THE EXECUTIVE DIRECTORS, AND SO DOES CHIEF MASSEY'S TEAM.
WE CAN SEE THAT, AND WE HAVE THE DATA TO SHOW IT, THE IMPROVEMENT IN BOTH THE QUALITY OF SCHOOL INSTRUCTION OVERALL AND THE CLASSROOM INSTRUCTION.
THAT IS A LEADING INDICATOR FOR ACHIEVEMENT.
KNOWING THAT, MAKING THAT A BIG BET, SAYING, THAT'S ONE THING WE CAN RELY ON.
THAT'S DATA THAT LOOKS LIKE IT'S ACTUALLY MOVING THE NEEDLE, AND THEN YOU COMBINE THAT WITH OTHER DATA.
THAT'S ALSO WHY WE CAN SAY, THIS IS GOING TO WORK, AND THIS IS WHAT WE SHOULD INVEST IN.
>> AS WE THINK ABOUT THE INTERNAL AUDIT PLAN FOR NEXT YEAR, WOULD THESE BE ITEMS THAT WE WOULD DISCUSS, POTENTIALLY, INCLUDING ON THE PLAN TO PROVIDE NOW THAT YOU COULDN'T DO AN AUDIT ON THINGS THAT ARE BRAND NEW, THAT WE'VE JUST DONE.
BUT AT A POINT WHERE THEY'VE STARTED TO SETTLE IN AND THE DUST HAS SETTLED IN THE PROCESSES ARE RUNNING, WOULD YOU CONSIDER THOSE THINGS TO BE SOMETHING THAT WE'D LOOK TO DISCUSS TO CONSIDER ON THE INTERNAL AUDIT PLAN TO PROVIDE SOME ASSURANCE AND UNDERSTANDING?
>> YEAH, I THINK THAT WOULD BE GREAT.
I THINK GIVING THE ADMINISTRATION, THE TEAMS, A CHANCE TO PROVIDE THE INFORMATION UP FRONT.
I'M MAKING THIS UP. SOMETIME IN SEPTEMBER, WE TALK ABOUT WHAT I JUST SAID, ABOUT HOW WE GATHER DATA, WHAT DOES IT LOOK LIKE? WHAT DOES IT MEAN? WHAT IS THE METRIC THAT WE'RE USING, AND WHAT IS THE PROCESS FOR DETERMINING WHETHER THERE'S PROGRESS? WE BRIEF THE BOARD ON THAT, OR DO SCHOOL VISITS ALSO.
I THINK THAT WOULD BE A VERY HELPFUL WAY FOR THE BOARD, THE ADMINISTRATION, TO GET ON THE SAME PAGE WITH THAT.
>> OKAY. THE BOARD HAS TAKEN A LOT OF TIME.
I KNOW THE ADMINISTRATION HAS TAKEN A LOT OF TIME.
WE'VE HAD A LOT OF QUESTIONS TONIGHT AND OTHERWISE.
WE'VE ALL SPENT A LOT OF TIME WITH THIS BUDGET.
I'M LOOKING FORWARD TO THE VOTE, BUT AS WE GO FORWARD, WITH REGARD TO BUDGET AMENDMENTS, CAN WE EXPECT TO SEE THOSE AT THE TIME THAT THE ADMINISTRATION RECOGNIZES THAT THERE'S GOING TO BE A BUDGETARY CHANGE OR NEED FOR A BUDGETARY CHANGE?
>> YES. MORE FREQUENTLY, OF COURSE, THIS YEAR, WHEN WE GET TO THE BUDGET AMENDMENT, IT'S A UNIQUE YEAR BECAUSE THE BUDGET WAS ALREADY MADE AND WE HAD TO DO OPERATIONALLY DIFFERENT THINGS.
BUT GOING FORWARD, THE BUDGET SHOULDN'T CHANGE AS MUCH.
[04:20:01]
AND ONE OF THE THINGS WE'LL MEASURE IS THE VARIANCE FOR THE BIG LINE ITEMS. THE ANSWER IS YES, MORE FREQUENTLY.>> OKAY. NO FURTHER QUESTIONS.
ADAM, YOU'RE GOOD? ANYTHING ELSE?
>> OKAY. WITH NO OTHER QUESTIONS, PLEASE VOTE.
>> THE MOTION PASSES, 5 IN FAVOR,4 OPPOSED.
DO I HAVE A MOTION TO APPROVE TONIGHT'S CONSENT AGENDA BY CONSENSUS?
[CONSENT AGENDA]
MOTION FROM RIC CAMPO AND A SECOND BY MR. MARTINEZ.IS THERE ANY DISCUSSION? NO? PLEASE VOTE.
THE MOTION TO APPROVE THE REMAINDER OF TONIGHT'S AGENDA BY CONSENSUS PASSES.
AT THIS TIME, THE BOARD WILL RECESS TO CLOSE SESSION
[RECESS TO CLOSED SESSION UNDER SECTIONS 551.004 THROUGH 551.089 OF THE TEXAS GOVERNMENT CODE FOR THE PURPOSES LISTED IN THIS NOTICE (Part 2 of 2)]
UNDER CHAPTER 551 OF TEXAS GOVERNMENT CODE OPEN MEETING SUBSECTIONS 551.004 THROUGH 551.089.SHOULD BOARD FINAL ACTION VOTE OR DECISION ON ANY MATTER CONSIDERED IN THE CLOSED SESSION BE REQUIRED, SUCH FINAL ACTION VOTE OR DECISION SHALL BE TAKEN AT THE OPEN MEETING, COVERED BY THIS NOTICE UPON THE RECONVENING OF THIS PUBLIC MEETING OR AT A SUBSEQUENT PUBLIC MEETING OF THE BOARD UPON NOTICE THEREOF.
THE BOARD IS RECESSED TO CLOSED SESSION AT 11:19 P. M ON JUNE 13TH. THAT'S GOOD.
[RECONVENE IN OPEN SESSION (Part 2 of 2)]
THIS MEETING IS BACK IN OPEN SESSION AT 12:13 A.M. I DON'T BELIEVE THAT THERE ARE ANY MOTIONS COMING OUT OF CLOSED SESSION, SO I WILL TURN TO MY COLLEAGUES AND I'LL ALLOW ANYBODY
[BOARD MEMBER REPORTS AND COMMENTS]
WHO WANTS TO MAKE A COMMENT TO PLEASE DO SO.OTHERWISE, WE WILL ADJOURN. YES, MA'AM?
>> I WAS JUST GOING TO SPEAK ON OUR COMMUNITY ENGAGEMENT EVENT WITH SOME OF OUR WONDERFUL, AMAZING SENIORS THAT WE HAD.
IT WAS SO AWESOME TO HEAR ABOUT THEIR JOURNEY THROUGH HISD AND THINGS WE CAN IMPROVE ON.
WE'RE IN GOOD HANDS WITH THOSE KIDS.
IT WAS JUST A GREAT OPPORTUNITY FOR US TO GET TO TALK TO THEM.
>> I'M SO HAPPY TO HAVE GOOD NEWS FOR THE DISTRICT AND FOR OUR KIDS.
AGAIN, YES, OUR SENIORS WERE WONDERFUL. WAS HAPPY ABOUT THAT.
REALLY HAPPY TO BE IN THE ROOM WITH FAITH LEADERS IN OUR COMMUNITY THAT ARE COMING AND WILLING AND READY TO PARTNER WITH US.
IT WAS REALLY WONDERFUL TO SEE OUR SUPERINTENDENT CONNECTING WITH OUR COMMUNITY LEADERS ABOUT THE WELLNESS OF OUR KIDS.
THEN I AM CURRENTLY SERVING AS A CHAPERONE RIGHT NOW TO 1,100 TEAMS AT GRB.
THERE IS A SOUTH CENTRAL JACK AND JILL REGIONAL TEAM CONFERENCE, AND WE HAVE 1,100 STUDENT LEADERS DOING LEADERSHIP WORK AND ADVOCACY AND COMMUNITY WORK, AND THERE ARE HUNDREDS OF HISD STUDENTS RIGHT NOW ADVOCATING.
I WANT TO SAY HOW THRILLING IT IS TO SEE OUR STUDENTS BE SO SUCCESSFUL.
I WANTED TO SHOUT OUT THE SOUTH CENTRAL REGION TEAM FOUNDATION CHAIR, NOAH MCCARTHY, WHO GALVANIZED THE YOUTH IN THE REGION TO COLLECT THOUSANDS OF BOOKS BY AFRICAN AMERICAN AUTHORS TO DISTRIBUTE IN THIRD WORLD SCHOOLS.
WE ARE REALLY PROUD OF OUR TEAMS AND THEIR ABILITY TO LEAD AND TO NAVIGATE AND TO PUSH US TO DO BETTER.
SO HAPPY ABOUT THAT. THANK YOU.
>> I WILL JUST SAY DITTO TO WHAT CASSANDRA SAID.
IT WAS ALSO FUN DOING GRADUATIONS LAST WEEK BECAUSE THE KIDS WERE THERE, AND I GOT TO CONGRATULATE THEM AGAIN.
THAT WAS FUN. I GOT TO SEE SOME OF THEM TWICE. GO AHEAD, RIC.
>> OKAY, GREAT. I'LL DO THIS QUICK TOO.
I JUST WANT TO CONGRATULATE OUR TEACHERS, OUR STUDENTS, AND THEIR FAMILIES FOR AMAZING YEAR END STAR SCORES.
WE KNOW THAT THE OTHER SCORES ARE COMING IN HERE PRETTY SOON, TOO, BUT YOU REALLY DO HAVE TO CONGRATULATE PEOPLE BECAUSE THE KIDS DID STEP UP.
[04:25:02]
I DO BELIEVE FUNDAMENTALLY THAT WHEN YOU SET THE BAR LOW, THAT'S WHERE PEOPLE HIT, WHEN YOU SET THE BAR HIGH, THAT'S WHERE PEOPLE GO.I ALSO WANT TO THANK OUR PRINCIPALS AND ALL THE LEADERSHIP, AND THE SUPERINTENDENT AS WELL FOR PUTTING IN PLACE A SYSTEM THAT LOOKS LIKE IT'S GOING TO WORK.
THE OTHER, I WOULD LIKE TO THANK JIM TERRY AND HIS TEAM.
I KNOW THIS BUDGET WAS COMPLICATED, AND LOTS OF QUESTIONS AND ISSUES, BUT I KNOW HOW HARD THEY WORKED ON GETTING THIS DONE TO GET IT TO WHERE IT WAS TODAY.
THEN LASTLY, I WANT TO COMPLIMENT AND THANK DR. DELANEY FOR YOUR TEA STATE DATA AND THE OTHER ANALYSIS FROM OTHER DISTRICTS.
I THINK DATA IS REALLY IMPORTANT.
I THINK LOOKING AT HOW WE'RE DOING COMPARED TO THE STATE AND OTHER LARGE URBAN DISTRICTS AND THE OTHER DISTRICTS WITHIN THE HOUSTON REGION IS REALLY IMPORTANT.
THANK YOU FOR ALL YOUR HARD WORK ON THAT.
>> TO CASSANDRA'S POINT, WE'LL HAVE AN OFFICIAL REPORT FROM THE COMMITTEE ENGAGEMENT COMMITTEE TO THE REST OF THE BOARD FOR THE 27TH MEETING.
THEN I TOO ATTENDED GRADUATION, IT WAS GREAT.
IT'S EXCITING TO SEE OUR KIDS SUCCEED. YEAH, THAT'S MINE.
>> I'M GOING TO ADD TO THAT. I WANTED TO THANK THE PRINCIPALS FOR ALLOWING US TO COME TO THEIR GRADUATIONS.
IT'S THE REASON WHY WE'RE HERE, AND THOSE STUDENTS ARE FABULOUS.
I ALSO WANTED TO SAY THANKS FOR THE SHOUT-OUT TO RAIN WRIGHT.
I THINK THEY DO AN INCREDIBLE JOB.
THAT PRINCIPAL THERE IS WORKING INCREDIBLY HARD WITH HER STUDENTS AND HER ADMINISTRATION THERE AT THE SCHOOL.
THE SHOUT-OUTS THAT WERE GIVEN, I APPRECIATE THAT.
LASTLY, I ALSO WANT TO APPLAUD THE ADMINISTRATION ON ALL THE HARD WORK THIS YEAR, THIS PAST YEAR.
IT'S BEEN A TOUGH JOURNEY, AND THEY'VE DONE IT FOR OUR STUDENTS, OUR KIDS.
>> THANK YOU. WHO IS MR. IRVANA? HE DID NOT. WE'RE GOOD? WITH NO FURTHER BUSINESS TO DISCUSS, THIS MEETING OF THE BOARD IS ADJOURNED AT 12:18 A. M. THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.