Aug 15, 2024 Board Meetings

>> COME ON, UP, LANNY. THANK YOU. GO AHEAD.

>> WHAT'S YOUR NAME?

>> LANNY PIPER.

>> MY NAME IS LANNY PIPER AND I'VE BEEN AT HISD SINCE KINDERGARTEN.

[00:15:03]

IF ONE OF YOUR GOALS IS TO INCREASE READING SCORES, WHY DID YOU TAKE AWAY THE SCHOOL LIBRARIES AND LIBRARIAN? MY LIBRARIAN WAS AMAZING AND HELPED ME LEARN TO LOVE TO READ.

I'M VERY SAD THAT MY LITTLE SISTER WILL NOT HAVE A LIBRARY TO HELP HER IN THE SAME WAY.

I HAVE ALWAYS LOVED SCHOOL AND I WAS VERY EXCITED TO START ON MONDAY.

BUT NOW I'M NOT EXCITED ANYMORE BECAUSE NOW SCHOOL FEELS RUSHED AND NOT FUN.

THE TIMERS ARE STRESSFUL AND DISTRACTING AND I HAVE A HARD TIME FOCUSING.

THE TEAM CENTER IS BORING AND IT MAKES ME WANT TO GET BAD GRADES ON MY DOL SO I DON'T HAVE TO GO.

THE BATHROOM CONES ARE VERY UNSANITARY.

HOW DO YOU KNOW IF EVERYONE'S WASHING THEIR HANDS? MY NEW TEACHERS ARE NICE, BUT I REALLY MISSED ALL OF MY OLD TEACHERS THAT DID NOT COME BACK THIS YEAR BECAUSE OF THE WAY YOU TREATED THEM LAST YEAR.

NES ISN'T WORKING.

SOMETHING NEEDS TO CHANGE. DO BETTER.

>> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS ROSALIE LONGORIA.

GO AHEAD, SWEETY.

>> HI. MY NAME IS ROSALIE LONGORIA, AND I'M IN FOURTH GRADE.

I GO TO SCHOOL AT HELMS ELEMENTARY, AND TODAY I'M GOING TO READ THE WORDS OF A SPANISH SPEAKING STUDENT WHO CAN UNFORTUNATELY NOT BE HERE TONIGHT. [SPANISH]

>> I'M GOING TO PAUSE YOU FOR A SECOND.

LET'S GET ARE YOU SPEAKING ONLY IN SPANISH?

>> HOLD ON ONE SECOND. LET'S START OVER, AND WE'RE GOING TO GET A TRANSLATOR UP HERE IF WE CAN. YOU WANT TO DO IT? LET'S REFRESH.

[LAUGHTER] LET'S START OVER, SORRY.

I DIDN'T REALIZE IT WAS ALL FROM.

>> FIRST, THE AIR CONDITIONING ON THE BUSES DOES NOT WORK WELL.

THIS MAKES IT VERY UNCOMFORTABLE FOR EVERYONE AS WE WAKE.

SMALL CHILDREN ARE CRYING IN THE HEAT, AND SHE'S SPEAKING ON BEHALF OF A STUDENT FROM NEF.

WHEN WE LEAVE SCHOOL, WE ARE TOLD WE CAN GET ON ANY BUS, WHICH HAS CAUSED A LOT OF CONFUSION.

MANY PARENTS ARE WORRIED BECAUSE THEIR CHILDREN ARE NOT GETTING TO THE RIGHT STOP.

THE BEST NAMES ON OUR SIGNS ARE WRONG.

I WANTED TO GET HOME SAFELY, SO I DIDN'T PAY ATTENTION TO THE TEACHER'S INSTRUCTIONS, AND I WAS ABLE TO GET HOME.

THESE ISSUES ARE CAUSING A LOT OF STRESS AND WORRY FOR THE MOTHERS.

I HOPE THEY CAN BE RESOLVED SOON. THANK YOU.

>> THANK YOU. MR. KANDIDHA.

[APPLAUSE] TRANSLATOR, PLEASE? [BACKGROUND] ARE YOU READY? GO AHEAD, SIR.

>> HI, MY NAME IS LUKA KANDIDHA.

[00:20:14]

I'M WORRIED THAT THE MEMBERS OF THE BOARD ARE NOT LOOKING AT THE CORRECT THINGS WHEN THEY'RE DECIDING IF THEY'RE DOING A GOOD JOB OR NOT.

IN MY OPINION, THEY'RE FAILING.

YESTERDAY, ONE OF MY FAVORITE TEACHERS QUIT.

MR. SANDOVAL IS LOVED AND RESPECTED BY ALL THE STUDENTS, PARENTS, AND TEACHERS THAT KNOW HIM.

IT'S A GREAT LOSS FOR OUR SCHOOL.

I AM VERY SAD.

WE WOULD LIKE FOR THE GOOD TEACHERS TO STAY, BUT DUE TO THE BAD ACTIONS OF MR. MILES, THEY WANT TO LEAVE.

WE DESERVE TO HAVE MEMBERS OF THE BOARD THAT LISTEN AND MAKE DECISIONS THAT REALLY HELPS. PLEASE DO SO.

>> THANK YOU. [APPLAUSE] OUR NEXT STUDENT SPEAKERS, YOU GOT THEM.

IF YOU WANT TO ADMIT THEM, MS. SAGE BITNER. CHICAGO.

>> MY NAME IS EDITA SAGE BITNER, A FIFTH GRADER AT NON-NES SCHOOL.

SPEAKING ON ITEM 6.

DEFINED AN AUTONOMY DIVIDES HISD EVEN MORE BY PUNISHING SCHOOLS WITH LOWER TEST SCORES.

BUT KIDS ARE MORE THAN THEIR TEST SCORES.

HIS HARSH RULES LIKE FORCING SCRIPTED LESSONS AND BANNING ACTIVITIES THAT BUILD A POSITIVE CLASSROOM CULTURE ARE HURTING KIDS, TEACHERS, AND PARENTS.

MIKE MILES SUCKS THE JOY OUT OF LEARNING.

LIKE DOLORES UMBRIDGE FROM HARRY POTTER, MIKE MILES HAS TAKEN OVER OUR SCHOOLS, IGNORED US, AND PUNISH THOSE WHO SPEAK UP.

GOVERNOR ABBOTT AND TEA COMMISSIONER MORATH ARE LIKE BALTIMORE, GIVING MILES THE POWER TO TAKE OVER, AND AND THE DIVISION SUPERINTENDENTS ARE LIKE DEATH EATERS, CREATING A SCARY AND THREATENING COMMUNITY FOR TEACHERS AND STUDENTS.

BUT THIS ISN'T A STORY.

IT'S REAL LIFE. I'M ASKING THE BOARD OF MANAGERS TO FIRE MIKE MILES.

LET'S MAKE OUR SCHOOLS PLACES WHERE WE CAN LEARN AND GROW, NOT PLACES OF FEAR AND CONTROL.

NO TRUST, NO BOND.

[NOISE] [APPLAUSE]

>> OUR NEXT SPEAKER, I HAVE IS NAYA DART.

>> NAYA IS NOT GOING TO BE SPEAKING SO YOU CAN GO ON TO SUE HANI.

>> SUE HANI. THANK YOU.

>> WITH HUNDREDS OF HSN STUDENTS HAD TO SCRAMBLE TO FIGURE OUT WHAT BUSES TO TAKE TO GET TO SCHOOL.

THEIR PARENTS HAD TO CALL HISD TRANSPORTATION AND GET NO ANSWER.

THEY WERE TOLD THEY COULD GET ON ANY BUS TO GET HOME.

A STUDENT AT NEF ELEMENTARY SAID HIS SCHOOL FELT LIKE CHAOS BECAUSE STUDENTS WERE UNSURE HOW TO GET HOME.

MY QUESTION IS, WHY WOULD YOU CUT THE BUS ROUTES AND THEN ACT LIKE IT WOULD NOT HAVE AN IMPACT ON US, THE STUDENTS? YOUR WEBSITE SAID YOU WOULD UPDATE WITH INFORMATION BY JULY, BUT THERE WAS NO INFORMATION THERE.

YOU FIRED SCHOOL CUSTODIANS AND PTOS HAD TO MOW THE GRASS.

IF MIKE MILES IS THE ONE CALLING THE SHOTS, WHAT DAMAGE COULD HE DO WITH $4.4 BILLION? I DON'T THINK THE VOTERS IN HOUSTON SHOULD TAKE THE RISK AND FIND OUT.

NO TRUSTS, NO BOOKS, NO BUSES, NO BOND.

>> THANK YOU. MS. SMITH, DOES THAT CONCLUDE OUR STUDENT SPEAKERS?

>> IF WE CAN GET OUR FIRST 10 SPEAKERS TO COME ON UP, IF POSSIBLE, THAT'D BE GREAT.

OUR FIRST SPEAKER IS SARAH MOLLER.

[00:25:02]

THERE'S SOME SEATS RESERVED IN THE FRONT FOR FOLKS.

THANK YOU. YES, MA'AM.

>> MY NAME IS SARAH MOLLER.

I'M A MOTHER, A PTO GARDENER, BECAUSE I HAVE TO ALSO CUT MY KIDS' SCHOOLS GRASS, PARENT OF A KINDERGARTNER AND SECOND GRADER STUDENTS AT HISD.

I'M HERE ON BEHALF OF HISD STUDENTS BECAUSE I BELIEVE EVERY SINGLE CHILD DESERVES ACCESS TO HIGH QUALITY PUBLIC EDUCATION.

MR. MILES THE MASTER MISREPRESENTING DATA.

FOR EXAMPLE, STAR'S, THIRD GRADE BREEDING SCORES, BASED ON ALL STUDENT SCORES, ONLY WHITE AND ASIAN STUDENTS WERE THE ONES THAT SHOWED GROWTH.

WE WANT TO SEE GROWTH FOR ALL OF OUR STUDENTS EQUALLY.

REMOVING OUR CERTIFIED TEACHERS AND PRINCIPALS LAST YEAR CAN ONLY EXASPERATE THIS DISCREPANCY.

SPEAKING OF REMOVING STAFF, AFTER THE HURRICANE, PARENT VOLUNTEERS AND THE HELP OF OUR SINGLE CAMPUS AND CLEANED UP A GIANT PINE TREE THAT FELL ACROSS OUR COVERED BREEZEWAY.

WE DID OUR PART, BUT THE DISTRICT HAS DONE NOTHING.

THE BREEZEWAY HAS NOT BEEN REPAIRED, AND OUR STUDENTS ARE WALKING THROUGH THE RAIN TO GET TO CLASS.

ADDITIONALLY, PARENTS SPENT THE WEEKEND CLEANING UP AFTER THE DERECHO.

I WAS HERE. THAT PILE OF DEBRIS IS STILL PLEASE. [INAUDIBLE] [NOISE]

>> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS SHEILA WHITFORD.

MS. WHITFORD. OF COURSE.

>> MY COMMENTS ARE ONLY DIRECTED TO BOARD MEMBERS.

MY NAME IS SHEILA WHITFORD.

I'M A TAXPAYER.

I HAVE VOTED YES FOR HOUSTON ISD SCHOOL BONDS SINCE 1990.

HOWEVER, I DO NOT CURRENTLY SEE A FISCALLY RESPONSIBLE BOARD.

LIBRARY BOOKS REMOVED FROM HOW MANY SCHOOLS? WHERE ARE THE BOOKS, AND WHERE IS THE PAPER TRAIL FOR THESE BOOKS? THE FIRST FISCAL MISTAKE.

SECOND, THE ALLEGED TRANSFER OF HISD FUNDS TO CALORADO.

THIS COULD NOT HAVE HAPPENED WITHOUT BOARD KNOWLEDGE.

I WANT TO APOLOGIZE TO THE CHILDREN IN HOUSTON SCHOOLS WHO NEED THIS BOND, BUT I WILL VOTE NO FOR THIS BOND.

OUR CHILDREN DO NOT HAVE RESPONSIBLE PEOPLE HANDLING THEIR MONEY.

>> THANK YOU, MA'AM. [APPLAUSE] OUR NEXT SPEAKER IS LISA ROBINSON. YES, MA'AM.

>> THE DEFINED AUTONOMY POLICY IS SEPARATE AND UNEQUAL.

A FOURTH GRADER AT PU IS BORED TO TEARS READING SLIDE DECKS, WHILE HIS COUSIN AT RIVER OAKS VISITS HER SCHOOL LIBRARY TO CHECK OUT A BOOK OF THEIR CHOICE.

A FRESHMAN AT WESTBURY ONLY READS SHORT PASSAGES IN ENGLISH CLASS, WHILE HER NEIGHBOR AT LAMAR DISCUSSES FULL NOVELS IN PREPARATION FOR COLLEGE LEVEL WORK.

A MIDDLE SCHOOLER AT FONDRIN COMPLETES HER DOL AND HAS TO GO TO THE TEAM CENTER TO FILL OUT MORE WORKSHEETS, WHILE HER BEST FRIEND AT LANIER WORKS ON INQUIRY BASED PROJECTS WITH HIS CLASSMATES.

A FIRST GRADER AT LONGFELLOW SITS IN A STERILE CLASSROOM IN THE NAME OF LIMITING DISTRACTIONS, WHILE HIS BROTHER AT TWAIN ENJOYS THE BENEFITS OF A WARM AND NURTURING SPACE.

THE EDUCATION THAT THESE TWO GROUPS OF STUDENTS ARE RECEIVING IS NOT ONLY SEPARATE AND UNEQUAL, BUT ALSO MORALLY WRONG.

BOARD OF MANAGERS CORRECT THE COURSE THAT HISD IS ON BEFORE ADDITIONAL HARM COMES TO OUR NES STUDENTS.

[NOISE]

>> [APPLAUSE] THANK YOU MA'AM. OUR NEXT SPEAKER IS TIA JAMES GLENN. YES, MA'AM.

>> USUALLY I'M HERE WITH MY DAUGHTER, BUT SHE SAID SHE CAN'T BE HERE, AND WHY CAN'T SHE BE HERE YOU MIGHT ASK, BECAUSE SHE'S EXHAUSTED.

SHE IS EXHAUSTED AND SHE'S ALSO ASTHMATIC.

THE DANCE CLASSROOM AT CROCKETT ELEMENTARY IS CURRENTLY 81 DEGREES WITH FIVE DIFFERENT FANS.

THERE HAS BEEN NO PORTABLE ACS EVEN OFFERED.

SHE HAD ONE LAST YEAR, SO THIS AC PROBLEM HAS BEEN GOING ON FOR A VERY LONG TIME WITH NO RESOLUTION.

I'M HERE BECAUSE WE HAVE EMAILED EVERY ONE THAT IS RESPONSIBLE FOR CROCKETT ELEMENTARY,

[00:30:02]

INCLUDING THE SENIOR EXECUTIVE DIRECTOR OF SUPPORT, SENIOR EXECUTIVE DIRECTOR IN DIVISION LEAD, EXECUTIVE DIRECTOR OF FEDER, SENIOR EXECUTIVE DIRECTOR OF UNIT, AND OUR DIVISION SUPERINTENDENT WHO HAS NOT RESPONDED TO ANY OF US AT ALL.

>> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS MICHELLE WILLIAMS. [BACKGROUND]

>> GO AHEAD.

>> I HAVE THE DISTINCT PLEASURE OF SPEAKING BEFORE THE PUBLIC HOUSE COMMITTEE ON MONDAY AND TUESDAY.

I'M DONE ASKING YOU ALL TO DO THE RIGHT THING.

WE'RE ESCALATING IT TO AUSTIN.

WE'RE GOING TO GET SOME CHANGES DONE HERE IN HISD, BECAUSE AS YOU SAY, CHILDREN CAN'T WAIT.

WE HAVE GIVEN YOU ALL A YEAR TO DO THE RIGHT THING, AND WE'RE DONE.

WITH THAT, I'M WANT TO TALK ABOUT THE STUDENT CODE OF CONDUCT.

IT IS THE MOST POORLY WRITTEN CODE OF CONDUCT THAT I HAVE SEEN IN MY 25 YEARS.

IT NEGATES THE STUDENTS RIGHTS, THE PARENTS RIGHTS IN FAVOR OF THE DISTRICT.

I URGE FIVE OF Y'ALL TO ACTUALLY LOOK INTO IT AND COMPARE IT TO LAST YEAR'S STUDENTS CODE OF CONDUCT.

BUT AS I CLOSE, WE'LL SEE YOU IN [NOISE].

>> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS TISHA MAYS.

>> YES, MA'AM.

>> HOLD ON A SECOND, I THINK THE MIKES DONE?

>> HELLO, MY NAME IS TEACHER [INAUDIBLE] AT CROCKETT ELEMENTARY LAST YEAR, I VOLUNTEERED IN THE DANCE CLASS ON NUMEROUS OCCASIONS AND THE AC WAS BROKEN, AND IT WAS UNBEARABLE.

DESPITE TRANSITIONING TO NES WITH SUPPOSED BETTER RESOURCES, THE DANCE ROOM IS STILL 82 DEGREES, FORCING OUR CHILDREN TO HAVE CLASS IN THE HALLWAY.

THIS YEAR, NOT ONLY IS THE DANCE ROOM AFFECTED, BUT ALSO CHOIR ROOM AND THE ART ROOM.

THIS IS ABSOLUTELY UNACCEPTABLE.

STUDENTS THIS YEAR ARE NOW REQUIRED TO CARRY LARGE TRAFFIC CONES TO THE RESTROOM, CONES THAT ARE BIGGER THAN SOME OF THE KIDS.

WHAT'S THE SENSE BEHIND THIS? WE'VE ALSO RECEIVED NO COMMUNICATION ABOUT WHAT DIBBLES WILL BE OFFERED THIS YEAR, LEAVING US IN THE DARK.

DURING MEET THE TEACHER, WE SAW NEW SPIN BIKES.

WHY WEREN'T THESE FUNDS USED TO FIX THE AC? OUR PRIORITIES SHOULD BE CREATING A COOL CONSISTENT ENVIRONMENT WHERE CHILDREN AND TEACHERS CAN THRIVE. PLEASE DO BETTER.

>> THANK YOU. OUR NEXT SPEAKER IS BROOK LONGORIA.

>> HI. MY NAME IS BROOK LONGORIA, AND I'M SPEAKING TO THIRD GRADE STAR SCORES.

WHEN I LOOK AT ALL THE STAR SCORES, ANY SMALL GAINS MADE CAME AT TOO HIGH A COST.

THEY CAME DURING A TIME WHEN BOOKS ARE BANNED IN HISD. THINK ABOUT THAT.

YOU ARE A PART OF HISTORY WHERE NOVELS ARE BANNED IN HOUSTON, AND NOT JUST A FEW BOOKS THAT RUFFLE CONSERVATIVE FEATHERS, ALL BOOKS AT 130 SCHOOLS, PLUS THE MANY MORE WHO CONFORM STRICTLY TO NES CURRICULUM.

THOSE STUDENTS ARE ONLY READING TEST PREP PASSAGES.

TRULY, I DON'T UNDERSTAND HOW YOU CAN FACE YOUR SCHOOL COMMUNITIES.

IS THIS THE TYPE OF EDUCATION YOU WANT FOR YOUR OWN CHILDREN AND GRANDCHILDREN? IT CAN'T BE. PLEASE DO SOMETHING TO HELP HOUSTON CHILDREN AND REVERSE THE BOOK BAN.

IN TWO YEARS, THOUSANDS OF STUDENTS HAVE LEFT HISD AND REJECTED SUPERINTENDENT MILES NEW EDUCATION SYSTEM MODEL.

EXPANDING NES WITHOUT UNDERSTANDING THE ENROLLMENT RAMIFICATIONS FURTHER PROVES THAT HISD IS UNPREPARED FOR A BOND.

NO BOOKS, NO BOND.[APPLAUSE]

>> THANK YOU. OUR NEXT SPEAKER IS RACHEL DOW. RACHEL DOW? NO. I THINK SHE'S CHECKED IN AS NUMBER NINE.

SPEAKER NUMBER NINE, I'M SORRY.

I DID SKIP MISS LOZOWSKI.

>> RULES FOR THEE, BUT NOT FOR ME.

SUPERINTENDENT MILES HAS BEEN EXTREMELY CRITICAL OF PREVIOUS ADMINISTRATIONS FOR USING ONE TIME DOLLARS ON REOCCURRING COST.

YET HERE WE ARE WITH A POLICY CHANGE ON THE CONSENT AGENDA THAT WILL ALLOW HIM TO DO THE SAME.

RULES FOR THEE, BUT NOT FOR ME, DURING THE MAY 23 BUDGET WORKSHOP WHEN DISCUSSING PROPERTY SALES, THE MANAGER SAID AND I QUOTE, I MAY HAVE PUSHED OUR CFO IN THIS DIRECTION, AND I SAID TO HIM, WE SHOULD SELL ALL THESE BUILDINGS IMMEDIATELY.

HOWEVER, WHEN COMMUNITY MEMBERS REACH OUT TO MANAGERS ABOUT CONCERNS, WE MOST TIMES HEAR THAT IS NOT IN OUR GOVERNANCE LANE.

THE PRECEDENT HAS NOW BEEN SET FOR THE BOARD TO STEP OUTSIDE THE GOVERNANCE LANE,

[00:35:02]

I ENCOURAGE YOU ALL TO EMBRACE THIS.

FINALLY, I AM ASSUMING THAT THERE IS A CONFLICT OF INTEREST POLICY REGARDING PROPERTY SALES.

HOWEVER, WE KNOW TOO WELL THAT POLICIES ARE EASILY CHANGED.

I ASK THAT ALL ENTITIES PARTIALLY OR FULLY OWNED AND OR GOVERNED BY RICK CAMPO BE EXCLUDED FROM PARTICIPATING IN ANY OF THE BUDGETED PROPERTY SALES PROCESS.

NO TRUSTS, NO BAND. [APPLAUSE]

>> THANK YOU. OUR NEXT SPEAKER IS RACHEL DOW.

IS SHE HERE NOW.

YES, MA'AM. IS THAT YOU? WHAT'S YOUR NAME? COME ON. YES, MA'AM.

>> I HAVE COME SPEAK ON BEHALF OF COMMUNITY MEMBER WHO IS UNABLE TO BE HERE TODAY.

SHE WRITES, GOOD AFTERNOON, MR. MILES, AND THE BOARD OF MANAGERS.

HISD IS IN CRISIS, AND WE NEED TO REVIVE OUR DISTRICT.

MR. MILES, YOUR REPUTATION PROCEED YOU FROM COLORADO SPRINGS TO DALLAS AND NOW HERE IN HOUSTON.

YOU'VE LEFT A TRAIL OF DESTRUCTION, BUT WE WILL NOT STAND BY SILENTLY.

WE WILL RAISE OUR VOICES AS OTHERS HAVE BEFORE US TO EXPOSE THE DAMAGE THAT YOU ALL HAVE DONE.

YOU'VE ELIMINATED QUALIFIED ADMINISTRATORS, TEACHERS, AND ESSENTIAL PROGRAMS, STRIPPING OUR DISTRICT OF THE RESOURCES OUR STUDENTS DESPERATELY NEED.

WE SEE NO EVIDENCE OR PLAN FOR HOW YOU'RE SPINNING STATE AND FEDERAL FUNDS, INCLUDING TITLE 1 AND TITLE 3.

YOU HAVE FAILED TO ADDRESS THE NEEDS OF HISD, AND THE BOARD OF MANAGERS HAVE FAILED TO HOLD YOU ACCOUNTABLE.

WE WILL NOT BE SILENT, WE WILL CONTINUE TO GROW IN STRENGTH.

>> THANK YOU, MISS DOW.[APPLAUSE] OUR NEXT SPEAKER IS CORREDA MALIN FONTNA.

>> GOOD EVENING. I'M DR. CORREDA MALIN FONTNA, AND I'M HERE TO SAY THIS.

TEACHERS HAVE BEEN BACK IN THE CLASSROOM FOR ONLY A COUPLE OF WEEKS NOW.

YET THE F MIKE MILES REIGN OF EDUCATIONAL TERROR HAS CONTINUED ON ITS DISASTROUS PATH FROM THE LAST YEAR.

ACCORDING TO HISDS OWN WEBSITE, AT ONE POINT, THERE WERE 10,000 POSITIONS UNFILLED.

YET WE'RE SUPPOSED TO BELIEVE THAT ALL OF THOSE POSITIONS HAVE BEEN FILLED WITH APPROPRIATELY LICENSED EDUCATORS.

IT'S SO BAD THAT PARENTS ARE CALLING THE HFT OFFICE BECAUSE THEIR CHILD WAS MISSING FROM SCHOOL AND WAS NOT PUT ON THE CORRECT BUS.

I WONDER IF THIS HAS ANYTHING TO DO WITH THE FACT THAT F MIKE MILES IN HIS INFINITE WISDOM DECIDED TO TERMINATE BUS DRIVERS IN MASS.

THIS IS YET ANOTHER EXAMPLE OF HIS TERRIBLE LEADERSHIP AND DECISION MAKING SKILLS.

IF HE CAN'T BE TRUSTED TO HAVE ENOUGH STAFF TO GET OUR KIDS HOME SAFELY, HE CERTAINLY CAN'T BE TRUSTED WITH BILLIONS OF DOLLARS.

NO TRUST, NO BOND.[APPLAUSE]

>> THANK YOU. OUR NEXT SPEAKER IS MARCY JONES.

YES, MA'AM. I DON'T THINK YOUR MIC'S ON HOLD ON.

>> HELLO.

>> THERE YOU GO.

>> OKAY. IT'S BEEN EXHAUSTING FIRST WEEK OF SCHOOL.

MY KIDS ARE BACK AND WHY AM I HERE? BECAUSE WE'RE NOT STOPPING UNTIL YOU ARE GONE.

SOME OF THE LATEST STATS OVER AN 8% DECLINE IN ENROLLMENT AT NES SCHOOLS, ALMOST A 3% DECLINE IN ENROLLMENT AT NON NES SCHOOLS, 5% DECLINE IN ENROLLMENT HISD OVERALL.

WHERE ARE THESE KIDS GOING? THEY'RE RUNNING FOR THE HILLS TO GET AWAY FROM YOUR BACKWARDS AND VICIOUS APPROACH TO EDUCATING CHILDREN, LEAVING FOR CHARTER SCHOOLS, PRIVATE SCHOOLS, OTHER DISTRICTS, HOME SCHOOLING.

CAN YOU BELIEVE THAT? MORE STATS,43% OF TEACHERS LEFT SINCE LAST YEAR, ENSURE YOU CAN COOK YOUR NUMBERS AND SAY 25% TO RIGHT SIZE, BUT WE ALL KNOW THAT YOU'RE A MASTERFUL DATA MANIPULATOR.

150 PRINCIPAL DEPARTURES SINCE YOU ARRIVED LAST JUNE.

SOME CALLED VOLUNTARY, BUT WE KNOW THEY WERE FIRED.

WE HEARD FROM THE MUST WEEKEND, I HEARD FROM THEM.

THEY WERE FORCED OUT, ESPECIALLY IN THE WEST DIVISION.

WEST IS NOT BEST, SO HERE WE ARE, A BRAND NEW YEAR [INAUDIBLE] MIKE MILES THE COORDINATOR PLUS THE GOLD STAR IN CARARO DISTRICT.[APPLAUSE]

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

OUR NEXT SPEAKER IS DON ELLIOTT AND IF OUR SPEAKERS 13 THROUGH 23 OR SO WOULDN'T MIND COMING FORWARD.

YES, MA'AM, MISS ELLIOT, GO AHEAD.

>> MY NAME IS DON ELLIOTT, AND I HAVE TWO CHILDREN IN HISD.

I HAVE SPENT CLOSE TO A DECADE VOLUNTEERING ALMOST DAILY IN SCHOOLS IN MANY CAPACITIES.

I'M CONCERNED ABOUT AGENDA ITEM NUMBER 22.

THE BOARD HAS AND CONTINUES TO MAKE CORRUPT DECISIONS LIKE COLLOCATE SCHOOLS TO AVOID HAVING TO FOLLOW PROPER PROCEDURES TO CLOSE THEM.

[00:40:01]

WASTE MILLIONS OF TAXPAYER DOLLARS THAT SHOULD HAVE GONE DIRECTLY TO STUDENTS DESPERATELY IN NEED AND REFUSED TO PROVIDE TRANSPARENCY ON SO MANY LEVELS.

YOU HAVE REPEATEDLY LIED TO OUR COMMUNITY AND GONE AGAINST PROMISES MADE.

PLEASE EXPLAIN WHY TAXPAYER SHOULD BE WILLING TO TRUST THIS BOARD TO SELL PROPERTY OWNED BY THE VERY PUBLIC EDUCATION SYSTEM YOU SEEM SO DETERMINED TO DESTROY.

I AM ASKING YOU TO REMOVE THE SALE OF REAL ESTATE FROM CONSIDERATION UNTIL THIS BOARD PROVES THAT IT CAN ACTUALLY HEAR THE HOUSTON COMMUNITY, ALLOW FLOURISHING SCHOOLS TO CONTINUE TO DO SO UNIMPEDED AND MAKE PRUDENT FINANCIAL DECISIONS, INCLUDING EQUITABLE PER STUDENT FUNDING.

NO TRUST, NO BOND.[APPLAUSE]

>> THANK YOU. OUR NEXT SPEAKER IS GREG CARRIER.

>> THIS ADMINISTRATION USES THE PHRASE STUDENT OUTCOMES TO MEAN NOTHING MORE THAN TEST SCORES.

CONSIDER WHAT STUDENT OUTCOMES WOULD MEAN, IF WE WOULD DEFINE IT WITH THE HELP OF STUDENTS.

IN A DRAFT STUDENT BILL OF RIGHTS, YOUTH HAVE STATED QUOTE, THE RIGHT TO A FREE PUBLIC EDUCATION SHALL NOT BE DENIED, AND TO THAT END, OTHER RIGHTS MUST BE SECURED.

THE YOUTH GO ON WITH A LIST, FOR EXAMPLE, YOUTH HAVE STATED THEIR NEED FOR A RIGHT TO HOUSING AND FOR A RIGHT TO EMPLOYMENT TO SUPPORT THEMSELVES WHILE IN SCHOOL, AND FOR A RIGHT TO HIGH QUALITY SCHOOL FACILITIES.

BUT THIS ADMINISTRATION, ESPECIALLY YOU, THIS ADMINISTRATION HAS LAID OFF SPECIALISTS WHO COULD CONNECT FAMILIES TO RENT ASSISTANT PROGRAMS. INSTEAD OF EDUCATIONAL JOB PROGRAMS FOR YOUTH, YOU FUND SUPERINTENDENT CONVOCATIONS AND OUT OF STATE PRIVATE SCHOOLS AND INSTEAD OF BUILDING TRUST AND FACILITY FUNDING, YOU'VE CAUSED LIFELONG PUBLIC EDUCATION SUPPORTERS TO DECLARE NO TRUST, NO BOND BECAUSE YOU WOULD USE FUNDS FOR EVIL INSTEAD OF GOOD.

ADULTS CONSIDER WHAT YOU TELL US ARE THE STUDENT OUTCOMES THAT WE OUGHT TO PAY ATTENTION TO WHEN MEASURING WHETHER STUDENTS HAVE QUALITY EDUCATION. THANK YOU.

>> THANK YOU.[APPLAUSE] OUR NEXT SPEAKER IS DR. PAMELA BOVLIN.

>> GOOD EVENING, I'M DR.

BOVLIN AND I'M SPEAKING ON BEHALF OF DR. HUFFMAN.

THE DOI PROPOSAL THAT YOU'RE VOTING TO APPROVE IS FILLED WITH INACCURATE AND MISLEADING CLAIMS THAT UNLICENSED AND INEXPERIENCED TEACHERS OUTPERFORM LICENSE ONE, AMONG OTHER LIES.

THESE INACCURACIES HAVE BEEN DETAILED IN THE DOCUMENT THAT WAS PROVIDED FOR YOU IN APRIL AND AGAIN THIS WEEK.

COMPLETE WITH FULL TEXT COPIES OF THE CITED ARTICLES, SO YOU CAN VERIFY FOR YOURSELVES.

MADAM PRESIDENT, IF YOU WERE TO SUBMIT A BRIEF TO COURT, WITH EVEN HALF OF THE MISREPRESENTED INACCURATE CITATIONS CONTAINED IN THIS DOCUMENT, YOU WOULD FACE REPRIMAND FROM THE JUDGE AND POSSIBLE DISBARMENT.

IN VOTING TO ACCEPT THIS PLAN, THIS FALSE AND FRAUDULENT CLAIM, YOU ARE ACTIVELY PARTICIPATING IN AND CONDONING FRAUD, AND YOU ARE PERSONALLY LIABLE FOR THE HARM THAT IS BEING DONE BY THIS ADMINISTRATION, AND IT IS SHAMEFUL. NO TRUST, NO BOND.

>> THANK YOU, MA'AM. OUR NEXT SPEAKER IS SISTER MAMA SONYA LUCAS ROBERTS.

>> SISTER MAMA SONYA JACK ADES CLASS OF 1974.

IGNORE US, MISUSE US.

Y'ALL NEVER NEVER LISTEN TO US.

Y'ALL I REALLY CARE ABOUT US. OUR SCHOLARS.

F MIKE MILES, BOARD OF MANAGERS, I WISH I COULD SAY WELCOME BACK.

BUT IT'S THE NEW YEAR AND THE SAME OLD SOS.

TAXATION WITHOUT REPRESENTATION, UNCERTIFIED TEACHERS OVERLOAD.

FIRINGS OF THE RESPECTED PRINCIPALS, TEACHERS, COUNSELORS, RUN AROUND SPECIALISTS, CUSTODIANS, I'M TRYING TO REMEMBER, EVERYBODY.

ANYONE WHO CARES, REASSIGNMENT OF TEACHERS, LESS THAN 24 HOURS BEFORE SCHOOL STARTS.

DISRESPECT OF THOSE WHO ARE CHARGED TO REPRESENT US AND THE BUS SITUATION, HEINOUS.

I WAS IN ARLINGTON, TEXAS, AND THAT'S ALL THEY CAN ASK ME ABOUT WHAT'S GOING ON DOWN THERE? WE DON'T TRUST YOU, SO YOU DON'T GET NO BOND FROM US.

WE DON'T Y'ALL DON'T.

Y'ALL DON'T REALLY CARE ABOUT US, AND REST IN PEACE AND LOVE THE STUDENT.

>> THANK YOU. OUR NEXT SPEAKER IS ELLEN WALTER.

>> A DIRECT QUOTE FROM MY VIPS APPLICATION, TELLING ME EVERYTHING THE DISTRICT BELIEVES AND I NEED TO HELP THEM WITH.

WE BELIEVE THAT INSTRUCTION SHOULD BE CUSTOMIZED AND PERSONALIZED TO MEET THE LEARNING NEEDS FOR EACH INDIVIDUAL CHILD,

[00:45:03]

INCLUDING STUDENTS WITH DISABILITIES, GIFTED AND TALENT STUDENTS, AND ENGLISH LANGUAGE LEARNERS, SO THEY HAVE THE SUPPORT AND OPPORTUNITY THEY NEED TO FLOURISH.

IN THE NES SYSTEM, THIS MEANS WORKSHEETS FOR GT STUDENTS AND A POWERPOINT FOR ALL.

THOSE AND THESE READING STAR RESULTS FOR ENGLISH LANGUAGE LEARNERS IN 2019, FOR THIRD GRADE APPROACHES ARE ABOVE PERCENTILE WAS 68, NOW IT'S 48.

FOR FOURTH GRADE IN 2019 WAS 57, NOW IT'S 48 AND THIRD GRADE MATH APPROACHES WAS 70%, NOW IT'S 58, AND FOURTH GRADE 2019 WAS 63%, NOW IT'S 53.

THIS IS NOT FLOURISHING.

PROVIDE FOR ALL STUDENTS, NO TRUST, NO BOND.[APPLAUSE]

>> THANK YOU. OUR NEXT SPEAKER IS ALLISON CHAPIN.

NOT QUIET TRY AGAIN.

>> TRY AGAIN. THERE WE GO.

HI, MY NAME IS ALLISON CHAPIN, AND I AM READING A MESSAGE FROM A PARENT WHO COULD NOT BE HERE.

GOOD AFTERNOON, MY NAME IS MARLEN OSORIO, I'VE BEEN A MOM HERE IN HISD FOR 17 YEARS, AND I AM SO ANGRY TO SEE HOW THE SYSTEM IS FAILING OUR KIDS.

MY SON SAW SEVERAL OF HIS TEACHERS LEAVE, NOT JUST THEM, BUT ALSO HIS PRINCIPAL, AND HE WASN'T ALLOWED TO SAY GOODBYE TO THEM ONE LAST TIME, AND HE WASN'T ALLOWED TO TELL HER HOW GRATEFUL HE WAS FOR HAVING HER.

WHY DO YOU PUT YOUNG CHILDREN THROUGH THIS? ALSO, YOUR BUS SYSTEM IS A TOTAL FAIL.

HOW IN THE WORLD IS IT OKAY FOR YOU TO TELL KIDS TO GET ON ANY BUS AS LONG AS THEY'RE ON ONE? ON TOP OF IT, THE BUS IS CIRCULATING WITHOUT ANY AC AND NOT JUST THE BUSES BUT SEVERAL CLASSES.

ALL OF THIS JUST TO SHOW HOW ANGRY AND SAD YOU ARE AT THE WORLD AND DECIDE NOT TO TAKE IT OUT ON KIDS. WE WANT YOU.

>> THANK YOU, MISS CHAPIN. [APPLAUSE] OUR NEXT SPEAKER IS ESTHER YIUBE.

>>YES, MA'AM.

>> ESTHER ORIBICK, REMEMBER ME? I'M BACK.

LAST YEAR, I TOLD MY KIDS THAT EVEN IF I COULDN'T BE THEIR LIBRARIAN, I WOULD STILL FIGHT FOR THEM TO HAVE A LIBRARY.

I COULDN'T COME TO LAST WEEK'S BOARD MEETING BECAUSE OF MEET THE TEACHER NIGHT AT MY NEW SCHOOL IN ALIF.

GUESS WHO CAME TO MY LIBRARY THAT NIGHT, MY SUPERINTENDENT.

YOU WANT TO KNOW WHAT HE SAID? THANK YOU FOR BEING HERE.

YOUR WORK IS IMPORTANT.

LIBRARIES LAY THE FOUNDATION OF LITERACY.

HE GETS IT.

MY SUPERINTENDENT VALUES ME, BUT MORE IMPORTANTLY, HE VALUES STUDENTS AND LITERACY.

HE WANTS KIDS TO BECOME READERS, AND HE UNDERSTANDS THE BEST WAY TO DO THAT IS TO PUT ACTUAL BOOKS INTO THE HANDS OF STUDENTS.

WHAT A CONCEPT.

MR. MILES COULD LEARN A THING OR TWO FROM DR. MAYS.

OUR KIDS NEED BOOKS, LIBRARIES, AND LIBRARIANS.

OUR EDUCATORS NEED TO FEEL VALUED.

IF WE CAN'T TRUST A SUPERINTENDENT WITH THESE BASIC FUNDAMENTALS OF EDUCATION, [NOISE] HOW CAN WE TRUST HIM WITH A $4.5 BILLION DOLLAR BOND? [APPLAUSE]

>> THANK YOU, MA'AM. OUR NEXT SPEAKER IS CHRISTIN BREWER.

CHRISTIN BREWER, YES, MA'AM.

>> GOOD EVENING, EVERYBODY.

I'M CHRISTIN MICHELLE BREWSTER, YOUR RETIRED SCHOOL NURSE.

WANT TO THANK YOU FOR ATTEMPTING TO UPDATE THE SCHOOL MEDICATION ADMINISTRATION POLICY THAT'S LISTED IN THE AGENDA ITEM.

BUT BEFORE WE CAN MEDICATE THEM AT SCHOOL, WE GOT TO GET THEM TO SCHOOL.

WHAT'S UP WITH THE BUS ISSUE? WHOSE UNCLE IS RUNNING THIS SOFTWARE PROGRAM THAT I'M PAYING FOR? WHY DID YOU ALL CUT THE BUS ROUTES AND INCREASE THE MILES FOR ELIGIBILITY? WHAT? WHO SENT THE RIGHT CHILD'S BUS ROUTE INFO TO THE WRONG PARENT OR GUARDIAN? DO YOU KNOW THEY MIGHT HAVE BEEN A PEDOPHILE OR A TRAFFICKER THAT YOU HAVE CONTACTED? WHILE MY CHILDREN ARE WALKING THROUGH DEBRIS WE WERE IN THIS VERY ROOM IN MAY WHEN EVERYTHING WENT UP.

I CLEAN MY PROPERTY, I BET YOU HAD YOURS CLEAN.

WHY YOU DIDN'T DO IT FOR MY OTHER PROPERTY, THE SCHOOLS? WE CAN'T TRUST YOU TO DO HEALTH AND SAFETY IN THE MEANTIME IN BETWEEN TIME.

[NOISE] NO ONE, NO CHOICE.

>> THANK YOU, MA'AM. MS. SMITH IS GOING TO CALL THE NEXT SPEAKER, PLEASE?

[00:50:01]

>> NUMBER 20, KARRIE MCNARY.

2330, IF YOU COME TO THE FRONT, PLEASE.

>> YES, MA'AM.

>> PLEASE GO AHEAD.

>> HI. I'M A PARENT.

I HAVE TWO CHILDREN THAT ARE CURRENTLY AT HISD, AND I HAVE BEEN WATCHING AND WAITING AND HOPING VERY PATIENTLY THAT THE CURRENT BOARD AND THE ADMINISTRATION WOULD DO BETTER BY OUR KIDS.

I BELIEVE IN PUBLIC EDUCATION.

I'VE SEEN THE STAR TEST RESULTS THAT JUST CAME OUT.

I'VE SEEN THAT THE ALA SCORES ARE HIGHER IN SOME AREAS.

BUT I ALSO WAS SHOCKED TO LEARN THAT THE NES CURRICULUM FOR THE ELA DOES NOT INCLUDE ANY FULL BOOK READING OR STUDY.

IT DOESN'T EVEN ALLOW IT IN THOSE SCHOOLS.

I ALSO HAVE SHOCKED AGAIN TO LEARN THAT EVEN NON NES SCHOOLS ARE IMPLEMENTING THE SAME CURRICULUM AND PROHIBITING CLASSES FROM TEACHING AND STUDYING FULL NOVELS.

THIS APPLIES ALL THE WAY THROUGH ELEMENTARY AND MIDDLE SCHOOL.

I HAVE A QUESTION FOR YOU.

DOES THAT EVEN SATISFY THE TEXAS EDUCATION AGENCY REGULATIONS UNDER RULE 110.5 THROUGH 7 AND 110.22 THROUGH 24? I DON'T THINK IT DOES. MAYBE IF YOU WANT TO TELL YOURSELF [NOISE] [INAUDIBLE] [APPLAUSE]

>> THANK YOU. OUR NEXT SPEAKER IS MS. TYRELL. YES, MA'AM.

>> WHEN YOU APPROVED MILES NEW BUDGET, YOU SIGNED OFF ON $80 MILLION IN PROPERTY SALES WITHOUT KNOWING WHAT PROPERTIES WOULD BE SOLD, WHERE THE NUMBERS CAME FROM OR SEEING ANY APPRAISALS.

THAT $80 MILLION BALANCES THE GENERAL BUDGET, SO NOW YOU MUST RETROFIT HISD POLICY TO ALLOW THIS.

WHY WOULD OUR EXISTING POLICY NOT ALLOW MONEY FROM PROPERTY SALES TO BE SPENT GENERALLY, BUT ONLY ON CAPITAL PROJECTS? BECAUSE PREVIOUS BOARDS WERE PRESENTING THE SALE OF THE FAMILY JUS TO FUND AN EXPENSIVE NEW LIFESTYLE, LIKE THE NES LIFESTYLE.

YOU HAVE A FIDUCIARY DUTY TO THE CITIZENS WHOSE MONEY AND ASSETS YOU SPEND, SAFEGUARDING ASSETS AS A BASIC INTERNAL CONTROL, LIKE NOT PUTTING ONE PERSON IN CHARGE OF BOTH FINANCE AND OPERATIONS.

BUT IT SEEMS YOUR DUTY IS REALLY ONLY ONE THING TO SHOWER MILES WITH PRAISE AT THE END OF THE MEETING.

>> THANK YOU. OUR NEXT SPEAKER IS DENISE WILBORN. DENISE WILBORN.

YES, MA'AM. PLEASE GO AHEAD.

>> IS MY MIC ON.

>> IT IS. GO AHEAD.

>> AUGUST 12, 2024, MARIO DIAZ KPRC.

DRIVERS SAY HOUSTON ISD BUSES CARRYING CHILDREN WITH SPECIAL NEEDS, DO NOT HAVE WORKING AIR CONDITIONERS.

MULTIPLE DRIVERS SAY CONCERNS ARE NOT BEING ADDRESSED.

YOUR RESPONSE TO MR. DIAZ, MR. MILES, ON THE 12TH.

I HADN'T HEARD THAT AS A PROBLEM.

I'M SURE IT'S NOT A BIG ISSUE.

BUT IF IT'S A SPECIFIC ISSUE, I WOULD ASK THE BUS DRIVERS TO SPEAK WITH THEIR DISPATCHER BECAUSE WE HAVE EXTRA BUSES, AND THAT IS PART OF THE PRE-DRIVING CHECK THAT THEY ARE SUPPOSED TO GO THROUGH.

THE DRIVER STATED TO MR. DIAZ, THEY LET THE APPROPRIATE PERSONNEL KNOW LAST WEEK.

TEA WEBSITE, HISD MISSION STATEMENT.

THE BOARD WILL IMPROVE OUTCOMES FOR HISD STUDENTS BY REPRESENTING THE VALUES AND VISION OF THE COMMUNITY, AND BY PROVIDING OVERSIGHT [NOISE] TO ENSURE THAT THE VISION AND VALUES ARE BEING HONORED.

TODAY'S AGENDA PAGE 22.

THE SUPERINTENDENT SHALL NOT ALLOW INEFFECTIVE SUPPORT SYSTEMS AND PROCESSES FOR STUDENTS.

>> THANK YOU, MS. WILBORN.

>> SPECIAL EDUCATION SERVICES [OVERLAPPING] ACROSS THE DISTRICT NEGATIVE IEP.

>> YOUR TIME IS UP. WRAP IT UP, PLEASE.

YOUR TIME IS UP, SO IF YOU'LL WRAP IT UP IN THE NEXT 10 SECONDS, PLEASE. GO AHEAD.

>> TODAY'S AGENDA PAGE 22 23.2.

SUPERINTENDENT SHALL NOT ALLOW THE INEFFECTIVE SUPPORT SYSTEMS AND PROCESSES STUDENTS RECEIVING EDUCATION SERVICES ACROSS THE DISTRICT TO NEGATIVELY IMPACT IEP DEVELOPMENT AND [OVERLAPPING]

[00:55:01]

>> THANK YOU, MA'AM. [OVERLAPPING] OUR NEXT SPEAKER IS DIANA CANDIDA.

>> WE ONLY HAVE 1 MINUTE EACH AND WE WANT TO READ SOMETHING LONG.

I'M STARTING IT AND THEN SHE IS CONTINUING.

>> THAT'S FINE.

>> I'M DIANA CANDIDA PRO STUDENT.

I'M READING WITH A TEACHER'S PERMISSION AN EXCERPT FROM HIS LETTER EXPLAINING WHY HE RESIGNED YESTERDAY.

THIS MOVE WAS NOT SPONTANEOUS.

IT HAD BEEN BUILDING UP FOR SOME TIME AFTER THE STATE TAKEOVER.

THE IMMENSE PRESSURE, AND IN MY OPINION, UNREASONABLE EXPECTATIONS FROM THE DISTRICT HAVE TAKEN THEIR TOLL ON MANY TEACHERS, INCLUDING MYSELF.

THERE IS NEVER ENOUGH TIME DURING THE DAY TO COMPLETE THE TASKS NECESSARY TO MEET MINIMUM EXPECTATIONS, MUCH LESS TO GO ABOVE AND BEYOND WHICH YOUR CHILD DESERVES.

ALL THIS PRESSURE HAS CREATED A VERY TOXIC ENVIRONMENT IN OUR SCHOOL THAT FEELS SOMETHING AKIN TO A POLICE STATE.

FOR MY PART, THIS HAS AFFECTED MY HEALTH, AS THE STRESS AND ANXIETY HAVE ELEVATED MY BLOOD PRESSURE AND FEELINGS OF SHORTNESS OF BREATH BECAUSE THE HOURS AT NIGHT ARE NOT ENOUGH TO COMPLETE DETAILED LESSON PLANS, REPORTS WITH ANALYZED DATA, PAPERWORK FOR DIFFERENT PROGRAMS, INVENTORIES, AND SO ON.

IT WAS VERY SAD TO WALK AROUND THE SCHOOL THESE FIRST FEW DAYS WITH ALMOST NO TEACHERS SMILING.

OUR COMMUNITY DOESN'T DESERVE TO BE TREATED THIS WAY.

WE HAVE VERY GOOD PROGRAMS. [NOISE]

>> THANK YOU. YES, MA'AM.

>> CONTINUING THE TEACHER'S LETTER.

>> ONE SECOND, JUST GET THE MICROPHONE.

>> GET ON?

>> CONTINUING THE TEACHER'S LETTER.

I BELIEVE OUR COMMUNITY DOESN'T DESERVE TO BE TREATED THIS WAY.

I BELIEVE WE DESERVE BETTER TO BE TREATED WITH DIGNITY.

THIS WAS SENT YESTERDAY TO ME BY MY KID'S TEACHER.

THANK YOU FOR HELPING ME READ IT, BECAUSE I WANT TO TELL YOU WHAT I THINK ABOUT THIS LETTER.

CAN I PLEASE HAVE 100 PERCENT PARTICIPATION FROM THE BOARD? I NEED 100 PERCENT PARTICIPATION.

I'M WAITING. MS. FLOWERS, COULD I PLEASE HAVE YOUR ATTENTION. THANK YOU.

>> PLEASE GO AHEAD.

>> AT THIS SCHOOL LAST YEAR, MY KID WAS OUT OF SCHOOL WITH ZERO AUTONOMY.

IT WAS AN NES SCHOOL.

MY KIDS LOST THEIR TEACHERS AND THEY HAD UNCERTIFIED REPLACEMENTS THROUGHOUT THE YEAR.

NOW WE'RE AT A SCHOOL WITH THE HIGHEST POSSIBLE AUTONOMY, AND MY KID JUST LOST HIS TEACHER.

THE CHILDREN CANNOT WIN WITH MIKE MILES IN CHARGE.

THE MAN'S INCOMPETENCE AS A SUPERINTENDENT IS HARMING MY KIDS AND ALL OF OUR KIDS.

WE NEED A BOND AT [NOISE] SEND HIM BACK TO COLORADO.

I'M GOING TO FINISH, I'M SO CLOSE TO BEING DONE.

>> BEFORE NOVEMBER.

>> GO AHEAD.

>> SEND HIM BACK TO COLORADO BEFORE NOVEMBER.

ESTABLISH REAL TRUST COMMUNITY.

PLEASE, LISTS LOOK AWAY.

LET'S GET THE BOND THAT WE REALLY DO NEED, AND GET OUR TEACHERS BACK, IT'S A TWO FOR ONE DEAL. [APPLAUSE]

>> THANK YOU, MA'AM. OUR NEXT SPEAKER IS ERIN PIPER. YES, MA'AM.

>> MY NAME IS ERIN PIPER AND TODAY I'M SPEAKING ON AGENDA ITEM 1.

THE PRESENTED DATA SHOW THAT OVER THE PAST TWO YEARS, SCORES FROM NES SCHOOLS INCREASED WHILE SCORES FOR NON NES SCHOOLS DECREASED IN ALMOST ALL DEMOGRAPHICS.

AT FIRST GLANCE, ONE MIGHT THINK THAT NES AS A WHOLE IS WORKING AT INCREASING SCORES, BUT IF THAT'S TRUE, THEN WHY THE DECREASE IN SCORES FOR NON NES SCHOOLS? COULD IT POSSIBLY BE BECAUSE THE DISTRICT PUSHED PROVEN CURRICULUM AND BURDENSOME POLICIES TO NON NES SCHOOLS ACROSS THE DISTRICT LAST YEAR THAT ACTUALLY ENDED UP HURTING THOSE SCHOOLS? YOU KNOW WHAT DIDN'T GET PUSHED IN NES SCHOOLS ACROSS THE DISTRICT LAST YEAR, ONE TO ONE TECHNOLOGY RESOURCES AND ADDITIONAL STAFF IN THE CLASSROOMS, WHICH ARE THE ONLY TWO GOOD THINGS THAT NES ACTUALLY DOES PROVIDE TO SCHOOLS.

THOSE THINGS ARE WHAT IS MAKING THE DIFFERENCE IN INCREASING TEST SCORES, NOT THESE UNPROVEN CHANGES BEING PUSHED ACROSS THE DISTRICT THAT ARE CAUSING VETERAN EDUCATORS TO LEAVE IN DROVES.

HOW ABOUT INSTEAD OF CONTINUING TO PUSH THESE HARMFUL NES POLICIES ACROSS THE DISTRICT, YOU ACTUALLY PROVIDE THE RESOURCES, OUR HISTORICALLY UNDERFUNDED SCHOOLS DESPERATELY NEED AND WATCH THEM THRIVE.

NO TRUST, NO BOND. [APPLAUSE]

>> THANK YOU. OUR NEXT SPEAKER IS CHRISTINE HERING. YES, MA'AM.

>> I'M ON THE BOARD OF THE ASK PTO, AND THIS SPRING AFTER LEARNING, WE WOULD BECOME NES THIS FALL, WE MET WITH WEST DIVISION LEADERSHIP, STOUT ASQUEZ, AND WILLIAMS. DURING THAT MEETING, SOUTH HAD TO ASK HER ASSISTANT WHAT GRADES WERE EVEN AT ASK BECAUSE APPARENTLY MAKING OVER $200,000 A YEAR DOESN'T REQUIRE YOU TO KNOW ANYTHING ABOUT THE SCHOOLS YOU'RE SUPPOSED TO BE IN CHARGE OF.

SHE HAD NEVER EVEN SET FOOT INSIDE ASK UNTIL AFTER OUR MEETING WITH HER, AND THAT WAS SO SHE COULD THREATEN OUR PRINCIPAL BECAUSE IF HE WAS GIVING US THE RIGHT MESSAGING, SHE WOULDN'T HAVE TO DEAL WITH ANGRY PTO MOMS. BUT SHE CERTAINLY DID BRAG IN OUR MEETING ABOUT SENDING RESOURCES TO HER SCHOOL AFTER A BELOVED TEACHER UNEXPECTEDLY PASSED LAST FALL, BUT SHE COULDN'T BE BOTHERED TO GO HERSELF.

OUR BILINGUAL TEACHER OF THE YEAR WAS THE ANGEL WHO BROKE THE NEWS TO THOSE PRECIOUS FIRST GRADERS THAT THEIR TEACHER WAS DEAD.

[01:00:01]

THAT SAME TEACHER OF THE YEAR WAS THEN SUSPENDED THAT SPRING AND REMOVED FROM OUR SCHOOL FOR OVER A WEEK BECAUSE OF A POSTER SHE MADE MEANT TO ENCOURAGE STUDENTS DURING TESTING, BUT DISTRICT ADMINISTRATORS INFERRED TO BE NEGATIVE ABOUT NES.

STOUT WANTED HER [NOISE] FAIR RETALIATION.

THE HALLMARK OF THIS LEADERSHIP.

POWER OF THE POLICE CARE NOTHING ABOUT CHILDREN. [OVERLAPPING]

>> [INAUDIBLE] [APPLAUSE]

>> THANK YOU. NEXT SPEAKER IS LILE SILVA.

>> HI, I'M LILE SILVA.

I WAS ACTUALLY GOING TO TAKE THIS WEEK OFF, BUT THEN I REMEMBER THERE AREN'T ANY DAYS OFF IN NES.

ALSO, I CAN'T BE VOICE LEVEL ZERO, AND I KNOW HOW MUCH RICK LOVES ADULT NOISE.

I'VE HEARD SO MANY STUDENTS AND PARENTS STAND UP HERE AND TELL YOU ABOUT THEIR EXPERIENCES WITH NES, AND ALL ARE SO EMPATHETIC.

BUT NOW IT'S MY CHILD THAT HAS AN EXPERIENCE.

THIS KID GETS STRAIGHT AS, LOVES SCHOOL AND CAME HOME IN TEARS ON HIS FIRST DAY.

HE SAID HE'D PACKET AFTER PACKET AFTER PACKET, WENT TO THE TEAM CENTER EVERY SINGLE TIME AND WAS MET WITH MORE PACKETS.

YOU ALL PUT A DENT IN HIS LOVE OF LEARNING ON THE FIRST DAY OF SCHOOL.

WHY DON'T ANY OF YOU ALL'S KIDS GO TO NES SCHOOLS? WE HAVE SCHOOL CHOICE HERE IN HOUSTON.

YOU CAN GO ANYWHERE YOU WANT.

Y'ALL CHOSE NON NES, AND THAT SPEAKS VOLUMES.

YOUR KIDS ARE WATCHING.

HISTORY IS GOING TO PAINT YOU ALL AS VILLAINS.

Y'ALL SHOULD BE SO EMBARRASSED.

JUST FOR FUN, HISTORY IS THE ULTIMATE SCOREBOARD.

NO BOND UNDER MILES.

>> OUR NEXT SPEAKER IS COREY FORRES.

>> MY KIDS HAD THEIR FIRST DAY OF SCHOOL TODAY.

BEFORE YOU HAVE A CORONARY CALCULATING THE MONEY LOST DUE TO THEIR ABSENCES, LET ME CLARIFY.

YOU'RE LOSING A LOT MORE.

MY KIDS LEFT HISD.

WELL, YOU'LL MISS THE MONEY, YOU MAKE OFF THEM, I KNOW THIS IS YOUR PLAN TO PUSH FAMILIES LIKE MINE OUT.

FAMILIES WITH ENGAGED PARENTS WHO CAN ADVOCATE FOR STUDENTS.

FAMILIES WHO HAVE RESOURCES AND CAN MAKE TIME TO INVEST IN CHILDREN'S EDUCATION.

WITHOUT US, YOUR DESTRUCTION WILL BE MORE EFFICIENT, RIGHT? WRONG. I'M NOT GOING ANYWHERE.

MY CHILDREN ARE IN A MORE STABLE ENVIRONMENT NOW, BUT NOT EVERYONE HAS THIS OPTION, AND I'M COMMITTED TO THE STUDENTS AND TEACHERS STILL IN HISD.

I'M RAISING MY KIDS TO BELIEVE TRUE THINGS, LIKE ALL CHILDREN DESERVE QUALITY EDUCATION, AND THAT PUBLIC EDUCATION IS THE BACKBONE OF OUR DEMOCRACY, ECONOMY, SOCIETY, AND OUR [NOISE] THEY WILL TAKE UP THE CAUSE WHEN I NO LONGER CAN.

TO THE DELUSIONAL BOARD CONGRATULATING EACH OTHER WITH [INAUDIBLE] SMILES ON CHERRY PICKED GAS.

>> MA'AM, I'M GOING TO ASK YOU TO WRAP UP, PLEASE.

>> RIGHT AFTER PEOPLE WHO ACTUALLY KNOW WHAT IS GOING ON WITH THEIR EYES HAVE TOLD YOU THAT YOUR HOUSE FULL OF CHILDREN IS ON FIRE.

IT WAS UNACCEPTABLE.

>> MA'AM, THIS IS YOUR WARNING.

>> IT'LL MAKE 13,000 STUDENTS [OVERLAPPING]

>> MA'AM, THIS IS YOUR FIRST WARNING AND IF YOU CONTINUE TO TALK, I'M GOING TO HAVE TO ASK YOU TO PLEASE LEAVE THE ROOM.

[APPLAUSE] OUR NEXT SPEAKER IS TRACY RILEY.

>> GOOD EVENING. I'M HERE THIS EVENING TO ASK YOU TO PLEASE NOT CHANGE THE BOARD AGENDA ITEM 22, SALE OF PROPERTY UNTIL YOU UNDERSTAND THE RAMIFICATIONS.

YOU EXPANDED THE NES WITHOUT HAVING THE INFORMATION YOU NEEDED.

YOU ABDICATED YOUR FINANCIAL RESPONSIBILITIES AND EARLY ENROLLMENT NUMBERS FOR NES SCHOOLS ARE LOOKING VERY BAD.

PEOPLE DO NOT WANT THEIR KIDS IN NES SCHOOLS.

PEOPLE WHO CAN ARE RUNNING AWAY FROM IT LIKE A BAD SMELL.

YOU HAVE NO EVIDENCE THAT THIS IS WHAT PARENTS ARE LOOKING FOR.

I'M POINTING THIS OUT BECAUSE IT SHOWS A LACK OF REALITY IN YOUR VOTE CASTING.

IT SEEMS LIKE YOU'RE FOLLOWING A PROCESS WITHOUT FULLY CONSIDERING THE CONSEQUENCES AND USING LONE STAR GOVERNANCE AS A COVER FOR THIS APPROACH.

DELEGATING AUTHORITY AND SELLING PROPERTY TO FUND THIS BLOATED BUREAUCRACY IS A TERRIBLE IDEA.

ASK RICE & GARDNER WHEN THEY COME UP.

THEY'RE EXPERTS, THEY KNOW.

NO ONE ELSE IS DOING THIS.

JUST LAST WEEK, OUR CFO/COO, THE SPONSOR OF THIS ITEM, WASN'T EVEN AWARE THAT CAMPUS DEBRIS REMOVAL EXPENSES WERE FULLY REIMBURSABLE.

THERE IS CLEAR EVIDENCE THAT YOU NEED A PAUSE AND [NOISE] REASSESS.

BE COURAGEOUS FOR KIDS.

>> WHO DECIDED TO VOTE NO.

NO TRUST, NO BUREAUCRACY [APPLAUSE]

>> OUR NEXT SPEAKER IS SARAH RIVLIN.

YES, MA'AM. IF YOU CAN PULL IT DOWN A LITTLE BIT, I THINK IT'LL HELP.

>> CAN YOU HEAR ME?

>> YEAH, AND YOU CAN EVEN PUSH THE- [NOISE]

[01:05:02]

>> LIKE THAT?

>> YEAH, THAT'LL BE BETTER. GO AHEAD.

>> MILES BOASTED TO TEACHERS LAST WEEK THAT HE DOESN'T ACTUALLY LISTEN TO BOARD MEETING SPEAKERS.

INSTEAD, HE JUST COUNTS THE "FALLACIES." MAKES SENSE THAT SOMEONE SO ADEPT AT THE ART OF THE FALLACY WOULD BE SO PREOCCUPIED WITH THEM.

IF MILES ISN'T LISTENING, IS THE BOARD? LOOK AT THEIR FACES.

IT'S INTERESTING THAT SOMEONE APPOINTED TO THE BOND ADVISORY COMMITTEE IS A CERTIFIED MASTER PRACTITIONER OF HYPNOTHERAPY.

DON'T WORRY, I SCREENSHOTTED IT.

HYPNOTHERAPY IS USED TO HELP PEOPLE COPE WITH PAIN.

PSYCHOLOGY TODAY DESCRIBES IT AS A TRANCE-LIKE STATE OF DIMINISHED PERIPHERAL AWARENESS AND HEIGHTENED SUGGESTIBILITY.

I KNOW A WOMAN WHO PRACTICE SELF-HYPNOSIS TO PREPARE FOR CHILDBIRTH.

GOING AGAINST YOUR OWN CONSCIENCE CAN ALSO BE QUITE PAINFUL.

LOOK AT THEIR FACES AND TELL ME THAT THEY ARE PRESENT WITH US IN THIS ROOM.

I THINK OUR COMPLAINTS THAT THEY AREN'T LISTENING ARE WELL FOUNDED.

NO LISTENING, NO BOND.

>> OUR NEXT SPEAKER IS MICHAELA PREDIAM.

AND IF OUR SPEAKERS, 32 THROUGH 41 WOULDN'T MIND COMING FORWARD, THAT WOULD BE APPRECIATED.

THANK YOU. YES, MA'AM.

>> MY NAME IS MICHAELA PREDIAM.

I'M SPEAKING ON BEHALF OF THE PLAGUE OF THE AC ISSUES THROUGHOUT HISD.

I'M THE MOTHER OF A FIRST GRADER AT CROCKETT ELEMENTARY, WHO JUST RECENTLY HAD HER ASTHMA ACTION PLAN UPDATED TO REMOVE HER RESCUE INHALER.

THIS HAS BEEN A JOYFUL NEWS COMING FROM FOUR ER ADMISSIONS IN THE PREVIOUS YEAR, ONLY TO START THE BEGINNING OF A SCHOOL YEAR BY ATTENDING CLASSROOMS THAT ARE OVERHEATED AND COULD EASILY TRIGGER AN ASTHMATIC ATTACK AND ANOTHER ER VISIT.

I AM HERE AFTER A 12-HOUR WORK DAY TO HOLD THE SCHOOL BOARD ACCOUNTABLE FOR PROVIDING MY DAUGHTER AND HER PEERS WITH A SIMPLE REQUEST OF COOL AIR AND 100 PLUS DEGREE DESERT LIKE WEATHER.

I CAN NO LONGER HOLD MY TONGUE BECAUSE MY DAUGHTER CAN'T HOLD HER BREATH.

NO BOND, NO TRUTH. [APPLAUSE]

>> THANK YOU, MA'AM. OUR NEXT SPEAKER IS LAURA HENRY. MS. HENRY.

>> ENROLLMENT AT NES HIGH SCHOOLS BEING DOWN, ALL HIGH SCHOOLS ACTUALLY, SHOULD CONCERN YOU.

CHARTER SCHOOLS CAN SHRUG AND SAY, IF YOU DON'T LIKE IT, YOU CAN LEAVE, BUT WHEN OUR HIGH SCHOOLERS LEAVE, THEY OFTEN LEAVE TO HOME SCHOOL AND END UP NOT SCHOOLING AT ALL.

I DON'T THINK YOU'RE ASKING THE RIGHT QUESTIONS ABOUT DATA.

HOWEVER, IF YOU'RE GOING TO FOCUS ON STAR, I'M REQUESTING THAT YOU PUT DO NOT MEETS AND APPROACHES BACK IN.

THE KIDS WITH THE REAL SYSTEMATIC PROBLEMS, THE KIDS THAT REALLY CAN'T READ, THEY'RE IN DO NOT MEETS.

YOU CAN REALLY TELL WHEN THEY'RE RETESTERS.

I WORK WITH THOSE KIDS AS FIFTH AND SIX YEAR SENIORS, AND THEY HAVE BEEN SCREWED THEIR ENTIRE EDUCATION.

IT'S NOT BEST FIRST INSTRUCTION.

THEY NEED SERIOUS STUFF.

THEY NEED REAL HELP, AND THEY NEED IT ALL HIGH SCHOOLS ACROSS THE DISTRICT.

WHAT I'M ASKING YOU IS THAT YOU REALLY PUT THOSE DATA IN AND YOU LOOK AT IT, ESPECIALLY FOR RETESTERS, CONSIDER THOSE STUDENTS AND KNOW THAT THEY ARE JUST AS IMPORTANT AS THE BUBBLE KIDS IT CAN GET FROM APPROACHES TO MEETS.

THAT'S REALLY IMPORTANT.

THANK YOU VERY MUCH. [APPLAUSE]

>> THANK YOU. OUR NEXT SPEAKER IS NICOLIN NEAL.

>> SOMEBODY ASKED ME TO HAND THIS TO YOU.

>> IF YOU CAN HAND IT TO EMILY. APPRECIATE IT.

THANK YOU.

YES, MA'AM.

>> THANK YOU. I KNOW WHY MY GRIEVANCE BEHIND OUR FIRED PRINCIPAL WAS NEVER ADDRESSED.

THE PERSON I ADDRESSED IT TO WAS RESPONSIBLE FOR THE PROBLEM.

THIS WEEKEND'S HISD PRINCIPAL MEETING HIGHLIGHTED HOW THE WEST DIVISION PRINCIPLES WERE DISMISSED.

MORE SO, IT HIGHLIGHTED ERRATIC DECISION-MAKING AND UNPROFESSIONAL AND CALLOUS LEADERSHIP.

YOUR CULTURE HAS GOT TO CHANGE.

I WORRY SO MUCH FOR OUR KIDS IN NES SCHOOLS.

MIND-NUMBING AND WHERE FUN GOES TO DIE ARE THOUGHTS THAT COME TO MY MIND WHEN I HEAR NES.

I CALLED THE US NEWS AND WORLD REPORT, TOP FIVE RANKED ELEMENTARY SCHOOLS IN TEXAS THIS MORNING.

THEY ALL HAVE LIBRARIANS AND LIBRARIES, BUT WE IN HISD KNOW BETTER.

THOSE RESOURCES ARE BETTER OFF THROWN AWAY.

HOW ABOUT THOSE ENROLLMENT NUMBERS AT NES SCHOOLS? DOES THAT DRASTIC DROP IN ENROLLMENT MEAN ANYTHING TO YOU? HISD BOARD MEMBERS AND EXECUTIVE TEAM, DO YOU OR WOULD YOU HAPPILY ENROLL YOUR KIDS INTO AN NES SCHOOL? IF THAT ANSWER IS NO, THAT'S A BIG PROBLEM.

I WOULDN'T WANT MINE THERE.

THIS EXPERIMENT [NOISE] [INAUDIBLE]

>> THANK YOU. OUR NEXT SPEAKER IS KELLY BLIKRE.

>> KELLY BLIKRE, PARENT.

FOUR THOUSAND SEVEN HUNDRED TEACHERS IN THE LAST YEAR, 10,000 EMPLOYEES SINCE YOU ALL TOOK THE HELM, GONE.

THESE ARE NOT DATA POINTS, THEY ARE COMMUNITY MEMBERS, EXPERTS.

THEY ARE PEOPLE.

[01:10:01]

LET ME TELL YOU WHAT THAT LOOKS LIKE AT MY COMMUNITY.

FORTY-SEVEN PERCENT OF WEST BRIAR MIDDLE SCHOOL STAFF DID NOT RETURN THIS YEAR, 43 HUMAN BEINGS.

SEVEN NON-RENEWALS, EIGHT TRANSFERS.

ONE PRINCIPAL, DR. LEA MISHLAN, FORCED TO RESIGN.

TWENTY SEVEN FLED THE DISTRICT UNDER YOUR WATCH.

THAT'S SPECIAL ED TEACHERS, DEPARTMENT CHAIRS, BAND ORCHESTRA, ART, DANCE TEACHERS, ONE SOCIAL WORKER WHO KNEW EVERY KID IN NEED OF UNIFORM ASSISTANCE, AND WHO TOOK CARE TO GET THEM THOSE UNIFORMS BEFORE THEY HAD TO ASK.

SIXTEEN OF 18 SIXTH GRADE TEACHERS, INCLUDING MY SON'S FAVORITE MATH TEACHER.

THIS IS NOT DISRUPTION.

THIS IS A DISMANTLING.

NOT REFORM, WRECKAGE.

NO TRUST, NO BOND.

>> THANK YOU. OUR NEXT SPEAKER IS SHAE NAGEL.

>> GOOD EVENING. MY NAME IS SHAE NAGEL.

MY CHILD IS IN THE EIGHTH GRADE AT WEST BRIAR MIDDLE SCHOOL.

THERE'S ONE THING ONLY THAT KEEPS HIM WILLING TO WORK HARD IN SCHOOL, BASEBALL.

WEST BRIAR MIDDLE SCHOOL HAS HAD A BASEBALL PROGRAM SINCE THE SCHOOL FIRST OPENED IN 2002.

THE BASEBALL COACHES REQUIRE THE STUDENTS TO MAINTAIN THEIR GRADES AND GOOD BEHAVIOR IN ORDER TO PLAY ON THE TEAM.

MY SON HAS WORKED TIRELESSLY FOR TWO YEARS ON THE JV TEAM, ALWAYS WORKING TOWARDS THE GOAL OF PLAYING ON THE VARSITY TEAM IN EIGHTH GRADE.

IMAGINE HIS HEARTBREAK WHEN HE ARRIVED ON THE FIRST DAY OF SCHOOL TO FIND OUT THAT THE LONGSTANDING BASEBALL PROGRAM IS NO MORE.

NOT JUST BASEBALL, WEST BRIAR ADMINISTRATION HAS ALSO SHUT DOWN SOFTBALL ACROSS TENNIS WRESTLING TEAMS. OTHER PROGRAMS HAVE HAD THEIR BUDGETS REDUCED.

THE ISSUE ACCORDING TO THE ADMINISTRATION IS BUDGET CUTS AT THE DISTRICT LEVEL.

STIPENDS HAVE BEEN ELIMINATED OR REDUCED FOR FACULTY ADVISORS AND COACHES.

THE ADMINISTRATION'S RESPONSE WAS THAT THEY ARE, "PLEASED TO INFORM YOU THAT OUR DEDICATED TEACHERS WILL BE ALLOWED TO VOLUNTEER THEIR TIME AFTER SCHOOL TO ENSURE THAT EXTRACURRICULAR ACTIVITIES CONTINUE." THANK YOU.

>> THANK YOU. OUR NEXT SPEAKER IS THRUSHEMA SHANNON MEWETE.

>> IT'S THRUSHEMA SHANNON MEWETE, BOARD MEMBER.

>> YES, MA'AM. PLEASE, COME UP.

>> GOOD AFTERNOON.

I AM ADDRESSING THE BOARD TODAY REGARDING THE SAFETY AND HEALTH OF OUR SCHOLARS, AND YES, I SAID SCHOLARS.

HISD HAS ALWAYS BEEN A GREAT SCHOOL DISTRICT AND IT'S DISHEARTENING BECAUSE I DON'T HAVE ANY CHILDREN IN THIS DISTRICT, BUT I HAVE COUSINS, NIECES, AND NEPHEWS, GREAT NIECES AND NEPHEWS THAT ARE ATTENDING SCHOOLS, AND I'M PERSONALLY EMBARRASSED ABOUT HOW YOU GUYS ARE HANDLING TODAY'S HEARING TODAY.

I CAME UP HERE TO TALK ABOUT THE SAFETY OF OUR KIDS FROM THE FIRST DAY OF SCHOOL.

I'VE BEEN TO JG OSBORNE, MABEL WESLEY, AND MC WILLIAMS MIDDLE SCHOOL.

TO MY SURPRISE, OUR SCHOLARS HAD TO WALK THROUGH SIDEWALKS THAT WERE NOT GROOMED.

THEY HAD TO ENTER GATES OF SCHOOLS THAT HAD NOT BEEN PROPERLY GROOMED, WHICH ARE HIGHS FOR DISEASE AND ILLNESSES.

WE HAVE WEST MILES CASES HERE IN HOUSTON AND FOR OUR STUDENTS TO ARRIVE AT ANY SCHOOL THAT IS NOT PROPERLY GROOMED, WE SHOULD BE MINDFUL OF THEIR SAFETY NOT ONLY IN THE CLASSROOM, BUT ON THEIR WAY [NOISE] TO SCHOOL, AND THEN I'M GOING TO USE MY NEXT 10 SECONDS TO SAY THE SCHOOL BUS SYSTEM BEING DISMANTLED AND KIDS HAVING TO BE FORCED TO WALK IN THESE CONDITIONS IS NOT OKAY.

THEIR SAFETY AND HEALTH IS IMPORTANT INSIDE AND OUTSIDE THE CLASSROOM.

NO SAFETY, NO BOND. [APPLAUSE]

>> THANK YOU, MA'AM. OUR NEXT SPEAKER IS JENNIFER PERRY. MS. PERRY.

>> GOOD EVENING, BOARD. MY KIDS STARTED SCHOOL JUST LIKE ALL OF YOURS DID, AND IT'S ALWAYS ROUGH THE FIRST WEEK, BUT THIS HAS BEEN AN EXCEPTIONALLY ROUGH WEEK FOR EVERYONE.

YOU'VE HEARD EVERYONE SAY WHY.

I'M SURE YOU'VE EXPERIENCED SOME WITH SOME OF YOUR KIDS AS WELL.

BUT WHAT I REALLY THINK WILL MAKE THE MOST IMPACT FOR MY VOICE TODAY IS TO IMPLORE THE BOARD TO PULL ITEM 22 OFF THE CONSENT AGENDA AND TABLE IT.

WE NEED TO DISCUSS IT.

THE REAL ESTATE THAT WE HAVE AND THE ASSETS WE HAVE, IF WE SELL THEM AND PUT THEM IN THE OPERATING BUDGET, THAT MONEY WILL BE GONE.

WE'RE NOT EXACTLY SURE HOW IT WILL BE SPENT BECAUSE WE WON'T HAVE THE SAME CHECKS AND BALANCES THAT WE'RE USED TO OVER IT.

ONCE THOSE ASSETS ARE GONE, THEY'RE NOT COMING BACK.

THAT'S NOT A GOOD INVESTMENT LONG-TERM FOR US.

WHEN THIS ADMINISTRATION IS GONE, WE WILL NO LONGER HAVE THAT ABILITY, THAT MONEY, THAT ASSET TO USE FOR OUR FUTURE.

IF YOU PUT IN THE OPERATING BUDGET, WE DON'T HAVE THE TRUST BUILT UP THAT THIS ADMINISTRATION [NOISE] [INAUDIBLE] PLEASE PULL ITEM 22 [APPLAUSE]

>> THANK YOU. OUR NEXT SPEAKER IS RACAL DAO.

>> GOOD EVENING. I AM HERE TO CONTINUE ON WHAT MY CONCERNS WERE.

AS I STATED, THE WEST DIVISION SUPERINTENDENT WAS CCED ON THE EMAIL.

[01:15:06]

TEACHER CHOKED A CHILD BY THEIR LANYARD.

THERE WAS SOMEBODY GROOMING.

I RECORDED EVERYTHING AUDILY.

I WASN'T THE ONLY ONE FOR THE WHOLE YEAR.

I WILL BE FILING MY EEOC.

I'M A WHISTLEBLOWER WITH OSHA BECAUSE WE HAD RATS, DEAD BIRDS.

ODDLY ENOUGH, I GOT A WEIRD LETTER, AND I'VE NEVER BEEN WRITTEN UP.

I'M A PRETTY GOOD EMPLOYEE.

I DID NOT GET ALONG WITH A LOT OF THESE PEOPLE THAT WERE TAKEN OVER MY CAMPUS BECAUSE THEY HAD INTERROGATION ROOM.

THEY PUSHED ONE OF MY COLLEAGUES, SLAMMED THE DOOR ON ONE OF THEIR FEET, AN UNCERTIFIED TEACHER IGNORED A CHILD WITH [NOISE] [INAUDIBLE] AND SHE DENIED HER THE NURSE AND TWO HOURS LATER SHE CAME IN MY CLASS AFTER LUNCH, SHE WAS LIKE, "PLEASE CAN I GO", AND I SENT HER TO THE NURSE THAT HER MOM KNOWS.

SHE HAD TO GO TO EMERGENCY ROOM.

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

OUR NEXT SPEAKER IS CAMILLE BRO.

YES, MA'AM.

>> HELLO. MY NAME IS CAMILLE BRO.

I INTENDED TO SPEAK TONIGHT ABOUT THE LOSS OF AFTERCARE, BUT AFTER FOUR DAYS OF NES, IT HAS BECOME APPARENT THAT THIS SYSTEM IS NOT BUILT FOR THE NEURODIVERSE CHILD, WHICH NOT ONLY SADDENS AND ANGERS ME AS A MOTHER, BUT IT'S A HUGE MISTAKE.

FIFTEEN TO 20% OF THE POPULATION IS NEURODIVERSE, AND WE'RE STILL LEARNING SO MUCH ABOUT THEIR NEEDS AND THEIR SUPERPOWERS.

MY CHILD MAY NOT BE A GREAT TEST TAKER, BUT HE CAN RUN AN ART SALE AND MANAGE TO TAKE A CUT FROM A BUNCH OF KIDS. NO JOKE.

IT'S VERY APPARENT THAT YOU ALL BELIEVE IN THIS SYSTEM, BUT YOU'RE TRULY NOT EXPERIENCING IT THROUGH THE LENS OF A PARENT.

CHILDREN ARE BEING LEFT BEHIND.

THAT'S WHERE I SEE YOUR PRIDE IN THE NUMBERS BUILDING UP A HUGE BLIND SPOT FOR YOU ALL.

YOUR FAMILY WILL NOT SUFFER THE CONSEQUENCES OF THIS RIGIDITY AND LACK OF INCLUSION.

MINE WILL AND MY NEIGHBOR DOWN THE STREET AND MY CHILD'S BEST FRIEND AND THE COUNTLESS FAMILIES THAT CANNOT COME SPEAK AT THESE MEETINGS.

>> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS [INAUDIBLE] RODRIGUEZ.

>> GOOD EVENING. I HAD A WHOLE SPEECH PREPARED, BUT I'M GOING TO START WITH, WHAT A DISRESPECT? THE PERSON THAT IS LEADING THIS WHOLE EFFORT JUST LEFT AND LEFT US HERE TALKING TO YOU.

HE HAS STATED HIS PRIMARY GOAL IS TO IMPROVE STUDENT OUTCOMES.

BUT WHEN RESULTS ARE ONLY EVALUATED BASED ON ONE SINGLE STANDARDIZED TEST, WE REALLY LOSE FOCUS OF THE HOLISTIC PICTURE.

JUST THIS PAST YEAR, HISD LOST MORE THAN 10,000 STUDENTS, WHICH IS A 5% DECREASE IN THE TOTAL STUDENT POPULATION.

MOREOVER, MORE THAN HALF OF THAT LOSS, 5,935 STUDENTS LEFT FROM NES SCHOOLS, WHICH IS A LOSS OF 8% OF THE POPULATION IN THOSE SCHOOLS.

IF NES IS THE SOLUTION TO IMPROVE PERFORMANCE, WHY ARE PARENTS TAKING THEIR KIDS OUT OF THAT SYSTEM AT A PACE NEVER SEEN IN HISD? MOREOVER, BY JUNE OF THIS YEAR, HISD HAD LOST 2,634 TEACHERS AND 53 PRINCIPALS.

AS A RESULT, MANY STUDENTS HAVE STARTED THE SCHOOL YEAR WITHOUT A QUALIFIED TEACHER IN THE CLASSROOM.

HOW ARE WE SUPPOSED TO IMPROVE STUDENT [NOISE] OUTCOMES WITH THE MOST BASIC NEEDS IN A CLASSROOM A TEACHER IS NOT THERE? ARE THESE LOSSES WORTH MORE IMPROVEMENT STANDARDIZE TEST-

>> NO TRUST. [APPLAUSE]

>> OUR NEXT SPEAKER IS BRANDY DATA.

>> GOOD EVENING. I'M SPEAKING TO AGENDA ITEM 6.

REGARDING DEFINED AUTONOMY REQUIREMENTS FOR SCHOOLS UNTIL MINORITY ACHIEVEMENT GAPS ARE CLOSED.

NES ELEMENTARY AND MIDDLE SCHOOL BABIES CARRYING GERM RIDDLE TRAFFIC CONES TO THE BATHROOM.

ONLY CERTAIN SCHOOLS MAY DECIDE HOW TO USE THEIR LIBRARY SPACES, BANNING THE USE OF BOOKS IN INSTRUCTION, AND IT GOES ON.

THESE MAINLY AFFECT SCHOOLS LOCATED IN IMPOVERISHED COMMUNITIES OF COLOR.

SHAMING STUDENTS AND PUNISHING THEM FOR BEING POOR AND OF COLOR WILL NOT CLOSE GAPS.

WHAT IT WILL DO IS CLEARLY SPELLED OUT IN THE FOLLOWING QUOTES TAKEN DIRECTLY FROM THE RULING ON BROWN VERSUS THE BOARD OF EDUCATION, AND I NEED YOUR EYES ON THE, PLEASE.

TO SEPARATE THEM FROM OTHERS OF SIMILAR AGE AND QUALIFICATIONS, SOLELY BECAUSE OF THEIR RACE GENERATES A FEELING OF INFERIORITY AS TO THEIR STATURE IN THE COMMUNITY THAT MAY AFFECT THEIR HEARTS AND MINDS IN A WAY UNLIKELY EVER TO BE UNDONE, EYES UP HERE.

THEIR RULING WAS AS FOLLOWS.

WE CONCLUDE THAT IN THE FIELD OF PUBLIC EDUCATION,

[01:20:02]

THE DOCTRINE OF SEPARATE THE EQUAL HAS NO PLACE.

SEPARATE EDUCATIONAL FACILITIES ARE INHERENTLY UNEQUAL.

MR. MILES, WHERE'S THE LAW?

>> THANK YOU, MISS DATA. OUR NEXT SPEAKER IS PARLEY PAGET.

>> YES, MA'AM. HI. GOOD AFTERNOON.

I JUST WANTED TO SPEAK ON AGENDA ITEM 1 AND READ FOR YOU A REPORT THAT IT'S YOUR RESPONSIBILITY TO HAVE READ.

IT SAYS THE DISTRICT SAW OVERALL SIGNIFICANT IMPROVEMENT ON THE STAR ASSESSMENT.

THIS IS IN REGARDS TO READING OVERALL.

THE STATE DECLINED AND OTHER LARGE DISTRICT DECLINED OVERALL, AND IT SAID THAT THERE WAS AN NES OUT PERFORMANCE.

HOWEVER, WHEN YOU LOOK AT THE BREAKDOWN OF NES, OUR ECONOMICALLY DISADVANTAGED STUDENTS AT NES SAW A 4% INCREASE.

STUDENTS WITH DISABILITIES THREE.

THERE'S NO DIFFERENCE FOR OUR EMERGENT BILINGUAL.

AFRICAN AMERICANS SAW MARGINAL DIFFERENCE, HISPANIC, 5%.

OUR WHITE STUDENTS SAW A 14% INCREASE.

I'M HERE TO ASK YOU TO REALLY ASK A CRITICAL QUESTION.

HOW WAS THE AVERAGE IMPROVEMENT OF OUTPERFORMANCE? WHAT'S THE BREAKDOWN OF THE NUMBER OF STUDENTS BASED ON THEIR DEMOGRAPHICS THAT ARE BEING EVALUATED?

>> THANK YOU. I THINK THAT CONCLUDES OUR IN PERSON SPEAKERS FOR THIS EVENING.

MISS SMITH IF YOU'LL ADMIT OUR ZOOM SPEAKERS.

>> REBECCA AVERILL, PLEASE TURN YOUR CAMERA ON.

YOU MAY BEGIN.

WE'RE GOING TO MOVE ON.

MARIA CASTRO CALZADA.

PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN? MARIA CASTRO CALZADA, PLEASE BEGIN.

>> GOOD EVENING. FIRST, I WANT TO THANK ALL OF THE PUBLIC OFFICIALS AND THE ORGANIZATIONS ACROSS HOUSTON THAT HAVE RALLIED BEHIND OUR MOVEMENT, NO TRUST, NO BOND.

IS A SIGN THAT THEY REALIZE THAT ALL OF US THAT ARE ACTUAL HOUSTONIANS AND THAT THIS IS AN INVESTMENT.

THE FEAR MONGERING BEHIND SAYING THAT WE'RE NOT GOING TO BE FIXING SCHOOLS, THAT WE'RE POISONING CHILDREN.

NO ONE'S FALLING FOR THAT.

AS A CLINICIAN, I KNOW THAT LEAD IN THE WATER, THAT'S AN EMERGENCY THAT SHOULD BE TAKEN CARE OF RIGHT NOW.

THAT IS JUST SIGNS THAT THE MISMANAGEMENT OF MONEY HAS BEEN HAPPENING.

THAT'S NOT GOING TO BE PUT ON US.

NO TRUST, NO BOND.

THAT IS SOMETHING THAT WE KNOW THAT HE'S NOT INTERESTED IN TAKING CARE OF HOUSTONIANS, WHENEVER HE'S STEALING LIBRARIES AND BOOKS FROM OUR CHILDREN.

THANK YOU TO ALL THE PUBLIC OFFICIALS WHO ARE BEHIND US, AND WE WILL REMEMBER EVERYONE'S TAKING NAMES AND TAKING NOTES.

THANK YOU. [APPLAUSE]

>> CAROLYN SHIP. YOU MAY BEGIN.

>> MY NAME IS CAROLYN SHIP.

I'M A RETIRED HISD TEACHER OF 38 YEARS WITH THREE GRANDCHILDREN IN THE DISTRICT.

HERE TODAY TO TALK ABOUT CONSENT AGENDA NUMBER 22.

[01:25:04]

ONCE ANY PROPERTY IS SOLD THAT CAN NO LONGER BE RECLAIMED BY THE DISTRICT, WHO WILL DECIDE WHICH PROPERTIES TO SELL OR EXCHANGE? NOW IS NOT A GOOD TIME TO REALIZE FAIR MARKET VALUE FOR SALES.

WHAT'S THE COMPELLING REASON TO MAKE THIS REVISION NOW? HISD NEEDS TO KEEP STUDENTS ROLL BY MAKING HISD SCHOOLS PLEASANT PLACES TO LEARN AND WORK.

THIS BOARD NEEDS TO ASK HARD QUESTIONS.

AT THE ADMINISTRATION'S USE OF EXISTING FUNDS TO MANAGE DAILY TASKS, ESPECIALLY THOSE RELATED TO HEALTH SAFETY AND LEARNING.

>> THANK YOU MA'AM.

>> BELLA KALRA, YOU MAY BEGIN?

>> HELLO, EVERYONE. THANK YOU SO MUCH FOR ALLOWING US TO PARTICIPATE IN DISCUSSIONS THAT IMPACT OUR EDUCATION.

I'M BELLA KALRA AND I ATTEND HS PVA.

I WORKED DILIGENTLY OVER THE LAST 12 YEARS AS AN HISC STUDENT AND HAVE HIGH ASPIRATIONS TO ATTEND COLLEGE AND ACHIEVE MY DREAMS. I WAS DISAPPOINTED TO SEE THAT ON JULY 30TH THE, HISD SENT OUT THIS E MAIL STATING THAT WE AREN'T PREPARED FOR COLLEGE.

BUT ALTHOUGH I WAS DISAPPOINTED, I WASN'T SURPRISED.

DURING THE SUMMER OF OUR JUNIOR YEAR, MOST HIGH SCHOOL STUDENTS PREPARE FOR THE SAT.

THE MOST CRITICAL TEST OF OUR HIGH SCHOOL CAREERS.

MULTIPLE SCHOOL LEADERS, INCLUDING THE PRESIDENT OF BROWN UNIVERSITY, STATE THAT STANDARDIZED TEST SCORES LIKE THE SATS ARE A MUCH BETTER PREDICTOR OF ACADEMIC SUCCESS THAN HIGH SCHOOL GRADES.

MULTIPLE STUDIES SHOW THAT HIGH SCHOOL STUDENTS NEED 10-12 WEEKS OF DEDICATED STUDYING TIME TO GRAPH SAT MATERIAL.

WELL, THE AVERAGE SUMMER BREAK IN AMERICA IS 12 WEEKS, HIST STUDENTS ONLY HAVE NINE.

THIS PUTS US AT AN UNFAIR DISADVANTAGE WHEN IT COMES TO TEST PREPARATION BECAUSE OUR SUMMER VACATION IS SO SHORT.

NINE WEEKS ISN'T ENOUGH TIME TO STUDY FOR A TEST THAT IMPACTS THE REST OF OUR LIVES.

THE TOP TWO PUBLIC SCHOOL DISTRICTS IN TEXAS HAVE AN AVERAGE SAT SCORE OF 1340,11-13 WEEKS OF SUMMER VACATION.

HISD RANKS 574 OUT OF 1,000 SCHOOL DISTRICTS IN OUR STATE.

WE HAVE A T SCORE OF 11 60 AND ONLY NINE WEEKS OF SUMMER BREAK.

THIS DATA SHOWS A STRONG CORRELATION BETWEEN SUMMER VACATION TIME AND STUDENT SUCCESS.

HOW CAN WE BE PREPARED FOR COLLEGE WHEN WE HAVE 20-30% LESS TIME TO STUDY FOR THE SAME TEST WITH EVERYONE ELSE.

>> REBECCA AVRO. PLEASE BEGIN.

>> GOOD EVENING. MY NAME IS REBECCA AVRO.

I'M A PARENT OF TWO HISD STUDENTS.

I'M SPEAKING TONIGHT REGARDING TESTING AGENDA ITEM 21.

I UNDERSTAND WELL IN A PLACE FOR STANDARDIZED TESTING.

HOWEVER, HIGHER SCORES DO NOT INHERENTLY EQUATE TO HIGHER QUALITY EDUCATION.

MY DAUGHTER IN THIRD GRADE.

I ASKED HER A FEW WEEKS AGO IF SHE WAS EXCITED TO GO BACK AND HER ANSWER WAS HOME BECAUSE IN THIRD GRADE, WE HAVE TO START TECH.

LOVES LEARNING AND GENERALLY PERFORMS VERY WELL AT SCHOOL.

SHE HAS FULL ANXIETY BECAUSE SHE IS ALREADY AWARE OF THE HIGH STAKES ENVIRONMENT SURROUNDING TESTING IN HISD.

WHEN HETING BECOMES A FOCUS OF EDUCATION TO THE POINT THAT CURRICULUM AND CENTERS ENTIRELY AROUND TEACHING TO THE TEST TO THE POINT THAT EDUCATIONAL ACTIVITIES SUCH AS READING BOOKS ARE ELIMINATED AND.

[NOISE]

>> I THINK MISS POLLOCK NEEDS TO TURN OFF HER.

>> HOLD ON, MA'AM. MISS AVRO, HOLD ON.

MISS ALVRO, I THINK YOU WERE LET'S GO BACK A LITTLE BIT.

I THINK YOU WERE YOU'RE TALKING ABOUT YOUR DAUGHTER GOING INTO THIRD GRADE.

SHE GENERALLY PERFORMS WELL, START THERE, IF YOU CAN.

>> YES. SHE IS NOW FILLED WITH ANXIETY BECAUSE SHE IS ALREADY AWARE OF HIGH STAKES ENVIRONMENT SURROUNDING TESTING AND HISP.

WHEN TESTING BECOMES THE FOCUS OF EDUCATION TO THE POINT THAT CURRICULUM CENTER ENTIRELY AROUND THE TEST, TO THE POINT THAT EDUCATIONAL ACTIVITIES SUCH AS READING BOOKS ARE ELIMINATED, AND STUDENTS' ENTHUSIASM FOR LEARNING IS SQUASHED BY STRESS AND PRESSURE TO PERFORM.

THIS IS NOT ONLY NOT SERVING OUR STUDENTS, IT IS ACTIVELY HARMING THEM.

FEAR IS NOT MOTIVATOR FOR MEANINGFUL LEARNING. THANK YOU. [APPLAUSE]

>> THANK YOU. MISS POLLOCK.

MA'AM, YOU'RE ON MUTE. YES, MA'AM.

>> THANK YOU. I'M LINDSEY POLLOCK, A RETIRED HOUSTON ISD PRINCIPAL, MARRIED TO A RETIRED HOUSTON ISD PRINCIPAL, AND PARENT OF TWO HOUSTON ISD ALUMNI AND A TAXPAYING HOUSTON RESIDENT.

[01:30:02]

AS WE CONSIDER THE INVESTMENT PORTFOLIO OF HOUSTON ISD, I URGE THE BOARD OF MANAGERS TO CONSIDER THE IMPACT OF THE MONEY ALREADY SPENT AND THE INVESTMENT OF TAXPAYER DOLLARS INTO SCHOOLS FOR THE PAST DECADES TO BUILD COMPREHENSIVE LIBRARIES OF CONTEMPORARY LITERATURE, TO BUILD CLASSROOM LIBRARIES WHERE WE HAVE INVESTED IN THE HEARTS AND MINDS OF OUR FUTURE, WHERE CHILDREN HAVE HAD THE OPPORTUNITY TO BE TRANSPORTED INTO PLACES THAT ONLY THEIR DREAMS COULD TAKE THEM.

WHAT HAS BECOME OF THESE LIBRARIES BUILT WITH TAXPAYER DOLLARS THAT WERE INVESTED INTO OUR SCHOOL SYSTEM? THEY'VE BEEN FOUND IN TRASH PILES ON CAMPUSES AND FILLING CAMPUS DUMPSTERS ACROSS THIS CITY.

BOOKS AND DREAMS WASTED BY THE INEFFECTIVE AND DRACONIAN SYSTEMS ENACTED BY AN UNCERTIFIED SUPERINTENDENT WHO DOES NOT UNDERSTAND THE IMPORTANCE OF RESEARCH BASED EDUCATIONAL STRATEGIES THAT RETURN LONG TERM GAINS AND OUTCOMES FOR OUR CHILDREN? NO TRUST?

>> NO BOND.

>> THANK YOU, MA'AM.`

>> ROBINSON. YOU MAY BEGIN?

>> ON MARCH 21ST, 2024, I ADDRESS DISCREPANCIES BETWEEN HIDS BASELINE DATA AND TEA'S TAPER REPORT.

MY ANALYSIS SHARED WITH YOU HIGHLIGHTED SIGNIFICANT DIFFERENCES.

FOR GOAL 1, GRADE THREE STUDENTS EARNING MEETS GRADE LEVEL ON READING STAR.

HID REPORT 41%, BUT TEA SHOWS 45%.

FOR GOAL 2, GRADE THREE SHOWS MEETS ON MATH.

HID REPORTS 38% WHILE TEA SHOWS 42%.

SPECIAL POPULATIONS BASES ARE THREE TO 17 POINTS BELOW TEA'S REPORT. NOW, MR. MILES COUNTED MY CLAIMING HIS DATA IS BASED ON A CORRELATED VALUE BETWEEN NW GA MAP SCORES AND STAR SCORES.

HOWEVER, HE SHOULD BE REPORTING STAR DATA DIRECTLY, NOT A COMPLETE VALUE.

THE PUBLIC DESERVES TRUTH AND TRANSPARENCY.

NO MANIPULATED DATA.

MOREOVER, THE TAPER REPORT FOR 23,24 HASN'T BEEN PUBLISHED TA'S WEBSITE.

LEAVING UNABLE TO VERIFY HIS GOALS.

MR. MILES TO PROVE ANY SUCCESS, BUT THE DATA HE USED IS BLOT.

I URGE THE BOARD TO REVISIT THESE BASELINES AND ENSURE ACCURATE VERIFIABLE DATA IS USED.

NO TRUST NO BOND.

>> THANK YOU, MA'AM. JERMAN. YOU MAY BEGIN?

>> MY NAME IS JEVAN GERMAN.

I GREW UP AT TRINITY GARDENS, AND I LIVE IN FIFTH WARD.

I'VE HELPED START WRAPAROUND SERVICES AT CASHMER HIGH SCHOOL IN EARLY 2000.

THIS IS MY COMMUNITY AND I HAVE CONCERNS.

ON 4TH TOLD ME THAT EVERY ATHERTHON ELEMENTARY SCHOOL FOURTH GRADE TEACHER WAS TOLD THAT THEY WERE GOING TO BE MOVED ANOTHER CAMP EFFECTIVE IMMEDIATELY.

THE TEACHERS HAD ALREADY SET UP CLASSROOMS AND WERE GETTING READY FOR START OF THE YEAR.

SOME EVEN HAD DEEP ROOTS IN THIS COMMUNITY.

ONE TEACHER REMOVE HAD OVER TEN YEARS EXPERIENCE WORKING AT AON.

HER SCORES AND THOSE OF HER FELLOW FOURTH GRADE TEACHERS WERE CONSTANTLY STRONG.

ATHERTON WAS EXEMPLARY OR A RATED SCHOOLS.

THAT IS UNTIL MILES CAME ALONG.

IF ANYONE IS TO BLAME FOR THE DECLINE IN THE THIRD AND FOURTH GRADE START SCORES THIS YEAR, IT'S MILES HAS TAKEN A PART OF ATHERTON PIECE BY PIECE.

MILES IS NOT GOOD FOR OUR KIDS FOR YOU NO ON BOTH OF THE HID BONDS, MAY NOVEMBER 5TH.

>> THANK YOU. CAD BITTNER, PLEASE BEGIN.

>> YES, SIR, PLEASE GO AHEAD.

YOU'RE ON MUTE. GO AHEAD.

>> THANK YOU. MY NAME IS CLAUDE BITTNER, A PARENT IN HISD SPEAKING ON BEHALF OF A NEW KINDERGARTEN TEACHER IN A NON NES SCHOOL WHO'S AFRAID OF RETALIATION.

SHE LEFT A SIX FIGURE JOB TO BECOME A TEACHER BECAUSE SHE WANTED TO MAKE THE WORLD A BETTER PLACE.

SHE'S WORKED 12 HOUR DAYS THESE PAST TWO WEEKS PREPARING HER LESSONS IN CLASSROOM.

BUT INSTEAD OF RECEIVING THE SUPPORT SHE DESERVES, SHE'S FACED DAILY SPOT OBSERVATIONS BY DIFFERENT STAFF MEMBERS MULTIPLE TIMES ON SOME DAYS.

TO MAKE THE MATTERS WORSE, SHE'S ONLY ALLOWED TO TEACH CLASSROOM RULES AND PROCEDURES ON TUESDAYS AND THURSDAYS, MAKING HER DIVE INTO THE CURRICULUM ON DAY ONE WITH CHILDREN WHO HAVE NEVER BEEN IN SCHOOL.

NOW LESS THAN A WEEKEND, SHE'S QUESTIONING, AND SHE'LL EVEN LAST UNTIL THE END OF THE MONTH.

HER PASSION IS BEING DRAINED BY A HOSTILE WORK ENVIRONMENT.

IF THIS CONTINUES, WE'LL SEE MORE TEACHERS QUITTING AND THE QUALITY OF EDUCATION IN HISD WILL WORSEN.

WORKING IN HISD SHOULD NOT FEEL LIKE LIVING IN HELL.

FIRE MIKE MILES, NO TRUST, NO BOND.

>> JESSICA CATER, PLEASE BEGIN.

>> BOARD OF MANAGERS NEED TO RUBBER STAMP THIS FAILING ADMINISTRATION.

[01:35:05]

YOU ARE GIVING AUTONOMY AND IT WAS NOT.

THIS IS DAMAGING OUR COMMUNITY.

YOUR NAMES WILL FOREVER BE ASSOCIATED WITH THIS FAILURE.

WE WILL NOT FORGET AND OUR VOICES WILL BE LOUD. FAMILIES ARE FLEEING.

THIS YEAR, NES SCHOOLS SAW NEARLY THREE TIMES THE ENROLLMENT DECLINE AS NON NES SCHOOLS.

THE SYSTEM IS CLEARLY FAILING.

MOREOVER, THE PRINCIPAL'S INCOMPETENCE LEAD EXTENDS TO BASIC TASKS SUCH AS SENDING OUT CHILDREN'S BUS ROUTE INFORMATION.

STUDENT LEGACY, YOU BLAST IN PERSONAL DETAILS TO STRANGERS.

I RECEIVED A RANDOM [INAUDIBLE] NICK BUS LOCATION, PICK UP AND DROP OFF TIMES.

WHAT STRENGTH CLOSE MY CHILD'S INFORMATION TO.

IT CERTAINLY WASN'T. BOARD OF MANAGERS, YOUR INACTION SPEAKS VOLUMES.

WE WILL ENSURE THE BOND FAILS BECAUSE IN AN ADMINISTRATION THAT CAN'T EVEN BE HANDLED BASIC TASKS, 4.4 BILLION DOLLAR BOND.

NO BOND UNDER MILES.

>> JANE FRIO, PLEASE BEGIN.

>> FIRST DAY OF MIDDLE SCHOOL WAS CHAOTIC FOR A CHILD RECEIVING SPECIAL EDUCATION SERVICES.

DESPITE HAVING ACQUIRED PAPERWORK, THE CAMPUS WASN'T PREPARED AND THE CHILD NEVER MADE IT TO CLASS.

THE CAMPUS THANKFULLY FOUND THEM SAFE AT THE END OF THE DAY.

THE NEW SPECIAL ED TEACHER QUIT ON DAY TWO, THE PARENT IS STILL TRAUMATIZED.

ANOTHER PARENT WHOSE CHILD REQUIRES SPECIAL EDUCATION TRANSPORTATION HASN'T BEEN ASSIGNED A ROUTE.

THE NEW AND UNTRAINED PRINCIPALS UNRESPONSIVE AND THE ISSUE REMAINS UNRESOLVED FOUR DAYS INTO SCHOOL.

TWO KINDERGARTNERS WITH DISABILITIES WERE SENT HOME ON THE FIRST DAY FOR BEHAVIOR CONCERNS.

WITHOUT PROPER DOCUMENTATION OF SUSPENSION, YOU CAN'T SUSPEND A KINDERGARTNER.

THIS IS ILLEGAL AND DISCRIMINATORY.

THE SUPERINTENDENT USES TEST SCORES TO HOLD TEACHERS ACCOUNTABLE FOR OUR KIDS ABILITY TO READ, BUT WHO HOLDS HIM ACCOUNTABLE TO MAKE SURE THAT OUR KIDS GET TO SCHOOL, THAT THEY AREN'T LOST OR LEGALLY SENT HOME AND THAT THEIR RIGHTS AREN'T VIOLATED.

IT'S PARENTS LIKE ME.

WE HOLD HIM ACCOUNTABLE.

OTHER PARENTS IF YOU ARE LISTENING, IF THESE THINGS ARE HAPPENING TO YOU, FILE SPECIAL ED COMPLAINTS ONLINE WITH TEA OR THE OFFICE OF CIVIL RIGHTS TO PROTECT YOUR CHILD.

>> THANK YOU, MA'AM. KRAVITZ, PLEASE BEGIN.

>> GOOD EVENING. A STUDENT I TAUGHT IN 2001, CALLED ME THIS MORNING, WORRIED ABOUT HER 4-YEAR-OLD SITTING WITH 28 OTHER KIDS IN A CROWDED PRE K CLASS IN THE NEAR NORTH SIDE.

THEY HAD NO WATER, SO SHE BOUGHT A WATER COOLER FOR THE CLASS.

THAT'S NOT A LONG TERM FIX.

SHE'S WORRIED THAT WITH SO MANY PRINCIPALS AND TEACHERS TO PLACE SOMETHING BAD MIGHT HAPPEN TO HER KIDS AT SCHOOL.

SHE FEARS THAT BECAUSE OF THIS LOSS OF INSTITUTIONAL MEMORY, MILES AND HIS TEAM DON'T HAVE EMERGENCY PROTOCOLS IN PLACE TO PROTECT KIDS IN EMERGENCIES LIKE THE TRAGIC DEATH OF A MARSHALL MIDDLE SCHOOLER YESTERDAY, I THOUGHTS ARE WITH THE FAMILY.

ON NOVEMBER 5, VOTE NO TO THE HIT BONDS AND WASTEFUL SPENDING.

THE BOND INFLATE ITS CONSTRUCTION COSTS FOR SOME SCHOOLS BY CLOSE TO 100 MILLION.

WE NEED TO VOTE NO FOR A 4.4 BILLION DOLLAR BLANK CHECK WITH NO TAXPAYER ACCOUNTABILITY, SADDLING US WITH THE LARGEST SCHOOL DEBT IN TEXAS HISTORY.

PLEASE VOTE NO CONFIDENCE IN MIKE MILES.

KEEP OUR CHILDREN SAFE. THANK YOU SO MUCH.

>> THANK YOU. FRANKLINE TAMERELO. YOU MAY BEGIN? YES. GOOD EVENING. LET'S SEE.

WELL, I'M VERY CONCERNED WITH SOME OF THE APPARENTLY NON SHYSICAL PLANS IN THE WORKS FOR MONEY FOR THE PROPOSED BOND.

FOR EXAMPLE, FRANKLIN AND EDISON MIDDLE SCHOOLS ARE SUPPOSED TO BE CONSOLIDATED WITH EDISON SLATED FORECLOSURE.

WHY THEN IS EDISON PLANNED TO RECEIVE $10 MILLION? THIS UNEXPLAINED PARADOX IS EVEN MORE CONCERNING IN LIGHT OF MILES TRANSFERRING OF TEXAS TAX DOLLARS OUT OF STATE AT THE EXPENSE OF TEXAS CHILDREN, AND FOR THE BENEFIT OF THIRD FUTURES INVESTORS.

THEIR FUTURES INVESTORS ARE NOT THE RESPONSIBILITY OF TEXAS TAXPAYERS, PARENTS AND STUDENTS.

AS A TAXPAYER, I'M CALLING ON MY ELECTED OFFICIALS TO PUSH FOR COMPREHENSIVE FINANCIAL AUDITS OF HISD UNDER MILES.

NO TRANSPARENCY, NO TRUST NO BOND.

>> THANK YOU, SIR. DR. ANITA WADA, YOU MAY BEGIN.

>> I HAVE A QUESTION ABOUT WHAT I READ IN THE AGENDA PACKET.

IT STATES ANY STUDENT WHO DOES NOT PARTICIPATE IN STATE MANDATED ASSESSMENTS AT THE REQUEST OF THEIR PARENTS SHALL NOT BE SUBJECT TO NEGATIVE CONSEQUENCES OR DINARY ACTION.

I UNDERSTAND THAT NOTHING WILL HAPPEN IF MY DAUGHTERS CHOOSE NOT TO PARTICIPATE IN STAR.

BUT BEFORE THAT, IT SAYS THAT BY FILLING OUT THE NON PARTICIPATION FORM,

[01:40:02]

I WILL BE ACKNOWLEDGING THE POSSIBLE IMPLICATIONS OF SUCH ACTION.

THIS IS VAGUE AND UNCLEAR LANGUAGE.

WHAT ARE THE POSSIBLE IMPLICATIONS OF NO PARTICIPATION IN STAR? PLEASE BE VERY CLEAR.

OTHERWISE, IT SOUNDS LIKE A THREAT.

ALSO, PLEASE DO NOT CUT OFF THE MICS OF CHILDREN OR OUR ELECTED OFFICIALS.

YOU SAID YOU CAN NOT DO THAT AND NO COMMUNITY OWNERSHIP, NO TRUSTS, NO BOOKS, NO BOND.

>> THANK YOU. MARIA WEBB, PLEASE TURN YOUR CAMERA ON AND YOU MAY BEGIN.

MS. WEBB? I DON'T KNOW IF SHE CAN HEAR ME, ANY BETTER THAN YOU. NO LUCK.

THEN THAT CONCLUDES OUR SPEAKERS FOR THE EVENING.

SUPERINTENDENT MILES, I BELIEVE YOU HAVE A BRIEF BEGINNING OF THE YEAR REPORT FOR US, IS THAT RIGHT? JUST A UPDATE.

>> HERE DOWN THERE IN SEPTEMBER THE REST OF THE REPORT.

>> MADAM PRESIDENT, MEMBERS OF THE BOARD, STAFF, COMMUNITY MEMBERS, WE HAD A GREAT START TO THE FIRST WEEK.

YES, THERE WERE SOME HICCUPS.

WE'LL TALK ABOUT THAT.

BUT FOR THE MOST PART, IT WAS VERY GOOD.

THANK YOU, BOARD MEMBERS FOR COMING WITH US. MANY OF YOU DID.

I WENT TO TEN SCHOOLS THIS WEEK AND GOT TO SEE WHAT WAS GOING ON IN THOSE SCHOOLS, AND I CAN TELL YOU THAT THE QUALITY OF INSTRUCTION, THE PREPARATION, WAY AHEAD OF WHERE WE WERE LAST YEAR.

TEACHERS ARE TO BE APPLAUDED FOR THAT PRINCIPALS, AND THIS GROUP OVER THERE. THANK YOU.

ON THE QUALITY OF INSTRUCTION, WE HAD, YES, INSTRUCTION ON DAY 1.

THROUGHOUT THE DISTRICT.

IT WAS GREAT TO SEE KIDS BRAGGING ABOUT GOING TO THE TEAM CENTERS AND ALREADY GETTING INTO THE ROUTINES.

I SAW CURRICULUM BEING USED, IT'S MUCH STRONGER THAN IT WAS LAST YEAR, A LOT OF GOOD SCAFFOLDING.

IN TWO OF THE NON NAS SCHOOLS THAT I WENT TO, THEY WERE USING THE CURRICULUM THAT THE NAS TEACHERS WERE USING.

A VOLUNTARY, AND WE'LL TALK ABOUT DEFINED AUTONOMY, BUT THAT'S WHAT THEY WERE DOING.

IT WAS A GREAT START.

PRINCIPALS ARE GUNG HO, THEY'RE EXCITED.

THEY'RE LOOKING AT THEIR DATA, OF COURSE, BUT WE HAD SUCH STRONG STAR AND ACCOUNTABILITY SCORES.

THEY'RE ALL BE CELEBRATING.

WE ARE GOING TO POSTPONE THE ACCOUNTABILITY RELEASE TILL MONDAY DUE TO THE FACT THAT TEA CANNOT PROVIDE US WITH A FINAL FINAL THIS WEEK.

WE'RE GOING TO DO SOME MORE REVISIONS OR NOT REVISIONS, BUT LOOKING AND ANALYZING AND MAKE SURE WE GOT THE DATA RIGHT AND WE'LL RELEASE THE SCHOOL SCORES ON MONDAY.

BUT IT IS A FACT THAT WE DID VERY WELL, THE NUMBERS MAY CHANGE BY ONE OR TWO, BUT WE HAD 121 DNF CAMPUSES LAST YEAR, AND THIS YEAR, WE ONLY HAVE 41, AND WE HAVE WAY MORE A AND B SCHOOLS THAN WE HAD LAST YEAR.

THE GROWTH IN THE OVERALL, WAS THE LARGEST INCREASE COMPARED TO THE STATE IN READING AND MATH AND NES SCHOOLS THAT PROBABLY IN THE TEXAS HISTORY OF THE EXAMS. UNDENIABLE GROWTH, ALL PUBLISHED ON TEA'S WEBSITE, AS FAR AS THE SR SCORES GO.

WE'RE GOING TO TALK ABOUT THE ACCOUNTABILITY SCORES ON MONDAY AND COMPARE THAT TO THE OTHER DISTRICTS.

I'LL JUST TELL YOU NO OTHER DISTRICT CAME CLOSE.

STAFFING. WE HAD A GOOD START BECAUSE WE ONLY HAD 28 VACANCIES AT THE START OF THE SCHOOL YEAR.

NOT ONLY THAT, NOT ONLY DID WE ONLY HAVE 28 VACANCIES.

FIVE OF THEM WERE ROTC, ANOTHER SEVERAL WERE CTE, AND I THINK EIGHT WERE SPED.

WE HAVE 1,387 SPED TEACHERS, AND WE ONLY HAD EIGHT VACANCIES IN SPED TO START THE SCHOOL YEAR OFF.

[01:45:02]

WE ACTUALLY HAD ABOUT 25 EXTRA TEACHERS, AND WE STILL DO, MEANING THEY'RE NOT PLACED, BUT THEY DON'T HAVE THE RIGHT QUALIFICATION, THEY'RE NOT CTE, THEY'RE NOT ROTC, THEY'RE NOT CERTIFIED, SO HAVE THOSE EXTRA TEACHERS, AND THEY WILL BE PLACED WHEN WE HAVE OTHER PEOPLE LEAVE.

EVERY YEAR, EVERY LARGE DISTRICT HAVE PEOPLE LEAVE DURING THE COURSE OF THE YEAR.

BUT WE'RE HOLDING PRETTY STRONG THIS WEEK AND SO STAFFING HAS NOT BEEN A PROBLEM.

IN THE END OF THE DAY, THE PROOF IS IN THE PUDDING, AND YOU LOOK AT THE CLASSROOMS WE WERE IN AND KIDS HAVE AN EFFECTIVE TEACHER OR A TEACHER WHO'S GROWING AND NOT A SUBSTITUTE.

WE HAD 99% ATTENDANTS FROM THE TEACHERS WHO WERE HERE THIS WEEK.

EVERY KID GOT AN EFFECTIVE TEACHER OR AT LEAST ONE WHO'S STARTING TO INTERESTED IN CONTINUOUS IMPROVEMENT.

SO THAT'S THE REALITY ON THE GROUND.

AND BOARD MEMBERS, YOU GOT TO SEE THAT.

THOSE OF YOU WHO CAME OUT TO THE SCHOOLS. ENROLLMENT.

>> I'M SORRY, BUT WE ARE IN THE MIDDLE OF A BOARD MEETING AND TRYING TO LISTEN TO MR. MILES. I PERSONALLY AM HAVING TROUBLE BECAUSE AND HE'S SITTING RIGHT NEXT TO ME.

IF WE COULD JUST KEEP THE VOLUME DOWN, THAT WOULD BE APPRECIATED.

THANK YOU. SORRY. CONTINUE.

>> THIS YEAR, WE STARTED TWO WEEKS EARLIER, AND JUST LIKE EVERY YEAR, STUDENTS ENROLL OVER THE NEXT TWO OR THREE WEEKS.

WE WILL HAVE KIDS COMING TO SCHOOL ALL THE WAY UNTIL LABOR DAY.

I WISH EVERY KID WOULD COME ON AUGUST 12 OR THE VERY FIRST DAY OF SCHOOL, BUT THAT DOESN'T HAPPEN.

WE HAVE THE NUMBERS ARE CHANGING EVERY DAY.

WE'LL HAVE STRONGER NUMBERS IN ABOUT TWO OR THREE WEEKS FOR WHAT THE ENROLLMENT IS.

BUT WE FEEL CONFIDENT THAT WE'RE GOING TO KEEP GROWING IN ENROLLMENT UNTIL SEPTEMBER 4.

NOW, A COUPLE OF AREAS THAT WE NEED TO CONTINUE TO WORK ON.

I SAID TO THE BOARD AND TO THE COMMUNITY, WE WILL FIGHT THE AIR CONDITIONING BATTLE EVERY DAY UNTIL OCTOBER.

WE HAD TO MOVE SOME KIDS FROM MONTGOMERY ELEMENTARY SCHOOL TODAY TO ANOTHER SCHOOL OR SOME OF THE KIDS, NOT ALL.

WE HAVEN'T HAD TO CLOSE SCHOOLS.

WE'VE HAD TO MOVE SOME KIDS FROM WARM CLASSROOMS AT SEVERAL SCHOOLS, NOT A LOT.

FROM ONE CLASSROOM TO ANOTHER OR TO A COMMON AREA WHERE THE AIR CONDITIONING IS BETTER.

ONE THING PEOPLE SHOULD KNOW, IS WE TRY TO KEEP IT BETWEEN 70 AND 75 DEGREES.

THAT'S A COMFORTABLE CLIMATE FOR KIDS.

WHEN IT STARTS TO GET TO 78 DEGREES, WHAT WE DO IS WE START TO MAKE PLANS.

WE WATCH IT CLOSELY.

WE SEND OUT MAINTENANCE PEOPLE ALL THE TIME WHEN WE START TO NOTICE A RISE IN TEMPERATURE.

AT 78 DEGREES, WE'RE WATCHING CLOSELY TO SEE IF WE HAVE TO MOVE CLASSROOMS, TRY TO SEND PORTABLE COOLERS.

IT'S A BIG DISTRICT, 274 SCHOOLS, AND OUR SYSTEMS ARE OLD AND FAILING.

IT'S GOING TO BE A BATTLE EVERY DAY, AND THEN IT'LL BE A BATTLE AGAIN IN APRIL AND MAY.

BUT THE MAINTENANCE WORKERS HAVE BEEN DOING A PHENOMENAL JOB OF KEEPING THE BUILDINGS COOL, AND IT'S A NEVER ENDING JOB FOR THEM.

FINALLY, PEN-ULTIMATELY, ON TRANSPORTATION.

>> YES, WE'VE HAD SOME CHALLENGES WITH TRANSPORTATION, AND IT WAS UNACCEPTABLE SOME OF THE MISTAKES THAT WERE MADE EARLY ON.

WE'VE GOTTEN BETTER EVERY DAY, AND THE RIDERSHIP HAS GROWN EVERY DAY.

IT STARTED OFF WITH 2,000, I THINK WE'RE CLOSE TO 75 OR CLOSE TO 8,000 STUDENTS NOW.

THAT WILL ALSO GROW EVERY DAY, AND THAT'S JUST BEEN IN FOUR DAYS.

KIDS COME EVERY DAY TO SCHOOL AND THEN THEY NEED TRANSPORTATION.

WE'RE HAVING TO ADJUST ROUTES AND PLAN ROUTES FOR THE KIDS WHO COME IN THE LAST FEW DAYS AND OVER THE NEXT COUPLE OF WEEKS.

IT WON'T BE SOLID OR CONFIRMED UNTIL A COUPLE OF WEEKS FROM NOW.

BUT THE CALL CENTERS HAVE BEEN ACTIVE AND THEY'VE BEEN ANSWERING MOST OF THE CALLS, OVERWHELMING MAJORITY OF THE CALLS, SO WE FEEL LIKE IT'S GETTING BETTER.

BUT CERTAINLY, WE NEED TO IMPROVE OUR TRANSPORTATION SYSTEM, I'VE SAID THAT BEFORE.

WE WILL NOT BE DONE WITH IMPROVING TRANSPORTATION FOR A WHILE, MAYBE SEVERAL MONTHS TO A YEAR,

[01:50:02]

THAT'S HOW BROKEN IT WAS.

WE'RE MAKING IT BETTER, BUT IT'S GOING TO TAKE SOME TIME.

THEN FINALLY, I KNOW THAT NONE OF THIS HAPPENS BY MAGIC.

WHEN YOU SEE A TEACHER TEACHING A STRONG CURRICULUM ON THE FIRST DAY THAT'S DIFFERENTIATED.

WHEN YOU SEE NEW TEACHERS USING GOOD ENGAGEMENT STRATEGIES, WHEN YOU SEE KIDS WHO ARE WAVING THEIR A WORK AND S2 AND TELLING THEIR TEACHER, I GOT AN S2 OR THE PRINCIPAL, AND THEN THEY GO TO THE TEAM CENTER, AND WHEN YOU SEE THE TEAM CENTER WORKING WELL, AND MANY OF THEM IN THE LIBRARIES, WHEN YOU SEE THEM WORKING WELL, WHEN YOU SEE THE ALL 274 SCHOOLS OPEN, THAT'S NOT MAGIC.

A LOT OF WORK HAPPENED BETWEEN THE END OF SCHOOL LAST YEAR AND THE BEGINNING OF SCHOOL THIS YEAR.

MY HATS OFF TO THE TEACHERS AND PRINCIPALS, YES, BUT ALSO THE BACK OFFICE SUPPORT, THE MAINTENANCE WORKERS.

WE HAD A DERECHO AND THAT PUT US BEHIND BECAUSE IT KNOCKED OUT SOME AIR CONDITIONING UNITS.

IT FAILED TREES ON BUILDINGS, IT CAUSED A LOT OF DEBRIS ON THE GROUNDS, WE HAD TREES ON FENCES, IN PARKING LOTS, AND THEN SHORTLY AFTER THAT, WE HAD A HURRICANE, KNOCKED OUT MORE AIR CONDITIONING, ROOFTOP UNITS, MORE DEBRIS, MORE FELL TREES, GRASS GROWING.

THEN WE HAD TWO WEEKS OF RAIN AFTER THE HURRICANE.

THE WETTEST JULY IN YEARS OR AT LEAST IN RECENT HISTORY FOR HOUSTON, PART OF IT BECAUSE OF THE HURRICANE, BUT A REALLY WET JULY, AND THEN WE HAD TO OPEN UP ON AUGUST 12TH.

THE FACT THAT THEY WERE ABLE TO CUT ALL THE GRASS, AND YES, NOT ALL THE DEBRIS HAS BEEN REMOVED, BUT IT'S BEEN PILED AND SAFE AWAY FROM KIDS IS A TESTAMENT TO THE WORKERS WHO HAVE BEEN REALLY WORKING LATE HOURS.

OUR STAFF, I DON'T THINK ALICIA JOLVET HAS HAD MORE THAN FOUR HOURS ASLEEP ON ANY NIGHT SINCE THE HURRICANE, ACTUALLY SINCE THE DERECHO AND HER STAFF.

BEAUTIFICATION COULD BE BETTER BUT THE MOST IMPORTANT THING IS KIDS GETTING TO CLASS, GETTING INTO SCHOOL, AND HAVING A GREAT EXPERIENCE WITH A TEACHER, NOT A SUBSTITUTE, NOT VACANCIES, THAT'S THE KEY.

ONE HUNDRED AND EIGHTY STUDENT TEACHER CONTACT DAYS OF GOOD INSTRUCTION.

THAT'S WHAT THE DIFFERENCE IS, AND IT'S MAKING A HUGE DIFFERENCE FOR OUR KIDS.

EVERYBODY HERE IS DEVOTED TO THAT, AND THAT'S OUR SOLE FOCUS.

YOU TAKE NORTH FORCE, I'M GOING TO GIVE IT TEASER IF THAT'S OKAY WITH YOU, MS. MENDOZA.

FOR EXAMPLE, JUST ONE EXAMPLE, NORTH FORCE FEEDER PATTERN.

NEVER HAD ALL SIX SCHOOLS WITHOUT A DRF SINCE BEFORE THE ANNEXATION, ALWAYS FELT LIKE STEP CHILDREN.

THEY, FOR THE FIRST TIME, WILL NOT HAVE A DRF SCHOOL.

THEIR LEARNING, THEIR READING IS UP, LITERACY IS UP, WE'RE DOING RIGHT BY THOSE KIDS, AND THEY'RE HAPPY ABOUT IT. THEY'RE PROUD OF IT.

THEY'RE NOT STEPCHILDREN.

THAT'S WHAT THIS TEAM IS DOING.

THAT'S HOW WE STARTED SCHOOL.

IN ALL THOSE SCHOOLS THAT I JUST TALKED ABOUT, THERE IS EXCITEMENT AND THE KIDS ARE DOING GREAT.

LET'S LOOK AT THE REAL DATA FOR HOW THE KIDS ARE DOING.

I KNOW I SPEAK FOR THE STAFF, IT'S A REAL HONOR TO BE IN THIS POSITION AND WE'LL TAKE THE HITS FOR THE SAKE OF THE KIDS.

>> THANK YOU, MR. SUPERINTENDENT. SPEAKING OF DATA, I THINK WE'RE GOING TO TURN TO OUR FIRST ITEM, WHICH IS THE ACCEPTANCE OF THE BOARD MONITORING UPDATE, THE PRESENTATION OF GOALS 1 AND 2.

DO YOU WANT TO GET SET UP?

>> YES, MA'AM. THEN THERE WILL THE DIFFERENT ON [INAUDIBLE].

>> NO, WE'RE GOING TO DO THAT AT THE VERY END. WE'RE GOING TO GO THROUGH THIS.

>> THEN I'LL DO THIS AT THE [OVERLAPPING].

>> NO ABSOLUTELY. YES, MA'AM.

>> [INAUDIBLE]

>> HOLD ON ONE SECOND, ONE AT A TIME.

YES. AT THE END.

YES NEXT QUESTION. ARE YOU GOING TO TAKE A FIVE MINUTE? LET'S TAKE A 10 MINUTE BREAK TILL 7: 11.

PERFECT. THANK YOU.

[01:55:05]

WE ARE BACK IN SESSION AT 7:13 PM.

[BACKGROUND] MR.

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

ROLES HAS GOTTEN HIS COMPUTER SET UP, BUT WE ARE GOING TO BE TALKING ABOUT OUR DISCUSSION AND REPORT ITEMS, WHICH IS BOARD MONITORING UPDATE ON GOALS 1 AND 2.

JUST AS A REMINDER FOR THE BOARD, THE QUESTION BEFORE US IS WHETHER TO ACCEPT THE REPORTS.

THERE ARE FOUR ELEMENTS OF THAT, WHETHER THE REPORT ITSELF CLEARLY SHOWS WHICH SPECIFIC GOAL, INTERIM GOAL CONSTRAINT OR INTERIM CONSTRAINT THAT IS BEING MONITORED, WHETHER IT CLEARLY SHOWS THE DATA FOR THE THREE PREVIOUS REPORTING PERIODS AND THE CURRENT PERIOD AND TARGETS, WHETHER IT DESCRIBES THE SUPERINTENDENT'S UNDERSTANDING OF SYSTEM PERFORMANCE RELATIVE TO THE GOAL, AND THEN DOES IT CLEARLY SHOW SUPPORTING DOCUMENTATION THAT EVIDENCE IS THE SUPERINTENDENT'S UNDERSTANDING OF THE SYSTEM PERFORMANCE? IN PARTICULAR, IF WE'RE NOT OPERATING AT TARGET, DOES IT ALSO DESCRIBE SYSTEMIC ROOT CAUSES, STRATEGIC RESPONSES, AND NEXT STEPS? WITH THAT, I WILL TURN IT OVER TO SUPERINTENDENT MILES TO SPEAK ON.

I THINK WE'LL GO THROUGH THESE INDIVIDUALLY SO WE CAN ASK QUESTIONS.

THE FIRST GOAL BEING STAR READING FOR THIRD GRADERS. THANK YOU.

>> YES, MA'AM. MA'AM PRESENT, MEMBERS OF THE BOARD, TONIGHT WE'LL GO OVER GOAL 1.

WE'VE BEEN OVER THIRD GRADE READING AND NWEA A COUPLE OF TIMES.

BUT IN THIS PRESENTATION, WE'RE TALKING ABOUT NOT JUST THE STAAR SCORES, BUT WHAT IS OUR TARGET FOR NEXT YEAR? TO PUT THIS IN CONTEXT, I HAVE SAID AND I CONTINUE TO SAY BECAUSE WE CAN LOOK IT UP ON THE STAR RESULTS THAT OVERALL, WE HAD REALLY GOOD GROWTH IN READING AND IN MATH.

WE'LL GET TO MATH, BUT IN READING, WE HAD GOOD RESULTS IN NWEA AS WELL.

HAVING SAID THAT THERE WERE TWO TESTS ON THE STATE EXAMS ACTUALLY 3-10 WHERE WE WENT DOWN, WE WENT DOWN ONE POINT IN THIRD GRADE READING, AND WE ALSO WENT DOWN FOUR POINTS IN FIFTH GRADE SCIENCE, ALTHOUGH THE STATE WENT DOWN EIGHT POINTS IN SCIENCE AND TWO POINTS IN READING.

THAT'S OVERALL.

YOU CAN SEE THERE THAT WE MISSED THE TARGET.

WE WENT FROM 41-40 THAT'S WHAT THAT BAR MEANS.

THE TARGET FOR NEXT YEAR, IS WE'RE NOT GOING TO CHANGE IS STILL 44.

WE'RE NOT GOING TO ADJUST THAT.

THAT'S GOING TO BE A HARD THING TO DO, BUT WE WANT TO SET THAT BAR FOR US AND WE DON'T WANT TO LOWER THE EXPECTATIONS.

THE TARGET, YOU CAN SEE IN THE BLUE THERE FOR EACH SUBGROUP ON THE BOTTOM CHART AND THAT WE MISSED IT IN THE MIDDLE.

THE GOOD NEWS IS NES SURPASSED THE GOAL AND GOT THREE POINT GAIN, WHILE THE NON NES, WHICH I'M NOT SAYING THIS IS GOOD NEWS, BUT WENT DOWN THREE POINTS.

WE STAYED RELATIVELY FLAT REALLY IN OUR THIRD GRADE READING, AND WE GAINED ON THE STATE, ALTHOUGH THAT'S NOT SAYING MUCH BECAUSE THE STATE DID NOT DO WELL.

HERE YOU GO. THIS BREAKS DOWN THE GOAL WITH ENGLISH ONLY TESTERS AND THEN SPANISH ONLY TESTERS, AND YOU CAN SEE THAT THE AVERAGE WAS BROUGHT DOWN.

WHEN YOU DO A WEIGHTED AVERAGE, IT'S 40, EVEN THOUGH OUR ENGLISH ONLY STUDENTS HIT 45.

THEN YOU CAN SEE THE BREAKDOWN BY ETHNIC GROUP, AFRICAN AMERICAN STUDENTS AND HISPANIC STUDENTS OVERALL.

OUR WHITE STUDENTS INCREASED ONE POINT AND REMAINS PRETTY STRONG OVER THE STATE AVERAGE.

THIS IS THE DIFFERENCE BETWEEN THE STATE AVERAGE AND OUR WHITE STUDENT SCORES.

THEN YOU CAN SEE WHAT THE ECON STUDENTS DID, BILINGUAL AND THEN STUDENTS WITH DISABILITIES.

[02:00:07]

I'M GOING A LITTLE FAST BECAUSE WE'VE TALKED ABOUT THIS BEFORE.

IF YOU JUST LOOK AT THE STAAR EXAM AND I DON'T, I LOOK AT BOTH THE STAAR, DIBBLE AND NWEA.

YOU CAN SEE THAT WE'RE MOVING IN THE RIGHT DIRECTION, ESPECIALLY IN THE NES ORBIT, BUT NEXT YEAR, WE'RE STILL SHOOTING FOR A 44.

THE ROOT CAUSES ARE THE ONES THAT I'VE BEEN TALKING ABOUT AND THE THINGS THAT WE'RE WORKING ON.

A SCIENCE OF READING CURRICULUM, WHICH WILL NOW BE EXPANDED, DEFINITIVELY IN 130 SCHOOLS, AND IN THE OTHER SCHOOLS, ESPECIALLY THE C SCHOOLS, ALSO, AND MOST OF THE OTHER NON NES SCHOOLS HAVE ADOPTED VETTED CURRICULUM, BUT NOT ALL OF THEM, THE A&B SCHOOLS, VETTED CURRICULUM LIKE AMPLIFY.

THE QUALITY OF INSTRUCTION REMAINS THE NUMBER 1 VARIABLE IN RAISING STUDENT ACHIEVEMENT FOR KIDS.

THAT'S WHY WE PUT SO MUCH EFFORT ON IT.

WE WILL CONTINUE TO DO THAT.

I SAID LAST TIME WE WERE TALKING ABOUT THIRD GRADE IS, THIRD GRADE IS LEARNING TO READ AND A READING TO LEARN GRADE.

IT'S A TOUGH GRADE IN THE STAAR EXAMS BECAUSE IT'S NOT ONLY ABOUT THIRD GRADE, IT'S ABOUT WHAT YOU DO PRIOR TO THIRD GRADE.

WE'RE NOT GOING TO MOVE THEM AS MUCH AS WE NEED TO MOVE THEM IF WE DO NOT DO A BETTER JOB GETTING KIDS INTO PRE-K, AND IF WE DO NOT DO A BETTER JOB IN OUR FIRST GRADE AND KINDERGARTEN FIRST AND SECOND GRADE INSTRUCTION.

WE DID WORK LAST YEAR IN KINDERGARTEN FIRST AND SECOND GRADE, BUT WE ALREADY HAVE PRINCIPALS TALKING ABOUT HOW THEY NEED TO DO EVEN MORE IN OUR KINDERGARTEN AND FIRST AND SECOND GRADE CLASSROOMS. MA'AM, DO YOU WANT ME TO GO ON WITH THE GOAL PROGRESS MEASURE? FOR READING?

>> YES. FOR READING. THEN I THINK WE'LL JUST ASK SOME QUESTIONS ON READING. GO AHEAD.

>> THE STAAR IS ONLY GIVEN ONCE A YEAR, OF COURSE.

IT'S NOT A FORMATIVE ASSESSMENT, IT'S A SUMMATIVE ASSESSMENT.

IT'S NOT SOMETHING YOU CAN REALLY USE TO CHANGE YOUR INSTRUCTION BECAUSE THE YEARS ARE ALREADY OVER.

BUT WHAT WE USE IS THE NWEA MAP ASSESSMENTS, AND THERE'S A CORRELATION BETWEEN NWEA MAP AND THE STAAR EXAMS. YOU CAN SEE THERE, WE DIDN'T CHANGE THE TARGET ONCE IT'S SET, BUT WE DID BETTER THAN THE TARGET IN MOST SUBGROUP AREAS.

FOR EXAMPLE, THE ENGLISH ONLY WAS WHAT WE SET THE TARGET ON, AND SO WE MET OUR READING SCORES THERE.

COMBINE ENGLISH AND SPANISH, WE HAD 39.

WE'RE ACTUALLY DOING MUCH BETTER THAN WHAT THE ENGLISH ONLY WOULD SUGGEST.

WHEN THE BOARD AND I SET THIS GOAL, WE DID ENGLISH ONLY, SO WE WE KEPT IT THERE.

THEN THERE WAS A GOAL THE PROGRESS MONITORING MEASURE ON NES SCHOOLS, AND YOU CAN SEE THE TARGET FOR NES WAS 20, AND WE ACHIEVED A 30.

NES WAS ACTUALLY HIGHER THAN THE DISTRICT OVERALL.

WE CAN CHANGE THE GOALS, BUT WE DECIDED TO KEEP THEM BECAUSE THAT'S WHAT THE BOARD HAD SET.

BUT WE'RE ALREADY OVER THE 28 IN YEAR 3.

MAYBE THE BOARD WOULD WANT TO ENTERTAIN CHANGING THAT TO A TOUGHER METRIC, BUT WE CAN HAVE THE DISCUSSION AT SOME POINT IN THE FUTURE.

THE NWEA MAP ASSESSMENT AT THE END OF LAST YEAR SHOWS THAT WE'RE ON COURSE TO IMPROVE OUR READING, ESPECIALLY IN NES, BUT EVEN OVERALL.

THE SAME ACTIONS, OF COURSE, ARE THE SAME FOR THE MAIN GOAL.

THAT'S ALL I HAVE FOR READING GOAL 1.

>> I THINK LET'S PAUSE THERE AND ANYBODY OVER HERE WANT TO START WITH QUESTIONS OR COMMENTS, MR. VAN? NO. ARE YOU SCRATCHING YOUR EAR?

[02:05:03]

>> [INAUDIBLE]

>> WELL, THAT LOOKS LIKE A HAND UP TO ME, SO GO AHEAD.

>> I DID HAVE ONE QUESTION ACTUALLY ABOUT THE CHART THAT YOU'VE GOT IN FRONT OF US, WHICH I WAS STILL STRUGGLING A LITTLE BIT TO UNDERSTAND HOW COMBINED WAS HIGHER THAN ENGLISH ONLY WHEN MORE STUDENTS WERE ENGLISH ONLY.

I THOUGHT THAT THIS WOULD BE UPDATED, BUT MAYBE YOU CAN WORK THAT AT A LATER TIME.

>> WE CAN WE CAN GIVE YOU THE BREAKDOWN IN MORE DETAIL.

>> GOT IT. I WAS PLEASED TO SEE A NUMBER OF THINGS ON THIS REPORT, CELEBRATING THAT SPECIFICALLY FOR OUR HIGH POPULATION, HISPANIC POPULATION, THE STUDENTS DIDN'T LOSE GROUND IN READING.

KNOWING THAT THE MAJORITY OF STUDENTS IN THE STATE LOST GROUND, THIS I FELT LIKE WAS AN ACCOMPLISHMENT NEEDING TO BE RECOGNIZED.

I'M GLAD THAT OUR LARGEST POPULATION OF STUDENTS IS ACTUALLY MAINTAINING AT LEAST STATUS QUO, ALTHOUGH OBVIOUSLY THE NUMBERS THE STUDENTS THEMSELVES MAY CHANGE IN THE INTERIM.

WE STILL GOT A WAY TO GO WITH THESE STUDENTS, BUT THEY DO REPRESENT THE MAJORITY, SO THE IMPROVEMENTS ARE HIGHLY LEVERAGED AND SO THEY'VE ACTUALLY HELPED US NOT LOSE AS MUCH AS THE STATE.

THAT'S A GOOD THING. I WONDER THOUGH WHAT STEPS ARE BEING TAKEN TO REVERSE THE TREND ON THE OTHER POPULATIONS, SPECIFICALLY IN READING, AND I KNOW WE GOT A LOT OF STUDENTS IN THE NES, HALF OF OUR STUDENTS WHAT HAVE YOU.

>> I'D LIKE TO JUST BEGIN TO THINK HOW WE USE THIS DATA SPECIFICALLY WITH NWEA TO INFORM HOW WE MAKE CHANGES IN BOTH POPULATIONS, NES AND NON NES.

>> THANK YOU FOR ASKING. THERE'S SEVERAL CONSIDERATIONS, ONE OF WHICH IS DEFINED AUTONOMY, BUT THE ANSWER TO YOUR QUESTION IS, FOR THE C RATED CAMPUSES, WE ARE DOING A LOT MORE WITH REGARD TO SUPPORTING THEIR QUALITY OF INSTRUCTION AND THEIR CURRICULUM.

THE C RATED CAMPUSES, FOR EXAMPLE, HAVE TO HAVE A SCIENCE OF READING VETTED CURRICULUM.

THAT'S NOT A CHOICE.

THAT'S NOT PART OF DEFINED AUTONOMY.

FOR THE A AND B CAMPUSES, ESPECIALLY THE B CAMPUSES THAT ARE LOW, AND WE DON'T WANT THEM SLIPPING BACK DOWN TO A C. THEY HAVE POCKETS OF KIDS WHO ARE ALSO STRUGGLING, WE HAVE THE ONE THING THAT'S NOT AUTONOMOUS IS THAT EVERYBODY DOES CONTINUOUS IMPROVEMENT OF HIGH QUALITY INSTRUCTION.

THEY UNDERSTAND WHAT IT LOOKS LIKE, WHAT IT IS, AND THAT'S AN EXPECTATION.

THOSE METRICS AROUND QUALITY INSTRUCTION IS SOMETHING WE DO ACROSS THE BOARD, ESPECIALLY WHEN IT COMES TO READING.

WITH 45 SCHOOLS THAT WERE DNF, BEING PLACED IN THE NES ORBIT WHERE YOU SEE THAT THE SCORES ARE HIGHER, AND WITH C CAMPUSES HAVING MORE FOCUSED INSTRUCTION, VETTED CURRICULUM, AND WITH THE INSTRUCTIONAL QUALITY, CONTINUOUS IMPROVEMENT OF QUALITY INSTRUCTION, EVEN IN THE AMB SCHOOLS, I THINK THAT'S HOW WE ADDRESSED THE OTHER CAMPUSES.

IT'S A FINE LINE THOUGH, BOARD MEMBER VON, BECAUSE THERE'S AUTONOMY IN CURRICULUM.

THERE'S AUTONOMY IN CLASS SCHEDULE.

FOR EXAMPLE, ONE OF THE REASONS WHY THE NES STUDENTS WHO WERE STRUGGLING TO DO BETTER IS BECAUSE THERE'S 90 MINUTES EVERY DAY, LANGUAGE ARTS AND MATH.

THEN THERE'S 30 MINUTE INTERVENTION PERIOD OR ZURN MATH, FOR EXAMPLE, THAT'S REQUIRED.

WHEREAS THE A AND B SCHOOLS HAVE CONTROL OVER THEIR SCHEDULE AND IF THEY ONLY WANT 55 MINUTES IN MATH, THAT'S OKAY.

THAT'S UP TO THEM. THAT'S PART OF DEFINED AUTONOMY.

STILL, HAVING SAID THAT, THERE ARE SOME INSTRUCTIONAL THINGS THAT WE WON'T RELINQUISH AND THAT CONTINUOUS IMPROVEMENT OF HIGH QUALITY INSTRUCTION IS SOMETHING WE EXPECT.

>> THANK YOU. THAT'S, I GUESS ONE OF THE PIECES THAT I THINK ABOUT A LOT IS WE KNOW NOW THAT WE'VE SEEN IMPROVEMENTS IN A CERTAIN SCHOOL INSTRUCTION'S TYPE, WE GET IT.

NES IS WORKING, IT'S IMPROVING THESE NUMBERS FOR THIS POPULATION.

BUT WHEN I LOOK OVER TO THE REMAINDER OF OUR SCHOOLS AND WE SEE EVERYTHING IS FLAT, THEN I SAY, OKAY.

I THINK IT'S JUST ONE OF THOSE THINGS WE HAVE TO CONTINUE TO

[02:10:03]

GRAPPLE WITH AND REALLY COME UP WITH A SOLUTION FOR HOW DO WE GET ALL STUDENTS TO CONTINUE TO GROW IN THAT SPACE?

>> I KNOW OTHER BOARD MEMBERS.

I'M LOOKING AT BOARD MEMBER MARTINEZ.

THAT'S BEEN A PARTICULAR FOCUS FOR ALL BECAUSE ALL MEANS ALL.

THERE'S A COUPLE OF THINGS, I WOULD SAY IN RESPONSE.

NUMBER 1, WE DID SEE GROWTH IN THE A AND B SCHOOLS, AND A DECLINE IN THE NUMBER OF C SCHOOLS EXCEPT THAT SOME D SCHOOLS WENT TO C. WE DIDN'T SEE AS BIG A DECLINE IN C SCHOOLS BECAUSE THAT WAS A GOOD THING THAT D SCHOOLS WENT TO C. BUT WE DID SEE WAY MORE A AND B SCHOOLS THIS YEAR THAN WE HAD AT THE BEGINNING OF LAST YEAR.

THE REFORM, THE FOCUS ON INSTRUCTION DID NOT HURT THE A AND B SCHOOLS, AND IT DID IMPROVE THEIR INSTRUCTION.

BUT I TAKE THE POINT, ALL MEANS ALL, AND WE STILL HAVE TOO MANY SCHOOLS AND TOO MANY POCKETS OF KIDS WHO ARE NOT MEETING THE BAR.

KEEP IN MIND THAT ONE YEAR CAN'T DO IT.

IT'S GOING TO TAKE US A FEW YEARS.

BUT I'M HOPEFUL THAT WITH THIS CONTINUOUS FOCUS AND THE BOARD'S FOCUS ON ALL MEANING ALL THAT WE'LL GET THERE.

>> ANY OTHER QUESTIONS ON THIS END AT THIS POINT, MR. MARTINEZ?

>> THANK YOU, SUPERINTENDENT FOR THE INFORMATION, MADAM PRESIDENT. THANK YOU.

WE TALK ABOUT QUALITY OF INSTRUCTION.

I KNOW WE'VE SAID THAT MULTIPLE TIMES AND I EXPECTED TO BE HERE FOR QUITE A WHILE.

WE PROBABLY WOULD BE BENEFICIAL TO LOOK AT SOME OF THAT DATA OF QUALITY INSTRUCTION.

I KNOW YOU'VE TALKED ABOUT HOW YOU START OFF THE SCHOOL YEAR IN PLACE OF IMPROVEMENT.

WE WANT TO IMPROVE THE ENTIRE YEAR.

BUT YOU SAW IMPROVEMENT THROUGHOUT THE SCHOOL YEAR.

CAN YOU TALK ABOUT WHAT MEASURES THAT IS? WHAT RATING? WHAT SCORES ARE WE SEEING AT THE END OF LAST YEAR COMPARED TO THE BEGINNING OF THAT SCHOOL YEAR?

>> YES. IF WE'RE ALREADY LOOKING AT IT.

TODAY, BEFORE COMING HERE AND EVERY DAY SINCE THE START OF THE SCHOOL YEAR, WE WON'T CONTINUE THIS EVERY DAY, BUT WE'RE JUST TRYING TO GET OFF THE GROUND.

OUR PRINCIPALS AND EVERY SCHOOL IS DOING SPOT OBSERVATIONS AND INSTRUCTIONAL COACHING.

THOSE SPOT OBSERVATIONS, AND IF YOU WANT, I'LL DO A PRESENTATION FOR YOU AT SOME POINT.

BUT THEY'RE BROKEN DOWN INTO FOUR OR FIVE AREAS.

ONE IS LIKE ENGAGEMENT, PURPOSEFUL INSTRUCTION, THE LEARNING ENVIRONMENT.

THERE ARE SPECIFIC CATEGORIES, AND THEN THEY GET A SCORE.

IT DOESN'T COUNT RIGHT NOW BECAUSE IT'S THE BEGINNING OF SCHOOL YEAR, BUT I COLLECT THAT DATA AND I CAN TELL YOU, FOR EXAMPLE, THAT THE OVERALL SCORE RIGHT NOW, WITH REGARD TO QUALITY INSTRUCTION IS 9.7 OUT OF 15 POINTS.

THAT'S AFTER LOOKING AT ABOUT 2,000 OR 1,500 SPOT OBSERVATIONS TODAY.

THE PRINCIPALS HAVEN'T CONDUCTED AND THE APS HAVEN'T CONDUCTED THAT MANY SPOT OBSERVATIONS.

WE'RE LOOKING AT IT THAT CLOSELY, AND SO WE CAN MONITOR THAT.

THE OTHER THING THOUGH WE CAN DO IS WE CAN SHOW YOU THE IRT SCORES, INDEPENDENT REVIEW TEAM SCORES.

WE DO FOUR OF THEM EVERY YEAR.

THEIR VISIT BY AN INDEPENDENT GROUP THAT GOES TO THE SCHOOL AND LOOKS AT ABOUT 10 SPOT OBSERVATION, THEY DO IT RANDOMLY IN THE CORE AREAS, AND WE GET THAT DATA.

ALL ALONG, WE'RE LOOKING AT SPOT OBSERVATION DATA AND NOT JUST IN THE IRT.

WHEN I GO TO SCHOOL, I HAVEN'T YET, BECAUSE WE'RE TRYING NOT TO BE TOO CRAZY.

WE LOOK AT THE SPOT OBSERVATION DATA THAT THE PRINCIPALS HAVE DONE UP TO THE POINT THAT I GET TO THE SCHOOL.

I HAVE DATA ALL THE TIME AROUND THAT.

PRINCIPALS LOOK AT IT TOO, AND THEY'RE LOOKING AT THE QUALITY OF INSTRUCTION THAT WAY.

BY THE WAY, THAT'S TIED TO PRINCIPAL EVAL, THE IRT SCORES, AND THE SPOTS TO THE TEACHER EVAL.

IT'S ALL ALIGNED AND EVERYBODY KNOWS WHAT IS TIGHT.

ONE GOOD THING THIS YEAR THAT WE DID AT A REQUEST OF THE PRINCIPALS AND TEACHERS WAS THAT OUR SPOT OBSERVATIONS HAVE THE BASIC FORM, YES.

THEN WE HAVE A WHOLE PEN AND A BOOK OF HERE'S WHAT IT MEANS TO ENGAGE KIDS IN MONTESSORI.

THE PRINCIPAL CAN RATE THE TEACHER MORE APPROPRIATELY.

HERE'S WHAT IT MEANS TO ENGAGE KIDS IN IB.

[02:15:03]

HERE'S WHAT PURPOSEFUL INSTRUCTION LOOKS LIKE IN A PERFORMANCE ART SCHOOL.

IT HAS EVERY TYPE OF DIFFERENT PROGRAM AND AN EXPLANATION SO THAT PRINCIPALS AND IRT PEOPLE WHO COME IN CAN MORE EFFECTIVELY GAUGE THOSE SPECIFIC PROGRAMMATIC SCHOOLS, WE THINK THAT'S GOING TO BE A BIG ASSIST.

>> GO AHEAD.

>> JUST WANT TO FOLLOW UP. WE KNOW WE HAVE A LOT OF NEW ADDITIONS TO THE TEAM THIS YEAR.

WE UNFORTUNATELY SAW SIGNIFICANT TURNOVER LAST YEAR.

HOW ARE WE ENSURING THAT NEW TEAM MEMBERS, WHETHER INDIVIDUALS GOING THROUGH ACP OR JUST NEW TEACHERS TO HISD ARE GETTING THE TRAINING THAT THEY NEED WHEN WE LOOK AT THE QUALITY OF INSTRUCTION? SPECIFICALLY FOR ACP PARTICIPANTS, WHAT TYPE OF TRAINING ARE THEY RECEIVING?

>> WE ALSO HAVE NEW PRINCIPALS.

OVER THE SUMMER, WE FELT PRETTY CONFIDENT THAT THEY'VE BEEN TRAINED WELL.

JUST LIKE TEACHERS, THE PRINCIPALS AND TEACHERS ARE IN THE SAME BOAT AND THE ANSWER TO YOUR QUESTION IS THIS.

THE BEST TRAINING HAPPENS ON THE JOB.

WE CAN PUT OUT THE SPOT OBSERVATION FORM, WE CAN PUT OUT VIDEOS WHICH WE HAVE DONE ON WHAT IT LOOKS LIKE IN THE CLASSROOM FOR THE NEW TEACHERS.

WE CAN DO THE TRAINING LIKE ALL OF LAST WEEK BEFORE THE FIRST WEEK OF SCHOOL.

THE PRINCIPALS WERE TRAINING TEACHERS, AND WE'VE BEEN TRAINING PRINCIPALS AND EDS FOR A COUPLE OF WEEKS.

WE CAN DO ALL THAT AND WE HAVE, AND THEN TEACHERS DO WHAT'S CALLED DEMONSTRATION DAYS.

WE CALL THEM DEMO DAYS.

ESPECIALLY FOR NEW TEACHERS, IT'S A GOOD WAY FOR THEM TO GET IN THE GROOVE, SO TO SPEAK, OF TEACHING BECAUSE THEY HAVE TO PRESENT TO THEIR COLLEAGUES.

THE FIRST DAY OF SCHOOL WENT WELL BECAUSE ALMOST EVERY TEACHER, ESPECIALLY NEW TEACHERS HAD ALREADY DEMONSTRATED THAT LESSON TO THEIR COLLEAGUES.

THEY DIDN'T MISS A BEAT ON DAY 1, AND THOSE OF YOU WHO WENT WITH ME TO SCHOOLS ON DAY 1, YOU SAW THAT.

YOU SAW THEM BEING WELL PREPARED AND EVEN NEW TEACHERS.

HAVING SAID THAT, YES, THERE'S A LOT MORE TO LEARN.

THIS IS DAY 4 AND WE DO HAVE A LOT OF NEW TEACHERS AND SO NEW TEACHERS ARE BEING COACHED EVERY DAY.

THAT'S WHAT THE SPOT OBSERVATION IS.

THEY DON'T COUNT FOR THEIR EVAL, BUT THEY GET FEEDBACK IN WRITING ON THE SPOTS.

BUT WE DO ON THE JOB COACHING.

THAT'S THE BEST WAY TO BRING NEW TEACHERS UP TO SPEED FAST.

>> I'M TURNING OVER TO MY COLLEAGUES.

MISS ARNOLD, OR MR. CAMPO, ANY QUESTIONS, COMMENTS, THINGS YOU'D LIKE TO RAISE WITH REGARD TO THE FIRST MONITORING REPORT ON THIRD GRADE READING?

>> ACTUALLY DO. I HAVE A QUICK QUESTION.

FIRST OF ALL, THE GOAL OF THIRD GRADE READING IS MANDATED BY THE STATE, CORRECT?

>> YES, SIR.

>> IT'S INTERESTING INCREASE. WHEN YOU LOOK AT OVERALL HISD, OUR SCORES WENT UP FROM ON ACHIEVEMENT OR MASTERS WENT UP FROM 43% TO 46%.

A 300 BASIS POINT OVERALL INCREASE.

IF YOU LOOK AT FOURTH GRADE, FOURTH GRADE WENT UP FROM 38-45 OR SEVEN PERCENTAGE POINTS INCREASE, WHICH IS REALLY HUGE IN RELATION TO WHAT IS NORMALLY HAPPENED IS ONE OR TWO IS EASY AND OR NOT EASY, BUT EXPECTED.

WHEN YOU START HAVING SEVEN POINT GAINS, THAT'S LIKE REALLY UNUSUAL IN THE SENSE THAT IT'S NEVER BEEN DONE.

WITH THAT SAID, THE ONLY GRADE THAT WENT DOWN ONE POINT, AND AS YOU POINT OUT, YOU SAID WENT DOWN TWO, BUT WENT DOWN ONE POINT WAS THIRD GRADE.

CAN YOU GIVE ME THE LAYMAN'S REASON WHY THIRD GRADE IS SO HARD.

CLEARLY, THIRD GRADE IS IMPORTANT BECAUSE THAT'S MANDATED BY THE STATE.

THE STATE MUST HAVE DONE SOME DATA AND ANALYSIS AND I KNOW THE IDEA IS THAT IF YOU'RE BEHIND THE THIRD GRADE, IT'S GOING TO BE TOUGH FOR YOU TO CATCH UP OVER TIME AND THERE'S A LOT OF DATA THAT SHOWS THAT BEHIND IN THIRD GRADE READING HAS LOWER GRADUATION RATES AND ALL THAT.

GIVE US THE LAYMAN'S REASON FOR WHY THIRD GRADE IS HARD.

>> YES, SIR. BY THIRD GRADE, YOU ACTUALLY HAVE TO LEARN HOW TO READ.

IT'S A SCIENCE OF READING SKILLS.

THIS IS NOT LAYMAN'S TERM, BUT JUST BEAR WITH ME JUST FOR A MOMENT.

[02:20:02]

YOU HAVE TO ORTHOGRAPHICALLY MAP THE PHONEMES, WHICH MEANS THAT YOU HAVE TO LOOK AT CLUSTERS OF LETTERS ON A PAGE AND BE ABLE TO SAY IN YOUR BRAIN AUTOMATICALLY, IT MAKES THIS SOUND.

THAT'S A WHOLE BODY OF SKILL THAT A KID NEEDS IN THIRD GRADE.

ON TOP OF THAT, THEY NEED LEARNING TO READ.

THEY NEED CONTENT KNOWLEDGE, WHICH THEY HAVE NOT HAD A CHANCE TO BUILD UP AS MUCH AS A FOURTH GRADER OR FIFTH GRADER.

A FOURTH GRADER OR FIFTH GRADER, IF WE'VE DONE OUR JOB WELL, IS NOT LEARNING TO READ AS MUCH.

HE'S READING TO LEARN.

YOU'VE GOT A DOUBLY HARD TASK FOR THIRD GRADERS ON THE STAR EXAM.

THE SKILL SET NEEDED TO READ ACTUALLY CANNOT BE DONE IN ONE GRADE, IT IS DONE OVER SEVERAL YEARS.

IN FACT, THERE'S SOME SCIENCE TO SAY THAT BIG GROWTH GOES WHEN YOU'RE THREE AND FOUR-YEARS-OLD IF YOU KNOW HOW TO TEACH THE SCIENCE OF READING.

THAT'S WHY IT'S SO IMPORTANT.

IF YOU HAVE KIDS, ESPECIALLY UNDERSERVED KIDS, WHO DON'T TAKE ADVANTAGE OF PRE-K OR CANNOT EITHER DON'T OR CANNOT TAKE ADVANTAGE OF PRE-K.

IF THEY DON'T OR CANNOT TAKE ADVANTAGE OF FULL DAY KINDERGARTEN, THAT ALREADY SETS THEM BEHIND THEIR PEERS.

THAT'S WHY THIRD GRADE IS THE HARDEST GRADE WHEN IT COMES TO STAR READING, AND THAT'S ALSO PROBABLY, I DON'T KNOW ALL THE RATIONALE OF THE STATE, BUT IT'S PROBABLY WHY THAT'S A MANDATED GOAL BY TEA BECAUSE THEY RECOGNIZE THE IMPORTANCE OF THAT SKILL AND THE CONTENT.

>> WHAT YOU'RE REALLY SAYING IS THAT GETTING KIDS IN THIRD GRADE THAT HAVEN'T DEVELOPED THOSE SKILLS IS REALLY HARD TO CHANGE.

YOU REALLY HAVE TO GO BACK AND EXPAND PRE-K AND REALLY GET TO THE KIDS BE FOURTH THIRD GRADE.

WHEN YOU DO THAT, THAT'S GOING TO CHANGE THE THIRD GRADE TRAJECTORY IN THE FUTURE.

>> THAT'S RIGHT. MY BELIEF IS EVEN IF THEY GET TO US IN THIRD GRADE WITHOUT THOSE SKILLS, WE CAN DO A LOT EVEN THEN.

IF WE REALLY FOCUS ON THAT INSTRUCTION AND HAVE SCIENCE OF READING CURRICULUM AND THINGS LIKE THAT, AND YOU CAN SEE IN THE NES, WE'RE TAKING A BIGGER DENT OUT OF THAT IN THE STATE.

AT THE SAME TIME, WHAT YOU JUST SAID, BOARD MEMBER CAMPO IS EXACTLY RIGHT.

WE'RE NOT GOING TO CAPTURE AS MANY KIDS AND GET THEM TO READ AT GRADE LEVEL, IF WE DON'T DO A BETTER JOB IN PRE-K KINDER FIRST AND SECOND.

>> THANKS.

>> OVER HERE, MISS FLOWERS.

>> THANK YOU, SUPERINTENDENT MILES.

THERE'S MUCH TO CELEBRATE.

MY QUESTIONS WE'RE ALWAYS GOING TO PUSH.

I WANT TO SAY FIRST, I WANT TO ACKNOWLEDGE THE NUMBERS ARE CRAZY.

IT IS STATISTICALLY JUST SURPRISING AND HOPEFUL AND WONDERFUL.

WE REALLY APPRECIATE ALL THE HARD WORK OF THE DISTRICT, AND PUSHING FORWARD.

I HAVE SOME QUESTIONS.

UNDER YOUR ANALYSIS, WHEN WE'RE TALKING ABOUT THIRD GRADE READING, WE SAY MORE NEEDS TO BE DONE TO ENSURE STRONG IMPLEMENTATION OF HIGH QUALITY INSTRUCTION.

THAT'S THE PLAN.

THAT'S WHAT WE HAVE TO DO.

I UNDERSTAND THE GENERAL SYSTEM THAT WE'RE DOING.

THE MORE NEEDS TO BE DONE.

IS THERE A PLAN AROUND DOING THE MORE AND BALANCING CULTURE AND WELLNESS? BECAUSE, IT'S AMAZING WHAT THE TEACHERS DID. IT'S AMAZING.

WE WANT THEM TO CONTINUE TO BE AMAZING, BUT AMAZING AND LESS STRESSED.

HAVE YOU ALL TALKED ABOUT? IS THERE ANYBODY WORKING ON HOW WE'RE GOING TO GET THEM TO DO MORE AND BUT ALSO FEEL GOOD?

>> MORE DOESN'T MEAN MORE TIME FROM THOSE TEACHERS WHO'VE BEEN WORKING HARD.

WHAT I MEAN BY MORE AND THE SENTIMENT HERE MEANS THAT THERE ARE THINGS WE CAN DO.

FOR EXAMPLE, WE'RE STARTING TO DO MORE SCAFFOLDING AND THE CURRICULUM DEPARTMENTS DOING THAT AND WE'RE TRAINING TEACHERS.

THIS SUMMER I SPENT SOME TIME WITH PRINCIPALS AND EDS AND WE TRAINED THEM ON GOOD SCAFFOLDING SO THEY CAN RECOGNIZE IT.

I SAW ALREADY THIS WEEK IN SEVERAL SCHOOLS,

[02:25:03]

NOT ONLY DID THEY TAKE THE SCAFFOLDING THAT THE CURRICULUM DEPARTMENT PUT ON THE L AND S ONE WORK, BUT THEY ALSO HAD SCAFFOLDS ON THEIR DESK.

THE TEACHERS HAD SCAFFOLDS ON THE WALL.

THAT'S A LITTLE THING, BUT IT'S HUGELY IMPORTANT FOR EMERGENT BILINGUAL KIDS AND KIDS WHO CANNOT READ, SO THAT WAS A HUGE PLUS.

THEN ALSO, IF WE DO GOOD WORK IN THE CURRICULUM, TEACHERS CAN LEAVE AT 4:15 AND NOT HAVE TO WORRY ABOUT THAT, AND THEY WILL HAVE MORE TIME AND BE LESS STRESS.

THE LAST THING I WOULD SAY IS THIS, I ALREADY SEE A LEVEL OF CONFIDENCE.

NOW, MIND YOU, I'VE ONLY BEEN TO 10 SCHOOLS SO FAR, BUT THE DIVISION SOUPS HAVE BEEN OUT, THE EXECUTIVE DIRECTOR HAS BEEN OUT, AND I'VE BEEN TALKING TO THEM AND THEIR EXPERIENCE IS VERY SIMILAR TO WHAT I SAW IN 10 SCHOOLS.

I'VE ALREADY SEEN A LEVEL OF CONFIDENCE THAT I DIDN'T SEE UNTIL NOVEMBER LAST YEAR.

IF YOU REMEMBER IN THE CONVOCATION, WE SHOWED THE VIDEO CLIP OF THOSE TEACHERS WHO SAID A YEAR AGO THAT THEY HAVE TO ADMIT IT WAS VERY HARD, A LOT OF TEARS.

BUT THEY FINALLY GOT INTO A GROOVE.

THEY LEARNED THAT THEIR PRINCIPAL WAS TRYING TO SUPPORT THEM, NOT JUST EVALUATE THEM AND THINGS WORKED OUT WELL, AND NOW THEY'RE VERY PROUD OF THE SCORES THAT THEIR KIDS RECEIVED AND KIDS TAKE THEIR CUES FROM THEIR TEACHERS.

>> THANK YOU. WHAT I HEAR YOU SAY AND I APPRECIATE THAT YOU IMPACTED THIS.

MORE NEEDS TO BE DONE, AND THE MORE THAT I HEARD YOU SAYING WAS SUPPORT FROM THE DISTRICT AND THE LEADERSHIP TO THE TEACHERS.

I REALLY APPRECIATE THAT DEFINITION OF MORE AND HEARING ABOUT THAT SO THANK YOU.

THEN IF I'M LOOKING AT THE STAR SCORES NOW, I DON'T KNOW IF THIS IS MY MISUNDERSTANDING OR IF IT'S A WEIRD ANOMALY THAT YOU SAY WE'RE GOING TO THINK ABOUT AND COME BACK, BUT SOMETHING IS AND LOOKING AT THE STAR SCORES.

OUR ENGLISH ONLY IS UP LIKE, 45, AND THEN SPANISH ONLY IS WHERE IT SEEMS LIKE THERE'S A BIG CHALLENGE?

>> BUT THEN WHEN WE LOOKED TO THE NWAP, IT SEEMED LIKE IT WAS THE FLIP AND SO I DIDN'T UNDERSTAND HOW ON ONE TEST, THEY DID BETTER OR WORSE AND THEN HOW DO YOU ALL UNDERSTAND THAT DATA TO DO SOMETHING WITH IT.

I WAS JUST CONFUSED.

>> I'M GOING TO ASK KRISTIN TO HELP ME EXPLAIN, I CAN TRY BUT YOU CAN HELP.[LAUGHTER]

>> ON THE NWA READING NOT IN MATH, BUT IN READING, THERE ARE TWO SEPARATE TESTS, SO FAR SO GOOD AND A CHILD CAN TAKE IT IN READING OR THEY CAN TAKE IT IN SPANISH.

THE DEFICIT FOR KID TAKING THE SPANISH TESTS IN SPANISH IS NOT COMPREHENSION BECAUSE IT'S COMPREHENSION, BUT COMPREHENSION IN THEIR NATIVE LANGUAGE.

IT MEANS THAT OUR SPANISH SPEAKING KIDS DO WELL IN THEIR NATIVE LANGUAGE AND READING.

THE CHALLENGE IS ASKING THEM TO LEARN ENGLISH AND SO FOR A WHILE, THEY'RE BEHIND IN ENGLISH AND SO THE SPANISH ONLY KIDS ARE DOING WELL, IS THAT RIGHT?

>> A LOT OF OUR STUDENTS AND WHEN STUDENTS ARE TAKING NWA IN THEIR ENGLISH COURSE, THEY TAKE IT IN ENGLISH AND SPANISH.

IN MATH, THEY TAKE IT IN ONLY ONE OF THOSE, WHICHEVER ONE THEY'RE USUALLY GETTING INSTRUCTION IN MATH IN.

BUT IN ENGLISH, THAT ALLOWS US TO TEST BOTH THEIR PROFICIENCY IN ENGLISH, AS WELL AS UNDERSTAND HOW THEY WERE DO ON THE TEST IF THEY TOOK IT IN THEIR NATIVE LANGUAGE.

WE GET BOTH OF THOSE VIEWS AND REALLY WHEN WE'RE SUPPORTING STUDENTS ON THE READING LANGUAGE ART SIDE, WE SEE BOTH THEIR ENGLISH RESULTS AND THEIR SPANISH RESULTS, AND THAT ALLOWS US TO ASSESS ENGLISH PROFICIENCY MORE EFFECTIVELY.

ON STAR, SOMETIMES YOU CAN HAVE STUDENTS WHO SPEAK SPANISH WHO HAVE ENOUGH ENGLISH PROFICIENCY TO STILL TEST IN ENGLISH AND SO THOSE TESTING IN SPANISH TRULY ARE THE STUDENTS THAT REALLY NEED TO BE TESTING IN SPANISH ON STAR.

YOU'LL SEE A DIFFERENCE IN THOSE RESULTS THERE, STAR YOU TEST IN ONE OR THE OTHER.

[02:30:01]

>> IN THIS AREA, YOU MAY WANT TO STAY.

>> BECAUSE WE ALREADY KNOW THEIR GAPS, AND I KNOW THAT WE'VE GOT OUR PLAN FOR THE YEAR, BUT WE STILL KNOW WHERE THE GAPS ARE WITH THE ECONOMIC DISC WITH AFRICAN AMERICAN STUDENTS, ALL THESE EMERGENT BILINGUAL STUDENTS.

IN ADDITION TO WE'RE WORKING THE PLAN, AND I GET IT.

WE'RE GOING TO WORK THE PLAN.

ARE PEOPLE WORKING ABOUT STRATEGIES DIFFERENT THAN WORKING THE PLAN FOR THESE STUDENTS WHERE WE ALREADY KNOW THERE'S A GAP?

>> YES IS THE ANSWER.

WE'RE GOING TO TAKE ANOTHER NWA TEST NEXT WEEK, ACTUALLY AND THEN WE'LL LOOK AT THE DATA FOR THAT.

BUT FOR OUR KINDER FIRST AND SECOND GRADE STUDENTS AND THIRD GRADE STUDENTS, THEY'RE GOING TO BE TAKING DIBBLES THIS YEAR, AND SO DIBBLES IS A FIVE COMPONENTS OF LITERACY ASSESSMENT, AND IT'S GIVEN PRETTY REGULARLY.

I THINK EVERY THREE WEEKS FOR THE STUDENTS WHO ARE WAY BEHIND GRADE LEVEL AND BASED ON THAT, THERE ARE SPECIFIC INTERVENTIONS FOR THOSE STUDENTS.

IN THE EARLY GRADES, WE HAVE NOT ONLY THE REGULAR READING OR SCIENCE READING COURSE, BUT WE ALSO HAVE INTERVENTION TIME, OR LITERACY BLOCK AND SO THAT'S A PLACE WHERE WE CAN DIFFERENTIATE FOR THE KIDS WHO ARE WAY BEHIND OR BEHIND.

>> YES. I WOULD SAY ON TOP OF NES, SPECIFICALLY FOR EMERGENT BILINGUALS, THE ADDITIONAL STRATEGY IS WHAT YOU PICK AS YOUR BILINGUAL MODEL.

THE RESEARCH DOES SHOW THAT DUAL LANGUAGE AS A BILINGUAL MODEL SIGNIFICANTLY SUPPORTS STUDENTS IN ENGLISH PROFICIENCY IN GAINING THAT WHEN YOU'RE COMPARING IT TO A TRANSITIONAL MODEL OR AN ESL CLASS.

IT'S THE EXPOSURE THEY GET TO ENGLISH AND SPANISH IN DIFFERENT AMOUNTS AT DIFFERENT POINTS IN TIME AND SO WE HAVE STUDENTS WHO ARE OUR TRADITIONAL STUDENTS ARE NNS, BUT FOR OUR BILINGUAL STUDENTS, THEY'RE NES, AND THEY'RE GETTING THE NES MODEL IN A DUAL LANGUAGE SETTING, MEANING SOME OF THEIR CLASSES, IT'S ABOUT 50% OF THEIR INSTRUCTION IS IN ENGLISH, 50% OF THEIR INSTRUCTION IS IN SPANISH EVERY DAY, AND WE BUILD IN THE CROSS LINGUISTIC CONNECTIONS FOR THOSE STUDENTS IN THE CURRICULUM.

WE ACTUALLY WRITE THE CURRICULUM IN ENGLISH, AND THEN WE ALSO TRANSLATE THAT DAY'S CURRICULUM AND ADAPT IT IN SPANISH SO THAT IF YOU ARE A EMERGENT BILINGUAL STUDENT, IN THE NES MODEL, YOU'RE ABLE TO PARTICIPATE IN THAT DUAL LANGUAGE INSTRUCTION.

THAT IS AN ADDITIONAL STRATEGY FOR EMERGENT BILINGUAL STUDENTS THAT WE'VE SIGNIFICANTLY ENHANCED THIS YEAR, SO THERE CAN BE A MORE EFFECTIVE IMPLEMENTATION OF THE DUAL LANGUAGE MODEL.

>> I REALLY APPRECIATE ALL THE WORK YOU GUYS ARE DOING, ESPECIALLY WITH CURRICULUM. THANK YOU.

>> THANK YOU. YES, MA'AM. MISS LINDER.

>> THANK YOU. AGAIN, I'LL ECHO JUST HOW EXCITED I AM AND HOW MUCH WE NEED TO CELEBRATE ALL THE ACCOMPLISHMENTS ACROSS THE DISTRICT.

IT'S REALLY REALLY AMAZING.

THE QUESTION THAT, I THINK IT ECHOES A BIT OF WHAT I'VE HEARD TONIGHT, BUT I WANTED TO DIG A LITTLE DEEPER AROUND UNDERSTANDING AS YOU ANALYZE THIS DATA, WHAT IS IT TELLING YOU ABOUT HOW WE CAN UNDERSTAND BETTER, WHAT ARE THE PREDICTIONS AROUND OUR SYSTEM WIDE PERFORMANCE? WE SAY SYSTEM A LOT AND SO I WANT TO ALSO CLARIFY THAT OR ACKNOWLEDGE THAT I THINK WHEN WE TALK ABOUT SYSTEM WIDE CHANGES, SYSTEM WIDE AND TRANSFORMATION, THINGS LIKE THAT, IT GETS LOST AND I WOULD HOPE THAT MAYBE YOU COULD ALSO MAYBE REITERATE SOME OF THAT BECAUSE AS WE LOOK AT THE ROOT CAUSES, AND I'LL JUST READ FROM THE SLIDE, THE SCIENCE OF READING CURRICULUM, THE QUALITY OF INSTRUCTION, ACCESS TO HIGH QUALITY PRE K. IT MAKES ME WONDER IS, AS YOU'RE ANALYZING THIS, WHAT ARE YOU THINKING ABOUT AS YOU REFLECT ON THIS AROUND THESE SYSTEM WIDE, WHAT ARE THE RESULTS OF THESE CHANGES? THEN AS WE THINK ABOUT HOW WE'VE SEEN AMAZING GROWTH, HOW ARE WE GOING TO MAINTAIN OR CONTINUE THAT GROWTH? WHAT ARE OUR OPPORTUNITIES VERSUS THE AREAS WHERE WE'VE ALREADY MADE THE CHANGES AND WE'RE NOT GOING TO SEE THAT GROWTH ANYMORE.

IT'S A REALLY LONG QUESTION TO SAY, WHAT IS YOUR REACTION TO WHAT YOU'VE SEEN SO FAR AND THEN WHERE ARE WE GOING TO BE ABLE TO GET MORE JUICE OUT OF THE SQUEEZE THIS COMING YEAR AND IN COMING YEARS,

[02:35:03]

AS WE THINK ABOUT THESE CHANGES MOVING FORWARD?

>> IT'S THE RIGHT QUESTION, AND THANK YOU FOR ASKING A SYSTEM WIDE QUESTION BECAUSE I'VE SAID ON MORE THAN ONE OCCASION, THE REAL NOVELTY AND MAGIC BEHIND THE TRANSFORMATION IS THE WHOLE SCALE SYSTEMIC REFORM.

I KNOW THAT'S JUST A PHRASE THAT BEARS EXPLAINING OVER AND OVER AGAIN AND SO WHEN WE GO TO SCHOOLS AND WHEN WE LOOK AT THE RESULTS, AND EVEN WHEN WE LOOK, AS YOU JUST DID, ON THE ACTIONS TO BE TAKEN.

IT IS USEFUL, AND THAT'S WHY I THINK IT'S A GREAT QUESTION TO KEEP IN MIND THAT THERE'S A WHOLE SYSTEM HERE THAT HAS TO WORK TOGETHER IN ORDER TO MOVE THE RESULTS FORWARD.

IT IS NOT A PROGRAM, WE'VE IMPLEMENTED DIBBLES, AND THAT'S WHAT'S GOING TO GET US TO SCORES, OR WE'VE IMPLEMENTED AMPLIFY AND THAT'S WHAT'S GOING TO GET US TO SCORES.

THAT'S THE OLD WAY OF THINKING.

IT'S PROGRAMMATIC AND NO LARGE URBAN DISTRICT HAS BEEN SUCCESSFUL WITH PIECEMEAL INCREMENTAL REFORM LIKE THAT.

WHEN I LOOK AT THE ACTIONS AND WHEN WE CONSIDER THE ACTIONS AND WHEN WE GO TO SCHOOLS AND LIKE I SAID, MOST OF YOU HAVE BEEN TO A BUILDING, ALL OF YOU HAVE BEEN TO SCHOOLS LAST YEAR AND I'M SURE ALL OF US WILL GO TO SCHOOLS THIS YEAR, BUT SEVERAL THIS FIRST WEEK HAVE BEEN.

WE LOOK AT THE FOLLOWING THINGS THAT HAVE TO FIT TOGETHER WELL.

NUMBER ONE IS A INSTRUCTIONAL MODEL THAT WILL HELP DIFFERENTIATE INSTRUCTION FOR KIDS WHO ARE BEHIND AND THEN KIDS WHO ARE HEAD.

THERE HAS TO BE SOME MODEL TO DO THAT, SO THAT THE KIDS WHO ARE AHEAD GET CHALLENGED.

THEY'RE NOT SITTING THERE HEARING THE SAME THING OVER AND OVER AGAIN.

THE KIDS WHO ARE BEHIND AND WE HAVE A LOT OF THEM GET MORE TIME ON ANY GIVEN DAY ON ANY OBJECTIVE.

WE HAVE TO HAVE A MODEL LIKE THAT AND WE HAVE TO STRENGTHEN THAT OR KEEP THAT GOING.

THE SECOND THING IS HIGH QUALITY INSTRUCTIONAL MATERIALS.

THAT HAS TO BE PART OF IT.

HIGH QUALITY INSTRUCTIONAL MATERIALS ARE NOT JUST THE ONES THAT ARE VETTED BY RESEARCH, BUT IT'S ALSO HOW YOU PRESENT THAT MATERIAL IN A WAY THAT TEACHERS CAN TEACH IT.

ONE OF THE CHALLENGES OF AMPLIFY, FOR EXAMPLE, THIS IS WELL KNOWN IN THE PROFESSION, IS THAT AMPLIFY REALLY RICH CURRICULUM, BUT SOME TEACHERS FIND IT REALLY HARD TO IMPLEMENT.

IT'S VERY DETAILED, AND YOU HAVE TO BE ON IT EVERY DAY, AND SO THAT'S REALLY HARD FOR SOME TEACHERS.

WHEREAS WITH THE NAS CURRICULUM, FOR EXAMPLE, THERE'S THE POWERPOINT, HERE'S THE DOL, HERE'S THE LESSON OBJECTIVE, HERE THE FOUR DIFFERENTIATED ASSIGNMENT, ETC AND THEY'RE PRETTY GOOD PRODUCTS.

THEY'RE DONE IN A WAY THAT A TEACHER CAN JUST GRAB.

YES, THEY HAVE TO INTERNALIZE THAT, THEY HAVE TO BE FAMILIAR WITH IT.

BUT THEY CAN TWEAK IT IF THEY DON'T LIKE, BUT IT'S A GOOD BASE.

THAT'S NUMBER TWO THAT HAS TO BE PART OF IT.

THEN NUMBER THREE IS OUR BREAD AND BUTTER AND THAT IS HIGH QUALITY INSTRUCTION.

YOU CAN HAVE A GREAT CURRICULUM PROVIDED FOR YOU, YOU CAN HAVE A MODEL LIKE NES.

BUT WHAT IS THE IMPLEMENTATION IN THE CLASSROOM ON HIGH QUALITY INSTRUCTION? SOMEBODY YOU'VE GOT TO SEE AND PAUL IS AN EXPERT NOW.

SHE'S BEEN IN 10 SCHOOLS, LOOKING AT I DON'T KNOW, YOU'VE BEEN IN 40 CLASSROOMS AT LEAST ALREADY.

LOOKING AT THE QUALITY OF INSTRUCTION, AND AFTER A WHILE, YOU GET TO SEE WHAT MAKES GOOD QUALITY AND SO THERE'S A SCIENCE AND ART TO THAT.

WE'VE BEEN GOING OVER THE SCIENCE ALL LAST YEAR AND A LITTLE BIT OF THE ART.

THIS YEAR FOR THE TEACHERS WHO ALREADY HAVE IT DOWN, WE'RE FOCUSED MORE ON THE ART OF IT.

BUT THERE'S THE SPECIFIC THINGS THAT YOU CAN TEACH AND GROW AND LEARN IN THAT.

THOSE THREE FOR SURE ARE THINGS THAT HAVE TO FIT TOGETHER.

BUT THEN THERE'S CAPACITY.

PEOPLE ARE RIGHT, IF YOU HAVE TOO MANY NEW TEACHERS THAT AREN'T DEVELOPED, THAT'S GOING TO IMPACT ALL OF THAT.

THAT'S GOING TO IMPACT WHAT WE DO.

IF YOU'RE GOING TO HAVE NEW TEACHERS OR INEXPERIENCED TEACHERS, THEN YOU HAVE TO HAVE A REALLY GOOD SYSTEM TO GROW THEM.

FOR EXAMPLE, HAVING THE NES CURRICULUM FOR A NEW TEACHER, THAT'S LIKE A GODSEND BECAUSE THEN THEY CAN FOCUS ON INSTRUCTION.

THEY DON'T HAVE TO GO HOME AT NIGHT LOOKING FOR THESE TEXT MATERIAL.

THEY DON'T HAVE TO DROP THE DOL THEMSELVES.

THE CURRICULUM MAP IS THERE, THEY PUT IT ON THE BOARD AND THEY'RE READY TO GO.

THAT'S ANOTHER THING. LEADERSHIP IS THE FIFTH THING I TALK ABOUT.

[02:40:02]

FOR WANT OF LEADERSHIP, THE VILLAGE DIES AND SO THE SCHOOL PRINCIPALS, ESPECIALLY THE ONES WHO MAKE SENSE FOR THEIR COMMUNITY AND FOR THEIR STAFFS, THE ONES WHO ARE INSPIRING THEM, BUT ALSO OUR INSTRUCTIONAL LEADERS.

THEY'RE THE ONES WHO ARE GOING TO DO THE BEST NOT JUST THE STAR SCORES, BUT ON HOW THE STAFF FEELS, HOW THE KIDS FEEL, AND HOW THE PARENTS FEEL.

WE FEEL THAT THE PRINCIPLES THAT WE HAVE THIS YEAR ARE REALLY STRONG.

BUT THAT'S STILL NOT ENOUGH.

THERE'S ONE OTHER BIG THING AND THAT IS CULTURE AND THIS IS THE HARDEST TO MOVE, AND PEOPLE WHO DON'T PAY ATTENTION TO CULTURE ALSO DON'T GET THE RESULTS THEY NEED.

CULTURE IS THE FOLLOWING ELEMENTS , IT'S HIGH EXPECTATIONS.

YOU CAN'T JUST SAY THAT, IF YOU'RE GOING TO HAVE HIGH EXPECTATION, YOU GOT TO HAVE THEM.

HIGH STAFF ATTENDANCE, IF YOU'RE GOING TO HAVE HIGH STAFF ATTENDANCE, YOU HAVE TO WORK AT THAT AND YOU HAVE TO INSIST ON IT.

IF YOU'RE GOING TO HAVE ACCOUNTABILITY WITH SUPPORT.

IF YOU'RE GOING TO HAVE ACCOUNTABILITY, THAT'S ACCOUNTABILITY FOR EVERYBODY AND THINGS MATTER.

OUTCOMES MATTER, DATA MATTERS.

NOW, I ALWAYS SAY THIS WHEN I SAY ACCOUNTABILITY, ACCOUNTABILITY WITHOUT SUPPORT, JUST BREACH FEAR.

THAT MEANS YOU HAVE TO HAVE A LOT OF SUPPORTS FOR TEACHERS AND PRINCIPALS, AND THINGS LIKE THIS NOTION OF CONTINUOUS IMPROVEMENT.

WE GOT A&B SCHOOLS, WE HAVE F SCHOOLS THAT ARE NOW B AND SO LET ME TIE THIS TO YOUR LAST QUESTION AND THAT, SO HOW ARE WE GOING TO KEEP THAT GOING?

>> I'M SORRY, I'M TAKING TOO LONG.

LET ME BE A LITTLE BIT LONG BUT NOT TOO LONG ON THE ANSWER TO THIS QUESTION.

WE HAVE 20 SCHOOLS THAT WENT FROM AN F TO B.

WE HAVE A HANDFUL OF SCHOOLS THAT WENT FROM AN F TO AN A.

OBVIOUSLY, WE HAD LOTS OF SCHOOLS THAT WENT FROM C TO B OR D TO A B.

HOW ARE WE GOING TO KEEP THAT PERFORMANCE GOING? HERE'S THE ANSWER.

PART OF THE GROWTH IN THE STAR, PART OF THE GROWTH AND ACCOUNTABILITY CAME FROM JUST BASIC BLOCKING AND TACKLING.

WHEN BOARD MEMBER CAMPO SAYS WE GREW BY 6.5% POINTS OVERALL IN READING 3-8, AND SOMETHING LIKE 8% POINTS OVERALL BY GRADE, AN AVERAGE OF EIGHT, NOT 8%, AN AVERAGE OF EIGHT IN 3-8 GRADE MATH.

PART OF THAT 8% AVERAGE, I THINK 2% OF IT WAS JUST BASIC BLOCKING AND TACKLING, LIKE ALIGNING THE CURRICULUM, YOU HAVE TO TEACH THE STANDARDS.

LIKE GO FIGURE. WE COULD DO NOTHING ELSE BUT DO THAT, AND THAT WOULD HAVE GOTTEN US A POINT OR TWO.

WE COULD HAVE DONE NOTHING ELSE BUT SAY, HEY, PRINCIPALS, YOU GOT TO GO IN AND CHECK YOUR TEACHERS, AND TEACHERS, YOU HAVE TO RESPOND TO THE FEE WOULD DO NOTHING ELSE, AND WE WOULD HAVE GOTTEN A POINT OR TWO.

YOU GOT TO FIGURE THAT ON THE EIGHT POINT INCREASE, TWO OR THREE OF THOSE, WE'RE NOT GOING TO GET AGAIN, BECAUSE THEY'RE ALREADY HERE, AND WE JUST HAVE TO MAINTAIN THAT, WHICH WE WILL.

HOW DO WE KEEP THAT OTHER NICE GROWTH? THE ANSWER IS WE CONTINUOUSLY IMPROVE.

WE HAVE THE ANTI ON OUR CURRICULUM, WHICH WE'RE DOING.

WE HAVE THE ANTI ON OUR QUALITY OF INSTRUCTION, WHICH WE'VE NOW MOVED TO THE ART OF INSTRUCTION, NOT JUST THE SCIENCE OF INSTRUCTION.

WE HAVE THE ANTI ON THE INSTRUCTIONAL MODEL, ADDING 45 SCHOOLS TO THAT INSTRUCTIONAL MODEL.

SOME OF THE OTHER SCHOOLS BORROWING FROM THAT INSTRUCTIONAL MODEL.

WE HAVE THE ANTI ON STAFF CAPACITY BY MAKING SURE THAT THE PRINCIPALS ARE ON THE JOB COACHING BETTER.

YOU SAW SOME OF THAT ALREADY IN THE FIRST WEEK.

WE'LL GET BETTER AT THAT.

UP THE ANTI ON LEADERSHIP, WE HAVE STRONGER LEADERSHIPS, WE BELIEVE.

THE PRINCIPALS WHO ARE NOW HERE ARE STRONGER OVERALL AS A GROUP, AND THEN IT'S A SECOND YEAR OF CULTURE.

WE DON'T HAVE TO FIGHT ALL THE SAME BATTLES.

WE'LL HAVE FEWER BATTLES, BUT THE SAME STAFF EXPECTATIONS, THE SAME CONTINUOUS IMPROVEMENT MINDSET.

WITH EVERYBODY FEELING MORE COMFORTABLE AND SOME OF YOU HAVE REMARKED ON THAT.

THIS FIRST WEEK FELT WAY MORE COMFORTABLE THAN IT DID A YEAR AGO ALREADY.

[02:45:03]

PRINCIPALS TOLD ME IN THIS FIRST WEEK, HEY, I FELT LIKE IT WAS OCTOBER.

THAT'S HOW MUCH BETTER IT WAS THIS YEAR.

THEY FELT LIKE THE QUALITY OF INSTRUCTION WAS WHAT THEY HAD IN OCTOBER LAST YEAR.

WE'RE ALREADY TWO MONTHS AHEAD OF THAT.

WITH ALL THAT AND 10 MORE SCHOOL DAYS, HOPEFULLY, NO DARECHO, WE'RE GOING TO GET THE SAME GROWTH AS WE DID LAST YEAR.

SORRY, THAT WAS A LONG ANSWER TO THE QUESTION.

>> MS. VANDY, ANYTHING.

>> THANK YOU. REALLY APPRECIATE LOOKING AT THIS AND DEEP DIVING INTO IT.

POINT OF CLARIFICATION FOR THE NON EDUCATOR.

WHAT IS SCAFFOLDING, PLEASE? I'M NOT FAMILIAR, SORRY.

>> SORRY. EDUCATION EASE.

ONE OF THE THINGS THAT HELPED KIDS WHO ARE EMERGING BILINGUAL OR KIDS WHO ARE BEHIND ARE LITTLE SUPPORTS THAT WE GIVE SO THAT WE DON'T HAVE TO LOWER THE GRADE LEVEL STANDARD, BUT WE CAN PROVIDE AND ASSIST LIKE A STEP UP.

GIVE YOU A COUPLE OF EXAMPLES.

ON THE LSE, THE LNS 1 WORK, THE FIRST LEVEL OF WORK FOR KIDS.

WHAT YOU'LL SEE ON MOST OF THE ASSIGNMENTS IS A VOCABULARY WE LIKE STORM SELLER, AND THERE'S A PICTURE OF A STORM SELLER.

EMERGING BILINGUAL KID OR A KID WHO'S BEHIND, WHO'S NEVER SEEN A STORM SELLER, HAS A PICTURE OF THAT.

I'M TRYING TO THINK OF A WORD I SAW TODAY, BUT EVEN IF IT'S A WORD IN AQUEDUCT, THERE WOULD BE A PICTURE OF IT.

BUT EVEN MORE SIMPLE WORDS LIKE BRIDGE FOR A THIRD GRADER.

YOU SEE A BRIDGE AND THE WORD DEFINED THERE.

THAT'S WHAT WE CALL A SCAFFOLD.

IT DOESN'T STOP THEM FROM READING GRADE LEVEL TEXTS, BUT IT PROVIDES THEM SOME SUPPORTS.

IF YOU'RE IN MATH AND IT HAS A SAMPLE PROBLEM RIGHT THERE THAT SHOWS HOW YOU USE THE DISTRIBUTIVE PROPERTY, AND IT'S AN EXAMPLE RIGHT THERE.

IT'S EASIER FOR THE KID.

I'M SUPPOSED TO MULTIPLY THE FOUR BY BOTH NUMBERS IN THE PARENTHESES. YOU SEE WHAT I MEAN? WE CALL THOSE SCAFFOLDS, AND YOU DO IT ON PAPER, BUT YOU CAN ALSO DO IT AS A TEACHER WHEN YOU'RE TEACHING THE CLASS, PROVIDING SCAFFOLDS.

>> GOT IT. THANK YOU. THAT WAS HELPFUL THIS WEEK WHEN I WAS HELPING MY SON WITH HIS EUREKA MATH.

I BENEFIT FROM SCAFFOLDING AS WELL.

>> YOU ARE THE SCAFFOLD. [LAUGHTER]

>> THAT'S NOT HOW I LEARNED THAT. HE WAS TEACHING ME.

IT'S NOT EASY, BUT HE'S DOING IT. THANK YOU FOR THAT.

ANOTHER QUESTION I HAD IS, WHEN WE ARE LOOKING AND THIS IS NOT A NEW ISSUE.

THIS IS AN ISSUE THAT WE'VE SEEN THAT I SAW AS A PARENT, MANY YEARS AGO, WHEN I WAS DOING MY SCHOOL CHOICE APPLICATION, IS THE FACT THAT WE HAVE SCHOOLS THAT ARE A AND B SCHOOLS DOING VERY WELL.

BUT WHEN WE PEEL BACK THE ONION AND LOOK AT THE SUBGROUPS, IT DOES NOT ALIGN AT ALL WITH THE A&B GRADE THAT IS BEING PUBLISHED.

I SEE A SIMULAR TREND HERE WITH THE NON NES SCHOOLS AND THE SUBGROUPS.

I HEAR YOU TALKING ABOUT BLOCKING AND TACKLING, WE'LL JUST GET US A POINT OR TWO.

OR THESE ARE SOME THINGS THAT'LL HELP WITH THAT.

WHEN YOU SEE THAT SUBGROUP DATA AT NON NES SCHOOLS, WHAT CONCLUSIONS DO YOU DRAW ABOUT HOW WE CLOSE THOSE GAPS?

>> ALL MEANS ALL. THAT'S THE FIRST THING THAT COMES IN MIND.

WE'RE AT A SCHOOL TODAY, A GREAT SCHOOL.

I NOTICED IN ONE CLASSROOM, AND I JUST STOOD BACK HERE, AND THE KIDS WHO WERE AROUND ME WERE NOT REALLY GETTING IT.

IT WAS A NON NES SCHOOL, AND THEY ALSO HAPPENED TO BE, BLACK AND BROWN KIDS.

NOW, THIS IS A GENERALIZATION BECAUSE IT'S JUST ONE SCHOOL.

I HAVEN'T LOOKED AT THE DATA YET IS THE YEAR JUST STARTED.

WE WANT TO BE CAREFUL ABOUT OVERGENERALIZING, BUT MY POINT IS STILL TAKEN, I THINK, AND THAT IS, WE DO HAVE SCHOOLS WHERE KIDS WHO ARE BEHIND DON'T GET THE SAME SCAFFOLDING.

THEY DON'T GET THE SAME ATTENTION OR ENGAGEMENT, AND THEY GET MISSED A LITTLE BIT.

WHAT ARE WE DOING ABOUT THAT? IN EVERYBODY'S DEFINED AUTONOMY,

[02:50:04]

AND FOR EVERYBODY'S EVALUATION FOR PRINCIPALS, WE LOOK AT THOSE GROUPS, SPECIAL ED AND MINORITY GROUPS, AND WE LOOK AT THERE'S A BIG ENOUGH GAP.

NOW, TO BE FAIR, PRINCIPALS ARE LOOKING AT THAT TOO, NOT JUST THE DISTRICT.

THEY'RE LOOKING AT THEIR OWN GAPS AND SEEING WHAT THEY CAN DO ABOUT IT.

BUT WE'RE GOING TO BE INSISTENT IF THE GAP IS TOO LARGE THAT IN THEIR ACTION PLAN, THEY HAVE TO HAVE SOME ACTION TO ADDRESS IT, AND WE ARE PROVIDING METRICS TO SHOW HOW THAT GAP IS BEING CLOSED.

IT'S NOT GOING TO BE FLUFF LIKE, WELL, WE DID THIS AND THIS PROCESS WIDE, WHAT IS THE OUTCOME FOR THOSE SUBGROUPS.

WE DON'T WANT TO BREAK DEFINED AUTONOMY.

WE WANT TO HAVE DEFINED AUTONOMY.

A AND B SCHOOLS THAT HAVE A CERTAIN DEGREE OF AUTONOMY.

BUT BECAUSE OF THESE SUB POPULATIONS THAT WE'RE STILL RESPONSIBLE FOR, AND THE BOARD, RIGHTLY SO IS ALSO FOCUSED ON, THEN WE NEED TO ALSO PROVIDE THE DATA FOR EACH SCHOOL.

THIS IS YOUR GAP, WHAT ARE YOU DOING ABOUT IT? HERE ARE SOME METRICS THAT WE EXPECT TO SEE.

>> THAT'S HELPFUL. AGAIN, WE KNOW THIS IS NOT A NEW PROBLEM.

FOR OUR HIGH PERFORMING SCHOOLS, WE KNOW THIS IS NOT A NEW PROBLEM.

WHEN WE THINK ABOUT THE SUBGROUP POPULATION IN THOSE SCHOOLS VERSUS SAY NES SCHOOLS, THEY'RE MUCH SMALLER, WHICH I THINK ABOUT THE FEASIBILITY OF AN INTERVENTION AT THAT PARTICULAR SCHOOL SHOULD BE REASONABLE TO CARRY OUT.

I UNDERSTAND IT'S IN THEIR ACTION PLAN.

I UNDERSTAND THEIR METRICS.

ARE THESE PRINCIPLES GETTING SUPPORT AND GUIDANCE? BECAUSE AGAIN, THESE ARE TRENDS THAT ARE NOT TODAY.

IF WE HAVE THESE PRINCIPLES OR THESE LEADERS THAT HAVE BEEN THERE OR THAT HAVE COME AND GONE, WHAT'S GOING TO HELP THEM EVEN WITH AN ACTION PLAN BECAUSE YOU'RE RIGHT.

I KNOW PERSONALLY SOME OF THEM HAVE BEEN LOOKING AT IT, BUT WHAT'S GOING TO HELP THEM? WHAT TYPE OF SUPPORT IN THAT DEFINED AUTONOMY FRAMEWORK IS ALLOWABLE FOR THEM TO REALLY ADDRESS IT.

BECAUSE AGAIN, WE KNOW ALL KIDS CAN GROW, WE KNOW ALL KIDS CAN LEARN, SO IT'S REALLY DISHEARTENING TO SEE A DECLINE IN THOSE SCHOOLS.

>> IT IS A FINE LINE I GOT TO SAY BECAUSE AGAIN, WE WANT PEOPLE TO BE ABLE TO RUN THE A AND B SCHOOLS, FOR THE MOST PART, THE WAY THEY WANT.

INSTRUCTION, I'VE ALREADY SAID, ACROSS THE BOARD, WE'VE GOT TO INCREASE.

THE ANSWER YOUR SPECIFIC QUESTIONS.

THE EXECUTIVE DIRECTORS, THE SPECIAL DIRECTORS WILL PROVIDE SUPPORT THE PRINCIPALS, I GIVEN EXAMPLE TO THE SAME SCHOOL I'M TALKING ABOUT.

I PROVIDED SOME FEEDBACK TO THE PRINCIPAL AND HOPEFULLY HE'LL TAKE IT UP.

EXECUTIVE DIRECTORS WILL FOLLOW THROUGH TO SAY, HERE'S HOW YOU CAN HELP THOSE KIDS.

THERE WAS A COUPLE OF SPECIFIC EXAMPLES I GAVE.

THE EDS DO THE SAME THING TO HELP THAT GROUP OF KIDS IN THAT CLASSROOM.

IF THAT HAPPENS OFTEN AND FREQUENTLY AND THE PRINCIPAL'S RECEPTIVE AND THIS PRINCIPLE WAS, AND I SUSPECT THE ED AND TO WORK IT OUT TO WHERE THAT IS AN IMPROVEMENT FOR THAT HIT TEACHER AND OTHERS.

I THINK THAT'S THE SUPPORT WE WANT TO PROVIDE.

NOT SO MUCH DIRECTIVE, LIKE YOU WILL DO THIS, BUT HERE'S WHAT MAKES SENSE INSTRUCTIONALLY FOR THESE KIDS.

>> THANK YOU FOR THAT. I APPRECIATE THAT.

I THINK THAT'S GOING TO BE VERY BENEFICIAL IN THOSE SPACES.

I JUST WANT TO LIFT UP AGAIN.

IF WE'RE SEEING THIS PERSIST AS IT HAS FOR DECADES AND THINGS AREN'T WORKING, WE KNOW YOU SUPER, YOU'LL MAKE SURE IT GETS FIXED. THANK YOU.

>> YEAH. BUT YOU LOSE AUTONOMY AFTER A WHILE IF KIDS AREN'T BEING SERVED.

THAT'S ALL OF US INCLUDED.

>> I'M GOING TO ASK A RELATED QUESTION, BECAUSE I'M LOOKING ALSO AT THE NON NES AND THE SCORES THERE FOR ECONOMICALLY DISADVANTAGED STUDENTS WITH DISABILITIES, EMERGENT BILINGUALS, AFRICAN AMERICAN, HISPANIC.

MY QUESTION IS, I UNDERSTAND THE INSTRUCTIONAL SUPPORTS THAT YOU'RE TALKING ABOUT, BUT FROM A RESOURCE ALLOCATION STANDPOINT, IS THERE ANY LOOK AT THAT BASED ON THESE STAR SCORES? OBVIOUSLY, YOU MADE A PLAN AND BUDGET THAT WE ADOPTED LAST YEAR, BUT IS THERE ANY EVALUATION OF RESOURCE ALLOCATION THAT ADJUSTMENTS THAT MAY NEED TO BE MADE BASED ON THE SCORES?

[02:55:04]

>> WE HAVE AND WE'LL CONTINUE TO ALLOCATE RESOURCES A LITTLE BIT DIFFERENTLY.

NOT JUST WITH THE NES SYSTEM OR THE ORBIT.

FOR EXAMPLE, THE NES SCHOOLS HAVE SLIGHTLY SMALLER CLASS SIZES.

NES SCHOOLS HAVE MORE TIME IN THEIR SCHEDULE, WHICH MEANS THEY PROBABLY HAVE MORE TEACHERS BECAUSE OF LITERACY AND READING INVENTION, PORTIONS OF THEIR PERIOD.

WE HAVE SCIENCE READING TEACHERS IN THOSE SCHOOLS, ALL OF THAT COSTS MONEY AND RESOURCES.

THAT HAS BEEN A COMPLAINT FROM SOME SCHOOLS.

THERE ARE SOME PARTIES IN THE COMMUNITY THAT SAYS, HEY, THE PER PUPIL FUNDING FOR NES IS HIGHER THAN THE NON NES, AND THAT'S A FACT BECAUSE THERE'S TEACHER APPRENTICES, THERE'S LEARNING COACHES, AND THERE'S THESE CURRICULAR RESOURCES.

WE ARE DOING THAT, WE'LL CONTINUE TO MONITOR THAT.

WE'VE BEEN ABLE TO DO THAT WITHOUT ROBBING PETER TO PAY PAUL.

THAT DIFFERENCE IN PER PUPIL OPERATING REVENUE CAME FROM CENTRAL OFFICE, 1,400 POSITIONS LAST YEAR, THE SECOND HALF OF THE YEAR.

THERE WERE A FEW HUNDRED THE FIRST HALF OF THE YEAR.

YES, MORE RESOURCES GOING TO THOSE KIDS WHO NEED IT.

>> I'M SPEAKING SPECIFICALLY ABOUT THE GROUP OF STUDENTS THAT BOTH CASSANDRA AND I WERE TALKING ABOUT [OVERLAPPING] THE A AND B.

HAS THERE BEEN ANY ANALYSIS OF WHETHER THERE SHOULD BE A SET OF READING INTERVENTIONISTS OR SOME RESOURCE ALLOCATION THAT'S DIFFERENT FROM WHAT WE'VE GOT BASED ON STAR SCORES, WHICH WE DIDN'T HAVE BEFORE?

>> YOU'RE REALLY CHALLENGING ME AND YOU'RE TRYING TO GET ME IN TROUBLE WITH THE A AND B SCHOOLS, BUT [OVERLAPPING]

>> I'M NOT REALLY. I'M ASKING WHETHER THERE'S BEEN ANALYSIS OF THAT.

>> YOU'RE ABSOLUTELY RIGHT, THOUGH.

THERE ARE POCKETS OF KIDS AND WE KNOW THAT IN SOME OF OUR SCHOOLS, AND AT SOME POINT, WE'LL GET YOU THE DATA FOR EVERY SCHOOL.

LET'S WAIT TO THIS NWA DATA COMES OUT AND WE CAN ANALYZE THAT FOR YOU AND GIVE IT TO YOU.

THE SCHOOLS WHERE THERE'S A MINORITY ACHIEVEMENT GAP OR SPECIAL ED ACHIEVEMENT GAP THAT'S LARGE, AND WE CAN GIVE IT TO YOU.

WE HAVEN'T DONE AS MUCH AS FAR AS PROVIDING ADDITIONAL RESOURCES FOR THOSE CAMPUSES FOR THE A AND B SCHOOLS BECAUSE WE'RE TRYING TO BE CAREFUL OF RUNNING THEIR PROGRAM.

THEY'RE CHARGED WITH ELIMINATING GAPS, PUTTING IN THEIR ACTION PLAN, PUTTING A METRIC TIED TO IT, AND THEN DOING SOMETHING ABOUT IT.

THEY HAVE TO USE RESOURCES THAT THEY HAVE IN THE SCHOOLS TO DO THAT, WHICH MEANS THEY HAVE TO PRIORITIZE.

PRIORITIZATION MEANS THAT YOU MAY NOT BE ABLE TO HAVE THIS STAFF POSITION, I WON'T NAME ANY FOR FEAR OF JUST GETTING PEOPLE ANGRY.

YOU MAY NOT BE ABLE TO HAVE THE STAFF POSITION.

LET'S JUST SAY TESTING COORDINATOR.

YOU HAVE TESTING CODER, MAYBE AN AP HAS TO DO THAT WORK IN ORDER TO PUT ADDITIONAL RESOURCES INTO THE BLACK AND BROWN KIDS ARE BEHIND.

BUT THAT'S A CHOICE PEOPLE MAKE IN THOSE SCHOOLS. YES, MA'AM.

>> THAT IS A DIFFERENT SKILL IN TERMS OF BUSINESS AND MANAGEMENT AND RESOURCE ALLOCATION THAT MOST PRINCIPLES DON'T NATURALLY DEVELOP IF YOU COME UP IN TRADITIONAL PATHWAYS.

>> YOU ARE RESPONSIBLE FOR THE ENTIRE DISTRICT, AND YES, WE'RE GOING TO JUST KEEP ASKING FOR MORE.

BUT WHEN WE TALK ABOUT RESOURCES, WE MAY NOT BE ASKING RESOURCES, MEANING, ARE YOU GOING TO COME IN AND GIVE THINGS, BUT LITERALLY, IS THERE SPACE TO ANALYZE IF THESE PRINCIPALS REALLY DO HAVE ENOUGH BUDGET TO CHANGE THAT ACHIEVEMENT GAP AND MAINTAIN A GREAT SCHOOL? IS THERE SPACE TO DEAL WITH THE REALITIES OF THAT TOUGH THING THAT WE'RE TALKING ABOUT?

>> THAT'S A FAIR QUESTION, AND HERE'S THE ANSWER THAT MOST PEOPLE WILL NOT LIKE.

THEY DO HAVE THE BUDGET, BUT MONEY AND TIME ARE SCARCE RESOURCE IN THIS DISTRICT HAVE ALWAYS BEEN, AND ESPECIALLY LAST YEAR.

WE PROVIDE TECHNICAL ASSISTANCE ON THE BUDGET,

[03:00:03]

BUT WE DON'T TELL THEM WHAT TO DO.

BUT I'VE LOOKED AT MANY BUDGETS, AND IF I WAS PRIORITIZING INSTRUCTION AND THE LOWEST PERFORMING KIDS, THERE ARE SEVERAL THINGS THAT I WOULD DO DIFFERENTLY.

THAT CAN BE DONE WITHOUT DEGRADING THE PROGRAM.

BUT LIKE I SAID, THERE ARE POSITIONS THAT PEOPLE HAVE GOTTEN USED TO.

THEY DON'T WANT TO GET RID OF.

THAT'S A CHOICE.

BUT WHAT WE'VE DONE IN THE NES ORBIT, BESIDES THE ADDITIONAL RESOURCES IS WE'VE MADE TOUGHER CHOICES.

THE PEOPLE ARE IN THE TEACHER APPRENTICES AND LEARNING COACHES.

OTHER THAN THAT THERE'S NOT AS MANY OFFICE MANAGERS.

THERE'S NOT PAIR EDUCATORS EXCEPT FOR SPED PAIR.

THERE'S NOT A LOT OF ADDITIONAL TESTING CODERS, LIBRARIANS.

>> BUT WE TALK ABOUT THE URGENCY OF NOW, AND THERE ARE DISADVANTAGED KIDS IN SOME OF OUR AWESOME AND OTHER WAYS SCHOOLS RIGHT NOW.

IT MAKES ME VERY NERVOUS HEARING ALL THE SOLUTIONS FOR ONE SECTION, AND A LOT OF, LET'S HOPE IT WORKS OUT WELL IN THE OTHER.

JUST THAT CONCERNS ME.

>> YEAH. AGAIN, I THINK THE ONE THING THAT WE HAVE SAID SO THAT WE CAN HOLD ON TO DEFINED AUTONOMY IS THAT INSTRUCTION WILL CONTINUE TO IMPROVE.

BESIDES PROVIDING GUIDANCE WE WOULD HAVE TO BE A LITTLE BIT MORE DIRECTIVE.

PART OF ME SAID, LET'S TRUST THE PRINCIPLES FOR THIS YEAR. LET'S SEE HOW IT GOES.

LET'S SEE IF THEY CLOSE THE GAP AND WITH THEIR SOLUTIONS.

THEN WHAT YOU WERE SAYING EARLIER, OVER TIME, IF THEY CAN'T GET IT DONE, THEN WE CAN BE MORE DIRECTIVE.

>> I WOULD ALSO SAY AND LOOK AT COLLABORATIVE LEADERSHIP MODELS.

THERE ARE WAYS FOR YOU TO COACH AND PROVIDE RESOURCES, INCLUDING RESOURCES ABOUT BUDGETING, THAT JUST A LOT OF PRINCIPLES, THAT IT DOESN'T HAVE TO BE DIRECTIVE OR HOPEFUL, BUT THAT THE DISTRICT FINDS A WAY TO SUPPORT A WHOLE HALF OF THE DISTRICT IN SUPER TANGIBLE WAYS ABOUT SYSTEMIC THINGS THAT PLAGUE THE WHOLE COUNTRY.

IT'S HARD STUFF WE'RE TALKING ABOUT.

>> YES, I APPRECIATE THAT.

EVERYBODY GOES THROUGH THE TRAINING, BY THE WAY, ON SYSTEMS AND ACTION PLANNING AND BUDGETING.

WE HAVE GOOD PROCESSES, GOOD TEMPLATES FOR THAT.

WE'RE JUST ALLOWING AT THIS POINT A LOT MORE AUTONOMY.

I HEAR YOU SAYING, LOOK, LET'S ENSURE EVEN WITH THE AUTONOMY THAT THE KIDS WHO REALLY NEED IT GET THE SUPPORT, AND THAT MIGHT MEAN PROVIDING ADDITIONAL RESOURCES IF THE BUDGET IS THERE, OR WORKING COLLABORATIVELY TO SAY, HEY, THESE KIDS NEED SUPPORT, YOU DON'T HAVE TO GIVE UP SOMETHING ELSE OVER HERE. WHAT IS IT?

>> MS. MENDOZA.

>> HAPPY WE WENT TO THE LAST SCHOOL WE WENT TO TODAY BECAUSE IT WAS NOT AN NES SCHOOL.

SOME OF THE THINGS I LEARNED TODAY WITH THE ED THERE AND THE AREA SUPERINTENDENT IS THAT EVEN THOUGH IT WAS AN NES SCHOOL, THEY WERE USING SOME OF THE CURRICULUM FOR THE NES BY CHOICE.

BUT AFTER WE WERE DONE AND THERE WAS A FOLLOW UP OF WHAT DID YOU SEE AND WHAT DO YOU NEED IS THAT I'M HOPEFUL THAT THIS IS IN THE WHOLE SYSTEM THAT THEY DID TALK ABOUT WHAT THEIR NEEDS WERE OR HOW THE DISTRICT COULD HELP THEM, HOW THE SUPPORT WAS THERE.

THEY TALKED ABOUT CO COLLABORATING, AND I CAN'T REMEMBER THE ONE POSITION THAT THEY TALKED ABOUT, HEY, DO YOU HAVE SOMEBODY THAT COULD BE A JOINT. -

>> ESPECIALLY DEPARTMENT CHAIR.

>> IT WAS GOOD TO SEE BECAUSE THE POINT YOU'RE MAKING, WHICH WE'RE ALWAYS TALKING ABOUT, WE NEED THE WHOLE DISTRICT.

BUT IT WAS GOOD TO SEE THAT THEY'RE NOT IN NES SCHOOL, BUT THEY HAD A NEED AND IT CAME UP AND THE QUESTION WAS ASKED, AND IT WAS REALLY NICE TO SEE THAT THE OPPORTUNITIES WERE THERE TO COLLABORATE AND SAY, HOW CAN WE HELP YOU? SEE IF SOMEBODY'S AVAILABLE HERE.

I ASKED THE SAME QUESTION SOME TIME AGO ABOUT DO WE GIVE THE PRINCIPALS NOW THAT THEY'RE GETTING THEIR BUDGETS? I DIDN'T KNOW HOW IT WAS BEFORE.

ARE THEY GIVEN A BUDGET 101?

[03:05:02]

THEY DON'T RUN A BUSINESS ORDINARILY, SO I DON'T KNOW IF THAT WAS IN THEIR CURRICULUM OR WHAT THEY LEARNED, BUT I THOUGHT THAT WAS VERY IMPORTANT TOO.

WHERE AM I GOING TO PUT MONEY AND I'M GOING TO TAKE IT FROM HERE AND THERE AND OR DO I NEED IT MORE? I ASKED THAT QUESTION I'M GLAD YOU BROUGHT IT UP AGAIN, AND I WAS TOLD THAT THEY ARE GIVEN A 101 BUDGETING AS THEY'RE GOING THROUGH, BUT I WAS HAPPY THAT I WAS ABLE TO SEE THAT TODAY BECAUSE IT WAS NOT AN NES SCHOOL, BUT THEY WERE GETTING THE SUPPORT.

>> WE CAN DO EVEN MORE OF THIS NEXT BUDGET CYCLE GIVEN THESE QUESTIONS ON HELPING THEM WITH THEIR BUDGETING PROCESS.

AGAIN, WE'LL TRY TO MAINTAIN DEFINED AUTONOMY, BUT PROVIDING THAT SUPPORT FOR DEVELOPING A GOOD BUDGET.

>> LET'S MOVE ON TO MATH.

>> I THINK WE CAN BE PAST BECAUSE IT'S VERY SIMILAR, BUT LET ME GET TO THE MATH THEN.

THIS IS MATH, AND THE BOARD KNOWS THAT WE HIT OUR GOAL.

OVERALL IN MATH, WE WENT UP BY A POINT.

THE STATE, I BELIEVE, WENT DOWN IN ALMOST EVERY MATH.

YOU CAN SEE WE HIT OUR TARGETS AND EVERYTHING THAT OUR WHITE STUDENTS WAS OFF BY ONE POINT, BUT THEY'RE ALREADY FAIRLY HIGH.

IN OUR NES SCHOOLS, REALLY, FOR EXAMPLE, IN THIRD GRADE MATH, ALL STUDENTS WAS SEVEN POINT INCREASE.

WE HAD AN 8% INCREASE ON AVERAGE IN OUR THREE THROUGH EIGHT MATH.

THAT'S HUGE AND YOU CAN SEE THE GROWTH IN THE OTHER AREAS.

OUR AFRICAN AMERICAN STUDENTS ONLY GREW BY FOUR POINTS, BUT THAT WAS FOUR PERCENTAGE POINTS IN THE NES ORBIT.

MATH, I THINK WE DID REALLY WELL THIS YEAR AND HERE'S WHAT IT LOOKS LIKE.

OUR GOAL FOR NEXT YEAR IS 41.

WE WILL MAINTAIN THAT.

THEN YOU CAN SEE THE GROWTH OVER TIME THAT WE'RE SHOOTING FOR.

THESE ARE THE SCORES COMPARED TO THE LAST SEVERAL YEARS FOR AFRICAN AMERICAN STUDENTS.

WE TIED THE STATE AVERAGE.

THIS IS FOR HISPANIC STUDENTS.

BEAT THE STATE AVERAGE FOR HISPANICS.

SORRY, THAT'S GOING THE WRONG WAY.

BILINGUAL STUDENTS ON THE LEFT THERE ABOVE THE STATE AVERAGE AGAIN, AND STUDENTS WITH DISABILITIES, I'M VERY PROUD OF THIS GROUP, BEATING THE STATE AVERAGE FOR STUDENTS WITH DISABILITIES.

HERE, IT'S VERY SIMILAR TO WHAT BOARD MEMBER JANETTE GARZA LINDNER ASKED ME, AND THAT'S THE SYSTEMIC APPROACH.

SPECIFICALLY, YES, HIGH QUALITY INSTRUCTION AND THE QUALITY OF MATERIALS AND HIGH QUALITY INSTRUCTION, BUT IT HAS TO DO WITH THOSE OTHER THINGS I JUST TALKED ABOUT TOO.

THE GOAL PROGRESS MEASUREMENT, AGAIN, WE WILL HAVE NWA DATA BEGINNING OF THE YEAR AFTER NEXT WEEK, AND WE DIDN'T CHANGE THE GOAL OR THE TARGET, BUT WE FAR SURPASSED THE TARGET.

THAT'S BECAUSE THE BEGINNING OF THE YEAR WAS 2024.

BUT AGAIN, WE CAN ADJUST THOSE IF THE BOARD WISHES TO, BUT I DIDN'T WANT TO DO IT FOR THIS PRESENTATION BECAUSE WE DIDN'T HAVE BOARD PERMISSION.

THEN FOR THE NWA NES MATH GROWTH DC, WE FAR SURPASS THE TARGET THERE TOO.

IF WE STAY ON THIS TRAJECTORY, WE'RE GOING TO HIT OUR FIVE YEAR TARGET.

QUESTIONS AROUND THE MATH?

>> I HAVE JUST ONE QUESTION.

I THINK I'VE ASKED IT BEFORE, BUT I THINK THIS IS AN ONGOING QUESTION ABOUT THE CORRELATION BETWEEN NWEA MAP AND STAR.

I'M SURE YOU HAVE NOT COMPLETED WHATEVER ANALYSIS IT IS, BUT Y'ALL I'M ASSUMING UNDERTAKING SOME ANALYSIS TO LOOK AT THAT FOR OUR PURPOSES SPECIFICALLY BECAUSE WE'VE GOT GOAL PROGRESS MEASURES, A LOT OF THEM THAT ARE BASED ON NWEA MAP? THEN IF SO, WHEN DO YOU THINK THAT WE'LL HAVE CLARITY ON THAT?

[03:10:01]

>> YES, THERE'S A COUPLE OF THINGS WE CAN DO.

NUMBER 1, THERE'S A SPECIFIC CALCULATION THAT OUR PERFORMANCE MANAGEMENT TEAM DOES OR DATA ANALYTICS TEAM DOES AROUND THE CORRELATION BETWEEN NWA AND MAP AND STAR.

WE'LL RUN THAT. BEGINNING OF THE YEAR DATA IS VERY VARIABLE, SO IT'S HARD TO TIE THAT DOWN.

A BETTER METRIC THAT I USE AND WE PRESENTED IT IS MET EXPECTED GROWTH COMPARED TO ALL THE KIDS IN THE NATION.

WHEN YOU HIT 55 OR 60 FOR MET EXPECTED GROWTH, THEN YOU KNOW YOU'RE GOING TO BE GROWING IN YOUR PROFICIENCY.

THAT'S A GOOD METRIC.

EVEN TODAY, LOOKING AT THE STAR DATA AND WE LOOK AT THE NWA DATA, THERE'S ALWAYS A CORRELATION BETWEEN MET EXPECTED GROWTH.

IN FACT, WE HAD A LITTLE MIX UP THIS WEEK ON THE DATA FOR ONE OF THE SCHOOLS.

BECAUSE I LOOKED AT THE NWA DATA, AND IT WAS THE MET EXPECTED GROWTH WAS 65, 68, AND THE STAR DATA DECLINE.

I ALREADY KNEW. WHAT'S GOING ON HERE? THERE'S SOME MISTAKE AND SURE ENOUGH, WE MIXED THE ELEMENTARY SCHOOL AND MIDDLE SCHOOL BY THE SAME NAME.

WHEN WE GOT THE ACTUAL NWA DATA, THE SCORES WERE IN THE 40S.

THEN YOU KNOW THAT MATCHES THE STAR.

WE'LL GIVE YOU THAT NET EXPECTED GROWTH, BUT KEEP IN MIND IN THE BEGINNING OF THE YEAR DATA, IT'S BEGINNING OF THE YEAR.

YOU DON'T HAVE MUCH TO GO ON.

WE WILL COMPARE BEGINNING OF THE YEAR TO END OF YEAR, BUT YOU WON'T HAVE MUCH TO GO ON UNTIL YOU HIT MID YEAR.

>> THANK YOU. ANYBODY OVER HERE ON THAT? MS. LINDNER.

>> BASED ON EVERYTHING I'VE HEARD TONIGHT SO FAR, ONE THING THAT I'D LIKE TO PRESENT IS, I GUESS, SOMETHING TO EXPLORE, AND THIS IS FOR YOU AND I THINK MY COLLEAGUES AS WELL, ALL OF US, I GUESS I'M REALLY THINKING ABOUT THE LEVERS.

WHAT ARE THE STRONG LEVERS WE HAVE TO CONTINUE MOVING FORWARD? I'VE ALREADY ASKED THAT QUESTION.

BUT WHAT REALLY STICKS WITH ME IS ABOUT THE QUALITY OF INSTRUCTION AND THE DIFFERENT THINGS THAT ARE HAPPENING TO CONTINUE TO IMPROVE.

SOMETHING YOU MENTIONED THAT RESONATED WITH ME WAS AROUND THE SPOT OBSERVATION DATA FOR TEACHERS, THE IRT SCORES AS WELL.

IT MAKES ME IMAGINE SOME RELATIONSHIP OR WHAT PREDICTIVE, OR INSIGHTFUL INFORMATION CAN WE GET FROM THAT DATA PLUS DATA, MAYBE LIKE THE NUMBER OF NEW TEACHERS OR NEW PEOPLE IN THE SYSTEM VERSUS THOSE THAT HAVE BEEN THROUGH THIS SYSTEM FOR A YEAR, HOW THAT MIGHT CORRELATE OR NOT WITH STUDENT OUTCOMES.

YOU'RE MAKING ME VERY CURIOUS AND EXCITED TO SEE THIS INFORMATION, AND I WONDER WHAT YOUR REACTION IS TO THAT.

>> I GET EXCITED TOO, BUT I'M A GEEK.

WHEN YOU'RE TALKING, I'M LOOKING AT THIS I CAN SEE SCATTER PLOTS IN MY HEAD.

THE SCATTER PLOT WE'RE GOING TO RUN IS JUST THAT SO THE NWA DATA OR OTHER OUTCOMES VERSUS THE NUMBER TEACHING YEARS OF EXPERIENCE.

I RAN THAT DATA, FOR EXAMPLE, FOR PRINCIPLES.

I RAN THE DATA FOR THEIR EVALUATION AND THEIR STAR ACCOUNTABILITY NUMBERS AND LOOKED AT THE CORRELATION BETWEEN THE TWO AND THE CORRELATIONS HIGH.

I ALSO RAN THE DATA FOR PRINCIPLES ON YEARS OF EXPERIENCE AND THE STAR ACCOUNTABILITY AND THE CORRELATION IS VERY LOW.

WE'LL RUN THE DATA FOR TEACHERS TOO BECAUSE I THINK YOUR QUESTION IS VERY IMPORTANT.

THE BOTTOM LINE THOUGH IS THIS.

IF OUR EDS ARE WELL TRAINED, WHEN YOU HAVE PEOPLE WITH GOOD INSTRUCTIONAL LENS GOING TO CLASS, YOU CAN TELL RIGHT AWAY WHAT THE NWA DATA AND THE START DAY IS GOING TO BE.

FOUR KIDS WHO ARE BEHIND.

NOW THE AMB SCHOOLS KIDS WHO ARE ALREADY THERE.

THAT'S A LITTLE BIT DIFFERENT.

BUT FOR KIDS BEHIND, I CAN GO INTO THE CLASSROOM AND I CAN TELL, BASED ON THE QUALITY OF INSTRUCTION.

BUT WE'LL BACK THAT UP WITH DATA.

THEN THE QUESTION IS, CAN WE PROVIDE SPECIFIC SUPPORTS FOR THOSE TEACHERS WHO ARE FURTHER BEHIND ON THE QUALITY OF INSTRUCTION BASED ON TWO THINGS.

ONE IS A SPOT OBSERVATION, BUT ALSO ON THE SCORES.

IF YOU COMBINE THOSE TWO, THEY'RE GOING TO BE CORRELATED, AND THEN WE CAN PROVIDE SPECIFIC SUPPORTS.

BUT IT ALSO MEANS, AGAIN, LOOKING SYSTEMICALLY, YOU HAVE TO HAVE A PRINCIPLE WITH A GOOD INSTRUCTIONAL LENS.

[03:15:03]

IF YOU DON'T HAVE THAT, IT'S GOING TO BE HARDER FOR THAT SCHOOL TO MOVE.

INDIVIDUAL TEACHERS ONE THING, BUT AS A SCHOOL AS A WHOLE, THAT'S GOING HARDER IF YOU DON'T HAVE A PRINCIPAL WITH INSTRUCTIONAL LENS, EDS KNOW THAT.

I THINK THE PRINCIPALS REALLY APPRECIATED THE TRAINING THIS SUMMER.

IN FACT, WE HAD COMMENTS FROM PRINCIPALS SAYING, I NOW FEEL WAY MORE CONFIDENT THAT I CAN GO INTO A CLASSROOM AND ASSESS THE QUALITY OF INSTRUCTION.

THEY'RE FEELING MORE CONFIDENT TOO.

>> MISS, DID YOU HAVE A FOLLOW UP? GO AHEAD.

>> FOLLOW UP TO THAT IS, AGAIN, I THINK I WANT TO PUSH ON THIS BECAUSE IT RESONATED WITH ME ON THE SCHOOL TOUR, WHICH IS UNDERSTANDING HIGH QUALITY INSTRUCTION.

I UNDERSTOOD THAT BETTER ON A SCHOOL TOUR, SURROUNDED BY EXPERIENCED EDUCATORS AND LEADERS WHO COULD CLUE ME IN ON THINGS LIKE SCAFFOLDING AND OTHER THINGS HAPPENING.

WHAT WAS VERY EXCITING ON THE TOUR WAS THAT I COULD SEE THAT ROOM AND KNOW THERE WERE THINGS HAPPENING THAT I DIDN'T RECOGNIZE, BUT I KNEW THAT THERE WAS SOMETHING THERE THAT WAS HAPPENING.

THAT WAS VERY IMPORTANT. YOU AND YOUR TEAM IN THE FOLLOW UP COULD THEN VERY QUICKLY GO, YOU COULD BREAK IT DOWN AND I COULD HEAR YOU, TALKING ABOUT THESE DIFFERENT ELEMENTS AND THINGS YOU OBSERVED AND THEN THINGS YOU WOULD IMPROVE OR CHANGE.

BUT MOST OF US ARE LAYMEN.

WE'RE GOING TO TALK A LOT ABOUT THE IMPORTANCE OF HIGH QUALITY INSTRUCTION THIS YEAR.

AGAIN, IF THAT'S THE BIGGEST LEVER, WE HAVE FOR FOR STUDENT GROWTH AND IMPROVEMENT.

BUT AS REGULAR FOLKS, PARENTS, CITIZENS, WHAT VALUE WOULD YOU PLACE ON US COMING ALONG FOR THE RIDE AND UNDERSTANDING THAT AS A WAY TO SEE TO HELP THOSE IMPROVEMENTS COME ALONG FOR OUR STUDENTS.

>> I ALWAYS THINK IT'S VALUABLE WHEN BOARD MEMBERS GO INTO SCHOOLS.

ESPECIALLY IF YOU'RE TAGGING ALONG WITH SOMEBODY WHO HAS AN INSTRUCTIONAL LENS AND CAN GUIDE YOU THROUGH WHAT'S GOING ON.

BECAUSE ONE OF THERE'S TWO BIG IMPORTANT THING.

ONE THING, IT'S IMPORTANT TO KNOW THAT THIS IS NOT MAGIC.

THIS IS TOUGH WORK.

NO WONDER THERE ARE TEACHERS WHO, IN SOME CASES ARE STRESSED OUT BECAUSE IT'S AN ART.

NO WONDER NOT EVERYBODY CAN TEACH.

IT'S OKAY. DOESN'T MAKE THEM BAD PEOPLE, THAT MAKE THEM INCOMPETENT AND GENERALLY.

IT JUST MEANS THAT SOME OF THESE REALLY KEY SCIENCE AND ART THINGS OF TEACHING IS NOT FOR EVERYBODY. THAT'S ONE THING.

THE OTHER THING, IT'S IMPORTANT TO SEE AS WE GO ALONG AND WE STARTED MY FAULT THAT I DIDN'T DO MORE OF THIS LAST YEAR, BUT WE STARTED TO TALK ABOUT WHAT QUALITY INSTRUCTION MEANS TO THE BOARD, BUT ALSO TO A BROADER AUDIENCE SO THAT THEY CAN SEE WHERE WE'RE HEADED.

WHAT'S THE BIG DEAL WITH THIS LSAE CURRICULUM? WHAT'S THE BIG DEAL WITH SCAFFOLDING? WHY ARE YOU TALKING ABOUT THAT? WHO CARES? WELL, IT IS A BIG DEAL AND HERE'S WHY.

YOU CAN SEE IT REAL TIME IN THE CLASSROOM. THAT'S THE THING.

IF YOU GO WITH SOMEBODY WHO HAS THAT INSTRUCTIONAL LENS, THEN YOU WILL UNDERSTAND MORE THAN AT A LAYMAN'S POINT OF VIEW WHAT HIGH QUALITY INSTRUCTION IS.

>> MISS FLOWERS.

>> I APPRECIATE THE DISCUSSION AND THINKING ABOUT DATA ANALYSIS, IT MAY BE THINK ABOUT SOMETHING I WANT TO ASK.

THE RESEARCH SAYS THE STUDIES SAY THAT THE SCHOOL LEADER, IF THEY'RE AN INSTRUCTIONAL LEADER, IT'S THE BIGGEST LEVER ON STUDENT ACHIEVEMENT.

THE RESEARCH SAYS IT ALL THE TIME, YOU SAY IT ALL THE TIME.

YOU SAY IT'S BECAUSE IT'S RESEARCH.

YOU ARE NOT MAKING THIS UP.

WITH THAT, I'M REREADING MALCOLM GLADWELL'S OUTLIERS.

HAVE YOU LOOKED AT ANY OUTLIER SCHOOLS THAT ARE KILLING IT FOR NO GOOD REASON, MEANING YOU DON'T KNOW WHY, BUT THEY'RE OUTLIERS.

IF YOU HAVEN'T, PLEASE CAN SOMEONE GO LOOK, AND CAN WE TALK ABOUT THAT COLLABORATION OF REPLICATING? BECAUSE WE HAVEN'T ANY S MODEL, BUT YOU ALSO HAVE LEADERS IN THE SAME SYSTEM FINDING WAYS TO BE INCREDIBLY SUCCESSFUL.

HAVE Y'ALL LOOKED YET? HAVE YOU FOUND THEM, AND HAVE YOU GUYS STARTED TALKING TO THEM AND HAVE THEM TALK TO THE OTHER LEADERS?

>> YES. WE DID SOME OF THAT LAST YEAR, RECOGNIZING THAT THE PRINCIPALS WHO WERE DOING GREAT ON INSTRUCTION, NOT JUST AN NES, JUST INSTRUCTIONAL LENS.

[03:20:04]

THEY WOULD THE DIVISION SOUPS WOULD HAVE EDS WHO WOULD TAKE THEM AROUND.

CHIEF SANDY MASSEY HAD SEVERAL VISITS OF THE PRINCIPAL APPRENTICES GOING TO THOSE OUTLIER SCHOOLS.

WE HAVE BETTER DATA NOW, AND SO WE'LL BE DOING THE SAME THING LOOKING AT SEVERAL SCHOOLS.

ACCOUNT BELIEVE WE'LL GIVE YOU ON MONDAY FOR EACH SCHOOL AND YOU'LL SEE THERE ARE SEVERAL OUTLIER SCHOOLS.

WHEN YOU GO FROM AN F2 AND A, YOU'RE AN OUTLIER.

BUT HAVING SAID THAT, THERE'S ALSO SOME PRINCIPALS WHO MAY NOT BE AN OUTLIER ON THE STAR NWA.

BUT THEY'RE AN OUTLIER ON THE SIX THINGS I'M TALKING ABOUT, PULLING IT TOGETHER.

WE'RE NOW HAVING DISCUSSIONS ABOUT, WE'VE GOT SOME PRINCIPALS WHO DIDN'T GO FROM AN F2 AND A.

THEY ONLY WENT FROM AN F2 TO C. MY GOD, YOU KNOW, THAT THEY JUST DID GOOD.

BUT NO CHAMPAGNE.

THEY'RE ALL THAT, BUT NO BAG OF CHIPS.

BUT THEY ALSO DID SOME PHENOMENAL THINGS GIVEN THE HAND THEY WERE GIVEN.

GIVEN THE PUSHBACK OR OTHER CULTURAL BAD HABITS OR JUST LOW CAPACITY OR SUCH LIKE A LOW F, 50.

WHICH IS LOWS YOU CAN GET.

JUST THOSE THINGS OR TURNOVER OR ANY NUMBER OF THINGS, AND THEY HELD IT TOGETHER AND GOT ONLY AN F TO C. YES, IS THE ANSWER.

WE'RE LOOKING AT THOSE THINGS TOO SO THAT THEY CAN BE A PROOF POINT OR EXAMPLE.

>> SPECIFICALLY, I'M STEERING YOU TOWARDS NON NES BECAUSE I'M SAYING, I GET Y'ALL HAVE A HANDLE ON THAT GROUP.

WE'RE ASKING, HOW CAN THE LEADERS IN THE OTHER GROUP WORK TOGETHER ON THESE THINGS? AM NOT TALKING ABOUT THE AS TO THE FS, BUT TALKING ABOUT THOSE INSIDE GROUPS OF POPULATIONS THAT THEY FIGURED OUT HOW TO RAISE THOSE NUMBERS, BUT THAT THEY'RE WORKING TOGETHER ON THAT.

>> CAN I JUST MENTION, YOU JUST ONE EXAMPLE, I GOT TO BRAG ABOUT PINNOK, FOR EXAMPLE.

THAT IS A PRINCIPLE, WHO IS AN OUTLIER.

ON SO MANY DIFFERENT THINGS.

IT'S NOT NAS, A SCHOOL THAT'S DOING WELL.

BUT IT'S NOT JUST DOING WELL ON ACADEMICS.

THERE ARE SO MANY OTHER THINGS.

IT IS A MODEL SCHOOL AND ENROLLMENT'S GOING UP, AND IT'S JUST GOING TO KEEP GROWING.

THAT'S WHAT YOU'RE TALKING ABOUT.

>> THAT'S WHAT WE'RE TALKING ABOUT, AND WE WANT TO KEEP THOSE LEADERS IN THE SEATS.

WE'RE NOT TALKING ABOUT PROMOTING THEM.

WE'RE TALKING ABOUT HAVING THEM COACH THE OTHER LEADERS. [LAUGHTER]

>> THAT'S AN UNFORTUNATE SIDE. [LAUGHTER]

>> PINNOK, PROMOTE, BUT I'M JUST SAYING GENERALLY, HOW DO WE KEEP THOSE LEADERS IN THE SEATS AND SPREAD THEIR LEADERSHIP, SO IT'S CONTAGIOUS.

>> PRINCE OF VALLAS.

>> LET'S GO TO THIS SIDE, MR. MARTINEZ.

>> LET ME SAY, I APPRECIATE THE CONVERSATIONS THAT WE'RE HAVING TODAY.

I THINK THIS IS PROBABLY THE MOST ROBUST WE'VE HAD.

WE'VE HAD ONE FULL YEAR NOW.

I THINK WE'RE ALL UNDERSTANDING THE MODEL A LITTLE BIT DIFFERENT SYSTEMIC REFORM. WHAT DO WE LEARN? WHAT IS THE ADMINISTRATION LEARN FROM LAST YEAR TO THIS YEAR WITH REGARD TO NES IMPLEMENTATION, LSA MODEL, TEAM CENTER, EVEN LEADERSHIP, WHAT IS LEADERSHIP LEARNED THROUGHOUT THIS PAST YEAR TO IMPROVE CULTURE? RETENTION, ALL THIS GOOD STUFF, WHAT DO WE LEARNED THIS YEAR THAT WILL HELP US IMPROVE OUR SCORES?

>> ONE THING IS CONSISTENCY OF IMPLEMENTATION AND CONSISTENCY OF DIRECTIVE AND OBSERVATION FROM THE TOP DOWN.

IN OTHER WORDS, I MIGHT SAY SOMETHING OR THE DIVISION SUITS MIGHT SAY, THIS IS THE INSTRUCTION OR THE CHIEF OF LEADERSHIP, SANDY MASSEY MIGHT SAY THIS OR INA MYERS AND NES, AND THEN IT GETS IMPLEMENTED OR PASSED DOWN IN A SLIGHTLY DIFFERENT WAY, WHICH IMPACTS THE INSTRUCTIONAL QUALITY.

IT FRUSTRATES PEOPLE BECAUSE SOMEONE SAYING THIS AND THEN THE IRT TEAM IS LOOKING AT THIS.

NOW, OVERALL THAT WORK, BUT THERE ARE ENOUGH EXAMPLES OF IT BEING INCONSISTENT, THAT THAT'S SOMETHING WE KNOW WE CAN DO BETTER AT AND THAT WILL MAKE THE MODEL EVEN BETTER.

WE LEARNED THAT DEMO DAYS ARE REALLY IMPORTANT, BUT YOU CAN'T OVERDO IT.

BECAUSE YOU KILL THE TEACHERS.

DEMO DAYS ARE WHEN THEY HAVE TO DEMONSTRATE TO THEIR COLLEAGUES AND USUALLY IT HAPPENS ON THURSDAY AT PLC, WHICH RUNS 415-515, THE HOUR AFTER SCHOOL.

[03:25:01]

ONE OF THOSE MAYBE TWO IS WHAT I'VE BEEN TELLING PEOPLE, BUT I GOT ASKED THIS WEEK FROM A PRINCIPAL, CAN WE DO THREE? I GO, THAT'S OVERKILL, GUYS, YOU'RE GOING TO KILL YOUR TEACHERS.

THAT'S WHAT I'M TALKING ABOUT, SOMEBODY WHO THINKS, WELL, DEMO DAY IS GOOD, BUT LET'S JUST DRIVE IT EVERY DAY OR EVERY OTHER DAY AND THAT'S TOO MUCH.

DEMO DAYS WORK THOUGH.

THE OTHER THING IS REALLY THE PRINCIPALS APPRECIATE BEING TAUGHT.

GOOD INSTRUCTIONAL STRATEGIES AND BEING INSTRUCTIONAL EXPERTS.

THEY FEEL WAY MORE CONFIDENT GOING INTO THE CLASSROOM.

THEY DON'T GO OVER ZEALOUS BECAUSE OF IT.

THEY'RE LOOKING AT THE RIGHT THINGS.

OUR INVESTMENT IN THE PRINCIPLES LAST YEAR THIS SUMMER IS GOOD, BUT ALSO MEANS THAT OVER THE NEXT MONTH, WE'RE GOING TO REALLY HAVE TO FOCUS ON THE NEW PRINCIPLES TO BRING THEM UP TO SPEED WITH THE OTHERS.

THOSE ARE THE THINGS THAT I THINK IT'S GOING TO KEEP IT GOING.

I THINK THE OTHER THING WE LEARNED IS THAT THE CURRICULUM DOES WORK AND THE TEACHERS DO LIKE IT.

MAKING SURE THAT CURRICULUM IS STRONGER, SCAFFOLDED, BUT MUCH MORE DIFFERENTIATED, MUCH EASIER FOR TEACHERS TO APPLY.

THAT'S GOING TO BE HUGE FOR EVERYBODY.

YES IN THE NES OVER IT, BUT SO MANY OTHER TEACHERS ARE GOING TO BE USING IT, EVEN IF THEY PICK AND CHOOSE, THEY'RE STILL GOING TO BE USING IT.

>> ANYBODY ELSE OVER HERE? YES. MR. RIVON.

>> I'M GOING TO TRY TO TAKE A DIFFERENT ANGLE, BUT I THINK IT'S STILL IN THE SAME LIGHT, BUT I WANT TO BE CAREFUL TO TREAD IN THE MOST APPROPRIATE WAY AT A GOVERNANCE LEVEL.

I THINK ABOUT WHAT I'VE LEARNED THIS PAST YEAR.

I'M LOOKING AT THE MATH SCORES AND I THINK ABOUT CALIBRATING WHAT THAT NA IS TELLING US AND HELPING US TO GROW.

BUT WHAT I REALLY LEARNED WHEN I THINK ABOUT TACKLING, BLOCKING AND TACKLING IN BUSINESS AND IN SCHOOLS NOW IS UTILIZING BEST PRACTICES IN A DEFINED WAY MAKES IT EASIER TO ACHIEVE.

NES IS ESSENTIALLY A MODEL THAT WE'VE IMPLEMENTED IN SCHOOLS.

WE DEFINE WHAT SUCCESS LOOKS LIKE.

WE CAN TRACK TOWARDS THAT SUCCESS AND HOLD EACH OTHER ACCOUNTABLE AT ACHIEVING THAT GOAL.

WHERE I'M CONCERNED IS WHEN WE TALK ABOUT ALL SCHOOLS IS THAT WE'VE GOT SEVERAL OTHER MODELS THROUGHOUT OUR DISTRICT, AND SOME ARE IMPLEMENTING BEST PRACTICES AND SOME ARE NOT.

ONE OF THE CHALLENGES IS COALESCING THAT INFORMATION IN A WAY THAT WE ALL CAN SUPPORT ONE ANOTHER IN ACHIEVING SUCCESS.

I THINK ABOUT ONE OF THE GREATEST OPPORTUNITIES FOR US IN DEVELOPING KPIS BASED ON THOSE VARYING MODELS.

BECAUSE WE'VE GOT AN IB MODEL.

WE'VE GOT A MAGNET DRAMA MODEL OR X Y AND Z. I THINK ABOUT DEVELOPING A SET OF KPIS THAT HELPS US CONTINUE TO TRACK TO OUR SUCCESS IN ALL OF THOSE AREAS SO THAT WE KNOW WHETHER WE'RE NAVIGATING TOWARDS THE SUCCESS THAT WE WANT TO ACHIEVE.

I BRING THAT TO THE FORE JUST BECAUSE I THINK THIS SENTIMENT IS RUNNING THROUGHOUT OUR ABILITY TO EXCEL AND ACHIEVE THE 15% PERCENTAGE POINTS GOAL BY 2028, AT SOME POINT, WE HIT A CEILING, AND WE DON'T WANT TO HIT A CEILING.

HOW I BELIEVE AVOID THAT IS ENSURING THAT WE'RE BLOCKING AND TACKLING ALL THROUGHOUT.

ONE OF THE WAYS WE CAN DO THAT IS BEGIN TO THINK ABOUT HOW WE TRACK SUCCESS IN ALL OF THOSE, WHETHER IT'S TAKING THOSE ACTION PLANS AND EXTRAPOLATING, THINGS THAT WE CAN WORK TOWARDS AND KNOW THAT ALL OF OUR SCHOOLS ARE ON TARGET AND BE ABLE TO VISUALLY HOLD THAT THOSE LEADERS ACCOUNTABLE THROUGH YOU,

[03:30:01]

SO WHAT IS MEASURED IS ACHIEVED.

WE WANT TO HELP YOU WITH THAT BY BRINGING MORE LIGHT TO THOSE THINGS THAT ARE SUCCESSFUL AND WE'RE WHERE WE'RE NAVIGATING AWAY FROM BY HAVING A SET OF KPIS THAT REALLY GETS US TO ALL NAVIGATING THE SAME DIRECTION.

>> I THINK THAT'S REALLY GOOD THINKING FROM MY PERSPECTIVE.

I THINK THAT MAKES A LOT OF SENSE HOW WE GET THERE IS GOING TO BE WE HAVE TO FINEST A LITTLE BIT.

BUT WE CAN START WITH THE ACTION PLAN.

THE OVERALL METRIC, OF COURSE, FOR NOW, IS STAR AND NWA, AND EVERYBODY, EVEN THE AB SCHOOLS HAVE THAT KPI.

BUT WHAT YOU'RE SAYING ALSO IS REALLY IMPORTANT BECAUSE IF THE MODELS ARE DIFFERENT, AND IT'S ONE OF SIX THINGS THAT WE'RE LOOKING AT, MAYBE WE CAN SET SOME KPIS FOR EACH MODEL.

THAT'S ESSENTIALLY WHAT YOU'RE SAYING.

IN IB SCHOOL, HERE'S SOME METRICS IN YOUR ACTION PLAN THAT WOULD MAKE IT BETTER FOR THE KIDS IN THE IB PROGRAM, ESPECIALLY THE UNDERSERVED.

KIDS ARE THE KIDS WHO ARE BEHIND.

MONESORRI, HERE'S SOME KPIS.

AGAIN, RIGHT NOW, WE STILL HAVE SR, WE HAVE NWA.

LET ME GIVE THAT A LITTLE BIT MORE THOUGHT BECAUSE MAYBE IN THE ACTION PLANS, AS WE GROW. I THINK YOU'RE RIGHT.

HERE'S WHAT I ALSO HEAR YOU SAYING, IF WE DON'T CAPTURE SOME OF THAT EVEN IN THE A AND B SCHOOLS AND ALL SCHOOLS, IF WE DON'T GROW THAT CERTAIN PORTION OF KIDS WHO ARE BEHIND, WE ARE GOING TO HIT A CEILING.

LET'S START WITH LET'S START WITH THE SUPPORT WE HAVE THIS YEAR AND MAYBE MOVE TO SOME KPIS FOR THE FOLLOWING YEAR.

BUT I TAKE THE POINT AND IT'S A REALLY IMPORTANT.

>> MR. CAMPO OR MISS ARNOLD, IF NOT, WE WILL MOVE ON.

>> THANK YOU, SUPERINTENDENT.

THAT WAS VERY ROBUST.

THANK YOU, BOARD MEMBERS. A GOOD LOT OF QUESTIONS.

MY COMPUTER WENT BLACK.

I THINK WE HAVE TO HIT MY COMPUTER.

DO I HAVE A MOTION TO ACCEPT THE BOARD MONITORING UPDATE? PRESENTATION OF GOALS ONE AND TWO? I HAVE A MOTION BY MISS BANDY AND A SECOND BY MISS FLOWERS.

ANY DISCUSSION? SEEING NONE. LET'S VOTE.

>> MY COMPUTER.

>> I VOTE YES.

>> MR. CAMPO INDICATES HIS VOTE IS YES.

MS. ARNOLD THUMBS UP.

WE HAVE NINE IN FAVOR. ZERO POSED.

MOTION PASSES. THANK YOU AGAIN, SUPERINTENDENT.

THAT WAS VERY INFORMATIVE AND IMPORTANT.

WE ARE NOW ONTO THE ACCEPTANCE OF BOARD MONITORING, THE PRESENTATION OF CONSTRAINT 2 PROGRESS MEASURES 2.1 AND 2.2.

MS. BENSON IS HERE FOR US.

>> GOOD EVENING, BOARD OF MANAGERS.

TONIGHT, WE GIVING AN UP DATE ON CONSTRAINT NUMBER TWO, THE SUPERINTENDENT SHALL NOT ALLOW INEFFECTIVE SUPPORT SYSTEMS AND PROCESSES FOR STUDENTS RECEIVING SPECIAL EDUCATION SERVICES ACROSS THE DISTRICT TO NEGATIVELY IMPACT INDIVIDUAL EDUCATION PROGRAM DEVELOPMENT AND IMPLEMENTATION.

CONSTRAINT MEASURE 2.1, THE DISTRICT WILL DECREASE THE PERCENTAGE OF INITIAL ELIGIBILITY RD COMMITTEE MEETINGS CONDUCTED IN COMPLIANCE WITH FEDERALLY REQUIRED TIMELINES FROM 87% IN JUNE 2023 TO 100% IN JUNE 2024 AND MAINTAIN THAT 100% COMPLIANCE THROUGH JUNE 2028.

THAT'S A MOUTHFUL, RIGHT? BUT AT THE END OF THE 22 23 SCHOOL YEAR, WE REPORTED TO YOU ALL THAT THE DISTRICT HAD MISSED 515 INITIAL TIMELINES.

LAST YEAR, WE REALLY WORKED HARD TO PUT PROCEDURES IN PLACE AND WERE ABLE TO MEET ALL OUR TIMELINES, EXCEPT FOR NINE.

I DO WANT TO ALSO GIVE YOU A LITTLE MORE DATA IN INITIAL R MEETINGS.

THIS YEAR, WE HAD 4,499 STUDENTS THAT WE EVALUATED FOR SPECIAL EDUCATION,

[03:35:07]

WHICH WAS AN INCREASE OF 366 FROM PREVIOUS YEAR.

SO NOT ONLY ARE WE ASSESSING MORE STUDENTS, BUT WE'RE ALSO MEETING OUR TIMELINES IN THAT ASSESSMENT.

WE HAVE AND SO THE NEXT STEP TO THIS IS WE SUBMIT OUR DATA TO THE STATE.

IT'S CALLED THE STATE PERFORMANCE PLAN INDICATOR 11, WHICH IS 100% FEDERALLY REQUIRED ELEMENT, AND YOU CAN SEE, WITH OUR LOCAL DATA, WE'RE AT 99.8%.

WE WILL SUBMIT FOR CLARIFICATION.

THOSE NINE THAT WE MISSED THE TIMELINES, WE WILL SUBMIT OUR DATA.

SOME OF THOSE WERE DUE TO PARENTAL SCHEDULING DELAYS MEETING THEIR SCHEDULING NEEDS SO THAT THEY COULD PARTICIPATE IN THEIR CHILD ARTS.

WE HAD ONE THAT REALLY WAS A TRANSLATION ISSUE WHERE WE HAVE A LANGUAGE THAT WE JUST COULDN'T FIND A TRANSLATOR FOR.

WE WILL SUBMIT OUR CLARIFICATION INFORMATION TO THE STATE.

THEN WE'LL RECEIVE A FINAL COMPLIANCE REPORT FROM THE STATE ON THE FINAL PERCENTAGE.

THIS NUMBER RIGHT HERE IS JUST OUR DATA THAT WE WILL BE PRESENTING TO THE STATE FOR CLARIFICATION AND THEY WILL SEND US BACK A FINAL NUMBER.

OUR SUCCESS IN THIS IS REALLY ATTRIBUTED TO THE COLLABORATION OF THE UNIT TEAM.

OUR DIVISION SUPERINTENDENTS, OUR EXECUTIVE DIRECTORS, FEEDERS, AS WELL AS OUR SPECIAL EDUCATION DIRECTORS WORK CLOSELY LOOKING AT WEEKLY REPORTS, MAKING SURE THAT THESE INITIAL ADS ARE SCHEDULED ON TIME.

WE'VE STARTED THE SCHOOL YEAR REALLY FULL THROTTLE.

THEN THE LAST 10 DAYS, WE HAVE CONDUCTED OVER 218 ADDS ON TIME.

WE'RE GOING TO CONTINUE THAT COMPLIANCE TO GET TO THAT 100% COMPLIANCE INDICATOR.

ANY QUESTIONS ON THAT?

>> BOARD MEMBERS DECIDE.

NO? MR. MARTINEZ?

>> YEAH, I CAN GO BACK. I NOTICED THAT IN THE PREVIOUS SCREEN PAGE 23, WE KNOW THAT THERE'S AN UPTICK IN JANUARY AND FEBRUARY.

ARE THERE SPECIFIC TIMES OF THE YEARS WHERE WE SEE THIS INCREASE FOR THIS DEMAND?

>> THANK YOU FOR BRINGING THAT UP BECAUSE EVEN IN WE MISSED DATES IN THIS AUGUST AND SEPTEMBER WINDOW BECAUSE WE WERE WORKING ON GETTING OUR PROCESSES PUT IN PLACE.

FOUR OF THOSE NINE CAME FROM THAT OCTOBER, SEPTEMBER, AND THEN WE ALSO SEE RIGHT AROUND WHEN SCHOOLS OUT, THE HOLIDAY BREAKS REALLY ARE A TIME THAT WE HAVE TO BE MORE VIGILANT IN OUR FOCUS.

BUT LIKE I SAID, IT WAS REALLY JUST PUTTING A SOLID SYSTEM AND MONITORING SYSTEM IN PLACE TO ACHIEVE THIS GOAL TO MAKE SURE THAT OUR STUDENTS WERE GETTING THEIR SERVICES ON TIME AND DON'T WANT TO DISCOUNT OUR EVALUATION STAFF, OUR DIAGNOSTICIANS, OUR SCHOOL PSYCHOLOGIST, AND SPEECH PATHOLOGISTS.

THEY HAVE TO GET ALL OF THOSE EVALUATIONS DONE IN A TIMELY MANNER IN ORDER FOR THOSE RDS TO HAPPEN.

THEY PLAY A HUGE PART IN THIS AS WELL.

>> THANK YOU. MS. ARNOLD, ANYTHING FROM YOU? LET'S MOVE ON TO 2.2, PLEASE.

>> THE CONSTRAINT MEASURE 2.2 DISCUSSED THE PERCENTAGE OF IEPS REVIEWED BY AN INDEPENDENT TEAM FROM THE SPECIAL EDUCATION DEPARTMENT FOR COMPLIANCE AND DELIVERY OF SERVICES.

WE WILL INCREASE FROM 7% IN JANUARY OF 2024 TO 20% BY JUNE 2028.

AT THE BEGINNING OF THIS SCHOOL YEAR, WE CREATED A TARGETED FOLDER REVIEW OF SPECIAL EDUCATION WHERE WE ACTUALLY TOUCHED EVERY CAMPUS AND REVIEWED FIVE FOLDERS FROM EVERY CAMPUS AT THE MIDDLE OF THE YEAR.

THIS WAS DEFINITELY HAD TO CALIBRATE AND TRAIN OUR SPECIAL EDUCATION TEAM TO MAKE SURE THEY HAD THAT SOLID FOUNDATION BEFORE WE WENT OUT AND STARTED REVIEWING THOSE FOLDERS.

WE WERE ABLE TO PROVIDE OUR PRINCIPALS AT THE END OF THAT FOLDER REVIEW A FOLDER REVIEW SUMMARY WHERE THEY ACTUALLY COULD SEE THEIR AREAS OF STRENGTH AS WELL AS THEIR AREAS OF OPPORTUNITY.

THE PRINCIPALS, REALLY, AND THE EXECUTIVE DIRECTORS, ALONG WITH THE SPECIAL EDUCATION TEAM REALLY

[03:40:01]

WORKED COLLABORATIVELY WHEN THEY GOT THOSE REVIEWS, THAT IF THEY DIDN'T DO WELL, THEY WANTED TO DO BETTER AS WE ALL DO WANT TO DO BETTER FOR STUDENTS, AND SOMETIMES IT'S JUST A LACK OF KNOWLEDGE OR KNOWLEDGE GAP THERE OR EVEN A SYSTEM NOT BEING IN PLACE, LIKE WITH OUR SITUATION WITH THE INITIAL ARTS.

OUR TEAMS REALLY WORKED WITH THE INDIVIDUAL PRINCIPALS TO CREATE THOSE SYSTEMS. BY THE TIME THAT WE DID OUR END OF YEAR REVIEW, IN FACT, AT THE PRINCIPALS TRAINING IN AUGUST, I HAD SOME PRINCIPALS COMING UP AND GOING, I IMPROVED IN THIS AREA TO THIS.

THEY WERE SUPER PROUD OF BEING ABLE TO SEE THAT AND ALSO SEEING THE GROWTH IN STUDENTS.

AT THE END OF THE YEAR, WE WERE ABLE TO REVIEW 2,692 FOLDERS, WHICH WAS ACTUALLY 12.4% OF OUR STUDENT POPULATION.

AND WE'RE GOING TO CONTINUE. THAT'S A GREAT.

WE'VE CREATED THIS BASELINE THIS YEAR OF HOW OUR CAMPUSES ARE DOING AS FAR AS COMPLIANCE AND QUALITY INSTRUCTION AND SPECIAL EDUCATION.

BUT WE'RE GOING TO CONTINUE TO EXPAND ON THAT.

WITH THE POSSIBILITY OF NOW THAT WE KNOW HOW CAMPUSES ARE DOING, LOOKING AT PROBABLY SOME DIFFERENTIATION OF SUPPORT AS WELL AS FOLDER REVIEW.

WE'LL CONTINUE ON. OF COURSE, OUR GOAL IS THAT WE REVIEW 15% OF THIS YEAR, WE'RE WELL ON OUR WAY TO THAT 20% GOAL BY 2028.

WE MAY BLOW THE SOCKS OFF THAT 15% AS WELL.

BUT ALSO ADDING REVIEWING SOME OF THE QUESTIONS AND SAYING, YOU KNOW WHAT? THEY DID REALLY WELL ON THIS.

LET'S PUSH THEM A LITTLE MORE AND WE HAVE OTHER AREAS THAT WE NEED TO WORK ON, SO LET'S DO SOME MORE TRAINING IN THIS AREA AND MAKE THAT PART OF THE FOLDER REVIEW.

WE DID TAKE THE DATA THAT WE RECEIVED FROM THOSE FOLDER REVIEWS AND WE CREATED TRAINING FOR OUR PRINCIPALS AS WELL AS OUR TEACHERS BACK TO SCHOOL.

ALL PRINCIPALS WENT THROUGH TRAINING THE LAST FEW WEEKS ON THEIR ROLE IN THE ART COMMITTEE AS WELL AS WHAT DOES THE IMPLEMENTATION OF THE IP LOOK LIKE IN THE CLASSROOM.

THAT'S WHERE WE'RE SEEING PROBABLY THE BIGGEST DISCONNECT IS WHAT IS ON THE PAPERWORK? HOW DO WE SEE THAT IN THE CLASSROOM.

REALLY SPENT SOME TIME WITH THE PRINCIPALS DOING SOME ACTIVITIES ON WHAT THAT WOULD LOOK LIKE.

HOW CAN I MONITOR THAT? THEN WITH OUR TEACHERS, IN THEIR JOB ALIKE, WE FOCUSED ON, HOW DO I CREATE ATTAINABLE IEP GOALS BECAUSE THEY'RE ONE YEAR, STUDENTS ARE SUPPOSED TO ATTAIN THESE GOALS WITHIN ONE YEAR, AS WELL AS THAT SPECIALLY DESIGNED INSTRUCTION IN THE CLASSROOM AND PROGRESS MONITOR THAT GOAL.

JUST LIKE OUR GENERAL EDUCATION TEACHERS TAKE GRADES, OUR SPECIAL EDUCATION TEACHERS TAKE DATA POINTS.

ON IEP GOALS WEEKLY SO THAT OUR PARENTS ARE INFORMED WITH THEIR PROGRESS REPORT AS THEY GET THE REPORT CARD.

A LOT OF EXCITING THINGS HAPPENING, REALLY EXCITED ABOUT THE UPCOMING SCHOOL YEAR AS WE CONTINUE JUST TO EXPAND AND IMPROVE INSTRUCTION FOR OUR STUDENTS WITH DISABILITIES. ANY QUESTIONS?

>> THANK YOU FOR THE PRESENTATION.

ANY QUESTIONS, MS. FLOWERS.

>> I JUST SO APPRECIATE THE WORK THAT IS PUT INTO THIS.

I JUST WANT TO CALL OUT BECAUSE SOME OF THESE THINGS CAN SOUND LIKE IT'S COMPLIANCE OR A DATA POET, BUT EACH FOLDER IS A CHILD, AND THESE IEPS ARE WHAT THEY NEED TO ACCESS THEIR EDUCATION.

WHEN WE TALK ABOUT THESE HARD 100% DEADLINES, IT IS BECAUSE THEY CAN'T GET ANYTHING ELSE BEFORE THIS, SO IT'S SO URGENT.

SOMETIMES THESE REPORTS SEEM LIKE CHECK CHECK CHECK, BUT I JUST WANT TO SAY OUT LOUD FOR THE STUDENTS AND FOR THE PARENTS.

THIS IS EVERYTHING BECAUSE SCHOOL DOESN'T START UNTIL THIS GETS DONE, SO I JUST APPRECIATE THE REAL HUMAN WORK AND THE CHANGE THAT IS HAPPENING BECAUSE OF THIS, SO THANK YOU.

>> ANYBODY ELSE HERE? QUESTIONS, COMMENTS, CONCERNS? MS. GARZA LINDER.

>> JUST A CLARIFICATION BECAUSE I THINK YOU TOUCHED ON THIS THROUGHOUT YOUR REPORT,

[03:45:02]

BUT TO YOUR POINT, THANK YOU FOR HELPING ME UNDERSTAND BECAUSE THESE CONSTRAINT PROGRESS MEASURES FEEL VERY COMPLIANCE FOCUSED.

AND SO I APPRECIATE MAYBE UNDERSTANDING WHAT YOU LOOK FORWARD TO FROM A QUALITY PERSPECTIVE.

AS WE LOOK FORWARD, AGAIN, SO MUCH BASE WORK HAS BEEN DONE AS THAT CONTINUES TO AS YOU'RE ABLE TO BUILD ON THAT.

WHAT DO YOU LOOK FORWARD TO AS WE THINK ABOUT THE QUALITY, THAT WE WANT TO PROVIDE FOR OUR SPECIAL ED STUDENTS?

>> DEFINITELY, AS WE REVIEW THOSE FOLDERS, WE DON'T JUST LOOK AT THE FOLDER.

WE ALSO LOOK AT IF A STUDENT REQUIRES IN CLASS SUPPORT.

MAYBE IN THEIR IEP, IT SAYS THAT THEY NEED MATH INCLUSION SUPPORT 30 MINUTES, TWICE A WEEK, SOMETHING LIKE THAT.

WE ALSO ARE LOOKING AT THOSE TEACHERS SCHEDULES TO MAKE SURE THAT THEY MATCH SO THAT THEY'RE ACTUALLY GETTING THAT SUPPORT IN THAT CLASSROOM.

THEN AFTER WE SEE THAT IT'S THERE, HOW IS THE IEP BEING IMPLEMENTED? JUST EXPANDING FROM THE FOLDER REVIEW THIS YEAR IS REALLY DOING SOME ACTUAL CASE STUDY WALKS OF STUDENTS.

WE'VE DONE THEM THROUGH THE PAPERWORK VERSION OF THAT STUDENT, BUT ACTUALLY LET'S JUST PICK SOME RANDOM STUDENTS AND WALK THEIR SCHEDULE TODAY AND SEE WHAT THAT LOOKS LIKE.

EXPANDING ON THAT AND REALLY FOCUSING ON THAT QUALITY OF INSTRUCTION AND SPECIALLY DESIGN INSTRUCTION.

>> THANK YOU. ANYBODY OVER HERE, MR. RIVON.

>> THANK YOU. I'M GLAD WE'RE MAKING SOME GOOD STRESS FOR GETTING TO THE GOAL.

I THINK ABOUT GOING FORWARD, DO YOU FEEL LIKE WE'VE GOT ALL THE SUPPORTS NEEDED NOW TO ACHIEVE 100% THIS SCHOOL YEAR?

>> YES. EVEN LAST SCHOOL YEAR, I THINK WHEN I GAVE MY TEAM THAT 100% GOAL, THEY WERE LIKE, WE WERE AT 87%.

BUT IT REALLY AGAIN WAS ABOUT PUTTING A SYSTEM, AND WE'RE ALWAYS GOING TO HAVE THOSE CHALLENGES, OUT OF THOSE NINE, THREE OF THOSE ARE WE WERE HELP TRYING TO MEET A PARENT SCHEDULING.

WE'RE GOING TO SUBMIT THAT FOR CLARIFICATION.

WE'RE HOPING THAT TEA WILL SEE THAT WE WERE WINNING PARENT PARTICIPATION IN THE ART PROCESS AND HOPEFULLY, WE WON'T KNOW THE FINAL SAY UNTIL AFTER THEY REVIEW OUR DATA THAT WE SEND IN.

I THINK WE DEFINITELY HAVE THE SYSTEM IN PLACE.

THERE'S ALWAYS ROOM FOR HUMAN ERROR BECAUSE SOME OF THIS REPORTS THAT WE USE TO MONITOR PEOPLE A TYPO CAN CHANGE A COMPLIANCE RATE.

BUT I DO THINK THAT WE DO HAVE THE SUPPORTS TO MAKE THE 100%.

>> AWESOME. WE CURRENTLY HAVE TWO CONSERVATIVES, CORRECT?

>> THEY HELP WITH STRATEGY, I'M ASSUMING, BUT DO THEY ALSO HELP ON THE ACADEMIC SIDE WITH SOME IMPLEMENTATION?

>> CORRECT. PART OF THE THINGS THAT WE'RE WORKING WITH THEM ON RIGHT NOW IS OUR OPERATING UPDATING OUR OPERATING PROCEDURES FOR SPECIAL EDUCATION.

MAKING SURE THAT WE HAVE A SOLID MANUAL IN WRITING ON WHAT THIS LOOKS LIKE, IF THAT YOU CAN PICK UP AND IMPLEMENT.

>> GOT IT. THE TA ESSENTIALLY INSTALLED TWO CONSERVATIVES, CORRECT?

>> CORRECT.

>> THERE'S A METHODOLOGY BEHIND HOW AND WHEN WE TAKE THE TRAINING WHEELS OFF?

>> THAT WOULD BE A TEA QUESTION.

>> [LAUGHTER] BUT YES, WE HAVE, AND I KNOW YOU ALL GET THE CONSERVATOR REPORTS AS I DO AS WELL.

BUT WE HAVE SPECIFIC INDICATORS THAT WE HAVE TO MEET.

THIS TIMELINE BEING ONE OF MANY, BECAUSE I BELIEVE THERE'S SEVEN KEY ACTIONS ON THERE THAT WE HAVE TO ACHIEVE BEFORE CONSERVATORSHIP IS NO LONGER WITH US, BUT THAT'S ANOTHER PIECE TO THIS IS THAT, PRIOR TO THIS YEAR, THAT INFORMATION HADN'T BEEN READILY AVAILABLE TO THE TEAM FOR WHATEVER REASON.

[03:50:01]

WE MAKE SURE AT MY MEETINGS THAT WE REVISIT WHAT ARE OUR ACTION STEPS TO RELEASE FROM CONSERVATORSHIP BECAUSE IT IS IMPORTANT THAT THAT'S OUR GOAL IS TO GET THINGS RIGHT FOR OUR KIDS, BUT ALSO TO RETURN THE DISTRICT BACK TO A BOARD.

>> ABSOLUTELY. THAT'S AWESOME.

I JUST WANTED TO BRING THAT TO THE FLOOR.

THEN THE SECOND PART WAS ON 2.2 CONSTRAINT MEASURE.

WE SET THE TARGET AT 20% FILE REVIEW, AND I DON'T KNOW WHERE THAT NUMBER CAME FROM, BUT WE DID DO BETTER THIS YEAR.

I JUST WONDER, ARE WE LOOKING TO DO 20% THIS YEAR AND SUSTAIN IT OR ARE YOU LOOKING TO SLIGHTLY RATCHET IT UP OVER THE COURSE OF TIME?

>> I WOULD SAY SLIGHTLY RATCHET IT UP, AS OUR NUMBERS ARE INCREASING IN SPECIAL EDUCATION.

I THINK OUR PMS NUMBER OCTOBER OF LAST YEAR WAS 18,000 SOMETHING AND AT THE END MAY, WE WERE UP TO 21,640 STUDENTS WITH IEPS.

WHEN THAT NUMBER GOES UP, THE PERCENTAGE GOES UP, AND THE CAPACITY TO DO ALL OF THOSE.

THAT'S WHY WE WERE REALLY LOOKING TO AT A TIERING SYSTEM AS WELL, SO THAT WE'RE FOCUSING ON OUR NEEDIEST CAMPUSES.

>> GOT IT. THANK YOU SO MUCH.

THIS IS VERY HELPFUL JUST TO BRING EVERYONE ALONG WITH THIS PART OF THE STORY, WHICH IS SO IMPORTANT.

AS YOU SAID, WE'VE GOT 10% OF OUR STUDENTS IN THIS SPACE, 10-13% ROUGHLY.

THE BOARD MEMBER FLOWERS EARLIER COMMENTS, IT'S SO IMPORTANT TO ENSURE THAT WE CONTINUE TO LOOK AT ALL OF OUR STUDENTS, AND THIS IS A VERY IMPORTANT POPULATION TO ALL OF US.

>> THANK YOU. MR. MARTINEZ, DID YOU HAVE SOMETHING?

>> JUST A BRIEF QUESTION. FIRST OF ALL, THANK YOU.

THIS IS TREMENDOUS WORK YOU AND YOUR TEAM HAVE DONE.

THE MORE I LOOK AT THESE NUMBERS, I REALIZE THAT THE PRINCIPAL JOB IS CHALLENGING.

THEY HAVE TO LOOK AT ALL FACETS OF EDUCATION.

WE JUST LOOKED AT MATH AND READING, BUT NOW IT'S SPECIAL STUDENTS WITH DISABILITY. IT'S A LOT OF WORK.

THANK YOU TO THE PRINCIPALS TOO WHO COME IN DAY IN AND DAY OUT TO OBSERVE AND MAKE SURE EVERYTHING GOES WELL ON THE CAMPUS.

I KNOW THAT THE METRIC HERE IS, THE PERCENT OF IEPS THAT ARE REVIEWED.

I THINK WHAT MIGHT BE BENEFICIAL FOR ME IS TO LOOK AT THAT 12.4%, HOW MANY OF THEM WERE COMPLIANT AND HOW MANY OF THEM WERE NOT.

I THINK THAT MIGHT BE USEFUL. CAN YOU JUST GIVE US A BALLPARK FIGURE OF THOSE 12.4%? OF THOSE THAT WERE REVIEWED, HOW MANY OF THEM WERE COMPLIANT?

>> I CAN GIVE YOU AREAS THAT WE DEFINITELY ARE DOING WELL IN AS WELL AS AREAS OF OPPORTUNITY.

THE AREAS THAT WE'RE REALLY DOING WELL AND ARE OUR TIMELINES, MAKING SURE THAT WE HAVE THE RIGHT PEOPLE IN OUR ARD COMMITTEES, THE AREAS WHERE WE WILL, AGAIN, JUST NEED THAT EXTRA SUPPORT IS THAT IMPLEMENTATION OF TAKING THAT IEP, AND HOW DO I MONITOR THAT IN THE CLASSROOM? WHAT DOES THAT LOOK LIKE IN THE CLASSROOM? THOSE ARE OUR AREAS THAT WE'RE REALLY FOCUSING ON THIS YEAR, WHICH WILL LEAD TO BETTER INSTRUCTIONAL QUALITY.

>> JUST TO FOLLOW UP. HOW DO YOU MEASURE DELIVERY OF SERVICES THAT IS ACTUALLY HAPPENING? HOW DO YOU MEASURE THAT?

>> WE LOOK AT THE STUDENT'S SCHEDULE OF SERVICES IN THE ARD, SO BASED ON WHAT THE ARD COMMITTEE DECIDED.

EXACTLY WHAT I SAID BEFORE, 30 MINUTES, TWICE A WEEK, IN-CLASS SUPPORT FOR MATH, MAYBE A STUDENT NEEDS THAT.

WE'RE LOOKING TO MAKE SURE THAT THAT TEACHER'S SCHEDULE MATCHES THAT BECAUSE YOU DON'T WANT TO OVERSERVE EITHER, BUT YOU CANNOT UNDERSERVE OUR STUDENTS.

THEN WE'RE LOOKING AT THEIR LOGS AS WELL AS THE TEACHER WHO SERVES THAT STUDENTS THEIR PROGRESS MONITORING.

THEN AS PRINCIPALS ARE DOING THEIR SPOT OBSERVATIONS AND WE'RE LOOKING AT OUR CLASSROOMS, WE'RE LOOKING TO SEE, DO THEY HAVE THE ACCOMMODATIONS, THE BEHAVIOR INTERVENTION PLANS, WHATEVER THAT ARD COMMITTEE DECIDE, AND DO WE SEE THOSE THINGS BEING IMPLEMENTED WITHIN THAT CLASSROOM? THOSE ARE THE THINGS THAT WE'RE LOOKING FOR.

>> I'M NOT GOING TO ASK. NO, WE'RE GOOD.

VERY GOOD. THANK YOU.

>> VERY INFORMATIVE. VERY HELPFUL.

[03:55:03]

MUCH APPRECIATED TO YOU AND YOUR STAFF.

FIRST, LET'S GET TO THE RIGHT SCREEN, GUYS.

DO YOU HAVE A MOTION TO ACCEPT THE BOARD MONITORING UPDATE, PRESENTATION OF CONSTRAINT 2, PROGRESS MEASURES 2.1 AND 2.2? I CAN'T SAY ANYTHING. I'VE GOT A MOTION BY MR. RIVON AND A SECOND BY MS. LINDER.

WITH NO DISCUSSION? NO. LET'S VOTE.

WHAT I HAVE LISTED ON MY SCREEN IS THE MOTION BY ANGELA LEBRON FLOWERS AND A SECOND BY PAUL MENDOZA.

IS THAT THE CORRECT MOTION? PLEASE VOTE.

>> I VOTE YES.

>> THANK YOU. MS. ARNOLD, YES?

>> THANK YOU. NINE IN FAVOR, ZERO OPPOSED.

NEXT, WE WILL CONSIDER ACTION ITEMS ON THE AGENDA.

BOARD POLICY REQUIRES BOARD MEMBERS TO ABSTAIN FROM ALL DISCUSSION AND VOTES PERTAINING TO CONTRACTS THAT MIGHT INVOLVE A CONFLICT OF INTEREST.

BOARD POLICY BBFA FOR LOCAL DEFINES A CONFLICT OF INTEREST AS ANY CIRCUMSTANCE THAT COULD CAST DOUBT ON A BOARD MEMBER'S ABILITY TO ACT WITH TOTAL OBJECTIVITY WITH REGARD TO THE DISTRICT'S INTERESTS.

WE WILL NOW DISCUSS ITEM 7,

[ITEMS PULLED FROM CONSENT AGENDA]

REVIEW OF THE BOARD'S QUARTERLY SELF-EVALUATIONS, WHICH HAS BEEN PULLED FROM THE CONSENT AGENDA.

THE EXIT CRITERIA FROM THE TEA STIPULATES THAT OUR BOARD MUST ACHIEVE MEETS FOCUS STATUS FOR SEVEN OF THE NINE COMPETENCIES THAT COMPRISE THE LONE STAR GOVERNANCE FRAMEWORK.

OUR BOARD COACH HAS SYNTHESIZED THE RESULTS OF OUR QUARTERLY SELF-EVALUATION FOR TONIGHT'S DISCUSSION, AND EVERYONE HAS RECEIVED A COPY OF THAT ATTACHMENT AND IT'S BEEN UPDATED IN THE AGENDA PACKET.

CAN I HAVE A MOTION TO ACCEPT THIS ITEM, AND WE'LL HAVE A DISCUSSION ABOUT IT BRIEFLY, ASSUMING WE HAVE A MOTION TO ACCEPT.

A MOTION TO ACCEPT FROM MS. MENDOZA AND A SECOND FROM MS. LINDER.

IS THERE ANY QUESTION OR DISCUSSION? IF NOT, I WILL QUICKLY GO THROUGH THE EVALUATION SO WE CAN HAVE A BRIEF DISCUSSION.

HOLD ON. I'M GOING TO PUT IT UP ON THE SCREEN.

I THINK, IS IT ON THE SCREEN? IT'S ON MY SCREEN.

GREAT. I THINK EVERYONE'S HAD AN OPPORTUNITY TO REVIEW THIS.

LIKE I SAID, I'M GOING TO GO THROUGH IT RELATIVELY QUICKLY BECAUSE WE'VE HAD AN OPPORTUNITY TO LOOK AT IT AND SPEAK WITH THE BOARD COACH IF WE HAD ANY QUESTIONS.

BUT AS WE GO THROUGH IT, STOP ME, AND WE CAN TALK ABOUT DIFFERENT ASPECTS OF OUR SELF-EVALUATION.

LET'S START WITH VISION AND GOAL 1, STUDENT OUTCOME GOALS MEET FOCUS.

I'M SORRY. LET ME GET MYSELF TO IT. SORRY, GUYS. HERE IT IS.

ON THIS ONE, WE HAVE SCORED A 12 OUT OF 15, WHICH IS A MEETS FOCUS ON THIS PARTICULAR METRIC.

DOES ANYBODY WANT TO TALK ABOUT THAT OR HAVE ANY DIFFERENT SCORE THAT THEY THINK WE SHOULD HAVE SCORED ON THIS ITEM? NO. I'M GOING TO MOVE DOWN THEN.

VISION AND GOALS 2, GOAL PROGRESS MEASURES MEETS FOCUS.

ON THIS ONE, LIKEWISE, WE WERE AT 12 OF 15 POINTS.

ON VISION AND GOALS 3, WE ARE AT THREE OUT OF 10 POINTS.

ON THIS PARTICULAR ITEM, WHICH IS ON CONSTRAINTS, WE WILL ADVANCE, AS IT SAYS HERE TO APPROACH FOCUS, ONCE THE BOARD ADOPTS BOARD CONSTRAINTS AND REFINES CONSTRAINT NUMBER 3.

AS THE BOARD IS AWARE, WE HAVE A TRAINING IN MID-SEPTEMBER, AND AT THAT TIME, WE'LL TALK ABOUT BOARD CONSTRAINTS.

WE'VE ALREADY HAD ONE WORKSHOP ON IT,

[04:00:02]

BUT WE'RE GOING TO HOPEFULLY SOLIDIFY BOARD CONSTRAINTS DURING THAT MEETING IN MID-SEPTEMBER.

ONCE WE DO THAT AND REFINE CONSTRAINT 3, WE WILL ACHIEVE APPROACHES FOCUS.

AS THE BOARD IS AWARE, WE HAVE CREATED A SUBCOMMITTEE TO LOOK AT CONSTRAINT 3.

LANGUAGE HAS BEEN DRAFTED AND SHARED WITH SUPERINTENDENT.

DOES ANYBODY WANT TO TALK ABOUT THAT? NUMBER 4, VISION AND GOALS 4, CONSTRAINT PROGRESS MEASURES APPROACHES FOCUS.

WE WILL RETURN TO MEETS FOCUS, AGAIN, UPON FINALIZING A REFINED CONSTRAINT LANGUAGE.

WE'RE AT TWO OF FIVE THERE.

ANYTHING ON THAT ONE? DIFFERENT SCORES? HERE'S ONE THAT'S IMPORTANT.

PROGRESS AND ACCOUNTABILITY, 150% TIME INVESTMENT.

WE'RE PRESENTLY AT APPROACHES FOCUS.

YOU'LL REMEMBER THAT, ACTUALLY, THIS IS THE LARGEST DELTA IN OUR SCORES FOR SELF-EVALUATION THIS QUARTER VERSUS LAST.

IT REALLY HAS TO DO WITH THE PERCENTAGE OF TIME THAT WE'VE SPENT ON STUDENT OUTCOMES.

PART OF THAT IS ATTRIBUTABLE TO THE FACT THAT WE'VE HAD MULTIPLE MEETINGS, BOTH ABOUT THE BUDGET AND ABOUT BOND, ALL OF WHICH ARE VERY IMPORTANT ITEMS. ESPECIALLY, GIVEN THE ROBUST DISCUSSION TONIGHT, SUPERINTENDENT AND EVERYBODY, WE'RE HOPEFUL THAT WE'LL RETURN BACK TO ABOVE 50% OF OUR TIME FOCUSED ON STUDENT OUTCOMES.

>> CLARIFICATION?

>> YES, MA'AM.

>> ME TOO.

>> BOTH OF YOU HAVE QUESTIONS. MS. LINDER.

>> DOES TONIGHT'S DISCUSSION ABOUT OUR GOLD PROGRESS MEASURES COUNT AGAINST OUR TIME USAGE OR TOWARDS IT?

>> TOWARDS IT.

>> TOWARDS IT. WE'RE DOING BETTER. [OVERLAPPING]

>> WELL, IF YOU WERE TO COUNT TONIGHT, I THINK WE'VE SPENT A SIGNIFICANT AMOUNT OF TIME ON IT.

I DON'T OBVIOUSLY WASN'T TIMING IT, BUT YES. YES, MA'AM.

>> ALONG THOSE SAME LINES, WHAT ARE WE THINKING ABOUT HOW TO IMPROVE THAT? IS IT JUST NOT HAVE A BOND AND A BUDGET WORKSHOP? [LAUGHTER] WHICH I'M OKAY WITH.

>> I UNDERSTAND. I MEAN, THE TIME IS GOING TO FLUCTUATE FROM TIME TO TIME.

AT THE END OF THE DAY, WE WANT TO MAINTAIN ABOVE 50% OF OUR TIME SPEAKING ABOUT STUDENT OUTCOMES. THAT'S WHY WE'RE ALL HERE.

BUT OBVIOUSLY, WE HAD A CONVERGENCE OF TWO MAJOR THINGS THAT WE HAD TO DEAL WITH AT ONE TIME IN THE LAST COUPLE OF MONTHS.

I THINK IT'LL EVEN OUT.

BUT WE'RE GOING TO HAVE ROBUST DISCUSSIONS ABOUT BUDGET ON AN ANNUAL BASIS, SO THAT'S JUST THE WAY IT'S GOING TO BE.

ANY OTHER COMMENTS, QUESTIONS, CONCERNS? THE NEXT ITEM IS PROGRESS AND ACCOUNTABILITY 2.

DO NOT MEET FOCUS BUT DO NOT DESPAIR.

WE WILL GET THERE BECAUSE THIS IS REALLY BASED ON TWO DIFFERENT THINGS.

ONE IS THAT WE HAVE TO DO A SELF-EVALUATION NO MORE THAN 45 DAYS PRIOR TO THE MOST RECENT SUPERINTENDENT'S EVALUATION.

WE HAVE NOT YET DONE A SUPERINTENDENT'S EVALUATION WHEN THAT HAPPENS IN OCTOBER, THAT PARTICULAR METRIC WILL BE MET.

ALSO, WE ARE WORKING ON GETTING AN AVERAGE COST OF STAFF TIME SPENT ON GOVERNANCE, USING A STAFF USE TRACKER.

THAT ALSO CAN BE MET AND SHOULD BE MET.

THIS PARTICULAR METRIC CAN AND SHOULD ACHIEVE MEETS FOCUS IN THE NEXT QUARTER.

THEN THE LAST ITEM IS SYSTEMS AND PROCESSES, WHICH IS AT APPROACHES FOCUS, AND WE WILL SUSTAIN IT UNTIL THE TIME THAT WE DO A COMPLETE POLICY DIET PROCESS.

THAT IS JUST AN ITEM THAT NEEDS TO BE UNDERTAKEN, WHICH WE'RE ANTICIPATING WILL HAPPEN OR AT LEAST TO START BEFORE THE END OF THIS YEAR.

>> ASHLEY HAS PROVIDED US HERE WITH THE STEPS TO ACHIEVE THE 64-POINT TARGET.

YOU CAN SEE IT DOWN HERE IN THE MIDDLE OF THE SCREEN, AND IT REALLY JUST HIGHLIGHTS THE ITEMS THAT I'VE DISCUSSED A MOMENT AGO.

DOES ANYBODY HAVE ANYTHING ELSE THEY WANT TO TALK ABOUT OR SHARE OR DISCUSS RELATED TO OUR SELF-EVALUATION? START OVER HERE. NOTHING. GOOD. MS. LINDNER.

>> I'M GOING TO MESS UP OUR TIME USE.

I APPRECIATE WALKING THROUGH THIS AGAIN TO BRING US ALL BACK TO WHAT WE'RE SUPPOSED TO BE FOCUSING ON IN THESE MEETINGS.

[04:05:01]

THE STRUCTURE AND THE DATA AND THE REFERENCES, I APPRECIATE A LOT.

>> I THINK MS. POSE DID A REALLY NICE JOB OF PROVIDING US SOME ADDITIONAL DETAIL IN THIS FORMAT.

I THINK IT'S BEEN GOOD AT LEAST FOR ME TO BE ABLE TO LOOK AT IT AND SEE WHERE WE CAN IMPROVE AND AREAS WHERE WE CONTINUE TO GROW.

ANYBODY OVER HERE? NO. ANYBODY ON THE ZOOM?

>> EXCUSE ME.

>> I'M SORRY. YES, MA'AM.

>> I WAS JUST GOING TO MAKE ONE POINT ABOUT THE RECEIVER REPORT ON THE COST OF STAFF TIME DEDICATED TO SUPPORTING GOVERNANCE, NO LATER THAN THE ANNUAL SELF-EVALUATION.

IF IT'S 45 DAYS BEFORE THE SUPER.

THAT'S SEPTEMBER, WHICH IS PRETTY CLOSE.

ONE THING I TALKED TO ASHLEY, OUR COACH ABOUT WAS GETTING A REPORT IS JUST WHAT DOES IT MEAN? HAVING SOME BASELINE, HAVING SOME COMPARISON, UNDERSTANDING WHEN WE PULLED ON THE STAFF A LOT AND MAYBE WHEN WE HAVE, WHAT WAS GOING ON.

I THINK JUST A REPORT WITH NUMBERS ISN'T GOING TO MAKE SENSE TO US.

I DID TALK ABOUT HER TRYING TO GET US SOME DATA THAT WE CAN COMPARE IT TO.

>> GOOD. THEN YOU HAVE BEEN SUBCOMMITTEE TO BE IN CHARGE OF THE REPORT.

[LAUGHTER] THANK YOU FOR VOLUNTEERING.

I'M GOING TO GO BACK. I DON'T KNOW HOW I'LL GET BACK TO THE SCREEN.

HOW DO WE GO BACK TO ALL TAB? SORRY. I'M GOING TO GET US OUT OF THIS.

ANY OTHER COMMENTS, QUESTIONS, CONCERNS? LET'S MOVE ON.

I HAVE A MOTION TO ACCEPT THE BOARD'S QUARTERLY SELF-EVALUATION OR IS THERE A MOTION? [OVERLAPPING] I'M GOING TO GO WITH A NEW ONE.

I'VE GOT A MOTION TO APPROVE BY MS. LINDNER AND A SECOND BY MS. MENDOZA.

IF THERE'S NO FURTHER DISCUSSION, PLEASE VOTE.

NINE IN FAVOR, ZERO OPPOSED.

THE MOTION PASSES.

DO I HAVE A MOTION TO APPROVE TONIGHT'S CONSENT AGENDA BY CONSENSUS?

[CONSENT AGENDA]

I HAVE A MOTION BY MS. FLOWERS AND A SECOND BY MS. MENDOZA.

IS THERE ANY DISCUSSION? ON THE SIDE.

I KNOW I'M LOOKING OVER HERE. ANYBODY. I'M GOING TO LOOK OVER THERE.

NO ANYBODY OVER HERE. ANYBODY OVER HERE? ROLANDO?

>> JUST ONE COMMENT.

MY TABLET DOESN'T HAVE CHARGE, BUT I'M GLAD THAT WE'RE GOING TO BE ABLE TO APPROVE THE BARN FOR NORTHEAST FEEDER PATTERN.

GREAT NEWS IN ADDITION TO THE FACT THAT THERE'S NO DNF SCHOOLS THIS YEAR.

NORTHEAST YOU'RE LOOKING GOOD THIS YEAR. THANKS SO MUCH.

>> NORTH FORCE.

>> ANYTHING FROM MR. CAMPO OR MS. ARNOLD ON THE CONSENT AGENDA? ANYBODY ELSE? THEN PLEASE VOTE.

>> I VOTE YES.

>> THANK YOU. NINE IN FAVORS.

>> I ALSO VOTE, YES.

YOUR OPPOSED MOTION PASSES.

BEFORE WE GET THERE, DO WE NEED A BREAK OR WE'RE GOOD? GOOD. KEEP GOING, EVERYBODY.

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

SIR, THE FLOOR IS YOURS.

YOU'RE GOING TO DO A DEFINED AUTONOMY PRESENTATION FOR US.