>> ALL RIGHT. GOOD EVENING. [00:00:02] THIS MEETING IS NOW CONVENED AT 5:12 PM. [CALL TO ORDER] I WOULD LIKE TO ASK THAT EVERYONE PLEASE SILENCE YOUR CELLPHONES. A QUORUM OF THE BOARD MEMBERS IS PRESENT IN THE BOARD AUDITORIUM. THEY ARE FROM MY RIGHT ON THE PLATFORM FORM, CASSANDRA OZAN BANDY, MICHELLE CRUZ ARNOLD, JEANETTE GARZA LINER, MYSELF, AUDRE MOANAI, RICK CAMPO, ROLANDO MARTINEZ, PAUL MENDOZA, AND ADAM RAVAN. IF THERE ARE ANY ELECTED OFFICIALS HERE IN THE AUDIENCE THIS EVENING, PLEASE STAND AND BE RECOGNIZED. SEE ANYBODY? WE WILL NOW BE JOINED BY A MEMBER OF THE JUNIOR RESERVE OFFICER TRAINING CORPS TO LEAD OUR PLEDGES. I WOULD LIKE TO ASK THAT BOARD MEMBER RIVON PLEASE INTRODUCE TONIGHT'S PLEDGE LEADER. >>THANK YOU, PRESIDENT MENA THE LIEUTENANT COLONEL CHRISTIE ROSEL LONADZ, A SENIOR FROM THE HIGH SCHOOL FOR LAW AND JUSTICE, IS THE BATTLE BATTALION COMMANDER OF THE 15TH BATTALION, OVERSEEING 208 CADETS IN THE PROGRAM. SHE MAINTAINS A 4.0 GRADE POINT AVERAGE AND IS ENROLLED IN COLLEGE LEVEL COURSES WHILE BEING ACTIVELY INVOLVED IN HER SCHOOL. SHE'S A CHEERLEADER, A SCHOOL AMBASSADOR, CO CAPTAIN OF THE GIRLS FLAG FOOTBALL TEAM, AND CAPTAIN OF THE GIRLS SOCCER TEAM. WHEN SHE GRADUATES, SHE WILL LIKE TO ENLIST IN THE AIR FORCE, PURSUE A MASTER'S DEGREE, AND BE AN FBI SPECIAL AGENT. [NOISE] [APPLAUSE] HER HOBBIES INCLUDE PLAYING SPORTS, GOING TO THE GYM, AND PLANNING EVENTS. WELCOME, CADET LIEUTENANT COLONEL, KRISTI LONADZ. >>PLEASE RISE FOR A MOMENT OF SILENT MEDITATION. PLEASE REMAIN STANDING FOR THE PLEDGE OF ALLEGIANCE AND THE PLEDGE TO TEXAS BLACK. I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS. ONE NATION, UNDER GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL. HONOR THE TEXAS FLAG. I PLEDGE ALLEGIANCE TO THE TEXAS. ONE STATE, UNDER GOD, ONE AND INDIVISIBLE. YOU MAY BE SEATED. >>THANK YOU VERY MUCH. I WOULD LIKE TO ASK BOARD MEMBER ROLANDO MARTINEZ [RECOGNITIONS] TO READ OUR RECOGNITION IN HONOR OF HISPANIC HERITAGE. >>THANK YOU, MADAM PRESIDENT. WHEREAS HISPANIC ADMINISTRATORS, TEACHERS, AND STAFF ARE MAKING A LIFELONG DIFFERENCE IN THE LIVES OF OUR CHILDREN BY DEDICATING THEMSELVES TO PROVIDING THE TOP QUALITY EDUCATION ALL STUDENTS NEED TO SUCCESSFULLY PURSUE THEIR DREAMS, AND WHEREAS HISPANIC PARENTS, PTA, AND PTO MEMBERS AND VOLUNTEERS BRING TO OUR SCHOOLS A WEALTH OF KNOWLEDGE, LEADERSHIP, AND SUPPORT THAT ENHANCE LEARNING AND IMPROVE STUDENT OUTCOMES, AND WHEREAS HISPANIC STUDENTS ENRICH THE LIVES OF FELLOW STUDENTS AND THE ENTIRE COMMUNITY BY SHARING THEIR HERITAGE AND BY PROVIDING A UNIQUE PERSPECTIVE THAT BROADENS THE EXPERIENCE AND UNDERSTANDING OF ALL. NOW, THEREFORE, WE, THE SCHOOL BOARD AND THE SUPERINTENDENT OF SCHOOLS OF HOUSTON INDEPENDENT SCHOOL DISTRICT, DO HEREBY PROCLAIM SEPTEMBER 15 TO OCTOBER 15, 2024 AS HISPANIC HERITAGE MONTH IN HISD, AND WE ENCOURAGE ALL TO CELEBRATE THE RICH TRADITIONS OF THE HISPANIC CULTURE. AND WITNESS THEREOF ON THIS 12TH DAY OF SEPTEMBER 2024. >> THANK YOU, MR. MARTINEZ. WE WILL NOW HEAR FROM OUR REGISTERED SPEAKERS. [SPEAKERS TO AGENDA ITEMS] WE'LL BEGIN WITH PUBLIC OFFICIALS FOLLOWED BY STUDENT SPEAKERS, BOTH IN PERSON AND ON ZOOM. WE WILL THEN HEAR FROM IN PERSON SPEAKERS TO BOTH AGENDA AND HEARING OF THE COMMUNITY, FOLLOWED BY ALL REMAINING ZOOM SPEAKERS. PLEASE NOTE THAT SPANISH LIVE CAPTIONING IS AVAILABLE FOR THOSE VIEWING THE MEETING VIA LIVESTREAM AND LIVE SPANISH INTERPRETATION IS AVAILABLE IN PERSON IN THE AUDITORIUM. PUBLIC COMMENT DURING SCHOOL BOARD MEETINGS WILL ONLY BE AVAILABLE TO THOSE PERSONS WHO HAVE SIGNED UP TO SPEAK PRIOR TO THE MEETING TIME PER CURRENT PROTOCOL. VERBAL AND OTHER DISRUPTIONS BY PERSONS DURING SCHOOL BOARD MEETINGS ARE NOT ACCEPTABLE AS THEY INHIBIT THE BOARD'S ABILITY TO CONDUCT BUSINESS AND THE PUBLIC'S ABILITY TO OBSERVE THOSE PROCESSES. PERSONS WHO PARTICIPATE IN SUCH BEHAVIOR WILL BE GIVEN ONE MORNING AND IF THE BEHAVIOR IS REPEATED, THEY WILL BE ASKED TO LEAVE THE MEETING. WE HAVE 70 REGISTERED SPEAKERS THIS EVENING WHO WILL BE LIMITED TO 1 MINUTE EACH PER BOARD POLICY AS WE HAVE MORE THAN 30 PEOPLE SIGNED UP TO ADDRESS THE BOARD TONIGHT. WE ASK THAT YOU PLEASE STAY ON TOPIC AND REFRAIN FROM NAMING INDIVIDUALS, ESPECIALLY STUDENTS AS THEIR IDENTITY IS PROTECTED UNDER THE LAW, BUT YOU MAY NAME YOUR OWN CHILD. I ASK THAT YOU PLEASE RESPECT OUR PROCEDURES AND THE OTHER SPEAKERS AND END YOUR COMMENTS PROMPTLY WHEN YOUR TIME HAS EXPIRED AND THE TIMER RINGS. PLEASE ALSO IDENTIFY YOURSELF IN YOUR TOPIC WHEN YOU STEP TO THE MICROPHONE. I BELIEVE WE ARE GOING TO START WITH ELECTED OFFICIALS, BUT I DON'T SEE MR. SAVANT MORE HERE OR MR. GOMEZ. [00:05:08] IS MR. GOMEZ ON ZOOM? OKAY. WE WILL CALL HIM AS HE IS AVAILABLE. WE HAVE A FEW STUDENT SPEAKERS THIS EVENING. SO LET'S START PLEASE. LET'S START WITH OUR STUDENT SPEAKERS THIS EVENING. AND I HAVE BRIN KAB AS OUR FIRST STUDENT SPEAKER. AND THEN OUR NEXT STUDENT SPEAKER I HAVE IS ELEANOR GARZA. >> MR. MILES. ME AGAIN, I'M THE GIRL WHO KEEPS CHALLENGING YOU TO BE A BETTER HUMAN. I THOUGHT I WOULD CLARIFY THAT STATEMENT A BIT. WHEN I SAY BE A BETTER HUMAN, I AM URGING YOU TO BE COMPASSIONATE AND TO UNDERSTAND OUR SCHOOL COMMUNITIES. I AM URGING YOU TO WORK WITH TEACHERS AND ADMINISTRATORS TO GET WHAT STUDENTS NEED TO SUCCEED IN LIFE, NOT TO MERELY PASS A TEST. THE NES MODEL THAT YOU TAUNT AS BEING SUPERIOR IS A SUFFOCATING LEARNING AND BOXING IT IN TO WORKSHEET AFTER WORKSHEET. IF YOU'RE A GT STUDENT AND YOU FINISH YOUR CLASSWORK, WHAT'S YOUR AWARD? ANOTHER WORKSHEET IN THE TEAM CENTER, WHICH USED TO BE A LIBRARY. SHOCKING FACT HERE, IN HISD, 144 OUT OF 274 SCHOOLS DON'T HAVE FUNCTIONING LIBRARIES. THAT'S 52%. IN SCHOOL, THAT WOULD BE FAILING. MR. MILES, I'M NOT YOUR APPRAISER, BUT THE BOARD IS, AND YOUR TIME HERE HAS BEEN SO OBVIOUSLY INEFFECTIVE. YOU'RE BUILDING A WORKFORCE OF PEOPLE WHO WON'T BE ABLE TO ANALYZE ANYTHING BEYOND THE FOUR MULTIPLE CHOICE QUESTIONS THAT ARE ON THE PAGE IN FRONT OF THEM. BE A BETTER HUMAN. PLEASE DO BETTER. >> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS ELEANOR GARZA. HOLD ON ONE SECOND. I CAN'T HEAR YOU. LET'S START OVER. GO AHEAD. >> MANAGER. MY NAME IS ELEANOR GARZA AND I'M IN THIRD GRADE. I WANTED TO TALK ABOUT THE WORK WE DO IN CLASS. SOMETIMES HISD WORKSHEETS HAVE MISTAKES IN THEM. AS AN EXAMPLE, THIS WEEK I WAS COMPLETING AN HISD WORKSHEET, AND I COULDN'T FIGURE OUT THE ANSWER NO MATTER HOW HARD I TRIED. I GOT FRUSTRATED THAT I STARTED CRYING BECAUSE I THOUGHT I WASN'T SMART ENOUGH. IT TURNS OUT THE HISD WORKSHEET HAS SEVERAL TYPOS IN THE QUESTION. I WISH THE PEOPLE WHO MAKE THE WORK COULD CHECK IT BETTER. SO KINDS LIKE ME DON'T FEEL SO UPSET. BOARD OF MANAGERS, CAN I HAVE YOUR SUPPORT ON IMPROVING THE HISD WORKSHEETS. THANK YOU. >> THANK YOU. [APPLAUSE] I SEE MR. SAVANT MORE HAS JOIN US. I'M GOING TO LET A COUPLE OF OTHER STUDENT SPEAKERS, AND THEN, IS THAT OKAY? OKAY. GREAT. ANALIA ESPINOZA. IS SHE HERE? >> HI, MY NAME IS ANALIA. SOME OF YOU THAT KNOW ME, MAY KNOW THAT I ATTENDED D BAKE HIGH SCHOOL JUST LAST YEAR. HOWEVER, I AM NOW A SOPHOMORE ATTENDING THE HIGH SCHOOL FOR LAW AND JUSTICE, A NON NES SCHOOL. FOR ONCE OF MY LIFE, I FEEL LIKE I'M GROWING AND CREATING A COMMUNITY IN MY LIFE, WALKING THROUGH THE HALLS TO ADMIRE THE ART ON THE WALLS AND THE REPRESENTATION OF OUR SCHOOL, BEING ABLE TO ENJOY THE FREEDOM OF BEING ABLE TO BE HEARD NOT JUST AS A STUDENT, BUT A MEMBER OF THE FAMILY AT HSLJ. I REMEMBER THAT DURING THE FIRST WEEK, I'D GET PICKED UP AND HAVE NOTHING LESS THAN EXCITEMENT WHEN SHARING MY POSITIVE EXPERIENCES THERE. HOWEVER, WHEN WE WOULD GO PICK UP MY SISTER, IT WOULD BE THE COMPLETE OPPOSITE. SHE WOULD HAVE COMPLAINTS ABOUT NOT GETTING TO KNOW THE KIDS DURING THE FIRST WEEK, BUT RATHER DOING WORK SHEETS ON THE VERY FIRST DAY OF SCHOOL. BECAUSE OF THIS, SHE TOLD US THAT IT WAS DIFFICULT TO MAKE FRIENDS BECAUSE THEY WERE NOT ALLOWED TO SPEAK TO EACH OTHER. NOT ONLY THAT, BUT SHE ALSO HAD COMPLAINTS ABOUT A TEACHER THAT I CANNOT NAME DUE TO PRIVACY PURPOSES, HAVING TREATED HER DIFFERENTLY, NOT ALLOWING HER TO USE A RESTROOM DESPITE OTHER KIDS BEING ALLOWED TO GO. MY SISTER HAD TOLD US BEFORE THAT SHE FEELS AS IF SHE'S BEING WATCHED CONSTANTLY. BUT WHILE AT OUR SCHOOL, WE HAVE BOOKS SLAMMED ALONG THE WALLS AROUND OUR SCHOOL. [INAUDIBLE] >> THANK YOU. [APPLAUSE] [BACKGROUND] OUR NEXT STUDENT SPEAKER IS SOPHIE GRACE ROJAS. >> HELLO, IT'S ME AGAIN. I JUST WANTED TO SAY THAT MY SCHOOL IS OWNED BY MIKE MILES. [00:10:02] I KNOW IT'S EMBARRASSING. BUT DO YOU KNOW WHAT MIKE MILES DOES? I MADE A LIST OF IT SO YOU CAN SEE HOW SILLY IT IS. HERE'S A STORY HOW OUR SCHOOL IS GOING THIS YEAR. FIRST DAY OF SCHOOL WAS HORRIBLE. I DIDN'T EVEN GET TO INTRODUCE MYSELF. WE ONLY WENT STRAIGHT TO WORK. ON THE FIRST DAY OF SCHOOL, REALLY, YOU COULD DO BETTER, BY THE WAY. ALSO, I HAVE A TEACHER. I'M NOT GOING TO SAY HER NAME. SHE WAS NICE, BUT THEN SHE TURNED RUDE. I'M SURE IT'S BECAUSE SHE'S FRUSTRATED WITH THE TIME OR TWO WHEN I ASKED TO USE THE RESTROOM, SHE SAID, AFTER SHE DOES THE ATTENDANCE AND I WAITED AND SHE WASN'T CALLING OUT NAMES. TWO GIRLS WENT AND WHEN THEY CAME BACK, I ASKED TO USE THE REST ROOM AGAIN BECAUSE I STILL HAVEN'T USED IT. SO I WAS HOLDING IT. THE LESSON WAS ABOUT TO START, AND I ASKED HER IF I COULD USE THE RESTROOM AGAIN [INAUDIBLE] >> THANK YOU. OKAY. [APPLAUSE] MR. MOORE. THANK YOU FOR JOINING US. >> GOOD EVENING TO THE FAMILY. YOU HAVE MY CONDOLENCES. I AM GOING TO ASK THAT THE LEADERSHIP OF HISD, CAN YOU GO TO EVERY SCHOOL AND PHYSICALLY MAKE SURE THAT THERE IS AN AD THAT IS WORKING SO THAT THEIR SON IS NOT IN VAIN. I SAID THAT HE WILL BE A WORLD CHANGER AND IT STARTS WITH THIS DISTRICT. FOR DISTRICT 2, THERE'S STILL CHILDREN FOUR WEEKS IN THAT DO NOT HAVE TRANSPORTATION TO GET TO THEIR SCHOOL. WE'RE TAKING KIDS EVERY DAY TO GET TO SCHOOL. I'VE DONE THE RIGHT THING. I WENT THROUGH SUNRISE. I E-MAILED, I WENT THROUGH THE DIVISION LEADERSHIP, AND STILL WHEN I GET AN E-MAIL, THERE'S NO UPDATE FROM ROUTING. CAN YOU PLEASE ADDRESS THAT? LASTLY, I'M ASKING THAT THERE BE A DISTRICT WIDE POLICY FOR CLEAR BACKPACKS AND METAL DETECTORS INSTALLED BECAUSE THERE SHOULD NOT BE ON THE NEWS BELAIR HIGH SCHOOL. THERE SHOULDN'T BE A CHILD PARENT CONTACTING ME ABOUT AN ISSUE AT FOREST BROOK MIDDLE SCHOOL. AND SO IT'S IMPERATIVE THAT WE BE LEADERS IN THIS NATION TO PREVENT ANOTHER PRESS CONFERENCE FROM EVER HAPPENING AGAIN IN THIS DISTRICT. SO I'M ASKING THAT YOU AS LEADERS DO THE RIGHT THING. CONGRATULATIONS ON YOUR BOARD DIRECTOR POSITION AND MAKE SURE THAT WHAT YOU DID LAST WEEK WAS VERY IMPORTANT, MAKE SURE THAT THE AUDIT COMMISSION STILL DOING PUBLIC TRANSPARENCY IS VERY IMPORTANT. AND ONCE AGAIN, YOU HAVE MY CONDOLENCE, I NEED ALL OF ALL. SO REMEMBER THAT THIS FAMILY NEEDS THEIR PRAYERS. THEY NEED THAT SUPPORT BECAUSE IT'S NOT EASY TO LOSE A CHILD. AND SO WE STAND IN SOLIDARITY WITH THEM TODAY. AND AFTER THIS BOARD MEETING FOR GOD BLESS ALL AND GOD BLESS HISD >> THANK YOU, MR. MOORE. >> SAY HIS NAME. >> THE BOARD WOULD RECOGNIZE THE PEYTON FAMILY BEING HERE THIS EVENING AND SEND OUR CONDOLENCES. THANK YOU, SIR. OKAY. I DON'T SEE ANY OTHER STUDENT SPEAKERS THIS EVENING. OKAY. LET'S DO THE STUDENT SPEAKERS ON ZOOM. >> WE SHOULD HAVE NAYA DART AND SUJAN DART. IT'S FOR THE STUDENTS. >> I'D LIKE TO LET YOU KNOW THAT AYA OSA IS A STUDENT SPEAKER AND SHE'S WITH US AS WELL. HERE'S NAYA. >> HI. MY NAME IS NAYA AND I'M A FOURTH GRADER HERE. I LOVE MY SCHOOL BECAUSE I HAVE GREAT TEACHERS, SAFE CLASSROOMS, AND FRIENDS. BUT I'M WORRIED ABOUT THE 2.5 MILLION DOLLAR YOU WANT TO SPEND ON YOUR ENGINEERING SURVEYS. THAT MONEY COULD BE USED FOR THINGS WE REALLY NEED, LIKE MAKING SURE OUR CLASSROOMS ARE COOL, [00:15:01] FIXING THINGS THAT ARE BROKEN OR HELPING US GET READY FOR COLLEGE ONE DAY. BUT IF THE BOND ISN'T PASSED, THE MONEY WOULD COME FROM THE FUNDS THAT HELP US, NOT JUST SURVEYS. PLEASE THINK ABOUT OUR FUTURE AND MAKE SURE THE MONEY GOES TO WHERE IT HELPS US THE MOST RIGHT HERE IN OUR SCHOOLS FOR LEARNING AND KIDS LIKE ME. THANK YOU. >> THANK YOU. [APPLAUSE] >> GUESS WHAT, MR. MILES? YOU'RE FAMOUS, BUT NOT ONLY IN THE HOODS. YOU'VE MADE A WIKIPEDIA PAGE, IT'S ALL ABOUT THE TAKEOVER. THERE'S SOME PRETTY [INAUDIBLE] IT. MR. MILES YOU'VE BEEN DESCRIBED AS A CHARTER SCHOOL LEADER AT FIRST, WHICH MUST BE A GREAT EXPLANATION FOR WHY YOU WERE CHOSEN TO LEAD ONE OF THE BIGGEST PUBLIC SCHOOL DISTRICTS IN THE COUNTRY. THE BOM IS DESCRIBED AS MOSTLY PARENTS OF HISD STUDENTS, AND A LATER DETAIL WAS THAT ONLY ONE EDUCATOR WITH A CLASSROOM EXPERIENCE WAS SELECTED. IT ALSO STATES THAT THE BOARD MEMBERS HAVE CHOSEN TO BE LESS RESPONSIVE TO COMMUNITY CONCERNS, CHOOSING TO PROVIDE [INAUDIBLE]. A DIFFERENT ARTICLE STATED, "MIKE MILES REMINDED ME THAT SCHOOLING ISN'T ABOUT LISTENING TO STUDENTS." I GUESS THIS JUST SHOWS HOW WE, STUDENTS AND TEACHERS, NEVER PICK THE BOARD OURSELVES. THIS WAS ALL YOU AND THE TEA. WE DON'T HAVE A SAY ANY OF THIS, IT'S JUST A CHARTER LEADER AND BOARD MEMBERS WITH LITTLE TEACHING EXPERIENCE. NO TRUST, NO BOND. [APPLAUSE] >> I'M SORRY, HONEY. CAN YOU JUST TELL US YOUR NAME? >> I'M ARIA OZZA. >> OKAY. THANK YOU. GO AHEAD. >> WHEN YOU SEARCH OF HISD TAKEOVER, THE FIRST THING THAT POPS UP IS AN AI OVERVIEW THAT SUMMARIZES INFORMATION FROM DIFFERENT ARTICLES. IT STATES THE TAKEOVER WAS AN ATTEMPT TO IMPROVE SCHOOLS THAT HAD DIFFICULTY MEETING STATE STANDARDS. BUT THE TAKEOVER HASN'T IMPROVED ANYTHING. LIBRARIES ARE BEING REPLACED BY DETENTION CENTERS. ONE HUNDRED FIFTY FOUR PRINCIPAL CHANGES HAVE BEEN MADE SINCE JUNE 2023. TEACHERS ARE FIRED IF THEY'RE CERTIFIED AND HIRED IF THEY'RE NOT CERTIFIED. EITHER WAY, MOST HISD EMPLOYEES CANNOT SPEAK UP FOR THE FEAR OF THEM LOSING THEIR JOBS. MR. MILES HAS TAKEN AWAY ANYTHING THAT MAKES SCHOOL ENJOYABLE FOR EVERYBODY AND REPLACING THAT WITH FEAR. EVEN IF HE SAYS IS TO IMPROVE OUR DISTRICT, SO THAT WE DON'T TRUST. NO TRUST, NO BOND. [APPLAUSE] >> THANK YOU. DOES THAT CONCLUDE OUR STUDENT SPEAKERS? ONE MORE? OKAY. ADIDAS H. BETNER? >> I DID. >> GO AHEAD AND START. >> I CAN HEAR THE BACKGROUND. >> ONE SECOND. >> WE'RE READY. >> SORRY. >> NO PROBLEM. >> WE'RE JUST HAVING SOME TECH ISSUES. HOLD ON. THERE YOU GO. GO AHEAD. >> CAN I START? >> YES. GO AHEAD. >> MY NAME IS ADIDAS H. BETNER AND I'M A FIFTH GRADER AT COZAD ELEMENTARY. DID YOU KNOW DATA CAN BE USED FOR EVIL ESPECIALLY IN SCHOOLS? WHEN WE FOCUS TOO MUCH ON TEST SCORES, PEOPLE SOMETIMES CHEAT OR DO THINGS JUST TO MAKE NUMBERS LOOK GOOD. FOR EXAMPLE, INCREASING FROM 6%-10% MIGHT SEEM GREAT, BUT IF THERE WERE SIX KIDS DOING WELL OUT OF 100 AND NOW IT'S FIVE OUT OF ONLY 20 KIDS, THEN 80 KIDS ARE MISSING. THAT FOUR POINT INCREASE ALSO HAS A HUGE DROP IN STUDENTS TAKING THE TEST. WHERE DID THOSE 80 KIDS GO? REMEMBER, STUDENTS ARE MORE THAN A TEST SCORE. WHEN SCHOOLS FOCUS ONLY ON NUMBERS, THEY FORGET WHAT REALLY MATTERS; HELPING US GROW, BE CREATIVE, LOVE READING, AND FEEL SAFE. LET'S STOP CHASING BAD DATA AND START CARING MORE ABOUT STUDENTS LIKE ME AS REAL PEOPLE WITH DIFFERENT TYPES OF TALENTS AND DREAMS. NO TRUST, NO TRANSPARENCY, NO BOND. [APPLAUSE] >> THANK YOU. I THINK THAT CONCLUDES OUR STUDENT SPEAKERS. I THINK OUR SPEAKERS HAVE IDENTIFIED THEMSELVES WITH THE NUMBER OF 1-10, IF THE FOLKS WHO ARE 1-10 WOULDN'T MIND COMING FORWARD THAT WOULD BE GREAT. OUR FIRST SPEAKER IS CARMEN NUNCIO. WE'LL CALL YOU IN THE ORDER IN WHICH YOU ARRIVED THIS EVENING. YES, MA'AM. >> GOOD EVENING. MY NAME IS CARMEN NUNCIO. I'M HERE TO LET YOU ALL KNOW THAT I AM WORRIED ABOUT OUR KINDERGARTENS. THE WAY THAT YOU ALL ARE TRYING TO TEACH THEM IS NOT THE RIGHT WAY. THE TEACHERS ARE SO STRESSED OUT WHEN Y'ALL SEND PEOPLE AND THEY'RE INTERRUPTING THEM TO TELL THEM WHAT THEY SHOULD DO. IT JUST HURTS MY HEART WHAT HAPPENED TO THE STUDENT AT MARSHALL MIDDLE SCHOOL. SAFETY SHOULD BE YOUR TOP PRIORITY AT ALL SCHOOLS. ANOTHER THING THAT I WOULD LIKE TO SAY, YOU'RE NOT ABOUT EDUCATION ANYMORE, YOU'RE ABOUT THE ALMIGHTY DOLLAR, THE POWER, THE CONTRACT. [00:20:02] WHY SHOULD OUR KIDS HAVE TO PAY FOR THE POLITICS THAT GOES ON UP HERE? ANOTHER THING, I AM HOPING AND PRAYING THAT OUR ELECTED OFFICIALS AND OUR BUSINESS PARTNERS ARE NOT GOING TO GO FOR THE BOND BECAUSE THERE'S MONEY IN IT FOR THEM. I AM HOPING THAT'S NOT GOING TO HAPPEN. BECAUSE THEY'RE GOING TO SELL OUT OUR KIDS. >> THANK YOU. >> ONE MORE THING. >> NO TRUST, NO BOND. >> OUR NEXT SPEAKER IS LISA WEISS. >> MY NAME IS LISA WEISS. >> WAIT, THE MIC IS NOT ON. >> MY NAME IS LISA WEISS AND I'M A PHYSICIAN AND A HISD PARENT. UNFORTUNATELY, IT TOOK A TRAGEDY TO REVEAL THAT OVER 170 AEDS IN THE DISTRICT ARE NOT WORKING, AND THAT SOME OF THE SCHOOLS LACK PERSONNEL TRAINING IN CPR. THERE'S A DOSE RESPONSE RELATIONSHIP WITH BYSTANDER CPR AND SURVIVAL. ACCORDING TO RECENT STATISTICS, 22% OF INDIVIDUALS RECEIVING BYSTANDER CPR WITHIN THE FIRST MINUTES SURVIVED A HOSPITAL DISCHARGE. HOWEVER, AFTER 10 MINUTES, THAT NUMBER DROPS TO 10%. NOT EVERYONE THAT RECEIVES CPR NEEDS DEFIBRILLATION. HOWEVER, IF WARRANTED EARLY DEFIBRILLATION IN LESS THAN TWO MINUTES INCREASES YOUR SURVIVAL TO 60%. HOWEVER, THAT NUMBER DROPS TO ONLY 35% AFTER FIVE MINUTES. IT IS UNACCEPTABLE THAT THERE ARE NON FUNCTIONING AEDS ON CAMPUSES. WE NEED TRANSPARENCY AND ACCOUNTABILITY TO ENSURE THAT OUR CHILDREN ARE SAFE. IT IS IMPERATIVE THAT NON WORKING AEDS ARE SERVICED IMMEDIATELY AND THAT THERE ARE INDIVIDUALS ON EACH CAMPUS THAT ARE CPR TRAINED. WE NEED TO FILL OUR NURSE VACANCIES NOW, OUR CHILDREN DESERVE BETTER. [APPLAUSE] >> THANK YOU. OUR NEXT SPEAKER, MS. EAGLETON. >> I'M SPEAKING ABOUT AGENDA ITEM 14 ABOUT THIS POLICY CHANGE. WE'RE GOING TO HAVE A BIG YARD SALE, SELL OFF PROPERTY TO PAY FOR WASTEFUL SPENDING. THIS IS INSANE. I CANNOT BELIEVE PEOPLE WITH YOUR RESUMES ARE AGREEING TO SUCH A CRAZY IDEA. THERE'S A REASON WHY THAT MONEY NEEDS TO GO INTO THE CAPITAL RENOVATION FUND AND NOT TOWARDS BUYING DESKS AND MONITORS AND ALL SORTS OF STUFF THAT MR. MILES HERE HAS PRIORITIZED. AS A COMMUNITY, WE DON'T WANT THIS. DO NOT SELL OFF OUR LAND SO THAT WE CAN ENGAGE IN WASTEFUL SPENDING. YOUR CONSTRAINT NEEDS TO BE FISCAL RESPONSIBILITY AND ONLY SPENDING MONEY YOU HAVE. NO TRUST, NO BOND. [APPLAUSE] >> THANK YOU. MS. DONIS. >> BEFORE I GET STARTED, MIKE MILES, I BOUGHT AN ORANGE CONE, SO WHEN YOU NEED TO GO TO THE REST ROOM, LET ME KNOW, I'LL GO GET IT FROM THE CAR. MY NAME IS KATHY DONIS. I AM READING THIS LETTER ON BEHALF OF A FORMER STUDENT NAMED LUPITA MARTINEZ WHO THRIVED UNDER HISD'S EDUCATION SYSTEM PRIOR TO NES. PROGRAMS LIKE THE MAGNET PROGRAM AND EMERGE LED LUPITA TO EXPLORE THE ART SPORTS AND SECONDARY EDUCATION AS A LOW INCOME FIRST GENERATION STUDENT OF COLOR. HOWEVER, IT DEEPLY CONCERNS LUPITA TO WITNESS HOW THE DISTRICT'S CURRENT PRACTICES ARE AFFECTING TODAY'S STUDENTS. THE DECLINE IN THE QUALITY OF EDUCATION AND THE WORSENING TREATMENT OF STUDENTS HAVE BECOME INCREASINGLY APPARENT. THE ENVIRONMENT WHICH WAS ONCE NURTURING AND HELPFUL IS NOW CONTRIBUTING TO HIGH LEVELS OF ANXIETY AND DEPRESSION AMONG STUDENTS, SINCE CLASSES LACK QUALITY TEACHERS AND MATERIAL. THE SUPPORTING OF OPPORTUNITIES THAT WERE ONCE ALLOWED TO LUPITA AND HER CLASSMATES ARE NO LONGER AVAILABLE TO THOSE MOST IN NEED. NO TRUST, NO BOND. [APPLAUSE]. >> THANK YOU. OUR NEXT SPEAKER IS KATHI BEASLEY. >> HI, MY NAME IS KATHI BEASLEY. I'M A FORMER TEACHER AT HISD. HERE WE GO AGAIN WITH A THREE-RING CIRCUS YOU LIKE TO CALL A DISTRICT. WHAT HAS GONE ON HERE IS PITIFUL, AND THAT'S WHY I'M HERE TO SPEAK. I WANT TO BE ON THE RIGHT SIDE OF HISTORY, AND THAT IS CLEARLY NOT YOUR SIDE. THIS PAST YEAR I WATCHED UNPROFESSIONALISM BE ENCOURAGED AND REWARDED. I SAW STUDENTS CONCERNED, CONFUSED, AND CONSTANTLY WORRIED ABOUT WHAT WAS HAPPENING AROUND THEM. I SAW TEACHERS I VALUED REBUKED FOR NOT HAVING THE RIGHT DOL. THIS IS NOT ABOUT MAKING SCHOOLS BETTER FOR CHILDREN. I'VE HEARD STORIES FROM PARENTS ABOUT THEIR CHILDREN CRYING BECAUSE THEY DON'T WANT TO GO TO SCHOOL, SCHOOLS THEY USED TO LOVE. YOU HAVE ALLOWED SOME OF THE MOST REPREHENSIBLE PEOPLE TO TAKE CHARGE OF THE MOST VULNERABLE IN OUR COMMUNITY, THE KIDS. >> PREACH. >> YOU HOLD THE FATE OF THEIR PRECARIOUS AND UNCERTAIN ACADEMIC LIVES IN YOUR HANDS. I IMPLORE THE BOARD TO LISTEN TO HUNDREDS OF PEOPLE WHO HAVE BEEN UP HERE SPEAKING FOR THE LAST YEAR AND WAKE UP. NO TRUST, NO BOND. [APPLAUSE] >> THANK YOU. OUR NEXT SPEAKER IS TRISTA BISHOP WATT. [00:25:05] >> GOOD EVENING. I'M TRISTA BISHOP WATT REPRESENTING HOUSTON GPS. PREPARING STUDENTS WITH THE SKILLS THEY NEED TO THRIVE AFTER GRADUATION IS THE MOST FUNDAMENTAL PURPOSE OF PUBLIC EDUCATION. I WANT TO COMMEND THE BOARD FOR SETTING A RIGOROUS GOAL THAT AIMED AT SUPPORTING STUDENTS TO BE BOTH COLLEGE AND CAREER READY. WE APPRECIATE THAT THE DISTRICT IS ON TRACK FOR ITS CCMR GOAL AND PROGRESS MEASURES. THESE DATA ARE LAGGED AND DO NOT REFLECT THE RECENT DATA BACK CHANGES THE DISTRICT HAS BEEN IMPLEMENTING. IN PARTICULAR, I WANT TO HIGHLIGHT THE DISTRICT'S OPT OUT SCHEDULING PROCESS, WHICH SHOULD ALLOW MORE STUDENTS TO TAKE ADVANCED COURSES. RESEARCH SHOWS THAT ACCESS TO THESE COURSES INCREASES COLLEGE COMPLETION, AND MAINTAINING AN OPT OUT POLICY CAN BE A CRITICAL TOOL FOR ENSURING EQUITABLE OPPORTUNITIES FOR ALL THE STUDENTS. WE ALSO KNOW THAT THERE IS STILL WORK TO BE DONE TO ELIMINATE ACHIEVEMENT GAPS THAT STUDENTS FACE AND LOOK FORWARD TO MORE INFORMATION ABOUT HOW THE DISTRICT IS SUPPORTING SPECIFIC POPULATIONS OF STUDENTS, ESPECIALLY EMERGENT BILINGUAL AND STUDENTS WITH DISABILITIES WHO FACE THE DEEPEST GAPS ACROSS EACH OF THE MEASURES. THANK YOU. >> THANK YOU. OUR NEXT SPEAKER IS DR. HOFFMAN LOCH. >> JUST TO REMIND YOU MY PHD IS IN SCHOOL PSYCHOLOGY, WHICH IS RELEVANT TO THIS. STUDENTS WITH MEDICAL OR PSYCHOLOGICAL CONDITIONS THAT IMPACT THEIR ABILITY TO ATTEND SCHOOL IN PERSON ARE PROVIDED WITH HOMEBOUND INSTRUCTION. THE HOMEBOUND TEACHERS VISIT IS USUALLY THE ONLY PERSONAL CONTACT THAT THEY HAVE WITH THEIR SCHOOL. FOR STUDENTS WITH PSYCHOLOGICAL CONDITIONS, THE ONLY WAY TO REBUILD THE TRUST THAT WILL ENABLE THEM TO RETURN TO SCHOOL IS THROUGH DEVELOPING POSITIVE RELATIONSHIPS WITH SCHOOL STAFF, AND THAT BEGINS WITH A HOMEBOUND TEACHER. ITEM 12 WOULD REPLACE HOMEBOUND TEACHERS WITH REMOTE CONFERENCING. THE MESSAGE TO HOMEBOUND STUDENTS IS YOU ARE NOT IMPORTANT ENOUGH FOR US TO SEND A TEACHER TO YOU IN PERSON. MEETING YOUR NEEDS COST TOO MUCH, OR TO QUOTE MR. MILES, "IT'S NOT A GOOD RETURN ON INVESTMENT." THE THING IS, IN PUBLIC EDUCATION, IT'S NOT ABOUT FINANCIAL INVESTMENT, IT'S ABOUT INVESTING IN CHILDREN AND OUR FUTURE AND THAT CANNOT BE MEASURED IN DOLLARS. IT IS MEASURED BY THE POSITIVE IMPACT ON CHILDREN'S LEARNING EXPERIENCES AND RELATIONSHIPS. REMOTE INSTRUCTION DEPRIVES HOMEBOUND STUDENTS OF WHAT THEY NEED MOST, WHICH IS PERSONAL CONTACT WITH THE TEACHER WHO CARES ABOUT THEM AND DOESN'T ASSESS THEIR VALUE IN FINANCIAL TERMS. [APPLAUSE] >> THANK YOU. OUR NEXT SPEAKER IS CLAIRE NUCHTERM. YES, MA'AM. >> MY NAME IS CLAIRE NUCHTERM AND I'M HERE TO SPEAK ON YOUR AGENDA ITEM ON TEACHER EFFECTIVENESS. I SPEAK AS AN EDUCATOR WHO HAS TAUGHT AT CHARTER DISTRICT AND PRIVATE SCHOOLS. BASED ON THIS, IT'S CLEAR TO ME THAT MIKE MILES IS TRYING TO TURN HISD INTO NO EXCUSES STYLE CHARTER SCHOOLS. I SPENT THE FIRST THREE YEARS OF MY CAREER TEACHING AT WHAT IS WIDELY SEEN AS THE BEST CHARTER SCHOOL IN THE NORTH EAST ON COMMON SCHOOLS IN NEWARK, NEW JERSEY. WE WERE APPLAUDED BECAUSE OF OUR HIGH TEST SCORES AND HOW ORDERLY OUR SCHOOLS WERE. WHAT NO ONE TALKED ABOUT WAS HOW JOYLESS OUR SCHOOL WAS. HOW STUDENTS AND TEACHERS WERE FORCED TO SUPPRESS THEIR PERSONALITIES, BECAUSE OUR FOCUS 100% OF THE YEAR WAS ON TEST SCORE PERFORMANCE. WE DIDN'T HAVE LIBRARIES JUST LIKE NES SCHOOLS. THOSE CONSTANT OBSERVATIONS AND COMPARISONS OF TEACHERS HAVE RESULTED IN ME STILL HAVING NIGHTMARES EIGHT YEARS LATER. IF YOU CARE AT ALL ABOUT TEACHER EFFECTIVENESS, YOU WOULD TRUST YOUR TEACHERS AND GIVE THEM AUTONOMY AND PROFESSIONAL DEVELOPMENT THAT THEY'RE INTERESTED IN. >> THANK YOU. OUR NEXT SPEAKER IS CHRISTY BREWSTER. >> GOOD EVENING. I'M CHRISTINE MICHELLE BREWSTER, RETIRED SCHOOL NURSE, 35 YEARS, UNDER THE HEALTH AND WELLNESS AND SAFETY. I'M HERE TO THANK THE REGISTERED NURSES WHO CHOSE SCHOOL NURSING. IT'S KNOWN THAT IN 77030, THEY WANT YOU NURSES. WHY? BECAUSE THEY RESPECT YOU BY PAYING FOR YOUR NURSING EXPERTISE. BUT THE STUDENTS IN HISD, THEY NEED YOU. THANKS FOR SACRIFICING, BEING FROM A FRONTLINE CAMPUS DIRECTION FROM A NON HEALTHCARE PERSON, THE HIGH PATIENT RATIO AND JUST THE ACADEMIC CHAOS. BUT THANK YOU FOR BEING THERE BECAUSE THAT ASTHMATIC NEEDS YOU, THAT DIABETIC NEEDS YOU, THAT OHI NEEDS YOU. JUST LIKE THE RNS OVER AT FUNDER AND BROWN SEEING ABOUT A PATIENT, RN AT THE PUBLIC SCHOOL NEEDS TO BE SEEING ABOUT STUDENTS. MEDICAL ASSISTANT CAN'T DO THAT, BECAUSE THEY DON'T HAVE THE EDUCATIONAL EXPERTISE. IN RN IS WHERE YOU NEED TO BE NURSES. THANK YOU FOR BEING THERE. FOLLOW THE NURSE PRACTICE ACT. CLASSIFY IT, CLARIFY IT, NOTIFY IT, AND [INAUDIBLE].[APPLAUSE] >> THANK YOU. OUR NEXT SPEAKER IS LIZ MCCUNTISH? >> MAKENTOSH. >> MAKENTOSH? >> YES. THANK YOU FOR ALLOWING ME TO SPEAK TO YOU TODAY. [00:30:05] I'M HERE TO ADDRESS A PRESSING ISSUE AFFECTING OUR YOUNGEST AND MOST VULNERABLE STUDENTS, OUR ELEMENTARY REFUGEE CHILDREN. THE LACK OF BUS RESOURCES, IN PARTICULAR IS CAUSING UNDUE HARDSHIP ON THIS POPULATION. ALLOW ME TO SHARE THE STORY OF A FAMILY I KNOW AND I AM CLOSE WITH. LET'S CALL THEM THE AHMEDS. THEY ARRIVED IN THE US LESS THAN SIX MONTHS AGO FLEEING HARDSHIP AND TRAUMA. THEY HAVE A CHILD WITH SIGNIFICANT SPECIAL NEEDS. SINCE THEIR ARRIVAL, THEY HAVE FACED A MYRIAD OF CHALLENGES. IMAGINE BEING A MOTHER, WHO DOES NOT YET SPEAK THE LANGUAGE WITH THREE ELEMENTARY AGE CHILDREN AND A HUSBAND LOOK OUT LOOKING FOR WORK. IMAGINE HAVING TO SETTLE IN WITH THEIR ELDEST CHILD RECOVERING FROM SURGERY AND YET NOT HAVING BUSES, BECAUSE YOUR REFUGEE CAMP IN LEBANON HAD ACCESS TO BUSES, BUT THE BUSES HERE ARE NON EXISTENT. THIS IS THE REALITY FOR THE AHMEDS AND MANY LIKE THEM IN OUR CURRENT POLICY OF MAKING STUDENTS WITHIN TWO MILES [INAUDIBLE]. >> THANK YOU. I SEE MR. KANDIDA HAS ARRIVED. WAS HE READY TO SPEAK? HE WAS ON THE LIST. OKAY. LET'S GO. YOU CAN START. MY NAME IS LUCA CANDIDA. MR. MILES WAS APPOINTED TO IMPROVE HOUSTON ISD. INSTEAD OF THAT, HE'S BREAKING IT. >> A LOT OF KIDS DON'T HAVE LIBRARIES OR LIBRARIANS IN SCHOOLS. SOME KIDS HAVE TEACHERS WITHOUT CERTIFICATION, AND THE MONEY IS SPENDING IN THE WRONG THINGS. A FAMILY THAT WE KNOW, BOTH PARENTS ARE TEACHERS, AND THEY MOVED TO AUSTIN TO GET AWAY FROM MR. MILES. TEACHERS ARE STRESSED OUT, TIRED AND INFERIOR, AND WE, THE STUDENTS, WE CAN FEEL THAT. >> FINISH UP YOUR SENTENCE THERE BUDDY. >> I CANNOT PAUSE BUT I WILL KEEP TALKING IN THIS MEETING ON BEHALF OF THE STUDENTS. NO TRUST NO LOVE. [APPLAUSE] >> BACK TO ADULT SPEAKERS. CAMILLE BREAUX IS SPEAKER NUMBER 11, AND THEN IF SPEAKERS 11 THROUGH 20 WOULDN'T MIND COMING FORWARD, THAT'D BE GREAT. THANK YOU. >> [NOISE] MY NAME IS CAMILLE BREAUX. SOME PEOPLE LIKE TO READ YELP REVIEWS, SO I THOUGHT I WOULD TELL YOU WHAT PARENTS ARE SAYING ABOUT THE NES CURRICULUM THIS YEAR. UNNECESSARILY CHALLENGING AND NOT ANYTHING THIRD GRADERS WOULD FIND INTERESTING OR BE ENGAGED WITH. GARBAGE. WOLF, THIS LOOKS LIKE PREP FOR THE PSAT. WOW, THIS WORKSHEET JUST GAVE ME A BORGASM. NOT FOR AN EIGHT-YEAR-OLD. IT'S ALL PACKETS AND NEXT TO NO INTERACTION OR ROOM FOR CREATIVITY OR GROWTH. [00:35:05] IT'S RIDICULOUS. I'M NOT HAVING MY CHILD RUIN THEIR AFTERNOON NIGHT OR FREE TIME DOING THIS GARBAGE. FROM MY OWN EXPERIENCE, MY SON WAS RUSHING HIS DOLS AND HE WAS STAYING WITH A TEACHER, WHICH I WAS OKAY WITH. NOW THAT HE'S PASSED HIS DOLS TO BE MET WITH PACKETS, HE'S LIKELY GOING TO FLUNK HIMSELF ON PURPOSE. [APPLAUSE] >> OUR NEXT SPEAKER IS ESTHER URIBE. >> HI. I'M ESTHER URIBE. SEPTEMBER IS SUICIDE AWARENESS MONTH, SO LET'S TALK ABOUT MENTAL HEALTH. YOU HAVE NO WAY OF KNOWING WHAT'S GOING ON IN A PERSON'S LIFE. WHICH IS WHY IT'S SO IMPORTANT TO TREAT OTHER HUMANS WITH DIGNITY, RESPECT, COMPASSION, AND KINDNESS. [APPLAUSE] THE LEADER SETS THE TONE FOR AN ORGANIZATION, AND UNFORTUNATELY, THE TONE MIKE MILES HAS SET IS TOXIC. MONTH AFTER MONTH, YOU HAVE LISTENED TO STORIES OF THE DETRIMENTAL CLIMATE IN OUR SCHOOLS. HE BELITTLES, BULLIES, THREATENS, AND GASLIGHTS HIS EMPLOYEES. HE'S REMOVED ALL JOY FROM TEACHING AND LEARNING. HIS CULTURE OF FEAR AND RETRIBUTION CAUSES UNDUE ANXIETY AND IS ARGUABLY ABUSIVE. TEACHERS HAVE HAD TO SEEK PROFESSIONAL HELP AND TAKE ANTIDEPRESSANTS JUST TO GET THROUGH THE SCHOOL YEAR, AND STUDENTS ARE ULTIMATELY SUFFERING. PSYCHOLOGICAL ABUSE ISN'T JUST TOXIC, IT'S DEADLY. AS SOMEONE WHO'S LOST LOVED ONES, SUICIDE, I KNOW. I'M GRATEFUL TO NO LONGER THE ACTIVE LEADERSHIP IN HISD. UNFORTUNATELY, TOO MANY DON'T HAVE THE OPTION TO LEAVE. BOARD OF MANAGERS, WHEN YOU EVALUATE THE EFFECTIVENESS OF MIKE MILES. CONSIDER THE LIVES HE'S DESTROYING THE FUTURES, HE'S TEARING DOWN. HE ABSOLUTELY DOES NOT PRIORITIZE A POSITIVE [INAUDIBLE] HUMAN CAPITAL BY ANY MEANS. >> MA'AM, YOU'RE OVERTIME, SO I'M GOING TO ASK YOU TO PLEASE WRAP IT UP IN THE NEXT 10 SECONDS. >> WE LOSE MIKE MILES. [NOISE] >> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS BRENDA CHEN. >> ON YOUR HANDS. I AM GOING TO SPEAK, AND I'D LIKE TO CLARIFY THAT I'M NOT HERE TO APPEAL TO THE PEOPLE THAT ARE BETRAYING HOUSTON TO CORPORATE SELLOUTS, BUT TO THOSE SITTING SHOULDER TO SHOULDER WITH ME. TO QUOTE ASSATA SHAKUR, ''NOBODY IN THE WORLD, NOBODY IN HISTORY, HAS EVER GOTTEN THEIR FREEDOM BY APPEALING TO THE MORAL SENSE OF THE PEOPLE WHO ARE OPPRESSING THEM.'' >> AMEN. [APPLAUSE] >> MONTH AFTER MONTH, YOU'VE COME HERE IN EARNEST, ONLY TO FALL ON EARS TO STUFF WITH MONEY TO HEAT THEM. IT FEELS LIKE INSANITY COMING BACK TO THIS ROOM. INSANITY IS DOING THE SAME THING OVER AND OVER AGAIN, BUT EXPECTING DIFFERENT RESULTS. IT'S ABOUT TIME WE DID SOMETHING DIFFERENT. TO THE PEOPLE OF GOOD CONSCIENCE, I ENCOURAGE YOU TO JOIN US OUTSIDE AS WE ARE CONTINUING TO PROTEST. THEY WOULDN'T LET US STAND RIGHT ON PUBLIC PROPERTY IN FRONT OF THIS BUILDING. THEY PUSHED US OUTSIDE THE GATE BUT WE ARE STILL TALKING. WE'RE STILL RAISING OUR VOICES. >> IT'S OKAY, EVERYBODY CAN SEE YOU OUT THERE. >> UNITED WE STAND, DIVIDED WE BEG. >> AMEN. [NOISE] >> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS KATHERINE HOANG. >> I'LL GO AHEAD AND START. OVER A YEAR AGO, YOU GUYS SWOOPED IN TO RESCUE HISD, PROMISING, REFORM, AND IMPROVEMENT. BUT WHAT HAS THE TAKEOVER ACTUALLY DELIVERED? PARENTS DESPERATELY EVACUATING 51,000 OF THEIR CHILDREN OUT OF HISD, THE COERCED EXIT OF 10,000 BELOVED STAFF MEMBERS. WRAP AROUND SERVICES PULLED OUT FROM UNDERNEATH FAMILIES WHO RELIED ON THEM ON MANY A RAINY DAY. LIBRARIES, SANCTUARIES OF ENRICHMENT, TRADED IN FOR IN-HOUSE HOLDING CELLS, LEAD INFUSED WATER, NEARLY 250 CAMPUSES WITH AC PROBLEMS, 170 NON FUNCTIONAL AEDS AND SPOTTY CPR KNOWLEDGE AGAINST SCHOOL NURSES. YOU ARE THE ONES WE SHOULD TRUST TO HANDLE A STAGGERING $4.4 BILLION? IF THERE'S ANYTHING I CAN GIVE YOU CREDIT FOR, IT'S THAT EACH ONE OF YOU IS CONSISTENT IN MISMANAGING FUNDS, CONSISTENT IN BEING CHERRY PICKED FOR YOUR SEATS, AND MOST OF ALL. [INAUDIBLE] >> THANK YOU, MA'AM. [APPLAUSE] OUR NEXT SPEAKER IS CAROLINE WALTER. [00:40:01] >> YES, MA'AM. I WASN'T ABLE TO BE HERE ON AUGUST 8. AS A RESIDENT OF WESTSHIRE, I'M CONCERNED THAT WITHOUT INCLUDING SIGNIFICANT IMPROVEMENTS TO WESTSHIRE ELEMENTARY SCHOOL, OUR VOTERS ARE NOT GOING TO SUPPORT THIS BOND. PARENTS ARE CHOOSING PRIVATE SCHOOLS OVER THE NUMBER ONE ELEMENTARY SCHOOL IN YOUR DISTRICT BECAUSE WE DON'T HAVE ENOUGH CLASSROOMS INSIDE OF OUR BUILDING. WE HAVE 14 CLASSES OUTSIDE IN TEMPORARY BUILDINGS THAT ARE 30-YEARS-OLD. I DON'T HAVE TO EXPLAIN WHAT A SECURITY ISSUE THIS IS. EXPECTING US TO VOTE YES ON A $4.4 BILLION BOND TO KEEP THOSE 14 CLASSES OUTSIDE FOR ANOTHER POSSIBLY 20 YEARS IS UNACCEPTABLE. WE NEED IN ADDITION TO OUR EXISTING BUILDING AND NOTHING LESS. YOU'RE FAILING TO PROVIDE A SAFE LEARNING ENVIRONMENT FOR OUR STUDENTS, THIS IS A BREACH OF YOUR DUTY. IF YOU CANNOT RE EVALUATE, I RESPECTFULLY ASK THAT YOU RESOLVE TO DETACH US [NOISE] AND GIVE US BACK THE POWER TO DO FOR OUR CHILDREN WHAT YOU CAN'T IN A DISTRICT THAT IS IN SIZE. THANK YOU. >> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS CAMERON GOODMAN. >> THERE'S A STATUE OF MY MOTHER'S ALMA MATER, DEPICTING BOOKER T. WASHINGTON, A PROPONENT OF EDUCATION FOR BLACK PEOPLE IN THE POST CIVIL WAR SOUTH, LIFTING THE METAPHORICAL VEIL OF IGNORANCE OFF OF A FELLOW AFRICAN AMERICAN. BOOKER T. WASHINGTON, WAS ACUTELY AWARE OF THE CRITICAL ROLE LITERACY PLAYS IN EDUCATION AND ULTIMATELY SELF DETERMINATION. SAYING, IF YOU CAN'T READ, IS GOING TO BE HARD TO REALIZE YOUR DREAMS. BY ELIMINATING LIBRARIES AT NES CAMPUSES, THIS GAGGLE OF UNQUALIFIED MALIGNANT NARCISSISTS IS PREVENTING BLACK STUDENTS FROM ACHIEVING FULL LITERACY BY DENYING THEM THE CHANCE OF SELF SELECT TEXTS, CONDUCT INDEPENDENT RESEARCH AND READ FOR PLEASURE. MILES & COMPANY LONG FOR A FUTURE WHERE THEY CAN BENEFIT FROM THE SYSTEMS OF INEQUALITY THAT HAVE BEEN A CANCER TO HUMANITY FOR CENTURIES. MILES, ALONG WITH HIS POLITICAL AND BUSINESS ASSOCIATES, IS ATTEMPTING TO ENACT A RACIST, CLASSIST AGENDA, WHERE PEOPLE OF THE GLOBAL MAJORITY, ALSO KNOWN AS PEOPLE OF COLOR, AND POOR PEOPLE ARE SMOTHERED UNDER THE VEIL OF IGNORANCE. [APPLAUSE] >> THE NEXT IS MIN DON TRAN. >> BIGOTRY. >> HI. MY NAME IS MIN DON TRAN. I'M A CURRENT CERTIFIED TEACHER IN HISD SPEAKING ON ITEM NUMBER 2. [NOISE] STUDENTS SHOULD BE COLLEGE AND CAREER READY WHEN THEY GRADUATE. I COMMEND THE GOAL OF INCREASING THE NUMBER OF GRADUATES WITH AN INDUSTRY BASED CERTIFICATION. IT'S SO IMPORTANT FOR PROFESSIONALS TO BE LICENSED IN THE INDUSTRY THAT THEY PRACTICE. TEACHERS TRAIN FOR YEARS TO EARN CERTIFICATIONS IN THEIR FIELDS. ACCORDING TO THE CHRONICLE, ONE IN FIVE TEACHERS IN HISD IS UNLICENSED. THE NES MODEL DICTATES THAT ANY RANDO OFF THE STREET CAN READ A POWERPOINT AND HAND OUT A PACKET, BUT I DARE ANY ONE OF YOU TO STEP INTO A HIGH SCHOOL CLASSROOM AND PRETEND YOU KNOW THE CURRICULUM. WOULD YOU HIRE A PLUMBER TO WIRE YOUR HOUSE OR A DENTIST TO FIX YOUR ROOF? THE NUMBER OF UNCERTIFIED TEACHERS AND HISD IS UNDERESTIMATED. CERTIFIED BIOLOGY TEACHERS WERE TOLD TO TEACH INTEGRATED PHYSICS AND CHEMISTRY. LIFE SCIENCE AND PHYSICAL SCIENCE ARE TWO DIFFERENT THINGS. DO YOU THINK ANY UNTRAINED PERSON CAN RUN A CHEMISTRY EXPERIMENT? THINGS ARE GOING TO GO BOOM. WE KNOW YOU WANT TO BURN HISD TO THE GROUND FIGURATIVELY, BUT IT LOOKS LIKE YOU WANT IT TO HAPPEN LITERALLY TOO. >> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS CORY FLORES. >> I KNOW THAT YOU'RE NOT LISTENING AND DON'T CARE WHAT I SAY, SO TODAY I WILL SPEAK TO ANYONE WHO WILL LISTEN. WE DON'T HAVE TO BE BULLIED INTO A BAD BOND TO GET OUR KIDS THE EDUCATION AND FACILITIES THEY DESERVE. THE PROPOSED BOND IS A BAD BOND FORMULATED BY PEOPLE WITH BAD MOTIVATIONS AND BAD MATH SKILLS, WHO CARE NOTHING OF OUR CHILDREN. THE NOTION THAT IF WE DON'T PASS THIS BOND, WE WILL HAVE TO WAIT FOREVER FOR A NEW ONE IS A MANIPULATIVE FEAR TACTIC. THE PEOPLE BEHIND THIS BOND HAVE ALL THE POWER NEEDED TO GET A BETTER BOND UP AND PASSED QUICKLY. I'VE LEARNED TO BE LEERY OF ANY LEADER WHO CAMPAIGNS ON POWER, BUT CLAIMS NONE WHEN FACED WITH DOING HARD THINGS IN OFFICE. IN 1996, A BAD BOND FAILED AND A BETTER BOND WAS PASSED WITHIN TWO YEARS. HISD HAS ALWAYS BEEN UNDERFUNDED BY THE STATE, AND THE CURRENT BUDGET IS BEING SWINDLED BY CORRUPT UNELECTED MANAGERS WHO AREN'T USING THE SUSTAINABILITY IN FEDERAL FUNDS AVAILABLE TO FIX OUR HVACS OR CLEAN UP STORM DEBRIS. [INAUDIBLE] AND A FAILURE TO DO SO WILL BE A FAILURE NEEDED TO GET RID OF HIM. [00:45:05] NO BOND OVER MILES AND HIS BOARD OF MISMANAGER. OUR KIDS DESERVE A BETTER BOND. [APPLAUSE] >> THANK YOU. OUR NEXT SPEAKER IS ANNA LUZURIAGA. >> GOOD EVENING. MY NAME IS ANNA LUZURIAGA. I'M A PARENT. I AM A FORMER HISD STUDENT. I'M A HOMEOWNER, AND I'M A VERY GRIEVED CITIZEN. I HAVE A SON THAT IS 14-YEARS-OLD. LANDON PEYTON DIED. IT'S ALL ON YA'LLS CLOCK. WE SAT HERE AND WE'RE SAYING, KEEP OUR CHILDREN SAFE. YOU HAVEN'T DONE THAT. I WOULD LIKE TO USE THE REST OF MY TIME FOR A MOMENT OF SILENCE FOR LANDON PEYTON. WOULD YOU GUYS JOIN ME? >> STAND UP. >> BOARD HAS NO PART? >> NO. >> SHAME ON YOU FOR NOT STANDING? >> ADAM PAULA ROLANDO, RICK, AUDREY, MIKE MILES, GUYS UP. SHOW SOME RESPECT. >> THE BOARD JOINS YOU IN CONDOLENCES TO THE FAMILY. [BACKGROUND] WE JOIN YOU. THANK YOU. MA'AM YES. KELLY. [OVERLAPPING] MA'AM, WE ARE ON SCREENS ACROSS THE CITY OF HOUSTON. IF I MAY, PLEASE. MA'AM, WE CANNOT CURSE ON SCREEN. [BACKGROUND] THANK YOU ALL. [BACKGROUND] MA'AM. LISTEN. >> [BACKGROUND] FOLKS, WE'RE GOING TO TAKE A LITTLE BREAK. WE'LL COME BACK. THANK YOU. THE BOARD IS IN RECESS AT 5:59. THANK YOU. [APPLAUSE] WE'RE BACK. IT IS 6:07 PM. WE'RE GOING TO RESUME THE MEETING. A COUPLE OF THINGS. ONE THING IS, I WANT TO BE REALLY CLEAR. THIS BOARD SUPPORTS THE PEYTON FAMILY. THIS BOARD GRIEVES FOR THAT FAMILY. LET ME MAKE ONE OTHER THING. DR. LACK, PLEASE. STOP FOR A MOMENT. MA'AM, PLEASE. THIS IS ONE MORNING. WE ARE HERE AS A BOARD TO HEAR FROM THE PUBLIC. WE ARE HAPPY TO HEAR FROM EVERYBODY THAT SHOWS UP TO TALK WITH US. WE ARE, AND WE DO LISTEN TO FOLKS THAT COME AND SPEAK WITH US. LET ME BE CLEAR. WE WANT TO HEAR FROM EVERYBODY, BUT WE HAVE LIMITED TIME BECAUSE WE HAVE ADDITIONAL WORK THAT HAS TO BE DONE IN THE EVENING. WE ARE GOING TO CONTINUE HEARING FROM SPEAKERS, BUT I WOULD ASK THAT FOLKS, PLEASE, COMPLY WITH OUR REQUEST, AND OUR PROCEDURES, WHICH EVERYBODY KNOWS ABOUT, WHICH IS ONCE YOUR TIME IS DONE, PLEASE STOP SPEAKING. WE CAN'T HANDLE ANY DISRUPTIONS, AND WE REALLY CAN'T HANDLE CUSSING BECAUSE CHILDREN ARE WATCHING, AND I KNOW EVERYBODY IN THIS ROOM KNOWS THAT. THANK YOU. I'M GOING TO START WITH OUR NEXT SPEAKER WHO I BELIEVE IS DENISE WILBORN. >> [NOISE] IS MY MIC ON? >> I BELIEVE SO. MAYBE PULL IT A LITTLE CLOSER. >> THAT DOESN'T TURN IT ON. >> [LAUGHTER] I DIDN'T THINK IT DID, MA'AM. I'M JUST ASKING YOU TO BRING IT CLOSER SO WE CAN HEAR YOU BETTER. >> YOU CAN HEAR ME. I HAD A TEACHER VOICE. I AM DENISE WILBORN. I AM SPEAKING ON BEHALF OF A SPECIAL EDUCATION TEACHER AT AN NES SCHOOL WHO FEARS RETRIBUTION. PLEASE LOOK AT ME. SINCE 2019, I'VE BEEN WORKING WITH STUDENTS IN A BEHAVIOR SERVICE CLASSROOM. I SUPPORT THEM IN THEIR CLASSES AND ADAPT TO THEIR BEHAVIORS. 3:00 PM ON A FRIDAY, MY PRINCIPAL DIRECTED ME TO INTERNALIZE OVER 300 SLIDES FOR EIGHTH GRADE MATH AND ELA, [00:50:04] AND OUTLINE ACCOMMODATIONS FOR THE WEEK BY SUNDAY NIGHT. THIS UNREASONABLE DEMAND PLACES UNPROFESSIONAL PRESSURE ON TEACHERS ALREADY FACING UNIQUE CHALLENGES. I WORK WITH BEHAVIOR STUDENTS. ONE SIZE FITS ALL METHODS DON'T WORK. I CAN'T JUST FOLLOW A SCRIPT. MY STUDENTS REQUIRE FLEXIBLE ACCOMMODATIONS BASED ON NEEDS. THE DISTRICT APPLAUDS SPECIAL [INAUDIBLE], THOSE NUMBERS DON'T REFLECT [OVERLAPPING] >> THANK YOU, MA'AM. MA'AM, THANK YOU. YOUR TIME IS UP. MA'AM, YOUR TIME IS UP. THIS IS YOUR FIRST WARNING. IF YOU CONTINUE TO SPEAK, MA'AM. THANK YOU, MA'AM. [APPLAUSE] OUR NEXT SPEAKER, MS. CAMPOS. >> I'LL BE TRANSLATING MYSELF. >> [NOISE] GO AHEAD. >> I'M WAITING FOR MY TIME TO CHANGE. >> THREE MINUTES. >> IS THERE A REASON WHY IT'S TWO INSTEAD OF THREE, WHEN USUALLY IT'S THREE? >> IT'S TWO, YOU GET TWICE THE TIME. >> NO, IT'S THREE FOR BILINGUAL. >> IT'S TWO. IT'S BEEN TWO. THAT'S ALWAYS BEEN TWO. >> [FOREIGN] I HAVE TO START OVER. I WAS ON THE WRONG PAGE. COULD YOU START MY TIME OVER? >> NO, MA'AM. GO AHEAD. >> [FOREIGN] I TOOK MY DAUGHTER TO THE DOCTOR FOR HER ANNUAL CHECKUP, AND WE FOUND THAT SHE HAS HIGH BLOOD PRESSURE. HER DOCTOR ASKED IF SHE WAS UNDER ANY STRESS OR ANXIETY, AND SHE ANSWERED, SCHOOL. [FOREIGN] I FEEL LIKE THE WORST PARENT IN THE WORLD. I'M GIVING MY TWO DAUGHTERS TWO DIFFERENT TYPES OF EDUCATION, AND I WORRY THAT I'M FAILING ONE OF THEM. [FOREIGN] I DROPPED OFF MY HIGH SCHOOLER AT HSLJ, A BEAUTIFUL TWO-STORY BUILDING WITH A LARGE IRON GATE SURROUNDING IT. IT EVEN INCLUDES AN OFFICER ON A GOLF CART. [FOREIGN] THEN I DROP OFF MY MIDDLE SCHOOLER AT PROJECT CHRYSALIS, A SCHOOL THAT IS MADE UP OF 14 T BUILDING SURROUNDED BY A CHAIN LINK FENCE. IT'S SET UP LOOKING LIKE A CONCENTRATION CAMP. [FOREIGN] WHEN I PICK UP MY ELDEST DAUGHTER, SHE ALWAYS HAS WONDERFUL THINGS TO SAY ABOUT HER SCHOOL. >> THANK YOU, MA'AM. MA'AM, YOUR TIME IS UP. THIS IS YOUR FIRST WARNING. MA'AM, I'M ASKING YOU TO STOP AND COMPLY WITH OUR PROCEDURES. MA'AM, I'M GOING TO ASK YOU TO PLEASE LEAVE THE ROOM. [NOISE] MA'AM, I'M ASKING YOU TO PLEASE LEAVE THE ROOM. OUR NEXT SPEAKER. MA'AM. THANK YOU, MA'AM. >> WE'VE GOT A KID COMING HERE AND TELLING YOU THE DANGERS THAT YOU'RE PUTTING OUR CHILDREN IN. WE'RE NOT GOING TO STOP COMING. I CAN FINALLY SEE YOU GUYS, I HAVE GLASSES NOW. YOU LOOK ANGRY ALL THE TIME. [BACKGROUND] >> OUR NEXT SPEAKER IS CARINA CASADA. YES, MA'AM. >> REMINDER, THE PLAN DOESN'T INCLUDE AN EXEMPTION FOR PARENTAL NOTIFICATION. THIS DISTRICT IS STILL REQUIRED BY ESA AND TEXAS EDUCATION CODE TO [00:55:02] NOTIFY PARENTS IF THEIR STUDENT IS BEING TAUGHT BY SOMEONE WHO IS UNCERTIFIED. THE DOI PLAN HAS A CAVEAT STATING THAT UNCERTIFIED TEACHERS WOULD NOT BE IN MIDDLE OR ELEMENTARY SCHOOL, AND YET MY MIDDLE SCHOOLER HAS ONE. THESE GUARD RAILS ARE MEANINGLESS AND WITHOUT TEETH BECAUSE THE EXEMPTION FROM THE LAW IS FOR ALL GRADES. THERE'S NO MECHANISM TO ENFORCE YOUR LITTLE GUARD RAILS. ADDITIONALLY, THE LAW DOESN'T SAY THAT THE TEACHERS HAVE TO EVENTUALLY GET CERTIFIED. THEY CAN REMAIN UNCERTIFIED INDEFINITELY. WHEN THE SUPERINTENDENT AND HIS UNQUALIFIED OVERPAID CREW OF WALKING, WASTE THE TAXPAYER DOLLARS, FIRE AND SCARE AWAY QUALIFIED TEACHERS, IT'S UNSURPRISING THAT WE'D END UP WITH FOLKS IN THE CLASSROOM WHO AREN'T CERTIFIED. IT'S THE GOAL TO DE-PROFESSIONALIZE TEACHING AND SPEED UP PRIVATIZATION. NO, I DON'T WANT MY CHILD MOVED. THE ISSUE IS NOT WITH THE INDIVIDUAL OR SCHOOL, IT'S YOUR CONSTANT DECEIT AND LACK OF TRANSPARENCY, AND I'LL BE WAITING FOR MY NOTIFICATION OF MY CHILD'S [INAUDIBLE] >> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS MELISSA YARBOROUGH. MELISSA YARBOROUGH, YES MA'AM. >> TESTING. [NOISE] RETAINING GOOD TEACHERS IS EXTREMELY IMPORTANT FOR MY KIDS EDUCATION, AND SO IS HAVING A RESEARCH BASED CURRICULUM THAT VALUES INQUIRY AND DEEP LEARNING. BUT YOU KNOW WHAT'S EVEN MORE IMPORTANT THAN THAT? MY KIDS STAYING ALIVE AT SCHOOL. I'M SHOCKED THAT THE DISTRICT DOESN'T SEEM TO HAVE THE SAME PRIORITY. YOU CAN START WITH ENSURING THAT CLASSROOM DOORS STAY CLOSED AND LOCKED TO GUARD AGAINST INTRUDERS. YOU'RE MAKING TEACHERS LEAVE DOORS OPEN, SO ADMIN CAN WALK IN AND OUT, BUT ADMIN HAS KEYS. IS IT WORTH RISKING MY CHILD'S LIFE TO SAVE A FEW SECONDS THAT IT TAKES TO TURN A KEY IN A DOOR? OTHER STEPS THAT YOU CAN TAKE ARE TELLING THE FAMILY OF LANDON PEYTON WHAT HAPPENED AROUND THE CIRCUMSTANCES OF HIS DEATH AND STOP BLOCKING THE RELEASE OF RECORDS. ENSURE THAT EVERY CAMPUS HAS NURSES AND WORKING AEDS, AND ENSURE THAT IN ADDITION TO NURSES, COACHES, AND OTHERS ARE [INAUDIBLE] AEDS. >> THANK YOU. OUR NEXT SPEAKER IS RUTH KRAVITZ. >> GOOD EVENING. THE SPEAKER FROM GOOD REASON IN HOUSTON SAID WE NEED TO GET OUR KIDS READY FOR COLLEGE AND CAREER. GHP SUPPORTS THE BOND. BUT IF YOU WANT KIDS TO READ BY THIRD GRADE, YOU MAKE SURE THEY'RE ALLOWED TO READ FULL BOOKS IN SCHOOL. MILES, YOU FORBID THAT, AND THAT IS WHY I'M VOTING AGAINST THE BOND. THE SPEAKER FROM GOOD REASON, HOUSTON SAID IT'S IMPORTANT TO INCREASE THE NUMBER OF STUDENTS TAKING ADVANCED COURSES. I AGREE WITH IT. SHE SAID THAT'S WHY SHE'S SUPPORTING THE BOND. BUT IF YOU WANT STUDENTS TO TAKE MORE ADVANCED COURSES, WHY DID YOU MAKE EVERY SINGLE NINTH GRADE, AT EVERY SINGLE NES SCHOOL TAKE REMEDIAL CLASSES IN SCIENCE AND ONLY ALLOW HONOR STUDENTS TO TAKE BIOLOGY LAST YEAR? THIS POLICY AIMED TO ARTIFICIALLY INFLATE RATINGS, LIMITED THE NUMBER OF STUDENTS AT WHEATLEY TO JUST 20 STUDENTS OUT OF 150 TAKING BIOLOGY LAST YEAR SO THEY WON'T BE ABLE TO TAKE ADVANCED COURSES IN THEIR SENIOR YEAR. IF YOU WANT KIDS TO BE SAFE IN SCHOOL, OUR KIDS DESERVE A BETTER BOND THAN THIS, AND I URGE YOU TO VOTE NO. >> THANK YOU. THREE STUDENTS HAVE ARRIVED SINCE EARLIER THIS EVENING, SO I'LL CALL THEM AND ORDER ELIANA GOTTLIEB. [APPLAUSE] [NOISE] IF YOU ALL THREE ARE TOGETHER, YOU CAN COME FORWARD, THE OTHER TWO STUDENTS. I HAVE NOVA URIBE AND, I THINK BRINE SHE ALREADY WENT. GO AHEAD SWEETIE. >> OUR SCHOOL DISTRICT IS FACING A CRISIS OF ITS OWN MAKING BECAUSE OF POOR MONEY MANAGEMENT BY SUPERINTENDENT MILES, CRITICAL INFRASTRUCTURE IN OUR SCHOOLS IS NOT FUNCTIONING PROPERLY. DO YOU KNOW HOW HARD IT IS TO LEARN IN A HOT CLASSROOM? DO YOU KNOW HOW FRUSTRATING IT IS TO NOT BE ABLE TO HEAR YOUR TEACHER OVER THE HUM OF A PORTABLE AC? NOW, THE VERY SAME PEOPLE WHO HAVE CREATED THIS PROBLEM ARE USING THIS CRISIS AS LEVERAGE TO PUSH THE NEW BOND MEASURE. Y'ALL CLAIM THIS BOND IS NECESSARY TO FIX OUR HVAC SYSTEMS, BUT LET'S BE CLEAR. THIS CRISIS WAS ENTIRELY PREVENTABLE. IT IS A DIRECT RESULT OF MISMANAGEMENT AND POOR DECISION MAKING. NOW SUPERINTENDENT MILES IS ASKING YOU TO APPROVE OF SALE OF LAND WITH THE PROCEEDS GOING TO GENERAL FUND INSTEAD OF THE CAPITAL RENOVATION FUNDS. TISK TISK. IF I HAD A LEAKY ROOF AND GET A WINDFALL OF MONEY, IT'S NOT RESPONSIBLE TO BUY A NEW PLAYSTATION WITHOUT FIXING THE ROOF. HOW CAN WE TRUST HIM TO RESPONSIBLY MANAGE $4.4 BILLION IN BOND MONEY WHEN HE CAN'T EVEN MAINTAIN OUR EXISTING INFRASTRUCTURE? MR. MILES NEEDS TO LEARN HOW TO PROPERLY BUDGET THE MONEY HE [01:00:03] HAS AND USE IT TO MAKE OUR SCHOOLS BETTER PLACES TO LEARN. NO TRUST, NO BOND. >> THANK YOU. NOVA URIBE. >> GOOD AFTERNOON BOARD. IT'S ME, NOVA. I'M BACK. TOWARDS THE END OF THE SUMMER, I WAS ACTUALLY EXCITED TO GO BACK TO SCHOOL. I WANTED TO SEE MY FRIENDS AND TO START LEARNING AGAIN. HOWEVER, ONCE I GOT BACK, I REMEMBERED WHY I HATED SCHOOL IN THE FIRST PLACE, AND THIS YEAR IT'S ALREADY SO MUCH WORSE. MY SCHOOL IS NOT THE PROBLEM. I LOVE ATTENDING MPVA AND EXPLORING THE ARTS. THE PROBLEM IS MIKE MILES, AS USUAL. OUR NEW PRINCIPAL, MR. MITCHELL, ISN'T CREATING THE SAME WARM WELCOMING ENVIRONMENT THAT MR. SARAVIA DID, AND THINGS FEEL FORCED INSTEAD. AS WELL AS FIRING SARAVIA, MILES ALSO FIRED MAINTENANCE STAFF RESULTING IN CLASSROOMS WITHOUT AIR CONDITIONING THAT INSTEAD HAVE BULKY PORTABLE UNITS THAT DON'T PROPERLY COOL THE CLASSROOMS. MY SPANISH CLASS HAS BEEN RELOCATED TWICE BECAUSE IT WAS TOO UNCOMFORTABLE TO CONTINUE LEARNING. OUR CAFETERIA WAS MIKE MILES-OFFIED WITH BOLD CLASHING COLORS AND TACKY DECORATIONS, AND I WONDER HOW MUCH MONEY WENT INTO THAT THAT COULD HAVE BEEN USED ON FIXING THE AIR CONDITIONING. OVERALL, I CAN ALREADY TELL THAT THINGS HAVE CHANGED SINCE LAST YEAR, AND NOT FOR THE BETTER. >> THANK YOU. [APPLAUSE] THANK YOU TO OUR STUDENTS FOR RESPECTING OUR RULES ON TIME. OUR NEXT SPEAKER IS BRANDY DATA. THEN IF THE NEXT SPEAKERS THROUGH 30 WOULDN'T MIND COMING FORWARD. THAT WOULD BE GREAT. THANK YOU. YES, MS. DATA. >> GOOD EVENING. I'M HERE ADDRESSING HOUSE BILL 3 AND YOUR NEGLIGENT CRIMINAL BEHAVIOR. SHOTS FIRED. [NOISE] THAT SILENCE REPRESENTED SEVEN SECONDS IT TAKES FOR A TEACHER TO GET ACROSS THE ROOM TO CLOSE THE DOOR IN A TYPICAL CLASSROOM FULL OF STUDENTS. TO DATE, NO SCHOOL SHOOTER HAS BREACHED A LOCKED AND CLOSED CLASSROOM DOOR. I ASK YOU WHY YOU VOTED TODAY THIS AFTERNOON, SIX TO ZERO TO SUPPORT MIKE MILES OPEN DOOR POLICY. HIS CRIMINAL NEGLECT HAS ALREADY CAUSED THE DEATH OF A CHILD. HOW MANY MORE CHILDREN WILL WE HAVE TO LOSE IN HISD? I HAVE SEEN FIRSTHAND [NOISE] THE SCARS, IT CAUSES. I WAS A FIRST YEAR TEACHER WHERE WE HAD A VIOLENT INCIDENT ON CAMPUS, AND A STUDENT WAS STABBED TO DEATH. THREE OTHER STUDENTS WERE INJURED, AND YOU WANT TO TELL ME WHEN SHOTS FIRED WITH SOMEONE COMING IN WITH AN ASSAULT RIFLE, AND HAVING FREE WAY. >> THANK YOU, MS. DATA. >> LOCK CLASSROOM DOORS. >> MA'AM, THANK YOU. [OVERLAPPING] ONE MORNING. AMANDA FERRIS IS OUR NEXT SPEAKER. >> HELLO. I'M AMANDA FERRIS. I'M PRETTY EMBARRASSED BY YOU GUYS IDEA OF WHAT A QUALITY EDUCATION IS. TAKE A LOOK AT THESE WORKSHEETS. THIS IS WHAT OUR KIDS ARE DOING ALL DAY. IT'S ALL MULTIPLE CHOICE. YOU'RE NOT ENGAGING THEIR MINDS. YOU'RE NOT ALLOWING THEM TO WRITE OUT THEIR ANSWERS. THIS IS EMBARRASSING. YOU ALL SHOULD BE ABSOLUTELY EMBARRASSED. NO TRUST, NO BOND. >> THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS CHRISTINA ACOSTA. HELLO, EVERYONE. MY NAME IS CHRISTINA ACOSTA. I WILL NOT ADDRESS YOU. I WILL ADDRESS THE PEOPLE. I'M CHRISTINA ACOSTA, AND I'M A PROUD PARENT VOLUNTEER FOR OVER 12 YEARS. I STOPPED WORKING IN FIRST GRADE TO BE WITH MY CHILDREN AND THEIR EDUCATION. THROUGH MY CHURCH, NUMA, NUMA CHURCH, I FOUND OUT ABOUT NAVARRO MIDDLE SCHOOL. THROUGH NAVARRO MIDDLE SCHOOL, I FOUND THE RAPARON SPECIALIST, STEVEN DOLCH. THROUGH THE RAPARON SPECIALIST, I FOUND OUT THAT YOLANDA BLACK NAVARRO MIDDLE SCHOOL HAS A POOL. DID YOU GUYS KNOW THAT THEY HELD POOL ON THE THIRD FLOOR? SO I WENT TO PUGH ELEMENTARY TO SPEAK TO MIKE MILES. WELL, I DIDN'T GO THERE TO SPEAK TO HIM, BUT AFTER SEEING EVERYONE SPEAKING, I HAD THE COURAGE TO SPEAK AND TELL HIM, THE FIRST THING WAS FIX OUR ACS, FIX OUR HEATERS. AND I NEEDED TO KNOW FOR OUR SCHOOL SUPPLY. [BACKGROUND] THANK YOU, MA'AM. MA'AM. MA'AM, MA'AM, YOUR TIME IS UP. [01:05:01] THANK YOU, MA'AM. [APPLAUSE] OUR NEXT SPEAKER IS DIANA CANDIDA. [BACKGROUND] YES, MA'AM. HELLO. MY NAME IS DIANA CANDIDA, SPEAKING ON BEHALF OF A PARENT AT NEF, WHO IS NOW CONSIDERING TAKING HER CHILD OUT OF THE SCHOOL BECAUSE OF THE CHAOS CREATED BY MIKE MILES' POLICIES. TEACHERS ARE BEING FIRED. EMERGENT BILINGUAL STUDENTS ARE NOT GIVEN THE SUPPORT THEY NEED, AND PARENTS ARE ANGRY AND FRUSTRATED. SHE SAYS, "OUR FEELINGS ARE HURT. ALL YOU WANT IS MONEY. WE DON'T CARE ABOUT MONEY. WE CARE ABOUT OUR KIDS, OUR EDUCATION. YOU'RE REMOVING OUR TEACHERS WITHOUT SAYING WHY, YOU'RE IGNORING US AS PARENTS. WE ARE RAISING OUR VOICES TO SAY, STOP DOING THIS." AND SHE ALSO SAYS THIS. LET ME SEE IF I CAN PLAY. "PLEASE DON'T HURT ANYMORE OUR CHILDREN, OUR COMMUNITY. STOP DOING THIS. PLEASE REMOVE MR. MIKE MILES FROM HIS CHAIR. HE DON'T DESERVE STAYING THERE AT THAT CHAIR. SO MILES IS DESTROYING OUR SCHOOLS WHILE ALSO ASKING WORKING FAMILIES TO FOOT THE BILL FOR THE BOND. NO TRUST, NO BOND. THANK YOU, MA'AM. OUR NEXT SPEAKER IS KELLY BLEEKER. RECENT DATA SHOWS THAT UNCERTIFIED TEACHERS LEAVE AT A RATE THREE TIMES HIGHER THAN CERTIFIED ONES. I WAS ONCE A CERTIFIED TEACHER, UNCERTIFIED TEACHER. TEACHING IS HARD. TEACHING WITH NO CLASSROOM EXPERIENCE AND MINIMAL TRAINING IS OVERWHELMINGLY HARD. ANY SUCCESS I HAD DIDN'T COME FROM DISTRICT FEEDBACK OR CURRICULUM OR TEACH FOR AMERICA. IT CAME FROM THE SUPPORT OF VETERAN STAFF AT MY SCHOOL, WHO COUNSELED ME THROUGH MISSTEPS, SHARED BEST PRACTICES, KNEW THE SPECIFIC NEEDS OF MY STUDENTS, AND TAUGHT BY EXAMPLE HOW TO MEET THEM. IN LIGHT OF THE MASS EXODUS OF VETERAN TEACHERS AND ADMINS UNDER YOUR LEADERSHIP, I ASK YOU, WHO WILL SUPPORT HISDS 2000 UNCERTIFIED TEACHERS TO ENSURE SUCCESS AND STABILITY FOR OUR STUDENTS? NEW TEACHERS DO NOT NEED ERROR RIDDEN SLIDES AND AI GENERATED PACKETS. THEY NEED TRUE MENTORSHIP. NOT A SUPERVISOR LOOMING LIKE A SWEATSHOP FOREMAN, ACCOUNTING FOR EVERY MINUTE NOT DEVOTED TO TEST PREP. NO TRUST, NO BOND. THANK YOU. OUR SPEAKER IN PERSON IS CARLY PAGET. MISS PAGET. GOOD EVENING. I HAVE BEEN IN CORRESPONDENCE WITH TEACHERS WHO DECIDED TO STAY. THEY ARE COMMITTED AND DEDICATED CERTIFIED TEACHERS WHO EXPERIENCED TURMOIL AND CHAOS LAST YEAR AND STILL DECIDED TO COME BACK. THEY HAVE MORE GUMPTION THAN I DID BECAUSE I'M GONE. I ASKED THEM IF THERE WAS ANYTHING THAT THEY WANTED THE PUBLIC TO KNOW, AND THEY REALLY WANTED TO EMPHASIZE THAT WE HAVE 20 YEAR CERTIFIED TEACHERS WHO ARE DEDICATED TO THEIR CAMPUSES, WHO ARE WITNESSING A 5% TO 6% DECREASE IN PAY AND ARE BEING PAID LESS THAN UNCERTIFIED TEACHERS. MR. MARTINEZ, COULD YOU IMAGINE GETTING A 6% DECREASE IN YOUR PAY? FOR NO REASON AT ALL OTHER THAN BUDGETARY DIFFERENCES FROM A NEW OWNER. YES. MISS MAMI, MISS. [BACKGROUND] THANK YOU, MA'AM. THANK YOU, MA'AM. THANK YOU. THANK YOU. WE'LL NOW SWITCH TO OUR ZOOM SPEAKERS. OH, WE HAVE ONE MORE? WHO'S IN PERSON? MISS SILVA MISS SILVA? OH, YES, MA'AM. HELLO. HEY, MIKE. RECENTLY, YOU VISITED CROCKETT ELEMENTARY FOR THE FIRST TIME EVER. I WAS ACTUALLY AT THE SCHOOL VOLUNTEERING UPON YOUR ARRIVAL. IT'S A BEAUTIFUL CAMPUS, WOULDN'T YOU AGREE? YOU SAY YOU'RE A LOVER OF THE ARTS. HOWEVER, YOU PASSED BY ALL OF OUR FINE ART MAGNET CLASSES ON YOUR WAY TO SEE THIRD THROUGH FIFTH AND THIRD THROUGH FIFTH ONLY, AND THEIR TEAM CENTERS. YOU DIDN'T PICK YOUR HEAD INSIDE ORCHESTRA, YOU DIDN'T CHECK OUT OUR TINY DANCERS, YOU DIDN'T POP YOUR HEAD INSIDE PERCUSSION CHOIR OR VISUAL ART. YOU CAME ONLY TO SEE OUR STAR TESTING AGE KIDS AND YOU IGNORED EVERY OTHER AMAZING PART OF OUR SCHOOL. KINDERGARTEN TEACHERS CAN'T EVEN READ THEIR STUDENTS BOOKS IN CLASS AND YOU DIDN'T EVEN STOP TO MAKE SURE THEY WEREN'T DOING THAT. OUR SCHOOL IS SO MUCH MORE THAN STAR SCORES. I WISH YOU WOULD'VE CHECKED OUT THE REST OF IT. THANK YOU. [APPLAUSE] MISS SMITH, DOES THAT CONCLUDE OUR IN PERSON SPEAKERS? SO LET'S GO TO OUR ZOOM SPEAKERS. AND I'LL JUST LET YOU CALL THEM. PLEASE. [01:10:02] I HAVE DI DIRA ARIANO. PLEASE TURN YOUR CAMERA ON, AND YOU MAY BE GOOD. AS A HOUSTONIAN AND AN HIS CLASS OF 1998. I HAVE TO STAND IN SOLIDARITY WITH OUR HISD FAMILY. AND I HAVE TO UPLIFT THE PEYTON FAMILY IN THEIR SUPPORT FOR JUSTICE FOR LANDON PEYTON. I HAVE A DIFFERENT THING TO BRING UP, FOLLOWING THE GEORGIA SCHOOL SHOOTING, FOUR HIGH SCHOOL STUDENTS CAME HOME WITH TWO FLYERS ON ONE FROM THE HISD POLICE DEPARTMENT AND THE OTHER FROM SAFE GUN STORAGE TEXAS.COM. NEITHER OF THESE FLYERS HELPED OUR STUDENTS FEEL SAFER. NUMBER 3. FAMILY CONCERNS OVER LACK OF TEMPERATURE PROTOCOLS AND SCHOOLS ARE OF MAJOR CONCERN FOR STUDENTS AND TEACHERS. ON THE FIRST WEEK OF SCHOOL, THERE WAS 88 DEGREES IN A CLASSROOM. CLAUDE BITNER. YOU MAY BEGIN? CAN YOU HEAR ME? MY NAME IS CLAUDE BITNER, AND I'M AN HIST PARENT SPEAKING ON BEHALF OF A CERTIFIED TEACHER WHO IS AFRAID OF RETALIATION. SHE SAYS, "I'M WRITING TO FORMALLY EXPRESS MY CONCERNS REGARDING THE EXTREME STRESS AND ANXIETY I'VE BEEN EXPERIENCING DUE TO RECENT CIRCUMSTANCES WITHIN HISD. AS A RESULT OF THIS ONGOING STRESS, I HAVE SERIOUS CONCERNS ABOUT THE POTENTIAL IMPACT ON MY HEALTH AND ON THE WELL BEING OF MY UNBORN CHILD. I BELIEVE THAT THE HIGH LEVELS OF STRESS I'M ENDURING MIGHT POSE RISKS TO BOTH MY PHYSICAL AND MENTAL HEALTH AND TO THE HEALTH OF MY BABY. BOARD OF MANAGERS, WOULDN'T YOU BE EMBARRASSED IF EMPLOYEES WERE TREATED THIS WAY AT YOUR PLACES OF WORK? AREN'T YOU ASHAMED OF BEING IN A DISTRICT WHERE PREGNANT TEACHERS FEEL THAT THEIR WORK ENVIRONMENT IS SO TOXIC THAT IT AFFECTS THEIR UNBORN CHILD? CAN YOU DO ANY BETTER? NO TRUST, NO BOND. THANK YOU. DOCTOR PAMELA BOVELAND, PLEASE TURN YOUR CAMERA ON AND YOU MAY BEGIN? ALL RIGHT. I'M GOING TO BE BRIEF. MY NAME IS DOCTOR PAMELA BOVELAND AND I HAVE SPOKEN TO YOU A MONTHLY NEARLY OVER THE LAST TWO YEARS. NO TO DELETING TO YOU GOING AS A DELEGATE TO THE TEXAS ASSOCIATION OF SCHOOL BOARDS? YOU ARE NOT A SCHOOL BOARD. YOU DON'T GO. PERIOD. NO TO REMOVING HOMEBOUND SERVICES AND MAKING THEM REMOTE? ARE YOU KIDDING ME? THAT'S RIDICULOUS. MY GRANDDAUGHTER IS HOMEBOUND. THE CONTACT SHE HAS WITH OTHER HUMANS IS VITAL TO HER LEARNING. NO, TO SELLING OUR LAND AND THEN BRINGING IT INTO THE GENERAL FUND TO TRY TO MAKE UP FOR A DEFICIT YOU CREATED. NO. TO OPEN DOOR POLICY. THAT RISKS THE SAFETY OF OUR CHILDREN FOR F MILES MILITARISTIC IDEAS. IT COSTS ZERO DOLLARS TO CREATE A SAFE ENVIRONMENT FOR OUR CHILDREN. CLOSE THE DOOR. MARIA CALFANA, PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN. HI. I'M MARIA CALFANA. SORRY, I SEE TWO. I'M HERE. I HAVE TWO KIDS WHO'VE GONE THROUGH HISD HERE TO SPEAK ABOUT TEACHER CERTIFICATION. ALSO TO MENTION THAT I HEAR A LOT OF TALK ABOUT TRYING TO SAVE BROWN AND BLACK SCHOOLS AND PARTICULARLY ON THE CUSP OF HISPANIC HERITAGE MONTH. CARNEGIE VANGUARD IS A BROWN AND BLACK SCHOOL. DIVERSITY IS OUR STRENGTH, AND I WANT TO HIGHLIGHT THAT. ALSO, I WANT TO MENTION A FEW THINGS THAT TEACHERS, [01:15:02] BOTH AT THE SCHOOL AND AROUND THE DISTRICT HAVE MENTIONED ABOUT CERTIFICATION, WHICH HAS BEEN HIGHLIGHTED BY OTHER PEOPLE. AND ALSO, STUDENTS HAVE BEEN COMPLAINING ABOUT THE OPEN DOOR POLICY AS WELL AS OTHER TEACHERS AND PARENTS. THANK YOU. ALISON CHAPIN, PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN. GOOD EVENING. MY NAME IS ALLISON CHAPIN. SORRY. I COULDN'T BE THERE WITH YOU THIS EVENING. I AM HERE TO SAY NO TO SENDING SOMEBODY TO TSAB. YOU ARE NOT OUR SCHOOL BOARD. YOU ARE APPOINTED BY WELL, PEOPLE FROM AUSTIN. NO TO CHERRY PICK DATA. MR. MILES IS VERY GOOD AT CHERRY PICKING HIS DATA. NO TO MORE MONEY VIA TAXES, AND PLEASE, TAXPAYERS, UNDERSTAND THAT THEY SAY THERE WON'T BE ANY INCREASE IN YOUR TAXES WITH THE BOND. HOWEVER, YOU WILL BE PAYING FOR 30 PLUS YEARS OVER $10 BILLION. ANYWAY. ALSO, THEY DON'T HAVE TO SPEND THE MONEY ON WHAT THEY SAY THEY'RE GOING TO SPEND IT ON. THEY CAN SPEND IT ON MAINTENANCE AND OPERATIONS ANY WAY THEY WANT. NO TO REMOVING HOME BOUND SERVICES AND CERTAINLY NO TO THE SALE OF PROPERTY AND THE MONEY GOING TO THE FEDERAL FUND. THANK YOU. VICTORIA HOMAN BRIAN, PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN. HELLO, MY NAME IS VICTORIA HOMAN BRIAN. TO ACHIEVE THE GOALS LAID OUT IN CONSTRAINT NUMBER ONE, THE DISTRICT CLAIMS THAT IS PROVIDING HIGH QUALITY CURRICULUM TO ALL SCHOOLS. THIS IS PATENTLY FALSE. THE DISTRICT'S CURRICULUM FOR ELEMENTARY IS ABOMINABLE. IT IS BEYOND BORING. IT IS CRUEL. PRE K THROUGH FIFTH ARE WATCHING SLIDES AND TAKING QUIZZES REGARDLESS OF THE SCHOOL'S AUTONOMY LEVEL, BECAUSE THE TEACHERS ARE BEING EVALUATED NOT BY HOW WELL THEY TEACH, BUT BY IF THEY ROBOTICALLY FOLLOW THE DISTRICT'S ABSURDLY AGE INAPPROPRIATE MODEL. MY HEART BREAKS FROM MY BEST FRIEND'S CHILD, WHO IS IN KINDER AT BURBANK ELEMENTARY SCHOOL, A B RATED CAMPUS IN 22', 23' AND 23', 24'. DUE TO THE USE OF THE DISTRICT'S CURRICULUM IN NEARLY EVERY SUBJECT, SHE HAS GONE FROM BEING A SELF DIRECTED READER AT A THIRD GRADE READING LEVEL AND REVELING AND DOING MULTIPLICATION TO SAYING SHE, "HATES LEARNING," AND SHE WISHES, "NEVER HAD TO GO TO SCHOOL AGAIN. YOU ALL SHOULD BE ASHAMED FOR ALLOWING THIS. LET TEACHERS TEACH AND LET KIDS LOVE LEARNING." JESSE HEINER, PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN. HELLO. CAN YOU HEAR ME? YES. GO AHEAD. THANK YOU. GOOD EVENING. I'M NOT ABLE TO SPEAK IN PERSON TODAY BECAUSE I AM VOLUNTEERING AT OUR NES SCHOOLS OPEN HOUSE. I HOPE MEMBERS OF THE BOARD OF MANAGERS WILL ASK WHY NES CAMPUSES CONTINUE TO HOLD EVENTS AND DEMO DAYS THE SAME DAY AS BOARD MEETINGS. WAINWRIGHT ELEMENTARY IS ONE OF THE SCHOOLS THAT MAGICALLY WENT FROM AN F TO AN A RATING. NEITHER OF THESE RATINGS ARE FROM TEA BECAUSE TEA HAS BEEN BLOCKED FROM PUBLISHING ANY RATINGS FOR THE LAST TWO YEARS. TO THE BOARD OF MANAGERS, THINK ABOUT THE LEGACY THAT YOU'RE LEAVING BY SUPPORTING A PERSON WHO IS PUBLISHING THESE MAGICAL RATINGS WHILE THAT PERSON RUNS THE DISTRICT THROUGH THE LENS OF A PREDICTION RING HANGING AROUND HIS NECK. EVERYONE IN THE ROOM, SAY IT WITH ME. NO TRUST, NO BOND. NO TRUST, NO BOND. NO TRUST, NO BOND. NO TRUST. NO BOND. CHRISTINE HURLEY, PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN. OKAY. SORRY. >> AS A WOMAN, I'M UNFORTUNATELY UNSURPRISED WHEN MY OPINIONS, VIEWS, THOUGHTS AND IDEAS ARE DISMISSED AND INVALIDATED BY MEN. I WAS SURPRISED, HOWEVER, TO SEE IT ALREADY HAPPENED TO MY 8-YEAR-OLD DAUGHTER LAST MONTH. SHE STOOD BEFORE YOU AND SPOKE ABOUT HOW SHE AND HER FRIENDS DO NOT LIKE THE TEAM CENTER ALONG WITH THE MAJORITY OF THE CHILDREN AT HER SCHOOL. WHAT WAS ONE OF THE FIRST THINGS OUT OF MIKE MILES MOUTH, DISMISSAL OF HER LIVED EXPERIENCE, SAYING, KIDS LOVE THE TEAM CENTER. HOW HARD WOULD IT HAVE BEEN TO SIMPLY ACKNOWLEDGE A CHILD'S VOICE IN HER REALITY? [01:20:03] I ASSUME IT'S NEARLY IMPOSSIBLE FOR A COWARD, AND THAT'S WHY WE NEVER HEAR ACCOUNTABILITY FROM MIKE MILES. ADMIT THAT NES DOESN'T MEET THE NEEDS OF ANY STUDENT NEEDING INDIVIDUALIZED EDUCATION, SUCH AS GT FED OR EL. ADMIT THAT THE CURRICULUM THE DISTRICT IS FORCING ON SCHOOLS AND HASTILY THROWN TOGETHER A MERE WEEK BEFORE IT'S TO BE TAUGHT. ADMIT THAT INSTEAD OF SPENDING MONEY ON AD BATTERIES, YOU SET IN MY ELEMENTARY SCHOOL AN ENTIRE PALLET OF UNWANTED ADULT SPIN BITES. ADMIT THAT [INAUDIBLE] IS A FAILURE. >> THANK YOU, MS. HURLEY. THANK YOU. [APPLAUSE] TOM HURLEY, PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN. >> I CAME TO THE LAST BOARD MEETING TO SUPPORT MY DAUGHTER AND HER FRIEND AS THEY SPOKE TO YOU ABOUT THEIR ACTUAL EXPERIENCES IN AN NES SCHOOL. THEY TOLD YOU HOW THEY AND THEIR CLASSMATES DID NOT LIKE THE TEAM CENTERS. AT FIRST, I WAS EXTREMELY ANGRY THAT MIKE MILES BASICALLY CALLED THEM LIARS. AS SOON AS IT WAS HIS TURN TO SPEAK, HE DISMISSED THEIR EXPERIENCES BY TELLING THE BOARD THAT THE REALITY WAS HOW MUCH ALL THE CHILDREN LOVED THE TEAM CENTERS. I KNOW THAT SOME STUDENTS DO LOVE THE TEAM CENTERS AND THEY ARE BENEFICIAL TO SOME STUDENTS. MAYBE THE DISCONNECT IS WITH GT STUDENTS. WE WERE TOLD THE GT PROGRAM WOULD NOT BE ALTERED WHEN THE SCHOOL BECAME NES. BUT IN TYPICAL NES FASHION, A ONE SIZE FITS ALL IDEOLOGY WAS APPLIED AND EVERY STUDENT WAS CONSISTENTLY PUSHED OUT TO THE TEAM CENTER WITH WORKSHEETS THAT DID NOT CHALLENGE THEM, WHILE THE TEACHER SAT IN AN EMPTY CLASSROOM, HENCE, THE REALITY IS THAT NOT EVERY CHILD LOVES THE TEAM CENTERS. I CANNOT UNDERSTAND WHY YOU REFUSE TO LISTEN TO HONEST FEEDBACK FROM THE STUDENTS ON THE OTHER END OF YOUR UNTESTED PROGRAM. WOULDN'T IT MAKE SENSE TO TAKE THE FEEDBACK SERIOUSLY AND MAKE ADJUSTMENTS, MAKE IT BETTER, CONTINUE TO IMPROVE SO WHEN THIS IS ALL OVER, THE NES PROGRAM, WILL NOT BE REMEMBERED AS A COMPLETE FAILURE? LET'S BE HONEST. OVER AND OVER, YOU'VE SHOWN THAT THERE WILL NEVER BE TRUST. >> THANK YOU, MR. HURLEY. [APPLAUSE] JANELLE MARTINEZ, PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN. >> HI, I'M JANELLE MARTINEZ. I'M ACTUALLY CURRENTLY A STUDENT AT WESTBURY HIGH SCHOOL WITH A GPA OF 4.5, AND I CAN TELL YOU THAT THIS IS NOT FAIR. MY SISTER ACTUALLY WROTE THE LETTER ABOUT A MERGE AND HOW IT WAS BETTER AND YOU ACTUALLY ENJOYED LEARNING AND NOT HAVE TEACHERS WHO LITERALLY DON'T KNOW WHAT TO DO IN CASE OF AN EMERGENCY. ACTUALLY, AROUND TWO WEEKS AGO, SINCE THE DOORS WERE OPEN, I HEARD A STUDENT HAVING A PANIC ATTACK AND LITERAL TEACHERS SCREAMING, WHAT SHOULD WE DO? UNTIL A STUDENT FROM MY CLASS HAD TO STAND UP AND GO AND TELL THEM TO CALL THE EMERGENCY AND HAD TO TAKE OUT HER PHONE FROM HER BACKPACK AND CALL 911 BECAUSE NOBODY DID ANYTHING. IT IS UNACCEPTABLE. >> THANK YOU, MA'AM. CAROLYN SHIPP, YOU MAY BEGIN. MISS SHIPP, PLEASE TURN YOUR MICROPHONE ON. YOU MAY BEGIN. >> MY NAME IS CAROLYN SHIPP. I'M A RETIRED HISD TEACHER OF 38 YEARS WITH THREE GRANDCHILDREN IN THE DISTRICT. HERE TODAY TO TALK ABOUT GOAL 3.1, THE PERCENT OF 11TH GRADER'S MEETING TSI CRITERIA. >> MA'AM, YOU'RE HEARING YOURSELF. I THINK YOU HAVE TO MUTE THE SOUND BACK. WE CAN HEAR YOU FINE. IF YOU CAN CONTINUE, PLEASE. MAYBE WE NEED TO COME BACK TO HER. WE'LL COME BACK TO YOU, MA'AM. >> PRANJAL SRIVASTAVA. YOU MAY BEGIN. [01:25:05] >> HI, GOOD EVENING. MY NAME IS PRANJAL SRIVASTAVA, HISD PARENT. I WANTED TO TALK ABOUT THE OTHER MISMANAGEMENT THAT'S GOING ON IN HISD STUDENTS ARE DYING ON CAMPUS, NURSES ARE NOT TRAINED, ACS ARE NOT WORKING. STUDENTS ARE HAVING TO MISS CLASSROOM TEACHING BECAUSE OF ACS. TEACHERS ARE LIVING IN MASS DROVES. IF THIS IS WHAT YOU CALL A SUCCESSFUL EDUCATION THEN I THINK YOU SHOULD BE ASHAMED OF WHAT YOU'RE TRYING TO PERCOLATE HERE. I'M SURPRISED THAT YOU GUYS HAVE NOT RESIGNED BECAUSE THIS IS NOT HELPING THE PARENTS IN THE DISTRICT. THE IMAGE THAT COMES TO MY MIND IS ABOUT EMPEROR NERO PLAYING THE FIDDLE WHILE ROME WAS BURNING AROUND HIM. YOU ARE BURNING HISD TO THE GROUND. THAT'S WHAT IS HAPPENING TODAY. THANK YOU. [APPLAUSE] >> MS. SHIPP, PLEASE GO AHEAD. >> SORRY FOR EARLIER. I'M A RETIRED HISD FOR 38 YEARS WITH THREE GRANDCHILDREN IN THE DISTRICT. HERE TODAY TO TALK ABOUT GOAL 3.1, THE PERCENT OF THE 11TH GRADER'S MEETING TSI CRITERIA ON SAT, ACT, OR TSI IN BOTH MATH AND READING WILL INCREASE FROM 15% IN MAY 2023 TO 30% IN MAY 2028. I FAIL TO SEE HOW THE CURRENT AI GENERATED CURRICULUM CAN PREPARE ANYONE FOR ADVANCED TESTING. THE 10TH GRADE ENGLISH LESSON THAT I SAW TRIED TO CRAM EIGHT POETRY CONVENTIONS IN ONE LESSON AND AN UNINSPIRING POEM WITH TED'S RHYMES. STUDENTS IN ENGLISH CLASSES NEED TO READ AND DISCUSS WITH TEACHERS THE CONCEPTS AND IDEAS THAT THEY READ AND PLAYS AND NOVELS WITH RECURRING THEMES. CONTINUING WITH THE CURRENT ENGLISH CURRICULUM WILL NOT PREPARE STUDENTS FOR LIFE AFTER HIGH SCHOOL. THANK YOU. [APPLAUSE] >> MR. TAMBORELLO, PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN. PLEASE TURN YOUR MICROPHONE ON. WE CAN'T HEAR YOU. >> I SAY UNMUTE. THANK YOU. I'M VERY CONCERNED ABOUT THE PROPOSED BOND FOR THE HOUSTON HISD UNDER MIKE MILES LEADERSHIP. SOMEONE WHO EMPLOYS A SHELL CORPORATION TO MOVE TEXAS TAXPAYERS SCHOOL FUNDS TO AN OUT OF STATE FOR PROFIT CORPORATION HAS NO BUSINESS ASKING TAXPAYERS FOR $4.4 BILLION. WHEN MILES BEGAN AS SUPERINTENDENT HISD HAD A PROJECTED 23-24 BUDGET DEFICIT OF $99 MILLION, BUT UNDER MILES LEADERSHIP THAT DEFICIT HAS EXPANDED TO $285 MILLION. AND YET THE DISTRICT HAS CUT MAINTENANCE STAFF. ONE CONSEQUENCE OF THAT IRRESPONSIBLE STAFF REDUCTION OCCURRED AT FINLAND MIDDLE SCHOOL ON FRIDAY AUGUST 16TH DURING DISMISSAL, A LARGE TREE BRANCH FELL OFF OF A DEAD TREE STRIKING A PARENT AND HOSPITALIZING HER. MEANWHILE, DURING THE FIFTH WEEK OF CLASSES, MANY CAMPUSES STILL STRUGGLE WITH UNDERPERFORMING AIR CONDITIONING BECAUSE THERE ARE NOT ENOUGH MAINTENANCE STAFF NOR THIRD PARTY VENDORS TO MAKE REPAIRS. BOARD OF MANAGERS PLEASE ENGAGE A THIRD PARTY TO PERFORM COMPREHENSIVE AUDITS OF HISDS FINANCES UNDER MILE'S TENURE. NO TRANSPARENCY, NO TRUST, NO BOND. THANK YOU. [APPLAUSE] >> DR. DIDA WADWA, YOU MAY BEGIN? >> WELL, I DON'T KNOW EXACTLY WHAT HAPPENED AT MARSHALL MIDDLE SCHOOL. I KNOW THAT THE REPORTED LACK OF A WORKING AED IS EMBLEMATIC OF THE LAPSE OF SERVICES HAPPENING UNDER THE LEADERSHIP OF MIKE, AUDREY, RICK, ANGIE, CASSANDRA, MICHELLE, JANETTE, ROLANDO, PAULA, AND ADAM. YOU HAVE REMOVED THE [INAUDIBLE] OF PARENTS AND STUDENTS IN YOUR FIELD TO IMPROVE TEST SCORES. I'VE WATCHED A 7-YEAR-OLD CRY IN FRONT OF YOU BECAUSE SHE MISSES HER LIBRARY. AND WHAT WAS YOUR RESPONSE, NOTHING. NOT EVERY CAMPUS TO YOU IS WORTHY OF A NURSE IN YOUR STAFFING MODEL, AND NOT EVERY CAMPUS IS WORTH HAVING BOOKS. BOOKS, YOU ALL, BOOKS. IT'S 2024 AND I'M HAVING TO DEFEND BOOKS TO A BOARD OF PEOPLE OF COLOR. [INAUDIBLE] [01:30:06] [APPLAUSE] >> JESSICA CATRETT, PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN. >> DOES SHE KNOW SHE'S ON? MA'AM YOU'RE ON CAMERA, AND WE'RE READY TO HEAR FROM YOU. >> ME, JESSICA CATRETT? >> YES, MA'AM. >> HI, JESSICA CATRETT, HISD PARENT. I'M READING A STATEMENT ON BEHALF OF A FORMER WAINWRIGHT ELEMENTARY PARENT, WHO COULD NOT BE HERE TONIGHT. MY NAME IS ROSA STRAWN. LAST YEAR, MY SON ATTENDED OUR ZONE SCHOOL, WAINWRIGHT ELEMENTARY. WE TOLD THE SCHOOL THE YEAR BEFORE WE'RE PLEASED WITH THE THINGS WE SAW ON TOUR. THEN MR. F. MIKE MILES CAME AND THINGS CHANGED DRASTICALLY. WAINWRIGHT WAS NOW NES ALIGNED. UPON REGISTERING, I REQUESTED MY SON BE PLACED IN DUAL LANGUAGE PROGRAM. I MEET THE TEACHER, I WAS TOLD THAT HE HAD NOT BEEN PLACED IN THAT PROGRAM. IN MY 19 YEARS OF TEACHING, I HAD NEVER SEEN SUCH DISRESPECT FOR THE WHOLE CHILD AS I SAW AT WAINWRIGHT. WORKSHEETS WERE SENT HOME, NO BANS ON LEARNING OPPORTUNITIES, NO LIBRARY PROGRAM. THE ONLY ART THE CHILDREN DID WAS COLORING SHEET. HISD NEEDS BETTER. NO TRUST, NO BOND. [APPLAUSE] >> DR. BENZON, YOU MAY BEGIN. >> HI, MY NAME IS MARIA BENZON. TODAY, MR. MILES IS GOING TO HIGHLIGHT THE REMARKABLE RESULTS IN STUDENT PERFORMANCE ACROSS READING MATH AND CAREER READINESS ASSESSMENTS UNDER HIS ADMINISTRATION. HOWEVER, I HAVE SERIOUS CONCERNS. FIRST, THERE IS A LACK OF TRANSPARENCY. NUMERATORS AND DENOMINATORS AREN'T REPORTED. SECOND, TERMS LIKE PERCENT AND PERCENTAGE POINT INCREASES ARE USED INCORRECTLY DESPITE BEING VERY DIFFERENT. THIRD, SOME REPORTED GAINS EXCEEDED 400% OVER JUST A COUPLE OF YEARS, WHICH IS HIGHLY QUESTIONABLE. GIVEN THE CONTEXT, SUCH AS HISDS, DECLINING SCHOOL ENROLLMENTS, A MASS EXODUS OF TEACHERS AND PRINCIPALS, AND AN ALARMING RISE IN UNCERTIFIED TEACHERS, ONE HAS TO WONDER IF THESE NUMBERS ARE MANIPULATED. IS THIS REALLY EDUCATION OR SIMPLY BUSINESS? AT WHAT COST ARE WE CHASING THESE METRICS, RISKING STUDENT WELL BEING AND COMMUNITY STABILITY? ON NOVEMBER 5TH, VOTE NO ON PROPOSITIONS A AND B, NO TRUST, NO TRANSPARENCY, NO BOND. [APPLAUSE] >> THAT CONCLUDES OUR SPEAKERS. >> THANK YOU. [NOISE] THANK YOU TO EVERYONE WHO CAME TO SPEAK THIS EVENING AND THOSE WHO ARE ON ZOOM. WE'LL NOW ADDRESS OUR DISCUSSION AND REPORT ITEMS, [DISCUSSION AND REPORT ITEMS] AND I BELIEVE THE FIRST ITEM THAT WE ARE GOING TO LOOK AT THIS EVENING IS THE ACCEPTANCE OF BOARD MONITORING UPDATE GOALS 3 AND 4. ALSO AFTER THAT, SUPERINTENDENT, YOU'RE DOING THE PRESENTATION ALSO ON THE CONSTRAINTS AS WELL? >> YES, MA'AM. >> THEN AS PART OF THAT YOU'RE GOING TO TALK ABOUT TEACHER EFFECTIVENESS AND RETENTION. >> I'M GOING TO START WITH THAT. >> I THINK IT'S ALL TIED TO THE GOALS. YES, THAT'S FINE. AS YOU'RE MOVING, I'LL JUST REMIND THE BOARD THAT AS WE HEAR THE PRESENTATIONS ON THE MONITORING UPDATES, AND THERE ARE TWO SEPARATE ONES THAT WE ARE GOING TO HAVE BEFORE US THIS EVENING. THE ISSUE IS WHETHER FIRST THE GOAL WAS CLEARLY SHOWN, DESCRIBED IN THE DOCUMENT. THE SECOND ITEM IS WHETHER THE DATA CLEARLY SHOWS FOR THE PREVIOUS REPORTING PERIODS AND THE CURRENT REPORTING PERIOD. NUMBER 3, IF WHOEVER'S PHONE IS GOING OFF, CAN YOU PLEASE SILENCE IT, I'D APPRECIATE IT. THANK YOU. THE INTERPRETATION THAT THE SUPERINTENDENT'S UNDERSTANDING OF THE SYSTEM PERFORMANCE RELATIVE TO THE GOAL, AND I THINK THAT'S SUPERINTENDENT MILES IS GOING TO FOCUS SOME OF HIS ATTENTION THIS EVENING ON DISCUSSION ABOUT TEACHER EVALUATION AND RETENTION. THEN THE LAST ITEM IS EVIDENCE AND PLAN. DOES IT CLEARLY SHOW SUPPORTING DOCUMENTATION THAT EVIDENCE IS THE SUPERINTENDENT'S UNDERSTANDING OF SYSTEM PERFORMANCE AND DESCRIBES THAT FURTHER. WITH THAT, SUPERINTENDENT. >> GO AHEAD, SIR. >> MADAM PRESIDENT, MEMBERS OF THE BOARD, I'D LIKE TO SPEAK ABOUT THE PROGRESS MONITORING REPORT. TO GIVE SOME CONTEXT, AND I KNOW THIS IS AN INTEREST OF BOTH THE BOARD AND THE PUBLIC. I WANTED TO TALK ABOUT THE TEACHER EFFECTIVENESS AND RETENTION, [01:35:01] AND THAT WILL LEAD RIGHT INTO THE PROGRESS MONITORING AND THE GOALS. BUT ONE THING TO NOTE RIGHT OFF THE BAT IS THAT THE STAFF OF TEACHERS THAT WE HAD LAST YEAR, 11,400 OR SO TEACHERS, ACCOMPLISH WHAT HAS NEVER BEEN DONE IN THE HISTORY OF HISD, AND THAT HAS INCREASED STUDENT ACHIEVEMENT AND PERFORMANCE A GREATER INCREASE YEAR OVER YEAR THAN ANY OTHER TIME IN THE HISTORY OF THE DISTRICT. THE TEACHERS AS A WHOLE, DID GREAT, AND THE MAKEUP OF THE TEACHERS THAT WE HAD, AS A WHOLE, ACCOMPLISHED SOME INCREDIBLE THINGS. THAT'S A TESTAMENT TO OUR TEACHING FORCE, AND FRANKLY, TO THE PRINCIPLES THAT LEAD THEM. AT THE SAME TIME, WE KNOW WE DID HAVE MOVEMENT JUST AS WE DO EVERY YEAR, BUT MORE SO THIS LAST YEAR IN THE DISTRICT. THE DISTRICT HAD 200-696 TEACHERS LEAVE IN JUNE AND JULY OF THIS SUMMER. THAT'S MORE THAN YEARS PAST, WHICH IS ABOUT 2000 TEACHERS LEAVE THE DISTRICT AT THAT TIME. IT'S IMPORTANT TO NOTE THAT WE STARTED TO LOOK AT DATA, INSTRUCTIONAL OBSERVATIONS. THE PRINCIPALS WERE IN THE CLASSROOM QUITE A BIT. AS A RESULT, WE WERE ABLE TO ASSESS THE EFFECTIVENESS OF TEACHERS FAIRLY RIGOROUSLY COMPARED TO YEARS PAST. AS A RESULT OF THAT, WE WERE ABLE TO IDENTIFY AND WE DID IDENTIFY ABOUT 1,400 TEACHERS, AND THOSE 1,400 TEACHERS WERE NOTIFIED THAT THEY WERE BEING BROUGHT TO FILE REVIEW IN THE SPRING. MOST OF THOSE TEACHERS DECIDED TO RESIGN AND WE DIDN'T HAVE, AS YOU KNOW, AS MANY PEOPLE GO THROUGH THE FILE REVIEW PROCESS, BUT THEY RESIGNED. HERE'S THE HEADLINE THOUGH. THE HIGHER THE INSTRUCTIONAL PROFICIENCY OF THE TEACHERS, THE HIGHER THE RETENTION RATE. WHEN YOU HAVE TEACHERS LEAVING THE DISTRICT, EITHER FOR SKILL OR FOR WILL, THERE'S A COUPLE OF QUESTIONS THAT SHOULD COME TO MIND. ONE IS, ARE YOU ABLE TO REPLACE THOSE TEACHERS? WE STARTED THE SCHOOL YEAR OFF WITH JUST 28 VACANCIES. WE ACTUALLY HAD MORE TEACHERS IN THE QUE. WE HAD 35 ADDITIONAL EXCESS TEACHERS, BUT THEY DIDN'T FIT THE CERTIFICATION. OTHER 28, FOR EXAMPLE, SEVERAL WERE ROTC, PEOPLE THAT WE HAD IDENTIFIED, BUT WE HAD TO WAIT FOR THE ARMY'S RELEASE BEFORE THEY COULD ACTUALLY ENTER THE CLASSROOM. THEN WE HAD A HANDFUL OF SPECIAL ED CERTIFIED TEACHERS THAT WE COULDN'T REPLACE UNLESS THEY HAD A CERTIFICATION, ETC. THAT'S THE FIRST QUESTION ASKED. IF YOU'RE GOING TO HAVE TEACHERS NOT RETAINED, CAN YOU REPLACE THEM AND CAN YOU REPLACE THEM WITH FAIRLY EFFECTIVE TEACHERS? THE SECOND QUESTION THOUGH IS EVEN MORE IMPORTANT, THAT IS, WHAT TYPE OF TEACHER LEFT? OVER TIME, WHAT YOU'D LIKE TO SEE, IF WE'RE GOING TO MEET OUR PROGRESS MONITORING METRICS, OVER TIME, WHAT YOU'D LIKE TO SEE IS YOUR MORE EFFECTIVE TEACHERS RETAINED? YOUR LESS EFFECTIVE TEACHERS ARE THE ONES WHO LEAVE. OVER TIME, THAT'S WHAT YOU WOULD LIKE TO SEE IN ANY DISTRICT. THE QUESTION IS, IF I COULD ASK[OVERLAPPING]. >> EXCUSE ME. WE'RE TRYING TO HEAR WHAT THE SUPERINTENDENT IS TALKING ABOUT. EXCUSE ME, MA'AM. WE'RE TRYING TO HAVE A BOARD MEETING. HEAR FROM THE SUPERINTENDENT. I'M GOING TO GIVE YOU FIRST WARNING. PLEASE, IF YOU COULD KEEP YOUR COMMENTS TO YOURSELF SO WE CAN HEAR WHAT SUPERINTENDENT'S TRYING TO TELL US. THANK YOU. >> THE HEADLINE IS THIS, AND THIS IS THE GRAPH THAT SHOWS BY PROFICIENCY. WE RAN DATA IN TWO WAYS. I WON'T SPEND TOO MUCH TIME ON EACH ONE, BUT THE FIRST SET OF GRAPHS YOU'LL SEE IS THE INSTRUCTIONAL PROFICIENCY. BASED ON SPOT OBSERVATIONS AND THE ANNUAL OBSERVATION FOR TEACHERS. WE RATED THEM UNSATISFACTORY THROUGH EXEMPLARY. BASED ON A TARGET DISTRIBUTION. THEN WE COMPARE THAT DATA AND ALMOST EVERY ONE OF THE 11,000 TEACHERS RECEIVED THIS ASSESSMENT OF THEIR INSTRUCTION. WE MATCHED THAT AGAINST THE TEACHERS WHO EITHER STAYED OR LEFT. YOU CAN SEE THAT AT THE HIGHER LEVELS OF PROFICIENCY, WE HAD HIGHER RETENTION, [01:40:01] 84% IS PRETTY GOOD. WE WANT TO PUSH THAT TO 90% OVER TIME. IT'LL NEVER BE 100% BECAUSE PEOPLE LEAVE FOR ALL KINDS OF REASONS, EITHER THEY RETIRE, THEY MOVE WITH THE SPOUSE, OR THEY CHANGE JOBS OR CAREERS OR ANY NUMBER OF THINGS. BUT IN ANY CASE, IN LAST YEAR, IN THIS DISTRICT, TEACHERS THAT WERE MORE PROFICIENT STAYED AND THE TEACHERS WHO WERE LESS PROFICIENT LEFT. YOU CAN SEE THE PROGRESSING ONE, THAT'S WHAT P-R-O-G MEANS, PROGRESSING ONE AND UNSATISFACTORY TEACHERS LEFT AT HIGHER RATES. ARE WE ALREADY MEETING THAT CRITERIA? I SET OUT THAT YOUR MORE EFFECTIVE TEACHERS STAY AND YOUR LESS EFFECTIVE TEACHERS? THAT'S ACTUALLY THIS IS A SIMILAR GRAPH THAT WE WOULD LIKE TO SEE IN THE DISTRICT GOING FORWARD. WE BROKE THIS DOWN BY NES TEACHERS AND YOU CAN SEE, AS FAR AS EXEMPLARY TEACHERS, 97% STAYED, THAT'S PRETTY INCREDIBLE FOR ANY GROUP OF TEACHERS. PROFICIENT II, 89%, PROFICIENT I, 88%. THE POINT IS, YOU'RE MORE EFFECTIVE TEACHERS IN THE NES SCHOOLS STAYED. YOUR LESS EFFECTIVE TEACHERS LEFT. THAT'S ONE OF THE REASONS WHY WE SEE AT THE BEGINNING OF THIS SCHOOL YEAR, SOME PRETTY GOOD PROGRESS EVEN FOR THE VERY BEGINNING OF THE YEAR. NOW, THE SAME PATTERN THOUGH, WAS EVEN EVIDENT IN THE NON-NES TEACHING FORCE. EVEN IN THE NON-NES TEACHING FORCE, YOUR MORE EFFECTIVE TEACHERS STAYED, AS YOU CAN SEE THERE. NOW THEY'RE NOT AT 90% OR 88%, BUT IT'S CLOSE AND YOUR LESS EFFECTIVE TEACHERS LEFT. OVER TIME, THIS IS NOT A PATTERN TO WORRY ABOUT, THIS IS A PATTERN ACTUALLY TO APPLY. NOW, WE ALSO RAN AFTER WE GOT DATA AT THE END OF JUNE. AFTER THE SCHOOL YEAR, AND WE GOT THE ACHIEVEMENT DATA, THE STAR DATA, THEIR SPOT OBSERVATION DATA, THEIR INSTRUCTIONAL DATA. WE DID EVALUATE MOST TEACHERS, AS YOU CAN SEE THERE. THAT'S WHAT THE T-TESS MEANS. THE EVALUATION OF TEACHERS. AGAIN, BASED ON THE T-TESS EVALUATION, IT FOLLOWED THE SAME PATTERN AS THE PROFICIENCY EVALUATION, AND THAT IS YOUR MOST PROFICIENT TEACHERS STAYED AT HIGHER NUMBERS. EIGHTY NINE AND 87%, THAT'S REALLY GOOD FOR TEACHING FOR THAT DISTINGUISH AND ACCOMPLISH, 79% IS GOOD. WE NEED TO PUSH THAT UP HIGHER, BUT THEY STAYED AT HIGHER RATES THAN THE DEVELOPING AND IMPROVEMENT NEEDED POSITIONS. THE FIRST TIME THE DISTRICT HAS MADE RETENTION AND RECRUITMENT TIED TO EFFECTIVENESS, WAY MORE RIGOROUS PROCESS, AND YOU'RE SEEING THAT OVER TIME, YOU'LL SEE MORE AND MORE EFFECTIVE TEACHING FORCE IN HISD. NOW THAT BOTTOM LINE MAY BE CONFUSING, AND THAT IS, YOU WILL RECALL THAT I SAID THAT TEACHERS WHO WANTED TO WAIVE THEIR EVALUATION, THIS FIRST YEAR COULD DO THAT. WE DID THAT BECAUSE WE UNDERSTOOD THAT IT WAS GOING TO BE A DIFFICULT YEAR OF CHANGE. A LOT OF THINGS THAT WERE DIFFERENT. PEOPLE WERE ALREADY HERE WHEN MY TEAM GOT HERE. IT SEEMED FAIR FOR AS FAR AS EVALUATION GOES TO LET TEACHERS WAIVE THAT IF THEY WANTED. NOW THAT'S ONLY THE ONE YEAR DEAL, THAT WAS LAST YEAR, NOT THIS YEAR. YOU NOTICE THAT 2,300 AND WHAT IS IT? 59 TEACHERS WAIVE THEIR EVALUATION. THAT LAST BAR, WE'RE NOT SURE AT LEAST AS FAR AS T-TESSCO, WHERE THEY WOULD FALL BECAUSE THEY WERE NOT EVALUATED. THAT DOESN'T MEAN THEY DIDN'T GET INSTRUCTIONAL FEEDBACK. IT DOESN'T MEAN THEY DIDN'T GET SPOT OBSERVATION, AS YOU SAW IN THE FIRST SET OF SLIDES, BUT THEY DID NOT GET A T-TESS EVAL. THAT WAS US SUPPORTING TEACHERS, AND WE ALSO, AS YOU RECALL, DID NOT GO AFTER CERTIFICATION. AGAIN, THIS IS TO HELP TEACHERS BECAUSE IT WAS GOING TO BE A YEAR OF CHANGE. THIS IS THE NES, SAME THING. YOU CAN SEE AGAIN, BASED ON T-TESS, IT IS VERY SIMILAR TO PROFICIENCY, HIGHER RATES OF EFFECTIVE TEACHERS OR DISTINGUISHED TEACHERS STAYED THAN THE IMPROVEMENT NEEDED RATE. [01:45:05] THE NON-NES, THING. HIGHER RATE STAYED, LOWER EFFECTIVENESS ARE THE ONES THAT LEFT AT HIGHER RATES. THE LAST THING I WILL SAY ABOUT THIS BECAUSE IT'S A TOPIC THAT ALSO OVER TIME AFFECTS OUR PROGRESS MONITORING MEASURES IS CERTIFICATION. I THINK THAT IS A TOPIC THAT THE BOARD IS INTERESTED IN, THE PUBLIC IS OBVIOUSLY INTERESTED IN. LAST YEAR, WE RATED, IN OTHER WORDS, LOOKED AT THE PROFICIENCY OF 1,238, TEACHERS WORKING TOWARDS CERTIFICATION. IT IS A FACT, AT LEAST IN THIS DISTRICT, THAT TEACHERS WHO ARE CERTIFIED WERE MORE PROFICIENT AS A GROUP THAN TEACHERS WHO WERE NOT CERTIFIED OR TEACHERS WHO WERE WORKING TOWARDS CERTIFICATION. I USE THAT PHRASE PURPOSELY BECAUSE EVERY TEACHER WHO DOESN'T HAVE A CERTIFICATION HAS TO BE IN A PROGRAM TO GET CERTIFIED. THEY'RE WORKING TOWARDS CERTIFICATION, 66% OF CERTIFIED TEACHERS WERE PROFICIENT OR HIGHER, 42% OF TEACHERS WORKING TOWARDS CERTIFICATION WERE PROFICIENT OR HIGHER. NOW, NOT ALL TEACHERS CAN BE PROFICIENT RIGHT OFF THE BAT, AND SO WE LOOK AT PROGRESSING II AS A METRIC ALSO, AND WE'RE PROUD TO SAY THAT A LOT OF THOSE TEACHERS WORKING TOWARDS CERTIFICATION WERE PROGRESSING II OR HIGHER. PROGRESSING II MEANS NEAR PROFICIENT, NOT PROFICIENT, BUT NEAR PROFICIENT, UNLIKE PROGRESSING I, SO 73% OF ALL THOSE TEACHERS WE NEAR PROFICIENT OR HIGHER, AND WE THINK THAT'S A CAUSE FOR CELEBRATION FOR THOSE TEACHERS. THEN 71% OF ALL TEACHERS WORKING TOWARDS CERTIFICATION WERE RETAINED. TO PUT THAT IN SOME CONTEXT, AND THEN I'LL GIVE YOU THE FINAL SLIDES, FINAL TWO SLIDES. >> SORRY, I'M DISTRACTED. THERE IS LIKE SOMEBODY PLAYING A GAME OR SOMETHING. I DON'T KNOW, BUT THERE'S A CELL PHONE NOISE. IF SOMEBODY COULD JUST TURN THAT OFF, PLEASE, IT WOULD BE APPRECIATED. THANK YOU. >> FINALLY, TO PUT THIS INTO SOME CONTEXT. YOU CAN SEE HERE THAT THIS IS FROM THE TEXAS TRIBUNE FOR SEPTEMBER, BUT THE SOURCES TEXAS EDUCATION AGENCY. THIS SHOWS YOU THAT ACROSS THE STATE, 40% OF NEW HIRES ACROSS TEXAS WERE UNCERTIFIED, 40%. THIS IS A PROBLEM STATEWIDE AND NATIONALLY. NOT ONLY IS THERE A TEACHER SHORTAGE OF CERTIFIED TEACHERS, AND YOU CAN SEE THAT PROBLEM GOT EXACERBATED SINCE COVID, BUT IT'S EXACERBATED ACROSS THE STATE. NOW WE'RE LOOKING AT A LOT OF NEW HIRES OR TEACHING POOL WITH A LOT OF UNCERTIFIED TEACHERS. IN THE STATE, AND THE POINT OF THIS SLIDE IS TO SAY, LOOK. FOR THE FORESEEABLE FUTURE, IF WE WANT TO FILL ALL OF OUR POSITIONS, WE WILL BE WORKING WITH TEACHERS WHO NEED A CERTIFICATION. WE WILL BE HIRING TEACHERS WHO NEED A CERTIFICATION. THE QUESTION IS, HOW DO WE DO THAT IN A WAY THAT MAKES SENSE AND GETS THEM UP TO SPEED RIGHT AWAY? THAT'S THE REAL QUESTION. IT'S NO LONGER A QUESTION OF WHETHER OR NOT WE'RE GOING TO HAVE THEM OR NOT. TWO YEARS AGO, THE DISTRICT HIRED OR HAD 644 VACANCIES AT THE START OF THE SCHOOL YEAR. THAT IS NOT GOOD FOR KIDS. WE'RE NOT GOING TO DO THAT. WHAT WE ARE GOING TO DO IS HAVE A RIGOROUS HIRING PROCESS AND FILL ALL OF OUR POSITIONS FIRST WITH TEACHERS WITH CERTIFICATION, AND THEN IF WE CAN'T FIND ENOUGH WITH TEACHERS THAT NEED TO WORK TOWARDS CERTIFICATION. IN FACT THIS IS THE PROFICIENCY BY PROFICIENCY LEVEL OR BY CERTIFICATION RATHER. YOU CAN SEE THAT CERTIFIED TEACHERS, IF YOU LOOK AT PROGRESSING TWO AND HIGHER, THE GREEN AND TO THE RIGHT, YOU CAN SEE THAT MORE CERTIFIED TEACHERS WERE PROGRESSING TWO OR HIGHER, SO NEAR PROFICIENT OR HIGHER THAN TEACHERS WORKING TOWARDS CERTIFICATION. IT'S NOT A BAD THING THAT WE HAD 73% OF ALL TEACHERS WORKING TOWARDS CERTIFICATION THAT WE'RE PROGRESSING II OR HIGHER, BUT IT'S NOT AS STRONG AS A CERTIFIED TEACHER POOL. QUICKLY, WHAT ARE WE GOING TO DO ABOUT THIS NEW REALITY? BECAUSE AGAIN, IT DOES AFFECT OUR ABILITY TO GET STUDENT ACHIEVEMENT RESULTS AND HELP KIDS LEARN. FIRST, JUST LIKE WE DID THIS SUMMER, THESE ARE THE THINGS WE'VE DONE AND ARE CONTINUING TO DO. WE DID BROAD AND TARGETED RECRUITMENT. BY THE WAY, WE HAD 8,000 TEACHERS OR CLOSE TO 8,000 TEACHERS ATTEND OUR JOB FAIRS. EIGHT THOUSAND. WE ONLY HIRED 1,000. THAT'S BECAUSE OF THAT SECOND BULLET THERE. [01:50:02] WE HAD A RIGOROUS HIRING PROCESS PERFORMANCE INTERVIEW. WE COULD HAVE EASILY FILLED ALL THE POSITIONS RIGHT AWAY EVEN EARLIER IN THE SUMMER IF WE WEREN'T BEING RIGOROUS IN OUR HIRING PROCESS. EVEN IF WE WERE GOING TO GET TEACHERS WORKING TOWARDS CERTIFICATION, THOSE TEACHERS WERE PUT THROUGH A RIGOROUS HIRING PROCESS ALSO. BECAUSE CERTIFICATION IS NOT THE CEILING, IT'S THE FLOOR FOR US. THE OTHER THING IS WE SUPPORT OUR TEACHERS THROUGH THEIR CERTIFICATION PROCESS. WE'VE INCREASED THE NUMBER OF IN-DISTRICT ALTERNATIVE CERTIFICATION PROGRAM TEACHERS. WE'RE EXPANDING THAT. WE HAVE EXPANDED PARTNERSHIPS WITH OTHER LOCAL AND STATE CERTIFICATION PROGRAMS TO ENSURE THAT THEY MEET THAT REQUIREMENT THAT IF THEY GET HIRED, THEY HAVE TWO YEARS TO GET THEIR CERTIFICATION IN HISD. WE ALSO HAVE ROBUST AND CONTINUOUS ON THE JOB COACHING AND TRAINING. THIS IS IMPORTANT. CAN YOU IMAGINE IN OTHER DISTRICTS WHEN YOU HIRE A PERSON WHO'S NOT CERTIFIED AND YOU LEAVE THEM TO THEIR OWN DEVICES? THAT IS NOT GOING TO WORK FOR MOST TEACHERS WHO DON'T HAVE A CERTIFICATION OR WHO ARE NEW TO THE PROFESSION OR NEW TO A DISTRICT. ROBUST AND CONTINUOUS ON THE JOB COACHING AND TRAINING IS REALLY IMPORTANT FOR THAT GROUP OF TEACHERS? WE HAVE PREPARED LESSON PLANS AND OTHER INSTRUCTIONAL MATERIALS, THE NES CURRICULUM, IS VERY GOOD AND BEING USED BY MANY OF THE OTHER SCHOOLS THAT ARE B OR C RATED. THEY'RE USING THE CURRICULUM BECAUSE A NEW TEACHER OR TEACHER WORKING TOWARDS CERTIFICATION DOES NOT HAVE TO BUILD THOSE LESSON PLANS THEMSELVES. THEY DON'T HAVE TO GO SEARCHING FOR MATERIALS. IF YOU'RE GOING TO HAVE TEACHERS WHO ARE NOT CERTIFIED OR NEW TEACHERS IN THE PROFESSION, THEN YOU HAVE TO SUPPORT THEM AND WE'RE DOING IT, MUCH BETTER THAN ANY OTHER DISTRICT THAT I KNOW OF. THE OVERALL STRATEGY THOUGH, IS TO TIE RETENTION AND RECRUITMENT TO EFFECTIVENESS. NOT YEAR AFTER YEAR, JUST LETTING THAT GO AND LOOKING CLOSELY AT HOW EFFECTIVE A TEACHER IS, AND WE WANT TO RETAIN THE MOST EFFECTIVE TEACHERS, AND IT'S OKAY IF THE LEAST EFFECTIVE TEACHERS ARE NOT RETAINED. >> THAT'S THE END OF THIS PART OF THE PRESENTATION. I'M GOING TO GO RIGHT INTO PROGRESS MONITORING, BUT MADAM PRESIDENT. >> I THINK SHOULD PAUSE AND ANSWER QUESTIONS SINCE THIS IS IN FRONT OF US. IF ANYBODY HAS QUESTIONS? WE CAN START IT, MISS BANDY. >> THANK YOU, SUPER FOR THE INFORMATION WE APPRECIATE IT. I HAD A QUESTION AROUND HOW OUR LEADERSHIP TEAMS AT SCHOOLS ARE RATED. ARE THEY RATED EXEMPLARY, ALL THOSE AS WELL? >> YES, MA'AM. >> JUST WONDERING IF THIS TREND, AS FAR AS RETENTION OF LEADERSHIP IS FOLLOWING THE SAME TREND AS TEACHERS ARE? >> YES. THE BOTTOM LINE, AGAIN, FOR OUR LEAD PROGRAM, THE EVALUATION OF PRINCIPALS AND EXECUTIVE DIRECTORS, BUT FOCUSING ON PRINCIPALS RIGHT NOW IS EFFECTIVENESS. WITH THE PRINCIPALS, WE DID HAVE AN EVALUATION. THIS EVALUATION HERE WHILE WE DID USE THE DATA AND INFORMATION, WE DIDN'T GET THE EVALUATION TO THE SUMMER. TEACHERS WHILE THEY RECEIVE AN EVALUATION, IT DOESN'T IMPACT THEIR COMPENSATION OR ANYTHING LIKE THAT. FOR THE PRINCIPALS, YES, IT'S BASED ON THEIR EFFECTNESS AS INSTRUCTIONAL LEADERS, THE ACHIEVEMENT OF THE SCHOOL, THEIR LEADERSHIP QUALITIES, AND THEIR ACTION PLANNING, AND WHETHER OR NOT THEY ACCOMPLISH THEIR ACTION PLAN. THE MORE EFFECTIVE PRINCIPALS WERE RETAINED, THE LEAST EFFECTIVE PRINCIPALS WERE NOT RETAINED. >> THANK YOU FOR THEM. I'M JUST INTERESTED IN THAT TREND, AND THEN I WAS CURIOUS ABOUT THE IN-DISTRICT ACP PROGRAM. I'M NOT SMART ON WHAT IT MEANS TO HAVE AN IN-DISTRICT PROGRAM AS OPPOSED TO MAYBE A TEACHER DOING IT ON THEIR OWN. CAN YOU EXPLAIN THE BENEFITS TO WHAT WE'RE DOING WITH OUR IN-DISTRICT PLAN? >> THE MAIN BENEFIT OF OUR IN-DISTRICT PLAN IS THAT THEY'RE IN OUR CLASSROOMS AND THEY HAVE TO WORK ONLINE AND ALSO HAVE OBSERVATIONS BY A PERSON WHO'S IN OUR ACP DEPARTMENT, SO THEY'RE BEING OBSERVED. BUT THE BIGGEST DIFFERENCE IS THEY'RE GETTING GOOD TRAINING ON THE JOB HERE IN THE DISTRICT RATHER THAN SOMEWHERE ELSE. [01:55:05] THAT'S OUR ALTERNATIVE CERTIFICATION PROGRAM. I CAN GIVE YOU MUCH MORE INFORMATION IF YOU WANT ABOUT THE ACP. BUT THAT'S THE ADVANTAGE, IT'S LIKE GROWING YOUR OWN PROGRAM. WE ARE AUTHORIZED TO DO THAT BY THE STATE. >> YES, MA'AM. MISS CRUZ ARNOLD. >> THANK YOU, SUPERINTENDENT MILES. I HAVE A QUICK QUESTION ABOUT THE ALTERNATIVE CERTIFICATION PROGRAMS. AT SOME POINT, WILL WE HAVE EFFICACY DATA TO SHOW US WHICH PROGRAMS ARE THE MOST EFFECTIVE IN TERMS OF CERTIFYING TEACHERS, AND THEN OF THOSE, WHICH ONES MIGHT BE RATED HIGHER THAN OTHERS. >> THAT IS A GREAT QUESTION AND WE CAN GET YOU SOME PRELIMINARY DATA. WE'RE EXPANDING THAT PROGRAM, BUT WE ALREADY HAVE SOME DATA AROUND ACP TEACHERS. I'LL TRY TO GET YOU THAT DATA OR THE ENTIRE BOARD THAT DATA SOON. >> THANK YOU. >> MISS LINDER, ANYTHING? >> WE CAN COME BACK AT THIS. >> YEAH, SURE. MISS FLOWERS, DID YOU WANT. >> [NOISE] THANK YOU, SUPERINTENDENT. MANY, MANY YEARS AGO, I WAS IN HSDS ALTERNATIVE CERTIFICATION, AND WE HAD A CONNECTED PROGRAM WITH THE COMMUNITY COLLEGE, AND I HAD TEACH FOR AMERICA ALL AT THE SAME TIME. BUT I WILL SAY WHEN I REALLY LEARNED TO TEACH WAS WHEN I HAD MENTOR TEACHERS WORKING WITH ME. I UNDERSTAND THE VALUE OF ALL THIS, AND I REALLY APPRECIATE ALL THE WORK THAT'S BEEN PUT INTO IT. I HAVE ONE COMMENT ABOUT THE TEACHER EFFICACY AND ACP. IF YOU DO BRING THAT TO US, CAN YOU ALSO GIVE US SOME INFORMATION ABOUT TEACHER CHOICE AND ALL OF THAT, BECAUSE I DON'T WANT US TO PRESUME THAT YOU HAVE ANY CONTROL OVER THE CHOICES OF TEACHERS AND WHICH PROGRAMS THEY HAVE. LIKE WHAT'S AVAILABLE TO TEACHERS AND WHO MAKES THOSE DECISIONS? >> THAT'S GREAT. I'M LOOKING AT THE TEAM. >> YOU DON'T HAVE TO DO IT NOW. I WAS JUST SAYING IF YOU'RE COMING BACK WITH US WITH THAT. >> [INAUDIBLE]. >> IVY, THANK YOU FOR THAT CLARIFICATION BECAUSE IF WE WANT EFFICACY DATA, I JUST WANT US TO KNOW IF IT'S OUR DATA OR NOT. CAN WE GO BACK TO THE SLIDES? LET'S GO BACK TO RIGHT AROUND HERE. I APPRECIATE THE INFORMATION PAIRING RETENTION WITH EFFICACY AND THEN GOING ON IN THE NEXT SECTION TO TALK ABOUT OUR CERTIFIED TEACHERS VERSUS OUR TEACHERS THAT ARE ON THE PATH TO CERTIFICATION. I'M INTERESTED IN OUR CERTIFIED AND VETERAN TEACHERS WHERE THEY ARE FALLING ON THIS CHART, AND I'M VERY INTERESTED. WE LOVE THE TREND, BUT STILL IT LOOKS LIKE, THERE COULD BE 100-200 GREAT TEACHERS THAT LEFT. WHILE WE LOVE THE TREND, WE DON'T WANT TO LOSE ANY OF OUR WONDERFUL TEACHERS, AND WE WANT TO KNOW THAT IT'S BECAUSE THEY HAD TO MOVE OR SOMETHING. ONE OF MY QUESTIONS AS WELL IN TERMS OF SUPERIMPOSING THE DATA TOGETHER IS, HAVE YOU TALKED ABOUT OR IS THERE A WAY TO GET EXIT SURVEY DATA, ESPECIALLY FROM OUR HIGH PERFORMERS? I UNDERSTAND AND APPRECIATE THE TREND THE WAY IT'S GOING. I DON'T THINK WE NEED TO KNOW EVERYONE'S DECISIONS, BUT I'M VERY INTERESTED IN VETERAN AND HIGH PERFORMING TEACHERS. IF WE'RE GIVING THEM AN OPPORTUNITY TO GIVE THEIR STORY SO THAT WE CAN HAVE THAT DATA, AND WE CAN IMPROVE IN THAT AREA. BUT I APPRECIATE THE DATA. IT'S VERY INFORMATIVE, SO THANK YOU. >> I ACTUALLY HAD A QUESTION ABOUT EXIT INTERVIEWS AND WHETHER WE HAVE THAT DATA? I DON'T KNOW IF WE DO BECAUSE I MEAN TO ANGIE'S POINT, IT LOOKS GOOD FROM A PROFICIENCY STANDPOINT, THAT THE HIGHER ACHIEVING TEACHERS ARE STICKING AROUND. BUT WE DON'T WANT TO LOSE ANY OF OUR REALLY GOOD TEACHERS. THERE ARE NUMBERS OF TEACHERS THAT HAVE LEFT THAT ARE VERY PROFICIENT ACCORDING TO OUR RUBRIC, AND SO IT'D BE INTERESTING TO KNOW THAT. DO WE HAVE THAT DATA OR DO WE DO EXIT INTERVIEWS OF THAT TYPE? >> PEOPLE ARE OFTEN ASKED TO DO EXIT INTERVIEWS. I'M LOOKING AT THE HR TO SEE IF WE HAVE ANY EXIT INTERVIEWS DATA. YOU GO. [02:00:10] >> THEY HAVE TO REQUEST AN EXIT INTERVIEW? THEY HAVE REQUEST. >> [INAUDIBLE]. >> HAS THAT BEEN HISTORICAL PRACTICE OR IS THERE A REASON WHY NOT TO DO EXIT INTERVIEWS AS A MATTER OF COURSE? >> IT HASN'T BEEN OPERATIONALIZED IN HOUSTON ISD IN THE PAST. WHAT WE DID TO JUST PUT SOMETHING IN PLACE IN SHORT ORDER IS IT'S GRANTED UPON REQUEST AND COMMUNICATED FOR DEPARTING EMPLOYEES. WE DO, ALSO, THOUGH, WHEN THEY EXIT, THEY GO INTO OUR ONLINE PLATFORM AND THEY STATE THE REASON THAT THEY'RE SEPARATING, SO WE CAN TRACK THAT DATA. THAT'S WHAT'S IN PLACE CURRENTLY. WE ARE LOOKING FORWARD TO PUTTING MORE EMPHASIS ON RETENTION. A LOT OF EMPHASIS ON RECRUITMENT THIS YEAR, AND THEN WE ARE PUTTING SOME STRATEGIC PLANS IN PLACE TO FOCUS MORE ON RETENTION MOVING FORWARD, ESPECIALLY IN LIGHT OF THE DATA. >> OKAY. THANK YOU. >> THE OTHER THING I WOULD SAY IS A RETENTION RATE OF 90% IS REALLY GOOD. IF YOU LOOK AT ACROSS DISTRICTS, I WANT TO GIVE SOME PERSPECTIVE AROUND THAT. THE WHOLE PROFESSION IS LOSING TEACHERS OF ANY SORT. WE HAPPEN TO BE MEASURING THE EFFECTIVENESS VERSUS RETENTION, AND MOST DISTRICTS DON'T DO THAT SINCE 97% OF ALL THE TEACHERS ARE PROFICIENT. I JUST WANT TO CALL OUT, THIS IS GOOD NEWS. WE WERE SURPRISED AT HOW GOOD IT IS GIVEN THAT WE HAD A LOT OF TURNOVER AND WE HAD A LOT OF CHANGE IN THE DISTRICT. >> I THINK WE ALL APPRECIATE THAT WE ARE IN THE MODE OF CONTINUOUS IMPROVEMENT. WHATEVER WE CAN DO TO IMPROVE. THE NEXT QUESTION I HAVE IS, THESE ARE PROFICIENCY SCORES, OBVIOUSLY, BASED ON OUR RUBRIC. DO WE HAVE A SIMILAR EVALUATION THAT'S BEEN DONE OR ASSESSMENT BASED ON THE STUDENT OUTCOMES? >> THE STUDENT OUTCOMES ARE TIED TO T-TESTS. >> THAT'LL SHOW UP THERE? >> THAT'S WHERE THE STUDENT OUTCOMES WILL SHOW UP. >> THERE'S MULTIPLE DIFFERENT COMPONENTS OF THAT, IS THAT FAIR? >> THERE'S FOUR OR FIVE FOR THE TEACHERS. THE ACHIEVEMENT IS WORTH 35% POINTS, INSTRUCTIONAL QUALITY IS 40. THAT'S ABOUT 70-75% OF ALL OF A TEACHER'S T-TEST EVALUATIONS BASED ON INSTRUCTION AND ACHIEVEMENT. >> HAVE YOU-ALL DISSECTED THAT AT ALL TO DETERMINE WHETHER IT'S PROFICIENCY DRIVEN OR OTHERWISE? >> NO. WE HAVE NOT SEPARATED INSTRUCTION FROM PROFICIENCY. >> GOT IT. >> THANK YOU. ANYTHING, MR. KIMBO? MR. MARTINEZ? >> SUPER, THANK YOU FOR THE INFORMATION. I'LL SAY FROM A BACKGROUND OF HR, ALMOST 20 YEARS, RECRUITING IS DIFFICULT, REGARDLESS OF WHAT INDUSTRY YOU'RE IN. IT'S VERY DIFFICULT. SOMETIMES I HAVE LEARNED IN MY EXPERIENCE, YOU HAVE TO GET CREATIVE IN ORDER TO HIRE INDIVIDUALS. WHEN WE LOOK AT THE MEDICAL PROFESSION, WE WERE SHORT OF PHYSICIANS, YOU CAME UP WITH APRNS AND PHYSICIAN ASSISTANT, SO I UNDERSTAND THAT HERE. IN THIS PARTICULAR NEED, THERE'S GOING TO BE A NEED TO HIRE INDIVIDUALS WHO ARE PURSUING CERTIFICATION. THE ONE THING I WOULD SAY IS THAT WHEN YOU LOOK AT THE T-TEST SCORES, I THINK YOU LOOKED AT IT, I THINK IT IS IMPORTANT TO WHAT WE'RE REITERATING IS THIS IDEA OF IMPROVEMENT YEAR OVER YEAR. I ALSO RECOGNIZE THAT FIRST YEAR CHANGE, PEOPLE WILL MAKE DECISIONS ON THEIR OWN. BUT THERE'S A LOT THAT WE CAN CONTROL, THE ADMINISTRATION CAN CONTROL IN ORDER TO RETAIN THEM AS WELL. AS WE MOVE FORWARD IN THIS PROCESS, RECOGNIZING, IF YOU GO BACK TO THAT SLIDE, WE HAD ABOUT 40% OF THE TEACHES THAT WERE PROFICIENT WHO LEFT, SO THAT'S ABOUT 1,100 TEACHERS. THIS IS ONLY CONSIDERING JUNE AND JULY, DOESN'T CONSIDER THE REST OF THE YEAR. WHAT ARE WE DOING DIFFERENTLY THIS YEAR TO ENSURE THAT WE ARE RETAINING TEACHERS? >> RETENTION STARTS WITH RECRUITMENT, NUMBER ONE, AND SO MAKING SURE THAT WE HAVE A RIGOROUS RECRUITMENT PROCESS AND AN EMPLOYEE VALUE PROPOSITION THAT EVERYBODY UNDERSTANDS. THE EMPLOYEE VALUE PROPOSITION HAS BEEN OUTLINED AND TALKED ABOUT IN DIFFERENT FORUMS, AND WHAT THAT SAYS IS IT ADDRESSES THE WILL TO STAY HERE. IF YOU READ THE EMPLOYEE VALUE PROPOSITION FOR TEACHERS, [02:05:01] IT OUTLINES WHAT OUR EXPECTATIONS ARE. FOR EXAMPLE, THAT A TEACHER WILL BE VISITED IN THEIR CLASSROOM REGULARLY, THAT THERE WILL BE SPOT OBSERVATIONS. WE UNDERSTAND THAT IN THE PROFESSION, THAT IS A CAUSE FOR A LACK OF RETENTION FOR SEVERAL TEACHERS. IN SOME PLACES, TEACHERS DON'T WANT TO BE OBSERVED, AND IF THEY KNOW THAT THEY'RE GOING TO BE OBSERVED, THEN THEY WON'T GO TO THAT DISTRICT, OR THEY WILL LEAVE THAT DISTRICT. SAYING IT UP FRONT AND BEING VERY CLEAR ABOUT WHAT THAT IS, I THINK WE HELP OUR RETENTION. BUT IT'S THE SUPPORTS MORE THAN ANYTHING, I THINK, THAT HELPS A TEACHER TO BE RETAINED. TEACHERS AND SALARY, THEY GO HAND IN HAND, NOBODY'S GOING TO GET RICHER, BUT SALARY MAKES A HUGE DIFFERENCE. BY THE WAY, I'LL SAY FOR THE 13TH TIME, AND I'LL PROBABLY SAY IT AT EVERY BOARD MEETING, WE HAVE INCREASED THE AVERAGE SALARY IN THIS JURISDICTION IN ONE YEAR'S TIME BY $9,000. THAT'S GOING TO HELP RETAIN TEACHERS, AND YOU CAN SEE IT IN THE NES ORBIT THAT WHEN YOU HAVE 90-SOME PERCENT, 97%, 89%, 88% RETENTION, THAT'S HUGE. PART OF THAT IS SALARY, BUT THE OTHER PART IS SUPPORT. ALLOWING TEACHERS TO HAVE THE CURRICULUM DONE FOR THEM, EVEN IN THE A, B AND C SCHOOLS THE ONES WITH DEFINED AUTONOMY, 4, 3, AND 2, EVEN IN THOSE SCHOOLS, MOST OF THEM ARE PICKING THAT BECAUSE IT'S A SUPPORT. IN THE NES ORBIT AND IN THE NON NES SCHOOLS THAT WE'RE PROVIDING A LOT ADDITIONAL SUPPORT FOR, TEACHERS GROW CONFIDENT IN THEIR ABILITY TO TEACH WELL, WHEN YOU PROVIDE SPECIFIC INSTRUCTION AND FEEDBACK. CONTRARY TO POPULAR BELIEF IN SOME DISTRICTS, TEACHERS, ESPECIALLY NEWER TEACHERS WANT THE GUIDANCE, THEY WANT CLEAR EXPECTATIONS AND CLEAR SUPPORT, INSTRUCTIONAL STRATEGIES THAT WORK. THAT'S THE THING WE'RE DOING TO HELP RETAIN TEACHERS. I SUSPECT WE'RE GOING TO RETAIN MORE TEACHERS A HIGHER PERCENTAGE, EVEN THOUGH THESE ARE GOOD, I THINK WE ARE GOING TO CONTINUOUSLY IMPROVE AND RETAIN MORE TEACHERS NEXT YEAR. >> THANK YOU FOR THAT. I THINK IT IS GOING TO BE IMPORTANT THAT WE AS A BOARD CONTINUE TO MONITOR THAT TURNOVER AND RETENTION BECAUSE I THINK IN ANY INDUSTRY, IF WE WANT TO ACHIEVE OUR GOALS, IT'S IMPORTANT TO RETAIN OUR MOST EFFECTIVE TEACHERS BECAUSE IT'S GOING TO BE MORE DIFFICULT TO OPT IN OUR GOALS IF WE DON'T DO THAT. THANK YOU. >> YES, SIR. ONE OTHER THING IF I MIGHT ADD TO THE ANSWER, HAVING ABOUT 600 TEACHER APPRENTICES AND HAVING THEM STAY WORK ON THEIR CERTIFICATION WHILE THEY'RE TEACHER APPRENTICES, IT'S AN INTERNAL PIPELINE, THAT'S GOING TO BE HUGE FOR THE SUCCESS OF OUR KIDS ALSO. >> MISS MENDOZA? >> YES. THANK YOU FOR THAT AND FOR THE INFORMATION. IT'S GREAT TO HAVE IT IN FRONT OF US, AND YOUR LAST STATEMENT THERE WAS WHERE I WAS GOING. I'M ALL ABOUT CONTINUING EDUCATION. ONE OF MY QUESTIONS IS ALWAYS, ARE WE KEEPING TRACK OF THOSE THAT CAME IN WITHOUT A CERTIFICATION AND TO MAKE SURE THAT THEY'RE ON THAT PATH, THE TRUE PATH TO CERTIFICATION. GOING A LITTLE BIT FURTHER, ARE WE ALSO THEN ENCOURAGING THEM TO DO MORE? TO CONTINUE THEIR EDUCATION OUTSIDE OF THE CERTIFICATION? BECAUSE I THINK THAT HELPS WITH THE VICE PRINCIPALS AND THE PRINCIPALS AND THEN AREA SUPERINTENDENTS AND ALL. DO WE HAVE ANYTHING YET OR BUILT IN TO HELP THEM CONTINUE THEIR EDUCATION, WHICH I THINK AT THE END OF THE DAY HELPS OUR STUDENTS AS WELL? >> FIRST OF ALL, YES, WE ARE TRACKING THE TEACHER CERTIFICATION AND THE TEACHERS ACCOMPLISHMENT OF THAT. WE HAVE THE BEST GROWTH, ESPECIALLY FOR TEACHERS WHO ARE NOT CERTIFIED OR WORKING TOWARDS CERTIFICATION IS ON THE JOB COACHING. IT'S GOOD IN-STRUCTURAL PRACTICES. IT'S PROFESSIONAL DEVELOPMENT. IT'S PLCS, THE PROFESSIONAL LEARNING COMMUNITY. IT'S GOOD PLANNING TIME, IT'S DEMONSTRATION DAYS, DEMO DAYS, WE CALL IT AND THINGS LIKE THAT. ON TOP OF THAT, WE ALSO HAVE PRINCIPALS WORKING CLOSELY AND PROVIDING MENTOR TEACHERS TO TEACHERS WHO ARE STRUGGLING OR WHO ARE BRAND NEW. WE HAVE FOR A LITTLE BIT MORE EXPERIENCED TEACHERS, THE TEACHER LEADERSHIP ACADEMY. I CAN'T REMEMBER HOW MANY TEACHERS WENT THROUGH THAT LAST YEAR, 300 TEACHERS. THERE'LL BE MORE THIS YEAR THAT GO THROUGH THE TEACHER LEADERSHIP ACADEMY WHERE THEY LEARN EVEN MORE HOW TO BE EVEN A DISTINGUISHED TEACHER OR MOVING TO ADMINISTRATION. [02:10:06] >> THANK YOU. >> MR. AMON. >> I WOULD JUST CONCUR WITH SOME OF THE POINTS EARLIER AROUND THE AGING OF OUR POPULATION OF TEACHERS. THINKING ABOUT THOSE VETERANS AND MAKING SURE THAT WE CAN SEE SOME OF THE DATA RELATED TO VETERANS AS WELL. IT'S A LITTLE DIFFICULT FOR ME TO TEASE OUT WHETHER EXPERIENCE AND THE LEVEL OF PROFICIENCY, ESPECIALLY NON NES IS ALSO RELATED TO YEARS OF SERVICE, THINGS LIKE THAT. >> YES. BOARD MEMBER FLOWERS ASKED A SIMILAR QUESTION. WE'LL RUN THAT DATA FOR YOU. WE'LL LOOK AT PROFICIENCY LEVELS HERE AND THE YEARS OF EXPERIENCE AND DO A SCATTER PLOT IF I HAVE MY WAY AND IF NOT, WITH THE GRAPHS LIKE THIS TO SHOW THE CORRELATION BETWEEN YEARS OF EXPERIENCE AND PROFICIENCY LEVELS. THERE I DIDN'T ANSWER OR DIDN'T COMMENT, BOARD MEMBER FLOWERS, YOU CORRECTLY POINTED OUT, THE DATA IS DISGUISED A LITTLE BIT WHEN YOU LOOK AT THE TEACHERS WORKING TOWARDS CERTIFICATION VERSUS CERTIFIED TEACHERS BECAUSE OF THAT LEVEL OF EXPERIENCE. IF IT IS TRUE THAT THE TEACHERS WORKING TOWARDS CERTIFICATION ARE LESS EXPERIENCED OR IN THE FIRST OR SECOND YEAR, THEN THE RESEARCH IS PRETTY CLEAR THAT TEACHERS IN THEIR FIRST THREE YEARS ARE LESS LIKELY TO BE PROFICIENT THAN TEACHERS PAST THAT. THAT THERE'S SOME OTHER EFFECTS GOING ON THERE BESIDES CERTIFICATION. >> ALL YOU'RE WORKING ON SCATTER PLOTS THEN, CAN YOU DO ONE ON STUDENT OUTCOMES VERSUS PROFICIENCY AND T-TESTS? >> YES, WE CAN. >> THANK YOU. MISS LINDER, DID YOU HAVE ANY QUESTIONS? >> THANK YOU. >> THERE'S A LOT OF MATRIX THERE THAT YOU HAVE TO RUN. YOU DON'T HAVE TO DO IT NOW, UNLESS YOU'VE GOT IT. >> YEAH, WE'VE GOT IT. >> GREAT. THANK YOU. YOU MIGHT. GO AHEAD. >> THANK YOU. ONE THING I KNOW I SAID A TON OF QUESTIONS. MOST OF THEM WERE COVERED BY MY COLLEAGUES, SO THANK YOU. BUT ONE THAT I WANTED TO TOUCH ON WAS TO JUST MAKE SURE THAT THE UNDERSTANDING WAS THERE FOR ME AND OTHERS AROUND TEACHER ASSESSMENTS PRIMARILY BEING BASED ON SPOT OBSERVATION DATA AND STUDENT ACHIEVEMENT DATA, AND YOU REFERRED TO THE PERCENTAGES EARLIER? >> YES, MA'AM. >> AS I REFLECT ON LAST YEAR, ONE CHALLENGE, I THINK, WAS AROUND THE SPOT OBSERVATIONS BEING A NEW THING FOR OUR TEACHERS. WHAT I'D LIKE TO BETTER UNDERSTAND IS WHAT IS THE DISTRICT DOING? WHAT IS THE ADMINISTRATION DOING TO HELP PROVIDE ASSURANCE THAT THE DATA COLLECTION IS TRUSTED, THAT THE DATA IS RELIABLE AND UNDERSTOOD. FURTHER TO THAT, WHAT LEARNINGS CAN YOU SHARE ABOUT THE EXPERIENCE LAST YEAR, IMPLEMENTING THIS, AND WHAT CAN WE EXPECT TO SEE IMPROVED ON THIS YEAR? >> THANKS FOR ASKING. SEVERAL LEARNINGS. THE FIRST THING WE DID THIS SUMMER, OR ACTUALLY IN THE SPRING IS TO REVISE OUR SPOT OBSERVATION SO THAT WE STILL HAVE ONE FORM, QUALITY OF INSTRUCTION, THERE ARE SOME BASIC THINGS THAT CUT ACROSS EVERY SCHOOL AND EVERY PROGRAM. STUDENT ENGAGEMENT IS ONE. IT DOESN'T MATTER WHETHER YOU'RE MONETARY, PROJECT BASED LEARNING OR TRADITIONAL PUBLIC, YOU GOT TO ENGAGE ALL KIDS. THAT'S PART OF THINGS. ANOTHER THING IS ON THE CORE COURSES, ON THE STAR TESTED SUBJECTS, IT HAS TO BE ALIGNED TO THE TICKS. THAT'S EVERYBODY BECAUSE WE'RE IN THE STATE OF TEXAS, AND THAT'S A REQUIREMENT FOR US TO DO. THOSE THINGS ARE THINGS THAT WE LOOK AT ALL OVER THE PLACE. HAVING SAID THAT, ENGAGEMENT MIGHT LOOK A LITTLE BIT DIFFERENT IN MONTESSORI VERSUS PROJECT BASED LEARNING VERSUS IB, ETC. WE HAVE A SPOT OBSERVATION FORM WITH SEVERAL APPENDICES, MONTESSORI, IB, PROJECT BASED, ETC, WHERE THE PRINCIPAL AND THE TEACHER KNOWS, THIS IS WHAT IT LOOKS LIKE IN MY SCHOOL. THOSE APPENDICES WERE DEVELOPED BY THE TEACHERS WHO ARE IN THOSE VARIOUS PROGRAMS. [02:15:05] EARLY CHILDHOOD HAS SOME HAS A DIFFERENT WAY. EVEN THOUGH SOME OF THE BASIC THINGS ARE STILL THERE, IT LOOKS DIFFERENT IN EARLY CHILDHOOD, SPECIAL EDUCATION, CAREER TECH ED, ETC. THAT I THINK IS A HUGE IMPROVEMENT. SO FAR WE'VE HEARD FROM TEACHERS AND PRINCIPALS, THAT IS A HUGE IMPROVEMENT OVER LAST YEAR. THAT'S ONE OF THE THINGS WE'RE DOING. NUMBER 2, WE KNOW THAT THERE'S A NEED FOR MORE SPOT OBSERVATIONS OR FEEDBACK FOR TEACHERS WHO ARE NEW OR WHO ARE WORKING TOWARDS CERTIFICATION. THOSE PRINCIPALS ARE ENCOURAGED TO DO MORE SPOT OBSERVATIONS, AND WE AVERAGE THAT IN A MONTH FOR THE TEACHER. IN THAT WAY, THEY HAVE A BETTER CHANCE OF GETTING A HIGHER SCORE, BUT HIGHER IS NOT THE RIGHT WORD, MORE SUPPORTED SCORE OR SCORE BASED ON MORE SUPPORT. THAT'S THE SECOND THING WE'RE DOING. THEN THE CALIBRATION OF IRTS, WE LEARNED IN THE SECOND HALF OF THE YEAR LAST YEAR TO NARROW THE NUMBER OF PEOPLE WHO COULD DO THESE IRT VISITS. THAT MAKES THEIR TRAINING AND THEIR CALIBRATION EASIER, TIGHTER. YOU'RE GOING TO SEE IRT TEAMS THAT ARE MUCH STRONGER. REMEMBER, IRTS ARE NOT FOR TEACHERS, IT'S FOR THE SCHOOL. BUT EVEN SO THAT CALIBRATION IS THERE. WE DO CONSTANT PRINCIPLE TRAINING ON THE KEY THINGS ON THE SPOT OBSERVATIONS. WE DID IT THIS SUMMER. I'VE ALREADY DONE IT THIS YEAR, ESPECIALLY WITH EDS ALSO. NEXT TUESDAY 17TH, WE'RE REVISITING MANY OF THE SAME THINGS. I'M DOING THE TRAINING FOR THE MORNING AND THEN WE HAVE OTHER PEOPLE FROM THE PROFESSIONAL DEVELOPMENT DEPARTMENT DOING TRAINING SO THAT WE'RE ALL ALIGNED AND ON THE SAME PAGE. THE CALIBRATION WALKS FROM US TO WHEN WE GO TO THE SCHOOLS ARE WITH PRINCIPALS, AND WE TALK ABOUT THE INSTRUCTION. WE ARE BROKEN RECORD ON INSTRUCTION SO THAT WE WILL BE CALIBRATED. THIS YEAR, THE EXECUTIVE DIRECTORS ARE TRAINED EVEN MORE EVERY WEEK FOR THE FIRST SEMESTER. THE FIRST FIVE WEEKS HAVE BEEN TRAINED EVERY MONDAY, BY ME, JUST FOR 45 MINUTES, BUT EVERY WEDNESDAY, BY THE PROFESSIONAL DEVELOPMENT DEPARTMENT FOR ABOUT TWO HOURS. THERE'S A LOT OF TRAINING AND WE'RE PRETTY REDUNDANT ON THESE THINGS. THAT COMES FROM ALL THE LESSONS WE'VE LEARNED OVER THE YEAR. >> THANK YOU. MISS FLOWERS. >> JUST BRIEFLY, THE IRT TEAM, YOU SAID IT'S TIGHTER, CAN YOU DESCRIBE WHICH TITLES. WHO WOULD BE ON AN IRT TEAM? >> YES. MAYBE IF CHIEF MASSEY CAN COME UP TO GIVE YOU MORE ACCURATE DATA THAN I COULD GIVE. CHIEF OF LEADERSHIP AND STRATEGIC INITIATIVES. >> HI, GUYS. NICE TO SEE YOU AGAIN. THE IRT TEAM IS MOSTLY COMPRISED OF EXECUTIVE DIRECTORS OF SCHOOLS. THEY JUST DO NOT EVALUATE THEIR OWN UNITS, THEIR OWN DIVISIONS, THEY EVALUATE OTHER DIVISIONS, BUT IT ALSO INCLUDES PROFICIENT TO AND EXEMPLARY PRINCIPALS, THEY PARTICIPATE AS PART OF THIS PROCESS. MY TEAM THAT'S BEEN TRAINED AS PART OF THIS PROCESS AND A LOT OF MEMBERS OF OUR CURRICULUM DEPARTMENT WHO ALSO HAS BEEN TRAINED. WE DO TRAINING UPON TRAINING UPON TRAINING, WE TWEAK AND MAKE IT BETTER EVERY SINGLE TIME WE DO IT, EVERY SINGLE ONE WE HAD LAST YEAR GOT BETTER AND BETTER. WE GOT BETTER AND BETTER FEEDBACK FROM BOTH THE IRT TEAM, THE DIVISIONS, AND THE PRINCIPALS. WE FEEL PRETTY GOOD ABOUT THE PROCESS, BUT ALSO THE PRINCIPALS GET TO SELECT THEIR TWO HIGHEST SCORES OUT OF THE FOUR. IT'S REALLY A LEVEL OF SUPPORT, NOT SO MUCH EVALUATIVE. >> THANK YOU. MR. CAMPA. >> I DO HAVE JUST A QUICK QUESTION AND COMMENT. THESE NUMBERS WHEN YOU LOOK AT THE 2,600 AND SOME CHANGE, 2,696 TEACHERS THAT LEFT IN JUNE AND JULY. I READ REPORTS OF 4,000 PLUS AND LOTS OF DIFFERENT NUMBERS BEING THROWN AROUND IN THE MEDIA. I THINK IT WOULD BE VERY HELPFUL IF WE COULD HAVE A QUARTERLY RETENTION/TURNOVER ANALYSIS DONE. MOST COMPANIES DO THAT QUARTERLY, WHERE YOU JUST SEE WHERE THINGS ARE AND YOU CAN DO IT BY DIVISION, YOU CAN DO IN THIS PROFICIENCY WAY AS WELL SO THAT WE HAVE A GOOD COMMUNICATION THAT IS CONSISTENTLY COMMUNICATED TO FOLKS BECAUSE YOU HEAR JUST TANGENTIALLY AND ABOUT EVERYBODY'S LEAVING. [02:20:03] YET YOU HAVE 26 POSITIONS OPEN AT THE BEGINNING OF THE YEAR, 28 OR SOMETHING LIKE THAT. CAN WE GET SOMETHING LIKE THAT AND THEN PUBLISH IT SO THE PUBLIC CAN SEE IT EVERY QUARTER. HERE'S HOW MANY TEACHERS CAME, HERE'S WHAT WENT PRINCIPAL, SAME THING. >> YES, SIR. WE CAN DO THAT. WHAT I'M HEARING IS AT THE END OF EACH QUARTER. OCTOBER 15TH OR WHENEVER THE QUARTER ENDS, WE GIVE TO THE BOARD, THESE ARE THE NUMBER OF TEACHERS WHO LEFT THE DISTRICT. >> THAT WOULD BE GREAT. THANKS. >> CAN I ASK A RELATED QUESTION THOUGH, WHEN IS THE LEVELING HAPPENING? BECAUSE THAT WOULD BE A BETTER TIME TO DO IT. >> THANKS FOR ASKING. THE LEVELING IS HAPPENING RIGHT NOW. WE WAIT TILL AFTER LABOR DAY BECAUSE AT CERTAIN TIMES KIDS DON'T GET HERE EXACTLY WHEN SCHOOL STARTS. RIGHT NOW WE'RE DOING LEVELING, ESPECIALLY IN THE NES SCHOOLS NOW THE NON NES HAVE CONTROL OVER THE STAFF AND THEY CAN LEVEL THE WAY THEY WANT AS LONG AS THEY DON'T GO OVER BUDGET. THAT'S ALSO HAPPENING NOW AS WELL. WE WILL HAVE SOME TEACHERS TO MOVE TO DIFFERENT PLACES. >> GOT IT. ANY OTHER QUESTIONS, COMMENTS, CONCERNS, THINGS TO RAISE? THEN I GUESS WE'RE ON TO CONSTRAINT. I'M SORRY, GOALS. >> YES, MA'AM. I'M GOING TO SHIFT THE POWERPOINT TO THE PDF, AND INVITE I BELIEVE KRISTIN, ARE YOU UP FIRST, I BELIEVE YOU ARE, FOR GOAL 3. >> GOAL 3? >> YES. >> CAN WE JUST HAVE A SEVEN MINUTE BREAK? >> AS YOU PLEASURE, MA'AM. >> THANK YOU. WE'RE ON BREAK 07:41. IT IS NOW 7:51 PM AND WE ARE BACK FROM OUR BREAK. YES, MA'AM. OH, WE ARE NOT BACK FROM OUR BREAK. WE'LL BE BACK FROM OUR BREAK IN A MOMENT. [NOISE] WE'RE NOW READY. NOW WE ARE GOING TO GO TO ACCEPTANCE OF BOARD MONITORING UPDATE, THE PRESENTATION OF GOALS 3 AND 4. WE'RE BACK FROM A BREAK, RECONVENING AT 7:52 PM. WE'LL NOW OPEN FLOOR TO OUR MONITORING CONVERSATION. AS A REMINDER, THE BOARD HAS ALREADY SUBMITTED QUESTIONS BEFORE THIS MEETING. [NOISE] THE QUESTIONS ARE POSTED WITH THE AGENDA MATERIALS AND HAVE BEEN MADE PUBLIC. THE QUESTIONS DURING THIS MEETING SHOULD BE OF A STRATEGIC NATURE, MEANING THAT WE ASK QUESTIONS THAT HELP US UNDERSTAND HOW THE REALITY FOR OUR STUDENTS IS ALIGNING WITH OUR VISION. WITH THAT, IT LOOKS LIKE MISS HALL IS READY TO BEGIN. >> YES. THANK YOU FOR HAVING ME. TODAY, WE'RE GOING TO COVER GOAL 3 AS WELL AS GOAL 4 AND CONSTRAINT 1. I JUST FLIPPED THROUGH THOSE SLIDES TO THE AN AGENDA VIEW OF THE GOALS AND THE DIFFERENT DATA POINTS THAT WE'RE SHOWING FOR REFERENCE. BUT I'M GOING TO START OFF WITH GOAL 3 WHICH IS THE PERCENT OF STUDENTS GRADUATING TSI READY AND WITH AN INDUSTRY BASED CERTIFICATION, WILL INCREASE FROM 11% IN THE 21/22 GRADUATES TO 26% FOR THE 26/27 GRADUATES. A COUPLE OF THINGS ON THIS. A BIG PICTURE FOR GOAL 3, WE HAVE MET THIS GOAL AT 12% OF OUR STUDENTS, THAT WAS THE GOAL AND THAT'S THE PERCENT THAT WE ACHIEVED, SO THIS GOAL WAS MET. ADDITIONALLY, A COUPLE OF THINGS TO NOTE. ONE REALLY IMPORTANT THING ABOUT THIS GOAL IS IT REALLY LOOKS AT THE OVERLAP OF TSI AND IBCS, WHICH REALLY TIES TO OUR OVERALL STRATEGY OF PROVIDING BOTH COLLEGE AND CAREER PATHWAY OPPORTUNITIES FOR ALL STUDENTS. THIS GOAL REALLY HELPS SUPPORT THAT. HOWEVER, THIS DATA AND THE DATA FROM THE STATE LAG A YEAR. WE'RE LOOKING AT OUR 22/23 GRADUATES. THIS IS AN IMPORTANT THING TO KEEP IN MIND WHENEVER WE'RE PRESENTING ON GOAL 3. THE FIRST SET OF SUB DATA TO SUPPORT THIS IS LOOKING AT THE DIFFERENT SUB POPULATIONS. WHAT THIS SHOWS IS THAT FOR THIS GOAL, MANY OF OUR SUB POPULATIONS MET THIS GOAL WITH THE EXCEPTION OF WHITE AND ASIAN STUDENTS. SIMILARLY, WHEN LOOKING AT NES AND NON NES, WE HAD DIFFERENCES IN TERMS OF SUB-POPULATIONS THAT MET IT, BUT OVERALL ALL STUDENTS WERE STILL MEETING IT. THIS HELPS US STAY FOCUSED ON THE SUB-POPULATION DATA AS WE CONTINUE. [02:25:03] BUT AGAIN, EVEN IN THE NES, NON NES DISTINCTION, THIS WAS SCHOOL YEAR 22/23, NES WASN'T EVEN IN PLACE AT THE TIME. WE'RE KEEPING THAT IN MIND WHEN WE'RE LOOKING AT THIS DATA. WE THEN BROKE OUT TSI SEPARATELY FROM IBCS SO THAT WE COULD LOOK AT THE RESULTS DISTINCT OF EACH OTHER. WHAT THIS SHOWS IS THAT ALL STUDENTS, AND THIS IS ACTUALLY A COINCIDENCE, 39% OF STUDENTS WERE TSI READY AND 39% OF STUDENTS WERE OBTAINING THEIR IBCS. THAT'S A DIFFERENT SET OF STUDENTS. IT JUST HAPPENS THAT THEY'RE BOTH 39. FROM A TSI PERSPECTIVE, THOUGH, WE REALLY SAW HIGH PERCENTAGES OF WHITE AND ASIAN STUDENTS WHO MET THE TSI CRITERIA, AND FOR IBCS, THAT THOSE POPULATIONS OF STUDENTS WERE LOWER FOR IBCS. YOU MAY IMPLY THAT WE NEED TO INCREASE EXPOSURE FOR OUR CAREER COURSES FOR THOSE POPULATIONS OF ASIAN AND WHITE STUDENTS. THIS LOOKS AT SIMILARLY TSI SEPARATELY FROM IBCS, BUT IT LOOKS AT IT OVER TIME. ON THE PREVIOUS SLIDE, WE WERE JUST LOOKING AT IT FOR ONE SINGLE YEAR. THIS LOOKS AT IT OVER TIME, AND WHAT WE SEE HERE IS THAT OVER TIME FOR TSI READINESS, THE DISTRICT HAS BEEN GROWING IN BOTH READING, MATH, AND THEN STUDENTS WHO MEET BOTH CRITERIA. HOWEVER, WE'VE BEEN DOING BETTER IN READING THAN WE HAVE IN MATH OVER TIME. SIMILARLY FOR IBCS, IT SHOWS A DISTRICT TREND HAS BEEN INCREASING. WE'VE BEEN INCREASING IN THE PERCENTAGE OF OUR STUDENTS WHO OBTAIN THEIR IBC. HOWEVER, THIS WOULD INCLUDE IBCS THAT ARE BEING SUNSETTED. OVER TIME, AS A PART OF TA ACCOUNTABILITY, TA WILL SUNSET IBCS THAT THEY DEEM NOT AS RIGOROUS TOWARDS CAREER PATHWAYS. WE'LL HAVE TO KEEP THAT IN MIND AS WE LOOK AT THIS DATA IN FUTURE YEARS. WE WON'T BE ABLE TO COUNT IBCS THAT ARE SUNSETTED GOING FORWARD. >> NOW WE MOVE TO GOAL 3.1. IT'S VERY RELATED TO GOAL 3, BUT IT FOCUSES ON THE PERCENT OF 11TH GRADERS ONLY MEETING TSI CRITERIA. >> I WAS JUST GOING TO PAUSE YOU. CAN YOU JUST REMIND EVERYBODY WHAT TSI CRITERIA ARE? >> IT'S PERFECT. YES, I CAN. SO TSI IS ONE WAY THAT WE REALLY THINK ABOUT MEASURING COLLEGE READINESS AND IT INCLUDES MEETING A THRESHOLD IN THE SAT, THE ACT, OR THE TSIA 2.0 TEST, WHICH IS BASICALLY THE TEXAS EQUIVALENT OF THE SAT. AND SO IF YOU MEET THE MATH AND THE READING THRESHOLD IN ONE OF THOSE TESTS, YOU'LL MEET TSI. THERE'S ONE DISTINCTION TO CALL OUT HERE, WHICH IS THAT IN THE BOARD REPORT, WE'RE REALLY LOOKING AT TSI ASSESSMENTS, SO THE SAT, ACT, AND TSIA. BUT FOR THE ACCOUNTABILITY SYSTEM, YOU CAN ALSO MEET TSI BY PASSING A COURSE CALLED THE TEXAS COLLEGE BRIDGE COURSE. THAT'S NOT INCLUDED IN THIS DATA BECAUSE IT'S NOT HOW WE CALCULATED THE BASELINE AND IT DOESN'T COUNT TOWARDS THE OUTCOMES BONUS, BUT IT IS ONE OTHER WAY YOU CAN MEET TSI, AND I'LL TALK A LITTLE BIT ABOUT THAT AS A PART OF THIS CONVERSATION. BUT IT'S MEETING THE THRESHOLD ON THOSE TESTS. IF YOU ARE TSI READY AS A STUDENT, IT'S REALLY IMPORTANT FOR GOING TO COLLEGE BECAUSE IT REMOVES THE REQUIREMENT TO DO REMEDIAL COURSEWORK IN COLLEGE. AND A LOT OF OUR DATA SHOWS IF STUDENTS HAVE TO DO THAT REMEDIAL COURSEWORK, THEY END UP DROPPING OUT OF COLLEGE. AND SO IT'S A REALLY STRONG INDICATOR OF COLLEGE READINESS. AND SO WE LOOK AT IT HERE IN 3.1 FOR 11TH GRADERS. AND AGAIN, IT'S JUST LOOKING AT THE TSI, IN 3.1, IT'S NOT LOOKING AT TSI AND IBCS. AND IT'S IMPORTANT HERE BECAUSE IN 11TH GRADE, THAT'S REALLY THE FIRST TIME THEY'RE TAKING THESE ASSESSMENTS. HISTORICALLY, IN HISD IN 11TH GRADE, WE DO A DISTRICT WIDE SAT DAY. SO IT'S REALLY THE FIRST TIME STUDENTS ARE EXPOSED TO ONE OF THESE ASSESSMENTS, SO IT'S IMPORTANT TO MEASURE HERE. AND IN FIGURE 7, WE SHOW THAT, AGAIN, WE DID MEET THE GOAL FOR 11TH GRADE STUDENTS WHO ARE TSI READY. AND SO YOU CAN SEE THAT IN THE GRAPH ON THE FAR LEFT, AND THEN IN THE MIDDLE, IT BREAKS DOWN BY SUB-POPULATION. WHAT WE SEE HERE IS OUR HISPANIC STUDENTS ARE REALLY DRIVING OUR ABILITY TO MEET THIS GOAL, SO WE DO NEED TO BE VERY MINDFUL OF SUPPORTING STUDENTS TO BE TSI READY PRETTY MUCH ACROSS ALL OTHER SUB-POPULATIONS. AND THEN IN THE GRAPH FOR THIS TO THE RIGHT, IT BREAKS IT DOWN BY READING AND MATH AND BOTH. AND SO HERE, WHAT WE HAVE SEEN IS THAT KIDS ARE HISTORICALLY DOING CONSIDERABLY BETTER ON THE READING PORTION OF THE ASSESSMENTS THAN THE MATH PORTION OF THE ASSESSMENT, SO THE MATH ARE DRIVING DOWN OUR OVERALL ABILITY FOR TSI READINESS. BUT THE MATH DID INCREASE THIS PAST YEAR. [02:30:03] READING HAS GONE DOWN. OUR HYPOTHESIS IS TWOFOLD. ONE, A SMALLER IN COUNT OF STUDENTS TOOK THE SAT LAST YEAR, WHICH WE'LL TALK ABOUT AND IT WAS A DIGITAL ASSESSMENT FOR THE FIRST TIME. SO WE'RE EXPLORING WHY THAT NUMBER DROPPED FOR READING. BUT IT DID GO UP OVERALL STILL FOR STUDENTS WHO WERE MEETING BOTH, BUT WE'RE PAYING REALLY CLOSE ATTENTION TO THE READING SCORE. THIS LOOKS AT 3.3. IT'S A DIFFERENT PROGRESS MONITORING MEASURE, AND IT'S LOOKING AT 11TH GRADERS WHO QUALIFY FOR COLLEGE CREDIT AND LOOKING FOR THAT NUMBER TO INCREASE AS WELL. AND SO WHAT THIS SHOWS US IS WE DID MEET THAT INDICATOR. OUR TARGET WAS 34% AND WE REACHED 38%. AND YOU CAN SEE ACROSS MOST SUB-POPULATIONS IN TABLE 3, THAT WE MET THE SUB POPULATION TARGET. AND THEN IN FIGURE 10, WE ACTUALLY LOOK AT THE BREAKDOWN OF COLLEGE CREDIT INCREASES. SO WE THINK OF COLLEGE CREDIT AS YOUR AP COURSES, YOUR IB COURSES, DUAL CREDIT, WHICH IS TYPICALLY OUR AGREEMENT WITH HCC. SO COURSES THAT COUNT TOWARDS HCC AND HIGH SCHOOL CREDIT, AND THEN DUAL ENROLLMENT, ANOTHER TERM FOR THAT IS HONORANCE, BUT THAT'S OUR PARTNERSHIP WITH UNIVERSITY OF TEXAS. AND SO STUDENTS CAN GET CREDIT FOR UT COURSE AS WELL AS AN HISD COURSE. AND SO WE HAVE SIGNIFICANTLY BEEN INCREASING OUR COURSES WITH UT. SO YOU CAN SEE THAT REALLY LARGE JUMP IN PERCENTAGE IN UNDER THE DUAL ENROLLMENT COLUMN. BUT SOMETIMES KIDS WILL TAKE THAT UT COURSE INSTEAD OF THE DUAL CREDIT COURSE WITH HCC, WHICH IS WHY YOU SEE THAT DECLINE ON THE DUAL CREDIT SIDE. BUT OVERALL, THE COLLEGE CREDIT HAS BEEN INCREASING FOR STUDENTS. SO I WANTED TO JUST QUICKLY PAUSE ON THE ROOT CAUSE ANALYSIS FOR IBCS. WE'VE TALKED ABOUT THIS A LITTLE BIT IN RELATION TO SOME OF THE WORK AROUND CAREER CENTERS IN SOME PREVIOUS DISCUSSIONS. BUT THERE'S LIMITED CTE ACCESS ACROSS THE DISTRICT. SOME CAMPUSES MAY HAVE UP TO 12, 15 PROGRAMS, OTHERS MAY HAVE TWO OR THREE. AND THAT IS ONE ROOT CAUSE OF IBC RATES THAT COULD BE HIGHER. ANOTHER HAS BEEN THERE'S BEEN A LIMITED DISTRICT WIDE STRATEGY FOR THIS WORK. CAMPUSES HAVE INDIVIDUALLY DECIDED WHAT PROGRAMS TO OFFER, WHEN TO SUNSET PROGRAMS AND THAT HAS PREVENTED SOMETIMES STUDENTS FROM NOT COMPLETING COURSES AND OR HAS PREVENTED THE DISTRICT AS A WHOLE FROM NOT PRIORITIZING THE MOST IMPORTANT PROGRAMS THAT WILL LEAD TO HIGH-WAGE, HIGH-DEMAND CAREERS. ADDITIONALLY, HISD INVESTED A LOT HISTORICALLY IN SOME OF THE LOWER RIGOR IBCS. SO A LOT OF THE IBCS THAT ARE BEING SUNSETTED ARE IBCS THAT A LOT OF STUDENTS OBTAIN IN HISD, SO WE DO NEED TO PAY A LOT OF ATTENTION TO MAKING SURE WE SHIFT STUDENTS TO TAKING IBCS WITH ALIGNED PROGRAMS THAT WILL MOVE US TOWARDS HIGH-WAGE, HIGH-DEMAND JOBS, AND ACCOUNTABILITY. AND THEN FINALLY, I THINK ONE OF THE MOST IMPORTANT THINGS HERE IS THAT WHENEVER WE'RE WORKING WITH OUR TEACHERS IN THESE PROGRAMS, WE DO WANT TO REALLY CONTINUE TO SUPPORT HIGH QUALITY INSTRUCTION. SO A LOT OF OUR CTE TEACHERS HAVE A LOT OF CONTENT AND INDUSTRY EXPECTATIONS, BUT MAYBE THEY'VE HAD LESS EXPERIENCE SITTING WITH HIGH SCHOOLERS. SO WE REALLY FOCUS ON THE PEDAGOGY AND THE ART AND SCIENCE OF TEACHING TO SUPPORT THEM IN THEIR CAREER, KNOWLEDGE, AND EXPERTISE TO MAKE SURE HIGH QUALITY INSTRUCTION IS HAPPENING FOR THEIR STUDENTS. AND SO THAT'S REALLY BEEN THE FOCUS FOR THE ROOT CAUSE ANALYSIS, BUT ALSO HOW WE PLAN TO ADDRESS THE ISSUE RELATED TO IBCS. THE ONE OTHER THING I WILL ADD BEFORE WE TRANSITION BACK TO TSI IS FOR IBCS, WE DID LAUNCH THE FOUNDATIONAL PROGRAMS OF STUDY, SO THAT'S THE FOUR PROGRAMS ACROSS THE DISTRICT THAT WE'RE SUPPORTING ACROSS ALL COMPREHENSIVE HIGH SCHOOLS. AND WHEN WE WROTE THOSE PROGRAMS, WE WROTE THE CURRICULUM FOR THOSE PROGRAMS AS WELL. AND SO WE'RE GETTING SOME REALLY, REALLY STRONG AND POSITIVE FEEDBACK FROM THOSE TEACHERS TELLING US THAT THEY'RE SPENDING SO MUCH MORE TIME PREPARING FOR HOW TO SUPPORT THEIR STUDENTS RATHER THAN BUILDING CURRICULUM FROM SCRATCH ALL THE TIME. SO WE'RE GETTING SOME REALLY POSITIVE FEEDBACK ON THAT SIDE AS WELL BECAUSE THEY HAVE THAT CURRICULUM SUPPORT. SO THAT'S THE IBC SIDE. I'M GOING TO GO BACK TO THE ROOT CAUSE ANALYSIS REALLY QUICK FOR TSI READINESS. THE HEART OF TSI READINESS IS THE QUALITY OF INSTRUCTION AND THE CURRICULUM, BECAUSE IT'S REALLY ABOUT ENSURING STUDENTS ARE PREPARED TO MEET THAT COLLEGE READINESS THRESHOLD IN READING AND IN MATH. [02:35:05] AND SO REALLY, THAT'S THE ROOT CAUSE. WHEN WE'RE LOOKING AT WHAT WE'RE DOING ABOUT THAT, WE'RE DOING A NUMBER OF DIFFERENT THINGS. ONE IS, HISTORICALLY, WE SUPPORTED WRITING CURRICULUM, AS YOU ALL KNOW, ACROSS UP TO 10TH GRADE LAST YEAR. BUT THIS YEAR WE ADDED ENGLISH 1 AND ALGEBRA 2. SO OUR 11TH GRADE READING AND MATH, AND WE INTEGRATED A LOT OF THE TSI READINESS STANDARDS INTO THOSE COURSES AND INTO THE DESIGN OF THE CURRICULUM. SO THIS YEAR, 11TH GRADERS WILL HAVE SIGNIFICANTLY MORE CURRICULUM SUPPORT TO SUPPORT TSI READINESS. AND SAME THING FOR HIGH QUALITY INSTRUCTION, ENSURING WE'RE STAYING REALLY FOCUSED ON SUPPORTING THOSE 11TH GRADE TEACHERS, TEACHING THOSE STUDENTS AT THAT CRITICAL TSI YEAR FOR THAT WORK. ADDITIONALLY, ONE OF THE THINGS WE ARE DOING FOR TSI READINESS IS, ESPECIALLY IF AN 11TH GRADER DOES NOT MEET THE TSI THRESHOLD WHEN THEY TAKE THAT SAT, WE PROVIDE THEM ADDITIONAL SUPPORT IN 12TH GRADE. SO IN 12TH GRADE, WE'LL ENROLL THEM IN THE TEXAS COLLEGE BRIDGE COURSE. AND ONCE THEY ENROLL IN THAT COURSE, OUR DATA SHOWS THEY'RE SIGNIFICANTLY MORE LIKELY TO PASS TSI ONCE THEY COMPLETE THAT COURSE. AND SO WE'LL ENROLL THEM IN THAT COURSE, WE'LL GET SOME ADDITIONAL SUPPORT AND THEN THEY CAN SIT FOR THE TSIA 2.0 ASSESSMENT TO GET ANOTHER AT THAT, AND WE'LL OFFER THAT QUARTERLY THROUGHOUT THE YEAR. AND SO WE REALLY CONTINUE TO SUPPORT OUR 12TH GRADERS IN BECOMING TSI READY IF THEY DON'T MEET THAT THRESHOLD WHENEVER THEY TAKE THE SAT IN 11TH GRADE. ADDITIONALLY, OUR OPT OUT POLICY TO SUPPORT MORE STUDENTS IN ACCESSING ADVANCED COURSEWORK WILL HELP WITH THIS BECAUSE THEY'LL HAVE MORE EXPOSURE TO MORE ADVANCED COURSES WHILE THEY'RE IN HIGH SCHOOL. AND ANOTHER REALLY IMPORTANT ONE IS WE'RE GOING TO SIGNIFICANTLY MONITOR MORE THAN THE PREVIOUS YEARS THE USE OF KHAN ACADEMY SAT PREP. AND SO THAT'S THE COLLEGE BOARD APPROVED PROGRAM FOR SAT PREP. AND SO WE JUST WANT TO PAY A LOT OF ATTENTION THAT STUDENTS HAVE ACCESS TO THAT PROGRAM AND THAT THEY'RE EFFECTIVELY USING IT SO THAT THEY HAVE THE SUPPORT THEY NEED WHEN THEY SIT FOR THE ASSESSMENT. SO THOSE ARE A NUMBER OF DIFFERENT THINGS WE'RE DOING TO IMPROVE STUDENTS' ABILITY TO MEET THE TSI THRESHOLD OVER THE YEAR. SO I WILL PAUSE THERE. I KNOW I DIDN'T COVER EVERY SINGLE POINT, BUT I COVERED A NUMBER OF THINGS, SO I'LL PAUSE FOR QUESTIONS. >> AND I KNOW WE'VE ALREADY ASKED QUESTIONS, BUT I IMAGINE SOME OF MY COLLEAGUES HAVE QUESTIONS. WE CAN START ON THIS END, IF YOU WANT, MR. RIVON, AND WORK OUR WAY THIS WAY. AND IF YOU DON'T HAVE A QUESTION, THAT'S OKAY. WE'LL JUST KEEP GOING. SURE. THANK YOU, MISS HALL. I THINK I'M MOSTLY INTERESTED IN LEANING FORWARD INTO FOX HOPE. AND FOR US MILITARY FOLKS, WE KNOW THAT THAT JUST MEANS LOOKING FORWARD, BEING PREPARED, AND DOING THE THINGS THAT GET US TO A PLACE. WE'VE GOT TSI AS A LAGGING INDICATOR, BUT WE'VE SET GOALS THAT ARE FORWARD LOOKING. AND THE CHALLENGE I'VE GOT WITH A LOT OF THIS IS NOT THAT IT'S BAD OR GOOD OR INDIFFERENT, IT'S JUST THAT IT'S NOT TELLING ME THE FULL STORY OF HOW WE'RE GOING TO GET THERE AND MAKING SURE THAT EVERYTHING IS ALIGNED WITH THAT OBJECTIVE. AND SO THAT'S THE PIECE I'M TRYING TO BRIDGE. AND I THINK THERE'S A LOT HERE, WHICH IS GOOD. AND THEN IN YOUR RECALLS, YOU REALLY OUTLINED A LOT OF THAT. BUT SOMEHOW I STILL SEEM TO BE MISSING SOMETHING THAT'S HELPING ME TO CONNECT, LIKE HERE HERE'S THE STORY. HERE'S THE THING THAT WE'RE DOING TO GET US TO THE PLACE THAT WE WANT TO BE. AND SO THAT'S WHY I'M CONTINUALLY CHALLENGED. >> AND I THANK YOU FOR THAT. MY ONLY RESPONSE IS, I THINK ONE THING THAT'S REALLY IMPORTANT IS WE'RE REALLY MINDFUL OF HOW WE APPROACH EACH COHORT. AND SO EVEN AS WE'RE LOOKING AT K THROUGH 8 RIGHT NOW AND REALLY FOCUSED ON HIGH QUALITY INSTRUCTION, I'LL GIVE ONE EXAMPLE. IN KIDS WHO MISSED SCHOOL IN FOURTH OR FIFTH GRADE AND HAD TO LEARN FRACTIONS, ARE GOING TO PROBABLY HAVE A HARDER TIME IN ALGEBRA 1 AND ALGEBRA 2 AND THE TSI BECAUSE THEY MISSED REALLY CRITICAL FOUNDATIONAL WORK. SO I THINK IT STARTS WITH HIGH QUALITY INSTRUCTION EARLY ON TO BUILD THAT FOUNDATION IN READING AND MATH, AND WE PAY A LOT OF ATTENTION TO THAT UP UNTIL REALLY THE WHOLE TIME. BUT THEN BEING REALLY MINDFUL OF THAT EXTRA SUPPORT FOR 11TH GRADERS TO PREPARE THEM FOR THE SAT, AND THEN THAT ADDITIONAL SUPPORT FOR OUR STUDENTS IN 12TH GRADE SO THAT IF THEY DON'T MEET IT, WE'RE STILL NOT GIVING UP. WE'RE STILL SUPPORTING THEM ON TAKING THAT ADDITIONAL COURSE FOR SUPPORT WITH THAT ADDITIONAL OPTIONS AND IF THAT'S FOR DEMONSTRATING THAT THEY CAN BE TSI READY. [02:40:03] BUT I THINK THE OVERALL FOCUS ON HIGH QUALITY INSTRUCTION AND HIGH QUALITY GRADE LEVEL CURRICULUM IS A PART OF HOW, EVEN IF THIS IS A LAGGING INDICATOR, WE'RE DOING THINGS RIGHT NOW, I THINK, TO MAKE SURE WE'RE PREPARING STUDENTS TO MEET THOSE READING AND MATH THRESHOLDS. >> YEAH, THAT'S VERY HELPFUL. AND I JUST WANT TO ENCOURAGE US TO CONTINUE TO FIGURE OUT WHAT'S THE SIMPLE STORY THAT WE CAN WRAP IT UP IN. AND BECAUSE THERE'S A LOT OF DATA, AND THAT'S IMPORTANT AND WE'LL REVIEW THAT. BUT FOR ME PERSONALLY, IT WOULD BE GREAT IF I HAD A SIMPLE STORY THAT HAD A THROUGH LINE. AND IT CLARIFIED FOR ME, YES, WE'RE DOING ALL THE THINGS WE NEED TO DO TO GET US TO THE PLACE, THE GOAL THAT WE SET IN THE FUTURE. AND RIGHT NOW, I DON'T REALLY HAVE THE THROUGH LINE. I FEEL LIKE I'VE GOT A LOT OF DATA AND A LOT OF THINGS THAT WE'RE DOING, BUT I DON'T KNOW HOW THEY'RE ALL FULLY CONNECTED AND IMMERSIVE IN A WAY THAT TELLS THE STORY THAT SAYS, YES, WE SET A GOAL FOR 15% AND WE'RE GOING TO GET THERE AND WE KNOW IT BECAUSE THESE INDICATORS TELL US SO. >> WE'LL REFLECT ON THAT. THANK YOU. >> YES, MA'AM, MISS MENDOZA. >> YES. THANK YOU. THANK YOU FOR THE REPORT. ACT AND ICT PREP, I WROTE IT DOWN RIGHT BEFORE YOU TALKED ABOUT IT AND I SEE THAT IT'S HERE ON THE KHAN ACADEMY. AND THAT'S DONE IN THE 11TH GRADE, IT IS PROVIDED IN THE 11TH GRADE THE OPPORTUNITY. AND IS IT PROVIDED TO EVERYONE AND HOW DO THEY KNOW THAT THAT'S AVAILABLE TO THEM? >> YES. THIS YEAR, WE DID ENSURE THAT EVEN IN THE BUDGETING PROCESS FOR WHAT IT WAS, THAT WE PAY FOR THE LICENSE TO MAKE SURE ALL OF OUR STUDENTS WHO ARE PREPARING FOR THE SAT HAVE ACCESS TO KHAN ACADEMY, AND WE'RE WORKING WITH THE VENDOR TO BUILD THE SYSTEM SO THAT WE HAVE VISIBILITY INTO WHEN KIDS ARE NOT ACCESSING IT. SO ACROSS ALL OF OUR DIGITAL RESOURCES, THAT'S OUR NEW APPROACH AND STRATEGY IS TO ACTIVELY MONITOR USAGE AND STUDY WHAT USAGE LEADS TO THE APPROPRIATE OUTCOMES. AND SO OFTENTIMES WITH DIGITAL RESOURCES, WE CAN FIND THE DATA THAT TELLS US, HEY, IF A KID DOES THIS AMOUNT OF USE OR WORK ON IT, WE'RE LIKELY TO SEE THAT BUMP. SO WE'RE DOING THAT RESEARCH WITH KHAN AND THEN WE CAN MONITOR, AND THIS IS WHAT WE DO FOR ALL OF OUR DIGITAL RESOURCES. OUR STUDENTS AT THIS CAMPUS ARE USING IT AND THIS CAMPUS IS NOT, AND IF THEY'RE NOT, WE CAN GO WORK WITH OUR DIVISIONS WHO ARE GREAT SUPPORTS AND JUST HELPING MAKE SURE THAT THE PRINCIPALS AND THE TEACHERS ARE AWARE IF OUR DATA SHOWS THAT THERE'S A LACK OF USAGE. SO THOSE STRONG REPORTS ARE REALLY HELPFUL AND WE'RE BUILDING THOSE WITH KHAN. >> IT'S GOOD. I THINK THAT'S CRITICALLY IMPORTANT FOR OUR STUDENTS TO HAVE THE ABILITY TO DO THAT AND MAKE SURE THAT IT'S AVAILABLE TO THEM. I THINK THE LAST MEETING, WE ALL TALKED A LITTLE BIT ABOUT THE ICT AND HOW IMPORTANT THAT IS IN PROVIDING, IF NOT THE SAME, AT LEAST WHAT IS NEEDED IN THE DIFFERENT AREAS. SO I'M NOT SURE WHEN THAT TIMELINE IS GOING TO COME AROUND OF WHEN WE CAN PROVIDE OPPORTUNITIES OR IF THERE WAS GOING TO BE A TASK FORCE OR COMMITTEE OR SOMETHING LIKE THAT. SO I WANTED TO BE SURE THAT WE DON'T MISS THAT VOTE, BECAUSE I THINK SEVERAL OF US ON HERE WANT TO PARTICIPATE IN THAT DISCUSSION HEAVILY BECAUSE IT'S IMPORTANT AND WE BELIEVE IN IT. AND MY LAST THING IS, I DON'T KNOW IF I MISSED IT OR IF DO WE EVER GIVE DATA ON HOW SUMMER SCHOOL IS? LIKE WHO'S IN SUMMER SCHOOL AND WHY AND WHAT THE OUTCOMES ARE OF SUMMER SCHOOL. THAT MIGHT NOT BE SOMETHING FOR TODAY, BUT MAYBE SOMETHING WE CAN TALK ABOUT IT AT A LATER DATE. >> WE CAN TALK ABOUT IT. >> YES. WE WE CAN CERTAINLY GIVE YOU SOME INFORMATION ABOUT SUMMER SCHOOL. I WAS DISAPPOINTED THIS SUMMER BECAUSE WE MISSED A WEEK OF THE SUMMER SCHOOL. BUT WE CAN WE CAN GET SOME DATA FOR YOU FOR SUMMER SCHOOL. >>THANK YOU. MR. MARTINEZ. >> THANK YOU, MADAM PRESIDENT. I HAVE A QUESTION. MY BATTERY JUST DIED. BUT IF WE GO TO ONE OF THE FIGURES, I THINK THIS MAYBE A TSI READINESS. SO THIS IS ONE OF MY BIGGEST FRUSTRATION WHEN WE FIRST WERE APPOINTED TO THE BOARD, I THINK IT'S THE ONE THAT SHOWS THE NUMBER OF SCHOOLS TSI READY, I THINK AT 00. I THINK THIS IS SOMETHING THAT'S NOT OFTEN DISCUSSED THAT WE HAVE SCHOOLS WHERE 0% OF STUDENTS ARE TSI READY. WITHOUT LOOKING AT IT, I CAN MAKE THE ASSUMPTION THAT IT'S BLACK AND BROWN STUDENTS. >> THAT IS DISAPPOINTING. THAT SHOULD BE FRUSTRATING TO ALL OF US. THE FACT THAT WE HAVE SCHOOLS THAT WERE 0% OF OUR STUDENTS, 0% ARE TSI READY. BUT THE OTHER POINT I WANT TO MAKE IS THIS IS THE PROBLEM I'VE HAD FOR A WHILE NOW IS WHEN WE LOOK AT THE OTHER DATA AND METRICS, YOU HAVE WHITE AND ASIAN STUDENTS THAT DON'T PURSUE IBCS AND YOU HAVE HISPANIC AND AFRICAN AMERICAN STUDENTS WHO DO, [02:45:03] NOW, WE WANT TO TALK ABOUT HOW DO WE GET MORE ANGLO WHITE STUDENTS AND ASIAN STUDENTS UP THERE. BUT THE OTHER CHALLENGE I'VE HAD ALWAYS INTERNALLY IS HOW DO WE ENSURE THAT BLACK AND LATINO KIDS ARE ALSO GETTING OPPORTUNITIES TO PURSUE COLLEGE. BECAUSE WE SEE THAT. THEY'RE NOT TSI READY, BUT YOU ALSO DON'T WANT TO PUSH THEM THERE. IF THAT'S NOT WHERE THEY WANT TO BE BECAUSE OUR VISION IS TO ALLOW OPPORTUNITIES AND CHOICE. TALK TO ME ABOUT STRATEGY, HOW DO WE ENSURE THAT WE OFFERING IBC OPPORTUNITIES, BUT ALSO PUSHING COLLEGE FOR THOSE STUDENTS WHO CAN. THEN IN THE NES ENVIRONMENT, WHAT ARE WE DOING TO NOT EVEN NES, BUT IN ALL OF OUR SCHOOLS, FOR STUDENTS WHO IDENTIFY AS GT. I REMEMBER SUPERINTENDENT, ONE OF THE SCHOOLS YOU VISITED, I THINK IT WAS I DON'T KNOW IF IT IS ELEMENTARY OR MIDDLE SCHOOL. LAST YEAR, WE ASKED THE PRINCIPAL, WHAT ARE YOU DOING TO INCREASE ATTENDANCE? THE PRINCIPAL JUST KEPT SAYING, WE'RE GOING TO PROMOTE GT AND MMA SUPERINTENDENT, I SAID WHAT DOES THAT MEAN? HE JUST KEPT SAYING, WE'RE GOING TO PROMOTE IT. THAT'S MY OTHER QUESTION. FROM A STRATEGY PERSPECTIVE, HOW DO WE ENSURE THAT WE'RE TRULY GIVING CHOICE TO BLACK AND LATINO KIDS? TRUE CHOICE. NOW JUST PUSHING THEM TO IBCS OR SOME CERTIFICATION IN INDUSTRY, BUT ALSO ENSURING THAT OUR GTE STUDENTS, OR GT STUDENTS IN ALL OF OUR SCHOOLS ARE GIVEN OPPORTUNITIES TO PURSUE AND THAT WE'RE NOT HOLDING THE MARK BECAUSE THE REST OF THE SCHOOLS OR STUDENTS MAY HAVE SOME ADDITIONAL CHALLENGES THERE. >> MANY GREAT POINTS. I THINK FIRST, JUST ACKNOWLEDGING, I THINK WE AGREE WITH YOU WHEN WE WOULD SEE A 0% AT A SCHOOL, THAT DATA SCREAMS CRISIS TO US. WE OF COURSE WANT TO ACKNOWLEDGE THAT WE WOULD NEVER WANT TO SEE THAT AND WE DO WANT TO IMPROVE THAT. I THINK THE SECOND THING THAT YOU'RE SAYING THAT'S REALLY IMPORTANT IS, WE ARE COMMITTED TO THIS STRATEGY FOR COLLEGE AND CAREER FOR ALL. WHILE IT'S GOOD TO SEE IBCS GO UP IN CERTAIN PERCENTAGES, WE ALSO WANT TO SEE TSI GO UP AND COLLEGE ACCESS AND ACCEPTANCE GO UP. I THINK IT CONTINUES TO COME BACK TO, IN ORDER FOR THAT TO HAPPEN, SAT IS A RIGOROUS TEST. WE HAVE TO CONTINUE TO SUPPORT HIGH QUALITY INSTRUCTION, AND WE HAVE TO CONTINUE IT, AGAIN, IT'S WHY WE'RE PLACING MORE EMPHASIS ON IT IN ENGLISH 3 AND ALGEBRA 2 BECAUSE THERE'S A LOT OF ALGEBRA 2 STANDARDS THAT ARE COVERED IN THE SAT. AGAIN, STARTING AND BUILDING THAT REALLY STRONG FOUNDATION FROM STUDENTS, FROM THE SCIENCE OF READING AND THE FOUNDATIONAL SKILLS IN MATH ALL THE WAY UP. TO WHEN THEY TAKE THAT TEST IS I ACTUALLY THINK THE SOLUTION FOR INCREASING THE PERCENTAGE OF BLACK AND BROWN STUDENTS THAT CAN BE TSI READY. IT'S THE PRIMARY FOCUS. IT'S WHY WE HAD ALL THIS CONVERSATION AROUND THE EVALUATION SYSTEMS AND LOOKING AT PROFICIENCY AND INSTRUCTION OF OUR TEACHERS. THAT IS THE HIGH QUALITY CURRICULUM AND HIGH QUALITY INSTRUCTION, IS I THINK THE PRIMARY DRIVER OF WHAT WE EXPECT TO INCREASE TSI READINESS OVER TIME. >> IF I CAN ADD BECAUSE THE STAFF AND I HAVE BEEN TALKING A LOT ABOUT THIS BECAUSE ALL MEANS ALL AND FOR BOTH COLLEGE AND CAREER. BUT WE HAVE A WHOLE BUNCH OF KIDS WHO ARE BEHIND IN THE PROFICIENCY IN MIDDLE SCHOOL AND IN HIGH SCHOOL. IF THE SCHOOL IS READING AT 20% PROFICIENCY. THE CHANCES OF GROWING YOUR TSI SCORE AND AS YOU GO TO HIGH SCHOOL IS GOING TO BE LOWER. IT STARTS FROM PRE K ALL THE WAY UP. BUT IT ALSO MEANS WE HAVE TO FOCUS ON THE KIDS AND I REALLY APPRECIATE THE LAST, I THINK THE LAST BOARD MEETING WHEN ROLANDA, YOU AND JANETTE AND CASSANDRA. I THINK, MICHELLE, WE'RE ALL TALKING ABOUT WHAT ARE YOU GOING TO DO ABOUT THOSE KIDS WHO ARE IN YOUR NON-NES B RATED SCHOOLS, BUT THERE'S A GROUP OF KIDS 20%, 30%, 40% WHO ARE NOT PROFICIENT. IT'S BEING MASKED BY THE KIDS WHO ARE PROFICIENT. BECAUSE IF YOU'RE 60% PROFICIENT AS A SCHOOL, YOU'RE PROBABLY GOING TO BE A OR B RATED BECAUSE THE STATE OF TEXAS AT 35% OR 40%, AND SO YOU'RE GOING TO BE UP THERE, BUT THAT MEANS A WHOLE BUNCH OF KIDS ARE NOT. REALLY GOING IN AND MAKING SURE THAT THOSE KIDS ALSO HAVE HIGH QUALITY INSTRUCTION AND THE MOST EFFECTIVE TEACHERS IS IMPORTANT. I'M LOOKING AT THAT BECAUSE WE WENT TO A COUPLE OF SCHOOLS WHERE THEY SHOULD HAVE BEEN A OR B AND THE QUALITY INSTRUCTION FOR ALL KIDS WAS NOT THERE. THE QUALITY INSTRUCTION FOR SOME KIDS WAS THERE, BUT NOT FOR ALL KIDS. WE'RE GOING TO KEEP FOCUSING ON THAT. WE'RE GOING TO HAVE TO WITHSTAND SOME OF THE CRITICISM FOR DIRECTING HIGHER QUALITY INSTRUCTION AND OVERSEEING AND BEING IN THE CLASSROOMS BECAUSE [02:50:03] ALL KIDS DESERVE HIGH QUALITY INSTRUCTION AND GOOD EFFECTIVE TEACHERS. >> THE ONE OTHER THING IS OUR DATA DOES SHOW THAT IF STUDENTS DO TAKE COLLEGE CREDIT, THEY ARE MORE LIKELY TO GO TO COLLEGE, EVEN IF THEY ACTUALLY DON'T PASS, EVEN IF THEY DON'T SIT FOR THE AP EXAM. I DO THINK THE FOCUS ON HOW WE SCHEDULE AND SUPPORT KIDS TO MAKE SURE THEY ALL HAVE ACCESS TO COLLEGE COURSES IF THEY'RE ELIGIBLE HAS BEEN CRITICALLY IMPORTANT. BECAUSE IF WE DON'T PROVIDE THEM ACCESS, THEY DON'T EVEN HAVE A CHANCE AT THAT SHOT. FOR EVERY SINGLE CAMPUS, WHEN THEY SCHEDULED FOR THIS YEAR, THEY HAD A LIST OF EVERY SINGLE STUDENT THAT WAS ELIGIBLE FOR THOSE ADVANCED COURSEWORK, AND THEY HAVE TO USE THAT TO BUILD THE NUMBER OF COURSES AND SECTIONS THAT THEY HAVE. I THINK THAT IN ADDITION TO HIGH QUALITY INSTRUCTION, SUPPORTING, ENSURING THAT CAMPUSES ARE OFFERING THE RIGHT COURSES BASED ON WHERE STUDENTS ARE IN THEIR EDUCATIONAL JOURNEY WILL ALSO REALLY REALLY HELP PREPARE FOR TSI READINESS AND INCREASE COLLEGE GOING RATES. >> MR. CAMPA? NO. I HAVE A QUESTION ON TWO OF YOUR SLIDES. SLIDE 10, SLIDE 10 IS UP. GREAT. I NOTED ON THIS SLIDE, IMMERSION BILINGUAL MISSED THE MARK BY A CONSIDERABLE AMOUNT. CAN YOU CLARIFY THE 2023 AND 2024? IS THAT 2024 GRADUATING CLASS? WHAT IS THAT? >> IT'S 11TH GRADE STUDENTS ONLY. IT'S THE STUDENTS IN SCHOOL YEAR 2023-2024. WE CAN CLARIFY THAT IN THE TITLE FOR IT. >> CAN YOU JUST SPEAK TO WHAT THE PLAN IS WITH RESPECT TO EMERGENT BILINGUAL STUDENTS ON THIS. THEN YOU SEE IT AGAIN ON THE NEXT PAGE TABLE THREE. I THINK. NO, I'M WRONG. I'VE GOT THAT WRONG. LET'S JUST GO BACK TO THE LIST. >> YOU'RE RIGHT. FOR COLLEGE GRADUATE. >> I AM RIGHT. GOOD. CAN YOU SPEAK TO THAT AND WHAT MAY HAVE BEEN THE ISSUES THAT WE HAD THIS YEAR OR OTHER THINGS THAT MIGHT HAVE CAUSED US TO MISS THE MARK MORE SUBSTANTIALLY WITH RESPECT TO EMERGENT BILINGUAL STUDENTS? >> YES. ONE THING THAT THIS POPULATION INCLUDES PARTICULARLY IN 11TH GRADE IS OUR NEWCOMERS. THIS IS STUDENTS WHO ARE COMING INTO THE DISTRICT AND MAYBE HAVING BEEN THE FIRST YEAR, THEY'RE EXPOSED TO ENGLISH AND IN HIGH SCHOOL. IT'S DIFFERENT SOMETIMES THAN OUR POPULATION IN ELEMENTARY SCHOOL WHEN WE CAN REALLY ACTIVELY SUPPORT DUAL LANGUAGE PROGRAMS AND PROGRAMS THAT BUILD THEIR ENGLISH PROFICIENCY. ONCE THEY'RE IN HIGH SCHOOL, OUR NEWCOMERS, WE NEED SIGNIFICANT MORE LANGUAGE SUPPORTS. THIS POPULATION OF STUDENTS WILL INCLUDE THAT. THIS NUMBER CAN FLUCTUATE BASED ON THE NUMBER OF NEWCOMERS COMING IN TO THE DISTRICT AND OUT OF THE DISTRICT. WE DID HAVE A SIGNIFICANT INCREASE AND WE HAVE SEEN THOSE NUMBERS INCREASE OVER TIME. THAT'S ONE THING. BUT IN TERMS OF ADDRESSING THIS, ONE OF THE PRIMARY THINGS THAT WE ARE DOING IS REALLY BUILDING IN THOSE SUPPORTS AND SCAFFOLDS FOR OUR STUDENTS WHO ARE EMERGING BILINGUALS INTO OUR CURRICULUM. THAT CAN LOOK LIKE ADDING IN VISUALS AND SENTENCE STEMS AND THINGS THAT HELP THEM MAKE CONNECTIONS TO THE ENGLISH LANGUAGE JUST IN THE WAY THAT THE CURRICULUM IS DESIGNED. WE ALSO INCLUDE CROSS-LINGUISTIC CONNECTIONS. WE REALLY BUILD THE CURRICULUM TO CALL OUT, HEY, THIS IS ACTUALLY SOMETHING THAT MIGHT BE DIFFERENT IN ENGLISH AND SPANISH, AND IT CAN FLAG FOR THE TEACHER TO MAKE SURE THEY'RE MAKING THAT POINT RIGHT AT THE TIME OF INSTRUCTION, SO THAT THOSE EMERGENT BILINGUAL LEARNERS CAN CATCH THAT. THE OTHER THING WE DID THIS YEAR IS WE ARE WRITING CURRICULUM FOR THE SPECIFIC COURSE THAT OUR ENGLISH STUDENTS TAKE. IT'S THE ESL ONE AND TWO COURSE. WE HADN'T PREVIOUSLY WRITTEN CURRICULUM FOR THAT, AND WE DID THIS YEAR IN HIGH SCHOOL. THAT'S ANOTHER SUPPORT THAT WE'RE PROVIDING TEACHERS SPECIFICALLY FOR THIS SUB POPULATION TO HELP INCREASE THE SUPPORTS AVAILABLE FOR THESE STUDENTS. >> JUST TO BE CLEAR, SO WE HAD A LARGE INFLUX OF EMERGENT BILINGUALS, THIS 2024, 11TH GRADERS, THIS YEAR VERSUS HISTORICALLY. >> I'LL CHECK BECAUSE, I'LL DOUBLE CHECK THAT BUT YES, WE HAVE HAD AN INCREASE IN THAT NUMBER. >> THANK YOU. MISS FLOWERS. WELCOME BACK. MISS LINDER. >> THANK YOU. REALLY GREAT, VERY THOROUGH PRESENTATIONS. THANK YOU AGAIN, AND AS THOROUGH AS ALL THESE QUESTIONS HAVE BEEN. I WANT TO JUST DIVE A LITTLE DEEPER INTO THIS SLIDE ON FIGURE 8. COULD YOU SPEAK MORE TO HOW WE ARE GOING TO ADDRESS THE GAP BETWEEN MATH AND READING IN OUR TSI READINESS. [02:55:03] I DIDN'T REALLY PICK THAT UP IN THE SUMMARY OF ACTIONS TAKEN. COULD YOU SPEAK TO THAT, PLEASE? >> YES. I DON'T WANT TO SOUND LIKE A BROKEN RECORD, BUT I DO THINK IT'S AGAIN, IT IS GOING TO CONTINUE TO BE BUILDING AND OFFERING HIGH QUALITY GRADE LEVEL INSTRUCTION IN THE YEARS AS THEY PROGRESS. I THINK OVER TIME, MATH WAS HIT REALLY HARD IN COVID IN PARTICULAR BECAUSE THEY LOST THAT FOUNDATIONAL MATH. FOR TSI READINESS, AGAIN, YOU REALLY NEED THAT IF YOU DIDN'T LEARN FRACTIONS WELL, IT'S GOING TO BE REALLY HARD TO DO WELL ON THESE REALLY ADVANCED ASSESSMENTS. REALLY MAKING SURE OUR STUDENTS HAVE THAT STRONG FOUNDATION AS THEY COME IN. I THINK THE OTHER THING THAT WE HAVEN'T ACTUALLY TALKED MUCH ABOUT YET, BUT IF STUDENTS ARE BEHIND, THEY ARE GETTING THAT ADDITIONAL REMEDIATION SUPPORT IN 9TH AND 10TH GRADE IN THOSE EARLIER GRADE. MORE MINUTES IN READING AND MATH TO FOCUS ON TO MAKE SURE THEY HAVE HIGH QUALITY INSTRUCTION AND MORE TIME TO CATCH UP. THERE IS A HIGHER AND A STRONGER FOCUS ON REMEDIATION FOR OUR STUDENTS WHO ARE BEHIND, ESPECIALLY IN 9TH AND 10TH GRADE, WHICH IS CRITICAL GIVEN THAT THIS TEST OCCURS IN 11TH GRADE. THAT'S ANOTHER WAY IN WHICH WE'RE CATCHING UP THE STUDENTS WHO ARE BEHIND. >> IF I CAN ADD, SO WE'RE REALLY HAPPY THAT OUR MATH SCORES ON THE SR INCREASED PRETTY SIGNIFICANTLY THIS YEAR. ONE COMPONENT OF THAT WAS WE ALSO REALLY HAD A GOOD FOCUS ON ZOOM AS AN ADDITIONAL SUPPLEMENTAL INTERVENTION BESIDES THE NES MODEL. THOSE EARLY GRADES WILL BUILD SO THAT WHEN WE GET TO 11TH GRADE, WE'LL DO MUCH BETTER. >> FOLLOWING ON THAT TO BETTER UNDERSTAND MAYBE SOMETHING I THINK I WAS ASKED BEFORE, WHAT ELSE CAN WE DO FOR OUR STUDENTS THAT ARE ALREADY READY TO EXIT THE SYSTEM. THEY'RE NOT AT THAT LEVEL OF ACHIEVEMENT YET. WE WANT TO GIVE THEM MORE. WHAT OTHER OPPORTUNITIES OR MAYBE WHAT OTHER ASKS DO WE HAVE OF OUR COMMUNITY AROUND THINGS THAT WE CAN HELP IN ADDITION TO THAT. ANYTHING THERE YOU COULD SPEAK TO ELABORATE THERE? >> WELL, I THINK THE DISTRICT WIDE STRATEGY IS ENSURE FULL ACCESS AND PREPARATION FOR THE SAT BECAUSE WE HAVE INVESTED IN ENSURING ALL KIDS CAN SIT FOR THAT TEST. WE PAY FOR THAT TEST FOR EVERYONE, AND WE ACTUALLY ARE MOVING. WE'RE GOING TO TAKE THAT TEST AT THE VERY END OF APRIL THIS YEAR, AND HISTORICALLY WE'VE TAKEN IT IN EARLY MARCH. WE'RE EVEN GOING TO GIVE OUR KIDS A LITTLE BIT MORE TIME TO PREPARE. ALL KIDS SHOULD GET ACCESS TO SAT PREPARATION AND SUPPORT. BUT I THINK THE POINT HERE IS WE DON'T WANT TO GIVE UP ON THE KIDS WHO DON'T MEET THE THRESHOLD AFTER THEY TAKE IT IN THE SAT. WE DO A NUMBER OF THINGS IN 12TH GRADE. THEY TAKE THE TSI SPECIFIC COLLEGE BRIDGE COURSE, WHICH SPECIFICALLY FOCUSES ON HELPING THEM SUPPORT TSI. THEN AFTER THEY TAKE THE COURSE AND COMPLETED, THEY CAN SIT FOR THIS ASSESSMENT AGAIN, AND THEY CAN TAKE THE TSI 2.0, WHICH IS THE TEXAS VERSION OF THE SAT. IT'S FASTER, IT'S EASIER FOR THEM TO TAKE, WE CAN OFFER IT A LOT MORE. WE CAN FOCUS ON TAKING THAT. DURING THAT TIME, ACTUALLY, OUR TEAM WILL OFFER NUMEROUS SATURDAY PREPARATION SESSIONS THAT ARE OPTIONAL, BUT WE DO HAVE A LOT, WE HAVE KIDS THAT SHOW UP AT ALL OF THEM. WE JUST FIND OTHER WAYS TO FIND TIME OUTSIDE FOR THOSE KIDS WHO WE CAN GET TO FURTHER SUPPORT, ESPECIALLY THE KIDS THAT WANT TO GO TO COLLEGE AND WANT TO MEET THAT THRESHOLD, SO THAT THEY HAVE OTHER OPPORTUNITIES FOR ENGAGEMENT AND PREPARATION. WE DID A GOOD NUMBER. I CAN GET THE EXACT NUMBER OF SATURDAY SESSIONS LAST YEAR, AND WE DO PLAN TO DO THAT THIS YEAR FOR THAT ADDITIONAL IN PERSON PREPARATION SUPPORT. WE JUST DON'T STOP. WE CONTINUE UNTIL THEY GRADUATE, WE ARE HELPING THEM. >> THANK YOU, MISS ARNOLD. >> YES, THANK YOU. I KNOW WE WON'T SEE IT IN THE DATA HERE BECAUSE OF THE IMPLEMENTATION OF THE POLICY IS SO NEW. BUT EVENTUALLY, WILL WE SEE AN IMPACT OF THE AUTO ENROLLMENT AND MORE RIGOROUS COURSEWORK SHOW UP HERE IN THE DATA? >> THAT WOULD BE THE HOPE. ONE OF THE THINGS WE DO FROM OUR PERSPECTIVE IS WHEN WE'RE LOOKING AT COLLEGE CREDIT, OUR TEAM'S OWN ACCOUNTABILITY METRICS REALLY FOCUS ON BOTH ACCESS AND WHETHER OR NOT THEY EARN THE CREDIT. IT'S ON THE ACCESS SIDE, THAT'S PARTICULARLY WHERE YOU WOULD SEE THE OPT OUT POLICY REALLY TAKE A PLAY HERE BECAUSE STUDENTS WOULD BE AUTO ENROLLED. IT'S NOT JUST THAT PIECE. WE ALSO HAVE TO REALLY SUPPORT THE SCHEDULING OF THAT. CAMPUS HAS TO HAVE ENOUGH TEACHERS TO TEACH THE EXTRA ADDITIONAL ADVANCED COURSES, AND SO WE REALLY WORK ON THAT SIDE OF IT TOO, BUT WE WOULD EXPECT TO SEE IT IN THE DATA. EVEN THIS YEAR, WITHOUT THAT POLICY, [03:00:01] WE HAVE SEEN SIGNIFICANT INCREASES IN ACCESS JUST BECAUSE WE'VE BEEN PAYING A LOT OF ATTENTION TO IT. AGAIN, FOCUSING ON THAT. STUDENTS WERE ALREADY SCHEDULED WHEN THIS ADMINISTRATION STARTED, BUT EVEN AT THE SEMESTER, WE ENROLLED A LOT OF STUDENTS ACTUALLY IN DUAL ENROLLMENT SEMESTER COURSES BECAUSE THIS WAS A BIG PRIORITY FOR US. BUT YES, WE SHOULD SEE THE DATA. >> WONDERFUL. IN SPEAKING OF ACCESS, I WANT TO FOLLOW UP ON A QUESTION THAT [INAUDIBLE] THAT MR. MARTINEZ HAD, WITH RESPECT TO THE ACCESS OF COURSES FOR STUDENTS. I UNDERSTAND THE DISTRICT PROVIDES THE PSAT TO ALL TENTH GRADERS? DOES THE DISTRICT ACTIVELY USE ITS AP POTENTIAL DATA TO ONE IDENTIFY STUDENTS BUT HELP BUILD OUT COURSES IN SCHOOLS FOR STUDENTS BECAUSE IF YOU'RE UNAWARE, THE AP POTENTIAL DATA HELPS THROUGH THAT DATA CAN HELP IDENTIFY WHICH STUDENTS WOULD DO WELL IN CERTAIN ADVANCED COURSES, AND OFTENTIMES THAT HELPS FIND STUDENTS WHO ARE TRADITIONALLY OVERLOOKED AND UNDERSERVED. >> YES. OPT OUT POLICY, IT DOES INCLUDE THE USE OF THE PSAT TO IDENTIFY STUDENTS WHO SHOULD BE MOVING INTO ADVANCED COURSEWORK. THAT STARTS AS EARLY AS EVEN IN 5TH GRADE BECAUSE WE ARE REALLY LOOKING AT THE ADVANCED MATH PATHWAYS IN MIDDLE SCHOOL NOW. BOTH WE'RE EVEN PILOTING SCHOOLS OFFERING ALL STUDENTS IN THE SCHOOL WILL BE ON AN ADVANCED MATH PATHWAY, WE'RE PILOTING THAT BASE HERE. YES, THE PSAT DATA IS USED TO IDENTIFY THOSE STUDENTS WHO SHOULD BE ENROLLING IN THEIR NEXT COURSE AS AN ADVANCED COURSE, AND WE'RE ALSO USING THIS METHODOLOGY AS EARLY AS MIDDLE SCHOOL TO SUPPORT ENJOYING STUDENTS ARE AT THE MOST RIGOROUS COURSE AVAILABLE TO THEM. >> THAT IS FANTASTIC. I KNOW THE MAJORITY OF DISTRICTS ACROSS THE COUNTRY ARE NOT UTILIZING THAT DATA. THAT'S A GREAT STRATEGY, AND I'M GLAD TO HEAR THE DISTRICT IS EMPLOYING THAT. >> MISS BANDY. >> I HAD A QUESTION ABOUT THE PSAT TOO, SO THAT WAS FUNNY. I WAS GETTING MY QUESTION TOGETHER, THEN I HEARD YOU SAY IT. WHICH STUDENTS ARE TAKING THE PSAT? WHO'S TAKING THAT IN OUR DISTRICT? >> WELL, I CAN LOOK UP EXACTLY WHO'S TAKING IT, BUT WE OFFER IT IN 10TH GRADE FOR EVERYBODY. >> FOR EVERYBODY. >> BACK IN THE DAY WHEN I WAS IN MIDDLE SCHOOL, HISD, CERTAIN STUDENTS HAD ACCESS TO TAKE IT IN THE 8TH GRADE. GT, VANGUARD, WHOEVER, AND I UNDERSTAND THAT SOME THINGS HAVE CHANGED PROBABLY ABOUT THE PSAT AND NATIONAL MERIT, ELIGIBILITY AND THINGS LIKE THAT. MAYBE I'LL GET WITH YOU ALL OFFLINE JUST TO UNDERSTAND THAT PROCESS BECAUSE I THINK I KNEW SOME 8TH GRADE, YES. SOME 8TH GRADES WERE DEFINITELY TAKING IT BEFORE. I ALSO HAD A QUESTION AROUND WHAT IS THEIR SPACE, AND WHAT DOES IT LOOK LIKE FOR A STUDENT TO PURSUE AN IBC AND BE ON A COLLEGE PATH? MY DREAM FOR MY CHILDREN ARE TO BE A MECHANIC FLORIST, AND A COSMETOLOGIST BY THE TIME THEY GRADUATE FROM HISD AND GO ON TO COLLEGE. I'M TRYING TO FIGURE OUT, WHAT DOES THAT LOOK LIKE FOR A STUDENT WHO, HEY, I WANT TO HAVE A HOBBY AND MAYBE A CAREER LIKE THIS, AND I WANT TO DO THIS. WHAT DOES THAT LOOK LIKE? >> I THINK THEY CAN JUST CHOOSE IN THEIR COURSE SCHEDULING. WELL, IT'S TWO THINGS, ONE, WE NEED TO MAKE SURE SCHOOLS ARE PROVIDING BOTH OPTIONS. BUT THERE'S A COUPLE OF WAYS. FROM A COLLEGE CREDIT PERSPECTIVE, YOU CAN TAKE THE MORE ADVANCED VERSIONS OF YOUR CORE COURSES, ENGLISH, MATH, SCIENCE, AND SO STUDENTS, PARTICULARLY THOSE AGAIN WHO ARE ON THAT TRAJECTORY WILL GET AUTO ENROLLED IN THOSE MORE ADVANCED CLASSES, AND THEY CAN BUILD THEIR PATH TOWARDS COLLEGE THAT WAY, AND THEN THEY CAN USE SOME OF THEIR ADDITIONAL TIME TO CHOOSE AN IBC PATH. BUT THE OTHER REALLY IMPORTANT THING WE'RE DOING IS WE'RE WORKING TO INTEGRATE THAT COLLEGE COURSEWORK OPTIONS INTO OUR IBC PATH. PARTICULARLY FOR OUR IBC PROGRAMS OF STUDY, WE ACTUALLY HAVE MULTIPLE MEETINGS WITH HIGHER-HEAD INSTITUTIONS WHERE WE SIT DOWN AND WE SAY, WHAT COURSES DO WE HAVE THAT OUR CTE PROGRAMS OF STUDY, CAN WE CROSSWALK WITH COURSES THAT YOU ALL HAVE? A STUDENT CAN ACTUALLY PARTICIPATE IN A PROGRAM OF STUDY AND BE EARNING COLLEGE CREDIT AT THE SAME TIME. WE'RE INTEGRATING A LOT OF COLLEGE CREDIT OPPORTUNITIES INTO OUR IBC PROGRAMS AS WELL. >> THANK YOU. I THINK THAT A LOT OF TIMES AT LEAST IT SEEMS LIKE A PERCEPTION BECAUSE WE HAVE DIFFERENT SUBGROUPS DOING DIFFERENT THINGS AND IT HAS TO BE EITHER OR, AND WE KNOW THAT'S NOT THE CASE. THAT'S GREAT TO HEAR. LET ME SEE. ONE OTHER THE QUESTION I JUST HAD ABOUT THE DATA ON TSI READINESS IN THE 11TH GRADE AND THAT READING AND MATH LEVEL THAT'S LOWER THAN WHAT WE LIKE. [03:05:04] ARE THESE TESTS THAT THE STUDENTS TAKE THE 11TH GRADE ACTUALLY 11TH GRADE LEVEL PROFICIENCIES, OR ARE THEY, I'M TRYING TO UNDERSTAND, WHAT GRADE LEVEL DO THEY HAVE TO BE PROFICIENT AT TO DO WELL ON THESE TESTS? IS IT 11TH GRADE SUBJECT MATTER? >> IT PULLS STANDARDS FROM ACROSS GRADES, BUT THE SAT DOES INCLUDE STANDARDS FROM ALGEBRA 2, WHICH IS TYPICALLY A COURSE STUDENTS WILL TAKE IN 11TH GRADE, WHICH IS ALSO ONE REASON WE PUSHED IT BACK A LITTLE BIT THIS YEAR, BUT IT DOESN'T EXCLUSIVELY COVER ALGEBRA 2. THEN THE SAT THRESHOLDS DON'T CHANGE WHETHER YOU'RE IN 10TH, 11TH, OR 12TH GRADE. IT'S A THRESHOLD THAT'S SET FOR COLLEGE READINESS, AND SO FOR THE SAT, FOR EXAMPLE, THEY'LL SET THE SCORE THRESHOLD IN READING AND IN MATH, AND THAT WON'T CHANGE. YOU HAVE TO MEET THAT, WHETHER YOU TAKE IT 10TH, 11TH, 12TH, WHATEVER GRADE BECAUSE IT'S A COLLEGE READINESS INDICATOR. WE REALLY WORK TO SUPPORT PART OF WHY WE GIVE STUDENTS MULTIPLE AT PATHS TO MAKE SURE EVERYONE CAN TAKE IT IN PREPARATION IN 10TH GRADE, EVERYONE CAN TAKE THE ACTUAL SAT IN 11TH GRADE, AND THEN PEOPLE CAN STILL WORK TOWARDS TSI READINESS IN 12TH GRADE. OUR STUDENTS CAN IF THEY HAVEN'T YET ACHIEVED IT. WE'RE ALSO REALLY MINDFUL OF OVER TESTING THOUGH, SO WE TRY NOT TO TEST. IF YOU'VE MET THE THRESHOLD IN SAT, YOU'RE DONE. YOU DON'T NEED TO CONTINUE TO DO THAT ADDITIONAL WORK IN 12TH GRADE. >> IS THAT THE SAME AS FAR AS THE ALGEBRA 2 AND THE ENGLISH 3? DOES THE TSIA ALSO COVER ALGEBRA 2 AND ENGLISH 3 AS WELL? >> [INAUDIBLE] AND BOTH YEAH. >> YOU SAID THAT WE PAY FOR THESE TESTS. WHAT IF A STUDENT, BECAUSE I CAN REMEMBER THIS WHEN I WAS IN HIGH SCHOOL TOO, SOMETIMES YOU TAKE IT AGAIN TO SEE IF YOU CAN DO BETTER. DO WE PAY FOR MULTIPLE SAT? >> I CAN CHECK ON THAT. I THINK THERE MAY BE SOME EXCEPTIONS WE DO. WE DON'T OFFER A SECOND DISTRICT WIDE TEST, BUT I'LL CHECK ON THAT FOR YOU AND GET BACK TO YOU. >> JUST CURIOUS. THANK YOU. >> THANK YOU. LET'S THANK YOU FOR THAT PRESENTATION. THANK YOU. WE'RE GOING TO DO GOAL 4. THANK YOU. >> GOOD EVENING. I'LL BE PRESENTING ON GOAL 4 PROGRESS MEASURE STUDENTS IN GRADES 4 THROUGH 8, WHO RECEIVE SPECIAL EDUCATION SERVICES THAT ACHIEVE GROWTH AS MEASURED BY DOMAIN 2, PART A OF THE STATE ACCOUNTABILITY. SYSTEM WILL INCREASE FROM 63% IN AUGUST 2023 TO 78% IN AUGUST OF 2028. YOU CAN SEE THAT THE DISTRICT DID MEET THIS GOAL MEASURE. IN FACT, WE EXCEEDED OUR EXPECTATIONS FOR THIS YEAR, AND AT THE END OF THE YEAR, 66% OF OUR STUDENTS WITH DISABILITIES IN GRADES 4 THROUGH 8 ACHIEVED THAT GROWTH MEASURE. A GROWTH POINT IS AWARDED BY COMPARING THE STUDENT START PERFORMANCE IN THE PREVIOUS YEAR TO THEIR PERFORMANCE IN THE CURRENT YEAR. STUDENTS ARE COUNTED IN THIS REPORT IF THEY EARN THAT GOAL PROGRESS MEASURE IN READING OR MATH IN THIS REPORT. YOU'LL JUST SEE THE VARIOUS SUBGROUPS OR STUDENT GROUPS IN THIS CHART THAT SHOWS EXACTLY HOW THOSE STUDENT GROUPS PERFORMED. YOU'LL SEE ALL STUDENT GROUPS WERE ABLE TO MEET THAT TARGET, EXCEPT FOR ASIAN AND TWO RACE, WHICH YOU CAN SEE IN THE RIGHT HAND AND TABLE 2, THAT THOSE NUMBERS ARE PRETTY LOW IN OUR STUDENTS WITH DISABILITIES. WE JUST WENT AHEAD AND BROKE DOWN INTO FURTHER. IN FIGURE 2, YOU'RE GOING TO SEE THE COMPARISON AGAIN OF THAT GROWTH PROGRESS MEASURE BY ALL STUDENTS WITH DISABILITIES AND THEIR STUDENT GROUPS COMPARED TO THEIR NON-DISABLED PEERS. THAT'S WHERE WE'RE ALWAYS TALKING ABOUT CLOSING THE ACHIEVEMENT GAP BETWEEN OUR STUDENTS WITH DISABILITIES AND THEIR NON-DISABLED PEERS. WE'RE CONSTANTLY LOOKING AT THAT INFORMATION AND CONTINUING TO WORK ON DIFFERENT STRATEGIES TO CLOSE THAT GAP. IN FIGURE 3, YOU'LL SEE THE SAME INFORMATION, BUT A COMPARISON ACROSS NES CAMPUSES AND NON-NES CAMPUSES. YOU CAN SEE OVERALL STUDENTS WITH DISABILITIES AT NES CAMPUSES DID ACHIEVE MORE GROWTH THAN THEIR NON-NES PEERS, [03:10:02] EXCEPT IN THE GROUP OF WHITE AND ASIAN. THE FIGURE 4, YOU'LL ALSO AGAIN JUST SEE THE SAME INFORMATION, BUT IT'S A COMPARISON OF READING AND MATH. WHEN YOU LOOK AT STUDENTS WHO MADE THAT GROWTH POINT IN READING AND MATH, YOU'RE SEEING THAT, THAT MOST STUDENTS HAD TO ACHIEVE THAT GROWTH POINT IN MATH, WHERE IT WAS LOWER IN READING. I'M GOING TO COME BACK TO THIS AND CONTINUE THROUGH THE DATA, AND THEN I'LL COME BACK TO THE ROOT CAUSE ANALYSIS. BUT GOAL PROGRESS MEASURE 4.1 AND 4.2 AND 4.3 ACTUALLY FEED INTO OUR LARGER DISTRICT GOAL OF MEETING THAT GROWTH MEASURE. SO 4.1 IS THE PERCENTAGE OF STUDENTS IN GRADES 4 THROUGH 8 WHO RECEIVE SPECIAL EDUCATION SERVICES THAT MEET THAT CONDITIONAL GROWTH OF 0.6 OR HIGHER ON THE NWA MAP AND READING. OUR STUDENTS AT THE END OF THE YEAR, BECAUSE LAST YEAR WAS THE FIRST YEAR THAT WE HAD THE NWA MAP, AT THE END OF THE YEAR, 28% OF STUDENTS WITH DISABILITIES MET THAT GOAL PROGRESS MEASURE. YOU'LL SEE IN FIGURE 6 THAT THERE'S THAT COMPARISON AGAIN OF OUR STUDENTS AT NES CAMPUSES VERSUS NON-NES CAMPUSES. IN THE NEXT TABLE 3, AGAIN, YOU'LL SEE THAT CHART WHERE 28% IS OUR END OF YEAR GOAL, AND SO REALLY JUST RE-ESTABLISHING THAT TARGET SO THAT WE CAN CONTINUE TO WORK WITH OUR STUDENTS IN THIS AREA. IN FIGURE 7, YOU'RE ALSO GOING TO SEE THAT AGAIN, THAT COMPARISON OF STUDENTS WITH DISABILITIES AND THEIR NON-DISABLED PEERS. AGAIN, THIS IS ABOUT THE GROWTH MEASURE, SO STUDENTS WITH AND WITHOUT DISABILITIES WHO MET THAT GROWTH MEASURE. LOOKING AT THAT CHART, YOU CAN SEE THAT OUR STUDENTS WITH IEPS ACTUALLY ACHIEVE PRETTY WELL AT THAT SAME LEVEL AT THE SAME RATE AS THEIR NON DISABLED PEERS. WE JUST LOOKED AT READING, AND NOW WE'RE LOOKING AT THE MATH. THE SAME GOAL FOR MATH THAT WE WILL INCREASE FROM OUR BASELINE THIS YEAR IS ACTUALLY 27% OF OUR STUDENTS WITH DISABILITIES MET THAT CONDITIONAL GROWTH MEASURE. AGAIN, YOU'LL SEE HOW THOSE STUDENTS COMPARE FROM THE NES CAMPUSES AND THE NON-NES CAMPUSES IN THE AREA OF MATH. IN MATH, YOU WILL SEE THAT AGAIN, JUST THOSE STUDENT GROUPS BROKEN DOWN, AND THEN A COMPARISON AGAIN OF STUDENTS WITH DISABILITIES AGAINST THEIR NON-DISABLED PEERS, AND YOU CAN SEE THAT, THERE IS A BIGGER GAP BETWEEN THE MATH THAN THERE WAS IN THE READING ON THE CONDITIONAL GROWTH MEASURE. IN GOAL PROGRESS MEASURE 4.3, THIS ACTUALLY IS MEASURING THE STUDENTS WHO WERE PROJECTED TO MEET GRADE LEVEL IN READING OR MATH IN NWA MAP. WE HAD A LOT OF DISCUSSION ABOUT THIS, I THINK LAST TIME WHEN THIS GOAL WAS PRESENTED, BECAUSE IF YOU MEET GRADE LEVEL, YOU'RE PROJECTED TO MEET THE STUFF STANDARD, AND YOU'LL SEE THAT OUR STUDENTS ACTUALLY OUTPERFORMED OUR EXPECTATIONS THAT WE WROTE FOR THEM AT 19, EVEN THOUGH THAT NUMBER IS LOW, 19% OF OUR STUDENTS ACTUALLY WERE ABLE TO MEET THAT PROGRESS MEASURE, WHICH THEN INFORMED WHY WE WERE ABLE TO MAKE THAT GROWTH MEASURE IN THE OVERALL GOAL. AGAIN, YOU'LL SEE THAT SAME DATA BROKEN DOWN OF STUDENTS WITH DISABILITIES COMPARED TO THEIR NON-DISABLED PEERS. AGAIN, THIS IS REALLY WHERE THAT ACHIEVEMENT GAP IS BETWEEN STUDENTS WITH IEPS AND STUDENTS THAT DO NOT HAVE IEPS. IN TABLE 5, YOU'RE GOING TO SEE THAT ALL OF OUR STUDENT GROUPS MET [03:15:03] THAT GROWTH MEASURE OR MET THAT PROJECTED READING LEVEL IN READING OR MATH, AND THEN YOU'LL SEE THE BREAKDOWN FROM NES AND NON NES STUDENTS AS WELL AS A COMPARISON OF READING AND MATH. SORRY, I'M GOING THE WRONG WAY. WE'VE TALKED ABOUT REALLY, WHAT ARE SOME OF THE ROOT CAUSES OF WHY OUR STUDENTS WHO HAVE DISABILITIES AREN'T PERFORMING AS WELL AS THEIR NON-DISABLED PEERS? AGAIN, GOING BACK TO THAT HIGH QUALITY INSTRUCTION IN THE CLASSROOM, AND THEN FOCUSING ON THAT SCIENCE OF READING AS WELL AS OUR TEACHERS ARE GOING THROUGH THE READING ACADEMIES WITH THEIR GENERAL EDUCATION TEACHERS IN THOSE GRADE LEVELS. WE ALSO REALLY HAVE BEEN FOCUSING ON SPECIALLY DESIGNED INSTRUCTION WITH ALL OF OUR TEACHERS AND TRAINED OUR CAMPUS PRINCIPALS, AS WELL AS OUR SPECIAL EDUCATION TEACHERS AT THE ON BOARDING BACK TO SCHOOL, ON WHAT DOES HIGH QUALITY INSTRUCTION LOOK LIKE FOR SPECIAL EDUCATION STUDENTS IN THE CLASSROOM. IN ORDER FOR US TO CONTINUE TO INCREASE AT THIS GROWTH RATE, WE DEFINITELY WANT TO MAKE SURE THAT ALL OUR STUDENTS HAVE CERTIFIED TEACHERS IN FRONT OF THEM. HISD INCREASE SALARIES OF ALL OUR SPECIAL EDUCATION TEACHERS ACROSS THE DISTRICT, AND WE'RE ABLE TO FILL THOSE POSITIONS. WE'RE CONTINUING TO PROVIDE THAT PROFESSIONAL DEVELOPMENT, ESPECIALLY DESIGNED INSTRUCTION. OUR PRINCIPALS ARE CONDUCTING THOSE CLASSROOM OBSERVATIONS AND PROVIDING THOSE ACTIONABLE STEPS THAT WE TRAIN THEM ON DURING BACK TO SCHOOL TRAINING, AND WE'RE CONTINUING TO MONITOR THE PROGRESS ON THE IEP GOALS AND OBJECTIVES. ONE OF THE THINGS THAT WE DID IN THE LAST PD DAY WAS WE SPENT A LOT OF TIME BACK TO SCHOOL GOING OVER, HOW DO YOU DEVELOP A GOOD GOAL AND OBJECTIVE FOR YOUR STUDENT SPECIFIC TO THEIR INDIVIDUAL NEEDS? THEN THIS TIME WE HAD OPEN LABS FOR OUR TEACHERS TO COME IN AND THEY ACTUALLY WERE ABLE TO SIT DOWN WITH DIVISION TEAMS THAT, THEY BROUGHT IN THEIR STUDENTS DATA FOR THEIR NEXT ANNUAL AD SO THAT THEY COULD SIT DOWN AND BE ELBOW TO ELBOW AND HELP DEVELOP SOLID GOALS AND OBJECTIVES FOR OUR STUDENTS AS WE GO INTO THE SCHOOL YEAR WITH A BIG FOCUS ON INSTRUCTION FOR OUR STUDENTS WITH DISABILITIES. AGAIN, WE'RE CONTINUING TO MONITOR ALL OF THESE INTERVENTIONS AND NEEDING TO ADJUST AS NECESSARY, AND WE'LL CONTINUE TO DO THAT AS WE CONTINUE TO LOOK AT OUR STUDENTS DATA AND HOW THEY PERFORM. >> THANK YOU FOR THE VERY THOROUGH REPORT. BEFORE WE GO TO THE NEXT REPORT, DO YOU HAVE QUESTIONS FROM BOARD MEMBERS? YES, MA'AM. MISS BANDY. >> I WAS JUST GOING TO ASK ABOUT THE TWO PLUS SUBGROUP, STUDENT GROUP. I HADN'T SEEN THAT IN EACH ONE OF OUR GOALS THAT WE'VE BEEN MONITORING. JUST CURIOUS AS TO THE SIGNIFICANCE OF THAT SUBGROUP, I GUESS FOR THIS PARTICULAR GOAL, BECAUSE I ALSO NOTICE THAT WE SEE THEM IN THE CHART, BUT WE DON'T NECESSARILY SEE THEM IN THE BAR GRAPH. CAN YOU JUST EXPOUND ON THAT SUBGROUP, PLEASE? >> IT'S NOT VERY MANY. I'LL HAVE TO GET THE EXACT NUMBER. I THINK IT WAS ON ONE OF MY OTHER CHARTS. LET ME SEE. NINETY. >> THERE'S 90 STUDENTS. >> TWO OR MORE RACES. WE HAVE IN OTHER CHARTS TALKED ABOUT STUDENTS WITH TWO OR MORE RACES. >> NOTHING, MS. ARNOLD, MS. LINDER? >> NO. >> MISS FLOWERS. >> I'D LIKE TO TALK ABOUT YOUR LEARNINGS AND COMMUNICATION BETWEEN NES AND NON NES SCHOOLS AND SOME OF THE WINS. I KNOW THERE ARE THINGS THAT WE CAN'T REPLICATE LIKE CLASS SIZE OR THE AMOUNT OF TEACHERS IN THE CLASSROOM. BUT ONE OF THE THINGS THAT I HEARD FROM TEACHERS WHERE I WAS WORKING WAS THE FACT THAT THE SCHEDULE AND THE TIMING AND THE WAY THAT THE SCHEDULE WAS CREATED, [03:20:01] ALLOWED FOR/FORCED, SET TIME FOR TEAMS TO WORK TOGETHER AND THAT THAT WAS PARTICULARLY CRUCIAL FOR SPED TEACHERS TO HAVE THAT TIME WITH THE TEACHERS TO IMPROVE INSTRUCTION. THAT'S NOT NECESSARILY A PRICE ISSUE. WHAT ABOUT THOSE WINS THAT ARE HAPPENING FOR STUDENTS IN NES WHERE THERE'S NOT A COST ASSOCIATED WITH IT? HAVE YOU STARTED TO LOOK AT THOSE LEARNINGS AND THEN COMMUNICATE BACK AND FORTH ABOUT THE THINGS THAT MAYBE THOSE OTHER PRINCIPLES REALLY NEED TO LEAN INTO? >> YES. GREAT QUESTION. ONE OF THE THINGS THAT CHIEF PAUL AND OUR TEAM ARE WORKING REALLY CLOSELY TOGETHER AS THEY WERE DEVELOPING THE CURRICULUM AND LOOKING AT THE SCAFFOLDING MOVING FORWARD AND NOT JUST FOR NES, BUT ALSO MOVING FOR THE NON NES SCHOOLS AS WELL, FOCUSING ON HOW CAN STUDENTS UTILIZE DESIGNATED SUPPORTS IN THOSE CLASSROOMS, WHETHER IT'S NES OR NON NES, AND THAT THEY CAN USE THOSE DESIGNATED AND CREATING THOSE DESIGNATED SUPPORTS SO THAT THEY CAN UTILIZE THOSE WITHIN THE ASSESSMENT. THE OTHER PIECE TO THAT I THINK IS OUR SPECIAL EDUCATION TEAM AS WE LOOK AT THE DIFFERENT SCHOOLS AND PRINCIPALS CAMPUSES JUST RECEIVED THEIR LEAD EVALUATIONS, PRINCIPALS, AND SOME OF THEM HAD ACTION PLANS THAT THEY HAD TO CREATE THAT HAD TO DO WITH HIGH QUALITY INSTRUCTION FOR SPECIAL EDUCATION. WHETHER IT'S NES OR NON NES, THEY HAVE TO PROVIDE THAT SPOT OBSERVATION WITH SPECIFIC ACTIONABLE FEEDBACK. OUR TEAMS ARE SUPPORTING OUR PRINCIPLES WITH THAT. NO COST INVOLVED JUST REALLY TRYING TO BE STRATEGIC IN HOW WE PROVIDE FEEDBACK AND FOCUSING ON THAT QUALITY INSTRUCTION NOW THAT WE HAVE THOSE COMPLIANCE TIMELINES TAKEN CARE OF. >> THANKS. >> ON THIS SIDE, MR. MARTINEZ. PAULA. MR. RIVON. >> THANK YOU. I WAS TRYING TO PARSE OUT A COUPLE OF THINGS. ONE, I GUESS I'LL SELL LIKE A BROKEN RECORD, BUT I GUESS THE CGI NUMBERS THAT WE SAW A FEW MONTHS BACK, OBVIOUSLY, AGAIN, RESONATE, DO WITH THE ANNALS OF TIME. BUT ALSO, I THINK ABOUT WITHIN THE STUDENT WITH DISABILITIES DATA, THERE ARE SOME STUDENTS THAT FALL INTO MULTIPLE CATEGORIES LIKE GT, BUT THEY HAVE SPECIAL NEEDS OR PHYSICAL VERSUS EDUCATIONAL LEARNING DISABILITIES. I WONDER IF THIS FILTERS IN ALL OF THEM OR IF THERE'S SOME OF THEM THAT ARE NOT IN THIS DATA? >> THAT WAS SOME OF OUR DISCUSSION IS THAT STUDENTS WITH DISABILITIES, YOU COULD HAVE ANY AND IT'S BASED ON OUR COMMITTEE'S DECISION ON IF THEY'LL BE EVALUATED WITH THE NWEA MAP ASSESSMENT, IF THAT'S AN APPROPRIATE ASSESSMENT FOR THEM, BUT WE COULD HAVE A STUDENT THAT HAS ONLY A SPEECH IMPAIRMENT. THEN WE ALSO HAVE A STUDENT THAT MAY HAVE AN INTELLECTUAL DISABILITY, MORE COGNITIVE IN THE SAME GROUP OF STUDENTS. THEY'RE ALL IN THAT ONE GROUP. WE COULD DO THAT, BREAK THAT DOWN BY DISABILITY TO GET MORE INFORMATION. >> GOT IT. I THINK THE GRANULARITY MIGHT HELP A LITTLE. I KNOW THERE'S 6,000 STUDENTS HERE THAT WE'RE LOOKING AT. I THINK, JUST IN REGARD TO SEEING WHETHER THOSE WITH LEARNING DISABILITIES ARE REALLY GAINING, OR MAYBE THE PERCENTAGE OF, YOU KNOW WHAT I'M SAYING? JUST WANT TO MAKE SURE THAT WE'RE SEEING [OVERLAPPING]. >> GROWTH MEASURE IS, WE COULD DO THAT. >> I THINK THAT WILL BE HELPFUL. THANK YOU. >> THANK YOU. >> THANK YOU. SORRY. YES, PLEASE. >> MAY I REQUEST THE CGI BECAUSE I'M GOING TO BE TALKING ABOUT IT NEXT ALSO. I THINK AT SOME POINT, IF THE BOARD IS WILLING, NOT TODAY, TO REVISIT THE METRIC OF CGI AS A PROGRESS MONITORING METRIC. CGI IS A STANDARD DEVIATION METRIC. IT'S ABOUT PROFICIENCY, AND A 0.6 CGI IS IN MY MIND, AND I KNOW THAT ALICE AND I, WERE THE ONES WHO CREATED IT BEING DATA GEEKS, BUT PROBABLY A BIT TOO GEEKY ON THIS. IT'S NOT EASY TO UNDERSTAND, AND IT IS A MEASURE THAT IS A BAR THAT'S MAYBE A BRIDGE TOO FAR. [03:25:03] WHILE THE LAST SLIDE ON NWEA MAP, WE PROBABLY SET THAT TOO LOW. MAYBE WE NEED TO BUMP THAT ONE UP AND THEN CHANGE THE CGI TO MET ANNUAL GROWTH OR MET EXPECTED GROWTH, OR SOMETHING THAT IS MORE USABLE NOT JUST TO THE BOARD, BUT TO OUR PRINCIPALS AND TEACHERS. BUT THAT'S A CONVERSATION I THINK WE SHOULD HAVE BOARD MEMBER ON IN THE FUTURE. >> THANK YOU VERY MUCH FOR THE REPORT. I THINK WE'RE GOING TO GO AHEAD AND GET A MOTION AND DEAL WITH THIS REPORT FIRST AND THEN WE'LL DO THIS ONE. SORRY. >> GOT IT. >> IF EVERYBODY CAN HIT MY COMPUTER. THE MOTION IS THE MOTION TO ACCEPT ON ACCEPTANCE OF BOARD MONITORING UPDATE GOALS 3 AND 4. I HAVE A MOTION BY MS. AUZENNE BANDY TO ACCEPT THE REPORT, IS THAT CORRECT? A SECOND BY MS. ARNOLD. IS THERE ANY DISCUSSION? PLEASE VOTE. MOTION PASSES, NINE IN FAVOR, ZERO OPPOSED. NOW WE CAN MOVE ON TO THE CONSTRAINT PROGRESS MEASURES 1.1, 1.2, AND 1.3. YES, SIR. >> MADAM PRESIDENT, MEMBERS OF THE BOARD, CONSTRAINT 1 IS AROUND OUR MAIN ACCOUNTABILITY METRIC. >> SORRY, I'M GOING TO TIME OUT FOR A SECOND, SO WE CAN GET OUR SCREENS WORKING AGAIN. DO WE NEED TO DO SOMETHING DIFFERENT? THEY'RE UP. GREAT. THANK YOU. GO AHEAD, PLEASE. >> CONSTRAINT NUMBER 1 IS AROUND OUR MAIN ACCOUNTABILITY METRIC FOR THE INTERVENTION. THAT IS NOT TO HAVE ANY MULTIPLE YEARS OF D AND F STATUS. THE CONSTRAINT IS THE SUPERINTENDENT SHALL NOT ALLOW THE NUMBER OF MULTI YEAR D AND F CAMPUSES WITH THE PRIOR UNACCEPTABLE RATING TO GROW OR MAINTAIN THE SAME RATING. I THINK WE'RE GOING TO BE LOOKING AT THE PROGRESS MONITORING METRICS, BUT THE OVERALL CONSTRAINT WE MET IN SPATE. IF YOU LOOK AT 1.1, THIS IS AROUND THE CGI AGAIN, 0.6. SINCE THIS IS THE FIRST YEAR, AT THE END OF THE YEAR, OUR BASELINE IS 49. THIS IS ONE OF THE METRICS, I THINK AT SOME POINT WE NEED TO REVISIT. BUT 49% OF OUR STUDENTS, THIS IS ELEMENTARY, SECOND GRADE THROUGH FIFTH GRADE, MET THIS METRIC. YOU CAN SEE ON THE RIGHT HAND SIDE, THE PERCENTAGE OF STUDENTS IN ELEMENTARY SCHOOL AT D AND F CAMPUSES WHO MET THE CGI IN THE NES ORBIT WAS MUCH HIGHER THAN THOSE STUDENTS IN THE NON NES ORBIT, 55-44%. THE COMBINED, OF COURSE, THE BASELINE IS 49. THIS IS THE SAME METRIC, CGI, BUT WITH MIDDLE SCHOOL. SIMILAR GRAPHS, OUR BASELINE IS 51. ON THE RIGHT HAND SIDE, YOU SEE AT THE NES A CAMPUSES, IT WAS 52, AND THEN NON NES IS 41. AGAIN, CGI IS A METRIC OF STANDARD DEVIATION FROM THE MEAN. ONE WOULD BE ONE FULL STANDARD DEVIATION. THAT'S PRETTY HARD TO HIT, AND 0.6 IS 60% OF THE WAY THERE, WHICH IS A HUGE LEAP. THEN FINALLY, CPM 1.3, THIS IS THE PERCENTAGE OF GRADUATES FROM CAMPUSES WITH PRIOR YEAR UNACCEPTABLE RATINGS, WHO GRADUATED COLLEGE CAREER IN MILITARY READY. AGAIN, THIS ONE WE MAY ALSO HAVE TO REVISIT BECAUSE WE HIT 72%. THAT'S OUR BASELINE WAS LAST YEAR OF 59, AND WE HIT 72. WE BELIEVE THAT NUMBER IS JUST GOING TO CONTINUE TO INCREASE WITH ALL THE THINGS THAT THE ACADEMIC OFFICE IS DOING. ON THE RIGHT HAND SIDE, YOU SEE IT BY PERCENTAGE OF 2023 GRADUATES WHO EARN THE CCMR POINTS BY ACCOUNTABILITY RATING. IF THEY WERE UNACCEPTABLE D OR F, [03:30:01] 72%, AND THEN IF THEY WERE ACCEPTABLE, A, B, C, 80%. AGAIN, THIS NOTION OF GETTING OUR D AND F CAMPUSES OUT OF D AND F RATING AND ENSURING THAT WE DON'T HAVE NEW D AND F CAMPUSES. I THINK OVER TIME, WE HAVE FOLLOWED THE NES MODEL, BUT THE BROADER POINT OF NES IS STILL RELIANT ON THE QUALITY OF INSTRUCTION. IT'S ABOUT HIGH QUALITY INSTRUCTIONAL MATERIALS, AND NOT JUST AT NES WE'RE LOOKING AT THAT ACROSS THE BOARD. THE BOARD WILL KNOW THAT WE NOT ONLY HAD NES CURRICULUM, BUT WE COULD GET AMPLIFY EUREKA, CARNEGIE, THESE VETTED, HIGH QUALITY INSTRUCTIONAL MATERIALS. IT'S ABOUT GROWING THE INSTRUCTIONAL MODEL, WHETHER IT'S NES OR MONTESSORI OR IB, MAKING SURE THOSE PROGRAMS ARE WELL IMPLEMENTED, AND THE INSTRUCTION IN THOSE PROGRAMS ARE ALSO STRONG. THEN IT'S ABOUT GROWING OUR STAFF CAPACITY, IT'S ABOUT MAKING SURE OUR LEADERSHIP ACROSS THE BOARD IS GOOD AT INSTRUCTION ON THE JOB COACHING. ALL OF THOSE THINGS ARE GOING TO GET US AT A D AND F STATUS EVENTUALLY FOR ALL OF OUR SCHOOLS AND RAISE THE BAR. JUST AS A POINT TO NOTE, THIS D AND F STRATEGY OR THE SCHOOLS OUT OF D AND F ALSO HELPS OUR A AND B SCHOOLS. YOU REMEMBER WE HAD 93 A AND B SCHOOLS A YEAR AGO. NOW WE HAVE 170, IT'S A HUGE INCREASE IN THE NUMBER OF A AND B SCHOOLS, NOT JUST A DECREASE IN THE D AND F CAMPUSES. >> ANY QUESTIONS? WE'LL START WITH MR. RIVON? >> SURE. THANK YOU SUPERINTENDENT. THE ONE THING THAT WE HAVEN'T HAD A CHANCE TO DIG INTO BECAUSE OF THE WAY THE ACCOUNTABILITY RATING SYSTEM IS SET UP NOW AND IN THE DARK A LITTLE BIT. BUT I'M EXCITED, NUMBER 1, ABOUT THE GROWTH. LET ME SAY THAT CONGRATULATIONS ON LIFTING THE TALENTS. I THINK THAT'S CRITICALLY IMPORTANT FOR OUR STUDENTS AND THE FAMILIES THAT ARE ASSOCIATED WITH THOSE SCHOOLS. ADDITIONALLY, THOUGH, I WOULD BEGIN TO THINK ABOUT ASSUMABLY A GOOD PORTION ON THOSE WERE BASED ON GROWTH. BECAUSE THEY'RE BASED ON GROWTH, WE THEN NEED TO BE CONSIDERATE IN THE FUTURE OF HOW DO WE CONTINUE THE TREND. THE PHILOSOPHY AND THE THOUGHT BEHIND WHAT YOU ALL ARE DOING TO ENSURE THAT WE CONTINUE TO MAINTAIN BOTH THE GROWTH, WHICH WE'VE GOT A GOOD UNDERSTANDING OF, BUT ALSO THINKING ABOUT WHEN DO WE SEE THE LEAPS IN ACHIEVEMENT THAT ALSO GET US TO THE PLACE THAT WE ULTIMATELY WANT TO BE. >> IT'S A VERY GOOD OBSERVATION, AND WE CAN TALK A LITTLE BIT ABOUT IT RIGHT NOW BECAUSE YOU'RE RIGHT. MOST OF THE MOVEMENT FROM D AND F TO A, B OR C WAS TIED TO GROWTH. YOU'LL RECALL THE DIFFERENT DOMAINS, DOMAIN 1 IS ABOUT ACHIEVEMENT, DOMAIN 2 IS ABOUT GROWTH OR PROGRESS. MOST OF THE D AND F CAMPUS IS RELIED ON PROGRESS, DOMAIN 2. YES, THAT MOVEMENT WAS ABOUT GROWTH. ON THE A AND B, IT'S MIXED, PART GROWTH, BUT PART DOMAIN 1, WHICH IS ABOUT ACHIEVEMENT. BUT YOU'RE ABSOLUTELY RIGHT, YOUR INTIMATION IS RIGHT THAT WE GREW A LOT, AND THAT'S WHY WE HAD SUCH A TREMENDOUS DECREASE IN THE NUMBER OF D AND F CAMPUSES FROM 121-41. NOW IN ORDER TO MAINTAIN THAT, WE'RE GOING TO HAVE TO DO A COUPLE OF THINGS. WE'RE GOING TO HAVE TO CONTINUE TO GROW. RELATIVE TO THE STATE, USUALLY, THAT'S PART OF IT. WE'RE GOING TO HAVE TO CONTINUE TO GROW NUMBER 1, AND THEN NUMBER 2, OVER TIME, GET CLOSER AND CLOSER TO THE ACHIEVEMENT BAR. THE PREMISE IS, IF WE GREW, FOR EXAMPLE, 4-5% POINTS IN READING AND 4% POINTS OR FOUR OR FIVE IN MATH, THAT OVER TIME, THREE YEARS, FOUR YEARS, IN FACT, MAYBE NEXT YEAR OR THE YEAR AFTER, WE'RE GOING TO BEAT THE STATE AVERAGE IN PROFICIENCY. THEN WE'LL GO AFTER THE NATIONAL AVERAGE. YOU'RE ABSOLUTELY RIGHT, WE'VE GOT TO CONTINUE THAT GROWTH BECAUSE WE HAVE TO HIT ACHIEVEMENT AT SOME POINT. OTHERWISE, WE'RE NOT GOING TO GET THE SAME LEVEL OF SCORE. >> THANK YOU. MISS MENDOZA. >> JUST A COUPLE OF COMMENTS. I TOO, I AM VERY EXCITED ABOUT THE SCHOOLS AND [03:35:02] THE SCHOOLS THAT ARE NO LONGER IN THE F STATUS OR THE D AND F STATUS. I WITNESSED A COUPLE OF THE SCHOOLS THAT WERE ABLE TO DO THAT, AND THE EXCITEMENT OF THE TEACHERS AND THE PRINCIPALS WAS JUST WONDERFUL. I'M HOPING THAT THEY KEEP THAT EXCITEMENT FOR NEXT YEAR. JUST A COMMENT OF WHAT HAS BEEN SAID TODAY ABOUT THOSE SCHOOLS THAT ARE A AND B SCHOOLS FOR US TO MAKE ABSOLUTELY SURE THAT WE DON'T FORGET ABOUT THOSE STUDENTS THAT ARE NEEDING MORE HELP IN THOSE SCHOOLS, SO THEY JUST DON'T GET LEFT BEHIND. JUST A COUPLE COMMENTS. >> JUST TO COMMENT ON THAT, I ABSOLUTELY AGREE, AND I'LL JUST REPEAT. I APPRECIATE THE BOARD'S ATTENTION TO OUR ALL MEANS ALL STATEMENT, BECAUSE THERE ARE KIDS IN SOME OF OUR A AND B SCHOOLS THAT ARE NOT GETTING THE EDUCATION THEY NEED. MY STAFF AND I WE'VE TALKED A LOT ABOUT THAT. NO QUESTION, THE FOCUS WAS ON NES AND SOME OF OUR LOWER PERFORMING SCHOOLS LAST YEAR THAT, WE DIDN'T IGNORE THE OTHERS. THAT'S WHY SOME OF THE PUSHBACK OUT THERE. WE DIDN'T IGNORE THE OTHERS. BUT THE FOCUS ON INSTRUCTION HAS TO BE THROUGHOUT. >> MR. MARTINEZ, MR. CAMPA. >> JUST QUICKLY, TO YOUR POINT, YOU CAN'T ACHIEVE IF YOU DON'T GROW BOTTOM LINE. >> YEAH. >> RIGHT. EVEN THOUGH OUR GROWTH MAY SLOW, THE ACHIEVEMENT WILL RISE EVEN WITH A SLOWER GROWTH. COULD YOU JUST GIVE US A QUICK EXPLANATION OF SO THE TEA HASN'T PUBLISHED THESE ACCOUNTABILITY NUMBERS FOR TWO YEARS. BECAUSE THE FIRST LITIGATION ISSUE WAS AROUND. THEY DIDN'T GIVE GIVE US ENOUGH TIME TO UNDERSTAND IT. THE SECOND AND THERE WAS A FAIR NUMBER OF SCHOOLS THAT ACTUALLY SUED. THEN THE SECOND LITIGATION WAS A FEW SCHOOLS, NOT MANY, SAID, OH, YOU USED AI TO GRADE THE TESTS, AND THAT THEN THERE'S SOME FLAW THERE. THEY HAVE BEEN UNABLE TO RELEASE THEIR DATA. WALK US THROUGH WHY YOU BELIEVED THAT THAT THE ACCOUNTABILITY SCORES ARE BASED ON THE TEA CRITERIA, AND DID THEY HELP YOU DO THAT MATH? >> YES. I'LL ANSWER THAT AND THEN ALSO ADD A GRATUITOUS COMMENT. NUMBER 1, WE WENT THROUGH THE SAME METHODOLOGY, THE TEA PUBLISHES ITS METHODOLOGY. WE HAVE A STRONG ENOUGH TEAM IN THE ASSESSMENT DEPARTMENT TO CONDUCT OUR METHODOLOGY, EXCEPT THAT WE ALSO GOT TECHNICAL ASSISTANCE AND TEA WILL PROVIDE THIS FOR ANY DISTRICT TO MAKE SURE THAT OUR METHODOLOGY AND THE IMPLEMENTATION OF THAT METHODOLOGY IS DONE RIGHT. WE ALSO MADE SURE THAT WE WEREN'T OFF THE MARK WHEN IT COMES TO OUR SCORES. WE'RE ALLOWED BY LAW TO PUBLISH THE DATA. THE TEA RIGHT NOW IS NOT, BUT EVENTUALLY THEY WILL. WE FEEL REALLY CONFIDENT IN OUR SCORES. IN FACT, YOU'LL REMEMBER, WE HAD THREE ITERATIONS JUST LIKE TEA DOES. IT'S CALLED EARLY PREMONARY, PRELIMINARY AND THEN FINAL. NOW WE DON'T HAVE FINAL BECAUSE ONLY TEA CAN PUBLISH FINAL. BUT WE'RE NEAR FINAL BECAUSE THEY LOOKED AT OUR METHODOLOGY AND LOOKED AT OUR SCORES. WE FEEL REALLY CONFIDENT IN OUR SCORES THAT IF AND WHEN TEA PUBLISHES ITS ACCOUNTABILITY AGENTS, WE'RE GOING TO BE VERY SIMILAR, IF NOT EXACTLY THE SAME AS THE TEA. THEN I KNOW YOU DIDN'T ASK THIS, BUT WE'RE TALKING ABOUT DATA THAT HELPS US WORK WELL FOR KIDS. THE STAR EXAM, AND THE ACCOUNTABILITY RATINGS THAT ARE TIED TO THE STAR EXAM ARE VALID AND RELIABLE ASSESSMENT, AND THEY GIVE US INFORMATION ABOUT WHERE OUR KIDS ARE. IF YOU REALLY WANT TRANSPARENCY, THEN YOU SHOULD PUBLISH YOUR ACCOUNTABILITY SCORES TO THE PUBLIC AND THE DETAILS OF IT LIKE BY SCHOOL, HOW THE SCHOOLS DID SO THAT WE CAN DO BETTER OR VALIDATE WHAT'S WORKING WELL. MY ENCOURAGEMENT TO ALL DISTRICTS AND FOR THE SAKE OF TRANSPARENCY IS THAT THEY SHOULD BE PUBLICIZING THAT DATA. IT'S EASY TO SAY THAT BECAUSE WE DID GOOD SCORES, BUT I THINK EVEN IF WE DIDN'T, THE BOARD WOULD EXPECT US TO PUBLISH THOSE SCORES SO THAT WE CAN THEN DO SOMETHING ABOUT IT. >> THE CONSPIRACY THEORIES THAT THE DATA IS MANIPULATED IS JUST THAT CONSPIRACY THEORIES. YEAH. >> THAT'S IT, TOTALLY. I MEAN, THERE'S NO WAY FOR US TO MANIPULATE IT CHANGE IT USE A DIFFERENT METHODOLOGY. THERE'S NO WAY FOR US TO DO THAT. >> THE DATA YOU PRODUCED OR THE DATA THAT WAS RUN THROUGH [03:40:02] THE TEA MODEL AND HELP THE TEA HOOK, THIS NUMBER SAID 93 OF OUR SCHOOLS WENT FROM A AND B TO 170, CORRECT? >> YES. >> WE WENT FROM 121 DNS SCHOOLS TO 41, IS THAT CORRECT? >> THAT'S RIGHT. >> GREAT. I JUST WANT TO CONGRATULATE THE TEAM FOR THIS. I MEAN, YOU GUYS DID AN AWESOME JOB. THANK YOU SO MUCH FOR WHAT YOU DO EVERY DAY. I KNOW IT'S HARD. GUESS WHAT? IT NEEDS TO BE HARD AND IT IS HARD, AND WE APPRECIATE EVERYTHING YOU DO EVERY DAY. >> THANK YOU. >> I'M JUST GOING TO SAY, I THINK IT'S IMPORTANT THAT OUR SCHOOLS MOVED, BUT IT'S IMPORTANT FOR OUR STUDENTS BECAUSE BEHIND THOSE NUMBERS ARE THE KIDS WHO ARE IMPACTED BY THAT AND WHO ARE NOW LEARNING ON A DIFFERENT LEVEL THAN THEY WERE LAST YEAR, SO CONGRATULATIONS FOR THAT. >> CAN I GIVE A QUICK STORY? I KNOW WE'RE GOING LONG, BUT IT'S IMPORTANT TO EMPHASIZE WHAT YOU JUST SAID, MADAM PRESIDENT, AND THAT IS, THE NUMBERS ARE THE NUMBERS AND WE NEED THE NUMBERS TO GET OUT OF STATUS AND LOOK AT OUR STRATEGIES. BUT AT THE END OF THE DAY, IT'S ABOUT THE KIDS BEING ABLE TO READ, WRITE, DO MATH BETTER, AND TO CELEBRATE THEIR SUCCESS. THE ONE GOOD EXAMPLE OF THAT WAS WHEN WE WENT TO HILLIARD ELEMENTARY SCHOOL IN NORTH FOREST. WHEN I GOT HERE, THE PEOPLE IN NORTH FOREST SAID, THEY ALWAYS FELT LIKE STEPCHILDREN, BECAUSE SINCE 2012, WHEN THEY WERE ANNEXED BY HID, THEY FELT THAT THEY'D BEEN IGNORED, RESOURCE WISE, BOND WISE, ANY WHICH WAY WISE, AND THEY HAD BEEN FAILING. A YEAR AGO, THERE ARE SIX SCHOOLS IN NORTH FOREST FEEDER PATTERN, FIVE OF THEM WERE FS, AND ONE WAS A D. THIS YEAR, WHEN WE ANNOUNCED AT HILLIARD ELEMENTARY SCHOOL, WHICH ONE OF THE SIX, THERE ARE FIVE A AND B SCHOOLS AND ONE C. WHEN I WENT INTO THAT SCHOOL, THE KIDS WERE SO GRACIOUS. THEY WERE SO PROFESSIONAL. THEY WERE SO PROUD OF THEIR SCORES. WE HAD TEACHERS AND PRINCIPALS BECAUSE ORLANDO BROUGHT HIS OTHER PRINCIPALS TO THE NORTH FOREST FEEDER PATTERN, CRYING TEARS OF JOY FOR WHAT THE KIDS DID. ONE PRINCIPAL TOLD ME WE FINALLY FEEL. LIKE OUR KIDS HAVE A SHOT AND THAT WE HAVE A SHOT AT RAISING THEIR HAVING THEM REACH THEIR POTENTIAL. THAT'S THE DIFFERENCE IT MADE. THAT'S WHAT'S BEHIND THE NUMBERS. WE NEED TO CELEBRATE THAT. EVERYBODY NEEDS TO CELEBRATE THAT BECAUSE IT IS OUR KIDS THAT DESERVE ALL THE CREDIT AND THE TEACHERS. ANYWAY, THERE YOU GO. >> THANKS. LADIES, MISS FLOWERS. >> AGAIN, CONGRATULATIONS. IT IS AN INCREDIBLE FEAT THAT OUR TEACHERS AND OUR STUDENTS ACHIEVE TOGETHER. IN THIS VEIN OF CONTINUOUS IMPROVEMENT. I HAVE A QUESTION, A LITTLE BIT OF A CAN OF WORMS. I'M WONDERING IF YOU HAVE THE DATA OR IF YOU'RE GOING TO BE LOOKING AT ANY POINT AT THE DATA IN TERMS OF OUR CURRICULUM CHOICES. AT SOME POINT, WILL YOU START LOOKING AT THE EFFICACY OR GROUPINGS OF? IT LOOKS LIKE THIS CURRICULUM IS DOING REALLY GREAT FOR THIS GROUP OR THAT GROUP. I UNDERSTAND THAT SCHOOLS HAVE CHOICES, BUT EVEN WITH PRINCIPALS, I WOULD THINK THEY WOULD WANT TO KNOW WHAT WORKS. >> YEAH, I LOVE IT. HADN'T THOUGHT ABOUT IT. I DON'T KNOW IF THE CRICK DEPARTMENT HAS, BUT THAT'S A GOOD STUDY FOR US TO DO. LET'S DO SOME WORK ON THAT. GIVE US A LITTLE BIT OF TIME TO DO SOME WORK ON THAT BECAUSE I THINK WE CAN GET SOME DATA AROUND THAT. NOW THAT WE'RE IN THE SECOND YEAR, WE'LL HAVE EVEN MORE DATA, COME MID YEAR ON THE YEAR, FOR EXAMPLE, WE CAN ALSO TIE THAT TO CLEAR CHOICES. >> MISS LINDER. >> THANKS FOR SETTING MY QUESTION UP. BUT IF YOU WOULD GO TO THE CONSTRAINT PROGRESS MEASURE 1.3. I WAS HOPING FOR JUST SOME UNDERSTANDING OF WHAT ARE THE OPTIONS THAT, OR HOW ARE WE EARNING THOSE POINTS FOR CCMR AT OUR DNF SCHOOLS? JUST SOME EXAMPLES OF WHAT THE OPTIONS ARE, WHAT THEY WERE, LAST YEAR, WHAT THEY ARE NOW. ONE ADDITIONAL QUESTION IS WHEN OUR STUDENTS ARE NOT TSI READY, WHAT OPTIONS DO THEY HAVE AS WELL FOR ATTAINING THE CCMR POINT? >> THAT'S AN EASY QUESTION TO ANSWER BECAUSE I'M GOING TO HAND THE MIC OVER TO KRISTIN. >> THERE ARE A NUMBER OF DIFFERENT WAYS THAT YOU CAN GET YOUR CCMR POINT, AND A LOT OF THEM WE'VE ACTUALLY TALKED ABOUT, AND A LOT OF STUDENTS ACTUALLY HAVE MULTIPLE POINTS. HISTORICALLY PAUSE, AND IT'S HARDER IN SOME WAYS TO GET THE CCMR POINT OVER TIME. [03:45:02] I'M GOING TO COVER A COUPLE. IF YOU ARE TSI READY, YOU GET THE CCMR POINT, AND THAT IS BOTH IF YOU MEET THE THRESHOLD FOR SAT, ACT OR THE TSA 2.0, AND IF YOU MEET PAST THE COLLEGE BRIDGE COURSE, THAT ALSO COUNTS FOR TSI READINESS, SO THAT GETS YOU A POINT. HISTORICALLY, YOU GOT A POINT IF YOU OBTAINED YOUR IBC, BUT IT'S GETTING MORE RIGOROUS IN THIS AREA AND THAT YOU HAVE TO COMPLETE THAT COHERENT COURSE SEQUENCE. THIS YEAR, IT WAS TWO COURSES, PLUS AN ALIGNED IBC. IT'S GOING TO GET MORE RIGOROUS TO THREE AND THEN FOUR. IF YOU COMPLETE THAT, YOU ALSO GET A POINT IN THAT WAY. THERE IS SOME ADDITIONAL SUPPORT FOR COLLEGE COURSEWORK AS WELL, SO IF YOU GET COLLEGE COURSEWORK AS WELL. THERE'S A NUMBER OF DIFFERENT WAYS THAT CONNECT EXACTLY TO THE THINGS THAT WE MEASURE THAT ALLOW FOR YOU TO GET A CCMR POINT. >> TO FURTHER JUST TO MAKE SURE I UNDERSTAND. THANK YOU. THAT'S A GOOD REMINDER. THE THING I WONDER IS BECAUSE THESE CAMPUSES ARE DNF RATED, I HAVE AN ASSUMPTION OF SOME LIMITATION TO THE OFFERINGS OR OPTIONS FOR OUR STUDENTS AT THOSE CAMPUSES, IS THAT INCORRECT? AGAIN, ARE WE MAKING MORE OPTIONS AVAILABLE FOR OUR STUDENTS AT THESE CAMPUSES? THE CAMPUSES THAT ARE NO LONGER D ENOUGH BASED ON OUR RATINGS, THEY WILL STILL BE IN THIS MEASUREMENT ONE MORE YEAR, BASED ON OUR PRIOR YEAR AND ACCEPTABLE RATING. I JUST WANT TO MAYBE TRY TO VISUALIZE THAT A LITTLE BIT BETTER SINCE I'M NOT FAMILIAR ENOUGH WITH WHAT THESE STUDENTS ARE EXPERIENCING ON THESE PARTICULAR CAMPUSES. >> YES, LET ME MAKE SURE I ANSWER ALL OF THOSE. TO ANSWER YOUR FIRST QUESTION, YES, YOU ARE CORRECT AND THAT THERE'S DIFFERENT LEVEL OF ACCESS TO SOME OF THESE OFFERINGS AT DIFFERENT CAMPUSES. SO FOR EXAMPLE, OUR PROGRAMS OF STUDY, SOME CAMPUSES HAVE UP TO 15 AND SOME HAVE AS LITTLE AS THREE OR FOUR AND SO THAT WILL IMPACT OUR STUDENTS' ABILITY TO OBTAIN THE IBC IF THEY HAVE LESS OPTIONS. ADDITIONALLY FOR ADVANCED COURSEWORK, WE DO SEE A SIGNIFICANT DIFFERENCE IN THE NUMBER OF COURSE OFFERINGS AVAILABLE FROM ONE CAMPUS COMPARED TO ANOTHER. THAT'S NOT SOMETHING YOU HAVE TO FIX FIRST STUDENTS BEING ABLE TO QUALIFY FOR THOSE ADVANCED COURSES, AND THEN YOU NEED TO MAKE SURE THE OPTIONS FOR COURSES ALIGN WITH THE VOLUME OF STUDENTS THAT QUALIFY. YOU CAN'T FIX IT AUTOMATICALLY, BUT WE DO SEE A DIFFERENCE, AND WE ARE VERY FOCUSED ON THAT IN TERMS OF INCREASING ACCESS. YOUR OTHER QUESTION ABOUT WHEN WE WOULD SEE. WE CAN ALWAYS REPORT ON THE MOST CURRENT ACCOUNTABILITY CALCULATIONS THAT WE HAVE FOR WHAT THIS TYPE OF DATA WOULD LOOK LIKE IN A GIVEN YEAR. SO IF IT'S HELPFUL TO SEE THAT HOW THIS CHANGES OVER TIME AS WE HAVE THE NEW YEAR'S ACCOUNTABILITY INFORMATION, WE CAN PROVIDE THAT. >> THANK YOU. AGAIN, I KNOW THIS IS A BIT CONFUSING. JUST TO MAKE SURE THAT I UNDERSTAND THE THING I'M TAKING AWAY FROM THIS IS THE OPTIONS ARE DRIVEN IN PART BY WHAT OUR STUDENTS AT THE SCHOOLS ARE CAPABLE OF BASED ON TESTS AND THE WAY THAT WE MEASURE WHAT THEY WOULD BE ABLE TO DO. BUT AT THE SAME TIME, OUR DNO CAMPUSES, WE'RE PROVIDING RESOURCES AND SUPPORT SO THAT AGAIN, I WANT TO MAKE SURE I UNDERSTAND IT. WHAT ARE THEY GETTING ACCESS TO? THAT'S LETTING THEM EARN THE POINT. MAYBE I NEED AN EXAMPLE TO BETTER UNDERSTAND IT. >> ONE EXAMPLE, THE FOUNDATIONAL PROGRAMS OF STUDY, THAT'S IN ALL OF OUR COMPREHENSIVE HIGH SCHOOLS, REGARDLESS OF IF YOUR A AND V OR DNF, THEY'LL HAVE ACCESS TO HIGH QUALITY PROGRAMS OF STUDY ALIGNED TO OUR CAREER PATHWAYS. WHEN STUDENTS PARTICIPATE IN THAT PROGRAM OF STUDY, THEY'RE MUCH MORE LIKELY TO OBTAIN THEIR INDUSTRY BASED CERTIFICATION. THAT'S ONE EXAMPLE OF HOW WE CAN ENSURE ALL STUDENTS HAVE ACCESS TO THOSE IBC PATHWAYS, AND IBC IS ONE OF THE MANY OPTIONS IN WHICH A STUDENT CAN GET THEIR POINT. THE OTHER EXAMPLE IS ACCESS TO ADVANCED COURSEWORK. IF WE ARE DOING BETTER AT ENSURING THAT STUDENTS WHO ARE ELIGIBLE FOR ADVANCED COURSEWORK ARE ENROLLING IN THOSE COURSES, THEN WE'RE INCREASING ACCESS TO THOSE STUDENTS. OUR FOCUS REALLY LOOKS AT ANY STUDENT REGARDLESS OF WHAT SCHOOL THEY'RE IN BEING IDENTIFIED AS STUDENTS WHO CAN ENROLL IN THOSE COURSES IN THE NEXT GRADE, SO THAT SHOULD ALSO HELP ACROSS ALL OF OUR SCHOOLS. >> MRS. ARNOLD. >> YES. QUICKLY, IN ADDITION TO THE SUCCESS OF STUDENTS AND TEACHERS? I WOULD ALSO LIKE TO BRIEFLY LIFT UP THE VECTOR OF USING DATA TO DRIVE DECISION MAKING. [03:50:01] WE KNOW, IT CAN BE VERY DIFFICULT TO DO THAT, AND IT CAN BE EASIER TO SET POLICIES BY ANECDOTE. I JUST WANT TO THANK THE ADMINISTRATION AND CELEBRATE THE USE OF DATA THAT WE'RE SEEING HERE TODAY. THAT WAS A COMMENT, BUT MY QUESTION IS THAT SAID, CAN WE EXPECT ANY CHANGES FROM TEA IN THE COMING YEAR OR SO WITH RESPECT TO THE CHANGING OF METRICS OR ACCOUNTABILITY STANDARDS THAT MAY IMPACT THE WAY IN WHICH THE RATINGS ARE CALCULATED? >> TEA PUBLISHES AN ACCOUNTABILITY MANUAL EACH YEAR. THAT IS REALLY THE PRIMARY WAY. WE CAN OF COURSE STUDY THAT IN AND OUT TO MAKE SURE WE UNDERSTAND THE CHANGES THAT ARE COMING. SOMETIMES THEY PUBLISH CHANGES THAT ARE COMING IN THE FUTURE, AND THEY ROLL THOSE OUT OVER TIME. THAT PRIMARY EXAMPLE IS WHERE WE'VE BEEN TALKING ABOUT INSTEAD OF JUST ONLY HAVING TO SIT FOR THE IBC, YOU NOW HAVE TO TAKE THE COURSE WORK AND GET THE IBC. THOSE ARE THINGS THAT WILL IMPACT FUTURE ACCOUNTABILITY, BUT THAT THEY'VE ALREADY COMMUNICATED TO US. I KNOW THEY CONSTANTLY EVALUATE THEIR SYSTEM AND ARE LOOKING AT THINGS, BUT I COULD NOT PROJECT THE FUTURE CHANGES, I THINK WITHOUT JUST WAITING FOR THE ACCOUNTABILITY MANUAL. >> THEY JUST WENT THROUGH THIS REVISION, FOR EXAMPLE, MAKING THE STAR TEST A LITTLE BIT MORE RIGOROUS. THAT'S IMPACTED THE WHOLE STATE THIS YEAR AND THAT'S WHY YOU SEE THE DECLINE IN SCHOOLS ACROSS THE BOARD, AND PROBABLY DECREASE IN ACCOUNTABILITY RATINGS FOR MOST OF THE DISTRICTS ACROSS THE STATE. THEN THE CCMR OR THE A TECH PATHWAYS, WE HAVE TO HAVE THREE YEARS IN ORDER TO GET IN IBC. INSTEAD OF THE TWO YEARS, I EXPLAIN. >> IT INCREASES ONE COURSE OF RIGOR EACH YEAR. IN THIS PAST YEAR, IN SCHOOL YEAR '23, '24, THEY WOULD HAVE HAD TO SIT FOR A LEVEL 2 COURSE. TYPICALLY THAT MEANS YOU HAVE HAD TO ALREADY TAKE A LEVEL ONE. A LEVEL ONE AND A LEVEL TWO COURSE AND GET IBC ALIGNED TO THAT COURSE. THIS YEAR, IT'S A THIRD COURSE AND THEN NEXT YEAR, IT'S A FOURTH. IT LOOKS AT CREDIT COURSES, AND YOU HAVE TO MEET THE THRESHOLD. IT'S JUST GETTING A LITTLE BIT HARDER EACH YEAR. THE MENTALITY IS THAT YOU'RE BUILDING THAT DEEPER SKILL AND EXPERTISE IN A COHERENT SET OF COURSES THAT IS GETTING MORE RIGOROUS OVER TIME, AND THOSE LEVEL FOUR COURSES ARE OFTEN WHEN WE SEE OUR PRACTICUMS WITH OUR INDUSTRY PARTNERS AND OUR DEEPER INTERNSHIPS AND EXTERNSHIPS WHERE THEY'RE GETTING THAT CAREER EXPOSURE. IT'S REALLY POSITIVE FOR STUDENTS WHEN THEY MAKE GET THAT FAR IN THE TRAJECTORY, AND THE ACCOUNTABILITY SYSTEM IS INCENTIVIZING THAT. >> LAST YEAR, THEY GOT RID OF A LOT OF THE TO EASY COURSES THAT KIDS WERE TAKING TO GET AN INDUSTRY BASED CERTIFICATION. >> WONDERFUL. THANK YOU. MISS SANDY. >> AGAIN, CONGRATULATIONS TO EVERYONE. OUR STUDENTS AND OUR TEACHERS REALLY SHOWED OUT THIS YEAR, WHICH IS AMAZING. I'M CURIOUS AS THE GROWTH THAT WE SAW THIS YEAR WAS PRETTY SIGNIFICANT AND I THINK WE WERE ALL PLEASANTLY SURPRISED. WE KNEW THAT WE COULD DO IT, BUT IT WAS REALLY GREAT. WHAT IS YOUR PREDICTION FOR THE GROWTH FOR NEXT YEAR? AGAIN, YOU MADE A POINT, WHICH IS VERY INTERESTING. I'VE BEEN THINKING ABOUT IT THAT PERHAPS A LEADING INDICATOR TO REACHING OUR ACHIEVEMENT MAY BE A SLOW GROWTH, MAYBE. I KNOW WE HAVE, YOU KNOW, WAYS TO GO, BUT I'M JUST CURIOUS AS TO WHAT DO YOU THINK IS GOING TO HAPPEN THIS YEAR? >> I DON'T HAVE MY PREDICTION RING ON. >> IT'S NON-TRANSFERABLE. >> BUT LOOK, I THINK IF WE CONTINUE TO WORK HARD THIS YEAR, WE'VE ADDED 45 SCHOOLS TO THE NES ORBIT, WE'RE PAYING PARTICULAR ATTENTION TO NON-NES C, D, AND F CAMPUSES. I THINK THERE'S ONLY A COUPLE, SO WE'RE GOING TO PAY PARTICULAR ATTENTION TO THAT. WE'RE STILL GOING TO RAISE THE QUALITY INSTRUCTION EVERYWHERE. I THINK WITH THAT FOCUS, WE WILL CONTINUE TO GROW, AND I THINK THE 41 REMAINING DNF CAMPUSES. I'M HOPEFUL WE CAN GET THOSE DOWN TO SINGLE DIGITS. THAT WON'T BE EASY. ADAM, YOU MENTIONED THE SAME THING. WE GOT A LOT OF GROWTH. THAT WAS THE FIRST, [03:55:01] THE LOW-HANGING FRUIT IN SOME WAYS, BUT NOW IT'S A SLOG. WE REALLY HAVE TO DO OUR JOBS WELL, ALL OF US, COACH AND TRAIN WELL, PAY ATTENTION, USE GOOD INSTRUCTIONAL STRATEGIES. BE CONSISTENT ON THAT ALL YEAR LONG. IF WE DO THAT, THEN WE WILL GET THOSE GAMES. WE WILL TAKE THE REMAINING DNF CAMPUSES OUT OF DNF STATUS. WE'RE PARTICULARLY WORKING CARD ON MAKING SURE C CAMPUSES DON'T DROP. THAT'S A CHALLENGE BECAUSE MOST OF THOSE C CAMPUSES ARE NOT NES, BUT WE STILL HAVE TO MAKE SURE THAT THEIR INSTRUCTIONAL QUALITY IS THE SAME. >> YES, MR. RIVON. >> JUST ONE FOLLOW UP, AND I THINK THIS TYPES A LITTLE BIT INTO WHERE CASSANDRA WAS DISCUSSING. IT IS A FOLLOW UP TO WHERE YOU WERE GOING WITH THE NUMBER OF YEARS COURSEWORK. I LOOKED AT SOME DATA RECENTLY THAT YOU SHARED REGARDING THE SCHOOLS, SOME SHOWING WHAT TYPE OF CCMR, COURSES THEY WERE TAKEN AND THAT THING. WHAT I NOTICED WAS SOMETHING CALLED SOLID WORKS, AND I DIDN'T KNOW WHAT IT WAS, SO I JUST GOOGLED IT AND IT TURNS OUT IT'S A ROBOTICS CERTIFICATION. A LOT OF THE STUDENTS AT ONE PARTICULAR SCHOOL WERE DOING THAT. THEN I FOUND OUT, OH, THAT'S GREAT. THIS HAS AN AVERAGE SALARY OF $60,000, AND IT'S FOR COLLEGE GRADE. IT WAS GREAT. BUT THEN WHAT MAKES ME THINK ABOUT IS IF THEY ADD ANOTHER YEAR, REQUIREMENT ON TOP OF THAT WHEN THEY'VE ALREADY GOT THE ASSOCIATE LEVEL, THE NEXT LEVEL MIGHT BE PROFESSIONAL. I DON'T KNOW IF THAT INTERPRETS OR IF THAT IS WHERE YOU WERE GOING OR HOW THAT TIES IN, BUT IT MAKES ME THINK ABOUT THE DETAILS OF THAT ADDITIONAL STRESS. >> THANK YOU. I CAN SHARE A LITTLE BIT OF WHAT WE DO AND LET ME KNOW IF THIS ANSWERS IT. BUT TA AND THE WORKFORCE COMMISSION JOINTLY PUBLISH REGIONAL DATA AROUND THE PROGRAMS OF STUDY THAT LEADS TO DIFFERENT CAREERS. WE ACTUALLY CAN LOOK AT THE PROJECTIONS THAT SAY, HEY, IF YOU COMPLETE THIS PROGRAM OF STUDY, YOU HAVE ACCESS TO THIS CAREER THAT MAKES THIS AMOUNT OF MONEY. WE CAN ALSO LOOK AT THE VOLUME OF JOBS AVAILABLE AND WHETHER THAT IS GROWING OVER TIME. THAT COMBINATION OF DATA IS ACTUALLY HOW WE SELECTED OUR FOUNDATIONAL PROGRAMS OF STUDY. THE PROGRAMS OF STUDY THAT WE INVEST IN ACROSS ALL OF OUR COMPREHENSIVE HIGH SCHOOL ARE THE ONES THAT THE 2030 DATA THAT WAS RELEASED BY THE TEXAS WORKFORCE COMMISSION AND THE TEXAS EDUCATION AGENCY WERE SHOWING TO BE PROGRAMS THAT LED TO CAREERS THAT WERE HIGH WAGE AND HIGH GROWTH AND HIGH VOLUME. THAT GIVES US A REALLY STRONG INDICATION, I THINK OF FEELING CONFIDENT THAT WE'RE CREATING THOSE OPPORTUNITIES FOR STUDENTS. BUT WE ALSO WANT TO CONTINUE TO MAKE SURE THAT OUR HIGH SCHOOLS WHO SELECT ADDITIONAL PROGRAMS PAY ATTENTION TO THAT INFORMATION IF THEY'RE LAUNCHING NEW PROGRAMS, AND SO THAT WE'RE MINDFUL OF WHAT THE FUTURE OF WORK LOOKS LIKE. >> GOT IT. THEN I KNOW YOU ARE, BUT I WONDER HOW FOR THE SCHOOLS WOULD 50% OF THEIR STUDENTS GETTING CERTIFICATIONS IN MICROSOFT WORD AND GETTING THE POINT FOR THAT. NOW IT'S GOING AWAY IN SUNSETTING. THEY'RE BEING IN FIELD WITH NEW PROGRAMS THAT ARE ACTUALLY ALIGNED WITH WHAT THE MARKETS ARE TELLING US. >> IF EVERYBODY WILL HIT THE MY COMPUTER BUTTON, THEN WE CAN VOTE ON A MOTION TO ACCEPT THE BOARD MONITORING UPDATE, PRESENTATION OF CONSTRAINT 1 PROGRESS MEASURES, 1.1, 1.2, AND 1.3, HAVE A MOTION BY MISS CRUZ ARNOLD AND A SECOND BY MR. MARTINEZ. IF THERE'S NO DISCUSSION, PLEASE GO AHEAD AND VOTE. VOTING IS CLOSED. MOTION PASSES, NINE IN FAVOR, ZERO POSED. NEXT, WE WILL CONSIDER ACTION ITEMS ON THE AGENDA. [ITEMS PULLED FROM CONSENT 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 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 INTEREST. FIRST, WE WILL ADDRESS ITEM 4, APPROVAL OF RESOLUTION, ADOPTING TAX RATE, AND LEVYING ADAMAN TAXES FOR TAX YEAR 2024. THIS ITEM IS BEING HELD FROM THE CONSENT AGENDA PER STATE STATUTE, [04:00:01] TEXAS PROPERTY TAX CODE SECTION 26.05. CAN I HAVE A MOTION, PLEASE? >> YES, I'M GOING TO MAKE THE MOTION, AND I'M GOING TO READ THIS MOTION. BEFORE I DO THAT, THOUGH, I WANT TO EXPLAIN IT IN ENGLISH. BECAUSE THE CHALLENGE IS WE HAVE TO AS A RESULT OF STATE LAW, THIS IS WHERE WE SET OUR TAX RATE, AND THEN THE TAX ASSESSOR IS GOING TO TAKE THAT RATE, AND THEN THEY'RE GOING TO BASED ON PER $100 OF ASSESSED VALUATION, THE VALUE OF THE PROPERTY, THEN THIS TAX RATE IS GOING TO BE APPLIED TO THAT. STATE LAW REQUIRES US TO DESCRIBE IT IN A WAY THAT MAY NOT MAKE SENSE TO YOU BECAUSE IT'S GOING TO SAY WE'RE GOING TO INCREASE THE TAX RATE BY 1.3%. BUT WE ARE NOT INCREASING THE TAX RATE, IT'S THE LANGUAGE THAT'S REQUIRED BY THE STATUTE. WHAT WE'RE DOING IS WE'RE KEEPING OUR TAX RATE THE SAME. JUST FOR REFRESHER, THE LAST YEAR OUR TAX RATE WAS FOR MAINTENANCE AND OPERATION WAS 0.701 CENTS OR $0.716 PER $100 EVALUATION. IN ADDITION TO ADD THAT, YOU HAVE TO ADD THE INTEREST AND SINKING FUND THAT PAYS OUR DEBT, AND THAT WAS LAST YEAR $16.67, AND THAT WILL REMAIN THE SAME. THE TOTAL TAX RATE THAT WE'LL BE APPROVING TONIGHT WILL BE THE SAME AS IT WAS LAST YEAR, WHICH IS $86.83 ON $100 VALUATION. THE REASON WHEN I MAKE THE MOTION, IS THAT I'M GOING TO MAKE A STATEMENT THAT SAYS, THIS IS EFFECTIVELY A 1.31% INCREASE. THE REASON IS BECAUSE THE ASSESS VALUES HAVE GONE UP 1.3%. IF WE HOLD OUR TAX RATE CONSTANT, WHICH WE'RE DOING, AND THE VALUE WENT UP 1.3%, THEN HOUSTONIANS TAXES ARE GOING TO GO UP 1.3% ON SCHOOL TAXES, THE HIT TAXES. IT'S NOT THE SCHOOL DISTRICT RAISING TAXES. IT'S THE VALUE OF THE REAL ESTATE THAT'S TAXED. WE DON'T SET THE VALUE THAT'S SET BY THE HARRIS COUNTY APPRAISAL DISTRICT. ANYONE WHO IS ASSESSED CAN PROTEST THEIR VALUE IF THEY LIKE. WITH THAT SAID, I JUST WANT TO MAKE SURE I EXPLAIN WHY I'M GOING TO READ THIS MOTION EXACTLY THE WAY I'M GOING TO READ IT. I'M READY TO MAKE THE MOTION, AND THEN WE CAN DISCUSS IT IN A MINUTE. I MOVE THAT THE PROPERTY TAX RATE BE INCREASED BY THE ADOPTION OF A TAX RATE OF 86 AND 83, 100 CENT PER EACH $100, WHICH IS EFFECTIVELY A 1.31% INCREASE IN THE TAX RATE. FURTHER MOVE THAT THE SCHOOL BOARD APPROVES THE RESOLUTION AND ORDINANCE ADOPTING THE TAX RATE AND LEVY ADVERT NORM TAXES FOR THE TAX YEAR OF 2024 AS REFLECTED IN THE RESOLUTION THAT IS INCLUDED IN YOUR BOARD BOOK. I'M GOING TO MAKE THAT MOTION. THANK YOU. >> I HAVE A SECOND FOR MR. MARTINEZ. IS THERE ANY DISCUSSION? >> I SPIN IT. GOOD. >> ANYBODY? WITH THAT, PLEASE VOTE. NINE IN FAVOR, ZERO OPPOSED. THE MOTION PASSES. NEXT, WITHOUT OBJECTION FROM MY COLLEAGUES, I'M ALSO PULLING FROM THE CONSENT AGENDA AND PULLING FROM THIS MONTH'S AGENDA ITEM 14, APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY, CDB, LOCAL, OTHER REVENUES, SALE, LEASE, OR EXCHANGE OF SCHOOL OWNED PROPERTY, SECOND READING. MOVING ON TO THE CONSENT AGENDA. [CONSENT AGENDA] DO I HAVE A MOTION TO APPROVE TONIGHT'S CONSENT AGENDA BY CONSENSUS. I HAVE A MOTION BY MISS CRUZ ARNOLD AND A SECOND BY MISS OZAN BANDY. IS THERE ANY DISCUSSION ON THE CONSENT AGENDA, EXCLUDING 14, WHICH HAS BEEN REMOVED FROM THE AGENDA? PLEASE VOTE. MOTION PASSES NINE IN FAVOR ZERO POSED. [CLOSED SESSION] AT THIS TIME, THE BOARD WILL RECESS TO CLOSED SESSION UNDER CHAPTER 551 OF TEXAS GOVERNMENT CODE, OPEN MEETINGS ACT, SUBSECTIONS 551.004 THROUGH 551.089. SHOULD BOARD FINAL ACTION VOTE OR DECISION ON ANY MATTER CONSIDERED IN THE CLOSED SESSION BE REQUIRED? SUCH FINAL ACTION VOTE OR DECISION SHALL BE [04:05:01] TAKEN AT THE OPEN MEETING COVERED BY THIS NOTICE UPON THE RECONVENING OF THIS PUBLIC MEETING OR AT A SUBSEQUENT PUBLIC MEETING OF THE BOARD UPON NOTICE THEREOF. THE BOARD HAS RECESS TO CLOSED SESSION AT 9:34 PM. ON SEPTEMBER 12TH, 2024. >> YOU GOT THAT READING, GOOD. >> WE ARE BACK FROM CLOSED SESSION AT 11:10 PM. [LAUGHTER] WE ARE BACK. THE MEETING IS RECONVENED AT 11:10 PM. WE ARE NOW READY TO CONSIDER ITEMS CLOSED AND DISCUSSED IN CLOSED SESSION. [CLOSED SESSION AUTHORIZATION DURING MEETING] DO YOU HAVE A MOTION? MISS LINDER. >> I MOVE THAT THE BOARD APPROVES THE CLOSED SESSION PERSONNEL AGENDA, INCLUDING SPECIFICALLY THAT THE BOARD APPROVES PROPOSED TERMINATIONS, NON-RENEWALS OF CONTINUING TERM, PERFORMANCE, AND PROBATIONARY CONTRACTS AND AUTHORIZE THE SUPERINTENDENT OR DESIGNEE TO PROVIDE NOTICE OF SAME. THAT THE BOARD APPROVED SUSPENSIONS WITHOUT PAY FOR CONTINUING TERM AND PROBATIONARY CONTRACTS AND AUTHORIZE THE SUPERINTENDENT OR DESIGNEE TO PROVIDE NOTICE OF SAME. THAT THE BOARD VOIDS TERM PROBATIONARY AND PERFORMANCE CONTRACTS AND AUTHORIZE THE SUPERINTENDENT OR DESIGNEE TO PROVIDE NOTICE OF SAME. THAT THE BOARD APPROVES WITHDRAWALS OF CONTRACT RECOMMENDATIONS AND THAT THE BOARD APPROVES ISSUANCE OF FINAL ORDERS ON CONTRACT TERMINATIONS AND NON-RENEWALS, AS DISCUSSED IN THE CLOSED SESSION, EFFECTIVE SEPTEMBER 13TH, 2024. I ALSO MOVE THAT THE BOARD APPROVES, SORRY. ONE AT A TIME. >> YEAH. >> DO SEPARATE VOTES. >> DO WHAT? >> DO SEPARATE VOTES. >> SORRY ABOUT THAT. THANK YOU. >> WE HAVE A MOTION BY MISS LINDER AND A SECOND BY MISS FLOWERS. ANY DISCUSSION? SEEING NONE, PLEASE VOTE. IS THAT CORRECT? IS THIS A PULL STOP. >> YEAH. PAUSE DON'T CLOSE. NO. >> WE SEE BE HERE. >> ON THE SCREEN IS B [INAUDIBLE]. BUT WE'RE VOTING ON WHICH ONE-ON-ONE THAT IS RIGHT. >> ONE YOU JUST READ? >> YEAH. NO. IT'S SHOWN ON THE SCREEN. [INAUDIBLE] [BACKGROUND] >> WE HAVE A MOTION AS MADE BY MISS LINDER AND A SECOND BY MISS FLOWERS. PLEASE VOTE IF YOU HAVEN'T ALREADY. MOTION PASSES NINE IN FAVOR, NONE OPPOSED. IS THERE ANOTHER MOTION? >> YES, I MOVE THAT THE BOARD APPROVES THE RESIGNATION AND RELEASE AGREEMENT OF LAURA STOUT, FORMER WEST DIVISION SUPERINTENDENT ON THE TERMS DISCUSSED IN CLOSED SESSION, EFFECTIVE SEPTEMBER 13TH, 2024. >> I HAVE A MOTION BY MISS LINDER. IS THERE A SECOND BY MISS CRUZ ARNOLD. SEEING NO DISCUSSION, PLEASE VOTE. MISS JANETTE. DID YOU VOTE? NINE IN FAVOR, ZERO POST. MOTION PASSES. [BOARD MEMBER REPORTS AND COMMENTS] WE ARE NOW READY TO HEAR REPORTS AND COMMENTS FROM BOARD MEMBERS. I'M GOING TO START WITH MISS GARZA LINDER WHO CAN GIVE A VERY BRIEF REPORT ON THE AUDIT COMMITTEE. PLEASE GO AHEAD. >> THANK YOU. MADAM PRESIDENT. AUDIT COMMITTEE'S ROLE AS A SUBCOMMITTEE OF THE BOARD IS TO ADVISE THE BOARD ON THE ADEQUACY OF GOVERNANCE, RISKS, AND INTERNAL CONTROLS. WITH THAT, GOING FORWARD, THE BOARD WILL RECEIVE AUDIT REPORTS AT REGULAR BOARD MEETINGS PER THE AUDIT PLAN OR AS OTHERWISE REQUIRED. TODAY, THE COMMITTEE PRESENTS A REPORT ON ACTIVITIES SINCE OUR LAST REPORT THAT WAS SUBMITTED SINCE OUR LAST REPORT IN MARCH 2024. OUR NEXT MEETING IS SCHEDULED FOR TOMORROW. IT IS OPEN TO THE COMMUNITY. THE NEXT COMMITTEE REPORT AND ANNUAL AUDIT REPORT WILL BE INCLUDED ON THE OCTOBER AGENDA, INCLUDING ANY AUDIT REPORTS WE REVIEW IN TOMORROW'S COMMITTEE MEETING. >> THANK YOU VERY MUCH. I'LL TURN IT OVER TO MR. MARTINEZ ON THE COMMUNITY ENGAGEMENT CAMPAIGN AD HOC COMMITTEE. >> THANK YOU, MADAM PRESIDENT. BOARD MEMBER CASSANDRA AND I HAVE BEEN WORKING WITH THE ADAMAN TEAM TO FLESH OUT THE PLAN. WE'VE MET WEEKLY SINCE PROBABLY MID AUGUST, EVERY WEDNESDAY. WE WILL FINALIZE THE PLAN AND SHARE SOME MORE DETAILS DURING THIS UPCOMING SATURDAY. [04:10:01] BUT WE'RE EXCITED ABOUT THE PLAN. IT ALLOWS US TO MEET WITH COMMUNITY ORGANIZATIONS TO THE MONTH OF DECEMBER AT A GOOD PACE. BUT IT'S A GOOD OPPORTUNITY TO DO THAT FIRST, AND THEN WE'LL DO IT AGAIN IN THE SPRING CYCLE. I DON'T KNOW IF YOU'D LIKE TO ADD ANYTHING BECAUSE MISS CANTANA. >> I WILL REPORT AN UPDATE ON THE AE LOCAL CONSTRAINTS REVIEW AD HOC COMMITTEE, AS THE BOARD KNOWS. WE HAVE A COMMITTEE WHO'S LOOKING AT THE CONSTRAINTS. WE HAVE PROPOSED SOME LANGUAGE TO SUPERINTENDENT ON CONSTRAINT 3, AND WE'LL CONTINUE TO WORK WITH HIM SO THAT WE CAN GET THAT BEFORE THE BOARD HOPEFULLY IN THE NEXT COUPLE OF MONTHS. WE'LL CONTINUE TO REPORT, BUT THAT'S MY EXPECTATION. WITH THAT, I WILL ASK ANY OF THE OTHER BOARD MEMBERS IF YOU HAVE AN UPDATE OR ANYTHING THAT YOU'D LIKE TO SHARE BEFORE WE CONCLUDE THE MEETING. NOTHING OVER HERE? ANYTHING OVER HERE? THEN HAVING NO FURTHER BUSINESS, WE ARE CONCLUDED AT 11:16 PM. OUR NEXT REGULAR BOARD MEETING WILL BE OCTOBER 10TH, 2024. THANK YOU. * This transcript was compiled from uncorrected Closed Captioning.