[00:00:01]
>> GOOD EVENING. THE MEETING IS NOW CONVENED AT 5:04 PM.
[CALL TO ORDER]
I'D LIKE TO ASK EVERYONE TO PLEASE SILENCE YOUR CELL PHONES.THE FORM OF THE BOARD MEMBERS PRESENT IN THE AUDITORIUM TONIGHT.
THEY ARE FROM MY RIGHT ON THE PLATFORM.
CASSANDRA AUZENNE BANDY, MICHELLE CRUZ ARNOLD, JANETTE GARZA LINDNER, ANGELA LONE FLOWERS, MYSELF RIC CAMPO, AUDREY MONAMANAE.
WE HAVE ROLANDO MARTINEZ, PAULA MENDOZA, ADAM RIVON, AND AUDREY, I'LL GET YOUR NAME RIGHT SOMEDAY.
I HAVE IT. [LAUGHTER] WE HAVE SOME ELECTED OFFICIALS HERE.
SAVANT MOORE, ANYBODY ELSE? WE'LL NOW BE JOINED BY A MEMBER OF THE JUNIOR RESERVE OFFICERS' TRAINING CORP TO LEAD OUR PLEDGES.
I WOULD LIKE TO ASK THE BOARD VICE PRESIDENT AUDREY MOMANAEE.
>> I CAN'T DO IT, IT'S CRAZY, TO INTRODUCE OUR LEADER TONIGHT.
>> HELLO. CADET CAPTAIN AMBER LUNA SERVES AS THE BATTALION COMMANDER FOR BEL AIR HIGH SCHOOL'S 20TH CARDINAL ARMY JROTC BATTALION.
SHE HAS DISTINGUISHED HERSELF IN ACADEMICS, LEADERSHIP, AND COMMUNITY SERVICE THROUGHOUT HER HIGH SCHOOL YEARS.
CADET LUNA SERVES ON THE SCHOOL'S CARDINAL LEADERSHIP CREW AND HAS VOLUNTEERED HUNDRED'S OF HOURS SERVING HER SCHOOL AND HER COMMUNITY IN EVENTS SUCH AS HELPING TRAIN SPECIAL EDUCATION FIELD DAY AND TEACHING FIRST AIDS TO THE GRADE STUDENTS.
CADET LUNA IS THE COMMANDER OF THE UNARMED DRILL TEAM, COMMANDER OF THE [OVERLAPPING] [INAUDIBLE] IN KENTURKEY.
AFTER GRADUATION WILL ATTEND MY,TEXAS UNIVERSITY IS WHERE SHE WILL MAJOR IS TELECOMMUNICATION AND JOIN THE AIRFORCE ON A TC PROGRAMME TO RECEIVE THE COMMISSION AS AN AIRPORT OFFICER AFTER COLLEGE.
CADET LUNA CONGRADULATIONTEXAS A&M.
[RECOGNITIONS]
EACH FEBRUARY COMPETITION, THE MARTIN LUTHER KING COMPETITION AND SO A HOUSTON THE CELEBRA MONTOYA MURPHY, MARIE GRADO AS THE MARTIN LUTHER KING, CORDS, A PASA THE BLACK FIELD, INTRO.I SEE YOUR BROWN PRO PRINCIPLE IS [BACKGROUND] THE BLACK, IS THE ELEMENTARY SCHOOL, THAT INTROS, THE PATROLS.
MONT MONTOYA THE FOSS THE SO MONTO MONTO LAOS SEGURA MAYA ANGELOU PABON UNA
[00:05:09]
PLAZO ESTE MONTOYA.AMERICA AMERICA AMERICAS MILLIONS OF PEOPLE TO INTEGRATION, RACISM IN THE NEIGHBORHOOD, TO LIVING AS THE BROTHERHOOD.
SO DOCTOR KING IS THE LOS LAS FLOAT RESPONSIBILITY, DOCTOR KING, DOCTOR KING RESPONSIBILITY AS THEY CAN COMPARTMENTS MAY BE THATS EARTH WIND AND FIRE.
C IS THE BIG DOCTOR KING, THE AS THE GEORGE FLOYD BAYLOR MATCHING OUT AT THE SIDE.
DOCTOR DOCTOR KING MAMA FERNANDO, IS THERE ROMANTIC IN THE ROOM? AMERICAN CPR NAVI AMERICAN EPRIMO SILOS.
P, CALL ON GOD TO UPHOLD JUSTICE.
JUST AS A SURGEON MUST CAREFULLY RESTART THE HEART AFTER SURGERY, AMERICA MUST ACTIVELY WORK TO RESTART ITS COMMITMENT TO JUSTICE.
P PROMOTES PEACE AMONG ALL I ING ESE ES ES FAMILIA FORTUNA ES A AMERICA.
[00:10:10]
O.A A MESA DIRECT CONSE GRADES CONTRIBUCION SARA MICANS, ATOS COOL, AS PADRES, AS PERSONS TRAFFIC IMPORTANT DISTRICT SCHOLAR ASA DIRECTIVE SUPERINTENDENT STORIA ELIF SENIORS PRESIDENT CAMPO.
THE CREATIVITY, TEAMWORK AND DEDICATION.
[00:15:18]
TU FAMILIA.[SPEAKERS TO AGENDA ITEMS (Part 1 of 2)]
[00:33:50]
>> HELLO. MY NAME IS RAMONA ACUNA,
[00:33:52]
I'M A PROUD SOUTHEAST BROWN BERET AND COMMUNITY MEMBER.[00:33:56]
I AM HERE TODAY TO STAND IN SOLIDARITY WITH THE NORTHSIDE 45, THE BRAVE STUDENTS WHO WERE SUSPENDED FOR STANDING UP FOR THEIR COMMUNITY AND THEIR FUTURE.LAST FRIDAY, THESE STUDENTS EXERCISED THEIR RIGHT TO PROTEST AGAINST THE INJUSTICE AFFECTING THEIR FAMILIES, THEIR FRIENDS, THE FEAR, THE RAIDS, THE POLICIES THAT THREATEN THEIR SAFETY AND DIGNITY.
ON TOP OF ALL THAT HARMFUL CHANGES HAPPENING IN THEIR SCHOOL.
INSTEAD OF LISTENING, HISD CHOSE TO PUNISH THEM SENDING THEM A CLEAR MESSAGE.
SIT DOWN, SHUT UP, AND DON'T FIGHT BACK.
BUT WE SEE YOU, NORTHSIDE 45, YOUR VOICES MATTER.
YOUR COURAGE MATTERS AND NO SUSPENSION WILL ERASE THE TRUTH YOU ARE SPEAKING.
SCHOOLS SHOULD BE A PLACE WHERE STUDENTS LEARN TO LEAVE, NOT A PLACE WHERE THEY ARE PUNISHED FOR IT.
HISD SHOULD BE PROTECTING ITS STUDENTS NOT SILENCING THEM.
[INAUDIBLE] EVERYWHERE SO THAT EVERY STUDENT KNOW THEY [INAUDIBLE]
[00:35:04]
>> RUTH HOFFMAN LOCK, YOUR NEXT.
>> MY FATHER DIED TWO WEEKS AGO.
HE GRADUATED UT LAW SCHOOL IN THE TOP 10% OF HIS CLASS, AND HE RETIRED AS SENIOR COUNSEL OF EXXON MOBIL GAS MARKETING COMPANY.
HE TAUGHT ME A GREAT DEAL ABOUT LEADERSHIP AND INTEGRITY.
ONE OF HIS BEST LESSONS WAS HOW TO IDENTIFY YOUNG ATTORNEYS WITH GREAT LEADERSHIP POTENTIAL.
HE CALLED IT THE OH SHOOT TEST.
A YOUNG ATTORNEY FACED THE OH SHOOT TEST WHEN SHE HAD SUBMITTED A BRIEF TO MY FATHER AND HE RETURNED IT, ASKING A FEW QUESTIONS THAT HINTED AT THE FAULT IN HER ARGUMENT.
THE ATTORNEY PASSED IF HER RESPONSE WAS OH SHOOT.
A RECOGNITION THAT SHE HAD BLOWN IT AND SHE NEEDED TO GO BACK AND START OVER.
IF SHE INSTEAD TRIED TO JUSTIFY HER FLAWED POSITION, SHE FAILED.
IT MADE MY DAD'S DAY WHEN THEY PASSED.
MR. MILES HAS FACED THE OH SHOOT TEST SEVERAL TIMES.
WHEN THERE WAS 42% TEACHER TURNOVER RATE, WHEN THE ENROLLMENT AT NES SCHOOLS DECREASED, WHEN THE BOND FAILED, HE'S FAILED EVERY TIME, AND YOU GAVE HIM A BONUS.
WILL YOU PASS THE OH SHOOT TEST? NO.
>> MARIA BENZON, YOU MAY BEGIN?
>> HI. MY NAME IS DR. MARIA BENZON.
ONCE AGAIN, I'M HERE TO CALL OUT MISLEADING DATA.
IF YOU WANT TO BE DATA DRIVEN, START WITH ACCURATE AND COMPLETE NUMBERS.
RIGHT NOW, THAT'S NOT HAPPENING.
IT CLAIMS AT THE BEGINNING OF THE YEAR 11TH GRADERS WHO EARNED AP CREDIT WAS 18%.
DUAL ENROLLMENT 4.9%, AND DUAL CREDIT 16%.
BUT IN SEPTEMBER, THE SAME DATA SHOWED AP AT 26%, DUAL ENROLLMENT AT 9% AND DUAL CREDIT AT 14%.
WHY ARE PAST NUMBERS SMALLER IN LATER REPORTS? ARE YOU LOWERING BASELINE DATA TO FABRICATE PROGRESS? THIS PATTERN IS CLEAR.
FIX THE DATA. TELL THE TRUTH, STOP MANIPULATING NUMBERS.
IF YOU MADE AN ERROR, ADMIT IT.
IF THE METHODOLOGY CHANGED, EXPLAIN IT, BUT STOP GAS LIGHTING THE PUBLIC.
THE PUBLIC DESERVES THE TRUTH NOT A CAREFULLY CRAFTED NARRATIVE DESIGNED TO MAKE THIS ADMINISTRATION LOOK LIKE A SAVIOR.
LIKE A COLONOSCOPY, WHEN YOU TAKE A CLOSE LOOK, THE PROBLEMS ARE OBVIOUS.
>> D'ARCY LA ROTTA, YOU MAY BEGIN?
>> TONIGHT, I'M ACTUALLY SPEAKING ON BEHALF OF AN EMPLOYEE AT WHARTON DUAL LANGUAGE ACADEMY.
THEY STATE, FIRE PRINCIPAL CELEDON.
SHE ENGAGES IN MANIPULATIVE AND NARCISSIST BEHAVIOR RATHER THAN FOSTER COLLABORATION AND TRUST AMONG STAFF.
MANY OF US HAVE EXPERIENCED DISRESPECT, BELITTLEMENT AND A LACK OF ACKNOWLEDGMENT FOR HARD WORK.
IT'S DISHEARTENING TO WITNESS A LEADER WHO CONSISTENTLY SHIFTS BLAME ONTO HER STAFF FOR REFUSING TO ACCEPT ACCOUNTABILITY FOR HER POOR DECISIONS.
OUR STUDENTS SENSE ATTENTION, NEGATIVITY THAT PERMEATE THE SCHOOL ENVIRONMENT.
IT'S CRUCIAL TO PROVIDE OUR CHILDREN WITH A SAFE ENCOURAGING PLACE DEVOID OF SUCH DISTRESS.
TEACHER STAFF, MOST IMPORTANTLY, CHILDREN ARE SUFFERING FROM HER OPPRESSIVE REGIME.
CELEDON IS SELF SERVING, DEMEANING BEHAVIOR, AND HER INABILITY TO FOSTER A SUPPORTIVE ENVIRONMENT HAS CONVERTED OUR WORKPLACE TO A NIGHTMARE.
NOW, I'LL USE MY OWN WORDS AND MY OWN PERSONAL STATEMENT AS D'ARCY LA ROTTA.
I WANT THE RECORD TO SHOW THAT VERONICA CELEDON IS A MORON.
BUT IS EMBLEMATIC OF MIKE MILES' MISSION TO GROOM OUR CHILDREN [INAUDIBLE] LEADERS.
>> CAROLYN SHIP, PLEASE TURN YOUR CAMERA ON AND YOU MAY BEGIN.
LOOKS LIKE SHE'S CONNECTING TO AUDIO.
>> MS. SHIP, WE DON'T HAVE AUDIO FOR YOU.
MS. SHIP, YOU'RE NOT CONNECTED TO AUDIO.
[00:40:02]
I'M A RETIRED HISD TEACHER OF 38 YEARS WITH THREE GRANDCHILDREN IN THE DISTRICT.BACK TODAY TO TALK ABOUT GOAL 3.3.
THE PERCENT OF 11TH GRADERS WHO QUALIFY FOR COLLEGE CREDIT WILL INCREASE FROM 34% FROM MAY 2023 TO 48% IN MAY 2028.
I FAILED TO SEE HOW THE CURRENT CURRICULUM CAN PREPARE ANYONE FOR MORE SO COLLEGE CREDIT.
I TAUGHT PRE IB 10TH GRADE ENGLISH AND WAS IB COORDINATOR FOR MY CAMPUS.
THE 10TH GRADE ENGLISH LESSON THAT I SAW TRIED TO CRAM EIGHT [INAUDIBLE] CONVENTIONS, A ONE LESSON ABOUT AN UNINSPIRING [INAUDIBLE] STUDENTS NEED TO READ NOVEL, DISCUSS WITH THEIR PEERS IN A TEACHER DIRECTED SETTING AND WRITE COMPOSITION IN THEIR [INAUDIBLE]
>> THAT CONCLUDES OUR HEARING OF SPEAKERS ON AGENDA ITEM 1, MONITORING, REPORT MID YEAR ACADEMIC PROGRESS AND TEACHER EXCELLENT SYSTEM.
NOW WE'RE GOING TO GO TO PRESENTATION.
SUPERINTENDENT MILES WILL NOW PRESENT BOARD MONITORING UPDATE AND GOAL 3 PROGRESS MEASURES 3.2 AND 3.3.
>> WE HAVE SOME STUDENTS WHO JUST SHOWED UP.
THEY'LL JUST GO TO THE MIC AND LET THEM SPEAK?
>> YES, ABSOLUTELY. WE'LL HOLD FOR THAT.
YES. PLEASE STATE YOUR NAME. THANK YOU.
>> HELLO. MY NAME IS JOSHUA RAMOS.
I AM FROM NORTHSIDE HIGH SCHOOL.
I'M HERE BECAUSE OF THE 7TH OF FEBRUARY.
I WAS PROTESTING FROM MY LOVED ONES, FAMILY MEMBERS, AND FRIENDS.
IT IS UNJUST TO EXPEL A STUDENT FROM SCHOOL, ALL BECAUSE THEY WERE USING THEIR FREEDOM OF SPEECH.
WHERE I'M GOING WITH THIS IS I WANT TO TALK ABOUT THE FIRST AMENDMENT.
IN DECEMBER 15TH OF 1791, JAMES MADISON WROTE THE FIRST AMENDMENT, STATING THAT ANY PERSON MAY USE THEIR FREEDOM OF SPEECH, TO EXPRESS THE RELIGIOUS BELIEFS EXPRESSED IN YOUR EMOTIONS, TALK ABOUT THE POLITICAL VIEW.
WHAT I'M TRYING TO SAY WITH THIS IS THAT THIS AMENDMENT DOES NOT JUST WORK ON ADULTS, BUT IT'S ALSO MADE FOR TEENS AND KIDS.
BUT WHEN THEY'RE USING FREEDOM OF SPEECH, YOU GUYS WERE FIGHTING TO EXPEL US AS THE STUDENTS. I WONDER WHY.
WE THE STUDENTS THAT WE'RE PROTESTING, WERE DOING IT IN A PEACEFUL MANNER, WITH A GOOD INTENTION.
WE APOLOGIZE FOR THE STUDENTS THAT WERE MISBEHAVING.
>> YOU CAN KEEP GOING. GO AHEAD.
>> NOTHING TO DO WITH RECKLESS PART.
YOU GUYS SHOULD HAVE CHECKED THE CAMERAS TO SEE WHO WAS THE ONE MISBEHAVING.
IN MY PART TO DEFEND MYSELF, I CAN PROUDLY SAY THAT I WAS LOUDLY MAKING IT CLEAR THAT WE ARE HERE TO PROTEST IN A PEACEFUL MANNER.
I DON'T WANT ANY OF YOU BREAKING ANYTHING OR BEING RECKLESS.
I WOULD LIKE FOR ALL OF YOU TO GIVE POWER TO THE STUDENTS AND FOR THE SUSPENSIONS TO GET OUT OF OUR RECORD, AND TO KEEP ICE OUT OF OUR LEARNING CENTERS.
INSTEAD OF INVESTING MONEY IN ICE RATES, THE MONEY SHOULD BE INVESTED INTO EVERY SCHOOL TO MAKE IT INTO A BETTER LEARNING ENVIRONMENT.
LAST YEAR, WE HAD AN UNFORTUNATE LOSS IN MARSHALL MIDDLE SCHOOL.
ALL BECAUSE YOU WEREN'T PAYING FOR MORE ACS, ALL I AM SAYING IS THAT YOU GUYS SHOULD FOCUS MORE ON WHAT MATTERS.
AS BOARD MEMBERS, YOU GUYS NEED TO DO BETTER, BE BETTER.
>> THANK YOU. [APPLAUSE] ARE THERE ANY OTHER STUDENTS THAT HAVE ARRIVED?
>> SUPERINTENDENT MILES, YOU HAVE THE FLOOR?
[ DISCUSSION AND REPORT ITEMS]
>> YES. I'VE ASKED CHIEF KRISTEN HOLE AND HER TEAM TO COME FORWARD TO PRESENT THE PROGRESS MONITORING.
[00:46:01]
>> GOOD EVENING, BOARD MEMBERS.
TODAY, WE'RE DOING THE GOAL PROGRESS MONITORING FOR 3.2 AND 3.3.
THIS IS PART OF GOAL 3, WHICH IS THE PERCENT OF STUDENTS GRADUATING TSI READY AND WITH AN INDUSTRY BASED CERTIFICATION, AND THE GOAL IS THAT IT INCREASES FROM 11% FROM THE '21-'22 GRADUATES TO 26% TO THE '26-'27 GRADUATES.
LAST YEAR, WE MET THIS GOAL AND TODAY WE'RE GOING TO BE SPEAKING ABOUT 3.2 AND 3.3 PROGRESS MEASURES IN SERVICE OF GOAL 3.
GOAL PROGRESS MEASURE 3.2 IS THE PERCENT OF 10TH, 11TH AND 12TH GRADE STUDENTS WHO ARE ON TRACK TO ACHIEVE CTE COMPLETER STATUS BY GRADUATION, AND WE INCREASED THAT COMPLETER STATUS FROM 34% IN 2023 TO 49% IN MAY 2028.
JUST TO LEVEL SET, WHAT IS A COMPLETER? A COMPLETER IS A STUDENT WHO IS FOCUSED IN ONE PARTICULAR CAREER TRACK OR ONE PARTICULAR PROGRAM OF STUDY, AND THAT STUDENT HAS TO BOTH GET AT LEAST FOUR CREDITS IN THAT PROGRAM AND THE COURSES IN WHICH THEY'RE GETTING CREDITS HAVE TO BE AT LEAST A LEVEL 3 OR 4 COURSE.
THEY'RE REALLY REQUIRED TO BUILD A DEEP EXPERTISE IN THAT VERY PARTICULAR CAREER PROGRAM TO BE CONSIDERED A COMPLETER.
THIS IS REALLY LOOKING AT THE STUDENTS ON TRACK TO RECEIVE THAT STATUS.
AGAIN, THIS IS IMPORTANT FOR TWO REASONS AS IT RELATES TO THE BROADER GOAL.
THE FIRST REASON, IT'S IMPORTANT BECAUSE IF STUDENTS ARE COMPLETERS, THAT MEANS THEY'RE TAKING MULTIPLE COURSES AND BUILDING THEIR EXPERTISE IN THAT CAREER, AND THAT ENABLES THEM TO BE MORE LIKELY TO OBTAIN THAT INDUSTRY BASED CERTIFICATION, WHICH IS WHAT THE GOAL IS TIED TO.
ADDITIONALLY, THE TEA ACCOUNTABILITY SYSTEM IS MOVING TOWARDS THAT DIRECTION WHERE YOU HAVE TO BE BOTH A COMPLETER AND OBTAIN YOUR IBC.
THIS PARTICULAR GOAL PROGRESS MEASURE IS IMPORTANT TO HELP US MAKE SURE BOTH OF THOSE THINGS HAPPEN.
WHEN WE ACTUALLY LOOK AT THE GRAPH ON THE RIGHT, WHEN WE'RE LOOKING AT MIDDLE OF THE YEAR RESULTS, AT THE MIDDLE OF THE YEAR, 46% OF OUR STUDENTS ARE ON TRACK TO BE COMPLETERS AND THAT EXCEEDS THE END OF YEAR GOAL OF 36%.
WE DO BELIEVE WE'LL BE ABLE TO HIT THAT 36% END OF YOUR TARGET FOR CTE COMPLETERS.
WE ALSO LOOK AT IT BY STUDENT GROUP, AND ON THE LEFT, YOU SEE EVERY SINGLE STUDENT GROUPS CURRENT MIDDLE OF YEAR GOAL IS ALREADY EXCEEDING THE END OF YEAR TARGET.
FOR ALL STUDENT GROUPS, WE'RE ALSO CURRENTLY ON TRACK TO REACH OUR END OF YOUR GOAL.
THEN ON THE GRAPH ON THE RIGHT, WE'VE BROKEN IT UP BOTH BY STUDENT GROUP, BUT ALSO BY GRADE LEVEL.
WHAT THE GRAPH ON THE RIGHT REALLY DOES TELL US IS THAT IN 10TH GRADES, A MUCH HIGHER PERCENT OF STUDENTS ARE ON TRACK TO BE COMPLETERS, BECAUSE AT THE END OF THAT FALL SEMESTER, THEY ONLY NEED HALF A CREDIT.
BUT THEY HAVE TO CONTINUE IN THAT COURSE SEQUENCE TO STAY ON TRACK TO BE COMPLETERS, WHICH IS WHY WE SEE THAT HISTORIC DROP.
THIS IS TRUE FOR A COUPLE OF REASONS.
ONE, MAYBE A STUDENT DECIDES NOT TO CONTINUE IN CTE COURSES, OR MAYBE THEY SWITCH PROGRAMS. IF YOU STARTED IN ENTREPRENEURSHIP AND YOU SWITCHED TO NURSING, YOU ACTUALLY WON'T BE A COMPLETER IN ENTREPRENEURSHIP, YOU HAVE TO START OVER.
IT'S REALLY IMPORTANT THAT WE'RE PAYING ATTENTION TO STUDENTS MAINTAINING IN THAT PROGRAM AS THEY PROGRESS FROM GRADE TO GRADE.
THIS GRAPH ON THE RIGHT TELLS US WE NEED TO BE PAYING A LOT MORE ATTENTION TO THAT.
WE'RE ALSO AS PART OF THIS BOARD REPORT LOOKING AT 3.3, THIS MIGHT FEEL FAMILIAR BECAUSE WE REPORTED ON 3.3 BEGINNING OF THE YEAR RESULTS AT THE LAST BOARD MEETING, BUT THIS REPORT SHOWS THE MIDDLE OF THE YEAR RESULTS AS WELL.
AGAIN, WHAT YOU SEE ON THE LEFT IS THE PERCENT OF 11TH GRADE STUDENTS WHO ARE QUALIFIED FOR COLLEGE CREDIT.
AT THE BEGINNING OF THE YEAR RESULTS, WE WERE AT 26%, AND THAT'S BECAUSE IT'S REALLY ONLY COUNTING THE 9TH AND 10TH GRADERS WHO'D RECEIVED COLLEGE CREDIT.
[00:50:01]
AT THE MIDDLE OF THE YEAR, IT ALSO COUNTS THOSE 11TH GRADERS WHO GOT CREDIT JUST IN THAT FIRST SEMESTER SINCE WE'RE IN FEBRUARY RIGHT NOW.THAT'S WHY YOU SEE THE JUMP FROM 26-32%, AND WE DO BELIEVE WE'RE ON TRACK TO HIT THE END OF THE YEAR TARGET, WHICH IS 35%.
WE ALSO LOOK AT THIS ACROSS STUDENT GROUPS AS WELL.
ONE OF THE THINGS WE DID HERE IS WE SAID, IF WE'RE TRYING TO INCREASE THE PERCENT OF STUDENTS OBTAINING COLLEGE CREDIT, WE ALSO NEED TO PAY A LOT OF ATTENTION TO ENROLLMENT BECAUSE THEY HAVE TO BE ENROLLED IN THE COURSE TO THEN BE ABLE TO OBTAIN A CREDIT IN THE COURSE.
WE PULLED ENROLLMENT BY STUDENT GROUP.
WHAT YOU REALLY SEE FOR ALL STUDENTS AT THE TOP IS COMPARED TO '23-'24, WE INCREASED ENROLLMENT IN COLLEGE COURSEWORK BY 9%, WHICH IS A REALLY HUGE JUMP.
YOU SEE THIS IS TRUE FOR ASIAN STUDENTS, FOR HISPANIC AND LATINO STUDENTS AND FOR STUDENTS WITH DISABILITIES.
ACROSS ALL OF THOSE STUDENT GROUPS, WE SAW A REALLY BIG INCREASE IN ENROLLMENT AND THAT'S ONE OF THE REASONS WE ALSO FEEL CONFIDENT WE'RE GOING TO BE ON TRACK TO HIT THAT END OF THE YEAR TARGET.
>> THIS VIEW LOOKS AT THE SAME THING FROM EACH OF THE DIFFERENT TYPES OF COLLEGE CREDIT YOU CAN GET.
THE REASON THE AP NUMBER HASN'T CHANGED FROM BEGINNING OF YEAR TO MIDDLE OF THE YEAR IS BECAUSE YOU DON'T TAKE THE AP TEST IN THE MIDDLE OF THE YEAR, YOU ONLY TAKE IT AT THE END.
THE IB PERCENTAGE WILL ALSO REMAIN FLAT BECAUSE AGAIN, YOU WOULDN'T TAKE THE IP TEST UNTIL YOU'RE AN 11TH GRADER AT THE END OF THE YEAR.
BUT WHERE WE SEE THE JUMP IS IN DUAL ENROLLMENT AND IN DUAL CREDIT BECAUSE IN BOTH OF THOSE OPTIONS, YOU HAVE THAT SEMESTER COURSE THAT YOU CAN TAKE.
FOR EXAMPLE, OUR HCC STUDENTS THAT WERE ENROLLED IN A FIRST-SEMESTER HCC COURSE WILL HAVE TAMED THEIR CREDIT, AND THAT'S WHY YOU SEE THAT MIDDLE-OF-THE-YEAR JUMP.
BUT ACROSS ALL AREAS, WE WOULD EXPECT TO SEE ANOTHER JUMP AT THE END OF THE YEAR TO SHOW THAT ALL OF THOSE STUDENTS WHO ARE IN 11TH GRADE WILL OBTAIN CREDIT.
IN SUMMARY, WE DO BELIEVE WE'LL BE ON TRACK FOR BOTH TARGETS COME THE END OF THE YEAR.
I'LL TALK A LITTLE BIT MORE AROUND THE ROOT CAUSE ANALYSIS AND THE KEY ACTIONS FOR EACH.
FOR CTE, YOU COULD REALLY SEE THIS IN THE 10TH, 11TH, AND 12TH GRADE NUMBERS THAT WE PULL.
BUT ONE OF THE MOST IMPORTANT THINGS THAT WE ARE PAYING ATTENTION TO THIS YEAR IS THE SCHEDULING OF STUDENTS SO THAT THEY CAN CONTINUE IN THEIR EXISTING PROGRAMS. IN PRIOR YEARS, THERE WASN'T A WAY TO CENTRALLY TRACK OR MONITOR THAT, AND WE'VE NOW BEEN ABLE TO INTEGRATE THAT INTO OUR CENTRALIZED SCHEDULING TOOLS THAT WE CAN SEE AND MAKE SURE THAT STUDENTS ARE ON TRACK TO MAINTAIN IN THEIR EXISTING PROGRAMS. THE FLIP SIDE TO THAT IS MAKING SURE WE'RE TRAINING THE COUNSELING AND ADVISING STAFF.
IN ADDITION TO THE SCHEDULING TOOLS TO SUPPORT IT, MAKING SURE OUR COUNSELORS ARE TRAINED TO HAVE THOSE CONVERSATIONS WITH STUDENTS, SO THEY UNDERSTAND THE IMPLICATIONS OF THEIR CHOICES AND THEY HAVE SUPPORT TO MAKE SURE THEY CAN CONTINUE IN THAT PROGRAM SEQUENCE.
WE ALSO HAVE OUR FOUNDATIONAL PROGRAMS OF STUDY.
AS A REMINDER, THOSE ARE THE FOUR HIGH-WAGE, HIGH-DEMAND PROGRAMS THAT WE IMPLEMENTED ACROSS ALL COMPREHENSIVE HIGH SCHOOLS.
WHENEVER WE IMPLEMENTED THESE PROGRAMS, WE BOTH IMPLEMENTED HIGH-QUALITY CURRICULUM AND THE ABILITY TO MONITOR A LOT OF THE DATA FOR STUDENTS IN THOSE COURSES AND SO WE'RE CONTINUING TO FOCUS ON THAT.
BUT ADDITIONALLY, IT HELPS OUR HIGHLY MOBILE STUDENTS HAVE THOSE OPTIONS WHEN THEY MOVE FROM HIGH SCHOOL TO HIGH SCHOOL, AND THAT'S GOING TO ENABLE THEM TO CONTINUE IN A PARTICULAR PROGRAM IF THEY ARE MOVING.
ALSO, WE MONITOR AND EVALUATE CTE PROGRESS HOLISTICALLY, SO OUR TEAM MEETS WITH THE CTE CAMPUS LEADERSHIP MONTHLY AT EVERY CAMPUS TO LOOK AT THE FIDELITY OF THE PROGRAM, MAKE SURE WE'RE ON TRACK FOR SUPPORTING STUDENTS TO BECOME COMPETITORS, AND TO REALLY ENSURE THAT ALL CTE PROGRAMS ARE BEING IMPLEMENTED SUCCESSFULLY.
THEN THE FINAL PIECE TO THAT IS THE REAL-WORLD EXPERIENCES WITH OUR BUSINESS PARTNERS.
WHEN WE'RE PARTNERING WITH BUSINESSES, WE'RE REALLY LOOKING AT TWO MAIN THINGS.
ONE IS, CAN THEY HELP US CONTINUE TO BUILD STRONG PROGRAMS? CAN THEY GIVE US FEEDBACK ON OUR CURRICULUM? MAKE SURE OUR PROGRAMS ARE ALIGNED TO THE FUTURE OF THE INDUSTRY.
BUT CAN THEY ALSO HELP US BY GIVING STUDENTS EXPERIENCES WITH THOSE EMPLOYERS, WHETHER THAT BE INTERNSHIPS, EXTERNSHIPS, EXPOSURE TO THOSE CAREERS AS A PART OF THE ACTUAL PROGRAMMING IN THAT CAREER? WE'RE CONTINUING TO ADD AND EXPAND THE NUMBER OF BUSINESS PARTNERS THAT WE'RE WORKING WITH.
FOR THE 3.3, THIS IS THE COLLEGE CREDIT.
WE CONTINUE TO HIGHLIGHT SOME OF THE THINGS WE'VE HIGHLIGHTED IN PREVIOUS BOARD MEETINGS.
STUDENTS ARE AUTOMATICALLY ENROLLED INTO COLLEGE COURSES WHEN THEY'RE DEMONSTRATING ACADEMIC READINESS.
WE ALSO HAVE AN ADVANCED STRATEGIC SCHEDULING PLATFORM WHERE WE HAVE TOOLS AGAIN THAT MONITOR, MAKING SURE STUDENTS ARE SUCCESSFULLY ENROLLED AND THAT CAMPUSES HAVE THE RIGHT NUMBER OF OFFERINGS TO SUPPORT THOSE STUDENTS WHO ARE READY.
[00:55:03]
WE CONTINUE TO MAKE THE FREELY AVAILABLE HIGH-QUALITY CURRICULUM FOR THESE COURSES, AS WELL AS CONTINUE TO FOCUS ON HIGH-QUALITY INSTRUCTION.NO MAJOR CHANGES IN THIS AREA FROM LAST MONTH, EXCEPT SCHEDULING IS COMING UP ACTUALLY RIGHT NOW.
STUDENTS WILL START SCHEDULING IN FEBRUARY.
FEBRUARY AND MARCH WILL BE REALLY CRITICAL FOR BOTH OF THESE METRICS AND MAKING SURE WE STAY ON TRACK FOR THEM AS WE CONTINUE. THAT'S IT.
>> GREAT. BEFORE I OPEN THE FLOOR FOR A CONVERSATION FROM THE BOARD, I JUST WANT TO REMIND FOLKS THAT WE'VE ASKED A LOT OF QUESTIONS THAT ARE TECHNICAL AND TACTICAL IN NATURE BEFORE TONIGHT'S MEETING.
THEY ARE POSTED ONLINE FOR THE PUBLIC TO BE ABLE TO SEE THOSE ANSWERS.
TONIGHT, LET'S KEEP OUR QUESTIONS IN THE MORE STRATEGIC NATURE SO WE CAN REALLY UNDERSTAND THE REALITIES OF HOW THIS IS ALIGNING WITH OUR STUDENT'S ACHIEVEMENT.
WITH THAT, WHO HAS THE FIRST QUESTION? MR. RIVON.
>> THANK YOU, MISS HOLE. THIS PRESENTATION IS ALWAYS GOOD, AND I APPRECIATE THE THOROUGHNESS.
WE'VE ASKED A LOT OF QUESTIONS TO THE BOARD PRESIDENT'S EARLIER COMMENTS, AND I APPRECIATE YOU REACHING OUT AND SHARING THE DETAILS OF THOSE ANSWERS.
ONE OF THE THINGS AND ONE OF THE THREE LINES THAT I HAD SPOKEN ABOUT PREVIOUSLY IS ENSURING AND HELPING US IN THE COMMUNITY SEE CLARITY THROUGH THE NUMBERS.
WE TALK ABOUT SOME THINGS BEING CONFUSION LIKE CGI AND THESE THINGS.
TO ME, I THINK THIS IS PROBABLY ONE OF THE MORE CONFUSING AREAS BECAUSE THERE'S SO MANY PARTS AND PIECES THAT MAKE UP AN IBC AND GETTING A STUDENT TO COMPLETE THE STATUS.
ONE OF THE THINGS I WOULD LIKE TO UNDERSTAND FROM YOUR POINT OF VIEW IS HOW WE CAN BETTER INDICATE THROUGH LEADING AND LAGGING INDICATORS THAT WE'RE PRESENTING, WHETHER IT'S SUPPLEMENTAL OR ADDITIONAL.
EASY WAY TO GRASP THAT WHEN WE SAY WE'RE ON TRACK, IT'S EASIER TO FLOW THROUGH THE PRESENTATION.
I STILL HAVE A HARD TIME WITH THAT, KNOWING THAT I'M LOOKING AT MULTIPLE PARTS HERE.
I CONTINUE REALLY TO GO BACK AND FORTH WITH THAT.
THAT'S JUST A COMMENT TO CONSIDER.
BUT AS I GO A LITTLE BIT DEEPER, ONE OF THE THINGS THAT WE SEE EACH PERIOD, EXAMPLE ON EXHIBIT NUMBER 2 IS ON THE RIGHT, WHAT WE SEE IS THAT THERE'S A TREND FOR NEGATIVE ATTRITION BETWEEN THE MIDDLE OF THE YEAR AND THE END OF THE YEAR.
THAT TREND SUGGESTS THAT THE CTA PROGRAM SUCCESSES AND THE STATUS AS SCHOOL ENDS, IT CHANGES.
WE LOSE FOLKS WHO WE'VE CONSIDERED COMPLETER STATUS OR PERCENTAGE OF THOSE THAT ARE IN THAT SPACE.
IN THE LAST TWO YEARS, JUST ROUGH MATH IS ABOUT 22% BETWEEN MIDDLE OF THE YEAR AND THE END OF THE YEAR, WE FIND THAT WE HAVE SOME ATTRITION.
THAT'S CONCERNING FOR ME BECAUSE AT 46%, IF WE LOSE 22% OF THOSE, IT THEN FALLS IN THAT CATEGORY OF CONCERN, WE'RE PLUS OR MINUS ONE.
MAYBE WE'LL HIT IT, MAYBE WE WON'T.
I UNDERSTAND THE THINGS THAT YOU MENTIONED EARLIER.
WHAT GIVES YOU CONFIDENCE, THOUGH, THAT WE'VE GOT THE PIECES IN PLACE TO ENSURE THAT WE ACTUALLY ACHIEVE THE TARGET, WHICH ULTIMATELY HELPS US ACHIEVE THE LONG-TERM GOAL.
I THINK THE PRIMARY THING IS HISTORICALLY, WE HAVEN'T BEEN ABLE TO CENTRALLY MONITOR SCHEDULING.
IT'S BEEN INDIVIDUALLY DONE AT THE CAMPUS.
NOW WHEN SCHEDULING COMES UP, WE REALLY SHOULD BE ABLE TO SEE, HEY, OUT OF, IF WE HAD 100 STUDENTS, 90 OF THEM STAYED IN THEIR PROGRAM AND 10% DIDN'T, AND WE SHOULD KNOW THAT, EVEN BEFORE THE NEXT SCHOOL YEAR STARTS.
THAT JUST ALLOWS US TO BE MUCH MORE PROACTIVE IN FOLLOWING UP AND ANYTIME WE SEE THAT BEING AN ISSUE WITH THE CAMPUS LEADERSHIP TEAM TO EITHER MAKE SURE THERE'S A CORRECTION OR MAKE SURE THAT IF STUDENTS ARE LEAVING A PROGRAM, THEY'VE HAD THE RIGHT CONVERSATION WITH THE COUNSELOR.
THEY UNDERSTAND THE IMPLICATIONS.
A STUDENT REALLY MAY SAY, HEY, I STARTED NURSING AND I CAN'T STAND THE SIDE OF BLOOD AND I NEED TO DO SOMETHING ELSE, AND WE WANT TO ACKNOWLEDGE THAT STUDENTS PREFERENCE.
[01:00:03]
BUT WE JUST WANT TO MAKE SURE THAT THEY'RE NOT HOPPING FROM PROGRAM TO PROGRAM WITHOUT UNDERSTANDING THE BENEFIT OF GOING DEEP IN ONE.TRULY CENTRALIZED MONITORING IS PROBABLY THE THING THAT GIVES ME THE MOST CONFIDENCE THAT WE'LL BE ABLE TO MEET IT BECAUSE WE HAVEN'T HISTORICALLY HAD THAT ABILITY TO DO THAT IN THE DISTRICT.
>> GOT IT. THEN JUST TO FOLLOW UP TO THAT IS RELATED TO THE LAGGING NATURE OF OUR DATA.
OUR ULTIMATE GOAL IS IN 2028 THAT WE ARE ABLE TO ACHIEVE A CERTAIN GOAL.
TO GET TO 49%, ROUGHLY HALF OF OUR STUDENTS BEING IN THIS CATEGORY, WE'D BE LOOKING AT THAT YEAR AT TENTH GRADERS WHO ARE CURRENT TENTH GRADERS THIS YEAR.
IN ORDER TO ACHIEVE THAT STATUS, ROUGHLY 67% OF THEM NEED TO REMAIN IN THE COMPLETE CATEGORY.
OF THOSE WHO ARE CURRENTLY IN THE COMPLETER CATEGORY.
TO DO THAT, I'M THINKING ABOUT THE COHORT, AND I'M SAYING TO MYSELF, NONE OF THE OTHER COHORTS HAVE REMAINED THAT IF I LOOK AT EXHIBIT 4 ON THE NEXT PAGE.
WE SEE THAT BETWEEN 10TH GRADE AND 12TH GRADE, WE DROPPED PRECIPITOUSLY.
AGAIN [LAUGHTER], I KNOW THAT WE'VE GOT A LOT OF PIECES IN PLACE.
I JUST WANT TO HARP ON THE FACT THAT THIS IS A BIG CHANGE FROM WHAT HAS OCCURRED IN THE PAST, AND I WOULD LOVE TO SEE US EASILY BE ABLE TO SEE THROUGH THAT THROUGHLINE OF HOW WE DO IT.
I'M NOT SURE THAT I CURRENTLY HAVE ENOUGH TO SAY THAT WE'RE THERE.
I JUST ENCOURAGE YOU TO CONTINUE TO HELP ME AND HELP OTHERS UNDERSTAND, HOW DO WE MAKE SURE THIS COHORT IS SUCCESSFUL.
BECAUSE THIS IS THE ULTIMATE GOAL IS TO GIVE THEM PATHWAYS TO SUCCEED IN LIFE.
IT'S OF CRITICAL IMPORTANCE THAT WE GET THERE.
>> I DON'T THINK IT CHANGES THE IMPORTANCE OF SCHEDULING, BUT I WILL SAY WE HAVE HAD THE EXPLICIT CONVERSATIONS WHEN WE'RE PLANNING FOR THIS, THAT THIS IS A MINDSET SHIFT, WHERE THE FOCUS ON RETENTION IS CRITICAL TO BEING ABLE TO ACCOMPLISH THIS GIVEN HOW MUCH WE'VE SEEN IN STUDENTS DROPPING OUT OF THEIR PROGRAM.
I THINK WE DO ACKNOWLEDGE IT IS A BIG MINDSET SHIFT AT THAT CAMPUS LEVEL, BUT WE'VE ADDRESSED THAT, AND WE'VE BEEN TALKING ABOUT THAT WITH OUR CAMPUS LEADERS AND WITH OUR DIVISION STAFF SO THAT WE'RE PREPARED TO AGAIN MONITOR AND TAKE ACTION SO WE DON'T SEE THAT TYPE OF A DROP OFF GOING FORWARD.
>> GOOD AFTERNOON. THANK YOU FOR THE PRESENTATION.
ONE OF THE QUESTIONS ON THE Q&A QUESTION NUMBER 7, REFERENCE PA VERSUS NES.
IT TALKS ABOUT HOW WE MADE SOME CHANGES SPECIFICALLY IN NES TO MAKE SURE THAT THERE'S MORE AP COURSES AVAILABLE THAN LAST YEAR.
IT REFERS TO THE STRATEGY, BUT IT DOESN'T NECESSARILY GO INTO THAT STRATEGY.
WHAT EXACTLY ARE WE DOING IN NES SCHOOLS TO ENSURE THAT THEY HAVE EQUAL OR MORE OPPORTUNITIES THAN THEY DID LAST YEAR?
>> WE MADE ONE VERY SPECIFIC CHANGE IN TENTH GRADE, WHICH WAS IMPORTANT BECAUSE IT WILL IMPACT THE BOI RESULTS FOR 3.3, WHICH IS THAT WE INTEGRATED AN AP COURSE FOR AP SEMINAR FOR STUDENTS WHO ARE ENROLLED IN ADVANCED ENGLISH 2.
IN NES ACROSS THE BOARD, YOU'LL SEE MORE STUDENTS ACCESSING AP EARLIER IN 10TH GRADE.
BUT IN ADDITION TO THAT, THE OVERALL OPT-OUT POLICY STILL APPLIES TO NES.
IN EVERY SINGLE CORE SUBJECT, MATH, READING, SCIENCE, AND SOCIAL STUDIES, WHEN STUDENTS ARE AT THAT ACADEMIC ATTAINMENT LEVEL, THEY AUTO-ENROLL INTO COLLEGE COURSEWORKS, AND YOU TYPICALLY WILL SEE THAT A LOT IN 11TH AND 12TH GRADE.
SOMETIMES WE'LL HAVE CHOICES, IT MIGHT BE WHICH ADVANCED MATH DO YOU WANT, WHICH ADVANCED SCIENCE DO YOU WANT? BUT THE AUTO-ENROLL PROCESS STILL APPLIES IN NES.
>> I'LL GO BACK TO A QUESTION COMMENT I MADE, I THINK WHEN WE LAST REVIEWED THIS, WHICH IS TO BOARD MEMBER ADAM'S POINT IS WE HAVE A BIG DROP FROM SOPHOMORES TO SENIORS.
THAT PART OF THAT IS BECAUSE SOME OF OUR STUDENTS NEED TO GO AND COMPLETE COURSES IN ORDER TO MEET GRADUATION REQUIREMENTS.
BUT I JUST WANT TO CONTINUE TO REITERATE THAT IN THOSE INSTANCES, BECAUSE KIDS ARE HAVING TO GO BACK OR STUDENTS ARE HAVING TO GO BACK TO MEET GRADUATION REQUIREMENTS, THE LIKELIHOOD THAT THEY ARE GOING TO GRADUATE AND HAVE AN OPPORTUNITY TO SUCCEED IN A CAREER IS LIMITED BECAUSE ONE IS THEY'RE BARELY GRADUATING AND TWO, NOW THEY'RE NO LONGER IN A CT COURSE OR LEADING TO AN IBC.
[01:05:02]
WHAT CAN WE AS A DISTRICT DO TO INCREASE OPPORTUNITIES FOR THEM TO YES, WE'RE GOING TO MAKE SURE THEY GRADUATE, BUT THEY ARE STILL THAT IBC DOESN'T GO TO WASTE, IN OTHER WORDS, THAT'S JUST A FOOD FOR THOUGHT.>> YES, ONE THING WE'RE ACTUALLY DOING AS WE CONTINUE TO ENHANCE OUR CTE PROGRAMS IS WE'RE LOOKING AT ALL FOUR CTE COURSES WITHIN ONE PROGRAM, AND WE'RE ACTUALLY INTEGRATING MULTIPLE IBCS IN MANY OF THEM.
WE ARE ACTUALLY ALIGNING IBCS TO EACH COURSE.
YOU MIGHT HAVE A PROGRAM WHERE YOU SAY, HEY, I'M GOING TO TAKE A COURSE IN NINTH GRADE, A COURSE IN 10TH GRADE, I'M GOING TO TAKE ONE IBC.
I'M GOING TO CONTINUE TO TAKE A COURSE IN 11TH AND 12TH GRADE, AND I ACTUALLY MIGHT TAKE THEN A MORE RIGOROUS IBC.
HISTORICALLY, THE DISTRICT HAS REALLY ONLY GIVEN IBCS WHEN THEY'RE IN 11TH OR 12TH GRADE, BUT WE ACTUALLY DO THINK MANY PROGRAMS, STUDENTS WILL BE READY TO TAKE SOME OF THEM MUCH EARLIER BECAUSE DIFFERENT IBCS HAVE DIFFERENT LEVELS OF DIFFICULTY.
THAT'S ONE WAY WE'RE ADDRESSING IS IN MANY PROGRAMS, STUDENTS WILL BE ABLE TO ONE, TAKE MULTIPLE AND HAVE MULTIPLE CREDENTIALS WHEN THEY GRADUATE, BUT TWO TAKE IT EARLIER WHEN IT MAKES SENSE AND WHEN IT ALIGNS TO THAT PARTICULAR COURSE.
THAT'S ONE THING. I THINK THE OTHER BIG STRATEGY HERE IS ACTUALLY WHAT WE'RE DOING HOLISTICALLY ACROSS ACADEMICS BECAUSE ONE REASON STUDENTS ARE GETTING STUCK WITH NOT MEETING GRADUATION REQUIREMENTS AS IF THEY FAILED A COURSE AND THEY HAVE TO RETAKE THAT COURSE.
THAT'S TAKES UP TIME IN THEIR SCHEDULE WHEN IT'S ALREADY TAKEN UP TIME IN THEIR SCHEDULE IN PREVIOUS YEARS.
AS WE CONTINUE TO SUPPORT STUDENTS IN PASSING THEIR COURSES AND MEETING GRADE-LEVEL STANDARDS, AND IF THEY DON'T AUTOMATICALLY SUPPORT THEM IN A REMEDIAL COURSE SO THAT THEY CAN THEN PASS RIGHT AWAY, THAT WILL ALSO PREVENT STUDENTS NOT HAVING THAT TIME AT THE END OF THE YEAR WHERE THEY HAVE TO RETAKE COURSES THAT THEY'VE ALREADY TAKEN TIME FOR.
>> THAT'S GOOD. JUST TO REITERATE HOW IMPORTANT THIS IS, I THINK THERE'S AN ARTICLE BY THE CHRONICLE THAT SHOW THAT LESS THAN 20% OF OUR 2017 GRADUATES WERE ABLE TO MAKE A LIVING WAGE SIX YEARS AFTER GRADUATION, LESS THAN 20%.
THAT'S IMPORTANT THAT WE CONTINUE TO GIVE THEM OPPORTUNITIES THROUGH GRADUATION AND IBCS IN PARTICULAR. THANK YOU.
>> EVEN TO COMMENT ON THAT, FOR EVERY SINGLE PROGRAM OF STUDY, WE HAVE INFORMATION ABOUT THE SPECIFIC CAREERS THAT IT LEADS TO, AND WE'RE IDENTIFYING CAREERS THAT ARE ABOVE LIVING WAGE NOW.
WE'RE BUILDING THE PROGRAM OF STUDY TO ALLOW STUDENTS TO ACCESS THAT CAREER, RIGHT OUT OF HIGH SCHOOL, THEY CAN BE MAKING A LIVING WAGE.
FOR EVERY PROGRAM, WE'RE IDENTIFYING AGAIN, THOSE EXACT CAREER OPPORTUNITIES SO THAT WE BREAK THAT ACTUALLY RIGHT WHEN THEY GRADUATE BECAUSE WE'VE SEEN THAT DATA TOO, AND IT'S DEFINITELY THE EXACT THING WE'RE TRYING TO AVOID.
>> I HAVE A QUICK QUESTION. I JUST WANT TO MAKE SURE I'M LOOKING AT THIS RIGHT.
CAN YOU JUST EXPLAIN WHAT STRATEGIES WE'RE USING TO ADJUST, I GUESS, FROM MIDDLE OF YEAR TO END OF YEAR? I THINK TO MR. RIVON'S QUESTION EARLIER.
WE SAW RESULTS BACK IN '23, '24 THAT WERE HIGHER THAN THIS YEAR AT MIDDLE OF THE YEAR.
I ASSUME WE'RE ADJUSTING OUR STRATEGY.
YOU GAVE ONE EXAMPLE, WHICH WAS THE 10TH GRADERS AT NES CAMPUSES.
IS THERE ANYTHING ELSE LIKE THAT? I DON'T KNOW IF IT'S LOW HANGING FRUIT, BUT SOMETHING THAT WE CAN IMPLEMENT THAT WILL HELP US ACHIEVE THE GOAL AT THE END OF THE YEAR.
>> I THINK THIS IS COMPLETER STATUS, WELL, ONE OF THE THINGS THAT WE ARE DOING IN CAREER IN CTE COURSES, AND WE'VE STARTED THIS WITH OUR FOUNDATIONAL PROGRAMS OF STUDY BECAUSE WE'VE STANDARDIZED ALL THE CURRICULUM, BUT WE ARE IMPLEMENTING QUARTERLY ASSESSMENTS TO HELP OUR PRINCIPALS MONITOR THE SUCCESS OF THOSE STUDENTS.
FOR THE FIRST TIME, WE'VE BEEN ABLE TO REPORT BACK HOW THEY'RE DOING SIGNIFICANTLY AHEAD OF THE IBC.
WE'RE IMPLEMENTING THAT, WE FOCUSED ON THAT IN THE FOUNDATIONAL PROGRAMS OF STUDY, BUT THE GOAL IS TO EXPAND THAT.
WE HAVE A LOT MORE INFORMATION BEFORE WE TAKE THAT IBC THAT STUDENTS WILL BE SUCCESSFUL, AND THAT ALLOWS US TO DO MUCH QUICKER REMEDIATION TO MAKE SURE THOSE STUDENTS ARE SUCCESSFUL.
THE OTHER THING WE'RE DOING THAT THE DISTRICT HASN'T DONE PREVIOUSLY IS WE'RE ALSO ENSURING THAT ALL STUDENTS WHO ARE SUPPOSED TO BE SIGNING UP FOR AN IBC ACTUALLY DO AND MONITORING THE ROSTERING PROCESS FOR IBCS AGAIN TO MAKE SURE THAT THEY TAKE IT BECAUSE THAT'LL ALLOW US TO MONITOR PASS RATE, AND IT WILL ACTUALLY ALLOW EVEN IF THEY TAKE IT AND DON'T PASS IT, ALLOW US TO AGAIN CONTINUE TO SUPPORT THAT STUDENT.
MAKING SURE THEY'RE GETTING THERE AND PREPARED FOR IT.
>> QUESTIONS OVER HERE. GO AHEAD.
>> THANK YOU FOR THAT ADDITIONAL INFORMATION.
I'M THINKING AS WELL ABOUT SHIFTS FROM MID YEAR TO END OF YEAR, AND YOU'VE TALKED ABOUT HOW INTEGRATING
[01:10:03]
THE PLATFORMS IN TECH GIVES YOU A WAY TO ANALYZE THE DATA.CAN YOU TELL US? I REALLY APPRECIATE THE LAST EXAMPLE THAT YOU GAVE, BUT CAN YOU TELL US A LITTLE BIT MORE ABOUT THE STRATEGY OF, ARE THERE TRIGGERS THAT GO ON ELECTRONICALLY OR WHO IS THE PERSON MAKING SURE THAT IT IS BEING MONITORED AND THEN ADJUSTED FOR, OR IS THIS SOMETHING THAT YOU USE IN THE REFLECTION PERIOD TO ADJUST FOR THE NEXT YEAR? WHICH PART OF IT, IF THINGS GET OUT OF LINE ON A CAMPUS AND SAY, ALL OF A SUDDEN, THERE'S SOME PERCENTAGE DROP? IS THERE A TRIGGER OR DOES A HUMAN PERSON HAVE TO SEE THAT? IS THAT ONE MORE THING ON THE PRINCIPALS LIST? HOW ARE YOU ADJUSTING TO MAKE SURE THAT SOMEONE'S COMING IN AT THE RIGHT MOMENT?
>> THAT'S A GREAT QUESTION. I THINK THERE'S TWO PARTS.
THE FIRST PART IS THE STUDENT SCHEDULING PIECE.
WHEN THE STUDENT GOES AND DOES THEIR COURSE SELECTION, AND WHAT WE'VE DONE FOR THAT PIECE IS AUTOMATE IT TO WHERE THEY SEE ON THE COLLEGE CREDIT SIDE.
IF THEY'RE READY TO TAKE COLLEGE CREDIT, THEY SEE ONLY THAT COLLEGE CREDIT OPTION ON THE CTE COURSE SIDE.
IF THEY'RE ALREADY IN A FOUND IN A PROGRAM, THEY ONLY SEE THAT NEXT COURSE FOR THAT PROGRAM.
THERE'S A LOT MORE THAT HAS TO HAPPEN FOR THEM TO SELECT THE THEIR OWN SCHEDULE.
THEN AFTER THE STUDENT PIECE CLOSES, OUR TEAM BUILDS THE TOOLS THAT ROLL UP THE RESULT OF THAT AFTER THE MASTER SCHEDULE HAPPENS.
WE THEN ANALYZE THE ACTUAL SCHEDULE, AND WE'LL JUST GIVE THE PRINCIPAL THE REPORT THAT SAYS, 97% OF YOUR STUDENTS WHO ARE SUPPOSED TO BE IN ADVANCED COURSES ACTUALLY ARE.
THAT ALLOWS THEM TO IMMEDIATELY DIVE IN AND FOCUS ON THOSE THAT WEREN'T AND MAKE SURE THAT IT'S FOR THE RIGHT REASON.
WE BUILD ALL THOSE SUPPORTS FOR THEM AND THEN WE TAKE IT TO THEM SO THAT WE CAN WORK WITH THEM.
>> DOES THAT MEAN THEN IT'S ONE MORE THING ON THE PRINCIPAL'S RESPONSIBILITY? IT'S NOT THERE'S NOT SOME PERSON WITH OVERSIGHT HELPING THAT.
>> A LOT OF OUR COUNSELORS ARE THE ONES THAT SUPPORT THE MASTER SCHEDULE PROCESS.
THE PRINCIPAL IS RESPONSIBLE FOR EVERYTHING AT THEIR CAMPUS, BUT WE'RE PRIMARILY WORKING WITH COUNSELORS THROUGHOUT ALL OF SCHEDULING.
WE DO A LOT OF TRAINING FOR THEM ON THAT SCHEDULE.
WHAT WE REALLY DO WITH THE PRINCIPAL IS WE'RE REALLY CLEAR AROUND THE GOALS.
HERE'S FOR INDUSTRY BASED CERTIFICATIONS AND CTE PROGRAMS. OUR GOAL IS TO MAKE SURE STUDENTS ARE CONTINUING IN THAT PROGRAM.
BUT THE IMPLEMENTATION OF THAT TYPICALLY IS HAPPENING BETWEEN OUR TEAMS AND OUR COUNSELORS TO MAKE SURE IT'S DONE CORRECTLY, AND WE'RE KEEPING PRINCIPALS UP TO DATE.
>> I'M STILL HEARING SOME AREA FOR FUZZ.
I LIKE SAY SOMETHING'S REALLY GOING WRONG IN SOME COUNSELING DEPARTMENT.
I'M WONDERING IF Y'ALL HAVE THE MANPOWER TO NOT JUST PROVIDE, BUT PROVIDE AND ALSO JUST MAKE SURE THAT DOESN'T SLIP.
HOW DO YOU ENSURE THAT IT DOESN'T SLIP THROUGH THE CRACKS? IF THERE'S SOMETHING GOING ON IN A PARTICULAR DEPARTMENT.
I UNDERSTAND YOU GIVE THEM THE DATA, BUT.
>> WELL TWO THINGS. ONE, WE DO GIVE THEM THE DATA, BUT WE WORK WITH THEM.
WE DON'T JUST GIVE IT TO THEM AND LEAVE WE WORK WITH THEM.
BUT THE OTHER PIECE OF THIS IS THAT ON THE DIVISION SIDE, THERE'S ALSO OUR EXECUTIVE DIRECTORS OF SUPPORT.
EVEN IF SOMETHING IS GOING WRONG, IT DOESN'T EVEN ALWAYS HAVE TO BE THE PRINCIPAL THAT FIXES IT.
WE'RE WORKING REALLY CLOSELY WITH DIVISIONS ALL THE TIME TO MAKE SURE WE'RE ABLE TO IMPLEMENT THE THINGS THAT WE'RE TRYING TO DO.
OUR TEAM WORKS A LOT WITH COUNSELORS ON TRAINING, BUT ALSO WE MET WITH THE DIVISION SUPPORT TEAM WEEKLY TO MAKE SURE THAT THEY'RE ALSO HELPING ON THE DIVISION SIDE.
>> YOU FEEL CONFIDENT THAT THE PLAN DOES NOT LEAVE HOLES WHERE OUR NEW TECH AND OUR PLATFORM AND THE PEOPLE, WE FEEL CONFIDENT THAT WE WOULD FIND GAPS IF A CAMPUS.
>> WE TESTED THE ADVANCED COURSE, ADVANCED SCHEDULING TOOL LAST YEAR, AND THAT IS WHAT LED TO THE 9% INCREASE IN ENROLLMENT.
WE DO THINK THAT WAS SUCCESSFUL.
OF COURSE, THERE'S ALWAYS GOING TO BE WAS WE CAN IMPROVE TOOLS THAT WE BUILD AND MAKE THINGS EASIER TO USE, BUT THE DATA DOESN'T LIE.
WHILE THERE'S A GAP, UNTIL IT'S ADDRESSED, WE CONTINUE TO WORK WITH THE RIGHT PEOPLE TO FIX IT.
>> I BELIEVE YOU. I WAS ASKING.
THANK YOU. THAT WAS GOOD ANSWER. THANKS.
>> CHIEF, HOLD. FOR CLARITY'S SAKE.
BECAUSE I HAVE OFTEN USED THEM INTERCHANGEABLY, CAN YOU DEFINE THE DIFFERENCE BETWEEN DUAL CREDIT AND DUAL ENROLLMENT JUST SO I'M PERFECTLY CLEAR.
>> YES. DUAL CREDIT IS OUR PARTNERSHIP WITH HCC,
[01:15:04]
AND SO OUR HCC COURSES, WE CALL DUAL CREDIT COURSES.DUAL ENROLLMENT IS OUR PARTNERSHIP WITH THE UNIVERSITY OF TEXAS.
OUR DUAL ENROLLMENT COURSES ARE THE UT ON AMP COURSES WHERE STUDENTS ARE GETTING CREDIT AT UT.
>> IF WE WERE JUST SAYING DUAL CREDIT OR DUAL ENROLLMENT ACROSS THE COUNTRY, NOT HC OR UT.
WHICH ONES, BECAUSE I UNDERSTAND THAT SOME STUDENTS MAY GET COLLEGE AND HIGH SCHOOL CREDIT, SOME MAY GET COLLEGE CREDIT THAT MAY NOT NECESSARILY APPLY FOR HIGH SCHOOL CREDIT.
CAN YOU EXPLAIN THAT FOR ME, PLEASE?
>> YES. IT ACTUALLY IS SOMETHING WE TYPICALLY HAVE TO WORK THROUGH A LOT.
WHENEVER WE ARE OFFERING A DUAL CREDIT OR A DUAL ENROLLMENT COURSE.
WE BOTH HAVE TO HAVE THE TEA COURSE THAT MATCHES THE HCC OR UT COURSE.
IF HCC HAS A COURSE, BUT WE ACTUALLY DON'T HAVE THAT COURSE FROM TEA, WE CAN'T OFFER IT.
WE CAN'T GIVE STUDENTS CREDIT FOR THAT.
A LOT OF THE WORK THAT WE DO THAT'S ACTUALLY FAIRLY LABOR INTENSIVE IS WE SIT DOWN WITH HCC AND WE SAY, HERE'S ALL, LET'S TAKE ONE OF OUR FOUNDATIONAL PROGRAMS OF STUDY.
TEA GIVES US A VERY SELECT SET OF COURSES THAT WE CAN OFFER IN THAT PROGRAM.
WE SIT DOWN AND WE SAY, WHAT COURSES DO YOU HAVE THAT MATCH THE COURSES THAT WE HAVE, AND WE HAVE TO CROSSWALK THOSE COURSES TO MAKE SURE THAT A STUDENT WOULD BE ABLE TO OBTAIN CREDIT BOTH IN HOUSTON, BUT ALSO AT THE COLLEGE.
IF WE CAN'T FIND THAT CROSSWALK, WE DON'T OFFER THAT FOR STUDENTS BECAUSE THEN THEY CAN'T GET ANY CREDIT FOR IT IN HIGH SCHOOL.
THAT'S THE CHALLENGES, AGAIN, YOU HAVE TO FIND THE COURSE THAT COUNTS FOR BOTH THE COLLEGE SIDE AND THE HISD SIDE PER THE SELECT SET OF COURSES THAT TEA PROVIDES US.
>> THANK YOU FOR THAT. I'M HEARING THAT THERE'S NOT A SITUATION WHERE A STUDENT WOULD BE RECEIVING COLLEGE CREDIT FOR A COURSE AND IT NOT BE APPLICABLE FOR THEIR HIGH SCHOOL REQUIREMENTS OR.
>> THEY SHOULDN'T. SOMETIMES, IT'S BEEN TRIED TO OFFER AND WE HAVE TO GO SAY NO, YOU CAN'T DO THAT BECAUSE AGAIN, IT HAS TO BE ABLE TO MATCH ONE OF OUR COURSES.
WHAT WE DO TRY TO DO IS SAY, IF A STUDENT IS IN A PROGRAM OF STUDY, AND THEY'RE IN OUR COURSES IN NINTH AND 10TH AND 11TH GRADE, WHAT ARE THE COURSES THEY COULD TAKE IN THE SUMMER? IF THEY DID WANT TO OBTAIN MORE CREDIT? THAT DOESN'T HAVE TO BE NECESSARILY AN HISD COURSE, BUT WE CAN GIVE THEM OPTIONS FOR ADDITIONAL COURSES IN THE SUMMER IF THEY WANTED TO DO THAT.
AGAIN, WE TRY TO REALLY STAY FOCUSED ON, IN WHEN THEY'RE ENROLLED WITH US, THEY NEED TO BE GETTING CREDIT AT HISD AND SO WE FIND THAT CROSSWALK.
>> THANK YOU FOR THAT. I APPRECIATE YOUR EXPLANATION.
I HAD A QUESTION IN THE Q&A JUST TO, I WANTED A CHART OF ALL OF OUR SCHOOLS AND WHICH PROGRAMS THEY WERE OFFERED.
IT APPEARS THAT AND AGAIN, I'M NOT COMPLETELY CLEAR ON THE DEFINITION OF IB PROGRAM AND WHAT IT ENTAILS AND WHAT'S DIFFERENT THAN OTHER PROGRAMS. BUT IT JUST SEEMS THAT ARE WE DON'T HAVE AS MANY IB PROGRAMS FOR OUR HIGH SCHOOL STUDENTS.
JUST WONDERING BECAUSE IT WAS A BIG DEAL WHEN I WAS IN SCHOOL.
I DON'T KNOW, I HEAR DIFFERENT THINGS NOW.
JUST WONDERING ABOUT HOW WE'RE VIEWING IB PROGRAMMING, THE VIABILITY AND SUSTAINABILITY OF IT AS IT RELATES TO OTHER PROGRAMS AND HAVING OUR STUDENTS HIT THESE MARKS.
ONE THING WITH IB PROGRAMMING IS I DO THINK IT'LL CONTINUE TO GO BACK TO CONSTRAINT 3, WHICH IS IF A PRINCIPAL IS MAKING A PROGRAM CHANGE THAT'S SOMETHING WE NEED TO TALK ABOUT BEFORE ANYTHING ACTUALLY HAPPENS, IF THEY'RE CHOOSING IF THEY WANT TO SHIFT BETWEEN IB AND SOMETHING ELSE.
WE'RE TRYING TO MAKE SURE WE'RE VERY INTENTIONAL BEFORE ANYONE MOVES AWAY FROM IB PROGRAMMING.
BUT MORE BROADLY, WHEN WE'RE ACTUALLY THINKING ABOUT, IF WE ARE LOOKING HERE, WE HAVE FOUR DIFFERENT WAYS YOU CAN OBTAIN COLLEGE CREDIT.
WHAT WE ACTUALLY DO IS SAY, IF I'M ACTUALLY LOOKING JUST AT AN ADVANCED SCIENCE COURSE.
WE SAY, IF THERE'S AN ADVANCED SCIENCE COURSE AT HCC AND AT UT, WHICH ONE SHOULD THE PRINCIPAL PICK? WHAT WE REALLY DO IS JUST TRY TO SUPPORT THEM AND WHERE ARE YOUR STUDENTS BEING MOST SUCCESSFUL, AND WHERE CAN IT BE MOST SUCCESSFUL AT THAT CAMPUS? A LOT OF THESE INSTANCES, THE COURSES DON'T OVERLAP.
FOR EXAMPLE, HCC OFFERS NUMEROUS CAREER TECH ED COURSES FOR DUAL CREDIT THAT UT ON RAMPS DOESN'T OFFER.
BUT WHEN IT IS A CHOICE, WE REALLY DO SUPPORT STUDENTS CAMP PRINCIPALS AND SAY, WHAT DOES YOUR DATA TELL YOU WHERE YOUR STUDENTS ARE BEING MOST SUCCESSFUL?
>> AGAIN, THIS CHART IS PRETTY TELLING.
WHAT DOES THAT TELL US ABOUT THE FUTURE OF IB, I GUESS,
[01:20:01]
WHAT SHOULD WE DISCERN ABOUT WHERE IB IS GOING?>> FOR US, ALL IB PROGRAMS ARE CONTINUING UNLESS A CAMPUS SUBMITS A REQUEST TO CHANGE THAT AT WHICH CASE AT THAT TIME, IT'LL BE EVALUATED.
>> I UNDERSTAND THAT. I'M JUST CURIOUS ABOUT.
DO WE HAVE ANY INFORMATION ABOUT IB IN GENERAL ACROSS THE COUNTRY AND HOW THOSE PROGRAMS ARE DOING? OR THEY BEING REPLACED BY OTHER PROGRAMS? I'M JUST TRYING TO GET AN UNDERSTANDING OF WHAT'S HAPPENING WITH IB.
>> WE CAN LOOK AT THAT FOR YOU. WE COULD [OVERLAPPING].
>> THANK YOU. I'LL DO SOME RESEARCH, AND WE CAN SHARE AS WELL.
I'M JUST VERY CURIOUS ABOUT THE OFFERINGS I DO UNDERSTAND WHENEVER WE SUNSET A PROGRAM, IT'LL BE BROUGHT IN FRONT OF US, BUT I WAS JUST CURIOUS AS TO ANY POINTS AROUND THAT.
ONE LAST QUESTION. I REALLY APPRECIATE OUR STUDENTS GETTING THAT REAL LIFE EXPERIENCE WITH HARRIS HEALTH AND CBS AND CHEVRON SHIPPING? THOSE ARE ALL REALLY GREAT.
I'M CURIOUS ABOUT AND I LOOKED IT UP ON OUR WEBSITE.
I DIDN'T FIND ANYTHING, SO I'M ASKING YOU, DO WE STILL HAVE AN HISD, A COOP PROGRAM THAT ALLOWS STUDENTS TO, I'M GENERALLY EXPLAINING THIS.
IT'S BEEN HALF A DAY AT SCHOOL AND THEN HALF A DAY LITERALLY GOING TO WORK IN INDUSTRY WITH A BUSINESS PARTNER, TO GET THAT AGAIN, REAL LIFE EXPERIENCE, BUT ALSO GET PAID, WHICH IS A HUGE INCENTIVE TO STAY ON TRACK.
JUST CURIOUS ABOUT, DO WE HAVE ANY THOUGHTS? I KNOW WE HAVE A PERSON OR A GROUP THAT'S WORKING ON BUSINESS PARTNERSHIPS.
BUT WHAT'S OUR VIEW ON COOPS? BECAUSE THAT WAS DEFINITELY A THING WHEN I WAS IN HIGH SCHOOL IN HISD.
>> I DO BELIEVE WE HAVE THEM WITH A COUPLE.
I THINK MERT CONSTRUCTION IS ONE EXAMPLE WHERE WE HAVE A VERY SPECIFIC PROGRAM THAT ALLOWS FOR THAT.
I THINK IT JUST NEEDS TO BE VERY EXPLICITLY DESIGNED INTO THAT PROGRAM OF STUDY.
WE DO WANT TO MAKE SURE THAT IF STUDENTS ARE GOING OFF SITE THAT THEY'RE ON TRACK TO COMPLETE ALL OF THEIR, ADDITIONAL CREDITS.
I THINK THE ANSWER IS, YES, WE'RE OPEN TO THAT AS PART OF HOW WE PLAN FOR EVERY PROGRAM.
I CAN FOLLOW UP WITH YOU TO LET YOU KNOW IF THERE'S LIKE THE SPECIFIC ONES WE CURRENTLY HAVE.
>> CAN I ASK A QUICK QUESTION JUST SO IT MIGHT AVOID THE DATA DIVE ON IB? CAN YOU TELL US A LITTLE BIT ABOUT WHAT IT TAKES TO BE, I DON'T MEAN THE SPECIFIC THINGS, BUT ABOUT IB CERTIFICATION VERSUS AP AND THE STAFF THAT WE HAVE RELATIVE SO THAT WE CAN BETTER UNDERSTAND WHY DO WE HAVE SO MANY AP AND THERE'S JUST NOT A BUNCH OF IB.
>> I THINK THE MAIN THING IS FOR AP, THERE'S MANY, MANY AP COURSE OPTIONS AND YOU CAN JUST TAKE ONE AP COURSE.
IF YOU HAVE THE RIGHT TEACHER WHO'S CERTIFIED TO TEACH THAT AP COURSE, YOU CAN TAKE THAT AP COURSE AND THAT'S VERY DIFFERENT THAN IB AS A PROGRAM.
THEY'RE IMPLEMENTING AN ENTIRE FRAMEWORK TO IMPLEMENT THAT PROGRAM TYPICALLY ACROSS A FULL SCHOOL.
IT'S JUST A DIFFERENT THING WHERE AP ISN'T A PROGRAM. IT'S A COURSE.
>> DO YOU HAVE MORE AP CERTIFIED TEACHERS THAN THE DISTRICT OR MORE IB CERTIFIED?
>> I CAN GET BACK TO YOU AND I DON'T WANT TO SAY THE WRONG ANSWER.
>> BUT I'M PRETTY SURE IT'S AP.
I JUST SO THAT PEOPLE CAN UNDERSTAND THE LOGISTICS, THAT THERE HASN'T BEEN SOME PROACTIVE REASON TO EXPAND OR NOT EXPAND BASED ON PHILOSOPHY RATHER THAN STAFFING.
>> FOR AP, THAT IS WHERE WE'RE REALLY PUSHING IN IN A LOT OF THE AUTO ENROLLMENT PROCESS BECAUSE WE CAN SAY, THIS ACTUALLY IS THAT NEXT MATH OR SCIENCE COURSE THAT YOU NEED TO TAKE, AND THAT'S AN AP COURSE OPTION, AND THEN WE WORK TO CERTIFY AS WE'RE INCREASING VOLUME AND AS WE'RE INCREASING ENROLLMENT, WE'RE CONSTANTLY CERTIFYING MORE TEACHERS TO BE ABLE TO TEACH IN THAT WAY.
AP IS THE SPECIFIC STRATEGY IN MANY CASES FOR THE AUTO ENROLLMENT.
THE OPT OUT POLICY, WHERE AGAIN, WE'RE TRYING TO MAKE SURE STUDENTS HAVE ACCESS TO THE RIGHT COURSES.
>> I JUST WANT TO MAKE A POINT HERE BECAUSE WE WERE TALKING AND DR.
CRUZ ARNOLD OF THE COLLEGE BOARD LET US KNOW ABOUT TEXAS REQUIREMENTS FOR AP TEACHERS AND HOW, JUST TO BE CLEAR, YOU DO NOT HAVE TO BE CERTIFIED TO BE AN AP TEACHER.
I JUST WANT TO MAKE SURE THAT EVERYBODY'S CLEAR ON THAT.
WE DO UNDERSTAND A LOT OF TIME INDUSTRY EXPERIENCE IS WAY UP HERE, SUBJECT MATTER EXPERTS AND THINGS LIKE THAT, BUT YOU DO NOT HAVE TO BE CERTIFIED TO TEACH AP COURSES WHAT WE HEARD EARLIER.
>> NOW, WE JUST MAKE SURE THEY GET THE PROPER TRAINING.
>> GOT YOU. THANK YOU. [LAUGHTER]
[01:25:02]
>> THANK YOU SO MUCH. ONE THING I HAVEN'T HEARD YET THAT I'VE GOT A BURNING QUESTION ABOUT IS IF FOR GOAL PROGRESS MEASURE 3.2, IF WE'RE GOING TO INCREASE THAT PERCENTAGE OVER THE COMING YEARS, AND TO MR. RIVON'S POINT EARLIER AROUND THIS BIG DROP FROM 10TH-12TH GRADE THAT WE SEE IN THE DATA NOW.
WHAT NEEDS TO BE TRUE BEFORE YOU HIT NINTH GRADE IN ORDER TO ACHIEVE THESE GOALS, AND FLIPPING THIS SCRIPT A BIT? I'M THINKING, FOR THE CHILDREN I KNOW, HIT IN NINTH GRADE TO HAVE TO PICK ONE CAREER TRACK AT THAT POINT, SEEMS LIKE A VERY CHALLENGING THING TO DO.
FEELS LIKE THERE'S A LOT OF THINGS THAT NEED TO BE TRUE IN ORDER TO SEE THE SUCCESS THAT THE STATE MAY BE ANTICIPATING WITH THIS GUIDANCE OF SINTH NINTH GRADE COMPLETER STATUS.
BUT ALSO, WHAT NEEDS TO BE TRUE IN THE DISTRICT FOR STUDENTS TO BE READY? THAT NEEDS TO BE HAPPENING BY MIDDLE SCHOOL IN ORDER TO MAKE, I GUESS, A MORE INFORMED CHOICE BY THEN.
I'M HAVING TROUBLE WITH GPM 3.2 RIGHT NOW FOR SOME OF THOSE REASONS.
CAN YOU ENLIGHTEN US A BIT ON THAT?
>> YES. IT'S SUCH A VALID POINT BECAUSE AGAIN, WE DO WANT STUDENTS TO BE SELECTING A CAREER PATH THAT THEY'RE EXCITED ABOUT AND THAT THEY'RE PASSIONATE ABOUT.
ONE THING WE DID THIS YEAR IS IN EIGHTH GRADE IN THEIR COURSEWORK, ESPECIALLY IN NES, INTEGRATED INTO THEIR ART OF THINKING COURSEWORK, WE WENT OVER ALL OF OUR FOUNDATIONAL PROGRAMS OF STUDY TRACKS WHERE THEY JUST GOT EXPOSURE TO WHAT THEY ARE AND WHAT TYPE OF CAREERS THAT YOU CAN GET AND DIFFERENT THINGS ABOUT THEM.
THEN WE ALSO JUST WENT OVER THINGS LIKE ADVANCED COURSE WORK AND THINGS THAT ARE AVAILABLE AND THOSE OPTIONS.
WE'RE ACTUALLY EXPANDING THAT EXPOSURE COURSE TO SIXTH AND SEVENTH AS WELL, SO WE HAVE A LITTLE BIT MORE TIME TO BUILD THERE.
I THINK THE MORE WE CAN EXPOSE STUDENTS TO THE DIFFERENT PATHS EARLIER, THE MORE WE'RE GOING TO BE ABLE TO SUPPORT THEM IN THE RIGHT SELECTION FOR THAT.
I THINK THE FLIP TO THAT IS ALSO MAKING SURE OUR COUNSELORS AND ADVISORS HAVE EXPOSURE TO THAT, NOT JUST FROM, HEY, HERE'S THE NAME OF THE COURSE, BUT WHAT DOES THAT COURSE MEAN? HOW DO WE BRING THAT TO LIFE FOR THEM SO THAT THEY UNDERSTAND THE POTENTIAL JOBS THAT THEY CAN GET IF THEY MAKE THAT SELECTION AND THE TYPE OF STUDENT THAT MIGHT LIKE ONE TYPE VERSUS ANOTHER.
I THINK IT'S BOTH THE TRAINING ON THE COUNSELOR SIDE AND EXPOSURE ON THE STUDENT SIDE.
>> THANKS FOR HIGHLIGHTING THAT BECAUSE I THINK ANECDOTALLY, I HEAR COMMENTS ABOUT COUNSELORS JUST NOT HAVING, LET'S SAY, THE BANDWIDTH OR SOMETHING.
THERE'S A LOT OF STUDENTS, A LOT OF DEMAND, A LOT OF INFORMATION, AND WHAT NEEDS TO BE TRUE THEN IN OUR DISTRICT FOR OUR COUNSELORS TO BE ENABLED TO EXPOSE OUR STUDENTS TO THE KIND OF INFORMATION THEY NEED TO MAKE THESE CHOICES.
I'M NOT SURE THAT I'M ASKING FOR THE RIGHT INFORMATION TO UNDERSTAND THAT.
AS WE MOVE TOWARDS OUR BUDGETING, DISCUSSIONS THAT WE'LL HAVE IN DIFFERENT MEETINGS, ARE WE PUTTING ENOUGH ENERGY IN THE AREAS WHERE STUDENTS ARE GOING TO BE SUPPORTED TO MAKE THESE KINDS OF CHOICES?
>> YES. THE CONTINUOUS TRAINING AND EXPOSURE ON BOTH SIDES IS SOMETHING WE'RE CONTINUOUSLY WORKING ON AND INVESTING IN.
>> PRESIDENT, JUST ONE COMMENT I WANTED TO TO ASK.
I KNOW WHEN WE TRACK READING IN MATH, WE'RE BREAKING IT DOWN BETWEEN PUA AND NES, IF WE CAN MOVE FORWARD, ALSO HAVE THAT BREAKDOWN FOR THIS PARTICULAR PIECE.
USUALLY I'M THE ONE THAT SUBMITS THAT QUESTION, BUT IF WE COULD HAVE IT HERE AS WELL, THAT'D BE HELPFUL.
>> YES MA'AM FOR THIS PARTICULAR PROGRESS.
AS WE WERE DISCUSSING, I WANTED TO JUST ALSO HIGHLIGHT ONE MORE POINT ON ALIGNMENT.
MY SON IN ELEMENTARY WAS IN IB PROGRAM, MIDDLE SCHOOL IB, HIGH SCHOOL, THERE WEREN'T REALLY MANY OPTIONS AND SO IT REALLY WASN'T PART OF OUR SELECTION CRITERIA BECAUSE IT WASN'T AS PROMINENT TO SOME OF THE FOLKS POINTS EARLIER.
I THINK IT'S IMPORTANT, THOUGH, THAT WE CONSIDER AND BEGIN TO THINK EARLY ABOUT THE IMPLICATIONS OF THAT AS WE LINE UP ALL OF OUR MAGNET PROGRAMS AND ENSURE THAT STUDENTS CONTINUE TO HAVE ACCESS IN MULTIPLE AREAS.
WE'VE LOOKED AT THE DATA AND WE CAN SEE THAT, LIKE THE HIGH DEMAND PROGRAMS FOR HISD ARE THOSE CRITICAL DUAL LANGUAGE PROGRAMS, MONTESSORI IS RIGHT UP THERE,
[01:30:01]
IV IS RIGHT UP THERE.WE'RE GETTING A LOT OF DEMAND IN SCHOOL OF CHOICE.
IT'S ALSO IMPORTANT THAT WE THINK THROUGH THAT CONTINUUM THROUGH GRADUATION FOR THESE.
I JUST WANTED TO BRING THAT AGAIN TO THE FLOOR AS WE CONTINUE IN THE PROCESS OF ALIGNING PROGRAMS.
>> GREAT. THANK YOU SO MUCH FOR YOUR PRESENTATION AND ANSWERING THE QUESTIONS.
I WILL POINT OUT AGAIN THAT THERE ARE QUESTIONS ONLINE FOR THE PUBLIC TO LOOK AT WHENEVER YOU WANT.
DO I HAVE A MOTION TO ACCEPT THE BOARD MONITORING UPDATE, PRESENTATION OF GOAL 3 PROGRESS MEASURES 3.2 AND 3.3? YOU MIGHT HAVE TO GET YOUR COMPUTERS GOING AGAIN.
ARE THERE ANY QUESTIONS OR COMMENTS ANYMORE? GREAT. WELL, GO AHEAD AND VOTE THEN.
WE HAVE NINE YESES AND ZERO NAYS.
SUPERINTENDENT MILES, I BELIEVE YOU'RE GOING
[MID-YEAR ACADEMIC PROGRESS]
TO ADDRESS THE MID YEAR ACADEMIC PROGRESS AND THE TEACHER EXCELLENT SYSTEM FOR SCHOOL YEAR 2025/2026?>> [BACKGROUND] MEMBERS OF THE BOARD, PRESIDENT CAMPO, I'M HERE TO TALK ABOUT NWA SCORES.
I WANT TO PUT IT IN A LITTLE BIT OF CONTEXT.
FIRST, THE BOARD MEMBER MARTINEZ TALKED ABOUT THE GOOD REASON HOUSTON REPORT JUST NOW OR NOT TOO LONG AGO, WHICH TALKS ABOUT LIVABLE WAGE.
IS THIS ON YOU NEED TO WRITE? IN THAT REPORT, IT TALKS ABOUT OUR GRADUATES FROM 2017, SIX YEARS LATER, SO 2023, ONLY 27% OF ALL OF OUR GRADUATES, ACTUALLY 17%, OF OUR GRADUATES ARE EARNING A LIVABLE WAGE.
WHAT THAT SHOULD TELL YOU IS THAT THERE'S A HIGH DEMAND FOR US TRANSFORMING THE SYSTEM SO THAT WE WILL BREAK THAT CYCLE IN THE FUTURE.
WHAT IS ALSO IMPORTANT TO NOTE THAT'S RELEVANT TO THIS REPORT TODAY IS THAT IN THE SAME REPORT, GOOD REASON HOUSTON REPORT, IT TALKS ABOUT WHAT YOU CAN TELL FROM EIGHTH GRADE READING AND ALGEBRA 1, AS WELL AS OTHER SUBJECT, BUT THEY FOCUSED ON EIGHTH GRADE READING AND ALGEBRA 1.
MEANING THIS, IN ORDER TO GET A POST SECONDARY CREDENTIAL, WHETHER THAT'S A BACHELOR'S DEGREE, WHETHER THAT'S ASSOCIATE'S DEGREE, OR INDUSTRY BASED CERTIFICATION, YOU ALSO HAVE TO FOCUS ON READING MATH IN THE EARLY GRADES.
ONE OF THE THINGS, EVEN WHEN WE'RE TALKING ABOUT CTE WE TALKED ABOUT WHAT CAN WE DO TO GET THAT BETTER? WELL, WE'VE BEEN VERY PURPOSEFUL IN ENSURING THAT OUR KIDS CAN DO BOTH.
NOT JUST INDUSTRY RAISED CERTIFICATIONS AND CTE CREDIT, BUT ALSO ACADEMIC CREDIT IN ACT, SAT, TSIA, IB.
THOSE ARE ALL IMPORTANT EXAMS, BUT IT EMPHASIZES THE DUAL NATURE, ACHIEVEMENT, AND SKILLS.
WE HAVE TO DO BOTH, AND IT STARTS WITH PUTTING KIDS IN THE BEST POSITION TO DO BOTH,
[01:35:01]
WHICH MEANS THAT THEY HAVE TO READ, WRITE, AND DO MATH EARLY.THE OTHER THING I'LL SAY IS THAT A YEAR AGO, WE TALKED ABOUT THE ENORMOUS GROWTH OF OUR STUDENTS, BOTH IN THE STAR TESTED SUBJECTS, AND THE HUGE HISTORIC IMPROVEMENT IN OUR ACCOUNTABILITY RATINGS.
MEANING WE WENT FROM 121 DNF CAMPUSES TO 41.
AT THE SAME TIME, WE WENT FROM 93 A AND B CAMPUSES TO 170.
I SAID AT THAT TIME, EVEN THOUGH IT'S GOOD TO CELEBRATE THAT HISTORIC IMPROVEMENT, THAT ONE YEAR DOES NOT A TREND MAKE, AND THAT ONE SET OF DATA DOESN'T MAKE A TREND.
WE HAVE TO HAVE SOME CAUTION AROUND THAT.
WELL, IN THE LAST MONTH, WE'VE HAD TWO DIFFERENT DATA POINTS, DIFFERENT TESTS THAT ALSO SHOW TREMENDOUS GROWTH AND IMPROVEMENT IN OUR ACADEMIC ACHIEVEMENT.
IN THE NAEP RESULTS, HOUSTON INDEPENDENT SCHOOL DISTRICT IS ONE OF THE FEW DISTRICTS IN THE UNITED STATES OF LARGE URBANS THAT HAD INCREASE IN PROFICIENCY ON ALL FOUR EXAMS, WHETHER IT'S FOURTH GRADE MATH, FOURTH GRADE READING, WHICH WE DID VERY WELL ON.
I THINK THE NATION WENT DOWN IN ALL FOUR, EXCEPT FOR MAYBE MATH, I THINK THEY IMPROVED A LITTLE BIT.
IN EIGHTH GRADE READING AND EIGHTH GRADE MATH, WE IMPROVED A LITTLE BIT, BUT THE NATION WENT DOWN, THE STATE WENT DOWN.
ONCE AGAIN, HISD IS AN OUTLIER, AND THIS IS RECOGNIZED NOT ONLY HERE, BUT OUTSIDE OF HOUSTON, OUTSIDE OF TEXAS, WE'VE BEEN GETTING LOTS OF COMPLIMENTS AROUND HOW WE DID AND QUESTIONS ABOUT HOW WE WERE ABLE TO DO THIS IN SUCH A SHORT PERIOD OF TIME.
THAT'S THE NAEP, THAT'S THE NATION'S REPORT CARD, AND THAT DATA CAN BE FOUND ONLINE AND THAT'S THE NAEP'S DATA, NOT OURS OR NOT ANALYZED OR CALCULATED BY US.
BUT WHAT I'M HERE TONIGHT TO TALK ABOUT IS YET ANOTHER NORM REFERENCE ASSESSMENT CALLED THE NWA.
YOU KNOW THAT LAST YEAR WE TOOK IT BEGINNING OF THE YEAR, MIDDLE YEAR, END OF YEAR.
THE DISTRICT HAD NOT TAKEN NWA.
THERE WERE A COUPLE OF SCHOOLS THAT DID, BUT THE DISTRICT AS A WHOLE DID NOT PRIOR TO MY ADMINISTRATION.
THIS IS THE SECOND YEAR, SO WE HAVE BEGINNING OF THE YEAR DATA, WHICH I REPORTED OUT AND NOW MIDDLE OF THE YEAR DATA.
I'M ONLY GOING TO BE BRIEF TODAY.
YOU HAVE THIS POWERPOINT, BUT YOU'LL GET ANOTHER ONE IF YOU HAVEN'T RECEIVED IT ALREADY, BUT YOU'LL GET ANOTHER ONE, I THINK IT'S 40 OR 50 PAGES WITH SUBGROUP DATA.
BUT ALL OF IT POINTS TO REALLY GOOD PROGRESS.
LET ME SHOW YOU WHAT I'M TALKING ABOUT.
BEFORE I DO THAT, I HAVE TO CAUTION, IN ORDER TO SAY THAT A DISTRICT AND THE STUDENTS ARE DOING WELL OR MOVING IN THE RIGHT DIRECTION, NO ANY ONE EXAM CAN REALLY TELL YOU THAT.
IT HAS TO BE MULTIPLE ASSESSMENTS OF PROGRESS TO BE DEFINITIVE.
EVEN ON THE NWA, BUT NOT ANY ONE METRIC IS GOING TO BE SCIENTIFICALLY A PREDICTOR OF SUCCESS.
YOU HAVE TO LOOK AT THAT ONE TEST IN MULTIPLE WAYS AND WITH THE COMBINATION OF BOTH THE ACHIEVEMENT, THIS IS PROGRESS MONITORING, AND OTHER THINGS LIKE THE QUALITY OF INSTRUCTION, YOU CAN MAKE SOME GENERAL PREDICTIONS AROUND, ARE WE GOING TO BE THERE? FOR EXAMPLE, IN THE DISTRICT, WITH THE PRINCIPALS AND THE EXECUTIVE DIRECTORS, WE LOOK AT MULTIPLE MEASURES.
I'M GOING TO SHOW YOU THREE OF THEM.
BUT ALL THOSE TOGETHER, IT'S STILL NOT ENOUGH.
WE HAVE AN ALGORITHM THAT IS BACK IN THE NAPKIN.
IF WE HAD MET EXPECTED GROWTH IN READING AND MATH AND THE QUALITY OF INSTRUCTION, THOSE THREE THINGS PUT TOGETHER IS GOING TO GENERALLY GIVE YOU AN IDEA OF WHETHER YOU'RE GOING TO MOVE UP OR DOWN ON THE STAR.
THERE IS NO EXACT MEASURE THAT WE CAN GIVE YOU.
WE CAN GIVE YOU SEVERAL DATA POINTS THAT POINT TO A TREND AND THAT POINT TO WHETHER WE'RE MAKING PROGRESS OR NOT.
THAT'S WHAT I'M PRESENTING, AND WE SHOULD NOT ASK OF ANY ONE EXAM MORE THAN IT CAN ACTUALLY DO.
LET ME SHOW YOU THE THINGS THAT WE LOOK AT CLOSELY, AND THIS IS JUST DEFINITION.
WE LOOK AT THREE THINGS. MATH EXPECTED GROWTH IS ONE.
EVERY KID HAS A BEGINNING OF THE YEAR ASSESSMENT POINT, OR IF THEY DON'T, THEY HAVE A GENERALIZED TARGET FOR MIDDLE OF THE YEAR AND A TARGET FOR END OF YEAR, AND THIS IS SET BY THE NWA.
[01:40:04]
>> THERE'S AN ALGORITHM THAT SAY IF A KID SCORED 172 IN THIS EXAMPLE, WRIT POINTS AND READING, BASED ON EIGHT MILLION OTHER KIDS AND THEIR BEGINNING OF THE YEAR TEST, THE AVERAGE STUDENT IS GOING TO HIT 180 BY THE END OF THE YEAR.
BY THE MIDDLE OF YEAR THEY'RE GOING TO HIT 176 WRIT POINTS. THAT'S ALL IT IS.
WE WANT OUR STUDENTS TO HIT THAT MIDDLE OF THE YEAR PROJECTED GROWTH TARGET.
IN THE UNITED STATES IN NWEA WORLD 50% OF THE KIDS WILL HIT MET EXPECTED GROWTH.
WE NEED TO DO BETTER THAN THAT BECAUSE WE DON'T WANT TO JUST BE THE SAME RELATIVE TO EVERYBODY ELSE.
WE WANT TO CLOSE THAT GAP WITH THE NATION'S KIDS, WHICH WILL ALSO CLOSE OUR GAP HERE IN TEXAS, AND SO WE SHOOT FOR 55 FOR MET EXPECTED GROWTH.
THAT'S A GENERAL NUMBER THAT WE ASK OUR TEACHERS AND PRINCIPALS TO HIT.
IF WE HIT THAT, THEN WE HAVE A GENERAL FEEL THAT WE'RE MAKING GOOD PROGRESS.
THE SECOND THING WE LOOK AT IS NOT JUST GROWTH, MET EXPECTED GROWTH, WE'RE LOOKING AT WHAT POINT CAN WE MOVE THE PROFICIENCY TO THE RIGHT? JUST LIKE THIS, THIS IS A MEDIAN ACHIEVEMENT PERCENTILE, WHICH MEANS IF YOU START AT THE 45TH PERCENTILE AS A GROUP, IF KIDS IN A SCHOOL OR IN THE DISTRICT, CAN YOU MOVE IT TO THE RIGHT? IN THE NATION, OF COURSE, THE MEDIAN IS 50.
NO MATTER HOW MANY KIDS TAKE IT, THE MEDIAN ACHIEVEMENT PERCENTILE AMONG ALL THE KIDS WOULD BE AT THE 50TH PERCENTILE.
A KID AT THE 60TH PERCENTILE IS HIGHER THAN 60% OF ALL OTHER KIDS WHO TOOK THE TEST, AND IT'S BEHIND 40%.
WE WANT TO MOVE THAT CURVE TO THE RIGHT AND SO IT'S ONE OF THE THINGS WE'LL SHOW YOU, ARE WE MOVING IT? ARE WE MOVING OUR PROFICIENCY TO THE RIGHT? THEN THE THIRD THING IS MEETS OR EXCEEDS GRADE-LEVEL PROFICIENCY.
THIS IS ALSO AN ACHIEVEMENT METRIC, NOT SO MUCH A GROWTH ONE, BASED ON A STAAR CORRELATION.
NWEA HAS ENOUGH INFORMATION AROUND THE STAAR THAT IT CAN CORRELATE THE TWO.
IT'S PROJECTED, IT CAN'T PREDICT FOR SURE, BUT IT CAN PROJECT WHETHER OR NOT WE'RE GOING TO HIT THIS LEVEL OF PROFICIENCY ON THE STAAR EXAM.
IT'S CALLED PROJECTED MEETS OR EXCEEDS GRADE-LEVEL PROFICIENCY.
THE FIRST OF THE THREE MET EXPECTED GROWTH IS A GROWTH METRIC.
THE OTHER TWO IS AN ACHIEVEMENT PROFICIENCY METRIC.
LET'S LOOK AT, THIS IS A BIG PICTURE REAL QUICK, HOW DID WE DO ON MET EXPECTED GROWTH.
THEN WE'RE GOING TO SHOW YOU BY GRADE-LEVEL.
WE HIT 56 IN MATH AND 58 IN ENGLISH LANGUAGE ARTS.
NOW THAT SAYS A DISTRICT AS A WHOLE AND OBVIOUSLY, WE'RE GOING TO LOOK AT GRADE-LEVEL HERE IN A SECOND.
IN SCIENCE, ALL GRADES EXCEEDED 62%, WHICH IS HUGE.
WE MOVED THAT PROFICIENCY IN SCIENCE, AND NOW WE'RE DOING AGAIN IN MET EXPECTED GROWTH ON NWEA.
WE'RE HOPEFUL THAT THAT WILL TRANSLATE TO HIGHER PROFICIENCY ON THE STAAR EXAM.
AS FAR AS THE MEDIAN ACHIEVEMENT PERCENTILE, AGAIN, WE MOVED THE NEEDLE ON EVERY SINGLE GRADE-LEVEL, 2-5 PERCENTAGE POINTS IN MATH AND ELA, AND 6-10 PERCENTAGE POINTS IN SCIENCE, WHICH IS JUST INCREDIBLE MOVEMENT.
KEEP IN MIND IN THE NAEP WORLD, FOR EXAMPLE, NAEP, SINCE 2002 TO NOW, THE NATION BLACK STUDENTS IN EIGHTH GRADE MOVED TWO PERCENTAGE POINTS IN PROFICIENCY AND THEN LOST IT DURING COVID IN READING.
THAT'S HOW HARD IT IS TO MOVE ACHIEVEMENT.
TO MOVE THE WAY WE'RE DOING, WE'RE GOING TO CATCH UP FAIRLY QUICKLY.
THEN FINALLY, MEETS OR EXCEEDS ACROSS ALL GRADES AND SUBJECTS, HISD IMPROVED ITS MEET OR EXCEEDS MARK.
BOTTOM LINE, MIDDLE OF THE YEAR, NWEA ACHIEVEMENT SCORES AND GROWTH SCORES THIS YEAR IS ABOVE MIDDLE OF THE YEAR ACHIEVEMENT SCORES FOR LAST YEAR.
AGAIN, IS THAT PREDICTIVE, WE THINK ALL TOTAL? YEAH, PROBABLY PRETTY GOOD, MEANS THAT WE'RE GOING TO MOVE UP.
THAT COMBINED WITH THE QUALITY OF INSTRUCTION.
THERE ARE AREAS THAT WE HAVE TO WORK ON STILL.
[01:45:01]
FIRST MET EXPECTED GROWTH, THAT'S THE DEFINITION AGAIN, JUST KEEP IT FRONT AND CENTER.THIS IS WHAT WE DID THIS MIDDLE OF THE YEAR.
AGAIN, 55 IS WHAT WE'RE SHOOTING FOR.
ON AVERAGE, WE HIT 56, THIS IS MATH.
YOU CAN SEE IN SIXTH GRADE, WE HIT ALMOST 50, 49.4, IN SEVENTH GRADE 53.
I PROBABLY SHOULDN'T BE THE ONE JUST TO POINT TO THE NEGATIVE STUFF.
BUT WE'RE CLOSE IN SEVENTH GRADE, SIXTH GRADE, WE'RE BEHIND THE NATIONAL NUMBER FOR MET EXPECTED GROWTH.
NOW, YOU HAVE TO LOOK AT ALL THE DATA, NOT JUST THIS ONE, BUT IT DOES SHOW THAT THERE'S SOME WORK TO DO HERE IN MET EXPECTED GROWTH FOR SIXTH GRADE.
OBVIOUSLY, ALL OF THIS IS JUST ONE METRIC.
WE'RE GOING TO LOOK AT THE OTHERS TO SEE WHERE WE NEED TO WORK.
THIS IS READING. SAME THING SIXTH GRADE IS A LITTLE LOWER.
IT'S SEVENTH GRADE A LITTLE LOWER BUT SEVENTH GRADE IS NOT ANYTHING TO WORRY ABOUT.
KEEP IN MIND, 51.6 IS STILL ABOVE THE NATIONAL AVERAGE, BUT WE GOT TO BE MORE THAN THE NATIONAL AVERAGE IF WE'RE GOING TO CLOSE THE GAP.
I HAD THIS DATA CHECKED THREE TIMES BECAUSE IT'S REALLY GOOD AND WE WANT TO MAKE SURE WE UNDERSTAND NOT JUST WHEN WE'RE BELOW BUT WHEN WE'RE FAR ABOVE.
MOST LIKELY, THE FACT THAT WE'RE JUST SPENDING GOOD TIME IN SCIENCE, ESPECIALLY IN FIFTH GRADE, FOR EXAMPLE, WE'RE SPENDING 90 MINUTES, THREE TIMES A WEEK.
BUT ALSO THE SCIENCE CURRICULUM IS A LOT STRONGER AND TIGHTER.
THAT'S ANOTHER REASON FOR THE GROWTH.
PRELIMINARY MEDIAN ACHIEVEMENT PERCENTILE.
WE STILL ARE WORKING ON MAKING SURE WE HAVE ACCURATE DATA.
THIS IS CLOSE AND THIS IS THE SECOND PRELIMINARY, SO WE'RE PRETTY CONFIDENT IN THESE NUMBERS, BUT WE STILL HAVE SOME SPED STUDENTS WHO TOOK THE TEST LATE, WE HAVE SOME LATE TESTERS SO IT'LL BE OFF JUST A LITTLE BIT, IF AT ALL.
WE THINK WE'RE CONFIDENT IN PRESENTING THESE NUMBERS.
AGAIN, THIS IS WHAT IT LOOKS LIKE.
WE'RE TRYING TO MOVE THAT PERCENTILE TO THE RIGHT.
BY THE WAY, FOR THOSE OF YOU WHO ARE A LITTLE BIT MORE TECHNICAL, THE DATA FOR ANY ONE DISTRICT IS NOT A BELL CURVE OR USUALLY NOT A BELL CURVE.
IT MAY LOOK LIKE THIS, AND THAT'S WHY THE MEDIAN IS STILL THE BEST METRIC VERSUS AN AVERAGE.
THE MEDIAN FOR MATH, READING, AND SCIENCE, FOR THE DISTRICT IS WELL ABOVE WHERE WE WERE LAST YEAR.
THAT'S MOVING THE NEEDLE QUITE A BIT.
[APPLAUSE] THAT'S GOOD FOR OUR STUDENTS.
WHEN YOU GET THE SUBGROUP DATA, YOU'RE GOING TO SEE OUR UNDERSERVED POPULATIONS DID JUST AS WELL OR BETTER.
HERE'S A BROKEN DOWN BY GRADE. THIS IS MATH.
THIS IS THE ACHIEVEMENT PERCENTILE CALCULATED BY NWEA, NOT US.
ANYBODY WITH ACCESS TO NWEA CAN LOOK AT IT.
THAT'S MIDDLE OF THE YEAR TO MIDDLE OF THE YEAR.
A HUGE ACHIEVEMENT PERCENTILE.
WE WERE BEHIND THE NATIONAL AVERAGE AND NOW WE'RE GENERALLY ABOVE.
AGAIN, BEHIND THE NATIONAL AVERAGE AND NOW ABOVE.
LOOK, WE'VE STILL GOT A LONG WAY TO GO.
WE'RE BEHIND THE STATE AVERAGE.
WE WERE BEHIND THE STATE AVERAGE IN STAAR.
WE'RE BEHIND THE NATIONAL AVERAGE IN NAEP.
THIS IS GOING TO MOVE US CLOSER.
THEN FINALLY, THIS IS SCIENCE, LIKE I SAID, IT'S RIDICULOUSLY GOOD.
I THINK THAT'S A WORD YOUNGER PEOPLE USE OR MAYBE THEY DON'T USE THAT ANYMORE, BUT ANYWAYS IT'S REALLY GOOD IS WHAT THIS CHART SHOWS.
THAT'S THE ACHIEVEMENT PERCENTILE.
THEN FINALLY, PROJECTED MEETS GRADE LEVEL AND ABOVE.
AGAIN, THIS IS NOT PREDICTIVE, BUT IT IS PROGRESS MONITORING AND IT SUGGESTS A TREND AND IT SUGGESTS WHERE WE MIGHT FALL RELATIVE TO STAAR.
[01:50:03]
IT'S PROJECTED. HERE'S THE DIFFERENCE BETWEEN LAST YEAR AND THIS YEAR.WE'RE PROJECTED RELATIVE TO THE OTHER KIDS IN THE STATE TO MOVE UP, AND THAT'S WHAT IT'S PROJECTED TO BE THERE ON THE RIGHT HAND SIDE.
NOT MUCH HIGHER IN FOURTH GRADE MATH BUT OVERALL, THREE POINTS IS A GOOD MOVEMENT TO THE RIGHT ON PROFICIENCY.
THIS IS READING, NOT AS HIGH, STILL CLOSE TO THREE.
IN THIS CASE, FIFTH GRADE MATH IS ONLY A POINT HIGHER.
THEN SCIENCE, AGAIN, THIS IS MOVING.
WHEN YOU LOOK AT THE DATA, THE THREE DIFFERENT AREAS, ALL OF THEM WERE TRENDING IN A GOOD DIRECTION, PUT IT ALL TOGETHER, ADD THE QUALITY OF INSTRUCTION, AND WE THINK THE STAAR RESULTS AND OUR ACCOUNTABILITY RATINGS WILL BE POSITIVE.
IS IT GOING TO BE POSITIVE FOR EVERY SINGLE SCHOOL? NO. THIS IS A AGGREGATE DISTRICT.
YOU HAVE TO ALSO LOOK AT SUBGROUP DATA, WHICH YOU WILL GET AND LOOK AT THE DATA BY SCHOOL, WHICH WE HAVE.
RIGHT NOW, PRINCIPALS ARE GETTING THIS.
THEY WILL LOOK AT THESE SAME METRICS, BUT FOR THEIR SCHOOL.
EVERY SCHOOL IS A LITTLE BIT DIFFERENT.
SOME SCHOOLS HAVE SOME THINGS TO REALLY WORK ON.
THEN OTHERS ARE DOING WELL AND JUST NEED TO STAY THE COURSE.
THAT'S IT. WHO HAS THE FIRST QUESTION?
I BELIEVE I'M WELL VERSED ON THE FREQUENCY OF THE STAAR EXAM AND NWEA, THE FREQUENCY OF THAT.
CAN YOU REMIND ME OF THE FREQUENCY OF NAEP?
>> YES. NAEP IS DONE EVERY TWO YEARS.
I MAY HAVE GIVEN YOU A LITTLE BRIEF BACKGROUND ON NAEP.
WE HAD 108 SCHOOLS, I BELIEVE INVOLVED IN THE NAEP, AND IT'S RANDOMLY SELECTED, AND THAT WAS DONE NOT THIS LAST MONTH IN JANUARY, BUT A YEAR AGO JANUARY.
>> I HAVE A QUESTION ABOUT SCIENCE.
OUTSTANDING RESULTS IN SCIENCE.
I'M LOOKING AT THIS LAST SLIDE.
THE REASON YOU'VE IDENTIFIED THESE TWO IS BECAUSE THOSE ARE STAAR TEST YEARS?
>> YES. SORRY I DIDN'T BRING THAT UP.
THAT'S WHY THERE'S A CORRELATION BETWEEN FIFTH AND EIGHT.
WE DON'T HAVE CORRELATION FOR THE OTHERS BECAUSE THERE'S NO STAAR ON THIS PARTICULAR METRIC.
>> I KNOW WE DON'T HAVE THE BROKEN DOWN BETWEEN PUA AND NES SCHOOLS INFORMATION, BUT WAS THERE A LARGER IMPROVEMENT ON SCIENCE FROM ONE OR THE OTHER?
>> I CAN TELL YOU WHEN YOU GET THE RESULTS, I DON'T HAVE THEM IN FRONT OF ME, BUT YOU'RE GOING TO SEE THAT AS THE NES SCHOOLS DID LAST YEAR, THEY CONTINUE TO OUTPACE THE PUA SCHOOLS ON GROWTH.
>> THE PUA SCHOOLS CONTINUE TO BE ABOVE THE NES SCHOOLS ON PROFICIENCY ON WHERE THE PROFICIENCY LEVEL IS.
IN THIS CASE, I DO BELIEVE THAT THE SAME THING APPLIES IN SCIENCE.
>> I KNOW YOU MENTIONED A COUPLE OF THINGS THAT HAVE BEEN IMPLEMENTED WITH RESPECT TO CURRICULAR CHANGES, IS THAT WHAT YOU ATTRIBUTE IT'S A LARGE GROWTH?
WE STARTED IN THE NES ORBIT, AND IN MANY SCHOOLS THAT ADOPTED THE HISD CURRICULUM, WE STARTED LSAE IN SCIENCE THIS YEAR, MEANING IT'S 90-MINUTE CLASS, THE 45-MINUTE DIRECT INSTRUCTION, 10-MINUTE DOL, AND THEN DIFFERENTIATED INSTRUCTION FOR THE REST OF A PERIOD FOR THE REST OF 35 MINUTES.
THAT MODEL WORKED THE FIRST YEAR FOR READING AND MATH IN ELEMENTARY MIDDLE, AND IT'S WORKING HERE TOO.
STILL, HAVING SAID THAT, THE PUA GROWTH WAS ALSO GOOD IN SCIENCE, AND THAT WE ATTRIBUTE TO STRONG CURRICULAR DESIGN AND THE CURRICULUM DEPARTMENT HELPING BOTH THE HISD CURRICULUM, BUT THOSE IN THE PUA SCHOOLS TO WRITE BETTER CURRICULUM AND LESSON PLANS IN SCIENCE.
[01:55:01]
>> YEAH. THANK YOU. SAME LINES AS BOARD MEMBER AUDREY.
WE HAD CHALLENGES WITH READING IN STAAR LAST YEAR.
ARE WE CONFIDENT THAT THIS CHANGE WILL GET US TO WHERE WE NEED, I THINK OUR GOAL WAS 42%. WE WERE AT 40%.
>> FOR THIRD GRADE READING IN STAAR. HOW CONFIDENT ARE YOU THAT THIS PERCENTAGE CHANGE IS GOING TO GET US TO THAT PHASE FOR THIRD GRADE READING IN PARTICULAR.
>> AGAIN, I FEEL FAIRLY CONFIDENT, BUT AGAIN, IT'S NOT PREDICTIVE.
WE HAVE TO LOOK AT ALL OF THE THINGS SURROUNDING IT.
WE FEEL PRETTY GOOD ABOUT IT, BUT THERE'S OTHER METRICS THAT WE LOOK AT WHEN IT COMES TO THIRD GRADE, LIKE DIVS AND FLUENCY OR THE FIVE COMPONENTS OF LITERACY AND THE QUALITY OF INSTRUCTION.
SCHOOLS THAT ARE WEAK IN THEIR QUALITY INSTRUCTION, I HAVE LESS CONFIDENCE IN AND WE WILL REPORT OUT TO YOU THE IRT SCORES NOT AT THE BOARD MEETING, BUT JUST A REPORT TO SHOW YOU WHERE THAT IS.
KEEP IN MIND TOO THAT THIRD GRADE RELIES HEAVILY BECAUSE IT'S THE FIRST YEAR OF STAAR ON OUR KINDERGARTEN FIRST AND SECOND GRADE PROGRAM, WHICH I HAVE SAID IS NOT AS STRONG AS IT NEEDS TO BE, AND WE NEED TO CONTINUE TO DO GOOD WORK THERE, AND WE NEED TO CONTINUE TO EXPAND OUR PRE-K STUDENT.
IT IS CUMULATIVE, AND THEN ALL OF A SUDDEN, YOU GET A BIG JUMP FROM SECOND TO THIRD GRADE.
I FEEL THAT THERE'S A LOT OF INDICATORS HERE TO SUGGEST THAT WE'RE GOING TO MOVE THE NEEDLE ON THIRD GRADE THIS YEAR.
I WOULDN'T GO TO LAS VEGAS AND BET MY HOME ON IT.
>> ALL RIGHT, GOOD. >> SAME THING JUST CONGRATULATIONS TO YOU AND YOUR TEAM AND THE TEACHERS, SPECIFICALLY THE TEACHERS TO WORKING HARD TO INCREASING THESE METRICS.
I APPRECIATE WHAT YOU SAID, SUPERINTENDENT, THAT WE HAVEN'T MADE IT THERE YET.
IT'S SMALL INCREMENT, SMALL CHANGES, AND SO FROM A BOARD PERSPECTIVE, THE NUMBERS THAT WE'VE BEEN GIVEN ARE GOOD.
>> THANK YOU FOR THE INFORMATION, SUPERINTENDENT. I'M CURIOUS.
IS THE RIT SCORE SCALE THAT IS ON A FEW OF THESE PAGES? WHAT DOES THAT REPRESENT? LIKE I SEE 170-184? CAN YOU TELL ME WHAT THAT REPRESENTS, PLEASE?
>> IT IS A NUMBER THAT IS CREATED BY NWEA TO PUT ALL KINDERGARTEN THROUGH 10TH GRADE STUDENTS ON ONE SCALE.
IT'S A SCALE THAT THEY CREATED.
THERE'S A GENERAL PROFICIENCY LEVEL FOR EVERY GRADE ASSOCIATED WITH THE RIT SCORE.
IF, FOR EXAMPLE, IN FOURTH GRADE MATH, I BELIEVE A KID NEEDS TO MOVE 12 RIT POINTS IN ONE YEAR, GENERALLY, THAT'S WHAT A KID DOES IN FOURTH GRADE.
EVERY GRADE LEVEL HAS A HIGHER AND HIGHER RIT SCORE THAT A KID IS SUPPOSED TO TARGET.
>> THE SCALE IS DIFFERENT FOR EVERY GRADE LEVEL, IS THAT WHAT YOU SAID?
>> I'M ASKING THAT QUESTION BECAUSE I KNOW WE'VE HAD CONVERSATIONS ABOUT, FIRST YEAR GROWTH WAS AMAZING.
IT'S GOING TO BE HARDER AND HARDER TO DUPLICATE THAT.
WE'LL HAVE TO RELY ON THE KNOCK ON EFFECT OF THE PIPELINE OF KIDS COMING THROUGH STRONGER AND STRONGER.
I'M WONDERING AT WHAT POINT WILL WE START LOOKING AT WHERE WE ARE ON THE RIT SCORE SCALE.
BECAUSE AGAIN, IF WE START SEEING A DECLINE IN GROWTH, MAYBE TO YOUR POINT ABOUT SOME OF THE OTHER SCHOOLS, MAYBE THAT MEANS WE'RE CLOSER TO ACHIEVEMENT OR PROFICIENCY.
>> I THINK YOU CAN RELY ON MET EXPECTED GROWTH AS A MEASURE THAT LOOKS AT THE RIT SCORE, BECAUSE THAT MET EXPECTED GROWTH LIKE THAT THE CHART THAT I SHOWED, SHOWS THAT IT'S TIED TO RIT SCORE.
A TEACHER OR A STUDENT COULD LOOK AT THEIR RIT SCORE HERE AND SEE IF THEY MET EXPECTED GROWTH.
IN THIS CASE, IN THIS EXAMPLE, FOR EXAMPLE, THIS STUDENT, THEIR MET EXPECTED GROWTH IS 176, SO THAT'S FOUR RIT POINTS FROM THEIR BEGINNING.
IN THE END, THEY NEED TO HIT 180 OR EIGHT RIT POINTS FROM THEIR BEGINNING SCORE.
I THINK TEACHERS AND KIDS LOOK AT THAT.
WE ALSO HAVE ANOTHER METRIC THAT THEY CAN LOOK AT THAT DIDN'T TALK ABOUT TONIGHT, BUT IT'S ABOUT HOW MANY RIT POINTS THEY GREW IN A YEAR RELATIVE TO WHAT THEY'RE SUPPOSED TO GROW BY THE END OF THE YEAR.
[02:00:02]
THE POINT IS STILL WELL TAKEN THAT OVER TIME, IT'S NOT SO MUCH ABOUT GROWTH, IT'S ABOUT ACHIEVEMENT PERCENTILE.THAT'S WHY WE LOOK AT BOTH MET EXPECTED GROWTH, ACHIEVEMENT PERCENTILE, BECAUSE YOU CAN GROW ALL YOU WANT, BUT IF YOU'RE STILL AT THE 30TH PERCENTILE, THAT'S NOT COMPETITIVE.
THAT MAY OR MAY NOT GET YOU INTO THE COLLEGE YOU WANT OR AN INDUSTRY BASED CERTIFICATION THAT RELIES ON MATH OR ENGINEERING SKILLS OR ANYTHING LIKE THAT.
IT'S IMPORTANT TO RECOGNIZE STUDENTS AND TEACHERS AND SCHOOLS THAT GROW BECAUSE WE WERE BEHIND.
IT'S UNFAIR TO JUST SAY THIS IS YOUR PERCENTILE AND YOU'RE WAY BEHIND.
WELL, IF YOU'RE GROWING, THAT WE'RE GOING TO CLOSE THAT GAP OVER TIME. YOU'RE RIGHT.
WE GOT TO LOOK AT THAT AND THE ACHIEVEMENT PERCENTILE OVER TIME IS GOING TO BECOME MORE AND MORE IMPORTANT AND THE MEETS AND EXCEEDS GRADE LEVEL PROFICIENCY IS MORE AND MORE IMPORTANT.
>> WELL, I'M EXCITED FOR OUR STUDENTS, AND I MEAN, RIT LAWS, I'M JUST ELATED THAT WE'VE GOT A LARGE NUMBER OF STUDENTS PERFORMING AT A HIGHER LEVEL.
THEY'RE GROWING AND LEARNING, AND THAT MAKES A BIG DIFFERENCE IN THERE HOW THEY FEEL ABOUT EVERYTHING.
IT'S EXCITING TIME FOR A LARGE SWATH OF OUR POPULATION.
WE'VE GOTTEN SOME NUMBERS FROM NOW NAEP, AND THE NATIONS SCORECARD, WE'VE GOT NUMBERS FROM NWEA AND MAP AND THEY'RE TELLING US THAT THE NUMBERS ARE IMPROVING.
WE'VE BEEN A DISTRICT FOR A WHILE THAT HAS BEEN BEHIND AND WE'RE CATCHING UP AND I'M EXCITED ABOUT THAT FOR STUDENTS, OUR PARENTS, OUR TEACHERS AND STAFF.
I RAISE A GLASS TO EACH OF YOU ALL IN THE LEADERSHIP TEAM, AS WELL AS TO THE TEACHERS AND THE STUDENTS WHO ARE DOING THE HARD WORK ON THE GROUND AS A TESTAMENT TO WHAT HAS BEEN INSTALLED.
NOW I THINK WE HAVE TO REALLY STAY FOCUSED ON GROWTH AND SUSTAINABILITY OF THAT GROWTH IN CLOSING THOSE ACHIEVEMENT GAPS AS WELL.
THIS IS ONE OF THE TIMES WHERE I'M SEEING ALL BOATS RISE AND IT'S NOT JUST BLACK STUDENTS OR JUST HISPANIC OR JUST ASIAN.
IT'S SEEMINGLY ALL STUDENTS ARE DOING MUCH BETTER.
I JUST LEAVE YOU WITH THAT AND LOOK FOR AND HOPE FOR AND PRAY FOR THAT WE CONTINUE TO ENSURE LONG TERM SUCCESS FOR EVERY STUDENT IN HISD.
>> THANK YOU FOR RAISING THAT BOARD MEMBER RIVON BECAUSE THIS IS HARD WORK.
THIS MEANS OUR TEACHERS AND OUR PRINCIPALS ARE REALLY DOING THE WORK THAT THEY NEED TO DO TO HELP OUR KIDS AND THAT THE KIDS ARE APPLYING THEMSELVES.
JUST ANECDOTALLY, JUST THERE'S LOTS OF STORIES WHEN THE NWEA TEST IS GIVEN, WE HAVE LOTS AND LOTS OF STORIES OF KIDS TURNING TO THEIR TEACHER AND SAID, I GREW 12 RIT POINTS, I GREW 20 RIT POINTS.
THEY MAY NOT KNOW WHAT A RIT MEANS, BUT THEY KNEW WHAT THEIR TARGET WAS.
WHAT THE DIVISIONS DID THIS LAST NWEA.
IN MOST CLASSROOMS, STUDENTS HAD A PIECE OF PAPER THAT SHOWED WHERE THEY WERE AT THE BEGINNING OF THE YEAR AND WHERE THEIR TARGET WAS BASED ON THE NWEA.
THEN THEY GET THEIR SCORE RIGHT AWAY.
STUDENTS GET THEIR SCORE ALMOST IMMEDIATELY, WITHIN MINUTES.
THE SCHOOL WILL GET THEIRS WITHIN 24 HOURS AND THE DISTRICT GETS THEIRS WITHIN 48, AND THEN WE GET SO MANY DATA POINTS, WE HAVE TO PUT IT TOGETHER.
BUT A KID WILL KNOW, I DID THIS IN SCIENCE, AND THERE'S LOTS OF CELEBRATIONS AND TEACHERS TOO WHO ARE REALLY EXCITED ABOUT WHAT THEIR KIDS DID BECAUSE THEY CAN SEE WHAT THE TARGET IS AND THEN THEY CAN SEE WHAT THEIR KIDS DID.
AGAIN, THERE'S SO MUCH WORK TO DO, BUT IT'S GOOD TO JUST STOP AND SAY, THE KIDS DID WELL ON THIS EXAM.
THEY GOT A LOT MORE TO DO, YES.
BUT WHAT? FOR A MOMENT, LET'S JUST CELEBRATE.
>> WELL, I JUST FINISHED THEN.
LONG TERM SUCCESS REQUIRES SMALL SUCCESSES ALL THE TIME.
OR YOU CAN NEVER GET TO LONG TERM SUCCESS.
[02:05:01]
ONE IS, THIS IS WORD I WOULD USE INSTEAD OF THE ONE YOU WERE USING AND MY WORD WOULD BE AWESOME.MY SECOND WORD WOULD BE, CONGRATULATIONS.
I THINK YOU HAVE ANOTHER PRESENTATION NOW, TEACHERS EXCELLENT?
[TEACHER EXCELLENCE SYSTEM FOR SCHOOL YEAR 2025-2026]
>> YES, SIR. WE DO. IF YOU DON'T MIND, I WILL CALL ALISSA MURRAY TO DO THE TEACHER EXCELLENT SYSTEM.
WE'RE GOING TO SWITCH COMPUTERS HERE.
>> YOU'RE OKAY WITH THIS, LET ME KNOW YOU'RE READY.
>> OKAY. I WILL HAVE SOME SOUND.
>> ARE YOU ALL READY? THANK YOU ALL SO MUCH FOR GIVING ME THE OPPORTUNITY TO SHARE A LITTLE BIT MORE ABOUT TES, THE TEACHER EXCELLENT SYSTEM, WHICH IS THE NEW TEACHER EVALUATION SYSTEM WE'RE PROPOSING FOR IMPLEMENTATION STARTING IN THE FALL, AND YOU ALL WILL HAVE A CHANCE TO VOTE ON THIS INITIATIVE IN MARCH.
WE WANT TO TAKE THE TIME TO MAKE SURE YOU ALL HAD SOME INFORMATION, HEAR WHAT WE'VE BEEN DOING AND WHERE WE'VE COME TO NOW.
I WANT TO START BY JUST ANCHORING US IN WHY WE STARTED THIS WORK.
I WANT TO READ A COUPLE OF QUOTES HERE.
THE QUALITY OF THE TEACHER IS THE SINGLE MOST IMPORTANT SCHOOL BASED INFLUENCE ON A STUDENT'S ACADEMIC ACHIEVEMENT.
NO DISTRICT CAN SIGNIFICANTLY IMPROVE ACADEMIC ACHIEVEMENT OR STUDENT SUCCESS IF IT DOES NOT KNOW WHO IS TEACHING EFFECTIVELY, AND IF IT DOES NOT HAVE AT LEAST SOME DEGREE OF ACCOUNTABILITY FOR TEACHING EFFECTIVELY.
WHEN I READ THIS, THE POINT IS CLEAR TO ME.
WHEN WE THINK ABOUT MOVING THE NEEDLE FOR OUR KIDS, YOU ALL HAVE SEEN A LOT OF RESULTS TODAY.
THE SUCCESSES THAT OUR KIDS ACHIEVE ARE BECAUSE OF OUR TEACHERS, IS BECAUSE OF THE WORK THAT THEY'RE DOING IN THE CLASSROOM EVERY SINGLE DAY.
WE HAVE TO HAVE AN EVALUATION SYSTEM THAT RECOGNIZES THOSE TEACHERS AND ENSURES THAT WE KNOW WHO THEY ARE, AND THAT WE'RE SUPPORTING THEM ALONG THE WAY.
WE'RE ENGAGING IN WHOLE SCALE SYSTEMIC REFORM, AS YOU KNOW.
YOU'VE HEARD ABOUT THESE SIX LEVERS BEFORE FROM SUPERINTENDENT MILES, AND YOU'LL NOTICE THAT EVALUATION AND ACCOUNTABILITY IS A CRITICAL PART OF WHOLE SCALE SYSTEMIC REFORM.
I WANT TO JUST JUST PAUSE AND NOTE HERE THAT FOR US, EVALUATION IS OUR OPPORTUNITY TO REALLY CLEARLY DEFINE WHAT SUCCESS LOOKS LIKE FOR TEACHING AT HISD.
ANOTHER QUOTE, I'LL JUST READ, IF TEACHER EVALUATION IS DISCONNECTED FROM OR HAS LITTLE MEANING TO THE REST OF THE SYSTEM, THEN THAT MISALIGNMENT WILL CAUSE DYSFUNCTION THROUGHOUT THE ENTIRE DISTRICT.
WE HAVE TO HAVE A BAR FOR OUR TEACHERS AND A CLEAR EXPECTATIONS THAT ALIGN WITH THE WORK WE DO ALL YEAR ROUND.
THE WORK WE DO WITH INSTRUCTIONAL STRATEGIES AND PRACTICES, HIGH QUALITY INSTRUCTIONAL MATERIALS, COACHING, SUPPORT, WE HAVE TO MAKE SURE THAT EVALUATION IS PART OF THAT SYSTEM AND ALIGNED.
WHEN WE STARTED THIS WORK, WE HAD A CLEAR CHARGE.
WE WANTED TO BUILD A LOCALLY DESIGNED TEACHER EVALUATION SYSTEM.
THIS IS SOMETHING THAT MANY DISTRICTS IN THE STATE OF TEXAS HAVE DONE.
THIS SYSTEM NEEDS TO DEFINE WHAT TEACHING EXCELLENCE LOOKS LIKE AT HISD.
ONE, IT HAS TO BE ANCHORED IN STUDENT OUTCOMES, STUDENT GROWTH, STUDENT ACHIEVEMENT, AND ALSO THE QUALITY OF INSTRUCTION HAPPENING IN OUR CLASSROOMS. SECOND, IT HAS TO BE A SYSTEM THAT REINFORCES WHAT WE DO EVERY DAY AT HISD AND WHAT WE BELIEVE.
I WANT TO START WITH JUST SHARING TWO ANCHORING PIECES OF
[02:10:02]
INFORMATION THAT WE TOOK WHEN WE STARTED BUILDING OUT THIS SYSTEM.FIRST, RIGHT AWAY FROM THE BEGINNING, WE SAID, WE'RE GOING TO HOLD THE STRENGTHS OF THE CURRENT EVALUATION SYSTEM.
WE CURRENTLY EVALUATE TEACHERS USING T-TESS.
WE'RE GOING TO HOLD THE STRENGTHS OF THAT SYSTEM CONSTANT IN THIS NEW SYSTEM.
YOU CAN SEE THIS IS OUR CURRENT T-TESS SYSTEM.
WE CURRENTLY EVALUATE TEACHERS BASED ON STUDENT ACHIEVEMENT AND QUALITY OF INSTRUCTION, AND THAT WILL NEVER CHANGE.
THOSE ARE THE MOST IMPORTANT PIECES.
WE ALSO MADE SOME VERY CLEAR COMMITMENTS TO YOU ALL.
THROUGH THE DAC, THROUGH A LOT OF COLLABORATION, YOU ALL PASSED THE DISTRICT OF INNOVATION PLAN IN DECEMBER OF 2023.
IN THE DISTRICT OF INNOVATION PLAN, IT VERY CLEARLY LAYS OUT OUR MARCHING ORDERS ON THIS PARTICULAR INITIATIVE.
WE PROMISED AND WE COMMITTED TO COMMUNITY INPUT, COLLABORATION, RELYING ON EVIDENCE BASED PRACTICES, HEARING FROM TEACHERS AND LEADERS AND HAVING THEM BE THE ONES DRIVING THIS WORK.
IT'S BEEN A BIG HONOR FOR ME TO BE ABLE TO LEAD OUT ON THAT WORK WITH OUR TEACHERS AND OUR LEADERS.
I'M EXCITED TO SHARE OF HOW WE'VE DONE THAT.
THIS SLIDE JUST GOES OVER THE TIMELINE OF WHERE WE'VE BEEN AND WHERE WE'RE GOING.
I'LL HIGHLIGHT A COUPLE OF THINGS HERE.
AFTER THE DOI WAS APPROVED, WE BEGAN OUR RESEARCH, SCOPING, STARTED TALKING WITH THE DAC.
A BIG HIGHLIGHT WAS IN AUGUST OF THIS PAST YEAR WHEN WE KICKED OFF THE TRAILBLAZER PROGRAM.
WE REALIZED REALLY EARLY ON THAT BUILDING THIS SYSTEM WOULD REQUIRE A LOT OF REALLY DETAILED FEEDBACK.
THE DEVIL'S REALLY IN THE DETAILS WITH THESE TYPES OF SYSTEMS. WE WANTED TO HAVE A GROUP OF CAMPUSES WHO COULD REALLY BE FRANKLY, OUR ADVISORY BOARD.
WE NEEDED PEOPLE TO TELL US REALLY STRAIGHT, REALLY DIRECTLY, WHAT'S HAPPENING ON THE GROUND AND HOW WE CAN MAKE IT BETTER.
WE GAVE THEM THE OPPORTUNITY TO OPT IN TO BECOMING A TRAILBLAZER CAMPUS, WHICH JUST MEANT THAT THEY HAD TO COMMIT TO GIVING UP A FEW HOURS OF THEIR MONTH AS A PRINCIPAL TO COME MEET WITH US, VIEW DRAFTS OF CERTAIN THINGS, GIVE US FEEDBACK, AND THEY HAD TO COMMIT TO ALLOWING THEIR TEACHERS TO BE INVOLVED IN THAT AS WELL.
WE HAVE A MONTHLY TEACHER TRAILBLAZER GROUP AS WELL.
THAT HAS JUST BEEN AN INCREDIBLE PROGRAM.
WE'VE REALLY GONE DEEP WITH THESE PEOPLE, AND THEIR FEEDBACK HAS DIRECTLY LED TO CHANGES FOR TES, BUT ALSO CHANGES WE'VE ALREADY MADE FOR THIS YEAR.
A COUPLE OF OTHER HIGHLIGHTS IN NOVEMBER, WE GAVE A DISTRICT WIDE SURVEY ABOUT TEACHER EVALUATIONS.
WE'RE ABLE TO HEAR FROM A MAJORITY OF TEACHERS AND LEADERS.
THEN IN DECEMBER, WE LAUNCHED OUR TES TRAINER PROGRAM.
IN THE LAST YEAR AND A HALF, WE'VE REALIZED, SOMETIMES IT'S REALLY HARD TO GET CLEAR MESSAGES TO REACH TEACHERS.
WE WANT TO MAKE SURE THAT THEY HAVE THE RIGHT INFORMATION, ACCURATE INFORMATION, CLARITY, THEY GET THEIR QUESTIONS ANSWERED.
IT'S HARD FOR THEM TO NOT NECESSARILY HAVE SOMEONE THEY KNOW AND TRUST ALREADY THAT THEY CAN REACH OUT TO IF THEY HAVE QUESTIONS.
A TEACHER MIGHT NOT E-MAIL ME, ALTHOUGH SOME DO, WHICH IS GREAT.
BUT I THINK THEY WOULD PREFER TO ASK SOMEBODY THEY ALREADY KNOW.
WHAT WE SAID WAS, WE'RE GOING TO HAVE ONE PERSON AT EVERY SINGLE CAMPUS, BE A TES TRAINER.
THEY'RE GOING TO MEET WITH US EVERY SINGLE MONTH AND GET INTENSIVE TRAINING ON THE SYSTEM, AND THEN GO BACK TO THEIR CAMPUS AND REDELIVER THAT MESSAGE, HEAR FEEDBACK FROM THEIR TEACHERS, PASS THAT FEEDBACK ONTO US, AND REPEAT THAT CYCLE EVERY MONTH.
WE STARTED THAT PROGRAM IN DECEMBER AND THAT'S BEEN REALLY SUCCESSFUL AND PHENOMENAL FOR US.
IN JANUARY, A COUPLE OF HIGHLIGHTS, TEACHERS HAD THEIR FIRST TES TALK ON THEIR CAMPUS, WHICH IS WHERE THE TES TRAINER COMES AND GIVES A TES TALK.
WE HAD 100% OF CAMPUSES ENGAGE IN THAT PROCESS AND WE READ EVERY SINGLE WORD OF FEEDBACK.
OUR SDMCS, OUR CAMPUS SHARED DECISION MAKING COMMITTEES, 100% OF THEM MET AND VOTED ON A DRAFT FRAMEWORK.
ALSO OUR DAC GAVE RECOMMENDATIONS, AND BASED ON THE MAJORITY OPINION FROM THE SDMC AND THE DAC, WE RELEASED OUR FIRST DRAFT A FEW WEEKS AGO.
THAT WAS VERY EXCITING BECAUSE WE CAN DIRECTLY SAY THAT WE WENT WITH THE MAJORITY OPINION OF WHAT TEACHERS AND LEADERS AND COMMUNITY MEMBERS WANTED.
THIS MONTH, WE'VE CONTINUED WITH OUR CYCLE.
WE HAVE SDMCS AND DAC GIVING MORE FEEDBACK ON OUR FIRST DRAFT.
WE MEET WITH THE DAC NEXT WEEK.
WE'VE ENGAGED IN TEACHER FOCUS GROUPS.
WE'VE HAD ABOUT 40 SO FAR AND HAVE A FEW MORE NEXT WEEK,
[02:15:03]
AND WE WILL BE RELEASING OUR FINAL DRAFT IN A FEW WEEKS IN ADVANCE OF OUR BOARD VOTE IN MARCH.>> I'VE TALKED ABOUT THIS, BUT JUST TO REITERATE, EMPHASIZE A LITTLE BIT.
WE DID HAVE 9,028 TEACHERS AND LEADERS WHO COMPLETED OUR SURVEY, WHICH WE WERE REALLY REALLY HAPPY ABOUT BECAUSE WE CAN'T SAY THAT PEOPLE HAVE COMPLETED A SURVEY IF WE DIDN'T HAVE A HIGH ENOUGH PARTICIPATION RATE.
I MENTIONED ALREADY 100% OF OUR CAMPUSES ENGAGED IN THE SDMCS AND THE TES TALKS, AND THE SDMCS AND THE DAC MEMBERS MADE THE FINAL RECOMMENDATION FOR OUR FIRST DRAFT.
THAT'S ABOUT 3,000 PEOPLE COMING TOGETHER, CREATING A MAJORITY VOTE ON THE FRAMEWORK.
I WANT TO ACTUALLY TAKE A SECOND TO JUST SAY THANK YOU TO THE PEOPLE WHO HAVE LED THIS WORK, WHICH I'VE HAD THE HONOR OF PARTNERING WITH.
IF YOU ALL WILL BE OKAY WITH IT, I'D LIKE TO SHARE JUST A QUICK VIDEO AND ALLOW YOU GUYS TO SEE BEHIND THE HOOD AND HEAR HOW THIS HAS BEEN HAPPENING.
WE ARE SO GRATEFUL FOR YOU ALL AND YOUR SUPPORT DEVELOPING OUR PROPOSED TEACHER EXCELLENT SYSTEM.
AFTER MONTHS OF LISTENING, REFINING, AND WORKING ALONGSIDE YOU ALL, WE ARE STANDING AT THE THRESHOLD OF SOMETHING TRULY TRANSFORMATIVE FOR HISD EDUCATORS.
>> I'M EXCITED TO LEARN ABOUT THE NEW TEACHER EXCELLENT SYSTEM.
WE'RE ABLE TO RETRIEVE INFORMATION, DISCUSS IT, MAKE SUGGESTIONS, AND GIVE PLENTY OF FEEDBACK.
WE'RE ABLE TO TAKE THESE THINGS BACK TO OUR CAMPUS AND HAVE TALKS WITH OUR TEACHERS.
THEN THEY ASK QUESTIONS, AND THEN WE SUBMIT EVEN MORE FEEDBACK.
>> I FEEL MORE TRUST IN WHAT WE'RE DOING BECAUSE I FEEL LIKE THE ACCOUNTABILITY IS REALLY GOING ACROSS THE BOARD.
IT FEELS LIKE THEY REALLY ARE TAKING INTO ACCOUNT OUR VOICE AS TEACHERS.
THE TRANSPARENCY MAKES ME FEEL MORE TRUSTED IN THIS SYSTEM.
>> TEACHERS HAVE INPUT NOT JUST WITH THIS PROCESS, BUT ALSO WHAT'S HAPPENING ON CAMPUS.
THEY'RE NOT JUST BEING TOLD WHAT TO DO.
THIS PROCESS IS NOT ONLY HAPPENING IN THE LARGER SCHOOLS, BUT IT'S HAPPENING FROM SMALLER SCHOOLS UP TO SCHOOLS THAT HAVE LOTS OF STUDENTS.
>> THESE SESSIONS ARE MAKING ME FEEL MORE COMFORTABLE.
IN US BRINGING THIS TO THE BOARD AND SAYING, HEY, NEXT YEAR, WE'RE GOING TO HAVE A REALLY GOOD EVALUATION SYSTEM, THE TEACHER EXCELLENT SYSTEM THAT WAS DEVELOPED BY TEACHERS, BY EVALUATORS, BY CAMPUS ADMINISTRATORS, IN A WAY THAT WAS VERY TRANSPARENT IN ORDER FOR US TO FEEL CONFIDENT ABOUT WHAT WE'RE DOING AT OUR CAMPUSES AND BRING FORTH THAT CHANGE BECAUSE AT THE END OF THE DAY, WE'RE ALL HERE FOR THE BETTERMENT OF OUR STUDENTS AND OUR COMMUNITIES, AND WE'RE ONLY GOING TO BE ABLE TO DO THAT THROUGH COLLABORATION.
I THINK THAT'S WHAT THE BIG TAKEAWAY IS FROM TODAY AND ALL OF THESE SESSIONS.
>> FROM THE START, OUR GOAL HAS BEEN CLEAR TO BUILD AN EVALUATION SYSTEM THAT HAS OUTCOMES-FOCUSED, FAIR, AND TRULY SUPPORTIVE OF TEACHERS.
>> WHAT AN HONOR TO SERVE AS THE VOICE AND SHAPE THE WAY TEACHERS ARE EVALUATED IN A YEAR.
>> IT'S VERY IMPORTANT, YOU HAVE TO HAVE THE INPUT OF THE TEACHERS BECAUSE WE'RE THE ONES IN THE CLASSROOM AND WE'RE THE ONES THAT KNOW THE KIDS BEST THAN ANYBODY ELSE.
>> ALL OF US WORKING TOGETHER, WE WANT TO HELP THE KIDS, AND IT'S IMPORTANT THAT EVERY VOICE IS BEING HEARD AND INCLUDED AND THAT EVERYBODY IS VERY IMPORTANT IN THAT PART.
>> EVERY TEACHER WHO HAS FILLED OUT A SURVEY, PARTICIPATED IN A FOCUS GROUP, ASKED A QUESTION IN A TOWN HALL OR ENGAGED IN A TES TALK.
THANK YOU. YOUR VOICES HAVE SHAPED WHERE WE ARE NOW, AND YOUR CONTINUED FEEDBACK WILL ENSURE THAT TES REMAINS A SYSTEM THAT SERVES, SUPPORTS, AND CELEBRATES TEACHERS.
>> [APPLAUSE] THE THANKS REALLY GOES TO THEM.
I JUST WANT TO NOW SHARE A LITTLE BIT ABOUT WHERE WE ARE TODAY.
WE RELEASE OUR FIRST DRAFT ON JANUARY 23.
AS I MENTIONED, THE FRAMEWORK IN THE FIRST DRAFT WAS CHOSEN BASED ON THE MAJORITY RECOMMENDATION FROM THE SDMC AND THE DAC.
SINCE THEN, TEACHERS HAVE RECEIVED A NUMBER OF DIFFERENT RESOURCES, AND LIKE I MENTIONED, I'VE HAD THAT CAMPUS SESSION WITH THEIR TES TRAINER.
IF ANY TEACHERS WONDERING AND THEY HAVEN'T HAD THEIRS YET, IT MIGHT HAPPEN TOMORROW.
BUT THAT'S AN OPPORTUNITY TO LEARN MORE, ASK QUESTIONS AND PROVIDE MORE FEEDBACK.
THEN I JUST WANT TO HIGHLIGHT A COUPLE OF THE BIG INNOVATIONS THAT YOU'LL SEE
[02:20:05]
IN THE FIRST DRAFT THAT WILL CONTINUE INTO THE FINAL DRAFT THAT YOU'LL RECEIVE AS WELL.THE FIRST BIG AREA IS THIS IDEA OF RECOGNIZING THE TEACHERS WORK OUTSIDE THE CLASSROOM.
OUR TES SYSTEM CURRENTLY CELEBRATES STUDENT ACHIEVEMENT, QUALITY OF INSTRUCTION.
WE KNOW THERE'S A LOT MORE TO WHAT MAKES AN EFFECTIVE TEACHER.
IT'S A COMPLICATED THING TO BE A REALLY EFFECTIVE TEACHER.
ONE OF THE PIECES WE'VE REALLY BEEN EXCITED ABOUT IS BUILDING OUR HISD SPECIFIC PLANNING AND PROFESSIONALISM RUBRIC.
AND WE'VE DONE THAT WITH OUR TEACHERS.
ALL SDMCS RIGHT NOW ARE REVIEWING EVERY SINGLE WORD AND GIVING US ANY LAST FEEDBACK ON IT.
BUT THIS RUBRIC ACTUALLY LAYS OUT THE HIT SPECIFIC NEEDS TO MAKE SURE THAT TEACHERS ARE PREPARED TO TEACH EFFECTIVELY IN THE CLASSROOM.
WE KNOW TEACHERS SPEND A LOT OF TIME OUTSIDE A CLASSROOM PREPARING FOR THEIR LESSONS, AND WE WANT TO HONOR THAT BY GIVING THEM POINTS IN THEIR EVALUATION FOR THAT.
ADDITIONALLY, THE DISTINGUISHED TEACHER REVIEW IS A WAY FOR US TO SPECIFICALLY RECOGNIZE OUR TOP 20% OF TEACHERS.
WHAT WE FIND IS TYPICALLY THE TEACHERS WHO ARE DRIVING STUDENT OUTCOMES.
HAVING AMAZING LESSONS ARE ALSO THE TEACHERS WHO ARE STAYING AFTER SCHOOL, TUTORING KIDS, VOLUNTEERING ON THE WEEKENDS, FOR SPORTS, CLUBS, ALL OF THESE OTHER ITEMS, AND WE WANT TO MAKE SURE THAT THOSE TEACHERS ARE CELEBRATED FOR THAT.
THE DISTINGUISHED TEACHER PROCESS IS A WAY FOR US TO GIVE ESSENTIALLY EXTRA POINTS IN THE EVALUATION FOR THOSE FOLKS.
THE SECOND BIG INNOVATION IS JUST ENSURING A CALIBRATED EVALUATOR FOR EVERY SINGLE TEACHER.
WE'VE BEEN USING THE SPOT FORM SINCE THE BEGINNING OF MR. MILES' TIME AT HISD.
THROUGH THIS PROCESS, I THINK WE'VE HAD A LOT OF SUCCESSES, BUT WE HAVE A LOT OF AREAS AS WELL THAT WE WANT TO IMPROVE ON WITH THE TES SYSTEM.
FIRST, IN A SYSTEM THIS LARGE, 273 SCHOOLS, NO MATTER HOW WELL WE TRAIN, NO MATTER HOW CLEAR OUR DIVISION CHIEFS ARE, WE KNOW THERE ARE GOING TO BE SOME MOMENTS WHERE SOMEONE DOESN'T OPERATE WITH SUPERINTENDENT'S INTENT.
WE KNOW THERE'S GOING TO BE TIMES WHERE A TEACHER EXPERIENCES SOMETHING UNFAIR, AND WE KNOW THAT'S REAL AND THAT'S TRUE, AND THAT'S VALID.
WITH TES, WE'VE ADDED A VERY STREAMLINED PROCESS FOR TEACHERS TO ELEVATE ANY CONCERNS THAT THEY'RE HAVING WITH THEIR EVALUATION.
ADDITIONALLY, WE'VE HEARD A LOT OF FEEDBACK AROUND THE NUMBER OF SPOT OBSERVATIONS THAT ARE BEING DONE IN THE TEACHER'S CLASSROOM.
IT IS SUPER IMPORTANT THAT TEACHERS RECEIVE COACHING ALL THE TIME.
HOWEVER, IT DOESN'T NECESSARILY NEED TO COME WITH A SCORE EVERY SINGLE DAY OF THE MONTH.
WE'VE ACTUALLY SET A MAXIMUM NUMBER OF SPOTS PER TEACHER AT FOUR PER MONTH.
WE KNOW THERE WERE SOME TEACHERS WHO ARE GETTING FAR MORE THAN THAT.
ADDITIONALLY, WITH THE TES EVALUATOR CERTIFICATION TRAINING AND ASSESSMENT, WE WILL ACTUALLY BE REQUIRING ALL TES EVALUATORS NEXT YEAR TO PROVE THAT THEY ARE CALIBRATED ON THE SPOT FORM AND THAT THEY CAN EVALUATE A TEACHER'S CLASSROOM FAIRLY TO GIVE TEACHERS A FAIR, EQUITABLE EXPERIENCE.
THEY HAVE TO BE ABLE TO PASS THAT CERTIFICATION TO BE AN EVALUATOR UNDER THE TES SYSTEM.
LASTLY, WE KNOW THERE'S A NEED FOR MORE RESOURCES.
WHAT DOES A 15 LOOK LIKE? WHAT DOES A 14 LOOK LIKE? WHAT DOES SUCCESS LOOK LIKE IN AN IP CLASSROOM? WHAT DOES IT LOOK LIKE IN A SPECIAL EDUCATION INCLUSION CLASS? WE'RE WORKING ON BUILDING THAT VIDEO LIBRARY AND RESOURCES AS WELL.
THIRD, WE'RE THINKING ABOUT VALUING A TEACHER'S CONTRIBUTION TO CAMPUS-LEVEL GOALS.
BASED ON THE MAJORITY OPINION, WE'VE ADDED CAMPUS ACTION PLAN INTO THE TEACHER EVALUATION SYSTEM.
LET ME JUST TALK ABOUT WHAT THAT IS REALLY BRIEFLY.
RIGHT NOW, PRINCIPALS AT THE BEGINNING OF THE YEAR DRAFT AN ACTION PLAN FOR THEIR CAMPUS.
THESE ARE THE SPECIFIC GOALS THAT THEY WANT THEIR CAMPUS TO REACH AND ACHIEVE BY THE END OF THE YEAR.
IT COULD BE THAT AT THEIR SCHOOL, THEY NEED TO WORK ON STAFF CULTURE, OR THEY NEED TO WORK ON SERVING A SPECIFIC POPULATION OF STUDENTS, OR THEY REALLY NEED TO WORK ON A PARTICULAR SUBJECT OR SOMETHING LIKE THAT.
THE PRINCIPAL WORKS WITH THEIR EXECUTIVE DIRECTOR TO DRAFT THIS ACTION PLAN, AND THEN AT THE END OF THE YEAR, DEPENDING ON HOW THEY DO ON THE ACTION PLAN IF THEY MEET THEIR GOALS THAT THEY SET OUT TO ACHIEVE, THEY RECEIVE POINTS FOR THAT ACTION PLAN ON THEIR PRINCIPAL EVALUATION.
NOW, TEACHERS AT THEIR CAMPUS WILL GET THOSE EXACT SAME POINTS.
[02:25:04]
ACTUALLY, RESEARCH SHOWS THAT WHEN FOLKS ARE HELD ACCOUNTABLE TO A COLLECTIVE GOAL WHEN EVERYONE'S WORKING TOWARDS SOMETHING COMMON, IT'S MORE LIKELY THAT THAT GOAL IS ACHIEVED.THIS IS GOOD FOR OUR TEACHERS, GOOD FOR OUR KIDS.
THEN LASTLY, MEASURING GROWTH AND ACHIEVEMENT FOR ALL SUBJECTS.
WE ALREADY MEASURE GROWTH AND ACHIEVEMENT PRETTY WELL FOR A MAJORITY OF OUR TEACHERS.
BUT FOR OUR GROUP F TEACHERS WHO A LOT OF TIMES ARE ELECTIVE TEACHERS OR ANY TEACHER WITHOUT A NATIONAL STATE OR LOCALLY NORMED ASSESSMENT, THEY CURRENTLY WRITE THEIR OWN METRICS FOR STUDENT ACHIEVEMENT.
THAT JUST CREATES A LOT OF EQUITY ISSUES.
IT'S HARD TO KNOW WHAT THE BEST WAY TO WRITE A METRIC IS IF YOU'RE A FOURTH-GRADE ART TEACHER.
WHAT WE'RE DOING IS WE'RE BUILDING A MENU OF INDICATORS.
THOSE ARE DEEP AND FOCUS GROUPS RIGHT NOW.
WE'VE HAD FOCUS GROUPS WITH THE ART TEACHERS, THE PE TEACHERS, THE CTE TEACHERS, EVERYONE WHO'S GOING TO BE ON THIS MENU TO GET THEIR FEEDBACK.
AND THEN NEXT YEAR, WE WILL SAY, OKAY, HERE'S A LIST OF APPROVED METRICS, WORK WITH YOUR APPRAISER, CHOOSE THE ONE THAT MAKES THE MOST SENSE FOR YOU.
THAT IS REALLY ALL I HAVE TO SAY.
I WANT TO TURN IT OVER TO SOME FOLKS WHO ARE A LOT CLOSER TO THE WORK THAN I AM.
THEY'RE ON THE GROUND DOING THIS EVERY DAY.
THESE ARE FROM MY TRUSTED ADVISOR GROUP, MY TRAILBLAZERS.
WE HAVE PRINCIPAL GUTIERREZ FROM HERRERA ELEMENTARY AND VALKEITH WINTERS FROM MILBY HIGH SCHOOL.
THEY'RE GOING TO SAY A FEW WORDS.
>> HI. GOOD EVENING. THANK YOU SO MUCH FOR YOUR TIME.
I JUST WANT TO THANK YOU ALL FOR THE OPPORTUNITY AND ALYSSA AND HER TEAM FOR COMING UP WITH THIS IDEA OF THE TRAILBLAZER COMMITTEE.
I'M GOING TO TAKE YOU BACK TO THE BEGINNING.
I WAS AT A PRINCIPALS MEETING AND SHE SPOKE ABOUT IT, AND I SAID, THIS IS A PERFECT OPPORTUNITY.
I AM A FIRST-YEAR PROUD PRINCIPAL AT HERRERA IN THE NORTH, AND SO I SAID YOU KNOW WHAT? THIS IS A GREAT WAY FOR ME TO GET MY STAFF INVOLVED AND INVESTED.
I SIGNED UP AND I PITCHED THE IDEA TO THEM AND I GAVE THEM THE OPPORTUNITY TO VOICE, AND THEY SAID, LET'S DO IT.
WHY NOT HAVE OUR VOICE HEARD? EVERY TIME THERE WAS A MEETING, I WOULD GATHER THE INFORMATION, TAKE IT BACK TO MY TEAM.
WE WOULD TALK ABOUT IT IN PLCS.
EVERYONE HAD THE OPPORTUNITY TO VOICE, TO SHARE, AND TO GIVE FEEDBACK.
NO EXCUSE AS TO WHY THIS DIDN'T HAPPEN OR I DIDN'T HAVE THE OPPORTUNITY BECAUSE YOU DID.
RIGHT NOW AT THIS CURRENT TIME, WE HAVE A TON OF FOCUS GROUPS GOING ON, AND SO I TOOK THAT FOCUS GROUP LIST AND I SENT IT OUT TO MY STAFF.
I ENCOURAGE THEM, HEY, YOU'RE PART OF THE TEAM, THE TEACHERS THAT OPERATE UNDER AN SLO.
YOU NEED TO GO TO THIS FOCUS GROUP AND SHARE YOUR CONCERNS, ANYTHING, IDEAS, AND IT'S JUST BEEN AN AWESOME OPPORTUNITY.
ONE OF THE THINGS THAT MY TEAM HAS TRULY ENJOYED IS GIVING THAT FEEDBACK AND ALSO HAVING OUR TEACHER TRAILBLAZER.
IF THEY DIDN'T FEEL COMFORTABLE SHARING ANY FEEDBACK WITH ME, MS. VELASQUEZ, OUR TRAILBLAZER TEACHER WAS THERE TO SERVE AS THAT TEACHER TO BRING BACK THAT FEEDBACK.
>> GOOD AFTERNOON. HOW ARE YOU DOING TODAY? I AM VALKEITH WINTERS.
THIS MAKES MY 25TH YEAR AS AN EDUCATOR.
[APPLAUSE] THAT'S MY PRINCIPAL DID.
SHE WAS LIKE, HEY, I HAVE SOMETHING THAT YOU'LL BE VERY INTERESTED IN.
I WAS LIKE, OKAY, I JUMPED ON IN.
BUT ONCE AGAIN, 25 YEARS, YOU'RE A LITTLE NERVOUS BECAUSE I HAVE BEEN TO SO MANY MEETINGS WHERE THEY SAY, WE'RE GOING TO DO THIS.
WE'RE GOING TO DO THAT AND IT DOES NOT HAPPEN.
WE WENT INTO THIS MEETING, THEY SAID, YOU CAN BE YOURSELF.
YOU DON'T HAVE TO AGREE WITH EVERYTHING THAT'S GOING TO HAPPEN INSIDE OF THIS ROOM.
WE'RE GOING TO HAVE SOME GOING BACK AND FORTH.
BUT WHEN I WENT BACK TO MY CAMPUS, THE THINGS THAT WE TALKED ABOUT IN THE MEETING, IT SHOWED ON CAMPUS.
IF WE PUT TOGETHER A SURVEY, THE EXACT SURVEY THAT WE VOTED ON, IT WAS ACTUALLY ON MY CAMPUS NOW.
I WAS LIKE, WAIT, THAT NEVER HAPPENED.
THIS TRAILBLAZER COMMITTEE IS ACTUALLY MAKING THINGS HAPPEN, AND WE'RE ACTUALLY GOING IN THE RIGHT DIRECTION.
[02:30:01]
I KNOW THAT WE'RE GOING TAKING IT STEP BY STEP BY STEP, BUT IF Y'ALL CAN JUST CONTINUE TO WORK WITH HER AND KEEP PUSHING HER, Y'ALL GOING TO SEE SOME GREAT THINGS GOING ON.>> THEY'RE MISSING. THANK YOU SO MUCH.
THAT'S ALL REALLY WE HAVE FOR YOU GUYS.
WE WILL BE RELEASING THE FINAL DRAFT IN A FEW WEEKS, AND YOU GUYS WILL GET IT, YOU'LL BE ABLE TO REVIEW IT, AND THEN BE ABLE TO VOTE ON IT IN MARCH.
THAT'S ALL I HAVE FOR Y'ALL, AND I'D LOVE TO TAKE ANY QUESTIONS.
>> GREAT JOB. I WAS FORTUNATE ENOUGH TO ATTEND A TRAIL BLAZER SESSION, AND IT WAS JUST THE WAY THEY DESCRIBED IT.
THERE WERE LOTS OF DIFFERENT OPINIONS, AND THEY CREATED A GREAT SPACE AND A SAFE SPACE FOR PEOPLE TO SAY, NO, I DON'T LIKE THIS OR NO, I LIKE THAT.
THEN THEY CAME TOGETHER AND IT WAS REALLY SPECIAL SEEING ALL THOSE FOLKS DO THAT. QUESTIONS.
THANK YOU FOR COLLABORATING WITH THOSE THAT MATTER, THAT THOSE THAT ARE GOING TO BE IN SOME WAY IMPACTED IN A VERY BIG WAY WITH THIS. THAT'S IMPORTANT.
THANK YOU FOR BRINGING THEM TO US SO THAT WE COULD HEAR FIRSTHAND WHAT THEY'RE EXPERIENCING.
I LOVE VALKY, I THINK THAT'S HIS NAME.
I LOVE WHAT HE SAID ABOUT BEEN THERE DONE THAT.
NEVER HAPPENS AND THE FACT THAT THIS IS TRULY HAPPENING, I CAN SEE THE EXCITEMENT IN BOTH OF THEM THAT WHAT THEY'RE DOING AND THE TIME THAT THEY'RE SPENDING ON THIS COMMITTEE IS REALLY COMING TO FRUITION. THANK YOU FOR THAT.
>> THANK YOU. I'M JUST BLOWN AWAY BY THE ENGAGEMENT AND THE COLLABORATION AND THE FACT THAT THIS IS BEST PRACTICE, BUT ALSO YOU'RE BUILDING CULTURE AT THE SAME TIME.
I WANT TO NAME OUT WHAT WE'RE FEELING.
I REALLY APPRECIATE YOU TAKING METHODOLOGY AND SYSTEMS AND PEOPLE AND USING THIS AS AN OPPORTUNITY TO BUILD CULTURE FOR ALL OF US, WITH THE COMMUNITY, WITH OUR CAMPUSES, AND TO GET SOME POSITIVE EXCITEMENT.
JUST REALLY EXCITED FOR THE TEACHERS AND FOR US. THANK YOU.
I WORK IN AN ORGANIZATION WITH 27,000 EMPLOYEES, AND EVERY TIME WE ROLL OUT SOMETHING, IT'S IMPORTANT TO GET STAKEHOLDER FEEDBACK.
THIS IS A PERFECT EXAMPLE OF COLLABORATIVE STAKEHOLDER ENGAGEMENT THAT I LOVE SEEING IN OUR DISTRICT.
GOING FORWARD, LET'S CONTINUE THE MOMENTUM TO MAKING SURE THAT WE ENGAGE THE MOST IMPORTANT INDIVIDUALS IN THE AREAS THAT THEY'RE BEING IMPACTED. THANK YOU.
>> I'M GLAD YOU SAID THAT ONE POINT IN PARTICULAR AROUND LET'S CONTINUE THIS BECAUSE I THINK WE'VE FELT THE SAME WAY.
THROUGH THIS, WE'VE ACTUALLY HAD A COUPLE OF THINGS POP UP THAT ARE RELATED TO TES, BUT ACTUALLY NOT, BUT ARE REALLY GOOD PIECES OF FEEDBACK, AND WE'VE BEEN ABLE TO CONNECT THE TRAILBLAZERS AND SOME OF OUR OTHER TEACHERS WITH THE RIGHT PEOPLE IN CENTRAL OFFICE TO GET FEEDBACK.
WE'RE HOPING TO CONTINUE THIS TES TRAINER PROGRAM BECAUSE WE HAVE TO MAKE SURE THAT WHAT HAPPENS ON THE GROUND IMPLEMENTATION WISE IS WHAT WE DESIGNED.
>> THANK YOU. I'LL ECHO ALL OF THIS.
I THINK ONE THING THAT I HOPE YOU CAN RAISE UP A BIT IS AS PARENTS AND GUARDIANS AND CARETAKERS OF OUR STUDENTS IN THE COMMUNITY, THIS MIGHT NOT NECESSARILY MAKE A LOT OF SENSE.
>> WHAT WOULD YOU LIKE THEM TO TAKE AWAY FROM THIS TO PROVIDE SOME REASSURANCE AS WE TRANSITION TOWARDS THIS?
>> SURE. THAT'S A REALLY GREAT QUESTION. I THINK A COUPLE OF THINGS.
FIRST, I WOULD WANT PARENTS TO KNOW THAT THIS NEW SYSTEM IS A SYSTEM THAT IS DESIGNED TO PROVIDE CLARITY TO TEACHERS ABOUT HOW TO BEST ENSURE THEIR STUDENTS SUCCEED.
IT CLEARLY LAYS OUT THE GROWTH WE WANT TO SEE, THE QUALITY OF INSTRUCTION WE WANT TO SEE, AND IT HAS SYSTEMS IN PLACE FOR US TO MONITOR AND MAKE SURE THAT'S HAPPENING.
THIS IS A SYSTEM THAT NOT ONLY DEFINES THIS, BUT THROUGH THE MONITORING PROCESSES AND THE SUPPORT PROCESSES AND THE COACHING PROCESSES, ENSURES THAT KIDS DO DIRECTLY BENEFIT.
THE OTHER THING I'LL SAY TO PARENTS IS, WE'RE STILL BUILDING OFF OF WHAT'S ALREADY BEEN DONE WITH T-TESS.
YOU SAW THAT I THINK WE'VE MADE SOME GREAT INNOVATIONS AND IMPROVEMENTS.
[02:35:02]
BUT THERE ISN'T GOING TO BE A SHIFT IN TERMS OF FOCUS ON OUTCOMES AND QUALITY OF INSTRUCTION.THEN LASTLY, I WOULD JUST TELL PARENTS THAT WE'VE MADE SURE TO DO OUR HOMEWORK AND ASK THE PEOPLE WHO THIS IS GOING TO BE IMPACTED BY.
WE HAVE PARENTS WHO SERVE ON SDMCS WHO'VE HAD A CHANCE TO VOTE ON THIS AND REALLY GET IN THE WEEDS ON THIS.
I HOPE THAT THAT REASSURES FOLKS AS WELL.
>> THANK YOU, DEPUTY CHIEF. THIS WAS A GOOD PRESENTATION.
I THINK JUST LIKE MY COLLEAGUES, WE'RE SO EXCITED TO SEE THE COLLABORATION.
I WAS LOOKING UP MY SCHOOL'S SDMC NOTES ON THIS WHEN I WAS LIKE, WE TALKED ABOUT IT. THEY TALKED ABOUT IT.
I'M WONDERING HOW, IT LOOKS LIKE WE GOT 3,000 RECOMMENDATIONS, I THINK WAS THE NUMBER, 03,000 MEMBERS SDMC AND DAC MEMBERS MADE RECOMMENDATIONS ON THE FRAMEWORK.
HOW DID WE INCORPORATE THEIR RECOMMENDATIONS. WHAT DID WE DO? WHAT THINGS BUBBLED UP THAT WE ADDRESSED? CAN YOU TAKE US THROUGH THAT ABSOLUTELY. THANK YOU.
>> I ACTUALLY MIGHT GO BACK TO THE SLIDE BECAUSE ACTUALLY ALMOST EVERYTHING THAT IS ON THIS SLIDE CAME FROM THINGS THAT PEOPLE SAID.
ONE THING THAT BUBBLED UP A LOT IS THEIR EXPECTATIONS ON TEACHERS OUTSIDE OF THE CLASSROOM.
THE SDMC FEEDBACK WE'VE GOTTEN SO FAR IS THAT WE ACTUALLY ASKED THEM, DO YOU WANT US TO USE THE CURRENT T-TESS.
T-TESS HAS A SIMILAR RUBRIC? WE ASKED THEM, DO YOU WANT TO USE THAT RUBRIC OR THIS RUBRIC AND A MAJORITY SAID THEY WANTED US TO DESIGN OUR OWN. THAT'S ONE THING.
I THINK SOMETHING THAT BUBBLES UP IS THE EXPERIENCE WITH THE SPOT FORM.
I THINK WHAT I'VE HEARD FROM SDMCS AND FROM TEACHERS IS NOT THAT TEACHERS DON'T WANT FEEDBACK.
I'VE MET AND SEEN TEACHERS WHO ARE SUPER HUNGRY FOR GROWTH.
IT'S ABOUT HOW IT'S BEEN IMPLEMENTED SOMETIMES AND JUST MAKING SURE THAT EVERY TEACHER HAS A FAIR EXPERIENCE THE WAY IT'S SUPPOSED TO BE DESIGNED.
WE HAD TO REALIZE, HEY, WE CAN TRAIN AND WE CAN HOPE AND OUR DIVISION CHIEFS WORK CONSTANTLY.
THEY'RE IN CLASSROOMS, THEY'RE IN SCHOOLS EVERY SINGLE DAY, TRYING TO MAKE SURE THAT WHAT WE TRAIN ON IS WHAT HAPPENS.
BUT WE CAN'T GUARANTEE THAT THAT'S ALWAYS GOING TO BE THE CASE.
THIS ELEVATION PROCESS IS SOMETHING THAT CAME DIRECTLY FROM THEM.
THE MAXIMUM NUMBER OF SPOTS THAT CAME DIRECTLY FROM THEM.
THE CERTIFICATION PROGRAM, THEY'VE GIVEN US A TON OF FEEDBACK ON I'LL GIVE YOU AN EXAMPLE.
THE TRAILBLAZERS, LIKE A LOT OF OUR TEACHERS HAVE RAISED SOME ITEMS AROUND THE SPOT.
IN OFFICE ACADEMICS, WE DO SOME WORK ON THE SPOT FORM, WE COLLABORATE, BUT IT'S REALLY SOMETHING THAT'S REALLY LED BY CHIEF OF SCHOOLS AND THE DIVISION TEAMS AS WELL.
WE ACTUALLY ASKED CHIEF MASSEY TO COME AND LISTEN TO THE TRAILBLAZER TEACHERS, AND SHE SAT FOR AN HOUR AND LISTENED TO ALL THEIR FEEDBACK, AND THERE WAS A LOT OF IT.
SHE ACTUALLY THEN USED WHAT THEY SAID TO MAKE A TRAINING THAT SHE DELIVERED TO PRINCIPALS TWO OR THREE WEEKS AGO, WHICH IS AROUND HOW DO YOU USE EMOTIONAL INTELLIGENCE? HOW AS A COACH, ARE YOU ACTUALLY SOMEONE'S CHAMPION AND SOMEONE'S SUPPORTER WHEN YOU'RE GIVING THEM FEEDBACK? ONE IDEA SHE SAID REALLY STUCK OUT TO ME, WHICH WAS, YOU HAVE TO WALK INTO AN INTERACTION WITH THE PEOPLE YOU WORK WITH BELIEVING THAT THEY WILL BE THE BEST TEACHER THAT THEY CAN BE FOR KIDS.
IF THAT'S NOT HOW YOU'RE TREATING OUR TEACHERS, THAT IS NOT ALIGNED WITH SUPERINTENDENT INTENT.
I THINK SOME OF THOSE PIECES HAVE BUBBLED UP ALREADY AND STARTED TO EVEN JUST HIGHLIGHT AND ELEVATE TRAININGS THAT WE NEED TO DO TO SUPPORT OTHERS.
THOSE ARE JUST A COUPLE EXAMPLES.
ALONG THOSE SAME LINES OF TRAINING, JUST THINKING PERSONALLY, SOMETIMES WHOEVER IS EVALUATING ME, IT'S ALWAYS NICE TO KNOW HOW THEY ARE LOOKING AT ME OR HOW THEY HAVE BEEN TRAINED.
I'M WONDERING, ARE THE VIDEO LIBRARY AND ADDITIONAL RESOURCES GOING TO BE AVAILABLE FOR EVEN TEACHERS OR FOLKS WHO ARE NOT GOING THROUGH THE CERTIFICATION SO THEY CAN JUST GET SMART ON EXPECTATIONS?
>> YES, I THINK THAT'S LIKE YOU SAID, IT'S ONLY FAIR.
THAT MAKES SENSE. PEOPLE NEED TO KNOW WHAT SUCCESS LOOKS LIKE THEY DESERVE THAT.
[02:40:01]
>> SO I'M GOING TO PIGGYBACK OFF OF BOARD MEMBER CASSANDRA'S COMMENTS AND ASKING HOW YOU INCORPORATED THOSE COMMENTS OF THE 3,000 FOLKS AND THE RECOMMENDATIONS.
FOR ME, THE ONE THAT WAS MOST EYE OPENING, ALL OF IT IS INCREDIBLE.
BUT WHEN YOU SAID THERE'S ONLY GOING TO BE FOUR SPOT OBSERVATIONS, I KNOW HOW BIG A SHIP THIS IS THAT WE'RE TRYING TO TURN AROUND AND THE MAGNITUDE OF IT AND I KNOW THAT WE STOOD STEADFAST ON THOSE SPOT OBSERVATIONS, THIS IS WHAT WE NEED TO DO.
BUT THAT ALSO NOW FROM THE RECOMMENDATIONS AND THE COLLABORATIONS SHOWS ME THAT THE ADMINISTRATION IS WILLING TO LISTEN TO THOSE THAT IT IS AFFECTING AND IMPACTING BECAUSE I WAS WOWED BY THAT.
I APPRECIATE THAT AND I THINK TO BOARD MEMBER CASSANDRAS ASK ABOUT THE RECOMMENDATIONS SHOWS THAT YOU GUYS ARE LISTENING AND THAT YOU'VE MADE CHANGES IN WHAT WE'RE DOING AND HOW WE'RE DOING IT. JUST THANK YOU FOR THAT.
>> THANK YOU, PRESIDENT CAMPO, AND JUST TO CLOSE.
THANK YOU FOR SHOWING THE TEAM AND I THINK THE BOARD AND THE PUBLIC AND THE SEF JUST GOT A GLIMPSE OF ALL THE WORK THAT'S BEEN GOING ON.
YOU HAVE MEMBERS, A LOT OF PEOPLE WORKING HARD ON THIS, BUT NONE HARDER THAN YOU.
I JUST WANTED TO THANK YOU PERSONALLY FOR EVERYTHING YOU DO AND YOU'VE GOT SO MANY OTHER RESPONSIBILITIES, BUT THIS HAS BEEN NOT JUST A LABOR OF LOVE, BUT JUST VERY WELL DONE. THANK YOU, MELISSA.
>> WE WILL NOW MOVE TO THE REMAINING SPEAKERS, BEGINNING WITH THOSE WHO ARE IN PERSON FOR BOTH OF THE AGENDA, WE'VE DONE THE AGENDA.
WE'RE GOING TO BE HEARING FROM THE COMMUNITY NOW.
WHAT'S THAT? IT LOOKS LIKE WE PROBABLY NEED TO RECESS FOR ABOUT FIVE MINUTES FOR A MAYBE 10.
>> WE WERE ALL SNEAKING OUT [INAUDIBLE].
>> WE'RE GOING TO GO AHEAD AND GET STARTED.
I UNDERSTAND, WE'RE GOING TO HEAR FROM THE REGISTERED SPEAKERS,
[SPEAKERS TO AGENDA ITEMS (Part 2 of 2)]
BEGINNING WITH THOSE WHO ARE IN PERSON FOR BOTH THE AGENDA AND THE HEARING FROM THE COMMUNITY.THEY WILL FOLLOW BY SPEAKERS ON ZOOM.
WE'RE GOING TO CALL THE SPEAKERS TO THE MICROPHONE AND GROUPS, BEGINNING WITH SPEAKERS NUMBER 1 THROUGH 10.
WE HAVE SEATS IN THE FRONT RESERVED FOR THE NEXT GROUP OF SPEAKERS, SO PLEASE OCCUPY THOSE SEATS IF YOU'RE UP NEXT AND PLEASE STATE YOUR FULL NAME BEFORE BEGINNING YOUR REMARKS.
WE DO HAVE SOME STUDENTS THAT ARE HERE THAT ARE GOING TO SPEAK AS WELL, AND WE'LL BRING THEM UP FIRST.
MS. SMITH, WOULD YOU GO AHEAD AND START.
>> WE'LL HEAR ARCHER WALTER AND ROSE WALTER FOLLOWED BY THEIR PARENT, ELLEN WALTER.
>> THERE WAS NO BETTER PLACE IN SCHOOL.
ART, MATH, SCIENCE AND SOCIAL STUDIES ARE ALL PART OF SCHOOL.
BUT EVER SINCE YOU MIKE MILES, CAME AROUND, ALL YOU HAVE IS TROUBLE.
FIRING CARIANS, PRINCIPALS, AND JANITORS GO HOME.
MIKE MILES, YOU SHOULDN'T BE PROUD OF WHAT YOU'VE DONE TO OUR SCHOOLS. SAY WITH ME.
>> GO AHEAD AND PULL THE MIKE TOWARDS HER A LITTLE BIT. THERE YOU GO.
>> I WANT YOU TO STOP FIRE A LIBRARIANS.
>> I'M UTTERED, I WANT TOOK [INAUDIBLE] THIS AGAIN.
>> LIBRARIANS NEED TO GET BACK TO WORK AND LEAVE IT WAY TO US.
[02:45:04]
>> THANK YOU VERY MUCH, SHE DID GREAT.
>> YOU WANT ME TO JUST WAIT UNTIL THE END.
>> YOU REGISTERED TO SPEAK AS WELL. GO AHEAD.
>> THANK YOU, SIR. THE 100 THE DAY OF SCHOOL HAS COME AND GONE, AND MY CHILDREN HAVEN'T BEEN ABLE TO VISIT A LIBRARIAN DURING THAT TIME.
THAT'S 100 DAYS THAT USED TO BE FILLED WITH A LIBRARIAN THAT ENCOURAGED THEM TO CHECK OUT A BOOK IN ENGLISH AND SPANISH EVERY TIME THEY VISITED.
THE LIBRARIAN, MR. BARRIOS WAS SO WONDERFUL THAT HE INSTILLED A LOVE OF READING, AND MY NOW SECOND GRADER IS TESTING AT A 98TH PERCENTILE IN BOTH LANGUAGES.
HE'S GONE NOW AND MY KINDERGARTNER ONLY KNOWS HIM BECAUSE HE'S JUST A SCHOOL PARENT NOW.
THAT'S 100 DAYS OF FEAR FOR THE TEACHERS WHO NEVER KNOW WHEN THEY'LL BE OBSERVED OR BURTED.
IT NEVER SHOULD HAVE TAKEN A YEAR AND A HALF TO GET A MAX OF FOUR SCORED OBSERVATIONS PER TEACHERS PER MONTH.
LET OUR TEACHERS TEACH, LET OUR KIDS HAVE BOOKS. THANK YOU.
>> GREETINGS TO EVERYONE ON THE BOARD.
I WAS ADDRESSING AGENDA ITEM NUMBER 5 ABOUT THE SCHOOLS THAT HAD THE LOW STAAR TEST SCORES, CONSIDERING THEM BECOMING A NES.
I'M SAYING THAT IS NOT THE SOLUTION.
IF THIS SCHOOL BECOMES A NES, OTHER SCHOOLS, THEY'RE GOING TO EXPERIENCE BEING IN CLASSROOMS LONGER TIME.
THEY'RE GOING TO HAVE LESS RESTROOM BREAKS.
THIS IS JUST LONGER SCHOOL HOURS AND IT'S JUST A RIGOROUS CURRICULUM.
MY SUGGESTION IS SMALLER CLASSROOM SIZES, MORE TEACHERS AIDS IN THE CLASSROOM, AND DEFINITELY, NOT HAVING LONGER SCHOOL HOURS.
IN CONCLUSION, THE SCHOOLS WITH THE LOW STAAR TEST SCORES, NES IS NOT THE SOLUTION.
JUST TRY TO GIVE THEM ALL THE SUPPORT AND LOVE THEY NEED, BUT NO MORE NES. THANK YOU.
>> IF SPEAKERS 1-10, COULD PLEASE COME TO THE FRONT ROW.
>> IS CARMEN NUNCIO HERE? MRS. NUNCIO. SHE'S NOT HERE ANYMORE.
IT HAS COME TO MY ATTENTION THAT SOME TEACHERS AT BELLAIRE HIGH SCHOOL ARE SOCIALLY TRANSITIONING CHILDREN WITHOUT PARENTAL CONSENT.
WHEN PRINCIPAL MICHAEL NIGGLI WAS ASKED BY PARENTS TO STOP, HE SAID THAT HE DOES NOT HAVE THE POWER TO TELL TEACHERS WHAT TO DO.
MY SCHOOL SOCIALLY TRANSITIONED ME WITHOUT MY PARENTS' KNOWLEDGE OR CONSENT.
THIS CAUSED MY DELUSIONS TO WORSEN, LEADING ME FURTHER DOWN A PATH OF ANXIETY, DEPRESSION, AND SELF-HATRED, AS WELL AS CREATING AN EMOTIONAL SEPARATION FROM MY LOVING PARENTS.
THE REPERCUSSIONS OF THIS HAS LEFT LASTING IMPACTS ON MY ADULT LIFE.
AS SOMEONE WHO HAS FIRSTHAND EXPERIENCE OF THIS, I URGE YOU TO DO THE RIGHT THING AND STOP USING OUR SCHOOLS TO SOCIALLY TRANSITION CHILDREN INTO ANOTHER GENDER.
IT IS WRONG TO TEACH CHILDREN THAT THE ONLY WAY TO BE HAPPY IS BY CUTTING OFF HEALTHY BODY PARTS.
NO CHILD IS BORN IN THE WRONG BODY, AND NO CHILD SHOULD BE MADE TO FEEL THIS WAY BY TEACHERS AT BELLAIRE HIGH SCHOOL.
>> MICHELLE WILLIAMS. FOLLOWED BY FRED WOODS, DENISE BELL, AND KATHY BEASLEY.
>> MICHELLE WILLIAMS, HOUSTON EDUCATION ASSOCIATION.
I WANT TO TALK ABOUT THE TARGETED IMPROVEMENT PLANS.
I HAVE BEEN EMAILING YOU ALL WEEK, SO YOU ALL HAVE HEARD IT BEFORE, READ THE EMAILS.
THE SCHOOLS THAT GENERALLY DO WELL IN DOMAIN 3 ARE NOT DOING WELL ANYMORE.
HENCE YOUR COMMENT ABOUT HISTORICAL DATA.
LOOK UP THE DATA OF THOSE NES SCHOOLS, MRS. FLOWERS. I'M ASKING YOU ALL TO VOTE NO ON THE TARGETED IMPROVEMENT PLANS.
I'VE SENT TO ALL OF YOU ALL THE TEA GUIDELINES FOR THESE TARGETED IMPROVEMENT PLANS.
TES FOCUS GROUPS, I'VE ALREADY BEEN TO TWO OF THEM.
WHAT THIS LADY FAILED TO TELL YOU ALL, THE SPOT OBSERVATION FORM CONSTANTLY CHANGES.
IT JUST CHANGED IN DECEMBER AND SHE PUT OUT A VIDEO, YOUR EVALUATIONS ARE STILL VALID.
THAT'S CALLED PROCEDURAL [NOISE]
[02:50:08]
>> FRED WOODS, FOLLOWED BY DENISE BELL, KATHY BEASLEY, CHRISTI BREWSTER, LORENA DALTON. DENISE BELL.
>> HI. MY NAME IS DENISE BELL.
I'VE HAD A CHILD IN HISD BEFORE.
I'M ALSO THE CHAPTER CHAIR FOR MOMS FOR LIBERTY, HARRIS COUNTY, AND I'M HERE TONIGHT TO SPEAK ON BEHALF OF A PARENT IN HISD. THESE ARE HER WORDS.
MY YOUNGEST DAUGHTER IS NOW A JUNIOR AT BELLAIRE HIGH SCHOOL.
WITHIN THE LAST TWO YEARS, WE WERE SHOCKED TO LEARN THAT THE HIGH SCHOOL WAS ACTIVELY SOCIALLY TRANSITIONING OUR DAUGHTER BY CALLING HER BY A DIFFERENT NAME AND PRONOUNS.
ON THE FIRST DAY OF NINTH GRADE, MY DAUGHTER'S THEATER TEACHER SENT HOME AN INFORMATION SHEET FOR US TO FILL OUT.
THE SECOND LINE OF THE SHEET ASKED FOR HER PRONOUNS.
MULTIPLE TEACHERS STARTED CALLING HER BY A DIFFERENT NAME AND PRONOUNS.
ONE TEACHER EVEN WENT AS FAR AS TO CROSS OUT MY DAUGHTER'S LEGAL NAME THAT SHE HAD WRITTEN ON HER PAPER AND WRITE HER CHOSEN NAME IN RED INK.
THIS OCCURRED WITHOUT OUR KNOWLEDGE AND CERTAINLY WITHOUT OUR CONSENT.
THIS GOES AGAINST OUR CHRISTIAN FAITH, THE ADVICE OF HER THERAPIST, AND QUITE FRANKLY, COMMON SENSE.
WE MET WITH HER TEACHERS, COUNSELORS, AND THE PRINCIPAL TO NO AVAIL.
HISD IS PURPOSELY AND SECRETIVELY TRANSITIONING MINOR WITHOUT [NOISE]
>> THANK YOU. [NOISE] [APPLAUSE]
I THINK EVERYONE WHO SPEAKS AT THESE MEETINGS CAN AGREE THAT WE ARE SCREAMING INTO THE WIND.
WE DON'T LABOR UNDER THE MISAPPREHENSION THAT THIS UNELECTED BOARD WILL SEE OUR POINT OF VIEW AND VOTE IN ANY MEANINGFUL WAY TO SLOW DOWN THIS OUT-OF-CONTROL TRAIN.
WE'RE HERE BECAUSE WE LOVE OUR COMMUNITY AND SCHOOL DISTRICT AND PUBLIC EDUCATION IN GENERAL.
I'M NOT SURE IF ANY OF YOU EVEN BELIEVE WHAT IS BEING SAID ABOUT THE IMPROVEMENT OF TEST SCORES WITHIN THE DISTRICT.
YOU ARE THE PLAYER, THE COACH, AND THE REFEREE.
THIS DISHEARTENING LACK OF ACCOUNTABILITY IS INSULTING TO THE TAXPAYERS OF HOUSTON.
THE APPOINTED BOARD AND SUPERINTENDENT ARE UNDEMOCRATIC, JUST AS THE SUSPENSION OF THE NORTHSIDE 45 IS UNDEMOCRATIC.
TO PROTEST IS AMERICAN, AND WE WILL CONTINUE TO DO SO AND APPLAUD THE PARENTS AND STUDENTS WHO SPEAK OUT.
WE ARE UNDETERRED IN OUR COMMITMENT TO SAVE THIS SCHOOL DISTRICT.
YOU ARE THE PHILISTINES, AND WE ARE DAVID. [APPLAUSE]
>> GOOD EVENING. I'M CHRISTI MACHELLE BREWSTER, RETIRED SCHOOL NURSE.
I SEE THAT YOU ALL ARE GOING TO ADOPT A RESOLUTION TO PAY THE EMPLOYEES THAT MISSED WORK ON OUR RECENT WINTER STORM, WHICH I'M SURE IS STANDARD. GOOD JOB.
BUT I'M REALLY HERE TO THANK THE STAND-IN SUPERINTENDENT, MAYOR JOHN WHITMIRE, FOR FACILITATING THE CLOSING OF SCHOOLS DURING THIS RECENT WINTER STORM.
I WONDER WHAT IT WOULD LOOK LIKE IF WE HAD MORE FACILITATING AS SUCH.
AS A FORMER SCHOOL NURSE OF DAVIS, NOW NORTHSIDE HIGH SCHOOL, I TOO STAND IN SOLIDARITY FOR THOSE PANTHERS NORTHSIDE 45.
[APPLAUSE] WONDER WOULD WE HAVE THIS SINISTER CHAOS IF WE HAD POSSIBLY, MAYOR.
LISTEN TO ME, MAYOR WHITMIRE, A MUNICIPAL SCHOOL DISTRICT, THINGS THAT MAKE YOU GO.
>> LORENA DALTON, FOLLOWED BY GINA RICHARDS AND DR. DENISE WILBORN.
HERE ON BEHALF OF MY FOURTH GRADE DAUGHTER AT WHARTON DUAL LANGUAGE ACADEMY, TO FORMALLY REQUEST THE RESIGNATION, REASSIGNMENT OR TERMINATION OF PRINCIPAL VERONICA CELEDON BECAUSE HER POOR LEADERSHIP, LACK OF TRANSPARENCY, AND HER DISREGARD FOR STUDENT AND STAFF CANNOT CONTINUE.
OUR ONCE THRIVING SCHOOL HAS RAPIDLY DECLINED.
IN JUST FIVE MONTHS, NINE STAFF MEMBERS, INCLUDING EXPERIENCED ADMINISTRATORS AND TEACHERS HAVE LEFT DUE TO A TOXIC WORK ENVIRONMENT, CAUSING STRESS AND ANXIETY FOR STAFF, STUDENTS, AND PARENTS.
ALSO, 13 FAMILIES HAVE LEFT, MORE WILL LEAVE IF SHE REMAINS BEYOND THIS SCHOOL YEAR.
WE NEED TO [NOISE] [INAUDIBLE]
>> OUR CHILDREN AND EDUCATORS.
>> MA'AM, THANK YOU. YOUR TIME IS UP.
>> A LEADER WHO FOSTERS SUPPORTIVE AND RESPECTFUL FUNCTIONAL LEARNING ENVIRONMENT.
[02:55:03]
>> GINA RICHARDS, YOU'RE NEXT FOLLOWED BY THE NEXT 10 SPEAKERS.
COULD YOU PLEASE MOVE TO THE FRONT ROW?
>> GOOD EVENING. I'M GINA RICHARDS.
I'M PART OF SOUTHEAST TEXAS BROWN BERETS.
OBVIOUSLY, YOU ALL KNOW WHERE THAT IS AND WHAT THAT STANDS FOR.
WHO IS MY QUESTION? WHO IS THIS FOR? ALL THROUGH THIS MEETING, I'M HEARING NUMBERS AND JARGON AND OVER 200,000 SCHOOLS IN POVERTY NEIGHBORHOODS HAVE NO LIBRARIES, BUT THE WELL-OFF SCHOOLS HAVE LIBRARIES AND ACCESS AND BEAUTIFUL STATE-OF-THE-ART SCHOOLS.
WHAT ABOUT THE BARRIOS? WHAT ABOUT FOURTH, FIFTH WARD, SECOND WARD? WHAT ABOUT THOSE SCHOOLS? WHAT ARE OUR RESOURCES FOR OUR CHILDREN? ARE WE JUST NOT GOOD ENOUGH FOR YOUR NUMBERS UP THERE? I DON'T GOT ALL THESE BIG WORDS TO USE UP HERE.
I DIDN'T HAVE SOME PHD, COLLEGE DIPLOMA.
I'M A HUMAN. ALL THESE PEOPLE BEHIND YOU, LISTEN TO THEM.
THAT'S ALL I GOT TO SAY. [APPLAUSE]
>> DR. WILBORN, FOLLOWED BY MELISSA GARBER, KARINA QUESADA, AND JESSICA CAMPOS.
>> DR. DENISE LIVINGS WILBORN.
IT WAS INTERESTING TO HEAR JUST A FEW MINUTES AGO ABOUT THE TES THAT THERE'S GOING TO BE A HIGH BAR OF ACCOUNTABILITY FOR THE TEACHERS.
I'VE BEEN IN THE CLASSROOM. THEY'RE THERE.
I'M TRUSTING THAT ALSO MEANS THERE'S GOING TO BE A HIGH BAR OF ACCOUNTABILITY FOR THE SUPERINTENDENT AND FOR EVERY ONE OF YOU.
BUT I DO WANT TO CONGRATULATE YOU ON YOUR REMARKABLE EVALUATION SCORE.
[LAUGHTER] YOU GOT 66.7 OUT OF 100.
WOW. ACCORDING TO THE HISD, FEDERAL AND STATE COMPLIANCE GRADING AND REPORT CARD WEBPAGE.
BECAUSE YOU WERE UNDER 70, YOU EARNED AN F. [NOISE]
>> THANK YOU. [APPLAUSE] YOUR TIME'S UP. THANK YOU.
>> HELLO. FIRST OF ALL, STOP SUSPENDING KIDS FOR THEIR FREE SPEECH.
CLEAR THAT FROM THOSE STUDENTS RECORDS, AND YOU OWE THEM AN APOLOGY.
THE CURRENT INTERVENTIONS DON'T WORK, SECONDLY, AND NEITHER DOES THE BAD LEADERSHIP PUT IN PLACE TO ENFORCE THEM.
ONE EXAMPLE IS THE PRINCIPAL AT WHARTON, DR. VERONICA CELEDON.
STUDENTS DESERVE A REAL LEADER.
REAL LEADERS DON'T DIVIDE, PUT DOWN, HUMILIATE.
THEY DON'T RUIN A SUCCESSFUL CAMPUS.
REAL LEADERS DON'T HAVE TEACHERS, NURSES, AND EVEN THEIR OWN ASSISTANT FLEEING FOR SAFETY FROM THEIR TOXICITY.
REAL LEADERS DON'T STAND FIRM IN THEIR BAD DECISIONS DESPITE NEGATIVE FALLOUT.
REAL LEADERS AREN'T CONSTANTLY ACTING BIGGER THAN THEY ARE JUST TO PROTECT THEIR EGO.
REAL LEADERS DON'T PUT DOWN THEIR SUBORDINATES TO KISS UP TO THEIR SUPERIORS.
REAL LEADERS LISTEN, LEARN, OWN MISTAKES, AND IMPROVE.
WHARTON STUDENTS, PARENTS, AND STAFF HAVE HAD ENOUGH AND WANT A REAL LEADER, FIRE DR. CELEDON AND WHILE YOU'RE AT IT [NOISE] [APPLAUSE]
>> I'M HERE IN SUPPORT OF THE 45 NORTHSIDE STUDENTS WHO WERE WRONGFULLY SUSPENDED FOR PARTICIPATING IN A WALKOUT.
WE SHOULD BE ENCOURAGING OUR YOUTH TO BE CIVICALLY ENGAGED AND SPEAK OUT WHEN THEY SEE SOMETHING AS MORALLY WRONG, NOT PUNISHING THEM.
SUSPENSION IS A LEVEL 4 OFFENSE IN THE STUDENT CODE OF CONDUCT.
THE CLOSEST OFFENSE IS INTERFERING WITH SCHOOL AUTHORITIES OR PROGRAMS TO INCLUDE BOYCOTTS, SIT-INS OR TRESPASSING.
THE STUDENTS DIDN'T ENGAGE IN ANY OF THAT,
[03:00:01]
BUT PUNISHING THEM FOR BOYCOTTS OR SIT-INS SOUNDS LIKE A VIOLATION OF THEIR RIGHTS.AN ARTICLE STATED A SMALL GROUP OF STUDENTS WERE DISRUPTIVE TO THE LEARNING ENVIRONMENT.
THE CONSEQUENCE IS NOT SUSPENSION.
TASB SAYS, "SCHOOLS SHOULD LOOK TO THEIR ATTENDANCE AND TRUANCY POLICIES WHEN DETERMINING CONSEQUENCES FOR STUDENTS WHO MISS CLASS DUE TO WALKOUTS." REMEMBER, TINKER VERSUS DES MOINES, THE FIRST AMENDMENT DOES NOT STOP AT THE SCHOOLHOUSE GATE.
SHAME ON Y'ALL FOR NOT CREATING POLICY TO PROTECT OUR KIDS FROM THE VIOLENCE BEING INFLICTED ON OUR COMMUNITY BY ICE.
>> JESSICA CAMPOS. WILL THE NEXT SPEAKERS, PLEASE MOVE TO THE FRONT.
NUMBER 15-25, MARIA SOTO, MENDON TRAN, DIODOR ARIANO, AND DIANA CANDIDA.
>> I COME TO YOU TODAY WITH GREAT SADNESS.
IT'S UNBELIEVABLE WHAT POOR LEADERSHIP CAN DO TO A SCHOOL, TO A DISTRICT.
ONCE UPON A TIME IN WHARTON, IT WAS FILLED WITH AN EXCELLENT TEAM AND TEACHERS AND ADMINISTRATORS.
IT WAS SUCH THAT WE HAD AN A RATING, THE HIGHEST LEVEL ACHIEVEMENT AS DEFINED BY THE INDEPENDENT.
>> IT TRULY TAKES YEARS TO BUILD A GOOD REPUTATION AND ONLY SECONDS TO DESTROY IT.
>> SADLY, IN JUST SIX MONTHS UNDER THE DIRECTION OF THE NEW PRINCIPAL, IT SHOOK OUR COMMUNITY.
HER INCOMPETENT LEADERSHIP, HER POOR LEADERSHIP SKILLS, PROMOTE AN UNHEALTHY, UNSAFE WORK ENVIRONMENT, UNDERMINING MORAL AND TRUST.
>> WE'VE LOST 13 STUDENTS IN NINE OF [NOISE] UNPRECEDENTED NUMBERS.
WE'VE LOST EIGHT MEMBERS AND ONE OF THEM IN AN ADMINISTRATIVE ROLE.
>> WE'RE PARENTS. THESE ARE OUR CHILDREN AND OUR TEACHERS.
WE DON'T HAVE A HIDDEN AGENDA.
OUR SCHOOLS, OUR TEACHERS. ABSOLUTELY.
>> MENDON TRAN, FOLLOWED BY DIO DIRE ARIANO, DIANA CANDIDA CAMILLE BRO.
I STAND WITH THE NORTHSIDE 45.
I'M A CERTIFIED TEACHER WITH OVER 15 YEARS EXPERIENCE TEACHING UPPER LEVEL SCIENCES, INCLUDING PHYSICS AND AP PHYSICS.
I STAND BEFORE YOU PROFOUNDLY DISMAYED AT THE IMPLEMENTATION OF THE NEW EDUCATION SYSTEM.
IT'S A PROGRAM THAT DISPROPORTIONATELY TARGETS OUR DISTRICT'S MOST VULNERABLE COMMUNITIES.
IT'S NO COINCIDENCE THAT THE 37 SCHOOLS IDENTIFIED FOR NES ARE PREDOMINANTLY IN NEIGHBORHOODS SERVING LOW INCOME FAMILIES AND COMMUNITIES OF COLOR.
THE CONVERSION OF LIBRARIES INTO DETENTION CENTERS AND WORKSHEET FACTORIES REPRESENTS A TROUBLING SHIFT AWAY FROM GENUINE LEARNING ENVIRONMENTS.
THE MANDATORY SCRIPTED CURRICULUM STRIPS TEACHERS OF THEIR PROFESSIONAL EXPERTISE, AND THE QUESTIONABLE ART OF THINKING COURSES ARE SIMPLY A JOKE.
WHILE SUPERINTENDENT MILES TOUTS NES AS A SOLUTION TO TEST SCORES, THIS APPROACH SACRIFICES AUTHENTIC LEARNING FOR SUPERFICIAL METRICS.
LET'S BE CLEAR. THIS ISN'T ABOUT STUDENT SUCCESS.
IT'S ABOUT CONTROLLING OUR MOST MARGINALIZED COMMUNITIES.
[03:05:02]
[APPLAUSE]SHE'S COMING. DO YOU NEED A TRANSLATOR TO?
>> I'M HERE. NEVER PRESENTING MYSELF, BUT DELIVERING A PETITION SIGNED BY OVER 200 PEOPLE THAT STAND IN SOLIDARITY WITH NORTHSIDE 45 STUDENTS WHO WERE WRONGFULLY SUSPENDED.
THE LETTER SAYS, WE ASK YOU TO CANCEL THE SUSPENSION OF NORTHSIDE 45 AND KEEP OUT OF HIGH SCHOOLS OUT OF NORTHSIDE, HISD, AND/OR HISD SCHOOLS.
WE STAND IN SOLIDARITY WITH 45 NORTHSIDE HIGH SCHOOL STUDENTS SUSPENDED FOR EXERCISING THEIR RIGHT TO PEACEFUL PROTEST.
THESE STUDENTS SPOKE OUT AGAINST THE POLICIES HARMING IMMIGRANT COMMUNITIES AND PUNISHING THEM FOR CIVIC ENGAGEMENT IS UNJUST.
WE URGE HOUSTON ISD AND LEADERSHIP TO RESCIND THESE SUSPENSIONS AND SUPPORT STUDENTS' RIGHTS.
NORTHSIDE HIGH SCHOOL HAS A LONG UPHELD FREE EXPRESSION, AND WE CALL ON YOU TO CONTINUE THIS TRADITION WITH EMPATHY AND FAIRNESS.
INSTEAD OF PUNITIVE ACTIONS, RESOURCES SHOULD BE INVESTED IN EDUCATION.
NOT FREE OF FEAR DRIVEN IMMIGRANTS.
PROTECTING STUDENTS FROM ICE RELATED DISRUPTIONS IS ESSENTIAL FOR THEIR SUCCESS.
WE URGE YOU TO DO THE RIGHT THING.
DROP THE SUSPENSIONS AND SUPPORT THE STUDENTS.
>> DIANA CANDIDA SPEAKING ON NUMBER 5.
I PARTICIPATED IN THE SICK OUT AND PROTEST LAST WEEK BECAUSE NES IS A FAILURE.
IT'S HARMING TEACHERS AND STUDENTS ACROSS HISD AND NEEDS TO BE ABOLISHED INSTEAD OF EXPANDED.
WE LOVE SEEING OUR CHILDREN EXCITED ABOUT LEARNING.
IF YOU WANT TO IMPROVE LITERACY, BRING BACK LIBRARIES AND LIBRARIANS AND ALLOW STUDENTS TO READ COMPLETE NOVELS AT ALL HOUSTON SCHOOLS.
HOUSTON TAXPAYER MONEY IS BEING MISSPENT, AND MR. MILES' CLAIM THAT HIS EXPENSIVE AND INEFFECTIVE NES SYSTEM WORKS IS FALSE.
WE LOVE TEACHERS, NOT TYRANNISTS.
I ASK THAT TYRANNICAL PRINCIPLES LIKE MISS CELEDON AT WHARTON AND MR. CARTER AT SHARPSTOWN BE FIRED.
THESE PRINCIPLES DON'T RESPECT TEACHERS.
THEIR ENFORCEMENT OF THE TERRIBLE NES SYSTEM CREATES A TOXIC ENVIRONMENT RESULTING IN TEACHERS AND CHILDREN SUFFERING AND LEAVING OUR SCHOOLS.
WE LOVE PUBLIC SCHOOLS BECAUSE THEY HELP EVERYONE.
HELP HISD BY ENDING NES AND FIRING MIKE MILES.
[03:10:04]
I PARTICIPATED IN THE SICK OUT BECAUSE NO MATTER WHAT PARENTS DO, THIS ADMINISTRATION NEVER ADDRESSES OUR CONCERNS, BECAUSE I'M ABLE TO TAKE OFF WORK WHILE OTHERS AREN'T, BECAUSE MY THIRD GRADER AT AN NES SCHOOL IS SUFFERING.
BECAUSE I LOVE OUR SCHOOL DEARLY, BUT I DON'T SEE HOW I CAN SUBJECT MY CHILDREN TO ANOTHER YEAR OF NES.
BECAUSE THIS TOP DOWN MODEL OF COMPLIANCE BREEDS A TOXIC ENVIRONMENT FILLED WITH DISHONESTY AND MORE AKIN TO THE SHOW SURVIVOR THAN A SCHOOL SYSTEM, AND THE ONES WHO SUFFER ARE AT THE VERY BOTTOM, OUR KIDS.
BECAUSE IF MILES EARNS A 66, HE GETS $120,000.
BUT IF A SCHOOL EARNS A 66, THEY BECOME NES INDEFINITELY.
BECAUSE ALEX ALISANDRO ALREADY CALLED PARENTS IRRESPONSIBLE.
WHAT'S IRRESPONSIBLE IS HAVING SOMEONE WORKING FOR THE DISTRICT WHO IS CLEARLY IN NEED OF COMMUNICATION ETHICS TRAINING, TRYING TO SHAME PARENTS ON SOCIAL MEDIA, ALL CROWD FUN FOR HER TRAINING.
>> SPEAKERS 21 THROUGH 29, PLEASE MOVE TO THE FRONT ROW.
WE'LL START WITH NUMBER 21. TEX CURSAN, FOLLOWED BY RUTH KRAVITZ.
>> TEX CURSAN, FATHER OF A TOP TIER HISD STUDENT, AND A FORMER TEACHER.
MILES, YOU ARE WHAT TEXANS CALL A REAL PIECE OF WORK.
I USED TO BE A TEACHER HERE, BUT I COULD NOT SUFFER AN EDUCATIONAL PHONY BULLY, SUCH AS YOU, WHO HAS BANNED BOOKS FROM SCHOOLS AND REPLACED INSPIRATION WITH AI GARBAGE.
THE SIGN OF YOUR CULTURE OF MEDIOCRITY.
MILES, YOU ARE BLEEDING OUR CITY DRY, LIKE THE WORLD'S MOST BORING VAMPIRE.
MILLIONS AND MILLIONS OF DOLLARS ARE MISSING UNDER YOUR WATCH.
THIEF, THIEF, THIEF, THIEF, THIEF, THIEF OF JOY AND YOU.
>> THANK YOU. YOUR TIME IS UP. THANK YOU.
>> RUTH KRAVITZ, FOLLOWED BY CLAUDIA RIOS.
>> GOOD EVENING. THANK YOU FOR YOUR SERVICE.
TODAY, YOU BANNED A GRANDMOTHER FROM HISD PROPERTY FOR THE NEXT SIX MONTHS, EVEN FROM ATTENDING HER GRANDCHILD SCHOOL EVENTS, JUST FOR SPEAKING OUT AT A BOARD MEETING.
THIS WEEK, YOU SUSPENDED 45 NORTHSIDE STUDENTS FOR PEACEFULLY PROTESTING THE EXECUTIVE ORDERS, AND EVEN MISLED PARENTS INTO BELIEVING THEIR CHILDREN WERE EXPELLED LAST FRIDAY.
FOR TWO YEARS, YOU FIRED TEACHERS FOR NOT FOLLOWING ERROR WRITTEN SCRIPTS OR FOR MISSING DAYS FOR HEALTH REASONS.
YOU TOLD PARENTS THAT THEIR KIDS CAN'T READ A FULL BOOK UNTIL AFTER STAR, EVEN AT NON NES SCHOOLS LIKE PERSHING AND PIN OAK.
IS THAT SUPPOSED TO BE REASSURING? TO INFLATE STAR SCORES, YOU BLOCK 70% OF NES NINTH GRADERS FROM TAKING BIOLOGY LAST YEAR AND KEPT AT LEAST 17% OF HIGH ACHIEVING NES EIGHTH GRADERS FROM TAKING ALGEBRA AND EIGHTH GRADE.
THAT IS WHY OVER 3,000 PARENTS AT 160 SCHOOLS KEPT THEIR KID TO BE REMOVED FROM THE CLASSROOM.
>> THANK YOU. YOUR TIME IS UP.
THANK YOU SO MUCH. THANK YOU. [APPLAUSE]
>> SPEAKER 23, CLAUDIA RIOS, FOLLOWED BY KELLY BLICKRE.
[03:16:29]
>> MY NAME IS CLAUDIA PEREZ, AND I'M SPEAKING FOR ADRIANA ISGREGIO.
I WANT TO RAISE MY VOICE AGAINST THE ACTIONS OF MIKE MILES AND THE NEW EDUCATION SYSTEM, NES, WHICH NOT ONLY UNDERMINES, IT ALSO CREATES AN ENVIRONMENT THAT HARMS OUR CHILDREN'S EDUCATION.
ONE OF THE MOST ALARMING ISSUES IS MIKE MILES PRACTICE OF HIRING INEXPERIENCED PRINCIPALS LIKE VERONICA, WHO LACK THE LEADERSHIP SKILLS NECESSARY TO GUIDE OUR SCHOOLS EFFECTIVELY.
THESE INDIVIDUALS ARE PUT IN POSITIONS OF POWER WITHOUT THE EXPERIENCE OR VISION TO SUPPORT TEACHERS AND STUDENTS.
AS A RESULT, CHAOS BRAINS IN MANY SCHOOLS, AND IN THIS DISARRAY IS NOT LOST ON OUR CHILDREN.
THEY PERCEIVE THE CONFUSION, THE LACK OF STABILITY, AND THE EMOTIONAL TOLL IT TAKES ON THEIR EDUCATORS.
CHILDREN DESERVE AN ENVIRONMENT WHERE THEY CAN GROW, LEARN, AND FEEL SAFE.
INSTEAD OF FOSTERING ORDER AND CONSISTENCY MIKE MILES LEADERSHIP FUELS DISRUPTION.
IT IS TIME WE FOCUS ON EXPERIENCE, COMPASSIONATE LEADERSHIP THAT SUPPORTS BOTH EDUCATORS AND STUDENTS.
>> KELLY BLICKRE. I HAD OTHER REMARKS, BUT I'M PIVOTING.
THE TEACHERS WHO ARE DRIVING STUDENT SUCCESS, WHO ARE DRIVING CAMPUS SUCCESS, WHO ARE TEACHING DYNAMIC LESSONS.
THOSE ARE THE TEACHERS WHO ARE LEAVING.
I'M NOT TALKING ABOUT LAST YEAR'S BLOODBATH.
I'M TALKING RIGHT NOW, PLANNING THEIR ESCAPE FROM HISD.
THANK YOU FOR ELICITING TEACHER FEEDBACK FOR ATTEMPTING CLARITY.
FOR PROMISING TO HARASS OUR TEACHERS JUST A LITTLE BIT LESS.
BUT FORGIVE ME, AS A PARENT AT A SCHOOL THAT HAS BEEN GUTTED BY THIS ADMINISTRATION, WHERE CHILDREN ARE BEARING THE CONSEQUENCES OF YOUR RECKLESSNESS, FOR WAITING TO SEE BEFORE I BELIEVE.
BROUGHT YOU ALL SOME VALENTINE'S DAY CARDS.
APPARENTLY, THAT'S NOT AN OFFICIAL HANDOUT, BUT I GUESS I'LL JUST LEAVE THEM RIGHT HERE.
>> SPEAKER 25 ACACIA ROGERS-ARCOS, FOLLOWED BY SARAH RIVLIN, SEAN LEADER AND NAELE ADALGO.
>> MY NAME IS ACACIA ROGERS-ARCOS.
I GRADUATED LAMAR HIGH SCHOOL.
I PARTICIPATED IN THE IB PROGRAM, AND I WENT ON TO GET MY MASTER'S DEGREE AND BECOME A SPEECH AND LANGUAGE PATHOLOGIST.
I HAVE A DAUGHTER IN FOURTH GRADE AT WHARTON DUAL LANGUAGE ACADEMY, AND I AM A FIRST TIME SPEAKER.
I AM HERE ON BEHALF OF ALL OF THE PARENTS THAT HAVE BUILT AND ALL THE STAFF THAT HAVE BUILT A BEAUTIFUL, WONDERFUL ENVIRONMENT, A WHARTON DUAL LANGUAGE ACADEMY.
IT HAS BEEN DESTROYED IN THE PAST SIX MONTHS THAT WE HAVE BEEN THERE.
THERE HAVE BEEN 10 STUDENTS THAT HAVE WITHDRAWN, AND JUST RECENTLY, ONE OF THE MOST BELOVED TEACHERS WHO'S HAD 20 YEARS EXPERIENCE IS BEING PUT ON LEAVE.
I AM BEGGING YOU TO PLEASE CEASE AND DESIST.
STOP THIS HORRIBLE TAKEOVER AND FIRE DR. CELEDON.
[03:20:07]
45 NORTHSIDE STUDENTS WERE SUSPENDED FOR PROTESTING ICE RAIDS.
THE DISTRICT STATED THAT A SMALL GROUP OF STUDENTS RAN THROUGH THE HALLWAYS AND PERSISTED WITH DISRUPTIVE ACTIVITIES.
BUT IN THE STUDENT CODE OF CONDUCT, RUNNING AND DISRUPTIONS IN HALLS IS A LEVEL 1 OFFENSE, NOT PUNISHABLE BY SUSPENSION.
PARENTS WERE TOLD THAT THEIR STUDENTS WERE BEING SUSPENDED FOR UNAUTHORIZED PROTESTS AND DEMONSTRATIONS, A LEVEL 4 OFFENSE.
BOYCOTTS INCIDENTS ARE ALSO CLASSIFIED AS LEVEL 4, MEANING EVERY PEACEFUL TACTIC USED DURING THE CIVIL RIGHTS MOVEMENT IS NOW PUNISHABLE BY SUSPENSION IN HISD.
MIKE MILES OFTEN USES GROUP PUNISHMENTS, SUCH AS MASS FIRINGS TO SCARE ADULTS INTO SUBMISSION, BUT IT HITS DIFFERENTLY WHEN HE DOES IT TO KIDS.
FOUR PERCENT OF NORTHSIDE STUDENTS JUST MISSED THREE DAYS OF INSTRUCTION.
CLEARLY, OBEDIENCE IS MORE IMPORTANT.
>> HELLO. MY NAME IS MAYALI IVALGO, AND I AM HERE READING A STATEMENT ON BEHALF OF JESSICA CAMPOS.
I'M HERE SPEAKING FOR STUDENTS, SPECIFICALLY THE NORTHSIDE 45.
DID YOU KNOW THAT THE NORTHSIDE OF HOUSTON IS ONE OF THE MOST IMMIGRANT POPULATED AREAS IN THE CITY? THE STUDENTS IN THESE COMMUNITIES ARE LIVING IN FEAR.
NOT ONLY DO THEY FEAR LOSING THEIR TEACHERS, BUT THEY ALSO NOW FEAR LOSING THEIR FRIENDS AND FAMILIES.
THEIR HOMES ARE FILLED WITH UNCERTAINTY.
NEVER KNOWING WHEN ICE WILL SHOW UP TO TEAR THEIR LIVES APART.
ON FRIDAY, 45 OF 100 STUDENTS FROM NORTHSIDE HIGH SCHOOL WERE SUSPENDED WITHOUT EVIDENCE, WITHOUT WRITTEN NOTICE.
NOT FOR VIOLENCE, NOT FOR HARMING ANYONE, BUT FOR STANDING UP FOR THEIR COMMUNITY.
FOR DEMANDING TO BE HEARD IN THE MIDDLE OF THIS TURMOIL, INSTEAD OF LISTENING, YOU ALL SILENCED THEM.
INSTEAD OF PROTECTING THEM, YOU PUSHED THEM OUT OF THE PLACE THEY SHOULD BE SAFE.
YOU DON'T GET TO CLAIM YOU CARE ABOUT STUDENTS WHILE PUSHING THEM FOR THEIR FEARS AND EXPRESSING THEIR PAIN.
>> THANK YOU. YOUR TIME IS UP.
>> WE'RE READY FOR ZOOM SPEAKERS.
>> READY FOR ZOOM SPEAKERS. GO AHEAD.
>> BOVLIN. PLEASE TURN YOUR CAMERA ON, AND YOU MAY BEGIN.
WE'LL COME BACK TO DR. BOVLIN.
SAM BRYAN, PLEASE TURN YOUR CAMERA ON, AND YOU MAY BEGIN.
>> SORRY. WE'RE PUTTING MY KIDS TO BED.
ONCE AGAIN, ANOTHER MONTH HAS PASSED WITH ACCOUNTABILITY FOR EVERYONE IN THIS DISTRICT, EXCEPT FOR MIKE MILES AND THIS BOARD.
ANOTHER MONTH PASSES, AND ANOTHER MONTH GOES BY WITHOUT THE BOARD EXERCISING HIS POWER TO REIGN IN THE FRAUD, WASTE AND ABUSE PERPETRATED BY MIKE MILES.
NOW WE LEARN OF ELECTIONEERING CAUSING TAXPAYERS MILLIONS OF DOLLARS IN THE PURSUIT OF HIS DOOMED EFFORT FOR A BOND THE COMMUNITY REJECTED.
WE LEARNED THAT DESPITE A FAILING GRADE ON HIS OWN EVALUATION, A MASSIVE CASH BONUS GOES TO MIKE MILES.
OUR CHILDREN GO WITHOUT HEAT, WITHOUT CLEAN WATER, WITHOUT LIBRARIES AND BOOKS AND SCHOOLS, AND MIKE MILES GETS EXTRA MONEY FOR IT FOR HIS VANITY, HIS PRIDE, AND HIS GREED, AND THIS BOARD DOES NOTHING.
>> THANK YOU. [APPLAUSE] DR. BOVLIN, YOU MAY BEGIN.
>> I'M SORRY. I'M GOING TO SPEAK QUICKLY.
[03:25:01]
SHOULD A CONFLICT OF INTEREST NOT RECUSE A REAL ESTATE MOGUL FROM FINANCING, PUBLIC SCHOOLS? UN ELECTED MANAGERS SHOULD NOT BE ALLOWED TO SELL OFF PROPERTIES AND USE THOSE FUNDS FOR GENERAL OPERATION.VOTE NO, ON ITEM 8, ALL DISTRICT EMPLOYEES, REGARDLESS OF SALARY, HOURLY OR CONTRACT SHOULD BE COMPENSATED.
I THOUGHT I REALLY DID. SORRY. VOTE NO ON ITEM 7.
OH, DR. BOVLIN, I'M GOING TO SPEED IT QUICKLY.
SHOULD A CONFLICT OF INTEREST NOT RECUSE A REAL ESTATE MOGUL FROM FINANCING PUBLIC FACILITIES?
>> THANK YOU, DR. BOVLIN. VICTORIA HAUPTMAN-BRYAN.
PLEASE UNMUTE YOURSELF AND YOU MAY BEGIN.
>> I AM SPEAKING TO YOU FROM MY CHILDREN'S BOOKSHELF WHERE THEY ACTUALLY GET TO READ REAL BOOKS, UNLIKE STUDENTS IN HISD SCHOOLS.
MY NAME IS VICTORIA HAUPTMAN-BRYAN.
AFTER REVIEWING THE STANDARDS FOR COMPREHENSIVE IMPROVEMENT PLAN OR YOUR COMPREHENSIVE IMPROVEMENT PLAN TO CLOSE THE GAPS WHERE YOU'RE GOING TO TURN MORE SCHOOLS INTO NES.
ALL I CAN SAY IS THAT THE NES WILL NOT PROVIDE WHAT THE STUDENTS NEED, EXCEPT FOR MAYBE GIVING YOU FALSE DATA.
LOCK STEP TEACHING TO AI WRITTEN AIR RIDDLED SLIDES AND PACKETS WILL NOT MEANINGFULLY CLOSE THE GAPS FOR ANY STUDENTS.
STUDENTS NEED CLASSROOM DISCUSSIONS.
THEY NEED TO CARE ABOUT THEIR WORK.
THEY NEED A TEACHER WHO CAN EXPLAIN THE IMPORTANCE OF WHAT THEY ARE DOING AND WHY THEY SHOULD BE DOING IT.
THEY NEED SOMEONE WHO CAN TAKE THE TIME TO DO THAT.
THEY DO NOT NEED A ROBOT AND THEY DON'T NEED ROBOT WRITTEN CURRICULUMS. STUDENTS NEED TEACHERS WHO ARE PASSIONATE ABOUT THEIR SUBJECT, THEIR CURRICULUM, AND WHO CAN TRANSFER THAT PASSION TO THEIR STUDENTS.
>> A GOOD TEACHER HELPS STUDENTS REALIZE THEIR OWN AGENCY.
A GOOD CURRICULUM IS DESIGNED TO GET THEM THROUGH.
>> THANK YOU, YOUR TIME IS UP.
>> CHRISTINE HURLEY, PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN.
>> TO QUOTE EMERSON, "THE PUNISHMENT THAT WE ARE DEALT IS ALWAYS IN ACCORDANCE WITH THE HARM WE HAVE CAUSED." TO THE BOARD, THE ONLY POSITIVE AND LAW ABIDING PATH FORWARD IS WITH THE TERMINATION OF MIKE MILES.
UNTIL THEN, MY HOPE FOR YOU IS FOR EACH AND EVERY ONE OF YOU TO FACE THE SAME FATE AS THE COMMUNITY YOU HOLD HOSTAGE.
I HOPE WHEN YOU NEED ASSISTANCE, YOU'RE SHOWED EXPENSIVE SOCIAL MEDIA POSTS ABOUT MILLIONS OF DOLLARS SPENT ON CENTERS YOU CAN'T ACCESS.
I HOPE WHEN YOU TRY TO READ A BOOK, ALL LIBRARIES ARE CLOSED AND THE PAGES ARE AS EMPTY AS OUR BEAUTIFUL LIBRARIES ARE NOW.
I HOPE WHEN YOU GO TO LISTEN TO MUSIC, NOTHING BUT THE SILENCE OF OUR SCHOOLS FILLS YOUR EARS BECAUSE YOU GAVE MIKE MILES A RAY AND THE BONUS WHILE TAKING AWAY OUR EXTRA CURRICULAR STIPEND.
I HOPE YOUR CHILDREN ARE FORCED TO GO TO ANY OF SCHOOLS WORKSHEETS WHILE ADULTS AROUND THEM LIE ABOUT DIFFERENTIATED LEARNING WHEN IT'S TRULY JUST DIFFERENT WORKSHEETS.
I HOPE YOUR HOUSES ARE COLD IN THE WINTER, HOT IN THE SUMMER.
[INAUDIBLE] THIS IS THE HISD YOU HAVE CREATED.
>> I WILL NOT STOP MAKING YOU HEAR ABOUT IT.
>> ORLANDO LARA, YOU MAY BEGIN.
I'M AN EXPERT ON CITIZENSHIP IN MIGRATION AND A PROPERTY TAXPAYER IN HISD.
THIS WEEK, DCLU SENT ME A LETTER THAT EXPLAINS HOW THE FEBRUARY 7 NORTHSIDE STUDENT PROTEST DOES NOT RISE TO A LEVEL 4 OFFENSE IN HISD.
A LEVEL 4 OFFENSE REQUIRES REPEATED ACTION AND THIS PROTEST WAS A SINGULAR EVENT.
STUDENTS COMPLIED WITH ADMINISTRATORS, CALMED EACH OTHER DOWN AND WENT BACK TO CLASS.
NO STUDENTS BEHAVIOR ROSE TO A LEVEL 4 OFFENSE TO JUSTIFY SUSPENSION.
RATHER THAN WASTE TAXPAYER MONEY TRYING TO DEFEND AGAINST JUSTIFIED PARENT LAWSUITS, I WANT HISD TO DEVELOP A POLICY THAT KEEP OUR STUDENTS SAFE FROM HARMFUL AND UNNECESSARY ICE OPERATIONS IN OUR SCHOOLS.
ALLOWING ICE ON CAMPUS IS EDUCATIONAL MALPRACTICE AND A MUCH GREATER DISRUPTION THAN A MERE STUDENT WALKOUT.
IF YOU WANT STUDENTS TO LEARN FROM THEIR MISTAKES, ARE YOU WILLING TO LEARN FROM YOURS? REVOKE THE IMMEDIATE ACTION TO KEEP ICE OUT OF HISD.
IT'S TIME TO DO SOMETHING RIGHT.
[03:30:03]
>> ELENA SOTELO. YOU MAY BEGIN.
>> MY NAME IS ELENA. YOUR SCHOOL INTERVENTIONS ARE NOT WORKING, AND THE PEOPLE ENFORCING THEM ARE CAUSING HARM.
THESE ARE THE WORDS OF A TEACHER AT WHARTON.
THE MORALE AMONG TEACHERS AT OUR SCHOOL IS ALARMINGLY LOW, AND I PERSONALLY WITNESS MY CO WORKERS' PAIN AND DISTRESS DAILY.
I AM CONCERNED WITH THE MENTAL HEALTH OF OUR STAFF AND STUDENTS.
CELEDON'S LEADERSHIP STYLE IS DETRIMENTAL TO THE FACULTY, OUR STUDENTS AND THEIR FAMILIES.
SHE IS UNDOING THE VERY GLUE THAT HOLDS OUR SCHOOL TOGETHER.
THIS YEAR, WE HAVE LOST NINE VALUABLE STAFF MEMBERS, AND IT IS HEARTENING TO HEAR THAT MANY OTHERS ARE THINKING OF LEAVING AS WELL, INCLUDING MYSELF.
MY MENTAL HEALTH AND WELL BEING HAVE PLUMMETED WORKING UNDER THIS PRINCIPAL.
PLEASE TAKE ACTION TO ADDRESS PRINCIPAL CELEDON.
THE HEALTH AND WELL BEING OF OUR STUDENTS AND STAFF SHOULD BE THE PRIORITY AND IT'S APPARENT THAT THIS CANNOT BE ACHIEVED UNDER HER LEADERSHIP, FIRE PRINCIPAL CELEDON.
>> FRANKLIN TAMBORELLO, PLEASE BEGIN.
>> THERE'S A SERIOUS PATTERN OF FINANCIAL MISMANAGEMENT AND CONFLICT OF INTEREST WITHIN HISD FROM THE TOP DOWN RIGHT NOW.
FIRST IS MILES INVOLVEMENT IN TRANSFERRING TEXAS TAX DOLLARS OUT OF STATE AT THE EXPENSE OF TEXAS CHILDREN, AND FOR THE BENEFIT OF THIRD FUTURES INVESTORS.
THIRD PARTY DISINTERESTED INVESTIGATION.
THIRD FUTURES INVESTORS ARE NOT THE RESPONSIBILITY OF TAXPAYERS PARENTS AND STUDENTS.
AS A TAXPAYER AND HISD PARENT, I'M CALLING ON YOU, BOARD OF MANAGERS TO PUSH FOR COMPREHENSIVE EXTERNAL AUDITS OF HISD'S FINANCES UNDER MILES TENOR.
SPEND RESPONSIBLE USE OF TAX MONEY.
SECOND IS MILES' SPENDING OF $870,000,000 WITHOUT BOARD AUTHORIZATION.
WHERE ARE THE BASIC BUDGETARY CONTROL PROCEDURES? THE BOARD OF MANAGERS IS SUPPOSED TO OVERSEE SPENDING, BUT THESE THINGS HAVE NOT TO MY KNOWLEDGE COME BEFORE THE BOARD.
WHEN MILES BEGAN AS SUPERINTENDENT, HISD HAD A PROJECTED 2023-4 BUDGET DEFICIT OF $95 MILLION, BUT A YEAR AND A HALF.
>> LATER CAUSES DEFICIT INFLATED TO $285 MILLION.
NO DEMOCRACY, NO ACCOUNTABILITY, NO TRUST.
>> SARAH TERRELL, YOU MAY BEGIN.
>> LAST MONTH, I SAID THAT YOU WERE DISAPPOINTING PEOPLE.
YOU ARRESTED ME AND THREW ME IN JAIL.
LAST WEEK, YOU SUSPENDED 40 STUDENTS FOR PEACEFULLY PROTESTING.
YOU ARE THREATENED BY ACTIVIST GRANDMOTHERS AND STUDENTS.
YOU PENALIZE US TO SILENCE US.
WE ARE NO THREAT TO YOU, AND WE ARE NOT SILENCED.
NOW I'M PROHIBITED FROM ALL HISD BUILDINGS.
I CAN'T ATTEND A PLAY OR A LUNCH AT MY GRANDCHILD'S SCHOOL OR ATTEND A PUBLIC MEETING.
YOUR ATTORNEY'S LETTER SANCTIMONIOUSLY INVOKES THE SAFETY OF STUDENTS.
I'M A HUMAN. YOU'RE SPARED. I'M NOT.
WE ARE BARRELING TOWARDS A FUTURE IN THIS COUNTRY WHEN FREE SPEECH MAY NO LONGER BE FREE.
WHEN SPEAKING OUT MAY BE SUBJECT TO JUST THE PENALTY THAT YOU GAVE ME.
I HOPE THAT YOU ARE PLEASED TO BE THE VANGUARD OF THIS MOVEMENT.
>> FREDERICK WOODS, PLEASE BEGIN.
>> GOOD EVENING. MY NAME IS FRED WOODS.
I CONTINUE TO BE DISSATISFIED BY THE LACK OF COMMUNITY ENGAGEMENT AND ACCOUNTABILITY BY THIS BODY.
TO MAKE MATTERS WORSE WHEN PARENTS ASSEMBLE TO SPEAK OUT AND PROTEST, AS IT IS OUR RIGHT UNDER THE FIRST AMENDMENT OF THE UNITED STATES CONSTITUTION, WE GET RESPONSES THAT CALL US IRRESPONSIBLE OR THAT SOMEHOW THIS BOARD OR THE SUPERINTENDENT HAVE A HIGHER INTEREST IN THE SAFETY AND WELL BEING OF OUR CHILDREN THAN WE DO.
THIS IS BLACK HISTORY MONTH, AND THE GREATEST WAY TO TEACH MY CHILD ABOUT HOW PEOPLE WHO LOOK LIKE US OVERCAME ENSLAVEMENT, RACISM, BIGOTRY, DISCRIMINATION, AND POMPOUS PEOPLE IN POSITIONS OF PERCEIVED OUT WHO MAKE DECISIONS FOR US, NOT WITH US, IS TO GET INTO GOOD TROT.
THAT'S THE PRICE WE PAY FOR POSITIVE CHANGE.
AS LONG AS YOU CARRY ON IGNORING THE TAX PAYING PARENTS, THEIR STUDENTS, AND OUR TEACHERS, WE WILL WEAR WHATEVER LABEL YOU COME UP WITH TO DEFEND YOUR LACK OF EMPATHY AND POOR JUDGMENT.
I'D RATHER BE LABELED AN IRRESPONSIBLE PARENTS.
[03:35:02]
>> PAYS MY TAXES, TAKES CARE OF MY FAMILY AND SPEAKS UP FOR MY COMMUNITY THAN ANY ONE OF YOU.
>> OUR LAST SPEAKER IS IN PERSON, BROOKE LONGORIA.
>> GOOD EVENING. I'M BROOKE LONGORIA.
THANK YOU SO MUCH FOR ACCOMMODATING ME FOR COMING LATE.
I'M HERE TONIGHT TO SPEAK TO THE REVISION TO LOCAL BOARD POLICY ABOUT RAISING THE CONSTRUCTION AMOUNT FROM 50,000-1,000,000.
THAT IS A VERY DRASTIC INCREASE AND ONE THAT I THINK SHOULD GIVE EVERYONE GREAT PAUSE, ESPECIALLY CONSIDERING THIS PAST YEAR'S ACCOUNTING RECORD.
IT SHOWS THAT IT NEEDS TIME AND SPACE TO GROW AND IMPROVE.
SUCH A DRASTIC GRADE IS REALLY WORRISOME.
THEN FINALLY, JUST REALLY QUICK.
MY CHILD'S TEACHER HAD HOPED TO INCLUDE TWO NOVELS IN THIS YEAR'S CURRICULUM.
SHE HAS BEEN UNABLE TO DO SO BECAUSE THERE HAS NOT BEEN TIME AND SPACE.
I THINK THAT THAT'S REALLY SAD THAT WE ARE TOUTING THIS HIGH QUALITY CURRICULUM.
BUT IF A HIGH QUALITY CURRICULUM CAN'T INCLUDE BOOKS, THE PROBLEM IS WITH THE CURRICULUM.
COULD YOU IMAGINE KINCAID SAYING NO NOVELS IN THEIR CURRICULUM? COULD YOU IMAGINE? THAT'S WILD.
>> MS. SMITH, ARE WE COMPLETED?
>> MAKE SURE I'M IN THE RIGHT PLACE.
WE'VE CONCLUDED THE HEARING OF THE SPEAKERS.
WE'LL NEXT CONSIDER ACTION ITEMS ON THE AGENDA.
BOARD POLICY REQUIRES 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.
WE HAVE THREE ITEMS PULLED FROM THE CONSENT AGENDA,
[ITEMS PULLED FROM CONSENT AGENDA (Part 1 of 2)]
ITEM 3 AND 4, REGARDING THE APPROVAL OF A CONTINGENT FEE LEGAL SERVICE AGREEMENT, AND THAT WILL BE ADDRESSED AFTER A CLOSED SESSION.FOR NOW, WE'LL ADDRESS ITEM 5, WHICH IS THE APPROVAL OF THE 2024 - 2025 TARGETED IMPROVEMENT PLANS FOR THE HOUSTON INDEPENDENT SCHOOL DISTRICT COMPREHENSIVE SUPPORT INTERVENTION IDENTIFIED CAMPUSES.
ANYONE HAVE A MOTION? YOU MAY HAVE TO HIT MY COMPUTER BECAUSE THEY'VE GONE TO SLEEP.
WE'RE HAVING TROUBLE GETTING THE COMPUTERS BACK UP.
WE NEED TO LOG IT IN, I GUESS.
>> YEAH, WE BOTH NEED TO LOG IN.
I DON'T KNOW IF OTHERS DO BUT.
>> YEAH, MY COMPUTER DOESN'T WORK. HERE WE GO.
>> I THINK WE'RE GOOD NOW. WE NEED A MOTION.
WE DON'T HAVE THE ABILITY TO MOVE.
MY COMPUTER? NO. WE STILL ARE NOT ABLE TO GET INTO THE AGENDA SIDE.
>> NO, WE AREN'T. IT'S JUST THE TWO OF US HERE.
>> I THINK THEY NEED TO BE SIGNED IN TOO.
>> I DON'T EVEN GET TO SIGN IN.
I NEED TO SIGN IN TOO? SHE DOESN'T KNOW THE PASSWORD.
WE CAN DO THIS JUST BY HANDS, TOO.
[03:40:03]
EXCUSE ME.>> I CAN'T FIGURE THIS OUT. [BACKGROUND]
>> YES, JUST GIVE IT A MINUTE.
HERE WE GO. NOW, WE HAVE TO SIGN IN?
>> NOW I SIGN IN. THERE WE GO.
EVERYBODY UP ON THEIR COMPUTERS NOW?
>> BESIDES US? GOOD. WE HAVE A MOTION AND A SECOND.
HOW ABOUT DISCUSSION? ANYBODY HAVE DISCUSSION ON THIS ITEM? MR. MARTINEZ.
>> THANK YOU, PRESIDENT CAMPO. I SUBMITTED MY QUESTIONS.
THEY WERE PRETTY MUCH ANSWERED.
ONE OF THE QUESTIONS I HAD WAS RELATED TO THE MEETINGS THAT WE WERE SCHEDULED TO HAVE IN THE MONTH OF JANUARY AND FEBRUARY.
THANK YOU FOR PROVIDING THE LIST.
QUICK QUESTION BECAUSE I DON'T KNOW ALL THE NES SCHOOLS OFF THE TOP OF MY HEAD.
THERE'S 35 IDENTIFIED WITHIN THE PLAN.
THOSE ARE ALREADY NES SCHOOLS, IS THAT CORRECT? WE'RE NOT ADDING MORE TO IT.
THAT'S WHAT I WANT TO MAKE SURE. THANK YOU.
>> I'LL GO AHEAD AND CLARIFY YOUR QUESTION BECAUSE HERE WE HAVE TWO PUA SCHOOLS ON THIS LIST.
>> MY UNDERSTANDING OF THE QUESTION WAS, THIS IS NOT CREATING MORE NES SCHOOLS AS A RESULT OF THIS; IS THAT CORRECT?
>> THERE'S 37 TOTAL, 34 ARE NES RIGHT NOW.
>> THIRTY FOUR, IT LOOKS LIKE.
>> THE PUA SCHOOLS ARE HIGH SCHOOL AHEAD, LIBERTY AND MIDDLE COLLEGE, GULFTON, AND THE 34 NES.
BUT 32 OF THOSE 34 HAVE SHOWED IMPROVEMENT IN THEIR PLAN.
WHENEVER YOU'RE LABELED THIS TITLE, YOU COULD BE COMPREHENSIVE PROGRESS OR COMPREHENSIVE IDENTIFIED, SO 32 OF THOSE 34 ARE COMPREHENSIVE PROGRESS, MEANING THEY'VE ALREADY SHOWN IMPROVEMENT IN THIS REQUIREMENT.
>> THANK YOU. BECAUSE IT LOOKS LIKE EXIT STATUS INCLUDES ACHIEVING A HIGHER CLOSE THE GAP DOMAIN SCORE THAN PREVIOUSLY AT THE END OF THE SECOND YEAR.
IS THIS YEAR ONE FOR THESE SCHOOLS, EVEN THOUGH THEY'VE IMPROVED LAST YEAR? CAN YOU EXPLAIN THAT?
>> YES, MA'AM. IF YOU ARE COMPREHENSIVE PROGRESS, THAT MEANS YOU ARE IDENTIFIED AT THE END OF '22 - '23, AND THEN YOU'VE ALREADY SHOWN ONE YEAR PROGRESS.
THIS MEANS THAT THESE PARTICULAR SCHOOLS WERE IDENTIFIED THE END OF 2023.
IF THEY'VE BEEN 32 OF THEM, IT MEANT THAT THEY ALREADY ARE DEMONSTRATING THAT THEY'RE ON TRACK TO EXIT AND THAT THEY'VE IMPROVED.
EVEN THOUGH THEY ARE STILL LISTED, THEY'RE LISTED AS COMPREHENSIVE PROGRESS BECAUSE THEY'RE ON TRACK TO EXIT, YOU HAVE TO BE IN IT FOR TWO YEARS.
>> GOT IT. THAT HELPS ME BECAUSE I WAS WONDERING.
THIS STATUS WAS BASED ON, I GUESS THE LAST PUBLISHED TEA ACCOUNTABILITY RATINGS?
>> IF YOU WERE COMPREHENSIVE PROGRESS, YOU WOULD HAVE BEEN IDENTIFIED AT THE END OF '22 - '23, BECAUSE YOU WOULD HAVE HAD TO HAVE ONE YEAR TO SHOW PROGRESS.
WE ALSO HAVE COMPREHENSIVE IDENTIFIED CAMPUSES WHO CAN BE FLAGGED FOR THE FIRST TIME.
FOR THAT GROUP, WE HAVE TWO CAMPUSES THAT ARE COMPREHENSIVE IDENTIFIED, WHICH MEANS THEY CAN BE IDENTIFIED FROM THE END OF LAST YEAR.
>> THEY WOULD BE IN THEIR FIRST YEAR RIGHT NOW.
IN THOSE TWO CAMPUSES, THERE ARE TWO NES SCHOOLS, BUT ONE IS THE FIRST YEAR NES RIGHT NOW, SO THEY HAVEN'T HAD A CHANCE TO DEMONSTRATE WHAT THOSE RESULTS WOULD BE AT BY THE END OF THIS YEAR.
THE SECOND ONE WAS IN NES LAST YEAR, SO IT'S THE ONLY ONE OF THE 34 NES THAT ACTUALLY DID NOT MAKE PROGRESS.
>> THANK YOU. ONE MORE QUESTION, PLEASE.
IS THIS AN IMPROVEMENT PLAN THAT WE WOULD DO EVERY YEAR BASED ON, I GUESS LAST YEAR'S SCHOOLS? HOW DOES THIS WORK?
IT'S A FEDERAL REQUIREMENT THAT'S TYPICALLY IN PLACE, BUT BECAUSE OF SOME BROADER THINGS HAPPENING, IT WAS NOT REQUIRED BY TEA LAST YEAR.
IT HAD A ONE YEAR WHERE IT JUST DIDN'T EXIST.
WE STILL ACTUALLY DID THE PLANS IT JUST WAS THE SAME REQUIREMENTS WEREN'T IN PLACE IN TERMS OF IT GOING TO THE BOARD AND IN TERMS OF IT GOING IN FRONT OF THE CAMPUSES.
[03:45:03]
BUT EVEN SO, I JUST THINK THE IMPORTANT THING IS THAT EVERY CAMPUS IS STILL REQUIRED TO DEVELOP AN ACTION PLAN.THAT ACTION PLAN FOCUSES ON THE WAYS THAT THEY'RE GOING TO IMPROVE, AND THEY START THAT ACTION PLANNING PROCESS REALLY IN THE SPRING RIGHT NOW FOR THE NEXT YEAR.
THEY GET SIGNIFICANT FEEDBACK ON THAT PROCESS AS A PART OF DEFINED AUTONOMY, IF THEY HAVE LARGE GAPS, WHICH IS WHAT THIS IS BASED ON.
THEY ACTUALLY HAVE TO INCLUDE THAT IN THEIR ACTION PLAN, AND THEY GET SIGNIFICANT FEEDBACK ON THAT ACTION PLAN AS THEY BUILD IT NOW, AND THEN ALSO IN THE FALL.
WHAT WE'RE REALLY FOCUSED ON IS MAKING SURE THAT THIS JUST ALIGNS WITH WHAT THEY'VE ALREADY BEEN DOING IN THAT ACTION PLAN THAT THEY FOLLOW THAT REALLY DOES SUPPORT CLOSING THE GAP.
>> THANK YOU. I JUST WANT TO ACKNOWLEDGE THAT WE CELEBRATED THE GROWTH OF A LOT OF THESE SCHOOLS ON HERE.
AGAIN, WE EXPECT TO SEE THIS LIST MUCH SMALLER. THANK YOU.
>> ANY OTHER QUESTIONS? LET'S GO AHEAD AND VOTE THEN.
WE HAVE NINE AYE AND ZERO, NO. THE MOTION PASSES.
LET'S GO ON TO THE CONSENT AGENDA.
[CONSENT AGENDA]
DO I HAVE A MOTION TO APPROVE THE REMAINDER OF TONIGHT'S AGENDA ITEMS BY CONSENSUS?>> YOU'RE TALKING ABOUT EXCEPT FOR THE TWO?
>> EXCEPT FOR THE TWO WE PULLED.
YEAH, THOSE ARE COMING BACK AFTER CLOSED SESSION.
WE HAVE A MOTION AND A SECOND.
ANY QUESTIONS OR COMMENTS? LET'S GO AHEAD AND VOTE.
THE MOTION PASSES NINE TO ZERO.
AT THIS TIME, THE BOARD WILL RECESS TO CLOSED SESSION
[ RECESS TO CLOSED SESSION UNDER SECTIONS 551.004 THROUGH 551.089 OF THE TEXAS GOVERNMENT CODE FOR THE PURPOSES LISTED IN THIS NOTICE]
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 CONSIDERING THE CLOSED SESSION BE REQUIRED, SUCH FINAL VOTE, ACTION OR DECISION SHALL BE TAKEN AT AN OPEN MEETING COVERED BY THE NOTICE UPON THE RECONVENING OF THE PUBLIC MEETING OR AT A SUBSEQUENT PUBLIC MEETING OF THE BOARD UPON NOTICE THEREOF.
THE BOARD HAS RECESSED TO CLOSE SESSION AT 9:04 PM ON FEBRUARY 13, 2025. THANK YOU.
>> WE GOT EVERYBODY HERE. GOOD EVENING.
THE MEETING IS RECONVENED AT 10:07 PM.
[RECONVENE IN OPEN SESSION]
OUR SECOND ITEM PULLED FROM THE CONSENT AGENDA IS ITEM THREE,[ITEMS PULLED FROM CONSENT AGENDA (Part 2 of 2)]
CONSIDERATION OF ADOPTED RESOLUTION OF APPROVING A CONTINGENT FEE, LEGAL SERVICES AGREEMENT, INCLUDING FINDINGS NEEDED FOR SUBMISSION OF CONTINGENT FEE LEGAL SERVICES AGREEMENT AND THE REQUEST FOR THE EXPEDITED REVIEW BY THE TEXAS ATTORNEY GENERAL.MAY I HAVE A MOTION FOR THE ITEM 3, PLEASE? WE HAVE A MOTION AND A SECOND.
ARE THERE ANY QUESTIONS OR COMMENTS? PLEASE VOTE. GOT IT?
THE LAST ITEM PULLED FROM THE CONSENT AGENDA IS ITEM 4, CONSIDERATION AND ADOPTION OF CONTINGENCY FEE LEGAL SERVICES AGREEMENT WITH THOMPSON AND HORTON LLP, EILAND AND BONNIN, PC, AND O' HANLON DEMERATH CASTILLO, PC.
DO I HAVE A MOTION TO APPROVE? THERE'S A MOTION AND IT'S BEEN SECONDED.
ANY QUESTIONS OR COMMENTS? IF NOT, PLEASE VOTE.
WE DON'T HAVE ANYTHING ELSE OUT OF CLOSED SESSION.
ARE THERE ANY REMARKS OR REPORTS FROM BOARD MEMBERS? ALL GOOD?
[BOARD MEMBER REPORTS AND COMMENTS]
>> FIRST OF ALL IT'S 10:00 O'CLOCK, SO THAT'S GOOD.
THIS WEEK I WAS INVITED BY MILBY COMMUNITY TO GO BE PART OF A BALLOON RELEASE FOR ONE OF THEIR STUDENTS WHO HAS UNFORTUNATELY LOST THEIR LIVES RECENTLY.
[03:50:04]
I ALWAYS GET EMOTIONAL ON THESE TYPE OF THINGS.FOR ME, IT WAS A LITTLE BIT SURPRISING.
HE WAS A BASEBALL PLAYER, A NINTH GRADER.
THEY INTRODUCED ME TO THE FAMILY.
I DIDN'T KNOW THE KID, BUT I KNEW HIS DAD WHEN I GOT THERE.
I SAID I DIDN'T KNOW THE KID, BUT HE ACTUALLY WENT TO CHURCH WITH US FOR SEVERAL YEARS.
ONE OF THE THINGS THAT I WAS THERE I WAS REMINDED THAT OUR KIDS HAVE IT TOUGH.
IT'S TOUGH TO BE A TEENAGER THESE DAYS.
I'LL JUST SAY THIS TO THE FAMILIES, IF YOU'RE STILL WATCHING, JUST A REMINDER THAT WE HAVE RESOURCES HERE AVAILABLE THROUGH HISD THROUGH HAZEL HEALTH, OUR COUNSELORS.
NOW REACH OUT TO YOUR SCHOOL PRINCIPAL FOR ASSISTANCE.
CASSANDRA AND I, WE TALK TO COMMUNITY MEMBERS AND WE TALK ABOUT ALL THE WRAP AROUND SERVICES THAT ARE NEEDED AND WE CAN'T BE EVERYTHING TO EVERYBODY.
BUT HERE'S ONE AREA WHERE WE CAN HELP OUT.
FOR PARENTS, MAKE SURE YOU REACH OUT TO YOUR SCHOOL IF YOU NEED ASSISTANCE WITH MENTAL HEALTH. THANK YOU.
>> THANKS. ANY OTHER COMMENTS OR REPORTS? WELL, SUPERINTENDENT, YOU HAVE ANYTHING?
>> GREAT. WELL, THE NEXT REGULAR BOARD MEETING WILL BE HELD ON MARCH 20TH OF 2025.
WE DO IN THE MIDDLE OF THIS HAVE A BUDGET WORKSHOP ON THE 27TH OF FEBRUARY.
MATERIALS WILL GO OUT ON THE 20TH, AND THIS WILL BE ASSUMPTIONS, SO DON'T EXPECT A BAKED BUDGET SINCE IT'S FEBRUARY, BUT WE'LL HAVE THE ASSUMPTIONS AND A LOT OF THE WORKINGS THAT WILL GO INTO THE BUDGET.
WE'LL MAKE SURE THAT EVERYBODY HAS THAT ON THE 20TH AND THEN WE'LL BE READY FOR THAT MEETING ON THE 27TH.
THERE BEING NO FURTHER BUSINESS, THIS MEETING IS OFFICIALLY ADJOURNED AT 10:11 PM. THANKS.
* This transcript was compiled from uncorrected Closed Captioning.