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>> GOOD EVENING. THIS MEETING IS NOW CONVENED AT 5:08 P.M.
[CALL TO ORDER]
I'D ASK EVERYONE TO PLEASE SILENCE YOUR CELL PHONES.QUORUM OF THE BOARD MEMBERS IS PRESENT IN THE BOARD AUDITORIUM.
I DON'T SEE ANY ELECTED OFFICIALS HERE.
WE WELCOME THEM WHEN THEY GET HERE.
WE'LL NOW BEGIN. WE'LL BE JOINED BY MEMBER OF THE JUNIOR RESERVE OFFICER TRAINING CORPS TO LEAD OUR PLEDGES.
I'D LIKE TO ASK BOARD MEMBER CASANDRO SAN BANDY TO INTRODUCE TONIGHT'S PLEDGE LEADER.
>> THANK YOU. CADET LIEUTENANT COLONEL CHRISTIE ROSEL LINARES, A SENIOR FROM THE HIGH SCHOOL FOR LAW AND JUSTICE, IS THE BATTALION COMMANDER OF THE 15TH BATTALION OVERSEEING 208 CADETS IN THE PROGRAM.
SHE MAINTAINS A 4.0 GRADE POINT AVERAGE AND IS ENROLLED IN COLLEGE LEVEL CLASSES WHILE BEING ACTIVELY INVOLVED WITH HER SCHOOL.
SHE'S A CHEERLEADER, A SCHOOL AMBASSADOR, CO CAPTAIN OF THE GIRLS FLAG FOOTBALL TEAM, AND CAPTAIN OF THE GIRLS SOCCER TEAM.
HER HOBBIES INCLUDE PLAYING SPORTS, GOING TO THE GYM, AND PLANNING EVENTS.
WHEN SHE GRADUATES, SHE WOULD LIKE TO ENLIST IN THE AIR FORCE, PURSUE A MASTER'S DEGREE AND BE AN FBI SPECIAL AGENT, CADET ROSE LINARES.
>> CAN WE STAND FOR THE PLEDGE OF ALLEGIANCE.
APPRECIATE THAT AND CONTINUED SUCCESS.
WE NOW HAVE RECOGNITIONS AND SUPERINTENDENT REPORTS TO SHARE.
[RECOGNITIONS]
SUPERINTENDENT MILES. YOU HAVE THE FLOOR.>> YES, SIR. EACH MONTH, WE TAKE A MOMENT TO SPOTLIGHT THE INCREDIBLE ACHIEVEMENTS HAPPENING ACROSS HOUSTON ISD AND THE STUDENTS, TEACHERS AND STAFF, WHO ARE LEARNING, LEADING, BREAKING BARRIERS, AND SETTING RECORDS.
FOR THE MONTH OF MAY, WE ARE PROUD TO HIGHLIGHT OUR EDUCATORS, A STELLAR ATHLETIC ACHIEVEMENT AND AN ELEMENTARY SPELLING.
SO WE'LL START WITH THE FIRST ONE.
THE FIRST WEEK OF MAY IS NATIONAL TEACHER APPRECIATION WEEK.
I WANT TO START OUR MAY BOARD MEETING BY SAYING A HEARTFELT THANKS TO THE 10,600 TEACHERS WHO SPEND THEIR DAYS EDUCATING THE OVER 170,000 STUDENTS IN 273 SCHOOLS.
AND JUST GOING OFF SCRIPT FOR A MOMENT.
I'VE BEEN IN A LOT OF OUR SCHOOLS AT THIS POINT, PROBABLY ABOUT 180 OF THEM.
AND I SEE TEACHERS ALL THE TIME.
TODAY, I WAS AT SHADYDALE, FOR EXAMPLE, I GO TO SCHOOLS ALMOST EVERY WEEK.
AND JUST LIKE AT SHADYDALE, THE TEACHERS ACROSS THIS DISTRICT ARE WORKING REALLY HARD FOR THE KIDS, AND THEY'RE IMPROVING IN THEIR EFFECTIVENESS.
THIS IS MAY, AND IN MANY PLACES, IT'S THE TIME THAT COAST A LITTLE BIT, NOT HERE.
THEY ARE STILL DOING EVERYTHING THEY CAN TO GET THE KIDS THE BEST EDUCATION POSSIBLE.
IT'S SHOWING IN THE RESULTS FOR THE KIDS, AND WHEN THE KIDS EXCEL AND DO WELL, THAT'S BECAUSE TEACHERS ARE DOING WELL.
REALLY APPRECIATE THE TEACHERS.
WE ALSO HAVE ALEX, YOU'RE GOING TO SAY SHOW SOMETHING ABOUT OUR TEACHERS AS WELL.
CHIEF ALEX ELSONO HALLS, CHIEF OF PUBLIC AFFAIRS AND COMMUNICATIONS.
>> THE SLIDE JUST NEED TO BE UP.
ONE OF THE THINGS THAT WE HAVE DONE THIS YEAR, BOARD MEMBERS IS TO REALLY MAKE SURE THAT WE'RE NOT JUST THINKING ABOUT TEACHER RECOGNITION THE WEEK OF TEACHER APPRECIATION WEEK, BUT TO BE THINKING ABOUT THAT ALL YEAR LONG.
THE PUBLIC AFFAIRS TEAM LAUNCHED A COUPLE INITIATIVES.
THE FIRST WAS TO DO UNSTOPPABLE TEACHER CELEBRATIONS TO
[00:05:04]
REWARD TEACHERS FOR HIGH ATTENDANCE AND HIGH QUALITY INSTRUCTION.THE SECOND WAS TO BUILD OUR CAPACITY TO CREATE GREAT AND UNIQUE CELEBRATIONS BASIS FOR TEACHERS TO CONNECT AND BE RECOGNIZED, AND WE PARTNERED WITH HOUSTON LOVES TEACHERS ON THAT INITIATIVE, WHICH IS A GOOD REASON HOUSTON INITIATIVE.
AND THEN THIS MONTH, WE'RE GOING TO BE RUNNING A SPECIAL SOCIAL MEDIA CAMPAIGN ALL MONTH LONG CALLED THANK A TEACHER, AND PEOPLE THROUGHOUT THE CITY ARE SENDING IN MESSAGES TO THANK TEACHERS.
JUST A COUPLE BEATS ON EACH OF THESE.
THE UNSTOPPABLE TEACHER CELEBRATIONS FOR HIGHEST ATTENDANCE FOR THE ONE SCHOOL IN EACH DIVISION WITH THE HIGHEST TEACHER ATTENDANCE.
THEN FOR HIGH QUALITY INSTRUCTION, IT WAS THE SCHOOLS THAT HAD THE HIGHEST SCORES FOR INSTRUCTIONAL WALKS.
WE ARE GLAD TO SAY THAT OVER 1,200 TEACHERS HAVE BEEN APPRECIATED SO FAR AND WE STARTED THIS INITIATIVE MID YEAR.
THE SCHOOLS THAT HAD INCREDIBLE ATTENDANCE AND INCREDIBLE HIGH QUALITY INSTRUCTION ARE LISTED ON THE SLIDE BEHIND YOU.
BIG CONGRATS, THOSE 33 CAMPUSES.
[APPLAUSE] WE'RE VERY THANKFUL TO OUR PARTNER, GOOD REASON, HOUSTON, AND HOUSTON LOVES TEACHERS FOR MAKING SPECIAL CELEBRATIONS FOR TEACHERS ACROSS THE CITY TO THIS MONTH OR DAVE AND BUSTER'S GAME NIGHT AND ROCK HOUSE KITCHEN.
THIS IS HOUSTONIANS POURING INTO OUR INCREDIBLE TEACHERS.
THAT'S A WRAP ON THAT, AND I WILL MAKE WAY FOR THE NEXT SUPER EXCITING UPDATE.
>> YES, AS A PERSON WHO RAN TRACK AND CROSS COUNTRY, THE NET CELEBRATION IS SPECIAL.
WE WANT TO HIGHLIGHT OR SPOTLIGHT LAMAR HIGH SCHOOL TRACK AND FIELD, THE FOUR BY 400 RECORD BREAKERS.
[APPLAUSE] THE NAMES OF THE WINNERS WERE RYAN JOHNSON, BAILEY HASHMI, DEVON CARPENTER, AND JORDAN GODFREY, AND THEY HAVE SET A NATIONAL HIGH SCHOOL RECORD FOR THE BOYS FOUR BY 400 RELAY.
[APPLAUSE] OF COURSE, NO TEAM EXCELS THAT WELL, UNLESS YOU HAVE GREAT COACHES.
WE HAVE GARRICK GREEN AS A HEAD COACH, AND THE ATHLETIC COORDINATOR IS MICHAEL LINDSAY AND RITA GRAVES, THE PRINCIPAL.
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[MUSIC] [APPLAUSE] VERY EXCITING.ALL THE WORK THAT WENT INTO IT, JUST AMAZING.
NOW FOR OUR LAST SPOTLIGHT, OR ACTUALLY SECOND TO LAST PEN ULTIMATELY, WE HAVE ANOTHER TYPE OF CHAMPION YOUNGER THOUGH.
THE REGIONAL SPELLING CHAMPION IS ZACHARY TEOH.
[APPLAUSE] WITH ZACHARY, WE HIGHLIGHT AN ACETAL ACADEMIC ACHIEVEMENT FROM ONE OF OUR YOUNGEST SCHOLARS.
HE'S A SECOND GRADER, AND HE'S FROM RIVER OAKS ELEMENTARY, AND HE'S THE REGIONAL SPELLING BEE CHAMPION.
NOW ZACHARY'S TALENT, COMPOSURE AND PASSION FOR LEARNING IS WHAT SET HIM APART AND JUST AT 7-YEARS-OLD.
HIS ACCOMPLISHMENTS BRING GREAT PRIDE NOT ONLY TO RIVER OAKS ELEMENTARY, BUT TO THE ENTIRE HISD FAMILY.
THE FUN FAT, ZACHARY'S WINNING WORD WAS CANASTA WHICH IS A CARD GAME THAT ORIGINATED IN URUGUAY AND BECAME POPULAR IN THE UNITED STATES IN THE 1950S.
WE'D ALSO, ZACH, YOU'RE HERE, AND IF YOUR FAMILY'S HERE, WE INVITE THEM TO STAND AND BE RECOGNIZED ALSO.[APPLAUSE].
>> [INAUDIBLE] PRINCIPAL WILLIAMS.
>> [INAUDIBLE] PRINCIPAL WILLIAMS. THANK YOU.
THEN FINALLY, A LOT OF CELEBRATIONS THIS MONTH.
IT IS THAT TIME OF YEAR IN BOTH IN A HAPPY AND SAD WAY WHEN LEADERS RETIRE OR ANNOUNCE THAT THEY ARE MOVING ON TO THEIR NEXT PROFESSIONAL ADVENTURE.
TO RECOGNIZE SEVERAL OF OUR PRINCIPLES, I ASKED CHIEF SANDY MASSEY TO SHARE SOMETHING ABOUT THE LEADERS.
>> SUPERINTENDENT MILES AND BOARD MEMBERS, THANK YOU FOR GIVING ME A FEW MINUTES TO RECOGNIZE FOUR PRINCIPLES WITHIN HISD.
THESE PRINCIPLES HAVE SERVED THE STUDENTS, STAFF, AND COMMUNITIES OF HOUSTON FOR A COMBINED TOTAL OF 76 YEARS.
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[APPLAUSE] THEIR DEDICATION TO OUR DISTRICT STARTED WELL BEFORE THE TRANSFORMATION TWO YEARS AGO, BUT THEY STAYED TO CONTINUE SERVING THOSE COMMUNITIES THROUGH THE CHANGES AND ADVERSITY.AS CHIEF OF SCHOOLS, I REALIZE THAT HOUSTON IS NOT THE ONLY PLACE WHERE STUDENTS NEED THE BEST POSSIBLE OPPORTUNITY TO REACH THEIR EDUCATIONAL POTENTIAL.
SOME OF THESE LEADERS ARE AT THE END OF THEIR RACE, BUT SOME OF THEM ARE CONTINUING ON AND TRANSITIONING TO A NEW JOURNEY IN A NEW COMMUNITY, AND THAT BRINGS ME GREAT JOY.
I'D LIKE TO START BY BRINGING UP TREVOR [INAUDIBLE]. [APPLAUSE].
>> TREVOR CAME TO US FROM MICHIGAN EIGHT YEARS AGO AND HAS DEDICATED HIS TIME TO LEAD AN HISD AT BRIER GROVE ELEMENTARY, PEW ELEMENTARY, AND FIELD ELEMENTARY, WHERE HE IS COMPLETING HIS NINTH YEAR IN THE DISTRICT.
TREVOR HAS TAKEN A VERY HIGH-PERFORMING CAMPUS, FIELD ELEMENTARY, AND MAINTAINED THE A LETTER GRADE IN STATE ACCOUNTABILITY.
BUT MICHIGAN IS CALLING HIM BACK HOME.
THANK YOU TREVOR FOR YOUR CONTRIBUTION AND THE COMMITMENT TO THE HOUSTON COMMUNITY. WE THANK YOU.
[APPLAUSE] AS SOMETHING THAT WE'VE GOTTEN USED TO DOING, JUST SO YOU GUYS KNOW, WE LIKE TO MAKE THESE MAGAZINE COVERS FOR OUR PRINCIPALS.
THIS IS ONE OF OUR GIFTS TO OUR PRINCIPALS THAT ARE LEADING US.
[APPLAUSE] NEXT, I'D LIKE TO HAVE JEVIN ADAMS COME UP.
[APPLAUSE] YOU MAY RECOGNIZE HIM FROM THE YEAR-LONG STORY PRODUCED BY KPRC, WHERE FLEMING MIDDLE SCHOOL SHARED THEIR STORY OF TRANSFORMATION IN THE NEW EDUCATION SYSTEM.
DEVON STARTED IN THE DISTRICT AS A STUDENT AT AA MILL ELEMENTARY.
HE THEN ATTENDED AS A MIDDLE SCHOOL STUDENT AT WELCH AND THEN HIS FIRST YEAR TEACHING, HE WENT RIGHT BACK TO WELCH.
HE THEN MOVED TO HILLIARD ELEMENTARY AS A TEACHER SPECIALIST AND ASSISTANT PRINCIPAL UNTIL HE FINALLY TOOK THE PRINCIPALSHIP AT FLEMING MIDDLE SCHOOL FOR THE LAST THREE YEARS.
LAST YEAR, PRINCIPAL ADAMS HELPED FLEMING ACHIEVE A JUMP IN STATE ACCOUNTABILITY FROM AN F TO A B.
NOW, DEVON WILL BE MOVING TO BOSTON, MASSACHUSETTS, TO FULFILL ONE OF HIS DREAMS TO EARN HIS DOCTORATE AT HARVARD UNIVERSITY.
DEVON, WE WANT TO THANK YOU FOR YOUR SERVICE IN HISD AS A STUDENT AND AS A PRINCIPAL.
[APPLAUSE] THE NEXT PRINCIPAL I WOULD LIKE TO HONOR IS DAVID NITTLE, CURRENT PRINCIPAL AT BURBANK MIDDLE SCHOOL.
DAVID STARTED HIS FIRST JOB IN HISD IN 1996 AS A TEACHER AIDE.
THERE HE WAS AT SHARPSTOWN MIDDLE, WHICH I DON'T EVEN KNOW ACTUALLY EXISTS AS SHARPSTOWN MIDDLE ANYMORE.
THEN HE WAS AT LEE HIGH SCHOOL, WHICH IS NOW WISDOM HIGH SCHOOL, AND AS AN ESL TEACHER.
HE TOOK HIS FIRST ADMIN ROLE AT BURBANK MIDDLE SCHOOL AS AN ASSISTANT PRINCIPAL, AND HE HAS SPENT THE LAST 7.5 YEARS THERE AS PRINCIPAL, WHERE THEY HAVE HELD A STRONG B IN STATE ACCOUNTABILITY.
DAVID HAS SELECTED TO FINISH HIS RACE IN HISD, AND I WANT TO WISH HIM THE VERY BEST OF WHATEVER HE CHOOSES TO DO BEYOND THIS POINT.
BUT NITTLE, WE THANK YOU SO MUCH FOR YOUR CONTRIBUTION TO HISD AND THE COMMUNITY.
[APPLAUSE] SABRINA IS THE CURRENT PRINCIPAL OF PHYLLIS WHEATLEY HIGH SCHOOL.
SABRINA HAS WORKED IN HISD SINCE 1995, HER ENTIRE EDUCATIONAL CAREER.
SHE HAS SERVED AS PRINCIPAL IN HISD SINCE 2011, EXCEPT FOR ONE YEAR [INAUDIBLE] WHERE SHE DECIDED TO SERVE AS AN SSO FOR EIGHT PRINCIPALS.
THEN SHE WENT RIGHT BACK TO THE PRINCIPALSHIP.
SHE SERVED AT ROS SHAW STERLING HIGH SCHOOL,
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FLEMING MIDDLE SCHOOL, AND, OF COURSE, ENDING HER CAREER AT PHYLLIS WHEATLEY HIGH SCHOOL.IN HER 30 YEARS IN HISD, SHE HAS WITHSTOOD AND SUFFERED THE CHANGES OF EIGHT SUPERINTENDENTS.
SABRINA HAS RUN THROUGH THE FINISH LINE IN HER HISD CAREER AND WILL BE LEAVING US JUNE 6.
I ESPECIALLY WANT TO THANK SABRINA, WHO HAD TO GO THROUGH THE RE-INTERVIEW PROCESS FOR THE WHEATLEY HIGH SCHOOL.
SHE DID THE JOB, AND SHE TOOK WHEATLEY FROM A D TO A B. IN ONE YEAR.
[APPLAUSE] ONE MORE HAND FOR OUR FOUR PRINCIPALS.
[APPLAUSE] THANK YOU, GUYS. I APPRECIATE IT.
>> SHOULD I GO ON, SIR? SUPERINTENDENT'S REPORT.
>> MR. PRESIDENT, MEMBERS OF THE BOARD, I'LL MOVE RIGHT INTO THE SUPERINTENDENT'S REPORT, THEN, IF IT'S OKAY.
I'M GOING TO ASK TWO STAFF MEMBERS TO SHARE UPDATES ABOUT HOW WE ARE SUPPORTING THE WHOLE CHILD.
DR. INA MYERS, DEPUTY CHIEF OF STRATEGIC INITIATIVES.
WE'LL SHARE A REPORT ON THE CO-CURRICULAR EXPERIENCES ON NAS CAMPUSES, INCLUDING THE NS STUDENT TRAVEL OPPORTUNITIES.
BUT FIRST, BEFORE INA MYERS, NAJAH CALLANDER DEPUTY CHIEF OF FAMILY AND COMMUNITY PARTNERSHIPS, WILL PROVIDE AN OVERVIEW OF HISDS CONTINUUM OF CARE, WHICH IS HOW THE DISTRICT STRUCTURES OUR SUPPORT FOR STUDENTS NON-ACADEMIC NEEDS. NAJAH.
>> CAN YOU HEAR ME? GOOD EVENING, BOARD MEMBERS.
I'M GOING TO TALK A LITTLE BIT ABOUT THE CONTINUUM OF CARE.
WE LAUNCHED A CONTINUUM OF CARE FRAMEWORK JUST ABOUT A YEAR AGO.
IT'S AN INTERNAL EFFORT TO IMPROVE HOW OUR DEPARTMENTS HAVE BEEN WORKING TOGETHER AND BETTER ORGANIZE AROUND HOW WE WANT TO PROVIDE SERVICES TO STUDENTS AND FAMILIES IN THE DISTRICT.
THE FRAMEWORK FOCUSES ON IDENTIFYING STUDENT NEEDS, MEETING THOSE NEEDS, AND EITHER DOING THAT ON THE CAMPUS IMMEDIATELY OR, IN THE CASE OF MORE COMPLEX OR LONGER-TERM NEEDS, REFERRING THAT STUDENT TO A SUNRISE CENTER OR AN OUTSIDE COMMUNITY PARTNER.
THE CONTINUUM OF CARE REALLY IS ABOUT ACKNOWLEDGING THE FACT THAT OUR WORK WITHIN THE DISTRICT, ACROSS DEPARTMENTS SHOULD BE ALIGNED AND THAT WE NEED TO DO THAT TO ENSURE THAT OUR STUDENTS GET WHAT THEY NEED SO THAT THEY CAN FOCUS ON LEARNING.
TODAY, WE'RE LAUNCHING A CONTINUUM OF CARE EXPLAINER VIDEO WITH THE IDEA TO JUST HELP FAMILIES UNDERSTAND WHAT THE CONTINUUM OF CARE IS, WHAT WE MEAN WHEN WE SAY THAT, AND HOW THEY CAN BEST ACCESS SUPPORT.
THIS IS JUST THE BEGINNING OF HOW WE'RE GOING TO COMMUNICATE WITH FAMILIES MORE AND MORE ABOUT HOW THEY REACH SERVICES IN HISD.
I'M GOING TO TAKE A MOMENT TO THANK ALL OF MY COLLEAGUES THAT PARTICIPATED IN THIS PROJECT.
YOU'RE GOING TO SEE AND HEAR FROM QUITE A FEW DIFFERENT PEOPLE.
WITH THAT, I'M GOING TO START THE VIDEO.
AT HOUSTON ISD, WE BELIEVE THAT SUCCESS IN THE CLASSROOM REQUIRES CARE BEYOND THE CLASSROOM.
THAT'S WHY WE'RE COMMITTED TO MEETING EVERY STUDENT'S NEEDS, EVERY STEP OF THE WAY.
OVER THE PAST TWO YEARS, WE'VE BUILT A STRONG CONTINUUM OF CARE.
THIS CONTINUUM IS A NETWORK OF SERVICES DESIGNED TO MEET THE ACADEMIC, PHYSICAL, EMOTIONAL, AND SOCIAL NEEDS OF EVERY STUDENT.
WHETHER IT'S ACCESS TO SCHOOL SUPPLIES, HEALTH CARE, MENTAL HEALTH SERVICES, OR FAMILY SUPPORT, WE'RE COMMITTED TO ENSURING EVERY STUDENT AND FAMILY GETS WHAT THEY NEED TO THRIVE.
IF A STUDENT EVER NEEDS HELP, ANYONE, A TEACHER, A PARENT, OR EVEN THE STUDENT THEMSELVES, CAN SUBMIT A STUDENT ASSISTANCE FORM OR A STAFF TO CONNECT WITH THE RIGHT SUPPORT.
NOW, LET'S HEAR MORE FROM ONE OF OUR PRINCIPALS ABOUT HOW HISD CAMPUSES PROVIDE THESE CRITICAL NEEDS EVERY DAY.
>> AT EVERY HSC CAMPUS, WE MAKE SURE STUDENTS HAVE EVERYTHING THEY NEED TO SUCCEED.
THAT STARTS WITH CREATING A STRONG FOUNDATION.
STUDENTS HAVE ACCESS TO RICH AFTER-SCHOOL PROGRAMS THAT KEEP THEM LEARNING, EXPLORING, AND CONNECTING WITH THEIR PEERS.
WE ALSO MAKE SURE THAT EVERY CHILD HAS WHAT THEY NEED TO COME TO SCHOOL READY TO LEARN FROM TRANSPORTATION TO SCHOOL SUPPLIES AND UNIFORMS TO NATRICIOUS MEALS SERVED EVERY DAY.
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BUT SUPPORT ISN'T JUST ABOUT MATERIALS.OUR TEACHERS, ADMINISTRATORS, AND STAFF WORK CLOSELY WITH STUDENTS EVERY DAY.
THEY ARE CHECKING IN, LISTENING CAREFULLY, AND BUILDING RELATIONSHIPS.
WHEN A STUDENT IS FACING A CHALLENGE, WHETHER IT'S NEEDING A WARM JACKET, HELP WITH HOMEWORK, OR EMOTIONAL SUPPORT, WE WORK TO CONNECT THEM WITH THE RIGHT RESOURCES.
IT'S ALL PART OF MAKING SURE EVERY STUDENT FEELS SEEN, SUPPORTED, AND EMPOWERED TO SUCCEED.
WHEN IT COMES TO PHYSICAL HEALTH, WE HAVE NURSES THAT CAN HELP.
>> WHEN STUDENTS FEEL THEIR BEST, THEY CAN DO THEIR BEST.
WE'RE HERE TO MAKE SURE THAT ACCESS TO HEALTH CARE NEVER BECOMES A BARRIER TO LEARNING OR SUCCESS.
THANKS TO HAZEL HEALTH, WE NOW HAVE TELEHEALTH SERVICES AVAILABLE RIGHT ON CAMPUS.
HAZEL CONNECTS STUDENTS TO LICENSED HEALTHCARE PROVIDERS THROUGH TELEMEDICINE.
THIS HELPS OFFER FASTER ACCESS TO MEDICAL CARE AND EVEN OVER-THE-COUNTER MEDICATION, ALL AT NO COST TO FAMILIES.
HAZEL HEALTH HAS HELPED THOUSANDS OF STUDENTS STAY IN SCHOOL AND AVOID UNNECESSARY ABSENCES.
PHYSICAL HEALTH IS JUST ONE PART OF A STUDENT'S WELL-BEING.
>> STUDENTS EMOTIONS AND MENTAL HEALTH ARE JUST AS IMPORTANT AS THEIR ACADEMICS.
WE WORK CLOSELY WITH STUDENTS TO SUPPORT THEIR EMOTIONAL AND MENTAL WELL-BEING.
WE OFFER GUIDANCE, CARE, AND ACCESS TO MENTAL HEALTH SERVICES, INCLUDING WORKING HAND IN HAND WITH HAZEL HEALTH PROVIDERS WHEN NEEDED.
TOGETHER, WE HELP STUDENTS WITH MANY OF THE DAY-TO-DAY NEEDS.
>> SOMETIMES STUDENTS AND FAMILIES NEED MORE SUPPORT THAN EVEN THE SCHOOL CAN PROVIDE.
THAT'S WHERE OUR DISTRICT-WIDE FAMILY ENGAGEMENT TEAM COMES IN.
>> WE KNOW THAT SOMETIMES STUDENTS AND FAMILIES NEED ADDITIONAL SUPPORT.
IF YOU OR YOUR STUDENT EVER NEED ANY HELP, YOU CAN ALWAYS TALK TO YOUR CHILD'S PRINCIPAL, TEACHER, OR COUNSELOR.
YOU CAN ALSO SUBMIT A STUDENT ASSISTANCE FORM OR STAFF.
>> YOU CAN ALSO CONNECT DIRECTLY WITH ONE OF OUR FAMILY CONNECTION SPECIALISTS WHO WORK ACROSS SCHOOLS TO BE ABLE TO PROVIDE THE SUPPORT AND RESOURCES YOU NEED.
>> OR YOU CAN VISIT ONE OF FAMILY CONNECTION CENTERS, WHERE WE OFFER DIRECT HELP, GUIDANCE, AND RESOURCES TO FAMILIES FACING CHALLENGES.
>> WHATEVER YOU NEED, WE'RE HERE TO LISTEN, GUIDE YOU, AND CONNECT YOU TO THE RIGHT SUPPORT.
>> SOMETIMES THE HELP A STUDENT OR FAMILY NEEDS CAN BE FOUND RIGHT AT THE SCHOOL.
OTHER TIMES, FAMILIES MAY NEED ADDITIONAL SUPPORT AND THAT'S WHERE OUR SUNRISE CENTERS COME IN.
>> OUR SUNRISE CENTERS ARE AN EXTENSION OF OUR COMMITMENT TO CARE, OFFERING FAMILIES A WIDE RANGE OF SERVICES THAT GO BEYOND WHAT A SINGLE CAMPUS CAN PROVIDE.
FAMILIES CAN ACCESS FOOD DISTRIBUTIONS, CLOTHING, MENTAL HEALTH COUNSELING, SCHOOL SUPPLIES, AFTER-SCHOOL PROGRAMMING, HEALTH SERVICES, AND HELP WITH TRANSPORTATION.
WE ALSO WORK WITH TRUSTED COMMUNITY PARTNERS TO SUPPORT HOUSING, EMPLOYMENT, AND MORE COMPREHENSIVE FAMILY NEEDS.
IF WE CAN'T MEET CERTAIN NEEDS, WE CONNECT YOU WITH PARTNERS WHO CAN.
EVERY SUNRISE CENTER HAS A DEDICATED CASEWORKER TO ENSURE STUDENTS AND FAMILIES GET PERSONALIZED SUPPORT.
TOGETHER WITH OUR SCHOOL, WE ARE COMMITTED TO MEETING THE NEEDS OF OUR STUDENTS AND FAMILIES.
>> AT HISD, WE'RE HERE FOR YOUR CHILD AND FOR YOUR FAMILY.
NO MATTER WHAT CHALLENGES YOU MAY FACE, WE WANT TO LEND A HAND AND HELP YOUR STUDENTS SUCCEED.
IF YOU EVER NEED HELP, JUST REACH OUT. THANK YOU.
I'M HAPPY TO TAKE ANY QUESTIONS YOU WILL HAVE.
EXCITED TO PRESENT TO YOU GUYS TODAY AN UPDATE ON HOW OUR DYAD PROGRAM IS GOING.
AS YOU KNOW, THIS IS PART OF OUR NES SYSTEM.
THE STUDENTS IN GRADE EIGHT HAVE ACCESS TO A DYAD CLASS TWICE A WEEK FOR 60 MINUTES. JUST A MINUTE.
>> INA PULL THE MIC FORWARD A LITTLE BIT.
>> IS THIS BETTER? LEAN A LITTLE BIT.
THE PURPOSE OF DYAD IS TO MAKE SURE WE'RE OFFERING EXPERIENTIAL LEARNING OPPORTUNITIES TO OUR STUDENTS THAT HELP BROADEN THEIR HORIZONS AND ELEVATE THEIR THINKING.
WE WANT TO BRIDGE THE GAPS IN EDUCATIONAL ACCESS TO ENSURE EQUITY FOR STUDENTS IN UNDERPERFORMING SCHOOLS.
WE ALSO USE THIS PROGRAM AND STRIVE TO FOSTER THE CRITICAL COMPETENCIES THAT INCLUDE INFORMATIONAL LITERACY, PROBLEM SOLVING, CREATIVITY, AND COLLABORATION.
WHEN WE TALK ABOUT THE WHOLE CHILD, OUR DYAD PROGRAM HELPS US, NOT JUST FOCUS ON THE ACADEMIC SUCCESS OF OUR STUDENTS, BUT THE WHOLE CHILD AND HELP THEM BE WELL-ROUNDED INDIVIDUALS.
IN OUR DIET PROGRAM, WE HAVE FOUR WHAT WE CALL BUCKETS OF THE DYAD CLASSES.
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YOU WILL SEE MOST OF OUR CLASSES FALL UNDER STEM, 21ST CENTURY MEDIA, FINE ARTS, OR FITNESS, AND YOU'LL SEE THE PERCENTAGE OF OUR CLASSES THAT ARE OFFERED IN EACH OF THOSE CATEGORIES.RIGHT NOW, WE'RE PARTNERING WITH 27 COMMUNITY MEMBERS AND ORGANIZATIONS AND ENTITIES THAT ALSO COME IN AND HELP TEACH THESE DYAD CLASSES.
WE PARTNER WITH THE YMCA, HOUSTON BALLET, THE DALLAS HOUSTON PUBLIC LIBRARY, TAPS, THE LIMON A DAY PROGRAM, YMCA, ASTROS, GIRLS INC, TEXANS, DYNAMO.
WE HAVE A LOT OF OUTSIDE PARTNERS WHO COME IN AND HELP TEACH THESE COURSES TO OUR STUDENTS DURING THE SCHOOL DAY.
DYAD TRAVEL IS A PART OF OUR PROGRAM OF DYAD IS AN EXTENSION OF THAT OPPORTUNITY TO HELP US PROVIDE THESE EQUITABLE OPPORTUNITIES TO OUR STUDENTS.
THIS WILL INCLUDE OUR SEVENTH AND EIGHTH GRADERS AT OUR 27 MIDDLE SCHOOLS THAT WE HAVE IN NES.
WHAT WE STRIVE TO DO IS HELP PROVIDE EXPERIENCES TO EXTEND LEARNING BEYOND JUST THE CLASSROOM.
WE WANT TO FOSTER THAT CULTURAL AWARENESS, THAT CURIOSITY, INDEPENDENCE, AND THAT GLOBAL PARTNERSHIP.
HOW DO WE HELP PRODUCE GLOBAL CITIZENS AND GET THEM READY FOR DESTINATION 2035 AND 21ST-CENTURY LEARNING IS TO HELP THEM HAVE THESE EXPERIENCES AND ENCLOSE THEM THOSE EQUITY GAPS? RIGHT NOW, IN EACH OF OUR DIVISIONS, YOU'LL SEE HOW MANY MIDDLE SCHOOLS ARE TRAVELING WITH US.
WE HAVE SIX MIDDLE SCHOOLS IN THE NORTH DIVISION EIGHT IN CENTRAL, SEVEN IN SOUTH, AND SIX IN WEST.
>> WE PUT THE NUMBERS OF STUDENTS PER CAMPUS THAT ARE TRAVELING THIS YEAR.
HOW A STUDENT WILL BE ELIGIBLE TO CONTINUE TO STAY ON THE TRAVEL LIST IS TO MAKE SURE THEY HAVE 92% ATTENDANCE AND THEN HAVE NO OUT OF SCHOOL SUSPENSIONS.
WE STARTED OUT THE YEAR WITH A LOT OF STUDENTS THROUGH VARIOUS REASONS.
STUDENTS AND PARENTS HAVE EITHER OPTED OUT OR THEY HAVE BEEN TAKEN OFF THE LIST BASED UPON THEIR BEHAVIORS FOR OUT OF SCHOOL SUSPENSION OR FOR ATTENDANCE REASONS.
HERE'S OUR CAMPUSES GOING IN THE NORTH, OUR STUDENT NUMBERS AND CAMPUSES GOING FOR CENTRAL, OUR NUMBERS IN THE SOUTH AND OUR NUMBERS IN OUR WEST DIVISION.
OVERALL, WE ALSO PARTNER 24 OUTSIDE ENTITIES FOR STUDENT TRAVEL.
THEY COME INTO OUR CLASSES DURING DIAD.
WE'LL OFFER OUR STUDENT EXPERIENCES.
WE'VE HAD A PILOT COME IN, TALK TO OUR STUDENTS WHAT IT'S GOING TO BE LIKE TO BE ON THE PLANE, WHAT'S PLANE ETIQUETTE LOOK LIKE? HOW DO WE CONDUCT OURSELVES IN AN AIRPORT? WE'VE HAD CULTURAL EXPERIENCES AND PARTNER WITH THE HISPANIC HERITAGE GROUP TO COME IN AND TALK ABOUT THE CULTURE THAT THEY WILL BE TRAVELING TO.
YOU'LL SEE 24 OF OUR AMAZING PARTNERS AND VARIOUS AND GENEROUS DONATIONS FROM OUR COMMUNITY MEMBERS HERE IN HOUSTON AND BEYOND, HELPING ENSURE OUR STUDENTS HAVE THIS OPPORTUNITY.
RIGHT NOW WE HAVE 1211 STUDENTS GOING AT 27 OF OUR MIDDLE SCHOOLS IN NES MODEL, WHICH MEANS 79 FLIGHTS AND FOUR DESTINATIONS.
THAT IS OUR PRESENTATION FOR OUR TRAVEL.
I'D LIKE TO THANK A HUGE THANK YOU TO MY AMAZING TEAM WHO HAS PUT A LOT OF WORK INTO STUDENT TRAVEL.
AS YOU CAN IMAGINE TAKING 1,000 STUDENTS ANYWHERE IS NOT AN EASY TASK.
WE HAVE AN AMAZING TEAM READY TO PROVIDE THIS OPPORTUNITY FOR OUR STUDENTS AND WE COULD NOT BE MORE EXCITED.
>> THANK YOU SO MUCH, SO EXCITING.
I JUST LOVE FOR YOU TO ACTUALLY PUT IT ON RECORD, WHERE THE STUDENTS ARE GOING AND WHEN IS THIS? OR THROUGHOUT?
>> DULY QUESTION THAT WE ARE TRAVELING TAKES SEVERAL WEEKS.
WE'RE GOING TO START THE LAST WEEK OF MAY, THE FIRST TWO WEEKS OF JUNE.
AS YOU CAN IMAGINE ALL THE TRIPS, THEY'LL GO OUT IN STAGGERED TIMES.
I'M SO SORRY, WE ARE GOING TO BOSTON AND DC FOR OUR DOMESTIC TRIP FOR OUR SEVENTH GRADERS, AND OUR EIGHTH GRADERS WILL BE TRAVELING TO COSTA RICA OR PANAMA.
OUR FIRST TRIP ACTUALLY LEAVES ON MAY 23RD, AND WE'LL BE RETURNING I THINK OUR LAST TRIP IS COMING ABOUT JUNE 14TH.
BUT AGAIN, STAGGERED TRIPS THROUGHOUT THOSE THREE WEEKS.
>> I'D LIKE TO WELCOME HOUSTON ISD TRUSTEE SAVANT MOORE. THANK YOU FOR BEING HERE.
BEFORE WE BEGIN HEARING SPEAKERS, I JUST WANT TO NOTE THAT WITHOUT OBJECTION FROM MY COLLEAGUES, WE'LL BE PULLING AGENDA ITEM 11, WHICH IS THE DISTRICT WIDE USE OF DISTRICT DEVELOPED CURRICULUM FROM THE CONSENT AGENDA, SO WE CAN TALK ABOUT IT LATER.
WE'LL NOW HEAR FROM A PUBLIC OFFICIAL,
[SPEAKERS TO AGENDA ITEMS]
STUDENT SPEAKERS, AND SPEAKERS WISHING TO ADDRESS AGENDA ITEMS 1-5, AND 11.PLEASE NOTE THAT SPANISH LIVE CAPTIONING IS AVAILABLE FOR THOSE VIEWING THE MEETING VIA LIVE STREAM AND LIVE SPANISH INTERPRETATION IS AVAILABLE IN PERSON IN THE AUDITORIUM.
[00:35:02]
PUBLIC COMMENT DURING SCHOOL BOARD MEETINGS WILL ONLY BE AVAILABLE TO THOSE PERSONS WHO HAVE SIGNED UP TO SPEAK PRIOR TO THE MEETING TIME PER CURRENT PROTOCOL.VERBAL AND OTHER DISRUPTIONS BY PERSONS DURING THE SCHOOL BOARD MEETINGS ARE NOT ACCEPTABLE AS THEY INHIBIT THE BOARD'S ABILITY TO CONNECT BUSINESS AND THE PUBLIC'S ABILITY TO OBSERVE THOSE PROCESSES.
PERSONS WHO PARTICIPATE IN SUCH BEHAVIOR WILL BE GIVEN ONE WARNING IF THEIR BEHAVIOR IS REPEATED, THEY WILL BE ASKED TO LEAVE THE MEETING.
WE HAVE 68 REGISTERED SPEAKERS WHO WILL BE LIMITED TO ONE MINUTE EACH PER BOARD POLICY AS WE HAVE MORE THAN 30 PEOPLE SIGNED UP TO ADDRESS THE BOARD TONIGHT.
WE ASK THAT YOU STAY ON TOPIC AND REFRAIN FROM NAMING INDIVIDUALS, ESPECIALLY STUDENTS AS THEIR IDENTITY IS PROTECTED UNDER LAW, BUT YOU MAY NAME YOUR OWN CHILD.
I ASK THAT YOU PLEASE RESPECT OUR PROCEDURES AND THE OTHER SPEAKERS AND YOUR COMMENTS PROMPTLY WHEN THE TIME HAS EXPIRED AND THE TIMER RINGS.
WE'LL START WITH PUBLIC OFFICIALS.
WITH HISD BOARD OF EDUCATION TRUSTEES SEVANT MOORE.
PLEASE COME TO THE MICROPHONE.
THANK YOU FOR YOUR SERVICE. GOOD TO SEE YOU AGAIN.
>> HAPPY MOTHER'S DAY TO ALL THE INCREDIBLE MOTHERS ON THE BOARD IN THE ROOM.
WE ALSO HAVE A CITY COUNCIL MEMBER FROM BRAZORIA COUNTY HERE.
THANK YOU FOR TURNING OUR HOUSES INTO HOMES.
TO EVERY TEACHER, WE APPRECIATE YOUR HARD WORK AND HEART, AND TO THE YOUNG SISTER AT BUSH ELEMENTARY.
WE STAND IN SOLIDARITY WITH YOU.
THE DISTRICT WILL ADDRESS WHAT HAPPENED WITH YOU.
SUPERINTENDENT, WE RESPECTFULLY ASK THAT YOU BE PRESENT AT THE CONSULTATION MEETING.
NO STAFF MEMBER IN PLACE OF YOU.
THE LEADERS WANT TO SPEAK TO YOU DIRECTLY.
THE COMMUNITY IS WATCHING, AND WE ARE HOPEFUL THAT THE COMMISSIONER WILL BEGIN THE TRANSITION BACK TO ELECTED TRUSTEES IN JUNE 2025.
IT'S TIME TO END THE STATE INTERVENTION AND RETURN THE POWER TO THE PEOPLE.
I WANT TO THANK THE PRINCIPALS THAT WHEATLEY AND FLEMING.
I WISH YOU WELL IN A FUTURE ENDEAVORS.
YOU DID WELL FOR OUR NEIGHBORHOOD, AND WE ARE PROUD.
LET US NOT FORGET WHY WE HAVE PUBLIC COMMENT AT SCHOOL BOARD MEETINGS, TO VOICE CONCERNS SO THEY CAN BE CORRECTED.
WE'VE BEEN HERE FOR FEW MINUTES.
LET'S START CORRECTING THE ISSUES AND LET'S WORK WITH ONE ANOTHER.
I RESPECTING ONE ANOTHER AS HUMAN BEINGS.
WE RESPECT EACH OF Y'ALL, RESPECT THEM BECAUSE THEIR CONCERNS MATTER, AND THEIR CHILDREN ARE IN THIS DISTRICT.
MY OWN PERSONAL CHILDREN WERE AFFECTED BY CHANGES IN THIS DISTRICT.
YES, THEY'RE DOING A BREAK, TENNIS CHAMPION, RUGBY TOUR.
BUT WHAT ABOUT THE KIDS IN MY NEIGHBORHOOD? THAT'S WHY I'M FIGHTING.
GOD BLESS EACH AND EVERY ONE OF YOU.
I REALLY HOPE YOU HAVE AN AMAZING MOTHER'S DAY.
I'M GOING TO DO IT BIG FOR MY MOM, WHO LIVE IN US GOD BLESS YOU.
>> THANK YOU. [APPLAUSE] NEXT, WE'LL HEAR FROM SPEAKERS WHO IDENTIFIED THEMSELVES AS STUDENTS.
WHEN THEY CHECKED IN THIS EVENING, SPEAKERS, PLEASE STATE YOUR NAME AND YOUR TOPIC.
WHEN YOU STEP TO THE MICROPHONE, MISS SMITH, YOU CAN CALL OUR SPEAKERS.
>> JACLYN CARUTHERS, FOLLOWED BY ANNA LEA ESPINOZA.
>> HELLO. GOOD EVENING, BOARD MEMBERS.
I'M IN 10TH GRADE AT SHARPSTOWN INTERNATIONAL SCHOOL, AND I WANT TO SPEAK ABOUT THE DIRECTION HISD HAS TAKEN OVER THE PAST TWO YEARS.
SCHOOL DOESN'T FEEL THE SAME ANYMORE.
IT USED TO BE CREATIVE AND ENGAGING, AND NOW IT JUST FEELS REPETITIVE AND ROBOTIC.
THE BEST TEACHERS, THE ONE WHO MAKES SOMETHING EXCITING ARE LEAVING OR GETTING FIRED.
THEY STRESSED OUT BY HISD STRICT GUIDELINES AND ARE ALLOWED TO TEACH IN WAYS THAT WORKS FOR THE STUDENTS.
THEY'RE BEING REPLACED BY TEACHERS WHO FOLLOW ORDERS BUT DON'T CONNECT WITH OUR STUDENTS.
WHAT I THINK HISD SHOULD DO IS TEACHERS TEACH THOSE REPLACEMENTS ON HOW TO CONNECT WITH THE STUDENTS.
WE'RE NOT ASKING FOR LESS LEARNING, WE'RE ASKING FOR BETTER LEARNING.
WE WANT CLASSROOMS THAT FEEL HUMAN AGAIN.
HISD NEEDS TO BRING BACK THE CREATIVITY, CONNECTION AND CARE THAT HELPS STUDENTS GROW. THANK YOU.
>> ANNA LEA ESPINOZA, FOLLOWED BY SOPHIE GRACE ROJAS.
>> HELLO, MY NAME IS ANALIA, AND I'M SITTING HERE NOT JUST AS A STUDENT, BUT AS SOMEONE WHO CARES ABOUT THE QUALITY OF OUR EDUCATION AND THE TEACHERS WITHIN OUR DISTRICT.
THESE PAST FEW MONTHS, I'VE SEEN A LOT OF CHANGES IN NOT ONLY MY SCHOOL, BUT THE TEACHERS.
ALTHOUGH HSLJ IS A NON-ES SCHOOL, IT'S BEING AFFECTED, AND SO ARE OUR EDUCATORS WHO ARE NOW STRESSED STRUGGLING TO KEEP THE CLASSROOM OF FUNDED AND ENGAGING ENVIRONMENT.
[00:40:03]
NOT JUST THEM, BUT US, THE STUDENTS, TOO.TEACHERS ARE THE BACKBONE OF OUR EDUCATION.
WHEN THEY'RE BEING SUPPORTED, WE AS A SCHOOL CAN THRIVE.
BUT WITH CURRENT SITUATIONS, THEY SEEM TO ONLY BE UNDER EXTREME WATCH, AND CURRENTLY, WE'RE SEEING TALENTED DEDICATED TEACHERS BEING FIRED IN THE GO.
THAT ISN'T JUST A FEW NUMBERS ON A SPREADSHEET, BUT A HUGE NEGATIVE IMPACT TO OUR ENTIRE SCHOOL COMMUNITY.
STUDIES SHOW THAT STABLE AND SUPPORTED TEACHING ENVIRONMENTS LEAD TO BETTER STUDENT OUTCOMES.
IT'S SIMPLE. HAPPY AND STRESSFUL TEACHERS CREATE THRIVING STUDENTS AND BETTER CLASS ENVIRONMENTS FOR THEM TO ENGAGE IN.
IT'S SHAMEFUL THAT DESPITE BEING TEACHER APPRECIATION WEEK, THOSE VERY PEOPLE ARE FACING DISMISSAL BY OUR DISTRICTS.
IF ANYONE SHOULD BE GIVEN A PINK SLIP, IT SHOULD BE THOSE UNDERMINING THE HEART OF OUR EDUCATION SYSTEM.
WE NEED TO MAKE SURE THAT OUR SCHOOL REPLACES THE LEARNING RATHER THAN POLITICAL BACKGROUNDS.
LET'S DEFEND AND AFFECT OUR TEACHERS, WHILE REMINDING THOSE IN POWER THAT TRUE LEADERSHIP MEANS SUPPORTING THE FOUNDATION OF OUR TEACHERS, NOT UNDERMINING THEM.
>> THANK YOU [APPLAUSE].SOPHIE GRACE ROJAS, FOLLOWED BY MICHAEL GABE.
>> MY NAME IS SOPHIE, MY MOM WROTE A POEM ABOUT MY FAVORITE TEACHER.
>> MY NAME IS SOPHIE, AND I'M GOING TO SAY A POEM I WROTE FOR MY FAVORITE TEACHER.
I'M NOT GOING TO SAY THEIR NAME BECAUSE YOU LIKE TO FIRE THE TEACHERS I LOVE.
IN YOUR CLASSROOM, I FOUND A PLACE WHERE KINDNESS LIVES AND HEARTS FEEL SAFE.
BEFORE I FELT LOST IN THE CROWD, NO ONE SLOWED DOWN, NO HELP ALLOWED.
BUT YOU SAW ME, YOU TRULY CARED.
YOU TAUGHT WITH PATIENTS AND YOU SHARED.
YOU HELPED ME GROW, AND NOW I UNDERSTAND AND NOW I KNOW.
YOU RESPECT THE THINGS I VALUE EVEN WHEN HISD WOULDN'T ALLOW YOU.
YOU GAVE ME SPACE, YOU GAVE ME TIME.
YOU LET MY LEARNING REALLY SHINE.
IT HURTS TO KNOW THAT YOU WONT BE HERE.
>> THEY DIDN'T SEE WHAT WE ALL SEE.
THANK YOU FOR MAKING ME FEEL HEARD AND SEEN.
>> THANK YOU SO. [APPLAUSE] GOOD JOB.
>> DOUGLAS HURLEY FOLLOWED BY ROSE HURLEY.
>> ALL OF THE GOODEST TEACHERS ARE LEAVING BECAUSE OF YOU, MIKE MILES, WHAT YOU STARTED IS ENDING.
NOW ALL THE TEACHERS DO NOT WANT TO BE NES BECAUSE OF YOU, MIKE MILES.
NOW DO SOMETHING GOOD, MAKE IT GOOD IN YEARS.
NOW NOBODY WANTS TO GO TO THE TEAM CENTER BECAUSE THEY HAVE TO DO A LOT OF HOT TEA.
MAYBE JUST ONE OR TWO, MY TEACHERS ARE LEAVING BECAUSE OF YOU.
EVERYBODY'S FAVORITE TEACHERS ARE LEAVING BECAUSE OF YOU.
PEOPLE WANT TO LEAVE NES BECAUSE WE MISS OUR LIBRARIES AND LIBRARIANS.
MY SISTER, THEY HAVE A ROUTINE UNDER THE BOOK, SO THEIR TEACHER WON'T GET IN TROUBLE AND THEN THEY SLIDE THE BOOK INTO THE DESK AND PRETEND TO DO A WORK SEAT WHEN PEOPLE COME IN.
>> NES IS VERY STUPID, PLUS YOU'RE NOT EVEN CERTIFIED TO BE A SUPERINTENDENT.
MIKE MILES, YOU RUINED OUR SCHOOL.
ASK USED TO BE ONE OF THE BEST FUN AND HAPPY SCHOOLS, BUT NOW THAT IT'S NES, IT'S ALL RUINED.
IT'S NOT THE BEST, IT'S NOT FUN, AND IT'S NOT HAPPY ANYMORE.
I PRINTED MISS PARK HAS BEEN PRINTING PAPERS SINCE I WAS IN KINDERGARTEN AND PROBABLY EVEN LONGER.
[00:45:01]
MISS PARK IS ONE OF THE BEST GROWN UPS AT MY SCHOOL.IN THE FIRST FEW MONTHS OF SCHOOL, SHE PRINTED OVER TWO MILLION COPIES, WHICH IS A LOT OF WASTED PAPER.
ALL OF MY OLD TEACHERS ARE LEAVING BECAUSE OF YOU AND THE BOARD.
MY TEACHERS ARE SICK AND TIRED OF NES, ESPECIALLY NOT HAVING OUR LIBRARY.
THEY TEACH ME SO MUCH, NOT WITH NES.
>> MICHAEL GABE, FOLLOWED BY ILIANA GOTTLIE.
>> FOR AS LONG AS I CAN REMEMBER, WE'VE ALWAYS CELEBRATED OUR TEACHERS.
BUT LATELY, IT'S BEEN HARDER TO APPRECIATE TEACHERS WHEN WE FEEL LIKE WE'RE NOT BEING TAUGHT.
LESSONS BECOME SLIDE SHOWS, ASSIGNMENTS FEEL LIKE BUSY WORK, AND A REAL CONNECTION IS RARE.
WE UNDERSTAND THAT TEACHERS FACE CHALLENGES, BUT STUDENTS WANT MORE THAN JUST INSTRUCTIONS.
WE WANT GUIDANCE, PASSION, AND REAL TEACHING.
APPRECIATION HAS TO BE EARNED THROUGH EFFORT AND PRESENCE.
WE'RE READY TO LEARN IF YOU GUYS ARE READY TO LET THEM TEACH US.
>> ILIANA GOTTLIE, CALVIN WARREN.
>> HELLO. MY NAME IS KELVIN WAN.
I'M HERE TO TALK ABOUT THE PERFORMANCE THAT STUDENTS THAT ARE BEING FIRED.
THEY HAVE THE KIDS WHO NEED HELP THE MOST.
BUT YOU DON'T SEEM TO CARE ABOUT THAT.
WHAT'S THAT? YOU CAN'T FIRE? DOES IT? IF YOU KEEP FIRING YOUR STAFF, WE WILL FIRE YOU.
>> ARE THERE ANY OTHER STUDENT SPEAKERS THAT HAVEN'T BEEN CALLED? STUDENT SPEAKERS, PLEASE COME FORWARD.
>> I'M MARION GOTLIB. I JUST GOT HERE.
MY NAME SHOULD BE IN YOUR REGISTER.
>> IT'S TEACHER APPRECIATION WEEK.
I THOUGHT I WOULD KEEP THINGS POSITIVE AND THANK THE TEACHERS WHO HELP STUDENTS EVERY DAY.
I WANT TO THANK THE ELAR TEACHERS WHO LET US READ BOOKS, EVEN WHEN THE DISTRICT SAYS WE NEED TO COMPLETE AI GENERATED WORKSHEETS.
I WANT TO THANK THE SCIENCE AND MATH TEACHERS WHO DESPITE EVERYTHING, HAVE TAUGHT US MORE WITH THEIR UNIQUE METHODS THAN BASIC PRE-MADE SLIDE SHOWS.
I WANT TO THANK THE HISTORY TEACHERS WHO TEACH ABOUT WHAT MATTERED IN THE PAST AND CREATE QUESTIONS THAT MAKE STUDENTS THINK RATHER THAN GIVING US CONFUSING ANSWER CHOICES FROM THE DISTRICT CURRICULUM.
I WANT TO THANK THE LIBRARIANS WHO GIVE STUDENTS THE CHANCE TO LEARN AND READ EVEN WHEN THEIR JOBS ARE THREATENED BY PEOPLE WHO DON'T VALUE THEIR WORK AND CONTRIBUTIONS.
FINALLY, I WANT TO THANK THE FINE ARTS TEACHERS FOR IGNITING PASSIONS IN AREAS LIKE MUSIC, DANCE, AND THEATER, AND BELIEVING IN THE VALUE OF A FINE ARTS EDUCATION, UNLIKE SOME PEOPLE.
EVEN THOUGH THIS YEAR HAS BEEN TOUGH, WE STUDENTS CAN TRULY NEVER THANK OUR TEACHERS ENOUGH. THANK YOU. [APPLAUSE]
>> WE WILL CALL IN PERSON SPEAKERS FOR AGENDA ITEMS 1 THROUGH 5 AND 11.
SPEAKERS 1 THROUGH 10, COULD YOU PLEASE MOVE TO THE FRONT ROW, AND WE'LL START WITH NUMBER 1.
>> GOOD AFTERNOON. MY NAME IS CARMEN NUCO.
I HAVE A MESSAGE FROM MIKE MILES.
IF YOU PLAN TO CLOSE JEFF DAVIS HIGH SCHOOL, WHICH IS NOW NORTHSIDE HIGH SCHOOL, YOU ARE GOING TO HAVE A FIGHT ON YOUR HANDS.
YOU CANNOT JUST COME INTO OUR COMMUNITY AND DO HORRIBLE THINGS TO OUR KIDS IN OUR COMMUNITY.
I HAVE MENTIONED TO YOU BEFORE, PLEASE STOP THINKING ABOUT THE ALMIGHTY DOLLAR AND THINK ABOUT OUR KIDS' EDUCATION.
YOU AND GREG ABBOTT, THE BILLIONS OF DOLLARS THAT YOU ALL ARE GOING TO BE MAKING OFF OF OUR KIDS IS HORRIBLE.
I DON'T UNDERSTAND HOW YOU CAN SLEEP AT NIGHT,
[00:50:02]
KNOWING THAT ALL OF OUR KIDS ARE GOING TO BE WITHOUT OF SCHOOL.I DON'T UNDERSTAND HOW YOU HAVE GOTTEN AWAY WITH SO MANY OF THE THINGS THAT YOU HAVE ALREADY DONE TO HURT US, OUR KIDS, OUR TEACHERS, AND OUR COMMUNITY.
>> KATHY BEASLEY, IN HONOR OF TEACHER APPRECIATION WEEK, I WOULD LIKE TO SPEAK ABOUT A TEACHER WHO IMPACTED MY LIFE IN HISD.
IN SECOND GRADE AT BONHAM ELEMENTARY, A NEW TEACHER CAME TO SCHOOL IN OCTOBER AND I WAS MOVED INTO HER CLASS.
HER NAME WAS KAREN JACKSON, AND SHE WAS LIKE A BREATH OF FRESH AIR.
SHE TOOK INTEREST IN EVERY CHILD IN HER CLASS.
SHE WAS KIND, CARING AND MADE LEARNING FUN.
SHE WAS WONDERFUL, PARTICULARLY FOR ME.
THAT YEAR, THINGS AT HOME WERE NOT SO GREAT.
SOMETIMES I WAS AT SCHOOL WITH LITTLE SLEEP.
I DIDN'T FOCUS ON IN-CLASS WELL, AND IN RETROSPECT, I KNOW THAT SHE NOTICED, YET SHE DIDN'T TREAT ME DIFFERENTLY.
I JUST WANTED TO FEEL NORMAL AND SHE DID THAT FOR ME.
SHE HAD THE PERFECT GIFT FOR TEACHING AND CARING THAT HISD WANTS TO ERASE.
THANK YOU, MS. JACKSON, FOR GIVING THE GIFT OF YOU.
HONORABLE MENTIONED TO MS. MARGARET STORK FROM SHARPSTOWN HIGH SCHOOL, 1983, AND SHOUT OUT TO ALL THE TEACHERS AT SHARPSTOWN HIGH SCHOOL AND THE OTHER NES TEACHERS, NO MATTER WHAT YOU ARE APPRECIATED. [APPLAUSE]
>> USING THEIR FIRST INITIAL, I'M READING NOTES FROM STUDENTS TO ONE OF THE MANY TEACHERS WHO IS NO LONGER AT OUR SCHOOL.
L, I MISS YOU SO MUCH THAT SOMETIMES I THINK OF YOU, AND I JUST CAN'T CONCENTRATE IN CLASS WITHOUT YOU.
DON'T CHANGE, NO MATTER WHAT THEY TELL YOU.
E, THANK YOU FOR ALWAYS BELIEVING IN ME.
C, YOU WERE MY FAVORITE TEACHER.
I HOPE YOU CAN BE MY TEACHER AGAIN ONE DAY.
YOU TAUGHT US THAT STUDYING IS LIKE A GAME.
LITTLE BY LITTLE, WE UNDERSTAND HOW AND WHAT THE GAME CONSISTS OF, AND THEN WE KEEP PLAYING UNTIL WE BECOME THE BEST AT IT.
YOU TAUGHT US TO NEVER GIVE UP.
KIDS AND PARENTS APPRECIATE GOOD TEACHERS.
WE'RE LOSING THEM BECAUSE [NOISE] [APPLAUSE]
MALANA YOAFIS WORLD REMIND US OF INCREDIBLE POTENTIAL WITHIN EACH TO MAKE A DIFFERENCE TO EDUCATION.
ENCOURAGING CHILDREN'S CURIOSITY, PROVIDING SUPPORT TO DEDICATED EDUCATORS, FOSTERING SELF EXPRESSION THROUGH WRITING, AND PROMOTING A LOVE FOR LITERATURE CAN SIGNIFICANTLY IMPACT SOCIETAL PROGRESS.
EXCEPTIONAL EDUCATORS INHERENTLY SKILLED AND RECOGNIZE THE EQUITABLE OPPORTUNITIES AS ESSENTIAL FOR THE DEVELOPMENT OF EVERY CHILD.
WHY ARE WE PUSHING OUT 60 EDUCATORS AT NORTHSIDE HIGH SCHOOL? WITH THESE ACTIONS, YOU HAVE STIFLED CHILDREN'S CURIOSITY.
YOU HAVE FAILED TO SUPPORT TEACHERS.
YOU HAVE DIMINISHED THE JOY OF TEACHING, AND AT THE SAME TIME, YOU'VE DIRECTED A LOT OF FUNDS THAT ARE MEANT FOR THE STUDENT'S FUTURE? I AM A 13-YEAR HI'S PARENT HERE SUPPORTING ALL OUR TEACHERS ON TEACHER APPRECIATION WEEK.
>> MICHELLE WILLIAMS, HOUSTON EDUCATION ASSOCIATION.
THANK YOU TO ALL THE TEACHERS IN HSD, BY LETTING THEM KNOW THAT THEY DON'T HAVE TO FOLLOW THE RECOMMENDED PACING OR YOUR NES CURRICULUM PER THE TEXAS EDUCATION CODE.
TEACHERS DO NOT HAVE TO FOLLOW THE PACING RECOMMENDED OF DESIGNATED INSTRUCTIONAL MATERIALS OR PACING OF THE RECOMMENDED OR DESIGNATED SCOPE SEQUENCE FOR A SUBJECT AND REQUIRED CURRICULUM IN A PARTICULAR GRADE LEVEL BASED ON A TEACHER'S DETERMINATION THAT THE STUDENTS NEED MORE OR LESS TIME IN A SPECIFIC AREA TO DEMONSTRATE PROFICIENCY IN THE ESSENTIAL KNOWLEDGE AND SKILLS THAT FOR THAT SUBJECT OR GRADE LEVEL, THE TEACHERS CONTROL THE CLASSROOM.
THE TEACHERS IN HISD CONTROL THE CLASSROOM.
NOT THESE PEOPLE OVER HERE, NOT THIS BOARD.
YOU ALL ARE FIRING TEACHERS IN VIOLATION OF THE LAW.
I'M HERE TO DELIVER THE MESSAGE TODAY. BE FREE.
WE DON'T HAVE TO FOLLOW YOUR CURRICULUM.
[00:55:01]
[NOISE]>> IN HONOR OF TEACHER APPRECIATION WEEK, I'D LIKE TO USE MY TIME TO RECOGNIZE AND THANK SOME TRULY OUTSTANDING EDUCATORS.
MS. MARCI ARIAGA, MS. KATHERINE PEREZ, MS. VICKY EVANS, MR. DANIEL DAVISON, MS. CARA WALLACE, MS. SAVANNAH NEWTON, MS. JANETTE LOPEZ, MS. HELENA EPPS, MS. STEPHANIE SANTOS, AND MR. MARCUS HERNANDEZ.
YOUR DEDICATION, PATIENCE, AND PASSION FOR TEACHING HAVE MADE A LASTING IMPRESSION ON MY FAMILY.
YOU WELCOMED MY NERVOUS KINDER BABIES INTO YOUR LEGO FILLED CLASSROOM.
YOU GUIDED THEM THROUGH THE PANDEMIC, YOU TAUGHT THEM TO READ AND LOVE DOING IT.
YOU HELPED THEM GAIN INDEPENDENCE AND FOSTERED A LOVE OF THEIR FAVORITE SUBJECTS.
YOU GOT TO KNOW MY KIDS AND THEIR QUIRKS, AND EVEN ON THEIR WORST DAYS, YOU SHOWED UP FOR THEM.
IT'LL NEVER BE ENOUGH, BUT I'LL NEVER STOP SAYING, THANK YOU.
FROM THE BOTTOM OF MY HEART, THANK YOU.
>> BOARD, WHY AREN'T YOU ASKING HIM THE HARD QUESTIONS? WHY DO YOU SWALLOW HIS LIES WHOLE? ARE YOU GOING TO BUY WHATEVER BOGUS EXCUSE HE GIVES YOU FOR THE FREE FALL AND ENROLLMENT? HE IS A CHARLATAN.
AT WHAT POINT ARE YOU GOING TO TAKE OFF YOUR BLINDERS AND ADMIT IT? IT IS THE DUTY OF EVERY MAN, AS FAR AS HIS ABILITY EXTENDS TO DETECT AND EXPOSE DELUSION AND ERROR, THOMAS PAINE.
MILES IS BROKEN AND CONTINUES TO BREAK BOARD POLICY LEFT AND RIGHT.
YOU CONDONED ILLEGAL ELECTIONEERING.
YOU IGNORE THE VOICES WHO SHOULD CARRY THE MOST WEIGHT, THE EDUCATORS, THE PARENTS, THE STUDENTS, MY TWO STUDENTS WHO HAVE BEEN BEGGING YOU TO LISTEN TO THEM.
THE ARROGANCE AND AUDACITY YOU SHOW TO THINK YOU INEXPERIENCED AND CLEARLY INEPT, KNOW BEST.
YOU'RE COMPLICIT IN THE RUINATION AND BANKRUPTING OF HISC.
MARY WILSON KRAFT SAYS, THE BEGINNING IS ALWAYS TODAY.
AT ANY POINT YOU CAN COURSE CORRECT, AND MAY BE JUST AS DELUSIONAL AS YOU THOUGHT BY CONTINUING TO HOPE THAT AT SOME POINT YOU WILL ACTUALLY LISTEN TO US.
I'M SPEAKING ON COMMUNITY ENGAGEMENT.
I'D JUST LIKE TO TAKE A MOMENT TO SAY, HI TO DOCTOR GATEWOOD.
YOU DON'T KNOW ME, BUT I'VE HEARD SO MUCH ABOUT YOU, AND NONE OF IT IS GOOD.
ASSISTANT PRINCIPAL, DR. GATEWOOD, TOLD THE STAFF, "WHAT HAPPENS AT SHARPSTOWN STAYS IN SHARPSTOWN." SHE WANTS SOMEONE TO STOP SPEAKING IN FRONT OF THE BOARD.
HI. WHAT EXACTLY IS SHARPSTOWN HIDING FROM THE COMMUNITY? WHY DOES TJ CARTER GET TO SPEND $31,000 TO PAINT A WINDOW MURAL, BUT STUDENTS AT A TITLE 1 SCHOOL DON'T GET THEIR FEDERALLY FUNDED FREE LUNCH.
WHAT IS TJ CARTER HIDING FOR YOU THAT HE GETS TO BUY $2,000 OFFICE CHAIRS, BUT KIDS TAKING THE STAR TESTS DON'T GET WATER BOTTLES OR SNACKS.
WHAT EXACTLY IS HAPPENING AT SHARPSTOWN THAT WE ARE HIDING FROM THE COMMUNITY? ALL THE REST OF THE WRAPAROUND SERVICES WERE FIRED RECENTLY? IT STUFF WAS CUT THIS WEEK? OVER 700 TEACHERS WERE FIRED OR NON-RENEWED DURING TEACHER APPRECIATION WEEK? HIC DOESN'T APPRECIATE TEACHERS, BUT THE REST OF OUR COMMUNITY DOES.
>> FOR NEW AND INCOMING FAMILIES, ONE OF THE FIRST QUESTIONS I HEAR IS, HOW MUCH HAS NES AFFECTED THE SCHOOL FOLLOWED CLOSELY BY, BUT DO WE HAVE TO USE THAT CURRICULUM? THE ANSWER IS, UNFORTUNATELY, IT'S EVERYWHERE.
WE WOULD LOVE TO BE ABLE TO SAY THAT WE USE AN ACCREDITIVE PROGRAM TO TEACH OUR CHILDREN.
SPEAKING OF OUR CHILDREN, CUTTING WRAPAROUND SERVICES IS ONE OF THE WORST THINGS THIS BOARD WILL BE KNOWN FOR.
NOT ONLY DO THEY HELP PROVIDE FOOD AND UNIFORMS, BUT THEY ARE IN-PERSON TO SEE WHAT KIDS NEED WITHOUT BEING SOUGHT OUT.
WHEN MY SCHOOL HOSTED A SOCIAL TO SEE DOG MAN IN THEATER, THE WRAPAROUND SPECIALIST WAS THE PERSON WHO FILLED SPONSORED SEATS.
SHE KNEW THE KIDS PERSONALLY AND WHO WOULD ENJOY ATTENDING.
SEVERAL OF THE KIDS HAD NEVER GOTTEN TO SEE A MOVIE IN THEATER BEFORE.
THE PERSONAL TOUCH IS WHAT CHILDREN NEED TO FEEL CARED FOR.
>> SPEAKERS 11 THROUGH 18, PLEASE MOVE TO THE FRONT ROW.
>> IT'S GREAT THAT YOU'RE UPDATING LEGAL POLICIES.
IT'D BE EVEN BETTER IF THE DISTRICT ACTUALLY FOLLOWED THEM.
[01:00:01]
HISD HAS BECOME A LAWLESS PLACE WHERE POLICIES ARE IGNORED.I'VE HAD TO ESCALATE CONCERNS TO SUPERVISORS, GENERAL COUNCIL, AND EVEN FILE COMPLAINTS WITH DEA AND THE AG JUST TO GET HISD TO FOLLOW POLICY.
TIME AND AGAIN, I'VE WITNESSED DIRECTIVES FROM DISTRICT LEADERSHIP THAT DIRECTLY CONTRADICT BOARD POLICIES.
IT'S RIDICULOUS THAT I, A PARENT, HAVE TO EDUCATE HISD EMPLOYEES ON THEIR OWN POLICIES AND TEXAS EDUCATION CODE.
YOUR EMPLOYEES ARE PAID TO KNOW AND ENFORCE THESE REGULATIONS.
YOU SHOULD BE ASHAMED THAT PARENTS HAVE TO CONSTANTLY INSTRUCT YOUR STAFF ON HOW TO DO THEIR JOBS.
WHAT'S EVEN MORE FRUSTRATING IS THAT ONCE PARENTS BACK THEM INTO A CORNER BY CITING POLICY, THEY FALL SILENT ON EMAIL, SWITCH TO PHONE CALLS, WHERE THEY CONTINUE TO ARGUE WITHOUT HAVING TO PUT THOSE LIES IN WRITING.
WHEN I DON'T ANSWER HISD NUMBERS, THEY CALL FROM OUTSIDE NUMBERS.
OTHER PARENTS HAVE REPORTED THE SAME.
THIS BOARD CAN UPDATE POLICY ALL IT WANTS, BUT IT MEANS NOTHING IF THEY'RE TREATED AS OPTION.
>> GOOD EVENING. I'M HERE ON BEHALF OF WHARTON, THE LANGUAGE ACADEMY AND OTHER SPECIALIZED SCHOOLS, IB DUAL LANGUAGE AND MONTESSORI IN OUR DISTRICT.
THESE PROGRAMS DON'T FIT A ONE SIZE FIT ALLS MODEL.
THEY REQUIRE TAILORED SUPPORT TO THRIVE AND THEY'VE SERVED GENERATIONS OF TEXAN STUDENTS WITH PROVEN SUCCESS.
IT IS TIME TO PREDITIZE THEIR UNIQUE NEEDS IN DISTRICT PLANNING, ALIGN LEADERSHIP WITH CAMPUS REALITIES TO FIX OPERATIONAL DISCONNECTS.
RETAIN EXPERIENCE BILINGUAL, MONTESSORI, AND IB TRAINED EDUCATORS, OUR TEACHERS, OUR UNICORNS.
STOP APPLYING RIGID CURRICULUMS MANDATES THAT STRIP AWAY WHAT MAKES THESE SCHOOLS EFFECTIVE AND UNIQUE.
THIS WEEK IS TEACHER APPRECIATION WEEK.
IF WE TRULY VALUE OUR TEACHERS, WE NEED TO BACK THAT UP WITH ACTION.
LISTEN TO THEM, SUPPORT THEM, AND CREATE AN ENVIRONMENT WHERE THEY [NOISE] [APPLAUSE]
>> WHEN YOU SAY HAPPY TEACHER APPRECIATION WEEK, WHAT IS THE DIFFERENCE BETWEEN NICE AND KINDNESS? NICE BEING WANTING TO BE WELL LIKED BY EVERYONE, AND THEN WELL BEING, ACTUALLY IMPLEMENTING POLICIES THAT WILL BENEFIT TEACHERS IN THE CLASSROOM IN HISD AND STUDENTS THAT ARE IN THE CLASSROOM IN HISD? YOU HAVE TODAY AN UPDATE FROM THE COMMUNITY ENGAGEMENT CAMPAIGN ADHOC COMMITTEE CHAIR, WHERE YOU DO TALK ABOUT WELL BEING.
WHERE IS THE WELL BEING? WHEN I HAVE SPOKEN TO STUDENTS WHO WERE EITHER SUSPENDED, INITIALLY, KICKED OUT OF NORTHSIDE HIGH SCHOOL, WHICH, AS YOU HEARD EARLIER MAYBE EVEN CLOSED PRETTY SOON, OR YOU'RE PROPOSING TO CLOSE IT.
AT THE SAME TIME, YOU'RE ALSO KICKING OUT THE TEACHERS WHOSE CHILDREN WERE SUSPENDED.
IN ADDITION TO THAT, YOU HAVEN'T RESPONDED TO ANY OF THE GRIEVANCES.
>> THANK YOU, MA'AM. YOUR TIME IS UP. THANK YOU.
YOU NEED TO FINISH. YOU NEED TO BE DONE.
YOUR TIME IS UP. YOU MAY PLEASE BE SEATED.
I'M GOING TO GIVE YOU ONE MORE WARNING.
PLEASE BE SEATED. PLEASE BE SEATED.
I'M GIVING YOU ONE WARNING, AND THEN YOU'RE GOING TO BE ASKED TO LEAVE.
I'M ASKING YOU TO SIT DOWN NOW.
PLEASE PLEASE LEAVE THE AUDITORIUM.
PLEASE, PLEASE LEAVE THE AUDITORIUM [APPLAUSE].
>> SINCE ABRAHAM MASLOV'S HIERARCHY OF NEEDS WAS PUBLISHED IN 1943, IT HAS BECOME A FOUNDATIONAL CONCEPT IN THE APPROACH TO BOTH MENTAL HEALTH CARE AND EDUCATION.
MANY OF YOU'VE PROBABLY HEARD OF IT.
WHAT YOU MAY NOT KNOW IS THAT THE ARTICLE WAS TITLED A THEORY OF HUMAN MOTIVATION.
IT DESCRIBED HIS THEORY THAT IF AN INDIVIDUAL'S MOST BASIC PHYSICAL NEEDS ARE NOT MET MS. LINDNER, THAT THEY DO NOT DEVELOP A MOTIVATION TO MEET THE NEEDS AT THE NEXT LEVELS.
[01:05:04]
THE HIGHEST OF WHICH IS SELF ACTUALIZATION OR REALIZING ONE'S FULL POTENTIAL.HISD IS SUPPOSED TO BE IN THE BUSINESS OF HELPING EACH CHILD REACH THEIR FULL POTENTIAL.
THAT REQUIRES MAKING SURE THAT THESE BASIC NEEDS ARE MET.
BECAUSE CHILDREN DO NOT HAVE THE MEANS TO DO IT THEMSELVES.
UNTIL THIS YEAR, WRAP AROUND SPECIALISTS ON EACH CAMPUS WERE DOING THAT.
>> MY NAME IS ELLA MARTIN ALBO AND I'M AN ANGRY PARENT.
A CHILD WHOSE BASIC NEEDS ARE NOT MET IS NOT ABLE TO ACCESS EVEN THE BEST CURRICULUM.
THIS IS WHY SO MANY SCHOOL DISTRICTS OFFER FREE BREAKFAST TO ALL STUDENTS.
PROVIDING WRAP AROUND SERVICES IS ALSO NOT ROCKET SCIENCE.
THE KEY TO DOING IT RIGHT IS NOT REQUIRING CHILDREN TO FIGURE OUT HOW TO GET THEIR NEEDS MET AND THE WAY TO DO THAT IS TO HAVE SERVICE PROVIDERS IN THE SCHOOLS, NOT IN OFF CAMPUS SILOS.
THE ADMINISTRATION'S PROMOTION OF THE HOSPITAL MODEL TO JUSTIFY THE MOVE TO SANDRA CENTERS FAILS TO RECOGNIZE ONE GLARING PROBLEM.
NOBODY IS ASHAMED TO GO TO A HOSPITAL, BUT THEY ARE ASHAMED TO ADMIT THAT THEY NEED HELP WITH FOOD, CLOTHING OR SHELTER.
EVEN THE YOUNGEST CHILDREN KNOW THIS. THANK YOU.
>> BRANDY DATA, ANGRY TAXPAYER.
THE KINDER INSTITUTE'S RECENTLY RELEASED STUDY REINFORCES WHAT WE HAVE ALL BEEN SAYING FOR THE PAST TWO YEARS.
MOST TEACHERS DO NOT EVEN KNOW THEY EXIST.
TELLING A HUNGRY THIRD GRADER THEIR PARENTS CAN GET FOOD OR SHOES FOR THEM AT A SUNRISE CENTER IT IS NOT GOING TO HELP THAT CHILD TODAY.
IF EVER, A CAMPUS BASED WRAPAROUND SPECIALIST CAN MEET THE CHILD'S FAMILY AT PICKUP WITH A PAIR OF SHOES AND FOOD STAPLES TODAY AND CAN REGISTER THE CHILD FOR BACKPACK BUDDIES PROGRAMS TO MAKE SURE FOOD IS GOING HOME THIS WEEKEND.
REQUIRING KIDS TO GO TO ANOTHER LOCATION WHO DON'T HAVE A DRIVER'S LICENSE, BY THE WAY, TO RECEIVE SERVICES, PUTS THE RESPONSIBILITY FOR GETTING THE MOST BASIC NEEDS MET ON THE CHILD, AND THAT IS JUST WRONG.
>> KELLY BLICKER, DISHEARTENED PARENT.
TELEHEALTH SERVICES ARE IMPORTANT AND HAVING MULTIPLE LOCATIONS FOR FAMILIES TO ACCESS SOCIAL SERVICES IS A GOOD THING.
BUT THESE LOCATIONS CANNOT PROVIDE THE SAME SUPPORT AS SCHOOL BASED SPECIALISTS.
THE GENIUS OF THE SCHOOL BASED SPECIALIST IS THAT THEY ARE IN THE SAME PLACE AS THE KID EVERY DAY.
THEY DEVELOP RELATIONSHIPS, THEY ESTABLISH TRUST.
SUNRISE CENTER EMPLOYEES CAN'T TELL YOU WHICH KIDS WRAP UP THEIR CLASSMATES UNEVEN LUNCH PORTIONS TO TAKE HOME.
THEY CAN'T TELL YOU WHICH CHILDREN ARE TEASED BY CLASSMATES WHEN THEY COME TO SCHOOL DIRTY.
THEY CAN'T NAME THE CHILDREN WHO HAVE ALREADY LOST PERMANENT TEETH TO DECAY, BECAUSE THEY ARE NOT IN THE SAME PLACE AS THE STUDENTS EVERY DAY.
SUNRISE CENTER'S SHOULD BE PROVIDED IN ADDITION TO CAMPUS BASED SPECIALISTS, NOT IN PLACE OF THEM.
WHEN MOST OF THE WRAPAROUND SPECIALISTS WERE GIVEN PINK SLIPS LAST YEAR, THE REMAINING FEW WERE CLEARLY SET UP FOR FAILURE SO THE DISTRICT COULD SAY, SEE, THEY AREN'T SERVING THAT MANY KIDS, THEY AREN'T EFFECTIVE.
AGAIN, THIS IS NOT ROCKET SCIENCE.
ONE SPECIALIST CANNOT SERVE AS MANY KIDS AS FIVE CAN.
NOW THAT FALSE ARGUMENT IS BEING USED AS AN EXCUSE TO ELIMINATE THE WHOLE DEPARTMENT, THERE'S NOTHING EVIDENCE BASED OR CHILD FOCUSED ABOUT THAT.
IT WILL NOT IMPROVE OUTCOMES FOR CHILDREN.
IT WILL INCREASE DROPOUT RATES AND DAEP PLACEMENTS, BUT NOBODY LOOKS AT THOSE KIDS SCORES TO DETERMINE THE SUPERINTENDENT'S BONUS.
IT WILL ALSO LOWER ADA, WHICH WILL BE USED TO JUSTIFY CUTTING EVEN MORE FROM SCHOOL BUDGETS.
A BUDGET THAT DOES NOT INCLUDE REINSTATEMENT OF WRAP ROUND SPECIALISTS ON EVERY CAMPUS DOES NOT REFLECT THE VISION AND VALUES OF THIS COMMUNITY AND IT IS NOT CONSISTENT WITH LONE STAR GOVERNANCE POLICY.
>> RUTH KRAVITZ, AND ANOTHER STUDENT SPEAKER ANDREW FLORES.
>> GOOD EVENING. MY NAME IS ANDREW FLORES, AND I'M AN HISD STUDENT.
I WANTED TO SPEAK OUT ABOUT THE CHALLENGES.
[01:10:03]
WE'RE FACED UNDER THE NEW EDUCATION SYSTEM.THIS YEAR, ME AND MY CLASSMATES HAVE BEEN OVERWHELMED WITH ENDLESS PACKETS [NOISE].
WHILE SOME TEACHERS HAVE FOUND WAYS TO MAKE THEM MORE ENGAGING, MANY HAVE STUCK STRICTLY TO THE FORMAT, LEAVING LITTLE ROOM FOR ACTUAL LEARNING.
IN MY MATH CLASS, FOR EXAMPLE, THE TEACHER ALWAYS INSISTS FOLLOWING THE NES FORMAT, BUT IT OFTEN DOESN'T MAKE SENSE TO ME.
IT'S ONLY WHEN SHE TAKES THE TIME TO EXPLAIN THINGS PERSONALLY THAT I START TO UNDERSTAND THIS APPROACH.
THIS APPROACH ISN'T JUST FRUSTRATING, IT'S HINDERING OUR EDUCATION.
WE NEED MORE THAN JUST PACKETS.
WE NEED TEACHERS WHO CAN CONNECT WITH US, WHO CAN ADOPT TO OUR NEEDS, AND WHO CAN INSPIRE US TO LEARN.
SUPERINTENDENT MIKE MILES, THE CURRENT SYSTEM ISN'T WORKING. IT'S TIME TO LISTEN.
>> GOOD EVENING. MY NAME IS RUTH KRAVITZ.
IT'S TEACHER APPRECIATION WEEK.
I WANT TO THANK THE TEACHERS WHO HAVE SERVED TO SHAPE MY DAUGHTERS, MY STUDENTS, AND KIDS ACROSS THE DISTRICT.
I'M GOING TO TALK ABOUT THREE TEACHERS VERY BRIEFLY.
THANK YOU TO THE BEST SCIENCE TEACHER IN AMERICA WHO SENT A GAZILLION KIDS TO COLLEGE AND TOOK IN A HOMELESS STUDENT LIVING ON SAN DOLLARS ROOF.
THANK YOU TO MISSES MARY POPPINS THAT'S WHAT I CALL HER WHO MADE EVERY CHILD FEEL LOVED AND TAUGHT NINTH GRADERS TO ANALYZE PRIMARY SOURCES.
THANK YOU TO THE MOST DEDICATED SPECIAL ED CHAIR, I'VE KNOWN PERFECT DISTRICT SCORECARD LAST YEAR FROM YOU AND WHO DROVE HER AUTISTIC STUDENTS HOME DURING THE FLOOD WHEN EVEN METRO SHUT DOWN.
THEY'RE ALL LEAVING BECAUSE OF YOU.
BECAUSE YOU TREAT TEACHERS LIKE THEY'RE IN THE GOG AND THAT HARMS KIDS.
YOU DESERVE A PINK SLIP OR TO CHANGE.
>> NOW, WE'RE MOVING TO GROUP A SPEAKERS ON ZOOM.
CAROLYN SHIP. YOU'LL NEED TO KNOW YOUR OTHER DEVICES.
>> YES, MA'AM. PLEASE GO AHEAD.
I'M A RETIRED HISD TEACHER OF 38 YEARS OF ENGLISH AND FRENCH, [INAUDIBLE].
BACK TODAY TO TALK ABOUT APPROVAL OF DISTRICT DEVELOPED CURRICULUM.
MANY EXAMPLES OF THE CURRENT ENGLISH CURRICULUM ARE RIDDLED WITH ERRORS, CAUSING CLASSROOM TEACHERS TO SPEND TIME CORRECTING MISTAKES PRIOR TO TEACHING THEIR LESSON.
THESE NES LESSONS ARE SPREADING TO NON NES CAMPUSES.
TEACHING A PARTIAL SYNOPSIS OF A NOVEL WITH MULTIPLE CHOICE QUESTIONS WILL NOT ENABLE THESE STUDENTS TO SUCCEED IN COLLEGE, MUCH LESS ON STANDARDIZED TESTS.
SEVERAL DISTANCE STUDIES HAVE PROVED THIS TO BE TRUE.
STUDENTS NEED TO READ COMPLETE NOW DISCUSS WITH THEIR PEERS CERTIFIED TEACHER DIRECTED SETTING THAT ARE SHARED IN A FEEDBACK SESSION.
>> LAURA HENRY, SPEAKING ON AGENDA ITEM 11? THE AGENDA STATES A DISTRICT CURRICULUM WAS DESIGNED TO MEET 100 PERCENT OF THE TEAKS.
FOR THE TEST PREP ENGLISH CURRICULUM, YOU'RE ABOUT TO APPROVE IGNORES NON TESTED TEAKS.
IN ENGLISH 2, THESE TEAKS INCLUDE 1C, GIVE A FORMAL PRESENTATION.
4A AND 5A INVOLVING SELF SELECTED TEXTS, 10A, COMPOSING LITERARY TEXTS, AND MOST OF 11 RESEARCH.
NEXT TIME YOU GO INTO A 10TH GRADE ENGLISH CLASSROOM, LOOK DEEPER THAN COMPLIANCE.
ASK A 16-YEAR-OLD DOUBLE SPACE OF PAPER, TEAK 111.
GO TO ANOTHER CLASSROOM AND ASK A STUDENT TO RESEARCH SOMETHING.
CAN THEY GO BEYOND THE SEARCH ENGINE RESULTS PAGE? HAVE THEY WRITTEN CREATIVELY OR PRESENTED THIS YEAR? THESE ARE TEAKS.
[01:15:01]
MILES AND BRACE IS TEST PREP SAYING YOU SHOULDN'T TEST WHAT YOU HAVEN'T TAUGHT.MORATH TELLS THE SENATE THAT STAR DOESN'T NEED TO BE EXPLICITLY TAUGHT.
NATALIE WEXLER SAYS AN OVER FOCUS ON SKILLS LIMITS KNOWLEDGE BUILDING.
TEACHERS WILL TELL YOU HISD KIDS CAN READ.
THEY LACK THE VOCABULARY AND KNOWLEDGE THAT SUPPORT COMPREHENSION.
WHERE IS THAT IN THE CURRICULUM? DO THE RESEARCH, DEEP DIVE.
THIS MISMATCH OF I COMMON AND UCLA IS NOT THIS ENGLISH CURRICULUM.
THIS TEST PREP GARDEN AND IT DOESN'T MEET THE TEAKS.
>> SARAH TERRILL, PLEASE BEGIN.
>> IS IT ANY SURPRISE THAT MIKE MILES CHOOSES TEACHER APPRECIATION WEEK TO SEND OUT TERMINATION NOTICES? HE SKIPS IRONY AND MOVES RIGHT TO CRUELTY.
A FEW OF THE REAL EDUCATORS LEAVING HISD.
I'M SORRY. ARE YOU TALKING TO ME? A FEW OF THE REAL EDUCATORS LEAVING HISD, AN IVY LEAGUE EDUCATED THREE TIME TEACHER OF THE YEAR, A SPECIAL ED TEACHER WHOSE DAUGHTER PANICKED BECAUSE HER DAD IS NOT ONLY LOSING HIS JOB, BUT ALSO WON'T BE AT THE SAME SCHOOL WITH HER ANYMORE.
A BELOVED TRACK COACH WHO HAS A TODDLER AT HOME, A TEACHER WHO ENGLISH LANGUAGE LEARNERS GO TO WHEN THEY NEED TO CRY, AND A FRENCH TEACHER WHO HELPS BILINGUAL STUDENTS BECOME TRILINGUAL.
THESE ARE THE TEACHERS THAT SOPHIE WROTE HER WONDERFUL POEM ABOUT, AND KELVIN CHOKED UP ABOUT.
AS SOPHIE SAYS, YOU FIRE THE ONE SHE LOVES.
>> MISSY ARBOU, PLEASE TURN YOUR CAMERA ON.
>> I HAD TO STEP AWAY FROM MY CHILD'S PERFORMANCE.
I MEAN, HE'S ABOUT TO GO ON, BUT WELL, YOU ALL CHOSE QUITE A NIGHT TO SCHEDULE ALL THESE EVENTS.
ANYWAYS, I'M ASKING THE BOARD TO VOTE NO ON ITEM 11.
DO NOT APPROVE THE DISTRICT WIDE USE OF THE DISTRICT DEVELOPED CURRICULUM, AS A TEACHER WHO HAS USED IT, AND AS A PARENT WHOSE KIDS ARE SUBJECTED TO IT DAILY, THIS IS NOT ABOUT THE TAKEOVER BY THE WAY.
THIS ISN'T POLITICAL. THIS IS NOT ABOUT MIKE MILES.
THIS IS ABOUT THE LEVEL OF EDUCATION THAT MY CHILDREN ARE RECEIVING AND THAT THEIR PEERS ACROSS THE DISTRICT ARE RECEIVING.
ANGELA FLOWERS AS A FELLOW TEACHER, YOU KNOW THIS IS LOW QUALITY.
IT'S NOT EVEN A REAL CURRICULUM, IT'S JUST A SET OF DISJOINTED TEST PREP LESSONS THAT ARE POORLY STRUCK [INAUDIBLE].
FOR THE OTHER EIGHT BOARD MEMBERS IF YOU DON'T UNDERSTAND WHAT I'M TALKING ABOUT, PLEASE SIT DOWN WITH SOMEONE AND TALK.
I'M WILLING TO SIT DOWN WITH YOU AND EXPLAIN WHAT A CURRICULUM SHOULD AND SHOULDN'T LOOK LIKE AS A PROFESSION.
TEST ITEM 11, VOTE NO, THE PARENTS OF HISD ARE STRONGLY AGAINST IT.
THE TEACHERS ARE TOO, DON'T DO THIS TO OUR COMMUNITY.
I WOULD LIKE TO RESPECTFULLY REQUEST, IN LIEU OF TERMINATION, YOUR RESIGNATIONS.
YOU HAVE SPENT THE LAST TWO YEARS ABSOLUTELY ALLOWING A SUPERINTENDENT TO RUN ROUGHSHOD OVER OUR BUDGET, TO SELL OUR PROPERTY, AND NONE OF THAT SUPPORTS OUR CHILDREN.
YOU HAVE CONSISTENTLY HAD BAD FISCAL POLICIES AND A LARGE AMOUNT OF UNION BUSTING.
IT IS RIDICULOUS THAT YOU ARE STILL IN PLACE.
ANY OTHER JOB, YOU'D ALREADY BE GONE.
>> THIS CONCLUDES OUR SPEAKERS FOR GROUP A SPEAKERS.
>> GREAT. THIS CONCLUDES OUR HEARING OF SPEAKERS FOR AGENDA ITEMS ONE THROUGH FIVE AND 11.
NEXT, WE WILL ADDRESS THE DISCUSSION OF REPORTS OF ITEMS,
[DISCUSSION AND REPORT ITEMS]
ITEM 2, WHICH IS ACCEPTANCE OF THE REPORT FROM THE BOARD AUDIT COMMITTEE CHAIR.YOU HAVE A REPORT TO GO THROUGH MS. LINDNER.
>> THANK YOU. COLLEAGUES, IN YOUR PACKET, WE INCLUDE THE LATEST AUDIT COMMITTEE REPORT FOR APRIL.
I HOPE EVERYONE'S HAD A CHANCE TO REVIEW IT.
WE ARE TRACKING TO COMPLETE THE AUDIT PLAN FOR THIS YEAR FOR 2024/2025 AS PLANNED, WITH A CHANGE THAT WE'VE NOTED ALREADY, WHICH WAS PRO CARD PROGRAM WAS POSTPONED, AND NOW IT WILL ACTUALLY BE INCLUDED IN THE UPCOMING AUDIT PLAN FOR '25/'26.
[01:20:05]
THERE ARE A COUPLE OF OUTSTANDING IN PROGRESS AUDITS THAT EVERYONE, INCLUDING THE COMMUNITY, CAN SEE POSTED ON THE HISD WEBSITE.THAT SCHEDULE WAS REFRESHED AFTER OUR OUR COMMITTEE MEETING.
THE OTHER ITEM OF NOTE THAT I'LL CALL OUT IS THE PROPOSED AUDIT PLAN FOR L25/'26.
THOSE ITEMS ARE LISTED IN THE REPORT, BUT TO CALL THOSE OUT, IT CYBER SECURITY GOVERNANCE POLICY ASSESSMENT, BUSINESS OPERATIONS, CONSTRUCTION SERVICES, THE CONTRACTOR SELECTION THROUGH CLOSE OUT PROCESS.
FOR PURCHASING SERVICES, THE PRO CARD PROGRAM, AS I MENTIONED, WHICH WAS POSTPONED FROM THIS YEAR.
THEN FOR BUSINESS OPERATIONS, AN AUDIT OF MAINTENANCE AND REPAIRS ACTIVITIES, AND THEN FINALLY, AN HR AUDIT FOR EMPLOYEE SELECTION AND ONBOARDING.
DO I HAVE ANY QUESTIONS OR ANY ITEMS OF NOTE FROM MY COLLEAGUES?
>> ANY QUESTIONS, BOARD MEMBERS?
>> DO I HAVE A MOTION TO ACCEPT ITEM 2, ACCEPTANCE OF THE REPORT FROM THE BOARD AUDIT COMMITTEE CHAIR?
>> YOU MAY NEED TO LIGHT UP YOUR COMPUTERS.
YES. HIT MY COMPUTER OVER THERE.
THEN YOU HAVE TO LOG IN WITH THE LOGIN. HOW ARE WE DOING HERE? HOW ARE WE DOING? EVERYBODY UP? WE HAVE A MOTION IN A SECOND.
ANY OTHER QUESTIONS OR COMMENTS? IF NOT, PLEASE VOTE.
VOTING HAS CLOSED, AND MOTION PASSES.
ITEM NUMBER 3 IS AN UPDATE FROM THE COMMUNITY ENGAGEMENT CAMPAIGN AD HOC COMMITTEE CHAIR.
WE'LL NOW HEAR FROM BOARD MEMBER ROLANDO MARTINEZ, CHAIR OF THE COMMUNITY ENGAGEMENT CAMPAIGN AD HOC COMMITTEE. MR. MARTINEZ.
>> THANK YOU, MR. PRESIDENT. I WANT TO RECOGNIZE OBVIOUSLY, CASSANDRA, WHO'S OUR CO-CHAIR AS WELL FOR THE COMMITTEE.
LAST MONTH, APRIL 11TH, WE INVITED ALL OF OUR HIGH SCHOOLS TO COME AND PARTICIPATE IN OUR SECOND STUDENT ENGAGEMENT SESSION FROM MY UNDERSTANDING.
IT'S PROBABLY ONE OF THE RARE TIMES WHERE WE, AS A BOARD, WE INVITE STUDENTS TO COME AND PROVIDE FEEDBACK ABOUT THEIR EXPERIENCE IN HISD.
WE INVITED THEM, 66 CLASS PRESIDENTS AND VICE PRESIDENTS ATTENDED THE EVENT, GREAT FEEDBACK FROM OUR STUDENTS.
FANTASTIC. I CAN TELL YOU THAT NONE OF THEM HELD BACK, GOOD AND BAD, AND DIFFERENT.
WE REALLY APPRECIATE THEIR FEEDBACK.
YOU HAVE THE REPORT IN FRONT OF YOU.
A COUPLE OF THINGS I'LL HIGHLIGHT IS THE ONE THING THAT WAS VERY CLEAR IS THAT STUDENTS APPRECIATED SCHOOL CHOICE.
THEY APPRECIATED SCHOOL CHOICE, AND THEY FELT LIKE THIS YEAR, THEY HAD MORE ACCESS TO A LOT OF ON RAMPS, ADVANCED PLACEMENT COURSES, SO A LOT OF PREPARATION FOR POST SECONDARY.
THE ONE SUGGESTION THEY DIDN'T MAKE AND THE ONE RECOMMENDATION, YOU'LL LOOK AT ALL THE DETAILS, BUT JUST OVERALL, WAS THAT IN SOME CAMPUSES, THERE'S NOT IMMEDIATE ACCESS TO A COUNSELOR TO PROVIDE SOME GUIDANCE TO POST SECONDARY COLLEGES BECAUSE OF THE FACT THAT THEY DO SHARE COUNSELORS ACROSS SOME CAMPUSES, AND ESPECIALLY THE COMPREHENSIVE SCHOOLS WHERE THEY SOMETIMES DON'T HAVE ENOUGH TO COVER ALL OF THE SENIORS, AT LEAST THAT'S THEIR EXPERIENCE AS WELL, BUT OVERALL, THEY CREDITED EMERGE, DUAL CREDIT ON-RAMP CT PARTNERSHIPS.
THEY TALKED ABOUT THE PATHWAYS.
ALL OF THAT HAS BEEN A VERY POSITIVE THING.
THEY REALLY DID APPRECIATE THAT ASPECT OF OUR DISTRICT AT THIS TIME.
I TRY TO CORRELATE THE REPORT TO OUR BOARD OUTCOME BECAUSE THAT'S IMPORTANT, OUR BOARD GOALS, SO THAT'S RELATED TO GOAL NUMBER 3.
NOW, WHEN IT COMES TO GOAL NUMBER 4, I THINK THIS CAN BE DEPENDENT ON THE CAMPUS WITH REGARD TO ACCOMMODATIONS.
SOME FELT LIKE THEY HAD A LOT OF ACCOMMODATIONS.
SOME FELT LIKE PERHAPS IT WASN'T ENOUGH FOR THEM.
THAT'S SOMETHING THAT WE SHOULD LOOK AT AS WELL AS FAR AS GOAL NUMBER 4.
THEN JUST OVERALL SOME STRENGTHS.
I THINK THE CHALLENGE IS THAT WE ARE A LARGE DISTRICT, AND IT'S NOT ALWAYS CONSISTENT ACROSS THE BOARD IN ALL OF OUR CAMPUSES AS FAR AS EXPERIENCES.
SOME FELT LIKE TEACHERS WERE MUCH MORE WILLING TO SUPPORT THEM,
[01:25:01]
ENGAGE IN TRUE RELATIONSHIPS, WHILE OTHERS FELT LIKE CHANGES ACROSS THE DISTRICT HAD BECOME A LITTLE BIT INFLEXIBLE, MAYBE A LITTLE BIT TOO STRICT, MIX OF EVERYTHING.WHAT I WOULD SAY IS THAT THIS WAS AN OPPORTUNITY FOR THEM TO PROVIDE FEEDBACK.
THEY APPRECIATED THE OPPORTUNITY.
THEY FELT HEARD BECAUSE IT WASN'T JUST BOARD MEMBERS, BUT WE HAD SCHOOL ADMIN PRESENT AS WELL, SCHOOL LEADERSHIP.
THAT'S IMPORTANT TOO, THAT ADMINISTRATION HEARD.
A COUPLE OF CHANGES FOR US IS MAKING SURE THAT WE HAVE A CLEAR LINE OF PATH IN THE SENSE THAT THEY UNDERSTAND WHAT WE'RE GOING TO DO WITH THE INFORMATION, HOW WE USE IT HERE AT THE BOARD TO ASK QUESTIONS DURING GPMS, BUDGET CYCLE, THINGS OF THAT NATURE.
THEY REALLY WANTED MORE TIME, ALTHOUGH, WE ALLOCATED TWO HOURS, 66 STUDENTS FOR TWO HOURS, AND ALSO, PROVIDE LUNCH.
IT'S SOMETIMES CHALLENGING, BUT IT WAS A GREAT OPPORTUNITY.
I THINK THIS IS PERHAPS ONE OF THE GREATEST OPPORTUNITIES AS A BOARD THAT I HAVE HAD TO BE ABLE TO MEET WITH OUR STUDENTS, ASK QUESTIONS AND ASK THEM FOR REAL FEEDBACK FROM THEIR EXPERIENCE.
THANK YOU TO ALL OF OUR STUDENTS WHO PARTICIPATED, AND THANK YOU TO THE BOARD MEMBERS WHO ALSO ATTENDED AS WELL. THANK YOU.
>> ANY QUESTIONS OR COMMENTS? LET'S SEE HERE.
THE NEXT ITEM IS THE ACCEPTANCE OF THE BOARD, MONITORING UPDATE, PRESENTATION OF THE GOALS, NUMBER 3, PROGRESS MEASURES, 3.4, 3.5, AND GOAL PROGRESS.
>> YES, SIR. I'M GOING TO ASK KRISTIN HOLL AND HER TEAM TO COME UP AND PRESENT THIS MONITORING PART.
>> I THINK I MIGHT JUST TAKE A SECOND. THANKS.
I'M GOING TO GIVE IT A SECOND TO SINK SO THAT YOU CAN SEE IT, BUT IT'S READY TO GO.
>> THAT'S HOW THIS IS GOING TO GO IN CAMPUSES WHEN THERE ARE NO IT SPECIALISTS ON THE WHOLE CAMPUS NEXT YEAR.
>> LET ME SEE [INAUDIBLE] LET ME ASK THAT HE CHECK.
[01:30:06]
A LITTLE BIT EXTRA STUFF GOING ON.>> CAN YOU TRY A DIFFERENT COMPUTER [INAUDIBLE].
>> WE'RE GOING TO SWITCH COMPUTERS AND TEST SOMETHING DIFFERENT.
>> I THINK IT SHOULD BE WORKING NOW.
>> CAN WE JUST START TALKING ABOUT IT? [BACKGROUND]
>> TODAY WE'RE GOING TO TALK ABOUT GPM 3.4, 3.5, 4.1, AND 4.2.
I'LL GO AHEAD AND START WITH GOAL 3, AND THEN I'LL TURN IT OVER TO STACY, WHO WILL PICK UP FOR GOAL 4.
JUST AS A REMINDER, GPM 3.4 AND 3.5 LOOKS AT FOURTH THROUGH EIGHTH GRADE MAP, AND THIS WAS AN ADDITIONAL SET OF METRICS THAT WE ADDED AT THE MOST RECENT BOARD MEETING.
THIS WILL BE THE FIRST TIME WE'VE REPORTED OUT ON 3.4 AND 3.5 AS A PROGRESS MONITORING REPORT.
GOAL 3 OVERALL FOCUSES ON THE PERCENT OF STUDENTS GRADUATING TSI-READY WITH AN INDUSTRY-BASED CERTIFICATION.
LOOKING AT FOURTH THROUGH EIGHTH GRADE READING AND MATH SCORES, WE BELIEVE, IS AN INDICATOR THAT STUDENTS WILL BECOME TSI-READY BY THE TIME THEY'RE LOOKING AT THOSE RESULTS IN HIGH SCHOOL.
3.4 SPECIFICALLY LOOKS AT THE PERCENTAGE OF STUDENTS IN GRADES FOUR THROUGH EIGHT WHO ARE PROJECTED AT MEETS GRADE LEVEL OR ABOVE IN READING ON THE NWEA MAP TEST.
THAT PERCENTAGE, THE TARGET IS THAT IT WILL GO FROM 51% IN MAY 2024 TO 59% IN MAY 2028.
IF YOU LOOK AT THE GRAPH ON THE LEFT, WHAT WE SEE IS THAT AT THE END OF THE YEAR LAST YEAR, WE WERE AT 51% OF STUDENTS WHO WERE MEETING EXPECTATIONS OR ABOVE ARE PROJECTED TO MEET STAR.
THEN AT THE BEGINNING OF YEAR AND MIDDLE OF THE YEAR THIS YEAR, THAT NUMBER HAS INCREASED, WHICH INDICATES THAT WE'RE ON TRACK TO MEETING OUR END OF YEAR GOAL, WHICH IS 53%, THIS YEAR AT END OF YEAR.
THEN ON THE RIGHT, WHAT WE SEE IS A BREAKOUT BY GRADE.
ACROSS ALL GRADES, WE CAN SEE THAT AT MIDDLE OF THE YEAR LAST YEAR, COMPARED TO MIDDLE OF THE YEAR THIS YEAR, WE HAVE SEEN A PERCENTAGE POINT IMPROVEMENT ACROSS ALL OF THE GRADES FOR THE PERCENTAGE OF KIDS IN MAP PROJECTED TO MEET OR EXCEED GRADE LEVEL.
WE ALSO BROKE OUT THE ANALYSIS IN MORE DETAIL, AND WE LOOKED AT BOTH STUDENT GROUPS, ALL THE DIFFERENT STUDENT GROUPS, AND WE ALSO LOOKED AT IT BY NES VERSUS PUA CAMPUSES.
IF YOU LOOK AT THE GRAPH ON THE TOP LEFT, WHAT YOU SEE FOR ALL STUDENTS IS THAT WE SAW A IMPROVEMENT OF MIDDLE YEAR SCORES THIS YEAR COMPARED TO MIDDLE OF YOUR SCORES LAST YEAR.
THAT GROWTH WAS MORE SIGNIFICANT IN NES THAN PUA.
BUT ACROSS THE BOARD, WE REALLY SEE ACROSS ALL STUDENT GROUPS, BOTH NES AND PUA WE'RE GROWING MIDDLE OF YEAR THIS YEAR COMPARED TO LAST YEAR WITH THE EXCEPTION OF THE STUDENT GROUP THAT IS CLASSIFIED AS TWO OR MORE RACES.
WE'RE GOING TO KEEP FOCUSED ON THAT STUDENT GROUP AND HOWEVER, IT'S ALSO THE SMALLEST END COUNT THAT WE MEASURE.
WE WANT TO MAKE SURE WE'RE LOOKING AT THAT IN PROXIMITY OF THE LARGER TOTAL NUMBER OF STUDENTS THAT WE LOOK AT FOR THIS SCORE.
BUT REALLY GREAT TO SEE INCREASES ACROSS THE VARIOUS STUDENT GROUPS AND BOTH NES AND PUA IN THIS PARTICULAR BREAKOUT.
WE ALSO LOOKED AT SOME OF THE ROOT CAUSES AS TO WHY WE BELIEVE WE'RE GETTING THE GROWTH THAT WE'RE GETTING ACROSS THESE GRADES. A COUPLE OF THINGS.
ONE, THE CURRICULUM DOES FOCUS ON THE SCIENCE OF READING RESEARCH THAT HAS BEEN PUBLISHED.
IT'S DESIGNED BOTH TO TAKE A STRONG FOCUS ON SKILLS OUTLINED IN THE TEAKS, AND TAKE A STRONG APPROACH TO KNOWLEDGE BUILDING.
ADDITIONALLY, FOR NES SPECIFICALLY, WE ACTUALLY HAVE AN EXTRA BLOCK OF TIME SPECIFICALLY FOCUSED ON THE SCIENCE OF READING.
[01:35:04]
WE BOTH HAVE A BLOCK OF TIME FOCUSED ON READING AND WRITING, AND THEN A SECOND BLOCK OF TIME FOCUSED ON SCIENCE OF READING, AND WE WRITE CURRICULUM FOR BOTH OF THOSE BLOCKS SO STUDENTS GET ADDITIONAL SUPPORT IN LITERACY.ADDITIONALLY, WE IMPLEMENTED THE DUAL LANGUAGE IMPLEMENTATION, THE FIRST YEAR THAT WE STARTED, AND EACH YEAR, THE DUAL LANGUAGE HAS EXPANDED TO A NEW GRADE, SO MORE STUDENTS ARE GETTING TO ACCESS DUAL LANGUAGE AND THE GOAL OF THAT IS TRULY BITERACY.
BECOMING ENGLISH PROFICIENT WHILE MAINTAINING PROFICIENCY AND IMPROVING PROFICIENCY IN YOUR NATIVE LANGUAGE.
WHEN WE IMPLEMENT DUAL LANGUAGE, WE ACTUALLY WRITE A CURRICULUM FOR BOTH A GENERAL ED CLASS AND THE DUAL LANGUAGE CLASSROOM SO THAT EVERY DUAL LANGUAGE TEACHER HAS ACCESS TO INSTRUCTIONAL MATERIALS THAT EMBED A SIGNIFICANT AMOUNT OF LANGUAGE SUPPORTS FOR THOSE LEARNERS.
IT'S A TRULY ADDED BENEFIT FOR ALL OF THE STUDENTS WHO ARE GOING THROUGH THAT PROGRAM.
WE ALSO, OF COURSE, CONTINUE TO FOCUS ON QUALITY OF INSTRUCTION AS WELL AS ADDITIONAL TARGETED SUPPORTS FOR NES THROUGH THE DIFFERENTIATION MODEL, FOR THE FOCUS 25 PUA CAMPUSES, WHERE WE PROVIDE ADDITIONAL PROFESSIONAL DEVELOPMENT AND SUPPORT AND THEN FOR ALL NEW PRINCIPLES COMING INTO THE PRINCIPALSHIP.
THAT ALSO REMAINS A FOCUS IN GRADES 4-8.
FOR 3.5, IT'S THE SAME METRIC, BUT FOR MATH.
THE PERCENTAGE OF STUDENTS IN 4-8 WHO ARE PROJECT MEETS GRADE LEVEL OR ABOVE ON MATH, AND THAT WILL INCREASE FROM 41% IN MAY 2024 TO 49% IN MAY 2028.
WHEN WE LOOK AT THE GRAPH ON THE LEFT, WE ENDED LAST YEAR AT 41%.
THE TARGET AT THE THIS YEAR IS 43%.
WE ARE ALREADY SHOWING THAT AT THE BEGINNING OF THE YEAR AND THE MIDDLE OF THE YEAR, WE'RE EXCEEDING THAT GOAL.
WE DO CURRENTLY BELIEVE THIS METRIC IS ALSO ON TRACK.
WHEN WE'RE LOOKING ON THE GRAPH ON THE RIGHT, WE BREAK THAT OUT BY GRADE LEVEL AND WE SEE INCREASES ACROSS ALL GRADES FROM MIDDLE OF THE YEAR SCORES LAST YEAR TO MIDDLE OF THE YEAR SCORES THIS YEAR.
SHOWING THAT HIGHER PERCENTAGES OF STUDENTS ARE MEETING ARE PROJECTED TO MEET EXPECTED GROWTH ON START.
SIMILAR TO 3.4, WE ALSO BROKE OUT THIS ANALYSIS BY STUDENT GROUP AND BY NES PUA.
AGAIN, IF YOU LOOK AT THAT TOP LEFT GRAPH FOR ALL STUDENTS, WE SEE THAT MIDDLE OF THE YEAR LAST YEAR COMPARED TO MIDDLE OF THE YEAR THIS YEAR, WE SAW A FIVE PERCENTAGE POINT INCREASE.
THAT INCREASE IS SLIGHTLY HIGHER IN NES THAN PUA.
BUT AGAIN, ACROSS THE BOARD, WE'RE SEEING GROWTH IN MIDDLE OF THE YEAR, THIS YEAR COMPARED TO LAST YEAR FOR ALL STUDENT GROUPS.
WITH THE EXCEPTION, IN NES, THE TWO RACES GROUP SAW A SLIGHT DECLINE.
BUT AGAIN, THAT INCOUNT IS SMALL AND FOR NES, THE INCOUNT ACTUALLY DOUBLED FROM LAST YEAR TO THIS YEAR.
THE NUMBER OF STUDENTS IN THAT GROUP IS ACTUALLY GROWING, EVEN THOUGH THE PERCENT REDUCED.
WE'RE GOING TO STAY FOCUSED ON THAT GROUP, BUT GENERALLY ACROSS THE BOARD SEEING GROWTH IN NES AND PUA ACROSS THE VARIOUS STUDENT GROUPS.
IN MATH, AGAIN, WE REMAIN VERY FOCUSED ON INSTRUCTIONAL MATERIALS AND THE CURRICULUM, THE CURRICULUM FOCUSES ON BOTH BUILDING A STRONG CONCEPTUAL UNDERSTANDING OF THE MATH WHILE SIMULTANEOUSLY BUILDING STRONG PROCEDURAL FLUENCY.
IN MATH AS WELL, WE ALSO HAVE THE SUPPORT FOR THE DUAL LANGUAGE CLASSROOM.
THOSE CLASSROOMS HAVE A VERY SPECIFIC SET OF MATERIALS THAT BUILD IN THOSE LANGUAGE SUPPORTS INTO THE PRESENTATIONS.
IN SECONDARY IN PARTICULAR IN MIDDLE SCHOOL, WE HAVE A STRONG FOCUSED ON ACCELERATED MATH PATHWAYS.
FOR ALL STUDENTS WHO ARE MEETING GRADE LEVEL EXPECTATIONS, THEY'RE PUT ON AN ACCELERATED PATH THAT WILL ALLOW THEM TO DO ALGEBRA 1 BY EIGHTH GRADE, AND THAT'S TRUE FOR ALL CAMPUSES.
IN ADDITION, WE HAVE TEN CAMPUSES WHERE WE'RE PILOTING FULL SCHOOL ACCELERATED MATH MODELS WHERE WE EXPECT ALL STUDENTS TO BE TAKING ALGEBRA ONE BY EIGHTH GRADE.
IN ADDITION, AND THIS IS ACTUALLY TRUE FOR READING AS WELL, BUT WE HAVE A STRONG FOCUS ON EVIDENCE BASED DIGITAL RESOURCES.
IN ADDITION TO THE INSTRUCTIONAL TIME, WE IMPLEMENT DIGITAL RESOURCES WHERE THE DATA SHOWS US THAT WITH HIGH FIDELITY USE, WE WILL SEE IMPROVEMENTS ON MATH AND THEN IDEALLY STA, WE HAVE IMPROVED THE FIDELITY OF USE OF THOSE RESOURCES, AND WE'VE REMAINED VERY FOCUSED ON ANALYZING THE EFFECTIVENESS OF THOSE RESOURCES THAT WE ARE PUSHING OUT INTO OUR CAMPUSES.
WE HAVE A K THROUGH EIGHT MATH AND A K THROUGH EIGHT READING SET OF DIGITAL RESOURCES THAT WE SUPPORT.
[01:40:05]
SIMILARLY IN MATH HERE, WE'VE REMAINED FOCUSED ON THE QUALITY OF INSTRUCTION AND THE ADDITIONAL PROFESSIONAL DEVELOPMENT SUPPORTS FOR THE CAMPUSES THAT NEED IT AROUND THE FOCUS 25 AND ANY CAMPUS WITH A NEW PRINCIPLE.I WILL PAUSE AND BRING UP FOR QUESTIONS.
PERMITS QUESTIONS. GO AHEAD, ADAM.
HAVING A LITTLE BIT DIFFICULTY FALLING.
THE NUMERATOR AND DENOMINATOR ON THE TOTALS FOR STUDENTS DON'T SEEM TO ADD UP, AND I'M TRYING TO FIGURE OUT WHERE THE MISSING STUDENTS ARE.
ARE YOU TALKING ABOUT THIS SLIDE? YES. BOTH ON 3.4 AND FIVE ON THE TOTALS.
IF YOU LOOK AT ALL STUDENTS, IT SAYS 55,000, BUT IT'S ONLY 45,000 ON THE TOP AND YEAH.
THEN WE SET THESE GOALS FOR 3.4 AND 3.5 AFTER MOI.
I HAD SOME CONVERSATIONS, BUT WE ALREADY EXCEEDED THE GOALS, SO I'M TRYING TO FIGURE OUT HOW I ENDED UP THAT WAY.
ALL OF THE GOALS ARE BASED ON THE END OF YEAR RESULTS.
WE'RE EXCEEDING THE GOAL AT MIDDLE OF THE YEAR.
BUT WHENEVER WE HAVE SET ANY GOAL PROGRESS MEASURE, WE HAVE SET IT BASED ON END OF THE YEAR WITH THE GOAL TO GROW BY END OF THE YEAR, THE FOLLOWING YEAR GIVEN THAT'S WHEN WE ALSO TAKE STAR.
BUT THESE ARE NEW GOALS, FOR THIS PARTICULAR SECTION.
WE ACTUALLY SET THOSE THIS YEAR, CORRECT? WE SET THEM THIS YEAR, YES, BUT THE END OF YEAR RESULTS WERE ALREADY COMPLETED.
WE SET THEM THIS YEAR BASED ON LAST YEAR'S END OF YEAR RESULTS.
BUT WE ALREADY KNEW THE MIDDLE OF THE YEAR AND BEGINNING OF THE YEAR WAS HIGHER THAN THE GOAL.
I GUESS WHERE I'M TRYING TO GO IS, IS IT THAT SO WE GOT A NEW GOAL.
WE KNEW THAT WE'RE CURRENTLY EXCEEDING THE GOAL, BUT WE SET THE END OF THE YEAR GOAL LOWER THAN THE BEGINNING OF THE YEAR FOR THIS YEAR? WE LOOKED AT THE END OF THE YEAR RESULTS AND WE SET TARGETS BASED ON THAT END OF THE YEAR.
WE VERY WELL COULD SEE IMPROVEMENTS IN PERFORMANCE AT THE BEGINNING OF THE YEAR IN THE MIDDLE OF THE YEAR, BUT THE END OF YEAR IS WHEN WE TOOK START LAST YEAR.
THAT'S WHAT DRIVES ACCOUNTABILITY.
THAT'S WHAT DRIVES RATINGS, AND WE WANT TO MAKE SURE WE IMPROVE FROM END OF YEAR LAST YEAR, AND THAT'S WHY AGAIN, THE END OF YOUR GOAL STILL IS AN IMPROVEMENT FROM LAST YEAR.
IF YOU LOOK AT THE TREND LINE, IF I MAY, YOU CAN SEE WE'RE SHOOTING FOR TWO POINTS A YEAR FROM A 41 IN EOI LAST YEAR TO 43 EOI THIS YEAR, 45, NEXT YEAR, 47, 49.
IT'S CONSISTENT. WE HAPPEN TO DO REALLY WELL IN THE NWA TEST THIS YEAR.
REMEMBER AT THE MIDDLE OF THE YEAR, WAS 10 POINTS ON AVERAGE HIGHER IN MATH THAN LAST YEAR.
THE KIDS DID WELL IN THE MIDDLE OF THE YEAR, BUT SETTING A TARGET BASED ON END OF YEAR, THE METHODOLOGY IS TWO POINTS A YEAR FOR FIVE YEARS, WHICH WOULD BE REALLY STRONG.
I AGREE TO POINTS A YEAR, BUT I'M JUST SAYING IF WE'RE ALREADY AT 47 AND ASSUMING THAT STUDENTS DON'T DROP OFF BY THE END OF THE YEAR, WOULDN'T IT BE PRUDENT FOR US TO HAVE SET A GOAL THAT WAS HIGHER, ATLEAST BECAUSE WE'RE NOW ON THE THIRD OR FOURTH YEAR IN ACHIEVEMENT ON THIS GOAL.
I GUESS THAT'S WHERE I'M HAVING A HARD TIME.
BECAUSE THIS IS ACHIEVEMENT GOAL.
THIS IS A PROFICIENCY GOAL, YES.
I THINK A COUPLE OF THE THINGS.
I MEAN, EVEN IF YOU LOOK AT THE MIDDLE OF THE YEAR LAST YEAR, IT'S NOT UNCOMMON FOR IT TO FLUCTUATE THROUGHOUT THE YEAR.
I THINK AGAIN, WHAT WE STAY GROUNDED IN IS THAT MATH HELPS US PROJECT WHETHER OR NOT OUR KIDS ARE EXPECTED TO MEET EXPECTATIONS ON STA.
THAT TIES DIRECTLY TO A CAMPUSES ACCOUNTABILITY RATING.
IT TIES DIRECTLY TO THE WORK THAT WE'RE TRYING TO DO.
TO IMPROVE TWO PERCENTAGE POINTS ON
[01:45:01]
STA FROM END OF YEAR LAST YEAR TO END OF THE YEAR IS STILL A RIGOROUS GOAL WHEN WE SAW DECLINES IN MATH IN MAY AND WE SAW DECLINES IN MATH ACROSS THE STATE FOR MATH, AND WE SAW ACROSS ALL URBAN DISTRICTS STAR DECLINES.IN MATH. I THINK THIS STILL KEEPS US AT IMPROVING TWO PERCENTAGE POINTS AND PROFICIENCY LEVELS.
TWO PERCENTAGE POINTS MORE STUDENTS WILL MEET GRADE LEVEL EXPECTATIONS AT THE END OF YOUR LAST YEAR COMPARED TO THE END OF THIS YEAR.
CAN I CHIME IN? I THINK THE QUESTION THAT'S NOT BEING ASKED IS, SHOULD YOU SET IT HIGHER? I HEAR YOU RESPONDING TO THE QUESTION, BUT I THINK WHAT I HEAR YOU SAYING IS WE SET THE GOAL FOR A STEADY INCLINE AND WHAT WE ARE SEEING IS NOT A STEADY INCLINE.
ONE, IS IT NORMAL? SHOULD WE EXPECT A STEADY TWO POINT INCLINE? WILL IT JUMP UP AND DOWN THE WHOLE TIME? ARE WE TRYING TO MEET THE END GOAL AND SAY WE KEEP JUMPING.
IT FLIES THIS YEAR, IT FLIES NEXT YEAR, IT FLIES THE NEXT YEAR.
HOW DO WE CHANGE OUR GOALS BASED ON THESE MID YEAR REPORTS, OR IS YOUR SUGGESTION THAT WE JUST WAIT OUT THE STEADY INCLINE? I GUESS THE QUESTION IS, WOW, WE DID THIS GREAT JUMP.
HOW COME WE DON'T KEEP MOVING THE NEEDLE? CAN YOU EXPLAIN TO US THE LOGIC ABOUT MATCHING THE REAL NUMBERS WITH OUR GOALS? I THINK THE PRIMARY LOGIC IN SETTING THE METHODOLOGY WAS SET IT AT THE BASE THE TARGET BASED ON END OF YEAR RESULTS, AND THEN IF WE EVER EXCEED OUR 2028 GOAL, BECAUSE THAT'S OUR FIVE YEAR GOAL, THEN WE SHOULD RESET THE TARGET TO BE HIGHER.
THAT'S ACTUALLY WHY YOU SAW A NUMBER OF THE TARGETS GET RESET AT THE LAST TIME, WHICH IS, HEY, IF WE'VE ALREADY EXCEEDED OUR 2028 GOAL, CLEARLY, WE SHOULD CONTINUE TO PUSH THE DISTRICT TO MOVE TO HIGHER PROFICIENCY LEVELS, LET'S RESET THE TARGETS.
BUT IN DISCUSSIONS, THE RECOMMENDATION FROM THE TDA BOARD COACH AND THE RECOMMENDATION THAT CAME THROUGH A COUPLE OF DISCUSSIONS WAS THAT WE SET BASED ON END OF Y RESULTS, AND WE ONLY RESET ONCE WE EXCEED THE 2028 TARGET.
IF YOU CONTINUE TO RESET, I THINK, EVERY TIME ALL THE TIME, YOU DON'T ACTUALLY SEE THE BENEFIT OF YEARS WORTH OF WORK.
EVEN THOUGH IT'S REALLY HIGH, IT HASN'T EXCEEDED THE END GOAL. THAT'S THE MARK.
THAT WOULD MIGHT SPUR US TO MAKE A CHANGE IF WE HAD JUMPED TO THE 49, BUT WE HAVEN'T JUMPED A YET. THANK YOU.
ONE PHILOSOPHICALLY, THE FIRST SEMESTER AFTER THE FIRST NWA MID OF THE YEAR, YOU MAY RECALL, I WANTED TO CHANGE THE TARGETS, AND WE'VE ALWAYS TRIED TO SET REALLY HIGH BAR ON ACHIEVEMENT.
WE HAD TO WAIT FOR THE BOARD TO COME BACK AND APPROVE THAT.
BUT THE INTENT WAS, HEY, WE'RE ALREADY HITTING DOING A GREAT JOB.
LET'S SHOOT FOR HIGHER TARGETS AND HALF THE REASON WE CAME BACK LAST MONTH AND NOW THIS MONTH IS BECAUSE WE WANT TO BE MORE RIGOROUS.
NUMBER TWO, WE SHOULDN'T EXPECT 10 POINT INCREASE OR IN THIS CASE, A FIVE POINT INCREASE EVERY YEAR.
THAT'S INCREDIBLE FOR OUR KIDS TO DO.
THAT'S NOT REPLICATED ACROSS THE STATE OR THE NATION.
PLEASE REFRAIN FROM MAKING COMMENTS.
WE SHOULD NOT EXPECT THE HUGE STAR INCREASE THAT WE GOT EVERY YEAR, ESPECIALLY WHEN ALL THE OTHER DISTRICTS WENT DOWN.
THE FACT THAT WE WENT UP FIVE POINTS MIDDLE OF THE YEAR FROM LAST YEAR, WE SHOULD BE CAREFUL TO SAY, THAT'S WHAT WE SHOULD DO EVERY TIME.
>> THANK YOU. JUST TO ADDRESS THIS ONE, BECAUSE I HAD THIS QUESTION AS WELL.
THANK YOU FOR BRINGING THIS ONE UP.
I APPRECIATE THE EXPLANATION, AND I UNDERSTAND THE EXPLANATION FOR HOW AND WHY THE BASELINE WAS SET.
I REALLY WANT THIS PROBLEM EVERY TIME WE LOOK AT THIS, WHICH IS WE'RE EXCEEDING [LAUGHTER] BEYOND MEASURE.
TO YOUR COMMENT, WHAT'S NORMAL? I ACCEPT. THIS IS NOT NORMAL.
I JUST WANT TO CELEBRATE THINGS LIKE THIS AND THE CHALLENGE THAT WE'RE HAVING HERE AS A FABULOUS PROBLEM THAT I WANT TO KEEP HAVING, SO, THANK YOU.
[01:50:02]
AND THANK YOU TO THE COMMITTEE WHO HELPED US GET THIS SCHOOL PROGRESS MEASURE TO SEE THE GRADE LEVEL BREAKOUT FOUR THROUGH EIGHT.I FIND IT REALLY INTERESTING THAT WE SEE THESE GROWTH NUMBERS THAT SEEM MUCH HIGHER IN THE 6-8 GRADES VERSUS THE FOURTH AND FIFTH GRADES.
BUT WHAT COULD YOU SAY? WHAT'S GOING ON THERE, AROUND SEEING THE HIGHER GROWTH NUMBERS IN THOSE HIGHER GRADES AND WHAT SHOULD WE TAKE AWAY FROM THAT?
>> WE'VE THOUGHT ABOUT THAT A LITTLE BIT.
IN THE ROOT CAUSE ANALYSIS, IT'S PART OF WHY WE DID BRING UP THE TWO THINGS AROUND ACCELERATED MIDDLE SCHOOL MATH.
EVEN LAST YEAR, WE HAD CURRICULUM FOR ACCELERATED SIXTH-GRADE MATH AND ACCELERATED SEVENTH-GRADE MATH THAT WE MADE AVAILABLE TO THE DISTRICT.
THAT REALLY ALLOWS THE STUDENTS IN THOSE ACCELERATED COURSES TO REALLY COVER MORE THAN A YEAR'S WORTH OF TECKS IN THAT YEAR, AND THAT CURRICULUM GUIDES THEM AND HELPS THEM DO THAT.
WHEN STUDENTS GET ACCESS TO THAT EVEN IN SEVENTH GRADE, WE BELIEVE THEY'RE ACTUALLY MORE LIKELY TO BE SUCCESSFUL AND PREPARED IN EIGHTH GRADE AND THEN SIXTH GRADE AND SEVENTH, AND SO ON.
THE MIDDLE SCHOOL ACCELERATED MATH, I THINK, IS ONE HYPOTHESIS FOR WHAT CAN BE SUPPORTING THIS.
THE OTHER IS THE DIGITAL RESOURCE USE.
WE DO ACTUALLY HAVE EVIDENCE THAT SHOWS WHEN STUDENTS DO IN MATH IN PARTICULAR, WHEN THEY COMPLETE THREE ON-GRADE-LEVEL LESSONS A WEEK, USING THE DIGITAL RESOURCE.
IT SIGNIFICANTLY WILL IMPROVE THEIR SCORES.
WE PUT MORE EMPHASIS IN MAKING SURE WE WERE MONITORING THAT WITH FIDELITY, AND WE SAW MANY STUDENTS ACROSS MANY CAMPUSES REACH THAT GOAL EVERY WEEK, WHICH AGAIN, WILL SIGNIFICANTLY IMPROVE THEIR SCORES.
ELEMENTARY HAD ALREADY BEEN OPERATING WITH DIGITAL RESOURCES AT SLIGHTLY HIGHER FIDELITY THAN MIDDLE SCHOOL LAST YEAR, SO WE SAW SOME MIDDLE SCHOOL IMPROVEMENTS OF THAT THIS YEAR.
BUT I THINK BOTH OF THOSE ARE GOOD HYPOTHESES FOR WHAT'S DRIVING THE MIDDLE SCHOOL RESULTS.
>> THANK YOU. MAY I ASK THE SAME QUESTION FOR THE READING? I THINK IT'S NOT AS EXAGGERATED, BUT IT SEEMS NOTABLE THERE TOO.
>> YES. THE DIGITAL RESOURCE RESPONSE IS ALSO TRUE FOR MIDDLE SCHOOL IN SECONDARY AS WELL, WHERE WE HAD A HIGHER FIDELITY OF IMPLEMENTATION OF THOSE RESOURCES THERE.
I WOULD SAY BECAUSE WE HAVE THAT ADDITIONAL SCIENCE OF READING BLOCK, STUDENTS ARE GETTING THAT ADDITIONAL EXPOSURE TO THAT LESSON.
THE OTHER THING THAT HAPPENS IS OUR CURRICULUM IS DESIGNED TO BE KNOWLEDGE-BUILDING, SO EVERY UNIT IS BASED ON A TOPIC OF KNOWLEDGE.
AND THE MORE YOU BUILD YOUR KNOWLEDGE IN A SPACE OVER TIME, THE MORE YOU'RE ABLE TO ACCESS MORE COMPLEX TEXTS THAT COME IN THE FUTURE.
WE DO THINK THAT KNOWLEDGE BUILDING OVER TIME WILL HAVE AN ADDITIONAL IMPACT ON STUDENTS BEING ABLE TO ACCESS MORE COMPLEX TEXTS.
>> I HAVE JUST ONE CLARIFYING QUESTION AND THEN A MAYBE MORE COMPLEX QUESTION.
ON THE SCIENCE OF READING THAT YOU'RE TALKING ABOUT, IS THAT DONE FOUR THROUGH EIGHT?
>> IT'S IN THE NES MASTER SCHEDULE, YES.
THESE TARGETS THAT ARE BEING REPORTED HERE, I SEE YOUR ASTERISK AT THE BOTTOM.
IT RELATES TO THE LINKING STUDY, ACTUALLY, IT'S FROM 2024. IS THAT RIGHT? THESE ARE UPDATED NUMBERS.
THIS IS NOT THE SAME SET OF NUMBERS AS WAS ADOPTED DURING MARCH, IS THAT CORRECT? OR THESE ARE THOSE?
>> THERE'S TWO SEPARATE THINGS TO SAY.
THE RESULTS FROM LAST YEAR IS DATA USING THE UPDATED LINKING STUDY INFORMATION.
THAT'S REALLY THE ONLY WAY WE THOUGHT WE COULD COMPARE APPLES TO APPLES END-OF-YEAR RESULTS LAST YEAR WITH THE BEGINNING AND MIDDLE OF YEAR RESULTS THIS YEAR.
LAST YEAR'S RESULTS ARE USING UPDATED DATA, AND THEN THE TARGETS THAT ARE SHOWN HERE ARE BASED ON THE END OF YEAR RESULTS THAT ARE SHOWN HERE THAT ARE ALSO IN A SEPARATE ITEM FOR YOU ALL TO APPROVE TONIGHT.
THE TARGETS, WE PUT THOSE BECAUSE THEY ALIGN WITH THE END-OF-YEAR RESULTS WE SHOWED ON THIS SLIDE, SO THAT WE COULD COMPARE LAST YEAR TO THIS YEAR.
>> JUST FROM A TRANSPARENCY STANDPOINT, WHAT WOULD IT DO TO LAST YEAR? I JUST DON'T REMEMBER OR HAVE THAT REPORT FROM LAST YEAR? WHAT DID IT LOOK LIKE LAST YEAR COMPARED TO THESE NUMBERS?
>> WE CAN LOOK THAT UP, BUT WE CAN'T COMPARE LAST YEAR TO THIS YEAR BECAUSE WE DON'T HAVE MAP SCORES THIS YEAR WITH THE OLD LINKING STUDY. OF COURSE.
[01:55:02]
I'M LOOKING AT PAGE 4, THE PERCENTAGE OF FOURTH THROUGH EIGHTH STUDENTS THAT ARE PROJECTED TO MEET, PLUS ON NWA MAP.
>> WHAT I CAN TELL YOU IS IT WAS HIGHER.
WHEN END OF YOUR RESULTS LAST YEAR GOT UPDATED FOR BOTH READING AND MATH, THE END-OF-YEAR RESULTS INCREASED.
I THINK IT WAS EIGHT PERCENTAGE POINTS IN MAP, OR END OF YOUR RESULTS WENT UP LAST YEAR WHEN THE LINKING STUDY WAS UPDATED, IF THAT'S WHAT YOU'RE ASKING.
>> YES. THANK YOU. YOU CLARIFIED IT FOR ME.
HOPEFULLY OTHER PEOPLE [LAUGHTER] UNDERSTOOD. THANK YOU.
>> THANK YOU FOR THE PRESENTATION.
I HAVE A COUPLE OF QUESTIONS, AND MAYBE IT'S JUST BASIC, AND MAYBE IT'S JUST ME.
I THINK JUST TO GO BACK TO BOARD MEMBER ADAMS' QUESTION.
IF WE'RE INCREASING BEGINNING OF YEAR TO MIDDLE OF YEAR, HELP ME UNDERSTAND WHY WE WOULD SEE A DECREASE AT THE END OF THE YEAR.
DOES THAT MAKE SENSE? I'M THINKING WE'RE LEARNING MORE THROUGHOUT THE YEAR, AND THEN ALL OF A SUDDEN, IT GOES DOWN.
AGAIN, IT'S BASIC QUESTION, MAYBE I'M NOT UNDERSTANDING.
>> I THINK THE WAY I WOULD THINK ABOUT IT IS EVERY YEAR AT BOY, IF WE INCREASE, THAT'S THE PERCENT OF STUDENTS WHO ARE PROJECTED TO MEET OR EXCEED ON STAR.
AT MIDDLE OF THE YEAR, IF WE SEE AN ADDITIONAL INCREASE, THAT'S EVEN MORE STUDENTS WHO ARE PROJECTED TO MEET.
AT THE END OF THE YEAR, IF WE SAW A DECREASE, JUST A LOWER NUMBER WOULD MEET.
EVEN IF WE HELD FLAT, IT WOULD MEAN ALL OF THE STUDENTS THAT HAVE ALREADY SEEN THAT INCREASE WOULD MAINTAIN THEIR PROFICIENCY GROWTH AT THAT SAME LEVEL.
DOES THAT MAKE SENSE? IF I'M SUZI AND I'M PROJECTED TO MEET AT THE BEGINNING OF YEAR, I WOULD HAVE TO MAINTAIN THAT PROJECTED MEET AT MIDDLE OF YEAR AND END OF YEAR FOR US TO HOLD FLAT THAT BAR.
>> ARE WE SAYING THAT LESSER STUDENTS OR FEWER STUDENTS ARE NOT HOLDING ON TO THAT PROJECTION AT THE END OF THE YEAR?
>> IF IT DROPS, YES, THERE WOULD BE A DECREASE IN THE PERCENTAGE OF STUDENTS PROJECTED TO MEET.
I HOPE, OF COURSE, THAT IT WOULDN'T, BUT IT CAN VARY.
IF YOU SEE LAST YEAR, EVEN WITH US SEEING SIGNIFICANT IMPROVEMENTS IN STAR, WE SAW IT STAY FLAT FROM BEGINNING, MIDDLE, AND END OF YEAR.
THAT REALLY COULD MEAN THAT RIGHT AT THE START, A LOT MORE STUDENTS WERE PROJECTED TO MEET AT THE BEGINNING, EVEN THIS YEAR.
WITH THE IMPROVED INSTRUCTION, WE SAW AN INCREASE OF STUDENTS PROJECTED TO MEET, AND WE HOPE THAT THAT WOULD STILL HOLD CONSISTENT FOR THAT SAME GROUP OF STUDENTS THROUGHOUT THE YEAR.
>> THANK YOU. I HAVE ONE MORE QUESTION.
I KNOW, SUPERINTENDENT, YOU'VE MENTIONED THAT 95% OF THINK OF OUR CAMPUSES ARE USING HID CURRICULUM. IS THAT CORRECT?
>> WE HAVE A REPORT HERE THAT WILL SHOW YOU.
I DON'T KNOW IF IT'S 95, IT'S CLOSE.
>> MY QUESTION WOULD BE, BECAUSE I'VE ALWAYS I THINK MY CONCERN IS THAT WE'RE NOT SEEING THE INCREASE IN PUA CAMPUSES AND GRANTED, GENERALLY SPEAKING, THEY'RE GOING TO BE MORE PROFICIENT ALREADY, SO IT'S GOING TO BE HARDER OR CLOSER, THAT DIFFERENCE.
BUT IF WE'RE USING THE SAME HIZ CURRICULUM AT PUA CAMPUSES, WHAT WOULD BE THE REASONS WHY WE DON'T SEE THOSE INCREASES AT THE PUA CAMPUSES AS WELL?
>> I DO THINK THIS SHOWS THAT WE'RE SEEING GROWTH IN BOTH, AND THE PUA CAMPUSES ALL ACROSS THE BOARD ADOPTED AT DIFFERENT AMOUNTS AND AT DIFFERENT TIMES.
IN NES, ALL AT ONCE, ACROSS READING AND MATH, AND ALL GRADE LEVELS, THEY STARTED ON DAY ONE.
IN PUA CAMPUSES, YOU MIGHT HAVE HAD A CAMPUS CHANGE IN THE MIDDLE OF THE YEAR.
YOU MIGHT HAVE HAD THEM DO A DIFFERENT CURRICULUM THE FIRST YEAR AND ADOPT IN THE SECOND YEAR.
EVERY TIME YOU ACTUALLY HAVE A CHANGE, TYPICALLY ACTUALLY ACROSS THE NATION, WHEN SOMEONE ADOPTS A NEW CURRICULUM, YOU SOMETIMES SEE THEM GO DOWN BEFORE THEY GO UP AS THEY'RE LEARNING THE NEW CURRICULUM.
THE IMPLEMENTATION AT PUA HAS BEEN LESS STANDARDIZED BECAUSE PUA DO HAVE THE OPTION TO CHOOSE.
>> IF I CAN ADD, JUST TO REPEAT OVER AND OVER AGAIN, IT'S A SYSTEM, AND THE CURRICULUM IS JUST ONE SMALL PART.
NES HAS LEARNING COACHES, THEY HAVE TEACHER APPRENTICES, THEY HAVE DIFFERENT DISCIPLINE POLICY.
THEY HAVE MORE EXPERIENCED TEACHERS OR MORE EFFECTIVE TEACHERS BECAUSE WE'VE INCENTIVIZED THAT MOVEMENT AND SEVERAL OTHER THINGS THAT HELP BUILD THE STRENGTH OF IT.
THAT'S WHY YOU SEE SCHOOLS LIKE THE SPECIAL FOCUS SCHOOLS WANTING TO DO NOT JUST THE CURRICULUM, BUT OTHER THINGS, LIKE WE TALKED ABOUT LAST TIME.
THEY WANT THE APPRENTICES AND LEARNING COACHES.
[02:00:03]
THAT MAY BE ONE REASON.>> I WOULD AGREE TO THAT. I THINK RESEARCH HAS SHOWN THE MORE EFFECTIVE PEOPLE ON CAMPUS.
THE BETTER IT DOES SHOW OUTCOMES.. THAT'S MY QUESTION.
>> IN SOME PUA CAMPUSES, THEY IMPLEMENT THE FIRST TEACH PORTION, BUT THEY DON'T NECESSARILY DO THE LSAE PORTION.
EVEN WHEN THEY ADOPT AND THEY CHOOSE TO ADOPT, THEY CAN CHOOSE THAT FIRST TEACH PORTION OF THE CURRICULUM WITHOUT DOING THE DIFFERENTIATED LSAE PART, AND SO WE SEE THAT ACROSS THE PUA AS WELL.
>> JUST ONE MORE. ONE OF THE QUESTIONS WAS ABOUT THE 10 SCHOOLS AND WE TALKED ABOUT IT.
THAT'S A GREAT OPPORTUNITY FOR SOME OF THESE STUDENTS WHO HAVE NOT HAD ACCESS TO ADVANCED COURSES.
LET ME JUST THANK YOU FOR THAT AS WELL.
OF THE 10 SCHOOLS, HOW MANY OF THEM ARE NES AND HOW MANY OF THEM ARE NOT? I DON'T MEMORIZE.
>> NINE ARE IN NES AND ONE IS NOT.
>> HOW WAS THAT ONE SELECTED? I'M JUST TRYING TO UNDERSTAND. I'M SURE THERE'S A REASON.
>> WE LOOKED AT A COUPLE OF THINGS.
WE HAD DIVISIONS TALK WITH DIFFERENT SCHOOLS TO SEE WHO WAS INTERESTED IN DOING IT AND WHEN WE ROLLED IT OUT, WE ACTUALLY WANTED TO HAVE FOLKS FOCUSED ON MAKING SURE THEY HAD A REALLY STRONG SIXTH-GRADE MATH TEACHER BECAUSE THAT MATH TEACHER WAS GOING TO HAVE TO MOVE FROM JUST TEACHING SIXTH-GRADE MATH TO TEACHING SIXTH-GRADE ACCELERATED MATH ACROSS THE FULL SCHOOL, WHICH MEANS YOU TEACH 100% OF SIXTH-GRADE STANDARDS PLUS HALF OF SEVENTH-GRADE STANDARDS IN ONE SCHOOL YEAR.
WE ASKED FOR IN THE SELECTION PROCESS, BOTH TO MAKE SURE CAMPUSES WERE COMMITTED AND INTERESTED BECAUSE IT IS A FULL SCHOOL IMPLEMENTATION, AND WE ACTUALLY WANTED TO MAKE SURE THAT THOSE SIX-GRADE TEACHERS WERE GOING TO BE READY.
>> I HAD SOME QUESTIONS BACK TO THE MATH AND BACK TO THAT 14% JUMP.
ONE QUESTION, THAT THE ONLINE DIGITAL PLATFORMS THAT YOU SAID ARE PART OF THE SOLUTION, WHEN AND HOW DO THEY HAPPEN, AND I DON'T MEAN NIT-PICKY FROM SCHOOL TO SCHOOL, BUT IS THIS IN CLASS? IS IT HOMEWORK? WHAT IS THAT?
>> THERE'S A SPECIFIC 30-MINUTE BLOCK BUILT INTO THE MASTER SCHEDULE WHERE THREE TIMES A WEEK, YOU DO THE MATH DIGITAL RESOURCE, AND TWO TIMES A WEEK, YOU DO THE READING DIGITAL RESOURCE.
WE SET THAT TIME BASED ON WHAT OUR DIGITAL RESOURCE PARTNERS TELL US THAT STUDENTS NEED TO BE ON THE TOOL FOR IT TO WORK, ESSENTIALLY.
WHEN IN MATH, OUR PARTNER IS ZARIN.
ZARIN HAS A SIGNIFICANT AMOUNT OF DATA THAT SAYS, IF YOU IMPLEMENT THREE ON-GRADE-LEVEL LESSONS, YOU'LL SEE THAT INCREASE.
REALLY, IT'S ACTUALLY TWO, BUT YOU SEE AN EVEN MORE EXPONENTIAL GROWTH AT THREE.
THAT THREE SETS OF DIGITAL LESSONS TAKES ABOUT 30 MINUTES FOR A LESSON EQUATES TO THE EXACT TIME WE CREATE IN NES FOR STUDENTS TO PARTICIPATE IN THAT RESOURCE.
>> THEN IN PUA SCHOOLS, IF THEY'RE USING THE PLATFORMS, THAT CAMPUS MAKES THEIR OWN IMPLEMENTATION PLAN.
>> NES SCHOOLS, THEY HAVE AUTONOMY OVER THEIR MASTER SCHEDULES.
HOLD ON ONE SECOND. I'M SORRY.
THE CAMPUSES THAT DID THE FULL SCALE CHANGE, DID YOU DO ANY PULL-OUT TO SEE WHAT HAPPENED WITH THEIR NUMBERS? I WAS WONDERING IF A DISPROPORTIONATE OF THAT 14 JUMP WAS BECAUSE, WELL, 30% OF IT WAS LIKE, WAS IT ALL CONCENTRATED IN THOSE SCHOOLS? DID YOU ALL PULL OUT AND SEE THE DIFFERENCE?
>> WHENEVER WE IMPLEMENTED THE FULL SCHOOL MIDDLE SCHOOL ADVANCED MATH PILOT, WE STARTED THIS YEAR IN SIXTH GRADE.
THOSE STUDENTS WILL EXPAND TO SEVENTH GRADE, AND THEN IN ANOTHER YEAR, THEY'LL EXPAND TO ALGEBRA I.
WHAT WE HAVE DONE IS WE'VE PULLED ALL OF THE MIDDLE OF YEAR RESULTS FOR JUST THOSE 10 CAMPUSES AND WE COMPARED THEM TO THE MIDDLE OF YEAR RESULTS FOR THOSE WHO ARE NOT DOING THE ADVANCED MATH PILOT AND WE SAW THAT THEY WERE EQUALLY SUCCESSFUL WITH THE EXCEPTION OF ONE CAMPUS THAT HAD A TEACHER RETIRE.
WE HAD A COUPLE OF TEACHER TURNOVERS FOR THAT PARTICULAR CLASS.
BUT ACROSS THE BOARD, THE MIDDLE SCHOOL PILOT, THE SUCCESS OF SIXTH GRADERS AT MIDDLE OF THE YEAR WAS JUST AS GOOD AND IN SOME CASES BETTER ACROSS MULTIPLE DIFFERENT MATH METRICS COMPARED TO OTHER CAMPUSES IN THE DISTRICT.
>> COMPARED TO THE ONES THAT DIDN'T DO THE YEAR-AND-A-HALF ACCELERATING?
>> YOU'RE SAYING IT WAS THE SAME.
>> IT DEPENDS ON WHAT METRIC YOU LOOK AT BECAUSE IN MATH, TYPICALLY WE LOOK AT FOUR DIFFERENT METRICS.
WE LOOK AT A COUPLE GROWTH METRICS AND A COUPLE PROFICIENCY METRICS.
THERE WAS SOME VARIATION AND SOME SCHOOLS REALLY ACTUALLY WERE HIGHER,
[02:05:01]
SOME WERE MORE ON PAR.>> THE GOOD THING I HEAR IN THAT IS, NO, THAT 14% JUMP WAS NOT BECAUSE THESE 10 SCHOOLS BLEW IT OUT AND THAT MASS, SOMETHING ELSE.
WHAT YOU'RE SAYING IS ACROSS THE BOARD IN THE DIFFERENT WAYS WE IMPLEMENTED, THAT 14 ROSE UP.
THE FULL SCHOOL PILOT IS SIXTH.
BUT WE HAVE FOCUSED PRETTY SIGNIFICANTLY ACROSS THE FULL DISTRICT ON MAKING SURE ALL KIDS WHO ARE MEETING GRADE LEVEL IN FIFTH OR SIXTH ARE STILL TAKING ACCELERATED MATH AND SIXTH, SEVENTH, AND THEN AGAIN, ALGEBRA I.
>> ANYBODY ELSE? FOR PROGRESS 4, I THINK WE'RE GOING TO HAVE TO FIGURE THIS COMPUTER OUT AGAIN.
>> WE CANNOT. IT JUST WENT OFF A MINUTE AGO.
>> GOOD EVENING, BOARD OF MANAGERS.
I'M HERE TONIGHT TO REPORT ON GOAL PROGRESS MEASURE 4.1, WHICH REALLY IS INFORMING OUR GOAL 4, WHICH STATES THAT STUDENTS IN GRADES 4-8 WHO RECEIVE SPECIAL EDUCATION SERVICES WILL ACHIEVE GROWTH AS MEASURED BY DOMAIN 2 PART A TO THE STATE ACCOUNTABILITY SYSTEM AND WE'RE LOOKING FROM AN INCREASE FROM 63% FROM AUGUST 23 TO 78% IN AUGUST OF 2028.
TEXAS EDUCATION AGENCY MEASURES GROWTH BY A STUDENT ADVANCING AND AT LEAST ONE PERFORMANCE LEVEL IN READING OR MATH FROM THAT PREVIOUS YEAR, OR MAINTAINING MEETS OR MASTER'S GRADE LEVEL AND READING MATH FOR THAT CURRENT YEAR.
YOU CAN SEE BASED ON LAST YEAR'S RESULTS, WE DID OUTPERFORM OUR GOAL, AND TONIGHT, WE'RE LOOKING AT OUR GOAL PROGRESS MEASURES SPECIFICALLY AROUND STUDENTS WITH DISABILITIES THAT INFORM THAT GOAL 4, WHICH IS THE PERCENT OF STUDENTS IN 4-8 WITH DISABILITIES THAT HAVE MET EXPECTED GROWTH FROM BEGINNING OF YEAR TO END OF YEAR IN NWEA MAP READING.
WE'LL SEE THAT INCREASE FROM 48% IN JUNE 2024 TO 55% IN JUNE OF 2028.
YOU CAN SEE THAT WHEN LOOKING AT STUDENTS WITH DISABILITIES, THAT WE ARE ON TRACK TO MEET THAT GOAL.
IN THE MIDDLE OF THE YEAR, WE WERE AT 50% OF OUR STUDENTS MEETING THAT GOAL, SO WE HAD ACTUALLY MET THE END-OF-YEAR TARGET IN THE MIDDLE OF THE YEAR.
THAT'S GREAT WE'RE ON TRACK TO MEET THAT GOAL.
YOU'LL ALSO SEE THE BREAKDOWN JUST LIKE CHIEF HOLE WENT OVER THE BREAKDOWN OF THE INDIVIDUAL GRADE LEVELS.
YOU CAN SEE OUR STUDENTS WITH DISABILITIES MET GROWTH IN FOUR GRADE LEVELS, AND THERE WERE NO DECLINES FOR OUR STUDENTS WITH DISABILITIES IN THE AREA OF READING.
AS WE BREAK DOWN THOSE STUDENT GROUPS BASED ON PUA AND NES, YOU ARE GOING TO SEE THAT OUR STUDENT GROUPS OF ASIAN, WHITE, AND EMERGENT BILINGUAL DID NOT SHOW THE AMOUNT OF GROWTH AS EXPECTED.
THE IN SIZE OF THE ASIAN GROUP AND THE WHITE GROUP ARE SMALLER IN SIZE.
HOWEVER, OUR STUDENTS WITH DISABILITIES WHO ARE IDENTIFIED AS EMERGENT BILINGUAL DID NOT SEE THAT GROWTH AS EXPECTED.
PART OF LOOKING AT THIS DATA AND GOING THROUGH THIS PROCESS IS REVIEWING THE DATA AND ANALYZING, WHAT CAN WE DO AS A DISTRICT AS WE SEE THIS DATA AND HOW DO WE INTERVENE PRIOR TO THAT END OF YEAR TIMELINE SO THAT WE CAN MEET THAT GROWTH,
[02:10:07]
AND I'M GOING TO GO OVER A FEW OF THOSE ITEMS WITH YOU AS WE SPEAK.LIKE CHIEF HOLE, SPECIAL EDUCATION WORKS COLLABORATIVELY WITH THE ACADEMIC TEAM.
WE HAVE TO REMEMBER THAT OUR STUDENTS ARE GENERAL EDUCATION STUDENTS FIRST.
ALL OF THE THINGS THAT CHIEF HOLE SPOKE ABOUT, OUR STUDENTS WITH DISABILITIES DEFINITELY HAVE ACCESS TO THOSE THINGS, BUT WHAT ARE WE DOING SPECIFICALLY IN SPECIAL EDUCATION OUTSIDE OF WHAT IS ALREADY BEING DONE OVERALL IN THE DISTRICT ACADEMICALLY FOR ALL STUDENTS? WELL, ONE THING THAT WE DID IS WORKED WITH OUR ACADEMICS TEAM SPECIFICALLY IN THE CURRICULUM, LOOKING AT THE SCAFFOLDS TO SUPPORT OUR STUDENTS IN THAT DAILY INSTRUCTION.
HOW DO WE BUILD SCAFFOLDS INTO THE CURRICULUM SO THAT WE CAN ACCOMMODATE AND DIFFERENTIATE FOR THOSE DIFFERENT LEARNERS? WE DID, OF COURSE, FOCUS ON READING, AND LIKE CHIEF HOLE SPOKE ABOUT, OUR SPECIAL EDUCATION TEACHERS ATTENDED THE TEXAS EDUCATION READING ACADEMIES.
THAT WAS SOMETHING THAT SPECIAL EDUCATION TEACHERS DID.
THE OTHER PIECE TO THIS IS, AND WE CONTINUED TO FOCUS ON THIS BECAUSE THIS WAS SOMETHING THAT, AS WE LOOKED AT PAST YEARS, REALLY TRAINING OUR TEACHERS ON WHAT IS SPECIAL EDUCATION.
OUR STUDENTS WHO ARE IDENTIFIED AS STUDENTS WITH DISABILITIES NOT ONLY HAVE A DISABILITY, BUT THEY HAVE TO MEET THAT TWO-PRONGED PROCESS TO QUALIFY AS A STUDENT WITH A DISABILITY.
THOSE PRONGS ARE NUMBER 1, THEY HAVE TO HAVE A DISABILITY, AND THEN TWO, THEY REQUIRE SPECIALLY DESIGNED INSTRUCTION, MEANING THAT GOING INTO THE GENERAL EDUCATION CLASSROOM AND JUST RECEIVING ACCOMMODATIONS ISN'T QUITE ENOUGH FOR THEM; THEY REQUIRE THAT INDIVIDUALIZED EDUCATION PROGRAM.
WE REALLY HAVE SPENT THIS YEAR FOCUSING WITH OUR TEACHERS ON WHAT IS SPECIALLY DESIGNED INSTRUCTION.
IF YOU HAVE A STUDENT THAT HAS AN INDIVIDUALIZED EDUCATION PLAN, HOW DO YOU IMPLEMENT THAT IN YOUR CLASSROOM? HOW DO YOU LOOK AT PROGRESS MONITORING? WE'RE CONTINUING TO LOOK AT OUR GOALS OF OUR STUDENTS, EVERY REPORT CARD TO SEE THAT THEY'RE MAKING PROGRESS, AND IF THEY'RE NOT MAKING PROGRESS ON THEIR IEP GOALS, WE GO BACK AND REFLECT ON THAT.
MOVING ON TO MATH, YOU'LL SEE THAT SAME OUTLINE.
IN MATH, OUR STUDENTS WITH DISABILITIES ARE REALLY ACHIEVING, AND YOU WILL SEE THAT IF WE STAY ON TRACK, WE'RE GOING TO EXCEED THAT END-OF-YEAR GOAL.
YOU'LL SEE THAT THERE WAS A GREAT GROWTH IN MATH ACROSS ALL GRADE LEVELS, AND THE OVERALL TREND SUGGESTS THAT WE'RE ON TRACK TO ACHIEVE THAT GOAL TO MEET OUR GOAL 4.
LOOKING AT OUR STUDENT POPULATIONS, AGAIN, YOU WILL SEE THE STUDENTS BASED ON NES VERSUS PUA.
I DO WANT TO BRING THIS UP THAT EVEN THOUGH OUR ENROLLMENT, OUR NUMBERS ARE DECLINING IN SPECIAL EDUCATION, WE'RE CONTINUING TO SEE A INCREASE IN STUDENTS WITH DISABILITIES.
YOU WILL SEE, IN THOSE DISTRICT NUMBERS, THE INCREASE FROM LAST YEAR TO THIS YEAR, AND THE STUDENTS THAT ARE IDENTIFIED.
AGAIN, LOOKING AT THOSE IN SIZES FOR ASIAN AND THE TWO RACES, THOSE ARE SMALL GROUPS, BUT ALSO KNOWING THAT WE HAVE TO CONTINUE TO MONITOR THOSE GROUPS AND MAKE SURE THAT THEY'RE PROGRESSING JUST LIKE THE OTHER GROUPS OF OUR STUDENTS.
AGAIN, THIS IS REALLY THE SAME INFORMATION THAT I JUST SPOKE ABOUT AS FOCUSING ON SPECIALLY DESIGNED INSTRUCTION AND REALLY LOOKING AT HOW THE READING ACADEMIES ARE ALSO IMPACTING OUR MATH SCORES BECAUSE WE'RE TARGETING THAT LITERACY.
YOU'LL SEE THAT OUR STUDENTS DO DO BETTER IN MATH BECAUSE, AGAIN, THERE'S A LOT OF ACCOMMODATIONS THAT THEY CAN RECEIVE IN THEIR MATH CLASSES, AS WELL AS ON THEIR STATE ASSESSMENTS THAT HELP THEM GROW IN MATH.
AGAIN, GOING BACK TO THAT SPECIALLY DESIGNED INSTRUCTION,
[02:15:03]
THAT'S SOMETHING THAT WE TRAIN OUR TEACHERS ON TO SAY, WHAT ARE THE ACCOMMODATIONS ARE STUDENTS NEED TO BE SUCCESSFUL, AND HOW ARE WE IMPLEMENTING THOSE WITH FIDELITY IN OUR CLASSROOMS? AS WE ADJUST OUR STRATEGIES, LOOKING BACK AT THAT EMERGENT BILINGUAL NUMBER, WORKING WITH ACADEMICS AND THE EMERGENT BILINGUAL DEPARTMENT ON HOW CAN WE LOOK AT THOSE SCAFFOLDS THAT WE'VE ALREADY STARTED AND ADD TO THOSE SCAFFOLDS TO ADDRESS THE LINGUISTIC SUPPORTS OF OUR DULY IDENTIFIED STUDENTS WHO ARE IDENTIFIED AS A MERGER OF BILINGUAL AND SPECIAL EDUCATION? ANY QUESTIONS?>> THANK YOU FIRST OF ALL, BUT WHY DO WE NOT HAVE BEGINNING OF YEAR FOR OUR SPECIAL ED REPORTING?
>> GREAT QUESTION. ONE OF THE REASONS IS BECAUSE WE'RE REALLY LOOKING AT COMPARING MIDDLE OF THE YEAR TO MIDDLE OF THE YEAR, BUT WE CAN GET THE BEGINNING OF THE YEAR FOR YOU AND ADD IT TO THAT.
>> JUST SO IT'S CONSISTENT, SO WE CAN SEE THE SAME DATA. THANK YOU.
>> I DO BELIEVE I HEARD YOU SAY THAT YOU HAVE A PLAN OR YOU'RE GOING TO SERIOUSLY MONITOR THE NUMBERS THAT WE HAVE IN THE ASIAN, AND I THINK IT'S A TWO-RACE GROUP.
I JUST WANT TO MAKE SURE THAT WE CONTINUE TO MONITOR THAT.
TO MAKE SURE THAT WE HAVE SOME SORT OF A PLAN TO TAKE A LOOK AT THAT BECAUSE THE NUMBERS ARE JUST REALLY [OVERLAPPING].
>> DEFINITELY. ALTHOUGH THE IN GROUP SIZE IS SMALL, THAT GROUP, THE ASIAN GROUP SPECIFICALLY, IS CONTAINED TO ABOUT 26 CAMPUSES, AND SO WE'RE REVIEWING THAT CAMPUS INFORMATION TO SEE HOW OTHER STUDENTS PROGRESS.
IS IT SPECIFICALLY A SCHOOL PROGRESSION VERSUS A SUB-POPULATION PROGRESSION? WE'RE LOOKING AT THAT.
>> [INAUDIBLE] THANK YOU. THE THING THAT I WONDERED ABOUT IS WHAT'S GOING ON WITH, I APPRECIATE YOU CALLING OUT THE INCREASE IN STUDENTS WITH DISABILITIES FROM YEAR OVER YEAR.
IT SEEMS ALSO THOUGH THAT OUR TOTAL NUMBER IS, MAYBE FOR THAT INCREASE, IT SEEMS LIKE IT'S DECREASED IN OUR NEA SCHOOLS AND INCREASED IN OUR PUA SCHOOLS.
WHAT'S GOING ON THERE, AND WHAT DOES THAT MEAN FOR MAYBE THE SERVICES WE'RE PROVIDING, AND OTHER CHALLENGES WE HAVE WITH THOSE NUMBERS FLUCTUATING LIKE THAT?
>> YES, WE CONTINUE TO IDENTIFY STUDENTS ACROSS THE DISTRICT.
WE HAVE, THIS YEAR, COMPLETED ABOUT 3,600 PLUS REFERRALS FOR SPECIAL EDUCATION.
RIGHT NOW, OUR TOTAL SPECIAL EDUCATION NUMBER IS AROUND 22,000 STUDENTS.
WE'RE CONTINUING TO INCREASE THAT IDENTIFICATION.
WE ARE SEEING AN INFLUX IN IDENTIFICATION AT OUR PUA SCHOOLS.
WHAT WE'RE DOING TO ADDRESS THAT IS REALLY WORKING WITH OUR NES SCHOOLS TO SAY, LET'S LOOK AT OUR KIDS, LOOK AT THE PERCENTAGES OF IDENTIFICATION.
WE DON'T WANT TO OVER-IDENTIFY, BUT WE DON'T WANT TO UNDER-IDENTIFY EITHER, IT'S A SLIPPERY SLOPE.
WE'RE DEFINITELY BREAKING DOWN THOSE NUMBERS BY CAMPUS TO SEE IF THERE ARE ANY ISSUES WITH IDENTIFICATION AS WELL.
>> THANK YOU. IT COULD BE SOMETHING LIKE SOME MAYBE MORE ATTENTION TOWARDS IDENTIFICATION AT SOME SCHOOLS VERSUS OTHERS, MAYBE PUA VERSUS NES, SOME DIFFERENCES THERE.
IF I'M PICKING UP WHAT YOU'RE [OVERLAPPING].
>> WE DON'T HAVE A ROOT CAUSE, [OVERLAPPING] HOWEVER, LOOKING AT THE NUMBERS, THERE'S A COUPLE OF THINGS HAPPENING TOO IN IDENTIFICATION RIGHT NOW.
HOUSE BILL 3928, WHICH IS THE DYSLEXIA LAW WHERE WE THIS YEAR IS OUR END OF THE YEAR WHERE WE HAVE TO EVALUATE STUDENTS WHO WERE RECEIVING DYSLEXIA SERVICES UNDER 504, AND EVALUATE THEM FOR SPECIAL EDUCATION IF THEIR PARENTS CONSENT TO THAT.
WE'RE IN THE PROCESS OF THAT AS WELL.
THAT COULD HAVE AN INFLUENCE, NOT NECESSARILY PUA OR NES,
[02:20:03]
BUT THAT COULD ALSO HAVE AN INFLUENCE ON THAT IDENTIFICATION NUMBER.LOOKING AT THAT TREND, WE ARE GOING BACK AND LOOKING AT INDIVIDUALIZED CAMPUSES TO MAKE SURE THAT THERE ISN'T AN IDENTIFICATION ISSUE AT ANY CAMPUS.
>> PART OF THIS ALSO, TO MAKE SURE I'M UNDERSTANDING THIS.
WE'RE TALKING ABOUT STUDENTS WITH WIDE RANGING NEEDS.
WE MIGHT BE SEEING, LET'S SAY MORE STUDENTS IDENTIFIED FOR DYSLEXIA, BUT THERE'S ALL NEEDS ACROSS OUR STUDENT POPULATION HERE, SO I GUESS IT'S ANOTHER THING TO CONSIDER.
I APPRECIATE YOU EXPLAINING THIS.
I THINK I'M PROCESSING THIS OUT LOUD.
THANK YOU FOR THAT. I APPRECIATE THAT ANSWER.
CAN I ALSO ASK ABOUT THE GROWTH NUMBERS, WHICH, AGAIN, THIS IS AMAZING, GREAT GROWTH NUMBERS, I REALLY APPRECIATE SEEING THIS, PERIOD, BUT THE DIFFERENCE BETWEEN THE GROWTH NUMBERS WE SEE IN READING VERSUS MATH, IS THERE SOMETHING THERE THAT WE SHOULD TAKE AWAY FROM THIS AROUND WHY WE SEE A HIGHER GROWTH NUMBER IN MATH IN OUR STUDENTS WITH DISABILITIES?
>> I THINK IT'S TWO FOLD: NUMBER 1, I WOULD SAY THAT MOST STUDENTS WITH DISABILITIES HAVE SOME TYPE OF READING DISABILITY AND WHEN WE LOOK AT OUR IDENTIFICATION, THAT THEY'RE STRUGGLING MORE WITH THEIR READING THAN THEY ARE MATH.
THE OTHER PIECE TO THIS IS THAT MATH IS MORE CONCEPTUAL VERSUS HAVING TO READ, AND SO A LOT OF OUR STUDENTS WITH DISABILITIES ARE VISUAL LEARNERS AND ARE ABLE TO PROCESS THAT.
THAT'S OUR ESTIMATION OF WHAT WE'RE SEEING, BUT I ALSO THINK THAT, LIKE KRISTEN SAID, JUST ABOUT OUR HIGH-QUALITY INSTRUCTION, I WANT TO GO BACK TO THAT BECAUSE MOST OF OUR STUDENTS ARE SERVED IN THE GENERAL EDUCATION CLASSROOM.
WHEN THEY'RE GETTING THAT HIGH-QUALITY, FIRST-TEACH INSTRUCTION, THAT'S ALSO IMPACTING OUR STUDENTS WITH DISABILITIES, JUST LIKE WE'RE SEEING IN OUR GENERAL EDUCATION.
THEN WE, SPECIAL EDUCATORS, TAP IN BECAUSE WE HELP WITH THAT SPECIALLY DESIGNED INSTRUCTION.
IF YOU'RE NOT MAKING THAT PROGRESS, WHAT CAN WE DO DIFFERENTLY THAN WHAT YOU'RE GETTING ON THAT DAY-TO-DAY TO REALLY FILL IN THE GAP WHERE THAT DISABILITY IS IMPACTING YOUR LEARNING? THAT'S SPECIAL EDUCATION.
>> I DON'T EXPECT THE ANSWER NOW.
I WAS GOING TO SAY I'D APPRECIATE BEING ABLE TO GO BACK TO UNDERSTAND THAT SHIFT IN NES AND PUA, IN NUMBERS OR IN COUNTS FROM YOUR [OVERLAPPING] I DON'T EXPECT TO SEE THAT NOW, BUT IT'D BE GREAT TO BE ABLE TO MAYBE REVISIT THAT. THANK YOU.
>> JUST TO BE CLEAR, THE MIDDLE OF THE YEAR '23-'24, THOSE NES CAMPUSES WERE THE NES CAMPUSES OF THAT TERM.
>> THEN THE MIDDLE OF THE THIS TIME IS MORE CAMPUSES.
IN ADDITION TO THE NUMBER, THERE'S A NUMBER OF CAMPUSES WHICH PRESUMABLY HAD STUDENTS WITH DISABILITIES IN THEM?
>> THAT SHOULD BE REPRESENTED HERE.
THAT ENTIRE CAMPUS WOULD HAVE SHIFTED OVER TO THE NES REPORTING HERE.
>> THANK YOU FOR THE PRESENTATION.
>> I WAS STRUCK BY TWO THINGS.
ONE. IN THE CHART THAT'S BEFORE US, THE NUMBER OF BLACK STUDENTS SEEMS TO BE AT A HIGHER RATE THAN IN THE PUA AREA, SO NES VERSUS PUA.
SEEMS TO BE THE ONLY CATEGORY THAT'S DRAMATIC.
I JUST WONDER ABOUT THAT, AND YOUR THOUGHTS ON THAT PARTICULAR PIECE.
>> AS FAR AS THE IDENTIFICATION, OR I THINK JUST WHAT WE SPOKE ABOUT, AS FAR AS THE IDENTIFICATION WHEN LOOKING AT THESE NUMBERS, WE KNOW WE'RE INCREASING ACROSS THE DISTRICT, BUT WE ARE GOING BACK AND LOOKING AT THAT DATA BY SCHOOL TO SEE THE PERCENT FOR EACH SCHOOL AS FAR AS IDENTIFICATION FOR SPECIAL EDUCATION SERVICES, TO REALLY CONDUCT AN ANALYSIS, TO SEE ARE WE OVER IDENTIFYING, ARE WE UNDERIDENTIFYING,
[02:25:01]
AND MAKING SURE THAT OUR CAMPUSES HAVE THE SUPPORTS THEY NEED IF THERE ARE STUDENTS THAT ARE STRUGGLING AND THEY FEEL LIKE THAT THERE'S DATA THAT REPRESENTS A NEED FOR THEM TO BE EVALUATED FOR SPECIAL EDUCATION, MAKING SURE THAT THEY UNDERSTAND THE PROCESS AND WHAT THAT ENCOMPASSES.>> BECAUSE YEAR OVER YEAR, I DON'T SEE A GREAT INCREASE IN THE NUMBER OF BLACK STUDENTS, NES TO NES, AND I SEE A DECREASE IN PUA TO PUA.
IT JUST RAISES AN ALARM FOR ME, A SMALL ONE.
IT'D BE GOOD TO GET SOME INFORMATION ON THAT.
>> I CAN FOLLOW UP WITH ADDITIONAL INFORMATION ON THE IDENTIFICATION ACROSS CAMPUSES.
>> THEN SECOND, I'D LIKE, IF YOU WILL, TO HELP ME MARRY THE GOAL AND THE GOAL PROGRESS MEASURE AND HOW THESE TWO CONNECT BECAUSE WE'VE GOT A GOAL TO HIT 78% IN FIVE YEARS, BUT THEN WHEN I LOOK AT OUR TARGETS FOR THE GPM, THEY'RE MUCH LOWER.
THESE TWO ARE MEASURING THE SAME THING, CORRECT?
>> IF WHAT WE'RE PROJECTING IN OUR GOAL PROGRESS MEASURE SEEM LIKE WHAT CHIEF HOLE SPOKE ABOUT IS WE'RE UTILIZING MAP TO PROJECT WHAT WE'RE GOING TO DO ON STAR.
EVEN LAST YEAR, WITH OUR STUDENTS WITH DISABILITIES ON THE MEET ON THE GROWTH AREA, AT THE END OF THE YEAR, WE ACHIEVED HIGHER IN STAR THAN WE DID ON NWA MAP AT THE END OF THE YEAR.
IF WE CONTINUE GROWING ON NWA MAP, OUR PROJECTION IS THAT WE ARE GOING TO MEET THE STANDARD THAT WE SET ON STAR.
>> GOT IT. IF I CAN USE MY OWN TERMS, JUST TO MAKE SURE I UNDERSTAND, BECAUSE WE JUST GOT A LINKING STUDY, SAYING THAT THESE THINGS ARE NOW MORE CLOSELY ALIGNED IT MAY BE THE CASE THAT IN SPECIAL ED THAT LINK STILL ISN'T FULLY MERGED BECAUSE WHAT MAP IS TELLING US IS 55%, WHEREAS OUR ACTUAL PERFORMANCE AT THE SCHOOL LEVEL, AND STAR IS HIGHER.
I'M NOT SURE I UNDERSTAND YOUR QUESTION.
>> THE LINKING STUDY ONLY IMPACTS THE PROJECTED PROFICIENCY TO STAR.
>> IT WOULD NOT IMPACT A STUDENT'S ABILITY TO MEET THEIR GROWTH TARGET.
>> ANYBODY ELSE? I'LL TAKE A MOTION TO ACCEPT THE BOARD MONITORING UPDATE ON GOAL 3 PROGRESS MEASURES 3.4, 3.5, AND GOAL PROGRESS MEASURES 4.1 AND 4.2.
PROBABLY HAVE TO HIT MY COMPUTER AGAIN.
>> I'M HAVING A LITTLE TROUBLE HERE. THERE WE GO.
THERE WE GO. WE HAVE A MOTION AND A SECOND.
ANY OTHER QUESTIONS? IF NOT, PLEASE VOTE.
THE MOTION PASSES WITH EIGHT, YES, AND ONE NO.
NEXT ITEM ON THE AGENDA IS THE ITEM 5,
[ITEMS PULLED FROM CONSENT AGENDA]
WHICH IS CONSIDERATION AND APPROVAL OF THE NEW GOAL PROGRESS MEASURES TARGETS.I THINK WE TALKED ABOUT THAT A BIT.
IS THERE GOING TO BE A BROADER DISCUSSION?
>> YOU ASKED ABOUT THE BOARD MEMBERS?
>> WELL, IT WAS PULLED OFF THE CONSENT AGENDA. WE TALKED ABOUT IT.
THERE WERE QUESTIONS ANSWERED IN THE Q&A.
ARE THERE QUESTIONS THAT BOARD MEMBERS HAVE ABOUT THIS ITEM? SOMEBODY PULLED IT.
>> I PULLED IT. I ASKED IF WE COULD GET A BROAD OVERVIEW FROM CHIEF HOLE.
[02:30:05]
>> THANK YOU. THIS ITEM IS A PROPOSAL TO UPDATE A SET OF TARGETS IN A SET OF GOAL PROGRESS MEASURES THAT WERE IMPACTED BY THE MAP LINKING STUDY.
LAST YEAR, ALL DATA RECEIVED FROM MAP WAS COMPLETED END OF YEAR BASED ON THE LINKING STUDY THAT MAP HAD PROVIDED US.
THEN WE USED THE END-OF-YEAR DATA THAT WAS PRODUCED FOR LAST SCHOOL YEAR TO SET TARGETS FOR THE UPCOMING YEAR.
IN THE SUMMER AFTER THE DATA WAS COMPLETED, MAP RELEASED A NEW LINKING STUDY THAT BASICALLY BETTER ALIGNED MAP PROJECTED PROFICIENCY TARGETS TO STAR.
GOING FORWARD, ALL THE DATA THAT MAP PRODUCES WILL BE BASED ON THE CUT POINT SET IN THIS NEW LINKING STUDY.
WHEN THAT HAPPENS, IT MAKES IT TO WHERE LAST YEAR'S DATA, WHICH WAS BASED ON MAP'S OLD LINKING STUDY, WOULD NOT BE COMPARABLE APPLES TO APPLES WITH ANY DATA IN THE FUTURE COMPARED TO MAP'S NEW LINKING STUDY.
WHAT MAP AND GENERAL RESEARCHERS RECOMMEND IS THAT WE GO BACK TO PREVIOUS YEARS' DATA AND UPDATE IT BASED ON THE NEW LINKING STUDY.
THAT IS WHAT WE DID. WE WENT BACK TO '23/'24 DATA FOR BOI, MOI, AND EOI, AND WE UPDATED THE MAP PROJECTIONS BASED ON MAP'S NEW LINKING STUDY, AND THEN WE USED THAT TO PROPOSE AN UPDATED SET OF TARGETS.
WHAT THIS ALLOWS US TO DO IS COMPARE MAP RESULTS IN AN APPLES-TO-APPLES WAY FROM LAST YEAR AND GOING FORWARD INTO NEXT YEAR, SO IT MAKES THE TARGETS BE SET BASED ON THE STUDY THAT'S GOING TO APPLY TO ALL FUTURE DATA.
WHEN THAT HAPPENED, WE LOOKED ACROSS THE BOARD, AND THERE WERE A SET OF TARGETS THAT HAVE BEEN APPROVED WHERE WE HAD TO TAKE THAT REVISED END-OF-YEAR BASELINE, UPDATE IT, AND THEN RESET TARGETS BASED ON THAT UPDATED BASELINE.
THERE WERE A SET THAT, AGAIN, ARE NOT IMPACTED BECAUSE THIS LINKING STUDY IMPACTS ANY METRICS THAT PROJECTS PROFICIENCY, BUT IT DOESN'T ACTUALLY IMPACT WHAT STACY JUST SHOWED, WHICH IS PROJECTING THEIR EXPECTED GROWTH TARGET.
IT ALSO DIDN'T IMPACT SOME OF THE GPMS THAT HAD NOTHING TO DO WITH MAP.
WHAT YOU SEE IN THIS ITEM IS A RECALCULATION OF END-OF-YEAR RESULTS FROM LAST YEAR, BASED ON THE LINKING STUDY AND THEN THE NEW TARGETS THAT WERE PROPOSED.
>> ONE QUESTION. AS I UNDERSTAND IT, WE USED THE SAME METHODOLOGY TO SET THE NEW TARGETS, BUT WE JUST SHIFTED THAT BASED ON THE LINKING STUDY, IS THAT CORRECT?
>> MOSTLY. I'LL WALK YOU THROUGH THE RATIONALE FOR ALL OF THE TARGET SETTING.
ONE OF THE QUESTIONS THAT THE BOARD ASKS ALL THE TIME IS, HOW DO WE KNOW THAT THE GPMS WILL LEAD TO THE OVERALL GOAL? WHAT WE DID IS WE SAID IN GPM 1.1 AND 2.1 THAT IS A MAP GPM, THAT IS A PROFICIENCY MEASURE OF MAP, AND THAT TIES AND CAN BE COMPARED A LITTLE BIT MORE APPLES TO APPLES WITH OUR OVERALL GOAL, GOAL 1, AND GOAL 2, WHICH IS A PROFICIENCY MEASURE FOR STAR.
THE WAY THAT WE SET THAT 2028 TARGET IS WE SAID THAT 2028 TARGET FOR MAP WILL ALIGN EXACTLY WITH THE 2028 TARGET FOR STAR, AND THEN WE'LL BACKWARD MAP FROM THERE BASED ON WHERE WE ARE TODAY AND WHERE WE ARE IN THE FUTURE.
THAT WILL ENSURE THAT THE PROFICIENCY METRICS IN MAP WILL GET US TO WHERE WE NEED TO GO FOR THE PROFICIENCY MEASURES IN STAR.
THEN, IF YOU LOOK AT 1.2 AND 2.2, THEY'RE ALSO PROFICIENCY MEASURES, BUT THEY'RE ONLY FOCUSED ON NES SCHOOLS.
NES SCHOOLS HAVE HISTORICALLY BEEN BEHIND THE DISTRICT IN PROFICIENCY.
THE WAY WE SET TARGETS FOR THEM IS WE SAID THEY MUST GROW AS FAST AS THE FULL DISTRICT.
IF THE FULL DISTRICT IS ON TRACK TO MEET THAT END-OF-THE-YEAR STAR GOAL, NES CAMPUSES ALSO HAVE TO GROW AT THAT SAME RATE OF PROFICIENCY AS THE FULL DISTRICT DOES AS A WAY TO MAKE SURE THAT THE NES CAMPUSES KEEP US MOVING IN ALIGNMENT WITH THE STAR GOAL.
THE GROWTH OF THE FULL DISTRICT MATCHES THE GROWTH TARGETS OF NES.
[02:35:08]
THEN, THE LAST BUCKET OF GPMS IS SOMETIMES, WE HAVE A GPM THAT DOESN'T ALIGN WITH THE STAR GOAL BECAUSE IT'S JUST A DIFFERENT TYPE OF METRIC.ACTUALLY, WHAT WE JUST DID TODAY IS A GOOD EXAMPLE.
IN GOAL 3, THE OVERALL GOAL IS TSI READINESS, WHICH IS TYPICALLY LOOKED AT IN 11TH GRADE AND IBC ATTAINMENT, BUT WE ACTUALLY LOOKED AT 4TH-8TH GRADE MAP, SO WE DIDN'T HAVE A GOAL 3 TO CONNECT OUR MAP GOALS WITH.
IN THAT SITUATION, WHAT WE DID IS WE SAID, WHAT IS A RIGOROUS PROFICIENCY GOAL TO SET FOR A DISTRICT? WE LOOKED AT THE STATE SCORES, WE LOOKED AT ALL URBAN DISTRICT SCORES, AND WE LOOKED AT NEP, AND ACROSS THE BOARD.
IF WE GROW TWO PERCENTAGE POINTS IN PROFICIENCY, WE FAR OUTPERFORM ALL OF THOSE THREE CATEGORIES.
STATE INCREASES IN PROFICIENCY, URBAN DISTRICT INCREASES IN PROFICIENCY, AND NEP INCREASES IN PROFICIENCY.
TWO PERCENTAGE POINTS WAS A RIGOROUS TARGET TO SET FOR ALL OF THOSE PROFICIENCY METRICS, WHERE WE DIDN'T ACTUALLY HAVE OUR OWN GOAL TO DIRECTLY CONNECT TO. DOES THAT MAKE SENSE?
>> THOSE ARE THE THREE METHODOLOGIES THAT WERE USED IN THIS PROPOSAL.
THIS IS FOR YOU, SUPERINTENDENT.
BUT WHEN YOU DESCRIBE THE MONITORING AND THE GOALS FOR OUR NES CAMPUSES, IF THEY'RE INCREMENTALLY INCREASING AT THE SAME RATE AS THE FULL DISTRICT, ONE OF OUR GOALS HERE IS TO CLOSE THE ACHIEVEMENT GAP.
I'M WONDERING IF ONE OF YOU CAN ADDRESS THAT.
>> ONE THOUGHT IS THEY ACTUALLY HAVE TO GROW MORE SOMETIMES TO EVEN REACH PROFICIENCY GROWTH.
TO INCREASE, WE HAVE HIGHER VOLUMES OF STUDENTS THAT ARE NOT MEETING GRADE LEVEL EXPECTATIONS.
TO INCREASE THEIR PROFICIENCY LEVELS AT MEETS EXPECTATIONS ARE ABOVE, YOU STILL HAVE TO SEE A LOT OF GROWTH, AND SOMETIMES MORE THAN A YEAR'S WORTH OF GROWTH FOR THE STUDENTS TO MEET PROFICIENCY LEVELS.
THE NES METRICS ARE PROFICIENCY METRICS, WHICH OFTENTIMES REQUIRES SIGNIFICANT GROWTH BECAUSE THEY'VE BEEN SO BEHIND IN PROFICIENCY LEVELS.
WE KNOW THROUGH LOTS OF DATA THAT KIDS WHO ARE FURTHER BEHIND HAVE A HARDER TIME RAISING THEIR ACHIEVEMENT THAN KIDS WHO ARE ALREADY PROFICIENT, EVEN THOUGH THEY HAVE A LONGER RUNWAY.
ASKING THEM TO REALLY OUTPACE KIDS WHO ARE ALREADY PROFICIENT IS PROBABLY A LITTLE UNREALISTIC.
THE LAST THING I'D SAY IS, IT'S NOT JUST THIS METRIC, WE LOOK AT OTHER METRICS, AND YOU CAN SEE IN THE LAST EXAMS IN NWA AND STAR KIDS WHO ARE BEHIND ARE GROWING MORE THAN THE PROFICIENT KIDS, AND THAT'S FOR A LOT OF REASONS.
WE ARE OVERCOMING SOME OF THAT, SO WE ARE CLOSING THE GAP.
>> I'M NOT DISAGREEING WITH THAT.
I'M JUST ASKING IF THAT'S THE PURPOSE, WHICH IT IS, HOW DOES THAT REFLECT IN THIS? IF THE ANSWER IS THAT IT'S BECAUSE TO ACHIEVE IN 1.2 ACHIEVE 49% OF GRADE 3 STUDENTS MEETING GRADE LEVEL, IT'S ACTUALLY MORE OF A GROWTH THAN ACHIEVING 56% IN OUR OVERALL SET OF KIDS, THEN THAT I THINK ANSWERS MY QUESTION. THANK YOU.
>> ANY OTHER QUESTIONS? GO AHEAD. LADIES FIRST.
>> I JUST HAD A QUESTION. THANK YOU, CHIEF HOLE ON TIMING.
I JUST WANT TO MAKE SURE I'M FOLLOWING HERE BECAUSE, AS THE EXECUTIVE SUMMARY STATES, WE JUST UPDATED GPMS TWO MONTHS AGO.
I REMEMBER THIS AS A POINT FOR ME PERSONALLY BECAUSE I REMEMBER THE CONVERSATION AROUND THE LINKING STUDY WE HAD WAS TIED TO A 2020 VERSION OF STAR PREVIOUSLY, I THINK, AND THAT WAS AN ASTRID TO US UNDERSTANDING HOW MAP WOULD ACTUALLY FORECAST HOW WELL STUDENTS DID ON STAR.
THIS NEW CALIBRATION STUDY IS THAT WHAT WE'RE CALLING IT? LINKING STUDY WAS RELEASED IN JULY OF 2024?
[02:40:01]
>> JUST UNDERSTANDING PROCESS OF HOW YOU AND YOUR TEAM WORK, WHY DIDN'T WE DO THIS BEFORE WE UPDATED GOALS IN MARCH? THAT'S JUST MY QUESTION BECAUSE IT SEEMS LIKE WE'RE REDOING SOMETHING WE JUST DID AND I JUST WANT TO CALL A THING A THING.
WE KNEW ABOUT THE LINKING STUDY AND KNEW WE WERE GOING TO HAVE TO MAKE SURE THAT THE PROJECTIONS FOLLOWED.
WE JUST WERE VERY SET ON NOT CHANGING HISTORICAL DATA AT THE TIME.
WE USED THE DATA THAT WE REPORTED OUT HISTORICALLY IN '23, '24 TO SET OUR TARGETS.
WE HAD TO GO RECALCULATE ALL HISTORICAL DATA TO DO THIS, AND WE SET THE TARGETS BASED ON THE ACTUAL DATA THAT WE SAW AT '23, '24 END OF YEAR.
IN RETROSPECT, WE WOULD HAVE UPDATED ALL '23, '24 DATA SOONER, BUT WE DIDN'T CHANGE THE DATA THAT WE KNEW WE REPORTED OUT TO THE PUBLIC ACCURATELY AT END OF YEAR AT THE TIME WE SET THE TARGETS.
>> WE HAVE DONE THAT. WE RERAN ALL '23, '24 DATA BASED ON THE NEW LINKING STUDY.
ACTUALLY, THAT'S WHY YOU HEARD SOME OF THE QUESTIONS AROUND, "DID THE END OF YEAR RESULTS FROM LAST YEAR CHANGE?" THE ANSWER IS YES, BASED ON THE NEW LINKING STUDY.
THE NEW LINKING STUDY SET DIFFERENT CUT POINTS FOR HOW STUDENTS WERE PROJECTED TO MEET STAAR TO AGAIN, ENSURE THAT THE MAP PROJECTION STAY A LINE TO STAAR.
>> I GUESS THAT'S THE QUESTION THAT AUDREY ASKED AND I WANT TO RE-ASK IT SO I MAKE SURE I'M CLEAR, NOW THAT WE'RE HAVING THIS CONVERSATION.
HOW DID THAT RECALCULATION IMPACT '23, '24 END OF YEAR ASSESSMENT RESULTS?
OUR SCORES LAST YEAR, WE HAD A HIGHER PERCENTAGE OF STUDENTS WHO WERE PROJECTED TO MEET STAAR.
THERE'S A LOT OF THINGS YOU COULD THINK ABOUT THAT.
I THINK ONE THING IS WHEN TEA RELEASED THE NEW STAAR TEST, THEY DID THINGS THAT, I THINK SOME WOULD SAY INCREASED THE RIGOR OF THE TEST.
WHEN MAPS LINKING STUDY WAS RELEASED, THE CUT POINTS FOR WHAT WERE PROJECTED TO MEET ON STAAR WERE LOWERED.
MORE OF OUR STUDENTS MET THEM, WHICH SHOWED AN INCREASE IN PROJECTIONS.
BUT BECAUSE WE'VE UPDATED HISTORICAL DATA WITH THE NEW LINKING STUDY, IT SHOULD BE EQUALLY RIGOROUS FOR US TO HIT THOSE TARGETS BECAUSE THE OLD DATA HAS NOW BEEN UPDATED TO THE SAME CUT POINTS THAT ARE REQUIRED AS ANY NEW DATA GOING FORWARD.
>> THAT'S A GREAT STORY THAT WE DID BETTER THAN WE THOUGHT. THANK YOU.
>> GUESS MY MICE IS KNOWN. THANK YOU AGAIN FOR YOUR PRESENTATION.
I WAS JUST TRYING TO MARRY A COUPLE OF THINGS.
ON 4.3, IS IT TRUE THAT WE'RE LOOKING AT THIRD THROUGH EIGHTH?
4.3 WAS A METRIC THAT WAS NOT CHANGED IN MARCH.
WE ACTUALLY DIDN'T UPDATE THE METRIC.
THAT METRIC WAS ALWAYS THIRD THROUGH EIGHTH, BUT BECAUSE IT WAS A MAP METRIC, WE HAD TO CHANGE THE TARGET ITSELF.
4.3 ACTUALLY WASN'T ON ONE OF THE LIST THAT WE JUST UPDATED.
IT GOT ADDED BECAUSE OF THE LINKING STUDY UPDATE.
WHENEVER WE LOOKED AT THE GPMS, ONE OF THE THINGS WE DID WAS FOCUS ON GPMS THAT HAD CGI WITHIN THEM AND THIS WASN'T ONE OF THOSE.
THIS ONE ALSO HADN'T REACHED OUR 2028 GOAL.
WHEN WE ACTUALLY LOOKED COLLECTIVELY AT ALL GPMS, THIS WASN'T ONE THAT WE TOUCHED AT THAT TIME.
WE BROUGHT IT BACK AGAIN, BECAUSE IT WAS A PROFICIENCY METRIC AND THEREFORE IMPACTED BY THE LINKING STUDY.
>> THANK YOU AGAIN FOR THE INFORMATION.
WHAT MAKES IT CHALLENGING OBVIOUSLY WHEN WE'RE CHANGING METRICS, IT'S HARD FOR ME, I'LL SAY, I DON'T WANT TO SPEAK FOR BOTH.
FOR ME IT TRACK OUR REAL PROGRESS, SO THAT'S CHALLENGING.
BUT I WANT TO TALK ABOUT THE 2028 GOAL THAT WE'RE THE TARGET THAT WE'RE TRYING TO REACH.
IF I LOOK AT THE ONES THAT WERE APPROVED IN MARCH, 1.3 IN PARTICULAR, OUR TARGET WAS 56, THE NEW PROPOSED TARGET IS 51, WHICH SEEMS TO BE FEWER, A SMALLER AMOUNT.
[02:45:02]
TELL ME THE LOGIC BEHIND THAT BECAUSE IF I'M JUST TAKING BASIC MATH.1.3, OUR BASELINE WAS 41%, OUR TARGET ULTIMATE IT WAS 56%, THAT'S A 15% INCREASE.
BUT HERE, WE'RE ONLY SEEING A 9% ASK. TELL ME ABOUT THOSE.
>> THAT'S BECAUSE WHEN WE WERE TRYING TO SET TARGETS THE FIRST TIME, WE WERE REALLY ANCHORED ON LET'S MAKE SURE FOR GPMS OUR TARGET WHENEVER POSSIBLE, AND WHENEVER IT MAKES SENSE, ALIGNS DIRECTLY TO THE OVERALL GOAL.
I THINK GOAL 1 AND GOAL 2 ARE GOOD EXAMPLES WHERE 1.1 AND 2.1, THEY ARE PROFICIENCY MAP METRICS, AND THAT ALIGNS DIRECTLY WITH A PROFICIENCY STAAR GOAL.
THEREFORE, THE 2028 TARGET AND THE OVERALL GOAL MATCHES THE OVERALL GOAL FOR THE GPM.
WE ORIGINALLY SAID, LET'S FOLLOW THAT METHODOLOGY IN 1.2 AND 2.2, BUT WHEN WE ACTUALLY LOOKED AT IT, THAT REQUIRES A PROFICIENCY JUMP JUST FOR ANY NES SCHOOLS.
THAT IS FAR OUTPACING WHAT WE THINK IS POTENTIALLY ACHIEVABLE FOR NES PROFICIENCY.
BECAUSE IF WE THINK ABOUT THE BANDS, DOES NOT MEET APPROACHES MEETS.
WE HAVE MUCH HIGHER VOLUMES OF KIDS AND THAT DOES NOT MEET THAN IN OUR PUA CAMPUSES.
TO HAVE OUR NES CAMPUSES JUMP TO THE SAME PROFICIENCY LEVEL AS THE OVERALL DISTRICT WAS A REALLY HIGH PERCENTAGE POINT JUMP.
IN THIS VERSION, FOR NES CAMPUSES, WHEN WE SAID, "HEY, WE'RE LOOKING AT JUST NES CAMPUSES," WE WANT THEM TO GROW PROFICIENCY.
WE WANT TO KEEP THAT TARGET HIGH.
WE'RE GOING TO KEEP THEM ON PACE TO GROW AT THE SAME RATE AS THE DISTRICT.
YOU ACTUALLY CAN SEE HERE IS IN 1.1, AND THE TARGET, RIGHT NOW, THE END OF YEAR ACTUAL IS 47, AND THEY JUMPED TO 56 BY THE END OF THE YEAR AND 1.1, THAT'S NINE PERCENTAGE POINTS OF GROWTH.
IF YOU LOOK AT 1.2, JUST NES, THEY START AT 40 AND JUMP TO 49, THAT'S ALSO NINE PERCENTAGE POINTS GROWTH.
WE HAD THEM FOLLOW THE SAME GROWTH RATE THAT'S EXPECTED OF THE DISTRICT.
>> I WAS ASKING ABOUT 1.3 IN PARTICULAR.
THAT'S A SECOND GRADE PROFICIENCY METRIC.
WE'RE PROJECTING AT IN SECOND GRADE, WHAT THEY'RE GOING TO DO BY THE END OF THIRD GRADE.
TO SAY AT THE END OF SECOND GRADE, THEY'RE AT THE SAME PROFICIENCY LEVEL AS END OF THIRD.
WE SAID THAT THAT'S A BIG JUMP FOR SECOND GRADERS TO GROW AT THE SAME RATE AS THIRD GRADERS IN PROFICIENCY.
THAT'S WHERE WE SAID, THIS METRIC DOESN'T ACTUALLY DIRECTLY ALIGN TO THE OVERALL STAAR GOAL.
THEN WE FOCUSED BACK ON THE METHODOLOGY OF THE TWO PERCENTAGE POINTS PROFICIENCY INCREASE IN A GIVEN YEAR FOR A GIVEN GROUP OF STUDENTS, WHICH WAS BACK TO THE SAME METHODOLOGY WE TOOK WITH 3.4 AND 3.5 WHERE THE METRIC ITSELF DIDN'T DIRECTLY ALIGN TO THE GOAL.
>> JUST BE CLEAR, WE'RE NOT CHANGING THE GOALS.
JUST THE MEASURES, AIMING TO THE GOAL.
TRYING TO ALIGN WITH THE NEW DATA THAT WAS CONNECTED WITH THIS UPDATING OF THE DATA RELATIVE TO MATCHING WHAT STAAR MIGHT LOOK LIKE.
>> CORRECT. NONE OF THE GPMS THAT WE'RE TALKING ABOUT NOW HAVE CHANGED FROM PREVIOUS.
IT'S JUST WHAT WE SAID AS THE '25, '26, '27, AND '28 TARGET.
>> ANYTHING ELSE. MAY I HAVE A MOTION TO APPROVE ITEM 5, CONSIDERATION OF AN APPROVAL OF THE NEW GOAL PROGRESS MEASURE TARGETS. WHAT?
>> GO AHEAD. WE HAVE A MOTION AND A SECOND.
IS THERE ANY OTHER QUESTIONS OR COMMENTS? I GUESS THERE IS.
>> YES. I WILL SAY I SPECIFICALLY TALKED TO OUR COACH ABOUT THESE.
I THINK SHE ANSWERED OR WE'RE GOING TO ANSWER AS WELL, BUT I SPECIFICALLY ASKED HER IF SHE SUPPORTS THIS AND HAS DONE THE MATH HERSELF AND SHE SAID, YES.
>> GOOD TO KNOW. LET'S GO AHEAD AND PLEASE VOTE THEN.
THE MOTION PASSES WITH ONE ABSTENTION AND ONE NO.
[02:50:03]
THE NEXT ITEM IS ITEM 11, I BELIEVE, WHICH WE PULLED AND THAT RELATES TO THE APPROVAL OF THE DISTRICT-WIDE USE OF DISTRICT-DEVELOPED CURRICULUM.IS THERE THAT WAS PULLED I BELIEVE. MARTINEZ.
>> YES. THANK YOU, MR. PRESIDENT.
THEY ANSWER SOME OF THE QUESTIONS IN THE Q&A WHEN WE GOT THIS PAST MONDAY.
GIVE ME ONE SECOND AND PULL THEM UP REAL QUICK.
I KNOW SUPERINTENDENT, YOU'VE TALKED ABOUT HOW TEACHERS HAVE A LOT OF OPPORTUNITIES TO PROVIDE FEEDBACK, WHICH IS FANTASTIC THROUGH THE PROCESS.
SOME OF THE RESPONSE TO THE QUESTION WAS ABOUT SOME OF THE RECOMMENDATIONS THAT THEY SUGGESTED.
I GUESS THE QUESTION I WOULD HAVE IS, OF THOSE RECOMMENDATIONS, WHAT HAS BEEN IMPLEMENTED THROUGHOUT? I KNOW THERE WAS A REFERENCE TO GT FURTHER INSTRUCTION FOR TIER 1.
CAN YOU DISCUSS MAYBE PERHAPS THE OTHER RECOMMENDATIONS TO WHAT EXTENT HAVE THEY BEEN IMPLEMENTED?
>> YES, I COULD PULL THAT Q&A, BUT ONE OF THE THINGS, FOR EXAMPLE, WAS THE INTEGRATION OF NOVELS.
IN THIRD THROUGH EIGHTH RIGHT NOW, ALL CAMPUSES ARE READING A NOVEL.
IN FOURTH AND FIFTH, THEY ALREADY HAD ONE NOVEL IN THE CURRICULUM.
WE'VE ADDED A NEW ONE, SO EVERYONE'S GOING THROUGH THAT RIGHT NOW, AND THEN IN NEXT YEAR, WE'RE LOOKING AT A SECOND, ESPECIALLY IN SIXTH THROUGH 10TH.
WE RUN THESE FOCUS GROUPS GENERALLY AROUND THE SPRING TO PREPARE FOR ALL OF THE WRITING FOR THE FOLLOWING YEAR.
BUT THAT ONE, IN PARTICULAR, WE IMPLEMENTED MORE QUICKLY AS ONE EXAMPLE.
>> I KNOW YOU'VE MENTIONED IN THE PAST THAT WE DON'T GO THROUGH THE STATE BECAUSE WE WOULD HAVE TO THEN SUSPEND ANY CHANGES OR HOLD OFF, IS THAT CORRECT?
>> I APPRECIATE AGAIN THE FACT THAT WE'RE MAKING THESE CHANGES ON AN ONGOING BASIS.
CAN YOU SHARE WITH ME A LITTLE BIT ABOUT HOW WE ACTUALLY MAKE THOSE CORRECTIONS? WHO MAKES THEM? WHAT RESOURCES DO WE HAVE? WHETHER EXTERNAL OR INTERNAL PEOPLE, COMPANIES, VENDORS THAT HELP US TO CREATE THIS CURRICULUM?
>> THE MAJORITY OF THE CHANGES ARE IMPLEMENTED BY OUR HISD CURRICULUM DESIGN TEAM.
WE HAVE DEDICATED WRITERS FOR EVERY CONTENT AREA AND GRADE BAND AND IN SOME INSTANCES, MULTIPLE WRITERS.
ALL OF THOSE GROUPS OF PEOPLE COME TOGETHER.
THEN FOR EVERY CONTENT AREA IN GRADE BAND, WE HAVE THE WRITER, AND THEN WE HAVE TWO OR THREE ADDITIONAL PEOPLE THAT COME TOGETHER FOR WHAT WE CALL A BRAIN TRUST WHO ALSO GIVE FEEDBACK ON EVERY SINGLE LESSON THAT'S PRODUCED, VET IT TO MAKE SURE IT'S OUT THERE.
THEN ALL OF THOSE WRITERS WILL TYPICALLY GO AND WALK CAMPUSES.
THAT'S ONE GOOD WAY WHERE THEY CAN VISUALLY SEE HOW THE CURRICULUM IS BEING IMPLEMENTED BASED ON WHAT THEY'RE WRITING.
THAT ALLOWS THEM TO CONTINUOUSLY IMPROVE. THEN WE HAVE MR. MILES AND CHIEF MASSEY CONTINUOUSLY CALLING US AND GIVING US FEEDBACK FOR HOW WE CAN IMPROVE.
>> I'M SURE HE DOES. [LAUGHTER]
>> WE WELCOME IT. ONE EXAMPLE OF AN IMPROVEMENT IS OUR WRITERS ADD A LOT OF RESOURCES AND MATERIALS INTO THE PRESENTATIONS FOR OUR TEACHERS, AND ONE OF THE THINGS WE ALSO WANT TO MAKE SURE TEACHERS DO IS GET DIRECTLY TO THAT LEARNING OBJECTIVE.
WE'VE ACTUALLY DONE THINGS TO MAKE ADJUSTMENTS IN THE MATERIALS THEMSELVES TO HELP THEM GET RIGHT TO THAT LEARNING OBJECTIVE RIGHT AWAY.
SOMETIMES THAT ACTUALLY REQUIRES REMOVING STUFF, SOMETIMES IT REQUIRES VISUAL CUES TO HELP THEM KNOW HOW TO STAY PACED AND STAY ON TRACK.
EVERYTHING FROM HIGH LEVEL AGENDA SLIDES TO CLEAR BREAKING POINTS IN THE PRESENTATION WHERE WE'RE SAYING, "HEY, THIS SECTION SHOULD TAKE ABOUT 15 MINUTES.
THIS SECTION SHOULD TAKE ABOUT 20 MINUTES." VISUAL CUES TO HELP THE TEACHER WITH PACING SO THAT AS WE'RE WALKING AND WE'RE SEEING, HEY WE WANT TO SEE THEM GET TO THE LEARNING OBJECTIVE FASTER AND GET THROUGH THE LESSON SO THAT KIDS CAN GET THAT IN-DEPTH INDEPENDENT PRACTICE BY THE END OF EVERY CLASS PERIOD, THEN THOSE THINGS WE CAN EMBED INTO THE CURRICULUM TO AGAIN HELP THAT TEACHER.
THOSE ARE EXAMPLES OF THINGS THAT WE'VE DONE REAL-TIME AS WE HEAR THEM AND SEE THEM BASED ON IMPLEMENTING IN THE FIELD.
>> IF I CAN ADD, I TALKED LAST TIME ABOUT THE CLOSE INTEGRATION OF CURRICULUM AND INSTRUCTIONAL PRACTICES.
IT'S BEEN IMPROVED OVER THE LAST TWO YEARS.
IT'S NOT RIDDLED WITH MISTAKES.
IT'S A REALLY GOOD CURRICULUM.
EVEN TODAY, WE'RE WORKING ON THE NUANCE OF
[02:55:03]
THIS CLOSE INTEGRATION OF CURRICULUM AND INSTRUCTION. I WAS AT SHADYDALE.THE CURRICULUM WAS GOOD EXCEPT FOURTH GRADE LANGUAGE ARTS, THE DIFFERENTIATION BETWEEN THE LEARNERS AND THE S2, THE KIDS WHO ARE SECURED AND PROFICIENT, WAS NOT AS STRONG AS IT SHOULD BE.
I PICKED UP THE PHONE, I CALLED PAGE SO THAT THEY COULD WORK ON IT.
THAT HAPPENS SO THAT WE PERFECT IT.
IT JUST WASN'T AS TIGHT OF DIFFERENTIATION.
AS A RESULT OF THAT, AND BECAUSE WE PROVIDE ALL OF THESE MATERIALS, YOU ASKED EARLIER, THE SCHOOLS THAT ARE USING THE NUMBERS.
TWO HUNDRED AND FOURTEEN CAMPUSES ARE USING THE CURRICULUM IN AT LEAST FIVE OR MORE SUBJECTS NEXT YEAR.
WE'LL USE IT NEXT YEAR, 214 AND FIVE OR MORE SUBJECTS.
AN ADDITIONAL 41 CAMPUSES ARE USING THE CURRICULUM IN 1-4 SUBJECTS.
ONLY FIVE CAMPUSES ARE NOT USING THE HISD CURRICULUM AT ALL, NOT COUNTING THE EARLY CHILDHOOD CENTERS.
THERE'S A COUPLE AND ROBERT'S ELEMENTARY SCHOOL, CULTURAL ELEMENTARY SCHOOL, AND LAMAR HIGH SCHOOL.
MOST OF THAT, BECAUSE THERE'S ONLY 130 NES SCHOOLS WHERE IT'S REQUIRED, IS BECAUSE THE TEACHERS IN THE SCHOOLS WANT TO USE IT, AND THEY DON'T HAVE TO, AND THEY'RE USING IT.
IT'S A GOOD CURRICULUM, AND IT WILL CONTINUE TO BE A STRONG CURRICULUM.
WE'LL PAY FOR AMPLIFY EUREKA, AND THOSE OTHERS THAT ARE ON OUR APPROVED LIST, BUT THEY'RE CHOOSING THIS.
>> I HAVE ONE MORE QUESTION, BUT I FORGOT. THANK YOU.
>> ANY QUESTIONS? CAN WE GET A MOTION TO APPROVE ITEM 11 APPROVAL OF THE DISTRICT-WIDE USE OF DISTRICT-DEVELOPED CURRICULUM? WE HAVE A MOTION AND A SECOND.
>> THE MOTION PASSES? WE ARE GOING TO TAKE A BREAK.
I KNOW A LOT OF PEOPLE HAVE BEEN SITTING HERE FOR THREE HOURS, SO WE'RE GOING TO TAKE ABOUT A 15-MINUTE BREAK AND WE'LL BE BACK IN A FEW MINUTES.
WE'RE READY TO GET STARTED AGAIN.
LET'S GO AHEAD AND GET STARTED.
[HEARING OF THE COMMUNITY]
WE WILL NOW HEAR FROM OUR REMAINING REGISTERED SPEAKERS, BEGINNING WITH THOSE WHO ARE IN PERSON FOR BOTH THE AGENDA AND THE HEARING FROM THE COMMUNITY.THEY WILL BE FOLLOWED BY OUR SPEAKERS WHO ARE IN ZOOM.
WE WILL CALL IN-PERSON SPEAKERS THE MICROPHONE GROUPS, BEGINNING WITH SPEAKERS NUMBER 1-10.
WE HAVE SEATS IN THE FRONT ROW NOW RESERVED FOR THOSE FOLKS AND THE NEXT GROUP OF SPEAKERS AS WELL.
PLEASE OCCUPY THOSE SEATS IF YOU'RE UP NEXT.
PLEASE STATE YOUR FULL NAME BEFORE YOU BEGIN YOUR REMARKS, AND PLEASE COME TO THE MICROPHONE AND THE NUMBER ORDER OF GROUP B. THANK YOU.
>> DR. BENZON IS ADIDA SH BITNER AVAILABLE. WE'RE CALLING FOR STUDENT.
>> THEN WE HAVE IN-PERSON SPEAKERS BEFORE WE COME.
>> HI. MY NAME IS [INAUDIBLE] BITTNER.
HAPPY TEACHER APPRECIATION WEEK.
I'VE HAD AWESOME TEACHERS IN HIST.
CERTIFIED AND EXPERIENCED TEACHERS, NOT SUBS.
THEY'VE HELPED ME LEARN MATH, READING AND WRITING, BUT ALSO HELP IN TEAMS, LEAD AND BE KIND.
MY MOM WAS ONE OF THOSE TEACHERS.
SHE HAD A DOCTOR, TUTORS AT KIDS IN MATH, COACHES VOLLEYBALL, AND REALLY UNDERSTANDS HOW KIDS LEARN.
BUT YOU TOOK HER OUT OF THE CLASS AND RESCUED HER BECAUSE SHE SPOKE UP.
YOU CONTINUE TO REASSIGN OR FIRE OTHERS WHO CHALLENGE YOUR AUTHORITY.
I'M JUST A KID, BUT I KNOW THAT FIRING GRADE TEACHERS HURTS KIDS.
MY FRIENDS AND YOUNGER GRADES DESERVE AMAZING TEACHERS, TOO, NOT LONG TERM SETS FOR HARD CLASSES.
EVEN HIGH SCHOOLERS ARE SAYING THE SAME THING. YOU'RE NOT LISTENING.
YOU SHOULD GIVE HIM A PINK SLIP, AND MAYBE LOOK IN THE MIRROR TOO.
THANKS AGAIN FOR APPRECIATING TEACHERS.
THE BEST WAY TO DO THAT IS TO STOP PUSHING THEM OUT. THANK YOU.
>> THANK YOU, IN-PERSON SPEAKERS.
[03:00:04]
>> [OVERLAPPING] YOUR FIRST TIME.
I AM JACKIE ANDERSON, PRESIDENT OF THE HOUSTON FEDERATION OF TEACHERS.
TODAY, WE HONOR OUR TEACHERS NOT FOR THE LESSONS THEY TAUGHT, BUT FOR THE STRENGTH THEY SHOWN.
AN YEAR WITH CREATIVITY WITH STIFLE WHERE WE WERE NOT GIVEN THE SPACE TO TEACH FREELY AND WHERE CONSTANT INTERRUPTIONS, EVERY FOUR MINUTE SPOTS, EVERY DISRUPTIVE IRT VISIT THAT MADE THEIR JOBS HARDER AND THEY NEVER SHOULD HAVE BEEN.
YOU STOOD TALL, FOCUSED ON YOUR STUDENTS, AND GAVE YOUR BEST.
THROUGH THE FRUSTRATION, EXHAUSTION, AND LACK OF SUPPORT, YOU CONTINUED TO CARE, TO TEACH, AND TO LEAD WITH GRACE.
IT'S HARD. TO EVERY TEACHER WHO PUSHED THROUGH WHEN IT WOULD HAVE BEEN EASIER TO WALK AWAY. THANK YOU.
YOU HAVE DONE A REMARKABLE ONE.
WE SEE YOU, WE APPRECIATE YOU, AND WE THANK YOU DEEPLY.
HAPPY TEACHER APPRECIATION WEEK FROM THE HOUSTON FEDERATION OF TEACHERS.
>> SPEAKERS 2 THROUGH 10. NEXT.
>> GOOD EVENING TO MY FELLOW EDUCATORS.
I STAND HERE TODAY WITH THE DEEPEST RESPECT FOR ALL THE EDUCATORS WHO SERVE THE CHILDREN OF HOUSTON HISD.
TO BE AN EDUCATOR IN ANY CAPACITY IS ONE OF THE HIGHEST ACTS OF PUBLIC SERVICE ANY INDIVIDUAL COULD GIVE TO SOCIETY.
I SINCERELY APPRECIATE THOSE EDUCATORS WHO LEAD WITH LOVE AND HAVE A PURE DESIRE TO SERVE ALL THE KIDS IN HISD.
THOUGH TIMES MAY BE DIFFICULT AS YOU GIVE YOUR VERY BEST EACH DAY WHILE NAVIGATING SUCH TYRANNICAL WORKING CONDITIONS IN CLASSROOMS AND OFFICES ACROSS THIS DISTRICT IN ITS PROJECT 2025 FORM.
PLEASE KNOW THAT THE GOOD WORK, YOUR PURE EFFORTS INTO THE DAILY LIVES OF KIDS HAS NOT GONE UNNOTICED.
>> WE IN THE COMMUNITY SEE YOU.
WE THANK YOU AND WE PRAY FOR YOUR CONTINUED SUCCESS THROUGH THESE PERILOUS TIMES.
DURING TEACHER APPRECIATION WEEK, WHEN TEACHERS ARE BEING DISHONORED IN HOUSTON HISD, HMM COMMUNITY STAND WITH YOU.
WE SEE YOU AND WE BELIEVE THAT YOUR EFFORTS WILL BE AWARDED.
WE HONOR YOUR SERVICE AND SACRIFICE FOR THE SAKE OF THE STUDENTS HISD.
HAPPY TEACHER APPRECIATION WEEK.
>> TAKE THAT, MIC, WOULD YOU? THANK YOU.
>> JANE TAYLOR. PLEASE GO AHEAD.
>> PLEASE RESPECT TO THE NEXT SPEAKER. THANK YOU.
>> HELLO, BOARD. MY NAME IS JANE TAYLOR, AND I'M A PROUD HISD GRAD AND A PARENT OF TWO STUDENTS WHO ATTEND HAMILTON MIDDLE SCHOOL.
MY QUESTION TO THE BOARD TODAY IS ABOUT SHOULD CHILES ZIP CODE DETERMINE THE QUALITY OF THEIR EDUCATION? THE ANSWER FOR ME IS A RESOUNDING NO.
MY FAMILY IS FROM WHAT WE CALL SOUTH PARK, TEXAS.
I KNOW A LOT OF YOU ARE NOT FROM HOUSTON.
IT'S A WORKING CLASS COMMUNITY, THE HOME OF THE FIGHTING THE MIGHTY FALCONS AND STARTING BACK WHEN WE HAD SCHOOLS THAT WE COULD BE PROUD TO BE EDUCATED AT.
I BELIEVE EVERY STUDENT IN EVERY ZIP CODE IN EVERY NEIGHBORHOOD IN HOUSTON SHOULD HAVE A GREAT PUBLIC EDUCATION EXPERIENCE.
FOR ME, THAT LOOKS LIKE STUDENTS HAVING PROPER RESOURCES THAT THEY NEED TO LEARN, RIGOROUS EDUCATION STANDARDS THAT PREPARE THEM FOR A COMPETITIVE FUTURE AND LASTLY, INVESTING IN SCHOOL CULTURE, WHICH SO MANY KIDS TODAY TALKED ABOUT BEING MISSING FROM OUR SCHOOL.
>> THANK YOU. YOUR TIME IS UP. THANK YOU.
>> DO YOU GUYS HAVE THE RESOURCES I SENT IN OR THE COPIES? CAN I GET TWO MINUTES?
[03:05:02]
>> NO, YOU CAN NOT. IT'S ONE MINUTE PER SPEAKER. GO AHEAD.
>> I DO AGREE I SHOULD NOT BE ON MY CAMPUS NEXT YEAR.
I DO NOT AGREE I SHOULD NOT BE HERE AT HOUSTON HISD.
I'M A STRONG TEACHER CAPABLE OF GROWTH.
MY SUMMATIVE SCORE LAST YEAR WAS A 74 AT THE ACCOMPLISH.
THIS YEAR IN MOY, I HAD 30 KIDS DOUBLE DIGIT GROWTH ON MOY.
I ALSO HAD 74 STUDENTS PASS THE MOY SHOW SOME GROWTH.
MY STRUGGLE IS I DO NOT HAVE SUPPORT.
AS A SCIENCE TEACHER, I HAD TO INTERNALIZE SLIDE DECKS WITH NEW SCIENCE TEAKS AND CURRICULUM THAT DIDN'T ALWAYS ALIGN WITH CURRICULUM AND CONFLICTING DISTRICT EXPECTATIONS AND CAMPUS REQUIREMENTS.
ON 10-3, I WENT TO A PD WHERE THE DISTRICT PRESENTED A COACHING VIDEO.
AT THAT TIME, I HAD NOT BEEN COACHED BY MY ADMIN TEAM.
THAT WAS TWO MONTHS INTO THE SCHOOL YEAR.
AT THAT TIME, I MADE A MEETING WITH MY APPRAISER AND ADDRESSED IT.
>> CORA NOEL, I WANT TO TALK ABOUT THAT NEWS ITEM FROM YESTERDAY.
HOUSTON FAMILY DEMANDS ACTION AFTER SECOND GRADER ALLEGEDLY ASSAULTED AT HISD ELEMENTARY SCHOOL, WHICH IS MY DAUGHTER'S ELEMENTARY SCHOOL.
WHAT I FOUND ESPECIALLY GALLING, ASIDE FROM IT HAPPENING AT ALL WAS THIS PART.
THE SCHOOL STATED THAT THEIR HANDS ARE TIED DUE TO TEA'S CURRENT MANAGEMENT OF HISD.
THIS MAKES IT SOUND LIKE YOU'VE STOPPED THE TEACHERS AND ADMINISTRATORS FROM ACTING ON THEIR OWN TO HELP.
WHY DID I HAVE TO LEARN ABOUT THIS FROM THE LOCAL NEWS AND NOT FROM YOUR OFFICE COMING TO US PARENTS WITH A PLAN OF ACTION ON HOW TO ADDRESS THIS AND ENSURE SAFE PRACTICES IN THE FUTURE.
COMMUNICATION IS IMPORTANT AND BEING PROACTIVE WOULD GO A LONG WAY.
WHY WOULD YOU DEMAND HIGH ATTENDANCE RATES BUT FAIL TO MAKE SURE OUR CHILDREN ARE SAFE WHILE THEY'RE IN YOUR CARE? WHY WOULD YOU DRASTICALLY REDUCE THE AVAILABILITY OF COUNSELORS, WRAP AROUND SPECIALISTS AND NURSES WHO CAN SEE AND ADDRESS THESE TYPES OF SITUATIONS? IT'S ALMOST LIKE YOU WANT THE DISTRICT TO FAIL.
NOW, WE PARENTS DIDN'T HIRE YOU, BUT YOU WORK FOR US, AND WE SAY THAT FAILURE IS NOT AN OPTION.
>> PICTURES HERE OF WHAT HAPPENS AROUND SHADYDALE SINCE I LIVE IN THAT NEIGHBORHOOD.
PLEASE DON'T START THE CLOCK, BECAUSE THIS IS JUST FOR YOU AND SUPERINTENDENT.
THEY HAD TRUCKS THERE, TELEPHONE POLES.
THEY WERE BUILDING. THEY WERE DOING INFRASTRUCTURE, TELEPHONE POLES, WAVING OVER OUR HEADS, ROUND THE CORNER, WINFIELD ROAD, TWO LITTLE SCHOOLS YOU GOT OVER THERE, THURGOOD MARSHALL, WHICH IS A PRIMARY SCHOOL, AND THEN PREP.
TERRIBLE. COULDN'T EVEN GET A FLAG MAN.
$40 MILLION. HOUSTON ISN'T GROWING, BABY.
YOU CAN LOOK AND TELL IT'S NOT GROWING.
WHY YOU HAVE HORRIBLE SCHOOLS? ONE THING I WANT TO THANK ALL OF YOU, MY OLDER SISTER ISN'T LIVE MOVING HERE FROM ALTADENA, CALIFORNIA.
SHE PREFERS THE BURN CHRIS ALTADENA, AND HER NEIGHBORS TO THE DRAMA THAT'S GOING ON IN THESE SCHOOLS.
A 1,000 THANKS, MIKE, BECAUSE SHE IS HORRIBLE.
>> HI. MY NAME IS DEVANA TREMBLE.
I AM A PARENT OF TWO STUDENTS THAT ATTEND NES CAMPUSES, AND I AM HAPPY WITH MY KIDS SCHOOL.
WHILE THE ADDITIONAL RESOURCES MAY BE IMPROVING LEARNING OUTCOMES, I HAVE NOT SEEN IT IMPROVE MY KIDS SOCIAL AND EMOTIONAL DEVELOPMENT.
OUR STUDENTS ARE CARRYING MORE THAN JUST BACKPACKS INTO THE CLASSROOM.
IN MY EXPERIENCE, MY SON'S CAMPUS DOES NOT HAVE THE APPROPRIATE RESOURCES TO SUPPORT THE DIAGNOSIS.
ACADEMIC SUCCESS IS DEPENDENT ON THE WHOLE STUDENTS WELL BEING.
IF WE DO NOT ADDRESS STUDENT MENTAL HEALTH, WE ARE NOT JUST AFFECTING THEIR TEST SCORES, WE ARE AFFECTING THEIR LIVES.
504S AND IEPS ARE A START, BUT THINGS CAN BE IMPROVED.
OUR SCHOOLS NEED MORE TRAINED COUNSELORS, SOCIAL WORKERS, AND MENTAL HEALTH SUPPORT.
I AM ASKING YOU TO PRIORITIZE JUST AS MUCH FUNDING FOR THE SOCIAL AND EMOTIONAL DEVELOPMENT OF KIDS AS YOU DO FOR THEIR ACADEMIC DEVELOPMENT.
I URGE YOU TO PRIORITIZE RESOURCES FOR [NOISE]
[03:10:04]
>> ANNA, LUZURIAGA AND JESSICA CAMPOS, ARE YOU PRESENT? ANNA LUZURIAGA AND JESSICA CAMPOS.
WE'RE GOING TO MOVE TO ZOOM SPEAKERS.
>> HAPPY TEACHER APPRECIATION WEEK.
BUT WHILE SOME CHILDREN ARE BLESSED WITH CERTIFIED TEACHERS, TOO MANY ARE LEFT WITHOUT.
WHILE SOME TEACHERS ENDURE THE CHAOS OF MILES OF NES EXPERIMENT, MANY SKILLED, SEASONED CERTIFIED, HAVE BEEN DRIVEN OUT BY A TOXIC, DISRESPECTFUL SYSTEM.
HE PROMISED EXCELLENCE, BUT DELIVERED EXHAUSTION.
HE PROMISED RESULTS, BUT DELIVERED SPIN BIKES FOR CHILDREN, TOO TIRED TO DREAM.
TO MY COLLEAGUES WHO GOT PINK SLIPS INSTEAD OF PRAISE, I SEE YOU.
ONE SPECIAL ED TEACHER WITH OVER 20 YEARS OF SERVICE, WAS REASSIGNED TO WORK FROM HOME TODAY.
NOT YESTERDAY, NOT TOMORROW, THE PAPERWORK SAID APRIL.
IN AGENDA ITEM 3, STUDENTS SPOKE OF FEAR, BURNOUT, AND LOST PASSION.
OUR CHILDREN ARE WORRIED FOR THEIR TEACHERS.
I SAY, I'M NOT THE TEACHERS, BUT THE TYRANT.
BOARD, GO AHEAD FIND YOURS, TOO.
CHILDREN DESERVE BETTER. THANK YOU. [APPLAUSE]
>> MINA COSTA. PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN.
>> I WANTED TO JUST TALK ABOUT MAINLY MY ISSUES WITH THE NES PROGRAM AND HOW IT MAINLY AFFECTS IB PROGRAMS AT SCHOOL.
AT MY SCHOOL CESAR CHAVIS HIGH SCHOOL, WE HAVE AN INTERNATIONAL BACULO PROGRAM.
OF COURSE, THE PROGRAM WORKS VERY DIFFERENTLY COMPARED TO TRADITIONAL CLASSES.
TYPICALLY FROM WHAT I'VE SEEN, ESPECIALLY WITH MY TEACHERS AND MY CLASSMATES, IS THAT THERE SEEMS TO BE A DISSONANCE BETWEEN HOW IB STRUCTURED CLASSES WORK AND THEN NES PROGRAMMING OR HISD PROGRAMMING.
TYPICALLY, MY TEACHERS TEND TO STRUGGLE WHEN BALANCING BOTH OF THESE OUT, ESPECIALLY BECAUSE IB CURRICULUM IS VERY NON-TRADITIONAL AND TO CONSISTENTLY ABIDE BY THESE PROGRAMS. I MAKES THINGS REALLY TEDIOUS, VERY DIFFICULT. THANK YOU.
>> EDUARDO BRITO, YOU MAY BEGIN.
>> MY SON HAS BEEN HEARING THAT HIS TEACHER WASN'T COMING BACK.
I ASKED HIM IF HE WANTED TO SAY SOMETHING TO MIKE MILES.
HE SAID, "WHO'S THAT?" I THOUGHT, WOW, I WISH WE COULD ALL LIVE IN SUCH BLISS WHERE WE DIDN'T KNOW YOU.
I HEARD THAT THE DISTRICT ANNOUNCED THERE WOULD BE NO MORE EXPANSION OF NES NEXT YEAR, BUT OUR NON-NES CAMPUS ACTUALLY HAS TO CONDUCT CLASSES WITH THE NES STRUCTURE.
WHAT GUILE? IT'S NOT THE TEACHERS, IT'S THE RESOURCES AND SUPPORT.
YOU CAN HAVE TURNED LIBRARIES INTO SUNRISE CENTERS, BUT INSTEAD USE THEM TO BOLSTER THE SCHOOL-TO-PRISON PIPELINE.
WORKSHEETS OVER TEXTBOOKS, TEACHERS ARE THE PRINT HOUSES.
COMPUTERS ARE TOOLS, NOT REPLACEMENTS.
YOU USE THEM TO DESTROY CURRICULUM AND THE EDUCATIONAL ENVIRONMENT.
YOU ARE THE REASON ENROLLMENT NUMBERS ARE DOWN.
MR. DON'T PLAY POLITICS WITH OUR KIDS IS FUNNELING INTO PRIVATIZED SCHOOLS WHILE TURNING THE REMAINING KIDS INTO [INAUDIBLE] TO FILL HIS POCKETS. THANK YOU.
>> SARAH CASTILLO, PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN.
>> HI. I'M A RESIDENT OF THE NEAR NORTHSIDE AND A MOM OF TWO HISD KIDS.
I'M A PROUD GRADUATE OF FORMER JEFF DAVIS AND NOW NORTHSIDE HIGH SCHOOL, AND I'M HERE BECAUSE I HEARD THAT THERE ARE OVER 60 PEOPLE THAT HAVE BEEN FIRED OR OTHERWISE NOT RENEWED AT NORTHSIDE HIGH SCHOOL AND SEVERAL AT MY DAUGHTER'S SCHOOL AT LANIER MIDDLE SCHOOL.
I'M ASKING YOU TO RETHINK HOW YOU VALUE OUR TEACHERS' CONTRIBUTIONS.
I MAY BE A LITTLE BIT BIASED, BUT AT JEFF DAVIS, OUR GRADUATING CLASS WAS ONE OF THE MOST SPECIAL TO COME OUT OF THE NORTHSIDE.
OUR GRADUATES WENT TO HIGH-RANKING UNIVERSITIES, SUCH AS UT, DREXEL, PRINCETON, RICE, AND SO MANY MORE.
BUT MOST OF US WOULDN'T HAVE GOTTEN THERE WITHOUT THE PUSH FROM UNCONVENTIONAL TEACHERS, SOME OF WHOM I STILL KEEP IN CONTACT WITH 30 YEARS LATER.
I SAY UNCONVENTIONAL BECAUSE THEIR METHODS WERE ANYTHING BUT TEXTBOOK.
BUT THEY SHOWED UP EVERY DAY AND THEY WERE INVESTED IN ME.
[03:15:03]
THEIR IMPACT WAS SO MUCH MORE THAN PROGRESS ON STANDARDIZED TEST SCORES OR THE TRADITIONAL STUDENT OUTCOME MEASURES.MANY OF THESE TEACHERS I HAD THEN AND NOW THOSE AT MY DAUGHTER'S SCHOOL.
>> I ASK YOU TO JUST REASSESS HOW YOU'RE EVALUATING TEACHER AND DISCONTINUE THE NON-RENEWALS.
>> AMY ERICKSON, YOU MAY BEGIN.
>> THIS IS AMY ERICKSON, HISD PARENT.
THIS TEACHER APPRECIATION WEEK, VOLUNTEERS ACROSS THE DISTRICT SHOWED UP TO UPLIFT EDUCATORS.
HOWEVER, TEACHERS DESERVE SO MUCH MORE THAN A CELEBRATION.
THEY NEED REAL SUPPORT AND REASSURANCE DURING THE CHAOS AND DEMORALIZATION THIS ADMINISTRATION BRINGS.
I THINK BACK TO A TEACHER FROM MY CHILDHOOD WHO BELIEVED IN ME, WHO MADE ME FEEL SEEN.
THAT IMPACT STAYS WITH YOU FOR LIFE.
I KNOW SO MANY OF YOU HAVE A STORY LIKE THAT, A TEACHER WHO CHANGED THE COURSE OF YOUR LIFE.
OUR CHILDREN DESERVE THE SAME CHANCE TO BE INSPIRED.
BUT THAT ONLY HAPPENS, WHEN OUR TEACHERS ARE EMPOWERED, NOT IGNORED, WHEN THEY ARE TREATED LIKE PROFESSIONALS, NOT OBSTACLES.
OUR TEACHERS SHOW UP EVERY DAY FOR OUR KIDS DESPITE THE CHALLENGES, BUT HOW LONG CAN THEY KEEP DOING IT WITHOUT REAL SUPPORT? THIS DISTRICT CANNOT THRIVE IF ITS TEACHERS ARE IGNORED, DISMISSED, AND DRIVEN AWAY.
LET'S LISTEN AND LEAD WITH RESPECT BECAUSE WHEN WE SUPPORT TEACHERS, WE SUPPORT STUDENTS AND OUR FUTURES. THANK YOU.
>> THANK YOU. SISTER, MAMA SONYA LUCAS ROBERTS, YOU MAY BEGIN.
Y'ALL DON'T REALLY CARE ABOUT US.
MIKE MILES, HOW SHOULD YOU TAKE HOME $0.5 MILLION WHEN YOU'RE GETTING RID OF WRAP-AROUND SPECIALISTS WHO DO AWESOME THINGS FOR OUR CHILDREN BECAUSE YOU DON'T HAVE THE MONEY? TEACHERS, THIS WEEK, WE ADORE YOU.
WE WORSHIP YOU FOR ALL THAT YOU DO.
BY THE WAY, HERE'S THE PINK SLIP FROM MIKE MILES AND THE BOARD.
CAN YOU SEE A PINK SLIP? IF NOT, IMAGINE IT IN YOUR HEAD.
HATE US. IGNORE US. Y'ALL DISAPPOINT US.
Y'ALL DON'T REALLY CARE ABOUT US.
>> HI. MY NAME IS AUDREY NATH.
I'M A PARENT OF A KINDERGARTENER AT WHARTON DUAL LANGUAGE ACADEMY.
IN HONOR OF TEACHER APPRECIATION WEEK, I WANT TO SAY THAT MY DAUGHTER'S TEACHER, SAMIRA CASAREZ HAS BEEN DOING A PHENOMENAL JOB.
MY DAUGHTER RIGHT HERE COMES HOME TELLING ME EVERYTHING IN ENGLISH AND SPANISH.
I JUST WANTED TO SAY THAT IN SPIRIT OF TEACHER APPRECIATION WEEK, OUR TEACHERS DON'T NEED MORE MICROMANAGING, OUR TEACHERS NEED SUPPORT, OUR STUDENTS NEED SUPPORT.
WE NEED OUR WRAP-AROUND SERVICES.
IT'S DISHEARTENING TO ME TO SEE TEACHERS BEING FORCED OUT, AND I JUST WANT TO SAY IT'S NOT OUR TEACHERS THAT NEED TO BE LEAVING.
I THINK THAT THE PINK SLIPS NEED TO BE GOING TO THE UNELECTED BOARD OF MANAGERS. THANK YOU SO MUCH.
>> CRYSTAL NORMAN, PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN.
>> GOOD EVENING. MY NAME IS CRYSTAL NORMAN.
I'M A PROUD PARENT AND HISD TAXPAYER FROM NORTHEAST HOUSTON, WHERE I GREW UP.
TONIGHT, I'M SPEAKING ON BEHALF OF MY NEIGHBORS AND COMMUNITY MEMBERS WHO REALLY WANT TO SHARE HOW THIS TAKEOVER IS HURTING THEIR KIDS.
[INAUDIBLE] THE FENCE OUT OF THEIR OWN POCKETS AND STUCK UP WITH HOPE.
THIS TAKEOVER MAKES THAT HARDER.
THERE'S BEEN MORE FIGHTS UNREPORTED.
KIDS TELL ME THAT THE NES CURRICULUM DOESN'T CHALLENGE THEM AT ALL, AND THE FOOD HAS GOTTEN WORSE SINCE OCTOBER OF THIS YEAR.
SPOILT MILK, THE MEAT SMELLS OFF, AND SOMETIMES THERE'S MOLD.
IS THIS JUST IN OUR SCHOOLS IN NORTHEAST HOUSTON OR IS THIS ACROSS THE DISTRICT WAS MY QUESTION AND OUR CONCERNS.
OUR KIDS DESERVE REAL HEALTHY MEALS.
THEY CAN'T FOCUS, BEHAVE, OR LEARN WHEN THEY'RE DISTRACTED BY HUNGER OR DISCOURAGED BY WHAT'S ON THEIR TRAY.
OUR STUDENTS AND OUR TEACHERS DESERVE BETTER.
>> RUSSELL PIPER. PLEASE TURN YOUR CAMERA ON, AND YOU MAY BEGIN.
>> GOOD EVENING. MY NAME IS RUSSELL PIPER, AND I HAVE A FIRST AND FIFTH GRADER WHO HAVE BEEN HISD STUDENTS FROM PRE-K AND KINDER.
[03:20:03]
THEY BOTH USED TO ENJOY THEIR SCHOOL DAYS AND WOULD COME HOME WITH STORIES OF WHAT ACTIVITIES THEY HAD DONE AND WHAT THEY HAD LEARNED.NOW WE SEE THEM BOTH STRUGGLE TO GET EXCITED ABOUT SCHOOL WHERE THEY GET TO GO [INAUDIBLE] THE CRUELEST PART IS THAT IT [INAUDIBLE] AND THE BONES OF THEIR OLD LIBRARY.
THE LIBRARY WAS ONCE A CONSTANT SOURCE OF JOY DURING THE PRE-NES DAYS WHEN THEY WERE SO ALLOWED TO READ BOOKS AND HAVE FUN AT SCHOOL.
NES HAS COMPLETELY DECIMATED OUR ONCE VIBRANT, LOVED NEIGHBORHOOD SCHOOL.
YOU'VE MADE THE DIFFICULT DECISION TO LEAVE OUR COMMUNITY AND CHOOSE OTHER NON-NES CAMPUSES WITHIN HISD, AND WE ARE FAR FROM THE ONLY FAMILIES DOING THIS.
YOU'VE ADMITTED THAT THE MAJORITY OF THE ENROLLMENT DECLINES PROJECTED FOR THE NEXT YEAR AT NES SCHOOLS, AND THAT'S THAT THOSE WHO CAN ARE FLEEING AS FAR FROM NES AS POSSIBLE OR JUST OUTRIGHT MOVING OTHER DISTRICTS OR PRIVATE CHARTER SCHOOLS.
IF YOU WANT TO KEEP THE FAMILIES LIKE US STILL WILLING TO GIVE HISD A CHANCE AT NON-NES SCHOOLS, PRIORITIZE SPENDING FOR NON-NES SCHOOLS IN THE BUDGET FOR NEXT YEAR.
PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN.
>> WHY UNDER THE CURRENTLY CONSIDERED BUDGET, DO POA SCHOOLS ONLY GET 30% OF NEW STATE ALLOTMENT MONEY AND NOT 85% LIKE THEY HAVE IN THE PAST? I'D LIKE AN EXPLANATION, PLEASE.
>> NO. THIS BUDGET CUT TO PA SCHOOLS ON TOP OF LAST YEAR'S CUTS WILL HAVE THE WORST IMPACTS AT SCHOOLS SERVING POORER STUDENTS.
SCHOOLS WITH RICHER POPULATIONS WILL MORE READILY ABSORB THE BUDGET CUT.
THAT'S NOT THE EQUITABLE SOLUTION WE NEED.
NO TRANSPARENCY, NO ACCOUNTABILITY, NO DEMOCRACY, NO TRUST. THANK YOU.
>> ALINA SOTELO, PLEASE TURN YOUR CAMERA ON AND YOU MAY BEGIN.
>> I'D LIKE AN EXPLANATION, PLEASE.
>> TO THE TEACHERS OF THE DISTRICT, THANK YOU FOR PRIORITIZING YOUR CHILDREN AMONGST THE CHAOS, AMONGST THE TIMERS, AMONGST THE RIDICULOUS CURRICULUM.
WE ARE BACKING YOU AND I PERSONALLY THANK MISS IGLESIAS, [INAUDIBLE] FOR TEACHING AND GUIDING MY CHILD IN THE LAST THREE YEARS IN [INAUDIBLE] PLEASE DON'T GIVE UP TO THOSE THAT ARE LEFT.
WE ARE BEHIND YOU AND WE APPRECIATE YOU. THANK YOU.
>> PATRICE, WRIGHT. PLEASE TURN YOUR CAMERA ON.
>> MY NAME IS PATRICE WRIGHT AND I SERVE ON THE BLACKSHEAR ELEMENTARY PTO.
I'M SPEAKING TONIGHT BECAUSE HISD'S RECOGNITION OF TEACHERS, ESPECIALLY DURING TEACHER APPRECIATION WEEK HAS BEEN SORELY LACKING, AND IT'S UNACCEPTABLE.
AS A PTO LEADER, I'VE SEEN FIRSTHAND HOW HARD OUR EDUCATORS WORK, OFTEN GOING ABOVE AND BEYOND WITHOUT SUPPORT FROM THE VERY SYSTEM THEY SERVE.
DURING A WEEK MEANT TO CELEBRATE THEM, TOO MANY TEACHERS ACROSS HISD FEEL FORGOTTEN, FRUSTRATED, AND FIRED.
NO REAL GESTURES OF GRATITUDE.
LET ME BE CLEAR, A TWEET IS NOT APPRECIATION, A POSTER IS NOT A POLICY, IF HISD CLAIMS TO VALUE EDUCATORS, THEN WE NEED TO SEE THAT REFLECTED IN ACTION, INTENTIONAL, VISIBLE, AND EQUITABLE ACTION.
IF THE DISTRICT IS SHORT ON FUNDS TO DO TEACHER APPRECIATION, PARTNER WITH COMMUNITY ORGANIZATIONS AND BUSINESSES TO DONATE TO SUPPORT EDUCATORS, INSTEAD OF PROHIBITING SCHOOL LEADERS FROM CELEBRATING THEIR STAFF, ENCOURAGE AND PROMOTE ACTIVITIES THAT BUILD STRONG SCHOOL TEAMS WHERE TEACHERS KNOW THEY ARE VALUED AND CARED ABOUT BY THEIR LEADERS.
OUR TEACHERS SHOW UP FOR OUR CHILDREN EVERY SINGLE DAY.
THE QUESTION IS, WHEN WILL THIS DISTRICT FINALLY SHOW UP FOR THEM?
>> IS THAT IT? THAT CONCLUDES OUR HEARING OF SPEAKERS.
[RECESS TO CLOSED SESSION UNDER SECTIONS 551.004 THROUGH 551.089 OF THE TEXAS GOVERNMENT CODE FOR THE PURPOSES LISTED IN THIS NOTICE]
WE HAVE AN ITEM ON THE AGENDA.[CONSENT AGENDA]
DO I HAVE A MOTION FOR THE CONSENT AGENDA TO APPROVE THE REMAINDER OF TONIGHT'S AGENDA ITEMS BY CONSENSUS? WE HAVE A MOTION AND A SECOND. MEMBERS, PLEASE VOTE.[03:25:28]
HOW ARE WE DOING? THE MOTION PASSES.DO WE HAVE ANOTHER CLOSED SESSION? WE DO.
THIS TIME, THE BOARD WILL RECESS TO CLOSED SESSION UNDER CHAPTER 551 OF TEXAS GOVERNMENT CODE OPEN MEANINGS ACT SUBSECTION 551.004-551.089.
SHOULD BOARD FINAL ACTION, VOTE, OR DECISION ON ANY MATTER CONSIDERED IN THE CLOSED SESSION BE REQUIRED, SUCH FINAL ACTION, VOTE, OR DECISION SHALL BE TAKEN AT AN OPEN MEETING CONVENED BY THIS NOTICE UPON RECONVENING THIS PUBLIC MEETING OR AT A SUBSEQUENT PUBLIC MEETING OF THE BOARD UPON NOTICE THEREOF.
BOARD IS RECESSED TO CLOSED SESSION AT 8:47 PM, MAY 8, 2025.
GOOD EVENING. THE BOARD IS RECONVENING AT 9:25 PM.
[RECONVENE IN OPEN SESSION]
WE'RE NOW READY TO CONSIDER ITEMS DISCUSSED IN THE CLOSED SESSION. ARE THERE ANY MOTIONS?[CONSIDERATION AND POSSIBLE ACTION ON MATTERS DISCUSSED IN CLOSED SESSION]
>> YES, SIR. I MOVE THAT THE BOARD ADOPT THE AGREED CORRECTIVE ACTION PLAN, TEA, REFERENCE NUMBER SRD 2024-7-11 ON THE TERMS DISCUSSED IN CLOSED SESSION EFFECTIVE MAY 8, 2025.
>> WE HAVE A MOTION AND A SECOND.
HOPEFULLY, YOUR COMPUTERS ARE ON.
THANK YOU. THAT'S IT FOR THE CLOSED SESSION, RIGHT, PATASHA? GOOD. WE'RE NOW TO HEAR ANY REPORTS OR COMMENTS FROM BOARD MEMBERS.
[BOARD MEMBER REPORTS AND COMMENTS]
WE START ON THIS END.>> JUST REAL QUICK. AGAIN, HAPPY TEACHER APPRECIATION WEEK TO ALL OF OUR TEACHERS.
THE YEAR IS ALMOST OUT, BUT THANK YOU FOR TEACHING OUR KIDS THROUGHOUT THE YEAR. THANK YOU AGAIN.
>> I'D LIKE TO SAY THANK YOU FOR STARTING OUR MEETING OFF VERY POSITIVE TODAY WITH ALL THE POSITIVE THINGS, EXCEPT FOR THE PRINCIPALS THAT WE'RE GOING TO LOSE TWO BIGGER AND BETTER THINGS.
I GET IT. BUT IT WAS A BEAUTIFUL WAY TO START OUR MEETING. THANK YOU.
>> GREAT. NO FURTHER BUSINESS.
THE MEETING IS NOW ADJOURNED AT 9:26 P.M. THANK YOU.
OUR NEXT BOARD MEETING IS ON JUNE 12, 2025, AND WE DO HAVE A BUDGET WORKSHOP ON THE 22ND, I BELIEVE.
BOARD MEMBERS, YOU NEED TO GET YOUR QUESTIONS IN.
>> OH, THEY'RE IN. GOOD. SORRY.
>> THANK YOU. [BACKGROUND]. YOU SHOULD HAVE GOTTEN THEM IN.
IF YOU DIDN'T, YOU LOSE.
* This transcript was compiled from uncorrected Closed Captioning.