[00:00:01]
>> GOOD EVENING. THIS MEETING IS NOW CONVENED AT 5:02 P.M.
[Call to Order]
I WOULD ASK EVERYONE TO PLEASE SILENCE ALL CELL PHONES, INCLUDING MY OWN RIGHT HERE.WE'LL NOW BE JOINED BY A MEMBER OF THE JUNIOR RESERVE OFFICERS TRAINING CORP TO LEAD OUR PLEDGES.
I'D LIKE TO ASK BOARD MEMBER MARTY GOOSSEN TO INTRODUCE TONIGHT'S PLEDGE LEADER.
>> THANK YOU, PRESIDENT, CAMPO.
CADET COLONEL ADAM DE LA SANTOS.
CADET, LIEUTENANT ADAM DE SANTOS, IS A SENIOR AT CESAR CHAVEZ HIGH SCHOOL.
HE IS COMMANDER OF THE 21ST BATTALION OVERSEEING 196 CADETS IN THE PROGRAM.
HE HAS BEEN ACTIVE AT ARMY JROTC SINCE HE WAS A FRESHMAN.
HIS HOBBIES INCLUDE PLAYING AIRSOFT, PAINTBALL, GOING TO THE GYM AND SPENDING TIME WITH HIS FRIENDS.
WHEN HE GRADUATES, HE HOPES TO ATTEND TEXAS A&M UNIVERSITY STUDY ENGINEERING.
WELCOME AND CONGRATULATIONS ON YOUR SERVICE, CADET DE LA SANTOS.
>> PLEASE STAND FOR A MOMENT OF SILENT MEDITATION.
PLEASE REMAIN STANDING FOR THE PLEDGE OF ALLEGIANCE AND PLEDGE TO TEXAS FLAG.
>> [BACKGROUND] THANK YOU FOR HAVING ME.
>> OH, YEAH, SORRY ABOUT THAT. THANK YOU, CADET DE LA SANTOS.
WE WILL NOW HEAR FROM PUBLIC OFFICIALS AND SPEAKERS WHO
[Speakers to Agenda Items & Hearing of the Community (Part 1 of 2)]
IDENTIFY THEMSELVES AS HIT STUDENTS OR PARENTS.PLEASE NOTE THAT SPANISH LIVE CAPTIONING IS AVAILABLE FOR THOSE VIEWING THE MEETING VIA LIVE STREAM, AND LIVESTREAM SPANISH INTERPRETATION IS AVAILABLE IN-PERSON IN THE AUDITORIUM.
PUBLIC COMMENT DURING SCHOOL BOARD MEETINGS WILL ONLY BE AVAILABLE TO THOSE PERSONS WHO HAVE SIGNED UP TO SPEAK PRIOR TO THE MEETING, TIME PER CURRENT PROTOCOL.
VERBAL AND OTHER DISRUPTIONS BY PERSONS DURING THE SCHOOL BOARD MEETINGS ARE NOT ACCEPTABLE AS THEY INHIBIT THE BOARD'S ABILITY TO CONDUCT BUSINESS AND THE PUBLIC'S ABILITY TO OBSERVE THOSE PROCESSES.
PERSONS WHO PARTICIPATE IN SUCH BEHAVIOR WILL BE GIVEN ONE WARNING, AND IF THE BEHAVIOR IS REPEATED, THEY WILL BE ASKED TO LEAVE THE MEETING.
AS I SAID LAST BOARD MEETING, WE CAN AGREE TO DISAGREE, BUT WE CAN DO IT IN AN AGREEABLE MANNER.
I THINK WE'RE AN EXAMPLE OF CIVIC DISCOURSE AND CIVIC DISCUSSION.
WE NEED TO BE I REALLY BELIEVE THIS GOOD EXAMPLES TO OUR STUDENTS AND THE COMMUNITY AND HOW WE CONDUCT OURSELVES.
THANK YOU FOR THAT IN ADVANCE.
WE DO, WHEN SOMEONE HAS AN ISSUE OR A PROBLEM THAT WE CAN SOLVE IMMEDIATELY, OUR TEAM OVER HERE CONNECTS WITH THAT PERSON AND THEN DEALS WITH WHAT THE ISSUES MIGHT BE.
WE DO LISTEN, WE APPRECIATE WHAT YOU HAVE TO SAY HERE TONIGHT.
WE HAVE 71 REGISTERED SPEAKERS WHO WILL BE LIMITED TO 1 MINUTE EACH PER BOARD POLICY.
AS WE HAVE MORE THAN 30 PEOPLE SIGNED UP TO ADDRESS THE BOARD TONIGHT, WE ASK THAT YOU STAY ON TOPIC AND REFRAIN FROM NAMING INDIVIDUALS, ESPECIALLY STUDENTS AS THEY AS THEIR IDENTITY IS PROTECTED UNDER LAW.
BUT YOU MAY NAME YOUR OWN CHILD.
ASK THAT YOU PLEASE RESPECT OUR PROCEDURES AND THE OTHER SPEAKERS AND YOUR COMMENTS PROMPTLY WHEN YOUR TIME HAS EXPIRED AND THE TIMER RINGS.
WE'LL START WITH PUBLIC OFFICIALS.
HISD BOARD OF EDUCATION TRUSTEE SAVANT MOORE. YOU'RE UP FIRST.
[00:05:45]
EVEN SUPERINTENDENT AND BOARD.HAPPY HISPANIC HERITAGE MONTH.
I'M URGING BY ILLEGAL STUDENTS WHO ARE NOT IN ACADEMIC CHALLENGE, YOU'RE HOUSTON'S ECONOMIC FUTURE.
THE COMMUNITY ASKED ME TO SAY ONE THING CLEARLY.
BY 2027, WE WANT EVERY SCHOOL TO HAVE AN OPEN LIBRARY AND A WRAPAROUND SPECIALIST.
THAT SHOULD BE ADDED TO THE HOUSTON CHALLENGE.
TO EVERY HISPANIC FRIEND, EVEN WHEN THIS COUNTRY MAKES YOU FEEL INVISIBLE, I SEE YOU.
I EXPECT EVERY LEADER TO SEE YOU TOO.
GOD BLESS YOU. GOD BLESS HISD.
>> THANK YOU. UP NEXT IS TRUSTEE PLACIDO GOMEZ. WELCOME.
>> THANK YOU. TODAY IS MY NINTH WEDDING ANNIVERSARY AND THE FIRST ANNIVERSARY THAT MY WIFE AND I ARE CELEBRATING WITH THE CHILD.
IT TURNS OUT THAT WE DON'T ALWAYS AGREE ON HOW TO RAISE OUR LITTLE MUNCHKIN.
EVEN IN MOMENTS WHEN SHE'S CRITICIZING HOW I'M PUTTING HIM TO SLEEP, AND EVEN WHEN I THINK I'M RIGHT, AND SHE'S WRONG, IT WOULD NEVER OCCUR TO ME TO TELL HER HATERS GOING TO HATE IN RESPONSE TO ANY CRITICISM THAT I HAVE.
MUCH LESS, WHAT I POST A BLOG TITLED HATERS GOING TO HIT ON LINCOLN WITH A PHOTO OF A SCORE BOARD THAT SAYS PLAXICO 56, [INAUDIBLE], NEVER GOING TO HAPPEN.
FOR ONE, I WANT TO STAY MARRIED, MY TOP ADULT OUTCOME GOAL, IF YOU WILL.
NUMBER TWO, IF SHE AND I ACTUALLY KEPT SCORE, SHE'D BE WAY AHEAD.
NUMBER THREE, AND MOST IMPORTANTLY, SHE AND I ARE ON THE SAME TEAM WHEN IT COMES TO RAISING OUR CHILD, JUST AS THE SUPERINTENDENT, BOARD OF MANAGERS AND THE HISD COMMUNITY SHOULD BE ON THE SAME TEAM WHEN IT COMES TO SHAPING THE MINDS OF 176,000 HISD STUDENTS.
WE'D LOVE TO SEE MORE EVIDENCE OF THAT HERE IN THIS BOARDROOM. THANK YOU.
>> CONGRATULATIONS, AND THANK YOU FOR YOUR SERVICE.
NEXT, WE'LL HEAR FROM SPEAKERS WHO HAVE IDENTIFIED THEMSELVES AS HISD STUDENTS OR PARENTS.
SPEAKERS, PLEASE STATE YOUR NAME AND TOPIC WHEN YOU STEP UP TO THE MICROPHONE.
MISS SMITH, YOU MAY CALL YOUR SPEAKERS.
>> WE HAVE STUDENT NORAH ESSINGER.
>> NORAH AND I'M AN EIGHTH GRADE, AND I'M AN EXPERT.
>> SORRY, COULD YOU PULL THE MICROPHONE CLOSER TO YOUR MOUTH.
>> I'M NORAH, AND I'M AN EIGHTH GRADE, AND I'M AN EXPERT IN HISTORY.
YOU'VE BEEN TEACHING US DIRECTLY FALSE INFO ON PURPOSE.
FOR EXAMPLE, IN THIS ASSIGNMENT, IT SAYS THAT THE MARQUIS DE LAFAYETTE TRAINED THE TROOPS AT VALLEY FORGE WHEN ACTUALLY IT WAS BARON FRIEDRICH VON STEUBEN.
I FOUND COPIES OF [INAUDIBLE] SOME THREE YEARS AGO, AND IT HAS CORRECT INFO.
IT SAYS THAT STEUBEN WAS THE ONE WHO TRAINED THE TROOPS BECAUSE HE IS.
THAT IS WHAT'S GOING TO CHANGE THE TOPIC A LOT.
THIS IS INTENTIONALLY FALSE AND HE WAS HAND PICKED OUT OF THE CURRICULUM, WHICH I'VE BEEN INFORMED TO BY ATA AT A DIFFERENT SCHOOL.
IN LAFAYETTE'S OWN WORDS, HE CAME HERE TO LEARN NOT TO TEACH.
HE WAS A 19-YEAR-OLD OR NEVER FOUGHT.
STEUBEN WAS ACTUALLY AIDE-DE-CAMP TO HIS OWN KING. HE WAS VERY IMPORTANT.
>> THANK YOU. YOU CAN KEEP GOING IF YOU WANT.
ABSOLUTELY. GO AHEAD. GIVE A LITTLE DEFERENCE TO OUR STUDENTS FOR SURE.
>> THAT'S OKAY. PUT YOUR MIC BACK ON, WOULD YOU? ANYWAYS. STEUBEN WAS THE ONE WHO WROTE OUR BOOK RIGHT HERE, AS YOU CAN SEE, BARON FRIEDRICH VON STEUBEN.
WASHINGTON HIMSELF, IF YOU DON'T TAKE IT FROM ME, TAKE IT FROM GEORGE WASHINGTON, WHO WROTE HIS OWN ADDRESS ON VON STEUBEN WAS THE ONE WHO TRAINED OUR TROOPS, AND NOT LAFAYETTE OR ANYONE ELSE.
I WANT TO KNOW WHY THIS HISTORICAL FIGURE'S NAME IS BLOCKED OUT ON A DIFFERENT HISTORICAL FIGURE'S NAME IS PUT IN FOR HIS ACTIONS.
THIS IS INTENTIONALLY FALSE INFORMATION, AND I CAN'T THINK OF ANY REASON WHY YOU WOULD COME TO THIS CONCLUSION OR HOW YOU WOULD.
[00:10:01]
I WOULD TRY AND SEE THE SOURCES YOU HAVE LISTED AND HISD HAS ON THEIR SELVES, BUT HISD SOURCES ARE NOT OPEN TO KIDS.WE CANNOT ACCESS THAT INFORMATION, AND MY TEACHER ALSO CANNOT ACCESS THAT INFORMATION.
BUT I DON'T THINK IT'S FAIR THAT THIS HISTORICAL FIGURE WAS JUST TAKEN OUT OF THE HISD CURRICULUM, EVEN THOUGH AMERICA WOULD NOT EXIST WITHOUT HIM. THAT IS IT.
>> THANK YOU. APPRECIATE IT. [APPLAUSE].
>> ILIANA GOTLIB. ANY OTHER STUDENTS, PLEASE COME TO THE FRONT ROW.
>> HELLO. MY NAME IS ILIANA GOTLIB AND I AM A NINTH GRADER AT HISD.
LAST WEEK, MY PARENTS RECEIVED AN EMAIL SAYING I HAD FAILED TO STAR TESTS, BUT I HAD NOT FAILED.
I'M IN ADVANCED CLASSES AND TOOK THOSE TESTS A YEAR EARLY AND DID QUITE WELL ON THEM.
HUNDREDS OF OTHER HIGH PERFORMING HISD STUDENTS RECEIVED THE SAME INCORRECT NOTIFICATIONS.
OUR SCHOOL EMAILED PARENTS EXPLAINING THAT HISD WAS "INVESTIGATING".
THE NEXT DAY, HISD SENT A "CORRECTION", BUT IT WAS STILL WRONG.
OUR SCHOOL HAD TO TELL FAMILIES TO DISREGARD THAT MESSAGE TOO.
IT'S BEEN OVER A WEEK. WE'VE HEARD NOTHING, NO EXPLANATION, NO APOLOGY, NO CORRECTION.
THIS ADMINISTRATION EMPHASIZES DATA-DRIVEN DECISIONS, BUT YOU CAN'T TRACK WHICH STUDENTS TOOK WHICH TESTS OR THEIR SCORES.
IF YOU CAN'T GET THIS RIGHT, HOW CAN WE TRUST ANY OF THE DATA SHAPING OUR EDUCATION? FIX YOUR SYSTEMS, COMMUNICATE TRANSPARENTLY, AND SHOW US THAT ACCURACY MATTERS AS MUCH AS THE SCORES THEMSELVES. THANK YOU.
>> ARE THERE ANY OTHER STUDENTS IN PERSON? WE NOW HAVE STUDENTS ON ZOOM.
SUJANI AVAILABLE TO SPEAK? LET'S SEE. MARIA BENZON IS ADIDAS SAGE BITNER AVAILABLE TO SPEAK?
>> I'VE HAD TO EXPLAIN TO MULTIPLE UNKNOWN.
>> SORRY, ONE SECOND. THIS IS SUJANI.
GO AHEAD AND SAY YOUR NAME FIRST, PLEASE. THIS IS SUJANI.
I'VE HAD TO EXPLAIN TO MULTIPLE UNKNOWN HERE THE PURPOSE OF A GOOD EDUCATION.
IT GIVES YOU THE KNOWLEDGE TO OBTAIN SCHOLARSHIPS IN COLLEGE, WHICH MEANS THAT YOU DON'T HAVE TO PAY IF YOU WANT TO HAVE AS MANY YEARS OF IT AS YOU NEED.
YOU COULD GET A DOCTORATE AND TURN A BETTER JOB OF LIFE.
MIKE MILES ONLY CARES ABOUT SHOWING THEM HAVING A GOOD EDUCATION.
WITH OUR LONG RESTS, I WON'T CHANGE OUR LIFE POSITIVELY WHAT THEY'RE GOING TO PROVE.
BUT STRESS TEACHERS GREAT PARENTS.
AI CURRICULUMS. LIBRARIES TAKEN AWAY AND I FOCUS ON TESTS INSTEAD OF INDIVIDUAL STUDENTS OR FINE ARTS PROGRAMS. I THINK THAT'S PROOF OF A BAD EDUCATION.
BUT OF COURSE, IT'S TOTALLY ETHICAL TO SPEND MILLIONS OF DOLLARS MORE ON YOUR PROPAGANDA CHANNEL THAN ON ACTUALLY GOOD LEARNING RESOURCES FOR US. THANK YOU.
>> MOVING FORWARD. BRING THE NEXT ONE IN.
I JUST WANT TO MAKE SURE EVERYONE REALIZES THAT WE DO HAVE THREE BOARD MEMBERS THAT ARE ON ZOOM TONIGHT AND THEY'RE UP THERE AT THE TOP OF THE SCREEN. THANK YOU.
>> MARIA BENZON IS A ADIDAS H BITNER AVAILABLE? GO AHEAD.
>> MY NAME IS ADIDAS H BITNER AND I'M A SIXTH GRADER AT YOUNG LIMITS COLLEGE PREPARATORY ACADEMY.
I WANT TO TALK ABOUT WHY SCHOOLS SHOULD HIRE CERTIFIED TEACHERS.
CERTIFIED TEACHERS KNOW HOW TO TEACH KIDS AND MAKE LEARNING FUN.
UNCERTIFIED TEACHERS MIGHT NOT KNOW THE BEST WAYS TO HELP US LEARN.
MY FIFTH GRADE MATH TEACHER AND SCIENCE TEACHER WAS AMAZING.
SHE WAS CERTIFIED, KNEW ABOUT SOCIAL EMOTIONAL LEARNING, AND KNEW WHAT IT WAS LIKE AS A KID.
SHE WASN'T THE KIND OF KID TO SIT STILL WHEN SHE WAS IN SCHOOL.
SHE KNEW HOW TO MAKE THINGS STICK.
IN MATH, I REMEMBER SO MUCH AND EVERYONE LOVED THE SONGS THAT YOU PLAYED.
TEACHERS LIKE HER MAKE SCHOOL BETTER FOR EVERYONE.
EVERY STUDENT DESERVES A TEACHER WHO KNOWS HOW TO TEACH.
[00:15:01]
THANK YOU.>> WE'D LIKE TO CALL ALL HISD PARENTS TO THE FRONT ROW, PLEASE, BEGINNING WITH SPEAKER NUMBER 1.
>> MY NAME IS LAUREN ZENZ. I HAVE THREE CHILDREN IN LANTRIP ELEMENTARY.
I JUST FIND IT FUNNY THAT WHEN YOU SEND YOUR EVALUATORS INTO OUR SCHOOLS AND THEY PROVIDE BAD GRADES TO OUR TEACHERS FOR WHOM THE CURRICULUM HAS JUST BEEN FLIPPED UPSIDE DOWN WITHOUT OUT CONSULTATION OR PERMISSION FROM ANYONE, THAT YOUR EVALUATORS REFUSED TO PROVIDE ANY FEEDBACK, REFUSED TO EXPLAIN WHY THEY'VE GIVEN THE GRADES THEY'VE GIVEN, AND REFUSED TO PROVIDE ANY SUGGESTIONS FOR IMPROVEMENT.
IT'S ALMOST AS IF OUR TEACHERS HAVE BEEN SET UP TO FAIL.
IT'S PRETTY FUNNY THAT THE PEOPLE WHO HAVE BEEN BROUGHT INTO HISD TO PROVIDE THIS NEW LIFE CHANGING CURRICULUM, LITERALLY HAVE NO IDEA HOW TO GRADE AND GIVE SUPPORTIVE FEEDBACK.
YOU KNOW WHAT IT SOUNDS A LOT LIKE, YOUR ENTIRE EDUCATIONAL MODEL.
THE TOTAL BRAIN KILLING CRAP THAT YOU'RE STUFFING DOWN ALL OUR KIDS AND TEACHERS THROATS.
IT IS CLEAR THAT YOUR ONLY CURRICULAR AND POLITICAL GOAL IS FOR PEOPLE TO OBEY YOU, SO THAT WHEN YOU RIDE OFF INTO THE SUNSET OUT OF HERE, YOU CAN LEAVE COMMUNITIES DESTROYED, BUT GET YOUR MILLIONS OF DOLLARS MORE ON TOP OF THE MILLIONS OF DOLLARS OF WEALTH YOU ALREADY HAVE AS YOU SELL YOUR BE CURRICULUM TO GET MORE POWER HUNGRY.
I'M A DURHAM PARENT, A FORMER TEACHER IN DCPS, AND HOLD A MASTER'S IN SPECIAL EDUCATION.
OUR DATA AT DURHAM DID DROP 6% OVERALL AND 13% IN OUR WEAKEST AREA CLOSING THE GAP, MOVING US FROM A B TO A C, EARNING US THE SPECIAL FOCUS DESIGNATION, AND MEANING THAT SOME CHANGE IS NEEDED.
HOWEVER, IN YOUR SHOCK AND AWE IMPLEMENTATION, YOU MISSED THE GROWING CONSENSUS AMONG EDUCATION RESEARCHERS THAT THE DISRUPTION FROM TAI TEACHER TURNOVER HAS A NEGATIVE IMPACT SPECIFICALLY IN STUDENT ACHIEVEMENT, EVEN CONTROLLING FOR THE RELATIVE TALENTS OF THAT TEACHER, AS SUMMARIZED AND EXTENDED WELL IN RON FELT ET AL., 2013 AND GIBBONS ET AL., 2021.
AT DURHAM, WE HAVE SEEN 25% TURNOVER SINCE AUGUST 1ST, AND 75% TURNOVER IN OUR THIRD GRADE TEAM SPECIFICALLY FROM THE IMPLEMENTATION OF YOUR SPECIAL FOCUS DESIGNATION.
THIS IS PUTTING AT JEOPARDY STUDENT ACHIEVEMENT.
THIS CHANGE IS EXCESSIVE AND HURTING OUR CHILDREN.
>> GOOD EVENING. MY NAME IS KRISTEN SULLIVAN.
I AM THE PARENT OF A STUDENT AT BEL AIR HIGH SCHOOL, AND I AM THE PRESIDENT OF THE BAND BOOSTER BOARD OF BEL AIR BAND.
AS YOU MAY KNOW, THE BEL AIR HIGH SCHOOL BAND IS THE FIRST BAND IN THE HISTORY OF HISD TO HAVE BEEN INVITED TO PERFORM AT THE WESTERN INTERNATIONAL BAND CONFERENCE, WHICH THEY WILL DO IN NOVEMBER IN SEATTLE.
THE MEMBERS OF THE BAND HAVE PUT IN COUNTLESS EXTRA HOURS OF PRACTICE AND REHEARSING FOR THIS CONCERT BAND PERFORMANCE ON TOP OF THEIR MARCHING BAND PERFORMANCES AND OFTEN THEIR HIGH ACADEMIC CURRICULUMS THAT THESE STUDENTS ARE DOING.
THE BAND BOOSTERS, WE COULD NOT BRING ANY STUDENTS BECAUSE THEY ARE RIGHT NOW REHEARSING FOR THIS CONCERT.
BUT WE WOULD LIKE TO CORDIALLY INVITE ALL OF YOU AND I HAVE INVITATIONS FOR ALL OF THE BOARD MEMBERS TO ATTEND THE PRE CONCERT THAT THE STUDENTS WILL DO ON NOVEMBER 20TH AT 6:30 IN THE BEL AIR HIGH SCHOOL.
>> GOOD EVENING. MY NAME IS MARK GARCIA PREZ.
I'M A PARENT OF STUDENTS AT LANTRIP ELEMENTARY.
HISD'S RECENT LEADERSHIP CHOICE TO BLAME THE MEDIA INSTEAD OF ADMITTING ITS ACTUAL PROBLEMS SHOULD BE A MAJOR RED FLAG FOR THIS BOARD.
IN TWO YEARS, MY KIDS HAVE HAD THREE EXECUTIVE DIRECTORS, THREE PRINCIPALS, FOUR ASSISTANT PRINCIPALS, MULTIPLE SPED TEAMS, NEARLY 40 TEACHER CHANGES, INCLUDING THREE THIS YEAR ALREADY, AND LOST 25% OF ITS TOTAL ENROLLMENT.
TWO YEARS. BUT YES, IT'S THE EVENING NEWS FAULT THAT PARENTS DON'T TRUST THE SCHOOL.
ART MUSIC COUNSELING AND MAGNET PROGRAM HAVE ALL BEEN REPLACED BY SPECIAL FOCUS, EXCEPT NO ONE HAS ONCE THOUGHT TO EXPLAIN THE FAMILIES AT THAT SCHOOL WHAT THAT EVEN MEANS.
BUT YEAH, IT'S THE HOUSTON CHRONICLES THOUGHT THAT TRUST ISN'T BUILT.
OUR COMMUNITY'S HISTORY, RELATIONSHIP AND VALUES HAVE BEEN BELITTLED AND REPLACED BY A NARROW OBSESSION WITH TEST PREP.
[00:20:04]
BUT, YEAH, IT'S VIRAL FACEBOOK POSTS THAT ARE CAUSING A LACK OF TRUST.THIS BOARD DOESN'T HAVE A MEDIA PROBLEM, IT HAS A LEADERSHIP PROBLEM.
YOU CAN'T BUILD TRUST WHEN YOU REFUSE TO COMMUNICATE.
>> HI. I'M JESSE DUGAN, HISD PARENT.
FOR TWO YEARS, I'VE BEEN ASKING THE SCHOOL BOARD TO REINSTATE AUTISM SERVICES FOR SPECIAL EDUCATION THAT YOU GUTTED UNDER THE ORDER OF GREG ABBOTT AND HIS DISGUSTING STATE TAKEOVER OF OUR PUBLIC SCHOOL DISTRICT HERE IN HOUSTON, ISD.
FORGET THE BARE MINIMUM FUNDAMENTAL EDUCATIONAL SERVICES YOU CUT FROM MY AUTISTIC KID.
I CAN'T EVEN GET ANY OF ALL TO UTTER THE WORD AUTISM.
WHY WOULD YOU BOTHER SAYING THE WORD AUTISM? YOU WERE NEVER ELECTED.
SOME BILLIONAIRES BRIBED GREG ABBOTT TO SEND YOU HERE.
YOU STOLE THESE SCHOOL BOARD POSITIONS FROM PEOPLE WHO WERE ELECTED.
IF I COULD GET YOU TO SAY THE WORD AUTISM OR EVEN USE IT IN A SENTENCE TO QUESTION SUPERINTENDENT MIKE MILES ABOUT HOW HE'S VIOLATING SPECIAL EDUCATION LAWS, THEN I HOPE YOU WILL BECOME MORE PREPARED THAN HE DID AT CITY HALL WHEN YOU ARE EVENTUALLY QUESTIONED BY OUR CITY AND STATE OFFICIALS.
>> ANY GOOD BUSINESS PERSON KNOWS THE BEST ADVERTISEMENT IS WORD OF MOUTH.
WE CELEBRATE OUR KIDS AND OUR TEACHERS.
WE DON'T BELIEVE IT'S BECAUSE OF YOU.
WE HAVE FILED VARIOUS TEA COMPLAINTS THAT HAVE BEEN SUBSTANTIATED WITH EDUCATIONAL VIOLATIONS.
THESE ARE VIOLATIONS AT AN A RATED SCHOOL, SO I DON'T THINK ANY A RATED SCHOOL SHOULD HAVE TEA VIOLATIONS, WHICH MAKES ME QUESTION RATINGS.
FIRST DAY OF SCHOOL, MY SON CAME HOME AND SAID HIS TEST DIDN'T GRADE CORRECTLY, 5/5 GRADED AN 88.
MY OTHER CHILD, I HAVE ASKED TO SEE TESTS AND THAT WERE FAILED AND WAS REFUSED.
WHEN MILES TALKS ABOUT GAINS, IT MAKES ME TAKE PAUSE.
FLOYD IS CURRENTLY SHUTTING OUT PARENTS, MEDIA AND ANYONE THAT DOESN'T FOLLOW SUIT, EVEN OUR LOCAL LEADERS TOOK HIM TO TASK.
BOTH OF MY CHILDREN ARE IN SPECIAL EDUCATION.
I THOUGHT THROUGH MY EXPERIENCE, I FEEL MANY STUDENTS ARE BEING LEFT BEHIND BECAUSE OF HOW DIFFICULT THE PROCESS IS FOR OUR CHILDREN TO RECEIVE SERVICES AND THE POOR SUPPORT HISD PROVIDES TO ITS SCHOOLS.
CHILDREN DON'T HAVE THE LUXURY OF TIME.
>> GOOD EVENING. MY NAME IS ROBBIE MCDONOUGH.
BOARD OF MANAGERS, IF YOU PUT PEOPLE IN THE DARK, THEY WILL SEE MONSTERS.
I URGE YOU TO NOT APPROVE THE PROPOSED ANNUAL OPERATING BUDGET BOARD POLICY CHANGE.
ENDING QUARTERLY REPORTS THAT COMPARE ACTUAL SPENDING TO APPROVED BUDGET WOULD MAKE IT HARDER, IF NOT IMPOSSIBLE TO SEE HOW DISTRICT DOLLARS ARE REALLY BEING USED.
CONFIDENCE IN HISD IS ALREADY LOW.
REDUCING TRANSPARENCY SENDS THE WRONG MESSAGE.
ACCOUNTABILITY BEGINS WITH OPENNESS, AND QUARTERLY FINANCIAL REPORTING IS A BASIC SAFEGUARD THAT ENSURES MONEY INTENDED FOR CLASSROOMS ACTUALLY GETS THERE.
IF WE'RE SERIOUS ABOUT REBUILDING TRUST IN THE DISTRICT, WE SHOULD BE EXPANDING TRANSPARENCY, NOT LIMITING IT.
THE BOARD MUST REJECT THIS CHANGE AND INSTEAD COMMIT TO RESTORING PUBLIC TOOLS LIKE THE ANNUAL HISD BUDGET BOOK, SO OUR COMMUNITY CAN ONCE AGAIN SEE HOW EVERY DOLLAR GOES TOWARDS STUDENT SUCCESS.
>> MY NAME IS AUDREY NATH, AND I'M A PEDIATRIC NEUROLOGIST AND MOM TO A THIRD GRADER AT MEMORIAL ELEMENTARY, WHO HAS AN IEP FOR HIS DYSLEXIA.
I WANT TO START WITH SOMETHING POSITIVE, WHICH IS THIS WEEK HE HAD A FANTASTIC IEP MEETING.
HIS ROOM TEACHERS AND SPECIAL ED TEACHERS AND THE PRINCIPAL ALL KNEW HIM VERY WELL AND WERE ABLE TO MAKE A GREAT PLAN FOR HIM MOVING FORWARD.
I ALSO WANT TO BRING UP SOMETHING CONCERNING THAT I'VE HEARD, WHICH IS THAT HISD IS NO LONGER PAYING FOR AN INTERPRETER FOR PARENTS AT IEP MEETINGS.
I'M CONCERNED THAT THIS MAY DISPROPORTIONATELY HURT SCHOOLS IN AREA WHERE ONE, THERE'S A HIGH PROPORTION OF PARENTS WHO NEED LANGUAGE SERVICES.
TWO, SCHOOLS AND UNDERRESOURCED NEIGHBORHOODS WHERE THERE ISN'T A PTO THAT CAN KICK IN EXTRA MONEY TO HANDLE THIS SUDDEN CHANGE IN BUDGET.
FOR THESE REASONS, I HOPE THE BOARD WILL RECONSIDER THIS CHANGE IN POLICY AND CONTINUE TO FUND INTERPRETATION SERVICES AT IEP MEETINGS THAT ARE REQUIRED BY FEDERAL LAW. THANK YOU.
MY NAME IS NELLY STEWART, AND MY DAUGHTER IS A DURHAM DALMATIAN.
THANK YOU FOR HAVING ME BACK TO THE DOG AND PONY SHOW.
I JUST WANTED TO SAY, FLOYD, YOU'RE RIGHT.
[00:25:01]
YOU'RE SUPPOSED TO BE THE PROFESSIONAL.I DON'T THINK THAT GETS MORE PERSONAL THAN OUR OWN CHILDREN.
I'M HERE TO REMIND YOU THAT WE AREN'T GOING ANYWHERE.
WE'RE JUST GETTING STRONGER AND LOUDER ABOUT THE FACT THAT YOU DON'T CARE ABOUT OUR CHILDREN.
ALL YOU CARE ABOUT IS THAT YOU, MORATH, AND ABBOTT ARE FINANCIALLY BENEFITING FROM THE FAILURE OF PUBLIC EDUCATION.
WE'RE HERE TO CALL YOU OUT FOR REASSIGNING DURHAM'S NURSE PART TIME TO ANOTHER SCHOOL.
HOW DOES THAT HELP KIT STUDENTS OR TEACHERS? WE'RE HERE TO CALL YOU OUT FOR CANCELING A PROMINENTLY HISPANIC ELEMENTARY SCHOOLS FIELD TRIP TO THE ZOO.
NOW WHO'S PICKING ON THE BLACK AND THE BROWN CHILDREN? YOU ARE ALL COMPLICIT.
FLOYD, I HEARD YOU LIKE MUSICALS.
TO QUOTE HAMILTON, "HISTORY HAS ITS EYES ON YOU."
>> ELLEN WALTER, FOLLOWED BY THREE STUDENTS WHO'VE JOINED US.
STUDENTS, IF YOU'LL MAKE YOUR WAY TO THE FRONT ROW.
>> IN THE BOARD SELF EVALUATION THIS YEAR, YOU GUYS GAVE YOURSELF A 15/15 FOR AGREEING THAT STUDENT OUTCOME GOALS ARE INFLUENCEABLE BY THE SUPERINTENDENT AND ARE THE FIRST PRIORITY FOR RESOURCE ALLOCATION.
WHAT I'VE NOTICED IS THAT HISD NOW WAS SPENDING $2 MILLION THIS YEAR, WHICH COULD BE THE EQUIVALENT OF 294 SCHOOL LIBRARIANS.
SURVEYS BY SCHOLASTIC AND THE GATES FOUNDATION SHOW THAT 83% OF STUDENTS GET BOOKS BY USING THE SCHOOL LIBRARY OVER ANY OTHER OPTION.
STUDIES IN 14 STATES SHOW SCHOOLS WITH CERTIFIED LIBRARIANS CONSISTENTLY SCORE BETTER ON STANDARDIZED READING TEST.
FOR ME, THAT SOUNDS LIKE MAYBE YOU'RE NOT USING THE PRIORITY OF RESOURCE ALLOCATION BECAUSE IF YOU WERE, YOU'D BE PROVIDING LIBRARIES AND CERTIFIED LIBRARIANS. THANK YOU.
>> ACTUALLY HE WANTS TO DO IT NOW, BUT SHE DIDN'T SIGN IN. IS THAT OKAY?
>> MY KID HAS SIGNED UP, BUT DIDN'T SIGN IN.
IS IT OKAY IF SHE DOES HER SPEECH IF WE'RE DOING
>> I THINK OUR SCHOOLS SHOULD HAVE NAP TIME.
>> I THINK THE SCHOOLS SHOULD HAVE NAP TIME BECAUSE I DON'T THINK WE GET ENOUGH SLEEP TO DO OUR WORK IN THE MORNING.
>> THANK YOU VERY MUCH. [APPLAUSE]
>> PAULINA BATISTA AND IBERIANES AUBREY BARR.
GETTING STRAIGHT TO THE POINT.
I SHOULDN'T BE HERE RIGHT NOW, BUT HERE I AM.
THESE STUDENTS AREN'T ENGAGED LIKE WE USED TO BE.
GETTING ASKED HOW THE SCHOOL WENT FROM, IT WAS GOOD TO BORING.
THE NEW EDUCATION SYSTEM IS DISENGAGING STUDENTS WHO JUST WANT TO HAVE FUN ALONG WITH GOING THROUGH OUR EDUCATIONAL JOURNEY.
EVERY CLASS AND LESSON IS THE EXACT SAME, AND IT'S ANNOYING BECAUSE IT'S THE SAME ROUTINE THAT KEEPS US DISCONNECTED.
WE WALK INTO THE CLASS, DO THE DO NOW, SIT THROUGH ABOUT AN HOUR OF HISD SLIDE SHOWS THAT OFTEN HAVE MISTAKES, WRITE SCR CARDS, GIVE OUR PARTNERS THUMBS UPS AND ACKNOWLEDGE THEM, AND FINALLY, WE GET ON WITH THE DOL.
EVERYTHING THIS NEW EDUCATION SYSTEM DOES CONTROLS WHAT GOES ON IN OUR CLASSROOMS, AND MANY STUDENTS LIKE ME AND THE STUDENTS HERE TODAY DON'T LIKE IT. THANK YOU.
>> MY NAME IS EMILY. I GO TO NORTHSIDE HIGH SCHOOL, AND RELEVANT TO MY SPEECH, MY GRADES ARE IN THE RANGE OF 90-100 ON MY TRANSCRIPT.
I RECEIVED AN ACADEMIC LEATHER JACKET OF WHICH YOU CAN ONLY GET IF YOU HAVE 4.0 FOR BOTH SEMESTERS.
I DO VOLUNTEERING. I JOIN PROGRAMS. BUT WHEN I DO INTERVIEWS WITH PROGRAMS LAST YEAR, I HAD TO EXPLAIN WHY I HAD NGS.
NGS THAT WERE PLACED BECAUSE LAST YEAR I HAD SURGERY.
THAT SURGERY MADE ME MISS SCHOOL FOR THREE DAYS.
WHEN I RETURNED, I DID THE WORK.
[00:30:01]
I MADE THE GRADE AND I TURNED IN MY EXCUSE NOTES FROM MY DOCTOR EXPLAINING WHY I WAS GONE.I HAD NGS AT THE END OF THE DAY AND I WAS FURIOUS BECAUSE IT WAS TARGETING EVERYONE IN MY SCHOOL.
STUDENTS WHO NO MATTER THE GRADE, TIME AND TUTORIALS OR EXCUSE NOTES FROM MEDICAL PROFESSIONAL STILL HAD NGS.
WHEN I WENT TO RECOVER MY NGS, NEARLY HALF OF NOT ALL STUDENTS WHO GO TO NORTH SIDE WERE THERE.
WHEN I COMPLETED THAT REMOVAL WEEK, MY NGS WERE STILL IN MY TRANSCRIPT, AND OTHER STUDENTS REPORTED THE SAME THING.
WHEN YOU IMPLEMENTED THE SYSTEM.
>> YOU IMPLEMENTED THE SYSTEM, YOU DIDN'T THINK ABOUT THE STUDENTS WHO ARE SICK, OR HAVE FAMILY PROBLEMS, OR EVEN SICK FAMILY MEMBERS.
IT IS UNFAIR THAT THEY'RE ONLY ALLOWED TWO ABSENCES BEFORE THEY GET AN NG. THANK YOU.
>> GOOD AFTERNOON. MY NAME IS AUBREY BARR.
I'M A STUDENT AT NORTHSIDE HIGH SCHOOL.
I CAME HERE TO SAY WHAT A LOT OF STUDENTS ALREADY KNOW.
THE WAY THE DISTRICT IS FORCING TEACHERS TO TEACH US IS NOT HELPING US, IT'S HURTING US.
YOU'VE TURNED CLASSROOMS AND DESCRIPTED SLIDE SHOWS WITH TIMERS AND YOU'VE TURNED TEACHERS INTO ROBOTS, BUT GUESS WHAT? STUDENTS AREN'T ROBOTS.
WE DON'T ALL LEARN THE SAME WAY.
SOME OF US NEED MORE TIME, SO MORE EXPLANATION OR ONE ON ONE HELP, BUT OUR TEACHERS CAN'T GIVE US THAT ANYMORE BECAUSE YOU'VE TIED THEIR HANDS BEHIND THEIR BACKS.
THEN ON TOP OF THAT, YOU'RE FIRING TEACHERS, MASS FIRING THEM AT A TIME WHEN WE NEED MORE TEACHERS, NOT FEWER.
THE VERY PEOPLE WHO ACTUALLY KNOW HOW TO REACH US, CONNECT WITH US, AND TEACH US, YOU'RE PUSHING THEM OUT AND IT'S LIKE YOU'RE GUTTING THE VERY HEART OF OUR SCHOOL. LET'S BE REAL.
THIS ISN'T EDUCATION. THIS IS CONTROL.
THIS IS DISRESPECT, AND IT'S DESTROYING THE TRUST BETWEEN STUDENTS, TEACHERS, AND THE DISTRICT.
IF IT REALLY WAS FOR KIDS, YOU'D LISTEN TO US AND TO THE TEACHERS WHO'VE BEEN IN THE CLASSROOMS LONGER THAN SOME OF YOU HAVE BEEN MAKING THESE DECISIONS.
RIGHT NOW, THE MESSAGE YOU'RE SENDING.
>> THANK YOU. SORRY. RIGHT NOW, THE MESSAGE YOU'RE SENDING IS CLEAR.
YOU CARE MORE ABOUT POWER THAN PEOPLE, MORE ABOUT APPEARANCE THAN ACTUAL LEARNING AND THAT'S NOT JUST A FAILURE FOR STUDENTS, IT'S FAILURE OF LEADERSHIP.
>> GOOD EVENING. MY NAME IS ZACHARY YOUNGBLOOD, AND I'M A STUDENT AT NORTHSIDE HIGH SCHOOL.
LET'S BE HONEST, THIS NEW AI CURRICULUM IS A MESS.
YOU'RE TURNING CLASSROOMS INTO COMPUTER LABS AND TEACHERS INTO ROBOTS WHO READ OFF SLIDES.
YOU CALL IT INNOVATION, BUT IT'S JUST CONTROL.
STUDENTS AREN'T LEARNING BETTER WHERE ZONING OUR TEACHERS CAN'T EVEN TEACH THEIR OWN WAY.
YOU'RE PLACING REAL LEARNING WITH FAKE PROGRESS.
AI DOESN'T UNDERSTAND STUDENTS.
IT DOESN'T CARE WHEN WE'RE STRUGGLING, BUT OUR TEACHERS DO, AND YOU'RE TAKING THAT AWAY.
STOP PRETENDING THIS IS HELPING US.
IT IS NOT THE FUTURE, IT'S A DISASTER.
BRING BACK REAL TEACHING, REAL CONNECTION, REAL EDUCATION BECAUSE WE'RE STUDENTS, NOT TEST DATA, AND WE DESERVE BETTER. THANK YOU.
>> CAN YOU HAVE THE REMAINING PARENT SPEAKERS ON ZOOM? MARIA BENZON, YOU MAY BEGIN?
>> HI. MY NAME IS DR. MARIA BENZON, CHIEF AND DISTRICT EFFECT.
CONSIDER THE SIX LOVERS AND EA'S EFFECTIVE DISTRICT FRAMEWORK.
NUMBER 1, PLANNING AND PERFORMANCE.
CONTINUOUS IMPROVEMENT MEANS ASKING THE RIGHT QUESTIONS.
ARE WE MEASURING WHAT MATTERS OR WHAT FLATTERS? NUMBER 2, TALENT.
WHY HAS HISD LOST 8,000 TEACHERS AND 24,000 STUDENTS IN JUST TWO YEARS? WOULD ANY BUSINESS CALL THAT SUCCESS? STUDENT SUPPORTS IS NUMBER 3.
WHEN STAFF ARE DISRESPECTED AND STUDENTS PANIC UNDER PRESSURE, HOW WAS THAT A CULTURE OF SAFETY? NUMBER 4, ACADEMIC EXPERIENCE.
AI-WRITTEN ERROR FIELD CURRICULA IS NOT RIGOR.
WOULD ANY PROFESSIONAL BE PRAISED FOR THAT WORK? NUMBER 5, LEADERSHIP.
LEADERS WHO CAN'T TEACH SHOULDN'T JUDGE TEACHERS.
WHERE'S THE REAL CAPACITY BUILDING? FINANCE AND OPERATIONS, BLOATED ADMINISTRATION, BROKEN ACS, AND CUTS TO SCHOOL PROGRAMS. IS THAT EFFECTIVENESS OR DYSFUNCTION? BOARD OF MANAGERS, PLEASE FIND HOUSTON A LEADER WITH THE WISDOM TO LEAD, THE HUMILITY TO LISTEN, AND THE HEART TO SERVE OUR CHILDREN AND EDUCATE THEM. THANK YOU.
>> CHRISTINE HURLEY, YOU MAY BEGIN.
WHAT DELUSIONAL PERSON ARE YOU, MILES, TO THINK THAT THAT'S ALL THAT MATTERS?
[00:35:01]
FAMILIES WHO CAN LEAVE ARE FLEEING ANYHOW.IF IT WAS THIS WONDERFUL EDUCATIONAL SYSTEM YOU CLAIM IT IS, WOULDN'T THOSE SAME FAMILIES BE HAMMERING DOWN THE DOORS TO GO TO SCHOOL IN HISD, OR ARE YOU SAYING THAT ALL THE FAMILIES LEAVING ARE BAD PARENTS, TOO STUPID TO KNOW WHAT'S BEST FOR THEIR OWN CHILDREN? IT'S ABSURD THAT YOU, RICK, SUPPORT THIS NONSENSE, ASSUMING YOU'RE THE GREAT BUSINESSMAN THAT EVERYONE CLAIMS YOU TO BE.
HOUSTON'S FUTURE WORKFORCE IS FLEEING, AND THOSE WHO STAY WILL BE ILL-EQUIPPED TO HANDLE THE RIGOR OF COLLEGE OF VOCATIONAL SCHOOLS, AND CAREERS OR OF EMPLOYMENT? I DON'T KNOW HOW MORE THOUSANDS OF FAMILIES LEAVING, IT'LL TAKE FOR YOU TO UNDERSTAND THAT MIKE MILES IS RUINING THE LARGEST DISTRICT IN THE STATE, AND YOU ARE ALL ENABLING IT.
WE DIDN'T ELECT YOU, BUT YOU'RE ALL WE'VE GOT.
FOR THE LOVE OF GOD, PLEASE LISTEN TO US.
I AM NOT JUST NOISE, I AM A MOTHER WHO IS VERY TIRED OF SEEING MY CHILDREN AND THEIR FRIENDS AND ALL HISD STUDENTS SUFFER.
>> DANA LADNER, YOU MAY BEGIN.
DANA LADNER, PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN.
I'M HERE FROM DURHAM ELEMENTARY HISPANIC HERITAGE NIGHT, AND THIS IS A NIGHT THAT WE USE TO CELEBRATE OUR TIME WITH OUR CHILDREN.
DURHAM'S RATINGS HAVE DROPPED.
WE ASKED FOR COLLABORATION TO FIX.
INSTEAD OF THOUGHTFUL STUDENT-FOCUSED SUPPORT, MILES' AGENDA CAUSED DISRUPTION AND CONFUSION FOR ELEMENTARY-AGE CHILDREN.
IN THE MOST CHAOTIC WAY POSSIBLE.
DURHAM WAS NAMED A SCHOOL OF FOCUS, AND NOW FIVE TEACHERS HAVE LEFT US.
MAKE NO MISTAKE, THEY WERE PUSHED OUT.
OUR KIDS LOST TRUSTED EDUCATORS.
THE TEACHERS WHO REMAIN FEEL DEMORALIZED, UNDERVALUED, AND MICROMANAGED.
TEACHERS ARE LEAVING BECAUSE THE HISD CURRICULUM IS NOT GOOD FOR OUR KIDS, AND THE INSTRUCTION GIVEN TO OUR TEACHERS IS ABSOLUTELY TOXIC.
THE YEARS OF EXPERIENCE OF THESE TEACHERS HAVE AND HAVE LEFT OUR SCHOOLS SHOULD ALARM EVERYONE AND SPEAK VOLUMES.
THE LIBRARY WAS DISMANTLED TO MAKE A TEAM CENTER FULL OF ROWS OF DESKS SO THE EIGHT-YEAR-OLDS CAN SIT. I'M DONE, CASE.
>> CASE MUNDY, PLEASE TURN YOUR CAMERA ON, AND YOU MAY BEGIN? CASE MUNDY, PLEASE GO AHEAD.
>> TEACHER RETENTION IS A HUGE PROBLEM, BEING MADE WORSE BY NES HERE IN HISD.
WHEN WE TREAT TEACHERS AS WIDGETS, FOR FEED THEM IN STRUCTURAL CONTENT AND STYLE, THEY WON'T STAY AROUND.
PROFESSIONALS DON'T STAY WHERE THEIR SKILL SET IS NOT RESPECTED.
DURHAM, MY SCHOOL, HAD TWO ADDITIONAL TEACHERS RESIGNED SINCE THE LAST BOARD MEETING.
WE'VE HAD 25% TURNOVER IN OUR TEACHERS SINCE THE START OF THE YEAR.
THIS IS DRIVEN BY POOR LEADERSHIP, A FLAWED SYSTEM, AND AN INSISTENCE ON A CULTURE OF FEAR.
MILES GETS IN ONE OF HIS MOODS.
WHEN WE SAY THAT WE WANT CERTIFIED TEACHERS, HE THINKS YOU DON'T NEED SKILLS TO FOLLOW HIS AI-GENERATED TEACHING SYSTEM, BUT HP2 REMOVES THE EXEMPTION FOR UNCERTIFIED TEACHERS IN ELEMENTARY SCHOOLS IN 26 AND 27, AND ALL SCHOOLS IN 27/28.
ONE IN FOUR HISD TEACHERS ARE UNCERTIFIED.
WHERE WILL THE REPLACEMENTS COME FROM? MILES' NEXT BONUS STRUCTURE MUST HAVE A REQUIREMENT TO OUTPERFORM SURROUNDING DISTRICTS AS WELL AS LARGE DISTRICTS AND TEACHER RETENTION, AND STUDENT ENROLLMENT.
>> ABBY STARGHILL, YOU MAY BEGIN.
>> GOOD EVENING. MY NAME IS ABBY STARGHILL, AND I'M SPEAKING TONIGHT FROM DURHAM ELEMENTARY HISPANIC HERITAGE NIGHT, WHERE WE'RE HONORING THE CULTURES AND RESILIENCE OF OUR STUDENTS.
WE AGREE WITH YOU ON THE NECESSITY AND IMPORTANCE OF CLOSING GAPS AND HELPING ALL STUDENTS SUCCEED.
THIS IS ACTUALLY WHY WE'RE MOST WORRIED.
WHAT'S HAPPENING NOW IS NOT ABOUT EQUITY.
REAL EQUITY ISN'T SOMETHING YOU DO TO COMMUNITIES, IT'S SOMETHING YOU BUILD WITH THEM.
WHAT WE HAVE NOW ARE FAMILIES BEING SHUT OUT OF DECISIONS.
MATERIALS FROM THE DISTRICT ARE NOT IN FAMILIES' HOME LANGUAGES.
COMMUNITY CONCERNS ARE DISMISSED AND SILENCED, AND STUDENTS NOTICE WHEN FAMILIES ARE EXCLUDED, STUDENTS FEEL EXCLUDED TOO.
THEY HEAR THE MESSAGING AND THEY INTERNALIZE IT.
TOP-DOWN DECISIONS ARE NOT EQUITABLE.
THE VERY STUDENTS YOU CLAIM TO SUPPORT, MR. MILES, ARE ACTUALLY BEING HURT THE MOST.
[00:40:01]
OUR EXPERIENCE SHOWS THAT WHEN POLICIES ARE TOP-DOWN, FAMILIES THAT REACH OUT TO FIGHT BACK ARE THE ONES MOST HARMED.>> JILL TUCKER, JOINING YOU FROM DURHAM ELEMENTARY HISPANIC HERITAGE NIGHT, A NIGHT OF JOY AND CELEBRATION, BUT BEHIND THE CELEBRATION IS A HARSH TRUTH, STUDENTS' EARLY LEAVING, PARENTS ARE WITHDRAWING THEIR CHILDREN BECAUSE THEY NO LONGER FEEL CONFIDENT IN THE SCHOOL'S DIRECTION.
DURHAM HAS ALREADY LOST DOZENS OF STUDENTS THIS YEAR, AND EVERY STUDENT WHO LEAVES MEANS FEWER TEACHERS, RESOURCES, AND LESS STABILITY FOR THOSE WHO REMAIN.
STUDENTS HERE ARE FEELING THE CHANGE.
THEY NOTICE THEIR CLASSROOMS ARE EMPTIER, ONLY A PART-TIME NURSE, A PART-TIME COUNSELOR.
THE IMPACT THAT PROGRAMS ARE DISAPPEARING, AND VOLUNTEERS ARE HERE NO LONGER.
WE HAVE LESS FUNDS FOR EACH PUPIL.
WE'RE NOT OPPOSED TO CHANGE, AND WE WANT TO IMPROVE OUR SCORES FOR ALL KIDS.
THE NARROW FOCUS OF CHANGING FS TO A'S WITH A RIGID ONE-SIZE-FITS-ALL TEST PREP CURRICULUM AND A CULTURE OF FEAR AND ISOLATION IS DOING MORE HARM THAN GOOD IN OUR COMMUNITY.
IT DID NOT HAVE TO BE THIS WAY.
WE KNOW THAT TIME WILL TELL, AND WE WILL NOT STOP FIGHTING BECAUSE HOUSTON KIDS DESERVE BETTER.
WE ARE OFF TO ENJOY WHAT IT'S LEFT OF OUR COMMUNITY.
THIS CHANGE IS EXCESSIVE, AND IT'S HURTING OUR KIDS.
>> DOCTOR ANITA WADHWA, YOU MAY BEGIN.
>> NEARLY THREE-QUARTERS OF HISD TEACHERS ARE WOMEN, YET THE MAJORITY OF THE HISD BOARD OF MANAGERS IS MALE.
THE MAJORITY OF THOSE WHO SHOW UP TO THE BOARD MEETINGS, RUN PTOS, AND FUND RAISERS, ADVOCATE FOR STUDENT SCHOOLS ARE WOMEN AND GENDER EXPANSIVE PEOPLE.
WHEN DECISION-MAKING IS CENTRALIZED AND IT BECOMES DISCRETIONARY FOR THE SUPERINTENDENT TO MEET WITH TEACHER UNIONS, FOR EXAMPLE, EMPLOYEE VOICES ARE OPTIONAL, AND THOSE MOST AFFECTED, WOMEN, CAREGIVERS, AND CLASSROOM PROFESSIONALS, ARE THE ONES WHO ARE PUSHED ASIDE.
GIVING THE SUPERINTENDENT SOLE AUTHORITY OVER HISD'S INTELLECTUAL PROPERTY, MATERIALS THAT ARE CREATED WITH PUBLIC FUNDS, RISKS TURNING PUBLIC WORK INTO A PRIVATE OPPORTUNITY.
THESE POLICIES UNDERMINE TRUST AND SILENCE.
THE VERY PEOPLE WHO HOLD OUR SCHOOLS TOGETHER, PLEASE REJECT THEM.
>> MELISSA YARBOROUGH, PLEASE BEGIN.
>> I'M URGING YOU TO PULL ITEM 23 FROM THE CONSENT AGENDA AND VOTE NO.
IT DELETES BOARD POLICY ON INSTRUCTIONAL GOALS AND OBJECTIVES, SAYING THAT THEY ARE OUTDATED AND NOT REQUIRED.
I ASK YOU, WHAT PART IS OUTDATED? IS IT THE PART THAT SAYS, CURRICULUM MUST REFLECT CURRENT RESEARCH, BEST PRACTICES, AND TECHNOLOGICAL ADVANCEMENTS? IS IT THAT THE DISTRICT PROVIDES A WELL-BALANCED CURRICULUM, PROVIDING FOR SPECIAL POPULATIONS, THE NECESSARY MODIFICATIONS AND METHODOLOGIES, PACING, AND RESOURCES? IS IT THAT SCHOOLS BE RESPONSIVE TO THEIR COMMUNITIES, PROVIDING PARENTS, MEMBERS OF THE COMMUNITY, TEACHERS, SUPPORT STAFF, AND STUDENTS WITH FORMAL, STRUCTURED INPUT AND DECISION MAKING? IS IT THAT STUDENTS DEMONSTRATE AN UNDERSTANDING OF COURSE SUBJECTS THROUGH A VARIETY OF MEANINGFUL ASSESSMENTS, SUCH AS PROJECT-BASED LEARNING, PORTFOLIOS, AND WORK? IS THAT THE CENTRAL OFFICE TURN THE TRADITIONAL MANAGEMENT PYRAMID UPSIDE DOWN AND BECOMING AN ENABLER, RATHER THAN AN ENFORCER.
>> OR IS IT THE PART THAT SAYS TO LOWER STUDENT AND ADULT RATIOS AND PROVIDES?
>> THANK YOU, YOUR TIME IS UP.
>> KYLE TUCKER, PLEASE TURN YOUR CAMERA ON, AND YOU MAY BEGIN.
>> HI. CAN YOU ALL SEE ME, HEAR ME? I'M GOING TO HOPE YOU CAN HEAR ME.
>> I ATE THAT WE COULDN'T BE THERE AT THE BOARD MEETING IN PERSON TONIGHT, BUT WE ARE OUT AT OUR BEAUTIFUL ELEMENTARY SCHOOL, DURHAM ELEMENTARY, CELEBRATING HISPANIC HERITAGE NIGHT.
AN EVENT THAT IS FULLY FUNDED, ORGANIZED, AND HOSTED BY A PTA THAT IS RAPIDLY DWINDLING IN NUMBER.
WE'RE LOSING PARENTS, WE'RE LOSING STUDENTS EVERY WEEK BECAUSE OF THE AGGRESSIVE, POORLY PLANNED, AND EVEN WORSE EXECUTED STRATEGY GOING ON ON OUR CAMPUS.
I DO WANT TO SHARE JUST ONE THING IN THE VERY BRIEF AMOUNT OF TIME WE'RE ALLOWED TO GIVE PUBLIC COMMENTS.
IF IT HASN'T ALREADY BEEN ADDRESSED BEFORE BY OTHER PARENTS OR MEMBERS OF THE PTA DURHAM, WE LOST A FULL-TIME NURSE THIS WEEK.
SHE WAS DROPPED DOWN TO TWO DAYS A WEEK.
THE REASON WE WERE GIVEN IS SO THAT WE COULD AFFORD A COUNSELOR,
[00:45:01]
ALSO PART-TIME ON CAMPUS.AT THE SAME TIME, WE HIRED TWO LEARNING ASSISTANTS THAT ARE UNCERTIFIED TEACHERS TO BABYSIT IN WHATEVER YOU CALL IT, THE TEAM CENTER.
I GUESS THE MESSAGE WE'RE GETTING IS THOSE ROLES ARE MORE IMPORTANT IN THE MENTAL AND PHYSICAL HEALTH OF OUR STUDENTS. THANK YOU.
>> THAT CONCLUDES SPEAKERS AND GROUPING.
>> THAT CONCLUDES THE HEARING OF THE PUBLIC OFFICIALS, HISD STUDENTS, AND PARENTS.
BEFORE WE GET INTO THE MEETING BUSINESS,
[Board Member Reports and Comments]
I'D LIKE TO INVITE BOARD MEMBERS TO SHARE THEIR REPORTS, IF YOU HAVE ANY LAST BOARD MEETING OR ANY COMMENTS YOU'D LIKE TO SHARE, ANYBODY? I KNOW THERE'S BEEN A LOT OF TOURS OF SCHOOLS, AND CONTINUING TO GO OUT THERE AND SEE WHAT'S GOING ON.ANY BOARD MEMBERS ON ZOOM, WOULD YOU LIKE TO BOARD MEMBER ARNOLD?
>> I JUST WANTED TO SHARE WITH MEMBERS OF THE BOARD THAT I HAD AN OPPORTUNITY AT THE LAST BOARD MEETING TO VISIT TWO SUNRISE CENTERS AND SIX CAMPUSES, INCLUDING THE BARBARA BOARD CAREER CENTER.
I KNOW SOME OF YOU HAVE HAD A CHANCE TO VISIT THAT, BUT THIS IS MY FIRST VISIT.
I FEEL THAT IT COINCIDED PRETTY NICELY WITH THE GOAL PROGRESS MONITORING WE'RE DOING THIS MONTH.
I MENTION IT BECAUSE IF YOU HAVEN'T HAD A CHANCE TO VISIT AS A BOARD MEMBER, I ENCOURAGE YOU TO.
THERE'S A LOT OF REALLY EXCITING THINGS THAT ARE HAPPENING THERE, AND I JUST WANTED TO HAT TIP TO THE ADMINISTRATION FOR ALL OF THE REALLY WONDERFUL THINGS HAPPENING ON THAT CAMPUS.
IT WAS REALLY EXCITING TO SEE THE CONFIDENCE OF THE STUDENTS ON THAT CAMPUS WITH THE SKILLS THAT THEY ARE LEARNING, BOTH THOSE THAT ARE STUDENTS IN THE 10TH AND 11TH AND SENIORS, AND THOSE THAT ARE IN THE NINTH GRADE LEARNING NEW SKILLS THERE.
IF YOU CAN VISIT, TRY TO MAKE SOME TIME TO GO, IT'S AN EXCEPTIONAL CAMPUS. THANK YOU.
>> GREAT. THANK YOU. ANY OTHER BOARD MEMBERS ON ZOOM? NO, GREAT.
SORRY, SHE WAS WAITING IN LINE.
>> JANETTE, WE AREN'T ABLE TO HEAR YOU. HER SOUND IS ON.
>> THERE WE GO, WE CAN HEAR YOU NOW.
YOU WERE UNMUTED A MINUTE AGO.
>> I WANTED TO REPORT ON A SIMILAR VISIT TO A SUNRISE CENTER.
WE WENT TO THE WEST OHM YMCA FAMILY, YMCA SUNRISE CENTER, AND WE MET THERE BARBARA SHELBY ROBERTS, WHO IS THE LEADER OF THAT ORGANIZATION.
AMAZING WHAT SHE'S DOING IN THAT COMMUNITY AND WHAT THAT COMMUNITY IS DOING, I THINK, THROUGH THE SUNRISE CENTER ITSELF.
MY WIFE HAPPENS TO BE VERY INVOLVED WITH AND AS ON THE BOARD OF THE BARBARA BUSH HOUSTON LITERACY FOUNDATION, AND WE'VE CONNECTED BARBARA AND I THINK OTHERS WITH THE BARBARA BUSH LITERACY FOUNDATION.
THEY WILL BE HOPEFULLY WORKING ON THE ARRANGEMENT.
THEY WILL BE DELIVERING BOOKS FOR DISTRIBUTION TO COMMUNITIES TO ALL EIGHT SUNRISE CENTERS.
WHAT WE SAW FROM BARBARA IS SHE HAS SHELVES IN THE SUNRISE CENTER WHERE FAMILIES ARE FREE TO COME IN, TAKE BOOKS, TAKE THEM HOME.
THE BARBARA BUSH LEADERSHIP FOUNDATION HAS AN OVERLOAD OF BOOKS THAT THEY'VE BEEN DONATED OVER THE YEARS, AND I'M HOPEFUL THAT IN THE NEXT FEW WEEKS, WE'RE GOING TO WORK ON AN ARRANGEMENT WHERE EVERY ONE OF THE EIGHT SUNRISE CENTERS WILL HAVE FREE BOOKS AVAILABLE FOR FAMILIES IN THEIR NEIGHBORHOODS.
>> NEXT UP, WE'RE GOING TO DO RECOGNITIONS IN THE SUPERINTENDENT REPORTS.
[Recognitions]
SUPERINTENDENT MILES, YOU HAVE THE FLOOR?>> YES, SIR. I'D LIKE TO CALL OUR DIVISION CHIEFS TO THE MICROPHONE TO RECOGNIZE HOUSTON ISD'S TEACHERS OF THE YEAR.
[00:50:01]
>> GOOD EVENING, SUPERINTENDENT MILES, PRESIDENT CAMPO AND BOARD OF MANAGERS.
I AM EXCITED TO KICK OFF OUR TEACHER RECOGNITION THIS EVENING STARTING WITH THE CENTRAL DIVISION.
TEACHERS, WHEN YOUR NAME IS CALLED, YOU WILL PLEASE STAND TO BE RECOGNIZED.
FOR DIVISION ELEMENTARY TEACHER OF THE YEAR AT MEMORIAL ELEMENTARY SCHOOL, JIMMY PERDON [APPLAUSE].
FOR DIVISION MIDDLE SCHOOL TEACHER OF THE YEAR AT HOGG MIDDLE SCHOOL, NINA FLORES [APPLAUSE].
FOR DIVISION HIGH SCHOOL TEACHER OF THE YEAR AT CHALLENGE EARLY COLLEGE HIGH SCHOOL, WILSON WADES [APPLAUSE].
WE DID HAVE A FEW HISD TEACHERS OF THE YEAR FOR VARIOUS DEPARTMENTS, INCLUDING THE HISD SPECIAL EDUCATION TEACHER OF THE YEAR FROM ATHERTON ELEMENTARY SCHOOL, ASHLEY THOMPSON [APPLAUSE].
HISD ESL, SECONDARY TEACHER OF THE YEAR, FROM PROJECT CRYSTALS MIDDLE SCHOOL, CHRISTIAN HOLLAND BOROUGH [APPLAUSE].
AND HISD CTE TEACHER OF THE YEAR FROM HIGH SCHOOL FOR LAW AND JUSTICE DONNA CLARK [APPLAUSE].
>> GOOD EVENING. I THINK THE NORTH IS UP NEXT.
I'M SO PROUD TO BE ABLE TO CONGRATULATE THESE FOLKS.
FOR THE DIVISION ELEMENTARY TEACHER OF THE YEAR, IT'S ANDREA SUTHERLAND FROM DURKY ELEMENTARY SCHOOL [APPLAUSE].
FOR THE HISD SPECIAL EDUCATION TEACHER OF THE YEAR, IT'S TYRONE LATIN [APPLAUSE].
FOR THE HISD BILINGUAL TEACHER OF THE YEAR, IT'S SALIA SOSA [APPLAUSE].
FOR THE DIVISION HIGH SCHOOL TEACHER OF THE YEAR AT SCARBOROUGH HIGH SCHOOL, IT'S BYRON AOBA FREY [APPLAUSE].
LAST BUT NOT LEAST, I WANT TO CELEBRATE THE HISD 2025 SECONDARY TEACHER OF THE YEAR, LAURA KLEIN [APPLAUSE].
>> GOOD EVENING. DIVISION CHIEF EMA WARD.
WE'RE GOING TO START WITH OUR FIRST HONOR.
CYNTHIA GUERRERO FROM FOND AND ELEMENTARY [APPLAUSE].
YOU CAN STAND. SHE WAS OUR HISD 2025 ELEMENTARY OF THE YEAR.
NEXT, WE HAVE GLORIA LEONARD FROM HARTMAN MIDDLE SCHOOL [APPLAUSE].
DIVISION MIDDLE SCHOOL TEACHER OF THE YEAR.
NEXT, WE HAVE JULIAN EAGLE PLANTON, ENERGY INSTITUTE HIGH SCHOOL, AND THAT'S DIVISION HIGH SCHOOL TEACHER OF THE YEAR [APPLAUSE].
AND LAST, WE HAVE TINA OFFMAN, GRISSOM ELEMENTARY HISD SPECIAL EDUCATION YEAR [APPLAUSE]. CONGRATULATIONS.
>> GOOD EVENING. WEST DIVISION CHIEF, CASEY BAILEY.
FIRST UP, WE HAVE DIVISION ELEMENTARY TEACHER OF THE YEAR FROM ELROD ELEMENTARY, RAY MARK PRESQUITO [APPLAUSE].
NEXT UP, WE HAVE DIVISION MIDDLE SCHOOL TEACHER OF THE YEAR FROM REVERE MIDDLE SCHOOL, DISHA CALLOWAY [APPLAUSE].
DIVISION HIGH SCHOOL TEACHER OF THE YEAR FROM SHARPSTOWN INTERNATIONAL, KATHERINE MATHIS [APPLAUSE].
FOR OUR HISD SPECIAL EDUCATION TEACHER OF THE YEAR IN THE WEST FROM WESTSIDE HIGH SCHOOL, RAYAN TUPAS [APPLAUSE].
HISD ELEMENTARY ESL TEACHER OF THE YEAR FROM MCNAMARA ELEMENTARY, LATOYA CURTIS [APPLAUSE].
IF WE CAN ALL JUST STAND AND GIVE A ROUND OF APPLAUSE TO OUR TEACHERS OF THE YEAR [APPLAUSE].
THEY WORK TIRELESSLY, THEY PUT THEIR EFFORTS IN, THEY SACRIFICE FOR OUR STUDENTS OF HISD.
[00:55:04]
>> PRESIDENT RIC CAMPO AND MEMBERS OF THE BOARD.
[Reports from the Superintendent]
WE ALSO HAD A CELEBRATION FOR THE TEACHERS AND THE TEACHERS OF THE YEAR A WEEK AGO, FRIDAY, AND I THINK WE HAD OVER 1,000 PEOPLE THERE.IT WAS REALLY A GOOD EVENING AND HONORING OUR TEACHERS, AND WE ALSO REVISITED THE PRINCIPAL OF THE YEARS AS WELL.
LAST MONTH, I ANNOUNCED TO THE BOARD THE HOUSTON PROMISE, WHICH IS OUR COMMITMENT TO 100% OF HISD CAMPUSES BEING RATED A OR B BY AUGUST 2027.
AS PART OF THE HOUSTON PROMISED CAMPAIGN, I AM THRILLED TO SHARE THAT ALL 64 OF OUR C AND D-RATED CAMPUSES HAVE BEEN ADOPTED BY COMMUNITY MEMBERS, LOCAL BUSINESS, AND OTHER ORGANIZATIONS.
OUR COLLECTIVE SUPPORT FOR OUR HISD STUDENTS MATTERS AS WE AIM TO REACH THIS AMBITIOUS GOAL OF ALL A AND B CAMPUSES BY AUGUST 2027, AND WE'RE GRATEFUL TO THOSE ORGANIZATIONS AND THE COMMUNITY SUPPORT FOR THE TEACHERS AND THE STUDENTS OF THOSE SCHOOLS BECAUSE THEY DEFINITELY DESERVE IT.
THIS YEAR WILL BE OUR BEST YEAR YET.
I WANT TO GO OVER A FEW OF THE DISTRICT'S ACHIEVEMENT.
I KNOW LAST TIME I WENT OVER SOME OF THE ACCOUNTABILITY SCORES.
WE TALKED ABOUT THE ZERO F SCHOOLS.
WE WENT FROM 56 F-RATED CAMPUSES, TWO YEARS TO ZERO.
WE WENT FROM 93 AND B B-RATED CAMPUS TO 197.
BUT THERE'S A LOT MORE DATA, AND YOU'VE RECEIVED SOME, BUT I JUST WANT TO HIGHLIGHT A FEW THINGS.
I JUST GOT INDIVIDUAL GRADUATION COMMITTEES, TEACHER EFFECTIVENESS, AND CLOSING THE GAP ANALYSIS.
THE INDIVIDUAL GRADUATION COMMITTEES, JUST SO MAYBE THE NEWER BOARD MEMBERS MAY NOT BE FAMILIAR WITH THIS.
IN 2015, TEXAS EDUCATION AGENCY CREATED THE INDIVIDUAL GRADUATION COMMITTEE FOR THOSE STUDENTS WHO DID NOT PASS AN EOC AND OF COURSE EXAM.
THERE ARE FIVE OF THEM IN HIGH SCHOOL, ALGEBRA 1, ENGLISH 1, ENGLISH 2, BIOLOGY, AND US HISTORY.
FOR THE STUDENTS, IN A RARE EXCEPTION, IF A STUDENT DIDN'T PASS ONE OF THOSE EXAMS OR TWO OF THOSE EXAMS, THEY COULD TAKE WHAT'S CALLED AN IGC, AN INDIVIDUAL GRADUATION COMMITTEE PROGRAM IN ORDER TO PASS.
THIS IS SUPPOSED TO BE RARE, AND EVEN WITH AN IGC, THEY'RE SUPPOSED TO SHOW PROFICIENCY.
UNFORTUNATELY, ACROSS THE STATE, BUT ESPECIALLY IN HISD, THIS SECTION OF THE EDUCATION CODE WAS ABUSED IN THE SENSE THAT WE HAD WAY TOO MANY KIDS WHO DIDN'T PASS THEIR EOCS, THEN GIVEN A CHANCE FOR AN IGC, AND WELL OVER 10% OF THE STUDENTS PASSED OR GRADUATED, NOT PASSING THEIR EXAMS, WITHIN AN IGC.
IN MANY CASES, THOSE STUDENTS LACK PROFICIENCY.
I THINK YOU WOULD AGREE THAT WHEN 12% OF THE STUDENTS GRADUATE WITH AN IGC, THAT IS NOT RIGOROUS.
THAT'S AN ATTEMPT TO RAISE THE GRADUATION RATE WITHOUT THE REQUISITE PROFICIENCY.
YES, WE WANT TO RAISE GRADUATION RATES, BUT WE DON'T WANT TO DO IT IN A WAY WHERE KIDS GRADUATE AND THE DIPLOMA DOESN'T MEAN ANYTHING.
THAT WAS HAPPENING UP TO 22/23 OR THROUGH THE 22/23 SCHOOL YEAR.
I'M PROUD TO REPORT THAT NOW THAT IGC RATE IS 5% FOR THE DISTRICT.
THAT'S A DECREASE OF SEVEN PERCENTAGE POINTS.
YOU'LL NOTICE THAT THE DISTRICT WAS EVEN UNDER CORRECTIVE ACTION FROM TEA BECAUSE SO MANY SCHOOLS, 20 CAMPUSES HAD OVER 10% OF THEIR DIPLOMAS GIVEN THROUGH AN IGC.
SOME OF OUR SCHOOLS, SHARPSTOWN HIGH SCHOOL, WAS AT 47%, ALMOST ONE AND TWO, EVERY OTHER KID GRADUATING FROM SHARPSTOWN IN 2023 HAD AN IGC DID NOT PASS THEIR END-OF-COURSE EXAMS.
[01:00:06]
LIBERTY HIGH SCHOOL ALSO HAD A 52%.WE WERE NOTED, INVESTIGATED BY TEA AND PUT ON A CORRECTIVE ACTION PLAN.
THIS IS THE GRAPH. YOU CAN SEE IT WASN'T JUST 22/23.
THERE WERE ALL THESE STUDENTS WHO GRADUATED WITH AN IGC.
NOT ONLY THAT, YOU WOULD EXPECT BECAUSE ONE FEAR THAT SOME HIGH SCHOOL PRINCIPALS HAVE, AND THAT'S THE REASON WHY THERE WERE IGCS, IS THEY WANT TO GET THEIR GRADUATION RATE UP.
IF A KID COULDN'T PASS THE EOC, THEY GAVE THEM THIS COMMITTEE DIPLOMA AND THAT WAY, THEY KEPT THE GRADUATION RATES UP.
WELL, I'M HERE TO TELL YOU THAT WHEN YOU RAISE EXPECTATIONS, THE KIDS RISE TO THE LEVEL OF EXPECTATION.
WHEN YOU DON'T MAKE EXCUSES FOR PASSING THE EOC AND YOU GIVE THEM HIGH-QUALITY INSTRUCTION, THE KIDS WILL RISE TO LEVEL EXPECTATION.
THE GRADUATION RATE, EVEN THOUGH WE HAVE FEWER IGCS, WAY FEWER, ONLY 5%, OUR GRADUATION RATE WENT UP.
IN 2021, IT WAS 85.7%, IN 2023, IT WAS 85.1%, AND IN 2024, THE GRADUATION RATE WAS 86.6.
EVEN THOUGH WE BROUGHT DOWN THE IGCS, OUR GRADUATION RATE STILL WENT UP BECAUSE THE KIDS PASSED THEIR EOCS, AND WE GOT THEM TO PASS THEIR EOCS WITH GOOD QUALITY INSTRUCTION.
THIS IS GRAPHICALLY MORE DATA ON THESE IGCS.
EVERY SCHOOL, THIS IS THE CHANGE.
IN OTHER WORDS, IF YOU LOOK AT LIBERTY HIGH SCHOOL, THEY DECREASE THEIR IGC PERCENTAGE BY 40%.
YOU CAN SEE ALL THE OTHER SCHOOLS.
DO WE STILL HAVE A LITTLE BIT OF WORK TO DO? YES, BECAUSE WE HAVE A COUPLE OF SCHOOLS.
AUSTIN HIGH SCHOOL STILL IS A LITTLE BIT TOO HIGH, IT'S ABOVE 10%, AND GULFTON IS ALSO ABOVE 16%.
WE STILL HAVE SOME WORK TO DO.
JUST TO HAVE A COUPLE OR A HANDFUL OVER THE 10% MARK IS HUGE, AND LIKE I SAID, THE AVERAGE IS 5%.
WE DID THIS BY GOOD REMEDIATION, AND WE RETESTED THE KIDS.
INSTEAD OF SAYING YOU'RE GOING TO GO GET AN IGC, NO, YOU'RE GOING TO PASS THE EOC, THEN OF COURSE EXAM, WE'RE GOING TO RETEST YOU, AND WE'RE GOING TO GIVE YOU SOME INTERVENTION AND REMEDIATION.
WE ALSO MADE IT CLEAR TO THE PRINCIPALS, WE'RE NOT GOING TO JUST THROW KIDS INTO AN IGC PATH.
YOUR JOB PRINCIPAL AND TEACHERS IS TO GET THAT KID THE PROFICIENCY THEY NEED TO PASS THE EOCS.
YOU'LL BE HAPPY TO NOTE THAT WE HAVE SUBMITTED THE REQUISITE DOCUMENTATION, AND WE EXPECT TO BE OUT OF THIS CORRECTIVE ACTION PLAN THIS YEAR.
NEXT, TEACHER EFFECTIVENESS AND RETENTION.
I'VE SAID FROM THE BEGINNING THAT THE MOST IMPORTANT PIECE OF DATA IS NOT SO MUCH THE RETENTION RATE, BUT IT IS WHETHER OR NOT YOU'RE RETAINING THE MOST EFFECTIVE TEACHERS.
THAT'S ONE PIECE OF DATA THAT WE NEED, AND THE SECOND IS WHETHER OR NOT TEACHERS ARE WILLING TO COME TO HOUSTON.
THOSE TWO THINGS ARE WHAT YOU NEED.
ON THE FIRST PART, IT'S EFFECTIVE TEACHERS, AND THE QUESTION IS, ARE WE RETAINING OR MOST EFFECTIVE TEACHERS? THE ANSWER IS DEFINITELY YES.
WHAT YOU SEE ON THE GRAPH BEFORE YOU? ON THE LEFT-HAND SIDE, THAT IS THE RATING FOR THE TEACHER, THE EVALUATION OF TEACHERS LAST YEAR.
YOU CAN SEE WE HAD ACTUALLY 791 EXEMPLARY ONE TEACHERS AND 89% OF THEM RETURN TO THE DISTRICT, 89%.
THE AVERAGE RETENTION RATE IN THE STATE IS SOMEWHERE BETWEEN 78 AND 80%.
MOST DISTRICTS LOSE ABOUT 20%.
IN THIS DISTRICT, HISD, PRIOR TO THE INTERVENTION, IT WAS ABOUT THE SAME 20-21, 22% LEFT THE DISTRICT IN ANY GIVEN YEAR FOR A NUMBER OF REASONS.
EXAMPLE 1 TEACHERS ARE STANDING AT 89 PROFICIENT, 2 AT 88% RETENTION, AND PROFICIENT I TEACHERS AT 85%.
OUR MOST EFFECTIVE TEACHERS, AND WE CALL THAT PROFICIENT I AND HIGHER,
[01:05:02]
ARE STAND BUT EVEN PROGRESSING II WHICH ARE CLOSE TO PROFICIENT, THEY'RE NOT PROFICIENT, BUT ARE STAND AT 75%.YES, WE'RE LOSING QUITE A FEW PROGRESSING I, THAT'S BY DESIGN, AND ALSO OUR UNSATISFACTORY TEACHERS, WE'RE LOSING, THAT'S ALSO BY DESIGN.
WE ARE DOING A GREAT JOB KEEPING OUR MOST EFFECTIVE TEACHERS HERE.
PUA TEACHERS. THE DATA NOW IS PUA AND NES.
YOU'LL SEE ALSO KEEPING THEIR HIGHEST PERFORMING TEACHERS ARE STAYING AT HIGHER RATES, AND NES, SAME THING, ACTUALLY EVEN HIGHER FOR NES TEACHERS WHO ARE STAYING AT YOU CAN SEE IN THE '90S THERE FOR THE PROFICIENT TO EXEMPLARY.
CERTIFIED TEACHERS. YES, TEACHERS WORKING TOWARDS CERTIFICATION.
WE HAVE ABOUT 1,800 OF THE TEACHERS OUT OF THE 10,500 TEACHERS ARE TEACHERS WORKING TOWARDS CERTIFICATION.
YOU CAN SEE HERE THAT PROGRESSING TWO AND ABOVE IS THE PREDOMINANT MAJORITY OF THE TEACHERS.
THERE WEREN'T AS MANY EXEMPLARY TEACHERS.
THIS IS THE NUMBER OF TEACHERS IN EACH CATEGORY.
>> I'M SORRY, I'M NOT FOLLOWING. CAN YOU EXPLAIN? I'M NOT FOLLOWING WHO ARE IN THE SCRIPT.
THESE ARE ALL OF OUR CERTIFIED TEACHERS ONLY?
>> TEACHERS MOVING TOWARDS CERTIFICATION. UNCERTIFIED.
>> YEAH. WE SAY TEACHERS MOVING TOWARDS CERTIFICATION BECAUSE SOME HAVE ONE YEAR OF CERTIFICATION UNDER THEIR BELT.
IT TAKES TWO YEARS, AND THEY'RE WORKING ON THEIR SECOND YEAR, AND SOME HAVE JUST STARTED.
BUT ANYWAY, OF THOSE TEACHERS, YOU CAN SEE ONLY 23 WERE EXEMPLARY, 91 PROFICIENT, AND YOU CAN READ THE REST.
WE HAVE A NUMBER OF TEACHERS WORKING TOWARDS CERTIFICATION WHO ARE PROFICIENT OR HIGHER.
THE GREATEST NUMBER IS THE PROGRESSING TWO, WHOM DO WE KEEP? WE TRY TO GET TO RETAIN THEM AT THE END OF THE SCHOOL YEAR.
PROGRESSING I TEACHERS, HALF OF THOSE WE TRY TO RETAIN AND THE OTHER HALF, NO.
EVEN THOUGH THOSE TEACHERS ARE DOING QUITE WELL.
THE OTHER POINT TO MAKE HERE ON RETENTION IS THAT TALENT GROWS TALENT, MEANING THIS.
IF YOU LOOK AT THIS GRAPH RIGHT HERE, THE PRINCIPAL EVALUATIONS ARE ON THE LEFT-HAND SIDE.
THE HIGHER THE EVALUATION OF THE PRINCIPAL, THE MORE PROFICIENT I, PROFICIENT II AND EXEMPLARY I TEACHERS THEY HAVE.
>> A GOOD, EFFECTIVE PRINCIPAL IS HOLDING ON TO AND COACHING AND GROWING THEIR TEACHERS MORE.
THE LESS PROFICIENT PRINCIPALS ARE NOT DOING SO.
OF COURSE, THAT TIES INTO THEIR RETENTION RATES.
THE MORE EFFECTIVE PRINCIPLES, YOU SEE THERE AGAIN ON THE LEFT, THAT'S THE PRINCIPAL EVALUATION ON THE LEFT-HAND SIDE, THE Y-AXIS.
THE EXEMPLARY ONE PRINCIPALS ARE HOLDING ON.
THEY RETAIN 81% OF THEIR TEACHERS, AND YOU CAN READ THE REST.
THE MORAL HERE IS THAT TALENT KEEPS TALENT ALSO.
MORE EFFECTIVE PRINCIPALS, THE MORE EFFECTIVE YOU'RE GOING TO RETAIN EXEMPLARY TEACHERS OR EFFECTIVE TEACHERS.
THE LAST POINT I WILL MAKE ABOUT RETENTION.
REMEMBER, I SAID THERE'S RETAINING EFFECTIVE TEACHERS AND THE OTHER IS TEACHERS COMING INTO THE DISTRICT.
THIS YEAR, WE HAD ONLY TWO VACANCIES AT THE START OF THE SCHOOL YEAR.
10,500 TEACHERS, ONLY TWO VACANCIES.
WE CALL THEM EXCESS TEACHER, BUT THEY'RE NOT EXCESS BECAUSE WE HIRE THEM PURPOSELY.
IN EACH DIVISION, THEY HAVE ABOUT 25 ADDITIONAL TEACHERS AT THE START OF THE SCHOOL YEAR, ANTICIPATING THAT WE WILL HAVE SOME PEOPLE WHO LEAVE DURING THE FIRST COUPLE OF MONTHS, AND THEY WILL FILL THEM OR BECAUSE OF LEVELING, THERE MIGHT BE NEED FOR DIFFERENT CERTIFICATION, ETC.
THE TWO POSITIONS THAT WE COULDN'T FILL WERE SPECIFIC CTE; I DON'T REMEMBER IF IT'S WELDING OR SOMETHING LIKE THAT, BUT NONE OF THESE OTHER 80-100 TEACHERS COULD FIT THOSE TWO VACANT POSITIONS.
WE'RE THE ONLY LARGE DISTRICT WITH THAT LOW VACANCY RATE LAST YEAR WAS 28.
AT THE START OF THE SCHOOL YEAR AND THE YEAR BEFORE IT WAS ZERO, SO WE'RE AT CONSISTENTLY LOW.
AGAIN, JUST TO PUT IN PERSPECTIVE, ESPECIALLY FOR THE NEW BOARD MEMBERS, THE YEAR BEFORE THE INTERVENTION, THERE WAS 544 TEACHER VACANCIES AT THE START OF THE SCHOOL YEAR.
MOST OF THEM, ONLY HALF OF THEM OR SO,
[01:10:02]
COULD BE FILLED BY SUBSTITUTE TEACHERS.FINALLY, TONIGHT, I WANT TO JUST TALK ABOUT CLOSING THE GAP.
THIS IS THE DOMAIN 3, BOARD MEMBERS, YOU GOT A SHORT BIT OF THAT LAST BOARD SESSION, SPECIAL SESSION ON THE DOMAIN 3, WHICH IS CLOSING THE GAP SCORE.
YOU KNOW THAT'S TECHNICAL AND HOW TEA COUNTS IT.
BUT OVERALL, COUNTING SEVERAL DIFFERENT CATEGORY, TEA GIVES YOU A NUMBER THAT SAYS, THIS IS HOW MUCH YOU CLOSE THE GAP.
THIS IS THE POINT THAT EQUATES WITH CLOSING THE GAP.
A POSITIVE NUMBER MEANS YOU'VE BEEN CLOSING THE GAP; NEGATIVE NUMBER, OF COURSE, MEANS YOU'RE NOT, AND THIS IS TAKEN OFF OF TEXAS SCHOOLS.GOV.
ANYBODY CAN GO TO TEA'S WEBSITE THERE AND LOOK AT THE CLOSING THE GAP SCORE.
NOTICE THAT THE STATE OR THE DISTRICTS THAT ARE LARGE DISTRICTS HAD A DECENT YEAR, IT'S POSITIVE DOMAIN 3, IN OTHER WORDS, IMPROVEMENT IN CLOSING THE GAP.
FORT WORTH IS THE CLOSEST ONE TO US, BUT HIC HAD 16-POINT DIFFERENCE, THE LARGEST OF ANY MEDIUM OR LARGE URBAN DISTRICT IN THE STATE OF TEXAS BY FAR.
CUTS OF FORT WORTH FOR 10 POINTS, BUT NOBODY ELSE COMES CLOSE.
BUT PUA DID WELL WITH FIVE POINT, SIMILAR TO DALLAS AND SIMILAR TO THE STATE AVERAGE FIVE POINTS.
BUT NOBODY EVER IS GOING TO GET 26 26-POINT GAP CHANGE LIKE THE NES SCHOOLS.
THAT'S A MODEL THAT WORKS TO SERVE UNDERSERVED KIDS, AND IT'S CLOSING THE GAP BY FAR.
AGAIN, THIS IS JUST NSPOA AND OVERALL.
THE DISTRICT DID WELL OVERALL, 16 POINTS, WELL ABOVE ANYBODY ELSE.
THIS IS IMPORTANT BECAUSE THERE'S ONLY TWO THINGS IN THE VISION STATEMENT FOR THIS INTERVENTION THAT I ANNOUNCED TWO YEARS AGO.
ONE IS SIGNIFICANTLY NARROWING THE ACHIEVEMENT GAP, AND TWO GETTING KIDS READY FOR YEAR 2025 WORLD IN WORKPLACE.
WHEN WE CLOSE THE GAP, THAT MEANS OPPORTUNITIES FOR KIDS; IT'S IMPORTANT TO LOOK AT IT.
ALL MEANS ALL, SO WE'RE PROUD OF OUR SCHOOLS THAT HAVE DONE WELL AND CONTINUE TO DO WELL.
WE'RE PROUD OF THOSE SCHOOLS, WE'RE PROUD OF OUR SPECIAL AND UNIQUE SCHOOLS, WE'RE PROUD OF OUR A SCHOOLS.
AT THE LAST MEETING, I SHOWED THAT EVEN OUR HIGH-PERFORMING KIDS ARE GROWING IN ACHIEVEMENT IN THE LAST TWO YEARS.
BUT THAT WOULD NOT BE ENOUGH IF EVERYBODY GREW IN ACHIEVEMENT, BUT THE GAP REMAINED THE SAME, WHICH IS HUGE IN SOME CASES.
BUT YOU CAN SEE THAT WE'RE CLOSING THE GAP, AND THAT'S A TESTAMENT TO BOTH OUR TEACHERS OR PRINCIPALS, BUT ALSO THE KIDS DOING THE HARD WORK THAT IT TAKES TO DO THAT. THAT'S ALL I HAVE, SIR.
>> ANY OTHER QUESTIONS? BOARD MEMBERS? GO AHEAD.
>> CAN WE GO BACK TO THE SLIDES? QUICK QUESTION ABOUT EOCS JUST SO THAT WE HAVE CLARITY.
I'M CURIOUS ABOUT WHERE EOCS COME FROM, AND MY REAL QUESTION IS WITHIN A CAMPUS, IS IT THE SAME FROM CLASS TO CLASS? THEN FROM CAMPUS TO CAMPUS, IS THAT THE SAME? I'M JUST WONDERING WHAT IS THE EOC AND HOW DOES IT, MEASURE ACROSS?
>> NO, WHEN WE WERE TALKING ABOUT THE END-OF-COURSE EXAM THAT THEY COULDN'T PASS.
SINCE THEY'RE NOW PASSING IT, BUT I WAS JUST WONDERING, IS THIS AN INTERNAL TEACHER TEST? IS THIS THE SCHOOL TEST? IS A DISTRICT TEST?
>> THEY'RE NOT PASSING THE EOC.
IF THEY DON'T PASS THE EOC, THERE'S A COMMITTEE CREATED BY THE PRINCIPAL IN THE SCHOOL?
MY QUESTION IS, WE ARE PUSHING THEM BACK TO PASSING THE EOC BECAUSE WE'RE NOT DOING IT BY COMMITTEE.
LIKE I GOT I UNDERSTAND THE REFORM.
MY QUESTION WAS, THIS EOC, NOW THAT THE KIDS HAVE TO DEAL WITH? IS THIS A SCHOOL-ONLY EOC? IS THIS ACROSS SCHOOL? WHAT DOES IT CONSTITUTE TO GET THE ALGEBRA ONE EOC IS THE QUESTION.
>> IT'S THE STATE EOC; IT'S JUST THAT WE PUSHED THEM.
LET'S SAY A 10TH GRADER DOESN'T PASS THE BIOLOGY OR THE ENGLISH TO EOC.
[01:15:05]
WE WILL IT'S A STATE.>> THEY JUST STARTED THAT FOR BIOLOGY FOR ALGEBRA 1.
>> [OVERLAPPING] THAT WAS MY ONLY QUESTION.
PERFECT. THEN MY OTHER QUESTION ABOUT THE TEACHERS AND HOW WE ARE RETAINING OUR HIGHEST PERFORMING TEACHERS, AND THEN WE HAD THE EXIT OF THE LOWEST PERFORMING TEACHERS, IN FUTURE PLANNING AND THINKING ABOUT WHAT IT LOOKS LIKE.
IN A COUPLE OF YEARS WHEN THIS SYSTEM IS NOT NEW, WOULD YOU SUSPECT THEN THAT BECAUSE WE HAVE THIS SYSTEM AND THIS MOMENTUM THAT WE WOULD NOT BE SEEING THAT SAME LEVEL OF UNACCEPTABLE AND PROGRESSIVE ONE THAT HAVE TO EXIT? OR DO YOU EXPECT THAT THAT'S JUST THE WAY YOU SEE THE FLOW OF PEOPLE MAKING THE GRADE OR NOT?
>> OVER TIME, YOU SHOULD SEE GREATER PROFICIENCY RATES.
THAT WILL BE THE CASE PROGRESSING AND HIGHER? YOU'LL SEE MORE TEACHERS LIKE THAT? HAVING SAID THAT, WE ARE IN AN AGE OF TEACHER SHORTAGES AND LACK OF CERTIFICATION.
WE WILL ALWAYS, AT LEAST FOR THE FORESEEABLE FUTURE IN THE NEXT SEVERAL YEARS, JUST LIKE EVERY OTHER DISTRICT IN TEXAS AND IN THE UNITED STATES, EVERY LARGE DISTRICT, WE'LL SEE THE NEED TO HIRE TEACHERS WITHOUT CERTIFICATION OR WHO HAVE TO BE WORKING FOR CERTIFICATION.
THEY HAVE TWO YEARS TO GET THAT.
WE'RE GOING TO CONTINUE TO SEE TEACHERS WITHOUT CERTIFICATION AND NEW TEACHERS.
THAT GROUP WILL CONTINUE TO BE PROBABLY ABOUT THE SAME AS THE GRAPH YOU SAW.
YOU'RE GOING TO SEE A LOT OF PROGRESSING TWO TEACHERS, THAT'S THE BIGGEST BAR.
THEN YOU'RE GOING TO SEE SOME PROGRESSING ONES AND SAT.
I DON'T THINK YOU'RE GOING TO SEE MUCH OF A DIFFERENCE IN THE PERCENTAGE OF TEACHERS WITHOUT CERTIFICATION AND THE ONES THAT ARE ON SAT AND PROGRESSING ONE.
>> TELL ME IF THIS IS HOW THE THEORY IS WORKING.
A TEACHER AS THEY BOTH A GOOD LEADER KNOWS HOW TO SUPPORT AND TRAIN TEACHERS, AND THE TEACHERS PROGRESS AS THEY LEARN THIS AND MOVE UP, BUT WE'RE ALWAYS BECAUSE OF THE FACTS OF EDUCATION GOING TO HAVE NEW PEOPLE ENTERING THE MODEL.
WE NEED A MODEL WHERE PEOPLE CAN ENTER AND GET SKILLED UP.
IF THEY ENTER AND IT'S NOT THEIR THING, WE HAVE THE MODEL FOR THEM TO FIND SOME.
THE REASON WHY WE'VE BEEN SUCCESSFUL EVEN WITH A NUMBER OF TEACHERS WITHOUT CERTIFICATION IS BECAUSE OUR MODEL IS DESIGNED TO GROW TEACHERS QUICKLY.
TEACHERS WHO'VE NEVER BEEN IN THE CLASSROOM HAVE TO GROW QUICKLY IN ORDER FOR THE KIDS TO DO WELL, AND THAT HAS BEEN HAPPENING.
LAST YEAR, WE HAD 1,700 TEACHERS WITHOUT CERTIFICATION, AND YET WE HAD SOME OF THE HIGHEST GROWTH THIS DISTRICT HAS SEEN.
WHY? BECAUSE THE PRINCIPALS, THE EXECUTIVE DIRECTORS OF INSTRUCTION, REALLY HELP TEACHERS GROW QUICKLY.
>> BOARD MEMBER PAUL MENDOZA IS HERE.
>> GREAT. GOOD TO SEE YOU. THANK YOU. NO QUESTIONS.
>> WE HAVE SOME UP HERE, GO AHEAD.
>> THANK YOU. THANKS AGAIN FOR THIS PRESENTATION.
I APPRECIATE THE OPPORTUNITY TO ASK CLARIFYING QUESTION ABOUT TEACHER RETENTION.
THE DISTRICT-LEVEL INFORMATION THAT WE JUST SAW SEEMS REASONABLE AND POSITIVE.
ONE THING I'M WONDERING IS, ARE THESE RETENTION NUMBERS? ARE THESE AVERAGES TARGETS THAT WE'RE AIMING FOR? WHAT WOULD BE SOME KEY INDICATORS THAT THESE NUMBERS ARE MOVING IN A DIRECTION WHERE, CAUTIOUS ABOUT? IT'S HARD TO TELL AT THAT DISTRICT LEVEL, SO I'M WONDERING ABOUT WHAT YOU'RE THINKING THERE, ESPECIALLY AS WE MOVE TOWARDS WHAT I'M ASSUMING IS A PHASE OF MORE STABILITY IN THE DISTRICT.
WE'VE HAD TWO YEARS OF TRANSFORMATION, AND I WONDER IF AS YOU LOOK AT THESE NUMBERS OVER TIME, WHAT ARE THE TARGETS THAT YOU MIGHT HOPE TO SEE? ACROSS THE DIFFERENT GROUPS.
I HAVE ANOTHER QUESTION, BUT I CAN PAUSE THERE.
>> MY SENSE IS THAT IF WE HIT 90%,
[01:20:05]
THAT'S A REALLY GOOD RETENTION RATE.I MEAN, PEOPLE MOVE, WE HAVE A MOBILE SOCIETY.
THERE'S RETIREMENTS; THE BABY BOOMERS HAVE ALREADY STARTED TO RETIRE, BUT THE REST ARE GOING TO RETIRE SOON, SO THERE'S ALWAYS GOING TO BE SOME TURNOVER.
ESPECIALLY, WE DON'T NEED TO APOLOGIZE TOO MUCH IN HISD.
THIS IS A TOUGH PLACE TO WORK BECAUSE OUR STANDARDS AND OUR ACCOUNTABILITY AND OUR EXPECTATIONS ARE HERE, AND SO TO HIT 90%, ANY DISTRICT WOULD WANT THAT FOR THEIR MOST EFFECTIVE TEACHERS, AND WE'RE ALREADY PRETTY CLOSE, SO 90% AT A PROFICIENT LEVEL WOULD BE GREAT.
>> THANK YOU. THE SECOND QUESTION I HAVE IS, AGAIN, LOOKING AT THIS INFORMATION AT THE DISTRICT LEVEL IS ONE VIEW, BUT AS YOUR TEAM ANALYZES THE DATA, MAYBE BY SOME OTHER DIFFERENT SLICES, WHAT WOULD THIS INDICATE, IF YOU LOOK AT IT BY DIVISION, BY SCHOOL, BY FEEDER PATTERN, ARE THESE THINGS THAT OUR TEAM IS LOOKING AT AND ARE THERE INDICATORS THERE THAT MAY HELP US UNDERSTAND BETTER? MAYBE SOME OF THE CHALLENGES THAT WE HEAR ABOUT FROM CERTAIN PARENTS OR COMMUNITY MEMBERS AT CERTAIN SCHOOLS?
>> I THINK THE DISTRICT DATE IS VERY SIMILAR ACROSS DIVISIONS.
DIFFERENT SCHOOLS IN DIFFERENT AREAS HAVE DIFFERENT RETENTION RATES, THAT'S A FACT.
THERE'S LOTS OF DIFFERENT REASONS.
FOR EXAMPLE, IF YOU'RE IN AN AREA OF TOWN WHERE THE ENROLLMENT IS GOING DOWN, AND THAT'S THE EAST CENTRAL PART OF THE DISTRICT, AND YOU HAVE ENROLLMENT GOING DOWN.
DURING LEVELING, YOU'RE GOING TO LOSE TEACHERS.
YOU WILL NOT HAVE RETAINED AS MANY TEACHERS.
IN SOME SCHOOLS THAT ARE NEW TO THE TRANSFORMATION, OR THEY'RE JUST NOW GETTING A PRINCIPAL WHO'S HOLDING PEOPLE TO A HIGHER LEVEL OF EXPECTATION.
YOU'RE GOING TO HAVE SOME TEACHERS LEAVE BECAUSE THEY'RE NOT WILLING TO DO WHAT THE PRINCIPAL WANTS THEM TO DO.
THERE'S SPECIFIC SCHOOLS THAT WILL ALWAYS HAVE THAT.
BUT I THINK ON THE WHOLE, LOOKING AT THE DISTRICT OR THE DIVISIONS AND THE DISTRICT AS A WHOLE, THIS IS INDICATIVE OF WHAT THE DISTRICT IS LOOKING AT.
>> SUPERINTENDENT, CAN I ASSUME THAT WHEN WE PUT IN THE HOUSTON PROMISE AND WE GET HOPEFULLY TO THAT GOAL OF A AND B SCHOOLS IN 2027.
THAT GAP THAT YOU'RE TALKING ABOUT WILL BY DEFINITION, HAVE HAD TO HAVE CLOSED SUBSTANTIALLY EVEN FROM TODAY.
BECAUSE THAT'S GOING TO REQUIRE THOSE STUDENTS THAT ARE FALLING BEHIND FOR WHATEVER REASON WILL HAVE CAUGHT UP AND PARTICULARLY THOSE SCHOOLS ARE A CHALLENGE FOR THAT POPULATION, WILL HAVE TO HAVE REALLY IMPROVED THEIR GAP AND CLOSED IT?
>> YES, SIR, SO YOU CANNOT GET TO AN A OR B YEAR AFTER YEAR.
WITHOUT SIGNIFICANT GROWTH AND MEETING THE ACHIEVEMENT BAR MEETS AND EXCEEDS.
WE HAVE BEEN GROWING IN BOTH MEETS AND EXCEEDS, WHICH IS PROFICIENCY, GRADE LEVEL OF PROFICIENCY.
WAY MORE KIDS CAN READ AT GRADE LEVEL TODAY THAN EVER BEFORE, WAY MORE KIDS CAN DO MATH AT GRADE LEVEL THAN EVER BEFORE.
WE'VE BEEN DOING THAT FOR TWO YEARS IN A ROW.
BUT WE'VE ALSO BEEN GROWING KIDS WHO MAY NOT BE PROFICIENT.
THEY MOVE FROM APPROACHES TO MEETS OR SAT TO APPROACHES, AND WE'VE BEEN DOING THAT AS WELL.
IN ORDER TO GET TO AN A, ONCE WE'VE GROWN, YOU'VE GOT TO KEEP GROWING, AND YOU HAVE TO HIT WHAT WE CALL DOMAIN 1, ABOUT DOMAIN 1 ACHIEVEMENT.
THE ANSWER TO YOUR QUESTION IS YES.
OUR KIDS STARTED ABOUT 35 PERCENTAGE POINTS BEHIND ON PROFICIENCY, AS FAR AS THE GAP GOES, BECAUSE THAT'S WHAT YOU'RE ASKING ABOUT.
OUR WHITE STUDENTS ARE HERE, BLACK AND BROWN STUDENTS ARE HERE, AND THAT'S WHEN WE STARTED.
WE JUST CLOSED THE GAP BY ABOUT 8-10 POINTS, WHICH IS INCREDIBLE, BUT THAT STILL PUTS US AT ABOUT 20-POINT TO 25-POINT PROFICIENCY GAP.
[01:25:02]
YES, STILL, THOUGH, IF WE GO ANOTHER COUPLE YEARS AND CLOSE IT ANOTHER 8-10 POINTS, DEPENDING ON THE EXAM, THEN WE'LL ONLY BE ABOUT 10 POINTS BEHIND TO 15 IN TWO YEARS.YES, WE WILL NARROW THE GAP SIGNIFICANTLY, WE WILL NOT CATCH UP TOTALLY IN TWO YEARS.
>> ANYBODY ELSE? GREAT. WE'LL NOW
[DISCUSSION AND REPORT ITEMS (Part 1 of 2)]
MOVE ON TO THE BOARD MONITORING UPDATE ON GOAL 3 AND PROGRESS MEASURE 3.2.>> THAT'S IT FEEL SOMETIMES AFTER A LONG DAY.
WE'RE GOING TO TALK ABOUT PROGRESS MONITORING TODAY.
TODAY, WE'RE GOING TO TALK ABOUT GOAL 3, SKIP TO PAGE.
THE PERCENT OF STUDENTS GRADUATING TEXAS SUCCESS INITIATIVE READY WITH AN INDUSTRY-BASED CERTIFICATION WILL INCREASE FROM 11% FROM 21/22 GRADUATES TO 26% FOR THE 26/27 GRADUATES.
ONE OF THE PROGRESS MONITORING MEASURES WITHIN GOAL 3 IS GPM 3.2, WHICH FOCUSES SPECIFICALLY ON 10TH, 11TH, AND 12TH GRADERS WHO ARE ON TRACK TO ACHIEVE CTE COMPLETER STATUS BY GRADUATION.
JUST A QUICK REMINDER OF WHAT CTE COMPLETER STATUS IS, IN CTE, STUDENTS HAVE TO PROGRESS THROUGH A COHERENT COURSE SEQUENCE.
IN NINTH GRADE, THEY TAKE A HEALTH FOCUS COURSE, IN 10TH GRADE, THEY TAKE A MORE ADVANCED HEALTH FOCUS COURSE, 11TH GRADE, MORE ADVANCED, ETC.
THEY HAVE TO GET FOUR COURSES IN THE SAME PROGRAM AND THAT PROGRESSES OVER TIME.
WHEN WE'RE LOOKING AT COMPLETERS, WE'RE LOOKING AT STUDENTS WHO TOOK ALL FOUR COURSES.
THIS IS LOOKING AT THOSE WHO ARE ON TRACK, BUT THEY TYPICALLY WON'T BE ON TRACK UNTIL 12TH GRADE BECAUSE AGAIN, THEY'RE TAKING THAT SEQUENCE.
WHAT WE ACTUALLY SHOW HERE IS THAT AT THE END OF LAST YEAR, WE FAR EXCEEDED OUR TARGET AND MET OUR GOAL, WHICH WAS 36%, AND WE MET THAT AT 51% FOR END OF YEAR OF 24/25.
THEN WE ALREADY HAVE OUR BEGINNING OF YEAR DATA, AND IT'S AT 41%, WHICH IS HIGHER THAN WE WERE AT BOY LAST YEAR.
THAT ALSO SHOWS THAT WE ARE ON TRACK TO CONTINUE WITH THIS PROGRESS.
WE ALSO LOOK AT IT BY GRADE BECAUSE THE OVERALL TARGET COMBINES 10TH THROUGH 12TH GRADE.
WHEN WE LOOK BY GRADE, WE ALSO SEE AN INCREASE FROM END OF YEAR LAST YEAR TO END OF YEAR THIS YEAR FOR EACH OF THE GRADES, WHICH ALSO INDICATES THAT WE'RE ON TRACK TO CONTINUE PROGRESS.
THEN WE ALSO LOOK BY OUR STUDENT GROUPS.
HERE WE'RE SEEING ACROSS ALL STUDENT GROUPS, WE'RE SEEING AN INCREASE IN THE PERCENT OF STUDENTS WHO ARE IMPROVING THEIR COMPLETE STATUS OVER THE COURSE OF THEIR HIGH SCHOOL TRAJECTORY.
THEN WE'RE REALLY LOOKING AT THE ROOT CAUSES, AND WE THINK A LOT ABOUT HOW TO DO THIS AND HOW TO MAKE THIS HAPPEN.
I'LL FIRST DRAW ATTENTION TO WHAT WE HAVE BEEN PREVIOUSLY FOCUSED ON.
ONE OF THE THINGS THAT WE HAVE DONE IS, ACROSS ALL OF OUR COMPREHENSIVE HIGH SCHOOLS, WE IMPLEMENTED WHAT WE CALLED OUR FOUNDATIONAL PROGRAMS OF STUDY.
THESE ARE FOUR PROGRAMS THAT THE DATA SHOWS LEAD TO HIGH WAGE HIGH DEMAND JOBS, AND WE ENSURED ALL OF OUR COMPREHENSIVE HIGH SCHOOLS HAD ONE.
>> CAN I STOP YOU? WHAT ARE THOSE PROGRAMS?
>> YES. THEY'RE NETWORKING, DISTRIBUTION AND LOGISTICS, ENTREPRENEURSHIP, AND HEALTH INFORMATICS.
WE ALSO PAY A LOT OF ATTENTION TO SCHEDULING.
AS YOU CAN IMAGINE, IF YOU HAVE TO PROGRESS IN A COURSE SEQUENCE, ENSURING THAT STUDENTS WHO START IN THEIR FIRST COURSE ARE ACCURATELY SCHEDULED INTO THE SECOND COURSE, THIRD COURSE, SO ON.
WE PLAY A LOT OF ATTENTION TO HOW STUDENTS ARE SCHEDULED TO ENSURE THEY CAN CONTINUE IN THEIR PROGRESSION AND DEEPEN THEIR EXPERTISE IN A CAREER SPACE.
THEN LASTLY, WE ACTUALLY LOOK A LOT ABOUT HOW WE INTEGRATE POST SECONDARY OPPORTUNITIES AND COLLEGE CREDIT INTO OUR CTE PATHWAYS, BECAUSE WE DO BELIEVE STUDENTS CAN PURSUE BOTH THE COLLEGE AND CAREER PATH.
WHAT THIS LOOKS LIKE IS INTEGRATING DUAL CREDIT COURSES INTO OUR CTE COURSES SO THAT STUDENTS ARE PROGRESSING IN CTE AND OBTAINING COLLEGE CREDIT AT THE SAME TIME.
>> DO THESE STUDENTS STILL HAVE TO PASS THEIR FIVE EOCS?
>> YES. THAT'S A GRADUATION REQUIREMENT.
>> EVEN THOUGH THEY'RE GOING OUT INTO, MAYBE, AN INDUSTRY SPECIFIC ROLE AS OPPOSED TO GOING ON TO COLLEGE, THEY STILL HAVE TO PASS THEIR FIVE EOCS.
>> UNLESS THEY'RE GOING THE IGC ROUTE, BUT YES.
[01:30:02]
HERE, WE'RE REALLY, THOUGH, LOOKING AT HELPING THEM RECEIVE COLLEGE CREDIT WHILE THEY'RE ALSO GETTING THEIR CTE INDUSTRY-BASED CERTIFICATIONS.GOING FORWARD, WE ARE CONTINUING ALL OF THESE STRATEGIES AND STAYING FOCUSED ON HIGH-WAGE HIGH-DEMAND PROGRAMS SCHEDULING AND BUILDING IN DUAL CREDIT PATHWAYS, BUT WE'VE ALSO DONE MORE TO STANDARDIZE WHAT THE CORE SEQUENCES LOOK LIKE.
THERE'S ACTUALLY A BUNCH OF DIFFERENT PERMUTATIONS YOU CAN DO WITHIN ONE PROGRAM, BUT WE'RE FURTHER STANDARDIZING TO MAKE SURE WE CAN GIVE BETTER TRAINING AND SUPPORT TO HELP STUDENTS PROGRESS, AND THEN WE'RE STACKING INDUSTRY-BASED CERTIFICATIONS.
A STUDENT, EVEN IN 10TH GRADE, MIGHT BE ABLE TO GET A CERTIFICATION, AND THEN BY 12TH GRADE GET A SECOND, EVEN MORE RIGOROUS CERTIFICATION, AND SO THAT STANDARDIZATION AND SEQUENCING WILL REALLY HELP STUDENTS PROGRESS AT A MORE ADVANCED LEVEL BY THE TIME THEY GRADUATE.
THE OTHER THING WE ARE DOING IS INVESTING IN CAREER AND TECHNICAL EDUCATION UPGRADES.
THIS IS EVEN LOOKING AT BARBARA JORDAN, LOOKING AT THE CAREERS THERE AND ENSURING WE'RE BUILDING AND PUSHING MORE STATE OF THE ART EQUIPMENT AND EXPERIENCES FOR STUDENTS.
WHERE YOU'RE NOT JUST DOING THE TYPICAL MOTOR CAR, YOU'RE ALSO LOOKING AT HYBRID AND ELECTRIC.
WELDING, IT'S NOT TYPICAL WELDING MACHINE.
IT'S ALSO THE LASER WELDING, AND THINGS THAT PUSH THE MORE ADVANCED MOVEMENT IN THE INDUSTRY, AND SO REALLY INVESTING IN THOSE UPGRADES FOR OUR CAREER AND TECHNICAL EDUCATION PROGRAMS, SO STUDENTS ARE READY TO ENTER THE WORKFORCE BASED ON WHAT THE WORKFORCE NEEDS AT THAT TIME.
THEN THE LAST THING THAT WE'RE FOCUSED ON THIS YEAR IS PAYING REALLY CLOSE ATTENTION TO STUDENTS AFTER THEY TAKE THEIR INDUSTRY-BASED CERTIFICATION EXAM, AND IF FOR SOME REASON, THEY'RE STRUGGLING, GIVING THEM DEEP TARGETED SUPPORT SO THAT THEY HAVE ANOTHER CHANCE TO ACTUALLY PASS AND GET CERTIFIED BEFORE THE END OF THE YEAR AND INTO SUMMER.
THOSE ARE THE NEW ENHANCEMENTS IN THE STRATEGY FOR THIS YEAR.
>> MR. PRESIDENT, I JUST WANT TO REMIND THE BOARD IN THE BUDGET, WE TALKED ABOUT MONEY TO UPGRADE BARBARA JORDAN FROM THE MAINTENANCE TAX NOTES.
THAT'S PROGRESSING. WE'LL GIVE YOU A REPORT AT SOME POINT ON HOW WELL WE'RE DOING THERE.
THEN ALSO THE PROGRAMS OF STUDY WERE PUT IN PLACE AT THE END OF THE FIRST YEAR, SO WE'RE WELL ON THE PATH, AND THEN WE'RE GOING TO DO EVEN MORE AND WE'LL BRIEF YOU ON THAT SOON.
>> CAN YOU GO BACK TO YOUR YEAR OVER YEAR CHANGE IN THE BAR GRAPH SLIDE AT THE BEGINNING? YEAH, THIS ONE. DO YOU HAVE THE ACTUAL NUMBERS, THE WHOLE NUMBER THAT THESE REPRESENT?
>> I BELIEVE WE DID PUT THIS IN THE APPENDIX.
>> CAN YOU JUST BRIEF IT REALLY QUICKLY FROM 22-25 THE NUMBER OF STUDENTS WHO NOW HAVE THIS CERTIFICATION SKILL?
>> YES. WHAT WE SEE HERE IS IN 22/23, OUR TOTAL VOLUME OF STUDENTS IN 10TH THROUGH 12TH GRADE WAS ALMOST 40,000 A LITTLE BIT SHY, AND SO WE HAD 13,000 STUDENTS WHO WERE ON TRACK.
THEN '23, WE INCREASED ALMOST 3,000 STUDENTS FOR STUDENTS WHO ARE ON TRACK.
THEN IN 24/25, WE'RE INCREASING A LITTLE SHY ABOUT 2,500 STUDENTS WHO ARE ON TRACK, SO THE VOLUME OF STUDENTS IS SIGNIFICANTLY INCREASING EACH YEAR FOR THE STUDENTS WHO ARE ON TRACK TO RECEIVE THEIR COMPLETER STATUS.
>> I READ THAT AS A NET CHANGE OF ABOUT 5,500 STUDENTS.
EXACTLY. THE QUALITY OF THOSE 18,700 IS INCREASING BECAUSE OF RE-INVESTMENTS WE'VE MADE? THAT'S SOMETHING YOU JUST BRIEFED.
I JUST THINK THAT THIS IS INCREDIBLE.
WHEN WE SEE THE BAR GRAPHS AND THE LINES, NOT EVERYONE ENJOYED STATISTICS CLASS IN HIGH SCHOOL OR COLLEGE, YOU CAN ZONE OUT A LITTLE BIT, BUT WHAT YOU CANNOT DISMISS IS THE FACT THAT 5,500 MORE STUDENTS AND 18,746 STUDENTS IN TOTAL ARE BETTER PREPARED FOR AN ACTUAL CAREER IN THE REAL WORLD, MAKING MONEY FOR THEMSELVES AND THEIR FAMILIES.
THAT'S INCREDIBLE. AGAIN, IT'S 51% AND SOMEONE MAY SAY, WHY NOT THE OTHER 49, BUT THAT'S INCREDIBLE.
05,500 MORE HUMANS IN HISD ARE BETTER ABLE TO PROVIDE FOR THEIR FAMILIES BECAUSE OF THE INVESTMENTS THAT WE ALL ARE MAKING.
WE ALL ARE TAXPAYERS, SO I JUST WANT TO CELEBRATE THAT AND JUST PAUSE.
THE BAR GRAPH CAN BE A LITTLE NUMB, BUT THIS IS REAL PEOPLE IMPROVING THEIR FUTURE.
I JUST WANT TO CELEBRATE THAT.
>> I THANK YOU FOR THAT BECAUSE PART OF WHY THIS IS SO IMPORTANT AND
[01:35:02]
PART OF WHY THIS GOAL IS SO IMPORTANT IS THAT WHEN STUDENTS LEAVE US, WE WANT THEM TO BE POST SECONDARY READY, MEANING BEING ABLE TO BE SUCCESSFUL WITH A CAREER, WITH A LIVING WAGE JOB OR BE ENROLLED IN HIGHER ED, AND/OR BE ENLISTED IN THE MILITARY.WHEN WE STARTED THIS WORK, WE HAVE ONLY ABOUT 50% OF OUR STUDENTS WHO MATRICULATE INTO HIGHER ED, WHICH ACTUALLY TELLS YOU THERE'S A HUGE POPULATION OF OUR STUDENTS WHO REALLY NEED TO BE PREPARED TO GET THAT LIVING WAGE JOB.
>> CAN I ASK YOU A QUESTION JUST SO THE FIFTH GRADE, THE SIXTH GRADE PARENT? I KNOW WHEN WE WERE TALKING ABOUT THIS, I DON'T REMEMBER IF IT WAS SIX MONTHS OR A YEAR, BUT WE WERE TALKING ABOUT HOW YOU WERE SCALING THIS FROM THE MIDDLE SCHOOL UP SO THAT IT WAS GOING TO FEED AND ALL THAT.
WHERE ARE WE WITH THAT, AND JUST LIKE TO PREVIEW FOR PARENTS WHAT THIS LOOKS LIKE? MY KIDS ARE FOUR YEARS OUT, BUT IT WAS SO DIFFERENT, SO I'M TRYING TO CONCEPTUALIZE THIS VERSUS WHAT IT LOOKED LIKE WHEN THEY WERE IN HIGH SCHOOL, SO CAN YOU?
>> YES, MA'AM. ONE OF THE THINGS WE'RE DOING IS REALLY FOCUSING ON EXPOSURE, PARTICULARLY IN MIDDLE SCHOOL.
THROUGHOUT THE MIDDLE SCHOOL JOURNEY, TWO YEARS AGO, WE STARTED IN EIGHTH GRADE, SO EVERY COUPLE OF WEEKS, WE BUILT INTO THE CURRICULUM A LESSON THAT EITHER HIGHLIGHTED ONE OF THE FOUR PROGRAMS OF STUDY, HIGHLIGHTED WHAT DUAL CREDIT WAS, HIGHLIGHTED WHAT AP WAS SO THAT STUDENTS ARE STARTING TO GET EXPOSURE TO THE DIFFERENT THINGS THAT ARE REALLY IMPORTANT TO UNDERSTAND WHEN YOU'RE ENTERING NINTH GRADE.
WE BUILT THAT IN TWO YEARS AGO INTO OUR EIGHTH GRADE CURRICULUM, AND THEN THIS YEAR, WE ACTUALLY BUILT IT IN STARTING IN SIXTH GRADE.
IN SIXTH, SEVENTH, AND EIGHTH, THEY'RE GETTING A PROGRESSION OF EXPOSURE TO BOTH DIFFERENT CAREER INDUSTRIES AND TO COLLEGE EXPERIENCES, AND WE'RE EMBEDDING SOME EXPERIENCES INTO THEIR DAY THROUGHOUT MIDDLE SCHOOL.
THAT GOAL IS, BY THE TIME THEY'RE GETTING TO HIGH SCHOOL, THEY UNDERSTAND THE DIFFERENT CAREER PROGRAMS THAT ARE GOING TO BE AVAILABLE TO THEM AND THE TYPES OF JOBS THAT THOSE LEAD TO, SO THEY'RE BETTER PREPARED TO MAKE A DECISION.
>> CAN I ALSO ADD? WE'RE ALSO GOING TO BE PILOTING NEXT YEAR A COUPLE PROGRAMS WHERE THE ACTUAL EXPERIENCES ARE MORE GEARED TO THE HIGH SCHOOL PROGRAMS OF STUDY IN THE AFTERNOON FOR MANY OF OUR KIDS.
>> LET ME GIVE YOU A REAL LIFE EXAMPLE THAT JUST HAPPENED IN LAST WEEK OR TWO, ACTUALLY ON FRIDAY.
LAST FRIDAY, I WAS PART OF A GROUP AT THE GHP THAT DID THE STATE OF THE PORT OF HOUSTON, AND WE HIGHLIGHTED A STEVEN AUSTIN STUDENT.
I MET THE STUDENT AND I HEARD ABOUT HIM AT THE GRADUATION CEREMONIES WE DID FOR OUR MARITIME PROGRAM AT AUSTIN, AND THE PORT OF HOUSTON HAS HAD A MARITIME OUTREACH PROGRAM FOR A LONG TIME, AND THEY HAVE EIGHT HIGH SCHOOLS THAT THEY OPERATE IN, ONE OF WHICH IS AUSTIN.
AT THAT MEETING OR AT THAT WE'RE HANDING OUT CERTIFICATES AND LITTLE GOLD THINGS, HE HAD THE COAST GUARD THERE.
IT WAS REALLY AMAZING EVENT, BUT WE HAD THE KIDS THAT HAVE GRADUATED FROM THOSE PROGRAMS, AND THERE WAS THIS ONE THAT WE HIGHLIGHTED ON FRIDAY.
HE GRADUATED FROM AUSTIN, WITH A MARITIME CERTIFICATE, WENT TO SAN JACK, GOT ANOTHER MARITIME CERTIFICATE AND A COUPLE OF OTHER CERTIFICATES FROM SAN JACK, WAS HIRED BY KIRBY CORPORATION.
HIS STARTING SALARY WAS IN THE 60, $70,000 RANGE.
TODAY, HE IS A CAPTAIN OF THE FIRST PLUG IN HYBRID TUG THAT PUSHES BARGES IN THE SHIP CHANNEL AND MAKING SIX FIGURES.
THAT'S A GREAT EXAMPLE OF THE REALITY OF WHAT WE'RE TALKING ABOUT WHEN THESE NUMBERS, YOU'RE TALKING ABOUT 5,500 PEOPLE 5,300 KIDS, AT THE END OF THE DAY, THERE ARE REAL LIVE JOBS OUT THERE THAT CAN BE HAD IF WE DO THIS RIGHT.
THE OTHER THING THAT PORT HOUSTON HAS JUST STARTED DOING IS THEY HAVE STARTED MOVING INTO MIDDLE SCHOOL.
THEY HAVE A BIG PROGRAM AT SAN JACK, I THINK COMING UP IN THE NEXT WEEK OR TWO THAT HST IS PART OF, AND THEY'RE DOING THIS WITH PARENTS AND STUDENTS TO EDUCATE THEM ABOUT THE OPPORTUNITIES IN MARITIME INDUSTRY.
IT'S NOT JUST A CAPTAIN OF A TUG OR SOMETHING LIKE THAT, IT'S A BROAD LOGISTICS AND ALL KINDS OF DIFFERENT JOBS THAT ARE OUT THERE AND WHAT'S HAPPENING.
THIS IS HAPPENING IN A LOT OF OUR CONSTRUCTION AREAS AND A LOT OF OTHER JOBS LIKE THIS IS THE POPULATIONS' AGING OUT AND WE DON'T HAVE ENOUGH PEOPLE REPLACING THOSE FOLKS.
THIS IS A HUGE OPPORTUNITY FOR US.
>> MAY I ADD SIR. LAST WEEK, I HAD A MEETING WITH THE PRESIDENT OF BAYLOR COLLEGE OF MEDICINE, AND WE'VE AGREED TO START A HEALTH SCIENCE PROGRAM OF STUDY STARTING IN ELEMENTARY SCHOOL.
THERE'S MANY OTHER EXAMPLES WE CAN GIVE YOU.
THIS IS THE SECOND PART OF THAT VISION I WAS TALKING ABOUT,
[01:40:03]
GETTING KIDS READY FOR THE YEAR 2035.WE CAN'T JUST WAIT TO CTE PROGRAMS IN HIGH SCHOOL.
WE HAVE TO DO MIDDLE SCHOOL, THAT'S WHAT YOU'RE TALKING ABOUT, AND EVEN ELEMENTARY IN SOME CASES.
>> I DIDN'T PUT THIS AS A STRATEGY, BUT I SHOULD HAVE.
ONE OF THE OTHER THINGS WE'RE DOING IS BUILDING IN WORK BASED LEARNING EXPERIENCES INTO THE PROGRAMMING SO THAT IN 12TH GRADE, TYPICALLY, THEY'RE DOING MORE OF A PRACTICUM, IT MIGHT BE AN INTERNSHIP, IT MIGHT BE AN EXTERNSHIP OR MORE EXPERIENCES DIRECTLY WITH THAT EMPLOYER, AND THEY CAN BUILD THAT INTO THEIR EXPERIENCE BEFORE THEY GRADUATE.
>> WHAT'S INTERESTING HERE IS THAT MANY OF FOREIGN COUNTRIES START FOCUSING YOUNG PEOPLE INTO KOREA.
GERMANY IS FAMOUS FOR PUTTING KIDS THROUGH APPRENTICESHIPS AND NOT FOCUSING THEM ON EVENTUALLY GOING TO COLLEGE, BUT AN APPRENTICESHIP.
SINGAPORE, WHERE I LIVE FOR YEARS, STREAMS KIDS FROM A SIXTH GRADE, SEVENTH GRADE, KNOWING THAT THIS IS WHERE THEY MAIN CAPABILITIES ARE GOING TO BE IN THAT AREA OR NOT.
WE COMPARE OURSELVES OFTEN TO SOME OF THESE FOREIGN COUNTRIES, BUT THEY ACTUALLY DO TARGETED WORK AT THIS, BUT I THINK IT'S IMPRESSIVE THAT THESE STUDENTS, IF THEY'RE GOING TO MARITIME PROGRAM, STILL HAVE TO PASS THE FIVE EOC COURSES.
IN OTHER WORDS, THEY'RE GETTING A LIBERAL ARTS EDUCATION AT THE SAME TIME, THEY'RE GETTING INDUSTRY SPECIFIC EDUCATION AT A HIGH SCHOOL LEVEL.
>> YOU STILL HAVE TO DO MATH AND READ FOR SURE.
>> PRESIDENT CAMPO, BOARD MEMBER ARNOLD.
CHIEF HOLE, THANK YOU FOR THE PRESENTATION.
DURING MY VISIT TO THE CAREER CENTER WEEK BEFORE LAST AND TALKING TO STUDENTS, ONE OF THE THINGS THAT JUNIORS AND SENIOR STUDENTS TOLD ME IS THAT THEY WISH THEY COULD HAVE STARTED IN THEIR PROGRAM OF STUDY EARLIER.
YOUNGER STUDENTS, LET'S SAY 9TH AND 10TH GRADE STUDENTS HAD SUCH CONFIDENCE IN THE SKILLS THAT THEY WERE LEARNING.
BASED ON THE CONVERSATION THAT WE'RE HAVING, I UNDERSTAND THAT PART OF OUR OVERALL STRATEGY IS TO PROVIDE CAPACITY AND ACCESS TO STUDENTS MUCH EARLIER, IS THAT CORRECT? THAT WE'RE TRYING TO BUILD ACCESS FOR STUDENTS TO START IN THESE PROGRAMS EARLIER IN THEIR TRAJECTORY OF MAYBE NINTH GRADE MIDDLE SCHOOL.
>> YES, MA'AM. THERE'S TWO PARTS TO THAT. TWO THINGS I'M GOING TO SAY.
ONE IS, ACTUALLY AT BARBARA JORDAN, WE ONLY USED TO HAVE STUDENTS START AT BARBARA JORDAN IN 11TH GRADE.
THEY WERE HAVING A VERY COMPRESSED EXPERIENCE IN 11TH AND 12TH GRADE.
WE CHANGED THAT LAST YEAR, SO THEY START IN NINTH GRADE, AND THEY GET A LOT MORE EXPOSURE TO THE SPACES, THE EQUIPMENT, THE PRACTICE, OVER A LONGER RUNWAY.
THE STUDENTS, IF THEY WERE 12TH GRADERS, THEY ACTUALLY MIGHT HAVE GOTTEN THAT COMPRESSED 11TH OR 12TH GRADE EXPERIENCE, BUT WE'VE ALREADY CHANGED THAT THIS YEAR.
YOU'LL SEE YOUNGER STUDENTS AT BARBARA JORDAN.
THAT'S I THINK THE FIRST PART.
THEN THE SECOND PART I THINK SPEAKS TO WHAT MR. MILES SAID, WHICH IS LOOKING AT WHAT PROGRAMMING IS AVAILABLE ACROSS MIDDLE SCHOOLS, NOT JUST FOR CURRICULUM EXPOSURE, BUT ACTUAL ELECTIVE COURSES THAT TIE TO PROGRAMS OF STUDY.
THAT ACTUALLY IS HAPPENING IN MULTIPLE OF OUR MIDDLE SCHOOLS.
>> THANK YOU. AS A FOLLOW UP HERE.
AN ADDITIONAL BONUS TO THAT, OF COURSE, WOULD BE THAT WE'RE LIKELY TO SEE MORE OF A COMPLETE STATUS FOR THESE STUDENTS IF THEY'RE STARTING EARLIER IN THEIR HIGH SCHOOL JOURNEY, CORRECT?
>> THE STUDENTS WHO WERE STARTING LATER WERE STILL PROGRESSING QUICKLY, BUT I STILL DO BELIEVE THAT, YES, WE'RE GOING TO CONTINUE TO SEE AN INCREASE BECAUSE WE'RE VERY FOCUSED ON ENSURING THAT ALL NINTH GRADERS ARE ON ONE OF THE PATHS, WHETHER IT'S COLLEGE, OR CAREER, OR BOTH, AND IDEALLY BOTH.
BUT NO NINTH GRADERS ARE FALLING THROUGH THE CRACKS, AND WE'RE REALLY COMMITTED TO THAT, AND THAT WILL HELP US ENSURE THAT STUDENTS ARE CONTINUING TOWARDS THIS TRAJECTORY.
>>WONDERFUL. THANK YOU, [INAUDIBLE].
>> DO WE HAVE ANYBODY ELSE? ONE MORE. GO AHEAD.
>> SORRY. WE HAVE SO MUCH MOVEMENT.
WHAT HAPPENS IF SOMEONE SHOWS UP IN THE DISTRICT AS A JUNIOR OR A SENIOR? ONE, WHAT ARE YOUR GOALS FOR THEM? TWO, HOW DOES IT SHIFT NUMBERS WHEN PEOPLE ARE COMING IN LATE?
>> THAT'S A GREAT QUESTION. THAT WAS ACTUALLY ONE OF THE REASONS WHENEVER WE EVEN LAUNCHED THE FOUNDATIONAL PROGRAMS OF STUDY, WHERE IF WE HAD MOBILITY WITHIN THE DISTRICT, THERE WOULD BE A SET OF PROGRAMS THAT THERE WOULD BE SOME CONTINUATION ON IF THEY MOVED FROM ONE HIGH SCHOOL TO THE OTHER.
THAT HELPS. IF THEY'RE COMING FROM ANOTHER DISTRICT, THE PROGRAMS OF STUDY ARE DEFINED BY THE STATE.
THE FIRST THING WE CAN DO IS SAY, "HEY, IF YOU STARTED A PROGRAM OF STUDY AT YOUR OTHER DISTRICT, WHAT PROGRAM WAS THAT AND CAN WE HELP YOU CONTINUE IN THAT PROGRAM AT A CAMPUS AT HISD?" IF FOR SOME REASON, THAT'S NOT TRUE, THERE ARE ESCALATION PATHS TO THIS, BUT IT IS HARD.
[01:45:04]
IT DOES ACTUALLY REQUIRE YOU TO TAKE SIGNIFICANT NUMBER OF COURSEWORK, AND IF YOU'RE STARTING THAT LATE, IT DEPENDS ON WHAT ELSE YOU HAVE TO DO TO MEET YOUR GRADUATION REQUIREMENTS.BUT THERE ARE WAYS TO MAKE IT HAPPEN AND TO SUPPORT STUDENTS IN CONTINUING WHAT THEY'VE STARTED.
>> REMEMBER JANETTE LINDNER, YOU'RE UP IF YOU WANT TO DE-MUTE, UNMUTE.
I APPRECIATE, AGAIN, EVERYTHING THAT I'VE HEARD SO FAR AND THANK YOU SO MUCH FOR THIS PRESENTATION AND ANSWERING OUR QUESTIONS AHEAD OF TIME THAT WE SUBMITTED.
WHAT I APPRECIATE THE OPPORTUNITY TO HIGHLIGHT IS I WANT TO MAKE SURE I UNDERSTAND WHEN WE LOOK AT THE BAR CHART, GPM 3.2, PERCENT OF 10TH, 11TH AND 12TH GRADE STUDENTS ON TRACK FOR CTE COMPLETER STATUS.
THAT VISUAL DROP FROM 11TH TO 12TH GRADE IS DRAMATIC TO ME.
I WOULD APPRECIATE HEARING FROM CHIEF HOLE JUST TO MAKE SURE I UNDERSTAND.
EXPLAIN THAT DROP, PLEASE FROM 11TH TO 12TH GRADE, WHAT'S GOING ON THERE?
>> YES, THERE'S A COUPLE THINGS.
ONE, THE OVERARCHING METRIC IS FOCUSED ON STUDENTS WHO ARE ON TRACK.
WHEN WE'RE LOOKING AT TENTH GRADERS AND 11TH GRADERS, WE DEFINE THAT AS STUDENTS WHO ARE CONCENTRATORS AND COMPLETERS.
A CONCENTRATOR IS SOMEBODY WHO HAS ONE LESS COURSE, HAS THREE COURSES INSTEAD OF FOUR, AND THEN THAT COMPLETER HAS FOUR.
WHEN WE GET TO 12TH GRADE BECAUSE THEY'RE IN 12TH GRADE, WE NARROW THAT DEFINITION TO SAY YOU ACTUALLY MUST BE A COMPLETER IN 12TH GRADE.
THE DEFINITION OF ON TRACK CHANGES BETWEEN 11TH AND 12TH, WHICH WILL ACCOUNT FOR SOME OF IT IF A STUDENT ISN'T FULLY PROGRESSING TO BECOME THAT COMPLETER, THAT WILL ACCOUNT FOR IT.
THE OTHER THING THAT HAPPENS IS IN 12TH GRADE, WE ACTUALLY REALLY DO NEED TO MAKE SURE ALL STUDENTS ARE MEETING ALL GRADUATION REQUIREMENTS.
CTE IS NOT A GRADUATION REQUIREMENT IN THAT WAY.
IF YOU HAVEN'T TAKEN CERTAIN COURSES, YOU ACTUALLY NEED TO MAKE SURE YOU'RE FULFILLING YOUR COURSES.
THE WAY TO IMPROVE AND MAKE SURE THAT THAT DOESN'T HAPPEN IS REALLY FOCUSED ON ENSURING EVERY SINGLE STUDENT HAS A GRADUATION PLAN AND THEY HAVE THAT PLAN.
THEY STARTED OFF AT THE NINTH YEAR AND THEY REVISIT IT EVERY YEAR.
THAT HELPS ENSURE THAT THEY'RE NOT GETTING INTO THAT 12TH GRADE YEAR AND THEY DON'T HAVE THE CREDITS THAT THEY NEED TO GRADUATE, BECAUSE AT THAT 12TH GRADE YEAR, REALLY GETTING THEM OVER THE FINISH LINE IS IMPORTANT AND THAT CAN COMPETE IF THEY STILL HAVE A COURSE TO TAKE.
>> THANK YOU FOR EXPLAINING THAT BECAUSE I THINK SOME QUESTIONS FROM THE COMMUNITY.
WE'RE HIGHLIGHTING THAT, I THINK THAT'S A CONFUSING THING TO INTERPRET AS WE SEE THE 11TH TO 12TH GRADE DROP ON THE CHART.
HOW BIG OF A ROLE CAN YOU HELP ME UNDERSTAND OUR FOCUS ON HIGH QUALITY INSTRUCTION AND INSTRUCTIONAL MATERIALS HAS ON INCREASING THIS COMPLETER STATUS AS WELL.
IN OTHER WORDS, AS I LOOK AT THE STRATEGIES AND IMPROVEMENT STRATEGY NEXT STEP SLIDE, WHAT JUMPS OUT AT ME IS ACCESS PRIMARILY, MAKING SURE THAT STUDENTS ARE GETTING ACCESS TO THESE COURSES AND THAT THE SEQUENCING IS APPROPRIATE AND THAT WE'RE MAKING SURE THAT THEY'RE ALIGNED TO HIGH DEMAND JOBS.
BUT I'M A LITTLE SURPRISED MAYBE WHY I DON'T SEE SOMETHING ABOUT OUR FOCUS ON HIGH QUALITY INSTRUCTION AND MATERIALS AND HOW THAT MAY PLAY A ROLE IN OUR STUDENTS MAYBE NOT ACHIEVING THAT STATUS THAT WE HOPE FOR THEM TO ACHIEVE AS THEY MOVE TOWARDS 12TH GRADE.
WE'RE THINKING A LOT ABOUT CURRICULUM IN CTE.
IF YOU CAN IMAGINE, WE OVERSEE 40 PROGRAMS. EACH OF THEM HAVE FOUR COURSES.
THAT'S A LOT OF CURRICULUM THAT'S OUT THERE.
WE TYPICALLY PURCHASE CURRICULUM THROUGH TEA PUBLISHES AN APPROVED LIST OF CURRICULUM FOR EVERY PROGRAM, AND WE PURCHASE THAT CURRICULUM.
HOWEVER, WE HAVE STARTED TO, IN SOME PLACES, WRITE OUR OWN.
IN OUR FOUNDATIONAL PROGRAMS OF STUDY, IN PARTICULAR, WE STARTED TO WRITE OUR OWN CURRICULUM, SO WE COULD ENSURE IT MEETS THE BAR AND IS BUILT IN A WAY THAT'S REALLY USER FRIENDLY FOR OUR CTE TEACHERS.
ONE THING IN CTE IN PARTICULAR, IS YOU HAVE A LOT OF TEACHERS THAT COME FROM INDUSTRY AND HAVE DEEP INDUSTRY EXPERTISE.
THEY REALLY NEED COACHING AND SUPPORT FOR HOW TO BE A GREAT TEACHER, AND HELPING THEM BUILD THAT SKILL SET IS CRITICAL, TOO.
THAT IS ALSO A FOCUS OF THE TEAM.
THAT'S BEEN A FOCUS FROM DAY 1, BOTH ENSURING THAT WE CAN SUPPORT THEM AND BECOMING EVEN BETTER TEACHERS, AND THEN ALSO STARTING TO BUILD OUT EVEN MORE RESOURCES AROUND CURRICULUM THAT WILL HELP SUPPORT THEM.
>> SORRY, NOW, I HAVE A FOLLOW UP TO THAT.
[01:50:03]
WHO WAS IN CHARGE OF THIS GROUP? WHO'S TRAINING THIS GROUP OF TEACHERS? BECAUSE IT IS THE SPECIALIZED THING.WHO'S LEADING THAT CHARGE IN MAKING SURE THAT THEY'RE GETTING THEIR SUPPORTS IN TERMS OF PEDAGOGY AND ALL THIS STUFF?
>> THERE'S A REALLY CLOSE PARTNERSHIP WITH US IN THE CHIEF OF SCHOOLS.
THE ACTUAL TEACHERS ARE TEACHERS ON A CAMPUS AND SO REPORT TO THE PRINCIPAL.
THE PRINCIPAL IS RESPONSIBLE FOR THE QUALITY OF INSTRUCTION IN ALL OF THEIR CLASSES.
WE ALSO HAVE A SET OF SPECIALISTS AT CENTRAL OFFICE, ONE OR TWO THAT FOCUS VERY DEEP ON A PROGRAM.
WE MIGHT HAVE A HEALTHCARE SPECIALIST, A WELDING SPECIALIST, SOMEONE WHO UNDERSTANDS THE INS AND OUTS OF ALL THE TEA REQUIREMENTS, THE INDUSTRY REQUIREMENTS, AND THEY CAN PUSH IN TO REALLY HELP PULL ALL OF THE WELDING TEACHERS TOGETHER AND GIVE THEM COACHING IN THAT SPACE.
IT'S REALLY A STRONG PARTNERSHIP.
BUT AT THE END OF THE DAY, THE PRINCIPAL IS GOING IN AND ENSURING THEY'RE GIVING JOB EMBEDDED COACHES TO ALL TEACHERS ON THEIR CAMPUS.
>> ARE WE DONE NOW? GREAT. WELL, THANK YOU SO MUCH FOR THE PRESENTATION. WE APPRECIATE THAT.
>> THANK YOU. NEXT ITEM, WE'RE GOING TO TALK ABOUT THE AUDIT COMMITTEE.
REMEMBER, JANETTE LINDNER, DO WANT TO DO THIS FROM ON ZOOM OR DO YOU WANT ME TO?
>> YEAH. IF YOU CAN HEAR ME, AGAIN, I KNOW MY AUDIO WAS CHALLENGED.
>> THANK YOU. IF I MAY PROCEED?
>> THANK YOU. THANK YOU. ON BEHALF OF OUR AUDIT COMMITTEE, I APPRECIATE BEING ABLE TO SHARE THIS INFORMATION, WHICH IS ITEM NUMBER 2, ACCEPTANCE OF OUR REPORT FROM THE BOARD AUDIT COMMITTEE CHAIR, ME.
THE LAST AUDIT COMMITTEE MEETING WAS HELD THURSDAY, SEPTEMBER 25TH, AND OUR AUDITORS PROVIDED AN UPDATE ON THE FOLLOW UP OF THE 2024/2025 INTERNAL AUDIT RECOMMENDATIONS.
THEY STATED THAT THERE ARE A TOTAL OF 41 OBSERVATIONS OF THOSE, 11 ARE CLOSED, 30 REMAIN OPEN, AND 12 ARE READY FOR FOLLOW UP TESTING.
OUR AUDITOR STATED THEY'VE FOUND ADMINISTRATION MANAGEMENT TO BE VERY PROACTIVE ON THEIR RECOMMENDATIONS.
IN ADDITION, TWO FISCAL YEAR 2025/'26, THOSE ARE THE INFORMATION TECHNOLOGY INCIDENT RESPONSE, TABLE TAB EXERCISE, AND THE IT INTERNAL PENETRATION TESTING.
THE OTHER PROJECTS FOR FISCAL YEAR 2025/'26 INCLUDE THE EMPLOYEE SELECTION AND ONBOARDING MAINTENANCE AND REPAIRS PROJECT.
THE POST AWARD CONTRACT ADMINISTRATION AND VENDOR MANAGEMENT PROJECT, THE PROCARD PROGRAM, AND THE IT CYBERSECURITY GOVERNANCE AND POLICY ASSESSMENT.
THE FINAL AUDIT REPORTS ARE PUBLISHED ON THE BOARD AND GOVERNANCE PAGE OF OUR HISD MAIN WEBSITE.
WITH THAT, I'LL APPRECIATE IF THERE ARE ANY QUESTIONS OR COMMENTS FROM MY COLLEAGUES.
>> BEFORE THE QUESTIONS, I JUST WANTED TO ADD THAT BOARD MEMBER MENDOZA HAS JOINED THE AUDIT COMMITTEE AS WELL.
THERE ARE THREE FOLKS ON THE AUDIT COMMITTEE.
THE AUDIT COMMITTEE IS A COMMITTEE THAT MAKES RECOMMENDATIONS TO THE BOARD, AND ULTIMATELY, BOARD MEMBERS CAN ATTEND IT.
THE AUDIT COMMITTEE, AS LONG AS WE DON'T HAVE FIVE MEMBERS THERE, IF YOU'RE WELCOME TO COME.
ANY QUESTIONS? GREAT. NEXT ITEM UP IS THE BUDGET ACTUAL REPORT. SUPERINTENDENT.
>> YES, SIR. I'M ASKING JIM TERRY TO TO APPROACH THE MIC.
>> GOOD EVENING, BOARD. THANK YOU FOR THIS OPPORTUNITY TO PRESENT TO YOU THE FIRST QUARTER OF THE YEAR FINANCIAL STATEMENTS.
OUR FISCAL YEAR BEGAN JULY 1, AND SO THESE ARE THE NUMBERS THROUGH SEPTEMBER 30TH.
WHAT I'D LIKE YOU TO DO IS TO MOVE OVER TO THE COLUMN TO THE FAR RIGHT WITH THE NUMBERS.
[01:55:07]
I DON'T THINK THIS HAS A POINTER ON IT.YOU CAN SEE IT'S LABELED PROJECTED END OF THE YEAR.
IN ORDER TO UNDERSTAND WHERE WE ARE THIS YEAR, PLEASE UNDERSTAND WHERE WE'RE CLOSING OUT THE END OF THIS YEAR.
IF YOU GO TO THE BOTTOM LINE AND THAT BOTTOM LINE IS OUR FUND BALANCE, AND THE OUTSIDE AUDITORS, WEAVER AND ASSOCIATES, ARE ABOUT READY TO FINISH UP THEIR FINANCIAL AUDIT.
WE WILL BRING THE ANNUAL COMPREHENSIVE FINANCIAL REPORT TO YOU IN NOVEMBER FOR YOU NEXT MONTH.
YOU CAN SEE IF YOU LOOK AT THAT BOTTOM LINE OF $779 MILLION, AND THEN LOOK TO THE COLUMN JUST TO YOUR LEFT, YOU'LL SEE THAT IT'S 799, AND THAT DIFFERENCE IS $20 MILLION.
THAT COLUMN THAT YOU'RE LOOKING AT, THE 799 MILLION IS THE BUDGET AMENDMENT THAT WE BROUGHT TO YOU AT THE END OF JUNE WAY BEFORE THE BOOKS ARE CLOSED, THEN WE'VE GONE THROUGH THE AUDIT.
IT LOOKS LIKE WE'RE GOING TO USE ABOUT $20 MILLION MORE IN THE FUND BALANCE, AND THAT ESSENTIALLY IS DUE TO WHAT'S CALLED RECAPTURE.
IF YOU LOOK AT ON THE FAR LEFT, IT'S GOT NUMBERS THERE, THOSE ARE THE FUNCTION CODES, AND THOSE ARE THE FUNCTIONS AND THE WAY THAT YOU HAVE TO APPROVE THE BUDGET WHEN WE BRING IT TO YOU AT THE END OF JUNE, AND THAT IS RECAPTURE.
THE MONEY IS ESSENTIALLY GIVEN BACK TO THE STATE FOR COLLECTING MORE MONEY THAN WHAT THEY CONSIDERED US ENTITLED TO.
THEN THE OTHER 14 MILLION, WHICH IS THE DIFFERENCE ON THE REAL ESTATE, AND WE HAD 15 PROPERTIES THAT WE THOUGHT WE WOULD BE ABLE TO CLOSE BEFORE THE END OF THIS LAST FISCAL YEAR.
WE WERE UNABLE TO CLOSE ON THAT.
THAT MONEY WILL NOW MOVE OVER INTO THE CURRENT FISCAL YEAR.
NOW, IF YOU'LL GO TO THAT COLUMN, ALL THE WAY OVER TO YOUR LEFT, THE LAST COLUMN OF NUMBERS, THAT IS THE BUDGET THAT YOU APPROVED IN JUNE.
THE NEXT COLUMN OVER TO YOUR RIGHT THEN IS ESSENTIALLY OUR REVENUE AND OUR EXPENDITURES, AND WE'RE PRETTY MUCH ON COURSE AS TO WHERE WE THINK WE SHOULD BE.
YOU CAN SEE THAT THE TOTAL EXPENDITURE IS APPROXIMATELY 17%.
>> WE THINK THAT WE'RE DOING GOOD AND WE'RE ON SCHEDULE.
YOU WILL SEE OUR DEBT SERVICE ON THE FAR RIGHT.
>> COULD YOU GO BACK TO THE SCHEDULE FOR A SHORT TIME?
>> WOULD YOU TALK ABOUT THE CHANGE BETWEEN THE $267 MILLION PROJECTED CHANGE IN FUND BALANCE AND THE BUDGETED $14 MILLION?
>> YEAH. THAT IS FOR PROPERTIES.
>> NO, I'M TALKING ABOUT THE $267.
YOUR NET CHANGE IN FUND BALANCE WAS A NEGATIVE $267 IN THE PROJECTED END OF JUNE 2025, RIGHT?
>> WE'RE PROJECTING A NEGATIVE $14,683,000; THAT'S WHAT I WANT YOU TO TALK ABOUT.
WE HAVE REALLY TIGHTENED UP OUR EXPENDITURES.
THE STATE HAS ALSO HELPED US IN TERMS OF WHAT THEY'RE PROVIDING US, AND WE MAKE AN IMPROVEMENT.
WE THINK THAT THE 14 MILLION USE OF THE FUND BALANCE BY THE END OF THIS CURRENT FISCAL YEAR IS CERTAINLY DOABLE, AND OF COURSE, AS YOUR CFO, I'M HOPING TO DO BETTER THAN THAT.
>> CLEARLY GOING FROM A $267 MILLION DEFICIT IN 2024/2025 TO A $14 MILLION DEFICIT, OF WHICH YOU JUST MENTIONED THAT YOU THINK IT IS LIKELY TO BE A BREAK-EVEN, IS A HUGE IMPROVEMENT IN THE STABILITY OF OUR FINANCES AT HISD.
IN FACT, THAT 14% REPRESENTS LESS THAN 1% OF OUR TOTAL EXPENDITURES.
WHEN YOU'RE DEALING WITH THE $2.5 BILLION, 1% IS PRETTY HARD TO ZERO IN ON.
WE THINK THAT WE WILL BE ABLE TO REACH THAT NUMBER,
[02:00:02]
AND THAT'S WHAT WE'LL BE WORKING ON.>> THANKS. DOES ANYBODY HAVE ANY QUESTIONS ABOUT THIS SCHEDULE? GO AHEAD. YOU CAN KEEP GOING.
>> THE NEXT IS THE DEBT SERVICE, AND THE ONLY REMARKABLE THING HERE IS THE LOOK OVER ON THE RIGHT AND IN THAT PROJECTED NUMBER, AND YOU CAN SEE THAT THAT NUMBER CHANGED.
DEBT SERVICE IS PRETTY WELL A CONSTANT NUMBER, AND WE ALREADY HAVE THAT SCHEDULED OUT FOR THE NEXT 20 YEARS.
THE DIFFERENCE IS BECAUSE WE DID REFINANCINGS IN WHICH WE WERE ABLE TO SAVE THE TAXPAYERS APPROXIMATELY HALF A BILLION DOLLARS IN DEBT.
IT COSTS US A LITTLE MONEY UPFRONT, BUT THE OVERALL EFFECT, IT SAVES THE TAXPAYERS PROBABLY $50 MILLION IN TAXES.
THE NEXT ONE IS THE NUTRITIONAL SERVICES.
NUTRITIONAL SERVICES, AGAIN, IN THE PROJECTED AMOUNT IS BETTER THAN WHAT WE HAD BROUGHT TO YOU AS A BUDGET AMENDMENT.
YOU CAN SEE ON THE LEFT SIDE THAT WE THINK THIS IS CERTAINLY ON TARGET.
I DON'T SEE ANYTHING REMARKABLE ABOUT THAT.
THE REST OF THESE REPORTS ARE THE SAME NUMBERS, JUST GIVING YOU A DIFFERENT VIEW, AND YOU SEE ON THE FAR LEFT, INSTEAD OF YOUR FUNCTION CODE, YOU HAVE OBJECT CODE.
YOU'LL SEE THIS IS THE GENERAL FUND, THIS IS THE DEBT SERVICE, AND THEN THAT WAS NUTRITIONAL SERVICE, AND JUST ANOTHER WAY TO LOOK AT IT.
>> QUESTIONS? SO WE'RE ON TRACK AND OUR FINANCES ARE STRONGER THIS YEAR THAN THEY WERE LAST YEAR?
>> GOOD. THANK YOU. I THINK WE ARE NOW AT THE POINT WHERE WE'RE GOING TO HEAR FROM OUR REMAINING SPEAKERS.
[Speakers to Agenda Items & Hearing of the Community (Part 2 of 2)]
FIRST IN PERSON, AND THEN THOSE ON ZOOM.WE'LL CALL SPEAKERS TO THE MICROPHONE AND GROUPS, BEGINNING WITH THE SPEAKER NUMBERS 1-10.
WE HAVE SEATS IN THE FRONT ROW RESERVED FOR THE NEXT GROUP OF SPEAKERS, SO PLEASE OCCUPY THOSE SEATS IF YOU'RE UP NEXT.
PLEASE COME TO THE MICROPHONE IN YOUR NUMBERED ORDER AND STATE YOUR NAME.
>> CAN I HAVE SPEAKERS 35-45 TO THE FRONT ROW, AND WE ALSO HAVE A STUDENT WHO'S JOINED US, LUCA CANDIDA.
>> HI. MY NAME IS LUCA, AND I AM 8 YEARS OLD.
MANY SCHOOLS DON'T HAVE A LIBRARY ANYMORE.
HOW ARE KIDS GOING TO IMPROVE THEIR READING AND LEARN TO LOVE BOOKS IF THERE'S NOT A LIBRARY OR SOMEONE TO HELP THEM FIND GOOD STORIES?
>> IN MY SCHOOL, WE STILL HAVE A LIBRARY, BUT THE LIBRARIAN WHO WAS THERE FOR MANY YEARS HAS LEFT.
WE STARTED THE SCHOOL WITH A NEW LIBRARIAN, AND WE'RE ON TO THE SECOND ONE, AND IT'S ONLY BEEN 2 MONTHS.
>> WHAT YOU GUYS ARE DOING IS WRONG.
IF IT WERE GOOD, PEOPLE WOULD WANT TO STAY.
START TREATING PEOPLE BETTER. THANK YOU.
>> THANK YOU. BEFORE OUR NEXT SPEAKER, I WANT TO GIVE A SPECIAL SHOUT-OUT TO OUR STUDENT GUESTS FROM RICE UNIVERSITY TODAY WHO ARE HERE WITH THEIR PROFESSOR, DR. BRENDA RANGEL, ASSISTANT DEAN OF RICE GLASCOK SCHOOL, WITH HER STUDENTS IN HER COURSE, CONTEMPORARY ISSUES AND EDUCATION.
THANK YOU FOR JOINING US TONIGHT FOR THIS REAL-LIFE EDUCATION DISCUSSION.
>> WE HAVE ANOTHER STUDENT WHO'S JOINED US, MICA GABE.
[02:05:03]
ONE SECOND. WE HAVE A STUDENT WHO'S JOINED US, AND WE'RE GOING TO ASK HER TO GO FIRST.>> GOOD AFTERNOON. TODAY, I WANT TO TALK ABOUT HOW UNCERTIFIED TEACHERS ARE HURTING SCHOOLS IN HISD.
SINCE TA TOOK OVER HISD IN 2023, MANY CERTIFIED TEACHERS HAVE LEFT.
TO FILL THOSE SPOTS, THE DISTRICT STARTED HIRING MORE UNCERTIFIED TEACHERS, WHICH ARE PEOPLE WHO HAVEN'T BEEN COMPLETELY TRAINED FOR THEIR CERTIFICATION.
SINCE 2023, THE NUMBER OF UNCERTIFIED TEACHERS HAS INCREASED FROM 12% TO NEARLY 25% IN JUST ONE YEAR.
THIS MAY SOLVE A STAFFING PROBLEM, BUT IT CREATES LONG-TERM DAMAGE.
UNCERTIFIED TEACHERS OFTEN LACK CLASSROOM MANAGEMENT SKILLS AND TEACHING EXPERIENCE.
THAT CAN LEAD TO LOWER TEST SCORES, LESS ENGAGEMENT, AND MORE FRUSTRATION FROM STUDENTS.
IN THE END, QUICK FIXES LIKE THIS LOWER THE QUALITY OF EDUCATION.
HISD NEEDS TO FOCUS ON KEEPING AND SUPPORTING QUALIFIED TEACHERS SO THAT EVERY STUDENT.
>> MY NAME IS DIANA CANDIDA, I'M AN HISD PARENT.
I'M ANGRY ABOUT WHAT MIKE MILES IS DOING TO OUR SCHOOLS.
HE CLEARLY HAS NO UNDERSTANDING OF EDUCATION OR WHAT CHILDREN TRULY NEED TO SUCCEED.
HIS DECISIONS ARE HURTING ALL STUDENTS, BUT ESPECIALLY THE ONES WHO NEED THE MOST SUPPORT.
TEACHERS ARE DOING EVERYTHING THEY CAN TO HOLD THINGS TOGETHER FOR OUR CHILDREN, DESPITE THE CHAOS MIKE MILES IS CREATING.
IT'S HEARTBREAKING TO HEAR ABOUT TEACHERS CRYING AND SUFFERING FROM PANIC ATTACKS JUST TWO MONTHS INTO THE YEAR, AND ALL THE EXTRA TIME THEY HAVE TO PUT IN TO CORRECT AN ERROR-RIDDLED CURRICULUM AND MAKE THOUSANDS OF PHOTOCOPIES.
OUR VOICES DESERVE TO BE HEARD.
PRIVATE SCHOOL OWNERS ARE BENEFITING THROUGH HIGHER ENROLLMENT, BUT HOUSTON AS A WHOLE IS SUFFERING, AND THE EFFECT WILL BE FELT FOR MANY YEARS TO COME.
MR. GORE, BY BELIEVING THE PRETTY GRAPHS, NOT INDEPENDENTLY ANALYZING THE DATA, AND IGNORING THE TESTIMONIES OF TEACHERS, PARENTS, AND STUDENTS, YOU'RE COMPLICIT, AND YOU AND THE BOARD ARE COMPLICIT IN THE DESTRUCTION OF HISD.
>> AS A GRADUATE FROM NORTH SIDE HIGH AND A PARENT, IT IS DISHEARTENING TO SEE THESE KIDS NOT HAVE EQUAL ACCESS TO LAPTOPS.
WE TALK ABOUT NOT FALLING BEHIND, CLOSING GAPS, YET WE TAKE AWAY LAPTOPS.
STUDENTS AT NORTH SIDE AND NES SCHOOLS AND OTHER NES SCHOOLS SHOULD HAVE EQUAL RIGHTS AS ANY OTHER STUDENT IN OTHER SCHOOLS TO HAVE A LAPTOP TO TAKE HOME.
AS OF NOW, THEY DON'T, WHILE THE NON-NES SCHOOLS AND ALSO AFFLUENT SCHOOLS HAVE ONE-ON-ONE LAPTOP DISTRIBUTION.
DISADVANTAGED KIDS ARE IN MORE NEED TO HAVE THE BASIC RESOURCES TO BE ABLE TO DO THEIR HOMEWORK AND READINGS AT HOME, AND UP TO NOW, WE'RE IN OCTOBER, KIDS AT NORTH SIDE STILL DON'T HAVE ONE-TO-ONE LAPTOP DISTRIBUTIONS, EVEN WORSE, NOT EVEN TEXTBOOKS TO DO THEIR HOMEWORK, ESPECIALLY FOR KIDS TAKING DUAL CREDIT OR AP CLASSES.
TEACHERS ARE LEFT GIVING ONLY A FEW STUDENTS TEXTBOOKS.
EVEN THOUGH ALL KIDS GET PRIORITY, I AM HERE FOR ALL STUDENTS, WHETHER THEY ARE IN AP OR NO DUAL CREDIT OR NOT.
>> I DON'T BELIEVE MS. NUNCO IS HERE, SO WE'LL START WITH NUMBER 36. SPEAKER NUMBER 36.
>> GOOD AFTERNOON. MY NAME IS PARKER GARZA.
THIS IS IVAN GARZA. HE GOES TO PARK PLACE ELEMENTARY.
RECENTLY, WE'VE BEEN WAITING FOR THE ASSISTANT PRINCIPAL AT PARK PLACE ELEMENTARY TO CALL US ABOUT AN INCIDENT.
IT'S ALREADY BEEN A MONTH, AND WE HAVE NO RESPONSE.
I'LL CALL THE HISD PARENTS CENTER, AND GET NOBODY TO ANSWER BACK TO US.
RECENTLY, IN MAY 2020 THIS YEAR, THEY ACCUSED HIM.
THEY TAGGED A RIDE FOR HIM FROM 12:00 IN THE AFTERNOON TO 3:00.
I GOT A PHONE CALL SAYING THAT HE WAS IN THE FRONT OFFICE.
DID A POLICE REPORT, IT WAS A POLICE REPORT, OF HISD, NEVER GOT A RESPONSE BACK AT ALL.
I DON'T KNOW WHAT'S GOING ON WITH HISD.
WE NEED TO DO BETTER FOR OUR KIDS AND BETTER FOR OUR FUTURE. HE'S A FIFTH GRADER.
[02:10:06]
HE'S GETTING BULLIED. I GOT PICTURES OF A KID SLAPPING HIM ON THE BACK.>> MY NAME IS CONTUALO GARZA, AND IVAN IS MY GRANDSON.
HE GOT BULLIED AT PATTERSON SCHOOL, HE GOT PINNED IN THE BATHROOM AND SLAPPED AND KICKED IN HIS MIDSECTION, AND WE CANNOT GET ANYTHING DONE.
PARK PLACE ELEMENTARY SCHOOL, TOO, DOES NOTHING.
THEY'VE BEEN BULLYING HIM SINCE THIRD GRADE, AND HE'S IN FIFTH GRADE NOW.
SOMEBODY NEEDS TO GO OUT THERE AND CHECK BECAUSE THEY DON'T DO ANYTHING AT ALL.
>> I'M LISA ROBINSON, RETIRED MEDIA SPECIALIST AND FORMER TRUST AND ESTATES ATTORNEY.
35 OUT OF 40 ITEMS TODAY ARE ON THE CONSENT AGENDA, INCLUDING CHANGES TO THE INTELLECTUAL PROPERTY POLICY SO THAT EMPLOYEES CAN USE HISD MATERIALS FOR THEIR OWN PROJECTS.
LAST MONTH, 33 OUT OF 35 ITEMS WERE ON THE CONSENT AGENDA.
THIS IS AN ABDICATION OF YOUR GOVERNANCE AND FIDUCIARY RESPONSIBILITIES.
YOUR FIDUCIARY DUTIES INCLUDE THE DUTY OF CARE, WHICH REQUIRES YOU TO MAKE INFORMED AND DILIGENT DECISIONS.
YOU CANNOT MAKE INFORMED DECISIONS IF YOU ARE VOTING FOR OVER 30 ITEMS IN ONE FELL SWOOP AT EACH BOARD MEETING.
I DOUBT THIS IS HOW YOU RUN YOUR OWN BUSINESSES AND LAW FIRMS. EACH OF YOU ARE HOUSTONIAN, UNLIKE MILES.
WHEN MILES MOVES ON, YOU WILL STILL BE HERE.
DO YOU WANT A FAILED SCHOOL DISTRICT TO BE YOUR LEGACY? START DOING YOUR JOB, PULL ITEMS FROM THE CONSENT AGENDA.
>> GOOD EVENING. MY NAME IS ANNE EAGLETON.
I'M HERE AS A TAXPAYER, AND I'M TRYING TO UNDERSTAND SOME OF THE EXPENDITURES THAT ARE HAPPENING.
ON THE WEEKEND, I FOUND OUT WE'RE GOING TO SPEND $2 MILLION ON NES INFOMERCIALS.
I DON'T UNDERSTAND HOW THAT HELPS OUR STUDENTS.
ALL IT DOES IS BENEFIT MR. MILES SO THAT HE CAN SELL HIS SERVICES AND THE CURRICULUM, AND HIS CHARTER SCHOOL.
NOW ON THE AGENDA, THERE'S AN ITEM TO ALLOW AN EMPLOYEE TO UTILIZE HISD EQUIPMENT AND RESOURCES TO CREATE THEIR OWN PRODUCT AND GO SELL IT.
NOW, WHY AS A TAXPAYER AM I INVESTING MONEY SO THAT SOMEONE ELSE, AN EMPLOYEE, CAN LEAVE AND GO MAKE MONEY OFF TAXPAYER INVESTMENT? THAT IS INAPPROPRIATE, AND YOU NEED TO START REALLY REALIZING WHAT THESE POLICIES MEAN AND WHAT THE IMPLICATIONS ARE.
THERE ARE UNINTENDED CONSEQUENCES, AND IT'S YOUR JOB TO LOOK INTO THEM. THANK YOU.
>> I USUALLY TALK ABOUT FINANCE, BUT TONIGHT, I JUST COULDN'T BELIEVE MILES ABOUT TEACHER RETENTION, READ BETWEEN THE LINES.
ONCE HE'S COMPLETELY CLEANED HOUSE OF ALL THE TEACHERS THAT WERE HERE WHEN HE ARRIVED, THAT HE DID NOT HIRE AND INDOCTRINATE PERFORMANCE WILL IMPROVE.
UNTIL THEN HE CONSIDERS IT A GOOD THING THAT TEACHERS ARE LEAVING.
MILES CLAIMS A NEGATIVE METRIC.
WHAT NEARLY EVERY SPEAKER COMES UP HERE TO RAIL ABOUT IS REALLY GOOD NEWS.
WE ARE LIVING IN THE UPSIDE DOWN.
THE REASON THERE ARE A FEW VACANCIES IS BECAUSE OF MILES ENROLLMENT DROP OFF.
IN MILES' WORLD, BAD NEWS IS REALLY GOOD NEWS.
NO, MILES WILL NOT STOP FIRING TEACHERS IN A COUPLE OF YEARS BECAUSE PERFORMANCE WILL NOT IMPROVE, BECAUSE HE SAID HE WILL USE A FORCED CURVE, RANK AND YANK, A DEBUNKED AND ABANDONED MANAGEMENT THEORY.
WITHOUT THAT, HE CANNOT CONTINUE TO MANAGE BY FEAR AND INTIMIDATION.
>> SPEAKERS 45 THROUGH 55, PLEASE MOVE TO THE FRONT ROOM.
DO WE HAVE SPEAKERS, KEVIN MILLER, CHARLES COLLINS, ANGELA KELLY, ARTRISTA, BISHOP WATT?
>> MY NAME IS ANGELA KELLY AND FOR OVER A DECADE,
[02:15:02]
I POURED MY HEART INTO DURHAM ELEMENTARY AS ONE OF THE HIGHEST RATED TEACHERS ON CAMPUS BEFORE BEING REMOVED FROM THE VERY CAMPUS THAT I ATTENDED AND CHERISHED.MY NEIGHBORS WERE MY STUDENTS.
THEY RIDE THEIR BIKES TO MY HOUSE EVERY WEEKEND AND ASK IF I CAN COME BACK.
THOSE ARE THAT REMAIN NOW CALL GOING TO SCHOOL, GOING TO PRISON.
BECAUSE YOU ENSURED THAT THE JOY WAS STRIPPED FROM THE CAMPUS.
DURHAM HAS LOST TEN STAFF MEMBERS AND MORE THAN 30 STUDENTS.
SINCE BECOMING A SCHOOL FOCUS.
I WAS REPLACED BY SOMEONE UNCERTIFIED.
THE NURSE NOW SPLITS HER TIME BETWEEN TWO SCHOOLS.
A SCHOOL OF 500 CHILDREN NO LONGER HAVE IMMEDIATE ACCESS TO A HEALTH CARE PROVIDER.
IS THIS WHAT YOU DEFINE AS SUPPORT AND HEALTH AND SAFETY? BOARD OF MANAGERS, I BEG YOU, GO BEYOND THE STAGED WALK THROUGHS.
TALK TO THE TEACHERS WHO ARE BARELY HANGING ON FOR THE CHILDREN.
AT THE END OF THIS YEAR, YOU'LL SEE THE DAMAGE.
RECORD HIGH TURNOVER AND CLOP 14.
>> GOOD EVENING. I'M TRISTA BISHOP WATT WITH HOUSTON GDS.
FIRST, I WANT TO COMMEND THE BOARD AND HISD ADMINISTRATION FOR THE MEANINGFUL PROGRESS IN ADVANCING POST SECONDARY READINESS.
IT'S ENCOURAGING TO SEE MORE STUDENTS ACROSS ALL STUDENT GROUPS ON TRACK TO COMPLETE A CTE PROGRAM OF STUDY.
EXPANDING ACCESS TO ADVANCED CTE COURSES HELP STUDENTS BUILD REAL WORLD SKILLS THAT TRANSLATE INTO OPPORTUNITY AND ECONOMIC MOBILITY AFTER GRADUATION.
EVERY STUDENT DESERVES TO GRADUATE HIGH SCHOOL, PREPARED TO PURSUE COLLEGE OR A CAREER THAT PROVIDES A LIVING WAGE.
STRONG PRACTICES LIKE HISD FOUNDATIONAL PROGRAMS OF STUDY AND AUTOMATIC ENROLLMENT IN ADVANCED COURSES MOVE US CLOSER TO THAT GOAL.
TONIGHT'S VOTE TO REMOVE EA LOCAL OFFERS THE BOARD AN OPPORTUNITY TO REPLACE AN OUTDATED POLICY WITH ONE THAT REFLECTS HISD'S CURRENT RESEARCH BACK APPROACH TO POST SECONDARY READINESS.
CODIFYING THESE PRACTICES WILL PROMOTE CONSISTENCY ACROSS CAMPUSES, INCREASE TRANSPARENCY FOR FAMILIES, AND ENSURE THAT THIS PROGRESS CONTINUES THROUGH FUTURE LEADERSHIP TRANSITIONS.
WE WOULD LOVE TO CONTINUE THIS CONVERSATION AND SUPPORT EFFECTIVE POLICY.
>> GOOD EVENING, EVERYONE. MY NAME IS BEATRICE.
I'M AN ADVOCATE FOR HOUSTON PARENT ACTION NETWORK, AND THE PARENT OF AN EIGHTH GRADER AT PATRICK KENRY MIDDLE SCHOOL.
HE'S ALREADY TAKEN ALGEBRA BIOLOGY AND HAS HAD TALKS WITH THE SCHOOL ABOUT HIS FUTURE CAREER PLAN.
GETTING HIM EXCITED ABOUT SCHOOL WAS TOUGH, BUT NOW HE WAKES UP READY TO GO BECAUSE HE KNOWS HE'S ALREADY TAKING CLASSES THAT PREPARE HIM FOR A GOOD CAREER.
HE NOW TALKS ABOUT COLLEGE AND WHAT JOB HE WANTS.
HE SAYS HE WANTS TO BE AN ENGINEER.
THE EMPHASIS ON CT IS BEING EVEN BEFORE HIGH SCHOOL, IT HAS HELPED HIM FIND HIS INTERESTS AND STRENGTH AND SENSE OF PURPOSE.
I ONLY WISH THIS COULD HAVE BEEN FOR OPPORTUNITIES FOR MY OTHER CHILDREN.
WHEN STUDENTS SEE THE FUTURE THAT CONNECTS TO WHAT THEY'RE LEARNING TODAY, THEIR ATTITUDE, CONFIDENCE, AND DRIVE CHANGES, I'VE SEEN IT IN MY CHILD.
PLEASE KEEP INVESTING IN PROGRAMS LIKE THIS.
THEY REALLY DO MAKE A DIFFERENCE. THANK YOU'LL.
>> GOOD EVENING. MY NAME IS MICHAEL MCDONOUGH AND FOR NEARLY TWO DECADES, I WAS A SUCCESSFUL PRINCIPAL IN THIS DISTRICT.
I REGULARLY HAD THE CHANCE TO OBSERVE AND COACH TEACHERS, AND I KNOW WHAT HIGH QUALITY INSTRUCTION LOOKS LIKE.
RECENT DIRECTIVES FROM THE CHIEF OF SCHOOLS FOCUSED ON TWO ELEMENTS.
FIRST, SHE TOLD CAMPUS LEADERS TO ERR ON THE SIDE OF TOO FAST RATHER THAN TOO SLOW.
THEN SHE TOLD THEM TO LOSE PRODUCTIVE STRUGGLE.
THROUGH PERSONAL EXPERIENCE, I CAN SAY THAT PRODUCTIVE STRUGGLE FOR KIDS, REALLY ANYONE IS OFTEN THE ONLY WAY WE GET STRONGER.
PRODUCTIVE STRUGGLE IS WHEN STUDENTS ACTIVELY WORK THROUGH CHALLENGING PROBLEMS AND CONCEPTS THAT ARE JUST BEYOND THEIR CURRENT UNDERSTANDING LEADING TO DEEPER COMPREHENSION.
IT'S HOW WE BUILD STAMINA, RESILIENCE, AND THE ABILITY TO SELF ADVOCATE.
BOTTOM LINE, PRODUCTIVE STRUGGLE MATTERS.
THE DECISION TO DUMP THIS CORE LEARNING STRATEGY IN THE INTEREST OF SPEED IS CONFIRMATION THAT THE SUPERINTENDENT IS SOLELY FOCUSED ON THE SHORT TERM, THE IMMEDIATE STAR SCORE.
I URGE THIS BOARD OF MANAGERS DO NOT SIT QUIETLY WHILE SOUND-.
>> HI, MY NAME IS ALLISON CHAPIN.
I WAS A FORMER HISD TEACHER WHO LEFT SHORTLY AFTER. IT'S GOOD TO BE BACK.
ON JUNE 2ND, 1863, HARRIET TUBMAN LET THE UNION NAVY AT THE COMBAHEE RIVER IN SOUTH CAROLINA, LIBERATING OVER 750 ENSLAVED HUMANS WHO RAN TO THE BOATS EN MASS,
[02:20:01]
IGNORING THE PLANTATION OWNERS WARNINGS THAT THE YANKEES WOULD SELL THEM TO CUBA AND ORDERING THEM TO HIDE IN THE WOODS.THE PLANTATION OWNERS WERE SHOCKED.
IT REMINDS ME VERY SIMILARLY TO WHAT HAPPENED LAST NIGHT AT THE SECOND LISTENING SESSION FOR THE COMMISSION ON THE STATE TAKEOVER.
TEACHERS, STUDENTS, AND PARENTS SHARED GUT WRENCHING STORIES OF THE DISTRICT'S ABUSE OF TEACHERS.
THEY WERE ALL THE SAME FROM ACROSS THE DISTRICT IN ALL REGIONS AND AT ALL GRADE LEVELS.
ADMINISTRATORS BERATING TEACHERS IN FRONT OF STUDENTS WITH MULTIPLE ACCOUNTS OF TEACHERS IMMEDIATELY PICKING UP THEIR BELONGINGS AND WALKING OUT OF-
>> THANK YOU. YOUR TIME IS UP.
>> ELEMENTARY SCHOOL CHILDREN TERRIFIED THAT SOMEHOW THEY WILL MESS UP WHEN MILES COMES INTO THE BUILDING AGAIN, THEY WILL LOSE ANOTHER TEACHER.
DOCTORS TELLING TEACHERS THAT THEY'RE SERIOUS, IN SOME CASES, LIFE THREATENING HEALTH CONDITIONS ARE BEING CAUSED BY THEIR TOXIC WORK ENVIRONMENT, HIGH SCHOOL STUDENTS WHO HAVE LOST EIGHT TEACHERS IN TWO YEARS AND DON'T KNOW IF THEY'LL HAVE TEACHERS TO WRITE THEIR COLLEGE RECOMMENDATIONS, CERTIFIED TEACHERS HIRED OFF THE STREET IN SEPTEMBER, GIVEN NO TRAINING, PUT IN FRONT OF A CLASSROOM, AND THEN BERATED FOR NOT KNOWING HOW TO DO EVERYTHING.
TEACHERS THREATENED WITH TERMINATION IF THEY DO NOT BREAK THE LAW BY IGNORING IEPS BECAUSE IMPLEMENTING THEM IS NOT CONSISTENT WITH THE DISTRICT CURRICULUM.
TEACHERS EXPRESSED OVERWHELMING GUILT ABOUT LEAVING JOBS THAT WERE LITERALLY MAKING THEM SICK BECAUSE THEY LEFT THEIR STUDENTS UNPROTECTED IN AN UNSAFE ENVIRONMENT.
THEY WEPT. SENATOR MOLLY COOK AND REPRESENTATIVE LAURA ASHLEY SIMMONS, LISTENED WITH TEARS STREAMING DOWN THEIR FACES. IT WAS, AS THE-.
>> THE HISD HAS LOST CLOSE TO 8,000 TEACHERS IN TWO YEARS.
AGENDA ITEM 17 IS APPROVAL OF THE DOI PLAN SO THE DISTRICT CAN REQUEST A WAIVER TO CONTINUE EMPLOYING UNCERTIFIED INDIVIDUALS TO ADDRESS ONGOING TEACHER SHORTAGES.
THE DISTRICT IS CREATING THE SHORTAGE BY ABUSING TEACHERS.
THE ADMINISTRATION CONTINUES TO ACT BEWILDERED, CLAIMING ONLY TEACHERS WHO DON'T CARE ABOUT EXCELLENCE ARE LEAVING AND INSISTING THAT THE DISTRICT IS A GREAT PLACE TO WORK.
THIS SOUNDS A WHOLE LOT LIKE THOSE PLANTATION OWNERS IN SOUTH CAROLINA.
THEY JUST COULDN'T BELIEVE ALL THOSE PEOPLE THEY ABUSED DIDN'T WANT TO STAY AND WORK FOR THEM.
I BET IF THEY'D HAD THE OPTION, THEY WOULD HAVE BUILT THEIR OWN TELEVISION STATION AND HIRED THEIR OWN CAMERA CREW TO PRODUCE STORIES COUNTERACTING ALL THE LIES AND MISINFORMATION THAT THOSE HATER ABOLITIONISTS AND LIBERATED PEOPLE WERE FEEDING THE MEDIA.
YOU CAN EITHER CHOOSE TO BELIEVE THE THOUSANDS OF TEACHERS WHO HAVE LEFT OR THE GUY WHO SWEARS TO YOU AT THE END OF EVERY YEAR-
>> EARLIER WE CALLED KELLY BLICKERY. COULD YOU GO AHEAD AND SPEAK?
>> GOOD EVENING. TWO WEEKS AGO, NEARLY 450 STAFF ACROSS THE DISTRICT WERE CUT OR REASSIGNED FROM THEIR SCHOOLS, CLASSROOMS, AND THEIR STUDENTS.
WHY? BECAUSE THE NUMBER OF FAMILIES LEAVING HISD APPEARS TO BE NEARLY TWICE WHAT THIS ADMINISTRATION PREDICTED.
AT MY SON'S SCHOOL, WHAT MR. MILES CALLS RIGHT SIZING MEANS LOSING FOUR TEACHERS, A FANTASTIC LIBRARIAN, AND THE ONLY PERSON IN THE OFFICE WHO SPOKE SPANISH.
FOR KIDS ALL OVER HISD, IT'S GETHER ANOTHER ROUND OF TRUSTED ADULTS GONE.
MR. MILES WILL POINT TO ALL REASONS FOR THIS.
SOME ARE TRUE, BUT THEY'RE NOT THE WHOLE EQUATION.
MY ALGEBRA TEACHER, MS. JAM, WHO SPENT HER ENTIRE CAREER AT ONE SCHOOL, TAUGHT ME THAT TO SOLVE A PROBLEM, YOU HAVE TO LOOK FOR WHAT'S MISSING.
BOARD OF MANAGERS, DON'T FALL FOR BAD MATH AGAIN.
SOLVE FOR THAT MISSING VARIABLE.
IF YOU WANT TO KNOW WHY FAMILIES ARE LEAVING, ASK US.
>> HI. MY NAME IS MIN DON TRAN.
I'M SPEAKING ON ITEM 6 AND 23.
I HEARD ABOUT THE SHOW THAT THE CITY COUNCIL LEADING WAS. I'M SORRY, I MISSED IT.
I MISSED IT BECAUSE I AM ACTUALLY A PROFESSIONAL.
I KNOW MILES DISLIKES THE PROFESSIONALS.
BUT I AM A PROFESSIONAL TEACHER, AND I DID THE COURSE WORK.
I HAVE A BACHELOR'S DEGREE IN MY CONTENT AREA.
I HAVE A MASTER'S DEGREE IN CURRICULUM AND INSTRUCTION AND I DO KNOW WORDS LIKE PEDAGOGY AND SCAFFOLDING.
[02:25:01]
I KNOW THEY WEREN'T INVENTED BY MR. MIKE MILES.THINGS LIKE THINK PAIR SHARE DID EXIST BEFORE NES TOOK OVER OUR SCHOOLS.
WHAT WE NEED IS TO GET PEOPLE ON THE BOARD WHO ACTUALLY KNOW THINGS ABOUT EDUCATION, WHO HAVE BACKGROUNDS IN EDUCATION.
THERE ARE CANDIDATES WHO ARE UP FOR ELECTION THIS NOVEMBER, WHO ARE EDUCATORS, EITHER FORMER TEACHERS, FORMER PRINCIPALS, ET CETERA, WE NEED THOSE PEOPLE ON THE BOARD, AND NOT PEOPLE WHO DON'T KNOW WHAT THEY'RE TALKING ABOUT. THANK YOU.
I WISH WE COULD BE HAVING COFFEE TOGETHER, YOU AND I, HAVING A DISCUSSION ABOUT THE THINGS THAT YOU SPOKE ABOUT TODAY, BUT I'LL USE MY MINUTE TO RESPOND.
MIKE MILES, THIS EVENING, YOU CLAIMED THAT SCHOOLS WERE ABUSING INDIVIDUAL GRADUATION COMMITTEES, USING SHARPSTOWN, AS YOUR EXAMPLE, A SCHOOL WITH HUNDREDS OF NEWCOMER STUDENTS WHERE KIDS SPEAK MORE THAN 60 LANGUAGES.
IDCS WERE CREATED BY STATE LAW TO HELP THOSE VERY, YOUNG PEOPLE WHO WORK HARD FOR FOUR YEARS WHILE LEARNING ENGLISH TO GRADUATE.
AS MY HERO, A STATE ESL TEACHER OF THE YEAR REMINDED ME.
HIS STUDENTS WENT FROM NOT A WORD OF ENGLISH AND NINTH GRADE TO GRADUATING TO JOIN OUR DEMOCRACY FULLY AND COMPLETELY, AND IGC GOT THEM TO THE FINISH LINE.
WHEN THE DUST SETTLES, WE'LL SEE THAT INSTEAD OF SUPPORTING ALL OF OUR STUDENTS, THIS ADMINISTRATION HAS PUSHED TOO MANY OF THEM OUT, INFLATING GRADUATION RATES BY MARKING KIDS AS RETURNING TO HOME COUNTRY.
>> MICHELLE WILLIAMS, AND I AM A TEACHER IN HSD SPEAKING ON MY BEHALF.
I'VE ASKED OVER AND OVER AGAIN TO BE TRANSFERRED FROM BENBROOK ELEMENTARY TO AVOID HAVING TO STAND HERE TODAY.
AT THE START OF THE SCHOOL YEAR, I GOT AN EMAIL FROM SANDY MASSEY, THE CHIEF OF SCHOOLS COLUMN 1 OF BENBROOK'S HIGH PERFORMING TEACHERS.
BUT APPARENTLY THAT DOESN'T MATTER WHEN THIS ADMINISTRATION AND THE CURRENT PRINCIPAL EXECUTIVE DIRECTORS, NORTH DIVISION SUPERINTENDENT USE BULLYING INTIMIDATION AND LIES TO TRY TO FORCE ME TO BREAK EDUCATION LAWS.
THEY'RE ASKING ME TO MAKE EIGHT YEAR OLDS WHO CAN'T EVEN READ IN ENGLISH.
IMAGINE THAT. RE START READING PASSAGES IN ENGLISH.
WHY? TO SELL A LIE THAT MIKE MILES POLICIES ARE WORKING.
WHAT'S HAPPENING AT BENBROOK IS NOT JUST WRONG, IT'S UNETHICAL AND IT'S ILLEGAL.
BUT I GUESS IT'S OKAY WHEN THE GOVERNOR USES LIES TO PUSH FOR STATE TAKEOVERS OF PUBLIC SCHOOLS WHEN MR. CAMPO CHAIR PORTER HOUSTON MAKE OUR KIDS-
>> THANK YOU. YOUR TIME IS UP.
>> I'M REPRESENTING THE NORTHEAST AREA OF HOUSTON.
I AM A TAXPAYER, AND YOU ARE ROBBING MY MONEY.
WANT TO MAKE SURE THAT EVERYONE UNDERSTANDS THE REASON WHY WE HAVE SO MANY UNCERTIFIED TEACHERS.
IT'S ISN'T BECAUSE WE DIDN'T HAVE CERTIFIED TEACHERS APPLY TO THE DISTRICT.
MR. SUPERINTENDENT MILES SAID THAT AT THE CITY OF HOUSTON.
HE SAID, 9,000 PEOPLE, OUT OF 9,000 PEOPLE THAT WERE CERTIFIED, AND YOU COULDN'T FIND ONE.
EVERY OTHER ONE THAT YOU HIRED WASN'T CERTIFIED.
WHY IS THAT? WELL, WE ALL KNOW WHAT HAPPENS WITH THAT.
YOU GOT THE UNCERTIFIED, THEY DON'T KNOW WHAT THEY DON'T KNOW, AND THEY CAN AND WHENEVER YOU SAY JUMP, THEY'RE GOING TO SAY HOW HIGH? THEN THEY'RE GOING TO BELIEVE THE LIE THAT BLACK AND HISPANIC STUDENTS ARE THE REASON WHY THIS IS SCORING SO LOW.
BUT YOU CAN JUST THE HISPANIC.
THIS EVERY TIME I COME IN HERE-
>> I HAVE THIS FORM [INAUDIBLE]
>> LAURA HENRY, NATIONAL BOARD CERTIFIED HIGH SCHOOL ENGLISH TEACHER AND HISD PARENT.
RECENTLY, YOUR BOARD COACH TOLD YOU THAT STUDENTS WHO ARE IN MASTERS ON THE STAR HAVE
[02:30:01]
A 75% CHANCE OF SUCCEEDING IN FRESHMAN LEVEL COLLEGE COURSES.SHE DIDN'T TELL YOU THAT THE PUBLISHED CUTOFF FOR MASTERS IS 90TH PERCENTILE IN ENGLISH 2.
IF ONLY 75% OF THE TOP 7% OF STAR TAKERS IN THE STATE SUCCEED IN COLLEGE, THERE'S A DISCONNECT BETWEEN TEACHING FOR TEST RESULTS AND BUILDING ACADEMIC SKILLS.
YOU'VE GOT TO STOP AND LISTEN TO TEACHERS WHO UNDERSTAND THE IMPACT OF TEST-DRIVEN ENGLISH INSTRUCTION.
IF YOU BELIEVE THAT ANY OF OUR STUDENTS, INCLUDING UNDER SERVED SCHOOLS DON'T PERFORM BETTER WHEN YOU GIVE THEM GOOD REAL INSTRUCTION, THEN YOU DO NOT KNOW HISD STUDENTS.
SHE'S A NATIONAL MERIT COMMITTED STUDENT WHO SCORED 760 OUT OF 800 ON THE ENGLISH SAT AND 34 OUT OF 36 ON THE ACT.
SHE MADE A MEETS ON THE ENGLISH 2 STAR TEST BECAUSE SHE PRIORITIZED HERSELF [INAUDIBLE].
>> [APPLAUSE] HI, I'M MILLER TAYLOR, A STUDENT AT CARNEGIE, BUT I'VE ALSO BEEN A STUDENT AT MARYLAND, SO I KNOW HOW CONSTANT STAR PREP FEELS.
IT SEEMS EVEN WORSE AFTER THE TAKEOVER.
WHEN TEACHERS FORCE KIDS INTO RACE TIMERS, THEY'RE BEING TAUGHT TO SKIM, NOT TO READ.
I LEARNED TO RESEARCH AND WRITE AT HOME BECAUSE HIC DOESN'T TEACH IT.
EVEN AS A KID AT CARNEGIE WHO IS TAKING ADVANCED CLASSES LIKE AP RESEARCH AND AP LANG, TEACHERS CAN'T TEACH US ENOUGH BECAUSE WE AREN'T TAUGHT THE BASIC PREREQUISITES TO LEARN THE CONTENT.
WE WERE NEVER TAUGHT HOW TO WRITE BECAUSE IT WASN'T TESTED.
NOW IT'S TESTED, BUT FORMULATE RESPONSES BASED ON SIMPLISTIC OUTLINES DON'T TEACH YOU HOW TO WRITE.
FORMULATE RESPONSES MAY EARN DECENT SCORES, BUT KIDS NEED MORE.
FOR ME, TEACHING TO THE TEST WAS BORING.
THERE MAY HAVE BEEN A COUPLE OF INTERESTING ASSIGNMENTS, BUT IT'S NEVER ENGAGING TO SPEND MOST OF YOUR TIME DOING STAR PROMPTS.
A LOT OF THE TIME IT FELT LIKE IT WAS JUST DESPERATION TO MAKE SURE KIDS GOT ENOUGH POINTS TO PASS THE TEST.
TEST PASSAGES DON'T REALLY TEACH VERY MUCH.
CURIOSITY, WHAT YOU THINK BEING CREATIVE, NONE OF THAT MATTERS ON THE TEST.
ALL OF THE STUDENTS HERE TODAY AREN'T UNIQUE [INAUDIBLE].
>> GOOD EVENING. MY NAME IS JANIE MCDAVID, AND I AM A PARENT OF A CHILD WITH AN IEP WHO HAS BEEN IN HISD FOR OVER 10 YEARS.
AFTER THE TAKEOVER, MY SON'S PRINCIPAL WAS FIRED DAYS BEFORE SCHOOL STARTED IN RETALIATION FOR HER NOT ADOPTING THE NES MODEL.
BUT IT ISN'T JUST HISD EMPLOYEES FACING RETALIATION.
MILES AND HIS ASSISTANT SOUGHT TO HAVE ME FIRED FOR SPEAKING OUT.
IN APRIL, I RAN INTO MILES AND HIS TRAVELING COMPANION, NICOLA ASH AT THE AIRPORT AND SHARED SOME CANDID THOUGHTS.
DAYS LATER AFTER THEY RESEARCHED WHERE I WORKED, THEY FILED A COMPLAINT WITH MY EMPLOYER AND URGED THEM TO ADDRESS THE ISSUE WITH APPROPRIATE CONSEQUENCES FOR YOUR EMPLOYEE.
I WILL ADD THAT I WAS NOT WORKING WHEN I CONFRONTED THEM.
I WAS FIRED SHORTLY THEREAFTER.
WE DON'T HAVE AN ELECTED SCHOOL BOARD WITH AUTHORITY TO REDRESS OUR GRIEVANCES.
I GUESS MILES SLEEPS BETTER AT NIGHT NOW THAT HIS CONTRACT INCLUDES A BODYGUARD TO PROTECT HIM FROM 502 DISGRUNTLED HISD MOMS LIKE ME LURKING IN THE SHADOWS.
INSTEAD OF TEACHING OUR KIDS ABOUT THE LAND OF THE FREE AND HOME OF THE BRAVE, WE HAVE AN UNCERTIFIED SUPERINTENDENT [INAUDIBLE].
>> THANK YOU. YOUR TIME IS UP.
>> DR. PAMELA BOVELAND, YOU MAY BEGIN.
I'M SPEAKING TO YOU TONIGHT BECAUSE I WAS REAL CONFUSED ABOUT WHAT I SHOULD TALK ABOUT.
I HAD SOMEBODY CALL ME AND ASKED ME, WHY WAS THE GRASS AT SUNNYSIDE ELEMENTARY SCHOOL SO HIGH.
I SAID, WELL, MILES FIRED ALL THE PEOPLE THAT DO THE JOB, AND NOW THAT'S ALL CENTRALIZED AND THEY'RE ON A SCHEDULE.
DO YOU NOT UNDERSTAND THAT SCHOOL IS NOT WHAT ANY OF US EVER REMEMBER IT BEING, CURRENTLY.
I'VE GOT PEOPLE TALKING ABOUT VOLUNTEERING TO CUT THE GRASS.
WHY WOULD WE DO THAT? HOW IS THAT PART OF WHAT SHOULD BE HAPPENING AT A SCHOOL? WHY DO YOU NEED TO HAVE A SUNRISE DAY AFTER THREE YEARS TO A SUNRISE CENTER.
THEY'RE GOING TO PICK UP EVERYBODY AND TAKE THEM TO SHOW THEM HOW GREAT IT IS.
DOESN'T THAT INDICATE THAT SUNRISE CENTER SHOULD HAVE SOME SALVATION MECHANISM? BUT NO, THAT'S NOT WHAT THEY'VE DONE.
THEY'VE TAKEN THE MONEY AND JUST PILED UP THE INVENTORY.
>> WHERE'S THE EVALUATION MECHANISM FOR THE SUNRISE CENTER?
[02:35:03]
>> MISS LUCAS ROBERTS, PLEASE TURN YOUR CAMERA ON.
YOU MAY BEGIN? WE'LL GIVE YOU A MINUTE.
>> LET ME TRY YOUR OTHER DEVICE.
>> I'M TRYING TO TURN ON MY CAMERA. WELL, CAM ON.
>> THERE WE GO. WE CAN SEE YOU.
>> THIS IS A THANK YOU. THANK YOU HISD FOR NO REP AROUND SERVICES.
THANK YOU FOR MAKING SURE THAT ALL STUDENTS DON'T HAVE ACCESS TO COMPUTERS.
THANK YOU, HISD, FOR NO DIGNITY AND RESPECT TOWARD OUR SCHOLARS, TEACHERS, AND PERSONNEL.
THANK YOU, BOARD OF MANAGERS FOR F MIKE MILES MAKING OVER $600 TAKING HOME THIS YEAR AND OUR CUSTODIANS DON'T EVEN HAVE BENEFITS.
THANK YOU BOARD OF MANAGERS FOR LETTING MIKE MILES SPEND OVER $800,000 WITHOUT ANY OVERSIGHT.
[FOREIGN] FOR HISD, FOR MIKE MILES AND THE BOARD OF MANAGERS FOR RUNNING HISD INTO THE GROUND AND SPENDING US BANKRUPT.
Y'ALL DON'T REALLY CARE ABOUT US. [APPLAUSE]
>> DAVONNA TRIMBLE, PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN.
MISS TRIMBLE, PLEASE UNMUTE YOURSELF.
>> MY NAME IS DAVONNA TRIMBLE, AND I AM HERE TONIGHT AS A PROUD PARENT WHO BELIEVES DEEPLY IN PREPARING OUR STUDENTS FOR WHAT COMES NEXT.
I WANT TO EMPHASIZE HOW IMPORTANT IT IS THAT OUR STUDENTS GRADUATE TSI READY AND HAVE ACCESS TO STRONG CTE PATHWAYS.
THE EXPECTATIONS FOR OUR STUDENTS, WHETHER THEY CHOOSE COLLEGE, A TRADE OR ENTER THE WORKFORCE ARE HIGHER THAN EVER.
WHEN STUDENTS ARE TSI READY, THEY CAN TAKE COLLEGE COURSES CONFIDENTLY AND AVOID REMEDIAL CLASSES.
THAT READINESS SAVES FAMILIES MONEY AND HELPS STUDENTS BELIEVE IN THEIR OWN ACADEMIC POTENTIAL.
HISDS COMMITMENT TO BOTH ACADEMIC AND CAREER READINESS IS ESSENTIAL.
I ENCOURAGE THE DISTRICT TO CONTINUE EXPANDING THESE OPPORTUNITIES, OFFERING EARLIER TSI PREP, INCREASING AWARENESS OF CTE PROGRAMS AT EVERY CAMPUS AND PARTNERING WITH LOCAL COLLEGES AND EMPLOYERS SO STUDENTS CAN SEE THE REAL POSSIBILITIES AHEAD.
TOGETHER, TSI READINESS AND CTE PATHWAYS, OPEN DOORS TO COLLEGE, TO CAREERS, AND TO LIFELONG SUCCESS.
I ENCOURAGE HISD TO KEEP INVESTING BOTH.
>> PRESIDENT CAMPO, THAT WAS THE LAST SPEAKER OF THE DAY.
>> WE WILL NOW VOTE ON OUR TWO DISCUSSIONS AND REPORT ITEMS. WE MIGHT MAYBE TAKE A QUICK BREAK TO WAIT FOR PAULA, MAYBE.
WHY DON'T YOU CHECK AND SEE IF SHE'S GOING TO BE HERE IN A SECOND.
LET'S SEE. BOARD MEMBERS, YOU GETTING YOUR COMPUTERS ALL READY BECAUSE THEY'RE PROBABLY GONE TO SLEEP.
IS THAT WHAT THEY USUALLY DO? LET'S SEE. YOU REALLY HIT MY COMPUTER AND THEN.
[02:40:02]
THE FIRST ITEM, DO I HAVE A MOTION TO ACCEPT NUMBER 1,[DISCUSSION AND REPORT ITEMS (Part 2 of 2)]
WHICH IS THE BOARD MONITORING UPDATE ON GOAL 3, PROGRESS MEASURE 3.2.WE HAVE A MOTION AND A SECOND. PLEASE VOTE.
GIVE US A THUMBS UP IF YOU'RE VOTING ON THE WEB.
WE HAVE MOTION PASSES, FOUR YAYS.
THE NEXT ITEM IS DO I HAVE A MOTION TO ACCEPT NUMBER 2, WHICH IS ACCEPTANCE OF THE REPORT FROM THE BOARD'S AUDIT COMMITTEE CHAIR.
ANY QUESTIONS OR COMMENTS? LET'S GO AHEAD AND VOTE THEN.
HOW ABOUT WE GOT TWO YAY VOTES THERE? PERFECT. THE MOTION PASSES.
NEXT, WE'LL CONSIDER ACTION ITEMS ON THE AGENDA?
[CONSENT AGENDA]
BOARD POLICY REQUIRES BOARD MEMBERS TO ABSTAIN FROM ALL DISCUSSIONS AND VOTES PERTAINING TO CONTRACTS THAT MIGHT INVOLVE A CONFLICT OF INTEREST? BOARD POLICY BBFA LOCAL DEFINES A CONFLICT OF INTEREST AS ANY CIRCUMSTANCE THAT COULD CAST DOUBT ON A BOARD MEMBERS ABILITY TO ACT WITH TOTAL OBJECTIVITY WITH REGARD TO THE DISTRICT'S INTEREST.DO I HAVE A MOTION TO APPROVE THE REMAINDER OF TONIGHT'S AGENDA ITEMS BY CONSENSUS.
WE HAVE A MOTION AND A SECOND.
IS THERE ANY DISCUSSION? IF NONE, PLEASE VOTE.
IT'S LIKE WE HAVE TWO VOTES ON THE ZOOM. THE MOTION PASSES.
AT THIS TIME, THE BOARD WILL RECESS TO CLOSE SESSION UNDER CHAPTER 551 OF
[Recess to Closed Session under Sections 551.004 through 551.089 of the Texas Government Code for the Purposes Listed in this Notice]
TEXAS GOVERNMENT CODE OPEN MEETINGS ACT SUBSECTION 551.004-551.089.SHOULD BOARD FINAL ACTION VOTE OR DECISION ON ANY MATTER CONSIDERING THE CLOSED SESSION BE REQUIRED, SUCH FINAL ACTION VOTE DECISION OR DECISION SHALL BE TAKEN UP AT THE OPEN MEETING COVERED BY THIS NOTICE UPON THE RECONVENING OF THE PUBLIC MEETING, OR AT A SUBSEQUENT PUBLIC MEETING OF THE BOARD UPON NOTICE THEREOF.
THE BOARD HAS RECESS TO CLOSED SESSION AT 7:45 P.M. ON OCTOBER 9TH, 2025. THANK YOU.
[Reconvene in Open Session]
GOOD EVENING. THIS MEETING IS RECONVENED AT 10:02 P.M. WE'RE NOW READY TO CONSIDER ITEMS THAT WERE DISCUSSED IN THE CLOSED SESSIONS.[Consideration and Possible Action on Matters Discussed in Closed Session]
ARE THERE ANY MOTIONS? WE NEED TO GET OUR COMPUTERS GOING AGAIN, OBVIOUSLY.LET'S SEE. WHY DOES MINE ALWAYS SHUT OFF AND YOURS IS ALWAYS ON? I WAS A LOUSY TYPER.
I'M ON. WE HAVE A MOTION, YOU COULD READ THE MOTION, PLEASE?
>> I MOVE THAT THE BOARD APPROVES THE CLOSED SESSION PERSONNEL AGENDA, INCLUDING SPECIFICALLY THAT THE BOARD APPROVES PROPOSED TERMINATIONS, NON RENEWALS OF CONTINUING TERM PERFORMANCE AND PROBATIONARY CONTRACTS, AND THAT THE BOARD APPROVES SUSPENSIONS WITHOUT PAY FOR CONTINUING TERM AND PROBATIONARY CONTRACTS, THAT THE BOARD APPROVE A FINDING OF NO GOOD CAUSE FOR EDUCATORS TO RESIGN OR ABANDON EMPLOYMENT CONTRACTS WITHOUT DISTRICT CONSENT.
THAT THE BOARD VOIDS TERM PROBATIONARY AND PERFORMANCE CONTRACTS, THAT THE BOARD APPROVES WITHDRAWALS OF CONTRACT RECOMMENDATIONS, THAT THE BOARD APPROVES ISSUANCE OF FINAL ORDERS ON CONTRACT TERMINATIONS AND NON RENEWALS, THAT THE BOARD AUTHORIZE THE SUPERINTENDENT TO GIVE NOTICE OF ALL APPROVED ACTIONS HERE AND IT TAKE STEPS TO EFFECTUATE SAME PURSUANT TO HISD BOARD POLICY AND STATE LAW, EFFECTIVE OCTOBER 10TH, 2025.
>> WE HAVE A SECOND. MEMBERS PLEASE VOTE.
WE HAVE TWO THUMBS UP ON ZOOM.
>> I MOVE THAT THE BOARD TERMINATE THE TERM CONTRACT OF MICHELLE WILLIAMS AND AUTHORIZE THE SUPERINTENDENT TO GIVE NOTICE OF SAME ON THE TERMS DISCUSSED IN CLOSED SESSION.
>> WE HAVE A SECOND? BOARD MEMBERS, PLEASE VOTE.
[02:45:09]
TWO THUMBS UP ON ZOOM. THE MOTION PASSES.THAT IS IT FOR MOTIONS, I BELIEVE.
THERE'S SOMETHING THAT I NEED TO DISCUSS BEFORE WE ADJOURN.
THE LAW REQUIRES AN ANNOUNCEMENT REGARDING BOARD MEETING TRAINING STATUS AT THE LAST BOARD MEETING PRIOR TO ELECTION DAY, WHICH IS COMING UP IN NOVEMBER 4TH FOR BOARD OF TRUSTEES.
THIS IS A LAW THAT IS REQUIRING US TO TALK ABOUT OUR TRAINING COMING UP FOR THE NEXT ELECTION.
THE COMPLETION OF AND REQUIRED CONTINUING EDUCATION IS THE BASIC OBLIGATION AND EXPECTATION OF ANY SITTING BOARD MEMBER.
BOARD MEMBERS APPOINTED JUNE 1ST, 2025 HAVE ONE YEAR TO COMPLETE FIRST YEAR TRAINING REQUIREMENTS, WHICH WILL BE REPORTED IN OCTOBER OF 2026.
EDA COLON, MARTY GOOSSEN, AND MARCUS ROSALES, HAVE COMPLETED THE REQUIRED TRAINING HOURS FOR THE FIRST 120 DAYS OF SERVICE.
LAUREN GOR IS REGISTERED TO COMPLETE HIS FINAL REQUIRED COURSES AS WELL.
FOR CONTINUING BOARD MEMBERS, DR. MICHELLE CRUZ ARNOLD, JANETTE GARZA LINDER, AND PAUL MENDOZA, HAVE COMPLETED REQUIRED COURSES AND EXCEEDED THE REQUIRED ANNUAL HOURS OF TRAINING.
ANGELA MONT FLOWERS AND I, RIC CAMPO ARE REGISTERED TO COMPLETE OUR RESPECTIVE FINAL COURSES FORTHCOMING.
ALL BOARD MEMBERS, AND SO THAT WAS MY LEGAL REQUIREMENT.
I'M DOUBTFUL THAT I WILL EXCEED THE HOURS.
[LAUGHTER] BUT CONGRATULATIONS FOR YOU. DO YOU? GOOD. OUR NEXT REGULAR MEETING IS NOVEMBER 13TH, 2025.
THERE BEING NO FURTHER BUSINESS.
THIS MEETING IS OFFICIALLY ADJOURNED AT 10:06 P.M. THANK YOU.
>> THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.