[00:00:01]
>> GOOD EVENING. THIS MEETING IS NOW CONVENED AT 5:00 PM.
[Call to Order]
I WOULD LIKE TO ASK EVERYONE TO SILENCE ALL CELL PHONES.THE QUORUM OF THE BOARD MEMBERS IS PRESENT IN THE AUDITORIUM TODAY.
WE WILL NOW BE JOINED BY A MEMBER OF THE JUNIOR RESERVE OFFICERS TRAINING COURTS TO LEAD OUR PLEDGES.
I WOULD LIKE TO ASK BOARD MEMBER JANETTE GARZA LINDER TO INTRODUCE THEM. THANK YOU.
>> THANK YOU SO MUCH, PRESIDENT CAMPO.
CADET, SECOND LIEUTENANT GABRIEL ROSENBACH HAS DEMONSTRATED ACADEMIC EXCELLENCE, STRONG LEADERSHIP, AND DEDICATED COMMUNITY INVOLVEMENT OVER THE PAST TWO YEARS AT LAMAR HIGH SCHOOL.
HE CONTRIBUTED TO THE ARCHERIES TEAM'S THIRD PLACE FINISH IN DISTRICT COMPETITION, AND AS THE COLOR GUARD COMMANDER, LED HIS TEAM IN NUMEROUS PARADES AND COMPETITIVE EVENTS.
CADET ROSENBACH HAS HELD SEVERAL KEY STAFF POSITIONS, INCLUDING SECURITY OFFICER AND OPERATIONS OFFICER.
CADET ROSENBACH HAS RECEIVED HONORS, INCLUDING THE MILITARY ORDER OF THE WORLD WARS AWARD OF MERT, THE PURPLE HEART, AND THE ARMY JROTC DISTINGUISHED CADET AWARD.
HE PLANS TO MAJOR IN ECONOMICS AT THE UNIVERSITY OF NOTRE DAME AND PARTICIPATE IN RTC WITH THE GOAL OF COMMISSIONING AS AN OFFICER IN THE UNITED STATES NAVY. [APPLAUSE]
>> PLEASE RISE FOR A MOMENT OF SILENT MEDITATION.
PLEASE REMAIN STANDING FOR THE PLEDGE OF ALLEGIANCE AND A PLEDGE TO THE TEXAS FLAG.
>> THANK YOU, CADET ROSENBACH. WE REALLY APPRECIATE THAT.
BEFORE CONTINUING WITH THIS MEETING, WE WANT TO TAKE A MOMENT OF REMEMBRANCE.
SHERMAN ELEMENTARY STAFF AND FAMILIES AND OUR GREATER HISD COMMUNITY EXPERIENCED A GREAT LOSS THIS WEEK WITH THE UNEXPECTED PASSING OF THEIR PRINCIPAL, DR. RACQUEL ROSENBALM.
CENTRAL DIVISION CHIEF DANIEL SOLIZ, WILL YOU PLEASE SHARE A FEW WORDS WITH US. THANK YOU.
>> GOOD EVENING, PRESIDENT CAMPO, BOARD OF MANAGERS AND SUPERINTENDENT MILES.
TONIGHT, WE PAUSE TO HONOR THE LIFE AND LEGACY OF DR. RACQUEL ROSENBALM, WHO UNEXPECTEDLY PASSED AWAY YESTERDAY.
OVER THE PAST 18 YEARS, DR. ROSENBALM SERVED THE HOUSTON ISD COMMUNITY WITH DEDICATION AND PASSION, BEGINNING HER JOURNEY AS A CLERK, THEN A TEACHER, ASSISTANT PRINCIPAL, AND MOST RECENTLY AS THE PRINCIPAL OF SHERMAN ELEMENTARY SINCE 2019.
SHE WAS A DYNAMIC AND ENERGETIC LEADER WHOSE IMPACT REACHED FAR BEYOND THE WALLS OF HER SCHOOL.
WHILE HER LEADERSHIP WILL BE DEEPLY MISSED, THE RELATIONSHIPS SHE BUILT AND THE CONNECTIONS SHE FOSTERED WILL CONTINUE TO INSPIRE US.
AT THIS TIME, WE ASK EVERYONE TO JOIN US IN A MOMENT OF SILENCE TO HONOR HER MEMORY AND THE LASTING LEGACY SHE LEAVES BEHIND.
>> THANK YOU DIVISION CHIEF SOLIZ.
I NOW ASK FOR A POINT OF PRIVILEGE TO
[Speakers to Agenda Items & Hearing of the Community]
RECOGNIZE A GROUP OF PARENTS IN OUR AUDITORIUM THIS EVENING.NOVEMBER IS FAMILY ENGAGEMENT MONTH.
WE KNOW THAT STRONG FAMILY AND CAREGIVER ENGAGEMENT IS AT THE HEART OF STUDENTS SUCCESS.
NAJAH CALLANDER, DEPUTY CHIEF OF FAMILY AND COMMUNITY PARTNERSHIPS WILL TELL US ABOUT TWO INITIATIVES THAT HELP PARENTS AND CAREGIVERS BECOME ACTIVE PARTICIPANTS IN THEIR CHILD'S EDUCATION.
>> THANK YOU, PRESIDENT CAMPO.
[00:05:01]
PARENT UNIVERSITY, WHICH WAS RE-IMAGINED IN 2022, IS AN EIGHT SESSION PROGRAM THAT EQUIPS OUR PARENTS WITH THE KNOWLEDGE, RESOURCES, AND ADVOCACY SKILLS TO DIRECTLY SUPPORT STUDENT SUCCESS AT HOME AND CONFIDENTLY HELP THEM NAVIGATE HISD SYSTEMS. MORE THAN 600 PARENTS HAVE PARTICIPATED IN THE PROGRAM SINCE ITS INCEPTION.AFTER OUR FIRST YEAR OF PARENT UNIVERSITY, 88% OF PARENTS SAID THAT THEY WERE MORE MOTIVATED TO ENGAGE IN SCHOOL RELATED ACTIVITIES BECAUSE OF ATTENDING PARENT UNIVERSITY.
THIS YEAR, WE'VE EXPANDED PARENT UNIVERSITY EVEN FURTHER WITH 12 COHORTS CURRENTLY TAKING PLACE ACROSS THE DISTRICT AND TWO PARENT LEADERSHIP ACADEMY COHORTS LAUNCHING THIS MONTH.
PARENT UNIVERSITY IS A TESTAMENT TO WHAT HAPPENS WHEN WE MEET FAMILIES WHERE THEY ARE, IN THEIR NEIGHBORHOODS, IN THEIR LANGUAGES, AND IN PARTNERSHIP WITH THEIR SCHOOLS.
TO THAT END, WE ASKED FOR COMMENTS FROM TWO OF OUR PARTICIPATING PRINCIPALS, AND I THINK THAT BOTH PRINCIPALS ARE HERE, SO I'M GOING TO ASK THEM TO STAND.
MARSHALL ELEMENTARY SCHOOL PRINCIPAL, MARISSA FORD, SAYS, I'M DEEPLY APPRECIATIVE OF THE PARENTS WHO HAVE SHOWN UP WEEK AFTER WEEK FOR PARENT UNIVERSITY, INVESTING THEIR TIME TO LEARN ABOUT ADVOCACY, THE NES MODEL, AND VALUABLE TOOLS THAT UPLIFT NOT ONLY THEIR OWN TRAJECTORY, BUT ALSO THE SUCCESS OF THEIR CHILDREN.
YOUR COMMITMENT EMBODIES THE SPIRIT OF THE MARSHALL COMMUNITY.
ELLIOT ELEMENTARY PRINCIPAL, DR. COURTNEY RISA ABER, SAYS, PARENT UNIVERSITY HAS ALSO HELPED FAMILIES UNDERSTAND THE BROADER GOALS OF HISD, ENCOURAGING COLLABORATION BETWEEN HOME, SCHOOL, AND DISTRICT.
THIS RESULT IS A STRONGER PARTNERSHIP WHERE PARENTS FEEL CONFIDENT, INFORMED AND INSPIRED TO HELP THEIR CHILDREN AND OUR ENTIRE SCHOOL THRIVE.
THANK YOU ALL SO MUCH FOR THAT.
[APPLAUSE] THIS MONTH, SINCE IT'S NATIONAL PARENT INVOLVEMENT MONTH, WE'RE CELEBRATING THE PARENTS WHO ARE STEPPING UP TO LEAD ALONGSIDE US.
WE HAVE OVER 100 PARENTS HERE WITH US TONIGHT, AND I UNDERSTAND THAT WE HAVE ONE BUS THAT'S AT PASSING A LITTLE FAR BEHIND, BUT THOSE PARENTS MAY BE IN THE OVERFLOW ROOM, BUT I'D LIKE TO INVITE THEM TO STAND AND BE RECOGNIZED.
ALL MY PARENT UNIVERSITY, PARENT LEAVE ACADEMY. [APPLAUSE]
>> THANK YOU, DEPUTY CHIEF CALLANDER.
WE'LL NOW HEAR FROM FIVE OF THE PARENT HISD SPEAKERS WHO REGISTERED TO SPEAK AS THEY ARE PART OF THE LARGE NUMBER OF PEOPLE WHO ARE TRANSPORTED HERE TODAY.
WILL OUR PARENT SPEAKERS PLEASE COME TO THE MICROPHONE ONE AT A TIME AND PLEASE IDENTIFY YOURSELF BEFORE SPEAKING? I THINK FIRST UP WE HAVE JOHN RICHARDSON FROM MADISON, CORRECT?
>> THANKS SO MUCH. THIS IS A BEAUTIFUL THING.
I'M PASTOR JOHN RICHARDSON JUNIOR FROM THE HARM CLARK AREA, AND MY DAUGHTER ATTENDED MY LAST DAUGHTER OUT OF EIGHT CHILDREN WITH ME AND MY WIFE.
MY LAST DAUGHTER, SHE ATTENDED JAMES MADISON HIGH SCHOOL, AND THEN THEY TOLD ME ABOUT THE PARENTING PROGRAM, AND I SAID, THAT'S A WONDERFUL THING.
I STARTED RALLYING UP EVERYBODY IN THE COMMUNITY.
I WAS LIKE, COME ON, YOU ALL, BECAUSE I'M AN ADVOCATE FOR THE CHILDREN AND THE SCHOOLS, AND JUST DOING GREAT.
IT WAS A WONDERFUL THING TO HAVE THIS COME TO JAMES MADISON HIGH SCHOOL AND SHOW THE INTEREST IN THE PARENTS TO GET THEM INVOLVED, AND IT WAS JUST A WONDERFUL THING AND THEY GAVE SOME GREAT INFORMATION AND GREAT FOOD AND GREAT PRIZES.
IT WAS A WONDERFUL THING FOR ALL THE PARENTS TO COME AND HAVE CHILDCARE AVAILABLE AND GREAT INFORMATION.
I THANK GOD THAT THE SCHOLARSHIPS AND STUFF THAT TALKED ABOUT AND CHRIS ENJOYING HERSELF IN SCHOOL.
>> THANK YOU. [APPLAUSE] APPRECIATE THAT.
>> GOOD EVENING. MY NAME IS MARGARITA LOPEZ.
I'M A PARENT OF TWO BOYS THAT ATTEND ELLIOT ELEMENTARY AND NES CAMPUS.
I WANT TO THANK FACE FAMILY AND COMMUNITY ENGAGEMENT FOR BRINGING PARENT UNIVERSITY TO ELLIOT.
PARENT UNIVERSITY HAS GIVEN PARENTS SO MUCH INFORMATION ABOUT ACADEMICS AND RESOURCES AVAILABLE.
PARENT UNIVERSITY KEPT OUR ELLIOT PARENTS ENGAGED, INFORMED, AND CONNECTED.
ALSO, AS A PARENT LEADER AT ELLIOT ELEMENTARY, I HAVE HELPED BUILD A BRIDGE BETWEEN OUR TEACHERS AND PARENTS.
WE ENCOURAGE PARENT INVOLVEMENT,
[00:10:02]
I HAVE IMPROVED OUR VOLUNTEER OPPORTUNITIES AND FINANCIAL SUPPORT.MY GOAL IS FOR THE DISTRICT TO CONTINUE TO VALUE THESE WONDERFUL PARENT GROUPS AND PROGRAMS THAT EMPOWER PARENT VOICES.
THANK YOU FOR YOUR CONTINUED SUPPORT AND DEDICATION, NOT ONLY TO OUR ELLIOT EAGLES, BUT ALL THE CAMPUSES IN THE DISTRICT. THANK YOU.
>> THANK YOU VERY MUCH. [APPLAUSE]
>> HELLO. MY NAME IS ANDRA DISMA AND I'M A PROUD GRADUATE OF CHALLENGERY COLLEGE HIGH SCHOOL, AND I'M GOING TO GRADUATE FROM THE UNIVERSITY OF HOUSTON DOWNTOWN IN DECEMBER.
AS A CHILD OF IMMIGRANT PARENTS, THE AMERICAN SCHOOL SYSTEM IS SOMETHING SO UNFAMILIAR TO US.
YET MY PARENTS ALWAYS REMINDED ME EDUCATION IS THE GREATEST INHERITANCE WE CAN GIVE YOU.
FOR PARENTS LIKE MINE, WHO WANTED THE BEST FOR THEIR CHILDREN BUT DIDN'T KNOW WHERE TO START, A PROGRAM LIKE PARING UNIVERSITY WOULD HAVE BEEN LIFE CHANGING.
IT PROVIDES FAMILIES WITH THE KNOWLEDGE AND TOOLS THEY NEED TO SUPPORT THEIR CHILDREN EDUCATIONAL JOURNEYS.
AS AN INSTRUCTOR, I'M ABLE TO HELP PARENTS NAVIGATE HIZ'S RESOURCES AND EMPOWER THEM TO TAKE AN ACTIVE ROLE IN THEIR CHILDREN'S SUCCESS.
EVEN MY MOM WHO TRANSFERRED MY YOUNGER SIBLINGS TO CHARTER SCHOOLS IS NOW EXPLORING HIZ HIGH SCHOOLS FOR MY YOUNGER SIBLINGS.
THIS SPEAKS VOLUMES ABOUT THE TRUST AND CONFIDENCE PARENT UNIVERSITY HELPS BUILD.
TOGETHER WITH THE ST. JAMES FAMILY LIFE CENTER AND THE FAC TEAM, WE'RE HELPING PARENTS FEEL CONFIDENT ABOUT THEIR CHILDREN'S FUTURE IN HIZ.
>> [FOREIGN] THANK YOU. GO AHEAD.
>> HI, GOOD AFTERNOON. MY NAME IS MAGDALENA LEDESMA.
I'M A PROUD MOTHER OF TWO CHILDREN THAT HAVE GRADUATED FROM THE HISD DISTRICT AND OTHER TWO THAT ARE ACTUALLY IN CHARTER SCHOOLS AT THIS MOMENT.
FROM THE MOMENT THAT I BECAME A MOTHER, MY PURPOSE WAS VERY CLEAR IN MY HEART TO GUIDE MY KIDS TO UNIVERSITY.
THE WAY HASN'T BEEN EASY, ESPECIALLY FOR US, HISPANIC FAMILIES.
WE ARE FACING MANY CHALLENGES, THE LANGUAGE, ADAPTING TO A DIFFERENT COUNTRY AND LEARNING HOW TO UNDERSTAND THE EDUCATION SYSTEM.
THANKS TO THE UNIVERSITY FOR PARENTS, I HAVE LEARNED THAT SCHOOL, PARENTS AND STUDENTS FORM A GREAT TEAM AND THAT OUR VOICE HAS POWER AND IMPACT.
DEAR PARENTS, I INVITE YOU GUYS TO TAKE ACTION AND TO NEVER GIVE UP.
WE SHOULD TRUST IN OUR CAPACITIES AND KEEP PUSHING OUR KIDS FORWARD.
REMEMBER, THE SMALL STEPS FROM TODAY MAKE PROFESSION.
>> GOOD EVENING. MY NAME IS REYNA GRADE REYES AND I'M A PROUD PARENT OF TWO INCREDIBLE, UNIQUE STUDENTS AT BERRY ELEMENTARY.
THREE YEARS AGO, I WOULD HAVE NOT HAD THE COURAGE TO DELIVER THIS SPEECH BECAUSE AS A YOUNG PARENT, I FELT IN EXPERIENCED IN MANY AREAS, INCLUDING HOW TO EFFECTIVELY ADVOCATE FOR MY OWN CHILDREN AND LEAD THEM.
HOWEVER, I HAVE BEEN A STUDENT AT PARENT UNIVERSITY FOR THE PAST THREE YEARS, AND IT HAS BEEN AN INCREDIBLY REWARDING EXPERIENCE.
THROUGH THE PROGRAM, I'VE DISCOVERED VALUABLE RESOURCES.
SOME OF THOSE RESOURCES, AS MENTIONED BEFORE, IS LEARNING HOW TO ADVOCATE FOR MY CHILDREN IN MORE EFFECTIVE WAYS, LEADERSHIP SKILLS, CREATING DAILY ROUTINES, AND EMOTIONAL INTELLIGENCE.
THEY SAY IT TAKES A VILLAGE TO RAISE A CHILD.
I CAN SAY THAT PARENT UNIVERSITY IS PART OF MY VILLAGE, A SUPPORTIVE COMMUNITY WHERE I CAN CONNECT, GROW, AND IDENTIFY WITH OTHER PARENTS WHO SHARE SIMILAR EXPERIENCES.
I APPRECIATE HISD, BERRY ELEMENTARY, MR. VAFARA,
[00:15:04]
PRINCIPAL RAMOS, PARENT UNIVERSITY, MR. ROBERTO DIBERA, MR. [FOREIGN].[APPLAUSE] I THINK THAT'S THE END OF PARENT UNIVERSITY SPEAKERS.
I JUST WANT TO TAKE A MOMENT AND THANK EACH OF YOU INDIVIDUALLY.
THANK YOU FOR EVERYTHING YOU'RE DOING FOR YOUR KIDS AND FOR HISD OVERALL.
WE HAD A VERY NICE RECEPTION OVER HERE ON THE OTHER SIDE OF THE BUILDING HERE A FEW MINUTES AGO AND WE GOT TO ME ANY OF THE PARENTS.
THANK YOU FOR WHAT YOU DO EVERY DAY.
IT TAKES A VILLAGE TO HELP OUR KIDS, AND WE APPRECIATE WHAT YOU DO FOR THEM AS WELL. THANK YOU.
WE'RE GOING TO TAKE A BRIEF PAUSE TO ALLOW OUR PARENT GUESTS TO DEPART FOR THEIR CAMPUSES.
THANK YOU FOR SHARING YOUR EXPERIENCES WITH US TONIGHT.
HISD IS GRATEFUL FOR YOUR PARTNERSHIP AND YOUR LEADERSHIP. THANK YOU.
>> LET'S GO AHEAD AND TAKE OUR SEATS IF YOU'RE STILL HERE FOR THE MEETING.
WE'LL NOW HEAR FROM OTHER SPEAKERS WHO IDENTIFIED THEMSELVES AS HISD PARENTS OR STUDENTS, AS WELL AS PUBLIC OFFICIALS.
PLEASE NOTE THAT SPANISH LIVE CAPTIONING IS AVAILABLE FOR THOSE VIEWING THE MEETING VIA LIVESTREAM, AND LIVE SPANISH INTERPRETATION IS AVAILABLE FOR PERSONS IN THE AUDITORIUM.
PUBLIC COMMENT DURING SCHOOL BOARD MEETINGS WILL ONLY BE AVAILABLE TO THOSE PERSONS WHO HAVE SIGNED UP TO SPEAK PRIOR TO THE MEETING TIME PER CURRENT PROTOCOL.
VERBAL AND OTHER DISRUPTIONS BY PERSONS DURING SCHOOL BOARD MEETINGS ARE NOT ACCEPTABLE AS THEY INHIBIT THE BOARD'S ABILITY TO CONDUCT BUSINESS AND THE PUBLIC'S ABILITY TO OBSERVE THOSE PROCESSES.
PERSONS WHO PARTICIPATE IN SUCH BEHAVIOR WILL BE GIVEN ONE WARNING, AND IF THE BEHAVIOR IS REPEATED, THEY WILL BE ASKED TO LEAVE THE MEETING.
WE HAVE 64 REGISTERED SPEAKERS TONIGHT, WHO WILL BE LIMITED TO ONE MINUTE EACH PER BOARD POLICY AS WE HAVE MORE THAN 30 PEOPLE WHO HAVE SIGNED UP TO ADDRESS THE BOARD TONIGHT.
WE ASK THAT YOU STAY ON TOPIC AND REFRAIN FROM NAMING INDIVIDUALS, ESPECIALLY STUDENTS AS THEIR IDENTITY IS PROTECTED UNDER LAW, BUT YOU MAY NAME YOUR OWN CHILD, I ASK THAT YOU PLEASE RESPECT OUR PROCEDURES AND THE OTHER SPEAKERS AND YOUR COMMENTS PROMPTLY WHEN THE TIME HAS EXPIRED AND THE TIMER RING.
WE WILL START WITH PUBLIC OFFICIALS, WE HAVE TRUSTEE GOMEZ AND TRUSTEE MORE HERE.
WHY DON'T WE START OUT WITH TRUSTEE GOMEZ.
>> THANK YOU ALL. BETTA O'ROK, WHO IS MY FORMER EMPLOYER, FAMOUSLY HAD EVENTS IN ALL 254 COUNTIES IN THE STATE OF TEXAS IN HIS 2018 CAMPAIGN.
NOW, A LOT OF POLITICAL FOLKS WOULD SAY THAT'S A BAD STRATEGY, AND IT PROBABLY IS A TERRIBLE STRATEGY.
BUT HE GENUINELY BELIEVES THAT THE PEOPLE OF TEXAS DESERVE REPRESENTATIVES WHO ARE OUT THERE WHO ARE GOING TO SHOW UP.
HERE IN HISD, I STRONGLY BELIEVE THAT THE BOARD OF MANAGERS SHOULD NOT HAVE STOPPED HAVING PUBLIC COMMUNITY ENGAGEMENT FORUMS SO WE COULD HAVE MEANINGFUL BACK AND FORTH INTERACTION WITH EACH OTHER.
I THINK WHEN WE MAKE DECISIONS ABOUT CHILDREN, THE PEOPLE OF HISD HAVE A RIGHT TO HAVE DISCUSSIONS ABOUT HOW THOSE DECISIONS ARE MADE.
[00:20:04]
I'VE BEEN OUT THERE HAVING ONE-ON-ONE CONVERSATIONS.I'VE BEEN HAVING HOUSE MEETINGS, GOING TO NEIGHBORHOOD MEETINGS AND PEOPLE ARE APPRECIATIVE OF THAT, BUT THEY REALLY WANT TO HEAR FROM PEOPLE WHO HAVE THE VOTING AUTHORITY RIGHT NOW.
I'M URGING YOU TO SHOW UP TOO, I'M URGING YOU TO START BACK UP THOSE COMMUNITY ENGAGEMENT MEETINGS AND SEE WHERE PEOPLE HAVE TO SAY. THANK YOU.
>. GOOD EVENING, BENES NOCHES.
CONGRATULATIONS TO YATES ON THE UNDEFEATED SEASON.
TONIGHT, I'LL BE AT NORFES FOOTBALL GAME.
CONGRATULATIONS TO MY NEW COLLEAGUES.
MAY GOD BLESS YOU TO BE THE BRIDGE FOR YOUR CONSTITUENTS.
AS YOU KNOW, IT'S NO SECRET, I'M RUNNING FOR TEXAS COMPTROLLER.
ONE THING THAT I WANT TO INFLUENCE THE GOVERNOR AND THE LEGISLATOR IS THAT PUBLIC EDUCATION SHOULD BE FUNDED PROPERLY AND THAT TEACHERS SO HAVE THE SALARY THAT THEY DESERVE.
LOT OF TIMES WE LOOK AT THINGS ON A MACRO LEVEL, BUT WE SHOULD BE LOOKING AT THE MICRO, THE HEARTS AND MINDS.
WHOEVER COMES TO THIS MIC, I ENCOURAGE YOU TO LISTEN TO THEM.
IMMEDIATELY TELL YOUR STAFF TO FIX THEIR ISSUES SO THAT WE CAN MITIGATE TEA INVESTIGATIONS, LAWSUITS, AND NEGATIVE NEWS.
LET US BE THE BRIDGE FOR THEM.
OFTENTIMES WE DISRESPECT TEACHERS WHEN THEY DO THE HARD WORK, AND THEN WE FORGET ABOUT THE STUDENTS.
>> THANK YOU. I DO WANT TO RECOGNIZE BEFORE YOU START WITH OTHER SPEAKERS THAT DOCTOR MARIE BENZAN IS IN HERE AS WELL.
THANK YOU AND WELCOME FOR BEING HERE.
CONGRATULATIONS ON BEING ELECTED.
I'M SORRY. MR. MCDONN HELLO AND WELCOME, AS WELL. I DIDN'T SEE YOU BACK THERE.
SORRY. GREAT. WE WILL NEXT HEAR FROM SPEAKERS WHO HAVE IDENTIFIED THEMSELVES AS HIC STUDENTS OR PARENTS.
SPEAKERS, PLEASE STATE YOUR NAME, AND THE TOPIC WHEN YOU STEP UP TO THE MICROPHONE.
MS. SMITH, YOU MAY BEGIN CALLING OUR SPEAKERS.
>> YES, I INVITE ALL STUDENTS TO COME TO THE FRONT ROW.
LET'S START WITH ADIDAS H BRINER, FOLLOWED BY LUKA CANDIDA.
>> HI. MY NAME IS ADIDAS H BRINER, AND I'M A SIXTH GRADER IN HISD.
I KNOW YOU WANT STUDENTS TO GROW, BUT I'M CONCERNED ABOUT USING MAP SCORES TO MEASURE PROGRESS, WE CAN'T LOOK BACK TO SEE WHAT WE MISSED OR HOW TO IMPROVE.
IT JUST GIVES US A NUMBER BUT LEARNING IS SO MUCH MORE THAN THAT.
I MAY DO WELL ON TEST, BUT THE SKILLS THAT MATTER CREATIVITY, TEAMWORK, AND PROBLEM-SOLVING AND COMMUNICATION AREN'T MEASURED BY MAP OR STAAR.
WHEN FAMILIES AND TEACHERS FOCUS SO MUCH ON TEST SCORES, KIDS START TO BELIEVE OUR WORTH DEPENDS ON A NUMBER.
THAT STRESSFUL, ESPECIALLY FOR YOUNGER STUDENTS, WHO CAN TRULY LEARN UNDER STRESS.
WHERE LEARNING HAPPENS THROUGH TEACHER FEEDBACK, REFLECTION, AND MEANINGFUL PROJECTS, NOT COMPUTER TESTS.
PLEASE STAND UP FOR AUTHENTIC STUDENT LEARNING AND VOTE NO ON ITEMS 2 AND 4.
HELP BRING JOY AND CURIOSITY BACK TO OUR CLASSROOMS. THANK YOU.
>> HI. MY NAME IS LUKA, AND I'M IN THIRD GRADE.
I'VE BEEN AT THE SCHOOL SINCE PRE-K, AND I'VE SEEN IT CHANGE A LOT.
IN THE LAST TWO YEARS AND A HALF, MANY TEACHERS, MY PRE-K TEACHER, AND OUR LIBRARIAN HAVE LEFT.
THE TEACHERS THAT WE HAVE NOW ARE VERY KIND, BUT THEY'RE VERY STRESSED.
[00:25:20]
THE NUMBER OF STUDENTS HAS NOT CHANGED MUCH BECAUSE THE STUDENTS THAT LEAVE TO GO TO PRIVATE SCHOOLS ARE REPLACED BY OTHER STUDENTS FROM THE ANS SCHOOLS.IF MR. MILES WAS REALLY HELPING CHILDREN, WE WOULDN'T SEE SO MANY TEACHERS AND STUDENTS LEAVE.
>> ELIANA GOTTLIEB FOLLOWED BY ROSE HURLEY AND LANNY PIPER.
>> MY NAME IS ELIANA GOTTLIEB, AND I'M A FRESHMAN AT HSPVA.
DID Y'ALL HEAR THERE'S A MYSTERY CONSULTING FIRM WITH NO CONTRACTS ON FILE THAT REDESIGNED HISDS LOGOS? WHEN THE MEDIA REQUESTED DOCUMENTS RELATED TO THE FIRM, HISD SAID NO, BUT THE TEXAS ATTORNEY GENERAL'S OFFICE TOLD HISD THEY HAD TO RELEASE THE DOCUMENTS.
THEN HISD SUED THE AG'S OFFICE TO KEEP THE DOCUMENTS A SECRET.
ARE Y'ALL EMBARRASSED BY HOW MUCH YOU PAID FOR THE NEW SAD LOGO? WHY DIDN'T YOU ASK HISD STUDENTS FOR LOGO IDEAS? I KNOW SOME HSPVA ART STUDENTS WHO WOULD HAVE AMAZING LOGOS MADE.
RELEASE THE DOCUMENTS AND QUIT WASTING TAXPAYER MONEY ON LITIGATION TO PROTECT YOUR RECKLESS SPENDING.
HOUSTON DESERVES TO KNOW THE TRUTH ABOUT HOW OUR MONEY IS SPENT. THANK YOU.
>> MY NAME IS LANNY PIPER, AND I'VE BEEN A STUDENT IN HISD SINCE KINDERGARTEN.
ONE OF THE THINGS I LEARNED FROM ALL OF MY GREAT TEACHERS WAS TO ALWAYS MAKE SURE TO DOUBLE CHECK OR PROOF READ MY WORK BEFORE TURNING IT IN, BUT I GUESS THAT'S NOT A PART OF MIKE MILES HIGH QUALITY INSTRUCTION.
I THINK HISD NEEDS TO GO BACK TO ELEMENTARY SCHOOL AND LEARN HOW TO PROOF READ BECAUSE EVEN THE HISD CURRICULUM HAS ERRORS THAT EVEN I WOULD HAVE CAUGHT BEFORE SENDING IT OUT TO THOUSANDS OF TEACHERS.
LIKE IN MATH, A PROBLEM COULD SAY DAISY HAD A BATTING AVERAGE OF 2.5.
SHE HAD THE SAME BATTING AVERAGE EVERY DAY FOR A WEEK.
WHAT WAS THE TOTAL BATTING AVERAGE THAT MARK HAD? WHO'S MARK? MIKE MILES, HOW ABOUT BEFORE YOU TORTURE CHILDREN WITH PILES OF PACKETS, YOU GO PROOF READ THOSE PACKETS YOURSELF.
>> HI. MY NAME IS ROSE. MATT MILES.
STOP CALLING ME ALE BECAUSE OF YOU, WE HAD TO HIDE OUR BOOKS AND OUR DESTINY WHEN WE READ BECAUSE YOU DIDN'T WANT US TO READ.
ALL MY FRIENDS INCLUDING ME AND THE TEACHER LOVE THAT BOOK, AND NOW READING IS LESS FUN.
LITTLE KIDS LIKE KINDERGARTENERS HARDLY GET TO HOUSE STORE TIME.
STOP CALLING MY TEACHER UNPROFESSIONAL AND THANK YOU TO ALL MY PAST TEACHERS WHO HELPED ME LEARN TO READ AND READ TO ME.
>> WE'D LIKE TO INVITE SPEAKER SIX THROUGH 16 TO THE FRONT ROW, STARTING WITH PARENTS, NUMBER 6.
>> HELLO. TOM HURLEY, FORMER NES PARENT, I WAS RECENTLY TAKING THE VIPS VOLUNTEER TRAINING COURSE AND I HAD TO LAUGH WHEN I GOT TO THE PART ABOUT THE HISD BELIEFS.
WHY DON'T YOU GUYS RAISE YOUR HAND FOR ANY OF THE ONES YOU THINK YOU'RE ACTUALLY ADHERING TO? WE BELIEVE THAT EQUITY IS THE LENS THROUGH WHICH ALL POLICY DECISIONS ARE MADE.
WE BELIEVE THAT THERE SHOULD BE NO ACHIEVEMENT GAP AMONG SOCIOECONOMIC GROUPS OR CHILDREN OF ETHNIC DIVERSITY.
WE BELIEVE THE DISTRICT MEET THE NEEDS OF THE WHOLE CHILD PROVIDING WRAPAROUND SERVICES AND SOCIAL AND EMOTIONAL SUPPORTS.
WE BELIEVE OUR CLASSROOMS AND SCHOOLS SHOULD BE SAFE, VIBRANT, JOYFUL PLACES WHERE STUDENTS ARE GUARANTEED ACCESS TO A CHALLENGING AND DEEP EDUCATIONAL EXPERIENCE.
WE BELIEVE THAT INSTRUCTIONS SHOULD BE CUSTOMIZED, PERSONALIZED TO MEET THE LEARNING NEEDS FOR EACH INDIVIDUAL CHILD.
WE BELIEVE THAT RECRUITMENT AND RETENTION OF QUALIFIED AND EFFECTIVE PERSONNEL
[00:30:04]
ARE THE KEYS TO ENHANCING THE QUALITY OF EDUCATION AND INCREASING STUDENT ACHIEVEMENT, WE BELIEVE THE COMMUNITY HAS A RIGHT TO TRANSPARENT OPERATIONS.>> I'M AN HISC MOM, PTO BOARD MEMBER, STMC MEMBER, AND COMMUNICATE WITH DOZENS OF HIS COMMUNITY MEMBERS DAILY.
BUT MY EXPERIENCE DOESN'T MEAN ANYTHING TO YOU.
WHEN YOU SAY, THAT'S JUST AN ANECDOTE, WHAT YOU MEAN IS I DON'T CARE ABOUT YOUR EXPERIENCE BUT ANECDOTES ARE THE CASE STUDIES THAT GIVE NUMBERS TO THEIR TRUTH.
EVERY PIECE OF DATA STARTS AS SOMEONE'S STORY. RUBY BRIDGES.
ANECDOTE. JUST ONE SIX-YEAR-OLD GIRL WALKING INTO A SCHOOL, FRANK, ANECDOTE, JUST ONE GIRL IN AN ATTIC.
ANECDOTE. JUST ONE GIRL SHOT ON A BUS.
OH, BUT, MIKE, YOU'VE BEEN ON A DOZEN OF BUSES, AND YOU HAVEN'T SEEN ANYONE SHOOTING GIRLS TRYING TO ACCESS EDUCATION.
YOU'VE BEEN IN A LOT OF HOUSES, AND YOU HAVEN'T SEEN ANY ATTIC STOWAWAYS THERE.
OF COURSE, WE ALL KNOW YOU'VE BEEN TO SO MANY CAMPUSES, AND YOU HAVEN'T SEEN ANY SIX-YEAR-OLD GIRLS BEING ABUSED BECAUSE OF THE COLOR OF THEIR SKIN.
MY DAUGHTER'S EXPERIENCE ARE LIVED REALITY.
>> THANK YOU. YOUR TIME IS UP.
THANK YOU. APPRECIATE IT. THANK YOU.
>> MY NAME IS TRAY COMSTOCK, I AM A PARENT OF A PRE-K STUDENT AT DURHAM ELEMENTARY SCHOOL.
THIS IS A PRETTY STANDARD GRAD SCHOOL LEVEL TEXT AND EDUCATION RESEARCH, IDENTIFYING EDUCATION AS A SOCIAL SCIENCE WITH TWO MAIN MEANS OF RESEARCH.
ONE, THE BULK OF THIS TEXT COVERS WHAT'S CALLED QUANTITATIVE RESEARCH.
THAT'S THE NUMBERS THAT YOU LOVE TO TALK ABOUT SO MUCH.
BUT IF YOU TURN TO CHAPTER 11, AND I WILL FOR YOU.
IN CHAPTER 11, WE GO INTO WHAT'S CALLED QUALITATIVE RESEARCH, WHICH WAS MY ACADEMIC FOCUS, AND IT IS WHERE HUMAN EXPERIENCE IN NARRATIVE FORM IS THE RAW DATA.
THAT MEANS THE STORY OF ONE PERSON.
BUT WHEN HUNDREDS AND THOUSANDS OF PEOPLE ACROSS SOCIOECONOMIC STATUS AND ETHNICITY TEAR VERY SIMILAR STORIES, THAT IS A SIGNIFICANT TREND IN THE QUALITATIVE DATA THAT SOMETHING POWERFUL, GENERALIZABLE, AND IN THIS CASE, NEGATIVE IS HAPPENING IN OUR CITY.
YOU'LL HEAR FROM SOME OF MY COLLEAGUES AT DURHAM.
THEIR STORIES ARE NOT ANECDOTES, BUT DATA.
THEY REPRESENT THE EXPERIENCE.
>> HI. MY NAME IS NEELLY STEWART. I'M A DURHAM PARENT.
WE KEEP HEARING THE DISMISSAL OF 1,000 PARENT STUDENTS AND TEACHER EXPERIENCES BY FLOYD AS JUST ANECDOTES.
IT'S SHOCKING THAT LEADERS WITH YOUR LEVEL OF EXPERTISE WOULD ALLOW THE DISMISSAL OF LIVED HUMAN EXPERIENCE BY THE PERSON YOU CONTINUE TO SUPPORT.
FROM DURHAM AND ACROSS THE DISTRICT, WE ARE SEEING HIGH-PERFORMING TEACHERS ARE BEING FORCED OUT, REASSIGNED, OR RESIGNING FOR THEIR MENTAL HEALTH.
PARENTS ARE TRANSFERRING OUT OF HISD, LEAVING SCHOOLS THEY ONCE LOVED.
RIVARYS ARE BEING DISMANTLED WHILE STUDENTS COMPLETE ENDLESS WORKSHEETS.
ONLY A NARROW SUBSET OF STUDENTS RECEIVE FOCUSED INSTRUCTION IN THE NAME OF CLOSING THE GAPS AND CHANGING AFTER TO AIDS.
THIS IS NOT A COLLECTION OF ANTIDOTES.
BY DISMISSING THESE TRENDS, YOU'RE DISTORTING THE DATA ITSELF.
HOUSTON STUDENTS DESERVE LEADERSHIP THAT VALUES ALL FORM OF EVIDENCE, NOT JUST THE ONE THAT FLATTERS ONE SINGLE NARRATIVE.
THIS IS DATA. THE STORY CONTINUES, AND AS ALLANA SAID, RELEASE THE MILE'S FILES.
>> MY NAME IS CHRISTINA GARCIA, AND I'M A PARENT FROM DURHAM ELEMENTARY SCHOOL.
WE KNOW THAT QUANTITATIVE AND QUALITATIVE DATA WORK TOGETHER TO PROVIDE A CLEAR PICTURE.
WE HAVE BOTH TYPES OF DATA TO SHARE WITH MILES ON THE BOARD THIS EVENING.
THE BEGINNING OF OUR STORY TAKES PLACE TWO DAYS BEFORE SCHOOL STARTED IN AUGUST.
YOUR NORTH DIVISION IMPLEMENTATION TEAM TOLD DURHAM ADMINISTRATORS THAT SECOND AND THIRD GRADE TEACHERS HAD TO SWITCH SUBJECTS.
THE RESULT, ENTIRELY PREVENTABLE CHAOS.
WITHIN SEVERAL DAYS, TWO BELOVED HIGH PERFORMING TEACHERS WERE REASSIGNED.
OUR THIRD GRADERS, CHILDREN IN A CRITICAL LEARNING YEAR, LOST CONSISTENT INSTRUCTION AND INSTEAD SAT WITH SUBSTITUTES PLAYING GAMES ON IPADS.
WE DON'T BRING THIS UP TO DWELL ON THE PAST.
WE BRING THIS UP BECAUSE TONIGHT WE WILL SHARE THE CONTINUED IMPACTS OF YOUR LEADERSHIP ON OUR COMMUNITY.
[00:35:02]
THIS IS REAL DATA AND THE STORY CONTINUES.>> WE HAVE TWO STUDENTS WHO'VE JOINED US, IF YOU'D LIKE TO COME TO THE FRONT ROW, AND YOU CAN GO NEXT.
>> HI. MY NAME IS CASSANDRA BOLGER.
I'M A PARENT FROM DURHAM ELEMENTARY SCHOOL.
FAST FORWARD TO NOW, DURHAM'S THIRD GRADE ALONE HAS EXPERIENCED 75% TEACHER TURNOVER THIS YEAR.
THREE OUT OF OUR FOUR TEACHERS ARE GONE.
I HAVE A THIRD GRADER SITTING RIGHT OVER THERE WHO LOST FOUR TEACHERS THIS YEAR.
ACCORDING TO DATA ARE REPORTED BY OUR PRINCIPAL, A GRADUATE OF THE DISTRICT LEADERSHIP ACADEMY, IN BOTH SEPTEMBER AND OCTOBER, THIRD GRADE NOW HAS THE LOWEST PERCENTAGE SUCCEEDING ON THE DLO AND GOING TO THE ACCELERATED LEARNING CENTER BY A SIGNIFICANT MARGIN.
THIS MATCHES WHAT THE RESEARCH PREDICTS MEASURABLE OUTCOME OF POOR LEADERSHIP AND RECKLESS IMPLEMENTATION.
TRUSTING STUDENTS INTO AN UNSTABLE ENVIRONMENT CAUSES THEM TO LOSE GROUND.
THE ABRUPT DISMISSAL AND LOSS OF TEACHERS AT DURHAM IS NOT UNIQUE TO US.
THE QUANTITATIVE DATA TELLS US WE HAVE LOST 25% OF OUR OVERALL STAFF.
THE QUALITATIVE DATA TELLS US THAT THIS WAS A DIRECT RESULT OF DISREGARD FOR HUMAN IMPACT.
>> THANK YOU. YOUR TIME IS UP.
YOU'RE NOW DISRESPECTING THE RULES.
>> I'D LIKE TO INVITE THE STUDENTS WHO JUST JOINED US TO SPEAK.
>> MY SOPHOMORE YEAR, MY TEACHERS WERE SOME OF THE MOST AMAZING TEACHERS I HAD HAD, AND ALTHOUGH I STRUGGLED, THEY WERE STILL SUPPORTIVE ENOUGH TO PROVIDE MORE TIME AND SUPPORT IN ORDER FOR ME TO SUCCEED IN THEIR CLASSES.
AT THE END OF THE SCHOOL YEAR, WHILE WE WERE ALL TALKING ABOUT WHAT WE WERE GOING TO DO IN THE SUMMER, A LIST WAS POSTED AND SENT TO THE TEACHERS WHOSE NAMES ON THAT LIST, STATING THAT THEY WILL NO LONGER BE ABLE TO TEACH NEXT YEAR.
TWO OF MY TEACHERS WERE AMONG THAT LIST.
IN APRIL 11TH, 2025, A TOTAL AMOUNT OF 11 TEACHERS WERE ON THAT LIST.
HOWEVER, THREE TEACHERS IN MY HOSPITALITY AND CULINARY DEPARTMENT TURNED IN THEIR RESIGNATION.
IT BROKE MY HEART BECAUSE I DIDN'T UNDERSTAND WHY THEY HAD TO GET FIRED.
THE TEACHERS AND COACHES THAT WERE ON THE LIST WERE PEOPLE THAT MANY STUDENTS TRUSTED AND CONFIDED IN.
THEY TAUGHT WITH PASSION AND THEY WERE THE BEAUTY AND TEACHING, SO WHY WERE THEY TERMINATED WHEN THEY LOVED TO HELP THEIR STUDENTS, WHEN THEY WENT ABOVE AND BEYOND TO ENSURE THAT EVERY KID WAS UNDERSTOOD AND ACKNOWLEDGE? WHY DID IT HAPPEN? IT DIDN'T MATTER.
>> THANK YOU. IT DIDN'T MATTER IF THOSE TEACHERS STILL HAD FIVE MORE YEARS OR IF THEY WERE GOING TO RETIRE NEXT YEAR.
IT SHOULD HAVE BEEN LEFT OFF BY THEIR OWN ACCORD.
IT PAINS ME THAT IT HAPPENS EVERYWHERE BECAUSE MY FAMILY WORKS IN YOUR DISTRICT, AND THERE ISN'T A DAY THAT GOES BY WHERE I AM AFRAID THAT THEY WILL GET FIRED.
I DON'T KNOW IF YOU DECIDED WHO GETS LAID OFF, NUT NEXT TIME YOU DO, DON'T THINK THAT YOU'RE FIRED TEACHERS OR STAFF IN SCHOOL.
YOU'RE FIGHTING THE PEOPLE WHO HAVE IMPACTED STUDENTS AND HAVE BEEN STUDENTS' SAFE PLACE FOR YEARS, AND THE PEOPLE WHO HAVE TO SUPPORT THEIR FAMILIES. THANK YOU.
>> GOOD EVENING. MY NAME IS ZACHARY YOUNGBLOOD.
I'M A STUDENT AT NORTHSIDE HIGH SCHOOL.
THIS CURRICULUM IS FAILING US.
CLASSROOMS FEEL MORE LIKE A PRISON THAN IT IS A PLACE TO LEARN.
TEACHERS ARE FORCED TO FOLLOW SCRIPTS INSTEAD OF TEACHING IN WAYS TO CONNECT WITH US, AND THAT MAKES THE DISTRICT LOOK BETTER ON PAPER AND STUDENTS ARE BEING PLACED IN CLASSES THAT THEY'RE NOT READY FOR JUST TO BOOST NUMBERS.
IT'S NOT ABOUT HELPING US SUCCEED, IT'S ABOUT APPEARANCES, AND WE'RE THE ONES PAYING THE PRICE.
WE'RE JUST CHECKING BOXES TO MEET SOMEONE ELSE'S GOALS.
REAL LEARNING HAPPENS WHEN TEACHERS CAN ADAPT, SUPPORT, AND INSPIRE, BUT HISD SYSTEM IS TAKING THAT AWAY.
WE'RE NOT DATA POINTS, WE'RE STUDENTS, AND WE DESERVE A CURRICULUM THAT TRUST OUR TEACHERS AND HELP US GROW. THANK YOU.
>> SO GREAT TO SHARE OUR CONTINUED TRENDS WITH THE STUDENTS THAT JUST SPOKE TO ALL OF YOU.
[00:40:04]
I RECEIVED AN ANONYMOUS LETTER FROM A TEACHER REQUESTING THAT I READ IT.DEAR MILES, AFTER ENDURING WHAT FELT LIKE ENDLESS PROPAGANDA, MAKING TEACHERS FEEL GUILTY FOR LEAVING HISD AT PROFESSIONAL DEVELOPMENT ON FRIDAY, MR. MILES. THIS TEACHER HAS TAKEN TIME TO REFLECT AND ASK YOU DO THE SAME.
I WANT YOU TO TRULY THINK ABOUT WHAT IRREPLACEABLE TEACHERS GO THROUGH IN THIS MICRO-MANAGED REGIME.
IT'S VERY TELLING THAT YOU'RE NOT MAKING EYE CONTACT RIGHT NOW.
THE IRREPLACEABLE TEACHER IS SPENDING COUNTLESS HOURS PERFECTING MATERIALS TO MEET SPOT EVALUATIONS, WHILE CURRICULUM MISTAKES GO UNCHECKED. YOU ALL SHOULD ASK HIM.
THANK YOU SO MUCH FOR YOUR ATTENTION.
WHEN THE CURRICULUM DEPARTMENT MAKES MISTAKES, WE MUST GIVE THEM GRACE BECAUSE PEOPLE MAKE MISTAKES, BUT WHAT ABOUT THE TEACHERS THEN? WHY DON'T THEY RECEIVE THE SAME AS ADMIN OR MILES IN TERMS OF GRACE? THE IRREPLACEABLE TEACHERS FACE ANXIETY AND INSTABILITY, AFRAID THEY'LL LOSE THEIR JOB EVERY DAY FOR TRYING TO [INAUDIBLE]
>> THANK YOU. YOUR TIME IS UP NOW. FINISH UP.
>> STUDENTS WHEN THEY BECOME FRUSTRATED ENDS UP TO CRY, BECAUSE THEY'RE NOT ABLE TO FISH THEIR DEAL IN 10 MUNITES BECAUSE THEY WANT SHOW THEIR WORK. IRREPLACEABLE TEACHERS [INAUDIBLE]
>> PLEASE STATE YOUR NAME BEFORE YOU BEGIN.
>> JOSSLYN COMPTON, PARENT FROM DURHAM ELEMENTARY SCHOOL.
OUR TEACHERS ARE LEAVING AT AN EXTREMELY HIGH RATE BECAUSE THE ENVIRONMENT HAS BECOME TOXIC.
YOU'VE HEARD STORIES OF A SYSTEM OF FEAR AND SHAME.
WHEN TEACHERS GO, THEY TAKE WITH THEM DECADES OF MENTORSHIP EXPERIENCE AND STABILITY THAT CAN'T BE REPLACED.
TEACHERS ARE TELLING US THEY FEEL UNSUPPORTED AND UNDERVALUED.
THEIR CONCERNS ABOUT MEETING THE NEEDS OF DIVERSE LEARNERS ARE DISMISSED AS PERSONAL SHORTCOMINGS.
THE MESSAGE FROM THIS ADMINISTRATION IS CLEAR, TEACHERS ARE EXPENDABLE.
WE'RE WITNESSING THIS AT DURHAM.
IT'S HAPPENING ACROSS THE DISTRICT.
RECRUITING AND RETAINING GREAT TEACHERS IS ALWAYS A CHALLENGE, BUT UNDER THIS LEADERSHIP, IT'S BECOMING NEARLY IMPOSSIBLE.
YOU'RE PUSHING OUT THE VERY EDUCATORS CAPABLE OF DELIVERING HIGH QUALITY INSTRUCTION BECAUSE YOU FAIL TO SEE THEIR HUMANITY, AND WHEN GREAT TEACHERS LEAVE FAMILIES FOLLOW, THE CYCLE REPEATS AND DEEPENS.
THIS IS DATA, AND THE STORY CONTINUES.
>> I'LL ASK REMAINING SPEAKERS TO COME TO THE FRONT ROW, PLEASE.
>> HI, GOOD AFTERNOON. MY NAME IS MARITIO ETAN.
I'M A PARENT FROM DURHAM ELEMENTARY SCHOOL.
WE WANT TO MAKE ONE THING CLEAR.
WE ARE NOT OPPOSED TO CHANGE, WE ARE OPPOSED TO CHAOS.
WE SUPPORT THOUGHTFUL, POSITIVE CHANGE THAT BENEFITS ALL CHILDREN AT DURHAM AND ACROSS HOUSTON, BUT WHAT WE'VE EXPERIENCED INSTEAD IS EXCESSIVE DISRUPTION THROUGH DECLINING ENROLLMENT, HIGH TEACHER TURNOVER AND A DISREGARD FOR THE LIFT EXPERIENCES OF STUDENTS, PARENTS, AND EDUCATORS.
THE IMPACT OF YOUR LEADERSHIP CAN BE MEASURED IN HARD NUMBERS.
SINCE AUGUST, DURHAM'S ENROLLMENT HAS DROPPED BY AT LEAST 5%.
THAT'S A LOSS OF MORE THAN 200,000 IN STATE FUNDING IN JUST THREE MONTHS.
BEHIND EVERY DATA POINT IS A STORY OF LOSS AND INSTABILITY.
OUR KIDS COME HOME SAYING, TODAY WAS MY FRIENDS LAST DAY AND EVERYONE WAS CRYING.
YOUR PHILOSOPHY OF EDUCATION COMBINED WITH A LACK OF THOUGHTFUL IMPLEMENTATION AND COMMUNICATION IS DRIVING FAMILIES AND TEACHERS AWAY FROM HISD.
IT IS A MEASURABLE OUTCOME OF POOR LEADERSHIP AND DISREGARD FOR HUMAN IMPACT.
[00:45:04]
THIS IS REAL DATA, THE STORY.>> HI. MY NAME IS DR. MARIA ENSANA.
I SPEAK AS A LIFELONG EDUCATOR AND COMMUNITY LEADER COMMITTED TO MEANINGFUL LEARNING FOR ALL STUDENTS.
I URGE YOU TO RECONSIDER RELYING ON MAP SCORES AS THE PRIMARY MEASURE OF PROGRESS.
REDUCING LEARNING TO RATE SCORES OVERSIMPLIFIES THE RICH AND COMPLEX WORK OF EDUCATION.
IT IGNORES CREATIVITY, CURIOSITY, CRITICAL THINKING, SOCIAL-EMOTIONAL GROWTH, AND THE AUTHENTIC PROBLEM SOLVING SKILLS STUDENTS NEED IN THE FUTURE.
WE ARE ALSO BEING ASKED TO TRUST A NEW NWEA ALGORITHM WE CANNOT SEE WITHOUT KNOWING HOW QUESTIONS ARE SELECTED OR INTERPRETED.
HIDDEN ALGORITHMIC ASSUMPTIONS MAY MISREPRESENT BLACK-BROWN MULTILINGUAL AND SPECIAL ED STUDENTS.
USING MAP TO PREDICT STAR FURTHER TURNS A DIAGNOSTIC TOOL INTO A HIGH STAKES MEASURE IT WAS NEVER DESIGNED TO BE.
PUSHING CLASSROOMS TOWARDS MORE TEST PREP AND LESS AUTHENTIC LEARNING.
>> I HEAR THAT ONE OF YOU MIGHT HAVE A CHILD ATTENDING OUR SCHOOL.
IT'S OF NO SURPRISE TO ME THAT YOU CHOSE A HIGH LEVEL ANATOMY SCHOOL OVER NES.
STILL THERE ARE A FEW THINGS I WOULD LIKE YOU TO BE AWARE OF.
FIRST, GET YOUR POCKETBOOK OPEN.
THE PTA, FUNDS MANY THINGS THE DISTRICT SHOULD COVER.
WE PROVIDE BLEACH FOR THE CUSTODIANS AND AN EXTRA CUSTODIAN, VACUUM CLEANERS, PEST SPRAT.
WE'VE RECENTLY BOUGHT A MOWER AND WEED EATER TO KEEP THE GRASS BY THE CROSSING GUARDS CONTROLLED.
SECOND, KEEP YOUR WEEKENDS FREE SO YOU CAN HELP LAY THE PLAYGROUND SAFETY MULCH THAT WE'VE ALSO PAID FOR.
HAVE A USABLE TALENT LIKE AC REPAIR, SO WE CAN FIND YOU DURING PTA MEETINGS AND ASK FOR FREE SERVICE.
BE AVAILABLE ON FRIDAYS TO READ TO KINDERGARTEN, THE ONLY TIME THEY GET BOOKS, AND IF YOU DO, YOU'LL DO GREAT AT OUR SCHOOL. THANK YOU.
>> MY NAME IS DANA CANDIDA, I'M READING A RESIGNATION LETTER FROM A FIRST GRADE TEACHER POSTED TO PARENT SQUARE THAT WAS PROMPTLY REMOVED BY SCHOOL ADMIN.
TEACHING AT HISD UNDER THE TAKEOVER COMES WITH MANY EXPECTATIONS THAT I FIND IMPOSSIBLE TO MEET.
FRANKLY, I DO NOT BELIEVE THE WAY TEACHERS ARE REQUIRED TO TEACH IS IN THE BEST INTEREST OF THE STUDENTS.
I BEGAN TEACHING OUT OF THE LOVE FOR EDUCATION AND A HOPE FOR INSTILLING STUDENTS WITH A LOVE FOR LEARNING.
UNFORTUNATELY, THE DISTRICT DOES NOT SHARE THIS GOAL, BUT RATHER IS FOCUSED ON STANDARDIZATION AND STAR TEST SCORES AT THE SACRIFICE OF STUDENTS' NEEDS FOR CREATIVITY.
I THEREFORE CANNOT CONTINUE TO CONTRIBUTE TO EDUCATION IN THIS MANNER BY BEING COMPLICIT IN ITS IMPLEMENTATION.
WHILE IT PAINS ME TO CAUSE A DISRUPTION IN YOUR WONDERFUL CHILDREN'S SCHOOL YEAR, I WHOLEHEARTEDLY BELIEVE THAT IT IS FOR THE GREATER AND LONG TERM GOOD THAT WE ADVOCATE FOR THE POSITIVE CHANGES NECESSARY FOR HISD TO PROVIDE ITS STUDENTS WITH A NURTURING ENRICHING AND COMPLETE EDUCATION.
BOARD, I ASK THAT YOU BELIEVE TESTIMONIES LIKE THESE INSTEAD OF MIKE MILES.
COULD ALL REMAINING SPEAKERS COME TO THE FRONT ROW, PLEASE?
>> [BACKGROUND] WE CAN'T HEAR YOU VERY WELL.
>> SORRY. NUMBER 18, JILL TUCKER.
>> HI. JILL TUCKER, PARENT FROM DURHAM ELEMENTARY.
OVER THE PAST SEVERAL MONTHS, YOU'VE HEARD OUR STORY.
YOU'VE HEARD ABOUT THE CHAOS THAT BEGAN BEFORE THE FIRST DAY OF SCHOOL, THE HIGH PERFORMING TEACHERS WHO WERE REASSIGNED, AND THE STUDENTS LEFT BEHIND WITH SUBSTITUTES, AND SCREENS.
YOU'VE SEEN THE NUMBERS, 75% TURNOVER IN ONE GRADE LEVEL, 25% LOSS OF STAFF OVERALL, 5% DROP IN ENROLLMENT IN JUST THREE MONTHS, WHICH IS HUNDREDS OF THOUSANDS OF DOLLARS IN LOST FUNDING.
TEACHERS HAVE BEEN PUSHED OUT OF THE JOBS THEY LOVED.
FAMILIES LEFT SCHOOLS THEY HELPED BUILD AND SUSTAIN,
[00:50:01]
CHILDREN LOST STABILITY AND CONNECTION.YOUR LEADERSHIP HAS CREATED A CULTURE DRIVEN BY FEAR AND COMPLIANCE.
OUR STORIES AREN'T ISOLATED INCIDENTS, BUT THEY ARE DISTRICT-WIDE TRENDS, AND WE ARE LIVING PROOF OF WHAT YOUR POLICIES HAVE DONE TO OUR SCHOOLS.
WE'RE ASKING THE BOARD TO COMMISSION AN INDEPENDENT SURVEY OF TEACHERS, PARENTS, AND STUDENTS.
WHEN A SYSTEM MEASURES ITSELF, IT CANNOT CLAIM OBJECTIVITY.
THE 2025 HISD FAMILY SENTIMENT SURVEY WOULD BE THE [INAUDIBLE]
AN ONGOING INDEPENDENTLY ADMINISTRATIVE SURVEY WOULD BE A SMALL STEP. [OVERLAPPING]
>> YOUR ABILITY IN GATHERING A REAL DATA, WE NEED TO MOVE FORWARD.
>> MICHELLE [INAUDIBLE], PROUD MEMBER OF THE DURHAM COMMUNITY.
SURPRISE, WE ARE STILL HERE, AND WE WILL CONTINUE SHOWING UP FOR AS LONG AS IT TAKES.
IN AUGUST, WE SAID WE'RE NOT OPPOSED TO CHANGE, WE'RE OPPOSED TO CHAOS WITHOUT SUPPORT.
IN SEPTEMBER, BUILD ON SUCCESS DON'T ERASE IT.
IN OCTOBER, YOUR CHANGES ARE HURTING OUR KIDS.
NOW, IN NOVEMBER, WE ARE SAYING OUR STORIES ARE TRENDS, AND OUR TRENDS ARE DATA.
WE'VE SPOKEN AS PARENTS, TEACHERS, NEIGHBORS.
WE'VE BROUGHT YOU BOTH QUANTITATIVE, AND QUALITATIVE EVIDENCE.
WE'VE SHARED THE LIVED REALITIES OF OUR CHILDREN, OUR CLASSROOMS, AND OUR COMMUNITIES.
THIS IS NOT JUST NOISE, IT'S A RECORD, AND THIS COLLECTIVE TESTIMONY IS THE TRUEST MEASURE OF WHAT'S HAPPENING IN HISD.
WE ARE THE DATA, WE ARE THE STORIES, AND WE WILL CONTINUE.
>> GOOD EVENING, KELLY BLICKERY.
MR. MILES, I READ YOUR RESPONSE TO LISA FALKENBERG'S EDITORIAL, AND DESPITE YOUR PATTERN OF DISMISSING CRITICS AS HATERS OR CRAZY, I WANT WHAT YOU SAY YOU WANT.
I WANT EVERY CHILD READING BY THIRD GRADE, AND I CHOSE MY SON'S FIRST SCHOOL BECAUSE IT FOCUSED ON PHONICS.
WHERE WE DIFFER, I THINK, IS WHY WE WANT CHILDREN TO READ, NOT TO PASS A LOW SKILLS TEST, BUT TO ENGAGE WITH TEXTS, AND GROW INTO LITERATE THINKERS.
MY SON'S CLASS STARTED READING JASON REYNOLDS' GHOST, GREAT BOOK.
THANK YOU FOR ALLOWING IT, BUT HE SAID THEY COULDN'T FIT IT IN BETWEEN THE DISTRICT PACKETS.
AT BACK TO SCHOOL NIGHT, A TEACHER SAID, "PLEASE REMIND YOUR STUDENTS THAT COMPLETING EVERY PACKET IS MANDATORY EVEN IF THEY'RE BORING." YOU TALK ABOUT CLOSING THE ACHIEVEMENT GAP, BUT YOUR MANDATES ARE WIDENING THE OPPORTUNITY GAP.
TEACHERS AREN'T SNEAKING BOOKS BECAUSE THEY'RE LAZY.
THEY'RE DOING IT BECAUSE THEY KNOW STRONG READERS GROW WITH PRACTICE, AND THAT PRACTICE SHOULD BE JOINED.
THEY'RE TRYING TO PROTECT THE SCURF YOUR SYSTEM KEEPS SPENDING [INAUDIBLE]
>> I BELIEVE WE'RE MOVING TO PARENTS ON ZOOM.
>> HELLO. MY NAME IS AUDREY NATH AND A PARENT. [OVERLAPPING]
>> ONE SECOND, WE'RE NOT ABLE TO HEAR YOU WELL.
WE NEED TO TURN UP THE VOLUME.
>> SORRY. CAN YOU HEAR ME? CAN YOU ALL HEAR ME?
>> HEY, I'M AUDREY NATH, A PARENT OF A STUDENT AT WHARTON.
[INAUDIBLE] I LIVE AND WORK FOR MONTROSE. [OVERLAPPING]
ONE SECOND, WE'RE GOING TO WORK ON THE VOLUME.
>> GO AHEAD, MS. NATH. TRY TO SPEAK AS CLOSELY TO THE CAMERA AS YOU CAN.
>> SURE THING. I JUST WANTED TO SAY, I LIVE AND WORK FOR THE MONTROSE WHERE WE HAVE ANOTHER SCHOOL NEARBY AT WHARTON, GREGORY-LINCOLN EDUCATIONAL CENTER.
I VISITED, AND I JUST WANTED TO SAY THAT, HEY, THERE'S KIDS THERE THAT HAVE BROKEN SHOES, THEY'RE COMING IN WITH SHOES TOO SMALL, AND HURT THEIR FEET.
WE'RE NOW ORGANIZING TO FIND SHOES FOR THEM, BUT I JUST WANTED TO ASK THE BOARD IF THERE'S ANY WAY TO RECONSIDER, WITH THE WRAPAROUND SERVICES, MAYBE IMPLEMENTING THEM AT THE NEEDIEST OF SCHOOLS BECAUSE MANY FAMILIES DO NOT HAVE THE TIME TO BE ABLE TO GO TO SUNRISE CENTERS OR AT THE TRANSPORTATION.
I JUST WANTED TO SAY WE'RE REALLY HURTING WITHOUT WRAPAROUND SERVICES IN OUR NEEDIEST SCHOOLS. THANK YOU.
>> THANK YOU. LET'S GO AHEAD AND TAKE OUR STUDENT HERE.
[00:55:13]
>> MY NAME IS ROSE AND HI, MIKE MILES.
I HOPE YOU ARE LISTENING BECAUSE IT'S TIME FOR MATH.
SCHOOLS HAS ONE LIBRARIAN, ONE GOOD PRINCIPAL, AND AT LEAST THREE JANITORS.
MIKE MILES TOOK AWAY ALL OF THE ABOVE.
HOW MANY IS LEFT, A, ZERO; B, A PERFECT AMOUNT? IT'S OBVIOUSLY A.
NOW, IS THIS GOOD OR BAD? BAD. YOU ARE AN EVIL CHARACTER IN THE TEXAS HISD.
>> BRIANNA VAN BORSSUM, IF YOU'LL TURN YOUR CAMERA ON. YOU MAY BEGIN.
>> GOOD EVENING. MY NAME IS BRIANNA, AND I'M AN HISD PARENT OF TWO. [OVERLAPPING]
>> PLEASE SPEAK UP AS LOUDLY AS YOU CAN.
OUR VOLUME IS ALL THE WAY UP ON THIS SIDE.
>> ONE MOMENT. CAN YOU HEAR ME BETTER?
>> GOOD EVENING. MY NAME IS BRIANNA, AND I'M AN HISD PARENT OF TWO.
IT WAS SO HEARTENING TO SEE THE PARENT UNIVERSITY CONTINGENT PRESENT AT THE TOP OF THE MEETING TONIGHT.
HEARING THEIR STORIES, AND THEIR POSITIVE EXPERIENCE IS A REFRESHING CHANGE.
I HOPE THEY WILL CONTINUE TO STAY ENGAGED AT THEIR CAMPUSES, AND WITH DISTRICT LEVEL GOING ON.
I ALSO HOPE THE ORGANIZERS THAT BROUGHT THEM TO THE MEETING WILL ALLOW THEM TO STAY LONGER NEXT TIME.
FURTHER, I HOPE THE BOARD RECOGNIZES THE ANECDOTES, AND NARRATIVES WE HEARD THEM SHARE THIS EVENING ARE EQUALLY AS VALUABLE AS THOSE THAT DISAGREE WITH WHAT'S HAPPENING IN OUR SCHOOLS.
ACCEPTING, AND CELEBRATING A POSITIVE POSITION WHILE DISMISSING A LIVED NEGATIVE EXPERIENCE IS GAS LIGHTING AND, QUITE FRANKLY, AN EMBARRASSING PR STUNT.
OUR HISD COMMUNITY CONTINUES TO DESERVE BETTER.
>> RUSSELL PIPER, PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN.
>> MY NAME IS RUSSELL PIPER, AND I'M A PARENT OF TWO HISD STUDENTS.
I FIND IT REALLY INTERESTING THAT THIS BOARD WANTS TO CHANGE THE WAY PROGRESS IS MEASURED UNDER ITS MANAGEMENT BECAUSE THE NWEA TEST CHANGED, AND YOU CLAIM THAT THE CHANGES REPRESENT A METHODOLOGICAL RECALIBRATION RATHER THAN A DECLINE IN PERFORMANCE.
IT'S PUZZLING HOW YOU USE THE SAME EXCUSE THAT THE ENTIRE BASIS USED TO DETERMINE WHICH SCHOOLS BECAME NES FOR THE RESULT OF A STAR TEST THAT HAD CHANGED.
WHY WAS THE STAR TEST CHANGED USED BY YOU TO CLAIM THAT THE SCHOOLS DID HAVE A DECLINE IN PERFORMANCE, AND NEEDED TO BE SAVED BY NES? WOULDN'T THAT HAVE BEEN JUST A METHODOLOGICAL RECALIBRATION AS YOU WERE NOW CLAIMING? YOU WERE HOLDING OUR SCHOOLS TO A DIFFERENT STANDARD THAN YOU HOLD YOURSELVES TO, AND THAT IS UNACCEPTABLE.
THIS IS JUST FURTHER PROOF THAT YOU WERE CHERRY PICKING THE DATA.
YOU WANT TO MAKE THIS TAKEOVER LOOK LIKE A GOOD THING, AND WE'RE NOT BUYING IT.
>> I BELIEVE THAT CONCLUDES GROUP A SPEAKERS, MR. PRESIDENT.
THIS CONCLUDES OUR HEARING OF PUBLIC OFFICIALS AND HISD STUDENTS AND PARENTS.
I WOULD LIKE TO ASK BOARD MEMBER LAUREN GORE TO
[Recognitions]
READ A RECOGNITION REGARDING VETERANS DAY.>> THANK YOU, PRESIDENT CAMPO.
NOVEMBER 11, 2025, WHEREAS MEMBERS OF THE ARMED FORCES HAVE PLAYED A VITAL ROLE IN AMERICA'S SECURITY SINCE THE FOUNDING OF OUR NATION, AND DESERVE OUR DEEPEST APPRECIATION AND RESPECT, AND WHEREAS VETERANS HAVE ALSO DEMONSTRATED THEIR DEVOTION TO THE AMERICAN PEOPLE BY VOLUNTEERING THEIR TIME AND EXPERTISE TO IMPROVE THEIR COMMUNITIES AS PUBLIC SERVANTS, MENTORS, AND COMMUNITY LEADERS, AND WHEREAS THE HOUSTON INDEPENDENT SCHOOL DISTRICT APPLAUSE ITS MANY EMPLOYEES, AND FORMER STUDENTS WHO HAVE FAITHFULLY, AND LOYALLY SERVED OUR COUNTRY IN THE ARMED FORCES, NOW, THEREFORE, WE, THE SCHOOL BOARD AND THE SUPERINTENDENT OF THE HOUSTON INDEPENDENT SCHOOL DISTRICT, RECOGNIZE NOVEMBER 11, 2025 AS VETERANS DAY.
ALTHOUGH THIS DATE HAS PASSED, WE URGE ALL HOUSTONIANS TO PAY TRIBUTE TO AND SHOW THEIR APPRECIATION OF OUR MILITARY PERSONNEL AND THEIR EFFORTS TO SECURE PEACE AND FREEDOM AROUND THE WORLD.
IN WITNESS THEREOF ON THIS 13TH DAY, NOVEMBER 2025.
>> THANK YOU. WE'LL NOW MOVE TO BOARD MEMBER REPORTS AND
[Board Member Reports and Comments]
COMMENTS BEFORE WE MOVE INTO THE MEETING BUSINESS.I'LL JUST START OUT WITH REPORTING, WE HAD A GREAT GOLF TOURNAMENT THAT SUPPORTED THE HISD FOUNDATION ON WEDNESDAY, AND WE HAD A LOT OF STUDENTS OUT THERE, AND MARIACHI BANDS, AND A LOT OF FOLKS THAT CAME TO SUPPORT THE EVENT.
THE HISD TEAM THAT WAS LED BY ME,
[01:00:01]
AND WE HAD PAULA MENDOZA, AND EDGAR COLON, AND JANETTE LINDNER, WHO CAME OUT AND WE DID NOT WIN THE TOURNAMENT, BUT WE HAD A GREAT TIME.THE SUPERINTENDENT WAS OUT CHEERING PEOPLE ON AS WELL, SO IT WAS A GREAT EVENT.
THEY RAISED A LOT OF MONEY FOR HISD, WHICH IS GREAT.
BOARD MEMBERS, ANY OTHER REPORTS OR COMMENTS?
>> THANK YOU FOR THE OPPORTUNITY.
TWO THINGS, ONE IS I WAS ABLE TO ATTEND MIDDLE SCHOOL UIL, THEATER COMPETITION LAST WEEKEND, REALLY AMAZED TO SEE THE HIGH QUALITY PERFORMANCES FROM OUR STUDENTS, AND OUR THEATER TEACHERS SHARED HOW THE UIL COMPETITION USED TO BE IN THE SPRING, AND NOW IT'S IN THE FALL.
THEY'RE PREPARING VERY QUICKLY FOR THIS EVENT AND WAS REALLY JUST AMAZED AT THE LEVEL OF QUALITY AND REALLY HAPPY TO SEE SO MANY STUDENTS OUT THERE REPRESENTING THEIR SCHOOLS.
SECOND, I JUST WANT TO TAKE A MOMENT TO EXTEND OUR VETERANS DAY TRIBUTE TO MY BROTHER, ALFONSO GARZA, WHO RETIRED FROM THE US NAVY, AND JUST WANTED TO GIVE A LITTLE SHOUT OUT TO HIM WHEN HE WATCHES THIS RECORDING LATER.
VERY PROUD OF YOU, AND THANK YOU FOR ALL OF YOUR SERVICE.
>> GREAT. LET'S MOVE ON TO REPORTS FROM THE SUPERINTENDENT.
[Reports from the Superintendent]
SUPERINTENDENT MILES, YOU HAVE THE FLOOR.>> I'M GOING TO TAKE IT FROM THERE.
>> CAN I HAVE A MIC? [NOISE] THANK YOU.
BOARD PRESIDENT, MEMBERS OF THE BOARD, CAN WE PULL THE VOLUME UP, PLEASE? ONE SECOND.
HOW'S THAT? YOU CAN HEAR? TODAY, I JUST WANTED TO BRIEF YOU ON OUR CLIMATE SURVEY THAT WE DID WITH PRINCIPALS, AND TEACHERS, AND THE PARTICIPATION RATE WAS PRETTY GOOD, 87%, 09,300 HISD STAFF MEMBERS COMPLETED THE FALL SURVEY.
WE DID ONE BACK IN THE SPRING ALSO, IF YOU REMEMBER.
PRINCIPAL SATISFACTION, AND FAVORABILITY REMAINS, THERE WE GO, THE HIGHEST ACROSS ALL SURVEY GROUPS, AND ABOVE 90% FOR ALMOST ALL THE QUESTIONS.
I'M GOING TO GIVE YOU THE SPECIFIC DATA HERE IN A MOMENT, BUT THAT IS A REALLY GOOD OUTCOME.
ASSISTANT PRINCIPALS WERE ABOVE 80%, AND THEY ARE REALLY STRONG ALSO.
IN THE TEACHER SATISFACTION, WE HAD TWICE AS MANY THAT WERE FAVORABLE THAN UNFAVORABLE. I'LL SHOW YOU THE DATA.
I THINK IT WAS ALREADY REPORTED IN THE CHRONICLE, BUT LET ME GIVE YOU A LITTLE BIT MORE DETAIL.
WE HAVE 273 PRINCIPALS, SO 256, THAT'S 96%.
APS, YOU CAN SEE THAT THERE, AND TEACHERS, 8,494 RESPONSES.
GOOD RETURN RATE ON ANY SURVEY, AND NOW THE RESULTS.
LET'S START WITH THE PRINCIPALS FIRST.
THE PRINCIPALS ARE OVERWHELMINGLY IN SUPPORT OF THE THINGS THAT WE'RE DOING.
HERE ARE SOME OF THE QUESTIONS.
DO YOU BELIEVE IN THE DIRECTION OF THE DISTRICT? YOU CAN SEE THERE THAT OVERALL, 98%, AND THAT'S UP ONE POINT BUT IT'S ALREADY PRETTY HIGH, AND ONLY 1% NEUTRAL AND 1% UNFAVORABLE.
ASSISTANT PRINCIPAL IS NOT AS HIGH AS THE PRINCIPAL'S, BUT YOU CAN SEE THERE 82% VERSUS THE 3% THAT'S UNFAVORABLE.
JUST SO YOU KNOW, THAT WE DO STRONGLY AGREE, AGREE, NEUTRAL, DISAGREE, STRONGLY DISAGREE.
THE TOP TWO ARE FAVORABLE, THE BOTTOM TWO ARE UNFAVORABLE.
>> I CAN SEE A CLEAR LINK BETWEEN MY WORK IN THE DISTRICT STRATEGIC PLAN, SO THEY UNDERSTAND WHAT WE'RE DOING AND THE PATH WE'RE HEADED
[01:05:04]
ON AND PRINCIPLES VERY FAVORABLY, THINK THAT THEIR WORK IS CONNECTED TO THE DISTRICTS PLAN.YOU CAN SEE THE ASSISTANT PRINCIPLES ALSO PRETTY HIGH, THERE.
I AM CONFIDENT IN MY ABILITY TO CONTRIBUTE TO THE DISTRICT STRATEGIC GOALS, SO THEY THINK THEY ARE ADDING VALUE AND THEY ARE.
BUT TO HAVE 99% FAVORABILITY RATE IS JUST REALLY INCREDIBLE.
I'VE BEEN DOING THESE SURVEYS ALL MY CAREER, AND THIS IS REALLY HIGH.
>> PLEASE KEEP YOUR COMMENTS TO YOURSELF.
WE NEED TO GET THROUGH THIS PRESENTATION.
WE'RE NOT GOING TO ALLOW THAT.
YOU EITHER ARE GOING TO LET THE PRESENTATION GO FORWARD OR ARE GOING TO LEAVE THE MEETING. GO AHEAD.
>> I'M CONFIDENT IN MY ABILITY TO CONTRIBUTE.
I RECEIVE ADEQUATE COMMUNICATION.
WE HAVE PRINCIPALS MEETINGS, WE HAVE EXECUTIVE DIRECTORS MEETINGS, AND WE HAVE A LOT OF TRAINING AROUND THAT.
THIS IS A REFLECTION OF THAT BECAUSE THEY UNDERSTAND WHAT WE'RE TRYING TO DO, WHAT THE PRIORITIES ARE, AND WHAT THE CHANGES ARE.
AGAIN, THAT'S REALLY, REALLY HIGH.
THEY'RE PROUD OF THEIR WORK AND FEEL PART OF THE TEAM.
MY WORK GIVES ME A FEELING OF PERSONAL ACCOMPLISHMENT.
YES, THEY WORK HARD, BUT YOU CAN SEE THEY FEEL THAT THEY ARE ACCOMPLISHING THE WORK OF THEIR SCHOOL AND OF THE DISTRICT.
THAT'S HUGE. NOTICE THAT THE UNFAVORABLE RATINGS ARE REALLY LOW.
FOR DISTRICTS THAT'S DOING THIS MUCH TO PUSH THE ENVELOPE TO GET RESULTS FOR KIDS.
I THINK THIS IS AN INCREDIBLE TESTAMENT TO THE TEAM, THE CHIEF OF SCHOOL, THE CHIEF ACADEMIC OFFICER, THE DIVISION CHIEFS, AND THE EXECUTIVE DIRECTORS IN PARTICULAR, WHO ARE EXPLAINING ALL OF THE THINGS THAT ARE HAPPENING AND SUPPORTING THE PRINCIPALS.
THEN THIS IS ONE MEASURE THAT A LOT OF BUSINESSES DO ALSO, AND MOST SURVEYS ASK SOME QUESTION LIKE THIS, WOULD YOU RECOMMEND THIS AS A PLACE THAT PUTS STUDENTS FIRST, AS A PLACE TO WORK AND YOU CAN SEE VERY, VERY HIGH.
ASSISTANT PRINCIPAL IS A LITTLE BIT LOWER AT 79%, BUT THAT'S AN INCREASE OVER LAST YEAR.
HISD IS THE NEXT SET OF SLIDES, YOU'LL SEE WE'RE BUILDING A BENCH OF SKILLED AND IMPACTFUL LEADERS.
I RECEIVE THE SUPPORT I NEED TO PERFORM MY JOB EFFECTIVELY.
EXECUTIVE DIRECTORS THAT VISIT THE PRINCIPALS ALL THE TIME, AND YET THEY'RE DOING IT IN A WAY THAT'S VERY SUPPORTIVE BECAUSE THE PRINCIPALS SAY SO AND SO THE ASSISTANT PRINCIPALS.
PROFESSION DEVELOPMENT OPPORTUNITIES HELPED ME GROW MY ROLE.
PRINCIPALS AGAIN, REALLY HIGH.
THEN I HAVE ACCESS TO THE TOOLS AND DATA NEEDED TO MAKE INFORMED DECISIONS.
AGAIN, THIS IS ALL VERY GOOD DATA FOR OUR LEADERSHIP TEAM.
AGAIN, ACCOUNTABILITY WITHOUT SUPPORT, BREEDS FEAR, BUT ACCOUNTABILITY WITH SUPPORT BREEDS A HIGH PERFORMANCE CULTURE.
YOU CAN SEE HERE THEY FEEL PRETTY WELL SUPPORTED EVEN THOUGH WE'VE RAISED THE BAR AND THE WORK IS RIGOROUS. THAT'S HOW YOU DO.
THAT'S A TRIBUTE AGAIN TO OUR LEADERSHIP TEAM.
THEN BEING A SCHOOL LEADER HAS STRENGTHENED MY ABILITY TO COACH TEACHERS AND IMPROVE THE SCHOOL'S OVERALL QUALITY OF INSTRUCTION.
THAT'S JUST AN AMAZING PERCENTAGE.
THEY BELIEVE THEY'RE GETTING SKILLED AND TRAINED UP TO COACH.
IN MOST DISTRICTS AND WHEN MY TEAM GOT HERE, THERE WAS NOT A FOCUS ON INSTRUCTIONAL LEADERSHIP, AND THESE PRINCIPALS ARE SAYING THEY NOW FEEL THEY'RE REALLY STRONG AT IT, ALMOST 100%.
OVERALL IN THE LEADERSHIP, YOU CAN SEE, OUR LEADERS ARE WELL BOUGHT IN.
THEY'RE WELL SUPPORTED, AND THEY AND THEY'RE DOING THE WORK? YES, SIR.
>> CAN WE GO BACK TO THE COMMUNICATION SLIDE? I THINK THAT WAS THE ONE WHERE THE ASSISTANT PRINCIPALS HAD IT IN THE 70S FOR FAVORABLE? MAYBE ONE MORE.
[01:10:09]
>> I'M TRYING TO BE THOUGHTFUL ABOUT OR ATTENTIVE TO IS, ARE THERE CLUSTERS OF SCHOOLS OR GEOGRAPHIC REGIONS WHERE A HIGHER PROPORTION OF THE DISFAVORABLE RATINGS ARE STEMMING FROM?
>> YES, SIR. THIS IS TOTALLY ANONYMOUS, NUMBER ONE.
WE ALSO ARE DOING THE SAME SURVEY, LIKE WE DID LAST YEAR, WE DID THIS YEAR, WE'RE GOING TO DO IT AGAIN IN THE SPRING, AND WE'LL KEEP DOING THAT SO YOU'LL GET TO SEE SOME GOOD COMPARISONS.
THE ANSWER TO YOUR OTHER QUESTION ABOUT GEOGRAPHICALLY, WE HAD THREE TIMES AS MANY SLIDES BECAUSE WE ALSO HAD IT BROKEN DOWN BY DIVISION.
IF YOU DON'T HAVE THAT DATA, YOU CAN WILL SEND IT TO YOU.
I THINK YOU MAY ALREADY HAVE IT, BUT YOU LOOK ACROSS DIVISIONS IS VERY SIMILAR.
NOW, IN THIS CASE, TOO, SINCE THEY'RE ALL HIGH, AGAIN, YOU WOULD EXPECT THAT ACROSS THE DISTRICT, IT'S GOING TO BE FAIRLY.[OVERLAPPING]
>> YEAH. THIS WOULD BE THE ONLY AREA WHERE.
>>THIS ONE HERE. MAYBE THERE'S ONE DISTRICT.
>> ONE PART OF THE DIVISION WHERE THEY'RE SAYING, WE'RE NOT GETTING COMMUNICATION OR WHATEVER.
>> I DON'T THINK THERE'S A BIG DIFFERENCE, BUT IT'S IN THE DATA.
WE'LL JUST MAKE SURE YOU GET IT.
>> LET ME HAVE TO ASK YOU A QUICK QUESTION, FOLLOW UP ON THAT.
>> WHEN YOU SEE DATA LIKE THIS AND CLEARLY VERY HIGH NUMBERS OVERALL, BUT CLEARLY THE ASSISTED PRINCIPALS ARE FEELING A LITTLE LESS COMMUNICATED TO EVEN THOUGH IT'S UP FROM LAST YEAR, CLEARLY, AND THE NUMBERS ARE PRETTY HIGH ON A RELATIVE BASIS TO EVEN CORPORATE AMERICA.
WHAT DO YOU THINKING ABOUT IN TERMS OF HOW TO MOVE THOSE NUMBERS HIGHER?
>> YES. ONE OF THE THINGS ABOUT ANY LARGE DISTRICT IS THE AMOUNT OF IMPACT A CENTRAL OFFICE TEAM CAN HAVE, A SUPERINTENDENT AND THE CHIEFS.
THAT'S WHY YOU HAVE TO HAVE A GOOD PROCESS FOR PUSHING THAT INFORMATION, THE COMMUNICATIONS AND THE TRAINING DOWN TO THE CLASSROOM LEVEL.
THE FURTHER REMOVED FROM CENTRAL OFFICE, THE MORE VARIABLE THE IMPLEMENTATION GETS AND THE LEADERSHIP FRANKLY.
LAST YEAR, I STARTED TO TRAIN AND THE SCHOOL'S OFFICE STARTED TO TRAIN EIGHT ASSISTANT PRINCIPALS DURING THE YEAR.
THE WAY WE DO IT HERE AND THE REASON WHY YOU HAVE SUCH GOOD SOLID IMPLEMENTATION, AND EVERYBODY ON THE SAME PAGE IS WE TRAIN EXECUTIVE DIRECTORS EVERY WEEK.
THEN THE EXECUTIVE DIRECTORS TRAIN PRINCIPALS.
WE TRAIN PRINCIPALS EVERY MONTH, AND THE PRINCIPALS ARE COACHING TEACHERS DAILY.
BUT THE FORMAL TRAINING DOESN'T HAPPEN AT THE ASSISTANT PRINCIPAL LEVEL EXCEPT DURING OUR PROFESSIONAL DEVELOPMENT DAYS, WHICH ARE ALMOST ONCE A MONTH, NOT EVERY MONTH BUT ALMOST ONCE A MONTH.
THAT'S WHEN THE FORMAL TRAINING OF APS HAPPEN.
AS A RESULT, PARTLY OF THIS, BUT PARTLY BECAUSE WE KNOW THAT ALL OF OUR APS ARE NOT AS STRONG INSTRUCTIONALLY, AND THAT BY THE WAY, IS A REQUIREMENT HERE IN THIS DISTRICT, THAT OUR APS BE INSTRUCTIONAL LEADERS ALSO, WHICH IS HARDLY ANYWHERE ELSE IN ANY OTHER DISTRICT.
BUT APS ARE INSTRUCTIONAL LEADERS.
CHIEF MASSEY AND THE SCHOOLS TEAM HAVE STARTED TO TRAIN APS MONTHLY AS WELL.
WE JUST KEEP WORKING ON OUR PRINCIPALS TO TRAIN APS AND TEACHERS, AND THAT'S WHY YOU SEE A LITTLE BIT OF VARIABILITY, BUT REALLY THAT'S STILL A REALLY GOOD NUMBER. YES, MA'AM.
>> I ASSUME THAT THIS SURVEY ISN'T THE METRIC, BUT SOMETHING I'M WONDERING ABOUT, IS YEARS OF SERVICE WITH SAY, WITH OUR APS, ARE THESE VETERANS THAT ARE LIKE WHO'S FEELING ON BOARD IN TERMS OF, ARE THEY PEOPLE NEW TO THE DISTRICT NEW TO LEADERSHIP OR VETERANS? IS THERE A WAY FOR ALL TO TEASE ANY OF THAT INFORMATION OUT, WHICH I ASSUME THE ANSWER IS NO BECAUSE IT'S ANONYMOUS, BUT ARE THERE OTHER WAYS TO GET THAT INFORMATION?
>> WELL, IT MAY BE ANONYMOUS, BUT I DON'T KNOW IF THERE WAS A QUESTION ON THE SURVEY THAT ASKED FOR YEARS OF EXPERIENCE.
SOMETIMES WE ASKED, ARE YOU AN AP PRINCIPAL AND TEACHER AND THEN HOW MANY YEARS OF EXPERIENCE OR BUT I DON'T KNOW IF WE ASKED THAT QUESTION.
IF WE DID, WE'LL GET THAT INFORMATION TO YOU.
[01:15:03]
THAT WOULD BE GOOD TO LOOK AT.I CAN TELL YOU RIGHT OFF THAT THOUGH MOST OF OUR APS HAVE PREDOMINANTLY FEW YEARS OF EXPERIENCE.
THERE ARE SOME APS THAT HAVE BEEN THERE LONGER BUT MOST OF THEM ARE NEW.
WE HAD THE SAME SURVEY AND THE SAME QUESTIONS FOR LAST YEAR.
AGAIN, IT'S ANONYMOUS, BUT IT'S A BIG SAMPLE SIZE WITH 8,700 TEACHERS OR SO.
YOU CAN SEE WE'RE MOVING IN THE RIGHT DIRECTION.
BY THE WAY, ON THESE SURVEYS, THE LEADERSHIP AND THE TEACHERS.
IN ALMOST EVERY CANDIDATE THERE'S A HANDFUL.
YOU SEE ALL THE NUMBER OF QUESTIONS WE IMPROVED FROM LAST YEAR.
WE'RE DEFINITELY MOVING IN THE RIGHT DIRECTION WITH REGARD TO ALL CATEGORIES, ESPECIALLY TEACHERS.
IF YOU LOOK AT THIS, WE IMPROVE FIVE POINTS.
BUT THE KEY THING HERE, I THINK IS REALLY STRONG IS THE LOW PERCENTAGE OF UNFAVORABLE, AND THE MOVEMENT INTO A LOT MORE INTO NEUTRAL.
FAVORABLE IS UP, AND THAT'S WHAT I SAID EARLIER THAT'S TWICE AS MANY FAVORABLE AS UNFAVORABLE.
DO WE HAVE SOME WORK TO DO AT A DISTRICT LEVEL? YES. BUT LOOK AT THE SCHOOL LEVEL.
MY SCHOOL IS HEADED IN THE RIGHT DIRECTION.
THAT'S A REALLY GOOD NUMBER TO, 70%, THAT'S UP 3% AND ONLY 9% UNFAVORABLE FOR THE SCHOOL, NOT HEADED IN THE RIGHT DIRECTION.
THIS IS ACROSS THE DISTRICT, NOT AT ANY ONE SCHOOL, BUT THE WHOLE DISTRICT.
MORE TEACHERS FEEL INFORMED ABOUT THE INFORMATION.
YOU CAN SEE I RECEIVE ADEQUATE COMMUNICATIONS.
AGAIN, IF YOU READ THE LITERATURE ACROSS THE COUNTRY ABOUT TEACHER SATISFACTION, USUALLY IT'S LOW AND THE MORALE IS LOW.
WE ACTUALLY ARE ONE OF THE DISTRICTS THAT ASK THESE QUESTIONS, AND WE'RE GOING TO GET TO THE MORALE QUESTION WHEN MANY OTHERS ARE NOT ASKING AS MANY QUESTIONS THESE DAYS.
ANYWAY, THE UNFAVORABLE IS LOW HERE.
MY SCHOOL LEADERS EFFECTIVELY COMMUNICATE, OVERWHELMING MAJORITY OR SUPER MAJORITY OF TEACHERS FEEL THAT SCHOOL LEADERS ARE COMMUNICATING WELL, AND ONLY 9% ONE IN TEN THINK IT'S NOT GOOD.
THEY BELIEVE IN THE COACHING AND SUPPORT.
I THOUGHT THIS WAS REALLY STRONG.
AGAIN, WE ARE PUSHING PEOPLE WITH THE NEW CURRICULUM WITH NEW SPOT OBSERVATIONS, WITH QUALITY OF INSTRUCTION, ENGAGEMENT STRATEGY, AND ALL OF THAT.
STILL, TEACHERS BELIEVE THAT THEY'RE GETTING PRETTY GOOD FEEDBACK.
WHICH MEANS THAT THE TRAINING OF THE PRINCIPALS IS WORKING AND THE PRINCIPALS ARE DOING A GOOD JOB COACHING THE TEACHERS, 78% AND ONLY 7% UNFAVORABLE.
MY SCHOOL HAS AN EFFECTIVE INSTRUCTIONAL LEADERSHIP TEAM, JUST ONE POINT HIGHER, BUT REALLY GOOD AT 79%.
THEN LOOK AT THAT THIRD ONE, THE QUALITY OF MY OWN INSTRUCTION IS IMPROVING, 81% BELIEVE THAT IS THE CASE, AND ONLY 3% SAY UNFAVORABLE.
NOW, OF COURSE, THIS IS SELF REPORTED.
BUT WE HAVE OTHER DATA, THE SPOT OBSERVATION DATA THAT SUGGESTS THAT IS ACTUALLY THE CASE.
SPOT OBSERVATION FORM IS ALIGNED WITH EFFECTIVE TEACHING PRACTICES AND STRATEGIES.
HERE WE'RE DOWN A LITTLE BIT, STILL A LOT MORE THAN THE UNFAVORABLE.
THIS SUGGESTS IS THAT WE INTRODUCE A NEW SPOT OBSERVATION FORM THIS YEAR, REVISED, NOT NEW, BUT REVISED.
MY SENSE IS THAT THIS IS PEOPLE GETTING USED TO THAT SPOT OBSERVATION FORM.
THAT THIS IS JUST SAME QUESTION JUST BROKEN DOWN A LITTLE BIT MORE CLEARLY.
I TOLD YOU THEY AGREE, AND STRONGLY AGREE AND AGREE IS WHAT WE CALL FAVORABLE.
EACH OF THESE QUESTIONS HAS A BREAKDOWN LIKE THIS, TOO.
BEHAVIOR EXPECTATIONS ARE COMMUNICATED ENFORCED AND ENFORCED ARE IMPROVING.
HOW IS STUDENT BEHAVIOR IN THE SCHOOLS? HOW DO THEY PERCEIVE THAT? THE EXPECTATIONS FOR STUDENT BEHAVIOR CLEARLY COMMUNICATED.
THE SUPERMAJORITY BELIEVE THAT'S THE CASE.
THE EXPECTATIONS FOR STUDENT BEHAVIOR CLEARLY COMMUNICATED TO FAMILIES.
THEN THIS ONE, THE RULES FOR STUDENT BEHAVIOR ARE CONSISTENTLY ENFORCED AT MY SCHOOL.
IT'S A SUPERMAJORITY, BUT STILL THAT'S
[01:20:01]
OUR LOWEST CATEGORY IN THIS STUDENT BEHAVIOR QUESTIONS.THAT SUGGESTS THAT EITHER THE LEADERSHIP TEAM ISN'T ENFORCING CONSISTENTLY OR MAYBE THAT THE TEACHERS DON'T SEE THE ACTUAL CONSEQUENCE THAT STUDENTS RECEIVE.
BUT ANYWAY, THAT'S SOMETHING TO WORK ON HERE FOR OUR DISTRICT.
TEACHER MORALE IS A QUESTION I'M PROUD THAT WE ASK.
WE DON'T RUN AWAY FROM THAT AND ACROSS THE COUNTRY, TEACHER MORALE IS LOW.
TO SEE THESE NUMBERS, I THOUGHT THIS WAS PRETTY GOOD.
I WOULD RECOMMEND THIS SCHOOL TO OTHERS TO WORK HERE, 68 IS GOOD, AND THEN YOU SEE UNFAVORABLE IS ONLY 12.
THAT'S MORE THAN FIVE TIMES, FIVE AND HALF TIMES ON FAVORABILITY RATING.
I BELIEVE I WORK IN AN ENVIRONMENT OF SUPPORT AND RESPECT.
THAT'S UP FROM LAST YEAR, 78%.
I AM SATISFIED WITH THE RECOGNITION I RECEIVE FOR DOING A GOOD JOB, A LITTLE BIT LOWER AT 65%.
THAT'S ANOTHER AREA THE PRINCIPALS AND THE STAFF HERE CAN HELP WITH.
THEN THIS QUESTION OF MORALE IS GENERALLY GOOD AT MY SCHOOL, 64% IS GOOD IF YOU LOOK AT NATIONWIDE TRENDS, BUT WHAT'S EVEN MORE IMPORTANT IS THAT ONLY 15% UNFAVORABLE.
TEACHING IS A TOUGH JOB, AND IT'S PROBABLY NEVER GOING TO GET EASIER IN THIS DAY AND AGE WHEN THERE'S SO MUCH THAT HAS TO BE DONE TO HELP OUR KIDS.
>> SORRY MY CLICKER IS JUST BOUNCING REALLY QUICK.
PROFESSION DEVELOPMENT OPPORTUNITIES HAVE HELPED ME BECOME A MORE EFFECTIVE TEACHER.
OVERALL, TWO OUT OF THREE BELIEVE THAT IS DEFINITELY THE CASE THEY'RE GETTING STRONGER.
SO WHAT, NOW WHAT? WE'VE ALREADY TAKEN SOME ACTION.
WE'RE GOING TO EXPAND THE TRAINING FOR ASSISTANT PRINCIPALS, BUT WE'RE NOT PANICKED.
WE STILL PRETTY GOOD PERCENTAGE THAT FEEL LIKE THEY'RE DOING A GOOD JOB AND BEING SUPPORTED.
WE'RE GOING TO DO THAT. WE'RE GOING TO CONTINUE TO TRAIN OUR PRINCIPALS.
WE REALLY DO FOCUS ON WHAT THEY NEED MOST.
THE KEY THING ON OUR TRAINING, OUR EXECUTIVE DIRECTORS HAVE TO BE GREAT COACHES.
IF YOU WERE TO COME TO OUR EXECUTIVE DIRECTOR TRAININGS, YOU KNOW THAT WE PLACE A HIGH BAR FOR THEM ON COACHING AND SUPPORTING PRINCIPALS.
WITH REGARD TO THE TEACHERS, WE THINK THERE ARE SOME MORE OPPORTUNITIES FOR GOOD COMMUNICATIONS.
OUR HISD NOW HELPS WITH THE PARENTS AND SOME OF THE TEACHERS TO SEE ACROSS THE DISTRICT.
BY THE WAY, WEEK BEFORE LAST, THERE WERE 268,000 VIEWS IN ONE WEEK ON HISD NOW.
THAT'S ALSO AN OPPORTUNITY FOR TEACHERS TO SEE WHAT'S GOING ON IN THE REST OF THE DISTRICT, MAYBE DON'T FEEL LIKE SO SILOED OR ISOLATED.
BUT WE CAN DO SOME MORE WITH THE COMMUNICATIONS WITH TEACHERS.
CONSIDER EXPANDING LEADERSHIP OPPORTUNITIES.
WE HAVE TEACHER LEADERSHIP ACADEMY, AND WE'VE HAD THAT FOR TWO YEARS, BUT WE PROBABLY SHOULD DO MORE OF THAT.
MAYBE IF WE CAN PLACE MORE TEACHERS IN A LEADERSHIP POSITION.
WE'RE NOT TRYING TO MAKE THEM PRINCIPALS PER SE, BUT WHAT WE ARE TRYING TO EXPAND THEIR LEADERSHIP SKILLS.
MANY OF THEM WILL GO ON TO BE PRINCIPALS.
WE ALSO HAD THE PRINCIPAL APPRENTICES.
THAT'S ANOTHER LEADERSHIP OPPORTUNITY, AND MANY TEACHERS HAVE GONE TO BE PRINCIPAL APPRENTICES. YES, SIR.
>> ON THE HISD ON THAT POINT IN THE VALUE OF COMMUNICATION, I'M A PARENT OF A COUPLE HISD STUDENTS, SO I GET PINGED ALL THE TIME WITH THE HISD NOTICES.
BUT IN A WAY, I REALLY APPRECIATE THAT.
BECAUSE I WAS ACTUALLY QUITE CONCERNED LAST WEEK AROUND THE FOOD INSECURITY ISSUE, AND THAT WAS A BIG THING THAT I WAS WRESTLING WITH PERSONALLY GIVEN ALL THE STUFF IN THE NEWS, AND HISD NOW WAS ALL OVER IT.
IT WAS PUTTING OUT INFORMATION ON FOOD DISTRIBUTION POINTS AND WE HAD PLUSSED UP THE SUNRISE CENTERS WITH ADDITIONAL RESOURCES FOR OUR STUDENTS AND THEIR FAMILIES WHO MAY BE FACING FOOD INSECURITIES, AND I GOT HIT LIKE FOUR DIFFERENT WAYS WITH IT THROUGHOUT THAT WEEK, WHICH MEANT IT WAS LIKE THIS PERSISTENT DRIP OF GOOD INFORMATION TO PARENTS.
[01:25:04]
I APPRECIATE THAT, AND I MEANT TO CALL IT OUT IN THE GOOD NEWS.BUT IT WAS NONETHELESS VERY IMPACTFUL, AND I APPRECIATE IT.
I IMAGINE A LOT OF PARENTS IN THE DISTRICT APPRECIATE IT AS WELL.
>> YES, AND IT'S CONNECTED TO PARENT SQUARE, BUT WITH REGARD TO INTERNAL COMMUNICATIONS, IT ALSO HELPS WITH THAT.
I'M ALMOST EMBARRASSED TO SAY, I'VE BEEN LOOKING AT HISD NOW MORE BECAUSE I ALSO GET IT EVERY DAY.
I WASN'T WATCHING IT EVERY DAY, BUT BECAUSE I GET PAIN EVERY DAY NOW, I'M CLICKING ON IT MORE.
I GO TO SCHOOLS ALL THE TIME, BUT IT'S HELPFUL TO SEE A LOT OF FACES AND A LOT OF PEOPLE DOING THE THINGS LIKE THE FOOD DISTRIBUTION.
YOU CAN READ IT. I KNOW ABOUT IT, BUT THEN WHEN YOU SEE THEM DISTRIBUTING IT, THAT MAKES IT REAL.
ANY OTHER QUESTIONS, SIR? YES, MA'AM.
>> THANK YOU. THE NEXT STEPS, I APPRECIATE THAT SUMMARY.
ONE THING THAT IT MAKES ME WONDER IS, IF YOU COULD REMIND ME, WHAT ARE THE WAYS THAT TEACHERS CAN PROVIDE FEEDBACK AROUND THINGS THAT THEY DO NEED OR WOULD APPRECIATE ASIDE FROM THE SURVEY ITSELF AND SOME OF THE TEACHER ACADEMIES AND THINGS LIKE THAT? YOU COULD REMIND ME THAT PLEASE.
>> THE BIGGEST THING TEACHERS CAN DO.
ONE, THEY CAN ALWAYS PROVIDE FEEDBACK TO THE PRINCIPAL.
SECOND, WE HAVE A TES COORDINATOR.
I FORGET THE TITLE, BUT TEACHER LEAD IN EVERY BUILDING, SO THEY CAN TALK ABOUT THE EVALUATION THROUGH THAT PERSON.
THEN THEY CAN ALSO CONTACT A TEACHER ADVISORY COMMITTEE MEMBER.
APART FROM GOING ON THE WEBSITE OR GOING ON THEIR SCHOOL'S WEBSITE, A TEACHER ADVISOR COMMITTEE MEMBER, WE MEET ONCE A MONTH, AND I'M AT ALMOST ALL OF THEM AND THE ONES THAT I MISS SANDY MASSEY, THE CHIEF OF SCHOOLS IS THERE, AND THE CHIEF OF STAFF IS THERE, AND WE GET QUESTIONS AND WE GATHER THE QUESTIONS UP AND THEN WE RESPOND TO THEM.
IF WE DON'T HAVE TIME IN PERSON, WE RESPOND IN WRITING.
THE SAME THING WITH THE PRINCIPAL ADVISORY COMMITTEE.
BUT MOST OF THE CHALLENGES THAT A TEACHER HAVE WILL BE AT THE SCHOOL LEVEL.
WE ENCOURAGE THAT, YES, THEY CAN GO TO THE REPS, BUT THEY CAN ALSO JUST GO TO THE PRINCIPAL TO GET PROBLEMS RESOLVED.
WE NEGLECTED TO THANK SUPERINTENDENT MILES AND BOARD MEMBER GORE FOR THEIR SERVICE, BOTH GRADUATES OF WEST POINT, AND VETERANS WHO SERVED US VERY HONORABLY.
THANK YOU FOR THAT. I THINK THAT'S VERY IMPORTANT [OVERLAPPING].
>> FOR US TO RECOGNIZE [INAUDIBLE] [APPLAUSE].
SUPERINTENDENT, I WORKED AT JP MORGAN CHASE FOR 36 YEARS.
IT'S THE LARGEST BANK IN THE COUNTRY.
TODAY, OVER 300,000 EMPLOYEES.
I'M RETIRED. WE DID AN EMPLOYEE SURVEY EVERY YEAR.
FIRST, THE RESPONSE RATE IS RIDICULOUSLY HIGH RELATIVE TO WHAT I SAW IN AN ORGANIZATION WHERE FRANKLY, IN THE PRIVATE SECTOR, EMPLOYES LOVE TO GET FEEDBACK.
BUT A RESPONSE RATE AT THIS LEVEL, AT LEAST FROM MY EXPERIENCE IS UNHEARD OF.
GENERALLY SPEAKING, THE FEEDBACK IS MUCH MORE POSITIVE THAN I WOULD HAVE SEEN BECAUSE THAT'S AN OPPORTUNITY IN A LARGE ORGANIZATION TO ANONYMOUSLY, IF YOU WILL, GIVE FEEDBACK ABOUT YOUR BOSS AND YOUR BOSS'S BOSS AND EVERYBODY UP, SO YOU GENERALLY EXPECT SOME NEGATIVE FEEDBACK, BUT GENERALLY SPEAKING, I THINK THIS IS A REALLY GOOD OUTCOME, AND I'M PROUD OF THAT.
I DO THINK THOUGH AS A SUPERVISOR AS A BOSS, I WAS FOR MANY YEARS, MY BOSS HELD ME ACCOUNTABLE FOR WHAT WAS COMING BACK TO ME ABOUT THE GROUP THAT I WAS MANAGING.
WHETHER IT BE 100 PEOPLE, 200 PEOPLE DIDN'T MAKE A DIFFERENCE.
YOU USE THAT AS A WAY TO, IN GENERAL, SAY, TALK ABOUT MORALE, TALK ABOUT WHETHER MY BOSS IS GIVING ME A POSITIVE FEEDBACK, WHETHER I'M GETTING THE RESOURCES I NEED, AND SO ON AND SO FORTH.
THAT THEN INFORMS THE WAY IN WHICH YOU CAN CHANGE.
I THINK ALL HIGH PERFORMANCE CULTURES REQUIRE THIS INFORMATION AND THEN REQUIRES YOU AND YOUR TEAM TO RESPOND TO THAT, NOT JUST TO USE THE NUMBERS IN THIS FORM, BUT ALSO TO USE IT IN A WAY TO MAKE SURE THAT NEXT YEAR THERE ARE MORE PLUSES.
IT LOOKS TO ME LIKE ON THESE NEXT STEPS, AND I WOULD CONTINUE TO WORK ON THESE NEXT STEPS TO MAKE SURE THAT THERE IS REAL TEETH IN THEM TO MAKE SURE THAT WHERE THERE IS A GAP THAT YOU'RE THINKING NEEDS TO BE IMPROVED ON, YOU'RE ASKING YOUR MANAGEMENT TEAM TO ENFORCE THAT AND USE THIS INFORMATION FOR THAT VALUE.
[01:30:04]
>> I THINK THAT'S A GREAT OBSERVATION.
WHAT STRIKES ME IS I KNOW WE HAVE A COUPLE INDICATORS OF SUCCESS ON OUR ACTION PLAN RELATED TO THE CLIMATE SURVEY.
FOR MY OWN EVALUATION, YOU KNOW THAT I HAVE THE CORE TEAM AND THE DEPUTY CHIEFS WHO EVALUATE ME AND I GET FEEDBACK THAT WAY ANONYMOUSLY, AND IT'S ACTUALLY PART OF MY EVALUATION.
FOR OUR PRINCIPALS, WE DON'T HAVE IT YET, BUT PART OF THEIR EVALUATION IS A CLIMATE SURVEY.
FROM THE TEACHERS. YOU'LL GET SOME DATA AROUND THIS THAT THE TEACHERS VOLUNTEERED, AND I THINK IT WAS LIKE 8,000 OF THEM VOLUNTEERED TO HAVE STUDENT SURVEY DATA.
QUESTIONS ABOUT HOW THEY FEEL ABOUT THE CLASSROOM ENVIRONMENT AND SAFETY AND WHETHER THE TEACHER CARES ABOUT THEM, RIGOR OF THE ASSIGNMENTS AND THINGS LIKE THAT.
WHICH I THOUGHT WAS REALLY GOOD.
IT'S NOT COUNTED IN THEIR EVALUATION, EXCEPT IF YOU GO THROUGH A DISTINGUISHED TEACHER REVIEW, YOU COULD GET EXTRA POINTS.
IT DOESN'T HURT YOU, BUT YOU CAN GET EXTRA POINTS FROM YOUR EVALUATION.
BUT THE NOTION THAT YOU'RE TALKING ABOUT BEING HELD ACCOUNTABLE FOR INPUT OR FEEDBACK AND IMPROVING IT.
WE HAD BASELINE DATA LAST YEAR.
WE GOT A WAYS TO GO, ESPECIALLY WITH THE TEACHING CORE.
BUT I THINK YOU CAN SEE THAT WE'RE MOVING IN THE RIGHT DIRECTION.
GIVEN ALL THE CHANGES THAT WE'VE PUT IN PLACE, I THINK THAT'S A GOOD DIRECTION.
>> THANK YOU. IF WE COULD GO BACK TO THE SLIDE THAT WAS DISTRICT VERSUS SCHOOL AND THEY HAD THE HIGHER SCHOOL PRIDE THAN DISTRICT ASSOCIATION.
IT WAS ONE OF THE EARLY SLIDES.
>> GOODNESS. I THINK IT WAS TEACHERS.
IT WAS THE TEACHERS AND IT WAS DISTRICT ON TOP AND THEN THE SCHOOL.
>> THAT'S TEACHERS. I GOT YOU.
ONE OF THE THINGS THAT I THINK IS REALLY POSITIVE IS THE TEACHERS WORK IN SCHOOLS AND THEY FEEL GOOD ABOUT THE DIRECTION OF THE SCHOOL.
ONE OF THE THINGS THAT I SEE THROUGHOUT THIS THAT IS INTERESTING IN A QUANDARY THAT I HOPE THAT YOU GUYS RUMINATE ON IS THAT THE TEACHERS ARE WHERE THEY WORK, FEELING ON BOARD, BUT THAT THERE IS A DISCONNECT BETWEEN FEELING GOOD ABOUT THE SCHOOL THEN FEELING GOOD ABOUT THE DISTRICT.
I THINK FOR LOTS OF REASONS, BUT I THINK WE DO NEED TO GRAPPLE WITH HOW TO MAKE THAT CONNECTION MORE SEAMLESS.
BECAUSE I LOOK AT THAT, AND THEN I LOOK AT THE TEACHERS SAY, I'M GROWING AS AN EDUCATOR.
MY PRINCIPAL IS A GOOD INSTRUCTIONAL COACH.
ALL OF THE MEAT AND POTATOES, HARD THINGS.
EVERYONE IS CLEARLY ON BOARD BUT THEN THE GOOD FEELING FROM ALL THAT ALIGNMENT, I THINK WE CAN EXPAND UPON THAT.
BUT OF COURSE, WE WANT TO LOOK AT, WELL, HOW DO WE MOVE MORE? IT IS INTERESTING AND CHALLENGING THAT IN THE REAL THINGS AND IN THE HARD THINGS, THERE SEEMED TO BE SUCH AN ALIGNMENT, BUT IN THE PART WHERE THEY CAN SHARE THIS GOOD FEELING AND THAT'S AGAIN, WHAT WE SEE IN THE MORALE.
HOW DO WE, AS A DISTRICT, A LEADERSHIP TEAM, BUT ALSO A COMMUNITY, ALLOW OUR TEACHERS TO FEEL GOOD ABOUT THE WORK THAT THEY DO AND THAT THAT GOES BEYOND JUST THE CLASSROOM OR THE SCHOOL IS I THINK, EXISTENTIAL THING.
IT'S GREAT INFORMATION, AND THE HARD THINGS WE'RE GETTING RIGHT.
I WANT ALL OF US TO BE ABLE TO FEEL LIKE WE ARE ONE COMMUNITY AND FEEL GOOD ABOUT THE SUCCESSES HERE.
RIGHT NOW THAT THERE SEEMS TO BE A GREAT TENSION TO THAT.
>> YES, I THINK THAT'S A GREAT QUESTION.
FIRST OF ALL, I THINK THAT THE DISTRICT IS MOVING IN THE RIGHT DIRECTION.
PART OF THIS WILL BE COMMUNICATION.
PART OF IT IS WE LIVE IN A LARGER CONTEXT AND SO THIS FOLLOWS SIMILAR DATA AND SURVEYS WHEN A PERSON IS ASKED ABOUT THEIR REPRESENTATIVE.
IT'S ONE THING, AND THEN WHEN YOU'RE ASKED ABOUT CONGRESS, IT'S ANOTHER.
THAT'S A PHENOMENA THAT HAPPENS EVEN IN DISTRICTS.
[01:35:02]
YOU ASK ABOUT YOUR SCHOOL, AND THEN YOU ASK ABOUT THE DISTRICT, IT'S ANOTHER THING.IT'S NOT CRAZY, IT'S NOT THAT UNUSUAL.
MY GOAL THOUGH IS TO INCREASE THAT FAVORABLE NUMBER IN THE DISTRICT, AND I THINK PART OF THAT COMES THROUGH COMMUNICATION.
THAT'S WHAT I WAS SAYING ABOUT HISD NOW.
THE TEACHER HEARS ALL THE STUFF ABOUT WHAT'S GOING ON.
BUT THEY SEE WHAT'S HAPPENING IN THEIR SCHOOL AND THEIR BEST CONNECTION WITH THE PRINCIPAL.
I'VE SAID ALL ALONG, THAT THE DISTRICT IS TOO FAR REMOVED AND AS MUCH AS OTHER PEOPLE WANT TO SAY IT'S ALL ABOUT ONE PERSON OR THE BOARD OR WHATEVER, MOST TEACHERS ARE FOCUSED ON THEIR SCHOOL AND THEIR CLASSROOM.
MOST STUDENTS ARE FOCUSED ON THEIR TEACHER AND THE PRINCIPAL, AND MOST PARENTS ARE FOCUSED ON THEIR KIDS, TEACHERS AND THE PRINCIPAL.
I THINK WE CAN STILL DO A BETTER JOB WITH COMMUNICATION, TRYING TO GET THE TEACHERS TO FEEL LIKE THEY'RE NOT ALONE IN THIS, THAT THEIR SCHOOLS AND CAN CELEBRATE OTHER SCHOOLS AROUND THEM AND THE TEACHERS CAN CELEBRATE THE OTHER TEACHERS WHO ARE IN THIS JOURNEY WITH THEM.
THAT'S WHAT WE HAVE TO TRY TO DO.
>> GREAT. WELL, THANK YOU FOR THAT PRESENTATION, SUPERINTENDENT MILES.
OUR NEXT ITEM IS THE DISCUSSION OF
[DISCUSSION AND REPORT ITEMS]
THE UPDATE OF THE ANNUAL REPORT OF THE AUDIT COMMITTEE.I'M GOING TO TURN THAT DISCUSSION OVER TO MS. GARZA LINDNER.
>> THANK YOU AGAIN. SPEAKING A LOT TONIGHT.
THE AUDIT COMMITTEE MET JUST THIS TUESDAY.
FOR A PRESENTATION FROM OUR EXTERNAL AUDIT FIRM WEAVER AND TIDWELL, THEY PROVIDED THE FIRST DRAFT OF THEIR FISCAL YEAR 2025 FINANCIAL AUDIT DATE.
THEY NOTED IT WILL BE RELEASED LATE.
FIRST, THE TEA, THE TEXAS EDUCATION AGENCY IS UPDATING ITS AUDIT APPLICATION SYSTEM.
FOR SCHOOL DISTRICTS TO SUBMIT AND UPLOAD ANNUAL AUDIT FINANCIAL INFORMATION.
THAT'S ONE REASON, AND THE OTHER IS A DELAY IN THE RELEASE OF THE 2025 OFFICE OF MANAGEMENT AND BUDGET OMB COMPLIANCE SUPPLEMENT.
THAT WILL BE COMING BUT DELAYED.
SECOND, THE DISTRICT'S OUTSOURCED INTERNAL AUDIT FIRM, RSM, HAS PROVIDED A STATUS UPDATE ON OUR FISCAL YEAR 2024/2025 AND FISCAL YEAR 25/26 INTERNAL AUDIT PLANS.
REGARDING LAST YEAR'S PLAN, ALL DRAFT REPORTS ARE COMPLETED, EXCEPT FOR TWO IT PROJECTS, THOSE HAVE BEEN MOVED TO THE CURRENT YEARS PLAN.
RSM ALSO PRESENTED ITS DRAFT REPORT ON PURCHASING SERVICES, COMPETITIVE PROCUREMENT.
THERE WERE NO OBSERVATIONS TO REPORT AND ONLY ONE PROCESS IMPROVEMENT RECOMMENDATION.
I'LL JUST ALSO NOTE THAT WAS A JUST REALLY IMPRESSIVE FOR THE PURCHASING SERVICES TEAM.
WE'VE RECEIVED A NUMBER OF AUDIT REPORTS THROUGH THIS WORK.
SOMEONE WILL PROBABLY CATCH ME BEING WRONG, BUT I THINK THIS WAS THE ONLY ONE WITH NO OBSERVATIONS TO REPORT AT ALL.
REALLY IMPRESSED WITH THE TIGHT WORK OF THE PURCHASING SERVICE TEAM.
I WANT TO AGAIN, THANK THEM FOR THEIR HARD WORK.
IN ADDITION TO THAT, PROJECTS FOR THE CURRENT YEAR INCLUDE MAINTENANCE AND REPAIRS, EMPLOYEE SELECTION AND ON-BOARDING, AND THE PROCARD PROGRAM.
ALL THOSE DOCUMENTS RELATED TO THIS WORK OF THE BOARD'S AUDIT COMMITTEE CAN BE FOUND ON THE HISD WEBSITE AT THE BOARD AND GOVERNANCE HEADING UNDER BOARD COMMITTEES.
>> GREAT. WELL, THANK YOU. I WANT TO MAKE ONE POINT ON THE 2025 DELAY OR THE OFFICE OF MANAGEMENT BUDGET WAS A DIRECT RESULT OF THE GOVERNMENT SHUTDOWN.
THAT DOCUMENTS CAN BE FORTHCOMING, BUT THE AUDITORS COULDN'T DO THEIR WORK BECAUSE THEY DIDN'T HAVE THE INFORMATION THAT WAS SUPPOSED TO COME OUT DURING THE SHUTDOWN.
MY UNDERSTANDING IT'S GOING TO BE OUT NEXT WEEK AND THEY WILL HAVE THAT AND THEN COMPLETE THEIR AUDIT THAT PIECE, SO WE'LL BRING THAT BACK TO THE BOARD IN DECEMBER ONCE THAT'S COMPLETED.
GREAT NEWS, ANY OTHER QUESTIONS FROM BOARD MEMBERS? GREAT.
>> NOW WE'LL DISCUSS THE PROPOSED CHANGES TO THE GOAL PROGRESS MEASURES AND THE LONE STAR GOVERNANCE MONITORING CALENDAR.
THESE WILL BE ADDRESSED IN AGENDA ITEMS 2, 03, AND 4 TO BE VOTED ON LATER IN THE MEETING.
SUPERINTENDENT MILES, YOU HAVE THE FLOOR?
>> YES, SIR. I'M GOING TO INVITE ALLISON LEVEKI TO THE MIC, PLEASE AND WHOEVER IS SUPPORTING HER CREER TECH ED. THERE YOU GO.
[01:40:07]
>> GREAT. GOOD EVENING, SUPERINTENDENT MILES, PRESIDENT CAMPO AND MEMBERS OF THE BOARD.
I'M HERE TO SPEAK WITH YOU TONIGHT ABOUT SOME PROPOSED CHANGES FOR BOARD REPORTING AFFECTING THE 25/26 SCHOOL YEAR.
I'D LIKE TO BEGIN BY FIRST TALKING ABOUT HOW WE MEASURE STUDENT OUTCOMES IN HISD.
OUR OVERALL GOALS ARE FOCUSED ON ACHIEVEMENT, WHICH ARE TIED TO BOTH STAR AND COLLEGE AND CAREER AND MILITARY READINESS.
THESE GOALS CAN BE MEASURED ONCE PER YEAR, AND ARE ESSENTIAL WHEN WE'RE TALKING ABOUT MEASURING PERFORMANCE YEAR OVER YEAR.
HOWEVER, BECAUSE THEY'RE ONLY MEASURED ONE TIME PER YEAR, IT'S CRITICAL THAT WE FIND AN ADDITIONAL ASSESSMENT TO MEASURE OUR PROGRESS ALONG THE WAY TOWARDS MEETING THESE GOALS.
ELEVEN OF OUR 14 GOAL PROGRESS MEASURES ARE TIED TO NWEA MAP, WHICH IS AN ASSESSMENT GIVEN THREE TIMES PER YEAR THAT GIVES THE DISTRICT INFORMATION ABOUT HOW STUDENTS ARE PERFORMING IN BOTH READING AND MATH IN BOTH ACHIEVEMENT AND GROWTH.
ROUTINELY, APPROXIMATELY EVERY FIVE YEARS, THE NWEA UPDATES BOTH THE REPORTING AND THE ASSESSMENT TO ENSURE THAT THEIR DATA IS BOTH ACCURATE AND RELEVANT.
IN JUNE OF 2025, MAP MADE THREE IMPORTANT CHANGES THAT MAKE OUR YEAR OVER YEAR DATA NOT COMPARABLE.
WE CURRENTLY HAVE 9 OF OUR 11 MAP METRICS OR 9 OF OUR 14 OVERALL METRICS, WRITTEN IN THE FORMAT THAT YOU SEE IN THE BOX ON THE LEFT, WHICH IS THE PERCENTAGE OF STUDENTS PROJECTED TO MEET ON THE STAR TEST.
THIS IS ONE OF THE METRICS THAT IS MOST DIFFICULT TO COMPARE YEAR OVER YEAR GIVEN THESE CHANGES.
THE ADMINISTRATION IS PROPOSING MOVING OUR METRICS TO THE PERCENTAGE OF STUDENTS WHO MEET THEIR EXPECTED GROWTH TARGET AS IS WRITTEN ON THE RIGHT.
THE DISTRICT BELIEVES THAT IF WE ARE TRACKING HOW STUDENTS ARE GROWING WITHIN ONE YEAR, THIS LEADS TO IMPROVED OUTCOMES ON THOSE ONCE PER YEAR ASSESSMENTS.
WHEN WE SELECTED A NEW METRIC, IT WAS IMPORTANT THAT WE ALSO CONSIDERED A RIGOROUS TARGET.
ACCORDING TO NWEA MAP, 50% OF STUDENTS WILL MEET THEIR EXPECTED GROWTH.
GIVEN THE DISTRICT'S DESIRE TO GROW BEYOND NATIONAL EXPECTATIONS, WE FEEL THAT 55% IS A RIGOROUS TARGET.
ADDITIONALLY, THE TEXAS EDUCATION AGENCY USES 55% AS A BENCHMARK FOR STUDENT GROWTH IN ORDER TO RECOGNIZE EFFECTIVE TEACHERS IN THEIR TEACHER INCENTIVE ALLOTMENT PROGRAM.
AS I MENTIONED, WE HAVE A SIGNIFICANT NUMBER OF OUR GPMS THAT ARE AFFECTED BY THESE CHANGES SEEN HERE IN RED.
ADDITIONALLY, WE HAVE SOME CHANGES TO BRING TO THE BOARD TONIGHT RELATED TO RESETTING TARGETS IN GOAL PROGRESS MEASURE 3.2 UNRELATED TO MAP THAT WE'LL DISCUSS AT THE END OF THIS PRESENTATION.
HERE YOU CAN SEE A DETAILED VIEW OF HOW THESE CHANGES WOULD LOOK AND THESE INCLUDE BOTH THE REVISED METRIC AND THE REVISED TARGET OF 55%.
FOR GOAL 1, WHICH IS AROUND THIRD GRADE STUDENTS READING DATA, ALL THREE OF THE GOAL PROGRESS MEASURES ARE AFFECTED BY THESE CHANGES.
IN GOAL 2, ALL THREE OF THE GOAL PROGRESS MEASURES, WHICH IS THIRD GRADE MATH.
GOAL 2 IS THIRD GRADE MATH, AND ALL THREE OF THOSE GOAL PROGRESS MEASURES ARE ALSO AFFECTED BY THESE CHANGES.
IN GOAL 3, WE HAVE FIVE GOAL PROGRESS MEASURES.
HOWEVER, GOAL 3.4 AND 3.5 ARE THE ONLY TWO THAT ARE TIED TO NWEA MAP SO THOSE ARE THE ONLY TWO THAT WE ARE PROPOSING CHANGES TO TONIGHT.
LASTLY, GOAL 4, WE ALREADY HAD 4.1 AND 4.2, WHICH WE'RE ALREADY MEASURING THE PERCENTAGE OF STUDENTS THAT MET EXPECTED GROWTH SO WE ARE PROPOSING THAT THOSE REMAIN THE SAME, AND THEN WE WOULD REMOVE GOAL PROGRESS MEASURE 4.3 BECAUSE WE ARE ALREADY MEASURING GROWTH IN 4.1 AND 4.2. YES.
[01:45:01]
WHILE IT'S NOT THE FORMAL GOAL PROGRESS MEASURES, THE PRINCIPALS AND THE TEACHERS ARE ALREADY USED TO MET EXPECTED GROWTH.WE LOOK AT PROJECTED MEATS, AND WE LOOK AT PERCENTILE.
THE MET EXPECTED GROWTH WILL NOT BE ANYTHING NEW TO THEM, 55 IS WHEN WE GO TO SCHOOLS AND WHEN WE TALK TO PRINCIPALS, WE ASK THEM, WHERE THEIR TARGET IS, WE LOOK FOR THAT, AND WE LOOK FOR AT LEAST 55, BECAUSE WE KNOW, AGAIN, LIKE MS. LAVEKI SAID, THAT IT'S WELL ABOVE THE NATIONAL NORM.
>> THESE CHANGES WILL HAVE A SMALL IMPACT ON OUR REPORTING CALENDAR, SEEN ONLY IN DECEMBER NEXT MONTH.
TYPICALLY, WE REPORT ON SPECIAL EDUCATION DATA, AND SO WE DO PLAN TO PROVIDE A PRESENTATION FOR YOU WITH ALTERNATIVE DATA IN DECEMBER.
HOWEVER, GROWTH DATA, WHICH IS WHAT WE'RE DISCUSSING OUR NEW METRICS TO BE, WOULD NOT BE AVAILABLE YET IN DECEMBER.
WE PLAN ON USING THIS YEAR AS A BASELINE YEAR AND COLLECTING DATA AROUND ACHIEVEMENT AND GROWTH AND PRESENTING ALL OF THE DATA TO THE BOARD AT THE CONCLUSION OF THE SCHOOL YEAR AND AUGUST OF 2026 TO REVISIT THE BOARD'S DESIRE TO EITHER KEEP THESE METRICS OR RETURN TO THE ORIGINAL SET OF METRICS FOR FUTURE SCHOOL YEARS.
AT THIS TIME OF YEAR, WE TYPICALLY ARE TELLING YOU ABOUT HOW OUR STUDENTS ARE ACHIEVING AT BEGINNING OF YEAR.
WE WANTED TO SHOW YOU HOW OUR STUDENTS ARE PERFORMING BEGINNING OF YEAR THIS YEAR, COMPARATIVELY LOOKING BACKWARDS WHEN WE TALK ABOUT RANKING STUDENTS COMPARED TO THEIR NATIONAL PEERS.
WHEN WE TALK ABOUT ACHIEVEMENT PERCENTILE, THIS IS NOT AFFECTED BY THESE CHANGES BECAUSE WE ARE RANKING STUDENTS AMONG ALL THE STUDENTS IN THE GROUP, EXPERIENCED THE CHANGES IN THE SAME WAY.
HERE YOU CAN SEE IN READING, WE'VE EXPERIENCED GROWTH ACROSS ALL GRADE LEVELS IN OUR ACHIEVEMENT PERCENTILE.
>> BUT IF I MAY, MR. PRESIDENT.
AGAIN, I'VE SAID IT AT THE LAST GOAL PROGRESS MEASURE PRESENTATION, BUT TO SEE THIS IMPROVEMENT IN EVERY SINGLE GRADE, AND WE'RE SPOILING YOU BECAUSE THIS DOESN'T HAPPEN IN MOST DISTRICTS ALL THE TIME AND SO IT'S PRETTY AMAZING THAT OUR STUDENTS IN EVERY SINGLE GRADE IS MOVING FORWARD ABOVE THEIR PEERS IN THE NWEA ASSESSMENTS.
I THINK ABOUT IS IT 10 MILLION KIDS TAKE THIS ASSESSMENT, DO YOU KNOW? IT'S SOMEWHERE AROUND THERE.
IT'S A GOOD SAMPLE SIZE ACROSS THE COUNTRY.
>> NOTICING HERE WE'RE TALKING MEDIAN ACHIEVEMENTS, SO THE NATIONAL MEDIAN WOULD BE 50.
A LARGE NUMBER OF THESE SCORES ARE OVER 50, AND THEN ADDITIONALLY, THEY GROW YEAR OVER YEAR.
AGAIN, THIS IS READING DATA, AND WE SEE A SIMILAR TREND HERE WHEN WE LOOK AT MATH ACHIEVEMENT PERCENTILES YEAR OVER YEAR, WE ARE SEEING CONTINUOUS GROWTH ACROSS MOST GRADE LEVELS HERE.
WE DO HAVE MORE SLIDES TO TALK ABOUT FOR OUR CCMR RELATED GOAL, BUT I WANTED TO PAUSE IF BOARD MEMBERS HAD ANY QUESTIONS ON THIS PORTION.
>> ANY QUESTION BOARDERS? I KNOW THERE'S. I'VE BEEN A LOT OF DISCUSSION ABOUT THIS IN SMALL BINS.
>> IF YOU CAN GO BACK TO THE SLIDE WITH GPM, GOAL 4.
CLARIFICATION HERE BECAUSE I THINK THERE WAS SOME I HAD A BIT OF CONCERN OR MISUNDERSTANDING AROUND THE THIRD GRADE SPED TRACKING THAT WE WERE DOING HERE.
WE SAY NO CHANGE TO 4.1 AND 4.2 AND THEN RECOMMENDING TEMPORARY REMOVAL OF 4.3.
I JUST WANT TO HIGHLIGHTING HERE THAT THAT 4.1 AND 4.2 COVER PERCENTAGE OF 4TH THROUGH 8TH GRADE STUDENTS, BUT 4.3 IS GRADES 3-8 AND SO JUST THAT HIGHLIGHTED A CONCERN FOR ME ABOUT WHAT ABOUT TRACKING OUR SPED STUDENTS IN 3RD GRADE? WHAT WOULD THIS MEAN BY TEMPORARILY DOING THIS?
YES, BECAUSE 4.1 AND 4.2, WE'RE LOOKING AT GROWTH TO BEST ALIGN WITH THE TOP LINE GOAL, WHICH IF YOU NOTICE, THE OVERALL GOAL IS WRITTEN AS 4-8, THAT'S WHY WE ORIGINALLY DESIGNED 4.1 AND 4.2 WITH THOSE GRADE BANDS, 4.3 IS AN ACHIEVEMENT BASED GOAL, SO WE FELT THAT THAT WOULD BE SETTING THIRD GRADERS UP FOR SUCCESS AS THEY GO INTO 4TH GRADE.
THIRD GRADE STUDENT GROWTH IS ALREADY BEING MONITORED
[01:50:02]
IN READING IN GOAL 1 AND IN MATH AND GOAL 2.ALTHOUGH WE'RE NOT CALLING SPECIAL EDUCATION STUDENTS OUT IN A SPECIFIC GPM FOR THIS SCHOOL YEAR, WE ALWAYS PROVIDE A SPECIAL EDUCATION STUDENT BREAKOUT IN GOAL 1 AND GOAL 2 SO YOU WOULD BE ABLE TO SEE SPECIAL EDUCATION STUDENT GROWTH IN THOSE GOALS.
>> I WAS GOING TO SAY AND ON TOP OF THAT, THEN THE SCHOOLS ARE ALREADY USING THIS LEVEL OF DATA.
>> THAT THE SCHOOL LEVEL TO ANALYZE HOW THEIR STUDENTS ARE DOING SO. THANK YOU.
>> THE SECOND CHANGE THAT WE ARE BRINGING TO THE BOARD TONIGHT, I HAVE THE THE SUPERINTENDENT CLICKER PROBLEM.
COME ON. WE ARE PROPOSING, WE ARE HERE TO CELEBRATE THAT IN GPM 3.2, OUR STUDENTS ACTUALLY EXCEEDED THE LONG TERM GOAL FOR THIS GPM.
AS YOU CAN SEE, THE LONG TERM GOAL WAS SET FOR 49, AND OUR STUDENTS ACHIEVED 51% OF OUR 10TH, 11TH, AND 12TH GRADE STUDENTS WHO ARE ON TRACK TO ACHIEVE CTE COMPLETER STATUS.
THEREFORE, IN ORDER TO MAINTAIN A RIGOROUS EXPECTATION FOR ALL STUDENTS HERE IN HISD, IT IS IMPORTANT THAT WE RESET THESE TARGETS AND CONTINUE TO CHALLENGE OURSELVES TO IMPROVE STUDENT OUTCOMES.
WE ARE PROPOSING TO KEEP THIS METRIC THE SAME OVER TIME AND SIMPLY REVISE THE LONG TERM TARGET.
THE WAY THAT WE DEVELOPED THIS TARGET IS WE LOOKED AT STUDENTS CURRENTLY SITTING IN OUR CLASSROOMS, WHICH IS OUR BOY BAR ON THIS CHART.
WE HAVE 41% OF STUDENTS IN OUR CLASSROOMS RIGHT NOW ON TRACK TO MEET THIS METRIC AND THAT LED US TO SET A PROPOSED TARGET FOR THIS YEAR OF 45 NEXT YEAR, 49 AND THE LONG TERM TARGET BEING 53.
AGAIN, WE BELIEVE THAT THIS RIGOROUS TARGET SETS EXPECTATIONS FOR STUDENTS TO MEET THE OVERALL TOP LINE GOAL 3 RELATED TO COLLEGE CAREER AND MILITARY READINESS.
DO WE HAVE ANY QUESTIONS ON THIS PORTION?
>> IT LOOKS LIKE NONE. THANK YOU.
>> LOOKS LIKE WE DID. [LAUGHTER]
>> I AM WONDERING IF WE CAN TAKE A SLIGHT STEP BACK ON CCMR. CAN YOU PLEASE COMMENT ON HOW COLLEGE BRIDGE COURSES FIT INTO HISD CCMR STRATEGY BOTH IN THIS CURRENT SCHOOL YEAR AND IN FUTURE SCHOOL YEARS?
>> ABSOLUTELY. I'M GOING TO TURN IT OVER TO MY COLLEAGUE, JILIAN QUINN, THE EXECUTIVE DIRECTOR OF CTE.
>> THANK YOU FOR THE QUESTION.
FIRST AND FOREMOST, HISD IS FOCUSED ON ENSURING THAT ALL JUNIORS ARE COLLEGE READY AS MEASURED BY ONE OF THREE ASSESSMENTS, TSIA, ACT OR SAT, BECAUSE WE KNOW THAT ULTIMATELY, THAT IS THE BEST WAY FOR OUR STUDENTS TO BE PREPARED FOR SUCCESS IN COLLEGE AND TO NOT NEED REMEDIAL COURSES.
THIS YEAR, WE'VE ADJUSTED OUR STRATEGY TO PROVIDE BEGINNING OF YEAR ASSESSMENTS AND MULTIPLE OPPORTUNITIES FOR ALL JUNIORS AND SENIORS TO TAKE THOSE ASSESSMENTS SO THAT THEY CAN DEMONSTRATE COLLEGE READINESS IN OUR HIGH SCHOOLS.
WE HAVE ALSO CREATED AN ALGEBRAIC REASONING COURSE TO HELP PROVIDE ADDITIONAL SUPPORT TO STUDENTS SO THAT THEY CAN DEMONSTRATE COLLEGE READINESS ON AN ASSESSMENT.
HISTORICALLY, HOWEVER, HISD HAS LEVERAGED COLLEGE PREP COURSES, INCLUDING COLLEGE BRIDGE TO ALLOW STUDENTS TO DEMONSTRATE THEIR COLLEGE READINESS.
THAT'S IN LINE WITH MOST OTHER PUBLIC SCHOOL DISTRICTS IN THE STATE AND IS ALLOWED BY THE TA.
THAT HAS BEEN IMPORTANT FOR US BECAUSE COLLEGE BRIDGE ALLOWS STUDENTS TO ACCESS NON REMEDIAL COURSES AT OVER 100 PUBLIC COLLEGES AND UNIVERSITIES, WHICH MEANS THAT STUDENTS DON'T HAVE TO PAY FOR COURSES THAT DON'T COUNT TOWARDS THEIR DEGREE.
WE ALSO KNOW THAT WHEN STUDENTS ENTER COLLEGE NOT HAVING TO TAKE REMEDIAL COURSES, THEY'RE 15% MORE LIKELY TO GRADUATE, AND SO WE WANT TO MAKE SURE OUR STUDENTS HAVE THE BEST CHANCE OF BEING SUCCESSFUL IN COLLEGE AND BEYOND.
HOWEVER, BEGINNING LAST YEAR, WE ADJUSTED OUR STRATEGY TO BE LESS RELIANT ON COLLEGE BRIDGE AS THE MEASURE OF COLLEGE READINESS.WE USE COLLEGE BRIDGE MORE AS A PREPARATION TOOL TO HELP OUR STUDENTS MASTER THE SKILLS THAT THEY NEED TO BE SUCCESSFUL IN THOSE ASSESSMENTS SO SAT AND TSIA.
WE THIS YEAR, HAVE ALLOWED MULTIPLE OPPORTUNITIES FOR STUDENTS TO TAKE THOSE ASSESSMENTS AFTER THEY COMPLETE COLLEGE BRIDGE AND HAVE THE HELP OF A TEACHER TO MAKE SURE THAT THEY'RE SUCCESSFUL AND THAT THEY'RE COLLEGE READY.
ONE OTHER IMPORTANT NOTE IS THAT CCMR SCORES ARE LAGGING, SO THE WORK OF THIS STRATEGY WON'T SHOW UP UNTIL 2026 AND THAT'S WHEN WE'LL SEE THE BENEFIT OF THE STRATEGY AND OUR RESULTS OVER TIME.
>> TO ADD, ISN'T IT THE CASE THAT TEA IS EVENTUALLY GOING TO END CREDIT FOR COLLEGE BRIDGE?
>> WE HAVE HEARD THAT, BUT I DON'T THINK THERE'S AN OFFICIAL DECISION YET.
[01:55:02]
>> THANK YOU. ONE QUICK UNRELATED FOLLOW UP.
IN TERMS OF COMPLETER STATUS, HOW ARE THESE STUDENTS REPRESENTED GEOGRAPHICALLY ACROSS THE DISTRICT? WHAT STRATEGIES ARE IN PLACE TO INCREASE GEOGRAPHIC EQUITY WITHIN THESE PROGRAMS ACROSS THE DISTRICT?
>> YES. WE HAVE STUDENTS WHO ARE CT COMPLETERS AND 65 PROGRAMS OF STUDY, REPRESENTING ALL OF OUR SCHOOLS ACROSS THE DISTRICT.
THE HIGHEST NUMBER OF COMPLETERS IS CENTRAL, FOLLOWED BY THE SOUTH, THE WEST, AND THE NORTH.
THIS YEAR, WE'RE TAKING A COMPREHENSIVE VIEW TO MAKE SURE THAT ALL OF OUR CT PROGRAMS ARE RIGOROUS AND THAT THERE'S EQUITY AND ACCESS FOR ALL OF OUR STUDENTS.
WE ALSO BELIEVE THAT THE WORK WE'RE DOING AT BARBARA JORDAN TO RENOVATE AND TO EXPAND WILL STRENGTHEN THE NUMBER OF COMPLETERS IN THE NORTH DIVISION AND AT BARBARA JORDAN CRE CENTER AS WELL.
THIS YEAR, WE ALSO HAVE EXPANDED ACCESS TO CERTIFICATIONS FOR OUR STUDENTS.
ALMOST ALL OF OUR CT COURSES ARE PAIRED WITHIN IBC, AND SO OUR STUDENTS WILL HAVE MULTIPLE OPPORTUNITIES TO GET CREDENTIALS THAT CAN BENEFIT THEM IN THE FUTURE AS THEY PROGRESS TOUGH THEIR COURSEWORK.
>> GREAT, ANY OTHER QUESTIONS? BEFORE WE BEGIN HEARING FROM THE ADDITIONAL SPEAKERS THE AGENDA ITEMS TODAY.
I WANT TO CLARIFY WHAT I SAID A MINUTE AGO ABOUT DELAYING THE WE'RE PULLING ITEM 10, WHICH IS THE APPROVAL OF THE ANNUAL COMPREHENSIVE FINANCIAL REPORT FOR THE FISCAL YEAR ENDING JUNE 30TH, 2025, AND THAT'S AS A RESULT OF THE DISCUSSION I HAD EARLIER ABOUT ABOUT THE GOVERNMENT SHUTDOWN DELAY IN THE THE OFFICE OF MANAGEMENT BUDGET BUDGET COMPLIANCE SUPPLEMENT THAT WAS REQUIRED FOR ONE OF THE AUDIT PROCEDURES THAT ARE OUTSIDE AUDITORS NEEDED IN ORDER TO COMPLETE THAT REPORT.
WE'LL BRING THAT TO YOU IN DECEMBER.
I THINK THAT WE ALSO AS A RESULT OF THIS, ALL THE DEADLINES FOR FILING THESE REPORTS HAVE BEEN EXTENDED AS A RESULT OF THE GOVERNMENT SHUTDOWN.
WE WILL NOW HEAR FROM OUR REMAINING SPEAKERS FIRST IN PERSON, AND THEN ON ZOOM.
MS. SMITH, WILL CALL YOU IN PERSON TO THE MICROPHONE IN GROUPS.
>> ENGLISH SPEAKERS NUMBER 1-10, AND WE'LL GO AHEAD AND START.
>> THANK YOU. COULD SPEAKERS 26-36 COME TO THE FRONT ROW, PLEASE. WE'LL START WITH NUMBER 26.
>> GOOD EVENING. SUPERINTENDENT. BOARD OF MANAGERS.
THANK YOU FOR THIS OPPORTUNITY.
I'M HERE AS A CONCERNED CITIZEN.
LAST WEEK, TEXAS VOTERS PASSED PROPOSITION 1 WITH OVER 70% SUPPORT, UNLOCKING UP TO ONE BILLION STATEWIDE FOR CAREER AND TECHNICAL EDUCATION WITH A HEAVY EMPHASIS ON HIGH DEMAND SKILLED TRADES.
HOUSTON EMPLOYERS ARE DESPERATE FOR ELECTRICIANS, EACH LAB TECHS, WELDERS, LOGISTIC PROS, WHO CAN START AT 50-100,000 RIGHT OUT OF HIGH SCHOOL, DEBT FREE, NO COLLEGE LOANS.
OUR KIDS DESERVE ACCESS TO THESE JOBS AND THESE SKILLS.
DISTRICTS LIKE CADY, SPRING BANCH AND SANTONIO ISD ALREADY PROVE IT WORKS.
STRONG TRADE PATHWAYS, INDUSTRY CERTIFICATIONS, PAID APPRENTICESHIPS, HIGHER GRADUATION RATES, AND BETTER EARNING.
>> GOOD EVENING. CHARLES COLLINS, FORMER TEACHER, CHALLENGE EARLY COLLEGE HIGH SCHOOL.
I SPEAK TO SUPPORT CASE AGENDA ITEM 22, BECAUSE IT RELATES DIRECTLY TO MY CASE.
ALTHOUGH THE BOARD OVERTURNED MY NON-RENEWAL IN DECEMBER 2024, A SUBSEQUENT TERM CONTRACT WAS NEVER ISSUED.
I WAS INSTEAD HARASSED, INTIMIDATED, AND THREATENED BY HISD ADMINISTRATORS, WHICH VIOLATED RIGHTS UNDER AGENDA ITEM 22.
I FILED A COMPLAINT IN FEDERAL COURT BECAUSE THREE FALSE UNPAID LEAVE DEDUCTIONS WERE APPROVED IN MY NAME OVERNIGHT OVER 9,000 IN PERSONAL LEAVE AND 22,000 AND FALSE OVERPAYMENTS WERE MADE WITHOUT MY KNOWLEDGE OR CONSENT.
SERIOUS ACCUSATIONS WERE MADE AGAINST ME, INCLUDING BEING A HORRIBLE TEACHER.
>> AGENDA ITEM 22 TAKE CORRECTIVE ACTION.
>> ALLOW ME TO MOVE FORWARD WITH MY CAREER.
[02:00:13]
>> GOOD EVENING. MY NAME IS SHERIE GIGERY.
I WAS ORIGINALLY HIRED AS A SPECIAL EDUCATION RESOURCE TEACHER IN THE WEST DIVISION.
HOWEVER, NOT LONG AFTER, I WAS INVOLUNTARILY TRANSFERRED TO A DIFFERENT SCHOOL ABOUT AN HOUR FROM MY HOME INTO AN SLC POSITION.
THIS NEW ASSIGNMENT INVOLVED TEACHING OVER 20 SPECIAL EDUCATION STUDENTS, RANGING FROM FIRST THROUGH FIFTH GRADE WITH A WIDE RANGE OF SIGNIFICANT BEHAVIORAL AND ACADEMIC NEEDS.
THIS TRANSITION WAS ABRUPT AND THE DEMANDS OF THE POSITION WERE FAR GREATER THAN WHAT I WAS HIRED FOR, CREATING A MUCH HIGHER STRESS ENVIRONMENT AND IMPACTING MY ABILITY TO MAINTAIN BALANCE AND CONSISTENCY IN MY WORK.
WHEN THE TRANSFER OCCURRED, I WAS PRESSURED BY HR TO ACCEPT THE POSITION WITH THE STATEMENT THAT IF I DIDN'T, MY TEACHING CERTIFICATE WOULD BE AT RISK OF SUSPENSION.
THIS CAUSED ADDITIONAL STRESS AND FEET. MAKING AN-
>> HR, THAT THIS POSITION WAS NOT CONDUCIVE TO MY FAMILY LIFESTYLE, AND THE DISTANCE, AND THE INTENSITY OF THE ROLE.
AS A WIFE, MOTHER, AND DEDICATED TEACHER WITH NEARLY 15 YEARS OF EXPERIENCE, MULTIPLE CERTIFICATIONS AND A GENUINE HEART FOR ALL CHILDREN.
I DID MY BEST TO MANAGE THE DEMANDS.
HOWEVER, THE LONG COMMUTE AND HIGH STRESS ENVIRONMENT BEGAN TO TAKE A TOLL ON MY MENTAL, PHYSICAL AND EMOTIONAL HEALTH.
I SOUGHT MEDICAL HELP AND WAS ADVISED TO TAKE TIME OFF FOR RECOVERY.
I APPLIED FOR MEDICAL LEAVE, BUT WAS DENIED ON OCTOBER 6TH.
BECAUSE OF THE STRESS AND THE NEED TO TAKE CARE OF MYSELF, I REMAINED HOME.
AND ON OCTOBER 17TH, I RECEIVED RECOMMENDATION FOR TERMINATION DUE TO ATTENDANCE. I FOLLOWED.
I WAS THEN FOLLOWED BY BEING PLACED ON TEMPORARY REASSIGNED HOME DUTY THAT WAS AFFECTED BY.
[OVERLAPPING] I RESPECTFULLY AND HUMBLY REQUEST THAT YOU TAKE THIS INFORMATION INTO ACCOUNT WHEN MAKING A DECISION REGARDING MY APPOINTMENT.
I TRUST THAT YOU WILL FIND IT IN YOUR HEARTS TO RECOGNIZE THE CHALLENGES I HAVE FACED AND THE IMPACT THAT THESE DECISIONS HAVE HAD.
I SINCERELY HOPE FOR YOUR UNDERSTANDING AND COMPASSION AS YOU REVIEW MY CAUSE, AND I PRAY THAT WISDOM AND DISCERNMENT GOD'S YOUR DECISION.
>> WAS THAT MY FOLDER? I THINK I NEEDED TO PASS OUT SOME DOCUMENTS.
>> [FOREIGN] YOUR TIME IS UP TO WRAP IT UP.
YOUR TIME IS UP. YOU CAN NOW TRANSLATE IN ENGLISH.
>> [FOREIGN] EXCUSE ME. ARE WE GOING TO HAVE AN HSD TRANSLATOR? EXCUSE ME.
WE NEED TO HAVE THE HSD TRANSLATOR DO THE TRANSACTION, PLEASE.
[02:05:03]
IF YOU ARE A REGISTERED SPEAKER, YOU SPEAK NEXT.>> EXCUSE ME. THIS IS YOUR WARNING NOW.
I'M GOING TO REMOVE YOU FROM THIS MEETING. YOU'RE MOVING NOW.
REMOVE THIS PERSON FROM THE AUDITORIUM FOR LANGUAGE, PLEASE.
REMOVE THE PERSON FROM FROM HERE NOW.
IF WE HAVE THIS DISRUPTION AGAIN, PEOPLE WILL BE REMOVED.
AGAIN, SPEAK AGAIN AND YOU GET REMOVED NOW. GO AHEAD.
>> I HAVE DELIVERED THE DOCUMENT THAT PROVES THIS DISTRICT'S NEGLIGENCE.
I HAVE TO ADMIT THAT WHEN I RECEIVED IT, I COULDN'T EVEN CELEBRATE BECAUSE YOU HAVE NO IDEA THE IMPOTENCE I FELT COMING HERE FOR 2.5 YEARS MONTH AFTER MONTH LOOKING YOU IN THE FACE, PEOPLE WHO HOLD THE POWER TO SHAPE OUR CHILDREN'S FUTURE AND BEGGING FOR HELP WITH MY OWN CHILD AND GETTING NOTHING.
THE IMPOTENCE OF BEING HARASSED, LABELED A NAYSAYER, EVEN CALLED A PAID ADVOCATE BY YOU.
THE IMPOTENCE OF GAS LIGHTING OF BEING MADE TO LOOK LIKE WE WERE MAKING UP STORIES, LIKE WE WERE JUST A CRAZY MOB OF ANGRY PARENTS.
THE IMPOTENCE OF RECEIVING CALL AFTER CALL FROM SPANISH SPEAKING MOTHERS, TRAUMATIZED BY THE SAME PAIN, THE SAME ANGUISH, AND THE IMPOTENCE OF NOT KNOWING HOW TO HELP THEM.
THE IMPOTENCE OF EVERY MOTHER WHO IS HERE TODAY AND WHO'S BEEN SHOWING UP FOR MONTHS AFTER MONTH, ASKING FOR WHAT'S BEST FOR THEIR CHILDREN, WHILE YOU, THE ONES IN CONTROL, DO NOT REPRESENT US WELL.
YOUR INCOMPETENCE HAS FAILED OUR CHILDREN, BUT THIS DOES NOT END HERE.
WRITING, AND I'M GOING TO TEACH ALL MY FRIENDS HOW TO DEFEND THEIR CHILDREN BY PLAYING THE SAME GAME YOU PLAY.
BY PLAYING THE SAME GAME YOU PLAY, I SUGGEST YOU FORFEIT BEFORE WE WHOOP THAT AS ON PAPER FIGURATIVELY, OF COURSE, BECAUSE IF YOU WON'T PROTECT OUR KIDS, WE WILL.
I'M LOOKING FOR ILIA MARTINABO.
>> GOOD EVENING. THANK YOU FOR LETTING THE CHILD SPEAK AND SOME OF THE OTHERS.
IT GIVES THEM GRACE, IT GIVES YOU GRACE.
MAKES ME THINK OF MY DAD, WHO IS 95.
IN 1981, WHEN I WAS 18, HE TOLD ME TO LIVE WITH INTEGRITY AND TO ALWAYS SPEAK THE TRUTH.
I'M ASKING YOU TO LIVE WITH INTEGRITY AND TO NOT, AS YOU SAY, DISRESPECT THE RULES.
THE RULES THAT SAY WE SHOULD TREAT CHILDREN WITH LOVE.
RULES THAT SAY WE SHOULD SUPPORT TEACHERS AND VALUE THEIR INPUT RATHER THAN FIRE THEM FOR SINGING TO FIRST GRADERS.
THE RULES THAT SAY THAT PUBLIC DOLLARS SHOULD BE SPENT ON TEXAS PUBLIC SCHOOL CHILDREN, NOT ON PROPAGANDA.
THE RULES THAT SAY YOU CAN'T CALL IT OPPORTUNITY WHEN YOU CANCEL ADVANCED CLASSES IN POOR NEIGHBORHOODS.
THE RULES THAT SAY THAT WE SHOULD NOT NORMALIZE CULT BEHAVIOR, THAT'S PSYCHOLOGICAL WARFARE AND COERCIVE.
TEACHERS, WE HEAR YOU, PRINCIPALS, WE SEE YOU.
WE SEE YOU AND WE WILL SUPPORT YOU AS YOU STAND UP.
>> NEXT SPEAKER. NUMBER 33, MISS SANTA CRUZ.
>> I'M SANTA CLUE, AND I'M VERY HAPPY THAT I GOT THIS OPPORTUNITY TO SPEAK TO YOU.
I SIGNED UP TO SPEAK REGARDING EQUAL OPPORTUNITY AS AN EMPLOYEE AND REASON FOR TERMINATION OF A JOB.
AND ALSO FOR COMPENSATION, AND HISD HAS FAILED ME ALL THESE THREE.
I KNOW I'M NOT SAYING THAT YOU HID HAS FAILED ME.
BUT MAYBE SOMETIME THERE ARE THINGS THAT GOES UNDER YOUR SUPERVISION THAT YOU MIGHT BE AWARE OF, AND THAT IS WHY I'M HERE.
I ALWAYS LIKE TO SPEAK FOR MYSELF WITH RESPECT TO OTHERS BECAUSE I BELIEVE IN RESPECT TO ONE ANOTHER.
FOR DOING THIS, I WAS TERMINATED FROM MY JOB WITH FALSE STATEMENTS,
[02:10:03]
AND I HAVE NOT RECEIVED ANY OF THE BENEFIT THAT I WAS INFORMED OF.I'M ASKING IF I COULD HAVE THE OPPORTUNITIES OTHER EMPLOYEES HAVE TO BE HIRED TO HAVE MY JOB BACK AND TO INVESTIGATE.
>> GOOD EVENING. MY NAME IS MICHAEL MCDONOUGH.
THERE'S A SWAHILI WORD, SALA BONA THAT MEANS I SEE YOU, I RESPECT YOU, AND I'M WILLING TO ENGAGE WITH YOU.
IN 1996, THE DISTRICT PUT A CRITICAL BOND ON THE BALLOT. IT FAILED.
THE NEXT MORNING, THEN SUPERINTENDENT DR. ROD PAGE SAID TO HIS TEAM, TODAY I THOUGHT WE WOULD START BUILDING NEW SCHOOLS.
INSTEAD, WE ARE GOING TO START BUILDING RELATIONSHIPS.
FAST FORWARD TO NOVEMBER 2024.
ANOTHER BOND, SORELY NEEDED WAS REJECTED.
THIS SUPERINTENDENT CAME IN THE NEXT MORNING AND BLAMED THE VOTERS.
NINE DAYS AGO, THE VOTERS AGAIN SENT A MESSAGE.
HOUSTONIANS CARE DEEPLY ABOUT THEIR SCHOOLS AND THEY WANT THEIR VOICE BACK.
AS TRUSTEE ELECT FOR DISTRICT 6, I'M HERE TO SAY WE WILL NOT FULLY REACH OUR POTENTIAL IF THIS BOARD CONTINUES TO IGNORE THE COMMUNITY.
WHEN FAMILIES, TEACHERS AND STUDENTS COME TO THIS MIC, THEY ARE MORE THAN ANECDOTES.
THEY ARE THE HEARTBEAT OF THIS DISTRICT.
I IMPLORE YOU TO ENGAGE WITH US, TO LISTEN TO US, TO SEE US.
>> COULD ALL REMAINING SPEAKERS PLEASE COME TO THE FRONT ROW.
>> TODAY, YOU WILL APPROVE NEARLY $1 BILLION IN BONDS WITH NO DISCUSSION.
MILES LOST THE BOND ELECTION LAST YEAR, BUT INSISTS ON HIS PRIZE CTE FACILITY USING A $183 MILLION IN LEASE REVENUE BONDS THAT ONLY REQUIRE YOUR APPROVAL.
THE BONDS USE LEASE REVENUE FROM THE TENANT, HISD, SO THEY ARE PAID BASICALLY FROM GENERAL FUNDS, THE M&O TAX RATE, WHICH WE KNOW WE CANNOT INCREASE WITHOUT AN ELECTION.
SUCH BONDS ARE BACKED ONLY BY YEARLY APPROPRIATIONS.
MARKETS PRICE IN THE ADDED RISK, MAKING THESE BONDS VERY EXPENSIVE WITH THE ADDED ONGOING COST OF AN EXTRA HIGH SCHOOL AND BUSING STUDENTS TO AND FROM THEIR HOME SCHOOL, AND OF COURSE, THE MYSTERIOUS UNQUANTIFIED REIMBURSEMENT OF PREVIOUS PROJECT COSTS.
TOGETHER WITH A 572 MILLION IN REVISE, YOU ARE IMPOSING A HUGE FINANCIAL BURDEN ON OUR FUTURE JUST WHEN ABBOTT VOWS TO ELIMINATE PROPERTY TAXES. ABBOTT WANTS.
>> I'M SISTER MAMA SONYA, AN ALUMNUS OF THIS DISTRICT.
WHAT'S THE LIBRARY? DURING AN AFTER SCHOOL PROGRAM, A THIRD GRADER ASKED ME, WHAT'S THE LIBRARY? AS WE SAT IN A ROOM FORMERLY KNOWN AS A LIBRARY THAT WAS FILLED WITH BOOKS.
I GESTURED AROUND THE ROOM, AND I SAID, TAKE A LOOK.
YOU CHECKED THESE BOOKS OUT OF THE LIBRARY, TAKE THEM HOME, READ THEM, AND BRING THEM BACK.
HIS EYES WIDE AND SAID, WOW, WE CAN TAKE THESE HOME? OH SISTER MAMA.
WE GET IN TROUBLE IF WE EVEN TOUCH THESE BOOKS, MY EYES WARED.
AT HIS WORDS, AND FOR A BRIEF MOMENT, I TRAVELED BACK IN TIME TO THE ENSLAVEMENT OF MY ANCESTORS AND ANCESTORS WHO FACED SEVERE PENALTIES FOR THE YEARNING TO LEARNING TO READ.
WHEN THE QUEST FOR LITERACY WAS PENALIZED, CHASTISED, AGONIZED, TRAUMATIZED PEOPLE WHO WERE OPPRESSED.
THE BRUTAL BEATINGS, WHIPPINGS, LASHES, MUTILATION, FORCE.
>> MICHELLE WILLIAMS, HOUSTON EDUCATION ASSOCIATION.
I'M SPEAKING TO AGENDA ITEMS REGARDING
[02:15:02]
BILINGUAL AND ENGLISH LANGUAGE LEARNERS MEASURABLE GOALS.ENGLISH LANGUAGE LEARNERS AND HISD HAVE FAILED.
BEN BROOK HAD 79% OF THE THIRD GRADERS THAT I TAUGHT THAT WERE READING BELOW GRADE LEVEL BECAUSE THEY DIDN'T READ IN ENGLISH.
BUT YET THIS ADMINISTRATION WANTED ME TO GIVE THEM PASSAGES THAT THEY KNEW THAT THEY COULD NOT READ. THAT'S UNETHICAL.
ALSO, TEACHERS AT BEN BROOK ARE BEING FORCED TO VIOLATE [INAUDIBLE].
MY COMPLAINT WAS SUBSTANTIATED.
I WANT TO SAY THIS, CONTRARY TO WHAT THIS ADMINISTRATION BELIEVES, THEY'RE TELLING TEACHERS THAT PUSHBACK IS DISRESPECTFUL.
PUSHBACK IS NOT DISRESPECTFUL, IT'S CALLED ACCOUNTABILITY, AND I KNOW THAT A LOT OF YOU ALL ARE NOT USED TO THAT.
HOWEVER, IT IS ACCOUNTABILITY, AND THE TEACHERS ARE GOING TO [INAUDIBLE]
>> I'M CHRISTA MICHELLE BREWSTER, YOUR RETIRED SCHOOL NURSE.
FLOYD, I'M A PART OF THAT 5% THAT YOU ALLUDED TO WHEN YOU INTERVIEWED WITH KTSU, AND 88.7% RECENTLY DURING YOUR GASLIGHT PROPAGANDA OUT HERE.
WHY DIDN'T YOU TELL THEM THE REAL REASON FOR YOUR MIRACULOUS OUTCOMES? LIKE WHEN YOU'RE MESSING OVER THE BLACK AND BROWN STUDENTS AND THEIR ACADEMIC OPPORTUNITIES OF SUCCESS, YOU KNOW THE LEASE, THE LOSS, THE LEFT OUT.
WHY ARE YOU VIOLATING THE IEPS FOR THE STUDENTS WHO ARE SPARED, AS WELL AS THE 504 ELIGIBILITY? WHY ARE YOU PLAYING FOOTSIE WITH THE TEST SCORE DATA AND NOT ALLOWING CERTAIN CHILDREN TO TAKE THE TEST? NOW, THE TEACHERS THAT ARE LEFT AT THE SCHOOLS, YOU SAID THE GOOD ONES ARE STILL THERE, AND THE BAD ONES LEFT.
WELL, MAYBE THE YES PEOPLE WHO ARE LEFT ARE SUFFERING FROM STOCKHOLM SYNDROME.
YOUR TRUMPING ACTIONS WON'T STOP US SO FLOYD, KEEP ON TALKING ABOUT YOUR EDUCATIONAL MAYHEM, BECAUSE THE COMMUNITY OF HOUSTON ID SPOKE.
>> LAURA HENRY, A PARENT SHARING THE EXPERIENCE OF AN ELEMENTARY SCHOOL TEACHER WHO CAN'T.
MIKE MILES' POLICIES ARE BREAKING TEACHERS AND HARMING KIDS.
AT ONE NES ELEMENTARY SCHOOL, A CERTIFIED TEACHER WAS MOVED THREE TIMES THIS YEAR, FORCED TO TEACH ALL FOUR SUBJECTS IN A GRADE SHE ISN'T CERTIFIED FOR ON AN EMERGENCY PERMIT SHE NEVER ASKED FOR.
SHE WAS TOLD IT WAS TO GAIN EXPERIENCE.
OTHERS WERE JUST AS SENSELESS, FIRST GRADE TO FIFTH, FIFTH TO FIRST, WITHOUT NEED, WITHOUT RESPECT.
THIS TEACHER WAS BULLIED, BERATED, AND TOLD SHE OWED HER STUDENTS AN APOLOGY FOR A LOW SPOT EVALUATION.
SHE WAS TOLD ONLY GOOD TEACHERS COULD USE A POWERPOINT REMOTE.
MEANWHILE, TEACHERS ARE HITTING, PUSHING, AND FIGHTING DAILY.
TEACHERS ARE BEING HURT, LITERALLY STEPPED ON, AND THE NEW PRINCIPAL DOES NOTHING.
STUDENTS RETURN THE NEXT DAY WITHOUT CONSEQUENCES.
THIS IS A CHAOTIC MILES CAUSING REFORM.
IT'S CRUELTY, AND IT'S DRIVING GOOD TEACHERS AWAY AS OUR KIDS PAY THE PRICE.
THIS IS MY WORDS NOW, IN THE LAST SIX WEEKS, CHAVEZ HIGH SCHOOL HAS LOST THREE ENGLISH TEACHERS.
>> THANK YOU. YOUR TIME IS UP.
I'M SPEAKING ON BEHALF OF ANOTHER TEACHER BECAUSE WE STILL DON'T FEEL SAFE SPEAKING IN PUBLIC.
I'M SPEAKING ON ITEMS 9 AND 12.
"INSTEAD OF SPENDING EGREGIOUS AMOUNTS OF MONEY ON BILLBOARDS AND PR, CONSULTING, OR WHATEVER IT WAS, WHY CAN'T WE USE THAT MONEY TO FIX THE LONGSTANDING MAINTENANCE ISSUES AT OUR SCHOOLS? I'VE BEEN ASKING FOR THE ALARM ON MY FUME HOOD TO BE FIXED FOR OVER A YEAR, AND NOBODY HAS HELPED BECAUSE SOMEONE FROM THE DISTRICT MAINTENANCE OFFICE HAS TO COME OUT FOR IT.
THE AIR CONDITIONING ISSUES SUCK.
I AM TIRED OF THE MICROMANAGING.
I'M TIRED OF THESE UNREALISTIC EXPECTATIONS, THE CONSTANTLY CHANGING SPOT RUBRICS, NOT BEING ABLE TO TRULY SUPPORT MY STUDENTS IN THE WAY THAT THEY NEED.
WHY CAN'T THE DISTRICT PRODUCE AN EXEMPLAR OF WHAT AN 18-SPOT LOOKS LIKE? WHY HAVEN'T WE GOTTEN OUR STATE RAISES? WHY WON'T HE TALK ABOUT THE MASS EXODUS OF TEACHERS? WHY ARE WE RECRUITING IN SOUTH TEXAS? WHAT ABOUT THIS WHOLE CHARTER SCHOOL THING? WHY NOW? WHY AT ALL?" NO, THANK YOU.
THE DOCTOR IS IN A PHD IN SCHOOL PSYCHOLOGY, WHICH IS RELEVANT.
THE COMMISSION ON THE STATE TAKEOVER HAS HEARD FROM MANY PARENTS ACROSS
[02:20:02]
THE DISTRICT THAT THEIR CHILDREN RESPOND WITH PANIC OR TERROR, MR. CAMPO, WHEN THEY HEAR THAT MR. MILES IS COMING TO THE CAMPUS BECAUSE THEY FEAR THAT THEY WILL DO SOMETHING WRONG THAT WILL RESULT IN THEIR TEACHER BEING FIRED.THEY FEAR THAT IT WILL BE THEIR FAULT.
STUDENTS OF ALL AGES, ELEMENTARY THROUGH HIGH SCHOOL, REPORT FREQUENTLY OBSERVING THEIR TEACHERS BEING REPRIMANDED AND HUMILIATED IN FRONT OF THEM AND FEELING GUILTY AND POWERLESS TO DO ANYTHING ABOUT IT.
THIS IS EMOTIONAL ABUSE, AND IT IS HAPPENING EVERY DAY.
THE SURVEY THAT YOU JUST HEARD ABOUT, HE HAS TOLD-.
>> THERE'S NOTHING WORSE THAN HAVING A NEW YORKER IN THE ROOM.
I HAD A YOUNG LADY COME OVER, AND SHE WAS TALKING ABOUT HOW HER HUSBAND WAS ROBBED GOING TO AFTER AFTER-HOURS PLACE.
OF COURSE, MY OLDER SISTER, WHO WORKS FOR SHOW BUSINESS IN THE BUSINESS TO SHOW BUSINESS, LISTENED TO THE STORY VERY PATIENTLY AND TOLD HER, BABY, AT 3:00, THERE IS NOTHING OPEN, BUT A PAIR OF AND THAT'S ABOUT THE SAME THING, THE EQUIVALENT THAT YOU CAN PUT TO EVERYTHING THAT HAS GONE ON.
YOU'RE GOING TO PARTNER WITH SCHOOLS, YOU'RE GOING TO PARTNER WITH COMPANIES, SO YOU DON'T HAVE ACCOUNTABILITY.
YOU HAVE CHILDREN TAKE A TEST THAT WON'T GET THEM TO CROSS THE STREET ON A GREEN LIGHT.
MY SON PASSED EVERY PART OF THE TEXAS HIGHER EDUCATION ASSESSMENT TEST, AND THEY TOLD HIM WHEN HE WENT TO HOUSTON COMMUNITY COLLEGE, HE DIDN'T GET WHO DID NOT HAVE HAD TO TAKE.
MY NAME IS DAN GORDON, AND HISD DOES NOT HAVE ENOUGH ARTS FUNDING, AND WE ALL KNOW HOW IMPORTANT THE ARTS ARE TO A CHILD'S EDUCATION, AM I RIGHT? SCHOOLS THAT I'VE BEEN WORKING AT FOR YEARS NOW, THEY CAN'T AFFORD $1,000 TO BRING OUR FILMMAKING PROGRAM IN THERE, AND YET, THIS GUY, MIKE, HE MAKES $635,000 IN THIS YEAR.
THAT'S AN ABSURD AMOUNT OF MONEY.
I DON'T KNOW WHY ANYONE NEEDS TO MAKE THAT MUCH MONEY.
MIKE, WHY DON'T YOU FORFEIT YOUR $175,000 BONUS AND PUT IT INTO AN ARTS FUND SO WE CAN BRING PROGRAMS LIKE MINE INTO THE SCHOOLS? WE CAN BRING DANCE AND VISUAL ART, AND MUSIC [INAUDIBLE]
>> JACKIE ANDERSON, IF YOU'LL TURN YOUR CAMERA ON? WE'RE GOING TO MOVE TO ZOOM SPEAKERS NOW.
>> GOOD AFTERNOON, JACKIE ANDERSON.
DURING OUR FIRST AND ONLY MEETING, MR. MILES, YOU TOLD ME THAT YOU DID NOT HAVE AN AGENDA.
YOU WERE CORRECT. IT'S NOT AN AGENDA. IT'S A PLAYBOOK.
THE TAKEOVER OF HISD DISPROPORTIONATELY AFFECTS BLACK AND LATINO COMMUNITIES WHOSE SCHOOLS HAVE BORNE THE BRUNT OF CLOSURES, TEACHER CUTS, AND REASSIGNMENTS.
CRITICS CALL IT AN EXPERIMENT IMPOSED ON HOUSTON'S MOST VULNERABLE NEIGHBORHOODS.
WE HAVE BEEN TARGETED YET AGAIN AS WE HAVE BEEN DONE BY THE FEDERAL GOVERNMENT.
PROJECT 2025 FEDERAL ANALOG WOULD REPLICATE THIS IMBALANCE NATIONWIDE, CONCENTRATING DECISION-MAKING POWER, FAR FROM COMMUNITIES, GOVERNS AND REDEFINING PUBLIC INSTITUTIONS AS TOOLS OF IDEOLOGICAL ENFORCEMENT.
WHAT'S UNFOLDING IN HISD IS NOT AN ISOLATED EDUCATION REFORM, IT'S A MICROCOSM OF A BROADER POLITICAL MOVEMENT.
BOTH HISD'S NEW EDUCATION SYSTEM AND PROJECT 2025 REFLECT A PHILOSOPHY THAT PRIZES CONTROL OVER COLLABORATION,
[02:25:03]
OBEDIENCE OVER DEMOCRACY, AND PRIVATIZATION OVER PUBLIC SYSTEM.>> THIS CONCLUDES OUR PUBLIC COMMENT.
>> THAT CONCLUDES OUR HEARING OF OUR SPEAKERS.
WE'LL NOW TAKE A VOTE ON OUR DISCUSSION AND REPORT ITEMS. I HAVE A MOTION TO ACCEPT ITEM NUMBER 1, AND I THINK YOU NEED TO REFRESH YOUR COMPUTERS HERE BEFORE WE DO THAT.
>> GREAT. DO I HAVE A MOTION ON ITEM NUMBER 1? WE HAVE A MOTION IN A SECOND.
ARE THERE ANY OTHER? LET'S GO AHEAD AND VOTE THEN. THERE'S NO QUESTIONS.
VOTING IS CLOSED, AND THE MOTION PASSES.
NEXT, WE'LL CONSIDER ACTION ITEMS ON THE AGENDA.
[ITEMS PULLED FROM CONSENT AGENDA]
WE PULLED THREE ITEMS FROM THE 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 BB FA LOCAL DEFINES A CONFLICT OF INTEREST AS ANY CIRCUMSTANCE THAT COULD CAST DOUBT ON A BOARD MEMBER'S ABILITY TO ACT WITH TOTAL OBJECTIVITY WITH REGARD TO THE DISTRICT'S INTEREST.
OUR FIRST ITEM PULLED FROM THE CONSENT AGENDA IS ITEM 2, WHICH IS A CONSIDERATION AND ADOPTION OF THE TEMPORARY GOAL PROJECT PROGRESS MEASURES AND TARGETS FOR SCHOOL YEAR 2025/26.
DO YOU HAVE A MOTION FOR ITEM NUMBER 2? WE HAVE A MOTION IN A SECOND. IS THERE A SECOND? MOTION A SECOND.
ANY OTHER QUESTIONS OR COMMENTS? IF NOT, PLEASE VOTE.
VOTING IS CLOSED, THE MOTION PASSES.
WE'LL NOW ADDRESS ITEM 3, WHICH IS ACCEPTANCE AND ADOPTION OF THE PROPOSED TEMPORARY REVISIONS TO [INAUDIBLE] GOVERNANCE MONITORING CALENDAR.
DO WE HAVE A MOTION AND A SECOND? ANY QUESTIONS OR COMMENTS? SEE NONE, PLEASE VOTE.
WHAT'S THAT? [BACKGROUND] VOTING IS CLOSED. MOTION PASSES.
NOW, WE'LL ADDRESS ITEM 4, WHICH IS CONSIDERATION AND ADOPTION OF A NEW GOAL PROGRESS MEASURE TARGET FOR GOAL PROGRESS MEASURE 3.2.
MAY I HAVE A MOTION TO APPROVE? WE HAVE A MOTION IN A SECOND.
VOTING HAS CLOSED, MOTION PASSES.
WE'RE NOW READY TO CONSIDER THE REMAINDER OF TONIGHT'S AGENDA.
[CONSENT AGENDA]
TO HAVE A MOTION TO APPROVE THE BALANCE OF TONIGHT'S AGENDA BY CONSENSUS? I HAVE A MOTION.IS THERE A SECOND? THERE'S A SECOND. PLEASE VOTE.
VOTING IS CLOSED, THE MOTION PASSES.
WE ARE NOW 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 CONSIDERED IN THE CLOSED SESSION BE REQUIRED, SUCH FINAL ACTION VOTE OR DECISION SHALL BE TAKEN AT THE OPEN MEETING CONVEYED 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 RECESSED TO CLOSE SESSION AT 7:29 PM.
[Reconvene in Open Session]
THIS MEETING IS RECONVENED AT 8:07 PM.WE'RE NOW READY TO CONSIDER ITEMS DISCUSSED IN CLOSED SESSION. ARE THERE ANY MOTIONS?
[Consideration and Possible Action on Matters Discussed in Closed Session]
>> YES, 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.
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,
[02:30:02]
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 HEREIN AND TAKE STEPS TO EFFECTUATE, SAME PURSUANT TO HISD BOARD POLICY AND STATE LAW, EFFECTIVE NOVEMBER 13TH, 2025.>> IS THERE A SECOND? WE HAVE MOTION AND A SECOND.
VOTING IS CLOSED, THE MOTION PASSES.
ANY OTHER MOTIONS OR HAS THAT GOT THEM ALL?
>> I HAVE ONE MORE, PLEASE. I MOVE THAT WE APPROVE THE SETTLEMENT AGREEMENT BETWEEN HISD AND JESSICA NAMAN, FORMER CHIEF OF HUMAN RESOURCES, EFFECTIVE IMMEDIATELY, NOVEMBER 13TH, 2025.
>> WE HAVE A MOTION AND A SECOND. PLEASE VOTE.
VOTING IS CLOSED, AND THE MOTION PASSES.
THE NEXT REGULAR BOARD MEETING WILL BE HELD ON THURSDAY, DECEMBER 11TH, 2025.
THERE BEING NO FURTHER BUSINESS.
THIS MEETING IS OFFICIALLY ADJOURNED AT 8:09 PM.
>> THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.