>> [BACKGROUND] GOOD EVENING. I WOULD 
          [Call to Order]
          [00:00:04]
LIKE TO ASK EVERYONE TO PLEASE TAKE THEIR SEATS AND SILENCE THEIR CELL PHONES. 
          WE'RE GETTING READY TO BEGIN THE MEETING. GOOD EVENING. 
          THIS MEETING IS NOW CONVENED AT 5:02 PM. 
          JUST TO NOTE THIS CLOCK UP HERE, IF YOU CAN SEE IT AS FIVE MINUTES SLOW TONIGHT. 
          THE QUORUM OF THE BOARD MEMBERS IS PRESENT IN THE BOARD AUDITORIUM, AND WE WILL GET STARTED. 
          I'D LIKE TO WELCOME OUR ELECTED OFFICIALS IN THE AUDIENCE. 
          I SEE WE HAVE ELECTED TRUSTEES, SUE DEIGAARD. 
          WE ALSO HAVE TRUSTEE GOMEZ AND ALSO ELECTED TRUSTEE MOORE, SO THANK YOU FOR BEING HERE. 
          PARDON ME. WHAT DO WE HAVE? I HAVE ANOTHER ELECTED OFFICIAL. 
          I CAN'T SEE HIM. THAT ONE? 
          >> SHE IS NEW. 
          >> I'M SORRY. WE HAVE TRUSTEE ELECT BENZON IS HERE AS WELL. 
          GOOD TO SEE YOU. I LOVE YOUR HAT. 
          WHAT DO WE HAVE GOING ON THERE. 
          [BACKGROUND] SOMETHING'S GOING ON HERE. 
          TONIGHT, WE ARE JOINED BY A MEMBER OF THE JUNIOR RESERVE OFFICER TRAINING CORP TO LEAD OUR PLEDGES. 
          I'D LIKE TO ASK BOARD MEMBER MARCOS ROSALES TO INTRODUCE THE LEADER TONIGHT. 
          >> THANK YOU, PRESIDENT CAMPO. 
          CADET, FIRST LIEUTENANT HELEN GARCIA HAS DEMONSTRATED ACADEMIC EXCELLENCE, STRONG LEADERSHIP, AND DEDICATED COMMUNITY INVOLVEMENT OVER THE PAST THREE YEARS AT SHARPSTOWN HIGH SCHOOL. 
          SHE IS A PUBLIC AFFAIRS OFFICER FOR THE JROTC STAFF TAKING PICTURES OF BATTALION EVENTS. 
          AS A COLOR GUARD COMMANDER, SHE HAS LED NUMEROUS PARADES AND COMPETITIVE EVENTS. 
          SHE PLANS TO MAJOR IN RESPIRATORY THERAPY AT COLUMBIA UNIVERSITY. 
          I THINK I'VE HEARD OF THAT ONE, AND PARTICIPATE IN ROTC WITH A GOAL OF COMMISSIONING AS A RESERVE OFFICER IN THE US ARMY. 
          CADET FIRST LIEUTENANT GARCIA. 
          >> PLEASE RISE FOR A MOMENT OF SILENT MEDITATION. 
          PLEASE REMAIN STANDING FOR THE PLEDGE OF ALLEGIANCE AND PLEDGE TO THE TEXAS FLAG. 
          AND TO THE REPUBLIC FOR WHICH IT STANDS ONE NATION UNDER GOD, INDIVISIBLE, LIBERTY AND JUSTICE FOR ALL. 
          NOW TO THE TEXAS FLAG. 
          I PLEDGE ALLEGIANCE TO THE TEXAS, ONE STATE, UNDER GOD, ONE AND INDIVISIBLE. 
          >> THANK YOU, CADET FIRST LIEUTENANT GARCIA. APPRECIATION. 
          >> THANK YOU. 
          >> GOOD LUCK AT COLUMBIA. 
          >> THANK YOU. 
          >> NOW I'D LIKE TO CALL FOR ANOTHER MOMENT OF SILENCE IN THE MEMORY OF THE LATE DR. ROD PAIGE WHO PASSED AWAY THIS WEEK. 
          HE PLAYED A HUGE ROLE IN BOTH LOCAL AND NATIONAL EDUCATION POLICY, SO WE'LL TAKE A MOMENT OF SILENCE. 
          NOW, BOARD VICE PRESIDENT ANGELA LEMOND FLOWERS, WILL SHARE A FEW WORDS ON BEHALF OF THE BOARD IN HONOR OF DR. PAIGE. 
          >> THANK YOU, MR. PRESIDENT. 
          YES, WE WOULD LIKE TO NOTE THAT WE ARE DEEPLY SADDENED TO HEAR OF DR. PAIGE'S PASSING. 
          THE BOARD WILL BE PROVIDING A RESOLUTION TO HIS FAMILY, EXPRESSING ALL THAT HE DID FOR THE CITY AND NATION. 
          THE RESOLUTION RECOGNIZES IN PART THAT DR. PAIGE WAS A LIFELONG EDUCATOR WHO SERVED AS AN HISD TRUSTEE AND SUPERINTENDENT, A PROFESSOR AND DEAN AT TEXAS SOUTHERN UNIVERSITY, AND AS THE FIRST AFRICAN AMERICAN US EDUCATION SECRETARY. 
          HE LED TRANSFORMATIVE CHANGES IN HISD THAT SIGNIFICANTLY IMPROVED STUDENT ACHIEVEMENT, AND WHICH CAME TO BE KNOWN AS THE HOUSTON MIRACLE, AND WHICH HELPED DEVELOP THE NO CHILD LEFT BEHIND ACT. 
          DR. PAIGE WAS A REMARKABLE LEADER AND DEDICATED CHAMPION OF PUBLIC EDUCATION, AND WE EXPRESS OUR SINCERE CONDOLENCES TO HIS FAMILY. 
          >> THANK YOU. BEFORE WE BEGIN PUBLIC COMMENT TONIGHT, THERE'S AN UPDATE TO OUR AGENDA THIS EVENING. 
          PLEASE NOTE THAT THE ADMINISTRATION IS POSTPONING ITEM 5, 
          [00:05:04]
WHICH IS APPROVAL OF MAGNET PROGRAM CHANGES FOR KASHMERE NORTHSIDE AND HEIGHTS HIGH SCHOOLS, AND ITEM NUMBER 14, WHICH IS APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY EL LOCAL CAMPUS OR PROGRAM CHARTERS FIRST READING. 
          THESE ITEMS WILL BE DISCUSSED AND ADDRESSED AT A LATER DATE. 
          WE'LL NOW HEAR FROM PUBLIC OFFICIALS AND SPEAKERS WHO 
          [Speakers to Agenda Items]
IDENTIFIED THEMSELVES AS HISD STUDENTS AND PARENTS. 
          PLEASE NOTE THAT SPANISH LIVE CAPTIONING IS AVAILABLE FOR THOSE VIEWING THE MEETING VIA LIVE STREAM, AND LIVE SPANISH INTERPRETATION IS AVAILABLE IN PERSON IN THE AUDITORIUM. 
          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 LIMIT 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 69 REGISTERED SPEAKERS TONIGHT WHO WILL BE LIMITED TO ONE MINUTE EACH PER BOARD POLICY AS WE HAVE MORE THAN 30 PEOPLE SIGNED UP TO ADDRESS THE BOARD. 
          WE ASK THAT YOU STAY ON TOPIC AND REFRAIN FROM NAMING INDIVIDUALS, ESPECIALLY STUDENTS AS OUR IDENTITIES ARE PROTECTED UNDER THE LAW. 
          BUT YOU MAY NAME YOUR OWN CHILD. 
          AS YOU PLEASE RESPECT OUR PROCEDURES AND THE OTHER SPEAKERS, AND AT THE END OF YOUR COMMENTS PROPERLY WHEN THE TIME IS EXPIRED AND THE TIME RINGS. 
          WE'LL START WITH PUBLIC OFFICIALS WITH HISD BOARD OF EDUCATIONS TRUSTEE SAVANT MOORE, YOU'RE UP FIRST. 
          >> THANK YOU. 
          >> [FOREIGN] GOOD EVENING. RESTING PEACE TO SERGIO RODRIGUEZ. 
          AS THIS NEW BRIDGE MOVES FORWARD, MAY WE DO EVERYTHING IN OUR POWER TO PREVENT MAKING OUR CHILDREN ANGELS TOO SOON? I WANT TO THANK THE ADMINISTRATION FOR PULLING THE CTE ITEM FROM THE AGENDA. 
          I'M GRATEFUL THAT YOU ARE NOT REMOVING PROGRAMMING FROM KASHMERE AT THIS TIME. 
          KASHMERE IS A HISTORICAL HIGH SCHOOL THAT HAS PRODUCED LEADERS FOR GENERATIONS, AND I HOPE YOU WILL CONSIDER ADDING MORE PROGRAM TO INCREASE ENROLLMENT AND HONOR THE LEGACY OF THIS GREAT COMMUNITY. 
          AS A TRUSTEE AND SOMEONE RUNNING FOR TEXAS COMPTROLLER. 
          I SPEND MY TIME LISTENING TO TEXANS. 
          LISTENING HELPS YOU MAKE BETTER DECISIONS, AND TONIGHT SHOWS WHAT HAPPENS WHEN A COMMUNITY STANDS TOGETHER WITH ONE CLEAR VOICE FOR OUR STUDENTS. 
          I'D LIKE TO THANK THE CLERGYMEN FOR BEING HERE TODAY SPEAKING AND ADVOCATING FOR THAT COMMUNITY. 
          MERRY CHRISTMAS, AND MAY GOD BLESS OUR DISTRICT TO REACH THAT IDEAL PLACE WHERE THE COMMUNITY IS LISTENED TO. 
          TEACHERS ARE RESPECTED, AND A BOND THAT IS NEEDED CAN BE PASSED BECAUSE WE ALL HAVE IMPROVED AS LEADERS FOR OUR CONSTITUENTS. GOD BLESS YOU. 
          >> THANK YOU. PLACIDO GOMEZ, YOU'RE UP NEXT. [NOISE] 
          >> THANK YOU. IT'S MY SON'S FIRST BIRTHDAY TODAY, SO I'M FEELING REALLY SENTIMENTAL, AND IN THAT SPIRIT, I WANT TO TALK ABOUT ONE OF HIS FAVORITE BOOKS [FOREIGN]. 
          STARTS OUT WITH A LITTLE BLUE TRUCK. 
          HE'S GOING THROUGH THE NEIGHBORHOOD, HE'S SAYING HELLO TO THE ANIMALS. 
          HE'S BEING VERY PLEASANT, AND THEN A VERY BIG CARGO TRUCK IS ROOMING BY AND HE SAYS, EVERYBODY OUT OF MY WAY. I HAVE IMPORTANT THINGS TO DO. 
          I DON'T HAVE TIME FOR ALL YOU LOST LITTLE DUCKS EVERYBODY OUT OF MY WAY, AND THEN HE TAKES A SHARP TURN AND HE GETS STUCK IN THE MUD. 
          AT FIRST, NOBODY WANTS TO HELP HIM BECAUSE HE WAS A LITTLE BIT RUDE AT THE BEGINNING. 
          LUCKILY, FOR HIM, THE LITTLE BLUE TRUCK RALLIES THE ANIMALS, THE ANIMALS GET THE TRUCK UNSTUCK, AND AFTER THE TRUCK IS UNSTUCK OR THE BIG CARGO TRUCK IS UNSTUCK. 
          THE TRUCK LEARNS A LESSON THIS. 
          I DO HAVE IMPORTANT THINGS TO DO, BUT IT'S GOOD TO MAKE FRIENDS ALONG THE WAY. 
          IT IS TRUE THAT THE BIG CARGO TRUCK PROBABLY DID HAVE SOMETHING IMPORTANT TO DO. 
          HE MIGHT HAVE BEEN ON HIS WAY TO DELIVER WHOLESALE REFORM, BUT IT'S STILL WORTHWHILE FOR THAT TRUCK TO MAKE SURE HE'S MAKING FRIENDS ALONG THE WAY AND LISTENING TO EVERY LITTLE ANIMAL ON HIS WAY. 
          THANK YOU. 
          >> THANK YOU. [APPLAUSE] SUE DEIGAARD, YOU'RE UP. 
          THANK YOU FOR BEING HERE. 
          >> GOOD EVENING. THANK YOU FOR THE OPPORTUNITY TO SPEAK TONIGHT. 
          THIS IS MY LAST BOARD MEETING AS AN ELECTED TRUSTEE. 
          WHEN I WAS SWORN IN EIGHT YEARS AGO, I COULDN'T IMAGINE THAT MY LAST MEETING WOULD BE ON THIS SIDE OF THE DAIS. 
          I WANT TO THANK THE BOARD OF MANAGERS FOR YOUR SERVICE, REGARDLESS OF WHAT I OR ANYONE THINKS OF YOUR DECISIONS, YOU CHOSE TO SERVE AT ONE OF THE MOST CHALLENGING TIMES IN OUR DISTRICT'S HISTORY. 
          THANK YOU TO THE NEWLY ELECTED TRUSTEES AND THE CANDIDATES THAT DID NOT PREVAIL, WHETHER YOU ULTIMATELY SIT AT THIS DAIS OR NOT. 
          [00:10:01]
THANK YOU FOR YOUR WILLINGNESS TO PUT YOURSELF IN THE ARENA. 
          IF YOU PEOPLE ARE WILLING TO MAKE THAT CHOICE OR THE SACRIFICES THAT ACCOMPANY IT. 
          WHEN I FIRST SAT AT THE DAIS. 
          I MADE A PUBLIC COMMITMENT TO HOLD MYSELF ACCOUNTABLE TO THREE THINGS. 
          MORE STUDENTS READING ON GRADE LEVEL, MORE STUDENTS DOING MATH ON GRADE LEVEL, AND MORE READY FOR COLLEGE OR CAREER. 
          WHILE IT WASN'T ACHIEVED IN THE WAY THAT I WOULD HAVE WANTED, IT WAS ACHIEVED. 
          THIS DOCUMENT HERE, I FOUND IT RECENTLY IN A BOX IN MY HOUSE IS THE PLAN THAT WAS PRESENTED TO THE BOARD IN JANUARY OF 2018. 
          THIS WAS NOT ONLY A PLAN TO PREVENT A TAKEOVER, BUT MORE IMPORTANTLY, TO IMPROVE LEARNING FOR STUDENTS AND CHRONICALLY UNDERPERFORMING SCHOOLS. 
          IT WAS SHOUTED DOWN IN MULTIPLE COMMUNITY AND IN THEIR ADMINISTRATION WE'RE ASKING OUR BOARD TO MAKE, I'D STILL BE SITTING UP THERE. 
          BUT WHAT MAKES ME SAD AND ANGRY ARE THE LOST OPPORTUNITIES FOR STUDENTS. 
          IT HAUNTS ME TO THINK OF THE KIDS WHO REMAINED UNDERSERVED BECAUSE OF ADULT DYSFUNCTION. 
          OUR DISTRICT HAD A PLAN LITERALLY IN OUR HANDS TO IMPROVE LEARNING FOR STUDENTS WITH AN ELECTED BOARD AND GIVE THOSE STUDENTS WHAT THEY NEEDED AND DESERVED TO BE READY FOR THE WORLD AFTER GRADUATION. 
          WHAT WE DIDN'T HAVE WAS COMMUNITY SUPPORT OR ABSENT THAT A BOARD WITH THE COURAGE TO RISK LOSING THEIR NEXT ELECTION. 
          WHEN THE DISTRICT EVENTUALLY RETURNS TO ELECTED GOVERNANCE, I HOPE THAT PEOPLE ON THAT BOARD IN THAT ADMINISTRATION AND IN THE COMMUNITY WILL WORK TOGETHER TO NEVER LET THIS HAPPEN AGAIN. 
          I WANT TO ADD A BRIEF COMMENT ABOUT TWO AGENDA ITEMS, EL LOCAL AND ELA LOCAL. 
          ELA IS A POLICY I AM PROUD TO HAVE BEEN PART OF PASSING. 
          IT PLANTED THE SEEDS FOR OUR DISTRICT TO SUSTAIN AND SCALE HIGH PERFORMING SCHOOLS THAT HAVE LENGTHY WAIT LISTS AND TO SUPPORT THE CREATION OF NEW SCHOOL MODELS THAT ARE RESPONSIVE TO THE NEEDS AND INTERESTS OF STUDENTS AND OUR INNOVATIVE EDUCATORS. 
          I IMPLORE YOU TO BE TRANSPARENT WITH THESE POLICIES AND TO ALSO SET ANY PARTNERSHIPS UP TO NOT JUST COMPLY, BUT TO THRIVE. THANK YOU FOR YOUR TIME. 
          >> THANK YOU FOR YOUR SERVICE. WE APPRECIATE THAT. 
          NEXT, WE'LL HEAR FROM SPEAKERS WHO HAVE IDENTIFIED THEMSELVES AS HISD STUDENTS OR PARENTS, SPEAKERS, PLEASE STATE YOUR NAME AND TOPIC, AND WHEN YOU STEP TO THE MICROPHONE, MRS. SMITH YOU MAY CALL OUR FIRST SET OF SPEAKERS. 
          >> LUCA CANDIDA, FOLLOWED BY MICAH GABE. 
          >> [FOREIGN]. 
          >> WE HAD GOOD TEACHERS BEFORE THEY TOOK CONTROL, AND WE STILL HAVE GOOD TEACHERS, BUT EVERY YEAR WE LOSE MORE. 
          MR. MILES DESCRIBES THE LOSS OF TEACHERS AS SOMETHING POSITIVE, SAYING THAT THOSE TEACHERS ARE INFERIORS TO THAT THE TEACHERS. 
          WHAT HE SAYS IS NOT THE TRUTH. 
          >> [FOREIGN]. 
          >> NOT ONLY THE MAJORITY OF THE TEACHERS THAT HAVE GONE WE LOVED AND RESPECTED, BUT THE DISTRICTS TO WHERE THEY HAVE BEEN MOVED, RECOGNIZE THEIR TALENT AND ARE GETTING AWARDS SUCH AS TEACHER OF THE YEAR FOR JENNIFER BLESSINGTON. 
          >> [FOREIGN] MR. MILES, YOU ARE LIKE THE GRINCH, BUT YOU DON'T CHANGE. 
          YOU NEED TO BE KINDER. 
          >> HISD WILL CONTINUE TO LOSE GOOD TEACHER. 
          PLEASE USE YOUR POSITION TO CHANGE THE SITUATION. 
          [00:15:01]
          >> THANK YOU. [APPLAUSE] 
          >> THANK YOU. 
          >> MICAH GABE. FOLLOWED BY ILIANA GALIB. 
          >> GOOD EVENING. I'M HERE BECAUSE THE DISTRICT IS REMOVING PROGRAMS THAT STUDENTS DEPEND ON TO SUCCEED. 
          THESE WEREN'T EXTRAS. THEY WERE ESSENTIAL. 
          PROGRAMS LIKE WEB DEVELOPMENT, GRAPHIC DESIGN, CULINARY, AND ENTREPRENEURSHIP, GAVE STUDENTS REAL SKILLS, DUAL CREDIT, AND MOTIVATION TO STAY ON TRACK FOR COLLEGE AND CAREERS. 
          NOW INSTEAD OF STRENGTHENING THESE PATHWAYS, THEY ARE BEING ELIMINATED, AND STUDENTS AT HEIGHTS, NORTH SIDE, AND KASHMERE ARE BEING TOLD TO RIDE BUSES ACROSS TOWN, EVEN THOUGH OUR OWN CAMPUSES ARE ALREADY INVESTED IN FULLY EQUIPPED FACILITIES. 
          THIS ISN'T IMPROVING ACCESS IT'S TAKING AWAY OPPORTUNITIES AND DESTABILIZING SCHOOLS. 
          WHEN THESE PROGRAMS DISAPPEAR, SUCCESS BECOMES HARDER, NOT BECAUSE STUDENTS ARE TRYING LESS, BUT BECAUSE THE TOOLS THAT HELP TO SUCCEED ARE GONE. 
          EVERY STUDENT DESERVES A FAIR CHANCE AND THESE PROGRAMS MADE THAT POSSIBLE. 
          RECOGNIZE THE REAL IMPACT THESE CUTS HAVE ON STUDENTS AND TAKE ACTION TO RESTORE OPPORTUNITIES WE'VE LOST. THANK YOU. 
          >> THANK YOU. [APPLAUSE] 
          >> ILIANA GALIB, FOLLOWED BY CHRISTIANA THOMAS. 
          >> HELLO. TONIGHT, I'D LIKE TO SPEAK ABOUT THE RECENT LAWSUIT INVOLVING A FELLOW HISD STUDENT AT BEL AIR HIGH SCHOOL. 
          FOR THOSE WHO DON'T KNOW, THE STUDENTS PARENTS SUED THE DISTRICT AFTER SCHOOL STAFF RESPECTED THEIR CHILD'S REQUEST TO USE A DIFFERENT NAME AND PRONOUNS. 
          THE DISTRICT RECENTLY SETTLED, AGREEING TO REQUIRE TEACHERS AND STAFF TO USE ONLY THE STUDENT'S DEAD NAME AND PRONOUNS ASSIGNED AT BIRTH. 
          BUT I'M NOT HERE TO TALK ABOUT THE LEGAL DETAILS. 
          I'M HERE TO SPEAK DIRECTLY TO THAT STUDENT. 
          TO MY FELLOW HISD CLASSMATE, I SEE YOU. 
          WE SEE YOU, WHAT YOU'RE GOING THROUGH RIGHT NOW, BEING AT THE CENTER OF A LEGAL BATTLE, HAVING YOUR IDENTITY DEBATED BY ADULTS IN PUBLIC. 
          NO TEENAGER SHOULD HAVE TO GO THROUGH THAT. 
          I WANT YOU TO KNOW THAT WHO YOU ARE IS VALID. 
          YOUR IDENTITY MATTERS, AND THERE ARE SO MANY STUDENTS, TEACHERS, AND COMMUNITY MEMBERS IN HISD WHO SUPPORT YOU AND BELIEVE IN YOUR RIGHT TO BE YOURSELF. 
          YOU ARE LOVED FOR EXACTLY WHO YOU ARE. 
          YOU BELONG IN OUR SCHOOLS. 
          YOU DESERVE TO BE TREATED WITH DIGNITY AND RESPECT, AND YOU ARE NOT ALONE. THANK YOU 
          >> THANK YOU. [APPLAUSE] 
          >> CHRISTIANA THOMAS, FOLLOWED BY MARIA THOMAS. 
          >> HI. I'M CHRISTIANA, AND I'M A SENIOR AT HEIGHTS HIGH SCHOOL. 
          I KNOW THAT YOU'RE TRYING TO CUT LIKE ENGINEERING PROGRAMS, GRAPHIC DESIGN, AND WEB DEVELOPMENT, AND MOVE THEM TO BARBARA JORDAN. 
          BUT CUTTING THESE PROGRAMS WOULD ALSO FORCE YOU TO EITHER FIRE OR MOVE THOSE TEACHERS, AND THEY ARE PEOPLE THAT ARE PILLARS OF OUR COMMUNITY. 
          I'VE BEEN AT MY SCHOOL FOR FOUR YEARS, AND I DON'T RECOGNIZE BASICALLY ANY OF THE TEACHERS BECAUSE OF THE SEVERE TURNOVER. 
          THE TEACHERS IN THOSE PROGRAMS. I HAD A KICKBALL TOURNAMENT, VERSUS TEACHERS, TO BE ABLE TO RAISE MONEY FOR BREAST CANCER, AND OUR WEB DEVELOPMENT TEAM MADE A POSTER OF ALL OF OUR TEACHERS AFTER THEY WON AS LIKE A SCHOOL SPIRIT THING. 
          THE PILLARS OF OUR COMMUNITY IN A WAY THAT IS REALLY PERSONAL AND FORCING STUDENTS TO HAVE TO GO TO BARBARA JORDAN FOR OFFICE HOURS OR UNDERSTAND OR CONNECT THOSE PEOPLE WOULD REMOVE AND DESTROY A SCHOOL THAT ALREADY DOESN'T REALLY HAVE A REALLY STRONG TEACHER COMMUNITY. 
          I WON'T BE IN HISD NEXT YEAR, BUT MY SISTER WILL, AND THESE TEACHERS, ADMINM PROGRAMS HAVE SHAPED MY LIFE. 
          PLEASE THROUGH THIS EXPERIENCE. 
          THE CHANCE MY SISTER AND HER OTHER STUDENTS HAVE TO HAVE A JOB POST HIGH SCHOOL. 
          THANK YOU. [APPLAUSE] 
          >> THANK YOU. 
          >> I AM MARIA THOMAS, AND I'M AN EIGHTH GRADER AT TH ROGERS. 
          MY SISTER, KAHAN JUST WENT UP AND SPOKE AND ATTEND THE SCHOOL I HOPE TO ATTEND, HEIGHTS HIGH SCHOOL. 
          I KNOW YOU ARE TRYING TO CUT PROGRAMS OF ENTREPRENEURSHIP, GRAPHIC DESIGN, AND WEB DEVELOPMENT AND MOVE THEM TO BARBARA JORDAN. 
          I'M ASKING YOU TO KEEP THEM AT HEIGHTS. 
          BY TAKING AWAY CT CLASSES FROM HEIGHTS AND MOVING THEM TO BARBARA JORDAN, STUDENTS WILL LOSE VALUABLE TIME FOR EDUCATION AND WILL BE UNABLE TO TAKE ADVANTAGE OF CLASSES AVAILABLE. 
          WHEN STUDENTS HAVE TO TAKE A BUS TO BARBARA JORDAN, NOT ONLY DOES IT CUT TIME FROM OTHER CLASSES WHICH AFFECTS THE STUDENTS ENGAGEMENT AND LEARNING, BUT ALSO MOVES THEIR ABILITY TO BE AT THE FULLEST POTENTIAL. 
          BECAUSE THE GPA WILL BE LOWER DUE TO THEM HAVING TO LOSE VALUABLE CLASS TIME. 
          CURRENTLY, STUDENTS WHO TAKE CLASS TO BARBARA JORDAN SPEND TWO CLASS PERIODS THERE BECAUSE IT TAKES TIME TO RIDE THE BUS. 
          [00:20:01]
IF STUDENTS NOW HAVE TO GO TO BARBARA DOOR AND TAKE ONE CLASS, THEY WILL MOST CERTAINLY LOSE TIME. THANK YOU. [APPLAUSE]. 
          >> THANK YOU. 
          >> ZACHARY YOUNG BLOOD, FOLLOWED BY ADIDAS H BITNER. 
          ZACHARY YOUNG BLOOD. ADIDAS H BITNER? 
          >> GOOD EVENING. OUR SCHOOLS ARE EMPTYING OUT. 
          STUDENTS ARE LEAVING, TEACHERS ARE LEAVING, AND EVERY DAY, CLASSROOMS ARE GETTING SMALLER AND SMALLER. 
          THIS ISN'T JUST ABOUT NUMBERS. 
          IT'S ABOUT THE LOSS OF COMMUNITY, THE LOSS OF TRUST, AND THE LOSS OF REAL EDUCATION. 
          WHEN TEACHERS WALK AWAY, IT'S BECAUSE THEY FEEL UNSUPPORTED AND UNHEARD, AND WHEN STUDENTS LEAVE, IT'S BECAUSE THEY DON'T HAVE A FUTURE HERE. 
          THE DISTRICT MAY TRY TO PAINT A PICTURE OF SUCCESS, BUT THE REALITY IS CLEAR. 
          OUR SCHOOLS ARE FOLLOWING OUT. 
          WE'RE LOSING THE VERY PEOPLE WHO MAKE EDUCATION POSSIBLE. 
          WE'RE NOT ENGAGED, WE'RE NOT SUPPORTED, AND WE'RE WATCHING OUR SCHOOLS SHRINK INTO SOMETHING UNRECOGNIZABLE. 
          REAL LEARNING HAPPENS WHEN TEACHERS STAY WHEN STUDENTS FEEL INVESTED WHEN CLASSROOMS ARE FULL OF ENERGY AND CONNECTION. 
          BUT HISD SYSTEM IS DRIVING THAT AWAY. 
          WE'RE NOT STATISTICS. 
          WE'RE STUDENTS, AND WE DESERVE A SCHOOL THAT KEEPS TEACHERS IN CLASSROOMS, KEEPS STUDENTS INSPIRED, AND KEEPS OUR COMMUNITY STRONG. 
          THANK YOU. [APPLAUSE] 
          >> THANK YOU. 
          >> HI. MY NAME IS ADIDAS H BITNER. 
          I'M A SIXTH GRADE AT YOUNG WOMEN'S COLLEGE PREPARATORY ACADEMY AND A GIFTED AND TALENTED STUDENT. 
          ITEM 13 MATTERS TO ME AND TO SO MANY OTHER TEACHERS KIDS LIKE ME. 
          CHANGING THIS POLICY MEANS HISD WILL NO LONGER PROMISE REAL ADVANCED ACADEMICS TO STUDENTS WHO ARE IDENTIFIED AS GIFTED AND TALENTED. 
          THAT MAKES US FEEL LIKE OUR LEARNING NEEDS DON'T MATTER. 
          SUPERINTENDENT MILES KEEPS SAYING TEACHERS CAN JUST GIVE US DIFFERENT LEVELS OF WORKSHEET PACKETS. 
          BUT GT EDUCATION IS SO THAN THAT. 
          WE NEED FASTER PACING, CHALLENGING PROJECTS, CHANCES TO THINK CREATIVELY, ADVANCED CLASSES, MENTORS, AND TEACHERS WHO UNDERSTAND HOW GT STATUS LEARN. 
          WE WANT TO BE SUPPORTED TO REACH OUR POTENTIAL, NOT HANDED PACKETS. 
          PLEASE DON'T TAKE AWAY THE PROGRAMS THAT HELP US GROW. 
          VOTE NO ON ITEM 13. 
          THANK YOU. [APPLAUSE]. 
          >> THANK YOU. 
          >> EMILY ANAS. 
          >> THE DISTRICT VISITED MY SCHOOL TWO DAYS AGO, AND I'M TALKING ABOUT THIS BECAUSE THE ATMOSPHERE WAS TENSE DURING THE VISIT. 
          OUR TEACHERS WERE STRICTLY KEEPING US QUIET AND BUSY, EVEN IF WE WERE AHEAD ALL DUE TO THE FACT THAT IF THEY WERE CAUGHT NOT DOING ANYTHING FROM THE CURRICULUM, THEY WOULD GET FIRED. 
          I'M NOT SAYING THEY WOULD GET A STRIKE OR A SLAP ON THE WRIST. 
          WE HAD TWO TEACHERS LAST YEAR BE PUBLICLY FIRED IN FRONT OF THEIR STUDENTS FOR NOT PICKING UP PHONES. 
          I CAN'T IMAGINE HOW HUMILIATING THAT WAS. 
          HOW I WOULD FEEL IF I HAD WORKED AT A SCHOOL FOR 10 YEARS AND GET FIRED FOR NOT PICKING UP PHONES. 
          THOSE TWO TEACHERS MATTERED TO THEIR STUDENTS. 
          THE BAND TEACHER WAS ONE OF THE TEACHERS FIRED FROM MY SCHOOL, AND HIS STUDENTS WERE SO ANGERED BY THE FACT THAT HE GOT FIRED, THEY RAISED 1,000 SIGNATURES TO BRING HIM BACK, BUT HE WAS NOT BROUGHT BACK. 
          THE DYSLEXIC TEACHER WAS ANOTHER TEACHER FIRED. 
          HE HELPED MY FRIEND WITH HER DYSLEXIA AND GOT TO PASS HER FINALS THANKS TO HIM. 
          YOUR RULES ARE SO STRICT THERE'S NOTHING THESE TEACHERS CAN DO RIGHT BEFORE THEY GET FIRED. 
          SINCE I'M HERE, I'VE SEEN MORE STUDENTS IN THE WHOLE TIME I'VE BEEN HERE, AND I'VE BEEN ATTENDING THESE MEETINGS, AND I THINK THAT REALLY SPEAKS A LOT BECAUSE THEY'RE STARTING TO TAKE NOTICE TOO. 
          [APPLAUSE] SINCE THEY WERE TALKING ABOUT CAREER PATHWAYS BEING CUT, MY SCHOOL AND NORTH SIDE, THEY ALREADY CUT HOSPITALITY, AND THAT WAS ONE OF THE BIG FACTORS WHY STUDENTS CAME TO OUR SCHOOL. 
          NOW, I'VE HEARD THAT THEY WERE TALKING ABOUT MAYBE EVEN CUTTING OUR BUDGET FROM CULINARY EVEN MORE THAN THIS YEAR AROUND. 
          WE HAVE BEEN FUNDRAISING A LOT, BUT WE CAN'T FUNDRAISE AT THE SCHOOL. 
          WE CAN'T FUNDRAISE DURING CLASS TIME. 
          THERE'S NO ROOM TO FUNDRAISE. 
          WHAT DO YOU THINK WOULD HAPPEN IF WE HAD NO MONEY AND IT'S JUST GOING TO BRING EVERYTHING DOWN. 
          I REALLY LOVE CULINARY. THANK YOU. [APPLAUSE] 
          >> THANK YOU. 
          >> ARE THERE ANY OTHER STUDENT SPEAKERS WHO'VE REGISTERED? WE'RE GOING TO MOVE ON TO HISD PARENTS. 
          SPEAKERS ONE THROUGH TEN. 
          PLEASE COME TO THE FRONT ROW. 
          WE'LL BEGIN WITH NUMBER 1, THOMAS COMSTOCK. 
          [00:25:09]
          >> MY NAME IS THOMAS COMSTOCK, AND I AM A PROUD DURHAM PARENT. 
          LIKE MILES, YOU CARRY A HEAVY BURDEN, AND YOU'VE SACRIFICED A LOT. 
          YOU'RE AT A STAGE OF LIFE WHERE MANY PEOPLE THINK ABOUT THEIR NEXT FISHING TRIP, THAT YOU SPEND SUNDAYS AND SATURDAYS AT COFFEE SHOP STARING AT DATA. 
          WITH YOUR MILITARY AND DIPLOMATIC BACKGROUND, YOU CAN MAKE EVEN MORE MONEY FROM A DEFENSE CONTRACTOR. 
          YOU LIVE AWAY FROM YOUR FAMILY. 
          HERE YOU ARE FIGHTING FOR STUDENT ACHIEVEMENT. 
          IT'S ADMIRABLE IN ITS OWN WAY. 
          BUT THERE'S A PROBLEM THAT YOU REMAIN COMPLETELY BLIND TO. 
          THE BURDEN THAT YOU CARRY IS NOT MEANT FOR A SINGLE MAN OR EVEN A SINGLE DISTRICT STAFF. 
          IT'S MEANT FOR AN ENTIRE COMMUNITY. 
          YOU ALONE DON'T HOLD ALL THE ANSWERS. 
          FOR ONE HUMAN TO THINK THAT THEY HOLD THESE ANSWERS IS UNREALISTIC. 
          THE CITY IS DIVERSE, AND NO ONE PERSON HOLDS ITS WHOLE ANSWER. 
          WE ALL DO COLLECTIVELY. 
          LET'S FIX THIS TOGETHER. 
          [APPLAUSE] 
          >> THANK YOU. 
          >> HI. MY NAME IS AUDREY NATH. 
          I'M A PARENT OF TWO STUDENTS IN HISD, AND I KNOW THAT POLICY ELA WILL BE DISCUSSED AT A FUTURE DATE, BUT TRUSTEE DI GUARD BROUGHT IT UP. 
          I'D LIKE TO SPEAK TO ITS IMPORTANCE AS WELL. 
          IT CAME ABOUT BECAUSE IN 2019, THE OPERATOR OF HISDS ENERGIZED IN DISTRICT CHARTER SCHOOLS HAD SIPHONED OFF $17 MILLION IN STUDENT FUNDING, AND SO POLICY ELA WAS WRITTEN TO SET STANDARDS FOR THE OPENING AND OPERATION OF SUCH PUBLIC-PRIVATE PARTNERSHIPS. 
          IT INCLUDES AN APPLICATION PROCESS, MINIMUM OPERATING STANDARDS, AND PERIODIC MONITORING, INCLUDING THE ABILITY TO AUDIT. 
          THE $17 MILLION SCANDAL HAPPENED BECAUSE HISD GAVE AWAY THESE STUDENTS AND SCHOOLS, THEN FAILED TO CHECK IN OR ASK EVEN BASIC QUESTIONS. 
          THE SCANDAL WAS DISCOVERED BY SIMPLY READING THE ENERGIZED FINANCIALS. 
          OUR ELECTED BOARD TOOK THE NEEDED STEPS TO SAFEGUARD THE ASSETS OF OUR PUBLIC, AND WE NEED TO PROTECT THEM. 
          THANK YOU. [APPLAUSE]. 
          >> THANK YOU. 
          >> SARAH MOLLER, YOU GUYS HAVE ME AS NEXT. 
          I'M FOLLOWING UP ON TRAYS TALK. 
          YOU DON'T ASK THE COMMUNITY YOU IMPOSE. 
          YOU DISMISS US PARENTS AS HYSTERICAL ANTI-ONES AND HATERS. 
          WHILE HEALTHY EDUCATION SYSTEMS SEEK TO TREASURE PARENT, PARENTAL, AND COMMUNITY INVOLVEMENT. 
          YOU INSTALL SCHOOL LEADERSHIP WHO SEEK TO KEEP US AT ARM'S LENGTH, TREATING US AS HINDRANCES RATHER THAN PARTNERS. 
          AT DURHAM, WE'VE BEEN SCOLDED BY ADMINISTRATION IN PUBLIC MEETINGS, HAD OUR EMAILS IGNORED FOR WEEKS AND MONTHS BY ADMINISTRATION, HAD OUR VALID AND EDUCATIONALLY RELEVANT CONCERNS GO AN DEALT WITH, AND HAD TO WAIT ALMOST AN ENTIRE SEMESTER TO RELAUNCH AN ALREADY ROBUST PARENT VOLUNTEER SYSTEM. 
          YOU CREATE AN ENVIRONMENT THAT TELLS PARENTS THAT WE KNOW NOTHING. 
          BUT WE KNOW OUR CHILDREN BEST. 
          WE KNOW OUR COMMUNITIES BEST. 
          WE KNOW THAT EACH STORY MATTERS. 
          WE LOOK AT EACH OTHER TO RALLY AND FIX WHAT'S BROKEN. 
          LET US HELP YOU. 
          LET US FIX THIS TOGETHER. 
          THANK YOU. [APPLAUSE] 
          >> THANK YOU. 
          >> HI. MY NAME IS DR. MARIA BENSON. 
          A CLOSED AGENDA ITEM INCLUDES THE SALE OF FIVE DISTRICT-OWNED PROPERTIES. 
          LISTEN, SELLING PUBLIC LAND DURING A STATE TAKEOVER WITHOUT ELECTED OVERSIGHT RISKS THE PERMANENT LOSS OF COMMUNITY ASSETS THAT BELONG TO OUR STUDENTS AND OUR NEIGHBORHOODS. 
          HISD SHOULD NOT SELL A SINGLE ACRE WITHOUT TRANSPARENT DEMOCRATIC INPUT AND CLEAR PROOF THAT THE DECISION BENEFITS STUDENTS. 
          BEFORE CONSIDERING ANY SALE, WE NEED A COMPREHENSIVE LONG-TERM FACILITIES AND FINANCIAL PLAN. 
          SELLING ASSETS TO COVER OPERATING COSTS IS NOT ONLY UNSUSTAINABLE, IT IS FISCALLY IRRESPONSIBLE. 
          BOARD OF MANAGERS APPROVED A POLICY CHANGE IN SEPTEMBER 24, ALLOWING REVENUE FROM PROPERTY SALES TO FLOW INTO THE GENERAL FUND, WHERE IT CAN BE USED FOR DISCRETIONARY SPENDING RATHER THAN CAPITAL RENOVATIONS, DESPERATELY NEEDED FOR BROKEN AC UNITS AND DETERIORATING FACILITIES. 
          VOTERS REJECTED THE BOND BECAUSE THEY DISTRUSTED MILES AND SPENDING PRIORITIES, AND SELLING THESE PROPERTIES DEEPENS THOSE CONCERNS BY GIVING HIM STUDENTS MUST COME FIRST, SELLING OF THEIR FUTURE. [APPLAUSE] 
          >> THANK YOU. 
          >> HI, I'M DIANA KANDA. 
          IT'S NOT THE LIST SPEAKING ON ITEM FOUR. 
          IT'S NOT THE LIST OF BOOKS FOR APPROVAL ON ITEM FOUR THAT WE SHOULD BE TALKING ABOUT. 
          IT'S THE LIST OF SCHOOLS, TEN ELEMENTARY SCHOOLS AND ONE MIDDLE SCHOOL ARE BUYING BOOKS TO REFRESH THEIR LIBRARIES. 
          OF COURSE, THIS MIGHT NOT BE THE ONLY PURCHASE THIS YEAR, 
          [00:30:02]
BUT IT SURE SHINES A LIGHT ON THE HALVES AND HALVES NOTES. 
          WEST SIDE, DESIGNED AROUND A BEAUTIFUL LIBRARY CENTERED IN THE BUILDING LIKE AN ATRIUM IS NOT ON THE LIST. 
          OUT OF 270 SCHOOLS, 11 LIBRARIES ARE FUNCTIONING AT A LEVEL THAT CAN BE DESCRIBED AS JUST ABOVE LIFE SUPPORT. 
          THE LIST READS LIKE A REALTOR'S LIST OF DESIRABLE HOUSTON NEIGHBORHOODS, RIVER OAKS, PINE OAKS, OAK FORREST, HEIGHTS, BRIAR FORREST AND WILBEN. 
          THOSE ARE THE ONES THAT WILL GET THE BOOKS. 
          ON THE REALTOR THEME, I WANT TO POINT OUT THAT SELLING LONG-TERM ASSETS FOR SHORT-TERM EXPENDITURE SHOULD BE A CRIME WHEN WE HAVE NO ELECTED BOARD. 
          FIRE MIKE MILES. 
          [APPLAUSE] 
          >> THANK YOU. 
          >> SPEAKER 6. 
          >> SCHOOLS GOING TO NONPROFITS AND CHARTERS, YOU'RE SENDING THE MESSAGE. 
          IF YOU DO GOOD ENOUGH, YOU'LL BE REWARDED WITH NOT BEING PART OF HISD. 
          HISD IS NOT WORTH MAINTAINING HIGH PERFORMANCE. 
          THE TAKEOVER IS JUST A REAL ESTATE FLIP. 
          DATA WAS THE LANDLORD SPECIAL. 
          MAKING ZIP CODE SUCCESS IRRELEVANT IS JUST PRICE FIXING THE MARKET, ALLEGEDLY A FORTE OF ONE OF OUR BOARD MEMBERS. 
          THERE WAS NO FIXING THE FOUNDATION, EVER ASK A TO REPAIR OR FOLLOW THEIR OWN POLICIES, OR HECK, EVEN THE LAW. GOOD LUCK. 
          THAT'S EXACTLY HOW IT FEELS TO BE APPARENT AT HISD. 
          COMPLIANCE DOESN'T EQUAL SUPPORT. 
          WHEN YOU SIT THERE AND WATCH YOUR KID BREAK DOWN, CRYING AFTER THE FOURTH COLLEGE DENIAL LETTER THAT YOU KNOW FULL WELL WAS A DIRECT RESULT OF SPED IN EQUITCES. 
          THE DISTRICT STANDING THERE, GRIPING AT YOU. 
          ME GRIPING AT YOU HERE IS EXTREME THEN FINE. 
          BUT I MAY BE UNPROFESSIONAL IN YOUR EYES, BUT YOU DID IN FULL CITY HALL. 
          [APPLAUSE] 
          >> THANK YOU. 
          >> ALL REMAINING PARENT SPEAKERS, PLEASE COME TO THE FRONT ROW. 
          NUMBER 7, JESSICA DUGAN. 
          >> MIKE MORATH WAS SUPPOSED TO TELL YOU THAT THE BOARD OF MANAGERS BY NOW WHEN THE TAKEOVER WOULD END. 
          THE TEA'S OWN REGULATIONS REQUIRE MORATH TO ANNOUNCE THE TAKEOVER'S END DATE BY JUNE 1, 2025. 
          HE COULDN'T EVEN BE BOTHERED TO FOLLOW HIS OWN RULES. 
          THE RULE SAYS, NOT LATER THAN THE SECOND ANNIVERSARY DATE OF THE APPOINTMENT OF BOARD OF MANAGERS. 
          THE COMMISSIONER SHALL NOTIFY THE BOARD OF MANAGERS AND THE BOARD OF TRUSTEES OF THE DATE ON WHICH THE APPOINTMENT OF THE BOARD OF MANAGERS WILL EXPIRE. 
          I'M JUST CONFUSED WHY Y'ALL DON'T KNOW YET WHEN THE TAKEOVER IS SUPPOSED TO END. 
          ACCORDING TO HIS OWN RULES, HE WAS SUPPOSED TO NOTIFY EVERYONE BY NOW. 
          DOES ANYONE HAVE AN ANSWER? I DOUBT IT. ANYONE. [APPLAUSE] 
          >> THANK YOU. 
          >> WE'RE MOVING TO PARENT SPEAKERS ON ZOOM. 
          MELANIE GAMIN. PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN. 
          MS. GAMIN, PLEASE TURN YOUR AUDIO ON. GO AHEAD. 
          >> YOU HERE? 
          >> YES. 
          >> THANK YOU. GOOD EVENING, A FRESHMAN AND A SENIOR AT HEIGHTS HIGH SCHOOL. 
          I'M HERE TO URGE YOU TO OUR PATHWAYS PROGRAMS. MY SENIOR IS IN THE AUDIOVISUAL MAT, MY FRESHMAN IN GRAPHIC DESIGN, AND THESE PROGRAMS AND THEIR EXCELLENT TEACHERS ARE THE REASON THEY LOVE COMING TO SCHOOL. 
          ONCE AGAIN, HISD IS TAKING A SUCCESSFUL, HIGH-INTEREST PROGRAM AND STRIPPING IT DOWN, WHICH WILL ONLY DRIVE ENROLLMENT DOWN NEXT YEAR. 
          THESE CLASSES WEREN'T CHOSEN BECAUSE THEY GUARANTEE HIGH-PAYING JOBS. 
          THEY WERE CHOSEN OUT OF GENUINE ACADEMIC INTEREST, CREATIVITY, AND CURIOSITY. 
          THESE PROGRAMS TEACH REAL-WORLD SKILLS AND IGNITE PASSIONS THAT LASTS A LIFETIME. 
          FUTURE STUDENTS DESERVE THAT SAME CHANCE. 
          DATA, MORE WORKSHEETS. 
          I GENERATED CURRICULUM, FEWER OPPORTUNITIES TOURS AND THE LOSS OF CREATIVE OUTLETS THAT MAKE EDUCATION MEANINGFUL. 
          WHAT HAPPENS TO OUR TALENTED TEACHERS? THEY'RE FIRED, AND STUDENTS GET LARGER, LESS ENGAGING CLASSES TAUGHT BY UNCERTIFIED STAFF. 
          >> THANK YOU. 
          >> IS THAT THE BELL? 
          >> YES. [APPLAUSE] 
          [00:35:03]
          >> BRIANA VAN BORS, PLEASE TURN YOUR CAMERA ON. YOU MAY BEGIN. 
          >> YOU HEAR ME? 
          >> CAN YOU SPEAK INTO YOUR MICROPHONE? 
          >> CAN YOU HEAR ME NOW? 
          >> YES. 
          >> MILES FOR 1882 SCHOOLS. 
          I AN OPERATOR CLICK PARTNERSHIPS BEING HIS COMPANY THIRD FEATURE. 
          HE KNOWS THAT 1882 PARTNERSHIPS ARE NEITHER STATE CARTER NOR TRUE PUBLIC SCHOOLS. 
          WHEN HIS CREDIT COMPANY THIRD TEACHER WAS FOUND TO HAVE SPENT MILLIONS OF DOLLARS IN TEXAS SCHOOL FUNDS TO COLORADO COMPANY, IT WAS EMBARRASSING, NOT ILLEGAL. 
          THE STATE AUDIT RECORDED THAT THERE ARE NO RULES IN EDUCATION CODE FOR 1882 SCHOOLS, AND IT WAS THE DISTRICT'S OWN FAULT NOT PROHIBITING SUCH FEES IN THE CONTEXT. 
          1882 IS AN OPEN INVITATION TO STEAL PUBLIC REFS. 
          WE HAVE POLICY ALA BECAUSE THIS IS EXACTLY WHAT'S HAPPENED WITH HISD ENERGIZED IN SCHOOL CARTER SCHOOLS. 
          THERE, THE OPERATOR SIPHONED OFF $17 MILLION. 
          OUR ELECTED BOARD WROTE THE POLICY TO PREVENT FROM WORK CLOUD. 
          MILES ALA TO ELIMINATES OVERSIGHT. WILL YOU LOSE HIM? 
          >> THANK YOU. 
          >> MISS LADNER. YOU MAY TURN YOUR CAMERA ON. 
          WE SAY YOUR FULL NAME FOR US, PLEASE? 
          >> MY NAME IS DANA LADNER, AT DURHAM. 
          I'M A PARENT AT DURHAM. 
          YOU CREATE A COACHING SYSTEM RIFE WITH ABUSE AND DEGRADATION. 
          THEN WRITE THOSE OFF WHO SEEK A MODICUM OF HUMANITY, A SUB PAR WEAK OR NOT FITS THE CULTURE. 
          YOU DISMISS THOSE WHO HAVE LEFT AS CONSISTENTLY UNWORTHY OF PROFESSION. 
          BUT YOU KNOW YOU'VE ALSO LOST TALENT AND EXPERIENCED CAREER EDUCATORS THAT CAN HELP ACHIEVE THE GAINS THAT THIS ADMINISTRATION, THAT MR. MIKE MILES, YOU CLAIM TO SEEK. 
          YOU CREATE AN ENVIRONMENT WHERE TEACHERS FEAR TELLING THE TRUTH AND THEN PATCH YOURSELF ON THE BACK ABOUT HOW MUCH THEY LIKE YOU. 
          AT DURHAM, WE'VE LOST NINE TEACHERS SINCE AUGUST 1ST. 
          OTHER DISTRICTS AND PRIVATE SCHOOLS ARE CHEERING. 
          SCREAMING HISDS LOSS IS OUR GAIN. 
          IF YOU HAD CREATED A BETTER ENVIRONMENT, SOME OF THOSE TEACHERS COULD HAVE HELPED YOU, HELP HISD. 
          INSTEAD, NOT ONLY HAVE TEACHERS LEFT DURHAM, THE EXODUS ACROSS HISD HAS BEEN GUTTING. 
          KIDS FEEL IT, PARENTS FEEL IT. 
          PARENTS LOSE FAITH, AND PARENTS CHOOSE SCHOOLS THAT OFFER STABILITY. 
          HISD DOESN'T. 
          >> THANK YOU. 
          >> FIX THIS TOGETHER [APPLAUSE]. 
          >> MISS BULGER, PLEASE TURN YOUR CAMERA ON. 
          YOU MAY BEGIN. 
          CASSANDRA BULGER? 
          >> YES. I'M HERE. THANK YOU. MY NAME IS CASSANDRA BULGER AND MY PARENT AT DURHAM. 
          I AM SPEAKING TONIGHT ON BEHALF OF COMMUNITY. 
          AT DURHAM, WE'VE LOST CLOSE TO 10% OF OUR STUDENT BODIES SINCE THE FIRST DAY OF SCHOOL. 
          THIS IS AN ALL ST COMMON DROP IN ENROLLMENT FOR OUR DISTRICT. 
          THE NUMBERS DON'T LIE. 
          IN MOST OTHER FIELDS, A 10% DROP IN THE PARTICIPANT BASE, IT'S DOWN TO ALARM BELLS, BUT APPARENTLY NOT IN HISD. 
          OUR STUDENTS FEEL THE PAIN OF THE EMPTY SEATS THAT ONCE HELD THEIR FRIENDS. 
          YOU CLAIM THAT THEY'RE BEING DEPORTED OR HOME SO. 
          THAT'S DISGUSTING. WE KNOW OUR NEIGHBORS WEREN'T SUPPORTED. 
          WE KNOW OUR NEIGHBORS DECIDES TO MOVE TO PRIVATE SCHOOL. 
          WE KNOW THAT HAD DURHAM LOST THE TEACHERS, THAT MAY NEVER HAVE HAPPENED. 
          HAD DURHAM BEEN GIVEN THE WRAPAROUND SERVICES AND SOMETHING ACTUALLY RESEMBLING SUPPORT RATHER THAN A TEAM CENTER, ENDLESS WORKSHEETS AND FUNDS OF SHOUTING AT ADULTS AND STUDENTS, THESE FAMILIES WOULD NOT HAVE LOST FAITH IN PUBLIC SCHOOLS. 
          THAT BRAIN ISN'T HEALTHY FOR A DISTRICT. 
          THERE WERE FUTURE LEADERS AND SCHOLARS WHO COULD HAVE HELPED HISD BEST, BUT YOU LET THEM WALK OUT THE DOOR. 
          YOU CONTINUE IT OFF THE REST OF YOUR SORT. 
          HISD PER WHO ARE ALLOWED TO HAS A CHOICE. 
          IT IS NOT A SOMETHING LED TO LOVE AND LEARNING. 
          STUDENTS WANT TO LEARN. 
          >> THANK YOU. YOUR TIME IS UP. 
          >> LET'S FIX THIS TOGETHER [APPLAUSE]. 
          >> ABBY, PLEASE STATE YOUR FULL NAME AND TURN YOUR CAMERA ON TO BEGIN. 
          WILL YOU PLEASE STATE YOUR FULL NAME. 
          >> GOOD EVENING. MY NAME IS ABBY SARGLL, AND I'M CONTINUING THE MESSAGE AS A DURHAM PARENT. 
          [00:40:03]
YOU CARRY A BURDEN, NOT MEANT FOR ONE MAN, BUT FOR AN ENTIRE COMMUNITY, AND YOU ARROGANTLY ASSUME THAT YOU CAN. 
          YOUR MILITARISTIC METHODS AND NEED FOR SHORT TERM VALIDATION THROUGH TEST SCORES MAY MAKE YOUR STAR RISE IN CERTAIN CIRCLES, BUT WE CALL THIS OUT BECAUSE WE KNOW THAT THESE MIRACLES ON BILLBOARDS DON'T TELL THE WHOLE STORY. 
          WE ARE THE ONES WHO KNOW OUR KIDS AND KNOW WHAT YOUR METHODS ARE LEADING TO, AND THAT'S NOT LONG TERM KNOWLEDGE. 
          WE ARE THE ONES WHO WILL HAVE TO PICK UP THE WRECKAGE AFTER YOU'RE GONE. 
          THESE ARE OUR SCHOOLS, THESE ARE OUR CHILDREN, THESE ARE OUR COMMUNITIES, THIS IS OUR CITY. 
          IN A DEMOCRACY, WE ARE MEANT TO BE PART OF HOW THIS HAPPENS. 
          WHILE WE DON'T HAVE A VOTE, YOU CAN CHOOSE TO WORK WITH US. 
          LET US FIX THIS TOGETHER. 
          >> THANK YOU. 
          >> THANK YOU [APPALUSE]. 
          >> I BELIEVE WE HAVE ONE MORE PARENT SPEAKER IN PERSON, MISS ST. JULES. 
          >> LATRICIA ST. JULES, AND I'M HERE WITH HOUSTON PARENT ACTION NETWORK. 
          AS A PARENT FROM THE HISTORICAL FIFTH BOARD, I'M HERE TONIGHT WITH A SIMPLE REQUEST. 
          PUT REAL COMMUNITY AND PARENT ENGAGEMENT AT THE CENTER OF THESE DECISIONS. 
          WHEN DECISIONS ARE MADE, FAMILIES DESERVE MORE THAN AN ANNOUNCEMENT. 
          THEY DESERVE A SEAT AT THE TABLE. 
          I'M GOING TO SAY THAT AGAIN, WE DESERVE A SEAT AT THE TABLE. 
          STUDENTS DESERVE DECISIONS SHAPED WITH THEM, NOT SIMPLY ABOUT THEM. 
          I UNDERSTAND THAT DATA DRIVES DISTRICT PLANNING, BUT DATA ALONE CANNOT REPLACE THE LIVED EXPERIENCE, ASPIRATION, AND PERSPECTIVES OF FAMILIES WHO TRUST THE SYSTEM WITH OUR CHILDREN. 
          KIDS HAVE DIFFERENT INTERESTS, GOALS, AND EXPERIENCES. 
          SCHOOLS SHOULD BE A PLACE WHERE KIDS ARE EXPOSED TO A PLETHORA OF POST SECONDARY PATHWAYS, NOT JUST A FEW. 
          TONIGHT, INSTEAD OF FOCUSING ON WHETHER SPECIFIC PROGRAM STAYS OR GOALS, I'M ASKING YOU TO FOCUS ON THE PROCESS. 
          ENGAGE US EARLY, HONESTLY, AND DEEPLY. 
          BRING THE COMMUNITY TOGETHER TO RETHINK, REDESIGN, AND STRENGTHEN OPPORTUNITIES, NOT BEHIND CLOSED. 
          >> [INAUDIBLE] 
          >> THANK YOU. 
          >> [INAUDIBLE] 
          >> THANK YOU. 
          THIS CONCLUDES OUR PUBLIC COMMENT BY PUBLIC OFFICIALS, HISD, STUDENTS AND PARENTS. 
          WE'LL NOW HOLD A PUBLIC HEARING ON 
          [Public Hearing on School Financial Integrity Rating System of Texas (School FIRST]
THE SCHOOL FINANCE FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS. 
          I UNDERSTAND THAT OUR CHIEF FINANCE AND OPERATIONS OFFICER JIM TERRY IS PRESENTING, DR. TERRY, ARE YOU READY? 
          >> BOARD CHAIR, MEMBERS OF THE BOARD, THANK YOU FOR THIS OPPORTUNITY AND MERRY CHRISTMAS. 
          SCHOOL FIRST ENSURES TEXAS SCHOOL DISTRICT MAINTAIN HIGH STANDARDS OF FINANCIAL MANAGEMENT AND ACCOUNTABILITY. 
          THESE 21 INDICATORS ARE DETERMINED BY TEA INDEPENDENT OF US. 
          THE SYSTEM EVALUATES THE FINANCIAL PRACTICES AND PROMOTES EFFICIENT RESOURCE AND ENCOURAGE TRANSPARENCY. 
          RATINGS HELP THE SAFEGUARD TAXPAYERS FUNDS AND SERVE AS A BENCHMARK FOR FINANCIAL PERFORMANCE AND IMPROVEMENTS. 
          WRONG WAY. THE DATA USES THE FISCAL FINANCIAL STATEMENTS FOR FISCAL YEAR 2023, 2024, REFLECTING THE FINANCIAL ACTIVITIES DURING THIS PERIOD. 
          THE RATING WAS FINALIZED AND PUBLISHED IN NOVEMBER 6, 2025, MARKING THE OFFICIAL EVALUATION DATE. 
          THIS IS LISTED ON THE TEA WEBSITE. 
          UNDERSTANDING THE TIME FRAME AND CONTEXT LINKS FINANCIAL OUTCOMES TO BUDGET DECISIONS AND ECONOMIC CONDITIONS. 
          TRANSPARENCY DATA ENCOURAGES THE CREDIBILITY OF THE HIGHEST FROM THE USE OF OUR FINANCIAL RESOURCES. 
          IT ALSO SHOWS THE FIRST RATINGS AND EVALUATION PROCESS. 
          HOUSTON ISD RECEIVED A RATING OF A WITH A SCORE OF 96 OUT OF 100 REFLECTING OUTSTANDING FINANCIAL PERFORMANCE AND ACCOUNTABILITY. 
          [00:45:06]
THE RATING INDICATES ROBUST FISCAL HEALTH AND OPERATIONAL EFFICIENCY WITHIN THE DISTRICT'S FINANCIAL MANAGEMENT. 
          THE ACHIEVEMENT SHOWCASES HOUSTON'S DEDICATION TO RESPONSIBLE USE OF PUBLIC FUNDS AND TRANSPARENCY. 
          THE CONTINUOUS IMPROVEMENT AND RIGOROUS FINANCIAL PRACTICES ARE ESSENTIAL TO MAINTAIN HIGH FUTURE EVALUATION. 
          A RATING IS ACHIEVED WITH SCORES BETWEEN 90-100, AND AGAIN, WE SCORED 96 OUT OF 100. 
          LET ME CATCH UP. THESE ARE THE INDICATORS, 21 INDICATORS ARE CATEGORIZED INTO THE FOLLOWING. 
          THE FINANCIAL REPORTS ENSURES ACCURACY AND FITNESS FOR FINANCIAL REPORTING IN SCHOOLS. 
          PAYMENTS AND FUND BALANCE INDICATORS, MEASURED LIQUIDITY, AND FISCAL STABILITY THROUGH PAYMENTS AND FUND BALANCE. 
          LIQUID ASSETS INDICATES FOCUS ON THE DISTRICT'S ABILITY TO MEET SHORT TERM FINANCIAL OBLIGATIONS. 
          REVENUE AND EXPENDITURE ANALYSIS INDICATE A FUND BALANCE THROUGH REVENUE AND EXPENDITURE MONITORING, AND SOLVENCY AND DEBT INDICATORS, LONG TERM FINANCIAL STABILITY AND DEBT MANAGEMENT. 
          THE ADMINISTRATIVE COST RATIO MEASURES ENSURES ADMINISTRATIVE EXPIRES EXPENSES REMAIN WITH ACCEPTABLE LIMITS ON OPERATIONAL EFFICIENCIES. 
          ACCURATE ENROLLMENT AND PMS DATA ARE CRITICAL FOR FUNDING AND DISTRICT REPORTING OBLIGATIONS. 
          WEBSITE AND PROPERTY COMPLIANCE INDICATORS SUPPORT THE TRANSPARENCY AND ACCESSIBILITY IN DISTRICT OPERATIONS. 
          ACCOUNTING FOR EXTRAORDINARY FISCAL CIRCUMSTANCES ENSURE FAIR EVALUATION OF DISTRICT PERFORMANCE. 
          HOUSTON SUPERIOR RATING UNDER SCHOOL FIRST HIGHLIGHTS A STRONG FINANCIAL HEALTH AND OPERATIONAL EFFICIENCY. 
          FULL DISCLOSURE AND DETAILED REPORTS PROVIDE TRANSPARENCY AND STAKEHOLDER TRUST IN THE DISTRICT. 
          FINALLY, MAINTAINING HIGH FINANCIAL STANDARDS SUPPORTS ONGOING QUALITY EDUCATION AND COMMUNITY CONFIDENCE. 
          THANK YOU. QUESTIONS. 
          >> ANY QUESTIONS? NEXT TIME ON THE SLIDE, YOU SHOULD PROBABLY USE A HIGHER CREDIT SCORE THAN 680. 
          IF YOU HAD 96 OUT OF 100, IT'S MORE LIKE 800. 
          >> WE'LL DO. THANK YOU AGAIN. MERRY CHRISTMAS. 
          >> THANK YOU. BEFORE WE MOVE INTO OUR BUSINESS, I'D LIKE TO INVITE BOARD MEMBERS TO SHARE REPORTS AND COMMENTS. 
          [Board Member Reports and Comments]
ANYBODY HAVE ANYTHING TO REPORT? I KNOW WE HAVE A LOT OF HOLIDAY EVENTS COMING UP, A LOT OF BREAKFASTS THAT WE'RE GOING TO BE PASSING OUT TO KIDS AND HOLIDAY PARTIES AND THE LIKE, AND IT'LL BE A LOT OF FUN TO DO THAT. 
          EVERYONE I KNOW HAS SIGNED UP FOR THAT. GO AHEAD. 
          >> I JUST WANTED TO ACKNOWLEDGE. 
          MOST SCHOOLS ARE CELEBRATING STUDENTS' TALENTS RIGHT NOW WITH CONCERTS, DANCE BAND, AND OTHERS. 
          I JUST WANTED TO HIGHLIGHT. 
          I GET THE PRIVILEGE OF ATTENDING MANY OF THOSE, BUT I WANTED TO ENCOURAGE OUR COMMUNITY TO ALSO VISIT YOUR NEIGHBORHOOD SCHOOL. 
          WE NEED PARTICIPANTS IN THE AUDIENCE AS WELL TO MAKE SURE THAT OUR STUDENTS HARD WORK IS HIGHLIGHTED AND ENJOYED AS WE ENTER THIS HOLIDAY SEASON. THANK YOU. 
          >> THANK YOU, MR. PRESIDENT, ESPECIALLY FOR YOUR PATIENCE FIGURING THIS THING OUT. 
          I WANTED TO GIVE A SHOUT OUT TO A TEACHER AT PENN OK, MISS BIRO, WHO TEACHES, AMONG OTHER THINGS, FANTASY GEOPOLITICS, WHICH IS THE CLASS THAT I WOULD HAVE TAKEN. 
          AS AN ELECTIVE, IF I WOULD HAVE HAD THE OPPORTUNITY TO DO THAT. 
          SHE AND MANY OTHER TEACHERS ACROSS THE DISTRICT USED CNN 10 IN THE CLASSROOM, WHICH I THINK THE PRECURSOR TO THAT MIGHT HAVE BEEN, BECAUSE I CAN'T REMEMBER THE NAME OF IT. 
          BUT IT WAS THROUGH MTV. 
          WHEN I WAS IN HIGH SCHOOL, WHICH WAS A GREAT PROGRAM, THE STUDENTS LOVE IT. 
          I KNOW IT'S ALSO USED AT THE ELEMENTARY SCHOOLS, AND THIS CREATIVITY REALLY FOSTERS STUDENT ENGAGEMENT 
          [00:50:02]
IN POLITICS AND JOURNALISM AND CULTURES. 
          MY OWN SON, HAPPENS TO BE IN THIS CLASS, AND HIS TEACHER SENT A VIDEO OF THE KIDS HEARING THAT THEY GOT A SHOUT OUT FROM ONE OF THE HOSTS OF CNN 10 AND IT WAS TERRIFIC. 
          I KNOW A LOT OF STUDENTS IN THIS CLASS NOW ASK THEIR PARENTS ON THE DRIVE TO AND FROM SCHOOL TO LISTEN TO THE NEWS ON THE WAY IN. 
          THANK YOU TO TEACH BIRO AND ALL TEACHERS WHO ARE USING CNN AND OTHER CREATIVE MECHANISMS IN THEIR CLASSROOM. 
          IT'S WONDERFUL. THANK YOU. 
          >> ON NOVEMBER 19TH, I ATTENDED AN EVENT CALLED THREADS OF GOLD, WHICH IS AN ART PROGRAM EVENT HELD AT THE ASIA SOCIETY. 
          I HAPPENED TO BE THE CHAIRMAN OF THE ASIA SOCIETY, AND WE HAD OVER 1,000 PEOPLE, PARENTS AND CHILDREN, AND ARTISTS THERE IN PARTNERSHIP WITH THE FERRIS FOUNDATION, WHICH IS A CHARITABLE FOUNDATION TO SUPPORT YOUNG CHILDREN, PARTICULARLY THOSE WHO HAVE SUFFERED FROM CANCER, BUT THE EVENT WAS THERE TO CELEBRATE ARTISTS FROM ACROSS HISD, AND IN FACT, WE INVITED FOUR OTHER DISTRICTS THIS YEAR TO PARTICIPATE. 
          BUT THE MAJORITY OF THE ARTISTS THERE AND THE ART THAT THEY HAD ON DISPLAY WAS FROM HISD STUDENTS ACROSS, MAINLY THE HIGH SCHOOLS. 
          TWO STUDENTS FROM HISD WON $500 CERTIFICATES FOR THE QUALITY OF THEIR WORK, AND THEY WERE CHOSEN AS THE BEST ARTISTS, THEIR TWO PIECES. 
          I JUST WANTED TO REINFORCE TO ME THAT THERE IS AN ACTIVE ART PROGRAM ACROSS THE DISTRICT AND THESE KIDS ARE ALL PARTICIPATING AND IT WAS ONE WONDERFUL EVENING WITH 1,000 PEOPLE PARTICIPATING AND CELEBRATING. 
          >> THANK YOU, PRESIDENT CAMPO. 
          I HAD THE PRIVILEGE OF ATTENDING A SCHOOL VISIT WITH A SUPERINTENDENT AND SOME OF HIS TEAM, REPRESENTATIVES FROM THE HISD FOUNDATION, AND EVEN I BELIEVE IT WAS THE KANSAS CITY PUBLIC SCHOOLS WHO ARE INTERESTED IN SEEING THE NES PROGRAM IN ACTION. 
          IT WAS REMARKABLE. 
          WHAT I SAW FROM THOSE TEACHERS, THE ENGAGEMENT I SAW FROM THE STUDENTS, THE COMBINATION WHEN I THINK ABOUT THE TEACHERS, A COMBINATION OF SKILL, PEDAGOGY AND GENUINE LOVE AND AFFECTION FOR THESE STUDENTS. 
          IT'S NO SURPRISE TO ME THAT THEY WENT FROM AN F RATED CAMPUS TO AN A RATED CAMPUS. 
          IT ALSO BRINGS ME GREAT PRIDE THAT THE PRINCIPALS IN AGGIE. 
          BUT IT WAS AWESOME TO SEE THAT INACTION. 
          WHAT A COOL EXPERIENCE THAT WAS. 
          >> THANK YOU. I WOULD LIKE TO SHOUT OUT A PUBLIC COMMUNITY PARTNERSHIP WITH GREGORY LINCOLN ELEMENTARY SCHOOL. 
          I GOT A CALL FROM THEIR AWESOME COUNSELOR LEVAN DIA MINEY. 
          ROSA SHARON, MISSIONARY BAPTIST CHURCH AND HOPE CHARITY CONTACTED THE SCHOOL WANTING TO PARTNER AND TO GIVE LITTLE GIFT BAGS TO THE STUDENTS. 
          OUR RESOURCEFUL COUNSELOR SAID, YES, WE WILL TAKE THEM, BUT WHAT WE NEED IS COATS. 
          THEY ASKED WHAT SHE NEEDED. 
          SHE SAID, I NEED 643 COATS. 
          TWO WEEKS LATER, THEY GOT THEM. 
          WE APPRECIATE HER FOR HER RESOURCEFULNESS, AND WE WANT TO THANK THE HOPE CHARITY AND ROSE OF SHARON MISSIONARY BAPTIST CHURCH FOR PARTNERING WITH OUR KIDS AND GETTING THEM BRAND NEW COATS SIZE TO FIT. 
          THAT'S REALLY WONDERFUL. [APPLAUSE]. 
          >> GREATFUL. 
          >> I'D LIKE TO TAKE THE OPPORTUNITY TO THANK THE BUSINESSES OUT THERE THAT HAVE JOINED THE HOUSTON PROMISE THAT CELEBRATES OUR TEACHERS AND CELEBRATES THE SUCCESS OF OUR STUDENTS. 
          WE APPRECIATE THEM STANDING UP AND PARTICIPATING IN THE EVENTS THAT HAVE STARTED ALREADY AND THAT WILL CONTINUE THROUGH THE END OF THE YEAR. 
          I APPRECIATE THEM. IT TAKES A LOT OF TIME, EFFORT, AND FINANCES ON BEHALF OF THE BUSINESSES, SO WE APPRECIATE YOU. THANK YOU FOR THAT. 
          >> PRESIDENT CAMP, ONE MORE, IF YOU DON'T MIND. 
          I THINK I MIGHT HAVE MENTIONED EARLIER THAT MY FAMILY'S VERY INVOLVED WITH THE BARBARA BUSH HOUSTON LITERACY FOUNDATION. 
          I LEARNED THIS EVENING TALKING TO ONE OF THE SUNRISE CENTER PROFESSIONALS HERE THAT TOMORROW THEY'RE GOING TO COLLECT 100 BOOKS FROM THE BARBARA BUSH LITERACY FOUNDATION THAT THEY'VE REQUESTED, BUT MORE IMPORTANTLY, AT THE END OF THE WEEK, THEY WILL HAVE ALSO COLLECT 12 BOXES OF 75 BOOKS EACH, SO NEARLY 1,000 BOOKS THAT WILL BE GIVEN TO THE SUNRISE CENTERS AND PUT IN THE SUNRISE CENTER IS AVAILABLE TO THE COMMUNITIES. 
          I BELIEVE THAT OVER THE NEXT FEW MONTHS, IF THE SUNRISE CENTERS NEED IT, THERE ARE PROBABLY THOUSANDS MORE BOOKS THAT I KNOW THE BARBARA BUSH LITERACY FOUNDATION IS VERY ANXIOUS TO DISTRIBUTE THROUGH THE SUNRISE CENTERS TO HIT, PARENTS AND FAMILIES. 
          >> THANK YOU. YOU MENTIONED MR. PRESIDENT EVENTS, 
          [00:55:04]
AND I WANTED TO SHOUT OUT GARDEN OAKS MONTESSORI. 
          THEY HAD A FALL EVENT THAT I KNOW JEANETTE AND I ATTENDED AT THE SAME TIME, SO IF YOU WERE ALSO THERE, I'M SORRY, WE DID NOT SEE YOU. 
          BUT SCHOOLS OFTEN INVITE US, AND IT'S GREAT WHEN WE CAN ATTEND. 
          I KNOW I'VE TRIED TO MAKE THIS PARTICULAR EVENT FOR THREE YEARS. 
          THE SCHEDULING JUST WORKED OUT. 
          I'M SO GLAD THAT I DID. 
          I HAVE HEARD A LOT OF WONDERFUL THINGS ABOUT THE CAMPUS, AND IT WAS NICE TO SEE THE CAMPUS ON A SATURDAY WITH FAMILIES AND TO BE ABLE TO TALK TO FAMILIES AND STAFF AND TO SEE ALL THE WONDERFUL THINGS THAT THE MONTESSORI SCHOOL HAS TO OFFER. 
          THANK YOU TO THE GARDEN OAKS MONTESSORI SCHOOL AND ALL THE COMMUNITIES THAT CONTINUE TO INVITE US. 
          WE TRY TO GO TO AS MANY EVENTS AS WE CAN. THANK YOU. 
          >> ARE WE DONE? GREAT. LET'S GO AHEAD THEN. 
          NO, WE CAN KEEP GOING. 
          WE GOT A LOT OF TIME. NOW, WHY DON'T WE MOVE TO SUPERINTENDENT MILES FOR YOUR REPORTS? YOU HAVE FOUR? 
          [Reports from the Superintendent]
          >> YES, MR. PRESIDENT. 
          THANK YOU, BOARD OF MANAGERS. 
          I WANTED TO START OFF BY SAYING ON TUESDAY, THE BUSH INSTITUTE CONVENED 20 SOME COMMISSIONERS OF EDUCATION TO TALK ABOUT READING AND STUDENT ACHIEVEMENT AND HOW TO IMPROVE ACROSS THE NATION THE PROFICIENCY OF OUR STUDENTS. 
          I WAS FORTUNATE ENOUGH TO BE INVITED WITH MIKE MORATH AND TODD WILLIAMS, AND WE GAVE A PRESENTATION, AND THE TOPIC WAS, WHAT THE BUSH INSTITUTE CALLS THE SECOND HOUSTON MIRACLE. 
          ABOUT HOW WELL OUR STUDENTS ARE DOING. 
          I JUST WANTED TO SAY IN THE NATIONAL AUDIENCE, THERE'S A LOT OF RECOGNITION, NOT JUST LOCALLY, BUT NATIONALLY FOR WHAT OUR STUDENTS ARE DOING, WHAT OUR PRINCIPALS ARE DOING, AND EVEN THE BOARD OF MANAGERS GOT SHOUTED OUT POSITIVELY FOR WHAT THEY'RE DOING. 
          I JUST WANTED TO RELAY THAT. 
          THAT WAS ON TUESDAY AT THE BUSH INSTITUTE. 
          ALSO WANT TO SECOND WHAT BOARD MEMBER MENDOZA SAID ABOUT THE HOUSTON PROMISE, AND TO ADD EVEN MORE, I WOULD LIKE TO BRING UP NAJA CALENDAR TO 
          [Recognitions]
INTRODUCE A COUPLE OF SPEAKERS ON THE HOUSTON PROMISE. 
          >> GOOD EVENING, EVERYONE. CAN YOU ALL HEAR ME? WE'RE HERE TO RECOGNIZE THE PARTNERS ORGANIZATIONS AND INDIVIDUALS WHO MAKE UP THE HOUSTON PROMISE. 
          THEIR SUPPORT IS MAKING A REAL DIFFERENCE FOR OUR STUDENTS AND YOU'VE GOT TO HEAR SOME FROM BOARD MEMBER MENDOZA AND BOARD MEMBER AUZENNE ABOUT THIS PROCESS. 
          I AM GOING TO JUST SAY TWO QUICK WORDS. 
          WE HAVE 43 PARTNERS IN TOTAL THAT ARE SUPPORTING THE 64 SCHOOLS WHO ARE CURRENTLY RATED C&D, BUT ON THEIR WAY TO A AND B. 
          THEY REALLY RUN THE GAMBIT OF TYPE OF ORGANIZATION. 
          WE ARE SUPER EXCITED ABOUT THE WORK THEY'VE BEEN DOING SO FAR THROUGH THE HOUSTON PROMISE, WE'VE DONE CELEBRATIONS FOR MORE THAN 2,000 TEACHERS AND MORE THAN 10,000 STUDENTS. 
          THIS IS JUST FIRST SEMESTER. 
          WE HAVE A LOT MORE EVENTS HAPPENING WITH THESE PARTNERS IN THE SPRING. 
          JUST A QUICK LOOK SO YOU CAN SEE THE ORGANIZATIONS THAT ARE PARTICIPATING. 
          WE HAVE QUITE A FEW PARTNERS HERE THIS EVENING. 
          I'D LIKE TO REALLY OFFER THEM AN OPPORTUNITY. 
          IF YOU'RE PRESENT TODAY, WE'D LOVE FOR YOU TO STAND AND JUST BE RECOGNIZED FOR ALL YOUR HARD WORK. 
          I THINK IT'S MOST OF THE PEOPLE IN THIS SECTION HERE. 
          PLEASE JUST STAND UP. WE'D LIKE TO SEE THEM. 
          [APPLAUSE] THANK YOU TO BOARD MEMBERS WHO HAVE ALSO BECOME PARTNERS. 
          WE'RE GOING TO HAVE A QUICK VIDEO, AND THEN I'M GOING TO INVITE THE FOLLOWING FOLKS UP TO SPEAK. 
          I DID TALK A PRE GAME THIS WITH THE STAFF, AND THEY SAID, WE'RE GOING TO LET A PASTOR HAVE THE MICROPHONE. 
          PASTOR LEE IS GOING TO BE OUR FIRST SPEAKER, AND HE HAS ASSURED ME THAT HE IS THE LONE PASTOR, INCLUDING MY FATHER WHO WILL SPEAK IN THE TIME ALLOTTED. 
          [LAUGHTER] DON'T TELL MY DAD. 
          I HOPE HE'S NOT WATCHING THE BOARD MEETING. 
          BUT WE WILL HAVE REVEREND DERICK LEE COME UP, WHO IS THE PASTOR OF MIDTOWN WORSHIP CENTER. 
          WE WILL HAVE STEFANIE CRUZ, THE MANAGING DIRECTOR FOR HOUSTON LOVES TEACHERS. 
          THEN WE WILL HAVE HOUSTON TEXANS LEGEND WADE SMITH COME UP AND SPEAK. 
          THEY WILL EACH SPEAK FOR ONE MINUTE, [LAUGHTER] SO THAT I CAN REST EASY. 
          [01:00:02]
QUICK VIDEO, AND THEN WE WILL HAVE THEM COME. 
          >> HOUSTON PROMISE PARTNERSHIP HAS BROUGHT TOGETHER MORE THAN 50 PARTNERS WITH OUR 64 C AND D RATED SCHOOLS THAT ARE STRIVING FOR A AND B. 
          MANY OF THE PARTNERS ARE CORPORATIONS OR CHURCHES OR INDIVIDUALS, AND THEY ARE DOING ALL THINGS JUST TO HELP OUR CAMPUSES KNOW THAT THE COMMUNITY IS BEHIND THEM. 
          WE ARE SUPPORTING TEACHERS AND CELEBRATING THEIR ACCOMPLISHMENTS AND ALL THEIR HARD WORK WITH STUDENTS, AND THEN WE ARE ALSO CELEBRATING STUDENTS. 
          WE ARE HAVING TEACHER LUNCHES TO SHOW APPRECIATION FOR THEIR HARD WORK IN THE CLASSROOM EVERY DAY. 
          WE'RE CELEBRATING STUDENT SUCCESS AND PROGRESS AT SOME OF THE CAMPUSES AS THEY ARE DOING MAP TESTING, AS THEY ARE PREPARING FOR STAR, AS THEY ARE REACHING NEW HEIGHTS ON SYSTEMS LIKE ZEARN. 
          WE ARE GIVING THEM JUST LITTLE NUDGES AND LITTLE ENCOURAGEMENT. 
          WE WANT TO SEE THEM SUCCEED. 
          WE WANT TO CELEBRATE SUCCESS, AND WE WANT TO JUST PLANT THOSE SEEDS FOR OUR STUDENTS, AND FRANKLY, FOR THEIR FAMILIES TO KNOW THAT THERE ARE LOTS AND LOTS OF PEOPLE IN HOUSTON THAT WANT TO SEE THEM SUCCEED. 
          >> TO SUPERINTENDENT MIKE MILES, TO THE BOARD OF HISD, TO THE STAFF AND COMMUNITY THAT IS IN THIS ROOM. 
          I HOPE I HOLD THIS ONE MINUTE [INAUDIBLE] HERE, DO I GET THAT. 
          >> ACTUALLY YOU DON'T GET TWO. 
          >> LET ME SAY THIS. I'M GLAD TO BE A PART OF HOUSTON PROMISE PARTNERS. 
          IT GIVES US AN OPPORTUNITY TO SUPPORT THE STUDENTS IN THEIR ENDEAVOR FOR HIGHER EDUCATION, SUPPORT THE TEACHERS AND STAFF IN TERMS OF WHO ADMINISTERED AT HIGHER EDUCATION AND TO SUPPORT THE SUPERINTENDENT IN TERMS OF THE NARRATIVE OF OUR SCHOOL DISTRICT. 
          I'M ALARM AND I'M DISTURBED FOR WHAT I'VE HEARD IN THIS ROOM. 
          I PASS THE TEACHERS WHO TEACH IN OTHER DISTRICTS, AND IN THAT DISTRICT, THEY USE FUNDING BECAUSE STUDENTS IS NOT IN THE CLASSROOM. 
          LAST TIME I CHECKED ENROLLMENT SHOULD BE A PARENTAL ISSUE, NOT A SCHOOL DISTRICT ISSUE. 
          I WANT TO SAY THIS VERY LOUD. 
          [BACKGROUND] WE ARE IN TROUBLE WHEN THE CONDUCT AND THE DISRESPECT AND DISREGARD FOR OUR LEADERS AND OUR STUDENT IS SUPPORTED BY PARENTS TO WALK IN THIS ROOM AND TO SAY THINGS THAT ARE DISRESPECTFUL TO OUR SUPERINTENDENT, BECAUSE DISRESPECT IN PUBLIC PLACES NORMALLY MEANS IT'S GOING TO BE DISRESPECT IN PRIVATE PLACES. 
          WHEN WE PARTNER IN THE COMMUNITY AND IN THE SCHOOL, WE SEE BEHAVIOR THAT IS HAPPENING THAT DIDN'T START AT THE SCHOOL DISTRICT, STARTED AT HOME. 
          AGAIN, WE'RE INVITING KIDS IN A ROOM TO TALK AT LEVELS WHERE THEY DON'T UNDERSTAND. 
          THEY DON'T UNDERSTAND FINANCES AND PROGRAMS. THEY DON'T UNDERSTAND WHY THINGS ARE BEING CUT. 
          LET ME SAY THIS AS I TAKE MY SEAT. 
          MIKE MILES DID NOT GET US INTO TROUBLE THAT WE ARE IN. 
          PASS ADMINISTRATIONS IS THE REASON WHY WE FAIL. 
          HE'S BEEN INVITED TO THIS TABLE TO BRING US OUT. 
          IN CHECKING THE RECORDS AND THE STANDARD OF WHAT I'VE SEEN AND WHAT I'M ENGAGED. 
          I'M A STUDENT OF HISD. 
          GREW UP IN IT, BETTER THAN WHAT I'VE SEEN. 
          WE ARE STRIVING AND I SEE THE STRIVES. 
          I SEE THAT GROUND LEVEL. 
          MY SCHOOL THAT I'M AT IS A D LEVEL, BUT I SEE THE TEACHERS ENGAGING IN DOING WHAT. 
          IF THAT MEANS THAT WE NEED A GENERAL AND A COMMANDER, WE SHOULD HAVE BECAUSE WE'RE WARRING FOR THE EDUCATION IN THE FUTURE OF OUR CHILDREN, AND WE NEED SOMEONE WITH A MILITARY MIND. 
          DON'T FIRE HIM, KEEP HIM, PUT SOME PRESSURE ON THE PARENTS. THANK YOU. 
          [APPLAUSE]. 
          >> GOOD EVENING. MY NAME IS STEFANIE CRUZ. 
          FIRST, I WANTED TO SAY THANK YOU TO THE TEACHERS AND STUDENTS WHO SHOW UP DAY IN AND DAY OUT TO MAKE THIS WORK POSSIBLE. 
          NONE OF THIS IS POSSIBLE WITHOUT THEM, AND THEIR COMMITMENT IS THE FOUNDATION OF HOUSTON'S FUTURE. 
          I'M GRATEFUL THAT THE HOUSTON PROMISE GIVES MORE OF US A SMALL BUT MEANINGFUL WAY TO HONOR THEIR WORK. 
          WE HAVE THE OPPORTUNITY TO SPONSOR FIVE CAMPUSES ACROSS THE DISTRICT. 
          I FIRMLY BELIEVE THAT APPRECIATION IS NOT FLUFF, IT'S FUEL, AND OUR SCHOOLS NEED MORE OF IT TO DO THIS WORK. 
          WE KNOW THAT WHEN SCHOOLS THRIVE COMMUNITIES THRIVE, AND THIS INITIATIVE CREATES SPACE FOR OUR CITY TO CELEBRATE AND APPRECIATE THE WORK HAPPENING TO HELP HOUSTON SCHOOLS THRIVE. 
          HOUSTON PROMISE OPENS A DOOR FOR PARTNERS TO UNDERSTAND WHAT'S HAPPENING INSIDE SCHOOLS, TO SEE THE VICTORIES, THE CHALLENGES, AND THE WORK UNDERWAY. 
          AS MORE PARTNERS SEE THAT CLEARLY, MY HOPE IS THAT COMMUNITY ENGAGEMENT DEEPENS AND HOUSTON'S INVESTMENT AND COMMITMENT TO MORE OF THIS WORK GROWS. 
          HOUSTON IS AT ITS BEST WHEN WE MOVE TOGETHER, AND WE'RE PROUD TO CELEBRATE AND SUPPORT THE EDUCATORS AND STUDENTS WHO ARE SHAPING HOUSTON'S FUTURE. 
          THANK YOU ALL FOR THE OPPORTUNITY. 
          [01:05:01]
[APPLAUSE]. 
          >> ON BEHALF OF THE HOUSTON TEXANS AND THE WAYNE SMITH FOUNDATION, I WANT TO THANK THE HOUSTON INDEPENDENT SCHOOL DISTRICT FOR ALLOWING US TO SHARE OUR PASSION FOR READING WITH THE STUDENTS OF MATTINGLY, J.P. HENDERSON, ARENA, I. 
          LAW ELEMENTARY SCHOOL, AS PART OF OUR READING WITH THE PROS LITERACY PROGRAM. 
          OUR HIGHLIGHTS INCLUDE READING SESSIONS WITH HOUSTON TEXANS-ALL PROS, WILL ANDERSON JUNIOR AND JEN PETRI, ALONG WITH CURRENT TEXANS, INCLUDING BUT NOT LIMITED TO BLAKE FISHER AT INGRAM, JAKE ANDREWS, TIM SETTLE, DYLAN HORTON AND BRESHAD BROOKS. 
          NOW, WHILE THE STAR POWER THAT THIS PROGRAM BRINGS IS SIGNIFICANT, IT IS THE WEEKEND AND WEEK OUT PARTICIPATION OF OUR COMMUNITY VOLUNTEERS THAT REALLY DRIVE THE PROGRAM. 
          WITH OVER 450 VOLUNTEER VISITS, OVER 15,000 READING MINUTES LOGGED, 100,000 BOOKS READ BY STUDENTS, IMPROVED IN TENNIS NUMBERS AND DECLINING BEHAVIOR ISSUES ACROSS THE BOARD. 
          THE IMPACT OF THE HOUSTON TEXANS READING WITH THE PROS MOST DEFINITELY IS FELT THROUGHOUT OUR CLASSROOMS AND HALLWAYS. 
          WE RECOGNIZE THAT OUR ENGAGEMENT WITH STUDENTS IN SUNNYSIDE AND MAGNOLIA PARK SUPPLEMENT THE WORK THAT IS BEING DONE IN THE MIDST OF THESE DIFFICULT TIMES, ON A DAILY BASIS BY THE TEACHERS, STAFF, ADMINISTRATORS, AND PARENTS OF OUR PARTICIPATING CAMPUSES. 
          YOU CAN REST ASSURED THAT WE ARE DEDICATED AND PLAYING A PART IN THE IMPROVEMENTS THAT WE'RE SEEN AMONGST OUR CAMPUSES THIS PAST YEAR. 
          WE LOOK FORWARD TO CONTINUE TO BUILD UPON THESE SUCCESSES NOW AND EXPANDING INTO ADDITIONAL CAMPUSES FOR YEARS TO COME. 
          THANK YOU. [APPLAUSE] 
          >> THANK YOU, GUYS. [APPLAUSE] 
          >> THANK YOU, NAJA. MR. PRESIDENT, BOARD MEMBERS, I WOULD LIKE TO NOW INVITE CHIEF ACADEMIC OFFICER HOLE TO COME UP AND TALK ABOUT CAREER AND TECHNICAL EDUCATION PROGRAM. 
          >> GOOD EVENING, BOARD MEMBERS. 
          I'M HERE TO GIVE AN UPDATE ON CTE PROGRAMS. I FIRST WANT TO START WITH ACKNOWLEDGING THAT YOU HAVE MOVED THE ITEM NUMBER 5 FOR DISCUSSION, AND SO THIS IS TO GIVE SOME ADDITIONAL CONTEXT FOR THAT ITEM. 
          THANK YOU. FIRST AND FOREMOST, I WANTED TO ANCHOR IN THE DESIGN PRINCIPLES OF THIS WORK. 
          AS WE SET OUT TO THINK ABOUT THE PROGRAMS THAT WE CAN OFFER FOR OUR STUDENTS, WE'RE COMMITTED TO A COUPLE BIG DESIGN PRINCIPLES. 
          FIRST, ALL OF OUR CTE PROGRAMS, WE WANT TO ENSURE LEAD TO HIGH WAGE, HIGH DEMAND AND HIGH SKILLED JOBS THAT PREPARE STUDENTS FOR 2035 IN THE WORLD. 
          IN PARTICULAR, WE REALLY PAY ATTENTION TO THE PROGRAMS THAT PREPARE STUDENTS TO GET JOBS RIGHT OUT OF HIGH SCHOOL BECAUSE ABOUT 50% OF OUR STUDENTS GO INTO THE WORKFORCE DIRECTLY UPON GRADUATION. 
          WE ALSO ARE WORKING TO MAKE SURE WE INCREASE ACCESS TO THESE PROGRAMS FOR ALL STUDENTS, ENSURING THAT ALL STUDENTS HAVE A VARIETY OF CHOICES THEY CAN CHOOSE FROM BASED ON THEIR INTEREST AND THEIR SKILLS. 
          ONE OF THE METHODS THAT WE USE TO DO THIS ARE OUR CAREER CENTERS. 
          OUR CAREER CENTERS ARE A HUB AND SPOKE MODEL. 
          THEY ACT AS A HUB IN THE MIDDLE OF SURROUNDING HIGH SCHOOLS, AND THEY OFFER A SET OF PROGRAMMING TO ALL STUDENTS AT THOSE SURROUNDING HIGH SCHOOLS. 
          OUR BARBARA JORDAN CAREER CENTER IS THE CENTER THAT WE OPERATE IN HISD AND IT FEEDS NINE SURROUNDING HIGH SCHOOLS IN THE AREA. 
          ONE OF THE REASONS WE FOCUS ON CAREER CENTERS ARE MANY REASONS. 
          FIRST IS THAT IT EXPANDS ACCESS TO PROGRAMMING. 
          AS WE LOOK AT BARBARA JORDAN IN THE FUTURE, IT WILL HAVE 16 PROGRAMS THAT 100% OF STUDENTS IN THE SURROUNDING AREA CAN ACCESS. 
          ANOTHER IMPORTANT FEATURE OF CAREER CENTERS IS THE ABILITY TO ENHANCE QUALITY OF PROGRAMMING FOR OUR STUDENTS. 
          OUR CTE TEACHERS WILL BE AT THE CAREER CENTER. 
          THEY'LL GET DEEP EMBEDDED COACHING. 
          WE'LL HAVE CAREER COUNSELING EMBEDDED IN THE CAREER CENTERS, AND WE CAN REALLY BUILD STATE OF THE ART EQUIPMENT FOR OUR STUDENTS IN THE CAREER CENTERS. 
          WE'LL TALK ABOUT THIS A LITTLE BIT LATER. 
          WHEN WE THINK ABOUT CAREERING TECHNICAL ED, IT'S EQUIPMENT HEAVY. 
          IF WE WANT TO OUTFIT AN AUTOMOTIVE PROGRAM, FOR EXAMPLE, TO BUY ONE EV CHARGING STATION, IT'S $175,000. 
          IN ONE CLASSROOM, WE MIGHT HAVE FIVE OR SIX. 
          IF WE ARE ABLE TO INVEST AND ENHANCE 
          [01:10:02]
IN THOSE STATE OF THE ART PROGRAMMINGS IN A CENTRAL HUB, ALL STUDENTS IN THE SURROUNDING AREAS WOULD BENEFIT FROM THOSE RESOURCES IN A WAY THAT ALLOWS US TO EXPAND AND IMPROVE THE FUTURE OPPORTUNITIES FOR STUDENTS. 
          >> BASED ON FEEDBACK FROM THE BOARD, WE WANT TO PROPOSE THIS PROCESS. 
          THE FIRST THING WE HAVE DONE WHEN THINKING ABOUT OUR CAREER CENTERS IS START WITH TALKING TO EXPERTS THAT LOOK AT LABOR MARKET DATA TO SAY, WHAT ARE CAREERS THAT LEAD TO HIGH WAGE, HIGH DEMAND JOBS? WHAT DOES THE DATA TELL US ABOUT THE HOUSTON COMMUNITY CAREER OFFERINGS AND THE WORK THERE. 
          THE SECOND THING WE WANT TO DO IS MAKE SURE WE PROVIDE YOU WITH AN UPDATE ON WHAT THOSE FINDINGS SAY. 
          THEN IN JANUARY, WE'RE GOING TO DO A NUMBER OF COMMUNITY INFORMATION SESSIONS THAT WE'LL SHARE MORE INFORMATION ON IN A BIT. 
          THEN WE'LL BRING THE ITEM FOR DISCUSSION BACK TO THE BOARD FOR CONSIDERATION IN JANUARY. 
          AS A RESULT OF THE THIRD PARTY LABOR MARKET ANALYSIS OF HIGH WAGE HIGH DEMAND SKILLS IN THE HOUSTON AREA, THIS IS THE SET OF PROGRAM RECOMMENDATIONS THAT CAME FROM THOSE FINDINGS. 
          THIS IS THE PROPOSED SET OF 16 PROGRAM OFFERINGS THAT WE PLAN TO OFFER IN THE BARBARA JORDAN CAREER CENTER. 
          HEALTH. THERE'S A SERIES OF PROGRAMS UNDER HEALTH, THE TRADES, HUMAN SERVICES, IT, AND ENGINEERING. 
          THE PROGRAMS WITH THE ASTERISKS ARE THE ONES THAT ARE NEW PROGRAMS THAT WE'LL BE BUILDING TO OFFER AN ENHANCED SET OF PROGRAMS FOR STUDENTS. 
          THEN ALL OF THE NINE SURROUNDING HIGH SCHOOLS WILL BE ABLE TO ACCESS ALL 16 OF THESE NEW PROGRAMS, SO IT'LL IMPROVE THE ACCESS FOR STUDENTS ACROSS THE GEOGRAPHIC AREA. 
          THE DATA THAT LED TO THESE FINDINGS IS SHOWN IN A COUPLE OF THESE CHARTS. 
          WHAT YOU SEE AT THE TOP LEFT IS AN AVERAGE VIEW OF SALARIES IN THE CAREER CLUSTERS THAT ARE OFFERED IN THE SET OF RECOMMENDATIONS, AND WE REALLY ANCHOR AROUND LIVING WAGE. 
          WHERE THE DOTTED LINE IS, YOU SEE THAT'S THE DOTTED LINE FOR LIVING WAGE AT $45,000, AND ALL OF OUR CAREER OFFERINGS WILL BE HIGHER THAN THAT. 
          THAT INCLUDES ACCESS TO CAREERS DIRECTLY OUT OF HIGH SCHOOL. 
          EVEN THE CAREERS THAT THESE PROGRAMS CAN OFFER DIRECTLY OUT OF HIGH SCHOOL WILL EXCEED THE LIVING WAGE. 
          WE ALSO LOOK AT THE NUMBER OF ANNUAL JOB OPENINGS IN THE HOUSTON AREA, AND WE REALLY WANT TO MAKE SURE THAT AS WE SUPPORT STUDENTS IN GETTING ACCESS TO THESE CAREER PROGRAMS, JOB OPENINGS EXIST FOR STUDENTS TO OBTAIN WHEN THEY GRADUATE. 
          THE BOTTOM GRAPH SHOWS THAT ALL OF THESE PROGRAMS, THEY OFFER MANY JOBS, AND THERE'S A NUMBER OF OPENINGS THAT ALLOW AND ENSURE THAT STUDENTS CAN ACCESS JOBS WHEN THEY LEAVE US. 
          THE LABOR MARKET ANALYSIS ALSO TELLS US AREAS WHERE EITHER SALARIES DO NOT MEET THE LIVING WAGE THRESHOLD OR WHERE THE NUMBER OF JOBS IN THE HOUSTON AREA ARE LOWER THAN WE WOULD WANT FOR OUR STUDENTS. 
          THIS IS A LITTLE BIT OF INFORMATION THAT SUPPORTS THE RATIONALE FOR BRINGING THE ITEM AROUND GRAPHIC DESIGN TO THE TABLE. 
          THE LABOR MARKET DATA, WHEN WE LOOKED AT THE GRAPHIC DESIGN PROGRAM OF STUDY SHOWED THAT FROM A LIVING WAGE PERSPECTIVE IT WAS SIGNIFICANTLY LOWER THAN THE OTHER PROGRAMS WE WOULD BE ABLE TO OFFER. 
          ADDITIONALLY, THE NUMBER OF OPEN JOBS IN THE HOUSTON MARKET DID ALSO NOT MEET THE THRESHOLD THAT WE WOULD WANT TO ENSURE STUDENTS CAN GET A JOB WHEN THEY LEAVE US. 
          AGAIN, EVEN WITH THE CONSIDERATION OF SUNSETTING PROGRAMS, WE DO WANT TO ENSURE THAT WHEN A PROGRAM IS SUNSET AT A CAMPUS, ALL OF THOSE STUDENTS WOULD STILL BE ABLE TO ACCESS ALL OF THE PROGRAMS AT BARBARA JORDAN, INCLUDING MANY NEW ONES THAT WILL BE ADDING TO THE SPACE. 
          THE OTHER THING I WANT TO HIGHLIGHT ABOUT THE SUNSETTING PROCESS, WHEN WE SUNSET A PROGRAM AT BARBARA JORDAN, IT DOESN'T IMPACT ANY OF THE STUDENTS CURRENTLY ENROLLED IN A PROGRAM. 
          ALL OF OUR NINTH, 10TH, 11TH, 12TH GRADERS WILL BE ABLE TO CONTINUE IN THEIR CURRENT PROGRAM AND WE PHASE OUT PROGRAMS OVER THE COURSE OF 3-4 YEARS. 
          WE CONTINUE TO SUPPORT STUDENTS THROUGH AND THOSE TEACHERS WILL CONTINUE TO SUPPORT STUDENTS THROUGH THE PROGRAM OVER TIME. 
          WE THEN EMBED NEW PROGRAMS STARTING IN NINTH GRADE. 
          WE'LL REALLY BE SUPPORTING OUR EIGHTH GRADERS THAT ARE RISING INTO NINTH GRADE THIS YEAR, LOOKING AT ALL OF THEIR POTENTIAL OPTIONS RELATED TO CAREER AND TECHNICAL EDUCATION AND SUPPORT THEM IN CHOOSING THE ONE THAT BEST FITS FOR THEM. 
          BUT OUR CURRENT HIGH SCHOOL STUDENTS ARE NOT IMPACTED BY THIS RECOMMENDATION. 
          THE LAST THING WE JUST WANTED TO HIGHLIGHT IS FOR EVERY HIGH SCHOOL, WHERE WE'RE LOOKING AT THESE PROGRAMMING RECOMMENDATIONS. 
          WE'RE PLANNING TO HOLD A COMMUNITY MEETING THE FIRST WEEK WE'RE BACK FROM THE CHRISTMAS BREAK, 
          [01:15:02]
THE HOLIDAY BREAK, AND THE DATES ARE LISTED HERE AND ALL MEETINGS WILL BE HELD 5:30-6:30 AT THE SCHOOLS. 
          THAT'S IT ON THE CT CENTER UPDATE. 
          >> MR. PRESIDENT, CAN I? 
          >> GO AHEAD. 
          >> KRISTEN, YOU MAY NOT HAVE THE ANSWER TO THIS AT YOUR FINGERTIPS, BUT WHAT IS THE RANGE OF PROGRAMS AT THE 10 HIGH SCHOOLS RIGHT NOW? IS IT 4-10, IS IT 6-9? DO YOU HAVE THAT INFORMATION? 
          >> I KNOW ACROSS THE DISTRICT, IT'S BETWEEN 2 AND 16. 
          BUT AT THESE 10 HIGH SCHOOLS, WE CAN FIND THAT OUT. 
          >> BUT WE CAN SAY FOR SURE THAT IN THE 10 THAT WE'RE TALKING ABOUT, THEY DON'T ALL OFFER THOSE 16, AND MOST OF THEM OFFER ONLY A HANDFUL OR A LOT LESS THAN 16. 
          IMPROVING AND UPGRADING THE BARBARA JORDAN PROGRAMS OF STUDY, ALL THE KIDS IN THOSE HIGH SCHOOLS WILL HAVE ACCESS TO ALL 16 PROGRAMS OF STUDY? 
          >> YES, AND THAT WILL BE SIGNIFICANTLY MORE OPTIONS FOR MOST OF THE STUDENTS. 
          >> LEARNING TECHNOLOGY. I HAVE A FEW QUESTIONS, AND WE HAD TALKED ABOUT TRANSPORTATION WHEN WE FIRST CAME ON THE BOARD ABOUT SOME DIFFERENT THINGS THAT WERE HAPPENING. 
          IF YOU CAN JUST GIVE US A VERY HIGH LEVEL OF WHAT THAT TRANSPORTATION LOOKS LIKE IF I'M AT ONE SCHOOL NOW, I NEED TO GO TO BARBARA JORDAN FOR THIS. 
          I'LL REPEAT THEM IF YOU NEED ME TO. 
          I HEARD TONIGHT A LITTLE BIT MORE ABOUT THE GRAPHIC DESIGN. 
          THAT'S A BIG THING RIGHT NOW, ESPECIALLY WITH SOCIAL MEDIA AND THINGS LIKE THAT. 
          COULD THAT BE BECAUSE OF AI THAT THAT'S NOT GOING TO BE AT THE FOREFRONT MOVING FORWARD? LASTLY, THOSE THAT ARE DOING THIS TYPE OF WHAT I CALL TRADES AND WHAT WE'RE DOING AT BARBARA JORDAN AND THE OTHER SCHOOLS, WILL WE HAVE SOME TYPE OF A JOB PLACEMENT PARTNERSHIP TO HELP THESE STUDENTS WHEN THEY'RE GRADUATING FROM THE PROGRAMS AND MOVING ON? 
          >> THANK YOU. TO ANSWER YOUR FIRST QUESTION ABOUT TRANSPORTATION, THERE IS NO DIFFERENT EXPERIENCE FROM THE PERSPECTIVE OF A PARENT AS IT RELATES TO TRANSPORTATION. 
          THEY STILL GO UP TO THEIR ZONE SCHOOL, AND THEN HISD COVERS THE TRANSPORTATION TO AND FROM THE STUDENT SCHOOL TO BARBARA JORDAN. 
          STUDENTS WILL TYPICALLY GO 2-3 DAYS A WEEK FOR EITHER THE AM PORTION OF THE DAY OR THE PM PORTION OF THE DAY, AND THEN THEY'LL GO BACK TO THEIR SCHOOL. 
          TRANSPORTATION FOR THE FAMILY IS THE SAME AS IT WOULD BE IF THEY WERE NOT AT BARBARA JORDAN. 
          TO ANSWER YOUR QUESTION ABOUT THE WORKFORCE PARTNERSHIPS, IT IS A REALLY LARGE PRIORITY FOR US TO CONTINUE TO BUILD THOSE. 
          I DIDN'T NAME THIS, BUT WE TALKED WITH OVER 300 DIFFERENT WORKFORCE EXPERTS THROUGH OUR WORKFORCE COUNSEL TO HELP BUILD THIS RECOMMENDATION. 
          BUT FOR STUDENTS TO BE SUCCESSFUL IN ACCESSING LIVING WAGE JOBS, WE TRY TO BUILD WORK BASED LEARNING EXPERIENCES INTO THEIR PROGRAMMING, ESPECIALLY IN 11TH AND 12TH GRADE. 
          THEY'RE DOING INTERNSHIPS, EXTERNSHIPS, PRACTICUMS SPECIFICALLY RELATED TO THEIR PROGRAM, WHICH SHOULD HOPEFULLY ALLOW THEM TO GET THE JOB BEFORE THEY WALK OUT THE DOORS OF HIST WITH THEIR DIPLOMA. 
          ENHANCING THAT AND BUILDING THAT OUT IS A PRIORITY, AND WE'RE EVEN LOOKING AT LAUNCHING STUDENT-LED BUSINESSES AT BARBARA JORDAN, WHICH IS AN EXCITING NEW ENDEAVOR. 
          THAT WAS YOUR FIRST. THEN YOUR SECOND WAS AROUND A GRAPHIC DESIGN WITH AI. 
          THIS DATA LOOKS SPECIFICALLY AT ACTUAL JOB OPENINGS IN HOUSTON RIGHT NOW IN THE PAST 12 MONTHS. 
          AI COULD HAVE ALREADY IMPACTED THAT, AND WE KNOW AI IS EVOLVING A LOT. 
          BUT THIS DATA JUST REFLECTS THE REALITY OF THE JOB OPENINGS TODAY. 
          WE DO KNOW THAT THERE ARE SKILLS AND GRAPHIC DESIGN THAT CAN BE HELPFUL AND WE'RE LOOKING AT WAYS TO EMBED THAT IN DIGITAL COMMUNICATIONS AND IN A COUPLE OF OTHER PLACES SO THAT WE CAN STILL EXPOSE STUDENTS TO THOSE SKILLS. 
          >> THANK YOU. 
          >> CHIEF HOLME, I WANT TO ASK A LITTLE BIT BIGGER PICTURE STEPPING BACK, CTE. 
          IT WILL CREATE AMAZING OPPORTUNITIES FOR PEOPLE. 
          I WANT TO MAKE SURE THAT THAT IS OPTIONALITY. 
          WE ARE NOT TAKING KIDS OFF OF A COLLEGE PATH WITHOUT THEIR CHOOSING AND PUTTING THEM ON A PATH TO A TRADE. 
          WILL KIDS STILL HAVE OPTIONS, CHOICES THAT THEY CAN MAKE, AND WHAT IS THE INTERPLAY BETWEEN THE PATH TO COLLEGE AND CTE? 
          >> THANK YOU FOR ASKING THAT. 
          I THINK ONE OF THE THINGS WE EMPHASIZE A LOT IS THAT THIS IS NOT AN EITHER OR, AND THAT WE REALLY LOOK AT PROVIDING BOTH. 
          [01:20:02]
EVEN WITHIN CTE, WE EMBED COLLEGE COURSES, SO A LOT OF OUR CTE COURSES ARE DUAL CREDIT. 
          BUT APART FROM THAT, ANY STUDENT WHO IS ACADEMICALLY READY TO TAKE ADVANCED COLLEGE COURSES, WE ENSURE ARE ON THAT TRACK. 
          UNLESS WE HAVE A PARENT OPTING OUT, WE ENSURE 100% OF OUR STUDENTS IS WHAT WE AIM FOR ARE ON TRACK TO TAKE THOSE ADVANCED COURSES, AND THAT'S WHETHER OR NOT THEY'RE IN CTE. 
          BUT WE MONITOR AND WE REALLY DO MAKE SURE THAT IF A STUDENT IS TAKING CTE COURSES, THAT SEPARATELY THEY CAN BE ON ADVANCED TRACKS IN MATH, ADVANCED TRACKS IN READING, ADVANCED TRACKS IN OUR SCIENCES. 
          OUR COLLEGE CREDIT DATA SHOWS THAT THAT WORK IS DRIVING SIGNIFICANT INCREASES IN COLLEGE CREDIT. 
          >> CAN I ANSWER? THE OTHER THING TO KEEP IN MIND IS WHILE WE WANT ALL OF OUR STUDENTS TO BE ABLE TO GO TO COLLEGE IF THEY WANT, WE ALSO KNOW THAT THE REALITY IS THERE'S A LOT OF STUDENTS WHO WANT TO ENTER THE TRADES OR A CAREER JOB RIGHT AWAY, AND SO THAT WILL ALSO BE AVAILABLE. 
          IT'S ALSO TRUE THAT YEAR 2035 COMPETENCES, THESE NEW UPGRADED SKILLS AND PROGRAMS OF STUDY STILL REQUIRE A FOUNDATION IN READING AND MATH AND SCIENCE. 
          THAT KIDS WHO CAN READ AT GRADE LEVEL AND DO MATH AT GRADE LEVEL CAN TAKE ADVANTAGE OF THESE UPGRADED PROGRAMS OF STUDY, MORE SO THAN THE KIDS WHO CAN'T. 
          THEY'LL BE MORE SUCCESSFUL AT DRONES AND CYBERSECURITY AND UPGRADED HEALTH, AND ALL THE ONES THAT WE'RE PROPOSING IF IF THEY CAN READ AND DO MATH AT GRADE LEVEL, AND FOR A HIGH SCHOOLER THAT MEANS PASSING ENGLISH 2, THAT MEANS PASSING ALGEBRA 1. 
          BOTH OF OUR ATTEMPTS TO REALLY GET KIDS PREPARED FOR COLLEGE ALSO HELP WITH GETTING PREPARED FOR A CAREER TECH IN. 
          >> ANY OTHER QUESTIONS? GO AHEAD. 
          >> THANK YOU. I HOPED I COULD GET YOU TO MAYBE REITERATE OR CLARIFY JUMPING OFF OF THE GRAPHIC DESIGN QUESTION FROM MISS MENDOZA, BECAUSE I WAS CONFUSED ABOUT THE DISTINCTION BETWEEN, WHAT IS A PROGRAM VERSUS WHAT MIGHT BE A SKILL. 
          COULD YOU REITERATE THAT BECAUSE I FEEL LIKE THAT GETS A BIT LOST IN THE DISCUSSION? I APPRECIATE THAT CLARIFICATION. 
          >> ABSOLUTELY. TEA IS THE ENTITY THAT DEFINES THE DIFFERENT PROGRAMS, AND A PROGRAM CONSISTS OF FOUR CONSECUTIVE COURSES THAT BUILD EXPERTISE IN THAT PARTICULAR PROGRAM. 
          IF I PICK PHARMACY AS A PROGRAM, FOR EXAMPLE, STUDENTS WILL TAKE FOUR CONSECUTIVE PHARMACY COURSES THAT BUILD DEPTH AND EXPERTISE IN THE PHARMACY PROGRAM. 
          ADDITIONALLY, TEA HAS TCS OR STANDARDS FOR EVERY COURSE IN THAT PROGRAM THAT ARE THE KNOWLEDGE AND SKILLS, SO YOU HAVE TO LEARN TO BE SUCCESSFUL IN PHARMACY, FOR EXAMPLE. 
          THERE ARE MANY SKILLS STUDENTS WILL BUILD IN EVERY COURSE THAT THEY TAKE, AND THEN THERE'S FOUR COURSES THAT MAKE A PROGRAM. 
          WHEN WE LOOK AT SUCCESS IN CAREER AND TECHNICAL ED, WE BOTH ENSURE THAT STUDENTS COMPLETE THEIR PROGRAM SO THEY BECOME COMPLETORS, AND THEY COMPLETE THAT COURSE SEQUENCE AND THEY OBTAIN THEIR INDUSTRY-BASED CERTIFICATION AND OFTENTIMES MULTIPLE INDUSTRY-BASED CERTIFICATIONS THROUGHOUT THEIR COURSEWORK. 
          >> MY JUMP OFF OF THAT. JUST ONE MORE CLARIFICATION, WHICH IS THE PROGRAMS AT A GIVEN SCHOOL, TO YOUR POINT, THE NUMBER, THEY MAY VARY, RIGHT? IT IS NOT CONSISTENT ACROSS OUR HIGH SCHOOLS. 
          >> THAT IS CORRECT. 
          >> THERE'S ALSO TERMINOLOGY. 
          THE TERMINOLOGY VARY ACROSS SCHOOLS WHERE THERE AGAIN, MAY BE CONFUSION THAT WOULD BE ADDRESSED AT THE LOCAL CAMPUS MEETINGS THAT ARE PLANNED. 
          IN OTHER WORDS, THERE'S MAGNETS, THERE'S PROGRAMS, THERE'S PATHWAYS, AND I THINK AS A PARENT, THOSE CAN BE VERY CONFUSING AND LEAD TO MAYBE A MISUNDERSTANDING OF WHAT THIS CHANGE REALLY IS. 
          WILL THOSE BE ADDRESSED AT THESE SPECIFIC MEETINGS TO HELP FAMILIES UNDERSTAND THAT. 
          >> WE CAN DO THAT, NO PROBLEM. 
          WE CAN EVEN INCLUDE A DEFINITION SHEET. 
          >> GOT YOU. 
          >> THEN PASS IT OUT FOR FOLKS YES, WE'RE HAPPY TO DO THAT. 
          >> I THINK THERE'S HEIGHTENED CONCERN RELATED TO DECISIONS THAT ARE BEING CONSIDERED FOR SCHOOL CHOICE. 
          COULD YOU EXPLAIN WHY THIS TIMING IS WHAT IT IS, AND MAYBE WHAT IMPACTS TO SCHOOL CHOICE AS PARENTS ARE CONSIDERING THEIR PLANS FOR NEXT YEAR? 
          >> ONE OF THE REASONS WE'RE BRINGING THIS QUICKLY AND DOING THE SESSIONS IN 
          [01:25:06]
JANUARY QUICKLY IS SO THAT WE CAN UPDATE THE SCHOOL CHOICE PROCESS BASED ON THE DECISIONS. 
          THE SCHOOL CHOICE PROCESS WILL BE OPEN UNTIL FEBRUARY, AND SO ALL FAMILIES WILL HAVE THE OPTION TO MAKE ANY ADJUSTMENTS THEY WANT BASED ON THE PROGRAMS THAT ARE OFFERED. 
          >> THANK YOU FOR ANSWERING ALL OF OUR QUESTIONS. 
          I HAVE A QUESTION THAT MIGHT BE BETTER FOR THE NEXT MEETING BUT COULD YOU GIVE US A TEASER MAYBE ABOUT HOW POTENTIAL PARTNERSHIPS WITH INDUSTRY AND PHILANTHROPIC PARTNERS MIGHT HELP AMPLIFY SOME OF THESE PROGRAMS IF THEY ARE CONSOLIDATED IN A COUPLE OF PLACES VERSUS MULTIPLE CLASSROOMS ACROSS MULTIPLE CAMPUSES? MM HMM. 
          >> WHEN WE PARTNER WITH INDUSTRY, THERE'S MANY WAYS WE ACTUALLY CAN PARTNER WITH OUR BUSINESS PARTNERS. 
          FOR BUSINESS PARTNERS, THE THING WE HEAR MOST IS THEY'RE LOOKING FOR A PIPELINE OF STUDENTS TO WORK IN THEIR ORGANIZATIONS AS WELL. 
          SOMETIMES THEY WILL DONATE STATE OF THE ART EQUIPMENT THAT THEY'RE USING REAL TIME IN BUSINESS NOW AND THEIR BUSINESSES NOW TO ENSURE STUDENTS ARE TRAINED ON. 
          THEY WANT TO GIVE STUDENTS THOSE WORK-BASED LEARNING EXPERIENCES TO PREPARE THEM FOR GETTING A JOB, SO THEY CAN BE REALLY STRONG WORK-BASED LEARNING PARTNERS. 
          THEY ALSO CAN ADVISE US ON THE FUTURE OF THE INDUSTRY TO MAKE SURE THAT WE UPDATE OUR COURSES AND THE INSTRUCTION THAT WE OFFER RELATED TO THE CAREER AND TECHNICAL EDUCATION COURSES, SO IT'S ALIGNED TO THE FUTURE. 
          I THINK AUTOMOTIVE IS AN EXAMPLE OF THAT WHERE WE'RE TAKING TRADITIONAL AUTOMOTIVE AND EMBEDDING HYBRID AND ELECTRIC VEHICLES. 
          ANOTHER EXAMPLE THAT COMES TO MIND IS IN THE CAREER CENTER, ONE OF THE THINGS YOU CAN SEE THAT WE'VE DONE IS WE OFFER MULTIPLE PROGRAMS IN THE SAME CLUSTER. 
          IF YOU LOOK HERE AT THE TRADES, RIGHT HERE, WITHIN THE TRADES OF CONSTRUCTION, ELECTRICAL, HVAC, PLUMBING AN INDIVIDUAL HIGH SCHOOL MIGHT HAVE ONE OF THOSE, BUT IN A CAREER CENTER, YOU CAN IMAGINE THAT WE BUILD A SMART HOUSE AND EVERY SINGLE STUDENT CAN ADD INTO THE HOUSE PARTS OF THE HOUSE THAT APPLY TO THEIR PROGRAM AND STUDENTS CAN GET THE MORE HOLISTIC EXPERIENCE AROUND THE TRADES. 
          THAT CAN BE REALLY POWERFUL WHEN A STUDENT IS GETTING HIRED. 
          THAT'S ONE OF THE THINGS EVEN CONSTRUCTION MANAGEMENT COMPANIES LOOK FOR. 
          IS HOW YOU UNDERSTAND HOW ALL THE DIFFERENT PARTS WORK TOGETHER. 
          BUSINESSES CAN HELP US IMPROVE AND SAY, WHAT DOES A SMART HOUSE LOOK LIKE AND HELP US AGAIN PUSH PROGRAMMING INTO THE FUTURE. 
          >> WONDERFUL. THANK YOU. THIS TO ME, SEEMS LIKE A VERY COMPREHENSIVE APPROACH TO CTE FOR A STUDENT WHEN IT'S AT THE CAREER CENTER. THANK YOU. 
          >> YOU TEASE US A LITTLE BIT WITH THE THOUGHT THAT YOU HAVE KIDS STARTING BUSINESSES AND ENTREPRENEURSHIP. 
          I'M INTERESTED IN THAT. 
          THERE'S NO STARTING WAGE AT ENTREPRENEURSHIP. 
          YOU CAN'T GUARANTEE YOU'RE GOING TO GET A LIVING WAGE IF YOU START YOUR OWN BUSINESS, BUT IF YOU HAVE BUSINESS BEEN TAUGHT BUSINESS, FINANCE, MONEY, WHATEVER. 
          ARE THOSE PROGRAMS THAT ARE GOING TO HELP KIDS THAT MAYBE GO THROUGH THESE DIRECT PROGRAMS, BUT ALSO ARE GOING TO WANT TO START BUSINESSES? HOW WILL THAT WORK FOR THEM? 
          >> THERE'S TWO THINGS HERE. 
          ONE IS, WHENEVER STUDENTS ARE ENTERING INTO SOME OF THESE PROGRAMS, WE ALSO WILL OFFER ENTREPRENEURSHIP AS AN ELECTIVE, SO THEY CAN COUPLE LEARNING ABOUT BUSINESS AND BEING EXPOSED TO BUSINESS WHILE THEY ARE IN HVAC OR ELECTRICAL. 
          THEY CAN THINK ABOUT THE BUSINESS SIDE OF WORKING IN THOSE TRADES OR WHEREVER THEY ARE. 
          THEY CAN GET EXPOSED TO BOTH. 
          THEN IN ADDITION, WHENEVER WE WERE LOOKING AT THE CAREER CENTERS, WE VISITED SIX CAREER CENTERS AROUND TEXAS TO LOOK AT, WHAT IS THE BEST IN CLASS OF WHAT OTHERS ARE DOING, AND WE WERE PULLING IDEAS FOR EACH OF THEM. 
          THERE WAS A COUPLE IN PARTICULAR THAT HAD BEEN LAUNCHING STUDENT-LED BUSINESSES OUT OF THE CAREER CENTER. 
          YOU CAN IMAGINE WELDING AND CONSTRUCTION. 
          THEY'RE TAKING THE THINGS THAT THE STUDENTS BUILD AND OFFERING THEM IN A STOREFRONT, WHERE STUDENTS CAN PRACTICE WORKING WITH THE CUSTOMERS, WHERE THEY CAN RUN THE BOOKS BEHIND THE SCENE, BOOKS TO MAKE SURE THAT THEY CAN RUN A PROFITABLE BUSINESS. 
          THERE'S A LOT OF ROLE THAT STUDENTS CAN PLAY AS A PART OF A STUDENT-RUN BUSINESS THAT ALSO BUILD CAREER AND TECHNICAL EDUCATION SKILLS. 
          >> YOU TOOK MY THUNDER THERE, BUT I WANTED TO SAY, THANK YOU FOR THE ENTREPRENEURSHIP PART OF IT, BECAUSE WE KNOW THAT THIS COUNTRY IS BUILT ON SMALL BUSINESSES. 
          THOSE STUDENTS THAT ARE PARTICIPATING IN THESE DIFFERENT TRADES, WHETHER IT'S CULINARY OR AUTOMOTIVE CONSTRUCTION, THAT WE REMIND THEM THAT ONE DAY THEY CAN BE AN EMPLOYER AND NOT JUST AN EMPLOYEE, THEY LEARN THE TRADE, BUT AT THE SAME TIME, THEY NEED THOSE SKILLS, WHICH COMES BACK TO MATH AND SOMETIMES SCIENCE AND BEING ABLE TO READ BOOKS AND THINGS LIKE THAT. 
          THAT'S KEY, I'M VERY GLAD TO HEAR THAT, AND YOU'RE RIGHT. 
          [01:30:03]
SOMETIMES WE DON'T GET PAID FOR A WHILE WHEN WE START A BUSINESS. 
          BUT IF THEY KNOW THAT AND THEY'RE CHALLENGED BY THAT AND GIVEN THAT OPPORTUNITY, AS THEY'RE IN HIGH SCHOOL, SOME OF US NEVER KNOW WHAT A BUSINESS IS OR HOW TO START ONE. 
          WE MAY LEARN THE AUTOMOTIVE OR THE CONSTRUCTION PIECE OF IT, BUT NOBODY EVER TELLS US ONE DAY WE CAN OWN A BUSINESS. 
          THANK YOU FOR THAT, AND HOWEVER WE CAN HELP, PLEASE LET US KNOW. 
          >> RELATED TO THAT, IT REMINDED ME OF CLARIFYING THE ART OF THINKING AND MAKING SURE THAT WE'RE FOCUSED ON HELPING STUDENTS LEARN HOW TO LEARN BECAUSE I THINK THAT LIFETIME OF LEARNING PREPARATION IS EXTREMELY IMPORTANT WHEN WE CAN'T PREDICT JOBS IN THE FUTURE. 
          COULD YOU REITERATE HOW THAT WORKS IN TO CTE PROGRAMS? 
          >> YES. THAT'S A GREAT LEADING TO WHAT I WANTED TO SAY BECAUSE GOING OFF MARCUS' QUESTION ABOUT 20,000 FOOT VIEW. 
          THE GOAL IS TO GET KIDS READY, NOT ONLY READ WRITE MATH AND SCIENCE, BUT ALSO TO BE PREPARED FOR YEAR 2035 ENVIRONMENT, WHICH REQUIRES UPGRADED PROGRAMS OF STUDY IN HIGH SCHOOL AND A ROBUST CAREER TECH CENTER. 
          NOW, WITH REGARD TO FACILITIES AND CAREER TECH CENTERS, WE'RE BEHIND THE CURVE. 
          DALLAS HAS FOUR STATE-OF-THE-ART, CAREER TECH ED CENTERS. 
          AAF MUCH SMALLER DISTRICT TO OUR SOUTHWEST HAS A STATE-OF-THE-ART, CAREER TECH ED CENTER. 
          FACILITIES-WISE, WE'RE JUST CATCHING UP. 
          WE'RE JUST MOVING ALONG THE PATH AND WE'RE BEHIND, SO WE'RE TRYING TO MOVE FASTER. 
          BUT WITH REGARD TO PROGRAMS OF STUDY, WE'RE AT THAT POINT BECAUSE WE'VE DONE GOOD MARKET RESEARCH, AND BY THE WAY, WE'RE GOING TO BRING THE PEOPLE WHO DID THOSE ANALYSES, THE EXPERTS TO THE PODIUM NEXT TIME SO THE BOARD CAN HEAR FROM THE EXPERTS WHAT THE FUTURE MARKETPLACE AND THE CURRENT MARKETPLACE LOOKS LIKE. 
          BUT TO ADDRESS JEANETTE'S QUESTION, WE HAVE TO ALSO THINK ABOUT ELEMENTARY AND MIDDLE SCHOOL IS WHAT I'M TRYING TO SAY. 
          WE'VE ALREADY STARTED WITH CRITICAL THINKING, INFORMATION LITERACY, PROBLEM SOLVING, TEAM BUILDING. 
          THOSE ARE THINGS THAT ARE HAPPENING IN OUR SCHOOLS TODAY, THIRD GRADE THROUGH 10TH GRADE. 
          IT'S FLOWN UNDER THE RADAR, BUT IT PREPARES OUR STUDENTS FOR DIFFERENT WORLD AND WORKPLACE WHERE CRITICAL THINKING IS AT A PREMIUM, AND PROMPT ENGINEERING IS PART OF THAT CRITICAL THINKING PATHWAY. 
          WE NEED TO DO MORE WITH OUR ELEMENTARY SCHOOLS. 
          WITH OUR MIDDLE SCHOOLS, WE'RE DOING DIAD, WHICH EXPOSES THE RIGHT BRAIN, THE EXPERIENCES, AND IT HAS TO BE IMPROVED. 
          WE HAVE TO DO MORE WITH THAT, AND WE WILL BE PILOTING A COUPLE PROGRAMS OF THAT. 
          THAT'S THE ANSWER TO THE QUESTION IS THAT WE HAVE A LOT MORE TO DO, BUT WE CAN'T JUST FOCUS ON HIGH SCHOOL. 
          >> I THINK WE'RE DONE WITH THIS ITEM. WE'RE GOING TO GO TO THE NEXT. 
          BUT BEFORE THAT, I WANTED TO WELCOME TRUSTEE-ELECT MCDONOUGH HERE. 
          SORRY, I DIDN'T SEE WHEN YOU CAME IN EARLIER. 
          THANKS FOR BEING HERE. I ALSO SAW A FORMER TRUSTEE, BLUFORD DANIELS, HERE. 
          I THINK SHE WAS MAYBE WENT OUT IN THE HALL. 
          I ALSO WANT TO WELCOME BOARD OF MANAGERS, LAUREN GUARD, HERE AS WELL. 
          NEXT ITEM. GO AHEAD. 
          I THINK YOU HAVE ONE MORE THING. 
          >> YES, SIR. WE WANT TO DO ONE MORE THING, AND THAT IS FOCUS ON OUR ACADEMICS FOR SPECIAL NEEDS STUDENTS, AND AGAIN, CHIEF FULL WILL DO THE PRESENTATION. 
          >> I KNOW I'VE BEEN UP HERE FOR A MINUTE, SO I WILL GO QUICKLY AND CHOP CHOP. 
          LET ME GET TO THE NEXT SET OF SLIDES. 
          THIS IS THE 2025 PROGRESS MONITORING REPORT FOR SPECIAL EDUCATION. 
          AS YOU REMEMBER FROM LAST BOARD MEETING, MAP HAD SOME PRETTY SIGNIFICANT UPDATES TO THEIR ASSESSMENT, AND THAT LED TO SOME CHANGES IN GOAL PROGRESS MEASURES FOR SPECIAL EDUCATION. 
          BUT WE DID WANT TO PROVIDE AN UPDATE ON DATA THAT WE DO HAVE FROM THAT MAP RELATED TO STUDENTS WITH DISABILITY. 
          GOAL 4 THAT WE REPORT OUT ON IS STUDENTS IN GRADES FOUR THROUGH EIGHT WHO RECEIVE SPECIAL EDUCATION SERVICES THAT ACHIEVE GROWTH AS MEASURED BY DOMAIN 2 PART A OF THE STATE ACCOUNTABILITY SYSTEM WILL INCREASE FROM 63% TO 78%. 
          JUST A REFRESHER ON DOMAIN 2 PART A, 
          [01:35:03]
WHAT THAT LOOKS AT IS STUDENTS WHO START AT A LEVEL ON START, DO NOT MEET AND THEIR ABILITY TO INCREASE A LEVEL. 
          GO FROM DO NOT MEETS TO APPROACHES OR APPROACHES TO MEETS OR MEETS TO MASTERS. 
          IT LOOKS AT OUR ABILITY TO MOVE STUDENTS UP. 
          TODAY, THOUGH, BECAUSE OF THE MAP CHANGES, THESE ARE THE TWO METRICS WE ARE ABLE TO REPORT OUT ON WITH THE CURRENT DATA. 
          WE'RE GOING TO LOOK TODAY AT ACHIEVEMENT PERCENTILE AND GROWTH PERCENTILE. 
          THESE TWO METRICS LOOK AT HOW OUR SPECIAL EDUCATION STUDENTS RANK RELATIVE TO THE PEERS ACROSS THE COUNTRY OF STUDENTS WHO TAKE MAP. 
          WE'LL LOOK AT HOW THEY RANK RELATIVE TO THEIR PEERS AND THEIR LEVELS OF ACHIEVEMENT, AND THEN ALSO IN THEIR ABILITY TO GROW OVER THE COURSE OF THE YEAR. 
          THIS FIRST SLIDE LOOKS AT BEGINNING OF SCORES. 
          THE BEGINNING OF ACHIEVEMENT SCORES FROM 23-24, 24-25, 25-26. 
          WHAT YOU SEE HERE IS OUR ACHIEVEMENT PERCENTILE. 
          HOW WELL WE DO RELATIVE TO KIDS WHO TAKE THIS TEST ACROSS THE COUNTRY HAS BEEN INCREASING OVER ALL GRADE LEVELS, AND THIS IS FOR READING. 
          THIS LOOKS AT SPECIFICALLY OUR STUDENTS WITH DISABILITIES IN HISD. 
          >> BUT THE PERCENTILE IS NORM-REFERENCED AGAINST ALL KIDS WHO TAKE THE NWA. 
          >> CORRECT. MAP DOES NOT LOOK AT PERCENTILES WHERE YOU'RE COMPARING SPECIAL EDUCATION STUDENTS TO OTHER SPECIAL EDUCATION STUDENTS. 
          THIS IS HOW OUR SPECIAL EDUCATION STUDENTS DO ACROSS THE WHOLE POPULATION OF TESTERS, INCLUDING GENERAL EDUCATION STUDENTS. 
          THIS IS A TRUE TESTAMENT TO THE FACT THAT OUR STUDENTS ARE MOVING UP AND PERCENTILE EVEN WHEN COMPARED AGAINST GENERAL EDUCATION PEERS. 
          WE ALSO LOOK AT THIS FOR OUR DIFFERENT SCHOOL TYPES, NES AND PUA. 
          ACROSS BOTH SCHOOL TYPES, WE ARE ALSO SEEING INCREASES ACROSS ALL GRADES FOR OUR STUDENTS WITH DISABILITIES, AGAIN IN READING. 
          THIS IS REALLY GREAT NEWS AS STUDENTS ARE STARTING OFF STRONGER EACH YEAR ACROSS ALL GRADES. 
          WE ALSO HAVE BEGINNING-OF-THE-YEAR DATA FOR MATH. 
          SIMILARLY, FOR ALL GRADES, WE ARE SEEING INCREASES FOR MATH AS WELL. 
          THEN WHEN WE BREAK IT OUT FOR NES AND PUA, ACROSS ALL GRADES, WE ARE ALSO SEEING INCREASES OVER THE TWO-YEAR SPAN. 
          THIS IS SHIFTING TO MEDIAN GROWTH PERCENTILE FOR READING. 
          WHEN WE'RE LOOKING AT MEDIAN GROWTH, WE'RE LOOKING AT THE GROWTH FROM FALL TO SPRING FOR LAST YEAR. 
          ONE OF THE THINGS WE WANT TO HIGHLIGHT AT THIS SLIDE IS 50% IS THE TYPICAL GROWTH. 
          WHAT YOU SEE HERE IS OUR SPECIAL EDUCATION STUDENTS IN MANY INSTANCES, ARE GROWING HIGHER THAN TYPICAL GROWTH OF GENERAL EDUCATION STUDENTS ACROSS THE COUNTRY. 
          IT'S SHOWING THAT THEY'RE GROWING AT REALLY INCREDIBLE RATES. 
          WITH THE EXCEPTION OF SECOND GRADE ALL GRADES, BOTH NES AND PUA, ARE ABOVE THAT 50TH PERCENTILE THRESHOLD. 
          FOR MATH, AGAIN, WE SEE MANY GRADE LEVELS THAT ARE ABOVE THAT THRESHOLD. 
          WE HAVE A COUPLE GRADE LEVELS THAT ARE BELOW THE THRESHOLD, AND WE ARE PAYING A LOT OF ATTENTION TO THOSE PARTICULAR GRADES. 
          BUT MANY OF THE GRADES AGAIN ARE CONTINUING TO BE ABOVE TYPICAL GROWTH. 
          ONE OF THE THINGS THAT'S IMPORTANT TO HIGHLIGHT WITH SPECIAL EDUCATION IS WE HAVE A LITTLE OVER 21,000 STUDENTS IN SPECIAL EDUCATION, AND THEY ARE ALL SERVED IN DIFFERENT INSTRUCTIONAL SETTINGS BASED ON WHAT THERE ARE DECIDES THEY NEED AND BASED ON THEIR DISABILITY. 
          THIS PIE CHART SHOWS THE DIFFERENT INSTRUCTIONAL SETTINGS THAT WE SUPPORT STUDENTS THROUGH. 
          THE LEAST RESTRICTIVE SETTING IS STUDENTS WHO ARE SERVICED IN THEIR GENERAL EDUCATION TIER 1 CLASSROOMS. THOSE ARE OUR STUDENTS WHO ARE SITTING IN CLASSROOMS WITH OUR GENERAL EDUCATION STUDENTS AND A SPECIAL EDUCATION TEACHER IS JOINING OR PUSHING INTO THAT CLASSROOM TO PROVIDE ADDITIONAL SUPPORT TO THE STUDENTS. 
          IF YOU THINK ABOUT INSTRUCTIONAL SETTINGS AS A CONTINUUM, WHERE THE LEAST RESTRICTIVE ENVIRONMENT IS STUDENTS GETTING SUPPORT IN GENERAL ED, THE MIDDLE OF THE CONTINUUM IS WHAT WE CALL RESOURCE, WHERE THEY'RE GETTING PULLED OUT OF GENERAL ED, AND THEY'RE GETTING SOME SUPPORTS IN A DIFFERENT SETTING WITH A SPECIAL EDUCATION TEACHER. 
          THEN, IF YOU GO TO THE FARTHER RIGHT, THE MOST RESTRICTIVE ENVIRONMENT, THOSE ARE SOME OF OUR STUDENTS THAT ARE SITTING IN OUR SELF-CONTAINED CLASSROOMS, WHERE THEY ARE THERE FOR THE FULL DAY, TYPICALLY, AND THEY'RE GETTING SERVICES DIRECTLY FROM OUR SPECIAL EDUCATION TEACHERS. 
          IT'S REALLY IMPORTANT WHEN WE'RE LOOKING AND 
          [01:40:02]
SUPPORTING OUR SPECIAL EDUCATION STUDENTS THAT WE ARE ENSURING THEY GET INTO THE INSTRUCTIONAL SETTING THAT BEST SUITS THEIR LEARNING. 
          THIS IS SOME DATA THAT PROVIDES HOW OUR STUDENTS ARE GROWING BASED ON THE SETTING THAT THEY'RE IN. 
          YOU CAN SEE HOW OUR STUDENTS ARE GROWING WITH NO DISABILITY. 
          THEY ARE AT THE 69TH PERCENTILE GROWTH. 
          BUT YOU SEE THAT OUR STUDENTS THAT ARE IN MAINSTREAM, THOSE ARE STUDENTS WHERE THEY'RE GETTING SERVED IN THE GENERAL EDUCATION CLASSROOM, AND OR NO INSTRUCTIONAL SETTING, WHICH MEANS THEY'RE GETTING PULLED FOR SPEECH THERAPY OR SOMETHING LIKE THAT. 
          THEY ARE STILL GROWING ABOVE TYPICAL GROWTH, AND THAT'S GOOD BECAUSE AGAIN, IT SHOWS THAT GROWTH IS HAPPENING. 
          AS YOU MOVE TO THE RIGHT OF THIS CHART, KIDS ARE IN MORE RESTRICTIVE ENVIRONMENTS. 
          YOU CAN'T QUITE CONCLUDE THAT THEY SHOULD BE GROWING AS HIGH BECAUSE SOMETIMES THESE STUDENTS WILL HAVE MORE SEVERE DISABILITIES. 
          BUT WE DO LOOK AND PAY ATTENTION TO THEIR GROWTH OVER TIME. 
          WE DO WANT TO SUPPORT ALL OF THESE STUDENTS, AGAIN, IN ENSURING THEY ARE CONTINUING TO LEARN AND GROW. 
          THIS IS FOR MATH, WHERE AGAIN, YOU SEE IN THE MAINSTREAM AND IN THE NO INSTRUCTIONAL SETTING SUPPORTS, THEY ARE GROWING REALLY A RIGHT AROUND TYPICAL GROWTH OR A LITTLE HIGHER. 
          THEN OUR STUDENTS IN MORE RESTRICTIVE ENVIRONMENT, SOMETIMES WITH MORE SEVERE DISABILITIES, ARE IN THAT 38-40 RANGE. 
          THAT ANCHORS BACK TO SOME OF THE WORK THAT WE ARE DOING AS A DISTRICT. 
          EVEN IF YOU LOOK AT THIS DATA, IT IS APPARENT THAT OUR SPECIAL EDUCATION STUDENTS CAN LEARN AND CAN GROW WITH THE RIGHT SUPPORTS. 
          WE'VE REALLY CENTERED THE WORK WE'RE DOING AS A DISTRICT TO IMPROVE THE OUTCOMES OF SPECIAL EDUCATION STUDENTS ON THESE CORE BELIEFS. 
          THE FIRST BEING THAT AGAIN, ALL STUDENTS ARE CAPABLE OF ACCESSING GRADE-LEVEL LEARNING WITH THE RIGHT SUPPORTS, AND WE REALLY BELIEVE THAT AND SUPPORT THAT AS WE THINK ABOUT HOW TO SERVICE THE STUDENTS IN A WAY THAT REALLY ENABLES THEM TO IMPROVE AND ACHIEVE OUTCOMES. 
          THE SECOND BELIEF IS SPECIAL EDUCATION SERVICES AND SYSTEMS SHOULD BE DESIGNED TO INCREASE ACCESS TO GRADE LEVEL LEARNING. 
          ONE OF THE THINGS THAT WE TALK A LITTLE BIT ABOUT IS, IF YOU HAVE A STUDENT LEARNING CONTENT IN THEIR GENERAL EDUCATION COURSE, AND THEN YOU HAVE A STUDENT LEARNING SOMETHING TOTALLY DIFFERENT WHEN THEY'RE GETTING PULLED OUT AND YOU'RE EXPECTING A STUDENT WITH COGNITIVE DISABILITIES TO MAKE CONNECTIONS BETWEEN THE TWO, THAT CAN BE REALLY DIFFICULT. 
          HOW DO WE, AS AN ADMINISTRATION, DESIGN A COHESIVE SET OF SUPPORTS THAT REALLY ENHANCE STUDENT LEARNING FOR THOSE INDIVIDUALS? THEN, FINALLY, THE THIRD BELIEF BEING THAT ALL EDUCATORS AND STAFF ARE RESPONSIBLE FOR ENSURING STUDENTS WITH DISABILITIES CAN ACCESS GRADE-LEVEL LEARNING. 
          IT'S NOT JUST OUR SPECIAL EDUCATION TEACHERS. 
          THEY ARE CRITICAL, BUT ALSO OUR GENERAL EDUCATION TEACHERS AND ALL OF OUR CAMPUS ADMINISTRATION, REALLY LOOKING HOLISTICALLY AROUND HOW WE SUPPORT THOSE STUDENTS. 
          WE ANCHOR IN THESE BELIEFS WHEN WE BUILD AND DESIGN THE PROGRAMS, AND THEN WE LAND ON THESE FIVE STRATEGIC PRIORITIES AS WE MOVE INTO SECOND SEMESTER. 
          FIRST AND FOREMOST, LOOKING ACROSS ALL INSTRUCTIONAL SETTINGS, HOW WE IMPROVE THE QUALITY OF INSTRUCTION. 
          SECOND, CONTINUING TO MEET OUR COMPLIANCE EXPECTATIONS, THE HEART OF COMPLIANCE FOR US REALLY IS TO ENSURE THAT A NUMBER OF ADULTS THAT SUPPORT OUR STUDENTS ARE ABLE TO LOOK AT A STUDENT'S PROGRESS AND MAKE THE RIGHT DECISIONS AT FREQUENT POINTS OF TIME THROUGHOUT THE YEAR TO BEST SERVICE THOSE STUDENTS. 
          WE'RE INVESTING SIGNIFICANTLY ENHANCING DATA INFRASTRUCTURE WITH BETTER UNDERLYING SYSTEMS AND TECHNOLOGY. 
          WE WANT TO FOCUS ON ENHANCING PARENT SUPPORTS, AND THEN FINALLY OPERATING HIGH-QUALITY FUNCTIONAL PROGRAMS. THOSE ARE SOME OF THE VERY SPECIFIC PROGRAMS WE RUN, ENSURING THAT THEY'RE HIGH-QUALITY FOR OUR STUDENTS. 
          THAT'S IT FOR SPECIAL EDUCATION. 
          >> THANK YOU, CHIEF. I HAVE TWO LARGE QUESTIONS. 
          THE FIRST, I KNOW WE MOVED QUICKLY HERE THROUGH THE SLIDES. 
          IT'S GREAT TO SEE ALL THE STUDENTS ARE BEING SUCCESSFUL, BUT IT APPEARS THAT STUDENTS AT NES CAMPUSES ARE SEEING GREATER GROWTH IN PERFORMANCE THAN STUDENTS AT PUA CAMPUSES. 
          ARE THERE NOTABLE DISTINCTIONS BETWEEN THE STUDENT POPULATIONS OR THE SEVERITY OF THEIR DIAGNOSIS OR THE PROGRAM TYPES THAT WE SHOULD KNOW ABOUT THAT COULD HELP EXPLAIN THE GAP BETWEEN THE POPULATIONS? 
          >> WE CAN GIVE A COMPREHENSIVE DATA SET ON THE DIFFERENT DISABILITIES, BUT FOR THE MOST PART, NOT REALLY. 
          THERE'S ABOUT 15% OF NES THAT ARE SPECIAL EDUCATION, 11%-12% IN PUA THAT ARE SPECIAL EDUCATION. 
          SIMILAR SIZES. 
          THE DIFFERENT INSTRUCTIONAL SETTINGS DON'T VARY SO MUCH THAT IT WOULD ACCOUNT FOR THIS. 
          I THINK ONE OF THE CRITICAL THINGS IS THAT FOR SPECIAL EDUCATION STUDENTS, 
          [01:45:06]
WE OFTENTIMES SEE THEY NEED DEDICATED SUPPORT FOR LEARNING SPECIFICALLY THEIR NEEDS AND WHERE THEY ARE. 
          THAT DIFFERENTIATION AND THAT SUPPORT FROM THOSE INSTRUCTION AND THAT LEARNING IS CRITICAL. 
          WE KNOW AT THE NES SCHOOLS DURING THAT SECOND TEACH TIME, THEY GET MORE TARGETED SUPPORT AT GRADE LEVEL. 
          THAT'S ONE THING THAT WE DO KNOW AND BELIEVE DOES HELP SEE THE GROWTH FOR NES. 
          >> THANK YOU. SECOND PIECE. 
          I'M DELIGHTED TO SEE IMPROVE PARENT COMMUNICATIONS HERE ON THE SLIDE AS A PRIORITY. 
          WHAT SPECIFIC STRATEGIES ARE GOING TO BE USED TO FURTHER BUILD TRUST, AND WILL THESE COMMUNICATIONS BE IN MULTIPLE LANGUAGES BEYOND ENGLISH AND SPANISH? 
          >> WE HAVE A NUMBER OF THINGS THAT WE'RE THINKING OF IN THIS AREA. 
          FIRST, WE WANT TO ENSURE PARENTS ARE SITTING AT THE TABLE WHEN THE ART IS HAPPENING, AND SO INCREASING THE PERCENT OF PARENTS THAT ARE ABLE TO JOIN AND PARTICIPATE IN DECISIONS BEING MADE ABOUT THEIR STUDENT AND LISTENING TO THEM AND MAKING SURE THE STUDENTS INDIVIDUAL EDUCATION PLANS ARE DESIGNED WITH THAT PARENTS INPUT AND VOICE. 
          WHEN WE HAVE NERD, WE ALWAYS HAVE INTERPRETERS AS NEEDED SO THAT EVERY PARENT CAN ENGAGE IN THAT DISCUSSION. 
          THAT'S REALLY CRITICAL FOR THIS WORK. 
          ONE OF THE OTHER THINGS THAT WE ARE LOOKING AT IS ENSURING THAT ALL PARENTS RECEIVE PROGRESS REPORTS IN SPECIAL EDUCATION BASED ON THEIR STUDENTS INDIVIDUAL EDUCATION PLAN GOALS IN A ROUTINE WAY IN ALIGNMENT WITH WHEN WE GENERALLY SEND REPORT CARDS. 
          EVERY PARENT SHOULD GET UPDATES ON THE PROGRESS THEIR STUDENT IS MAKING. 
          ONE OF THE OTHER THINGS WE'RE LOOKING TO DO IS MAKE SURE THERE'S CLARITY IN THE PROCESS AROUND SCHOOL CHOICE, SPECIFICALLY AS IT RELATES TO SPECIAL EDUCATION PARENTS SO THEY CAN NAVIGATE THE DIFFERENT SCHOOLS FOR THEIR STUDENTS EFFECTIVELY. 
          THEN FINALLY, WE DO WANT TO POST MORE RESOURCES ON JUST HOW PARENTS CAN BETTER UNDERSTAND SPECIAL EDUCATION AND HOW IT WORKS. 
          WHAT IS AN IEP? WHAT DO WE KNOW ABOUT HOW PARTICULAR DISABILITIES IMPACT STUDENT LEARNING AND REALLY POST SUPPORTS THAT CAN HELP PARENTS ACCESS THAT MATERIAL AND BEST ADVOCATE FOR THEIR STUDENT. 
          WE WILL ALSO BE LAUNCHING A PARENT GROUP TO GAIN ADDITIONAL INSIGHT ON WHAT ELSE WE CAN DO. 
          >> THANK YOU SO MUCH. IF YOU COULD GO BACK TO MAYBE SLIDE 3. 
          ONE THING THAT JUMPED OUT AT ME WAS THE NUMBER OF STUDENTS. 
          THANK YOU FOR THE END COUNTS. 
          YEAR OVER YEAR. 
          THE NUMBER OF STUDENTS SEEM TO BE INCREASING. 
          THAT'S NOTABLE, ESPECIALLY ANECDOTALLY, YOU HEAR A LOT OF COMMENTS ABOUT STUDENTS LEAVING THE DISTRICT, BUT HERE IT STOOD OUT TO ME THAT THESE NUMBERS SEEM TO BE LEAVING. 
          CAN YOU COMMENT ON THAT? WHAT'S GOING ON HERE? ARE WE GETTING MORE STUDENTS THAT ARE BEING MAYBE DIAGNOSED WITH SOME NEEDS. 
          ARE THERE MORE STUDENTS COMING TO THE DISTRICT? COULD YOU HELP ME UNDERSTAND THAT A LITTLE BETTER? 
          >> YES. ONE OF THE THING THAT IS CRITICAL IN THIS WORK IS IDENTIFYING A STUDENT AS EARLY AS YOU CAN SO THAT THEY CAN RECEIVE THE SUPPORTS THEY NEED AS QUICKLY AS THEY CAN. 
          ENSURING WE HAVE SYSTEMS IN PLACE WHERE TEACHERS, OR STAFF CAN SAY, HEY, WE WANT TO PAY EXTRA SPECIAL ATTENTION TO THIS STUDENT BASED ON WHAT'S HAPPENING INSTRUCTIONALLY IN THEIR WORK. 
          WHAT WE GENERALLY DO IS WE MONITOR THAT STUDENT FOR A PERIOD OF TIME, AND THEN BASED ON THOSE RESULTS, WE CAN SEND THE RESULTS OF THAT TO AN EVALUATION COMMITTEE THAT CAN DETERMINE THIS. 
          WHEN WE PUT MORE SYSTEMS IN PLACE, AND WHEN WE HAVE UNIVERSAL SCREENERS THAT CAN CHECK FOR THINGS LIKE THAT, WE CAN JUST MAKE SURE WE'RE IDENTIFYING ALL STUDENTS APPROPRIATELY AS SOON AS POSSIBLE SO THEY GET THE SERVICES THEY NEED. 
          >> THANK YOU. THAT HAS BEEN, I THINK A CONSISTENT COMPLAINT THAT I THINK I'VE HEARD OVER TIME. 
          IT SOUNDS LIKE THROUGH THESE IMPROVED SYSTEMS AND PROCESSES, WE ARE ABLE TO IDENTIFY STUDENTS NEEDS AND ADDRESS THEM. 
          >> FOR EXAMPLE, IN SECOND GRADE, WE HAVE A UNIVERSAL DYSLEXIA SCREENER THAT WILL JUST CHECK FOR DYSLEXIA ACROSS ALL STUDENTS. 
          WE'RE EVEN EXPLORING IF WE CAN DO THAT EARLIER, BUT WE'LL SEE UPTICK SOMETIMES BETWEEN SECOND AND THIRD FOR STUDENTS ENTERING SPECIAL EDUCATION IF THEY'VE BEEN IDENTIFIED WITH DYSLEXIA. 
          >> THANK YOU. APPRECIATE THE REPORT. 
          >> THANK YOU. 
          [01:50:02]
          >> BEFORE WE GET INTO THE HEARING FROM OUR NEXT REGISTERED SPEAKERS, I'D LIKE TO WELCOME FORMER TRUSTEE, JUD CRUZ HERE. THANK YOU FOR BEING HERE. 
          THANK YOU FOR YOUR SERVICE AND STILL YOUR INTEREST. 
          WE'RE GOING TO GO AHEAD NOW AND HEAR FROM OUR REMAINING SPEAKERS FIRST IN PERSON AND AND THEN THOSE FROM ZOOM. 
          WE WILL CALL THE IN PERSON SPEAKERS TO THE MICROPHONE AND GROUPS, BEGINNING WITH THE SPEAKER NUMBERS THAT MS. SMITH WILL START WITH. 
          WE HAVE SEATS IN THE FRONT OF THE ROOM, SO PLEASE COME UP YOUR NUMBER ORDERS AND PLEASE STATE YOUR NAME WHEN YOU COME TO THE MICRO. WE'LL GO AHEAD AND BEGIN. 
          >> CAN WE HAVE SPEAKERS NUMBER 36 TO 46 COME TO THE FRONT ROW, PLEASE, AND LET'S BEGIN WITH 36. 
          I'M SO SORRY. WE HAVE A STUDENT WHO JOINED US. 
          >> LET'S GO AHEAD AND TAKE OUR STUDENT FIRST. 
          >> ARCHER WALTER FOLLOWED BY ELLEN WALTER. 
          >> I THINK ALL THE SCHOOLS SENT ME TO GO TO SCHOOL AT 10:30 AND ON THURSDAY, WE KNOW THAT IT IS SOMEONE'S BIRTHDAY, WHO GET THEM A GIFT. 
          MATH PROBLEM. 
          YOU THINK YOU KNOW THE ANSWERS. 
          A, MORE SLEEP, B, A LONGER DAY, C, A SHORTER DAY. 
          IT'S YOUR TURN. 
          GUESS THE ANSWERS NOW. 
          >> YOU CAN KEEP GOING. GET CLOSER OF THE MIC. 
          >> GET CLOSE ONTO THE MIC. 
          >> IF YOU CAST MORE SLEEP IN A SHORTER DAY, THOSE ARE THE CORRECT ANSWER [APPLAUSE] 
          >> VERY GOOD. THANK YOU SO MUCH. THANK YOU. 
          >> WHEN I ASKED ONE OF OUR LONGTIME TEACHERS, WHAT ABOUT THIS ADMINISTRATION SHE WOULD CHANGE IF SHE COULD, ALL SHE DID WAS SIGH AND SAY, EVERYTHING. 
          SHE WANTED THE ABILITY TO TEACH BASED OFF OF FULL NOVELS AND NOT HAVING TO TIME EVERYTHING AND BRUSH THE KIDS AS WAS INSTRUCTED TO PICK UP THE PACE. 
          ANOTHER TEACHER SAID JUST HAVING WORKING AC WOULD BE A GAME CHANGER. 
          ONE WANTED RESOURCES FOR THE GT KIDS INSTEAD OF WORKSHEETS ARE THE ABILITY TO DO HANDS ON PROJECTS IN CLASS. 
          THESE ARE TEACHERS THAT ARE HIGHLY COVETED FOR OUR STUDENTS TO BE IN THEIR CLASSES. 
          WE HOPE EVERY YEAR THEY DON'T WANT TO RETIRE OR LEAVE OUR SCHOOL. 
          THEY ARE OVERWHELMED WITH SUBPAR CURRICULUM AND RACING THROUGH THE MATERIAL. 
          AS MUCH AS PARENTS WANT TO HELP THEM, THIS IS SOMETHING ONLY YOU CAN DO. 
          STOP NES PRACTICES FOR ALL SCHOOLS, BRING BACK BOOKS AND LET OUR TEACHERS TEACH. 
          [APPLAUSE] 
          >> THANK YOU. 
          >> SPEAKER 36, CHARLES COLLINS. 
          >> GOOD EVENING. CHARLES COLLINS, FORMER TEACHER AT CHALLENGE EARLY COLLEGE HIGH SCHOOL. 
          I SPEAK TO CONSENT AGENDA ITEM 12, BECAUSE IT RELATES DIRECTLY TO MY CASE. 
          ALTHOUGH THE BOARD OVERTURNED MY NON RENEWAL OF DECEMBER 2024, A SUBSEQUENT TERM OF CONTRACT WAS NEVER ISSUED. 
          I WAS INSTEAD HARASSED, INTIMIDATED, AND SUBJECTED TO FRAUD BY HISD EMPLOYEES IN VIOLATION OF CONSENT AGENDA ITEM 12. 
          I FILED A COMPLAINT IN FEDERAL COURT BECAUSE OVER 22,000 AND FALSE OVER PAYMENTS WERE MADE WITHOUT MY KNOWLEDGE OR CONSENT. 
          THERE IS MORE THAN A $50,000 DIFFERENCE BETWEEN PAY PERIODS JUST TWO WEEKS APART. 
          SERIOUS ACCUSATIONS HAVE BEEN MADE AGAINST ME, BUT NONE OF THEM ARE TRUE. 
          I ASKED THE BOARD TO CONSIDER ITEM 12, TAKE CORRECTIVE ACTION AND ALLOW ME TO MOVE FORWARD WITH MY LIFE AND CAREER. 
          [01:55:02]
          >> THANK YOU [APPLAUSE]. 
          >> THANK YOU. 
          >> MY NAME IS KATHY BEASLEY. 
          NOW STUDENTS AT KASHMERE HEIGHTS AND NORTHSIDE HIGH SCHOOL MAY POSSIBLY BE BUS TO THE BARBARA JORDAN CTE CENTER. 
          WHAT AN INCREDIBLE AND INNOVATIVE SOLUTION TO A PROBLEM THAT DID NOT EXIST. 
          THIS IS YET ANOTHER EXAMPLE OF HOW THE ZEALOUS DESIRE FOR CONTROL AND POWER ONCE AGAIN OUTWEIGHS WHAT IS BEST FOR STUDENTS IN THIS DISTRICT. 
          THIS HAS NEVER BEEN ABOUT LEARNING OR CARING ABOUT THE STUDENTS. 
          IT HAS HOWEVER BEEN ABOUT COOK TEST SCORE NUMBERS AND OUTRAGEOUS ABUSES OF POWER ACROSS HISD. 
          AT FIRST, I THOUGHT YOU WOULD SEE THE ERROR OF HOW TREATING TEACHERS BADLY AFFECT STUDENTS, BUT I REALIZED THIS WAS THE PLAN ALL ALONG. 
          THE LEVEL OF EVIL FROM THE STATE IS HORRENDOUS ENOUGH, BUT THE COMPLICITY OF EVERYONE WHO SUPPORTS THIS BOARD OR WORKS ON IT IS TRULY UNBELIEVABLE. 
          I RHETORICALLY ASK, HOW DO YOU LOOK AT YOURSELF IN THE MIRROR EVERY DAY AND ACCEPT THAT THIS IS WHAT YOU'RE DOING TO THE CHILDREN IN THIS CITY? [APPLAUSE] 
          >> THANK YOU. 
          >> RESPECTED BOARD MEMBERS, PRESIDENT AND MR. MILES. 
          THIS IS WITH REGARDS TO MY CHILD ADMISSION INTO THE DEBAKEY HIGH SCHOOL. 
          I'VE NOT RECEIVED A RESPONSE TO MY EARLIER EMAIL, SO THAT'S WHY I WANT TO TALK TO YOU DIRECTLY, MR. MILES. 
          I'M RESPECTFULLY REQUESTING YOUR APPROVAL FOR A HARDSHIP TRANSFER AND A MAGNET MATRIX EXCEPTION SO THAT MY DAUGHTER, ALIKEE CAN ATTEND THE DEBAKEY HIGH SCHOOL. 
          THE CONCERN IS THE HEALTH SCIENCE PROGRAM AT WESTSIDE HIGH SCHOOL, WHICH SHE'S CURRENTLY STUDYING IS NOT PROVIDING THE ACADEMIC RIGOR OR THE PRACTICAL TRAINING REQUIRED FOR THE STUDENT WHO IS SERIOUS ABOUT HEALTH SCIENCE CAREER ALIKEE IS HIGHLY MOTIVATED IN THIS FIELD, AND SHE GENUINELY NEEDS THE LEVEL OF EDUCATION THAT DEBAKEY OFFERS. 
          BASICALLY, WHEN I APPROACHED THE SCHOOL CHOICE, THEY SAID THAT IT IS NOT REFLECTING A STUDENT MOST RECENT PERFORMANCE, AND THE METRIC SCORE IS ACTUALLY BASED ON THE SEVENTH GRADE. 
          >> THANK YOU. YOUR TIME IS UP, AND I'M SURE SOMEONE OVER HERE WILL CONNECT WITH YOU AND MAKE SURE THAT WE VISIT ON THAT. THANK YOU. 
          >> NEXT SPEAKER, 39 MS. RUSSO. 
          >> MY NAME IS JAMIE RUSSO AND LAST MONTH, I WENT BEFORE THE BOARD, JUST A QUORUM OF THREE. 
          MR GORE ASKED A QUESTION, AND I WANTED TO ANSWER HIS QUESTION, THE OPPOSING LAWYER COULD NOT. 
          HE WANTED TO KNOW HOW MY STUDENTS COMPARED TO THE OTHER STUDENTS AT MANDARIN. 
          SHE ANSWERED WITH THE DATA OF THE STAR SCORES AND IMPLIED THAT ALL STUDENTS AT MANDARIN ARE SMART. 
          MY DATA COMPARE THE STUDENT AGAINST THEMSELVES, THEIR GROWTH. 
          IF THEY CAME IN ON A PRE K LEVEL, NOT READY TO READ OR ON THIRD GRADE, MY DATA SHOWED THEIR GROWTH FOR THEM FOR THE YEAR. 
          ALL GROWING 100 PLUS POINTS, ALL 44 BEAUTIFUL STUDENTS. 
          MR GORE SAID IT WAS IMPRESSIVE. 
          MR. CAMPO THEN LATER ANNOUNCED THE BOARD OF MANAGERS OVERTURNING THE RECOMMENDATION THAT I RECEIVED THIS SUMMER. 
          HE THEN ANNOUNCED IN FRONT OF THE 17 STUDENTS AND PARENTS WHO SPOKE ON MY BEHALF THAT I WAS NON RENEWED, FIRED FOR UPHOLDING MY ETHICAL OBLIGATION FOR 38 YEARS. 
          >> THANK YOU [BACKGROUND] 
          >> I'M GOING TO GIVE YOU ONE WARNING. 
          YOU DON'T COMMUNICATE IN THIS WAY, SO YOU CAN GET TO THE PODIUM AND SAY WHATEVER YOU WANT, DO IT FROM THERE. THINK YOU MAY BEGIN. 
          >> SHAME. I'M SPEAKING TONIGHT ABOUT THE PROPOSED SALE OF 3200 CENTER STREET. 
          I'M URGING YOU TO VOTE AGAINST THE SALE OF THIS HISTORIC PROPERTY. 
          IT IS THE SITE OF THE HARPER SCHOOL, NAMED AFTER ABOLITIONIST, POET, ORATOR, AND SUFFRAGIST, FRANCES ELLEN WATKINS HARPER, A FREE BLACK WOMAN BORN IN MARYLAND IN 1825. 
          THIS SCHOOL IS A SIGNIFICANT PART OF HOUSTON HISTORY. 
          THE FIRST BUILDING AT THIS SITE WAS A WOODEN STRUCTURE BUILT IN 1911. 
          THE CURRENT BUILDING WAS BUILT IN 1927. 
          THAT'S NEARLY 100 YEARS AGO. 
          IN ADDITION TO ITS AGE, THE HARPER SCHOOL WAS ORIGINALLY 
          [02:00:01]
THE HARPER COLLEGE SCHOOL DURING THE PERIOD OF SEGREGATED PUBLIC EDUCATION IN HOUSTON. 
          THOUSANDS OF AFRICAN AMERICAN STUDENTS, TEACHERS, AND ADMINISTRATORS WORKED AND LEARNED TOGETHER FOR THE MAJORITY OF THE 20TH CENTURY. 
          LATER THIS BECAME THE HARPER ALTERNATIVE SCHOOL. 
          >> YOUR TIME IS UP. THANK YOU. 
          >> DR DENISE WILBORN. 
          THANK YOU FOR CLOSING WAY TOO MANY LIBRARIES SERVING THE MOST MARGINALIZED OF OUR STUDENTS. 
          YOU SAVED US TIME. 
          INSTEAD OF BANNING BOOKS, TITLE BY TITLE, YOU JUST BANNED LIBRARIES. 
          BY DOING SO, YOU STIRRED UP A LOT OF PEOPLE IN THIS COMMUNITY WHO CARE ABOUT STUDENTS, THE JOY OF READING, AND ACCESS TO BOOKS AS A FACET OF A STRONG PUBLIC SCHOOL SYSTEM. 
          YOU ARE CREATING AN OPPORTUNITY AND AN ENVIRONMENT FOR OUR STUDENTS TO BECOME KNOWLEDGEABLE, ARTICULATE, VERY CAPABLE SPEAKERS AS THEY COME UP AND SPEAK TO YOU ABOUT THEIR LIVED EXPERIENCES EVERY SINGLE DAY. 
          THANK YOU FOR SHOWING WHO YOU ARE WITH EVERY DECISION YOU MAKE WITH EVERY REPORT THAT HAS SPOKEN FROM THIS PLACE. 
          >> THANK YOU [APPLAUSE]. 
          >> DR. PAMELA BOBLIN. 
          MR. MILES, HE VOWED THAT HE WOULD PROVIDE HIGH-QUALITY INSTRUCTION TO EVERY CHILD. 
          BUT HIS VERSION OF HIGH-QUALITY INSTRUCTION ACTUALLY CONTRADICTS THE RESEARCH. 
          HE SAYS HIS CRITICS DON'T KNOW WHAT THEY'RE TALKING ABOUT. 
          HOWEVER, LISA FALKENBERG RECENTLY WENT TO THE AUTHORS OF THOSE VERY PROGRAMS THAT HE'S SUPPOSED TO BE DOING CORRECTLY, AND THEY ALL INDICATED THAT HE'S DOING THEM INCORRECTLY. 
          HE ALSO PROMISED TO KEEP THE BEST TEACHERS AND REPLACE THE FAILING ONES. 
          THOSE WHO LEFT, HE SAID, WERE NOT INTERESTED IN EXCELLENCE. 
          APPARENTLY, BLAIR HIGH SCHOOL, NATIONALLY ACCLAIMED, WAS BRIMMING WITH LOUSY TEACHERS BECAUSE LOADS OF THEM LEFT AFTER MILES' FIRST YEAR, AND 47 MORE LEFT LAST YEAR. 
          >> THANK YOU. 
          >> DR. RUTH HOFFMAN LACK. 
          LIKE ROBERT KENNEDY, WHO IS NOT A DOCTOR BUT BELIEVES HE KNOWS MORE THAN THE ENTIRE MEDICAL COMMUNITY, MR. MILES POSSESSES A LEVEL OF HUBRIS THAT IS HARD TO EXAGGERATE. 
          ACTUAL EDUCATION EXPERTS KNOW THE NUMBER 1 FACTOR IN STUDENT SUCCESS IS A POSITIVE SCHOOL CULTURE, AND THAT REAL DEFINITION OF A POSITIVE SCHOOL CULTURE IS ONE WHERE STUDENTS FEEL THEY ARE VALUED AND THEY BELONG. 
          THAT IS ACCOMPLISHED WHEN TEACHERS CONNECT WITH STUDENTS AND TAYLOR LESSONS TO MEET THEIR NEEDS, NOT BY FIRING BELOVED TEACHERS IN FRONT OF THEIR STUDENTS OR ELIMINATING THE MAGNET PROGRAMS THAT ARE THE ONLY REASON THAT MANY KIDS COME TO SCHOOL. 
          YOU JUST HEARD FROM STUDENTS WHO TOLD YOU THIS. 
          ONE OF THEM LITERALLY SAID THAT THE MAGNET PROGRAM TEACHER SAVED HER LIFE AND THAT REMOVING THE PROGRAM WOULD DESTROY SCHOOL COMMUNITY. 
          ROBERT KENNEDY THINKS THE WAY TO MAKE AMERICA HEALTHY IS TO BRING BACK PREVENTABLE CHILDHOOD DISEASES BY ELIMINATING VACCINES. 
          MR. MILES THINKS THE WAY TO IMPROVE SCHOOLS IS TO DESTROY COMMUNITIES. 
          YOU CAN ACT LIKE [INAUDIBLE]. 
          >> THANK YOU. 
          >> OR YOU CAN LISTEN TO ACTUAL EXPERTSAND DO SOMETHING [APPLAUSE]. 
          >> GOOD EVENING. MY NAME IS GREG NORWOOD. 
          I'M THE LEAD ORGANIZER FOR HI FACTION NETWORK, AND I KNOW YOU'VE SEEN A COUPLE OF US HERE TODAY. 
          STUDENTS' ACCESS TO A BROAD, DIVERSE RANGE OF LITERATURE IS DIRECTLY CONNECTED TO THEIR POST-SECONDARY OPPORTUNITIES. 
          YOUNG PEOPLE READ STORIES THAT REFLECT THE IDENTITIES AND EXPOSE THEM TO NEW CULTURES, IDEAS AND WAYS OF THINKING THAT DEVELOP THE CRITICAL SKILLS AT COLLEGES, EMPLOYERS THEY NEED MOST CURIOSITY AND EMPATHY, PROBLEM SOLVING, AND THE ABILITY NEGATE A COMPLEX WORLD. 
          A RICH LITERARY LANDSCAPE DOESN'T JUST HELP A CHILD LEARN TO READ. 
          [02:05:03]
HELP THEM IMAGINE THEMSELVES IN PLACES THEY'VE NEVER SEEN, IN FUTURES THEY NEVER EXPERIENCED. 
          WHEN WE NARROW WHAT STUDENTS CAN READ, WE NARROW WHAT THEY CAN DREAM. 
          BUT WHEN WE EXPAND THE ACCESS TO HIGH-QUALITY AND DIVERSE LITERATURE, WE EXPAND THEIR PATHWAYS, HIGHER EDUCATION, THE WORKFORCE, ENTREPRENEURSHIP, OR WHATEVER PATH THEY CHOOSE TO TAKE. 
          I'M MERELY HERE AS A FRIENDLY REMINDER THAT WE DON'T LOSE SIGHT OF THE FUNDAMENTAL TRUTH THAT PROTECTING STUDENTS ACCESS TO A WIDE RANGE OF DIVERSE READING. 
          OPTIONS IS PROTECT LITERACY. 
          IT'S ABOUT POSTER THEIR CHOICES AND CHANCES FOR OUR KIDS, TAKING PAID TIME, YOU'RE COMMITTED TO THEIR FUTURE. 
          >> THANK YOU [APPLAUSE]. 
          >> HELLO. MY NAME IS DEVANA TRUMBLE, WITH THE HOUSTON PARENT ACTION NETWORK. 
          I AM HERE TO EMPHASIZE THE POINT THAT DECISIONS ABOUT OUR SCHOOLS MUST BE MADE WITH PARENTS AND THE COMMUNITY AT THE CENTER, NOT AFTER THE FACT. 
          WE KNOW OUR STUDENTS, THEIR GOALS, AND THE CHALLENGES THEY FACE. 
          THEIR VOICES ARE ESSENTIAL IN SHAPING PROGRAMS, OPPORTUNITIES, AND SUPPORTS THAT TRULY MEET STUDENTS' NEEDS. 
          TOO OFTEN DECISIONS ARE MADE WITH DATA ALONE, BUT DATA CANNOT REPLACE LIVED EXPERIENCE, INSIGHT AND PERSPECTIVE FROM THOSE MOST AFFECTED. 
          WHEN PARENTS ARE FULLY INFORMED, INCLUDED EARLY AND GIVEN MEANINGFUL OPPORTUNITIES TO CONTRIBUTE, SCHOOLS BECOME STRONGER, PROGRAMS BECOME MORE EFFECTIVE AND STUDENTS THRIVE. 
          THIS IS NOT JUST ABOUT ONE PROGRAM OR ONE PATHWAY, IT'S ABOUT BUILDING A CULTURE OF COLLABORATION, TRUST, AND ACCOUNTABILITY BETWEEN THE DISTRICT AND THE FAMILIES IT SERVES. 
          THANK YOU FOR YOUR COMMITMENT, DEEP ONGOING ENGAGEMENT WITH PARENTS AND COMMUNITY MEMBERS, ENSURING OUR VOICES GUIDE DECISIONS AT EVERY STAGE. 
          TRUE EQUITY AND OPPORTUNITY ONLY HAVE-I AM OFFERING MYSELF AS A RESOURCE IN THIS EFFORT. THANK YOU. 
          >> THANK YOU [LAUGHTER]. 
          >> COULD THE NEXT 10 SPEAKERS PLEASE COME TO THE FRONT ROW? NUMBER 46 IS NEXT. 
          >> GOOD EVENING. MY NAME IS RUTH KRAVITZ. 
          I'M A FORMER LONGTIME NORTH SIDE TEACHER AND ADMINISTRATOR. 
          I HELPED BUILD NORTH SIDES AP PROGRAM, CREATED THE MASTER SCHEDULE THAT ALLOWED MEANINGFUL COLLABORATION TO BUILD WITH THE BARBARA JORDAN KATE CENTER. 
          NORTH SIDE AND CAS ARE NOW NS SCHOOLS, AND THE DAMAGE HAS BEEN SEVERE. 
          FINE ARTS AND STEM PROGRAMS AT NORTH SIDE HAVE BEEN GUTTED AND THE PARKING LOT THAT WAS ONCE FULL OF TEACHERS, STAYING LATE TO SUPPORT STUDENTS, NOW SITS EMPTY. 
          NOW HISD IS PREPARING TO ELIMINATE MORE THAN HALF OF THE MAGNET PATHWAYS GUTTING ENROLLMENT EVEN FURTHER. 
          THIS IS NOT INCREASING OPPORTUNITY FOR KIDS, IT'S DISMANTLING IT. 
          I FULLY SUPPORT CENTRALIZED KIDS CENTERS FOR HIGH-COST PROGRAMS LIKE WELDING AND HVAC, BUT THERE'S NO JUSTIFICATION FOR REMOVING LOW START-UP PROGRAMS LIKE GRAPHIC DESIGN AND WEB DEVELOPMENT. 
          CAPPING NORTHSIDE'S CULINARY PROGRAM MAKES NO FINANCIAL SENSE GIVEN THAT THE DISTRICT INVESTED SIGNIFICANT BOND DOLLARS TO BUILD THE TWO STATE-OF-THE-ART KITCHENS IN THE LAST BOW. 
          >> THANK YOU [APPLAUSE]. 
          >> MELISSA ARBRO. THIS PROPOSAL RUTH IS TALKING ABOUT ELIMINATES POPULAR MAGNET AND CTE PROGRAMS AT NORTH SIDE, KASHMERE, AND HEIGHTS, AND FORCES STUDENTS TO BE BUSED TO BARBARA JORDAN INSTEAD. 
          THEY OFFER DUAL CREDIT, STRENGTHEN. 
          CCMR OUTCOME AND ANCHOR, MAGNET ENROLLMENT. 
          REMOVING THEM TO STABILIZE THE SCHOOLS, ESPECIALLY THE TWO ALREADY TARGETED BY NES. 
          THIS JUSTIFICATION THAT THESE PROGRAMS NO LONGER ALIGN WITH LABOR MARKETS RINGS HOLLOW WHEN MANY OTHER HISD HIGH SCHOOLS WILL CONTINUE OFFERING GRAPHIC DESIGN AND RELATED PATHWAYS. 
          THE ONLY SCHOOLS LOSING PROGRAMS ARE THE THREE CLOSEST TO BARBARA JORDAN. 
          WHY? TO ARTIFICIALLY INFLATE ENROLLMENT AT BARBARA JORDAN. 
          SUPERINTENDENT MILES CAN CLAIM IT'S BURSTING AT THE SEAMS AND JUSTIFY ADDITIONAL CTE CENTERS. 
          PROJECTS ALREADY BALLOONING FROM 130 MILLION TO OVER 180 MILLION. 
          KIDS LOSE, TAXPAYERS LOSE AND SCHOOLS LOSE. 
          WHEN MAGNETS ARE GUTTED AND ENROLLMENT DROPS, WE ALL KNOW WHAT COMES NEXT. 
          CONSOLIDATION MILESES YOU FROM. 
          >> THANK YOU [APPLAUSE]. 
          >> WHAT IS A LIBRARY? DURING AN AFTER-SCHOOL PROGRAM, A THIRD GRADER ASKED ME, WHAT'S THE LIBRARY? AS WE SAT IN THE ROOM FORMERLY KNOWN AS A LIBRARY, THAT WAS FILLED WITH BOOKS. 
          I GESTED AROUND THE ROOM AND SAID, YOU TAKE THESE HOME, BRING THEM BACK, READ THEM. 
          HIS EYES WIDENED AND HE SAID, WOW, WE CAN TAKE THESE HOME. 
          [INAUDIBLE] WE GET IN TROUBLE IF EVEN TOUCH THESE BOOKS. 
          MY EYES WATER AT THIS WORDS AND FOR A BRIEF MOMENT, I TRAVELED BACK TO THE PERIOD OF ENSLAVEMENT WHEN MY ANCESTORS AND ANCESTORS FACE SEVERE PENALTIES FOR JUST WANTING TO SEE A BOOK. 
          [02:10:01]
THEY WERE PENALIZED, CHASTISED, TRAUMATIZED. 
          THEY RECEIVED BRUTAL BEATINGS, WHIPPINGS, LATCHES, MUTILATION, FOR SALE, AND EVEN DEATH FOR EVEN JUST HAVING A BOOK. 
          THANK YOU, ISAAC MILES AND THE BOARD OF MANAGERS, FOR REVIVING THIS SPECTRA OF BRUTALITY OF [INAUDIBLE]. 
          >> THANK YOU [APPLAUSE]. 
          >> I'M KRISTIN MICHELLE BREWSTER. 
          FLOYD, ARE YOU EVER PLANNING TO ADHERE TO THE STUDENTS IEPS WHO ARE SPITS IDENTIFY. 
          WHERE YOU STOP SLOW ROLLING THE SPECIAL ASSESSMENTS AT THE CAMPUSES? AS A QUALIFIED CERTIFIED SCHOOL NURSE FOR 35 YEARS, MY DEPARTMENT HAD TO FOLLOW IEP GUIDELINES, THE STATE AND FEDERAL ONES. 
          WHY AREN'T YOU? IS YOUR ANSWER 67? DO YOU UNDERSTAND THE BREVITY OF THE ISSUE? BUT I FORGOT. 
          YOU'RE NOT CERTIFIED. 
          YOU'RE DEFINITELY NOT QUALIFIED. 
          IS IT THE OTHER REASON MISCOMMUNICATION AT THE CAMPUS LEVEL. 
          OR ARE YOU CLAPPING BACK? BECAUSE MAYBE YOU OR A FAMILY MEMBER WAS SPED REFERRED? YOU MIGHT BETTER GET YOURSELF TOGETHER. 
          BECAUSE COMMISSIONER ALFALFA MIGHT HAVE TO CALL YOU IN FOR A MEMORANDUM OF RECORD? 
          >> THANK YOU [APPLAUSE]. 
          >> I HAVE FOUR KIDS WHO GRADUATED FROM THE HEIGHTS HIGH SCHOOL MAGNET PROGRAM. 
          ONE IS GETTING HIS DEGREE FROM PURDUE IN MAY IN UX DESIGN, WHICH IS SOMETHING HE BECAME INTERESTED IN THROUGH THE MAGNET PROGRAM. 
          I THANK YOU FOR PULLING THIS FROM THE CONSENT AGENDA, BUT I WANT TO TALK ABOUT THE COMMUNITY ENGAGEMENT THAT WENT UP ON THE BOARD, WHICH IS A SLATE OF INFORMATION SESSIONS, WHICH IS NOT ENGAGEMENT, AND A VOTE FIVE DAYS LATER, WHICH GIVES NO TIME TO PIVOT AND SEE THE THINGS THAT MIGHT NEED TO BE CHANGED. 
          THE CONSTRAINT THREE SAYS YOU NEED TO LOOK AT THE IMPACT ON PROGRAMMING AND SCHOOL OPTIONS. 
          SCHOOL CHOICES ALREADY STARTED. 
          HEIGHTS IS AN A-RATED CAMPUS WITH EXCELLENT CCMR RATINGS PARTIALLY BECAUSE OF THE EXCELLENT MAGNET CTE RATINGS OFFERINGS. 
          WHAT'S GOING TO HAPPEN WHEN THOSE ARE GONE? DOES ANYONE KNOW THAT COLLEGE BOUND CAREER PROGRAM IB REQUIRES CTE [INAUDIBLE]. 
          >> THANK YOU. [APPLAUSE] 
          >> HELLO. I'M ANNE EAGLETON. 
          I'M HERE SPEAKING ON AGENDA ITEM 14, WHICH WAS A REVISION OF EL LOCAL. 
          IT WAS PUT ON THE CONSENT AGENDA. 
          HOWEVER, THERE'S NO POLICY TO LOOK AT. 
          I'M STRUGGLING TO UNDERSTAND HOW YOU PUT ON THE CONSENT AGENDA SOMETHING THAT HAS NOT BEEN READ, SEEN, OR VIEWED. 
          I KNOW THAT LIES WITH THE SUPERINTENDENT AND THE BOARD PRESIDENT. 
          THIS IS THE REASON WHY THE PUBLIC DOESN'T TRUST YOU IS THINGS MAGICALLY APPEAR ON A CONSENT AGENDA THAT IT'S OBVIOUS NOBODY'S THOUGHT ABOUT IT. 
          I UNDERSTAND EL, NUMBER 15 IS STILL ON WITH ELA, LOCAL. 
          THOSE TWO POLICIES ARE A HAND IN A GLOVE, SO YOU PROBABLY OUGHT TO PULL THAT OFF THE AGENDA AS WELL. 
          I DON'T KNOW WHAT YOU'RE TRYING TO PULL WITH THESE PARTNERSHIPS, BUT I REALLY NEED YOU TO FOCUS ON GETTING US OUT OF THE TEA DOG HOUSE AND NOT GOING DOWN 1882 PARTNERSHIP RABBIT HOLES AND MAGICAL TRIPS WITH MR [INAUDIBLE]. 
          >> THANK YOU [APPLAUSE]. 
          >> GOOD EVENING. IN SCHOOL, I WAS NOT A VERY GOOD SCIENCE STUDENT, YET I DO REMEMBER NEWTON'S THIRD LAW, NAMELY THAT FOR EVERY ACTION, THERE IS AN EQUAL AND OPPOSITE REACTION. 
          ROUTING KIDS IN SCHOOLS TO BARBARA JORDAN SOUNDS GREAT, YET YOU NEED TO UNDERSTAND THE OTHER SIDE. 
          IN THE COMING WEEKS, EVERY EIGHTH GRADER MUST CHOOSE A CTE PATHWAY. 
          UNDER THIS PLAN, MANY WILL HAVE TO LEAVE THEIR HOME CAMPUS AND GIVE UP AN ENTIRE CLASS PERIOD FOR TRAVEL. 
          THAT ONE LOST PERIOD IS A LOST OPPORTUNITY. 
          A STUDENT WHO WANTS TO STUDY AUTOMOTIVE TECHNOLOGY, ASPIRES TO TAKE AP CALCULUS OR HOPES TO PLAY VOLLEYBALL, CANNOT DO ALL THREE IF TRAVEL TAKES A SLOT. 
          [02:15:03]
THEIR CHOICES DISAPPEAR BEFORE HIGH SCHOOL EVEN BEGINS. 
          BOARD OF MANAGERS, AS YOU CONTINUE TO HAVE SHINY INITIATIVES SHARED WITH YOU THAT OFFER BOLD PROMISES, PUSH PAST THE BLUSTER AND DIG DEEPER TO IDENTIFY AND FULLY CONSIDER WHAT CAN BE LOST FOR OUR STUDENTS. 
          IF A PROPOSAL STRIPS AWAY ADVANCED COURSEWORK, LIMITS CHOICE, AND NARROWS WHO KIDS CAN BECOME, IT IS THE WRONG PROPOSAL. THANK YOU. 
          >> THANK YOU. [APPLAUSE] 
          >> HELLO. I'M HERE BECAUSE OF THE PROPOSAL TO REMOVE SEVEN OF OUR 10 CAREER PATHWAYS AT HEIGHTS HIGH SCHOOL, AMONGST OTHER CAREER PATHWAYS AT KASHMERE AND NORTHSIDE, WITH NO ON-SITE REPLACEMENTS AND INSTEAD REQUIRING BUSING. 
          CONSIDER THAT FOR HEIGHTS TO BARBARA JORDAN, THAT'S A ROUND TRIP OF AN HOUR. 
          TWO TO THREE DAYS A WEEK FOR ONE CLASS, STUDENTS ARE LOSING 2-3 HOURS OF LEARNING EACH WEEK. 
          MY DAUGHTER IS AMONG THE 40% OF STUDENTS AT HEIGHTS THAT ARE IN THESE SEVEN PATHWAYS. 
          I COMMEND YOU FOR PULLING THIS FROM THE NON-CONSENT AGENDA, BUT WARN THAT THE RECOMMENDATIONS IGNORE YOUR CONSTRAINT NUMBER 3. 
          CHANGES TO SPECIALIZED PROGRAMS LIKE THESE REQUIRE STAKEHOLDER ENGAGEMENT. 
          PARENTS LIKE ME LEARNED ABOUT THIS ONLY BY SEEING THIS ON YOUR AGENDA. 
          WE HAVE NOT BEEN ENGAGED. 
          ENGAGEMENT IS NOT HOLDING ONE MEETING TO TELL US WHAT YOU'VE ALREADY DECIDED. 
          >> THANK YOU. 
          >> PLEASE WORK ALONGSIDE YOUR SCHOOL YOUR TEACHERS AND PARENTS AS WELL AS YOUR COLLEAGUES. 
          >> THANK YOU [APPLAUSE]. 
          >> HELLO. MY NAME IS MORGAN CHAVERS WITH THE HOUSTON PARENT ACTION NETWORK. 
          I AM REACHING OUT BECAUSE THE WAY SB13 IS IMPLEMENTED WILL DIRECTLY AFFECT STUDENTS' ABILITY TO ACCESS THE LITERATURE THAT PRESERVES OUR HISTORY, OUR CULTURE, AND OUR TRUTH. 
          TOO OFTEN, BOOKS THAT REFLECT BLACK LIFE ARE THE FIRST TO GET SET ASIDE AND OVERLOOKED. 
          STUDENTS SHOULD NOT HAVE TO WAIT FOR THE STORIES THAT HELP THEM UNDERSTAND WHO THEY ARE AND WHAT IS POSSIBLE FOR THEIR FUTURE. 
          LITERACY IS MORE THAN READING A TEXT. 
          IT SHAPES CONFIDENCE, CRITICAL THINKING, IDENTITY, AND LONG-TERM OPPORTUNITY. 
          STUDENTS WHO ENGAGE WITH DIVERSE LITERATURE ARE MORE PREPARED FOR COLLEGE CAREER AND THE WORLD. 
          WHEN ACCESS TO THOSE VOICES ARE LIMITED, THE GAPS FOLLOW STUDENTS LONG PAST GRADUATION. 
          AS YOU IMPLEMENT SB 13, I'M ASKING THAT TRANSPARENCY, URGENCY, AND EQUITY GUIDE EVERY STEP. 
          THE CHOICES THAT YOU MAKE WILL RIPPLE INTO STUDENTS POST SECONDARY OUTCOMES AND THEIR SENSE OF WHAT THEY CAN ACHIEVE. 
          >> THANK YOU[APPLAUSE]. 
          >> I'M LAURA HENRY, I'M A PARENT. 
          IN A RADIO INTERVIEW WITH HOUSTON MATTERS, MILES SAID, I'VE HEARD THIS THING ABOUT TEST PREP FOREVER, BUT I HAVEN'T HEARD A PERSON DEFINE IT. I'LL DEFINE IT. 
          ELA TEST PREP IS AN OPPORTUNITY TO PRACTICE STRATEGIES, BEST GUESSING AND FAMILIARITY WITH KEYWORDS IN ORDER TO OPTIMIZE TEST SCORES. 
          IF YOU WALK INTO A CLASSROOM AND SEE STUDENTS ANSWERING MULTIPLE-CHOICE QUESTIONS USING STAR STEMS, THAT'S TEST PREP. 
          IF STUDENTS ARE ONLY ALLOWED TO READ, ANSWER SITE, EXPLAIN TYPEWRITING, ALSO TEST PREP. 
          TEST PREP DOESN'T INVOLVE CRITICAL THINKING BECAUSE IT'S BEST NOT TO THINK TOO MUCH ON A STANDARDIZED TEST. 
          TEST PIPE IGNORES OR MINIMIZES NON-TESTED TAKES. 
          IF YOU LOOK CLOSELY, YOU'LL SEE THAT KIDS WHO ARE DRILLED IN STAR STEMS CAN ANSWER QUESTIONS JUST BY READING THE TEXT AROUND THE QUESTION, AND THE TIMERS SUPPORT SKIMMING. 
          AS A RESULT, KIDS DON'T FIND VALUE IN READING, THEY DON'T SEE A PURPOSE FOR IT. 
          IF THE SUPERINTENDENT NEEDS TEST PREP DEFINED, HE CAN'T POSSIBLY UNDERSTAND THE HARMS. IT'S VERY IMPORTANT THAT YOU GUYS START TO FIGURE OUT WHAT TEST PREP IS. 
          >> THANK YOU [APPLAUSE]. 
          >> COULD ALL REMAINING SPEAKERS COME TO THE FRONT ROW, PLEASE? NUMBER 56? 
          >> HI, MIN DON TRAN I'M HIC, TEACHER, SPEAKING ON ITEM 15. 
          ON PAGE 89 IN THE AGENDA, YOU ARE DELETING ELA LOCAL AND YOU DON'T KNOW WHAT YOU'RE REPLACING IT WITH. 
          ITEM 14, POLICY EL LOCAL COVERS IN DISTRICT CHARTER SCHOOLS AND PROMISES CHANGES TO COVER PROCESSES AND OVERSIGHTS FOR THE NEW 1882 PARTNERSHIPS, BUT THERE'S NO TEXT ATTACHED. 
          THE NEXT ITEM DELETES ELA LOCAL, WHICH IS A DETAILED PLAN OF OVERSIGHT OF PERFORMANCE CONTRACT SCHOOLS, WHICH IS EXACTLY WHAT 1880 SCHOOLS WILL BE. 
          THAT COMMON SENSE POLICY IS A RESULT OF FINANCIAL SCANDALS IN PARTNERSHIP SCHOOLS. 
          [02:20:05]
TAXPAYERS NEED A POLICY THAT PROTECTS OUR ASSETS FROM SHADY 1882 PRACTICES. 
          WE DEMAND THAT YOU VET THE PARTNERS PROPERLY ALLOW FOR MEANINGFUL OVERSIGHT AND ABOVE ALL DEMAND TRANSPARENCY. 
          UNDER MILES, 1882 SCHOOLS WILL BE BLACK HOLES WHERE ACCOUNTABILITY FOR THE OPERATORS IS NIL, AND INFORMATION NEVER LEAKS OUT. 
          AS A CHARTER SCHOOL OPERATOR, THIS IS HIS BEST LIFE. 
          HE HOPES YOU WILL NOT NOTICE THAT BY DELETING ELA LOCAL WITHOUT PROVIDING THE REPLACEMENT, YOU DON'T EVEN KNOW WHAT YOU WERE VOTING FOR. YOU DIDN'T INTERNALIZE YOUR. 
          >> THANK YOU. 
          >> MICHELLE WILLIAMS, HOUSTON EDUCATION ASSOCIATION, AND I'M SPEAKING ON BEHALF OF THE SPECIAL EDUCATION MONITORING. 
          YOU CAN ADD THIS TO YOUR MONITORING REPORT. 
          TA INVESTIGATED THE FOLLOWING ALLEGATIONS. 
          DID THE LEA ENSURE THAT THE INDIVIDUALIZED EDUCATION PROGRAMS, IP OF STUDENTS ON NES CAMPUSES WERE IMPLEMENTED IN ACCORDANCE WITH 34 CFR TA DETERMINED THE FOLLOWING NON COMPLIANCE AND REQUIRED THE CORRECTIVE ACTIONS OF THE LEA. 
          THE LEA DID NOT ENSURE THAT IT IMPLEMENTED STUDENTS IEPS IN ACCORDANCE WITH 34 CFR. 
          YOU ALL REMOVED MY PRINCIPAL. 
          HE'S THE SCAPEGOAT. 
          BUT I DID A FAVOR. 
          I FILED A EDUCATOR MISCONDUCT COMPLAINT FOR ALL THE PEOPLE IN THE NORTH DIVISION BECAUSE ALL HAVE A HIGH PERFORMANCE CULTURE, AND DON'T THANK ME. 
          IT'S THE LEAST I COULD DO FOR HISD. THANK YOU. 
          >> THANK YOU. [APPLAUSE] [NOISE] 
          >> MY GOODNESS, THIS IS A PUBLIC EDUCATION HAS DONE WELL. 
          DID YOU HEAR THESE PEOPLE? I THINK I'M OLD ENOUGH TO HAVE TOLD SOME OF YOU. 
          THANK YOU. I THOUGHT WE ALSO HAD A GREAT CHRISTMAS PRESENT, MR. SUPERINTENDENT MILES. 
          YOU GOT A GOOD CHRISTMAS PRESENT? THEY ELIMINATED THE STAR. 
          IT WASN'T BY THE INNER CITY PEOPLE. 
          IT'S BY THE FOLKS IN THE BOON DOCKS. 
          THOSE GOPERS, ELIMINATED IT. 
          SAID THEY DIDN'T WANT ANY MORE TESTING, ENDLESS PRACTICE TESTING. 
          THAT'S IN THE BILL. 
          I'M WONDERING WHY ARE WE GOING OVER THIS. 
          Y'ALL SHOULD BE PACKING. 
          GET YOU SOME BOXES. 
          GO TO THE LIQUID STORE. 
          LIQUID STORE ALWAYS HAS BOXES. 
          I'M REPRESENTING THE COMMUNITY OF NORTHEAST, WHERE WE'RE BATTLING HIGH WATER BILLS, OUR CENTER POINT ENERGY, WHO HAS ELIMINATED OUR ELECTRICITY. 
          OF COURSE, WE HAVE THE [NOISE] I WANT TO KNOW WHY YOU HAVE COMMERCIALS. 
          >> THANK YOU. [APPLAUSE] 
          >> HI. GOOD EVENING. 
          MY NAME IS BROOK LONGORIA, AND I'M A FORMER HISD PARENT. 
          MY ELEMENTARY AGE CHILDREN HAVE CONTRIBUTED TO THIS SCHOOL YEARS APPROXIMATELY 8,200 STUDENT ENROLLMENT DECLINE. 
          THE SHAME COMMENTS TONIGHT EARLIER. 
          I'M SURE THEY HURT AND STUNG, AND THAT'S WHY PROBABLY QUICK ACTION BY YOU, MR. CAMPO. 
          BUT I WANT IT TO BE CLEAR TO THOSE WHO ARE NEW TO THE BOARD THAT THE PEOPLE WHO ATTEND THESE MEETINGS AND THEIR VOICES AND THEY SPEAK OUT THOSE VOICES. 
          THEY'RE NOT OUTLIER FRINGE VOICES. 
          THEY'RE THE MAJORITY. 
          YOU ALL ARE ASHAMED WHENEVER HISD PARENTS AND TEACHERS GATHER. 
          YOU ARE SHAMED IN SCHOOL PARKING LOTS. 
          YOU'RE SHAMED WHEN PARENTS RUN INTO EACH OTHER AT THE AISLES OF HEB. 
          YOU ARE SHAMED WHEN WE ARE AT OUR CHILDREN'S SPORTS EVENTS. 
          YOU'RE SHAMED WHEN WE GATHER AT FAMILY FUNCTIONS. 
          [NOISE] 
          >> THANK YOU. [APPLAUSE] 
          >> HI, JESSE HEINER. 
          I KNOW THAT A LOT OF IT US HERE MIGHT SEEM LIKE WE'RE JUST HERE TO COSMESIS, AND I'M ACTUALLY HERE BECAUSE WE JUST CARE VERY DEEPLY ABOUT THE STUDENTS IN OUR NEIGHBORHOOD, ESPECIALLY MINE. 
          I WANTED TO ASK JUST REALLY JUST ONE THING OF YOU TODAY. 
          NEXT WEEK ON THURSDAY, THERE IS A BOARD MEETING, AND I WOULD REALLY HOPE THAT BOARD MEMBERS WILL ACTUALLY ATTEND. 
          MISS CRUZ ARNOLD, MR. LAUREN GORE AND MR. CAMPO, 
          [02:25:05]
I'D ACTUALLY LIKE TO THANK YOU FOR DOING YOUR JOB LAST MONTH AND ATTENDING THE BOARD HEARING. 
          I REALLY HOPE THAT I WILL SEE THE REST OF YOU AT NEXT WEEK'S HEARING BECAUSE IF YOU'RE GOING TO FIRE DOUBLE THE AMOUNT OF TEACHERS THAT THE STATE AVERAGE IS, YOU COULD AT LEAST GO IN PERSON AND LOOK THEM IN THE FACE WHEN YOU FIRE THEM. 
          MISS FLOWERS, I WOULD [NOISE]. 
          >> THANK YOU. [APPLAUSE] 
          >> THANKS. 
          >>FRANKLIN TAMBORELLO, JUST A MINUTE. 
          WE NEED TO SEE HIM ON THE SCREEN. 
          JUST A MINUTE. WE CAN'T HEAR YOU. 
          >> GRAHAM, SHALL BE PROVIDED TO THE STUDENT. 
          >> MR. TAMBORELLO, WILL YOU START OVER, PLEASE? WE NEED TO SEE YOU ON THE SCREEN. ONE SECOND. 
          >> HOLD ON. I'LL TELL YOU. I GOT TO BE VISIBLE. 
          HE'S NOT TO THE PUBLIC. THERE HE IS. GO AHEAD. THANK YOU. 
          >> THE RATIONALE STATEMENT FOR THE GT PROGRAM IS THAT THE HSD BELIEVES THAT EVERY STUDENT DESERVES A STIMULATING CURRICULUM AND THE OPPORTUNITY TO EXCEL. 
          THEREFORE, A COMPREHENSIVE ADVANCED ACADEMICS PROGRAM SHALL BE PROVIDED TO ANY STUDENT IN KINDERGARTEN THROUGH GRADE 12 WHO MEETS THE STATUTORY DEFINITION OF GIFTED AND TALENTED. 
          DELETION OF THAT RATIONALE STATEMENT WOULD SEEM TO INDICATE THAT THE DISTRICT NO LONGER BELIEVES IN THAT RATIONALE. 
          THAT'S A TROUBLING DEVELOPMENT. 
          A PUBLIC SCHOOL SYSTEM MUST SERVE THE PUBLIC, AND THAT INCLUDES CHILDREN OF ALL ABILITIES. 
          GPS MUST INCLUDE SEVERAL SPECIFIC ITEMS FOR IT TO MEAN ANYTHING. 
          AMONG THEM, A DESCRIPTION OF HOW THE STUDENT'S EDUCATION SHALL BE DIFFERENTIATED BASED ON GT IDENTIFICATION RESULTS IN PAST ACADEMIC PERFORMANCE, AND A STATEMENT OF THE CURRICULUM MODIFICATIONS OR SUPPORTS FOR SCHOOL PERSONNEL THAT SHALL BE PROVIDED FOR THE STUDENT. 
          THOSE ARE REALLY IMPORTANT THINGS. THANK YOU VERY MUCH. 
          >> THANK YOU. 
          THE NEXT SPEAKER. 
          >> MISS CATRETT, YOU CAN TURN YOUR MICROPHONE ON. YOU MAY BEGIN. 
          >> JESSICA CATRETT, SPEAKING ON ITEM 5 FOR A MOM WHO CAN'T BE HERE TODAY, AND WORKS CLOSELY WITH YOU DISCOVER MATH AND HOUSTON YOUNG MONARCHS. 
          THESE ORGANIZATIONS SERVE STUDENTS WHO ARE CARRYING THE WEIGHT OF DISTRICT INSTABILITY SINCE THE TAKEOVER. 
          CUTS TO PROGRAMS, SHIFTING EXPECTATIONS AND INCONSISTENT SUPPORT HAVE CREATED STRAIN FOR HOUSTON FAMILIES. 
          IF CTE PROGRAMS ARE REMOVED, THIS WILL DEEPEN. 
          THESE PATHWAYS ARE OFTEN THE ONLY STRUCTURED CAREER EXPOSURE STUDENTS RECEIVE. 
          WITHOUT THEM, COMMUNITY ORGANIZATIONS WILL BE EXPECTED TO FILL AN EVEN LARGER GAP, ONE THAT IS GROWING TOO QUICKLY FOR ANY NON PROFIT TO CARRY ALONE. 
          HOUSTON YOUNG MONARCHS AND YOU DISCOVER MATH ARE EXPANDING HANDS ON STEM LEADERSHIP OPPORTUNITIES AND FUTURE FOCUSED LEARNING. 
          BUT THEY CANNOT REPLACE WHAT SHOULD BE HAPPENING AT SCHOOL. 
          STUDENTS DESERVE STRONG SCHOOLS AND STRONG COMMUNITY PARTNERS. 
          REMOVING CTE PROGRAMS WOULD MOVE IN THE OPPOSITE DIRECTION. 
          PLEASE KEEP CTE OPTIONS IN PLACE. 
          STUDENTS DESERVE STABILITY AND REAL PATHWAYS TO THEIR FUTURE. 
          >> THANK YOU. [APPLAUSE] 
          >> THAT CONCLUDES THE HEARING OF OUR SPEAKERS. 
          WE'LL NOW CONSIDER ACTION ITEMS ON THE AGENDA. 
          [Consideration and Approval of Agenda Items]
BOARD POLICY REQUIRES BOARD MEMBERS TO ABSTAIN FROM ALL DISCUSSIONS AND VOTES PERTAINING TO CONFLICTS THAT MIGHT INVOLVE A CONFLICT OF INTEREST. 
          BOARD POLICY BB F A 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 INTERESTS. 
          DO I HAVE A MOTION TO APPROVE TONIGHT'S AGENDA BY CONSENSUS AND A REMINDER WE PULLED ITEM 5 AND ITEM 14. 
          LET'S SEE. WE HAVE A MOTION AND A SECOND. 
          ANY QUESTIONS OR COMMENTS, IF NOT, PLEASE VOTE. 
          [02:30:03]
THE MOTION PASSES. AT THIS TIME, 
          [Recess to Closed Session under Sections 551.004 through 551.089 of the Texas  Government Code for the Purposes Listed in this Notice]
THE BOARD WILL RECESS TO CLOSE SESSION UNDER CHAPTER 551 OF THE TEXAS GOVERNMENT CODE OPEN MEANINGS ACT SUBSECTION 551004 THROUGH 551089. 
          SHOULD BOARD FINAL ACTION VOTE OR DECISION ON ANY MATTER CONSIDERED IN THE CLOSED SESSION BE REQUIRED? SUCH FINAL ACTION OR DECISION SHALL BE TAKEN AT THE OPEN MEETING CONVEYED COVERED BY THIS NOTICE UPON THE RECONVENING OF THIS PUBLIC MEETING OR AT A SUBSEQUENT PUBLIC MEETING OF THE BOARD UPON NOTICE THERE. 
          THE BOARD HAS RECESSED TO CLOSED SESSION AT 7:32 P.M. ON DECEMBER 11TH, 2025. 
          >> GOOD EVENING. THIS MEETING IS RECONVENED AT 8:21 
          [Reconvene in Open Session]
P.M. WE ARE NOW READY TO CONSIDER ITEMS IN THE CLOSED SESSION. ARE THERE ANY MOTIONS? 
          [Consideration and Possible Action on Matters Discussed in Closed Session]
          >> YES. I MOVE THAT THE BOARD APPROVE THE CLOSED SESSION PERSONNEL AGENDA, INCLUDING SPECIFICALLY THAT THE BOARD APPROVES PROPOSED TERMINATIONS AND NON RENEWALS OF CONTINUING TERM PERFORMANCE AND PROBATIONARY CONTRACTS AND AUTHORIZE THE SUPERINTENDENT OR DESIGNEE TO PROVIDE NOTICE OF SAM. 
          THAT THE BOARD APPROVED SUSPENSIONS WITHOUT PAY FOR CONTINUING AND PROBATIONARY CONTRACTS AND AUTHORIZE THE SUPERINTENDENT OR DESIGNEE TO PROVIDE NOTICE OF SAME. 
          THAT THE BOARD VOID CONTINUING TERM PROBATIONARY AND PERFORMANCE AND AUTHORIZE THE SUPERINTENDENT OR DESIGNEE TO PROVIDE NOTICE OF SAM, THAT THE BOARD APPROVED WITHDRAWALS OF RECOMMENDATIONS AND THAT THE BOARD APPROVE ISSUANCE OF FINAL ORDERS ON CONTRACT TERMINATIONS AND NON RENEWALS, AS DISCUSSED IN CLOSED SESSION, EFFECTIVE DECEMBER 11TH, 2025. 
          >> IS THERE A SECOND? MOTION A SECOND. 
          LET'S GO AHEAD AND VOTE. VOTING IS CLOSED, THE MOTION PASSES. DO WE HAVE ANOTHER MOTION? 
          >> I MOVE THAT THE BOARD ADOPT THE RESOLUTION OF THE HOUSTON INDEPENDENT SCHOOL DISTRICT SCHOOL BOARD REGARDING THE SALE OF SURPLUS REAL PROPERTY, WHICH AUTHORIZES THE BOARD VICE PRESIDENT TO COMPLETE THE SALE OF THE PROPERTY KNOWN AS EAST AREA OFFICE NUMBER R E SB 260899, LOCATED AT 11:02 TELEPHONE, HOUSTON, TEXAS 77023 TO LOBO GM PROPERTIES LLC, MABOD, KAR MUCH. 
          >> A SECOND? PLEASE VOTE. 
          MOTION PASSES. ANOTHER MOTION? 
          >> I MOVE THAT THE BOARD ADOPT THE RESOLUTION OF THE HOUSTON INDEPENDENT SCHOOL DISTRICT SCHOOL BOARD REGARDING THE SALE OF SURPLUS REAL PROPERTY, WHICH AUTHORIZES THE BOARD VICE PRESIDENT TO COMPLETE THE SALE OF THE PROPERTY KNOWN AS HARPER SB 20 6085 LOCATED AT 200 CENTER, HOUSTON, TEXAS 77007 TO BK R MEMORIAL, ROMAN NUMERAL FOUR LLC. 
          >> MOTION A SECOND, PLEASE VOTE. 
          MOTION PASSES. ANOTHER MOTION. 
          >> I MOVE THAT THE BOARD ADOPT THE RESOLUTION OF THE HOUSTON INDEPENDENT SCHOOL DISTRICT SCHOOL BOARD REGARDING THE SALE OF SURPLUS REAL PROPERTY, WHICH AUTHORIZES THE BOARD VICE PRESIDENT TO COMPLETE THE SALE OF THE PROPERTY KNOWN AS NORTH FOREST ACREAGE, SB 261099, LOCATED AT CERO MESA, HOUSTON, TEXAS 770782 OCTA 1 LLC DBA OCTA HOMES. 
          >> YOU HAVE A SECOND. 
          WE HAVE A SECOND, PLEASE VOTE. 
          MOTION PASSES. NEXT ONE. 
          >> I MOVE THAT THE BOARD ADOPT THE RESOLUTION OF THE HOUSTON INDEPENDENT SCHOOL DISTRICT SCHOOL BOARD REGARDING THE SALE OF SURPLUS REAL PROPERTY, 
          [02:35:01]
WHICH AUTHORIZES THE BOARD VICE PRESIDENT TO COMPLETE THE SALE OF THE PROPERTY KNOWN AS RYAN FACILITY, R E SB 260893, LOCATED AT 41 HARDY, HOUSTON, TEXAS 77009 TO J PAT HOLDINGS, LLC. 
          >> A SECOND? YOU HAVE A SECOND? PLEASE VOTE? MOTION PASSES. ONE MORE. 
          >> I MOVE THAT THE BOARD ADOPT THE RESOLUTION OF THE HOUSTON INDEPENDENT SCHOOL DISTRICT SCHOOL BOARD REGARDING THE SALE OF SURPLUS REAL PROPERTY, WHICH AUTHORIZES THE BOARD VICE PRESIDENT TO COMPLETE THE SALE OF THE PROPERTY KNOWN AS TERRELL SB 261096 LOCATED AT 4610 EAST CROSS TIMBERS, HOUSTON, TEXAS, 77016 TO MARK DANA CORP. 
          >> IS THERE A SECOND? WE HAVE A SECOND. PLEASE VOTE. 
          THE MOTION PASSES. 
          WE DONE WITH MOTIONS. 
          GREAT. THE NEXT REGULAR BOARD MEETING WILL BE HELD ON THURSDAY, JANUARY 15TH, 2026. 
          THERE BEING NO FURTHER BUSINESS. 
          THIS MEETING IS OFFICIALLY ADJOURNED AT 8:27 P.M. 
          THANK YOU, AND WE'LL SEE YOU NEXT YEAR. HAPPY HOLIDAYS.
* This transcript was compiled from uncorrected Closed Captioning.