THE HOUSTON INDEPENDENT SCHOOL DISTRICT
AGENDA
Board of Education
Meeting
THE HOUSTON INDEPENDENT SCHOOL DISTRICT
BOARD OF EDUCATION
Agenda Index
A. Superintendent’s Priority Items F. Business Operations
B. Board of Education
C. Closed Session
(Closed to Public)
G. Finance
D. Academic Services H. Other
E. Human Resources I. Policy
MEMBERS OF THE BOARD OF EDUCATION
Michael Lunceford,
President
Anna Eastman,
First Vice President
Juliet Stipeche,
Second Vice President
Rhonda Skillern-Jones,
Secretary
Greg Meyers,
Assistant Secretary
Harvin C. Moore
Lawrence Marshall
Manuel Rodriguez
Paula Harris
THE HOUSTON INDEPENDENT SCHOOL DISTRICT
BOARD OF EDUCATION AGENDA May 10, 2012
Table of Contents
A-1.SUPERINTENDENT'S INFORMATION ITEMSA-1a Board Monitoring System-Goal 1, Section H: Dual Credit
BMS Goal 1, Section H - Executive Summary
A.SUPERINTENDENT'S PRIORITY ITEMS
A-1 Major Business Projects Status Reports
Benefits Status Report Food Services Status Report
PeopleSoft Status Report SAP Status Report SIS Status Report
B.BOARD OF EDUCATION
B-2 Authority To Negotiate And Execute An Agreement For Drafting Policy Revisions Based Upon Results Of Performance Audit Of Contract Recommendation And Awards Processes
B-3 Approval For Director Appointments To The Houston Independent School District Public Facility Corporation Board Of Directors
B-4 Discussion And Consideration Regarding The Resolution Concerning High Stakes Testing And Accountability
High Stakes Testing Resolution
C-2.PERSONNEL (CLOSED TO PUBLIC)
C-3.LEGAL MATTERS (CLOSED TO PUBLIC)
C-4.REAL ESTATE (CLOSED TO PUBLIC)
D.ACADEMIC SERVICES
D-1 Approval To Rename The High School For Law Enforcement And Criminal Justice To High School For Law And Justice (WITHDRAWN)
D-2 Approval To Name A New School Facility Lucian L. Lockhart Elementary School
D-3 Approval To Expand Newcomer Programs At Liberty High School And Las Americas Middle School D-4 Approval Of Application For Missed Instructional Days Waiver, 2011-2012 School Year
D-5 Approval Of Applications For Low Attendance Days, 2011-2012 School Year
D-6 Approval To Consolidate James Ryan Middle School Into Crispus Attucks Middle School, Ezekiel Cullen Middle School, Richard Dowling Middle School, Sidney Lanier Middle School, And John Pershing Middle School And To Adjust Attendance Boundaries (WITHDRAWN)
Current Ryan Cullen Map(WITHDRAWN) Proposed Ryan Cullen Map(WITHDRAWN)
E.HUMAN RESOURCES
E-1 Approval To Pay An Incentive To Any Eligible Houston Independent School District (HISD) Employee Who Refers A Qualified Speech Therapist To HISD
E-2 Approval Of New HISD School Leadership Framework For The Evaluation Of School-Based School Administrators
HISD School Leadership Framework
F.BUSINESS OPERATIONS
F-1 Approval To Adjust The Design Contingency Allowance For Jaime Davila Elementary School Renovation And Authority To Negotiate, Execute, And Amend All Related Contracts
F-2 Authority To Negotiate, Execute, And Amend Construction Contract For Roof Replacement At Cecile Foerster Elementary School
F-3 Approval To Adjust The Design Contingency Allowance For Raul C. Martinez Elementary School Renovation And Authority To Negotiate, Execute, And Amend All Related Contracts
F-4 Approval Of An Adjustment In The Budget And Design Contingency Allowances For Mario Gallegos Elementary School And Pleasantville Elementary School Renovations And Authority To Negotiate, Execute, And Amend Construction Contract
F-5 Approval Of Adjustment To The Design Contingency Allowance For The James Montgomery Elementary School And Authority To Negotiate, Execute, And Amend Necessary Contract For Henry Petersen Elementary School And James Montgomery Elementary School Renovations
F-6 Approval Of Food Prices For The 2012-2013 School Year
F-7 Authority To Negotiate, Execute, And Amend Term Agreements With Construction Manager Program Administrators For The 2007 Facilities Capital Program
CMPA 2 Year Amendment
F-8 Approval To Establish A Budget And To Negotiate, Execute, And Amend All Necessary Contracts For Improvements At Thomas Sinclair And River Oaks Elementary Schools
F-9 Approval To Establish A Budget And To Negotiate, Execute, And Amend All Necessary Contracts For Improvements At Maud Gordon Elementary School
G.FINANCE
G-1 Approval Of Consultant And Professional-Service Contracts And Ratification Of Bid Waiver Projects
Consultant Requests Ratifications
G-2 Approval Of Vendor Awards For Purchases Over $100,000 And Ratification Of Vendor Awards For Purchases Under $100,000
Purchasing Requests
G-3 Approval To Negotiate And Execute A Contract With Deloitte & Touche LLP For Examination Of Financial Statements For The Fiscal Year Ending June 30, 2012 And Performance Of An E-Rate Program Annual Audit G-4 Approval Of 2011-2012 Budget Amendments For The General Fund And Authority To Negotiate And Execute Contracts With Service Providers
Budget Schedule
G-5 Approval To Call A Public Hearing To Discuss Budget And Proposed Tax Rate For Fiscal Year 2012-2013 And Authorize The Administration To Publish The Required Public Notice
H.OTHER
H-1 Approval Of Current And Anticipated Donations For Districtwide And School-Specific Programs And Authorization To Negotiate, Execute And Amend Necessary Contracts Associated With These Donations
Acceptance of Donations
H-2 Acceptance Of Grant Funds In Support Of Districtwide And School-Specific Programs And Authorization To Negotiate And Execute Contracts Required Under The Grants
I.POLICY
I-1 Proposed Revisions To Board Policy EC(LOCAL), School Day-First Reading
EC(LOCAL), First Reading
I-2 Proposed Revisions to Board Policy FL(LOCAL), Student Records-First Reading
FL(LOCAL), First Reading
I-3 Proposed Establishment Of Board Policy DFFC(LOCAL), Reduction In Force: Continuing Contracts-Second Reading
DFFC(LOCAL), 2nd Reading
I-4 Proposed Revisions To EHAB(LOCAL), Basic Instructional Program: Required Instruction (Elementary)-Second Reading
REPORT FROM THE SUPERINTENDENT
Office of Superintendent of SchoolsBoard of Education Meeting of May 10, 2012
SUBJECT: BOARD MONITORING SYSTEM—GOAL 1, SECTION H: INCREASE
THE NUMBER OF STUDENTS TAKING DUAL CREDIT COURSES AND RECEIVING COLLEGE CREDIT
At the February 11, 2010, meeting, the Board of Education implemented a revised Board Monitoring System in order to efficiently maintain and measure achievement of Houston Independent School District (HISD) goals and adherence to its core values. The monitoring system was designed to give district administrators clear direction on how to meet the board’s expectations in these crucial areas.
Board Policy AE(LOCAL) states “[T]he administration shall report to the Board on each goal and core value using the specific method and timing set out below, . . ..”
In reference to the district’s Goal 1: Increase Student Achievement, the attached
report provides information regarding Section H: Dual Credit. The policy states that
“[T]he administration will report to the Board on the status of dual credit courses. The number of students enrolled in dual credit courses and the number of students receiving college credit by campus will be provided. Also, the demographic characteristics of HISD students enrolled in dual credit courses will include Districtwide enrollment by gender, ethnicity, and economic status.”
The attached report provides the information requested for the 2011 (2010–2011) and the 2012 (2011–2012) spring semesters, available to date. Enrollment and completion data are provided for the 2011 spring semester and enrollment data are provided for the 2012 spring semester. The dual credit program directly supports HISD’s Strategic Direction for Core Initiative 3: Rigorous Instructional Standards and Supports. Dual credit courses provide high school students the opportunity to take college-level courses and earn college credit.
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Purpose
The Houston Independent School District (HISD) exists to strengthen the social and economic foundation of Houston by assuring its youth the highest-quality elementary and secondary education available anywhere. In fulfilling this goal, HISD's Board of Education has designed a program to systematically monitor the district’s goals and core values. The Board Monitoring System will report on each goal and core value on a routine basis. The goal currently under review is to increase the number of students taking dual credit courses and receiving college credit (Goal 1, Section H). The dual credit program directly supports HISD’s Strategic Direction core value of Rigorous Instructional Standards and Supports. Dual credit courses provide high school students the opportunity to take college-level courses and earn college credit.
Findings
Number of Students Taking and Completing Dual Credit Courses
When comparing the level of student enrollment in dual credit courses from spring
2011 to spring 2012, there was a slight decrease from 5,819 enrollments in the spring of 2011 to 5,260 enrollments in the spring of 2012. Students that enrolled in multiple courses were counted for each course they took resulting in a duplicated
count (Table 1).
Dual credit course enrollment rates for the 2011 spring semester were highest for
females (57.3 percent), Hispanic students (65.4 percent), and those who were economically disadvantaged students (72.1 percent). Similarly, 2012 spring semester enrollments were highest for females (59.2 percent), Hispanic students (67.6 percent), and economically disadvantaged students (74.1 percent).
Of the 5,819 total enrollments in dual credit courses for the 2011 spring semester,
5,167 or 88.8 percent were completed to earn college credit. Regarding racial/ethnic groups, percentages for course completion ranged from 96.1 percent for Asian American students to 78.9 percent for Native Hawaiian/Pacific Island students. The completion rate for females (89.7 percent) slightly exceeded that for males (87.6 percent). The percentage of economically disadvantaged students completing dual credit courses was 88.7 percent.
A total of 4,144 students enrolled in at least one dual credit course during the 2011
spring semester (2010–2011 school year), with enrollment levels in at least one dual credit course decreasing to 3,675 students for the 2012 spring semester (2011–2012
school year) (Figure 1). Hispanic students represented the predominant racial/ethnic
group with 63.2 percent and 65.5 percent (spring 2011 and spring 2012 semesters, respectively). The percentage of economically disadvantaged students increased
Board Monitoring System: Indicator H
EXECUTIVE SUMMARY
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slightly from 71.1 percent for the spring 2011 semester to 73.1 percent for the 2012 spring semester.
The campus offering the highest level of enrollment in dual credit courses for the
2011 spring semester and the 2012 spring semester was East Early College High
School with 831 and 951 enrollments, respectively (Table 2). These represent
duplicated counts, since students may take more than one course. Twelve campuses showed an increase in dual credit enrollment from the spring of 2011 to the spring of 2012.
Two campuses, Barbara Jordan and Mount Carmel, had 100 percent completion of
dual credit enrollments in the spring of 2011, and 16 additional campuses reported at least 90 percent of enrollments resulting in course completions.
Administrative Response
It should be noted that a different methodology was put into place for the present report to more accurately represent the enrollment and completion percentages for the district and campuses than did the previous methodology. For dual credit reporting in previous years, students were counted as enrollers if a dual credit course appeared in their schedule. The methodology artificially inflated counts of enrollers. By requiring students to have a first six weeks’ grade, the count of enrollers more accurately reflects the number of students actually taking dual credit courses, and also results in a more accurate reflection of the percentage of true enrollers who also completed a dual credit course. For 2012, several campuses did not enter a first cycle grade, so for all campuses, students were counted as enrollers who were currently enrolled in the dual credit course as of the date ending the first grading cycle. Completers are those students who earned a final semester average of 70 or higher. Data for 2011–2012 were run using the new methodology, and data from 2010–2011 were rerun using the new methodology for comparison purposes. Comparisons between the present report and previously published reports cannot be made.
In planning for the 2011–2012 school year, Houston Community College (HCC) did not allow schools to add more dual credit courses due to the HCC budget. They could not pay additional teachers. Therefore, schools could not offer more dual credit courses than were offered in the spring of 2011. Additionally, HCC increased the number of students needed to offer the class. In the past a class needed to have 15 students, but this year a class needed 20 students. Some courses may have been dropped if the high school could not provide 20 or more students that met the admission requirements by
the 12th day using HCC’s calendar. Additionally, with the district’s emphasis on
Advanced Placement courses and the opportunity to take exams at the district’s expense, more students may be opting to take AP courses rather than dual credit courses.
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Table 1: Spring 2011 Enrollment and Completion and Spring 2012 Enrollment for Dual Credit Courses by Student Demographics (Duplicated Count)
2011 Spring Semester, 2010–2011 Spring Semester 2012
Enrolling Completing Enrolling
Group Number Percent Number Percent Number Percent
All Students 5,819 100.0 5,167 88.8 5,260 100.0 Female 3,333 57.3 2,989 89.7 3,116 59.2 Male 2,486 42.7 2,178 87.6 2,144 40.8 African American 1,346 23.1 1,173 88.8 1,112 21.1 Asian 128 2.2 123 96.1 130 2.5 Hispanic 3,804 65.4 3,379 88.8 3,554 67.6 American Indian 19 0.3 16 84.2 13 0.2
Native HI/Pac. Is. 19 0.3 15 78.9 8 0.2
White 459 7.9 420 91.5 407 7.7
Two or More 44 0.8 41 93.2 36 0.7
Econ. Disadv. 4,195 72.1 3,721 88.7 3,899 74.1
Note: Table 1 reflects enrollment and completion data by course. Since students may take more than one dual credit course, these counts are duplicated. Pending university or college requirements, students successfully completing dual credit courses receive college credit. Typically, students will earn 3 hours of college credit for completing a semester course. Source: Chancery 2010–2011 and 2011–2012. 2010 and 2011 data reflect new enrollment methodology.
Source: Chancery 2010–2011 and 2011–2012 4,144 2,357 57% 1,787 43% 1,007 24% 94 2% 2,620 63% 16 <1% 14 <1% 359 9% 34 <1% 2,947 71% 3,675 2,152 59% 1,523 41% 826 23% 91 3% 2,406 66% 10 <1 5 1% 312 9% 25 <1% 2,686 73% 0 500 1,000 1,500 2,000 2,500 3,000 3,500 4,000 4,500
All Female Male African
Amer. Asian Amer. Hispanic Amer. Indian Native HI/Pac Is. White Two or More Econ. Dis. N u m b e r o f S tu d e n ts
# Enrolled Spring 2011 # Enrolled Spring 2012
Figure 1: The Number of Students Enrolled in at Least One Dual Credit Course by Student Demographics, Spring 2010 and Spring 2011 (Unduplicated Count)
Table 2: Dual Credit Course Enrollment and Completion by Campus, Spring 2010 and Spring 2011
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Spring 2011 (2010–2011) Spring 2012 (2011–2012)
School Name # Enrolled # Completed % Completed #Enrolled
Stephen F. Austin High School 328 268 81.7 268
Bellaire High School 452 424 93.8 456
Challenge Early High School 607 560 92.3 624
Cesar Chavez High School 148 131 88.5 84
Contemporary Learning Center ** 6
Jefferson Davis High School 98 81 82.7 42
East Early College High School 831 769 92.5 951
Eastwood Academy for Academic Achievement 87 85 97.7 73
Empowerment College Preparatory High School 17 15 88.2 76
Energized for E-STEM (Central) 43 39 90.7 29
High School for Law Enforcement and Criminal Justice 48 45 93.8 85
Sam Houston Math, Science, and Technology Center 164 152 92.7 239
Houston Academy for International Studies 489 383 78.3 599
Jesse H. Jones High School 51 34 66.7 21
Barbara Jordan High School 47 47 100.0 53
Mirabeau B. Lamar High School 153 119 77.8 **
Leaders Academy 8 0 0.0 **
Lee High School 31 29 93.5 43
James Madison High School 155 140 90.3 103
Charles Milby High School 351 307 87.5 177
Mount Carmel Academy 47 47 100.0 44
North Houston Early College 646 592 91.6 472
John Reagan High School 224 202 90.2 136
George C. Scarborough High School 45 37 82.2 45
Sharpstown High School 38 32 84.2 30
Ross S. Sterling High School 55 51 92.7 92
South Early College High School 24 13 54.2 **
Stephen P. Waltrip High School 131 117 89.3 162
Booker T. Washington High School 62 56 90.3 96
Westbury High School 92 86 93.5 80
Westside High School 97 89 91.8 66
Phillis Wheatley High School 18 14 77.8 **
Evan E. Worthing High School 55 50 90.9 21
Jack Yates High School 177 153 86.4 87
HISD 5,819 5,167 88.8 5,260
Note: Earlier versions of this Board Monitoring System Dual Credit Indicator Report utilized a different methodology, and the data may differ.
REPORT FROM THE SUPERINTENDENT
Office of Superintendent of Schools
Board of Education Meeting of May 10, 2012
SUBJECT: MAJOR BUSINESS PROJECTS STATUS REPORTS
There are five major business projects currently in progress: Benefits
Food Services PeopleSoft
SAP Business System Student Information System
Status summaries are attached as reports to the Board of Education.
Benefits Status Report
Major Projects—Benefits Page 1 of 2
May 2012
EXECUTIVE SUMMARY Project Purpose
The purpose of the Benefits Outsourcing Project is to apply best business practices and updated technology to the management of the Houston Independent School District’s (HISD) benefits programs and processes. Services provided include general administration and call-center support, general benefits consulting, claim audits, actuarial support, wellness initiatives, and communications. The model is also being used with other organizations and uses collective purchasing opportunities when advantageous. Outsourcing allows HISD to access highly specialized resources on an as-needed basis and to share use of expert systems, thereby avoiding the cost of having such resources on staff. Strategically, HISD has moved toward consumerism plan designs, disease management, and wellness initiatives to best manage overall healthcare costs.
The Matchup
HISD is participating in The Matchup, a team weight loss challenge where employees compete in teams of five for three months. The Matchup is a wellness event giving employees the chance to motivate themselves and others to lose weight. The Matchup began on March 23 with 472 participants and will end on June 15. Participants paid a $60 registration fee ($20 per month) to join. The Matchup is managed by Healthy Wage and sponsored by community partners such as Health Clubs and My Fit Foods. All participants are eligible to win $18,000 in cash prizes ($10,000 for first, $5,000 for second and $3,000 for third). Participants are provided online tools and weekly challenges to assist with weight loss.
Brown Bag Workshops
The benefits department is hosting Brown Bag Workshops sponsored by the Employee Assistance Program every other week in April and May at the Hattie Mae White Educational Support Center. These workshops provide practical information, strategies and resources to address issues relating to personal health and development, emotional health and workplace issues. In addition, brown bag workshops were held in April at Food Services and the transportation facilities. Additional workshops are scheduled at Hattie Mae White Educational Support Center this summer.
Benefits Status Report
Major Projects—Benefits Page 2 of 2
May 2012
Medical Request for Proposal
In an on-going effort to maintain a high-quality, low cost benefits program, the Benefits Department, working closely with the Procurement Department, issued two separate Requests For Proposals (RFPs) on April 3, 2012, one for the pharmacy benefits manager, and one for the medical carrier. A pre-proposal conference was held on April 16. In an effort to streamline the process, these RFPs were issued in two phases. The first phase included questions that focused on the most important aspects of each plan, including overall cost. For the pharmacy RFP, the focus is on pricing, utilization management programs, and contract terms. For the medical RFP, the focus is on innovative, cost savings programs that will maintain access to high quality providers at the lowest overall cost. Some anticipated strategies include narrow, efficient networks; intensive case management, patient centered medical homes, accountable care organizations, provider tiering and integrating other programs such as wellness and disease management. Finalists will be determined based on the responses received from their RFP submission. Finalists will move on to phase two of the process where they will be required to answer other questions that are deemed important to overall success of the relationship. The RFP selection committee, under the direction of the Procurement Department, will make recommendations to the board on the outcome of the process. It is anticipated the results of these RFPs will be completed by July or August 2012.
Gym Membership Request for Proposal
A request for proposal (RFP) was developed and posted for a corporate gym membership program. The intent of the RFP is to explore the various options available to HISD employees and their family members to obtain access to a discounted gym membership. Membership dues would be payable by the employee with HISD accepting no financial or general liability. It is anticipated the results of this RFP will be completed by June or July 2012.
Food Services/ARAMARK Education
Status Report
Major Projects—Food Services/ARAMARK Education 1
May 2012
EXECUTIVE SUMMARY
Project Purpose
The Houston Independent School District (HISD) and ARAMARK Education manage the Food Services Department. The goals are to:
increase student participation in all programs
identify every eligible childfor free or reduced-price meals
provide employee training and a safe environment
increase customer satisfaction
earn recognition as a national leader in child nutrition and wellness among public school
districts
Food Services works every day to support student achievement through proper nutrition, and constantly reviews, modifies, and improves the program to help reach the district’s goals.
Student Meal Participation
The month of March 2012 contained 17 service days, to mark the seventh full month of service in the 2011–2012 school year. In March 2012, 62 percent of the enrolled students participated in the district’s breakfast program and 74 percent participated in the lunch program. During this time period, 109,238 breakfasts and 130,374 lunches were served per day. Menu enhancements and promotions plans are in place to encourage participation as the program is challenged by the overall decrease in year over year enrollment.
Free and Reduced-Price Meal Status
The Student Eligibility and Accountability department continues to process free and reduced-price meal applications. As of April 2, 2012, 84,462 paper applications and 3,935 on-line applications have been processed.
As of April 2, 2012, 147,606 students are eligible for free meals and 13,324 are eligible for reduced-price lunch meals, for a total of 160,930. This represents 80.43 percent of student enrollment and is slightly lower than the April 2, 2011 eligible status of 80.66 percent.
Program Initiatives And Highlights
Tenth Food Services’ Manager Training Academy Currently Underway
The Team Lead Academy kicked off February 16, 2012, marking the tenth class of cafeteria manager candidates. More than two-thirds of the 118 participants who have graduated from the Team Lead Academy have been promoted to Team Lead (cafeteria manager).
Food Services/ARAMARK Education
Status Report
Major Projects—Food Services/ARAMARK Education 2
May 2012
Twenty-one candidates are selected by their Area Managers and Directors. They are currently attending a four-week classroom course which is designed to prepare them for leadership positions as cafeteria managers. This classroom training is then followed by three weeks of hands-on training in schools with experienced Team Leads.
Led by Director of HISD Food Services Human Resources, Antonia Sandoval, the candidates will complete the comprehensive classroom training at the Food Service Support Facility. Members of the management team lead classes in their area of expertise covering the essential elements of school food service that will help them to be successful leaders in our schools.
The class work includes:
compliance awareness
computer and e-mail use best practices
leadership, human resources, and supervisory skills development
a look at safety and security practices
a review of production records, inventory, and grocery ordering procedures
the HISD defensive driving course
Primero POS Cashier System and manager training
food presentation, area décor, and culinary workshops
Area Manager ride-alongs (job shadowing with supervisor)
At the conclusion of the training class a graduation ceremony will be held to recognize their commitment to excelling their work experience with HISD Food Services. The classmates will exchange contact information and past graduating classes have started a great network of resources as they enter into leadership roles within Food Services.
PeopleSoft Status Report
Major Projects—PeopleSoft Page 1 of 1
May 2012
EXECUTIVE SUMMARY Project Purpose
The purpose of the Human Resources/Payroll Project is to affect significantly the attainment of Houston Independent School District’s (HISD) goals through the application of best business practices and updated technology to human resources and payroll work processes. The PeopleSoft system is used by schools and central office departments including Human Resources, Payroll, Budgeting, Accounting, Finance, Benefits, and Professional Development Services.
Project Status
The PeopleSoft team is engaged in production support, performance-tuning, and leveraging the application by developing new functionality.
TASKS ONGOING OR COMPLETED DURING THIS REPORTING PERIOD
Talent Acquisition System Project
All end-user training has been completed and Human Resources are fully utilizing the recruiting module in PeopleSoft. There are currently 655 open job requisitions in PeopleSoft with over 1,600 applicants that have applied and are currently going through the recruiting process.
PeopleSoft 9.1 Upgrade
The PeopleSoft Team and Network Engineering are continuing on-going work to finalize the walkthrough environments. The Human Capital modules are installed and configured and teams are currently working to build the Talent Management and Enterprise Learning Management portion of our PeopleSoft environment. All business specific setup required to demonstrate recruiting and core HR will begin on April 24, 2012. In addition to the specific work surrounding the creation of walkthrough environments, the technical teams are also working on the creation of development environment in parallel. The purpose of a development environment is to review any enhancements requested as a result of the business walkthroughs.
SAP Business System Status Report
Major Projects—SAP Page 1 of 1
May 2012
EXECUTIVE SUMMARY Project Purpose
The Systems, Applications and Products in Data Processing (SAP) systems are used to support the business operations of the Houston Independent School District (HISD). It is the mission of the SAP Projects Team to maintain, enhance, and upgrade the system to address the emerging needs of HISD users and capitalize on new technology.
Supplier Relationship Management for Public Sector (SRM-PPS)—Vendor Master Management and Registration of Supplier (ROS)
The SRM module in SAP allows suppliers to provide and update profile information to SAP via the HISD Web site. Additionally, it streamlines the procurement process from requisition to goods receipt for district-contracted items that move straight into a purchase order that is immediately sent to the vendor.
Construction and Facility Services is the next targeted group to migrate to SRM. The pilot group has completed Portal/SRM training and testing of process is continuing. Go-Live date for pilot is May 11, 2012.
Ongoing SAP System Modifications
There are 34 Change Control items currently being worked.
The SAP strategic plan is being discussed to upgrade to the most current support and enhancement packs. This is done in order to keep SAP current technically and to comply with maintenance agreements.
SIS Status Report
Major Projects—SIS
May 2012 Page 1 of 2
EXECUTIVE SUMMARY Project Purpose
The purpose of the student information system (SIS) project is to implement the Chancery Student Management System (SMS) and Gradespeed grade book system across the district.
User Support
The general performance of both Chancery and Gradespeed was acceptable for normal school activities through the month of April 2012. SIS worked closely with schools to produce report cards and progress reports and on student scheduling for the 2012–2013 school year. SIS conducted nine instructor-led training classes in April covering various functional areas of the system.
SIS continued to work with Pearson to address system issues raised by HISD principals. Three site visits and one additional meeting with Pearson and campus personnel were held in April to hear and address principal issues. Fifty-six items were categorized into eight groups for action and follow up, with seven issues closed after review with school personnel.
Data Reporting, Extracts and Integrations
SIS completed seven data extracts and ad hoc reports for various central office departments and schools. SIS placed into production four new system reports plus ten report enhancements, modifications and/or corrections. Additionally, the SIS reports catalog was updated.
Customizations
SIS provided sample data to assist in development of the Teacher Appraisal and Development System—Student Performance (TADS-SP), and completed data extract modifications in the production database to support the application.
SIS continued work on requirements related to STAAR and STAAR End of Course exams (EOC). Additionally, work was initiated to modify promotion standards calculations for grades 1–8, and two custom pages that display the results.
SIS initiated work on custom database audit logging to more completely capture end user activity in the Chancery database.
SIS completed development of four custom pages with multiple panels to support the Public Education Information Management System (PEIMS) reporting for 2011– 2012.
SIS Status Report
Major Projects—SIS
May 2012 Page 2 of 2
Testing
Pearson delivered new program code for the summer PEIMS data submission, which was tested and implemented into production to begin the PEIMS process.
Summer School
SIS participated in the summer school coordinator training, built the summer school database environment, and began the database configurations to support HISD summer school 2012.
Page 1 of 2
Office of Board of Education
Board of Education Meeting of May 10, 2012
Michael Lunceford, President Board Audit Committee
SUBJECT: AUTHORITY TO NEGOTIATE AND EXECUTE AN AGREEMENT
FOR DRAFTING POLICY REVISIONS BASED UPON RESULTS OF PERFORMANCE AUDIT OF CONTRACT RECOMMENDATION AND AWARDS PROCESSES
The Board of Education received a report on March 29, 2012 from Null-Lairson, P.C. on the results of its performance audit related to the Houston Independent School District’s (HISD) Contract Recommendation and Awards Processes. The firm of Null-Lairson, P.C. was assisted by two other firms: MGT of America, Inc.; and, Susanne Mariga, CPA. The performance audit was conducted in accordance with the standards for performance audits contained in Government Auditing Standards, issued by the Comptroller General of the United States.
The general scope requirements for the performance audit included a review of existing district policies, state laws, and best practices related to procurement. Report deliverables included specific policy revision recommendations related to both board members and administration.
Effective May 1, 2012, the firms of Null-Lairson, P.C. and Whitley Penn, L.L.P. merged. This item requests that the firm of Whitley Penn, L.L.P., with assistance from MGT of America, Inc., and Susanne Mariga, CPA, be retained to prepare draft policy revisions based upon the recommendations contained in their March 29, 2012 report. The scope of these services will include providing written revisions to existing policies, meetings with members of the Board and administration during the revision process, and meetings with the Board Audit Committee and full Board on the proposed policy revisions.
Various district departments will provide support services as needed, including the Office of Inspector General, Board Services, and Strategic Planning and Policy Administration.
Costs of these services will range from $25,000 to $35,000. Costs will not exceed $35,000, and will be dependent upon the number of interviews and meetings required.
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COST/FUNDING SOURCE(S): The total cost for this service is not to
exceed $35,000 and will be paid from districtwide funds
(GF1-41-6212-911-99-940-940).
STAFFING IMPLICATIONS: The Office of Inspector General and other
departments, including Board Services,
Strategic Planning and Policy
Administration will provide support
services, as needed, to facilitate this service.
ORGANIZATIONAL GOALS/IMPACT: This agenda item supports HISD Goal 4:
Increase Management Effectiveness and Efficiency and HISD Goal 5: Improve Public Support and Confidence in Schools and is aligned with Core Initiative 4: Data-Driven Accountability and Core Initiative 5: Culture of Trust through Action.
THIS ITEM DOES NOT REQUIRE CONSULTATION.
THIS ITEM DOES NOT ESTABLISH, MODIFY, OR DELETE BOARD POLICY.
RECOMMENDED: That the Board of Education authorize the Board Audit Committee and the Office of Inspector General to negotiate and execute an agreement with Whitley Penn, L.L.P. for drafting policy revisions based upon the results of the performance audit of contract recommendation and awards processes, effective May 11, 2012.
NEW
05/02/12
B-3
Office of Board of Education
Board of Education Meeting of May 10, 2012 Michael Lunceford, President
SUBJECT: APPROVAL FOR DIRECTOR APPOINTMENTS TO THE HOUSTON
INDEPENDENT SCHOOL DISTRICT PUBLIC FACILITY CORPORATION BOARD OF DIRECTORS
The Houston Independent School District (HISD) Public Facility Corporation was created in 1997 to assist the school district in the financing of public school facilities. The corporation has a board of directors with rotating terms of office. It is recommended that Paula Harris be reappointed to Position 2 and that Anna Eastman be appointed to Position 3, replacing Michael Lunceford.
Name Class/Position Term Expires
Open 1 May 2015
Paula Harris 2 May 2013
Anna Eastman 3 May 2014
COST/FUNDING SOURCES): None
STAFFING IMPLICATIONS: None
ORGANIZATIONAL GOALS/IMPACT: This agenda item supports HISD Goal 4:
Increase Management Effectiveness and Efficiency and aligns with Core Initiative 5: Culture of Trust through Action.
THIS ITEM DOES NOT REQUIRE CONSULTATION.
THIS ITEM DOES NOT ESTABLISH, MODIFY, OR DELETE BOARD POLICY.
RECOMMENDED: That the Board of Education approve the reappointment of Paula Harris and appointment of Anna Eastman to the Public Facility Corporation Board of Directors, effective May 11, 2012.
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B-4
Office of Superintendent of SchoolsBoard of Education Meeting of May 10, 2012 Office of the Board of Education
Michael L. Lunceford, President
SUBJECT: DISCUSSION AND CONSIDERATION REGARDING THE RESOLUTION CONCERNING HIGH STAKES TESTING AND ACCOUNTABILITY
The Houston Independent School District (HISD) school board is committed to ensuring a high quality educational experience for all children and recognizes the inclusion of objective measures of academic outcomes. However, “high stakes” testing cannot be allowed to dictate the ceiling for instruction for our students. Therefore, the HISD board president is bringing forward for discussion and consideration by the board, a resolution concerning high stakes, standardized testing of Texas Public School Students.
The attached resolution calls on the state legislature to reconsider the current public school accountability system, with an eye toward developing a new system that better reflects what students actually know. As of April 13, 2012, 237 school districts across the state have adopted similar resolutions including Aldine ISD, Clear Creek ISD, Cypress-Fairbanks ISD, and Katy ISD.
The proposed resolution is attached.
COST/FUNDING SOURCE(S): None
STAFFING IMPLICATIONS: None
ORGANIZATIONAL GOALS/IMPACT: This agenda item supports HISD Goal 5:
Improve Public Support and Confidence in Schools and aligns with Core Initiative 5: Culture of Trust through Action.
THIS ITEM DOES REQUIRE CONSULTATION. THIS ITEM ESTABLISHES BOARD POLICY.
RECOMMENDED: That the Board of Education discuss and consider adoption of the TASA and TASB endorsed resolution concerning the high stakes, standardized testing of Texas public school students, effective May 11, 2012.
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Attachment B‐4
BOARD OF TRUSTEES
Houston INDEPENDENT SCHOOL DISTRICT
RESOLUTION CONCERNING HIGH STAKES, STANDARDIZED TESTING OF TEXAS PUBLIC SCHOOL STUDENTS
W
HEREAS, we believe that the mission of our public schools is to ensure that all Texas children have access to a quality education that enables them to achieve their potential and fully participate now and in the future in the social, economic, and educational opportunities of our state and nation; andW
HEREAS, we support high standards and accountability for results for ourselves, our schools, our educators, and our students and their families; andW
HEREAS, the over reliance on standardized, high stakes testing as the only assessmentof learning that really matters in the state and federal accountability systems is strangling our public schools and undermining the transformation of a any chance that educators have to transform a traditional system of schooling into a broad range of learning experiences that better prepares our students to live successfully and be competitive on in a global stage economy; and
W
HEREAS, we commend Robert Scott, Commissioner of Education, for his concern about the overemphasis on high stakes testing that has become “a perversion of its original intent” and for his continuing support of high standards and local accountability; andW
HEREAS, State-mandated standardized tests may affect as many as forty-fiveinstructional days during the school year on a high school campus, and even interfere with the normal instructional activities of students not taking such tests; and”
W
HEREAS, we believe our state’s future prosperity relies is dependent on a high-qualityeducation system that prepares students for college and careers, and without such a system Texas’ economic competitiveness and ability and to attract new business will falter; and
W
HEREAS, the real work of designing more engaging student learning experiences requires changes in the culture and structure of the systems in which teachers and students work; andW
HEREAS, what occurs in our classrooms every day should be student-centered andresult in students learning at a deep and meaningful level, as opposed to the superficial level of learning that results from the current over-emphasis on that which can be easily tested by standardized tests; and
W
HEREAS, We believe in the tenets set out in Creating a New Vision for Public Education in Texas (TASA, 2008) and our goal is to transform this district in accordance with those tenets;
W
HEREAS, Our vision is for all students to be engaged in more meaningful learning activities that cultivate their unique individual talents, to provide for students’ choice in work that is designed to respect how they learn best, and to embrace the concept that students can be both consumers and creators of knowledge; andW
HEREAS, only by developing new capacities and conditions in districts and schools, and the communities in which they are embedded, will we ensure that all learning spaces foster and celebrate innovation, creativity, problem solving, collaboration, communication and critical thinking; andW
HEREAS, these are the very skills that business leaders desire in a rising workforce andthe very attitudes that are essential to the survival of our democracy; and
W
HEREAS, imposing relentless test preparation and boring memorization of facts to enhance test performance is doing little more than stealing the love of learning from our students and assuring that we fall short of our goals; andW
HEREAS, we do not oppose accountability in public schools and we point with pride tothe performance of our students, but believe that the system of the past will not prepare our students to lead in the future and neither will the standardized tests that so dominate their instructional time and block our ability to make while we believe that standardized tests are critical integral to accountability in public schools and point with pride to the performance of our students, we concur that making these tests the sole measure of accountability causes preparation for these tests to dominate instructional time, impeding progress toward a world-class education system of student-centered schools and future-ready students; therefore be it.
R
ESOLVED that the _____________ ISD Board of Trustees NOW THEREFORE, be itresolved that the Houston Independent School district Board of Education calls on the Texas Legislature to reexamine the public school accountability system in Texas and to develop a system that encompasses multiple assessments, reflects greater validity, reduces the number of instructional days affected by State-mandated standardized tests, and uses more cost efficient sampling techniques and other external evaluation arrangements, and more accurately reflects what students know, appreciate and can do in terms of the rigorous standards essential to their success, enhances the role of teachers as designers, guides to instruction and leaders, and nurtures the sense of inquiry and love of learning in all students.
PASSED AND APPROVED on this _____ day of _____________, 2012.
By: ____________________ By: _____________________ Name: Name: Title: Title: By: ____________________ By: _____________________ Name: Name: Title: Title: By: ____________________ By: _____________________ Name: Name: Title: Title:
Page 1 of 2 Office of Superintendent of Schools
Board of Education Meeting of May 10, 2012 Office of Academic Services
Alicia H. Thomas, Deputy Chief Academic Officer
SUBJECT: APPROVAL TO RENAME THE HIGH SCHOOL FOR LAW
ENFORCEMENT AND CRIMINAL JUSTICE TO HIGH SCHOOL FOR LAW AND JUSTICE
In accordance with Board Policy CW(LOCAL), Naming and Renaming of District Facilities, “schools or other facilities may be named for persons, communities, locations, or functions.” This agenda item requests that the Board of Education approve the renaming of High School for Law Enforcement and Criminal Justice to High School for Law and Justice.
A committee was formed consisting of school, district, and community leaders. The committee met March 28, 2012, to discuss renaming the school. All stakeholders had an opportunity to speak and voice their opinions on the proposed name change. The majority of the committee thought the name High School for Law and Justice maintained the integrity of the original name, gave a positive sounding name for the school, and encompassed all fields of law, legal studies, and public safety. Other groups who had an opportunity for input were the Shared Decision-Making Committee, the faculty, and the student council.
COST/FUNDING SOURCE(S): Costs for replacement of signage and other
miscellaneous changes will be paid by the school from school based funds.
STAFFING IMPLICATIONS: None
ORGANIZATIONAL GOALS/IMPACT: This agenda item supports HISD Goal 2:
Improve Human Capital and HISD Goal 6: Create a Positive District Culture and is aligned to Core Initiative 5: Culture of Trust through Action.
THIS ITEM DOES NOT REQUIRE CONSULTATION.
THIS ITEM DOES NOT ESTABLISH, MODIFY, OR DELETE BOARD POLICY.
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RECOMMENDED: That the Board of Education approve the renaming of the High School for Law Enforcement and Criminal Justice to High School for Law and Justice, effective May 11, 2012.
Office of Superintendent of Schools
Board of Education Meeting of May 10, 2012 Office of Academic Services
Alicia H. Thomas, Deputy Chief Academic Officer
SUBJECT: APPROVAL TO NAME A NEW SCHOOL FACILITY LUCIAN L.
LOCKHART ELEMENTARY SCHOOL
This request seeks approval to name a planned new school facility, temporarily called Lucian L. Lockhart Elementary School, Lucian L. Lockhart Elementary School.
Approximately three years ago, Turner Elementary was closed and students were merged with Lockhart Elementary students. A new facility is being built on the property that previously housed Turner Elementary.
In 1962, the Houston Independent School District (HISD) named the current facility after Lucian L. Lockhart (1868-1955), a long-time educator and leader of the African-American business community. He was also the father of Ruby Lockhart Thompson, after whom another HISD school is named.
A committee that was formed to select a name for the new school facility voted to recommend that the school be named Lucian L. Lockhart Elementary School in recognition of his personal dedication as a long-time educator and high-quality leader of the African-American business community.
COST/FUNDING SOURCE(S): None
STAFFING IMPLICATIONS: None
ORGANIZATIONAL GOALS/IMPACT: This agenda item supports HISD Goal 5:
Improve Public Support and Confidence in Schools and is aligned to Core Initiative 5: Culture of Trust through Action.
THIS ITEM DOES NOT REQUIRE CONSULTATION.
THIS ITEM DOES NOT ESTABLISH, MODIFY, OR DELETE BOARD POLICY. RECOMMENDED: That the Board of Education approve naming the new school
facility Lucian L. Lockhart Elementary School, effective May 11, 2012.
Page 1 of 2 Office of Superintendent of Schools
Board of Education Meeting of May 10, 2012 Office of Academic Services
Alicia H. Thomas, Deputy Chief Academic Officer
SUBJECT: APPROVAL TO EXPAND NEWCOMER PROGRAMS AT LIBERTY
HIGH SCHOOL AND LAS AMERICAS MIDDLE SCHOOL
This agenda item seeks approval from the Houston Independent School District (HISD) Board of Education to expand current options for students who are new to the country. Newcomer programs are designed to support newly-arrived immigrant students in their first few years of education. The programs provide instructionally appropriate strategies that will accelerate English language development and provide intensive instruction in English through the use of second language acquisition methodologies. Newcomer programs are typically for students who enter school beyond the fourth or fifth grade when other English language learners have transitioned into English programs.
Specifically, this agenda item seeks to expand newcomer programs at Liberty High School and at Las Americas Middle School as follows.
Liberty High School
Currently, Liberty High School is a specialized high school for over-age students who are completing high school requirements. The school’s hours of operation start in the afternoon and go into the evening to meet the needs of students who are working and have families. It is proposed that a newcomer program be established at Liberty High School during the day when the facility is currently not in use. This program would serve high school students in grades 9–12. Students who qualify for the newcomer program would be recruited from west and southwest Houston where there is a concentration of recent immigrant students. Once students have developed necessary English skills, they would be able to transition into the current Liberty High School program, return to their neighborhood high school or to another high school of choice.
Las Americas Middle School
Housed as Jane Long Middle School, Las Americas Middle School currently serves newcomer students in grades 6–8, who mainly reside in the surrounding area. This program would be expanded by adding students in grades four and five. Many of the neighboring elementary schools have recent immigrant students who are not prepared to transition to middle school due to their limited English skills and their recent arrival into the country. Las Americas may also expand into other middle schools, serving students in grades 4–8, where newcomer programs are needed.
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These satellite locations will be under the supervision of the Las Americas Middle School principal. Once students have developed English skills, they may transition into their neighborhood schools or other schools of choice.
COST/FUNDING SOURCE(S): Funding for these campuses will be based
on average daily attendance and other
district weighted funding allocations.
Instructional materials will be funded with Title III federal grant funds.
STAFFING IMPLICATIONS: Staff members will be assigned as
appropriate.
ORGANIZATIONALGOALS/IMPACT: This agenda item supports HISD Goal 1:
Increase Student Achievement, and is aligned to Core Initiative 3: Rigorous Instructional Standards and Supports. THIS ITEM DOES REQUIRE CONSULTATION.
THIS ITEM DOES NOT ESTABLISH, MODIFY, OR DELETE BOARD POLICY.
RECOMMENDED: That the Board of Education approve the expansion of newcomer programs at Liberty High School and Las Americas Middle School, effective May 11, 2012.
Office of Superintendent of Schools
Board of Education Meeting of May 10, 2012 Office of Academic Services
Alicia H. Thomas, Deputy Chief Academic Officer
SUBJECT: APPROVAL OF APPLICATION FOR MISSED INSTRUCTIONAL
DAYS WAIVER, 2011–2012 SCHOOL YEAR
According to Texas Education Code §25.081, Operation of Schools, school districts are allowed to request a waiver to excuse instructional days that are missed due to weather-, health-, or safety-related issues. The following campuses in the Houston Independent School District (HISD) had to miss instructional days during the 2011– 2012 school year:
Date Campus Name Reason for Closure_
January 9, 2012 Liberty High School Flooding - Weather
January 10, 2012 Peck Elementary Flooding – Weather
COST/FUNDING SOURCE(S): None
STAFFING IMPLICATIONS: None
ORGANIZATIONAL GOALS/IMPACT: This agenda item supports HISD Goal 3:
Provide a Safe Environment and is not
aligned to a core initiative, but is ministerial
for compliance purposes only. THIS ITEM DOES NOT REQUIRE CONSULTATION.
THIS ITEM DOES NOT ESTABLISH, MODIFY, OR DELETE BOARD POLICY.
RECOMMENDED: That the Board of Education approve the Application for Missed Instructional Days for the 2011–2012 school year, effective May 11, 2012.
Page 1 of 2 Office of Superintendent of Schools
Board of Education Meeting of May 10, 2012 Office of Academic Services
Alicia H. Thomas, Deputy Chief Academic Officer
SUBJECT: APPROVAL OF APPLICATIONS FOR LOW ATTENDANCE DAYS,
2011–2012 SCHOOL YEAR
According to Texas Education Code §25.081, Operation of Schools, school districts are allowed to request a waiver to excuse instructional days when current year attendance is more than ten percent lower that prior year average attendance due to weather-, health-, or safety-related issues. The Houston Independent School District (HISD) requests approval to submit a waiver application to the Texas Education Agency for the following dates and campuses:
Date Campus Name Reason
October 12, 2011 Washington High School Flooding – Weather
November 22, 2011 Advanced Virtual Academy Flooding – Weather
Beechnut Academy Flooding – Weather
Black Middle School Flooding – Weather
Contemporary Learning Center Flooding – Weather
Dominion Academy Flooding – Weather
Furr High School Flooding – Weather
Halpin ECC Flooding – Weather
Harper Alternative School Flooding – Weather
Highland Heights Flooding – Weather
Holland Middle School Flooding – Weather
Hope Academy Charter School Flooding – Weather
Key Middle School Flooding – Weather
Jones High School Flooding – Weather
Reach Academy Flooding – Weather
Revere Middle School Flooding – Weather
Ryan Middle School Flooding – Weather
Scarborough High School Flooding – Weather
Sterling High School Flooding – Weather
TSU Charter Lab School Flooding – Weather
Vision Academy Flooding – Weather
Washington High School Flooding – Weather
Worthing High School Flooding – Weather
Williams Middle School Flooding – Weather
Young Learners Flooding – Weather
Young Scholars Academy Flooding – Weather
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January 9, 2012 Jones High School Flooding – Weather
January 10, 2012 Black Middle School Power Outage - Safety
Jones High School Flooding – Weather
January 17, 2012 Black Middle School Power Outage – Safety
January 25, 2012 Cullen Middle School Flooding – Weather
Foster Elementary Flooding – Weather
Jones High School Flooding – Weather
Kandy Stripe Academy Flooding – Weather
Yates High School Flooding – Weather
March 5, 2012 Washington High School Flooding – Weather
March 20, 2012 Advanced Virtual Academy Flooding – Weather
Jones High School Flooding – Weather
Hamilton Middle School Flooding – Weather
Halpin ECC Flooding – Weather
Highland Heights Elementary Flooding – Weather
Pro-Vision Flooding – Weather
Vision Academy Flooding – Weather
Welch Middle School Flooding – Weather
March 29, 2012 Advanced Virtual Academy Flooding – Weather
COST/FUNDING SOURCE(S): None
STAFFING IMPLICATIONS: None
ORGANIZATIONAL GOALS/IMPACT: This agenda item supports HISD Goal 3:
Provide a Safe Environment and is not aligned to a core initiative, but is ministerial for compliance purposes only.
THIS ITEM DOES NOT REQUIRE CONSULTATION.
THIS ITEM DOES NOT ESTABLISH, MODIFY, OR DELETE BOARD POLICY.
RECOMMENDED: That the Board of Education approve the Applications for Low Attendance Days for the 2011–2012 school year, effective May 11, 2012.
Page 1 of 5 Office of Superintendent of Schools
Board of Education Meeting of May 10, 2012 Office of Academic Services
Alicia H. Thomas, Deputy Chief Academic Officer
SUBJECT: APPROVAL TO CONSOLIDATE JAMES RYAN MIDDLE SCHOOL
INTO CRISPUS ATTUCKS MIDDLE SCHOOL, EZEKIEL CULLEN MIDDLE SCHOOL, RICHARD DOWLING MIDDLE SCHOOL, SIDNEY LANIER MIDDLE SCHOOL, AND JOHN PERSHING MIDDLE SCHOOL AND TO ADJUST ATTENDANCE BOUNDARIES
For the past decade, James Ryan Middle School has continually dropped in student enrollment and an enrollment of only 300 students is anticipated for the 2012–2013 school year. Middle schools that are this small do not generate enough funding to provide adequate educational opportunities for their students. To provide greater options and opportunities for the Ryan Middle School students, the Houston Independent School District (HISD) Board of Education is requested to approve the consolidation of James Ryan Middle School into Crispus Attucks Middle School, Ezekiel Cullen Middle School, Richard Dowling Middle School, Sidney Lanier Middle School, and John Pershing Middle School to be effective at the beginning of the 2012–2013 school year.
The James Ryan Middle School facility was the original Jack Yates High School and has historical relevance to the Third Ward community and the school district. A committee will be convened at a future date to determine an appropriate use for the Ryan Middle School facility.
Approval is also requested for the adjustment of attendance boundaries for the following schools:
The proposed boundary for Crispus Attucks Middle School is indicated below.
Beginning at the intersection of Almeda Road and the center line (CL) of the South Loop Fwy E; east on the CL of the South Loop Fwy E to the point of intersection with Mykawa Road; southeast on the CL of Mykawa Road to the point of intersection with Bellfort Ave; west on the CL of Bellfort Ave to the point of intersection with Wayside Drive; south on the CL of Wayside Drive to the point of intersection with Belcrest Street; west on the CL of Belcrest Street and converting into imaginary line after crossing Belbay Street; west on the CL of imaginary line extending from Belcrest Street through field and connecting again with Belcrest Street; west on Belcrest Street until street finishes and converts into imaginary line that runs through and along the property line to the point of intersection with imaginary line; north on
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imaginary line which runs through field to the point of intersection with Bellfort Ave; west on the CL of Bellfort Avenue to the point of intersection with Jutland Street; north on the CL of Jutland Street to the point of intersection with the drainage ditch north of the addresses on Larkspur St and south of Westover Street; west on the CL of the drainage ditch due west to the point of intersection with the CL of Cullen Blvd; south on the CL of Cullen Blvd to the point of intersection with Reed Road; west on the CL of Reed Road to the point of intersection with Culver Street; south on the CL of Culver Street to the point of intersection with Sunbeam Street; west on Sunbeam Street to the point of intersection with an imaginary line running along the western property lines of the addresses on Ashville Drive and eastern property lines of the addresses on Chesterfield Drive; continuing along that line south to the point of intersection with the CL of Sims Bayou; west along the CL of Sims Bayou to the point of intersection with the South Frwy (TX 288); south on the CL of South Frwy (TX 288) to the point of intersection with W Orem Drive, continuing west along the center line (CL) of W Orem Drive right of way to the point of intersection with the CL of Almeda Road (FM 521) and continuing north east along the CL to the point of intersection with CL of the South Loop Fwy E, the point of beginning (POB).
The proposed boundary for Ezekiel Cullen Middle School is indicated below.
Beginning at the intersection of the Southwest Fwy (US 59) and the South Fwy (TX 288) and continuing northeast on the center line (CL) of the South Fwy to the point of intersection with the Gulf Fwy (I 45); southeast on the CL of the Gulf Fwy (I 45) to the point of intersection with the HB & T Railroad tracks just east of Texas Spur 5; south, southeast along the west side of the HB & T Railroad tracks to the point of intersection with South Loop Fwy E; west on the CL of the South Loop Fwy E to the point of intersection with Almeda Road; north on the CL of Almeda Road to the point of intersection with Camden Street; southeast along an imaginary line extended from the point of intersection of Almeda Road at Camden Street to the southern property lines of addresses between 2407 and 2498 Charleston and continuing east along the southern property line 6219 Grand to the point of intersection with the CL of the South Fwy (TX 288); north along the CL of South Fwy (TX 288) to the point of intersection of the Southwest Fwy (US 59) and the South Fwy (TX 288), the point of beginning (POB).
The proposed boundary for Richard Dowling Middle School is indicated below.
Beginning at the railroad tracks just north of the intersection of S Main Street (US 90) and Hillcroft Avenue; northeast along the railroad tracks parallel to S Main Street; to the point of intersection with the CL of S Main Street to the intersection with the CL of Holmes Road and continuing northeast to the point
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of intersection with the western property line of 9220 Kirby Drive; north on the adjacent property lines to the intersection with West Belfort Drive; continuing north along the western property line of 8868 Interchange Drive to the point of intersection of the western property line of 2515 South Loop W and the CL of the South Loop W; east on the South Loop W Fwy to the point of intersection with Almeda Road; southwest on the CL of Almeda Road (FM521) to the point of intersection with W Orem Drive, continuing east along the center line (CL) of W Orem Drive right of way to the point of intersection with the South Fwy (TX 288); south on the CL of the South Fwy (TX 288) to the point of intersection with a drainage ditch extended east from the CL of Anderson Road; following that drainage ditch east to the point of intersection with the western property line of addresses on the east side of the South Fwy (TX 288); south on that line to the point of intersection with Fellows Road; east on the CL of Fellows Road to the point of intersection with Furman Road; south on Furman Road and continuing on the extended imaginary line south to the CL of Clear Creek; west along the CL of Clear Creek to the point of intersection with Almeda School RD.; continuing southwest from that point to the point of intersection of Manvel I.S.D and Fort Bend I.S.D; continuing northwest along the CL of Fort Bend I.S.D to the point of intersection with the imaginary line extended north of Blue Ridge RD.; north on the CL of that imaginary line to the point of intersection with Hillcroft ST; continuing north on the CL of Hillcroft ST to the point of intersection with railroad tracks just north of the intersection with S Main Street (US 90), the point of beginning (POB). The proposed boundary for Sidney Lanier Middle School is indicated below.
Beginning at the intersection of W Loop S Fwy and Buffalo Bayou; continuing east on the CL of Buffalo Bayou to the point of intersection with imaginary line that runs south into Dunlavy Street; south on the CL of Dunlavy Street to the point of intersection with W Clay Street; east on the CL of W Clay Street to the point of intersection with Waugh Drive; southeast on the CL of Waugh Drive to the point of intersection with Westheimer Road; east on the CL of Westheimer Road to the point of intersection with Montrose Boulevard; south on the CL of Montrose Boulevard to the point of intersection with US 59 Fwy; east on the CL of US 59 Fwy to the point of intersection with 288 Fwy; south on the CL of 288 Fwy to the point of intersection with imaginary line that runs south along the property line of 6219 Grand Street; west on the CL of an imaginary line that follows the southern property lines between 2407 and 2498 Charleston and continuing northwest to the point of intersection of Almeda Road at Camden Street; south on the CL of Almeda Road to the point of intersection with S Loop W Fwy; west along the CL of S Loop W Fwy to the point of intersection with Knight Road; north, northwest on the CL of Knight Road which converts into Fannin Street; north on the CL of Fannin Street to the point of intersection with S Braeswood Boulevard; southwest on the CL of
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S Braeswood Boulevard to the point of intersection with Main Street; northeast on the CL of Main Street to the point of intersection with Holcomb Boulevard; east on the CL of Holcomb Boulevard to the point of intersection with Fannin Street; northeast on the CL of Fannin Street to the point of intersection with University Boulevard; northwest, west on the CL of University Boulevard to the point of intersection with Kirby Drive; north on the CL of Kirby Drive to the point of intersection with Southwest Fwy; west, southwest on the CL of Southwest Fwy to the point of intersection with Edloe Road; south on the CL of Edloe Road to the point of intersection with Westpark Drive; west on CL of Westpark Drive to the point of intersection with W Loop S Fwy; north on the CL of W Loop S Fwy to the point of intersection with Buffalo Bayou, the point of beginning (POB).
The proposed boundary for John Pershing Middle School is indicated below.
Beginning at the intersection of Glenmont Drive and Rice Avenue; east on the CL of Glenmont Drive to the point of intersection with Anderson Street; north on the CL of Anderson Street and converting into an imaginary line that extends north from Anderson Street to the point of intersection with Westpark Drive; east on the CL of West Park to the point of intersection with Edloe Road; north on the CL of Edloe Road to the point of intersection with Southwest Freeway; east on the CL of Southwest Freeway to the point of intersection with Kirby Drive; south on the CL of Kirby Drive to the point of intersection with University Boulevard; east, southeast, northeast, then southeast on the CL of Universtiy Boulevard to the point of intersection with Fannin Street; southwest on the CL of Fannin Street to the point of intersection with Holcomb Boulevard; west on the CL of Holcomb Boulevard to the point of intersection with Main Street; southwest on the CL of Main Street to the point of intersection with S Braeswood Boulevard; northeast on the CL of S Braeswood Boulevard to the point of intersection with Fannin Street; southeast, south on the CL of Fannin Street which converts into Knight Road to the point of intersection with S Loop W Fwy; west on the CL of S Loop W Fwy to the point of intersection with the western property line of 2515 South Loop W; south on that line along the west property line of 8868 Interchange Drive continuing to follow power lines, crossing W Bellfort Avenue, and continuing on the western property line of 9220 Kirby Drive to the point of intersection with the Holmes Road; southwest following the CL of Holmes Road to the point of intersection with Southern Pacific Rail Road tracks of Greenwillow Street following power lines to the point of intersections with Southern Pacific Railroad tracks; north on the CL of Southern Pacific Railroad tracks to the point of intersection with Beechnut Street; west on the CL of Beechnut Street to the point of intersection with Renwick Drive; north on the CL of Renwick Drive to the point of intersection with Bissonnet Street; northeast on Bissonnet Street to the point of intersection with Alder Drive; north on the CL of Alder Drive to the point of intersection with Edgemoor Drive; west on the CL of Edgemoor Drive to
