[A. CALL TO ORDER] [00:00:17] IT IS 5:32 AND ON THURSDAY, JANUARY, THE 20TH 2022. I HEREBY CALL THIS MEETING OF THE ROUND ROCK INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES PUBLIC HEARING ON THE ROUND ROCK ISD 2021 2020 2021 ANNUAL REPORT. PLEASE STAND FOR THE PLEDGE. I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES, TO THE REPUBLIC FOR WHICH IT STANDS. ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL. HONOR THE TEXAS FLAG. I PLEDGE ALLEGIANCE TO THE TEXAS. ONE STATE UNDER GOD, ONE AND INDIVISIBLE. WE DO HAVE THREE PUBLIC SPEAKERS. [C. PUBLIC COMMENTS TO AGENDA ITEMS ONLY] OUR THREE SPEAKERS FOR PUBLIC COMMENT TONIGHT FOR OUR HEARING, LET ME READ OUR PARTICIPATION SCRIPT. AT EACH BOARD MEMBER, EXCUSE ME, AT EACH BOARD MEETING, THE BOARD WILL SET ASIDE TIME TO AFFORD THE GENERAL PUBLIC AN OPPORTUNITY TO SPEAK ON ITEMS ON THE AGENDA. WE ASK THE CONCERNS OR COMPLAINTS REGARDING SPECIFIC INDIVIDUALS NOT BE RAISED IN THIS PUBLIC FORUM. SPECIFIC CONCERNS ABOUT EMPLOYEES OR FORMER EMPLOYEES SHOULD BE CONSIDERED SEPARATELY, ACCORDING TO APPLICABLE BOARD POLICIES. THE BOARD REQUEST THAT COMMENTS, WHETHER POSITIVE OR NEGATIVE, BE COURTEOUS AND RESPECTFUL. I WOULD LIKE TO REMIND THE AUDIENCE AND THE VIEWERS THAT THE COMMENTS OF THE SPEAKERS REFLECT THEIR OWN POSITIONS OR OPINIONS. PLEASE NOTE THAT WHILE THE PUBLIC DOES HAVE THE RIGHT TO SPEAK, THAT RIGHT IS NOT UNLIMITED. PER TEXAS PENAL CODE THIRTY EIGHT POINT ONE THREE, FORTY-TWO POINT ZERO ONE, FORTY-TWO POINT ZERO TWO, AND FORTY-TWO POINT ZERO FIVE AND TEXAS EDUCATION CODE THIRTY SEVEN POINT ONE ZERO FIVE. NO AUDIENCE MEMBER OR SPEAKER WILL BE PERMITTED TO ENGAGE IN ANY CONDUCT THAT IS DISRUPTIVE OR THREATENING TOWARDS ANY SPEAKER OR ANOTHER PERSON, OR TO VIOLATE THE PRIVACY RIGHTS OF ANOTHER PERSON. THE BOARD SHALL NOT TOLERATE DISRUPTION OF THE MEETING BY MEMBERS OF THE AUDIENCE IF AFTER AT LEAST ONE MORE ONE MORE INDIVIDUAL WARNING FROM A PRESIDING OFFICER. ANY INDIVIDUAL CONTINUES TO DISRUPT THIS MEETING BY HIS WORDS OR HER ACTIONS. THE PRESIDING OFFICER WILL REQUEST ASSISTANCE FROM LAW ENFORCEMENT OFFICIALS TO HAVE THE INDIVIDUAL REMOVED FROM THE MEETING. THE BOARD MAY NOT DISCUSS OR ACT UPON ANY MATTER THAT IS NOT LISTED UNDER AN ACTION PORTION OF THE AGENDA. THEREFORE, BOARD MEMBERS MAY NOT DISCUSS THESE COMMENTS OF THE SPEAKERS. PLEASE UNDERSTAND THAT A LACK OF RESPONSE FROM BOARD MEMBERS DOES NOT INDICATE AGREEMENT OR APPROVAL OF THE COMMENTS. EACH SPEAKER WILL BE GIVEN TWO MINUTES TO ADDRESS THE BOARD TRUSTEE HARRISON WILL BE THE DESIGNATED SPEAKER. THE FIRST SPEAKER TONIGHT IS JEREMY STORY. SPEAKING ON ITEM D1 AND MR. STORY YOU DO LIVE IN THE DISTRICT. YES. THANK YOU. I'LL JUST BE VERY BRIEF BECAUSE IT'S A SHORT NIGHT, HOPEFULLY TONIGHT. I WOULD SAY, I THINK THAT THE REPORT SHOWS A NEED TO MAKE SURE THAT WE ARE SETTING THOSE GOALS THAT WE TALKED ABOUT EARLIER HIGHER THAN WE HAVE SET THEM. I THINK THE ONES WE SET ARE PRETTY EASY TO ACHIEVE AND I WONDER WHY WE SET THEM AS SO LOW, AND I THINK WE CAN SET THEM HIGHER IN THE COMING YEAR. AND SO I JUST WANTED TO SAY THAT I ALSO WANT TO SAY I'M GLAD THAT WE'RE HAVING THIS DISCUSSION THAT WE'RE LOOKING AT THESE OUTCOMES AND SEEING KIND OF WHAT WE DID IN THE PAST AS WELL. AND SO I JUST WANT TO ENCOURAGE US TO CONSIDER SETTING SOME OF THE GOALS THAT WERE SET. LOOKING TO THE FUTURE SO THAT THE NEXT REPORT IS IS FAR BETTER THAN WE SAW DURING THE SEASON THAT WE JUST JUST ENCOUNTERED. THANK YOU. THANK YOU. NEXT IS MR. DOUGLAS MCCLEAN AND HE DOES LIVE IN THE DISTRICT. I'M SORRY. WHAT DID YOU SAY? YOU DO LIVE IN THE DISTRICT. YES, I DO. THANK YOU. HI. LOOKING AT THE 2021 REPORT, A FEW THINGS DEFINITELY STOOD OUT TO ME, WHICH I HOPE WILL GET SOME EXPLANATION FOR LATER. IN THE REPORT, IT SAYS THAT THE SECOND GRADE READING AND MATH SKILLS. BASICALLY, THE READING SKILLS ARE FIFTY FIVE PERCENT FROM MEETING ACCEPTABLE STANDARDS, AND THE GOAL IS TO INCREASE IT SEVENTY FIVE PERCENT, I THINK THAT'S GREAT. BUT WHY IS IT AT FIFTY FIVE PERCENT? HOW DO WE GET THERE. MATH AT SEVENTY EIGHT PERCENT AND THE GOAL IS TO INCREASE AT 88 PERCENT, WHICH IS GREAT IF YOU CAN INCREASE IT BY 10 PERCENT. HOW WILL WE GET THERE? THERE'S NOT AN EXPLANATION IN THERE. MY DAUGHTER IS IN THE FOURTH GRADE AND THIRD, FOURTH, AND FIFTH STAR READING SHOWS AT FIFTY SEVEN POINT FOUR SEVEN PERCENT IS AN INCREDIBLY AMBITIOUS GOAL, WHICH I WOULD SAY IS FAR MORE THAN ONE STANDARD DEVIATION OF INCREASING THAT TO 80 PERCENT BY JUNE OF THIS YEAR. I HOPE THAT HAPPENS. HOW ARE WE GOING TO GET THERE? ADDITIONALLY, YOU KNOW, I KNOW IT'S BEEN DIFFICULT WITH THE REMOTE AND EVERYTHING. MY DAUGHTER'S BEEN REMOTE. I WOULD LIKE TO SEE PLANS FOR CHECKING THE COHORTS BETWEEN REMOTE KIDS AND KIDS WHO CAME [00:05:01] BACK EARLIER. MY DAUGHTERS, OF COURSE, BACK THIS SEMESTER NOW AND HAVING A PLAN FOR HOW WE'RE GOING TO EITHER CATCH THOSE KIDS UP OR EVALUATE DIFFERENCES BETWEEN THOSE COHORTS IN THE FUTURE. THANK YOU. THANK YOU. NEXT IS JOSEPH [INAUDIBLE]. I AM REMOTE. OH, GREAT, THANK YOU, AND YOU DO LIVE IN THE DISTRICT? YES, THANK YOU. HI, SO I'M PRETTY EXCITED ABOUT THIS. I LIVE IN THIS WORLD QUITE A BIT AND I'M HOPING TO SHARE SOME INSIGHTS FROM WHAT I'VE BEEN RESEARCHING. SO THE TIMELINESS OF THIS REPORT IS PRETTY IMPORTANT. IT IS JANUARY. I BELIEVE THESE RESULTS ARE WERE TECHNICALLY PUBLISHED IN JUNE. THE PAPER ITSELF WAS NOT PUT TOGETHER UNTIL NOVEMBER DECEMBER. IT'S DONE ON A YEARLY BASIS. I BELIEVE THAT'S TOO SLOW TO BASE THESE SORT OF INCREMENTAL REPORTS THE DISTRICT ON. I KNOW THE REPORT IS ANNUAL, BUT THIS CONVERSATION DOES NOT NECESSARILY NEED TO BE. THE TEA IS ACTUALLY PUSHING TO USE THE TPRS OVER THE TAPER. THE TPRS IS THE TEXAS PERFORMANCE REPORTING SYSTEM. AND IT IS UPDATED MUCH MORE FREQUENTLY AND ANYONE CAN ACTUALLY GO CHECK THESE OUT, CHECK THESE SCORES OUT, JUST DO A GOOGLE SEARCH FOR TEA TPRS, AND IT'S MUCH EASIER TO FIND THAT WAY. AND BY HAVING THAT DATA FASTER AND WE CAN HAVE THIS CONVERSATION FASTER AND THE RESPONSE TIME TO INTERVENTION COULD BE FASTER. BUT I WANT TO POINT OUT THAT THE STAR TEST DATA ITSELF IS LIKE IT'S LIKE A LAGGING INDICATOR. WE SHOULD NOT BE RELYING ON THE STAR TEST DATA ON ITS OWN. WE SHOULD BE BUILDING UP A LIBRARY OF METRICS SPECIFIC TO THE DISTRICT AND OUR NEEDS, AND IDEALLY THESE ARE PUBLIC. FOR EXAMPLE, CAN WE KEEP TRACK OF THE NUMBER OF BOOKS THAT ARE CHECKED OUT FOR EACH SCHOOL? AND CAN WE SEE THAT? NOW CORRELATION CAUSATION. WE KNOW THE TWO. WHAT WAS THAT? 30 SECONDS. OK, SORRY. YOU KNOW, THAT CORRELATION DOES NOT NECESSARILY IMPLY CAUSATION, BUT IT WOULD BE GOOD TO HAVE THIS LIBRARY BUILT UP SO THAT WE CAN START ASKING MORE INTELLIGENT QUESTIONS. FOR EXAMPLE, HOW MANY STUDENTS ARE ENROLLED IN ENRICHMENT COURSES AFTER SCHOOL? DO WE HAVE THAT DATA AVAILABLE? WE CAN ASK OUR EDUCATORS WHAT ARE GOOD DATA POINTS TO TRACK SO THAT WE CAN THEN RUN EXPERIMENTS MAKE HYPOTHESIS. SO THEN WE CAN REALLY TRACK OUR OUTCOMES MORE THAN JUST LOOKING AT THE STAR TEST. TIME. THANK YOU. THAT CONCLUDES OUR PUBLIC COMMENTS PORTION OF THE AGENDA. I WOULD LIKE TO ANNOUNCE THAT WE HAVE TRUSTEE, XIAO, VESSA, FELLER, HARRISON, WEIR AND BONE IN ATTENDANCE. TRUSTEE WESTON IS FEELING A BIT UNDER THE WEATHER AND HAS DECIDED TO STAY HOME OUT OF AN ABUNDANCE OF CAUTION. [D. PUBLIC HEARING ON THE 2020-21 ANNUAL REPORT] AT THIS TIME, I WILL TURN THIS OVER TO DR. PRESLEY FOR PUBLIC HEARING. THANK YOU, PRESIDENT FELLER. WE'RE GOING TO REVIEW OUR TAPPER REPORT FOR THE PUBLIC HEARING FOR OUR PERFORMANCE OVER THE PAST YEAR, AND I'LL TURN IT OVER TO OUR CHIEF OF TEACHING LEARNING, RYAN SMITH, TO LEAD THAT DISCUSSION. ALL RIGHT. THANK YOU, DR. PRESLEY, AND THANK YOU, MEMBERS, THE BOARD FOR THE OPPORTUNITY TO SHARE OUR ANNUAL REPORT THIS EVENING. AS YOU SEE ON THE SLIDE AND JENNIFER IF YOU WANT TO GO AHEAD AND PULL UP THE SLIDE DECK. THERE YOU GO. ERICA SIMMONS. SHE'S OUR EXECUTIVE DIRECTOR OF ASSESSMENT EVALUATION. SHE WAS ALSO GOING TO BE PRESENTING WITH ME TONIGHT. UNFORTUNATELY, SHE'S NOT ABLE TO ATTEND THE MEETING THIS EVENING, BUT I KNOW IF SHE WAS HERE, SHE WOULD WANT TO, YOU KNOW, GIVE A BIG THANK YOU TO HER TEAM AND EVERYBODY THAT'S BEEN WORKING TO TAKE THE INFORMATION IN THE TAPPER AND OTHER SOURCES AS WELL THAT WE REPORT AS PART OF THIS ANNUAL REPORT, PUTTING IT TOGETHER OVER THE LAST SEVERAL WEEKS FOR TONIGHT'S PRESENTATION. BUT LIKE EVERYBODY SAID, THIS IS A REQUIREMENT EACH YEAR TO HAVE THIS ANNUAL REPORT PUBLIC HEARING TO PRESENT IT. THERE'S A FEW DIFFERENT ELEMENTS THAT WERE REQUIRED TO PRESENT PUBLICLY, BUT WE'LL ALSO BE TAKING THE REPORT AND REFORMATTING IT AND A LITTLE BIT OF MORE FRIENDLIER VERSION FOR ONLINE USE. AND WE'LL BE POSTING THAT SHORTLY. I DID WANT TO MENTION, TOO, THAT WE'RE ALSO WORKING ON KIND OF STREAMLINING SOME OF OUR SITES TO PUT A LOT OF THESE REPORTS IN A WAY THAT I THINK IS GOING TO BE A LOT MORE ACCESSIBLE AND EASILY MORE EASILY SEARCHABLE AND THINGS LIKE THAT. SO THE PUBLIC CAN KIND OF SEE HOW WE'RE HOW WE'RE MONITORING DATA ALONG THE WAY. LIKE WE'VE HEARD IN THE PUBLIC COMMENT, THIS IS JUST ONE ANNUAL REPORT THAT WE GET FROM THE STATE, BUT WE WILL BE SHARING STUDENT DATA THROUGHOUT THE SPRING, THROUGHOUT THE SUMMER IN A MUCH MORE TIMELY FASHION. SO THERE ARE A LOT OF SLIDES AND A LOT OF THINGS WE HAVE TO COVER, SO I'M GOING TO JUMP IN AND GET GOING AND THEN HOPEFULLY ANSWER SOME QUESTIONS AT THE END. SO FLIPPING ON SLIDE TWO RIGHT THERE. SO AGAIN, I MENTIONED THESE ARE THE REPORTS THAT WILL BE PUBLICLY AVAILABLE FOR EVERYBODY. I'M ON THE WEBSITE. WE'LL SEND THAT OUT IN OUR REGULAR DISTRICT E NEWS AND EVERYTHING THAT THE PUBLIC WILL BE ABLE TO ACCESS SHORTLY. GO AHEAD, JENNIFER, TO THE NEXT SLIDE. SO THESE ARE THE REQUIRED ELEMENTS FOR THE HEARING. SO WE'RE GOING TO TALK A LITTLE BIT TONIGHT ABOUT THE TAPPER ITSELF, AND IT'S THERE'S [00:10:03] ELEMENTS OF THE TAPPER REPORT THAT ARE LAGGING INDICATORS. THERE'S ELEMENTS WE'RE GOING TO TALK ABOUT THAT ARE CURRENT AS OF THIS SCHOOL YEAR. SO WE'RE GOING TO KIND OF BOUNCE BACK AND FORTH SOMEWHAT DEPENDING ON WHAT WE'RE TALKING ABOUT. WE'RE GOING TO BRIEFLY TALK ABOUT A LITTLE BIT OF THE FINANCIAL CENTER REPORT, DIFFERENT ACCREDITATION STATUSES WITHIN THE DISTRICT. WE'RE GOING TO LOOK AT JUST A FEW SAMPLINGS OF CAMPUS PERFORMANCE OBJECTIVES. WE DO AN ANNUAL REPORT ON VIOLENT CRIMINAL INCIDENTS, SPECIAL EDUCATION, DETERMINATION STATUS AND THEN TAKE A LITTLE BIT OF A LOOK AT HOW SOME OF OUR STUDENTS PROGRESSED INTO COLLEGE AFTER GRADUATION. GO AHEAD, JENNIFER. SO THIS NEXT ONE JUST HIGHLIGHTS THAT IN ROUND ROCK ISD, WE WE BUDGET MORE HEAVILY WITH LOCAL DOLLARS RATHER THAN STATE DOLLARS, SO [INAUDIBLE] NOT GOING TO GO INTO TOO MANY DETAILS ABOUT THAT. JENNIFER, YOU CAN GO AHEAD IN THE NEXT SLIDE. SO THEY'RE TALKING ABOUT SOME OF THE ACCREDITATION STATUSES. SO AS WE KNOW, OVER THE LAST YEAR DUE TO THE PANDEMIC, TEA SUSPENDED A FEW OF THE DIFFERENT ACCREDITATION STATUSES THAT WILL BE BACK IN PLACE THIS SCHOOL YEAR. AND ONE THAT I DID WANT TO HIGHLIGHT THAT [INAUDIBLE] PLACE IS OUR SPECIAL EDUCATION DETERMINATION STATUS AND THAT MEETS REQUIREMENT JUST FOR REFERENCE. THAT'S THE HIGHEST YOU CAN ACHIEVE. AND I KNOW IF[INAUDIBLE] GONZALEZ WAS HERE, SHE WOULD WANT TO HIGHLIGHT TO ONE OF OUR CELEBRATIONS. WITH THAT WAS A COUPLE OF THE INDICATORS WE RECEIVED AROUND MAINTAINING TIMELINESS WITH OUR INITIAL FULL INDIVIDUAL EVALUATIONS, AND WE RECEIVED 100 PERCENT ON THAT PIECE. AND I KNOW THAT THAT TOOK A LOT OF WORK DURING THE PANDEMIC TO MAKE SURE THAT OUR [INAUDIBLE] AND DIAGNOSTICIAN WERE ABLE TO KEEP UP WITH THE FORTY TO FIVE DAY TURNAROUND ON THOSE EVALUATIONS. SO GO AHEAD, JENNIFER. SO WE DID WANT TO HIGHLIGHT JUST A FEW. WE PULLED A FEW SAMPLES FROM OUR CAMPUS IMPROVEMENT PLANS. SO THIS ISN'T NECESSARILY A REQUIREMENT OF THE PRESENTATION, BUT WE DID WANT TO SHARE THAT WE HAVE OUR BOARD GOALS THAT EVERYBODY KNOWS WE'RE WORKING ON UPDATING, BUT JUST DID WANT TO HIGHLIGHT A FEW OF THE DIFFERENT WAYS THAT OUR CAMPUSES ARE ALSO SETTING AGGRESSIVE AND AMBITIOUS GOALS FOR THEIR OWN STUDENTS ON THEIR CAMPUSES. SO THIS ISN'T A COMPREHENSIVE LIST, BUT WE DID WANT TO SHOWCASE A FEW OF THE THE WAYS THAT OUR CAMPUSES ARE FOCUSING ON STUDENT DATA AND OUTCOMES THROUGHOUT THE YEAR. AND ON OUR NEXT SLIDE, WE JUMP INTO A LITTLE BIT WITH OUR DEMOGRAPHIC DEMOGRAPHIC DATA, SO THIS ONE DOES LOOK A LITTLE BIT BACKWARDS TO 2019-20. JUST LOOKING AT SOME OF OUR DIFFERENT STUDENT GROUPS AND THE WAYS THAT THEY'VE TRANSITIONED SLIGHTLY, YOU KNOW, OVER THE LAST TWO YEARS. IF YOU LOOK AT OUR ENROLLMENT IN 2020, THAT'S THE GRAY BAR. THE GREEN IS 2021. SO AS WE KNOW, OUR ENROLLMENT DID DIP SOMEWHAT THIS SCHOOL YEAR. AND IF YOU LOOK AT SOME OF OUR DIFFERENT STUDENT GROUPS, YOU ALSO SEE SOME MOVEMENT IN OUR OVERALL ENROLLMENT AND THAT BOX ON THE RIGHT. THERE IS THE STATEWIDE DEMOGRAPHIC DATA OF PUBLIC SCHOOL CHILDREN. SO THAT IS JUST THERE FOR INFORMATION. GO JENNIFER. [INAUDIBLE] ALSO WANT TO LOOK AT OUR CURRENT STATUS OF THE NUMBER OF STUDENTS WHO ARE QUALIFIED AS ECONOMICALLY DISADVANTAGED. SO WE ROUGHLY KIND OF GO BACK AND FORTH AROUND A QUARTER OF OUR STUDENTS WHO QUALIFY UNDER THAT STANDARD. AND YOU CAN SEE WE'VE HAD A LITTLE BIT OF MOVEMENT AND SECTION 504 STUDENTS. EB STANDS FOR EMERGENT BILINGUAL SO THAT GROUP HAS SEEN A LITTLE BIT OF MOVEMENT. STUDENTS WITH DYSLEXIA, WE HAVE ABOUT FIVE POINT ONE PERCENT AT THIS POINT OF STUDENTS WHO QUALIFY AS RECEIVING THOSE SERVICES. GO JENNIFER. AND THEN WE ALSO DO WANT TO LOOK AT SOME OF OUR DIFFERENT PROGRAM DATA OF STUDENTS RECEIVING SERVICES IN THESE PROGRAMS. SO YOU HAVE ABOUT TWELVE POINT TWO PERCENT OF OUR STUDENTS CURRENTLY IN OUR BILINGUAL ESL PROGRAMS, TWELVE POINT THREE PERCENT GIFTED AND TALENTED EDUCATION AND TEN POINT EIGHT PERCENT IN SPECIAL EDUCATION SERVICES. AND YOU CAN SEE THE STATE DATA THERE AS WELL. LET'S GO TO THE NEXT SLIDE. AND WE ALSO WANT TO LOOK AT SOME OF THE DEMOGRAPHIC DATA ON OUR STAFF, SO YOU CAN LOOK HERE AT OUR AVERAGE YEARS OF EXPERIENCE FOR OUR PRINCIPLES. COMPARED TO THE STATE. SAME WITH THE AVERAGE YEARS FOR TEACHERS AND INSTRUCTIONAL STAFF. THAT'S STAFF THAT'S WORKING DIRECTLY WITH STUDENTS ON A DAILY BASIS, SO WE CAN SEE WE'RE A LITTLE BIT HIGHER THAN THE STATE AT THAT POINT. AND WE'RE SIGNIFICANTLY LOWER. WE'RE GENERALLY SIGNIFICANTLY LOWER IN TEACHER TURNOVER RATE AS WELL. ALL RIGHT, NEXT SLIDE. AND THIS SLIDE, WE ADDED JUST A COUPLE OF DAYS AGO, SO THANK YOU FOR LETTING US ADD THAT IN BECAUSE WE WANTED TO MAKE SURE THAT WE SHOW THIS IS A PRETTY COMPREHENSIVE LOOK JUST AT THE PERCENTAGE OF STUDENTS MEETING EACH LEVEL OF PERFORMANCE ON STAAR AND COMPARING THAT TO THE STATE. AND AGAIN, THIS IS THIS WOULD BE STUDENTS STARTING A THIRD GRADE ALL THE WAY THROUGH [00:15:03] THEIR EEOC'S. SO IT DOESN'T GET DOWN INTO THE DETAILS TOO MUCH, BUT IT GIVES AN OVERARCHING LOOK. AND I DID WANT TO HIGHLIGHT WE HAVE ONE TYPO ON THIS, ON THIS SLIDE IN THE FOOTNOTE, RATHER THAN 2018-19, THAT SHOULD SAY 2020- 21. AND THEN, OF COURSE, WE HAD SOME QUESTIONS, TOO, ABOUT PARTICIPATION RATE. SO AS WE REMEMBER IN THE SPRING LAST YEAR, DEA ESSENTIALLY SAID THAT WE NEEDED TO ENCOURAGE STUDENTS TO COME AND TAKE THEIR STAR EOC EXAM, BUT IT WASN'T. WE'RE AREN'T GOING TO REQUIRE STUDENTS TO COME BACK ON CAMPUS TO TAKE THAT SO YOU CAN LOOK AT WE HAD ROUGHLY 70 PERCENT OF OUR STUDENTS. AGAIN, IT'S IT VARIES A LITTLE BIT BY TEST, BUT WE HAD ABOUT 70 PERCENT OF OUR STUDENTS WHO ELECTED TO COME ON CAMPUS LAST SPRING TO TAKE THAT STAAR OR EOC EXAM. AND THAT INCLUDED AN ACCOUNTABILITY METRIC ON THE RIGHT. NOT NOT ALL STUDENTS COUNT FOR AS ACCOUNTABILITY WISE, THEY MAY HAVE MOVED IN LATE. THERE'S A COUPLE OF DIFFERENT REASONS WHY THEY MIGHT NOT COUNT, BUT IT'S GENERALLY CONSISTENT. AND YOU CAN SEE THAT'S COMPARED TO THE STATE AND THE REGION AS WELL, SO WE DID HAVE A LOWER NUMBER, LOWER PARTICIPATION RATE THAN THE STATE WITH STAAR AND EOC LAST SPRING. AND AGAIN, AS WE'VE TALKED ABOUT, YOU KNOW, GOAL DEVELOPMENT AND EVERYTHING THAT 30 PERCENT, YOU KNOW, IS SOMEWHAT OF AN UNKNOWN. OF THOSE STUDENTS, WE'VE DONE OTHER ASSESSMENTS INTERNALLY TO JUDGE AND PREDICT AND SET GROWTH TARGETS FOR THOSE STUDENTS. BUT WE DON'T HAVE THE SAME CONSISTENT STAAR DATA THAT WE DO FOR THE OTHERS. YOU CAN GO TO THE NEXT SLIDE. SO ANOTHER REQUIREMENT THAT WE SHARE EACH YEAR IS THE TOTAL NUMBER OF INCIDENTS AND THE NUMBER OF VIOLENT AND CRIMINAL INCIDENTS. OBVIOUSLY, WE HAD A LOT FEWER STUDENTS ON CAMPUS DURING THE 2020 2021 SCHOOL YEAR. SO I DON'T KNOW HOW IMPACTFUL THIS DATA IS TO LOOK AT, BUT WE DO WANT TO DO WANT TO SHARE AND SHOW JUST THAT. WITH SIGNIFICANTLY, WE HAD A SIGNIFICANTLY FEWER NUMBER OF STUDENTS ON CAMPUS DURING THAT YEAR, SO IT IS GOOD TO SEE THAT THESE NUMBERS ARE ALL DOWN. BUT, YOU KNOW, THIS YEAR AND INTO NEXT YEAR, WE WANT TO MONITOR THIS, YOU KNOW, CLOSELY AS MORE STUDENTS ARE BACK ON CAMPUS. AND ONE OUTCOME OF THE LOWER NUMBER OF OVERALL INCIDENTS IS THE NUMBER OF INCIDENTS THAT WERE RECORDED. IT REALLY KIND OF CHANGE THE RATE OF THE IF YOU GO TO THE NEXT SLIDE, JENNIFER. SO THE LARGE DECREASE IN THE TOTAL INCIDENTS RESULTED IN, ACTUALLY, THAT SHOULD SAY, INCREASE, NOT DECREASE IN THE RATE OF VIOLENT AND CRIMINAL INCIDENTS. SO THE PERCENTAGE OF IT WENT UP DRAMATICALLY BECAUSE THE OVERALL NUMBER OF INCIDENTS WENT DOWN SIGNIFICANTLY. AND YOU CAN SEE ON THAT CHART ON THE RIGHT KIND OF BREAKS DOWN WHAT SOME OF THOSE TYPES OF INCIDENTS WERE ON CAMPUS LAST YEAR. ALL RIGHT, SO THIS IS JUST A BIT OF AN OVERVIEW ON SOME OF THE DATA. SO THE JUST KIND OF AN OVERVIEW OF WHAT'S HAPPENED WITH WITH ACCOUNTABILITY AND STAAR TESTING OVER THE LAST TWO YEARS. SO REMEMBER BACK TO 2020, 2021, DECEMBER, A LOT OF THAT THOSE EOC EXAMS WERE ADMINISTERED IN THE SPRING STAR. AND THEN AT THAT RATE, THERE WERE AT THAT YEAR, THERE WERE NO [INAUDIBLE] RATINGS. AND THEN THIS YEAR, IN TWENTY TWENTY ONE TWENTY TWO, WE SHOULD BE BACK WITH OUR PARTICIPATION RATES WHERE THEY WERE. WE'VE TALKED ABOUT HOUSE BILL FORTY FIVE, FORTY FIVE IN THE PAST. YOU KNOW, THAT'S FOR STUDENTS WHO ARE NOT SUCCESSFUL ON THEIR STAAR EXAM LAST YEAR. THEY'RE RECEIVING ACCELERATED INSTRUCTION THIS YEAR THAT REALLY TOOK THE PLACE OF SSI. SO JUST AS A REMINDER, IN THE PAST AND FIFTH AND EIGHTH GRADE, IF STUDENTS WEREN'T SUCCESSFUL ON THE FIRST ADMINISTRATION OF STAAR, THEY HAD THE OPPORTUNITY TO TAKE IT TWO MORE TIMES. THAT'S GONE AWAY. AND WITH THAT REPLACEMENT, HOUSE BILL 45 45, REPLACED THAT WITH THAT THIRTY HOURS OF OF ACCELERATED INSTRUCTION AND ANOTHER JUST CLARIFICATION ON THAT LAST BULLET. ON THE RIGHT, CAMPUSES AND DISTRICTS WILL RECEIVE EITHER AN A, B OR C OR AND NOT RATED THIS YEAR. SO THAT'S THE DECISION THAT WAS MADE, EXCUSE ME, THROUGH TEA. SO WE'RE MONITORING THAT CLOSELY AND PREDICTING WHAT OUR A, B OR C CAMPUSES WILL BE. BUT IF A CAMPUS IS NOT A, B, OR C, THEY WILL NOT RECEIVE A RATING THIS YEAR. AND THEN WE'RE GOING TO MOVE ON AND TALK A LITTLE BIT ABOUT ATTENDANCE. SO THIS IS BACK TO 2019 2020 DATA. SO IN THAT AVERAGE STUDENT ATTENDANCE RATE WAS NINETY EIGHT POINT EIGHT PERCENT OVERALL, 98 PERCENT OR HIGHER FOR ALL STUDENT GROUPS. SO THAT'S AGAIN, A LAGGING METRIC THAT WE'RE DISCUSSING. GO TO THE NEXT SLIDE. AND WE CAN SEE TOO NOW TALKING ABOUT DROPOUT RATES IN 2019 20, 9TH THROUGH 12TH GRADERS. [00:20:01] THE DROPOUT RATES WERE SIGNIFICANTLY LOWER FOR ALL STUDENTS AND FOR EVERY OTHER STUDENT GROUP IN COMPARISON TO THE REGION AND THE STATE. SO THAT'S SOMETHING THAT WE LOOK AT LOOK AT EACH YEAR, BUT AGAIN, IT'S IN THE REARS THAT DATA. AND GO TO THE NEXT SLIDE. SO THIS IS OUR FOUR YEAR GRADUATION RATE AND EXCEEDS 90 PERCENT AGAIN FOR MOST STUDENTS GROUP STUDENT GROUPS, AND THERE WAS IMPROVEMENT FOR SOME GROUPS IN COMPARISON TO THE CLASS OF 2019. ALL RIGHT. KEEP US MOVING ALONG. AND WE'RE GOING TO TALK A LITTLE BIT ABOUT COLLEGE CAREER MILITARY READINESS, SO AMONG THAT CLASS OF 2020, AND WE'VE TALKED A LITTLE BIT ABOUT THIS IN THE PAST AS WELL, WE HAD 81 PERCENT OF OUR STUDENTS QUALIFY FOR THAT CCMR INDICATOR THAT WENT DOWN A COUPLE OF PERCENTAGE POINTS. WE CAN ATTRIBUTE SOME OF THAT TO A FEWER NUMBER OF TSI TESTS THAT WERE GIVEN LAST YEAR DURING THE PANDEMIC, AS WELL AS WE HAD A LOWER NUMBER OF STUDENTS WHO WERE SITTING FOR THE IBC EXAMS AT THIS POINT. MANY OF THOSE STUDENTS HAVE COME BACK AND TAKEN THOSE EXAMS, AND WE EXPECT THIS NUMBER TO GO BACK UP TO WHERE IT WAS PRE-PANDEMIC THIS YEAR, AS THERE'S MORE TESTING OPPORTUNITIES THAT ARE HAPPENING, HAPPENING ON CAMPUS. AND WE ALSO LOOK AT THE CLASS OF 2020 AND HOW THEY'RE PREPARED FOR LIFE AFTER HIGH SCHOOL. THE SHOWS JUST A DIFFERENT VARIETY OF WAYS THAT OUR STUDENTS ARE GOING TO MEET THAT METRIC OF CCMR READINESS. SO AGAIN, THEY CAN TAKE THE TSI. THEY CAN SCORE A CERTAIN SCORE ON THE SAT ACT. THEY CAN PASS THEIR [INAUDIBLE] EXAMS. THEY CAN DO. THERE'S ABOUT 13 DIFFERENT WAYS. I BELIEVE THEY CAN MEET THAT CCMR READINESS, AND THIS JUST SHOWS HOW MANY OF OUR STUDENTS RECEIVE THAT RECEIVE THAT DISTINCTION. AND SLIDE 21. WE'RE GOING TO TALK ABOUT LOOKING JUST LOOKING AT OUR NUMBER OF STUDENTS WHO MEET THAT MARK EITHER THROUGH ACT SAT OR THAT [INAUDIBLE] TEST. SO LIKE I SAID, THERE'S A VARIETY OF WAY FOR HIM TO DO IT. BUT THE MAJORITY OF OUR STUDENTS MEET THAT SYSTEM METRIC THROUGH ONE OF THE ACADEMIC ASSESSMENTS IN ENGLISH OR MATH. AND THERE'S SOME COMPARISONS THERE WITH THE BOTH THE STATE AND THE REGION. ALL RIGHT, AND NOW ON SLIDE 22, WE TALK A LITTLE BIT ABOUT OUR STUDENTS THAT ENROLL DIRECTLY INTO A TEXAS FOUR OR TWO YEAR UNIVERSITY, SO YOU CAN SEE WE HAD ABOUT FIFTY NINE POINT SEVEN PERCENT OF THOSE STUDENTS ENROLLED DIRECTLY INTO A TEXAS COLLEGE. THAT NUMBER OF NOT FOUND THAT TWELVE HUNDRED AND FORTY THREE STUDENTS, THOSE COULD BE STUDENTS THAT ARE GOING TO COLLEGE OUT OF STATE. THOSE COULD BE STUDENTS THAT, YOU KNOW, SOME OF THOSE ARE STUDENTS THAT MIGHT NOT BE GOING DIRECTLY TO COLLEGE, BUT THE MAJORITY OF THOSE STUDENTS ARE PROBABLY STUDENTS THAT ARE GOING TO GO INTO COLLEGE OUT OF STATE. AND THERE'S SOME COMPARISONS THERE WITH OUR DIFFERENT STUDENT GROUPS, AS WELL AS COMPARING IT TO THE STATE AND THE REGION OVERALL. AND WE ALSO LOOK AT WE'RE GOING TO LOOK AT THIS ALSO BY STUDENT GROUP. SO AMONG THAT CLASS IN 2019 THAT ENROLLED IN A TEXAS HIGHER EDUCATION ABOUT FORTY EIGHT POINT SIX PERCENT OF STUDENTS ACROSS RACE AND ETHNICITY GROUPS COMPLETED A YEAR OF COLLEGE WITHOUT TAKING A DEVELOPMENTAL EDUCATION COURSE. SO WE DO WANT TO PREPARE OUR STUDENTS THAT GO DIRECTLY INTO COLLEGE AND NOT HAVE TO TO TAKE ANY KIND OF, YOU KNOW, COURSE THAT DOESN'T START EARNING THEM ALL THE CREDITS THEY NEED RIGHT OFF THE BAT. SO WE WANT THEM TO BE WELL PREPARED. SO THIS GIVES A BREAKDOWN OF STUDENTS THAT WENT DIRECTLY INTO THE COLLEGE AND DID NOT HAVE TO TAKE ONE OF A DEVELOPMENT EDUCATION COURSE AT THAT POINT. ALL RIGHT, AND THEN LOOKING AT HOW THE STUDENTS PERFORMED ON THAT FIRST YEAR OF COLLEGE, SO AMONG THAT CLASS IN 2019, COLLEGE ENROLLEES, THIS IS IN THEIR FIRST YEAR OF PUBLIC HIGHER EDUCATION. FOUR YEAR UNIVERSITY STUDENTS HAD A HIGHER GRADE POINT AVERAGE THAN THOSE WHO WENT DIRECTLY INTO TWO YEAR COLLEGES. SO WE CAN JUST KIND OF SEE THAT BREAKDOWN BETWEEN STUDENTS GOING, LIKE I SAID, DIRECTLY INTO A FOUR YEAR SCHOOL VERSUS STUDENTS GOING INTO A TWO YEAR PUBLIC COLLEGE AND HOW THEY PERFORMED THAT FIRST YEAR IN COLLEGE. AND LIKE I SAID, THOSE ARE THE REQUIRED ELEMENTS OF THE ANNUAL REPORT. THERE'S A LOT MORE DETAIL IN THE TAPPER REPORT, AS WELL AS OTHER OTHER THINGS THAT WILL BE POSTING ONLINE AND MAKING AVAILABLE FOR THE PUBLIC AND AT THAT POINT. READY FOR QUESTIONS? TRUSTEE WESTON, I MEAN, TRUSTEE VESSA. THANK YOU. AND CAN YOU EXPLAIN AND YOU DON'T HAVE TO DO THIS, YOU COULD SEND US A BOARD UPDATE IF THAT'S BETTER, BUT YOU MENTIONED THAT CERTAIN GROUPS DON'T COUNT. [00:25:02] THEY'RE NOT MEASURED. CAN CAN YOU GO IN A LITTLE MORE DETAIL? WHICH GROUPS THOSE ARE? AND IF, LIKE I SAID, IF YOU'D RATHER JUST SEND IT IN A BOARD UPDATE. I CAN SEND ALL OF THEM IN A BOARD UPDATE. I CAN SAY THE VAST MAJORITY OF THOSE STUDENTS ARE STUDENTS, THEN MOVE IN AFTER THE SNAPSHOT DATE. SO OCTOBER 31ST IS ESSENTIALLY WHEN ALL THE STUDENTS THAT WE HAVE AT THAT POINT COUNT FOR OUR ACCOUNTABILITY RATING. OBVIOUSLY, WE HAVE A LOT OF STUDENTS THAT'LL MOVE IN AFTER THAT. SO THEY IF STUDENTS MOVE FROM CAMPUS TO CAMPUS WITHIN ROUND ROCK, THEY'LL STILL COUNT FOR US AT THE DISTRICT LEVEL. BUT THOSE ARE MAINLY STUDENTS THAT MOVE IN. BUT THEY'RE THERE COULD BE A COUPLE OTHER WAYS. I CAN DEFINITELY SEND THAT TO EVERYBODY. AND ONE OTHER QUESTION, SO YOU MENTIONED THAT CAMPUSES WILL EITHER RECEIVE AN A, B, OR C OR NOT RATED. WILL THERE BE A DISTRICT RATING? I BELIEVE THAT IT'S THE SAME. LET ME DOUBLE CHECK AND SEND THAT TO YOU, I BELIEVE IT'S THE SAME SAME SITUATION FOR THE DISTRICT OVERALL. ABC OR NOT RATED? OK. I DON'T SEE ANY OTHER LIGHTS ON, SO WE'LL TURN IT OVER TO DR. PRESLEY. OH, TRUSTEE XIAO. SO ON PAGE TWENTY THIRD AND 24S. DO YOU HAVE DATA COMPARED TO THE STATE? COMPARE US TO THE STATE HOW WELL WE'RE DOING. REGARDING THE COLLEGE PERFORMANCE. AS FAR AS THE FIRST YEAR IN IN COLLEGE, I DON'T HAVE THAT RIGHT HERE WITH ME, BUT THAT'S SOMETHING WE CAN WE CAN PUT TOGETHER AND GIVE TO YOU. I'LL HAVE TO DOUBLE CHECK AND MAKE SURE THAT WE GET THAT INFORMATION IN THE REPORT. BUT DEFINITELY, IF WE DO, WE CAN PUT THAT TOGETHER AND SHARE WITH EVERYBODY. TRUSTEE HARRISON. THANK YOU, [INAUDIBLE] FELLER. TWO QUESTIONS, ONE IS MAYBE, WELL, OK, CAN WE JUST MAKE SURE WHENEVER WE HAVE DATA THAT IT'S DISAGGREGATED, SO CAN WE DISAGGREGATE THAT DISCIPLINE DATA WHEN YOU SEND US A REPORT, IT MAY HAVE BEEN BECAUSE THE NUMBER WAS TOO LOW, BUT IN THE BOARD UPDATE, I'D REALLY LIKE TO SEE THAT. AND THEN CAN YOU TALK A LITTLE BIT ABOUT HB4545 WAS THAT IMPLEMENTED WITH THE VIRTUAL STUDENTS THAT DIDN'T TAKE? SO LIKE, HOW DO WE KNOW IF THEY DIDN'T TAKE THE STAAR AND THEY OPTED NOT TO TAKE IT? SURE. SO WE KNEW RIGHT OFF THE BAT ALL THE STUDENTS THAT DID NOT BECAUSE THERE WAS NO VIRTUAL OPTION FOR THE STAAR EXAM. SO REALLY, THE ONLY WAY THAT A STUDENT COULD HAVE TAKEN STAR OR EOC LAST YEAR WAS TO PHYSICALLY COME ON CAMPUS. SO WE KNEW GOING INTO THE THE SCHOOL YEAR WHO THOSE STUDENTS WERE, THAT DIDN'T. AND FOR ONE YEAR WITH HOUSE BILL 4545 TEA ESSENTIALLY GAVE A STIPULATION WHERE YOU COULD UTILIZE A LOCALLY CREATED OR A DIFFERENT ASSESSMENT THAT WE HAVE THAT SHOWS A GRADE LEVEL EQUIVALENCE. AND SO ALL THE STUDENTS THAT DIDN'T TAKE STAAR IN THE SPRING TOOK THAT ASSESSMENT WHEN THEY STARTED THIS SCHOOL YEAR. AND IF THE STUDENT WAS NOT SUCCESSFUL ON THAT, THEN THEY KIND OF WENT INTO THE LIST OF KIDS WHO WOULD RECEIVE THE 30 HOURS OF ACCELERATED INSTRUCTION. AND THAT WAS FOR VIRTUAL STUDENTS WHO STARRED IN OUR VIRTUAL PROGRAM THIS YEAR, AS WELL AS STUDENTS ON CAMPUS. THANK YOU, AND THEN ONE LAST QUESTION ON SLIDE 22. YOU SAID A LITTLE BIT ABOUT THIS, BUT I THINK YOU WERE TALKING ABOUT THE FOUR POINT ONE PERCENT OF STUDENTS WHERE THEY'RE NON TRACKABLE. YEAH, SO FOUR POINT THAT FOUR POINT ONE. SO WE GET ALL THIS INFORMATION FROM THE TEXAS HIGHER EDUCATION COORDINATING BOARD, AND THERE'S A CERTAIN NUMBER OF STUDENTS EACH YEAR THAT I BELIEVE THAT BOARD CAN'T TRACK, YOU KNOW, THEY CAN'T GET INFORMATION. SO WHAT'S THE DIFFERENCE BETWEEN NON-TRACKABLE AND NOT FOUND SO NOT FOUND OR STUDENTS THAT AREN'T FOUND IN A TEXAS FOUR-YEAR OR TWO YEAR INSTITUTION? OK. OK, BUT WE DON'T NECESSARILY TRACK THAT WE GET ALL THAT DATA FROM THAT. CORRECT. COORDINATING BOARD. IS THERE EVER ANY EFFORT TO TRACK ON OUR OWN OR KEEP IN TOUCH? JUST CURIOUS. THERE'S NOT A LOT BEYOND ONCE THEY GRADUATE. I THINK WE TAKE MOST. THE VAST MAJORITY OF THAT DATA COMES FROM COMES FROM THAT REPORT. OKAY, THANK YOU SO MUCH. TRUSTEE VESSA AND THEN TRUSTEE BONE. I JUST HAVE ONE MORE ASK, AND IT WAS TIFFANIE TRUSTEE HARRISON THAT MADE ME THINK OF IT, AND I HAD ASKED YOU A QUESTION BEFORE ABOUT IT, VIA EMAIL, BUT ON THOSE STUDENTS THAT TAKE TOOK THE ASSESSMENT WHEN THEY GOT BACK. CAN WE GET AN UPDATE LIKE WE CAN TELL, OBVIOUSLY FROM THE TAPPER HOW MANY STUDENTS? WHO TOOK THE STAAR DIDN'T DIDN'T WEREN'T CONSIDERED PASSING, BUT CAN WE GET AN UPDATED NUMBER BASED ON THE LIKE? ACTUALLY, YOU JUST BASICALLY HOW MANY KIDS ARE IN. [00:30:03] YEAH. YEAH. SO SOME OF THOSE STUDENTS ARE GOING TO BE STUDENTS. SO I THINK THAT NONE OF THAT DATA IS GOING TO BE VERY CLEAN. HONESTLY, I MEAN, BECAUSE IF WE JUST LOOK AT STUDENTS WHO ARE IN OUR ESSENTIALLY ACCELERATED INSTRUCTION GROUPS, SOME OF US ARE GOING TO BE STUDENTS THAT TOOK STAAR BUT WEREN'T NECESSARILY SUCCESSFUL IN IT. THE STUDENTS WHO TOOK OUR LOCAL TESTS, WE DEFINITELY CAN LOOK AT NUMBERS OF HOW MANY. BUT ESSENTIALLY, THEY TOOK DIFFERENT ASSESSMENTS, SO IT'S HARD TO CORRELATE AND GROUP THEM TOGETHER AND HAVE A PREDICTOR OF HOW WHAT THEY WOULD HAVE DONE OR PUT. I DON'T WANT TO PUT ALL THE GROUPS TOGETHER, BUT WE COULD DEFINITELY LOOK AT OF THE STUDENTS THAT TOOK THE NON STAR TEST TO QUALIFY OR NOT QUALIFY FOR THOSE THOSE ACCELERATED INSTRUCTION MINUTES AND HOURS, WE COULD PUT SOMETHING TOGETHER. OR JUST EVEN LIKE A TOTAL NUMBER OF STUDENTS RIGHT NOW THAT ARE IN ACCELERATED INSTRUCTION . THAT WE CAN DEFINITELY DO THAT WOULD PROBABLY BE A CLEANER AND MORE USEFUL DATA POINT. AND TRUSTEE BONE, THANK YOU, SO LOOKING THROUGH THE REPORT, I DON'T KNOW HOW MUCH YOU'VE GOTTEN TO LOOK THROUGH IT. I WANTED YOU TO TALK ABOUT BECAUSE THE SLIDES WERE A LOT ABOUT HIGH SCHOOL. BUT IN THE REPORT, JUST AS I WENT THROUGH IT, I STARTED SEEING THAT ELEMENTARY MIDDLE HIGH SCHOOL. THEY ALL KIND OF ACTUALLY LOOK DIFFERENT TO ME. ELEMENTARY LOOK LIKE MAYBE THEY WERE HIT THE HARDEST WITH LOWER SCORES AND THEN MIDDLE SCHOOL ACTUALLY SEEMED A LITTLE BIT BETTER AND THEN HIGH SCHOOL ACTUALLY SEEMED LIKE A LITTLE BIT BETTER. CAN YOU KIND OF GO OVER THE TRENDS THAT YOU GUYS HAVE SEEN WITH MIDDLE HIGH SCHOOL ELEMENTARY? AND THEN ON THAT SAME LINE, CAN YOU KIND OF TALK ABOUT HOW DOES THE PARENTS, HOW DO WE KNOW AS PARENTS WHERE OUR CHILDREN ARE? WHAT FEEDBACK IS BEING GIVEN TO PARENTS SO THAT THERE'S NO SURPRISES BECAUSE IN, YOU KNOW, NEXT YEAR AT THE BEGINNING OF SCHOOL? SURE. SO I THINK THAT RIGHT ON THE HEAD THAT OVER THE LAST TWO YEARS, OUR ELEMENTARY STUDENTS HAVE EXPERIENCED THE MOST BECAUSE THEY HAVE LESS OF A HISTORY IN SCHOOL, RIGHT? SO FOR SOME OF OUR STUDENTS THAT TOOK THIRD GRADE STAAR, THEY HADN'T BEEN IN SCHOOL SINCE FIRST GRADE, YOU KNOW, AND SO IT WAS WE'RE DEFINITELY SEEING MORE AREAS OF ACCELERATION NEEDED, I THINK, IN ELEMENTARY. SO I THINK THAT'S DATA KIND OF REALLY SHOWS, YOU KNOW, THAT THAT'S WHERE OUR STUDENTS STRUGGLED THE MOST OVER THE LAST TWO YEARS. A LOT OF THE WAYS THAT YOU LEARN AND WORK WITH STUDENTS ON PHONICS AND READING, AND ALL THAT DOING THAT VIRTUALLY WAS WAS DIFFICULT. SO I THINK WE'LL START SEEING A LOT MORE ACCELERATION IN THOSE RESULTS ONCE NOW THAT NOW THE STUDENTS ARE ALL LEARNING IN CLASSROOMS ON CAMPUSES. AND THEN YOUR OTHER QUESTION ABOUT, YOU KNOW, REPORTING THE PARENTS, THERE'S THE BIG STAR RESULTS THAT YOU GET A LOT OF TIMES. THAT'S ONE DATA POINT OVER THE YEAR, ASIDE FROM COMMUNICATION WITH THE TEACHERS ABOUT HOW THEY'RE DOING ON THERE BECAUSE THEY'RE TAKING ASSESSMENTS ALL THE TIME. I DO THINK ONE THING THAT WE CAN DO AND I CAN LOOK INTO HOW WAYS WE CAN MAYBE DO IT MORE EFFECTIVELY IS AS OUR STUDENTS DO, TAKE OUR SCREENERS, YOU KNOW, MULTIPLE TIMES A YEAR, ESPECIALLY AT ELEMENTARY AND WAYS THAT WE CAN REALLY STREAMLINE THE ABILITY FOR PARENTS TO SEE WHERE THEY ARE IN THAT PIECE. [INAUDIBLE] ALL OF OUR ELEMENTARY STUDENTS WILL BE TAKE THEY TAKE BEGINNING OF YEAR AND MIDDLE OF YEAR AND END OF YEAR STANDARDIZED SCREENERS, ESSENTIALLY TO SEE WHERE THEY ARE? AND THAT'S ON TOP OF OF DIFFERENT ASSESSMENTS THAT THEY'RE TAKING FOR JUST FROM THEIR TEACHERS. SO FROM THIS DATA, ARE YOU ALL LOOKING AT CHANGING ANYTHING NEXT YEAR? LIKE SMALLER CLASS SIZES IN ELEMENTARY? ARE WE LOOKING AT THAT? IS ANYTHING GOING TO BE BROUGHT BACK TO THE BOARD? I DON'T. I DON'T KNOW IF RIGHT NOW I CAN SPEAK TO. IF WE'RE LOOKING AT A SMALLER CLASS SIZES, I KNOW WE ARE IMPLEMENTING ONE THING THAT WILL BE IMPLEMENTING SOON. WE JUST WERE AWARDED ONE OF THE T-CLASS GRANTS. SO THAT'S GOING TO BE ABLE TO ALLOW US TO ADD IN A PRETTY ROBUST AFTER SCHOOL PROGRAM AND THAT'S GOING TO FOCUS ON ELEMENTARY. DR. DARDEN AND THE FUTURE READINESS TEAM IS GOING TO TAKE THE LEAD ON ORGANIZING THAT. SO THAT WAS ABOUT A MILLION DOLLAR GRANT FROM TEA. AND THAT'S IT'S PRETTY, PRETTY RIGOROUS IN THE AMOUNT OF TIME AND WORK THAT OUR STUDENTS ARE GOING TO RECEIVE AFTER SCHOOL. SO I THINK THAT'S ONE PIECE THAT IT'S GOING TO TAKE A LITTLE WHILE TO GET THAT UP AND RUNNING. BUT ONCE IT IS, I THINK THAT'S ONE ELEMENT OF EXTRA TIME EVERY DAY, YOU KNOW, WITH THE STUDENT AND HONESTLY, WITH THE THIRD, AND FOURTH GRADE, IT'S MORE TIME WITH READING, MORE TIME WITH JUST KIND OF AN INITIAL EXPERIENCE THAT THEY'RE GOING TO THEY'RE GOING TO HAVE WITH WITH A TEACHER. TRUSTEE WEIR ACTUALLY TRUSTEE BONE ASKED MY QUESTION, SO I'VE TAKEN MY LIGHT AWAY. OKAY, GREAT. I JUST HAVE ONE QUESTION, AND HONESTLY, I DIDN'T EVEN OCCUR TO ME UNTIL WE WERE HAVING THESE DISCUSSIONS, SO I DIDN'T ASK IT IN ADVANCE. IF YOU DON'T HAVE THE ANSWER, I TOTALLY UNDERSTAND AND YOU CAN GET IT TO ME LATER. [00:35:04] BUT DO YOU HAPPEN TO KNOW HOW MANY OR PERCENTAGE OF OUR STUDENTS QUALIFIED FOR THE HOUSE BILL 4545 ACCELERATED INSTRUCTION AFTER THE TESTING WAS DONE? YEAH. SO THAT'S WHAT IT'S SOMETHING. I DON'T HAVE THE NUMBER OVERALL, BUT I KNOW THAT MY TEAM DOES. AND WE CAN. WE HAVE A DASHBOARD THAT CAMPUSES USE AND WE USE. SO LET ME PUT THAT TOGETHER IN A IN A WAY THAT'S EASY TO READ AND WE'LL SEND IT TO EVERYBODY. AND I LIKE TO STAY WITH THIS, THAT WE ARE NOT INDIVIDUALLY DIRECTING. AND SO DO I HAVE CONSENSUS, AMONG OTHER TRUSTEES, THAT THEY WOULD BE INTERESTED IN THAT NUMBER AS WELL. I ASKED FOR IT A FEW MINUTES AGO. YEAH. AND COREY ASKED FOR THE. I MEAN, THAT'S ESSENTIALLY WHAT I ASKED FOR. WE CAME TO WHEN WE FINISHED TALKING, IT WAS LIKE, YEAH, I THINK THAT'S JUST JUST GIVE ME A NUMBER OF PEOPLE WHO ARE IN WHO ARE IN THE 4545 ACCELERATED LEARNING. OKAY. AND SO ANY OTHER QUESTIONS FROM TRUSTEES? I DON'T SEE ANY LIGHTS, SO I'LL TURN IT OVER TO DR. PRESLEY. THANK YOU, PRESIDENT FELLER, THAT CONCLUDES OUR PRESENTATION ON THE HEARING. THIS REQUIRED AND ANY RELATED QUESTIONS YOU HAVE BORNE OUT OF [INAUDIBLE]. IF YOU GET IT TO ME, I'LL MAKE SURE WE GET THE APPROPRIATE STAFF TO GET IT TO YOU IN AN UPDATE. SO. ALL RIGHT, SO THIS WILL AT 6:08, WE WILL ADJOURN OUR PUBLIC HEARING. * This transcript was compiled from uncorrected Closed Captioning.