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[00:00:05]

IT IS 5:30 ON THURSDAY, OCTOBER THE 20TH.

I HEREBY CALL THIS MEETING OF THE ROUND ROCK INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES PUBLIC HEARING ON ROUND ROCK ISD 2021-2022 SCHOOL FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS FIRST RATING AND I WOULD LIKE TO CALL KATHY CHIN UP TO THE MICROPHONE, A SEVENTH GRADER FROM CANYON VISTA TO LEAD US IN THE PLEDGE FOR TONIGHT.

PLEASE STAND FOR THE PLEDGE.

I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA, AND 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 THEE, TEXAS, ONE STATE UNDER GOD, ONE AND INDIVISIBLE.

ALL RIGHT. IN TERMS OF ATTENDANCE FOR TONIGHT, WE HAVE TRUSTEES JOHNSON, VESSA, WESTON, FELLER, HARRISON, AND WE ARE PRESENT.

TRUSTEE BONE IS ABSENT.

AND JUST A NOTE FOR OUR NEXT MEETING WE WILL BE PULLING POLICY EIC, WHICH IS THE RANKING CLASS POLICY FOR TONIGHT FOR FURTHER REVIEW.

SO IF YOU DID SIGN UP TO SPEAK ON THAT FOR THE NEXT MEETING, WE WILL BE PULLING THAT ONE.

ALL RIGHT. SO WE ARE WE DO NOT HAVE ANY PUBLIC COMMENTS SIGNED UP FOR OUR PUBLIC HEARING.

SO I WILL TAKE US TO AGENDA ITEM E ONE PUBLIC HEARING ROUND ROCK ISD 2021 2022 SCHOOL FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS FIRST RATING AND I WILL TURN IT OVER TO DR.

AZAIEZ. GOOD EVENING, PRESIDENT FELLER BOARD MEMBERS AND COMMUNITY MEMBERS AND STAFF.

WE ARE AT THAT TIME OF YEAR WHERE WE HAVE TO COME TO YOU AND SHARE WITH YOU OUR RATING.

AND SO I WANT WITH US IS TODAY OUR CFO, DENNIS, AND HE WILL TAKE US THROUGH ALL THE SLIDES ABOUT THE FIRST.

GOOD EVENING, PRESIDENT FELLER SUPERINTENDENT AS YOU ALL SAID, WE ARE GOING TO GO THROUGH OUR FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS ANNUAL FINANCIAL MANAGEMENT REPORT.

AND THESE THIS DATA IS BASED ON THE 2020 2021 FINANCIALS.

NEXT SLIDE, PLEASE.

THE FIRST RATING TO SORT EXPLAIN WHAT THE RATING SYSTEM IS, IS THE RATING SYSTEM ADOPTED BY THE LEGISLATURE TO ACHIEVE THE PRIMARY GOAL OF QUALITY PERFORMANCE AND MANAGEMENT OF SCHOOL DISTRICTS, FINANCIAL RESOURCES.

BASED ON STAFF, STUDENT FINANCIAL DATA REPORTED TO TEA FOR THE 2021 FISCAL YEAR AND DISTRICTS ARE RATED ON INDICATORS OUTLINED BY ROLE OF THE COMMISSIONER OF EDUCATION.

NEXT SLIDE, PLEASE.

HERE'S THE SCORING SYSTEM.

THERE ARE 20 INDICATORS BASED ON THREE PRIMARY CATEGORIES OF INDICATORS, ONE BEING CRITICAL, FOUR INDICATORS ONE THROUGH FIVE SOLVENCY INDICATORS, INDICATORS SIX THROUGH 14, AND FINANCIAL COMPETENCY INDICATORS AND INDICATORS 15 TO 20.

NEXT, DETERMINATION OF THE RATING.

A LETTER A REPRESENTS THE CRITICAL INDICATORS OF THOSE THREE CATEGORIES.

SO THAT FIRST LETTER A DESCRIBES THE CRITICAL INDICATORS.

AND IF A DISTRICT FAIL ANY OF THESE CRITICAL INDICATORS, THEY WILL RECEIVE AN F RATING FOR SUBSTANDARD ACHIEVEMENT REGARDLESS OF POINTS EARNED IN CATEGORY B. AND AS YOU RECALL, LAST YEAR, DUE TO OUR WE FAILED TO REPORT THE AUDIT IN TIME.

WE DID RECEIVE AN F IN OUR RATING LAST YEAR.

CATEGORY B DETERMINES THE RATINGS FOR ALL THE OTHER INDICATORS BY SCORING A POINTS.

AND AS YOU CAN SEE, A IS POINTS 90 THROUGH 100 AND ALL THE WAY DOWN TO F 50 LESS THAN 70.

IF THE SCHOOL DISTRICT SCORES BELOW THE MINIMUM PASSING SCORE OF 70, IT WOULD RECEIVE AN F RATING FOR SUBSTANDARD ACHIEVEMENT.

NEXT, PLEASE. SO LET'S GO THROUGH THE INDICATORS.

[INAUDIBLE] INDICATOR ONE WAS THE ANNUAL FINANCIAL REPORT FILED WITHIN 30 DAYS AFTER TEA SET DEADLINE OF NOVEMBER 27.

AS YOU CAN SEE, 30 DAYS AFTER NOVEMBER 27 IS DECEMBER 27 AND TEA ACTUALLY RECEIVED OUR AUDIT ON NOVEMBER 19TH.

SO AS A RESULT, THE ANSWER WAS YES, AND WE PASSED INDICATOR ONE.

INDICATOR TWO WAS THERE AN UNMODIFIED OPINION IN THE ANNUAL FINANCIAL REPORT ON THE FINANCIAL STATEMENT AS A WHOLE? WE DID RECEIVE AN UNMODIFIED OR CLEAN OPINION AND AS A RESULT WE PASSED INDICATOR.

INDICATOR THREE WAS THE SCHOOL DISTRICT IN COMPLIANCE WITH THE PAYMENT TERMS OF ALL DEBT AGREEMENTS AT FISCAL YEAR END? YES, WE PAID OUR BILLS ACCURATELY AND ON TIME.

SO YES, WE PASSED INDICATOR THREE.

INDICATOR FOUR DID THE DISTRICT MAKE TIMELY PAYMENTS TO THE TEACHER RETIREMENT SYSTEM, TEXAS WORKFORCE COMMISSION'S INTERNAL REVENUE SERVICE AND OTHER GOVERNMENT AGENTS? I'M PROUD TO SAY WITH THE TOTAL NUMBER OF REPORTING REQUIRED, MY FINANCE STAFF DOES AN EXCELLENT JOB AND ALL REPORTS WERE SUBMITTED TIMELY TO GOVERNMENT

[00:05:07]

ENTITIES. SO WE PASSED.

INDICATOR FIVE AS AS WAS THE CASE LAST YEAR.

THIS INDICATOR IS NOT BEING SCORED.

IT WAS ACTUALLY LAST SCORED IN THE 2017 28 TEAM REPORT.

INDICATOR SIX IS A EITHER OR WAS THE AVERAGE CHANGE IN ASSIGNING UNASSIGNED FUND BALANCE OVER THREE YEARS LESS THAN A 25% DECREASE OR DUE TO CURRENT YEARS ASSIGNED AND UNASSIGNED FUND BALANCES EXCEED 75 DAYS OF OPERATIONAL EXPENDITURES.

OUR ASSIGNED UNASSIGNED FUND BALANCE EXCEEDED THE 75 DAYS OF OPERATIONAL EXPENDITURES AND THAT AS A RESULT WE PASSED INDICATOR SIX.

INDICATOR SEVEN WAS THE NUMBER OF DAYS OF CASH ON HAND AND CURRENT INVESTMENTS IN THE GENERAL FUND OR THE SCHOOL DISTRICT SUFFICIENT TO COVER OPERATING EXPENDITURE, EXCLUDING FACILITIES AND ACQUISITION AND CONSTRUCTION.

AS YOU CAN SEE, THE NUMBERS ASSIGNED TO EACH OF THOSE CATEGORIES AND CASH ON HAND FOR ROUND ROCK WAS 193 DAYS, WHICH EXCEEDED THE 90 DAYS REQUIRED FOR MAXIMUM POINTS.

SO WE RECEIVED TEN OF THE TEN POINTS.

INDICATOR EIGHT WAS A MEASURE OF CURRENT ASSETS.

THE CURRENT LIABILITIES RATIO FOR THE SCHOOL DISTRICT SUFFICIENT TO COVER SHORT TERM DEBT.

OUR RATIO CAME OUT AT 4.17 AND IT EXCEEDS THE 3.0 FOR MAXIMUM POINTS.

AS A RESULT, THE DISTRICT RECEIVED TEN OF TEN POINTS.

INDICATOR NINE THE SCHOOL DISTRICT GENERAL FUND REVENUES EXCEED EQUAL OR EXCEED EXPENDITURES, IF NOT WITH SCHOOL DISTRICT NUMBER OF DAYS OF CASH ON HAND GREATER THAN OR EQUAL TO 60 DAYS.

I MUST SAY WHEN I WAS REVIEWING THIS INDICATOR, THERE IS A TYPO ON THE TOTAL EXPENDITURES LESS FACILITY ACQUISITION CONSTRUCTION.

THAT'S ACTUALLY LAST YEAR'S NUMBER.

THE CURRENT YEAR NUMBER IS 46183032 AND AS YOU CAN SEE, WE WILL HAVE FAILED THE FIRST PART OF THAT QUESTION BECAUSE OUR REVENUES DID EXCEED EXPENDITURES.

I MEAN OUR EXPENDITURES EXCEEDED REVENUE, BUT WE HAVE 193 DAYS OF CASH ON HAND, WHICH EXCEEDS THE 60 DAYS REQUIRED, AND RESULT WE GET TEN OF TEN POINTS. INDICATOR TEN.

THIS INDICATOR IS NOT BEING SCORED.

IT WAS SCORED LAST YEAR, BUT FOR SOME REASON TEA [INAUDIBLE] TOOK THIS RATING OUT.

INDICATOR 11 WAS THE RATIO OF LONG TERM LIABILITIES TO TOTAL ASSETS FOR THE SCHOOL DISTRICT SUFFICIENT TO SUPPORT LONG TERM SOLVENCY, SOLVENCY, OUR INCREASED AUTONOMY.

AND IF THE SCHOOL DISTRICT INCREASE, THE STUDENTS IN MEMBERSHIP OVER FIVE YEARS WAS 7% OR MORE THAN THE SCHOOL DISTRICT AUTOMATICALLY PASSES THIS INDICATOR.

IF YOU LOOK TOWARDS THE BOTTOM, OUR TOTAL NUMBER OF STUDENTS FROM 2017 WAS 48,00142 AND 2021 WAS 48,156.

SO WE DID NOT MEET THE 7%.

SO WE HAVE TO GO TO THE FIRST INDICATOR IN OUR RATIO OF 6.3.

3% WAS GREATER THAN THE 0.60.

AND SO WE DID SEE EIGHT OF THE TEN POINTS.

INDICATOR 12 WAS THE DEBT PER 100 ASSET ASSESSED PROPERTY VALUE RATIO SUFFICIENT TO SUPPORT FUTURE DEBT PAYMENTS.

SO YOU SEE THE CALCULATION OF YOUR LOAN TOTAL LOCAL AND IMMEDIATE SOURCES DIVIDED BY TOTAL REVENUE TIMES YOUR LONG TERM LIABILITIES TIMES 100 AND DIVIDED BY YOUR ASSESSED PROPERTY VALUE.

OUR RATIO COME OUT TO BE 2.7, WHICH MEETS THE LESS THAN OR EQUAL TO FOUR FOUR MAXIMUM POINTS FOR A TOTAL OF TEN POINTS.

INDICATOR 13 WAS THE SCHOOL DISTRICT'S ADMINISTRATIVE COST RATIO EQUAL TO OR LESS THAN THE THRESHOLD RATIO.

OUR DISTRICT ADMINISTRATOR COST IS .055 WAS SIGNIFICANTLY BELOW THE THRESHOLD RATIO 0.855 FOR DISTRICT WHO HAS AN ADA OF 10,000 OR MORE.

SO OUR RESULTS WAS TEN OF TEN POINTS.

INDICATOR 14 DID THE SCHOOL DISTRICT NOT HAVE A 15% DECLINE IN THE STUDENTS TO STAFF RATIO OVER THREE YEARS TOTAL ENROLLMENT TO TOTAL STAFF.

IF THE STUDENT ENROLLMENT DID NOT DECREASE, THE SCHOOL DISTRICT WILL AUTOMATICALLY PASS THIS INDICATOR.

2018-19 STUDENT TO STAFF RATIO WAS 7.98.

20 TO 21 STUDENTS THE STAFF WAS 7.31.

TOTAL DECLINE IN STUDENTS TO STAFF RATIO OVER THREE YEARS.

THIS 8.4% DID NOT EXCEED THE 15%.

THE DISTRICT RECEIVED TEN OF TEN POINTS.

INDICATOR 15 AGAIN, IT WAS REMOVED FROM THE SCORING.

IT WAS SCORED LAST YEAR, BUT NOT THIS YEAR.

INDICATOR 16 DID THE COMPARISON OF THE PUBLIC EDUCATION INFORMATION MANAGEMENT PEIMS SYSTEM DATA TO LIKE INFORMATION IN THE SCHOOL DISTRICTS AFTER

[00:10:02]

RESULT IN A TOTAL VARIANCE OF LESS THAN 3% OF ALL EXPENDITURES BY FUNCTION AND ADJUSTED CALCULATIONS.

THE SUM OF THE DIFFERENCE DIVIDED BY ALL EXPENDITURES.

OUR RATIO WAS .0046, WHICH MEETS THE REQUIREMENT OF LESS THAN OR EQUAL 2.03 TO PASS THIS TEST.

INDICATOR 17.

DID THE EXTERNAL INDEPENDENT AUDITOR REPORT THAT THE AFR WAS FREE OF ANY INSTANCES OF MATERIAL WEAKNESS IN INTERNAL CONTROLS OVER FINANCIAL REPORTING AND COMPLIANCE FOR LOCAL, STATE OR FEDERAL FUNDS? I'M PROUD TO SAY THAT THE INTERNAL CONTROLS AND THE WATCHFUL EYES OF THE FINANCE STAFF RESULTED IN NO MATERIAL WEAKNESS FOR REPORT BEING REPORTED RESULTS.

WE PASSED THAT INDICATOR.

DID EXTERNAL INDEPENDENT AUDITOR INDICATE IF AFR WAS FREE OF ANY INSTANCES OF MATERIAL NONCOMPLIANCE FOR GRANTS, CONTRACTS AND LAWS RELATE TO LOCAL, STATE OR FEDERAL FUNDS. AGAIN, THANKS TO THE GREAT FINANCIAL TEAM, NO INSTANCES OF MATERIAL NONCOMPLIANCE WERE REPORTED.

RESULT TEN OF TEN POINTS.

INDICATOR 19 THE SCHOOL DISTRICT POSTED REQUIRE FINANCIAL INFORMATION ON ITS WEBSITE IN ACCORDANCE WITH THE GOVERNMENT CODE, LOCAL GOVERNMENT CODE, TEXAS EDUCATION CODE, TEXAS ADMINISTRATIVE CODE AND OTHER STATUTES, LAWS AND RULES THAT WERE IN EFFECT AT THE SCHOOL DISTRICT'S FISCAL YEAR END.

OUR TEAM IS VERY DILIGENT IN MEETING THIS REQUIREMENT OF THIS INDICATOR DISTRICT POSTED THE REQUIRED FINANCIAL INFORMATION ON ITS WEBSITE.

WE RECEIVED FIVE OF THE FIVE AVAILABLE POINTS.

INDICATOR 20.

DID THE SCHOOL BOARD MEMBERS DISCUSS THE DISTRICT PROPERTY VALUES AT BOARD MEETING WITHIN 120 DAYS BEFORE THE DISTRICT ADOPTED ITS BUDGET? YES. THE BOARD DISCUSSED THE DISTRICT'S PROPERTY VALUE AT A BOARD MEETING WITHIN 120 DAYS BEFORE THE DISTRICT ADOPTED.

WE PASSED INDICATOR 20.

SO ROUND ROCK ISDS FIRST RESULT FOR THE 2021 SCHOOL YEAR.

TOTAL POSSIBLE POINTS 100 ROUND ROCK RECEIVED 98 AND WE RESTORED OUR A WITH SUPERIOR ACHIEVEMENT [APPLAUSE].

ADDITIONAL REPORTING REQUIREMENTS.

THESE ARE THINGS THAT WE HAVE TO REPORT DURING THIS SAME AGENDA ITEM, OUTSIDE COMPENSATION RECEIVED BY OUR SUPERINTENDENT.

THE SUPERINTENDENT DID NOT RECEIVE PAYMENT FOR CONSULTING OR ANY OTHER ANY OTHER PERSONAL SERVICES DURING THE 21-22 SCHOOL YEAR.

SUPERINTENDENT AND BOARD GIFTS.

THE SUPERINTENDENT AND BOARD MEMBERS DID NOT RECEIVE ANY GIFTS WITH AN ECONOMIC VALUE OF $250 OR MORE.

THIS REPORT AND COMMENT ON THE TRAVEL OF BOARD OF TRUSTEES AND SUPERINTENDENT.

AND AS YOU CAN SEE, WE TRACK THE TRAVEL OF EACH INDIVIDUAL BOARD MEETING MEMBERS.

ACCORDING TO HOTEL MILEAGE, PARKING, TRANSPORTATION, FLIGHT REGISTRATION, MEALS, OTHER SKILLS AND REIMBURSEMENTS.

AND AS YOU CAN SEE IN TOTAL TO THE RIGHT IS BY INDIVIDUAL BOARD MEMBER.

AND AN AGGREGATE TOTAL FOR ALL WAS $12,792 AND 9%.

ADDITIONAL REPORTING REQUIREMENTS.

BUSINESS TRANSACTION BETWEEN THE SCHOOL DISTRICT AND BOARD MEMBERS.

WE HAVE NO BUSINESS TRANSACTIONS IN THE 22 SCHOOL YEAR BETWEEN BOARD MEMBERS AND THE DISTRICT.

ALSO, THE SUPERINTENDENT'S CONTRACT CAN BE FOUND, AS YOU CAN SEE ON THE WEBSITE AT THE ADDRESS LISTED ON THIS PAGE.

AND MADAM CHAIR, THAT'S THE END OF THE FIRST REPORT.

ARE THERE ANY QUESTIONS? THANK YOU VERY MUCH, MR. COVINGTON. DO I HAVE ANY QUESTIONS? TRUSTEE VESSA. JUST A SIMPLE ONE.

ARE YOU GOING TO BE ABLE TO UPDATE THE SLIDES WITH? YOU SAID THAT THERE WAS A TYPO SO UP ON THE WEBSITE OR THE.

IT SHOULD BE CORRECT ON THE BOARD.

NOT RIGHT NOW, BUT I WILL HAVE THEM.

OKAY. THANK YOU. I DON'T HAVE ANY OTHER LIGHTS ON.

SO THANK YOU VERY MUCH.

THANK YOU, MA'AM. WONDERFUL SEEING NOTHING ELSE ON OUR AGENDA.

THAT CONCLUDES OUR PUBLIC HEARING.

AND IT IS 5:44.

WE HAVE TO WAIT UNTIL 6:00 UNTIL OUR NEXT MEETING CAN START.

SO WE HAVE A 16 MINUTE RECESS FOR THOSE IN THE AUDIENCE.

SO WE WILL RE ADJOURN AT 6:00.

[B. CALL TO ORDER]

IT IS 6:00 ON THURSDAY, OCTOBER THE 20TH.

I HEREBY CALL THIS MEETING OF THE ROUND ROCK INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES REGULAR BOARD MEETING TO ORDER.

TONIGHT, IN ATTENDANCE, WE HAVE TRUSTEES JOHNSON, VESSA, WESTON, FELLER, HARRISON, AND WEIR TRUSTEE BONE IS ABSENT.

A NOTE ABOUT OUR AGENDA TONIGHT WE WILL BE PULLING POLICY EIC FROM AGENDA ITEM G4 WHICH IS OUR RANK AND CLASS POLICY FOR FURTHER REVIEW.

[00:15:07]

IF YOU SIGNED UP TO SPEAK ON THAT, YOU ARE STILL WELCOME TO SPEAK, BUT YOU CAN ALSO PULL YOUR SPEAKING CARD IF YOU WOULD LIKE.

ALSO, IF YOU WERE HERE BETWEEN FIVE AND 5:15, YOU HEARD THE WONDERFUL CANYON VISTA ORCHESTRA.

I WOULD LIKE TO SAY THANK YOU TO THEM.

IT WAS ABSOLUTELY BEAUTIFUL [APPLAUSE].

SUCH A WONDERFUL ADDITION TO THE START OF OUR EVENING THIS TONIGHT.

I WOULD LIKE TO NOW CALL UP KATHY CHIN, SEVENTH GRADER FROM CANYON VISTA MIDDLE SCHOOL, TO LEAD US IN THE PLEDGE.

PLEASE STAND FOR THE PLEDGE.

I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND 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 THEE, TEXAS, ONE STATE UNDER GOD, ONE AND INDIVISIBLE.

[D. STUDENTS AND STAFF RECOGNITIONS]

ALL RIGHT. WE ARE AT ITEMS D ONE AND TWO OR ITEM D ONE, WHICH IS STUDENT AND STAFF RECOGNITIONS, AND I WILL TURN IT OVER TO MS. CAPUTO. THANK YOU.

GOOD EVENING, PRESIDENT FELLER TRUSTEES AND DR.

AZAIEZ. IT IS ALWAYS MY PLEASURE TO HIGHLIGHT SOME OF THE OUTSTANDING STUDENTS AND STAFF WE HAVE IN OUR DISTRICT, AND TONIGHT IS NO EXCEPTION.

SO WE'LL START WITH OUR STUDENT RECOGNITION.

IF THE TRUSTEES AND DR.

AZAIEZ COULD PLEASE JOIN US HERE AT THE FRONT OF THE DAIS.

SO WE'RE READY FOR PICTURES.

FOR THE SECOND MONTH IN A ROW WE'RE HONORING TALENTED STUDENT MUSICIANS AND THEIR DIRECTORS.

THE FOUNDATION OF MUSIC EDUCATION HAS AWARDED SIX ROUND ROCK ISD BANDS AND ORCHESTRAS AT FOUR CAMPUSES THE RECOGNITION OF NATIONAL WINNER DURING ITS ANNUAL AWARDS PROGRAM, THE MARK OF EXCELLENCE PROJECT, SEEKS TO RECOGNIZE AND AWARD OUTSTANDING ACHIEVEMENT AND PERFORMANCE BY HIGH SCHOOL AND MIDDLE SCHOOL BANDS CHOIRS AND ORCHESTRAS.

ENSEMBLES SUBMIT PERFORMANCES, PERFORMANCE RECORDINGS WHICH ARE ADJUDICATED BY BAND CONDUCTORS FROM OUTSTANDING UNIVERSITIES AND HIGH SCHOOLS NATIONWIDE TO EARN DISTINCTIONS.

THE TOP 25% OF ENTRANTS ARE RECOGNIZED AS NATIONAL WINNERS.

SO LET'S START WITH THREE OF THOSE NATIONAL WINNERS THAT WE'RE HONORING TONIGHT ARE FROM CANYON VISTA MIDDLE SCHOOL.

RECOGNIZED AS NATIONAL WINNERS ARE THE CANYON VISTA HONORS ORCHESTRA, THE CANYON VISTA SYMPHONY ORCHESTRA, AND THE CANYON VISTA HONORS BAND.

WE'D LIKE TO INVITE RAGAN WHATLEY, CANYON'S ORCHESTRA DIRECTOR, ASSISTANT DIRECTOR EMILY HORNBAKE, AND ORCHESTRA DIRECTOR. I'M SORRY.

THERE'S A LOT OF DIRECTORS, YOU GUYS.

JAY HAGY BAND DIRECTOR, AND THEN ALSO PRINCIPAL NICOLE HAGERTY, AND ALL STUDENTS, OF COURSE, IN THE GROUP.

PLEASE COME TO THE FRONT SO WE CAN RECOGNIZE YOU.

GREAT JOB, GUYS.

[APPLAUSE] CONGRATULATIONS CANYON VISTA MIDDLE SCHOOL [APPLAUSE].

OUR NEXT NATIONAL WINNER IS THE GRISHAM MIDDLE SCHOOL HONORS BAND, THE BAND DIRECTOR.

MASON ENGLAND UNFORTUNATELY WASN'T ABLE TO JOIN US TONIGHT, BUT WE DO HAVE PABLO ESTRADA, GRISHAM'S ASSISTANT BAND DIRECTOR.

SO MR. ESTRADA AND ANY THE ANY OF THE STUDENTS THAT ARE HERE, AND PRINCIPAL KYLA MILLS, PLEASE JOIN US AT THE FRONT SO WE CAN HONOR YOU GUYS [APPLAUSE].

[00:20:16]

WAY TO GO, GRISHAM. MAKING US PROUD.

THANK YOU [APPLAUSE]. NEXT, WE'RE HONORING NATIONAL WINNER WALSH MIDDLE SCHOOL HONOR BAND, DIRECTED BY JENNIFER BERGERON, JENNIFER WALSH AND HER BAND STUDENTS AND PRINCIPAL RUDY REYES.

PLEASE JOIN US AT THE FRONT.

CONGRATULATIONS [APPLAUSE].

IT TOOK A BAND DIRECTOR FOR US TO FIGURE THAT OUT AFTER ALL THESE YEARS.

WAY TO GO WALSH MIDDLE SCHOOL [APPLAUSE].

AND FINALLY, IN OUR MUSICIAN RECOGNITION HERE, WE'D LIKE TO RECOGNIZE NATIONAL WINNER ROUND ROCK HIGH SCHOOL SYMPHONY ORCHESTRA, DIRECTED BY SANDRA VANDERTULIP. SANDRA, IF THERE YOU HAVE ANY STUDENTS WITH YOU IN A PRINCIPAL OFFICE HERE, WOULD YOU LIKE TO JOIN US AT THE FRONT? OR MAYBE NOT. OKAY.

WELL, CONGRATULATIONS TO ROUND ROCK SYMPHONY BAND [APPLAUSE].

OH, WELL, YEAH, THEY'RE PROBABLY REHEARSING RIGHT NOW, BUT WE'LL MAKE SURE THAT THEY GET THEIR CERTIFICATE.

SO WE'RE MOVING ON TO STAFF RECOGNITIONS NOW.

AND GIVEN THAT THIS IS ALL ABOUT FINE ARTS, THE NETWORKING RECOGNITION IS VERY APROPOS.

THE ROUND ROCK FINE ARTS DEPARTMENT CONTINUES TO SHINE.

FOR THE FOURTH CONSECUTIVE YEAR, ROUND ROCK ISD HAS BEEN NAMED A DISTRICT OF DISTINCTION FOR ITS VISUAL ARTS PROGRAM BY THE TEXAS ART EDUCATION ASSOCIATION, THE HONOR WHICH PLACES ROUND ROCK ISD'S VISUAL ARTS PROGRAM IN THE TOP 5% IN TEXAS, IS GIVEN TO SELECT SCHOOL DISTRICTS FOR PROVIDING A WELL ROUNDED EDUCATION THAT ADVOCATES AND INTEGRATES A VISUAL ARTS CURRICULUM TO INSPIRE CREATIVITY.

FOR THE 2022 AWARD, MORE THAN 1200 DISTRICTS WERE ELIGIBLE TO APPLY.

ONLY 59 DISTRICTS MET THE QUALIFYING CRITERIA TO RECEIVE THE DISTINCTION.

IN ADDITION, ROUND ROCK ISD IS ONE OF ONLY 16 SCHOOL DISTRICTS TO RECEIVE THIS HONOR FOR FOUR CONSECUTIVE YEARS, AS LONG AS THE DISTINCTION HAS BEEN AVAILABLE.

WILL MR. TIM LOWKE, DIRECTOR OF FINE ARTS VISUAL, PLEASE COME TO THE FRONT [APPLAUSE].

IN THE MIDDLE.

CONGRATS TO TIM AND ALL OUR WONDERFUL ART TEACHERS THROUGHOUT THE DISTRICT [APPLAUSE].

TONIGHT, WE'RE CELEBRATING TWO DISTINCTIONS FOR ROUND ROCK ISD STELLAR FINANCIAL SERVICES DEPARTMENT.

AS YOU HEARD EARLIER, THE TEAM EARNED A SUPERIOR RATING ON THE FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS FOR THE 2021 2022 SCHOOL YEAR.

THE FIRST RATING SYSTEM TAKES INTO CONSIDERATION DISTRICT SCORES ON 15 INDICATORS.

ASSESSMENT AREAS INCLUDE AUDIT AND GOVERNANCE DISCLOSURES, CASH AND INVESTMENTS, TAX COLLECTIONS, FUND BALANCE, DEBT MANAGEMENT, ADMINISTRATIVE COSTS, CAPITAL PROJECTS AND STAFF LEVELS.

ROUND ROCK ISD HAS A LONG STANDING REPUTATION FOR SUPERIOR FINANCIAL PERFORMANCE.

IN ADDITION TO THE SUPERIOR RATING FROM FIRST, THE GOVERNMENT FINANCE OFFICERS ASSOCIATION OF THE UNITED STATES AND CANADA AWARDED THE DISTRICT THE CERTIFICATE OF ACHIEVEMENT FOR EXCELLENCE IN FINANCIAL REPORTING EARLIER THIS SUMMER.

THIS IS THE HIGHEST FORM OF RECOGNITION IN GOVERNMENTAL ACCOUNTING AND THE AND FINANCIAL REPORTING.

WILL RONDA RHODES, DIRECTOR OF FINANCIAL SERVICES, DENNIS COVINGTON, CHIEF FINANCIAL OFFICER AND ALL YOUR TEAM.

PLEASE JOIN US UP FRONT [APPLAUSE].

[00:25:21]

NOBODY'S GOING TO SEE YOU, COREY [LAUGHTER].

ONE MORE ROUND OF APPLAUSE [APPLAUSE].

THE BEST IN THE STATE AND THE BEST IN THE NATION.

AND TRUSTEES YOU CAN TAKE YOUR SEATS NOW.

WE HAVE ONE MORE INTRODUCTION FOR YOU.

LAST MONTH YOU HAD THE OPPORTUNITY TO HEAR FROM SEVERAL NEW PRINCIPALS THAT WERE HIRED OVER THE SUMMER.

ONE OF THOSE PRINCIPALS, THOUGH, AND I THINK I MENTIONED IT THEN WAS HOSTING A BACK TO SCHOOL NIGHT AND SHE SAID, CAN I PLEASE STAY ON MY CAMPUS INSTEAD OF COMING TO THE BOARD MEETING? AND WE SAID, ABSOLUTELY.

SO TONIGHT, PLEASE JOIN ME IN WELCOMING OUR SORT OF NEW, NEW ISH SPICEWOOD ELEMENTARY SCHOOL PRINCIPAL, MELANIE SOLIS.

[APPLAUSE] GOOD EVENING, DR.

AZAIEZ. PRESIDENT FELLER BOARD OF TRUSTEES.

ROUND ROCK COMMUNITY.

I STAND BEFORE YOU FILLED WITH JOY AND GRATITUDE TO BE THE PRINCIPAL AT SPICE ELEMENTARY.

THE FIRST TWO AND A HALF MONTHS HAVE BEEN FAST AND FURIOUS, BUT THEY'VE BEEN GREAT AND FULFILLING TO BEGINNING THE WORK ALONGSIDE A VERY DEDICATED STAFF, WONDERFUL STUDENTS, AND JUST A VERY SUPPORTIVE AND WELCOMING COMMUNITY.

SO I JUST THANK ROUND ROCK FOR GROWING ME AS A LEADER PERSONALLY.

I WANT TO THANK MY FAMILY, DOCTOR OLDHAM, MY FELLOW PRINCIPALS, FOR WRAPPING AROUND A NEW PRINCIPAL, AND I JUST REALLY LOOK FORWARD TO THE CONTINUED WORK AT SPICE.

SO THANK YOU [APPLAUSE].

THANK YOU, MS. SOLIS.

AND WE LOVE BRINGING YOU GUYS OUR VIDEO HIGHLIGHTS OF THE NIGHT.

IT REALLY BRINGS YOU INTO OUR CLASSROOMS AND ONTO OUR CAMPUSES.

AND SO TONIGHT, WE'RE GOING TO SHOW SOME OF OUR NEW ADDITIONS.

WE'RE PART OF BOND 2018 TO MCNEAL HIGH SCHOOL.

BUT EVEN MORE IMPORTANTLY, YOU'LL HEAR FROM TEACHERS AND STUDENTS WHO ARE ARE GETTING TO TAKE ADVANTAGE AND REALLY BENEFIT FROM THESE ADDITIONS.

SO WE'LL HAVE OUR VIDEO NOW.

[VIDEO] IT'S SO NICE TO HAVE EVERYTHING ALL IN ONE SPACE AND HAVE THIS BIG, BEAUTIFUL MANUFACTURING SPACE.

IT'S MUCH EASIER TO LEARN.

AND LIKE THIS COLLABORATIVE SPACE MAKES IT A LOT EASIER FOR LIKE GROUP PROJECTS AND LIKE, IT'S NOT JUST LIKE CLASSES, LIKE THE ENGINEERING CLUB.

WE HAD LIKE A LITTLE MEETING IN HERE AND IT WAS REALLY NICE TO LIKE, JUST GATHER AROUND A TABLE STAND AND LIKE, DO THE LITTLE PROJECT.

A LOT OF THE PROJECTS WE'VE BEEN DOING HAVE ALREADY BEEN LIKE FASTER AND YOU KNOW, BECAUSE WE DON'T HAVE, YOU KNOW, WE DON'T HAVE TO DEAL WITH DOING IT BETWEEN DESKS AND IN THE MIDDLE OF OUR CLASSROOMS. THIS IS REALLY OUR DREAM, YOU KNOW, ESPECIALLY, LIKE I SAID, COMING FROM A MANUFACTURING ENVIRONMENT.

WE WANTED IT TO HAVE THE OPENNESS AND THAT JUST VERY SPACIOUS FEEL.

WE WANTED ALL THE WIRE CARTS BECAUSE WE WANT TO BE ABLE TO MOVE STUFF AROUND.

WE WANTED EVERYTHING ON WHEELS SO THAT THE SPACE IS FLEXIBLE AND WE JUST WANTED IT TO HAVE THAT INDUSTRIAL FEEL TOO.

AND NOW I'M IN THE SPACE AND IT'S AWESOME.

WE HAVE ONE ROOM THAT'S A DOCTORS CLINIC.

WE HAVE ONE ROOM THAT'S GOING TO BE A SIMULATION CLINIC, OR IT'S LIKE A HOSPITAL.

AND SO WE HAVE SOME SIMULATION MANNEQUINS.

WE HAVE WE HAVE BASICALLY EVERYTHING THAT YOU MIGHT FIND IN A NURSING SCHOOL OR SOMETHING.

IT'S A RECEPTION AREA FOR DOCTORS BECAUSE OUR STUDENTS IN MY CLASS, THEY WERE PREPARING THEM TO BE MEDICAL ASSISTANCE.

WE'RE REALLY, REALLY OVER THE MOON ABOUT IT.

IT'S IT'S REALLY JUST IT'S BEEN A LONG TIME COMING.

GOING FROM TEACHING IN ESSENTIALLY A LECTURE HALL INTO THIS INCREDIBLY PROFESSIONAL AREA.

YOU KNOW MY JOKE IS I HAD TO GO FROM WILLIAMSON COUNTY TO GET A SHIRT ALL THE WAY TO TRAVIS COUNTY TO GET THE PANTS BECAUSE, YOU KNOW, WE WERE JUST ALL IN ALL FOUR CORNERS OF THE SCHOOL. I THINK THAT IT'S SO INCREDIBLE THAT WE GET THIS LIKE REALLY NICE FACILITY, EVEN IF IT IS IN MY LAST YEAR, IT'S LIKE, HEY, AT LEAST WE HAVE THIS NOW.

WE FINALLY HAVE IT AND IT FEELS REALLY LIKE A THEATER.

LIKE WE HAVE A THEATER IN OUR THEATER DEPARTMENT, AND I'M INCREDIBLY GRATEFUL FOR THAT.

EVERY TIME I COME HERE, I'M LIKE, OH, THEATER.

I GET LIKE, IT'S JUST LIKE, IT'S SO EXCITING AND NICE.

[00:30:02]

IT FEELS LIKE HOME.

I THINK BEING ABLE TO COME INTO THIS NEW SPACE AND JUST THE EXCITEMENT ABOUT ALL THE NEW MEMORIES THAT WE'RE GOING TO MAKE, I'D SAY, IS WHAT I'M MOST EXCITED ABOUT.

JUST AN EXCELLENT EXAMPLE OF THE COLLABORATION BETWEEN OUR WONDERFUL OPERATIONS TEAM AND OUR CAMPUSES TO GIVE OUR TEACHERS AND KIDS EXACTLY WHAT THEY NEED.

AND THAT CONCLUDES OUR STUDENT AND STAFF RECOGNITIONS TONIGHT.

THANK YOU. WONDERFUL.

THANK YOU [APPLAUSE]. I WAS GOING TO TAKE A QUICK BREAK TO ALLOW PEOPLE TO LEAVE STUDENTS WHO ARE BEING RECOGNIZED, BUT I THINK MOST OF THEM ARE ALREADY DONE THAT.

SO WE ARE GOING TO MOVE ON TO PUBLIC COMMENT.

[E. PUBLIC COMMENTS]

AT EACH BOARD MEETING. THE BOARD WILL SET ASIDE TIME TO AFFORD THE GENERAL PUBLIC AN OPPORTUNITY TO SPEAK TO ITEMS ON AND OFF 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 REQUESTS 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.

I WOULD ALSO LIKE TO REMIND YOU THAT THE BOARD ADOPTED AN ANTI HATE RESOLUTION ON JANUARY 20TH, 2022, WHERE THE BOARD REAFFIRMED ITS COMMITMENT TO THE WELL-BEING AND SAFETY OF ALL PEOPLE, REGARDLESS OF RACE, COLOR, NATIONAL ORIGIN, RELIGION, SEX, GENDER IDENTITY, GENDER EXPRESSION, SEXUAL ORIENTATION, DISABILITY, AGE OR POLITICAL BELIEFS, AND STANDS AGAINST SPEECH THAT INCITES HATRED AND VIOLENCE TOWARDS ANY PERSON.

PLEASE NOTE THAT WHILE THE PUBLIC DOES HAVE THE RIGHT TO SPEAK, THAT RIGHT IS NOT UNLIMITED.

PER TEXAS PENAL CODE 38.13 42.1 42.02 AND 42.05.

AND TEXAS EDUCATION CODE 37.105.

NO AUDIENCE MEMBER OR SPEAKER WILL BE PERMITTED TO ENGAGE IN ANY CONDUCT THAT IS DISRUPTIVE OR THREATENING TOWARD ANY SPEAKER OR OTHER 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 INDIVIDUAL WARNING FROM THE PRESIDING OFFICER, ANY INDIVIDUAL CONTINUES TO DISRUPT THE MEETING BY HIS OR HER WORDS OR ACTION, 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 THE ACTION PORTION OF THE AGENDA.

THEREFORE, BOARD MEMBERS MAY NOT DISCUSS THE COMMENTS OF SPEAKERS.

PLEASE UNDERSTAND THAT A LACK OF RESPONSE FROM BOARD MEMBERS DOES NOT INDICATE AGREEMENT OR APPROVAL.

EACH SPEAKER WILL BE GIVEN 2 MINUTES TO ADDRESS THE BOARD.

TRUSTEE HARRISON WILL BE THE DESIGNATED TIMEKEEPER.

WE HAVE APPROXIMATELY 25 TO 28 SPEAKERS TONIGHT.

WE WILL START WITH OUR STUDENT SPEAKERS FIRST AND FIRST WILL BE MATTHEW FLETCHER.

AND YOU DO LIVE IN THE DISTRICT SINCE YOU ARE A STUDENT.

WHAT? OFF THE AGENDA.

HELLO. MY NAME IS MATTHEW FLETCHER, AND I'M A SOPHOMORE ON THE CEDAR RIDGE BASEBALL TEAM.

I AM HERE TODAY TO ASK THE SCHOOL BOARD TO CONSIDER SUPPORTING OUR BASEBALL AND SOFTBALL PROGRAMS SPECIFICALLY RELATED TO OUR FIELD AND FIELD MAINTENANCE.

OUR FIELDS ARE IN BAD SHAPE.

WHEN WE ARE FIELDING ROUTINE GROUND BALLS, WE HESITATE TO CATCH BALLS BECAUSE OF BAD BOUNCES.

I'VE WITNESSED SEVERAL PLAYERS GETTING HIT IN THE FACE, CHEST, ARMS OR LEGS, AND IT'S ONLY A MATTER OF TIME BEFORE SOMEONE GETS HURT BADLY.

OUR OUTFIELD HAS WEEDS EVERYWHERE AND IS NOWHERE NEAR AS GOOD AS THE OTHER DISTRICTS WE PLAY OR IN THE STATE WHEN PLAYING OUTSIDE THE DISTRICT.

SEVERAL OF THOSE SCHOOLS HAVE NEW TURF FIELDS AND MODERN SCOREBOARDS.

WE TRY TO HELP MAINTAIN THE FIELDS BEFORE SCHOOL AND AFTER GAMES AND PRACTICE, AND I THINK OUR COACHES AND PARENTS USE WHAT LITTLE MONEY WE HAVE TO IMPROVE THE FIELDS, BUT IT'S JUST NOT ENOUGH.

WE ARE ALSO AFFECTED BY BAD WEATHER.

AFTER IT RAINS. WE AREN'T ABLE TO PLAY GAMES OR PRACTICE AT CEDAR RIDGE OR ANY RISD CAMPUSES FOR A FEW DAYS DUE TO NOT HAVING TURF.

OUR FACILITIES HAVEN'T IMPROVED IN THE PAST TEN YEARS, AND SURROUNDING DISTRICTS HAVE PASSED US BY WITH AMAZING FIELDS.

SCHOOLS LIKE LIBERTY HILL, HUTTO, GEORGETOWN AND LAKE TRAVIS.

I DON'T THINK OUR BOOSTER CLUB HAS ENOUGH MONEY TO COVER EVERYTHING WE NEED.

SO I'M ASKING YOU, IS THERE ANYTHING THE SCHOOL BOARD CAN DO TO ENSURE OUR SAFETY IS A HIGH PRIORITY ON THE CEDAR RIDGE BASEBALL AND SOFTBALL FIELDS? HERE ARE ITEMS AND SUPPORT THAT WOULD HELP.

$350 FOR WEED CONTROL.

$300 A MONTH FOR FIELD MAINTENANCE.

$12,500 FOR NEW TURF A ROUND PLAY AND PITCHING MOUND.

$250 TO COAT OUR STANDS TO REDUCE GLARE.

$2,751 FOR FIXING THE LIP FROM INFIELD TO OUTFIELD GRASS LINE AND $9,500 TO REPLACE OUR SCOREBOARD.

THAT'S $28,951 TOTAL.

THANK YOU FOR YOUR TIME AND CONSIDERATION TODAY.

THANK YOU VERY MUCH [APPLAUSE].

NEXT ON THE AGENDA IS SIERRA WINNER SPEAKING ON THE CEDAR RIDGE SOFTBALL.

[00:35:04]

DID I SAY THAT? RIGHT? OKAY, GREAT. THANK YOU.

HELLO. MY NAME IS SIERRA WINNER.

I'M A JUNIOR AT CEDAR RIDGE HIGH SCHOOL AND SORRY, WE ARE BOTH A PART OF THE CEDAR RIDGE SOFTBALL TEAM.

FIRST, WE WANT TO THANK YOU FOR THIS OPPORTUNITY TO SPEAK TO YOU THIS EVENING.

WE ARE HERE IN AGREEMENT WITH EVERYTHING OUR BASEBALL PROGRAM HAS ADDRESSED.

ON THE SOFTBALL SIDE, WE ARE HAVING THE SAME ISSUES WITH OUR GRASS AND DIRT PLAYING SERVICES.

OUR PROGRAM SPECIFICALLY DOES NOT HAVE AN INFIELD GROOMER, SO WE SHARE [INAUDIBLE].

SO WE ARE REQUIRED TO SHARE GEAR WITH ATHLETIC TRAINERS WHO NEED IT TO TAKE CARE OF OUR INJURED ATHLETES.

THE SLEEVES ARE PLAYING SURFACES LESS THAN IDEAL A LOT OF THE TIME.

AND IT'S ALSO APPARENT WHEN WE PLAY AT OTHER SCHOOLS THAT THEY ALL HAVE SEPARATE CAGES FOR BASEBALL AND SOFTBALL.

ON GAME DAYS. WE HAVE TO ROTATE TWO JV TEAMS AND FOUR VARSITY TEAMS IN THE CAGES FOR EQUAL TIME.

OUR SOFTBALL TEAM IS ALSO THE ONLY TEAM THAT PRACTICES IN THE MORNING, SO WE'RE ABLE TO ACCESS THEM.

WE UNDERSTAND THAT GETTING TURF FOR ALL OF OUR CAMPUSES IS A BIG EXPENSE.

BUT WE DO ASK THAT THE DISTRICT CONSIDER TURFING AT LEAST ONE FACILITY.

WHEN ROUND ROCK ISD TEAMS MAKE THE PLAYOFFS, WE ARE ALWAYS AT THE MERCY OF THE WEATHER AND THOSE SCHOOLS THAT GIVE THE HALF TURFED FIELDS.

AND IT GIVES THEM AN UNFAIR ADVANTAGE BY ALLOWING MORE PRACTICE DAYS, LESS RUN OUTS AND LESS TIME WORKING ON THE FIELD AND AND MORE TIME PRACTICING OUR SPORT.

WE ARE PROUD TO REPRESENT ROUND ROCK ISD AND WE'RE GRATEFUL FOR OUR ABILITY TO PARTICIPATE IN HIGH SCHOOL SOFTBALL.

WE JUST WANT TO HAVE EVERY ADVANTAGE OTHER DISTRICTS HAVE.

THANK YOU [APPLAUSE]. THANK YOU VERY MUCH.

NEXT IS WOODY BRENNAMAN, STUDENT SPEAKING OFF THE AGENDA.

HELLO. MY NAME IS WOODY BRENNAMAN AND I AM IN FOURTH GRADE AT LAUREL MOUNTAIN ELEMENTARY.

SO I'M HERE TO TALK ABOUT THE THE NEW CHROMEBOOK POLICY.

ONE TIME I WAS JUST WALKING UP TO CLASS AND A TEACHER, THE COMPUTER TEACHER TOLD ME THAT I HAD.

MY PARENTS HAD TO PAY $50 FOR THE NEXT TIME I HAD ONE STUCK KEY, BECAUSE I HAD MY THREE STUCK ON MY COMPUTER AND SO AND I DON'T GET THIS BECAUSE MY THEY FIXED MY COMPUTER.

SO WHY DO I HAVE TO PAY A FINE IF THEY FIXED THE COMPUTER? AND SO I'M JUST TALKING HERE TO MAKE SURE YOU GUYS CAN FIX THIS COMPUTER POLICY.

THANK YOU [APPLAUSE]. THANK YOU.

THANK YOU VERY MUCH, MR. BRENNAMAN. ALL RIGHT.

NEXT, WE ARE GOING TO GO TO ADULT SPEAKERS ON THE AGENDA.

WE'RE GOING TO GO TO LINDSAY [INAUDIBLE] SPEAKING ON AGENDA I ONE AND I THREE.

AND YOU DO LIVE IN THE DISTRICT.

I DO. AND I WON'T TAKE MY FULL 2 MINUTES.

I JUST WANT TO SUPPORT THE INCENTIVE PLAN, THE ADDITIONAL PAY FOR TEACHERS THAT'S BEING PUT FORTH TONIGHT.

I KNOW THAT WE ARE LOOKING FOR CREATIVE SOLUTIONS.

I'VE HEARD THAT MORE THAN ONCE FROM THE DAIS, AND I THINK THAT THIS IS A REALLY GOOD EXAMPLE OF WHAT EDDIE AND HIS TEAM HAS BEEN ABLE TO PUT TOGETHER.

SO I THINK IT'S GREAT AND I HOPE THAT YOU GUYS APPROVE THAT.

AND THEN AS FAR AS THE CONSTRAINT FOUR I THINK IT'S NUMBER FOUR THAT'S BEING SUGGESTED ABOUT TEACHER MORALE, I ABSOLUTELY THINK TEACHER MORALE IS IS SUPER IMPORTANT.

BUT I ALSO AM CONCERNED ABOUT THAT BEING A CONSTRAINT.

THAT IS HOW THAT WILL BE MEASURED.

AND A LOT OF THAT SEEMS VERY SUBJECTIVE BASED ON INDIVIDUAL CAMPUS ATMOSPHERE.

AND I THINK THAT IT'S IF WE TALK ABOUT WHAT STUDENTS CAN KNOW AND DO AND ALL THE THINGS THAT WE HEAR ABOUT THAT, I KNOW TEACHERS IMPACT WHAT THEY CAN KNOW AND DO, BUT I DON'T KNOW THAT THAT'S A GREAT MEASURE AND I'D LIKE TO SEE THAT CONSTRAINT USED IN A DIFFERENT WAY.

THANKS. THANK YOU VERY MUCH [APPLAUSE].

NEXT IS [INAUDIBLE] SPEAKING ON AN AGENDA ITEM G FOUR.

THAT'S IT'S ONLY ONE NAME [INAUDIBLE].

AND DO YOU LIVE IN THE DISTRICT? YES, MA'AM. ALL RIGHT.

WONDERFUL. THANK YOU. YEAH.

THANK YOU VERY MUCH FOR GIVING ME AN OPPORTUNITY TO COME HERE AND SPEAK MY MIND.

I WANT TO THANK, FIRST OF ALL, ALL OF YOU GUYS FOR YOUR TIME AND EFFORTS.

I KNOW IT'S A THANKLESS JOB.

PEOPLE COME AND SAY, BUT SOME OF YOU GUYS HAVE DONE AN EXCELLENT JOB.

SO THANK YOU SO MUCH.

I'M HERE TO VOICE MY CONCERN ABOUT A COUPLE OF THINGS.

ONE IS I BELIEVE THAT THERE IS A LOT OF SEXUAL CONTENT OR STUFF LIKE THAT FLOATING AROUND IN THE DISTRICT AT THIS.

[00:40:05]

KIDS ARE VERY CONFUSED AND ALL THAT.

SO YOU GUYS, AS A DISTRICT HOLDERS, SHOULD LOOK INTO THAT AND SEE IF YOU CAN REDUCE THE TEMPERATURE IN ALL THAT.

NUMBER TWO IS ABOUT THE BOOKS.

THERE'S A LOT OF BOOKS THAT HAS VERY SEXUALLY EXPLICIT CONTENT.

SOME OF THOSE BOOKS ARE IN THE LIBRARY, SOME OF THEM ARE NOT.

SOME OF THEM HAS MADE THEIR WAY INTO THE SCHOOL, IN THE CLASS AND ALL THAT.

REGARDLESS, WE BELIEVE THAT THERE SHOULD BE A COMMITTEE FORMED TO TAKE A LOOK INTO THAT.

A COMMITTEE A DIVERSE WITH ACROSS DIFFERENT FAITHS, GENDER, RELIGION AND ALL THOSE THINGS. AND TAKE A LOOK AT IT AND SEE IF THERE IS A NEED FOR THOSE BOOKS TO BE PULLED OUT.

AND I THINK THIS IS A FAIR REQUEST AND I HOPE THAT YOU GUYS WILL PAY ATTENTION TO THAT.

THANK YOU SO MUCH. THANK YOU VERY MUCH [APPLAUSE].

NEXT IS CHRISTIE EVANS SPEAKING ON AGENDA ITEM I ONE.

AND YOU DO LIVE IN THE DISTRICT.

CHRISTIE EVANS.

OKAY. NEXT IS CHRISTIE SLAPE SPEAKING ON AGENDA ITEM G FOUR.

AND YOU DO LIVE IN THE DISTRICT.

HELLO. GOOD EVENING.

MY NAME IS CHRISTIE SLAPE.

AS YOU CONDUCT THE FIRST READING OF THE TASB POLICY UPDATES TONIGHT, INCLUDING THOSE WHICH PERTAIN TO INSTRUCTIONAL AND LIBRARY MATERIALS THAT ARE MADE AVAILABLE TO MINOR CHILDREN AND PURCHASED BY TAXPAYERS IN THIS COMMUNITY.

PLEASE KEEP IN MIND THAT IT IS THE DUTY OF THE DISTRICT TO REMOVE THE BOOKS AND MATERIALS THAT VIOLATE THE LAW REGARDLESS OF BEING CHALLENGED BY A PARENT OR COMMUNITY MEMBER.

TEXAS PENAL CODE 43.24 AND 43.21 CLEARLY STATE THAT THE DISTRIBUTION OF HARMFUL, OBSCENE MATERIAL WITH PRURIENT SEXUAL CONTENT TO A MINOR IS A CLASS A MISDEMEANOR, PUNISHABLE BY A YEAR IN JAIL AND OR A $4,000 FINE.

AS OF TODAY, AT 3:11 P.M., THERE WERE SEVEN COPIES OF A BOOK AVAILABLE IN FIVE HIGH SCHOOLS THAT NO DOUBT VIOLATE TEXAS PENAL CODE.

THIS IS JUST ONE EXAMPLE OF EXPLICIT EROTIC BOOKS MADE AVAILABLE TO 14 YEAR OLDS.

WE NEED COURAGE AND OVERSIGHT FROM THE SUPERINTENDENT AND BOARD TO REMOVE THESE BOOKS.

SUPERINTENDENT AZAIEZ, YOU ASSURED COUNTY COMMISSIONERS BOWLES AND COVEY THAT ROUND ROCK ISD WOULD REMOVE THE OBSCENE ILLEGAL BOOKS FROM ROUND ROCK ISD TO MEET THE COMMISSIONER COURT'S REQUIREMENTS TO GENEROUSLY GIVE THE DISTRICT CARES FUNDS.

YOU GOT THE FUNDS, BUT THE BOOKS ARE STILL HERE.

I CAME PREPARED TODAY TO READ ALOUD FROM PAGES OF THE BOOK I MENTIONED, BUT THERE ARE MINOR CHILDREN, PRECIOUS CHILDREN IN THIS ROOM.

I COULD NOT BEAR THE THOUGHT OF EXPOSING THEM TO THE WORDS IN THESE BOOKS THAT HAVE BEEN ALLOWED IN THEIR SCHOOLS.

PLEASE APPROVE ANY AND ALL POLICIES THAT WILL HELP TO EXPEDITE THE REMOVAL OF THESE DEMORALIZING BOOKS.

THANK YOU [APPLAUSE]. THANK YOU.

NEXT IS KAREN HAWTHORNE SPEAKING ON AGENDA TO ITEM ONE.

AND YOU DO LIVE IN THE DISTRICT.

WE DIDN'T HEAR THE NAME.

KAREN HAWTHORNE.

I'M GOING TO KEEP GOING AS SOON AS THE NEXT SPEAKER FINISHES SPEAKING.

HI. I WANTED TO SPEAK ON AN ACTION I ONE.

I JUST WANTED TO EXPRESS MY SUPPORT FOR ANY EFFORTS TO RECRUIT AND RETAIN STAFF.

I THINK THEY DESERVE ANYTHING WE CAN GIVE THEM TO STOP THE HEMORRHAGE OF TEACHERS LEAVING THE DISTRICT.

SO THAT'S ALL I HAVE TO SAY.

THANK YOU VERY MUCH [APPLAUSE].

NEXT IS EMILY HIRSCH SPEAKING ON AGENDA ITEM G FOUR.

AND YOU DO LIVE IN THE DISTRICT.

HI, I'M EMILY HIRSCH.

MY KIDS ATTENDED ATTEND CANYON VISTA AND LAUREL MOUNTAIN.

I'M HERE IN SUPPORT OF YOUR DISTRICT LIBRARIANS, IN SUPPORT OF YOUR CURRENT BOOK SELECTION AND BOOK REVIEW PROCESSES.

I'D LIKE TO RESPOND TO A PACKET OF HANDOUTS YOU ALL RECEIVED AT LAST MONTH'S MEETING FROM ANOTHER PUBLIC COMMENTER THAT CONTAINS SUPPOSEDLY OBSCENE IMAGES AND PASSAGES IN FOUR BOOKS. ONE PAGE IN THE PACKET WAS FROM RENEE [INAUDIBLE] GRAPHIC NOVEL ADAPTATION OF A HANDMAID'S TALE, WHICH CAN BE FOUND IN TWO OF YOUR HIGH SCHOOL LIBRARIES.

THE PAGE IN THE PACKET DEPICTS A WOMAN HAVING A BASIC GYNECOLOGICAL EXAM IN A DOCTOR'S OFFICE.

THERE'S A SMALL IMAGE OF A DOCTOR EXAMINING A WOMAN'S BREAST AND A BIRD'S EYE VIEW OF A WOMAN GIVING THE DOCTOR GIVING A WOMAN A PELVIC EXAM.

I DON'T KNOW WHAT PART OF THAT IS OBSCENE.

IF A TEENAGE GIRL HASN'T HAD AN EXAM YET, SHE WILL SOON ENOUGH HAVE ONE AND CAN LEARN ABOUT WHAT TO EXPECT.

AND WHY SHOULDN'T BOYS LEARN ABOUT WHAT FEMALES EXPERIENCE AND THOSE EXAMS TOO? THEN THERE ARE THE OTHER THREE BOOKS, ALL WIDELY ACCLAIMED MEMOIRS FUN HOME BY ALISON BECHDEL, GENDER QUEER BY MAYA [INAUDIBLE] AND ALL BOYS AREN'T BLUE BY GEORGE JOHNSON, ONLY THE LAST OF WHICH IS EVEN AVAILABLE IN ROUND ROCK ISD LIBRARIES.

FUN HOME IS AN ADULT BOOK.

[00:45:02]

I DON'T KNOW WHY IT'S EVEN INCLUDED.

THE OTHER TWO ARE YA BOOKS MEANT YOUNG ADULT BOOKS MEANT FOR OLDER HIGH SCHOOL STUDENTS.

THE PACKET CHOSE JUST ONE OR TWO PAGES FROM EACH BOOK, EACH DEPICTING A RESPECTFUL SEX ACT BETWEEN TWO MUTUALLY CONSENTING YOUNG ADULTS.

IN CONTEXT, EACH OF THESE PAGES OCCUR IN THEIR RESPECTIVE BOOKS AT LEAST TWO THIRDS OF THE WAY THROUGH THE STORIES.

SO A READER NEEDS TO BE INTERESTED IN ONE OF THESE BOOKS IN THE FIRST PLACE, AND THEN COMMITTED TO THE STORY LONG BEFORE THEY WOULD EVER FIND ONE OF THESE SCENES. KIDS NOT READY FOR THESE TOPICS ARE HIGHLY UNLIKELY TO STUMBLE INTO THESE MATURE SCENES ACCIDENTALLY, AND THAT'S IN STARK CONTRAST TO WHAT THEY MAY STUMBLE UPON IN JUST A FEW CLICKS.

YOUR TIME IS UP.

NEXT ON THE AGENDA IS TAMMY CONRAD SPEAKING ON AGENDA I ONE AND YOU DO LIVE IN THE DISTRICT.

THANK YOU. I'M AN EDUCATOR IN THE DISTRICT AND I'M AN EDUCATION ROUND ROCK MEMBER.

AND WE WANT TO SAY THANK YOU FOR THE PROPOSAL THAT'S UP TONIGHT FOR STIPENDS, FOR STAFF, FOR DIFFERENT REASONS, AND FOR FOR TO INCREASE RETENTION. WE THINK THAT IT'S GREAT AND WE DO HOPE THAT THAT PASSES TONIGHT.

WE, OF COURSE, WOULD ALWAYS WANT MORE.

THAT'S NORMAL, RIGHT? WE'D LIKE TO HAVE IT A LITTLE BIT SOONER.

THAT MIGHT HELP KEEP PEOPLE FROM LEAVING SOONER.

WE'D ALSO LIKE YOU TO LOOK AT OTHER THINGS, LIKE REDUCING WORK THAT STAFF HAS TO DO BEFORE AND AFTER CAMPUS OR AFTER SCHOOL THAT THEY DO WITHOUT BEING PAID.

BUT WE REALLY DO APPRECIATE IT AND WE HOPE THAT THAT WILL PASS TONIGHT.

THANK YOU [APPLAUSE]. THANK YOU VERY MUCH.

NEXT IS [INAUDIBLE] SPEAKING ON AGENDA ITEM G 4 I ONE AND I TWO.

AND YOU DO LIVE IN THE DISTRICT.

YES, I DO LIVE IN THE DISTRICT.

GOOD EVENING, EVERYONE.

MY NAME IS [INAUDIBLE].

I'M THE FATHER OF TWO KIDDOS IN THE [INAUDIBLE].

I WANT TO THANK YOU FOR THE OPPORTUNITY TO SPEAK TO YOU TONIGHT.

FIRST, I'D LIKE TO ACKNOWLEDGE THAT TODAY IS SPIRIT DAY.

SPIRIT DAY IS AN ANNUAL OBSERVANCE THAT TAKES PLACE ON THE THIRD THURSDAY IN OCTOBER.

THIS DAY AIMS TO CREATE AWARENESS FOR THE BULLYING AND HARASSMENT THAT THE LGBTQIA [INAUDIBLE] COMMUNITY FACES.

MANY OF OUR STUDENTS AND ROUND ROCK ISD DEAL WITH THIS REGULARLY.

I'M WEARING PURPLE TODAY AS A SYMBOL OF ACKNOWLEDGMENT OF OUR STUDENTS THAT ARE PART OF THIS COMMUNITY.

WE NEED TO LET THEM KNOW THAT ROUND ROCK ISD IS A SAFE PLACE FOR THEM.

NEXT, I WANT TO SAY THAT I'M IN FAVOR OF OPTION TWO FOR THE BRUSHY CREEK RENOVATION.

THERE'S A CLEAR SAFETY ISSUE WITH OPTION ONE, AND THE SAFETY OF OUR STUDENTS SHOULD BE CHOSEN OVER SAVING MONEY.

THE ADMINISTRATION OF THE SCHOOL THINKS IT'S A BETTER PLAN.

PARENTS OF STUDENTS WITH SPECIAL NEEDS THINKS IT'S A BETTER PLAN.

IT SEEMS LIKE AN EASY CHOICE.

I URGE YOU TO VOTE IN FAVOR OF OPTION TWO.

LAST, I WANT TO SAY HOW EXCITED I AM ABOUT THE PLAN TO IMPLEMENT THE STRATEGIC RETENTION AND RECRUITMENT INCENTIVES THAT WILL AMEND THE DISTRICT'S COMPENSATION PLAN.

THIS IS A GOOD START TOWARD PAYING TEACHERS WHAT THEY'RE WORTH, ALTHOUGH I DON'T THINK WE CAN PUT A PRICE ON THE VALUE OF THAT TEACHERS BRING.

I ESPECIALLY LIKE THIS PLAN BECAUSE IT BRINGS IN RECRUITMENT INCENTIVES FOR STUDENT TEACHERS THROUGH A SIGNING BONUS WHEN THEY CHOOSE TO DO THEIR STUDENT TEACHING WITH ROUND ROCK ISD AND THEN IT GIVES ANOTHER BONUS IF THEY ARE HIRED BY OUR DISTRICT.

WHAT A GREAT WAY TO COURT THE VERY BEST PROFESSIONALS THE COMMUNITY HAS TO OFFER.

I URGE YOU TO VOTE YES FOR THIS PLAN.

THANK YOU VERY MUCH.

THANK YOU VERY MUCH. WE'RE GOING TO GO TO OUR VIRTUAL SPEAKERS NOW.

WE'RE GOING TO START WITH [INAUDIBLE] SPEAKING ON AGENDA ITEM G FOUR.

AND YOU DO LIVE IN THE DISTRICT.

[INAUDIBLE] DON'T SEE.

NEXT IS RENATA SIMMS SPEAKING ON AGENDA ITEM H1 H4 AND I THREE.

AND YOU DO LIVE IN THE DISTRICT.

GOOD EVENING. I DO LIVE IN THE DISTRICT.

MY NAME IS RENATA SIMMS. THANK YOU FOR THIS OPPORTUNITY TO SPEAK TONIGHT.

TRUSTEES, I'M SPEAKING ON H ONE TO POINT OUT SEVERAL CONCERNS AND ERRORS IN THE MINUTES OF THE 9/20/2022 MEETING.

FOR STARTERS, THE DATE IS LISTED INCORRECTLY AS 9/29/22 ON THE AGENDA.

PLEASE CORRECT THAT. FURTHERMORE, THE COMMUNITY MEMBERS ARE MISLED INTO THINKING THAT THE HEARING ON LEVEL THREE GRIEVANCE OF THE PARENT RS, WHOSE INITIALS I SHARE TOOK PLACE PER AGENDA WHEN IT DID NOT, THE PARENT REQUESTED THE MEETING TO BE HELD IN OPEN.

THE FIVE OF YOU REFUSED THAT REQUEST JUST LIKE YOU FIVE WRONGFULLY REFUSED THE PUBLIC TO COMMENT ON THE CONTENT OF THE GRIEVANCE THAT NIGHT.

THE GRIEVANCE ITSELF WAS NEVER HEARD ON ITS MERITS, NOT IN OPEN AS REQUESTED AND NOT ENCLOSED EITHER.

THE MINUTES SHOULD ADEQUATELY REFLECT WHAT ACTUALLY TOOK PLACE.

MAYBE A LINK TO THE TEXAS VALUES DOT ORG ARTICLE OF ROUND ROCK ISD DISMISSES PARENTS TRAUMATIZES COMMUNITY WITH SHADOW POLICY WOULD HELP ACHIEVE

[00:50:07]

TRANSPARENCY.

PARENTS AGAIN THAT IS TXVALUES.ORG UNDER H FOUR IN GOAL ONE FOR ROUND ROCK HIGH SCHOOL YOU STATE WE WILL ENSURE THAT ALL FACILITIES ARE SAFE AND ADVANCED LEARNING FOR EVERY STUDENT WE CAN MEET THE SAFETY GOAL FOR OUR FEMALE STUDENTS.

IF YOU SCRAP THE CURRENT SHADOW POLICY REGARDING BATHROOM AND LOCKER ROOM USAGE PER UNHEARD GRIEVANCE MENTIONED ABOVE, YOU FIVE WANT TO CONTINUE ALLOWING BIOLOGICAL MALES IN FEMALE ONLY SPACES THAT MAKES GIRLS NEITHER SAFE NOR CONTRIBUTES TO THEIR EDUCATION.

IT SHOULD BE A SIMPLE THING.

30 SECONDS TO ENFORCE THE SEX SPECIFIC PLAQUES ON BATHROOM AND LOCKER ROOMS BASED ON BIOLOGICAL REALITIES RATHER THAN IDEOLOGY.

YOU FIVE LOST MY TRUST AND VOTE AT THE BATHROOM DOOR.

THANK YOU. THANK YOU.

NEXT. AND I APOLOGIZE.

WE HAD ONE MORE IN-PERSON SPEAKER, TIM HENSLEY, SPEAKING ON MULTIPLE AGENDA ITEMS. AND YOU DO LIVE IN THE DISTRICT.

TIM HENSLEY, THANK YOU.

I APOLOGIZE.

I DO LIVE IN THE DISTRICT.

I HAVE TWO ADULT CHILDREN WHO HAVE MADE IT ELEMENTARY, MIDDLE AND HIGH SCHOOL HERE IN ROUND ROCK.

A COUPLE OF QUICK THINGS.

IT'S BEEN A WHILE SINCE I'VE BEEN INVOLVED.

OBVIOUSLY, I'M OLDER THAN HALF OF YOU.

WHAT I AM HEARING AND WHAT I AM FRUSTRATED ABOUT IS THINGS ON THE ONE HAND, FOR EXAMPLE, COMPENSATION AND TRYING TO RECRUIT AND RETAIN TEACHERS. THERE CAN'T BE ANYTHING MORE IMPORTANT THAN THAT.

THERE ISN'T. WE NEED THE BEST TEACHERS THAT WE CAN AFFORD, AND WE CAN AFFORD A FEW.

I'M SURE WE CAN. I'M ALSO KIND OF CONFUSED, THOUGH, BY SOME OF THE THINGS THAT I'M HEARING ABOUT PEOPLE BEING. I GUESS, LIBRARY BOOKS.

I COME FROM A FAMILY OF EDUCATORS, INCLUDING PROFESSIONAL LIBRARIANS, SEVERAL OF WHOM ARE RETIRED.

AND THERE'S AN ENTIRE SERIES OF STEPS BEFORE BOOKS ARE CHOSEN THROUGH THE STATE OF TEXAS.

IT'S NOT EASY.

THERE ARE REQUIREMENTS, BUT OBVIOUSLY NO ONE'S READ EVERY SINGLE BOOK ALL THE WAY THROUGH.

I AGREE THERE MAY BE SOME BOOKS THAT ARE QUESTIONABLE.

THERE MAY EVEN BE SOME BOOKS THAT MIGHT NEED TO BE, LET'S SAY, IN A MORE RESTRICTED AREA FOR PARTICULAR REASONS.

BUT I ALSO KNOW THAT IN HISTORY THERE ARE ONLY TWO GROUPS OF PEOPLE THAT HAVE A REAL TENDENCY TO WANT TO BAN BOOKS, AND NEITHER ONE OF THEM ARE PEOPLE WE WANT TO BE ASSOCIATED WITH OR OTHERS SHOULD ASSOCIATE WITH.

I JUST. YOU GUYS TOLD ME TO BE POLITE, SO I'M TRYING REAL HARD TO DO THAT.

BANNING BOOKS IS WRONG.

CONTROL AND UNDERSTANDING BOOKS.

FIGURING OUT HOW WE CAN PROPERLY EDUCATE OUR CHILDREN THROUGH THE USE OF CERTAIN BOOKS AND MAYBE HAVING BOOKS PROPERLY CURATED THANK YOU. YES, MA'AM.

THANK YOU VERY MUCH. WE'RE GOING BACK TO OUR VIRTUAL SPEAKER, JACK CHILES SPEAKING AGENDA ITEM K ONE AND K THREE.

AND YOU DO LIVE IN THE DISTRICT.

JACK CHILES.

MR. CHILES, I SEE YOUR NAME ON THE SCREEN.

ARE YOU THERE? OKAY.

WE WILL COME BACK.

SORRY ABOUT THAT. THERE YOU GO.

GO AHEAD. ONE OF THESE DAYS, I'M ACTUALLY GOING TO REMEMBER THAT YOU HAVE TO PRESS UNMUTE IN ZOOM BEFORE YOU TALK.

GOOD EVENING, EVERYONE. I'LL BE BRIEF.

HISTORICALLY, THE BOARDS FOUND OUT MALFEASANCE IN OFFICE AND TAKEN STEPS TO COUNTER IT.

WE'VE SEEN WHAT MICHELLE EVANS AND HER OWNERS FROM LAST YEAR DUG UP ABOUT TRUSTEE WESTON.

BUT IT SEEMS SHE'S NOT BEEN THE ONLY ONE DOING THINGS.

IT SEEMS TRUSTEE BONE HAS BEEN LEAKING PRIVILEGED AND RESTRICTED INFORMATION TO INDIVIDUALS OUTSIDE THE DISTRICT.

SUCH PHRASES AS INFORMATION ONLY FOR TRUSTEES TRUSTEES HAVE BEEN CC'ED ON THIS EMAIL, SO PLEASE DON'T REPLY HAVE BEEN FOUND AS WELL AS ATTEMPTS BY TRUSTEE BONE FORWARD ON LEGAL ADVICE FROM DISTRICT COUNCIL TO OUTSIDE PARTIES.

I'M NOT A LAWYER, BUT TO ME THAT SOUNDS LIKE A CLEAR CUT STATEMENT OF INTENT.

ALSO, DON'T YOU THINK IT'S A BIT SUSPICIOUS THAT ONE TRUSTEE RECEIVED AN EMAIL FROM A CANDIDATE ON FIVE OCTOBER STATING THAT THEY WANTED TO RUN FOR A PARTICULAR PLACE?

[00:55:03]

NEVER EMAILED HER BEFORE.

AND THEN A FEW DAYS LATER HE STARTED GETTING HER BCD EMAILS.

HE'D NEVER RUN FOR OFFICE.

THEY NEVER EXCHANGED CORRESPONDENCE.

A COUPLE OF WEEKS LATER, HE STARTS DONATING TO HER CAMPAIGN AFTER HE'D GOTTEN THOSE MESSAGES.

SOUNDS PRETTY SUSPICIOUS.

KIND OF LIKE THE THING LAW ENFORCEMENT SHOULD BE TAKING A LOOK AT.

ONE LAST THING TO THE NEO PURITAN [INAUDIBLE] CLUTCHES IN THE AUDIENCE.

SCHOOLS ARE REQUIRED, 30 SECONDS, FILTERS ON THEIR COMPUTERS.

IF YOU DON'T WANT YOUR KIDS LOOKING AT THINGS THAT YOU THINK ARE PRURIENT, TAKE THEIR SMARTPHONES AWAY.

IN REGARDS TO THE LIBRARY BOOKS THAT YOU ALL THINK ARE SALACIOUS.

IT'S PRETTY SIMPLE.

DO YOUR JOB AS PARENTS.

USE THE EXISTING TOOLS THAT ARE THERE TO SAY, NO, MY KID CAN'T CHECK THESE OUT.

YOU KNEW THEY WERE THERE, BUT YOU CHOSE TO IGNORE THEM AND TO NOT DO YOUR JOB AS A PARENT.

DON'T MAKE OTHER PEOPLE SUFFER.

YOUR TIME IS UP. THANK YOU.

NEXT ON THE NEXT SPEAKER IS TATIANA ALFANO SPEAKING OFF THE AGENDA.

HOLD ON ONE SECOND. WAIT FOR THE MICROPHONE GO AHEAD. THIS IS MY SON, QUENTIN PROCTOR.

GIVEN ALL THE MEDIA ON MY SON AND I THIS WEEK, I WOULD HOPE THAT YOU GUYS GIVE US THE FULL AMOUNT OF TIME NEEDED TO READ THIS.

IT DOES TAKE MORE THAN THE AMOUNT OF TIME.

ROUND ROCK ISD HAS A DANGEROUS, MISINFORMED AND SYSTEMIC CULTURE OF ABUSE.

EVERY RESTRAINT SECLUSION PERFORMED ON A CHILD IS CONSIDERED AN ADVERSE CHILDHOOD EXPERIENCE, AKA TRAUMA.

AS PROFESSIONAL CHILD EDUCATORS, I AM CONFIDENT I DO NOT HAVE TO EDUCATE YOU ON THE OUTCOMES OF ACES AND THEIR IMPACTS ON THE INDIVIDUAL, THE FAMILY, THE COMMUNITY, AND OVERALL PUBLIC HEALTH.

MY SON QUINTON HAS BEEN A SPECIAL EDUCATION STUDENT HIS ENTIRE ACADEMIC CAREER.

HE'S BEEN AT GOALS FOR THREE YEARS AND IN THE ELEMENTARY ACHIEVED PROGRAM BEFORE THAT, HE REPORTS, WITNESSING APPROXIMATELY ONE RESTRAINT SECLUSION ALMOST EVERY SINGLE DAY AT GOALS.

TO BE CLEAR, THIS IS A SCHOOL WITH ONLY ABOUT 30 STUDENTS.

AND IN THE ELEMENTARY PROGRAM, IT'S HAPPENING EVEN MORE FREQUENTLY.

MULTIPLY THAT BY 100 AND DAY IS AN INSTRUCTIONAL CALENDAR THAT IS A GROSS FAILURE.

IN 2009, THE GOVERNMENTAL ACCOUNTABILITY OFFICE FOUND HUNDREDS OF CASES OF ALLEGED ABUSE AND DEATH RELATED TO THEIR RESTRAINT SECLUSION IN SCHOOLS.

IT'S ADMITTED THAT THEN THAT MORE THERE'S MORE LARGELY BECAUSE IT GOES UNREPORTED 88% OF RESTRAINT.

SECLUSION IS PERFORMED ON CHILDREN WITH DISABILITIES, MANY WHO ARE NONVERBAL.

AND BECAUSE REPORTING REQUIREMENTS VARY BY STATE AND DISTRICT.

THE GOVERNMENT ACCOUNTABILITY OFFICE HAS TESTIFIED THAT RESTRAINTS CAN BE DANGEROUS BECAUSE THEY INVOLVE PHYSICAL STRUGGLING, PRESSURE ON THE CHEST OR OTHER INTERRUPTIONS IN BREATHING. IN 2012, FEDERAL GUIDELINES FROM THE RESOURCE MANUAL ON RESTRAINT SECLUSION WAS PUBLISHED AND OUTLINED 15 PRINCIPLES.

YOUR TIME IS UP. YEAH.

IN POINT OF ORDER. THERE'S TOO MUCH MEDIA.

I'M SORRY. YOUR TIME IS A POINT OF ORDER.

MY SON IS OWED AN APOLOGY AFTER BEING THROWN.

I'M SORRY. YOUR TIME IS EXPIRED.

YOUR SON CAN CONTINUE.

HE IS OUR NEXT SPEAKER.

POINT OF ORDER.

I MOVE TO ALLOW THE SPEAKER TO FINISH HER STATEMENT.

I MOVE TO ALLOW THE SPEAKER TO FINISH HER STATEMENT.

THANK YOU. I DON'T HAVE A SECOND.

AND SO I CAN'T. I DON'T HAVE A SECOND.

WOULD ANYBODY LIKE TO SECOND THAT, PLEASE? I THINK THE AUDIENCE WOULD LIKE TO SECOND THAT.

I'M SORRY, YOUR TIME HAS EXPIRED.

WE'RE ALLOWED 2 MINUTES PER SPEAKER.

WE CAN HAVE AN AUDIENCE.

I'M SORRY. WE'RE GOING TO TAKE A RECESS.

IT IS 6:45.

WE'RE GOING TO TAKE A FIVE MINUTE RECESS.

IT IS 650.

WE ARE BACK IN SESSION.

OUR NEXT SPEAKER IS QUENTIN PROCTOR, SPEAKING OFF THE AGENDA.

WOULD YOU LIKE TO SPEAK? I WOULD LOVE TO SPEAK WITH YOU.

OUR NEXT SPEAKER IS QUENTIN PROCTOR.

OUR NEXT SPEAKER IS ASIF SHIRAZ SPEAKING OFF THE AGENDA.

AND YOU DO LIVE IN THE DISTRICT.

[01:00:05]

IN A RECENT CONGRESSIONAL HEARING, SENATOR RAND PAUL ASKED SECRETARY OF STATE RACHEL LEVINE A VERY SIMPLE QUESTION.

HE ASKED HER THAT DR.

LEVINE SUPPORTS GIVING PUBERTY BLOCKERS TO MINORS AND SURGICAL DESTRUCTION OF MINORS GENITALIA.

HE ASKED HER IF SHE BELIEVES THAT A MINOR IS CAPABLE OF MAKING SUCH A DECISION, A LIFE CHANGING DECISION THAT AFFECTS THEIR WHOLE LIFE.

IN THE RECORDED VIDEO.

SHE DEFLECTS THE QUESTION AND ONLY SAYS THE TRANSGENDER MEDICINE IS A NUANCED FIELD AND SHE CAN COME TO HIS OFFICE TO DISCUSS IT.

BUT THE QUESTION, DOCTOR, THE QUESTION DR.

PAUL RAISED IS A VERY IMPORTANT ONE WE MUST ASK.

ARE MINORS CAPABLE OF MAKING SUCH DECISIONS WITHOUT THEIR PARENTAL CONSENT? BUT WHAT IS HAPPENING IN OUR SCHOOLS IS THAT A SMALL MINORITY OF INDIVIDUALS ARE WORKING TIRELESSLY TO MAKE A BUNCH OF POLITICALLY MOTIVATED, INDOCTRINATING AND NONSCIENTIFIC MATERIAL AVAILABLE TO LIBRARIES THAT PROGRAMS CHILDREN TO TAKE THEIR SLIGHTEST TO MISTAKE THEIR SLIGHTEST GENDER NONCONFORMITY AS AN ACUTE GENDER DYSPHORIA REQUIRING MEDICAL INTERVENTION AND, IF NEED BE, WITHOUT THEIR PARENT'S CONSENT.

[INAUDIBLE] IS ITSELF A LINGUISTIC RHETORICAL TERM WITH INSERT NEW NONSCIENTIFIC VOCABULARY IS USED TO FORCIBLY ADVANCE A CERTAIN VIEW OF THE WORLD AND OUR CHILDREN, SETTING THEM ON A PATH TO SELF-DESTRUCTION AND PSYCHOLOGICAL DAMAGE.

WE REQUEST THIS BOARD AS STANDARD BEARERS OF A FREE SOCIETY TO PROTECT OUR SCHOOLS FROM SUCH ONE SIDED, ALMOST RELIGIOUS INDOCTRINATION AT SUCH A TENDER AGE. WE REQUEST THAT YOU BLOCK SUCH MATERIAL FROM OUR SCHOOL LIBRARIES AND ESTABLISH A MECHANISM THAT INCLUDES MORE PARENTAL INVOLVEMENT IN DECIDING WHAT OUR CHILDREN GET TO READ. THANK YOU [APPLAUSE].

THANK YOU. NEXT IS RABIA SHAIKH.

AND YOU DO LIVE IN THE DISTRICT, RABIYA SHEIKH.

[INAUDIBLE] OKAY, NEXT IS REMI MAURICE.

AND YOU DO LIVE IN THE DISTRICT.

I LIVE IN THE DISTRICT.

I'M A I'M A TAXPAYER.

AND YOU WORK FOR ME.

HOW LONG AGO? HOW LONG AGO HAVE YOU GUYS BEEN INVOLVED IN IN THE SCHOOL DISTRICT? 32 YEARS.

HOW LONG? RAISE YOUR HAND.

IF IT'S BEEN ABOUT 32 YEARS.

NOTHING. MY KIDS WENT THROUGH THIS SCHOOL DISTRICT WHEN MY SON WAS IN FOURTH GRADE.

HE WAS LINED UP AGAINST THE WALL.

THE TEACHER HAD HIM LINED UP AGAINST THE WALL WITHOUT A SHIRT.

AND HE TWISTED HIS NIPPLES.

THIS IS 32 YEARS AGO.

I WAS PISSED.

I LOOKED UP CHILD LURES FROM KEN WOOTEN.

HE'S A REPORTER THAT INTERVIEWED 1000 CHILD MOLESTERS AND ASKED THEM, WHAT DO YOU DO TO MOLEST KIDS? HOW DO YOU LURE THEM TO YOU? SO HE WROTE A CURRICULUM CALLED CHILD LURES IN THAT HE LISTED TEN THINGS THAT CHILD MOLESTERS DO TO BRING KIDS TO THEM.

ONE OF THEM IS BEING AN AUTHORITY.

ONE OF THEM IS BEING GIVING THEM TREATS OR DOING SPECIAL THINGS FOR THEM.

IN THIS SEARCH TO HELP MY CHILD.

I WENT TO THE PRINCIPAL AND I TOLD HIM WHAT WAS HAPPENING.

THE NEXT YEAR, THAT CHILD, THAT TEACHER WAS NO LONGER IN THE SCHOOL.

I TOOK A CLASS ON HOW TO PROTECT KIDS.

AND IN THAT CLASS I LEARNED THAT IN 2026, CHILD PREDATORS WANT THEIR STYLE OF LIVING AS COMMON AS ANYONE ELSE.

THE WHITE ON THE GAY FLAG IS FOR INNOCENCE.

THE PINK AND BLUE ARE FOR KIDS.

DO YOU GUYS KNOW WHERE YOU'RE HEADING? GET THAT STUFF OUT OF THE SCHOOLS.

GET THAT AWAY FROM OUR KIDS.

YOUR TIME IS UP. THANK YOU.

YOURS IS.

NEXT ON THE NEXT SPEAKER IS ALAN MARTINSON.

ALAN MARTINSON.

DON'T SEE.

NEXT IS DON ZIMMERMAN.

AND YOU DO LIVE IN THE DISTRICT.

GOOD EVENING. I'M DON ZIMMERMAN.

I'VE BEEN IN THE DISTRICT FOR 22 YEARS.

THE FIRST THING I WANT TO DO IS COMMEND SOME OF THE MUSLIM PARENTS THAT HAVE COME HERE FOR THE FIRST TIME TO EXPRESS THEIR OUTRAGE TO THE INAPPROPRIATE MATERIALS IN THE LIBRARY AND THE SEXUALIZING OF OUR CHILDREN.

I'M GOING TO REMIND ALL THE FIVE BOARD MEMBERS TONIGHT OF SOMETHING EXTREMELY IMPORTANT, THE WORLD'S GREATEST TEACHER.

[01:05:06]

THAT WILL BE THE ONE THAT HAS BEEN EXCLUDED FROM EDUCATION.

EDUCATION UNDER THE SPECIOUS BANNER OF INCLUSIVE EDUCATION.

THE WORLD'S GREATEST TEACHER MADE A STATEMENT ABOUT CHILDREN.

THERE ARE BILLIONS OF PEOPLE IN THIS WORLD, EVERY ONE OF THEM UNIQUE, EVERY ONE CREATED BY ONE GOD.

AND WHAT HE SAID IS IF ANY OF YOU CAUSE ONE OF THESE LITTLE CHILDREN TO STUMBLE.

AND THAT MEANS TRANSGENDERISM AND TRANSPHOBIA.

YOU KNOW, THESE ARE DYSPHORIA IS A DANGEROUS THING IN A CHILD IF YOU ENCOURAGE THEM AND CAUSE THEM TO STUMBLE.

HE SAYS IT'S BETTER FOR YOU TO HAVE A STONE TIED AROUND YOUR NECK AND BE DROWN IN THE SEA.

THAT'S HOW SERIOUS THIS IS.

IT'S VERY, VERY SERIOUS.

I DON'T WANT TO HEAR ANY MORE OF THIS LABELING OF CHILDREN, ESPECIALLY PRE-PUBESCENT CHILDREN.

THAT'S A TRANS CHILD.

THAT'S A GAY CHILD.

THAT'S A NON-BINARY CHILD.

THAT IS WHAT ABUSERS DO.

JUST LIKE YOU HEARD FROM THIS CONCERNED PARENT.

SO WITH THAT, I WANT TO SAY HAVE A BLESSED EVENING AND WE'LL SEE YOU ON ELECTION DAY [APPLAUSE].

THANK YOU. NEXT IS ABU [INAUDIBLE].

AND YOU DO LIVE IN THE DISTRICT.

[INAUDIBLE].

HE LEFT.

NEXT TO JENNIE GUSTIN.

YOU'RE SPEAKING OF AGENDA AND YOU DO LIVE IN THE DISTRICT.

GOOD EVENING, COMMUNITY.

MY NAME IS JENNIE GUSTIN AND I'M SPEAKING ON BEHALF OF ACCESS, EDUCATION, ROUND ROCK ISD IN SUPPORT OF OUR ENDORSED CANDIDATES, ALL OF WHOM ARE ENDORSED ALSO BY EDUCATION ROUND ROCK OUR LOCAL TEACHERS UNION.

IN PLACE [INAUDIBLE] IN PLACE THREE TRUSTEE AMBER FELLER IN PLACE FOR ALICIA MARCO PLACE FIVE TRUSTEE AMBER WEIR PLAY SIX TRUSTEE TIFFANIE HARRISON. EARLY VOTING STARTS THIS COMING MONDAY, OCTOBER 24TH.

THANK YOU FOR BEING INVOLVED IN SUCH A CRITICAL ELECTION.

WE WOULD ALSO LIKE TO VOICE OUR SUPPORT OF ITEM I ONE TO SUPPORT OUR STAFF.

THANK YOU VERY MUCH. NEXT IS MONTE ALBERT AND SPEAKING OFF AGENDA.

AND DO YOU LIVE IN THE DISTRICT? I LIVE IN PFLUGERVILLE. OKAY, GREAT.

THANK YOU. SO I AM HERE BECAUSE I HEARD FROM SOME OF MY COMMUNITY MEMBERS.

BUT BASICALLY, I GREW UP IN PAKISTAN, BUT I HEARD THAT SOME PEOPLE INVITED A LOT OF MUSLIMS TO PROTEST BOOKS ABOUT LGBT PEOPLE.

I AM A GAY MEMBER.

YOU CAN LOOK AT ME. I HAVE A CHILD AS WELL HERE.

AND WHAT THEY ARE DOING IS VERY DANGEROUS BOOKS.

BOOKS SHOULD NEVER BE BANNED.

IF YOU THINK IT'S UNNATURAL, IT'S YOUR BELIEF.

RIGHT? BUT. BUT DOESN'T MEAN THAT THAT'S THE ONLY POINT OF VIEW YOU HAVE.

SO I WANT LGBT PEOPLE RESPECTED.

AND WE HAVE LGBT FAMILIES, KIDS WHO HAVE LGBT PARENTS.

AND IF YOU TEACH YOUR CHILDREN THAT LGBT PEOPLE DON'T EXIST OR THEY ARE DEVIANTS, THEN HOW DO YOU WHAT ARE YOU TEACHING YOUR CHILD? YOU YOU SHOULD TEACH YOUR CHILD TO HAVE EMPATHY FOR FELLOW HUMAN BEINGS, REGARDLESS OF WHAT RELIGION OR NON RELIGION YOU HAVE. IT'S IT'S NOT YOUR BUSINESS TO IMPOSE YOUR RELIGIOUS VIEWS ON OTHER PEOPLE IF YOUR RELIGION PRACTICE IT YOURSELF, BUT YOU DO NOT HAVE THE RIGHT TO TAKE AWAY SOMEONE ELSE'S RIGHTS.

AND I REALLY LIKE MY MUSLIM FRIENDS TO BE OPEN MINDED ABOUT IT.

IF THEY HAVE CHILDREN WHO ONE DAY SAY THEY ARE GAY, THEY SHOULD LOVE, LOVE THEM NO MATTER WHAT BECAUSE I KNOW I GREW UP IN A MUSLIM FAMILY AND FOR 29 YEARS I DID.

I DID NOT EVEN COME OUT OF THE CLOSET.

BUT AND IT'S A IT'S A REALLY LONG STRUGGLE TO TO COME OUT AND BE AUTHENTIC TO YOURSELF.

BUT IT HAS TO I SEE A LOT OF PEOPLE DESTROYING THEIR LIVES BECAUSE THEY CANNOT COME OUT.

THANK YOU. THANK YOU. THANK YOU.

NEXT IS [INAUDIBLE].

DO YOU LIVE IN THE DISTRICT? SORRY. DO YOU LIVE IN THE DISTRICT? OH, WONDERFUL. THANK YOU.

HI. MY NAME IS [INAUDIBLE].

WELL, AND MY TWO CHILDREN GRADUATED FROM RISD.

[01:10:03]

THANK YOU VERY MUCH. IT WAS.

THEY'RE DOING VERY WELL. THANK YOU.

SO I DO.

I DO WANT TO TALK ABOUT THE HOMOSEXUAL ISSUE AND THE BOOKS THAT ARE IN OUR PUBLIC SCHOOLS, AND IT IS COMPLETELY AGAINST HUMAN DECENCY WHAT IS PRESENTED.

MY FRIEND WHO WAS HERE, HE DID NOT HE SHOWED ME THE BOOKS THAT WERE THAT ARE IN THE LIBRARY.

I MEAN, FOR HOMOSEXUAL ACTS BETWEEN CONSENTING ADULTS.

YES. NO ONE IS SAYING THAT YOU CAN THAT YOU CANNOT DO WHAT YOU WANT.

BUT THESE BOOKS ARE IT'S ESSENTIALLY PORNOGRAPHY.

AND THIS IS BEING INDOCTRINATED ONTO US BY A VERY VOCAL MINORITY FROM HOLLYWOOD.

AND IT'S INDOCTRINATION ON OUR TV, ON AND ON OUR BOOKS.

AND THIS IS NOTHING BUT BUT PORNOGRAPHY MADE MADE MAINSTREAM.

THANK YOU VERY MUCH. THANK YOU VERY MUCH [APPLAUSE].

OUR LAST SPEAKER IS DON MOGUL.

AND YOU DO LIVE IN THE DISTRICT.

YES. GOOD EVENING, BOARD.

IT'S A PLEASURE TO BE HERE.

SEVERAL YEARS AGO, I PROBABLY NEVER WOULD HAVE THOUGHT I WOULD BE ADDRESSING YOU TODAY.

HOWEVER, WHEN I SEE THE THINGS THAT ARE GOING ON IN OUR COUNTRY, I FEEL THAT I HAVE AN OBLIGATION TO VOICE MY CONCERNS. AND WHAT I'M HEARING IS IS SHOCKING TO ME.

I ECHO MY CONCERNS THAT CHRISTIE SLAPE GOT UP AND AND SPOKE ABOUT EARLIER.

I AGREE WITH THAT.

AND I DO AGREE ALSO WITH ONE GENTLEMAN WHO SAID THAT WE SHOULD BE EDUCATING OUR CHILDREN'S CHILDREN AND NOT INDOCTRINATING THEM.

AND SO I THINK SOME OF THESE PORNOGRAPHIC MATERIALS THAT FIND THEMSELVES IN OUR LIBRARIES, THEY HAVE NO PLACE.

I WOULD REQUEST THAT YOU ALL WOULD DO YOUR PART TO GET RID OF THEM.

BAN THEM FRANKLY, I THINK IT MIGHT BE A GOOD IDEA AND I KNOW THERE WOULD BE SOME PEOPLE THAT WOULD DISAGREE WITH THAT.

BUT THIS, THIS TYPE OF THING IS JUST SHOULD NOT BE IN THE SCHOOLS.

NOW, WHEN THESE KIDS GROW UP, HEY, YOU KNOW, THERE'S ALL KINDS OF STUFF IF THEY WANT TO LOOK AT THESE MATERIALS.

I MEAN, THERE'S PLACES WHERE THEY CAN LOOK.

IT DOESN'T BELONG IN THE SCHOOL.

IF YOU WANT TO BE CONCERNED ABOUT TEACHING, READING, WRITING AND ARITHMETIC, NOT ABOUT INDOCTRINATING THEM TO ANOTHER LIFESTYLE, IF THEY WANT TO CHOOSE THAT LIFESTYLE, WELL, THEN THAT'S THEIR DECISION LATER ON IN LIFE.

I DON'T THINK IT'S THE SCHOOL BOARD OR THE SCHOOL'S RESPONSIBILITY TO TRY TO ENCOURAGE THAT BEHAVIOR.

AND SO ANYWAY, THAT'S MY CONCERN.

AND I COME AS A CONCERNED GRANDFATHER.

I DON'T HAVE ANY KIDS IN YOUR SCHOOL SYSTEM, BUT I DO HAVE A COUPLE OF GRANDKIDS.

AND I'M VERY CONCERNED THAT SOME OF THESE KIDS ARE GOING TO GROW UP IN A DIFFERENT COUNTRY THAN I GREW UP IN.

THANK YOU FOR YOUR TIME AND I WISH YOU WOULD RESPECTFULLY CONSIDER WHAT I JUST SAID.

THANK YOU VERY MUCH [APPLAUSE].

THAT CONCLUDES OUR PUBLIC COMMENT PORTION OF THE AGENDA.

WE'RE GOING TO MOVE ON TO AGENDA ITEM F ONE, THE LSG MONITORING REPORT.

[F. SUPERINTENDENT REPORTS]

GOAL TWO PROGRESS MEASURES.

2.1, 2.2 AND 2.3.

I'LL TURN IT OVER TO DR.

AZAIEZ. THANK YOU AGAIN.

PRESIDENT FELLER BOARD MEMBERS, COMMUNITY MEMBERS AND STAFF.

SO IT'S BASED.

BASED ON OUR BASED ON OUR PROGRESS MONITORING CALENDAR.

IT'S OUR. WE ARE HAPPY TO COME TO YOU TONIGHT AND SHARE WITH YOU GOAL PROGRESS MEASURES BEGINNING WITH UPDATE REGARDING GOAL NUMBER 2.22 WHICH IS ALSO HAS PM NUMBER 2.1, 2.2 AND 2.3.

AND THAT HAS TO DO WITH EARLY MATH K THROUGH 12.

I'M SORRY. SO, RYAN.

POINT OF ORDER.

CAN WE JUST GIVE EVERYONE A SECOND THAT WANTS TO LEAVE? AND BECAUSE WE'RE ABOUT TO TALK ABOUT OUR OUR GOAL PROGRESS MEASURES.

SO I THINK MR. SMITH AND HIS STAFF DESERVE A QUIET FLOOR SO THAT THEY CAN PRESENT TO THE BOARD THEIR INFORMATION.

ALL RIGHT. LOOKS LIKE EVERYBODY'S LEFT NOW.

THAT'S GOING TO BE LEAVING, SO WE'LL TURN IT OVER TO MR. SMITH. ALL RIGHT.

THANK YOU. PRESIDENT FELLER, DR.

AZAIEZ, AND EVERYBODY.

I'M JOINED TONIGHT BY MARIANNE MAXWELL.

SHE'S OUR EXECUTIVE DIRECTOR OF TEACHING AND LEARNING WITH THE DISTRICT.

AND AS DR. AZAIEZ MENTIONED, WE ARE HERE TO GIVE AN UPDATE ON OUR BEGINNING OF YEAR, KINDERGARTEN, FIRST AND SECOND GRADE MATH SCREENER.

SO THIS IS AN ASSESSMENT THAT WE'LL BE SHARING UPDATES ON THROUGHOUT THE YEAR.

WE'LL HAVE A MIDDLE OF YEAR ASSESSMENT AND THEN AN END OF YOUR ASSESSMENT.

AND SO WE'LL BE COMING BACK PROBABLY FOR THE MATH ONE WE'LL BE COMING BACK AFTER THE FIRST OF THE YEAR TO GIVE THAT MIDDLE OF YOUR UPDATE.

NEXT MONTH, WE'LL BE COMING WITH OUR BEGINNING OF YOUR LITERACY UPDATE.

BUT THIS MONTH ON OUR CALENDAR, WE DO HAVE MATH AS THE TOPIC.

SO, JENNIFER, YOU CAN GO AHEAD AND MOVE US RIGHT ALONG.

SO THIS FIRST SLIDE IS JUST A REMINDER OF OUR OVERALL BOARD GOAL.

[01:15:01]

SO THAT'S, OF COURSE, BASED ON OUR ON OUR THIRD GRADE STAAR RESULTS.

SO WE'LL HAVE THAT AT THE END OF THE YEAR.

BUT JUST AS A REMINDER FOR OUR 2023 THIRD GRADE STAR METRICS FOR EACH STUDENT GROUP, THESE ARE THE TARGETS THAT WE'RE WORKING TOWARDS FOR NEXT YEAR.

OF COURSE, THIS PAST YEAR, THE 2022, WE MET EACH STUDENT GROUP TARGET ON THIRD GRADE STAAR.

SO WE'RE EXPECTING TO DO THAT ONCE AGAIN.

BUT OF COURSE, THAT COMES MUCH LATER IN THE YEAR.

COMING UP TO THE NEXT SLIDE.

THEN JENNIFER, JUST WANT TO GIVE SOME BACKGROUND ON AIMSWEB PLUS.

SO THAT'S THE ASSESSMENT THAT WE USE FOR ELEMENTARY MATH SCREENING THROUGHOUT THE YEAR.

OF COURSE, KINDERGARTEN THROUGH FIFTH GRADE STUDENTS TAKE IT.

WE REPORT TO YOU GUYS IN LSG FOR KINDER FIRST AND SECOND AS OUR PROGRESS MONITORS, BUT IT'S INCLUDED IN ENGLISH AND SPANISH.

SOME STUDENTS MIGHT TAKE IT IN BOTH LANGUAGES.

SO IN FOR OUR RESULTS, THE HIGHER OF THE TWO IS THE SCORE THAT THAT WE USE.

IT CREATES A COMPOSITE PERCENTILE FOR THE STUDENTS, AND TO BE CONSIDERED ON TRACK, THE STUDENTS NEED TO SCORE AT THAT 40TH PERCENTILE BASED ON THE NATIONAL AND DISTRICT NORMS. SOME BACKGROUND ALSO. SO WE HAVE WINDOWS FOR OUR SCREENERS.

SO THE CENSUS WAS THE BEGINNING OF THE YEAR SCREENER THE STUDENTS TOOK THIS ASSESSMENT BETWEEN AUGUST 22ND AND SEPTEMBER 16TH.

SO IT'S REALLY GIVES US A GOOD PICTURE OF HOW STUDENTS ARE ENTERING INTO THE SCHOOL YEAR.

OBVIOUSLY, WE SEE A LOT OF GROWTH THROUGHOUT THE YEAR.

SO OFTENTIMES THE DATA THAT MEANS THE MOST TO US IS WE'RE MEASURING THROUGHOUT THE YEAR IS THAT BEGINNING OF YEAR COMPARED TO MIDDLE OF YEAR.

SO WE DO EXPECT TO SEE SOME GOOD GROWTH IN THOSE TWO TWO METRICS.

YOU TYPICALLY SEE MORE GROWTH FROM BEGINNING IN THE MIDDLE THAN WE DO COMPARING LIKE BEGINNING TO BEGINNING.

BUT WE DO WANT TO HAVE SOMETHING TO COMPARE TODAY.

SO WE ARE GOING TO COMPARE IT BEGINNING TO BEGINNING.

BUT WHEN WE COMPARE BEGINNING TO MIDDLE, WE'LL SEE MORE GROWTH.

THE KINDER AND FIRST GRADE IS A AS A FACE TO FACE ASSESSMENT.

IT'S NOT ONLINE, IT'S WITH THE TEACHER AND THE STUDENT.

SECOND GRADE IS AN ONLINE ASSESSMENT.

FIRST GRADE ASSESSMENT TAKES ABOUT 10 TO 15 MINUTES PER STUDENT FOR TEACHERS TO COMPLETE AND GENERALLY 20 TO 30 MINUTES FOR THE SECOND GRADERS TO TAKE IT, TAKE IT ONLINE.

AND LIKE I SAID, THAT MIDDLE OF YOUR WINDOW IS GOING TO COME AROUND IN JANUARY.

SO WE'LL COME BACK AFTER THAT TO GIVE YOU AN UPDATE ON WHERE WE'RE PROGRESSING THROUGHOUT THE YEAR.

NEXT SLIDE, JENNIFER, THIS IS JUST A REMINDER OF OUR INDIVIDUAL TARGETS FOR EACH GRADE LEVEL AND OF COURSE, OUR END OF YEAR TARGET FOR KINDER.

THIS YEAR, 71 FIRST GRADE IS 69 AND SECOND GRADE IS 80.

AND AGAIN, THAT'S THAT'S BASED ON THE SCREENER, THE TARGET THAT WE'RE WE'RE WORKING TO GET TO.

AND THEN JUMPING RIGHT IN TO THE DATA ON THE NEXT SLIDE.

SO THIS IS KINDERGARTEN.

SO AGAIN, THIS IS LOOKING AT THE BAR GRAPH ON THE LEFT.

THE GRAY ONE SHOWS THE BEGINNING OF YOUR RESULTS FROM LAST YEAR.

IT WAS JUST A YEAR AGO WHEN WE HAD ABOUT 5000 STUDENTS IN OUR VIRTUAL LEARNING PROGRAM.

HAPPY TO REPORT. OBVIOUSLY EVERYBODY'S BACK ON CAMPUS THIS YEAR, BUT THAT DATA IS INFLUENCED BECAUSE ABOUT 500 KIDS PER GRADE LEVEL DIDN'T TAKE THIS ASSESSMENT LAST YEAR AND THEY TOOK IT THIS YEAR.

SO REALLY, UNTIL WE GET TO THAT MIDDLE OF YEAR ASSESSMENT, THIS YEAR WILL BE THE FIRST TIME THAT WE HAVE CONSISTENT DATA YEAR TO YEAR OF ALL THE STUDENTS TAKING IT.

AS AIMSWEB KINDER IN FIRST GRADE.

LIKE I MENTIONED, IT'S A IT'S A HANDS ON ASSESSMENT SO KIDS CAN REALLY DO IT FROM HOME LAST YEAR.

SO WE DIDN'T HAVE THEM TAKING TAKING AIMSWEB.

SO AS YOU CAN SEE, WE HAD ABOUT 48% LAST YEAR OF STUDENTS ON CAMPUS THAT SCORED ABOVE THAT 40TH PERCENTILE THAT ARE ON TRACK AT THE BEGINNING OF YEAR.

THIS YEAR, WE'RE LOOKING AT 54% OF KINDERGARTEN.

OF COURSE, THAT END OF YEAR TARGET, WE'RE LOOKING AT A 71 AND WE'LL CONTINUE TO SEE GROWTH THROUGHOUT THE YEAR AS STUDENTS, STUDENTS PROGRESS.

REALLY THE MOST INTERESTING THING TO ME OFTENTIMES IN THIS KINDERGARTEN DATA, BECAUSE IT COMES SO EARLY IN THE YEAR, IS WHEN YOU LOOK AT THE CAMPUS DATA AND YOU GUYS HAVE THE REPORT THAT HAS THE CAMPUS BREAKDOWNS IS YOU REALLY GET A PICTURE OF THE DIFFERENCES ON OUR CAMPUSES OF HOW STUDENTS COME TO US.

SO YOU CAN SEE ON SOME CAMPUSES WE'VE GOT PRETTY HIGH NUMBERS, SOME CAMPUSES THAT NUMBER IS MUCH LOWER.

AND IT PAINTS A REALLY CLEAR PICTURE OF THE DIVERSITY ACROSS OUR OUR COMMUNITY OF HOW STUDENTS COME INTO CAMPUSES BECAUSE THEY TAKE THIS ASSESSMENT IN KINDERGARTEN, REALLY BEFORE WE'VE HAD TOO MUCH OF A CHANCE TO REALLY WORK WITH THEM TOO MUCH.

SO IT'S JUST IT'S JUST ALWAYS A GREAT REMINDER OF HOW DIFFERENT A LOT OF OUR CAMPUSES ARE LOOKING AT FIRST GRADE, THE NEXT ONE.

SO WE DID WE SAW ABOUT FOUR PERCENTAGE POINTS GROWTH.

AGAIN, THE IN THE TOTAL NUMBER OF TEST TAKERS IS QUITE DIFFERENT FROM YEAR TO YEAR, BUT WE'LL SEE THAT CONSISTENCY ONCE WE GET TO THAT MIDDLE OF YEAR.

AND AGAIN, WE'RE LOOKING AT THESE NUMBERS IN THE AGGREGATE ACROSS CAMPUSES.

SO WE DON'T SEE A TON OF MOVEMENT, BUT INDIVIDUAL CAMPUSES, AS MS. MAXWELL IS GOING TO TALK A LITTLE BIT ABOUT HOW CAMPUSES DIVE INTO THE DATA, THEY SEE MORE CHANGE YEAR TO YEAR BECAUSE THE NUMBERS ARE SMALLER, THEY COULD BE A LITTLE BIT MORE RESPONSIVE. SO WE DID SEE A FOUR POINT GROWTH IN JUST THAT BEGINNING OF YEAR, AT THE BEGINNING OF YOUR METRIC AT FIRST GRADE, AND WE DID SEE A THREE POINT DECLINE THEN IN

[01:20:05]

SECOND GRADE, BEGINNING OF YEAR TO BEGINNING OF YEAR.

AND WE'VE BEEN DIVING INTO THAT TO THAT DATA, LOOKING AT THE INDIVIDUAL CAMPUSES TO SEE WHERE WE SEE SOURCE IN THAT MOVEMENT.

THIS IS THE GROUP OF STUDENTS WHO WERE IN KINDERGARTEN TWO YEARS AGO.

SO THEY'RE ALMOST THAT ENTIRE YEAR THAT THEY HAD EXCUSE ME, WAS WAS INTERRUPTED INTERRUPTED SCHOOLING THROUGHOUT THE THROUGHOUT THE PANDEMIC.

BUT IT IS A 3.3.

DROP THERE. SO WE'RE GOING TO CONTINUE TO MONITOR THAT GROUP AND SHOULD EXPECT TO SEE SOME GROWTH IN THAT MIDDLE OF YOUR MIDDLE OF YOUR NUMBER.

AND WE ALWAYS WANT TO SHARE INDIVIDUAL STUDENT DEMOGRAPHIC GROUP DATA.

SO THE NEXT SLIDE, JENNIFER, YOU CAN JUMP TO THAT.

SO THIS IN YOUR IN YOUR WRITTEN REPORT, YOU HAVE A DATA TABLE THAT WE WANT TO START SHARING A BETTER VISUAL OF THAT.

IN MONTHS PAST, WE MIGHT HAVE SHARED JUST NUMBERS ON THE SCREEN HERE, BUT WE WANT TO ADD SOME VISUALS HERE.

SO WHAT WE'RE LOOKING AT, OF COURSE, IS KINDERGARTEN INDIVIDUAL STUDENT GROUPS.

AND THERE'S TWO, TWO DIFFERENT BAR CHARTS, THE ONE ON THE LEFT OF THE SAME COLOR AS LAST YEAR AT THE BEGINNING OF YEAR.

THE ONE ON THE RIGHT IS THIS YEAR, BEGINNING OF YEAR.

SO AGAIN, YOU CAN SEE SOME SOME SLIGHT INCREASES, SLIGHT DECREASES IN DIFFERENT STUDENT GROUPS.

AND THEN THAT DIAMOND, IS THAT END OF YOUR TARGET THAT WERE THAT WE'RE LOOKING TO MEET WITH THAT END OF YEAR END OF YEAR ASSESSMENT.

SO THIS SLIDE RIGHT HERE HAS KINDERGARTEN FIRST GRADE IS THE NEXT AGAIN SEE SOME SOME SLIGHT GROWTH, SOME SLIGHT DECLINES.

WE DIVE IN DEEPER, YOU KNOW, ON CAMPUSES WHEN WE WORK WITH THOSE INDIVIDUAL PROGRAMS. AND THEN FINALLY, THE LAST SLIDE TEN IS THAT SAME DATA LOOKING YEAR TO YEAR FOR SECOND GRADE.

AND WE TALKED A LITTLE BIT ABOUT THIS, OUR NEW SCREENER MONITORING REPORTS THAT WE SEND OUT AT THE ACADEMIC WORKSHOP LAST WEEK.

BUT I DID WANT TO JUST GIVE ANOTHER SHOUT OUT TO MISS SIMMONS, GOING TO BE HERE TONIGHT.

BUT HER TEAM SPENDS A LOT OF TIMES PUTTING TOGETHER A LOT OF DIFFERENT VIEWS OF THE DATA THAT WE'RE ABLE TO SEND OUT TO PRINCIPALS AND TEACHERS SO THEY CAN REALLY SPEND MORE OF THEIR TIME HAVING THOSE THOSE CONVERSATIONS WITHIN THEIR PROFESSIONAL LEARNING COMMUNITY MEETINGS AND OTHER TIMES WHEN THEY DON'T NEED TO SPEND AS MUCH TIME ACTUALLY CREATING REPORTS AND DATA VIEWS, WE CAN GIVE THAT TO THEM.

SO THEY CAN THEY CAN GET THAT.

SO AFTER EACH SCREENER CAMPUSES GET A PRETTY IN-DEPTH REPORT WHERE THEY CAN SEE THE DISTRICT WIDE DATA AND THEN THEY CAN CLICK THROUGH AND GET DOWN TO INDIVIDUAL STUDENTS ON THEIR CAMPUS SO THEY CAN THEY CAN RESPOND.

AND WE TALKED A LITTLE BIT LAST WEEK ALSO ABOUT DATA WISE, WHICH IS A PROCESS THAT WE'RE WORKING WITH ALL OF OUR CAMPUSES ON AROUND DATA LITERACY.

AND WE GAVE A LAST LAST WEEK.

REMEMBER, WE HAD A WE HAD A LONG ACADEMIC WORKSHOP.

SO I'M NOT GOING TO GO INTO A LOT OF DEPTH BACK ON DATA WISE, ON THE OVERALL IDEA OF WHAT IT IS.

BUT BUT MS. MAXWELL IS GOING TO DIVE A LITTLE BIT INTO JUST KIND OF PAINT A PICTURE FOR YOU OF WHAT IT ACTUALLY LOOKS LIKE.

SO I KNOW A LOT OF TIMES WE COME HERE AND WE SHARE THE DATA AND THEN WE SAY WE GO BACK, CAMPUSES DISAGGREGATE AND THEY DO THIS, ALL THIS STUFF.

BUT MS. MAXWELL AND HER TEAM SPEND A LOT OF TIME SUPPORTING CAMPUSES AS THEY DO THAT WORK.

SO WE ASKED HER TO JOIN US TONIGHT AND SHE CAN KIND OF PAINT A PICTURE OF WHAT THAT ACTUALLY LOOKS LIKE WHEN WE SAY WE'RE DOING THAT.

SO. MS. MAXWELL, YOU CAN TAKE IT FROM HERE.

OKAY. THANK YOU.

GOOD EVENING, DR. AZAIEZ, PRESIDENT FELLER AND BOARD OF TRUSTEES, AS MR. SMITH MENTIONED, JUST WANTED TO GET A LITTLE BIT INTO THE PROCESS OF DATA WISE.

AGAIN, YOU MET [INAUDIBLE] LAST WEEK WHO GAVE A PRESENTATION ON SOME ACCOUNTABILITY DATA, AND SHE ALSO HAS COME OUT AND WORKED WITH US AS A DISTRICT AND OUR PRINCIPALS, OUR ASSISTANT PRINCIPALS, AREA SUPERINTENDENTS AND OTHER TEACHING AND LEARNING LEADERS TO FAMILIARIZE OURSELVES WITH THIS DATA WISE PROCESS SO THAT WE COULD REALLY ALL ALIGN.

NOW, CAMPUSES HAVE BEEN LOOKING AT THEIR DATA FOR YEARS AND AND DOING DEEP DIGS INTO WHAT THEY COULD LEARN FROM THEIR DATA.

THIS IS REALLY OUR EFFORT TO ALIGN ACROSS CAMPUSES THE PROCESS THAT WE'RE USING TO LOOK AT DATA.

SO AS WE STARTED LEARNING THAT AND STARTED IMPLEMENTING THAT, WE THOUGHT WE'D TALK A LITTLE BIT ABOUT HOW IT MIGHT LOOK SPECIFIC TO THIS AIMSWEB MATH DATA.

SO ON THE NEXT SLIDE, YOU CAN SEE JUST SOME OF THE CRITICAL STEPS.

THERE ARE EIGHT STEPS, SO THEY'RE NOT ALL RIGHT HERE, BUT SOME OF THE CRITICAL PIECES IN THOSE STEPS ARE THAT THIS INVOLVES NOT JUST US AT THE DISTRICT LEVEL INCLUDES US, BUT NOT JUST US. THIS GOES TO CAMPUS LEVEL WHERE LEADERS AND TEACHER LEADERS AND TEAMS OF TEACHERS ARE WORKING TOGETHER COLLABORATIVELY TO TO LOOK AT THIS DATA.

THEY THEY GATHER ALSO OTHER INFORMATION.

SO I WANT TO SAY THAT TO THIS IS SCREENER DATA.

IT WILL POINT US IN THE RIGHT DIRECTION.

THAT'S WHAT IT'S INTENDED TO DO, IF YOU WILL.

IT'S LIKE A CHECK ENGINE LIGHT.

IT DOESN'T EXACTLY TELL YOU WHAT EVERYTHING THAT'S GOING WRONG, BUT IT TELLS YOU THERE MIGHT BE SOMETHING WRONG.

AND SO WHAT OUR TEACHERS DO IS THEY GET TOGETHER AND THEY LOOK AT FURTHER DATA THAT THEY SEE ON STUDENTS.

[01:25:03]

AND SO THAT CAN INCLUDE CLASSROOM OBSERVATIONS, THAT CAN INCLUDE STUDENT WORK THAT THEY'VE GATHERED SO FAR, OTHER ASSESSMENTS, FORMATIVE ASSESSMENTS THAT ARE EMBEDDED IN OUR CURRICULUM AND OTHER TYPES OF WAYS TO LOOK AT WHAT STUDENTS KNOW AND ARE ABLE TO DO.

AND SO THEY USE THAT MORE COMPREHENSIVE DATA TO TO PAIR AGAINST THE SCREENER DATA AND THEN IDENTIFY REALLY AT THAT POINT WHAT THEY SEE AS CONCERNS IN THE DATA AND HOW THEY MIGHT LOOK AT THEIR OWN TEACHER PRACTICES AND CHANGE SOME INSTRUCTIONAL PRACTICES THAT ADDRESS SPECIFIC CONCERNS IN THE DATA.

AND THEN AT THAT POINT, PART OF THIS DATA WISE PROCESS IS THAT THEY COLLABORATIVELY CREATE AN ACTION PLAN AND THEN THEY PUT THAT PLAN IN PLACE AND THEY MONITOR PROGRESS AND THEY'LL CHECK IT AGAIN AT MIDDLE OF THE YEAR TO SEE WHAT'S WORKED AND SEE WHETHER OR NOT THERE'S GROWTH IN THE SAME SCREEN OR THAT THEY GIVE AND THEN MAKE ADJUSTMENTS AS NEEDED AND CONTINUE TO CHECK ALL THROUGHOUT THE YEAR UNTIL WE GET TO THAT END OF YEAR DATA AND OF YEAR GOAL.

SO IF I WERE TO PAINT YOU A PICTURE OF WHAT THAT LOOKS LIKE WITH MATH AIMSWEB DATA, IF I'M A CAMPUS AND I'VE JUST RECEIVED MY MONITORING REPORT FROM ERICA SIMMONS AND HER TEAM, WE LOOK AT THAT, WE CLICK ON OUR DATA TOGETHER, WE LOOK ACROSS DISAGGREGATE AGAINST OUR DISAGGREGATE ACROSS OUR STUDENT GROUPS, AND THEN WE LOOK AT SPECIFIC SKILLS THAT WERE TESTED.

SO IF I'M A FIRST GRADE TEACHER ON THIS CAMPUS, WE MIGHT BE LOOKING SPECIFICALLY AT THOSE SKILLS THAT ARE TESTED AT FIRST GRADE.

I MIGHT, YOU KNOW, SEE THAT OUR STUDENTS HAVE A TREND THIS YEAR AND IT MAYBE IT COMPARES TO PREVIOUS TRENDS, HISTORICAL YEARS WITH AIMSWEB DATA THAT WE HAVE TROUBLE WITH NUMBER COMPARISONS AND DOING THAT FLUENTLY.

AND SO WHAT WE THEN DO IS LOOK AND SAY, OKAY, IF WE WANTED TO HAVE AN ACTION PLAN.

WHAT INSTRUCTIONAL STRATEGIES DO WE NEED TO PUT IN PLACE THAT REALLY ADDRESS FLUENCY AND COMPARING NUMBERS, SHARE STRATEGIES THAT AT THAT POINT IDENTIFY SOME RESOURCES THAT WE MAY NEED AND THEN GO AHEAD AND IMPLEMENT THAT THAT ACTION PLAN AND THOSE RESOURCES AND CHECK THAT PROGRESS A LITTLE BIT.

SO THOSE ARE REALLY THE KIND OF THE CRITICAL PIECES OF THAT PROCESS.

ON THE NEXT SLIDE, THE SLIDE, WE HAVE JUST KIND OF THE THE PIECES THAT MAKE THIS THE STRONGEST PROCESS IS ARE THAT THE TEACHERS THEMSELVES WHO ARE CLOSEST TO THE STUDENTS, CLOSEST TO THE DATA, CLOSEST TO THE ABILITY AND THE ABILITY TO REALLY IMPLEMENT THOSE INSTRUCTIONAL STRATEGIES.

THESE ARE THE PEOPLE THAT LOOK AT THE DATA AND THEY'RE EMPOWERED BY THEIR OWN DECISIONS.

RYAN MENTIONED A LITTLE BIT EARLIER, TOO, THAT EVERY SCHOOL WORKS WITHIN A DIFFERENT CONTEXT.

SO WHAT ONE FIRST GRADE TEAM SEES AT ONE SCHOOL MAY NOT AT ALL BE THE LEARNING CONCERN THAT A DIFFERENT SCHOOL SEES.

AND SO THAT'S WHY IT'S IMPORTANT FOR CAMPUSES TO LOOK AT THAT DATA PER THEIR OWN CAMPUS, THEIR OWN CONTEXT, THEIR OWN STUDENTS.

WE CAN TAKE SOME MOVES AT IT.

WE CAN LOOK AT HISTORICAL TRENDS ACROSS THE DISTRICT AND DECIDE AS A DISTRICT WE MAY NEED LEARNING PROFESSIONAL DEVELOPMENT IN A CERTAIN AREA, AND THAT'S WHERE WE PUSH IN.

BUT TYPICALLY, REALLY, CAMPUSES CAN GET DOWN TO THAT ROOT CAUSE FOR THEIR OWN STUDENTS IN THEIR OWN CONTEXTS.

SO IT SUPPORTS SCHOOLS. AND THOSE DATA DRIVEN SOLUTIONS REALLY BUILDS CAPACITY AND THE ABILITY TO LOOK AT DATA, BUT ALSO MAKE INSTRUCTIONAL DECISIONS THAT HAVE THE MOST IMPACT ON STUDENT LEARNING AND THEN ALLOWS OUR SCHOOLS TO CELEBRATE THOSE SUCCESSES AS THEY MOVE ALONG.

THEY'LL MONITOR THE PROGRESS, THEY'LL SEE THE MOVEMENT AND STUDENTS MAKE ADJUSTMENTS AS NEEDED, AS I MENTIONED, AND THEN REALLY CELEBRATE THE WORK THAT THEY'VE DONE FOR STUDENTS AT MIDDLE OF YEAR AND AGAIN AT END OF YEAR.

AND SO THIS NEXT SLIDE JUST SHOWS A FEW THINGS THAT WE WOULD DO THEN, KNOWING THAT THEY GO THROUGH THIS PROCESS LED BY THEIR CAMPUSES, THEIR CAMPUS LEADERS, WE GO AHEAD AND TRY TO PREPARE RESOURCES THAT MIGHT SUPPORT THEM.

SO WE HAVE SOME EMBEDDED RESOURCES IN OUR CURRICULUM.

NEXT STEP INTERVIEWS ARE AVAILABLE FOR ALL OF OUR STUDENTS.

AND WHAT THAT IS, IS JUST A TEACHER AND A STUDENT SITTING DOWN AND THEN GOING OVER SOME INFORMATION ABOUT WHAT THE STUDENT KNOWS, WHAT DOESN'T KNOW, AND THEN BUILDING RIGHT FROM THERE.

SO IT'S VERY DIFFERENTIATED, VERY INDIVIDUALIZED INSTRUCTION FOR EACH STUDENT IT EXISTED, ALL OF OUR MATH CURRICULUM LEVELS, ALL OF OUR GRADE LEVELS, UNIT PLANS, OF COURSE, THAT INCLUDE DEVELOPING NUMERACY AND THINGS THAT GO ALONG WITH THIS DATA BECAUSE WE KNOW THESE ARE CRITICAL SKILLS FOR OUR EARLY LEARNERS.

AND THEN A FEW OTHER THINGS ON HERE, INTENTIONAL SPIRAL REVIEWS, MAKING SURE THAT WE GO BACK TO CONTENT THAT WE'VE TAUGHT ALREADY AND GIVING STUDENTS OPPORTUNITIES AND EXTRA TIME TO MASTER AS THEY NEED.

AND THEN JUST OTHER TOOLS THAT WE HAVE THAT HELP THEM UNDERSTAND THE AIMSWEB DATA, WHAT WE HOW IT COMPARES TO THE TEKS THAT THEY'RE TEACHING, AND THEN SO THEY CAN LOOK AHEAD AT UNIT PLANS AND AND MAKE GOOD DECISIONS FOR THEIR STUDENTS.

ALL RIGHT. SO I THINK THE LAST LAST THING I JUST WANT TO ADD AGAIN IS THAT THAT, AS MARIANNE MENTIONED, THE THE WAY THAT WE MEASURE AND THE WAY THAT WE TRACK, YOU KNOW, THROUGHOUT THE YEAR IS THAT BEGINNING OF YEAR TO MIDDLE OF YEAR ASSESSMENT.

[01:30:01]

AS I SAID, BEGINNING OF YEAR AT THE BEGINNING OF YEAR, YOU KNOW, IS IS VALUABLE, BUT IT REALLY IS NOT AS VALUABLE TO US TO MAKE SURE THAT OUR INTERVENTIONS AND OUR SYSTEMS ARE WORKING AS THAT BEGINNING OF YEAR TO MIDDLE OF YEAR.

AND WHEN THAT MIDDLE OF YEAR DATA COMES IN, WE'LL BE RIGHT BACK TO THE SHARE.

SO WHAT QUESTIONS DO YOU HAVE FOR US? ALL RIGHT. FIRST LIGHT THAT I HAVE IS TRUSTEE HARRISON.

THANK YOU, PRESIDENT FELLER.

AND THANK YOU FOR THE PRESENTATION.

OBVIOUSLY, LOOKING AT THIS DATA, IT WAS PAINFUL.

THERE WERE MOMENTS OF IT THAT WERE VERY PAINFUL.

AND I HAD AN EXPERIENCE VISITING THE STONY POINT LEARNING COMMUNITY THIS PAST WEEK.

AND ONE THING I WAS REALLY IMPRESSED ABOUT I WON'T NAME THE PRINCIPAL UNLESS I SHOULD, BUT A MIDDLE SCHOOL PRINCIPAL HAD GONE INTO FIFTH GRADE AND WORKED WITH PARENTS IN FIFTH GRADE TO GET STUDENTS THAT WERE STRUGGLING INTO ADVANCED MATH, WHICH WE KNOW TRACKS THEM FOR SUCCESS IN HIGH SCHOOL.

AND SHE WENT FROM LIKE 20 STUDENTS INITIALLY TO 120 STUDENTS.

AND THAT INTENTIONALITY HAS REALLY HELPED HER STUDENTS HAVE ACCESS.

AND I'M CURIOUS ABOUT HOW DO WE DO THAT EARLIER, ESPECIALLY FOR BLACK AND HISPANIC FAMILIES? ECODYST HOW DO WE DO THAT EARLIER? AND WHERE IS THE FAMILY IN THIS EQUATION? AS I SAY, THE FIRST THING THAT COMES TO MIND ALWAYS IS IS PRE-K AND AND BUILDING OUT PROGRAMS AS EARLY AS WE CAN TO GET STUDENTS AS PREPARED AS POSSIBLE, YOU KNOW, COMING INTO SCHOOL. THE AS I MENTIONED IN THE BEGINNING, THE DATA THAT REALLY STICKS OUT TO ME IS THAT KINDERGARTEN, YOU KNOW, BEGINNING OF YOUR KINDERGARTEN AND LOOKING AT JUST THE YOU KNOW, THIS WAS A TEST GIVEN A COUPLE OF WEEKS INTO THE SCHOOL YEAR.

SO IT REALLY PAINTS THAT PICTURE OF WE NEED TO BE GETTING TO ALL OF OUR STUDENTS EARLIER IF WE CAN.

SO. SO IT IS MORE OF A LEVEL PLAYING FIELD WHEN THEY ENTER OUR CAMPUSES, BECAUSE THE REALITY IS WE'VE GOT SOME CAMPUSES WHERE THERE ARE 82% ALREADY.

WE HAVE OTHER CAMPUSES THAT ARE AT 28%.

SO THAT'S THAT'S ONE ONE PIECE.

I THINK CONTINUING TO SCALE OUT SOME OF THE WORK THAT'S BEEN DONE IN CERTAIN POCKETS, YOU KNOW, IS IS SOMETHING THAT THAT NEEDS TO BE DONE AND NEEDS TO BE CONTINUE TO WORK ON.

I KNOW COMMUNITY INVOLVEMENT IN THE PROGRAM YOU'RE TALKING ABOUT WAS WAS VERY HEAVY.

YOU KNOW, AND I THINK WE WANT TO SEE THAT SPREAD, YOU KNOW, ACROSS THE DISTRICT.

SO I THINK THAT BECAUSE IT DOESN'T EVEN REALLY START IN FIFTH GRADE TO SIXTH GRADE, IT REALLY STARTS MUCH EARLIER THAN THAT.

SO I THINK OUR ANYWHERE FROM OUR PARENTING PROGRAMS THAT WE HAVE WITH THROUGHOUT OUR STATE AND FEDERAL PROGRAM, YOU KNOW, MAKING SURE THEY'RE TALKING ABOUT THE WAYS THAT WE WERE ABLE TO PREPARE AND GET THE KIDS IN THERE EARLIER, I THINK THE BETTER SYSTEM, SIR.

I THINK WE SHOULD RECOGNIZE OUR OUR PRINCIPAL AND HER TEAM, REALLY, IF YOU DON'T MIND.

RIGHT. I THINK SHE'S DOING AN AMAZING JOB.

I MEAN, IT WAS PATRICIA EPHLIN AT HERNANDEZ MIDDLE SCHOOL.

THANK YOU FOR ACKNOWLEDGING THAT.

ABSOLUTELY. AND WE HAPPEN TO BE TOGETHER VISITING THE CAMPUS AND WE'RE SUPER PROUD OF THE WORK THAT'S BEEN DONE AT HERNANDEZ AND OBVIOUSLY IN THE STONY POINT COMMUNITY.

AND REALLY A LOT OF WORK HAS BEEN HAPPENING.

BUT I AGREE WITH YOU, TRUSTEE HARRISON, THAT'S SOMETHING THAT WE ARE FOCUSING ON AND YOU'RE GOING TO SEE US FOCUSING MORE ON TRYING TO BRING THOSE ADVANCED COURSES TO OUR STUDENTS AND TO ALL OUR STUDENTS.

RIGHT. LIKE TRYING TO REMOVE ANY BARRIERS AND CHALLENGES THEY MAY HAVE.

SO I THINK PART OF PART OF WHAT I THINK WAS WHY THAT PROGRAM IS SUCCESSFUL IS, LIKE YOU SAID, BECAUSE WE'RE CONNECTING WITH THEM EARLY ON.

RIGHT. AND THERE IS A LOT OF BUILDING IN THE CURRICULUM AS WELL AS LIKE THE COMMUNICATION THAT WE HAVE WITH OUR ELEMENTARY TEACHERS AS WELL AS OUR PARENTS, BECAUSE WE CANNOT DO IT.

WE CANNOT DO IT WITHOUT OUR PARENTS INVOLVEMENT AS WELL.

SO PART OF IT IS ALSO EDUCATING OUR PARENTS AND OUR STUDENTS AND LET THEM KNOW ABOUT ALL THIS GREAT OPPORTUNITY THAT THEY CAN BE DOING AND WHY IT'S IMPORTANT FOR THEM TO TAKE ALGEBRA ONE IN EIGHTH GRADE.

AS YOU KNOW, RESEARCH TELLS US IF THE KIDS TAKE IT IN EIGHTH GRADE AND PASS AND DO WELL, THEN MOST LIKELY IF THEY DECIDE TO GO TO COLLEGE, THEY'LL BE VERY SUCCESSFUL.

THAT'S A VERY IMPORTANT INDICATOR THAT THEY WILL BE SUCCESSFUL IN COLLEGE.

SO YOU'RE GOING TO SEE US DOING MORE OF THAT AND TRYING TO KIND OF BRING IN MORE OF OUR STUDENTS TO TAKE THOSE ALGEBRA COURSES, CLASSES IN EVERY AND NO [INAUDIBLE] SES STATUS OR STUDENT COLOR.

I MEAN, ANY OF THIS STUFF.

WE DON'T WANT TO LOOK AT THAT, RIGHT? WE WANT TO MAKE SURE ALL OUR STUDENTS ARE GIVEN THE OPPORTUNITY TO BE SUCCESSFUL AND EARLY ON.

THANK YOU FOR THAT. AND I HAVE TWO MORE QUESTIONS I WANT TO BELIEVE.

BUT THESE NUMBERS LOOK LIKE THIS PRE-PANDEMIC.

BUT WHEN I LOOK AT WHAT YOU'RE DOING AND WHEN I LOOK AT, THE FACT THAT YOU'RE PRESENTING HONEST DATA, THAT'S NOT ALWAYS SOMETHING THAT HAPPENED.

SO THANK YOU. I APPRECIATE THAT.

TWO THINGS.

THE CHART ON PAGE TEN, WHICH IS THE SECOND GRADE SCORES.

I KNOW SECOND GRADES HIT HARD BECAUSE YOU'VE ALREADY SAID THEY WERE IN KINDERGARTEN AT THE START OF THE PANDEMIC.

[01:35:02]

THEY WERE VIRTUAL FOR A WHOLE ENTIRE YEAR.

THEIR EDUCATION HAS BEEN DISRUPTED.

BUT THERE'S ONE SET OF NUMBERS ON HERE THAT'S REALLY ALARMING.

AND I KNOW JENNIFER'S PUTTING IT UP, BUT IT'S THE DATA ON DYSLEXIA.

AND SO THERE IS A HUGE FALL FROM THE BEGINNING OF THE YEAR TO WHAT WE SEE RIGHT NOW, LIKE 30 PERCENTAGE POINTS PLUS.

AND I'M WONDERING ARE NOT QUITE 30, 25 ISH.

I'M WONDERING WHAT THAT'S ABOUT.

FIRST OF ALL, THANK YOU FOR PRESENTING DYSLEXIA DATA, BECAUSE THAT'S NOT SOMETHING WE'VE ALWAYS DONE.

BUT SECONDARILY, IS THAT LIKE LATE IDENTIFICATION BECAUSE OF THE PANDEMIC? WHAT WHAT IS THAT? YOU KNOW, I'LL HAVE TO LOOK INTO IT BECAUSE I KNOW SOMETIMES THOSE ARE LOWER NUMBERS OVERALL.

YOU KNOW, SO YOU DO SEE WIDER SWINGS.

BUT I WOULD I WOULD DEFINITELY WANT TO DIVE INTO THAT DEEPER, YOU KNOW, AND I CAN I CAN DEFINITELY PROVIDE AN ANSWER TO THAT.

I DON'T WANT TO SPECULATE.

RIGHT ON THE SPOT. OKAY.

I'D REALLY LOVE SOME FOLLOW UP ON THAT.

WE CAN DO THAT.

IF YOU DON'T MIND TRUSTEE HARRISON.

I THINK. I THINK ALTHOUGH THOSE NUMBERS LOOK LIKE LOW, OBVIOUSLY, RIGHT.

I WISH IF IT WAS HIGHER, BUT REALLY WHAT THE [INAUDIBLE] WILL LET US KNOW IS, IS THERE ARE SOME ISSUES AND WE WE ARE GOING TO FIND THE STUDENTS AS WELL AS THE AREAS OF NEED THAT WE HAVE TO WORK ON AND INTERVENE EARLY ON.

SO ALTHOUGH, AS I SAID, WE WISH WE HOPE, YOU KNOW, I MEAN, WE DON'T WANT IT TO BE THAT LOW, BUT BUT WE HAVE TIME TO INTERVENE AND WE HAVE TIME REALLY TO CAN ADDRESS THOSE NEEDS EARLY ON. I THINK THAT'S A GOOD THING ABOUT HAVING THAT [INAUDIBLE] EARLY IN THE YEAR AND REALLY CREATING THOSE ACTION PLANS AND MAKING THEM REALLY INDIVIDUALIZED, IF YOU WILL.

RIGHT. OBVIOUSLY, WE ALWAYS TALK ABOUT TIER ONE INSTRUCTION IS SUPPOSED TO BE THE STRONGEST YOU CAN POSSIBLY GIVE, BUT WE ALSO GOING TO HAVE SOME STUDENTS WHO ARE GOING TO NEED THAT TIER TWO OR TIER THREE INTERVENTION.

BUT AGAIN, WE HAVE TO BE BASED ON THE STUDENT NEEDS AND ALSO WHERE THEY AT AND TRY TO BUILD, BUILD, BUILD THAT KNOWLEDGE AND LEARNING AS YOU GO. THANK YOU.

I ALSO JUST WANT TO THIS IS MORE OF A THING THAT I THINK WE SHOULD KEEP IN MIND AS COLLEAGUES DRAW ATTENTION TO THE IMPORTANCE OF THE PRE-K THREE EXPANSION AND AS WE MOVE FORWARD AND BUDGETING IN THAT PROCESS, KNOW THAT THAT FEELS LIKE A REALLY IMPORTANT THING BECAUSE I DON'T KNOW HOW WE'RE GOING TO SWING THESE KIDS FROM WHERE THEY ARE IN SECOND GRADE TO HOPEFULLY IN FIFTH GRADE, PREPARING THEM FOR ADVANCED MATH AND EVEN MAYBE MOVING TO A SYSTEM WHERE THEY OPT OUT OF THAT INSTEAD OF OPT IN.

BUT WE HAVE A LOT OF WORK TO DO.

BUT THANK YOU FOR IMPLEMENTING THE DATA WISE AND WORKING WITH EDUCATORS, CLASSROOM EDUCATORS ON THAT.

THANK YOU. TRUSTEE VESSA.

I HAVE TWO QUESTIONS, SO I KNOW THAT DATA WISE IS SOMETHING THAT'S BEEN PRESENTED TO US IN TERMS OF THIS SCHOOL YEAR, BUT WERE THERE SOME CAMPUSES THAT WERE USING IT PREVIOUSLY AND WHAT KIND OF RESULTS DID THEY SEE IN THEIR IMPLEMENTATION? AND THAT IS THAT PART OF THE REASON WHY WE ROLLED IT OUT AND WHAT CAN WE EXPECT BASED ON THOSE EXPERIENCES? SURE. ONE OF THE REASONS THAT WE BECAUSE THERE'S SEVERAL DIFFERENT DATA LITERACY PROTOCOLS, YOU KNOW, THAT THAT SCHOOL DISTRICTS ACROSS THE ACROSS THE COUNTRY USE.

ONE OF THE REASONS THAT WE PICKED DATA WISE WAS ESSENTIALLY THERE ALREADY IS A SUBSTANTIAL AMOUNT OF INTERNAL KNOWLEDGE OF IT.

YOU KNOW, IT WAS SEVERAL YEARS AGO PRETTY WELL EMBEDDED WITHIN A LOT OF CAMPUSES.

THERE'S BEEN SOME OTHER DATA PROTOCOLS THAT HAVE COME ALONG SINCE THEN.

WE HAVEN'T RUN A STUDY, YOU KNOW, TO COMPARE THE RESULTS ON A CERTAIN CAMPUS THAT MAINTAINED A LOT OF THAT COMPARED TO A DIFFERENT ONE.

BUT I'D SAY WHEN YOU GO INTO THE CAMPUSES AND ANECDOTALLY OR QUALITATIVELY LOOKING AT AT THE TYPES OF CONVERSATIONS, I WOULD MY MY HUNCH WOULD BE THAT YOU'D SEE GROWTH BECAUSE THE WAY THAT THE TEACHERS WOULD BE CREATING REALLY THE CRUX OF IT IS IT GETS THEM TO CREATE A TEACHER CENTERED PROBLEM OF PRACTICE. A LOT OF TIMES IT'S EASY TO IDENTIFY, OKAY, THE KIDS NEED TO DO THIS DIFFERENT, THE KIDS NEED TO DO THAT.

IT'S THE KIDS, YOU KNOW THAT IT'S EASY TO TO GO DOWN THAT ROAD.

YOU KNOW, WHAT WE REALLY TRY TO DO WITH DATA WISE IS HELP EDUCATORS BRING IT BACK OR OURSELVES.

AND WE'RE DOING IT. BRING IT BACK TO US.

YOU KNOW, THAT WAY WE HAVE CONTROL OVER WHAT IS IT WE NEED TO IMPROVE IN ORDER FOR THOSE OUTCOMES TO CHANGE.

SO THAT'S A KEY REASON WHY I THINK DATA WISE IS WHAT WE'VE KIND OF GONE WITH, YOU KNOW, THIS YEAR IS THAT WE REALLY WANT TO HELP FOLKS BRING IT BACK TO WHAT WE DO HAVE CONTROL OVER. IT'S IT'S EASY COMING OUT OF THE PANDEMIC, YOU KNOW, TO TO SAY THAT, YOU KNOW, POINT TO SOME REASONS FROM THERE AND THIS HELPS US BRING IT BACK TO THINGS WE'RE IN CONTROL OF AND THINGS THAT WE CAN WE CAN MEASURE, BUT WE WILL MEASURE THE IT WE'LL BE ABLE TO MEASURE THE IMPACT THIS YEAR.

YOU KNOW, THAT WE HAVE SPENT A SIGNIFICANT AMOUNT OF TIME AND EVERYTHING TO BUILD THAT BACK IN.

I JUST WANT TO ADD, I MEAN, LIKE RYAN WAS SAYING, THERE ARE A LOT OF A LOT OF PROTOCOLS, IF YOU WILL, FOR LIKE FOR FOR DATA DRIVEN INSTRUCTION AND HOW YOU GO ABOUT COMING UP WITH ACTION PLANS.

I THINK THIS ONE, I THINK IT'S ONE OF THE BEST ONE OUT THERE.

[01:40:04]

IT'S BASED ON RESEARCH DONE BY SOME HARVARD PROFESSORS AND RESEARCHERS.

AND THERE'S A LOT OF RESEARCH THAT WAS DONE IN ORDER TO COME UP WITH THIS THIS PROTOCOL.

SO IT'S NOT LIKE RANDOM, IF YOU WILL.

IT WAS A LOT NOT NECESSARILY ROUND ROCK, BUT A LOT OF RESEARCH THAT WAS DONE AROUND THE COUNTRY.

MY SECOND QUESTION RELATES TO THE GROWTH.

LIKE I IT MENTIONED SOMETHING THAT'S NOT ABOUT THIS GPM, BUT IT RELATES BACK.

SO WE SAW TREMENDOUS GROWTH IN OUR EARLY LITERACY IN THE ROLLOUT OF READING ACADEMIES.

AND THAT WASN'T JUST OUR DISTRICT, IT WAS STATEWIDE.

YOU KNOW, WHEN WE WHEN WE HAVE A REALLY STRONG EVIDENCE BASED CURRICULUM, WE'RE SEEING MUCH, MUCH BETTER RESULTS.

AND SO I WAS WONDERING IF THERE'S A SIMILAR THING FOR EARLY MATH THAT IT'S OUT THERE OR THAT WE COULD CONSIDER, BECAUSE TO SEE THOSE TYPES OF GAINS IN EARLY MATH, IT JUST SEEMS TO ME LIKE WHEN WE HAVE AN INSTRUCTIONAL MODEL THAT'S REALLY EVIDENCE BASED AND EFFECTIVE, LIKE YOU SAW WITH THE READING ACADEMIES, MAYBE WE COULD SEE SIMILAR GAINS IN EARLY MATH. AND IS THAT SOMETHING THAT YOUR DEPARTMENT IS CONSIDERING? SURE. SO THE READING ACADEMIES ARE ARE MORE PROFESSIONAL DEVELOPMENT NECESSARILY THAN CURRICULUM.

BUT THERE WE DEFINITELY ARE LOOKING AT OTHER CURRICULUM OPTIONS AND PROFESSIONAL DEVELOPMENT OPTIONS.

WE SPOKE A LITTLE BIT LAST WEEK AS WELL ABOUT EMBEDDED PROFESSIONAL DEVELOPMENT, WHICH WOULD COME IN THE FORM OF OUR INSTRUCTIONAL COACHES WHO ARE FOCUSING ON EARLY LITERACY AND THEN ADDING EARLY NUMERACY TO IT AS WELL AS WE INCREASE THE CAPACITY OF THAT CAPACITY.

AND THEN OUR TEAM IS ALSO LOOKING AT THE STRONG FOUNDATIONS GRANT.

IT'S NOT OPEN YET, BUT WE WILL BE LOOKING.

THAT'S FOCUSED ON EARLY LITERACY AND EARLY MATH AS WELL AND CURRICULUM THAT GOES WITH THAT.

SO WE DEFINITELY ARE EXPLORING THOSE OPTIONS.

I JUST WANT TO ADD TO THAT LIKE FROM AND I HOPE THAT BRIAN AND [INAUDIBLE] WOULD AGREE WITH ME.

I THINK ONE OF THE MOST IMPORTANT PIECES THAT NEEDS TO EXIST IN EVERY ONE OF OUR CAMPUSES AND EVERY ACTUALLY GRADE LEVEL DEPARTMENT IS PLCS, PROFESSIONAL LEARNING COMMUNITY.

IF WE IF WE ALLOW OUR TEACHERS AT THE TIME AND WE TRAIN THEM HOW TO HOW AND GIVE THEM THE SUPPORT SO THEY CAN BE VERY WELL FUNCTIONING AND HIGHLY EFFECTIVE PLCS, OUR TEACHERS WILL EXCEL EVERY DAY IN THEIR CLASSROOM.

BECAUSE FOR MANY REASONS.

NUMBER ONE IS BECAUSE WE HAVE WE HAVE A LOT OF NEW TEACHERS THAT MAY NEED THAT SUPPORT.

WE ALSO HAVE TEACHERS WHO MAY BE COMING IN FROM ANOTHER OTHER SCHOOL DISTRICTS OR OTHER AREAS.

SO IF WE ALLOW OUR TEACHERS TO COLLABORATE AND WORK TOGETHER WITHIN THAT PROFESSIONAL COMMUNITIES, THEN THEY REALLY, REALLY CAN EXCEL AND QUICK.

LIKE THEIR LEARNING CURVE FOR A LOT OF OUR NEW TEACHERS, FOR EXAMPLE, WILL BE QUICK AND THAT WILL BENEFIT OUR TEACHER, RATHER OUR STUDENTS.

I'M SORRY, WE'LL SEE A FASTER IMPROVEMENT IN STUDENT OUTCOMES.

SO THAT'S ONE OF THE THINGS WE FOCUS ON MORE.

AND WE WE ACTUALLY JUST TWO WEEKS AGO, I THINK WE HAVE OUR STRATEGIC CAMPUSES SEVERAL ACTUALLY I THINK TEN CAMPUSES AND SOME OF THEIR THE PRINCIPALS AND SOME OF THEIR LEADERSHIP TEAM MEMBERS ATTENDED, ATTENDED.

WE ALSO HAVE THAT SOME OF OUR OWN CAMPUSES ARE ALREADY DOING GREAT WORK, BUT IT VARIES FROM A CAMPUS TO ANOTHER.

SO WE'RE TRYING TO KIND OF BRING SOME CONSISTENCY AND PROVIDE AS MUCH TRAINING AND SUPPORT SO WE CAN HAVE THAT IN EVERY AS I SAID, IN EVERY CAMPUS AND EVERY GRADE LEVEL, EVERY DEPARTMENT.

AND I THINK YOU'RE RIGHT TOO. WELL, WE'LL CONTINUE TO SEE WHEN WE TALK ABOUT EARLY OR EARLY LITERACY SCREENER NEXT MONTH, WE'RE GOING TO CONTINUE TO SEE GROWTH IN IN THAT SCREENER STUDENT OUTCOME RESULTS AS WELL.

AND I THINK WE TALKED TO MOST, MOST EXPERTS THAT WE'RE GOING TO START TO SEE IF WE HAVEN'T ALREADY SOMEWHAT, YOU KNOW, TRICKLE OVER FROM THAT IMPROVED READING ABILITY INTO THE MATH SCORES AS WELL.

I HAVEN'T HEARD ANY TALK ABOUT MATH ACADEMIES OR ANYTHING LIKE THAT COMING FROM THE STATE.

YOU KNOW, WE'RE STILL HAVE ABOUT HALF OF OUR CAMPUSES GOING THROUGH READING ACADEMIES THIS YEAR.

BUT I THINK THAT IT'S GOING TO HAVE A CROSSOVER EFFECT, I GUESS, IS ONE WAY TO LOOK AT IT.

TRUSTEE WESTON.

YES. I JUST WANTED TO PIGGYBACK ON WHAT TRUSTEE HARRISON WAS ASKING.

I THINK TRUSTEE HARRISON YOU WERE TALKING ABOUT SLIDE 11.

IS THAT CORRECT? THE PURPLE AT THE END WITH THE DYSLEXIA, THE GAP THERE.

SO I JUST WANTED TO REITERATE, THAT'S SORT OF WHAT POPPED OUT AT ME AS WELL.

SO SHE ASKED FOR FOLLOW UP AND I WOULD JUST ASK THAT THE FULL BOARD GET THAT.

THANK YOU, SIR. DEFINITELY.

TRUSTEE JOHNSON.

[01:45:03]

SO. GLAD TO HEAR YOU TALK ABOUT PLCS.

DR. [INAUDIBLE] AND I REALLY WANT TO KIND OF PIGGYBACK THERE.

WHEN I THINK ABOUT THE COMMON ASK, COMMON ASSESSMENT ASPECT OF A PLC.

BUT I DO WANT TO KIND OF WRITE INNOVATIVE THINKING.

I DO WANT TO ACKNOWLEDGE THE FACT THAT ONE.

NOT HAPPY ABOUT THE SCORES, ESPECIALLY FOR [INAUDIBLE] AFRICAN-AMERICAN AND HISPANIC.

I DON'T THINK ANYONE IS FROM THAT STANDPOINT.

BUT THINKING OUTSIDE THE BOX, WHAT DOES THAT LOOK LIKE? SO FOR ME, IS THERE AN OPPORTUNITY TO SLICE THE DATA? AND I LOVE SEEING IT DISAGGREGATED, BUT FOR OUR AFRICAN-AMERICAN STUDENTS, YOUR STUDENTS THAT ARE DOING WELL BECAUSE THEY CAN'T BE ALL DOING POORLY.

RIGHT. AND SEE IF WE CAN LEARN FROM THAT PEER TO PEER CONVERSATION.

THE AFRICAN-AMERICAN STUDENTS THAT ARE DOING WELL, AND THEN HOW WE CAN APPLY SOME OF THOSE APPROACHES AND WHAT WE'RE DOING FOR THEM TO RIGHT YOUR LOW PERFORMING AFRICAN-AMERICAN STUDENTS.

SO THAT'S THAT'S SOME RESEARCH FROM DR.

[INAUDIBLE]. AND I THINK DEFINITELY WE NEED TO START TAKING A LOOK AT IT.

AGAIN I KNOW YOU'RE SLICING IT IN DIFFERENT WAYS, BUT I THINK THAT'S ANOTHER OPPORTUNITY TO TAKE A LOOK AT HOW TO SLICE IT.

AND THEN THE OTHER ASPECT FOR ME IS THE ROOT CAUSE ANALYSIS ASPECT OF IT THAT THE TEACHERS ARE CONDUCTING WITHIN THEIR PLC.

WHAT RESOURCES THAT ARE BEING PROVIDED.

RIGHT. BECAUSE THEY'RE NOT GOING TO BE THE EXPERT ON EVERY COMMUNITY.

RIGHT. EVEN WITH THAT GROUP OF TEACHERS, WE CAN'T EVEN TALK ABOUT THE FACT THAT MOST OF YOUR TEACHERS ARE WHITE, MIDDLE CLASS WOMEN.

SO. THOUGH.

SO WHAT RESOURCES ARE THEY BEING OFFERED? AND I THINK I ASKED LAST TIME ABOUT THE DIVERSITY TEAM AND HOW THEY PLAY A PART IN THAT, BUT WHAT RESOURCES ARE THEY BEING OFFERED FOR THAT ROOT CAUSE ANALYSIS? YEAH, THERE WAS AN ANSWER I WISH I GAVE YOU LAST WEEK THAT I, THAT I, THAT I MISSED ON.

BUT I DO WANT TO BRING UP THE PARTNERSHIPS THAT WE DO HAVE WITH OUR WITH OUR EQUITY DEPARTMENT.

AND RIGHT NOW IT'S IN TRAINING A LOT OF OUR INSTRUCTIONAL COACHES BECAUSE THEY'RE THE ONES THAT ARE IN THE PLC MEETINGS HELPING SUPPORT THOSE CONVERSATIONS WITH TEACHERS.

AND ROOT CAUSE ANALYSIS IS A A SIGNIFICANT PORTION OF THE DATA WISE PROCESS.

AND I KNOW MS. MAXWELL CAN GIVE US A LITTLE MORE BACKGROUND ON THE TRAINING AND DEVELOPMENT THAT WE'VE BEEN PARTNERING WITH THE EQUITY DEPARTMENT ON PROVIDING OUR COACHES.

SO NEIGHBORS WHO WE PARTNERED WITH IN STONY POINT LEARNING COMMUNITY FOR THAT VERTICAL LOOK AT THE EARLY ACCESS FOR THE ADVANCED COURSEWORK.

AND IT'S SOMETHING THAT OUR LIKE DR.

AZAIEZ MENTIONED THAT OUR OTHER LEARNING COMMUNITIES ARE LOOKING AT AND THAT WE'D LIKE TO SPREAD ACROSS THE DISTRICT.

IF I'M NOT MISTAKEN, I THINK THAT THAT ACTUALLY STARTED IN FOURTH GRADE WITH THE TRAINING OF THOSE TEACHERS.

SO IT STARTED A LITTLE BIT EARLIER IN ELEMENTARY.

AND RIGHT NOW OUR INSTRUCTIONAL COACHES WHO WORK WITH ALL TEACHERS ACROSS THE DISTRICT OR MANY, MANY GROUPS OF TEACHERS ACROSS THE DISTRICT ARE GOING THROUGH NAPE TRAINING.

THEY'VE ALREADY GONE THROUGH TWO DAYS OF THE CORE NAPE TRAINING AROUND DISRUPTING THE CYCLE, HOW WE CAN ACT AND HOW WE CAN ENABLE EQUITY IN OUR DISTRICT AND SOME SOME TECHNICAL TRAINING AROUND MICRO MESSAGING AND BEING ABLE TO RECOGNIZE THINGS WHEN THEY COME UP AND IN DISRUPTING THAT CYCLE AS WELL.

AND THEN THEY'RE CONTINUING THAT TRAINING THROUGHOUT THIS YEAR ON VARIOUS DAYS TO THEN LOOK AT INSTRUCTIONAL COACHING, CORE PRINCIPLES OF INSTRUCTIONAL COACHING, AND THEN HOW YOU COMBINE EQUITY AND COACHING WITH THAT.

AND SO AS THEY AS THEY ATTEND THESE PLCS AND THEY THEY LEARN MORE AND DO MORE ABOUT THIS EQUITY WORK, THEY HAVE THOSE, THOSE OPPORTUNITIES TO THEN USE THAT TRAINING TO DISRUPT THE CYCLE.

I KNOW THAT MANY OF OUR CAMPUSES AS WELL HAVE DONE VERY SIMILAR WORK IN THEIR EQUITY TEAMS SO THAT WHEN YOU DO A ROOT CAUSE ANALYSIS AND YOU LOOK AT SOME OF THE THINGS THAT YOU THINK ARE THE PROBLEM, YOU CAN THEN BEGIN TO NOTICE DEFICIT LANGUAGE WHEN IT COMES UP AND THEN PUT THAT ASIDE.

NOTICE THINGS THAT ARE NOT WITHIN YOUR CONTROL AND THEN REALLY FOCUS ON THE THINGS THAT ARE WITHIN YOUR CONTROL AND WITH THE BELIEF THAT ALL STUDENTS CAN AND WILL IF WE GIVE THEM THE RIGHT TOOLS. AND IF YOU GO BACK I DON'T KNOW, JENNIFER, YOU GO BACK TO SLIDE 11, I THINK, AND SOME OF THE GUIDING QUESTIONS THAT ARE PART OF THE DATA ANALYSIS. RIGHT.

IS REALLY LOOKING AT THAT AND LOOKING AT [INAUDIBLE] PROBLEM OF PRACTICE AND REALLY TRYING TO FIGURE OUT I KNOW IT'S KIND OF SMALL TO SEE, BUT IT'S ON THE BOTTOM AND THAT'S ONLY STEP FIVE. BUT IT GOES THE THE CYCLE GOES ALL THE WAY TO OTHER STEPS.

BUT IF YOU SEE THE LAST ONE ON THE BOTTOM TALKS ABOUT IDENTIFY A PROBLEM OF PRACTICE.

AND I THINK THAT'S WHAT MARIANNE WAS TALKING ABOUT.

IT IS LIKE OFTENTIMES SOMETIMES WHEN YOU ASK, YOU KNOW, WHY, WHY THIS PARTICULAR STUDENT IS NOT DOING WELL, WELL, I DON'T KNOW ABOUT THEIR HOME LIFE.

YOU KNOW, MAYBE THEY'RE THEY'RE NOT GETTING THE SUPPORT THEY NEED AT HOME.

WELL, THAT'S NOT THE RIGHT THAT'S NOT WHAT WE NEED TO BE LOOKING FOR.

WE WE NEED TO LOOK FOR THINGS THAT ARE WITHIN OUR CONTROL AS EDUCATORS.

[01:50:02]

AND WHAT CAN WE DO TO HELP THE STUDENTS SUCCEED SO THAT THAT'S PART OF THIS PROCESS.

AND THAT'S WHY WE I MEAN, I PERSONALLY LIKE IT LIKE IT BECAUSE IT'S REALLY PUT IT BACK ON US.

AS EDUCATOR, WHAT ELSE CAN WE DO TO SUPPORT AND HELP THE STUDENTS SUCCEED? SO DEFINITELY ON BOARD WITH THE DEFICIT VERSUS STRENGTH BASED THINKING.

BUT THE JUST TO KIND OF CIRCLE BACK WHEN I THINK ABOUT THE ROOT CAUSE ANALYSIS AND THE NAPE TRAINING, VERY FAMILIAR WITH IT BUT.

ARE THERE ANY INTENTIONAL PARTNERSHIPS TO TALK ABOUT SPECIFIC STUDENT POPULATION WITH ANY COMMUNITY ORGANIZATIONS THAT ARE REALLY DOING THE WORK FOR THOSE SUB POPULATIONS? I'D HAVE TO GO. I'D HAVE TO GO AND DO A LITTLE BIT OF RESEARCH AND BRING THAT BACK TO YOU.

I DON'T HAVE THAT RIGHT NOW.

TRUSTEE HARRISON.

WE TALKED ABOUT SOME THINGS.

THERE IS A POTENTIAL COMMUNITY PARTNERSHIP THAT WANTS TO COME IN, BUT IT'S FOR OLDER GRADES.

IT'S CALLED THE ALGEBRA PROJECT, AND THEY TYPICALLY WORK WITH BLACK FAMILIES AND IT'S A MULTIGENERATIONAL PARTNERSHIP.

SO IT IS STUDENTS AND EDUCATORS AND PARENTS AND GRANDPARENTS AND WHOEVER THOSE MECHANISMS OF SUPPORT ARE.

SO THAT'S SOMETHING THAT AND THAT'S NOT NECESSARILY SOMETHING THE DISTRICT WOULD PAY FOR.

THAT'S SOMETHING THAT CORPORATIONS ARE LOOKING TO SPONSOR.

I STILL HAVE THAT SAME QUESTION FOR THE EARLY GRADES BECAUSE.

I THINK THAT WE'RE TIRED OF DOING CATCH UP AND IT WOULD BE GOOD TO DO SOME EARLY TARGETED SUPPORT.

AND ABSOLUTELY.

AND AGAIN, FOR I MEAN, YOU HEARD ME SAYING THAT I FEEL LIKE A BROKEN RECORD, LIKE THE PRE-K THREE FULL DAY, FOR EXAMPLE.

THAT WOULD BE A GAME CHANGER IF WE CAN PUT IT IN PLACE AND REALLY MAKE SURE THAT EVERY STUDENT SO QUALIFIED WANTS TO BE IN THAT PROGRAM CAN BE PART OF THAT PROGRAM.

I MEAN, THAT WOULD REALLY SET THEM UP FOR SUCCESS EARLY ON.

AND WE DON'T HAVE TO PLAY CATCH UP, ACTUALLY WOULD GIVE THEM A HEAD START.

ABSOLUTELY. SO JUST TWO THINGS.

THE REASON WHY I HAVE MY LIGHT ON IS I WOULD BE REMISS IF I DIDN'T ACKNOWLEDGE DR.

[INAUDIBLE]. SO THANK YOU BECAUSE YOU SUPPORTED THAT IN THE STONEY POINT LEARNING COMMUNITY.

SO AS THE AREA SUPERINTENDENT.

SO I WANTED TO ACKNOWLEDGE YOUR WORK AND SAY THANK YOU TO YOU AS WELL.

AND THEN LASTLY, WE'RE TALKING ABOUT PLCS, AND PERHAPS THIS CARRIES OVER INTO THE COMPENSATION CONVERSATION.

BUT JUST WANT TO PUT ON OUR RADAR HOW REALISTIC OUR PLC IS IN THE CURRENT STAFFING CRISIS.

AND THAT'S MAYBE NOT SOMETHING WE TALK ABOUT RIGHT NOW.

MAYBE THAT'S WHEN WE PUT YOU IN THE HOT SEAT.

SO MAYBE THAT'S WHAT THAT LOOKS LIKE.

BUT I JUST.

YOU KNOW, THESE ARE BEST LAID PLANS.

BUT WHAT DO THESE BEST LAID PLANS LOOK LIKE WHEN WE'RE IN A TREMENDOUS TEACHER SHORTAGE? AND THAT'S IT. TRUSTEE WEIR.

I ACTUALLY.

I THINK MY QUESTIONS HAVE ALREADY BEEN ANSWERED OR ASKED BY OTHER TRUSTEES, THOUGH I DID WANT TO, I GUESS, ASK YOU AND ASK THE BOARD.

I KNOW WE HEARD TWO TRUSTEES THAT SAID THEY WANTED MORE FROM DYSLEXIA.

SO WE'RE GOING TO OFFICIALLY ASK THAT OF THE ADMINISTRATION BECAUSE I'M TRYING TO TAKE NOTES AND MAKE SURE I DO THIS AS BOARD SECRETARY.

IS IT JUST DYSLEXIA THAT WE WANT OR ARE WE INTERESTED IN ALL THE GROUPS THAT KIND OF SAW A DECLINE? THEY HAD THE BIGGEST LEAP I MEAN, THE BIGGEST DRAW FOR SURE, BECAUSE I WAS REALLY LOOKING AT OUR POPULATIONS THAT TEND TO BE LOW, BUT THEY'RE STEADILY INCREASING. I MEAN, IT MIGHT BE GOOD TO HAVE ECODYST BLACK AND HISPANIC FOR THIS MONITORING, BUT THE DYSLEXIA IS FAR AND ABOVE CONCERNING. I WOULD AGREE.

AND YOU SEE YOU SEE SOME MOVEMENT.

THE DYSLEXIA IS SOMETHING THAT WE SHOULD WE SHOULD DEFINITELY BRING IT BRING IT BACK SOME SOME INFORMATION ON.

OKAY. I'M MORE THAN HAPPY TO ON OTHERS, TOO.

BUT I WOULD SAY THERE'S IF IT'S A FEW PERCENTAGE POINTS THAT [INAUDIBLE].

OKAY. SO I WILL JUST MARK IT DOWN AS DYSLEXIA.

ALL RIGHT. TRUSTEE VESSA.

SO TWO THINGS CAME TO MIND AS WE WERE ALL TALKING.

AND I KNOW WE TALK A LOT ABOUT THE INFLUENCE OF PRE K AND I WAS WONDERING LIKE IN THESE STUDENT GROUPS, CAN WE SEPARATE OUT THE KIDS THAT WERE IN OUR PRE K FOUR PROGRAM VERSUS THE KIDS THAT WEREN'T IN OUR PRE K FOUR PROGRAM THAT ARE FIT INTO SOME OF THE THE MORE YOU KNOW I WOULD WANT IT BY BY ALL THE SAME CATEGORIES TO SO THAT WE CAN SEE HOW THAT IMPACTS PERFORMANCE.

YOU KNOW, THE NEXT YEAR IF YOU WERE IN AND AS YOU GO.

THE OTHER QUESTION THAT I SO I DON'T KNOW, IS ANYBODY ELSE INTERESTED IN THAT DATA? YEAH, WE CAN DO THAT. UM, I SAY THAT BECAUSE MISS SIMMONS IS NOT HERE TONIGHT, SO I'M GOING TO PROMISE THAT WE CAN DO THAT.

[01:55:04]

SO FOR NEXT MONTH, WHEN WE TALK ABOUT THE LITERACY DATA, WE CAN DEFINITELY HAVE THAT BE JUST PART OF THE WE CAN DO ONE MORE SLIDE AND JUST KIND OF LOOK AT HOW STUDENTS WHO ARE IN OUR PRE-K FOUR PROGRAMS LAST YEAR ARE PERFORMING IN THE BEGINNING OF YEAR KINDERGARTEN.

THAT WOULD BE GREAT. THE OTHER QUESTION I HAVE ABOUT THAT IS THAT WE HAVE A CERTAIN NUMBER OF QUALIFYING POPULATION AND THEY.

SO WHAT'S THE UPTICK? I MEAN, HOW MANY OF THOSE KIDS THAT QUALIFY THAT END UP IN OUR KINDERGARTEN PROGRAM EVEN ELECT TO PARTICIPATE? SO THEY MAY THEY MAY QUALIFY UNDER ONE OF THE MANY CATEGORIES, BUT HOW MANY ARE TAKING THAT UP? AND THEN BASED ON THAT, HOW CAN WE IF WE'RE SEEING THAT PRE-K PARTICIPATION REALLY HAS AN IMPACT, HOW DO WE INCREASE THE PARTICIPATION OF THOSE FAMILIES THAT QUALIFY SO THAT THEY CAN OBTAIN THAT BENEFIT? HOW DO WE REACH OUT TO THEM? HOW DO WE ENCOURAGE THEM TO PARTICIPATE IN OUR PRE-K FOUR PROGRAM? AND SO THAT WOULD BE THAT WAS JUST SWIMMING IN MY HEAD AS WE IT'S SO GREAT WHEN WE HAVE ALL THESE DISCUSSIONS AS A BOARD.

YOU KNOW, WE'RE SUPPOSED TO ALL SUBMIT OUR QUESTIONS BEFOREHAND.

SO I'M SURE I'M SURE IT'S SOMETHING WE COULD DO BETTER AT COMMUNICATING.

I WILL SAY WE HAVE ABOUT 1000 PRE-K FOUR STUDENTS RIGHT NOW, WHICH IS HIGHER THAN WE TYPICALLY HAVE THIS TIME OF YEAR.

BUT I DON'T KNOW IF WE HAVE AN EXACT NUMBER OF LIKE QUALIFIERS THAT DON'T REGISTER.

YOU KNOW, I THINK THAT'S SOMETHING.

PROGRAM. THAT WOULD BE MY QUESTION BECAUSE WE CAN'T REALLY KNOW LIKE OUT IN THE GENERAL POPULATION HOW MANY PEOPLE TOOK IT UP OR NOT.

BUT WE CAN KNOW HAVE OUR KINDERGARTNERS THAT WE KNOW LIKELY WOULD HAVE QUALIFIED BECAUSE THEY QUALIFY IN THEIR KINDERGARTEN YEAR.

HOW MANY OF THEM CHOSE TO PARTICIPATE IN A PRE-K FOUR PROGRAM? AND THAT MAY I DON'T KNOW.

I GUESS YOU'D HAVE TO WE COULD SEE THE REGISTRATION IN TERMS OF OUR DISTRICT, BUT I WOULD ASSUME THAT THEY WERE A TRANSFER STUDENT FROM ANOTHER DISTRICT, THAT THERE WOULD BE SOME TYPE OF PAPERWORK THAT CAME WITH THEM TO INDICATE THAT THEY WERE IN A PRE-K FOUR PROGRAM FROM ANOTHER DISTRICT.

YEAH, WE WOULD GET THAT.

AND THE ONLY OTHER THING WE NEED TO LOOK INTO IS THAT WE NEED TO MAKE SURE THAT THE TEACHERS MOVED IN TO THE TO OUR DISTRICT BOUNDARY.

RIGHT. BECAUSE IF THEY WERE LIVING IN PFLUGERVILLE LAST YEAR, WHETHER THEY TOOK PRE-K FOUR OR NOT, THEY WERE UNABLE TO JOIN OUR PRE-K FOUR.

RIGHT. SO BECAUSE THEY WERE LIVING OUTSIDE OF OUR ZONE.

SO WE CAN WE CAN RUN THE NUMBERS AND BUT WE NEED TO MAKE SURE THAT WE LOOK AT THAT AS WELL.

SO AS I SAID, YOU KNOW, FOR US, IT'S ALWAYS ABOUT STARTING EARLY AND REALLY HAVING THE BEST, THE BEST LIKE FIRST TIME OR TIER ONE INSTRUCTION, RIGHT? LIKE THE STRONGEST THAT IS SET UP AND DONE WITH A STRONG CURRICULUM, CHECKING FOR UNDERSTANDING, YOU KNOW, RETEACHING IF NEEDED.

IF WE CAN DO THAT IN EVERY CLASSROOM, OBVIOUSLY WE'RE GOING TO SEE MORE OF OUR STUDENTS THAT ARE BEING SUCCESSFUL.

AND SO I KNOW WE HAVE WE HAVE HUNDREDS OF OUR HUNDREDS OF NEW TEACHERS, AND I KNOW OUR TEAMS ARE WORKING WITH THEM, OUR PRINCIPALS, OUR IEPS, EVERYBODY TRYING TO KIND OF TRAIN THEM AND MAKE SURE THEY'RE READY TO GO.

BUT THERE IS ALWAYS GOING TO BE A LEARNING CURVE, RIGHT? BUT OUR JOB IS TO MAKE SURE, AGAIN, THEY'RE LEARNING REALLY QUICK AS QUICKLY AS POSSIBLE SO THEY CAN DO THE BEST THEY CAN WITH OUR STUDENTS.

ALL RIGHT. I DON'T HAVE ANY OTHER LIGHTS ON, DR.

JOHNSON. SO JUST TO CLARIFY, THE NAPE TRAINING, THAT'S THE ROOT CAUSE, NAPE TRAINING ALONG WITH THE ASSOCIATED STRATEGY SELECTION, OR IS IT JUST IDENTIFYING IMPLICIT BIAS? THE TRAINING THAT THEY WENT TO IS THE INITIAL CORPS TWO DAY TRAINING ON IDENTIFYING BIAS, UNDERSTANDING WHAT MICRO MESSAGING IS AND HOW THEY CAN DISRUPT THE CYCLE.

THE ADDITIONAL DAYS AFTER THAT HAVE SPECIFICALLY TO DO WITH INSTRUCTIONAL COACHING AND PRACTICES AND THEN RELATING THAT TO EQUITY.

ANY OTHER QUESTIONS TRUSTEES? ALL RIGHT. I DON'T SEE ANY OTHER LIGHTS ON, SO THANK YOU VERY MUCH.

[G. DISCUSSION ITEMS]

ALL RIGHT. WE WILL MOVE ON TO AGENDA ITEM G ONE BOARD STUDENT OUTCOME GOALS, TIME TRACKER, AND I'LL TURN IT OVER TO TRUSTEE WEIR.

WELL, WE WEREN'T AS GOOD AS AUGUST, BUT WE STILL LUCKILY ARE USING THE LSG MODEL OF MINUTES.

UNLIKE DR.

FALTYS WHO'S GOING TO COME AFTER ME AND RUIN ALL MY GOOD NEWS.

BUT WE DID HAVE 21.18% OF OUR SEPTEMBER MEETING WAS ON STUDENT OUTCOME MINUTES.

SO I THINK WE DID OKAY.

ALL RIGHT. THANK YOU VERY MUCH.

NEXT IS DR. FALTYS WITH OUR TEA MONTHLY MONITORING REPORT FOR AUGUST.

THANK YOU. AND, MR. WEIR, I'LL I'LL TRY TO GO EASY, BUT.

MADAM PRESIDENT, DR. AZAIEZ AND TRUSTEES, FIRST, A COUPLE OF ANNOUNCEMENTS.

[02:00:04]

I DO WANT TO SAY THAT TODAY I WAS INTRODUCED TO THE NEW DEPUTY COMMISSIONER OF GOVERNANCE OF TEA STEVE LASZLO, AND I THINK HE IS REPLACING JEFF COTTRELL, WHO LEFT BACK IN JUNE.

SO WE'VE HAD AN INTERIM IN PLACE, AND I KNOW YOU'VE BEEN USED TO WORKING WITH GARRETT AND SOME OF THOSE FOLKS, BUT SO WE MET STEVE TODAY AND I DON'T KNOW IF THERE'S ANY MORE TO KNOW THAN THAT. THE NEXT THING IS THE REPORT THAT YOU SEE IS FROM AUGUST.

I REALIZE THAT'S A LONG TIME AGO, AND SO I'LL TOUCH ON SOME HIGH SPOTS THERE BECAUSE I THINK WE'VE REALLY MADE SOME GREAT PROGRESS SINCE THIS REPORT.

TEA IS TRANSITIONING TO A THE OFFICE OF MONITORING AND GOVERNANCE IS TRANSITIONING TO A NEW TEMPLATE.

AND SO THERE'S IT'S IT'S PRETTY COMPLEX.

I THINK IT'LL BE GOOD FOR THE PEOPLE THAT ARE PROCESSING THE INVOICES THAT COME IN TO DR.

AZAIEZ OFFICE.

AND IT'LL BE EASIER, I THINK, ON TEAS END.

BUT THERE'S A TRANSITION.

SO THAT'S PART OF WHY YOU DON'T SEE SEPTEMBER'S YET.

SO IN AUGUST I'LL TOUCH ON A COUPLE OF THINGS, BUT AGAIN, SOME OF THESE THINGS ARE REALLY OLD NEWS, AND THE HIGHLIGHT THAT WE WOULD HAVE TALKED ABOUT IN SEPTEMBER IS THAT WE ADOPTED OUR BOARD OPERATING PROCEDURES, WHICH WAS HUGE.

I THINK THAT'S MENTIONED HERE SEVERAL TIMES AND MS. WEIR THIS IS WHERE I MENTIONED IN THE ACTION PLAN CHALLENGES THAT IT'S MENTIONED HERE AND IN THE SEPTEMBER REPORT THAT WE HAD FIVE MEETINGS IN AUGUST TOTALING ABOUT 1100 MINUTES LAST MONTH.

I THINK YOU'LL SEE AND WILL BE REDUNDANT NEXT MONTH.

WE HAVE FOUR MEETINGS THAT WERE ABOUT 1040 MINUTES.

SO THAT'S JUST A LOT OF TIME AND EFFORT ON YOUR PART, AS WELL AS THE STAFF AND MEMBERS OF THE COMMUNITY THAT THAT COME TO SEE HERE TO BE HERE WITH US.

SO AGAIN, AS YOU SEE IN THE ACTION PLAN ACHIEVEMENTS ON THAT FIRST PAGE, IT SAYS LITTLE TO NO ACTIVITY.

SO WE'RE GOING TO GO RIGHT PAST THAT, IF YOU WILL.

SO WE'LL MOVE ON TO THE SECOND PAGE TALKING ABOUT SOME OF THE MILESTONES.

AGAIN, YOU KNOW, WE DID OUR TRAINING WITH JOY BASKET AND THAT'S BEEN BACK NOW IN JULY.

WE'LL GO ON DOWN TO THE SECTION UNDER THE GRIEVANCE PROCESS BECAUSE YOU'LL STILL SEE SOME YELLOWS HERE.

WE DID REVIEW THE DISTRICT GRIEVANCE PROCESS.

WE UPDATED THE PROCESS THERE.

THERE ARE A COUPLE OF YELLOWS THAT ARE SLIGHTLY OFF TRACK THAT IF WE DECIDE WE CAN CHANGE THOSE BECAUSE SOME OF THOSE ARE FOR IT'S AN OPPORTUNITY FOR ADMINISTRATION OR FOR LEGAL OR FOR YOU TO SAY THERE'S A COUPLE OF TWEAKS THAT WE NEED TO MAKE THERE.

SO THOSE AREN'T THOSE AREN'T REAL BIG.

THEY'RE JUST OPPORTUNITIES FOR YOU.

IF WE SAY, GOSH, THIS WOULD HELP US STREAMLINE THAT PROCESS.

BUT IF WE'RE AT A POINT WHERE, NO, WE'RE GOOD, WE'RE MOVING FORWARD AND WE'VE HAD SEVERAL GRIEVANCES SINCE THEN.

AND AND SO THOSE MAY BE THINGS THAT WE CAN CHECK THE BOX.

IMPLEMENTING THE DISTRICT GRIEVANCE PROCESS WITH FIDELITY.

THAT'S ONE WE CONTINUE TO MONITOR.

OBVIOUSLY, YOU'VE HAD A LOT OF GRIEVANCES HEARINGS IN SEPTEMBER, AND SINCE THIS REPORT IN OCTOBER, WE'VE HAD A COUPLE I DID MAKE A REFERENCE IN THE NARRATIVE.

THERE WAS A QUESTION ABOUT ON AUGUST 30TH ABOUT BIAS OR CONFLICT OF INTEREST.

AND I THINK REGARDLESS OF THE OUTCOME, I THINK WE PROCESS THAT, PROCESS THAT WELL AND THAT THERE WERE QUESTIONS ASKED, QUESTIONS RAISED, THERE WERE CONFIRMATIONS MADE.

WE ATTORNEY MS. CARILLO HELPED US WORK THROUGH THAT.

AND SO I JUST I MADE A NOTE OF THAT.

THEREFORE TEA AT LEAST RECOGNIZE THE FACT THAT, YOU KNOW, WE ASK THE QUESTION, WE PROCESS THROUGH THAT, AND WE MOVED ON THE NEXT PAGE.

AND AGAIN, YOU'LL SEE UNDER THE BOARD COMMUNICATIONS THAT THAT'S THE THE BIG TARGET OF OPERATING PROCEDURES.

YOU'LL SEE THAT WILL CHANGE IN SEPTEMBER.

SO WE'LL MOVE ON FROM THERE.

STAYING ON THAT PAGE UNDER THE GOALS, I STILL THINK THERE'S AN OPPORTUNITY FOR US BECAUSE I STILL HEAR PERIODICALLY ABOUT COMMUNICATION AND WHAT AM I GETTING VERSUS WHAT ARE YOU GETTING. AND SO I AND I'VE TALKED TO DR.

MCMAHON ABOUT THIS AS WELL, OR [INAUDIBLE] ABOUT DOING SOME TYPE OF [INAUDIBLE] ANALYSIS AT SOME POINT WITH A WORKSHOP WITH LSG JUST TO MAKE SURE THAT COMMUNICATIONS ARE ON PAR WITH WHAT YOU EXPECT.

I KNOW IN TALKING WITH DR.

AZAIEZ ABOUT HIS GOAL WOULD BE THAT HE'S AN OPEN BOOK.

THE ADMINISTRATION DESIRES TO BE AN OPEN BOOK.

AND SO WE JUST WANT TO MAKE SURE THAT IF THERE'S SOMETHING WE NEED TO I DON'T WANT TO SAY CODIFY, BUT IF WE NEED SOMETHING, WE NEED TO OPERATIONALIZE, THAT'S AN OPPORTUNITY THERE.

THEN ON THE NEXT PAGE, THIS IS STILL RELATED TO COMMUNICATIONS.

AGAIN, BASED ON QUESTIONS WE'VE HEARD KIND OF RECURRING QUESTIONS.

I THINK THERE'S AN OPPORTUNITY TO REVIEW BEST PRACTICES OF OTHER DISTRICTS THAT ARE LIKE YOU THAT OPERATE AND FUNCTION LIKE YOU DO TO SEE IF THERE'S WE MAY BE CHECKING ALL THE BOXES, BUT IT'S STILL THAT GOAL IS IN THERE AS AN OPPORTUNITY FOR YOU TO KIND OF STOP AND REVIEW WHAT WE'RE DOING AND AND DETERMINE WHETHER OR NOT THAT'S MEETING EVERYONE'S NEEDS. RIGHT FROM ADMINISTRATION TO BOARD MEMBERS TO COMMUNITY.

LET'S SEE AND AGAIN, IN THAT NARRATIVE, WE TALKED ABOUT OPERATING PROCEDURES.

AND AGAIN, THAT'S. THAT'S KIND OF OLD NEWS, IF YOU WILL.

[02:05:02]

THE OTHER THING THAT I JUST I WAS GOING TO MENTION, BECAUSE IT OCCURRED YOU RECEIVED A LETTER AT THE END OF SEPTEMBER ABOUT THAT 90 DAY REVIEW BY TEA THAT PLACEMENT WAS OUR PLACEMENT WAS EXTENDED ON SEPTEMBER 16TH.

I THINK YOU RECEIVED THAT NOTIFICATION ON SEPTEMBER 30TH.

I DON'T HAVE ANY OTHER INSIGHT THAN THAT.

I GET THE LETTER ABOUT THE SAME DAY YOU GUYS DO ON THOSE REVIEWS.

AND THAT'S REALLY AGAIN, THAT'S AN AUGUST REPORT.

I REALIZE SOME OF THAT'S OLD NEWS, BUT I DID WANT TO MAKE THAT INTRODUCTION OF THE NEW DEPUTY COMMISSIONER FOR YOU GUYS.

TRUSTEE VESSA. SO OBVIOUSLY I MEAN, IT'S BEEN OVER A YEAR.

YOU HAVEN'T BEEN WITH THIS ALL YEAR, BUT IT'S BEEN OVER A YEAR SINCE WE WERE ASSIGNED TO MONITOR AND I THINK WE'VE ACHIEVED SOME OF THE MOST SIGNIFICANT THINGS THAT YOU'VE, YOU'VE ASKED US TO DO.

SPECIFICALLY. THE BOARD OPERATING PROCEDURES WAS A MASSIVE ACHIEVEMENT THAT OCCURRED LAST MONTH.

I KNOW FOR ME THAT WAS JUST SUCH A GREAT THING TO GET GET DONE.

AND CERTAINLY THE PROGRESS ON OUR BOARD GOALS AND OUR AND ALSO POLICIES THAT LIKE THE GRIEVANCE PROCESS THAT WE HAD TO UPDATE AS WELL.

SO I GUESS MY QUESTION TO YOU IS, WHAT IS.

I KNEW THAT THOSE THINGS WERE SOME REALLY IMPORTANT THINGS THAT HAD TO BE DONE FOR US TO NOT BE IN A MONITOR ANYMORE.

SO WHAT WHAT WOULD YOU SAY IS THE NEXT THING WE REALLY HAVE TO TACKLE SO THAT WE CAN CAN LET YOU GO ON YOUR WAY? YEAH, IT'S A GREAT QUESTION.

I LOVE COMING DOWN HERE A COUPLE OF TIMES A MONTH.

NO, I'M KIDDING. I DO.

I ENJOY IT. BUT I THINK FROM TEAS PERSPECTIVE, IT WOULD BE FOR ME TO REPORT ON HOW WELL WE'RE COMPLYING.

WE'VE AGREED TO SOME OPERATING PROCEDURES.

WE ACTUALLY VOTED UNANIMOUSLY TO THE POINT OF.

WAS THAT SIGNIFICANT? UNANIMOUS. SO I'M REPORTING IT AS UNANIMOUS.

I THINK THAT'S SIGNIFICANT BECAUSE AGAIN, I THINK I TOLD YOU OR I MADE A COMMENT SIX OR EIGHT MONTHS AGO, YOU DID TELL ME THAT I DON'T WANT TO SAY I DIDN'T CARE, BUT I DON'T IT DOESN'T MATTER TO ME WHAT YOU AGREE TO SO LONG AS WE AGREE TO IT AND WE ABIDE BY IT, IF YOU WILL, SO THAT YOU CAN FUNCTION WELL AS A BOARD.

WE WANT THIS TO BE GREAT FOR YOU AND OBVIOUSLY SO THAT THAT TRICKLES DOWN IS GREAT FOR STUDENTS IN YOUR DISTRICT.

THAT'S OBVIOUSLY THE ULTIMATE PRIORITY, AS I UNDERSTAND IT.

AND I AM SOME OF THESE CONVERSATIONS I'M NOT PRIVY TO, BUT I'VE HEARD THESE CONVERSATIONS AND ONCE WE KIND OF CHECK THESE BOXES, THEN THERE'S KIND OF AN I HATE TO SAY THIS BECAUSE I DON'T KNOW IF THIS IS FACTUAL.

I'VE HEARD THERE'S LIKE A 90 DAY PHASE OUT, AND I DON'T KNOW IF THAT'S FROM A MONITOR SHIP, CONSERVATORSHIP.

I KNOW IT'S NOT BOARD OF MANAGERS BECAUSE THAT MEANS SOMETHING COMPLETELY DIFFERENT.

BUT I'M ASSUMING THERE'LL BE A TIME PERIOD WE'LL ALL BE REPORTING BACK SAYING.

THESE OPERATING PROCEDURES ARE MEETING THE GOALS OF COMMUNICATION AS WE DESIRE.

WE'RE ABLE TO FUNCTION OUR LEVEL THROUGH GRIEVANCES YOU KNOW IT'D BE NICE IF WE DIDN'T HAVE A LEVEL THREE GRIEVANCES.

BUT WITH 46,000 KIDS, YOU'RE GOING TO.

AND SO I THINK AT THIS POINT, WE'RE JUST CHECKING THE BOXES ON.

WE'VE DONE THIS NOW.

HOW IS IT GOING? SO MY QUESTION TO YOU, LIKE I MEAN, WE'VE APPROVED THESE BOARD OPERATING PROCEDURES ABOUT A MONTH AGO.

SO IN YOUR OBSERVATION, OBVIOUSLY, YOU DON'T HAVE WE DON'T HAVE THE SEPTEMBER REPORT.

YOU'RE WORKING ON THE OCTOBER REPORT.

BUT JUST TO GIVE US AN UPDATE, LIKE HOW DO YOU FEEL THAT WE'RE DOING IN TERMS OF OUR BOARD OPERATING PROCEDURES AND THE BOARD? YOU KNOW, IF YOU WERE TO REPORT BACK TODAY TO YOUR SUPERIORS AT TEA WHAT WOULD YOU SAY IN TERMS OF OUR ABILITY TO ABIDE BY THE BOARD OPERATING PROCEDURES THAT WE APPROVED? I THINK EVERYONE'S TRYING YOU KNOW, I PROBABLY HAVEN'T SEEN ENOUGH INSTANCES, BUT I THINK EVERYBODY'S AGREED WITH THEM.

AGAIN, TO HAVE SEVEN HANDS RAISED I THINK IS SIGNIFICANT.

AND SO I WILL SAY THE SEPTEMBER REPORT, YOU'LL SEE MORE CLOSED BOXES THAT YOUR NON READ, BOXES, IF YOU WILL.

AND SO I THINK I THINK WE'RE MAKING GREAT STRIDES.

I THINK THERE'S YOU'LL NOTICE THE RECOMMENDATION ON TEAM OF EIGHT TRAINING THAT WOULD OCCUR AFTER THE ELECTION IF IT'S THE SAME SEVEN OF US SITTING HERE IN DECEMBER, THAT THAT MAY BE ONE THAT WE CONSIDER A MOOT POINT IF IT'S IF IT'S DRASTICALLY DIFFERENT THAN I, I WOULD SAY WE NEED TO DO THAT AND SEE, YOU KNOW, HOW WE CONTINUE TO PROGRESS.

BUT I FEEL LIKE WE'VE MADE GREAT STRIDES.

THANK YOU. I WILL SAY THAT WHETHER I'M SITTING HERE OR NOT, THE DISTRICT HAS TENTATIVELY SCHEDULED A TEAM OF EIGHT TRAINING FOR JANUARY ANYWAY.

SO I THINK NO MATTER WHO SITS HERE, THAT THAT'S A GREAT WAY TO START OFF AS A NEW BOARD AND A TWO YEAR COMMITMENT OF NO MATTER IF IT'S THE SAME SEVEN OR DIFFERENT SEVEN, THAT I THINK IT'S A GREAT OPPORTUNITY.

I AGREE WITH YOU. IT WAS A RECOMMENDATION THAT I MADE THAT OF COURSE, MAY NOT HOLD UP, BUT THAT WAS THE RECOMMENDATION I HAD AT THIS POINT WAS TO GO AHEAD AND GET IT TENTATIVELY SCHEDULED FOR JANUARY.

AND THAT COULD BE AN OPPORTUNITY FOR [INAUDIBLE] TO WORK WITH US ON THIS COMMUNICATION STRUCTURE AGAIN, AS WE COMMIT TO BEING THAT NEW TEAM OF EIGHT, WHATEVER THAT LOOKS LIKE IN

[02:10:08]

JANUARY. SO THOSE ARE A COUPLE OF BOXES THAT MAY GET CHECKED OFF.

GREAT. THANK YOU. ANY OTHER QUESTIONS TRUSTEES? ALL RIGHT. SEEING NONE WE'LL GO ON TO AGENDA ITEM G THREE AND BOARD TRAINING HOURS.

BOARD YOU WERE AFFORDED THAT DOCUMENT ALREADY AHEAD OF TIME.

IS THERE ANY QUESTIONS ABOUT THE BOARD TRAINING? EVERYONE EXCEEDS THEIR STATE REQUIRED TRAINING TRAININGS, AND DR.

JOHNSON HAS A PENDING ONLY BECAUSE HE HAS 120 DAYS TO COMPLETE SOME OF THE OTHERS.

BUT HE IS UP TO DATE AS OF HIS 90 DAY TRAINING.

SO ANY QUESTIONS OR COMMENTS ON THIS SLIDE? OKAY, WONDERFUL.

NEXT IS AGENDA ITEM G FOIR FIRST READING OF TASB, POLICY UPDATE 119 AND OTHER LOCAL POLICIES, AND I WILL TURN IT OVER TO MS. HILL. THANK YOU VERY MUCH.

PRESIDENT FELLER MEMBERS OF THE BOARD.

DR. AZAIEZ.

WHEN I WAS TALKING TO DR.

FALTYS EARLIER, HE SAID THAT I DID NOT HAVE THE LUXURY OF READING ALL 500 PAGES OF THE UPDATE BECAUSE HE WANTED TO KEEP OUR MINUTES DOWN. AND SO IF ANY OF YOU OUT THERE ARE LAW NERDS AND WANT TO READ ALL OF THIS, IT IS POSTED ONLINE.

HOWEVER, 95% OF IT IS THE CHANGES TO THE LEGAL POLICIES WHICH THE BOARD DOESN'T HAVE ANY REAL SAY SO OVER THE LEGAL POLICIES ARE WHAT TASB PUTS TOGETHER JUST AS A COMPILATION OF CURRENT LAW.

SO WHAT I'D LIKE TO FOCUS ON TONIGHT ARE THE CHANGES THAT WE HAVE TO THE LOCAL POLICIES.

THERE'S ONLY ABOUT A DOZEN OF THEM.

MOST OF THEM ARE PRETTY SELF EXPLANATORY.

BUT IF WE COULD, JENNIFER, IF WE COULD OPEN UP THE LOCAL POLICY COMPARISON, I THINK THAT IS GOING TO BE OUR QUICKEST WAY TO DO THAT.

OKAY. OKAY.

THE FIRST POLICY THAT WE'RE GOING TO LOOK AT IS POLICY CPC LOCAL.

AS YOU CAN SEE, THERE'S BEEN SOME MINOR CHANGES, MOSTLY ADDENDUMS TO THAT.

THE REASON FOR THOSE CHANGES ARE THE RECENT UPDATES BY THE TEXAS STATE LIBRARY AND ARCHIVES COMMITTEE.

IN THEIR BULLETIN VIA ELECTRONIC RECORD STANDARDS.

THEY PROMPTED THESE REVISIONS TO THE POLICY ON RECORDS MANAGEMENT.

THE NEW RULES ADD LOCAL POLICY REQUIREMENTS FOR DISTRICT MANAGEMENT OF ELECTRONIC RECORDS, AND SO THAT IS WHAT IS BEING ADDED TO THIS PARTICULAR POLICY.

AND THAT GOES ON FOR THREE PAGES.

ALL THE CHANGES ARE ON THE FIRST PAGE.

DOES ANYBODY HAVE ANY CONCERNS? IF IT'S ALL RIGHT WITH EVERYONE, WHAT I'D LIKE TO DO IS GO THROUGH AND LET'S GO TO PAGE FIVE OF THIS OF THE LOCAL POLICY COMPARISONS.

WHAT I'D LIKE TO DO IS TO GO THROUGH ALL OF THE LOCAL POLICIES AND THEN OPEN IT UP FOR QUESTIONS.

I THINK THESE, LIKE I SAID, ARE PRETTY MINOR COMPARISONS AND ARE JUST REQUIRED BY LAW.

SO THE NEXT POLICY THAT WE'RE GOING TO BE LOOKING AT, LET'S GO BACK UP TO DMA LOCAL.

WHICH IS PAGE FOUR.

DMA LOCAL THIS IS THE PROFESSIONAL DEVELOPMENT POLICY.

SB 1267 REQUIRED THAT THE BOARD NEEDS TO ANNUALLY REVIEW THE STATE BOARD OF EDUCATOR CERTIFICATIONS CLEARINGHOUSE REGARDING THE BEST PRACTICES AND INDUSTRY RECOMMENDATIONS FOR PROFESSIONAL DEVELOPMENT, AND THEN ADOPT A PROFESSIONAL DEVELOPMENT POLICY BASED ON THOSE TRAINING RECOMMENDATIONS.

THAT'S WHAT THIS POLICY IS.

THIS IS A COMPLETELY NEW LOCAL POLICY.

NEXT POLICY THAT WE ARE LOOKING AT IS EHB LOCAL.

EHB LOCAL IS A CURRICULUM DESIGNED FOR SPECIAL INSTRUCTION.

IF YOU LOOK AT THIS.

THE CHANGES ARE ALL THE PRIMARY CHANGES ARE TO THE BOTTOM OF THIS POLICY.

THIS REQUIRES THE DISTRICT TO PROVIDE REGULAR.

WE ARE REQUIRED TO PROVIDE REGULAR TRAINING OPPORTUNITIES FOR TEACHERS OF STUDENTS WITH DYSLEXIA TO MEET THE TEA POLICY REQUIREMENTS FOR THE ONGOING SPECIAL EDUCATION REVIEWS.

AND THIS IS THE POLICY THAT TASB HAS SUGGESTED THAT WE ADOPT, WHICH THE ADMINISTRATION IS VERY MUCH FOR.

[02:15:06]

NEXT POLICY WE WANT TO LOOK AT IS EBAA LOCAL, WHICH IS A POLICY THAT IS A BRAND NEW TASB POLICY.

IT'S FOR TO.

IT'S TO ENSURE THAT WE'RE OUR KIDS TRANSITIONING FROM EARLY CHILDHOOD, GET AN INDIVIDUAL IEP.

SO THIS IS A TOTALLY NEW POLICY AND IT IS SOMETHING THAT ONCE AGAIN, THE ADMINISTRATION IS VERY MUCH SUPPORTIVE OF.

NEXT LOCAL POLICY THAT WE WANT TO LOOK AT.

IS EIF . AND I JUST REALIZED THAT THAT'S NOT THE SAME THING AS PULLING IT ON THERE.

EIF LOCAL IS THE REVISED ADMINISTRATIVE CODES REQUIREMENTS THAT WE ADDRESS, THE METHODS BY WHICH WE CAN CONFIRM COMPLETION AND GRADUATION. BASICALLY, THIS IS.

I'M SORRY. WE SHOULD BE AT EIF LOCAL.

ARE WE? OKAY.

THIS IS BASICALLY THAT YOU HAVE TO DO YOUR FAFSA AND YOUR [INAUDIBLE] BEFORE GRADUATION.

SO THAT'S WHAT THOSE CHANGES ARE ABOUT.

NEXT POLICY WE'RE LOOKING AT IS FBA LOCAL, WHICH IS THE TRAUMA INFORMED CARE.

THIS IS A NEW REQUIREMENT UNDER SENATE BILL 1267.

AND SO THIS POLICY IS TO COMPLY WITH THE REQUIREMENTS OF 1267.

THE NEXT POLICY THAT WE'RE GOING TO LOOK AT IS FFA LOCAL.

THIS IS ALSO ANOTHER BRAND NEW POLICY THAT TASB HAS ISSUED.

THIS ONE HAS TO DO WITH THE REQUIREMENTS OF SENATE BILL NINE, WHICH REGARDS THE NOTIFICATION TO PARENTS AS WELL AS REVISIONS TO THE POLICY WITH REGARD TO DATING VIOLENCE AND HARASSMENT.

THOSE ARE ALL THE CHANGES THAT WE HAVE IN THE MAIN POLICY.

I BELIEVE. BEFORE I GO TO THE OTHER POLICIES, DID ANYONE HAVE ANY QUESTIONS REGARDING ANY OF THESE CHANGES? OK. I AM NOT PUSHING MY LUCK.

I AM GOING TO GO AHEAD AND LET US GO TO.

TWO POLICIES THAT SHOULD BE FAIRLY QUICK.

THE FIRST ONE OF THAT IS CPC REGULATION.

THIS IS A VERY.

LOOKS LIKE A VERY SMALL CHANGE, BUT IT'S A FAIRLY LARGE CHANGE IN THE FACT THAT WE ARE CHANGING IT.

THAT ELECTRONIC FORM IS NOW THE OFFICIAL DISTRICT RECORD, UNLESS OTHERWISE OTHERWISE DESIGNATED BEFORE IT WAS NOT UNLESS SPECIFICALLY DESIGNATED.

SO THIS IS A SMALLER CHANGE IN THE A COUPLE OF WORDS, BUT FAIRLY FAIRLY IMPORTANT.

AND THIS IS A TASB RECOMMENDED POLICY.

OKAY. THE NEXT POLICY THAT I WANT US TO LOOK AT IS EEL LOCAL.

WITH REGARD TO ELL LOCAL, THIS IS KIND OF AN ANOMALY.

WE WERE DOING A POLICY REVIEW AND WE CALLED TASB AND SAID, CAN WE GET SOME OTHER IDEAS AMONG EEL LOCAL? AND THEY SAID, ACTUALLY, WE ARE THE ONLY DISTRICT IN THE STATE THAT HAS THIS POLICY.

APPARENTLY THIS WAS A POLICY THAT CAME ABOUT IN 2010, AND WE ARE PROPOSING THAT THIS POLICY BE REPEALED.

THIS POLICY HAS CAUSED US SOME PROBLEMS WHEN WE'RE LOOKING AT HAVING PEOPLE COME IN TO DO SPECIAL COACHING FOR KIDS, EITHER SOMETIMES IN THE FINE ARTS, SOMETIMES WITH REGARDS TO ATHLETICS, SOMETIMES WHEN WE'RE TRYING TO GET COACHING FOR OUR SPECIAL ED KIDS.

CERTAIN PARENTS HAVE THE OPPORTUNITY TO HAVE A PLACE WHERE THEY CAN COME, BUT SOMETIMES THESE COACHES COME DURING THE DAY AND THE ONLY

[02:20:08]

PLACE THAT THEY CAN MEET WITH THE KIDS IS AT THE SCHOOL.

SO WE ARE RECOMMENDING THAT THIS POLICY BE REPEALED.

THAT LEADS US TO THE I'M GOING TO DO TWO AND THEN I'M GOING TO TURN ONE OVER TO DR.

[INAUDIBLE]. IF SHE'S HERE, IF SHE'S NOT HIDING.

OKAY. LET'S TALK ABOUT EFA.

AND THIS WAS A POLICY I BELIEVE, THAT WE TALKED ABOUT LAST TIME.

THIS IS THE INSTRUCTIONAL RESOURCES POLICY.

WE HAD A AND I HAVE RYAN IF YOU HAVE ANY SPECIFIC QUESTIONS ON THIS POLICY.

BUT THIS IS A POLICY, AS YOU GUYS MAY REMEMBER, TEA AND TASB BOTH HAD POLICIES THAT CAME OUT IN RESPONSE TO SOME CONCERNS THAT GOVERNOR ABBOTT HAD RAISED.

THESE THIS POLICY CAME OUT AFTER THE MAIN 118 UPDATE.

IT IS PART OF THE 118 UPDATE.

BUT IT CAME OUT.

IT CAME OUT AFTER THE 118.

THAT WAS WHY IT'S NOT THAT'S WHY IT'S BEING DEALT WITH NOW.

THIS POLICY CAME OUT IN APRIL AND WHAT WE HAD OUR COMMITTEE OF FOLKS WITHIN THE DISTRICT, WE HAD A JUST A GREAT CONSORTIUM OF PEOPLE WHO LOOKED AT THE TWO POLICIES.

WE ARE RECOMMENDING THE TASB POLICY, AS I BELIEVE I TALKED TO YOU GUYS LAST MONTH.

WE WE HAVE ALWAYS BEEN A SUBSCRIBER TO THE TASB, TO TASBS POLICIES.

WE FEEL LIKE THEY HAVE GOT A WHOLE TEAM OF POLICY MAKERS AND WE THINK THAT THIS IS BETTER SUITED TO THE DISTRICT.

SO WHEN WE LOOK AT AT EFA, I WANT TO GIVE YOU GUYS A LITTLE BACKGROUND HOW THIS LOOKS IN YOUR CURRENT POLICY SO YOU CAN SEE WHERE WE'RE GOING WITH THIS.

BEFORE ALL OF EF COVERED, BOTH INSTRUCTIONAL AS WELL AS LIBRARY MATERIALS AND WE HAVE SURVEYED THE DISTRICTS AROUND THE STATE.

PRIMARILY WHAT THEY ARE DOING IS THEY ARE SPLITTING THESE OUT, AS TASB HAD SUGGESTED, INTO TWO POLICIES INTO THE EFA AND THE EFB BECAUSE THEY'RE SLIGHTLY DIFFERENT STANDARDS AND THERE'S SLIGHTLY DIFFERENT THINGS THAT YOU LOOK AT.

WE WANT TO GO WITH THE MAJORITY OF THE DISTRICT OF THE DISTRICTS WHO HAVE LOOKED AT THIS.

WHEN YOU LOOK AT THE EFA, THAT IS OUR INSTRUCTIONAL RESOURCES.

THOSE ARE BASICALLY YOUR TEXTBOOKS, YOUR INSTRUCTIONAL MATERIALS.

WE HAVE.

WE HAVE CAREFULLY LOOKED AT THE TASB VERSION AND YOU WILL SEE THAT THERE ARE A FEW REVISIONS.

I WILL LET LET THE EXPERTS TALK ABOUT THIS.

BUT BASICALLY WHAT WE HAD LOOKED AT IS THIS IS A THIS IS WHAT I BELIEVE OUR INSTRUCTIONAL SPECIALISTS THINK WOULD BE THE BEST WAY TO GO WITH REGARDS TO READING ASSIGNMENTS.

IT COMPLIES WITH THE LAW AND IT DOESN'T TRY TO CHANGE A POLICY PROCESS THAT HAS BEEN WORKING FOR US FOR A VERY LONG TIME AND THAT WE'VE BEEN VERY HAPPY WITH.

ONE OF THE THINGS THAT YOU WILL NOTE FROM THESE POLICIES IS THE POLICIES ARE SOMEWHAT.

THEY'RE VERY BROAD IN THEIR INFORMAL RECONSIDERATION OF THEIR FORMAL AND FORMAL RECONSIDERATIONS.

SO WHAT THE ADMINISTRATION IS PROPOSING TO DO IS WE WILL WE WILL ADD AS AN EXHIBIT, THIS IS NOT SOMETHING THAT HAS TO BE APPROVED BY THE BOARD.

BUT WE WILL ADD AS AN EXHIBIT OUR EXISTING POLICIES SO THAT FOR TRANSPARENCY SAKE AND SO THAT OUR MEMBERS OF OUR COMMUNITIES, ESPECIALLY OUR PARENTS, WILL BE ABLE TO, WHEN THEY LOOK AT THIS POLICY, HAVE THE EXHIBIT THAT WILL HAVE THE PROCEDURE LAID OUT RIGHT AFTER IT.

SO THAT THERE'S NOT ANY CONFUSION ON WHAT THE PROCEDURE IS, RATHER THAN RELYING ON SOMEBODY HAVING A QUESTION AND AND AND GOING AROUND AND I SEE RYAN'S GOT HIS HIS HIS LIGHT ON SO.

THANK YOU. I'LL ADD A COUPLE A COUPLE OF COMMENTS HERE.

I THINK THE MAIN THING WE WANTED TO POINT OUT WITH WITH EFA IS, IS WE WANTED TO MAKE SURE THAT WE CONTINUE TO ADD SOME OF THE ACTUAL, I THINK, STRONGER ELEMENTS OF MORE CLARITY THAT WE WERE ALREADY PRACTICING IN ROUND ROCK ISD ABOVE AND BEYOND THE POLICY.

YOU KNOW, OUR, OUR PRACTICE AND OUR POLICY OF SHARING WITH PARENTS READING LISTS AND EVERYTHING AHEAD OF TIME OF WHICH BOOKS ARE GOING TO BE TAUGHT FOR A PARTICULAR SECONDARY

[02:25:05]

READING CLASS, AND THEN HAVING PARENTS HAVE THE OPPORTUNITY TO CHOOSE A DIFFERENT BOOK FOR THEIR FOR THEIR FOR THEIR STUDENT.

AND AGAIN, THESE ARE LIBRARY BOOKS.

THESE ARE BOOKS THAT ARE USED FOR SMALL GROUP, FOR BOOK CLUBS, THINGS LIKE THAT.

SO WE WANTED TO MAKE SURE THAT THAT WAS STILL PART OF OUR POLICY, EVEN THOUGH TASB DID HAVE SOMETHING LIKE THAT.

SO THAT'S ONE OF THE MAIN ADDITIONS THAT WE HAD.

AND JUST SIMILAR TO WHAT CINDY SAID WAS, YOU KNOW, I THINK OUR RECONSIDERATION PROCESS, YOU KNOW, HAS BEEN HAS BEEN IN PLACE.

A LOT OF DISTRICTS DON'T HAVE THAT.

I'D SAY OFTENTIMES WE SHARE OURS WITH OTHERS THAT DON'T HAVE ONE, SO THEY CAN PUT SOMETHING IN PLACE.

BUT IT'S BEEN TESTED, IT'S WORKED OR IT'S GONE THROUGH THE PROCESS AND WE FEEL IT'S STILL VALUABLE AND WANT TO MAKE SURE THAT THAT'S INCLUDED SO IT'S READILY ACCESSIBLE AS WELL. I WOULD POINT OUT, AND I THINK RYAN'S BEING MODEST WITH HIS TEAM WHEN I WAS LOOKING AT THIS TO SEE HOW SUCCESSFUL THE POLICY WAS, THE PROCEDURE WAS THE CONCERNS THAT SOME OF THE PARENTS HAD RAISED TONIGHT ABOUT PARTICULAR BOOKS.

THOSE WERE ALL RESOLVED, I BELIEVE THE SPEAKER TOLD US LAST MONTH.

THOSE WERE ALL RESOLVED ON AN INFORMAL LEVEL.

THOSE DIDN'T HAVE TO GO THROUGH A FULL, FORMAL, FORMAL CHALLENGE.

IN FACT, I WANT TO SAY, RYAN, WAS IT THREE THAT WE'VE HAD OVER THE LAST.

WELL WITH TWO DIFFERENT THINGS.

RIGHT. REMEMBER, THERE'S LIBRARY BOOKS AND INSTRUCTIONAL MATERIALS.

A COUPLE OF YEARS AGO, WE HAD AN INSTRUCTIONAL MATERIAL CHALLENGE.

YOU KNOW, CAME A LEVEL THREE.

I THINK A LOT OF US REMEMBER THAT ON THE LIBRARY SIDE, WE HAVE REMOVED SOME BOOKS THROUGH THE INFORMAL PROCESS.

YOU KNOW, THAT HAPPENS WHEN A STUDENT PARENT, ANYBODY GOES AND TALKS TO LIBRARIAN.

YOU KNOW, I HAVE CONCERNS WITH THIS BOOK.

AND AT THAT POINT, THE LIBRARIAN, I THINK, AGREES MAJORITY OF THE TIME.

AND IF THAT BOOK THEY AGREE WITH THAT, THEN THAT BOOK IS REMOVED.

WE HAVEN'T HAD ANY BOOKS GO TO A FORMAL PROCESS ON THE LIBRARY SIDE, AT LEAST AS FAR BACK AS ANY OF US THAT ARE THAT ARE HERE CURRENTLY CAN REMEMBER.

THOSE HAVE ALL BEEN RESOLVED IN IN AN INFORMAL, INFORMAL PROCESS.

AND JUST BEFORE I OPEN EVERYTHING UP FOR QUESTIONS, I WOULD LIKE TO BRIEFLY JUST DRAW YOUR ATTENTION TO EFB, WHICH IS THE LIBRARY ONE.

YOU CAN SEE THAT IN MAKING SOME SUGGESTIONS, CHANGES OR MAKING THE CHANGES.

OUR OUR FOLKS HAVE BEEN VERY, VERY THOUGHTFUL AND HAVE, YOU KNOW, SOME OF SOME OF THE CONCERNS THAT WE HAD IS, YOU KNOW, MAYBE WE DON'T WANT TO JUST BUY A BOOK BECAUSE IT'S RECOMMENDED BY, YOU KNOW, OUR NEXT DOOR NEIGHBOR HAS IT.

OKAY, MAYBE WE DON'T WANT TO JUST BUY A BOOK BECAUSE IT'S ON A PARTICULAR LIST OF, YOU KNOW, IT'S A CALDECOTT WINNER, IT'S A NEWBERY WINNER OR WHATEVER.

THIS ALLOWS US A LITTLE BIT MORE FLEXIBILITY IN THAT WITH REGARDS TO WE RELY ON OUR OUR FOLKS WHO HAVE A LOT OF A LOT OF EXPERIENCE, A LOT OF TRAINING RATHER THAN JUST BECAUSE IT'S ON A LIST.

SO I WOULD POINT THAT OUT WITH OUR EFB, WHICH IS THE OTHER POLICY, THE COMPANION POLICY THAT WE'RE LOOKING AT.

THOSE ARE THE POLICIES THAT I WAS GOING TO GO OVER.

AND THEN I'M GOING TO TURN IT OVER TO NANCY JUST FOR A MOMENT.

SHE HAS A POLICY EHDC THAT'S EHDC AND THAT HAS TO DO WITH CREDIT BY EXAM.

THANK YOU, CINDY.

GOOD EVENING. THIS EDIT OR RECOMMENDATION COMES FROM ADVANCED ACADEMICS, SO I DO HAVE MY COLLEAGUE MICHELLE SWAIN WITH US THIS EVENING. ONE IS TO PROVIDE MORE SPECIFICITY AND CLARITY TO THE EXAMINATION FOR ACCELERATION AND THEN FOR KINDERGARTEN ACCELERATION.

IT IS A CHANGE FROM THE 90 PERCENTILE IN READING AND MATH TO 90%, AND THAT IS IN LINE WITH LEGAL AS WELL.

ANYTHING ELSE YOU NEED TO ADD? AND PART OF THE REASON WE'RE CHANGING THAT PERCENTILE TO PERCENT AS WE'VE CHANGED THE INSTRUMENTS THAT ARE USED.

AND SO IT IS NOW NOT A NORM REFERENCE INSTRUMENT, IT'S A CRITERION REFERENCE INSTRUMENT.

AND SO WE DID HAVE A PARENT CALL THAT TO OUR ATTENTION, AND SO WE WANTED TO EDIT THAT.

OKAY. WELL, THOSE ARE THE POLICIES THAT WE'RE GOING TO BRING TO YOU TONIGHT.

AS WE TALKED ABOUT, I BELIEVE PRESIDENT FELLER HAD MENTIONED, WE HAD ALSO LOOKED AT EIC, BUT WE ARE GOING TO TAKE THAT BACK.

WORK WITH OUR COMMUNITY A LITTLE BIT MORE, TAKE SOME SHAREHOLDER, I MEAN SOME SHAREHOLDER, SOME STAKEHOLDER INFORMATION AND COMMENTS IN AND WE'LL BRING THAT ONE BACK TO YOU AT A LATER DATE.

[02:30:01]

GREAT, TRUSTEE VESSA.

SO THERE WAS WE TALKED ABOUT IT BEFORE, SO I'M JUST GIVING YOU AN OPPORTUNITY TO SHARE.

I KNOW THAT IN THESE TWO POLICIES, THE THE PROCESS THAT YOU'VE TALKED ABOUT PREVIOUSLY THAT'S BEEN SO, WELL, SUCCESSFUL IN TERMS OF OF RECONSIDERATION.

CAN YOU EXPLAIN WHERE THAT WILL BE FOUND NOW? BECAUSE IT'S NOT EMBEDDED INTO THE POLICY LIKE IT WAS IN EF PREVIOUSLY, BUT THERE'S KIND OF A NEW WEBSITE TOO THAT YOU GO TO.

SO THERE'S A LITTLE FEW MORE OPTIONS, TOO.

SO CAN YOU EXPLAIN WHERE WHERE THAT IS? AND AND FOR THOSE OUT THERE THAT, YOU KNOW, WANT ME WANT TO LOOK AT IT WHERE THEY WOULD WHERE THEY WOULD FIND IT? ABSOLUTELY. RIGHT NOW, IF YOU LOOK IN YOUR POLICY AND YOU WANTED TO SEE WHAT OUR CURRENT POLICY WAS, IT'S PRIMARILY CONTAINED WITHIN THE BODY OF EF . AND LIKE I WAS LIKE I MENTIONED, TASB HAD SUGGESTED THAT FOR BOTH THE INSTRUCTIONAL AND THE LIBRARY BOOKS THAT WE PULL THOSE OUT.

AND SO WHAT WE WERE PLANNING ON DOING IS HAVING, WE'LL HAVE AN EXHIBIT.

WHEN YOU LOOK ON THE BOARD POLICY, YOU'LL SEE LIKE LEGAL, LOCAL, AND THEN THERE'LL BE AN EXHIBIT AND YOU CAN CLICK RIGHT ON THAT.

SO THE, THE, THE ACTUAL PROCEDURE WILL BE RIGHT THERE AS AN EXHIBIT TO THOSE TO THOSE POLICIES.

THIS ALSO GIVES US AN OPPORTUNITY TO MORE OR LESS TAILOR IT A LITTLE BIT MORE.

IF YOU LOOK AT THE POLICY IN EF, IT COVERS BOTH INSTRUCTIONAL AND LIBRARY MATERIALS AND IT'S IT'S A LITTLE CLUNKY.

THIS WILL GIVE US AN OPPORTUNITY TO TO TAILOR THESE TO EACH ONE.

SO ONCE AGAIN, ONCE YOU LOOK AT IF YOU'VE GOT A QUESTION AND YOU LOOK AT THESE, YOU'LL SEE A TAB THAT WILL SAY EXHIBIT THAT WILL HAVE IT RIGHT THERE.

OKAY. SO ANYBODY THAT WANTS TO SEE THAT PROCESS, THEY JUST GO TO THIS POLICY, GO TO EXHIBITS, AND IT'LL BE RIGHT THERE.

AND THAT'S THE SAME PROCESS THAT WE'VE BEEN USING FOR MANY YEARS THAT HAS BEEN SO WELL REGARDED BOTH WITHIN OUR OUR LIBRARY STAFF AND ALSO WITHIN OUR OUR STAKEHOLDER COMMUNITY THAT THAT'S WHERE THEY WOULD FIND IT.

THAT IS TRUE. SO THE OTHER PART OF THAT THAT I JUST WANTED TO TOUCH ON IS WE TALKED A LOT ABOUT HOW, YOU KNOW, ALMOST EVERYTHING HAS BEEN RESOLVED INFORMALLY THROUGH SOMEONE BRINGING A BOOK TO THE ATTENTION OF THE LIBRARY STAFF AND THEN REVIEWING WHETHER IT'S IN COMPLIANCE, THE POLICY.

BUT I ALSO KNOW THAT OUR LIBRARY STAFF CALLS THE COLLECTIONS THEMSELVES TO MAKE SURE THAT THAT IT'S IN ACCORDANCE WITH THE POLICIES SET.

CAN SOMEONE TALK A LITTLE BIT ABOUT THAT PROCESS? SURE. I'M GOING TO START IN I KNOW LAURA DARDEN IS HERE WITH ME TONIGHT, TOO.

SHE MIGHT WANT TO ADD ADD ANYTHING THAT I MISS, BUT I'M GOING I WANT TO START WITH WE DON'T WE DON'T LIKE BULK PURCHASE ANY BOOKS.

YOU KNOW, EVERY EVERY BOOK THAT THAT IS PURCHASED IN OUR LIBRARIES IS IS REVIEWED BY A LIBRARIAN.

AND THEY THEY USE THEIR THEIR EXPERTISE ESSENTIALLY TO TO JUDGE FOR A NUMBER OF THINGS TO MAKE SURE IT'S APPROPRIATE FOR THE LIBRARY, BUT THERE IS A PROCESS THROUGHOUT THROUGHOUT THE YEAR WHERE THEY ARE REVIEWING THE BOOKS THAT ARE CURRENTLY IN THE STACKS TO MAKE SURE THAT THEY CONTINUE TO BE APPROPRIATE FOR FOR THEIR PARTICULAR GROUP OF STUDENTS.

CAMPUSES ARE DIFFERENT, YOU KNOW, SO THERE'S DIFFERENT COLLECTIONS AT EACH LIBRARY.

BUT THAT'S THAT'S THE MAIN THING THAT I WANTED TO MAKE SURE THAT BECAUSE SOMETIMES THERE'S AN IMPRESSION THAT LIKE IF IF A BOOK IS ON A CERTAIN LIST, WE JUST BUY ALL THE BOOKS ON THAT LIST. SO EVERY BOOK THAT BEFORE IT GETS OUT ON THE STACKS IS REVIEWED BY LIBRARIANS IN THE DISTRICT.

ANY ANYTHING ELSE ON THAT? I THINK I COVERED IT. OKAY.

AND SO IN TERMS OF BACK TO OUR IF YOU DO HAVE YOU DO HAVE A BOOK THAT YOU'RE CONCERNED ABOUT THE PROCESS, IT SOUNDS LIKE.

I MEAN, YOU CAN SEE THE PROCESS IN THE EXHIBIT, BUT IT SOUNDS PRETTY EASY TOO, YOU JUST BRING IT TO THE ATTENTION.

I MEAN, THERE'S THERE'S THERE'S STEPS IN THE PROCESS EVEN BEFORE ANY KIND OF RECOMMENDATION, LIKE PARENTS CAN ALWAYS VISIT WITH A LIBRARIAN, TALK ABOUT WHAT KINDS OF BOOKS THEY THINK ARE APPROPRIATE FOR THEIR OWN CHILD OR STUDENT, LIBRARIAN MEETS WITH A PARENT.

THEY CAN PUT A FLAG ON THAT, THAT STUDENT'S ACCOUNT.

AND SO SO IN SOME IF THERE'S NO FLAG ON A STUDENT ACCOUNT IN SOME OF OUR LIBRARIES, IT'S ALMOST LIKE SELF-SERVE CHECKOUT.

BUT IF YOU HAVE A STUDENT WHO'S WHO'S PARENT HAS CERTAIN REQUESTS, YOU KNOW, FOR THEIR FOR THEIR CHILD AND THEY CAN'T ACCESS THAT SELF-SERVE OPTION.

AND WHEN THEY GO UP TO CHECK THAT BOOK OUT, THERE'S A THERE'S A FLAG THAT THAT THAT POPS UP FOR THE LIBRARIAN OR LIBRARIAN ASSISTANT TO NOTE THAT THERE'S BEEN A PARENT REQUEST TO NOT HAVE CERTAIN TYPES OF BOOKS.

I REALLY DO APPRECIATE YOU ALL EXPLAINING IN MORE DETAIL, LIKE YOU JUST SAID, THAT THAT PROCESS, I THINK PRIOR TO THIS WHOLE THING, I'M NOT SURE THAT MANY PARENTS WERE AWARE THAT THEY HAD THAT THAT OPTION.

AND THANK YOU SO MUCH FOR WORKING WITH ME TO MAKE SURE THAT PARENTS UNDERSTAND THE THE REVIEW PROCESS AND THE STEPS

[02:35:07]

THAT IT'S NOT REALLY HARD.

YOU CAN IT MIGHT SEEM VERY CHALLENGING TO GO THROUGH A BOOK REVIEW PROCESS, BUT WHAT YOU'VE ADDED IS THE EXHIBIT IS ACTUALLY JUST GOING TO YOUR LIBRARIAN AND SAYING, HEY, I HAVE SOME CONCERNS ABOUT THIS BOOK.

AND THEN IT'S ALL LAID OUT IN THE INFORMAL PROCESS, HOW THAT WOULD BE ADDRESSED.

SO I REALLY APPRECIATE YOU GUYS WORKING WITH ME IN TERMS OF MAKING SURE THAT'S ACCESSIBLE.

AND I THANK YOU FOR COMING TONIGHT AND EXPLAINING.

I MEAN, WE'VE MET SEVERAL TIMES JUST FOR ME TO UNDERSTAND ALL THE ELEMENTS OF THIS, AND I REALLY DO APPRECIATE EVERYONE BEING SO, SO HELPFUL AND ALL THE WORK THAT YOU ALL HAVE DONE TO ADDRESS THIS VERY IMPORTANT TOPIC.

THAT HAS BEEN AN ISSUE OF CONCERN IN OUR COMMUNITY AND IN MANY, MANY COMMUNITIES AROUND THE NATION.

SO I APPRECIATE THAT.

TRUSTEE WESTON. THANK YOU.

SO I JUST WANT TO BE CLEAR.

WE'RE NOT MAKING ANY DECISIONS TONIGHT ON THESE POLICIES.

CAN ANYBODY CONFIRM THAT? YEAH. THIS IS NOT SET FOR AN ACTION TONIGHT.

THIS IS THE FIRST READING.

SO WHAT WOULD BE THE NEXT STEP? WE'LL BRING IT BACK FOR A SECOND READING AND ADOPTION.

OKAY. I'M SORRY.

WE ACTUALLY TAKING COMMENTS OR FEEDBACK FROM OUR BOARD MEMBERS.

SO IF OUR BOARD MEMBERS WANT US TO MAKE AN ADJUSTMENT, WE WILL GO AHEAD AND MAKE THIS ADJUSTMENT AND COME BACK TO YOU FOR THE SECOND READING.

SO I DON'T KNOW WHO TO DIRECT THIS TO.

SO YOU GUYS JUST TELL ME WHO TO DIRECT THIS TO.

HAVE ANY TRUSTEES OR ANYBODY ELSE APPROACHED ANY OF YOU SEEKING TO BAN BOOKS? I HAVE NOT, NO.

NO ONE'S APPROACHED ME FOR A BOOK BANNING.

OK THANK YOU. AT THE BOTTOM.

IF WE COULD PUT ON THE SCREEN THE BOTTOM OF PAGE ONE OF EFB B AS IN BOY LOCAL.

IT'S AT THE BOTTOM OF PAGE ONE OF EFB, B AS IN BOY.

OKAY. SO I SEE THERE'S A LINE THERE THAT SAYS LIBRARY MATERIALS SHALL NOT INCLUDE HARMFUL MATERIAL AS DEFINED BY PENAL CODE 43.24 A2 OR OBSCENE MATERIAL AS DEFINED BY PENAL CODE 43.21 A1.

DOES THAT LINE CURRENTLY EXIST IN ANY OF OUR POLICIES OR IS THAT BRAND NEW? LET ME DOUBLE CHECK THE OTHER POLICY.

I RECALL THAT WHEN I TOOK CHECK, THIS WAS A NEW ADDITION TO THE POLICY BECAUSE I WAS SIGNING THEM SIDE BY SIDE.

I PRINTED THEM OUT AND I SENT THEM SIDE BY SIDE.

AND I BELIEVE THAT BASED ON MY INSPECTION, IT IS A NEW ADDITION.

THAT WAS MY THOUGHT AS WELL, BASED ON MY RESEARCH, BUT I DIDN'T KNOW IF I HAD OVERLOOKED ANYTHING.

SO IF I'M INCORRECT, IF YOU GUYS COULD LET ME KNOW, I BELIEVE THAT IS THAT IS SOMETHING NEW.

THAT HAS BEEN OUR POLICY ANYWAY.

BUT I BELIEVE THAT IS A NEW POLICY.

I JUST WANTED TO CHECK BECAUSE LIKE I SAID, THEY ARE MOVING FROM THEY ARE TAKING EF AND SPLITTING IT OUT SO MUCH.

SO I WANT TO MAKE SURE THAT IT WASN'T SOMEWHERE BURIED IN THE ORIGINAL EF OKAY.

EVEN IF IT WASN'T EVEN IN THIS POLICY, IT EXISTS IN THE CODE.

SO IT AND THE CODE HAS PURVIEW OVER OUR SCHOOLS.

IS THAT CORRECT? ABSOLUTELY.

THANK YOU. SO WHEN IF IF WE REACH A POINT, I THINK WE MIGHT BE REACHING THAT POINT ON SOME MATERIALS.

AND I THINK WE GOT A PREVIEW OF THAT DURING PUBLIC COMMENTS TONIGHT.

HOW HOW DO WE NAVIGATE OR RECONCILE WHEN THERE'S A IF AND WHEN THERE'S A DISAGREEMENT ON WHETHER OR NOT WE HAVE A PENAL CODE VIOLATION AS CITED IN EFB LOCAL? HOW DO WE RECONCILE THAT? I DON'T KNOW IF IT GOES RIGHT TO AN ACTUAL CODE, BUT I'D SAY THE FIRST STEP WOULD BE THE CONVERSATION WITH THE LIBRARIAN.

IF A PARENT HAS OR A PARENT, STUDENT, STAFF MEMBER, ANYBODY HAS A CONCERN WITH A CERTAIN BOOK, THAT'S THE FIRST STEP TO HAVE THE CONVERSATION WITH.

AND THEN IF IT PROGRESSES FROM THERE, THEN WE WOULD GET INVOLVED AT THAT POINT.

WELL, MY UNDERSTANDING OF THE PENAL CODE IS THAT LIBRARIANS DO NOT ENFORCE THE PENAL CODE, THAT LAW ENFORCEMENT OFFICERS ENFORCE THE PENAL CODE.

THAT'S WHAT I MEAN. THAT'S WHAT I MEANT BY A FIRST STEP WOULD BE PROBABLY COULD BE GENERATED THROUGH A CONVERSATION.

THE POTENTIAL AREA OF CONCERN.

OKAY. BECAUSE WHAT I WHAT I'M HEARING IN PUBLIC COMMENTS AND IN THE COMMUNITY AND AROUND THE STATE IS THE FRICTION.

AND THE CONCERN IS THERE'S A DISAGREEMENT ON WHAT THE DEFINITION OF THIS IS.

SO I THINK THAT WHAT A LOT OF COMMUNITY MEMBERS ARE LOOKING FOR IS JUST TO GET CLARITY AROUND, YOU KNOW, HOW IS HOW ARE THOSE DIFFERENCES OF OPINIONS RECONCILED? AND SO, DR. AZAIEZ, MY ASK WOULD BE OF YOU TO BE MINDFUL OF THAT AND, YOU KNOW, TO BRING THE BOARD, YOU KNOW, INTO

[02:40:07]

INTO WHATEVER THE NEEDS ARE.

IF THERE'S SOMETHING BOARD ACTION THAT'S REQUIRED TO HELP IN THAT REGARD.

BUT DO YOU DISAGREE THAT THAT'S KIND OF WHERE THE FRICTION IS BASED ON WHAT YOU'RE HEARING IS THE DEFINITION OF THIS? YEAH, I MEAN, ABSOLUTELY.

WE WANT TO BE I MEAN, WE WANT TO BE WORKING ON THIS AND WE PARTNER WITH THE PARENTS.

I MEAN, I MEAN, WE LIKE SOME OF THE THE WITH NO DISRESPECT TO SOME OF THE SPEAKERS, I WOULD LIKE TO KNOW SOME OF THE TITLES THAT THEY'RE TALKING ABOUT IT LIKE THEY WERE VERY GENERIC. WE HAVE PORNOGRAPHIC BOOKS IN THE LIBRARY.

I WOULD LIKE TO KNOW WHAT BOOKS ARE THEY TALKING ABOUT SO WE CAN ADDRESS, FOR EXAMPLE.

AND THEY SHOULD PROBABLY FORWARD THAT THEIR CONCERN.

YEAH, ABSOLUTELY. I MEAN, WE OBVIOUSLY WE DON'T WANT TO HAVE THAT IN OUR LIBRARIES.

SO IF THERE IS SOMETHING THAT'S JUST LIKE I WOULD LIKE TO KNOW THE TITLES AND WE DEFINITELY TAKE ACTIONS.

AWESOME. GREAT.

AND, AND ONE OF THE SPEAKERS HAD A GREAT POINT TONIGHT ABOUT THE INTERNET.

I MEAN, THE INTERNET IS FULL OF VERY BAD THINGS, BUT WHEN PARENTS SEND THEIR CHILDREN TO OUR SCHOOLS, I THINK THEIR EXPECTATIONS ARE DIFFERENT THAN WHAT THEIR CHILDREN ARE EXPOSED TO ON THE INTERNET.

SO THANK YOU FOR THANK YOU FOR BRIEFING US ON THIS.

I ACTUALLY HAVE ONE MORE THING THAT IT ACTUALLY JUST OCCURRED TO ME BECAUSE YOU BROUGHT UP THIS PARTICULAR END OF THIS PAGE AND IT SAYS IT TALKS ABOUT PARENTAL INVOLVEMENT IN LIBRARY ACQUISITION, MAINTENANCE AND CAMPUS ACTIVITIES IS ENCOURAGED.

SO DO WE HAVE PARENTAL INVOLVEMENT IN IN THAT REGARD IN TERMS OF LIBRARY ACQUISITION AND MAINTENANCE? I MEAN, I KNOW I KNOW WE HAVE PARENTAL INVOLVEMENT IN CAMPUS ACTIVITIES, BUT I'VE NEVER ACTUALLY HEARD THAT WE HAVE PARENTAL INVOLVEMENT IN LIBRARY ACQUISITION AND MAINTENANCE.

BUT MAYBE, MAYBE THAT'S SOMETHING I'M JUST NOT AWARE OF.

YEAH, I WOULD HAVE TO CHECK.

YOU KNOW, WE'VE GOT SEVERAL LIBRARIES I'D HAVE TO CHECK AND SEE EXACTLY HOW SOME PARTNERSHIPS MIGHT HAVE BEEN FORMED OVER THE YEARS.

SO I DON'T WANT TO SAY FOR SURE ONE WAY OR THE OTHER WHETHER OR NOT THERE IS ANY KIND OF INVOLVEMENT.

I KNOW THERE'S A LOT OF INVOLVEMENT IN THE LIBRARIES, BUT I DON'T WANT TO SPEAK RIGHT NOW TO THE DEPTH OF THAT.

I CAN TELL YOU [INAUDIBLE] SPRINGS, OUR PREVIOUS LIBRARIAN, I HAD SAID, MY KIDS LOVE THIS SERIES.

IT WOULD BE AWESOME IF WE HAD THEM.

AND OTHER PARENTS WERE LIKE, YES, THAT'D BE GREAT.

AND SHE WENT OUT AND PURCHASE THEM.

THAT'S WHAT I MEAN. THERE'S A LOT OF INFORMAL LIKE THESE ARE THE KIND OF BOOKS MY KIDS LIKE, YOU KNOW, AND WE TAKE FEEDBACK AND I KNOW EVEN LIKE DURING BOOK FAIRS, THERE'S A LOT OF FEEDBACK IN LIBRARIANS AROUND WHAT TOPICS ARE OF INTEREST TO KIDS AND THINGS LIKE THAT.

I MEAN, I THINK THAT'S DEFINITELY SOMETHING THAT GIVEN THE ENVIRONMENT AND THE INTEREST IN THIS, MAYBE THAT WOULD BE SOMETHING WE COULD LOOK INTO IN TERMS OF IF WE HAD A LITTLE MORE PARENT INVOLVEMENT, MAYBE PEOPLE WOULD FEEL BETTER ABOUT THE WHOLE PROCESS AND FEEL LIKE I KNOW THAT WHEN WE WHEN WE TALK ABOUT CAPITAL PROJECTS, I'M ON THE CAPITAL PROJECTS COMMUNITY OVERSIGHT COMMITTEE, AND WE WE REVIEW ALL OF OUR CAPITAL PROJECTS AND TRY TO, YOU KNOW, ESTABLISH CONFIDENCE WITHIN THE COMMUNITY THAT ALL OF THAT IS BEING MANAGED WELL.

AND I MEAN, MY MY GOAL IS THAT THE COMMUNITY TRUSTS US TO BE DOING WHAT'S RIGHT FOR OUR KIDS.

SO ANYTHING WE CAN DO TO BUILD TRUST WITH THE COMMUNITY AND BE TRANSPARENT AND HAVE PARENTAL INVOLVEMENT.

I MEAN, NOW IF WE APPROVE, THIS POLICY WE'LL BE IN OUR POLICY.

SO I THINK I THINK THAT COULD BE A DISCUSSION THAT WE EXPLORE OR, YOU KNOW, OBVIOUSLY, I DON'T THINK IT HAS TO COME FROM THE BOARD.

IT'S IN THE POLICY. SO SO THE DISTRICT COULD EXPLORE JUST JUST TO TO BUILD THAT TRANSPARENCY WITH OUR PARENT COMMUNITY, TO SAY, HEY, WE REALLY DO VALUE YOUR INPUT AND IT'S IN OUR POLICY, OR AT LEAST THE [INAUDIBLE].

IF WE ADOPT IT, IT WOULD BE AND I THINK IT'S SOMETHING TO CONSIDER.

ABSOLUTELY. I THINK OUR PARENTS ARE ALWAYS GOING TO HAVE THE ULTIMATE LIKE YES OR NO, IF YOU WILL.

BUT ALSO WE ALWAYS WELCOME FEEDBACK AND INPUT FROM THEM.

IT'S A TWO WAY COMMUNICATION.

OBVIOUSLY. WE ALWAYS TRY TO MAKE THINGS BETTER.

AND AGAIN, OUR PARENTS, THEY ARE A VERY, VERY VALUED MEMBER OF OUR DISTRICT, YOU KNOW, THE TEAM, IF YOU WILL, OR THE FAMILY.

RIGHT. AND SO, YEAH, I MEAN, WE THEY ALWAYS GOING TO HAVE THE ULTIMATE SAY.

WELL, YOU GUYS DISCUSS THAT MORE.

I'D LOVE TO TO HEAR MORE FEEDBACK ABOUT WHAT THE THOUGHTS ARE AS TO HOW WE COULD IMPLEMENT THAT PART OF THIS POLICY IF IT'S ADOPTED.

ALL RIGHT. I DON'T SEE ANY MORE LIGHTS ON.

OH, TRUSTEE JOHNSON.

EVERY WEEK. MY BUDDY NEVER WORKS.

I'M JUST SAYING EVERY WEEK.

SO I WANT TO BE BLUNT HERE BECAUSE I'VE YOU KNOW, I'VE SEEN THE EMAILS WE ALL HAVE.

SO I WANT TO BE FAIRLY BLUNT AND TO THE POINT ABOUT THIS, BECAUSE ONE THING THAT I SEE THIS AND I RECOGNIZE THE PRACTICES WHEN WE TALK ABOUT PARENTS HAVING INPUT.

[02:45:04]

SO I TAUGHT HEALTH SCIENCE.

I TAUGHT SEX ED IN NINTH GRADE WITHIN ROUND ROCK ISD STONY POINT HIGH SCHOOL.

AND GUESS WHAT? I LET HER ALWAYS WENT HOME TO PARENTS.

THEY HAD TO APPROVE IT.

SO I'M JUST I'VE BEEN KIND OF BAFFLED THROUGHOUT THIS ENTIRE PROCESS THAT ALL OF A SUDDEN THAT ROUND ROCK HAS BECOME THE WILD, WILD WEST AND THERE ARE THINGS HAPPENING THAT WE DON'T KNOW ABOUT. SO MY QUESTION BECOMES.

AND MAYBE AND I HEARD IT ONCE, THE THINGS THAT WE'VE BEEN SHOWN AND GIVEN AND DISCUSSED ARE THOSE ACTUALLY IN OUR SCHOOLS.

SO WE'RE SAYING THIS IS A BIG NOTHING BURGER.

AND AGAIN, I JUST WANT TO BE BLUNT BECAUSE I'M TIRED OF KIND OF PUSSYFOOTING AROUND THIS .

SIR? DR. JOHNSON, IF THERE ARE BOOKS OUT THERE LIKE SOME OF THE SPEAKERS TALKED ABOUT, I WOULD LIKE TO KNOW RIGHT NOW SO WE CAN GO AND TAKE CARE OF IT.

I WOULD LIKE TO KNOW WE STILL AM YET TO HEAR SOME TITLES.

YEAH, BECAUSE WE'VE WE SPENT AN INORDINATE AMOUNT OF TIME TALKING ABOUT THIS.

RIGHT. FROM 50 PUBLIC COMMENTS TO NOW TODAY.

SO BASICALLY, WE JUST SAY IT LOUD AND CLEAR AGAIN BECAUSE AGAIN, I REMEMBER DURING MY TIME TEACHING IN THIS DISTRICT THAT WE ALWAYS WORK WITH THE PARENTS.

WE ALWAYS RAN THINGS THROUGH PARENTS.

THERE WAS ALWAYS A DISCUSSION OF WHETHER OR NOT THEY WANTED THEIR CHILD TO LEARN OR KNOW SOMETHING.

SO BASICALLY, THIS IS.

I MEAN, I DON'T WANT TO JUDGE OTHER PEOPLE'S VALUES, YOU KNOW? SO I THINK I THINK TO SOME PEOPLE IT'S A DIFFERENT WAY OF LOOKING AT A DIFFERENT MATERIAL, YOU KNOW, SO LIKE, I'VE GOT ONE SET OF VALUES.

OTHER PEOPLE HAVE DIFFERENT SETS OF VALUES.

WELL, I DON'T THINK IT'S A VALUE ISSUE.

IT'S JUST THAT FOR ME THAT THE PARENTS HAVE ALWAYS HAD THE OPPORTUNITY.

OH, DEFINITELY. THERE'S DEFINITELY.

PARENTAL CHOICE IN WHAT BOOKS THEIR KIDS INTERACT WITH.

YEAH, BECAUSE EVERYTHING I'VE SEEN IS THAT OLD PARENTS ARE LOOKING UP.

I'VE NEVER SEEN THAT. SO.

OK OKAY. ANY ANY BOOK THAT'S TAUGHT IN CLASS AS PART OF A GROUP.

PARENTS APPROVE AHEAD OF TIME.

THERE'S BOOKS IN THE LIBRARY.

PARENTS NEED TO TALK TO LIBRARIANS.

THAT'S THE BEST FIRST STEP.

ANY KIND OF SEX ED, ANYTHING IS OPT IN.

THERE'S PARENT CHOICE AROUND ALL OF IT.

I WILL CLARIFY IT BECAUSE I'VE HAD MANY OF THESE DISCUSSIONS WITH YOU ALL THAT CERTAINLY CORRECT ME IF I'M I KNOW I'M NOT WRONG, BUT THERE HAVE BEEN BOOKS THAT WE HAVE DETERMINED DO NOT COMPLY WITH OUR POLICY.

AND THEY HAVE. THEY HAVE BEEN.

YES, THERE HAVE BEEN. YEAH. YEAH.

THAT'S WHAT I MEAN. THERE HAVE BEEN DISCUSSIONS BETWEEN PARENTS, STUDENT TEACHER AND THE LIBRARIAN, AND THEY SIT DOWN AND TALK ABOUT IT TOGETHER.

AND MAYBE THAT LIBRARIAN WASN'T EVEN ON THAT CAMPUS WHEN THAT BOOK, YOU KNOW, FOUND ITS WAY INTO THE LIBRARY AND IT WAS REMOVED.

AND THEN THEY TALKED TO LIBRARIANS ON OTHER CAMPUSES.

AND WE'VE HAD BOOKS THAT WE WENT THROUGH AN INFORMAL PROCESS ON ONE CAMPUS THAT ENDED UP GETTING REMOVED FROM OTHER CAMPUSES AS WELL.

SO, I MEAN, IT DOES HAPPEN.

I'M JUST SAYING IT HASN'T GONE TO A FORMAL POINT WHERE THERE WAS DISAGREEMENT.

BUT ALSO, WHAT ARE WE GOING TO SAY? I'M SORRY TO CUT YOU OFF.

IT'S NOT, IF THAT WAS BROUGHT TO OUR ATTENTION, WE'RE NOT JUST GOING TO IGNORE IT.

WE'RE NOT GOING TO GO OVER AND SAY IT DOESN'T MATTER WHAT YOU AS A PARENT SAYING, WE'RE GOING TO JUST LEAVE THAT BOOK THERE.

RIGHT. IF WE KNOW.

SO THAT'S WHAT I WAS SAYING.

DR. JOHNSON YEAH.

I MEAN, MISTAKES ARE BOOKS LIKE, LIKE RYAN WAS SAYING THINGS HAPPEN, BUT WHEN ONCE WE ARE MADE AWARE OF WE TAKE ACTION, WE TAKE CARE OF IT, RIGHT? AND WE FOLLOW THE PROCESS OR THE SYSTEM, WHATEVER WE HAVE.

SO AGAIN, OUR PARENTS ARE ALWAYS GOING TO HAVE THE ULTIMATE SAY.

SO I HAVE ONE MORE QUESTION.

I DON'T KNOW. IT'S KIND OF A QUESTION.

IT'S A QUESTION. SO I'VE SPENT TIME READING THE BOOKS THAT PEOPLE HAVE SAID ARE PROBLEMATIC.

I JUST I DECIDED THIS SUMMER I'M GOING TO READ THE BOOKS AND I CAN SEE HOW SOME OF THEM WOULD BE, YOU KNOW, CERTAIN FAMILIES, PEOPLE WOULD WOULD SAY LIKE, THIS IS NOT APPROPRIATE.

AND WE'VE DISCUSSED HOW PARENTS CAN ADVOCATE IN TERMS OF THE LIBRARY.

BUT LIKE THOSE BOOKS THAT, YOU KNOW, DEFINITELY DON'T, NOTHING I READ BECAUSE ALL THE THINGS I READ WERE CURRENTLY IN OUR LIBRARIES, I WOULDN'T GO AS FAR AS TO SAY THEY WERE PORNOGRAPHIC, BUT DEFINITELY THERE WAS SEXUAL CONTENT IN SOME OF THESE BOOKS.

AND SO I GUESS THE QUESTION IS LIKE, HOW DO WE WALK THIS LINE? AND I THINK THE THING THAT I THE RESPONSE I HEAR IS IT'S A PARENTAL CHOICE TYPE OF THING.

AND THEN IT'S A DISCUSSION WITH THE LIBRARIAN TO REALLY DETERMINE WHETHER, YOU KNOW, IT IS A VIOLATION OF THE POLICY.

BUT I CERTAINLY, I'VE READ A LOT OF THE BOOKS.

AND SO I UNDERSTAND.

SO I GUESS MY QUESTION IS LIKE FOR THOSE BOOKS, THOSE PARENTS THAT SAY THIS, THIS FOR ME LIKE IS ON THE LINE AND HOW DO WE

[02:50:03]

NAVIGATE THAT IN TERMS OF BECAUSE THERE'S DEFINITELY CERTAIN MATERIALS THAT WE'VE TALKED ABOUT THAT JUST I MEAN, I THINK EVERYONE WOULD AGREE THAT THEY CROSS THE LINE AND THOSE NO ONE HAS BEEN THERE HASN'T BEEN ANY ARGUMENT ABOUT.

BUT I THINK THAT THERE'S THRE'S SOME THAT THAT ARE JUST NOT AS, PARDON ME.

AND I THINK FOR MANY REASONS.

I MEAN, I'M JUST TALKING ABOUT ME PERSONALLY, LIKE WHAT I'VE READ, JUST, YOU KNOW, SEXUAL CONTENT.

IF I COULD JUMP IN.

LIKE, I MEAN, I THINK IT'S A I KEEP COMING BACK TO THAT CONVERSATION WITH THE LIBRARIAN, BUT LIKE, PERSONALLY, I'VE GOT A 12 YEAR OLD AND A 14 YEAR OLD, RIGHT.

YOU KNOW, THAT ARE COMING INTO HIGH SCHOOL, YOU KNOW, AND I HOPE THEY READ, YOU KNOW, BUT WHEN THEY WHEN THEY DO READ, YOU KNOW, I MIGHT HAVE CONVERSATIONS WITH EXPERTS IN MY FIELD ABOUT HOW DO I HELP GUIDE MY STUDENT OR MY SON THROUGH, YOU KNOW, BEST CHOICES OF HIS READING.

I KNOW ONE PIECE IS WE ALWAYS LOOK AT THE TOTALITY OF THE TEXT, YOU KNOW.

SO I THINK THAT'S SOMETHING THAT I TRY TO KEEP IN MIND, YOU KNOW, THAT WE DON'T JUST PICK OUT A FEW PARAGRAPHS.

YOU KNOW, WE LOOK AT HOW THIS FITS IN WITH THE ENTIRE STORY.

I THINK THAT'S VERY IMPORTANT, BUT IT'S NOT EASY.

SO THAT'S WHY I THINK IT IS.

I JUST KEEP COMING BACK TO THAT.

WE HAVE GREAT LIBRARIANS THAT WANT TO BUILD RELATIONSHIPS WITH OUR PARENTS, AND THEY CAN BE A GREAT TOOL, AN ASSET TO HELP NAVIGATE THIS PART OF PARENTHOOD.

TRUSTEE HARRISON HAS HER LIGHT ON.

THANK YOU, MADAM PRESIDENT.

I JUST HAVE A POINT OF ORDER.

DO YOU ACKNOWLEDGE MY POINT? SORRY. YES. WHAT IF YOU ALREADY HAD THE FLOOR? YOU COULD I JUST ASK THAT WE RENEW OUR COMMITMENT TO USING OUR LIGHTS? THIS IS A MEETING, AND, YOU KNOW, IT COULD GO MUCH FASTER IF WE GO IN ORDER.

SECONDARILY, IT SEEMS LIKE OUR PROCESS WORKS IN TERMS OF BOOK REMOVAL BECAUSE THOSE BOOKS STILL AREN'T IN THE LIBRARY.

AND WITH THAT BEING SAID, I MOVE THAT WE CLOSE DEBATE.

SECOND. SO I HAVE A MOTION.

REPEAT YOUR MOTION.

I MOVE THAT WE CLOSE DEBATE AND MOVE ON.

MOVE TO CLOSE DEBATE.

OKAY. SORRY.

CAN I MAKE A COMMENT? HOLD ON. LET ME CHECK AND SEE IF IT REQUIRES WHAT MAJORITY AND IF IT'S DEBATABLE.

HOLD ON. CLOSE DEBATE.

IT'S NOT DEBATABLE.

IT'S NOT DEBATABLE.

AND WHAT, TWO THIRDS? TWO THIRDS, WHICH WOULD BE FOR TONIGHT.

ALL RIGHT. SO THE MOTION IN A SECOND TO IN THE DEBATE ON AGENDA ITEM G-4, ALL IN FAVOR OF RAISE YOUR HAND.

ALL OPPOSED.

ABSTAINING. I DON'T REALLY HAVE AN OPINION ON THIS ONE, SO WE'LL GO AHEAD AND CONTINUE DISCUSSING.

TRUSTEE VESSA? I DON'T HAVE ANYTHING MORE TO SAY, BUT I JUST, MY COMMENT WAS GOING TO BE I DON'T HAVE ANYTHING MORE TO SAY.

SO I THINK IF WE'RE ALL DONE, WE CAN MOVE ON.

WE CAN'T COMMIT TO THE LIGHTS BECAUSE MY.

GO AHEAD, JOHNSON.

JUST SAYIN. DOES ANYBODY ELSE HAVE ANYTHING ELSE SEEN? NONE. IT IS 8:44.

LET'S GO AHEAD AND TAKE A RECESS BEFORE WE GET INTO CONSENT ITEMS AND THEN OUR ACTION ITEMS. IT IS 8:44.

LET'S TAKE 10 MINUTES.

WE'LL COME BACK. WE'LL TAKE 11 MINUTES.

COME BACK AT NINE, 8:55.

IT IS 8:55.

[I. ACTION ITEMS (Part 1 of 2) ]

WE ARE BACK IN OPEN SESSION TRUSTEES.

WE'RE GOING TO GO A LITTLE OUT OF ORDER HERE.

WE DO HAVE SOME STAFF THAT IS HERE.

IT NEEDS TO GET BACK TO OUR SCHOOLS IN THE MORNING.

SO WE'RE GOING TO GO AND DO ITEM I-2 THE CAPITAL PROJECTS COMMUNITY OVERSIGHT COMMITTEE REPORT AND THE APPROVAL OF THE GUARANTEED MAXIMUM PRICE FOR BRUSHY CREEK ELEMENTARY SCHOOL EXPANSION AND RENOVATION PROJECT.

SO I WILL TURN THIS OVER TO DR.

AZAIEZ. ALL RIGHT.

THANK YOU AGAIN, PRESIDENT FELLER.

I'M GOING TO TURN IT TO ACTUALLY TO TERRY.

THANK YOU, DR. AZAIEZ.

MADAM PRESIDENT AND DR.

AZAIEZ AND TRUSTEES, WE HAVE ALSO HERE AT THE TABLE WITH US TONIGHT THE CHAIR OF THE THE COMMITTEE THAT WE CALL THE CPCOC.

AND I'M GOING TO TRY REALLY HARD TO MAKE SURE I GET THIS ACRONYM RIGHT.

THE CAPITAL PROJECTS COMMUNITY OVERSIGHT COMMITTEE, IS THAT RIGHT? THAT'S CORRECT. AND SO MS. LINDSEY LEDYARD.

THANK YOU. THANK YOU.

AND SO THE THE AGENDA TONIGHT IS THE REPORT OF THE CPOC.

AND I WANT TO JUST TO MENTION THAT LINDSEY AND HER TEAM THERE WITH THE CPSC HAVE REALLY BEEN DOING A

[02:55:07]

LOT OF WORK AND THE TRUSTEES HAVE BEEN TRACKING AND PARTICIPATING IN THE COMMITTEE.

AND AND JUST THANK YOU SO MUCH FOR YOUR WORK AND SERVICE.

IT'S A LOT OF WORK IN THAT COMMITTEE.

AND SO I JUST WANTED TO MENTION THAT THAT RECOMMENDATION FROM THE ADMINISTRATION IS IN LINE WITH THE COMMITTEE.

AND SO I'LL YIELD THE MICROPHONE TO LINDSEY.

THANKS, TERRY. OH, SORRY.

BEAR WITH ME. I'M NOT USED TO BEING UP HERE.

SO, AS YOU SAID, MY NAME IS LINDSAY, AND I'M THE CHAIR OF THIS COMMITTEE.

WE ARE A NEW COMMITTEE.

THIS IS OUR FIRST QUARTERLY REPORT.

OUR FIRST MEETING WAS IN APRIL.

CHAIR AND VICE CHAIR WERE DECIDED IN MAY.

AND THEN WE'VE HAD MEETINGS EVEN DURING THE SUMMER.

AND AND REALLY, WE IT TOOK US A LITTLE BIT TIME TO GET OUR OUR THE GROUND UNDERNEATH US AND ALLOW US TO GET RUNNING.

AND SO WITH THIS INITIAL REPORT, IT IS OUR BYLAWS MANDATE THAT WE REPORT TO THE BOARD ONCE A QUARTER.

OBVIOUSLY, THIS IS OUR FIRST.

SO WE HAD A FEW MONTHS WHERE WE WERE TRYING TO FIGURE EVERYTHING OUT AND GET OUR BYLAWS UPDATED.

AND THEN THERE'S NOT REALLY A PRESCRIPTION ON HOW TO REPORT TO YOU ALL.

AND SO THIS WAS THE BEST EFFORT THAT WE CAME UP WITH.

THERE ARE A LOT OF PROJECTS ON THE BOND.

AND SO BUT WE ALSO KNOW THAT THERE ARE PROJECTS THAT HAVE BEEN COMPLETED AND THEN THERE ARE PROJECTS THAT ARE COMING UP STILL IN BRUSHY CREEK BEING ONE OF THEM.

AND HONESTLY, IT WAS KIND OF LUCKY THAT WE CHOSE BRUSHY.

WE MADE THAT DECISION IN OUR JUNE MEETING TO KIND OF DO A DEEP DIVE INTO THAT AND NOT KNOWING THAT THE GMP WAS COMING.

SO I'M GLAD THAT WE WERE ALREADY MOVING IN THAT DIRECTION AND MAYBE IT WAS JULY.

I CAN'T REMEMBER. IT WAS JULY, SORRY.

AND SO WE LOOKED AT THREE COMPLETED PROJECTS, CD FULKS, REDBUD AND THE AQUATIC CENTER, JUST TO LOOK AT IT FROM AN EFFICIENCY PERSPECTIVE, HOW WELL IT WAS MANAGED.

WERE WE OVER BUDGET? WERE WE UNDER BUDGET? ANY OF THOSE THOSE TYPE OF CONSIDERATIONS? WERE THERE SCOPE CHANGES TO BE ABLE TO COMMUNICATE TO THE COMMUNITY ABOUT THAT? AND THEN WE LOOKED AT THREE OTHER UPCOMING PROJECTS.

AND THEN AS THE CHAIR, I ALSO INQUIRED ABOUT SOME OF THE OTHER THINGS, ESPECIALLY AFTER THE TRAGEDY IN UVALDE, ABOUT SAFETY AND SECURITY AND ONE PARTICULAR BOND PROJECT ABOUT LOCKS AND THINGS OF THAT NATURE.

AND SO THAT'S THAT'S ALSO IN THIS REPORT.

SO AS FAR AS COMPLETED PROJECTS GO FOR THE CD FOLKS AND REDBUD PROJECT, BOTH OF THOSE, I'M HAPPY TO SAY, WERE COMPLETED UNDER BUDGET FOR THESE TWO PROJECTS.

WE ARE UNDER BUDGET BY ABOUT $6 MILLION, AND I THINK THAT'S TRULY A TESTAMENT.

I REMEMBER IN ONE OF THE FIRST MEETINGS THAT WE HAD WHEN TERRY INTRODUCED HIMSELF AND HOW WE WERE DOING WITH THE BOND PROJECT AS A WHOLE, THAT A LOT OF THE PROJECTS THAT WERE FIRST PASSED, THEY WERE ABLE TO GET UNDER CONTRACT VERY QUICKLY.

AND GETTING THAT UNDER CONTRACT REALLY QUICKLY WAS A HUGE WIN FOR OUR DISTRICT TO BE ABLE TO ALLOW THOSE PROJECTS TO BE COMPLETED UNDER BUDGET.

SO I THINK IT'S IT'S A GOOD TESTAMENT TO THE COMPETENCE OF THAT DEPARTMENT TO TRY TO GET THOSE THINGS UNDER CONTRACT AND HAVE MORE ASSURANCE ON THE COST OVERALL FOR THE AQUATIC CENTER, THE SCOPE OF THAT PROJECT WAS CHANGED TO ADD A 25 METER WARM WATER POOL TO ALLOW FOR MORE OF A VERSATILE I BELIEVE THAT WAS IN AUGUST 2019 TO HAVE A MORE VERSATILE USE OF THE POOL FOR SWIM LESSONS, ETC.

AND SO THIS PROJECT DID HAVE AN OVERAGE OF APPROXIMATELY 2.4 MILLION.

BUT THANKFULLY, BECAUSE WE HAD OTHER PROJECTS THAT WERE UNDER BUDGET, WE WERE ABLE TO BE ABLE TO ABSORB THAT COST.

THE PROJECT WAS IMPACTED BY SUPPLY CHAIN DELAYS DURING THE PANDEMIC, ONE EXAMPLE BEING THE RETRACTABLE DOORS THAT THE FACILITY HAS.

AND BUT THANKFULLY IT'S OPENED AT THE BEGINNING OF THE SCHOOL YEAR.

AND I KNOW THAT WE HAD A SPOTLIGHT ON IT.

AND IT'S IT'S REALLY A BEAUTIFUL FACILITY.

ONE THING THAT THE ADMINISTRATION SHARED IS THAT WITH ALL THESE PROJECTS THAT ARE LOOKING AT LONGER PURCHASING LEAD TIMES THAN IN THE PAST, THIS IS ALSO BECAUSE OF SUPPLY CHAIN ISSUES. AND WITH THAT, THEY'RE TAKING THOSE THINGS INTO CONSIDERATION EARLY IN THE PROJECTS TO TRY TO HELP MITIGATE THOSE PRICE ESCALATIONS.

AND THEN THEY'VE ALSO ASKED ARCHITECTS ON FUTURE PROJECTS TO HAVE A MORE OPEN ENDED SPECIFICATIONS AS MUCH AS POSSIBLE TO PROVIDE FLEXIBILITY IN THE

[03:00:02]

EXECUTION OF IT. SO IT'S NOT SO PRESCRIPTIVE.

AND I THINK THAT WILL ALLOW FOR US TO BE ABLE TO HOPEFULLY GET OUR PROJECTS ACCOMPLISHED IN A TIMELY MANNER IF WE HAVE TO BE A LITTLE BIT MORE FLEXIBLE.

AND SO FOR OUR UPCOMING PROJECTS, I'LL SPEND MOST OF THE TIME ON BRUSHY CREEK ELEMENTARY.

OBVIOUSLY THAT'S THE SUBJECT OF THIS GMP.

THE COMMITTEE REVIEWED THIS PROJECT AND I KNOW THAT THERE ARE TWO PROPOSALS BEFORE YOU.

I WILL SAY THAT EVEN WITHIN OUR COMMITTEE THERE IS A LITTLE BIT OF DEBATE BACK AND FORTH.

AS YOU CAN SEE IN THE REPORT.

I INCLUDED DETAILS ABOUT THAT.

AND AT THE END OF THAT MEETING, WE LANDED WITH REACHING OUT TO THE ADMINISTRATION FOR ADDITIONAL INFORMATION REGARDING SAFETY AND SECURITY AND WHETHER HAVING AN OPEN CORRIDOR OR HAVING AN OPEN WALKWAY OR HAVING AN ENCLOSED CORRIDOR WOULD BE THE RECOMMENDATION FROM ADMINISTRATION FROM THAT PERSPECTIVE AND WHETHER THERE WAS ANY ADDITIONAL FEEDBACK.

AND SO THE COMMITTEE VOTED TO TO HAVE ME REACH OUT TO THE ADMINISTRATION AND GATHER ADDITIONAL INFORMATION.

AND SO I DID THAT AND WE RECEIVED ADDITIONAL FEEDBACK.

AND THAT'S DOCUMENTED IN THIS AS WELL ON SOME OF THE SUBSEQUENT PAGES.

AND AND SO ULTIMATELY, BECAUSE OF THE RECOMMENDATION WHEN IT COMES TO SAFETY AND SECURITY, FOR EXAMPLE, IF YOU'RE IN A LOCKOUT SITUATION WHERE EVERYTHING IS GOOD INSIDE THIS SCHOOL, RIGHT.

BUT THERE COULD BE SOMETHING HAPPENING IN THE COMMUNITY, THIS ADDITION YOU CAN SEE THERE, THAT WOULD BE OPTION ONE WITH AN OPEN WALKWAY.

IF THAT WERE TO BE OPEN AND YOU HAVE A SITUATION LIKE THAT, YOU WOULD HAVE 16 CLASSROOMS IN THIS BUILDING THAT ARE SEPARATED FROM THE MAIN CAMPUS OR FROM THE MAIN BUILDING. SO IF YOU WERE IN THAT, IT WOULD LIMIT THE EASE OF ACCESS BETWEEN THESE BUILDINGS.

SO IF YOU HAVE KIDS OVER THERE, THERE'S A LOCKOUT SITUATION.

CAN THEY GET INTO THE CAFETERIA SPACE OR THEIR SPECIAL SPACE OR THINGS LIKE THAT IF YOU HAVE AN OPEN WALKWAY? AND SO WHEN WE REACHED OUT, I KNOW THAT WAS ONE OF THE THINGS THAT I THINK THAT TERRY PROVIDED THAT FEEDBACK, THAT THAT'S SOMETHING THAT THE ADMINISTRATION ALSO HAS A CONCERN ABOUT.

AND AND I BELIEVE THAT AT THE WHEN THIS WAS LAST DISCUSSED LAST NOVEMBER, I WENT BACK AND REWATCHED THAT VIDEO.

I KNOW I THINK IT WAS DR.

BONE THAT ACTUALLY BROUGHT THAT QUESTION UP ABOUT HAVING AN OPEN CORRIDOR AND WHETHER ESPECIALLY ON AN ELEMENTARY CAMPUS AND THINGS OF THAT NATURE. AND I UNDERSTAND THE THE FACT THAT WE HAVE WE HAVE A LOT OF CAMPUSES THAT WE HAVE KIDS TRAVELING BETWEEN PORTABLES AND BUILDINGS, AND WE DON'T LOVE THAT. WE WOULD LOVE FOR ALL OF OUR KIDS TO BE OUT OF PORTABLES.

BUT I THINK IN GENERAL, IF WE'RE BUILDING NEW CONSTRUCTION AND WE'RE TRYING TO ELIMINATE THE NEED FOR PORTABLES, IT MAKES SENSE TO TRY TO MAKE IT AN ENCLOSED STRUCTURE FOR THE STUDENTS TO BE ABLE TO TO MOVE AROUND IN A FULLY ENCLOSED SCHOOL.

AND THEN I ALSO RECEIVED FEEDBACK ON THIS PROJECT FROM THE SPECIAL EDUCATION COMMUNITY AS WELL.

THEY WERE CONCERNED ABOUT HAVING A COVERED WALKWAY VERSUS AN ENCLOSED CORRIDOR.

THIS CAMPUS HAS A HIGHER THAN AVERAGE SPEED POPULATION OF ABOUT 14%.

AND FOR SOME OF THESE STUDENTS TRAVELING IN THOSE OPEN WALKWAYS, THEY COULD BE AT A RISK FOR ELOPEMENT, MEANING RUNNING OR THINGS OF THAT NATURE.

AND THAT'S HARDER. THAT MAKES IT EVEN HARDER FOR OUR TEACHERS TO BE ABLE TO MANAGE THAT AS WELL.

AND SO WE TOOK THAT INTO CONSIDERATION.

AND I WILL SAY IN THE PAST, YOU KNOW, SOME OF THESE ISSUES I JUST TALKED ABOUT, RISK OF ELOPEMENT FOR A CHILD OR THINGS LIKE THAT MAY NOT HAVE ALWAYS BEEN FACTORED INTO HOW SCHOOL WAS DESIGNED, BUT I DON'T THINK THAT MEANS THAT WE DON'T TAKE THAT INTO CONSIDERATION.

NOW, IF WE IF WE'RE HEARING THAT FEEDBACK, I THINK IT'S IMPORTANT TO TAKE THAT INTO CONSIDERATION.

AND THEN WITH THE GMP, THERE IS AN ADDITIONAL COST TO HAVING A CLOSED CORRIDOR.

BUT THE OVERALL RECOMMENDATION FROM THE COMMITTEE IS TO SELECT OPTION TWO, AND WE THINK THAT IT WOULD BE BETTER TO ABSORB THIS COST NOW, ESPECIALLY WITH THE THE EXCESS BOND FUNDS THAT WE DO HAVE AVAILABLE TO BE ABLE TO ABSORB THIS COST VERSUS COMING BACK TO IT LATER AND HAVING TO MAKE MODIFICATIONS TO THE BUILDING THAT WILL INEVITABLY COST MORE.

AND ONE LAST THING I WOULD I WOULD POINT OUT IS THAT THERE IS A MASTER PLAN FOR THIS COMMUNITY THAT WAS PRESENTED TO US THAT POTENTIALLY IN A FUTURE BOND MAYBE DOWN THE ROAD, THERE COULD BE AN ADDITIONAL CLASSROOM EXPANSION THAT COULD POTENTIALLY INCORPORATE A CORRIDOR AT THAT POINT IN TIME.

BUT THAT BEING SAID, WE DON'T KNOW IF AND WHEN THAT WILL HAPPEN.

AND SO THAT TAKES A LOT MORE TIME.

[03:05:03]

AND SO FOR FOR THIS PURPOSE, I THINK THAT OUR RECOMMENDATION COMES TO DO IT RIGHT NOW WHAT WE CAN, AND THEN WE'LL SEE IF WE END UP BEING ABLE TO DO THAT EXPANSION, THAT SECONDARY PHASE OF THE MASTER PLAN IN THE FUTURE.

I'M GOING TO FINISH GOING THROUGH THIS AND THEN YOU ALL CAN ASK ME QUESTIONS.

THE OTHER TWO PROJECTS THAT WE LOOKED AT WERE CARAWAY AND AND THEN ALSO THE STONY POINT CAFETERIA EXPANSION.

SO WITH CARAWAY, THERE ISN'T A HUGE UPDATE ON THIS PROJECT, UNFORTUNATELY, AND THAT HAS A LOT TO DO WITH THE FACT THAT THERE'S BEEN UNPRECEDENTED DELAYS, THE CITY OF AUSTIN CONSTRAINTS AND THE PERMITTING PROCESS AND ALL OF THAT.

WE DID INQUIRE ABOUT THE SCOPE OF THESE PLANS.

WE KNOW THAT ENROLLMENT HAS CHANGED AT CARAWAY, AND SO WE RECOGNIZE THE NEED FOR CARAWAY TO TO RECEIVE THE EXPANSION AND UPGRADES.

THE CAFETERIA CARAWAY IS ONE OF THE ONLY SCHOOLS THAT DOESN'T HAVE A STAGE.

AND I PERSONALLY CAN'T IMAGINE THAT FOR MY KIDS AT AN ELEMENTARY SCHOOL NOT HAVING A STAGE TO BE ABLE TO PERFORM ON FOR THEIR PARENTS.

SO THERE'S DEFINITELY THINGS THAT DEFINITELY NEED TO HAPPEN THERE.

BUT WE WOULD LIKE TO LOOK AT WHETHER OR NOT SOME OF THE DO WE NEED EIGHT CLASSROOMS OR DO WE NEED SIX CLASSROOMS OR WHAT DOES THAT LOOK LIKE BASED ON ENROLLMENT? THERE HAVE BEEN TWO DESIGN OPTIONS THAT WERE PRESENTED TO THE COMMITTEE THAT ARE INCLUDED IN YOUR REPORT.

AND SO WE'D LIKE TO REQUEST THAT THE ADMINISTRATION PROVIDE A SIDE BY SIDE COST COMPARISON OF THESE OPTIONS.

WHEN WE GET CLOSER, AS THEY GET CLOSER TO FIGURING OUT FINAL DESIGN.

AND THEN WE'D ALSO LIKE TO HEAR FROM THE COMMUNITY BECAUSE THERE ARE TWO DIFFERENT OPTIONS.

WHAT THE COMMUNITY FEELS IS THE MOST IMPORTANT, THE FAMILIES AT THOSE CAMPUSES.

ONE THING I WAS JUST SPEAKING WITH THE BRUSHY CREEK PRINCIPAL BEFORE COMING UP HERE THAT I SHARED WITH HER IS THAT EVEN WITH THIS BRUSHY CREEK PROJECT, I THINK WE WOULD WE COULD HAVE DONE A BETTER JOB OF HAVING FEEDBACK FROM OUR CAMPUS WHEN WE HEARD FROM THEM LAST YEAR.

BUT SINCE THEN IT KIND OF HAD GONE SILENT UNTIL THIS GMP IS IS COMING BEFORE THEM.

SO I THINK THAT IN GENERAL, MY HOPE IS THAT THROUGH THIS COMMUNITY WE CAN HELP OR THIS COMMITTEE, WE CAN HELP FACILITATE SOME OF THESE CONVERSATIONS WITH THE COMMUNITY AS WELL. STONY POINT.

THIS PROJECT WAS OF INTEREST TO US AND WE PICKED THIS.

IT'S A CAFETERIA EXPANSION AND A CHANGE AND CREATING A MORE SPACE FOR OUR STUDENTS IN THAT CAFETERIA AND ALSO CREATING A USABLE SPACE OUTSIDE WITH SOME SHADE COVERS BECAUSE IT'S JUST SO HOT IN TEXAS AND THERE'S THIS BEAUTIFUL COURTYARD THAT ISN'T REALLY USABLE ON A REGULAR BASIS.

BUT THIS ONE STOOD OUT TO US BECAUSE WHAT WAS IN THE SCOPE OF THE BOND AND THEN WHAT CAME BACK FROM THE ARCHITECTURE FIRM THAT PRESENTED SOME PLANS WAS WILDLY DIFFERENT.

SO THE EXPECTED BUDGET WAS AROUND 1 MILLION AND THE BOND AND THEN THE ARCHITECTURE FIRM CAME BACK WITH SOME THEIR BEAUTIFUL DESIGNS, BUT WITH A COST OF ALMOST $6 MILLION.

AND WE SAID, WHOA, WHOA, WHOA, WHAT'S HAPPENING HERE? AND SO TERRY WAS, OR NO, PIERRE WAS QUICK TO SAY THAT THEY DID NOT AGREE WITH THAT.

THE ADMINISTRATION WAS NOT PUSHING FOR THAT.

AND THEY HAVE SOUGHT OUT A NEW ARCHITECTURE FIRM TO BE ABLE TO PRESENT PLANS THAT ARE MORE IN LINE WITH THE ORIGINAL INTENT OF THE BOND. AND THEN THE LAST AREA OF THE REPORT IS THE SAFETY AND SECURITY SECTION.

AND SO THIS I ASKED ABOUT PROJECT.

I'M NOT GOING TO READ THE THE NUMBERS AND THE LETTERS, BUT WHICH IS ABOUT REPLACING DOOR HARDWARE AT ELEMENTARY AND MIDDLE SCHOOLS.

ALTHOUGH I WILL SAY IT WAS A LITTLE BIT HARD TO DETERMINE WHICH CAMPUSES THESE WERE INTENDED TO UPGRADE FROM THE FINAL BOND CALL LIST.

BUT AFTER INQUIRING, WE FELT IT WAS IMPORTANT TO COMMUNICATE TO THE THE COMMUNITY.

I SAY COMMUNICATE TO THE COMMUNITY THAT EVERY CLASSROOM IN ROUND ROCK ISD DOES HAVE A DOOR WITH AN INTERIOR LOCKING FUNCTION.

THIS BOND WAS TALKING ABOUT PUTTING IN THE CLASSROOM INTRUDER FUNCTION DOORS, WHICH WILL GIVE THE ABILITY TO LOCK FROM BOTH THE INSIDE AND THE OUTSIDE OF THE DOOR. AND SO 45% OF OUR CAMPUSES HAVE THOSE COMPLETED UPGRADE LOCK SETS THAT HAVE THAT FUNCTIONALITY.

AND SO WE HAVE REQUESTED FROM THE ADMINISTRATION THAT THEY PROVIDE AN UPDATE TO US AS TO WHAT PERCENTAGE OF EACH SCHOOL LEVEL HAVE COMPLETED THESE UPGRADES.

I KNOW WE DON'T WANT TO GIVE THAT INFORMATION AT A CAMPUS LEVEL.

THERE'S SECURITY CONCERNS ABOUT THAT.

BUT JUST AT A CAMPUS LEVEL TYPE OF SCHOOL LEVEL, TO BE ABLE TO PROVIDE WHAT PERCENTAGE IS COMPLETE.

[03:10:03]

AND THEN OF THE ONES THAT ARE NOT COMPLETE, HOW MANY ARE STILL COVERED UNDER THE CURRENT BOND TO RECEIVE UPGRADES? BECAUSE I DON'T THINK THAT'S FULLY CLEAR.

SO WE WOULD LIKE TO TO RECEIVE THAT FEEDBACK.

AND THEN FOR THOSE THAT ARE NOT COVERED UNDER THE CURRENT BOND, WE WOULD LIKE TO UNDERSTAND WHAT THE ADDITIONAL COSTS MAY BE SHOULD THE DISTRICT DECIDE TO MOVE FORWARD WITH THIS TYPE OF PROJECT OUTSIDE OF A BOND PROGRAM.

AND SO AND THAT THAT'S REALLY THE EXTENT OF THE REPORT.

SO I KNOW THAT WAS A LOT AND I TALKED VERY QUICKLY.

SO I'M HAPPY TO ANSWER ANY QUESTIONS YOU ALL MAY HAVE.

ALL RIGHT. I HAVE A FEW LIGHTS ON FOR YOU, SO TRUSTEE.

HARRISON. I LOST MY WHOLE THING.

I JUST WANT TO EXPRESS GRATITUDE.

THIS LOOKS LIKE IT WAS A WHOLE LOT OF WORK.

I DON'T HAVE A QUESTION.

JUST. THANK YOU. THANK YOU. THANK YOU.

AND I SAW THAT TRUSTEE JOHNSON CLICKED HIS LIGHT, BUT IT DIDN'T.

COME ON OVER HERE. TRUSTEE WESTON? SO I JUST WANT TO SAY I ACTUALLY HAD THE PLEASURE OF ATTENDING THE LAST CPCOC MEETING AT BRUSHY CREEK ELEMENTARY.

I APPRECIATE THE WORK OF THE VOLUNTEERS.

I ALSO CAME IN ON MONDAY OF THIS WEEK AND MET WITH DR.

AZAIEZ AND MR. WOOSTER, WHO ARE VERY GENEROUS WITH THEIR TIME, AS ALWAYS IN ANSWERING ALL OF MY QUESTIONS.

AND WITH THAT, I'D LIKE TO MOVE THAT THE BOARD APPROVE THE GUARANTEED MAXIMUM PRICE FOR OPTION NUMBER TWO FOR THE BRUSHY CREEK ELEMENTARY SCHOOL EXPANSION AND RENOVATION PROJECT AS PRESENTED SECOND.

I HAVE A COUPLE OF OTHER LIGHTS ON FOR DISCUSSION BEFORE THAT IS MADE.

SO TRUSTEE JOHNSON? SO I WOULD LIKE TO SAY THAT I'M HAPPY TO SEE THE ITEMS ON THERE FOR STONY POINT, ESPECIALLY FOR THE AMPHITHEATER.

THAT SPACE HAS BEEN UNUSABLE FOR A NUMBER OF YEARS.

IT'S A GREAT SPACE, BUT ALWAYS HOT, ALWAYS RAINY AND COULDN'T USE IT DURING THE ELEMENT.

SO HAPPY TO SEE THAT'S ON THERE.

SO I WOULD LIKE TO SEE AN ARCHITECTURE FIRM PICKED AS SOON AS POSSIBLE AND GET THAT GOING.

AND I DO REMEMBER MY TIME AT STONY POINT WHEN WE HAD TO GO TO MULTIPLE LUNCHES BECAUSE OF THE SIZE OF THE CAFETERIA.

SO DEFINITELY WOULD LIKE TO SEE THAT HAPPEN AS SOON AS POSSIBLE.

I CAN TELL YOU THAT EVEN TODAY, AS I WAS IN A MEETING WITH MR. WILSON. HE LOOKED AT ME AND SAID, HEY, I'D REALLY LIKE TO GET WITH YOU AND GET STARTED ON THIS.

AND SO WE WE STARTED ON IT AND IT KIND OF WENT A LITTLE OFF PATTERN.

AND SO WE PULLED IT BACK IN AND SAID, NO, WE'RE NOT, WE'RE NOT GOING THAT DIRECTION.

AND AND SO WE KNOW THAT THAT PARTICULAR SERVICE LINE IN THE KITCHEN THERE IS TURNING POINT NEEDS SOME ATTENTION.

AND SO WE ARE GOING TO DIG INTO THAT AS SOON AS WE GET PAST THIS PROJECT.

I DO WANT TO ADD, I THINK IT'S IMPORTANT FOR THE COMMUNITY AND IT'S IN THERE, BUT THE CAFETERIA AT STONY POINT, TO YOUR POINT, TRUSTEE JOHNSON IS MUCH SMALLER THAN THE OTHER CAFETERIAS AT OUR HIGH SCHOOLS.

AND SO THAT'S WHAT DROVE THIS PROJECT TO SAY THAT THIS SCHOOL NEEDS TO HAVE A FACILITY THAT IS THAT CAN ACCOMMODATE THAT MANY STUDENTS AND BE COMPARABLE TO OUR OTHER HIGH SCHOOLS.

TRUSTEE VESSA? I JUST HAD A, I NOTICED SOMETHING AND I READ THIS BEFORE AND I DON'T KNOW HOW I DIDN'T NOTICE IT THEN, BUT ON THE AQUATIC CENTER, THE EXPANSION, WE DIDN'T ADD A 25 METER WARM WATER POOL.

CORRECT? TRUSTEE VESSA. AND NO, I DIDN'T WANT TO CORRECT LINDSAY IN PUBLIC HERE, BUT I THINK SHE MEANT TO SAY WE MASTER PLAN FOR A WARM WATER POOL AND SO THAT BUT IT'S NOT CONSTRUCTED IN AND SO YOU DID.

YEAH THAT'S UNDERSTOOD IN OTHER COMMITTEE MEMBERS COMMENTS WHENEVER I UPDATED THAT SO I APOLOGIZE.

SO WHAT WAS THE CHANGE IN SCOPE THAT OCCURRED ON THE AQUATICS FACILITY? THE ORIGINAL AQUATICS FACILITY WAS SCHEDULED TO BE A 50 METER POOL, ALWAYS A COMPETITION POOL.

BUT DURING THE COURSE OF THE DESIGN AND WORK OF CREATING THAT POOL, YOU WILL DIVE IN.

UIL WATER POLO WAS BEING DEVELOPED.

AND SO THE ATHLETICS DEPARTMENT WAS VERY ADAMANT ABOUT WHY WOULD WE BUILD A POOL WITHOUT BEING ABLE TO ACCOMMODATE THOSE SPORTS.

AND SO THAT'S HOW WE GOT TO WHAT THE VOCABULARY IS A STRETCH.

WE STRETCHED THAT OUT, THAT 50 METER POOL SO THAT WE COULD ACCOMMODATE WATER POLO AS WELL AS UIL DIVE BOARD TEAMS. AND SO THAT POOL IS JUST A LITTLE LONGER THAN WHAT THE ORIGINAL BOND AMOUNT WAS.

BUT I CAN TELL YOU THIS IS THAT CURRENTLY THERE ARE TWO WATER POLO TEAMS IN ROUND ROCK ISD THAT ARE GOING TO BE EXACTLY

[03:15:07]

ADVANCED COMPETITION.

AND SO IT WAS A IT WAS A WISE MOVE AT THAT TIME.

SORRY ABOUT THAT MISTAKE.

AND THAT'S THE FIRST TIME DOING IT, I THINK PARTICIPATING.

SO SUPER PROUD OF THEM.

I DON'T HAVE ANY OTHER LIGHTS ON, BUT I HAD ONE QUESTION ON THE DIFFERENCE IN THE TWO PRICES BETWEEN OPTION ONE AND OPTION TWO IS ABOUT 750,000.

CAN YOU TELL? I DON'T NEED LIKE DOWN TO THE SCREW, BUT THAT'S A LOT OF MONEY FOR A HALLWAY AND I'M IN FAVOR OF IT AND I'LL VOTE FOR IT.

BUT CAN YOU HELP ME UNDERSTAND $750,000 ON THIS? THERE'S ALWAYS MORE TO THE PROJECT WHEN YOU BEGIN TO INCLUDE CREATE AN ENCLOSURE OF THAT NATURE.

AND SO IT'S NOT JUST THE HALLWAY.

IS THAT JURISDICTIONAL? WE WILL BE REQUIRED TO TO EXTEND A FIRE LANE BACK AROUND BEHIND THE BUILDING AND THINGS OF THAT NATURE, WHICH CREATES SITE WORK AND DIFFERENT INFRASTRUCTURE.

AND SO IT'S JUST NOT THE ENCLOSURE FROM THAT POINT.

OKAY. THANKS FOR THE ADDITIONAL INFORMATION.

ALL RIGHT. I HAVE A MOTION IN A SECOND.

ANY OTHER COMMENTS? ALL RIGHT. SEE? NO OTHER LIGHTS.

ALL IN FAVOR. RAISE YOUR HAND.

ALL OPPOSED.

SEE? NONE. MOTION CARRIES SIX ZERO.

THANK YOU. THANK YOU.

THANK YOU VERY MUCH, MISS LEDYERD, FOR YOUR SERVICE IN CHAIRING THIS COMMITTEE AND FOR PRESENTING.

AND WE WILL SEE YOU IN JANUARY OR WHOEVER IS UP HERE.

WE'LL SEE YOU IN JANUARY.

ALL RIGHT. WE ARE GOING TO GO BACK TO OUR ITEMS BY CONSENT ITEMS.

[H. ACTION ITEMS FOR CONSIDERATION BY CONSENT]

H DO I HAVE A MOTION LANGUAGE FOR POINT OF ORDER? WHAT IS YOUR POINT? MADAM PRESIDENT, I DID NOT ASK FOR THIS AHEAD OF TIME, BUT MAY WE POLL EACH ONE JUST FOR A SEPARATE VOTE? I DON'T NEED ANY DISCUSSION, BUT THERE WERE SOME CONCERNS RAISED DURING PUBLIC COMMENTS, SO I'D LIKE TO THE OPPORTUNITY TO VOTE ON THAT ONE SEPARATELY.

OKAY. SURE IF ANYBODY WANTS TO MAKE THAT MOTION ACCORDINGLY.

I MOVE THAT WE APPROVE ACTION ITEMS FOR CONSIDERATION BY CONSENT H-2 THROUGH H-10.

ALL RIGHT. I HAVE A MOTION AND A SECOND TO APPROVE ITEMS H-2 THROUGH 10 BY CONSENT.

ALL IN FAVOR. RAISE YOUR HAND.

ALL OPPOSED? SEEING NONE. MOTION CARRIES 6-0.

I MOVE THAT WE APPROVE.

[H.1. Approval of Board Minutes]

ACTION. ITEM H-1 APPROVAL OF BOARD MINUTES.

SECOND. ALL RIGHT.

I HAVE A MOTION AND A SECOND TO APPROVE ITEM H ONE.

ALL IN FAVOR. RAISE YOUR HAND.

DO YOU HAVE DISCUSSION? YES. OKAY.

BECAUSE THE ONLY THING I HEARD WAS THAT THE DATE WAS WRONG.

SO CAN WE JUST AMEND THE DATE AND EVERYBODY VOTE FOR IT AND IT WILL APPROVE THE MINUTES OR.

GO AHEAD, TRUSTEE WESTON.

WELL, THERE WERE SOME CONCERNS ABOUT THE CONTENT OF WHAT'S IN THOSE MINUTES, SO I DON'T FEEL COMFORTABLE.

I WAS PLANNING TO ABSTAIN BECAUSE, YOU KNOW, I DON'T WANT TO BOG THIS MEETING DOWN WITH GETTING IN THE WEEDS OF THE MINUTES.

BUT I THINK THAT THE PERSON WHO SPOKE COULD BE ON TO SOMETHING.

SO I WAS GOING TO ABSTAIN.

BUT, YOU KNOW, IF WE COULD JUST PULL IT AND LOOK INTO IT AND THEN MAYBE BRING IT BACK NEXT MONTH, THAT WOULD BE MY PREFERENCE.

SO WOULD YOU LIKE TO MAKE A SUBSTITUTE MOTION? I MOVE TO AMEND TRUSTEE HARRISON WAS HARRISON'S MOTION AND PULL THE MINUTES FOR THE 9/29. I THINK IT WAS 9/20, WASN'T IT? YEAH, 9/20.

SO I MOVE TO PULL THE.

WELL, DO THE WHOLE THING OR JUST PULL THAT ONE? WE CAN MOVE TO APPROVE THE THREE.

RIGHT. HOW ABOUT THIS? I MOVED TO APPROVE THE MINUTES AS DESCRIBED IN ITEM H-1 FOR THE SEPTEMBER 15TH, 2022 BOARD MEETING, THE SEPTEMBER 29TH, 2022 BOARD MEETING, AND THE OCTOBER 13TH, 2022 BOARD MEETING.

SECOND. WAS THERE A SECOND ON THAT? OKAY. SORRY, I COULDN'T HEAR.

ALL RIGHT, SO I HAVE A MOTION TO APPROVE THREE SEPARATE MEETING MINUTES.

ANY OTHER DISCUSSION? ALL IN FAVOR OF RAISE YOUR HAND.

I'LL OPPOSE. SEEING NONE.

MOTION CARRIES 6-0.

CAN I JUST ASK BEFORE WE DO THE MINUTES OF THE 20TH WHEN I OPENED THAT AND LOOK AT THEM.

THE DATES ARE ALL CORRECT.

SO THAT I DON'T UNDERSTAND THAT COMMENT.

I WAS GOING TO SAY THE SAME.

I LOOKED AT IT AND CHECKED. ALL I WAS GOING TO DO WAS HAVE PATTY DOUBLE CHECK THE DATE AS FAR AS THE GRIEVANCE DATE THAT IT OCCURRED.

MAKE SURE TWO LINES. BUT THE DATE ON IT SEEMED TO REFLECT.

THE DATE THAT THE LADY REFERENCED.

SO I'M NOT SURE THE DATE IS CORRECT.

I AGREE. I THINK IT'S WORTH DOUBLE CHECKING, THOUGH.

AND THEN THERE WAS ALSO SOME CONCERNS THAT I DON'T WANT TO REPEAT WHAT SHE SAID BECAUSE I DON'T WANT TO MAKE IT SOUND LIKE I'M FOR OR AGAINST OR AN AGREEMENT OR DISAGREEMENT.

[03:20:06]

BUT THERE WERE THINGS THAT WE'LL SAY DID NOT HAPPEN IN THAT MEETING, AND I'M NOT SURE THAT'S PROPERLY REFLECTED HERE.

PERHAPS IT IS IN THE CERTIFIED AGENDA AND PERHAPS THAT'S THE BETTER WAY TO GO.

SO I PERSONALLY WOULD LIKE CLARITY BEFORE I WOULD VOTE FOR THIS.

I CAN WORK WITH PATTY ON THE MINUTES FOR THAT AND WE'LL JUST MAKE SURE IT REFLECTS ACCURATELY.

SO WOULD IT BE POSSIBLE FOR US TO MOVE FORWARD AND COME BACK TO THIS ITEM WHILE THEY'RE CHECKING? I THINK WE COULD BE NEXT.

IT WOULD BE NEXT MEETING, RIGHT? WE JUST WOULDN'T HAVE TO DO THAT.

OR JUST THE NEXT MOVING THE NEXT MEETING FOR SEPTEMBER 20TH, I MOVE TO TABLE ITEM H-1, THE MINUTES FOR THE SEPTEMBER 29TH CALLED BOARD MEETING.

20TH CALLED BOARD MEETING.

DO I NEED TO REPEAT THAT? SECOND, CAN I HAVE A MOTION TO TABLE APPROVAL OF THE MINUTES FROM THE 9/20 BOARD MEETING .

MOTION AND A SECOND. ALL IN FAVOR, RAISE YOUR HAND.

I'LL OPPOSED. SEEING NONE.

MOTION CARRIES 6-0.

[I. ACTION ITEMS (Part 2 of 2) ]

ALL RIGHT. THAT TAKES US TO ITEM I-1 ADOPTION OF RESOLUTION FOR STRATEGIC RETENTION AND RECRUITMENT INCENTIVES AND AMENDMENT TO THE ROUND ROCK ISD 2022-2023 COMPENSATION PLAN, AND I WILL TURN IT OVER TO DR.

AZAIEZ. THANK YOU AGAIN.

BOARD MEMBERS, I DON'T KNOW IF YOU REMEMBER BACK IN THE SPRING, I THINK MAYBE I GUESS MAY, MAYBE OR JUNE WE CAME FORWARD AND WE CAME UP WITH, I THINK ALONG WITH DENNIS, A PRESENTATION AROUND BUDGET.

WE CAME CAME UP TO YOU FOR SOME KIND OF INCENTIVES AROUND RECRUITMENT AND RETENTION TO OUR STAFF.

AND WE WERE AT THAT TIME DIRECTED BY THE BOARD OR ASKED BY THE BOARD TO COME BACK IN OCTOBER TO BRING IT BACK IN OCTOBER.

SO WE WENT BACK AND EDDIE AND HIS TEAM ALONG WITH DENNIS LOOKED AT IT AGAIN.

WE ALSO LOOKED AT WHAT OUR NEEDS ARE AND WE ARE COMING FORWARD TONIGHT WITH YOU, HOPEFULLY FOR YOUR APPROVAL TO TO KIND OF REWARD OUR TEACHERS AND OUR STAFF FOR FOR REALLY WORKING HARD AND STAYING WITH US AND TAKE CARE OF OUR STUDENTS.

SO, EDDIE, I DON'T WANT TO STEAL YOUR THUNDER AGAIN.

GO AHEAD, SIR. THIS IS BECOMING A RUNNING JOKE.

GOOD EVENING, PRESIDENT FELLER TRUSTEES.

DR. AZAIEZ. THANKS FOR HAVING ME HERE THIS EVENING, AND THANKS FOR ALLOWING US TO PRESENT ON SOME VERY IMPORTANT ITEMS. AND, YOU KNOW, IF WE CAN SKIP ON TO THE NEXT SLIDE.

SO STRATEGIC RECRUITMENT AND RETENTION.

YOU KNOW, I'VE WORKED IN HR NOW, THIS IS ABOUT TEN YEARS THAT I'VE BEEN DOING THIS JOB SINCE I LEFT THE CAMPUS.

AND I HAVE TO SAY THAT THIS HAS BEEN THE HARDEST, HARDEST YEAR OF MY CAREER BY FAR.

AND, YOU KNOW, IT'S, WE'VE HAD TO PIVOT AND REINVENT AND REFINE AND THINK CREATIVELY. AND I JUST WANT TO, YOU KNOW, GO ON RECORD OF THANKING MY TEAM.

I'M VERY BLESSED TO WORK WITH, I WOULD SAY, THE BEST HR DEPARTMENT IN THE AREA, IF NOT IN TEXAS, AND THEY WORK EXTREMELY HARD FOR OUR EMPLOYEES. SO I APPRECIATE THE WORK THAT THEY THEY DO EVERY DAY AND FOR WHAT THEY PUT INTO THIS THIS EFFORT AS WELL.

SO IF WE CAN MOVE ON, EVERYTHING THAT WE DO IS RELATED TO OUR STRATEGIC GOAL PLAN FOR.

AND SO OUR RECRUITMENT INTENTION, INCENTIVE AREAS OF FOCUS, WE IDENTIFIED FIVE MAIN AREAS WHICH WERE REALLY DIRECTLY, DIRECTLY RELATED TO CLASSROOM AND STUDENT OUTCOMES.

AND SO THE FIRST OF THOSE IS OUR SPECIAL EDUCATION TEACHERS.

WE'VE HAD AN UPTICK THIS YEAR IN THE NUMBER OF RESIGNATIONS THAT WE'VE SEEN IN SPECIAL EDUCATION, AND THAT'S COUPLED WITH A GREATER NEED, YOU KNOW, AS OUR ENROLLMENT STABILIZES AND STAYS PRETTY CONSISTENT, OUR SPECIAL EDUCATION NEED INCREASES AND PARTICULARLY POST-PANDEMIC.

WE'RE SEEING, YOU KNOW, HEIGHTENED NEED.

AND IN SOME OF OUR PROGRAMS, JUST IN TERMS OF SOME OF THOSE INTENSIVE BEHAVIORS WHICH WHICH REQUIRES RESOURCES AS WELL.

SO WE ASK A LOT OF OUR SPECIAL EDUCATION TEACHERS ON A DAILY BASIS.

AND RIGHT NOW WE CURRENTLY AS MUCH WORK AS WE PUT INTO OUR SPECIAL EDUCATION PIPELINES, WE STILL HAVE BETWEEN 25 AND 30 SPECIAL ED TEACHING VACANCIES AT THIS POINT. I'M PLEASED TO SAY THAT THAT NUMBER 30 WAS WE GENERATED THAT LAST ACTUALLY ON MONDAY AND WE'RE NOW AT 25.

SO WE ARE STILL MAKING PROGRESS.

WITH THAT BEING SAID, THE NEED IS ALWAYS THERE AND I JUST WANTED IT'S NOT ON THE SLIDE, BUT I WANTED TO POINT OUT THAT WE'VE HAD 41 TEACHER RESIGNATIONS SINCE THE START OF SCHOOL.

SO THAT'S 41 TEACHER RESIGNATIONS SINCE THE START OF SCHOOL.

12 OF THOSE HAVE BEEN SPECIAL ED.

AND SO YOU'VE HEARD ME TALK ABOUT OUR TEACHING ASSISTANTS PIPELINE IN THE PAST, AND YOU MAY REMEMBER THAT WE HAVE 14 TEACHING ASSISTANTS WHO WENT THROUGH AND WE WERE ABLE TO

[03:25:07]

SUPPORT TO GET THEIR TEACHING CERTIFICATION.

SO EVERY ONE OF THOSE IS WORKING AND BEING VERY SUCCESSFUL RIGHT NOW, AND WE'RE VERY HAPPY ABOUT THAT.

BUT I THINK THE NEED IS IS GOING TO CONTINUE TO BE THERE.

AND SO I THINK IT'S IMPORTANT THAT WE WE REALLY HAVE A STRONG FOCUS ON RETENTION OF SPECIAL EDUCATION TEACHERS AND TO MAKE SURE THAT WE'RE SUPPORTING THEM THROUGH THAT WORK. SO THE NUMBER OF SPECIAL EDUCATION CANDIDATES AVAILABLE FOR CONSIDERATION THROUGH UNIVERSITY PROGRAMS HAS DEFINITELY DECREASED.

ACROSS THE COUNTRY.

YOU KNOW, THERE ARE SOME STATISTICS FROM THE DEPARTMENT OF EDUCATION ACROSS THE UNITED STATES THIS YEAR, AND IT TALKED ABOUT HOW 65% OF SCHOOL LEADERS ACROSS THE NATION REPORTED THAT THEY HAD A STAFFING SHORTAGE.

AND OF THAT NUMBER, 65% WAS IDENTIFIED AS SPECIAL EDUCATION.

THAT WAS WHERE THE SHORTAGE CAME.

SO IT'S A NATIONWIDE ISSUE RIGHT NOW.

WE'RE VERY FORTUNATE THAT WE HAVE SOME GREAT ALTERNATIVE CERTIFICATION PARTNERS, AND SO THEY'RE ABLE TO HELP US BE AS AGILE AND RESPONSIVE AS WE CAN BE IN TERMS OF FINDING CANDIDATES AND SUPPORTING THEM THROUGH GETTING CERTIFIED FROM AN ALTERNATIVE STANDPOINT AND RATHER THAN A TRADITIONAL EDUCATION PROGRAM.

HOWEVER, IT'S GOING TO CONTINUE TO REQUIRE US TO BE ON THE FRONT FOOT WITH THAT.

THE BEAUTY WITH ALTERNATIVE CERTIFICATION IS THAT WE CAN ENROLL CONTINUOUSLY THROUGHOUT THE YEAR, WHICH IS GREAT, BUT THAT COMES AGAIN WITH A LOT OF SUPPORT THAT IS NEEDED FOR WHAT ARE, GENERALLY SPEAKING, NOVICE TEACHERS.

SO ALL THAT TO BE SAID, WE DO ASK A LOT OF OUR SPECIAL EDUCATION TEACHERS AND SO WE'RE MAKING THE RECOMMENDATION THIS EVENING FOR A $3,000 STIPEND TO ANY EMPLOYEE SERVING IN A SPECIAL EDUCATION TEACHING POSITION.

SO OF THAT INCENTIVE, $4,500 OF THAT WOULD BE PAID IN JANUARY AND $4,500 WOULD BE PAID IN JUNE.

IF I MAY ADD. ALSO, WE HAVE ABOUT 25 NOW VACANT VACANCIES, RIGHT? SO THAT'S OUT OF ABOUT 450.

WE HAVE ABOUT 450 SPECIAL THAT TEACHERS.

WHAT HAPPENS ALSO OFTENTIMES WHEN WE HAVE OUR WHEN WE HAVE VACANCIES IN SPECIAL EDUCATION, NORMALLY WE HAVE TO PUT A SUBSTITUTE OR I GUESS EDUCATORS IN THE CLASSROOM POTENTIALLY. RIGHT.

BUT ALSO WE HAVE WE IF NOT ALL, MOST OF OUR ESPECIALLY AT TEACHERS ARE WHAT'S CALLED THEY HAVE LIKE A CASELOAD WHERE THEY HAVE TO KEEP UP WITH PAPERWORK AND THEY HAVE TO ENSURE THAT THAT THEN CARDS AND STUFF LIKE THAT SO SOMEBODY ELSE HAS TO PICK UP.

WE CAN, YOU KNOW, BE THERE, RIGHT.

AND DO THOSE KIND OF PAPERWORK.

SO WE END UP WE END UP RELYING ON SOME OF OUR EXISTING SPECIALIZED TEACHERS.

SO THEY ARE NOW PICKING UP THAT TAB AND THEY ARE DOING MORE THAT THEY WERE SIGNED UP TO DO.

SO. THIS IS 3000, WE BELIEVE, ALTHOUGH I WISH IF WE CAN DO MORE, WILL HELP RETAIN A LOT OF THEM.

HOPEFULLY ALL OF THEM.

AND SO AND THEN HELP US ALSO RECRUIT IN THE FUTURE THAT WE OUR STUDENTS, IDEALLY, WE WANT TO HAVE A SPECIAL ED TEACHER IN EVERY SPECIAL ED CLASSROOM.

RIGHT. BUT IN THE MEANWHILE, AT LEAST WE NEED TO RETAIN OUR GREAT TEACHERS AND REWARD THEM FOR PICKING UP THE TAB AND DOING GOING ABOVE AND BEYOND WHAT THEY ARE SIGNED UP TO DO. THANK YOU, SIR.

IF WE CAN MOVE ON TO THE NEXT SLIDE, PLEASE.

SO, OBVIOUSLY, SPECIAL EDUCATION IS A IS A VERY ROBUST THERE'S A LOT OF ROBUST PROGRAMING NEEDS THERE.

AND WE COULD NOT DO IT WITHOUT OUR EDUCATIONAL ASSISTANCE.

AND WE KNOW LAST YEAR, WE WE HAD AN INTENTIONAL FOCUS ON OUR EDUCATIONAL ASSISTANCE IN TERMS OF OUR COMPENSATION ADJUSTMENTS THAT WE MADE IN APRIL.

THEY ARE A CRITICAL PIECE TO THE SUCCESS OF STUDENTS IN THE PROGRAMS IN WHICH THEY SERVE.

AND SO WE CURRENTLY HAVE 65 VACANT SPECIAL EDUCATION EDUCATIONAL ASSISTANT POSITIONS.

AGAIN, I'M GOING TO USE THE SAME RELATIVITY THAT DR.

AZIZ MENTIONED. THAT'S OF ABOUT 460 TEACHING ASSISTANT POSITIONS, SPECIAL EDUCATION, TEACHING ASSISTANT POSITION.

SO SO IT'S A LARGE NUMBER, BUT OBVIOUSLY RELATIVELY RELATIVE TO THE 460, THAT 65 IS DEFINITELY HAVING AN IMPACT IN TERMS OF COMPLIANCE AND MAYBE SOME OF THE INSTRUCTIONAL MINUTES.

AND AS DR. AZIZ MENTIONED IN THE PREVIOUS SLIDE, IT DEFINITELY PUTS A BURDEN ON OTHER STAFF TO HAVE TO COVER FOR FOR THOSE.

SO WITH THE EDUCATIONAL ASSISTANCE, YOU CAN SEE THAT THE TRENDING DATA SHOWS THAT WE'VE HAD ABOUT 25%.

IT'S BEEN PRETTY CONSISTENT FOR ABOUT THE LAST FOUR YEARS.

WE WE SEEM TO TREND ON 25% OR THEREABOUTS IN TERMS OF SEPARATIONS EVERY YEAR.

SO IT'S IMPORTANT FOR US TO GET IN FRONT OF THAT.

AND WE REALLY DO NEED TO FOCUS ON RETENTION THERE.

AND SO PART OF OUR ROCK TEACH, WHICH IS OUR EDUCATIONAL ASSIST AND TEACHER PIPELINE, IS A REAL CAREER PATHWAY APPROACH TO THAT.

THAT'S A GREAT WAY TO RETAIN EMPLOYEES, IS TO PROVIDE THEM OPPORTUNITIES TO ADVANCE AND TO TO MOVE FORWARD IN THEIR CAREER.

[03:30:03]

BUT WE NEED TO THINK ABOUT SOME OTHER WAYS TO DO THAT.

AND SO, YOU KNOW, I THINK THE RECOMMENDATION HERE IS TO PROVIDE A $1,000 STIPEND TO EDUCATIONAL ASSISTANTS.

AND SO 500 WOULD BE IN JANUARY.

AND THEN IF THEY COMPLETE THE SECOND SEMESTER WITH US, THEY WOULD RECEIVE THE OTHER 500.

SO THAT WOULD BE A TOTAL OF 1000.

MOVING ON TO THE NEXT SLIDE.

TEACHER LONGEVITY.

SO THIS ONE HAS BEEN CERTAINLY WE'VE HAD A LOT OF FEEDBACK ON LONGEVITY.

AND, YOU KNOW, I'M AWARE OF OF ONE OTHER DISTRICT JUST OUTSIDE OUR OUR REGION, BUT THAT DOES LONGEVITY TYPE PROGRAM.

AND SO IT'S SOMETHING THAT I'VE BEEN INTERESTED IN EXPLORING FOR A WHILE.

AND MR. COVINGTON AND I HAVE TALKED ABOUT THIS AT LENGTH, YOU KNOW, TURNOVER COSTS AND IT'S VERY HARD TO PUT A DOLLAR AMOUNT ON HOW MUCH TURNOVER COST.

BUT WHEN YOU START TALKING ABOUT RECRUITING COSTS AND JOB FAIRS AND THINGS LIKE THAT THAT YOU DON'T THINK OF ON A DAY TO DAY BASIS, THAT'S THAT'S CERTAINLY THE BUDGETARY IMPACT.

THERE'S ALSO THE GUEST EDUCATOR THAT NEEDS TO FILL WHEN THERE'S NOT THE POSITION, WHEN THE POSITION IS NOT FILLED.

BUT ULTIMATELY THE DOLLAR AMOUNTS PALE IN COMPARISON TO THE STUDENT OUTCOMES FOR NOT HAVING SOMEBODY IN THAT CLASSROOM.

AND SO IT'S REALLY IF WE CAN RETAIN MORE OF OUR STAFF, IT'S IT'S MUCH MORE COST EFFECTIVE THAN THAN GOING OUT AND RECRUITING.

YOU KNOW, IF IF YOU WERE TO SAY IT COSTS AND THIS IS A LOWBALL NUMBER, BUT IF YOU SAID IT, IT WOULD COST $5,000 FOR EVERY TEACHER THAT WE HIRE.

AND THAT'S JUST THE NUMBER.

YOU KNOW, IF WE HIRE 1000 TEACHERS EVERY YEAR, WELL, IT MOUNTS UP.

NOT THAT WE HIRE 1000 TEACHERS, TRUST US.

AND WE'RE NOT THERE YET.

BUT NO, IT'S IT'S A NUMBER.

SO, YOU KNOW, ANYWHERE FROM 4 TO 600 TEACHERS A YEAR, IT MOUNTS UP ON THAT TURNOVER COST.

AND IN TERMS OF WHAT MY STAFF DO, THAT'S A THAT'S A SIGNIFICANT LOAD ON THE WORK OF OUR TEAM.

RIGHT. SO SO THIS THIS LONGEVITY STIPEND IT OUR INCENTIVE RATHER IT DOES IT ENCOURAGES TENURE WITH THE DISTRICT.

SO THE LONGER YOU THE MORE YEARS OF SERVICE THAT YOU'VE GIVEN TO ROUND ROCK ISD, IT WOULD ACTUALLY INCREASE THE INCENTIVE AMOUNT THAT YOU WOULD BE ELIGIBLE FOR.

AND SO THE RANGE OF THE INCENTIVE FOR TEACHERS WOULD BE $500 TO 3005.

SO THE SALARY BANDS WERE LISTED ON SOME OF YOUR ATTACHMENTS.

SORRY, THE INCENTIVE BANDS WERE LISTED FOR YOU, BUT AGAIN, ENCOURAGING SOME OF OUR LONG STANDING EMPLOYEES AND THANKING THEM FOR THEIR SERVICE AND ENCOURAGING THEIR CONTINUED LOYALTY TO OUR DISTRICT THROUGH THIS TEACHER LONGEVITY INCENTIVE ON THE.

YES, SIR. I JUST WANT TO ADD, OBVIOUSLY, WE WANT TO RECOGNIZE THE HARD WORK THAT OUR TEACHERS AND DEDICATION THEY HAVE TO OUR DISTRICT AND OUR STUDENTS, BUT ALSO FROM FROM A LIKE AN OUTSIDE ALSO.

LOOK, I REMEMBER READING A STUDY A FEW YEARS AGO AND THEY TALKING ABOUT THE COST OF REALLY BRINGING IN A NEW TEACHER AND MAKING SURE THAT TEACHERS ARE PREPARED TO REALLY TEACH IT WILL COST AN AVERAGE.

THERE WAS A NATIONAL STUDY ABOUT $6,000.

THAT'S HOW HOW MUCH IT WILL COST FROM, LIKE YOU WERE SAYING, EDDIE, FROM A JOB FAIR, BEING OUT THERE RECRUITING TO PUTTING THEM THROUGH ALL THIS KIND OF TRAININGS, PAYING FOR COACHES TO TO HELP THEM TRAIN THEM FOR A COUPLE OF YEARS SO THEY CAN BE READY, RIGHT, TO BE SUCCESSFUL TEACHERS.

IT'S ABOUT I REMEMBER ABOUT 6000 FEW YEARS AGO, THAT WAS THE RESEARCH THAT WAS DONE AT THE NATIONAL LEVEL.

OKAY, SO READING ACADEMY COMES UP QUITE A BIT IN BOARD MEETINGS AND IN COMMENTS AND THINGS.

AND WE CERTAINLY, YOU KNOW, WE'VE HEARD FROM OUR TEACHERS NOT JUST AT THE BOARD LEVEL, WE'VE HAD SEVERAL FOCUS.

WE'VE HAD A FOCUS FIRST OF OUR FOCUS MEETINGS, I'M SORRY, OUR EXPERIENCE, FOCUS GROUPS WITH TEACHERS.

AND WE WERE ABLE TO GET SOME REAL GOOD FIRSTHAND FEEDBACK FROM TEACHERS AND ABOUT THE IMPACT THAT IT'S HAVING ON THEIR, YOU KNOW, THE TIME THAT THEY SPEND ON THIS. AND SO WE'VE WE'VE HAD 950 APPROXIMATELY TEACHERS WHO HAVE COMPLETED READING ACADEMY ALREADY, AND THE DISTRICT HASN'T PREVIOUSLY PROVIDED ANY SORT OF COMPENSATION FOR THAT.

BUT WE DO RECOGNIZE THAT IT CONSTITUTES ON PAPER 60 HOURS OF PROFESSIONAL LEARNING.

I'VE NEVER MET AN ELEMENTARY TEACHER WHO DOESN'T DO THEIR BEST, AND SO THEY THEY WILL COMMIT MORE THAN 60 HOURS IN ORDER TO MAKE SURE THAT THEY'VE COMPLETED THAT THOROUGHLY AND A LOT OF SITUATIONS.

AND SO, YOU KNOW, WE'RE NOT IN A POSITION AT THIS POINT TO BE ABLE TO PROVIDE THEM MORE TIME DURING THE DAY BECAUSE OUR SCHEDULES ARE KIND OF LOCKED IN FOR THE YEAR.

AND SO I JUST THINK THAT IN TERMS OF WHAT THE RECOMMENDATION WOULD BE, RATHER IS TO TO RECOGNIZE THAT EFFORT BY PROVIDING THEM WITH A $1,000 STIPEND.

WE HAVE ABOUT 600 TEACHERS WHO ARE SCHEDULED TO COMPLETE IT THIS YEAR AS WELL.

SO THE TOTAL NUMBER OF EMPLOYEES BY THE END OF THE YEAR WOULD BE ABOUT 5500.

AND SO THAT WOULD BE A $1,000 STIPEND FOR EACH TEACHER WHO HAD COMPLETING THE READING ACADEMY BY THE END OF THE YEAR.

[03:35:04]

OKAY. I JUST WANT TO ADD TO THAT IS THAT THAT WAS THE REQUIRED RIGHT.

SO BY BY THE THE LAST LEGISLATORS SESSION, OBVIOUSLY AND TO THE REQUIRED K THROUGH THIRD WE AS A DISTRICT A COUPLE OF YEARS AGO WE DECIDED TO MAKE SURE EVERYONE IN OUR ELEMENTARY CAMPUSES GO TO THE ACADEMY.

SO EVEN IF YOU ARE A FOURTH OR FIFTH GRADE TEACHER, YOU WILL HAVE TO GET TRAINED.

I GUESS THE REASONING WAS BEHIND IT.

LIKE THIS YEAR, TEACHING FIFTH GRADE, MAYBE NEXT YEAR, OR TEACHING THIRD GRADE OR SECOND GRADE.

AND ALSO, YOU KNOW, WE NEED TO EQUIP EVERY TEACHER WITH GREAT READING STRATEGIES AND TECHNIQUES OR WHATEVER.

SO I GUESS THAT WAS THE.

BUT AGAIN, ALL OUR ELEMENTARY TEACHERS K THROUGH FIFTH ARE DOING OR IF NOT DONE, THEY ARE DOING THEIR READING ACADEMY.

AND ON THE NEXT SLIDE, THIS IS ONE THAT I'M VERY EXCITED ABOUT.

YOU KNOW, OUR STUDENT TEACHERS, WE DID A LOT OF ANALYSIS ON THIS GROUP THIS PAST YEAR.

AND, YOU KNOW, WE HAVE SOME CAMPUSES WHO HAVE DONE A GREAT JOB, REALLY GOOD JOB OF DEVELOPING FUTURE TEACHERS IN ROUND ROCK SO THEY MAKE THE CONNECTIONS WITH STUDENT TEACHERS WHEN THEY YOU KNOW, WHEN THEY CHOOSE TO COME TO OUR DISTRICT AND THEY'RE ASSIGNED OR THEY THEY CHOOSE IN A LOT OF CASES, A PARTICULAR CAMPUS, AND THEY'RE ASSIGNED WITH A REALLY STRONG COOPERATING TEACHER.

THAT'S A GREAT WAY TO CONNECT SOMEBODY INTO OUR DISTRICT.

AND I THINK AND I, I DON'T WANT TO SPEAK FOR FOR RYAN, BUT RYAN'S TEAM DOES SUCH A PHENOMENAL JOB OF NEW TEACHER SUPPORT THAT I TRULY BELIEVE THAT ONCE WE GET THEM HERE, THEY WON'T GET A BETTER EXPERIENCE ANYWHERE ELSE.

AND SO THE CHALLENGE IS NOW HOW DO WE INCREASE THAT POOL OF STUDENT TEACHERS IN OUR PIPELINE? AND SO I'M REALLY EXCITED ABOUT THIS POSSIBILITY.

IT'S ALMOST LIKE IT'S ALMOST LIKE A MINI RESIDENCY OR A MINI RESIDENCY OR VERSION OF A RESIDENCY PER SE, WHERE WE'RE COMMITTING TO YOU WHEN YOU COME TO OUR DISTRICT AND WE REALLY WANT YOU TO COME HERE, YOU KNOW, EXPERIENCE THE GREAT THINGS THAT YOU CAN SEE IN THE CLASSROOM AND OUR AND OUR AMAZING STUDENTS.

AND THEN WHEN WE HIRE YOU, WE WOULD WE WOULD PROVIDE YOU WITH A FURTHER $1,000 IN SIGN ON BONUS, ESSENTIALLY.

AND SO RIGHT NOW WE HAVE 34 STUDENT TEACHERS CURRENTLY WORKING WITH OUR KIDDOS AND DOING A GREAT JOB.

AND THOSE 34 INDIVIDUALS WOULD BE ELIGIBLE FOR THE $1,000 FOR COMMITTING TO ROUND ROCK ISD THROUGH THEIR STUDENT TEACHING.

BUT THEN IF AND WHEN THEY'RE HIRED INTO A POSITION, THEY WOULD RECEIVE A FURTHER $1,000.

ONE OF THE OTHER THINGS THAT WE'VE BEEN ABLE TO TO WORK WITH OUR PRINCIPALS ON THIS YEAR, AND I WANT TO COMMEND OUR PRINCIPALS FOR BEING SO PROACTIVE IS WE'VE ALLOWED A LOT OF EARLY HIRING ARRANGEMENTS SO THEY'RE ABLE TO SEE THE STUDENT TEACHERS WORKING WITH THE KIDS IN THE CLASS AND THEY CAN THEY CAN TALENT SPOT.

AND ESSENTIALLY AT THAT POINT THEY'RE MAKING THE CONNECTION WITH THAT INDIVIDUAL AND BRINGING THEM IN AT THAT POINT AND REALLY BUILDING THAT CONNECTION WITH IT WITH THE STUDENT TEACHER AND OFFERING THEM A LETTER OF INTENT AND ESSENTIALLY ALLOWING US TO SECURE THAT STUDENT TEACHER FOR OUR CLASSROOMS. SO AND THAT THE SECOND SEMESTER WOULD ALSO HAVE USUALLY WOULD HAVE ABOUT THE SAME NUMBER OF THE SECOND SEMESTER TOTAL, MAYBE AROUND 70 PROBABLY.

YES, SIR. YES, SIR. YES, SIR.

IT'S DEFINITELY, I THINK AS THE WORD, IF WE WERE ABLE TO TO TO GET THIS APPROVED THIS EVENING, I THINK WE WOULD REALLY FOCUS ON OUR MARKETING WITH OUR UNIVERSITY PARTNERS AND AND WITH ESPECIALLY WITH JOB FAIR SEASONS UP AND COMING AS WELL.

SO I THINK IT'S A IT'S A GREAT WAY FOR US TO GET THAT INFORMATION OUT THERE.

SO THOSE ARE FIVE MAIN AREAS OF FOCUS.

THERE IS ONE MORE SLIDE, WHICH WAS ONE OTHER OPTION.

SO EVERYTHING UP TO THIS POINT IS VERY HEAVILY OBVIOUSLY FOCUSED ON OUR CLASSROOMS. I MEAN, WE CERTAINLY KNOW THE TEACHER IS THE DECISIVE ELEMENT AND OUR EDUCATIONAL ASSISTANCE HELPS SUPPORT THE GREAT WORK IN THE CLASSROOM.

BUT WE ARE ALSO AWARE THAT IT TAKES A VILLAGE AND WE HAVE SO MANY EMPLOYEES WHO DIRECTLY OR INDIRECTLY ARE POSITIVELY IMPACTING STUDENTS EVERY SINGLE DAY, FROM OUR TRANSPORTATION WORKERS TO OUR PAYROLL CLERKS, TO MY STAFF, TO OUR CUSTODIANS AND OUR FOOD SERVICE FOLKS.

EVERYBODY HAS A PART TO PLAY.

AND AND WE HAVE SOME VERY LOYAL EMPLOYEES WHO'VE BEEN LOYAL TO OUR DISTRICT FOR A LONG PERIOD OF TIME.

AND SO THIS IS A VERSION OF OUR TEACHER LONGEVITY, BUT IT'S FOR NON TEACHERS WHICH WOULD ALLOW US TO PROVIDE DIFFERENTIATED AMOUNTS BY, IT SAYS, CONTINUOUS YEARS OF SERVICE.

BUT IN REALITY, THIS IS YOUR TOTAL YEARS OF SERVICE TO THE DISTRICT.

AND SO WE WOULD, YOU KNOW, PROVIDE THEM AN INCENTIVE OF ANYWHERE FROM $250 TO $1500.

AND THAT WOULD BE SPLIT INTO TWO PAYMENTS SIMILAR TO THE TEACHER LONGEVITY, WHICH WOULD BE ANYWHERE FROM 125 TO 750 FIRST

[03:40:02]

SEMESTER IN THE SAME SECOND SEMESTER WHEN UPON COMPLETION OF THAT SEMESTER TOO.

SO WHEN WE PROVIDED THE DOCUMENTS IN TERMS OF THE COST OUTS, THE FIRST FIVE AREAS WERE IDENTIFIED AS PRIORITY AREAS.

AND I DON'T WANT TO MAKE THE THE ASSUMPTION THAT THAT IS NOT A PRIORITY AREA FOR US EITHER.

IT'S NOT. IT'S JUST RIGHT NOW WE KNOW WE HAVE TO FOCUS ON OUR CLASSROOMS AND ENSURE WE HAVE HIGH QUALITY TEACHERS IN THOSE CLASSROOMS. BUT WE ALSO REALLY ACKNOWLEDGE AND THANK AND WANT TO RECOGNIZE THE GREAT WORK THAT OUR NON TEACHERS DO AS WELL.

AND I WOULD BE GLAD TO TAKE ANY QUESTIONS.

I JUST WANT TO ADD ONE MORE THING.

JUST I WANT TO REMIND ALL BOARD MEMBERS AND ACTUALLY WE THANK YOU FOR NOT BACK IN JUNE AGAIN WHEN DENNIS PRESENTED OUR FINAL BUDGET.

REMEMBER, THERE WAS A $500 STIPEND THAT WAS PART OF THAT BUDGET THAT YOU GUYS APPROVED.

SO AGAIN, THANK YOU FOR THAT.

SO ALL OF OUR STAFF, THEY ARE SLATED TO HAVE $500 CHECKS IN DECEMBER.

THAT WAS SOMETHING THAT AGAIN, THAT WE BUDGETED FOR USE IN ESSER THREE FUNDS.

SO WHEN WE PRESENTED TO YOU TONIGHT IS IN ADDITION TO THAT $500 THAT ALL OUR BUS DRIVERS, ALL OUR TEACHERS, ALL OUR CUSTODIANS WILL RECEIVE.

ALL RIGHT. I HAVE A LIGHT FROM TRUSTEE HARRISON.

SORRY, I'M HOT ON THE LIGHT TODAY.

WHILE I CAN REMEMBER WHAT I'M THINKING, I HAVE A FEW QUESTIONS AND I'M SORRY TO ASK THEM BEFORE, BUT I ENGAGE WITH THE COMMUNITY BETWEEN 845 LAST NIGHT AND TODAY, AND IT BROUGHT UP A COUPLE OF THINGS THAT I WOULD LIKE CLARITY ON.

YOU CLARIFIED THE TIMING.

I HAVE FORGOTTEN THAT WE HAD DONE THAT $500 STIPEND FOR DECEMBER BECAUSE NORMALLY WHEN SOMETHING LIKE THIS IS GIVEN, IT'S GIVEN DECEMBER AND MAY OR SOMETHING LIKE THAT, BUT THAT MAKES SENSE IN DECEMBER.

PEOPLE JUST SPEND ANY MONEY IN DECEMBER.

SO I'M OKAY WITH YOU ANSWERING THAT QUESTION THAT I DIDN'T EVEN GET TO ASK.

NOW, WHEN WE SAY TEACHERS, THOUGH, SOMETHING THAT'S COME UP IN OUR EMAILS THIS MORNING AND ANOTHER SPACE IS I MEAN, INSTRUCTIONAL COACHES, SOMETIMES LIBRARIANS ARE COUNTED AS TEACHERS, SOMETIMES THEY'RE NOT TEACHER MENTORS.

CAN YOU PROVIDE SOME CLARITY ON THAT? AND I KNOW THAT THE SCALE IS REALLY WONKY, BUT IN YOUR MIND, WHAT ARE YOU SAYING WHEN YOU SAY THAT? SO I JUST GO BACK AGAIN.

THE THE THE APPROACH HERE WAS STRATEGIC AND TRULY, TRULY WHEN I SAY THAT IT WASN'T SO MUCH ABOUT WHO DO WE VALUE AS EMPLOYEES AND WHAT ROLE AND THE ROLE THAT THEY DO, BUT THE TERMS IN TERMS OF TEACHER VACANCIES.

THAT'S WHY THAT THAT AREA WAS PRIORITIZED.

SO IN TERMS OF CLASSROOM TEACHERS, I REALLY THAT WAS THAT WAS THE FOCUS WHEN WHEN THIS MISSION WAS PRESENTED TO ME, IT WAS LIKE, OKAY, HOW DO WE HELP, YOU KNOW, PUSH, PUSH THAT AND THOSE HARD TO FILL AREAS IN THE AREAS THAT WE NEED TO FILL, PRIORITIZE THOSE AREAS.

AND SO THAT'S WHERE THAT CAME UP.

NOW IN TERMS OF LIBRARIANS AND INSTRUCTIONAL COACHES AND THINGS LIKE THAT, CERTAINLY A LOT OF THOSE ARE ON THE TEACHER SCALE.

AND I'M NOT BLIND TO, YOU KNOW, LIBRARIANS SUPPORT INSTRUCTION EVERY DAY, YOU KNOW, AND SOME OF THEM ARE PROVIDING INSTRUCTION.

AND SO, YOU KNOW, WE WE DID TAKE A LOOK AT SOME OF THOSE NUMBERS AS WELL.

AND I THINK I HAVE THEM HERE.

HERE'S HERE'S WHAT I MADE EARLIER.

SORRY, BEAR WITH ME ONE SECOND.

SO IF WE WERE TO CONSIDER THE ADDITIONAL GROUP OF EMPLOYEES, WE'D BE TALKING ABOUT ANOTHER 150,000 IN ORDER TO MAKE THAT JUST A CLARIFYING.

IT'S IT'S THE GROUP THAT ARE PART OF THAT CATEGORY, RIGHT? WE'RE NOT WE'RE NOT TALKING ABOUT EVERYBODY ELSE.

IT'S JUST BASED ON THE.

THEIR PAY SCALE, RIGHT? THEIR JOB.

SO YOU MENTIONED LIBRARIANS, IB COORDINATORS, ATHLETIC TRAINERS, THINGS LIKE THAT.

THOSE ARE ALL ON THAT TEACHER SCALE, RIGHT? SO IF WE WERE TO LOOK AT THAT GROUP AS WELL, THERE ARE APPROXIMATELY 120 OTHER EMPLOYEES THAT WOULD BE CONSIDERED AS TEACHERS.

MY ONLY AGAIN, NOT SAYING THAT IT'S NOT IT'S NOT ABOUT THE VALUE OF AND IT'S NOT ABOUT, YOU KNOW, WE DO APPRECIATE WHAT THEY DO, BUT FROM A STRATEGIC STANDPOINT, IN ORDER TO MAKE SURE WE FILL OUR CLASSROOMS WITH HIGH QUALITY TEACHERS, THAT JUST WASN'T THE ORIGINAL APPROACH, RIGHT? IT WAS MORE ABOUT THE CLASSROOM POSITIONS.

AND I HEAR YOU. AND THAT'S WHY I SOUGHT CLARITY.

I DIDN'T START WITH I REALLY APPRECIATE THIS PROPOSAL BECAUSE I REALLY ASK FOR THIS AND PUSH FOR THIS.

SO I APPRECIATE THAT YOU'RE BRINGING IT FORWARD AND I'M NOT TRYING TO KNOCK IT.

IT'S JUST THAT SOMETIMES YOU'RE ON THE TEACHER PAY SCALE, SOMETIMES YOU'RE NOT.

SO WHEN WE'RE DISCUSSING SOMETHING LIKE THIS, I THINK THE UNINTENDED CONSEQUENCE IS UNINTENDED MESSAGING THAT SOMEBODY IS NOT VALUED.

AND I DON'T THINK THAT THAT'S AN INTENT, AND I DON'T WANT THAT TO BE THE IMPACT.

SO I'M HERE TO ASK THOSE QUESTIONS, AND I HAVE TO SAY THAT IT FEELS LIKE AND YOU ALL CAN CONFIRM WITH HAVING TO COVER CLASSROOMS, A LOT OF THOSE CATEGORIES THAT YOU JUST SPOKE ABOUT HAVE BEEN IN CLASSROOMS AND HAVE BEEN COVERING.

[03:45:03]

YOU KNOW, SO I APPRECIATE THE STRATEGY BEHIND IT.

AND I LOVED KIND OF LIKE THE TIERED.

THIS IS WHAT WE'RE LOOKING AT.

BUT THAT'S WHY I'M RAISING THAT CONCERN THAT WAS BROUGHT JUST VERY RECENTLY.

SECONDARILY, I WOULD LIKE SOME CLARITY AROUND YEARS OF SERVICE IN THE DISTRICT FOR TEACHERS.

I LOVE THE TEACHER LONGEVITY.

SO THANK YOU, BECAUSE THAT'S BEEN A CONTINUED CONCERN AS LIKE I'M LOYAL TO THIS DISTRICT AND WHEN WE ADDRESS COMPRESSION, IT JUST NEVER SEEMS LIKE I CAN GET ANY KIND OF LIKE LOYALTY VALUE, YOU KNOW? SO I APPRECIATE THAT.

BUT MY QUESTION IS, IF YOU'VE BEEN IN THE ROLE OF A TEACHER FOR A CERTAIN AMOUNT OF YEARS, BUT PRIOR TO THAT, YOU WERE IN ANOTHER ROLE.

ARE YOU COUNTING FULL YEARS OF SERVICE? SIMPLE ANSWER. YES, MA'AM.

CAN I ADD ALSO TO YOUR QUESTION OR THAT TRUSTEE HARRISON SO WE ARE OPEN.

I WANTED TO KNOW. I MEAN, WE HAVE TO BE I GUESS WE WANT TO TAKE CARE OF OUR STAFF AND OUR TEACHERS AND BE STRATEGIC.

BUT ALSO WE ALSO KIND OF LIKE WE HAVE TO BE CAREFUL.

IN OTHER WORDS, WE HAVE TO KIND OF LIKE WE DON'T WANT TO ASK FOR TOO MUCH, RIGHT? LIKE, WE WANT TO MAKE SURE THAT WE'RE REASONABLE WITH OUR REQUESTS WITHIN WHAT WE CAN ASK FOR.

BUT I WANT YOU TO KNOW WE'RE OPEN.

IF THIS IS THE WISH OF THE BOARD IS TO INCLUDE THE HUNDRED AND SOME STAFF MEMBERS, I WANT YOU TO KNOW FROM AN ADMINISTRATIVE STANDPOINT, I WOULD BE OPEN TO THAT. OKAY.

WELL, THANK YOU. I JUST DON'T WANT TO MAKE ASSUMPTIONS ON MY PART NOW THAT WE'VE HAD PEOPLE BRING THIS FORWARD.

THIS MIGHT BE AN EASY QUESTION TO CLASSROOM.

TEACHERS COMPLETED READING ACADEMIES, BUT WERE THERE ANY OTHER STAFF THAT COMPLETED READING ACADEMIES AND WOULD THEY RECEIVE THAT STIPEND? AGAIN, THERE WERE OTHER STAFF MEMBERS WHO DID COMPLETE THE READING ACADEMIES.

WE WERE REALLY FOCUSED ON OUR TEACHERS WHO HAD COMPLETED THE READING ACADEMIES, AND THAT WAS THE INTENTION BEHIND THAT, I THINK.

I MEAN, I WOULD TURN IT OVER TO DR.

AZIZ. I MEAN, IF AGAIN, JUST A SIMILAR STATEMENT, I WOULD IMAGINE.

I'M SURE THERE ARE OTHERS.

I KNOW SOME OF OUR ASSISTANT PRINCIPAL, SOME COACHES DID THAT.

AND AGAIN, WE DID NOT RUN NUMBERS FOR FOR THAT.

I MEAN, WE CAN CERTAINLY RUN NUMBERS I DON'T THINK WOULD BE LIKE A HUGE IMPACT TO THE OVERALL BUDGET BECAUSE, AS YOU KNOW, I MEAN, OUR OUR TEACHERS REPRESENT ABOUT 60% OF OUR WORKFORCE ANYWAY.

SO I DON'T THINK ADDING LIKE COACHES OR SOME OF OTHER FOLKS WHO DID THE READING ACADEMY WILL LIKE MAKE A BIG IMPACT TO THE OVERALL WHAT WE ASK THEM FOR.

BUT AGAIN, WE HAVE TO KIND OF WE TRY TO BE WHEN WE COME INTO YOU, WE DON'T WANT TO BRING YOU WITH A HUGE NUMBER THEN.

THEN WE WANT TO MAKE AGAIN, WE HAVE TO BE REASONABLE AND I THINK STRATEGIC.

BUT AGAIN, WE VALUE THEIR TIME TOO, AND WE VALUE THEIR CONTRIBUTION.

WE'RE NOT SAYING AGAIN, IF YOU GUYS WEREN'T WILLING TO GIVE US MORE MONEY, I MEAN, WE'D BE MORE THAN HAPPY TO TAKE CARE OF THEM AS WELL.

OKAY. THANK YOU FOR ANSWERING MY QUESTIONS.

AGAIN, THESE CAME UP VERY LATE IN THE GAME AND I'M NOT TRYING TO SAY ONE WAY OR THE OTHER.

I'M JUST SAYING SOMETIMES OUR COMMUNICATION ISN'T EXACTLY CLEAR, LIKE CLASSROOM TEACHER VERSUS TEACHER SCALE AND THAT THAT'S A LOT OF FRUSTRATION THAT I THINK WE CAN AVOID WITH MORE CLARITY.

SO THANK YOU, TRUSTEE.

WE'RE ACTUALLY I I'M GLAD YOU ASKED THAT BECAUSE THAT WAS GOING TO BE MY QUESTION.

AND SO I JUST I WON'T TAKE A LOT OF TIME, BUT I DO KNOW LIBRARIANS AND INSTRUCTIONAL COACHES ARE IN OUR CLASSROOMS RIGHT NOW.

AND SO I IF I WOULD LIKE TO ACKNOWLEDGE THAT IF THERE'S 120 PEOPLE, I WOULD BE FOR ACKNOWLEDGING ALL OF THE EXTRA WORK THAT THEY ARE PUTTING IN RIGHT NOW.

AND THEN MY ONLY OTHER QUESTION WAS NOW OUR SPED TEACHERS, DO THEY GET DO THEY GET BOTH? ARE THEY IN EVERY CATEGORY.

SO LIKE IF THERE IS A SPECIAL EDUCATION TEACHER WHO'S BEEN HERE 15 YEARS, THEY COULD GET HE GETS THAT ONE.

HE WANTS TO TAKE CREDIT FOR IT.

GO AHEAD, SIR. SO FOR ALL OF OUR TEACHERS WHO ARE TEACHING IN AN FLC CLASSROOM AND HAVE BEEN WITH THE DISTRICT FOR 27 YEARS, YOU WOULD BE ELIGIBLE FOR AND YOU'VE COMPLETED THE READING ACADEMY, YOU WOULD BE ELIGIBLE FOR A SIGNIFICANT INCENTIVE.

HE MEANS $7,000.

AND THEN THE $500 FROM ESSER, THAT'S $7,500.

THANK YOU FOR THE MATH, SIR.

ALL RIGHT. AWESOME. WELL, THAT WAS MY QUESTION.

I'M GLAD I ASKED THEN. SO YOU GOT TO SAY THAT.

TRUSTEE VESSA. ACTUALLY, I'LL JUST GO LAST, BUT JUST COME BACK TO ME.

YOU'RE THE LAST LIGHT THAT I HAVE ON.

OH, NOW, TRUSTEE WESTON.

TRUSTEE WESTON. SO CAN I JUST GET SOME CLARITY? THIS AGENDA ITEM? IT SAYS IT'S A STRATEGIC RETENTION AND RECRUITMENT INCENTIVES AND AMENDMENT TO THE ROUND ROCK ISD COMPENSATION PLAN.

IS THIS A BUDGET AMENDMENT? WHAT DO WE. WHAT ARE WE DOING HERE? ARE WE REALLOCATING? CAN YOU JUST HELP ME WITH THE MECHANICS OF THIS? THE AMENDMENT TO THE COMP PLAN IS THAT I THINK BY LAW, IF YOU CHANGE FROM WHAT

[03:50:08]

YOU ADOPTED, YOU HAVE TO AMEND THE COMP PLAN.

BUT THE FUNDING FOR THIS INITIATIVE WOULD BE A REQUEST TO FUND IT FROM FUND BALANCE.

SO IT WOULD TAKE AN AMENDMENT TO THE BUDGET TO APPROPRIATE THE MONEY FROM FUND BALANCE.

CAN I ADD, I THINK AND CORRECT ME IF I'M WRONG, I THINK MAYBE YOUR QUESTION, BECAUSE WHEN YOU TALK ABOUT COMPENSATION PLAN, SOMETIMES YOU'RE TALKING MAYBE SOMETHING THAT IS GOING TO BE A RECURRING COST.

THIS IS NOT A RECURRING COST.

THIS IS WHAT WE ASK. AND AT LEAST TONIGHT WE'RE ASKING FOR ONE TIME USE OF THIS MONEY TO TAKE CARE OF OUR OUR TEACHERS AND STAFF IN THESE CATEGORIES AND REALLY ADDRESS THAT.

SO SO TO ANSWER YOUR QUESTION IS JUST A ONE TIME THING.

IT'S NOT LIKE A RECURRING.

WE ARE DOING A BASIC A BASIC PAY SCALE STUDY AND ALSO STAFFING AND STUDY.

AND ALSO WE ARE WE'RE LOOKING AT EVENTUALLY WE'RE GOING TO START WORK ON THE NEXT YEAR BUDGET EARLY IN JANUARY, FEBRUARY.

SO WE PROBABLY WILL HAVE A BETTER WAYS OF HAVING SOME SYSTEMS AND STRUCTURE WHEN IT COMES TO THE NEXT YEAR COMPENSATION PLAN.

RIGHT. SO MY QUESTION IS THE WAY THAT THIS BECAUSE I'M OBVIOUSLY I'M ALL FOR THIS, BUT IS THIS STRUCTURED APPROPRIATELY IF WE'RE GOING TO BE APPROPRIATING MONEY THAT NOT PREVIOUSLY APPROVED, IS THIS THE APPROPRIATE LANGUAGE THAT'S GIVEN TO US? THAT'S WHY WE HAVE THE RESOLUTION, CORRECT? RIGHT. ONCE YOU APPROVED THE RESOLUTION THAT AUTHORIZES THE APPROPRIATION OF THE MONEY FROM FUND BALANCE.

OKAY. THANK YOU FOR THAT CLARIFICATION.

SO BACK IN JUNE, THERE WERE HEADLINES.

IT'S CURRENTLY ON THE ROUND ROCK ISD WEBSITE.

IT'S IN COMMUNITY IMPACT.

IT'S IN OTHER MEDIA THAT ROUND ROCK ISD PASSED A BALANCED BUDGET FOR THE FIRST TIME IN SEVERAL YEARS.

SO IF WE'RE.

HOW MUCH MONEY? CAN YOU REMIND ME HOW MUCH MONEY ARE WE TALKING ABOUT HERE? DEPENDING, DEPENDING ON THE PLAN WE HAVE, THE FIRST THE FIRST TOP FIVE PRIORITIES WOULD GET US ABOUT 7.2 MILLION.

AND IF WE ADD THE SIX, THE SIXTH ONE, WHICH IS TALKS ABOUT NON-TEACHING STAFF, WE'RE LOOKING AT ABOUT $9.1 MILLION.

SO IN THE SPIRIT OF TRANSPARENCY TO OUR COMMUNITY, IF THIS PASSES, DOES THAT MEAN THAT WE NO LONGER HAVE A BUDGET, A BALANCED BUDGET? NO, BECAUSE REMEMBER WHEN WE WHEN WE ADOPTED THE BUDGET.

THERE WAS A $3 MILLION APPROPRIATION OUT OF FUND BALANCE FOR INSURANCE.

SO THE BUDGET WAS ADOPTED.

THEN YOU ADDED THE 3 MILLION FOR INSURANCE.

THIS WOULD BE ADDING THE OTHER PIECE FOR COMPENSATION.

SO THE ACTUAL ADOPTED BUDGET IS STILL IN BALANCE, BUT YOU'RE AMENDING THE BUDGET BY ADDING FUND BALANCE APPROPRIATION.

OKAY. LET ME ADD SOMETHING ELSE, TRUSTEE WESTON.

SO I KNOW, I KNOW.

I THINK WE KIND OF BRIEFLY TALKED WITH WITH WITH DENIS ABOUT THIS WHEN WHEN YOU STOP BY THIS WEEK.

RIGHT. SO I WANT I WANT TO I WANT TO ALSO REMIND OUR BOARD MEMBERS WE ARE STILL COMMITTED TO HAVING A BALANCED BUDGET.

I KNOW WE TALKED ABOUT WE ARE LOOKING AT AREAS WHERE WE ARE POTENTIALLY WE CAN BE ABLE TO HAVE A FEW MILLION DOLLARS. RIGHT.

THAT DESPITE THE FACT THAT, YOU KNOW, OUR THE ROMAN NUMBER IS NOT WHAT WHAT WAS PROJECTED, BUT THERE ARE THE FACTORED FACTORS I'M SORRY THAT THAT WE ARE LOOKING AT AND THERE IS A POTENTIAL THAT WE'RE NOT GOING TO WANT TO BECAUSE IT'S TOO EARLY.

RIGHT. RIGHT NOW AND THERE IS RECAPTURE THAT IS STILL AN UNKNOWN THING THAT, YOU KNOW, TO STILL CHANGE IT ON US EVERY MONTH.

BUT IF THINGS WORK, WORK OUT THE WAY WE ARE PLANNING ON, ON, ON, WE MIGHT SEE US REALLY ENDING UP ALSO WITH THE BALANCED BUDGET REGARDLESS.

THANK YOU. SO WITH THAT, I MOVE THAT THE BOARD APPROVED THE RECOMMENDATION TO ADOPT THE RESOLUTION FOR STRATEGIC RETENTION AND RECRUITMENT INCENTIVES AS OUTLINED IN THE RESOLUTION AND IMPROVE THE AMENDMENT TO THE 2022 2023 ROUND ROCK ISD COMPENSATION PLAN AS PRESENTED.

I STILL HAVE A COUPLE OF OTHER PEOPLE WHO HAVE THEIR LIGHTS ON.

I MEAN, WE CAN MAKE THE SECOND THAT MOTION, BUT IF WE.

YEAH, YOU CAN SUCK IT IN.

IF NOT, YOU CAN KEEP ON DISCUSSION.

EVEN IF YOU SECOND IT, YOU CAN CONTINUE A DISCUSSION.

JUST GO WITH YOUR. I DON'T WANT A SECOND UNTIL I KNOW IF WE'RE GOING TO ADD THE EXTRA 120 PEOPLE.

SO. SO ALSO, I'M SORRY.

AND I ALSO DO ONE HAS TO GO WITH ALL THE ITEMS ONE THROUGH SIX.

SO LET'S LET'S CONTINUE DISCUSSION.

THAT MOTION DIDN'T GET A SECOND AND LET'S CONTINUE WITH DISCUSSION AND QUESTIONS THAT WE STILL HAVE ON THE DIAS.

SO TRUSTEE JOHNSON AND I'LL MAKE THIS QUICK SO NOT SO MUCH AS QUESTIONS, BUT A COUPLE OF COMMENTS.

I DEFINITELY WANT TO GET ON THE PUBLIC RECORD.

ONE, THE ONE THING I DEFINITELY WANTED TO ASK ABOUT.

AGAIN AND GET INFORMATION LATER.

IT'S THE EXIT SURVEY FOR THOSE BAD TEACHERS.

[03:55:02]

RIGHT. WHAT WERE THEIR MAIN ISSUES? I MEAN, AND I GET IT THERE. I KNOW THAT IT'S THE CLIMATE.

I KNOW IT'S COMING ACROSS THE NATION, BUT BEING SPECIFIC AND RESPONSIVE TO OUR TEACHERS AND WHAT THEIR CONCERNS WERE, WHY THEY LOVE.

THANK YOU. TRUSTEE JOHNSON ONE OF THE CHALLENGES WITH OUR EXIT SURVEY FOR ME IS THAT IT'S ANONYMOUS.

I MEAN, OF COURSE IT'S BY DESIGN, IT'S ANONYMOUS.

SO WE DON'T IDENTIFY POSITIONS PER SE ON THE EXIT SURVEY RESPONSE.

NOW, I DO HAVE SEPARATION REASONS, BUT THEY'RE PRETTY GENERIC, RIGHT? SO I DID PULL SOME DATA ACROSS THE BOARD.

IT'S NOT SPECIFIC TO TO SPREAD TEACHERS.

IT'S REALLY ABOUT ALL TEACHERS.

SO WE OF THE 41 I MENTIONED EARLIER, WE'VE HAD RESIGNED.

THE LARGEST SINGLE REASON PEOPLE INDICATE THEY'RE LEAVING IS PERSONAL REASONS.

AND THE SECOND, INTERESTINGLY ENOUGH, IS HEALTH RELATED.

RIGHT? SO THEY WOULD INDICATE PERSONAL REASONS OR HEALTH RELATED.

THEY'RE NOT GOING THE LARGEST GROUP IS NOT GOING TO ANOTHER JOB OR OTHER DISTRICTS.

THEY'RE SEEM TO BE LEAVING LEAVING AT THIS POINT, YOU KNOW, WITH WITH SCHOOL BEING JUST OVER NINE WEEKS OLD, YOU KNOW, I THINK THEY'RE JUST MAKING THE CHOICE TO LEAVE THE DISTRICT. NOW, I DON'T HAVE THE SPECIFICS ON SPED TEACHERS, BUT WE COULD PULL THAT FOR YOU.

BUT YOU FOR HIS AGE, YOU DO HAVE THOSE DEMOGRAPHICS, RIGHT? AGE ARE THE INDIVIDUALS OR HOW LONG THEY'VE BEEN TEACHING.

YEAH I THINK YEAH WE CAN WE CAN CERTAINLY TRIANGULATE WITH THAT STUFF FOR SURE.

YES SIR. WE CAN GET THAT TOGETHER FROM.

IT'S NOT WHAT I'M ABOUT TO TELL YOU.

IT'S NOT LIKE A SURVEY OR ANYTHING.

BUT FROM TALKING WITH SOME OF OUR PRINCIPALS WHO LOST SOME TEACHERS, IT'S THERE ARE A COUPLE OF REASONS THAT I HEAR A LOT.

ONE WHERE WE NOTICING IS A LOT OF NEW TEACHERS WHO THOUGHT THAT, OKAY, I CAN DO THIS.

AND THEN AND THEN THEY COME IN AND THEY'RE LIKE, WOW, THIS IS TOO MUCH WORK.

AND, YOU KNOW, THERE IS THERE'S SO MANY OPPORTUNITIES OUT THERE, RIGHT, TO DO OTHER THINGS OUTSIDE OF THE EDUCATIONAL FIELD.

SO WE'VE SEEN SOME OF THOSE JUST TRYING IT OUT FOR A MONTH OR TWO AND THEY'RE LIKE, THIS IS TOO MUCH.

I DON'T KNOW IF I CAN DO THIS.

AND THE OTHER THING IS ALSO WE'VE BEEN IT'S GETTING MORE AND MORE COMPETITIVE OUT THERE WITH LIKE OTHER LIKE TECH COMPANIES AND CORPORATIONS WHERE THEY CAN PAY ANOTHER 30 OR 40 OR $50,000 MORE THAN WHAT WE CAN AFFORD TO PAY OUR TEACHERS.

AND SOMETIMES WE CANNOT COMPETE WITH THAT.

SO WE FROM AGAIN, FROM A NOT FORMAL AND FORMAL CONVERSATION.

RIGHT. THAT'S THE KIND OF STUFF I'M HEARING FROM OUR PRINCIPALS.

THE REASON WHY THEY'RE LOSING SOME OF THEIR MORE ANECDOTAL THAN OKAY.

THEN THE OTHER THING FOR ME IS LONG TERM THINKING ABOUT WHAT AUSTIN HAD IN PLACE WHEN I WAS THERE.

WHAT DALLAS HAS IN PLACE, A LONG TERM TRUE INCENTIVE PROGRAM, RIGHT? THAT'S NOT A ONE TIME ISSUE, BUT A PART.

SO ANY CONVERSATIONS OR.

YES, SIR, ABSOLUTELY.

AND I YOU KNOW, I'VE MADE THIS COMMENT TO DENNIS AND DR.

Z. I THINK WE ARE ALL KIND OF AGREE TO THAT.

IT'S WE HAVE TO WE HAVE TO BE BETTER STEWARDS OF THE REGION.

FIRSTLY, WHO'S LEAVING AND WHY ARE THEY LEAVING AND WHICH POSITIONS ARE THEY LEAVING? I MEAN, WE KNOW RIGHT NOW SPREAD AND MATH ARE THE TWO THE TWO HIGHEST NEED AREAS ACROSS THE NATION.

INCIDENTALLY, WHAT WHEN I LOOKED AT SOME DATA THIS WEEK, ELEMENTARY GENERAL EDUCATION IS NOW CONSIDERED A CHALLENGING POSITION TO FILL AND WE'VE NEVER BEEN IN THAT SITUATION BEFORE.

SO SO BECOMING BETTER STEWARDS OF THAT DATA WILL HELP US AND REALLY BEING FOCUSED ON THAT WILL HELP US REALLY TARGET ON A YEAR TO YEAR BASIS WHERE THOSE COMPENSATION PRIORITIES THAT WE DO RECOMMEND WOULD BE.

YES, SIR. SO SO ABSOLUTELY.

AND THEN THE LAST THING I THINK ABOUT FROM THE CTE STANDPOINT, WHERE IN YOUR GROW YOUR OWN PROGRAMS, WHERE THOSE STUDENTS CAN EARN THOSE CERTIFICATIONS IN HIGH SCHOOL, WHEN YOU THINK ABOUT TEACHER ASSISTANCE.

SO IS THAT SOMETHING WE'RE ACTIVELY PULLING FROM? BECAUSE I KNOW FOR THEM TO EVEN BE CERTIFIED AS THE TEACHER ASSISTANT HAS TO COME THROUGH THE HR DEPARTMENT.

SO ARE WE ACTIVELY PULLING FROM THAT POOL AT ALL AT THIS TIME? THAT IS NOT A PIPELINE THAT WE BUILT.

IT'S CERTAINLY IT'S PART OF OUR EXPLORATION.

I THINK THERE'S THERE'S A LOT THAT WE COULD DO WHEN WE TALK ABOUT GROW YOUR OWN.

WE'VE REALLY FOCUSED THIS YEAR WITH OUR WITH THE BANDWIDTH THAT WE HAVE ON OUR TEACHING ASSISTANT POOL TO TEACHERS.

BUT, YOU KNOW, WE HAVE WE HAVE 46,000 POTENTIAL TEACHERS HERE IF WE CAN SELL THEM ON IT.

RIGHT. SO HOW DO WE BUILD THOSE LONGER TERM APPROACHES, NOT JUST FROM OUR YOU KNOW, I FORGET, I'M SORRY, YOU'LL KILL ME.

IT'S THE CTE CLASS FOR WHERE WE THANK YOU, SIR.

I KEEP SAYING READY, SAID TEACH, BUT SHE THROWS THINGS AT ME WHEN I SAY THAT.

IT'S NOT THAT IT'S EDUCATION PREP, SO.

BUT WE HAVE THAT. BUT, BUT WE ALSO HAVE EARLY COLLEGE AND WE HAVE THINGS LIKE THAT.

SO. SO THERE'S DEFINITELY OPPORTUNITIES THERE THAT I THINK WE CAN EXPLORE FURTHER.

I JUST WANT TO ADD, DR.

JOHNSON, I MEAN, I WAS ACTUALLY WITH RYAN JUST JUST THIS WEEK, A COUPLE OF DAYS AGO, WE WENT AND HAD A MEETING AT ASSISI WITH DR.

RHODES AND SOME OF HIS STAFF MEMBERS.

AND WE TALKED ABOUT MANY OPTIONS, INCLUDING DUAL CREDITS.

[04:00:01]

BUT ALSO WE TALK SPECIFICALLY ABOUT THE EDUCATIONAL PATHWAY.

AND AND THEY HAVE A PROGRAM THAT CAN ACCELERATE.

THEY HAVE ACTUALLY I DON'T KNOW IF YOU KNEW, BUT I DIDN'T KNOW UNTIL I SPOKE WITH HIM.

BUT YOU CAN GET AN ASSOCIATE DEGREE IN TEACHING WITH.

IT'S AN ACCELERATED PROGRAM WITH THEM AND THEN THEY TRANSFER THEM.

AND I THINK IT'S AN ONLINE RIGHT.

RYAN ONE YEAR WITH TEXAS TECH, NOT TEXAS STATE, TEXAS TECH.

AND THEY GET THERE IN THREE YEARS.

THEY CAN GET THEIR BEST BACHELOR'S LAST DITCH CERTIFICATION AND THEY CAN ACTUALLY COME BACK AND TEACH FOR US.

SO WE ARE EXPLORING OTHER OPPORTUNITIES, WORKING WITH OTHER PARTNERS, INCLUDING ICC.

AND THEN THE LAST THING I MENTIONED, THE EXTRA CLASS COVERAGE, BECAUSE I KNOW I WAS ONE OF THOSE TEACHERS THAT VOLUNTEERED TO TAKE EXTRA CLASSES.

AND I KNOW I'VE HEARD, WE'VE SEEN THE EMAILS.

SO HAVE WE SOLVED THAT? ARE THERE TEACHERS OUT THERE DOING, LIKE, COVERING EXTRA CLASSES THAT ARE NOT GETTING THEIR PAY ASSOCIATED WITH COVERING AN EXTRA CLASS? SO I THINK I'M HEARING MAYBE WHAT I'M HEARING IS LIKE IF I'M A SECONDARY OR HIGH SCHOOL TEACHER AND I TEACH SIX OF EIGHT, DO I PICK UP A SEVENTH SECTION? SO WE YES. AND THAT'S STILL THAT'S STILL IN PLACE.

WE'VE HAD A LOT OF TEACHERS TAKE THAT UP.

YOU SEE THAT A LOT IN CTE, AS YOU KNOW, SIR.

I MEAN, AND TIFFANY KNOWS AS WELL, WE SEE THAT A LOT, HEALTH SCIENCE, THINGS LIKE THAT.

RIGHT. SO THAT'S DEFINITELY HAPPENING.

WE ALSO HAVE LAST YEAR WE DEVELOPED A PILOT WHERE WE PAY TEACHERS TO COVER WHEN A SUB WHEN A GUEST EDUCATOR WASN'T AVAILABLE.

THAT'S STILL IN PLACE AS WELL.

SO IN SITUATIONS WHERE TEACHERS ARE HAVING TO COVER THOSE CLASSES, THEY ARE BEING COMPENSATED FOR THAT, TOO.

BUT OUTSIDE OF THAT SCENARIO, SAY, ELEMENTARY, WHEN THEY'RE, RIGHT, TEACHING TWO OR THREE GRADE LEVELS BECAUSE I'VE RECEIVED THAT EMAIL.

SO IS THAT? ARE THEY BEING COMPENSATED FOR HAVING TO COVER MORE THAN USUAL? SO WE BUILT THAT ADDITIONAL COMPENSATION AND WE ACTUALLY CREATED A VERSION OF IT FOR ELEMENTARY, BECAUSE ELEMENTARY DOESN'T HAVE THE PLC PERIOD WHERE, WHEN A TEACHER IS ABSENT AND THEY SPLIT THE CLASS.

RIGHT? AND SO WHEN THEY TAKE THOSE KIDS, THEN THEY SPLIT THE MONEY AMONG UP TO FIVE TEACHERS PER GRADE LEVEL.

I THINK THAT'S THE WAY IT WAS SET UP.

YES, SIR. SO, IT'S NOT A PERFECT SYSTEM AND AND DEFINITELY OPEN TO FEEDBACK.

AND IF THERE ARE SITUATIONS THAT COME FORWARD, THAT'S HOW WE'VE BEEN ABLE TO DEVELOP A LOT OF THESE PROGRAMS. IT'S BASED ON FEEDBACK AND IDEAS FROM PRINCIPALS.

AND SO, DEFINITELY WE'RE VERY OPEN TO ANY SUGGESTIONS AND SOLUTIONS THAT COME OUR WAY.

I MEAN, WE WILL EXPLORE EVERYTHING THAT'S OUT THERE, SIR.

SO THANK YOU.

TRUSTEE VESSA. SO, I MEAN, EVERYONE KNOWS THAT I ALWAYS AM LOOKING AT THE BUDGET.

AND CERTAINLY I DID NOT, WAS NOT REMISS IN DOING THAT RESEARCH.

AND I'VE MET EXTENSIVELY WITH DR.

AZAIEZ AND DENNIS ABOUT WHERE OUR BUDGET SITUATION STANDS, BOTH IN TERMS OF LAST YEAR AND THIS YEAR.

AND I THINK THAT WE NEED TO TALK ABOUT IT.

OKAY, WE HAVE TO TALK ABOUT.

AND I KNOW THAT NOBODY IT DOESN'T SEEM ANYBODY WANTS TO, BUT WE HAVE TO.

SO I'LL LET THEM.

I MEAN, I'VE TALKED TO DENNIS AND DR.

AZAIEZ EXTENSIVELY, AND I THINK WE WE'VE DECIDED WHAT'S IMPORTANT TO SHARE.

SO I'LL JUST, I'LL LET THEM BEGIN THAT CONVERSATION ABOUT WHERE WE STAND IN TERMS OF LAST YEAR'S SITUATION AND THIS YEAR'S AND WHAT THAT MEANS IN TERMS OF RESOURCES, BOTH IN TERMS OF THIS YEAR'S.

JUST REALLY, IN ALL HONESTY, IN TERMS OF FUND BALANCE, LONG, LONG TERM.

WHERE ARE WE GOING? AND WHAT DO WE NEED TO FIX? AND I DON'T EVEN KNOW THAT WE CAN FIX IT.

I MEAN, OUR EXTENSIVE CONVERSATIONS HAVE BEEN THAT THIS IS A LEGISLATIVE ISSUE, AND I'LL LET THEM EXPLAIN WHAT THE LEGISLATIVE ISSUE IS AND WHERE THE ADVOCACY NEEDS TO HAPPEN AND HOW HOW THAT IS IMPACTING OUR ABILITY TO HAVE A BALANCED BUDGET AND MAINTAIN.

A FUN BALANCE THAT'S NOT CONTINUOUSLY.

BEING JUST WIPED OUT, TO BE HONEST.

SO WE HAD A CONVERSATION WITH TRUSTEE VESSA COUPLE OF TIMES, RIGHT.

ABOUT THE BUDGET AND I THINK, TRUSTEE VESSA, PLEASE FEEL FREE TO CHIME IN IF YOU, IF I MISSED SOMETHING.

SO BACK IN 2021-22 BUDGET CONVERSATION THAT WAS THING BROUGHT TO OUR BOARD BY OUR FORMER CFO, DR. ADIX, RIGHT. HE CAME TO OUR BOARD WITH A DEFICIT BUDGET AT THAT TIME ABOUT $17.5 MILLION.

THERE WAS ALSO WHAT HE BROUGHT AT THAT TIME.

[04:05:01]

IT WAS A PROJECTION PROJECTION THAT WAS 3000 STUDENTS OVER WHAT WE ENDED UP WITH.

RIGHT. SO THAT ADDED TO THE DEFICIT THAT HE INITIALLY HAD IN MIND COUPLED WITH THAT.

SO THAT TOOK THAT DEFICIT ALMOST $40 MILLION, JUST LIKE THAT.

I MEAN, OBVIOUSLY WE HIRED I CAME IN, WE HIRED DENNIS, AND I DON'T KNOW IF YOU REMEMBER THE END OF LAST YEAR, THAT BUDGET DEFICIT, WE BROUGHT IT DOWN TO ABOUT $10 MILLION, RIGHT.

FROM ABOUT 40.

WE BROUGHT IT DOWN TO $10 MILLION.

WHAT CHANGED SINCE SINCE THEN IS, AS YOU KNOW, WE ALSO ARE SUBJECT FOR RECAPTURE, RIGHT? SO OUR DISTRICT ALSO IS SUBJECT TO RECAPTURES.

WE'VE BEEN PART OF THAT FOR THE PAST COUPLE OF YEARS.

THE INITIAL BUDGET THAT DR.

ADIX PUT TOGETHER WAS ABOUT $14 MILLION RECAPTURE THAT WE HAD TO SEND TO THE STATE.

AND HE DIDN'T MAKE THAT MISTAKE THERE.

RIGHT? THAT WAS IT. THAT WAS I DON'T KNOW IF YOU'RE FAMILIAR WITH RECAPTURE, TEA PUTS CHANGES THOSE NUMBERS EVERY MONTH.

SOMETIMES YOU KNOW, WITHIN A MONTH, SOMETIMES TWICE A MONTH OR TWICE A WEEK.

AND THEN THEY SIT DOWN AT THAT, DON'T CHANGE IT FOR ANOTHER TWO OR THREE MONTHS, AND THEN THEY CHANGE IT AGAIN.

RIGHT. AND THIS, THE FORMULA FOR RECAPTURE, LIKE WE DON'T HAVE ACCESS TO IT.

AND, YOU KNOW, I HAD A CONVERSATION WITH OTHER SUPERINTENDENTS.

DENNIS HAD CONVERSATION WITH OTHER CFOS.

AS A MATTER OF FACT, OUR OWN MONITOR HERE, FORMER SUPERINTENDENT, HIS DISTRICT HAS BEEN IN RECAPTURE FOR MANY YEARS.

AND WE HAD EVEN A CONVERSATION WITH DR.

VALDEZ ABOUT HOW IS VERY COMPLICATED AND ALMOST LIKE YOU'RE DEALING WITH AN UNKNOWN AT ANY GIVEN TIME.

RIGHT. AND THAT NUMBERS, CHANGES, FLUCTUATES.

SO GOING BACK TO WHAT DR.

ADIX PUT FOR $14 MILLION AT THAT TIME, THAT'S WHAT TEA HAD POSTED, RIGHT.

YOU HAVE TO LOG IN. THEY DON'T EVEN SEND YOU WHAT THE CHANGES.

YOU HAVE TO LOG INTO THE SYSTEM AND YOU HAVE TO CHECK AND YOU HAVE TO CHECK NEXT WEEK AND YOU HAVE TO CHECK NEXT MONTH AND SEE IF IT'S CHANGED OR NOT.

SO THAT'S HOW COMPLICATED THIS WHOLE SYSTEM OF THE RECAPTURE.

SO THAT NUMBER WAS 14 MILLION.

THEN IT JUMPED TO I THINK I DON'T HAVE IT HERE.

I THINK IN FRONT OF ME, IT WENT TO LIKE.

I KNOW THERE'S KIND OF, I'M SORRY TO INTERRUPT.

YEAH. DR. A, WE JUST, I KNOW HER QUESTION WAS A LITTLE BIT BROAD BASED.

I TOOK IT TO MEAN WITH RESPECT TO THE FUND BALANCE ISSUE AND HOW THE DISTRICT'S PAYING FOR THIS.

IS THAT CORRECT? THAT'S CORRECT.

AND I JUST WANT TO TIE IT IN BECAUSE I DON'T WANT TO MAKE IT A BIG BUDGET DISCUSSION.

IT'S NOT REALLY RELATED.

IT'S RELATED TO BUDGET.

CORY, LET VALERIE FINISH REAL QUICK.

I JUST WANT IT TO BE NARROWED TO THE RESPECT TO THAT, BECAUSE YOU ALL MENTIONED THE FUND BALANCE AND THE RESOLUTION AND THEN THE.

IT'S RELATED. SO LET'S JUST MAKE SURE WE TIE IT TO THAT AND YOU'LL BE OKAY.

YEAH. SO IT'S RELATED BECAUSE THIS IS WHAT DETERMINE THE FUND BALANCE QUESTION FOR TRUSTEE VESSA AND THANK YOU FOR ACTUALLY KEEPING ME ON TRACK.

SO ANYWAY, SO THAT NUMBER ONE UP TO 30, THEN I WENT UP TO LIKE 48 I THINK AS OF LAST JUNE AND THEN WENT UP TO 52, 53 AND IN SEPTEMBER.

AND THEN WE JUST CHECK THAT NUMBER WENT TO 71 AND EVENTUALLY DROPPED DOWN TO 61.

SO THAT NUMBER IS BEEN FLUCTUATING RIGHT FROM LIKE 18 TO 71.

I DROPPED AGAIN. SO I THINK WHAT TRUSTEE VESSA IS SAYING, IF THAT NUMBER AND THEN BY THE WAY, SINCE DENNIS CAME ON BOARD ALSO LAST TIME WHEN HE CAME AND PRESENTED GIVE YOU AN UPDATE ON THE BUDGET, HE ACTUALLY ALLOCATED $48 MILLION, NOT 14.

HE BROUGHT IT UP TO 48.

AND SO BECAUSE THAT WAS THE NUMBER AT THAT TIME.

SO WHAT TRUSTEE VESSA IS SAYING, IF THE NUMBER AND THIS IS NOT FINAL, THEY CHANGE IT ALL THE TIME.

IT'S NOT FINAL. SO WHAT TRUSTEE VESSA IS SAYING, IF TEA DECIDED TO KEEP THAT RECAPTURE AT $61 MILLION, THEN IT'S GOING TO HIT US THAT EXTRA 13 MILLION THAT WE DID NOT BUDGET FOR BECAUSE IT WAS ORIGINALLY 48 OR NOW ORIGINALLY.

BUT THE FINAL TIME.

THE FINAL LAST TIME, I GUESS WHEN WE DID IT, IT WAS A 48.

SO THAT $13 MILLION CAN ALSO HIT OUR FUND BALANCE.

AND THAT'S THAT'S WHAT TRUSTEE VESSA IS ALLUDING TO, IF I'M CORRECT.

SO WHEN YOU ADD THAT TO THE $10.75 MILLION THAT WE ALREADY KNEW ABOUT, THAT COMES UP TO ALMOST $24 MILLION COMING OUT OF OUR FUND BALANCE.

AND SO THAT'S OBVIOUSLY CONCERNING BECAUSE THE PREVIOUS YEAR WE HAD TO TAKE A SUBSTANTIAL AMOUNT OF FUND BALANCE BECAUSE OUR RECAPTURE WAS SIGNIFICANTLY HIGHER THAN WE ANTICIPATED AS WELL.

SO WHAT HAPPENED? WHAT'S HAPPENING IS, IS THAT WE CAN'T WE CAN'T BUDGET BECAUSE OUR FUND BALANCE OR OUR RECAPTURE IS CHANGING AND FLUCTUATING SO MUCH THAT THAT WE DON'T KNOW.

AND SO WE'RE JUST DRAINING OUR FUND BALANCE AS WE DEAL WITH RECAPTURE NUMBERS THAT ARE SIGNIFICANTLY

[04:10:02]

HIGHER THAN WE COULD EVEN ANTICIPATE.

AND IT'S A HUGE PROBLEM.

WE'RE NOT THE ONLY DISTRICT DEALING WITH IT.

I THINK YOU HAVE SOME PAPERWORK THAT YOU WERE GOING TO HAND OUT ABOUT OUR FUND BALANCE OR OUR SITUATION IN COMPARISON TO OTHER DISTRICTS AROUND THE STATE AS WELL.

WE'RE NOT THE ONLY ONES DEALING WITH THIS.

AND SO, YOU KNOW, I THINK THAT IT'S JUST JUST IN TERMS OF THIS ISSUE, WE REALLY HAVE TO BE COGNIZANT OF HOW OUR FUND BALANCE IS BEING REALLY DEPLETED BY THIS ISSUE. AND I FEEL LIKE IT HAS THE RESOLUTION IS OBVIOUSLY NOT LOCAL.

AND AND IT'S SOMETHING THAT AS WE LOOK FORWARD TO OUR LEGISLATIVE PRIORITIES, WE REALLY NEED TO ADDRESS THIS IN TERMS OF ITS IMPACT ON OUR FUND BALANCE AND OUR ABILITY TO BUDGET.

MAY I ASK A QUESTION ABOUT THAT? YES, GO AHEAD. SO I GUESS THE REASON I WASN'T CONCERNED, I MEAN, I'M GLAD YOU BROUGHT THIS UP, CORY, BUT WHEN THE BUDGET WAS ADOPTED BY THE BOARD IN JUNE. MR. COVINGTON MADE IT CLEAR THAT WE WERE PLANNING ON $72 MILLION RECAPTURE PAYMENT.

AND I'M LOOKING AT THE NEWS RELEASE ON THE DISTRICT WEBSITE THAT SAYS THAT THE BUDGET INCLUDED AN ESTIMATED $72 MILLION RECAPTURE.

SO WHEN THEY TOLD US THE OTHER DAY THAT WE WERE GOING TO, IT WAS 48 AND THEN IT WAS 61, IN MY MIND, I'M THINKING WE'RE BELOW 72, SO CAN YOU HELP? MR. COVINGTON'S GOT HIS HAND RAISED, OR BOTH OF YOU, WHOEVER.

THE 61 IS FOR THE 21-22 SCHOOL YEAR, THE 71,72 IS FOR THE 22-23 SCHOOL YEAR.

AND SO THIS IS SELLING UP LAST YEAR'S.

RECAPTURE. AND AGAIN, THIS IS HOW UNFORTUNATELY, THAT'S HOW IT WORKS WITH TEA, RIGHT.

AND THE WAY IT'S SET UP, LIKE WE ARE PLAYING THIS GAME WHERE, LIKE, WE DON'T KNOW, LIKE WE ARE WE CLOSE OUT OUR BOOKS ALREADY FOR LAST SCHOOL YEAR AND LAST BUDGET AND TEA HAD YET TO RELEASE.

AND YOU CAN SEE ALL THESE NUMBERS ARE NOT FINAL AND IT MAY TAKE UP TO ANOTHER 3 TO 6 MONTHS BEFORE WE KNOW OUR NUMBERS.

THE FINAL NUMBERS, I MEANT.

AND SO THIS IS HOW COMPLICATED THIS WHOLE THING NOW.

AND I WANT EVERYBODY TO KNOW, NOT EVERY SCHOOL DISTRICT IN THE STATE HAVE THIS NUMBER.

AND THAT'S THIS PROBLEM.

THERE ARE MORE AND MORE SCHOOL DISTRICTS ARE GETTING PART OF THE RECAPTURE, IF YOU WILL.

SO I'M HOPING THAT WE'LL GET THE ATTENTION OF OUR LEGISLATORS EVEN MORE NOW.

BUT IN THE PAST FEW YEARS, THERE WERE ONLY VERY FEW SCHOOL DISTRICTS, WHAT WE CALL A RICH PROPERTY RICH SCHOOL DISTRICT RIGHT IN THE STATE.

AND SO NOBODY PAID ATTENTION TO THOSE SCHOOL DISTRICTS.

RIGHT. AND NOW PFLUGERVILLE IS JUST US.

NOW, LEANDER IS ABOUT TO BECOME A RECAPTURE DISTRICT.

PFLUGERVILLE IS ABOUT TO RECAPTURE THEM HERE IN [INAUDIBLE].

IF NOT THIS YEAR, NEXT YEAR WILL BECOME, YOU KNOW, SO A LOT OF SCHOOL DISTRICTS AND NOT JUST IN CENTRAL TEXAS BUT OUT IN THE STATE, ARE MOST LIKELY BECOMING EITHER THIS YEAR OR NEXT YEAR RECAPTURE DISTRICT.

AND THAT'S GOING TO BECOME A HUGE PROBLEM.

AND SO I THINK THAT REALLY GOES MORE TO WHAT MR. VESSA IS SAYING WHEN IT COMES TO US ADVOCATING, YOU KNOW, WHEN WE TALK WITH OUR ELECTED OFFICIALS AND, YOU KNOW, THIS IS A PROBLEM, LIKE THINK ABOUT IT, YOU LIVE IN LIKE YOU HAVE IN YOUR OWN, LIKE LIVING YOUR LIFE AND DON'T KNOW EXACTLY HOW MUCH YOU HAVE TO PAY.

YOU KNOW, YOU GOT TO WAIT FOR, YOU KNOW, THREE MONTHS, SIX MONTH AFTER YOU SET UP YOUR BUDGET FOR THE YEAR.

I'M LIKE, OH, OH, NOW I HAVE TO PAY MORE FOR THIS, PAY MORE FOR THAT.

SO WE KIND OF LIKE ALMOST PLAN IT IN THE DARK, RIGHT? AND IT'S NOT JUST US. I WANT TO KNOW.

WE HAD AN EXAMPLE OF DALLAS ISD, FOR EXAMPLE, AND YOU CAN SEE DALLAS ISD RECAPTURE BACK IN JULY OF 2021 WAS WHEN THEY DID THEIR BUDGET WAS 21 MILLION, AND THEN IT WENT UP ALL THE WAY TO 25 AND WENT UP TO 140, THEN IT DROPPED TO 111, THEN WENT UP AGAIN TO 129 AND THEN IT DROPPED TO 106 AND THEN DROPPED AGAIN TO 97.

SO THESE ARE THE DISTRICTS WHO ARE PART OF RECAPTURE, LIKE IT'S ALMOST A PLAN LIKE THE UNKNOWN HERE.

SO DESPITE ALL THAT, I JUST WANT TO MAKE SURE AGAIN AND THEN I WANT TO GIVE THE FLOOR TO OBVIOUSLY BACK TO OUR BOARD MEMBERS AND TO DENNIS.

DESPITE ALL THE STUFF WE FEEL COMFORTABLE WHAT WE ADOPTED THIS YEAR AND WITH THE $77 MILLION, WE FEEL REALLY GOOD THAT WE'RE GOING TO KEEP OUR BUDGET BALANCED. NOW, WHAT WE'RE TALKING ABOUT AT WESTERN IS LAST YEAR, LAST YEAR, THAT BUDGET THAT WAS ADOPTED BY DR.

[04:15:01]

ADIX. WHAT IS THE DROP DEAD DATE? I MEAN, FOR US? WHAT IS THE DATE THIS THING WILL GET SETTLED? WE'RE HOPING WITHIN THE NEXT COUPLE OF MONTHS.

BUT AS I SAID, IT COULD TAKE UP TO THREE TO FROM 3 TO 6 MONTHS FOR THEM TO GIVE US THEIR FINAL.

AND EVEN WITH THAT, I MEAN, I DON'T KNOW.

I MEAN, I KNOW YOU DEAL WITH IT.

I DON'T KNOW IF YOU WANT TO SAY SOMETHING.

CAN YOU GET ON THE MICROPHONE? SORRY. JUST SO IT'S RECORDED FOR THE.

JUST INFORMATIONAL PURPOSES.

I SENT A CHART TO DENNIS AND DR.

AZAEIZ THAT WE USED TO SHARE WITH OUR PUBLIC ABOUT THE TIMELINES THAT, YOU KNOW, OBVIOUSLY ADOPT A BUDGET IN THE FALL.

THEN NEXT FALL YOU FINALIZE THAT BUDGET, YOU GET A NEAR-FINAL NOVEMBER.

SO THEN YOU KIND OF GET THIS WHAT THEY CALL A NEAR NEAR-FINAL IN FEBRUARY, BECAUSE THE FIRST FINAL IS BASED ON NUMBERS THAT WE REPORT AND THEN TO GET YOUR AUDITS BY THE END OF JANUARY AND THEN THEY START RUNNING THOSE NUMBERS.

AND SOMETIMES THERE ARE ATTENDANCE, CREDIT AUDITS AND THINGS THAT TAKE PLACE AND IT CAN BE UP TO 18 MONTHS BEFORE IT'S FINALIZED THAT IT CAN GO BACK AND FORTH.

FOR EXAMPLE, IN MY PRIOR DISTRICT, WE HAD A SETTLE UP OF ABOUT WE WE WERE ABOUT $100 MILLION BUDGET IS TO GIVE YOU A SCALE.

WE HAD A FOUR YEAR SETTLE UP THAT WE RECEIVED BACK SIX AND A HALF MILLION FROM THE STATE, BECAUSE I DON'T MEAN TO INTERRUPT, BUT WE GOT TO TRY TO BRING THIS BACK TO OUR FUND BALANCE AND STAY ON OUR AGENDA? I'M NOT TRYING TO SHUT YOU DOWN, BUT BRING IT BACK TO OUR FUND BALANCE AND HOW WE'RE PAYING FOR THIS.

I JUST AGAIN, I MEAN, FROM AN ADMINISTRATION STANDPOINT, WE STILL STAND BY OUR RECOMMENDATION.

OBVIOUSLY, WE'RE GOING TO DO WHATEVER OUR BOARD WANT US TO DO, BUT WE REALLY FEEL THAT THIS IS A VERY IMPORTANT MOVE THAT WE HAD TO DO TO TAKE CARE OF OUR STAFF AND OUR TEACHERS. WE STILL STAND BY IT.

I KNOW IT'S GOING TO BE WHATEVER OUR BOARD DECIDES, WHETHER SEVEN OR $9 MILLION, BUT I THINK IT'S REALLY WORTH DOING IT FOR OUR STUDENTS AND FOR THE SAKE OF OUR TEACHERS AND STAFF AND EVERYONE ELSE.

SO I HAVE SEVERAL LIGHTS ON FOR TRUSTEES, BUT I SEE MR. COVINGTON'S MICROPHONE IS ON.

DO? OH, NOW IT IS OFF.

OH, THAT WAS STILL ON FROM HIM.

OKAY. JUST MAKING SURE YOU DIDN'T HAVE ANYTHING YOU WANTED TO ADD.

NEXT IS TRUSTEE HARRISON.

YEAH. SO DENNIS, I WOULD LOVE MR. COVINGTON, WOULD LOVE TO HEAR FROM YOU.

ARE YOU CONCERNED ABOUT THE WAY RECAPTURES GOING AND THIS RETENTION BONUS? BECAUSE RIGHT NOW I FEEL LIKE THERE'S MULTIPLE CRISES HERE.

I FEEL LIKE WHEN WE DON'T HAVE TEACHERS, WHEN PEOPLE ARE HAVING TO TEACH OUTSIDE OF THEIR ROLE OR STEP IN, YOU KNOW, LIKE WE TALKED ABOUT EARLIER, PLC BEING PART OF A STRATEGY FOR THESE THINGS WE WANT TO IMPLEMENT BASED ON THAT WONDERFUL ACADEMIC WORKSHOP WE HAD.

RIGHT? LIKE, SO THERE'S THIS REALLY DELICATE BALANCE OF WE NEED PEOPLE TO BE HERE AND STAY HERE IN ORDER TO MAINTAIN RIGOR AND HIGH ACADEMIC STANDARDS AND EVEN IMPLEMENT SOME OF THE INSTRUCTIONAL PLANS THAT WE HAVE.

I DON'T FEEL LIKE YOU WOULD BRING THIS FORWARD IF YOU FELT LIKE WE WERE BEING FISCALLY IRRESPONSIBLE.

SO CAN YOU KIND OF SHARE WITH YOUR PERSPECTIVE AND EXPERTISE WHERE YOU THINK WE ARE AND WHAT YOUR PHILOSOPHY IS AROUND HOW WE USE FUND BALANCE? WELL, AS YOU ALL KNOW, I ALWAYS SAY FUND BALANCE IS A RAINY DAY FUND.

AND IF IT'S RAINING AND YOUR ROOF IS LEAKING, YOU FIX THE ROOF.

WHAT ELSE ARE YOU SAVING THE MONEY FOR? AS FAR AS DO I FEEL COMFORTABLE, THE 7 MILLION OR THE 9 MILLION IS THE WORST CASE SCENARIO.

SO YOU HAVE TO SAY IF, COME JUNE, WE HAD TO SPEND THE SEVEN AND 9 MILLION OUT OF FUND BALANCE, WAS THAT AN EFFECTIVE USE TO FUND BALANCE? AND I WHOLEHEARTEDLY SAY YES.

OKAY, WELL, THEN I FEEL LIKE WE HAVE TO ALSO HONOR AND RESPECT YOUR PROFESSIONAL EXPERTISE AS WELL.

TRUSTEE WEIR? I DIDN'T. I MEAN, THERE'S BEEN A LOT THAT'S BEEN SAID.

I ACTUALLY WAS JUST GOING TO, I HAD ASKED A QUESTION EARLIER, AND AS OF JULY 2021, OUR FUND BALANCE IS AT 196.

CORRECT. 196 MILLION? YES. OKAY.

AND THEN YOU'RE SAYING THE WORST CASE SCENARIO WOULD BE THAT 9 MILLION OR IF WE ADD THE 120 PLUS? NO, I DIDN'T SAY THAT. I SAID THE WORST CASE OF PAYING FOR THIS WOULD BE OUT OF FUND BALANCE.

THE FUND BALANCE IN THIS STATE IS VERY FLUID.

SO IF YOU TAKE A LOOK AT THAT THIRD PAGE THAT I JUST HANDED YOU GUYS.

THAT'S FOR 22-23 AND IF YOU CAN SEE IN JUNE, THE STATE SAID OUR FUND BALANCE IS ESTIMATED AT $66 MILLION.

OUR RECAPTURE. RECAPTURE, I'M SORRY, OUR RECAPTURE.

[04:20:03]

LOOK WHERE IT IS ON 10/18.

IT DROPPED TO 37.

THAT'S NOT.

37.5 MILLION.

THAT IS NOT REALISTIC.

OUR FUND BALANCE WILL BE, I MEAN, I RECAPTURE WILL BE HIGHER THAN $37 MILLION.

AND THAT'S WHAT DENIS BUDGETED ACTUALLY 72.

SO IT STARTED WITH 66 AND NOW DROPPED TO 38, NOW DROPPED AGAIN TO 37 AS OF THE 18TH OF OCTOBER.

SO EVEN IF IT GOES UP, AS LONG AS IT DOESN'T GO HIGHER THAN 72, WE'RE DEFINITELY IN GOOD SHAPE.

WE DON'T KNOW. THAT'S THE REALITY.

WE DON'T HAVE LIKE A FORMULA THAT WE CAN PLUG IN THE NUMBERS AND DETERMINE HOW THAT WOULD LOOK LIKE BECAUSE TEA DOESN'T GIVE US THAT ACCESS.

SORRY, I DIDN'T MEAN TO TAKE US BACK DOWN THAT ROAD.

CAN WE PICK WHAT NUMBER WE WANT OUT OF THIS LIST? PICK A DAY AND TIME.

TRUSTEE WESTON, YUR LIGHT IS STILL ON.

DO YOU STILL HAVE ANOTHER QUESTION OR WAS THAT FROM EARLIER? OKAY, I HAVE ONE QUESTION.

GETTING BACK TO THE ACTUAL INCENTIVE AND I KNOW THE TOTAL.

I MEAN, THE TITLE OF THIS IS RECRUITMENT AND RETENTION.

SO IF WE PASS THIS TONIGHT AND WE'RE USING IT AS A RECRUITMENT STRATEGY AND TOMORROW WE HAVE 30 PEOPLE WHO APPLY FOR THOSE SPECIAL EDUCATION OPENINGS, WHEN WOULD THEY BE ELIGIBLE FOR THIS BONUS? WOULD IT BE FOR? WOULD THEY GET THE FULL AMOUNT OR WOULD THEY GET? IN OTHER WORDS, WHAT'S THE CUTOFF DATE FOR SOMEBODY'S EMPLOYMENT TO START WITH THE DISTRICT TO GET THE FIRST HALF OF THIS RECRUITMENT INCENTIVE? YES, MA'AM. IF THEY'RE AN INACTIVE EMPLOYEE STATUS AS OF THE LAST DAY OF THE FIRST SEMESTER, THEY WOULD BE ELIGIBLE FOR THAT FIRST PAYMENT.

SO AND THAT WOULD GO FOR THE SAME FOR THE AD ASSISTANTS.

AND AND ALL OF OUR INCENTIVES ARE KIND OF LEVERAGED THAT.

SO WE HAVE A LITTLE BIT OF TIME ON THAT.

HOWEVER, WE ARE HEAVILY RECRUITING RIGHT NOW FOR NEXT YEAR.

SO THE LONGER WE WAIT ON THIS TYPE OF THING THAT, THE MORE CHALLENGING IT'S GOING TO GET.

SURE. I JUST WANTED TO MAKE SURE HOLD ON.

I JUST WANTED TO SAY I WANTED TO MAKE SURE THAT WE WEREN'T MISSING THE RECRUITMENT OPPORTUNITY FOR THOSE OPEN POSITIONS THAT WE HAVE RIGHT NOW AND WE CAN ACTIVELY ADVERTISE, HEY, START WITH US NOW.

I BELIEVE THAT JENNY AND TEAM ARE READY TO SUPPORT WITH THAT EFFORT.

YES, MA'AM. SO IF I WAS A ROUND ROCK ISD TEACHER.

AND AS I DECIDED TO STAY AT HOME FOR A YEAR OR SIX MONTHS, FOR WHATEVER REASON AND I HAVE A SPECIAL ED CERTIFICATION AND I'VE BEEN WITH THE DISTRICT FOR, LET'S SAY, 20 YEARS.

IF YOU COME BACK WITH US, YOU'RE GOING TO BE MAKING $5,000 ON TOP OF YOUR SALARY.

AND THAT'S WHAT WE WANT TO BRING OUR STAFF BACK, THE ONES WHO MAYBE LEFT FOR WHATEVER REASON, THEY CAN COME BACK AND THEY CAN TAKE ADVANTAGE OF THAT.

I ALSO WANTED TO SAY THANK YOU FOR ALLOWING TOTAL YEARS WITH THE DISTRICT AND NOT JUST CONTINUOUS EMPLOYMENT.

YOU KNOW, WE DO WORK WITH A POPULATION THAT IS SIGNIFICANTLY WOMEN AND CAN TEND TO TAKE TIME OFF TO RAISE CHILDREN AND THINGS LIKE THAT, AND THEN TO COME BACK TO THE DISTRICT AFTER THEY'VE TAKEN THAT TIME OFF, I THINK IS REALLY VALUABLE TO ACKNOWLEDGE THEIR LOYALTY TO THE DISTRICT.

SO I REALLY APPRECIATE YOU GUYS AND THE TEAM REALLY LOOKING AT THAT.

THEY'VE BEEN LOYAL TO THE DISTRICT TWICE NOW, SO THANK YOU FOR THAT.

TRUSTEE HARRISON, I SEE YOUR LIGHT ON AGAIN.

YEAH, I JUST WANT TO MAYBE MOVE US CLOSER TO A DECISION.

SO I WAS WONDERING IF IT WOULD BE POSSIBLE IF WE DID A ROLL CALL, NOT A VOTE, BUT JUST A ROLL CALL ABOUT WHAT OPTIONS EACH MEMBER IS INTERESTED IN US LOOKING AT MOVING FORWARD WITH, IF ANY AT ALL.

YEAH, WE CAN CERTAINLY DO THAT.

I'LL START WITH TRUSTEE WEIR.

SO JUST TO JUST FOR MAKE SURE WE'RE ALL ON THE SAME PAGE BEFORE WE START THIS ROLL CALL IN THE ATTACHMENT ENTITLED.

I-1. FINAL TEACHER AND STAFF RETENTION AND RECRUITMENT INCENTIVES OCTOBER 2022.

THAT IS THE THE EXCEL SPREADSHEET BASICALLY THAT KIND OF LAYS IT OUT.

SO WE HAVE THE FIRST FIVE PRIORITIES AND THEN WE HAVE A SECOND PRIORITY OR A SECOND SET, WHICH WOULD BE PRIORITY SIX.

SO WE WOULD NEED TO KNOW IF YOU ARE INTERESTED IN ONE THROUGH FIVE OR ONE, THROUGH SIX? I'M INTERESTED IN ONE THROUGH SIX, BUT I WOULD ADD THE.

OTHER TEACHER PAY.

INTO THE TEACHER LONGEVITY SO THAT THE PEOPLE WHO ARE COVERING ACTUALLY COVERING CLASSROOMS NOW, ALL OF THOSE POSITIONS ARE IN THAT.

SO THAT WOULD BE AN EXTRA 150 K APPROXIMATELY.

YES, MA'AM. AND WE CAN UPDATE THE LANGUAGE ON THAT RESOLUTION AS WELL TO REFLECT THAT.

[04:25:03]

ALL RIGHT. TRUSTEE HARRISON? I'M IN FAVOR OF ONE THROUGH SIX WITH ADDING INSTRUCTIONAL COACHES AND LIBRARIANS, TEACHER MENTORS, ANYONE WHO HAS BEEN COVERING FOUR CLASSES OR IMPACTED BY TEACHER SHORTAGES.

TRUSTEE. WESTON.

WELL, I FEEL LIKE I'D REALLY LIKE TO HEAR FROM A FORMER EDUCATOR AT THE END AND SOMEBODY WHO'S ALREADY DONE A LOT OF ANALYSIS.

AND THEN I'LL GO. TRUSTEE VESSA? WELL, I WAS JUST GOING DOWN THE LINE AND THEN IF SOMEBODY WANTS TO COME BACK, I'LL COME BACK TO THEM.

SO. TRUSTEE. VESSA? OH, MINE IS EASY. ONE THREE, SIX TO INCLUDE THOSE EXTRA 120 TRUSTEE VESSA? SO OBVIOUSLY, YOU KNOW, I AGREE WITH DENNIS THAT WHEN YOU, WHEN YOU ALLOCATE, WHEN YOU LOOK AT WHAT TO USE FUND BALANCE FOR, YOU HAVE TO SAY IS THIS THE APPROPRIATE USE OF FUN BALANCE.

BUT FOR ME, WHERE THIS IS ACKNOWLEDGING WHERE WE'RE AT BECAUSE WE'RE NOT AT 196 BECAUSE I DON'T EVEN THINK THAT INCLUDED THE ADDITIONAL RECAPTURE THAT WE HAD TO PAY AFTER JUNE OF 2021.

BUT WE'LL SEE WHERE WE LAND AFTER THIS IS ALL SETTLED UP.

WE'RE NOT 196, BY MY CALCULATIONS.

I THINK WE COULD PROBABLY WHEN EVERYTHING IS SAID AND DONE FROM LAST FISCAL YEAR, THIS FISCAL YEAR PLUS THIS, I THINK WE'RE IN THE 150S.

THAT'S WHERE I THINK WE ARE.

AND. I STILL AM SUPPORTIVE.

BUT IT IMPACTS MY ABILITY TO BE SUPPORTIVE OF OTHER EXPENDITURES OUT OF FUND BALANCE LONG TERM.

BECAUSE WHEN WE START SAYING WE'RE IN THE 150S, THEN WE START REALLY START SAYING, OKAY, WE JUST LOST $50 MILLION FUND BALANCE.

IN THE LAST FEW YEARS.

SO AS WE CONSIDER PROJECTS THAT MAY NOT BE COVERED IN OTHER FUNDING, WE HAVE TO ACKNOWLEDGE THE DROP IN FUND BALANCE AND THAT WE HAVE TO BE VERY, VERY STRATEGIC ABOUT USE OF FUND BALANCE, ESPECIALLY WHEN WE CONSIDER THAT CURRENTLY I MEAN, WE'VE HAD TWO YEARS WHERE WE ARE IN DOUBLE DIGIT INCREASES, MILLIONS OF DOLLARS OF INCREASES AND RECAPTURE THAT WE DID NOT ANTICIPATE.

I PRAY THAT THIS IS THE LAST YEAR THAT THAT HAPPENS AND THAT WE HAVE ESTIMATED PROPERLY, BUT NO ONE CAN KNOW.

AND THIS HAS TO BE ADDRESSED AT THE SESSION.

IT MUST BE ADDRESSED.

AND SO THAT IS WHERE I AM.

I MEAN, I'M SUPPORTIVE OF THE SIX.

AND IF YOU GUYS I MEAN, 150,000 WHEN YOU'RE TALKING ABOUT A REALLY AND TRULY NEARLY $10 MILLION OF EXPENDITURES ISN'T, YOU KNOW, THE END OF THE WORLD.

BUT FOR ME, THIS IS WE COME AS WHETHER I'M HERE OR NOT, MAYBE IF I'M HERE IN THE FUTURE AND FUTURE PROJECTS COME.

I'M CONCERNED ABOUT OUR FUND BALANCE.

TRUSTEE WESTON? MR. COVINGTON, CAN YOU JUST CONFIRM WHAT THE FLOOR.

I THINK WE SAW SOMETHING EARLIER TONIGHT IN YOUR THE, THE FIRST MEETING THAT SAID WE HAVE TO MAINTAIN.

IS IT 95, 90 DAYS? AND HOW MUCH MONEY IS THAT? IT WAS 96 MILLION.

ABOUT 95. 96 MILLION.

I WOULD HAVE TO GO COMPUTE THAT.

OK. BECAUSE FUND BALANCE, IT'S NOT LIKE OUR SAVINGS ACCOUNTS PERSONALLY WHERE THE FIGURE REMAINS CONSTANT.

YOU KNOW, IT GOES UP AND DOWN AS OUR BILLS COME AND GO, RIGHT? YES. SO THAT'S CASH ON HAND.

YEAH, RIGHT. SO THERE'S A HIGH POINT AT SOME POINT IN THE YEAR AND THEN THERE'S A LOW POINT.

THE LOW POINT IS PRIOR TO DECEMBER.

SOMETIME AROUND NOVEMBER IS THE LOW POINT.

RIGHT. SO WE'RE, YOU KNOW, INCHES AWAY FROM THAT.

SO WHAT IS OUR LOW POINT LOOKING LIKE RIGHT NOW? THE LOW POINT IS NORMALLY AROUND 90 MILLION.

OK. AND HOW MUCH ARE WE SUPPOSED TO KEEP ON HAND? DAYS ON HAND IS 60 DAYS, WHICH IS HOW MUCH MONEY? I'M JUST GOING. YOU UNDERSTAND MY QUESTION? WHERE'S THAT FLOOR? HOW CLOSE ARE WE TO THAT? SO SO I THINK I THINK THERE ARE TWO DIFFERENT QUESTIONS.

AND I CORRECT ME IF I'M WRONG, TRUSTEE WESTON.

SO WHAT TEA IS ASKED FOR WHEN IT COMES TO HOW THEY RATE THE FIRST, THEY ASK FOR 90 DAYS, BUT THEY DON'T ASK.

THE LOW POINT HAS TO BE 90 DAYS.

BUT THEY ASK FOR NOT FOR LIKE I THINK IT'S A REALLY, IT'S TECHNICALLY THE HIGH POINT LIKE WHERE IS YOUR MAXIMUM AMOUNT?

[04:30:02]

IF I'M NOT MISTAKEN, IT'S ACTUALLY 75 DAYS.

THERE IS TWO. THERE ARE TWO.

ONE IS 75 AND THERE IS ANOTHER ONE, CATEGORY FOUR.

SO WE HAVE WE GET THERE ARE TWO DIFFERENT INDICATORS.

ONE TALKS ABOUT 75 DAYS, ANOTHER ONE TALKS ABOUT 90.

BUT THEY DON'T TALK ABOUT THE MINIMUM POINT THEY TALK ABOUT.

USUALLY IT'S THE HIGH POINT, RIGHT? THAT'S AT THE END OF THE YEAR WHAT WHAT THE NUMBER WAS.

BUT AS FAR AS CASH ON HAND FOR US TO PAY THE BILLS PRIOR TO GETTING THE NEW LEVIES IN THE LOW POINT IS AROUND THE NOVEMBER TIMEFRAME.

AND WE NEED PROBABLY FROM JULY TO NOVEMBER ABOUT 90 MILLION AND THEN IT GETS REPLENISHED IMMEDIATELY IN DECEMBER.

SO I'M SUPPORTIVE OF WHAT YOU GUYS ARE SAYING, THAT YOU'RE SUPPORTIVE OF WHAT WE'RE TALKING ABOUT OUR CHILDREN, AND WE DON'T HAVE A SCHOOL DISTRICT WITHOUT QUALITY STAFF. I MEAN, I'M A FORMER HR PROFESSIONAL.

YOU KNOW, WE'RE IN THE BUSINESS OF THE PEOPLE BUSINESS.

I TALK ABOUT IT. IT'S CRITICAL.

THIS IS A CRITICAL NEED.

I THINK WE HAVE TO DO THIS.

I HOPE THAT THIS IS ENOUGH.

YOU KNOW, I WORRY THAT IT'S NOT ENOUGH.

I ALSO AM OPTIMISTIC THAT THE BASIC ALLOTMENT IS GOING TO BE RAISED IN THE NEXT LEGISLATIVE SESSION.

I'VE BEEN DOWN THERE.

I'VE LISTENED TO THEM. I MEAN, THERE'S BIPARTISAN SUPPORT.

IT'S GOING TO BE A SIGNIFICANT INCREASE.

SO I THINK NEXT YEAR IS GOING TO LOOK BETTER.

AND SO I THINK THAT THERE IS HOPE THERE.

BUT I THINK THAT THE WORK OF THIS BODY, NO MATTER WHO IS AT THIS DAIS NEXT YEAR, I THINK THE REAL WORK THAT STANDS IN FRONT OF US IS TO ADDRESS THE OVER 4000 STUDENTS WHO HAVE LEFT OUR SCHOOLS.

IN 2019, WE HAD OVER 51,000 STUDENTS IN OUR SCHOOLS.

TODAY WE HAVE 46,340.

46,613. SO THAT IS THE WORK, I THINK, BECAUSE OUR ENROLLMENT IS THE BIGGEST DRIVER OF THE BUDGET.

AM I WRONG? YOU'RE NODDING.

THANK YOU. SO THAT'S THE WORK BEFORE US INTO NEXT YEAR.

THE WORK BEFORE US TONIGHT, I THINK, IS TO ADDRESS A SIGNIFICANT PROBLEM WITH REGARD TO PROPERLY DOING WHAT WE CAN TO COMPENSATE OUR TEACHERS.

SO CAN SOMEBODY MAKE A MOTION? I WAS JUST GOING TO HAVE A CHANCE TO SAY THAT I SUPPORT ONE THROUGH SIX AS WELL.

AND I THINK THAT IN TERMS OF MOTION LANGUAGE, INSTEAD OF IT SAYING, AS OUTLINED IN THE RESOLUTION, CAN WE SAY AS OUTLINED DURING DISCUSSION AND THEN WE'LL REVISE THE RESOLUTION. YEAH.

YOU HAVE TO MAKE A.

HAS DISCUSSED.

HE'S GOING TO GO OVER WITH JUST ONE THING.

I THINK YOU MENTIONED TRUSTEE HARRISON INSTRUCTIONAL COACHES.

SO THE 120 INDIVIDUALS WE IDENTIFIED WERE ON THE TEACHER'S SALARY SCALE.

OUR INSTRUCTIONAL COACHES ARE NOT ON THE TEACHER'S SALARY SCALE, SO THAT WOULD JUST BE AN ADDITIONAL, I DON'T KNOW, THE NUMBER OFF THE TOP OF MY HEAD, BUT IT COULD BE UP TO ANOTHER 50 EMPLOYEES THAT WOULD BE IMPACTED BY THAT.

THOSE PEOPLE HAVE BEEN IN CLASSROOMS COVERING, CORRECT? YES, MA'AM. THEY'VE BEEN SUPPORTING SINCE THE START OF SCHOOL.

YEAH. SO THEN I PERSONALLY THINK THEY NEED TO BE ADDED.

I HOPE THAT ENJOYS SUPPORT FROM MY COLLEAGUES, BUT I'M CLEAR ON THAT.

THANK YOU. SO I THINK YOU CAN USE THIS MOTION LANGUAGE AND JUST SAY SOMETHING TO THE EFFECT OF AS OUTLINED IN THE DRAFT RESOLUTION, BUT AS AMENDED WITH WHATEVER YOU WANT TO SAY TO BE DIFFERENT THAN THIS DRAFT RESOLUTION, AS DISCUSSED.

BUT WHAT IS YOUR SPECIFIC THING THAT YOU WANT CHANGED TO THE RESOLUTION? TO ADD CERTAIN EMPLOYEES.

I MEAN, JUST BE A LITTLE SPECIFIC AS TO WHAT.

SO COULD WE SAY, AS OUTLINED IN THE DRAFT RESOLUTION AND AS AMENDED AS DISCUSSED TO INCLUDE UP TO 100? AND SHOULD I SAY AMOUNT OR NOT? NO. MICROPHONE DISCUSSED.

MICROPHONE. SORRY.

DON'T CALL ME MICROPHONE.

THANK YOU.

YOU COULD INDICATE SPECIFIC POSITIONS.

INSTRUCTIONAL COACHES, I THINK.

I THINK WHAT WHAT YOU MENTIONED EARLIER, I JUST WANTED TO CLARIFY.

ANYBODY WHO'S COVERED, WE'VE HAD LOTS OF PEOPLE COVER FOR ABSENCES AND THINGS SINCE THE START OF THE YEAR.

SO OUR INSTRUCTIONAL COACHES, THEY'RE CENTRALLY ALLOCATED AND THEY'VE BEEN SUPER SUPPORTIVE SINCE THE START OF SCHOOL.

SO WE COULD INDICATE EMPLOYEES PAID ON THE TEACHERS SALARY SCALE AND INSTRUCTIONAL COACHES THAT MIGHT.

AND THAT COVERS LIBRARIANS? LIBRARIANS ARE ON THE TEACHER SCALE.

YES, MA'AM. OKAY, PERFECT.

AMY, DO YOU HAVE THE MOTION LANGUAGE READING ME TO DO IT?

[04:35:02]

I THINK I DO.

WE'LL SEE. HOLD ON. LET ME WRITE IT.

FINISH WRITING OUT. AND AS AMENDED AS DISCUSSED TO INCLUDE.

OKAY, SO I MOVE THAT THE BOARD APPROVED THE RECOMMENDATION TO ADOPT THE RESOLUTION FOR STRATEGIC RETENTION AND RECRUITMENT INCENTIVES AS OUTLINED IN THE DRAFT RESOLUTION AND AND AMENDED, AS DISCUSSED, TO INCLUDE TEACHER SALARY, SCALE AND INSTRUCTIONAL COACHES.

AND APPROVE THE AMENDMENT TO THE 2022 23 ROUND ROCK ISD COMPENSATION PLAN.

SECOND. ALL RIGHT, I HAVE A MOTION IN A SECOND.

ALL IN FAVOR OF RAISE YOUR HAND.

ALL OPPOSED SEEING NONE.

MOTION CARRIES SIX ZERO.

AMAZING WORK TEAM.

OKAY, WE ARE AT DISCUSSION AND POSSIBLE ACTION ON SUPERINTENDENT CONSTRAINT NUMBER FOUR.

BEFORE WE GET STARTED, HOW LONG DO WE ANTICIPATE THAT DISCUSSION WOULD TAKE? DISCUSSION? I THREE JUST THINKING ABOUT A SHORT BREAK.

A SHORT BREAK. THAT THING.

OKAY, LET'S TAKE A SHORT BREAK.

IT IS 1038.

WE'RE GOING TO TAKE 7 MINUTES AND WE'RE BACK AT 1045.

WE ARE IN RECESS.

ALL RIGHT. IT IS.

IT IS 1045.

WE ARE BACK IN OPEN SESSION, BUT WE ARE MISSING A COUPLE OF PEOPLE.

SO WE ARE GOING TO GO ON TO DISCUSSION AND POSSIBLE ACTION ON SUPERINTENDENT CONSTRAINT NUMBER FOUR AND WE'RE GOING TO TURN IT OVER TO MR. SMITH.

ALL RIGHT. THANK YOU, PRESIDENT FELLER AND EVERYBODY ON THE BOARD.

SO IT IS A REQUEST TO BRING BACK THIS POTENTIAL SUPERINTENDENT CONSTRAINT.

WE TALKED ABOUT IT LAST MONTH AND THERE WAS A REQUEST TO BRING BACK, WANTING TO KNOW IF WE WERE GOING TO ADOPT A CONSTRAINT LIKE THIS.

DO WE HAVE ANY KIND OF DATA THAT COULD ACT AS A AS A BASELINE, REALLY IN GOING BACK AND LOOKING AT THE CONSTRAINT AND LOOKING AT THE COMPREHENSIVENESS OF IT? WE WANT TO MAKE SURE THAT IT INCLUDES ESSENTIALLY ALL STAFF.

OUR CLIMATE SURVEY IS VERY TEACHER HEAVY.

IT COMES TO THE QUESTIONS.

SO I THINK THIS THIS CONSTRAINT AND AGAIN, IT'S WE'RE DEFINITELY NOT BRINGING THIS CONSTRAINT FORWARD.

THIS IS A BOARD DECISION.

OBVIOUSLY, WE THINK THAT CULTURE, CLIMATE AND EMPLOYEE MORALE IS IMPORTANT.

WE MEASURE THAT. WE WE DO THINGS TO IMPROVE IT.

I DON'T KNOW IF IT NECESSARILY NEEDS TO BE PART OF THE LSG CONSTRAINT PROCESS FOR THE SUPERINTENDENT, BUT AGAIN, THAT'S A BOARD DECISION.

I WILL SAY THAT WE DO HAVE A A EMPLOYEE SURVEY TOOL THAT HR IS GOING TO IMPLEMENT CALLED UPBEAT, AND I THINK THAT'D BE A BETTER COMPREHENSIVE MEASUREMENT OF STAFF MORALE THAT INCLUDES DEPARTMENTS AND CAMPUSES AND ALLOWS SOME PROGRESS MEASURING PROGRESS MONITORING ALONG THE WAY AS OPPOSED TO OUR ONCE A YEAR ANNUAL CLIMATE SURVEY.

SO IF IF IT'S IF IF THE BOARD WANTS THIS CONSTRAINT TO MOVE FORWARD, THEN I THINK WE WOULD HAVE TO ESTABLISH A BASELINE AT SOME POINT THIS YEAR AND NOT HAVE IT START WITH A BASELINE.

AND AGAIN ON YOUR SCREEN SLIDE TO JENNIFER IS JUST THE WORDING OF THE POTENTIAL CONSTRAINT.

ALL RIGHT. TRUSTEE VESSA.

SO OBVIOUSLY, I WAS THE ONE THAT BROUGHT THIS IDEA BACK IN JULY, AND OBVIOUSLY I BROUGHT IT BECAUSE I THINK IT'S A REALLY A REALLY VALUABLE METRIC BECAUSE WE KNOW THAT IT'S NOT JUST COMPENSATION THAT IMPACTS RETENTION AND RECRUITMENT.

IT IS ALSO THE CLIMATE OF OUR OUR OUR DISTRICT.

AND THOUGH PEOPLE MIGHT SAY WE CAN'T REALLY CONTROL THAT.

I WOULD DISAGREE.

I THINK THAT THERE ARE CERTAINLY FACTORS THAT PLAY INTO TO THINGS THAT THAT ARE OUT OF ONE'S CONTROL, BUT THAT YOU COULD SAY THE SAME FOR ANY OF THE MEASURES THAT WE HAVE IN TERMS OF ACADEMIC GOALS.

THOSE ARE CERTAINLY NOT WE TALKED THIS EVENING ABOUT THINGS THAT ARE IN OUR CONTROL IN TERMS OF WHEN WE WERE TALKING ABOUT.

DOING THE PLCS, YOU KNOW, IDENTIFYING WHAT IS IN OUR CONTROL, WHAT IS OUT OF OUR CONTROL, AND IMPACTING WHAT IS IN OUR CONTROL.

AND SO THAT IS WHY I BRING THIS FORWARD.

I AM HAPPY TO USE I'M VERY EXCITED TO HEAR THAT THERE'S AN EVEN BETTER MEASUREMENT TOOL THAT WE'RE ROLLING OUT.

I'M HAPPY TO TO TO UTILIZE THAT.

I'M HAPPY TO, YOU KNOW, JUST TRACK IT THIS YEAR AND NOT HAVE A BASELINE.

BUT LIKE, LIKE WE ARE DOING FOR BOARD GOAL NUMBER FOUR, JUST JUST USING THIS AS A YEAR TO TO GET BACK TO SEE WHERE WE'RE AT AND THEN IMPLEMENTING IT AS A AS ESTABLISHED CONSTRAINT NEXT YEAR.

[04:40:02]

BUT I DO THINK THAT IF IF YOU'RE DOING RESEARCH ON TEACHER WORKFORCE ISSUES AND JUST JUST EDUCATE OUR WORKFORCE ISSUES IN GENERAL, THE ACTUAL NUMBER ONE IS JUST THE ENVIRONMENT.

THAT'S THAT'S THE NUMBER ONE.

AND JUST FILLING RESPECTED FEELING KNOW WORKLOAD.

SO I THINK THIS IS A AS WE'RE TALKING ABOUT EMPLOYEE RECRUITMENT AND RETENTION.

IT CANNOT BE SOLELY COMPENSATION.

IT MUST INCLUDE AN ELEMENT OF HOW ARE WE IMPROVING THE WORKPLACE AND HOW ARE WE ADDRESSING, YOU KNOW, MAKING OUR EMPLOYEES FEEL LIKE THIS IS THIS IS A GOOD PLACE TO WORK.

THEY'RE SUPPORTED.

THEY'RE HEARD.

THEY. AND ALL OF THOSE THINGS THAT WE TRACK CURRENTLY AND WOULD BE TRACKING IN A NEW TOOL AS WELL.

TRUSTEE HARRISON. SO I'VE THOUGHT A LOT ABOUT THIS, THIS CONSTRAINT.

AND IS DR. MCMAHON ON THE LINE? DR. MCMANN, I'VE MISSED YOU.

ARE YOU HERE? I SAW HER EARLIER.

OKAY, WELL, I'LL WAIT, BUT I HAVE TO EXPRESS ONCE AGAIN THAT I'M DEEPLY UNCOMFORTABLE WITH THIS CONSTRAINT.

I FEEL AND I AM A TEACHER, SO I FEEL STRONGLY ABOUT CLIMATE AND CULTURE AND EMPLOYEE MORALE.

ADDING. SO THIS IS WHAT'S CONCERNED ME.

WE'VE NOT HEARD ONE PIECE OF FEEDBACK FROM ACTUAL EDUCATORS THAT THIS IS AN IMPORTANT CONSTRAINT TO THEM.

AND I FEEL LIKE THEY'VE BEEN PRETTY GOOD AT SPEAKING UP.

AND SO. I HONESTLY JUST.

TRUSTEE. HARRISON, CAN YOU HEAR ME? YES, I CAN.

I AM HERE.

I WAS WAITING FOR YOU.

I HOPE YOU CAN'T SEE ME.

BUT I HOPE YOU CAN HEAR ME.

I CAN'T. I CAN HEAR YOU.

IT BRINGS ME GREAT COMFORT.

THAT WAS PRETTY AWESOME.

IS EVERYONE AWAKE NOW? YEAH, IT IS ALMOST 11, AND I DID NEED THAT WAKE UP CALL.

I'M EXPRESSING MY DISCOMFORT.

THIS JUST FEELS OUT OF PLACE.

IT FEELS LIKE A LOT OF FACTORS THAT THE SUPERINTENDENT CANNOT CONTROL IN OUR PRESENT SITUATION.

DO WE HAVE TO HAVE FOUR CONSTRAINTS? NO, YOU DO NOT.

IS THAT A BEST PRACTICE? IT'S 3 TO 5 CONSTRAINTS, RIGHT? YEAH. FOR THIS PARTICULAR PROPOSED CONSTRAINT.

IF YOU LOOK AT THE SLIDE, YOU CAN SEE WHERE IT SAYS THE ADMINISTRATION WILL DEVELOP CONSTRAINT PROGRESS MEASURES.

MM HMM. SO I SEE THREE POTENTIAL CONSTRAINT PROGRESS MEASURES IS TO IDENTIFY WHAT IS THE BASELINE FOR WORKPLACE CULTURE, WORST WORKPLACE CLIMATE AND EMPLOYEE MORALE.

IT WILL BE BASED UPON.

THE. LONGEVITY OF.

DOES THE SUPERINTENDENT HAVE 80% CONTROL? NONE OF THESE THINGS.

THAT'S THE QUESTION YOU HAVE TO ASK YOURSELF.

DOES THE SUPERINTENDENT HAVE 80% CONTROL OF WHAT THOSE THINGS ARE AND WHAT YOU'RE GOING TO HOLD THE SUPERINTENDENT ACCOUNTABLE TO? DOES THAT ANSWER YOUR QUESTION? THAT DOES ANSWER MY QUESTION.

THAT CLARIFICATION HELPS ME FEEL STRONGER ABOUT MY POINT.

I THINK IF WE WANT TO DO SOMETHING AROUND EMPLOYEE CULTURE AND CLIMATE, I DON'T THINK ADDING ANOTHER SURVEY TO THEIR PLATE BECAUSE THEY JUST SAID NOT EVERYBODY TAKES THE SAME SURVEY, YOU'RE ADDING ANOTHER INSTRUMENT.

I DON'T THINK THAT SHOWS RESPECT FOR EMPLOYEES.

DO I HAVE THAT WRONG? NO, NO, NO, I DON'T OVER SURVEY EITHER.

I DO WANT TO MAKE THE CASE THAT IF WE WE NEED A BETTER TOOL TO MEASURE THESE THINGS ALONG THE WAY.

SO IF WE MOVE FORWARD WITH WHAT HR IS PROPOSING, WE'D PROBABLY PULL BACK ON THE STAFF PORTION OF THE ANNUAL CLIMATE SURVEY.

SO WE WOULD BE TAKING OFF SURVEY OFF THE TABLE, ADDING SOMETHING THAT'S A LITTLE MORE ROBUST THAT WOULD ALLOW US TO BE MORE ACTIONABLE DURING THE YEAR.

OKAY. SO IT'S AND IT'S SHORTER.

IT'S WHAT WOULD BE THE RESPONSIBILITY OF STAFF TO TAKE THE SURVEY BECAUSE LOTS OF STAFF OPT NOT TO OUT OF PROTECTION.

THEY DON'T WANT RETRIBUTION.

THAT'S VERY REAL.

LET ME LET MR. CURRAN ANSWER THAT QUESTION.

[04:45:03]

SO THE SURVEY ITSELF IS PROVIDED BY A THIRD PARTY AND IT'S COMPLETELY ANONYMOUS.

SO WE INTENTIONALLY USE A COMPANY SO WE CAN GET THE RESPONSE RATE HIGHER.

SO PEOPLE DO FEEL THAT COMFORT BECAUSE THAT WAS PART OF OUR OUR CHAT, THAT'S PART OF OUR CHALLENGE WITH EXIT SURVEYS AND THINGS LIKE THAT.

IT'S JUST THAT RESPONSE RATE.

NOW THE VENDOR THAT WE'RE UTILIZING, ONE OF THE THINGS THAT THEY'RE THEY SELL THEMSELVES ON IS THEIR HIGH, THEIR ABILITY TO GET HIGH RESPONSE RATES BECAUSE THAT'S ALL THEY DO RIGHT THERE. THEY'RE THE EXPERTS.

AND SO WE WOULD RYAN MENTIONED THIS, BUT, YOU KNOW, WE REALLY WANT TO GET THAT DATA AHEAD OF AHEAD OF TIME SO WE CAN KIND OF WE HAVE THAT PULSE CHECK, YOU KNOW, IN THE FALL SEMESTER AS WELL AS THE SPRING SEMESTER WHEN WE CAN ACTUALLY DO SOMETHING ABOUT IT, YOU KNOW, SO IT'LL GIVE PRINCIPALS REALLY GOOD VISIBILITY ON THAT.

ON THE CULTURE AND CLIMATE THROUGH SOME REALLY INTENTIONAL QUESTIONS TO THE STAFF.

IS THIS SOMETHING YOU WOULD DO WHETHER OR NOT WE MAKE THIS A CONSTRAINT MOVING TO THIS NEW COMPANY? YES, MA'AM. WE ARE REALLY TRYING TO GET A BETTER WE'VE CREATED SOME DIFFERENT PLATFORMS AND COMMUNICATION PROCESSES AND THIS IS ONE OF THEM AS A WAY TO KIND OF GAUGE CULTURE AND CLIMATE ON OUR CAMPUSES.

AND ALSO IT KIND OF HELPS FROM A STAFFING AND RECRUITMENT STANDPOINT AS WELL FOR US TO GAUGE WHERE WE MIGHT HAVE SOME AREAS WHERE WE WOULD HAVE POTENTIALLY SOME TURNOVER IN THE FUTURE. SO WE CAN START TO BE MORE PROACTIVE WITH THAT.

OKAY. WITH THAT BEING SAID, I THINK GO AHEAD.

I THINK THAT'S A REALLY GOOD POINT.

I DO BELIEVE THAT THE BOARD GETTING INFORMATION ON WORKPLACE CULTURE, CLIMATE AND EMPLOYEE MORALE IS A VERY IMPORTANT THING FOR A BOARD TO REVIEW AND DISCUSS.

SO THE QUESTION THAT YOU MUST ASK YOURSELF IS, IS THIS GOING TO BE SOMETHING THAT WE'RE GOING TO EVALUATE AND HOLD THE SUPERINTENDENT ACCOUNTABLE TO? OR IS THIS GOING TO BE DATA THAT WE COLLECT? AND AS A BOARD, WE GET INFORMATION ON THESE RESPONSES AS THEY GO FORWARD AND LOOKING AT THESE CLIMATE SURVEYS.

AND IT CAN IT CAN EASILY BE PRESENTED IN A REPORT TO THE BOARD INFORMATION ITEM IN A FUTURE AGENDA AND CAN BE PLACED ON MULTIPLE AGENDAS SO YOU CAN GET THE INFORMATION AS THE YEAR PROGRESSED.

SO THE QUESTION IS FOR THE BOARD.

IS THIS WHAT YOU'RE GOING TO HOLD YOUR SUPERINTENDENT ACCOUNTABLE FOR? I WOULD SAY NO AT THIS JUNCTURE, BECAUSE IT'S NOT 80% UNDER THE SUPERINTENDENT'S CONTROL, ESPECIALLY WITH ALL THE ENVIRONMENTAL FACTORS THAT ARE FACING PUBLIC EDUCATION RIGHT NOW.

I WOULD POSIT THAT THIS IS A VERY IMPORTANT INFORMATION AND DATA.

I FEEL HAPPY THAT IT'S BEEN CLARIFIED THAT THIS IS A PROCESS, A MORE ROBUST PROCESS AROUND SERVING THAT WILL BE DONE EITHER WAY.

I THINK THAT THIS IS DATA.

I DON'T THINK THAT THIS IS A CONSTRAINT.

I THINK IF WE WANT TO LOOK AT TEACHER CLIMATE OR STAFF, CLIMATE AND CULTURE, I THINK THERE ARE OTHER WAYS WE COULD DO THIS.

PERHAPS TWO WAY COMMUNICATION AND LOOKING AT A CONSTRAINT AROUND TWO WAY COMMUNICATION.

JUST THERE'S LITERALLY BEEN NO STAFF THAT HAS SAID, YES, WE REALLY NEED THIS.

THAT'S CONCERNING TO ME.

AND I FEEL LIKE WE HAVE THREE GOOD CONSTRAINTS AND I'M NOT IN FAVOR OF MOVING FORWARD WITH THIS CONSTRAINT.

TRUSTEE YEAH. SO I MEAN, I SHARE SOME OF YOUR CONCERNS, BUT THEN I'M ALSO WONDERING FOR DR.

AZAIEZ, SINCE YOU'RE GOING TO DO THIS ANYWAY, ARE YOU PLANNING TO TAKE ACTIONS WHEN YOU GET THESE REPORTS IF THEY'RE LOW? RIGHT. SO I GUESS, YOU KNOW, TO BACK TO THE DR.

MCMAHON'S, IF THIS IS A CONSTRAINT, THEN.

WE ADD IT INTO OUR CALENDAR, WE'RE GETTING OUR REGULAR UPDATES.

WE CAN GET THE REPORTS ON WHAT CHANGES ARE BEING MADE AND HOW IT'S GOING.

I MEAN, I JUST WORRY WITH US SOMETIMES WE DON'T PLAN AS WELL IF IT'S NOT PART OF LSG.

SO WHAT WE CAN DO, I MEAN, WE CAN ALWAYS I MEAN, OBVIOUSLY WE WOULD DO WHATEVER OUR BOARD WANTED US TO DO, BUT WE CAN MAYBE NOT TO MAKE I MEAN, TAKE AFTER YOU, RIGHT? AND THEN ONCE WE GET THE UPBEAT DATA AND WE CAN MAYBE BRING IT BACK TO YOU, WE'RE HOPING MAYBE WE GET THAT DECEMBER, MAYBE JANUARY THE LATEST, AND THEN AND THEN WE CAN SHARE WITH YOU.

WE CAN TALK THE UPBEAT IS IS MORE GEARED TOWARD LIKE THE DAY TO DAY BUSINESS LIKE SOME OF THE QUESTIONS, FOR EXAMPLE, IS ASKING, DO YOU LIKE THE EVALUATION SYSTEM THAT YOU'RE YOU'RE YOU'RE IT'S USED IN BY BY THE BY OUR ADMINISTRATORS.

[04:50:05]

RIGHT. TO EVALUATE YOU AND SEE IF YOU'RE DOING A GOOD JOB.

RIGHT. SOME OF IT AROUND LIKE ARE YOU GETTING LIKE THE COACH AND OR SUPPORT NEEDED.

SO IT'S MORE ABOUT THE DAY TO DAY AND AND THINGS THAT THAT INFORMATION WE CAN TAKE BACK AND WE SUPPOSED TO ACTUALLY TAKE ACTION AND ADJUST.

WE DON'T EVEN HAVE TO WAIT.

YOU KNOW, WE MAY HAVE TO COME BACK AND REFLECT AND ASK MORE QUESTIONS AND MAYBE HAVE LIKE FOCUS GROUPS TO ADJUST CERTAIN THINGS WE DO.

AND IT'S ALL AROUND IMPROVING THE THE SUPPORT, THE COACHING, THE WORKING ENVIRONMENT, IF YOU WILL.

RIGHT. FOR FOR OUR TEACHERS.

RIGHT. SO IT'S IT'S DATA THAT WE AS CENTRAL ADMINISTRATION AND ALSO AS WELL AS OUR PRINCIPALS AND THEIR TEAM CAN CAN CAN USE AND AND THEN MAKE ADJUSTMENTS IF NEEDED.

OKAY, SO THERE'S ONE ADDITIONAL THING.

CAN YOU GUYS HEAR ME? LOUD AND CLEAR. OKAY.

THERE'S ONE ADDITIONAL THING I THINK YOU MIGHT WANT TO CONSIDER, AND I WANT TO GO BACK TO TRUSTEE.

THIS COMMENT ABOUT A YEAR OF CREATING A BASELINE BECAUSE YOU DO NOT HAVE SOME OF THAT DATA RIGHT NOW, AM I CORRECT? CORRECT. SO YOU MAY WANT TO CONSIDER JUST COLLECTING DATA AND INFORMATION FOR A YEAR TO SET BASELINES.

BUT THE QUESTION IS THE MOST IMPORTANT QUESTION IS.

ARE YOU GOING TO HOLD THE SUPERINTENDENT ACCOUNTABLE TO THAT INFORMATION AT THIS PARTICULAR TIME? DO YOU WANT TO COLLECT DATA FOR A YEAR, GET REPORTS, GET INFORMATION, LET THE SUPERINTENDENT TALK TO YOU ABOUT THE THINGS THAT THEY ARE PUTTING IN PLACE AND THEN LOOK AT THE DATA IN A YEAR FROM NOW.

DETERMINE IF YOU WANT TO ADD THIS AS A CONSTRAINT THAT THE SUPERINTENDENT IS THEN HELD ACCOUNTABLE FOR.

DOES THAT MAKE SENSE? CERTAINLY. AND I WILL SAY.

I LIKE THE I DEFINITELY LIKE THE IDEA OF HAVING A CONSTRAINT LIKE THIS.

BUT WITHOUT DATA AT THIS POINT, DO WE REALLY KNOW IF IT'S A PROBLEM? WE ABSOLUTELY DO.

BUT I MEAN, TO WHAT EXTENT TO WHAT EXTENT DO WE KNOW? AND SO MY MY QUESTION IS, WHAT IS THE EVIDENCE THAT THEY HAVE SHOWS THAT THIS IS A PROBLEM? WELL, WE SHARED SOME OF THE DATA FROM THE STAFF CLIMATE, FROM THE STAFF CLIMATE SURVEY, WHICH IS VERY HEAVILY ON ON THE TEACHER SIDE.

SO, I MEAN, THERE'S ROOM FOR IMPROVEMENT.

I MEAN, IT'S NOT LIKE NUMBERS ARE IN THE HIGH NINETIES.

SO THERE IS DEFINITELY, I THINK, SOME SPACING.

BUT ONCE WE GET THE DATA FROM FROM UP, IT'S GOING TO HAVE A LOT MORE QUESTIONS THAT ARE ASKED.

SO I THINK IT'LL HAVE TO BE MORE TARGETED AND KIND OF WHERE WE INTERVENE AND HOW WE RESPOND.

YEAH, AND I'M SORRY, WE DIDN'T MEAN TO BRING A SAMPLE OF SOME OF THOSE QUESTIONS TO OUR BOARD MEMBERS.

MAYBE WE CAN MAYBE SEND SEND A I GUESS, AT LEAST A SUMMARY OF WHAT THAT LOOKS LIKE BECAUSE THAT WOULD BE VERY HELPFUL FOR YOU MOVING FORWARD.

I THINK IT'S IMPORTANT MAYBE FOR US, AS I SAID, TO BRING THE THE THE INITIAL DATA WHENEVER WE COLLECT IT IN DECEMBER OR JANUARY, I THINK WE CAN COME BACK AND HAVE A CONVERSATION ABOUT IT.

THE DATA THAT THAT WE TALKED THAT RYAN AND TRACEY VESSA TALKED ABOUT, IT IS MORE ABOUT CLIMATE SURVEY THAT WE DID.

WE CONTROL THAT, RIGHT? I MEAN, AND SO WE OBVIOUSLY THERE IS ALSO A PARTICIPATION RATE AND THEN THE DATA THAT WE HAD LAST YEAR, WE WE WERE JUST COMING OUT OF COVID, RIGHT? SO I DON'T THINK THAT THAT DATA FROM LAST YEAR SHOULD SHOULD BE A BASELINE OR SHOULD SHOW EXACTLY, YOU KNOW, WHETHER, YOU KNOW, OUR PRINCIPALS AND OUR OUR OUR ADMINISTRATION AND EVERYBODY IS DOING RIGHT BECAUSE IT'S JUST HAS BEEN A VERY, VERY DIFFICULT YEAR FOR ALL OF OUR STAFF.

I MEAN, JUST THE REALITY, THAT'S WHAT HAPPENED.

TRUSTEE VESSA. SO I JUST I WANT TO REMIND YOU A LOT OF THE THINGS THAT WE TALK ABOUT IN TERMS OF STUDENT OUTCOMES AND GOALS AND CONSTRAINTS AND CONSTRAINT PROGRESS MEASURES.

THE THE ROLE OF THE BOARD IS TO SET THE VISION.

THE ROLE OF THE SUPERINTENDENT IS TO EXECUTE THAT VISION.

SO IN TERMS OF THIS CONSTRAINT, ARE YOU READY TO SAY, SUPERINTENDENT, THIS IS THE VISION THAT WE HAVE FOR YOU AND WE'RE GOING TO HOLD YOU ACCOUNTABLE TO IT? THAT'S THE QUESTION YOU HAVE TO ASK YOURSELF AT THIS TIME.

SO FOR ME, ABSOLUTELY.

[04:55:01]

I WANT TO CREATE AN ENVIRONMENT.

I WANT DR. AZAIEZ AND HIS STAFF TO BE WORKING TO CREATE AN ENVIRONMENT IN ROUND ROCK ISD WHERE PEOPLE WANT TO WORK HERE, THAT IT'S A GOOD CLIMATE, THAT IT'S A PLACE WHERE PEOPLE I MEAN, IF YOU LOOK AT I BROUGHT UP THE CLIMATE SURVEY, YOU KNOW, WHERE SOME OF THE QUESTIONS MY CAMPUS ADMINISTRATORS LOOK OUT FOR MY PERSONAL WELFARE.

THAT SEEMS LIKE IN CONTROL OF THE ADMINISTRATION TO ME, YOU KNOW.

OTHER ONES ARE.

I MEAN, SOME OF THEM KNOW I AGREE, LIKE I'M TREATED WITH RESPECT BY MY COLLEAGUES TO A CERTAIN EXTENT THAT IS NOT TOTALLY IN CONTROL.

BUT I THINK I THINK YOU DO HAVE SOME WHETHER THAT ONE COULD BE 80% IN YOUR CONTROL.

BUT IN OUR SCHOOL, WE ARE PROVIDED THE TRAINING TO SUPPORT A CULTURALLY RESPONSIVE LEARNING ENVIRONMENT.

YOU KNOW, THERE'S A WHOLE BUNCH OF QUESTIONS.

A LOT OF THESE ARE ABOUT THINGS THAT ARE IN CONTROL, AND WE CAN DEFINITELY TAILOR THE THE INSTRUMENT AND THE THINGS WE'RE EVALUATING ON TO THE THINGS THAT ARE IN CONTROL OF THE SUPERINTENDENT.

NOW, I'M AMENABLE TO TO HAVING TIME TO COLLECT DATA AND PUT IT TOGETHER AS A CONSTRAINT.

BUT I THINK THAT THIS IS A REALLY, REALLY IMPORTANT ISSUE IN TERMS OF STAFF RECRUITMENT AND RETENTION.

I WOULDN'T KEEP PRESSING IT IF I HADN'T.

YOU KNOW, YOU SAY THAT THAT TEACHERS HAVEN'T, YOU KNOW, ASKED US FOR IT.

BUT BUT I KNOW THAT THE SURVEYS AND THE DATA COLLECTION ON TEACHER WORKFORCE ISSUES STATEWIDE ARE HIGHLIGHTING THE CLIMATE AT OUR SCHOOLS AS BEING AS SOMETHING THAT THAT NEEDS TO BE IMPROVED IN TERMS OF OF EMPLOYEE RECRUITMENT AND RETENTION. SO THAT SAID, I AM AMENABLE TO TO TRACKING THIS.

SIMILAR IN NATURE TO WHAT WE DID WITH BOARD GOAL FOR WHICH WE'RE NOT HOLDING THE SUPERINTENDENT ACCOUNTABLE FOR IT, BUT WE'RE TRACKING IT.

WE'RE GETTING A BASELINE THIS YEAR AND WE WE ACTUALLY APPROVED THAT BOARD GOAL SAYING WE WERE NOT GOING TO HOLD THE SUPERINTENDENT ACCOUNTABLE TO THIS WAS A YEAR OF DATA TRACKING AND DEVELOPING AN INSTRUMENT THAT WOULD EFFECTIVELY MEASURE THAT.

YOU KNOW, DOMAIN.

AND SO I FEEL LIKE WE COULD DO A SIMILAR THING IN TERMS OF THIS CONSTRAINT.

SO TRUSTEE VESSA, I THINK YOU MADE A REALLY GOOD POINT BECAUSE YOU WERE ACTUALLY QUOTING SOME OF THE QUESTIONS FROM THE SURVEYS, WHICH ONES ACTUALLY ARE UNDER THE SUPERINTENDENT'S CONTROL AND WHICH ONES ARE NOT.

SO IN TERMS OF WRITING A CONSTRAINT, THE BOARD WRITES THE CONSTRAINT.

IT'S JUST A STATEMENT.

BUT THE CONSTRAINT PROGRESS MEASURES THAT COME UNDERNEATH THAT ARE DEVELOPED BY THE SUPERINTENDENT.

SO THAT WOULD MEAN THAT THE SUPERINTENDENT WOULD HAVE THE AUTHORITY AND THE OPPORTUNITY TO IDENTIFY WHAT QUESTIONS IN THE SURVEY THAT POSSIBLY HE FELT THAT HE HAD 80% CONTROL OF.

AND THOSE WOULD BE THE ONES THAT WOULD BE MEASURED IN THE CONSTRAINT PROGRESS MEASURES.

AND IS THAT KIND OF WHAT YOU'RE THINKING ABOUT AND LOOKING AT? ABSOLUTELY. THANK YOU SO FOR SUMMARIZING IT SO WELL.

TRUSTEE. HARRISON.

I'D JUST LOVE TO HEAR FROM MY OTHER COLLEAGUES ABOUT WHERE THEY ARE ON THIS CONSTRAINT.

AND YOU'VE HEARD ME MENTION THIS BEFORE.

THE ONE THING I DON'T LIKE DOING IS SETTING UP ANY DISTRICT EMPLOYEE STAFF, ESPECIALLY THE ONE PERSON WE SUPERVISE FOR FAILURE FROM THIS EXTENT, THAT IF THIS IS NOT WITHIN HIS TOTAL CONTROL AND I'M DEFINITELY LISTENING TO RYAN AND RYAN THOUGHTS ON THAT TOO, THAT THIS IS NOT SOMETHING WE SHOULD HAVE AS A CONSTRAINT FOR THE SUPERINTENDENT, BECAUSE AGAIN, THERE ARE TOO MANY VARIABLES, RIGHT, THAT HE DOESN'T CONTROL.

SO WITH THAT BEING SAID, I'LL HAVE TO ADMIT I AM NOT IN FAVOR OF OF THIS CONSTRAINT.

TRUSTEE. WE'RE. I COULD GO EITHER WAY.

I MEAN, I DO THINK IT'S IMPORTANT.

AND I THINK IF WE'RE GOING TO BE TRACKING IT ALREADY, SEEING THE REPORTS WOULD NOT BE A BAD THING.

IT WOULD ALSO COUNT TO OUR LAG TIME.

BUT THAT'S TOTALLY SEPARATE.

BUT BUT, YOU KNOW, MY MY COLLEAGUES THAT WERE TEACHERS FEEL OTHERWISE, SO I COULD GO EITHER WAY.

I THINK WE'RE GOING TO BE RECEIVING THESE REPORTS EITHER WAY.

[05:00:01]

AND I DO THINK THAT THEY'RE VERY INFORMATIVE AND THEY'RE VERY IMPORTANT.

BUT WHEN I LOOK AT SOME OF OUR OTHER GOALS AND THE DATA THAT WE'RE TRACKING AND THE TIME THAT WE WANT STAFF TO BE PUTTING INTO STUDENT OUTCOMES, I WANT TO TRACK THIS DATA AND I WANT TO SEE IT OVER TIME.

AND I WOULD LIKE TO WHOEVER'S ON THE BOARD, REVISIT THIS AFTER WE'VE HAD A YEAR OF THIS NEW PROGRAM THAT THEY'RE DOING.

I WOULD LIKE TO DO THAT.

I WOULD LIKE TO TAKE A YEAR, NOT APPROVE IT AS A CONSTRAINT, TRACK THE DATA.

BUT I REALLY THINK IT'S IMPORTANT THAT EVEN FOR STAFF PREP TIME RIGHT NOW, THAT IS REALLY FOCUSED ON INSTRUCTION AND ADDRESSING SOME OF THESE DEFICITS THAT WE'RE SEEING.

SO WE SEEM PRETTY SPLIT ON THIS.

I'M NOT REALLY SURE EXACTLY HOW WE WANT TO PROCEED.

I, I LEAN TOWARDS MORE ALONG THE LINES OF WHAT TRUSTEE HARRISON SAYS THAT I WOULD LIKE TO SEE THE DATA.

WE COULD MAKE A MOTION TO ENSURE THAT THESE REPORTS ARE SHARED WITH US.

AND, YOU KNOW, JUST.

THAT WAY. IT'S GOING TO BE IT'S PART OF A BOARD ACTION.

AND THAT WAY WE CAN ENSURE THAT WE GET THAT INFORMATION ALONG.

THE NEXT NINE MONTHS TILL WE GET IT INTO THE SCHOOL YEAR.

JESSE JOHNSON AND MADAM PRESIDENT, IT ACTUALLY REALLY DOESN'T HAVE TO BE A BOARD ACTION ITEM.

IT COULD JUST BE A BOARD INFORMATION ITEM.

CORRECT. AND THAT'S GOING TO BE METHODICAL.

IT'S GOING TO TAKE SOME TIME TO PERFECT THIS.

RIGHT. IT'S GOING TO TAKE SOME TIME TO GET THE VARIABLES OF THE QUESTIONS AND THE PROCESS DOWN AND RIGHT.

THE REPORTING, THE FREQUENCY OF IT, THEN REPORTING BACK TO US.

THAT'S GOING TO TAKE SOME SOME TIME.

RIGHT. ANYTIME WE START A NEW SURVEY TOOL OR ANYTHING LIKE THAT, YOU KNOW, THERE'S I'M SURE OUR PARTICIPATION WILL GROW OVER TIME, BUT IT'S GOING TO BE SOMETHING NEW, YOU KNOW, THAT THAT'S THAT'S LAUNCHED.

BUT, YEAH, I MEAN, EVERY REPORT WE RUN, YOU KNOW, THERE'S I'VE GOT A TEAM OF TWO DATA PEOPLE THAT SPEND A LOT OF TIME.

WORKING ON LSG GOALS AND THINGS LIKE THAT.

SO IT'S AS VALUABLE WORK, BUT JUST KNOW THAT LIKE EVERY DECISION, THERE'S A RESULT OF THAT DECISION.

SO DO I HAVE ANY EMOTIONS OR ANYTHING COMING OUT OF THIS DISCUSSION? I MOVE THAT WE.

TRACK THIS ON A REGULAR BASIS.

TRACK, TRACK, WORKPLACE CULTURE, CLIMATE AND EMPLOYEE MORALE ON A REGULAR BASIS OVER THE 2022 2023 SCHOOL YEAR AND REVISIT THIS CONSTRAINT IN THE FALL OF 2024 FOR CONSIDERATION AS AN OFFICIAL BOARD CONSTRAINED SECOND.

CAN I AMEND THAT JUST TO SUMMER OF 2023? OH, THAT'S FINE. YEAH.

SORRY. NOT 24.

I SAID, YEAH, BUT YOU SAID FALL.

AND SO YEAH, I REALLY WOULD LIKE TO LOOK AT IT OVER THE SUMMER BEFORE WE START UP THE SCHOOL YEAR BECAUSE IF WE DON'T START LOOKING AT IT UNTIL FALL, THEN IT MAKES IT MORE DIFFICULT TO INCLUDE IT IN HIS EVALUATION.

SO I MOVE.

WAIT, WAIT. I THINK YOU HAVE TO RESCIND YOUR I RESCIND MY PRE TRUSTEE HARRISON ARE YOU CAN YOU SEND YOUR SECOND? I RESCIND MY SECOND.

CAN YOU RESCIND YOUR MOTION? I'M INTERESTED IN MY MOTION.

OKAY. AND THEN RESTATE IT.

AND YOU DID SAY 2024.

SO YEAH, I'LL UPDATE THAT TO 2023 AND THE SUMMER.

TAKE A LOOK AT IT. HOLD ON.

LET ME JUST WRITE IT DOWN.

I MOVED TO STUDY AND RECEIVE REGULAR REPORTS ON WORKPLACE CULTURE, CLIMATE AND INFORM EMPLOYEE MORALE DURING THE 2022 2023 SCHOOL YEAR.

AND CONSIDER THIS AND CONSIDER IT AS INCLUSION AS A CONSTRAINT.

THE SUMMER OF 2023.

SECOND. I HAVE A MOTION AND A SECOND.

ALL IN FAVOR OF RAISE YOUR HAND.

ALL OPPOSED. SEE? NONE. MOTION PASSES.

FIVE ZERO. ALL RIGHT.

WONDERFUL JOB, GUYS.

THANK YOU, LADIES AND GENTLEMEN.

I DON'T KNOW WHO PUTS ME ON MUTE, BUT GO AHEAD AND PUT ME BACK ON MUTE.

[05:05:05]

THANK YOU. GREAT JOB.

TRUSTEES, WE ARE TO ITEM I FOR.

AND THIS IS ACTUALLY SOMETHING THAT WE FORGOT TO DO WHEN WE WERE COMPLETING THE SUPERINTENDENT'S EVALUATION.

BUT PART OF THE SUPERINTENDENT'S CONTRACT SAYS THAT WE WILL ASSIGN WEIGHTS TO THE GOALS IN TERMS OF HIS INCENTIVE BONUS, AND WE HAVE NOT ASSIGNED WEIGHTS FOR THAT.

SO THIS IS A RELATIVELY EASY MATH PROBLEM, BUT WE HAVE THREE GOALS.

GOAL ONE EARLY LITERACY.

GOAL TWO EARLY MATH GOAL THREE CMR. AND WE HAVE THREE CONSTRAINTS.

CONSTRAINT ONE RELATES TO SPECIAL EDUCATION AND 504 CONSTRAINT.

TWO RELATES TO CAMPUS ACCOUNTABILITY RATINGS AND CONSTRAINT.

THREE RELATES TO STUDENT LEARNING EXPERIENCES.

SO WE NEED TO ASSIGN PERCENTAGES FOR EACH ONE OF THESE.

AND REMEMBER, THE DEFINITION OF MEETING A GOAL IS EITHER MEETING THE OVERALL GOAL OR MEETING TWO OF THE THREE PROGRESS MEASURES BELOW IT.

SO JUST KIND OF DOING EASY MATH, IF WE WANTED TO ASSIGN EACH GOAL A 30% WEIGHT AND THEN THE CONSTRAINTS 10% TOTAL, OR WE COULD LESSEN THAT OVERALL 90% OF THE GOALS TO, I DON'T KNOW, 84%.

THAT'S EASILY DIVISIBLE BY THREE.

AND THEN THE LEFT OVER 16% FOR THE THREE CONSTRAINTS.

ANYBODY HAVE ANY PROPOSALS OF HOW THEY WANT TO ASSIGN WEIGHTS TO OUR GOALS AND CONSTRAINTS? I THINK I'D LIKE TO GIVE A LITTLE BIT MORE WEIGHT TO CONSTRAINTS BECAUSE THOSE ARE PRETTY IMPORTANT.

SO I DON'T KNOW IF WE WANT TO DO 25% AND THEN SPLIT OUT THE REST LIKE EIGHT ISH PERCENT.

I WAS THINKING WE DO 2525, SO BE LIKE 25% ON EACH GOAL.

AND THEN YOU HAVE 25% ASSIGNED TO THE CONSTRAINTS.

DIVIDE IT UP EQUALLY.

DIVIDE IT UP EQUALLY.

THAT'S ANOTHER PROPOSAL.

THIS IS SILLY, BUT WHAT IF WE WEIGHTED THE LITERACY JUST ONE POINT MORE AND WE MADE THAT 26, 25, 25 AND THEN WE SPLIT OUT THE CONSTRAINTS TO BE EVEN.

TELL ME YOUR REASONING BEHIND IT.

OH, NO. 22 NICE AND EASY.

24 DIVIDED BY THREE.

IT'S JUST EASIER THAN 20 DIVIDED BY 30.

AND LITERACY NEEDS A LITTLE BUMP.

I GUESS IT IS THE MOST PREDICTIVE OF FUTURE STUDENT OUTCOMES.

THAT'S I DON'T KNOW THAT THAT'S WHAT THEY SAY ANYWAY.

I'M I'M FINE WITH THAT.

SO WE WOULD ASSIGN GOLD NUMBER ONE, 26% GOLD NUMBER TO 25%.

GOAL NUMBER THREE, 25%.

AND ALL OF OUR CONSTRAINTS, A TOTAL OF 24%, WHICH WOULD MAKE THEM 8% EACH.

DO I HAVE ANY OBJECTIONS? ANY OTHER COMMENTS? DO WE NEED A MOTION? YES, WE NEED A MOTION FOR THAT, PLEASE.

I MOVE TO ASSIGN THE WEIGHTS.

TO THE SUPERINTENDENTS EVALUATION INSTRUMENT AS DISCUSSED.

HOW ABOUT HOW ABOUT YOU PULL THAT BACK AND THEN I'LL PUT THE ACTUAL PERCENTAGES IN.

I TAKE SINCE I HAVEN'T RUN IT DOWN.

ALL RIGHT. I MOVE THAT WE ASSIGN WEIGHTS TO THE SUPERINTENDENTS INCENTIVE BONUS IN TERMS OF EARLY LITERACY.

GOAL NUMBER ONE, 26%.

GOAL NUMBER TWO, EARLY MATH AT 25%.

GOAL NUMBER THREE, CMR AT 25%.

AND CONSTRAINTS FOR A TOTAL OF 24%, WHICH WOULD PUT 8% AT SPEED.

THE SPECIAL EDUCATION 500 FOR CONSTRAINT 8%.

THE CONSTRAINT NUMBER TWO CAMPUS ACCOUNTABILITY RATE IS 8% AND THE STUDENT LEARNING EXPERIENCES CONSTRAINT NUMBER THREE AT 8%.

SECOND. ALL RIGHT, I HAVE A MOTION AND A SECOND.

ALL IN FAVOR OF RAISE YOUR HAND.

I'LL OPPOSE SEEN NONE.

MOTION CARRIES FIVE ZERO.

WONDERFUL. ALL RIGHT.

[J. BOARD BUSINESS]

WE ARE TO BOARD ANNOUNCEMENTS.

I HAVE A FEW ANNOUNCEMENTS.

DR. AZAIEZ HAS A FEW ANNOUNCEMENTS.

AGAIN, I JUST WANTED TO SAY THANK YOU TO CANYON VISTA ORCHESTRA FOR THEIR PERFORMANCE TODAY.

IT WAS WONDERFUL HAVING STUDENT PERFORMERS BACK IN.

WE ARE ALSO I KNOW WE CHANGED THE BOARD OPERATING PROCEDURES ABOUT MAKING OUR VIRTUAL SPEAKERS, DOING AUTO AUDIO RECORDED COMMENTS.

MS. CAPUTO IF YOU'RE AVAILABLE TO SHARE SOME ADDITIONAL ADDITIONAL INFORMATION.

ADMINISTRATION HAS BEEN WORKING ON THAT TO REPLACE THAT PROCESS, AND I'M GOING TO LET HER GIVE US MORE UPDATE ON THAT.

YES, MA'AM. WE SHOULD BE READY TO GO FOR THE REGULAR MEETING IN NOVEMBER.

WE DO HAVE THE THE PHONE LINE SET UP, GOING TO A EMAIL THAT WE SET UP SO THAT WE CAN PLAY THE MESSAGES.

WE JUST HAVE A COUPLE MORE SORT OF TECHNICAL ISSUES TO WORK OUT.

[05:10:04]

SINCE WE WILL BE DOING THAT.

WE'LL ALSO BE CHANGING ALL THE INFORMATION ON OUR WEBSITE.

WE'LL MAKE SURE TO PUSH THAT INFORMATION OUT.

IT'LL CHANGE ON THE AGENDA SO PEOPLE WILL UNDERSTAND THAT THERE REALLY ISN'T A NEED TO HAVE THE ONLINE SIGNUP FORM BECAUSE THEY WILL JUST DIRECTLY USE THE CALL THE LINE AND LEAVE THEIR MESSAGE OR THEY CAN COME HEAR WHAT WE ARE WORKING ON THOUGH, JUST TO SORT OF MAKE THE PROCESS A LITTLE SMOOTHER IS PERHAPS HAVING IPADS OR LAPTOPS SO THAT PEOPLE CAN ACTUALLY SIGN ON ELECTRONICALLY.

WE DON'T HAVE TO WORRY THEN ABOUT THE BOARD PRESIDENT TRYING TO READ HANDWRITING.

THOSE OF YOU THAT HAVE SAT IN THAT CHAIR KNOW HOW THAT CAN BE DIFFICULT SOMETIMES.

AND THEN WE CAN ALSO BE SURE THAT ALL THE FIELDS ARE FILLED OUT, BECAUSE I THINK TONIGHT WE HAD ONE NAME ON THE CARD.

THAT WAY THEY WOULD GET SORT OF A REJECTION.

YOU HAVE TO COME BACK AND FILL IN ALL THE FIELDS.

SO WE'RE HOPING THAT ALL THAT WILL HELP WITH THAT.

WONDERFUL. THANK YOU.

ALSO WANTED TO UPDATE THE BOARD THAT THE MOTION THAT WAS MADE ABOUT INTERNAL AUDIT DOING A AUDIT OF OUR INFORMATION OR OUR SYSTEM THAT HAS BEGUN.

RAQUEL DEVELOPED AN AUDIT PLAN AND IS MOVING FORWARD WITH THAT.

SO SHE IS WILL REPORT TO US WHEN SHE HAS ADDITIONAL INFORMATION ON IT.

THE OTHER LAST ANNOUNCEMENT I HAVE IS OCTOBER IS NATIONAL DOWN SYNDROME AWARENESS MONTH.

SO FOR THOSE OF YOU THAT LOVE AND KNOW AN INDIVIDUAL WITH AN EXTRA CHROMOSOME, I CELEBRATE WITH YOU.

DOES ANYBODY ELSE ON THE DAIS HAVE ANY ADDITIONAL.

YOU KNOW, THIS IS PRINCIPLES MONTH.

AND I MEAN, SITTING IN THIS CHAIR FOR FOUR YEARS, IT HAS BECOME VERY, VERY APPARENT THE ROLE THAT PRINCIPALS PLAY IN SUCH AN INCREDIBLE ROLE IN ACHIEVING STUDENT OUTCOMES.

AND I JUST HAVE THE DEEPEST, DEEPEST RESPECT FOR ALL OF THE PRINCIPALS IN OUR DISTRICT AND AND IN OUR NATION.

AND SO I JUST REALLY WANT TO CELEBRATE THEM THIS MONTH BECAUSE CERTAINLY THEIR CONTRIBUTION IS IS MASSIVE TO PUBLIC EDUCATION AND THEY ARE HIGHLY VALUED.

ABSOLUTELY. I ALSO DID HAVE ONE MORE THING I WANTED TO SAY.

WE HAD A SPEAKER THAT WAS NOT ABLE TO FINISH HER SPEECH TONIGHT.

I WANTED TO TELL HER, AND SINCE I NEVER DIDN'T GET A CHANCE TO TALK TO HER AND ALSO TELL THE COMMUNITY, IF YOU EVER HAVE MORE TO SAY THAN THIS ON THEIR ALLOTTED TIME, YOU'RE ALWAYS WELCOME TO PRINT OUT YOUR SPEECH.

GIVE US A COPY OF IT UP HERE ON THE DAIS OR EMAIL IT TO US SO THAT WE CAN REVIEW IT AT A LATER TIME.

AND ALSO WANTED TO REMIND PEOPLE THAT IF YOU DO HAVE A CONCERN OR A COMPLAINT, WE DO HAVE A GRIEVANCE PROCESS THAT YOU ARE MORE THAN WELCOME TO TAKE, TAKE ADVANTAGE OF. AND SO I JUST WANTED TO REMIND EVERYBODY WHO'S WATCHING OF THOSE TWO OPTIONS THAT ARE AVAILABLE.

DR. AZAIEZ, WE HAVE SOME ANNOUNCEMENTS.

NO, I JUST FIRST OF ALL, I WANT TO THANK ALL BOTH THANK YOU REALLY FOR APPROVING THE RETENTION AND RECRUITMENT RECRUITMENT STRATEGIC PLAN.

I THINK THAT'S GOING TO GO A LONG WAY TO SHOW HOW MUCH WE APPRECIATE AND CARE FOR OUR STAFF AND TEACHERS AND MORE IMPORTANTLY, WOULD HELP US REALLY ENSURE THAT WE HAVE ALWAYS THE BEST TEACHERS IN OUR CLASSROOMS TAKING CARE OF OUR STUDENTS.

SO I WANT TO THANK YOU FOR THAT.

I JUST WANT TO ALSO REMIND EVERYBODY AGAIN THAT THERE WILL BE THE OTHER $500 STIPEND THAT WOULD BE PAID TO EVERYONE IN NOVEMBER.

AGAIN, I MEAN, THIS IS REALLY FOCUSING ON STUDENT OUTCOMES.

ALL THIS STUFF THAT WE'RE DOING IS REALLY GOING TO HELP ENSURE, AGAIN, THAT WE HAVE THE BEST TEACHERS AND THAT WE ARE OUR TEACHERS ARE DOING AN AWESOME JOB, CONTINUE DOING AN AWESOME JOB TAKING CARE OF OUR STUDENTS.

I ALSO WANT TO AS I SAID EARLIER, WE HAD A MEETING, MAYOR RYAN AND A COUPLE OF OUR DAIRY WAS WITH ME AND A COUPLE OF OTHER STAFF MEMBERS AND WE MET WITH DR.

RHODES AND SOME OF HIS LIKE CFO CHIEF OF OPERATIONS, AND WE DISCUSSED, AMONG OTHER THINGS, EARLY COLLEGE HIGH SCHOOL BUILDING, AND WE ALSO DISCUSSED OPPORTUNITIES.

HOW CAN WE DO EVEN MORE THINGS TO ADD LIKE DUAL CREDIT COURSES, WHETHER FOR LIKE CTE BUT ALSO NON CTE COURSES? AND HOW CAN WE WORK ON AN INCREASE IN THE NUMBER OF OUR STUDENTS WHO ARE ACTUALLY EARNING ASSOCIATE DEGREES WHILE THEY ARE WORKING WITH US? SO I WANT TO THANK THANK THEM.

AND REALLY DR. RHODES AND HIS TEAM ARE REALLY ALWAYS A BIG SUPPORTER OF OUR DISTRICT.

AND FINALLY, I JUST WANT TO ALSO ECHO WHAT STEVE VESSA WAS TALKING ABOUT.

IT IS REALLY THIS MONTH IS PRINCIPAL'S APPRECIATION MONTH.

SO WE ARE VERY FORTUNATE TO HAVE THE BEST OF THE BEST.

AND IT'S IMPORTANT.

IT'S IT'S IMPORTANT FOR US TO ACKNOWLEDGE THEM AND APPRECIATE THEM.

I KNOW I HAVE A LOT A LOT OF RESPECT AND APPRECIATION TO ALL THE HARD WORK, ESPECIALLY THE PAST COUPLE OF YEARS.

AS YOU KNOW, IT'S BEEN VERY, VERY DIFFICULT.

AND IN THIS YEAR THEY HAVE TO MANAGE HAVING LIKE TO FILL AND VACANCIES.

AND THAT WAS VERY, VERY DIFFICULT FOR THEM.

SOME OF THEM PROBABLY DIDN'T GET A CHANCE REALLY TO TAKE MUCH OF A SUMMER BREAK JUST BECAUSE THEY WANTED TO ENSURE THAT THEIR CLASSROOMS AND THEIR CAMPUSES ARE ARE PRETTY MUCH

[05:15:08]

READY TO OPEN WITH WITH TEACHER AND TEACHER IN EVERY CLASSROOM.

SO I WANT TO THANK AGAIN, THANK THEM FOR ALL THE HARD WORK.

ALL RIGHT. A REQUEST FOR FUTURE AGENDA ITEMS. I DON'T BELIEVE I HAVE ANY OUTSTANDING REQUESTS.

SO IF YOU DO HAVE ANY FUTURE AGENDA ITEM REQUESTS, GET THEM IN AND THEN CALENDAR RSVP.

I THINK I FORGOT TO MENTION WE HAVE UPCOMING MEETINGS RIGHT NOW ON NOVEMBER THE 10TH.

WE HAVE GRIEVANCE.

I HAVE TWO NOS.

DO NOT HAVE RESPONSE FROM TWO INDIVIDUALS.

AND THEN ON OUR NOVEMBER 17TH AGENDA, ONLY THREE OF US HAVE RESPONDED THAT YOU WILL BE HERE.

JUST A REMINDER THAT NO MATTER WHAT HAPPENS WITH THE ELECTION, WE WILL STILL BE THE BOARD BECAUSE.

WE WILL NOT HAVE CANVAS FOR RESORTS CANVAS RESULTS AT THAT POINT.

SO IF YOU CAN UPDATE YOUR AGENDAS, THE CALENDARS FOR THE NOVEMBER BOARD MEETING, THAT WOULD BE GREAT.

SO THAT TAKES US TO CLOSED SESSION.

[K. CLOSED SESSION]

PURSUANT TO TEXAS GOVERNMENT CODE, SECTION 551.071 AND 551.074.

THE BOARD WILL MEET IN CONSULTATION WITH ATTORNEY TO CONSIDER AND DISCUSS LIGHTHOUSE LIGHTHOUSE COMPLAINTS OR CONCERNS AGAINST THE SUPERINTENDENT AND TRUSTEES.

PURSUANT TO TEXAS GOVERNMENT CODE SECTIONS 551.076 AND 4418.

183F. THE BOARD WILL DISCUSS DELIBERATE AND CONSIDER THE SAFETY AND SECURITY COMMITTEE REPORT AND PURSUANT TO TEXAS GOVERNMENT CODE SECTIONS 551.071 AND 551.074.

THE BOARD WILL CONSULT WITH ATTORNEY TO DISCUSS THE DUTIES, ROLES AND RESPONSIBILITIES OF A PUBLIC OFFICER, SUPERINTENDENT OR EMPLOYEE.

IT IS 1125.

WE ARE IN CLOSED SESSION.

WE WILL BE HAVING IT IN THIS ROOM.

SO PLEASE TAKE YOUR BELONGINGS WITH YOU.

AND WE ARE IN RECESS.

[L. CALL BACK TO ORDER/EXECUTIVE SESSION MOTIONS]

IT IS. 1203 WE ARE BACK IN OPEN SESSION.

DO I HAVE ANY EMOTIONS COMING OUT OF CLOSED? YES. I MOVE THAT THE BOARD APPROVED THE ROUND ROCK ISD SAFETY AND SECURITY COMMITTEE REPORT AS DISCUSSED IN CLOSED SESSION.

SECOND, I HAVE A MOTION IN A SECOND.

ALL IN FAVOR OF RAISE YOUR HAND.

I'LL OPPOSE. SEE NONE.

MOTION PASSES FIVE ZERO.

SEEN NOTHING ELSE ON OUR AGENDA.

IT IS 1204 AND WE ARE ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.