Nov 17, 2022 Regular Board Meetings

[B. CALL TO ORDER]

[00:00:06]

GOOD EVENING. IT IS 5:30 ON THURSDAY, NOVEMBER THE 17TH, 2022.

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

TONIGHT, IN ATTENDANCE, WE HAVE TRUSTEES VESSA, TRUSTEE WESTON, TRUSTEE LANDRUM, TRUSTEE HARRISON, TRUSTEE WEIR, AND TRUSTEE BONE.

IF YOU DIDN'T CATCH THAT, I AM NOW GOING BY MY MARRIED NAME, BUT I EXPECT PEOPLE TO MESS UP WITH IT.

SO ANYWAY.

BUT I AM TRUSTEE LANDRUM.

A COUPLE OF ANNOUNCEMENTS FOR TONIGHT.

IF YOU WERE HERE EARLY ENOUGH, YOU WERE ABLE TO SEE THE WALSH MIDDLE SCHOOL HONORS BAND PERFORMED TONIGHT.

THEY WERE AMAZING.

AND ONE OTHER ANNOUNCEMENT ABOUT THE AGENDA WE WILL BE PULLING ITEM H6, WHICH IS WAIVE FIRST READING AND ADOPTION OF POLICY EIC LOCAL.

WE WILL BE PULLING IT FROM CONSENT AND PUTTING IN OUR ACTION ITEMS SO THAT ITEM WILL NOW BECOME ITEM I4.

ALL RIGHT, THAT'S ALL THE ANNOUNCEMENTS I HAVE TO START WITH AND PLEASE STAND FOR THE PLEDGE.

WE HAVE A PLEDGE LATER TONIGHT.

PRESIDENT THANK YOU.

FELLER SORRY, IT'S A [INAUDIBLE] FROM WESTWOOD HIGH SCHOOL.

ALL RIGHT. WE'RE GOING TO MOVE TO PUBLIC COMMENT.

AT EACH BOARD MEETING, THE BOARD WILL SET ASIDE TIMES TO AFFORD THE GENERAL PUBLIC AN OPPORTUNITY TO SPEAK ON ITEMS ON AND OFF THE AGENDA SINCE THIS IS A PRIVATE MATTER.

OH. YEP. SORRY, I DIDN'T EVEN LOOK AT THAT.

I WAS GOING RIGHT INTO PUBLIC COMMENT.

MY APOLOGIES. WE ARE GOING TO GO INTO STAFF AND STUDENT RECOGNITIONS.

[D. STUDENTS AND STAFF RECOGNITIONS]

THANK YOU.

IF THE BOARD AND DR. AZAIEZ COULD PLEASE JOIN US ON THE DAIS.

TONIGHT, AS ALWAYS, IT'S MY HONOR TO INTRODUCE SOME OF OUR OUTSTANDING STUDENTS STAFF AND TELL YOU ABOUT THEIR IMPRESSIVE ACCOMPLISHMENTS.

FIRST TONIGHT WE'RE HONORING CHESS CHAMPIONS FROM WESTWOOD HIGH SCHOOL.

STUDENTS [INAUDIBLE] AND [INAUDIBLE] TOOK HOME SOME OF THE TOP PRIZES AT TEXAS GIRLS STATE CHESS CHAMPIONSHIP, HOSTED AT THE UNIVERSITY OF TEXAS AT RIO GRANDE VALLEY. TOGETHER, THEY TOOK HOME THE SECOND PLACE TITLE IN THE HIGH SCHOOL TEAM CATEGORY.

INDIVIDUALLY, THEY EACH EARNED THE TITLE OF KO CHAMPION IN THE HIGH SCHOOL CATEGORY AFTER BOTH ACCUMULATED AN INDIVIDUAL SCORE OF 4.5 BY THE END OF THE TOURNAMENT.

JOIN ME IN WELCOMING TANVI REDDY AND KALIA WANG AND ALSO PRINCIPAL AARON CAMPBELL FROM WESTWOOD HIGH SCHOOL.

AND WHILE YOU'RE GREETING THEM AND WE GET THAT PHOTO TAKEN, THE DUO WILL CONTINUE TO COMPETE THIS YEAR, AND THEY'RE HOPING TO PARTICIPATE IN THE TEXAS SUPER STATE SCHOLASTIC CHESS CHAMPIONSHIPS IN MARCH.

ONE MORE ROUND OF APPLAUSE FOR OUR CHESS CHAMPIONS.

THANKS FOR JOINING US.

MOVING ON TO STAFF RECOGNITION.

THIS YEAR MCNEAL HIGH SCHOOL TEACHER ANDREA LARSON WAS NAMED THE REGION 13 SECONDARY TEACHER OF THE YEAR AT AN EVENT IN DOWNTOWN AUSTIN HONORING TEACHERS OF THE YEAR FROM THE MORE THAN 50 SCHOOL DISTRICTS IN THE CENTRAL TEXAS REGION 13 AREA.

MISS LARSON, AN ENGLISH LANGUAGE LEARNER TEACHER, WAS NAMED ROUND ROCK ISD SECONDARY TEACHER OF THE YEAR IN MAY.

SHE WAS SELECTED AMONG 20 ROUND ROCK ISD SECONDARY EDUCATORS TO REPRESENT THE DISTRICT AT THE REGIONAL COMPETITION.

SHE'S BEEN AN EDUCATOR FOR 22 YEARS, 20 OF WHICH HAVE BEEN SERVING THE MCNEIL COMMUNITY IN HER CURRENT ROLE AS REGION 13 SECONDARY TEACHER OF THE YEAR, ANDREA BECAME A FINALIST FOR THE TEXAS SECONDARY TEACHER OF THE YEAR AMONG 20 STATE FINALISTS.

PLEASE JOIN ME IN WELCOMING MISS LARSON TO THE FRONT AND JOINING HER AS ASSOCIATE PRINCIPAL JOHN MARK EDWARDS.

[00:05:10]

THE ANNOUNCEMENT CAME AS A SURPRISE AT THE LUNCHEON.

THEY WERE HONORING ALL OF THE ELEMENTARY AND SECONDARY TEACHERS FROM ALL OF REGION 13.

AND WHAT SHE LEARNED AT THE LUNCHEON WAS THAT ABILENE CHRISTIAN UNIVERSITY IS PROVIDING A FULL SCHOLARSHIP FOR A GRADUATE DEGREE TO THE WINNERS. SO MISS LARSON ALSO WON THAT AS WELL.

AND YOU CAN TAKE YOUR SEATS.

THANK YOU SO MUCH, BOARD MEMBERS AND DR.

AZAIEZ. TONIGHT'S VIDEO HIGHLIGHTS WILL BE ABOUT A CTE PROGRAM THAT WE HAVE, CAREER TECHNICAL EDUCATION PROGRAM THAT ALLOWS HIGH SCHOOL STUDENTS TO TRAIN AND TEACH IN ELEMENTARY CLASSROOMS. SO WE'LL BE WATCHING THAT SHORTLY.

ASHLEY WHAT ARE THEY USING THESE FOR? NONSTANDARD MEASUREMENTS.

SO THEY'RE GOING TO USE A COUPLE OF DIFFERENT TOOLS AND THEN MEASURE THE BODIES IN THE CLASS.

THE EDUCATION AND TRAINING PROGRAM IN ROUND ROCK ISD IS A FOUR YEAR SEQUENCE OF CLASSES.

THE FIRST TWO YEARS ARE INTRODUCTORY LEVEL COURSES, AND THEN IN THE JUNIOR AND SENIOR LEVEL CLASSES, THOSE ARE ACTUALLY DOUBLE BLOCKS.

SO THE STUDENTS GET ADDITIONAL CREDITS AND THAT'S WHEN THEY GO AND DO THEIR ROTATION OUT INTO THEIR FEEDER ELEMENTARY SCHOOL OR DIFFERENT EDUCATIONAL SETTINGS.

SO MUCH FUN. IT'S SO AMAZING THAT I'M LIKE A HIGH SCHOOL STUDENT AND I GET TO LIKE, BE DOING LIKE SOMETHING THAT NORMALLY COLLEGE KIDS DO.

I FEEL LIKE IT REALLY GIVES ME LIKE A LEG UP.

ALL RIGHT. I'M GOING TO DO WHO'S THE LEADER? FIRST DAY, REALLY NERVOUS.

BUT ONCE I LEFT, I FELT BETTER BECAUSE, LIKE, I KNEW THAT IT'S GOING TO BE A GOOD YEAR AND LIKE THAT I'M GONNA HAVE FUN DOING THIS.

IT'S GIVING ME THE CHANCE TO GO OUT AND GO TO ELEMENTARY SCHOOL AND LIKE, RIGHT NOW I'M IN A THEATER CLASS AND I SEE ALL KIDS PRE-K TO FIFTH GRADE AND IT GIVES ME A CHANCE TO GET A BETTER UNDERSTANDING OF HOW TO BE RESPONSIBLE FOR A CLASS.

SO NOW YOU'RE GOING TO CREATE YOUR OWN CLASSROOM MANAGEMENT PLAN.

I LOVE THE IDEA OF INSPIRING FUTURE TEACHERS.

I KNOW WE HAVE SUCH A SHORTAGE OF TEACHERS RIGHT NOW.

THIS IS KIND OF MY WAY OF GIVING BACK AND HOPEFULLY ENCOURAGING THAT NEXT GENERATION OF TEACHERS.

I CAN TEACH THEM. WE CAN LEARN LIKE, OKAY, HERE'S HOW YOU READ ALOUD A STORY TO A CLASS, BUT UNTIL YOU ACTUALLY DO IT IN FRONT OF A CLASS OF 20 THIRD GRADERS, LIKE THAT'S THE REAL EXPERIENCE. WE CAN PRACTICE IT HERE IN CLASS, BUT THEY'RE GETTING THAT ACTUAL EXPERIENCE AND THEY'RE COMING BACK AND SAYING, OH, MISS LIPE, IT WENT REALLY WELL, OR, OH, I NEED TO WORK ON THIS LIKE THIS.

THIS DIDN'T GO SO WELL. SO THEY'RE REALLY GETTING THAT THAT GREAT HANDS ON EXPERIENCE.

HOW MANY CLOVERS DID WE HAVE AGAIN? OR, MY PASSION IS THEATER, SO I'VE BEEN EXPLORING THEATER, EDUCATION, BEING IN MY FUTURE.

I REALLY DO RECOMMEND DOING THE PROGRAM.

IF YOU'RE INTERESTED IN ANYTHING WITH CHILDREN, EVEN IF IT'S NOT EDUCATION RELATED, LIKE A SENIOR WHO WAS IN MY CLASS LAST YEAR, IS GOING TO YOUTUBE AND DOING SOCIAL WORK. SO IT CAN BE REALLY GOOD FOR OTHER THINGS TOO.

THIS PROGRAM IS VITAL TO KEEPING OUR SUPPLY CHAIN OF TEACHERS UP AND RUNNING.

WE, ALONG WITH ALL OF THE DISTRICTS ACROSS THE STATE AND EVEN THE NATION, ARE HAVING A HARD TIME FILLING POSITIONS.

AND SO THE ABILITY TO CAPTURE OUR STUDENTS AT AN EARLIER AGE AND HELP THEM FIGURE THAT PATH OUT IS WONDERFUL.

WHAT DO YOU GUYS THINK A CHALLENGE IS? I THINK IT'S A GREAT PROGRAM TO JUST KIND OF TEST OUT THE WATERS.

AND SO WHEN I TOOK PRINCIPLES OF EDUCATION, I WAS LIKE, OKAY, I REALLY WANT TO BE A TEACHER.

AND THEN TAKING THAT REALLY LIKE LOCKED ME IN AND I KNEW THAT'S WHAT I WANTED TO DO, TRYING SOMETHING NEW THAT CAN BE REALLY HARD, RIGHT? WHAT DO YOU THINK A CHALLENGE IS? LEARN HOW TO PLAY CRICKET.

OH, OKAY.

I THINK MR. KERN WAS TAKING NOTES, TAKING NAMES ALREADY, SO.

AND THAT'S WHAT WE HAVE FOR TONIGHT, FOR STUDENT RECOGNITIONS.

THANK YOU VERY MUCH.

AND NOW IT IS TIME FOR PUBLIC COMMENT.

[E. PUBLIC COMMENTS]

WE ASK THAT 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 OR OPINIONS.

ALSO, AS A REMINDER, 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

[00:10:01]

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

PER TEXAS PENAL CODE 38.13, 42.01, 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 ACTIONS, THE PRESIDING OFFICER WILL REQUEST ASSISTANCE FROM LAW ENFORCEMENT OFFICIALS TO HAVE THE INDIVIDUAL REMOVED FROM THE MEETING.

THE BOARD MAY NOT DISCUSS OR ACT UPON ANY MATTER THAT IS NOT LISTED UNDER THE ACTION PORTION OF THE AGENDA.

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

PLEASE UNDERSTAND THAT THE LACK OF RESPONSE FROM THE BOARD DOES NOT INDICATE AGREEMENT OR APPROVAL OF THE COMMENTS.

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

TRUSTEE HARRISON WILL BE THE DESIGNATED TIMEKEEPER.

THE FIRST SPEAKER FOR TONIGHT WILL BE REBECCA MILLIS.

SPEAKING ON AGENDA ITEM H FOUR.

AND YOU DO LIVE IN THE DISTRICT.

GOOD EVENING. I'M READING A STATEMENT FROM A LIBRARIAN THAT WISHED TO REMAIN ANONYMOUS.

I AM AN ELEMENTARY LIBRARIAN IN THE DISTRICT AND ASK THAT YOU SUPPORT LIBRARIANS IN OUR WORK.

WE ARE HIGHLY TRAINED TO SELECT LITERATURE FOR STUDENTS.

WE HAVE TAKEN GRADUATE LEVEL COURSES IN CHILDREN'S AND YOUTH LITERATURE AND SPECIALIZE IN COLLECTION DEVELOPMENT.

LIBRARIANS NEED TO MEET THE NEEDS OF ALL STUDENTS, AND EACH LIBRARIAN STRIVES TO CURATE A COLLECTION THAT REPRESENTS NOT ONLY THE DIVERSE POPULATIONS OF OUR SCHOOLS, BUT ALSO OTHER VIEWPOINTS THAT MAY NOT BE REPRESENTED AT OUR SCHOOL.

RESEARCH SHOWS THAT WIDE READING FROM DIVERSE TEXTS GROWS EMPATHY FOR PEOPLE DIFFERENT FROM OURSELVES.

PARENTS, PLEASE KNOW THAT WE ARE PARTNERS IN EDUCATING YOUR STUDENTS AND ARE HAPPY TO WORK WITH YOU TO MAKE THE RIGHT READING CHOICES FOR YOUR CHILD.

HOWEVER, WE DO NOT HAVE THE RIGHT TO RESTRICT THE CHOICES OF OTHER STUDENTS AS THEIR RIGHT TO READ IS PROTECTED BY THE FIRST AMENDMENT.

STUDENTS ARE VERY GOOD ABOUT KNOWING WHEN A BOOK IS NOT RIGHT FOR THEM IF WE GIVE THEM THE AUTONOMY TO DO SO.

THEY WILL RETURN A BOOK AND FIND ANOTHER ONE THAT IS MORE APPROPRIATE.

IF WE RESTRICT ACCESS, WE ARE NOT GIVING STUDENTS THE OPPORTUNITY TO LEARN SELF REGULATION A VITAL LIFE SKILL.

AND NOW A QUOTE BY ALAN GRATZ.

IT'S OUR JOB AS EDUCATORS TO EXPOSE OUR CHILDREN TO AS MANY DIFFERENT KINDS OF BOOKS AND AS MANY DIFFERENT POINTS OF VIEW AS POSSIBLE.

THAT MEANS LETTING THEM READ BOOKS THAT ARE TOO EASY FOR THEM OR TOO HARD FOR THEM.

THAT MEANS LETTING THEM READ BOOKS THAT CHALLENGE THEM OR DO NOTHING BUT ENTERTAIN THEM.

AND YES, IT MEANS LETTING STUDENTS READ BOOKS WITH THINGS IN THEM WE MIGHT DISAGREE WITH AND LETTING THEM MAKE UP THEIR OWN MINDS ABOUT THINGS, WHICH IS DOWNRIGHT SCARY SOMETIMES. BUT THAT'S WHAT GOOD EDUCATION IS ALL ABOUT.

THANK YOU. NEXT SPEAKER IS LINDSAY LEDYARD SPEAKING ON AGENDA ITEM I2 AND H6.

AND YOU DO LIVE IN THE DISTRICT? I DO. I JUST WANTED TO.

WELL, ONE OF THEM GOT PULLED FROM CONSENT, SO I WAS JUST GOING TO REQUEST THAT THERE WAS SOME DISCUSSION ABOUT THAT TO HELP THE COMMUNITY BETTER UNDERSTAND.

AND THEN I ALSO WANT TO TALK ABOUT THE LEGISLATIVE PRIORITIES.

ONE OF THE THINGS I'VE HEARD QUITE OFTEN IS FOR RECAPTURE.

ONE OF THE THINGS THAT IS A BIG CHALLENGE IS THAT IT'S ALWAYS WE'RE PLAYING CATCH UP IN THAT PAYMENT.

AND I DIDN'T SEE THAT IN THERE AS A SEPARATE ITEM.

AND I KNOW THAT'S KIND OF A NUANCED THING, BUT THAT WOULD BE AN AWESOME THING FOR THEM TO FIX AT THE LEGISLATURE TO WHERE IT'S MORE RETROSPECTIVE AND WE CAN PLAN AND BUDGET BETTER AS A DISTRICT ON THOSE PAYMENTS.

THAT'S ALL. THANKS. GREAT.

THANK YOU. NEXT IS JENNY GUSTIN SPEAKING ON AGENDA ITEM H FOUR.

AND YOU DO LIVE IN THE DISTRICT.

HELLO, MY NAME IS GINNY GUSTIN, AND I'M READING A STATEMENT WRITTEN BY A ROUND ROCK ISD LIBRARIAN.

WE TALK A LOT ABOUT ROUND ROCK ISD BEING A DESTINATION DISTRICT, AND USUALLY WHEN PEOPLE HEAR THAT PHRASE, THEY THINK OF PARENTS AND FAMILIES ONLY.

BUT TO THOSE OF US IN THE PROFESSION, WE ALSO VIEW IT TO MEAN WORKING AS A LIBRARIAN IN ROUND ROCK ISD IS A DESTINATION IN OUR CAREERS.

AS FAR AS LIBRARY PROGRAMS, REPRESENTATION, STAFFING, OUTREACH AND IMPACT, ROUND ROCK ISD IS IN THE TOP TIER OF DISTRICTS WITHIN OUR STATE.

I CAN TELL YOU FROM PERSONAL EXPERIENCE AND OVER 20 YEARS IN THE FIELD, ROUND ROCK ISD LIBRARIANS ARE THE CREAM OF THE CROP.

AND PERSONALLY, I ALSO BELIEVE IN THAT THEY ARE NOT ONLY HIGHLY QUALIFIED AND EXPERIENCED, BUT THEY LOVE THEIR JOBS.

THEY SERVE WITHOUT PAY ON STATE AND LOCAL COMMITTEES, CREATING RECOGNITION FOR OUR DISTRICT.

THEY SEEK OUT PROFESSIONAL DEVELOPMENT TO MEET CURRENT NEEDS AND EXPLORE EMERGING TRENDS.

THEY PARTNER WITH PARENTS AND TEACHERS CONSTANTLY.

[00:15:02]

AND ROUND ROCK ISD LIBRARIANS HAVE CULTIVATED THIS INCREDIBLE REPUTATION THROUGH YEARS OF SUPPORT AND LEADERSHIP IN THE DISTRICT AND BY SHEER HARD WORK AND COMMITMENT.

OUR LIBRARY POLICIES ARE ROBUST AND HAVE WITHSTOOD THE TEST OF TIME.

OUR PARENTS KNOW THEY HAVE THE RIGHT TO MAKE READING CHOICES FOR THEIR OWN CHILDREN, BUT THEY CANNOT RESTRICT CHOICES FOR OTHER CHILDREN.

THAT'S JUST NOT DEMOCRATIC.

THE BEST THING WE CAN DO TO SUPPORT OUR LIBRARIES IS TO CONTINUE TO FOLLOW EXISTING POLICY, BECAUSE IT'S ALREADY PROVEN US TO BE A MODEL FOR OTHER DISTRICTS.

IT'S A HUGE PART OF WHAT BRINGS PEOPLE TO OUR ROUND ROCK ISD FAMILY.

THANK YOU. NEXT IS KAREN HAWTHORNE SPEAKING ON AGENDA ITEM H4, AND YOU DO LIVE IN THE DISTRICT.

HI I DON'T HAVE A PREPARED STATEMENT.

I JUST WANTED TO SAY THAT WE ALREADY HAVE A SYSTEM IN PLACE FOR REVIEWING AND APPROVING BOOKS THAT GO INTO THE DISTRICT.

IT'S A SYSTEM THAT WORKS.

IF A PARENT HAS A PROBLEM WITH A BOOK THAT'S ON THE SHELVES, THEY THERE'S ALREADY A PROCEDURE IN PLACE FOR THEM TO REQUEST TO NOT LET THEIR KIDS READ THAT BOOK.

AND THAT WORKS FOR THAT PARENT AND THAT KID.

AND I JUST WANTED TO SAY I SUPPORT THE SYSTEM THAT'S ALREADY IN PLACE.

THANK YOU. THANK YOU VERY MUCH.

NEXT IS KATIE KEIZER, SPEAKING ON AGENDA ITEM H FOUR.

AND YOU DO LIVE IN THE DISTRICT.

HI. ALSO READING A STATEMENT FROM A LIBRARIAN.

I KNOW YOU HAVE RECEIVED MANY EMAILS FROM MY COLLEAGUES AND COMMUNITY MEMBERS THAT OUTLINE OUR QUALIFICATIONS FOR BOOK SELECTION AND THE PARTNERSHIP THAT ALREADY EXISTS BETWEEN PARENTS AND SERVICES PROVIDED BY OUR SCHOOL LIBRARIES.

I ALSO SENT YOU AN EMAIL IN SEPTEMBER DETAILING MY THOUGHTS ON OUR NEW POLICY ADOPTIONS AND WHY THE SUGGESTED POLICY PUT FORTH BY TEA IS UNREALISTIC.

THIS TIME I WANT TO TALK ABOUT AN ACTUAL OCCURRENCE AT MY CAMPUS.

WE HAVE A STUDENT, WE'LL CALL HIM JACK, WHO JOINED OUR CAMPUS IN THE EARLY SPRING LAST YEAR.

HE ASKED ME ABOUT A BOOK WE DIDN'T HAVE YET.

THE LATEST IN THE LAST KIDS ON EARTH SERIES.

I WAS ABLE TO GET THE BOOK ORDERED AND INTO HIS HANDS WITHIN A WEEK.

AT THE BEGINNING OF THIS SCHOOL YEAR, I WAS DOING SOME RESEARCH TO CONTINUE TO GROW OUR COLLECTION AND LEARN THE NEXT BOOK IN THE SERIES WAS COMING OUT IN SEPTEMBER.

I ORDERED THE BOOK, OBTAINED IT ON THE RELEASE DATE AND HAD IT PROCESSED AND IN JACK'S HANDS BY THE NEXT DAY, THE SMILE ON HIS FACE AND THE SINCERITY IN HIS THANK YOU MAKES MY HEART SING. EVERY TIME I THINK ABOUT IT.

JACK AND I WERE ABLE TO FOSTER A STRONG BOND BECAUSE I WAS ABLE TO SHOW HIM THAT HIS REQUEST AS A READER WERE VALID.

AND THE SECOND HE WALKED THROUGH THE DOORS OF MY LIBRARY.

I DON'T KNOW. I'VE BEEN ABLE TO DO THIS FOR JACK, AS WELL AS OTHER STUDENTS WHO HAVE MADE SIMILAR REQUESTS BECAUSE MY ADMINISTRATORS TRUST MY EXTENSIVE TRAINING AND KNOW I'M QUALIFIED TO MAKE SELECTION DECISIONS THAT MEET THE NEEDS OF OUR READERS ON OUR CAMPUS IN A TIMELY MANNER.

I DIDN'T HAVE TO WAIT FOR A COMMITTEE OF PARENTS TO DETERMINE IF THIS BOOK HAD LITERARY MERIT IN THEIR EYES.

PLEASE HELP US CONTINUE TO BUILD RELATIONSHIPS WITH STUDENTS AND GROW LIFELONG READERS BY ADOPTING EFB LOCAL AS PRESENTED TO THE BOARD.

THANK YOU. THANK YOU.

NEXT IS TAMMY CONRAD SPEAKING ON AGENDA ITEM I2.

AND YOU DO LIVE IN THE DISTRICT.

HELLO. I'M AN EDUCATOR IN THE DISTRICT AND A BOARD MEMBER OF EDUCATION ROUND ROCK, WHICH IS OUR STAFF UNION.

AND FIRST, WE WANT TO CONGRATULATE THOSE WHO WON THEIR ELECTIONS.

AND WE ALSO WELCOME OUR NEW BOARD MEMBERS.

WE LOOK FORWARD TO WORKING WITH YOU.

SECOND, WE WANT TO THANK YOU FOR APPROVING THE STIPENDS FOR STAFF THAT WAS PROPOSED BY THE ADMINISTRATION LAST MONTH.

WE KNOW THEY'LL MAKE A DIFFERENCE IN THE RETENTION AND RECRUITMENT OF STAFF.

TONIGHT, I'M SPEAKING TO SUPPORT THE LEGISLATIVE PRIORITIES OF THE DISTRICT, PARTICULARLY RELATED TO INCREASED FUNDING FROM THE STATE FOR PUBLIC EDUCATION.

AS A MEMBER OF TEXAS AFT, I HAVE ALREADY SHARED ABOUT OUR RESPECT CAMPAIGN TO BRING AWARENESS TO OUR COMMUNITY AND OUR LEGISLATORS ABOUT WHAT PUBLIC EDUCATION STAFF NEED AND DESERVE.

WE KNOW THAT FUNDING FROM THE STATE IS WELL BELOW WHERE IT SHOULD BE AND THAT THE AVERAGE TEACHER'S SALARY IN OUR STATE IS WOEFULLY INADEQUATE, AVERAGING $7,500 LESS THAN TEACHERS NATIONWIDE.

THAT MAKES US 26TH IN THE COUNTRY.

THAT'S WHY WE ARE DEMANDING THE STATE INCREASE FUNDING TO RAISE TEACHERS SALARIES BY $10,000.

WE ARE ALSO DEMANDING A 15% INCREASE FOR OTHER STAFF.

IF WE WANT TO KEEP OUR SUPPORT STAFF, THEY ALSO NEED TO BE PAID APPROPRIATELY.

BUT WE ALL KNOW FUNDING IS NOT THE ONLY WAY TO RESPECT EMPLOYEES.

[00:20:03]

MANY OF YOU ON THE BOARD HAVE ALREADY SIGNED IT AND MANY OF OUR COMMUNITY MEMBERS HAVE SIGNED IT AS WELL.

AND WE'LL CONTINUE TO ASK ALL THOSE WHO ARE CONCERNED ABOUT PUBLIC EDUCATION TO JOIN US.

EDUCATION ROUND ROCK IS PROUD TO SUPPORT TEXAS AFT AND OUR SCHOOL DISTRICT SCHOOL DISTRICTS EFFORTS TO INCREASE PUBLIC EDUCATION FUNDING THIS LEGISLATIVE SESSION.

THANK YOU. THANK YOU.

NEXT IS JASON SHUKLA SPEAKING ON AGENDA ITEM H FOUR, AND YOU DO LIVE IN THE DISTRICT.

I AM JASON. I AM A PARENT OF TWO STUDENTS IN ROUND ROCK.

I SUPPORT THE CURRENT EDUCATIONAL MATERIALS REVIEW PROCESS.

I FEEL THAT OUR TEACHERS AND LIBRARIANS ARE OPEN TO CIVIL AND INTELLECTUALLY HONEST DISCUSSIONS ABOUT EDUCATIONAL MATERIALS THAT SOME PARENTS DO FIND PROBLEMATIC.

AND I LIKE THE FACT THAT BOOKS AREN'T HELD HOSTAGE DURING THOSE REVIEW PERIODS REGARDING OTHER PARTS OF THEIR OF THE REVIEW POLICY REVIEW.

I FEEL LIKE LESS PROGRESS IS MADE REGARDING SEX EDUCATION, SEXISM AND HOW TO PROVIDE SAFE AND CARING ENVIRONMENTS FOR ALL STUDENTS.

AND I REALIZE THIS IS OUT OF OUR SORT OF JURISDICTION, I GUESS, FOR LOCAL POLICIES.

BUT THE ENB PROHIBIT PROHIBITION OF TEACHING ABOUT CONTROVERSIAL ISSUES, IT'S JUST APPALLINGLY BAD AND MAKES ME EMBARRASSED SOMETIMES TO FEEL LIKE I'M A PART OF TEXAS WHERE WE CAN'T TALK ABOUT CONTROVERSIAL THINGS.

THE FACT THAT PEOPLE CAN JUST WISH OR LEGISLATE AWAY HARD QUESTIONS ABOUT RACE, SEX, GENDER IDENTITY, OR OTHER CHALLENGING ISSUES IS HEARTBREAKING.

I WANT TO ALSO CONGRATULATE THE INCOMING BOARD MEMBERS AND THE ONES WHO WON THEIR RACES.

WE OVERWHELMINGLY VOTED FOR YOU BECAUSE YOU TRUST OUR TEACHERS, ADMINISTRATORS, LIBRARIANS AND STAFF.

YOU'RE COMMITTED TO THEIR HEALTH AND WELL-BEING, KEEPING THEM HERE HAPPY AND RETAINED.

AND I REALLY APPRECIATE THAT AS A PARENT OF ROUND ROCK, AND I'M HERE FOR YOU, I WANT TO MAKE SURE THAT I'M AVAILABLE TO VOLUNTEER MY SERVICES TO SUPPORT YOU.

I THINK YOU HAVE A MANDATE, AND I THINK THAT MANDATE IS CLEAR.

SO THANK YOU. THANK YOU.

NEXT IS CHARLOTTE JONES [INAUDIBLE] SPEAKING ON AGENDA ITEM H FOUR.

AND YOU DO LIVE IN THE DISTRICT.

HELLO. I'M A MOTHER OF TWO PAST ROUND ROCK STUDENTS AND THE GRANDMOTHER OF A CURRENT STUDENT.

AND I HAVE TO ADMIT THAT I KEPT UP WITH A LOT OF THE POLICIES.

BUT MY DAUGHTER, WHO IS STILL WITHIN THE DISTRICT, HAS LET ME KNOW THE CHANGES AND CONTROVERSIES THAT HAVE GONE ON.

I DEFINITELY SUPPORT THE LIBRARIANS IN THEIR JOBS.

THEY HAVE BEEN DOING AN EXCELLENT JOB FOR THE LAST 30 YEARS.

I'M AWARE OF SINCE WE MOVED TO THIS DISTRICT, AND IT IS UP TO THE PARENTS IF THEY WANT TO DO OVERSIGHT ON THE BOOKS THAT THEIR CHILDREN DO GET PROMOTED FOR OVERSIGHT.

BUT WE NEED TO KEEP THE CURRENT SYSTEM AND LIBRARIANS THAT WE HAVE AND TO HIRE MORE EXCELLENT ONES IN THE FUTURE. THANK YOU.

THANK YOU. NEXT IS ZANDER [INAUDIBLE].

SPEAKING OF OFF THE TOPIC AND YOU DO LIVE IN THE DISTRICT.

DOES NOT LOOK LIKE HE'S HERE.

ALL RIGHT. NEXT IS FABIAN AGUERO, SPEAKING OFF TOPIC.

AND I DON'T SEE YOU IN THE AUDIENCE EITHER.

ALL RIGHT. THAT CONCLUDES PUBLIC COMMENT FOR THIS EVENING.

ONE, TWO.

RHONDA HENDREN. OH, YOU KNOW WHAT? I APOLOGIZE. I WAS USING YOU AS MY PLACEHOLDER.

YOU'RE CORRECT. RHONDA HENDREN, I APOLOGIZE.

YOU ARE CORRECT.

THANK YOU. RHONDA HENDREN, SPEAKING OFF TOPIC.

AND YOU DO LIVE IN THE DISTRICT.

MY APOLOGIES.

A COUPLE OF WEEKS OFF AND I'VE GOTTEN RUSTY.

AND I HAD TO MAKE NOTES BECAUSE I CHASE RABBITS.

SO MY FAMILY MOVED BACK TO TEXAS IN 2005.

I WE MOVED IN ROUND ROCK BECAUSE OF THE AMAZING ROUND ROCK ISD ACADEMIC.

I CHOSE ROUND ROCK ISD WHEN I MOVED HERE IN 2005.

I HAD THREE CHILDREN, OLDER ONES THAT WERE IN FOURTH, FIFTH, FOURTH, SIXTH AND SEVENTH GRADE THAT HAVE NOW GRADUATED SINCE 2005.

AND I HAVE TWO MORE THAT ARE NOW IN THE DISTRICT.

I. MY YOUNGEST TWO ARE HERE.

AND WE'RE WE'RE THINKING ABOUT I'M ACTUALLY CONTEMPLATING REMOVING MY KIDS FROM THE ROUND ROCK ISD.

AND I'LL EXPLAIN.

I BELIEVE THAT A PARENT DOES HAVE A RIGHT TO TEACH AND EDUCATE THEIR CHILDREN AS THEY BELIEVE.

[00:25:05]

YOU DON'T WANT ME TO. IF IF YOU'RE NOT A CHRISTIAN OR IF YOU'RE A MUSLIM OR YOU'RE SOMETHING ELSE, YOU DON'T WANT ME TO PUSH THAT ON YOUR CHILDREN.

AS A PARENT, I DON'T WANT YOU TO PUSH IT ON MINE.

I DON'T WANT YOU TO PUSH THE BELIEFS THAT YOU ALL STAND FOR ON MY KIDS.

SCHOOLS NEED TO GET BACK TO THE BASICS.

GET BACK TO EDUCATING OUR CHILDREN.

READING, WRITING, MATH, SCIENCE, GEOGRAPHY, TECHNOLOGY, TREES.

TEACHING THEM SKILLS.

IT'S. THANK YOU.

PLEASE LET ME KNOW TONIGHT.

I MEAN, PLEASE LET ME KNOW IF THE PLAN IS TO CONTINUE TO PUSH THIS IDEOLOGY ON MY CHILDREN.

BECAUSE I'LL PULL MY KIDS.

HAVE NO PROBLEM TAKING MY KIDS OUT OF THE SCHOOL DISTRICT.

I'LL PULL THEM. IF I DO THAT, I WILL GO TO THE GOVERNOR AND ASK HIM IF MY FUNDS CAN FOLLOW ME BECAUSE I PAY TAXES HERE.

AND IF MY KIDS IF I CAN'T COME HERE AND GET THAT ADEQUATELY.

THANK YOU. I'LL PULL MY KIDS.

THANK Y'ALL. THANK YOU FOR SPEAKING TONIGHT.

AND THAT CONCLUDES PUBLIC COMMENT TONIGHT.

[F. SUPERINTENDENT REPORTS]

AZAIEZ FOR INTRODUCTION FOR OUR PTA REPORT.

GOOD EVENING, PRESIDENT LANDRUM, BOARD MEMBERS, COMMITTEE MEMBERS.

SO WE HAVE WITH US TONIGHT MELISSA HASKIN.

SHE'S OUR PTA.

I'M SORRY, SHE'S OUR ROUND ROCK ISD COUNCIL OF PTA PRESIDENT, AND WE'RE VERY LUCKY TO HAVE HER.

I KNOW OUR PTA IN GENERAL DOES AMAZING JOB AND I WANT TO TAKE THIS OPPORTUNITY TO ENCOURAGE EVERYONE.

IF THEY ARE NOT A MEMBER OF PTA, PLEASE JOIN PTA IF YOU ARE A TEACHER, STAFF MEMBER, PARENT, COMMUNITY MEMBER, BECAUSE THEY ARE DOING AMAZING WORK AND THEY'RE HELPING US REALLY EDUCATE OUR KIDS. SO, MELISSA, THANK YOU SO MUCH.

PRESIDENT LANDRUM, IS THAT CORRECT? CONGRATULATIONS, DR.

AZAIEZ BOARD OF TRUSTEES AND ROUND ROCK ISD COMMUNITY.

AS DR. AZAIEZ SAID I'M MELISSA HOSKIN, PRESIDENT OF THE ROUND ROCK ISD COUNCIL OF PTAS.

I JUST WANT TO THANK YOU SO MUCH FOR THE INVITATION TO SPEAK TONIGHT.

I AM EXCITED TO ANNOUNCE THE 54 PTAS MAKE UP OUR COUNCIL, AND WE'RE HERE TO ENSURE THAT EVERY CHILD'S POTENTIAL IS A REALITY.

PTA IS THE OLDEST AND LARGEST CHILD ADVOCACY ORGANIZATION IN THE NATION THAT CONNECTS PARENTS, SUPPORTS TEACHERS AND BENEFIT STUDENTS. PTAS IS PROMOTE THE WELFARE OF CHILDREN AND YOUTH, RAISE STANDARDS OF HOME LIFE, ADVOCATE FOR LAWS TO FURTHER THE EDUCATION, PHYSICAL AND MENTAL HEALTH, WELFARE AND SAFETY OF OUR YOUTH.

PROMOTE THE COLLABORATION AND ENGAGEMENT OF FAMILIES AND EDUCATORS IN EDUCATION OF CHILDREN AND YOUTH.

ALSO ENGAGE THE PUBLIC IN UNITED EFFORTS TO SECURE PHYSICAL, MENTAL, EMOTIONAL, SPIRITUAL AND SOCIAL WELL-BEING OF ALL CHILDREN AND YOUTH AND ADVOCATE FOR FISCAL RESPONSIBILITY REGARDING PUBLIC TAX DOLLARS IN PUBLIC EDUCATION FUNDING, I HEAR THAT'S POPULAR TONIGHT.

PTA SUPPORTS AND CELEBRATES OUR TEACHERS, ADMINISTRATORS AND STAFF AS THEY SUPPORT OUR STUDENTS.

SHAPING THE FUTURE.

PTA SHOWS OUR STUDENTS THAT WE VALUE EDUCATION, AND MOST IMPORTANTLY, IT GIVES A VOICE FOR EVERY CHILD.

AND THAT'S BACK IN THE FUTURE.

THE ROUND ROCK ISD COUNCIL PTA HAS A LONG AND SUCCESSFUL PARTNERSHIP WITH ROUND ROCK ISD SUPERINTENDENTS, BOARD OF TRUSTEE MEMBERS, DISTRICT LEADERSHIP AND STAFF FROM THE ADMINISTRATIVE OFFICE TO CAMPUS LEVELS.

THANK YOU FOR YOUR SERVICE, SUPPORT AND PARTNERSHIP.

OUR PARTNERSHIP IS SO IMPORTANT THAT TEXAS PTA IS CELEBRATES EVERY COUNCIL WITH A GOLDEN APPLE AWARD WHEN THE SUPERINTENDENT, DISTRICT LEVEL ADMINISTRATORS AND ALL TRUSTEES JOIN.

ADDITIONALLY, EACH CAMPUS CAN BE A GOLDEN APPLE WINNER AWARD TOO.

IF 100% OF THEIR FACULTY JOINS PTA.

AS OF NOVEMBER 9TH, WE WERE AT 13,949 MEMBERS, STRONG AND GROWING.

WE HAD OVER 22,000 MEMBERS PRIOR TO THE PANDEMIC, AND OUR GOAL THIS YEAR IS 25,000 MEMBERS.

WE URGE EACH OF YOU AND YOUR ENTIRE ROUND ROCK ISD COMMUNITY TO JOIN ANY OR ALL OF OUR AWESOME 54 PTAS AND CHOOSING TO VEST THE FUTURE, GIVING A VOICE TO EVERY CHILD.

AND THAT VOICE MATTERS NOT ONLY ON THEIR CAMPUS, BUT ALSO AT THE CAPITOL, WHEN ON BEHALF OF THE HALF A MILLION MEMBERS ACROSS TEXAS, TEXAS PTA ADVOCATES AT THE CAPITOL FOR ALL CHILDREN AND PUBLIC EDUCATION.

AND WE HOPE TO SEE YOU ALL AT RALLY DAY.

[00:30:01]

I JUST WANTED YOU TO SEE SOME OF THE FACES THAT MAKE UP OUR PTA.

AND ONCE AGAIN, THERE'S OUR MISSION TO MAKE EVERY CHILD'S POTENTIAL A REALITY.

THESE ARE OUR COUNCIL GOALS FOR THIS YEAR.

TO PARTNER WITH THE SCHOOL DISTRICT ON SUPPORTING SCHOOL SAFETY INITIATIVES AND FILL NEED GAPS FOR STUDENT OUTCOMES, CONTINUING GROWTH AND BUILDING A STRONG SENSE OF COMMUNITY BETWEEN LOCAL PTAS, DISTRICT LEADERSHIP AND LOCAL COMMUNITY.

ENERGIZES LOCAL LEADERS, DISTRICT LEADERSHIP AND LEARNING COMMUNITIES, GROWING A LEGISLATIVE VOICE AND INCREASE MEMBERSHIP GROWTH.

AND LIKE I SAID, WE'RE HOPING FOR THAT 25,000 MARK.

AND I TRIED TO SET THE SLIDES UP IN ORDER OF THOSE PRIORITIES LAST NIGHT.

AS SOME OF YOU ARE AWARE, WE HOSTED A PRETTY LARGE EVENT AT WESTWOOD HIGH SCHOOL, PTSA IN PARTNERSHIP WITH THEM, NATIONAL PTA, TIK TOK AND TEXAS PTA.

WE ARE AWARE THAT WE HAVE HAD SOME FACILITIES DAMAGED AND PROPERTIES THAT HAVE BEEN A BIG CONCERN THROUGH TIK TOK CHALLENGES AND NATIONAL PTA REACHED OUT TO TEXAS PTA AND THEY IN TURN CONTACTED ROUND ROCK ISD PTA AND ASKED IF THERE WOULD BE A PTSA THAT WOULD PARTNER FOR THAT EVENT TO HELP PROMOTE SAFETY IN DIGITAL CITIZENSHIP AND EXPLAIN SOME OF THOSE PARENTAL CONTROLS THAT THEY HAVE ON TIK TOK. AND WE HAD PROBABLY ABOUT 150 ATTENDEES LAST NIGHT.

SO GO TO THE NEXT SLIDE, PLEASE.

WE'VE BEEN HOSTING A LOT OF TRAININGS.

WE'VE BEEN REALLY FOCUSING ON THAT THIS YEAR.

YOU KNOW, THROUGH THE PANDEMIC, WE WERE STUCK AT HOME AND NOT ABLE TO DO A LOT OF THOSE IN-PERSON EDUCATION OPPORTUNITIES.

AND SO THESE WERE A FEW ITEMS THAT WE'VE DONE.

YOU CAN GO ON TO THE NEXT SLIDE, PLEASE.

HERE'S SOME FUN PICTURES.

YOU MIGHT RECOGNIZE SOME OF THE FACES.

WE DID SOME SUMMER TRAINING THIS FALL AND THEN SOME OF YOU WERE IN ATTENDANCE AT OUR ROUND ROCK ISD BOARD OF TRUSTEE CANDIDATE FORUM.

THAT'S ANOTHER OPPORTUNITY FOR US TO ADVOCATE IN A NONPARTISAN WAY AND TO PROVIDE THAT SERVICE FOR OUR COMMUNITY.

AND WE HAD A GREAT ATTENDANCE THERE, AND WE REALLY ARE THANKFUL TO THE ROUND ROCK CHAMBER, AUSTIN CHAMBER COMMUNITY IMPACT AND TO THE FAMILY THAT OWNS KALAHARI FOR DONATING THAT FACILITY.

AND THANK YOU TO ALL WHO CAME AND ATTENDED AND PARTICIPATED.

IT'S ONE OF OUR AWARDS THAT WE RECEIVED FOR THE PLATINUM AWARD AND WE HAD GREAT OPPORTUNITY THIS THIS FALL AND LATE SUMMER FOR MORE SOME MORE TRAININGS. ASIDE.

LAST YEAR, DOCTOR.

WELL, TECHNICALLY, IT WAS THIS YEAR.

DR. MARIO COSTA WHEN PRINCIPAL FOR THE SECONDARY SCHOOLS OF THE YEAR FROM TEXAS.

PTA AND IT'S AN INCREDIBLE AWARD.

THEY ONLY PICK ONE SECONDARY PRINCIPAL OUT OF THE WHOLE ENTIRE STATE.

AND SO HE GOT TO COME TO LAUNCH OUR TEXAS PTA SUMMER TRAINING AND RECEIVE THAT AWARD AND HAVE THAT HONOR.

AND HE CAME BACK TO VISIT US AT OUR LAST DELEGATE MEETING SO WE COULD HONOR HIM HERE AT OUR DISTRICT LEVEL.

THIS IS GAVIN BROWN.

HE'S ONE OF OUR AMAZING STUDENTS THAT WE HAVE IN ROUND ROCK ISD.

HE COMPOSES AND WRITES AND SINGS AND DOES ANIMATION IN HIS SONG, ONE AT THE STATE LEVEL FOR REFLECTIONS LAST YEAR.

CHECK HIM OUT. I HEAR YOU ON SOCIAL MEDIA.

AND THEN WE HAVE SOME AWESOME SCHOOLS WHO ARE WINNING AWARDS FOR NATIONAL PTA, SCHOOL OF EXCELLENCE.

THIS IS AN AWESOME OPPORTUNITY TO PARTNER WITH YOUR PRINCIPAL AND YOUR ADMINISTRATORS.

IF YOU'RE LOOKING TO BUILD MORE COMMUNITY AND PARENT ENGAGEMENT AT YOUR SCHOOLS.

IT DOES TAKE THAT PARTNERSHIP, BUT THESE SCHOOLS ARE WORKING ON THAT THIS YEAR.

YES. AND RIGHT NOW WE HAVE 13,949 MEMBERS, AND WE'RE REALLY PROUD OF THAT.

AND WE'RE WORKING OUR WAY TOWARDS THAT 25.

BUT, YOU KNOW, JUST LIKE ANYTHING, IT'S BEEN TOUGH COMING BACK FROM BEING AT HOME FOR A WHILE.

OKAY. NEXT SLIDE. AND WE HAD OUR FIRST JUST LIKE, HANG OUT EVENT AT THE GOOD LOT.

AND WE HAD SOME PTA MEMBERS COME TO HANG OUT.

WE CHECKED OUT THE FOOD TRUCKS THERE, AND WE ARE JUST REALLY TRYING TO FIND OPPORTUNITIES TO WORK ON BUILDING THAT COMMUNITY.

I KNOW SOME OF YOU LIKE NUMBERS AND CHARTS, SO HERE'S SOME NUMBERS AND CHARTS FOR YOU.

YOU CAN TAKE A LOOK AT CURRENT MEMBERSHIP AS OF THE 21ST OF OCTOBER.

AND WE'RE REALLY PROUD OF THOSE SCHOOLS.

AND EVERY VOICE MATTERS.

SO. AND THEN THERE'S A LONG LIST OF MEMBERSHIP INCREASES THIS YEAR.

SO THAT'S A REALLY GREAT OPPORTUNITY FOR THOSE PTAS TO TO GROW IN THEIR VOICES AS WELL AND TO BE ABLE TO DO MORE THINGS TO PROVIDE FOR THEIR KIDS.

ALL RIGHT. AND WE'RE BACK AT THE ROUND ROCK SPORTS CENTER FOR OUR DELEGATE MEMBERSHIP MEETINGS.

[00:35:05]

WE DO SCHOLARSHIPS, WE HOST OUR OWN PROGRAMING EVENTS AT THE DISTRICT LEVEL.

AND SO THERE'S AN OPPORTUNITY FOR YOU TO TAKE ADVANTAGE OF THAT IF YOU'RE INTERESTED.

AND THEN, LIKE I SAID, IN OTHER PARTNERSHIPS AND OTHER AREAS WITH OUR DISTRICT, WE HAVE SO MANY OPPORTUNITIES.

A HUGE THANK YOU TO DR.

GROSSO AND HER BEHAVIORAL HEALTH TEAM.

THEY HAVE PROVIDED MANY ONLINE VIDEO RECORDINGS FOR MENTAL HEALTH MESSAGES, MESSAGES, IN-PERSON PROGRAMING, INSPIRATIONAL MESSAGES AT DELEGATE MEETINGS, PARTNERING WITH THE ROUND ROCK ISD COUNCIL OF PTAS TO CO-HOST THE SIXTH ANNUAL ROUND ROCK ISD HOPE WALKS HERE CAMPUS.

AND WE'VE BEEN MEETING AND WORKING ON THAT.

SO YOU'LL SEE MORE INFORMATION COMING SOON.

AND WE ALSO WANT TO THANK BREE AND HER HELP FOR COORDINATING THE YOUTH MENTAL HEALTH FIRST AID TRAINING OPPORTUNITIES THAT SHE'S BEEN DOING FOR OUR TEACHERS AND STAFF AND FOR OUR COMMUNITY MEMBERS.

AND HERE ARE SOME OF THIS YEAR'S COMMUNITY PARTNERS.

AND WE ARE JUST SO THANKFUL TO THE PI FOUNDATION FOR THOSE KIND OF I START THEM UP AND APEX.

THERE'S LITTLE MESSAGE ABOUT THE BLOCKS HERE.

ALL RIGHT. AND OUR CLOTHES CLOSET IS ONE OF OUR REALLY EXCITING PROGRAMS THAT WE HAVE.

ANDERSONVILLE ELEMENTARY SCHOOL HOSTS ONE, AND SO DOES VOIT ELEMENTARY SCHOOL.

AND THAT IS A CLOSED CLOSET THAT'S RUN BY OUR COUNCIL OF PTA.

WE HAVE A COMMITTEE CHAIR THAT'S IN CHARGE OF THAT, AND THEY HAVE MANAGERS AT THOSE LOCATIONS.

AND WE ARE JUST SO THANKFUL FOR THESE DONATIONS THAT WE GET FROM THEM.

AND WE'RE JUST REALLY GRATEFUL FOR COMMUNITY MEMBERS.

AND SO YOU CAN LEARN MORE ABOUT HOW TO DONATE AND HOW TO SIGN UP.

THERE'S A COUPLE OF QR CODES IF YOU'RE INTERESTED IN VOLUNTEERING.

AND WE'RE THANKFUL TO HOPE PRESBYTERIAN CHURCH.

THEY DONATED A LOT OF UNDERWEAR AND SOCKS.

AND KNIGHTS OF COLUMBUS ALSO DONATED VERY RECENTLY 96 NEW COATS, WHICH I'M SURE WILL JUST FLY OUT THE DOORS WITH THIS COLD WEATHER WE'RE HAVING.

ALL RIGHT. REFLECTIONS.

MANY OF I'M SURE YOUR OWN STUDENTS HAVE PARTICIPATED IN THAT HAVE TURNED IN THEIR PROJECTS THIS YEAR.

WE HAVE 53 SCHOOLS PARTICIPATING, WHICH IS A REALLY LARGE NUMBER, ESPECIALLY COMING BACK FROM FROM COVID AND THE NEXT SCHEDULED DATES FOR THAT JUDGING AND PICK UP AND DROP OFFS ARE DECEMBER 13TH AND 14TH AT ROUND ROCK HIGH SCHOOL.

AND THEN APRIL 17TH WILL BE THE AWARD CEREMONY AT CEDAR RIDGE AUDITORIUM.

WANT TO THANK CAROLYN BROWN FOR PARTNERING WITH US IN OUR DELEGATE PROGRAM.

AT THE MEMBERSHIP MEETING LAST MONTH AND ALSO SHE HELPED US OUT THIS FALL AT OUR TRAINING.

AND NEXT UP, WE HAVE ONE OF OUR OTHER PARTNERS, THE PI FOUNDATION.

WE WORK WITH THEM WHEN THEY'RE PREPARING TO DO THEIR SILENT AUCTION.

BASKET CONTESTS, DRIVE THE PTA, HELP SUPPORT THOSE BASKETS, AND EACH PTA TRIES TO GET TOGETHER A BASKET TO GIVE.

AND THEN THEY ARE PUT ON THE AUCTION BLOCK AT THEIR FUNDRAISING GALA.

THAT'S COMING UP VERY SOON.

ALL RIGHT. IN TEXAS, RALLY DAY.

WE ARE SUPER EXCITED THAT THEY'RE BACK IN PERSON FEBRUARY 27TH, AND WE PLAN TO TAKE SOME BUSSES AND GO DOWN THERE AND JUST TRY TO BRING AS MANY PEOPLE AS POSSIBLE TO TO REALLY GIVE VOICE TO OUR COMMUNITY AND TO OUR STATE.

I HEAR IN THE ROOM HERE LOTS OF PEOPLE SAYING THAT THERE'S A LOT OF HELP THAT'S NEEDED.

SO WE JUST WANT TO SHOW AS MUCH SUPPORT AS WE CAN.

AND I HOPE Y'ALL CAN JOIN US.

AND WE JUST WANT TO THANK OUR DISTRICT PARTNERSHIP AGAIN.

WE WERE ABLE TO UPDATE IT, OUR PTA FUNDRAISING NOTIFICATION.

AND SO THAT'S A FORM THAT IF YOU'RE GOING TO HAVE A FUNDRAISER, FILL IT OUT, GET IT TO YOUR PRINCIPAL, AND MAKE SURE THAT THEY'RE AWARE THAT'S HAPPENING AND THEY CAN GET THAT ON THE CALENDAR FOR THEM FOR CALENDARING PURPOSES.

WE'RE NOT USING THE OTHER FUNDRAISER.

WE DO NOT NEED TO HAVE DISTRICT PERMISSION.

IT DOESN'T NEED TO GO THROUGH THAT TWO WEEK PROCESS ANYMORE.

SO JUST MAKE SURE YOU CHECK IN WITH YOUR ADMINISTRATORS ON CAMPUS.

AND DID YOU KNOW PTA LEADERS CAN BE GUEST EDUCATORS AND EVEN IF THEY HANDLE MONEY, SO THERE'S THAT OPPORTUNITY AS WELL.

ALL RIGHT. WE HAVE SOME OPEN POSITIONS FOR THOSE OF YOU WHO ARE LISTENING OR IN THE ROOM, IF YOU'RE INTERESTED IN HELPING OUT AT THE COUNCIL LEVEL, WE ARE IN NEED OF A VP OF MEMBERSHIP. MAYBE WE HAVE COMMUNICATIONS SCHOLARSHIP COMMITTEE CHAIR, NEWSLETTER CHAIR.

THERE ARE SOME OTHER OPPORTUNITIES AS WELL.

SO LET ME KNOW. SEND ME AN EMAIL.

IF YOU KNOW OF SOMEBODY, I'LL BE HAPPY TO GET THEIR PHONE NUMBER OR THEIR EMAIL.

AND WE ALSO WANT TO SAY A BIG THANK YOU TO ALL OF OUR AMAZING VOLUNTEERS.

WE JUST CANNOT HAVE THESE FUNCTIONING TAS TO BE HELPFUL IN WORKING FOR OUR KIDS IF WE DON'T HAVE VOLUNTEERS.

[00:40:03]

ALL RIGHT. AND THEN LAST BUT NOT LEAST, HERE IS AN OPPORTUNITY TO SHARE YOUR VOICE AND JOIN PTA.

YOU CAN CONTACT US AT ROUND ROCK ISD COUNCIL OF PTAS.

WE'VE GOT THAT FACEBOOK PAGE.

WE ALSO HAVE A SECOND FACEBOOK PAGE FOR LOCAL LEADERS.

AND ALSO WE'VE GOT OUR WEBSITE UP AND RUNNING.

AND JUST A REMINDER THAT PTA WILL BE THERE FOR YOU.

THAT'S WHY I'M WEARING A COUCH ON MY CHEST.

WE ARE TRYING TO ENGAGE EVERYONE SO EVERYONE FEELS LIKE THEY HAVE A PLACE ON OUR COUCH.

WE URGE ALL OF YOU TO JOIN PTA.

THERE IS ALWAYS NEW AND EXCITING THINGS HAPPENING, AND WE LOOK FORWARD TO ANOTHER YEAR OF WORKING TOGETHER FOR GOOD, OF WHAT'S MOST IMPORTANT TO US, OUR STUDENTS.

PLEASE LET US KNOW HOW WE CAN HELP PARTNER WITH YOU BY FILLING NEED GAPS AND TO HELP ALL OF OUR CHILDREN REACH THEIR POTENTIAL REALITY BY ENGAGING AND EMPOWERING FAMILIES IN COMMUNITIES TO ADVOCATE FOR ALL CHILDREN.

AND REMEMBER, PTA WILL ALWAYS BE THERE FOR YOU.

IF THERE'S ANY QUESTIONS OR.

THANK YOU SO MUCH.

I HAVE TO SAY MISS HUSTIN.

MY PLEASURE. I HAVE A LOT OF HELP.

BUT YOU SPEND HUNDREDS AND HUNDREDS AND PROBABLY THOUSANDS OF HOURS VOLUNTEERING JUST TO HELP THE CHILDREN AND THE STUDENTS AND TEACHERS AND STAFF IN THIS DISTRICT.

SO THANK YOU FOR ALL THAT YOU DO AND ALL THAT YOU ARE CONNECTED TO WITH OUR COUNCIL OF PTAS AND ALL OF OUR 54 LOCAL PTAS.

SO THANK YOU VERY, VERY MUCH.

DO I HAVE ANY QUESTIONS OR HAVE ANY LIGHTS ON? BUT SO THANK YOU VERY MUCH.

I REALLY APPRECIATE YOU BEING HERE. KNOW, YOU ALL KNOW HOW TO FIND ME.

THANK YOU. ALL RIGHT.

WE'RE GOING TO MOVE ON TO F TWO, WHICH IS OUR LSG MONITORING REPORT.

GOAL NUMBER ONE AND GOAL PROGRESS MEASURES 1.1, 1.2 AND 1.3.

AND I WILL TURN IT OVER TO DR.

AZAIEZ FOR INTRODUCTION.

THANK YOU. THANK YOU, PRESIDENT LANDRUM AGAIN.

SO IT'S ACCORDING TO OUR PROGRESS MONITORING CALENDAR THIS MONTH, WE'RE COMING BACK TO YOU TO TALK ABOUT GOAL ONE.

SO WITH US TONIGHT IS IS OBVIOUSLY RIGHT, ERICA, BUT YOU'RE GOING TO START FIRST, ERICA.

WE'RE JUST GOING TO BE RYAN AND RYAN, SO GO AHEAD AND KICK US OFF.

ALL RIGHT. THANK YOU, DR. AZAIEZ, PRESIDENT LANDRUM AND MEMBERS OF THE BOARD FOR THE OPPORTUNITY TO COME BACK TONIGHT.

LAST MONTH WE TALKED ABOUT OUR BEGINNING OF YOUR BACK A LITTLE BIT, SOUND VERY LOUD, THE BEGINNING OF YOUR MATH SCORES WITH AMES WEBB.

TONIGHT, WE'RE HERE TO TALK ABOUT OUR BEGINNING OF YOUR LITERACY SCORES.

SO THAT'S AN ASSESSMENT THAT WE GIVE THREE TIMES A YEAR, JUST LIKE MATH, THE BEGINNING OF YOUR MIDDLE OF YEAR AND END OF YEAR.

AND SO WE'LL BE BACK PRETTY, PRETTY QUICKLY AFTER THE WINTER BREAK TO START TALKING ABOUT THOSE MIDDLE OF YEAR SCORES.

I ALWAYS LIKE TO START OFF WITH A REMINDER OF OUR END OF YEAR TARGET.

OF COURSE, OUR GOAL FOR GOAL NUMBER ONE IS AROUND THIRD GRADE STAR PERFORMANCE.

SO THAT TARGET THAT WE'RE MOVING TOWARDS IS 60% FOR THE END OF THIS YEAR.

SO YOU CAN GO TO THE NEXT SLIDE. JENNIFER.

SO SOME BACKGROUND ON MCLASS ITSELF.

SO OF COURSE, IT'S A THIS IS OUR SECOND YEAR OF USING THIS PARTICULAR READING SCREENER TO GIVE SOME BACKGROUND TO IT.

SO IT'S A K5 SCREENER.

STUDENTS IN KINDERGARTEN ALL THE WAY THROUGH FIFTH TAKE IT.

WE REPORT ON KINDER FIRST AND SECOND HERE FOR OUR BOARD GOALS.

WE HAVE SOME STUDENTS TAKE IT IN ENGLISH, SOME IN SPANISH.

A CHANGE THIS YEAR IS IN MCLASS CAME OUT WITH THEIR SPANISH VERSION.

LAST YEAR WE WERE USING A TEST CALLED IDELL.

SO THE SPANISH VERSION THAT'S INCLUDED WITHIN M CLASS.

NOW, HE BELIEVES A MUCH, MUCH TRUER TRANSLATION AND A CLOSER TIE TO MEASURING STUDENTS PERFORMANCE.

SO WE SEE SOME CHANGES IN OUR EMERGING BILINGUAL POPULATION, BUT IT IS A DIFFERENT ASSESSMENT THAT THAT GROUP USE LAST YEAR COMPARED TO THIS YEAR.

IT'S LIKE MANY OTHER ASSESSMENTS, IT'S GOT A COMPOSITE SCORE THAT YOU GET.

THERE'S SIX SUBTESTS THAT ARE INCLUDED WITHIN THAT COMPOSITE SCORE AND THEN IT'S TRACKED AT ON TRACK, NOT ON TRACK, THINGS LIKE THAT.

WE REPORT IT AT OR ABOVE, BENCHMARK AT OR ABOVE ON TRACK AS ON TRACK.

A COUPLE OF OTHER JUST ITEMS TO KEEP IN MIND.

SO THE TESTING WINDOW FOR THIS PARTICULAR TEST HAPPENS PRETTY QUICKLY ONCE THE SCHOOL YEAR STARTS.

SO OUR STUDENTS TOOK THIS.

OUR WINDOW WAS ANYWHERE FROM AUGUST 22ND TO SEPTEMBER 16TH.

SO THIS IS LIKE I SAID, IT'S AN ASSESSMENT THAT OUR TEACHERS AND CAMPUSES AND PRINCIPALS HAVE BEEN USING THE RESULTS FOR FOR A FEW MONTHS ALREADY.

BUT IT'S OUR TIME TO REPORT THOSE RESULTS TO YOU TONIGHT.

SO THESE RESULTS ARE A LITTLE BIT IN THE PAST.

SOME OTHER BACKGROUND, KINDER AND FIRST GRADE.

IT'S ENTIRELY A TEST THAT'S FACE TO FACE WITH THE TEACHER AND THE STUDENT.

AND SECOND GRADE ADDS A COMPREHENSION PORTION TO THE ASSESSMENT, WHICH IS AN ONLINE TEST.

SO MOST OF THE SECOND GRADE TEST IS ALSO FACE TO FACE.

BUT THERE'S ONE PORTION OF IT THAT STUDENTS TAKE ON THE COMPUTER.

AND I WANTED TO, BEFORE I TURN IT OVER TO ERICA, TO WALK US THROUGH THE DIFFERENT DATA I JUST DID WANT TO HIGHLIGHT AGAIN, LIKE I TALKED ABOUT LAST MONTH, IF WE REMEMBER A YEAR AGO, WE HAD ABOUT 45 TO 4700 ELEMENTARY STUDENTS IN OUR VIRTUAL LEARNING PROGRAM.

[00:45:04]

JUST SAME AS WITH AMES.

WE HAVE LAST MONTH. SO AS I MENTIONED BEFORE, REALLY THE MOST ACCURATE PRIOR YEAR TO YEAR COMPARISON WE'RE GOING TO GET IS GOING TO BE AT THAT MIDDLE OF YEAR.

THAT'S WHEN ALL STUDENTS WERE BACK ON CAMPUS AT THE MIDDLE OF YEAR LAST YEAR TO TAKE THIS ASSESSMENT.

AND ALL OF OUR STUDENTS, OF COURSE, WILL BE ON CAMPUS THIS YEAR TO TAKE THE ASSESSMENT.

SO WE'RE REALLY LOOKING FORWARD TO THAT MIDDLE OF YEAR DATA POINT TO TO SEE GROWTH FROM YEAR TO YEAR.

AND THEN WITH THAT, WE'VE GOT A FEW SLIDES ABOUT EACH GRADE LEVEL, AND I'M GOING TO TURN THAT OVER TO MS..

SIMMONS. ERICA SIMMONS IS OUR EXECUTIVE DIRECTOR OF RESEARCH AND EVALUATION, AND SHE'S GOING TO WALK US THROUGH THE DATA PORTION OF THE SLIDES.

THANK YOU, RYAN. SO WE DO WANT TO START WITH JUST A REMINDER OF WHERE WE'RE TRYING TO GO WITH OUR KINDER FIRST AND SECOND FOR OUR 2024-23 SCHOOL YEAR.

OUR KINDER, WE'RE TRYING TO GET TO 73% ON TRACK, OUR FIRST GRADE 70, AND THEN OUR SECOND GRADE 75%.

SO WITH THAT, WE ARE GOING TO GO AHEAD AND LOOK AT WHERE OUR KINDER STARTED AT THE BEGINNING OF THE YEAR.

THAT'S 52%.

AND EVEN THOUGH RYAN, HE DID LIKE WHAT HE SAID ABOUT THE VIRTUAL LEARNING PROGRAM, DOES MAKE COMPARING BOY TO BOY DIFFICULT.

BUT 52%, THAT'S JUST LIKE ONE PERCENTAGE POINT LESS THAN OUR MOY PERFORMANCE OF LAST YEAR WHEN WE HAD ALL OF OUR KIDS BACK.

SO WE CAN SEE THAT WE ARE IN A BETTER POSITION AT THE STARTING AND WE'RE COMPARING THAT FROM BOY TO MOY.

THE NEXT SLIDE, WE'RE GOING TO BE LOOKING AT OUR FIRST GRADE STUDENTS AND THAT ALSO IS JUST ONE PERCENTAGE POINT LESS THAN OUR PERFORMANCE COME BACK.

SO WE'RE HOPING THAT THIS YEAR WE CAN HIT OUR TARGETS BECAUSE LAST YEAR WE WERE UNABLE TO.

OUR SECOND GRADE STUDENTS ACTUALLY HIT THAT 66% AT BOY IS WHERE MOY STUDENTS WERE WHEN WE BROUGHT THEM BACK FROM THE VIRTUAL LEARNING PROGRAM LAST YEAR.

SO WE DO HAVE SOME POSITIVE THINGS GOING ON THERE.

WE HOPEFULLY STARTING FROM A STRONGER POSITION SO THAT WE CAN HAVE THAT STRONGER GROWTH WITH SOME OF THE THINGS THAT MARIANNE IS GOING TO TALK ABOUT, WHERE WE'RE GOING TO BE DOING BETWEEN ADMINISTRATIONS TO GET US TO WHERE WE NEED TO GO THIS YEAR.

NEXT, WE'RE GOING TO JUST TAKE A LOOK AT OUR STUDENT GROUP PERFORMANCE FROM YEAR TO YEAR.

AND SO AS YOU CAN SEE, WE HAD THAT GROWTH FOR ALL OF OUR STUDENT GROUPS FROM BOY TO BOY.

AGAIN, WITH THE VIRTUAL LEARNING PROGRAM, WE HAVE TO TAKE THAT WITH THAT.

LOOK AT IT FROM THAT VIEWPOINT.

WE DID INCLUDE THE PRE-K STUDENTS REQUEST WE HAVE FROM OUR BOY PRESENTATION FOR OUR AIMS WEB PLUS.

SO WE DID LOOK AT HOW OUR KIDS WHO WENT THROUGH OUR PRE-K PROGRAM ARE DOING.

AND WE CAN SEE HERE THAT THEY'RE AS STRONG AS, YOU KNOW, OUR OVERALL.

SO JUST THAT PRE-K BEING AT 50, WELL, THEY'RE A LITTLE STRONGER BECAUSE THEY'RE 52% OVERALL IN OUR PRE-K KIDDOS STARTING AT 57.

YEAH, AND I CAN JUST JUMP IN REAL QUICK.

SO PRE-K4 JUST A REMINDER ON THAT SO STUDENTS CAN QUALIFY FOR PRE-K4 FROM A VARIETY OF WAYS, BUT NOT ALL STUDENTS WHO DO QUALIFY END UP ACTUALLY ATTENDING PRE-K FOUR.

SO WE DEFINITELY WANT TO DO A BETTER JOB AND REVAMP OUR RECRUITMENT EFFORTS, YOU KNOW, TO MAKE SURE THAT AS MANY STUDENTS WHO ARE POSSIBLE WITHIN OUR BOUNDARIES, YOU KNOW, THAT ARE QUALIFIED FOR PRE-K4 ATTEND OUR CAMPUSES.

I THINK IT'S A GREAT TESTAMENT TO THE WORK OF THOSE OF THOSE TEAMS. AND JUST SOME COMPARISON, I THINK, AGAIN, AT MIDDLE OF YEAR WHEN WE HAVE SOME MORE ACCURATE DATA.

YEAR TO YEAR, WE'LL BE ABLE TO REALLY COMPARE THE THE VALUE OF THAT PRE-K FOR PROGRAM BECAUSE WE CAN WE'RE GOING TO ALSO WORK TO START TO PULL OUT AND AND TRY TO MODEL AND PREDICT STUDENTS WHO DID GO TO PRE-K THAT WERE ELIGIBLE THAT ACTUALLY DIDN'T TAKE US UP ON IT.

THAT'S GOING TO TAKE A LITTLE MORE DATA AND MORE OF A DATA DIG TO PULL THEM OUT.

BUT I THINK JUST LOOKING AT IT NOW, WE CAN PREDICT THAT WE'LL DEFINITELY HAVE A LOT OF VALUE SHOWN IN ATTENDING OUR PRE-K PROGRAM.

OKAY. NOW WE'RE GOING TO GO TO OUR OUR FIRST GRADE STUDENTS.

AND AGAIN, WE'RE SEEING THAT, YOU KNOW, YEAR OVER YEAR KEEPING IN MIND WITH THE VIRTUAL LEARNING PROGRAM THAT WE DO HAVE A STRONGER STARTING POINT FOR THIS YEAR. AND AGAIN, OUR PRE-K PROGRAM AND OUR PRE-K PROGRAM, THESE AREN'T KIDS THAT WENT TO PRE-K LAST YEAR.

SO THESE ARE KIDS WHO ARE IN PRE-K, YOU KNOW, TWO AND THREE YEARS AGO.

SO AND WE DID TAKE A HIT WITH OUR KIDDOS WITH THE PANDEMIC.

BUT WHEN WE GOT THE SECOND GRADE WE'RE TALKING ABOUT THIS WAS LIKE ALMOST 826 KIDDOS WHO MAKE UP THE PRE-K PROGRAM, WHO IN THIS IN THIS FIRST GRADE CLASS THAT WENT THROUGH OUR PRE-K PROGRAM.

SO IT IS IT IS A HUGE GROUP.

IT'S ALMOST A THIRD OF OUR POPULATION THAT WE'RE TALKING ABOUT HERE.

SO I'M GOING TO JUMP IN ONE MORE TIME.

SO I JUST WANTED TO HIGHLIGHT A COUPLE OF THINGS ON THIS SLIDE AS WELL.

SO OUR EMERGING BILINGUAL PROGRAM.

[00:50:02]

SO WE THINK THAT ASSESSMENT ALIGNS MUCH BETTER WITH INSTRUCTION, WITH A PREDICTION OF HOW STUDENTS WILL PERFORM IN THE FUTURE.

SO BUT AGAIN, THAT'S A DIFFERENT ASSESSMENT.

SO I WOULDN'T IT'S GREAT TO SEE, YOU KNOW, OBVIOUSLY THAT THAT THEY ARE PERFORMING WELL, BUT IT'S IT'S NOT EXACTLY APPLES TO APPLES.

AND THEN ALSO I WANTED TO TOUCH BRIEFLY ON DYSLEXIA.

SO OBVIOUSLY THAT'S THAT'S A LOWER NUMBER THAN WE WOULD LIKE TO SEE.

I JUST DID WANT TO HIGHLIGHT THAT THIS IS VERY MUCH AT THE BEGINNING OF THE YEAR.

AND AS WE SEE MORE STUDENTS BECOMING IDENTIFIED AS THE YEARS GOES ON, THOSE RESULTS IMPROVE SIGNIFICANTLY.

SO IF WE LOOKED AT OUR WE DON'T HAVE THE DATA ON THE SLIDES BECAUSE WE DON'T GO INTO THIRD, FOURTH AND FIFTH GRADE.

BUT IF WE DID LOOK AT THIRD, FOURTH AND FIFTH GRADE PERFORMANCE ON THE SAME ASSESSMENT WITH OUR STUDENTS IN RECEIVING DYSLEXIA SERVICES, WE DO SEE SIGNIFICANT GROWTH THE LONGER THAT THEY SPEND IN THAT PROGRAM.

AND THEN THE FINAL SLIDE THAT I'M GOING TO GO THROUGH HERE IS OUR SECOND GRADE STUDENTS AT THE STUDENT GROUP LEVEL.

AND AGAIN, IT'S CONTINUING THE TREND THAT WE'VE SEEN IN OUR KINDER AND OUR FIRST GRADE STUDENTS WITH OUR BOY FOR THIS YEAR BEING AT A STRONGER AND THAT ALL OF IT I MEAN, I KNOW WE'RE TRYING TO SAY THE [INAUDIBLE] PROGRAM, BUT NOT ALL OF THE GROWTH IS ATTRIBUTED TO THOSE TO THAT.

WE DO ACTUALLY HAVE SOME STRONGER GROWTH, ONE, THE NEW VERSION OF THE SPANISH TEST.

BUT EVEN TALKING WITH SOME OF THE PEOPLE, LAST YEAR THE FIRST TIME WE GAVE IT, YOU KNOW, THERE'S GROWING PAINS AND UNDERSTANDING HOW WE GIVE IT.

TEACHERS UNDERSTAND HOW TO GIVE IT BETTER, WHICH THEN RESULTS IN BETTER RESULTS FOR OUR STUDENTS AND BEING ABLE TO SHOW WHAT THEY KNOW A LITTLE BIT BETTER.

AND THAT CONCLUDES MY PORTION.

ERICA WILL BE BACK FOR ANSWER QUESTIONS HERE WHEN WE'RE DONE, BUT WE'RE GOING TO SWITCH OUT MISS SIMMONS AND WELCOME UP MARIANNE MAXWELL.

SO SHE'S OUR EXECUTIVE DIRECTOR OF TEACHING AND LEARNING, AND WE WANTED TO TAKE AN OPPORTUNITY TONIGHT TO ALSO, ALONG WITH THE DATA, KIND OF TAKE A LOOK INSIDE CLASSROOMS AND OUR CURRICULUM AND THINGS THAT WE ARE DOING AND ARE CONTINUING TO DO TO TO IMPROVE THAT WORK.

AND SHE'S THE BEST PERSON HERE TO PAINT US THAT PICTURE AND TALK ABOUT THE WORK.

SHE'S HELPS LEAD OUR CURRICULUM TEAMS, OUR INSTRUCTIONAL COACHING TEAMS AS WELL AS A LOT OF THAT WORK IN THE CLASSROOM.

FORMER ASSISTANT PRINCIPAL AT ONE OF OUR ELEMENTARY SCHOOLS.

AND I'M GOING TO TURN IT OVER TO MARIANNE TO TAKE IT FROM HERE.

GOOD EVENING, DR. AZAIEZ, PRESIDENT FELLER AND BOARD OF TRUSTEES.

SO I JUST WANTED TO TALK A LITTLE BIT TONIGHT ABOUT SOME OF THE WORK AND THE EFFORTS THAT HAVE TAKEN PLACE OVER THE LAST FEW YEARS AS WE'VE LEARNED MORE ABOUT THE SCIENCE OF TEACHING READING, BUT ALSO TO RECOGNIZE THAT THIS IS THE WORK THAT HAS BEEN DONE SO FAR THAT WE ARE CURRENTLY DOING.

AND THERE'S STILL MUCH MORE TO GO AS WE LEARN, AS WE LOOK AT OUR DATA, AS WE ADDRESS SPECIFIC NEEDS IN OUR DATA AND OUR STUDENT PERFORMANCE AND TRY TO CREATE CURRICULUM AND RESOURCES THAT REALLY DO ADDRESS AND REFLECT THE SCIENCE OF TEACHING, READING AND IMPROVE OUR PRACTICES ULTIMATELY IN THE CLASSROOM.

SO A FEW YEARS AGO WE STARTED LOOKING THROUGH THE SCIENCE OF TEACHING READING, AND WE HAD SOME EARLY LEADERS THAT WENT THROUGH THE READING ACADEMIES AND WENT THROUGH SOME ADDITIONAL TRAININGS BEFORE THAT THAT BEGAN TO SHAPE SOME CHANGES IN OUR CURRICULUM.

THIS INCLUDED SOME EXAMINATION OF THE UNITS THAT WE HAVE IN LITERACY AND SOME OF THE ASSESSMENTS THAT WE HAVE BEEN USING OVER THE YEARS.

AND THEN WE BEGAN AN INCORPORATION OF WHAT WE CALL THE K-2 LEARNING PLAN, WHICH IS IN WHICH IS A LINK WITHIN OUR UNITS THAT BECAME MUCH MORE EXPLICIT AND SYSTEMATIC ABOUT ADDITIONAL PHONICS, PHONOLOGICAL AWARENESS PIECES, HOW THEY WOULD BE USED DAILY, HOW THOSE INTERACT AND LEAD INTO THE ACTUAL APPLICATION OF OF READING AND WRITING AS THEY'RE DECODING AND ENCODING.

AND THEN, OF COURSE, THIS YEAR WE'RE COMPLETING YEAR THREE READING ACADEMY.

SO WE'VE HAD ABOUT TWO THIRDS OF OUR ELEMENTARY CAMPUSES AND ADMINISTRATORS GO THROUGH THOSE, AND LAST YEAR IS ABOUT THE LAST THIRD OF THAT.

AND SO SOME OF THAT LEARNING HAS TAKEN PLACE AND CONTINUES TO TAKE PLACE.

AND THEN THE YEAR ONE AND YEAR TWO CAMPUSES HAVE NOW HAD TIME AFTER THE INITIAL LARGE TIME COMMITMENT THAT THEY SPEND ACTUALLY GOING THROUGH THE READING ACADEMY'S TIME FOR ACTUAL IMPLEMENTATION OF THAT LEARNING.

SO WE'VE SEEN SOME OF THOSE RESULTS.

AND THEN, OF COURSE, AS I'VE SPOKEN ABOUT BEFORE, WE DO HAVE A TEAM OF INSTRUCTIONAL COACHES THIS YEAR THAT IS DEDICATED TO EARLY LITERACY COACHING, SO THEY ARE PROVIDING SOME SCHOOLWIDE PROFESSIONAL DEVELOPMENT AS AN ADDITION TO WHAT CAMPUSES ARE LEARNING IN THE READING ACADEMIES.

BUT THEN THEY'RE ALSO SIDE BY SIDE WITH TEACHERS IN CLASSROOMS, MAKING SURE THERE IS ACTUAL IMPLEMENTATION OF THAT IN INSTRUCTION.

SO THE LEARNING TAKES PLACE AND THEN WE HAVE TO MAKE SURE THAT THE ACTUAL PRACTICES ARE CHANGING AND WE'RE WORKING WITH TEACHERS ON ON HOW TO DO THAT.

SO SOME OF THE DETAILS ON ON THE CURRICULUM WORK, I WON'T GET INTO THIS TOO HEAVILY BECAUSE I COULD SPEND ALL NIGHT TALKING ABOUT EARLY LITERACY, BUT JUST SOME OF THE SOME OF

[00:55:01]

IT BECAME VERY EXPLICIT AND IT ACTUALLY INCLUDES TIMES AND AND DAILY PIECES THAT TEACHERS CAN DO AND THEY'RE EXPECTED TO DO THROUGH OUR CURRICULUM APPLICATION OF THAT LEARNING.

IT INCLUDES SOME SMALL GROUPS, IT INCLUDES SPECIFIC HANDWRITING.

IT ALSO INCLUDES SOME GRAMMAR STUDY FOR SPANISH LANGUAGE ARTS AND ENGLISH LANGUAGE ARTS.

WE CREATED A DOCUMENT THAT HAS AN ADDITIONAL SCOPE IN SEQUENCE.

SO A LITTLE BIT BROADER THAN THAT WHAT TEACHERS SEE THAT THEY DO EVERY DAY, THEY CAN LOOK AT THE SCOPE AND SEQUENCE AND SEE ACROSS THE YEAR HOW THE SKILLS THEY'RE TEACHING REALLY BUILD ON EACH OTHER AND WHY THEY'RE IN THE ORDER THAT THEY THEY'RE IN SO THAT THEY THEY MAKE SENSE IN THAT SEQUENCE AND THEY BUILD FOR STUDENTS AT THE SAME TIME.

AND SO IT CONTAINS NEW SKILLS, IT CONTAINS SPIRALED SKILLS AND JUST REALLY HELPS KIND OF PAINT THAT BIG PICTURE FOR ALL OF THESE THINGS.

PHONOLOGICAL AWARENESS, RESOURCE SUPPORT.

WE RECOGNIZE THAT PHONOLOGICAL AWARENESS IS A VERY KEY PIECE OF EARLY LITERACY, PARTICULARLY IN ENGLISH.

IT'S IMPORTANT IN SPANISH, BUT NOT QUITE THE SAME.

AND SO WE'VE BUILT SOME ADDITIONAL SUPPORTS IN THE ENGLISH LANGUAGE FOR PHONOLOGICAL AWARENESS THAT ALSO SHOW A PROGRESSION OF SKILLS AND COMPLEXITY FOR STUDENTS AS THEY LEARN THOSE SKILLS AND TEACHERS AS THEY SO THEY KNOW HOW TO BUILD ON THOSE SKILLS AND THAT IT INCLUDES ROUTINES, DAILY THINGS THAT TEACHERS CAN DO TO INCREASE PHONOLOGICAL AWARENESS AND THEN GRAMMAR STUDY FOR K ONE.

SO WE OFTEN DON'T THINK ABOUT OUR EARLIEST LEARNERS THINKING THROUGH GRAMMAR AND THAT THAT LEVEL OF THE STRUCTURE OF LANGUAGE.

BUT THEY DO AND WE TEACH THEM A VERY EARLY AGES, HOW TO APPLY GRAMMAR IN THEIR WRITING.

AND SO THIS IS A GUIDE THAT WE'VE CREATED FOR OUR TEACHER.

SO ALL OF THIS WORK ARE THESE ARE NEW ADDITIONS IN THE LAST TWO OR THREE YEARS OF CURRICULUM TO TRY TO REFLECT THAT SCIENCE OF TEACHING READING.

I WON'T GO INTO ALL THE DETAILS OF THIS, BUT I WANTED TO AT LEAST SHOW THIS EXAMPLE OF THE SCOPE AND SEQUENCE SO YOU CAN SEE THE DIFFERENT PIECES OF A YEAR'S WORTH OF LEARNING. THIS IS ONLY UNITS ONE, TWO AND THREE.

SO THIS IS VERY EARLY LEARNING FOR FIRST GRADE, BUT YOU'LL SEE RIGHT FROM THE BEGINNING THAT THEY START OFF WITH ALL OF THESE DAILY PIECES IN OUR CURRICULUM AND THAT THEY GO VERY WELL TOGETHER.

FOR EXAMPLE, YOUR PRIMARY SKILL MIGHT BE LEARNING A SHORT VOWEL SOUND AND THEY WOULD BE USING A DECODABLE BOOK.

THEN AT THE SAME TIME, AN APPLICATION THAT USES THE SHORT VOWEL SOUND OR WORDS WITH THE SHORT VOWEL SOUND LIKE DOG.

SO IT'S A COMPREHENSIVE LOOK AT OUR CURRICULUM.

IT'S ONE OF THE REASONS THAT WE USE A FULL CURRICULUM RATHER THAN TRYING TO PIECEMEAL OUR CURRICULUM TOGETHER, BECAUSE SO MANY PIECES HAVE TO GO IN TOGETHER.

WE NEED TO MAKE SURE THAT THEY ALL FIT AND THEY ALL WORK TOGETHER.

SOME OF THE WORK THAT WE DO HAVE AHEAD OF US IS FINDING MORE RESOURCES FOR THOSE DECODABLE READERS.

WE NEED MORE OF THOSE BOOKS IN OUR STUDENTS HANDS AND IN OUR CLASSROOMS, AND THEN JUST OTHER RESOURCES TO HELP SUPPORT THOSE EARLY READING ACTIVITIES THAT THAT TEACHERS ARE DOING IN THE CLASSROOM AND A HEAVIER CONNECTION BETWEEN READING AND WRITING.

SO WE'RE DOING SOME WORK AND CURRICULUM AT THE THREE, FIVE LEVEL RIGHT NOW ON THAT.

AS YOU MAY REMEMBER FROM THE WORKSHOP, OUR THIRD, FOURTH AND FIFTH GRADE STUDENTS ARE ALL BEING TESTED TO SOME LEVEL IN WRITING THIS YEAR.

IT'S INCLUDED ON OUR OUR READING TESTS, OUR LANGUAGE ARTS TESTS.

AND SO WE'VE MADE SOME CHANGES, ONGOING CHANGES THIS YEAR IN THE CURRICULUM TO HELP SUPPORT TEACHERS WITH THAT AS WELL, TO MAKE SPECIFIC CONNECTIONS FROM THEIR READING WORK TO THEIR WRITING AND HOW THEY CAN WRITE ABOUT THEIR READING.

SO IT'S ONGOING WORK.

WE TRY TO GET IT ALL DONE AS QUICKLY AS WE CAN, BUT IT DOES TAKE TEAMS, OUR CURRICULUM, PEOPLE WORK ON THIS.

WE HAVE ONE CURRICULUM COORDINATOR FOR LANGUAGE ARTS AT ELEMENTARY.

SHE IS FREQUENTLY SUPPORTED BY LEAD TEACHERS AND LITERACY AND THEN OUR INSTRUCTIONAL COACHES IN LITERACY AS WELL TO HELP INTRODUCE NEW PIECES OF THE CURRICULUM.

AND THEN OF COURSE WE HAVE RESPONSIVE EFFORT.

SO THESE ARE PROACTIVE THINGS THAT WE'VE BEEN DOING OVER THE LAST FEW YEARS TO TRY TO IMPROVE OUR LITERACY PRACTICES.

BUT THEN WE HAVE TO HAVE THE PRACTICE OF RESPONDING TO THE DATA THAT WE HAVE BEFORE US.

SO WHEN WE SEE THAT WE'RE NOT WHERE WE NEED TO BE IN OUR GOAL OF ULTIMATE GOAL, I THINK IT'S 2026 OF ALL STUDENTS BEING AT 80% ON LEVEL.

AS WE REACH TOWARD THAT GOAL, WE HAVE TO GET VERY SPECIFIC AND WHERE WE SEE GAPS IN THE DATA, WHO WE SEE GAPS IN THE DATA WITH AND HOW WE'RE RESPONDING TO THAT.

AND SO WE'VE TALKED TO YOU ALL ABOUT THE DATA WISE PROCESS BEFORE AND OUR TRAINING AND MAKING SURE THAT OUR LEADERS AND TEACHER LEADERS KNOW HOW TO FACILITATE THAT PROCESS, THAT REALLY DISAGGREGATES THE DATA AND IDENTIFIES THOSE PROBLEM OF PRACTICES, PROBLEMS OF PRACTICE, AND CREATE ACTION PLANS THAT ALIGN TO THAT.

AND THEN, OF COURSE, WE HAVE OUR MTSS TEAM.

I'VE SPOKEN A LITTLE BIT ABOUT THEM.

A LOT OF THEIR WORK THIS YEAR IS FOCUSED ON THOSE SCREENER ASSESSMENTS AND REALLY HELPING OUR INTERVENTIONISTS AND OUR TEACHERS UNDERSTAND.

[01:00:06]

AND SO THAT'S PART OF THE WORK THAT THEY'RE DOING AND LOOKING, YOU KNOW, WORKING WITH US AND THE CURRICULUM DEPARTMENT AS WELL TO TO IDENTIFY WHERE AREAS ARE IN THE CURRICULUM THAT WE NEED TO ADDRESS THAT HELP OUR TEACHERS UNDERSTAND THAT HAVE THE RESOURCES THAT THEY NEED ON HAND FOR THAT.

AND I THINK THAT WAS IT. I JUST WANT TO ADD, IF SO, WHAT? OBVIOUSLY, I WANT TO THANK MARIANNE AND HER TEAM FOR THE WORK THEY'VE BEEN PUT IN TOGETHER.

BUT WE ALSO NEED TO ACKNOWLEDGE THE FACT THAT WE HAVE MORE WORK THAT NEEDS TO BE DONE.

WE ARE CONSTANTLY ASSESSING AND FIGURING OUT WAYS TO BETTER SERVE OUR STUDENTS AND MAKING SURE THAT THEY ARE READING ON AND ABOVE A GRADE LEVEL BY THIRD GRADE, BECAUSE THAT'S THE ULTIMATE GOAL. WE WANT TO MAKE SURE TO SET THEM UP FOR SUCCESS.

AND I KNOW THE SCIENCE OF READING IS THE WAY TO GO.

IT'S NOT BECAUSE THE STATE IS TELLING US TO DO.

WE KNOW IT'S THE BEST WAY.

SO I KNOW OUR DISTRICT AND MANY OTHER DISTRICTS IN THE PAST, THEY HAD LIKE DIFFERENT, I GUESS, SYSTEMS. I GUESS ONE OF THEM IS BALANCED LITERACY.

MANY SCHOOL DISTRICTS INVESTED MONIES AND TRAINING AND DID THIS AND THAT AND MAYBE WORK FOR SOME KIDS, BUT IT DOESN'T WORK FOR EVERYBODY.

SO WE REALLY, TRULY BELIEVE THAT SCIENCE OF READING IS THE WAY TO GO, AND WE ARE COMPLETELY DETERMINED TO MAKE IT WORK FOR OUR STUDENTS.

SO AGAIN, I WANT TO THANK THE TEAM, BUT WE ALSO ACKNOWLEDGE THE FACT THAT WE HAVE MORE WORK THAT NEEDS TO BE DONE.

AND WHAT MARIANNE IS SAYING, ONE THIRD OF OUR TEACHERS STILL GOING THROUGH THE TRAINING, SO THEY WILL BE DONE AT THE END OF THE SCHOOL YEAR.

SO WHILE WE ARE HAPPY TO HAVE TWO THIRD, WE STILL HAVE ONE THIRD OF OUR TEACHERS STILL GOING THROUGH THE TRAINING.

YEAH, ONE THIRD OF TEACHERS.

AND THEN OBVIOUSLY THIS IS AN ONGOING, YOU KNOW, NEVER ENDING WORK, YOU KNOW, BECAUSE WE HAVE HAVE HAD A LOT OF TEACHER TURNOVER EVEN ON THE CAMPUSES THAT HAVE COMPLETED READING ACADEMIES. SO IT'S I THINK DR.

AZAIEZ MAKES A GREAT MAKES A GREAT POINT THAT THAT, YOU KNOW, WE'RE PUTTING THINGS IN PLACE, BUT THIS IS, YOU KNOW, WORK THAT NEVER, NEVER DOES STOP OR IS NEVER, NEVER IS COMPLETED. AND WE COMPLETELY RECOGNIZE THAT THERE ARE DEFINITELY PLACES IN AREAS THAT WE CAN WE CAN HELP SIMPLIFY IT, GET A BETTER GET IT BETTER IN THE HANDS OF HANDS OF TEACHERS SO THEY CAN IMPLEMENT.

BUT I WOULD SAY, YOU KNOW, FROM A TEACHING AND LEARNING LENS, LIKE THERE'S PROBABLY NOTHING ON OUR PLATE THAT WE'RE PUTTING MORE TIME AND EFFORT AND PEOPLE TOWARDS, YOU KNOW, THAN EARLY LITERACY. SO THAT'S WHERE WE WANT TO CONTINUE TO CONTINUE TO PUT THAT EFFORT AND WE WANT TO CONTINUE TO SEE THAT IMPROVEMENT.

SO, QUESTIONS. I DO HAVE A FEW LIGHTS ON.

SO WE'LL START WITH TRUSTEE HARRISON.

THANK YOU. THANK YOU FOR THIS PRESENTATION.

STRONG SELL FOR PRE-K.

THAT DATA WAS A STRONG SELL FOR PRE K AND I APPRECIATE THAT YOU ALL ARE GOING TO COME BACK AND COMB THROUGH THOSE WHO ARE ELIGIBLE THAT DID NOT ATTEND.

I THINK WE REALLY NEED THOSE NUMBERS.

YEAH, I THINK WE CAN. I'M SORRY.

NO, GO AHEAD. I THINK WE CAN LEARN A LOT DIGGING ALL THE WAY INTO WHO THEY ARE, WHERE THEY LIVE, BEYOND EVEN JUST HOW THEY'RE PERFORMING, YOU KNOW, AND WE WANT TO BE ABLE TO REACH OUT AND SAY, LIKE, YOU KNOW, WHY DIDN'T YOU TAKE US UP ON THE OFFER, YOU KNOW, SO WE CAN REALLY LEARN ABOUT DIFFERENT PARTS OF OUR COMMUNITY AND REALLY FIGURE OUT WHY THAT DIDN'T HAPPEN. THANK YOU.

THAT FEELS LIKE ROOT CAUSE AND NOT JUST, YOU KNOW, WELL, IT DIDN'T DO IT.

SO I REALLY APPRECIATE THAT.

THIS IS A REQUEST FOR DATA AND INFORMATION.

SO I THINK IT NEEDS TO HAVE THE BUY IN OF THE FULL BOARD.

I KNOW WE'RE NOT MONITORING THIRD, FOURTH AND FIFTH GRADE, BUT YOU SAID THAT YOU ALL LOOKED AHEAD TO THIRD, FOURTH AND FIFTH WITH DYSLEXIA.

WE KNOW THOSE DYSLEXIA NUMBERS ARE ABYSMAL.

WE'RE STARTING TO THINK ABOUT THE NEXT BUDGET CYCLE.

SO I HOPE THAT WE WILL THINK ABOUT WHAT YOU ALL NEED IN TERMS OF ANYTHING THAT WE CAN PROVIDE AS A BOARD TO IMPROVE THOSE NUMBERS.

WOULD IT BE POSSIBLE TO ANYTIME WE PRESENT FOR THE TIME BEING, HAVE THOSE THIRD, FOURTH AND FIFTH GRADE NUMBERS? BECAUSE I FEEL LIKE WE NEED THAT FULL STORY, WHETHER IT'S FOR LITERACY OR NUMERACY AND JUST REALLY JUST FOR DYSLEXIA AT THIS JUNCTURE.

NO PROBLEM. I MEAN, WE HAVE THE DATA.

WE CAN IF IT'S THE WILL OF THE BOARD, WE COULD SHARE IT, YOU KNOW, TO GIVE A BIGGER PICTURE, YOU KNOW, OF THE STUDENTS WHOLE EXPERIENCE AT ELEMENTARY SCHOOL.

YES, I WAS GOING TO ASK TO SEE IF THERE'S AGREEMENT WITH THAT.

DO I HAVE A QUORUM THAT WOULD BE INTERESTED IN SEEING THAT? YEAH. OKAY. I DIDN'T THINK THERE WOULD BE ANY OBJECTIONS TO IT.

YEAH. THANK YOU. I MEAN, THAT WILL REALLY HELP US KNOW WHAT'S WORKING.

BUT THE ALARMING THING IS ALWAYS THAT STUDENTS CAN'T WAIT.

SO IT'S LIKE, YES, I DO WANT TO SEE THAT OUR EFFORTS ARE IMPROVING.

BUT THE ALARMING THING IS WE NEED TO GET IT TOGETHER AND KINDERGARTEN FIRST AND SECOND GRADE.

AND WE WANT TO SHOW THE IMPACT, TOO, YOU KNOW, OF BEING IN THE PROGRAM AND LEARNING ALONG THE WAY.

RIGHT. AND THEN JUST AN OVERALL PICTURE THAT DOESN'T NEED A RESPONSE, BUT JUST SOMETHING THAT I HOPE WE'LL START THINKING ABOUT IS REALLY HOW CAN WE SUPPORT AND HONE IN ON DYSLEXIA? BUDGET WISE?

[01:05:03]

AND ACTUALLY, MY QUESTION WAS ABOUT DYSLEXIA, TOO.

I WANTED TO GO BACK TO ON PAGE EITHER NINE OR TEN, YOU WERE SAYING, AND I THINK YOU REFERENCED IT TRUSTEE HARRISON.

WE SEE IMPROVEMENT ONCE THEY'RE IDENTIFIED AND YOU SAID WE WANTED TO LOOK AT THIRD, FOURTH AND FIFTH GRADE.

BUT IN YOUR SLIDES, THESE ARE STUDENTS THAT ARE ALREADY IDENTIFIED, CORRECT? AND THEY'RE ONLY AT 9% OR 8% LIKE TO IDENTIFY MORE.

YOU'RE JUST GOING TO HAVE MORE STUDENTS.

BUT WE STILL HAVEN'T ADDRESSED THOSE PARTICULAR STUDENTS THAT HAVE ALREADY BEEN IDENTIFIED.

AND AND I JUST WANTED TO COME BACK TO THAT BECAUSE THESE ARE GOAL PROGRESS MEASURES.

AND YOU DID PICK THE TARGETS OF LIKE 51% FOR SECOND GRADE AND 37 FOR SECOND GRADE.

AND AND I GUESS MY QUESTION IS, WHAT ARE WE DOING FOR THOSE PARTICULAR STUDENTS THAT ARE ALREADY IDENTIFIED? I MEAN, I AGREE WE NEED TO IDENTIFY MORE AND GET EVERYBODY THAT NEEDS TO BE IN THE PROGRAM.

BUT FOR THOSE STUDENTS THAT ARE ALREADY IDENTIFIED, HOW ARE WE GOING TO GET THAT 9% UP TO 51? WELL, IT'S GOING TO BE CONTINUED WORK, OBVIOUSLY, ON NOT JUST, AS YOU MENTIONED, THE IDENTIFICATION PIECE, BUT ALSO, YOU KNOW, CONTINUING TO MONITOR AND BUILD AND MONITORING SYSTEMS ON CAMPUSES AROUND THE THE IMPLEMENTATION, YOU KNOW, OF THE PROCESS.

I THINK A LOT OF IT, TOO, IS PROBABLY IN INCREASED TRAINING.

YOU KNOW, ON THE REGULAR ED SIDE, YOU KNOW AS WELL, YOU KNOW, FOR STUDENTS IS THE DYSLEXIA PROGRAM THAT THEY'RE IN IS ONE PIECE OF THEIR DAY.

YOU KNOW, IT'S NOT THEIR ENTIRE READING INSTRUCTION.

SO I THINK CONTINUED TO TO MONITOR CONTINUED TRAINING.

I THINK THAT'S THAT'S WHAT I HAVE RIGHT NOW.

I THINK WE CAN GIVE MORE DETAIL.

BUT I THINK RIGHT NOW THAT'S WHAT I'M GOING TO HAVE.

I CAN ANSWER THAT QUESTION.

THE IDEA IS, IS FOR US WHEN IT COMES TO DYSLEXIA, IS THE TWO KEYS TO MAKE THINGS HAPPEN FOR OUR DYSLEXIC KIDS, EARLY IDENTIFICATION AS EARLY AS POSSIBLE AND DO I'M SORRY, USE THE WILSON READING PROGRAM WITH FIDELITY AND GO THROUGH THE PROGRAM.

THERE ARE 12 STEPS IN THAT PROGRAM, SO WE NEED TO MAKE SURE THAT WE MOVING THROUGH THOSE STEPS.

AND SO THE SOONER WE CAN GET THROUGH THE STEPS, THE SOONER OUR STUDENTS PROBABLY WILL BE READING ON OR ABOVE GRADE LEVEL.

SO THAT'S REALLY THE KEY.

AND WE AGAIN, WE ARE DETERMINED TO MAKE THAT HAPPEN AS WELL.

KEY, EARLY IDENTIFICATION, TWO, GET THE WILSON PROGRAM GOING AS SOON AS POSSIBLE AND GO THROUGH THOSE 12 STEPS AS SOON AS POSSIBLE SO WE CAN GET OUR DYSLEXIC KIDS TO BE READING ON OR ABOVE GRADE LEVEL.

I JUST WANT TO MAKE A POINT OF CLARIFICATION FOR THOSE OF YOU IN THE AUDIENCE AND THOSE OF YOU THAT ARE ONLINE, AS RYAN SAID, THAT THIS ASSESSMENT TOOK PLACE IN AUGUST AND SEPTEMBER AT THE BEGINNING OF THE YEAR, AND PEOPLE MIGHT BE THINKING, WELL, WHY IT'S END OF NOVEMBER? WHY IS IT TAKING SO LONG? WELL, IT TAKES TIME TO COLLECT THE DATA, GET THE INFORMATION.

AND NORMALLY, DEPENDING ON THE TESTING WINDOW, THE DEADLINE TO PREPARE THE AGENDA FOR OCTOBER IS ALREADY GONE.

SO IT HAS TO GO TO NOVEMBER.

SO I JUST WANTED TO MAKE THAT IF PEOPLE WERE THINKING, WELL, GOSH, THIS IS TAKING SO LONG, THAT'S WHY THE SUPERINTENDENT DICTATES THE MONITORING CALENDAR AND NOT THE BOARD, BECAUSE THEY HAVE THAT CLARIFICATION IF WHEN THAT IS THAT'S JUST I JUST WANT TO SAY GREAT JOB.

THANK YOU. THANK YOU FOR THAT CLARIFICATION.

AND I WANT I WANT TO HIGHLIGHT TO YOU THERE ARE TEACHERS AND CAMPUSES LIKE WE GET THE DATA RIGHT AWAY SO THEY CAN THEY CAN RESPOND.

DR. BONE. THANK YOU.

I HAD A QUESTION ABOUT THE WILSON READING GROUPS, AND THIS WOULD BE A REQUEST.

KIND OF LIKE TRUSTEE HARRISON DID.

I WOULD ACTUALLY LIKE TO SEE IF OUR WILSON READING GROUP SIZES HAVE INCREASED OR IF THEY'VE STAYED THE SAME.

AND I'D KIND OF LIKE SOME INFORMATION AROUND THAT IF I HAVE THE FULL BOARD.

AND THAT REALLY JUST GOES INTO THE NUMBERS AND KIND OF SEEING THE SUPPORT THAT OUR STUDENTS ARE HAVING AT THE STUDENT LEVEL.

I UNDERSTAND WE'RE DOING A LOT OF THINGS FOR TEACHERS, BUT I'M KIND OF INTERESTED AT THE STUDENT LEVEL.

WHAT ARE WE PROVIDING THEM? AND I KNOW THOSE SIZES CAN GET VERY BIG OR THEY CAN BE SMALLER.

SO I JUST OVER TIME, JUST MAYBE COMPARED TO LAST YEAR, EVEN PRE-COVID.

YEAH, THERE'S SOME STIPULATIONS AROUND GROUP SIZE.

SO WE MAINTAIN, YOU KNOW, THE EFFICACY OF THE PROGRAM WITH GROUP SIZE, BUT THERE'S DEFINITELY SOME DATA WE CAN PULL AND SHARE WHEN IT COMES TO NUMBER OF GROUPS AND HOW THEY'RE PROGRESSING. YEAH.

DO I HAVE A QUORUM OF TRUSTEES? YEAH. CAN I, CAN I JUST GET CLARIFICATION BECAUSE I AM TRYING TO WRITE THESE DOWN AND PATTY'S NOT HERE TODAY.

SO IT WAS NUMBER OF GROUPS.

AND THEN YOU..

I WOULD LIKE GROUP SIZE.

I KNOW THERE'S. BUT WE CAN WE CAN WE CAN GIVE THE DATA YEAH.

AND POSSIBLY PRE-COVID TO NOW MAYBE WOULD THAT BE A GOOD I'M GOOD WITH WHATEVER YOU WANT TO COMPARE.

I JUST HAVE TO LOOK BACK.

YEAH. AND SEE WHATEVER YOU HAVE.

[01:10:02]

THERE WOULD BE IF YOU THOUGHT YOU WERE ON TRACK TO MEET THE END OF YEAR.

AND I JUST KIND OF WONDERED.

I THINK WE'LL KNOW A LOT MORE IN THE MIDDLE OF THE YEAR.

SO YOU'RE WANTING TO WAIT? YEAH.

IT'S HARD TO KNOW.

THIS TEST WAS GIVEN SO EARLY IN THE YEAR.

I THINK IT'S HARD TO PREDICT, YOU KNOW, AT THAT POINT.

I THINK WHEN WE COME BACK, THIS RIGHT NOW IS ON THE MONITORING CALENDAR.

LITERACY IS ON FOR MARCH, I BELIEVE.

I THINK MATH IS FEBRUARY.

BUT AT THAT POINT, WE'LL DEFINITELY BE ABLE TO GIVE A PREDICTION.

YEAH, BECAUSE WE DON'T SEE THOSE UNTIL, I THINK FEBRUARY, MARCH, YEAH, MARCH.

SO THE SCHOOL YEAR IS PRETTY MUCH OVER.

THE STUDENTS WILL TAKE THAT TESTING WINDOW IS PRETTY MUCH THE, I BELIEVE, THE SECOND OR THIRD OR FOURTH WEEK OF JANUARY.

AND I GUESS I COULD DO THIS OVERALL, BUT I GUESS IT WOULD BE VERY DIFFICULT FOR ME TO DO THIS INDIVIDUALLY FOR THE THE DIFFERENT GROUPS.

BUT I WOULD THINK THAT WE WOULD HAVE SOME IDEA ON WHAT TYPICALLY THESE GROUPS, THE AMOUNT OF PROGRESS THEY MAKE IN IN THE YEAR.

SO I MEAN, DO THEY MAKE A 20 POINT PROGRESS? DO THEY YOU KNOW, THE LONGER THAT WE GIVE THIS TEST, I THINK THE BETTER WE'LL BE ABLE TO TO TELL THAT THIS IS THE SECOND YEAR AND OF GIVING THE TEST.

AND IT'S ALSO THE FIRST TIME WE STARTED HERE WITH EVERYBODY TAKING THE TEST.

SO JUST THE MORE I THINK I'VE TALKED ABOUT IT SEVERAL, I TALKED ABOUT IT EVERY TIME DURING THE PANDEMIC, BUT EVEN MORE SO NOW.

HE DOES JUST THAT CONSISTENCY AND USING THE SAME ASSESSMENT.

AND AND OVER TIME, WE'LL BE ABLE TO MAKE MUCH BETTER PREDICTIONS BECAUSE WE'RE ALWAYS WANTING TO WE MEASURE THAT ON TRACK BECAUSE THAT'S ALIGNED WITH MASTER'S OR MEETS OR ABOVE RATHER NOT MASTERS, MEETS OR ABOVE ON STAAR.

SO JUST THE MORE DATA THAT WE GET, THE MORE TIME WE'RE GIVEN THE SAME ASSESSMENT, THE BETTER WE CAN PREDICT.

SO ARE YOU SAYING THAT THIS ASSESSMENT DOESN'T REALLY MATCH UP TO OUR OLD ASSESSMENT AT ALL? YOU DON'T THINK THE NUMBERS MATCH UP? I'M LOOKING AT ERICA. I WOULD I WOULDN'T THINK IT WOULD.

I MEAN, THEY EACH ASSESSMENT USES DIFFERENT METRICS, DIFFERENT TERMINOLOGY.

DIFFERENT TYPES. AND PART OF THE REASON I'M ABLE TO SAY THAT IS BECAUSE LAST YEAR WHEN WE WENT TO IT AND BECAUSE WE HAD AIMS WEBB THE YEAR BEFORE MY CLASS LAST YEAR AND I STATIONED, I, I KIND OF DID A COMPARISON WITH ALL THREE OF THEM AND THE NATIONAL PERCENTILES, THEY'RE THERE. THEY DON'T USE THEM THE SAME.

SO I'M NOT JUST SAYING THAT BECAUSE I LOOKED AT IT, LOOKING AT DATA IS WHAT I DO.

SO YES, I WANTED TO TRY TO SEE IF THERE'S A WAY FOR US TO TELL HOW OUR KIDS ARE DOING IN COMPARISON TO PRIOR ONES, THAT IT WAS JUST IT JUST DIDN'T.

OKAY. AND IT IS AT MOY THAT WE DO THE COMPARISON BECAUSE TO TELL YOU IF WE'RE ON TRACK, BECAUSE WE LOOK AT BASED ON THE GROWTH, IF THEY MAKE THAT SAME GROWTH, WE'LL HIT THE TARGET OR WE WON'T.

SO EVEN LAST YEAR, WE DIDN'T GIVE YOU THAT UNTIL THE MOY.

OKAY. I APPRECIATE THAT.

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

YOURS IS NOT LIGHTING UP AGAIN.

TRY IT ONE MORE TIME. YEAH.

NO, I DON'T KNOW WHAT THE DEAL IS.

GO AHEAD. GO AHEAD TRUSTEE JOHNSON.

STORY. I'LL TELL YOU. SO I DID HEAR A RESOURCE MENTION THAT YOU SAID IT WOULD BE BETTER IN THE CLASSROOM IS THE EXECUTIVE DIRECTOR OF TEACHING AND LEARNING, SHE MENTIONED A RESOURCE THAT YOU SAID SHOULD BE IN EVERY CLASS.

I'M JUST CURIOUS AS TO WHY DON'T YOU HAVE THAT? YOU'RE MENTIONING A TOOL THAT STUDENTS BE NEEDED IN EVERY CLASS.

SO I'M JUST CURIOUS WHY WE DON'T HAVE IT.

SO I MENTIONED DECODABLE BULLS.

THOSE ARE DECODER READER BOOKS THAT HAVE HIGHLY DECODED TEXT THAT YOU PUT IN FRONT OF STUDENTS.

AS SOON AS THEY LEARN A COMBINATION OF SOUNDS AND THEY CAN APPLY THOSE SOUNDS TO THE LETTERS THAT THEY KNOW.

IT'S NOT THAT WE DON'T HAVE THEM, IT'S THAT WE COULD ALWAYS USE MORE.

SO IF YOU CAN IMAGINE A FIFTH GRADER AND THE NUMBER OF BOOKS THAT FIFTH GRADER MIGHT GO THROUGH IN AN ENTIRE YEAR MIGHT BE HUNDREDS OF BOOKS.

AND SO TO HAVE THAT AT MULTIPLE, MULTIPLE DECODABLE EQUALS ADDRESS, ALSO DIFFERENT ASPECTS OF WHAT THE STUDENTS ARE LEARNING.

AND SO THEY'LL GO FROM SIMPLE WORDS THAT HAVE SHORT VOWEL SOUNDS TO LONGER VOWEL SOUNDS, VOWEL TEAMS, CONSONANT BLENDS, IT GOES ON AND ON.

AND SO DECODABLES THAT SUPPORT PARTICULARLY OUR K1 STUDENTS AT THOSE LEVELS ARE JUST WE COULD ALWAYS USE MORE, ALWAYS USE MORE. IT'S NOT THAT THEY DON'T HAVE THEM, IT'S THAT WELL, YOU MENTIONED THAT.

SO MY, MY APOLOGIES FOR NOT CLARIFYING THAT.

SO MY QUESTION IS, HAS THERE BEEN A REQUEST, NOT A RESPONSE TO THEIR REQUEST? I GUESS THAT'S A QUESTION FOR DR.

A.

I'M NOT AWARE OF IT. SO I'M AND IF THERE IS A REQUEST, WE'LL MAKE SURE.

YEAH, YEAH. WE'LL LOOK INTO, YOU KNOW, CERTAIN AREAS OR WHERE WE MIGHT BE SHORT OR MIGHT NEED MORE AND WE'LL ADDRESS THAT.

SO DEFINITELY NOT A FUNDING ISSUE AT THIS POINT.

I WOULDN'T SAY AT THIS POINT. I THINK WE'LL LOOK AT LOOK AT WHERE WE ARE AND IF ANY KIND OF NEED LIKE THAT CAME UP, I'M CONFIDENT THAT WE WOULD BE ABLE TO COVER IT.

ANY OTHER TRUSTEES? I JUST HAD ONE FOLLOW UP AND PERHAPS.

[01:15:01]

THOSE WERE THE SAME TWO TESTS, CORRECT, LAST YEAR THAT YOU'RE COMPARING MOY AND THIS YEAR'S BOY.

THOSE WERE THE SAME TWO TESTS CORRECT? FOR STUDENTS THAT WERE ON CAMPUS AT THE BEGINNING OF THE YEAR.

YES. SO CAN YOU HELP ME UNDERSTAND AND I DIDN'T SUBMIT THIS QUESTION BECAUSE I DIDN'T KNOW THE MOY FROM LAST YEAR, BUT CAN YOU HELP ME UNDERSTAND OF WHY WE THINK OUR KIDS MIGHT BE DOING BETTER AT OUR BOY RESULTS THIS YEAR COMPARED TO MID MIDDLE OF THE YEAR LAST YEAR? AND IS THAT SOMETHING THAT'S REPLICABLE? LIKE I'M EXCITED THAT WE'RE DOING BETTER AT THE BEGINNING OF THE YEAR, THIS YEAR COMPARED TO MIDDLE OF THE YEAR LAST YEAR? AND WHAT IS WHAT'S LED TO THAT GROWTH? IS IT WHATEVER? I'M NOT GOING TO KEEP MY ASSUMPTIONS, BUT DO YOU HAVE ANY FEELINGS AS TO WHY WE'RE DOING BETTER AT THE BEGINNING OF THE YEAR, THIS YEAR? WELL, I'D SAY THERE'S PROBABLY A NUMBER OF CORRELATIONS, YOU KNOW, TO THAT IMPROVEMENT.

AND ONE OF THEM WE'VE TALKED ABOUT A LOT ARE THE SUPPORTS AND THE INCREASED TRAINING AND TIME THAT TEACHERS HAVE HAD TO LEARN SCIENCE OF TEACHING, READING AND BETTER UNDERSTANDING EXPLICIT PHONICS INSTRUCTION IN THEIR CLASSROOM.

I THINK THE MORE TIME THAT GOES ON WITH PRACTICING THOSE THAT WAY OF TEACHING, THE MORE WE'RE GOING TO SEE THAT.

I DON'T THINK WE CAN DISCOUNT THE THE START OF THE YEAR LAST YEAR WAS STILL PANDEMIC RELATED.

SO I DON'T THINK WE I DON'T THINK THAT'S ENTIRELY WHY.

BUT I DON'T THINK YOU CAN DISCOUNT THAT THAT WAS A REALITY.

SO I WOULD HANG MY HAT, THOUGH, ON THE FACT THAT THE INCREASED KNOWLEDGE ON OUR AND OUR TEACHER STAFF AND WE'RE GOING TO CONTINUE TO WORK ON THAT AND IDEALLY WILL CONTINUE TO SEE OUR BEGINNING OF YEAR SCORES IMPROVE.

INCREASED PRE-K4 ATTENDANCE, I THINK IS GOING TO CONTINUE TO HELP THAT BEGINNING OF YOUR NUMBER GO UP.

I TALKED ABOUT IT MORE LAST MONTH, BUT REALLY THAT BEGINNING OF YEAR DATA REALLY PAINTS A PICTURE OF THE DIFFERENCES AND STUDENTS EXPERIENCES WHEN THEY COME TO US IN KINDERGARTEN.

YOU KNOW, WE'VE GOT SOME SCHOOLS THAT ENTERED THE BEGINNING OF YEAR WITH THEIR STUDENTS ARE ALREADY PERFORMING AT LIKE 80% AT THE BEGINNING OF YEAR SCORE.

AND WE'VE GOT OTHER CAMPUSES THAT COME IN MUCH LOWER THAN THAT.

SO I THINK THE MORE THAT WE CAN REACH OUT TO THAT EARLY CHILDHOOD PIECE AND TRY TO TO LEVEL THE PLAYING FIELD, YOU KNOW, WHEN IT COMES TO HOW OUR STUDENTS ENTER CAMPUSES, THE MORE OVERALL THAT BOY SCORE WILL GO UP EVERY YEAR.

AND SO IT'S JUST YOU WANT THEM TO START HIGHER.

OBVIOUSLY, YOU WANT TO START IN A BETTER PLACE.

AND I KNOW THIS ISN'T DATA THAT'S PRESENTED TO THE BOARD, BUT I'M ASSUMING YOU GUYS HAVE LOOKED AT THIS COMPARED LIKE SCHOOL TO SCHOOL AND EVEN DRILLING DOWN CLASSROOM. ARE YOU ABLE TO SEE TRENDS AS TO SOME SCHOOLS ARE DOING EXCEPTIONALLY BETTER AT THIS BEGINNING OF THE YEAR COMPARED TO OTHER SCHOOLS AREN'T DOING AS WELL? OR IS IT A IS IT A TREND ACROSS THE WHOLE DISTRICT AND THEN DRILLING DOWN TO THAT EVEN FURTHER, ARE YOU SEEING AN INCREASED IMPROVEMENT IN TEACHERS THAT HAVE THE TWO THIRDS THAT HAVE COMPLETED THE READING ACADEMIES AND THINGS LIKE THAT? OR YOU'RE ARE YOU SEEING THOSE KIND OF TRENDS WHEN YOU DRIVE DIVE DEEP INTO THAT DATA? I THINK WE DIVE. WE DEFINITELY LOOK, LOOK AND SEE DIFFERENT TRENDS ON ON DIFFERENT CAMPUSES.

AGAIN, THAT BEGINNING OF YOUR DATA LAST YEAR, THE PULLING OUT 500 KIDS PER GRADE LEVEL AFFECTED DIFFERENT CAMPUSES DIFFERENTLY WHEN IT COMES TO THE ACCURACY OF THAT.

I THINK IT'S STILL WE ARE SEEING IMPROVEMENT.

IT'S STILL EARLY TO TELL WITH READING ACADEMIES.

YOU KNOW, I THINK WE SEE THE WE THINK THAT'S A CORRELATION, YOU KNOW, BUT OUR TEACHERS THAT HAVE GONE THROUGH THAT EXPERIENCE, YOU KNOW, THEY'RE JUST STARTING TO IMPLEMENT A LOT OF THAT WORK. SO WE DEFINITELY DIVE DOWN INTO DIFFERENT CAMPUSES.

I KNOW OUR PRINCIPALS, AREA SUPERINTENDENTS, EVERYBODY DIVE INTO THE DIFFERENT DOWN TO THE TEACHER LEVEL.

YOU KNOW, ON THOSE CAMPUSES.

YOU CAN JUMP IN THERE, SIR. AND I JUST WHEN I SAY THE WAY OUR, IN OTHER WORDS, IT'S NOT JUST A PARTICULAR GRADE LEVEL AT A PARTICULAR CAMPUS GET TO DO READING ACADEMY. IT'S ACTUALLY THE ENTIRE CAMPUS.

SO WE ACTUALLY CAN LOOK AT THAT AND SAY, FOR EXAMPLE, IF GREAT OAKS ALREADY DID THEIRS YEAR ONE, WE CAN SEE HOW IF THERE IS I MEAN, IT'S HARD TO TO PINPOINT IT TO ONE THING, BUT WE CAN MAYBE I GUESS TRY TO CONCLUDE THAT MAYBE HAS AN IMPACT.

RIGHT WHEREAS THE CAMPUS WHO ARE OUR TEACHERS IS GOING THROUGH THROUGH AN ACADEMY RIGHT NOW.

OBVIOUSLY, THEY ARE STILL IN THEIR LEARNING AND THEY ARE STILL GOING THROUGH THE PROCESS AND THEY WON'T BE DONE UNTIL MOST LIKELY THE END OF NEXT SEMESTER.

SO WE CAN ACTUALLY TRY TO KIND OF AGAIN DRAW SOME CONCLUSIONS.

BUT LIKE RYAN IS SAYING, IT'S VERY HARD TO SAY.

THAT'S WHY WE'VE SEEN GROWTH.

RIGHT. BUT IT COULD BE A POSSIBILITY.

YEAH, THAT'S ALWAYS THE FRUSTRATING PART, RIGHT? BECAUSE THERE ARE SO MANY DIFFERENT INTERVENTIONS, SO MANY DIFFERENT PRACTICES THAT ARE TAKING PLACE TO PINPOINT IT DOWN TO ONE OR TWO THINGS, YOU KNOW, IS ALWAYS A STRUGGLE.

AND THEN MY LAST QUESTION IS ON READING ACADEMIES IN GENERAL, THE LAST ONE THIRD OF TEACHERS THAT ARE GOING THROUGH OR, YOU KNOW, OR ONE THIRD OF OUR CAMPUSES.

WHAT ABOUT THE TEACHERS THAT ARE HIRED IN AT A CAMPUS THAT'S ALREADY COMPLETED IT? YOU KNOW, GREAT OAKS IS COMPLETED, ALL OF IT.

SO WE HAVE A NEW SECOND GRADE TEACHER AT GREAT OAKS.

[01:20:03]

BUT THERE IS AN ONGOING PLAN FOR READING ACADEMY.

SO IF YOU COME INTO A CAMPUS AND YOUR CAMPUS HAS ALREADY COMPLETED THE ACADEMIES AS A NEW TEACHER, YOU ARE STILL REQUIRED BY THE STATE OF TEXAS TO GO THROUGH A READING ACADEMY.

SO WHAT WE HAVE ELECTED TO DO THIS YEAR IS TO GIVE THE OPTION, ESPECIALLY IF YOU'RE A NEW TEACHER, YOUR ALTERNATIVE CERTIFIED.

YOU MAY STILL BE IN THE MIDDLE OF YOUR PROGRAM JUST FOR CERTIFICATION ITSELF.

SO WE'VE GIVEN THEM SOME TIME FOR THAT AND THEY HAVE AN OPTION TO ENROLL AT SOME POINT WITHIN THAT FIRST YEAR.

SO YOUR OTHER OPTIONS BESIDES THE BEGINNING OF THE YEAR ARE JANUARY AND JUNE.

WE'VE ALLOWED THEM TO GO ALL THE WAY UNTIL JUNE TO START THAT READING ACADEMY, BUT THEY DO STILL HAVE TO START IT SOMETIME WITHIN THAT FIRST YEAR AS WE CONTINUE ON AND ALL OF THE CAMPUSES HAVE COMPLETED.

THERE ARE A COUPLE OF DIFFERENT MODELS THAT WE'RE LOOKING AT FOR READING ACADEMIES THAT ARE A LITTLE MORE COMPREHENSIVE, SO WE'LL HAVE LESS PEOPLE TO TRAIN ALL AT THE SAME TIME, WHICH MEANS WE MAY BE ABLE TO DIVE A LITTLE BIT DEEPER.

AND OUR EARLY LITERACY SPECIALISTS, ALONG WITH OUR DIRECTOR OF PROFESSIONAL DEVELOPMENT, WE'RE WORKING ON THAT MODEL TO SEE HOW IT IS THAT WE COULD TRAIN A LITTLE BIT MORE DEEPLY INTO THOSE TEACHERS AS THEY COME ON BOARD AND, YOU KNOW, TRY TO DIFFERENTIATE THE LEARNING A LITTLE BIT AND ADD SOME COACHING INTO THAT WHILE THEY'RE GOING THROUGH THE ACADEMIES, BECAUSE IT IS THE MOST EFFECTIVE WAY TO SEE WHETHER OR NOT PRACTICES ARE ACTUALLY CHANGING IN THE CLASSROOM TO JUST YOU HAVE TO HAVE A YOU HAVE TO BE IN THE CLASSROOM TO DO THAT.

YEAH. ULTIMATELY, WE WANT TO OBVIOUSLY ALLOW TEACHERS TO BE TRAINED AND EVEN WHEN WE GO AND OBSERVE A CLASSROOM, LET'S SAY A FIRST GRADE OR SECOND GRADE CLASSROOM, WE WANT TO SEE THAT SIGNS OF READING HAPPENING LIKE THOSE BEST PRACTICES, THOSE PRACTICES THAT OUR TEACHERS LEARN HOW TO DO, WE WANT TO SEE THOSE HAPPENING.

AND OBVIOUSLY, IF SOME OF OUR TEACHERS NEED SOME SUPPORT OR MORE TRAINING OR COACHING, THEN OBVIOUSLY THAT'S WHEN WE HAVE OUR COACHES TO HELP THEM REALLY GAIN THOSE SKILLS, RIGHT? SO THEY CAN DO A GOOD JOB WITH THE SCIENCE OF READING.

MY UNDERSTANDING ALSO, I THINK THE STATE TEA IS ACTUALLY FOR FUTURE FOLKS WHO MAY BE GETTING THEIR CERTIFICATION TO BECOME LIKE ELEMENTARY TEACHERS.

MY UNDERSTANDING IS THEY'RE GOING TO COME UP WITH A SYSTEM WHERE I DON'T KNOW HOW, BUT THEY MAY HAVE TO GO THROUGH THIS IN ORDER FOR THEM TO GAIN THEIR CERTIFICATION AND BE ACTUALLY CERTIFIED TO WORK.

SO IN THAT CASE, WE MAY NOT EVEN HAVE TO, AS A DISTRICT, PROVIDE THAT TRAINING, MAYBE THE SUPPORT AND COACHING, EXTRA COACHING, BUT NOT NECESSARILY THE ENTIRE THING. AND THEN ALSO THE STUDENTS, THE STUDENTS WHO ARE CURRENTLY, LET'S SAY, IN AN EDUCATION PROGRAM THAT SAYS TEXAS STATE OR UT THEY ARE BUILDING THIS WITHIN THEIR PROGRAM AS THEY GET, AGAIN, THEIR FOUR YEARS AND DO THEIR STUDENT TEACHING, MY UNDERSTANDING THAT THEY WILL THEY WILL BE PART OF THAT PROGRAM AND THEN EVENTUALLY THEY HAVE TO GET CERTIFIED AND THEY HAVE TO HAVE THAT SENSE OF READING BECAUSE THIS IS SO GOOD AND SO IMPORTANT FOR EVERY TEACHER WHO'S TEACHING LIKE ESPECIALLY OUR YOUNGER KIDS, TO HAVE THESE SKILLS.

WONDERFUL. I ALSO JUST WANT TO ADD REAL QUICK TO I WANT TO MAKE NOTE OF OUR ADMINISTRATORS AS WELL.

SO OUR PRINCIPALS HAVE ALL GONE THROUGH THAT AND ARE CONTINUING TO GO TO THE READING ACADEMIES.

WE'VE ALSO ASKED OUR ASSISTANT PRINCIPALS TO ATTEND THE TRAINING AS WELL, AND SO THEY'VE ALSO BEEN GOING THROUGH.

SO THAT IS ANOTHER LAYER OF THAT, THAT CLASSROOM SUPPORT THAT, YOU KNOW, ABILITY TO OBSERVE AND GIVE QUALITY FEEDBACK IN AN EARLY LITERACY CLASSROOM.

AND THAT WAS ACTUALLY THE LAST PART OF THIS FOR THOSE TEACHERS THAT ARE NEW AND ELECT NOT TO START READING ACADEMIES UNTIL JUNE AFTER THEIR FIRST YEAR.

AND THERE'S LAYERS OF SUPPORT TO HELP AT LEAST DISSEMINATE SOME OF THE INFORMATION AND KNOWLEDGE FROM READING ACADEMIES TO THAT FIRST YEAR TEACHER WHILE THEY'RE IN OUR DISTRICT.

YEAH IT'S ESPECIALLY I MEAN IF YOU'RE IF YOU'RE A BRAND NEW TEACHER IN THE CLASSROOM LIKE YOU'RE YOU'RE LEARNING FROM YOUR PEERS, RIGHT? SO THAT'S THE PRACTICES THAT ARE IN PLACE ON A CAMPUS OR WHAT'S GOING TO DRIVE HOW YOU WORK WITH YOUR STUDENTS.

SO I THINK THAT'S THAT'S PROBABLY THAT ON THE JOB IN DEMAND, THEY'RE GOING TO BE MUCH BETTER SET TO ENTER THE READING ACADEMY WORK, PROBABLY IF THEY WERE ON A CAMPUS THAT ALREADY HAD BEEN THROUGH IT.

ONCE THEY GO IN BECAUSE THEY'LL HAVE BEEN FOLLOWING ALONG WITH THEIR MENTORS AND EVERYBODY ON ON CAMPUS ALREADY.

JUST TO END THERE AND I'M SORRY, I WANT TO THANK YOU, ALL BOARD MEMBERS REALLY FOR WHAT'S SO IMPORTANT AS PART OF OUR COMPENSATION THAT WE BROUGHT FORWARD TO YOU ABOUT A FEW WEEKS AGO. RIGHT. PART OF THAT, IF YOU REMEMBER, WAS TO GIVE OUT OUR TEACHERS WHO WENT WHO ARE GOING TO FINISH OUR OR ALREADY DONE WITH THEIR THEIR THEIR READING ACADEMY'S $1,000 STIPEND.

I THINK THAT GOES A LONG WAY ALSO TO RECOGNIZE AND ACKNOWLEDGE THEIR EFFORT BECAUSE IT TAKES A LOT OF TIME TO GET I THINK TA SAYS ABOUT 60 HOURS.

[01:25:05]

SO AGAIN, VERY THANKFUL THAT.

FOR. FOR YOU, FOR OUR BOARD MEMBERS TO APPROVE THAT.

AGAIN, TO SHOW APPRECIATION TO OUR TEACHERS BECAUSE THEY SPEND THEIR TIME THAT, YOU KNOW, TAKING AWAY FROM THEIR FAMILIES AND STUFF LIKE THAT AND ACTUALLY WORKING ON THIS, WHICH IS VERY IMPORTANT.

VERY APPRECIATIVE OF THEM DOING IT.

BUT THE BENEFIT.

ARE JUST GREAT.

YOU KNOW THEY WILL HELP OUR TEACHERS REALLY HOPEFULLY BE READING ON OR ABOVE GRADE LEVEL BY THIRD GRADE.

THAT IS, THAT IS THE GOAL.

ALL RIGHT. I DON'T SEE ANY OTHER LIGHTS ON.

AM I MISSING ANYBODY? ALL RIGHT. WELL, THANK YOU VERY MUCH FOR THE PRESENTATION TONIGHT.

REALLY APPRECIATE IT.

[G. DISCUSSION ITEMS]

I WILL TURN IT OVER TO TRUSTEE WEIR.

OKAY. WE ROCKED IT IN OCTOBER.

LET ME JUST SAY, HAVING OUR ACADEMIC BOARD WORKSHOP ON OUR CALENDAR GAVE US A WHOLE MEETING THAT WAS ALMOST 100% STUDENT OUTCOME.

SO FOR THE MONTH OF OCTOBER, WE ACTUALLY CAME OUT TO 59%.

OH YEAH, THAT WAS OUR TOTAL FOR THE MONTH OF OCTOBER.

SO THAT'S ONE OF THE BEST MONTHS THAT WE'VE HAD AND THAT WILL HELP US WHEN WE GET DOWN TO OUR BOARD EVALUATION.

AND I HAVE A QUICK QUESTION ACTUALLY FOR DR.

MCMAHON, BECAUSE I DID NOTICE THAT THE QUARTERLY FINANCIAL REPORT IS ON HERE AS AN OTHER, WHICH WE'RE ABOUT TO TALK ABOUT.

NO, SORRY, I WAS WORTH IT.

IT WAS WORTH A SHOT TO TRY TO GET US A FEW MORE MINUTES.

OKAY. THAT'S MY REPORT.

THAT'S GREAT. NEXT, ANY QUESTIONS ABOUT OUR TIME? TRACKER TRUSTEES? ANY LIGHTS ON? NEXT IS OUR MONTHLY MONITORING REPORT FOR SEPTEMBER AND OCTOBER, AND I WILL TURN IT OVER TO DR.

FULTZ. LET'S SEE.

THANK YOU. MADAM PRESIDENT. BOARD OF TRUSTEES, DR.

AZIZ. WE'LL GO THROUGH THESE FAIRLY QUICKLY.

THERE WASN'T A LOT OF NOTE IN THESE LAST TWO MONTHS OTHER THAN WE DIDN'T HAVE A TON OF MEETINGS.

AND AS MS..

WEIR MENTIONED, THE TIMES WERE GOOD.

SO WE'LL START IN SEPTEMBER UNDER THE ACTION PLAN ACHIEVEMENTS WE DID HERE SEVERAL OR THREE LEVEL THREE GRIEVANCES.

IN THE MONTH OF SEPTEMBER, YOU ONLY HAD THE ONE REGULAR BOARD MEETING THAT MONTH.

I DO BELIEVE IN SEPTEMBER COMMUNICATION AS A TEAM OF EIGHT WAS GENERALLY BETTER.

I FELT LIKE IT WAS A PRETTY SMOOTH MONTH FOR EVERYBODY AND HOPEFULLY EVERYBODY FELT THE SAME WAY.

I DID NOTE THERE WERE STILL FOUR MEETINGS WITH ABOUT 100 MINUTES.

YOU KNOW, IT'S KIND OF A RECURRING THEME.

SO WE PUT THOSE IN THERE JUST BECAUSE THAT'S A LOT OF TIME AND ENERGY FOR YOU AND FOR YOUR STAFF.

AS WE SCROLL DOWN INTO THE OVERALL GOAL REGARDING THE GRIEVANCE PROCESS, YOU SEE THAT WE HAVE SEVERAL A COUPLE OF COMPLETE AREAS THERE. THE ONLY ONE THAT I STILL SHOW IS SLIGHTLY OFF TRACK, AND DR.

AZAIEZ AND I HAVE SPOKEN ABOUT THIS IS AN OPPORTUNITY FOR ADMINISTRATION TO LOOK AT THOSE AND GBA LOCALS TO SEE IF THERE'S ANYTHING IN THERE THAT ADMINISTRATION WOULD LIKE TO BRING TO THE BOARD TO LOOK AT AS FAR AS HOW IT WOULD AFFECT ROUND ROCK AND THOSE PROCESSES.

AND I SAID, DR.

AZIZ, AND I'VE SPOKEN SEVERAL TIMES ABOUT THAT, LET'S SEE.

AND THEN IN THE NARRATIVE THERE AT THE BOTTOM OF THAT PAGE, YOU'LL SEE I JUST KIND OF RESTATED THAT WE HAD THOSE THREE GRIEVANCES IN SEPTEMBER AND YOU HAD A COUPLE OF SCHEDULED FOR OCTOBER THAT WE'LL TALK ABOUT HERE IN A SECOND ON THE NEXT ONE.

THE BOARD COMMUNICATION AS AS FAR AS GOVERNANCE GOES, THESE ARE STILL YOU KNOW, WE'RE NOW WE'RE BACK IN SEPTEMBER.

BUT OBVIOUSLY PART OF WHAT WE WERE LOOKING FOR WAS TO GET THROUGH THE ELECTION SO THAT WE CAN DO TEAM OF EIGHT TRAINING AND WORK WITH MS. MCMAHON ON DOING SOME COMMUNICATIONS DISCUSSIONS AND THOUGHTS.

AGAIN, THAT COMPLETION ON THE BOARD OPERATING PROCEDURES THAT YOU THAT HAVE NOTED THERE AND THE NARRATIVE.

I DID NOTE THAT THE OPERATING PROCEDURES WERE APPROVED ON A70 VOTE.

I THOUGHT THAT WAS A BIG WIN.

I KNOW WE SPENT A LOT OF TIME AND ENERGY DISCUSSING, FUSSING AND CUSSING, IF YOU WILL, AND DISCUSSING THAT ONE.

AND SO WE DID GET THAT PASSED ON THE 700 VOTE.

AND THEN WE'VE TALKED ABOUT TEAM OF EIGHT TRAINING AFTER THE NOVEMBER ELECTION.

AND THEN ON THE LAST PAGE UNDER BOARD MEETINGS, I JUST AS EVERY MONTH WE NOTE THE MEETINGS YOU HAD ONE, TWO, THREE SPECIAL MEETINGS AND ONE REGULAR MEETING.

AND AGAIN, AS MS. WEIR POINTS OUT, THOSE YOU DID A MUCH BETTER JOB ON MINUTES, ALTHOUGH THESE ARE STILL TRACKED AS TOTAL MINUTES.

SO WE'LL CONTINUE TO LOOK AT THOSE.

THE NEXT ONE, WE'LL MOVE ON TO OCTOBER.

BEFORE WE DO THAT, CAN I ASK IF ANYBODY HAS ANY QUESTIONS FOR DR.

VALDIS ON THE SEPTEMBER REPORT?

[01:30:02]

CORRECT? WE DID GO THROUGH THAT WHEN WE WENT THROUGH OUR BOARD OPERATING PROCEDURES AND TALKED ABOUT AGENDA SETTING POLICIES.

AND SO PERHAPS DO WE NEED TO KNOW THAT MORE CLARIFICATION OR NO? I'LL NOTE THAT I'LL AMEND THAT AND NOTE THAT I'LL GET THAT TO.

PART OF THIS IS ALSO JUST IN GENERAL KIND OF DAY TO DAY COMMUNICATIONS AS FAR AS WHAT THE BOARD NOT NEEDS TO KNOW, BUT KIND OF WHAT KIND OF INFORMATION OUGHT TO COME TO THE BOARD, HOW THAT SHOULD COME TO YOU, HOW TO RESPOND.

AND AGAIN, WE HAVEN'T HAD THE I HAVEN'T NOTED THE CONCERNS THAT WE HAD SEVERAL MONTHS AGO WHERE EVERYBODY DIDN'T FEEL LIKE THEY WERE ALWAYS ON THE SAME PAGE.

BUT I THINK IT'S JUST AN OPPORTUNITY TO REVIEW ALL OF THOSE COMMUNICATION PROCEDURES WITH THE ENTIRE BOARD.

BUT YOU'RE CORRECT THAT SOME OF THAT WAS ADDRESSED IN THE OPERATING.

AND IT'S ALSO MY UNDERSTANDING THAT THE ADMINISTRATION HAS BEEN COMMUNICATING TO ALL OF THE TRUSTEES WHEN THERE'S BEEN REQUESTS FOR INFORMATIONS AND IF THERE'S BEEN COMMUNICATION TO THE ADMINISTRATION, THAT THEY'RE GETTING THAT BACK OUT TO ALL OF THE TRUSTEES AS WELL.

THAT'S CORRECT. RIGHT, DR.

AZAIEZ? OKAY.

ALL RIGHT. THAT'S THE ONLY ONE THAT I HAD A QUESTION ON WAS THE LAST ONE ON PAGE THREE.

AND THE ONLY THING THAT I KIND OF HAVE IN THE BACK OF MY MIND IS THE BOARD UPDATES.

I KNOW THERE WERE SEVERAL QUESTIONS AGAIN.

NOW WE'RE TALKING TWO MONTHS AGO ABOUT NOT REALLY THE PREVALENCE, BUT RELEVANCE, BUT MAYBE THE FORMAT OF THOSE AND WHETHER THAT WAS A WORKING FOR THIS PARTICULAR BOARD.

AND SO, AGAIN, THIS WOULD BE AN OPPORTUNITY TO WHETHER REVIEW THAT OR NOT OR JUST SAY, NO, THAT'S THAT'S EXACTLY WHAT WE EXPECT AND TO MOVE ON.

AND I THINK A COUPLE OF TRUSTEES DID GIVE YOU SOME FEEDBACK ON SOME CHANGES THAT THEY WANTED TO SEE.

SO I FEEL WE'RE TALKING ABOUT TWO DIFFERENT THINGS.

DR. FORTIS BECAUSE I THINK THIS IS TALKS MORE ABOUT IF THEY ARE REQUESTS RIGHT BY THE BOARD MEMBERS AND STUFF, AND WE TRY TO KIND OF GATHER THE INFORMATION AND SEND IT SOMETIMES WITH THE BOARD UPDATE ON FRIDAYS, WHENEVER, BUT WE SEND IT TO ALL BOARD MEMBERS, NOT JUST THE ONE WHO MAY BE ASKING FOR THAT INFORMATION.

SO BUT WE USE THE BOARD UPDATE AS A MECHANISM, I GUESS, TO SHARE THAT INFORMATION.

OKAY, PERFECT. AND YOU AND I AND POTENTIALLY BOARD PRESIDENT, WE PROBABLY NEED TO DEDICATE SOME TIME TO GOING THROUGH THIS TO MAKE SURE THAT WE'RE CHECKING ALL THOSE BOXES.

ABSOLUTELY. BECAUSE THAT'S AND YOU'LL SEE THESE SAME ITEMS THAT BE MENTIONED IN THE OCTOBER REPORT.

SO I'LL NOTE THOSE FOR BOTH.

AND THEN MOVING ON TO THE OCTOBER REPORT.

UNDER THE ACTION PLAN ACHIEVEMENTS, WE DID HAVE ONE LEVEL THREE GRIEVANCE THAT WAS SCHEDULED.

WE'LL TALK ABOUT THAT ONE.

WE HAD THE I SAID ONE SPECIAL MEETING AND ONE REGULAR MEETING.

WE ALSO HAD A SPECIAL MEETING ATTACHED TO THAT ONE TO DISCUSS THE FIRST REPORT.

BUT THAT WAS A 12 TO 14 MINUTE MEETING THAT I THOUGHT WENT REALLY SMOOTHLY.

THE TIME IN MEETINGS WAS, YOU KNOW, I THINK QUITE A BIT LESS, YOU KNOW, ON A PERCENTAGE BASIS, WE HAD 700 MINUTES, WHICH IS PROBABLY GETTING CLOSER TO KIND OF WHAT THAT GOAL IS, YOU KNOW, AND THEN THIS IS AN EDITORIAL COMMENT ON THE TEMPLATE THAT I'M WORKING OFF OF.

THEY TYPICALLY LOOK AT TWO HOUR OR LESS MEETINGS.

I DON'T KNOW IF YOU'VE NOTICED THAT OR NOT.

I'M NOT REAL SURE HOW REALISTIC THAT IS FOR THE KINDS AND TYPES OF BUSINESS THAT YOU HAVE TO ACCOMPLISH.

SO I THINK, YOU KNOW, THE CLOSER WE CAN GET TO THAT, THE BETTER.

BUT I DON'T KNOW THAT THAT'S A ONCE WE HIT 2 HOURS, WE'RE GOLDEN.

IT STILL NEEDS TO WORK FOR THE DISTRICT AND THE TYPE OF BUSINESS THAT YOU HAVE TO ACHIEVE ON THE GRIEVANCE PROCESS.

AGAIN, NOTHING REALLY CHANGED THERE.

WE DID IN THE NARRATIVE, YOU'LL NOTE THAT WE HAD THE GRIEVANCE THAT WAS SCHEDULED FOR OCTOBER 13TH, AND AS WE HAD DISCUSSIONS ABOUT THAT, WE DID NOT HOLD THAT GRIEVANCE DUE TO LACK OF QUORUM BASED ON SOME PERSONAL CONFLICTS THAT WE HAD THERE.

RECUSALS, CORRECT.

I THINK I NOTED THAT IN ANOTHER NARRATIVE, SAME THING UNDER ON THOSE COMMUNICATIONS.

AGAIN, DR. AZAIEZ AND I WILL DISCUSS THAT.

I PRETTY MUCH JUST REPEATED THE NARRATIVE FROM THE LAST TIME BECAUSE AGAIN, THE OPERATING PROCEDURES WERE HUGE.

WE WORKED ON THAT FOR A LONG TIME.

THE TEAM OF EIGHT TRAINING, WE HAD A DISCUSSION.

SOMEBODY MENTIONED WE WERE LOOKING AT SCHEDULING PROBABLY IN JANUARY, JUST AT THE END OF THE YEAR IS REALLY BUSY FOR EVERYBODY.

ONCE WE GET EVERYBODY SWORN IN AND THEN WE CAN GET THAT SCHEDULE.

AND THEN THE LAST THING IT WAS JUST THE NOTATION OF THE OF THE MEETINGS.

AGAIN, WE HAD THE SPECIAL MEETING AND AGAIN, IT LOOKS IT IS A 285 MINUTE MEETING, BUT IT WAS NEARLY 100% ACADEMIC WORKSHOP.

AND SO THAT WAS I THINK THAT WAS EXCITING AND ENCOURAGING FOR EVERYBODY THAT WAS ACTUALLY FOCUSING ON THE WORK THAT WE REALLY SHOULD FOCUS ON.

AND SO EVEN THOUGH THAT ONE LOOKS LONG, IT'S GOOD THAT IT'S THAT'S THE MORE TIME WE SPEND ON ACADEMICS, THE BETTER.

RIGHT. AND THEN THAT SPECIAL AND REGULAR MEETING.

[01:35:01]

AGAIN, WE'RE WORKING TO.

AS WORKING TO TRANSITION TO A DIFFERENT TEMPLATE, A DIFFERENT LOOKING TEMPLATE.

AND YOU KNOW I'VE WORKED A LITTLE BIT ON IT.

I JUST KIND OF WANT TO MAKE SURE THAT BY TRANSITIONING TO THE NEW TEMPLATE THAT WE'RE NOT.

BACKTRACKING, IF YOU WILL.

SO I'M TRYING TO MAKE SURE THAT THE NEW TEMPLATE, THE GOALS FROM THIS PARTICULAR TEMPLATE ROLL FORWARD AGAIN.

AND DR.

AZAIEZ WILL PROBABLY NEED TO VISIT WITH THOSE ABOUT THAT.

AND WE'LL SCHEDULE A TIME PROBABLY AFTER THANKSGIVING.

AFTER THANKSGIVING. YEAH, ABSOLUTELY.

ANY QUESTIONS, TRUSTEES, ABOUT THE OCTOBER REPORT? WE DID JUST GET THIS A COUPLE OF DAYS AGO.

IT'S ALWAYS A LITTLE BIT OF LAG TIME AND GETTING THEM BACK OUT AND GETTING YOU SUBMITTED AND APPROVED BY FDA AND BACK TO US.

SO ANY QUESTIONS, TRUSTEES? ALL RIGHT. THANK YOU VERY MUCH, DR.

FULTON. THANK YOU.

[H. ACTION ITEMS FOR CONSIDERATION BY CONSENT]

I AM ITEM H SIX AND MOVING INTO AN ACTION ITEMS. CAN I REQUEST THAT H NINE BE PULLED? I JUST HAD A QUICK QUESTION ABOUT IT.

THAT WAY WE CAN DO THAT. H ONE.

H9H9. YEAH.

FOUR SEPARATE ROOMS. THIS IS THE FIRST.

DO I HAVE ANY OBJECTIONS TO PULLING THAT FROM TRUSTEES? THAT'S APPROVAL OF MEMBERS.

NO OBJECTIONS. DO I HAVE ANY MOTIONS FOR.

MADAM PRESIDENT, I MOVE THE BOARD.

APPROVE ITEMS H ONE, TWO, THREE, FOUR, FIVE, SEVEN AND EIGHT BY CONSENT.

SECOND, I HAVE A MOTION IN A SECOND.

ANY COMMENTS? ALL IN FAVOR. RAISE YOUR HAND.

ALL OPPOSED. SEEING NONE.

MOTION PASSES. SEVEN ZERO.

ALL RIGHT, THEN WE WILL GO TO OUR ACTION ITEMS. DO WE NEED TO TAKE A BREAK BEFORE WE GO INTO OUR ACTION ITEMS? YEAH. MOVE NINE TO OUR ACTION ITEM.

SO WE'LL MOVE. WE NOW HAVE FIVE ACTION ITEMS TO TALK ABOUT.

DO WE NEED TO TAKE A QUICK BREAK BEFORE.

OKAY LET'S TAKE A TEN MINUTE BREAK AND WE'LL COME BACK AT 7:18.

[I. ACTION ITEMS]

I THOUGHT THAT WAS A GREAT MOVE.

SO I JUST WANT TO LET YOU KNOW BEFORE WE GET STARTED, SO I'LL TURN IT OVER TO DR.

AZAIEZ. THANK YOU SO MUCH.

SO WE HAVE WITH US OUR OUR GREAT CFO, DENNIS.

AND WE ALSO, AS YOU KNOW, WE HAVE ANNUALLY, WE HAVE TO DO A FINANCIAL AUDIT AND WE RELY ON AN OUTSIDE FIRM OR ORGANIZATION TO DO THAT.

SO WE'RE LUCKY TO HAVE HIM HERE WITH US AND THE JUST CONDUCTED AND CONCLUDED OUR AUDIT.

AND YOU HAVE A COPY OF IT RIGHT IN FRONT OF YOU.

SO WITH NO DELAY, DENNIS, OUR BOARD OF TRUSTEES SUPERINTENDENT TONIGHT WE HAVE WITH US OUR NEW AUDIT FIRM, WHITLEY PAYNE, OUR PRIOR AUDIT FIRM, DECIDED TO GET OUT OF THE SCHOOL AUDITING BUSINESS.

SO WE WENT OUT WITH RFP AND WHITLEY PAYNE WAS THE WINNER OF OUR CONTRACT AND WE ARE VERY PLEASED WITH THE WORK THAT THEY HAVE DONE.

THEY HAVE BEEN VERY THOROUGH WITH THEM BEING THE FIRST TIME LOOKING AT OUR BOOKS.

AND SO I'M GOING TO TURN THIS OVER TO LUPE GARCIA, WHO'S THE ENGAGEMENT PARTNER, AND I ALSO LIKE TO INTRODUCE ANDREW, BUT HE WAS THE ONE THAT LED ALL THE WORK.

SO. LUPE THANK YOU.

MR. COVINGTON.

MADAM PRESIDENT. TRUSTEE.

SUPERINTENDENT. GOOD EVENING.

I'M HERE TONIGHT TO PRESENT TO YOU THE RESULTS OF THE FISCAL YEAR 2022 FINANCIAL STATEMENT AUDIT AND FEDERAL SINGLE AUDIT.

WE HAVE A PRESENTATION TO TAKE YOU THROUGH THAT AUDIT PROCESS, THE AUDIT RESULTS, SOME FINANCIAL STATEMENT HIGHLIGHTS, AND THEN END WITH SOME REQUIRED COMMUNICATIONS.

THIS ANNUAL COMPREHENSIVE FINANCIAL REPORT IS ONE OF THE MOST IMPORTANT DOCUMENTS THAT THE SCHOOL DISTRICT PREPARES.

THERE'S SEVERAL STAKEHOLDERS WAITING FOR THIS DOCUMENT TO BE RELEASED.

THERE'S SEVERAL SUBMISSIONS THE SCHOOL DISTRICT WILL DO AFTER TODAY TO MAKE SURE IT MEETS ALL FILING REQUIREMENTS, CONTINUING DISCLOSURE REQUIREMENTS WITH FEDERAL AND STATE AGENCIES. IN ADDITION TO MYSELF.

ANDREW JEANETTE WAS THE MANAGER ON THE ENGAGEMENT.

HE WAS INTRODUCED EARLIER. HE'S SITTING RIGHT BEHIND ME.

BRYCE RICHMOND WAS THE SENIOR ASSOCIATE WORKING HERE ON SITE WITH DISTRICT STAFF.

THROUGH EACH PHASE OF THE AUDIT, TOM PETERSON WAS THE CONCURRING PARTNER.

HIS ROLE IN THE ENGAGEMENT IS TO REVIEW THE ANNUAL COMPREHENSIVE FINANCIAL REPORT, INCLUDING THE FEDERAL AWARDS SECTION AND TO REVIEW KEY WORK PAPERS AND OUR AUDIT FILE AS A LEVEL OF QUALITY CONTROL AND THE SECOND PARTNER REVIEW.

ON THIS LINE. WE HAVE A HIGH LEVEL OVERVIEW OF THE AUDIT PROCESS.

[01:40:03]

THERE'S TWO MAIN PHASES.

DURING THE FINANCIAL STATEMENT AUDIT THE FIRST PHASE OF THE AUDIT, WE FOCUS ON RISK ASSESSMENT, TESTING, INTERNAL CONTROLS AND TESTING COMPLIANCE FOR YOUR FEDERAL MAJOR PROGRAMS. YOUR INTERNAL CONTROLS ARE YOUR POLICIES AND PROCEDURES AND YOUR PROCESSES THAT YOU HAVE IN PLACE TO RECORD TRANSACTIONS THROUGHOUT THE FISCAL YEAR IN ORDER TO PREPARE TIMELY AND ACCURATE FINANCIAL STATEMENTS.

BASED ON THAT UNDERSTANDING OF HOW THE DISTRICT OPERATES, WE TEST TRANSACTIONS AT RANDOM TO MAKE SURE THAT PROCESS IS WORKING, THAT THOSE APPROVALS ARE IN PLACE, THE SUPPORTING DOCUMENTATION IS PLACED IN PLACE FOR THOSE TRANSACTIONS.

WE ALSO IDENTIFY THE MAJOR PROGRAMS THAT ARE TESTED IN THE FEDERAL SINGLE AUDIT AND DO THE MAJORITY OF THE COMPLIANCE TESTING DURING THIS PHASE OF THE AUDIT.

SO THAT'S BEFORE THE FISCAL YEAR IS OVER.

ONCE THE FISCAL YEAR IS OVER, WE RETURN.

AFTER A COUPLE OF MONTHS, WE ALLOW MANAGEMENT TO POST ALL CLOSING ENTRIES.

THEN WE WILL RETURN AND OUR FOCUS IS MORE FINANCIAL.

WE'RE TESTING ACCOUNT BALANCES, TRANSACTION CLASSES.

WE'RE CONFIRMING INFORMATION DIRECTLY WITH THIRD PARTIES, YOUR FINANCIAL INSTITUTIONS, YOUR LEGAL COUNCIL, TEXAS EDUCATION AGENCY, AND CORROBORATING INFORMATION OBTAINED FROM THE DISTRICT AND OTHER SOURCES.

WITH THE INFORMATION IN THE GENERAL LEDGER.

WE PERFORM ALL THESE PROCEDURES OVER ALL THESE MONTHS IN ORDER TO OBTAIN ENOUGH AUDIT EVIDENCE TO EXPRESS AN OPINION ON THE FINANCIAL STATEMENTS, BECAUSE ULTIMATELY THAT'S WHAT WE'VE BEEN ENGAGED TO DO, IS EXPRESS AN OPINION AS TO WHETHER OR NOT YOUR FINANCIAL STATEMENTS ARE MATERIALLY STATED IN IN ALL RESPECTS.

AS EXTERNAL AUDITORS, WE CAN ISSUE A FEW DIFFERENT TYPES OF OPINIONS.

THE DISCLAIMER WOULD BE EXPRESSED IN A SITUATION WHERE THE RECORDS DIDN'T EXIST OR WERE IN SUCH POOR CONDITION WE COULDN'T EXPRESS UNMODIFIED OR A QUALIFIED OPINION.

A QUALIFICATION WOULD BE EXPRESSED IN A SITUATION WHERE EVERYTHING WAS FAIRLY STATED EXCEPT FOR THE AREAS THAT WE LISTED IN OUR REPORT.

AND ON THE FAR RIGHT.

THIS IS THE OPINION WE'VE EXPRESSED ON THE DISTRICT'S FINANCIAL STATEMENTS AND THIS IS THE BEST OUTCOME IN A FINANCIAL STATEMENT.

AUDIT IS THE UNMODIFIED OPINION.

SO BEGINNING AT THE THE FIRST SECTION OF THE FINANCIAL SECTION, YOU'LL FIND OUR REPORT THAT INCLUDES THAT UNMODIFIED OPINION.

THIS PROVIDES REASONABLE ASSURANCE THAT THE USERS OF THESE FINANCIAL STATEMENTS CAN RELY ON THE FINANCIAL STATEMENTS AS BEING FAIRLY STATED AND BEING PERFORMED IN ACCORDANCE WITH GENERALLY ACCEPTED ACCOUNTING PRINCIPLES.

WE ALSO ISSUE A SECOND REPORT ON THE DISTRICT'S INTERNAL CONTROLS OVER FINANCIAL REPORTING AND ON COMPLIANCE.

THAT'S MATERIAL TO THE FINANCIAL STATEMENTS.

WE DID NOT IDENTIFY ANY WEAKNESSES IN INTERNAL CONTROL OR DEFICIENCIES IN INTERNAL CONTROL THAT WE CONSIDER TO BE SIGNIFICANT.

NOR DID WE IDENTIFY ANY MATERIAL NONCOMPLIANCE TO THE FINANCIAL STATEMENTS.

AND THEN THE THIRD AND LAST REPORT WE ISSUE IS ON THE DISTRICT'S ADMINISTRATION OF ITS FEDERAL PROGRAMS, FISCAL YEAR 2022.

THESE ARE THE FEDERAL PROGRAMS WE TESTED AS MAJOR PROGRAMS. THE CHILD NUTRITION CLUSTER, TITLE ONE, ENTITLED TO PART A, THE ELEMENTARY AND SECONDARY SCHOOL EMERGENCY RELIEF FUNDS.

THAT'S ESSER AND THEN THE EMERGENCY CONNECTIVITY FUND.

SO OUR TESTING IN THESE AREAS DIDN'T IDENTIFY ANY QUESTION COST OR ANY NONCOMPLIANCE.

SO GOOD NEWS HERE AS WELL.

AND THAT'S IMPORTANT BECAUSE WITHIN 30 DAYS THIS REPORT WILL BE UPLOADED TO THE FEDERAL AUDIT CLEARINGHOUSE, AND THAT'S HOW FEDERAL AND STATE AGENCIES BECOME AWARE OF HOW THE DISTRICT PERFORMED IN THE FINANCIAL STATEMENT AUDIT AND THIS FEDERAL SINGLE AUDIT.

AND THAT'S THEIR FIRST STEP IN MONITORING AND THEIR RISK ASSESSMENT OF THE DISTRICT.

JUMPING INTO SOME OF THE FINANCIAL STATEMENT HIGHLIGHTS ON PAGE 16 IS THE STATEMENT OF NET POSITION.

THIS IS YOUR ACCRUAL BASIS BALANCE SHEET.

SO THESE ARE ALL THE ASSETS OF THE DISTRICT.

EVERYTHING YOU OWE OWN LESS, EVERYTHING YOU OWE, AND THEN THAT'S REPORTED AS A NET POSITION.

SO YOUR ASSETS AND DEFERRED OUTFLOWS AS OF THE END OF THE FISCAL YEAR WERE 1.6 BILLION OF THAT AMOUNT.

THAT'S PRIMARILY YOUR CASH AND INVESTMENTS OF 596 MILLION.

AND THEN YOUR CAPITAL ASSETS, YOUR LAND, BUILDINGS, VEHICLES, EQUIPMENT, FURNITURE AND ADDED DEPRECIATION AND AMORTIZATION WAS 928 MILLION.

YOUR LIABILITIES AND YOUR DEFERRED INFLOWS OF RESOURCES WERE 1.5 BILLION OF THAT AMOUNT, YOUR BONDS PAYABLE AND YOUR UNAMORTIZED PREMIUMS WERE 984 MILLION. AND THEN THE NEXT TWO LIABILITIES AND I'M GOING TO GO OVER ARE REPRESENT YOUR PROPORTIONATE SHARE OF YOUR PARTICIPATION IN THE TEACHERS RETIREMENT SYSTEM OF TEXAS. ALL EMPLOYERS IN THOSE PLANS HAVE TO REPORT A NET PENSION LIABILITY AND A NET OTHER POST-EMPLOYMENT BENEFIT LIABILITY RELATED TO RETIREE HEALTH CARE.

THE NET PENSION LIABILITY FOR ROUND ROCK ISD WAS 60.8 MILLION, AND THE NET OTHER POST-EMPLOYMENT BENEFIT LIABILITY WAS 133.7.

SO IT'S A MUCH BIGGER NUMBER BECAUSE WE'RE TALKING ABOUT HEALTH CARE AND A BIG DIFFERENCE BETWEEN THESE TWO PLANS.

THE DISTRICT THAT THE PLAN TRS HAS INVESTMENTS THAT ARE EARNING INTEREST FOR THE PENSION PLAN, THE OPEB PLAN, THE RETIREE HEALTH CARE, ALL THE CONTRIBUTIONS THAT ALL THE EMPLOYERS MAKE, ALL THE EMPLOYEES MAKE, THE STATE MAKES INTO THAT PLAN IMMEDIATELY GO OUT TO PAY CURRENT YEAR BENEFITS.

IT'S MORE OF A PAY AS YOU GO PLAN.

[01:45:01]

PLUS, WE'RE TALKING ABOUT HEALTH CARE AND IT'S VERY VOLATILE.

SO THE DISTRICT IS ABSOLUTELY CONTRIBUTING TO BOTH OF THOSE PLANS EXACTLY LIKE IT'S SUPPOSED TO.

IN ORDER FOR US TO EXPRESS OUR UNMODIFIED OPINION, YOU HAVE TO REPORT THOSE AMOUNTS IN YOUR FINANCIAL STATEMENTS.

AND THE DISTRICT HAS BEEN REPORTING THESE AMOUNTS FOR SEVERAL YEARS NOW.

SO EVERYONE IS USED TO SEEING THEM.

SO THE DIFFERENCE BETWEEN YOUR ASSETS AND YOUR LIABILITIES AND YOUR OUTFLOWS AND YOUR INFLOWS IS YOUR NET POSITION.

AND THAT WAS 114 MILLION AS OF THE END OF THE FISCAL YEAR.

THE DISTRICT'S GENERAL FUND IS ITS MAIN OPERATING ACCOUNT FOR FISCAL YEAR 2022.

THE DISTRICT REPORTED TOTAL EXPENDITURES IN THE GENERAL FUND OF 499.3 MILLION OF OF THAT AMOUNT, 55% IS RELATED TO INSTRUCTION AND RELATED SERVICES.

274.9 MILLION.

THE SECOND HIGHEST CATEGORY OF EXPENDITURES IN YOUR GENERAL FUND IS RELATED TO RECAPTURE CHAPTER 49 FOR FISCAL YEAR 2022.

THAT WAS $61.5 MILLION OR 12% OF YOUR GENERAL FUND EXPENDITURES, FACILITIES, MAINTENANCE AND OPERATIONS WAS 9% OF YOUR GENERAL FUND EXPENDITURES.

42 MILLION INSTRUCTIONAL AND SCHOOL LEADERSHIP 36.3 MILLION OR 7% OF YOUR EXPENDITURES.

AND THEN EACH REMAINING CATEGORY OF EXPENDITURES, THERE WAS 5% OR LESS.

I WOULD LIKE TO POINT OUT GENERAL ADMINISTRATION IS 2% OF YOUR GENERAL FUND EXPENDITURES, WHICH IS A LOW PERCENTAGE.

SO THAT'S GOOD. THAT MEANS YOU'RE PUTTING MORE MONEY TOWARDS STUDENTS, CLASSROOMS, TEACHERS.

THERE'S THREE BUDGETARY COMPARISON SCHEDULES IN THE REPORT.

THE FIRST ONE I'M GOING TO GO OVER IS WHERE YOUR GENERAL FUND REVENUES WERE MORE THAN BUDGETED BY 2.3 MILLION.

SO A FAVORABLE VARIANCE THERE.

AND YOUR ACTUAL EXPENDITURES WERE GREATER THAN YOUR BUDGETED AMOUNTS BY $7 MILLION.

OVERALL, YOUR EXPENDITURES EXCEEDED YOUR REVENUES AND OTHER USES BY 28.5 $26.2 MILLION.

SO THAT REPRESENTS A DECREASE IN YOUR GENERAL FUND BALANCE FOR AN ENDING TOTAL FUND BALANCE IN YOUR GENERAL FUND OF $170.1 MILLION.

THAT BALANCE BREAKS DOWN INTO A FEW DIFFERENT CATEGORIES.

YOU HAVE NON SPENDABLE FUND BALANCE THAT REPRESENTS INVENTORIES AND PREPAID.

SO OF 1.2 MILLION, YOU HAVE AMOUNTS THAT ARE RESTRICTED AND ASSIGNED FOR PARTICULAR PURPOSES 2.1 MILLION AND 23.7 MILLION RESPECTIVELY.

AND ANYTHING THAT DOESN'T FALL INTO ANY OF THOSE OTHER CATEGORIES IS REFERRED TO AS UNASSIGNED FUND BALANCE OR FUND BALANCE THAT'S AVAILABLE FOR SPENDING ON ANY LAWFUL PURPOSE. SO UNASSIGNED FUND BALANCE IS WHAT GETS A LOT OF ATTENTION.

ON THIS SLIDE IS UNASSIGNED FUND BALANCE FOR THE LAST FIVE FISCAL YEARS AS A PERCENTAGE OF YOUR GENERAL FUND EXPENDITURES.

NOW THE GENERAL FINANCE OFFICERS ASSOCIATION GOVERNMENT FINANCE OFFICERS ASSOCIATION RECOMMENDS HAVING 2 TO 3 MONTHS OF UNASSIGNED FUND BALANCE.

SO THAT'S 25% OF YOUR EXPENDITURES.

YOU CAN SEE FOR FISCAL YEAR 2022, YOU'RE OVER THAT GOAL OF 25% AT 28.7.

HOWEVER, YOU DO SEE THAT IT'S DECLINED OVER THE LAST TWO FISCAL YEARS BECAUSE YOU DID DRAW DOWN YOUR FUND BALANCE IN THE GENERAL FUND IN FISCAL YEAR 2022 AND IN FISCAL YEAR 2021. THE SECOND AND THIRD BUDGETARY COMPARISON SCHEDULES ARE RELATED TO YOUR CHILD NUTRITION FUND AND YOUR DEBT SERVICE FUND.

REVENUES IN YOUR CHILD NUTRITION FUND WERE GREATER THAN BUDGETED BY 2.4 MILLION.

THE EXPENDITURES IN THE CHILD NUTRITION FUND WERE LESS THAN BUDGETED BY 2.2 MILLION.

OVERALL, YOU HAD AN INCREASE IN FUND BALANCE DURING THE YEAR FOR THE CHILD NUTRITION PROGRAM OF 5.7 MILLION FOR AN ENDING BALANCE OF 8.4 MILLION.

YOUR DEBT SERVICE FUND.

THIS IS WHERE THE INTEREST AND SINKING PORTION OF YOUR TAX RATE REVENUES ARE RECORDED TO PAY THE PRINCIPAL AND INTEREST ON YOUR LONG TERM DEBT.

YOUR REVENUES OF 107.3 MILLION WERE LESS THAN BUDGETED REVENUES BY $0.3 MILLION.

YOUR EXPENDITURES WERE LESS THAN BUDGETED BY $286.

OVERALL, YOU DID HAVE A DECREASE IN YOUR FUND BALANCE OF 1.1 MILLION.

FOR AN ENDING BALANCE OF $100.3 MILLION.

LASTLY, I'M GONNA GO THROUGH SOME REQUIRED COMMUNICATIONS AS PART OF THE AUDIT.

WE DO ENSURE THAT THE DISTRICT IS FOLLOWING ALL CURRENT ACCOUNTING PRONOUNCEMENTS.

DURING FISCAL YEAR 22, THE DISTRICT DID IMPLEMENT A NEW PRONOUNCEMENT RELATED TO HOW LEASES ARE ACCOUNTED FOR AND REPORTED IN THE FINANCIAL STATEMENTS.

THE FINANCIAL STATEMENTS DO INCLUDE ESTIMATES.

SOME OF THE MORE SIGNIFICANT ESTIMATES IN THE FINANCIAL STATEMENTS INCLUDE ANYTHING RELATED TO STATE FUNDING, THE REVENUES AND THE ACCRUALS THAT MANAGEMENT RECORD ARE RELATED TO A LOT OF FACTORS THAT ARE CONSIDERED ESTIMATES.

ANY ALLOWANCES FOR UNCOLLECTIBLE RECEIVABLES IS BASED ON HISTORICAL COLLECTIONS AND THEN ANYTHING RELATED TO YOUR PENSION AND OTHER POST-EMPLOYMENT BENEFIT LIABILITIES AND RELATED AMOUNTS ARE THE LARGEST ESTIMATE IN YOUR FINANCIAL STATEMENTS.

THAT COMES FROM THE AUDITORS AND ACTUARIES AT THE STATE LEVEL.

SO MANAGEMENT HAS RECORDED THESE ESTIMATES APPROPRIATELY IN ACCORDANCE WITH GENERALLY ACCEPTED ACCOUNTING PRINCIPLES AND THE FINANCIAL STATEMENTS.

I'M HAPPY TO REPORT THAT PERFORMING THE AUDIT, COMPLETING THE AUDIT, WE DIDN'T RUN INTO ANY DIFFICULTIES IN WORKING WITH MANAGEMENT, SO I WOULD LIKE TO THANK MR. COVINGTON, MS. RODY AND THEIR ENTIRE TEAM FOR THEIR COOPERATION THROUGHOUT EACH PHASE OF THE AUDIT.

ANYONE WE WANTED TO MEET WITH WAS MADE AVAILABLE TO US.

ANY QUESTIONS WE HAD OR ANSWERED IN A TIMELY MANNER.

[01:50:01]

SO WE DO WANT TO THANK THE DISTRICT BECAUSE GOING GETTING THROUGH THE AUDIT ON TOP OF DOING THEIR DAY TO DAY RESPONSIBILITIES IS A HUGE TASK.

AND SO WE'RE PRESENTING THIS REPORT TO YOU ON TIME.

THAT WAY THE DISTRICT CAN MAKE ALL ITS TIMELY SUBMISSIONS.

WE DIDN'T IDENTIFY ANY MATERIAL MISSTATEMENTS THAT WE HAD TO BRING TO MANAGEMENT'S ATTENTION FOR CORRECTION.

NO DISAGREEMENTS WITH MANAGEMENT ON ANY MATTERS.

THE LAST FORM OF AUDIT EVIDENCE WE OBTAIN IS A MANAGEMENT REPRESENTATION LETTER.

IN THAT LETTER, MANAGEMENT INDICATES THAT THEY PROVIDED US WITH ALL THE INFORMATION WE'VE REQUESTED THAT NOTHING'S BEEN WITHHELD THAT WOULD MATERIALLY MISSTATE THE FINANCIAL STATEMENTS OR NOTE DISCLOSURES.

AS FAR AS WE'RE AWARE, THE DISTRICT ISN'T CONSULTING WITH ANY OTHER AUDITORS OR ACCOUNTANTS ON ANY MATTERS.

AND THEN THE LAST BULLET ON THIS SLIDE DURING THE YEAR, WE MAY ANSWER QUESTIONS AND PROVIDE INFORMATION AND GUIDANCE TO THE DISTRICT ON A VARIETY OF ACCOUNTING AND FINANCIAL REPORTING MATTERS.

BUT IN NO TIME DO WE FEEL THE WAY WE ANSWER THOSE QUESTIONS OR THE POSITIONS WE TAKE ON ANY MATTER IS A CONDITION AS OUR RETENTION AS A DISTRICT EXTERNAL AUDITORS.

SO THAT CONCLUDES MY PRESENTATION.

IF THERE ARE ANY QUESTIONS ABOUT THE AUDIT PROCESS, THE AUDIT RESULTS, OR THE AUDIT REPORT ITSELF, I'D BE HAPPY TO TAKE THOSE QUESTIONS AT THIS TIME.

TRUSTEE VESSA. THANK YOU.

ACTUALLY, THIS WAS REALLY GOOD.

I FELT LIKE GOING THROUGH THE AUDIT AS AN AGENDA ITEM WAS PROBABLY REALLY HELPFUL, ESPECIALLY GIVEN THE LAST FEW YEARS AND JUST COVID AND THE PANDEMIC IN GENERAL.

AND ALL THE FLUCTUATIONS HAVE BEEN REALLY, REALLY HARD ON MANY DISTRICTS THROUGHOUT THE STATE.

SO WOULD YOU SAY THAT PROBABLY THE MOST CONCERNING SLIDE WAS THE DECREASE IN FUND BALANCE? WAS THAT SOMETHING THAT'S A COMMON OCCURRENCE THROUGHOUT THE STATE RIGHT NOW, THAT THE DISTRICT'S DUE TO A MYRIAD OF FACTORS DURING COVID SAW, HAD TO TAP INTO THEIR FUND BALANCE AT RATES? PROBABLY NOT TYPICAL.

I THINK WHAT'S NOT TYPICAL IS THAT YOU WERE AT 46 AND 47% OF UNASSIGNED FUND BALANCE A COUPLE OF YEARS AGO.

THAT WAS A VERY HIGH LEVEL OF UNASSIGNED FUND BALANCE IN COMPARISON TO YOUR GENERAL FUND EXPENDITURES BEING AROUND 25%, 30%.

I THINK THAT'S TYPICAL.

THAT'S WHAT WE TYPICALLY SEE HAVING UNASSIGNED FUND BALANCE, LESS THAN 25% APPROACHING 60 DAYS OR 30 DAYS.

THAT WOULD BE A RED FLAG.

AND SO THAT RED FLAG WHEN WE IF WE CONTINUED SAY WE YOU KNOW, WE JUST HAD TWO YEARS WHERE IT'S OVER $20 MILLION COMING OUT OF FUND BALANCE THAT WOULD DEFINITELY PUT US IN RED FLAG TERRITORY.

CORRECT. THAT'S A TREND THAT CAN'T CONTINUE.

YEAH. SO THAT HAS TO LEVEL OFF.

CORRECT. BUT YOU'RE SAYING THAT MY PREVIOUS QUESTION WAS, DID YOU SEE THAT OTHER DISTRICTS AROUND THE STATE HAD A SIMILAR TRAJECTORY OF HAVING TO TAP INTO FUND BALANCE IN ORDER BECAUSE OF PANDEMIC RELATED ISSUES? THAT'S A TRUE STATEMENT. YES.

I DON'T HAVE ANY OTHER LIGHTS ON.

I HAVE A GENERAL QUESTION THAT'S NOT NECESSARILY RELATED TO THE AUDIT, BUT HOW DID WE INCREASE OUR FUND BALANCE FROM FISCAL YEAR 18 TO FISCAL YEAR 19 BY 55 $60 MILLION? HOW DID WE INCREASE THAT FUND BALANCE BY $60 MILLION? PREVIOUS TO THAT YEAR, A LOT OF THAT MONEY WAS ASSIGNED, SO THEY WERE SAYING IT WAS ASSIGNED TO A CERTAIN PURPOSE.

AND SO THEN WHEN DR.

ADDICKS CAME ON, HE UNASSIGNED IT.

OKAY. IT WAS THE SAME AMOUNT OF MONEY IT WAS JUST PREVIOUSLY ASSIGNED, AND THEN HE DECIDED TO ASSIGN IT.

AND YOU CONCUR WITH THAT, MR. COVINGTON? OR DO YOU KNOW, GOING BACK, SINCE YOU WEREN'T HERE, YOU MAY NOT KNOW THE ANSWER TO THAT.

THAT IS THE REASON.

DO I AGREE WITH IT? THAT'S A DIFFERENT QUESTION.

GOTCHA. OKAY.

TRUSTEE BONE.

THANK YOU. AND THANK YOU FOR THE PRESENTATION.

THERE'S ALWAYS ONE NUMBER THAT I LIKE TO LOOK AT, AND THIS YEAR IS ON PAGE NINE, AND THIS IS THE GENERAL FUND EXPENDITURES THAT ARE DEDICATED FOR AN INSTRUCTIONAL EFFORT. AND IT'S ACTUALLY A PERCENTAGE, AND THIS YEAR IS A 55%.

AND THEN IF YOU ADD IN STUDENT SUPPORT SERVICES SUCH AS COUNSELING, NURSING AND TRANSPORTATION SERVICES, THAT NUMBER HAS GONE TO NEARLY 65%.

I WENT BACK AT LEAST TO THE LAST EIGHT YEARS IN ROUND ROCK, AND THIS IS THE LOWEST THAT THESE PERCENTAGES HAVE EVER BEEN.

I DO UNDERSTAND WE HAVE RECAPTURE, BUT THIS IS THE NUMBER I THINK WE DO NEED TO PAY ATTENTION TO, BECAUSE AGAIN, IT IS THE AMOUNT OF MONEY THAT'S GOING TO OUR EXPENDITURES

[01:55:03]

AND I DID LOOK AROUND THE STATE AT OTHER DISTRICTS THAT I WOULD CONSIDER COMPARABLE AND GOOD.

AND THIS SEEMS LOW.

I DON'T KNOW IF YOU KNOW THOSE NUMBERS, BUT 55% SEEMS LOW COMPARED TO EVEN OTHER DISTRICTS.

IS THAT TRUE? DO YOU KNOW? SO LOOKING AT THIS SLIDE, WHEN I PRESENT THIS SLIDE AT OTHER DISTRICTS, TYPICALLY THAT INSTRUCTION AND RELATED SERVICES FIGURE IS IN THE 60%.

BUT LIKE YOU MENTIONED, RECAPTURES 12% OF THE GENERAL FUND EXPENDITURES.

IF YOU WANT TO COMPARE FISCAL YEAR 2022 TO PRIOR YEARS, WHERE YOU DIDN'T HAVE RECAPTURE OR RECAPTURE WAS A MUCH SMALLER AMOUNT, YOU WOULD HAVE TO, YOU KNOW, MAKE IT AN APPLES TO APPLES COMPARISON BECAUSE I'M SURE IF YOU PULLED OUT THAT 12% OF RECAPTURE AND RECALCULATED ALL THE PERCENTAGES, YOUR INSTRUCTION INSTRUCTION RELATED SERVICES WOULD BE CLOSER TO, IF NOT PAST 60%.

ACTUALLY, OUR NUMBERS WENT UP WHEN YOU ELIMINATE THAT 60 SOME MILLION DOLLARS, ACTUALLY OUR NUMBERS WHEN IT COMES TO SPENDING ON INSTRUCTION ACTUALLY WENT UP AND WE CAN GO BACK AND AND SHARE THAT WITH YOU, DR.

BROWN, AND OUR BOARD MEMBERS.

BUT OUR PERCENTAGE ACTUALLY WENT UP.

ANOTHER THING, ANOTHER THING THAT JUST DIDN'T GO UP, I THINK YOU'RE SAYING THE PERCENTAGE WENT UP.

A PERCENTAGE OR THE AMOUNT? NOT THE PERCENTAGE, BUT KEEP IN MIND ALSO 85.

LET ME ANSWER THAT RIGHT QUICK.

YEAH. IF YOU BACK OUT, RECAPTURE AND DO TRUE EXPENDITURES WITHOUT RECAPTURE THE INSTRUCTION THAT ALONE, THE 55% GROWTH IS 62%.

AND THEN YOU ADD IN THE OTHER CATEGORIES AND THE 5% WHICH WILL GO UP ALSO BECAUSE YOU BACKED OUT RECAPTURE.

SO WE WILL BE IN THE 67 AND 68%.

RIGHT. AND ANOTHER NOTE TO TO TO ASK TO WHY THAT NUMBER IS A LITTLE LOWER.

WE MOVE THOSE INSTRUCTIONAL COACHES WHICH IS PART OF INSTRUCTION TO ESSER.

SO THEY'RE NOT THOSE EXPENDITURES ARE NOT EVEN COUNTED IN THIS DOCUMENT.

RIGHT. BUT THEY ALSO WEREN'T PAID FOR OUT OF THIS BUDGET AMOUNT, RIGHT? CORRECT. SO IT'S BUT WE COULD WE COULD HAVE CHOSE OTHER CATEGORIES OF FUNDING TO PUT INTO ESSER ANNUAL.

AND I WILL SAY ON WHAT TO STATE HIRE SOME OF THE SCHOOLS I WAS LOOKING AT, IT DID APPEAR THAT THEY ALSO HAD RECAPTURE.

SO IT'S JUST A NUMBER.

IT'S A PERCENTAGE I THINK WE SHOULD LOOK AT.

AND EVEN THAT 62%, THAT'S STILL FAIRLY LOW.

I MEAN, IF YOU GO BACK TO YEARS WHERE WE DIDN'T HAVE RECAPTURE, WE WERE HIGHER THAN 62%.

SO I JUST THINK IT'S A NUMBER THAT'S PARTICULARLY IMPORTANT TO ME AND IT'S A NUMBER TO WATCH.

I MEAN, WE CAN AS I SAID, I LOOKED AT THE NUMBERS AND I DON'T HAVE THEM RIGHT IN FRONT OF ME.

BUT WE WILL WE WILL DO THAT, RUN IT AGAIN AND SHARE IT WITH THE BOARD MEMBERS.

I CAN TELL YOU THAT AS A DISTRICT FROM YEAR BEFORE TO THIS YEAR, WE INVESTED ALMOST $20 MILLION IN IN COMPENSATION, AN INCREASE IN TEACHERS PAY FOR OUR TEACHERS AND OUR STAFF.

I MEAN, THAT ALONE, MOST OF THAT MONEY, 85% OF IT OR ALMOST I'M SORRY, 70 ABOUT 70% OF IT IS ACTUALLY GOING TO OUR TEACHERS, DIRECTLY TO OUR TEACHERS.

AND AGAIN, THANKS TO OUR BOARD, YOU REMEMBER THE BIGGEST RAISE WHERE WENT TO THE TEACHERS.

AND EVEN WHEN WE DID AGAIN THIS THIS YEAR, WE DID ALMOST $9.3 MILLION THAT OUR BOARD APPROVED A COUPLE OF WEEKS AGO.

THE MAJORITY OF THAT MONEY ALSO WENT TO OUR TEACHERS.

SO IT'S DIRECTLY IMPACTING OUR STUDENTS.

RIGHT. AND I UNDERSTAND THAT'S WHY THAT NUMBER IS SO IMPORTANT TO ME IS BECAUSE THAT IS THE MONEY THAT'S GOING DIRECTLY TO OUR STUDENTS, WHICH MEANS IT'S GOING DIRECTLY TO OUR STAFF THAT ARE SUPPORTING OUR STUDENTS.

BUT THEN THAT ALSO GOES TO WHAT TRUSTEE VESSA WAS JUST TALKING ABOUT, THAT WE NEED TO WATCH OUR SPENDING BECAUSE WE ARE GETTING CLOSE TO A NUMBER.

AND I BELIEVE THERE'S A STATE MANDATE, RIGHT? YOU WERE SAYING IT'S LIKE A GOAL, BUT MR. COVINGTON, YOU MIGHT KNOW THERE'S ACTUALLY A STATE REQUIREMENT THAT WE HAVE SO MUCH FUND BALANCE.

AND I THINK IT'S A REQUIREMENT.

IT'S JUST ONE THAT MEASURES IN THE FIRST REPORT.

IT'S THE RATIO ADMIN VERSUS TEACHERS, IT'S THE SPOT OF THE FIRST.

AND I THINK WE GOT TO YES ON THAT ONE.

I THINK IT WAS A POSITIVE.

YEAH. THEY MEASURE THE NUMBER OF DAYS OF CASH ON HAND RIGHT.

YEAH. AND THAT BUT THAT WE NEED THAT FUND BALANCE.

RIGHT. THAT NUMBER OF DAYS.

YEAH. SO AND THAT'S WHAT I THINK TRUSTEE VESSA WAS SAYING IS THAT WE NEED TO WATCH THAT NUMBER IS IF WE KEEP SPENDING.

YES, I AGREE. TRUSTEE WESTON, THANK YOU.

SO I WOULD JUST LIKE TO SAY THIS IS THE FIRST YEAR I'VE GOTTEN A HARD COPY OF THIS, WHICH I VERY MUCH APPRECIATE THAT I WON'T HAVE TO GO TO OFFICE DEPOT MYSELF AND PRINT IT.

I'LL JUST TAKE IT HOME.

SO THANK YOU VERY MUCH FOR THAT.

JUST TO BE CLEAR ON THE PURPOSE OF THIS AUDIT, YOU KNOW, APPARENTLY WE DID VERY WELL.

RIGHT. BUT THAT DOESN'T THIS IS THE OPINION EXPRESSED IN YOUR AUDIT IS NOT THAT WE'RE SPENDING MONEY ON THE RIGHT THINGS.

YOU'RE NOT WEIGHING IN ON IF WE'RE SPENDING THE RIGHT AMOUNT OF MONEY ON FURNITURE OR ADMINISTRATION OR PLAYGROUNDS.

YOU'RE JUST LOOKING AT ARE WE FOLLOWING GAAP? RIGHT. GENERALLY ACCEPTED ACCOUNTING PRINCIPLES, RIGHT?

[02:00:03]

SO OUR OPINION IS SAYING THESE FINANCIAL STATEMENTS ARE FAIRLY STATED.

IT'S NOT GIVING YOU A CLEAN BILL OF HEALTH.

IT'S NOT SAYING THAT YOU'RE BUDGETING AND SPENDING YOUR DOLLARS IN THE RIGHT PLACES.

THIS IS SAYING THE USERS, YOU KNOW, THE REQUIREMENT BY STATE LAW, THE DISTRICT HAS TO PRODUCE AUDITED FINANCIAL STATEMENTS.

THESE FINANCIAL STATEMENTS ARE USED BY FEDERAL AND STATE REGULATORS, CREDIT RATING AGENCIES, THE INVESTORS IN THE DISTRICT'S BONDS.

THEY'RE WAITING TO SEE HOW THE DISTRICT PERFORMED IN THE AUDIT.

AND THEY WANT TO SEE HOW YOU'RE MANAGING YOUR RESOURCES.

OKAY. THANK YOU FOR THAT CLARIFICATION.

YOU'RE WELCOME. I JUST WANTED TO CLARIFY BEFORE WE MOVED ON TRUSTEES, DID WE WANT A KIND OF FIVE YEAR OR WHATEVER HISTORICAL ON THE AMOUNT SPENT, PERCENTAGE ON INSTRUCTION TAKING OUT, OF COURSE, RECAPTURE.

SO WE'RE COMPARING APPLES TO APPLES.

WAS THAT A CAN YOU WRITE THAT DOWN? TRUSTEE WE'RE AWESOME.

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

LAST CHANCE QUESTIONS ON THE AUDIT.

THANK YOU VERY MUCH FOR BEING HERE TONIGHT AND I APPRECIATE THE PRESENTATION.

THANK YOU. ALL RIGHT.

WE ARE NOW TO EXCUSE ME, MADAM CHAIR.

YOU HAVE TO VOTE. OH.

OH, WE HAVE A MOTION THAT GOES WITH IT.

YES, MA'AM. ALL RIGHT.

WOULD SOMEONE LIKE TO MAKE THE MOTION? MADAM PRESIDENT, I MOVE THAT THE BOARD APPROVED THE ROUND ROCK ISD ANNUAL AUDIT REPORT FOR THE YEAR ENDED JUNE 30, 2022.

AS PRESENTED, I CAN SECOND IT.

ALL RIGHT. I HAVE A MOTION IN A SECOND.

ALL IN FAVOR. RAISE YOUR HAND.

ALL OPPOSE. SEEING NONE.

MOTION PASSES. SEVEN ZERO.

THANK YOU FOR THE REMINDER THAT WE NEED TO MAKE A MOTION.

ALL RIGHT. WE ARE TO I2 APPROVAL OF THE 2023 LEGISLATIVE PRIORITIES, AND I WILL TURN IT OVER TO DR.

AZAIEZ. WELL, THANK YOU.

SO, AS YOU KNOW, WE HAVE A LEGISLATIVE SESSION STARTING IN JANUARY OF 2023.

AND I KNOW THAT JANIE WORKED WITH SOME OF OUR BOARD, I GUESS ALL OF OUR BOARD MEMBERS, TO DEVELOP OUR LEGISLATIVE PRIORITIES THAT WILL BE SHARING WITH EVERYBODY, OBVIOUSLY WOULD BE POSTED ON OUR WEBSITE AS WELL.

SO I'M GOING TO LET HER TALK ABOUT THE PROCESS AND HOW WE GOT HERE.

AND ALSO, HOPEFULLY WE'LL GET WE'LL HAVE AN OPPORTUNITY TO HAVE CONVERSATION WITH OUR BOARD MEMBERS ABOUT IT.

THANK YOU, DR. AZAIEZ.

PRESIDENT LANDRUM AND TRUSTEES.

YES. AS YOU KNOW, EVERY OTHER YEAR AT THIS TIME WHEN WE'RE HEADING INTO LEGISLATIVE SESSION, WE ADOPT LEGISLATIVE PRIORITIES.

THAT'S VERY HELPFUL FOR US.

MORE ADVOCATING IN THE LEGISLATURE, WHETHER IT'S DR.

AZAIEZ OR OUR BOARD MEMBERS OR EVEN SOME OF OUR STAFF MEMBERS THAT GO TO TESTIFY ON CERTAIN BILLS.

IT'S VERY HELPFUL WHEN WE GO AND MAKE THOSE VISITS TO HAVE THIS LIST.

IT'S CERTAINLY NOT A LAUNDRY LIST OF EVERYTHING WE WOULD LIKE TO SEE HAPPEN, BUT WE GROUP THEM INTO LARGE PRIORITIES.

AND SO WHAT WE DID THIS YEAR, WE ACTUALLY HAD LOTS OF CONVERSATIONS WITH DEPARTMENT HEADS AND SUBJECT MATTER EXPERTS IN THE DISTRICT TO TALK ABOUT PAIN POINTS AND CHALLENGES AND SUCCESS STORIES AND WHAT THEY WOULD LIKE TO SEE IN TERMS OF LEGISLATIVE CHALLENGES.

AND AS YOU KNOW, THOSE TOGETHER AND A DOCUMENT AND ASKED FOR TRUSTEES TO WEIGH IN AND RANK, WHAT WAS THE MOST IMPORTANT TO YOU? AND I THANK YOU SO MUCH.

I KNOW IT WAS KIND OF A WONKY AND BUILDING SURVEY BECAUSE WE HAD SO MUCH INFORMATION IN IT.

SO FOR THOSE OF YOU THAT PARTICIPATED, THANK YOU.

I DID RECEIVE SOME ADDITIONAL FEEDBACK OVER EMAIL AND USE THAT TO COME UP WITH THIS INITIAL DRAFT.

YOU KNOW, AS I SAID, IT'S VERY HELPFUL FOR US TO HAVE WE'VE DESIGNED IT IN A WAY THAT IT COULD BE A ONE PAGER PRINTED FRONT AND BACK.

BUT OF COURSE, IF YOU MAKE CHANGES, WE'LL WE'LL MAKE CHANGES TO THE DESIGN AS WELL.

YOU KNOW, WE ALSO PARTICIPATE.

WE'RE A MEMBER OF THE TEXAS SCHOOL ALLIANCE, WHICH I REPRESENT, THE 45 LARGEST DISTRICTS IN THE STATE.

THOSE 45 DISTRICTS SERVE 41% OF THE STUDENTS IN TEXAS, 44% OF STUDENTS THAT ARE ECONOMICALLY DISADVANTAGED IN TEXAS AND OVER 50% OF ENGLISH LANGUAGE LEARNERS IN TEXAS.

SO AS YOU CAN IMAGINE, THEY REALLY HAVE THEY'RE VERY IMPACTFUL AT THE LEGISLATURE.

SO WHILE WE LOOK AT PRIORITIES THAT ARE SPECIFIC TO ROUND ROCK ISD, WE ALSO TRY TO ALIGN WITH OUR PEER DISTRICTS SO THAT WE CAN SORT OF HELP EACH OTHER.

DR. AZIZ IS VERY ACTIVE IN THAT GROUP AND HE'S ALSO ON THE EXECUTIVE BOARD AT THE TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS.

AND OF COURSE OUR TRUSTEES HAVE THE OPPORTUNITY TO ENGAGE THROUGH TEXAS ASSOCIATION OF SCHOOL BOARDS.

SO THAT BEING SAID, I THINK YOU'VE ALL RECEIVED A COPY, BUT OUR LARGE CATEGORIES ARE OF COURSE, MAKING SIGNIFICANT INVESTMENTS IN EDUCATION THAT REFLECT THE TRUE COST OF EDUCATING STUDENTS.

AND SO WE HAVE SEVERAL SPECIFIC TACTICS UNDER THERE, INCREASING THE BASIC ALLOTMENT TO PROVIDE MORE FUNDING FOR PUBLIC SCHOOLS BASED FUNDING ON A DISTRICT'S ENROLLMENT RATHER THAN AVERAGE DAILY ATTENDANCE, INDEXING THE BASIC ALLOTMENT TO INFLATION, ESTABLISHING A SECOND TEAM SNAPSHOT LATER IN THE SCHOOL YEAR TO PROVIDE ADEQUATE FUNDING FOR STUDENTS WHO ARRIVE AFTER THE LAST FRIDAY IN OCTOBER.

ESTABLISH A PROGRAM.

[02:05:01]

IF THE DISTRICT REMITS ITS RECAPTURE CHECK TO THE T.A BY MARCH 1ST, AND REINVENTING AND STREAMLINING THE COST OF EDUCATION INDEX.

AS AN EDUCATOR ALLOWANCE, WE WERE SORT OF LOOKING AT SIMILAR TO WHAT THE MILITARY DOES AND TRUSTEE WESTON WOULD UNDERSTAND ABOUT THIS BASIC ALLOWANCE OF HOUSING ALLOWANCE. SO THAT'S SOME OF THE SPECIFIC TACTICS.

UNDER THE SCHOOL FINANCE.

WE ALSO LOOKED AT PRIORITIZING STUDENT SAFETY BY GIVING DISTRICTS ADEQUATE FUNDING AND FLEXIBILITY TO ADDRESS LOCAL NEEDS.

ONE HUGE PART OF THAT WOULD BE TO INCREASE THE SCHOOL SAFETY ALLOTMENT.

CURRENTLY, IT'S JUST BARELY OVER $9 PER STUDENT.

AND WE'RE REALLY WE'D LIKE TO SEE THAT AT $200 PER STUDENT.

WE THINK IT'S NECESSARY AND OUR STUDENTS ARE WORTH IT.

PROVIDING SOME FLEXIBILITY TO LEVERAGE THOSE RESOURCES TO MEET THE UNIQUE NEEDS OF EACH COMMUNITY.

AND THEN, OF COURSE, WE HAVE SOMETHING ON ACCOUNTABILITY.

REVAMPING THE STATE'S A THROUGH F RATING SYSTEM AND ACCELERATED INSTRUCTION REQUIREMENTS TO BETTER MEASURE TRUE SCHOOL SUCCESS AND REFLECT PARENT PRIORITIES.

WE KNOW THAT OUR PARENTS DON'T JUDGE THEIR SCHOOLS BASED ON SOLELY ON TEST SCORES.

AND SO WE DO THINK THAT THERE SHOULD BE SOME DIVERSE FACTORS, ONES THAT PARENTS TRULY CARE ABOUT.

WHEN WE LOOK AT HOW WE RATE OUR SCHOOLS, WE ALSO WANT TO FOCUS ON RECRUITING AND RETAINING HIGHLY QUALIFIED EDUCATORS.

WE KNOW THAT OUR STATE AND OUR NATION REALLY IS IN A CRISIS DUE TO A SHORTAGE OF EDUCATORS.

SO WE WOULD LIKE THE LEGISLATURE TO LEGISLATURE AGAIN, INCREASING THE BASIC ALLOTMENT, PROVIDING DISTRICTS WITH FINANCIAL FLEXIBILITY TO ADDRESS THOSE NEEDS WOULD BE ONE WAY TO ADDRESS THAT. AND THEN FINALLY AND THIS IS SOMETHING THAT WE'VE HAD IN PAST LEGISLATIVE PRIORITIES.

WE DID NOT HAVE IT IN 2019.

I HAD TO THINK ABOUT WHEN THE LAST LEGISLATIVE SESSION WAS 2021.

RIGHT. AND WE DID HAVE IN 2019 AND NOT IN 2021, BUT THAT WOULD BE PROTECTING TAXPAYER DOLLARS BY ENSURING THE STATE ONLY FUNDS PUBLIC SCHOOLS.

ALREADY THERE'S BEEN SOME BILLS FILED RELATING TO VOUCHERS, WHICH WE BELIEVE DO TAKE MONEY OUT OF PUBLIC SCHOOLS.

AND THERE'S ALSO AN ACCOUNTABILITY ISSUE.

OUR STATE PUBLIC SCHOOLS AND CHARTER SCHOOLS ARE SUBJECT TO STATE ACCOUNTABILITY, BUT PRIVATE SCHOOLS ARE NOT.

SO THAT WOULD BE OUR CONCERN THERE.

AND SO THOSE ARE THE LEGISLATIVE PRIORITIES AS PRESENTED.

AND I WILL TURN IT OVER TO THE BOARD FOR DISCUSSION.

TRUSTEE VESSA. SO I KNOW THAT.

THANK YOU VERY MUCH FOR WORKING ON THESE.

AND CERTAINLY YOUR FUNDING IS ALWAYS AT THE TOP OF MY LIST AND I'M GLAD THAT THOSE ARE THE FIRST TWO.

BUT WE HAVE THIS WEEK SEEN A LOT OF BILLS THAT HAVE BEEN FILED.

AND I JUST WAS WONDERING IF YOU COULD TALK ABOUT WHAT WE'RE SEEING IN TERMS OF BILL FILINGS AND KIND OF BECAUSE, YOU KNOW, A LOT OF WHAT WE DO KNOW, THIS IS A PROACTIVE THIS IS WHAT WE'RE ADVOCATING FOR.

BUT SOMETIMES WE ACTUALLY HAVE TO PLAY DEFENSE TO AGAINST BILLS THAT WOULD BE HARMFUL TO PUBLIC EDUCATION.

SO JUST INTERESTED IN HEARING YOUR COMMENTARY AND MR. DELEON AS WELL, IF HE COULD GIVE INPUT.

AND THEN ALSO JUST JUST A LANDSCAPE AS TO HOW, YOU KNOW, ESPECIALLY MR. DE LEON, WHETHER HE THINKS WHERE WE ARE IN TERMS OF WHAT JUST HAPPENED, IN TERMS OF THE ELECTION AND THE LIKELIHOOD OF ACHIEVING SOME OF THESE GOALS. AND THAT JUST AS A MATTER OF INTRODUCTION, MR. DE LEON IS OUR LEGISLATIVE CONSULTANT.

HE'S AT THE CAPITOL PRETTY MUCH EACH AND EVERY DAY HELPING DRAFT LEGISLATION, WORKING WITH STAFF MEMBERS IN A WAY THAT THAT OUR STAFF WOULD NOT BE ABLE TO.

SO IT'S VERY VALUABLE.

AND YES, ON THE FIRST DAY OF BILL FILING, 900 BILLS WERE FILED.

I MEAN, THERE WERE MANY BILLS RELATED TO EDUCATION.

AGAIN, I MENTIONED WE'VE ALREADY SEEN A COUPLE OF VOUCHER BILLS FILED.

BUT I'LL LET MR. DE LEON TALK ABOUT THAT LANDSCAPE.

GOOD EVENING. IT'S SO GOOD TO BE HERE TONIGHT.

TALKING ABOUT MY FAVORITE SUBJECT, THE TEXAS LEGISLATURE.

JUST A QUICK OVERVIEW OF WHAT'S HAPPENED SINCE THE ELECTION, REALLY.

DUE TO REDISTRICTING.

THERE WAS VERY FEW CHANGES THAT HAPPENED AT THE TEXAS LEGISLATURE.

MANY OF. MUCH OF THE WORK DONE IN REDISTRICTING WAS ABOUT PROTECTING THE SEATS, THE CURRENT SEATS.

SO YOU SEE A FEW LESS DEMOCRATS ON THE HOUSE SIDE.

BUT ALL IN ALL, MANY OF THE SAME PLAYERS FROM THE PREVIOUS SESSION ARE COMING BACK.

AND THEN AS SOON AS THE THE ELECTION PASSED, WE STARTED TO SEE A LITTLE BIT MORE IN TERMS OF THE BILL FILING.

THE PRE FILING STARTED SOON THEREAFTER.

AND THEN AND THE BIG PICTURE CONTINUING ON THAT.

ON THAT NOTE, WE HAVE LEADERSHIP ALREADY KIND OF TELLING US WHAT THEIR PRIORITIES ARE GOING INTO THE SESSION.

[02:10:05]

THE GOVERNOR. LOOKING AT THE $27 BILLION SURPLUS THAT LAWMAKERS ARE GOING TO HAVE ON TOP OF CURRENT REVENUE.

HE'S ALREADY INTIMATED THAT HE WOULD LIKE TO SEE HALF OF THAT GO TO PROPERTY TAX RELIEF, WHILE THE LIEUTENANT GOVERNOR, ON THE OTHER HAND, SAYS HE'S INTERESTED IN A SMALLER AMOUNT, CLOSER TO 4 BILLION ON PROPERTY TAX RELIEF.

NOW, IF YOU RECALL LAST SESSION, THEY INCREASED THE HOMESTEAD EXEMPTION FROM 25000 TO 40000.

SO RIGHT THERE YOU HAVE LEADERSHIP ALLOCATING A GOOD PORTION OF THE SURPLUS, GOING TO THE TAXPAYERS FOR PROPERTY TAX RELIEF.

AND JUST A LITTLE BIT MORE ON THEIR PRIORITIES.

THE GOVERNOR WOULD LIKE TO CONTINUE THE EFFORTS SO FAR WITH OPERATION LONE STAR, AND THE LIEUTENANT GOVERNOR IS INTERESTED IN TAKING CARE OF OUR RETIRED TEACHERS WITH A 13TH CHECK AND THEN KIND OF A BRAND NEW IDEA THAT WE HADN'T NO ONE HAD SEEN COMING. BUT HE WOULD LIKE TO SUSPEND THE MOTOR FUELS TAX FOR THE REST OF THE YEAR, GIVEN THE SURPLUS THAT WE'VE RECEIVED SO FAR.

SO NOW ONTO THE BILLS THAT WE'VE SEEN, ABOUT A THOUSAND BILLS SO FAR HAVE BEEN FILED.

AND WHAT IS HEARTENING TO SEE IS THAT THERE HAS BEEN SEVERAL BILLS THAT SPEAK TO THE FIRST PRIORITY ABOUT INCREASED AND INCREASED INVESTMENT IN SCHOOL FINANCE AND PUBLIC SCHOOLS.

AND MORE SPECIFICALLY, THERE IS THIS TALK OF FUNDING SCHOOLS BASED ON ENROLLMENT VERSUS ADA.

AND SO WE'VE SEEN AT LEAST THREE BILLS SO FAR THAT ADDRESS THAT NEW FUNDING MODEL.

BUT I WILL TELL YOU, THOUGH, THAT, YOU KNOW, THE BUDGET WRITERS AND POLICY EXPERTS ARE SAYING IF THE LEGISLATURE WAS TO FUND SCHOOLS BASED ON ENROLLMENT VERSUS ADA, IT WOULD BE VERY EXPENSIVE.

I WOULD ARGUE THAT, YOU KNOW, WE HAVE A SETTLE UP PROCESS EVERY SUMMER.

YOU KNOW, YOUR CFO AND MANY OTHERS HAVE TO.

ADOPT A BUDGET, PROPOSE A BUDGET THAT YOU ADOPT THAT REALLY HAS TO USE REAL PROPERTY VALUES TO THE EXTENT THAT YOU KNOW THOSE THOSE VALUES.

BUT HAVING FUNDING BASED ON ENROLLMENT GIVES THE CFO BUDGET CERTAINTY, AS YOU KNOW.

AND SO IT'S GOING TO BE AN INTERESTING DISCUSSION.

I HOPE WE SEE MORE REPUBLICANS FILE THIS TYPE OF LEGISLATION SO THAT WE COULD HAVE THAT DISCUSSION.

BUT, YOU KNOW, THE LARGER ISSUE, TOO, BESIDES HOW SCHOOLS ARE FUNDED, IS WHAT ARE LAWMAKERS GOING TO DO ABOUT TEACHERS? THERE'S A MASS EXODUS THAT EVERYONE'S AWARE OF.

THERE'S EVEN A TASK FORCE ON THIS SUBJECT.

AND WE HAVE NOT REALLY SEEN SIGNIFICANT LEGISLATION IN TERMS OF RECRUITMENT AND RETENTION OF TEACHERS.

AND IDEALLY, WE'D LIKE TO SEE A MEANINGFUL EFFORT FROM LAWMAKERS IN BOOSTING COMPENSATION.

THE OTHER PRIORITIES GOING INTO THE SESSION THAT THE DISTRICT HAS, I THINK YOU HIT THE SWEET SPOT ON ALL THE TOP ISSUES. YOU SCHOOL SAFETY.

THE LAST TIME THE LEGISLATURE ADDRESSED SCHOOL SAFETY WAS IN 2019, AND THEY SET ASIDE ABOUT $100 MILLION AND IT WAS FOR ONE TIME EXPENDITURES.

AND THEN THEY ALSO GAVE YOU THAT $10.

ALLOCATION PER STUDENT.

THAT WAS A VERY MODEST APPROACH IN 2019.

I THINK GOING INTO THIS SESSION, WE'RE GOING TO SEE A MORE ROBUST EFFORT.

AND IT MAY BE THE SAME MECHANISMS. SO WE MAY SEE THE $10 PER STUDENT ALLOCATION JUMP.

I THINK $100 RIGHT NOW LOOKS REASONABLE ON PAPER BECAUSE YOU HAVE TO MULTIPLY $100 TIMES 5.4 MILLION STUDENTS AND NOW YOU'RE TALKING AT LEAST 500 MILLION, WHICH SEEMS DOABLE GIVEN THE BUDGET SURPLUS, GIVEN THE RAINY DAY FUND THAT'S

[02:15:03]

BUT I ALSO ANTICIPATE ANOTHER STAND ALONE APPROPRIATIONS BILL SET ASIDE TO HARDENING SCHOOLS.

BUT THE DIFFERENCE, I THINK IN THIS THAT LEGISLATION THAT I THINK IS GOING TO BE FORTHCOMING IS SOME OF THIS MONEY, I BELIEVE, WILL BE SET ASIDE FOR MENTAL HEALTH. RESOURCES, BUT AGAIN, WITH THE CAVEAT THAT THOSE RESOURCES BE PART OF ONE TIME EXPENDITURES NOT ONGOING.

RECURRING EXPENSES.

I'M NOT SURE HOW YOU BUY ONE TIME MENTAL HEALTH RESOURCES, BUT AGAIN, THAT'S JUST THE WHISPERS FROM THE CAPITAL ARE THAT THE SCHOOL SAFETY BILL, WHICH I THINK IS WHAT THEY'RE GOING TO CALL IT, IS GOING TO ALLOCATE SOME MONEY TOWARDS MENTAL HEALTH.

WE HOPE THAT THERE'S AN EXPANSIVE APPROACH TO THAT AND NOT A HARD AND FAST ONE TIME EXPENDITURE PROVISION.

BUT SO AND AGAIN, THE REFERENCE TO VOUCHERS IS IT'S GOING TO BE IMPORTANT GOING INTO THIS SESSION.

THE GOVERNOR CONSIDERS THAT HIS TOP PRIORITY WHEN IT COMES TO EDUCATION.

SO IT'LL BE INTERESTING TO SEE BECAUSE REPUBLICANS HAVE HAD CONTROL OF THE LEGISLATURE FOR OVER 20 YEARS AND THEY'VE ALWAYS HAD THE VOTES.

BUT THERE'S BEEN THE STRENGTH OF THAT OPPOSITION IS ALSO WITH REPUBLICANS.

SO THIS SESSION WE'RE PROBABLY GOING TO SEE ANOTHER FLOOR FIGHT.

REGARDING VOUCHERS.

AND I NEVER SAY NEVER.

I MEAN, IT'S ALWAYS A AN ISSUE THAT WE HAVE TO ADDRESS AND FIGHT.

ABIGAIL, QUICK QUESTION ON VOUCHERS.

I HAVE HEARD TALK THAT VOUCHERS MAY BE GEARED TOWARD JUST URBAN AND SUBURBAN DISTRICTS AND NOT FOR RURAL DISTRICTS.

ARE YOU HEARING THE SAME KIND OF TALK? YEAH. THIS YES, THE LIEUTENANT GOVERNOR HAS INTIMATED THAT HE MAY JUST BRACKET THE VOUCHER PROPOSAL JUST AROUND URBAN'S SO THAT HE DOES GET THE VOTES FROM THE RURAL LAWMAKERS.

THAT IS SO WRONG.

IT'S ALSO A SPECIAL EDUCATION.

AND WE'VE SEEN A CAMEL'S NOSE IN THE TENT.

LAST SESSION, THERE WAS A SUPPLEMENTAL SUPPLEMENTAL SPECIAL ED SUPPLEMENTAL SERVICES BILL THAT ALLOWED PARENTS OF SPECIAL ED STUDENTS TO RECEIVE A $1,500 GRANT TOWARDS COSTS RELATED TO, LET'S SAY, OCCUPATIONAL SERVICES, OCCUPATIONAL THERAPY.

SO THAT PROGRAM HAS, IN THEIR EYES, BEEN A SUCCESS.

AND THEY WOULD LIKE TO SEE MORE MONEY GO TOWARDS THAT PROGRAM AND EXPANDED.

SO THEY'RE USING PUBLIC TAX DOLLARS FOR THIS EFFORT.

AND SO IT'S RESONATING.

AND THERE'S A BLUEPRINT FOR THAT KIND OF MORPHING INTO A VOUCHER PLAN AS WELL.

FLORIDA HAS HAD SOMETHING CALLED THE MCKAY SCHOLARSHIPS FOR ABOUT 20 YEARS NOW, WHERE ESSENTIALLY IF A STUDENT HAS AN IEP, THEY'RE ABLE TO TAKE A VOUCHER AND GO TO A PRIVATE SCHOOL, WHICH OFTEN DOESN'T PROVIDE THE SERVICES THAT STUDENT NEEDS.

OKAY. SO, I MEAN, MY CONCERN IN TERMS OF THE VOUCHER PROGRAM YOU BROUGHT IT UP EARLIER WAS THAT WE REALLY WOULD HAVE NO CONCEPT OF HOW STUDENTS ARE ACTUALLY EVEN DOING.

AND I FEEL LIKE THERE'S BEEN SUCH AN EMPHASIS ON ACCOUNTABILITY, YOU KNOW, OVER THE PAST SESSIONS.

AND I DON'T UNDERSTAND HOW YOU CAN BE SO FOR ACCOUNTABILITY AND YET BE SAYING THAT ALL THESE DOLLARS ARE GOING TO GO TO SCHOOLS WITH NO ACCOUNTABILITY.

HOW ARE THEY BRIDGING THAT? LIKE I DON'T UNDERSTAND.

HOW THEY CAN BE BOTH FOR ACCOUNTABILITY AND THEN NOT FOR ACCOUNTABILITY.

I THINK IT'S CALLED FREE MARKET.

SO THE ACCOUNTABILITY IS THE PARENTS.

BUT WHY WOULDN'T WE JUST SAY THAT THROUGH FOR EVERY SINGLE SCHOOL IN THE IN THE STATE?

[02:20:02]

THAT'S WHY BECAUSE STUDENTS I MEAN, WALK THROUGH I OWN A HOUSE IN ROUND ROCK.

I HAVE TO PAY YOU ALL TENS OF THOUSANDS OF DOLLARS TO THE SCHOOL DISTRICT.

MY KIDS.

CAN'T AFFORD TO GO.

I CAN'T PAY FOR ANYTHING ELSE.

THEY TO GET EDUCATED, THEY HAVE TO GO TO THE LOCAL PUBLIC SCHOOL.

SO IF THERE IS FREE MARKET, THEN MY TENS OF THOUSANDS OF DOLLARS COULD FOLLOW MY CHILDREN AND YOUR LOCAL SCHOOL.

IT'S ACTUALLY I MEAN, IT'S NOT A BAD THING FOR PUBLIC SCHOOLS.

IT'S ONLY A BAD THING FOR PUBLIC SCHOOLS IF YOU'RE NOT THE SCHOOL OF CHOICE.

AND I THINK ROUND ROCK ISD IS THE SCHOOL OF CHOICE.

I THINK WE ARE THAT GOOD.

I DON'T THINK YOU'RE GOING TO SEE LOTS OF KIDS EXODUS.

I THINK THAT THE THING THAT CONCERNS ME, THOUGH, IS THAT YOU HAVE ENTITIES THAT SPRING UP AND WE SEE THIS IN MANY STATES IN TERMS OF THE CHARTER SCHOOLS THAT THEY SPRING UP THESE THESE ENTITIES, THESE CHARTERS.

WE'LL JUST START WITH CHARTERS AND THEY THEY'RE NOT PERFORMING.

AND FOR CERTAIN STATES THAT DON'T HAVE ROBUST ACCOUNTABILITY IN TERMS OF CHARTERS, YOU KNOW, A LOT OF THESE THESE PARENTS ARE BEING HOODWINKED INTO ENROLLING THEIR KIDS IN A SCHOOL SYSTEM, IN A CHARTER SCHOOL OR SCHOOL.

AND THEN, YOU KNOW, IF YOU DON'T HAVE ANY ACCOUNTABILITY, YOU HOW DO YOU KNOW THAT YOUR KIDS GETTING A GOOD EDUCATION? HOW DO YOU KNOW? I MEAN, I'VE READ MANY REPORTS WHERE PARENTS WERE VERY SATISFIED IN A SCHOOL, AND THEN IT CAME OUT THAT THE SCHOOL WAS D OR F RATED OR HOW WOULD YOU EVEN KNOW IF THEY'RE UTILIZING THEIR FUNDS CORRECTLY? IF THERE'S NO FIRST ACCOUNTABILITY RATING.

LIKE, I MEAN, NOT HAVING ACCOUNTABILITY IS JUST.

IT'S BEEN SUCH AN EMPHASIS IN OUR STATE TO HAVE PUBLIC ACCOUNTABILITY FOR TAX DOLLARS.

I JUST DON'T I FEEL LIKE THAT'S REALLY THE YOU ALWAYS LOOK FOR COMMON GROUND.

LIKE I ALWAYS GO INTO OFFICES AND I SAY, WHAT DO WE ALL AGREE ON? AND I'VE RARELY SEEN A TIME WHEN PEOPLE DIDN'T THINK THAT PUBLIC DOLLARS SHOULD BE ACCOUNTABLE.

I DON'T KNOW THAT YOU CAN GO AND SAY INTO ANY LEGISLATORS OFFICE AND GO, DO YOU THINK THAT PUBLIC DOLLARS SHOULD NOT BE ACCOUNTABLE? AND THEY'D BE LIKE, YEAH, NO ACCOUNTABILITY ON PUBLIC DOLLARS.

THAT'S NOT A PRIORITY FOR ME.

I'VE JUST NEVER HEARD THAT.

SO I THINK IF THERE'S A WINNING STRATEGY IN TERMS OF TALKING ABOUT THIS ISSUE, IT'S COMING TO THAT COMMON GROUND WHERE WE ALL AGREE THAT PUBLIC DOLLARS SHOULD BE ACCOUNTABLE, THAT WE SHOULD KNOW HOW THEY'RE BEING USED AND WHETHER THEY'RE USING BEING USED WELL AND WITHOUT ANY ACCOUNTABILITY ATTACHED TO A VOUCHER PROGRAM, THAT JUST DOESN'T SEEM TO JIVE WITH THAT COMMON VALUE.

THAT'S JUST MY TAKE ON IT.

LIGHT ON FROM TRUSTEE HARRISON.

THANK YOU, MR. DALEY. ON ONE THING THAT I KNOW HAS BEEN DISCUSSED IN THE PAST IS FUNDING FOR PRE-K.

DO YOU FORESEE THAT HAPPENING? I TRY TO LOOK AT SOME EARLY STUFF, BUT I DON'T SEE ANYTHING COMING UP WITH EARLY LITERACY.

NOT AT THE MOMENT.

LAWMAKERS BELIEVE THEY HAVE FUNDED PRE-K, TO BE HONEST, FROM HOUSE BILL THREE IN 2019.

THEY ESTABLISHED THE NEW EARLY EDUCATION ALLOTMENT AND THEY TOLD DISTRICTS USE THAT AS YOUR PRE-K FUNDING.

YOU KNOW, THE AGENCY HAS PUT A LOT OF EMPHASIS ON PRE-K PARTNERSHIPS.

AND THERE WAS A LETTER THAT WAS SENT OUT TO DISTRICTS ASKING IF THEY WERE INTERESTED IN LEARNING MORE ABOUT PRE-K PARTNERSHIPS.

THEY DO HAVE RECESS GRANTS, WHAT'S CALLED A RECESS GRANT THAT DOES SUPPORT PRE-K PARTNERSHIPS BETWEEN THE DISTRICT AND A NONPROFIT.

BUT OUTSIDE OF A NEW EFFORT FROM THE LEGISLATURE TO FULLY FUND PRE-K, I DON'T SEE THE AT THE MOMENT FROM THIS LIST OF BILLS THAT ARE PRE FILED.

THANK YOU. IT SEEMS LIKE THAT WOULD BE A GOOD FOLLOW UP TO SOME OF THE EFFORTS LIKE THE READING ACADEMIES 4545, WHICH CATCHES STUDENTS A LITTLE BIT TOO LATE.

HOPEFULLY THAT'S SOMETHING WE CAN KEEP AN EYE ON BECAUSE IT FEELS LIKE THAT'S A PRIORITY FOR US MOVING FORWARD.

TRUSTEE. WE'RE. THANK YOU.

I KIND OF WANTED TO GO BACK TO SOMETHING THAT TRUSTEE VESSA SAID ABOUT PLAYING DEFENSE, BECAUSE I KNOW.

IN THE PAPER EARLIER THIS WEEK.

I THINK THEY SAID THAT THE SPEAKER HAD AN ASSIGNED LIKE THE FIRST SEVERAL BILLS.

[02:25:03]

I THINK THE LIEUTENANT GOVERNOR IS THE SAME WAY AND I KNOW THAT.

JUST THINKING ABOUT WHAT TRUSTEE VESSA SAID.

IS IT TOO SOON TO HAVE THESE? I MEAN, YOU SAID THESE ARE GOOD PROACTIVE, BUT SHOULD WE MAYBE WAIT ANOTHER MONTH UNTIL WE SEE WHAT'S OUT THERE? BECAUSE THAT MAY CHANGE WHAT OUR PRIORITIES SHOULD BE IF WE DO NEED TO PLAY DEFENSE.

YOU KNOW, THE YOU CAN AMEND YOUR PRIORITIES AT ANY TIME.

I HAD ONE DISTRICT ADOPT OUR LEGISLATIVE PROGRAM IN MAY OF THE SESSION TWO YEARS AGO.

SO, YOU KNOW, YOU SHOULD TREAT YOUR PRIORITIES AS IF THEY'RE WRITTEN IN PENCIL BECAUSE IT'S ALWAYS GOOD TO BE NIMBLE.

LET'S SAY THEY VIRTUAL EDUCATION SUDDENLY BECOMES AN IMPORTANT ISSUE, THAT NOW DISTRICTS CAN GO VIRTUAL.

AND INSTEAD OF THAT 10% THRESHOLD, YOU CAN GO 50%.

YOU DIDN'T MENTION ANYTHING ABOUT VIRTUAL EDUCATION IN HERE, BUT YOU COULD AMEND THIS DOCUMENT TO SAY.

WHERE ARE THE DISTRICT STANDS ON THAT ISSUE? I'D ALSO SAY THAT I THINK THE MAJORITY OF DISTRICTS HAVE APPROVED PRIORITIES AT THIS POINT, AS HAVE ORGANIZATIONS, I THINK SO THAT WE CAN ALL KIND OF GO IN WITH A PLAYBOOK AND KNOW WHAT OUR BROAD PRIORITIES ARE.

AND THERE ARE LOTS OF WAYS THAT WE CAN ENHANCE AND ADVOCATE.

AND, YOU KNOW, YOU GUYS HAVE SEEN YOUR IN SESSIONS WHEN WE PROVIDE LETTERS FROM THE SUPERINTENDENT AND THE BOARD PRESIDENT DIRECTLY TO LAWMAKERS AND SOMETIMES THE GOVERNOR AND LIEUTENANT GOVERNOR. SO I THINK THERE ARE WAYS THAT WE CAN BE NIMBLE AND FOCUS ON THINGS AS THEY ARISE.

BUT I DO THINK IT'S IMPORTANT TO ESTABLISH GOING IN WHAT WE SEE AS OUR BROAD, IMPORTANT PRIORITIES.

OKAY. BECAUSE I JUST I MEAN, I KNOW I THINK IN THE PAST, YOU KNOW, WE'D PRINTED LITTLE CARDS OR WE'D HAD SOMETHING THAT WE WERE GIVING OUT.

AND SO I WOULD HATE TO SEE US SPEND MONEY ON SOMETHING THAT'S WRITTEN IN PENCIL.

WELL, HONESTLY, WHAT I WOULD SAY FOR THIS, THIS WILL BE ON OUR WEBSITE, WHICH CAN BE CHANGED EASILY AND FOR FREE.

AND, YOU KNOW, WE CAN HAVE IT AS A PDF SO IT CAN BE DOWNLOADED AND PRINTED AS YOU NEED IT.

I DON'T THINK THAT AND MARTY, CORRECT ME IF I'M WRONG, I DON'T THINK LAWMAKERS ARE LOOKING FOR TO BE BURIED WITH BROCHURES AND DOCUMENTS.

WE CAN, YOU KNOW, WE CAN POINT THEM TO OUR WEBSITE.

WE CAN PROVIDE SOMETHING WITH A QR CODE TO OUR WEBSITE AND WHAT'S THEIR CHANGES.

SO I THINK THERE ARE OTHER WAYS TO AVOID THAT.

TRUSTEE WESTON.

THANK YOU. SO THERE WAS A PERIOD OF YEARS BEFORE I WAS ELECTED THAT I WOULD ATTEND THESE BOARD MEETINGS AND I SAW MR. DE LEONE UP HERE.

AND IT'S MY UNDERSTANDING THAT YOU WERE THE PAID DISTRICT LOBBYIST AT THE CAPITOL.

IS THAT CORRECT? MM HMM.

OKAY. BUT THEN THERE WAS.

BUT THEN HE WASN'T HERE.

IS THAT CORRECT? AND NOW IS HE BACK OR HAS HE ALWAYS BEEN HAS HE ALWAYS BEEN OUR SCHOOL DISTRICT'S LOBBYIST, OR DID IT STOP OR CAN YOU.

WE DID NOT HAVE A LEGISLATIVE CONSULTANT FOR THE 2021 SESSION.

WE DID CONTRACT WITH MR. DE LEON IN 2019.

THE SESSION BEFORE THAT PREDATES MY TIME AT ROUND ROCK ISD.

AND SO WE DID ENTER INTO AN AGREEMENT.

I CAN SAY THAT WE COULD SEE THE DIFFERENCE BETWEEN THE 2019 AND THE 2021 SESSION.

IT IS SO HIGHLY VALUABLE TO HAVE SOMEONE WHO ESSENTIALLY OFFICES AT THE CAPITOL HAS THE RELATIONSHIPS THAT HE'S ESTABLISHED OVER 20 YEARS.

I FORGET HOW MANY SESSIONSTHAT YOU'VE BEEN A PART OF AND SAID THAT'S WHY WE DECIDED TO CONTRACT AGAIN THIS YEAR.

SO WE'RE GOING TO PAY HIM TO BE THE LOBBYIST FOR ROUND ROCK ISD, IS THAT RIGHT? FOR THIS SESSION WE ARE GIVEN.

YES, WE ARE. WE HE'S ON A WE ARE CONTRACTED HIM ONLY FOR A FEW MONTHS UNTIL THE RESERVE SESSION ARE OVER.

AND SO WE ARE PAYING HIM.

I THINK IT'S A RETAINER.

RIGHT. THAT'S WHAT WE'RE DOING.

SO WE DON'T HE DOESN'T GET PAID PER HOUR.

IT'S JUST A RETAINER.

AND SO AND HE'S ALWAYS BEEN VERY KIND.

EVERY TIME WE CALL HIM OR WHEN WE WANT TO DISCUSS, HE ACTUALLY ONE OF THE THINGS HE DID IS HE MET WITH ALL OF OUR CHIEFS AND THEIR DEPARTMENTS AND ASK ABOUT WHAT THEY THINK IS THEIR NEED.

SO HE WENT HE DIDN'T JUST MEET WITH ME PER SAY.

HE ACTUALLY MET WITH EVERY DEPARTMENT AND REALLY TRIED TO FIGURE OUT THE NEEDS FOR OUR DISTRICT.

AND THEN FROM THERE THEY START WE START TALKING ABOUT WHAT WILL BE EVENTUALLY OUR PRIORITIES AND THINGS LIKE THAT.

SO IT JUST IT JUST NONE OF US HAVE THE TIME REALLY TO BE AT THE CAPITOL AND BEING THERE TALKING.

I DON'T HAVE THE RELATIONSHIP LIKE THE WAY HE HAS.

HE KNOWS A LOT OF PEOPLE.

AND I THINK IT'S IMPORTANT FOR HIM TO HELP US GET SOME OF THE I GUESS, THE OUR BACK AS A DISTRICT, WHAT WE

[02:30:05]

ONE OF THE THINGS THAT HE'S PROPOSING AND I HOPE WE GET MAYBE GET IT DONE IS THAT RECAPTURE THAT WAS HIS IDEA THAT 10% AND IF WE CAN GET THAT RECAPTURE DOWN 10% OF OUR RECAPTURE, AS YOU ALL KNOW, IS ABOUT $6 MILLION BECAUSE OUR RECAPTURE FOR THIS YEAR WAS 63.

SO IF HE CAN MAKE IT HAPPEN AND WRITE SOMETHING FOR US WHERE WE CAN GET IT PASSED, IT WILL BENEFIT MANY SCHOOL DISTRICT.

BUT IT WILL BE BECAUSE OF HIS IDEAS AND US AND WILL BENEFIT ROUND ROCK ISD BY OVER $6 MILLION.

SO THE RETURN I WOULD, I'M TRYING TO SAY, COULD BE HUGE IF IF SOME OF THIS GETS PASSED.

SO WHEN WE VOTE FOR LEGISLATIVE PRIORITIES IS DO I UNDERSTAND CORRECTLY THAT WOULD BE THE LEGAL AUTHORITY THAT HE WOULD THEN HAVE AND HE WOULD BE LIMITED TO WHATEVER THE BOARD WOULD VOTE ON, IS THAT RIGHT? SO THAT WOULD BE HIS SCOPE OF WORK.

YES. I JUST WANT TO MAKE SURE I UNDERSTAND.

THAT'S CORRECT. THAT'S CORRECT.

AND ALSO TO BE TRANSPARENT TO THE PUBLIC SO THEY UNDERSTAND WHAT THEY'RE WATCHING HERE TONIGHT.

THAT'S CORRECT. AND THEY UNDERSTAND HOW THE MECHANICS OF THIS WORKS.

AND I APPRECIATE THAT. AND I WOULD ACTUALLY HOPE.

THAT, YOU KNOW, A BIGGER DENT IN THIS RECAPTURE THAN 10%.

I MEAN, I WOULD HOPE THAT'S THE FLOOR.

SO I APPRECIATE THAT CLARIFICATION.

NOW, I'LL START MY QUESTIONS WITH THIS.

MY HUSBAND AND I HAVE FIVE CHILDREN.

THEY HAVE SPENT EVERY DAY OF THEIR LIVES IN PUBLIC EDUCATION, EVERY SINGLE DAY OF THEIR LIVES.

OUR YOUNGEST IS NOW A SENIOR IN HIGH SCHOOL.

SO CLEARLY, I COME FROM A PERSPECTIVE OF BELIEVING IN THE PROMISE OF A PUBLIC EDUCATION.

MY HUSBAND AND I ARE ALSO BOTH PRODUCTS OF PUBLIC EDUCATION.

THAT SAID, AS YOU KNOW, I'M NOT A LAWMAKER.

I'M A POLICYMAKER.

SO WHEN I THINK ABOUT MY JOB.

I LOOK AT THE.

STRATEGIC. I LOOK AT THINGS FROM A STRATEGIC PERSPECTIVE.

I'M NOT AT THE TACTICAL LEVEL HERE.

I'M NOT YOU KNOW, I'M NOT A DIRECT REPORT OF DR.

AZIZ, WHO IS AT THE OPERATIONAL LEVEL.

I'M AT THE STRATEGIC LEVEL.

AND SO I REFER TO THE VISION OF OUR SCHOOL DISTRICT WHEN I MAKE DECISIONS, INCLUDING LEGISLATIVE PRIORITIES.

AND THE VISION IS, YOU KNOW, PUBLICLY AVAILABLE IN OUR SCHOOL DISTRICT WEBSITE, THANKS TO MS. CAPUTO AND HER TEAM.

AND AS A REMINDER TO EVERYBODY WATCHING, THE VISION OF OUR SCHOOL DISTRICT IS INSPIRING STUDENTS TO LEARN EMPOWERING STUDENTS FOR LIFE.

AND NEXT TO THAT, WE HAVE SIX STRATEGIC PLAN GOALS, WHICH I'M TOTALLY ON BOARD FOR THESE GOALS THAT SPEAK TO THE VISION.

SO THEN WHEN I BUMP THAT UP AGAINST WHAT'S BEING PUT IN FRONT OF ME TONIGHT FOR CONSIDERATION FOR THE LEGISLATIVE PRIORITIES.

I LOOK AT THE FIRST ONE ABOUT MAKING INVESTMENTS IN EDUCATION, AND THEN I LOOK TO THE STRATEGIC GOALS.

CHECK. CONSISTENT.

AND THEN I GO TO THE SECOND ONE HERE, PRIORITIZE STUDENT SAFETY BY GIVING DISTRICTS ADEQUATE FUNDING.

AND THEN I LOOK BACK TO THE STRATEGIC GOALS CHECK, AND THEN I GO TO THE NEXT ONE.

REVAMPING THE STATE'S A THROUGH F RATING SYSTEM AND ACCELERATED INSTRUCTION AND DEEP DOWN IN THERE ABOUT EMPOWERING PARENTS TO OPT OUT OF 4545. AND THEN I LOOK AT THE STRATEGIC GOALS CHECK.

AND THEN I GO TO NUMBER FOUR, FOCUS ON RECRUITING AND RETAINING HIGHLY QUALIFIED EDUCATORS.

AND I GO BACK TO THE STRATEGIC GOALS CHECK.

BUT THEN WE GET TO THIS LAST ONE HERE ABOUT PROTECT TAXPAYER DOLLARS BY ENSURING THE STATE ONLY FUNDS PUBLIC SCHOOLS.

WHEN I REFER BACK TO THE STRATEGIC WHEN STRATEGIC GOALS OF ROUND ROCK ISD AND THE VISION STATEMENT.

I SEE AN INCONSISTENCY HERE.

AND THIS IS, AS A MOM WHO BELIEVES THROUGH MY ACTIONS AND THE PROMISE OF A PUBLIC EDUCATION.

I'M NOT SURE I'M SEEING A CORRELATION HERE.

I BELIEVE AS ONE OF SEVEN PEOPLE UP HERE, THAT OUR JOB IS TO MAKE THIS SCHOOL DISTRICT.

HIGH PERFORMING, HIGHLY DESIRABLE FOR OUR STUDENTS, OUR PARENTS, OUR TAXPAYERS, MANY STAKEHOLDERS.

I'M NOT SURE THAT IT'S MY JOB TO TELL OTHER PARENTS WHAT'S BEST FOR THEM OR THEIR FAMILIES.

SO I DON'T KNOW HOW MUCH TIME YOU GUYS WANT TO SPEND TONIGHT GOING THROUGH THIS, BUT FOR THAT INCONSISTENCY AND I WANT TO MAKE SURE THAT WE ARE STAYING IN OUR LANE NOW, I CAN ONLY CONTROL ME, YOU KNOW, IF IT'S THE WILL OF THE BOARD TO TO GO ALONG WITH THIS FIFTH PRIORITY, THEN IT'S THE WILL OF THE BOARD.

BUT I THINK IT'S IMPORTANT THAT WE DON'T VEER OUT OF OUR LANE.

AND GIVEN HOW CRITICAL I THINK IT IS TO DO THINGS LIKE RAISING THE BASIC ALLOTMENT, WHICH I THINK YOU'VE TALKED A LOT ABOUT REPUBLICANS AND DEMOCRATS TODAY, TONIGHT, I'VE ACTUALLY HEARD BIPARTISAN SUPPORT FOR INCREASING THE BASIC ALLOTMENT.

[02:35:03]

THAT'S WHAT I WOULD LIKE TO FOCUS ON.

NOW, IF IT'S THE WILL OF THIS BOARD TO PRESS FORWARD WITH ALL FIVE OF THESE, I WOULD ASK IF WE COULD PEEL OFF THE FIFTH SO THAT I HAVE THE OPPORTUNITY TO VOTE ON THE FIRST FOUR.

I HAVE A COUPLE OF OTHER.

LIKE A COUPLE OF OTHER LIGHTS ON.

THE ONLY THING I WOULD LIKE TO SAY JUST IN REBUTTAL OF THAT ONE IS AS A SITTING TRUSTEE, WE ARE ONE OF OUR MAIN RESPONSIBILITIES IS TO BE AN ADVOCATE FOR PUBLIC SCHOOLS. AND SO MAKING SURE THAT THOSE DOLLARS STAY IN PUBLIC EDUCATION FOLLOWS RIGHT ALONG WITH WHAT OUR RESPONSIBILITY IS SITTING ON THIS DIOCESE TO ADVOCATE FOR PUBLIC SCHOOLS.

WE'RE NOT ADVOCATING FOR CHARTER SCHOOLS.

WE'RE NOT ADVOCATING FOR PRIVATE SCHOOLS.

WE'RE NOT ADVOCATING ADVOCATING FOR VOUCHERS.

WE'RE ADVOCATING FOR PUBLIC EDUCATION.

AND THAT IS ENTIRELY WHAT WE'RE ELECTED TO DO.

WELL, AND I THINK I THINK THOSE ARE ADDRESSED IN THE FIRST FOUR PRIORITIES.

SO I THINK IT'S OKAY TO MAYBE DISAGREE ON I MEAN, I DON'T KNOW HOW MUCH MORE OF AN ADVOCATE FOR PUBLIC EDUCATION I CAN BE THAN TO SEND ALL OF MY CHILDREN TO PUBLIC SCHOOLS FOR THEIR ENTIRE CAREERS AND TO ADVOCATE FOR INCREASED FUNDING.

WHAT I'M CONCERNED ABOUT IS GETTING OFF INTO SOMETHING THAT I MEAN, HE'S TALKING ABOUT REPUBLICANS AND DEMOCRATS.

THAT IS A POLITICALLY CHARGED ISSUE.

AND I THINK WE'RE GOING TO BE MUCH MORE SUCCESSFUL IN REACHING.

WE HAVE A POINT OF ORDER. THERE'S BEEN A LOT OF NOISE AND I CAN'T HEAR DOWN HERE.

THANK YOU. ALL RIGHT.

CAN WE GET A. YEAH.

I'M SORRY IT WASN'T DISTRACTING TO ME.

SO IF IT'S DISTRACTING. IT IS.

IT'S VERY. IT'S HAPPENED A FEW TIMES TONIGHT, AND IT'S BEEN VERY DISRUPTIVE.

SO I'LL JUST SAY I DON'T WANT TO BELABOR IT.

AND I LIKE I SAID, I DON'T THINK ANYBODY COULD YOU KNOW, I DON'T KNOW WHAT MORE I CAN DO TO BE AN ADVOCATE FOR PUBLIC EDUCATION THAN TO SEND ALL OF MY ARMY OF CHILDREN THROUGH THE PUBLIC SCHOOLS AND ADVOCATE FOR INCREASED FUNDING.

SO I WOULD JUST BUT I RESPECT AND WHATEVER THE WILL OF THE BOARD IS.

BUT IF BECAUSE I'M NOT THERE ON THAT FIFTH ONE, I WOULD LIKE THE OPPORTUNITY TO VOTE UP ON THE OTHERS AND DOWN ON THIS ONE.

SO I DON'T HAVE TO VOTE DOWN ON EVERYTHING.

THAT WOULD JUST BE MY REQUEST.

TRUSTEE HARRISON. I'M NOT REALLY SURE WHAT PEELING OFF, WHAT PURPOSE IT SERVES TO WHAT WE'RE DOING OTHER THAN INDIVIDUALLY BEING ABLE TO SAY WHERE YOU STAND SO YOU CAN MAKE A SUBSTITUTE MOTION.

BUT WITH THAT IN MIND, I MOVE THAT THE BOARD APPROVED THE 2023 LEGISLATIVE PRIORITIES AS PRESENTED.

SECOND, I HAVE A MOTION AND A SECOND.

ANY OTHER COMMENTS? I HAVE SOME I HAVE SOME QUESTIONS TOO.

AND COMMENTS. I DID HAVE A QUESTION ON THE TEXAS SCHOOL ALLIANCE, BECAUSE YOU MENTIONED THAT ALSO, AND THIS IS SOMETHING WE PAY INTO AS A DISTRICT. IT'S A MEMBERSHIP ORGANIZATION, BUT THEY DO MUCH MORE THAN LEGISLATIVE ADVOCACY.

I THINK MR. SMITH CAN TALK ABOUT WHAT THEY DO IN TERMS OF ACCOUNTABILITY.

WELL, MY QUESTION IS, DO THEY ONLY ADVOCATE FOR WHAT WE'RE GOING TO PASS HERE OR DO THEY ADVOCATE FOR THEIR OWN? THEY HAVE THEIR OWN LEGISLATIVE PRIORITIES, AND THAT MAY NOT ACTUALLY MATCH OUR PRIORITIES.

CORRECT? THERE.

THERE ARE SOME SIMILARITIES, BUT THEY DO NOT ALIGN COMPLETELY.

OKAY. THANK YOU FOR THAT CLARIFICATION.

SO THAT'S ONE WAY THAT WE'RE ALREADY ADVOCATING.

AND I'M ASSUMING THEY ONLY ADVOCATE FOR PUBLIC SCHOOLS.

CAN I ADD. CAN I SAY SOMETHING? SO THE THAT ORGANIZATION HAS SOME OF THE LARGEST SCHOOL DISTRICTS IN THE STATE.

AND FOR EXAMPLE, I CAN TELL YOU NOT IT'S NOT EVERY BOARD, EVERY SCHOOL DISTRICT ON THAT IN THAT ORGANIZATION, I GUESS, HAVE, FOR EXAMPLE, OR RECAPTURE ISSUES THAT WE HAVE. SO THEY MAY, BECAUSE OF THE MAJORITY, MAY NOT HAVE IT.

SO THEY MAY NOT ADVOCATE FOR RECAPTURE BECAUSE IT DOESN'T AFFECT THE MAJORITY OF THEIR MEMBERS, WHEREAS US, OUR UNORGANIZED RECAPTURE IS A HUGE PROBLEM AND WE NEED TO DO SOMETHING ABOUT IT.

SO THAT'S WHY WE ALSO HAVE WE ALSO WE RELY ON THAT ORGANIZATION BECAUSE I HAVE A LOT OF POWER AND BECAUSE THERE ARE A LOT OF LARGE SCHOOL DISTRICTS IN IT.

BUT US, WE ALSO RELY OUR OWN BECAUSE THERE ARE SOME ISSUES THAT ARE JUST FOR ROUND ROCK ISD THAT WE NEED TO ADDRESS.

SO THAT'S WHY WE USE THEM, AMONG OTHER THINGS, BECAUSE THEY DO OTHER THINGS TO DO TRAINING FOR OUR STAFF AND THEY PROVIDE OTHER RESOURCES. BUT US USING, FOR EXAMPLE.

MR. DELEON IT JUST ADDRESSING OUR NEEDS, IN PARTICULAR ROUND ROCK ISD NEEDS.

AND YOU'VE ALREADY ENTERED INTO THAT AGREEMENT THAT ROUND ROCK ISD HAS BEEN PART OF THAT ORGANIZATION FOR.

[02:40:04]

I THINK THIS MANY YEARS.

YEAH. SO GOING BACK TO WHAT TRISTA WESTON WAS TALKING ABOUT, I MEAN, IT'S FINE TO BE IN THESE TYPE OF ORGANIZATIONS.

I DO, YOU KNOW, THINGS THAT THEY MAY NOT ADVOCATE FOR US IN THOSE TYPE OF ORGANIZATIONS, I GUESS IS OKAY.

I THINK MY PROBLEM WOULD BE IS, YOU KNOW, IF THEY'RE ADVOCATING FOR SOMETHING THAT THE MAJORITY OF THIS BOARD WOULD NOT WANT, THEN I THINK THAT IS AN INTERESTING CONVERSATION THAT COULD BE HAD. ONE THING THAT CAME TO MIND TRUSTEE WESTON WHEN YOU WERE TALKING WAS THAT WHEN I FIRST WAS ELECTED TO THIS BOARD, WE'VE ACTUALLY VOTED ON PRIORITIES BEFORE.

AND WHEN WE VOTED ON THOSE PRIORITIES, I KNOW YOU WEREN'T HERE, DR.

AZAIEZ, BUT WE ACTUALLY VOTED NOT TO HAVE A LOBBYIST IN ROUND ROCK ISD AND THAT WAS THE MAJORITY OF THE BOARD, WHICH ACTUALLY STILL SITS HERE AS THE MAJORITY.

YOU KNOW, WE HAVE ONE NEW MEMBER AT THIS TIME.

SO I DO FIND IT INTERESTING THAT THE DISTRICT HAS BASICALLY GONE AGAINST THE WISH OF THE BOARD BACK THEN, AND THIS DIDN'T COME BEFORE THE BOARD BEFORE THIS HAS BEEN INITIATED AGAIN.

SO THAT'S VERY STRANGE TO ME.

AND I GUESS THAT'S A DIFFERENT CONVERSATION AND WE COULD ADD IT TO OUR AGENDA.

SO TO ADDRESS YOUR QUESTION, I MEAN, WE WE CONTRACT CONSULTANTS FOR MANY THINGS.

IN THIS CASE. MR. DELEON IS A CONSULTANT FOR US WHEN IT COMES TO THE LEGISLATIVE SESSION.

AND SO I DIDN'T KNOW THAT OUR BOARD DID NOT APPROVE OF THIS.

AND USUALLY, AS I SAID THAT.

ADMINISTRATION, NOT JUST OUR ADMINISTRATION, SCHOOL DISTRICT IN GENERAL, THE AGAIN, THE USE CONSULTANT FOR A VARIETY OF THINGS, NOT JUST WHEN IT COMES TO THE STATE OF SESSION.

SO IT'S VERY TYPICAL THAT YOU SEE SCHOOL DISTRICT ENGAGE IN LIKE THE SUPERINTENDENT OR THE ADMINISTRATION ENGAGE IN WITHOUT.

THEY DON'T NECESSARILY BRING THAT FORWARD TO THE BOARD FOR APPROVAL EVERY TIME THEY HAVE TO USE A CONSULTANT.

YEAH, I MEAN, WE'RE JUST HERE.

I MEAN, WE REPRESENT THE VALUES OF THE COMMUNITY.

SO THAT'S. COREY HAD SOMETHING TO SAY.

WELL, I DID A LOT OF THE LEGISLATIVE ADVOCACY LAST SESSION, AND IT LIKE IT WORE ME DOWN.

I BECAME I WAS ADVOCATING SO MUCH AND AT THE CAPITOL, I DIDN'T GET A LOT OF SUPPORT BY THE END.

I WAS BEGGING TO HIRE MARTY FOR HELP BECAUSE I WAS DROWNING AND BECAUSE I WAS TRYING TO DO THIS JOB.

AND THEN I HAVE OTHER WORK.

YOU KNOW, I RUN A FOUNDATION AND THEN I WAS TRYING TO DO ALL THE LEGISLATIVE ADVOCACY.

IT WAS THEN WE WERE HIRING A SUPERINTENDENT.

IT WAS JUST IT WAS OVERWHELMING.

I COULDN'T I COULDN'T KEEP UP WITH ALL OF IT.

AND SO I ACTUALLY BEGGED AT THE END, PLEASE GET MORE HELP, BECAUSE I SO I'M NOT OBVIOUSLY GOING TO BE HERE AND EVEN WITH ME ADVOCATING AS MUCH AS I DID, I STILL NEEDED I NEEDED MORE HELP.

I COULDN'T DO IT ALL BY MYSELF.

SO I WOULD SAY THAT MR. DELEON IS HELPFUL IN TERMS OF JUST KEEPING TRACK OF EVERYTHING THAT'S GOING ON.

IT'S A LOT OF WORK.

I MEAN, I KNOW THAT THERE WERE OVER 1000 BILLS AND I WAS TRYING TO LOOK AT ALL OF THE BILLS AND SEE FOR TONIGHT LIKE WHAT HAD BEEN FILED. BUT ULTIMATELY, YOU KNOW, HE CAN BE A RESOURCE THERE.

SO WE DON'T HAVE TO DO ALL THAT WORK.

I APPRECIATE THAT, COREY, AND I APPRECIATE ALL YOUR ADVOCACY THAT YOU DID DOWN THERE.

I JUST FIND IT INTERESTING THAT THE BOARD MADE A DECISION AND IT HASN'T BEEN CHANGED.

WE SAID IN THE BUDGET HOW MUCH WE WANTED TO SPEND ON LEGISLATION AND LOBBYIST.

I MEAN, IT WAS A FEW HUNDRED DOLLARS AND MAYBE THAT CHANGED OR MAYBE IT PASSED ME.

BUT IT'S JUST KIND OF INTERESTING WHEN HE SHOWED UP TONIGHT, A LITTLE BIT OF A SURPRISE.

BUT GOING BACK TO TRUSTEE WESTON, I'M IN AGREEMENT THAT FITS ONE AND WHY WE ARE HERE TO ADVOCATE FOR PUBLIC SCHOOLS.

I DON'T FIND THAT WE'RE HERE TO ADVOCATE AGAINST OTHER THINGS.

SO I AM ADVOCATING FOR PUBLIC SCHOOLS AND I AM FOR ADVOCATING HARD FOR PUBLIC SCHOOLS.

BUT I'M NOT HERE TO ADVOCATE AND USE TAXPAYER MONEY OF PARENTS.

THAT PAY TAXES TO ADVOCATE AGAINST THINGS THAT THEY MAY OR MAY NOT WANT.

AND THAT'S WHERE I THINK WE ARE CROSSING A LINE AND NOT STAYING IN OUR LANE.

AND I THINK THIS IS NOT FOR A SCHOOL DISTRICT TO DO.

I THINK SCHOOL DISTRICTS SHOULD STAY OUT OF THIS.

AND, YOU KNOW, THE PARENTS, TAXPAYERS, THEY HAVE THEMSELVES TO ADVOCATE.

THEY HAVE OTHER ORGANIZATIONS THAT THEY CAN ADVOCATE FOR THIS.

BUT FOR US, I THINK WE REALLY NEED TO FOCUS BECAUSE WHEN YOU START FOCUSING ON OTHER THINGS LIKE TRUSTEE WESTON WAS KIND OF ALLUDING TO, YOU FORGET YOUR MAIN GOAL.

AND SO I THINK THE FIFTH ONE PROTECTS TAXPAYER DOLLARS BECAUSE THAT'S NOT, YOU KNOW, BY ENSURING THE STATE ONLY FUNDS PUBLIC SCHOOLS.

I THINK THAT ONE SHOULD BE REMOVED.

I WOULD LIKE TO VOTE ON THE OTHER FOUR AND LEAVE THAT ONE OFF.

[02:45:05]

SORRY. TRUSTEE. WE HAD HER LIGHT ON.

I WAS JUST GOING TO SAY I DON'T REMEMBER US ACTUALLY VOTING AGAINST HAVING A CONSULTANT.

WE DID HAVE AN ODD EMPLOYMENT ISSUE THAT WE HAD TO DISCUSS AND.

I ACTUALLY AM GOING TO CALL THE QUESTION.

SECOND, I HAVE A MOTION TO CALL THE QUESTION AND A SECOND.

ALL IN FAVOR OF ENDING DISCUSSION AND VOTING ON THE MOTION.

RAISE YOUR HAND. ALL OPPOSED MOTION PASSES.

FIVE TWO. SO HAVE A MOTION AND A SECOND TO APPROVE THE LEGISLATIVE PRIORITIES AS PRESENTED.

ALL IN FAVOR. RAISE YOUR HAND.

ALL OPPOSED.

MOTION CARRIES. FIVE TWO.

ALL RIGHT. WE ARE ON TO DISCUSSION AND POSSIBLE ACTION OF THE BOARD.

SELF SELF-EVALUATION.

DR. MCMAHON.

GOOD EVENING, BOARD MEMBERS AND SUPERINTENDENT, THANK YOU FOR THE OPPORTUNITY TO ALWAYS BE HERE WITH YOU.

I THINK IT'S APPROPRIATE AFTER HAVING SUCH AN IN-DEPTH, BROAD DISCUSSION ON GOVERNANCE OF THE STATE, THAT NOW WE TAKE TIME TO LOOK AT HOW YOU ARE PROGRESSING IN YOUR WORK.

UNDER OUR FRAMEWORK IN THE GOVERNANCE OF THE BOARD.

WE DID OUR LAST BOARD EVALUATION ON AUGUST 16TH OF 2022.

YOU SCORED YOURSELF AT 19 POINTS.

YOU HAD HOPED TO MOVE AND PROGRESS FORWARD UP TO 58 POINTS IN THE LSG FRAMEWORK.

AND FOR THOSE OF YOU THAT ARE JUST FOR THE FIRST TIME LOOKING AT THE LSG FRAMEWORK, THERE ARE DIFFERENT PHASES FROM DOES NOT FOCUS PREPARING TO FOCUS APPROACHES.

FOCUS MEETS FOCUS AND MASTER'S FOCUS.

AND OF COURSE OUR GOAL IS TO ACHIEVE THE HIGHEST LEVEL, WHICH IS MASTER'S FOCUS IN SCORING THE BOARD.

THE BOARD HAS TO HAVE ALL OF THE INDICATORS IN ONE COLUMN BEFORE THEY CAN EVEN CONSIDER TO MOVING FORWARD TO THE NEXT COLUMN.

AND THERE ARE ABOUT SIX DIFFERENT SECTIONS OF THE FRAMEWORK.

YOU CAN SEE THE SCORING AT THE TOP.

SOME OF OUR GOALS AND VISIONS HAVE HIGHER SCORES THAN OTHER BECAUSE THOSE ALIGNED TO THOSE ACTIVITIES THAT THE RESEARCH SHOWS AND VERY IN-DEPTH RESEARCH, BY THE WAY, AND NOT JUST TEXAS RESEARCH, BUT RESEARCH ON A NATIONAL LEVEL THAT SHOWS THAT WHEN A BOARD EXHIBITS THESE BEHAVIORS, THEY TRULY DO INFLUENCE STUDENT OUTCOMES.

SO ON .

VISION AND GOALS ONE LAST TIME YOU APPROACHED.

YOU SCORED YOURSELF APPROACHES FOCUS, AND THAT IS BECAUSE YOU FELT THAT YOU HAD WRITTEN ALL OF YOUR GOALS.

THE GOALS HAD OUR WRITTEN INTO THAT WHAT WE CALL THAT X TO Y BY Z FORMULA, THEIR SMART GOALS, THEIR TIMELY AND THEY MET.

SO YOU MET ALL OF THE CATEGORIES FROM APPROACHES FOCUS TO THE LEFT.

YOU DID NOT SCORE YOURSELF AT 12 POINTS UNDER MEETS FOCUS.

I KNOW TRUSTEE [INAUDIBLE] YOU HAVE SENT THIS INFORMATION OUT TO THE BOARD MEMBERS, CORRECT? I, I DON'T.

I ASKED FOR IT, BUT I DON'T THINK IT WENT OUT TO ALL THE BOARD MEMBERS.

SO WE'LL JUST TAKE IT SLOW ON IT.

WELL, NOT TOO SLOW. IT'S GETTING LATE, BUT ONE AT A TIME.

DOES ANYBODY REMEMBER THE PART OF THE MEETS FOCUSED LEVEL THAT YOU FELT PREVENTED YOU FROM SCORING YOURSELF AT 12? WHO WOULD LIKE TO SHARE THAT? COREY. IT WAS THE FIRST ONE.

ALL BOARD MEMBERS IN THE SUPERINTENDENT AGREE THAT THE GOALS, STUDENT OUTCOME GOALS WILL CHALLENGE THE ORGANIZATION.

THAT WAS THE BIGGEST ISSUE BECAUSE NOT EVERYBODY ON THE BOARD FELT THAT THE GOALS THAT WE ADOPTED CHALLENGED THE ORGANIZATION.

AND SO MY QUESTION IS, HAS THAT THOUGHT PROCESS CHANGED OR ARE WE STILL IN THAT SAME BOAT? STILL IN THE SAME BOAT.

SO YOU WOULD CURRENTLY SCORE YOURSELF AGAIN AT FOUR? MAYBE IN THE NEXT QUARTER.

ESPECIALLY WITH NEW BOARD MEMBERS COMING ON AND DOING SOME OF THE SWOT ANALYSIS AND IN TEAM BUILDING THAT DAVID SPOKE ABOUT. HOPEFULLY WE COULD MOVE THAT FORWARD TO 12 POINTS.

[02:50:05]

YEAH, I FAVOR NEW BOARD GOALS.

SO WE WOULD HAVE TO GO THROUGH A NEW.

WAS THAT EVEN ALLOWABLE? NO. OKAY.

ALL RIGHT. BECAUSE ONE OF THE ROLES IS THAT THE GOALS ARE NOT CHANGED FOR X AMOUNT OF TIME UNLESS THERE IS SOMETHING THAT HAPPENS THAT YOU'VE MET THE GOAL OR YOU EXCEEDED THE GOAL OR A GOAL PROGRESS MEASURE EARLY, THEN YOU SHOULD MAKE ADJUSTMENTS.

BUT MAKING ADJUSTMENTS JUST BECAUSE, YOU KNOW, EITHER WE DIDN'T HIT A TARGET OR WE EXCEED, YOU KNOW, THAT'S A LITTLE BIT DIFFERENT. ON OUR EARLY LITERACY GOAL WE DID EXCEED THE GOAL.

SO WOULD THAT MEAN THAT THAT GOAL IS ELIGIBLE FOR REDEFINITION GIVEN THAT WE EXCEEDED.

YES. OKAY.

THAT'S A GOOD CLARIFICATION.

MAYBE AS WE LOOK AT THE FUTURE, IF WE COULD REDO THE EARLY LITERACY, WOULD YOU CONSIDER.

IF WE CHANGE THAT ONE, WOULD YOU CONSIDER ANY? I WOULD LIKE TO BE VERY CLEAR HERE BECAUSE I THINK, MARSHA, YOU JUST SAID SOMETHING AND THIS IS WHERE I THINK YOU HAVE TO BE REALLY AWARE OF OUR JOB.

IF THE MAJORITY OF THE BOARD WANTS TO CHANGE THE GOALS, WE SHOULD CHANGE THE GOALS, RIGHT? I MEAN, IF WE SEE THAT OUR DISTRICT WOULD BENEFIT FROM CHANGING THE GOALS BECAUSE IT JUST SOUNDED LIKE YOU WERE ADVOCATING LIKE, NO, THESE ARE SET AND YOU GUYS CAN'T CHANGE.

NO, I APOLOGIZE WHEN I SPEAK IN THOSE TERMS. I'M SPEAKING ACCORDING TO THIS FRAMEWORK.

SO IF THE BOARD WANTS TO CHANGE THE FRAMEWORK, RIGHT? I MEAN, I DON'T THINK THE FRAMEWORK BECAUSE I DEVELOPED FRAMEWORKS FOR A LIVING, I DON'T THINK FRAMEWORK WOULD SAY, HEY, YOU KNOW, OH, YOU GUYS, YOU KNOW, YOUR STUDENTS WOULD BENEFIT FROM YOU CHANGING YOUR GOALS, THE FRAMEWORKS NOT GOING TO SAY, OH, DON'T CHANGE YOUR GOALS, RIGHT? AS A MATTER OF FACT, THERE IS A SECTION IN THERE OF NOT CHANGING THE GOALS WITHIN A CERTAIN AMOUNT OF TIME.

AND ALL THAT WOULD MEAN IS THAT YOU JUST DON'T RECEIVE THE POINTS.

I MEAN, IF THAT'S WHAT THE MAJORITY OF THE BOARD WANTS TO DO, THEN THAT'S FINE.

IT JUST MEANS YOU DON'T GET CREDIT FOR IT WITHIN THIS FRAMEWORK.

AND REMEMBER, THE FRAMEWORK GOES FROM 0 TO 100.

SO YOU MIGHT END UP WITH 97 POINTS INSTEAD OF 100 POINTS.

AND WHEN YOU SAY CREDIT, IT'S NOT I MEAN, THIS ISN'T LIKE REALLY CREDIT FOR WELL, IT'S A RUBRIC, IT'S SCORING.

IT'S BASICALLY WHAT IT IS SCORING THE FRAMEWORK.

SO IF WE'LL GO ON TO VISION TWO, I MEAN, GOAL, VISION AND GOAL 2.

THIS IS ALL ABOUT GOAL PROGRESS MEASURES.

AND I THINK WE HAD THE SAME ISSUE WITH SCORING OURSELF AT 12 INSTEAD OF FOUR LAST TIME.

AM I CORRECT? OKAY.

GOAL THREE.

GOAL THREE IS ALL ON CONSTRAINTS.

YOU SCORED YOURSELF AT THREE POINTS.

LOOKING AT MEET'S FOCUS, IS THERE ANYTHING THAT YOU GUYS HAVE DONE IN THE LAST QUARTER THAT CAN MOVE YOU FORWARD TO NINE POINTS INSTEAD OF THREE? WE NOW HAVE BOARD CONSTRAINTS THAT WE DID NOT.

OKAY. SO DO YOU MEET ALL OF THE INDICATORS UNDER MEET'S FOCUS? WELL, WE'D HAVE TO GO DOWN THE LINE AND ASK IF EVERYBODY AGREES.

DOES EVERYBODY AGREE THAT THE CONSTRAINTS YOU HAVE ARE CHALLENGING TO THE DISTRICT? CHALLENGING TO THE SUPERINTENDENT.

MADAM PRESIDENT, WOULD YOU READ THE TWO OTHER INDICATORS UNDER MEETS FOCUS? THE BOARD, WHERE APPROPRIATE, RELIED ON A ROOT CAUSE, ANALYSIS, COMPREHENSIVE STUDENT NEEDS ASSESSMENT, OR SIMILAR RESEARCH BASED TOOL TO INFORM THE IDENTIFICATION AND PRIOR TO DISCUSSION OF THE SUPERINTENDENT CONSTRAINTS.

AND NUMBER THREE, THE BOARD.

ALL BOARD MEMBERS AND THE SUPERINTENDENT AGREE THAT THE CONSTRAINTS WILL CHALLENGE THE ORGANIZATION TO FOCUS UPON THE VISION AND UPHOLD COMMUNITY VALUES.

AND WHAT IS THE FIRST ONE? THE BOARD HAS ADOPTED ONE, TWO, FIVE BOARD SELF CONSTRAINTS, SO TO ACHIEVE THE SCORING OF NINE POINTS, YOU WOULD HAVE TO AGREE TO ALL THREE OF THOSE.

I KNOW WE DID THE ROOT CAUSE ANALYSIS AND THE WORK IN SETTING THE CONSTRAINT.

I KNOW THAT THEY WERE ADOPTED BY THE BOARD.

THE QUESTION IS CAN I JUST SEE BY A SHOW OF HANDS THAT ALL OF THE BOARD MEMBERS BELIEVE THAT THE CONSTRAINT ITSELF IS CHALLENGING TO THE SCHOOL DISTRICT AND SUPPORTING?

[02:55:06]

AND RYAN, DO YOU WANT TO REMIND THEM WHAT THE CONSTRAINTS ARE? SURE, I CAN DO THAT. SO THE SUPERINTENDENT CONSTRAINTS.

CONSTRAINT NUMBER ONE IS THE SUPERINTENDENT SHALL NOT ALLOW THE GROWTH MEASURES OF STUDENTS RECEIVING SPECIAL ED FOR SERVICES TO NOT INCREASE.

THE SECOND ONE IS THE SUPERINTENDENT SHALL NOT ALLOW A CAMPUS TO BE RATED A D OR AN F FOR TWO CONSECUTIVE YEARS.

AND THE THIRD SUPERINTENDENT CONSTRAINT IS THE SUPERINTENDENT SHALL NOT ALLOW STUDENTS TO NOT HAVE ACCESS TO FINANCIAL LITERACY, CIVICS AND OTHER REAL WORLD LIVING EXPERIENCES ANNUALLY. AND CAN YOU READ THE BOARD CONSTRAINTS AS WELL? SURE. THE BOARD CONSTRAINT NUMBER ONE IS THE BOARD SHALL NOT SPEND MORE THAN ONE HOUR PER MONTH OF EXECUTIVE SESSION WITH THE EXCEPTION OF LEGAL CONSULTATION AND GRIEVANCES.

NUMBER TWO IS THE BOARD SHALL NOT VIOLATE BOARD OPERATING PROCEDURES OR POLICY OR THE LAW.

AND CONSTRAINT NUMBER THREE IS THE BOARD SHALL NOT HOLD LESS THAN ONE COMMUNITY FORUM PER QUARTER.

YEAH, I'M OKAY WITH THE BOARD CONSTRAINTS.

I THINK I VOTED FOR AT LEAST ONE OF THOSE.

BUT THE SUPERINTENDENT CONSTRAINTS KIND OF LIKE THE GOALS, I MEAN.

I THINK I'M THE ONLY ENGLISH MAJOR UP HERE.

WHEN YOU HAVE A NOT STATEMENT LIKE THAT IS REALLY BIZARRE TO ME.

THAT'S WHY I VOTED NO ON IT.

SO, MARCIA, I DON'T KNOW IF YOU WANT TO, LIKE, KEEP GOING THROUGH LIKE, I'M NOT FOR THE GOALS.

I THINK THEY'RE TOO LOW.

THE FACT THAT OUR STUDENTS AND OUR TEACHERS AND OUR PARENTS FAR EXCEEDED THE LITERACY GOAL FOR THIRD GRADE, I THINK PROVES THAT THEY HAVE MORE CONFIDENCE IN THEIR ABILITY TO DO WELL THAN THIS BOARD DOES.

SO I WOULD LIKE TO CHANGE THE GOALS.

MY OPINION ON THAT IS NOT GOING TO CHANGE.

SO DO WE NEED TO GO THROUGH THAT ON ALL THESE OR WE JUST NEED TO GO THROUGH AND MAKE SURE THAT WE'RE SCORING THEM THE WAY THAT THE BOARD IS SEEING THEM? YES, WE'RE JUST TALKING ABOUT CONSTRAINTS NOW, JUST TALKING ABOUT CONSTRAINTS, JUST THE CONSTRAINTS.

SO I SEE A52 SPLIT THAT THE THREE POINTS ON THAT ONE AGAIN, I THINK.

YEAH, THREE. THANK YOU.

FOUR, VISION FOUR LAST TIME YOU ALL SCORED YOURSELF AT A ZERO TRUSTEE.

HARRISON. COULD YOU READ THE APPROACHES FOCUS FOR ME INDICATOR? YES. THE BOARD HAS ADOPTED NO MORE THAN THREE CONSTRAINT PROGRESS MEASURES FOR EACH SUPERINTENDENT CONSTRAINT.

ALL CPMS INCLUDE A 1 TO 5 YEAR DEADLINE OF A MONTH AND A YEAR.

A BASELINE AND ANNUAL TARGETS.

DOES EVERYBODY AGREE THAT YOUR CONSTRAINT PROGRESS MEASURES MEET THOSE CRITERIA FROM THE LAST TIME WE WORKED, SO YOU WILL INCREASE AT LEAST TO TWO TRUSTEE. WHERE COULD YOU READ FOUR INDICATORS FOR FOUR MEETS FOCUS? I MEAN MEETS FOCUS. THANK YOU.

WELL, ALL BOARD MEMBERS AND THE SUPERINTENDENT AGREE THAT THE CPMS WILL CHALLENGE THE ORGANIZATION TO FOCUS ON THE VISION WE'LL CHALLENGE THE ORGANIZATION TO UPHOLD.

COMMUNITY VALUES ARE ALL PREDICTIVE OF THEIR RESPECTIVE CONSTRAINT AND OUR INFLUENCE BY THE SUPERINTENDENT.

DO YOU GUYS NEED TO BE REMINDED WHAT THE CONSTRAINT PROGRESS MEASURES WERE? NO. OKAY.

I THINK WE'RE GOING TO BE FIVE TWO AGAIN.

SO LET'S GO WITH TWO POINTS.

PROGRESS AND ACCOUNTABILITY.

ONE LAST TIME YOU SCORED YOURSELF AS A APPROACHES FOCUS.

AND THIS IS THE ONE THAT HAS TO DO WITH TIME TRACKING.

IS THAT CORRECT? WE'RE MOVING. MOVING ON UP.

YES. AND HOW MANY? WHAT PERCENT OF TIME? CUMULATIVE IN THE LAST QUARTER HAS BEEN 38.6.

38%. SO THAT PUTS YOU AT 12 POINTS.

12 POINTS.

NUMBER, PROGRESS AND ACCOUNTABILITY.

NUMBER TWO.

THIS ONE IS ON THE BOARD EVALUATIONS LAST TIME YOU SCORED YOURSELF AS APPROACHES.

FOCUS TRUSTEE WESTON.

DO YOU MIND LOOKING AT APPROACHES FOCUS AND MEETS FOCUS.

SEE IF IT'S POSSIBLE THAT WE COULD GO FROM 2 TO 4 POINTS.

COULD YOU READ THE MEAT'S FOCUS FOR US? SO UNDER MEAT'S FOCUS, IT SAYS THE BOARD RECEIVES AT LEAST ANNUALLY A REPORT ON THE AVERAGE COST OF STAFF.

TIME SPENT ON GOVERNANCE USING THE STAFF USE TRACKER.

WE HAVE NOT IMPLEMENTED THAT YET IN THE DISTRICT.

YOU HAVE NOT IMPLEMENTED THAT IN THE DISTRICT.

SO YOU WOULD STAY AT 2 TO 2.

IS THAT SOMETHING? LET ME KIND OF TELL YOU WHAT THE PURPOSE OF A STAFF USE TRACKER IS.

AND DR. AZIZ, I KNOW THAT YOU'VE ASKED FOR THE DOCUMENT ON HOW THAT WORKS.

THE PURPOSE OF THE STAFF USE TRACKER IS WHEN BOARD MEMBERS ASK FOR.

[03:00:11]

FOR EXAMPLE, I HEARD NOT IN THIS DISTRICT, BUT IN ANOTHER, YOU KNOW, VERY LARGE DISTRICT.

A BOARD MEMBER SAID, I WOULD LIKE A REPORT.

WE ORDERED NEW COPY MACHINES FIVE YEARS AGO THAT HAD SCANNING CAPABILITIES, AND I WOULD LIKE ALL OF THE DOCUMENTATION OVER THE LAST FIVE YEARS THAT SHOWED IF THAT PURCHASE ACTUALLY REDUCED OUR PAPER OR NOT.

SO WHAT DID THE PEOPLE IN THE DISTRICT HAVE TO DO? GO FIND OUT WHAT WAS HAPPENING WITH THE PAPER OR, YOU KNOW, BOARD MEMBERS GOING AT TASB.

I GOT THE INFORMATION THAT KIDS THAT RIDE BLUE BUSSES OUTPERFORM BETTER THAN KIDS THAT RIDE YELLOW BUSSES.

SUPERINTENDENT, I THINK WE NEED BLUE BUSSES.

SO WHAT DOES THE SUPERINTENDENT AND STAFF DO OVER THE NEXT TWO WEEKS OR THREE WEEKS TO PREPARE FOR THE NEXT BOARD MEETING? THEY'RE RESEARCHING COLORS AND COLORS OF SCHOOL BUSSES AND GIVE A REPORT AND NORMALLY WHAT HAPPENS, NOTHING HAPPENS AT THE BOARD IN THAT TIME AWAY FROM CHILDREN HAS BEEN WASTED.

THAT IS SOMETHING THAT HOPEFULLY WE CAN GET TO IN SOME OF OUR TRAINING AND DISCUSSIONS THAT COULD BE IMPLEMENTED WITHIN THE NEXT QUARTER.

WHAT ARE THE NEXT TWO THINGS UNDERNEATH THE STAFF TRACKER ON MEETS FOCUS.

ONE QUARTER AGO, THE BOARD PERFORMED A SELF EVALUATION USING THE LSG INTEGRITY INSTRUMENT INTO VOTED TO APPROVE THE QUARTERLY PROGRESS TRACKER. OK DID YOU DO THOSE THINGS LAST QUARTER? YES. SO IF IN THE NEXT QUARTER WE CAN WORK ON THIS STAFF TIME TRACKER AND WE ONLY DO ONE MONTH, WE DON'T DO IT, WE JUST DO A MONTH SNAPSHOT OUT OF A YEAR JUST TO KIND OF GIVE IT BECAUSE WE QUANTIFY IT IN DOLLARS.

SO WE TAKE IF IT'S OUTSIDE THEIR REGULAR SCHOOL BOARD DUTIES, OUTSIDE THE REGULAR SCHOOL BOARD DUTIES THAT THEY HAVE TO DO, AND IT TAKES EXTRA TIME.

THEY TELL US HOW LONG IT TOOK THEM TO GET THE INFORMATION, PRESENT THE INFORMATION, DEVELOP THE INFORMATION AND USING THEIR.

HOURLY. SALARY, WE TELL YOU.

OKAY. THAT REPORT THAT YOU JUST ASKED FOR.

WELL, IN ONE SCHOOL SYSTEM I DID.

AND IT'S A LARGE SCHOOL SYSTEM.

IN ONE MONTH THEY HAD OVER $190,000 OF HOURS OF STAFF TIME.

THAT PARTICULARLY CAME FROM THE BOARD.

SO THAT IS SOMETHING THAT I THINK.

ARE YOU ALL COMFORTABLE WITH FOR THE NEXT QUARTER, HOPING TO BUMP THAT UP TO FOUR? OKAY. MY ONLY CONCERN IS IT SAYS THAT WE HAVE RECEIVED AT LEAST ANNUALLY.

SO IF YOU GET IT IN BEFORE THE NEXT QUARTERLY TRACKER, IT WOULD FALL IN AS AN ANNUAL REPORT.

OKAY. SYSTEMS AND PROCESSES.

YOU SCORED YOURSELF AT ONE POINT.

TRUSTEE [INAUDIBLE]? I THINK WE'RE STILL AT ONE.

OK WHY. SO APPROACHES IS ALL CONSENT.

ELIGIBLE ITEMS WERE PLACED ON THE CONSENT AGENDA AND MORE THAN 75% OF THE ITEMS WERE VOTED ON USING A CONSENT AGENDA.

AND THEN THEY ADOPTED. MONITORING CALENDAR HAS NOT BEEN MODIFIED DURING THE PAST QUARTER AND WE DID JUST MODIFY THE CALENDAR.

I MEAN, WE WOULD NEED TO GO BACK AND AND LOOK AT OUR CONSENT ELIGIBLE, BUT WE'VE PULLED SOMETHING EVERY SINGLE MONTH.

YES. AND DO YOU GUYS REMEMBER WHY THAT'S AN IMPORTANT THING, WHY IT'S HELPFUL NOT TO PULL ITEMS OFF THE CONSENT AGENDA DURING THE BOARD MEETING.

DOES ANYBODY REMEMBER THAT DISCUSSION? NOT A GOOD USE OF TIME BECAUSE WE'VE ALREADY HAD THE ITEMS TO LOOK AT.

SO IF WE WERE GOING TO PULL, WE NEEDED TO PULL BEFORE WE GOT TO THE MEETING.

YEAH. AND WHEN YOU PULL ITEMS BEFORE YOU GET TO THE MEETING, THEN YOUR STAFF KNOWS EXACTLY WHAT YOU'RE GOING TO TALK ABOUT AND THEY ARE PREPARED FOR THOSE DISCUSSIONS RATHER THAN BEING PREPARED FOR EVERYTHING, WHETHER THEY'RE ON CONSENT AGENDA OR NOT.

IT'S WASTING A LOT OF THEIR TIME.

AND SO DOES IT HAPPEN TO HAPPEN EVERY MONTH? NO. IS IT? YOU KNOW, TOTALLY. THAT'S WHY IT SAYS 75%.

THERE ARE SOMETIMES THINGS COME UP.

BUT I JUST WANT YOU TO UNDERSTAND THE PHILOSOPHY OF NOT PULLING AGENDA ITEMS DURING THE CONSENT AGENDA.

DOCTOR, REMIND ME OF THE REASON OF WHY WE'RE SUPPOSED TO GET EVERYTHING WITHIN TEN DAYS TO THOUGH, THAT WE SHOULD ACTUALLY HAVE AN AGENDA.

[03:05:07]

IS THAT ALSO A WELL, THE PROCESS STARTS OFF WITH THE BOARD GETTING THE AGENDA TEN DAYS IN ADVANCE WITH ALL BACKUP.

THAT MEANS YOU HAVE ALL OF THE MATERIALS IN FRONT OF YOU.

AND SO YOU HAVE, I THINK, X MANY DAYS.

USUALLY IT'S ABOUT THREE DAYS THAT YOU CAN SPEND GOING THROUGH THE INFORMATION.

AND IF YOU HAVE ANY ADDITIONAL QUESTIONS, YOU CAN EMAIL THE SUPERINTENDENT.

THE SUPERINTENDENT TAKES THOSE EMAILS, MEETS WITH HIS STAFF, DIVVIES THEM OUT TO WHOEVER IS RESPONSIBLE FOR THEM, COLLECTS THE ANSWERS AS A Q&A, WHICH CAN EVEN BE POSTED ON YOUR WEBSITE SO YOUR COMMUNITY CAN SEE THE QUESTIONS AND WHAT THE RESPONSES ARE SENDS THE RESPONSES OUT TO ALL BOARD MEMBERS.

BOARD MEMBERS, IF THEY HAVE ADDITIONAL QUESTIONS, CAN CONTACT THE SUPERINTENDENT.

EVERYTHING STARTS UNDER A CONSENT AGENDA, BUT BEFORE IT'S POSTED, THEY HAVE A DEADLINE TO LET THE PRESIDENT KNOW.

I WANT TO PULL AND IT'S USUALLY LIKE THE MORNING OF THE 72 HOURS.

I WANT TO PULL THIS, THIS OR THIS.

AND THEN THAT GETS MOVED DOWN TO DISCUSSION AND ITEMS BEFORE THE AGENDA IS ALREADY POSTED.

SO IN TERMS OF THE CONTENT OF THE AGENDA, WHEN YOU GET THAT TEN DAYS IN ADVANCE, THERE SHOULD NOT BE THINGS ADDED TO IT THAT YOU'RE NOT AWARE OF AND DON'T HAVE BACKUP FOR.

SO I THINK TONIGHT, LIKE THERE WERE TWO ITEMS PULLED IN.

ONE OF THEM, I DON'T KNOW, AMBER, YOU PULLED IT.

NUMBER SIX. WAS THAT THE ADMINISTRATION PULLING IT? NO, COREY ACTUALLY REQUESTED IT AND IT MIGHT HAVE COME IN BEFORE THE 5:00 POSTING DEADLINE, BUT I HADN'T CHECKED MY EMAIL.

AND SO SHE DID REQUEST IT ON MONDAY TO BE PULLED FROM CONSENT.

OKAY. BUT AGAIN, I'M NOT ON MY EMAIL 24 SEVEN.

SO BY THE TIME I GOT TO IT, THE AGENDA HAD ALREADY POSTED.

BUT I DID TALK TO DR.

AZAIEZ ON MONDAY THAT WE WERE GOING TO PULL THE POLICY EIC AND THEN THE ONE THAT MARY PULLED WAS NOT ON THE DRAFT AGENDA.

SO IT WAS THAT'S SOMETHING THAT NEEDS TO BE WORKED ON THEN.

IT SHOULD HAVE BEEN ULTIMATELY LIKE I DON'T SEE THIS AS A BIG DEAL AND THAT'S WHY, YOU KNOW, THAT'S WHY WE SAY 75%, WE DON'T SAY 100%.

SO LAST TIME YOU SCORED YOURSELF AT ONE AND EVERYBODY AGREES STILL AT ONE.

WHERE DO YOU THINK YOU COULD BE NEXT TIME? TRY TO GET FOUR.

OKAY. ADVOCACY AND ENGAGEMENT.

DR. JOHNSON LAST TIME WE SCORED OURSELVES AT ONE POINT, COULD YOU LOOK FOR ME AT THE APPROACHES, FOCUS AND TELL ME IF YOU THINK WE CAN MOVE FORWARD? [INAUDIBLE]. SO FOR ME, WOULD IT DEPEND ON THE DEFINITION OF HOSTING THE COMMUNITY MEETING TO DISCUSS PROGRESS TOWARDS STUDENT OUTCOME GOALS? THAT HASN'T HAPPENED, CORRECT? CORRECT. I THINK WE GO DOWN ON THIS ONE.

WE GO DOWN TO ZERO BECAUSE WE HAVEN'T IT WAS IN OCTOBER LAST YEAR THAT WE DID ALL OF OUR TWO WAY COMMUNICATION.

YES. AND SEVEN, SOME IN NOVEMBER DIDN'T.

IT WENT INTO NOVEMBER.

YEAH, BECAUSE THAT WAS UP HERE.

I REMEMBER. OKAY, BUT IN ORDER FOR YOU TO.

MAINTAIN THE ONE AND MOVE FORWARD.

WE'VE GOT TO DO SOMETHING OVER THE NEXT QUARTER.

CORRECT. AND SO WE'LL BE WORKING ON THAT AS WELL.

SO I'M GOING TO LEAVE IT AS ONE.

AND DO YOU THINK YOU COULD GET TO APPROACH US BY THE NEXT QUARTER? OKAY. AND THEN SYNERGY AND TEAMWORK SCORED YOURSELF A ZERO. AND THAT IS NOT UNUSUAL.

WHY IS THAT NOT UNUSUAL TO SCORE YOURSELF A ZERO ON SYNERGY AND TEAMWORK? WHAT DOES IT TAKE TO GET TO A LEVEL ONE? PREPARING TO FOCUS.

IF TO HAVE REVIEWED ALL THE POLICIES.

YEAH. AND THAT USUALLY COMES LATER ON WHEN WE DO WHAT WE CALL A POLICY DIET AND LOOKING AT POLICIES AND APPROACHES.

SO THAT WILL NOT HAPPEN IN THE NEXT QUARTER AS WELL.

WELL, WE ACTUALLY JUST DID REVIEW ALL OF THE BOARD POLICIES.

IT'S BECAUSE IT SAYS AFFIRMS THAT AT LEAST EVERY TWO YEARS IT HAS REVIEWED ALL POLICIES GOVERNING BOARD OPERATING PROCEDURES.

OH, THAT'S RIGHT. YOU DID. WE DID DO THAT.

WHAT ELSE DOES IT SAY? AFFIRMS THAT ALL MEMBERS HAVE SIGNED ETHICS AND CONFLICT OF INTEREST STATEMENTS IN THE PAST 12 MONTHS.

AGREES THAT COMMITTEES ROLES IS TO ADVISE THE BOARD NOT TO ADVISE THE STAFF.

WE DON'T HAVE ANY COMMITTEES, SO THEN YOU CAN GO TO THREE AND THEN AGREES THAT A BOARD OFFICER'S ROLE IS TO ADVISE THE BOARD, NOT ADVISE THE STAFF, AND THEN MAINTAINED A QUORUM

[03:10:03]

I SAID THAT WE HAD I ACTUALLY WENT UP.

I EVEN SAID THAT WE GOT TO REVIEW THE POLICIES, THOUGH WE REVIEWED OUR BOARD OPERATING PROCEDURES, BUT THAT'S WHAT IT SAYS.

REVIEWED ALL POLICIES, GOVERNING BOARD OPERATING PROCEDURES.

YES, I THINK IT'S ALL THE POLICIES THAT ARE ASSOCIATED WITH THE BOARD OPERATING PROCEDURES.

WE DID THE BOARD ON THAT. YEAH, WE DID THAT.

REVIEWED ALL THE POLICIES.

I THOUGHT WE JUST WENT THROUGH THE OPERATING PROCEDURES AND ONLY POLICIES WERE LISTED.

AM I CORRECT? I THOUGHT IT WAS JUST CERTAIN POLICIES.

I DIDN'T THINK IT WAS ALL POLICIES RELATED TO BOARD OPERATING PROCEDURES.

WE DID. THAT'S THE ONES THAT WE PULLED OUT.

WE REDLINED BECAUSE WE SAID THERE WAS NO SENSE IN REVIEWING THEM OR LISTING THEM TWICE.

WE JUST THOUGHT IT WAS JUST THE BOARD OPERATING PROCEDURES, THOUGH, THAT WE WERE CHANGING, THAT WE LOOKED AT THOSE POLICIES.

I DIDN'T THINK IT WAS ALL THE POLICIES THAT WERE.

I COULD BE WRONG, BUT I THOUGHT IT WAS JUST THE POLICIES THAT THE BOARD OPERATING PROCEDURES, ALL OF THAT.

YEAH, WE WENT THROUGH ALL THE POLICIES, GOVERNING BOARD OPERATING PROCEDURES.

OKAY, SO FOUR APPROACHES, FOCUS.

YOU WANT TO GO AHEAD? YEAH.

YOU ALL DID LOOK AT ALL OF THOSE.

ANYTHING THAT HAD TO DO WITH BOARD OPERATING, THOSE WERE REMOVED.

THEY WERE REVIEWED.

YOU VOTED FOR A SECOND READING ON ALL OF THEM TONIGHT.

SO ANYTHING THAT HAD TO DO WITH BOARD OPERATING HAS ALREADY BEEN REVIEWED BY THE BOARD AND APPROVED.

SO THAT MAKES IT WASN'T JUST THE ONES THAT JACOB RECOMMENDED US CHANGING BECAUSE THAT'S WHERE I THOUGHT IT WAS, JUST ONES THAT WAS RECOMMENDATIONS TO CHANGE THE BOARD POLICY OR UPDATE THE BOARD POLICY. AND I THOUGHT THOSE WERE THE ONLY POLICIES THAT WE TOUCHED.

I DIDN'T THINK WE ACTUALLY JUST UPDATED OTHER POLICIES OR REVIEWED THEM.

I DON'T REMEMBER REVIEWING REVIEWING POLICIES THAT WE WEREN'T CHANGING.

WE WENT THROUGH EVERY SINGLE POLICY.

SO THAT LEAVES US AT A THREE, CORRECT? YEAH. WELL THEN IF YOU KEEP GOING, A THREE IS THE BOARD AGREES THAT EVERY MEMBER IS RESPONSIBLE FOR THE OUTCOMES OF ALL STUDENTS, NOT JUST STUDENTS IN THEIR REGIONS OF THE SCHOOL SYSTEM. WE DON'T HAVE REGIONS THAT WE'RE NOT SINGLE MEMBER DISTRICTS MAINTAIN AN AVERAGE ATTENDANCE OF 70% OR HIGHER THROUGHOUT ALL REGULARLY SCHEDULED BOARD MEETINGS OVER THE PREVIOUS THREE MONTHS.

WE'VE DONE THAT HAS SET THE EXPECTATION THAT INFORMATION PROVIDED TO ONE BOARD MEMBER IS PROVIDED TO ALL BOARD MEMBERS.

WE'VE ALL DONE THAT.

THEN GOES ON TO MEETS FOCUS, WHICH IS WHERE I DISAGREE WITH THAT LAST ONE.

BUT THAT'S OKAY. I DO NOT BELIEVE THAT WE HAVE THE EXPECTATION THAT INFORMATION PROVIDED TO ONE BOARD MEMBER IS PROVIDED TO ALL BOARD MEMBERS STILL.

I MEAN, IT'S LIKE THE BOARD UPDATE LAST WEEK THERE WAS ONE QUESTION FROM TRUSTEE VESSA.

SO YOU'RE TELLING ME THAT ONLY TRUSTEE VESSA ASKED ONE QUESTION LAST WEEK OUT OF EVERYBODY ON THE BOARD? I DIDN'T ASK A QUESTION LAST WEEK.

I THINK WE'RE ONLY GETTING.

DID ANYONE ELSE? I DID NOT. I DIDN'T SUBMIT ANY.

I MEAN, I WENT OVER THE AGENDA.

WELL, I'LL SAY ONE THING THAT STICKS OUT WHEN I READ THAT IS WHEN THE 313 PROPOSITION CAME TO US AND IT WAS IN A BOARD MEETING THAT I LEARNED THAT THE THREE BOARD OFFICERS HAD PERFORMED AND CONDUCTED AN ENTIRE TOUR OF A FACILITY.

THAT'S NOT TRUE, BECAUSE I DID NOT.

OH, OKAY. SO.

SO TWO OF THE THREE OFFICERS, IS THAT RIGHT? YES. AND IT WASN'T BECAUSE WE WERE OFFICERS.

IT WAS BECAUSE I WAS AVAILABLE, NUMBER ONE.

NUMBER TWO, THAT WAS THE LAST QUARTER.

SO. RIGHT, RIGHT.

WHEN DISCUSSING THIS CURRENT QUARTER, WE'VE BEEN DOING PRETTY WELL ON TIME.

SO I HOPE WE CAN MOVE FORWARD.

YEAH. AND IT JUST SAYS THE BOARD HAS SET THE EXPECTATION THAT INFORMATION PROVIDED TO ONE BOARD MEMBER IS PROVIDED TO ALL THAT.

WE HAVE DEFINITELY SET THAT EXPECTATION THAT THAT IS WHAT THIS BOARD EXPECTS.

MARY WAS SAYING SHE DISAGREES.

I WOULD SAY I DISAGREE WITH THAT AS WELL, BECAUSE THERE HAVE BEEN SOME EXAMPLES.

THAT WAS JUST ONE THAT CAME TO MIND.

YOU KNOW, IT DID OCCUR OUTSIDE OF THIS QUARTER, BUT I WAS NEVER EVEN GIVEN THE OPPORTUNITY TO TOUR THAT FACILITY.

SO I WAS SURPRISED AND A BOARD MEETING THAT WE HAD MEMBERS TOURING FACILITIES.

SO I DON'T I'LL JUST SAY I AGREE THAT I DISAGREE THAT THAT EXPECTATION HAS BEEN ACCEPTED AND BOUGHT INTO BY ALL I CAN TELL YOU, ONE FROM THIS WEEK THERE WAS A AGENDA ITEM THAT WAS ON THIS AGENDA AND THEN IT WAS REMOVED.

AND I DO BELIEVE THAT SOME PEOPLE ON THIS BOARD KNOW WHAT THAT AGENDA ITEM IS ABOUT, BUT I'M STILL TRYING TO FIGURE OUT WHAT ARE WE BUYING, SELLING, LEASING.

SO I WOULD JUST RECOMMEND YOU JUST LOOK AT THE VERBIAGE THE BOARD HAS SET THE EXPECTATION TO THE SUPERINTENDENT THAT INFORMATION PROVIDED BY IT TO ONE BOARD MEMBER WILL BE PROVIDED TO ALL YOU'RE NOT SCORING ON.

IF YOU'RE IF THAT'S ACTUALLY HAPPENING, THE QUESTION IS, DO EACH OF YOU HAVE THAT EXPECTATION THAT WHEN SOMEBODY ASKS THE QUESTION, THE INFORMATION GOES OUT TO IT ALL? DOES DO ALL SEVEN OF YOU HAVE THAT EXPECTATION? YES, MA'AM. AND WE ALSO REAFFIRMED DURING THE SUPERINTENDENT, TRUSTEE WESTON, YOU DO NOT HAVE THAT EXPECTATION.

OKAY. WE'RE LOOKING AT THE THIRD BULLET UNDER APPROACH IS FOCUS.

IS THAT CORRECT? MARY HAS SAID IT.

[03:15:02]

I DON'T BELIEVE THAT WE HAVE SET THE EXPECTATION THAT INFORMATION PROVIDED TO ONE BOARD MEMBER IS PROVIDED TO ALL BOARD MEMBERS.

I DISAGREE WITH THAT.

THAT'S MY OPINION.

OKAY. BUT IT SAYS THE BOARD.

IT DOESN'T SAY ALL MEMBERS HAVE TO AGREE.

NO, IT DOES NOT.

OKAY. SO THEN WE GO ON TO MEETS FOCUS AND IT SAYS THE BOARD, NUMBER ONE, MAINTAIN AN AVERAGE ATTENDANCE OF 80% OR HIGHER THROUGHOUT ALL REGULARLY SCHEDULED BOARD MEETINGS OVER THE PREVIOUS THREE MONTHS.

WE'VE MET THAT ONE AGREES THAT ALL MEMBERS HAVE ADHERED TO ALL POLICIES GOVERNING BOARD OPERATING PROCEDURES.

THEN IT SAYS AGREES THAT EVERY MEMBER HAS COMPLETED ALL STATUTORILY REQUIRED TRAININGS AND RATHER THAN THE SUPERINTENDENT LED THE COMPLETION OF LONESTAR GOVERNANCE TASKS.

I THINK WE'RE STILL WORKING TOWARDS NINE.

SO WE'RE AT THREE, MAYBE THREE AND POSSIBLY NINE BY THE NEXT BOARD MEETING.

IT IS OUR HOPE.

DR. ZEESE AND DAVID, WE TALKED ABOUT LOOKING AT SOME DATES IN JANUARY WHERE WE CAN HAVE, AFTER THE NEW BOARD MEMBERS ARE SWORN IN THE TWO DAY WORKSHOP WITH TEAM BUILDING, IT WILL HAVE TO BE A CUSTOMIZED LONE STAR GOVERNANCE WORKSHOP BECAUSE YOU'VE ALREADY DONE SO MUCH OF THE WORK.

BUT I THINK THERE ARE OTHER THINGS THAT WE COULD FOCUS ON DURING THAT TIME AS WELL.

SO HOPEFULLY GETTING THAT SCHEDULED.

SO BASED UPON THIS, THERE ARE TWO THINGS I NEED YOU TO CONSIDER FOR VOTING.

YOU HAVE SCORED YOURSELF 24, A SCORE OF 24, WHICH IS UP FROM 19.

CONGRATULATIONS. I THINK WE'RE HIGHER THAN THAT.

IT SHOULD BE 32.

SO I HAVE FOUR, FOUR, THREE.

2 TO 4 NO.

12, 12, 12 ON PAGE ONE.

DON'T, DON'T WE WE MADE THOSE MINUTES I.

32 YES, YES.

AND POSSIBLY BY THE NEXT QUARTER'S MOVING UP TO 45 WHICH I THINK IS IS GREAT PROGRESS.

SO THE SECOND THING SO THAT WOULD BE ONE MOTION TO APPROVE IT.

BUT BEFORE YOU APPROVE THE PROGRESS TRACKER, I NEED YOU TO APPROVE THE 38% CUMULATIVE MINUTES THAT AMY PRESENTED.

TRUSTEE WHERE PRESENTED BECAUSE I HAVE TO SHOW HOW MANY PEOPLE VOTED FOR OR AGAINST THAT 38.

AND WE'VE ALREADY DONE THAT IN EACH ONE OF OUR MONTHLY MEETINGS.

BUT FOR THIS. RIGHT, BECAUSE SHE'S DONE CUMULATIVE.

OKAY. EACH MONTH SHE'S DOING CUMULATIVE.

WHAT WAS YOUR DID YOU HAVE US AS 12 OR 15 AS OUR NEXT QUARTER TARGET FOR PROGRESS AND ACCOUNTABILITY? ONE, I THINK IT WAS SUPPOSED TO BE 15.

SO YOU HAD 48 IS THE TOTAL.

YES. OKAY.

I HAVE A POINT OF ORDER.

QUESTION FOR VALERIE OR CINDY.

CAN WE VOTE ON APPROVING THOSE THINGS? YOU BECAUSE IT WASN'T ON THE AGENDA OR IS IT JUST FALL UNDER? IT'S ALL PART OF OUR SELF.

CAN YOU VOTE ON WHAT THE SURVIVAL OR WHICH.

NO, THE THE TIME TRACKER.

BECAUSE THAT IS A SECTION WITHIN THE SELF EVALUATION.

YEP, IT'S WITHIN. IT'S FINE.

GOOD QUESTION NOW. OKAY.

ARE WE READY FOR MOTION? I MOVE THAT WE APPROVE THE 38% OF TIME SPENT ON STUDENT OUTCOME GOALS FOR THE LAST QUARTER.

SECOND, I HAVE A MOTION IN A SECOND.

THAT'S JUST A DATA POINT, RIGHT? IT'S JUST DOING THE AVERAGING OF OUR TIME TRACKER THINGS.

ALL IN FAVOR. RAISE YOUR HAND.

ALL OPPOSED. SEEING NONE.

MOTION PASSES. SEVEN ZERO.

AND THEN TO APPROVE YOUR 32 POSSIBLY 48 NEXT MONTH.

32 CURRENT SCORE, 48 NEXT MONTH.

I MOVED TO AFFIRM THAT THE LONE GOVERNANCE INTEGRITY INSTRUMENT WAS COMPLETED IN IS ACCURATE WITH A CURRENT QUARTER SCORE OF 32 AND A NEXT QUARTER TARGET OF 48. SECOND, I HAVE A MOTION IN A SECOND.

ALL IN FAVOR, RAISE YOUR HAND.

ALL OPPOSED. MOTION PASSES.

FIVE TWO. THANK YOU.

SO I JUST WANT TO CLARIFY, YOU VOTED AGAINST IT.

DOES THAT MEAN THAT YOU DISAGREE WITH THE SCORES THAT WE GAVE? OKAY. JUST WANTED TO GET THAT DOWN.

OKAY, SO NOW WE'RE GOING ON TO.

CAN I ACTUALLY ASK ONE QUICK QUESTION OF THIS DOCUMENT? BECAUSE WE ALL SIGNED IT LAST TIME AND IT WAS SEVEN ZERO FOR THE 38% OF STUDENT OUTCOME DATA.

IS THAT WHAT WE'RE SIGNING OR.

NO, IT'S SEVEN ZERO THAT THE INSTRUMENT WAS COMPLETED AND IS ACCURATE.

OKAY. WELL, SO THEN ACTUALLY IT'S FIVE TWO THAT I PUT IN THERE.

NO, NO, JUST THE FIVE.

[03:20:01]

ALL RIGHT. AND JUST THE FIVE PEOPLE THEN SIGN IT OR.

YES. OKAY. IS THAT ALL THAT YOU NEED? TRUSTEE. WE'RE OKAY.

THANK YOU VERY MUCH.

I LOOK FORWARD TO SEEING YOU AGAIN SOON.

YES. HAVE A VERY HAPPY HOLIDAY.

THANK YOU. HAPPY THANKSGIVING AS YOU ALL.

WE ARE GOING TO MOVE TO THE READING AND ADOPTION OF POLICY.

[H.6. Waive First Reading and Adoption of Policy EIC (Local)]

AND MY. CINDY, ARE YOU COMING UP TO.

WE ACTUALLY WE HAVE DR. LOPEZ AND DR.

GUERRERO WILL BE PRESENTING.

OKAY. I HAVE PEOPLE MUCH MORE QUALIFIED ABOUT TO DISCUSS CLASS RANKING.

GOING TO BE HERE TO TALK TO YOU.

ALL RIGHT. WAS THIS PROVIDED TO THE BOARD? DID I MISS THIS? WAS WHAT PROVIDED TO THE BOARD WAS THIS PRESENTATION PROVIDED TO THE BOARD.

SO LET ME CLARIFY.

WHAT HAPPENED IS THAT THIS ITEM WAS ON CONSENT AND THEN WE WERE AS OUR BOARD PRESIDENT WAS TALKING ABOUT EARLIER, MR. VESSA WANTED TO PULL IT.

SO WHAT? BECAUSE NOW IT'S OUT OF CONSENT AND FOR DISCUSSION.

SO THE TEAM PUT THESE SLIDES TOGETHER SO WE CAN HAVE A DISCUSSION.

IT WASN'T INITIALLY WE DIDN'T KNOW WAS GOING TO BE PULLED FROM CONSENT AND THE LAST WEEK.

YEAH IT CAN BE PROVIDED THOUGH WE'LL GET IT POSTED AND.

THANK YOU. ALL THAT.

I'M GOING TO GET KICKED OFF START AND THEN PASS IT OVER TO DR.

LEWIS AND DR. GUERRERO.

BUT WE JUST WELCOME THE OPPORTUNITY TO TALK MORE ABOUT THIS PROCESS THAT WE'VE UNDERTAKEN OVER THE LAST MULTIPLE MONTHS REGARDING GPA AND RANK AND CLASS.

IT'S BEEN AN ONGOING PROCESS.

WE WANT TO WE'RE GOING TO TALK THROUGH THE VARIOUS STEPS THAT THE TEAMS HAVE TAKEN TO LOOK AT THE POLICIES.

YOU KNOW, THESE ARE THESE POLICIES HAVEN'T REALLY BEEN LOOKED AT SINCE AROUND 2017.

AND I THINK THEY'LL BE ABLE TO GIVE A GOOD BACKGROUND ON SOME OF THE REASONS WHY, YOU KNOW, THEY WERE LOOKED AT THIS POINT AND THEN SOME OF THE BENEFITS THAT WE SEE IN MOVING FORWARD WITH SOME OF THE RECOMMENDATIONS.

SO I'M GOING TO GO AHEAD THEN AND GET THEM STARTED OVER THERE.

THANK YOU, RYAN. SO IN JANUARY OF THIS YEAR, WE PUT TOGETHER A COMMITTEE CALLED A PRIDE COMMITTEE TO LOOK AT OUR POLICIES, AS RYAN MENTIONED.

SO IN 2017, THERE WAS A COMMITTEE THAT WAS CONVENED TO LOOK AT GPA AND RANK AND CLASS POLICY, BUT THERE WERE NO DECISIONS MADE AT THAT TIME.

SO NEXT SLIDE.

SO AGAIN, WE PUT TOGETHER A COMMITTEE OF INDIVIDUALS ACROSS THE DISTRICT THAT INCLUDED COUNSELORS AND ADMINISTRATORS, AS WELL AS DEPARTMENT CHAIR, SO THAT WE COULD MAKE SURE THAT WE WERE BRINGING IN THE VOICES OF ALL THE INDIVIDUALS THAT HAD KNOWLEDGE ABOUT HISTORICAL CONCEPTS OF GPA, POLICY AND RANK AND CLASS, BUT ALSO COULD PROVIDE INPUT ON TO WHAT WE NEEDED TO LOOK AT MOVING FORWARD.

SO OUR COMMITTEE'S CHARGE, YOU CAN MOVE TO THE NEXT SLIDE.

OUR COMMITTEE'S CHARGE WAS TO REVIEW OUR CURRENT POLICIES, RECOGNIZING THAT THERE WERE SOME ADEQUATE STUFF IN PLACE, BUT ALSO RECOGNIZING THAT THERE WERE SOME THINGS THAT WE NEEDED TO CHANGE. SO WE WANTED TO CLARIFY, OH, I'M SORRY.

THAT'S THE GUIDING STATEMENT. SO WE WANTED TO CLARIFY WHAT OUR CURRENT POLICY WAS REALLY.

WE WANTED TO BE ABLE TO IF ANYONE ASKS US WHAT OUR CURRENT POLICY WAS, WE WANTED TO BE ABLE TO GIVE THAT INFORMATION TO THEM, KIND OF LIKE AN ELEVATOR SPEECH, BUT ALSO MAKE SURE THAT ALL OF OUR COURSES THAT FIT THAT POLICY WERE ACCURATE AS WELL.

WE ALSO RECOGNIZE THAT OUR STUDENTS PROVIDE DIFFERENT LEVELS OF ACADEMIC RIGOR AND COURSES THAT ARE NOT ALWAYS CORE COURSES.

SO WE WANTED TO MAKE SURE THAT OUR POLICY INCORPORATED THOSE COURSES THAT MAY NOT FIT IN OUR TRADITIONAL ENGLISH SCIENCE, MATH AND SCIENCE COURSES AND TAKE INTO CONSIDERATION COURSES THAT MAY BE CHANGED FROM TO OR BROUGHT INTO OUR DISTRICT AT A LATER TIME.

NEXT SLIDE. AND SO, AGAIN, SOME OF THE ASSUMPTIONS THAT WE LOOKED AT AS RECOGNIZING THAT THE WORK THAT HAS BEEN DONE IN PREVIOUS YEARS WAS WELL INTENTIONED, BUT IT WAS ALSO OUTDATED AND THAT THERE ARE SOME THINGS THAT WE NEEDED TO MAKE SURE THAT WE'RE ADDRESSING AS WE LOOKED AT CLASS OFFERINGS AND HOW THINGS HAVE CHANGED SINCE THE LAST REVIEW.

SO AGAIN, OUR COMMITTEE CHARGE WAS TO REVIEW OUR CURRENT GPA AND RANK CLASS POLICY, MAKE RECOMMENDATIONS FOR IMPROVING CURRENT PRACTICES AND MAKE RECOMMENDATIONS FOR ADDING NEW PRACTICES. OUR COMMITTEE WENT INTO THIS KNOWING THAT THERE WERE SOME THINGS THAT WE HAD TO MAKE SURE THAT WE UNDERSTOOD AS A GROUP AS A WHOLE.

LOOKING AT POLICY, WE DID NOT WANT TO IMPACT OUR CURRENT STUDENTS IN HIGH SCHOOL.

SO WE ARE RECOMMENDING THAT IF THIS POLICY DOES GO FORWARD, THAT IT STARTS WITH THE 2324 ENTERING FRESHMAN CLASS.

THAT WOULD BE THE GRADUATING CLASS OF 2027.

NO CHANGES WOULD BE MADE TO MIDDLE SCHOOL COURSES TAKEN FOR HIGH SCHOOL CREDIT.

THIS IS SOMETHING THAT IS PRETTY CONSISTENT ACROSS THE STATE.

WE DID LOOK AT DISTRICTS THAT WERE VERY SIMILAR TO US.

WE LOOKED AT DISTRICTS IN OUR AREA, AND SO MOST OF THOSE DISTRICTS DO NOT TAKE INTO CONSIDERATION MIDDLE SCHOOL CLASSES TAKING HIGH OR MIDDLE SCHOOLERS TAKING HIGH SCHOOL CREDIT WHILE THEY'RE STILL IN MIDDLE SCHOOL.

AND THEN WE ALSO WANTED TO MAKE SURE THAT WE'RE NOT MAKING ANY CHANGES TO FORMULAS OR CALCULATIONS.

[03:25:04]

AND THEN SOME COLLEGES DO ACTUALLY LOOK AT THIS AND TAKE INTO CONSIDERATION WHETHER OR NOT THEY WILL ACCEPT STUDENTS INTO THEIR COLLEGES.

WE ALSO WANT TO MAKE SURE THAT WE HONOR THE LEVEL OF STUDENT'S WORK AND AGAIN, MAKING SURE THAT WORK IS LOOKED AT FIRST ACROSS ALL CONTENT AREAS.

SO CORE CONTENT AS WELL AS OUR ELECTIVE CLASSES.

AND WE KNOW THAT IT'S ALSO AN INCENTIVE FOR SOME OF OUR STUDENTS TO TAKE THOSE ADVANCED LEVEL CLASSES.

AND AS MANY OF YOU KNOW, WE SELECT A VALEDICTORIAN AND A SALUTATORIAN EACH YEAR.

AND SO THAT INFORMATION IS BASED ON THEIR GPA AND THEIR CLASS RANK.

SO OUR MEETING FOCUS AREAS WERE TO MAKE SURE THAT AGAIN, WE WERE HONORING WHAT HAS BEEN IN PLACE.

SO WE DISCUSSED WHAT WAS WORKING WELL, BUT WE ALSO MADE SURE THAT WE WERE LOOKING AT WHAT WE REALLY NEEDED TO ADDRESS.

DR. [INAUDIBLE]. MAY TALK A BIT TO THIS, BUT WE OFTEN HAVE QUESTIONS ON WHY A CERTAIN CLASS MAY ACCOUNT FOR A CORE CONTENT AREA, BUT ALSO IS NOT COUNTED IN GPA FOR OUR CURRENT POLICY.

AND WE WANTED TO MAKE SURE THAT WE WERE ABLE TO SPEAK TO THAT AS WE MOVE FORWARD.

WE STUDIED A LIST OF OUR CURRENT COURSES ON RANK AND CLASS AND WEIGHTED LIST.

WE ALSO EVALUATED THOSE COURSES TO MAKE SURE THAT THEY WOULD FIT INTO OUR POLICIES MOVING FORWARD.

IF YOU CAN MOVE ON TO THE NEXT SLIDE.

AND SO THIS IS JUST AN EXAMPLE OF HOW WE KIND OF BROKE DOWN EACH SUBSECTION OF OUR COURSES.

WE WANTED TO MAKE SURE WE KNEW WHAT WAS CURRENTLY COUNTING IN OUR COURSE, OUR RANKING CLASS, AND WE ALSO WANTED TO KNOW WHAT WASN'T COUNTING.

SO AGAIN, MAKING SURE THAT WE ARE ALIGNED ACROSS COURSES AND CATEGORIES AND WE WANTED TO MAKE SURE THAT WE ALSO TOOK INTO CONSIDERATION THOSE ADVANCED LEVEL COURSES AND HOW THEY WERE IMPACTING OUR STUDENTS BASED ON THE COURSES THEY TOOK.

THANK YOU, DR. LEWIS.

AS DR. LEWIS MENTIONED THIS AND ALSO MR. SMITH, THIS WAS A PRIDE COMMITTEE.

IT SPANNED THE TIME.

IT WAS AN EXERCISE OF OVER THREE MONTHS.

WE STARTED IN JANUARY AND DIDN'T END UNTIL THE END OF MAY.

THE RECOMMENDATIONS THAT THE COMMITTEE BROUGHT FORTH ARE INCLUDED HERE, AND THE RECOMMENDATION IS THAT THE FOLLOWING WOULD COUNT FOR RANKING CLASS AND BE WEIGHTED.

SO THIS WAS ALL AP COURSES.

ADVANCED PLACEMENT COURSES ARE RIGOROUS IN NATURE.

THEY TAKE EXAMS AND SO THE COMMITTEE RECOMMENDED ELECTIVE COURSES AS WELL.

IB COURSES, ALL ON RAMPS COURSES AND THEN ALL ADVANCED COURSES LEADING TO A COLLEGE CREDIT COURSE OPPORTUNITY.

AND SO OF COURSE THAT INCLUDED LOAD, WHICH IS LANGUAGES OTHER THAN ENGLISH.

I THINK DR.

LEWIS SAID THAT I WOULD PERHAPS MENTION SOME COURSES THAT WE ARE FREQUENTLY ASKED FOR MYSELF AND MY PEERS.

WE GET LOTS OF QUESTIONS ABOUT COURSES LIKE AP SEMINAR, AP RESEARCH, MULTIVARIABLE CALCULUS.

THESE ARE ALL COURSES THAT OUR STUDENTS ARE TAKING THEIR POST, MAYBE AN AP CALCULUS COURSE, AND THEY CURRENTLY ARE NOT WEIGHTED.

AND SO SOMETIMES AS STUDENTS TRY TO SEEK THOSE CREDITS, THEY QUESTION WHY ARE THEY NOT CURRENTLY WEIGHTED? SO THOSE ARE LIKE THE MORE TRADITIONAL CORE COURSES.

MEMBERS OF THE COMMITTEE ALSO INCLUDED OUR FINE ARTS DIRECTOR AND AGAIN, AS DR.

LEWIS SAID, LEAD COUNSELORS AND SUCH.

AND SO WE DID A VERY THOROUGH INVESTIGATION OF WHAT A P ART THEORY MIGHT LOOK LIKE, AND THAT IS DEFINITELY RIGOROUS IN NATURE.

AND CURRENTLY STUDENTS DO NOT GET CREDIT FOR THAT BECAUSE OF THAT PATHWAY UNLESS YOU WERE TAKING A MORE TRADITIONAL YET EXCITING OPPORTUNITY LIKE STEM AND SUCH.

SO WE DEFINITELY SOUGHT THAT INFORMATION.

I WILL SHARE WITH YOU ALSO THAT COMMITTEE MEMBERS WERE REQUIRED AFTER EACH SESSION AND WE HAD FIVE TOTAL MEETINGS TO GO BACK TO THEIR LIKE PEER GROUPS. SO I, FOR EXAMPLE, WOULD GO BACK TO AREA SUPERINTENDENTS, SOME LEAD COUNSELORS WOULD GO BACK TO COUNSELORS AND SO FORTH. AND THE RESEARCH THAT WE DID WAS PRETTY EXTENSIVE ACROSS THE STATE, REALLY EXAMINING HOW OTHER DISTRICTS WERE IMPLEMENTING RANKING CLASS, WHAT WAS WEIGHTED AND WHAT WAS NOT.

SO IT DEFINITELY WAS AN EXTENSIVE EXERCISE.

NOW, THAT LAST BULLET THE FOLLOWING CLASSES CAN COUNT FOR RANK IN CLASS.

THOSE WERE SOME OF THE PIECES THAT I WAS ADDRESSING THAT INCLUDED THOSE AP COURSES OR PAST AP COURSES LIKE MULTIVARIABLE CALCULUS.

[03:30:01]

BUT THERE WAS ANOTHER SEGMENT OF CLASSES THAT CAN COUNT, AND I THINK IT'S IMPORTANT THAT WE RECOGNIZE THAT WE DO FOLLOW. AND IT IS IN THE COURSE CATALOG, THE TEXAS ADMINISTRATIVE CODE, WHICH NOTES THAT THERE ARE COURSES THAT ARE IN OUR COURSE CATALOG THAT MAY BE USED, FOR EXAMPLE, A FOURTH ENGLISH COURSE.

SO FOR GRADUATION REQUIREMENTS, WE FOLLOW A 4X4 WHEN IT COMES TO CORE.

SO FOR ENGLISH COURSES, FOR SCIENCE COURSES AND SO FORTH, FOR ENGLISH 4 THERE ARE A VARIETY OF OPTIONS AND OH, COULD YOU ADVANCE THE SLIDE PLEASE? THANK YOU.

SO I GAVE ONLY A SAMPLE OF COURSES THAT ARE, THAT WOULD MATCH OR BE EQUITABLE TO AN ENGLISH FOR COURSE.

AND YOU'LL NOTICE THAT THINGS LIKE DEBATE THREE ARE ON THAT LIST.

DEBATE THREE DOESN'T MEAN THAT IT HAS TO COUNT FOR ENGLISH FOUR, BUT IT MAY.

SO THAT WAS THE DIFFERENCE.

AND IT REALLY DOES ALIGN TO, AGAIN, THE ADMINISTRATIVE CODE.

AND I THINK TO THE QUESTION THAT I READ FROM TRUSTEE VESSA, I THINK THIS BETTER EXPLAINS THOSE COURSES IN QUESTION. COULD YOU ADVANCE THE SLIDE, PLEASE? SO ADDITIONALLY, WE COMBED THROUGH OVER THESE THREE MONTHS EVERY COURSE IN THE COURSE CATALOG, WE MAPPED THEM OUT ON CHARTS AND WE REALLY EXAMINED WHAT WAS HAPPENING AND WHAT THE PATHWAYS WERE.

WE ALSO REALIZE THAT SOME OF THE NAMING CONVENTIONS VARIED.

SOMETIMES COURSES HAD ADVANCED IN FRONT OF THEM, PERHAPS BECAUSE THEY CAME TO US FROM THE STATE THAT WAY.

BUT WHEN YOU EXAMINE THE CONTENT ITSELF, IT ISN'T THE DEFINITION OF WHAT WE WERE DEFINING TO BE.

SO I'M NOT GOING TO READ THE SLIDE TO YOU, BUT JUST EXAMINING THAT WE WANTED TO FOLLOW RULES AND BETTER COMMUNICATE WHAT EACH OF THE COURSES MEANT AND REALLY EXAMINE THE NAMING CONVENTIONS.

I'LL SHARE, FOR EXAMPLE, THAT LAST BULLET DISTRICT IN OUR DISTRICT.

WE HAD A COUPLE OF COURSES THAT WERE LABELED IB PREP COURSES, BUT THE TRUTH IS THAT COURSE WAS PROVIDED ACROSS ALL FIVE OF OUR COMPREHENSIVE HIGH SCHOOLS AND AN IP PREP COURSE AT ONE OF OUR IB SCHOOLS DIDN'T MEAN THAT IT WAS AN IB PREP COURSE AT OUR OTHER IB SCHOOL.

SO THOSE INCONSISTENCIES WERE REALLY JUST MAKING IT DIFFICULT FOR SOMEONE THAT MAYBE IS JUST STARTING TO BECOME FAMILIAR WITH THE SECONDARY COURSE CATALOG REALLY HAVING SOME UNDERSTANDING BECAUSE IT JUST WASN'T MAKING SENSE.

AND AS DR. LEWIS SAID, IT WAS 2017 WHEN THINGS WERE EXAMINED.

LOTS OF COURSES HAVE BEEN ADDED TO OUR COURSE CATALOG, SO IT SIMPLY WAS TIME.

SO THIS WASN'T A, OH, WE SHOULD CHANGE THINGS.

THIS REALLY WAS A REALLY VETTED PROCESS.

AND SO NOW IF YOU WOULD ADVANCE THE SLIDE, I'LL TAKE YOU THROUGH A TIMELINE OF WHAT HAPPENED AFTER THE COMMITTEE CONVENED IN JANUARY AND THEN HAD THEIR FIVE MEETINGS IN THE PROCESS, OF COURSE, WITH THEIR HOMEWORK EACH TIME.

THE PROPOSAL WAS THEN TAKEN TO AREA SUPERINTENDENTS TO REVIEW.

SO WE WERE ABLE TO REVIEW THEM AND OUR CHAIRS FOR THIS COMMITTEE OR DR.

LEWIS THAT LEADS OUR COUNSELING DEPARTMENT AND MICHELLE SWAIN, THAT CURRENTLY IS A IS IT A CONFERENCE RIGHT NOW? BUT OVER ADVANCED ACADEMICS AND OUR CTE GURU, PEGGY MICHA, FACILITATED ALL THE WORK.

THEY PRESENTED THIS INFORMATION TO US ON JUNE 1ST, ON JUNE 7TH.

ONCE AGAIN, THE LEADS PROVIDED THIS INFORMATION TO OUR HIGH SCHOOL PRINCIPALS AND OF COURSE, THE AREA SUPERINTENDENTS.

IN ADDITION TO THAT, THE LEADS CALLED FOCUS GROUPS.

SO DR.

LEWIS DID REACH OUT TO ALL FIVE COMPREHENSIVES FOR RECOMMENDATIONS OF STUDENT REPRESENTATIVES AND PARENT REPRESENTATIVES.

AT THE END, I BELIEVE 30 STUDENTS AND 30 PARENTS WERE INVITED TO FOCUS GROUPS THAT TOOK PLACE OVER THE SUMMER.

AND THE ONE ASPECT BETWEEN THAT WAS THAT THE PARENTS AND THE STUDENTS WERE DIFFERENT GROUPS TO HELP BE REPRESENTATIVE, SO THEY HELD A STUDENT GROUP, FOCUS GROUP ON JULY 26TH AND THEN A PARENT FOCUS GROUP ON AUGUST 1ST TO CONTINUE TO VET AND GET FEEDBACK.

WE WENT THROUGH AN EXTENSIVE PROCESS ONCE AGAIN BETWEEN AUGUST AND LAST MONTH OF A COURSE CATALOG REVIEW BECAUSE THAT'S ABOUT TO BE RELEASED ON NOVEMBER 30TH IS THE FIRST GROUP OF CLASS OF 27 GETTING TO SEE THE COURSE CATALOG TO BEGIN THE EXERCISE OF PLANNING

[03:35:09]

I KNOW SOME PEOPLE ARE NODDING.

I DON'T KNOW IF YOU HAVE ANY EIGHTH GRADERS, BUT THOSE ARE OUR RISING FRESHMAN AND CLASS OF 27.

SO AT THAT POINT WE HAD RECOMMENDED FOR THE I, THE EIC POLICY TO COME TO THE BOARD, BUT THERE WERE QUESTIONS ON THE DAY.

AND SO BECAUSE WE DIDN'T HAVE AN OPPORTUNITY TO GO TO EVERYONE, THE DECISION WAS MADE TO PULL THE POLICY AT THAT TIME.

THEREAFTER, DR.

LEWIS MET WITH LEAD COUNSELORS.

WE SHARED, WE RECONVENED THE COMMITTEE AND GATHERED FEEDBACK TO REVIEW.

WE ASKED THEM TO REVIEW ALL AGAIN.

AND THEN MOST RECENTLY, I'M DR.

LEWIS. ON NOVEMBER 15TH, ALSO MET WITH A GROUP OF COUNSELORS ON ONE PARTICULAR CAMPUS THAT STILL HAD QUESTIONS, AND WE WANTED TO PROVIDE MORE CLARITY.

SO IF YOU ADVANCE THE SLIDE, PLEASE.

SO FUTURE STEPS SHOULD THE BOARD APPROVE THIS POLICY, IS TO REVISE, OF COURSE, THE LOCAL BOARD POLICY AND INCLUDE AND NEXT POLICY UPDATE.

WE WOULD IMPLEMENT THE RECOMMENDATION FOR THE CLASS OF 27 WITH THE COURSE CATALOG AND THE COURSE CHOICE SHEETS, AND THEN OF COURSE WORK ON OUR COMMUNICATION PLAN IN HOUSE WITH STAFF AND THEN WITH ALL OF OUR STAKEHOLDERS, STUDENTS AND FAMILIES.

YOU COULD ADVANCE THE SLIDE.

AT THIS TIME, I BELIEVE WE'RE READY TO TAKE QUESTIONS.

THANK YOU FOR THE VERY THOROUGH PRESENTATION I HAVE.

FIRST ON TRUSTEE HARRISON.

THANK YOU. I HAVE A COUPLE OF QUESTIONS.

CAN WE GO BACK TO WHO WAS ON THIS COMMITTEE? THAT BEGINNING SLIDE.

THANK YOU. DO WE EVER INCLUDE PARENTS AND STUDENTS ON THE ACTUAL PRIDE PROCESS? COMMITTEE. I HAVE SERVED ON A FEW PRIDE COMMITTEES AND.

RYAN, CAN YOU HELP ME? I'M TRYING TO. I'M TRYING TO SAY THE DIFFERENT TIMES WE'VE USED THAT PROCESS FOR PROGRAM DECISION MAKING AND THINK THINGS SIMILAR TO THIS.

I THINK IT'S DIFFERENT DEPENDING ON THE TOPIC.

I CAN'T SAY FOR CERTAIN I'D HAVE TO LOOK THROUGH.

WE'VE DONE MULTIPLE DIFFERENT COMMITTEES, YOU KNOW, WHEN IT COMES TO COMES TO ISSUES THAT WE WANT TO WANT TO FACE.

I'D SAY TYPICALLY IT'S FOCUS GROUP TYPE WORK, BUT IN THIS CASE WE DID NOT HAVE A PARENT OR STUDENTS ON THE ACTUAL COMMITTEE ITSELF.

YEAH, A LOT OF MY PERSONAL WORK IS IN HUMAN CENTERED DESIGN AND IT SEEMS LIKE A MYTH THAT THIS COMMITTEE DID SO MUCH WORK BECAUSE YOU ALL CLEARLY DID A LOT OF WORK AND I DON'T WANT TO NEGATE THAT.

AND THEN PARENTS AND STUDENTS WERE BROUGHT IN VERY FAR DOWN IN THE PROCESS.

WE'VE GOTTEN A LOT OF FEEDBACK AND PUSHBACK ON THIS.

SO A COUPLE OF MY QUESTIONS HAVE BEEN THE TIMELINE, LIKE MAKING ANY DECISION THIS QUICKLY THAT HAS SUCH A LARGE IMPACT ON STUDENTS.

IT DOESN'T FEEL GOOD, EVEN THOUGH I KNOW THAT THE HEARTS AND THE WORK OF THIS I FEEL ARE IN THE RIGHT PLACE.

IT JUST SEEMS LIKE COMMUNICATION ON SOMETHING THIS LARGE SHOULD HAVE GONE FORTH AND THEN THE DECISION MADE VERSUS IN THIS INSTANCE, MAKING THE DECISION AND THEN COMMUNICATING.

AND I PERSONALLY THINK THAT WE HAVE AN OPPORTUNITY TO WORK WITH OUR COMMUNITY ON THIS.

I DON'T LIKE THE IDEA OF APPROVING THIS RIGHT NOW, AND THEN IT BE BEING REFLECTED FOR EIGHTH GRADERS MID-YEAR.

AND I KNOW THAT THIS IS A PLANNING CYCLE FOR COURSE SELECTION, BUT IT'S ALREADY A BIG DEAL TO SELECT YOUR HIGH SCHOOL COURSES WITH THE EXPECTATION OF HOW THINGS WILL BE.

PLUS, THIS NEW UPDATE, IT JUST DOESN'T FEEL GOOD TIMING WISE OUTSIDE OF GETTING IT INTO THIS COURSE CATALOG.

IS THERE ANOTHER REASON WHY WE'RE ON THIS TIMELINE? WOULD IT REALLY BE BAD IF WE WAITED TILL THE 2024, 2025 SCHOOL YEAR TO IMPLEMENT THIS AND COMMUNICATE WITH OUR COMMUNITY AND GET SOME TWO WAY FEEDBACK? I THINK YOU BRING UP A VALID POINT, AND DEFINITELY THE COMMITTEE IS VERY AWARE THAT EITHER IF FOR IT TO IMPACT CLASS OF 27 IS WHY? BECAUSE BECAUSE OF COURSE WE LAUNCH RIGHT WITH THE COURSE CATALOG.

BUT THERE IS DEFINITELY NO HARM WHEN WE MAKE CHANGES THAT COULD IMPACT GPA RANKING CLASS.

WE HAVE ADDED CLASSES AND MADE CHANGES.

WE DO IT WITH A COHORT AND WHEN IT IMPACTS AGAIN, GPA AND RANKING CLASS, IT HAS TO BE WITH A COHORT THAT HASN'T STARTED THAT GPA.

[03:40:01]

AND THEN IT COULD POTENTIALLY IMPACT CLASS OF 28, WHICH MEANS OUR RISING EIGHTH GRADERS OR CURRENT SEVENTH GRADERS.

THANK YOU. I PERSONALLY, AS ONE TRUSTEE, WOULD REALLY LIKE THAT FOR MULTIPLE REASONS.

IT'S MAINLY THE COMMUNICATION PIECE AND IT'S THE TRUST PIECE AND IT'S THE LACK OF UNDERSTANDING PIECE.

SO I DON'T WANT TO NEGATE ALL THE INCREDIBLE WORK THAT'S BEEN DONE BECAUSE IT'S CLEAR THAT YOU ALL HAVE DONE A LOT OF WORK.

BUT I ALSO DON'T WANT TO CAUSE CONFUSION AND STRIFE IN OUR COMMUNITY ABOUT SOMETHING THAT I DO THINK COULD BE A GOOD THING BUT NEEDS MORE CLEAR COMMUNICATION AND TIME.

AND DEFINITELY WE CAN DO THAT.

TRUSTEE HARRISON I JUST I THINK THE TEAM OBVIOUSLY DID A GREAT JOB AND THEY TRIED TO EXPLAIN TODAY THAT TONIGHT THE REASON BEHIND ALL THIS, I THINK REALLY THE MAIN REASON, IF YOU WILL, IS REALLY TRYING TO ENCOURAGE OUR STUDENTS TO TAKE MORE OF THOSE ADVANCED COURSES.

AND SO REALLY IT'S REALLY A POSITIVE THING WHAT WE'RE TRYING TO DO HERE BECAUSE WE INCLUDING A LOT MORE COURSES, ADVANCED COURSES IN THIS IN THIS WAY, THE SYSTEM, IF YOU WILL, BUT WE ARE DEFINITELY WE CAN BRING IT BACK AGAIN AND WE WILL COUNT IT LIKE I'M SORRY DR.

GUERRERO WAS TALKING ABOUT IT IS FOR A CLASS OF 2028 THAT WILL TAKE EFFECT, I GUESS.

TRUSTEE JOHNSON, YOUR LIGHT WORKED.

YAY. SO I JUST WANT I LOVE THE WORK.

I LOVE THE FACT THAT YOU TIED IT TO 19 THC CHAPTER 74 TO GRADUATION REQUIREMENTS.

AND I THINK FOR ME, JUST LIKE WITH MONEY, YOU SHOW STUDENTS WHAT YOU VALUE.

WHEN YOU LOOK AT THOSE COURSES AND SAY, WE VALUE THE DIVERSITY OF THE THE COURSES THAT ARE INCLUDED IN THIS PROCESS AND THAT THE FACT THAT IT INCLUDES SOME OF OUR CTE AND OTHER ALTERNATIVE METHODS, THEY COUNT TOWARDS GRADUATION REQUIREMENTS AND MATH AND SCIENCE AND OTHER ASPECTS THAT THE ONE THING THAT THAT REALLY YOU THINK ABOUT A STUDENT THAT'S GOING THROUGH HIGH SCHOOL AND THEY REALLY THINK ABOUT THE COURSES THEY'RE TAKING, AND SOMETIMES THAT GETS FORCED INTO DIFFERENT ASPECTS BECAUSE OF THEIR THINKING ABOUT RANK AND CLASS AND BEING VALEDICTORIAN.

AND SOME OF OUR TOP STUDENTS REALLY GET LOCKED OUT OF RIGHT EXPERIENTIAL OPPORTUNITIES IN OTHER AREAS BECAUSE WE'RE ONLY VALUING THOSE SOME OF YOUR CORE AND SOME OF YOUR STANDARD COURSES.

SO I LOVE THE FACT THAT IT'S BEEN DONE AND THE FACT THAT ALSO, SINCE IT'S BEEN DONE SINCE 2017, THAT WHAT THIS MEANS TO OUR STUDENTS AS THEY'RE MAKING DECISIONS.

NOW, I GET WHY YOU WANT TO HOLD IT BECAUSE OF THE COMMUNITY INVOLVEMENT.

BUT I WOULD REALLY LIKE TO EMPHASIZE THE FACT THAT THIS BROADENS THE HIGH SCHOOL EXPERIENCE FOR A LOT OF STUDENTS AND THE CHOICES THAT THEY DECIDE TO MAKE BASED UPON RANK AND CLASS.

TRUSTEE VESSA. SO I WAS GOING TO ASK THAT THIS BE PULLED AND I ASKED FOR IT TO BE PULLED BECAUSE THERE WAS FEEDBACK FROM THE COUNSELING TEAM AT ONE SCHOOL THAT THIS WOULD BE DETRIMENTAL TO A LOT OF THE PROGRAMS THAT THEY HAVE AT THEIR SCHOOL. BECAUSE CURRENTLY IF YOU HAVE A BROADCAST NEWSPAPER YEARBOOK, THEY'RE NOT WEIGHTED COURSES, AND IF THEY BE COUNTED TOWARDS RANK AND CLASS, THEN ANYBODY INTERESTED IN GETTING IN THE TOP 10%, TOP 6%, TOP TEN WOULD NEVER TAKE THOSE COURSES EVER, BECAUSE IT WOULD BE KILLER.

I MEAN, YOU'RE TALKING I DON'T KNOW IF YOU GUYS WENT TO SENIOR AWARDS LAST YEAR.

I KNOW I DID. AND I GO PRETTY MUCH EVERY YEAR AND I GO TO THE TOP TEN AND WE'RE TALKING HUNDREDS, THOUSANDS OF A POINT, DIVIDING PEOPLE FROM BEING IN THE TOP TEN, THE TOP 6%, THE TOP 10%.

AND SO IT WOULD MEAN THAT SOME OF LIKE SOME OF OUR PROGRAMS, LIKE YOUR BOOK, NEWSPAPER, BROADCAST DEBATE ENGINEERING, LIKE THEY COULDN'T EVEN TAKE THOSE COURSES ANYMORE IF THEY WANTED TO QUALIFY IN ONE OF THOSE VERY TOP, YOU KNOW, PERCENTILES.

AND I DON'T WANT TO DO THAT LIKE I'M NOT OPPOSED TO THE BROADER CONCEPT OF OBVIOUSLY, I THINK THAT, YOU KNOW, MULTIVARIATE CALCULUS SHOULD BE WEIGHTED AND INCLUDED IN RANK AND CLASS.

BUT I'M CONCERNED ABOUT SOME OF THESE OTHER COURSES BECAUSE THEY WOULD THAT WOULD MEAN THAT CERTAIN STUDENTS WHO ARE REALLY EAGER TO BE IN THE VERY ELITE ECHELONS OF THEIR SCHOOL COULD NOT BE A PART OF THESE PROGRAMS ANYMORE BECAUSE THEY WOULDN'T THEY WOULDN'T MAKE IT.

AND SO THAT'S MY CONCERN.

[03:45:01]

YEAH. CAN I JUST MAKE A QUICK COMMENT? JUST A MAYBE ANOTHER WAY TO LOOK AT THIS HOLISTICALLY AS AN OPPORTUNITY FOR SOME MAYBE NOT AN OPPORTUNITY FOR OTHERS.

BUT WE DO WANT TO LOOK AT BROADENING THE OPPORTUNITY FOR ALL THE KIDS ON THE CAMPUS.

YOU KNOW, THERE COULD BE OUTCOMES WITH CERTAIN GROUPS OF KIDS THAT MIGHT NOT WANT TO TAKE THE CLASS BECAUSE OF THE WEIGHT.

THERE'S ALSO OPPORTUNITY FOR OTHER KIDS THAT MIGHT TAKE THE CLASS AND GET THE WEIGHT.

SO I THINK THERE'S JUST A LOT OF WAYS TO LOOK AT BROADENING OPPORTUNITY FOR STUDENTS TO EARN WEIGHTED CREDIT IN CLASSES.

SO THERE ARE OUTCOMES TO ALL OF OUR DECISIONS.

BUT THE.

WE WANT TO LOOK AT THE WHOLE PICTURE.

WELL, IN CERTAIN OF OUR CAMPUSES, THE COMPETITION AND DESIRE TO GET INTO THOSE TOP PERCENTILES IS SO FIERCE AND SO BROAD THAT IT COULD TOTALLY CUT OFF SOME OF THESE PROGRAMS FROM THE SCHOOL.

LIKE THEY JUST THEY WOULD LOSE HUGE PERCENTAGES OF THEIR STUDENT POPULATION BECAUSE THEY COULDN'T DO IT.

THEY'LL NEVER BE IN THE TOP CORNER.

THEY'RE NEVER BE IN THE TOP 10%.

CAN I HAVE YOU ADVANCE TO SLIDE NINE? I BELIEVE IT'S SLIDE NINE.

AND SO I GUESS TWO POINTS AND KIND OF ADDRESSING WHAT MR. SMITH SAID AS WELL IS THAT WE WANT TO MAKE SURE THAT WE ARE CREATING POLICIES THAT ARE ADDRESSING THE MAJORITY OF OUR STUDENTS.

WHILE WE KNOW THAT SOME OF THIS MAY NOT BE BENEFICIAL TO MAYBE OUR TOP 10%, WE WANT TO ADDRESS POLICIES THAT ARE BENEFICIAL TO NOT ONLY THE MAJORITY OF STUDENTS PER CAMPUS, BUT THE MAJORITY OF OUR STUDENTS ACROSS THE DISTRICT.

AND I KNOW THAT THERE WAS SOME CURRENT CONCERNS ABOUT THE TOP 10% AT THAT ONE CAMPUS.

BUT WE ALSO WANT TO BRING YOU BACK TO THAT SECOND DARK BULLET OF THE FOLLOWING CAN ACCOUNT FOR RANK AND CLASS, BUT NOT WEIGHTED.

AND I THINK THOSE ARE THE COURSES THAT YOU'RE ADDRESSING.

THOSE COURSES ALSO CAN COUNT FOR CORE.

SO WHETHER IT'S AN ELECTIVE LIKE FORENSIC SCIENCE, IT CAN COUNT AS A SCIENCE CLASS.

THOSE DEBATE COURSES THAT WERE MENTIONED CAN ALSO COUNT FOR AN ENGLISH CLASS, WHICH IS A GRADUATION REQUIREMENT FOR STUDENTS.

AND WHILE I HEAR YOUR CONCERN THAT MAYBE A STUDENT THAT IS IN THE TOP 10% MAY NOT WANT TO TAKE THAT COURSE, WE DO UNDERSTAND THAT THERE MAY BE KIDS WHO ARE MAYBE OUTSIDE OF THAT TOP 10% THAT MAY WANT TO BE IN DEBATE OR JOURNALISM OR, OF COURSE, LIKE THAT.

BUT WHEN YOU'RE TALKING ABOUT CERTAIN CAMPUSES WHERE YOU'RE TALKING LIKE THE DIFFERENCE BETWEEN 10%, THE TEN PERCENTILE IN THE 25TH PERCENTILE IN THE 50TH PERCENTILE IS LIKE MINUSCULE.

YOU'RE TALKING ABOUT LIKE HALF THE STUDENT POPULATION TRYING TO WIGGLE THEIR WAY UP INTO THE TOP 10%, BECAUSE THE DIFFERENCE BETWEEN THE TOP 10% AND THE 50TH PERCENT IS LIKE NOTHING.

THAT'S WHY IT'S TALK.

WE'RE TALKING WE'RE NOT TALKING ABOUT LESS THAN THE MAJORITY OF STUDENTS.

WE ARE TALKING ABOUT THE MAJORITY OF STUDENTS.

IT'S MAYBE NOT.

I KNOW THAT AT CERTAIN CAMPUSES WE ARE.

AND IT'S A DISSERVICE TO THOSE CAMPUSES TO SAY THAT I MEAN, TO NOT TAKE THEM INTO CONSIDERATION.

SO MY FIRST QUESTION IS, SO IS THE COURSES THAT WE'RE HAVING A CONVERSATION ABOUT, ARE THEY CURRENTLY WEIGHTED? FOR CLARIFICATION.

SO I THINK THIS IS KIND OF AN ARGUMENT IN REVERSE, BECAUSE IF WE'RE SAYING THAT NOW, WE'RE GOING TO TAKE COURSES THAT CURRENTLY AREN'T PART OF RANK AND CLASS, THEN NOW THERE ARE MORE OPPORTUNITIES FOR OTHER STUDENTS THAT ARE ON OTHER PATHWAYS TO NOW BE CONSIDERED FOR THAT TOP TEN.

RIGHT NOW IT WOULDN'T BE BECAUSE THOSE AREN'T WEIGHTED COURSES.

SO NOW ANYBODY THAT TAKES THOSE COURSES AT CERTAIN CAMPUSES, IT'S OVER THERE.

WE'RE TALKING NO SCHOOL DIFFERENCES HERE.

BUT THE ARGUMENT WAS THAT SOME OF OUR TOP STUDENTS WOULDN'T PARTICIPATE AND SAY JOURNALISM JOURNALISM RIGHT NOW IS NOT COUNTED TOWARDS RANK AND CLASS.

RIGHT. SO NOW IF WE ADD JOURNALISM TO BEING ADDED TO RANK AND CLASS, WOULDN'T THAT MAKE A DIFFERENCE? NOW THAT IT'S NOT WEIGHTED? YES. COREY, TRY NOT TO INTERRUPT.

THE FACT THAT IS NOT WEIGHTED.

THAT'S I THINK THAT'S A SEPARATE DISCUSSION.

BUT THE FACT THAT IS NOT IF I TAKE JOURNALISM, WE'RE SAYING TOP KIDS WON'T TAKE JOURNALISM BECAUSE IT'S NOT A PART OF RANK AND CLASS, IT'S NOT WEIGHTED.

AND I GET THAT. BUT WHAT THE FACT THAT NOW THAT IT GOES TOWARDS THAT RANK AND CLASS, THAT WHAT YOU DO IS YOU STILL OPEN THAT OPPORTUNITY FOR

[03:50:04]

IF THEY WERE WEIGHTED, IF ADVANCED JOURNALISM ADVANCED, YOU KNOW, SOME OF THESE WERE WEIGHTED AND COUNTED TOWARDS RANK AND CLASS, THEN WE TAKE AWAY THE ISSUE IF THEY'RE WEIGHTED.

BUT IF THEY'RE NOT WEIGHTED, YOU'RE LOOKING AT INCLUDING COURSES IN RANK AND CLASS.

SO EVEN IF A STUDENT WAS SAYING, YOU KNOW, NOT NOT VYING, YOU KNOW, THEY'RE STILL GOING TO GO DOWN IN RANK AND CLASS BECAUSE THEY'RE TAKING AN UNWEIGHTED COURSE.

AND WHAT I'M SAYING IS, IF YOU WANT TO WAIT THESE COURSES, I HAVE NO PROBLEM WITH INCLUDING THEM IN RANK AND CLASS, BUT THEY'RE UNWEIGHTED AND WE'RE NOT PROPOSING PUTTING THEM WEIGHT ON THEM.

SO WHAT YOU'RE DOING IS ON CERTAIN CAMPUSES, HALF THE STUDENT POPULATION OR MORE WILL NEVER TAKE THIS COURSE EVER AGAIN BECAUSE IT WOULD KILL THEIR CHANCES OF BEING.

I MEAN, YOU MAY JUST EVEN WANT TO BE IN THE TOP 25%.

AND YOU'RE TALKING ABOUT THE DIFFERENCE BETWEEN THE TOP 50 AND THE TOP 25 BEING A MINUSCULE DIFFERENCE DIFFERENCE.

AND SO THEY WOULD JUST SAY, I CAN'T DO IT.

I WILL NEVER GET INTO THE TOP 25% IF I TAKE THIS COURSE.

THAT'S UNWEIGHTED AND IT COUNTS TOWARDS MY RANK CLASS.

I CAN'T DO IT. AND SO AND I KNOW THAT THESE CLASS RANK THINGS ARE NOT YOU KNOW, NOT EVERYBODY IS AS CONSCIOUS OF IT AS CERTAIN CAMPUSES.

BUT WE DEFINITELY HAVE CAMPUSES THAT I'M NOT SURE THAT'S A REAL FAIR ASSESSMENT.

WELL, I MEAN, I'M JUST SAYING NOT EVERYBODY AND EVERY CAMPUS IS LIKE, OH, I WANT TO BE IN THE TOP 25%.

I'M NOT REAL SURE.

I DON'T KNOW. ALL I'M SAYING, I DON'T MEAN TO MISSPEAK.

ALL I'M SAYING IS THAT AND PLEASE, IF I SAID ANYTHING, GOSH, OVER THE COURSE OF FOUR YEARS, SOMETIMES YOU GET ON THIS DIAS AND YOU JUST SAY THE WRONG THING SOMETIMES.

AND I'M VERY SORRY IF I OFFENDED ANYBODY OR SAID ANYTHING WRONG.

I TRY EVERY DAY TO DO BETTER.

I HAVE A FEW OTHER LIGHTS ON.

I TOTALLY UNDERSTAND WHERE YOU'RE COMING FROM.

LET'S HEAR FROM THE OTHER LIGHTS THAT I HAVE ON.

SO NEXT IS TRUSTEE WESTON.

THANK YOU. SO I JUST WANT TO START BY.

ULTIMATELY, MY POINT IS I AGREE WITH TRUSTEE HARRISON, SO I WILL NOT RESTATE.

I WOULD REALLY PREFER NOT TO VOTE ON THIS TONIGHT.

I WOULD REALLY PREFER TO.

I THINK THERE'S SOME WORK.

AND I THINK WHAT'S IMPORTANT THAT WE LEARN FROM HISTORY IN 2018, I WAS NOT ON THE BOARD, BUT THERE WAS A CONTROVERSIAL TOPIC.

TRUSTEE WHERE YOU PROBABLY REMEMBER WITH REGARD TO SOME IT WAS A RANKING CLASS ISSUE THAT WAS GOING ON AND WAS VERY CONTROVERSIAL AND IT WAS IN THE PAPER. AND SO, YOU KNOW, THE BOARD PUMP, THE BRAKES, TOOK A STEP BACK, GOT DIFFERENT STAKEHOLDERS TO THE TABLE.

LET'S HAVE A CONVERSATION AND THEN KIND OF WHAT TIFFANY WAS TALKING ABOUT.

THEN THERE ARE SOME BUY IN THAT TAKES PLACE.

AND THEN IT CAME TO THE BOARD FOR A VOTE AND AND WE MOVED ON WITH LIFE.

SO I'D LIKE TO KIND OF LEARN FROM THAT EXPERIENCE, APPLY IT HERE.

I THINK OFTENTIMES IT'S THE FEAR OF THE UNKNOWN, AND THAT'S PROBABLY WHAT YOU GUYS ARE GETTING IS THE FEEDBACK.

PEOPLE FEAR WHAT THEY DON'T UNDERSTAND.

YOU KNOW, WITH AS MANY CHILDREN AS I HAVE, I BASICALLY HAVE A FOCUS GROUP IN MY HOUSE ON A REGULAR BASIS FOR THE LAST 20 YEARS.

YOU KNOW, YOU PUT FOOD IN FRONT OF TEENAGERS AND THEY START TALKING AND THEIR FRIENDS START TALKING AND EXACTLY WHAT YOU'RE TALKING ABOUT.

I MEAN, I'VE HAD, YOU KNOW, STUDENTS FROM AROUND ROUND ROCK ISD IN MY HOME TALKING ABOUT NOT TAKING CLASSES BECAUSE OF WHAT YOU'RE TALKING ABOUT HERE.

SO I TO ME, YOU KNOW, I LOOK AT IT, I SAY, LET'S THAT MAKES SENSE.

LET'S DO IT. BUT, YOU KNOW, WE'RE HERE TO REPRESENT THE COMMUNITY.

AND THERE ARE VALID CONCERNS.

IS THERE ANY DOWNSIDE? I MEAN, DO YOU LADIES HAVE ANY DO YOU HAVE ANY OPPOSITION? IF WE WERE TO PRESS PAUSE ON THIS SORT OF DO YOU KNOW, ALLOW THAT BUY IN TO TAKE PLACE, ALLOW THE COMFORT LEVEL TO GROW AND MAYBE THAT ENGAGEMENT WILL CHANGE YOUR MINDS? YOU KNOW, MAYBE IT WOULD MAYBE THERE BE NO THERE'S MORE THERE ARE UNINTENDED CONSEQUENCES THAT I THINK CORY WAS TRYING TO TALK THROUGH.

THERE MIGHT BE SOME UNINTENDED CONSEQUENCES HERE THAT SHOULD BE EXPLORED.

SO CAN YOU HELP ME UNDERSTAND IF YOU'RE OPPOSED TO US KICKING THIS ONE YEAR TO THE RIGHT BEFORE MAKING A DECISION? WE ARE NOT AT ALL.

IF I MAY, HONESTLY, I WOULD LIKE TO SAY THANK YOU FOR THE OPPORTUNITY TO REALLY TALK THIS THROUGH, BECAUSE I CAN SHARE WITH YOU THAT FOR THE COMMUNITY THAT I GET TO SERVE, I'VE HAD LOTS OF CONVERSATIONS ABOUT THE WHY AROUND MULTIVARIABLE CALCULUS, A P SEMINAR, AND WE AND I KNOW WE'VE BEEN ON THIS JOURNEY AND THIS WORK.

AND SO THE FACT THAT WE'RE DISCUSSING IT RIGHT NOW, I THINK IS A STEP IN THE RIGHT DIRECTION AND I'M PERSONALLY AND I KNOW DR.

[03:55:03]

AND AS WE PROGRESS IN THAT DIRECTION I DO WANT TO HELP.

TRUSTEE VESSA JUST WHEN WE HEAR WHAT YOU WERE SAYING, THE ONLY THING I WAS GOING TO MENTION IS REFERRING BACK TO THE POLICY RECOMMENDATION ITSELF. WHEN IT TALKS ABOUT COURSES THAT COUNT FOR CORE, IT DOES ALSO SPECIFY IN THE RED LINE GRADUATION REQUIREMENT, AND THAT WAS WHY IT WAS IMPORTANT FOR ME TO ALSO HELP OTHERS THAT ARE LISTENING AND AT A CERTAIN SCHOOL UNDERSTAND THAT IT WAS ABOUT THE TEXAS ADMINISTRATIVE CODE, THAT SOME COURSES THAT TRADITIONALLY ARE ELECTIVES CAN COUNT FOR CORE.

BUT THE RED LINE DOES ALSO SAY FOR GRADUATION REQUIREMENT TO JUST HELP WITH THAT UNDERSTANDING AS WE CONTINUE TO LEARN TOGETHER. TRUSTEE BONE FIRST, I WANT TO SAY THANK YOU.

THE WORK LOOKS GREAT AND EVERYTHING YOU GUYS WENT THROUGH TONIGHT LOOKS LIKE WONDERFUL, WONDERFUL WORK.

I THINK FOR ONE OF THE LESSONS FOR ME, TRUSTEE HARRISON KIND OF STARTED TO DIG INTO IT, BUT FOR ME, THE BOARD DIDN'T EVEN KNOW THAT THIS WAS GOING ON.

SO I THINK FOR ME, THE LESSON LEARNED ON THIS IS THAT ANYTHING THAT'S GOING TO AFFECT STUDENTS, OUR STAFF OR ANYBODY, I THINK WE REALLY HAVE TO HAVE, YOU KNOW, MAYBE NOT A PRESS RELEASE, BUT, YOU KNOW, JANINE, GET HER INVOLVED.

LET THE COMMUNITY KNOW WHAT'S HAPPENING WHILE THIS IS GOING ON SO THAT WE CAN GET FEEDBACK AND JUST MORE INVOLVEMENT.

AND I THINK THAT JUST GOES I MEAN, IT'S SOMETHING THAT I THINK THIS BOARD HAS THE MAJORITY OF THE BOARD AGREES WITH.

AND I THINK EVEN THE NEW BOARD WILL AGREE THAT THAT WOULD BE A LESSON LEARNED FROM THIS, BECAUSE I FEEL KIND OF SAD THAT YOU GUYS DID THIS WORK AT THE BEGINNING OF THE YEAR AND NOW WE'RE KIND OF LIKE, OH, PAUSING AND THEN A COUPLE OF OTHER THINGS.

THE OTHER THING THAT I LIKE IS THAT SO I HAVE AN EIGHTH GRADER THIS YEAR AND I WAS THINKING, WOW, IF YOU GUYS WOULD HAVE GIVEN ME THIS EVEN AT THE BEGINNING OF AUGUST, YOU KNOW, FOR THOSE STUDENTS THAT ARE IN TAG.

THEIR JOURNEY INTO HIGH SCHOOL ACTUALLY BEGINS SEVENTH GRADE YEAR.

YEAH. SO I ACTUALLY WHEN YOU THINK ABOUT THIS AND WHEN YOU BRING IT BACK TO PROPOSE IT, YOU MIGHT I WOULD JUST LIKE YOU ALL MAYBE TO LOOK INTO THAT AND SEE IF MAYBE IT SHOULDN'T ACTUALLY START WITH EITHER THE SIXTH OR SEVENTH GRADERS THAT ARE COMING IN THAT THIS APPLIES TO BECAUSE LOTS OF THOSE STUDENTS HAVE ALREADY STARTED PREPARING THEIR HIGH SCHOOL YEARS, ESPECIALLY THOSE THAT HAVE HAD OLDER SIBLINGS.

SO THAT WAS ONE POINT.

AND THE SECOND ONE WAS AND THIS ACTUALLY CAME I CAN'T TAKE CREDIT FOR THIS.

IT CAME THROUGH THE EMAIL FROM A PARENT.

BUT DID YOU ALL RUN THROUGH LIKE THE LAST FEW YEARS OR FEW CLASSES AND KIND OF APPLY THIS AND SEE HOW IT WOULD HAVE CHANGED THE RANKING CLASS? I'VE GOT TO GO.

I WAS GOING TO SAY WE DID WE DID REACH OUT TO OUR DEPARTMENT IN MY DEPARTMENT.

WE DON'T CURRENTLY HAVE, I THINK, THE CAPABILITY TO RUN LIKE A SIMULATION.

SO IT'S SOMETHING WE WOULD WE'RE PURSUING.

BUT AT THIS POINT, WE DON'T KIND OF HAVE THE CAPABILITY TO DO THAT.

BECAUSE YEAH, I'M SORRY, DR.

BROWN, THAT IS A FACT.

WHAT WE DID DO, THOUGH, WAS WE DID WORK WITH OUR DEPARTMENT TO JUST TO GATHER AND GLEAN AN IDEA OF HOW MANY STUDENTS HAD BEEN PARTICIPATING IN SOME OF THESE COURSES.

SO THAT KIND OF DATA WE DID REQUEST FROM OUR TEAM AND THAT WAS MORE OF THE COMMITTEE WORK OF GATHERING THAT DATA, BUT NOT TO THAT LEVEL.

I THINK FOR ME, EVEN A SAMPLING OF STUDENTS, BECAUSE I UNDERSTAND IT WOULD PROBABLY BE TIME CONSUMING, BUT MAYBE EVEN IF YOU PICKED OUT MAYBE TEN STUDENTS, JUST SOME KIND OF SAMPLE SIZE AND ACTUALLY COULD PROVE HOW IT CHANGED OR DIDN'T CHANGE CLASS RANK BECAUSE IF SOMEBODY WAS, YOU KNOW, 662 AND NOW THEY'RE 52, YOU KNOW, THAT WOULD BE AN INTERESTING COMPARISON FOR THE COMMUNITY TO KNOW AND FOR ME TO KNOW TO VOTE ON SOMETHING LIKE THIS.

SO JUST SOME KIND OF DATA ON HOW THIS CHANGES, FOLKS.

IT WOULD ALSO BE SAD TO SEE MAYBE SOMEBODY THAT WAS AT THE TOP NOW BECOME LIKE, YOU KNOW, THE 130TH JUST AND I THINK THAT'S WHAT CORY WAS GETTING AT, IS THAT IT WOULD BE INTERESTING BECAUSE THAT IS KIND OF SHOWING YOU WHAT COURSES THEY'RE CHOOSING NOW, RIGHT? THESE COURSES THAT THEY'RE CHOOSING.

AND LIKE YOU SAID, MAYBE THAT WOULD CHANGE.

AND THAT IS KIND OF ONE THING WE HAVE TO UNDERSTAND.

BUT THAT'S SOMETHING I WOULD LIKE TO SEE.

TRUSTEE HARRISON. I JUST SAY THAT I UNDERSTAND THE POSITIVE IMPLICATIONS OF THIS, AND I UNDERSTAND THE INTENTION IS TO GIVE MORE OPPORTUNITY TO MORE STUDENTS.

I JUST WANT TO SAY, LIKE, I REALLY THINK THERE NEEDS TO BE MORE COMMUNICATION WITH THE COMMUNITY.

[04:00:02]

I'D LIKE TO ASK ADMINISTRATION TO DO SOME WORK AROUND THIS WITH OUR COMMUNITY.

AND IT'S NOT BECAUSE I DON'T SUPPORT THIS, BECAUSE IT SEEMS LIKE THIS IS REALLY EXCELLENT WORK.

IT'S THAT COMMUNICATION AND FRUSTRATION, AND I DON'T THINK WE'VE DONE THAT IN THIS CASE.

BUT I DON'T WANT TO DEMORALIZE THE WORK OF STAFF BECAUSE I THINK THAT THIS IS REALLY IMPORTANT AND INCREDIBLE WORK.

DO WE NEED A MOTION FOR THAT? OH, YOU WERE GOING TO KNOW.

WELL, I ACTUALLY WANTED TO MAKE A COMMENT.

OH, YEAH. I DIDN'T MOTION.

I JUST SAID, I THINK I WILL, BUT GO AHEAD NO, THAT'S OKAY.

WE ACTUALLY DID HAVE SOME PRETTY THOUGHTFUL RESPONSES FROM COMMUNITY MEMBERS THAT IF WE'RE GOING TO TABLE THIS, TAKING INTO LOOKING AT SOME OF THE QUESTIONS, I DON'T KNOW WHAT THE ANSWERS WERE TO SOME OF THE QUESTIONS THAT SOME OF OUR COMMUNITY MEMBERS POSED.

AND I KNOW YOU'RE AWARE OF IT AND AND BUT THAT MIGHT BE INTERESTING TO GET THE ANSWERS TO SOME OF THOSE QUESTIONS, YOU KNOW, AS IT IF WE'RE GOING TO LOOK AT CHANGING THE POLICY, LET'S LOOK AT SOME OF THESE OTHER INTERESTING POINTS THAT WERE BROUGHT UP.

AND THE LAST THING THAT I HAD WAS ON THE LOTE CLASSES.

HELP ME UNDERSTAND, LIKE ALL ADVANCED LOTE COURSES AT LEVEL TWO OR ABOVE.

DOES THAT COUNT FOR LIKE, SIGN LANGUAGE? AND THE REASON I BRING THIS UP, I'LL TELL YOU A BRIEF STORY IS MY MY DAUGHTER MADE THE DECISION WHEN SHE ENTERED HIGH SCHOOL THAT SHE WAS NOT GOING TO GO AFTER RANKIN CLASS BECAUSE SHE WANTED TO TAKE SIGN LANGUAGE.

AND SHE TOOK FOUR YEARS OF SIGN LANGUAGE WHICH KILLED HER GPA BECAUSE IT'S NOT WEIGHTED.

AND TO ME, THAT DOESN'T SEEM EQUITABLE THAT WE OFFER A LANGUAGE AND THEN THERE'S NO WAY FOR IT NOT TO COUNT TOWARDS YOUR RANKING CLASS.

IF YOU WANT TO GO INTO A HELPING CAREER THAT TYPICALLY WORKS WITH INDIVIDUALS WHO NEED TO KNOW SIGN LANGUAGE.

MY DAUGHTER DID IT AND SHE GRADUATED WITH FOUR YEARS OF SIGN LANGUAGE AND SHE'S FLUENT IN SIGN LANGUAGE TO THIS DAY.

BUT WE MADE THAT DECISION IN EIGHTH GRADE THAT SHE WAS NOT GOING TO GO AFTER RANKIN CLASS BECAUSE SHE WANTED TO TAKE SIGN LANGUAGE.

SO CAN YOU KIND OF HELP ME UNDERSTAND HOW SIGN LANGUAGE FALLS IN WHEN THERE'S NOT EVEN AN OPTION TO TAKE AN ADVANCED PLACEMENT OR AN EXTRA WEIGHTED CLASS FOR THAT? THANK YOU FOR BRINGING THAT UP.

AND SO OUTSIDE OF OUTSIDE OF ACTUALLY THIS THIS POLICY WORK WE DO EACH YEAR, A REQUEST FOR NEW COURSES AND NEW COURSE PROPOSALS. AND WE JUST MET THIS WEEK ON SIGN LANGUAGE AND ADVANCED SIGN LANGUAGE AND APPROVED THOSE COURSES MOVING FORWARD.

THAT WAS REALLY QUICK ON COMING THROUGH ON MY REQUEST, SO I REALLY APPRECIATE IT.

NO, THANK YOU. I DO THINK THAT'S AN EQUITABLE DECISION BECAUSE I THINK SIGN LANGUAGE HAS A VERY, VERY VALUABLE PLACE IN OUR COMMUNITY AND IT IS VERY DISCOURAGING FOR CHILDREN, STUDENTS TO TAKE THAT CLASS WHEN THERE THEY KNOW IT IS GOING TO NEGATIVELY AFFECT THEIR RANK AND CLASS.

SO THANK YOU FOR BEING PROACTIVE IN THAT.

I APPRECIATE THAT. I DON'T HAVE ANY OTHER LIGHTS ON.

TRUSTEES DO WE HAVE? TRUSTEE JOHNSON? JUST ONE FINAL COMMENT.

SINCE I WON'T BE HERE FOR ANY OF THIS GREAT WORK, I'LL JUST SIMPLY SAY THIS THAT I HOPE YOU TAKE INTO CONSIDERATION THE IN-DEMAND HIDEAWAYS OCCUPATIONS THAT ARE REALLY WITHIN CAREER AND TECHNICAL EDUCATION AND CROSS-REFERENCING THAT WITH THE GRADUATION REQUIREMENTS.

SO I HOPE THAT'S A CONSIDERATION IN THE FUTURE.

ALL RIGHT. SO DO WE HAVE TO MAKE A MOTION TO TABLE THIS SO WE DON'T NEED A MOTION FOR IT? MY ONLY QUESTION IS, CAN WE HAVE A PLAN TO MAKE SURE I DON'T WANT THIS TO GET LOST? I MEAN. ADMIN.

DR. AZAIEZ, IS THERE WORK THAT YOU ALL WILL DO TO GET FEEDBACK? YOU KNOW, BECAUSE I'M NOT SAYING NO, I'M JUST SAYING I THINK THERE'S A LOT OF WORKERS ALREADY DONE, THANKS TO OBVIOUSLY DR.

LEWIS AND DR.

GUERRERO AND THEIR TEAM.

BUT I THINK WHAT I'M HEARING IS INVOLVING MORE PARENTS AND MORE STUDENTS INPUT, RIGHT? SO I THINK WE CAN HAVE THAT DONE PROBABLY NEXT NEXT SEMESTER MAYBE, AND BRING IT BACK WHENEVER YOU GUYS WANT TO SEE IT.

I MEAN, WE TALK ABOUT I THINK THIS PRESENTATION IS REALLY GOOD.

CAN YOU MAKE SURE THAT IT'S ATTACHED TO THE AGENDA? OH YEAH. AND WE WOULD PUT IT.

WOULD POST IT. YEAH, FOR SURE.

WOULD THAT BE HELPFUL? DO YOU AGREE? BOARD YEAH, WE WOULD POST A UNILATERAL DECISION HERE, BUT WE WANT THAT ATTACHED.

SO I THINK THAT WOULD BE VERY HELPFUL TO FOR PARENTS TO UNDERSTAND THE PROCESS THAT'S GONE THROUGH AND UNDERSTANDING THAT AS WELL.

SO. ALL RIGHT.

WELL, THANK YOU VERY MUCH FOR ALL THE WORK THAT YOU'VE DONE ON THIS.

IT DEFINITELY WAS A LOT OF WORK.

SO THANK YOU. ALL RIGHT.

WE WILL GO TO OUR LAST CONSENT ITEM THAT DR.

[H.9. Approval of School Health Advisory Council (SHAC) Members]

WHAT WAS YOUR QUESTION? TRUSTEE BONE. SURE.

YOU KNOW, THE SHARK IS A STATE MANDATED COMMITTEE AND IT'S A REALLY IMPORTANT COMMITTEE.

AND THE SHOWED UP ON MONDAY.

AND I JUST I GUESS I JUST HAD SOME QUESTIONS AND SOME CLARIFICATION BECAUSE I WAS JUST CURIOUS ON MIRIAM AND THE SPOT THAT SHE'S

[04:05:05]

SO I'M JUST KIND OF WONDERING HOW THIS CAME ABOUT AND SPECIFICALLY WHY MIRIAM WAS CHOSEN AND MAYBE WHEN SHE WAS CHOSEN, BECAUSE IT DOES SEEM A LITTLE THE TIMING IS INTERESTING CONSIDERING THE ELECTIONS AND WHAT SHE DID.

SO I JUST DIDN'T WANT TO I JUST WANTED TO KNOW IF SOMEBODY WANTED TO SHARE ANY MORE INFORMATION ABOUT THIS.

SURE. I'LL RESPOND.

WE'VE NEVER SINGLED OUT A SHAQ NOMINEE BEFORE, SO THIS FEELS UNCOMFORTABLE TO ME, ESPECIALLY CONSIDERING SOME OF HER PROTECTED CLASS CHARACTERISTICS. BUT I WILL ANSWER YOUR QUESTIONS.

WE ALL KNOW THAT WE GET THREE RECOMMENDATIONS FOR THE SHAQ.

I HAD ONE PERSON RESIGN.

I APPOINTED MIRIAM BECAUSE I AM A TEACHER, AND I FELT THAT IT WAS VERY AUDACIOUS THAT SHE RAN FOR SCHOOL BOARD AS A 20 YEAR OLD.

SO SOMEONE THAT IS STILL VERY CLOSE TO THE DISTRICT AND HER CAMPAIGN, WHICH TO NOTE SHE WAS NOT RUNNING AGAINST ME.

WE DID RECEIVE AN EMAIL WHERE SOMEONE ACCUSED ME OF.

LIKE BUYING HER OFF OR SOMETHING.

SO LET ME JUST BE REALLY TRANSPARENT.

I DON'T THINK SHE EVER DONATED TO ME.

I HAD NO REAL HORSE IN THE RACE IN TERMS OF HER RUNNING FOR SCHOOL BOARD.

BUT I WILL SAY AS A TEACHER, I LOVE SUPPORTING THE AUDACIOUSNESS OF YOUNG PEOPLE.

I THINK IT'S INCREDIBLE AND I THINK THAT SO OFTEN WE MAKE DECISIONS WITHOUT THEIR CONSIDERATION.

AND I HEARD HER SAY AND HAVE A LOT OF CONCERNS THAT ARE RELATED TO STUDENT HEALTH.

AND I FEEL LIKE WE SHOULD DO MORE, INCLUDING YOUNG PEOPLE AND THE DECISIONS THAT ARE BEING MADE ABOUT THEM.

I DO FEEL LIKE SHE HAD A LOT TO SAY.

I DO FEEL LIKE SHE HAD A LOT TO OFFER.

AND SO THAT'S WHY I THOUGHTFULLY MADE THIS SHAQ APPOINTMENT AFTER MY PREVIOUS APPOINTMENT RESIGNED.

AND I WILL SAY THEY ALWAYS STAY LIKE THIS VACANT.

SO IF AMBER NOMINATES SOMEBODY, YOU'RE NOT NECESSARILY GOING TO BE NOTIFIED OTHER THAN TO SEE IT.

LIKE MY LAST ONE, I'D HAD IT VACANT AND PATTI WAS SENDING ME AN EMAIL EVERY MONTH SAYING, YOU STILL HAVE AN OPEN SPACE, YOU STILL HAVE AN OPEN SPACE.

AND THAT'S HOW IT I MEAN, IF YOU DON'T HAVE AN OPEN SPACE, THEN YOU'RE NOT GETTING THAT EMAIL ALL THE TIME.

BUT IF YOU HAVE AN OPEN SPACE, YOU GET AN EMAIL EVERY SINGLE MONTH SAYING, PLEASE NOMINATE SOMEBODY AND IT DOESN'T GO TO THE FULL BOARD.

IT GOES TO ONLY THE PEOPLE THAT HAVE AN OPEN SPACE.

MINE IS VACANT BECAUSE THE PERSON THAT I NOMINATED HAS NOT BEEN A REGULAR ATTENDER.

AND SO I WILL NOW BE REPLACING AND I THOUGHT I HAD A LINE ON SOMEONE.

AND AFTER CAREFUL CONSIDERATION, THEY HAVE DECIDED NOT TO TAKE THAT APPOINTMENT.

SO NOW WE'LL BE LOOKING FOR ANOTHER SPOT TO FILL MINE.

THAT'S MY QUESTION ABOUT THAT.

SO HOW DO WE GET VISIBILITY IF WE HAVE SOMEBODY THAT'S NOT A REGULAR ATTENDER? LIKE, HOW DID YOU KNOW THAT? BECAUSE I'D BE CURIOUS.

PATTY, LET ME KNOW. OH, OKAY.

SO PATTY JUST COMES FROM THE COMMITTEE BECAUSE I HAD ONE TO MY FIRST TIME ON THE BOARD IN 2018, AND IF THEY MISSED EITHER TWO OR THREE, THEY ARE ASKED TO LEAVE AND THEN YOU WILL BE NOTIFIED SO YOU CAN'T MISS.

THAT'S GOOD TO KNOW. THANK YOU.

I WAS JUST GOING TO ADD THAT ONE OF MY PLEASURES TO HELP FACILITATE THE CHECK AND WE ALWAYS TAKE ATTENDANCE AT THE BEGINNING AND ALWAYS WELCOME A NEW MEMBERS, YOU KNOW, THROUGHOUT THROUGHOUT THE YEAR. AND IT'S A GREAT TEAM, GREAT PROCESS.

BUT JUST REGULAR ATTENDANCE IS IS NEEDED BECAUSE THERE ARE IMPORTANT CONVERSATIONS AND EVERYTHING LIKE THAT.

I NEED A MOTION TO APPROVE THIS SCHACK APPOINTMENT, BUT NOT WORKING AGAIN.

I HAVE ONE QUESTION.

SO. YEP. SORRY.

NO, ACTUALLY IT IS LIT UP.

I'M SORRY. I APOLOGIZE.

AND SINCE YOU DIDN'T ASK TO PULL IT, I DIDN'T EVEN LOOK OVER AT MY BOARD.

I APOLOGIZE. YES.

TRUSTEE JOHNSON, YOUR LIGHT.

MINE IS SIMPLE. I SEE MY NAME LISTED BY NOMINATED BY.

SO I DON'T KNOW IF THAT'S A HOLDOVER FROM.

FROM DR. JOE.

EXCELLENT. AND ALL I WANTED TO KNOW.

FINE. ARE ASSIGNED TO PLACE ONE.

AND SO. THERE YOU GO.

MADAM PRESIDENT. I MOVE THAT THE BOARD APPOINT THE FOLLOWING INDIVIDUAL TO THE SCHOOL HEALTH ADVISORY COUNCIL.

MIRIAM ZAFAR.

SECOND, I HAVE A MOTION IN A SECOND.

ALL IN FAVOR. RAISE YOUR HAND.

ALL OPPOSED. SEEING NONE.

MOTION CARRIES SEVEN ZERO.

ALL RIGHT, THAT TAKES US TO BOARD ANNOUNCEMENTS.

[J. BOARD BUSINESS]

AS YOU KNOW, WE DID HAVE AN ELECTION.

THERE HAVE BEEN SOME CHANGES ON THIS BOARD, AND I WOULD LIKE TO EXTEND MY DEEPEST APPRECIATION FOR TRUSTEE VESSA FOR HER FOUR YEARS OF SERVICE ON THIS BOARD. AND I WOULD LIKE TO EXTEND MY APPRECIATION TO DR.

JOHNSON FOR YOUR FOUR MONTHS OF SERVICE ON THIS BOARD AS WELL.

[04:10:04]

I JUST HAVE A SHAMELESS PLUG.

THE SHAMELESS PLUG IS THIS WE'RE ON NEW, NEW CHAPTER OF OMEGA SAPPHIRE IS HAVING A GALA THIS SATURDAY ON NOVEMBER THE 19TH.

IT'S A SCHOLARSHIP GALA IF THERE'S TICKETS STILL AVAILABLE.

SO IF YOU WOULD LIKE TO ATTEND, WE ARE HANDING OUT SCHOLARSHIP DOLLARS.

SO JUST THAT SHAMELESS PLUG AND THINK IT WAS AN HONOR TO SERVE.

AND THIS IS NOT THE LAST YOU'LL SEE OF ME.

I GUESS I AM A SHAMELESS THING TOO.

CAN WE DO THIS AT THE DECEMBER MEETING? BECAUSE I WOULD HAVE HAD MY FAMILY COME IF I WOULD KNOW WHEN IT WAS BEEN TONIGHT.

LIKE THEY DIDN'T GET TO COME AND BE HERE AND HUG ME AFTERWARDS.

YEAH, ABSOLUTELY.

BECAUSE I THOUGHT IT WOULD BE DECEMBER, TO BE HONEST, BECAUSE THAT'S THE WAY IT NORMALLY IS.

IT'S NOT NORMALLY THE MEETING, THE LAST FULL MEETING.

SO IF WE'RE GOING TO DO THIS NOW, I REALLY WANT MY KIDS AND MY HUSBAND HERE.

ABSOLUTELY. WHICH LEADS ME TO KIND OF THE PROCESS MOVING FORWARD A QUICK.

I DON'T WANT THAT OPTION.

OKAY. DULY NOTED.

PROCESS MOVING FORWARD.

WE HAVE A MEETING ON TUESDAY.

IT SHOULD LAST 5 MINUTES.

I'M HOPING TO CERTIFY ELECTION RESULTS.

WE WILL BE GETTING ALL OF THE VOTES FROM WILLIAMSON COUNTY AND TRAVIS COUNTY.

QUORUM FOR THAT MEETING IS TWO TRUSTEES, SO I ONLY NEED TWO OF YOU TO SHOW UP.

I THINK I HAVE MORE THAN THAT.

THAT WILL ACTUALLY BE THERE. BUT QUORUM IS TWO AND WE WILL JUST CERTIFY THAT THE RESULTS ARE AS THEY WERE TABULATED ON ELECTION NIGHT.

THEN THERE WILL BE A THE DECEMBER MEETING IS ON DECEMBER THE 13TH.

IF YOU HAVE LOOKED AT THE DISTRICT CALENDAR, IT STILL SAYS THE 15TH.

WE'RE IN THE PROCESS OF UPDATING IT.

BUT IF YOU RECALL, WE CHANGE THE DECEMBER MEETING AND THE JUNE MEETING TO THE TUESDAY BEFORE INSTEAD OF THE THURSDAY RIGHT BEFORE THE VERY LONG BREAK.

SO OUR NEXT REGULAR BOARD MEETING WILL BE DECEMBER THE 13TH, AND THAT'S WHERE WE WILL MAKE THE OFFICIAL TRANSITION.

OUR NEW TRUSTEES, ACTUALLY, ALL FIVE PEOPLE WILL BE SWORN IN AGAIN, THOSE OF US THAT ARE RETURNING WILL BE TAKING OUR OATH OF OFFICE AGAIN AS WELL.

AND I JUST HAD ONE LAST STATEMENT ABOUT THE ELECTIONS TO ALL OF US.

NOBODY RAN. I MEAN, NOBODY WON WITH 100% OF THE VOTE.

SO WE WE HAVE TO REMEMBER THAT WE REPRESENT EVERYBODY AND NOT THE PEOPLE THAT JUST VOTED FOR US.

AND I THINK AT THIS POINT, MOVING FORWARD, IT IS AN OPPORTUNITY TO START WORKING ON REBUILDING OUR COMMUNITY BECAUSE NOBODY, ONE WITH 100% OF THE VOTE.

SO I JUST THINK THAT'S REALLY IMPORTANT FOR EVERYBODY MOVING FORWARD THAT WE'VE GOT.

HOWEVER, MANY PEOPLE VOTED FOR US, THERE'S A WHOLE LOT ALSO THAT DIDN'T, AND WE HAVE TO REMEMBER THAT AND RESPECT THAT WHILE WE'RE UP HERE ON THE DAIS.

I WANT TO EXTEND MY CONGRATULATIONS TO MS. MARCUM AND MR. DOUGHERTY, WHO WILL BE JOINING US IN DECEMBER.

WE DO HAVE A CALLED BOARD MEETING ON DECEMBER THE EIGHTH.

IT'S A GRIEVANCE. WE HAVE TWO GRIEVANCES SCHEDULED.

SO, TRUSTEES, CAN YOU PLEASE MAKE SURE THAT YOU'VE UPDATED YOUR CALENDARS? AND ALSO, I KNOW LAST MONTH WE TOLD YOU THAT WE WERE GOING TO BE DOING THE NEW PUBLIC COMMENT SYSTEM WHERE YOU CALLED IN AND MADE YOUR RECORDINGS AHEAD OF TIME.

THERE WERE ACTUALLY POLICIES THAT DID NOT JIVE WITH THAT.

EXACTLY. I MAY LET MS. HILL TALK ABOUT THAT EXACTLY, BUT WE HAD TO ACTUALLY MAKE SOME CHANGES TO OUR POLICY TO JIVE WITH WHAT THE BOARD WANTED TO HAPPEN.

OTHERWISE WE WOULD HAVE IMPLEMENTED A PROCEDURE THAT WAS GOING AGAINST OUR OWN POLICIES.

DID I SUMMARIZE THAT CORRECTLY? THAT'S VERY GOOD SUMMARY.

THE POLICY THAT WE PASSED TONIGHT BED.

THAT'S WHY WE BROUGHT THAT BACK TONIGHT SO THAT WE WILL REFERENCE THAT PROCEDURE FOR IN A REGULATION.

SO ANYBODY WHO HAS A QUESTION ABOUT IT.

BUT I THINK WE'VE GOT A LITTLE BIT OF EXPLANATION ON HOW THAT WORKS.

WE WILL GET THAT UP.

BUT BASICALLY, THERE'S NOT GOING TO BE OUR VIRTUAL VIDEO VIDEO.

COLLINS YOU CAN EITHER SHOW UP HERE AND SPEAK IN PERSON OR YOU CAN RECORD ON A PHONE AND WE WILL PLAY THAT BACK.

YEAH. SO THAT WILL NOW GO INTO EFFECT AT OUR REGULAR MEETING ON DECEMBER THE 13TH.

IF YOU DO WISH TO SPEAK AT EITHER THE NOVEMBER 22ND OR THE DECEMBER 8TH MEETING, YOU WILL NEED TO SIGN UP TO SPEAK AND APPEAR IN PERSON.

SO THAT'S THE END OF MY ANNOUNCEMENTS.

OH, ONE LAST JUST THANK YOU TO THE WALSH MIDDLE SCHOOL HONORS BAND FOR COMING OUT AND PERFORMING FOR US TONIGHT.

[04:15:03]

DO ANY OTHER TRUSTEES HAVE ANY ANNOUNCEMENTS? TRUSTEE WESTON? YES. SO DO YOU HAVE ENOUGH AMBER.

CAN I RSVP FOR THE 22ND? OH, YEAH. OKAY.

THANK YOU. I JUST WANTED TO ACKNOWLEDGE THIS IS THE MONTH OF NOVEMBER.

OBVIOUSLY THANKSGIVING NEXT WEEK, WHICH OUR STAFF AND OUR COMMUNITY.

A HAPPY THANKSGIVING.

I ALSO WANT TO ACKNOWLEDGE.

VETERAN'S DAY WAS IN THE MONTH OF NOVEMBER.

HAPPY VETERANS DAY TO OUR VETERANS WHO ARE ON STAFF.

TRUSTEE JOHNSON, WHO IS A VETERAN.

AND I JUST WANTED TO SHARE THAT.

MY SON AND YOURSELF WHO'S A VETERAN.

YES, MY SON JUST TOOK HIS FOURTH ASSIGNMENT.

HE'S NOW STATIONED IN EUROPE, PROTECTING IN HARM'S WAY, PROTECTING OUR WAY OF LIFE HERE TO INCLUDE THE ELECTIONS THAT WE JUST TALKED ABOUT.

SO WE HAVE LOTS OF MEMBERS OF OUR COMMUNITY WHO ARE MAKING SURE THAT WE CAN ALL DO THE THINGS THAT WE WAKE UP EVERY MORNING AND GET GET IT REALLY EXCITED TO BE ABLE TO DO.

AND I APPRECIATE IT.

THANK YOU. ANY OTHER ANNOUNCEMENTS? TRUSTEES? I HAVE A CALENDAR THING FOR THE EIGHTH ARE OUR RSVP SOLID BECAUSE I HAVE I'LL BE A LITTLE BIT LATE TO THAT MEETING AND I DON'T WANT TO IMPACT QUORUM ON DECEMBER 8TH FOR THAT CALLED GRIEVANT YOU WILL BE ABLE TO I WILL BE ABLE TO, BUT I'LL BE A LITTLE BIT LATE.

I HAVE FIVE YESES FOR THAT MEETING RIGHT NOW.

OKAY. TRUSTEE JOHNSON.

TRUSTEE LANDRUM.

TRUSTEE. WEIR. TRUSTEE.

WESTON. AND TRUSTEE. HARRISON.

OKAY. I WILL BE THERE JUST LATE.

THANK YOU. GOOD NIGHT.

AND SO, SEE, NO OTHERS.

I KNOW DR. AZAIEZ HAS SOME ANNOUNCEMENTS AS WELL, AND I WILL BE QUICK TO.

AND I JUST WANT TO ECHO WHAT YOU JUST SAID.

I WANT TO JUST THANK ALSO TRUSTEE VESSA, AND WE WANT TO DO IT AGAIN IN DECEMBER.

JUST GIVE US A PROMISE AND TRUST YOU.

JOHNSON DR. JOHNSON, REALLY, YOU GUYS ARE AMAZING AND YOU WERE VERY SUPPORTIVE AND THANK YOU FOR YOUR SERVICE TO OUR DISTRICT AND OUR STUDENTS.

I KNOW YOU GET PAID A LOT OF MONEY, RIGHT, TO DO THAT.

BUT I ALSO WANT TO WELCOME OUR NEW TRUSTEES, WHO WE'RE LOOKING FORWARD TO HAVE THEM SWORN IN AND ALSO STARTED WORKING WITH US WITH A TEAM AS EARLY AS NEXT MONTH. SO MR. MARKHAM AND MR. ZARATE, WELCOME AND CONGRATULATIONS.

AND THEN LIKE TO ECHO TO WHAT TRUSTEE WESTON WAS TALKING ABOUT, IT I THINK HAS BEEN A GREAT YEAR SO FAR.

BUT ALSO I KNOW EVERYBODY STARTED EXHAUSTED.

OUR TEACHERS AND STAFF HAVE BEEN WORKING REALLY, REALLY HARD TRYING TO MAKE SURE THAT OUR STUDENTS NEEDS ARE MET EVERY DAY.

SO I JUST WANT TO THANK ALL OF THEM FOR THEIR HARD WORK.

AND I ALSO WANT TO WISH THEM A JOYFUL AND RESTFUL THANKSGIVING.

I HOPE THEY ALL TAKE SOME TIME OFF AND SPEND IT WITH THEIR FAMILY AND LOVED ONE SO THEY CAN REFRESH AND COME BACK TO US BECAUSE WE HAVE A LOT MORE WORK THAT NEEDS TO BE DONE IN OUR DISTRICT. SO THANK YOU.

DID WE EVER INTRODUCE DR.

NICHOLS? THAT'S IT.

I APOLOGIZE. THANK YOU.

THANK YOU. SO IF YOU NOTICE, WE HAVE OUR NEWEST MEMBER WITH US AND DR.

NICHOLS. I APOLOGIZE.

MY FAULT. SO WE HIRED OUR NEW SENIOR CHIEF AND WROTE IT DOWN, AND I FORGOT, TOO.

I KNOW IT'S 10:00 ALMOST, BUT YEAH, SO WE ARE SUPER EXCITED TO HAVE DR.

NICHOLS JOINING OUR TEAM.

SHE'S NO STRANGER TO ROUND ROCK ISD.

I MEAN, OBVIOUSLY, SHE WAS AN AP AND ASSOCIATE PRINCIPAL AND A PRINCIPAL IN ROCK HIGH SCHOOL FOR SEVERAL YEARS.

AND THEN SHE ALSO SERVED AS AN AREA FOR OUR STONY POINT LEARNING COMMUNITY.

SO I KNOW SHE LEFT THE DISTRICT, BUT SHE CAME BACK AS FAST AS SHE COULD.

AND AND AGAIN, WE ARE EXCITED TO HAVE HER BACK BECAUSE WE HAVE, AGAIN, A LOT OF WORK THAT NEEDS TO BE DONE.

AND WE'RE REALLY LOOKING FORWARD TO HER EXPERTISE AND KNOWLEDGE AND HARD WORK.

SO WELCOME.

AND SHE'S A VETERAN, TOO, BY THE WAY.

ALL RIGHT. I DON'T THINK I HAVE ANY OUTSTANDING REQUESTS FOR AGENDA ITEMS IF I AM MISSING SOMETHING.

TRUSTEES, CAN YOU REMIND ME OR SEND ME AN EMAIL BECAUSE I DON'T SHOW THAT I HAVE ANY OUTSTANDING.

MAYBE I DO ONE.

YEP, I DO HAVE ONE FROM TRUSTEE WEIR.

THANK YOU. I JUST SAW THAT LOOK.

YEAH. SO YOU SAY WHAT THAT ONE IS? HMM. CAN YOU SAY WHAT THAT IS INSTEAD OF HAVING SOME KIND OF COMMUNICATION BETWEEN YOU TWO? SINCE WE'RE GOING TO HAVE TO GO BACK AND LOOK AT MY EMAIL FOR HER EXACT WORDING, SO I'M NOT READY TO GO.

WELL, CAN YOU GO BACK INTO YOUR EMAIL AND TELL US WHAT IT IS? NOT NOT RIGHT NOW, BUT I'M HAPPY TO SEND AN EMAIL OUT LATER.

THAT WOULD BE GREAT. OKAY.

AND I DON'T HAVE ANY OTHER CALENDAR RFPS OTHER THAN WHAT I ASKED ON THE GRIEVANCE THAT I HAVE FIVE PEOPLE FOR THE DECEMBER 8TH MEETING, SO I DO NOT HAVE ANYTHING NECESSARY FOR K ONE.

I HAD IT AS A PLACEHOLDER UNLESS ANYONE ON THE DIAS HAS ANYTHING REGARDING THE ROLES AND RESPONSIBILITIES OF PUBLIC OFFICER.

[04:20:07]

IT IS 10:01 AND WE ARE ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.