Dec 13, 2022 Regular Board Meetings

THE OVERWHELMING MAJORITY OF VOTERS IN THIS DISTRICT REJECTED EXTREMISM, HATRED AND MARGINALIZATION OF STUDENTS.

[00:20:13]

THEY CHOSE LOVE.

THEY CHOSE THE FAB FIVE TO LEAD THIS DISTRICT.

ONE OF THE DISGRUNTLED CANDIDATES THAT LOST SAID THE WOKE PROGRESSIVE AGENDA WON.

IF BEING WOKE MEANS I OPPOSE BOOK BANS, EXTREMISM, RACISM, HARASSING AND BULLYING KIDS AND STAFF, THEN I EMBRACE BEING WOKE.

THE ROOT OF PROGRESSIVE IS PROGRESS.

I'LL TAKE PROGRESS OVER RETURNING TO THE 1950S ANY DAY.

FAB FIVE, THE OVERWHELMING MAJORITY OF THIS DISTRICT IS BEHIND YOU.

I KNOW YOU WON'T ALWAYS AGREE, BUT I ALSO KNOW THAT YOU ARE UNITED IN SUPPORTING EVERY STUDENT IN THIS DISTRICT.

IT'S TIME TO FOCUS ON STUDENTS AND RELEGATE THE LOUD MINORITY TO THE BACKGROUND WHERE THEY BELONG.

IN 23 SHORT MONTHS, VOTERS CAN ONCE AGAIN REJECT EXTREMISM AND HATRED.

UNTIL THEN, YOU HAVE WORK TO DO.

LET'S GET BUSY.

THANK YOU. NEXT ON THE [APPLAUSE].

NEXT SPEAKER IS CHRISTIE SLAPE.

SPEAKING ON AGENDA ITEM E.1.

YES, MY NAME IS CHRISTIE SLAPE.

HELLO. GOOD EVENING.

TONIGHT MARKS A PAGE TURN, THE BEGINNING OF A NEW CHAPTER IN ROUND ROCK ISD.

MY HOPE IS THAT THE ACADEMIC EDUCATION OF K THROUGH 12 CHILDREN WILL BE YOUR SINGULAR FOCUS.

EACH OF YOU ON THE DAIS AND HERE ABOUT TO JOIN THE DAIS CAPTURED A SIGNIFICANT PERCENTAGE OF THE VOTES IN YOUR RACES.

BUT I DO WANT TO REITERATE THE STATEMENTS MADE BY MRS. LANDRUM AT THE NOVEMBER REGULAR BOARD MEETING.

YOU DID NOT GET 100% OF THE VOTE AND YOU WILL BE ENTRUSTED WITH REPRESENTING ALL OF OUR STUDENTS.

DURING THE CAMPAIGN YOU AND YOUR VOLUNTEERS USED CATCHPHRASES LIKE PRO PUBLIC EDUCATION AND SAVE OUR SCHOOLS.

YET I AND OTHER PEOPLE I REPRESENT BELIEVE THAT SOME OF THE INCUMBENTS HAVE ACTUALLY CONTRIBUTED TO THE PROBLEMS THAT NOW REQUIRE SOLVING AND THE LOW PERFORMING SCHOOLS THAT NEED, QUOTE, SAVING.

I AM ENTRUSTING MY CHILD'S EDUCATION TO YOU ALL.

AND AS YOU CAN IMAGINE MY DISTRESS WHEN MY OPPONENT POSTED OUTRIGHT LIES ABOUT ME AND MY CAMPAIGN.

I WANT TO TRUST YOU, BUT PLEASE REMEMBER THAT YOU ARE HELD TO A HIGHER STANDARD.

TODAY, I SPEAK ON BEHALF OF THE VOTERS WHO ARE APPALLED AT THE ABYSMALLY LOW BOARD GOALS SET FOR THIRD GRADE MATH AND EARLY LITERACY.

I SPEAK FOR THOSE WHO DO NOT WANT THEIR CHILDREN INDOCTRINATED WITH ANY REFERENCES TO SEXUALITY UNLESS THEIR PARENTS ARE NOTIFIED AND OPT IN.

I REPRESENT THOSE WHO DON'T WANT THEIR CHILDREN ASKED TO STATE THEIR PRONOUNS, WHO DON'T WANT OBSCENE MATERIALS IN OUR LIBRARIES, AND WHO DO NOT APPROVE OF PRIDE PARADE BOOKS IN FIRST GRADE CLASSROOMS WHICH THERE HAVE BEEN.

OUR CHILDREN AND PARENTS DESERVE YOUR RESPECT AND FULL SUPPORT IN YOUR ROLE AS TRUSTEES.

I WISH YOU ALL THE VERY BEST AND A VERY MERRY CHRISTMAS.

THANK YOU VERY MUCH. NEXT IS DELINA BISHOP SPEAKING AT AGENDA ITEM E.1.

HI. I JUST WANTED TO SAY THANK YOU TO MS. VESSA AND MR. JOHNSON, IF HE WAS HERE, FOR ALL THE WORK THAT YOU'VE DONE FOR OUR DISTRICT.

AND CONGRATULATIONS TO MS. MARKUM AND MR. ZARATE, AND I HOPE WE CAN FOCUS BACK ON OUR STUDENTS.

STOP BASHING OUR DISTRICT.

OUR DISTRICT IS GREAT.

OUR STUDENTS AND TEACHERS ARE GREAT, AND WE NEED TRUSTEES THAT BACK THEM.

THANK YOU. [APPLAUSE] THANK YOU VERY MUCH.

OKAY. THIS CONCLUDES OUR SPEAKERS WHO SIGNED UP TO SPEAK TO AGENDA ITEM E.1.

SO WE'RE GOING TO MOVE INTO OUR OATH OF OFFICE.

WE NEED TO TAKE A SHORT BREAK JUST TO ALLOW SOME FAMILY MEMBERS TO COME IN.

IS THAT CORRECT? SORRY TO SAY THAT YOU'RE GOING TO HAVE TO TALK IN THE MICROPHONE.

I CAN'T HEAR. I'M GOING TO EMCEE IT, SO I'LL LET EVERYBODY KNOW WHEN IT'S THEIR TURN TO COME UP.

OH, OKAY.

MIC] LET'S TAKE A FIVE MINUTE RECESS JUST SO WE CAN GET EVERYTHING BACK IN ORDER.

IT'S 5:55 AND WE WILL COME BACK IN 5 MINUTES.

6:00.

[E. ADMINISTER OFFICIAL/CEREMONIAL OATH OF OFFICE TO NEWLY ELECTED BOARD MEMBERS]

[00:29:04]

ALL RIGHT. IT IS 6:00.

IT IS 6:00.

WE ARE BACK IN SESSION.

I'M GOING TO TURN IT OVER TO MS. CAPUTO TO START OUR OFFICIAL SWEARING IN CEREMONY.

THANK YOU, PRESIDENT LANDRUM.

THE NEXT ITEM ON THE AGENDA IS THE OFFICIAL CEREMONIAL OATH OF OFFICE FOR THE NEWLY ELECTED TRUSTEES.

EACH NEWLY ELECTED TRUSTEE HAS TAKEN THE OFFICIAL OATH OF OFFICE.

IT'S BEEN OUR DISTRICT'S PRACTICE TO HAVE A CEREMONIAL SWEARING IN AFTER THE CANVASING OF THE ELECTION TO ALLOW NEWLY ELECTED TRUSTEES TO CELEBRATE WITH THEIR FAMILIES AND FRIENDS AT A MONTHLY BOARD MEETING.

AND THIS IS THAT MEETING THE TRUSTEES WILL RECEIVE A CEREMONIAL OATH OF OFFICE IN THE ORDER OF PLACE NUMBER.

WE BEGIN WITH PLACE 1, TRUSTEE ZARATE.

WILL YOU AND YOUR GUESTS PLEASE COME UP TO THE MICROPHONES? [APPLAUSE]

[00:30:15]

YES, WE'RE A MOTLEY GROUP.

I, ESTEVAN ZARATE, DO SOLEMNLY SWEAR OR AFFIRM.

OF THE OFFICE OF TRUSTEE PLACE 1.

OF THE ROUND ROCK INDEPENDENT SCHOOL DISTRICT OF THE STATE OF TEXAS.

AND WILL, TO THE BEST OF MY ABILITY. PRESERVE, PROTECT AND DEFEND.

THE CONSTITUTION AND LAWS OF THE UNITED STATES AND OF THIS STATE.

THE CONSTITUTION OF THE LAWS OF THE UNITED STATES AND OF THIS STATE.

SO HELP ME.

[APPLAUSE] CONGRATULATIONS, TRUSTEE ZARATE, AND YOU CAN TAKE YOUR SEAT AT THE DAIS.

[APPLAUSE] NEXT UP, PLACE 3, TRUSTEE FELLER LANDRUM.

NOT SURE WHICH WAY WE'RE DOING IT BECAUSE WE HAVE TO BE LEGAL, BUT WILL YOU AND YOUR FAMILY PLEASE MAKE YOUR WAY TO THE MICROPHONE.

[APPLAUSE] MY NAME HASN'T BEEN LEGALLY CHANGED YET, SO IT WILL STILL BE FELLER, BUT IT IS IN THE PROCESS OF BEING CHANGED.

I, AMBER FELLER, DO SOLEMNLY SWEAR OR AFFIRM.

OF THE OFFICE OF TRUSTEE PLACE 3.

OF THE ROUND ROCK INDEPENDENT SCHOOL DISTRICT OF THE STATE OF TEXAS.

THE CONSTITUTION AND LAWS OF THE UNITED STATES AND OF THE STATE.

THE CONSTITUTION AND LAWS OF THE UNITED STATES AND OF THIS STATE.

[APPLAUSE] NEXT UP, PLACE 4.

TRUSTEE MARKUM, WOULD YOU AND YOUR GUESTS, PLEASE COME UP TO THE MICROPHONE.

[APPLAUSE] READY. I, ALICIA MARKUM, DO SOLEMNLY SWEAR.

I, ALICIA MARKUM, DO SOLEMNLY SWEAR.

OF THE OFFICE OF TRUSTEE PLACE 4.

OF THE ROUND ROCK INDEPENDENT SCHOOL DISTRICT OF THE STATE OF TEXAS.

THE CONSTITUTION AND LAWS OF THE UNITED STATES AND OF THIS STATE.

[00:35:05]

THE CONSTITUTION AND LAWS OF THE UNITED STATES AND OF THIS STATE.

[APPLAUSE] CONGRATULATIONS, TRUSTEE MARKUM.

YOU MAY TAKE YOUR SEAT AT THE DAIS.

[APPLAUSE] NEXT UP IN PLACE 5, TRUSTEE WEIR, WILL YOU AND YOUR GUESTS COME UP.

[APPLAUSE] I, AMY WEIR, DO SOLEMNLY SWEAR.

OF THE OFFICE OF TRUSTEE PLACE FIVE.

OF THE OFFICE OF TRUSTEE PLACE 5.

OF THE ROUND ROCK INDEPENDENT SCHOOL DISTRICT OF THE STATE OF TEXAS.

AND WILL DO AND WILL TO THE BEST OF MY ABILITY.

AND WILL TO THE BEST OF MY ABILITY.

THE CONSTITUTION AND LAWS OF THE UNITED STATES AND OF THIS STATE.

THE CONSTITUTION OF THE LAWS OF THE UNITED STATES AND OF THIS STATE.

[APPLAUSE] CONGRATULATIONS, TRUSTEE WEIR.

YOU MAY RETURN TO YOUR SEAT ON THE DAIS.

AND FINALLY THIS EVENING, WE WELCOME TRUSTEE HARRISON, PLACE 6.

WILL YOU MAKE YOUR WAY TO THE MIC? [APPLAUSE] READY. ALL RIGHT.

I, TIFFANIE HARRISON, DO SOLEMNLY SWEAR.

OF THE OFFICE OF TRUSTEE PLACE 6.

OF THE ROUND ROCK INDEPENDENT SCHOOL DISTRICT OF THE STATE OF TEXAS.

THE CONSTITUTION AND LAWS OF THE UNITED STATES AND OF THIS STATE.

[APPLAUSE] CONGRATULATIONS.

[00:40:03]

YOU MAY RETURN TO YOUR SEAT ON THE DAIS.

YOU MAY FINISH YOUR HUGS FIRST, AND THEN YOU MAY RETURN TO YOUR SEAT ON THE DAIS.

AND THIS CONCLUDES THE TRUSTEE CEREMONIAL SWEARING IN PORTION OF THE MEETING.

I WOULD LIKE TO ALLOW ANYBODY WHO IS EITHER NEWLY SEATED ON THE DAIS OR RETURNING IF YOU HAVE A STATEMENT TO MAKE OR IF YOU WANT TO SAY ANYTHING AS YOU START YOUR TERM.

I DIDN'T EVEN WARN YOU ABOUT THIS, BUT IF YOU WANTED TO SAY ANYTHING, YOU'RE WELCOME TO.

AND OF COURSE, I GO FIRST.

THERE'S A LOT OF PEOPLE TO THANK.

I WANT TO THANK EVERYBODY WHO WAS ON MY TEAM, ESPECIALLY I THINK THAT'S IT. RIGHT? OKAY, GOOD.

MY PARENTS, MY MOTHER, MY FATHER, MY STEPPARENTS . AND MY FAMILY, ESPECIALLY MY WIFE AND MY CHILDREN, WHO THEY DON'T KNOW WHAT THEY'RE IN FOR, I THINK.

BUT IT'S GOING TO BE A FUN RIDE.

WE'RE GOING TO DO A LOT OF GREAT THINGS, I THINK.

AND I THINK THAT THIS COMMUNITY IS FULL OF LOVE, AS WAS SAID EARLIER TONIGHT.

AND I WANT TO EXEMPLIFY THAT LOVE.

AND I WANT ALL OF US TO MAKE DECISIONS WITH THAT LOVE IN MIND.

SO THANK YOU.

[APPLAUSE] HARD TO FOLLOW. I JUST WANT TO SAY THAT I'M OVERWHELMED BY THE NUMBER OF COMMUNITY MEMBERS THAT CAME OUT AND USED THEIR VOTE AS THEIR VOICE IN THIS ELECTION.

WE'RE ON THE OTHER SIDE OF AN UNPRECEDENTED ELECTION IN OUR DISTRICT, AND I'M LOOKING FORWARD TO WORKING WITH ALL OF MY COLLEAGUES AND MOVING THIS DISTRICT FORWARD AND REFOCUSING ON OUR STUDENTS.

I WOULD LIKE TO SAY A HUGE THANK YOU TO MY TEAM WHO IS SITTING IN THE FRONT ROW.

THEY DID A TREMENDOUS AMOUNT OF WORK FOR ME.

TO WORK TO THE BONE FOR ME.

SO I'M JUST SO, SO GRATEFUL FOR THEM.

I WANT TO SAY THANK YOU TO MY FAMILY WHO IS SITTING OVER HERE.

WITHOUT MY PARENTS, I COULDN'T DO ANYTHING.

AND I'M JUST SO, SO GLAD THEY'RE HERE TONIGHT TO SEE ME.

AND I WANT TO SAY HUGE THANK YOU TO MY HUSBAND AND MY TWO BOYS.

MY OLDER SON WAS HERE EARLIER TONIGHT AS WELL.

THEY SIGNED UP FOR A LOT WITH THIS AND THEY ARE SACRIFICING A LOT AS A FAMILY BECAUSE THEY BELIEVE IN PUBLIC SERVICE AND COMMUNITY SERVICE

[F. CLOSED SESSION]

AS MUCH AS I DO. SO, A HUGE THANK YOU TO THEM AND ANOTHER HUGE THANK YOU TO THIS ENTIRE COMMUNITY.

I LOOK FORWARD TO SERVING ALL OF YOU.

[APPLAUSE] IF YOU NOTICED, I REALLY WEIGHED WHO TO WEIGH ME IN.

I THOUGHT MAYBE SOME LEGISLATOR FRIENDS OR MY MOM.

AND WHILE THOSE PEOPLE ARE REALLY IMPORTANT, I ULTIMATELY DECIDED TO HAVE STUDENTS SWEAR ME IN TODAY BECAUSE THIS IS A TOUGH JOB AND IT'S NOT A JOB YOU GET PAID FOR.

BUT THERE ARE SO MANY DECISIONS THAT WE HAVE THE PRIVILEGE OF MAKING THAT IMPACTS STUDENTS.

AND AS WE MOVE FORWARD, AS I MOVE FORWARD INTO THE NEXT FOUR YEARS OF A FULL TERM, I WANT TO KEEP STUDENTS AT THE FOREFRONT.

YOU KNOW, THERE'S A LOT OF ADULT FEELINGS, EMOTIONS AND PREFERENCES THAT GET IN THE WAY.

I'M DEEPLY APPRECIATIVE OF THE STUDENTS.

THE STUDENTS WERE POUNDING THE PAVEMENT FOR THIS ELECTION.

THEY WERE AT THE POLLS AS YOUNG AS SIX OR SEVEN YEARS OLD, TELLING PEOPLE WHAT WHAT THEY WANTED IN THEIR DISTRICT.

[G. CALL BACK TO ORDER]

IT WASN'T THEIR PARENT VOICES.

IT WAS THEIR VOICES SAYING WHAT WAS IMPORTANT TO THEM.

[H. THE BOARD WILL CONSIDER AND TAKE APPROPRIATE ACTION REGARDING: ELECTION OF BOARD OF TRUSTEES OFFICERS]

AND I'M DEEPLY COMMITTED TO HEARING THEM, HEARING THE VOICES OF EDUCATORS, CONTINUING TO WORK WITH FAMILIES AS WE MOVE FORWARD TOWARDS EXCELLENCE.

I WOULD LIKE TO THANK MY FAMILY, WHO IS TREMENDOUSLY SUPPORTIVE, AND I WOULDN'T HAVE BEEN ABLE TO DO THIS WITHOUT THEM.

AND THEN I WOULD ALSO LIKE TO THANK MY FRIENDS WHO ARE LIKE FAMILY THAT CAME AND SUPPORTED AND DRIED MY TEARS AND ENCOURAGED ME.

I'M REALLY EXCITED FOR WHAT THE FUTURE HOLDS AND I AM EXCITED FOR OUR BELOVED COMMUNITY.

THANK YOU. [APPLAUSE] I DON'T HAVE ANY PROFOUND WORDS.

[LAUGHTER] I WOULD JUST LIKE TO THANK MY HUSBAND AND MY FAMILY.

MY SON WAS THE ONLY ONE OF MY FAMILY THAT WAS ABLE TO BE HERE, BUT MY FRIEND FAMILY WAS ABLE TO COME AND SUPPORT AND I REALLY APPRECIATE THEM.

THEY HAVE STOOD BY ME FOR FOUR YEARS, ACTUALLY, MOST OF THEM WAY BEFORE FOUR YEARS.

IT'S BEEN A VERY LONG ROAD AND WE STILL HAVE FOUR MORE YEARS.

EVEN THOUGH MOST OF THEM DON'T HAVE KIDS IN THE DISTRICT ANYMORE, I KNOW THAT THEY STILL CARE.

[00:45:02]

I KNOW WE ALL STILL CARE.

THIS IS A GREAT DISTRICT AND I AM SO BLESSED TO BE ABLE TO CONTINUE TO SERVE HERE AS I HAVE FOR ALMOST TWO DECADES.

AND I PROMISE TO GIVE MY BEST.

THANK YOU. [APPLAUSE] I WOULD JUST START WITH BIG THANK YOUS AS WELL.

MY PARENTS ARE HERE, MY MOTHER IN LAW, MY HUSBAND, TWO OF MY THREE KIDS.

AND YOU GUYS ARE DEFINITELY.

YEP, YOU TWO, RIGHT THERE.

YOU.

THE SIX OF YOU HAVE BEEN MY ROCK.

NEVER COULD HAVE PREDICTED WHAT WE'VE BEEN THROUGH IN THE LAST FOUR YEARS.

WHEN I TOOK MY OATH FOUR YEARS AGO, ALMOST TO THE DAY, WHAT WE'VE BEEN THROUGH AND WHO KNOWS WHAT THE NEXT FOUR WILL BRING.

AS YOU KNOW, I'M A NEWLYWED, SO I HAD TO MAKE SURE THERE WAS NO EXIT CLAUSE WHEN I DECIDED TO RUN AGAIN.

AND HE'S IN FOR THE LONG HAUL WITH THIS.

I APPRECIATE IT, HONEY.

I DO IT BECAUSE I LOVE THIS SCHOOL DISTRICT.

I LOVE THESE CITIES, AND I CARE SO VERY MUCH ABOUT PUBLIC EDUCATION.

I ASK THAT YOU HOLD US ACCOUNTABLE.

ARE WE GOING TO GET EVERYTHING RIGHT? NOPE. ARE WE GOING TO MAKE MISTAKES? PROBABLY. I HOPE THAT YOU HOLD US ACCOUNTABLE.

GIVE US GRACE WHEN WE MAKE MISTAKES AND ENCOURAGE US WHEN WE DO THE RIGHT THING.

AND I REALLY HOPE AT THE END OF THIS FOUR YEARS THAT I CAN SEE A STRONGER COMMUNITY THAN I DO TODAY AND LOOK FORWARD TO REALLY THE WHAT BINDS ALL OF US HERE IN ROUND ROCK ISD.

SO THANK YOU FOR PUTTING YOUR TRUST IN ME.

THOSE THAT DID VOTE FOR ME AND I HOPE THOSE THAT DIDN'T THAT I CAN EARN YOUR TRUST BACK.

SO THANK YOU AGAIN FOR EVERYTHING AND I LOOK FORWARD TO THE NEXT FOUR YEARS.

[APPLAUSE] WE ARE GOING TO GO INTO CLOSED SESSION VERY BRIEFLY.

TRUSTEES, I KNOW WE TYPICALLY DO CLOSED SESSION OUT HERE, BUT SINCE WE HAVE SO MANY GUESTS, WOULD ANYBODY BE OPPOSED TO GOING IN A CLOSED SESSION IN THE BACK ROOM JUST SO OUR GUESTS CAN STAY SEATED? ARE YOU ALL OKAY WITH THAT? DO I HAVE ANY OBJECTIONS? OKAY, IT IS 6:18.

WE ARE GOING TO GO INTO CLOSED SESSION.

I ANTICIPATE THIS WILL BE MAYBE 10 MINUTES OR LESS.

I MEAN, COULD BE LONGER.

BUT IF YOU ARE GOING TO STICK AROUND, HOPEFULLY THIS WON'T BE A REALLY LONG CLOSED SESSION.

THEN WE WILL COME BACK OUT.

WE WILL DO OFFICER ELECTIONS AND THEN WE'LL DO PUBLIC COMMENTS.

WE HAVE ABOUT ONE, TWO, THREE, FOUR, FIVE.

WE HAVE ABOUT SIX MORE PUBLIC COMMENTS BEFORE WE GET ON WITH OUR ACTUAL BUSINESS OF THE EVENING.

SO IT IS 6:18 AND WE ARE IN CLOSED SESSION .

YOU HAVE TO READ. OH, YEAH, I HAVE TO READ INTO IT.

SORRY. THANK YOU. PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.071 AND 551.074, THE BOARD WILL CONSULT WITH ATTORNEYS TO DISCUSS THE DUTIES, ROLES AND RESPONSIBILITIES OF A PUBLIC OFFICER OR EMPLOYEE.

IT IS 6:19 NOW AND WE ARE IN CLOSED SESSION.

[I. PUBLIC COMMENTS (Part 2 of 2)]

IT IS 6:30 AND WE ARE BACK FROM CLOSED SESSION.

WE ARE GOING TO MOVE INTO OUR ELECTION OF BOARD OFFICERS ITEM H.1.

AND JUST AS A REMINDER, BOARD MEMBERS, WE WILL TAKE THE OFFICER NOMINATIONS BEGINNING WITH PRESIDENT, FOLLOWED BY VICE PRESIDENT THEN SECRETARY.

PLEASE USE YOUR BUTTONS TO BE RECOGNIZED BEFORE MAKING A NOMINATION.

AND AS A REMINDER, YOU DON'T NEED TO BE RECOGNIZED IN ORDER TO SECOND THE NOMINATION.

THE BOARD WILL VOTE IN ORDER OF THE NOMINATIONS RECEIVED.

SO WE WILL OPEN THE FLOOR FOR NOMINATIONS FOR PRESIDENT.

I NOMINATE AMBER LANDRUM FOR BOARD PRESIDENT .

I SECOND. WHO SECONDED.

ALICIA. DO I HAVE ANY OTHER NOMINATIONS? ALL RIGHT. SEEING NONE, THE NOMINATIONS FOR PRESIDENT ARE CLOSED.

WE WILL VOTE IN THE ORDER OF THE NOMINATIONS, WHICH IS ONLY ONE.

TIFFANIE WEIR NOMINATED AMBER LANDRUM FOR PRESIDENT.

ALL IN FAVOR.

WHAT DID I DO? YOU SAID TIFFANY WEIR.

SO WE'VE DECIDED DON'T KNOW WHAT THAT MEANS.

[LAUGHTER] TIFFANIE HARRISON.

SORRY, I'M WORKING OFF OF INITIALS UP HERE, AND I'M TRYING TO CHANGE INITIALS ON THE FLY, SO APOLOGIZE.

SO SOMEBODY DOWN THERE MADE A NOMINATION.

[LAUGHTER] ALL IN FAVOR, RAISE YOUR HAND.

ALL RIGHT. WE WILL NOW MOVE TO NOMINATIONS FOR VICE PRESIDENT .

MOTION CARRIES 5-2.

DO WE HAVE ANY NOMINATIONS FOR VICE PRESIDENT? TRUSTEE WEIR.

I WOULD LIKE TO NOMINATE TIFFANIE HARRISON AS VICE PRESIDENT IF SHE STILL WANTS TO CONTINUE IN THAT JOB.

YES. THANK YOU. SECOND.

ALL RIGHT. A RESOUNDING SECOND.

NICE. ARE THERE ANY OTHER NOMINATIONS FOR VICE PRESIDENT? ALL RIGHT. SEEING NONE, THE NOMINATIONS FOR VICE PRESIDENT ARE CLOSED.

[00:50:05]

ALL IN FAVOR OF TIFFANIE HARRISON FOR VICE PRESIDENT RAISE YOUR HAND.

ALL RIGHT. WE WILL OPEN NOMINATIONS FOR SECRETARY.

MOTION CARRIES 5-2.

ARE THERE ANY NOMINATIONS FOR SECRETARY? DR. BONE.

I NOMINATE DANIELLE WESTON AS CUSTOMARY AS SHE HAS A GRADUATING SENIOR.

ALL RIGHT. DANIELLE WESTON, NOMINATED BY MARY BONE.

SECOND, AND I WOULD JUST STATE I'M CURRENTLY THE ONLY MILITARY VETERAN ON THE SCHOOL BOARD AND THE ONLY TRUSTEE WITH CHILDREN AT OUR LARGEST HIGH SCHOOL.

SO THANK YOU FOR THE NOMINATION, DR.

BONE. I HAVE A POINT OF ORDER.

WHAT IS YOUR POINT? I CAN'T HEAR WHAT'S GOING ON.

THERE'S A LOT OF NOISE AND I KNOW YOU USUALLY LIKE TO KEEP DECORUM.

POINT OF ORDER FOR OUR AUDIENCE IF YOU CAN KEEP IT DOWN FOR.

THANK YOU. SO THAT WE CAN CONDUCT OUR BUSINESS.

THANK YOU. ARE THERE ANY OTHER NOMINATIONS FOR SECRETARY? TRUSTEE MARKUM.

I NOMINATE AMY WEIR FOR SECRETARY.

SECOND. ALL RIGHT.

AND I WOULD JUST LIKE TO SAY I APPRECIATE THAT.

I THINK I'M FINALLY GETTING THE FEEL OF THE TIME TRACKER.

AND SO I WOULD LIKE TO CONTINUE IN THIS POSITION.

OKAY. DANIELLE, DID YOU ACCEPT THE NOMINATION AS WELL? YES, I DO. I THINK THIS IS AN OPPORTUNITY FOR THE BOARD TO PUT ACTION BEHIND THEIR WORDS OF BEING UNIFYING AND INCLUSIVE OF ALL IDEAS AND PEOPLE AND MEMBERS OF OUR COMMUNITY. I THINK IT'S AN OPPORTUNITY.

AWESOME. OKAY.

WE WILL TAKE THE NOMINATIONS.

ARE THERE ANY OTHER NOMINATIONS FOR SECRETARY? SEEING NO OTHER LIGHTS.

NOMINATIONS FOR SECRETARY ARE CLOSED.

WE'LL VOTE IN THE ORDER OF NOMINATIONS.

ALL IN FAVOR OF DANIELLE WESTON FOR SECRETARY, RAISE YOUR HAND.

ALL IN FAVOR OF AMY WEIR FOR SECRETARY, RAISE YOUR HAND.

MOTION FAILS 2-5.

ALL RIGHT. WE ARE FINISHED WITH OFFICER ELECTIONS.

MOTION CARRIES 5-2.

SINCE THERE IS NO CHANGE IN THE DAIS, WE WILL MOVE RIGHT INTO PUBLIC COMMENT.

LET ME BRING UP OUR LIST.

I HAVE ALREADY READ OUR SPEECH AND WE WILL GO INTO OUR STUDENTS FIRST.

FIRST IS JACKIE STEWART SPEAKING OFF THE AGENDA.

YOU'RE GOING TO GO TO THAT MICROPHONE RIGHT THERE.

I WANT TO THANK THE SCHOOL BOARD MEMBERS FOR LETTING ME GET INVOLVED IN THEIR CAMPAIGNING.

I TRUST THEM BECAUSE I KNEW THEY WOULD KEEP SCHOOLS SAFE AND NOT BAN BOOKS.

I AM IN TAG AND IT IS IMPORTANT TO ME.

I WANT TO THANK AND ENCOURAGE THEM FOR SUPPORTING TAG.

PLEASE CONSIDER INVOLVING STUDENTS IN THE SCHOOL BOARD.

THANK YOU VERY MUCH. [APPLAUSE] NEXT IS, SAYS PROSPECTIVE STUDENT ALEXA STRANGER, AND YOU DO NOT LIVE IN THE DISTRICT.

GO AHEAD AND BEGIN HIS TIME, PLEASE.

SORRY.

GOOD EVENING, BOARD MEMBERS.

I WANT TO SAY HOW HAPPY AND RELIEVED I AM.

I WAS REALLY SCARED THAT OUR SCHOOL BOARD WAS GOING TO BE FILLED WITH MAGA TERRORISTS.

BUT IT'S NOT.

DEMOCRACY WON.

I'M ALSO REALLY HAPPY THAT JOE BIDEN, THE GREATEST PRESIDENT OF ALL TIME, BROUGHT HOME BRITTNEY GRINER, THE GREATEST BASKETBALL PLAYER OF ALL TIME.

AND IT DOESN'T MATTER WHAT THE COST IS BECAUSE THERE'S NO GREATER OUTCOME THAN DISMANTLING WHITE SUPREMACY.

THIS STORY, IT REALLY HIT HOME FOR ME BECAUSE I'M A BASKETBALL PLAYER AND I JUST STARTED TRANSITIONING INTO THE BEAUTIFUL WOMAN THAT YOU SEE LAST WEEK.

AND I'M REALLY GLAD THAT WE HAVE A SCHOOL BOARD THAT ACCEPTS PEOPLE LIKE ME AS AN INTEGRAL PART OF THE COMMUNITY.

AND THAT IS WHY I'M SPEAKING BEFORE YOU, BECAUSE NOTHING WOULD MAKE ME HAPPIER THAN SUITING UP AND PLAYING BASKETBALL FOR THE ROUND ROCK LADY DRAGONS.

AND YES, MY BIRTH CERTIFICATE SAYS THAT I'M A 35 YEAR OLD MAN, BUT MY HEART SAYS THAT I AM A 16 YEAR OLD GIRL AND I'M SO BLESSED TO HAVE A SCHOOL BOARD THAT ACCEPTS ME FOR WHO I TRULY AM BECAUSE NOT AFFIRMING MY IDENTITY IS AN ACT OF VIOLENCE.

IT IS LITERAL WHITE SUPREMACY, AND IT'S ON THE SAME LEVEL AS A SIX FOOT FIVE £200 MAN WITH A CHISELED PHYSIQUE AND A SIX FIGURE SALARY NOT WANTING TO DATE ME BECAUSE I'M A TRANSGENDER. LISTEN, I AM A BEAUTIFUL WOMAN, OKAY? JUST LOOK AT THIS ASS TO BREAST RATIO.

[00:55:06]

[SCREAMS] SIR, THERE ARE CHILDREN IN HERE.

SORRY. SO CAN YOU JUST BE MINDFUL OF THAT.

THANK YOU. SORRY. I'M JUST REALLY TRIGGERED BY THE AMOUNT OF WHITE SUPREMACY AND TRANSPHOBIA GOING ON IN TRUMP'S AMERICA.

I'M SORRY. ANYWAY.

I AM BEAUTIFUL. I AM FEMININE, I AM DIVINE.

I AM JUST AS FEMININE AS YOU, AMBER.

JUST AS FEMININE AS YOU, AMY.

JUST AS FEMININE AS YOU, MARY.

AND DANIELLE. AND I KNOW THAT I AM JUST AS MUCH OF A WOMAN AS BRITTNEY GRINER.

YOUR TIME IS UP. ANYWAY.

YOUR TIME IS UP. YOUR TIME HAS EXPIRED.

YOUR TIME IS UP. THANK YOU.

THANK YOU VERY MUCH.

POINT OF ORDER.

AUDIENCE, POINT OF ORDER.

NEXT ON THE AGENDA IS KATIE.

NEXT SPEAKER, SORRY, IS KATIE KISER SPEAKING OFF THE AGENDA.

OKAY. GOOD EVENING, BOARD.

THANK YOU FOR YOUR TIME AND CONGRATULATIONS.

I'M SO EXCITED.

AND I KNOW YOU ALL ARE, TOO.

BUT WHILE WE'RE HERE CELEBRATING OUR WIN, I'M ALSO SADDENED AS I LOOK AROUND THE STATE AND EVEN THE NATION IN AREAS WHERE MOMS FOR LIBERTY, PATRIOT MOBILE AND PROJECT 1776 PAC AND OTHERS HAVE GAINED A MAJORITY.

SUPERINTENDENTS HAVE BEEN FIRED LEFT AND RIGHT, ANTI DISCRIMINATION POLICIES REMOVED, DEI DEPARTMENTS REMOVED TENS AND EVEN HUNDREDS OF BOOKS BANNED IN DIFFERENT DISTRICTS ACROSS THE NATION.

NOT JUST A FEW.

EDUCATORS HARASSED AND FIRED AND LEAVING AT ALARMING RATES.

WE ALL SEE NOW THAT THIS WAS, IN FACT, A NATIONALLY COORDINATED EFFORT.

WE SUFFERED THE CONSEQUENCES OF THIS AS WELL.

WHILE BLOCK WALKING, I ACTUALLY MET A FORMER TEACHER WHO QUIT AFTER LEARNING THAT ONE OF OUR TRUSTEES WENT ON THE STEVE BANNON SHOW.

SHE SAW THE WRITING ON THE WALL AND DECIDED TO LEAVE BEFORE IT GOT WORSE.

AND FRANKLY, I DON'T BLAME HER.

AND SO ALSO, I AM GRATEFUL THAT THIS DISTRICT STEPPED UP AND THIS DISTRICT SAID NOT HERE AND NOT ON OUR WATCH AND TOOK A STAND.

I'M GRATEFUL FOR THE TRUSTEES WILLING TO STEP INTO THIS HORNET'S NEST.

AND HONESTLY, I'M GRATEFUL FOR ROUND ROCK RUN FAMILY PAC, TOO.

EVEN THOUGH YOUR SIGNS WERE AWFUL, YOU SHOWED THIS COMMUNITY EXACTLY WHO YOU ARE AND WHAT YOU STAND FOR.

AND IN A WAY, YOU CAMPAIGNED FOR US AND HELPED DRIVE TURNOUT FAR BEYOND WHAT IS NORMALLY SEEN FOR A SCHOOL BOARD ELECTION . ACCESS EDUCATION, FOR ORGANIZING ALL OF THIS, FOR MAKING EVERYONE AWARE OF WHAT WAS GOING ON AND WHAT WAS AT STAKE.

AND ALL OF THE DISTRICT LEVEL GROUPS THAT WERE HERE LONG BEFORE ACCESS EVEN CAME AROUND, INCLUDING ROUND ROCK BLACK PARENTS ASSOCIATION.

IT WAS ALL OF US COMING TOGETHER.

YOUR TIME IS UP. THANK YOU.

THANK YOU VERY MUCH.

[APPLAUSE] NEXT IS DOUGLAS MCLEAN, SPEAKING ON GENERAL CENSORSHIP.

THANK YOU. FIRST, CONGRATULATIONS, NEW BOARD MEMBERS.

WELCOME TO THE DAIS.

MY SON, DANIEL. YOU'VE HEARD ABOUT BEFORE THE INTERVENOR.

MY SON WITH CHARGE SYNDROME IS DEAF, BLIND.

HE'S DOING WELL.

THANK YOU. I DO WANT TO RECOGNIZE ROUND ROCK ISD AS A GOOD PLACE FOR PEOPLE WITH SPECIAL NEEDS.

THE FOLKS OUT THERE ARE DOING THE JOB AND ASSISTING THOSE WITH SPECIAL NEEDS.

THANK YOU. NOT ALL SCHOOL DISTRICTS DO.

NOW, YOU HAVE WORK TO DO.

IN MY DAUGHTER'S SCHOOL TERAVISTA ELEMENTARY, FIFTH GRADE HISTORY PROJECT.

MY DAUGHTER IS ISABELLE.

SHE DIDN'T GET THAT NAME BY ACCIDENT, AND I DIDN'T GET TO CHOOSE IT.

MY WIFE DID. MY WIFE WANTED TO NAME HER ISABELLE SINCE MY WIFE WAS YOUNG BECAUSE MY WIFE IS BRAZILIAN.

MY WIFE'S GREAT, GREAT, GREAT GRANDFATHER WAS AN ASSISTANT TO THE LAST MONARCH OF BRAZIL, PRINCESS ISABELLE.

PRINCESS ISABELLE WAS HANDED THE PEN TO ABOLISH SLAVERY BY MY WIFE'S GREAT, GREAT, GREAT GRANDFATHER.

THAT'S WHY MY DAUGHTER IS NAMED ISABELLE.

SO MY DAUGHTER WAS ASKED TO DO A HISTORY PROJECT.

SHE CHOSE PRINCESS ISABELLE.

SHE WAS TOLD IN DOING THAT, IN DOING THAT PROJECT, ALL THE KIDS WERE TOLD TO DO A HISTORY PROJECT.

THEY WERE TOLD, DON'T PUT ANYTHING NEGATIVE IN THERE.

DON'T PUT ANYTHING NEGATIVE.

THE EXAMPLE USED WAS ROSA PARKS.

DON'T TALK ABOUT OR MENTION THAT SHE WAS ARRESTED.

THERE ARE STATUES FOR ROSA PARKS AND NOT BECAUSE SHE WAS A BUS RIDER OR A NICE PERSON OR A GREAT MOTHER OR ANYTHING ELSE.

IT'S BECAUSE SHE WAS ARRESTED.

TO FURTHER THE CAUSE FOR RIGHTS.

DON'T MENTION DEATHS OR HOW PEOPLE DIED.

NEGATIVITY IS PART OF HISTORY.

MY GRANDFATHER.

MY GRANDFATHER WAS ONE OF THE PREEMINENT TEXAS HISTORIANS.

I'M DESCENDED FROM STERLING C.

ROBERTSON, WHO HELPED SETTLE THE STATE OF TEXAS, WAS AN IMPRESARIO.

[01:00:03]

HE WAS A GREAT MAN.

DID MANY GREAT THINGS. HE DID OWN SLAVES.

NOT SO GREAT.

I CAN'T CHANGE THAT.

THAT'S PART OF MY HISTORY.

I'M PROBABLY MORE ADVANCED AND BETTER OFF BECAUSE OF THAT HISTORY.

BUT IT'S A FACT AND I CAN'T CHANGE IT.

WE NEED TO NOT HAVE THESE TYPE OF INTERVENTIONS WHERE HISTORY IS WHITEWASHED.

PLEASE BE AWARE OF THAT.

THANK YOU. THANK YOU VERY MUCH.

[APPLAUSE] NEXT IS TATIANA ALFANO SPEAKING ON SECURITY.

MY NAME IS TATIANA ALFANO.

MY SON'S NAME IS QUINTIN PROCTOR.

HE'S A STUDENT. HE WAS A STUDENT AT GOALS.

HE WAS THROWN INTO A BRICK WALL BY HIS VICE PRINCIPAL, JACOB THOMAS.

YOU CAN CUT THE FEED AND SHUT OFF THE MIC.

POINT OF ORDER. YOU CAN STAND IN FRONT OF ME.

YOU CAN TALK OVER ME.

I PAUSED YOUR TIME.

BUT YOU CAN'T I NEED. WE NEED LEGAL.

OKAY, GO AHEAD.

WHAT WAS YOUR QUESTION? I'M SORRY.

CAN WE NAME NAMES OF STAFF? IT WAS ALL OVER THE NEWS.

WE WOULD JUST ASK THAT IF YOU HAVE ANY ISSUES WITH INDIVIDUAL EMPLOYEES, YOU TAKE IT UP THROUGH OUR GRIEVANCE PROCESS.

I HAVE. GO AHEAD AND START YOUR TIME BACK UP.

THANK YOU. YOU DIDN'T SILENCE ME.

AND I'M BACK WITH YET ANOTHER OPPORTUNITY FOR YOU ALL TO DO WHAT'S RIGHT.

WHEN CHILDREN ARE ABUSED AT THE HANDS OF THEIR TEACHERS HERE, THOSE PERSONS SHOULD BE IMMEDIATELY TERMINATED AS A MATTER OF POLICY.

THE FACT THAT THEY ARE NOT AS OUTRAGEOUS AND INDICATIVE THAT THESE CHILDREN ARE NOT YOUR PRIORITY.

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

[J. SUPERINTENDENT REPORT]

RESTRAINTS AND SECLUSION HAVE NO PLACE IN PUBLIC EDUCATION.

HUNDREDS OF RESTRAINTS WERE PERFORMED ON KIDS AT ROUND ROCK LAST YEAR.

THIS YEAR, AN AVERAGE OF 100 EACH MONTH IS PERFORMED ON STUDENTS.

OUR STUDENTS DESERVE BETTER.

YOU GUYS HAVE AN OPPORTUNITY TO APOLOGIZE TO QUINTIN FOR THE ABUSE HE'S ENDURED AT THE HANDS OF HIS TEACHERS, SPEAK TRUTH AND PROVIDE JUSTICE, PREVAIL WITH COMPASSION AND ESTABLISH SAFETY.

AND I STILL HAVE.

I HAVE THE DOCUMENT HERE THAT OUTLINES HIM FROM CPS DEPARTMENT OF FAMILY PROTECTIVE SERVICES THAT HE WAS ABUSED.

AND YET YOU GUYS WON'T FIRE HIM.

HE REMAINS PAID LEAVE.

THAT'S HOW MY TAX DOLLARS ARE BEING SPENT RIGHT NOW.

AND YOURS? IS THAT HOW YOU GUYS WANT YOUR TAX DOLLARS SPENT? AN ABUSER.

AND YOU GUYS STAND BEHIND THAT.

IT'S NOT RIGHT. OUR STUDENTS DESERVE BETTER.

PUT THEM FIRST.

THANK YOU VERY MUCH. OUR FINAL SPEAKER TONIGHT IS MARK COSTENBADER SPEAKING ON OFF THE AGENDA.

I'VE PREPARED SOME COMMENTS, BUT I WANT TO START OFF BY SAYING THAT TRASH THAT BLEW IN FROM AUSTIN THAT MOCKED OUR STUDENTS IN OUR HOUSE IS NOT WELCOME HERE.

AND THE PEOPLE THAT LAUGH AT IT AND INVITE THEM SHOULD BE ASHAMED OF THEMSELVES.

YOU WON'T BE. BUT YOU OUGHT TO BE.

I'M NOT GOING TO GET THROUGH ALL THIS NOW, BUT.

SO I'M HERE TO TALK ABOUT ALTERNATIVE SCHOOLS AND THE NEED FOR THEM.

WE DON'T HAVE ALTERNATIVE SCHOOLS HERE IN THE DISTRICT.

WE THINK WE DO, BUT WE HAVE DISCIPLINARY SCHOOLS, TWO OF THEM.

THERE'S ONE CALLED THE ROCK.

YOU MAY HAVE HEARD OF IT. THERE'S ANOTHER ONE CALLED THE PEBBLE.

THE PEBBLE IS EXCLUSIONARY DISCIPLINE FOR ELEMENTARY SCHOOL STUDENTS.

I BELIEVE THAT SCHOOL SHOULD BE ELIMINATED COMPLETELY.

IN ADDITION TO THE REDUCTION OF REFERRALS ALTOGETHER.

I'LL BE SPEAKING MORE ON THAT THIS COMING YEAR.

WE HAVE SUCCESS HIGH SCHOOL, WHICH WE MIGHT THINK OF AS AN ALTERNATIVE SCHOOL.

IT'S NOT REALLY AN ALTERNATIVE SCHOOL.

IT'S A SCHOOL FOR NONTRADITIONAL STUDENTS THAT NEED FLEXIBILITY AND SCHEDULING OR DON'T WORK WELL IN THE CLASSROOM IN A TRADITIONAL ENVIRONMENT LIKE MY SON. MY SON IS A STUDENT AT SUCCESS.

IT'S A GREAT SCHOOL, GREAT PROGRAM, GREAT PEOPLE.

I'M NOT KNOCKING THE ROCK, THE PEBBLE OR SUCCESS HIGH SCHOOL, BUT I WANT TO POINT OUT WHAT THOSE PROGRAMS ARE.

THEY'RE NOT ALTERNATIVE EDUCATION.

MANY SCHOOL DISTRICTS, DISTRICTS INCLUDING OURS, ALTERNATIVE JUST MEANS GET THEM OUT OF THE CLASSROOM AND INTO 30, 60 OR 90 DAY DISCIPLINARY SENTENCE AT A DAEP, WHERE STUDENTS GET THE ATTENTION, CARE AND LOVE THAT THEY NEED.

I KNOW A COUPLE OF EDUCATORS AT THE ROCK AND THEY'RE FABULOUS.

THEY'RE WONDERFUL PEOPLE, AND THE DISTRICT IS VERY, VERY LUCKY TO HAVE THEM.

AND I'LL JUST CONCLUDE HERE AND SAY THAT I URGE THE DISTRICT TO CONSIDER HOW TO SERVE STUDENTS WITH NEEDS BEYOND WHAT'S AVAILABLE TO THEM IN A TRADITIONAL CLASSROOM, AND DO SO

[01:05:02]

IN A NON DISCIPLINARY ENVIRONMENT.

THAT'S KEY. NON DISCIPLINARY ENVIRONMENT.

WHETHER THAT MEANS A TRUE ALTERNATIVE SCHOOL AND OR RESOURCES ADDED TO EXISTING CAMPUSES IS UP FOR DISCUSSION.

I URGE THE DISTRICT IN THIS TEXAS SCHOOL TO PRISON PIPELINE BY DECREASING THE RELIANCE ON SUSPENSIONS.

YOUR TIME IS UP. THANK YOU.

[APPLAUSE] THANK YOU. THIS CONCLUDES PUBLIC COMMENT.

I DO WANT TO MENTION WE DID NOT HAVE ANYBODY SIGN UP TO LEAVE VOICE MESSAGES.

THIS IS THE FIRST MONTH WHERE VIRTUAL SPEAKING HAS CHANGED.

YOU NOW HAVE THE ABILITY BETWEEN 7:45 A.M.

AND 3 P.M. ON THE DAY OF THE MEETING TO CALL AND LEAVE A VOICEMAIL MESSAGE.

THE DISTRICT WILL THEN PLAY THOSE BEFORE WE GET TO THE IN-PERSON SPEAKERS.

WE DID NOT HAVE ANYBODY TAKE ADVANTAGE OF THAT.

IF ANYBODY DOES WANT TO TAKE THAT, ADVANTAGE OF THAT OPPORTUNITY MOVING FORWARD, THE POLICY AND THE PROCEDURE OF THAT IS OUTLINED ON THE DISTRICT WEBSITE.

SO YOU HAVE TIME BETWEEN NOW AND OUR NEXT REGULAR BOARD MEETING IN JANUARY IF YOU WANT TO TAKE ADVANTAGE OF OUR VIRTUAL SPEAKING.

SO LIKE I SAID, THIS CONCLUDES PUBLIC COMMENT.

WE'RE GOING TO MOVE ON TO J.1, BOARD GOAL 3 COLLEGE CAREER AND MILITARY MILITARY READINESS UPDATE AND I WILL TURN IT OVER TO DR.

AZAIEZ. THANK YOU.

GOOD EVENING. THANK YOU FOR BEING HERE.

OUR COMMITTEE MEMBERS ALSO TO CELEBRATE AND OUR RETURNING TRUSTEES AND OUR NEW TRUSTEES.

WELCOME, EVERYBODY. WELCOME BACK.

WITH US TONIGHT IS RYAN.

AND WE'RE GOING TO GO THROUGH GOAL 3, WHICH IS PART OF OUR CALENDAR, RIGHT, MONITORING CALENDAR.

SO TODAY WE'LL BE DISCUSSING CCMR .

WE HAVE THE PRESENTATION.

YEAH. JENNIFER, IF YOU CAN PULL UP THE SLIDE DECK THAT GOES ALONG WITH THAT PRESENTATION THERE.

SHOULD SAY BOARD GOAL 3 UPDATE.

PATTY IS GONNA GET THAT TO HER.

I CAN SPEAK OFF THE CUFF THEN FOR A LITTLE BIT ABOUT CCMR AND BOARD GOAL 3.

ACTUALLY, MAYBE UNTIL THE SLIDE DECK GOES UP THERE, I'M ACTUALLY GOING TO SKIP AHEAD TO A PORTION AND GIVE A LITTLE BACKGROUND ON CCMR , ESPECIALLY SINCE WE HAVE A COUPLE OF NEW BOARD MEMBERS ON THE ON THE DAIS.

SO STUDENTS, HIGH SCHOOL STUDENTS CAN EARN CCMAR INDICATORS IN A VARIETY OF WAYS AMONG CAMPUS.

AND WHAT WE MEASURE WITH BOARD GOAL 3 IS OUR SENIORS AND THE PERCENTAGE OF HOW MANY OF THEM HAVE MET THAT INDICATOR ON EACH CAMPUS AND THE DISTRICT AS A WHOLE.

SOME OF THE WAYS THAT STUDENTS MEET THEIR CCMR INDICATOR COULD BE MEETING A CRITERION SCORE IN READING AND MATH ACROSS SEVERAL DIFFERENT ASSESSMENTS.

COULD BE THE ACT, SAT, TSIA 2, WHICH IS A MATH AND READING ASSESSMENT THAT STUDENTS USUALLY TAKE BEFORE THEY CAN TAKE A DUAL CREDIT COURSE. OR IF A STUDENT MAYBE HASN'T MET THAT METRIC ON AN SAT OR ACT YET, THEN THEY MIGHT TAKE THE TSI 2.

THEY CAN TAKE ANY OF THESE TESTS MULTIPLE TIMES.

ANOTHER WAY IS THEY EARN CREDIT FOR A COLLEGE PREPARATORY COURSE IN ENGLISH AND MATH.

SO SOMETIMES OUR SENIORS, IF THEY GET TO THAT SENIOR YEAR AND THEY HAVEN'T MET THAT COLLEGE READINESS, THEIR READING HER MATH, THEN THEY TAKE A COLLEGE PREP COURSE DURING DURING THEIR SENIOR YEAR.

AND THAT SHOULD GET THEM READY TO ENTER INTO ENTER INTO COLLEGE WITHOUT TAKING A REMEDIAL MATH OR ELA COURSE.

THEY COULD EARN AN ASSOCIATE DEGREE.

THAT'S ANOTHER WAY THEY CAN MEET THAT INDICATOR.

THEY CAN MEET A CRITERIA SCORE OF THREE ON AP EXAM OR FOUR ON AN IB EXAM.

THAT'S ANOTHER WAY.

YOU CAN COMPLETE AN ONRAMPS COURSE.

SO ONRAMPS IS A PARTNERSHIP WITH UNIVERSITY OF TEXAS WHERE STUDENTS ACTUALLY CO ENROLL HERE ON THEIR ROUND ROCK ISD HIGH SCHOOL AS WELL AS UT. A NICE ELEMENT OF THAT PROGRAM IS AT THE END OF IT THE STUDENTS GET BOTH A UT GRADE AND A ROUND ROCK, ANY OF OUR FIVE HIGH SCHOOL, GRADE, AND THEN THE STUDENT CAN ACTUALLY DECIDE IF THEY'RE GOING TO KEEP THAT UT GRADE OR NOT.

SO IF THEY'RE THINKING TOWARDS THEIR FUTURE, THEY CAN KEEP THAT GRADE.

MOST OF THE TIME THEY DO BECAUSE IT'S MUCH MORE FISCALLY RESPONSIBLE.

OR MAYBE IF YOU'RE FISCALLY MINDED, IT'S BETTER TO GET THOSE COLLEGE CREDITS HERE IN HIGH SCHOOL THAT IS IN COLLEGE.

ANOTHER WAY TO EARN A DUAL CREDIT COURSE OR I'M SORRY, MY CREDIT IS THROUGH A DUAL CREDIT COURSE COMPLETION.

ANOTHER WAY IS YOU CAN GRADUATE UNDER AN ADVANCED DEGREE PLAN AND BE A STUDENT RECEIVING SPECIAL ED SERVICES.

THAT WILL GET YOU THE, GET YOU THE METRIC.

YOU CAN EARN AN INDUSTRY BASED CERTIFICATION.

WE'LL BE TALKING ABOUT THOSE MORE IN THE SPRING.

THAT'S THIS PRESENTATION. JENNIFER, THANK YOU.

SO THAT'S ONE OF OUR GPMS. WE'RE NOT TALKING ABOUT THAT TONIGHT, BUT THAT IS ONE OF THE WAYS THAT YOU CAN EARN IT.

AND I'VE ONLY GOT TWO MORE AND I'M GOING TO SKIP THAT SLIDE WHEN WE GET TO IT.

SO I'M GOING TO GO IN AND FINISH TALKING ABOUT THE DIFFERENT WAYS YOU CAN MEET CCMR .

ANOTHER WAY IS STUDENTS COMPLETE THEIR IEPS, INDIVIDUAL EDUCATION PLAN.

IF YOU'RE STUDENT RECEIVING SPECIAL ED SERVICES, YOU CAN EARN CCMR CREDIT THROUGH THAT WAY AS WELL.

TYPICALLY THAT'S TOWARDS SOME WORKFORCE READINESS, THINGS LIKE THAT.

[01:10:01]

AND THEN ACTUALLY RETURNING IN, STARTING WITH A 2023 ACCOUNTABILITY, WHICH WILL ACTUALLY BE 2023 GRADUATES, WHICH WILL BE FOR OUR 2024 ACCOUNTABILITY WILL BE MILITARY ENLISTMENT.

SO THAT WAS ALWAYS PART OF CCMR AND IT WENT AWAY SEVERAL YEARS AGO BECAUSE WE STOPPED GETTING THE DATA FROM DEPARTMENT OF DEFENSE.

SO THAT'S GOING TO BE ADDED BACK, NOT WITH THIS YEAR'S GRADUATING STUDENTS, BUT WITH THE GRADUATING STUDENTS THE YEAR AFTER.

NOW WE ARE GOING TO HAVE TO COLLECT THEIR ENLISTMENT FORM, THEIR DD FORM, I BELIEVE IT IS, TO GET THAT INDICATOR.

BUT WE'RE ALREADY THINKING THROUGH LOGISTICALLY SOME DIFFERENT WAYS THAT WE'RE GOING TO ENGAGE WITH THE COMMUNITY TO HELP GET THOSE ENLISTMENT FORMS BACK FROM STUDENTS AFTER THEY GRADUATE FROM US AND ENLIST.

I'M JUST GOING TO ADD OUR BOARD MEMBERS, I KNOW I DON'T KNOW IF YOU REMEMBER, WE HAD THIS CONVERSATION OR HAVE ONE OF OUR CONSULTANT DID SOME PRESENTATION ABOUT THE POSSIBLE CHANGES TO THE ACCOUNTABILITY SYSTEM.

SO ONE OF THE THINGS THAT WILL MOST LIKELY BE CHANGING IS CCMR .

SO THE COMMISSIONER IS STILL WORKING ON FINALIZING THOSE RULES, BUT WE EXPECT THAT ACCOUNTABILITY MANUAL TO BE RELEASED EITHER LATE SPRING OR EARLY SUMMER.

AND THERE ARE A LOT OF CONVERSATIONS WITH THEM, INCLUDING SOME SUPERINTENDENT AND OTHER EDUCATORS, TRYING TO SEE IF THIS WILL IMPACT THIS YEAR GRADUATES OR SENIORS OR WILL BE IMPACTING FUTURE GRADUATES.

SO HE STILL DID NOT MAKE UP HIS MIND YET.

SO THERE ARE A LOT OF UNKNOWNS AS FAR AS HOW THIS WILL LOOK LIKE AND HOW THIS WILL IMPACT NOT JUST OUR SYSTEM, OUR DATA HERE IN ROUND ROCK ISD, BUT ALSO ACROSS THE STATE.

SO WE'RE STILL WAITING ON THAT INFORMATION.

BUT I JUST WANT TO MAKE SURE THAT, YOU KNOW, CHANGE IS COMING AND WE STILL HAVE A LOT OF UNANSWERED QUESTIONS.

BUT IN THE MEANWHILE, I WILL SHOW YOU TONIGHT WHAT WE'VE BEEN DOING AND HOW OUR TEACHERS, STAFF AND COUNSELORS ARE TRACKING THE DATA AND MAKING SURE THAT OUR STUDENTS ARE ACTUALLY LEARNING THE CCMR AND THE NEW SYSTEM WE DEVELOPED THIS YEAR OR I GUESS REALLY EXPAND AND CREATE TO HELP WITH THAT EFFORT. SO WE MAKE SURE THAT WE DON'T LEAVE ANY STUDENT BEHIND.

WE WANT TO MAKE SURE AS ALMOST 100%, IF NOT 100% OF OUR STUDENTS ARE EARNING THAT CCMR .

I KNOW IT'S LIKE A HUGE GOAL, BUT WE'RE WORKING TOWARD IT.

SO. RYAN. YEAH.

THANK YOU. THANK YOU, DR. AZAIEZ.

SO WE'LL GO AHEAD AND JUMP IN.

AND THEN, JENNIFER, I'M GOING TO TALK INTO SOME DETAIL ABOUT SOME OF THE EXPECTED CHANGES WITH CCMR AND THE ACCOUNTABILITY REFRESH.

AS DR.

AZAIEZ MENTIONED, WE ARE EXPECTING SIGNIFICANT CHANGES TO EVERYTHING FROM TEST SCORES TO HOW DIFFERENT METRICS ARE ACTUALLY COUNTED WITHIN THE ACCOUNTABILITY SYSTEM.

SO AS WE GO THROUGH THE SPRING, WE'RE GOING TO CONTINUE TO HEAR ABOUT SEVERAL CHANGES THAT ARE GOING TO INFLUENCE MANY OF THESE PRESENTATIONS.

SO JUST A REMINDER OF OUR OVERALL GOAL FOR 2023 IS THAT 88% AND ONE THING I DO WANT TO MENTION, TOO, IS WE ALWAYS HAVE TO REMEMBER THAT CCMR IS A LAGGING INDICATOR, SO IT GETS A LITTLE CONFUSING.

BUT THE ACTUAL STUDENTS WHO COUNT FOR THIS YEAR'S ACCOUNTABILITY, SO OUR 2022-2023 ACCOUNTABILITY OR LAST YEAR'S GRADUATES.

SO THE 2022 GRADUATES ACCOUNT FOR THE 2023 ACCOUNTABILITY.

AND AS DR.

AZAIEZ MENTIONED, THERE'S SIGNIFICANT CHANGES COMING TO THE CCMR , AS WELL AS OTHER ELEMENTS OF ACCOUNTABILITY.

THAT IS, WE DON'T KNOW FOR SURE, BUT IT IS DEFINITELY LOOKING LIKE THAT'S GOING TO COUNT CURRENTLY, WHICH MEANS THE NEW EXPECTATIONS ARE ACTUALLY GOING TO APPLY TO LAST YEAR'S GRADUATES. SO THERE'S OBVIOUSLY NOTHING WE CAN DO ABOUT LAST YEAR'S GRADUATES.

SO WE'RE STILL WAITING TO SEE HOW IF THAT'S GOING TO COME OUT THAT WAY OR NOT.

BUT JUST THIS DATA TABLE HERE JUST WANTED TO SHOW, OF COURSE, THIS YEAR'S GOAL IS TO GET TO 88 ACROSS THE BOARD.

LOOKING AT OUR ACCOUNTABILITY PREVIEW FOR LAST YEAR'S GRADUATES, WE WERE AT AT 79.

NOW THAT NUMBER STILL MOVES A TINY BIT.

I DOUBT IT'LL MOVE A WHOLE PERCENT BECAUSE WE CONTINUE TO GET DATA ALMOST THROUGH SPRING BREAK OF THIS YEAR FOR LAST YEAR'S GRADUATES UNTIL WE GET THAT FINAL, FINAL METRIC.

BUT I DO WANT TO POINT OUT THAT LAST COLUMN IS OUR CURRENT STUDENTS SITTING IN SEATS AS OF TODAY.

SO RIGHT NOW WE'RE AT 73% DISTRICT WIDE FOR ALL STUDENTS.

AND YOU CAN SEE WHERE WE ARE WITH THE DIFFERENT STUDENT GROUPS.

THAT OBVIOUSLY IS THE NUMBER WE HAVE MUCH MORE CONTROL OVER BECAUSE WE STILL HAVE THOSE STUDENTS.

AND I'M GOING TO TALK QUITE A BIT TONIGHT ABOUT DIFFERENT WAYS THAT WE'RE WORKING TOGETHER TO ASSIST CAMPUSES AND MONITORING AND HELPING THOSE STUDENTS.

FOR EXAMPLE, JUST TO ADD TO WHAT RYAN IS SAYING.

FOR EXAMPLE, WE MAY HAVE SOME STUDENTS TAKING AN AP COURSE RIGHT NOW, BUT BECAUSE THEY DIDN'T TAKE THE AP TEST, BECAUSE, REMEMBER, THEY HAVE TO EARN A THREE OR HIGHER, NOT JUST SIT LIKE IN THE CLASS, BUT ALSO TAKE THE TEST AND SCORE THREE OR HIGHER IN ORDER FOR THEM TO EARN THAT THAT CCMAR CREDIT.

SO THAT'S WHY SOME OF THOSE NUMBERS, WE EXPECT THOSE NUMBERS TO BE OBVIOUSLY A LOT HIGHER THAN THAT ONCE OUR STUDENTS ACTUALLY COMPLETE THE COURSE, TAKE THE TEST, SCORE THREE OR

[01:15:08]

HIGHER, AND THAT HOPEFULLY THAT WILL BOOST OUR NUMBERS, AMONG OTHER THINGS.

BUT AP IS ONE OF THOSE.

WE ALSO HAVE UT ONRAMP COURSES, DUAL CREDIT COURSES THAT OUR STUDENTS THEY ENROLL AND AGAIN, THEY HAVE TO ALSO MAKE SURE THAT TO COMPLETE THE COURSE, PASS THE CLASS, EARN THE COLLEGE CREDIT IN ORDER FOR THEM TO EARN THAT CCMR ALSO.

YEAH, AGAIN, TONIGHT'S JUST AN UPDATE.

WE SEE THAT THE NUMBER MOVES A LOT IN THE SPRING.

YOU KNOW STUDENTS ARE TAKING TSI 2, A LOT OF THEM DOING IT THIS WEEK AND THEN THEY'LL CONTINUE TO DO THAT.

SO THERE'S A LOT OF MOVEMENT IN THIS NUMBER THROUGHOUT THE SPRING.

TONIGHT, AGAIN, IS JUST A MID-YEAR KIND OF CHECKUP.

SO GOING ON TO THE NEXT SLIDE, JENNIFER.

SO JUST TALKING ABOUT SOME OF THOSE UPCOMING, LIKE I SAID, POTENTIAL, YOU KNOW, WE'RE STILL NOT 100% SURE WHAT THE ACCOUNTABILITY MANUAL WILL HAVE IN IT.

BUT THE ONE MAIN KEY POINT THAT I WANT TO TALK ABOUT TONIGHT IS AND THIS ONE SOUNDS LIKE IT'S BEEN PART OF EVERY CONVERSATION THAT I'VE BEEN IN WITH WITH TEA AND OTHERS.

IT REALLY SOUNDS LIKE THIS IS PRETTY MUCH FOR SURE.

IT'S THAT RAISING STANDARD FOR EARNING AN A IN THE CCMR PORTION OF DOMAIN 1 FROM A 60% TO AN 88%.

SO LET ME EXPLAIN THAT.

AND IN TERMS OF IF WE CAN ALL UNDERSTAND.

SO IN THE LAST ACCOUNTABILITY SYSTEM, ESSENTIALLY IF A CAMPUS GOT THEIR CCMR NUMBER TO A 60%, THEN THAT WAS SCALE UP TO AN A. AND IN DOMAIN 1.

REMEMBER, DOMAIN 1 IS ALL ABOUT STUDENT ACHIEVEMENT.

SO IF YOU'RE ON AND I'M TALKING ABOUT DOMAIN 1 AND THE ACCOUNTABILITY SYSTEM.

SO THERE'S FOUR DIFFERENT, THREE DIFFERENT DOMAINS.

THERE'S TWO SUBDOMAINS WITHIN DOMAIN TWO.

BUT IN DOMAIN 1 IS STUDENT ACHIEVEMENT, ELEMENTARY AND MIDDLE SCHOOL.

IT'S ALL STAAR TEST.

IN HIGH SCHOOL, 40% OF THAT DOMAIN 1 SCORE IS ACTUALLY YOUR CCMR RATING.

SO AT A HIGH SCHOOL, YOU CAN GET AN A IN YOUR CCMR RATING AND 40% OF THAT DOMAIN SCORE CAN KIND OF OFFSET SOMETIMES SOME OF YOUR STUDENT ACHIEVEMENT.

MOVING FORWARD IT DEFINITELY LOOKS LIKE THAT SKILL SCORE OR THAT THAT EXPECTATION IS GOING TO RAISE FROM A 60 TO AN 88.

SO IN ORDER TO EARN AN 88, I'M SORRY TO EARN AN A IN THE 40% OF YOUR DOMAIN 1 SCORE, A HIGH SCHOOL CAMPUS WILL HAVE TO GET THEIR CCMR NUMBER UP TO AN 88. SIGNIFICANT CHANGE, OBVIOUSLY HAVING LOTS OF RIPPLES THROUGHOUT THE STATE.

LOOKING AT STATEWIDE DATA, THIS WOULD ESSENTIALLY TAKE FROM AROUND 70% OF HIGH SCHOOLS ACROSS THE STATE, EARNING AN A DOWN TO ABOUT 20% OF HIGH SCHOOLS EARNING AN A IN CCMR .

THE WAY THAT A LOT OF THE THINKING AROUND THAT IS EXPLAINED TO US IS THAT, YOU KNOW, THE MORE THE HIGHER THE NUMBER OF STUDENTS WE SEND TO COLLEGE THAT ARE HAVE MET ONE OF THESE METRICS, THE HIGHER NUMBER OF STUDENTS THAT ARE GOING TO PERSIST THROUGHOUT COLLEGE.

SO THAT MAKES SENSE, YOU KNOW, BUT I DO WORRY SOMETIMES WHEN WE TALK ABOUT, YOU KNOW, WHAT IS K-12 HAVE THE MOST INFLUENCE OVER? DO WE HAVE THE MOST INFLUENCE OVER READINESS ON GETTING KIDS READY TO GO TO COLLEGE, OR DO WE HAVE THE MOST INFLUENCE ON THEM PERSISTING THROUGHOUT THEIR COLLEGE CAREER? SO IN MY MIND, WE ARE, WE GET THEM READY.

HIGHER ED HELPS THEM PERSIST THROUGH.

BUT THAT'S NOT ALWAYS THE WAY THAT TEA IS LOOKING AT IT WHEN TRYING TO RAISE THAT NUMBER.

SO EITHER WAY, OUR HIGH SCHOOLS ARE GOING TO HAVE TO EARN THE SAME DOMAIN 1 SCORE, THEIR STUDENT ACHIEVEMENT NUMBER IS GOING TO HAVE TO GO UP BECAUSE THE DOMAIN 1 40% OF IT FOR CMAR IS GOING TO BE A LOT HARDER TO GET AN A IN THAT PORTION.

SOME OTHER CHANGES PHASE IN OF THE NEW STANDARD RELATED INDUSTRY BASED CERTIFICATIONS.

SO IN THE PAST YOU COULD TAKE AN IBC.

WE'VE TALKED A LOT ABOUT THAT LAST YEAR.

WE'LL TALK MORE ABOUT THAT AND ONE OF OUR GPM UPDATES IN THE SPRING.

YOU COULD JUST TAKE ONE OF THE IBCS AND ESSENTIALLY THAT WOULD BE A WAY THAT YOU COULD HIT YOUR CCMR INDICATOR.

STARTING THIS YEAR, YOU'RE GOING TO HAVE TO PASS ONE OF THE INDUSTRY BASED CERTIFICATIONS AND YOU'LL HAVE TO BE ENROLLED IN AT LEAST A LEVEL TWO COURSE IN THAT PATHWAY.

NEXT YEAR, THE WAY THEY'RE EXPLAINING IT RIGHT NOW IS YOU'LL HAVE TO PASS THE CERTIFICATION AND AT LEAST BE A CONCENTRATOR IN THAT PATHWAY, MEANING I BELIEVE IT'S THREE COURSES, THREE COURSES THAT YOU HAVE TO, DON'T QUOTE ME, TWO OR THREE COURSES IN THAT PATHWAY THAT YOU HAVE TO COMPLETE.

AND THEN THE PHASE IN OF THAT IS IN THE YEAR AFTER THAT, IT WILL BE LOOKING AT YOU HAVE TO PASS THE INDUSTRY BASED CERTIFICATION AND COMPLETE THE PATHWAY WITHIN CTE IN ORDER TO EAT THAT, MEET THAT INDICATOR.

SO MUCH MORE, MUCH MORE RIGOROUS, LESS OF JUST TAKE ONE TEST AND GET THE INDICATOR.

THERE'S ALSO BEEN A LOT OF CHANGES IN THE IBCS OF WHAT COUNTS, WHAT DOESN'T.

SOME OF THE IBCS THAT MANY, MANY STUDENTS, NOT A TON HERE ROUND ROCK BUT ACROSS THE STATE WERE TAKING SOME OF THOSE ARE NOT GOING TO COUNT.

THE MICROSOFT OFFICE WAS ONE OF THEM.

THERE'S A LIST, BUT I DON'T HAVE IT IN FRONT OF ME.

BUT THE IBC LIST ESSENTIALLY HAS CHANGED A COUPLE OF TIMES AND WILL CONTINUE TO BE UPDATED.

[01:20:02]

THEY TALK TO INDUSTRY AND SEE WHAT YOU KNOW, WHAT'S VALUED AND THEN THINGS CHANGE ALONG THE WAY THERE.

AND THEN THE FINAL UPDATE THAT THEY'RE TALKING ABOUT IS UPDATES AROUND THAT REQUIREMENT FOR THE COLLEGE PREP, ENGLISH AND MATH COURSE.

SO RIGHT NOW WE PARTNER WITH ACC ON THE DEVELOPMENT OF A COLLEGE PREP, ENGLISH AND MATH.

THAT'S THAT COURSE I WAS TALKING ABOUT THAT IF YOU'RE A SENIOR AND YOU HAVEN'T MET YOUR COLLEGE READINESS AND READING YOUR MATH, THEN WE ENROLL YOU ESSENTIALLY IN A COLLEGE PREP COURSE AND WE WORK WITH ACC ON ON CREATING A FINAL FOR THAT COURSE AND LOOKING AT THE CONTENT AND THE LEVEL OF RIGOR.

AND IF YOU AS A SENIOR, YOU PASS THE COURSE AND YOU PASS THE FINAL, THEN THAT COUNTS AS YOUR CCMR INDICATOR.

STATES LOOKING AT STANDARDIZING THAT ACROSS THE ACROSS THE STATE, BECAUSE I THINK EACH DISTRICT KIND OF HAS DIFFERENT MOUS AND PARTNERSHIPS WITH DIFFERENT HIGHER ED PARTNERS AND THEY'RE LOOKING TO HAVE SOME CONSISTENCY THERE.

I DON'T ANTICIPATE THAT BEING A BIG, BIG DEAL FOR US, BUT IT'S JUST ONE OF THE CHANGES THAT IS UNDERWAY.

NEXT SLIDE IS WHAT I TALKED ABOUT BEFORE THE SLIDE DECK WAS UP.

SO THOSE ARE ALL THE DIFFERENT WAYS THAT YOU CAN MEET YOUR CCMR INDICATOR.

JENNIFER, YOU CAN GO ON TO THE NEXT ONE.

SO I JUST WANTED US TO LOOK AT ESSENTIALLY A FIVE YEAR TREND OF CCMR NUMBERS BY HIGH SCHOOL.

AND AS YOU CAN SEE, WE WERE WE WERE MAKING MAKING GOOD GROWTH AND PROGRESS PRETTY MUCH ACROSS THE BOARD.

AND CCMR REALLY TOOK A HIT WHEN WHEN COVID HIT AT THE SAME TIME IT HIT.

IT HAD SUCH AN IMPACT ON OUR SYSTEMS AND CCMR IS A LOT ABOUT SYSTEMS MONITORING SYSTEMS. GET KIDS IN THE RIGHT COURSES, ALL THOSE KINDS OF THINGS.

SO I THINK WE'RE COMING OUT THE OTHER END.

I'M GOING TO TALK ABOUT SOME OF THE NEW MONITORING SYSTEMS WE'VE PUT IN PLACE THAT I THINK ARE GOING TO HELP US GET BACK ON ON THAT GROWTH TRAJECTORY.

BUT I THINK WE WERE LIKE I SAID, WE WERE ON WE WERE ON A GOOD TRACK FORWARD AND WE'RE GOING TO GET BACK THERE.

BUT WE DEFINITELY DID SEE A LOT OF DISRUPTION IN THAT 2020 AND 2021 DATA COINCIDING WITH THE PANDEMIC.

OUR NEXT SLIDE, I JUST WANTED TO GIVE AN UPDATE AGAIN, BECAUSE OUR PURPOSE TONIGHT IS REALLY JUST TO GIVE AN UPDATE OF WHERE WE ARE AT THIS POINT IN THE YEAR.

SO WHAT WE'RE LOOKING AT HERE IS OUR CURRENT STUDENTS BY CAMPUS THAT HAVE MET THEIR CCMR READINESS.

SO THE BAR SHOWS THE PERCENTAGE AND THAT DIAMOND IS THE TARGET THAT THE CAMPUS SET TO MEET ITS GOAL AT THE END OF THE YEAR.

THESE ARE NOT THE PERCENTAGE OF WHERE THE STUDENTS ENDED LAST YEAR.

THIS IS THE PERCENTAGE OF WHERE STUDENTS ARE AT THIS POINT IN TIME.

SO LIKE I SAID, WE ARE EXPECTING TO SEE SIGNIFICANT CHANGE THROUGHOUT THE SPRING.

WE SAW THAT LAST YEAR. WE TYPICALLY SEE THAT IN THE SPRING AS MORE AND MORE OF OUR SENIORS MEET THAT NUMBER, BUT DID WANT TO PROVIDE AN UPDATE.

A GOOD REASON TO PROVIDE THIS UPDATE RIGHT NOW, TOO, IS WE CAN AS LONG AS WE STAY CONSISTENT WITH OUR MONITORING CALENDAR, THEN WE CAN HAVE A GOOD MIDYEAR MIDDLE OF YEAR CHECK. WE DIDN'T DO THIS PRESENTATION AT THIS POINT LAST YEAR, SO IT'S HARD TO MAKE AN EXACT YEAR TO YEAR COMPARISON.

BUT MOVING FORWARD, WE'LL HAVE LIKE A TIME STAMPED DECEMBER CHECKPOINT.

SO NEXT YEAR WE'LL BE ABLE TO DO THAT AS WELL.

I'M ALSO ONE, OF COURSE, TO SHARE OUR STUDENT GROUP WHERE OUR VARIOUS GROUPS ARE COMPARED TO WHERE THEY ENDED LAST YEAR VERSUS WHERE THEY ARE THIS YEAR.

AND THEN THE DIAMOND, AGAIN, IS THE END OF YOUR TARGET THAT WE HAVE SET FOR OUR STUDENTS FOR FOR THIS YEAR.

SO LIKE I SAID, AGAIN, WE'LL CONTINUE TO SEE CHANGE IN THIS OVER THE SPRING.

I THINK THAT'S ABOUT ALL I HAVE FOR THAT FOR TONIGHT.

AND THEN I WANTED TO SHARE JUST SOME KEY POINTS.

I'VE MENTIONED MOST OF THESE ALREADY.

EVERY HIGH SCHOOL, LIKE I SAID, WAS SHOWING PERFORMANCE GROWTH FOR THOSE THREE YEARS HEADING INTO THE PANDEMIC.

WE'VE SEEN SOME DISRUPTION.

WE CAN GET BACK ON THAT GROWTH TRAJECTORY THROUGH THE FIVE HIGH SCHOOLS.

AGAIN, WE'RE ABLE TO INCREASE THEIR CCMR RATE FOR THAT CLASS OF 2021, CONTINUING TO WORK ACROSS THE BOARD ON MAKING THAT CONSISTENT.

AND THEN REALLY, I THINK TRANSITIONING US TO THE LAST COUPLE THINGS THAT I WANT TO TALK ABOUT BEFORE WE CAN ANSWER SOME QUESTIONS IS JUST LOOKING AT SOME OF THE INCREASED TRACKING TOOLS AND DASHBOARDS AND THINGS THAT OUR TEAMS HAVE PUT IN PLACE TO HELP SUPPORT CAMPUSES IN THE MONITORING OF A CCMR .

SO WE TALKED ABOUT, GO INTO THE NEXT SLIDE, JENNIFER.

WE TALKED ABOUT A FEW OF THESE IN THE OCTOBER ACADEMIC WORKSHOP, SO JUST WANTED TO HIGHLIGHT THEM AGAIN TODAY.

SO THIS IS WE'RE REALLY TRYING TO BUILD THIS IN TO BE KIND OF YOUR MONTHLY ONE STOP SHOP FOR EVERYTHING CCMR THAT A CAMPUS PRINCIPAL OR ANYBODY ON A CAMPUS THAT'S HELPING TO MONITOR CCMR PERFORMANCE IS ABLE TO UTILIZE.

SO THIS DOCUMENT, AND WE PUT A SAMPLE OF IT, ANYBODY THAT WANTS TO, THEY CAN CLICK ON THAT.

IT'LL TAKE YOU TO OUR SAMPLE.

IF ANY OF THOSE LINKS ARE LIVE, YOU'RE NOT GOING TO CLICK ON THEM BECAUSE THEY GO TO OUR INTERNAL DASHBOARD.

YES, SIR. I JUST WANT TO ADD.

SO WE SEND A MONTHLY REPORT TO THE SCHOOL, TO THE PRINCIPAL AND HIS TEAM OR HER TEAM.

[01:25:05]

HOWEVER, THEY CAN TRACK THIS DAILY LIKE THEY CAN EVERY DAY.

THEY LOOK, THEY CAN OPEN IT AND SEE HOW MANY STUDENTS THEY HAVE.

THEY CAN LOOK AT IT WITH DEPENDING ON THE STUDENT GROUPS, ALL STUDENT GROUPS, THEY CAN SEE IT.

THEY CAN SEE, THE COOL THING ABOUT IT ALSO.

WE HAVE IT STARTING AT THE FRESHMEN.

SO IF I'M A PRINCIPAL, LET'S SAY LIKE MATT, RIGHT, HE CAN OPEN THIS DASHBOARD AND HE CAN LOOK AT HIS ROUND ROCK HIGH SCHOOL FRESHMAN AND SEE HOW HIS FRESHMEN STUDENTS ARE DOING RIGHT NOW AND THEN MAYBE WORK WITH HIS TEAM TO PLAN HOW THESE STUDENTS, EVERY ONE OF THEM, WILL EARN THAT CCMR DATA POINT EVENTUALLY, RIGHT? SO THEY CAN ACTUALLY TRACK.

I'M NOT, WE'RE NOT JUST TRACKING THE SENIORS.

WE'RE ACTUALLY LOOKING AT EVERY STUDENT STARTING AT THE FRESHMAN YEAR TO MAKE SURE AGAIN THAT WE START IN EARLY AND THAT WE WANT TO MAKE SURE THAT EVERY KID EVENTUALLY BEFORE THEY GRADUATE, THAT THEY EARN THAT CCMR CREDIT.

I KNOW WE NORMALLY WAIT, BUT I JUST HAD A QUESTION THAT'S RELATED TO THAT.

WHAT'S THE ACCOUNTABILITY FOR? BECAUSE YOU SAID THAT EACH CAMPUS SETS THEIR METRICS.

SO WHAT'S THE ACCOUNTABILITY FOR THAT? SO YOU MEAN, HOW IS IT LIKE HOW THEY SET UP THEIR THEIR GOALS? WELL, USUALLY THEY LOOK AT WHAT WAS THEIR PREVIOUS YEAR SCORE AND THEN THEY CAN LOOK AT OBVIOUSLY INCREASE IT.

BUT ALSO THEY HAVE TO KEEP IN MIND OUR DISTRICT GOAL.

OUR DISTRICT GOAL FOR THIS YEAR IS 88.

I KNOW WE'RE PROBABLY TALKING ABOUT MAYBE STONY POINT.

THAT WAS THE LOW POINT AND WE HAD CONVERSATION ABOUT IT.

AND WE AREHAVING CONVERSATION WITH MR. WATSON AND HIS TEAM ABOUT IT.

BUT USUALLY THEY LOOK WHERE THEY AT.

I THINK THEY WERE IN HIGH 60 LAST YEAR.

SO IN THEIR MIND, LIKE, OKAY, WE'RE GOING TO GO TO 70.

I THINK 72, 73 WAS THEIR THEIR GOAL.

BUT WE WANT TO WE WANT TO HAVE A MORE ROBUST GOAL FOR THEM.

OKAY. THANK YOU.

YEAH. AS DR.

AZAIEZ MENTIONED, ON A CAMPUS, YOU CAN DRILL DOWN TO SAY, IF I WAS A COUNSELOR AT A HIGH SCHOOL OR AN ASSISTANT PRINCIPAL THAT HAS AN ALPHA, YOU KNOW, SO ONE OF THE REPORTS THERE, I CAN PULL THAT UP AND I CAN DRILL DOWN JUST TO MY ALPHA KIDS AND I CAN SEE A SPREADSHEET THAT SHOWS.

HERE'S MY LIST OF 150, 203 HUNDRED KIDS AND GO ACROSS THE BOARD AND SEE WHO HAS MET THEIR CCMR INDICATOR, WHO HAS AND HOW THEY DID IT.

HOW MIGHT WE WANT TO INTERVENE FOR THAT PARTICULAR STUDENT? THERE'S A LOT OF TIMELINE HELP IN THERE, TOO.

THERE'S SOME TRACKING SHEETS BECAUSE A LOT WITH CCMR S IS MEETING TIMELINES, MEETING DEADLINES, MAKING SURE KIDS GET ENROLLED IN THE RIGHT CLASSES.

WE HAVE TO ENROLL KIDS IN A, IT'S CALLED CATEMA.

IT'S A TOOL THAT ACC USES TO TRACK THE COMPLETION OF THE FINAL FOR THAT COLLEGE PREP COURSE.

SO IT'S JUST A LOT OF WORK THAT GOES INTO MANAGING THE CCMR ON TOP OF THE STUDENT'S PERFORMANCE.

RIGHT. SO THAT'S JUST A LOOK AT THE MONTHLY REPORT THAT WE SEND OUT.

AGAIN, A LOT OF THE DATA IN THERE HAS BEEN THERE IN THE PAST.

WE'RE JUST PACKAGING IT IN A MUCH MORE I FEEL AND I THINK THE PRINCIPALS WE'VE TALKED TO ARE MUCH MORE USER FRIENDLY WAY.

AND AGAIN, GETTING THAT, KIND OF BUILDING THAT HABIT OF CONSTANT MONITORING OF CCMR .

AND AS DR.

AZAIEZ MENTIONED, WE HAVE LIVE DASHBOARDS.

THIS ISN'T LIVE RIGHT HERE.

THIS IS A SCREENSHOT, BUT ESSENTIALLY I CAN FILTER DOWN.

AND WHEN I SAY, I MEAN ANYBODY THAT'S LEADING THE WORK ON THE CAMPUS, MONITORING THE WORK, YOU CAN FILTER DOWN TO CERTAIN GRADE LEVEL A CERTAIN WAY THAT YOUR STUDENTS HAVE MET THAT CCMR INDICATOR.

SO NEXT MONTH WE'RE GOING TO BE TALKING ABOUT COLLEGE READINESS AND READING AND MATH.

SO IF I'M A PRINCIPAL OR AN AP OR A COUNSELOR, I CAN JUST LOOK AT THAT LEFT HAND SIDE THERE AND I SEE MY, I CLICK ON THE GREEN AND I CAN SEE THE NUMBER OF STUDENTS WHO HAVE AND WHO THEY ARE, WHO HAVE ALREADY MET THAT COLLEGE READINESS AND MATH AND READING.

KIDS ON, THOSE ON THE LEFT, ON THE RED HAVE NOT.

AND THEN I HAVE THAT SAME ABILITY FOR ALL THE DIFFERENT INDICATORS AS WELL.

IF THIS WAS LIVE, YOU COULD SCROLL DOWN AND SEE THE OTHER INDICATORS.

I CAN ALSO LOOK UP TOP AND I CAN BREAK IT DOWN BY DIFFERENT STUDENT GROUPS SO I CAN MAKE SURE THAT I'M MONITORING ALL MY DIFFERENT DIFFERENT STUDENT GROUPS IN MY CAMPUS AS WELL.

SO LIKE I SAID, WE'VE HAD THE DASHBOARDS IN THE PAST.

WE HAVEN'T NECESSARILY HAD OUR CCMR DASHBOARD DOWN TO THE GRANULAR LEVEL, YOU KNOW, THAT WE DO NOW.

AND LIKE I'VE MENTIONED A COUPLE OF TIMES, A LOT OF CCMR IS JUST THAT CONSTANT, CONSTANT MONITORING, CONSTANTLY WORKING WITH THE KIDS AND REALLY FEEL THAT THIS TOOL IS GOING TO HELP OUR CAMPUSES DO THAT.

NOW IT'S GOING TO.

SO ONE OF THE THINGS THAT WE DO OFTEN FOR THE BOARD IS WE PROVIDE YOU WITH A LOT OF OUTCOME DATA.

AND ONE OF THE THINGS THAT WE WANT YOU TO BE AWARE OF, OUTCOME DATA IS JUST PART OF THE PICTURE.

WE'RE VERY PROUD OF THE FACT THAT THIS, RYAN AND HIS TEAM HAVE BEEN ABLE TO CREATE THIS BECAUSE THEN IT HAS THE ABILITY THEN FOR US TO MONITOR AT ANY MOMENT WHAT IS HAPPENING AND WHO IS DOING WHAT IN THE SYSTEM.

BUT WHAT WE DO REALIZE AND WHAT WE ARE WORKING ON AND WE'RE GOING TO BE PUTTING SOME ADDITIONAL THINGS IN PLACE IS THAT OFTENTIMES THE ABILITY THEN FOR A STUDENT TO BE

[01:30:02]

SUCCESSFUL WHEN IT COMES TO CCMR IS DEPENDENT ON WHAT IS HAPPENING WITHIN MATH.

SO AS A DISTRICT, PART OF THE CONVERSATION WE'RE HAVING IS WHAT WE CAN DO DIFFERENTLY IN REGARDS TO MATH INSTRUCTION AND NOT NECESSARILY JUST AT THE HIGH SCHOOL LEVEL, BUT AT THE ELEMENTARY AND MIDDLE SCHOOL LEVEL, BECAUSE REALLY AND TRULY THAT DICTATES WHAT HAPPENS WITH THE DATA LATER ON THE CAMPUS PRINCIPAL AT THE HIGH SCHOOL LEVEL, THEIR ABILITY THEN TO DETERMINE WHAT EXACTLY HAPPENED TO THE STUDENT, THAT WINDOW CLOSES.

THE FURTHER WE GO ALONG THE CONTINUUM ONTO HIGH SCHOOL.

SO PART OF WHAT WE'RE GOING TO BE WORKING ON IS SPECIFICALLY IS WHAT WE WANT MATH INSTRUCTION TO LOOK LIKE AT THE ELEMENTARY, AT THE MIDDLE SCHOOL LEVEL.

PART OF WHAT WE WANT EVERYONE TO UNDERSTAND IS STUDENTS AND THEIR ABILITY TO PASS THE CCMR, THE TEST, TSI, SAT, ACT, WHATEVER HAVE YOU. IT'S NOT NECESSARILY A PRODUCT OF WHETHER OR NOT YOU'RE SAYING THAT THIS STUDENT IS REALLY SMART.

IT'S A PRODUCT OF WHAT THEY'VE HAD ACCESS TO AND WHEN THEY'VE HAD ACCESS TO IT.

SO THEIR ABILITY THEN TO HAVE CERTAIN CURRICULUM ALREADY IN PLACE, THAT DETERMINES THEN HOW SUCCESSFUL THEY CAN BE ON THE TSI, SAT, ACT AND SO FORTH.

AND PART OF WHAT WE'RE LOOKING AT IS THEN MAKING SURE THAT AS MANY OF OUR STUDENTS AS POSSIBLE, ESPECIALLY IN THOSE POPULATIONS WHERE WE'RE SEEING THAT THEY HAVE NOT PERFORMED AT THE LEVEL WE WOULD WISH, MAKING SURE THAT THEY HAVE ACCESS TO THAT CURRICULUM TO INCREASE THEIR OPPORTUNITIES TO DO WELL ON THESE DIFFERENT ASSESSMENTS THAT DETERMINE THEIR COLLEGE READINESS.

I JUST WANT TO ADD. SO WE ARE REALLY PROUD OF THE DASHBOARD.

I MEAN, THIS DASHBOARD AGAIN, I MEAN, I WISH WE CAN PUT IT.

REMEMBER, THEIR STUDENTS NAME AND STUFF LIKE THAT, BUT THE WAY IT WAS, RYAN'S TEAM, ERICA AND HIS TEAM, HER TEAM DID IS PRETTY MUCH LOOKING AT EVERY INDICATOR. EVERY STUDENT GETS REFRESHED EVERY DAY, AS I SAY, OVERNIGHT.

RIGHT? LOOKING AT EVERY STUDENT GROUP, YOU CAN FILTER IT BY, AS I SAID, GRADE LEVEL.

I MEAN, YOU CAN PRETTY MUCH CHECK EVERYTHING AND MAKE SURE AGAIN THAT THAT THAT WE ARE MEETING OUR GOALS WHEN IT COMES TO CCMR FOR OUR FOR ALL OUR STUDENTS.

SO AGAIN THIS IT JUST, THIS IS LIKE AND I CAN TELL YOU I MEAN NOT A LOT OF SCHOOL DISTRICTS ARE FORTUNATE TO HAVE SOMETHING LIKE THAT.

OFTENTIMES OUR, THE COUNSELORS AND THEIR TEAM, WE END UP LIKE DOING, GO INTO THEIR LET'S SAY IN OUR IN OUR CASE, WE'LL GO TO EACH SCHOOL AND LOOK AT ONE BY ONE.

IT'S JUST TOO MUCH WORK IN ORDER FOR THEM TO TRACK AND FIGURE OUT IF IT'S ACTUALLY OUR STUDENTS ARE MEETING CCMR. WITH THIS ONE, WE'RE MAKING IT EASIER FOR THEM.

AND SO BECAUSE THEY'RE BUSY, THEY HAVE SO MUCH ON THEIR PLATE.

SO ANYTHING WE CAN DO FROM US HERE TO SUPPORT THEIR WORK AND WE ARE LISTENING IF THEY WANT US TO TWEAK OR CHANGE, THE TEAM IS ALWAYS READY TO KIND OF TWEAK IT.

BUT WE'RE AGAIN, VERY FORTUNATE THAT WE HAVE THIS DASHBOARD NOW THE WAY IT IS.

AND SO WE'RE EXCITED.

SO I EXPECT OUR SCORES TO GO UP AND MORE OF OUR STUDENTS TO EARN THE CCMR .

ALL RIGHT. SO I'VE GOT ONE MORE SLIDE I WANT TO TALK ABOUT.

SO JUST WANTED TO TIE THIS IN.

ALSO, JUST MAKE SURE EVERYBODY IS AWARE OF THE FINANCIAL IMPACT OF CCMR. SO IT'S A SIGNIFICANT OUTCOME BONUS THAT WE HAVE THE OPPORTUNITY TO EARN.

AND WE HAVE SEEN GROWTH IN THAT AWARD THAT WE RECEIVE, I GUESS WE CALL AN AWARD, FROM THE STATE.

SO JUST THE WAY THE OUTCOME BONUS WORKS.

SO EVERY STUDENT THAT THAT ECONOMICALLY DISADVANTAGED STUDENT THAT HITS THAT INDICATOR IS $5,000.

NON ECONOMICALLY DISADVANTAGED, $3000.

THE SPECIAL ED STUDENTS IS A $2,000 OUTCOME BONUS AND YOU CAN SEE THE GROWTH IN THE FUNDING THAT WE HAVE RECEIVED FROM THAT AS WELL.

THERE'S A DRAWDOWN THAT YOU HAVE TO PAY.

I THINK IT'S 60% OF THAT FUNDING HAS TO GO DIRECTLY TOWARDS CCMR FUNDING ITEMS. SO A LOT OF THAT IS LIKE OUR ATTENDANCE SPECIALIST, EARLY COLLEGE HIGH SCHOOL, PRETTY MUCH ACROSS THE BOARD IS FUNDED OUT OF CCMR AS WELL AS SOME OTHER OTHER POSITIONS THAT ARE RELATED DIRECTLY TO CCMR THAN THE OTHER PORTIONS OF THAT.

THOSE DOLLARS GO INTO THE INTO THE GENERAL FUND.

BUT I JUST WANTED TO HIGHLIGHT WE LIKE TO TALK ABOUT WITH OUR CAMPUSES AS WELL THAT THAT, YOU KNOW, IT'S NOT JUST ABOUT THE MONEY, BUT IT IS A PART OF THE OVERALL CCMR PROGRAM THAT WE DO WANT TO BE AWARE OF.

I THINK WITH THAT, WE'RE READY FOR QUESTIONS.

ALL RIGHT, TRUSTEE HARRISON, YOU STILL HAVE YOUR LIGHT ON.

I ASKED MY QUESTION. I'LL YIELD.

DID ANYBODY ELSE? ALL RIGHT, TRUSTEE WESTON.

I JUST WANT TO ACKNOWLEDGE DR.

NICHOLS. AGAIN, WELCOME BACK TO ROUND ROCK ISD AND THANK YOU FOR SOMETHING SPECIFIC THAT YOU SAID.

[01:35:05]

YOU PULLED OUT MATH SPECIFICALLY AND YOU TALKED ABOUT THE IMPACT OF THAT ON CCMR AND HOW IT STARTS EARLY.

AND I'M JUST REFLECTING ON YOUR TIME AS THE STONY POINT AREA SUPERINTENDENT, BECAUSE IF I RECALL CORRECTLY, YOU WERE TALKING ABOUT THAT BACK THEN AND YOU WERE MAKING AN IMPACT AND SETTING HIGH STANDARDS BACK THEN.

DO I REMEMBER THAT CORRECTLY AND EVEN MOVE THE NEEDLE IN ROUND ROCK ISD FOR THAT LEARNING COMMUNITY.

SO I JUST WANTED TO ACKNOWLEDGE THAT AND THANK YOU FOR THAT.

I'VE GOT NUMBER FOUR IN COLLEGE RIGHT NOW, AND SO I'VE WATCHED HOW MATH REALLY IMPACTS THAT TRANSITION AND HOW IF YOU CAN'T PASS AND GET RIGHT INTO MATH 151 YOU HAVE TO DO MATH 150.

THAT HAS AN IMPACT AND THEN IT CARRIES OVER INTO MATH 152.

SO WHEN WE'RE, YOU SAID IT, THIS MATTERS IN ELEMENTARY SCHOOL.

AND AS A PARENT, I'VE SEEN IT THROUGH THE COLLEGE EXPERIENCE.

AND YOU'RE RIGHT, IT MATTERS.

THIS IS CORE AND FUNDAMENTAL TO OUR MISSION.

AND I LOOK FORWARD TO THE IMPACT THAT YOU'LL NOW HAVE ON THE ENTIRE SCHOOL DISTRICT WITH ALL OF THIS WORK AS WE GO FORWARD.

TRUSTEE ZARATE.

FIRST OF ALL, THANK YOU FOR THE PRESENTATION.

VERY THOROUGH AND AWESOME.

GREAT. I HAVE A QUESTION.

YOU MENTIONED BRIEFLY.

I HEARD THAT THIS CAN BE REFRESHED OVERNIGHT AND THAT THE DATA WILL CHANGE DAILY.

IS THAT TRUE? AND WHO IS RESPONSIBLE FOR ENTERING THAT DATA IS MY QUESTION.

YEAH, THAT'S A GOOD QUESTION. SO LET'S SAY YOU GET AZ AND NOW AZ TOOK AN AP TEST AND SCORED THREE, FOUR OR FIVE.

SO SOMEBODY HAS TO GO TO THE SYSTEM AND IT COULD BE, FOR EXAMPLE, A COUNSELOR, COULD BE A REGISTRAR OR SOMEBODY FROM THE SCHOOL COULD CODE AZ NOW, HE EARNED CCMR OR I'M SORRY, IN THIS SYSTEM GO AND PUT IT IN THE SYSTEM HERE.

SO WHAT HAPPENS IS ANYBODY OVERNIGHT.

SO THE NEXT DAY, ANYBODY WHO HAVE ACCESS TO THE DASHBOARD, DOESN'T MATTER WHO PUT THAT CHECK OR WHO CODED IT WOULD BE ABLE TO SEE THAT NOW AZ EARNED THAT CREDIT. DOES THAT MAKE SENSE? YEAH. SO IT REFRESHES EVERY NIGHT.

I GUESS WHAT I'M REALLY WORRIED ABOUT IS THAT WE'RE UNDULY BURDENING TEACHERS WITH ANOTHER DEADLINE THAT THEY HAVE TO MEET OR SOMETHING LIKE THAT.

I DON'T KNOW THAT THAT'S THE CASE OR.

NO, IT'S AUTOMATIC. WHAT I MEANT, IT'S SORT OF REFRESHES AUTOMATICALLY.

SO IT SPEAKS TO OUR SCHOOL, WHAT'S CALLED THE STUDENT INFORMATION SYSTEM.

AND WE USE A PROGRAM CALLED E SCHOOL PLUS.

AND SO THAT'S WHEN WE KEEP ALL OUR STUDENT DEMOGRAPHICS, OUR GRADES AND EVERYTHING LIKE THAT.

SO THIS DASHBOARD SPEAKS TO THAT, TO EACH SCHOOL.

SO ANYBODY WHO CODED IN E SCHOOL WILL BE ABLE TO REFRESH AND ANYBODY CAN SEE IT THEN IN THE DASHBOARD AFTER THE NEXT DAY.

SO NOBODY WOULD HAVE TO DO IT.

AUTOMATIC. THAT'S FANCY.

THAT'S A GOOD QUESTION.

ERICA, IS SOME OF IT AN AUTOMATIC PULL OR SOME OF IT.

I THOUGHT SOME OF IT, IF SHE CAN TELL US, BECAUSE I THOUGHT SOME OF IT IS AUTOMATIC.

LIKE ONCE THE DATA GETS ENTERED IN, IT PULLS THE DATA.

I DON'T THINK WE HAVE TO ENTER ALL OF IT.

THAT'S CORRECT.

OUR SYSTEMS ARE AUTOMATED WHERE THE DATA GOES INTO THE THINGS THAT WE REALLY SEE.

UPDATING DAILY IS OUR TSI 2 BECAUSE IT'S A LOCAL ASSESSMENT.

WE CAN GIVE IT DAILY.

WE HAVE IT SET UP TO WHERE THAT DATA DUMPS AT THE END OF THE DAY.

THEN AT NIGHT IT ROLLS INTO THE SYSTEM AND NOBODY ON CAMPUS EVER UPDATES ANYTHING ON THE OTHER DATA FILES COME TO OUR DEPARTMENT.

THEY DROP THAT INTO OUR FOLDERS FOR OUR VENDOR AND IT UPLOADS OVERNIGHT.

SO A TEACHER NEVER HAS TO DO ANYTHING.

THE WONDERS OF TECHNOLOGY.

THANK YOU. THAT ANSWERS IT.

I DON'T HAVE ANY OTHER LIGHTS ON, BUT I DO HAVE A QUESTION.

MAN, MY LIGHTS ARE NOT WORKING.

Y'ALL JUST KIND OF RAISE YOUR HAND.

TIFFANIE'S IS WORKING.

TRUSTEE BONE. THANK YOU.

THANK YOU FOR THE PRESENTATION.

I JUST WANTED TO TALK ABOUT ONE OF THE TRENDS THAT WE KEEP SEEING.

IF YOU GO BACK TO SLIDE SEVEN.

AND THIS GOES BACK A COUPLE OF MONTHS AGO WHEN WE HAD, I FORGET HER NAME.

SHE CAME INTO THE PRESENTATION, BUT SHE TALKED ABOUT ACROSS THE STATE THAT ECONOMICALLY DISADVANTAGE.

THEY DIDN'T SEE THAT CORRELATED CLOSE TO CLOSING THE GAP.

BUT WHEN THEY DID THAT CORRELATION AND ROUND ROCK ISD, THEY DID FIND THAT ECONOMIC DISADVANTAGE WAS CORRELATED, THAT WE DIDN'T CLOSE THE GAP.

AND WHEN I LOOKED AT THIS, YOU LOOK AT THE ECONOMIC DISADVANTAGE AND THEY'RE THE THIRD LOWEST SCORE, I BELIEVE, ON THIS GRAPH ONLY BEHIND THE EMERGENT BILINGUAL AND THE SPECIAL ED.

AND THEN YOU HAVE THE ECONOMIC DISADVANTAGED.

I GUESS THIS IS JUST CONCERNING TO ME THAT IF YOU'RE ECONOMICALLY DISADVANTAGED IN ROUND ROCK ISD, THAT IT AGAIN IS JUST DEMONSTRATING THAT, YOU KNOW, MAYBE THERE'S SOMETHING HERE THAT WE REALLY NEED TO FOCUS ON THESE KIDS.

AND I DON'T KNOW IF THIS IS, YOU KNOW, CAMPUS DRIVEN.

I UNDERSTAND THE MATH, BUT I THINK THIS IS BEYOND MATH BECAUSE THIS SEEMS TO BE AN ECONOMIC STATUS THAT CAN BE CORRELATED IN ROUND ROCK ISD TO YOUR

[01:40:10]

SUCCESS, NOT ONLY IN CLOSING THE GAP, BUT NOW INTO IF YOU'RE GOING TO BE CCMR READY.

SO I GUESS I WOULD JUST ASK MY OTHER COLLEAGUES, I THINK WE NEED TO DIG INTO THIS.

I THINK THIS WOULD BE SOMETHING THAT I'D PERSONALLY LIKE TO SEE OVER THE NEXT YEAR THAT WE FIGURE OUT WHY IN OUR DISTRICT WE KEEP CORRELATING ECONOMIC DISADVANTAGE TO DIFFERENT THINGS AND WHY THEY ARE SO LOW AND ALL THESE DIFFERENT CATEGORIES.

I KNOW WE'VE BEEN REALLY CONCERNED WITH SPED, WHICH I AM TOO, BECAUSE YOU'LL SEE HERE THAT THAT'S ACTUALLY CORRELATED PRETTY LOW THERE.

BUT ECONOMIC DISADVANTAGED IS ONE THAT I'M REALLY CONCERNED ABOUT.

AND LET ME JUST SAY THAT I AGREE WITH YOU, DR.

BONE. I THINK HISTORICALLY IN THIS DISTRICT, IT'S NOTHING NEW.

I THINK AT THIS BOARD AND I'M SUPER PROUD TO BE PART OF THIS TEAM, THIS BOARD, SINCE I GOT HERE, THEY MADE IT VERY CLEAR TO ME THAT CLOSING THE ACHIEVEMENT GAP AND ACROSS THE BOARD, NOT JUST IN CCMR, IT'S A PRIORITY.

AND I TOTALLY AGREE WITH YOU.

I THINK OUR STUDENT GROUPS, MANY OF THEM, INCLUDING A LOW ECONOMIC DISADVANTAGED, THEY NEED A LOT MORE ATTENTION FROM OUR SIDE.

AND AGAIN, I'M PROUD TO BE PART OF THIS TEAM BECAUSE WE CAN MAKE IT HAPPEN AND IS A PRIORITY FOR US.

BUT AS YOU KNOW, SOMETHING HAS BEEN GOING ON FOR MANY, MANY YEARS.

IT'S GOING TO HAVE TO TAKE A LOT OF WORK TO TURN IT AROUND.

IT'S NOT SOMETHING THAT COULD BE DONE OVERNIGHT, ALTHOUGH WE SHOULD HAVE A SENSE OF URGENCY.

BUT IT JUST BECAUSE YOU HAVE TO PUT SYSTEM IN PLACE AND NOTIFY THE ROOT CAUSES AND THEN DEVELOP LIKE SOME ACTION PLANNING TO ADDRESS THEM.

BUT I AGREE TOTALLY WITH YOU, AND I THINK IT'S A PRIORITY FOR ALL OF US.

YEAH, I AGREE. THE ONE THING I WOULD SAY IS THAT WITH ANY SYSTEM, ESPECIALLY BECAUSE THESE ARE PEOPLE AND WE HAVE SENIORS THAT ARE AT THE CUSP OF OF LEAVING OUR DOORS AND GOING OUT INTO THE REAL WORLD WITH REAL CONSEQUENCES FOR THEIR FUTURE, THAT WE REALLY TAKE OWNERSHIP OF THEIR EDUCATION AND THAT WE MAKE SURE THAT 53% IS NOT GOOD ENOUGH FOR THESE ECONOMICALLY DISADVANTAGED.

AND, YOU KNOW, START WITH THE SENIORS.

YOU KNOW, IS THERE SOMETHING WE CAN DO IN THE NEXT SIX MONTHS TO GIVE THEM THE BOOST TO MAKE SURE THAT THEY'RE READY, YOU KNOW, FOCUS ON THIS GROUP.

IT'S DEFINITELY, AS I REMEMBER, THE 53% AND I KNOW LAST YEAR WAS 66 AT THE END OF THE YEAR.

BUT, AND THAT'S NOT I'M NOT SAYING THAT'S WHERE WE WANT TO BE EITHER.

BUT WE JUST NEED TO REMEMBER 53% IS WHERE WE ARE RIGHT NOW.

THAT NUMBER IS GOING TO CONTINUE TO CHANGE THROUGHOUT THE SPRING.

MY BELIEVE THAT NUMBER SHOULD BE HIGHER GOING IN.

AND PART OF THAT IS WHAT DR.

NICHOLS WAS MENTIONING AS WELL.

LIKE WE WANT KIDS TO MEET THIS INDICATOR EARLIER IN THEIR HIGH SCHOOL CAREER.

AND THE WAY WE'RE GOING TO DO THAT IS CONTINUING TO PUSH THEM IN MEETING THAT INDICATOR IN MATH AND READING AND NOT NECESSARILY SOME OF THE, LIKE THAT'S A THAT'S AN INDICATOR YOU CAN HIT REAL EARLY IN YOUR HIGH SCHOOL CAREER.

THAT'S WHAT WE'RE WORKING ON.

I THINK.

AZAIEZ, I MAY HAVE RECALLED, EVEN IN YOUR LAST DISTRICT, STARTING TO DO SOME OF THIS IN MIDDLE SCHOOL.

THAT'S RIGHT. AND SO, I MEAN, WHATEVER WE HAVE TO DO, I JUST IT'S REALLY DISAPPOINTING TO SEE SUCH A HIGH ACHIEVING DISTRICT LIKE OURS WHERE WE'RE JUST REALLY NOT MEETING THE NEEDS OF THIS ONE GROUP OVER AND OVER AGAIN.

NO, ABSOLUTELY. DOCTOR BONE.

I THINK I'M 100% WITH YOU ON THIS, AND I WANT YOU TO KNOW WE ARE COMMITTED.

I KNOW TRUSTEE WESTON WAS TALKING ABOUT THE MATH AND WHAT DR.

NICHOLS DID WITH THE STONY POINT.

WE ARE ALREADY TALKING ABOUT WHAT WE CAN DO TO EXPAND THAT PROGRAM.

FOR EXAMPLE, THE CURRICULUM.

ALSO, WE'RE LOOKING AT THE CURRICULUM AND SEE HOW THAT MIGHT HAVE AN IMPACT AND START ON THE ELEMENTARY GOING ALL THE WAY, RIGHT.

SYSTEMS, STRUCTURES, RESOURCES, ALL THOSE THINGS WILL BE LOOKED AT.

BUT I AGREE WITH YOU THAT THIS GROUP THAT WE HAVE RIGHT NOW WITH US, WE ONLY HAVE ABOUT SIX MONTHS LEFT WITH THEM.

SO WE'RE GOING TO MAKE IT, WE ARE MAKING IT ACTUALLY A PRIORITY FOR US TO HELP THEM.

MEANWHILE, WE'RE WORKING ON THE REST OF THE GRADE LEVELS, IF YOU WILL.

BUT I AM TOTALLY BEHIND THIS.

AND AGAIN, I'M PROUD OF THIS BOARD AND BEING PART OF THIS TEAM BECAUSE I THINK THEY MADE IT A PRIORITY SINCE DAY ONE TO ME AND TO THE TEAM THAT THAT WE HAVE TO CLOSE THE ACHIEVEMENT GAP. SO AND I WOULD SAY THAT, YOU KNOW, WE HAVE A WHOLE EQUITY DEPARTMENT AND I MEAN, SOMETHING LIKE THIS TO ME IS PART OF THAT DEPARTMENT.

I MEAN, IN MY OPINION, I DON'T KNOW WHAT THE OTHER TRUSTEES THINK, BUT I DEFINITELY THINK WHEN WE START SEEING THIS AND WE TALK ABOUT EQUITY, THIS IS DEFINITELY ON MY RADAR WITH EQUITY AND THAT MAYBE SOMETHING THAT DEPARTMENT COULD COULD HELP US WITH.

ABSOLUTELY. AND I TOTALLY AGREE WE ARE IN THE PROCESS OF HIRING THAT THE CHIEF, BUT THAT DEPARTMENT HAS THREE PEOPLE AND THEY HAVE TO LEAD THE WORK.

BUT HONESTLY, EQUITY IS THE WORK OF EACH ONE OF US.

ALL OF US. EVERYONE.

EVERYONE WHO WORKS FOR ROUND ROCK ISD IS SUPPOSED TO HAVE THAT EQUITY.

NOW THE TEAM, THE OFFICE, IS SUPPOSED TO GUIDE THE WORK, TRAIN, YOU KNOW, DO A VARIETY OF THINGS, BUT AT THE END OF THE DAY IT'S EVERYONE'S JOB IN THIS DISTRICT TO MAKE SURE THAT

[01:45:05]

WE ARE, OUR STUDENTS ARE REACHING THEIR POTENTIAL AND THEY ARE BEING SUCCESSFUL.

THANK YOU. THANK YOU.

MY QUESTION KIND OF TAGS ALONG WITH DR.

BONE, AND IT KIND OF GOES WITH SLIDE THREE AND FOUR.

AND YOU MENTIONED ABOUT THE CHANGING, YOU KNOW, THE CHANGES IN THE ACCOUNTABILITY SYSTEM.

AND I DON'T HAVE TO SPEND A LOT OF TIME ON THAT.

BUT YOU TALKED SPECIFICALLY ABOUT THE EMPHASIS ABOUT TRACKING OUR STUDENTS AS THEY CONTINUE THROUGH COLLEGE.

WHAT ABOUT THAT STUDENT GROUP THAT COLLEGE ISN'T THE PLAN? YOU KNOW, I LOOK AT SLIDE FOUR AND ALMOST EVERY SINGLE ONE OF THESE CRITERIA HAS TO DO WITH SOMEBODY WHO'S LOOKING TO PURSUE HIGHER EDUCATION AND ACT AND SAT AND ASSOCIATE'S DEGREE, AP EXAMS, ONRAMPS CLASS, DUAL CREDIT.

I MEAN, WHAT ARE OUR OPTIONS FOR MEASURING CAREER READINESS FOR STUDENTS WHO DON'T SEE COLLEGE AS AN OPTION OR THIS POPULATION WE'RE TALKING ABOUT OUR ECONOMICALLY DISADVANTAGED STUDENTS WHO, YOU KNOW, COLLEGE FINANCIALLY, YOU KNOW, MAYBE THEY WANT TO GO TO COLLEGE, BUT FINANCIALLY IT'S NOT AN OPTION.

SO, CAN YOU TALK ABOUT, LIKE THAT IS CONCERNING TO ME OF HOW DO WE GET THESE KIDS MEASURED IF THEY DON'T, EVEN IF THEY DON'T WANT TO GO TO COLLEGE.

MAYBE IT DOESN'T HAVE ANYTHING TO DO WITH MONEY OR HAVING THE FINANCES TO BE ABLE TO AFFORD IT OR NOT.

BUT I LOOK AT THAT CCMR INDICATOR AND SO MUCH OF IT IS HEAVILY WEIGHTED ON ARE YOU GOING TO GO TO COLLEGE? SO WHAT ARE OUR OPTIONS FOR THAT KID THAT DOESN'T WANT TO GO TO COLLEGE? AND THERE'S NO REASON THAT THEY HAVE PERSONALLY MOTIVATED TO DO WELL ON THE TSI.

THEY DON'T CARE. SO WHAT ARE OUR OPTIONS TO MEASURE HOW WELL THOSE KIDS ARE OR ARE THERE ANY OTHER OPTIONS? AND SO I'LL GO AHEAD AND ANSWER THAT AND I'LL START WITH AN APOLOGY.

WE TYPICALLY USE THE TERM COLLEGE READINESS, BUT I WISH WE DIDN'T AND WE JUST SAID FUTURE READINESS.

AND HERE'S THE REASON WHY.

WHETHER I CHOOSE TO GO INTO THE WORLD OF WORK, I CHOOSE TO GO INTO THE MILITARY OR I CHOOSE TO GO TO COLLEGE, ALL THESE DIFFERENT SKILLS AND THINGS YOU NEED TO BE ABLE TO DO.

YOU STILL NEED THAT SKILL.

FOR THOSE OF YOU WHO KNEW ME BEFORE I EVEN WENT TO COLLEGE, I WENT INTO THE MILITARY.

I WAS AN AIR CONDITIONING AND REFRIGERATION MECHANIC.

YOU TAKE SOMETHING CALLED THE ASVAB.

WHEN YOU TAKE THAT TEST, YOU'RE MEASURED IN A WHOLE BUNCH OF DIFFERENT THINGS.

YOUR ABILITY TO ACCESS A JOB AND JOBS THAT TAKE HIGHER LEVELS OF THINKING AND WORK IS DEPENDENT ON HOW WELL YOU SCORE.

THEY TEST YOU ON MATH, ON WRITING, ON READING.

YOU'RE CONSTANTLY ALWAYS HAVING TO SHOW SKILL SET IN THOSE THINGS REGARDLESS OF WHERE YOU GO.

SO I WISH WE ALMOST WOULDN'T USE THAT TERM BECAUSE I THINK IT GIVES THE FALSE IMPRESSION THAT THE ONLY WHERE PLACE TO GO WITH THAT IS COLLEGE.

THESE ARE SKILLS, REGARDLESS OF THE ROUTE YOU TAKE, ARE INCREDIBLY IMPORTANT TO EACH AND EVERY ONE OF OUR STUDENTS.

AND SO WE SHOULD ALMOST PROBABLY CALL IT THAT DEPARTMENT IS CALLED FUTURE READINESS.

CALL IT SOMETHING ELSE, BECAUSE I THINK IT GIVES THE IMPRESSION THAT WE ONLY CARE ABOUT WHETHER OR NOT YOU GO TO COLLEGE WHEN YOU REALLY NEED THIS.

WHICHEVER ROUTE YOU GO IN ORDER TO BE ABLE TO DO WELL.

IF I GO INTO THE WORLD OF WORK, MY ABILITY TO WRITE AND MY ABILITY TO ASCEND WITHIN THAT JOB PATH IS DEPENDENT ON MY ABILITY TO SPEAK WELL, MY ABILITY TO WRITE, MY ABILITY TO COMMUNICATE, AND DEPENDING ON THE JOB, EVEN MY ABILITY TO DO MATH.

AND WE WANT OUR STUDENTS TO HAVE THAT WHAT WE WOULD CONSIDER THAT BASIC SKILL WHEREVER THEY GO.

WE DON'T WANT TO DECIDE WHAT THEY HAVE ACCESS TO.

WE WANT THEM TO LEAVE US AND THEY GET TO CHOOSE WHERE THEY WANT TO GO.

IF THEY DON'T, IF COLLEGE IS NOT IT, THEN IT'S NOT IT.

BUT WE WANT THEM TO HAVE THE SKILL TO DO WELL WITH, IN EITHER ONE OF THOSE ROUTES.

SO IS THE WAY TO MEASURE THAT, THE TSI? IF, I MEAN, I TOTALLY GET WHAT YOU'RE SAYING AND I TOTALLY AGREE WITH YOU, BUT IF YOU HAVE A KIDDO THAT DOESN'T HAVE PLANS TO GO TO COLLEGE, ARE THEY GOING TO BE IN THE AP COURSES, ARE THEY GOING TO BE TAKING THE ONRAMPS? THEY DON'T HAVE TO GO INTO THE AP COURSE, BUT IT MIGHT BE THAT THEY STILL NEED TO BE ABLE TO READ AND WRITE WELL.

SO IF I GO TO A JOB, IT STILL MEASURES MY ABILITY TO READ WELL, TO WRITE WELL.

AND SO HOW DO WE MEASURE THAT FOR THIS INDICATOR? YOU CAN STILL DO IT WITH THE TSAI.

IT STILL MEASURES READING AND WRITING.

AND SO WHAT I'M SAYING IS DON'T THINK OF IT JUST AS A ROUTE TO COLLEGE.

WHICHEVER WAY THESE STUDENTS GO, THEY STILL NEED THAT SKILL SET IN ORDER TO ASCEND AND DO WELL BASED ON WHAT ROUTE THEY CHOOSE.

BUT I'M SORRY, THERE IS ALSO OBVIOUSLY INDUSTRY BASED CERTIFICATION.

AND, YOU KNOW, WE'RE ALREADY LOOKING AT, I MEAN, WE OFFER ALREADY A VARIETY OF OPTIONS.

I MEAN, I THINK, YOU KNOW, WE HAVE A TREMENDOUS AMOUNT OF OPPORTUNITIES FOR THE KIDS WHEN IT COMES TO CTE, BUT WE ARE CONSTANTLY LOOKING FOR OTHERS AND WE'RE

[01:50:03]

ALWAYS LOOKING FOR WHAT OTHER PARTNERSHIP WE CAN HAVE, WHETHER WITH ACC, WHETHER WITH OTHER BUSINESS PARTNERS HERE TO OFFER, AGAIN, MORE OPPORTUNITIES FOR THEM.

I KNOW WE'RE ALSO LOOKING AT A P-TECH OPTIONS FOR OUR STUDENTS IN THE FUTURE.

IT MAY TAKE ABOUT TWO YEARS TO GO THROUGH ACCREDITATION BUT THAT'S ALMOST HAVE AND SOMETIMES THEY DON'T HAVE TO.

THEY CAN EARN SOME TYPE OF INDUSTRY CERTIFICATION, EVEN GET AN ASSOCIATE'S DEGREE WHILE THEY'RE IN HIGH SCHOOL.

SO TECHNICALLY AT 18 THEY COULD HAVE IT.

AND WITHOUT LEAVING, LET'S SAY ROUND ROCK HIGH SCHOOL OR CEDAR RIDGE, YOU COULD, THEY COULD DO THOSE KIND OF THINGS WHILE THEY ARE AND THE COMPREHENSIVE ONE OF OUR COMPREHENSIVE HIGH SCHOOLS.

SO WE ALREADY LOOKING AT THINGS LIKE THAT TO ADD TO OUR PORTFOLIO.

RIGHT. BUT WE HAVE TO CONSTANTLY LOOK FOR OPTIONS FOR OUR KIDS.

AND I THINK ALSO AND RYAN TALKED ABOUT THE CONVERSATION AND THE MEETING WE HAD WITH THE COMMISSIONER, MORATH, YOU KNOW, THEY LOOK AT ALSO THE STATE LOOKS AT WHAT OPTIONS, WHAT JOB OR THE WORKFORCE NEEDS, IF YOU WILL, IF THEY SEE THAT THERE IS A LOT OF OPPORTUNITIES AND JOB OFFERING WOULD BE COMING UP IN A CERTAIN AREAS THEY WILL ASK US, A SCHOOL DISTRICT TO KIND OF DO WE HAVE PROGRAMS THAT THEY CAN PREPARE FUTURE, I DON'T KNOW, LET'S SAY PLUMBERS OR WHATEVER THAT MIGHT BE ELECTRICIANS, BECAUSE WE'RE GOING TO SEE A LOT OF HUGE NEED THERE.

SO THERE IS ALL THIS COLLABORATION BECAUSE WE ALSO WE DON'T WANT TO GIVE STUDENTS A CTE, SOME TYPE OF INDUSTRY CERTIFICATION, FOR EXAMPLE, THAT THEY CAN GET OUT BECAUSE THEY DON'T WANT TO GO TO COLLEGE AND NOT FIND A GOOD PAYING JOB.

WE WANT TO MAKE SURE THAT WITH THAT INDUSTRY BASED CERTIFICATION, THEY WILL BE OPPORTUNITY FOR GOOD PAYING JOB FOR ANY STUDENTS WHO DECIDE NOT TO GO TO COLLEGE.

SO IT HAS TO, WE HAVE TO WORK TOGETHER, I GUESS, TO MAKE IT HAPPEN.

YES, I'VE COME BACK AND FORTH ABOUT WHETHER I WANT TO ASK THIS QUESTION, BUT MY QUESTION WAS VERY SIMILAR TO YOUR QUESTION, AND MAYBE THIS IS FOR RYAN AND ALSO.

MR. SMITH. I'M SORRY.

IN ADDITION TO THIS, I THINK AN ASK OF THE DISTRICT IS, YOU KNOW, SOME OF THIS IN THE WAY THEY'RE REFORMING, THIS ISN'T ROUND ROCK ISD RIGHT.

IT'S TEA.

SO HOW CAN WE COMMUNICATE FROM THE DISTRICT WHEN Y'ALL ARE HAVING THOSE MEETINGS WITH TEA TO PARENTS AND STAKEHOLDERS ABOUT WHAT THOSE POTENTIAL CHANGES ARE? BECAUSE OFTENTIMES WHEN WE GET TO KNOW ABOUT IT, IT'S TOO LATE TO GIVE FEEDBACK, RIGHT? AND MY INTERPRETATION OF THIS, BASED ON WHAT YOU SAID, MR. SMITH, WAS KIND OF LIKE THEY ARE MOVING TO VALUING THE COLLEGE PATHWAY MORE.

AND I DON'T KNOW IF I JUST READ INTO THAT EVEN AS A CTE TEACHER.

I THINK WHAT I WAS TRYING TO SAY IS MY IMPRESSION, YOU KNOW, OF THE CHANGING OF THE SCALE SCORE FROM 60 TO 88 WAS THE IDEA THAT THEY'RE LOOKING FOR PERSISTENCE AND JUST TALKING ABOUT THE COLLEGE PATH.

THEY'RE LOOKING FOR PERSISTENCE THROUGH A COLLEGE CAREER.

WELL, YEAH.

AND SO THEN WHERE DOES THAT LEAVE? LIKE I STILL DON'T FEEL, LIKE IS THAT, IS CTE SHIFTING A FOCUS FROM COLLEGE CAREER AND MILITARY READINESS TO VALUING COLLEGE PERSISTENCE MORE? BECAUSE IT SEEMS LIKE A SHIFT.

LIKE FOR A WHILE WE WERE TALKING ABOUT TRADES AND INDUSTRY AND NOW IT'S JUST LIKE, OKAY, COLLEGE PERSISTENCE.

COLLEGE IS EXTREMELY EXPENSIVE AND SOMETIMES EVEN EXPENSIVE TO THE POINT OF BEING PREDATORY RIGHT NOW, TOO.

SO WHEN WE'RE TALKING ABOUT ACHIEVEMENT GAPS, SO WE'RE TALKING ABOUT THE STUDENTS THAT GET LEFT BEHIND BLACK, BROWN, ECONOMICALLY DISADVANTAGED SPECIAL EDUCATION, 504, DYSLEXIA.

WHERE DOES THAT LEAVE ALL OF THOSE STUDENT GROUPS? AND PERHAPS WHAT I'M REALIZING IN HEARING YOU TALK, PRESIDENT LANDRUM, IT'S GOING TO TAKE SOME PRACTICE, IS THAT OUR ADVOCACY LIKE THIS IS NOT ROUND ROCK ISD, THIS IS TEA.

FEEDBACK. AND I THINK WE'D BE MORE THAN HAPPY TRUSTEE HARRISON IF YOU WANT.

AND IF THE BOARD WANTS, WE CAN ACTUALLY GO INTO DEPTH INTO MAYBE POSSIBLE CHANGES OR I GUESS SUGGESTED CHANGES THAT TEA IS PROPOSING RIGHT NOW.

I THINK THE STATE TAKEN, I DON'T KNOW IF THEY WILL CHANGE THEIR MIND.

I MEAN, THE FEEDBACK FORM, THEY'RE STILL ASKING US TO SHARE THE FEEDBACK FORM.

SO DEFINITELY.

WELL PLEASE LET'S PLEASE WORK OUT A WAY BECAUSE I MEAN, IT WAS REALLY SOBERING A COUPLE OF MONTHS AGO TO TAKE THE STAAR TEST AND THE NEW QUESTIONS THAT THE STUDENTS WERE TAKING.

AND YOU SAW US FUMBLING.

AND THEN WE'RE TELLING PARENTS AND PARENTS WERE LIKE, WELL, WE DIDN'T REALLY KNOW.

AND SO I WONDER IF THAT'S A WAY TO SUPPORT OUR COMMUNITY BETTER IS TO LET THEM KNOW AHEAD OF TIME SO THEY CAN GIVE FEEDBACK, BECAUSE I THINK THAT YOUR FEEDBACK IS BASED ON BEING THE PRESIDENT OF THE SCHOOL BOARD BUT ALSO BEING A PARENT.

SO IF IT'S OKAY, I MEAN, WE CAN COME BACK EITHER I MEAN, WE'LL SEE IF WE CAN JANUARY OR JANUARY PROBABLY WE'LL COME BACK AND MAYBE DO A PRESENTATION AND TALK ABOUT LIKE WHAT'S THE PROPOSED CHANGES THAT TEA IS TALKING ABOUT, AND THEN ALSO GIVE OUR THOUGHTS AND HAVE SOME CONVERSATION ABOUT IT AND SEE

[01:55:05]

IF WE CAN GIVE FEEDBACK TO THEM, I GUESS.

YEAH. AND MAYBE THAT'S THE WAY FOR TWO WAY COMMUNICATION WITH OUR COMMUNITY AND ESPECIALLY AROUND LEGISLATIVE SESSION AND OUR PRIORITIES.

SO JUST I THINK IT CAN MARRY A LOT OF DIFFERENT THINGS.

TRUSTEE WEIR. II GUESS I JUST TOOK IT A LITTLE BIT DIFFERENT, ESPECIALLY WHEN DR.

NICHOLS WAS TALKING ABOUT YOU HAVE TO BE PREPARED, ESPECIALLY THE MATH.

AND THAT WAS ON THE PREVIOUS SLIDE.

BUT THE TSI .

RIGHT. SO IT'S ACTUALLY IT KIND OF FEELS TO ME LIKE IT IS A PRIORITY OF OUR DISTRICT VERSUS WHAT TEA IS TELLING US.

LIKE THEY'RE GOING TO GIVE US WHATEVER IT'S WHAT WE DECIDE WE'RE GOING TO REALLY FOCUS ON BECAUSE EVERYBODY CAN GET IT THROUGH THE TSI.

WHETHER YOU'RE GOING THE CTE ROUTE OR WHETHER YOU'RE GOING TO COLLEGE OR MILITARY.

I MEAN, THAT'S HOW I TOOK IT.

NOT THAT IT WAS GOING TO BE A PUSH TOWARDS COLLEGE READINESS.

SO I'M TALKING ABOUT SPECIFICALLY THE WAY THE TEA.

IS VALUING IT, BECAUSE THE WAY THE TEA.

IS VALUING IT WITH THE CHANGE IS THEY ARE LOOKING MORE AT COMPLETION AND PERSISTENCE IN COLLEGE.

AND I MEAN, THE TSI IS GREAT.

I DO SEE PATHWAYS FOR STUDENTS TO ACCESS ON HERE, BUT IF YOU'RE A SPECIAL EDUCATION STUDENT AND YOU'RE NOT EVEN GOING TO PERSIST IN HIGH SCHOOL THROUGH YOUR CTE COURSES AND GET LIKE TWO CLASSES OR THREE CLASSES, LIKE IT IS A SHIFT.

AND I THINK THAT I UNDERSTAND THAT BECAUSE I'M A CTE TEACHER AND I'M AN EDUCATOR.

BUT JUST HEARING THIS BRIEF PRESENTATION, I DON'T KNOW IF PARENTS AND COMMUNITY WILL UNDERSTAND THAT UNTIL THEY'RE IN THE THICK OF IT, SAYING, MY KID'S NOT GOING TO GO TO COLLEGE. HOW, YOU KNOW, WHAT DO THEY, WHAT APPEALS TO THEM ON THIS AND THIS INDICATOR? HOW DOES THE DISTRICT SUPPORT THEM? HOW DO THEY CONTRIBUTE TO THE DISTRICT AS WELL? OKAY. I GUESS I, AS A PARENT, NEVER KNEW WHERE MY KIDS FELL ON THIS, HONESTLY.

I MEAN, AND THEY ALL DID THE TSI AND HAD THE SAT, YOU KNOW BECAUSE WE DO THAT FOR ALL OF OUR JUNIORS.

AND SO IT WAS NEVER AN ISSUE.

SO. YEAH.

I MEAN, I GUESS I SEE WHERE YOU'RE COMING THAT WE NEED TO REALLY TALK TO PARENTS.

BUT DID THEY. ARE PARENTS REALLY GOING TO CARE IF WE GET A POINT ON OUR CCMR FOR THEIR SCHOOL OR I MEAN, THEY CARE ABOUT WHAT HAPPENS TO THEIR STUDENT.

YES. AND BUT THE WAY THIS IS VALUING LIKE WHERE WHERE DO WE VALUE THE BRILLIANCE OF SPECIAL EDUCATION STUDENTS IN THIS? LIKE, WHERE DOES THEIR PATHWAY AND EXPERIENCE GET HONORED? I THINK WITH US, NOT WITH TEA.

RIGHT. I MEAN.

SORRY, MY BUTTON'S NOT WORKING AT ALL.

AS A PARENT, THIS DOES THIS HAS AFFECTED ONE OF MY STUDENTS IN MY FAMILY IN THAT HE WAS LIKE TWO POINTS OFF OF THE TSI , DIDN'T PASS IT.

SO NOW IN COLLEGE, HE HAS TO TAKE ANOTHER COURSE THAT HE DIDN'T HE WOULDN'T HAVE HAD TO TAKE OTHERWISE.

SO IT IS A SYSTEM, IT'S A SYSTEMIC PROBLEM FOR SURE, BECAUSE IT LOOKS LIKE ALMOST A MONEY GRAB TO SOME SOME COLLEGES IN THAT ONCE WHEN A KID DOESN'T MAKE IT OUT, I MEAN HE COULD GO TO COLLEGE.

HE CAN DO IT. I KNOW HE CAN.

IT'S JUST THAT HE'S NOW GOING TO HAVE TO TAKE EXTRA TIME BECAUSE HE DOESN'T TEST WELL NECESSARILY, YOU KNOW.

SO I DON'T KNOW. YEAH, I AGREE WITH WHAT YOU ALL ARE SAYING.

WHAT YOU'RE SAYING, ESPECIALLY.

TRUSTEE WESTON. AMY, I WAS JUST GOING TO SAY MY EXPERIENCE AS A PARENT OF MULTIPLE HIGH SCHOOL STUDENTS IS THE ONLY VISIBILITY THAT I EVER REMEMBER AS A PARENT GETTING OF THIS IS WHEN YOU GO IN FOR THE ANNUAL CONFERENCE.

I DON'T KNOW IF YOU REMEMBER THAT.

AND THEY WOULD, THE COUNSELOR TELLS YOU YOUR CHILD IS COLLEGE AND CAREER MILITARY READINESS.

AND FOR MANY YEARS I JUST THOUGHT, OKAY, I DON'T EVEN KNOW WHAT THAT MEANS BECAUSE WHAT I CARE ABOUT IS IS JOHNNY GOING TO GET ACCEPTED TO A COLLEGE OR NOT, OR IS JOHNNY GOING TO BE ABLE TO GO APPRENTICE HERE OR NOT? AND THAT'S MORE WHAT I CARED ABOUT AS A PARENT.

SO I THINK, CORRECT ME IF I'M WRONG, MR. SMITH, WHEN IT COMES TO WHAT WE'RE DISCUSSING HERE TONIGHT WITH CCMR, THIS IS HOW SCHOOL DISTRICTS ARE MEASURED BY THE STATE OF TEXAS, RIGHT? THIS ISN'T LIKE, I DON'T EVER REMEMBER.

I MEAN, WITH FIVE CHILDREN COMING THROUGH MY HOME, WE'VE NEVER HAD A CONVERSATION AT THE DINNER TABLE ABOUT CCMR. OKAY. SO, I MEAN, YOU'RE GOING TO TALK ABOUT SAT, MIGHT TALK ABOUT TSI 2, YOU MIGHT TALK ABOUT EARNING AN INDUSTRY BASE.

I MEAN, I'LL DO THAT AND I'VE GOT, I'LL HAVE A FRESHMAN NEXT YEAR.

WE'RE ALREADY TALKING ABOUT HIS PATHWAY AND THINGS LIKE THAT.

SO BUT AS FAR AS LIKE THE SYSTEM ITSELF, THIS IS WHAT WE'RE TALKING ABOUT HERE.

THIS IS HOW THE STATE OF TEXAS MEASURES WHAT THEY THINK OUR SCHOOL DISTRICTS SHOULD BE DOING, OR IS THAT RIGHT, DR.

AZAIEZ? I MEAN, YEAH, IF YOU REMEMBER, I THINK MOST PEOPLE WILL REMEMBER IS THAT WHAT STARTED REALLY FROM A GOVERNANCE INITIATIVE, THE GOVERNOR INITIATIVE BACK THEN WHEN HE SAID HE WANTED 60%, REMEMBER 60-30.

SO IT'S REALLY EVERYTHING CAME FROM THAT 60-30.

AND THE REASON THEY'RE, THE REASON THAT RIGHT NOW THE COMMISSIONER AND TEA IS TRYING TO CHANGE IT BECAUSE THEY FEEL LIKE THEY'RE NOT RICH, THEY FEEL THEY WERE NOT GOING TO GET TO

[02:00:10]

60, BY 60% OF OUR STUDENTS IN TEXAS, BUT BY 2030.

AND SO HE, THEY WANT TO MAKE IT, MAKE LIKE RAISE THE BAR, IF YOU WILL, SO THEY CAN BE ABLE TO MEET THAT 60 BY 2030.

AND SO YOU'RE RIGHT. SO I JUST THINK THAT'S HELPFUL CONTEXT FOR WHAT WE'RE TALKING ABOUT HERE.

THANK YOU. NO PROBLEM.

JUST WANT TO ADD, I MEAN, OUR JOB AS A DISTRICT IS REALLY TO CREATE OPPORTUNITIES FOR OUR STUDENTS.

I MEAN, OBVIOUSLY, WE GET JUDGED, YOU KNOW, BY THE STATE AND BY TEA, YOU KNOW, HOW WE DO IT HERE? BUT AT THE END OF THE DAY, YOU KNOW, WE HAVE AN OBLIGATION TO MAKE SURE THAT OUR STUDENTS HAVE TOO MANY OPPORTUNITIES, TOO MUCH OPPORTUNITIES, AND THEY GET, WITH THEIR HELP OF THEIR PARENTS, SELECT WHAT THEY WANT TO DO WITH US, BUT EVENTUALLY BEYOND HIGH SCHOOL.

RIGHT. SO IF WE WANT TO MAKE SURE IF THEY DECIDE TO GO TO COLLEGE AFTER THEIR SENIOR YEAR, WE WANT TO MAKE SURE THEY'RE READY AND THEY CAN ACTUALLY SUCCEED IN COLLEGE.

IF THEY DECIDE TO GO AND REALLY START A CAREER AT 18 OR THEN WE WANT TO MAKE SURE THAT THEY SELECT ONE OF THOSE CAREERS THAT THEY LIKE AND MAYBE GO THROUGH THE PATHWAY TO GET THAT INDUSTRY CERTIFICATION, FOR EXAMPLE, SO THEY CAN START GO TO THE WORKFORCE.

AND IF THEY DECIDE TO GO AND SERVE OUR COUNTRY, WE ALSO WANT TO MAKE SURE THAT THEY ALSO QUIT BECAUSE THEY STILL HAVE TO PASS CERTAIN TESTS AND THINGS LIKE THAT.

RIGHT. SO WE WANT TO MAKE SURE THEY'RE READY AND THEY CAN BE SUCCESSFUL IN SERVING OUR COUNTRY.

SO OUR JOB IS REALLY TO CREATE OPPORTUNITIES FOR OUR STUDENTS AND MAKE SURE THAT THEY'RE SUCCESSFUL WITH US.

AND THAT'S WHAT WE'RE GOING TO CONTINUE TO DO.

AND WE UNDERSTAND THAT THERE ARE SOME GAPS THAT NEED TO BE CLOSED.

THAT'S EVEN GAPS THAT NEED TO BE CLOSED.

AND SO WE'RE GOING TO FOCUS ON THAT.

BUT THE MORE OPPORTUNITIES WE CAN CREATE WOULD BE BETTER.

AS I SAID EARLIER, WE WANT TO MAKE SURE ALSO WHATEVER THE INDUSTRY CERTIFICATION WE DO, NOT ONLY THE STUDENTS ARE ENJOYING BEING PART OF THAT INDUSTRY CERTIFICATION PATHWAY BECAUSE SOME OF THEM WILL TAKE UP TO SIX, THREE YEARS, SIX DIFFERENT SEMESTERS TO EARN THAT CERTIFICATION.

SO WE WANT TO MAKE SURE AGAIN THAT THEY LOVE WHAT THEY'RE DOING AND THEY WANT TO STICK TO IT AND GET IT DONE.

BUT ALSO WHEN I'M SURE AGAIN, THEN WHEN IF THEY DECIDE TO GO TO THE CAREER THAT CERTIFICATION AGAIN, THEY CAN EARN A GOOD, GOOD WAGE SO THEY CAN RAISE A FAMILY AND TAKE CARE OF THEIR FAMILY. RIGHT. WE DON'T WANT TO JUST GIVE THEM ANYTHING THAT IS NOT GOING TO BE ABLE TO REALLY HELP THEM BY MUCH LATER ON.

SO THAT IS REALLY OUR JOB AS A DISTRICT, I THINK.

AND CAN I JUST SAY ONE JUST AS A FOLLOW UP TO WHAT I WAS SAYING.

WE'RE DOING THIS BECAUSE THIS WAS OUR BOARD GOAL ON HOUSE BILL THREE, THAT WE CHOSE THEIR CCMR DATA.

IF WE FEEL LIKE THEY ARE FOCUSED TOO MUCH ON COLLEGE, I MEAN, WE HAVE TO HAVE A COLLEGE, WE HAVE TO HAVE A CCMR GOAL.

BUT WE DON'T NECESSARILY HAVE TO USE WHAT THE STATE HAS TOLD US.

I MEAN, MORATH IS NOT HERE, SO WE CAN TALK ABOUT CHANGING A GOAL.

BUT IF WE WERE TO SAY WHAT WE'RE MORE.

SMITH. OKAY, SO HE'S HERE.

BUT BUT AND I DON'T I DON'T MEAN TO SAY WE WOULD SWITCH IT, BUT IF WE WANTED TO FOCUS ON FUTURE READINESS VERSUS THEIR FOCUS ON COLLEGE, THAT'S THE WAY WE WOULD DO OUR GOALS VERSUS THE SCORE WE GET FROM THE STATE.

WE COULD ALWAYS HAVE A.

I HATE TO MENTION ANOTHER GOAL, BUT I DO THINK WE HAVE TO HAVE A GOAL ABOUT OVERALL CCMR. BUT I THINK YOU'LL SEE WHEN WE TALK ABOUT OUR GPMS NEXT MONTH, WE DIVE DEEPER INTO JUST A FEW OF THESE THAT WE IDENTIFIED AS WE'RE GOING TO TALK ABOUT COLLEGE WRITING, READING AND MATH. WE'RE GOING TO TALK ABOUT IBCS.

SO THOSE AREN'T TONIGHT, BUT THAT'S WHERE WE'RE GOING TO DIVE DEEPER INTO THIS DATA.

I JUST WANT TO REMIND OUR BOARD MEMBERS THAT THAT THE TSI , I KNOW A LOT OF PEOPLE ARE ASKING WHAT IS TSI.

IT'S REALLY CALLED TEXAS SUCCESS INITIATIVE.

AND IT'S REALLY WHAT THE STATE IS SAYING IS, IF I THINK AND DON'T QUOTE ME HERE, I THINK IT'S 351 FOR READING AND 350 FOR MATH, ERIC.

OR THE OTHER WAY AROUND.

350, 351.

I THINK. DO YOU REMEMBER? IT'S THE TWO NOW. NOW IT WAS 351 ON THE VERSION ONE.

NOW THEY WENT TO THE VERSION TWO.

OKAY, SO I'M TALKING.

OKAY, SORRY. SO THAT'S WHAT I SAID.

I THINK I REMEMBER THE 351, THE 350.

BUT ANYWAY, SO THOSE.

OUR STUDENTS, IF THEY PASS THEY PRETTY MUCH THEY DON'T HAVE TO TAKE ANY IF THEY GO TO COLLEGE, THEY DON'T HAVE TO TAKE ANY, YOU KNOW, THEY GO STRAIGHT TO THEIR WHATEVER COURSES THEY HAVE TO TAKE.

I THINK SHE WAS TALKING ABOUT EARLIER.

RIGHT. SO WE WANT TO MAKE SURE THAT OUR STUDENTS DO WELL ON THOSE, BECAUSE THAT WILL, YOU KNOW, PRETTY MUCH HELP THEM START THEIR COURSES, WHATEVER THEY HAVE TO TAKE, I GUESS, RIGHT AWAY.

BUT ALSO, FOR US AS A DISTRICT, I MEAN, WE CAN HAVE.

FOR OUR STUDENTS WHO CAN TAKE THE TSI AND DO WELL, I'VE SEEN EVEN LIKE EIGHTH GRADERS DOING REALLY WELL.

AND SO WHAT WE DID IN THE DISTRICT I WORKED AT BEFORE IS SOME OF THOSE STUDENTS ACTUALLY START TAKING DUAL CREDIT COURSES, COLLEGE COURSES AS A

[02:05:08]

FRESHMAN. SO THEY DIDN'T HAVE TO WAIT, YOU KNOW, UNTIL THEY'RE LIKE 10TH OR 11TH OR 12TH GRADE.

SO AND SOME OF THOSE KIDS EVENTUALLY GET THEIR ASSOCIATE'S DEGREE.

AND THEY WEREN'T EVEN PART OF THEY WEREN'T EVEN PART OF LIKE EARLY COLLEGE STANDALONE EARLY COLLEGE HIGH SCHOOL, LIKE WE HAVE.

THEY WERE PART OF THE COMPREHENSIVE HIGH SCHOOL, BUT THAT WAS THE PATHWAY THAT WAS CREATED WITHIN THOSE COMPREHENSIVE HIGH SCHOOL.

SO THERE IS A LOT WE CAN DO FOR OUR STUDENTS TOO.

AND, BUT ANYWAY, SO, AS I SAID, YOU KNOW, THAT'S REALLY WHAT IT IS.

SO TSI, IT'S NOT NECESSARILY THE STUDENTS WHO WILL BE GOING TO COLLEGE, BUT THEY CAN THEY CAN TAKE THOSE COLLEGE COURSES IF THEY PASS IT.

[K. DISCUSSION ITEMS]

TRUSTEE BONE.

THANK YOU. LISTENING TO EVERYBODY UP HERE, THERE IS ONE THING IN THESE PRESENTATIONS I THINK THAT IS KIND OF MISSING FOR ME, AND I'VE NOTICED THIS OVER THE COUPLE OF YEARS THAT I'VE BEEN SERVING, AND ONE OF THEM, DR.

AZAIEZ, IS KIND OF WHAT YOU WERE JUST TALKING ABOUT BECAUSE WE KIND OF TALK ABOUT GENERALS AND WE TALK ABOUT STUDENTS AND KIND OF GENERAL TERMS. AND I IN THESE KIND OF PRESENTATIONS, I THINK IT WOULD BE REALLY BENEFICIAL TO EVERYBODY TO START UNDERSTANDING HOW THIS IMPACTS OUR STUDENTS AND WHAT THESE STUDENTS EXPERIENCE IN OUR DISTRICT SHOULD BE.

BECAUSE I'M HEARING, YOU KNOW, I LOOK AT THE OTHER TRUSTEES AND I'M LIKE, THESE ARE ALL INVOLVED PARENTS.

AND EVEN THEM ARE LIKE, I DON'T KNOW.

CCMR, YOU KNOW, WHAT DOES IT MEAN? BUT IT'S IMPORTANT.

AND THEN, YOU KNOW, THEN WE JUST HEARD AN EXPERIENCE WHERE, YOU KNOW, THE TSI, YOU KNOW, THE STUDENT WANTED TO GO TO COLLEGE.

WELL, WE ACTUALLY KIND OF FELT THAT STUDENT BECAUSE THEY ARE HAVING TO TAKE ANOTHER CLASS WHEN THEY GO TO COLLEGE.

WE DIDN'T MAKE SURE THAT STUDENT WAS PREPARED FOR THE, HAD PASSED IT BEFORE THEY LEFT OUR, YOU KNOW, OUR DISTRICT.

[L. ACTION ITEMS FOR CONSIDERATION BY CONSENT]

SO I THINK IN THESE KIND OF PRESENTATIONS IN THE FUTURE, I'D REALLY LIKE TO START UNDERSTANDING AND UNDERSTANDING IF WE DON'T NEED SOME STANDARDS IN OUR DISTRICT FOR THINGS LIKE CCMR AND HOW IT'S COMMUNICATED TO PARENTS AND STUDENTS BECAUSE, YOU KNOW, LIKE EARN AN INDUSTRY CERTIFICATION, I THINK MOST OF OUR STUDENTS COULD DO THAT.

THE IMPACT OF THE TSIA, JUST UNDERSTANDING THESE THINGS AND WHAT IS THE EXPERIENCE, WHAT IS THE STANDARD ACROSS OUR YOU KNOW, WE ONLY HAVE FIVE HIGH STANDARD HIGH SCHOOLS. SO I DON'T KNOW WHAT THE OTHER TRUSTEES WOULD LIKE, BUT I REALLY THINK I WOULD LIKE WITH SOME OF THESE GOALS, LIKE HOW IS THIS COMMUNICATED TO THE STUDENTS?

[N. BOARD BUSINESS]

WHAT IS THE STUDENTS EXPERIENCES AND WHAT ARE THE STANDARDS AND EXPECTATIONS IN OUR DISTRICT REGARDING THESE DIFFERENT GOALS THAT WE HAVE AND HOW THOSE GOALS ARE COMMUNICATED, NOT NECESSARILY TO PARENTS, BUT HOW THAT FILTERS INTO THE STUDENTS BECAUSE.

I REALLY MISS THAT DISCONNECT.

I DON'T KNOW ABOUT THE OTHER TRUSTEES, BUT THERE'S JUST A DISCONNECT TO ME WHEN WE GET THESE.

IT'S AT A VERY HIGH LEVEL THAT'S VERY DISENGAGED, IT SEEMS, FROM THE STUDENTS.

AND I JUST WANT TO UNDERSTAND HOW WE'RE COMMUNICATING TO THE PARENTS AND THE STUDENTS, BECAUSE THAT'S REALLY WHAT'S IMPORTANT TO US.

AND I JUST WANT TO MAKE SURE THAT THERE'S NOT A DISCONNECT.

TRUSTEE WESTON. SO WHAT I'LL SAY, I MEAN, AS YOU CAN SEE, MOST STUDENTS, YOU KNOW, GET THIS LABEL OF CCMR READY AND KIND OF WHAT I WAS SAYING EARLIER TO AMY, YOU KNOW, I'VE BEEN LUCKY ENOUGH THAT I GO INTO THESE MEETINGS WITH THE COUNSELOR AND THEY SAY, WELL, YOU KNOW, YOUR STUDENTS SEEM CCMR READY, BUT THERE ARE STUDENTS, I THINK, TO YOUR POINT, DR. BONE, THAT THEIR PARENTS DON'T HEAR THAT IN THOSE COUNSELOR MEETINGS.

AND I DON'T, I THINK MAYBE WHAT YOU'RE GETTING AT IS THE PARENT DOESN'T EVEN KNOW WHAT THEY DID NOT HEAR.

SO WHERE'S THE ALERT? WHERE'S THE, YOU KNOW, WE HAVE A PROBLEM HERE.

WHERE DOES THAT, IS THAT WHAT YOU'RE SAYING? LIKE, HOW DO WE.

YEAH, I THINK THERE NEEDS TO BE A STANDARD AND MAKING SURE THAT IS COMMUNICATED.

AND WHEN WHEN WE START, DO WE START IN EIGHTH GRADE, DO WE START COMMUNICATING WITH THE PARENTS, YOU KNOW, DO WE START IDENTIFYING THESE STUDENTS? WHAT KIND OF WRAPAROUND SERVICES DO WE WANT TO GIVE THESE STUDENTS? I THINK THAT'S WHAT I WOULD LIKE TO SEE HERE IS THAT, YOU KNOW, I WANT TO SEE THE NUMBERS, BUT I ALSO WANT TO SEE LIKE THE BASIC STANDARD THAT WE'D EXPECT BECAUSE YOU GET A NEW COUNSELOR, RIGHT? I MEAN, I WE'VE BEEN REALLY LUCKY THAT WE HAVE A VERY EXPERIENCED COUNSELOR WITH MY DAUGHTER, BUT I HEAR SOME PARENTS GET A BRAND NEW COUNSELOR IN HIGH SCHOOL, AND THOSE COUNSELORS MAY NOT BE TALKING ABOUT CCMR. THEY MAY, I DON'T KNOW WHAT THE STANDARD IS AND I DON'T KNOW IF THERE IS A STANDARD.

SO I THINK THERE SEEMS TO BE AN EXPECTATION, AND I THINK CCMR WOULD BE ONE OF THOSE BECAUSE I THINK THAT IT'S IMPORTANT TO MOST PARENTS SO THAT STANDARD AND HOW IT'S COMMUNICATED. SO YES.

I DON'T SEE ANY OTHER LIGHTS ON.

DOES ANYBODY ELSE? AM I MISSING ANY? OKAY. WELL, THANK YOU VERY MUCH FOR THE PRESENTATION.

I THINK THIS GIVES US A GOOD UNDERSTANDING OF WHERE WE ARE RIGHT NOW, POTENTIALS FOR WHERE WE'RE GOING TO GO FROM HERE.

SO THANK YOU VERY MUCH.

I APPRECIATE THAT.

THIS BRINGS US TO K.1, THE BOARD STUDENT OUTCOME GOALS TIME TRACKER.

[02:10:04]

I WILL TURN THAT OVER TO SECRETARY WEIR.

WE DID GOOD.

WE DID NOT MEET OUR 50% GOAL IN NOVEMBER, BUT WE ONLY HAD ONE MEETING THAT COUNTED, WHICH WAS PRETTY AWESOME.

AND IT WASN'T LONG.

SO WE WE HAD 32.24% STUDENT OUTCOME MINUTES FOR NOVEMBER.

PRETTY GOOD.

YES. WE'RE GETTING THERE.

ANY QUESTIONS FROM THE DAIS ON OUR TIME TRACKER? I WOULD LIKE TO LET TRUSTEES KNOW THAT I DID ORIGINALLY, IF YOU LOOKED AT YOUR AGENDA WHEN IT CAME OUT THAT THE MONITOR REPORT WAS ON HERE.

BUT BECAUSE OF DELAYS IN THE SYSTEM, WE DON'T HAVE OCTOBER'S OR EXCUSE ME, NOVEMBER'S MONITORING REPORT.

SO IT WILL BE ON OUR JANUARY MEETING AND WE WILL REVIEW JANUARY AND DECEMBER IN OUR, I'M SORRY, NOVEMBER AND DECEMBER IN OUR JANUARY MEETING.

SO JUST LETTING YOU KNOW FOR WHY IT'S NOT ON THIS AGENDA.

OKAY. ACTION ITEMS FOR CONSENT.

ITEMS 1, 2, 3 AND 4.

I DID NOT GET ANY REQUESTS TO PULL ANY OF THESE.

DO I HAVE ANY MOTIONS.