[B. CALL TO ORDER] [00:00:05] GOOD EVENING. IT IS 5:30 ON THURSDAY, FEBRUARY THE 16TH, 2023. I HEREBY CALL THE MEETING OF THE ROUND ROCK INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES PUBLIC HEARING ON THE 2021 2022 ANNUAL REPORT AND TEXAS ACADEMIC PERFORMANCE REPORT THE TAPER TO ORDER. IN ATTENDANCE TONIGHT WE HAVE TRUSTEES MARKUM, ZARATE, LANDRUM AND HARRISON. ABSENT TONIGHT ARE TRUSTEES WESTON, BONE, AND WEIR. PLEASE STAND FOR THE PLEDGE. ALLEGIANCE].PLEDGE] . WE HAVE ONE SPEAKER TONIGHT FOR OUR PUBLIC HEARING, SO I'LL READ OUR SCRIPT. [D. PUBLIC COMMENTS TO AGENDA ITEM E. ONLY] AT EACH BOARD MEETING, THE BOARD WILL SET ASIDE TIME TO AFFORD THE GENERAL PUBLIC AN OPPORTUNITY TO SPEAK IN ITEMS ON THE AGENDA. WE ASK THE CONCERNS OR COMPLAINTS REGARDING SPECIFIC INDIVIDUALS NOT BE RAISED IN THIS PUBLIC FORUM. SPECIFIC CONCERNS ABOUT EMPLOYEES OR FORMER EMPLOYEES SHOULD BE CONSIDERED SEPARATELY ACCORDING TO APPLICABLE BOARD POLICIES. THE BOARD REQUESTS THAT COMMENTS, WHETHER POSITIVE OR NEGATIVE, BE COURTEOUS AND RESPECTFUL. I WOULD LIKE TO REMIND THE AUDIENCE AND THE VIEWERS THAT THE COMMENTS OF THE SPEAKERS REFLECT THEIR OWN POSITIONS OR OPINIONS. AS A REMINDER, THE BOARD ALSO ADOPTED AN ANTI HATE RESOLUTION ON JANUARY 20TH, 2022, WHERE THE BOARD REAFFIRMED ITS COMMITMENT TO THE WELL-BEING AND SAFETY OF ALL OF ALL PEOPLE, REGARDLESS OF RACE, COLOR, NATIONAL ORIGIN, RELIGION, SEX, GENDER IDENTITY, GENDER EXPRESSION, SEXUAL ORIENTATION, DISABILITY, AGE OR POLITICAL BELIEFS, AND STANDS AGAINST SPEECH THAT INCITES HATRED AND VIOLENCE TOWARDS ANY PERSON. PLEASE NOTE, WHILE THE PUBLIC DOES HAVE THE RIGHT TO SPEAK, THAT RIGHT IS NOT UNLIMITED PER TEXAS PENAL CODE 38.13 42.01 42.02 AND 42.05. AND TEXAS EDUCATION CODE 37.105. NO AUDIENCE MEMBER OR SPEAKER WILL BE PERMITTED TO ENGAGE IN ANY CONDUCT THAT IS DISRUPTIVE OR THREATENING TOWARD ANY SPEAKER OR OTHER PERSON OR TO VIOLATE THE PRIVACY RIGHTS OF ANOTHER PERSON. THE BOARD SHALL NOT TOLERATE DISRUPTION OF THE MEETING BY MEMBERS OF THE AUDIENCE. IF, AFTER AT LEAST ONE MORE INDIVIDUAL WARNING FROM THE PRESIDING OFFICER, ANY INDIVIDUAL THAT CONTINUES TO DISRUPT THE MEETING BY HIS OR HER WORDS OR ACTIONS, THE PRESIDING OFFICER WILL REQUEST ASSISTANCE FROM LAW ENFORCEMENT OFFICIALS TO HAVE THE INDIVIDUAL REMOVED FROM THE MEETING. THE BOARD MAY NOT DISCUSS OR ACT UPON ANY MATTER THAT IS NOT LISTED UNDER THE ACTION PORTION OF THE AGENDA. THEREFORE, BOARD MEMBERS MAY NOT DISCUSS THE COMMENTS OF SPEAKERS. PLEASE UNDERSTAND THAT A LACK OF RESPONSE FROM BOARD MEMBERS DOES NOT INDICATE AGREEMENT OR APPROVAL OF THE COMMENTS. EACH SPEAKER WILL BE GIVEN 2 MINUTES TO ADDRESS THE BOARD. TRUSTEE HARRISON WILL BE THE DESIGNATED TIMEKEEPER. AND OUR FIRST SPEAKER IS JILL FARRIS. SPEAKING ON AGENDA ITEM E ONE. AND YOU DO LIVE IN THE DISTRICT. I JUST WANTED TO SAY I'M REALLY LOOKING FORWARD TO HEARING THE IN-DEPTH EXPLANATION ABOUT WHY OUR ACCOUNTABILITY RATING IS UNDER REVIEW AND MORE IMPORTANTLY, WHY TEA FELT LIKE IT WAS NECESSARY TO ALSO PULL OUR ACCREDITATION AFTER THEY STARTED REVIEWING OUR ACCOUNTABILITY DATA. THERE ARE OVER 1200 SCHOOL DISTRICTS IN THE STATE OF TEXAS, AND ONLY TWO OF THEM HAVE A PENDING ACCREDITATION STATUS. ONLY 50 DISTRICTS HAVE THE DATA UNDER REVIEW, AND ROUND ROCK ISD IS THE LARGEST AND THE WEALTHIEST ONE CURRENTLY ON THE DATA REVIEW LIST. IT'S EMBARRASSING. AND I THINK THE PUBLIC DESERVES TO KNOW WHAT'S GOING ON. BUT THE TPAR DATA THAT I'M MOST CONCERNED ABOUT CAN BE FOUND ON PAGES 22 AND 23. THESE ARE THE PAGES WHERE YOU CAN FIND THE TOTAL COUNT OF VIOLENT AND CRIMINAL ACTS COMMITTED ON OUR CAMPUSES. I WOULD LOVE TO KNOW WHERE THIS DATA COMES FROM. HOW CONFIDENT ARE WE THAT THE ROUND ROCK ISD MANAGEMENT INFORMATION SYSTEMS RAN THE NUMBERS CORRECTLY? HOW DO WE KNOW THAT THIS DATA DOESN'T ALSO NEED TO BE REVIEWED BY TEA? WHAT TYPE OF VIOLENT INCIDENTS ARE WE TALKING ABOUT? I CAN'T MAKE DECISIONS ABOUT THE SAFETY AND SECURITY OF MY CHILDREN ON THE ROUND ROCK ISD CAMPUSES THAT THEY ATTEND WITH THIS KIND OF GARBAGE INFORMATION. HOW MANY SEXUAL ASSAULTS WERE REPORTED? WHAT CAMPUSES WERE THEY REPORTED AT? HOW MANY KIDS WERE ASSAULTED? DID ANY OF THOSE ASSAULTS REQUIRE MEDICAL INTERVENTION? I TRIED TO FIND THESE ANSWERS ON MY OWN BECAUSE I KNOW YOU CAN'T ANSWER ANY OF THESE QUESTIONS HERE. AND SO I WENT TO THE PUBLISHED UNIFORM CRIME REPORTS DATA FOR TRAVIS AND WILLIAMSON COUNTY. AND ACCORDING TO THAT DATA, ROUND ROCK ISD ONLY HAD 22 TOTAL INCIDENTS. MAYBE I'LL JUST REALLY BEHIND I DON'T KNOW. BUT PARENTS DESERVE TO KNOW THAT THEIR KIDS ARE SAFE. AND THIS COMMUNITY HAS BEEN ASKING FOR A TOWN HALL WITH THE POLICE DEPARTMENT FOR OVER A YEAR. MAYBE IT'S TIME THAT WE ACTUALLY GET ONE. THANK YOU VERY MUCH. THAT CONCLUDES OUR PUBLIC SPEAKING PORTION OF THE AGENDA AND TAKES US TO ITEM E ONE PUBLIC HEARING ON THE 2021 2022 ANNUAL REPORT AND TEXAS [E. PUBLIC HEARING: 2021-2022 ANNUAL REPORT AND TEXAS ACADEMIC PERFORMANCE REPORT (TAPR)] [00:05:01] ACADEMIC PERFORMANCE REPORT. AND I'LL TURN IT OVER TO DR. AZAIEZ. THANK YOU SO MUCH, MADAM PRESIDENT, BOARD MEMBERS, COMMUNITY MEMBERS AND STAFF MEMBERS. SO WITH US TONIGHT IS DR. NICHOLLS AND ERICA SIMMONS, WHO WILL BE WITH ME HELPING GO THROUGH OUR ANNUAL REPORT OR TAPER REPORT REVIEW. WE ALSO WILL ADDRESS I KNOW THERE WERE SOME QUESTIONS ABOUT THE NARRATED STATUS. I KNOW THAT WE SHARE SOME INFORMATION WITH OUR BOARD MEMBERS. WE ALSO PUT SOME INFORMATION OUT TO THE PUBLIC AS MUCH AS WE CAN SHARE. OBVIOUSLY, WE'LL BE ABLE TO SHARE. AND THEN AS FAR AS ACCREDITATION ALSO WILL BE ALSO ADDRESSING THAT AS WELL. TODAY IN THE TYPE OF REPORT. SO WITH NO MORE DELAY, I WOULD LIKE TO ASK DR. NICHOLLS AND ERICA TO START THE PRESENTATION. GOOD AFTERNOON. DAISY'S BOARD OF TRUSTEES. THE PURPOSE OF THIS PUBLIC HEARING IS TO MEET THE TRUSTEES REQUIREMENT UNDER THE TEXAS EDUCATION CODE. 39.362 TO PUBLISH AN ANNUAL REPORT AND TO HOLD A PUBLIC HEARING TO DISCUSS THE REPORT. THIS REPORT WERE LARGELY UNLIKE PREVIOUS YEARS PROVIDE THREE YEARS WORTH OF COMPARATIVE DATA. THE PURPOSE OF THE THREE YEAR COMPARISON IS TO EXAMINE THE DATA AND CONTEXT OF THE COVID PANDEMIC. LOOKING AT DATA PRIOR TO THE PANDEMIC, DURING THE PANDEMIC AND POST-PANDEMIC. THERE ARE ALSO A SUBSET OF OUTCOMES INDICATORS IN THIS REPORT THAT ARE LAGGING INDICATORS, BY WHICH I MEAN THE DATA APPLIES TO SCHOOL YEARS PRIOR TO THE 2022 SCHOOL YEAR. I'LL POINT THIS OUT AS WE GO ALONG. WITHIN TWO WEEKS OF THIS HEARING, THE DISTRICT IS REQUIRED TO PUBLISH ITS ANNUAL REPORT AS A DOCUMENT. MY TEAM AND I HAVE ASSEMBLED ALL OF THE REQUIRED COMPONENTS OF THE REPORT AND POSTED THE ANNUAL REPORT TO THE DISTRICT WEBSITE AND PROVIDED ELECTRONIC COPIES TO LIBRARIES WITHIN THE BOUNDARIES OF ROUND ROCK ISD. A LARGE COMPONENT OF THE ANNUAL REPORT IS THE TAPR REPORT, THE TEXAS ACADEMIC PERFORMANCE REPORT, OR TAPER, WHICH CURRENTLY IS AVAILABLE ON THE DISTRICT WEBSITE AND THE TA WEBSITE FOR OUR DISTRICT AND CAMPUSES, AS WELL AS DISTRICT AND CAMPUSES ACROSS THE STATE. THESE ARE THE REQUIRED COMPONENTS OF THE ANNUAL REPORT. THIS PRESENTATION IS JUST A HIGH LEVEL OVERVIEW FOR A FULL PICTURE OF THE PERFORMANCE OF CAMPUS AND THE DISTRICT. THE INDIVIDUAL TAPE REPORTS COVERS A GREAT DEAL OF INFORMATION. THIS IS THE FIRST YEAR PER HOUSE BILL THREE. THE ANNUAL REPORT WOULD INCLUDE THE DISTRICT PROGRESS TOWARDS MEETING. THE BOARD, ADOPTED EARLY LITERACY, MATH AND COLLEGE CAREER AND MILITARY READINESS GOALS. A LARGE COMPONENT OF THE ANNUAL REPORT IS, AS I SAID BEFORE, THE TAPR REPORT, TO HELP KEEP THE DATA IN CONTEXT. THIS YEAR WE ADDED SECTION SLIDES INDICATING WHAT THE DATA WILL REPRESENT WHEN WE GET TO THE SLIDES, SO WE TRY TO BREAK IT UP SO WE WOULDN'T THINK THERE'S THIS ONE HUGE SLIDE. WE SECTIONED IT OFF. SO WE'RE GOING TO START WITH OUR FINANCIAL STANDARDS REPORT. WE SEE HERE THAT FOR ROUND ROCK ISD, THE LARGE PART OF OUR FUNDING COMES FROM TAXES, WHEREAS FOR MOST DISTRICTS, THE AVERAGE FOR DISTRICTS ACROSS THE STATE, THERE'S PRETTY MUCH A SPLIT BETWEEN LOCAL PROPERTY TAXES AND STATE OPERATING FUNDS. NEXT, WE HAVE A SUMMARIZATION OF THE DISTRICT ACCREDITATION STATUS. DR. AZAIEZ? YES. SO LET ME ADDRESS THE FIRST ONE. LET ME ACTUALLY, I REALLY SHOULD BE FIRST BECAUSE ACCOUNTABILITY RATING IS ACTUALLY DIRECTLY LINKED TO ACCREDITATION. IF THEY ARE CONCERNED WITH I CANNOT BE RATING, IT WILL AGAIN IMPACT ACCREDITATION. SO LET ME TALK ABOUT THAT KIND OF RATING. SO BACK IN, AS YOU KNOW, OUR RATING, WE RECEIVE AN 89 INITIALLY, RIGHT? SO THERE WAS AN INITIAL TYPE OF REPORT THAT WAS RELEASED LATE IN THE FALL AND WE HAD AN 89 ON IT. THAT WAS OUR SCORE. TEA DOES A ROUTINE DATA REVIEW AND OFTENTIMES IT'S RANDOM. SOMETIMES THEY RUN SOME SOFTWARE DATA ON IT AND AND SOMETIMES THEY PICK SCHOOL DISTRICT TO GET SOME DATA REVIEW DONE ON THOSE PARTICULAR DISTRICTS. THIS YEAR, TEA SELECTED ABOUT 57 SCHOOL DISTRICT AND THAT THEY'RE REVIEWING THAT DATA OUT OF 1100 SCHOOL DISTRICTS BROWNSVILLE ISD WAS ON THEIR FORTH WORTH WASN'T THERE. AND THE SAME GROUP US SEVERAL SCHOOL DISTRICTS. SOME OF THEM ARE SMALL, SOME OF THEM ARE LARGE. THE REASON WAS SO WE GOT NOTIFIED ABOUT THE NOTIFIED. WE DIDN'T EVEN KNOW INITIALLY ABOUT THAT. KIND OF A RATING IS IN CHANGE. WE ONLY THING WE RECEIVED IS SOMETIME IN DECEMBER THAT WE'RE GOING TO BE REVIEWING YOUR DATA. AS I SAID, THESE ARE ROUTINE REVIEW THAT ANNUALLY ARE DONE BY TEA. OR WHEN THEY ARE DONE IN THE PAST, AT LEAST THEY DON'T CHANGE THE RATING. [00:10:01] LIKE IF WE ARE SAVING 87, 80, IF YOU'RE SAVING 90 SAYS 90 WHILE THEY'RE REVIEWING THE DATA AND THEN AFTER THEY VIEW THE DATA, IF THEY ARE SUPPOSED TO BE ANY CHANGES, THEN THEY WILL MAKE THOSE CHANGES AFTERWARDS. THIS YEAR IS THE FIRST YEAR THAT THEY DECIDED THAT WE MEAN. MEANWHILE, THEY'RE DOING THIS DATA REVIEW. THEY WANT TO PUT A NON RATED ATTACHED TO THOSE SCHOOL DISTRICTS. AGAIN, WE WERE ADDED THAT THEY DID NOT COMMUNICATE WITH US ABOUT THIS CHANGE. THIS WAS REALLY A SURPRISE, NOT JUST TO US, SURPRISE TO ALL SCHOOL DISTRICT WHO ARE IN THAT SAME GROUP BECAUSE THIS IS SOMETHING NEW AND AS I SAID TEA WAS NOT FORTHCOMING WITH THIS INFORMATION, A COMMUNICATION WITH US EARLY ON. SO WE DID NOT FIND OUT ABOUT THE NO RATING INTELLECTUALLY JANUARY, AND THAT'S WHEN WE DECIDED TO COMMUNICATE OR SHARE SOME OF THAT INFORMATION WITH OUR PARENTS. BECAUSE IT'S AN AUDIT AND A REVIEW. WE CANNOT SHARE A LOT OF INFORMATION ABOUT. WHAT IT IS, I CAN TELL YOU IS WHAT'S RELATED TO OVERALL IS REALLY TO OUR SYSTEM, OUR DATA FOR OUR 2021 GRADUATES. SO THE INFORMATION THEY ARE REQUESTING IS ACTUALLY ALMOST TWO YEARS OLD. OUR STUDENTS LEFT OUR DISTRICT BACK IN 2021. THAT'S WHAT TEA IS LOOKING AT. AND IT'S ONLY DATA THAT IS IMPACTING FEW HUNDREDS OF OUR GRADUATES. AS YOU KNOW, WE ARE WE GRADUATE ABOUT 3600 TO 3700 SENIORS EVERY YEAR. AND THIS DATA IN PARTICULAR IS ATTACHED TO CMR DATA READ TO SMALL GROUP OF STUDENTS AND IN PARTICULAR STUDENTS WHO TOOK WHAT'S CALLED COLLEGE PREP COURSES. WE HAVE SOME OF OUR STUDENTS WHO TAKE COLLEGE PREP COURSES, AND THESE COURSES ARE IN COLLABORATION WITH HCC AND SO THE STUDENTS CAN GET CREDIT FOR THEM. SO AGAIN, WITHOUT GOING INTO ALL THE DETAILS AND THINGS THAT TEA IS LOOKING INTO, THAT'S REALLY WHAT IT IS. THIS DATA IS RELATED TO 2021 SENIORS THAT GRADUATED ALMOST TWO YEARS AGO AND TEA IS LOOKING AT THAT AND LOOKING, AS I SAID, THERE WERE 57 SCHOOL DISTRICTS. TEA IS GOING THROUGH DISTRICT BY DISTRICT. SO I KNOW THERE WERE SOME WERE CREATED ABOUT SEVEN SCHOOL DISTRICT WERE CLEARED ALREADY BECAUSE THEY ALREADY REVIEW THE DATA. AND WE WERE TOLD THAT BY THE END OF THE MONTH, EARLY MARCH, THEY'LL BE DONE WITH OUR DATA. SO WE HOPE AND ONCE THAT'S DONE, OUR RATING WILL GO BACK AGAIN TO 89 WHAT WE ARE AS A DISTRICT EARNED. AND SO IT'S JUST A MATTER OF ALLOWING TO GO THROUGH THIS DATA REVIEW PROCESS THAT, AS I SAID, RELATED TO OUR 2021 SENIORS OR GRADUATES READY TO SEE SOME MORE. NEXT THE ACCREDITATION SO SCHOOL DISTRICT. SO THE WAY IT WORKS IS SCHOOL DISTRICTS GET THAT TYPE OF REPORT. THEY ALSO SO THAT TELL THEM MORE OR LESS IF THEY I MEAN AN, F, D, C, A, B OR NAY. THEN ALSO WE GET A FINANCIAL RATING, RIGHT? SO WE GET AGAIN, WE COULD GET AN F, A, D, C, A B OR AN A. RIGHT. SO THOSE TWO THINGS ARE VERY IMPORTANT WHEN IT COMES TO GIVING ACCREDITATION TO ANY SCHOOL DISTRICT TO LOOK AT THOSE THINGS. AND THOSE ARE VERY IMPORTANT COMPONENT OF ACCREDITATION. IF A SCHOOL DISTRICT GETS AN F TWO YEARS IN A ROW AND IT DOESN'T HAVE TO BE FOR THE SAME REASON, LIKE IN OTHER WORDS, YOU COULD BE FOR ONE YEAR FOR A FINANCIAL RATING AND THEN THE NEXT REVIEW WOULD BE FOR ACADEMIC RATING. THE DISTRICT IN THAT CASE WILL HAVE WILL EARN A TITLE CALL OR THEY WILL PUT ACCREDITED, DATED AND NEXT TO IT SLASH, IF YOU WILL, WARRANT. IN OTHER WORDS, THE DISTRICT IS PUT IN A WARNING STATUS BY THE AGAIN, TWO FS DOESN'T HAVE TO BE IN THE SAME CATEGORY. IT COULD BE FINANCE, ACADEMIC FINANCE. IF TWO YEARS IN A ROW YOU GET AN F AND ANY OF THOSE TWO THINGS, YOU GET THAT WARNING IN OUR CASE BACK, REMEMBER? NOT LAST YEAR, A YEAR BEFORE WE EARN AN F IN WHAT? IN OUR FINANCIAL RATING. WE HAD AN F HERE AGAIN BACK ON THE 2021. THAT'S WHEN WE EARNED THAT F BECAUSE THERE WAS AN ISSUE WITH SUBMISSION OF THE THE FINANCIAL AUDIT THAT WAS SUPPOSED TO BE SUBMITTED I THINK WAS IN DECEMBER. IT WAS A MONTH LATE. SO WE END UP SUBMITTING THAT, I THINK JANUARY, IF I REMEMBER CORRECTLY, 2021. AND BECAUSE OF THAT, AGAIN, THAT'S WHY WE EARNED AN F IN OUR FINANCIAL RATING AGAIN ALMOST TWO YEARS AGO THIS PAST YEAR. REMEMBER, WE EARNED AN A AGAIN. SO WE BOUNCE BACK AND WE EARN AN A 100 OUT OF 98 OUT 100 POINTS, I THINK 98 OUT OF 100 POINTS. SO FINANCIALLY, WE DID GREAT. SO WE MOVED FROM AN F TO AN A, BUT BECAUSE OUR ACCOUNTABILITY RATING IS UNDER REVIEW, THE STATE [00:15:08] FEELS LIKE CANNOT GIVE US ANYTHING YET UNTIL WE MAKE SURE THAT WE NOT GET AN F IN ACADEMIC RATING THIS YEAR. SO THERE HAS TO BE. ANYTHING ABOUT AN F, WHICH IS WE KNOW WE EARN AN 89, RIGHT? I MEAN THE 89. CORRECT. SO BUT BECAUSE AGAIN, THEY ARE DOING THIS DATA REVIEW, THEY FEEL LIKE THEY CANNOT GIVE US ANYTHING YET AS FAR AS ACCREDITATION. SO. YOU KNOW, WHAT WE THINK IS GOING TO HAPPEN IS THAT WE WILL GET OUR RATING BACK AND WE CAN GET ACCREDITATION, BUT WE HAVE TO WAIT UNTIL THE ACCOUNTABILITY RATING AND THAT DATA REVIEW IS DONE AND WE REGAIN THAT BEFORE THEY CAN RELEASE ALSO OUR ACCREDITATION. IT SHOULD HAPPEN ALMOST AT THE SAME TIME. SO AS I SAID, BY THE END OF THE MONTH, BEGINNING OF MARCH. BUT THESE TWO THINGS AGAIN IS RELATED TO 2021 SENIORS SEE CMR DATA FOR 21, 20, 20, 21 SENIORS, AND ALSO BECAUSE OF THE AFF WE RECEIVED TWO YEARS AGO, THAT'S REALLY WHAT'S IMPACTING OUR ACCREDITATION STATUS AT THIS TIME. SO I WANT TO MAKE SURE WE ARE CLEAR ON THAT. AND THE COMMISSIONER HAS POWER UNDER THE TEXAS ADMINISTRATIVE CODE SECTION FIVE. HE HAS THE POWER OF HOLDING ACCREDITATION UNTIL ALL THIS STUFF IS CLEAR. AND AGAIN, IT'S OUR HOPE AND WE KNOW 100% GUARANTEE THAT THAT WE WILL RECEIVE OUR 89 BACK AND THEN OUR ACCREDITATION AGAIN BACK. THE REASON WHY SOME OF THE SCHOOL DISTRICTS WHO ARE STILL DON'T HAVE AN ACCOUNTABILITY RATING AND THEY DATA UNDER REVIEW BUT THEIR ACCREDITATION WAS GIVEN IS BECAUSE THEY DIDN'T HAVE AN F PRIOR YEAR IN THE FINANCE OR THE ACADEMIC, WHEREAS WE DID HAVE AN F OBVIOUSLY IN THE FINANCE. AND THAT'S WHY WE ARE IN THIS KIND OF SITUATION. AS I SAID, WE KNOW IT'S GOING TO GET FIXED. IT'S JUST A MATTER TO BE WAITING FOR YEAR TO GO THROUGH THEIR ROUTINE DATA REVIEW AND WE'RE HOPING WITHIN 2 TO 3 WEEKS THINGS WILL BE CLEARED. AND I KNOW WE NORMALLY WAIT TILL THE END FOR QUESTIONS, BUT THERE'S BEEN A LOT OF PUBLIC COMMENT ON SOCIAL MEDIA AND THINGS ABOUT THIS. SO I JUST WANT TO MAKE SURE THAT WE'RE REALLY CLEAR. THIS HAD TO DO WITH OUR FINANCIAL REPORT THAT WAS DUE IN DECEMBER OF 2020, BUT WAS SUBMITTED LATE IN DECEMBER OF JANUARY OF 2021. AND OUR GRADUATES FOR THE CLASS OF 2021. AND BOTH OF THOSE THINGS OCCURRED BEFORE YOU TOOK OVER AS OUR SUPERINTENDENT, CORRECT? YES, MA'AM. IT HAPPENED AGAIN. 2021. YES, CORRECT. AND SO YOU'RE NOW GOING BACK AND MAKING THOSE CORRECTIONS AND DEALING WITH WHEN YOU STEP INTO ANY ROLE, YOU DEAL WITH WHATEVER IS LEFT ON THE PLATE? WELL, I TAKE RESPONSIBILITY. I'M THE SUPERINTENDENT NOW, SO I'M NOT GOING TO BLAME IT ON ANYBODY. BUT THANK YOU FOR POINTING THAT OUT. BUT I KNOW. NO, I KNOW WE HAVE TO FIX IT BECAUSE I KNOW HOW HARD OUR STAFF AND TEACHERS WORK AND HOW HARD OUR PARENTS AND EVERYONE WORK TO EARN. I MEAN, REALLY, TECHNICALLY, WE HAD A 92. I KEEP SAYING WE HAVE A 92, BUT BECAUSE OF THAT ONE DOMAIN AND I KNOW ERICA WILL TALK ABOUT THAT ONE DOMAIN ONE CAMPUS, WE DROPPED TO AN 89, BUT I THINK WE EARNED IT. I WAS TEACHING STUDENTS, EVERYONE EARNED IT. THEY WORK HARD FOR IT. SO WE CANNOT WAIT TO GET THAT BACK. BUT THANK YOU. AND THE OTHER THING I THINK THAT WAS A LITTLE UNCLEAR IS PERHAPS BECAUSE THIS WAS THE FIRST TIME TEA HAS EVER CHANGED ANY ACCOUNTABILITY RATINGS DURING THE PROCESS. IT'S WHY IT HAS ALSO AFFECTED THE ACCREDITATION STATUS, WHICH HAS NEVER HAPPENED IN THE PAST EITHER. WHILE THEY AND WE WERE NOT SELECTED BECAUSE WE DID ANYTHING WRONG FOR THESE AUDITS, CORRECT. THESE ARE JUST ROUTINE. THEY PICK DISTRICTS EVERY YEAR. THAT'S RIGHT. AND I THINK SINCE THEN, I THANK YOU FOR POINTING THAT OUT, TOO. I'M SORRY I DIDN'T GET A CHANCE TO TALK ABOUT IT. I KNOW THAT, AS I SAID, TEA DID NOT COME FORWARD WITH THIS INFORMATION INITIALLY. YOU KNOW, WHEN WE FIRST RECEIVED THE NOTICE IN DECEMBER TO SUBMIT SOME DATA FOR REVIEW, WE THOUGHT LIKE PREVIOUS YEARS, WE THOUGHT, OKAY, IT'S JUST A NORMAL ROUTINE. WE'RE STILL GOING TO HAVE AN 89. AND WE DIDN'T EXPECT ANY CHANGES AS FAR AS OUR RATING. BUT THEN WE YOU KNOW, IN GENERAL, THAT'S WHAT WE REALIZED AND THAT'S WHEN THEY SENT A LETTER. I THINK THE LETTER WAS SENT. AND I THINK SHE'S SAYING PRETTY MUCH NONE OF THESE DISTRICTS IS ACCUSED OF WRONGDOING. THIS IS, AS I SAID, A ROUTINE DATA REVIEW THAT YOU KNOW, TEA DOES. SO IT'S AGAIN, WE WERE ONE OF THOSE LUCKY ONES, YOU KNOW, 57 SCHOOL DISTRICT, UNFORTUNATELY. BUT AND WE HAVE TO GO THROUGH IT THEN HOPEFULLY WE'LL BE CLEAR. BUT YEAH, AND ONE LAST THING, BOARD. I HAVE TALKED WITH DR. AZAIEZ THAT WHEN TEA FINISHES ALL OF THIS, I WOULD LIKE TO I'M SURE IT'LL GO OUT ON OUR SOCIAL MEDIA AS AN UPDATE AND EVERYTHING, BUT PERHAPS EVEN PUT IT ON ANOTHER AGENDA JUST AS A QUICK REFRESH TO ALL OF US TO KNOW THAT THEY HAVE FINISHED THEIR REVIEW AND THAT WE ARE WE CAN REPORT EXACTLY WHAT OUR FINAL STATUS IS. WE ARE REQUIRED TO HAVE OUR TAPR REPORT TONIGHT BECAUSE WE HAVE TO HAVE IT WITHIN 90 DAYS OF WHEN THE TAPER IS OR WHEN THE DATA IS ACTUALLY RELEASED, [00:20:09] WHICH WAS WHEN IT BECAME FINAL, WHICH WAS IN DECEMBER. SO WE COULDN'T PUT OFF HAVING THIS HEARING UNTIL TO FINISH THEIR REVIEW BECAUSE WE HAVE A 90 DAY TIME FRAME TO HAVE THIS PUBLIC HEARING. BUT ONCE WE DO GET A FINAL REPORTING, BECAUSE I HATED KIND OF HAVING THIS WHILE THINGS WERE STILL IN FLUX, BUT ONCE IT IS FINAL, THEN WE WILL ANNOUNCE IT IN A BOARD MEETING AS WELL. SO I JUST WANT TO LET YOU KNOW BOARD THAT WE WILL ADDRESS THIS IN AN UPCOMING MEETING AS WELL. SO SORRY TO INTERRUPT IN THE MIDDLE OF THE PRESENTATION, BUT I JUST WANTED TO MAKE SURE WE CLARIFIED A FEW POINTS ON THAT. THANK YOU. IT WAS WELL WORTH IT. THANK YOU, DEAR. DAISY. MORE. THE ANNUAL REPORT INCLUDES ALL CURRENT YEAR PERFORMANCE OBJECTIVES FROM EACH CAMPUS IMPROVEMENT PLAN. EACH CAMPUS COMPLETES THE CAMPUS IMPROVEMENT PLAN AND IS NOT ONLY IN THE ANNUAL REPORT, BUT IT'S ALSO POSTED INDIVIDUALLY IN THEIR CAMPUS FOLDERS ON OUR PERFORMANCE INDICATOR PAGE. NOW WE'RE GOING TO TALK ABOUT THREE YEAR ENROLLMENT DATA. THIS SLIDE. THE NEXT SLIDE THREE SITES REFERENCES DATA THAT WAS COLLECTED IN THE FALL OF EACH SCHOOL YEAR. THIS FIGURE SHOWS THE PERCENTAGE OF STUDENTS IN EACH RACE AND ETHNICITY GROUP IN 2020, 20 21, AND 2022 SCHOOL YEARS. AS WE CAN SEE, AS WE KNOW, AFRICAN AMERICAN, HISPANIC AND WHITE STUDENT GROUP ENROLLMENT HAS BEEN ON A SLIGHT DECLINE FOR THE LAST THREE YEARS. BUT COMPARING THE FIGURE TO THE TABLE, WE CAN SEE THAT THE PROPORTIONALITY OF OUR DISTRICT FOR ASIAN AND WHITE IS ABOVE THE STATE AVERAGE. NOW WE'RE GOING TO TALK ABOUT SOME OF OUR STUDENT GROUPS DATA. AND THESE ARE DIFFERENT. THE NEXT TWO SLIDES ARE STUDENT GROUPS. AND WE'RE GOING TO TALK ABOUT, AGAIN, SOME TRENDS THAT WE'RE NOTICING ACROSS THESE STUDENT GROUPS FOR THE LAST THREE YEARS. ECONOMICALLY DISADVANTAGED AND STUDENTS WHO HAD A PRIOR DISCIPLINARY PLACEMENT IN THE PRIOR YEAR AS A STUDENT GROUP, WE CAN SEE THAT THOSE NUMBERS ARE HAVE GONE DOWN IN THE LAST THREE YEARS. I WILL POINT OUT THAT IN 2021, WE DIDN'T HAVE OUR KIDS ON CAMPUS, THAT MOST OF OUR KIDS WERE DOING REMOTE LEARNING. SO IF THEY WEREN'T ON CAMPUS, WE CAN'T WRITE THEM A REFERRAL FOR DOING SOMETHING SILLY AT HOME. SO THAT KIND OF IMPACTS THE DATA AS WELL FOR COMING HERE IN 2022. AND IT BEING THAT LOW, THEY DIDN'T HAVE THE OPPORTUNITY TO POTENTIALLY GET A PLACEMENT AT THE DAP, BUT THAT IS NOT OUR DISCIPLINARY DATA. THAT IS A STUDENT GROUP. HERE. WE'RE LOOKING CONTINUING TO LOOK AT STUDENT GROUPS AND WE SEE THAT OUR BILINGUAL ESL EDUCATION AND OUR TAG NUMBERS CONTINUE TO INCREASE FOR THREE YEARS. AND THAT'S A GOOD THING FOR US FOR FOR TAG IS BECAUSE IT'S AN OPPOSITE OF THE STATE TREND WHERE WE CAN SEE FOR THE THREE YEARS THE STATE HAS A REDUCTION IN THE PERCENT OF STUDENTS ENROLLED IN THE TAG AND GIFTED PROGRAM. THEN WE GET TO LOOK AT OUR STAFF AND OUR TURNOVER RATE. WE CAN SAY HERE THAT THE AVERAGES OF EXPERIENCE FOR PRINCIPALS DROPPED IN THE 2022 SCHOOL YEAR WHILE TEACHER TURNOVER RATE EXPERIENCED A THREE YEAR LOW. SO ONE OF THE THINGS THAT WE ACTUALLY FACE COMING INTO THIS SCHOOL YEAR SINCE COVID PANDEMIC HAS BEEN THE RETENTION OF TEACHERS FOR VARIOUS REASONS. WE'VE LOST TEACHERS OUT OF PUBLIC EDUCATION OVER THE LAST COUPLE OF YEARS. AND THIS THIS DATA SHOWS THAT NOT ONLY AT THE DISTRICT LEVEL, BUT ALSO AT THE STATE LEVEL, WHERE WE DO HAVE THAT RETENTION RATE INCREASING. SO IN MY OWN WAY, WE'RE GOING TO NOW TALK ABOUT OUR STAAR PERFORMANCE DATA. THIS SLIDE SUMMARIZES THE DISTRICT PERCENTAGE OF STUDENTS MEETING EACH LEVEL OF PERFORMANCE FOR STAAR ON 2022. SO WE SEE HERE THAT THE 2022 RESULTS DEMONSTRATES THE HARD WORK AND DEDICATION OF THE ROUND ROCK ISD STAFF CLOSING THE LEARNING GAPS CREATED BY THE COVID PANDEMIC. ELA RESULTS NOT ONLY RETURN TO THE PRE-PANDEMIC LEVEL, BUT WE ALSO SEE THAT FOR MEATS AND MASTERS GRADE LEVEL, IT EXCEEDS THE 2019 PERFORMANCE. BECAUSE WE HAVE IT HERE THAT IN 2019 ELA FOUR APPROACHES GRADE LEVEL WAS 85, WHICH ON THIS SLIDE IS 84 FOR MEETS GRADE LEVEL WAS 65. THE SLIDE SHOWS 68. AND THEN FOR MASTER'S GRADE LEVEL, WE WERE AT 37%. SO WE AGAIN, WE SEE IN ELA THAT WE'VE EXCEEDED THOSE GAPS AND IN MATH WE'RE CONTINUING TO WORK TO CLOSE THE GAPS CREATED BY THE PANDEMIC. A BIG PART OF THE STATE ACCOUNTABILITY SYSTEM. NOW MORE THAN EVER SINCE THE PANDEMIC, IS STUDENT GROWTH, BEING ABLE TO GROW STUDENTS AND CLOSE THOSE GAPS. AS REFERENCED EARLIER, IN 2022, THE DISTRICT CONTINUED TO WORK IN CONDITIONS STILL IMPACTED BY THE PANDEMIC. [00:25:05] WE LOOKED AT DATA IN ONE OF OUR PRESENTATIONS LAST YEAR THAT AS LATE AS JANUARY WE HAD HIGH RATES OF TEACHER AND STUDENT ABSENCES BECAUSE OF THE PANDEMIC. SO THIS DATA SHOWS THAT THE DISTRICT PERCENTAGE OF STUDENTS MEETING OR EXCEEDING EXPECTED GROWTH ON STAFF CONTINUES TO OUTPACE THE REGION AND THE STATE FOR BOTH READING AND MATH. THIS DATA PROVIDES A THREE YEAR VIEW AND SHOWS THAT IN 2022 ALA AND MATH HAD AT LEAST A 5% GROWTH OVER THE PRIOR YEAR DATA THAT'S AVAILABLE AND FOR GROWTH BECAUSE YOU HAVE TO HAVE AN ASSESSMENT FOR TWO YEARS IN A ROW. THIS GOES BACK TO THE 2018-19 SCHOOL YEAR AND 17-18 SCHOOL YEARS. THOSE ARE THE TWO YEARS, THE TWO PRIOR YEARS OF DATA THAT WE'RE COMPARING IT TO BECAUSE WE DIDN'T HAVE ANY 2020. SO WE DIDN'T HAVE GROWTH IN 2021. NOW WE'RE GOING TO LOOK AT OUR ACCOUNTABILITY RATING. AS DR. AZAIEZ REFERENCED EARLIER, WE DID HAVE DATA THAT WAS RELEASED IN THE SUMMER, AND THAT DATA DID SHOW THAT OUR OVERALL RATING WAS IN 89. SO WE WANT TO CONTINUE TO EMPHASIZE THAT THIS RATING WAS NOT BASED STRICTLY ON OUR PERFORMANCE. THIS IS SIMILAR TO WHEN MY CHILDREN WERE IN HIGH SCHOOL AND THEY RETURNED IN THEIR WORK LATE AND THEY WOULD GET DEDUCTED FOR POINTS. THAT GRADE THAT THEY RECEIVE WAS NOT A REFLECTION OF THEIR PERFORMANCE. IT WAS A REFLECTION OF THE GRADE THAT THEY RECEIVED AFTER THE RULES WERE APPLIED, AND IN THIS CASE, THE RULES OF THE DATA, THE LESSON BEING TURNED IN LATE. SO THE SAME RULE APPLIES FOR THE STATE. AND THAT RULE SAYS THAT A DISTRICT MAY NOT RECEIVE AN OVERALL OR DOMAIN RATING OF AN A IF THE DISTRICT INCLUDES ANY CAMPUSES WITH THE CORRESPONDING OVERALL OR DOMAIN SCORE, THAT'S LESS THAN 70. IN THIS CASE, THE HIGHEST SCALE SCORE THE DISTRICT CAN RECEIVE FOR OVERALL OR IN THE CORRESPONDING DOMAIN IS 89. SO THAT RULE WAS APPLIED. THEREFORE, THE RATING THAT WE RECEIVED WAS AN 89. ON THE RIGHT SIDE OF THE SLIDE THAT WE SEE THAT WE HAD NO CAMPUSES IN 2022 THAT RECEIVED A D OR AN F, AND 85% OF OUR CAMPUSES HAD A RATING OF AN A OR B. THIS IS OUR DISTINCTION AND DESIGNATIONS. OVERALL. IN 2022, WE HAD 91 CAMPUSES THAT EARNED A DISTINCTION IN NIGHT AND NIGHT AND YES, 91 CAMPUS, 91 DISTINCTIONS IN DESIGNATION EARNED ACROSS OUR CAMPUSES APOLOGIZED FOR ELEMENTARY SCHOOLS, AND ONE MIDDLE SCHOOL RECEIVED DESIGNATIONS IN ALL QUALIFYING AREAS. NOW WE'RE GOING TO LOOK AT OUR VIOLENT AND CRIMINAL INCIDENCE DATA REPORT. THIS DATA ON THIS SLIDE IS DATA THAT WAS COLLECTED ACROSS SCHOOL YEARS 2020, 2021 AND 2022. EACH YEAR WE ARE ASKED THIS IS ONE OF THE THINGS THAT THE STATE DOES NOT GIVE US. THIS IS A REPORT THAT THEY SAY HAS TO BE IN HERE, THAT WE DO COMPILE IT AS A DISTRICT WHERE WE HAVE TO REPORT THE RATE AND THE COUNT OF OUR CRIMINAL AND VIOLENT INCIDENTS. THESE ARE THE SORTS OF STUDENT BEHAVIORS THAT WILL RESULT IN A MANDATORY DAP PLACEMENT. AND THE FIGURE ON THE LEFT, THE GRAY BARS INDICATE THE TOTAL COUNT OF DISCIPLINARY INCIDENTS IN 2020, 2021, AND 2022. AND THE GREEN. THE BAR IS THE TOTAL NUMBER OF DISCIPLINARY INCIDENTS FROM THE SAME YEARS. SO WHICH ONES WERE CRIMINAL AND IN WHICH ONES? OVERALL INCIDENTS. AND THE FIGURE ON THE RIGHT, THE BAR SHOW THE TOTAL COUNT OF VIOLENT AND CRIMINAL INCIDENTS IN EACH OF THE THREE YEARS BY SCHOOL TYPE. AND WE DO NOTICE THAT THE TOTAL NUMBER OF DISCIPLINARY INCIDENTS FOR 2022 FOR MIDDLE SCHOOLS AND HIGH SCHOOL CAMPUSES EXCEEDED THE NUMBER IN 2020. BUT 2020 WAS THE FIRST SCHOOL YEAR THAT WAS DISRUPTED BY THE COVID PANDEMIC. WE RELEASE FOR OUR SPRING BREAK, BUT WE DID NOT RETURN TO CAMPUSES AT THAT TIME. SO IT WAS THAT DID IMPACT THE DATA A LITTLE BIT. IT ALSO SHOULD BE NOTED THAT IN 2020 I JUST SAID THAT. SO ONCE THAT AGAIN, THE PANDEMIC ALSO SEVERELY IMPACTED STUDENT INCIDENCE FOR 2021. AS AGAIN, WE HAD OUR REMOTE LEARNING, SO THE MAJORITY OF OUR KIDS DID NOT ATTEND IN PERSON IN THAT YEAR. HERE IS THE RATE OF VIOLENT CRIMES. AND WE CAN SEE HERE AT THE BOTTOM THAT THESE ARE ASSAULT IS THE BLUE. AND THEN ANY DRUG RELATED INCIDENCES IS THE GREEN. AND THE GOLD IS JUST OTHER INCIDENTS THAT ARE CONSIDERED VIOLENT CRIMES. WE CAN SEE THE RATE OF VIOLENT CRIMES DROPPED ACROSS ALL CAMPUS TYPES FOR THE 2022 SCHOOL YEAR, WITH MIDDLE SCHOOL CAMPUSES BEING THE ONLY CAMPUS TYPE THAT DIDN'T DROP DOWN BELOW [00:30:01] THE PRE-PANDEMIC LEVELS. AND DRUG RELATED INFRACTIONS REPRESENTED OVER 60% OF VIOLENT AND CRIMINAL INCIDENTS. STAAR, TELPAS ACCOUNTABILITY UPDATES. SO AS WE START THIS 2023 ACCOUNTABILITY YEAR, THERE ARE GOING TO BE SEVERAL CHANGES THAT'S GOING TO BE COMING INTO PLAY. THE BIGGEST IS GOING TO BE THE STAR REDESIGN, WHERE 100% OF TESTING WILL BE ONLINE AND I SAY 100%, BUT PEOPLE CAN APPLY AND THERE WILL BE EXCEPTIONS MADE WHERE PEOPLE CAN TAKE STUDENT. BUT THE EXPECTATION IS AS MANY STUDENTS AS POSSIBLE WILL BE TAKING THE TEST ONLINE. THERE WILL BE NEW TYPES THAT WILL BE ON THE TEST. THOSE ARE THINGS THAT WE TALKED ABOUT IN A BOARD WORKSHOP WHERE WE DEMONSTRATED AND SHOWED THOSE DIFFERENT TYPES. WE WILL BE IN THE FIRST YEAR OF A NEW ACCOUNTABILITY REFRESH. WE DID RECEIVE AN UPDATED FRAMEWORK IN JANUARY AND THAT PROVIDED OUR NEW CUT SCORES FOR OUR CCMR, OUR STUDENT GROWTH AND CLOSING THE GAPS. THIS YEAR, THE TAIL PASS WRITING WILL BE ONLINE FOR THE FIRST TIME AND DUE TO BEING ONLINE WITH THEM NOT HAVING ANY BASELINE DATA, THE WRITING WILL NOT BE INCLUDED IN THE ACCOUNTABILITY RESULTS THIS YEAR WHEN IT COMES TO DOING THE COMPOSITE SCORE FOR TAIL PASS. AND LAST ACCOUNTABILITY. WE RETURNED TO THE ALL LITTER RATING. SO A THROUGH S WILL BE GIVEN OUT, UNLIKE THIS YEAR WHERE D'S AND FS WERE NOT GIVEN. AND I KNOW WE'RE ALSO SCHEDULING AN ACADEMIC WORKSHOP IN THE MONTH OF APRIL, SO WE'LL DIG DEEPER INTO ALL THESE CHANGES. I KNOW, IT'S A LOT OF CHANGES. AS YOU KNOW, THIS IS JUST A IT'S EASY AND TRYING TO PUT IT, BUT IT'S A LOT LIKE A GOOD EXAMPLE. OUR CCMR TO EARN AN A, I THINK WE TALKED ABOUT LAST TIME TO EARN AN A NOW IT WENT FROM LIKE WHAT, 61, 62% TO 88%. SO IT'S GOING TO BE HARDER AND HARDER TO EARN A HIGHER RATING. BUT I KNOW OUR PRINCIPALS, OUR STAFF, OUR TEACHERS ARE REALLY ALREADY TALKED ABOUT IT, MATT, AND STRATEGIZE AND COME UP WITH PLANS BUT I JUST WANT ONE WANT TO SHARE THAT A LOT OF CHANGES ARE HAPPENING THIS YEAR. A LOT OF CHANGES ARE HAPPENING AND MANY OF THEM ARE COMING FROM TO. AND WE DON'T KNOW YET IF WE WILL HAVE ANY ADJUSTMENT PERIOD OR A GRACE PERIOD, AS ALL OF US TRYING TO FIGURE OUT HOW THIS WILL HAPPEN. BUT I JUST WANT EVERYBODY TO KNOW AND WE WILL AGAIN SHARE MORE DETAILED INFORMATION AT OUR APRIL WORKSHOP. NOW WE'RE GOING TO LOOK AT ATTENDANCE, DROPOUT AND GRADUATION RATE DATA. AGAIN, GIVING YOU A THREE YEAR LOOK SO WE CAN KIND OF SEE WHAT WAS GOING ON BEFORE THE PANDEMIC, DURING THE PANDEMIC AND AFTER PANDEMIC. AND WHAT WE SEE HERE ON THIS SLIDE IS THAT OUR ATTENDANCE RATE IS RETURNING TO PRE-PANDEMIC LEVELS. IT'S A LITTLE BIT HIGHER. AND DURING THE 2021 SCHOOL YEAR, BECAUSE OF THERE WAS SOME CHANGE TO THE WAY THAT WE COULD REPORT BECAUSE OF THE REMOTE LEARNING. SO THAT MADE OUR ATTENDANCE RATE BE A LITTLE BIT HIGHER BECAUSE OF THAT. HERE. WE SEE THAT IN 2021, THE NINTH GRADE DROPOUT RATES WERE LOWER FOR THE DISTRICT AND FOR MOST OF THE STUDENT GROUPS OF OUR STUDENT GROUPS IN COMPARISON TO THE STATE AND REGION OVERALL RATES. HERE, WE NOTICE THAT THERE'S A THREE YEAR TREND OF HIGHER RATES OF STUDENTS DROPPING OUT IN GRADES NINE THROUGH 12, WITH ROUND ROCK RATES REMAINING WELL BELOW THE REGION AND STATE RATES. OVERALL. OUR GRADUATION RATES. THEY'VE BEEN FAIRLY STEADY AND THAT'S FOR THE STATE AS WELL AS THE REGION AND THE DISTRICT. SO GRADUATION RATES HAVE REMAINED STEADY. SO OUR FOUR YEAR GRADUATION RATE EXCEEDED 90% FOR ALMOST ALL OF OUR STUDENT GROUPS FOR THE CLASS OF 2021. SO YOU SEE MORE IN FUTURE READINESS. THIS SLIDE SHOWS THAT 73% OF THE CLASS OF 2021 WERE COLLEGE READY IN ENGLISH LANGUAGE ARTS AND MATH. AND THAT'S BASED ON THE FOLLOWING COLLEGE READINESS ASSESSMENTS ACT SAT AND THE TEXAS SUCCESS INITIATIVE ASSESSMENT, THE TSIA, WHICH IS NOW IN VERSION TWO, SO TSIA TWO. THIS SLIDE DEMONSTRATES THAT OUR STUDENTS IN ROUND ROCK WERE PREPARED FOR THE FUTURE IN A VARIETY OF WAYS BASED ON THE CCMR READINESS INDICATORS. WE HAD STUDENTS THAT GO ACROSS ALL INDICATORS. AND THIS SLIDE SHOWS THAT THE 2021 GRADUATES, 81% WERE CCMA READY COLLEGE MILITARY, AND THEY STILL HAVE MILITARY. [00:35:05] EVEN THOUGH IT WASN'T THERE. BUT THEY WERE READY. AND THEN ALL PROGRAM GROUPS HAD AN INCREASE IN THE PERCENTAGE OF STUDENTS CCMA READY TO COMPARE TO THE CLASS OF 2020. LASTLY, WE'RE GOING TO FOCUS ON OUR POST SECONDARY DATA. AMONG THE GRADUATING CLASS OF 2020. SO THIS IS A LAGGING INDICATOR. BY TWO YEARS NOW, 58% ENROLLED IN THE TEXAS COLLEGE OR UNIVERSITY IN THE THREE YEARS FOLLOWING HIGH SCHOOL GRADUATION. THIS SHOWS THAT OF THE STUDENTS WHO CLASS OF 22 THAT DID ENROLL ALMOST ALL OF THE STUDENTS, ALMOST HALF OF THE RACE AND ETHNICITY GROUPS ENROLLED IN THE TEXAS INSTITUTION OF HIGHER EDUCATION. SO LOOKING AT IT BY STUDENT GROUPS AND HAVING THAT HIGH RATE OR. ALMOST 50% OF ALL STUDENT GROUPS. JUST THE BEST SLIDE. I JUST WANT TO ALSO LET EVERYBODY KNOW THAT'S REALLY ALSO LOOKING AT OUR PUBLIC UNIVERSITIES. SO IF THEY WENT TO PRIVATE UNIVERSITY, WE DON'T HAVE THAT NECESSARILY. THAT INFORMATION IS NOT PART OF THIS IS REALLY PUBLIC UNIVERSITIES. I'M SURE EVERYBODY KNOWS THAT. THANK YOU, DR. AZAIEZ. THIS SLIDE SHOWS GPA. SO AMONG THE CLASS OF 2020, THE FIRST YEAR ENROLLED IN A FOUR YEAR TEXAS UNIVERSITY OF PUBLIC EDUCATION OF HIGHER EDUCATION. OVER 70% OF THE STUDENTS HAD A 3.0 OR 3.0 OR HIGHER GRADE POINT AVERAGE. AND THAT CONCLUDES THAT GETS TO THE QUESTIONS PORTION OF THE PUBLIC HEARING. THANK YOU VERY MUCH. I APPRECIATE YOUR PRESENTATION OF THAT. TRUSTEES, DO YOU HAVE ANY QUESTIONS, TRUSTEE MARKUM. YEAH. THANK YOU SO MUCH FOR GOING THROUGH ALL THAT ON SLIDE 22, WHERE WE'RE TALKING ABOUT DISCIPLINARY INCIDENTS. IT'S GREAT TO SEE EARLIER IN THE PRESENTATION WHERE WE SEE DISCIPLINARY PLACEMENTS FROM THE PRIOR YEAR TRENDING DOWN. BUT HERE WE'RE SEEING HIGHER LEVELS IN THE 2021, 2022 SCHOOL YEAR VERSUS PRE-PANDEMIC. AND I WAS WONDERING IF WE COULD GET A BREAKDOWN OF THAT BY STUDENT GROUP, BY STUDENT POPULATIONS. I FEEL LIKE THAT DATA WOULD BE A LITTLE MORE MEANINGFUL FOR ME TO BE ABLE TO SEE WHERE WE'RE SEEING TRENDS. SO I WOULD NEED TO GET CONSENSUS IF THAT'S A REQUEST FROM. YES. I DIDN'T THINK YOU WOULD HAVE OBJECTION TO IT, BUT. YEAH. GREAT. AND THEN I HAVE ONE OTHER QUESTION. THANK YOU. CAN YOU TALK A LITTLE BIT ABOUT WHAT YOU ATTRIBUTE TO THE HIGHER VIOLENCE RATES IN MIDDLE, ESPECIALLY IN THE MIDDLE SCHOOL LEVEL? LIKE YOU WANT TO LIKE WHAT THE REASON? WHY THAT'S TRENDING UPWARD VERSUS, WHY IT'S HIGHER THAN IT WAS. I UNDERSTAND WHY THE 2020, 2021 NUMBER IS A LOT LOWER. WE DIDN'T HAVE AS MANY KIDS ON CAMPUS, BUT THOSE NUMBERS ARE HIGHER THAN PRE-PANDEMIC, SUBSTANTIALLY HIGHER VERSUS HIGH SCHOOL AND ELEMENTARY. SO I WAS JUST WONDERING IF WE'VE SEEN TRENDS OR WE KNOW WHY THOSE RATES ARE HIGHER IN MIDDLE SCHOOL? I'M GOING TO BE HONEST. I DON'T THINK WE DID THE STUDY LIKE A SCIENTIFIC STUDY, IF YOU WILL, TRYING TO DIG. WE CAN SPECULATE, BUT I DON'T WANT TO SPECULATE. I MEAN, WE CAN DEFINITELY GO BACK AND DO MORE LIKE IN-DEPTH STUDIES. I KNOW IT'S OUR GOAL IS NOT TO SEE INCREASE. WE WANT TO ACTUALLY SEE DECREASE ACROSS THE BOARD IN OUR AND SAID WE WANT TO BE PROACTIVE. WE WANT TO PROVIDE OUR STUDENTS WITH THE RESOURCES THEY NEED, WHETHER IT'S MENTAL HEALTH OR, YOU KNOW, SOME HELP WITH THE SOCIAL EMOTIONAL NEEDS, IF YOU WILL. BUT ALSO WE WANT TO MAKE SURE THAT OUR TEACHERS AND STAFF I KNOW WE HAVE A LOT OF NEW TEACHERS AND ALL NEW PRINCIPALS HIRE THE PAST COUPLE OF YEARS, EVERYBODY WAS COMING FROM THE PANDEMIC TO I KNOW WE NEEDED MAYBE DO MORE TRAINING TO EQUIP AND EQUIP THEM WITH TOOLS SUCH AS DE-ESCALATION TECHNIQUES, THINGS LIKE THAT THAT WILL HELP INSTEAD OF LIKE ESCALATE AND TO A POINT THAT THE STUDENTS NOW WILL GET WRITTEN UP AND POSSIBLY SUSPENDED, FOR EXAMPLE, IS TO HELP DE-ESCALATE THE SITUATION AND DEFUSE THE SITUATION, IF YOU WILL, AND THEN EQUIP THE STUDENTS WITH STRATEGIES AND TECHNIQUES. SO NEXT TIME THEY DON'T HAVE THE REPEAT OF THE SAME SITUATION. SO I KNOW WE HAVE MORE WORK THAT NEEDS TO BE DONE IN THAT AREA, NO DOUBT. THANK YOU. THAT'S ALL I HAD. TRUSTEE HARRISON. THANK YOU. I HAVE A COUPLE OF QUESTIONS. SLIDE TEN I RECEIVED SOME CLARIFICATION ON SLIDE TEN TODAY BECAUSE I THINK IT'S LAID OUT TO LOOK LIKE THESE NUMBERS ARE COMPARATIVE AND THEY'RE NOT. THEY ARE COMPLETELY SEPARATE CATEGORIES. SO I JUST WANT TO CLARIFY THAT WHEN WE'RE LOOKING AT ADDITIONAL DEMOGRAPHIC AND PROGRAM INFORMATION, BECAUSE ONE THING THAT WAS FLAGGED WAS DISCIPLINARY PLACEMENTS TO [00:40:05] ME. I'M CURIOUS AS TO HOW WE DECIDE WHAT INFORMATION TO EXTRACT OUT OF THIS REPORT TO SHARE, BECAUSE IT'S A LONG REPORT. I MEAN, I'VE READ THE WHOLE THING. IT'S SUPER LONG AND IT LOOKS LIKE, YES, WE WANT TO CELEBRATE DECREASING DISCIPLINARY PLACEMENT, BUT IT SHOULD BE 0.1 BECAUSE WE WEREN'T AT SCHOOL. RIGHT. SO HOW DO WE MAKE THOSE DECISIONS ABOUT WHAT TO REFLECT HERE? AND HOW COULD WE MAYBE MAKE THAT MORE CLEAR FOR THE FUTURE? WE DEFINITELY CAN TAKE YOUR FEEDBACK, TRUSTEE HARRISON AND YOUR INPUT. SO IF YOU OR ANY OF OUR MEMBERS WANT US TO FOCUS MORE IN CERTAIN AREAS, I MEAN, WE WILL BE MORE THAN HAPPY TO MAKE SURE THAT WE ARE TALKING ABOUT IT, BUT ALSO EXPANDING IT. SO I'M TAKING NOTES. I KNOW ERICA AND DR. NICK START TAKING NOTES. SO MOVING FORWARD, WE KNOW THAT'S SOMETHING THAT WE DEFINITELY NEED TO KIND OF EMPHASIZE AND TALK ABOUT A LITTLE BIT MORE. OKAY. THANK YOU. I JUST THINK THAT WAS MAYBE A LITTLE BIT CONFUSING. AND THEN I WANTED TO LOOK AT I HAVE A LOT OF AGREEMENT AROUND SLIDE 22, TRUSTEE MARKUM. SHARED A DESIRE TO HAVE THE STUDENT GROUP BREAKOUTS. BUT WHEN WE GET TO SLIDE 22 AND SLIDE 23. POSSESSION, USE, ALCOHOL CONTROLLED SUBSTANCES. THOSE NUMBERS ARE HIGH. AND I KNOW THAT WE JUST DID A FENTANYL PRESENTATION AND I KNOW SOMETIMES PEOPLE COME BEFORE US AND THEY'RE LIKE, WE JUST WANT TO FOCUS ON LEARNING AT SCHOOL. AND I TOTALLY UNDERSTAND THAT. BUT ADDITIONALLY, STUDENTS ARE STRUGGLING WITH SOME ADDITIONAL BEHAVIOR ISSUES, AND I WOULD LIKE TO KNOW WHAT, IF ANYTHING, WE'RE DOING TO SUPPORT THAT SO THAT WE'RE NOT JUST FACING EXCLUSIONARY DISCIPLINE, REMOVING KIDS FROM ACADEMIC SETTINGS. WHAT HAVE YOU SEEN IN A SCHOOL SETTING THAT CAN SUPPORT? THESE HIGHER NUMBERS THAT WE'RE SEEING. SO CAN YOU ASK THE QUESTION AGAIN? BECAUSE THEN IN THE END, YOU SWITCHED UP ON ME, YOU STARTED ONE WAY, THEN ANOTHER. SO CAN YOU ASK YOUR QUESTION? YEAH. I MEAN, IT JUST SEEMS LIKE WE HAVE AN INCREASE IN POSSESSION, SELLING USE OF DRUGS AND ALCOHOL. ANY TIME WE SEE THIS INCREASE FROM 2019 TO 2022, IT'S A NO BRAINER FOR ME. THE PAST TWO YEARS WERE VERY TRAUMATIC. RIGHT. BUT IS THERE ANYTHING SPECIFIC THAT WE'RE DOING WITHIN A SCHOOL CONTEXT TO. FIGURE OUT HOW TO SUPPORT STUDENTS IN THIS AND NOT JUST HAVE TO REMOVE THEM. ABSOLUTELY. AND IF YOU'LL SEE, FOR EXAMPLE, AND IT'S POSSIBLE THAT WE CAN PROBABLY DO A PRESENTATION SPECIFICALLY ON THAT. YOU'LL SEE A LOT OF WORK THAT OUR COUNSELORS AS FAR AS TRAINING THAT THEY HAVE TRAINING IN REGARDS TO TRAUMA, BUT ALSO SPECIFICALLY WITH OUR SOCIAL WORKERS AS WELL. PART OF WHAT WE DO, THE THREAT ASSESSMENT AND SOME OF YOU WERE ABLE TO BE AT OUR COMMITTEE MEETING THE OTHER DAY, A MAJOR PART OF THAT IS NOT LOOKING AT THREATS FROM THE. JUST FROM THE VIEWPOINT OF DANGEROUS ACTIONS, BUT ALSO FROM THE SENSE OF ARE WE SEEING WHERE YOU'RE PARTAKING IN BEHAVIORS THAT COULD BE A DANGER TO YOURSELF. SO ALL OF THAT ALSO COMES UNDER WHAT THE SOCIAL WORKERS ARE DOING AS WELL, AS WELL AS WHAT WE PUT OUT IN OUR SOCIAL AND EMOTIONAL. WHAT DO YOU CALL IT? THE INFORMATION THAT THE CURRICULA THAT WE'RE PUTTING OUT FOR THAT WE'RE TRYING TO TACKLE THAT FROM THAT AREA AS WELL. ONE OF THE THINGS TO UNDERSTAND SCHOOLS AND OF COURSE, EVERYONE KNOWS THIS, SCHOOLS ARE A BYPRODUCT OF WHAT'S HAPPENING IN SOCIETY. AND UNFORTUNATELY, WHAT WE'RE SEEING IS AN INCREASE IN THESE THINGS OUTSIDE. AND THEN IT'S MAKING ITS WAY WITHIN THE SCHOOL SYSTEM. SO OF COURSE WE HAVE TO REACT. BUT THOSE ARE SPECIFICALLY WITHIN OUR SYSTEM. THE SPECIFIC DEPARTMENTS THAT MORE OVERWHELMINGLY THAN OTHERS ARE TRAINING DIFFERENTLY IN ORDER TO REACT TO THAT. SO WHAT YOU'LL SEE IS A LOT MORE NOT JUST ON CAMPUSES, BUT TRAINING WITHIN THOSE DEPARTMENTS, TRAINING ON TRAUMA. AND THEN HOW CAN WE REACT TO THAT BASED ON THE FACT THAT HOW THOSE BEHAVIORS ARE GOING TO SHOW UP WITH STUDENTS? AND UNFORTUNATELY, IT SHOWS UP IN THESE WAYS AS FAR AS INCREASED DRUG USE AND ALSO VIOLENT BEHAVIORS. IF I MIGHT ADD TO TRUSTEE HARRISON, I KNOW, I MEAN, LIKE WITH FENTANYL, FOR EXAMPLE, THAT'S JUST THE BEGINNING. WE'RE GOING TO DO ALSO IN PERSON AND WE ALSO DOING SOME AWARENESS, IF YOU WILL, CAMPAIGN OR AT THE HIGH SCHOOLS. BUT I THINK ONE THING WE WILL LEARN AND WE SHOULD AND WE WILL DO, IS ALSO EXPAND THAT SO WE CAN, BUT ALSO WORKING CLOSELY WITH OUR PARENTS, RIGHT, BECAUSE WE NEED TO MAKE SURE WE'RE ALL ON THE SAME PAGE AND THAT WE ARE ALERT. RIGHT. AND MAKING SURE THAT WE'RE NOT GIVING OPPORTUNITIES FOR THE STUDENTS TO GET SOMETHING RIGHT THAT THEY WILL USE OR CONSUME ANYWHERE, REALLY. AND, YOU KNOW, IN THIS CASE IN THE CAMPUS, THAT'S WHY THEY'RE ALL COMING IN ALREADY WITH IT, CONSUMED IT ALREADY. AND, YOU KNOW, I MEAN, SO WE HAVE TO WORK TOGETHER AND COORDINATE OUR EFFORTS WITH OUR PARENTS AND OUR COMMUNITY. [00:45:06] BUT A LOT OF AWARENESS EDUCATING, BUT ALSO FIGURE OUT A WAY TO CREATE SOME DETERRENT. RIGHT? LIKE, FOR EXAMPLE, I MEAN, YOU KNOW, SOME OF THIS STUFF SOMETIMES, UNFORTUNATELY, THEY TRY TO STUDENT MIGHT TRY TO LIKE CONSUME OR DO SOMETHING MAYBE LIKE IN A RESTROOM OR SOMETHING LIKE, SO HOW CAN WE MAKE SURE WE'RE NOT GIVING THEM THOSE OPPORTUNITIES, RIGHT? HAVING PEOPLE IN THE HALLWAY MONITORING KIDS AND MAKE SURE THEY'RE NOT TRYING TO GO AND SNEAK IN SOMEWHERE AND THEN DO SOMETHING LIKE THIS, HAVING WAYS OF DETECTING, YOU KNOW, THESE MATERIALS, I GUESS, BEFORE ARE CONSUMED. SO THINGS LIKE THAT WILL HELP US SHRINK OR REDUCE THIS NUMBER A LOT, BUT IT HAS TO BE A COLLECTIVE EFFORT. I DON'T THINK WE CANNOT JUST BE ONE THING. IT HAS TO BE MULTIPLE THINGS HAPPENING AT THE SAME TIME IN ORDER FOR US TO REALLY REDUCE THIS NUMBER. THANK YOU FOR THAT. I HAVE ONE MORE QUESTION, AND I THINK THAT THIS IS REALLY IMPORTANT AS WE BEGIN THE BUDGET CYCLE OF HOW DO WE LOOK AT THAT BUDGET AS A MORAL DOCUMENT AND PUT DOLLARS TOWARDS WHAT IS IMPORTANT. ONE MORE THING THAT I JUST WANT TO FLAG. IT'S NOT THAT I'M NECESSARILY LOOKING FOR AN ANSWER UNLESS YOU MIGHT HAVE ONE, BECAUSE IT'S A PRETTY BROAD TOPIC. BUT ON SLIDE 20, WE GOT 91 DISTINCTION DESIGNATIONS, AND THAT'S AWESOME. BUT WE SEE SOME DROP OFFS WHEN WE SEE THE TOP 25 AND STUDENT PROGRESS AND TOP 25% AND CLOSING THE ACHIEVEMENT GAP FROM MIDDLE SCHOOL TO HIGH SCHOOL. AND SO I REALLY I MEAN, OBVIOUSLY WE DON'T HAVE TO GET A DISTINCTION, BUT IT'S HARD FOR ME TO BELIEVE THAT WE DON'T HAVE A SINGLE HIGH SCHOOL THAT'S IN THE TOP 25% AND CLOSING THE ACHIEVEMENT GAP. SO I WOULD REALLY BE AN ONLY ONE IN STUDENT PROGRESS. I'D BE CURIOUS TO MAYBE BETTER MONITOR THAT AND FIGURE OUT HOW WE CAN SUPPORT THOSE EFFORTS AS A BOARD. I APPRECIATE IT. AND THAT'S A VERY IMPORTANT POINT. I KNOW. BUT THIS IS SOMETHING LIKE WE HAVE TO, AS I SAID, YOU KNOW, SHARE BECAUSE IN ORDER TO GET THE TOP 25, CLOSING THE ACHIEVEMENT GAP THERE IS ACTUALLY, BELIEVE IT OR NOT, MANY THINGS ALSO. AND THEN THIS IS ONE OF THEM, AND THAT YOU HAVE TO ALSO BE THERE, SELECT A COMPARISON GROUP. AND SO YOU HAVE TO BE IN THE TOP OF THAT. SO A LOT OF IT IS ALSO IT'S LIKE A STRATEGIES HOW HOW LIKE IF I SEE JOHN I'M SORRY JOHN I'M PICKING ON YOU BUT. JOHN HE NEEDS TO KNOW LIKE AND HIS TEAM LIKE WHAT I NEED TO DO, WHAT MY TEACHER NEEDS TO DO, WHAT MY IP NEEDS TO DO TO WORK WITH OUR STUDENTS SO WE CAN DO IT. IT'S ALMOST YOU HAS A STRATEGY LIKE A COACH, RIGHT? SO HE CAN WIN THE GAME. AND I THINK THAT'S SOMETHING THAT WE HAVE TO DO MORE OFTEN AND MORE. BUT I TOTALLY AGREE WITH YOU. WE WANT TO HAVE MORE OF OUR SCHOOLS REPRESENTING THEIR EARNING, YOU KNOW, THESE DISTINCTIONS. THANK YOU SO MUCH. I KNOW THOSE ARE MOVING TARGETS. I UNDERSTAND THERE'S LOTS OF DIFFERENT FACTORS, BUT I JUST WANT TO BE THINKING NOW HOW WE CAN SUPPORT THIS AND WHAT THIS MEANS FOR EACH KIND OF INDIVIDUAL SCHOOL CONTEXT. SO THANK YOU FOR YOUR RESPONSES. TRUSTEE ZARATE. HI. THANK YOU FOR THE PRESENTATION. I APPRECIATE IT. YOU MENTIONED THIS, THE TRAUMA TRAINING ABOUT WANTING TO GET PEOPLE UP TO SPEED AS TO HOW THEY CAN HELP WITH ESPECIALLY THE DRUG AND ALCOHOL POSSESSION SORT OF THINGS. DO YOU HAVE A SPECIFIC PROGRAM IN MIND THAT YOU'RE GOING TO ROLL OUT TO THE TEACHERS AND A TIMELINE OF ANY SORT? WHEN WILL WE SEE? I KNOW YOU CAN'T SEE THINGS OVERNIGHT, BUT I WORRY THAT OUR TEACHERS THAT ARE SUPER HEROES ALREADY ARE NOW GOING TO BE AND ASK TO PULL SOME MORE WEIGHT. AND I THINK I'M WONDERING IF THERE ARE OTHER AREAS THAT WE CAN HELP THEM OUT WITH OTHER THINGS WE CAN BRING IN THAT WILL HELP EASE THEIR BURDEN, LIKE I ALWAYS DO. YOU WANT TO SAY SOMETHING? GO AHEAD. I WAS GOING TO SAY I KNOW WHAT YOU MEAN. SO WE HAVE TO ALWAYS KEEP AN EYE AND WE DON'T WANT TO BURN OUT OUR TEACHERS OR WE WANT THEM TO CONTINUE DOING GREAT THINGS FOR OUR STUDENTS. SO SOME OF THIS STUFF DOESN'T HAVE TO NECESSARILY BE DONE THROUGH. THE TEACHERS COULD BE DONE. I'M THINKING OF MIDDLE SCHOOL. I WAS A MIDDLE SCHOOL PRINCIPAL. COULD BE DONE THROUGH ASSEMBLIES. FOR EXAMPLE, WHEN YOU GET THE SIXTH GRADERS TOGETHER AND SAID, TALK ABOUT PRESENTING MAYBE THE COUNSELOR OR GUEST SPEAKER OR A VARIETY OF AND THEN YOU RAISE AWARENESS ABOUT IT, RIGHT. AND WHY IT'S NOT GOOD FOR EXAMPLE, TO CONSUME DRUGS. AND WHAT ARE THE THINGS THAT YOU LOOK FOR? WHAT IF YOU SEE SOMETHING? WHAT ARE YOU SUPPOSED TO DO? SO WE CAN EDUCATE OUR STUDENTS AND INFORM THEM AND HELP THEM UNDERSTAND ALL THESE KIND OF THINGS, BUT NOT NECESSARILY. OUR TEACHERS ARE THE ONES NECESSARILY DOING OR ADDING THIS TO THEIR PLATES. IF I CAN ADD TO THAT A LITTLE BIT, MR. ZARATE. I WANT TO MAKE SURE EVERYONE UNDERSTANDS. I THINK OFTENTIMES WE FEEL THAT. US BUYING A SPECIFIC PROGRAM OF SOMETHING IS THE ANSWER. [00:50:01] AND I WANT TO MAKE SURE NOT TO SAY THAT THOSE THINGS ARE NOT HELPFUL, BUT THAT'S NOT NECESSARILY, I THINK, ALWAYS THE BEST. ONE OF THE THINGS THAT I'VE LEARNED, FOR EXAMPLE, IN WORKING WITH ONE OF OUR CAMPUSES, WE HAD GONE THROUGH AND DONE A COMPREHENSIVE. THERE WERE JUST LIKE A LOT OF FIGHTS AND AGGRESSIVE BEHAVIOR HAPPENING ON THE CAMPUS. AND SO WE LITERALLY TOOK ALL OF THE DIFFERENT, WHAT DO YOU CALL IT, REFERRALS. AND INSTEAD OF JUST LOOKING AT HOW THEY WERE CODED, WE SPECIFICALLY THEN READ EACH AND EVERY ONE OF THEM BECAUSE WE WANTED TO FIGURE OUT WHAT WAS BEHIND THE BEHAVIOR. AND WHAT WE REALIZED BY GOING THROUGH THAT IS THE VIOLENCE AND AGGRESSIVE BEHAVIOR THAT IN OF ITSELF. THAT WAS NOT THE IMPORTANT THING WHEN WE LOOKED BEHIND IT. WHAT WE SAW WAS MOST OF THOSE WERE CAUSED SPECIFICALLY BY. THE INABILITY FOR THE STUDENT TO DEAL WITH THEIR EMOTIONS. AND IT WAS USUALLY IN AND AROUND RELATIONSHIPS, WHETHER IT WAS EXTREME FRIENDSHIPS, WHAT YOU CALL IT, ROMANTIC RELATIONSHIPS. AND THEN ONCE THE LOSS OF THAT RELATIONSHIP HAPPENED, ALMOST 90% OF THE TIME, IT WAS LEADING TO THOSE AGGRESSIVE BEHAVIORS FROM THAT LOSS. AND SO WHAT WE REALIZED THAT WHAT WE TRULY NEEDED TO DO WAS WORK WITH THE STUDENT ON THAT IDEA OF. JUST SOUNDS PRETTY HOKEY, BUT LOVING YOURSELF AND HOW THEN TO DEAL WITH THE LOSS OF A RELATIONSHIP. SO WHILE WE HAD SEL CURRICULUM, SOCIAL EMOTIONAL LEARNING CURRICULUM, WHAT WE DECIDED TO DO WAS FOR THAT CAMPUS FOCUSING ON THE SPECIFIC PIECE WHERE STUDENTS THEN UNDERSTOOD, HOW DO I DEAL WHEN I LOSE A RELATIONSHIP? THAT'S REALLY IMPORTANT TO ME. WE KNOW AS ADULTS THAT SOMETIMES WE DON'T EVEN DEAL WITH THAT WELL. AND SO REALLY, HOW TO HANDLE, EVEN THOUGH THAT IT WAS A HIGH SCHOOL THERE, BIG KIDS, HOW TO REALLY DEAL WITH THOSE BIG EMOTIONS. AND WHAT WE DID IS WE INSTANTLY JUST WITH THAT SIMPLE THING, WE DIDN'T SPEND ANY EXTRA MONEY. WE JUST READ ALL THE REFERRALS, FIGURE OUT WHAT WAS THERE THEME BEHIND THE BEHAVIOR AND RETOOL THE SKILL SPECIFICALLY THAT WE ALREADY HAD ON IN OUR DISTRICT AND FOCUSED ON THAT SPECIFIC PIECE BASED ON THE ISSUE WE SAW THERE. SO I WANT TO MAKE SURE THAT EVERYONE UNDERSTANDS WE DON'T NECESSARILY NEED TO BUY A PROGRAM, AND SOMETIME THE PROGRAM WILL NOT BE THE ANSWER, BUT REALLY FINDING OUT WHAT'S BEHIND THE BEHAVIOR, WHAT THE BEHAVIOR IS TELLING US, AND THEN HELPING THE STUDENTS LEARN TO DEAL WITH IT. I JUST WANT TO ADD TO I REALLY LIKE AT THE KEY AT THE CORE OF ALL THIS STUFF IS THE MORE WE CAN CREATE A CARING ENVIRONMENT AND A WELCOMING ENVIRONMENT FOR OUR FOR ALL OF OUR STUDENTS, RIGHT IN OUR CAMPUSES, IN EVERY CLASSROOM, IN THE HALLWAY, EVERYWHERE. RIGHT. AND ALSO ENSURING THAT THEY BUILD THE TRUST AND THOSE RELATIONSHIPS WITH THEIR EDUCATORS, WITH THEIR TEACHERS, WHERE THEY KNOW WHENEVER THEY HAVE A SITUATION OR A PROBLEM, THEY CAN TRUST THAT ADULT WITH THE PROBLEM AND ALLOW THEM TO TRY TO HELP HIM OR HER AGAINST THE STUDENT WITH THAT SITUATION. I THINK THE MORE WE CAN DO THAT, I THINK THE MORE WE'LL SEE THESE NUMBERS GO DOWN BECAUSE STUDENTS, THEY DON'T HAVE TO RESORT TO VIOLENT OR DOING SOMETHING THAT WILL HURT THEM OR HURT ANOTHER PERSON. THEY THEY WILL BE MORE INCLINED TO TALK ABOUT IT, YOU KNOW, BY TRUSTING AN ADULT WHO WILL TURN AROUND AND HELP PROVIDE THAT SUPPORT THAT NEEDED FOR THAT STUDENT. SO THAT'S REALLY WHAT NEEDS TO HAPPEN. BUT I KNOW IT DOESN'T HAPPEN OVERNIGHT, BUT THE MORE WE CAN DO THAT, THE BETTER WILL BE FOR OUR STUDENTS. ARE YOU GOOD TRUSTEES? [INAUDIBLE] YEAH. YOU GOOD? TRUSTEE MARKHAM. JUST A QUICK COMMENT. NOT A QUESTION. I JUST. I WILL ALWAYS CELEBRATE WHEN WE LOOK PAST BEHAVIOR AND WE LOOK AT THE REASON WHY BEHAVIOR IS HAPPENING, ESPECIALLY IN REGARDS TO COMMUNICATION. SO I JUST WANTED TO SAY THANK YOU FOR THAT APPROACH AND TAILORING IT TO A SPECIFIC DISTRICT LIKE DOWN TO THAT LEVEL. I WILL ALWAYS CELEBRATE THAT. SO THANK YOU. YOU STOLE MY COMMENT. I THINK BEHAVIOR ALWAYS IS A FORM OF COMMUNICATION, WHETHER POSITIVE OR NEGATIVE. CHILDREN ARE SEEKING ATTENTION, AND SOMETIMES NEGATIVE ATTENTION IS BETTER THAN NO ATTENTION. AND SO SEEKING THE UNDERSTANDING AND I THINK IS IS REALLY THE KEY TO IT. I LISTEN TO THIS CONVERSATION AND I GO BACK THAT, YOU KNOW, WE USED TO HAVE A BOARD GOAL ABOUT DISCIPLINE DATA. WE CHANGED IT. OUR CURRENT BOARD GOAL NUMBER FOUR IS IN FLUX BECAUSE WE'RE STILL TRYING TO GET BASELINE DATA AND THINGS LIKE THAT. BUT I KNOW THAT THERE IS A HUGE DESIRE BY THIS BOARD TO UNDERSTAND OUR DISCIPLINE DATA. AND I'M WONDERING, I KNOW WE DON'T DETERMINE WHAT THE GOAL PROGRESS MEASURES ARE, BUT PERHAPS A GOAL PROGRESS MEASURE RELATED TO DISCIPLINE DATA MIGHT [00:55:02] BE BENEFICIAL FOR US AS A BOARD TO HAVE A REGULAR REPORT ON DISCIPLINE DATA. I THINK IT'S JUST SO IMPORTANT BECAUSE WHEN STUDENTS ARE WHEN THEY'RE HAVING DISCIPLINARY ACTIONS, THEY'RE MORE THAN LIKELY OUT OF THE CLASSROOM. THEY'RE ISOLATED FROM THEIR PEERS. I THINK THERE'S JUST A LOT OF INCENTIVES FOR KEEPING OUR KIDDOS IN THE CLASSROOM AS MUCH AS POSSIBLE AND FOR US AS A BOARD TO SUPPORT ANY KIND OF INITIATIVES FROM THE DISTRICT. I THINK IT'S REALLY IMPORTANT ON THIS FOR THIS BOARD TO HAVE THAT FOCUS. FROM WHAT I'M HEARING, I MEAN, WE HAVEN'T IT SEEMS LIKE ANY TIME DISCIPLINE DATA COMES UP, THERE'S ALWAYS A LOT OF QUESTIONS, A LOT OF INTEREST IN IT. SO I MIGHT PROPOSE IN APRIL TRUSTEES, WE ARE GOING TO BE LOOKING AT OUR GOAL DATA AGAIN AND REVISING IT AND UPPING A LOT OF OUR THRESHOLDS FOR EACH ONE OF OUR STUDENT GROUPS AND THINGS LIKE THAT. SO IT MIGHT BE A TIME TO LOOK AT OUR BOARD GOAL FOR WE ARE ENTITLED TO HAVE ANOTHER BOARD GOAL. I'M NOT PROPOSING THAT NECESSARILY RIGHT NOW. I'M JUST SAYING THAT MIGHT BE SOMETHING THAT I WANT YOU GUYS TO THINK ABOUT AS WE'RE PREPARING FOR APRIL COMING ALONG. I WAS GOING TO DO THIS DURING THE ANNOUNCEMENT PORTION, BUT TRUSTEES MARKUM AND ZARATE, THEY ARE GOING TO BE DOING THEIR LONESTAR GOVERNANCE TRAINING HERE COMING UP. SO AS YOU GUYS ARE GETTING REALLY INTO UNDERSTANDING THE INS AND OUTS OF LONE STAR GOVERNANCE, MAYBE THAT'S SOMETHING THAT WE AS A BOARD WANT TO ADD AS A FOCUS OF HOW WE CAN GET MORE REGULAR REPORTS ON DISCIPLINE DATA. SO OTHERWISE I DON'T HAVE ANY OTHER SPECIFIC QUESTIONS ABOUT THE REPORT AND I REALLY APPRECIATE THE CONVERSATION AND THE INFORMATION THIS EVENING. I DON'T HAVE ANY OTHER LIGHTS ON. I WILL ASK IF WE HAVE ANY ADDITIONAL SPEAKERS IN A PUBLIC HEARING YOU CAN SIGN UP TO SPEAK THROUGHOUT THE ENTIRE HEARING. SO THAT'S WHY WE COULD HAVE PUBLIC HEARINGS, PUBLIC COMMENTS. AGAIN, SEEING NO OTHER PUBLIC COMMENTS. IT IS 6:27 AND WE ARE ADJOURNED. WE WILL TAKE A BRIEF RECESS TO SET OUR CAMERAS AND WE'LL START AGAIN AT. WE'LL TRY TO BE BACK ON BY 6:35 FOR OUR NEXT MEETING. SO THANK YOU VERY MUCH. AND WE ARE ADJOURNED. * This transcript was compiled from uncorrected Closed Captioning.