Feb 16, 2023 Regular Board Meetings

[B. CALL TO ORDER]

[00:00:05]

GOOD EVENING.

IT IS 6:35 ON THURSDAY, FEBRUARY THE 16TH, 2023.

I HEREBY CALL THIS MEETING OF THE ROUND ROCK INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES, REGULAR BOARD MEETING TO ORDER IN ATTENDANCE TONIGHT WE HAVE TRUSTEES MARKUM, ZARATE, LANDRUM AND HARRISON.

AND ABSENT TONIGHT ARE TRUSTEES WESTON BONE.

AND WEIR. PLEASE STAND FOR THE OH, WE ACTUALLY HAVE A STUDENT PLEDGE LATER TONIGHT AND I WILL TURN IT OVER TO MARITZA.

WE SURE DO.

OUR STUDENT PLEDGE LEADER TONIGHT IS [INAUDIBLE].

HE'S A SENIOR AT MCNEIL HIGH SCHOOL, AND HE'LL BE RECOGNIZED LATER THIS EVENING FOR HIS SECOND PLACE WIN AT THE 2022 US CONGRESSIONAL APP CHALLENGE.

WONDERFUL. THANK YOU.

ALLEGIANCE], ALL RIGHT. WE HAVE PUBLIC COMMENTS.

[D. RECOGNITION OF STUDENTS AND STAFF]

MY APOLOGIES. BACK OVER TO MARITZA.

YES. SO BY LATER IN THE EVENING I MET NOW, BUT GOOD EVENING, PRESIDENT LANDRUM, TRUSTEES AND DR.

AZAIEZ. IT'S THAT TIME OF THE EVENING AGAIN WHERE WE GET TO RECOGNIZE AND SHOWCASE SOME OF THE GREATEST AND LATEST THINGS HAPPENING IN ROUND ROCK ISD.

AS ALWAYS, IT IS MY HONOR TO INTRODUCE SOME OF OUR OUTSTANDING STUDENTS AND STAFF AND TELL YOU ABOUT THE IMPRESSIVE ACCOMPLISHMENTS AND CONTRIBUTIONS THEY HAVE GIVEN US.

COULD DR. AZAIEZ AND TRUSTEES PLEASE COME TO THE FRONT OF THE DAIS? WE KICK OFF TONIGHT'S RECOGNITION BY HONORING THREE HIGH SCHOOL STUDENTS WHO TOOK SECOND PLACE IN THE 2022 US CONGRESSIONAL APP CHALLENGE.

MCNEIL HIGH SCHOOL STUDENT [INAUDIBLE] AND WESTWOOD HIGH SCHOOL STUDENTS [INAUDIBLE] RECEIVED THIS AWARD FOR THEIR INCREDIBLE WORK ON CREATING EDUCATION IN TUTORING DOT ORG, A WEBSITE AIMED AT CONNECTING STUDENTS AND TUTORS WORLDWIDE.

THE GROUP CREATED THE WEBSITE IN RESPONSE TO COVID 19 TO PROVIDE STUDENTS WITH ACCESS TO EXTRA HELP TO STAY ON COURSE AND CATCH UP WITH ANY LEARNING LOSS THAT TOOK PLACE DURING THE PANDEMIC. THE GROUP INITIALLY LAUNCHED THEIR WEBSITE IN INDIA, BUT NOW THE ORGANIZATION HAS OVER 1500 STUDENTS AND 2000 TUTORS USING IT WORLDWIDE.

WELL [INAUDIBLE] AND MCNEILL, PRINCIPAL DR.

MACK EAGLETON AND [INAUDIBLE] AND [INAUDIBLE], ALONG WITH WESTWOOD PRINCIPAL ERIN CAMPBELL.

PLEASE COME TO THE FRONT TO BE RECOGNIZED AND JOIN THE BOARD FOR A PHOTO.

[INAUDIBLE] CONGRATULATIONS, GUYS.

NOW WE MOVE IN, MOVE ON TO OUR STAFF RECOGNITIONS.

OUR FIRST RECOGNITION COMES TO US FROM CEDAR RIDGE HIGH SCHOOL.

STEVE MCCALL, CEDAR RIDGE HIGH SCHOOL'S DANCE DIRECTOR, WAS NAMED THE 2023 DANCE DIRECTOR OF THE YEAR BY THE TEXAS DANCE EDUCATORS EDUCATORS ASSOCIATION.

TEA IS A PROFESSIONAL ORGANIZATION THAT PROVIDES PROFESSIONAL DEVELOPMENT AND WORKS TOWARDS IMPROVING DANCE EDUCATION AND HELPS TEACHERS PROVIDE QUALITY DANCE EDUCATION THROUGHOUT TEXAS.

STEVIE WAS NOMINATED FOR THE AWARD BY HER PEERS AND WENT THROUGH AN EXTENSIVE APPLICATION PROCESS.

SHE HAS SERVED AS THE DIRECTOR OF THE CEDAR RIDGE ROYALTY DANCE TEAM SINCE 2015 AND FELL IN LOVE WITH DANCE AS A STUDENT AT CEDAR VALLEY MIDDLE SCHOOL, WHERE SHE SELECTED DANCE AS HER FINE ARTS ELECTIVE.

SHE FURTHER DEVELOPED THAT PASSION AT MCNEIL HIGH SCHOOL AS A MEMBER OF THE MAJESTIC DANCE TEAM.

HER DIRECTORS WERE HER ROLE MODELS AND ENCOURAGED HER TO FOLLOW HER DREAM OF PURSUING A CAREER IN DANCE EDUCATION.

PLEASE JOIN ME IN WELCOMING STEVIE TO THE FRONT.

JOINING HER IS CEDAR RIDGE PRINCIPAL JONATHAN SMITH AND DANCE COORDINATOR [INAUDIBLE].

OUR

[00:05:14]

OUR OPERATIONS AND CONSTRUCTION DEPARTMENTS WERE SELECTED TO RECEIVE THE 2022 CODEL AWARD FOR THEIR WORK ON REDBUD ELEMENTARY SCHOOL DURING THE ANNUAL EXHIBIT OF SCHOOL ARCHITECTURE COMPETITION.

THIS AWARD IS THE HIGHEST HONOR AN ARCHITECTURAL PROJECT CAN RECEIVE, AND WHAT OUR CHIEF OF OPERATIONS OFFICER, TERRY WOOSTER, CALLED THE EQUIVALENT OF AN OSCAR IN THEIR FIELD.

THE AWARD RECOGNIZES SCHOOL ARCHITECTURE PROJECTS THAT EXEMPLIFY EXCELLENCE IN PLANNING AND DESIGN OF THE LEARNING ENVIRONMENT.

THIS IS THE SECOND TIME IN FOUR YEARS THE DISTRICT HAS EARNED THIS AWARD AND THE THIRD TIME THE DISTRICT HAS BEEN A FINALIST.

WILL OUR CHIEF OPERATIONS OFFICER, TERRY WOOSTER AND DIRECTOR OF CONSTRUCTION, MELANIE CAMARENA.

PLEASE COME TO THE FRONT FOR A PHOTO.

CONGRATULATIONS. OUR FINAL RECOGNITION IS A SPECIAL ONE THAT INVOLVES MANY DIFFERENT PEOPLE FROM ACROSS OUR DISTRICT WORKING TOGETHER TO DO WHAT ROUND ROCK ISD DOES BEST, WHICH IS EDUCATING AND SUPPORTING STUDENTS AND FAMILIES.

EARLIER THIS MONTH, OUR ENTIRE COMMUNITY AND REGION WAS HIT BY AN ICE STORM THAT LEFT THOUSANDS OF FAMILIES WITHOUT FOOD OR POWER AND LED TO SCHOOLS BEING CLOSED.

ALTHOUGH MANY THINGS REMAINED UNCERTAIN THROUGHOUT THE WEEK, THERE ARE FEW DEPARTMENTS IN PEOPLE WE'D LIKE TO RECOGNIZE FOR GOING ABOVE AND BEYOND TO PROVIDE OUR FAMILIES WITH RESOURCES DURING THAT TIME AND PREPARE OUR CAMPUSES AND COMMUNITY TO RETURN TO SCHOOL.

FIRST UP, WE HAVE OUR FOOD SERVICES DEPARTMENT WHO NOT ONLY WORKED TO ENSURE THAT THERE WOULD BE ENOUGH FRESH FOOD FOR WHEN STUDENTS RETURNED, BUT IN LESS THAN 24 HOURS PUT TOGETHER A COMMUNITY EVENT THAT ALLOWED ALL COMMUNITY MEMBERS TO PICK UP BREAKFAST AND LUNCH DURING CURBSIDE MEAL SERVICE AT FOUR CAMPUSES FOR 2 HOURS.

THEY SERVE MORE THAN 1700 PEOPLE AND HAD AND HANDED OUT 3400 MEALS.

MANY OF THE MEALS WERE PREPARED ON SITE JUST TO KEEP UP WITH THE DEMAND.

THE TEAM WOULD LIKE TO GIVE A SPECIAL SHOUT OUT TO CENTRAL KITCHEN SUPERVISOR BRITTNEY FIELDS, WHO IS UNABLE TO BE WITH US TONIGHT FOR HER WORK TIRELESSLY WITH HER TEAM TO ENSURE THAT ALL FAMILIES WERE SERVED DURING CURBSIDE MEAL SERVICE.

BRITTNEY AND HER TEAM WERE ALSO INSTRUMENTAL IN ENSURING THAT FORCE NORTH STUDENTS HAD THE NUTRITION AND FOOD THEY NEEDED WHEN THEIR CAMPUS WAS RELOCATED TO LITTLE ENGLAND DUE TO THEIR POWER OUTAGE. WELL, OUR FOOD SERVICES DIRECTOR, YANNICK OLIVA, WILL YOU PLEASE JOIN US IN THE FRONT FOR A PHOTO? YES. IF THERE'S ANYONE ELSE FROM THE FOOD SERVICES, PLEASE COME TO THE FRONT.

NEXT, WE WANT TO RECOGNIZE OUR MAINTENANCE DEPARTMENT FOR WORKING THROUGH THE WEEK TO ASSESS THE STATUS OF OUR CAMPUSES AND WORK AROUND THE CLOCK TO PREPARE THEM TO SAFELY REOPEN FOR INSTRUCTION.

THIS PREPARATION IS IN ADDITION TO WORKING TO CLEAR OUT ANY AND ALL DEBRIS ON CAMPUSES CAUSED BY THE STORM, WHICH THE TEAM CONTINUE TO DO WELL AFTER WE WERE ABLE TO SAFELY REOPEN AND IS STILL DOING TODAY.

THE DEPARTMENT WOULD LIKE TO GIVE A SPECIAL THANKS TO TONY, FIONA HUXLEY, VELLA AND TERRY WIGGERS FOR THEIR HARD WORK AND FOR BEING THE FIRST RESPONDERS DURING AFTER HOURS AND WHEN CAMPUSES ARE CLOSED.

WELL, TONY FEENEY, HUXLEY, VELLA AND TERRY WIGGERS AND OUR DIRECTOR OF MAINTENANCE, DAVID HO HO TABAK, PLEASE COME TO THE FRONT FOR A PHOTO.

NEXT UP, WE HAVE OUR FAMILIES AND TRANSITION DEPARTMENT WHO PROACTIVELY WORK THE WEEK BEFORE THE STORM TO PROVIDE AS MANY FAMILIES AS THEY COULD WITH BLANKETS, FOOD AND HYGIENE

[00:10:02]

THEY CONTINUE TO WORK THROUGHOUT THE WEEK TO CHECK IN ON FAMILIES AND FIND MORE OPPORTUNITIES TO SERVE OUR FAMILIES IN TRANSITION.

PLEASE JOIN ME IN RECOGNIZING FAMILIES IN TRANSITION COORDINATOR DESIREE LIEB, WENDY HARKARD, AND RUTH BERLANGA.

SOME OF THE TEAM IS UNABLE TO BE WITH US HERE TONIGHT.

BUT RUTH, WILL YOU PLEASE COME TO THE FRONT FOR A PHOTO ALONG WITH DR.

LAURA DARDEN, INTERIM CHIEF OF TEACHING AND LEARNING, AND DR.

REBECCA ELISA HERNANDEZ, EXECUTIVE DIRECTOR OF STATE AND FEDERAL PROGRAMS. YOU CAN ALSO SEE THE REST OF THE TEAM ON THE SCREEN RIGHT THERE, THE ONES WHO COULDN'T BE WITH US TODAY.

NEXT, WE HAVE OUR TRANSPORTATION DEPARTMENT WHO WORK TO MAKE SURE THAT ROUTES WERE CLEAR, CONDITIONS WERE SAFE, AND OUR BUSSES AND DRIVERS WERE ABLE TO TRANSPORT OUR STUDENTS SAFELY TO AND FROM SCHOOL WHEN WE RETURNED.

THEY WERE ALSO A KEY PLAYER IN MAKING THE INSTRUCTIONAL DAY HAPPEN FOR FAMILIES AT FORREST NORTH BY CREATING A QUICK AND EFFECTIVE PLAN TO SAFELY SHUTTLE STUDENTS AND STAFF TO AND FROM ELSA, ENGLAND.

THE DEPARTMENT WOULD LIKE TO RECOGNIZE SHOP SUPERVISOR WAYNE SCHANTZ AND HIS TEAM, WHO MADE SURE ALL BUSSES STARTED AND ALL ICE WAS REMOVED FROM WINDSHIELDS DURING THE WORST OF DAYS, AND PATRICIA HALL AND HER TEAM FOR WORKING THROUGH THE STORM TO PREPARE TRANSPORT, TO PREPARE TRANSPORTATION FOR OUR STUDENT ATHLETES AND COACHES TO ATTEND OVER 40 MAKE UP GAMES ON FRIDAY AND SATURDAY.

WAYNE AND PATRICIA, WILL YOU PLEASE COME TO THE FRONT FOR A PHOTO? THEY WILL BE JOINED BY BY ASSISTANT DIRECTOR AT EASE TRANSPORTATION DONNA DUNNIGAN.

OUR FINAL RECOGNITION GOES OUT TO FOREST NORTH AND ELSA ENGLAND ELEMENTARY SCHOOLS, WHO WORKED TOGETHER DURING FORCE NORTH'S POWER OUTAGE TO ADJUST AND PREPARE FOR ALL STUDENTS TO EXPERIENCE A FULL DAY OF LEARNING WITHOUT SKIPPING A BEAT.

FORREST NORTH PRINCIPAL AMY JACOBSON AND ELSA ENGLAND PRINCIPAL JANICE STOW ARE BOTH SUPPORTING THEIR CAMPUSES AT EVENTS TONIGHT AND COULD NOT BE HERE.

BUT THEY ALSO WANTED TO SHARE THEIR THANKS FOR THEIR TEACHERS AND STAFF FOR MAKING IT HAPPEN FOR OUR STUDENTS.

THIS CONCLUDES OUR RECOGNITIONS FOR THE EVENING.

[INAUDIBLE] LET'S GIVE THEM A ROUND OF APPLAUSE.

YES, OF COURSE.

THANK YOU, GUYS. YES, THAT CONCLUDES OUR RECOGNITIONS.

PLEASE TAKE A SEAT.

AND THAT BRINGS US TO OUR VIDEO SHOWCASE OF THE EVENING.

OUR VIDEO SHOWCASE TONIGHT HIGHLIGHTS OUR TECH THEATER PROGRAM EVERY YEAR.

THEATER ARTS PUTS ON AMAZING SHOWS.

BUT WHAT YOU DON'T SEE IS THE HOURS OF WORK THAT GOES ON BEFORE AND DURING THE SHOWS TO MAKE SURE EVERYTHING GOES AS PLANNED.

IN THIS VIDEO, WE TAKE YOU INTO THE WORKSHOPS, WHICH WERE MADE POSSIBLE THROUGH THE VOTER APPROVED 2018 BOND, WHERE TECH THEATER STUDENTS WORK HARD TO MAKE THESE SHOWS A REALITY.

[INAUDIBLE] SO.

[00:15:01]

IT'S GOING TO BE REALLY GOOD.

TRUST ME, I'VE SEEN IT AS GREAT.

Q YOU'RE IN THEATER.

COULD YOU DO THE VOICEOVER IN A WORLD WHERE TECH THEATER.

BE SO SUPER QUIET, PLEASE.

WHAT IS TECH THEATER? BASIC ANSWER IS ALL THE BEHIND THE SCENES STUFF.

SO IT'S EVERYTHING THAT GOES INTO PUTTING OUT A PLAY.

TAKING CARE OF THE LIGHTS, SOUND SETS, COSTUMES, PROPS, AND THEN WE CONSTRUCT IT FROM THE GROUND UP.

WE BUILD PRETTY MUCH EVERYTHING FROM SCRATCH, SO WE TAKE IT FROM VISION INTO REALITY.

I LIKE STAGE MANAGING BECAUSE IT LIKE LETS ME KIND OF HAVE MY TOES IN EVERYTHING.

I DO A LOT OF COSTUMING AND PROP MANAGING LIKE ALL AT THE SAME TIME.

I AM A BACKSTAGE MANAGER AND THE PROP MASTER.

I ORGANIZE ALL THE PROPS.

I MAKE SURE THAT WHERE THEY NEED TO BE, I GET THEM, PUT THEM WHERE THEY GO.

IF SOMEONE'S LIKE, HEY, I NEED A BANANA, I'M LIKE, COOL.

GOT IT. AND I PUT IT WHERE IT NEEDS TO GO.

I REALLY DO LIKE BUILDING STUFF, LIKE PUTTING TOGETHER.

RIGHT NOW. THEY HAVE ME WORKING ON THE BOAT REGISTER FOR SPONGEBOB.

LOTS OF FUN TO PUT TOGETHER.

IT'S A NICE CLASS OUT IN THE MIDDLE OF DAY BREAK FROM ALL THE HARD STUDYING, AND YOU JUST GET TO WORK AND HAVE FUN.

I JUST REALLY LIKE BEING A PART OF A COMMUNITY WHO'S LIKE BUILDING ONE PROJECT TOGETHER AND LIKE GOING TOWARDS ONE END GOAL.

HE'S JUST SO QUICK AND.

I ALWAYS TELL THEM VERY FIRST DAY THIS CLASS WILL HAVE ZERO BUSYWORK.

EVERYTHING THAT WE'RE DOING, SOMEONE WILL SEE IT.

AND SO I THINK THAT INHERENTLY HAS VALUE TO THEM.

AND SO THEY THEY REALLY GET INTO IT.

THEY REALLY ENJOY IT. [INAUDIBLE] I'VE BEEN MOSTLY IN THE LIGHT BOOTH DOING A LOT OF WORK WITH LIGHTING AND SOUND AND STUFF, BUT ON TOP OF LEARNING, LIGHTING AND STUFF, THERE'S A LOT OF JUST LIFE SKILLS THAT YOU LEARN THROUGH THIS THAT ARE SUPER HELPFUL, LIKE BEING RESPONSIBLE AND LIKE TIME MANAGEMENT AND THINGS.

I WILL DEFINITELY USE MY BUILDING SKILLS OUTSIDE OF SCHOOL.

I AM A CAMP COUNSELOR AND I AT THE CAMP I GO TO, I WOULD WORK A LOT.

AND SO THIS HAS HELPED LIKE A BUNCH.

I TOOK WOOD SCREWS AND SAW AND I MADE IT INTO THIS COOL THING.

AND EVERYBODY AT THIS POINT REALIZES IN OUR SURPRISE AND RESPECTED.

I REALLY THINK IT'S LIKE JUST THE COMMUNITY, LIKE CREATING SOMETHING WITH PEOPLE THAT I LOVE THAT IS JUST SO SPECIAL TO ME.

AND WE'RE ALL LIKE PUTTING IN THAT HARD WORK AND THEN WE GET TO SEE IT PAY OFF.

AND I THINK THAT'S JUST WONDERFUL.

THAT IS JUST WONDERFUL.

WE HAVE SOME. I SAY IT ALL THE TIME, BUT WE HAVE SOME TRULY AMAZING STUDENTS IN THIS DISTRICT.

WE'RE GOING TO MOVE TO PUBLIC COMMENTS AT EACH BOARD MEETING.

[E. PUBLIC COMMENTS]

WE ASK THAT CONCERNS OR COMPLAINTS REGARDING SPECIFIC INDIVIDUALS NOT BE RAISED IN THIS PUBLIC FORUM.

SPECIFIC CONCERNS ABOUT EMPLOYEES OR FORMER EMPLOYEES SHOULD BE CONSIDERED SEPARATELY ACCORDING TO APPLICABLE BOARD POLICIES.

THE BOARD REQUESTS THAT COMMENTS WHETHER POSITIVE OR NEGATIVE.

BE COURTEOUS AND RESPECTFUL.

I WOULD LIKE TO REMIND THE AUDIENCE AND THE VIEWERS THAT THE COMMENTS OF THE SPEAKERS REFLECT THEIR OWN OPINIONS.

AS AN ADDITIONAL REMINDER, THE BOARD ADOPTED AN ANTI HATE RESOLUTION ON JANUARY 20TH, 2022, WHERE THE BOARD REAFFIRMED ITS COMMITMENT TO THE WELLBEING AND SAFETY OF ALL PEOPLE, REGARDLESS OF RACE, COLOR, NATIONAL ORIGIN, RELIGION, SEX, GENDER IDENTITY, GENDER EXPRESSION, SEXUAL ORIENTATION, DISABILITY, AGE OR POLITICAL BELIEFS, AND STANDS AGAINST SPEECH THAT INCITES HATRED AND VIOLENCE TOWARDS ANY PERSON.

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

PER TEXAS PENAL CODE 38.13 42.1 42.2 AND 42.5.

AND TEXAS EDUCATION CODE 37.105.

[00:20:01]

THE BOARD SHALL NOT TOLERATE DISRUPTION OF THE MEETING BY MEMBERS OF THE AUDIENCE.

IF, AFTER AT LEAST ONE MORE INDIVIDUAL WARNING FROM THE PRESIDING OFFICER, ANY INDIVIDUAL CONTINUES TO DISRUPT THIS 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 THE BOARD MEMBERS, 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 TONIGHT IS REBECCA MILLIS.

SPEAKING ON AGENDA ITEM G2.

AND YOU DO LIVE IN THE COMMUNITY.

GOOD EVENING, TRUSTEES.

LAST WEEK I SAT HERE FOR 3 HOURS AND LISTEN TO THE TEAM OF EIGHT TRAINING.

THE FIVE TRUSTEES AND DR.

AZAIEZ SPOKE OVERWHELMINGLY ABOUT THEIR SHARED VISION FOR THE DISTRICT.

THESE SIX PEOPLE CARE ABOUT EVERY STUDENT IN THE DISTRICT, WHETHER THAT CHILD IS WHITE, BLACK OR BROWN, DYSLEXIC, LGBTQ, STRAIGHT READING TO GRADE LEVELS ABOVE OR TO GRADE LEVELS BELOW.

THEY WANT EVERY CHILD TO SUCCEED, TO SUCCEED.

SO DR. FALTYS, WHO'S NOT HERE TONIGHT.

IT IS INACCURATE FOR YOU TO CONTINUE TO REPORT THAT THIS BOARD IS NOT WORKING TOGETHER AND CONTINUE TO MOVE THE GOALPOSTS FOR YOUR EXIT.

A 5 TO 2 VOTE FOR THE NEXT TWO YEARS IS A FUNCTIONAL BOARD.

WHEN YOU HAVE TWO TRUSTEES CONTINUING TO WALK OUT OF REQUIRED MEETINGS.

OBJECTED EVERY MEASURE OF IMPROVEMENT AND SUCCESS OF THE DISTRICT AND WORK AGAINST EVERY FORWARD PROGRESS.

THESE SIX PEOPLE ARE WORKING TOGETHER IN A COLLABORATIVE ENVIRONMENT TO MEET THE NEEDS OF EVERY STUDENT.

WE SEE THE COLLUSION AND EFFORTS BETWEEN TEA AND BONE AND WESTON TO UNDERMINE THIS DISTRICT.

WE ARE CALLING IT OUT TODAY AND IT NEEDS TO STOP.

TWO ROGUE TRUSTEES MUST BE STOPPED.

SHORT OF DUCT TAPING THEM TO THEIR CHAIRS WHEN THEY SHOW UP.

I DON'T SEE HOW WE CAN MAKE THEM DO THE JOB THEY SIGNED UP FOR.

IF TEA WON'T HOLD THEM ACCOUNTABLE.

THE VOTERS IN THIS DISTRICT WILL.

AND ONLY 635 DAYS.

DR. FALTY'S, YOUR TIME IS UP.

THANK YOU. NEXT ON THE NEXT SPEAKER LIST IS NOAH GUTIERREZ SPEAKING ON AGENDA ITEM THREE.

AND YOU DO LIVE IN THE COMMUNITY.

I WAS GREATLY DISTURBED TO HEAR LAST WEEK THAT ONCE AGAIN, CERTAIN BOARD MEMBERS CHOSE TO ABROGATE THEIR ELECTED PUBLIC DUTY AND WALK OUT OF A MANDATORY MEETING.

EVEN MORE CONCERNING IS THE FACT THAT THE TEA'S MONITORING OF THE BOARD THAT WAS SUPPOSED TO HAVE ENDED LAST YEAR CONTINUES ON.

THE DELIBERATE ATTEMPTS BY BOARD MEMBERS WHO ARE SUPPORTERS OF VARIOUS ADVERSE SOCIAL AND POLITICAL GROUPS ALLIED TO THE GOVERNOR TO SABOTAGE THE GOVERNANCE OF THIS BOARD IS GROWING INTOLERABLE.

WHAT IS THE END GAME HERE? THE TEA COMMISSIONER IS A GUBERNATORIAL APPOINTEE.

IS IT UNREASONABLE TO PRESUME THAT CERTAIN BOARD MEMBERS AND THEIR ALLIES ARE NOT HAPPY ABOUT THE RESULTS OF THE NOVEMBER ELECTION? THAT THE BOARD GOVERNANCE DID NOT GET REPLACED WITH MEMBERS LOYAL TO THE GOVERNOR IN HIS AGENDAS? IS IT UNREASONABLE TO PRESUME THAT INSTRUCTIONS WERE HANDED DOWN VIA THE HIGHEST TEA LEVELS? DEFINED REASONS TO REMOVE THIS BOARD'S GOVERNANCE AND REPLACE IT WITH A PUPPET BODY LOYAL TO THE GOVERNOR AND HIS WISHES.

IS IT UNREASONABLE TO PRESUME THAT CERTAIN BOARD MEMBERS ARE WORKING WITH OTHERS OUTSIDE THE DISTRICT BY ENGAGING IN MISCONDUCT TO EFFECTIVELY OVERTURN THE RESULTS OF THE NOVEMBER ELECTION? BY GIVING THE TEA AN EXCUSE TO DECIDE THAT THIS BOARD'S GOVERNANCE HAS FAILED AND THAT STATE APPOINTED CONTROL IS REQUIRED.

THAT WILL SATISFY THE DEMANDS OF THE ABBOTT POLITICAL MACHINE IN AUSTIN AND ITS SUPPORTERS.

GIVEN THE RECENT TACTICS EMPLOYED AFTER SOME ELECTIONS.

I DON'T FIND THOSE PRESUMPTIONS UNREASONABLE AT ALL.

THANK YOU. OUR NEXT SPEAKER IS JILL FARIS SPEAKING AGENDA ITEM F1.

AND YOU DO LIVE IN THE DISTRICT.

[00:25:09]

LAST MONTH I SAT IN HERE AND TEA HAD RAISED THE GOAL FOR HIGH SCHOOL GRADUATES AND BECAUSE TO RAISE THE GOAL AND WASN'T GOING TO ALLOW ROUND ROCK ISD TO BE CONSIDERED A RATED AN A OR WHATEVER.

ROUND ROCK ISD JUMPED THROUGH A BUNCH OF HOOPS AND THEY CHANGED THE GOAL AND WERE ABLE TO TO MAKE THINGS HAPPEN.

AND NOW IT LOOKS LIKE KIDS AT ANY POINT THAT ARE GRADUATING ARE IN A MUCH BETTER SITUATION THAN WHAT THEY WERE.

AND SO I DON'T UNDERSTAND WHY WE STILL HAVE THIS GOAL FOR AFRICAN AMERICAN STUDENTS SET AT LIKE 39%.

IT'S JUST IT'S TOO DAMN LOW.

AND IF YOU REALLY WANT TO CLOSE THE GAP, YOU HAVE TO CLOSE THE GAP BY TEACHING ALL OF THE BABIES TO READ.

THESE CHILDREN NEED TO KNOW HOW TO READ.

AND SO IF WE CAN DO IT WITH THE GRADUATE SCHOOL, LIKE THE GRADUATING CLASS, I DON'T UNDERSTAND WHY WE CAN'T DO IT WITH THESE LITTLE THIRD GRADERS.

IF WE NEED SMALLER CLASSROOMS AND THEY NEED MORE INTERVENTION THAN LET'S GET THEM THE HELP THAT THEY NEED.

IF WE NEED TO BRING IN MEMBERS OF THE COMMUNITY.

I DON'T UNDERSTAND WHY PEOPLE DON'T WANT TO USE THE COMMUNITY AND LET US COME IN AND READ TO THESE KIDS, I'M NOT A MONSTER.

I'LL FOLLOW INSTRUCTIONS.

I WON'T BE TERRIBLE, I PROMISE.

BUT I'D JUST LIKE TO MAKE SURE THAT THESE CHILDREN CAN READ.

THAT BEING SAID, BASED ON THE ON THE DATA FROM THE TARP DRUG RELATED INCIDENTS MADE UP OVER 60% OF THE DISTRICT'S TOTAL FOR LAST YEAR.

AND WE STILL DON'T HAVE NARCAN READILY AVAILABLE ON CAMPUSES.

AND IT'S LOCKED IN THE NURSE'S OFFICE.

AND IF YOU'VE EVER BEEN TO AROUND OUR HIGH SCHOOL, THE NURSE'S OFFICE IS LIKE WAY THE HECK OVER THERE.

SO IF YOU HAVE A KID THAT'S HAVING AN ISSUE AND IS IN DISTRESS IN THIS BUILDING, THERE'S NO WAY THE NURSE CAN GET OVER HERE AND SEE THAT KID, IT'S RIDICULOUS.

NARCANS ARE READILY AVAILABLE. I CAN BUY IT AT WALGREENS RIGHT NOW.

I DON'T UNDERSTAND WHY WE DON'T HAVE EVERY TEACHER.

I DON'T KNOW WHY. WE JUST HAVEN'T GIVEN IT TO EVERY TEACHER.

AND IF YOU HAVE STUDENTS THAT ARE IN NEED OF ATTENTION BECAUSE OF TRAUMA OR WHATNOT, UTILIZE THE COMMUNITY.

JUST LET US HELP YOU.

WE HAD A STUDENT THAT PASSED AWAY AT ROUND ROCK HIGH SCHOOL AND THOSE KIDS WERE GRIEVING AND THEY HURT.

AND Y'ALL BROUGHT IN DOGS FOR A DAY AND IT'S NOT ENOUGH.

TIME. LET US HELP.

THANK YOU. OUR NEXT SPEAKER IS CHRISTA LANE SPEAKING ON AGENDA ITEM G 2.

AND YOU DO LIVE IN THE DISTRICT.

MY NAME IS CHRISTA LANE.

I'M A PARENT OF TWO CHILDREN WHO HAVE ATTENDED ROUND ROCK ISD SCHOOLS FOR OVER A DECADE.

THIS PUBLIC COMMENT IS DIRECTED TO THE TO WITH DAVID FALTYS, WHO IS SUPPOSED TO BE PRESENT TODAY AS THEIR REPRESENTATIVE.

BUT I GUESS HE'S CATCHING UP LATER IN 2021.

COMMUNITY IMPACT REPORTED THAT TR AND ROUND ROCK ISD HAD ENTERED INTO A CORRECTIVE ACTION PLAN AS FOLLOWS.

ONE. INSTALLATION OF A TEAM TO MONITOR.

TWO. FORMAL MONITORING OF ROUND ROCK ISD FOR A PERIOD OF ONE YEAR.

THREE. ACKNOWLEDGMENT THAT ROUND ROCK ISD MAY BE SUBJECT TO CORRECTIVE ACTION FOR ANY ADDITIONAL ALLEGATIONS OF VIOLATIONS THAT ARE SUBSTANTIATED.

THE TERMS OF THIS CORRECTIVE ACTION PLAN WERE FULFILLED SIX MONTHS AGO.

ONE A TO MONITOR WAS APPOINTED IN AUGUST OF 2021.

TWO THE ONE YEAR MONITORING PERIOD.

IT CONCLUDED IN AUGUST OF 2022.

THREE NO INFORMATION REGARDING SUBSTANTIATED ALLEGATIONS OF NEW VIOLATIONS HAS BEEN PROVIDED TO OUR COMMUNITY.

NOT WITHIN 12 MONTHS OF THE TEA MONITORS APPOINTMENT AND NOT NOW 18 MONTHS AFTER THE APPOINTMENT.

WE ARE ENTERING THE 19TH MONTH OF WHAT WAS DEFINED AS A 12 MONTH MONITORING PERIOD WITH LITERALLY ZERO INFORMATION FROM TEA ABOUT THE END OF MONITORING.

THE LAST REPORT SUBMITTED BY THE MONITOR WERE FACTUALLY INACCURATE AND MISLEADING, WITH A SHOCKING LACK OF QUALITY CONTROL AND NO TIMELINE FOR CORRECTION.

ONE MONTH LATER, WE HAVE OUR REGULAR MONTHLY AGENDA ITEM FOR THE TEA MONITORS REPORT.

BUT THIS TIME NO REPORTS ARE EVEN ATTACHED.

AND HE IS NOT HERE.

WHAT ON EARTH TEA ROUND ROCK ISD MET THE TERMS OF THIS CONTRACT, BUT YOU ARE WILDLY OFF THE AGREED UPON TIMELINE WITH A DISGRACEFUL LACK OF TRANSPARENCY.

YOU ARE SUPPOSED TO SUPPORT THE EDUCATION OF OUR STUDENTS.

INSTEAD, YOU ARE DIVERTING RESOURCES AWAY FROM MY CHILDREN AND TO A PAID CONSULTANT WHO HAS LONG SINCE OVERSTAYED THE APPOINTMENT PERIOD ESTABLISHED IN THE CORRECTIVE ACTION PLAN. THIS WEAPONIZED INCOMPETENCE MUST STOP.

TONIGHT'S DISCUSSION OF THE MONITOR REPORT SHOULD HAVE INCLUDED THE TIMELINE FOR TEA'S EXIT FROM OUR SCHOOL DISTRICT AND THE FOLLOWING SHOULD HAVE BEEN ATTACHED TO THE BOARD AGENDA UPDATED AND ACCURATE TEA.

TIME IS UP. THANK YOU.

OUR NEXT SPEAKERS ARE SPEAKING OFF THE AGENDA AND THE NEXT SPEAKER IS KATIE KAISER.

AND YOU DO LIVE IN THE DISTRICT.

HI. I'M READING THIS ON BEHALF OF AN ANONYMOUS PARENT.

AS THE PARENT OF A CHILD WITH AN IEP FOR EMOTIONAL ISSUES.

I JOINED FELLOW SPED PARENTS IN THEIR CONCERNS OVER THE DISTRICT'S ORGANIZATIONAL STRUCTURE, WHICH PLACES LICENSED SOCIAL WORKERS WORKING IN THE BEHAVIORAL HEALTH SERVICES

[00:30:06]

I RECENTLY BECAME AWARE OF AT LEAST ONE INSTANCE IN WHICH A LICENSED SOCIAL WORKERS RECORDS WERE ALLEGEDLY UTILIZED BY THE PD TO MAKE A REFERRAL TO CHILD PROTECTIVE SERVICES.

IT IS DEEPLY CONCERNING THAT SOCIAL WORKERS WHOSE RECORDS ARE PROTECTED AND CONFIDENTIAL MAY HAVE BEEN PROVIDED TO CPS, EVEN THOUGH THE SOCIAL WORKER HERSELF DID NOT HAVE ANY ABUSE OR NEGLECT CONCERNS.

IT IS IMPERATIVE THAT WE MAINTAIN CONFIDENTIALITY OF THESE RECORDS AT ALL TIMES AND IN ACCORDANCE WITH WELL ESTABLISHED LAW.

IT IS ALSO CRUCIAL THAT STUDENTS AND PARENTS ARE FREE TO SPEAK WITH THEIR ASSIGNED SOCIAL WORKERS WITHOUT FEAR.

IT IS ABSOLUTELY CHILLING TO THINK THAT CONFIDENTIAL COMMUNICATIONS, WHICH MAY NOT RISE TO THE LEVEL OF MANDATORY REPORTING FOR THE ASSIGNED SOCIAL WORKER, MAY LATER BE USED AGAINST THEM. SOCIAL WORKERS MUST BE ALLOWED TO MAKE THEIR OWN DECISIONS PURSUANT TO THEIR OBLIGATIONS UNDER THE LAW, TO MAKE CPS REFERRALS WITHOUT INTERFERENCE BY INDIVIDUALS WHO DO NOT KNOW THE UNIQUE CIRCUMSTANCES OF PARENTS AND THEIR CHILDREN.

ADDITIONALLY, THE ALIGNMENT OF THE BEHAVIORAL HEALTH SERVICES WITH THE POLICE DEPARTMENT DOES NOT SERVE TO BENEFIT STUDENTS OR FAMILIES IN ANY WAY.

IN FACT, IT'S SO HARMFUL THAT WHEN SPEAKING TO OUR OWN FAMILY AND THERAPISTS ABOUT THIS ALIGNMENT, DISBELIEF WAS EXPRESSED BY BOTH WHO CALLED THE ALIGNMENT BOTH INAPPROPRIATE AND MISGUIDED. SOCIAL WORKERS IN SCHOOLS SHOULD NOT BE WEAPONIZED OR HAVE THE INFORMATION THAT THEY GATHER WEAPONIZED AGAINST THE MOST VULNERABLE CHILDREN AND FAMILIES IN THIS DISTRICT. THE SEPARATION OF THESE DEPARTMENTS IS NECESSARY TO ENSURE THAT COMPREHENSIVE CARE PROVIDED BY SOCIAL WORKERS CAN BE FREELY GIVEN, AND THAT COMMUNICATION BETWEEN FAMILIES AND SOCIAL WORKERS DOES NOT HAVE TO BE STYMIED OUT OF FEAR.

I URGE THE BOARD TO CONSIDER THE CALL TO EXPLORE POSSIBLE SEPARATION.

MY TIME IS UP. THANK YOU.

OUR NEXT SPEAKER IS JENNY BUCHOLTZ SPEAKING OFF AGENDA.

AND YOU DO LIVE IN THE DISTRICT.

HI. THANK YOU.

I'M SPEAKING TO THE TEA MEDIA OVERREACH IN THE FORM OF EXCESSIVE MONITORING, LACK OF PUBLIC TRANSPARENCY AND OBSTRUCTIONISM.

I CALL ON THE TEA TO IMMEDIATELY RELEASE PUBLICLY TO THE ENTIRE ROUND ROCK ISD COMMUNITY COPIES OF THE FOLLOWING THE CORRECTIVE ACTION PLAN AGREED TO BY ROUND ROCK ISD IN THE FALL OF 2021.

ALL TEA POLICIES AND PROCEDURES FOR THE EXIT OF A DEA MONITOR AT THE END OF A MONITORING PERIOD.

CORRECTED TO MONITOR REPORTS FOR NOVEMBER THROUGH JANUARY THAT ARE BOTH FACTUALLY ACCURATE AND REMOVE EVERY GOAL OR EXIT CRITERIA ADDED AFTER AUGUST 19TH, 2022.

CURRENT TIMELINE FOR THE END OF MONITORING, WHICH BEGAN 18 MONTHS AGO AND TO IMMEDIATELY RELEASE TO OUR SCHOOL BOARD A LOG OF ALL PENDING INVESTIGATIONS INTO ROUND ROCK ISD AS OF TODAY.

WHILE SOME INFORMATION MAY NEED TO BE REDACTED.

IT SHOULD BE POSSIBLE AT A MINIMUM, TO LIST THE FILE NUMBER AND DATE OPEN FOR EVERY PENDING INVESTIGATION.

I'M ALSO CALLING FOR YOU, TA, TO HOLD YOURSELVES ACCOUNTABLE FOR MEETING YOUR OWN DEADLINES.

FOR EXAMPLE, TODAY'S AGENDA DOES NOT INCLUDE THE MONITOR REPORTS THAT ARE BEING DISCUSSED.

THIS IS ON TOP OF THE REALITY THAT WE ARE ENTERING THE 19TH MONTH OF A 12 MONTH MONITORING PERIOD.

THAT'S LIKE A BAD MOTHER IN LAW STAYING AT YOUR HOUSE TOO LONG.

IS THIS INTENTIONAL MISTREATMENT OF MY SCHOOL DISTRICT AND THEREFORE MY CHILDREN? OR IS IT INCOMPETENCE ON THEIR BEHALF? I DON'T KNOW. BUT IT MUST END.

WE'RE READY TO MOVE ON.

PLEASE PROVIDE THE REQUESTED INFORMATION TO OUR COMMUNITY NOW.

EVERY DAY, MORE AND MORE OF US ARE WATCHING.

THANK YOU. NEXT IS JENNY DUSTIN.

AND YOU DO LIVE IN THE DISTRICT.

HELLO, MY NAME IS JENNY DUSTIN AND I AM SPEAKING ON BEHALF OF ANTI RACIST COMING TOGETHER.

OUR ACT, ALONG WITH OUR PUBLIC COMMENTS, COME PUBLIC QUESTIONS.

DUE TO A LACK OF TRANSPARENCY FROM THE DISTRICT AROUND POLICING AND THE BEHAVIORAL HEALTH DEPARTMENT, THERE ARE MANY THINGS WE DON'T KNOW WHEN LESS EXPENSIVE ALTERNATIVES TO POLICING ARE AVAILABLE, WHICH COST THE DISTRICT $1.7 MILLION TO CREATE.

WHY WERE THOSE ALTERNATIVES NOT IMPLEMENTED FIRST, ESPECIALLY WHEN RIGHT NOW DISTRICT POLICE ARE BEING USED IN ADMINISTRATIVE ROLES AND AS CROSSING GUARDS.

WE HAVE HEARD ALL ABOUT THE NEW POLICING MODEL, BUT WE HAVE NOT BEEN TOLD HOW THIS MODEL IS GOING TO WORK AND WHAT THINGS ARE BEING SHARED FROM ONE DEPARTMENT TO ANOTHER.

WHAT ARE THE CHECKS AND BALANCES IN PLACE BETWEEN THE POLICE AND BEHAVIORAL HEALTH? DO THE SOCIAL WORKERS HAVE TO SHARE STUDENT RECORDS WITH THE POLICE DEPARTMENT? THE CHIEF OF POLICE IS NOT EVEN AWARE OF THE DISTRICT LEVEL DISCIPLINARY DATA.

[00:35:04]

HOW CAN WE TRUST ROUND ROCK ISD? WE NEED MORE THAN MEDIOCRITY.

WHERE DOES THE STUDENT VOICE COME IN? HAVE THE STUDENTS HAVE THE CHILDREN AT ROUND ROCK OPPORTUNITY CENTER EVEN BEEN CONSULTED? WE HAVE BEEN TOLD AD NAUSEAM THAT THE COMMUNITY INPUT IS VALUABLE TO THE DISTRICT.

YET THE COMMUNITY, ESPECIALLY THOSE COMMUNITIES WHO HAVE BEEN DISPROPORTIONATELY AFFECTED, LIKE STUDENTS OF THE GLOBAL MAJORITY, THOSE WITH DISABILITIES AND THE LGBTQIA+ COMMUNITY HAVE YET TO HAVE ONE CHANCE TO HAVE TWO WAY DIALOG WITH THE POLICE DEPARTMENT.

WE HAVE SOME RECOMMENDATIONS.

WE WANT TO SEE THE CREATION OF A STUDENT WELL-BEING DEPARTMENT, A DEPARTMENT THAT IS SEPARATE FROM THE POLICE DEPARTMENT, THAT DOES NOT ANSWER TO THE POLICE, BUT THAT REPORTS DIRECTLY TO DR.

AZAIEZ. THIS DISTRICT NEEDS TO STOP BEING MOVED BY PUBLIC OPINION.

INSTEAD, USE DATA THAT HAS BEEN PROVIDED TO THEM BY SEVERAL COMMUNITY MEMBERS AND THE SAFETY AND SECURITY TASK FORCE.

YOU OWE IT TO THE COMMUNITY, BUT ESPECIALLY TO OUR STUDENTS.

YOUR TIME IS UP. IT'S TIME TO ACT.

THANK YOU. THANK YOU.

OUR NEXT SPEAKER IS JACKIE STEWART.

AND YOU DO LIVE IN THE COMMUNITY.

AND JACKIE, I MUST APOLOGIZE.

I JUST AM NOW SEEING THAT YOU ARE A STUDENT AND I SHOULD HAVE ALLOWED YOU TO GO FIRST.

SO I APOLOGIZE. OUR STUDENTS ARE SUPPOSED TO BE ABLE TO SPEAK FIRST.

I'M SORRY THAT I MISSED THAT, BUT YOU ARE WELCOME TO SPEAK NOW.

SO FIRST, I WOULD LIKE TO THANK THE SCHOOL BOARD FOR CONTINUING TO SUPPORT AND FUND TAG AND PUBLIC SCHOOLS.

IT IS IMPORTANT TO ME THAT PUBLIC SCHOOLS ARE FULLY FUNDED BECAUSE IT IS IMPORTANT THAT EVERYONE GETS THE SAME EDUCATION.

I AM ASKING YOU, I AM ASKING YOU TO ASK OUR STATE REPRESENTATIVE TO CONTINUE TO SUPPORT AND FUND PUBLIC SCHOOLS.

LASTLY, I ENCOURAGE STUDENT REPRESENT IN THE SCHOOL BOARD.

THERE HAS BEEN A BILL PROPOSED ON THIS AND I ENCOURAGE YOU TO SUPPORT THIS.

THANK YOU VERY MUCH.

I LOVE IT WHEN OUR STUDENTS TAKE TIME TO COME OUT AND STEP UP AND SPEAK IN OUR MEETINGS.

OUR NEXT SPEAKER IS MELISSA WALKLEY.

AND YOU DO LIVE IN THE DISTRICT.

HI, MY NAME IS MELISSA WAKELY.

I LIVE IN THE DISTRICT.

I HAVE TWO CHILDREN IN THE DISTRICT.

SO I WAS GOING TO START BY ADDRESSING DR.

FALTY'S, BUT SEEING THAT HE'S NOT HERE, I WILL HAVE MY COMMENTS RECORDED FOR HIM.

IT SEEMS SUSPICIOUS, LIKE EVERY TIME THAT THE BOARD IS CLOSE TO SATISFYING THE REQUIREMENTS OF THIS MONITORING, THAT THE REQUIREMENTS GET CHANGED.

AND I'VE BEEN TO THESE MEETINGS, I'VE READ THE REPORTS, AND THE MATH JUST ISN'T ADDING UP TO ME.

I'D LIKE A LITTLE BIT MORE TRANSPARENCY AND TO KNOW EXACTLY WHEN THIS MONITORING WILL END, BECAUSE I'M READY FOR OUR FRIEND TO GO AND TO GET MY SCHOOL BOARD AND MY SCHOOL DISTRICT BACK IN OUR HANDS.

LOCAL CONTROL FOR LOCAL ENTITIES.

THANK YOU. I ALSO WANT TO MENTION A COUPLE OF PEOPLE HAVE ALREADY COMMENTED ON RESTRUCTURING OUR MENTAL HEALTH AND SOCIAL SERVICES DEPARTMENT.

I FEEL VERY STRONGLY THAT THERE IS ROOM TO IMPROVE THE WAY OUR DISTRICT HANDLES MENTAL HEALTH SERVICES AND WOULD ESPECIALLY LOVE TO SEE THE FORMATION OF A DEPARTMENT OR A TEAM REPORTING DIRECTLY TO THE SUPERINTENDENT TO OVERSEE THE MENTAL HEALTH AND WELL-BEING OF OUR STUDENTS AND FAMILIES, AS WELL AS COLLABORATING WITH SOCIAL SERVICES PROVIDED BY CITY, COUNTY, STATE.

WE HAVE A LOT OF GOVERNMENT ENTITIES THAT WORK IN OUR DISTRICT LIKE FIT AND OUR FOSTER CARE SYSTEM AND OUR ENTITIES NEED TO BE WORKING TOGETHER TO BEST SERVE THE MOST VULNERABLE IN OUR COMMUNITY.

RIGHT NOW, THERE IS SO MUCH OVERHEAD AND SO MUCH BUREAUCRACY.

WE ARE JUST NOT BEING ABLE TO MEET THE NEEDS OF CHILDREN BECAUSE OF ALL OF THAT.

AND AS A DISTRICT OF INNOVATION, CERTAINLY WE CAN FIGURE OUT A WAY TO INNOVATE, TO MAKE THINGS BETTER FOR OUR MOST VULNERABLE.

THANK YOU. AND TRUSTEES.

I AM THRILLED TO ANNOUNCE THAT WE HAVE THREE RECORDED PUBLIC COMMENTS TONIGHT.

WE HAD THIS IS THE FIRST TIME SINCE WE'VE CHANGED OUR SYSTEM THAT WE'VE HAD PEOPLE TAKE ADVANTAGE OF IT.

SO GIVE US JUST A MINUTE AND THE WONDERFUL AUDIO VISUAL GUYS BACK THERE.

WE'LL START OUR PLAYING OF OUR THREE RECORDED.

I DON'T KNOW IF THEY'RE ON TOPIC OR OFF TOPIC, BUT LET'S TRY THIS OUT, SEE HOW IT GOES TONIGHT.

HI, MY NAME IS CHRISTA SHEFFIELD, AND I'M CALLING TODAY TO EXPRESS SUPPORT FOR THE APPROVAL FOR THE CALLAWAY CONSTRUCTION PROJECT.

AS IT IS PRESENTED TODAY ON THE AGENDA.

MY FAMILY HAS BEEN A PART OF CARAWAY SINCE 2015, AND WE KNOW THE IMPACT THAT THIS PROJECT WILL HAVE ON OUR COMMUNITY.

[00:40:01]

WE TRUST THE BOARD WILL MAKE THE RIGHT DECISION AND GIVE THEIR CONSENT TO THIS CONSTRUCTION PROJECT AS IT IS PRESENTED TONIGHT.

THANK YOU. GOOD EVENING, BOARD.

MY NAME IS LAURYN HINES AND I'M A PARENT OF A ROUND ROCK ISD STUDENT.

I DO APPRECIATE THE ABILITY TO LEAVE THIS MESSAGE AS I TRAVEL OFTEN FOR WORK.

I'M CALLING TONIGHT FOR AGENDA ITEM G TWO, WHICH IS THE TEA MONITOR REPORTS PREPARED BY DR.

FAULTY. ON THE PROGRESS REPORT FOR JANUARY.

I SEE THAT EXIT CRITERIA.

GOAL NUMBER TWO IS RELATED TO BOARD COMMUNICATION.

ON FEBRUARY 9TH, A TEAM OF EIGHT TRAINING WAS OFFERED.

I WATCHED THE INITIAL MEETING AND THEN THE TEAM OF EIGHT TRAINING.

I NOTICED THAT TWO TRUSTEES WERE NOT IN ATTENDANCE FOR THE TEAM OF EIGHT TRAINING.

I KNOW THAT IF I WAS GIVEN AN OBJECTIVE BY MY EMPLOYER TO IMPROVE COMMUNICATION.

AND I HAD BEEN GIVEN A TRAINING OPPORTUNITY AND I DELIBERATELY SKIPPED IT.

I WOULD FACE REPERCUSSIONS AT WORK.

I WOULD ASK THAT THE MONITOR CONSIDER THE ACTIONS OF COMMUNICATION BY THE MAJORITY OF THE BOARD UNLESS THOSE THAT ARE UNWILLING TO IMPROVE. THANK YOU FOR YOUR TIME.

GOOD EVENING.

JEREMY DAVID, GENERAL COMMENT.

MY NAME IS JEREMY DAVID AND I HAVE A SEVENTH GRADER AT DEER PARK MIDDLE.

AND A FIFTH GRADER AT JOE LEE JOHNSON ELEMENTARY.

WE LOVE THE SCHOOLS THAT MY CHILDREN ATTEND AND HAVE FOUND MANY GREAT PEOPLE AS PART OF THOSE COMMUNITIES.

WHAT I'D LIKE TO SPEAK ABOUT TODAY REGARDS THE CHALLENGE THAT MY FIFTH GRADE SON'S CLASS IS FACING AT JOE LEE JOHNSON.

HIS CLASSROOM DOES NOT HAVE A PERMANENT TEACHER, DESPITE TWO QUALIFIED EDUCATORS HAVING BEEN HIRED EARLIER IN THE YEAR AND A LONG TERM GUEST EDUCATOR HAVING BEEN HIRED RECENTLY FOR THAT CLASS. BUT UNFORTUNATELY, SHE'S NO LONGER IN THAT ROLE AFTER A FEW WEEKS.

I ALSO KNOW OF AT LEAST ONE NEAR HIRE EARLIER IN THE YEAR.

I'M NOT ADDRESSING ANY OF THIS TO POINT FINGERS OR TO ASSIGN BLAME TO HARDWORKING AND DEDICATED ADMINISTRATORS.

I'M ALSO NOT COMING TO JUST COMPLAIN ABOUT PROBLEMS THAT THIS IS CAUSING.

BUT THE REALITY IS I DON'T HAVE ANY ANSWERS.

I DO WANT TO ACKNOWLEDGE THAT THIS IS EVIDENCE OF THE WIDESPREAD CHALLENGES THAT SCHOOLS ARE FACING AND STAFFING ALL ACROSS OUR COUNTRY AND STATE CURRENTLY AS A MANAGEMENT AND BUSINESS CONSULTANT.

IF I WERE WORKING WITH A CLIENT WHO IS HAVING THE SAME STRUGGLE FILLING A CRITICAL ROLE, ESPECIALLY GIVEN THE FACT THAT SEVERAL QUALIFIED CANDIDATES WHO HAVE BEEN IDENTIFIED AND SOME OF THEM HIRED ONLY TO LOSE THEM WITHIN WEEKS, ONE OF THE FIRST PLACES I WOULD LOOK IS THAT THE PROCESS IS INVOLVED.

I ASSUME THAT EXIT INTERVIEWS TAKE PLACE, AND DESPITE THE FACT THAT THERE MAY BE DIFFERENCES IN THE ACTUAL REASONS THESE QUALIFIED TEACHERS LEFT SO QUICKLY, IT SEEMS LIKELY THAT THERE ARE SOME COMMON DENOMINATORS.

ONE OF THE OUTCOMES, AND QUITE POSSIBLY ALSO A CAUSE OF THIS, IS AN INCREASE OF BEHAVIOR ISSUES THAT ARE BECOMING DISRUPTIVE TO THE EDUCATION OF MY SON AND THAT ENTIRE CLASS. ANY ATTEMPTS TO SOLVE THE PROBLEM WITHOUT FIRST ADDRESSING WHATEVER THOSE ISSUES ARE, I BELIEVE WILL RESULT IN MORE OF THE SAME.

MY HOPE IS THAT THIS BOARD SEES THE IMPACT.

THIS IS NO DOUBT HAVING ON THE EDUCATION OF MY SON AND HIS CLASSMATES.

ALL RIGHT. WELL, THANK YOU. THAT ENDS OUR PORTION OF PUBLIC COMMENT TONIGHT.

TAKES US TO AGENDA ITEM F ONE, THE LSG MONITORING REPORT GOAL TO GO PROGRESS MEASURES 2.1, 2.2 AND 2.3.

[F. SUPERINTENDENT REPORT]

AZAIEZ. THANK YOU AGAIN.

AND GOOD EVENING, EVERYONE.

WITH US TONIGHT IS DR.

NICHOLLS AGAIN. I ALSO MISS MAXWELL HERE, SO WE'LL TAKE US THROUGH THE GO PROGRESS MEASURES BEGINNING OF THE YEAR TO MIDDLE OF THE YEAR AND WE'LL BE TALKING ABOUT GOAL NUMBER TWO, WHICH IS ABOUT NUMERACY OR NUMERACY MATH FOR K THROUGH SECOND GRADE.

NOT ONE TO BELABOR A POINT I PRESENT TO YOU THE WONDERFUL MISS MARIAN MAXWELL.

THANK YOU, DR. NICHOLLS.

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

SO AS DR.

AZAIEZ MENTIONED TONIGHT, WE'RE TALKING ABOUT THE PROGRESS WE'RE MAKING TOWARDS THE EARLY MATH GOAL IN THIRD GRADE.

THIS IS A MEASURE SET ON MEETS GRADE LEVEL FOUR STAR, AND THEN OUR 2026 GOAL IS 76%.

BUT THE TARGET THIS YEAR IS 63%.

[00:45:03]

SO WHAT WE USE TO MEASURE THIS GOAL IS OUR AIMS WEB, A MATH ASSESSMENT IN IN K TWO WHERE WE'RE MEASURING OUR OR USING OUR GOAL PROGRESS MEASURES TOWARD THIRD GRADE. THIS IS A SCREENING PROGRESS MONITORING FOR EARLY NUMERACY SKILLS AND MATH SKILLS COMBINED.

WHEN STUDENTS TAKE THIS TEST, THEY GET A COMPOSITE SCORE, BUT WE ALSO CAN SEE DIFFERENT SUBTESTS WITHIN IT.

AND THEN THE RESULTS THAT WE'RE LOOKING AT TONIGHT ARE SET AT THE 40TH PERCENTILE.

SO THAT'S A LITTLE BIT HIGHER SINCE WE ARE LOOKING AT THE CORRELATION TO THE MEETS GRADE LEVEL FOUR STAR, IT'S A LITTLE BIT HIGHER THAN WHAT AIMS WOULD IDENTIFY OR USE THE NUMBERS FOR INTERVENTION.

BUT AGAIN, WE SET THAT BAR A LITTLE BIT HIGHER.

AND THOSE GOAL PROGRESS MEASURES THROUGH AMES WEB.

YOU CAN SEE THESE BROKEN DOWN INTO KINDERGARTEN, FIRST AND SECOND GRADE.

THE 80% BY 2026 FOR KINDERGARTEN FIRST AND 83% BY 2026 FOR SECOND GRADE.

BUT THEN THIS YEAR'S TARGETS ARE BELOW THAT, WHICH YOU'LL SEE ON THE LINE GRAPHS AS WELL.

AND OUR CHARTS. AND THEN THE INDIVIDUAL TARGETS FOR THE STUDENT STUDENT GROUPS WILL BE BROKEN DOWN AS WELL.

SO THE NEXT THREE SLIDES WILL SHOW YOU SOME LINE GRAPHS FOR HOW EACH OF THESE GRADE LEVELS IS PERFORMING AT THIS TIME.

AND SO WE HAVE TWO LINE GRAPHS, ONE TO SHOW WHERE THE STUDENTS WERE PERFORMING LAST YEAR AND THEN THE LIGHTER BLUE TO SHOW WHERE THEY'RE PERFORMING THIS YEAR FOR 2023.

AND THEN YOU HAVE THAT ORANGE STAR, WHICH IS OUR TARGET FOR THE END OF YEAR.

AND YOU'LL SEE BEGINNING, MIDDLE OF YEAR AND END OF YEAR, WHICH IS THOSE THREE TIMES THAT WE USE THIS SCREENER.

A COUPLE OF NOTES ABOUT THIS ASSESSMENT AND JUST TO MAKE SURE THAT WE'VE SEEN THERE IS A FOOTNOTE THAT EXPLAINS THAT THE BEGINNING OF YOUR SCORES FROM LAST YEAR, THIS NUMBER DOES NOT REFLECT OUR STUDENTS THAT WERE IN OUR VIRTUAL LEARNING PROGRAM.

AGAIN, THOSE WERE STUDENTS THAT TOOK A DIFFERENT ASSESSMENT, DREAMBOX, THAT COULD BE ADMINISTERED ONLINE.

SO WE WANTED TO COMPARE JUST STUDENTS AND STUDENT PERFORMANCE FOR THE AMES WEB TEST ITSELF.

IF THE VIRTUAL LEARNING SCORES WERE IN THERE FOR BEGINNING OF YEAR, THAT WOULD BE A LITTLE BIT HIGHER FOR BEGINNING OF YEAR.

AND THEN, OF COURSE, ALL STUDENTS WERE BACK FROM THE VIRTUAL LEARNING PROGRAMS IN THE BUILDING.

SO THAT MIDDLE OF YEAR DOES REFLECT FROM LAST YEAR THAT ALL OF OUR STUDENTS WERE TAKING THE AIMS WEB TEST.

ANOTHER THING TO NOTE IS THE WAY THAT THIS TEST WORKS IS THE TARGET CHANGES FROM BEGINNING OF YEAR TO MIDDLE OF YEAR TO END OF YEAR.

SO, FOR EXAMPLE, IF I'M IN KINDERGARTEN, I MAY HAVE TO GET AND IT'S A TIMED TEST, SO I MAY NEED TO GET 15 ANSWERS CORRECT ON A SUB TEST WITHIN ONE MINUTE WHILE MIDDLE OF YEAR THAT RAISES TO, LET'S SAY 20, CORRECT IN ONE MINUTE.

AND BY THE END OF YEAR IT MIGHT RAISE TO 30, CORRECT.

IN ONE MINUTE. SO WHILE WE'RE LOOKING AT WHETHER OR NOT STUDENTS HAVE SPECIFIC SKILLS IN EARLY NUMERACY AND MATH, WE'RE ALSO LOOKING AT WHETHER OR NOT THEY HAVE AUTOMATICITY IN THOSE SKILLS. SO WE'RE WORKING ON BUILDING FLUENCY.

SO WHEN YOU SEE A RATE GOING, LET'S SAY IT'S THE SAME RATE FROM BEGINNING OF MIDDLE TO END OF YEAR, THE SKILLS ARE STILL THERE, BUT THEY'RE NOT GETTING AS MANY.

THEY'RE NOT GETTING MORE CORRECT IN THE SAME AMOUNT OF TIME.

SO THAT MIGHT BE A FLUENCY THING THAT WE'RE TALKING ABOUT.

AND THEN WHEN YOU SEE A RAISE FROM AN INCREASE FROM BEGINNING OF YEAR TO MIDDLE OF YEAR, THEN WE'RE SEEING BOTH OF THOSE THINGS VERY LIKELY THERE.

THEY'RE INCREASING IN THEIR SKILL ABILITY AND THEY'RE ALSO INCREASING, INCREASING IN THEIR FLUENCY ABILITY.

SO THAT'S WHAT ONE OF THE THINGS WE LOOK AT IN MATH IS PROCEDURAL FLUENCY.

SO DURING THE FOR THESE LINE GRAPHS, YOU CAN SEE KINDERGARTEN WHERE WE ARE THIS YEAR COMPARED TO LAST YEAR, WE CAN SEE THE SAME TREND IN FIRST GRADE AS WELL THAT WE ARE STARTING A LITTLE BIT HIGHER THIS YEAR THAN WE WERE LAST YEAR.

AND THEN WE DO SEE [INAUDIBLE] I KNOW.

I'M TRYING TO CLICK AT IT.

IT'S NOT CLICKING.

OH, OKAY.

THERE YOU GO. FIRST GRADE, WE SEE THE SAME TREND, TOO.

WE SEE SOME IMPROVEMENTS FROM BEGINNING OF YEAR TO MIDDLE OF YEAR IN OUR NUMBERS.

AND WE ALSO SEE THAT OUR STUDENTS ARE PERFORMING A LITTLE BIT HIGHER THIS YEAR IN THESE GRADE LEVELS THAN THEY WERE THE PREVIOUS YEAR.

SECOND GRADE SLIDE.

WE SEE A LITTLE BIT DIFFERENCE IN THESE TRENDS.

WE DO SEE THAT WE'RE STARTING ALMOST AT THE SAME THIS YEAR, BUT JUST 1% LOWER IN THE SECOND GRADE COHORT.

SO IT'S A LITTLE DIFFERENT THAN WHAT WE'RE SEEING IN KINDERGARTEN.

FIRST, IT'S NOT OUT OF LINE WITH WHERE THIS SECOND GRADE COHORT WAS LAST YEAR.

THEY'RE STARTING AT 56% THIS YEAR AND THEN LAST YEAR THEY ENDED AT 59.

WE ALWAYS SEE A LITTLE BIT OF A SLIDE FROM END OF YEAR AND THAT COHORT TESTING AGAIN BEGINNING OF YEAR.

SO THAT'S PRETTY IN LINE WITH WHERE THEY WERE.

[00:50:04]

FIRST AS WELL WOULD HAVE SEEN A LITTLE MORE DISRUPTION IN THEIR LEARNING OVER THE PAST FEW YEARS DUE TO THE PANDEMIC.

SO WE STILL SEE SOME A LITTLE BIT OF DISCREPANCIES IN THE DATA ACROSS SECOND GRADE, SOMETIMES BECAUSE THEY HAVE EXPERIENCE OF THESE GRADE LEVELS, THE MORE DISRUPTED LEARNING.

BUT STILL THIS INFORMS OUR WORK AND LETS US KNOW WHERE WE NEED TO FOCUS THE NEXT THREE SLIDES.

YOU WILL SEE THE SAME TRENDS FOR KINDER FIRST AND SECOND GRADE.

WHILE WE DO SEE INCREASES IN EVERY ONE OF OUR STUDENT GROUPS FOR ALL OF THESE GRADE LEVELS, WE DO STILL SEE SOME THAT SOME OF OUR STUDENT GROUPS HAVE GREATER GAPS IN BETWEEN WHERE THEY ARE MIDDLE OF YEAR AND WHERE THEY WOULD WHERE WE WANT THEM TO BE AT THE END OF YEAR.

AND WE SEE THAT HAPPENING ACROSS THE GRADE GROUPS AS WELL.

SO JUST TO TALK A LITTLE BIT ABOUT OUR RESPONSE BEFORE WE HAVE SOME QUESTIONS, WE ALWAYS WANT TO TAKE A LOOK AT THIS DATA AND SEE WHAT TRENDS WE HAVE AND HELP US INFORM OUR WORK AT THE DISTRICT LEVEL, INFORM HOW, WHAT STRUCTURES AND WHAT RESPONSES WE HAVE AND HOW WE'RE SUPPORTING CAMPUSES.

SO WE HAVE STARTED A REVIEW OF THE EARLY NUMERACY MATH CURRICULUM.

THERE ARE SEVERAL SECTIONS OF IT, BUT WE'VE LOOKED AT K ONE AND TWO MATH CURRICULUM.

WE ARE FINDING THAT THE SKILLS ON THIS TEST ARE CONSISTENT WITH THE STANDARDS THAT WE'RE TEACHING IN THE CURRICULUM AND A LOT OF ACTIVITIES ARE ACTUALLY THE SAME THAT THEY THEY WILL SEE ON THE TEST.

BUT WE ARE EXAMINING AT THE VARIOUS LEVELS ACROSS THE UNITS WHETHER OR NOT WE COULD BE INCLUDING MORE OF THOSE ACTIVITIES, JUST SO THAT WE GIVE OUR STUDENTS MORE FAMILIARITY WITH WHAT THEY'RE SEEING AND HOW IT'S HOW THEY WOULD BE SEEING IT ON A SCREENER LIKE THIS.

AND WE'VE ALSO LOOKED AT A FEW THINGS THAT THAT WE THINK MAYBE WE COULD USE SOME IMPROVEMENT IN OUR CURRICULUM FOR K ONE AND TWO, WE HAVE A SPECIFIC 10 TO 15 MINUTE SECTION EVERY DAY CALLED NUMERACY.

AND THE INTENT OF THIS SECTION IS TO BUILD NUMERACY SKILLS, BUILD FLUENCY, PROCEDURAL FLUENCY IN THOSE SKILLS, SO THAT AUTOMATICITY BEGINS INCREASING.

SO WE'VE LOOKED AT THAT SECTION AND THINK THAT WE COULD ADD SOME MORE LESSONS, SOME MORE GAMES, SOME MORE AUTHENTIC WAYS TO BUILD FLUENCY AND SOME NICE WAYS TO PROGRESS, MONITOR THAT FLUENCY AS IT GOES AGAIN SO THAT STUDENTS ARE SEEING THAT HAVING THAT EXPOSURE TO THE ASSESSMENT AND THE WAY THAT THE SKILLS ARE TESTED, AND THEN ALSO WORKING ON SOME INSTRUCTIONAL SUPPORTS FOR CAMPUSES THAT DIRECTLY ALIGN WITH THIS SCREENER, WE HAVE THOSE BUILT INTO OUR CURRICULUM, BUT WE'D LIKE THEM TO BE A LITTLE BIT CLOSER TO THIS ASSESSMENT TIME SO THAT THE TEACHERS HAVE INTERVENTIONS IN THEIR HAND AT THE TIME THAT THEY NEED IT, ESPECIALLY MIDDLE OF YEAR AS WE SEE, YOU KNOW, TRENDS AND SOME CONCERNS AS WE SEE THAT IN THE CLASSROOM, WE WANT TEACHERS TO BE ABLE TO HAVE WHAT THEY HAVE, WHAT THEY NEED IN THEIR HANDS.

SO IT'LL DO TWO THINGS.

THE INSTRUCTIONAL TOOLS WE'RE WORKING ON REALLY HELP TEACHERS UNDERSTAND AS WELL HOW THINGS ARE ASSESSED, WHY THEY'RE ASSESSED THE WAY THAT THEY ARE, AND HOW TO INTERVENE ON THOSE SKILLS AND PROVIDE SPECIFIC INSTRUCTIONAL STRATEGIES AND ACTIVITIES FOR THAT.

ONE OF THE WAYS AT THE CAMPUS LEVEL, I KNOW WE'VE SPOKEN TO YOU ALL ABOUT THE DATA WISE PROCESS THAT WE'VE IMPLEMENTED THIS YEAR, AND WE'VE HAD SOME GREAT SUCCESSES IN USING THAT PROCESS TO REALLY DESIGN SOME TOOLS THAT ARE REALLY HELPFUL FOR OUR CAMPUSES.

BUT AT THE SAME TIME, WE'VE LEARNED A LOT ABOUT OUR SYSTEMS AND HOW WE'RE LOOKING AT INDIVIDUAL STUDENT DATA.

SO WE'RE USING THAT PROCESS TO PROVIDE VERY DETAILED REPORTS IN OUR DATA SYSTEMS TO OUR CAMPUSES SO THEY CAN SEE WITH SPECIFICITY THERE'S GAPS AND LEARNING IF THERE ARE STUDENTS OR STUDENT GROUPS THAT AREN'T PERFORMING THE SAME, THEN THEY USE THAT INFORMATION AT THE INDIVIDUAL STUDENT LEVEL WITH THE COMPOSITE SCORES, WITH THE SUBTESTS ON THEM. SO TEACHERS REALLY HAVE THE INFORMATION THAT THEY NEED.

THEY IDENTIFY THEIR PROBLEM OF PRACTICE AGAIN, WITH THAT DATA WISE PROCESS, AND THEN THEY KNOW WHERE TO PUSH IN AND STRUCTURALLY AND WHERE TO INTERVENE SPECIFICALLY FOR EACH STUDENT. SO THOSE ARE SOME OF THE THINGS THAT WE'VE RESPONDED TO ON CAMPUS.

WE KNOW IT'S CRITICAL TO PARTNER WITH OUR CAMPUSES AS WELL, TO BE IN CLASSROOMS, TO SEE MATH, TO SEE EARLY NUMERACY AND PRACTICE AND LEARN MORE ABOUT THE IMPLEMENTATION AND SEE HOW THAT GIVES US FEEDBACK TO AT THE DISTRICT LEVEL FOR WHAT WE NEED TO DO CHANGE, PROVIDE FOR OUR TEACHERS.

ANY QUESTIONS? ALL RIGHT. THANK YOU VERY MUCH FOR THE PRESENTATION.

TRUSTEES QUESTIONS.

TRUSTEE HARRISON, YOU'RE NOT USUALLY SHY.

I GOT A FEW.

OKAY. IT LOOKS LIKE WE DEFINITELY HAVE OUR WORK CUT OUT FOR US.

12%. 19%.

MY QUESTION REALLY IS IT DEFINITELY SEEMS LIKE SECOND GRADE WAS REALLY IMPACTED AND IT WAS SUCH A PIVOTAL TIME FOR NUMERACY AND DEVELOPING THOSE SKILLS.

[00:55:08]

COMMITMENT TO PROGRESS MONITORING THESE STUDENTS IN THIRD AND FOURTH GRADE, BECAUSE I'M REALLY CONCERNED ABOUT THESE GAPS WE NEED TO MAKE UP.

YEAH, THAT'S A VERY GOOD QUESTION.

I THINK IT'S A CONCERN THAT I SHARE MYSELF.

I WANT YOU TO KNOW THAT.

I KNOW. I KNOW THAT I'M A TRUE BELIEVER IN WHAT'S CALLED FIRST TIME INSTRUCTION OR T ONE INSTRUCTION, IF YOU WILL.

AND IN ORDER FOR US TO HAVE A GREAT FIRST TIME INSTRUCTION OR A T, ONE INSTRUCTION IS TO HAVE OBVIOUSLY A QUALITY TEACHER IN THE CLASSROOM, BUT ALSO MAKE SURE THAT THE TEACHER IS SUPPORTED WITH THE CURRICULUM, THE RIGHT CURRICULUM, THEIR MATERIAL, THE RIGHT SUPPORT, THE RIGHT RESOURCES SO THAT TEACHER COULD REALLY DELIVER AND ENSURE THAT THE MAJORITY OF OUR STUDENTS, IF NOT ALL OF THEM, ARE REALLY SUCCESSFUL.

RIGHT. WE SHOULD NOT BE FOCUSING ON INTERVENTION, AND INTERVENTION SHOULD BE THERE BECAUSE WE ARE ALWAYS GOING TO HAVE SOME STUDENTS WHO MAY NEED THE EXTRA SUPPORT.

BUT REALLY WE NEED TO REALLY LASER FOCUS ON MAKING SURE THAT AGAIN, THAT THE FIRST TIME INSTRUCTION IS HAPPENING.

IT'S THE BEST I CAN TELL YOU.

AND I KNOW WE HAVE THIS CONVERSATION ABOUT THE CURRICULUM.

OUR CURRICULUM NEEDS A LOT OF WORK.

I THINK PERSONALLY THAT, YOU KNOW, WE NEED PEOPLE TO REALLY, LIKE, DO A LOT MORE.

I KNOW I THINK OUR TEAM NEED TO WE HAVE TO HAVE A TEAM THAT IS NOT ONLY KNOWLEDGEABLE ALSO ENOUGH PEOPLE TO REALLY PUT THIS TOGETHER FOR OUR TEACHERS BECAUSE THEY DESERVE TO HAVE THIS POWERFUL CURRICULUM IN FRONT OF THEM AND ALSO THE PROPER RESOURCES TO ADDRESS IT.

I KNOW.

YOU KNOW, WE STARTED THE WORK ON OUR EARLY LITERACY AND ALSO WE'RE TRYING TO ALIGN ALL THAT STUFF TO A SCIENCE OF READING AND JOURNAL SO THAT THE RESOURCES ARE NEEDED ARE THERE FOR OUR TEACHERS. WE'RE GOING TO DO TRAINING, BUT WE'RE GOING TO BE DOING THE SAME THING WITH THE MATH, TOO.

I THINK, YOU KNOW, A CURRICULUM IS ALSO SOMETHING THAT WE ARE DISCUSSING AND WE ARE HOPING TO GET THAT DONE AS SOON AS POSSIBLE BECAUSE WE WANT TO MAKE SURE AGAIN THAT WE ARE PROVIDING THE RESOURCES AND SUPPORT AND THE CURRICULUM NEEDED FOR ALL OF OUR TEACHERS SO THEY CAN DO A GREAT JOB WITH THAT FIRST TIME INSTRUCTION.

AGAIN, I KNOW THAT INTERVENTION WILL HAPPEN.

WE NEED EVENTUALLY TO HAVE A TIER TWO AND POSSIBLY ALSO A TIER THREE INTERVENTION.

BUT IT SHOULDN'T BE A BIG NUMBER, RIGHT? THERE SHOULD BE SMALLER, FEWER STUDENTS WHO NEED THAT.

SO TO ANSWER YOUR QUESTION, I KNOW I TALKED A LOT, BUT TO ANSWER YOUR QUESTION, IT'S NOT A ONE THING, TRUSTEE HARRISON, THAT WE NEED.

IT'S A VARIETY OF THINGS THAT WE NEED TO PUT IN PLACE IN ORDER FOR US TO ENSURE THAT ALL OF OUR STUDENTS ARE BEING SUCCESSFUL.

DOESN'T MATTER WHAT GRADE LEVEL, BUT WE WANT TO START AS EARLY AS POSSIBLE, OBVIOUSLY.

THANK YOU. TWO MORE QUESTIONS.

NUMBER ONE, THANKS FOR BRINGING UP THE CURRICULUM AUDIT THAT BRINGS TO PLAY TO ME.

WHAT WILL THAT TAKE ON A TIMELINE? I UNDERSTAND THAT THINGS TAKE TIME AND I UNDERSTAND THERE ARE STUDENTS IN OUR SYSTEM THAT CAN'T WAIT.

SO JUST HOLDING THE DUALITY OF THAT.

BUT THANK YOU FOR ACKNOWLEDGING THE CURRICULUM NEEDS WORK.

SO TIMELINE ON CURRICULUM AUDIT, WHAT WOULD THAT LOOK LIKE? SO WE WILL HAVE TO SELECT THE WAY IT WORKS.

OBVIOUSLY, WE'LL HAVE TO SELECT IT.

USUALLY IT'S A THIRD PARTY, RIGHT? THAT'S AN OUTSIDE VENDOR.

I GUESS WE NEED TO FIND SOME.

WE HAVE A COUPLE OF OPTIONS ALREADY.

WE NEED TO BE. USUALLY YOU HAVE TO SELECT SOMEONE WITH A DEEP KNOWLEDGE EXPERIENCE DOING THESE KIND OF CURRICULUM AUDITS THAT WOULD BE ABLE TO PROVIDE US VERY GOOD RECOMMENDATION MOVING FORWARD SO WE CAN MOVE THE NEEDLE AND AS I SAID, GIVE OUR TEACHERS, OUR TEACHERS SHOULD NOT BE CREATING STUFF. I MEAN, I KNOW THEY HAVE TO TWEAK AND CHANGE AND ADJUST TO THE NEEDS OF THEIR OWN STUDENTS, BUT WE SHOULD BE ABLE TO GIVE THEM PRETTY MUCH 97% OF THE STUFF.

RIGHT. AND SO SO THEY JUST HAVE TO TWEAK A LITTLE BIT.

I THINK GOING BACK TO WHAT TRUSTEE ZARATE WAS TALKING ABOUT, YEAH, WE SHOULD NOT BE ADDING MORE TO THE PLATES OF OUR TEACHERS.

WE WANT THEM TO DELIVER.

WE WANT THEM TO PUT THERE DURING THAT PERIOD, SEE, TO DISCUSS THEIR STUDENTS, UNDERSTAND AND KNOW THEIR STUDENTS NEEDS, AND THEN TWEAK IT ACCORDINGLY.

RIGHT. BUT IT SHOULDN'T BE CREATING FROM SCRATCH OR DOING A BIG PERCENTAGE OF THAT CURRICULUM IS THAT MAKES SENSE.

AND I'M NOT HERE AGAIN TO POINT A FINGER.

I KNOW WE HAVE A HARD WORKING STAFF HERE AND OUR CURRICULUM DEPARTMENT IS JUST I FEEL SOMETIMES THEY MAY NOT HAVE THE MANPOWER AND MAYBE WE NEED ALSO MORE TRAINING AND ALIGN, I GUESS, WITH BEST PRACTICES.

I KNOW SOUND STAFF READING IS SOMETHING AGAIN THAT WE ARE WORKING ON AND THAT'S SOMETHING IS GOING TO HAPPEN, BUT WE'RE GOING TO MAKE SURE IT'S HAPPENING ALSO FOR NUMERACY AS WELL.

OKAY, THANK YOU. I'M PUTTING ALL THIS IN THE DOME BECAUSE WE'RE TALKING ABOUT BUDGET AND YOU'RE SAYING YOU NEED MANPOWER.

[01:00:01]

SO WHAT DOES THAT MEAN? DOES THAT MEAN MONEY FOR STAFFING? RIGHT. MY LAST QUESTION IS A COUPLE OF MONTHS AGO I GOT TO VISIT CALLISON ELEMENTARY AND THE AMAZING PENNY OATS HAD REALLY PUT TOGETHER THIS GREAT SYSTEM OF COMMUNICATION AND CONTINUOUS COMMUNICATION.

LOOK, I KNOW, RIGHT? SHE'S SO DREAMY.

ME, TOO. SHE'S AMAZING.

SO SHE HAD PUT TOGETHER THIS REALLY KIND OF, LIKE, ROBUST COMMUNICATION SYSTEM WITH FAMILIES OF LIKE, HERE IS THIS BOOKLET AND THIS IS WHAT THEY SHOULD KNOW AND HOW DO WE WORK TOGETHER THROUGH THIS AND HOW ARE WE WORKING WITH FAMILIES, ESPECIALLY AT THESE LEVELS, TO SUPPORT LIKE THE TIER ONE INSTRUCTION AND WORKING TOGETHER WITH THOSE FAMILIES? I DON'T ALWAYS HEAR, OH, OKAY.

I WOULD LOVE TO HEAR MORE ABOUT THAT.

ALSO. MARIANNE, THANK YOU SO MUCH FOR HIGHLIGHTING THE USE OF INFORMATION AT THE INDIVIDUAL STUDENT LEVEL AND FOR PROVIDING TEACHERS, INDIVIDUAL TEACHERS WITH THAT, BECAUSE I THINK THAT THAT'S REALLY HUGE AND THAT MAKES THEM FEEL SUPPORTED IN THEIR INSTRUCTION.

SO THANK YOU. I JUST I DON'T KNOW IF I ANSWER REQUESTS AND COMPLETED THEIR SCIENCE AND I WANT TO MAKE SURE I CIRCLE BACK.

SO I KNOW THAT TIER ONE INSTRUCTION AND THE CURRICULUM, LIKE YOU SAID, MIGHT TAKE SOME TIME.

SO IN THE MEANWHILE, OBVIOUSLY, THAT'S WHY WE HAVE WITH US DR.

GUERRERO. SHE'S GOING TO TALK TO YOU ABOUT SOME OF THE STUFF WE OUR TEACHERS ARE DOING OR PLANNING TO DO IN THE NEXT FEW WEEKS, INCLUDING LIKE, YOU KNOW, RETEACHING, YOU KNOW, AGAIN, FIGURING OUT WHAT NEEDS AND WHAT RESOURCES ARE NEEDED SO WE CAN FINISH THE SCHOOL YEAR STRONG.

I JUST WANT YOU TO KNOW THAT. BUT I THINK THE MAIN THING IS, AS I SAID, IS REALLY TO TAKE CARE OF THE FIRST TIME INSTRUCTION OR TIER ONE INSTRUCTION, AND THAT REALLY WILL.

WON'T BE TALKING ABOUT INTERVENTION AS MUCH, OBVIOUSLY.

AND SO YOU GUYS GOT A GREAT OPPORTUNITY TO REMIND THE PUBLIC AGAIN, ONE OF THE THINGS THAT WE'VE DONE IS ALIGN THE WALKS THE BOARD WALKS WITH SPECIFICALLY WHAT WE'RE PRESENTING ON, BECAUSE IT'S VERY DIFFERENT TO SEE NUMBERS AND THEN TO SEE ACTUALLY HUMANS IN THE CLASSROOM WITH OUR BABIES AND THE WORK THAT'S HAPPENING.

SO. I'M GOING TO DEFER TO DR.

GUERRERO BECAUSE I WANT HER TO BEGIN TO SPEAK TO THAT WORK THAT YOU GUYS, SEVERAL OF YOU HAD THE OPPORTUNITY TO SEE, TO SEE SPECIFICALLY WHAT'S HAPPENING.

BUT THEN I WANT TO COME BACK FROM A SYSTEM VIEW AS FAR AS SOME OF THE WORK THAT'S HAPPENING, BECAUSE IT WILL GREATLY IMPACT WHAT'S HAPPENING ON THE CAMPUS LEVEL.

AND SO FOR YOU GUYS TO KNOW THAT THERE IS AN OVERARCHING PLAN IN PLACE AS FAR AS WHAT'S GOING TO HAPPEN, AND THEN TO YOUR POINT, AS FAR AS SPECIFICALLY, HOW DO WE CATCH UP BASED ON THE ISSUES THAT WE'RE SEEING RIGHT NOW? BECAUSE WE CAN'T SIMPLY SAY WE'RE GOING TO LET THOSE GO.

SO I'LL HAVE DR.

GUERRERO TALK TO THE MICRO AND THEN I'LL COME BACK AND TALK TO SOME OF THE MACRO PROCESSES THAT WE'RE PUTTING IN PLACE.

DR. GUERRERO, THANK YOU, DR.

NICHOLS, AND BOARD MEMBERS.

THANK YOU. I WANT TO HIGHLIGHT THAT WE HAD A WONDERFUL VISIT, I'D LIKE TO SAY, WITH TRUSTEE ZARATE AND TRUSTEE MARKUM IN THE CEDAR RIDGE LEARNING COMMUNITY SPECIFIC TO EARLY NUMERACY.

AND I REALLY WANT TO SHARE THAT ALL THAT MS. MAXWELL ALREADY PRESENTED.

WE ARE BEGINNING TO FEEL THAT IMPACT WITH OUR TEACHERS.

JUST PROTOCOL BEHIND THE SCENES OF PERHAPS WHAT SOME OF OUR TRUSTEES DIDN'T SEE IS JUST THE FACT THAT WE REALLY TRACK OUR DATA.

SO AIMS WEB REALLY MATTERS ON EACH OF OUR CAMPUSES.

THE PLCS ARE WORKING AND DOING EXCEPTIONAL WORK AND IT IS TARGETED BY GRADE LEVEL.

KINDER, FIRST, SECOND.

SO THEY KEEP DATA TRACKERS.

SO THEY MOST RECENTLY RESPONDED TO MIDDLE OF YEAR AIMS WEB DATA, BUT ALSO THEIR TRACKING.

YOU HEARD MARYANNE SPEAK OF THE SUBSET, SO THEY'RE REALLY LOOKING INTO THE DETAIL OF THE SKILLS THAT ARE NECESSARY. THEY THEN USE THAT DATA TO REVISIT AND DESIGN THEIR UNIT PLANS OF APPROACH, AND THEN THEIR WEEKLY PLC MEETINGS ARE TIGHT AGENDAS.

AND AS DR. AZAIEZ SAID, LASER FOCUS SO THAT WE CAN START TO RECOVER AND ENSURE THAT WE ARE BUILDING.

WE'RE BEING EXPLICIT IN BUILDING THOSE FOUNDATIONS.

SO SPECIFIC TO WHAT YOU WOULD SEE IN A CLASSROOM.

AND, YOU KNOW, I'M GOING TO TURN TO OUR TRUSTEES THAT JOINED ME RECENTLY IS WE SAW EVIDENCE OF THINGS THAT TO REALLY KIND OF SHARE WITH YOU, IN LAYMAN'S TERMS, A MATH VERSION OF I DO.

WE DO. YOU DO.

SO WE REALLY GO FROM THE CONCRETE HANDS ON EXPERIENCES TO MODELS OR PICTORIAL REPRESENTATION.

[01:05:02]

BUT THEN THEY ALSO GO TO THE ABSTRACT AND THEY MOVE BETWEEN ALL OF THOSE MODELS, RIGHT? SO FOR WHEN WE START TO DIFFERENTIATE WITHIN THAT TIER ONE INSTRUCTION, TEACHER MAY GO FROM CONCRETE TO CONCRETE, CONCRETE TO PICTORIAL THAN PICTORIAL TO ABSTRACT OR ALL THE WAY AROUND.

AND I HIGHLIGHTED JUST A LITTLE VISUAL OF, YOU KNOW, MS. HARRISON, THANK YOU SO MUCH FOR HIGHLIGHTING PENNY OATES, BECAUSE SHE REALLY WORKS TO TOOL PARENTS WITH EXPLICIT SKILLS THAT YOU CAN REINFORCE. AND SO REALLY DESCRIBE WHAT DOES CONCRETE LOOK LIKE, RIGHT? SO THAT YOU HAVE COUNTERS, SO YOU HAVE DIFFERENT I THINK THEY'RE CALLED LINKING CUBES, THINGS OF THAT NATURE.

WE ALSO FREQUENTLY BUILD LITTLE PACKAGES TO SEND HOME TO OUR FAMILIES SO THAT THEY CAN PRACTICE, BUT WITH THEIR OWN LITTLE MINI LESSON AND A LOT OF DESCRIPTORS BACK TO THOSE VISITS.

AND WHAT I GET TO WITNESS AND PERHAPS WHAT SOME OF OUR TRUSTEES CAN SPEAK OF, WHAT WE SAW ON OUR LEARNING WALK AND WHAT I FREQUENTLY WITNESS IN THESE EARLY CLASSES KIND OF FOR A SECOND IS A LOT OF NUMBER TALK.

SO USING TEN FRAMES THERE, BUILDING THAT NUMBER AND STUDENTS GET TO TALK ABOUT NUMBERS AND THAT'S WHAT WE HAVE TO DO.

KIDS HAVE TO BE TALKING ABOUT THESE PIECES.

WE ALSO SAW EVIDENCE OF 100 CHARTS TO COUNT BEYOND 100.

AND WHAT DOES THAT MEAN? WELL, WE'RE BUILDING SKILLS.

WE'RE TYING IN COUNTING BY TWOS, COUNTING BY FIVES, OTHER THAT WILL IMPACT OTHER AREAS THAT ARE VERY RELEVANT.

RIGHT. MONEY TIME.

AND SO THOSE ARE THE PIECES THAT, AGAIN, WE HAVE TO BE EXPLICIT IN THAT TIER ONE AT KINDER, FIRST AND SECOND BECAUSE IT'S SO FOUNDATIONAL.

SO WE LEAN IN HEAVILY TO OUR TEACHING AND LEARNING DEPARTMENT AND THEY HAVE JUST BEEN AMAZING IN BEING ABLE TO PROVIDE US ADDITIONAL TOOLS SO THAT OUR TEACHERS CAN RESPOND TO THE VARYING NEEDS AND BE ABLE TO MORE INDIVIDUALIZE.

AND WE DO SO AT.

TIER ONE FIRST AND FOREMOST, BUT THEN WE'RE ABLE TO RESPOND TO NEEDS IF WE HAVE TO INTERVENE.

PLUS, I DON'T WANT TO LOSE SIGHT OF THE FACT THAT WE HAVE TO ENRICH.

WE HAVE SO MANY CHILDREN THAT ARE BEYOND THAT GRADE LEVEL AND WE'RE NOT GOING TO HOLD THEM BACK.

AND THAT'S WHAT I'M REALLY PROUD OF.

FOR THE TEAM OF PRINCIPALS, I GET TO LEAD THAT REALLY IS THE MINDSET.

AND ALSO WHEN WE DRILL DOWN TO NOT JUST COMPOSITE SCORES, BUT LOOK DOWN TO THE SKILLS SPECIFICALLY.

AND SO THEY REALLY DRILL DOWN TO THEIR DATA THAT CHILDREN MIGHT HAVE MORE NEED AND INTERVENTION IN ONE SKILL, BUT REALLY MAY AND NEED TO BE AFFIRMED IN THE SPACE IN WHICH THEY ARE BEING SUCCESSFUL.

SO WE REALLY ARE TRYING TO DO RIGHT BY EVERY STUDENT.

AND I'M REALLY PROUD TO SAY THAT THE TEACHERS THAT I GET TO OBSERVE AND CELEBRATE ARE THE TRUE CHAMPIONS AND THEY'RE REALLY INDIVIDUALIZING BUT ENSURING THAT TIER ONE INSTRUCTION.

AND THAT HAS TO BE SOLID.

AND AGAIN, AS DR.

AZAIEZ SAID, REALLY LASER FOCUSED.

THANK YOU FOR HIGHLIGHTING MS. PENNY OATES. SHE IS JUST A ROCK STAR.

THANK YOU. YEAH, SHE'S AMAZING.

IT WAS AMAZING TO SEE HER WORK AND THE CARE SHE PUTS INTO HER FAMILIES.

AND I ALSO WANT TO SAY THANK YOU SO MUCH FOR SAYING WHAT YOU SAID ABOUT ENRICHMENT.

I THINK OFTENTIMES WHEN WE'RE TALKING ABOUT EQUITY, WHAT GETS LOST IS MEETING EVERY STUDENT NEED AND SOME STUDENTS NEED ENRICHMENT.

AND WE NEVER WANT TO LOSE SIGHT OF THAT BECAUSE WE WANT EVERY STUDENT TO REACH THEIR FULLEST POTENTIAL.

SO THANK YOU.

SO WE HAVE NOT HAD THIS OPPORTUNITY AS YET, BUT WE WILL BE TAKING THE OPPORTUNITY IN FUTURE PRESENTATIONS TO THE BOARD TO REALLY DIG INTO SOME OF THE SYSTEM CHANGES THAT WE'RE MAKING. OFTENTIMES, IF WE'RE TALKING ABOUT THE MICRO LEVEL AS FAR AS WHAT TEACHERS AND THE PRINCIPALS ARE DOING, WHILE THAT HAS THE ABILITY TO MAKE SOME CHANGES, IT WILL NOT BE SUSTAINABLE AT THAT LEVEL.

THE AMOUNT OF WHAT'S THE WORD? THE AMOUNT OF WORK THEY HAVE TO DO IN ORDER TO PUSH CERTAIN THINGS TO ANOTHER LEVEL WITHOUT THE HELP OF THE SYSTEM IS GOING TO BE TOO MUCH.

AND WE SEE THEN WITHIN THOSE CASES WHERE PEOPLE ARE JUST WORN DOWN AND DON'T HAVE THE ABILITY TO ENJOY THE WORK OR TO CONTINUE THE WORK.

SO THERE ARE SOME THINGS THAT WE HAVE BEEN TALKING ABOUT AT OUR LEVEL AS FAR AS EXACTLY WHAT NEEDS TO CHANGE WITHIN THE SYSTEM WHERE WE DON'T NECESSARILY HAVE TO SPEND MORE MONEY, WE JUST HAVE TO DECIDE HOW WE DO THINGS DIFFERENTLY.

I WON'T GIVE YOU THE FULL LIST, BUT I'LL GIVE YOU A TEASER OF SOME THINGS DOCTOR HAS TALKED AS I JUST TALKED ABOUT DOING AN AUDIT, AND WE THINK IT'S ALWAYS

[01:10:07]

BUT WE ALSO ONE OF THE THINGS WHERE WE'VE BEEN GROWING OURSELVES LATELY IS REALLY BEING ABLE TO AUDIT OURSELVES AND HAVE THE TOUGH INTERNAL CONVERSATIONS BECAUSE WE FIGURE IF WE CAN'T SAY THOSE THINGS TO EACH OTHER, THEN WHAT'S THE POINT? WE'D RATHER SAY THOSE THINGS TO EACH OTHER THAN HAVE SOMEONE ELSE HAVE TO COME IN AND SAY THEM FIRST.

SOME OF THE THINGS THAT WE'VE RECOGNIZED SPECIFICALLY IS THAT IN THE WAY THAT WE HAVE CREATED PROGRAMING ON CAMPUSES, WE MAY HAVE OVERLOADED SOME CAMPUSES AND THE WEIGHT THEY'RE CARRYING AS FAR AS THE THINGS THAT A PRINCIPAL, THE ADMINISTRATORS HAVE TO SUPPORT AND THE TEACHERS HAVE TO SUPPORT MAY REALLY BE TOO MUCH.

SO ONE OF THE THINGS THAT WE'VE BEGUN TO LOOK AT IS WHERE ARE WE PLACING OUR SPECIAL EDUCATION PROGRAMING AND WHERE ARE WE ALSO PUTTING OUR DUAL LANGUAGE? OFTENTIMES THEY MAY END UP WITH BOTH ON THE SAME CAMPUS.

AND SO WE REALLY HAVE TO FIGURE OUT, IS THERE A WAY THAT WE CAN ALLEVIATE THAT IN ORDER TO GIVE THE ADMINISTRATORS A FIGHTING CHANCE SO THEY CAN DISPROPORTIONATELY FOCUS ON INSTRUCTION? THOSE ARE ONE OF THE THINGS CONVERSATIONS THAT WE'VE BEEN HAVING AND ONE OF THE THINGS THAT WE'VE BEEN WORKING ON TO SEE IF THAT'S POSSIBLE WITHIN THE VARIOUS LEARNING COMMUNITIES.

THE OTHER THING IN REGARDS TO CURRICULUM, WE REALIZE THAT AT THE DISTRICT LEVEL WE HAVE TO OWN THE FACT THAT FOR THOSE OF YOU WHO HAVE TAUGHT OR HAVE PAID ATTENTION TO IT, THAT IDEA OF THE INVERTED PYRAMID OF INTERVENTION, YOU WANT TO MAKE SURE THAT YOU'RE ACHIEVING AT THE.

TIER ONE INSTRUCTION, CLASSROOM INSTRUCTION, AND YOU'RE DOING THOSE THINGS FIRST.

EVERY SYSTEM IS ESSENTIALLY A CLASSROOM.

AND WHAT WE'VE REALIZED IS IF THE FOUNDATIONAL WORK IS CREATING A VIABLE CURRICULUM WHERE WE ARE PUTTING OUR WHAT DO YOU CALL IT, OUR PERSONNEL, WE'RE PUTTING THEM MORE SO ON THE INSTRUCTIONAL SIDE VERSUS FIRST MAKING SURE THAT WE HAVE A STRONG AND VIABLE CURRICULUM.

AS DR. OZ'S HAVE ALLUDED TO, THE AMOUNT OF PEOPLE WE HAVE WITHIN THAT DEPARTMENT AND THE LIFT OF ALL THE DIFFERENT GRADE LEVELS AND THEN ALL THE CHANGES THAT HAPPEN AT THE STATE LEVEL AND THE CHANGES THEY HAVE TO MAKE AND THE UPDATES, IT'S TOO MUCH WHERE THEY'RE NOT ABLE THEN TO DO THE LEVEL OF THE JOB THAT WE NEED.

THE FACT THAT THEY'VE DONE THE WORK THAT THEY'VE BEEN ABLE TO DO IS AMAZING.

WE HAVE NOT DONE THEM DISSERVICE AND WE HAVE NOT PUT OUR PEOPLE IN THE RIGHT POSITIONS.

SO ONE OF THE THINGS THAT WE WILL BE LOOKING AT AND TALKING TO HR ABOUT IS HOW CAN WE MOVE THOSE POSITIONS AROUND TO MAKE SURE THAT WE'RE SPENDING WE HAVE MOST OF OUR PERSONNEL MAKING SURE THAT WE GIVE CAMPUSES A REALLY STRONG CURRICULUM RIGHT NOW IN LOOKING AT IT AND TALKING TO OUR PRINCIPALS, WE FEEL THAT THEY'RE TRYING TO DO THAT WORK OF DEVELOPING THAT CURRICULUM THEMSELVES.

AND THEN BY THE END, THEY DON'T GET THE TIME TO REALLY FOCUS IN ON THE INSTRUCTION.

WE WILL OWN THAT AND WE WILL CHANGE THAT.

SO THAT'S ANOTHER BIG PIECE THAT WE WANT TO CHANGE ONCE.

THEN WE REALLOCATE THOSE POSITIONS AND LOOKING AT THE CURRICULUM, WHAT WE REALLY WANT TO DO IS TO MAKE SURE THAT WE HAVE A GOOD FLOW OF YOU HAVE THE CURRICULUM, YOU HAVE THE FORMATIVE ASSESSMENTS, AND THEN YOU GO INTO A SHORT CYCLE INTERVENTION WHERE THEN I'M ABLE TO SEE SPECIFICALLY WHERE MY STUDENT DID NOT DO WELL AND WE CAN INTERVENE IMMEDIATELY.

WE DON'T FEEL THAT WE HAVE ENOUGH SHORT CYCLES LIKE THAT.

WITHIN THAT, WITHIN THE UNIT, WE'RE WAITING TOO LONG TO INTERVENE.

AND WHAT HAPPENS THEN? THE AMOUNT OF CURRICULUM THAT WE HAVE TO INTERVENE WITH IS TOO MUCH.

SO SOMETIMES IT MAY JUST BE A MATTER OF WHERE THOSE FORMATIVE ASSESSMENTS ARE SHOWING UP AND THEN US CREATING A PROCESS WITHIN THE TEACHING AND LEARNING DEPARTMENT AS SUPPORTED BY THE AREA SUPERINTENDENTS, TO MAKE SURE THAT WE'RE GIVING THEM A PROCESS.

AS FAR AS HERE'S WHAT THE PROCESS FOR INTERVENTION LOOKS LIKE, MS. MAXWELL ALLUDED TO THE FACT THAT WE'RE CREATING PROCESSES, AND IT SOUNDS SO SIMPLE, BUT IT'S SO MUCH RICHER AND BIGGER THAN THAT.

WE'RE LITERALLY, AS WE'RE GOING THROUGH THESE ASSESSMENTS THAT WE GIVE, WE CAN LITERALLY SAY WITHIN THIS GRADE LEVEL, YOU DON'T HAVE TO FOCUS ON EVERYTHING FOR THIS SPECIFIC SKILL.

HERE'S WHERE YOU DIG DOWN TO FIGURE OUT WHAT IS THE SPECIFIC SUB SKILL WITH THE STUDENT MAY BE OFF, SO WE'RE NOT RETEACHING THE ENTIRE THING.

SO WHAT WE'RE GOING THROUGH NOW WITH OUR CURRICULUM WILL SAY, HEY, AFTER THIS UNIT, HERE'S WHERE WE SEE THE STUDENT NOT DOING WELL.

HE HAS A SHORT ASSESSMENT THAT YOU CAN DO TO FIGURE OUT WHAT THE SPECIFIC SKILL IS THAT THEY'RE MISSING.

AND THEN HERE'S A SPECIFIC LESSON PLAN TO GO BACK AND INTERVENE AND RECOVER THAT SPECIFIC SKILL.

WE WILL OWN THAT AT THE DISTRICT LEVEL SO THAT THE CAMPUSES DON'T HAVE TO FIGURE THAT OUT.

THEY HAVE THE EXPERTISE IN REGARDS THE CURRICULUM TO BE ABLE TO FIGURE OUT AND GIVE THEM THAT INFORMATION.

[01:15:01]

AND WE'VE REALIZED HERE'S WHAT WE CAN DO DIFFERENTLY.

WE ARE ALSO MAKING SURE WITHIN THE PRINCIPAL MEETINGS THAT WE'RE SPECIFICALLY AND EXPLICITLY TEACHING THAT SKILL.

ONCE WE TEACH THAT SKILL, WE GIVE THEM THE SPECIFIC DATA, WE SHOW THEM HOW TO CUT IT UP, HOW TO GO BACK AND DO THAT QUICK INTERVENTION.

THEN IT'S LIKE THEY HAVE TIME TO CREATE THE PLAN AND SOMEONE A PARTNERSHIP BETWEEN TEACHING AND LEARNING AND THE AREA SUPERINTENDENTS THEN GO SPECIFICALLY TO THE CAMPUS AND THEN SAY, LET'S WALK THROUGH YOUR PLAN TOGETHER SO THAT NOW WE HAVE THESE SHORT CYCLE TEACHING PROFESSIONAL DEVELOPMENT WITH THE CAMPUS PRINCIPAL IN ORDER TO MAKE SURE THEY'RE UNDERSTANDING THE PROCESS AND THEY KNOW HOW TO TAKE THAT PROCESS, DELIVER IT BACK TO THEIR TEACHERS WITHIN THE PLC PROCESS.

PLCS ARE PRETTY MUCH, HEY, GROUPS OF TEACHERS, SAME GRADE LEVELS, GETTING TOGETHER TO DISCUSS THE WORK AND FIGURE OUT HOW TO MOVE FORWARD IN THE BEST INTEREST OF STUDENT TEACHING AND LEARNING AND THEN WHAT THEY NEED TO DO.

THERE'S TOO MUCH THAT THEY'RE TRYING TO DO AND WE CAN OWN SOME OF THAT AND GIVE THAT WORK THERE.

SO THAT'S THE PROCESS THAT WE'VE BEEN GOING THROUGH IN REGARDS TO THE READING CURRICULUM.

AND WHAT WE'VE REALIZED IS WE CAN NOW REPLICATE THAT WITHIN THE MATH CURRICULUM.

MAY I ADD ALSO, THERE ARE A COUPLE OF THINGS I WANT TO HIGHLIGHT ALSO.

NUMBER ONE, WHAT DR.

NICHOLS WAS TALKING ABOUT IS THE PLC, RIGHT? IF OUR TEACHERS ARE MEETING AND THEY END UP LIKE DOING THE CURRICULUM OR TRYING TO DO LIKE 50, AS I SAID, 50% OR 60% OF WHAT THEY WILL BE TEACHING, I THINK THAT'S A COMPLETE WASTE OF THEIR TIME.

I THINK THEIR TIME SUPPOSED TO BE THAT PLC TIME IS SUPPOSED TO LOOK AT, AS I SAID, THE CURRICULUM THAT IS PRETTY MUCH 90 SOME PERCENT IS DONE FOR THEM.

LOOK AT THEIR STUDENTS NEEDS.

LOOK AT WHERE THE STUDENTS ARE AT.

RIGHT. AND THEN TRY TO MODIFY OR ADJUST OR DIFFERENTIATE THAT INSTRUCTION SO THAT CAN MEET THOSE NEEDS.

SO ALL OUR STUDENTS WILL BE SUCCESSFUL.

THAT'S THE TIME ALSO TO TO STRATEGIZE AND LOOK FOR BEST PRACTICES.

THEY'RE TALKING TO EACH OTHER AND LOOKING ABOUT WHAT BEST PRACTICES AND HOW CAN WE AS I SAID, WE CAN MEET EVERY STUDENT'S NEED, RIGHT? OUR OUR POLICIES.

AND I CAN TELL YOU HONESTLY, WE HAVE SOME SCHOOLS, WE HAVE SOME PLACES THAT ARE DOING AMAZING.

YOU KNOW, THEY ARE WELL-TRAINED.

YOU KNOW, THEY KNOW WHAT THEY'RE DOING AND THEY CAN GET THIS DONE AND MORE LIKE IN NO TIME.

RIGHT. AND WE HAVE SOME WHO ARE IN THE BEGINNING STAGES OF PLC AND SOME THEY'RE NOT REALLY DOING PLC DEPENDS ON THE CAMPUS SOMETIMES, UNFORTUNATELY, SOMETIMES IT DEPENDS ON THE GRADE LEVEL, BECAUSE WE ALSO HAVE A LOT OF NEW TEACHERS WHO MAYBE DIDN'T GET A CHANCE TO GET TRAINED AND WHAT WHAT A PLC SHOULD LOOK LIKE OR FUNCTION.

SO THIS YEAR, WE REBOOTED, WE DID SOME TRAININGS ALREADY IN THE FIRST SEMESTER.

OUR PLAN TO REALLY EXPAND AND DO MORE OF THOSE PSC TRAINING BECAUSE, I MEAN, I TRULY BELIEVE IN THE PROFESSIONAL LEARNING COMMUNITIES PLACES BECAUSE THEY REALLY HELP TEACHERS GROW PROFESSIONALLY AND GET BETTER AT THEIR CRAFT RATHER QUICKLY, BUT ALSO HELP THE STUDENTS BECAUSE NOW WE HAVE TEACHERS ARE TALKING ABOUT WHAT'S WORK AND WHAT'S NOT WORKING RIGHT FOR THEIR STUDENTS AND THEN STRATEGIZING RIGHT WHERE THEY NEED TO DO HOW TO DO IT SO THEY CAN AGAIN BE SUCCESSFUL WITH THEIR STUDENTS.

RIGHT? SO WE NEED TO REALLY WORK ON THAT MORE.

I MEAN, AS I SAID, WE STARTED DOING THIS TRAINING AGAIN AND BUT AS I SAID, EVERY CAMPUS IS DIFFERENT.

WE HAVE 55 CAMPUSES AND AND SOME OF US HAVE SAID THEY'RE DOING AN AMAZING WORK AND SOME MAY NEED SOME MORE TRAINING AND SOME SUPPORT FROM OUR SIDE.

THE OTHER THING WHEN IT COMES TO CURRICULUM, THE OTHER PIECE THAT IS MISSING, I TRULY BELIEVE THAT THE ANSWER IS ALWAYS WITHIN THE HOUSE.

IN THE HOUSE. AND SO WHAT I'M TRYING TO SAY IS WHEN IT COMES TO CURRICULUM WRITING, WE HAVE A LOT OF SMART PEOPLE AND VERY TALENTED AND INSTRUCTIONAL FOLKS WITHIN OUR DISTRICT.

I THINK WE SHOULD BE TAPPING MORE TO OUR TEACHERS WHO ACTUALLY OUR EXCELLENT TEACHER, EXPERIENCED TEACHERS WHO ARE DOING AMAZING THINGS TOO, AND MAYBE BRING THEM IN MORE OFTEN TO HELP US COMPLETE THE CURRICULUM, REVAMP OUR CURRICULUM.

SO AGAIN, THEY CAN BENEFIT EVERY TEACHER IN OUR DISTRICT.

SO THAT'S SOMETHING WE ALSO BE LOOKING AT AND SEEING WHERE ELSE WE CAN SUPPORT BECAUSE EVERYTHING HAS TO BE EVERYTHING HAS TO BE DONE WITH THE CONSUMER IN MIND.

OUR CONSUMERS ARE OUR TEACHERS, RIGHT? THEY ARE THE ONE WHO'S GOING TO TAKE THAT CURRICULUM AND CONSUME IT AND USE IT WITH THEIR STUDENTS.

SO WE NEED TO GET THEIR FEEDBACK.

WE NEED TO GET THEIR INPUT, WE NEED TO GET THEIR CONTRIBUTION SO THEY CAN HELP US CREATE THE BEST PRODUCT THAT THEY CAN TAKE BACK AND USE IN THEIR CLASSROOM.

SO THAT'S SOMETHING ALSO WE'D BE DOING IS HOW CAN WE, YOU KNOW, AS I SAID, TRY TO REACH OUT TO OUR EXCELLENT TEACHERS, NOT ALL OF THEM, BUT SOME, AND SO THEY CAN HELP US ALSO REVAMP THE CURRICULUM AND MAKE SURE IT'S A ROBUST AND IT'S SOMETHING THAT WILL MAKE A HUGE DIFFERENCE WHEN IT COMES TO FIRST TIME INSTRUCTION OR

[01:20:04]

I WANT TO SAY TWO MORE THINGS, AND I KNOW THAT I'M ASKING A LOT OF QUESTIONS.

HOWEVER, THIS IS STUDENT OUTCOME GOAL DRIVEN, AND I WANT TO TAKE ALL THE TIME IN THE WORLD ON THIS AND NOT SOME SILLY STUFF SOMETIMES.

RIGHT? I WANT TO SAY THANK YOU FOR THIS OVERALL STRATEGY FOR TWO REASONS.

NUMBER ONE, BECAUSE IT RELIEVES TEACHERS, AND THAT'S WHAT I'M HEARING.

IT'S LIKE YOU'RE SUPPORTING THEM THROUGH STRONG CURRICULUM.

AND I THINK IN A TIME WHERE IT'S HARD TO FIND TEACHERS, I HOPE THAT PEOPLE ARE LISTENING WHEN THEY'RE THINKING ABOUT COMING TO OUR DISTRICT.

AND NUMBER TWO, THIS IS ADDRESSING SOMETHING I'VE REALLY BEEN CONCERNED ABOUT.

I FEEL LIKE IT'S AN OPPORTUNITY TO STANDARDIZE EXCELLENCE ACROSS OUR DISTRICT.

WE HAVE A LOT OF AUTONOMY IN SCHOOLS AND FOR CAMPUS PRINCIPALS, AND I APPRECIATE THAT.

BUT IF WE HAVE A PRINCIPAL OR A CAMPUS THAT NEEDS MORE SUPPORT AND THERE'S NOT SOME KIND OF STANDARDIZED PROCESS EXPECTATION, STRONG, ROBUST CURRICULUM, OFTENTIMES I FEEL LIKE THAT MEANS THAT SOME OF OUR STUDENTS AND OFTEN OUR MOST VULNERABLE STUDENTS AREN'T GETTING THE ACCESS THEY NEED TO THE EDUCATION THAT'S BEING GIVEN ON OTHER CAMPUSES.

SO I REALLY WANT TO SAY THANK YOU FOR THAT SYSTEMIC APPROACH.

AND THEN LIGHTNING, THE LOAD OF CAMPUSES.

I'M THINKING ABOUT SOME CAMPUS VISITS WE DID.

I THINK IT WAS ROBERTSON.

BUT THERE'S ANOTHER STONY POINT SCHOOL.

THAT'S AN ELEMENTARY SCHOOL.

SO KYLE BURRELL IS AT ROBINSON, BUT IT WAS ANOTHER PRINCIPAL THAT WE DID A CAMPUS VISIT.

AND THAT CAMPUS HAS EVERY PROGRAM IN THE WORLD, RIGHT.

CALDWELL HEIGHTS.

THAT'S WHO IS THE PRINCIPAL THERE.

MICHELLE MONTALVO YES, EVERY LIKE EVERY PROGRAM.

RIGHT. AND SO SHE DID AN AMAZING JOB.

SHE'S DOING AN AMAZING JOB. HER TEACHERS ARE DOING AN AMAZING JOB.

BUT HOW DO YOU FOCUS WHEN THAT'S THE CASE? SO THANK YOU FOR THAT.

AND LAST THANK YOU IS TO PRESIDENT LANDRUM BECAUSE I'M THINKING ABOUT THE TEAM OF EIGHT AND I'M THINKING ABOUT HOW YOU SAID YOU ONE OF THOSE BREAKDOWNS IN OUR FOLDER BECAUSE IT'S YOU HAVE YOURS BECAUSE I WANT TO LOOK AT IT.

WHAT WE TALKED ABOUT AND LEARNED IS REALLY HELPFUL BECAUSE I REALIZE THAT SOMETIMES WHERE WE WERE STUCK IS IN SUSTAINING INITIATIVES.

WE CAN'T ALWAYS DESCRIBE THE PROCESSES.

WE TRIED TO GET THOSE LAMINATED OR MODIFIED, SO.

I KNOW. YEAH.

BECAUSE WHEN COMMUNITY REACHES OUT TO US, I DON'T WANT TO DO Y'ALLS JOB BECAUSE I DON'T GET PAID BY ROUND ROCK ISD ANYMORE.

BUT IT WOULD BE REALLY NICE TO BE ABLE TO SPEAK TO THIS.

SO THE WAY THAT WE'RE SPEAKING AND TALKING RIGHT NOW IS REALLY IMPORTANT BECAUSE IT'S HELPING.

I THINK US BE STRONGER ADVOCATES FOR OUR COMMUNITY BECAUSE WE CAN SAY, NO, THIS IS WHAT'S COMING, THIS IS WHAT'S HAPPENING.

SO I WANTED TO SAY THANK YOU AND PRESIDENT LANDRUM.

I KNOW YOU DID A LOT TO ORGANIZE THAT AND MAKE SURE IT WAS WHAT IT WAS, AND IT'S MAKING A DIFFERENCE.

THANK YOU. I DO HAVE A LIGHT ON FROM TRUSTEE MARKUM NOW.

THANK YOU SO MUCH FOR SUCH A LENGTHY ANSWER AND TRUSTING US WITH THAT INFORMATION, ESPECIALLY THOSE OF US WHO HAVEN'T WORKED IN THE CLASSROOM.

SO I APPRECIATE THAT VERY MUCH.

I JUST WANTED TO SAY, DR.

GUERRERO, I TALKED EARLIER ABOUT TRUSTEES, ZARATE AND I DOING CAMPUS VISITS FOR IN AROUND EARLY NUMERACY.

AND I'M NOT GOING TO PRETEND TO BE ABLE TO SPEAK ELOQUENTLY ABOUT THIS, BUT WE SAW IT AND WE VISITED THREE DIFFERENT CAMPUSES WITH VERY DIFFERENT POPULATIONS AND SAW THAT THREAD OF CONSISTENCY THAT YOU TALKED ABOUT, TRUSTEE HARRISON AND CLEARLY, DR.

GUERRERO, YOUR MENTOR MENTORSHIP WITH THE PLCS AND AND ASSESSING THAT DATA AND USING THAT DOWN TO THE INDIVIDUAL STUDENT LEVEL.

THAT THREAD CARRIED THROUGH ALL OF THOSE CAMPUS VISITS.

AND YOU CAN ALREADY SEE IN THOSE CAMPUSES HOW SOME OF OUR STUDENT GROUPS WHO HAD THE LARGEST LEARNING GAPS ARE.

I MEAN, WE'RE TALKING ABOUT LEAPS, NOT JUST A LITTLE BIT OF PROGRESS, BUT LEAPS IN THOSE STUDENT POPULATIONS.

SO THANK YOU FOR THAT AND FOR YOUR MENTORSHIP AND GUIDING THEM AND IN WHAT WE WERE ABLE TO SEE THAT DAY. IT'S VERY VALUABLE.

IT WAS VERY VALUABLE FOR ME AROUND THIS GOAL.

AND THEN I WANTED TO SAY THANK YOU FOR ALL THE THINGS YOU GUYS ARE DOING TO MAKE SURE THAT WE'RE GIVING OUR TEACHERS WHAT THEY NEED AND SPREADING THAT EXPERTISE ACROSS THE DISTRICT, OUR ADMINISTRATION, OUR TEACHERS, AND REACHING OUT WHERE WE CAN INTERNALLY TO IMPROVE.

I DID HEAR YOU SAY ONE THING THAT I JUST WANT TO TOUCH ON, AND EVERYONE KNOWS I'M ALWAYS GOING TO BRING UP SPECIAL EDUCATION.

BUT ONE OF THE THINGS THAT I HEARD YOU SAY IS THAT WE'RE TALKING WE'RE LOOKING AT CAMPUS LOAD AND POTENTIALLY DO SOME OF THESE CAMPUSES HAVE TOO MANY PROGRAMS THAT DO REQUIRE A LOT OF RESOURCES? AND I JUST WANT TO MAKE SURE THAT WHEN WE ARE LOOKING AT THAT FOR THE SPECIAL EDUCATION POPULATION, MOST SPECIAL EDUCATION STUDENTS DON'T HAVE THE LUXURY OF ATTENDING THEIR ZONED

[01:25:05]

AND SO I JUST WANT TO MAKE SURE THAT WHEN WE'RE LOOKING AT THAT, WE ARE ALSO LOOKING AT THE FLOW OF SERVICES FROM SEC TO WHATEVER PROGRAM THEY MAY BE ENTERING NEXT, WHERE IF THEY'RE GOING INTO GEN ED THAT WE'RE LOOKING AT ALL ASPECTS OF SPECIAL ED AND NOT JUST THE LOAD ON THE ON THE CAMPUS AND THE ADMINISTRATORS THERE AND ALSO PROBABLY SEEKING COMMUNITY INPUT AND THAT AS WELL.

A LOT OF OUR STUDENTS RELY ON TRANSPORTATION AND SOMETIMES THAT TRANSPORTATION IS AN HOUR THERE AND AN HOUR BACK, DEPENDING ON WHAT SERVICES THEY NEED AND WHAT CAMPUS IS CLOSEST TO THEM. SO I JUST WANTED TO I'M ALWAYS GOING TO BRING UP SPECIAL EDUCATION.

SO I JUST WANTED TO TO PUT THAT OUT THERE.

THANKS. I DO HAVE A QUESTION AS IT RELATES ON SLIDE SLIDE FIVE.

AND THAT'S LOOKING AT OUR KINDERGARTEN DATA AND.

I WOULD BE REMISS WITHOUT POINTING OUT THE FACT THAT WE ONLY HAVE 54% THAT ARE WALKING THROUGH OUR DOORS.

ON GRADE LEVEL.

AND TO ME, THAT'S SUCH A CONCERNING NUMBER.

OF COURSE, YOU KNOW, I'M A HUGE ADVOCATE FOR UNIVERSAL PRE-K AND UPPING THAT NUMBER WHEN THEY'RE WALKING IN OUR DOORS FROM THE VERY FIRST TIME, BECAUSE I FEEL LIKE WE'RE ALMOST PLAYING CATCH UP ALL THE TIME BECAUSE THEY WALK SO MANY WALK IN OUR DOORS.

AND THEN WHEN YOU LOOK AT SLIDE EIGHT AND YOU LOOK AT IT AND THE BREAKDOWN BY OUR STUDENT GROUPS, LIKE VAST DIFFERENCES FROM STUDENT GROUPS AND WHERE THEY ARE AT THE BEGINNING OF THE YEAR IN KINDERGARTEN TO WHERE THEY ARE.

YOU KNOW, WITH OTHER STUDENT GROUPS.

AND THAT JUST IT JUST CONSISTENTLY BOTHERS ME.

AND I KNOW THAT WE WOULD LOVE TO HAVE UNIVERSAL PRE-K.

AND, YOU KNOW, IF THERE'S A WAY THAT WE CAN MAKE IT HAPPEN, YOU'LL HAVE MY VOTE, YOU KNOW, PUT IT ON THE CONSENT AGENDA.

YOU KNOW, I DON'T EVEN NEED TO DISCUSS IT.

BUT WHAT ARE THERE OTHER THINGS THAT WE CAN DO BEFORE THESE PRECIOUS BABIES WALK THROUGH OUR DOOR AS AS FIVE YEAR OLDS TO HAVE THAT HIGHER THAN 54%? AND COULD WE LOOK AT THAT NUMBER AND DETERMINE WHICH OF THOSE WERE IN OUR PRE-K PROGRAMS BY STUDENT GROUP? AND IS OUR PROGRAM WORKING? AND I THINK WE'RE GOING TO RUN THE NUMBERS.

AND I THINK THAT'S I THINK WE CAN RUN IT.

SO YOU CAN HAVE A COMPARISON.

I'M A BIG BELIEVER IN EARLY I MEAN, YOU KNOW, YOU HEARD ME SAYING IT MANY TIMES.

WE REALLY SHOULD HAVE NOT JUST FULL DAY PRE-K FOR WE SHOULD HAVE FULL DAY PRE-K, THREE TWO.

I MEAN, OBVIOUSLY, AS YOU KNOW, THE STATE HASN'T FUNDED FOR PRE-K FOR FULL DAY, RIGHT, FOR EVERY KID.

SO YOU HAVE TO FIGURE OUT A WAY EITHER WE HAVE TO PICK UP THE TAB OR DO IT LIKE A TUITION BASED PRE-K PROGRAM FOR FOUR THREE.

IT'S PRETTY MUCH THE SAME THING.

THE ONLY STATE ONLY REIMBURSE FOR HALF ADA.

SO AGAIN, WE HAVE TO BE CREATIVE IN HOW WE CAN MAKE THAT HAPPEN THROUGH MAYBE GRANTS OR PARTNERSHIPS LIKE UNITED WAY OR WITH ORGANIZATION LIKE THAT.

SO I WANT YOU TO KNOW THAT'S SOMETHING THAT I REALLY, LIKE, VERY IMPORTANT TO ME, AND I KNOW IT'S IMPORTANT TO OUR BOARD MEMBERS HERE.

WE'RE WORKING ON IT, AND WE WILL CONTINUE UNTIL WE GET IT RESOLVED AND DONE FOR OUR DISTRICT AND BEFORE EVEN FULL DAY PRE-K IS AN OPTION.

LIKE ARE THERE SUMMER INTERVENTIONS IN THE SUMMER BEFORE THEY ENTER KINDERGARTEN THAT WE COULD START OFFERING TO GET THE FAMILIES INVOLVED? BECAUSE LIKE I THINK THAT THE LEVEL OF RIGOR THAT'S REQUIRED OF OUR STUDENTS HAS CHANGED OVER THE YEARS, EVEN FROM WHEN MY OLDER TWO CAME THROUGH TO WHEN MY YOUNGEST CAME THROUGH.

AND WHAT'S EXPECTED TO BE KNOWN AT EACH GRADE LEVEL KEEPS GETTING MORE AND MORE INTENSIVE.

AND I DON'T KNOW IF PARENTS HAVE STAYED CAUGHT UP ON THAT AND THEY THINK, OH, WELL, THEY JUST HAVE TO KNOW WHAT THEIR NUMBERS ARE, YOU KNOW, OR THEY'LL GET IT IN KINDERGARTEN.

BUT IF THERE'S A WAY THAT WE CAN START COMMUNICATING WITH OUR COMMUNITY EARLIER WITH THOSE KIDDOS BEFORE THEY ACTUALLY EVEN WALK IN OUR DOOR.

AND I KNOW THIS IS NOT MY JOB TO SOLVE THIS PROBLEM, BUT I DO LOOK AT THAT BEGINNING OF THE YEAR NUMBER.

AND IF WE CAN SET OUR TEACHERS UP SO THAT THEY'RE NOT HAVING SUCH HUGE GAPS TO CLOSE AND WE START THEM OUT THAT VERY FIRST YEAR.

I JUST THINK THAT WOULD REALLY I MEAN, IT'D BE A LONG TIME BEFORE WE SEE THAT ALL THE WAY THROUGH GRADUATION.

BUT I JUST THINK THAT'S SUCH AN IMPORTANT INVESTMENT.

I AGREE 100%.

AND I CAN TELL YOU, I THINK WE HAVE IF I REMEMBER CORRECTLY, I THINK WE HAVE ABOUT 1000 OR 1050 STUDENTS IN PRE K FOUR,

[01:30:05]

SO WE ONLY HAVE ABOUT ONE THIRD.

IF YOU ASK ME ABOUT ONE THIRD MORE OR LESS THAN ONE THIRD OF OUR STUDENTS WHO ACTUALLY ARE SITTING OR ATTENDING PRE K FOUR WITH US BEFORE ATTENDING KINDERGARTEN WITH US.

SO IT'S A HUGE IT'S A SMALL NUMBER COMPARED TO WHAT WE'RE SUPPOSED TO HAVE, I GUESS.

SO DO I HAVE CONSENSUS FROM THE BOARD TO ASK FOR THAT 54% BROKEN DOWN BY STUDENT GROUPS AND WHO WAS IN OUR EARLY EARLY CHILDHOOD PROGRAMS? IT SOUNDS LIKE I DO. SO IF WE COULD MAYBE ADD IN A FUTURE BOARD UPDATE.

SORRY. YOUR TURN.

GO. SO ONE OF THE INITIATIVES WE DO HAVE IN THE DISTRICT, WHICH IS GROWING, THANKFULLY, IS A PROGRAM CALLED ROCK READY, AND IT'S WHERE ROUND ROCK ISD PARTNERS WITH IN-HOME, PRIVATE AND FAITH BASED CHILD DEVELOPMENT CENTERS, AND WE PROVIDE PROFESSIONAL DEVELOPMENT TO HELP BRIDGE THAT GAP SO THAT WE'RE SURE THAT WHEN CHILDREN ARE COMING TO US, THEY HAVE A REALLY HIGH QUALITY EXPERIENCE WHILE THEY'RE IN THAT IN-HOME ENVIRONMENT.

WE ALSO PROVIDE CURRICULUM THAT PARENTS ARE ABLE TO ACCESS WITH THEIR BABIES AND OUR TEACHERS ARE ABLE TO USE IT AS WELL AS THOSE PARTNERS THAT WE HAVE WITH IN-HOME, PRIVATE AND FOR PROFIT CHILD DEVELOPMENT CENTERS.

WE DID JUST RECEIVE A ST DAVID'S GRANT THAT WILL PAY FOR MUCH MORE EXTENSIVE TRAINING TO THE TUNE OF ABOUT $38,000.

AND SO WE USUALLY OFFER TRAINING IN THE FALL AND IN THE SPRING.

BUT BECAUSE OF THAT GRANT, WE'RE ALSO GOING TO BE ABLE TO ACTUALLY LAUNCH A WHOLE CONFERENCE THIS SUMMER WHERE WE INVITE THOSE FOLKS IN.

WE HAVE OUR PRE-K TEACHERS WORKING WITH THEM, OUR EARLY CHILDHOOD SPECIALISTS, AND THEN WE ALSO ARE IN THE PROCESS OF HIRING AN EARLY CHILDHOOD DIRECTOR.

AND SO SOMEONE THAT WILL FOCUS SPECIFICALLY ON OUR WE HAVE INFANTS IN OUR CHILD DEVELOPMENT CENTERS SIX WEEKS TO THREE YEARS OF AGE, AND THEN WE'LL HAVE PRE K THREE AND PRE K FOUR.

AND SO HAVING ONE PERSON WHO'S OVER ALL THE EARLY CHILDHOOD PROGRAMS WILL REALLY HELP TO ACCELERATE A LOT OF THOSE INITIATIVES.

THANK YOU VERY MUCH.

I JUST I FELT LIKE I JUST HAD TO SAY SOMETHING ABOUT THAT KINDERGARTEN AND HOW THEY ARE WHEN THEY FIRST WALK IN OUR DOORS.

SO TRUST IS GREAT.

YEAH, KIND OF ALONG THAT SAME THING THAT YOU'RE SAYING.

I DON'T KNOW SOME OF THOSE THINGS.

I MEAN, IT'S OBVIOUSLY GETTING BETTER, SO THAT'S GOOD.

I KNOW IN MY HOME ELEMENTARY, I DON'T KNOW THAT ALL OF THE ELEMENTARIES DO THIS OR NOT.

BUT THE KINDERGARTNERS, WHEN THEY COME IN, ARE NOT THEY DON'T HAVE THEIR FINAL TEACHER UNTIL ABOUT TWO WEEKS IN, I THINK MAYBE.

AND LIKE THE TEACHERS KIND OF GET TOGETHER AND FEEL OUT THE SITUATION.

AND THEY PUT THE KIDS INTO, YOU KNOW, THEN THEY FINALLY KIND OF SELECT TOGETHER WHERE THE KIDS SHOULD GO IN THEIR CLASSES.

WHO'S BETTER EQUIPPED TO HANDLE ONE CHILD'S NEEDS VERSUS ANOTHER? IT'S WORKING. I MEAN, PARENTS HATED IT AT FIRST BECAUSE THEY WANT THAT CONSISTENCY OF KNOWING WHO THE KID'S TEACHER IS SO THEY CAN, YOU KNOW, CHECK.

I MEAN, THEY'RE BRAND NEW SCHOOL PARENTS.

WE'VE ALL BEEN THEY'RE NERVOUS AS CAN BE, RIGHT.

BUT SOMETHING LIKE THAT IS WORKING.

AND I DON'T KNOW, I THINK IT'S A REAL INNOVATIVE IDEA.

AND I THINK WE SEE THE DIFFERENCE IN OUR SECOND GRADERS EVEN AT THIS POINT AT THAT SCHOOL.

AND THAT'S JUST ONE SCHOOL.

I DON'T KNOW THAT YOU ALL TO LOOK AT ME, LIKE, SHOCKED BY IT.

I HOPE I DIDN'T GET ANYBODY IN TROUBLE, BUT I MEAN, NOTHING.

I DIDN'T TELL YOU WHERE THE HOME SCHOOL WAS.

BUT ANYWAY, DIFFERENT IDEAS LIKE THAT AND I'M SURE OTHER ELEMENTARIES ARE DOING IT.

I JUST WONDER IF THEY'RE DOING IT AT LOWER LEVELS LIKE WHAT I WAS TALKING ABOUT.

YEAH. ALL RIGHT.

I DON'T SEE ANY OTHER LIGHTS ON.

SO THANK YOU VERY MUCH FOR THE PRESENTATION TONIGHT ON OUR STUDENT OUTCOMES.

IT IS 8:09 AND WE WILL MOVE THROUGH THE NEXT TWO ITEMS PRETTY QUICKLY AS OUR G ONE ITEM.

[G. DISCUSSION ITEMS]

I WOULD NORMALLY TURN THIS OVER TO TRUSTEE WEIR.

BUT SINCE SHE IS NOT HERE TONIGHT, TRUSTEE.

HARRISON. ARE YOU PREPARED TO DISCUSS THAT IN HER ABSENCE? CERTAINLY I AM.

I WILL BE BRIEF.

SO WE ONLY SPENT 21% OF OUR TIME IN JANUARY DISCUSSING STUDENT OUTCOMES.

THAT'S A LITTLE BIT OF A TRAVESTY.

IT'S A LOT A BIT OF A TRAVESTY BECAUSE IN DECEMBER WE SPENT 50%.

SO WE SPENT ABOUT THE SAME NUMBER OF MINUTES, 63 MINUTES IN DECEMBER DISCUSSING STUDENT OUTCOMES, 66 MINUTES IN JANUARY.

BUT THERE WERE SOME BIG DIFFERENCES.

YOU KNOW, WE SPENT 18 MINUTES DISCUSSING WHO WOULD SIGN DIPLOMAS.

[01:35:01]

WE DID SPEND 53 MINUTES AND CLOSE, WHICH OUR GOAL IS UNDER AN HOUR.

SO THAT'S GOOD. WE SPENT 24 MINUTES DISCUSSING THE T MONITOR, SO WE REGRESSED, YOU KNOW, BASED ON OUR TEAM OF EIGHT.

I KNOW THAT WE CAN DO BETTER AND HOPEFULLY WE CAN MOVE THROUGH THE REST OF OUR AGENDA ITEMS PRETTY QUICKLY THAT AREN'T STUDENT OUTCOME GOALS.

SO WE COULD KEEP THESE NUMBERS THIS MONTH UP.

SO THAT'S WHERE WE ARE.

THANK YOU VERY MUCH. ANY QUESTIONS ABOUT OUR TIME TRACKER? I JUST WANT TO SAY FOR OUR BOARD MEMBERS THAT BECAUSE THE TYPE OF REPORT IS PART OF OUR MODERN CALENDAR, SO IT COUNTS JUST FOR YOU TO KNOW IF I DON'T KNOW IF YOU KNEW THIS, BUT WE ADDED THAT.

SO WE'RE GOING TO BE THROUGH THE REVIEW FOR FEBRUARY.

SO NEXT IS ITEM G TO OUR MONTHLY MONITORING REPORTS FOR DECEMBER CORRECTED AND JANUARY.

DR. FALTY'S HAD A ANOTHER ENGAGEMENT THIS EVENING, SO HE'S NOT HERE TO DISCUSS IT.

SO IF YOU HAVE ANY QUESTIONS I WOULD REALLY LIKE, UNLESS IT'S JUST SOMETHING THAT HE CAN BE ADDRESSING IN HIS ABSENCE, I'D LIKE TO HOLD THAT UNTIL HE'S RETURNS IN MARCH.

WE DID JUST RECEIVE THOSE REPORTS, I BELIEVE, TODAY.

AND SO I HAVEN'T EVEN HAD MUCH TIME TO DIG INTO THE VERY DEEPLY.

THEY ARE ATTACHED TO THE AGENDA AS OF THIS AFTERNOON, BUT I HAVEN'T HAD A WHOLE LOT OF TIME TO DIVE INTO THEM.

SO ANYBODY HAVE ANY COMMENTS? TRUSTEE MARKUM.

JUST A QUICK QUESTION. AS A NEWBIE, I NOTICED THAT ONE OF THE ITEMS ON THERE THAT IS I CAN'T REMEMBER IF IT'S OFF TRACK OR.

IF IT'S IN PROGRESS, BUT IT'S THE COMMUNICATION PIECE, AND IT SAID THAT THERE HASN'T BEEN MUCH MOVEMENT ON THAT.

AND I BELIEVE THAT MEANS COMMUNICATION BETWEEN US AND POTENTIALLY THE COMMUNITY.

WHERE ARE WE AT WITH THAT? IS THAT SOMETHING BECAUSE IT INDICATED THAT WE WERE LOOKING AT OUTSIDE RESOURCES TO LET US KNOW WHAT BEST PRACTICES ARE LIKE LOOKING AT OTHER DISTRICTS, WHAT ARE BEST PRACTICES THAT OTHER DISTRICTS ARE USING AS A COMMUNICATION TOOL.

SO THERE IS A AND AGAIN, I DIDN'T LOOK AT TODAY'S, BUT THINKING BACK TO OR AT LEAST NOT VERY DEEPLY, BUT THINKING BACK TO THE PREVIOUS MONTHS, DR.

FALTY'S HAS ASKED US TO DO A POLICY REVIEW OF OTHER DISTRICTS OF COMPARABLE SIZE TO SEE HOW THEY STRUCTURED THEIR BOARD COMMUNICATIONS.

I HAVE TALKED WITH DR.

AZAIEZ ABOUT THIS AND POSSIBLY SOLICITING SOME HELP FROM OUR LEGAL SERVICES DEPARTMENT TO HELP RUN THAT POSSIBLE POLICY AUDIT TO SEE IF THEY CAN HELP US WITH THAT AS WELL.

SO WE HAVE STARTED TALKING ABOUT IT AND DID TALK WITH DR.

FALTY'S ABOUT IT LAST WEEK AS WELL.

SO THERE'S A COUPLE OF POSSIBLE MOVEMENTS ON THOSE.

ANY OTHER COMMENTS OR QUESTIONS ABOUT THAT? JUST WHEN IS HE GOING TO GO? YEAH. READY TO FIRE HIM.

BUT I WOULD SAY THAT IF HE WAS SITTING HERE, I WOULD LIKE TO PROPOSE THAT WE TAKE A SHORT RECESS BEFORE WE START OUR NEXT AGENDA ITEM.

GIVE EVERYBODY A QUICK BIO BREAK IF EVERYBODY IS OKAY WITH THAT.

IT IS 8:13.

CAN WE DO TEN, 7 MINUTES? 10 MINUTES. WHAT DO WE NEED? LET'S DO 10 MINUTES. WE'LL BE BACK AT EIGHT, 13, 8:23.

SORRY. IT IS 8:24 AND WE ARE BACK IN OPEN SESSION.

WE ARE GOING TO MOVE ON TO AGENDA ITEM G THREE, CAPITAL PROJECTS COMMITTEE OVERSIGHT COMMITTEE, QUARTERLY REPORT.

AND I WILL TURN THIS OVER TO DR.

AZAIEZ AND THEN TO MR. WORCESTER AND [INAUDIBLE].

ALL RIGHT, THANK YOU.

WE ARE THRILLED TO HAVE MISS LINDSEY LEDGER, THE CHAIR OF THAT COMMITTEE, PRESENTING HER THE QUARTERLY REPORT FROM THAT COMMITTEE.

SO THANK YOU VERY MUCH FOR BEING HERE.

THANK YOU FOR HAVING ME.

OH, HOLD ON. WE MAY NOT BE LIVE STREAMING YET.

GIVE ME JUST A SECOND FOR EVERYTHING TO BE CATCH BACK UP.

NO WORRIES. GOOD.

WE'RE GOOD. OKAY.

SO THIS IS OUR SECOND QUARTERLY REPORT THAT WE'RE PRESENTING TO YOU GUYS.

WHEN WE PUT TOGETHER THESE REPORTS, WE TRY TO MAKE IT AS HOLISTIC AS POSSIBLE OF WHAT WE'VE DISCUSSED IN OUR MEETINGS.

SO THERE ARE ITEMS THAT ARE IN HERE THAT ARE WE DON'T KNOW WHEN THEY'RE GOING TO BE COMING BEFORE YOU FOR APPROVAL, SUCH AS THE STONY POINT PROJECT.

BUT IT WAS DISCUSSED AT THE NOVEMBER 2022 CPAC MEETING.

WE HAD SOME FEASIBILITY OPTIONS COME BEFORE US, AND SO WE DISCUSSED IT.

WE ASKED QUESTIONS.

WE HAVE THE VICE CHAIR OF OUR COMMITTEE IS ALSO ON THE SHACK, AND SHE WAS ABLE TO REACH OUT TO SOME PEOPLE THAT SHE KNOWS IN FOOD SERVICES AND GET SOME ADDITIONAL FEEDBACK ABOUT THAT PROJECT.

BUT WE TRY TO TO DO AN OVERVIEW IN THESE REPORTS OF EVERYTHING THAT WE HAVE DISCUSSED.

[01:40:05]

WE WILL TALK ABOUT CARAWAY ELEMENTARY.

I DID INCLUDE THE MCNEIL ROOF PROJECT THAT I KNOW YOU ALL APPROVED DURING THE LAST QUARTER, JUST AS AN EXAMPLE OF A PROJECT THAT IS OUTSIDE OF A BOND SCOPE.

IT IS STILL A CAPITAL PROJECT AND THE PROCESS THAT CAMPUSES WOULD HAVE TO GO THROUGH TO GET THAT APPROVED, JUST TO MAKE THAT AVAILABLE TO THE PUBLIC OF WHAT THAT LOOKS LIKE.

WE ALSO HAD A NEW TRUSTEE ADDED AS A NEW REPRESENTATIVE TRUSTEE HARRISON, AND WE ALSO HAD A NEW COMMUNITY MEMBER, FABIAN [INAUDIBLE], JOIN OUR COMMITTEE AND WE ANTICIPATE HAVING A COUPLE OF NEW COMMITTEE MEMBERS COMING IN THE NEXT FEW MONTHS.

THIS REPORT AT OUR LAST MEETING, WE DID MAKE QUORUM JUST BARELY.

SO THIS WAS A REPORT WAS APPROVED UNANIMOUSLY BY THE MEMBERS THAT WERE THERE.

THERE WERE SEVEN OF US IN ATTENDANCE.

SO FOR THE STONY POINT CAFETERIA EXPANSION AND COURTYARD REMODEL, WE TOUCHED ON THIS PROJECT AT THE LAST DURING THE LAST REPORT, AND WHERE WE LEFT IT LAST TIME WAS THAT THERE WAS SOME ARCHITECTURAL PLANS THAT WERE BROUGHT TO THE ADMINISTRATION THAT WERE OUTSIDE OF THE SCOPE AND WHAT WAS ANTICIPATED IN THE BOND PROJECT.

AND SO IT WAS TABLED REALLY AT THAT POINT WHEN I GUESS NOT TABLED, THEY SOUGHT A NEW ARCHITECT.

IT KIND OF WENT BACK TO THE DRAWING BOARD AND WE HAD SOME NEW FEASIBILITY OPTIONS BROUGHT TO US AT THE NOVEMBER 2022 BOARD MEETING OR BOARD MEETING MEETING, SORRY.

AND THERE WERE FOUR OPTIONS THAT WERE PRESENTED IN ALL OF THESE.

THERE IS WHAT WAS PRESENTED AS PART OF THE FEASIBILITY IS THE EXPANSION OF THE SERVICE LINES.

IT'S IMPORTANT TO NOTE THAT IS OUTSIDE OF THE SCOPE OF THE BOND AND SO WHAT WAS PRESENTED, IT DOES APPEAR THAT THERE COULD BE A NEED FOR THAT, ESPECIALLY WITH THE EXPANSION AND SERVING MORE STUDENTS.

AND WE DID RECEIVE FEEDBACK FROM FOOD SERVICES THAT ABOUT REASONS WHY THAT SHOULD BE SOMETHING THAT COULD BE CONSIDERED.

BUT IT IS OUTSIDE THE BOND SCOPE.

AND SO WE WOULD HAVE TO MAKE SURE, WELL, IF THE BOARD DESIRES TO HAVE A MODIFIED BOND SCOPE OR THERE'S DIRECTION IN THAT WAY, YOU KNOW, YOU ALL CAN DISCUSS AND DECIDE THAT.

BUT ALSO THERE WAS SOME MENTIONING THAT THERE COULD POTENTIALLY BE FUNDING AVAILABLE THROUGH FOOD SERVICES AND THROUGH THAT BUDGET.

BUT MY UNDERSTANDING IS THAT'S A PRETTY INTENSIVE PROCESS TO BE ABLE TO GET APPROVAL, TO BE ABLE TO USE SOME OF THOSE FUNDS.

SO WITH THESE FOUR OPTIONS, YOU HAVE THE TOTAL COST THAT WOULD INCLUDE THE SERVICE LINE EXPANSION AND THEN BELOW EACH ONE OF THE OPTIONS.

IF YOU GO TO THE NEXT PAGE, YOU CAN START SEEING SOME OF THE OPTIONS.

YOU CAN SEE AT THE TOP OF THAT GRAPHIC THERE'S SOME LITTLE SQUIGGLY LINES.

THOSE ARE THE SERVICE LINES OUTSIDE THE CAFETERIA.

AND WITH ALL THOSE OPTIONS, THE FIRST, THE ESTIMATED COST INCLUDES THAT.

AND THEN BELOW EACH PICTURE, IT DOES GIVE YOU WHAT THE COST, WHAT THE ESTIMATED COST WOULD BE WITHOUT THE FOOD SERVICE LINES.

OPTION ONE DOES EXPAND THE SCOPE OF THE BOND BY INCREASING THE CAPACITY OF THE CAFETERIA BY 312 STUDENTS INSTEAD OF THE TARGETED GOAL OF 100 STUDENTS, WHICH WAS WHAT WAS PROPOSED IN IN THE BOND.

AND SO, YOU KNOW, YOU GUYS WILL HAVE TO DECIDE WHETHER WHAT THE FUTURE NEEDS ARE AND WHAT THE FEASIBILITY IS OF THAT.

OPTION TWO DOES ENCLOSE THE EXISTING OUTDOOR COURTYARD, BUT IT DOES NOT INCLUDE ADDING A NEW COURTYARD.

AND SO THIS WOULD JUST BE ENCLOSING THAT PORTION AND IT WOULD ADD AN ADDITIONAL APPROXIMATELY ADDITIONAL 100 SEATS AND IT WOULD BE IN LINE WITH THAT ORIGINAL BOND TARGET OF INCREASING THE CAPACITY BY 100 STUDENTS.

OPTION THREE.

THIS ALSO, LIKE I SAID, IT STILL INCLUDES THE SERVICE LINE EXPANSION, BUT WITHOUT THAT, THIS ONE IS NOT ENCLOSING THE COURTYARD FULLY, BUT IT'S PUTTING A FULL COVERING ON THAT COURTYARD SO IT WOULD BE USABLE, MORE USABLE DURING INCLEMENT WEATHER.

OBVIOUSLY, I DON'T KNOW HOW MUCH KIDS WOULD WANT TO GO OUTSIDE WHENEVER IT'S SUPER COLD OR SUPER HOT, SO BUT AT LEAST PROVIDES A COVERING AND AN OUTDOOR SPACE THERE.

AND THAT WOULD ALSO INCREASE OVERALL CAPACITY WITH COVERED OVERALL CAPACITY TO 100 STUDENTS.

AND THAT IS WITH OPTION TWO AND THREE.

[01:45:04]

JUST ONE IS FULLY ENCLOSED AND ONE IS OPEN.

AND THEN OPTION FOUR.

THIS WAS PRESENTED TO US REALLY JUST TO SHOW WHAT THAT ADDITIONAL COST WOULD BE OF A SERVICE LINE EXPANSION, WHICH IS ABOUT 2.6 MILLION.

AND WITH ANY PROJECT, IT'S IMPORTANT TO CONSIDER FUTURE GROWTH NEEDS.

STONY POINT'S CAFETERIA IS QUITE A BIT SMALLER THAN EVERY OTHER CAMPUS, AND THAT DOESN'T, YOU KNOW, IT'S 3000 SQUARE FEET SMALLER THAN OTHER HIGH SCHOOLS.

AND SO EVEN THOUGH WE KNOW WE HAVE FUTURE GROWTH AND WE MAY HAVE A POTENTIAL NEW HIGH SCHOOL AND CHANGING THE ENROLLMENT NEEDS, IT DOES STILL SEEM LIKE THERE IS A NEED TO EXPAND THAT CAFETERIA.

THE FEEDBACK THAT WE RECEIVED FROM FOOD SERVICES ABOUT THE SERVICE LINES IS THAT WITH THE GROWING STUDENT POPULATION, IT HAS BEEN A LITTLE BIT MORE DIFFICULT TO SERVE STUDENTS EFFICIENTLY AND QUICKLY.

AND AND THE AGE OF THAT EQUIPMENT IS VERY OLD.

IT'S APPROXIMATELY 25 YEARS OLD AND JUST THE DIFFERENCE IN THE MENUS AND HOW THINGS ARE DONE NOW IN FOOD SERVICES COMPARED TO HOW WHEN THE SCHOOL WAS FIRST BUILT.

YOU GUYS CAN READ THROUGH SOME OF THE OTHER CHALLENGES THAT THEY ARE FACING.

AND SO WHILE WE NEED TO ALLEVIATE SOME OF THESE CHALLENGES THAT THE COMMITTEE DOES THINK IT'S IMPORTANT TO CONSIDER NEARBY GROWTH, WHETHER WE NEED TO IF WE AREN'T GOING TO HAVE IF WE'RE GOING TO HAVE A LOT MORE STUDENTS ANTICIPATED GOING TO STONY POINT, DO WE NEED TO CONSIDER MORE THAN 100 STUDENTS? EXPANSION FOR THE CAFETERIA, THINGS OF THAT NATURE.

ONE THING THA WAS POINTED OUT IS THAT THE DISTRICT OWNS LAND ON BOTH SIDES OF THE DISTRICT FOR A POTENTIAL HIGH SCHOOL SIX.

AND SO BEING ABLE TO CONSIDER THOSE THINGS AS YOU'RE MAKING YOUR DECISION ON WHICH PLAN IS BEST IS IMPORTANT.

SO OUR OVERALL RECOMMENDATION IS THAT WHILE YOU DO NEED TO ADDRESS THOSE CONCERNS, THE RECOMMENDATION OF THE COMMITTEE IS TO CONSIDER OPTIONS TWO OR THREE AND IF FUNDING ALLOWS FOR IT, DECIDE WHETHER OR NOT YOU THINK FOOD, THE FOOD SERVICE LINE EXPANSION OR REDESIGN IS NECESSARY JUST WITH CONSIDERING THE FACT THAT IS OUTSIDE OF THE CURRENT BOND SCOPE AND THERE WOULD HAVE TO BE A MODIFICATION OR ADDITIONAL RESOURCES FOUND SOMEWHERE ELSE TO BE ABLE TO ACCOMMODATE THAT REQUEST.

AND IT IS IMPORTANT TO NOTE THAT WITHIN THE FINANCIAL REPORT, AS OF 1231 2022, THE THERE IS A $5.9 MILLION LINE ITEM THAT'S INCLUDED IN THAT BOND FINANCIAL REPORT.

AND SO ANY JOB COST THAT EXCEEDS 5.9 MILLION IS GOING TO FURTHER ERODE INTO THE CURRENT VARIANCE, THE CURRENT POSITIVE VARIANCE THAT WE STILL HAVE IN THE BOND PROJECT.

AND THE BOTTOM PROGRAM.

I'LL PAUSE THERE. DOES ANYBODY HAVE ANY QUESTIONS ABOUT STONY POINT? THE NEXT ONE IN HERE IS ABOUT CARAWAY ELEMENTARY.

SO THIS PROJECT IS, I FEEL LIKE THE PROJECT THAT'S BEEN THE GIFT THAT KEEPS ON GIVING AND HOPEFULLY TONIGHT WILL BE THE FINAL APPROVAL OF THIS PROJECT.

BUT THIS HAS GONE THROUGH MULTIPLE REVIEWS AND ITERATIONS STARTING IN APRIL 2021, AND THEN IN NOVEMBER OF 2021 AT THE FACILITIES WORKSHOP.

AND THEN I HAD TO GO BACK AND FIND THE TIMELINE.

BUT IT LOOKS LIKE AT NOVEMBER OF 2021, THE BOARD AT THE TIME APPROVED A MODIFICATION TO THE BOND SCOPE, LARGELY DRIVEN BECAUSE OF THE DECREASE IN ENROLLMENT.

AND THEN THROUGH SPEAKING WITH ADMINISTRATION AND WHAT THE PRIORITIES WERE OF THAT CAMPUS MODIFYING THAT BOND SCOPE TO ADD A STAGE TO DEAL WITH A SAFETY AND SECURITY CONCERNS ON THAT CAMPUS.

AT OUR LAST CPC MEETING, WE ACTUALLY MET AT CARAWAY.

WE'VE TRIED TO GO TO DIFFERENT CAMPUSES THAT HAVE BEEN IMPACTED BY THE BOND PROGRAM.

WE WENT TO MCNEIL TO SEE WHAT WAS COMPLETED THERE AND WE WENT TO CARAWAY KNOWING THAT THIS PROJECT WAS COMING UP.

AND ONE OF THE FIRST THINGS THIS IS NOT IN THE REPORT, BUT ONE OF THE FIRST THINGS TO ME PERSONALLY WHEN YOU WALK UP TO THAT SCHOOL IS THAT WAS VERY NOTICEABLE IS THAT THERE WAS NOT A SECURE VESTIBULE.

WHEN YOU WALK UP TO THAT CAMPUS AND THE LOCATION OF THE ADMINISTRATION IS NOT RIGHT NEXT TO THE ENTRANCE, I'M USED TO WALKING INTO AN ELEMENTARY SCHOOL THROUGH A SECURE VESTIBULE, DIRECTLY INTO THE OFFICE TO CHECK IN.

[01:50:02]

SO PART OF THIS RECONFIGURATION OR THIS MODIFIED BOND SCOPE IS TO TAKE THAT ADMINISTRATIVE SUITE AND MOVE THAT TO WHERE WE HAVE EXISTING CLASSROOMS TO ALLOW FOR IT TO BE A MORE SEAMLESS ENTRY.

AND THEN WHERE THE CURRENT ADMINISTRATIVE SUITE IS, TURN THAT AREA INTO CLASSROOMS. AND THEN THERE WILL ALSO BE THE ADDITION OF A STAGE TO THIS CAMPUS.

THIS IS ONE OF, I THINK, ONLY A COUPLE OF CAMPUSES LEFT IN THE DISTRICT THAT DOESN'T HAVE A STAGE ON THE CAMPUS FOR STUDENT PERFORMANCES AND PROGRAMS. AND SO I THINK THAT WILL BE A WELCOME ADDITION FOR THE COMMUNITY.

AND THEN IT WILL TAKE CARE OF BATHROOM REFRESHES.

I KNOW THAT THERE'S BEEN ISSUES WITH PLUMBING A CARE WAY THAT HAS BEEN TAKEN CARE OF IN THE PAST.

THAT WAS AN EMERGENT ISSUE.

BUT THOSE BATHROOMS ARE STILL KIND OF STUCK IN THE SEVENTIES.

AND SO BEING ABLE TO HAVE THE OPPORTUNITY TO GET THOSE REPLACED AND UPDATED I THINK WILL BE A GOOD THING OR WE THINK WILL BE A GOOD THING.

AND SO THIS ORIGINAL BOND SCOPE HAD A COST OF 12.1 MILLION WHEN THE GMP CAME BEFORE THE BOARD IN NOVEMBER OF 2021.

THERE WAS A COST OF 14.8 MILLION.

AND THEN BECAUSE OF WHAT WAS APPROVED AT THAT NOVEMBER 18 BOARD MEETING, THAT WAS AN ENCUMBERED AMOUNT.

BUT ONCE IT WAS FULLY CONTRACTED, THAT COST IS NOW GONE UP AGAIN, UNFORTUNATELY, WHICH IS WHAT'S CAUSED THE NEED FOR THIS GMP TONIGHT FOR YOU GUYS TO APPROVE IT ONCE AGAIN.

AND SO THAT COSTS NOW IS WELL, IT'S WHAT I HAVE IN HERE WAS ABOUT 20.3 MILLION.

THAT WAS AS OF A CERTAIN POINT IN TIME.

AND IT'S ACTUALLY NOW 17.7 MILLION.

SO I GUESS THAT'S A GOOD THING, THAT THE COSTS HAVE GONE DOWN A LITTLE BIT.

AND SO BASED ON THE CHANGE IN ENROLLMENT AT FAIRWAY DUE TO BOUNDARY CHANGES AND THE RECOMMENDATIONS FROM CAMPUS ADMINISTRATION, MY UNDERSTANDING OR OUR UNDERSTANDING IS THAT DISTRICT LEVEL ADMIN HAS COMMUNICATED WITH CAMPUS ADMINISTRATION AS WELL.

THERE'S BEEN CHANGES IN CAMPUS ADMINISTRATION, BUT WHAT WAS ORIGINALLY DECIDED WITH CAMPUS ADMINISTRATION BEFORE AND EVEN WITH THE CURRENT ADMINISTRATION HAS COME THERE, THAT THEY ARE IN AGREEMENT THAT THIS RECOMMENDED CHANGE IN SCOPE IS A BETTER USE OF BOND FUNDS AND THAT EVEN THOUGH THIS COST IS GOING UP, THANKFULLY WE HAVE ENOUGH POSITIVE VARIANCE IN THE BOND PROGRAM THAT WILL ALLOW FOR US TO BE ABLE TO MOVE FORWARD WITH THIS PROJECT AND STILL BE IN THE BLACK. AND SO THE RECOMMENDATION OF THE COMMITTEE WAS TO MOVE FORWARD WITH THE GMP AS PRESENTED AND WITH THE MODIFIED BOND SCOPE. SO I'LL PAUSE THERE TO SEE IF ANYBODY HAS ANY QUESTIONS.

SO TRUSTEES, I WE RECEIVED QUITE A BIT OF EMAIL TODAY ABOUT THIS.

WE ALSO HAVE AGENDA ITEM H THREE TODAY THAT'S ALSO ABOUT THIS.

SO IF YOU WANT YOU CAN ASK QUESTIONS NOW AS RELATED TO H THREE AND I THINK DR.

AZAIEZ COULD TAKE SOME WORDS OR WE CAN.

DR. AZAIEZ PROPOSED PULLING H THREE TO TALK ABOUT IT, BUT IT MIGHT MAKE MORE SENSE TO KIND OF FLOW AND HAVE THAT FULL CONVERSATION NOW.

SO IF YOU HAVE ANY QUESTIONS, I'M GOING TO LET DR.

AZAIEZ START WITH SOME BACKGROUND BASED ON SOME OF THE EMAILS THAT WE RECEIVED TODAY.

BUT IF YOU DON'T MIND, IF WE'RE GOING TO TAKE A LITTLE BIT OF A BREAK TO TALK ABOUT CARAWAY SPECIFICALLY HERE.

YEAH. AND FIRST OF ALL, I WANT TO THANK REALLY THE COMMITTEE AND YOU REALLY FOR MAKING REALLY A LOT OF EFFORTS AND GETTING INPUT FROM EVERYONE AND ALSO TRYING TO COME UP WITH THE BEST OPTION FOR CARAWAY BUT ALSO OPTION FOR THE DISTRICT, TOO, BECAUSE WE ALSO HAVE TO CONSIDER ALSO WHAT'S ON LIKE THE FUNDS THAT ARE AVAILABLE FOR US, PART OF THE 2018 BOND.

SO THANK YOU AND THANK YOU TO YOUR TEAM FOR MAKING THIS HAPPEN.

WHAT I'M PROPOSING IS REALLY FOR US, SINCE WE'RE TALKING ABOUT CARAWAY IS REALLY REMOVE THE ITEM H THREE INTO ACTION ITEM SO WE CAN HAVE THIS CONVERSE THE CONVERSATION.

WE CAN ANSWER ANY QUESTIONS BECAUSE I KNOW, LIKE YOU SAID, WE RECEIVED SOME QUESTIONS ABOUT IT.

I WANT TO MAKE SURE THAT WE ARE LISTENING TO OUR COMMITTEE, LISTENING TO OUR PARENTS AND COMMUNITY MEMBERS, BUT ALSO WE HAVE TO ALSO TRY TO UNDERSTAND THAT WE DON'T HAVE A LIMITED AMOUNT OF MONEY THAT IS AVAILABLE FOR US, RIGHT? SO WE HAVE TO WORK WITHIN THE SCOPE OF THE AND AS YOU KNOW, THERE'S $5 MILLION ALREADY OVER WAS FUNDED, I GUESS, AS PART OF 2018.

SO AS I SAID, WE HAVE TO TAKE ALL THAT STUFF IN CONSIDERATION.

SO IF YOU ALLOW ME, I WOULD LIKE TO PULL IT FOR THAT ITEM AND DISCUSS IT UNDER ACTION ITEMS SINCE WE'RE TALKING ABOUT CARE AT THE SAME TIME.

[01:55:03]

AS I SAID, WE ARE HERE TO ANSWER QUESTIONS.

AND NOW WE HAVE TERRY ALSO HERE WITH US.

SO ANY QUESTIONS YOU HAVE ABOUT THE SCOPE? I CAN TELL YOU ONE THING I KNOW THERE WAS SOME QUESTIONS ABOUT.

OKAY. SO I THINK MY UNDERSTANDING AND TERRY, I KNOW YOU MET ALSO WITH SEVERAL OF OUR PARENTS AND COMMUNITY MEMBERS AND YOU GET SOME INPUT FROM THEM.

MY UNDERSTANDING IS THERE MAY BE CONCERN WITH MAYBE NOT ALL OF THEM, BUT SOME OF THEM MAY BE CONCERNED WITH MOVING THE FENCE LINE AND EXPANDING. I GUESS THE FIELD, RIGHT? RIGHT. GIVE YOU SOME BACKGROUND ON SOME OF THE EMAIL THAT YOU'VE RECEIVED TODAY.

MONDAY WE HAD A PRINCIPALS COFFEE JUST TO KIND OF CLOSE THE CIRCLE OF CONVERSATION ON THE PROJECT.

AND THERE WERE APPROXIMATELY SEVEN INDIVIDUALS WHO ATTENDED AND THERE WERE SOME ONLINE AS WELL.

AND SO THERE WAS ONE VOICE THAT CREATED A CONVERSATION WITH THIS IN THAT PART OF THE PROJECT THAT YOU'LL SEE IN THIS SCOPE IS AND OF A VERY MINOR PART OF THE PROJECT IS THAT THERE IS A PLAY AREA, A PLAY YARD PLAY FIELD, IF YOU WILL, ON THE SOUTH SIDE OF THE ONE WING OF THE THE SCHOOL.

AND WHEN WE ADD THE STAGE TO THAT CAMPUS, THAT MEANS THAT THE STAGE IS GOING TO HAVE A DEPTH IN THAT PLAY FIELD IS GOING TO BE SMALLER BECAUSE THAT STAGE IS GOING TO INTRUDE INTO THIS PLAY FIELD.

SO THIS PROJECT IS CALLING FOR THE RELOCATION OF THE FENCE, THE BORDER FENCE OUT A LITTLE FURTHER, BUT THAT GOES INTO AN AREA OF LET'S CALL IT NATIVE FOREST ON CAMPUS.

IF YOU'VE BEEN TO CARE WHERE YOU KNOW THAT THERE'S A NATIVE FORCE THERE.

AND SO THERE'S DISCUSSION ABOUT, WELL, ARE YOU SAVING TREES, ETC., THAT SORT OF THING.

BECAUSE IN ORDER TO MOVE THAT GRASSY FIELD OUT INTO THAT TREE AREA, OBVIOUSLY YOU HAVE TO ELIMINATE SOME TREES IN THE CONTEXT OF THAT NEIGHBORHOOD WITHIN THE CITY OF AUSTIN.

EVERY TREE THAT YOU REMOVE THAT HAS A CALIPER OR A DIAMETER GREATER THAN EIGHT INCHES, YOU HAVE TO REPLACE THAT TREE PLANTED A TREE ON CAMPUS.

AND SO THAT'S THE CONVERSATION IS THAT DO YOU OR DO YOU NOT MOVE THE FENCE OUT? IF YOU DON'T MOVE THE FENCE OUT, THEN THAT PLAY YARD IS MUCH SMALLER.

IF YOU DO MOVE IT OUT, THEN OBVIOUSLY YOU'RE GOING TO ADDRESS A REMOVING SOME TREES AND THE TREES TO THAT CAMPUS.

AND THOSE WHO LIVE IN THAT NEIGHBORHOOD ARE SACROSANCT IN MANY WAYS.

AND SO WE RESPECT THAT.

WE TRULY RESPECT THAT.

SO IT'S A DISCUSSION THAT'S NOT HUGELY AND HARDLY COST IMPACT.

IT'S A DISCUSSION THAT ONCE WE GET STARTED WITH THE PROJECT, WE CAN SORT THAT OUT WITH RESIDENTS AND PARTICULARLY ADMINISTRATION AND SAW THAT. I JUST WANT TO ADD I MEAN, AND WHAT TERRY, WHEN HE SAID LIKE WE CAN DISCUSS IT, WE CAN WE MOVE ON AND I'M HAPPY TO SEND A SURVEY.

AS HE MENTIONED, THERE WERE SOME PARROT WHO PARTICIPATED.

AND WE ALSO UNDERSTAND THAT PARENTS ARE WORKING RIGHT THERE.

THEY COULDN'T ALL JOIN THIS COFFEE WITH THE PRINCIPAL.

SO, I MEAN, WE WOULD BE MORE THAN HAPPY TO SEND MAYBE SURVEY TO OUR PARENTS AND THERE AND THEN ASK THEM THEIR THOUGHTS AND GET SOME INPUT FROM THEM. THE MOVE IN THE FENCE.

IT'S REALLY, AS TERRY WAS SAYING, IT'S NOT A SOMETHING THAT IT'S GOING TO COST US A LOT OF MONEY OR HOPEFULLY WON'T COST US A LOT OF TIME.

REALLY THE THE WHAT IT'S GOING TO COST THEM AND WE NEED TO START WORKING ON IS REALLY, YOU KNOW, REFRESHING THE RESTROOMS. RIGHT. AND ADDING THE SAY SO WHAT I'M TRYING TO SAY THAT WE CAN GET SOME SURVEY DONE, WE CAN GET INPUT.

YOU CAN EITHER ALLOW US GIVE US PERMISSION TO MOVE BASED ON, IN OTHER WORDS, THE DIRECTION, WHATEVER DIRECTION YOU WANT US TO DO WILL DO.

BUT IF YOU WANT US TO TAKE THAT INTO CONSIDERATION, THE RESULT OF THE SURVEY, THAT WILL BE MORE THAN HAPPY TO TAKE THAT IN CONSIDERATION AS WE MOVE FORWARD.

WHAT THINK WE DON'T WANT TO REALLY DO, WITH ALL DUE RESPECT, IS REALLY PUSH THIS PROJECT FURTHER BECAUSE OUR PARENTS AND OUR COMMUNITY AND OUR STUDENTS AND OUR TEACHERS AND STAFF HAVE BEEN REALLY WAITING REALLY FOR THIS TO HAPPEN, NUMBER ONE.

AND NUMBER TWO, AS YOU KNOW, THE COST IS BEING GOING UP MONTH AFTER MONTH.

AND I THINK THAT'S WHY WE CANNOT, IN MY VIEW, IN MY OPINION, PUSH THIS PROJECT BACK ANY LONGER.

SO WE REALLY WOULD LIKE TO GET STARTED AS SOON AS WE CAN.

YEAH, I DID ASK A QUESTION OF TERRY EARLIER SAYING IF THIS GMP SOMEHOW DIDN'T MOVE FORWARD,

[02:00:01]

AND SO BEFORE THE NEXT REGULAR BOARD MEETING, IT WILL HAVE EXPIRED AND THOSE COSTS WILL GO UP IF THIS GMP ISN'T APPROVED.

SO IT'S JUST SOMETHING TO BEAR IN MIND.

TRUSTEE HARRISON. I TOOK MY LIGHT OFF, I GOT THE ANSWERS THAT I NEEDED TO BE ABLE TO VOTE ON THIS.

THANK YOU. ANY OTHER QUESTIONS? TRUSTEE MARKUM, ZARATE?.

OKAY. ALL RIGHT. OKAY.

SO THE NEXT PART OF THE REPORT, IF WE GO TO THE MCNEIL ROOF PROJECT, THIS IS VERY, VERY QUICK.

BUT I JUST WANTED TO POINT OUT BACK.

BACK A COUPLE OF PAGES. I THINK THEY'RE RIGHT THERE THAT WHEN WE HAVE A PROJECT OUTSIDE OF A BOND PROJECT SUCH AS THE MCNEIL ROOF, THIS WAS APPROVED AND IT HAD TO COME TO THE BOARD.

IT DID NOT COME TO THE C.P.S.

FIRST, BUT WE DID SEEK CLARITY ON THE NEED AND WHAT THE PROCESS WAS FOR HAVING THIS ROOF APPROVED.

AND WE WERE INFORMED THAT ANY PROJECT OUTSIDE OF A BOND PROGRAM IS DRIVEN BY INDIVIDUAL CAMPUSES REQUESTING A FACILITY ALTERATION REQUEST.

AND REALLY THE CRITERIA TO BE APPROVED IS THAT THE SYSTEM HAS TO BE FAILING, SUCH AS THE MCNEIL ROOF.

AND WE HAD RECEIVED FEEDBACK THAT THE ROOF WAS REGULARLY LEAKING IN CERTAIN AREAS AND YOU HAD MAINTENANCE CREWS MOVING BUCKETS AROUND WHEN IT WAS RAINING AND THINGS LIKE THAT.

SO IT WAS DEFINITELY SOMETHING THAT NEEDED TO BE DONE.

AND AS AN EXAMPLE OF SOMETHING THAT BECAUSE TIME IS OF THE ESSENCE, IT WASN'T NECESSARILY ABLE TO COME TO US WITH THE PROPER TIMING BEFORE COMING TO YOU ALL FOR THE BOARD.

BUT WE DID LOOK INTO IT AND WE DID WANT TO PROVIDE SOME FEEDBACK ON THAT.

ALSO IN OCTOBER 2022.

I KNOW IT'S BEEN DISCUSSED AT PREVIOUS BOARD MEETINGS THAT THE DISTRICT IS IN THE PROCESS OF CREATING A FACILITY MASTER PLAN.

AND SO ZPM, WHICH IS ROUND ROCK, IS THIS CONSTRUCTION PROJECT MANAGEMENT FIRM.

THEY CAME AND PRESENTED TO US THE VP OF PLANNING FOR THEN AND GAVE REALLY A HOLISTIC OVERVIEW TO OUR COMMITTEE ON WHAT IT LOOKS LIKE TO CREATE A FACILITY. MASTER PLAN GAVE US INFORMATION ABOUT HAVING AN IMMEDIATE NEED SECTION OF THE NEXT 1 TO 5 YEARS, AND THEN THE LONGER RANGE PLAN OF 6 TO 16 YEARS.

AND THEN WHEN THEY'RE LOOKING AT THIS, THEY'RE EVALUATING NOT JUST THE CONDITION OF OUR FACILITIES CURRENTLY, BUT ALSO LOOKING AT THE ADEQUACY OF OUR OF OUR CAMPUSES OR OF OUR FACILITIES TO MEET THE EDUCATIONAL GOALS THAT THE DISTRICT MAY HAVE.

AND I PUT A LITTLE BIT OF A SILLY EXAMPLE IN THERE, BUT IF WE HAD AN EDUCATIONAL OUTCOME GOAL SET BY THE DISTRICT TO THAT, EVERY STUDENT MUST TAKE HOME ECONOMICS AND KNOW HOW TO PREPARE BASIC MEALS.

WOULD WE HAVE THE FACILITIES AVAILABLE OR READY FOR OUR STUDENTS TO BE ABLE TO DO THAT? SO LOOKING AT THE ADEQUACY OF OUR CAMPUSES, IF WE HAVE CERTAIN STUDENT OUTCOME GOALS THAT THE BOARD IS SETTING, CAN OUR CURRENT FACILITIES MEET THOSE GOALS? AND THEN THOSE TWO FACTORS THE FACILITY CONDITION INDEX AND THE ADEQUACY INDEX COME TOGETHER TO CREATE A TOTAL CONDITION INDEX AND WE WERE REMINDED OF HOW IMPORTANT IT IS FOR THIS PLAN TO BE CONTINUALLY UPDATED.

IT'S NOT A ONE AND DONE PLAN.

AND SO HOPEFULLY WE WILL SEE THAT AS THIS FIRST ITERATION OF THE FACILITY MASTER PLAN IS COMPLETED THAT THIS IS AN ONGOING IT'S A LIVING DOCUMENT.

SO AS WE HAVE CHANGES IN NEEDS COME TO LIGHT WITHIN OUR DISTRICT, THAT WE'RE ABLE TO UPDATE THAT AND CONTINUALLY GET COMMUNITY INPUT AND FEEDBACK ON THOSE.

AND THEY DID OUTLINE THE IMPORTANCE OF HAVING COMMUNITY SURVEYS AND FORUMS WITH EASE OF ACCESS TO THE COMMUNITY.

SO WHETHER THAT'S THROUGH VIRTUAL MEETINGS OR THROUGH SURVEYS OR SOMETHING OF THAT NATURE TO WHERE WE'RE GETTING A BROAD VIEW FROM THE COMMUNITY OF WHAT THEY FEEL IS IMPORTANT AND THAT YOU REALLY DO HAVE TO BALANCE THE DATA OF WHAT WE NEED AND THE VALUES OF THE COMMUNITY. IF YOU DO ONE WITHOUT THE OTHER, THEN YOU SET YOURSELF UP FOR FAILURE AS A DISTRICT.

WITH CREATING A PLAN.

OF COURSE, THERE'S AN ARRAY OF QUESTIONS ABOUT THAT.

OH, I HAVE A QUICK QUESTION.

WHAT'S THE TIMELINE LIKE? WHAT ARE WE EXPECTING?

[02:05:01]

SO IT BUILDS UP TO A MASTER PLAN HAS OBVIOUSLY MANY STEPS TO BUILD UP TO THAT.

SO CURRENTLY NEXT NEXT TUESDAY I BELIEVE WE WERE GOING TO BE SEEING THE FIRST DRAFT OF THE FACILITY CONDITION INDEX AND SHORTLY WEEK AFTER THAT OR SOMETHING OF THAT NATURE.

WE'LL SEE ALSO THE FIRST DRAFT OF THE EDUCATION SPECIFICATION.

BOTH THOSE DOCUMENTS ARE FOUNDATIONAL TO BEING ABLE TO MOVE TOWARDS A COMPREHENSIVE MASTER PLAN.

AND SO WHEN WE TALK ABOUT WHAT'S THE OUTCOME OF THE MASTER PLAN, I WOULD SAY AS WE GO THROUGH THE SUMMER AND INTO NEXT FALL SO THAT WE BEGIN TO ACTUALLY TARGET A BOND RESOLUTION.

AND WHAT'S THE MOST IMPORTANT THAT COMES OUT OF THESE DOCUMENTS AND DISCUSSIONS THEN? THEN THAT IS TIED INTO THE COMMUNITY OUTLOOK, THE DISCUSSIONS THAT GO ALONG WITH THE COMMUNITY IN TALKING OF HOW ARE WE GOING TO ACHIEVE THESE GOALS WITHIN THAT MASTER PLAN.

I JUST WANT TO ADD THAT OBVIOUSLY OUR BOARD MEMBERS WILL BE, IF NOT THE FIRST AMONG THE FIRST PEOPLE WHO WILL BE ABLE TO SEE IT.

THE IDEA IS THE I GUESS THE PLAN IS TO HAVE THIS DASHBOARD WHERE ACTUALLY YOU CAN SEE A LOOK AT EVERY CAMPUS AND SEE, YOU KNOW, THE NEEDS AND FOR EVERY CAMPUS EVEN GET LIKE SOMEHOW AN ESTIMATE.

I KNOW IT'S NOT EXACT, BUT LIKE LET'S SAY LIKE YOU GO TO WE TALKED ABOUT MCNEIL RIGHT.

WE KNOW THEY WILL FIND OUT THAT THERE IS AN ISSUE STILL WITH THE ROOF AND MCNEIL RIGHT.

SO YOU CAN LOOK AT THAT AND SAY THEY WOULD GIVE US AN ESTIMATE HOW MUCH WOULD COST US AS A DISTRICT IF WE NEED TO REPLACE IT OR FIX IT OR UPGRADED WHATEVER THAT MIGHT BE THE ISSUE. RIGHT. AND SO YOU WOULD BE ABLE TO HAVE AN OPPORTUNITY TO HAVE ACCESS TO THAT AND HAVE A CONVERSATION ABOUT IT.

AS FAR AS THE EDUCATIONAL SPECIFICATION, WHAT TERRY WAS TALKING ABOUT, SOME OF OUR BOARD MEMBERS, BECAUSE WE CANNOT HAVE A QUORUM, WILL BE PART OF THAT, THOSE CONVERSATION AS WELL.

BEFORE WE FINALIZE THOSE SPECIFICATIONS, EDUCATION SPECIFICATION, WE HAD A LOT OF STAKEHOLDERS WHO WERE INVOLVED TO FROM TRANSPORTATION, OUR MAINTENANCE, OUR POLICE DEPARTMENT, OUR SPECIAL ED FOLKS, OUR CURRICULUM, I MEAN, TEACHERS, PRINCIPALS THAT WE TRY TO BRING AS MANY STAKEHOLDERS AS POSSIBLE BECAUSE WE WANT THEIR INPUT AND ALSO WE WANT TO GET THEIR FEEDBACK ABOUT WHAT WE NEED TO HAVE HERE IN OUR DISTRICT, RIGHT.

TO ENSURE THAT WE HAVE THE BEST LEARNING AND THE BEST WORKING ENVIRONMENT.

RIGHT. AND SO ALL THAT STUFF WILL BECOME WHAT I'M TRYING TO SAY GET READY, BECAUSE IT WILL BE A LOT OF INFORMATION COMING YOUR WAY SOON.

AND WE ALSO WOULD LIKE TO ALSO GET YOUR INPUTS AND FEEDBACK.

SO EVENTUALLY THE ULTIMATE GOAL IS EVENTUALLY TO HAVE, YOU KNOW, DECIDE, I GUESS, WHAT WOULD BE THE NEXT STEP AND FOR OUR DISTRICT.

SO WE CAN, AS I SAID, ALWAYS HAVE THE BEST LEARNING ENVIRONMENT FOR OUR STUDENTS AND ALSO THE BEST WORKING AND SAFE ENVIRONMENT FOR OUR TEACHERS AND STAFF.

OKAY. AND THEN THE LAST SECTION OF THE REPORT IS REALLY JUST PROVIDING SOME ADDITIONAL COMMUNITY FEEDBACK AND COMMITTEE RECOMMENDATIONS.

I'M NOT GOING TO READ THROUGH ALL OF THEM.

THE ONE THAT I WANT TO MAYBE BELABOR JUST A LITTLE BIT IS THE LAST ONE, WHICH IS COMMUNITY FEEDBACK.

NEXT PAGE. AND SO WE HAVE BEEN COMMITTED, DIRECTED BY OUR BYLAWS, THE CPC, AOC, TO RECEIVE FEEDBACK FROM STAFF, FROM ADMINISTRATION VIA SURVEYS OR SOME SORT OF TOOL TO BE ABLE TO GET FEEDBACK FROM THE COMMUNITY.

AND SO WE HAVE YET TO RECEIVE THAT INPUT YET.

AND I DON'T THINK THAT WE'VE REALLY DESIGNED SURVEYS YET OR I DON'T THINK THE SURVEYS HAVE BEEN DESIGNED TO GET THAT FEEDBACK ABOUT BOND PROJECTS THAT HAVE BEEN COMPLETED.

BUT I THINK IT'S REALLY IMPORTANT FOR OUR COMMITTEE TO RECEIVE THAT FEEDBACK AND TO HAVE A WAY TO GATHER THAT AND BE ABLE TO REPORT BACK TO YOU ALL.

AND SO I JUST REALLY WANTED TO POINT THAT OUT AND TO HOPEFULLY HAVE Y'ALL'S SUPPORT TO.

DIRECT THE ADMINISTRATION TO SAY, YES, WE WANT THOSE SURVEYS AND WE WANT TO BE ABLE TO MOVE FORWARD.

AND IN GATHERING THAT INFORMATION FROM THE COMMUNITY IN A MORE IN A TIMELY WAY SO WE CAN BE MORE.

LESS REACTIVE AND MORE RESPONSIVE TO THE COMMUNITY.

FOR EXAMPLE, I'LL JUST MENTION THAT NOW THAT WE HAVE BEEN ABLE TO ACCOMPLISH A SET OUT GOAL AND WE

[02:10:03]

AND IT WOULD IT WOULD FOCUS ON THE DISCUSSION OF WHAT'S YOUR IMPRESSION OF THE LEARNING ENVIRONMENT THERE AND AND NOT SO MUCH DO YOU LIKE THE CARPET COLOR OR ANYTHING OF THAT NATURE.

BUT TO ACTUALLY FOCUS ON HOW ARE WE IMPACTING LEARNING WITH THE WORKS THAT YOU SEE.

THERE ARE SOME MAINTENANCE PROJECTS THAT IT'S GOING TO BE DIFFICULT TO SURVEY, SUCH AS HOW IS THE AIR CONDITIONER WORKING, YOU KNOW, THAT SORT OF THING.

AND SO THERE'S SOME LIMITATIONS ON WHAT WE'RE ASKING AND WHAT SORT OF FEEDBACK WE'RE TRYING TO GET TO.

BUT FROM MY PERSPECTIVE, THAT FEEDBACK NEEDS TO BE MORE TARGETED.

IS THIS WORKING? IS IT WELL INVESTED? HO IS THAT WITH THE CONTEXT OF ACCESS SECURITY, WHAT HOW DO YOU FEEL? ONE OF THE MOST IMPORTANT PARTS IN DOING THE ACCOMPLISHMENT OF EDUCATION ARCHITECTURE IS THAT YOU BEGIN TO TALK ABOUT DO YOU FEEL SAFE? ARE YOU SAFE? YOU KNOW, IS A WELL-LIGHTED CAN YOU HEAR IN THE CLASSROOM THINGS OF THAT NATURE? DO YOU ENJOY COMING TO SCHOOL AND ARE YOU DO YOU FEEL LIKE YOU'RE LEARNING? AND SO THOSE SURVEY QUESTIONS CAN BE AT THE STUDENT LEVEL.

THEY COULD BE AT THE ADULT LEVEL AND THEY CAN BE AT THE COMMUNITY LEVEL, THEY COULD BE AT THE STAFF LEVEL.

SO THERE'S A LOT OF IMPACT THAT GOES INTO SOMETHING OF THAT NATURE.

SO WE'LL BEGIN TO WORK WITH THE COMMITTEE TO PULL THAT TOGETHER.

THANK YOU VERY MUCH, MS. [INAUDIBLE] FOR THE WORK YOU AND THE COMMITTEE IS DOING.

AND MR. WOOSTER.

THE AIR CONDITIONER IS WORKING VERY WELL IN HERE TONIGHT.

ALMOST TOO WELL.

BLAME THAT ON PATTY.

I DID HAVE ONE QUICK QUESTION FOR THE TRUSTEES.

[H. ACTION ITEMS FOR CONSIDERATION BY CONSENT]

IT IS SOMETHING THAT WE COULD PUT ON THE CONSENT AGENDA.

THEIR REPORTS ARE VERY EASY TO READ, VERY SELF EXPLANATORY.

SO I NEED A LITTLE FEEDBACK.

WE DON'T REALLY HAVE A PROTOCOL.

THE LAST TWO I'VE JUST PUT ON DISCUSSION BECAUSE I FORGOT TO ASK YOU LAST MONTH, SO A QUARTER AGO.

BUT IS THIS SOMETHING YOU WANT TO CONTINUE TO SEE? WE SPENT ABOUT 35 MINUTES TALKING ABOUT IT TONIGHT.

OR IS THIS SOMETHING THAT YOU WOULD LIKE TO SEE ON THE CONSENT AGENDA SO THAT THE COMMUNITY CAN SEE THE WORK THAT THEY'RE DOING? OR IS THIS SOMETHING WE WANT TO.

ACTUALLY, IT DOESN'T EVEN HAVE TO BE ON CONSENT AGENDA BECAUSE THERE'S NOTHING TO VOTE ON.

BUT WE COULD, YOU KNOW, SOMEHOW COMMUNICATE THAT IT'S BEEN COMPLETED OR IS THIS SOMETHING THAT WE WANT TO CONTINUE AS A DISCUSSION ITEM? CAN WE LEAVE IT AS A DISCUSSION ITEM AT LEAST ONE MORE TIME FOR THE NEXT QUARTER? WE CAN DO WHATEVER AND THEN WEIGH IN AND HAVE THE BOARD WEIGH IN.

I REALLY APPRECIATE IT AND VALUE IT AS A MECHANISM TO GET SOME COMMUNITY FEEDBACK.

SO THANK YOU. ABSOLUTELY.

TRUSTEES ZARATE AND MARKUM, DO YOU HAVE AN OPINION? SAME THING. OKAY, WE'LL DO IT ANOTHER QUARTER AND YOU CAN PRESENT TO US PLAN ON PRESENTING IN THREE MONTHS FROM NOW.

MS. [INAUDIBLE] AND WE WILL LOOK FOR YOU AGAIN IN THREE MONTHS OR SO.

BUT THANK YOU. ALL RIGHT.

IT WAS WE'RE ONTO OUR CONSENT ITEMS. AND DR. AZAIEZ HAD PROPOSED PULLING H THREE.

DID WE GET ALL OF OUR ANSWERS, QUESTIONS ANSWERED? DO WE NEED TO PULL THAT? IF NOT, THEN I NEED A MOTION.

I MOVED. OH, GO AHEAD.

NO, I MOVE THAT THE BOARD APPROVED THE MINUTES.

WAIT, NO, I'M THE WRONG THING.

YOU JUST WANT TO APPROVE ITEMS H ONE, TWO AND THREE BY CONSENT.

I WANT TO. I MOVE THAT WE APPROVE ITEMS H ONE, TWO AND THREE BY CONSENT.

SECOND. I HAVE A MOTION IN A SECOND.

ANY COMMENTS? SEEING NONE.

ALL IN FAVOR. RAISE YOUR HAND.

I'LL OPPOSE SEEING NONE.

MOTION CARRIES FOUR ZERO.

WE HAVE NO ACTION ITEMS TONIGHT.

I WILL LET YOU KNOW THAT WE DID HAVE A FEW ACTION ITEMS, BUT DUE TO THE FACT THAT WE WERE MISSING THREE TRUSTEES THIS WEEK, THIS MONTH, WE DECIDED TO PULL THEM AND PUNT THEM TO OUR NEXT MEETING. SO LOOK FOR THOSE TO REAPPEAR ON TO BOARD ANNOUNCEMENTS.

[J. BOARD BUSINESS]

FIRST, I WOULD LIKE TO SHOUT HUGE PRAISE FOR RIDGEVIEW MIDDLE SCHOOLS ORCHESTRA UNDER THE DIRECTION OF MATTHEW LACOUR, WHO PERFORMED TONIGHT BEFORE OUR PUBLIC HEARING. IF YOU WERE HERE IN TIME TO SEE THEM, THEY WERE AND HEAR THEM.

THEY WERE FABULOUS.

YOU KNOW, AS YOU ALL MOST OF Y'ALL KNOW, I HAVE A KIDDO IN AT RIDGEVIEW.

SO I SEE THESE PRECIOUS ANGELS CARRYING THOSE HUGE INSTRUMENTS TO AND FROM EVERY MORNING.

AND I KNOW THEY ARE WORKING VERY HARD.

I HAVE SEASON TICKETS TO THE AUSTIN SYMPHONY ORCHESTRA, AND I THINK THAT THEY RIVALED SOME OF THE PIECES THAT I HAVE HEARD IN DOWNTOWN AT THE LONG CENTER.

[02:15:04]

I ALREADY MENTIONED. BUT ON FEBRUARY 23RD AND 24TH, TRUSTEES, MARKUM AND ZARATE WILL BE TAKING CARE OF THEIR LONESTAR GOVERNANCE TRAINING.

SO I'M EXCITED FOR THAT.

MARCH 9TH WE HAVE A BUDGET WORKSHOP AS OF THIS MORNING.

I AM THE ONLY ONE WHO HAS RSVP YES TO THAT SO THAT MAYBE IT WAS A CHANGE.

YEAH, IT WAS A CHANGE OF DATES.

SO IF YOU CAN GO IN AND CHECK YOUR CALENDARS, BECAUSE AS MUCH AS I WOULD LIKE TO GET THROUGH IT REALLY QUICKLY, IT'S NOT A QUORUM WITH JUST ME.

SO I NEED ALL TRUSTEES TO RSVP'D FOR THE MARCH 9TH MEETING.

SPRING BREAK IS MARCH 13TH THROUGH THE 17TH.

YAY! THE DISTRICT WILL BE CLOSED.

ALL OFFICES CLOSED.

I HOPE THAT YOU HAVE ENJOYS PLANS TO RELAX, REFRESH AND RECOVER DURING THAT TIME.

AND THEN OUR NEXT REGULAR BOARD MEETING, BECAUSE IT FELL THROUGH SPRING BREAK WILL BE ADJUSTED ONE WEEK PAST THAT TO MARCH THE 23RD.

CURRENTLY I HAVE FIVE TRUSTEES THAT HAVE RSVP'D YES, I AM MISSING TRUSTEE BONE AND TRUSTEE WESTON.

AND THEN WE HAVE A BUDGET WORKSHOP FOR MARCH 30TH.

THIS WILL BE OUR SECOND BUDGET MEETING IN THE MONTH OF MARCH.

THAT DOES GIVE US THREE MEETINGS FOR MARCH.

BUT AS YOU RECALL, IF YOU'VE BEEN THROUGH THIS BEFORE, WE DO ADD SOME EXTRA MEETINGS IN THE SPRING TO GO THROUGH OUR BUDGET CYCLE.

SO WE HAVE TWO BUDGET MEETINGS SCHEDULED FOR MARCH AND I HAVE SIX RSVPS FOR THAT AND I AM MISSING ONE FROM TRUSTEE BONE NEXT, DR. AZAIEZ HAS SOME ANNOUNCEMENTS.

YEAH, I JUST WANT TO THANK YOU.

THANK YOU SO MUCH AS THIS ONE.

I ACKNOWLEDGE I RECOGNIZE SOME OF WHAT OUR STUDENTS HAVE BEEN ABLE TO ACHIEVE THE PAST REALLY FEW DAYS.

I JUST WANT TO ACKNOWLEDGE ROUND ROCK HIGH SCHOOL GIRLS BASKETBALL TEAM FOR BEING A BI DISTRICT CHAMPIONS.

THEY THEY'RE ACTUALLY GOING TO PLAY CLARK HIGH SCHOOL IN SAN ANTONIO, I THINK IS ACTUALLY TONIGHT IS THE GAME.

I'M SORRY I COULDN'T BE THERE.

I'M HERE BOYS AND GIRLS STATE SWIM MEET.

WE HAVE OVER 25 STUDENTS COMING FROM CEDAR RIDGE, MCNEIL ROUND ROCK HIGH SCHOOL AND WEST WESTWOOD HIGH SCHOOL ARE COMPETING ACTUALLY AT THE STATE LEVEL.

MEET TOMORROW AND THEN SATURDAY AT U.T.

SO GOOD LUCK TO THEM.

I KNOW WE HAVE VERY TALENTED SWIMMERS IN OUR DISTRICT, SO BOYS AND GIRLS STATE WRESTLING MEET.

IT'S ACTUALLY HAPPENING THIS WEEKEND IN CYPRESS AT THE VERY CENTER.

AND WE ALSO HAVE A THREE HIGH SCHOOL REPRESENTED THERE, CEDAR RIDGE, [INAUDIBLE] HIGH SCHOOL AND ROUND ROCK HIGH SCHOOL.

WE HAVE SEVERAL ATHLETES GOING TO REPRESENT, AS I SAID, OUR DISTRICT IN THE STATE WRESTLING MEET.

AND THEN ACADEMIC, I GUESS IT'S CYBER PATRIOT COMPETITION.

THE CYBER PATRIOT COMPETITION CONSISTS OF HANDS ON STIMULATION TO TRY TO IDENTIFY AND FIX CYBERSECURITY ISSUES.

WE HAVE OBVIOUSLY STUDENTS FROM ALL OVER, ACTUALLY THE NATION, THE COUNTRY COME IN TO COMPETE OR GO TO COMPETE ABOUT 5000 TEAMS. AND GUESS WHAT? ROUND ROCK HIGH SCHOOL MARINE CORP JUNIOR ROTC STUDENTS TOOK FIRST PLACE AT THE STATE LEVEL AND PLAY SIXTH AT THE NATIONAL LEVEL.

WE HAVE AGAINST VERY TALENTED ALSO NOT JUST IN ATHLETICS BUT ALSO WHEN IT COMES TO I.T AND CYBERSECURITY, I GUESS.

WESTWOOD HIGH SCHOOL, AIR FORCE JUNIOR ROTC STUDENTS PLAY SIX AT THE STATE LEVEL.

SO WE DID HAVE TWO WHO PLACED AT THE TOP TEN AT THE STATE LEVEL.

AND WE HAVE OBVIOUSLY ROUND ROCK HIGH SCHOOL PLACED SIXTH IN THE NATION.

SO AGAIN, CONGRATULATIONS AND WE'RE SUPER PROUD OF OUR STUDENTS AND OBVIOUSLY THEIR SPONSORS, THEIR PARENTS FOR REALLY WORKING HARD TO MAKE SURE THAT THEY'RE GETTING ALL THE RESOURCES THEY NEED.

ONE MORE TIME. I KNOW WE ACKNOWLEDGE OUR STAFF AND OUR COMMUNITIES AND SOME OF OUR PARTNERS EARLIER, BUT AGAIN, I WANT TO JUST HIGHLIGHT ALSO THE [INAUDIBLE] FOUNDATION, HELP AUSTIN AND THEN EVERYONE ELSE REALLY WHO REALLY DID AN AMAZING JOB AGAINST SPONSORING AND TAKING CARE OF OUR MOST NEEDY STUDENTS WHO WERE WITHOUT POWER, SOME OF THEM FOR OVER A WEEK.

SO AND SO AGAIN, THANK YOU SO MUCH TO THE PI FOUNDATION AND TO THE WHOLE AUSTIN AND ALL OUR STAFF AND PARENTS AND COMMUNITY AND VOLUNTEER.

WE HAD ALSO SOME PTA WHO ALSO PARENTS WHO WERE THERE.

AND SO AGAIN, THANK YOU TO ALL OF YOU.

YOU'RE MAKING OUR ALL OF US VERY PROUD.

THANK YOU. DO I HAVE ANY OTHER ANNOUNCEMENTS FROM TRUSTEES? I HAVE THREE.

ALL RIGHT. OKAY.

THE FIRST ONE I WANTED TO SAY HAPPY BLACK HISTORY MONTH.

I WAS ABLE TO VISIT AN AFRICAN AMERICAN STUDIES CLASS AT CANYON VISTA, AND IT WAS AMAZING.

AND THE DISTRICT RELEASED THIS REALLY BEAUTIFUL VIDEO.

YOU KNOW, BLACK HISTORY IS US HISTORY.

AND SO I JUST WANT TO SAY THANK YOU TO ROUND ROCK ISD FOR HONORING THAT.

IT WAS A BEAUTIFULLY DIVERSE GROUP OF STUDENTS IN THAT CLASS, AND THEY WERE SO KNOWLEDGEABLE AND SO BRILLIANT, AND I LOVED IT.

I WANTED TO SAY CONGRATULATIONS TO MARIAN WRIGHT, WHO IS THE PRESIDENT OF THE FOUNDATION.

[02:20:03]

AND I KNOW THAT DR. AZAIEZ AND SECRETARY WEIR GOT TO ATTEND AND SUPPORT HER, BUT SHE'S REALLY PHENOMENAL AND DOES SO MUCH FOR OUR DISTRICT.

AND SO I WANTED TO SAY CONGRATULATIONS ON THAT NOMINATION.

AND THE THIRD THING IS A REALLY INTERESTING STUDENT ACHIEVEMENT.

SO WE HAVE AN EIGHTH GRADE STUDENT THAT HAS ADVOCATED TO GET A BILL FILED, AND IT WAS FILED ON VALENTINE'S DAY, HB 2287, FILED BY REPRESENTATIVE [INAUDIBLE] BECAUSE HE'S ADVOCATING FOR A NON-VOTING STUDENT TRUSTEE POSITION.

AND I THINK THAT'S PHENOMENAL.

I DON'T KNOW WHAT I WAS DOING IN EIGHTH GRADE, BUT I WASN'T AUTHORING BILLS, THAT'S FOR SURE.

AND SO I'M SO VERY IMPRESSED.

HIS NAME IS IAN, AND I THINK THAT IT WOULD ACTUALLY BE SUPER AMAZING TO HAVE MORE STUDENT ADVOCACY IN TERMS OF THE DECISIONS WE MAKE ABOUT STUDENTS ON THE BOARD. SO CONGRATULATIONS TO HIM AND I WILL BE FOLLOWING THIS AND I HOPE THAT WE FOLLOW THIS THROUGH THE 88TH LEGISLATIVE SESSION.

ALL RIGHT. THAT CONCLUDES ANY OF OUR ANNOUNCEMENTS IN CALENDAR RSVP, SO WE WILL GO INTO CLOSED SESSION.

[K. CLOSED SESSION]

THE BOARD WILL REVIEW, DELIBERATE AND DISCUSS THE SAFETY AND SECURITY REPORT REGARDING INTRUDER DETECTION AUDIT FINDINGS PURSUANT TO TEXAS GOVERNMENT CODE SECTIONS 551.071551.074 AND 551.0821 AND IS REQUESTED BY TRUSTEE BONE.

THE BOARD WILL DISCUSS THE RATING REVIEW AND THE DISTRICT'S RESPONSE PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.071 AND 551.074. THE BOARD WILL CONSULT WITH ITS ATTORNEYS TO DISCUSS THE DUTIES, ROLES AND RESPONSIBILITIES OF A PUBLIC OFFICER OR EMPLOYEE.

IT IS 907.

WE ARE IN CLOSED SESSION.

WE WILL HAVE CLOSED IN THIS ROOM.

SO WE'LL ASK YOU TO PLEASE TAKE YOUR BELONGINGS WITH YOU.

AND WE WERE IN A MEETING FOR 2 HOURS AND 14 MINUTES.

IT IS 9:25.

WE ARE OUT OF CLOSED SESSION.

[L. CALL BACK TO ORDER/EXECUTIVE SESSION MOTIONS]

SECOND I HAVE A MOTION.

AND SECOND, ANY COMMENTS? SEEING NONE. ALL IN FAVOR.

RAISE YOUR HAND. I'LL OPPOSE.

SEEING NONE. MOTION CARRIES FOUR ZERO.

DO I HAVE ANY OTHER MOTIONS COMING OUT OF CLOSED? SEE NONE.

THERE IS NOTHING ELSE ON THE AGENDA.

IT IS 9:26 AND WE ARE ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.