[00:00:03]
>> GOOD EVENING, IT IS 5:30 ON THURSDAY,
[B. CALL TO ORDER]
MARCH THE 23RD 2023.I HEREBY CALL THIS MEETING OF THE ROUND ROCK INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES REGULAR BOARD MEETING TO ORDER.
IN ATTENDANCE TONIGHT IS TRUSTEES ZARATE, MARKUM, WESTON, LANDRUM, HARRISON, WEIR, AND BONE I CAN SEE YOU DOWN THERE.
WE'RE ALL HERE SO PLEASE STAND FOR THE PLEDGE.
DO WE HAVE A PLEDGE LEADER? AWESOME. GREAT.
>> TONIGHT'S PLEDGE LEADER IS KATE GARZA.
KATE IS A SENIOR AT ROUND ROCK HIGH SCHOOL AND IS ALSO A MEMBER OF THE MARINE CORPS JUNIOR ROTC.
THE TEAM IS ALSO BEING RECOGNIZED TONIGHT FOR WINNING THE STATE CHAMPIONSHIP TITLE IN THE CYBERPATRIOT COMPETITION.
>> AGENTS TO THE TEXAS ONE STATE UNDER GOD ONE, AND INDIVISIBLE.
I HAVE ONE ADJUSTMENT TO OUR ORDER FOR TONIGHT ADMINISTRATION.
I WOULD LIKE TO PULL AGENDA ITEMS H4 AND H6.
IN PULLING H4, IT DIRECTLY IMPACTS H6 FOR SOME ADDITIONAL REVIEW AND I'M GOING TO LET DR.
AZAIEZ MAKE A QUICK STATEMENT ON THAT RULE ABOUT THOSE TWO ITEMS.
>> GOOD EVENING, EVERYONE. THANK YOU FOR ALLOWING ME TO.
YES, WE APOLOGIZE FOR THE LAST-MINUTE CHANGE, BUT WE ARE PULLING ITEM NUMBER H4 AND H6.
SIMPLY H6 IS CONNECTED TO H4 LIKE OUR PRESIDENT SAID AND THE REASON FOR DOING IT, AS YOU KNOW, WE HAVE ONLY TWO DAYS OF INSTRUCTION AND WE MISSED FOUR DAYS OF INSTRUCTION.
WE ARE TRYING TO MAKE ADJUSTMENTS TO MAKE SURE THAT WE ARE REGAINING THOSE MINUTES BUT AFTER TALKING WITH DA AND TALKING WITH SOME OF OUR SUPERINTENDENTS HERE, IT APPEARS THAT DA HAS BEEN APPROVED ON THIS WAIVER, SO WE MAY NOT NEED THIS CHANGE AFTER ALL.
WE WILL BE SUBMITTING THE WAIVERS TO DA PENDING YOUR APPROVAL TONIGHT FOR THE TWO DAYS TOMORROW, AND WE'LL HELP THEM ALREADY TO GET SOME ANSWERS AS EARLY AS NEXT WEEK.
AGAIN, I APOLOGIZE FOR THE LAST CHANGE, BUT THAT'S REALLY WHAT WE TRYING TO DO.
WE DON'T NEED TO DO THAT AFTER ALL.
>> WE MAY NOT DO IT AT ALL OR EVEN?
>> WONDERFUL. THIS TAKES US TO RECOGNITION OF STAFF AND STUDENTS,
[D. RECOGNITION OF STUDENTS AND STAFF]
AND I WILL TURN IT OVER TO MARITZA.>> GOOD EVENING, PRESIDENT LANDRUM, TRUSTEES, AND DR. AZAIEZ.
IT'S THAT TIME OF THE EVENING WHERE WE SHOWCASE SOME OF OUR OUTSTANDING STUDENTS AND STAFF AND TELL YOU SOME INFORMATION ABOUT THEIR OUTSTANDING ACCOMPLISHMENTS.
COULD I PLEASE GET THE TRUSTEES AND DOCTOR AS I USED FOR THE FRONT OF THE DAIS? GET THE RECOGNITION PRESENTATION, PLEASE.
THANK YOU. JUMPED A LITTLE BIT AHEAD.
FOR OUR FIRST RECOGNITION, WE'D LIKE TO HIGHLIGHT THE 63 ROUND ROCK ISC STUDENTS WHO QUALIFIED FOR THE ALL-STATE MUSIC ENSEMBLES.
THESE STUDENTS FROM ALL FIVE OF OUR COMPREHENSIVE HIGH SCHOOLS REACHED THE HIGHEST LEVEL A HIGH SCHOOL MUSICIAN CAN ACHIEVE BY EARNING A PLACE IN THE TEXAS MUSIC EDUCATORS ASSOCIATION ALLSTATE BAND, ORCHESTRA, OR CHOIR.
EACH FALL OVER 70,000 HIGH SCHOOL MUSICIANS ACROSS THE STATE AUDITION FOR THEIR TMEA REGION GROUPS AND THEN GO TO COMPETE AT THEIR TMEA AREA COMPETITION.
FROM THERE, ONLY THE HIGHEST-RANKING STUDENT MUSICIANS QUALIFY TO PERFORM IN ONE OF 18 ALL-STATE ENSEMBLES.
THE 63 ROUND ROCK ISD STUDENT MUSICIANS WHO QUALIFIED ALSO PERFORMED AT THE ANNUAL TMEA CONVENTION IN SAN ANTONIO LAST MONTH.
FOR PHOTOS, WE'RE GOING TO GO AHEAD AND CALL CAMPUSES UP ONE AT A TIME.
FOR OUR FIRST CAMPUS, WE'LL SEE CEDAR RIDGE HIGH SCHOOL BAND DIRECTOR DANIEL MUSACCHIO, ASSISTANT DIRECTOR GREGORY HORNER, ARMENIA VELAZQUEZ, RICK RODRIGUEZ, ORCHESTRA DIRECTOR CAITLIN RITTER, CHOIR DIRECTOR KARA KUPECKI, AND STUDENTS FROM THE RAIDER BAND, ORCHESTRA OR CHOIR.
PLEASE COME TO THE FRONT TO BE RECOGNIZED.
[APPLAUSE] PRINCIPAL JONATHAN SMITH AND DIRECTOR OF FINE ARTS MUSIC JAEGER LLOYD, PLEASE COME TO THE FRONT AS WELL FOR A PHOTO. [BACKGROUND]
>> GO DOWN ONE STEP. [BACKGROUND]
[00:05:27]
>> [APPLAUSE] CONGRATULATIONS. NEXT WE HAVE MCNEIL HIGH SCHOOL.
WELL, MCNEIL HIGH SCHOOL BAND DIRECTOR JASON DIMICELI, ASSOCIATE BAND DIRECTOR BRITTANY GRAHAM, ORCHESTRA DIRECTOR JASON CASWELL, CHOIR DIRECTOR WENDY BULLWINKLE AND ASSISTANT CHOIR DIRECTOR, BETH WILLIAMS, AND STUDENTS FROM THE MAVERICK BAND, ORCHESTRA AND CHOIR PLEASE COME TO THE FRONT TO BE RECOGNIZED.
[APPLAUSE] PRINCIPAL DR. MACK EAGLETON PLEASE JOIN US IN THE FRONT AS WELL.
[APPLAUSE] [BACKGROUND] CONGRATULATIONS. [APPLAUSE]
>> NOW WE WANT TO HONOR ROUND ROCK HIGH SCHOOL.
BAND DIRECTOR DAVID MOBLEY, ASSOCIATE BAND DIRECTOR STEVE ROTOR, ASSISTANCE DIRECTORS ISABELLE, GADANA AND KATHY BENFORD, AND ORCHESTRA DIRECTORS, AARON KEITH, CALEB CARTER, AND CHOIR DIRECTORS JAMESON MCCAFFREY, AND ANARA RACHITTA AND STUDENTS FROM THE DRAGON BAND, ORCHESTRA, AND CHOIR, PLEASE COME TO THE FRONT AND BE RECOGNIZED.
PRINCIPLE MCGRATH, PLEASE JOIN US IN THE FRONT ROW PHOTO AS WELL.
[APPLAUSE] NEXT UP WE HAVE STONY POINT HIGH SCHOOL.
WILL STONY POINT BAND DIRECTOR JOSHUA MUNOZ, ASSISTANT BAND DIRECTOR CHRISTOPHER SANCHEZ, ORCHESTRA DIRECTOR ALLISON SOZANSKY, CHOIR DIRECTOR RANDY PRESTON, AND STUDENTS FROM THE TIGER BAND, ORCHESTRA AND CHOIR, PLEASE COME TO THE FRONT TO BE RECOGNIZED.
PRINCIPAL ANTHONY WATSON PLEASE COME TO THE FRONT AND JOIN US AS WELL.
[APPLAUSE] LASTLY, WE HAVE WESTWOOD HIGH SCHOOL.
WILL BAND DIRECTOR THOMAS TERPENE, ORCHESTRA DIRECTOR JOSHUA THOMPSON,
[00:10:02]
ASSOCIATE DIRECTOR JUSTIN ANDERSON, CHOIR DIRECTOR ANDRE CLARK, AND STUDENTS FROM THE WARRIOR BAND, ORCHESTRA AND CHOIR.PLEASE COME UP TO THE FRONT TO BE RECOGNIZED.
[APPLAUSE] PRINCIPLE AARON CAMPBELL, PLEASE JOIN US AT THE FRONT AS WELL.
[APPLAUSE] CONGRATULATIONS. [APPLAUSE] FOR OUR NEXT RECOGNITION, WE GO FROM MUSIC TO CYBERSECURITY AND RECOGNIZE ROUND ROCK HIGH SCHOOL'S, MARINE CORPS JUNIOR ROTC, WHO TOOK HOME THE CHAMPIONSHIP TITLE AT THE STATE-LEVEL IN PLACE SIX IN THE NATION AT THE CYBER PATRIOT COMPETITION.
THE CYBER PATRIOT COMPETITION BROUGHT TOGETHER 5,000 TEAMS FROM ACROSS THE NATION TO COMPETE AGAINST ONE ANOTHER.
DURING THE COMPETITION, TEAMS PERFORMED HANDS-ON SIMULATIONS TO TRY AND IDENTIFY AND FIX CYBERSECURITY VULNERABILITIES, AND PROMOTE CYBER EDUCATION.
AFTER COMPETING IN A QUALIFYING ROUND EARLIER THIS YEAR, THE TEAMS MOVED ONTO THE STATE NATIONAL ROUNDS AND WERE PLACED IN COMPETITION TIERS.
IN THIS YEAR ROUND ROCK HIGH SCHOOL IS PLACED IN THE GOLD TIER FOR THE MCJROTC CATEGORY.
WILL MAJOR JACKIE SHILLER, MASTER GUNNERY SERGEANT THOMSON ORMETHOR JR, AND THE TEAM, PLEASE COME TO THE FRONT TO BE RECOGNIZED ALONG WITH PRINCIPAL MCGRATH.
[APPLAUSE] THAT BRINGS US TO OUR FINAL RECOGNITION OF THE NIGHT OR STAFF RECOGNITIONS.
OUR STAFF RECOGNITION FOR THE EVENING COMES FROM CD FULKES MIDDLE SCHOOL FOR EARNING A LEVEL THREE CERTIFICATION IN THE MARZANO HIGH RELIABILITY SCHOOLS PROGRAM.
LEVEL THREE CERTIFICATION MEANS CD FULKES HAS CREATED A GUARANTEED AND VIABLE CURRICULUM THAT IS TAUGHT BY ALL TEACHERS.
THE HIGHER LIABILITY SCHOOL PROGRAM WAS CREATED BY THE MARZANO RESOURCES TO HELP TRANSFORM SCHOOLS INTO ORGANIZATIONS THAT TAKE PROACTIVE STEPS TO ENSURE STUDENT SUCCESS.
THIS FRAMEWORK BASED ON 50 YEARS OF EDUCATIONAL RESEARCH, DEFINES BY PROGRESSIVE LEVELS OF PERFORMANCE.
THE SCHOOLS MUST MASTER TO BE A HIGH RELIABILITY SCHOOL.
WILL PRINCIPAL KATHY CATHERINE AND HER TEAM, PLEASE COME TO THE FRONT TO BE RECOGNIZED.
>> THAT CONCLUDES OUR RECOGNITIONS.
DR. AZIZ AND TRUSTEES, YOU MAY RETURN TO YOUR SEATS.
NEXT WE HAVE OUR VIDEO HIGHLIGHT AND TONIGHT'S HIGHLIGHT IS OUR SPIRIT EXCHANGE PROGRAM, WHICH IS NEW TO ROUND ROCK ISD THIS YEAR AND IS UTILIZED BY OUR HUMAN RESOURCES DEPARTMENT TO SUPPORT TEACHING AND LEARNING BY BRINGING TEACHERS FROM ACROSS THE GLOBE INTO OUR CLASSROOMS. [MUSIC]
>> SPIRIT EXCHANGE IS A PROGRAM THAT WE WORK WITH THAT WE'RE ABLE TO RECRUIT INTERNATIONAL TEACHERS.
>> [FOREIGN] IT'S TOTALLY DIFFERENT FROM COLUMBIA.
ALSO, BEING HERE, AT THE BEGINNING,
[00:15:05]
I WAS OVERWHELMING BECAUSE EDUCATION SYSTEM IS REALLY DIFFERENT.YES, I KNOW HOW TO MAYBE MANAGE BEHAVIOR, BUT EVEN TEACHING HOW TO READ IS DIFFERENT, EVERYTHING IS DIFFERENT.
>> HE'S BEEN A GREAT ADDITION TO OUR STAFF.
HE HAS SHARED WITH US HIS CULTURE.
HE HAS SHARED WITH US HIS EXPERIENCES.
HIS ABILITY AND UNDERSTANDING OF HOW TO TEACH A YOUNG CHILD TO READ IN SPANISH IS ABSOLUTELY VITAL.
HIS ABILITY TO COMMUNICATE WITH OUR SPANISH-SPEAKING COMMUNITY IS ANOTHER ESSENTIAL PIECE.
I AM LEARNING TOO AS WELL BECAUSE WE ALL ARE FROM DIFFERENT PARTS OF LATIN AMERICA, WHICH IS REALLY AMAZING BECAUSE WE DON'T SHARE ONLY EXPERIENCES BUT ALSO CULTURE, WHICH IS REALLY IMPORTANT.
>> [FOREIGN] I LOVE IT. IT WAS A REALLY BIG CHANGE AT THE BEGINNING, BEING HONEST.
BUT LIKE KAMI HERE, I'M GAINING A LOT OF EXPERIENCE, I'M LEARNING A LOT.
ALL THE PEOPLE FROM THE DISTRICT AND THE SCHOOL ARE AMAZING.
OUR EDUCATIONAL SYSTEM IS WAY DIFFERENT IN COLOMBIA.
COMING HERE, YOU HAVE TO LEARN EVERYTHING FROM SCRATCH. THAT WAS HARD.
BUT, AS I'M SAYING, EVERYONE IS WILLING TO HELP YOU.
WHAT DO YOU NEED? WHAT CAN WE DO TO HELP YOU LEARN AND IMPROVE? [FOREIGN].
>> ONE OF THE THINGS THAT WE'VE GAINED THE MOST IS THAT CULTURAL COMPONENT AND BRINGING THAT TO THE CAMPUSES.
WE DO THESE CULTURAL EXCHANGES WHERE THEY MEET WITH MY KIDS BACK IN COLOMBIA LIKE VIDEO CALLS.
THEY LEARN FROM EACH OTHER AND I LOVE THAT. I TOTALLY LOVE THAT.
>> I WANT TO BRING THE BEST OF THE TEACHING EXPERIENCES, TEACHING FACTS FROM COLUMBIA.
WHEN I GET BACK TO COLOMBIA, I WOULD LIKE TO TAKE CARE OF ANYTHING FROM AMERICA TO COLOMBIA.
>> WE'RE REALLY HOPING TO EXPAND ON OUR PROGRAM.
WE'VE ALREADY HIRED OR OFFERED ONE LETTER OF INTENT TO ANOTHER SPIRIT EXCHANGE TEACHER THAT WE'RE REALLY EXCITED ABOUT.
WE'RE HOPING TO EXPAND THAT TO AT LEAST 5, 10 MORE SPIRIT EXCHANGE TEACHERS BECAUSE WE DO SEE THE BENEFIT OF THE PROGRAM.
I WOULD LOVE TO BE ABLE TO BRING ANOTHER TEACHER TO OUR CAMPUS.
>> [FOREIGN] THIS IS THE FIRST TIME THEY DO THAT.
I AM FEELING VERY PROUD OF THAT, TO BE ONE OF THE FIRST TEACHERS.
IT'S PRETTY INTERESTING WHAT ROUND ROCK ISD IS DOING NOW FOR THE COMMON TEACHER, THE INTERNATIONAL TEACHERS.
>> I ACTUALLY HAVE A LOT OF FRIENDS AND I'M HEY, COME HERE. TOTALLY DO IT.
YOU SHOULD DO THIS ONE IN A LIFETIME, AT LEAST ONCE YOU HAVE TO EXPERIENCE THIS IN ORDER TO IMPROVE YOUR CAREER AND PERSONALLY YOU GROW A LOT TOO.
I WILL TOTALLY INVITE HER TO DO THINGS AND I AM DOING IT.
I'M BRINGING A LOT OF FRIENDS. [MUSIC]
>> [APPLAUSE] THANK YOU SO MUCH FOR SHARING THAT WITH US, DR. AZIZ AND STAFF.
THAT'S JUST AN AMAZING PROGRAM THAT WE OFFER.
[E. PUBLIC COMMENTS]
I'M GOING TO READ ARE OUR BEGINNING SPEECH AT EACH BOARD MEETING, THE BOARD WILL SET ASIDE TIME TO AFFORD THE GENERAL PUBLIC AN OPPORTUNITY TO SPEAK ON ITEMS ON THE AGENDA.WE ASK THAT CONCERNS OR COMPLAINTS REGARDING SPECIFIC INDIVIDUALS NOT BE RAISED IN THIS PUBLIC FORUM.
SPECIFIC CONCERNS ABOUT EMPLOYEES OR FORMER EMPLOYEES SHOULD BE CONSIDERED SEPARATELY ACCORDING TO APPLICABLE BOARD POLICIES.
THE BOARD REQUESTS THAT COMMENTS, WHETHER POSITIVE OR NEGATIVE, BE COURTEOUS AND RESPECTFUL.
I WOULD LIKE TO REMIND THE AUDIENCE AND THE VIEWERS THAT THE COMMENTS OF THE SPEAKERS REFLECT THEIR OWN POSITIONS OR OPINIONS.
AS A REMINDER, THE BOARD ADOPTED AN ANTI-HATE RESOLUTION ON JANUARY 20TH, 2022, WHERE THE BOARD REAFFIRMED ITS COMMITMENT TO THE WELL-BEING AND SAFETY OF ALL PEOPLE, REGARDLESS OF RACE, COLOR, NATIONAL ORIGIN, RELIGION, SEX, GENDER IDENTITY, GENDER EXPRESSION, SEXUAL ORIENTATION, DISABILITY, AGE OR POLITICAL BELIEFS, AND STANDS AGAINST 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 PART TEXAS PENAL CODE 38.13, 42.01, 42.02, AND 42.05, AND TEXAS EDUCATION CODE 37.105.
NO AUDIENCE MEMBER OR SPEAKER WILL BE PERMITTED TO ENGAGE IN ANY CONDUCT THAT IS DISRUPTIVE OR THREATENING TOWARD ANY SPEAKER OR OTHER PERSON OR TO VIOLATE THE PRIVACY RIGHTS OF ANOTHER PERSON.
THE BOARD SHALL NOT TOLERATE DISRUPTION OF THE MEETING BY MEMBERS OF THE AUDIENCE.
IF AFTER AT LEAST ONE MORE INDIVIDUAL WARNING FROM THE PRESIDING OFFICER,
[00:20:04]
ANY INDIVIDUAL WHO CONTINUES TO DISRUPT THE MEETING BY HIS OR HER WORD 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 DOES NOT INDICATE AGREEMENT OR APPROVAL OF THE COMMENTS.
EACH SPEAKER WILL BE GIVEN TWO MINUTES TO ADDRESS THE BOARD.
TRUSTEE HARRISON WILL BE THE DESIGNATED TIMEKEEPER.
WE WILL BEGIN WITH CAMDEN BEZEL, A STUDENT SPEAKING ON AGENDA ITEM E1, WHICH IS PUBLIC COMMENT, BUT I'M SURE THERE'S SOMETHING ELSE THAT YOU'RE SPEAKING ON.
I'M A JUNIOR AT ROUND ROCK HIGH SCHOOL.
I STARTED IN SLC AND AT FIRM BLUFF ELEMENTARY IN KINDERGARTEN.
I MET SOME OF MY FAVORITE TEACHERS AND FRIENDS THERE LIKE MS. TANYA, MS. DENISE, AND EMMA.
FIRM BLUFF IS A SPECIAL PLACE AND A FUN PLACE TO LEARN AND A LOT OF GREAT MEMORIES THERE.
I GOT TO STAY THERE UNTIL FIFTH GRADE.
WHEN I WENT TO MIDDLE SCHOOL, I DID NOT GET THE SAME MIDDLE-SCHOOL AS MOST OF MY FRIENDS FROM FBE.
THEY WENT TO CHISHOLM TRAIL, I WENT TO WALSH AND IT WAS HARD TO GO TO A NEW SCHOOL AND NOT SEE MOST OF MY FRIENDS FROM FBE.
I KNOW I HAD KNOWN THEM FOR SO LONG.
I THINK SLC SHOULD STAY AT FIRM BLUFF TILL MS. TANYA RETIRES.
MAYBE IT CAN SLOWLY PHASE OUT SO THE STUDENTS WHO ARE ABOUT TO LEAVE ELEMENTARY WOULD NOT HAVE TO START OVER AND LEAVE THE PEOPLE THEY KNOW.
[APPLAUSE] NEXT IS JACKIE STEWART, A STUDENT.
I'M A FIFTH GRADER AT CACTUS FINCH ELEMENTARY.
I'M WATCHING STATE-LEVEL LEGISLATION THAT WILL IMPACT MY SCHOOL.
VOUCHERS TAKE MONEY AWAY FROM MY PUBLIC SCHOOLS.
PRIVATE SCHOOLS DO NOT HAVE TO TAKE KIDS LIKE MY BROTHER WHO IS DYSLEXIC.
I WANT TO THANK AND SUPPORT THE TRUSTEES THAT SUPPORT ONLY FUNDING OF PUBLIC SCHOOLS.
THANK YOU FOR LISTENING AND REPRESENTING ME.
>> THANK YOU VERY MUCH. [LAUGHTER]
>> NEXT IS HEIDI GOLDMAN SPEAKING ON AGENDA ITEM F1 AND F2 AND YOU DO LIVE IN THE DISTRICT.
>> MY NAME IS HEIDI GOLDMAN AND I'M AN ORGANIZER OF THE ROUND ROCK DYSLEXIA GROUP ON FACEBOOK AND ALSO CO-CHAIR OF THE CPAC DYSLEXIA COMMITTEE.
MY OLDEST CHILD WHO IS DYSLEXIC IS TURNING 18 YEARS OLD TODAY.
I THANK YOU-ALL FOR ON OUR SPECIAL DAY THAT YOU'VE CHOSEN TO KEEP FOCUS AND PRIORITY ON DYSLEXIA SERVICES IN THIS DISTRICT.
BUT PLEASE FORGIVE ME BECAUSE I'M GOING TO HAVE TO SPEAK AND RUN TONIGHT.
BEFORE WE GET TO THE PRESENTATION ON DYSLEXIA, WE WILL FIRST SEE IN DETAIL ALL OF THE COMPONENTS OF THE SCIENCE OF READING THAT ARE BEING ADDED TO THE GENERAL EDUCATION LITERACY CURRICULUM TO MEET GOAL PROGRESS MEASURES FOR EARLY LITERACY.
WHILE DYSLEXIA INTERVENTION IS ALSO A SCIENCE OF READING PROGRAM,BLS, ESPERANZA, THE WILSON READING SYSTEM ARE ALL EXCELLENT AND SUCCESSFUL PROGRAMS THAT ARE NOT ONLY SYSTEMATICALLY INTRODUCING PHONICS, BUT ALSO ORTHOGRAPHIC AND MORPHOLOGIC STRUCTURES OF THE ENGLISH LANGUAGE, WHICH REALLY MEANS JUST SPELLING STRUCTURES AND LINGUISTICS AS WELL.
THEY PROGRESS FROM BEGINNING SKILLS TO MORE ADVANCED SKILLS OVER TIME.
ALL OF THESE PROGRAMS HAVE BEEN RESEARCHED AND EVIDENCE THAT THEY WORK.
WHEN THE CHILD MASTERS ALL CONCEPTS, LESSONS, AND STEPS OF THE CURRICULUM.
BUT THIS IS NOT HOW THINGS HAVE WORKED IN ROUND ROCK ISD.
LOOKING BACK THROUGH MY EMAILS, I FOUND THAT PARENTS FROM THE ROUND ROCK DYSLEXIA GROUP HAVE BEEN ASKING THAT THEIR CHILDREN NOT BE RECOMMENDED TO BE EXITED OUT OF INTERVENTION BEFORE LEARNING ALL OF THESE CONCEPTS IN 2017 IS WHAT WE'VE BEEN ASKING FOR THIS.
WHEN OUR KIDS RECEIVE THE EXCELLENT SERVICES FROM OUR DSPS OR DYSLEXIA SERVICE PROVIDERS.
THEY DO SHOW GREAT PROGRESS WHEN MEASURING THEIR READING SKILLS ON A STANDARDIZED TESTING TOOL.
BUT PROGRESS IS NOT A REASON TO EXIT CHILDREN FROM DYSLEXIA INSTRUCTION.
INSTEAD, THIS IS THE BEST REASON TO CONTINUE WITH THE PROGRAM THAT IS WORKING IN EFFECTIVE FOR STUDENT WITH A LIFELONG LEARNING DIFFERENCE.
JUST BECAUSE A CHILD BECOMES ON GRADE LEVEL FOR READING, MAYBE IN THIRD OR FIFTH GRADE DOES NOT MEAN THAT THIS WILL CONTINUE IF THEY DON'T LEARN ALL THE CONCEPTS IN THE PROGRAM.
IF THEY MISS OUT ON LARGE CHUNKS OF CURRICULUM, THIS WILL IMPACT THEM IN MIDDLE AND HIGH SCHOOL AS THEY DID FOR MY CHILD.
[00:25:01]
>> YOUR TIME IS UP. THANK YOU VERY MUCH.
NEXT IS SAFNA KAFFAR, A STUDENTS SPEAKING ON THE AGENDA ITEM H4, AND EVEN THOUGH WE PULLED THAT, YOU'RE STILL ON TOPIC AGENDA SPEAKER, SAFNA KAFFAR, NO LONGER HERE. THE REMAINING IN-PERSON SPEAKERS ARE OFF AGENDA.
FIRST IS RILEY BLATS SPEAKING OFF AGENDA AND YOU DO LIVE IN THE COMMUNITY.
THANKS FOR TAKING THE TIME TO LISTEN TO ME.
MY NAME IS RILEY BLATS AND I'M HERE TO ASK YOU TO KEEP THE STRUCTURE LEARNING CLASS AT FERN BLUFF ELEMENTARY.
I WAS A STUDENT THERE FOR SEVEN YEARS.
MS. TANYA WAS MY TEACHER AND HER CLASS, WAS ONE OF THE BEST TEENS THAT HAPPENED TO ME.
MOVING THIS CLASS TO ANOTHER CAMPUS IS NOT A GOOD IDEA.
IT HAS BEEN THERE FOR A LONG TIME AND IS DOING WELL.
THE STUDENTS IN THAT CLASS HAVE HAD A HARD TIME WITH CHANGE AND CHANGING RAPIDLY IS NOT WISE.
THE PARENTS AND STUDENTS FROM FERN BLUFF MOVED WITH ME WHEN I WAS TRANSITIONED TO CHISHOLM TRAIL IN ROUND ROCK HIGH SCHOOL.
HAVING FAMILIAR FACES AT SCHOOL HELPED A LOT.
WE KNOW WITH KIDS WITH AUTISM DO NOT LIKE CHANGE.
PLEASE KEEP THE STRUCTURE LEARNING CLASS AT FERN BLUFF ELEMENTARY SCHOOL AND KEEP MS. TANYA THERE SAFELY BECAUSE SHE'S ONE OF THE BEST SPECIAL EDUCATION TEACHER.
THANKS FOR TAKING TIME TO LISTEN TO ME.
>> THANK YOU SO MUCH FOR COMING TONIGHT.
[APPLAUSE] NEXT IS LESLIE WINTERS AND YOU ARE A COMMUNITY MEMBER.
>> HI, MY NAME IS LESLIE WINTERS, COMMUNITY MEMBER, SHACK COMMITTEE MEMBER, AND MOM OF A CHILD IN THE DISTRICT.
I WANTED TO SPEAK WITH YOU TONIGHT ABOUT THE PANORAMAS SOFTWARE THAT THIS ALL SEVEN WELL, FIVE GOT TWO NEW ONES, VOTED ON, UNANIMOUSLY TO ALLOW THE SUPERINTENDENT TO MAKE PURCHASES WITHOUT A VOTE.
BECAUSE OF THAT VOTE, WE NOW HAVE PANORAMA AND I JUST WANTED TO SAY, THERE ARE SO MANY QUESTIONS AND CONCERNS FROM PARENTS REGARDING SOCIAL, EMOTIONAL LEARNING, THE SOFTWARE, THE CURRICULUM, THE PRIVATE COMPANIES THAT OWN THESE, THIS CURRICULUM, SLM.
JUST KNOW THAT RIGHT NOW A CHILD'S MIND IS A HIGH COMMODITY AND IT'S THE DATA THAT'S BEING COLLECTED ON THESE KIDS, ON OUR KIDS IS MAKING A LOT OF PEOPLE A LOT OF MONEY AND WHAT WE'RE FINDING IS THESE SOCIAL EMOTIONAL LEARNING SURVEYS ARE CAUSING A CYCLE.
IT'S A NEVER-ENDING CYCLE BECAUSE THE DATA YOU GET BRING IN, WELL, WE NEED MORE PROGRAMS, WE NEED MORE OF THIS, WE NEED MORE OF THAT.
HUNDREDS AND HUNDREDS OF THOUSANDS OF DOLLARS LATER.
THE TEACHER STILL AREN'T GETTING PAID MORE.
THEY ARE STILL FRUSTRATED WITH ALL THE SURVEYS AND HAVING TO DO ALL THE THINGS.
NOW THAT WE HAVE THE SURVEYS, I HAVE SOME QUESTIONS.
WHERE IS THE DATA GOING? WHO OWNS IT? CAN IT BE SOLD? ALSO THE WEBSITE FOR PANORAMA CLEARLY STATES THAT QUICKLY FOLLOW UP OF THE INDIVIDUAL STUDENTS PLAN CAN TRIGGER INTERVENTIONS.
WHAT INTERVENTIONS AND WHAT WOULD TRIGGER THAT? WHAT BEHAVIORS, WHAT RESPONSES TO SURVEY.
>> THANK YOU VERY MUCH. OUR NEXT SPEAKER IS JEANNIE BURKE, COLTS AND YOU ARE A COMMUNITY MEMBER.
MEN FERN BLUFF, YOU-ALL DID SOME GREAT SPEAKING.
CONGRATULATIONS. I FEEL LIKE I SHOULD LET THEM SPEAK AND GO FERN BLUFF.
THAT'S SOME OF MY TIME. ALSO, I LOVE OUR DYSLEXIA TEACHERS. SHE'S WONDERFUL.
[00:30:02]
I THINK IT'S JUST THE REGULAR CLASSROOM TEACHERS THAT WOULD REALLY BENEFIT FROM UNDERSTANDING WHAT DYSLEXIA IS AND HOW TO ADAPT THEIR OWN CLASSROOM FOR TEACHING OUR STUDENTS WITH DYSLEXIA.ALSO WANTED TO SAY THAT OUR PUBLIC SCHOOLS ARE A TREASURER.
I HAD THE PERSONAL PRIVILEGE TO SHARE THIS WITH THE TEXAS SENATE COMMITTEE ON EDUCATION WEDNESDAY NIGHT WHEN THEY WERE HEARING TESTIMONY ON SCHOOL VOUCHERS.
I WAS PROUD TO SEE MANY OF OUR ROUND ROCK ISD PARENTS THERE AND SOME OF OUR TRUSTEES AT THE CAPITAL ADVOCATING FOR OUR TREASURED SCHOOLS AND OUR EMPLOYEES LIKE MY HUSBAND, I REALLY APPRECIATE THAT.
I WAS CONCERNED THAT MAYBE SOME OF OUR TRUSTEES WERE SEEN TO ADVOCATING FOR VOUCHERS, WHICH WOULD TAKE FUNDING AWAY FROM OUR PUBLIC SCHOOLS AND AWAY FROM MY FAMILY.
THAT'S AN EMPLOYEE. TO ME, THIS SEEMS LIKE AN ABANDONMENT OF THEIR TRUSTED DUTIES, WHICH WE GIVE THEM.
WHAT I DID LEARN ON THIS DAY YESTERDAY IS A VOUCHERS ARE SCHEME ORIGINALLY DEVELOPED AS A RESPONSE TO SEGREGATION.
DESEGREGATION OF SCHOOLS, IT WILL HARM OR BLACK BROWN AND SPECIAL EDUCATION CHILDREN.
WHAT OUR TRUSTEES ADVOCATE FOR THESE THIS IS IRRESPONSIBLE ABANDONMENT OF TRUSTED DUTIES TO OUR TEA MONITOR.
LAST MONTH, I SPOKE AT LENGTH ABOUT MY CONCERNS AND YOU WERE NOT HERE TODAY WE'LL SUMMARIZE THEM.
I'M ASKING YOU TO STOP MAKING EXCUSES, BARRIERS, MOVING THE GOALS AND LEAVE OUR DISTRICT.
WE ARE ENTERING THE 20TH MONTH OF A 12-MONTH MONITORING PERIOD.
PARENTS WANT LOCAL CONTROL AND NOT STATE BUREAUCRACY.
OUR DISTRICT MAY NOT BE PERFECT, BUT OUR PARENTS ARE INVOLVED.
>> THANK YOU. OUR NEXT SPEAKER IS TIMMY CONRAD AND YOU ARE A COMMUNITY MEMBER AND A TEACHER.
>> I'M REALLY TIRED TEACHER TONIGHT.
THANK YOU FOR BEING HERE TONIGHT.
SHE JUST SAID A LOT OF WHAT I WANTED TO SAY.
I WANTED TO TALK ABOUT THE ACTIONS THAT ARE GOING DOWN AT THE CAPITAL RIGHT NOW, AND PARTICULARLY ABOUT VOUCHERS.
I SPENT MY FIRST DAY OF SPRING BREAK AT THE CAPITAL FOR LOBBYING WITH TEXAS FT, I'M AN EDUCATION ROUND ROCK MEMBER AND EXECUTIVE BOARD MEMBER AND WE WERE THERE TO LET OUR LEGISLATORS KNOW THAT WE DO NOT APPRECIATE VOUCHERS AND WE WANT MORE FUNDING FOR PUBLIC EDUCATION AND MANY OTHER THINGS.
I TOO AM PLEASED TO SEE MANY OF OUR BOARD MEMBERS HAVE BEEN OUT SUPPORTING.
THE DISTRICTS LEGISLATIVE PRIORITIES AND SPEAKING AGAINST THINGS LIKE VOUCHERS WHICH TAKE AWAY MONEY FROM PUBLIC EDUCATION AND ITS STATE FUNDING THAT WOULD GO TO PRIVATE SCHOOLS.
I SPENT THAT DAY, THE FIRST DAY OF SPRING BREAK WITH ONE OF OUR EIGHTH GRADE STUDENTS WHO WAS THERE ADVOCATING AT THE CAPITAL THAT WAS REALLY COOL.
I'VE SEEN OUR BOARD MEMBERS ON LINE.
I'VE SEEN BOARD MEMBERS TESTIFYING, PARTICIPATING IN LOBBY DAYS AS SUPPORT PEOPLE.
BUT I TOO HAVE SEEN THAT THERE ARE SOME BOARD MEMBERS WHO ARE NOT OPPOSING VOUCHERS AND I FIND THAT RIDICULOUS.
WE SHOULD BE SUPPORTING PUBLIC EDUCATION.
THAT'S YOUR JOB. I ALSO AGREE.
I QUESTION WHY THE TEA MONITOR IS STILL HERE.
I DON'T UNDERSTAND THAT AND I WOULD LIKE TO HAVE MORE INFORMATION ABOUT THAT BECAUSE THAT DOESN'T SEEM RIGHT. THANK YOU.
>> THANK YOU VERY MUCH. NEXT IS DENISE RAY AND YOU ARE A COMMUNITY MEMBER.
>> FERN BLUFF HAS ALWAYS BEEN A SPECIAL PLACE SINCE THE TIME MY GIRLS WERE IN KINDER.
DR. WILSON AND MS. MERCER SPENT YEARS BUILDING A CULTURE AND COMMUNITY THAT FOSTERED ACCEPTANCE AND INCLUSION.
THE LESSONS THAT MY KIDS LEARNED WITHIN THOSE WALLS WERE LESSONS I COULD NEVER TEACH.
THROUGH TANYA'S LEADERSHIP, THEY LEARNED THAT THOSE WHO ARE BORN WITH UNIQUE ABILITIES SHOULD BE VALUED, RESPECTED, AND TREATED NO DIFFERENTLY THAN THEIR NEUROTYPICAL PEERS.
THE DISTRICT HAS DECIDED TO RELOCATE FERN BLUFF'S SLC UNIT TO TWO SEPARATE CAMPUSES WITHOUT PROVIDING CLEAR COMMUNICATION, TRANSPARENCY, OR INPUT FROM MS. TANYA, A 21-YEAR VETERANS SPED TEACHER.
AS FRUSTRATING AS THAT MIGHT BE FOR HER ESPECIALLY GUT WRENCHING FOR THE FAMILIES AND CHILDREN INVOLVED, THE IMPACT ON THEM CAN'T BE MINIMIZED.
CHANGE IS SO DIFFICULT FOR MOST OF US, BUT FOR INDIVIDUALS WITH DISABILITIES OR AUTISM, IT CAN BE UNBEARABLE.
THIS BED COMMUNITY AT FERN BLUFF IS WELL-ESTABLISHED AND UNIQUE TO THE SCHOOL'S CULTURE.
BECAUSE SLC STUDENTS ARE INTEGRATED WITH GEN ED STUDENTS THROUGHOUT THE DAY, THEY BENEFIT FROM TYPICAL PEER MODELING AND LIKEWISE, OUR GEN ED STUDENTS EXPERIENCE BENEFITS OF LEARNING FROM THEIR NEURODIVERSE PEERS.
FAMILIES OF CHILDREN WITH SPECIAL NEEDS ENDURE UNENDING DAYS FILLED WITH STRESS AND ANXIETY.
[00:35:02]
HAVING THEIR CHILDREN AT A CAMPUS LIKE FERN BLUFF BEING TAUGHT BY SOMEONE LIKE MS. TANYA AND HER AMAZING STUFF IS LIKE WINNING THE LOTTERY IN LIFE.YOU JUST CAN'T PUT A PRICE ON IT.
OUR LIVES ARE FOREVER CHANGED BY TANYA AND HER SLC UNIT AT FERN BLUFF.
WE'VE LEARNED THAT EVERYONE REGARDLESS OF ABILITY DESERVES DIGNITY AND RESPECT AND TO EMBRACE ONE ANOTHER'S DIFFERENCES.
FERN BLUFF IS LIKE A BEAUTIFUL TAPESTRY WOVEN TOGETHER.
IT'S A PLACE FULL OF CHARM OR SOME FEELINGS ARE BIG AND OTHERS ARE SMALL, AND WHERE UNIQUE ABILITIES ARE CELEBRATED.
BECAUSE OF THOSE EXPERIENCES BEGINNING IN KINDERGARTEN, BECAUSE OF TANYA'S MODELING OF PURE LOVE FOR HER SPECIAL NEEDS CHILDREN, BECAUSE OF OUR AMAZING SLC FRIENDS, MY KIDS AND I ARE BETTER, MORE COMPASSIONATE AND INCLUSIVE HUMANS.
MOST IMPORTANTLY, WE HAVE TAKEN THESE EXPERIENCES TO BECOME SOME OF THE FIERCEST ADVOCATES FOR INDIVIDUALS WITH DISABILITIES.
PLEASE CONSIDER REVERSING YOUR DECISION TO MOVE SLC OFF OF FERN BLUFF. THANK YOU.
[APPLAUSE] NEXT IS DALE CARLSON, AND YOU ARE A COMMUNITY MEMBER SPEAKING OF AGENDA.
>> HELLO, EVERYONE. MY NAME IS DALE CARLSON, AND MY SON RECEIVED SPECIAL EDUCATION SERVICES THROUGH THE STRUCTURE LEARNING CLASSROOM AT FERN BLUFF ELEMENTARY.
TWO WEEKS AGO, WE WERE INFORMED OF THE SPECIAL EDUCATION ADMINISTRATION'S INTENTION TO DISSOLVE THE SLC PROGRAM AT FERN BLUFF AND RELOCATE THE STUDENTS TO TWO SEPARATE CAMPUSES.
THESE NEWS WAS A SHOCK TO OUR FAMILY TO SAY THE LEAST.
THE SLC INCLUSION MODEL EDUCATES SPECIAL EDUCATION STUDENTS IN THEIR GENERAL EDUCATION CLASSROOMS, WHERE THE STUDENTS MAKE FRIENDS, LEARN TO INTERACT WITH OTHER STUDENTS AND STAFF, AND ARE INCLUDED AS FULL MEMBERS OF THE CLASSROOM.
THE OVERALL VALUE OF THE INCLUSION THE SLC OFFERS AS FAR TOO MUCH TO GET INTO WITH LIMITED TIME TODAY, BUT IT'S NOT OVERSTATING ITS INCALCULABLE.
YOU'VE HEARD FROM SEVERAL OF THESE STUDENTS HERE THIS EVENING.
WE'VE LEARNED THAT NO TEACHERS OR ANY OTHER PROFESSIONALS WHO WORK WITH SPECIAL ED STUDENTS AND THE GROUND WERE CONSULTED IN THIS PROCESS NOR THE PARENTS.
IT WAS A LEAGUE OF ADMINISTRATION OFFICIALS AND A HANDFUL OF PRINCIPLES THAT LOOKED AT WHAT I ASSUME ARE NUMBERS ON A SPREADSHEET TO MAKE THIS DECISION.
IT'S OUR UNDERSTANDING THAT THE DRIVING FACTOR IN THIS DECISION IS THE POPULATION DENSITY OF THESE PROGRAMS AT CAMPUSES IN WHICH THEY'RE OFFERED.
STUDENTS WITH DISABILITIES RECEIVE SPECIAL PROTECTION UNDER THE LAW SIMILAR TO ANY OTHER PROTECTED CLASS.
WITH THIS FACT, I PROPOSED A THOUGHT EXPERIMENT.
IMAGINE HEARING THAT THE POPULATION OF STUDENTS FROM A SINGLE PROTECTED CLASS IS TO GRADE AT ONE SCHOOL.
YOU HAVE TOO MANY STUDENTS WHO ARE FROM A SINGLE RELIGION OR NATIONAL ORIGIN IN ONE CAMPUS VERSUS THE OTHER.
IMAGINE SITTING AROUND A TABLE DEVIN UP CAMPUSES THEY'LL TEND.
IF HEARING THAT MAKES YOU FEEL UNEASY, IT SHOULD, AND FOR GOOD REASON.
IT'S DISCRIMINATORY AND NO DECENT HUMAN BEING WOULD EVER DO THAT.
FOR SOME REASON THOUGH, THIS IS HOW STUDENTS WITH DISABILITIES AND SPECIAL EDUCATION STUDENTS ARE BEING TREATED.
JUST BECAUSE SOMETHING HAS ALWAYS BEEN DONE A CERTAIN WAY, IT DOESN'T MEAN THAT PRACTICE IS EXEMPLARY AND SHOULDN'T BE CHANGED.
I URGE ALL OF YOU, SO ON THIS BOARD TO YOU USE YOUR AUTHORITY TO BETTER UNDERSTAND THIS DECISION AND THE PROCESS BEHIND IT.
IF ULTIMATELY, WE ARE UNABLE TO EFFECT CHANGE NOW, PERHAPS BUILD BETTER INFRASTRUCTURE FOR THESE DECISIONS IN THE FUTURE.
THE MINIMUM GOAL BEING TO COME TO AN UNDERSTANDING THAT MAKING ONE SIDED DECISIONS ABOUT HOW TO SPLIT UP AN ARBITRARILY BALANCE STUDENTS WITH DISABILITIES AND SPECIAL EDUCATION AS A WHOLE, WITHOUT ENSURING ALL STAKEHOLDERS ARE PART OF THE PROCESS, IS ABOUT THE WORST DECISION YOU CAN MAKE.
NEXT IS LINDSAY LEDYARD, AND YOU ARE A COMMUNITY MEMBER.
I AM READING A STATEMENT FOR MY FRIEND MEREDITH CARLSON WHO CAN'T BE HERE TONIGHT.
MY FRIEND LINDSEY IS BEING MY VOICE TODAY BECAUSE I AM DOING WHAT MANY PARENTS OF KIDS WITH SPECIAL NEEDS WILL RECOGNIZE.
PICKING MY AUTISTIC SON UP FROM THERAPY TO PROVIDE STRUCTURE AND CONSISTENCY THAT MAKES HIM FEEL SAFE.
ANDY IS A FOURTH GRADER AT FERN BLUFF ELEMENTARY.
WE HAVE BEEN INFORMED THAT HIS STRUCTURED LEARNING CLASSROOM THAT PROVIDES HIM WITH ACCESS TO GENERAL EDUCATION INCLUSION IS BEING MOVED OFF OF OUR HOME CAMPUS.
THIS DECISION WAS MADE AT THE ADMINISTRATIVE LEVEL WITH NO INPUT FROM THE TEACHERS OR COMMUNITY.
WE HAVE LEARNED THAT THESE DECISIONS ARE ALWAYS MADE THIS WAY.
SPECIAL EDUCATION STUDENTS ARE PICKED UP AND MOVED LIKE PUZZLE PIECES, AGAIN, WITHOUT INPUT FROM TEACHERS, PARENTS, OR STUDENTS BECAUSE THAT IS WHAT IS CONVENIENT FOR THE DISTRICT SPECIAL EDUCATION ADMINISTRATION.
MANY STUDENTS, EVEN IN YOUNGER GRADES, HAVE ALREADY BEEN MOVED MULTIPLE TIMES TO MULTIPLE CAMPUSES.
YOU DON'T HAVE TO KNOW MUCH ABOUT AUTISM TO KNOW THAT THIS MODEL IS NOT IN THE BEST INTERESTS OF CHILDREN.
ALL CHILDREN DESERVE TO BE FULLY INCLUDED IN THEIR CAMPUS COMMUNITIES.
MOVING SPECIAL EDUCATION UNITS, THAT'S AN EXAMPLE FOR THE SPECIAL EDUCATION STUDENTS, GEN ED STUDENTS AND COMMUNITY THAT SPECIAL EDUCATION STUDENTS ARE AFTER THOUGHTS WHO CAN BE MOVED FROM CAMPUS TO CAMPUS, LIKE FURNITURE TO FIT THEIR ADMINISTRATIONS WHIMS. THIS DEPARTMENT CLAIMS TO PRIORITIZE TEACHER HIRING AND RETENTION, BUT BLATANTLY DISREGARDS THE EXPERTISE AND OPINIONS OF ITS SPECIAL EDUCATION TEACHERS AND PARAPROFESSIONAL STAFF.
TO KICK A VETERAN TEACHER WHO HAS RUN THE CROWN JEWEL OF SPECIAL EDUCATION PROGRAMS FOR OVER 20 YEARS OFF OF HER HOME CAMPUS WITH NO WARNING, IS INEXCUSABLE.
IT SENDS A MESSAGE TO TEACHERS AND TO THE COMMUNITY THAT THE SPECIAL EDUCATION DEPARTMENT ADMINISTRATION VALUES THEIR OWN OPINIONS, BUT NOT THE OPINIONS OR WORK OF THEIR TEACHERS.
WHEN ASKED AT THE RECENT CPAC MEETING ABOUT STAFF FOLLOWING CAMPUS MOVES,
[00:40:02]
SPECIAL EDUCATION DIRECTOR MARIA GONZALEZ, PASSED THE BACK REPLYING THAT BECOMES AN HR ISSUE.WE ARE ASKING DISTRICT ADMINISTRATION AND OUR ROUND ROCK NEIGHBORS TO PLEASE SUPPORT KEEPING STRUCTURED LEARNING CLASSROOMS AT FERN BLUFF ELEMENTARY AND WE ARE ASKING THE DISTRICT ADMINISTRATION TO PLEASE EXAMINE, RE-EVALUATING, AND IMPROVE THE WAY THAT THIS CAMPUS INCLUSION MATTERS.
>> YOUR TIME IS UP. THANK YOU VERY MUCH.
[APPLAUSE] ONE LAST CALL FOR SAFNA GAFAR.
>> I'M SORRY. PATTY, CAN YOU GO AND CHECK WITH HIM REAL QUICK? SORRY, I CAN'T TAKE COMMENTS FROM THE AUDIENCE WITHOUT SIGNING UP.
IF YOU CAN TALK WITH PATTY, THAT WOULD BE GREAT.
THANK YOU. SAFNA GAFAR IS NOT HERE.
WE'RE GOING TO GO ON TO OUR CALL IN SPEAKERS BOARD.
WE HAVE SEVEN SPEAKERS AND JUST FYI, I WAS NOTIFIED THAT A COUPLE OF PEOPLE WENT OVER THE TWO MINUTES.
YOU MAY HEAR SOMETHING ABRUPTLY END AND THAT'S WHY IS BECAUSE THEY WENT OVER THE TWO MINUTES IN THEIR RECORDED MESSAGE, SO WE'LL NOW GO TO OUR SEVEN CALLING SPEAKERS.
>> CATHERINE KAISER SPEAKING ON THE F1 AND GENERAL COMMENT.
FIRST, I WOULD LIKE TO MENTION THAT INCLEMENT WHETHER MAKEUP DAY BEING SCHEDULED ON EID AL-FITR, AND I HOPE THAT THE ADMINISTRATION DOES ENSURE THAT THAT WON'T HAPPEN NEXT YEAR.
I ALSO WANT TO MENTION EARLY LITERACY BECAUSE THAT IS BEING DISCUSSED IN THE GOAL PROCESS MEASURES.
I UNDERSTAND THE DISTRICT IS EXAMINING CURRICULUM THAT BETTER ALIGNS WITH THE SCIENCE OF READING AND I LOOK FORWARD TO THAT IMPLEMENTATION.
I ALSO LEARNED THAT THEY ARE VISITING SCHOOLS AROUND THE DISTRICT THAT ARE DOING REALLY WELL IN THIS AREA TO LEARN HOW TO REPLICATE THEIR PRACTICES.
WE ARE ABLE ALSO TO EXPAND PRE-K TO MORE SCHOOLS IN ORDER TO CLOSE THE GAPS EARLIER.
I'D ALSO LIKE TO REITERATE WHAT I TALKED ABOUT LAST TIME REGARDING THE SEPARATING OF THE POLICE DEPARTMENT FROM THE BEHAVIORAL HEALTH SERVICES DIVISION TO BETTER PROTECT AND SERVE OUR STUDENTS AND FAMILIES.
I REALIZE IT DOESN'T SOLVE EVERY PROBLEM RIGHT AWAY, BUT I THINK IT'S A GOOD FIRST STEP.
ALSO, I FEEL LIKE WE'RE MISSING OUT ON AN OPPORTUNITY BY NOT HAVING VIRTUAL LEARNING.
IT IS BECOME AT THIS POINT, A RECRUITMENT TOOL THAT WE COULD USE TO GET BACK THESE FAMILIES THAT WE HAVE LOST TO COVID, ELITE ATHLETICS, AND AS STUDENTS THAT DON'T QUALIFY FOR HOMEBOUND, ARE MEDICALLY FRAGILE BUT ARE BEST SERVED SOMEWHERE IN THE MIDDLE.
IT'S OBVIOUSLY WORKING WELL FOR HATO AS THEN SEEING ADVERTISEMENTS FOR THEIR PROGRAM AND WE'RE LOSING STUDENTS TO THEM.
FINALLY, I WANT TO DISCUSS SOME METHODS IS ENDING PROGRAMS IN THE DISTRICT.
I HAVE THIS EXPERIENCE WITH THE DUAL LANGUAGE PROGRAM A COUPLE OF YEARS AGO, AND IT WAS JUST THE LETTER SENT HOME OR SOMETIMES A SINGLE EMAIL AND IT'S REALLY NEEDS IMPROVEMENT.
EVEN MORE SO FOR KIDS WITH AUTISM HAVE RECEIVED SPECIAL ED SERVICES.
I WOULD LIKE TO SEE MORE TWO WAY COMMUNICATION OVERALL FROM THE DISTRICT AND PHASING OUT RATHER THAN ENDING ABRUPTLY. THANK YOU.
>> HELLO, MY NAME IS JACK CHILD AND I'M CALLING IN REGARDS TO ITEMS K2 AND K4 FOR THIS EVENING.
IN REGARDS TO K2, I'LL SIMPLY SAY THIS, MARY, YOU'RE OUT OF YOUR ELEMENT.
YOU'RE NOT A LAWYER, WE'VE SEEN THIS BEFORE IN YOUR EMAILS FROM DECEMBER 2021, IN WHICH YOU ATTEMPTED TO INTERPRET THE TEXAS PENAL CODE TO SEND DISTRICT POLICE AND COUNTY ATTORNEYS AFTER YOUR CRITICS AND THOSE HAVE TRUSTEE WESTON.
LEAVES LAW ENFORCEMENT TO THE LICENSED AND BONDED PROFESSIONALS.
IN REGARDS TO K4, TRUSTEE WESTON'S BEHAVIOR IS PARTICULARLY EGREGIOUS.
IN A GRIEVANCE HEARD ON 12TH JANUARY THIS YEAR, IT WAS ADMITTED INTO THE RECORD THAT TRUSTEE WESTON DIDN'T NOT, DESPITE TRAINING, MILITARY HIDDEN INFORMATION HANDLING HISTORY, AND PROFESSIONAL BACKGROUND, KEEP TRUE AND ACCURATE GOVERNMENT RECORDS AS SHE IS LEGALLY REQUIRED TO.
SHE ADMITTED TO DELETING A YEAR'S WORTH OF GOVERNMENT RECORDS FROM HER PHONE.
SHE HAS FAILED IN HER DUTY TO BE TRUE AND CORRECT AS A TEMPORARY CUSTODIAN OF DATA PER THE TEXAS GOVERNMENT CODE 552.351 AND 552.353.
[00:45:01]
IF IN FACT HER MOTIVE FOR DELETING THOSE MESSAGES WAS MALICIOUS AND GET THE CONTENT OF THE MESSAGES THAT WERE DELETED, IT IS HARD TO SEE HOW A REASONABLE PERSON COULD THINK OTHERWISE.>> HELLO, MY NAME IS TIFFANY CHAPMAN AND I'M THE PTA PRESIDENT OF CALLOSUM ELEMENTARY SCHOOL AND I HAVE A GENERAL COMMENT ABOUT THE DISTRICT'S DECISION TO CLOSE THE DUAL LANGUAGE PROGRAM AT CALLOSUM ELEMENTARY SCHOOL.
TWO WEEKS AGO, WHEN WE RECEIVE THE EMAIL ABOUT THIS PROGRAM BEING CANCELED FROM CALLOSUM, IT WAS COMPLETELY DEVASTATING TO THE ENTIRE COMMUNITY.
TEACHERS, PARENTS AND STUDENTS WERE ALL IN DISBELIEF AND VERY UPSET.
AS YOU CAN IMAGINE, EVERYONE HAD A MILLION QUESTIONS ABOUT WHY THIS DECISION WAS MADE.
SEVERAL DAYS AFTER THE LETTER HAD BEEN SENT, THERE WAS A PETITION STARTED AND OVER THE WEEK OF SPRING BREAK AND A FEW FIRST DAYS OF THIS WEEK, I COLLECTED UP TO 1,200 SIGNATURES.
AS YOU CAN SEE, THIS DECISION DID NOT ONLY JUST AFFECT THE PEOPLE AT CALLOSUM, BUT EVERYONE IN THE ENTIRE COMMUNITY WHO'S CONNECTED TO CALLOSUM OR HAS BEEN IN THE PAST.
THE DUAL LANGUAGE PROGRAM IS PART OF THE HEART AND SOUL OF CALLOSUM.
IT IS NOT JUST A PROGRAM, IT IS ROOTED SO MUCH AND THE ENTIRE CULTURE AND COMMUNITY THAT IS HERE AND THAT IS WHAT MAKES CALLOSUM SO UNIQUE AND SUCH A GREAT SCHOOL.
I DO KNOW THAT THE DUAL LANGUAGE PROGRAM IS ALSO SUCCESSFUL AT OTHER SCHOOLS THAT IT IS OFFERED AT RODERICK ISD, AND I BELIEVE THAT IS ALSO THE SHINING STAR PROGRAM FOR DISTRICT.
IT IS SUCH AN IMPORTANT PROGRAM THAT I BELIEVE THAT BENEFITS FAR OUTWEIGH THE COST OF REDUCING OR CUTTING THIS PROGRAM.
I UNDERSTAND CUTS ARE NEEDED TO BE MADE AND THINGS NEED TO BE REARRANGED IN ORDER TO MORE EFFICIENTLY USE OUR RESOURCES.
HOWEVER, THE DUAL LANGUAGE PROGRAM IS NOT ONE THAT SHOULD BE REDUCED OR CUT IN ANY SCHOOL IN THE DISTRICT, IF IT CAN BE HELPED.
FOR FUTURE BUDGET CONCERNS THAT AFFECT SUCH A LARGE PART OF THE COMMUNITY, I SUGGEST THAT WE WORK ON IT TOGETHER AS A COMMUNITY, AS A SCHOOL OF HUMANITY AS WE'RE WORKING TOGETHER TO SOLVE THESE PROBLEMS AND NOT JUST INFORMING ALL OF US ALL THE FUN OUT OF THE BLUE WITH AN EMAIL.
I DO BELIEVE THAT ROBERT ISD AS AMAZING SCHOOLS AND AMAZING PROGRAMS, WHICH IS WHY WE CHOOSE TO LIVE HERE AND WE CHOSE YOU THE BOARD MEMBERS, TO REPRESENT US BECAUSE WE BELIEVE THAT YOU KNOW WHAT IS BEST FOR THE COMMUNITY AND FOR THE STUDENTS AND FAMILIES WHO LIVE HERE.
HELP US FIGHT HARDER AT THE CAPITAL FOR CURRENT LEGISLATION THAT PROVIDES MORE SCHOOL FUNDING FOR THESE AWESOME PROGRAMS, SO THAT WE DON'T HAVE TO MAKE DECISIONS LIKE THIS ANYMORE. [INAUDIBLE]
>> MY NAME IS JEREMY STORY, I'M ADDRESSING K1 D4, G2 AND I2.
TONIGHT, THE BOARD IS CONSIDERING, AGAIN, MORE SENSORS OF EACH OTHER.
THE PUBLIC NEEDS TO KNOW THOUGH WHAT ACTUALLY IS GOING ON.
FOR EXAMPLE, IF MY RECENT GRIEVANCE, WHICH WAS FINALLY HELD IN JANUARY BECAUSE OF YET THIS BOARD CONTINUED SEVERAL MEMBERS OF THIS BOARD AND EVEN THE SUPERINTENDENT'S CONTINUED DESIRE TO ABUSE THE COMMUNITIES FREE SPEECH, YET CENSORING OTHER BOARD MEMBERS AS IF THEY ARE INNOCENT.
AT THAT GRIEVANCE IT WAS NOT COMPLETED.
WHY? BECAUSE SEVERAL OF THE BOARD MEMBERS COLLABORATED WITH CINDY HILL, ATTORNEY FOR THE DISTRICT, TO ACTUALLY TRY TO HIDE EVIDENCE SECRETLY FOR ME AND MY GRIEVANCE HEARING, GIVING EVIDENCE TO THE BOARD WHILE WITHHOLDING IT FROM MY POCKET.
WHEN THIS CAME OUT IN THE HEARING, THE HEARING WASN'T COMPLETED BECAUSE THE EVIDENCE HAD NOT BEEN PRESENTED TO ME, BUT YET HAD BEEN ATTEMPTED TO BE PRESENTED TO THE BOARD WITHOUT ME KNOWING.
THIS WAS ADMITTED TO BY CINDY HILL AND BY AMBER FELLER, AMBER [INAUDIBLE] THE DIRECTOR OF OUR BOARD, BUT YET THESE ARE THE SAME PEOPLE THAT CONSIDER CENTER TONIGHT.
THIS RESULTED IN THE RESIGNATION INDIRECTLY OF KARLA [INAUDIBLE], WHO IS JUST ONE OF A STRING OF NOW 14 PLUS TOP ADMINISTRATORS, JUST ABOUT EVERYBODY BUT SUPERINTENDENTS [INAUDIBLE], HAS RESIDED IN THE LAST YEAR-AND-A-HALF TO TWO YEARS.
THEY TOLD ME THE PIR ALL THIS INFORMATION SAYING WE CAN GET IT THROUGH THAT WAY, CLAIMING THAT WAS THE WAY IT NEEDS TO BE GOTTEN.
BUT NOW THE LEGAL DEPARTMENT IS TRYING TO DO EVERYTHING THEY CAN TO PREVENT ME FROM GETTING THE VERY VIDEOS THAT THEY KNOW EXACTLY WHERE THEY ARE, ACTING AS IF THEY DON'T REALLY KNOW WHAT THOSE VIDEOS ARE.
TONIGHT AS YOU DEBATE SENCORSHIP AND YOU UNLAWFULLY SEND MONEY THAT YOU'RE NOT VOTING ON TO INVESTIGATE ONE ANOTHER, CONSIDER FIRST THE ACTIONS THAT YOU'VE ALREADY TAKEN.
IN TEA, IT IS TIME TO DO SOMETHING ABOUT ALL OF THESE THINGS.
CAN SENSE YOUR ATTEMPTS, MIKE TRUSTEE WE'RE FOR BONE IN WESTON, AND YET THEY STILL DO THESE THINGS BEHIND THE SCENES IN GRIEVANCE HEARING.
I WANTED TO SPEAK ON THE RECENT TEXAS ASSOCIATION OF SCHOOL BOARD CONFERENCE THAT WAS HELD IN SIX OF OUR TRUSTEES ATTENDED FROM ROUND ROCK ISD, BUT TWO OF OUR TRUSTEES DECIDED TO ATTEND THE TEXAS PUBLIC POLICY FOUNDATION.
THE SAME TWO TRUSTEES ARE ALSO FIGHTING FOR SCHOOL VOUCHER BILL TO PASS IN THE TEXAS LEGISLATURE.
I DON'T KNOW IF THEY ARE AWARE THAT
[00:50:04]
SCHOOL VOUCHERS ARE GOING TO TAKE PUBLIC MONEY AWAY FROM PUBLIC EDUCATION AND I'M NOT SURE HOW TWO TRUSTEES THAT ARE FOR VOUCHERS CAN SIT ON A PUBLIC SCHOOL EDUCATION DIAS, AND DO THEIR JOB AND STATE THAT THEY CARE FOR STUDENTS.THOSE TWO TRUSTEES ARE THE MAIN REASONS WHY MY FAMILY STILL HAS NOT RETURNED TO ROUND ROCK ISD.
I APPRECIATE THE TIME FOR THIS COMMENT AND I APPRECIATE THE WORK THAT THE OTHER TRUSTEES ARE DOING TO ENSURE THAT VULTURES HAVE NO PLACE IN OUR PUBLIC EDUCATION OR IN OUR STATE. THANK YOU.
>> GOOD AFTERNOON. MY NAME IS ORLANDO SALINAS AND I AM ADDRESSING TONIGHT'S AGENDA ITEM K3, PERTAINING TO TRUSTEE SELLER.
I WAS TRUSTEE FELLOW'S OPPONENT FOR THE ROUND ROCK ISD PLACE THREE POSITION IN THE NOVEMBER 22 ELECTIONS AND I VIVIDLY RECALL TRUSTEE SELLERS MISUSE OF OFFICIAL INFORMATION.
TEXAS PENAL CODE CHAPTER 39, SECTION 39.06 MISUSE OF OFFICIAL INFORMATION, THEY SAID A PUBLIC SERVANT COMMITTED AN OFFENSE IF AND RELIANCE ON INFORMATION TO WHICH THE PUBLIC SERVANT HAS ACCESSED BY VIRTUE OF THE PERSON'S OFFICE OR EMPLOYMENT, AND THAT HAS NOT BEEN MADE PUBLIC, THE PERSON IN SECTION C COMMITS AN OFFENSE IF WITH INTENT TO OBTAIN A BENEFIT OR WITH INTENT TO HARM OR DEFRAUD ANOTHER, SHE DISCLOSES HER USES INFORMATION FOR NON-GOVERNMENTAL PURPOSE THAT ONE, SHE HAS ACCESS TO BY MEANS OF HER OFFICE OR EMPLOYMENT, AND TWO, HAS NOT BEEN MADE PUBLIC.
DUE TO THE TIME CONSTRAINTS, I WILL SIMPLY STATE THE TRUSTEE SELLER USED HER OFFICIAL ROUND ROCK ISD EMAIL ADDRESS TO EMAIL WAYSIDE SCHOOLS IN HER OFFICIAL CAPACITY, RATHER THAN USE HER CAMPAIGN EMAIL ADDRESS.
AS YOUR OPPONENT, I WOULD HAVE BEEN REQUIRED TO SUBMIT A PUBLIC INFORMATION REQUEST TO WAYSIDE SCHOOLS TO OBTAIN THE INFORMATION TRUSTEE SELLER RECEIVED IN HER OFFICIAL CAPACITY BY USING HER DISTRICT EMAIL ADDRESS.
FURTHER TRUSTEE SELLER ARE USED HER CAMPAIGN FACEBOOK PAGE TO POST A RESPONSE SHE RECEIVED VIA WAYSIDE SCHOOL, ANOTHER EXAMPLE OF HER MISUSE OF OFFICE.
TRUSTEE SELLER SHOULD HAVE USED HER CAMPAIGN EMAIL ADDRESS TO OBTAIN THE INFORMATION SHE SOUGHT FROM WAYSIDE SCHOOLS VIA AN OPEN RECORDS REQUEST.
FURTHER, HAD SHE NOT DONE THIS, SHE STILL SHOULD HAVE SUBMITTED AN OPEN RECORDS REQUEST TO ROUND ROCK ISD IN ORDER TO PUBLICLY SHARE THE INFORMATION SHE WAS PRIVY TO AND THE RESPONSE FROM WAYSIDE SCHOOL PRIOR TO SHARING IT ON HER CANDIDATE FACEBOOK PAGE.
THANK YOU FOR YOUR CONSIDERATION.
>> [INAUDIBLE] THANK YOU SO MUCH.
>> THIS CONCLUDES PUBLIC COMMENT FOR THE EVENING.
>> I JUST HAVE TO CLARIFYING QUESTIONS FOR YOU.
CAN YOU CONFIRM THAT WE'RE NOT ALLOWED TO INTERACT WITH THINGS THAT COME UP IN PUBLIC COMMENTS?
>> WE'RE NOT ALLOWED TO RESPOND. YEAH.
>> YEAH, YOU'RE NOT ALLOWED TO SPEAK TO IT FROM THE MICROPHONE.
>> CAN YOU ALSO CONFIRM THAT, AND I DON'T KNOW IF ANYBODY ELSE HAS.
>> I'M ASSUMING I WOULD PROBABLY GO TO LEGAL FOR THAT BECAUSE THEY'RE THE END-ALL OF LEGAL OPINIONS OF WHAT'S LEGAL.
>> CAN YOU CONFIRM THAT TOPICS BROUGHT UP BY SPEAKERS WERE NOT ALLOWED TO GET AN A BACK-AND-FORTH WITH THEM DURING THE PUBLIC COMMENTS?
>> YES. BOARD MEMBERS ARE NOT.
>> THANK YOU. CAN YOU CONFIRM THAT I HAVE MADE AN AGENDA ITEM REQUEST EARLIER THIS WEEK REGARDING THE TOPIC OF THE SLC AT FIRM BLUFF ELEMENTARY? CAN YOU CONFIRM THAT?
>> I CAN'T CONFIRM IT RIGHT NOW.
>> WELL, AS I RECALL EARLIER THIS WEEK, I MADE AN AGENDA ITEM REQUEST ON THAT TOPIC AND YOU SAID THAT YOU'D PUT IT ON AN AGENDA COMING UP.
>> IF YOU HAVE, IT'S PROBABLY IN MY SPREADSHEET, BUT I DON'T HAVE IT PULLED UP.
>> BECAUSE I SHARE THE CONCERNS. THANK YOU.
>> THANK YOU. WE'RE AT AGENDA ITEM F1,
[F. SUPERINTENDENT REPORTS]
THE LSD MONITORING REPORT, GOAL 1 PROGRESS MEASURES 1.1, 1.2, AND 1.3, AND THIS IS PART OF OUR STUDENT OUTCOME DISCUSSIONS. DR. AZIZ.WE'RE GOING TO GIVE A CHANCE JUST FOR ERICA SIMMONS AND DR. NICHOLS TO JOIN US.
BUT WE ARE PLEASED TO SHARE WITH YOU SOME INFORMATION ABOUT GOAL 1 WHICH IS TALKING ABOUT OUR EARLY LITERACY RIGHT THEN.
WE HAVE SOME MORE INFORMATION, BUT ALSO TALKING ABOUT WHAT NEXT STEPS WE HAVE FOR
[00:55:01]
THIS YEAR AND BEYOND THIS YEAR. DR. NICHOLS?>> THANK YOU, SIR. HELLO, EVERYONE.
I HOPE EVERYONE IS HAVING A GOOD NIGHT AND I HOPE EVERYONE HAD A GOOD BREAK.
WE ARE VERY EXCITED TONIGHT TO PRESENT ON THIS GOAL PROGRESS MEASURE.
WHAT WE HAVE DECIDED TO DO IS TO DO THIS IN FOUR DIFFERENT PARTS SO THAT YOU GET A SENSE OF REALLY THE LEVEL OF WORK, THE DIFFERENT TYPES PIECES OF WORK THAT ARE HAPPENING.
IN REGARDS TO THIS PROGRESS MEASURE.
WE WILL DO THIS IN FOUR PARTS TONIGHT.
IN THE FIRST PART, WE WILL DO AS WE NORMALLY DO, AND WE WILL SPEAK TO TO THE DATA AS IT PERTAINS TO KINDERGARTEN, FIRST GRADE, AND SECOND GRADE.
THEN ALSO THEN AFTER THAT, WE WILL SPEAK TO THE CURRICULUM AND THE CHANGES THAT ARE BEING MADE SPECIFICALLY IN REGARDS TO SCIENCE OF READING AND HOW WE ARE ALIGNING OUR CURRICULUM AND HOW THAT WILL SUPPORT THIS WORK FOR THE UPCOMING YEAR.
NEXT, AFTER THAT, WE WILL SPECIFICALLY THEN LOOK AT SOME DISTRICT PROCESSES THAT ARE BEING PUT IN PLACE.
THEN WE HAVE WITH US TONIGHT ONE OF OUR AREAS SUPERINTENDENTS AND CAMPUS PRINCIPALS WHERE THEY WILL TALK YOU THROUGH WHAT THAT LOOKS LIKE AT THE CAMPUS LEVEL.
BEFORE WE START, JUST A LITTLE BIT OF BACKGROUND THROUGHOUT THE PRESENTATION ONE OF THE THINGS THAT YOU WILL HEAR A LOT IS THE SCIENCE OF READING.
PREVIOUSLY THE DISTRICT USE WHAT WAS CALLED A BALANCED LITERACY MODEL.
TEXAS, SEVERAL YEARS AGO AT ABOUT 2020, 2021, DECIDED THAT WE WERE GOING TO MOVE FORWARD AND REALLY DELVE INTO THE SCIENCE OF READING AS THE PREFERRED LITERACY MODEL FOR THE STATE OF TEXAS.
WE THEN EMBARKED ALL DISTRICTS AS FAR AS TRAINING.
SPECIFICALLY, WE ALSO STARTED THAT YEAR.
WE INITIALLY STARTED WITH TWO SCHOOLS.
IN THE SUBSEQUENT SCHOOL YEAR, 2021, 2022, WE HAD 19 CAMPUSES GO THROUGH THAT TRAINING.
THEN THIS YEAR WE HAD 14 CAMPUSES, WHICH COMPLETES.
WE ALSO HAVE A MODEL WHERE WE WILL MAKE SURE THAT AS NEW TEACHERS COME INTO THOSE CAMPUSES, THEY ARE TRAINED.
ANOTHER THING TO KNOW IS THAT THE STATE ASKED THAT TEACHERS K THROUGH THREE BE TRAINED.
WE CHOSE THAT A DISTRICT TO MAKE SURE THAT WE TRAINED ALL OF OUR TEACHERS K THROUGH FIVE.
ALSO PRINCIPALS, ASSISTANT PRINCIPAL, INSTRUCTIONAL COACHES, AND EVEN DISTRICT-LEVEL STAFF, BECAUSE WE FELT IN ORDER TO MAKE SURE THAT THIS WAS EMBEDDED WITHIN THE DNA OF OUR STRUCTURES, THAT EVERYONE HAD TO HAVE A SENSE OF WHAT THIS IS ABOUT.
WE EVEN CONTINUE THAT TRAINING TODAY WITH EVEN MORE PEOPLE AT THE DISTRICT LEVEL SO WE CAN EMBED THIS SUPPORT SERVICES AND ALL THESE DIFFERENT STRUCTURES TO CURRICULUM AND ALL THE PEOPLE WORK WITH THE CAMPUSES AND THE PRINCIPALS TO MAKE SURE THIS IS WORKING EFFICIENTLY.
ALL OF THAT TO SAY, THIS IS VERY DETAILED WORK, BUT WE HOPE TO JUST GIVE YOU A GLIMPSE OF THE THINGS THAT ARE HAPPENING SO THAT THE WALKS THAT YOU GUYS HAVE BEEN GOING THROUGH AND THANK YOU FOR THAT.
I KNOW YOU'RE TAKING YOUR PERSONAL TIME TO MEET WITH US AND SEE WHAT'S HAPPENING IN THE CLASSROOM SO THAT YOU HAVE SOME CONTEXT AS FAR AS WHAT IS HAPPENING AND WHAT YOU'RE SEEING AND WHY THOSE ARE THE THINGS YOU'RE SEEING.
TWO, NOT BELABOR THE POINT ANY FURTHER, WE WILL GO AHEAD AND START WITH MS. ERICA SIMMONS AS SHE GOES THROUGH THE DATA IN THOSE THREE AREAS, KINDERGARTEN, FIRST GRADE, AND SECOND GRADE.
>> THANK YOU, DR. NICHOLS. GOOD AFTERNOON. GOOD EVENING, GUYS.
WE'RE GOING TO START OUR JOURNEY THROUGH OUR EARLY LITERACY GOAL PROGRESS MEASURES WITH OUR, WITH OUR DATA.
FIRST, WE WANT TO TAKE A LOOK.
THIS IS GOING TO BE OUR GOAL PROGRESS MEASURES THAT SUPPORT OUR BOARD GOAL 1 WHICH IS OF COURSE, HAVING OUR OUR THIRD GRADE STUDENTS BE ASSESSING AT MEETS GRADE LEVEL OR HIGHER.
OUR GOAL FOR THE FIVE YEARS WAS THE MOVEMENT FROM 53 PERCENT TO 76 PERCENT BY 2026, WITH THE TARGET FOR 2023 OF 60 PERCENT ALSO INCLUDED ON THIS SLIDE, WE DO SEE WHERE OUR GOALS THAT WE SET FOR OUR STUDENT GROUPS.
FOR THIS K THROUGH TWO OUR GPMS 1.1, 1.2, AND 1.3, WE DO UTILIZE THE M CLASS ASSESSMENT SYSTEM, WHICH IS AN ONLINE ASSESSMENT TOOL.
WE CHOSE M CLASS BECAUSE THIS ASSESSMENT WAS ON THE APPROVED LIST FROM THE COMMISSIONER FOR BOTH OUR KINDERS BOY SCREENING, AND OUR FIRST AND SECOND GRADE EARLY LITERACY INDICATOR, WHICH IS ONE OF THE 13 AT-RISK INDICATORS.
M CLASS UTILIZES SUB-TESTS TO ANALYZE READING SKILLS.
THESE READING SKILLS ARE CRITICAL IN THE SCIENCE OF READING.
THE SCORES FROM THESE SUB-TESTS THAT ARE USED TO ASSIGN THE STUDENT A COMPOSITE RATING OF WELL BELOW GRADE LEVEL,
[01:00:02]
BELOW GRADE LEVEL, AT GRADE LEVEL OR ABOVE GRADE LEVEL.FOR OUR REPORTING WE'RE GOING TO BE USING AT AND IT SHOULD BE BENCHMARK AND NOT GRADE LEVEL, I APOLOGIZE.
AT BENCHMARK AND ABOVE BENCHMARK FOR KIDS TO BE ON TRACK TO SCORE MEETS GRADE LEVEL FOR WHEN THEY TAKE THE THIRD GRADE STAR ASSESSMENT.
BEFORE WE GET INTO THE DATA, I DO WANT TO POINT OUT THAT WE HAVE MADE SOME CHANGES IN THE WAY THAT WE'VE STRUCTURED OUR PRESENTATION BEFORE WE STRUCTURED OUR SLIDES AND WE GROUPED THEM BY GRAPH TYPES.
NOW WE'RE GOING TO GROUP THEM BY GRADE LEVEL BECAUSE WE FELT LIKE THAT UNLESS YOU TELL THE ENTIRE STORY FOR KINDER, FIRST, AND SECOND, AS OPPOSED TO GOING BACK AND FORTH BETWEEN THESE VISUALIZATIONS AS WE GO THROUGH THE DATA.
HERE ON THIS SLIDE, ON THE LEFT, WE DO HAVE OUR GOAL PROGRESS MEASURE FOR OUR KINDER STUDENTS, WHICH ARE FIVE-YEAR GOAL, WHICH WE STARTED IN 2021, IS TO MOVER OUR KINDER STUDENTS FROM 67 PERCENT ON TRACK TO 80 PERCENT BY 2026, WITH THE GOAL OF 73 PERCENT FOR OUR CURRENT YEAR.
ON THE RIGHT SIDE OF THE SLIDE, WE DO HAVE A LINE GRAPH WHERE THE BLUE LINE REPRESENTS OUR 2022 DATA, AND THE TILDE LINE REPRESENTS A 2023 DATA WITH THAT YELLOW GOLD STAR AT THE TOP REPRESENTING OUR TARGET FOR THIS YEAR.
LOOKING AT OUR KINDERGARTEN DATA FOR MOY, WE SEE THAT WE HAVE 58 PERCENT OF OUR STUDENTS ON TRACK.
THAT IS A FIVE PERCENT INCREASE YEAR OVER YEAR FROM MOY FOR 2020 AND THE SIX PERCENT INCREASE FROM BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR.
THE ASSESSMENT THAT ARE USED TO GIVE THE COMPOSITE RATING FOR KINDERGARTEN STUDENTS IS OUR LETTER NAME INFLUENCING, OUR PHONEMIC SEGMENTATION FLUENCY, OUR NONSENSE WORD FLUENCY AND OUR READING FLUENCY.
YOU'LL LEARN MORE ABOUT THESE WHEN WE DO OUR RESPONDING TO THE DATA FROM AN INSTRUCTIONAL PERSPECTIVE.
ON THIS SLIDE, WE REPRESENT OUR STUDENT GROUPS, WHERE EACH COLOR REPRESENTS A DIFFERENT STUDENT GROUP.
THIS IS OUR YEAR OVER YEAR PERFORMANCE.
WE CAN EASILY SEE WITH THESE BAR GRAPHS WHERE WE HAVE OUR INCREASE FOR EACH STUDENT GROUP FROM 2022-2023.
ANOTHER ADVANTAGE OF USING THESE IS THAT WE CAN SEE STUDENT GROUPS THAT HAVE STRONG GROWTH, WHICH IS IN THIS GRAPH WE CAN SEE HISPANIC, ECONOMICALLY DISADVANTAGED SPECIAL EDUCATION AND OUR 504 STUDENTS HAD A STRONG PERFORMANCE, 2022-2023.
LASTLY, WE JUST WANT TO POINT OUT THAT OUR PRE-K4 PROGRAM, WE DON'T HAVE A BAR GRAPH FOR THAT FOR 2022 BECAUSE WE WEREN'T COLLECTING THE DATA AT THE TIME.
BUT GOING FORWARD WHEN WE DO IT NEXT YEAR, WE WILL HAVE THAT COMPARISON FOR THE YEAR OVER YEAR.
IT DIDN'T MOVE. SORRY ABOUT THAT.
AGAIN, WE'RE LOOKING AT OUR STUDENT GROUPS, BUT THIS SLIDE REPRESENTS OUR STUDENT GROUPS FROM BOY TO MOY FOR OUR KINDERGARTEN STUDENTS.
AGAIN, WHERE OUR STUDENT GROUPS ARE REPRESENTED BY DIFFERENT COLORS, THEY ARE SIDE-BY-SIDE FOR THE BOY ADMINISTRATION TO THE MOY ADMINISTRATION.
THIS VIEW ALLOWS US TO IDENTIFY STUDENT GROUP PERFORMANCE THAT AGAIN INCREASED FROM THE BOY TO THE MOY ASSESSMENT.
THE DATA ALSO HIGHLIGHT STUDENT GROUPS WERE FARMERS, THEY HAD A DECREASE OR REMAIN STAGNANT.
STUDENT GROUPS THEY FALL INTO THE LETTER SHOULD BE ADDRESSED IN OUR CAMPUS ACTION PLANS.
HOW CAMPUSES CREATED THESE PLANS WILL BE DISCUSSED LATER AND THEY'RE RESPONDING TO THE DATA THROUGH DISTRICT LEVEL INSTRUCTION SUPPORT PORTION OF OUR PRESENTATION TONIGHT.
SORRY. YOU'RE DOING THIS TODAY? YEAH MAYBE STAYING.
GPM 1.2, WHICH REPRESENTS OUR FIRST GRADE STUDENTS, AGAIN, WE'RE GOING TO START WITH THE LEFT SIDE OF THE SLIDE AND OUR LONG-TERM TARGET FOR MOVING OUR KIDS FROM 64 PERCENT TO 80 PERCENT BY 2026, WITH A GOAL FOR 2023 OF 70 PERCENT.
AT BOY, OUR FIRST GRADE STUDENTS ARE AT 60 PERCENT, WHICH AGAIN SHOWS A YEAR OVER YEAR, AS WELL AS AN END YEAR INCREASE OF TWO AND THREE PERCENT RESPECTIVELY.
LOOKING AT OUR PATTERNS FROM LAST YEAR IN OUR GROWTH FROM BOY TO MOY NOT TO MENTION OUR WORK THAT'S ALREADY BEEN DONE BEING DONE ON CAMPUS IS THAT YOU GUYS HAVE BEEN ABLE TO WALK THROUGH AND SEE WE DO PROJECT THAT WE'LL HIT OUR END OF THE YEAR GOAL FOR OUR FIRST GRADE STUDENTS.
[01:05:04]
OUR FIRST-GRADE STUDENT GROUPS FOR YEAR-TO-YEAR.AGAIN, LOOKING AT THE GROWTH WE WERE ABLE TO EASILY IDENTIFY THE GROWTH THAT WE HAVE FOR MOY 2022 TO MOY FOR 2023.
WE DO SEE THAT OUR STRONG GROWTH FOR OUR FIBER FOR STUDENT GROUPS, THEY NOT ONLY, THREE PERCENTAGE POINTS SO THEY'RE, THIS GRAPH SAYS EXCEEDED THE GROWTH.
>> I THINK THEY WENT FROM 35 TO 662, IS WHAT I'M SEEING.
>> YEAH. STRONG GROWTH THERE FOR OUR 504 STUDENTS.
>> [BACKGROUND] I APOLOGIZE. HERE IS OUR FIRST-GRADE STUDENTS GROUPS FROM BOY TO MOY FOR THIS YEAR.
AGAIN, WE'RE ABLE TO SEE THAT OUR STUDENT GROUPS ARE GROWING FROM ADMINISTRATION TO ADMINISTRATION.
OUR LAST GPM THAT WE'RE GOING TO COVER IS 1.3 WHICH IS OUR SECOND GRADE, AGAIN, MOVING OUR KIDS FROM 71% TO 80%.
HERE WITH THE GOAL OF 75% AT THE END OF THE YEAR FOR 2023, MOY PERFORMANCE IS 67%, WHICH IS A 1% GAME OVER LAST YEAR AND A 1% INCREASE FROM THE BOY.
I GUESS WE KNOW WE ALL CAN AGREE THAT THIS IS NOT SOMETHING THAT WE WANT TO CELEBRATE, BUT WE ARE DOING WORK ALREADY ON CAMPUSES THAT I FEEL THAT YOU'RE GOING TO REALLY SEE A STRONG INCREASE FROM THE MOY TO EOY WITH THE WORK THAT'S BEING DONE ON CAMPUSES.
AGAIN, WE WILL DISCUSS THAT IN THE LATER PORTIONS OF THE PRESENTATION WITH THE RESPONDING TO THE DATA WITH INSTRUCTION.
HERE AGAIN IS OUR STUDENT GROUPS FOR KINDERGARTEN, WHERE WE DO SEE HERE THAT OUR EMERGENT BILINGUAL STUDENTS HAVE ALREADY EXCEEDED THEIR MOY GOAL BY 3% ALREADY AT THE MOY ADMINISTRATION.
LASTLY, WE'RE LOOKING AT OUR STUDENT GROUPS FOR BOY TO MOY.
WHAT WE DO UNFORTUNATELY SEE SOME DECREASING, BUT WE DO HAVE SOME STUDENT GROUPS THAT DID HAVE AN INCREASE AND AGAIN, THE WORK THAT WE'RE DOING ON CAMPUS, WE'RE HOPING TO REVERSE THAT TREND FOR THE EOY PRESENTATION.
BEFORE WE MOVE ON TO THE NEXT SECTION, I DO WANT TO STATE THAT WHEN WE WERE MAKING THESE GOALS, THERE WAS A QUESTION ASKED ABOUT ONE OF THE TRUSTEES THAT HOW DO WE KNOW THAT THE CUT SCORES THAT WE'RE USING TO DESIGNATE ON GRADE LEVEL, THAT MEETS GRADE LEVEL, HOW DO WE KNOW THAT MEANS THE RIGOR WITH THE STATE SAYS IS ON GRADE LEVEL? I CAN'T ANSWER THAT QUESTION TONIGHT, BUT THE GOOD NEWS IS WE'LL BE ABLE TO ANSWER THAT QUESTION GOING INTO NEXT YEAR WITH OUR SECOND-GRADE STUDENTS THAT WE HAD LAST YEAR LOOKING AT WHERE WE HAD THE CUT SCORE, BEING ABLE TO COMPARE THAT TO THE STAR FOR 2023 THIRD GRADERS, WE'LL BE ABLE TO BETTER ADJUST THAT TO MAKE SURE THAT THE PROGRESS MONITORING PIECE THAT WE'RE PROVIDING FOR CAMPUSES IS ACTUALLY THE PROGRESS MONITORING CUT SCORE THAT THEY NEED IN ORDER TO MAKE SURE THAT THESE STUDENTS ARE READY TO BE AT GRADE LEVEL IN THIRD GRADE STAR.
WITH THAT, I AM GOING TO TURN OVER THE PRESENTATION TO CLAIRE AND ASHANDRA.
>> THANK YOU. GOOD EVENING EVERYONE.
I AM ONE OF THE TEAM THAT HAS BEEN TASKED WITH TAKING THE DATA THAT YOU'RE LOOKING AT TODAY AND RESPONDING TO THAT DATA THROUGH CHANGES IN OUR CURRICULUM.
SO I'M VERY EXCITED TODAY TO SHARE WITH YOU THE PROCESS THAT WE'VE GONE THROUGH, PROVIDE SOME BACKGROUND.
I'M GOING TO SHOW YOU OUR WORK AND OUR THINKING.
THROUGH THE LENS OF THE KINDERGARTEN CURRICULUM.
THIS IS A LARGER PROJECT, BUT WE'RE GOING TO FOCUS IN ON KINDERGARTEN JUST TO GIVE YOU THAT PERSPECTIVE.
THE DATA THAT MS. SIMMONS SHARED WITH YOU THAT WE'VE BEEN LOOKING AT TODAY.
SHE MENTIONED IT'S BUILT UPON A COMPOSITE SCORE FOR THAT EARLY LITERACY ASSESSMENT.
BUT WHEN WE DIG DEEPER TO REALLY UNDERSTAND THE TRENDS THAT WE'RE SEEING, IT'S IMPORTANT TO RECOGNIZE THAT THERE ARE DIFFERENT MEASURES GIVEN TO EACH STUDENT TO GET THAT COMPOSITE SCORE.
WE JUST WANTED TO GIVE YOU ALL THE BACKGROUND THAT THOSE ASSESSMENTS AND THOSE MEASURES, AS MS. SIMMONS MENTIONED, ARE THINGS LIKE RECOGNIZING SOUNDS.
A STUDENT'S ABILITY TO RECOGNIZE THE SOUNDS OF THE ENGLISH LANGUAGE.
A STUDENT'S ABILITY ALSO TO CONNECT THOSE SOUNDS TO PRINT AND BE ABLE TO MAKE THAT LETTER-SOUND CONNECTION.
THEN BEING ABLE TO READ WORDS TO BOTH BREAK THEM APART AND READ THEM FLUENTLY AS WHOLE WORDS, ARE ALL COMPONENTS OF THAT IN-CLASS ASSESSMENT THAT WE'RE GIVING.
[01:10:03]
THIS IS JUST IMPORTANT TO KEEP IN MIND AS WE TALK ABOUT THE CURRICULUM BECAUSE THOSE SKILLS ARE KEY TO BUILDING READING PROFICIENCY OVER TIME AND HIGHLY CORRELATED TO YOUNG READERS BEING ABLE TO BUILD THEIR SKILLS OVER TIME.WE KNOW THAT THE DATA WE'RE LOOKING AT IS GROUNDING US IN WHAT STUDENTS REALLY NEED TO KNOW AS YOUNG READERS.
AS WE EXAMINE THE DATA AS A DISTRICT, WE CAN SEE THAT THE DATA REALLY REVEALS THERE ARE CHANGES THAT NEED TO BE MADE TO OUR CURRICULUM TO BETTER MEET THE NEEDS OF BOTH OUR STUDENTS AND ALSO OUR TEACHERS, TO BE ABLE TO MEET THESE GOALS AND REALLY BUILD PROFICIENT READERS OVER TIME.
OUR TEAM THAT'S TASKED WITH WORKING ON THIS BIG WORK OF ADDRESSING THE DATA AND ASSESSING WHAT NEEDS TO CHANGE IN OUR CURRICULUM, REALLY WANTED TO SHARE WITH YOU THAT WE STARTED BY GROUNDING OUR WORK IN THE SCIENCE OF TEACHING READING.
THAT BODY OF EVIDENCE REALLY GIVES US A GOOD OUTLINE OF TWO REALLY BIG BUCKETS THAT ARE IMPORTANT AND CRITICAL IN EARLY LITERACY INSTRUCTION.
BOTH OF THESE BIG BUCKETS MUST BE DIRECTLY TAUGHT FOR A STUDENT TO BECOME A SKILLED READER.
THE FIRST BIG BUCKET, AND YOU'LL SEE IT UP HERE ON THE SCREEN ILLUSTRATED WITH WHAT WE CALL THE READING ROPE.
THE FIRST BIG BUCKET IS THAT LANGUAGE COMPREHENSION PIECE.
FOR A STUDENT TO BECOME A SKILLED READER, THEY NEED TO BE DIRECTLY TAUGHT THINGS LIKE VOCABULARY.
THEIR BACKGROUND KNOWLEDGE NEEDS TO BE BUILT SO THAT WHEN THEY REACH TEXTS AND ARE TRYING TO ACCESS THEM, THEY HAVE BACKGROUND KNOWLEDGE TO BUILD OFF OF.
THINGS LIKE COMPREHENSION AND ANALYSIS ARE ALSO INCLUDED IN THAT LANGUAGE COMPREHENSION PIECE.
THE OTHER BIG BUCKET THAT YOU'LL SEE ON THE SCREEN IS THAT WORD RECOGNITION PIECE.
THAT ENTAILS, AGAIN, THE RECOGNIZING OF THE SOUNDS OF OUR LANGUAGE, CONNECTING THOSE SOUNDS TO PRINT, BUILDING INCREASED FLUENCY OF WORD READING OVER TIME.
WE JUST WANT TO HIGHLIGHT THAT THAT WORD RECOGNITION PIECE IN EARLY LITERACY IS HIGHLY CRITICAL BECAUSE AS A YOUNG READER, YOU HAVE TO BE ABLE TO ACCESS WHAT YOU'RE READING ON A PAGE, AS YOU'RE ALSO BUILDING YOUR SKILLS TO UNDERSTAND WHAT YOU'RE READING.
SO ALL OF THAT COMES TOGETHER, IF A STUDENT IS DIRECTLY, EXPLICITLY, AND SYSTEMATICALLY TAUGHT THOSE TWO BIG PIECES OF THE READING ROPE OF THOSE BIG CONCEPTS, THEY HAVE THE SKILLS THAT THEY NEED TO DEVELOP PROFICIENT READINGS ABILITY OVER TIME.
AS OUR TEAM BEGAN TO EXAMINE OUR INSTRUCTIONAL PRACTICES AND REALLY AUDIT OUR CURRICULUM FOR WHAT WE WANTED TO SEE AND LOOK TO FOR CHANGE, WHAT WE RECOGNIZED IS, ON THE LEFT-HAND SIDE OF THE SCREEN YOU'LL SEE THE WHERE WE ARE.
OUR CURRENT MODEL FOR KINDERGARTEN INSTRUCTION, WHICH IS BASED ON A READERS AND WRITERS WORKSHOP MODEL, DOES GIVE TIME TO DIRECTLY INSTRUCTING THE THINGS THAT WE JUST SAW IN THAT WORD RECOGNITION BAND.
IT'S THAT PHONICS AND WORD STUDY SECTION THAT YOU SEE UP AT THE TOP, AND IT'S ABOUT 30 MINUTES OF OUR KINDERGARTEN INSTRUCTIONAL BLOCK FOR EARLY LITERACY.
WHAT WE RECOGNIZE IS THE DATA'S TELLING US THAT THAT TIME IS NOT BUILDING IN ENOUGH FOR TEACHERS AND STUDENTS TO TRULY BUILD THAT MASTERY OF SKILLS.
AS A TEAM OUR FIRST PRIORITY WAS, LET'S EXAMINE HOW WE'RE DIVIDING UP THOSE INSTRUCTIONAL MINUTES TO ENSURE TEACHERS HAVE ADEQUATE TIME TO TRULY EXPLICITLY AND SYSTEMATICALLY TEACH ALL PARTS OF WHAT A STUDENT NEEDS TO READ, BUT IN PARTICULAR, MAKING SURE THEY HAVE THE TIME THEY NEED TO BUILD MASTERY OF THOSE WORD RECOGNITION SKILLS, WHICH FURTHER WHERE WE'RE GOING IN '23-'24, YOU CAN SEE DELINEATED IN THAT PINK COLOR, THE FOUNDATIONAL SKILLS INSTRUCTION IS THAT PIECE, THAT WORD RECOGNITION STRAND AND THE '23-'24 SCHOOL YEAR, 60 MINUTES OF A KINDERGARTEN INSTRUCTIONAL TIME WILL BE GIVEN DIRECTLY TO THOSE PARTICULAR SKILLS, WHICH AGAIN, WE SAW REFLECTED IN OUR EARLY LITERACY DATA.
ADDITIONALLY, WE'RE ADDING IN A 45-MINUTE BLOCK OF DIRECT DIFFERENTIATED INSTRUCTIONAL TIME AND THIS IS KEY FOR PROVIDING TEACHERS WITH AN OPPORTUNITY TO ACCELERATE ALL STUDENTS LEARNING IN THESE FOUNDATIONAL SKILLS.
THEN YOU'LL ALSO SEE THAT THE REMAINDER OF THE BLOCK IS THAT LANGUAGE COMPREHENSION PIECE WHICH IS ALSO CRITICAL AND KEY.
THE REMAINDER OF THAT LITERACY BLOCK, WHICH IS 60 ADDITIONAL MINUTES, IS BEING GIVEN TO THAT TIME.
IT'S ALSO IMPORTANT TO NOTE THAT WRITING INSTRUCTION IS WOVEN THROUGHOUT ALL PARTS OF THE BLOCK.
DEPENDING ON THE TYPES OF SKILLS THE STUDENT'S PRACTICING AS A READER, WRITING WILL BE EMBEDDED INTO THAT THROUGHOUT THE EARLY LITERACY BLOCK FOR KINDERGARTEN.
THERE'S ONE OTHER THING I DO WANT TO POINT OUT JUST FOR CLARIFICATION.
IF YOU LOOK AT THE TOTAL ON EACH BOX, YOU'LL SEE THAT IN '22-'23, IT REFLECTS 195 MINUTES, AND IN OUR '23-'24 IT SAYS 165.
ONE HUNDRED AND SIXTY-FIVE MINUTES IS ACTUALLY THE AMOUNT OF CORE LITERACY INSTRUCTIONAL TIME THAT'S GIVEN IN KINDERGARTEN THIS YEAR AS WELL.
HOWEVER, THERE'S 30 MINUTES OF EMBEDDED SOCIAL STUDIES INTEGRATION IN THE CURRENT BLOCK THAT'S BEING PULLED BACK OUT INTO ITS OWN SEPARATED TIME TO REALLY GIVE US THAT DEDICATED TIME TO FOCUS ON LITERACY INSTRUCTION.
[01:15:02]
SO THE INSTRUCTIONAL TIME IS ACTUALLY REMAINING THE SAME, BUT THAT ALLOTMENT OF HOW MUCH TIME ARE WE SPENDING? WHAT'S OUR PRIORITIZATION OF SKILLS IS BEING ADJUSTED TO REFLECT THE DATA AND WHAT OUR STUDENTS AND TEACHERS NEED.ONCE OUR TEAM HAD TAKEN THE TIME TO TRULY DIG INTO WHAT ARE WE BASING OUR WORK ON AND WHAT IS OUR INSTRUCTIONAL MINUTES ALLOCATION GOING TO LOOK LIKE, WE WERE THEN ABLE TO TAKE OUR TIME DEEPLY ANALYZING THE STATE STANDARDS FOR KINDERGARTEN, THE TICKS, TO TRULY UNDERSTAND WHAT NEEDS TO BE TAUGHT IN THAT KINDERGARTEN INSTRUCTIONAL BLOCK.
WE WERE ABLE TO START PULLING TOGETHER RESOURCES TO BUILD HIGH QUALITY LESSONS FOR OUR STUDENTS AND TEACHERS. ASHANDRA.
>> HI. MY NAME IS YASHANDRA MERAARYWEATHER AND I AM AN EARLY LITERACY INSTRUCTIONAL COACH AND PART OF THE TEAM THAT HAS ENGAGED IN WRITING THE CURRICULUM.
OUR LESSONS INCORPORATE AS WE STARTED CREATING THE CURRICULUM, WE LOOKED AT OUR LITERACY BLOCK AND OUR NEW CURRICULUM, AND WE WANT IT TO PARAMETERIZE OUR TEKS THAT OUR STUDENTS ARE EXPECTED TO MASTER IN KINDERGARTEN.
WE WANTED TO NOTE THAT MOST OF THESE TEKS OCCUR WITHIN THAT WORD RECOGNITION STRAND.
THESE SKILLS ARE ESSENTIAL IN BRIDGING OUR STUDENTS KNOWLEDGE OF TRANSLATING PRINTED WORD TO SOUNDS, WHICH IS READING, AND THEN TAKING THOSE INDIVIDUAL SOUNDS TO BUILD AND WRITE WORDS WHICH IS SPELLING.
IF WE WERE TO VISIT A KINDERGARTEN CLASS, AS STUDENTS APPLY THESE SKILLS, WE WOULD OBSERVE STUDENTS LEARNING AND MANIPULATING SOUNDS, LINKING THOSE SOUNDS TO LETTERS TO FORM LETTER CORRESPONDENCES, AND THEN APPLYING THOSE LETTER CORRESPONDENCES TO READ AND WRITE.
ENGAGING IN THESE DAILY ACTIVITIES PROVIDES OUR STUDENTS WITH THE OPPORTUNITY TO BUILD AUTOMATICITY AND WORD READING.
AUTOMATICITY AND WORD READING IS VERY IMPORTANT THAT WHEN OUR STUDENTS HAVE AUTOMATICITY AND WORD READING, THEY ARE ABLE THEN TO LIGHTEN THEIR COGNITIVE LOAD AND FOCUS ON THE COMPREHENSION OF THE TEXT.
THAT IS ONE OF THE REASONS WE CHOSE TO FOCUS ON FOUNDATIONAL SKILLS IN KINDERGARTEN.
WE ALSO WANT TO NOTE THAT MANY OF THE TEKS WITHIN THAT LANGUAGE COMPREHENSION STRAND OR TEKS THAT ARE EXPECTED TO BE MASTERED WITH ADULT ASSISTANCE, WHEREAS THE TEKS THAT ARE WITHIN THE FOUNDATIONAL STRAND, ARE TEKS THAT STUDENTS ARE EXPECTED TO MASTER INDEPENDENTLY.
NOW I'D LIKE TO SHARE WITH YOU AN EXAMPLE OF OUR KINDERGARTEN 23, 24 LESSON IN ITS DRAFT FORM.
YOU WILL NOTICE THAT EACH LESSON IS STRUCTURED WITH THE LITERACY COMPONENT, OUR STUDENT LEARNING TARGET.
THIS IS WHAT WE WOULD LIKE FOR OUR STUDENTS TO BE ABLE TO KNOW AND SHOW.
THESE ARE THE RESOURCES THAT OUR TEACHERS AND STUDENTS WILL USE DURING THE LESSON, AND THEN WE HAVE OUR INSTRUCTIONAL MOVES.
WITHIN OUR INSTRUCTIONAL MOVES COLUMN, WE HAVE THOSE HIGH LEVERAGE TEACHING STRATEGIES TO SUPPORT OUR TEACHER IMPLEMENTATION.
IN OUR ADDITIONAL INSTRUCTIONAL SUPPORT CATEGORY, YOU WILL FIND SUPPORT FOR EMERGENT BILINGUAL LEARNERS.
WAYS TO SCAFFOLD LEARNING, AS WELL AS OPPORTUNITIES TO CHALLENGE STUDENTS THAT HAVE MASTERED THE OBJECTIVES.
OUR LESSONS ARE WRITTEN WITH MULTIPLE EXPOSURES TO THE CONCEPTS TO PROVIDE OUR STUDENTS WITH OPPORTUNITIES TO ENGAGE WITH AN ELABORATE ON KNOWLEDGE AND SKILLS.
IT'S IMPORTANT TO NOTE THAT ALL KINDERGARTEN LESSONS BEGIN WITH INSTRUCTION THAT SUPPORTS OUR STUDENTS ABILITY TO HEAR AND MANIPULATE SOUNDS, AND THESE ARE IMPORTANT BECAUSE THEY ARE PREREQUISITES TO READING AND WRITING.
EACH DAY ALSO INVOLVES INSTRUCTION ON THAT LETTER-SOUND RELATIONSHIP, WHICH WE KNOW IS ABSOLUTELY IMPERATIVE FOR STUDENTS TO BE ABLE TO DECODE AND ENCODE.
OUR LESSONS MAY INCLUDE NEW INSTRUCTION AND OPPORTUNITIES FOR STUDENTS TO REVIEW PREVIOUSLY TAUGHT SKILLS.
THROUGHOUT THE LESSONS, OUR STUDENTS HAVE FREQUENT OPPORTUNITIES TO APPLY THEIR KNOWLEDGE THROUGH LETTER-SOUND RELATIONSHIPS, AS WELL AS DECODING READING OF [INAUDIBLE] TEXTS AND SPELLING.
WE WANT TO NOTE ALSO, IF YOU LOOK AT OUR LESSONS, EACH LESSON IS WRITTEN AS A MODEL LESSON TO SCAFFOLD INSTRUCTION FOR OUR TEACHERS AS WE BUILD OUR CAPACITY AROUND EARLY LITERACY.
WHEN CREATING OUR KINDERGARTEN LITERACY BLOCK, WE DEDICATED 45 MINUTES FOR DIFFERENTIATING INSTRUCTION FOR ALL LEARNERS.
DURING THIS TIME, TEACHERS WILL MEET WITH SMALL GROUPS AS STUDENTS, ENGAGE IN MULTI-SENSORY LITERACY LEARNING STATIONS.
AN EXAMPLE OF A MULTI-SENSORY LITERACY LEARNING STATION WOULD BE OPPORTUNITIES FOR STUDENTS TO IDENTIFY LETTERS USING MANIPULATIVES AND LETTER ARCS.
MATCHING WORDS OR PICTURES TO IDENTIFY RHYME.
HANDS-ON ACTIVITIES THAT SUPPORT THE MANIPULATION OF SOUNDS, AS WELL AS REREADING OF [INAUDIBLE] TEXTS TO BUILD FLUENCY AND COMPREHENSION.
OUR LEARNING STATIONS ARE DESIGNED TO MEET OUR STUDENTS AT THEIR POINT OF NEED.
[01:20:03]
SCAFFOLDING AND EXTENDING THEIR LEARNING.STUDENTS WILL HAVE OPPORTUNITIES TO WORK INDEPENDENTLY AND COLLABORATIVELY DURING THIS TIME.
AS WE CREATED OUR KINDERGARTEN LESSONS WE CREATED OPPORTUNITIES FOR OUR YOUNGEST LEARNERS TO ENGAGE IN AN INTERACT WITH LANGUAGE IN EXPLICIT AND SYSTEMATIC INSTRUCTION, AND SO THAT'S WHAT YOU WILL FIND IN OUR LESSONS.
AS WE BEGAN THIS PROCESS, WE RECOGNIZE THE INTEGRAL ROLE OF STAKEHOLDERS WHEN ENGAGING IN SYSTEMIC CHANGE.
THEREFORE, WE IMPLEMENTED FEEDBACK LOOPS IN THE EARLY STAGES.
THIS HAS BEEN INSTRUMENTAL IN CREATING A COMPREHENSIBLE CURRICULUM THAT IS REFLECTIVE OF THE NEEDS OF OUR TEACHERS AND STUDENTS.
AT THIS STAGE OF THE PROCESS, WE HAVE ENGAGED IN TRAINING AND PLANNING WITH DISTRICT LEADERS.
FOCUS GROUPS WITH ADMINISTRATORS, TEACHERS, AND INSTRUCTIONAL COACHES.
IN THE NEAR FUTURE, OUR PARENTS WILL HAVE AN OPPORTUNITY TO ENGAGE IN A FOCUS GROUP AS WELL.
THE FEEDBACK THAT WE HAVE RECEIVED HAS BEEN INSTRUMENTAL IN MOVING THE PROJECT FORWARD.
>> WE DIDN'T WANT TO GO THROUGH THE ENTIRE PRESENTATION.
AT THIS TIME WE WILL STOP FOR ANY QUESTIONS IN REGARDS TO THE TWO SECTIONS THAT HAVE BEEN PRESENTED SO FAR.
>> TRUSTEES DO YOU HAVE QUESTIONS? TRUSTEE HARRISON?
>> OKAY. I HAVE A FEW QUESTIONS.
I WANT TO FIRST SAY THANK YOU FOR A COUPLE OF THINGS.
THANK YOU FOR THE CHANGES TO THE PRESENTATION FORMAT.
IT'S BRINGS MUCH MORE CLARITY, AND THANK YOU FOR REPRESENTING THE END YEAR PROGRESS.
I THINK THAT GIVES US A BETTER PERSPECTIVE OF HOW STUDENTS ARE DOING.
CAMPUSES HAVE A LOT OF AUTONOMY, AND SO WHAT DOES CURRICULUM ROLL OUT LOOK LIKE WHEN WE HAVE OR IMPLEMENT NEW CURRICULUM AND HOW OUR EDUCATOR SUPPORTED ADOPTING THAT CURRICULUM? LASTLY, WHAT IS THE MECHANISM OF ACCOUNTABILITY FOR CAMPUSES?
>> I'LL GO AHEAD AND TAKE THAT ONE.
THIS IS IN PROCESS AND LET ME TELL YOU WHERE WE ARE SO FAR.
WITHOUT PRINCIPLES, WE'VE HAD SEVERAL CONVERSATIONS AND AREA SUPERINTENDENTS, THE STAFF WITHIN TEACHING AND LEARNING IN REGARDS TO WHAT WE HAVE TO KEEP TIGHT.
THE SPECIFIC CONVERSATION THAT WE HAD IS THERE ARE CERTAIN THINGS WHERE IT IS APPROPRIATE TO HAVE AUTONOMY AND THERE ARE CERTAIN THINGS WHERE WE WILL NOT HAVE AUTONOMY.
IN REGARDS TO READING IN THE CURRICULUM, THEY WILL NOT BE AUTONOMY.
WE HAVE ADOPTED SCIENCE OF READING.
THIS IS WHAT IS IN OUR CURRICULUM AND THIS IS GOING TO BE THE CORE AND THIS IS GOING TO BE THE EXPECTATION, TO THE POINT WHERE I THINK YOU GUYS HAVE RECEIVED INFORMATION IN REGARDS TO WHAT DO YOU CALL IT? TEACHER INCENTIVE ALLOTMENT AND EVERYTHING WILL BE BUILT AROUND BECAUSE WE'VE DONE THE WORK IN REGARDS TO THE CURRICULUM.
IT WILL BE BUILT AROUND THAT TO START WITH BECAUSE WE HAVE SPECIFICALLY GIVEN THEM THE CURRICULUM, WE'VE MADE SURE THAT IT'S ALIGNED.
WE'VE MADE SURE THAT IT'S INCLUSIVE OF EVERYTHING.
BECAUSE EVEN BEFORE WE STARTED, WE WENT THROUGH AND REALLY DID SAYING IT IN VERY LOOSE TERMS AND AUDIT OF EVERYTHING.
ONE OF THE THINGS THAT WE'VE LEARNED IS THERE ARE LOT OF VENDORS WHO WILL SELL YOU A SCOPE AND SEQUENCE AND A CURRICULUM.
BUT IN GOING THROUGH IT, IT'S NOT COMPLETE.
WE FELT IT WAS IMPORTANT THAT WE GO THROUGH THEM AND FIGURE OUT EXACTLY WHAT NEEDS TO BE HAPPENED, BUILD OUT OUR SCOPE AND SEQUENCE, AND THEN WE USE RESOURCES AS NECESSARY IN ORDER TO PUT THINGS TOGETHER.
WHAT I WILL TELL YOU FROM IN HAVING THIS CONVERSATION WITH OUR PRINCIPLES, I THOUGHT IT WAS GOING TO BE A DIFFICULT CONVERSATION AND IT TURNED OUT IT WAS NOT.
WHAT THEY SAID IS WE WOULD APPRECIATE THAT IT WOULD BE MORE HELPFUL BECAUSE THERE ARE CERTAIN THINGS WHERE WE DO WANT AUTONOMY, BUT SOMETHING LIKE THIS, IT'S TOO MUCH OF A HEAVY LOAD TO HAVE TO CREATE THIS AND DO THIS ALL OF OURSELVES, AND SO IT HAS BEEN VERY PLEASANT SURPRISE FOR ME AND A GREAT CONVERSATION.
EVERYONE UNDERSTANDS AND THEY DON'T SEE IT AS IT BEING A NEGATIVE THING AND THEY UNDERSTAND, ESPECIALLY AS IT RELATES TO ALL THE BOARD GOALS, WHERE THERE WILL BE SPECIFIC PROCESSES AND THOSE ARE THE PROCESSES THAT WE WILL BE COMING THROUGH AND REALLY LOOKING AT WHEN WE DO OUR WALKS ON CAMPUSES.
>> I'M REALLY GLAD TO HEAR THAT BECAUSE WE'LL HAVE A PRESENTATION AROUND HR LATER TONIGHT, AND I THINK THAT SOMETIMES WE DON'T THINK ABOUT CURRICULUM AS A WAY TO SUPPORT EDUCATORS, ESPECIALLY EARLY CAREER EDUCATORS.
I WAS A HIGH SCHOOL TEACHER, BUT ELEMENTARY IS SUCH A LARGE LIFT.
THEY GET NO TIME OFF ALL THEIR PLANNING TIME AS OUTSIDE OF SCHOOL, REALLY OR MOST OF IT, AND SO I'M REALLY HAPPY TO HEAR THAT AND I'M HAPPY TO HEAR
[01:25:02]
THAT ADOPTION OF THAT, THAT'S GOING SMOOTHLY.I'M REALLY GRATEFUL THAT WE HAVE STARTED TO INCLUDE DYSLEXIA NUMBERS.
THANK YOU FOR THAT. BUT IT'S REALLY PAINFUL TO SEE WHAT WE'RE LOOKING AT.
AN INCREDIBLE DECREASE FOR DYSLEXIA AND SECOND GRADE LITERACY AND SO THAT'S PAINFUL AND THEN THE END YEAR IS HELPFUL BECAUSE I'M CONCERNED THAT THERE WERE SOME STUDENT POPULATIONS THAT ARE DECREASING WITHIN THE YEAR, AND I WOULD LIKE FOR US TO GET AWAY FROM ANECDOTAL.
I'M CURIOUS, AND THIS IS PART OF OUR, WHAT'S IT CALLED? THIS IS PART OF OUR QUARTERLY PROGRESS TRACKER.
I THINK IT'S LIKE ONE OF THE METRICS, BUT WHAT, I LOST MY TRAIN OF THOUGHT A LITTLE BIT.
WHAT ROOT CAUSE ANALYSIS ARE WE DOING? BECAUSE THAT'S WHAT WE'RE SUPPOSED TO BE RESPONSIBLE FOR TO, AND NOT JUST LOOKING AT ANECDOTES FOR WHY STUDENTS ARE GOING BACKWARDS.
>> I THINK IT'S A GREAT QUESTION AND I LET NICHOLS MAYBE EXPAND.
BUT I CAN TELL YOU THE BIG ROOT OF THE PROBLEM IT'S NOT DOING SCIENCE OF READING THE WAY IT SHOULD BE AND NOT REALLY FOLLOWING IT.
LIKE STARTING AT KINDERGARTEN AND MOVING UP.
I THINK WE WOULD TRULY BELIEVE AND WE WILL SEE WHO'S DIFFERENCE ONCE THIS GETS COMPLETED, IMPLEMENTED, TRAIN EVERYBODY, AND ENSURE THAT IT'S DONE WITH FIDELITY.
WE CAN SEE BETTER AND BETTER RESULTS AS WE GO.
I THINK IT'S NOT THE ONLY ONE.
BUT I THINK IT'S THE MAIN ONE IS IMPLEMENTED [INAUDIBLE] IN [INAUDIBLE] .
IT FEELS LIKE WE WILL CONTINUE TO SEE IMPROVEMENT, BUT I HOPE THAT WE CAN VERY CLOSELY MONITOR THIS BECAUSE YOU CAN'T READ.
IT'S HARD TO DO MATH IT'S HARD TO DO ALL THE THINGS AND THEN LASTLY, THIS IS SOMETHING THAT I'D LIKE TO ASK FOR THAT WOULD TAKE SOME AGREEMENT FROM MY COLLEAGUES, BUT I'M CURIOUS, I LIKED WHERE THE PRE-K4 NUMBERS CAME IN JUST IN TERMS OF EVERYTHING ELSE, AND I KNOW THAT PRE-K HELPS SO MUCH WITH EARLY LITERACY.
DO WE THINK IT MIGHT BE POSSIBLE TO GET STUDENT GROUP BREAKDOWNS FOR PRE-K4 AS WE'RE BUILDING OUT THE NEXT COUPLE OF YEARS TO SEE WHAT STUDENT GROUPS MIGHT BE POSITIVELY IMPACTED AND SUPPORTED BY PRE-K4? DO I HAVE BUY-IN FROM MY COLLEAGUES ON THAT? DOES THAT QUESTION MAKE SENSE?
>> SURE. I SEE ERICA TAKING NOTES. [OVERLAPPING].
>> I SEE ERICA TAKING NOTES SO WE CAN BREAK THOSE NUMBERS DOWN, RIGHT, ERICA?
>> I JUST WANTED TO MAKE SURE THAT I'M GOING TO GET YOU WHAT YOU NEED WHEN YOU WANT IT TO BREAK DOWN.
YOU WANT THEIR PERFORMANCE BY DEMOGRAPHIC GROUP AS WELL?
JUST SO THAT WE CAN SEE AND COMPARE WHERE WE MIGHT BE GOING AND HOW VALUABLE PRE-K 4 IS IF THAT'S SUPPORTING SOME OF OUR STUDENT GROUPS THAT ARE STRUGGLING, ECO DISCS BLACK, HISPANIC, BUT JUST REALLY SEEING THE FULL GAMUT OF WHO'S ENROLLED AND HOW THEY'RE DOING WITHIN PRE-K 4.
>> THEN CHOOSE A ONETIME DATA REQUESTS FOR THIS ARE THIS IS SOMETHING YOU WANT TO BE INCORPORATED INTO THE REPORTS GOING FORWARD?
>> I DON'T THINK THAT THERE'S EVER A LACK OF DATA THAT HAS BEEN OFFICIAL FOR US.
I'D LOVE TO SEE IT MOVING FORWARD.
>> BECAUSE I THINK AS WE DISCUSSED BUDGET, I KNOW THAT THAT'S SOMETHING THAT FEELS IMPORTANT TO OUR OVERALL GOALS, AND SO IT WOULD BE GOOD TO BE ABLE TO SAY WHETHER OR NOT IT'S HELPFUL.
WE NOTICE RESEARCH SAYS IT IS, BUT IT'LL BE GOOD TO JUSTIFY. THANK YOU.
>> ACTUALLY I THINK TRUSTEE HARRISON AND I WERE ON THE EXACT SAME WAVELENGTH FOR SOME OF OUR QUESTIONS, THE BEGINNING OF THE YEAR, IN MIDDLE OF THE YEAR.
I DO APPRECIATE THE BREAKDOWN AND HAVING THE TWO DIFFERENT CHARTS BECAUSE IT WAS VERY HELPFUL TO SEE BEGINNING OF YEAR TO MIDDLE OF THE YEAR, VERSUS JUST YEAR-TO-YEAR AND I WAS CONCERNED ABOUT THE STUDENTS THAT THOSE COUPLE OF GROUPS WHERE IT WAS GOING BACKWARDS.
MY ONLY OTHER QUESTION, ACTUALLY ON PAGE 18, I JUST HAPPENED TO NOTICE.
ONE OF THE THINGS THAT IT SAID WHEN YOU WERE TALKING WAS FOR TEACHERS TO LOOK AT THE POSTERS ON THE WALL AND FOR KIDS TO DOUBLE-CHECK.
I KNOW IN GOING AROUND TO THE SCHOOLS WITH DR.
AZIZ IF THAT WAS IMPORTANT, THAT THE VISUALS.
BUT IS THIS SOMETHING THAT THE DISTRICT IS GOING TO PROVIDE FOR ALL THE TEACHERS TO PUT UP IN THEIR ROOMS OR I MEAN, I JUST WANT TO MAKE SURE THAT WE'RE NOT BUILDING SOMETHING IN THAT THEN TEACHERS ARE GOING TO HAVE TO PURCHASE ON THEIR OWN OR PUT UP.
>> TYPICALLY THOSE ANCHOR CHARTS ARE DONE AT THE SAME TIME THEY'RE TALKING WITH THE STUDENTS.
IT'S NOT SOMETHING THAT WE CREATE FOR THEM, IT'S JUST SOMETHING THEY GO THROUGH IT WITH THE KIDS AND THEN ONCE THEY'RE DONE WITH IT, THEY POST IT.
[01:30:01]
I THINK THAT'S EXACTLY USUALLY HOW IT'S DONE AND I SEE DR. DARDEN IN THE BACK SAYING SHE'S CHECKING HER.>> WHAT I WAS GOING TO SAY, THIS WAS A CONVERSATION THAT WE JUST HAD YESTERDAY.
I'M CLEAR ON YOUR [INAUDIBLE] .
PART OF THE PROCESS OF GOING THROUGH THE CURRICULUM WAS ALSO DOING AN AUDIT OF WHAT IS AVAILABLE ON THE CAMPUSES.
WHAT DO THEY CURRENTLY HAVE? AS WE'RE WRITING THE CURRICULUM, WHAT DO WE FEEL THAT THE RESOURCES NEEDED TO BE ADDED WITH IT? THE QUESTION THAT I'M HEARING YOU ASKING, MY UNDERSTANDING IS, WILL THEY HAVE ALL THE DIFFERENT RESOURCES AVAILABLE AND THEY WON'T HAVE TO BUILD IT, AND YES.
LET ME MAKE EYE CONTACT WITH SOMEONE I DON'T SEE HIM.
I WAS GOING TO MAKE EYE CONTACT WITH OUR CFO.
>> MAYBE TRYING BUT WE'VE GONE THROUGH THE LIST OF WHAT WE FEEL WILL BE ABSOLUTELY NECESSARY SO THAT THE CAMPUS DOES NOT HAVE TO INCUR THAT COST AND EVERYTHING THAT WE FEEL THAT IS NEEDED IN ORDER TO HAVE A STELLAR ROLL OUT OF THE CURRICULUM.
EVERYONE HAS IT ACROSS THE BOARD AND THERE'S NO DIFFERENCE BY CAMPUS.
>> I AGREE. JUST TO ADD TO ASK YOU, I'M SORRY.
YES. WE ARE LOOKING AT DIFFERENT RESOURCES.
I KNOW IT'S A LIST OF RESOURCES INCLUDING THE UFLI.
IS ONE OF THOSE THINGS, SO IT WILL BE ORDERING.
BUT ALSO, I THINK YOU MENTIONED THAT ANCHOR CHART AND USUALLY THEY SUPPOSED TO BE THOSE USUALLY DONE WITH THE STUDENTS WHILE THEY WERE WORKING WITH THE STUDENTS.
>> I JUST WHEN WE GO ON SOME OF THE TOURISTS, DEPENDING ON THE CAMPUS.
SOME TEACHERS HAVE SO MUCH IN THEIR ROOM AND THEY HAVE SO MUCH FOR THE KIDS TO LOOK AT AND SO MUCH TO DO AND OTHER TEACHERS DON'T AND YOU KNOW THAT IS ONE OF MY THINGS THAT I CARE ABOUT IS THAT THOSE SCHOOLS THAT DON'T HAVE THE MONEY AND DON'T HAVE THE PTAS AT BY THOSE THINGS, GET LEFT BEHIND A LITTLE BIT.
I DO APPRECIATE THAT WE ARE LOOKING AT WHAT EVERY CAMPUS NEEDS AND EVERY TEACHER NEEDS, AND WE'RE GOING TO PROVIDE THAT. SO I APPRECIATE THAT.
>> I DON'T HAVE ANY OTHER LIGHTS ON, BUT I DO HAVE DO YOU HAVE ONE TRUSTEE BONE?
>> I DID. I HAD ONE LAST QUESTION.
IT WAS ON THE SAME LINE OF THE DYSLEXIA IN THE SECOND GRADE, WENT FROM 14-6% AND I DO WONDER WE'RE GETTING AND DYSLEXIA PRESENTATION LATER, BUT HAVE WE DUG INTO IDENTIFICATION? IS THAT PART OF THE ISSUE? I MEAN, DYSLEXIA IS A SPECIAL GROUP.
BECAUSE YOU CAN MOVE INTO THAT GROUP.
I'M WONDERING, WAS THERE ANALYSIS DONE? WAS THIS BECAUSE MAYBE THESE STUDENTS WERE NOT IDENTIFIED UNTIL FIRST GRADE AND THEY'RE NOT IN KINDERGARTEN.
WERE THESE STUDENTS WITH US? WERE THEY DIFFERENT STUDENTS? I'M ASSUMING.
>> CAN YOU TELL ME AGAIN WHAT SLIDE THAT WE'RE SPEAKING TO SO YOU CAN SEE IT [INAUDIBLE]?
>> YEAH, ABSOLUTELY. ABOUT 11, I BELIEVE.
>> I'M THINKING IT'S THE SECOND GRADE.
>> YEAH, IT'S THE SECOND GRADE.
>> THEIR MO THE MENU, PLEASE. ONCE YOU YEP.
>> YEAH. IT GOES BACKWARDS FROM 14-6%.
>> YEAH, SO IN 2022, THEY WERE AT 14%, AND NOW THIS YEAR THEY'RE AT SIX.
I KNOW THAT CAN BE LOTS OF DIFFERENT FACTORS.
I'M JUST TRYING TO FIGURE OUT HOW CORRELATED ARE YOU ALL WITH DYSLEXIA FOLKS.
>> ONE OF THE AND THIS IS ONE OF THE THINGS WHERE WHEN YOU GET THE PRESENTATION, WE'RE GOING TO TALK ABOUT.
>> IT WAS JUST A LITTLE LOUD AND AUDIENCE.
>> THEIR WAS JUST A LITTLE RUMBLING IN THE AUDIENCE. SORRY, I WAS JUST.
>> WHEN WE GET THE DYSLEXIA, WE'RE GOING TO TALK ABOUT AS FAR AS WHAT WE NEED TO DO AND WHERE WE NEED TO GO IN REGARDS TO SPECIFICALLY DATA WITH DYSLEXIA.
BUT ONE OF THE OTHER THINGS THAT WE'RE LOOKING AT AND WHAT GRADE IS THIS IS?
>> ONE OF THE THINGS WE'RE ALSO LOOKING AT IS YOU'RE SEEING PERCENTAGES, BUT THE RAW NUMBERS IS SOMETHING AND WE MAY HAVE TO PULL THAT OUT AND TALK ABOUT RAW NUMBERS BECAUSE IN SOME OF THE EARLIER GRADES IT'S SO SMALL.
IT LOOKS LIKE A HUGE JUMP WHEN IT'S NOT A HUGE JUMP.
IT JUST MIGHT BE A KIDDO TUBE BECAUSE THE STUDENT GROUP IS SO SMALL.
I THINK FOR SOME OF THOSE SMALLER GROUPS, PART OF WHAT WE MIGHT HAVE TO GIVE YOU GUYS.
YOU HAVE CONTEXT IS HOW MANY STUDENTS WE'RE TALKING ABOUT.
ALSO SO THAT YOU HAVE A SENSE OF HOW MUCH CHANGE ARE WE REALLY TALKING ABOUT? THAT'S ONE OF THE THINGS THAT WE HAD DISCUSSED EARLIER ON.
THERE'S NO CONTEXT FOR YOU BECAUSE YOU'RE ONLY SEEING PERCENTAGES.
BUT IN SOME OF THE SMALLER GROUPS, IT LITERALLY MAYBE 10 KIDS OR SO.
SO WE'RE GOING TO START GIVING YOU THAT INFORMATION AS WELL.
>> YEAH, I MEAN, FOR ME I WOULD LIKE TO SEE DYSLEXIA TRACKED ALONG WITH SOME OF THESE OTHER THINGS.
I KNOW TONIGHT WE'RE ACTUALLY GETTING A WHOLE PRESENTATION, BUT I KNOW WE DON'T ALWAYS GET THAT.
I DON'T KNOW IF I HAVE BROAD SUPPORT, BUT I WOULD LIKE TO KEEP TRACK OF DYSLEXIA A LITTLE BIT MORE BECAUSE AS WE SEE, FOR SOME REASON, THEY'RE ALWAYS WAY DOWN THERE AND HAVING A CHILD WITH DYSLEXIA, I KNOW IDENTIFICATION IS IMPORTANT.
I KNOW THERE'S JUST A LOT OF RESOURCES THAT WE MIGHT BE ABLE TO DIRECT. I DON'T KNOW.
[01:35:01]
>> ONE OF THE THINGS I ALSO SAY WE'VE ALSO TALKED ABOUT TO GIVE CONTEXT IS THIS AND MS. SIMMONS IS ALREADY PART OF THIS CONVERSATION AS WE'RE MOVING FORWARD.
IF A STUDENT HAS JUST ENTERED DYSLEXIC, THAT'S PART OF THE CONTEXT ALSO THAT I FEEL THAT WHEN WE JUST LOOK AT THE NUMBERS FOR SOME OF THESE STUDENT GROUPS, FOR THIS STUDENT GROUPS SPECIFICALLY, THAT CONTEXT IS VERY IMPORTANT.
HOW LONG HAVE I AM A STUDENT WITH DYSLEXIA, BUT HOW LONG HAVE I BEEN IN THE PROGRAM? BECAUSE BASED ON HOW LONG I'VE BEEN IN THE PROGRAM, THIS MIGHT BE EXPECTED BECAUSE THERE'S NO INTERVENTIONS THAT HAVE HAPPENED AS YET.
PART OF WHAT WE'RE TRYING TO FIGURE OUT IS HOW TO GIVE THAT TO YOU IN A WAY THAT REALLY ADDS MEANING BECAUSE PUTTING THEM BESIDES THE OTHER GROUPS, IT'S NOT QUITE THE SAME, IT'S A VERY DIFFERENT CONTEXT.
PART OF WHAT WE'RE TRYING TO FIGURE OUT IS HOW TO GIVE THAT TO YOU.
YOU CAN SEE THEN, HOW LONG HAVE THEY BEEN IN THE PROGRAM AND WHAT IS THE RATE OF IMPROVEMENT AS THEY'VE BEEN IN THE PROGRAM.
AT A LATER TIME WE'RE GOING TO COME BACK TO YOU AS FAR AS TO EXPLAIN WHAT WE'RE GOING TO DO DIFFERENTLY WITH THAT DATA.
YOU HAVE MORE CONTEXTS AND YOU CAN SEE A SENSE OF GROWTH AS FAR AS FROM WHEN THE STUDENT HAS BEEN IDENTIFIED, PUT INTO PROGRAM, AND BASED ON HOW MANY YEARS THEY'VE BEEN IN THE PROGRAM.
>> YEAH, AND I GUESS I KNOW IN THE NEXT SECTION WHEN WE GET ON WITH THESE QUESTIONS, YOU'RE GOING TO GO INTO WHAT YOU ALL ARE DOING WITH A READING PROGRAM BASED ON THESE NUMBERS.
I GUESS IN THE FUTURE I'D LIKE TO SEE THAT LIKE A SPECIFIC CHART WITH DYSLEXIA.
LIKE WHAT ARE WE DOING IN THE DYSLEXIA SIDE? BECAUSE IF YOU GO DYSLEXIA STUDENTS, I MEAN, ONCE YOU GET BEHIND IN READING, IT'S REALLY HARD TO CATCH UP, AND WE KNOW THAT THEY'RE THE REASON WE'RE SPENDING TIME FOR ME ON THIS IS THAT IF YOU LOOK AT THEM, THEY'RE THE LOWEST GROUP.
I MEAN, I KNOW WE'RE DOING LIKE READING OVER ALL WHAT WE'RE DOING FOR ALL THE STUDENTS.
BUT WHAT ARE WE DOING FOR THIS GROUP THAT OBVIOUSLY HAS A HUGE NEED AND LIKE YOU SAID, I REALLY APPRECIATE THAT.
I WOULD APPRECIATE THAT DATA TO THAT YOU WERE TALKING ABOUT WITH DYSLEXIA. THANK YOU.
>> YEAH. ALONG THOSE LINES, I THINK IF WE COULD GET THE RAW DATA, I THINK TO SPEAK TO YOUR IDENTIFICATION QUESTION, THAT WOULD HELP OUT A LOT TO KNOW.
OKAY. IF WE ONLY HAVE TWO STUDENTS IDENTIFIED IN KINDERGARTEN FOR THAT YEAR.
I THINK THAT THAT'S PART OF THAT ROOT CAUSE ANALYSIS OF ARE WE IDENTIFYING AS MANY STUDENTS AS WE SHOULD BE IDENTIFYING AND LOOKING AT THE VALUE OF THAT DATA AND THEN I'M ALSO WONDERING IF THERE IS VALUE AND THIS IS HONESTLY A QUESTION.
I'M NOT TOTALLY SURE, BUT IF THERE'S VALUE IN LOOKING AT, I KNOW WE DO A RISK ASSESSMENT AND INVERSE WHERE STUDENTS GET FLAGGED BUT DON'T NECESSARILY MOVE INTO INTERVENTION, AND IF IT WOULD BE VALUABLE TO HAVE THAT DATA OF HOW MANY STUDENTS ARE FLAGGED AND THEN LOOKING AT HOW MANY STUDENTS ACTUALLY MOVE INTO INTERVENTION AS PART OF THAT ROOT CAUSE ANALYSIS AS WELL.
>> ARE WE TALKING SPECIFICALLY ABOUT THE DYSLEXIA STUDENTS?
>> I DON'T HAVE ANY OTHER LIGHTS ON, BUT I HAVE A LITTLE BIT OF A QUESTIONS.
SLIDES LIKE SEVEN AND 10 CONCERNING BECAUSE THERE'S SUCH SMALL GROWTH IN THOSE TWO GRADES, FIRST AND SECOND GRADE.
I DID HEAR MS. SIMON SAY THAT YOU'RE PROJECTED TO HIT YOUR END OF THE YEAR TARGETS FOR FIRST GRADE AND DIDN'T HEAR THAT FOR SECOND, I DON'T KNOW IF THAT'S THE EXPECTATION AS WELL.
BUT I DID PICK UP THAT YOU DID SPECIFICALLY SAY IT ABOUT FIRST.
BUT IN PREVIOUS YEARS WE SAW ALMOST 10% GROWTH BETWEEN BEGINNING OF YEAR AND MIDDLE OF YEAR AND WE DID NOT SEE THAT THIS YEAR, WHICH BY THE WAY, I SHOULD HAVE STARTED WITH A THANK YOU FOR RESPONDING TO THE CONCERNS THAT YOU'VE SEEN AND ADJUSTING THE CURRICULUM, AND MAKING THOSE CHANGES.
I LOVE BEING ABLE TO SEE THE CHANGES THAT ARE HAPPENING.
OF COURSE, MY CONCERN IS ALWAYS WHERE WE ARE RIGHT NOW AND THOSE KIDS NEXT YEAR THAT AREN'T GOING TO BE IN KINDERGARTEN AND AREN'T GOING TO SEE THESE CHANGES THAT YOU'RE MAKING IN THE PROGRAM.
HOW ARE THEY GOING TO BE IN FIRST GRADE? GO AHEAD.
>> WHEN YOU GO THROUGH, YOU HAVE TO REALIZE THAT THE M CLASS SCREENER, WHICH IS WHAT WE USE TO ASSESS.
WHEN WE TALKED ABOUT THAT FOR EVERY GRADE LEVEL, THERE ARE DIFFERENT SKILLS ASSESSED AND SOME OF THE SKILLS MAY BE THE SAME.
BUT FROM YEAR-TO-YEAR SO IF I GO ON TO FIRST GRADE, IT'LL STILL PICK UP THOSE PLACES WHERE I MAY BE WEAK IF IT WAS A SKILL FROM BEFORE.
WE WILL STILL BE ABLE TO INTERVENE AND YOU SEE HOW THEY HAVE ASSIGNED FOR THE SMALL GROUP TIME AND INTERVENE AND THEN PUT IN PLACE THE CURRICULUM SPECIFICALLY FOR WHATEVER THAT SKILL IS.
AS WE'RE COMING UP FOR THE NEXT TWO PRESENTATION, YOU'LL SEE AN EXAMPLE OF THAT AND WHAT THAT LOOKS LIKE.
[01:40:02]
BUT FROM GRADE TO GRADE, YOU'LL BE ABLE TO DO THAT BECAUSE WE'RE USING THE SAME SCREENER.BUT YOU CAN STILL GO DOWN AND PICK UP THE SKILLS FROM BEFORE.
IN FACT, JUST THE OTHER DAY I WAS TALKING TO OUR SUMMER SCHOOL, THE PEOPLE WHO ARE IN CHARGE OF SUMMER SCHOOL.
CLAIRE TALKED ABOUT THE FACT THAT LANGUAGE COMPREHENSION IS AN IMPORTANT SKILL, BUT FOR SOME OF THE LOWER GRADES, YOU HAVE TO DISPROPORTIONATELY TEACH THE OTHER THINGS BEFORE YOU CAN GO INTO LANGUAGE COMPREHENSION.
OUR CONVERSATION WAS FOR SUMMER SCHOOL FOR OUR KIDS WHO ARE IN 3, 4, 5 LANGUAGE COMPREHENSION IS THE ISSUE AND WE ARE USED TO IN THE PAST REALLY HONING IN ON, YOU'RE GOING TO READ, WE'RE DOING THOSE READING SKILLS AND THOSE LANGUAGE COMPREHENSION SKILLS.
NOW HAVING GONE THROUGH THIS, OUR THOUGHT PROCESS IS THIS, IF I KNOW THAT THERE ARE SKILLS, THE OTHER WORD RECOGNITION SKILLS THAT HAVEN'T BEEN BUILT, WE CAN TEACH LANGUAGE COMPREHENSION ALL DAY.
YOU WILL EVEN SEE WITHIN SUMMER SCHOOL BASED ON WHAT WE HAVE LEARNED WITH THIS AND THE SCREENING INFORMATION, WE'VE EVEN CHANGED THE SUMMER SCHOOL CURRICULUM IN ORDER TO REALLY WORK WITH THOSE KIDS TO MOVE THEM FORWARD.
IT WON'T BE AN ISSUE FROM GRADE TO GRADE, WE'LL STILL BE ABLE TO PICK UP THOSE SKILLS WHERE THEY'RE DEFICIENT AND WITHIN THE SMALL GROUP TIME, STILL MOVE THEM FORWARD FROM THERE.
>> WONDERFUL. THANK YOU FOR THAT CLARIFICATION.
I AM NOT A CURRICULUM EXPERTS, SO I APPRECIATE ANY ADDITIONAL INFORMATION ABOUT THAT. YES, MA'AM.
>> I DO WANT TO ADDRESS YOUR QUESTION ABOUT THE PROJECTING AND HITTING THE TARGETS.
JUST BASED ON JUST GROWTH FROM LAST YEAR, FROM MOI TO EOI FOR A KINDER AND THEN THE GROWTH THAT THEY HAD IN YEAR THEY ARE THE CLOSEST, THEY'RE THE STRONGEST THAT WE HAVE THE OPPORTUNITY TO PROJECT.
BUT I WAS ON A CAMPUS THIS AFTERNOON AND THEY TALKED ABOUT SOME OF THE WORK THAT THEY'VE STARTED DOING ARE READY BECAUSE WE GOT THIS DATA IN JANUARY AND WE MET WITH OUR PRINCIPLES FOR TWO MEETINGS ALREADY WHERE WE'VE ALREADY IMPLEMENTING SOME THINGS AND THAT PRINCIPLE WAS ALREADY COMMUNICATED TO ME THAT THERE ARE ALREADY SEEING THE DIFFERENCE IN K1 AND 2 WHEN THEY WORK.
THE TEACHER SAID IT WAS HARD BUT IT WAS REWARDING.
THEY CAN ACTUALLY SEE WHERE IT WAS MAKING A DIFFERENCE.
HOPEFULLY WITH THAT WORK, WE WILL EXCEED EVEN ERICA'S PROJECTIONS OF WHETHER OR NOT WE'RE HEADED IN OUR KINDER AND SECOND, WITH THE WORK THAT'S BEING DONE.
>> THAT'S FABULOUS. THEN I HAVE ONE LAST QUESTION ON SLIDE 6.
THIS MAY BE BECAUSE OF THE WAY THE WHOLE PROCESS WORKS, BUT THERE'S NO DYSLEXIA NUMBERS FOR KINDERGARTEN.
IS THAT BECAUSE YOU IDENTIFICATION OF WHEN IT HAPPENS, WE DON'T TYPICALLY HAVE KIDS COMING INTO US THAT HAVE ALREADY BEEN PREVIOUSLY IDENTIFIED AS DYSLEXIA? I THOUGHT SO.
JUST WANTED TO CLARIFY IF ANYBODY'S PAYING ATTENTION ABOUT WHY THEY'RE NOT ON THAT SLIDE.
ANY OTHER QUESTIONS BEFORE WE MOVE ON TO THE NEXT SECTION, TRUSTEES?
>> I JUST WANT TO ADD, I'M SORRY.
WE STILL HAVE ANOTHER SECTION THAT ALSO TALKS ABOUT SOME OF WHAT ERICA AND DR. NICHOLS WE'RE TALKING ABOUT, SO I WANT TO ALLOW WHEN I TRANSITION IF YOU'RE DONE.
WE HAVE ONE OF OUR PRINCIPAL HERE ALONG WITH MAYA TO TALK TO US ABOUT ALL THE GREAT THINGS ARE HAPPENING, RIGHT, LIVE OAKS.
>> CAN WE GO BACK TO THE PREVIOUS PRESENTATION, PLEASE? WE'RE STILL. THANK YOU.
>> GOOD EVENING, DR. AZAR PRESIDENT FELLER AND MEMBERS OF THE BOARD.
MY NAME IS TRACY RIGOR, I'M THE DIRECTOR OF ACADEMICS FOR ELEMENTARY AND I'M JUST PLEASED TO BE HERE THIS EVENING TO SHARE WITH YOU A LITTLE ABOUT SOME OF THE RECENT WORK WE ARE DOING, HIGHLIGHTING WHAT YOU'RE TALKING ABOUT.
HOW DO WE KNOW THAT WE'VE GOT THIS LONG-TERM RESPONSE THAT YOU'VE HEARD ABOUT IN TERMS OF OUR CURRICULUM FOR NEXT YEAR? BUT KNOWING THAT WE ALSO HAD ANTICIPATED, WE KNOW THERE'S A NEED FOR JUST IN TIME SUPPORT TO RESPOND TO OUR MIDDLE OF YOUR DATA AND SUPPORT CAMPUSES AND TEACHERS IN WHAT SPECIFICALLY TO DO AS THEY GOT THAT DATA BACK TO SUPPORT OUR STUDENTS AT RISK.
I'M GOING TO GO THROUGH BASICALLY JUST SOME OF THE WORK THAT WE'VE DONE.
AGAIN, KNOWING THAT THIS WAS A NEED, WHAT WE KNEW WAS THAT WE NEEDED TO HAVE SOME TYPE OF A TOOL OR RESOURCE FOR CAMPUSES TO USE IN ORDER TO UNDERSTAND A FEW THINGS.
THE GOALS OF THAT BEING, FIRST OF ALL, UNDERSTANDING MCLASS AS THE ASSESSMENT.
WHAT IS IT, WHAT DOES IT REALLY ASSESS AND THEN WHAT IS THAT DATA THAT YOU'RE GETTING FROM IT? THEN THE OTHER PIECE OF THAT BEING, HOW DO WE DIAGNOSE THOSE FOCUS SKILLS THAT PEOPLE NEED TO DIG INTO AND REALLY FOCUSING ON IN INSTRUCTION? THEN CRITICALLY IS HOW DO WE RESPOND INSTRUCTIONALLY?
[01:45:01]
WHAT IS IT THAT WE DO WITH STUDENTS EITHER INDIVIDUALLY, IN SMALL GROUPS AND WHOLE GROUPS? FINALLY, HOW ARE WE MONITORING AND ADJUSTING THAT SO THAT WE'RE ENSURING THAT STUDENTS ARE GROWING OVER TIME? AN INCREDIBLE TEAM OF OUR EARLY LITERACY SPECIALISTS, OR LITERACY INSTRUCTIONAL COACHES AND OUR DUAL LANGUAGE COACHES CAME TOGETHER TO WORK ON THIS IN A SHORT AMOUNT OF TIME, BUT PRODUCE SUCH A GREAT SUPPORT FOR OUR CAMPUSES TO USE IN THIS WAY.THEY'VE SPENT THE LAST COUPLE OF YEARS TRULY SINCE 2020 AS DR. NICHOLS REFERENCED, DIGGING INTO EARLY LITERACY AND THE SCIENCE OF READING.
ALL OF THIS ALIGNED TIGHTLY TO HOW DO WE GIVE THIS JUST IN TIME SUPPORT AROUND THE SCIENCE OF READING.
ONCE THIS TOOL WAS DEVELOPED BY THIS TEAM, WHAT WE DID IN TERMS OF THAT COMMUNICATION AND TRAINING IS FIRST OF ALL, WE SHARE THAT OUT WITH OUR AREA SUPERINTENDENT TEAM, OUR PRINCIPLES, IN IN-PERSON SESSIONS TO GO THROUGH THIS TOOL THAT I'M GOING TO SHARE WITH YOU GUYS TONIGHT.
WE ALSO INCLUDED OUR INSTRUCTIONAL COACHES AND OTHER KEY STAFF THAT PRINCIPALS IDENTIFIED AS PARTNERS IN THIS WORK ON THEIR CAMPUS, SO THAT WE COULD REALLY BUILD CAPACITY ON CAMPUS WITH HOW TO UTILIZE THIS IN SUPPORT IN RESPONSE TO THE DATA.
TONIGHT WHAT WE'RE GOING TO DO SIMILARLY TO THE CURRICULUM, WE'RE GOING TO FOCUS IN ON KINDERGARTEN AND GO THROUGH THIS TOOL ON WHAT WE WOULD REALLY FOCUS IN WITH OUR KINDERGARTEN STUDENTS.
WITHIN THE SCIENCE OF READING, THERE IS THIS DEFINITE PROGRESSION OF THE SKILLS AND THE FOUNDATIONAL ONES THAT YOU'LL SEE HERE.
ALL OF THESE SKILLS ARE IMPORTANT FOR OUR KINDERGARTEN TO MASTER, BUT THEY DO PROGRESS IN THIS PARTICULAR DIRECTION AND SO WHEN YOU LOOK AT THAT BEGINNING OF PHONOLOGICAL AND PHONEMIC AWARENESS, THAT IS THAT ABILITY TO, IT'S ABOUT THE HEARING THE SOUNDS, HEARING THE PARTS OF WORDS, THAT PHONOLOGICAL PIECES ALL ABOUT WHAT STUDENTS ARE HEARING.
THEN MOVING INTO THOSE SECOND TWO BLOCKS OF PHONICS, THAT'S REALLY THAT SOUND GETTING CONNECTED TO THE LETTER SOUNDS IN THE LETTER NAMES.
THEN OF COURSE WE'RE BUILDING THOSE FLUENT READERS OVER TIME THAT GOES INTO OUR WORD DECODING AND WORD READING FLUENCY.
THESE ALIGNED WITH OUR M-CLASS ASSESSMENT AS YOU'VE SEEN IN THE PREVIOUS SLIDES AS WELL [NOISE] IN BUILDING THE TOOL, THIS IS JUST AN EXAMPLE OF THAT MAIN LANDING PAGE THAT WAS DEVELOPED FOR CAMPUSES.
WE'RE GOING TO FOCUS IN AGAIN ON KINDERGARTEN, SO THOSE THAT ARE CIRCLED IN RED ARE THE SKILLS THAT ARE SPECIFIC TO KINDERGARTEN.
THIS TOOL WAS ALSO DEVELOPED JUST SO THAT, YOU KNOW, WE ALSO DEVELOP THIS TOOL FOR OUR SPANISH DUAL LANGUAGE PROGRAM AS WELL, SO THE SAME RESOURCES AVAILABLE IN BOTH LANGUAGES AND TEACHERS HAVE THAT SAME SUPPORT FOR EVERY CLASSROOM.
WHEN WE LOOK AT KINDERGARTEN, AGAIN, THOSE TWO KEY AREAS OF PHONEMIC AWARENESS AND LETTER SOUNDS.
THAT IS WHERE WITHIN THIS TOOL, A TEACHER OR A CAMPUS, A TEAM OF TEACHERS, A TEAM OF PRINCIPLES THEY COULD LOOK AND SEE, IF I'VE IDENTIFIED THIS AREA OF NEED, WHERE DO I GO AND GET MORE INFORMATION AND SPECIFIC SUPPORT ABOUT WHAT TO DO NEXT? WE'RE GOING TO LOOK SPECIFICALLY AT THE PHONEMIC AWARENESS AND LETTER SOUNDS, KNOWING THAT THOSE ARE KEY AREAS FOR OUR KINDERGARTENERS TO MASTER IN THOSE FOUNDATIONAL SKILLS, SO GOING FROM THERE, IT REALLY WAS ABOUT, AGAIN, THIS IS THE EXAMPLE PAGE FROM PHONEMIC AWARENESS THAT'S THE NAME OF THE ASSESSMENT AT THE TOP AND THAT GIVES THE BACKGROUND OF WHAT IS THE ASSESSMENT LOOK LIKE? WHAT'S A PICTURE OF WHAT IT LOOKS LIKE THE STUDENT SEES, WHAT IS IT ACTUALLY GOING TO ASSESS? THEN EACH OF THESE AREAS IS WHAT WE WANTED TO PROVIDE FOR EACH OF THESE SKILL AREAS FOR OUR CAMPUSES AND OUR TEACHERS TO USE.
IN ADDITION, JUST SO YOU KNOW, TOO, I MENTIONED THE TRAINING.
ALSO WITHIN THIS TOOL IS A TRAINING VIDEO, SO WE WANTED TO ENSURE THAT ANY TEACHER ON A CAMPUS THAT NEEDED TO USE THIS TOOL WOULD ALSO HAVE THE ABILITY TO JUST WATCH A TRAINING VIDEO AND UNDERSTAND HOW TO USE THE TOOL AS WELL.
THESE NEXT PIECES THAT WE'RE GOING TO LOOK AT ARE THAT FIRST PART, WHERE DID YOU SEE THE DIAGNOSTIC, THAT'S WHERE IT'S WE'VE GOT THIS SPECIFIC MEASURE THAT WE'VE GOTTEN FROM M-CLASS, BUT WE NEED TO KNOW MORE.
IT TELLS US A BROADER PICTURE, BUT WE REALLY NEED TO DIG IN.
ONCE IT'S FLAGGED BY OUR M-CLASS ASSESSMENT, WE NEED TO BE ABLE TO DO THIS DIAGNOSTIC PIECE TO KNOW WHERE IS IT THAT WE START WITH A STUDENT ON INTERVENING? IN ADDITION, THAT CENTER COLUMN IS ABOUT INSTRUCTIONAL RESPONSE.
IT WAS BUILDING OUT SOME INSTRUCTIONAL STRATEGIES AS WELL AS SOME VERY SPECIFIC LESSONS AND ACTIVITIES THAT WOULD BE AVAILABLE FOR TEACHERS TO USE WITH STUDENTS, EITHER IN SMALL GROUP, IN WHOLE CLASS DEPENDING ON WHAT THEIR DATA SHOWED.
THEN FINALLY, THAT LAST COLUMN IS ABOUT PROGRESS MONITORING AND REALLY HIGHLIGHTING FOR TEACHERS HOW TO SCHEDULE THAT AND WHAT TO DO NEXT IN TERMS OF AS THEY PROGRESS MONITOR, SO WHAT WE'RE GOING TO DO NEXT IS REALLY LOOK AT EACH OF THOSE PIECES.
THAT FIRST ONE BEING ABOUT THE ASSESSMENT AND UNDERSTANDING THE ASSESSMENT, THE TOP ONE YOU'LL SEE IS ABOUT PHONEMIC AWARENESS AND WHAT THIS TEST MEASURES AND IT JUST TELLS YOU EXACTLY WHAT THAT STUDENT DOES,
[01:50:02]
IS THEY HAVE TO BREAK WORDS INTO PHONEMES IN WHICH A PHONEME IS THAT SMALLEST SOUND, THAT PIECE THAT IS REPRESENTED BY A LETTER.BUT THAT PHONEME, THEY HAVE TO DO THAT FOR 60 SECONDS.
AGAIN, THIS IS ALL ORAL THIS IS NOT CONNECTING IT TO THE ACTUAL LETTERS.
THE SECOND PART, THE LETTER SOUNDS NONSENSE WORD FLUENCY ASSESSMENT, THAT'S WHERE THEY'RE CONNECTING THOSE LETTERS SOUNDS TO THE PHONEMES AND THOSE AGAIN IN CONJUNCTION ARE REALLY WHERE WE NEED TO BUILD THAT FOUNDATION.
THIS IS TO PROVIDE THEM WITH THAT INFORMATION SO THAT THEY CAN ALSO SEE EXACTLY HOW THAT WAS ASSESSED.
WHAT YOU SEE ON THE RIGHT SIDE OF THAT SCREEN IS EXACTLY WHAT THE TEACHER SEES WHEN THEY'RE GIVING THE ASSESSMENT TO THE STUDENT.
THE NEXT PIECE IS THAT DIAGNOSTIC PIECE AND SO WHAT WE WANTED TO PROVIDE AGAIN IS WHAT TO DO NEXT.
AS A KINDERGARTEN TEACHER, IF I'VE LOOKED AT MY DATA AND I'VE IDENTIFIED THESE TWO AREAS OF NEED.
NOW I'M LOOKING AT THAT PHONOLOGICAL AWARENESS PIECE.
I CAN GO INTO THIS DIAGNOSTIC AND KNOW EXACTLY WHAT ASSESSMENT I NEED TO GIVE THEM TO GET SOME ADDITIONAL INFORMATION.
WHAT THAT ADDITIONAL INFORMATION AGAIN CAN GIVE ME IS WHERE THAT AREA OF NEED IS, WHERE IT POPS UP.
STARTING WITH INITIAL SOUNDS, FINAL SOUNDS, MEDIAL SOUNDS, WHAT THOSE AREAS ARE.
THIS GIVES THEM EXACTLY THAT ASSESSMENT AND THE TEACHER CLICKS ON IT AND IT PULLS IT UP SO THAT THEY KNOW EXACTLY WHERE THAT ASSESSMENT IS WITHIN THE RESOURCES THAT WE HAVE FOR THEM.
THE NEXT PIECE IS, THAT INSTRUCTIONAL PIECE THAT WE REFERENCED IN THE MIDDLE AND IN ADDITION TO THE STRATEGIES PART, WE ALSO HAVE SPECIFIC LESSONS.
IN THE STRATEGIES PAGE WHAT WE REALLY WANTED TO DO IS MAKE SURE THAT WE PROVIDED A BROAD SPECTRUM OF DIFFERENT TYPES OF INSTRUCTION BECAUSE WE ALSO KNOW DIFFERENT STUDENTS HAVE DIFFERENT NEEDS AND RESPOND DIFFERENTLY, SO WHAT WE WANTED TO DO IS PROVIDE PLENTY OF DIFFERENT WAYS THAT THIS WOULD BE EITHER TAUGHT AS THEY'RE IN GROUPS.
WE ALSO PROVIDED VIDEOS OF MODELS THAT TEACHERS DOING THIS, OR MODEL EXAMPLES FROM, RESOURCES OF HOW TO ACTUALLY DO THIS SO THAT A TEACHER, IF THAT'S NOT SOMETHING THEY'RE FAMILIAR WITH, CAN CLICK ON THAT VIDEO AND IMMEDIATELY SEE WHAT THAT REALLY LOOKS LIKE WITH THEIR STUDENTS.
THE OTHER THING THAT THIS STRATEGIES PAGE DOES IS IT ALLOWS THEM TO ALSO VET OUT RESOURCES AS THEY LOOK AT LESSONS, THEY'LL KNOW KEY THINGS TO LOOK FOR IF THEY ARE TEACHING PHONEMIC AWARENESS WHEN THEY'VE REALLY GOTTEN FAMILIAR WITH THIS STRATEGIES PAGE.
THE ACTIVITIES AND THE LESSONS THE STARTING POINT WAS WITH OUR AMPLIFY M-CLASS ASSESSMENT ITSELF.
IT HAS A BANK OF RESOURCES WITHIN IT AND SO OUR TEAM WENT THROUGH AND IDENTIFIED WHAT ARE THOSE BEST LESSONS IN THERE THAT CAN BE USED IN A LOT OF DIFFERENT WAYS, SO THAT IT WAS ALMOST LIKE A ROUTINE THAT THEY COULD ALSO USE MULTIPLE TIMES OVER THE YEAR.
THAT'S PROVIDED THERE WITH LINKS AND WHEN THE TEACHER CLICKS ON THAT LINK OR THE TEAM CLICKS ON THAT LINK, IT PULLS UP THAT EXACT LESSON.
FINALLY, IN THE LETTER-SOUND AREA, SO THAT WAS THOSE TO THE DIAGNOSTIC AND INSTRUCTIONAL PART WAS ABOUT THE PHONEMIC AWARENESS.
NOW THIS IS WHAT IN THE LETTER SOUNDS AREA WITH KINDERGARTEN, IF THAT'S THAT OTHER AREA THAT I'M FOCUSED ON.
THIS IS THE DIAGNOSTIC THAT'S PROVIDED HERE IT'S CALLED A QUICK PHONICS ASSESSMENT, SO IT'S SHORTER AND PROVIDES THEM WITH SOME REAL INFORMATION TO DIG IN SPECIFICALLY TO ONE OF THESE KEY AREAS AND AGAIN, IDENTIFY WHAT'S MY ENTRY POINT FOR INTERVENTION AND SUPPORT FOR THE STUDENT.
AGAIN, SIMILAR TO THE OTHER PAGE, WHAT YOU HAVE ARE THESE STRATEGIES FOR TEACHING THOSE LETTERS SOUNDS, AS WELL AS VERY SPECIFIC LESSONS THAT THEY CAN PULL UP AND UTILIZE WITH INDIVIDUAL STUDENTS OR WITH GROUPS, OR WHOLE GROUP AS WELL, IF IT'S AN IDENTIFIED ACROSS THEIR WHOLE CLASS.
COMING BACK TO THIS PAGE, SO WE'VE TALKED ABOUT THOSE, THAT DIAGNOSTIC PIECE AND INSTRUCTIONAL RESPONSE NOW IS TO LOOK AT THAT PROGRESS MONITOR.
BECAUSE WHAT WE ALSO KNOW IS REALLY IMPORTANT IS THAT INTERVENTION BEING DONE, WE WANT TO MAKE SURE THAT WE'RE CONTINUOUSLY MOVING STUDENTS AND IDENTIFYING ESPECIALLY FOR OUR BELOW AND OUR WELL BELOW STUDENTS, HOW ARE WE PROGRESS MONITORING THEM SO THAT WE SET SOME SPECIFIC GOALS AND SHOW WHAT WE'RE DOING IN THAT PROGRESS.
WHAT WAS PROVIDED HERE IN PROGRESS MONITORING TOO IS IN THAT PARTICULAR SKILL OF PHONEMIC AWARENESS, FOR EXAMPLE, FOR KINDERGARTEN, WHAT THAT PROGRESSION OF SKILLS LOOKS LIKE, THAT A STUDENT IS GOING TO START WITH IDENTIFYING THE INITIAL SOUND AND WORK THEIR WAY DOWN TO THAT TWO TO THREE PHONEME SEGMENTATION.
IF I'VE IDENTIFIED THAT THIS STUDENT NEEDS THAT IDENTIFY INITIAL SOUND PIECE, THAT'S WHERE I'M GOING TO START WITH MY INTERVENTION AND THEN WHAT I'M GOING TO DO NEXT IS PROGRESS MONITOR THAT AND WHAT WAS PROVIDED HERE AS RECOMMENDATIONS ON SCHEDULING.
LIKE DEPENDING ON IF THEY WERE BELOW OR WELL BELOW, HOW OFTEN SHOULD THAT PROGRESS MONITOR HAPPEN? THEN SPECIFIC SHORT ASSESSMENTS TO BE ABLE TO PROGRESS MONITOR AND SAY, THEY'VE MASTERED THIS INITIAL SOUND WE CAN NOW MOVE ON TO FINAL SOUNDS.
ALL OF THIS AGAIN BEING JUST LINKED ON THIS TOOL IN ONE PLACE AND THEN ULTIMATELY OF COURSE THEN BEING ABLE TO ADJUST, MAKE THAT ADJUSTMENT CONTINUE TO GROW,
[01:55:02]
REGROUP OUR STUDENTS INTO WHERE THEY NEED TO BE, AND CONTINUE JUST TO BUILD THOSE FLUENT READERS OVER TIME.AGAIN, WE SHARE THIS OUT WITH OUR CAMPUSES AND THE WORK COMES TO LIFE WHEN YOU SEE IT ON A CAMPUS AND SO WHAT YOU'LL SEE NEXT, AS YOU HEAR FROM DR. MERCER AND OUR AREA SUPERINTENDENT FOR MANY LEARNING COMMUNITY, AND BRIAN [INAUDIBLE] , WHO'S OUR PRINCIPLE OF LIVE OAK ELEMENTARY, THEY WILL SPEAK MORE TO WHAT DOES THIS LOOK LIKE WHEN IT COMES TO LIFE ON CAMPUS AND HOW THAT SUPPORT LOOKS, SO WITH THAT, I'LL TURN IT OVER TO DR. MERCER.
DR. MERCER PROUD PRINCIPAL, SUPERVISOR, MANAGER, HOWEVER YOU WANT TO CALL IT, AREA SUPERINTENDENT FOR THE MCNEILL LEARNING COMMUNITY AND WE HAVE HAD A FANTASTIC TIME DIVING INTO EARLY LITERACY.
THANK YOU. AS PROMISED, OUR ROLE THIS EVENING IS TO PROVIDE YOU ALL WITH A BRIEF OVERVIEW OF HOW THE DISTRICT LEVEL RESPONSE IS BEING REALLY TRANSLATED INTO CAMPUS LEVEL ACTION PLANNING.
PARTICULARLY AS IT PERTAINS TO MIDDLE OF THE YEAR DATA, THROUGH OUR M-CLASS, SCREENER AND MORE SPECIFICALLY, AGAIN, KINDERGARTEN.
I'M HERE TO TAKE US DEEPER INTO HOW THEY'VE USED THE TOOLS AND SUPPORTS AND ALL OF THE RESOURCES TRACY JUST DESCRIBED TO US THIS EVENING IS OUR LEGENDARY PRINCIPLE OF LIVE OAK ELEMENTARY BRIAN BRODERICK.
>> I'LL HOLD FOR APPLAUSE [APPLAUSE] THANK YOU. I AM BRIAN BRODERICK.
I AM THE PRINCIPAL OF LIVE OAK ELEMENTARY, SO THANK YOU, DR. MERCER.
GOOD EVENING, TRUSTEES DR. AZAIEZ.
I'M GOING TO START BY GIVING YOU A LITTLE BIT OF OUR DATA STORY JUST SO YOU CAN SEE OUR JOURNEY BEGAN.
THIS YEAR MY CAMPUS IS ACTUALLY GOING THROUGH THE READING ACADEMY.
BUT WE STARTED OUR JOURNEY WITH THE SCIENCE OF READING LAST YEAR.
WE REALLY COMMITTED TO IT AND DOVE INTO SOME OF THOSE PRACTICES BECAUSE WE KNEW THAT WAS COMING.
WE COMMITTED TO ADHERING TO A PROGRAM LIKE BENCHMARK PHONICS, WHICH FOLLOWS THE SCIENCE OF READING AND HEGGERTY, PHONEMIC AWARENESS AND WE SAW GREAT GROWTH IN ALL OF OUR PRIMARY GRADES LAST YEAR.
I TOO I'M GOING TO FOCUS ON KINDERGARTEN FOR TONIGHT SO HERE ON THIS YOU SEE OUR KINDERGARTEN BEGINNING OF YEAR IN MIDDLE OF YOUR DATA COMPARED BETWEEN 21, 22 AND 22, 23.
>> WHAT YOU DON'T SEE ON THERE IS OUR END-OF-YEAR FROM LAST YEAR WAS 62 PERCENT AT OR ABOVE BENCHMARK.
THAT WAS OUR BASELINE FOR OUR HOUSE BILL 3 GOAL WHICH IS 65 PERCENT FOR THIS YEAR.
LAST YEAR OUR GREATEST GAINS ACTUALLY CAME BETWEEN MOY AND EOY AND I EXPECT THAT TO CONTINUE JUST AS THE KINDERGARTENERS ARE MATURING.
I'M STILL ON THIS SLIDE. I HAVEN'T DONE THIS BEFORE.
WE STARTED THE SCHOOL YEAR WITH OUR RENEWED COMMITMENT TO THE SCIENCE OF TEACHING READING AND I CAN'T SAY THAT WITHOUT TOUTING MY TEACHERS.
THIS TAKES A LOT OF WORK AND MY K12 TEACHERS ARE PHENOMENAL, MY KINDERGARTEN TEAM THEY'RE VERY EXPERIENCED AND THEY ARE VERY HARD WORKING AND THEY'RE VERY DATA FOCUSED, WHICH MAKES THIS WORK THAT MUCH EASIER AS AN ADMINISTRATOR.
WE CONTINUE USING BENCHMARK PHONICS AND HAGGERTY AS WHOLE-GROUP INSTRUCTION, AND WE'RE USING OTHER SCIENCE-BASED STRATEGIES WHEN PULLING SMALL GROUPS OF STUDENTS.
AS AN ADMINISTRATIVE TEAM, WE FOCUS ON ENSURING THAT ALL THE COMPONENTS OF BENCHMARK AND HAGGERTY WERE BEING IMPLEMENTED AND THAT PACING WAS EFFECTIVE.
MANY OF THESE ROUTINES THAT ARE IN THIS PROGRAM ARE DESIGNED TO LAST 2-3 MINUTES.
IN ORDER TO GET ALL OF THAT INTO YOUR BLOCK OF TIME, YOU'VE GOT TO MAKE SURE THAT IT'S HAPPENING AT A GOOD PACE.
SINCE THE BEGINNING OF THE YEAR, OUR TEACHERS HAVE BEEN MONITORING PROGRESS USING THE QUICK PHONICS ASSESSMENT THAT TRACY MENTIONED, AND THAT IS PART OF THE BENCHMARK PHONICS PROGRAM, AND RESPONDING TO THAT DATA BY ADJUSTING THEIR SMALL GROUPS TO MEET INDIVIDUAL NEEDS.
OUR TEACHERS MEET WEEKLY IN COLLABORATIVE PLANNING AND THEY LOOK AT EACH OTHER'S DATA, DISCUSS THEIR INSTRUCTIONAL PRACTICES, AND DECIDE HOW THEY'RE GOING TO RESPOND WITH BOTH WHOLE-GROUP INSTRUCTION AND SMALL-GROUP INSTRUCTION.
I'LL GET A LITTLE MORE SPECIFIC ABOUT THAT LATER.
[02:00:01]
AS YOU HEARD FROM TRACY, THESE ARE THE PROGRESSION OF SKILLS AS STUDENTS LEARN TO READ.YOU'LL SEE ON THE NEXT COUPLE OF SLIDES HOW WE'RE ADDRESSING THIS AT OUR CAMPUS.
THE KINDERGARTEN TEACHERS AND OUR ADMINISTRATIVE TEAM MET AFTER WE HAD FINISHED ADMINISTERING THE MIDDLE-OF-YEAR IN-CLASS SCREENER.
WE FIRST LOOKED AT OUR OVERALL SCORES FOR KINDERGARTEN, WHICH WE SAW A 12 PERCENTAGE POINT GAIN FROM BOY TO MIDDLE-OF-YEAR.
WE THEN LOOKED AT ALL OF THE SUB-TESTS THAT MAKE UP THE SCREENER AND REALLY HONED IN ON OUR LETTER SOUNDS AND DECODING.
IMPORTANT TO NOTE, THOSE TWO SCORES ACTUALLY COME FROM ONE SUB-TEST.
THEY COME FROM NONSENSE WORD FLUENCY.
STUDENTS GET A POINT FOR SAYING THE CORRECT LETTER SOUNDS, AND THEN THEY GET A POINT FOR BLENDING THE WORD INTO A WORD.
BEFORE I GO THERE. YOU'LL SEE THEIR PHONEMIC AWARENESS.
WE ARE ONLY 33 PERCENT AT OR ABOVE BENCHMARK ON THAT ONE.
THE REASON WE DIDN'T CHOOSE TO REALLY FOCUS ON THAT AS PART OF OUR PLAN IS BECAUSE WE'RE USING THE HAGGERTY PHONEMIC AWARENESS PROGRAM, WHICH IS HIGHLY BUILT ON ROUTINE AND THAT'S SOMETHING WE HAD ALREADY BEEN TIGHTENING UP THIS YEAR PRIOR TO THE MOY DATA COMING OUT, WORKING ON THAT PACING, MAKING SURE THE STUDENTS ARE LEARNING THE ROUTINE, THEY HAVE HAND SIGNALS THAT GO ALONG WITH EVERYTHING.
REALLY MAKING SURE THE STUDENTS KNOW EVERYTHING, THEY UNDERSTAND WHAT THEY'RE BEING ASKED TO DO.
AS TEACHERS AND AS ADMINISTRATORS, WE FELT CONFIDENT THAT THOSE SCORES ARE GOING TO RISE JUST BY USING THAT PROGRAM.
ON THIS ONE, THERE AGAIN, YOU SEE WHERE WE ARE THIS IS MIDDLE-OF-YEAR FOR LETTER SOUNDS AND DECODING.
FORTY THREE PERCENT AND 44 PERCENT WERE WELL BELOW.
THIS IS WHERE WE'RE LOOKING AT THE SUB-TESTS AND THEN WE STARTED DIGGING DOWN INTO THE STUDENT LEVEL.
WHAT YOU SEE IN THE GREEN BOX THERE IS AN ACTUAL STUDENT'S SCORING. THIS IS HOW THEY DID.
THE TWO RED THEY ACTUALLY MISSED TWO LETTER SOUNDS ON THERE.
I BELIEVE THE SHORT I AND SHORT E, WHICH IS PRETTY COMMON IN KINDERGARTEN.
THE SMALL BLUE LINES MEAN THAT THEY ATTEMPTED A LETTER SOUND, AND THE LONGER BLUE LINE DOWN THERE ON THE BOTTOM MEANS THEY ATTEMPTED TO BLEND THOSE TOGETHER.
THIS STUDENT ACTUALLY SCORED WELL BELOW.
THEY WERE IN THE WELL-BELOW CATEGORY.
AS WE CONTINUE TO GO THROUGH STUDENTS, WE SAW THIS VERY COMMON THAT OUR STUDENTS TYPICALLY THEY KNOW THEIR LETTER SOUNDS.
THEY DIDN'T HAVE A PROBLEM WITH THAT.
SOME OF THEM COULD EVEN BLEND TOGETHER BUT WHAT WAS HAPPENING IS THEY'RE NOT GETTING ENOUGH ON THE TEST TO SCORE AT THE BENCHMARK LEVEL.
I THINK I MISSED THAT. TO ATTAIN BENCHMARK FOR BEGINNING A YEAR, IT WAS NINE LETTER SOUNDS CORRECT AND JUST ONE WORD BLENDED TOGETHER CORRECTLY FOR BENCHMARK AT BEGINNING OF YEAR.
MIDDLE OF THE YEAR FOR KINDERGARTEN IT IS 25 LETTER SOUNDS AND THREE WORDS READ CORRECTLY AND THEN AT END OF YEAR IT IS 49 LETTER SOUNDS AND 13 WORDS READ CORRECTLY.
WHILE THEY KNOW THE SOUNDS AND THE TEACHERS ARE PUTTING THEM INTO SMALL GROUPS AND SAYING, I KNOW THEY KNOW THESE.
THEY WEREN'T PRODUCING IT HERE BECAUSE THEY HAVEN'T DEVELOPED THE AUTOMATICITY.
THEY'RE NOT AUTOMATICALLY SEEING IT AND SAYING THE WORD WHICH IS WHERE WE WANT TO GET THEM TO BECOME FLUENT READERS.
THAT WAS SOMETHING WE CHOSE TO REALLY FOCUS ON AS WE CONTINUE TO GO THROUGH AND LOOK AT HOW DIFFERENT STUDENTS SCORED.
THIS IS THE MCLASS RESPONSE TOOL.
WHAT THIS DID WAS REALLY HELP US DIG DEEPER INTO OUR COLLABORATIVE PLANNING WE MET AS A TEAM, AND WE WERE ABLE TO USE THIS TO REALLY DIG INTO EACH SUB-TEST, UNDERSTAND THE RATIONALE BEHIND EVERYTHING, AND THEN ALSO LIKE TRACY SAID, IT'S GOT WHERE YOU START ALL OF THE RESOURCES ARE RIGHT THERE PLUS VIDEO EXAMPLES.
IT MADE IT REALLY EASY TO PULL THINGS OUT AND THEN IMPLEMENT THAT INTO OUR PLAN.
WE'RE USING SEVERAL OF THESE HAVE INFUSE THEM INTO OUR WHOLE GROUP ROUTINES, AND THEN A LOT OF THEM INTO OUR SMALL GROUP ROUTINES.
AFTER WE WENT THROUGH ALL OF OUR DATA ANALYSIS, WE DEVELOPED OUR PROBLEM OF PRACTICE.
WE DECIDED THAT STUDENTS HAVE NOT BEEN GIVEN THE SUFFICIENT AMOUNT OF TIME TO
[02:05:03]
PRACTICE LETTER SOUNDS AND DECODING IN A WAY THAT BUILDS AUTOMATICITY.WE USE THE TOOL, WE FOUND SOME ROUTINES THAT WE'VE BUILT IN TO WHAT OUR TEACHERS ARE DOING DAILY SO THAT WE CAN BUILD THAT PRACTICE.
OVER THE NEXT COUPLE OF SLIDES HERE I'M GOING TO TALK MORE ABOUT OUR TARGETED SMALL GROUP OR STRUCTURAL CONSIDERATIONS AND THEN A LITTLE BIT MORE ON OUR PROGRESS MONITORING.
ONE THING OUR TEACHERS DO IS THEY TARGET THEIR SMALL GROUPS WE CALL IT FLEX GROUPING.
BASED ON OUR MOY DATA, THEY DIVVIED UP THE STUDENTS INTO GROUPS BASED ON THEIR NEED REGARDLESS OF THE CLASS THEY'RE IN, AND WE HAVE SET ASIDE TIME WHERE THEY ACTUALLY SHARE THE STUDENTS BETWEEN CLASSES SO THEY CAN WORK ON THOSE SPECIFIC SKILLS WITH THOSE STUDENTS.
IT MAY BE SOME GROUPS ARE WORKING ON DECODING, SOME GROUPS ARE WORKING ON LETTER SOUNDS AND USING DIFFERENT STRATEGIES THAT WE HAVE TAKEN FROM THE MCLASS RESPONSE TOOL.
A BIG PART OF IT IS MAKING SURE THAT OUR TIME THAT WE HAVE IN THE DAY SET ASIDE FOR PHONICS AND THIS ROUTINE SPECIFICALLY IS UNINTERRUPTED.
DURING THAT TIME, WHEN STUDENTS ARE NOT GETTING PULLED TO GO TO SPEECH OR ANY OTHER SERVICES, WE'RE NOT VISITING THE LIBRARY OR ANYTHING LIKE THAT, WE'RE NOT HAVING ASSEMBLIES.
THIS IS UNINTERRUPTED TIME THAT'S HAPPENING DAILY.
IT'S VERY SACRED THAT THEY HAVE THIS TIME.
ANOTHER BIG PART OF IT IS OUR TEACHERS WE GIVE THEM AN EXTRA HOUR OF PLAYING TIME, 7:15-8:15 EACH WEEK.
DURING THAT TIME THEY HAVE TO FOCUS ON DATA AND MAKING INSTRUCTIONAL DECISIONS THAT ARE GOING TO MOVE THE NEEDLE FOR OUR KIDS.
THAT'S BEEN VERY HELPFUL WITH THEM LOOKING AT DATA AND THEN RESPONDING TO IT.
THEN OF COURSE WE HAVE TIME IN OUR SCHEDULE FOR OUR FLEX GROUPING.
THEY HAVE THAT TIME WHERE THEY CAN MOVE STUDENTS BETWEEN CLASSES AND THEN SOME WITH OUR INTERVENTION TEAM AS WELL TO MAKE SURE THEY'RE GETTING ALL THOSE GROUPS OF KIDS AND MEETING THEIR NEEDS.
AN ADJUSTMENT WE DIDN'T MAKE TO PROGRESS MONITORING WHILE WE'RE STILL USING THE QUICK PHONICS ASSESSMENT WHEN WE NEED TO DO SOME MORE DIAGNOSTIC DIGGING, WE'VE ACTUALLY SWITCHED OVER MCLASS HAS A PROGRESS MONITORING TOOL THAT COMES WITH IT.
WE'VE STARTED USING THAT SO THAT THEIR PROGRESS IS BEING MONITORED IN THE EXACT SAME WAY THAT THEY'RE GOING TO BE ASSESSED AT THE END OF THE YEAR.
FROM THAT WE CAN REALLY SEE ARE THEY MAKING PROGRESS.
WHAT WE'RE DOING IS EVERY TWO WEEKS WE'RE DOING STUDENTS THAT WERE IN THE WELL BELOW CATEGORY AND EVERY FOUR WEEKS FOR THOSE THAT SCORED IN THE BELOW CATEGORY.
AS I SAID BELOW, TEACHERS ARE MOVING STUDENTS AROUND AND USING STRATEGIES BASED ON THAT DATA.
ANOTHER THING, OUR ADMINISTRATION TEAM WE ARE PERFORMING WALK-THROUGHS WE'RE IN THERE WEEKLY AND PAYING SPECIAL ATTENTION TO THE PACING, THE ROUTINES, THE STUDENT ENGAGEMENT, AND THEIR PARTICIPATION AND THEIR APPLICATION OF THE SKILLS.
THAT'S A LITTLE BIT AT WHAT'S GOING ON AT ROUND ROCK. ARE THERE ANY QUESTIONS?
>> WE DO HAVE QUESTIONS, DR. BONE.
>> FIRST, I JUST WANT TO SAY THANK YOU ALL.
THIS IS REALLY GOOD STUFF, I THINK SO, JUST CONGRATULATIONS AND THANK YOU VERY MUCH FOR YOUR HARD WORK GUYS.
I SEE A TON OF WORK GOING ON THERE.
ALONG THOSE LINES, I DID HAVE SOME QUESTIONS AND IT'S AROUND HOW ARE WE COMMUNICATING WITH PARENTS? BECAUSE MY KIDS ARE NOW A MIDDLE-SCHOOL, BUT I KNOW WHEN THEY WERE IN ELEMENTARY, THERE WAS A WAY THAT WAS COMMUNICATED WITH US AND IT WAS BY YOUR KIDS READING BOOK LEVEL A, B, C, D, E, F, G, H, I, WHATEVER IT WAS.
BUT I REALIZE RIGHT NOW WHEN YOU GO TO THIS METHOD, I THINK THERE'S DIFFERENT WAYS THAT YOU RATE THE STUDENTS.
HOW WAS THE COMMUNICATION WITH PARENTS AND IF YOU COULD EVEN TALK ABOUT HOW IS EVEN THE MIDDLE OF THE YEAR, HOW IS THIS BEING COMMUNICATED WITH PARENTS? THEN HOW ARE WE CONNECTING THE CLASSROOM TO THE HOME AND I JUST WANT TO SAY THAT I THINK IT WAS A GOOD THING ACTUALLY THAT CAME OUT OF COVID WAS THAT PARENTS WANT TO KNOW WHAT'S GOING ON IN THEIR CLASSROOM.
THIS IS A REALLY BIG SHIFT I JUST LISTENED TO A FIVE-HOUR PODCAST AND I REALIZED THAT THIS IS A HUGE SHIFT IN READING NOT ONLY FOR PARENTS, IS THAT TRUE? I THINK SO.
>> BONE, IF YOU CAN SPEAK TO THE COMMUNICATION PIECE WITH PARENTS AND THEN WHAT I'LL TELL YOU IS WHERE WE'RE GOING.
>> I THINK IT'S WITH PARENTS AND TEACHERS AND JUST THE WHOLE HOW ARE WE ROLLING THIS OUT A LITTLE BIT TO TEACHERS, BUT ALSO ALL THE WAY TO THE HOME.
[02:10:02]
>> ABSOLUTELY. A GREAT QUESTION.
I'M GLAD YOU ASKED THAT ACTUALLY TOMORROW ON MY CAMPUS WE'RE HAVING AN EARLY LITERACY WORKSHOP WITH PARENTS AFTER WE HAVE AN AWARD SIMPLY TOMORROW MORNING AND WE'RE HAVING THAT WORKSHOP WITH PARENTS.
WE WROTE THAT INTO OUR PLAN THAT TEACHERS WERE GOING TO SHARE RESOURCES THAT THEY FOUND ACTUALLY IN TRACY'S RESPONSE TOOL WITH PARENTS.
THEY ACTUALLY SENT THOSE HOME AND COMMUNICATED THAT WITH PARENTS AND THEN TOLD THEM SOME THINGS THAT THEY CAN DO WORK AT HOME WITH THEIR FAMILIES.
THERE'S NOT LIKE A HEY, YOUR CHILD IS ON A LEVEL C OR WHATEVER ANYMORE, BUT WE'RE JUST DOING IT BY SKILL SO, YOUR STUDENT RIGHT NOW IS ABLE TO DECODE THIS MANY WORDS IN A MINUTE AND THIS IS WHERE WE NEED THEM TO BE AND HERE'S HOW WE'RE WORKING ON IT.
THAT'S SOMETHING WE'RE STILL GROWING WITH AND MAKING SURE THAT WE'RE USING LANGUAGE THAT PARENTS UNDERSTAND AND ALSO THAT GIVING THEM STUFF THAT THEY CAN USE AT HOME TO HELP THEIR CHILDREN AS WELL BUT THAT IS SOMETHING THAT WE DID RIGHT INTO OUR PLAN AND OUR TEACHERS HAVE BEEN DOING.
I HOPE OUR WORKSHOP TOMORROW IS WELL ATTENDED.
>> CAN I BACKPACK ON THAT REAL QUICK? IS THIS WORKSHOP DURING THE DAY OR IS IT AFTER?
>> WHAT ABOUT FOR PARENTS THAT CAN'T ATTEND OR UNABLE TO MAKE THAT? WHAT COMMUNICATION DO YOU HAVE FOR THAT? BECAUSE I THINK IT'S A GREAT QUESTION AND I WOULD LOVE TO MAKE SURE THAT WE'RE HITTING AS MANY PARENTS AS POSSIBLE.
>> THAT'S AN EXCELLENT QUESTION TOO, AND SO MY CAMPUS, WE'RE TITLE ONE SO WE HAVE A PARENT LIAISON AND SHE'S WORKING HEAVILY IN THAT WITH MY ASSISTANT PRINCIPALS, THAT THEIR GOAL THIS YEAR IS ACTUALLY PARENT ENGAGEMENT.
THEY'VE BEEN WORKING TOGETHER TO DO THAT AND THAT IS SOMETHING THAT THEY'RE TRYING TO FIGURE OUT AS WELL AS HOW TO GET OUT OF THE PARENTS.
I DON'T HAVE A GREAT ANSWER FOR THAT RIGHT NOW, BUT THAT IS SOMETHING WE'RE AWARE OF.
NOW WHAT WE DID IS WE TIED IT TO OUR K THROUGH TWO AWARDS ASSEMBLY.
WE'RE GIVING OUT LOTS OF AWARDS AND THEY'RE ALREADY GOING TO BE THERE AND WE'RE JUST GOING TO SHUFFLE THEM INTO THE LIBRARY RIGHT THEN.
THAT'S HOW WE'RE DEALING WITH THAT RIGHT NOW, BUT ALSO IDEAS LIKE RECORDING IT AND SENDING IT OUT AND THINGS LIKE THAT BUT ULTIMATELY, YES, WE WANT TO GET MORE PARENTS IN THERE.
>> I LOVE THAT. I WAS JUST GOING TO SAY AT THE BOARD LEVEL, I HOPE I GET BROAD SUPPORT FOR THIS, BUT I THINK IT'S SOMETHING THAT WE WOULD ALL AGREE ON, IS THAT FROM THE DISTRICT LEVEL, SINCE THIS IS GOING ACROSS THE DISTRICT, YOU SAID THIS IS GOING TO BE SOMETHING THAT'S STANDARDIZED.
I WOULD LIKE TO SEE AN EFFORT FOR US MAYBE AT THE DISTRICT LEVEL TO HELP ROLL THIS OUT TO THE PARENTS BECAUSE AS A PARENT, I COULD IMAGINE, SOME OF YOU HAVE HAD FIVE KIDS IN THE SCHOOLS.
THIS IS A BIG TRANSITION AND YOU'RE NOT GOING TO SEE YOUR KID ON LEVEL G BOOK ANYMORE AND PARENTS ARE EXPECTING THAT.
NEW PARENTS MIGHT BE A LITTLE BIT EASIER, BUT I STILL THINK I WOULD JUST LIKE TO SEE A LITTLE BIT MORE COMMUNICATION, A LITTLE BIT MORE EFFORT.
I GUESS I FEEL LIKE THAT'S THE ROLE OF THE DISTRICT I'M SEEING HEADS SHAKING.
I WOULD LIKE TO SEE THAT ON HOW WE TAKE WHAT YOU ALL ARE DOING AND AMAZING JUST KUDOS IT MAKES MY HEART SO HAPPY AND ROLL THAT OUT DISTRICT-WIDE AND GIVE SUPPORT TO SCHOOLS SO THEY DON'T HAVE TO FIGURE THIS OUT ON THEIR OWN.
BUT I HOPE I GET BROAD SUPPORT.
I DON'T THINK WE HAVE TO VOTE ON IT, BUT IF I SEE ENOUGH HEAD SHAKING I THINK THAT GIVES [INAUDIBLE] JUST THAT WE WOULD LIKE THAT CLASSROOM ALL THE WAY TO THE HOME CONNECTION ON THIS READING TOPIC. THANK YOU.
>> WELL, SINCE IT'S A BOARD GOAL TO WE COULD DO IT AS TWO-WAY COMMUNICATION WITH THE BOARD.
>> THIS IS EXACTLY WHAT I WAS THINKING ABOUT [LAUGHTER]
>> PART OF THE WORK THAT THE CURRICULUM TEAM IS DOING, AND TRACY AND MARYANNE AND EVERYONE ELSE IS ALSO THE UNDERSTANDING THAT A MAJOR WAY TO COMMUNICATE WITH PARENTS IS THROUGH THE PROGRESS REPORTS THAT WE SEND OUT.
WE'RE ALSO LOOKING AT HOW DO WE CHANGE OUR REPORT CARD AROUND IN ORDER FOR IT TO HAVE MORE MEANING AND TO WHERE IT'S MORE SO ALIGNED TO THIS.
IT IS PART OF ONE OF THE THINGS THAT WE'RE GOING TO BE DOING, BUT WE HAVEN'T GOTTEN TO THAT YET.
WE'RE STILL GETTING THROUGH THE CURRICULUM AND WRITING SPECIFIC LESSON PLANS RIGHT NOW, BUT THAT'S ON THE AGENDA AS FAR AS SOMETHING FOR US TO FINISH OUT AND FIGURE OUT HOW WE CAN MAKE SURE THAT THERE'S MORE MEANING WITHIN THE REPORT CARD.
NOT JUST FOR EVERYONE, BUT ALSO SPECIFICALLY, I THINK THIS DISCUSSION CAME UP WITH APPEARANCE OF DYSLEXIC STUDENTS.
AS FAR AS FOR IT TO HAVE MEANING AS FAR AS WHAT SKILL DO I REALLY NEED TO MASTER AND WHERE AM I WITHIN THAT SPECIFIC SKILL AND SO WE'RE THINKING THAT THE REPORT CARD DOES NOT HAVE ENOUGH MEANING.
NO ONE KNOWS WHAT IT MEANS AND WE WANT TO MAKE SURE THAT WE ALIGN ALL THE WAY THROUGH.
KNOW THAT IS ALSO PART OF THE WORK AND AS FAR AS WHAT WE WANT TO PUT OUT AS WELL.
ALSO WORKING WITH OUR STATE AND FEDERAL AND DR. HERNANDEZ AND
[02:15:01]
BRIAN REFERENCED ARE LIAISONS FOR TITLE 1, SO IN WORKING WITH THEM SPECIFICALLY, WE WENT TO THIS GREAT TRAINING ONCE UPON A TIME, BUT WE NEVER GOT TO FULLY PUT IT OUT.IT WAS FROM A DR. MAPP WHO SPECIFICALLY TALKED ABOUT HOW DO YOU ENGAGE WITH PARENTS SPECIFICALLY IN AND AROUND READING WHERE THEY DON'T NECESSARILY HAVE TO BE THE EXPERTS.
BUT WHEN YOU COME IN, SO I TALKED TO YOU IN REGARDS TO WHERE YOUR STUDENT IS.
I CAN ALSO THEN MAKE SURE YOU UNDERSTAND YOUR STUDENTS DATA SPECIFICALLY AND THEN GIVE YOU A SPECIFIC STRATEGY BASED ON THE NEED OF YOUR STUDENT.
ONE OF THE THINGS THAT WE WANT TO REVITALIZE IS THAT PROCESS WE HAD LEARNED YEARS AGO.
IT DIDN'T ALIGN ALL THE WAY WITH THE SYSTEM WE WERE STILL IN A DIFFERENT MODE AND SO IT WAS CLUNKY BUT BASED ON WHAT WE'RE DOING NOW WE FEEL IT WILL ALIGN PERFECTLY AND AS FAR AS WHERE THEN PRINCIPLES, WHETHER THEY'LL BE TITLE 1 OR NON TITLE 1 CAMPUSES, THEY CAN PUT OUT THAT IN PARENT ENGAGEMENT PIECE SPECIFICALLY WITH THIS ALIGN, I KNOW WE HAVE DAYS WHAT PARENT COME IN FOR COMMUNICATION AND CONFERENCES AND STUFF.
WE WANT TO MAKE SURE THAT WE'RE HELPING THE PRINCIPLES AND HELPING THE TEACHERS SPECIFICALLY THEN, WHAT SHOULD THE LANGUAGE LOOK LIKE AND HOW DO WE GIVE YOU SOMETHING THAT YOU CAN GIVE THE PARENTS THAT ALIGNS PERFECTLY? TRACY WAS JUST TELLING ME THAT M CLASS HAS SOMETHING IN THERE WHERE IT HAS A SPECIFIC REPORT IN REGARDS TO THIS.
>> YES THANK YOU. IN CLASS CREATES FOR EVERY STUDENT A PARENT LETTER THAT INCLUDES RECOMMENDATIONS SPECIFIC TO THAT ASSESSMENT DATA, AND THAT IS SOMETHING I KNOW MANY CAMPUSES SEND.
CLAIRE MAY HAVE MORE INFO ON IF IT'S UNIVERSAL IN TERMS OF WHO FOR SURE GETS IT [OVERLAPPING]
>> I APOLOGIZE. BECAUSE MY TEAM IS THE MTSS TEAM, PART OF HOUSE BILL 3 REQUIREMENTS IS THAT WE DO SEND HOME COMMUNICATION ABOUT THE EARLY LITERACY SCREENERS SO IT HAS BEEN OUR PRACTICE FOR THE PAST YEARS THAT WE'VE HAD M CLASS TO GO AHEAD AND SEND THAT PARENT HOME CONNECT LETTER.
IT IS A STEP IN THE RIGHT DIRECTION, IN ADDITION TO THE THINGS THAT DR. NICHOLS HAS TALKED ABOUT NOW.
>> GOOD PRESENTATION, GOOD DISCUSSION.
I WON'T BELABOR SOME OF THE POINTS THAT HAVE BEEN MADE TONIGHT IT'S BEEN GREAT.
I THINK LIVE OAK IS ONE OF THE HANDFUL OF CAMPUSES I STILL HAVE NOT BEEN TO.
I NEED TO GET THAT ON THE LIST.
I'M GOING TO ANOTHER CAMPUS TOMORROW, BUT I'VE BEEN TO THAT ONE MANY TIMES SEEMS LIKE I KEEP GOING BACK TO THE SAME ONES, BUT HOPE TO GET TO LIVE OAK.
BEFORE SPRING BREAK, WE WENT ON A TOUR, DR. NICHOLS, THAT WAS GREAT.
VERY DIFFERENT THAN TOURS THAT I'VE HAD IN THE PAST LIKE TO SEE, OBVIOUSLY, LIKE DR. BOWEN SAID, THAT RETURN TO FOCUSING ON THE SCIENCE OF READING AS WE KNOW, WE HAVE TO LEARN TO READ SO THAT ONE DAY WE CAN READ TO LEARN.
I DO WANT TO SAY THAT I SEE ON SLIDE 45, IT SAYS UNINTERRUPTED TIME AT THE BEGINNING OF THE DAY FOR PHONICS.
THIS WAS SOME OF WHAT WE GOT TO WATCH.
NOW, DOES IT COUNT AS UNINTERRUPTED TIME WHEN THE TRUSTEES WALK IN THE ROOM AND THE CHILDREN ALL GET DISTRACTED? [LAUGHTER]
>> WE CAN'T HELP IT IF WE'RE INTERESTING, MA'AM.
>> YES. WE'RE JUST VERY INTERESTING PEOPLE.
THEY CAN'T HELP BUT TURN AROUND AND LOOK, THAT'S ALL THAT WAS.
I ENJOYED SEEING SOME OF THE GRAPHICS ON THE WALL IN SOME OF THE CLASSROOMS. THIS YEAR IS BETWEEN MY HUSBAND AND I OUR 27TH YEAR OF HAVING ONE OR MORE CHILDREN IN PUBLIC SCHOOLS.
NOT ONLY IS IT OUR 27TH YEAR, IT'S OUR FINAL YEAR.
NOW WHEN I GO TO ELEMENTARY SCHOOLS, I FEEL LIKE I HAVE A LOT OF EXPERIENCE FROM THE PAST TO REFLECT ON AND I SEE A LOT OF IMPROVEMENTS.
ONE OF THE THINGS THAT I SEE ON THE WALLS IS NOT SOMETHING I REMEMBER SEEING ON ANY OF THE WALLS OF MY CHILDREN'S ELEMENTARY SCHOOL CLASSROOMS. THAT IS BLOWN UP PICTURES OF THE MOUTH OF SOMEBODY SAYING THAT THE PHONICS, THE DIFFERENT LETTERS AND THE DIFFERENT SOUNDS AND IT WAS A REMINDER OF JUST HOW CRITICAL IT IS FOR A CHILD TO LEARN TO READ, TO BE ABLE TO SEE HIS OR HER TEACHER'S MOUTH.
THE VISUAL WAS VERY COMPELLING AND IT STUCK WITH ME.
ANYWAY, THANKS FOR A GREAT TOUR, THANKS FOR A GREAT PRESENTATION.
>> I JUST HAVE MAYBE TWO QUICK QUESTIONS.
THANK YOU, PRINCIPAL BRODERICK FOR YOUR WORK.
AND DR. NICHOLS, I WANT TO SAY I WAS SO HAPPY TO HEAR YOU MENTION DR. KAREN MAPP AND THAT DUAL CAPACITY FRAMEWORK.
I REMEMBER WHEN YOU ALL WENT AND I'M LOOKING FORWARD TO THAT COMING BACK.
WE'VE HAD A LOT OF CALLS FOR PARENT ENGAGEMENT AND THAT'S THE PERFECT WAY FOR SCHOOLS TO PARTNER WITH FAMILIES TO STRENGTHEN THEIR CHILDREN'S EDUCATION.
I HAD TO STOP MYSELF FROM CLAPPING, THAT MAKES ME SO HAPPY.
TWO THINGS, REALLY SMALL, PERHAPS IN THINKING AND JUST SOME FEEDBACK.
[02:20:01]
I THINK THAT AS TRUSTEES, WHEN WE HELP PUT SYSTEMS IN PLACE, WE DON'T HAVE TO FIX INDIVIDUAL ISSUES.THIS APPLIES VERY BROADLY ACROSS THE BOARD, BUT I WAS JUST THINKING, PERHAPS SOME OF YOUR READERS THAT NEED SOME OF THE MOST INTERVENTION ARE THE ONES THAT PROBABLY AREN'T WINNING AWARDS AS WELL.
I WAS HAPPY TO HEAR THAT THAT'S VIRTUAL, BUT I HOPE THAT WE DO REALLY CONSIDER AND CENTER ALL THESE FAMILIES AND REACHING THEM.
THEN THIS IS NOT A TOPIC, IT'S IN THIS PRESENTATION, BUT THIS STRUCTURAL CONSIDERATIONS SLIDE, THAT'S NUMBER 45.
IS THIS JUST THE DAY THAT THE TEACHERS HAVE THAT ONE HOUR EXTRA OF PLANNING TIME?
>> I'M SORRY, CAN YOU REPEAT THAT?
>> IS THIS ON 45 THE STRUCTURAL CONSIDERATIONS SLIDE IS THAT THE ONE DAY THAT GIVES THE TEACHER AN HOUR PER WEEK OF EXTRA PLANNING TIME?
>> NO. OUR CONTRACT DAY BEGINS AT 7:15.
THEY COME IN, THEY GO DIRECTLY INTO THEIR COLLABORATIVE PLANNING AND THEN I'M A PART OF THAT AS WELL AS OUR OTHER ADMINISTRATORS AND THE OTHER STUDENTS, THEY ARE DOING STEM ACTIVITIES WITH OUR SUPPORT STAFF IN UNTIL 8:15.
IF YOU SEE THEM IN THE SCHEDULE WE HAVE ON THAT SLIDE. I CAN GO BACK.
OUR SOCIAL EMOTIONAL LEARNING GOING ON DURING THAT TIME.
THAT'S WHAT THEY'RE MISSING. WE'RE NOT REALLY DIPPING INTO EARLY LITERACY.
>> THAT'S FUN. THE STEM ACTIVITIES ARE FUN.
I JUST HAD A QUESTION 15 MINUTES OF RECESS.
IS THAT STANDARD PRACTICE NOW?
>> I FEEL SO MUCH BETTER. THANK YOU.
IN ORDER TO MAKE OUR BLOCKS OF TIME WORK, THEY WANTED TO SPLIT IT AND SO WE SPLIT THAT UP INTO TWO 15-MINUTE RECESS' FOR THEM.
>> THANK YOU FOR THE COMMUNITY.
I DO HAVE TO EMIT, LIKE GOING TO SEE PHONEMIC AWARENESS.
THE STUDENTS ARE LIKE SPLITTING THE VOWELS AND JUST SOME GENERAL KINDERGARTEN FIRST, SECOND GRADE TEACHERS ARE MAGIC JUST TO SEE THE COMMAND AND INFLUENCE AND THE WAY THAT THEY SOUGHT EVERY SINGLE KID IN THEIR ROOM WAS AMAZING.
>> IT'S JUST SOMETHING ELSE THAT UP ON A POINT YOU MADE ABOUT OUR STUDENTS NOT WINNING AWARDS.
ESPECIALLY IN K12 WE GIVE OUR AWARDS FOR MAKING PROGRESS AND EFFORT.
WE HAVE MANY STUDENTS THAT ARE GETTING WORDS.
WE ALSO HAVE AWARDS FOR ATTENDANCE, AWARDS FOR BEHAVIOR, AWARDS FOR OUTSTANDING AND PE AND ALL OF THOSE COMING.
THEN OUR TEACHERS ACTUALLY WE'RE CALLING OUR FAMILIES THAT AREN'T OFF TO COME TO THINGS TO GIVE THEM A PERSONAL PHONE CALL INVITATION RATHER THAN JUST THE EMAIL TO GET THEM IN.
>> I'M SO GRATEFUL. THANK YOU FOR YOUR INTENSIVE WORK AROUND THAT. THANK YOU.
>> I FORGOT I PRESS MY BUTTON.
BUT I JUST WANTED TO SAY THANK YOU FOR THE REALIGNMENT OF THE REPORT CARD.
I THINK I'M JUST ECHOING WHAT OTHERS HAVE SAID.
THAT NOT ONLY DOES THAT GIVE PARENTS INFORMATION ABOUT WHAT'S GOING ON, BUT ALLOWS PARENTS TO ASK MEANINGFUL QUESTIONS ABOUT WHAT THEY CAN BE DOING FOR THEIR CHILDREN AT HOME.
TAKE SOME OF THE LOAD OFF OF THE TEACHERS FOR PARENTS LIKE ME WHO HAVEN'T BEEN IN THE CLASSROOM AND AREN'T CURRICULUM SPECIALIST, THAT THEY DON'T FEEL LIKE THEY HAVE TO TEACH ME ALONG WITH MY CHILD TO HELP THEM AT HOME.
I THINK THAT WILL BE REALLY HELPFUL.
THANK YOU FOR THE RESTRUCTURING OF THE PRESENTATION.
THIS WAS FABULOUS TO SEE IT TANGIBLE, TO GET THE INFORMATION, BUT THEN TO SEE A TANGIBLE EXAMPLE.
THANK YOU FOR WHAT YOU'RE DOING IT LIVE OAK.
THIS IS FABULOUS, SO JUST THIS IS GREAT. THANKS.
>> TRUSTEE BROWN. SORRY, I HAVE ONE LAST QUESTION BECAUSE YOU MADE ME THINK OF IT.
HAVE WE STARTED BACK UP AFTER COVID THE MENTORS AND THE READING BUDDIES AND ALL THOSE PROGRAMS IN THE SCHOOLS OR THOSE BACK AND ACTIVE THIS YEAR? YES, WE HAVE BOTH THOSE PROGRAMS GOING ON [OVERLAPPING]
>> DO WE KNOW IS THAT ACROSS THE DISTRICT OR I'M ASSUMING IT IS. THANK YOU VERY MUCH.
>> I'LL JUST SAY LIKE, YEAH, THE VISITS WERE GREAT.
THE THING THAT I THOUGHT WAS REALLY INTERESTING ABOUT IT IS, A LOT OF KIDS WHEN THEY'RE DRAGGING IN IT EARLY IN THE MORNING, THEY'RE LIKE, OH SCHOOL, HERE WE GO.
BUT THESE KIDS WERE HAVING SUCH A GOOD TIME LEARNING TO READ.
I DON'T THINK THEY EVEN KNEW THAT THEY WERE LEARNING TO READ.
I THINK THEY WERE JUST PLAYING THESE GREAT GAMES THAT ARE GOING TO BE A SECONDARY, LIKE A POSITIVE INFLUENCE ON THEIR LIVES.
KUDOS TO THE TEACHERS THAT WERE IN THESE CLASSES THAT WE WENT TO EVERY CLASS LOOKED SO DIFFERENT AND BEAUTIFUL AND THE KIDS WERE JUST ENJOYING THEMSELVES.
I DON'T KNOW IF WE CAUGHT THEM ON A GOOD DAY, BUT I THINK THEY'RE LIKE THAT A LOT AND
[02:25:02]
SO GOOD JOB DEAL REALLY THANK YOU FOR THE PRESENTATION.>> THE LAST THING THAT I WILL SAY IS I ALSO WANTED TO DRAW ATTENTION TO SLIDE 45 THAT'S UP HERE.
SOMETHING THAT YOU SAID THAT I REALLY APPRECIATED WAS NOT PULLING CHILDREN OUT FOR SPECIAL SERVICES AND THINGS LIKE THAT.
HAVING A CHILD THAT RECEIVED THESE SPECIAL SERVICES, IT'S ALWAYS A BATTLE OF WHAT DO THEY MISS IN THE CLASSROOM IN ORDER TO RECEIVE THAT.
BUT MAKING THE PHONICS REALLY A CORE OF THAT THAT'S NOT SOMETHING THAT THEY'RE GONNA BE PULLED OUT.
I REALLY APPRECIATE THAT AND I REALLY APPRECIATE THAT FOCUS THAT YOU'RE TAKING THAT INTO CONSIDERATION.
ANOTHER THING THAT I JUST HAD TO LAUGH AT THAT PROFICIENCY AT END OF THE YEAR KINDERGARTEN.
THIS IS JUST HOW INTERESTING ENGLISH IS.
WE HAVE 26 LETTERS, BUT THEY HAVE TO SHOW 49 DIFFERENT LETTERS SOUNDS.
THAT'S JUST HOW MESSED UP ENGLISH'S AT TIME TO TIME [LAUGHTER] THE LAST THING I WOULD SAY BOARD, IS I GO BACK TO THIS DOCUMENT THAT IS IN YOUR FOLDER THAT WE WENT OVER IN OUR TEAM OF EIGHT TRAINING AND WE ARE MOVING ON THE SHARED LEADERSHIP NUMBER ONE, WHICH TALKS ABOUT BOARD MEMBERS ARE KNOWLEDGEABLE ABOUT LEARNING CONDITIONS IN THE SCHOOLS, ALTERNATIVES FOR IMPROVING EDUCATION AND THE NEEDS OF STUDENTS.
THIS PRESENTATION WAS PHENOMENAL.
IT HELPS US AS TRUSTEES UNDERSTAND WHAT'S GOING ON AT THE CAMPUS LEVEL AND EVEN DOWN TO THE INDIVIDUAL STUDENT LEVEL.
I APPRECIATE DR. AZAIEZ FOR LEADING THIS CHARGE AND ALL OF THE WORK THAT YOUR TEAM HAS DONE ON THIS BECAUSE IT MAKES US BETTER TRUSTEES TO UNDERSTAND THIS AS WELL.
>> NOW I'M SUPER PROUD OF THE WORK THAT EVERYONE, BRIAN, MAYA EVERYONE, OUR TEACHING AND LEARNING, DR. NICHOLS, OUR TEACHERS REALLY ARE THE ONE REALLY MAKING IT HAPPEN EVERY DAY IN OUR CLASSROOMS. REALLY THEY'RE THE ONES MAKING IT HAPPEN.
I DON'T HAVE ANY OTHER LIGHTS ON.
I'D LIKE TO TAKE A SHORT BREAK.
HOW ABOUT CAN WE LET'S DO 12 MINUTES BECAUSE IT'S 7:58.
WE'LL COME BACK AT 08:10. THANK YOU.
AGENDA ITEM F2, DYSLEXIA SERVICES UPDATE.
THIS IS ANOTHER AGENDA ITEM FOR STUDENT OUTCOMES.
THIS AGENDA ITEM AS ALWAYS, ANYTIME A TRUSTEE REQUESTS THIS, SPECIFICALLY THEIR NAME IS PUT NEXT TO IT, TRUSTEES HARRISON AND MARK THEM SPECIFICALLY REQUESTED THIS ITEM.
WE'LL TURN IT OVER TO DR. AZAIEZ FOR INTRODUCTIONS.
>> THANK YOU AGAIN VERY MUCH AGAIN, WITH US TODAY, DR. NICHOLS, BUT JOINING US ALSO, MS. GONZALEZ, AS WELL AS MS. BARRY COREY.
THEY'RE THE EXPERTS, SO WE WANT TO GIVE THEM A CHANCE TO REALLY TAKE US THROUGH THIS PRESENTATION.
BUT I DON'T KNOW IF YOU WANT TO START, I KICK IT OFF. GO AHEAD.
ONE OF THE MOST AMAZING THINGS ABOUT OUR DISTRICT IS OUR RESOURCES.
WE HAVE SO MANY RESOURCES, PARTICULARLY HUMAN RESOURCES.
AS YOU SAW TONIGHT, WE HAVE PEOPLE WITH SUCH A DEPTH OF KNOWLEDGE IN THEIR AREA OF EXPERTISE.
PULLING TOGETHER THESE DIFFERENT TEAMS, THESE DIFFERENT AREAS OF THESE DIFFERENT EXPERTS ARE ABLE TO PROVIDE SUPPORT AND GUIDANCE THAT ALLOWS OUR DISTRICT TO SUCCESSFULLY SERVE OUR DIVERSE LEARNERS.
ALONG WITH THAT DEPTH OF KNOWLEDGE, COMES THE RISK OF STARTING TO WORK IN SILOS.
IT'S SOMETHING WE HAVE TO ALWAYS BE ON GUARD AGAINST.
IT'S VERY EASY FOR US TO LOSE SIGHT OF HOW ALL THESE DIFFERENT PUZZLE PIECES, THESE DIFFERENT AREAS FIT TOGETHER INTO THE ONE PICTURE THAT IS ROUND ROCK ISD.
I WANT TO START THERE THIS EVENING AS DR. [INAUDIBLE] SAID, I'M MARIE GONZALES.
I'M THE EXECUTIVE DIRECTOR OF SPECIAL EDUCATION IN 504.
I HAVE WITH ME TONIGHT, MS. KIMBERLY BERRY COREY.
SHE'S OUR DIRECTOR OF DYSLEXIA SERVICES.
JUST A FEW SHORT YEARS AGO DYSLEXIA WAS NOT HOUSED IN THE SPECIAL EDUCATION 504 DEPARTMENT.
DYSLEXIA SERVICES WERE LOCATED IN OUR INTERVENTION DEPARTMENT.
THE LEADER OF OUR COMMUNITY PARENTS DYSLEXIA GROUP RAISED A REALLY GOOD QUESTION.
SHE SAID IF THE TWO MAIN AVENUES FOR STUDENTS BEING ELIGIBLE FOR DYSLEXIA SERVICES ARE THROUGH 504 OR SPECIAL EDUCATION THEN WHY IS THE DYSLEXIA DEPARTMENT NOT HOUSED IN THE SPECIAL ED 504 DEPARTMENT.
IT WAS A REALLY EXCELLENT QUESTION.
IN THE SPRING OF 2019, WE BEGAN TO BREAK DOWN THIS PARTICULAR SILO.
AT THAT TIME, EACH OF OUR ELEMENTARY CAMPUSES HAD INTERVENTIONISTS POSITIONS ALREADY ON THEIR CAMPUS.
AS A SYSTEM, OUR SCHOOL DISTRICT THEN STARTED DESIGNATING ONE OF THOSE INTERVENTION POSITIONS TO BE A DYSLEXIA SERVICE PROVIDER.
[02:30:06]
WE TYPICALLY ABBREVIATE THAT DSP.I SAY ONE, BUT REALLY THAT VARIES FROM CAMPUS TO CAMPUS.
SOME OF OUR CAMPUSES ARE SO SMALL, THEY NEED 0.5 MOST OR ONE OR 1.5 AND SOME OF OUR LARGER CAMPUSES ACTUALLY HAVE TWO DESIGNATED DYSLEXIA SERVICE PROVIDERS.
OUR SECONDARY CAMPUSES ALREADY HAD READING SPECIALIST POSITIONS.
AT THAT TIME, WE PULLED KIMBERLY AWAY FROM THE INTERVENTION DEPARTMENT AND WE ESTABLISHED FOR THE FIRST TIME A DIRECTOR POSITION TOTALLY DESIGNATED FOR DYSLEXIA, THAT SHE'S OUR FIRST-EVER DIRECTOR OF DYSLEXIA SERVICES.
THAT CHANGE HAS PROVEN TO BE SO VALUABLE.
SHE AND OUR DYSLEXIA TEAM NOW REPORT TO ME.
THEY'RE PART OF THE SPECIAL AT 504 DEPARTMENT.
IT'S BEEN A PARTNERSHIP THAT'S REALLY STOOD US IN GOOD STEAD OVER THE PAST FEW YEARS AS MORE AND MORE CHANGES HAVE COME DOWN FROM THE STATE.
AS LEADERS, WE'VE LEARNED FROM EACH OTHER, BUT ALSO OUR EVALUATORS HAVE LEARNED FROM EACH OTHER.
OUR CAMPUS SPECIAL EDUCATORS AND OUR CAMPUS DSPS HAVE LEARNED FROM EACH OTHER.
AT AROUND THAT SAME TIME, WE STARTED HEARING MORE AND MORE FROM OUR PARENT GROUP.
>> A TRULY BELIEVE, OF COURSE, THAT ARE MOST IMPORTANT PRIORITY AS EDUCATORS, AS THE SAFETY AND SUPERVISION OF OUR STUDENTS.
BUT JUST SECOND TO THAT, I FEEL LIKE IT'S ALWAYS OUR RESPONSIBILITY TO BE REFLECTIVE PRACTITIONERS, TO BE REFLECTIVE EDUCATORS.
WITH ME, LEARNING THE DYSLEXIA, ROPES, AND KIMBERLY STILL FAIRLY NEW TO SPECIAL EDUCATION AND OUR PARENT GROUP VOICING CONCERNS.
WE MADE THE DECISION AT THAT TIME TO ENGAGE IN A PROGRAM REVIEW.
IT WAS REALLY IMPORTANT TO KIMBERLY AND ME, THAT THE PROGRAM REVIEW BE CONDUCTED BY NEUTRAL BUT VERY KNOWLEDGEABLE THIRD PARTIES.
WE WANTED THAT PROGRAM REVIEW TO INCLUDE A REVIEW OF OUR COMPLIANCE COMPONENTS AND ALSO A REVIEW OF OUR PARENT COLLABORATION PIECES.
WE INVITED OUR COMMUNITY PARENT DYSLEXIA GROUP TO BE THE VERY FIRST TO PARTICIPATE, BOTH THROUGH A SURVEY, BUT ALSO WITH THE OFFER OF FACE-TO-FACE STAKEHOLDER MEETINGS.
THEN WE OPENED UP OUR PROCESSES AND OUR PROCEDURES FOR EXAMINATION BECAUSE WE HAD OUR SIGHTS SET ON CONTINUOUS IMPROVEMENT.
MARCH OF 2020 HAPPENED AND THE PANDEMIC, DID SLOW DOWN OUR PROGRAM REVIEW, BUT IT DIDN'T STOP IT.
WHEN THE FINAL REPORT WAS DONE, WE MET WITH OUR COMMUNITY PARENTS DYSLEXIA GROUP LEADER TO DEVELOP A LIST OF OUTCOMES AND THEN TO PRIORITIZE THOSE ACTION ITEMS. SOME OF THE THINGS WE WORK TOGETHER ON WERE THE REVISION OF OUR PARENT GUIDEBOOK THAT'S AVAILABLE ON OUR DYSLEXIA WEBSITE.
WE UPDATED THE SCREENING RESULT PARENT COMMUNICATION TOOL.
FROM A PARENT PERSPECTIVE, WE TOOK FEEDBACK, WHAT DOES THIS MEAN TO YOU AND HOW CAN WE MAKE IT MORE MEANINGFUL? THEN WE PROVIDED TRAINING FOR OUR CAMPUS TEAMS ON ONCE THOSE SCREENING RESULTS ARE COMPLETED, WHAT ARE SOME NEXT STEPS, HOW DO WE RESPOND AS EDUCATIONAL TEAMS TO THOSE SCREENING RESULTS? AROUND THAT SAME TIME, OUR SPECIAL EDUCATION PARENT ADVISORY COMMITTEE, WE ALSO CALL THEM SEPAC, ISSUED AN INVITATION TO OUR COMMUNITY PARENTS DYSLEXIA GROUP.
SEPAC CREATED AN AD HOC DYSLEXIA COMMITTEE THAT WAS PUT TOGETHER BOTH TO WELCOME NEW PARENTS, WHETHER THEY'RE STUDENTS WERE SERVED THROUGH 504 OR THROUGH SPECIAL EDUCATION.
THE COMMITTEE WAS DESIGNED TO HELP US WORK TOGETHER TO SYNTHESIZE THE OUTCOME OF THAT PROGRAM REVIEW REPORT, AND TO SERVE AS A CONDUIT TO HELP US IMPROVE AND INCREASE OUR COLLABORATION WITH OUR DYSLEXIA PARENTS.
I WANT TO TAKE THIS OPPORTUNITY TO THANK OUR SEPAC COUNCIL AND IN PARTICULAR OUR OUTGOING PRESIDENT, MS. MARCY TORVIN AND OUR CURRENT INTERIM PRESIDENT, MS. JEN HARVEY, BECAUSE I BELIEVE THEIR DEDICATION TO OUTREACH AND THEIR COMMITMENT TO INCLUSIVITY IS SO VALUABLE AND SO ADMIRABLE.
LAST SCHOOL YEAR, KIMBERLY GOT INVITED TO BE A PERMANENT PART OF OUR SEPAC COUNCIL, AND SHE AND I ATTEND THOSE COUNCIL MEETINGS EVERY MONTH.
IN ADDITION, SHE AND I HELD A SERIES OF EIGHT MEETINGS WITH OUR DYSLEXIA PARENT GROUP LEADERS IN THEIR NEW ROLE AS PART OF THE SEPAC COUNCIL.
THEY WERE THE VERY FIRST TO SEE THAT PROGRAM REVIEW REPORT HOT OFF THE PRESSES.
WE MET TO SHARE OUR DATA TO PRIORITIZE ACTION ITEMS AND THEY WERE A GREAT SOUNDING BOARD FOR HELPING US DEVELOP AND FURTHER REFINE OUR PARENT COMMUNICATION EFFORTS.
THEN TEA THREW US A CURVE BALL.
YOU HEARD ME SAY EARLIER THAT THE WAY THAT A STUDENT CAN BECOME ELIGIBLE FOR DYSLEXIA SERVICES THROUGH 504 OR THROUGH SPECIAL EDUCATION.
WELL, IN THE FALL OF LAST SCHOOL YEAR, TEA ANNOUNCED THAT THE 504 AVENUE WAS CLOSING, THAT ALL STUDENTS SUSPECTED OF HAVING DYSLEXIA WOULD BE EVALUATED FOR A LEARNING DISABILITY THROUGH A SPECIAL EDUCATION FULL AND INDIVIDUAL INITIAL EVALUATION.
THAT WAS A REALLY BIG CHANGE IN OUR WORLD.
[02:35:03]
IT INVOLVED HEAVILY REVISING OUR REFERRAL PROCESSES, IT INVOLVED TRAINING OUR CAMPUSES, PROVIDING PROFESSIONAL DEVELOPMENT TO OUR EVALUATORS AND THEN WE CREATED PARTNERSHIPS BETWEEN OUR EXISTING DYSLEXIA EVALUATION TEAM AND OUR DIAGNOSTICIANS AND OUR LSPS SO THEY COULD LEARN FROM ONE ANOTHER.MOST IMPORTANTLY, IT INVOLVES COMMUNICATING TO OUR PARENTS WHO HAD STUDENTS IN THAT GENERAL ED EVALUATION CUE, THAT THEY HAVE THIS OPPORTUNITY TO HAVE THEIR STUDENT EVALUATED WITH AN FIE.
THIS WAS A BIG CHANGE AND IT WAS A VERY RAPID CHANGE.
IT WAS A VERY QUICK TURNAROUND.
I WANT TO OFFER MY SINCERE THANKS TO OUR SEPAC DYSLEXIA COMMITTEE CO-CHAIRS FOR THEIR PARTNERSHIP AND HELPING US PLAN AND IMPLEMENT AND COMMUNICATE THAT MOVE TO SINGLE PATHWAY.
THE EXCITEMENT FROM TEA DIDN'T END THERE THOUGH.
THEY HAVE A SCHEDULE FOR REVIEWING EVERY DISTRICTS DYSLEXIA SERVICES ON A ROTATING SIX-YEAR CYCLE AND IN APRIL OF LAST YEAR IT WAS AROUND LIKE ISDS TURN.
OUR DYSLEXIA EVALUATION AND PROGRAMMING WAS UP FOR ITS TEA CYCLICAL MONITORING FIRST-EVER AND THIS ENDEAVOR INCLUDED A PARENT SURVEY, IT INCLUDED A SURVEY OF DISTRICT STAFF, AND IT INVOLVED US HAVING AN AUDIT OF OUR FILES.
TEA EVEN CIRCLED BACK AFTER THEIR FIRST AUDIT OF THE FILES THERE FIRST REVIEW BECAUSE ONE OF OUR PARENTS EXPRESSED CONCERN THAT WE AS A DISTRICT, WE'RE ROUTINELY EXITING STUDENTS FROM DYSLEXIA SERVICES AFTER ELEMENTARY SCHOOL.
I WANT YOU TO KNOW THAT OUR DISTRICT IS DEEPLY COMMITTED TO THE INDIVIDUAL STUDENT DECISION-MAKING PROCESS THAT'S REQUIRED UNDER 504 AND SPECIAL EDUCATION, AND TEA ACKNOWLEDGED THAT IN THEIR FINDINGS.
THEY FOUND THAT WE WERE NOT ROUTINELY EXITING STUDENTS AFTER FIFTH GRADE AND IN FACT, TEA AWARDED US A 100% COMPLIANCE RATING FOR OUR EVALUATION PROCESSES, BUT ALSO FOR OUR PROGRAMMING, FOR OUR INSTRUCTIONAL INTERVENTIONS.
I AM SO PROUD OF KIMBERLY OF OUR DISTRICT DYSLEXIA TEAM, OF OUR DIAGNOSTICIANS AND OUR LSPS AND IN PARTICULAR OF OUR CAMPUS DSPS.
AT THAT SAME TIME, WE HAD OUR SPECIAL EDUCATION CYCLICAL REVIEW AND WE WERE ALSO FOUND TO HAVE 100% COMPLIANCE WITH MEETING THE EVALUATION TIMELINES.
EVEN WITH THAT HUGE CHANGE TO SINGLE PATHWAY, WE MET 100% OF OUR TIMELINES FOR EVALUATING OUR STUDENTS.
TO HAVE A 100% COMPLIANCE IN A YEAR OF SUCH GREAT CHANGE COMING OUT OF A PANDEMIC WITH A HUGE UPTICK IN THE NUMBER OF EVALUATIONS BEING DONE DURING A LABOR SHORTAGE.
I COULD NOT BE PROUDER OF THAT ACCOMPLISHMENT.
MY GOAL WAS TO GIVE YOU A LITTLE BIT OF CONTEXT OF WHERE WE'VE BEEN, HOW WE GOT TO THIS POINT AND AT THIS POINT I'M GOING TO TURN IT OVER TO OUR DIRECTOR OF DYSLEXIA, MS. KIMBERLY BARRY COREY.
SHE'S GOING TO TALK A LITTLE BIT ABOUT WHERE WE ARE NOW AND WHERE WE'RE HEADED.
>> THAT'S GOING BE FUN. THERE WE GO.
>> THANK YOU, MARIA AND THANK YOU BOARD OF TRUSTEES FOR ALLOWING ME TO BE HERE TONIGHT TO SHARE WITH YOU.
LIKE MARIA SAID, WE HAD A LOT OF CHANGES LAST YEAR AND WITH THOSE CHANGES CAME THE UNDERSTANDING THAT WE NEED TO TO REALIGN THE DISTRICT DYSLEXIA DEPARTMENT AS WE KNEW IT.
WE DID LAST JUNE, WE REALIGNED OUR DISTRICT LEVEL TEAM, MOVING AWAY [LAUGHTER] FROM EVALUATION AND TOWARDS TARGETED SUPPORT INTO SPECIFIC AREAS.
WE LOOKED SPECIFICALLY AT COMPLIANCE AND INSTRUCTIONAL FIDELITY.
OUR DISTRICT LEVEL TEAM REORGANIZED TO A TEAM OF PROGRAM SPECIALISTS AND INSTRUCTIONAL SPECIALISTS.
THIS YEAR, OUR PROGRAM SPECIALISTS FOCUS THEIR WORK IN THE FOLLOWING AREAS.
BUILDING RELATIONSHIPS WITH BOTH CAMPUS DSPS AND CAMPUS ADMIN, COACHING AND SUPPORTING IN THE AREAS OF SINGLE PATHWAY IMPLEMENTATION.
TEAMS, CODING COMPLIANCE, PROGRESS MONITORING DOCUMENTATION, KINDERGARTEN AND FIRST GRADE SCREENING, TRANSITION, SPECIFICALLY AT FIFTH, SIXTH, AND EIGHTH TO NINTH, AND GOAL-SETTING AND PROGRESS MONITORING, SPECIFICALLY INDIRECT PROGRAMMING.
OUR INSTRUCTIONAL TEAM CENTERED THEIR SUPPORT AROUND JUST-IN-TIME PROFESSIONAL DEVELOPMENT.
LEVEL 1 COHORTS FOR WILSON READING SYSTEM.
THE INAUGURAL YEAR OF LEVEL 2 COHORTS FOR WILSON READING SYSTEM, THE SUPPORT OF READING BY DESIGN IMPLEMENTATION AND THE SPECIAL EDUCATION SETTING, AS WELL AS ONE-ON-ONE COACHING SPECIFIC TO DSP AND OR CAMPUS NEEDS.
THIS TEAM ALSO CREATED ROUND ROCK ISDS, FIRST EVER PARENT AND FAMILY SUPPORT NEWSLETTER.
BEYOND WORDS, THEY REVISE THE DISTRICTS FORWARD FACING GUIDEBOOK WITH THE RECOMMENDATIONS FROM OUR PARENT COMMITTEE.
I COULDN'T BE MORE PROUD OF THE WORK THEY'VE IMPLEMENTED THIS YEAR.
OUR DYSLEXIA CONTINUUM OF SERVICES FOR 23,
[02:40:01]
24 CONSISTS OF FOUR MULTI-SENSORY APPROACH PROGRAMS THAT DIRECTLY ALIGN WITH THE TEXAS DYSLEXIA HANDBOOK.WILSON READING SYSTEM, OR WHAT WE REFER TO AS WRS, IS THAT THE MAJORITY OF OUR CAMPUSES AND IS THE PROGRAM THAT WE SUPPORT IN HOUSE WITH BOTH TRAINING AND CERTIFICATIONS AND I AM VERY PLEASED TO SAY THAT WE ARE ONE OF THREE DISTRICTS IN THE STATE OF TEXAS THAT SUPPORTS AN ON STAFF WILSON CREDENTIAL TRAINER.
BASIC LANGUAGE SKILLS, ALSO KNOWN AS BLS, ALSO A MULTI-SENSORY PROGRAM USED AT FOUR OF OUR CAMPUSES.
ESPERANZA, OUR SPANISH DYSLEXIA PROGRAM, SPECIFICALLY CHOSEN WHEN IT'S NECESSARY TO FIRST SUPPORT A STUDENT IN SPANISH.
STANDARD DYSLEXIA PROTOCOL INSTRUCTION BEFORE MOVING INTO ENGLISH.
THEN THIS YEAR, SOMETHING I'M INCREDIBLY PROUD OF IS OUR NEW INITIATIVE, THE IMPLEMENTATION OF READING BY DESIGN IN THE SPECIAL EDUCATION SETTING.
WE CHOSE THIS PARTICULAR PROGRAM SPECIFICALLY FOR OUR SPECIAL EDUCATION SETTING BECAUSE OF THE ADDITIONAL TRAINING AROUND MODIFYING THE PROGRAM TO MEET THE NEEDS OF STUDENTS, INDIVIDUAL EDUCATION PLANS.
THIS OFFERS OUR STUDENTS AND ALTERNATIVE TO WRS SHOULD THEY NEED IT.
RBD IS CURRENTLY AVAILABLE ON 11 ELEMENTARY CAMPUSES AND AND GOALS CAMPUS.
BEGINNING IN THE 23, 24 SCHOOL YEAR, OUR DIRECT INSTRUCTION FOR DYSLEXIA AT SECONDARY WILL NO LONGER INCLUDE THE TO2 PROGRAM, JUST WORDS.
ALL SECONDARY STUDENTS WHO REQUIRE DIRECT SERVICES WILL BE OFFERED WILSON READING SYSTEM OR READING BY DESIGN.
OUR STANDARD PROTOCOL DYSLEXIA INSTRUCTION, OR WHAT THE STATE REFERS TO AS SPDI, IS ROBUST AND AS YOU CAN SEE ON THE NEXT FEW SLIDES, IT'S VERY WELL SUPPORTED.
WHAT YOU'RE SEEING HERE IS SOMETHING I'M INCREDIBLY PROUD OF.
THE TOTAL NUMBER OF STAFF TRAINED WHO ARE TRAINED IN ROUND ROCK ISD TO PROVIDE STANDARD PROTOCOL DYSLEXIA INSTRUCTION.
THE 240 TRAINED STAFF MEMBERS ACROSS OUR DISTRICT REPRESENT OUR ABILITY TO SERVE OUR STUDENTS ACCORDING TO THE HANDBOOK.
THESE NUMBERS REPRESENT AN UNWAVERING COMMITMENT TO BE ABLE TO PROVIDE SPDI.
CURRENTLY, 104 OF THESE STAFF MEMBERS DIRECTLY SERVE STUDENTS IN BOTH THE GENERAL AND SPECIAL EDUCATION SETTINGS AND ROUND ROCK ISDS RATIO FOR DYSLEXIA SERVICES IS ONE SERVICE PROVIDER FOR EVERY FIVE STUDENTS.
>> AS I MENTIONED EARLIER, I AM INCREDIBLY PROUD TO SAY THAT WE HAVE A WILSON CREDENTIAL TRAINER ON OUR STAFF.
THIS SCHOOL YEAR, WE ADDED ONE ADDITIONAL INSTRUCTIONAL SUPPORT AND SHE WILL BEGIN HER TRAINER OF TRAINING NEXT YEAR FOR WILSON READING SYSTEM.
HAVING OUR OWN TRAINING TEAM MEANS THAT REGARDLESS OF OUR STAFFING NEEDS, ROUND ROCK ISD CAN ALWAYS PROVIDE TRAINING, COACHING, AND SUPPORT FOR OUR TEACHERS IN A FISCALLY RESPONSIBLE WAY.
TYPICALLY WE OFFER WILSON INTRODUCTORY COURSE, WHICH MEETS THE MINIMUM REQUIREMENTS IN THE HANDBOOK TO OFFER SPEEDY TWO TO FOUR TIMES EACH SUMMER AND FALL AND THAT'S VERY DEPENDENT ON CAMPUS NEEDS.
WE CAN ALSO TRAIN THIS COURSE AT ANYTIME SHOULD THE NEED ARISE.
WHILE THIS DOES ENSURE THAT WE'RE ALWAYS IN COMPLIANCE, OUR DEPARTMENT IS COMMITTED TO MORE.
WE UNDERSTAND THAT HONING STAFF SKILLS AND ADVANCED CERTIFICATIONS ULTIMATELY MEANS A HIGHER LEVEL OF SERVICE FOR OUR STUDENTS AND THIS IS WHY OUR LEVEL ONE AND NOW LEVEL TWO CERTIFICATION COHORTS ARE SO VITAL.
I WOULD LIKE TO SHARE WITH YOU WHAT A DSP COMMITS TO WHEN THEY CHOOSE TO BECOME LEVEL ONE CERTIFIED WITH WILSON.
A DSP WILL WORK THROUGH A ONE-YEAR INTENSIVE STUDY, INCLUDING MASTER LEVEL COURSEWORK ON THE WILSON ACADEMY.
THEY WILL SERVE THEIR CAMPUS DYSLEXIA STUDENTS, AS WELL AS AN ADDITIONAL ONE-ON-ONE PRACTICUM STUDENT FOR AN ENTIRE YEAR.
DURING THE CERTIFICATION YEAR, THESE CANDIDATES PARTICIPATE IN FIVE OBSERVATIONS CYCLES WITH OUR TRAINER AND ADDITIONAL HALF-DAY OF PROFESSIONAL DEVELOPMENT ABOVE AND BEYOND THE PLCS THAT THEY'RE EXPECTED TO ATTEND AS A DSP AND HAVE THE OPTION TO ATTEND FIVE ADDITIONAL, WHAT WE CALL IMPLEMENTATION OR STUDY MEETINGS TO SUPPORT THEM IN THEIR WILSON LEARNING.
STAFFS ARE MENTORED AND COACHED BY OUR TRAINER THROUGHOUT THE PROCESS AND ULTIMATELY CERTIFIED BY WILSON.
THE CERTIFICATION IS AT NO COST TO OUR DSP AND AT NO COST TO OUR CAMPUSES.
[02:45:05]
THIS YEAR, I AM SO EXCITED TO SAY THAT WE'RE OFFERING NOT ONLY LEVEL ONE CERTIFICATION, BUT ALSO THE INAUGURAL COHORT OF LEVEL TWO CERTIFICATION.IN ORDER TO BECOME A LEVEL TWO CERTIFIED TEACHER WITH WILSON, OUR DSPS MUST COMPLETE ALL THE CRITERIA TO BE LEVEL ONE CERTIFIED AND THEN COMMIT TO LEVEL TWO CERTIFICATION WHICH MEANS TO COMPLETE TWO DIFFERENT PRACTICUMS. I'D LIKE TO TALK TO YOU A LITTLE BIT ABOUT WHAT THOSE ARE.
THE GROUP MASTERY PRACTICUM INCLUDES A THREE-DAY ADVANCED STRATEGY WORKSHOP AND A YEAR-LONG PRACTICUM CYCLE, INCLUDING THREE OBSERVATIONS WITH OUR TRAINER.
THE UPPER STEPS PRACTICUM INCLUDES ONLINE COURSEWORK, AGAIN THROUGH THE WILSON ACADEMY, ONE-ON-ONE PRACTICUM IN THE UPPER STEPS AND THREE OBSERVATIONS WITH OUR TRAINER.
BOTH OF THESE ARE IN ADDITION TO SERVING THEIR CAMPUS DYSLEXIA STUDENTS AND LEVEL TWO CERTIFICATION CAN TAKE APPROXIMATELY TWO TO THREE YEARS TO COMPLETE.
LEVEL ONE AND LEVEL TWO CERTIFICATIONS WITH WILSON OR NOT A HANDBOOK REQUIREMENT BUT I AM SO PROUD OF THE DSPS WHO CHOOSE TO HONE THEIR SKILLS AND TAKE ON THIS ADDITIONAL COMMITMENT.
CONTINUING TO GROW THE STAFF CERTIFICATIONS IS A PRIORITY FOR OUR DEPARTMENT.
AS WE UNDERSTAND THAT HIGHLY TRAINED STAFF MEANS SUCCESSFUL STUDENTS.
I'D LIKE TO TALK TO YOU A LITTLE BIT ABOUT OUR IDENTIFIED STUDENTS IN ROUND ROCK.
THIS SLIDE DISPLAYS FOR US THE NUMBER OF STUDENTS WHO ENDED LAST YEAR IDENTIFIED.
THESE WOULD BE OUR STUDENTS IN BLUE, AS WELL AS THE NUMBER OF NEW TWO ROUND ROCK ISD DYSLEXIA THIS YEAR.
THESE WILL BE THE STUDENTS IN RED.
THE STUDENTS REPRESENTED IN RED INCLUDE BOTH NEWLY IDENTIFIED WITH DYSLEXIA HERE IN ROUND ROCK, AS WELL AS STUDENTS WHO MOVED TO ROUND ROCK WITH THE PREVIOUS IDENTIFICATION.
THE GRAPH DEMONSTRATES A TREND LINE I WOULD EXPECT TO SEE THAT THE NUMBER OF STUDENTS IDENTIFIED IN OUR DISTRICT GROWS BIGGER OVER TIME AND ACROSS THE GRADE LEVELS WHILE THE MAJORITY OF OUR NEWLY IDENTIFIED STUDENTS ARE AT ELEMENTARY.
IN FACT, AS OF JANUARY 52% OF OUR NEWLY IDENTIFIED STUDENTS THIS YEAR ARE IN FIRST, SECOND, AND THIRD GRADES SPECIFICALLY.
THIS IS IN DIRECT CORRELATION WITH OUR DISTRICT'S FOCUS ON EARLY IDENTIFICATION.
THE STATE OF TEXAS ASKS EACH DISTRICT NOT ONLY TO IDENTIFY AND MONITOR STUDENTS WHO ARE IDENTIFIED WITH DYSLEXIA, BUT ALSO STUDENTS WHO ARE RECEIVING DIRECT SERVICES OR WHAT THEY CALL STANDARD DYSLEXIA PROTOCOL INSTRUCTION.
THIS SLIDE IS SHOWING US THE TOTAL NUMBER OF STUDENTS WHO ARE RECEIVING DIRECT SERVICES AS OF THE END OF JANUARY.
THE NAVY BAND INDICATES CHANGES TO STUDENT'S INSTRUCTION, MEANING THEY EITHER BEGAN SERVICES THIS YEAR OR THEY EXITED SERVICES THIS YEAR.
THE YELLOW BAND INDICATES STUDENTS WHO ENDED LAST YEAR IN SERVICES AND CONTINUED THIS YEAR.
I WOULD LIKE TO HIGHLIGHT THE NUMBER OF STUDENTS CONTINUING IN DIRECT INSTRUCTION AT THE TRANSITION YEARS OF FIFTH TO SIXTH AND EIGHTH.
TONIGHT, WE'RE INCREDIBLY PROUD OF THE HARD WORK OUR CAMPUSES AND OUR DSPS HAVE DONE OVER THE LAST SEVERAL YEARS TO ENSURE THAT WE'RE LEADING DATA DRIVEN CONVERSATIONS ABOUT OUR STUDENTS EVERY YEAR BUT PARTICULARLY AT THE TRANSITION YEARS.
THE INCREASE IN OUR CONTINUATION NUMBERS IS EVIDENCE OF THIS WORK.
DECIDING TO EXIT A STUDENT FROM DIRECT SERVICES IS ALWAYS A COMMITTEE DECISION.
THE COMMITTEE, INCLUDING PARENTS, CONSIDER VARIOUS DATA POINTS SUCH AS PROGRESS MONITORING IN DIRECT SERVICES, PROGRAM EFFECTIVENESS AS EVIDENCED IN THEIR READING FLUENCY, CLASSROOM AND STAR PERFORMANCE, AS WELL AS STUDENT CHOICE AND SOCIAL AND EMOTIONAL PERSPECTIVE.
EACH AND EVERY DECISION WE MAKE FOR STUDENTS IS INDIVIDUALIZED AND ROUND ROCK ISD'S DYSLEXIA DEPARTMENT DOES NOT PROMOTE A BLANKET EXPECTATION OR STATEMENT OF EXITING OR CONTINUING A PROGRAM FOR ALL STUDENTS.
THE WORK OUR DEPARTMENT HAS COLLECTIVELY POURED INTO OUR PLCS AND THESE REAL CONVERSATIONS ON HOW TO SUPPORT STUDENTS IN DECISION-MAKING IS EVIDENT LIKE I SAID, WITH OUR CONTINUATION NUMBERS, I WOULD LIKE TO TAKE A COUPLE OF SLIDES AND BREAK DOWN
[02:50:02]
OUR DIRECT DYSLEXIA SERVICES BY STUDENT NUMBERS.THIS IS OUR ESPERANZA PROGRAM.
ESPERANZA SCOPE AND SEQUENCE IS BROKEN INTO 130 LESSONS AND THIS GRAPH IS SHOWING US WHICH LESSONS STUDENTS ENDED, ESPERANZA AND AT SEMESTER BREAK SO RIGHT BEFORE WINTER BREAK.
YOU CAN SEE THAT OUR ESPERANZA PARTICIPATION IS RELATIVELY SMALL.
THE DECISION TO PLACE A STUDENT IN SPANISH DYSLEXIA PROGRAMMING RATHER THAN IN THE ENGLISH PROGRAM, IS DETERMINED AT THE TIME OF IDENTIFICATION AND IS A DECISION MADE BOTH AT THE L PACK AND ART OR 504 COMMITTEE MEETINGS.
BOTH OF THESE COMMITTEES CONSIDER THE LANGUAGE OF INSTRUCTION, AS WELL AS DEMONSTRATED AREAS OF WEAKNESSES AS ALL OF OUR BILINGUAL STUDENTS ARE EVALUATED IN BOTH ENGLISH AND SPANISH AT THE TIME THE DYSLEXIA DETERMINATION IS MADE.
IT'S ALSO IMPORTANT TO NOTE THAT OFTEN OUR STUDENTS IN ESPERANZA TRANSITION INTO WILSON READING SYSTEM AT THE COMPLETION OF THE PROGRAM.
THIS SLIDE IS SHOWING US OUR BASIC LANGUAGE SKILLS OR A BLS STUDENTS.
BLS SCOPE AND SEQUENCE IS BROKEN INTO 169 CONCEPTS.
THIS GRAPH REPRESENTS THE CONCEPTS STUDENTS ENDED IN DECEMBER.
FOUR OF OUR ELEMENTARY CAMPUSES CURRENTLY UTILIZE THIS PROGRAM AS THEIR STANDARD PROTOCOL DYSLEXIA INSTRUCTION AND AS WITH WILSON, BLS TRAINING IS REQUIRED IN ORDER TO PROVIDE THE STANDARD PROGRAMMING.
THIS TRAINING CAN BE ACCESSED THROUGH ROSE AND SAUNDERS HERE IN AUSTIN AND ALSO THROUGH NINE HOUSE IN HOUSTON.
WILSON READING SYSTEM IS A 12-STEP PROGRAM AND THIS SLIDE DEPICTS WHICH STEPS STUDENTS WERE IN IN DECEMBER.
BY DESIGN, STUDENTS BEGIN THIS PROGRAM AT STEP ONE, REGARDLESS OF THEIR CURRENT GRADE LEVEL, EACH STEP OF WILSON CONTAINS FOUR TO SEVEN SUB-STEPS AND IN EACH OF THESE SUB-STEPS, STUDENTS MUST DEMONSTRATE MASTERY FOR BOTH READING AND SPELLING BEFORE THEY CAN MOVE FORWARD WITH THE PROGRAM.
THE STEPS AND WILSON, THE CONCEPTS AND BLS, THE LESSONS IN ESPERANZA.
THEY ARE NOT GRADE LEVEL SPECIFIC, BUT THEY ARE CUMULATIVE.
SOME STUDENTS MAY DEMONSTRATE MASTERY AND BEGIN TO GENERALIZE THESE SKILLS BEFORE THEY COMPLETE ALL STEPS, CONCEPTS OR LESSONS.
WHEN THIS OCCURS, A STUDENT'S 504 OR ART COMMITTEE MAY DETERMINE THAT DIRECT DYSLEXIA INSTRUCTION NO LONGER MEETS THE STUDENT'S CURRENT NEEDS.
FOR THIS REASON, YOU CAN SEE THAT THERE ARE FEWER STUDENTS AND THE UPPER STEPS AND CONCEPTS.
AS YOU CAN TELL, I'M INCREDIBLY PROUD OF THE WORK THIS DEPARTMENT, OUR CAMPUSES,OUR DSPS HAVE PUT IN OVER THE LAST SEVERAL YEARS.
I'M HONORED THAT I GET TO LEAD THEM.
BUT I'M EQUALLY AS EXCITED TO CONTINUE THE WORK AND LEAD FORWARD IN SUPPORT OF OUR STUDENTS WITH DYSLEXIA.
THESE ARE A FEW THINGS THAT WE HAVE AHEAD OF US IN 23, 24.
THIS YEAR, OUR DEPARTMENT ENHANCED OUR MONITORING OF SCREENING AT KINDERGARTEN FIRST GRADE WITH THE IMPLEMENTATION OF A SYSTEM THAT NOT ONLY IDENTIFIES AND MONITORS WHO IS FOUND TO BE AT RISK ON THE KINDERGARTEN AND FIRST GRADE SCREENER, BUT ALSO WHICH OF THOSE STUDENTS IS MOVING FORWARD WITH A FULL AND INDIVIDUAL EVALUATION, NOT EDUCATION.
THIS YEAR MOVING INTO 23, 24, WE WILL CONTINUE TO FOCUS.
OUR PLCS OUR PROFESSIONAL LEARNING COMMUNITIES AROUND THE PROGRAM FIDELITY AND PROGRESS MONITORING OF ALL STUDENTS.
SPECIFICALLY, OUR 23, 24 PROFESSIONAL DEVELOPMENT PLAN FOR OUR DSPS INCLUDE ACCURACY AND THE PROGRESS MONITORING, COLLABORATIVE GOAL WRITING BETWEEN DSPS AND SPECIAL EDUCATION DEPARTMENTS ON CAMPUSES.
AND HOW PROGRAM MONITORING IN THE SPEEDY ARE IN THE STANDARD DYSLEXIA PROTOCOL INSTRUCTION DIRECTLY INFLUENCES THE PROGRESS MONITORING FOR OUR STUDENTS IEP GOALS.
OUR TEAM IS COMMITTED TO PERFECTING OUR PROGRESS MONITORING OF STUDENTS AND HOW WE SHARE THIS WITH PARENTS THAT MAKES IT ACCESSIBLE AND UNDERSTANDABLE.
MOVING FORWARD, AND IN AN EFFORT TO HOLISTICALLY MONITOR OUR SYSTEM, I AM CURRENTLY COLLABORATING WITH THE ACCOUNTABILITY AND ASSESSMENT TEAM TO CREATE
[02:55:01]
A SYSTEM THAT WILL MONITOR PROGRESS AND PACING THROUGH ALL OF OUR PROGRAMS SO WE CAN SEE IT AT A DISTRICT LEVEL.CURRENTLY, THAT'S AN INDIVIDUAL STUDENT'S PLAN.
WE'RE WORKING ON A SYSTEM THAT WILL HELP ME SEE THAT COLLECTIVELY AS A DISTRICT.
READING BY DESIGN HAS BEEN A PHENOMENAL, SUCCESSFUL AND MEANINGFUL IMPLEMENTATION ON OUR 11 CAMPUSES.
I'M PLEASED TO SAY THAT WE'RE HOPING TO EXTEND THIS TRAINING TO BOTH ELEMENTARY AND MIDDLE SCHOOLS THIS YEAR AND MY VISION IS TO HAVE READING BY DESIGN ON ALL CAMPUSES IN TWO YEARS AND WITH THAT, THAT WAS THE FOCUS OF OUR APPLICATION FOR THE 23, 24 DYSLEXIA GRANT PROGRAM.
THIS YEAR, OUR APPLICATION FOCUS SOLELY ON READING BY DESIGN AND SHOULD WE RECEIVE THIS GRANT, WE'VE ASKED FOR SUPPORTING THE IMPLEMENTATION, AS WELL AS ADDING AN ADDITIONAL INSTRUCTIONAL SUPPORT TRAINER WHO WOULD GO THROUGH THE READING BY DESIGN TRAINER OF TRAINER PROGRAM, WHICH WOULD ALLOW US TO CREATE A SUSTAINABILITY FOR DYSLEXIA IN SPECIAL EDUCATION THAT MIRRORS OUR WILSON PRACTICES IN GENERAL EDUCATION.
THANK YOU FOR LETTING ME SHARE WITH YOU TONIGHT.
>> THANK YOU SO MUCH FOR THE PRESENTATION I WILL OPEN IT UP FOR QUESTIONS AND START WITH TRUSTEE MARKHAM.
>> OKAY, I HAVE A LOT OF QUESTIONS.
THANK YOU FOR THE PRESENTATION. I APPRECIATE IT.
I WANT TO TALK A LITTLE BIT ABOUT THE TRAINING SO YOU TALKED ABOUT HAVING AN IN-HOUSE CERTIFIED TRAINER AND WHEN I'M LOOKING AT THE NUMBERS OF HOW MANY TEACHERS WE HAVE THAT ARE LEVEL TWO CERTIFIED.
THAT NUMBER HAS BEEN FAIRLY LOW FOR AWHILE SO I'M PLEASED TO SEE THAT THERE'S A PILOT PROGRAM TO GET THAT NUMBER UP.
DO YOU HAVE A GOAL THAT YOU'RE TRYING TO REACH.
DO YOU HAVE TIMELINE AND A GOAL THAT YOU'RE TRYING TO REACH TO GET A CERTAIN NUMBER OF TEACHERS LEVEL TWO CERTIFIED AND PART OF MY QUESTION THERE TOO IS THAT WE'RE GOING TO HAVE SOME CAMPUSES THAT ONLY HAVE DYSLEXIA SPECIALIST WHO IS AT THE INTRO LEVEL OF CERTIFICATION AND THEN YOU'RE GOING TO HAVE SOME THAT HAVE LEVEL TWO AND THE TRUTH IS THAT THE SERVICES ARE GOING TO VARY A LITTLE BIT BASED ON HOW MUCH TRAINING THEY HAVE.
I JUST WANTED TO KNOW A LITTLE BIT ABOUT YOUR GOAL FOR LEVEL TWO CERTIFICATION.
>> LEVEL TWO CERTIFICATION, ONE OF THE THINGS WE HAVE TO FOLLOW PROTOCOL WITH WILSON READING SYSTEM AND SO OUR TRAINER HAD TO HAVE SO MANY SUCCESSFUL COHORTS OF LEVEL ONE BEFORE WILSON TRAINED HER TO CARRY THE LEVEL TWO COHORT THAT HAPPENED FOR THE FIRST TIME THIS YEAR.
WE'RE VERY EXCITED THIS SUMMER WHEN WILSON GAVE US THE THUMBS UP FOR KATIE TO CONTINUE CARRYING BOTH LEVEL ONE AND LEVEL TWO.
I WOULD LOVE TO SAY THAT MY VISION IS TO HAVE A LEVEL TWO CERTIFIED DSP ON EVERY CAMPUS AND THAT IS MY VISION AND ALSO THE REALITY IS THAT TEACHERS CHOOSE TO GO THROUGH IT.
THAT WE ALSO HAVE TO HAVE THE RIGHT MIX OF STUDENTS TO MOVE IN THE PRACTICUM.
WILSON IS VERY SPECIFIC ABOUT THE TYPE OF STUDENT AND WHERE THE STUDENT'S STEPS ARE ON FOR PRACTICUM ONE AND PRACTICUM TWO AND ALSO OUR DSPS CAN LEAVE US AT ANYTIME AND EVERY TIME THAT HAPPENS, WE START OVER.
FOR THE DSPS WHO HAVE THE INTRODUCTORY COURSE.
NOW THAT WE HAVE TWO INSTRUCTIONAL SUPPORTS AND FIVE PROGRAMS SPECIALISTS, THEY HAVE THE ABILITY FOR ONE-ON-ONE COACHING.
WE BEGAN OFFERING REAL-TIME TWICE A MONTH PD.
WE CALL IT OUR WILSON WEDNESDAY AND THEN ON THE OPPOSING WEEKS, THEY CAN COME TO OFFICE HOURS THAT THEY HOLD SIX DIFFERENT TIMES IN THE WEEK TO MEET THE VARIOUS NEEDS AND TIMING FOR OUR DSPS.
THAT'S BEEN EXTREMELY BENEFICIAL.
HAVING OUR PROGRAM SPECIALISTS ABLE TO GO OUT AND OBSERVE, MONITOR, OFFER FEEDBACK, AND THEN COME CIRCLED BACK TO OUR INSTRUCTIONAL TEAM.
WHEN WE SEE AN AREA OF CONCERN, THEN WE CAN WRAP BACK AROUND WITH THE COACHING CYCLE.
IT'S REALLY BEEN A BEAUTIFUL THING AND IT'S JUST IN THE BEGINNING BECAUSE THIS IS OUR INAUGURAL YEAR.
>> THANK YOU WHEN I'M LOOKING AT SPECIAL EDUCATION, I'M ALWAYS LOOKING AT CONSISTENCY ACROSS OUR CAMPUSES IN ORDER TO FEED INTO THOSE STUDENT OUTCOME NUMBERS AND LOOK AT RAISING THAT THRESHOLD FOR OUR SPECIAL EDUCATION STUDENTS, SO THANKS.
>> NEXT QUESTION IS ON SLIDE SEVEN, I'M LOOKING AT IDENTIFICATION RATES.
I'M WONDERING WHAT THE STRATEGY IS TO IMPROVE THOSE IDENTIFICATION RATES IN FIRST GRADE.
THE REASON I ASK IS BECAUSE I KNOW THE AMOUNT OF TIME IT TAKES TO REFER AND THEN GO THROUGH THE EVALUATION RIGHT UP THE REPORT, HAVE THE ART BY THE TIME YOU ACTUALLY START INTERVENTION, SOMETIMES THAT'S ALMOST AT THE END OF THAT GRADE-LEVEL YEAR.
[03:00:04]
WE KNOW THAT THIRD GRADE IS THAT MAGIC YEAR WHERE WE REALLY WANT OUR KIDS MOVING ALONG IN THEIR READING INSTRUCTION BECAUSE THEY'RE STARTING TO TAKE THE STAR TEST AND WE KNOW THAT READING EFFECTS MATH AND EVERYTHING ELSE AND SO BY THIRD GRADE, IF THEY'RE STILL BEHIND IT GETS REALLY DIFFICULT.DO WE HAVE A STRATEGY IN PLACE TO IMPROVE THOSE IDENTIFICATION NUMBERS IN FIRST GRADE?
>> I WILL SAY YES, TWO FOLD ONE, WHEN A CAMPUS IS CONSIDERING MOVING A STUDENT FORWARD WITH AN FIE BECAUSE THEY SUSPECT DYSLEXIA PROGRAMMING.
WE ENCOURAGE OUR CAMPUSES TO GO AHEAD AND START DYSLEXIA PROGRAMMING SO THERE'S THIS 45 DAY TIMELINE AND THERE'S THE ART NEEDS TO MEET.
ALL OF THESE THINGS WILL HAPPEN AND ALSO IT DOESN'T IMPEDE THAT DIRECT INSTRUCTION.
TWO, THIS YEAR WE'VE IMPLEMENTED THE SYSTEM OF WHICH STUDENTS ARE IDENTIFIED AT RISK.
WE'VE HAD TO COLLECT THAT FOR SEVERAL YEARS FOR THE STATE.
NOW ON TOP OF THAT, WE'VE PUT IN CRITERIA FOR CONSIDERING WHETHER OR NOT WE'RE MOVING FORWARD WITH AN FIE BASED ON WHETHER OR NOT THEY WERE AT RISK IN KINDERGARTEN, BASED ON WHETHER OR NOT THEY HAVE A SLOPE OF PROGRESS THAT MOVES FROM BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR AND SHOWS MOVEMENT OR GROWTH.
WE'RE WORKING WITH OUR DSPS ON THIS.
WE'RE PUTTING THAT SYSTEM, WHAT WE'RE TALKING, WHAT WE CALL OUR DATA MEETINGS FOR A FIRST GRADE SCREENER.
I THINK BOTH OF THOSE THINGS WILL HELP IMPROVE OUR EARLY IDENTIFICATION.
>> TRUSTEE MARKHAM CAN I ADD A LITTLE BIT MORE CLARIFICATION TO THAT? WHEN SHE TALKED ABOUT PART OF WHAT WE DIDN'T KNOW AND WE PUT ADDED SOME MORE DATA TO THAT WAS WHERE WERE WE LOSING STUDENTS AND WHAT WAS THE PROBLEM.
YOU GUYS TALKED ABOUT ROOT CAUSE ANALYSIS AND THAT WAS WHAT WE HAD TO PUT IN PLACE HERE.
WE WEREN'T SURE BECAUSE EVERYTHING IS SO INDIVIDUALIZED AND WE DON'T HAVE COLLECTIVE INFORMATION ON OUR STUDENTS.
ONCE THEY ARE DESIGNATED AT RISK, A PARENT DOESN'T HAVE TO MOVE FORWARD, SO PART OF THE DATA THAT WE'RE COLLECTING NOW THAT WE DIDN'T COLLECT BEFORE IS WHO DID NOT MOVE FORWARD AND WHY, SO THAT WE HAVE A SENSE OF THAT THESE KIDS STILL EXIST, BUT THEY DIDN'T GET TO MOVE FORWARD TO A FIE.
THAT'S ONE OF THE THINGS THAT WE'RE LOOKING AT AS WELL, AS FAR AS A PARENT AT ANYTIME CAN DECIDE NOT TO FILL OUT THE INFORMATION OR MOVE FORWARD.
WE'RE TRYING TO FIGURE OUT IF THEY WERE DEEMED AT RISK AND THEY'RE NOT RECEIVING SERVICES OR INTO SYSTEM AS DYSLEXIC TO MAKE SURE THAT WE STILL KNOW WHO THEY ARE AND THAT WE CAN PUT CERTAIN THINGS IN PLACE TO MAKE SURE THEY ARE BEING HELPED.
MORE TO COME WE ONLY JUST STARTED THAT A COUPLE OF MONTHS AGO, BUT THAT'S WHERE WE'RE GOING TO BE THEN STUDYING OURSELVES TO FIGURE OUT IF WE'RE LOSING STUDENTS.
IS THERE A DIFFERENT WAY TO HAVE THE CONVERSATIONS WITH THE PARENTS? WHAT DO WE SPECIFICALLY NEED TO DO TO MAKE SURE THAT THEY'RE GETTING THE SERVICES THAT WE FEEL THAT THEY MAY NEED.
>> THANK YOU. I APPRECIATE THAT.
>> OKAY AND THEN LET'S SEE SLIDE 11.
>> I'M SEEING THAT THERE'S A HUGE DROP-OFF IN STEP 6, AND THEN WE DON'T HAVE ANY STUDENTS IN STEP 11 AND 12.
I'M MAKING AN ASSUMPTION THAT MAYBE THERE'S A CORRELATION WHEN WE GO TO SIXTH GRADE.
THIS IS GOING TO BE TWO-FOLD OF JUST OUT OF CURIOSITY, WHY WE'RE SEEING A DROP OFF THERE.
ARE WE LOOKING AT WHY THERE'S A DROP OFF AND IF THAT IS AFFECTING OUR STUDENTS NEGATIVELY THAT WE HAVE SUCH A HUGE DROP OFF AT STEP 6? THE FACT THAT OUR STUDENTS HAVE TO CHOOSE DYSLEXIA INTERVENTION AS AN ELECTIVE WHEN THEY GO INTO MIDDLE SCHOOL, DOES THAT AFFECT THIS AS WELL, AND ARE WE LOOKING AT A STRATEGY OF BEING ABLE TO OFFER THOSE SERVICES WITHOUT THEM HAVING TO CHOOSE IT AS AN ELECTIVE? SORRY, THAT'S A LOT. [LAUGHTER]
>> THAT'S ALL RIGHT. LET ME UNPACK IT.
I DO NOT HAVE EVIDENCE THAT DROP FROM STEP 5 TO STEP 6 IS IN CORRELATION FROM TRANSITION TO FIFTH TO SIXTH.
AGAIN, IT'S NOT GRADE LEVEL BASED AND SO YOU CAN HAVE A STUDENT AT STEP 5 THAT IS A NINTH GRADER, A SEVENTH GRADER, A THIRD GRADER, A SECOND GRADER.
[NOISE] THAT IS SOMETHING WE'RE LOOKING INTO, LIKE I SAID, THE ACCOUNTABILITY ASSESSMENT DEPARTMENT AND I ARE LOOKING AT A WAY TO MONITOR PACING THROUGH PROGRAM ON THE INDIVIDUAL LEVEL.
I'M PULLING IT UP TO A DISTRICT BIRD'S EYE VIEW SO I CAN SEE HOW GROUPS OF STUDENTS OR COHORTS OF STUDENTS ARE MOVING THROUGH THE PROGRAM.
WHETHER OR NOT A STUDENT CHOOSES TO END THEIR DIRECT DYSLEXIA INSTRUCTION, AND WHEN I SAY STUDENT, I'M TALKING ABOUT A STUDENT AND A PARENT, IS SOMETIMES BASED ON WANTING TO PURSUE AN ELECTIVE AT MIDDLE SCHOOL.
IT IS NOT OUR COMMON PRACTICE TO ENCOURAGE THAT.
[03:05:03]
IT'S OUR COMMON PRACTICE TO ENCOURAGE A CONVERSATION AT THE 504 OR THE ARD COMMITTEE AROUND ALL OF THE DATA.WE DO LIKE TO SEE OUR CHILDREN.
WE WANT OUR CHILDREN TO MOVE ALONG IN PROGRAM AND STAY IN PROGRAM FOR AS LONG AS IT'S NECESSARY FOR THEM TO GAIN THE READING SKILLS THEY NEED TO FUNCTION WITH THEIR GRADE LEVEL PEERS.
ALSO, IF A PARENT OR STUDENT CHOOSES THAT, THAT'S THEIR CHOICE.
>> I'VE HEARD FROM COMMUNITY MEMBERS OVER AND OVER, IT'S A DIFFICULT CHOICE TO MAKE.
>> WHEN YOU GO INTO MIDDLE SCHOOL TO HAVE TO CHOOSE BETWEEN, DYSLEXIA IS A LIFE-LONG DISORDER, WHEN PUT THESE THINGS IN PLACE TO HELP OUR STUDENTS BE ABLE TO COPE AND LEARN STRATEGIES SO THEY CAN CONTINUE TO MAKE IMPROVEMENT AND BE SUCCESSFUL, BUT IT IS LIFELONG AND SO IT'S A DIFFICULT DECISION FOR OUR FAMILIES TO HAVE TO MAKE.
BUT IT'S A CHOICE THAT, IT'S NOT REALLY A CHOICE.
WE DON'T REALLY GIVE THEM CHOICES IF THE ONLY CHOICE IS TO GO WITH DYSLEXIA OR AN ELECTIVE, AND A MIDDLE SCHOOLER IS MOST LIKELY GOING TO GO WITH AN ELECTIVE, BECAUSE THOSE ARE THE THINGS THAT REALLY MOTIVATE THEM TO PURSUE THEIR PASSIONS OUTSIDE OF ACADEMICS.
THOSE TWO THINGS GO HAND IN HAND, AND SO IT'S JUST A REALLY DIFFICULT DECISION.
I WOULD LOVE AS A DISTRICT IF THERE IS A WAY FOR US TO PURSUE A STRATEGY TO ALLOW STUDENTS TO BE ABLE TO HAVE SERVICES AND ALSO CHOOSE ALL OF THEIR ELECTIVES THAT THEIR PEERS GET TO CHOOSE.
>> ALICIA, CAN I JUST ASK A FOLLOW-UP WHILE WE'RE ON THIS PAGE?
>> BECAUSE ONE THING THAT YOU SAID WHEN YOU WERE GIVING THIS SLIDE IS THAT WE HAVE FEWER STUDENTS IN THE UPPER CONCEPTS, AND JUST NOW WE WERE TALKING ABOUT PARENTS AND STUDENTS CHOOSING NOT TO GO ALL THE WAY THROUGH.
BUT IS IT OUR PRACTICE IN THE DISTRICT TO DO ALL 12 STEPS? IS THAT WHAT WE ENCOURAGE?
>> WE HAVE THE ABILITY AND THE TRAINING ON EVERY CAMPUS TO PROVIDE ALL 12 STEPS OF WILSON AND ON OUR FOUR BLS CAMPUSES TO PROVIDE ALL 169 CONCEPTS.
WE'RE ALWAYS READY, WILLING, AND ABLE TO PROVIDE ALL THE WAY THROUGH STEP 12, AND WE HAVE THE LATEST AND GREATEST EDITION OF WILSON.
OUR DISTRICT HAS BEEN VERY SUPPORTIVE OF THE IMPLEMENTATION OF THIS PROGRAMMING.
WE HAVE WILSON LEVEL EDITION BOTH FOE ONE THROUGH SIX AND SEVEN THROUGH 12 STEPS ON EVERY CAMPUS.
>> IS IT THE RECOMMENDATION TYPICALLY OF THE DISTRICT THAT THEY COMPLETE ALL 12?
>>OUR DSPS RECOMMENDATIONS ARE TO CONTINUE IN PROGRAM AND TAKE A LOOK AT ALL THE DATA AND MAKE A DECISION AS A COMMITTEE.
>> IT'S VERY INDIVIDUALIZED TOO.
>> IT IS, VERY INDIVIDUALIZED.
>> LIKE I SAID, WE DON'T HAVE A BLANKET STATEMENT OF EVERYONE WILL EXIT OR EVERYONE MUST CONTINUE IN PROGRAM.
WHAT WE SAY IS IT'S OUR COMMON PRACTICE TO CONTINUE ON PROGRAM.
>> THANK YOU FOR LETTING ME INTERRUPT.
>> I THINK THAT PLAYS INTO MY NEXT QUESTION ABOUT GEN ED TRAINING.
YOU TALKED A LOT ABOUT HOW YOU'RE PULLING IN YOUR DSPS AND SPECIAL EDUCATION TEACHERS AND HAVING THEM WORK TOGETHER SO THAT OUR GOAL WRITING IS MORE CONSISTENT AND THAT WE'RE LOOKING AT THE PLASTS TO INFORM THE GOALS AND NOT JUST GOING BASED OFF OF THE WILSON READING PROGRAM AND WHAT THOSE STEPS ARE.
HOW ARE WE PULLING GEN ED INTO TRAINING SO THAT SOME OF THE STRATEGY NOT TO SOLVE ANYTHING, BUT IF OUR GEN ED TEACHERS ARE MORE TRAINED ON IDENTIFYING THE DYSLEXIA IDENTIFIERS AND BEING ABLE TO ADDRESS THAT IN THE GEN ED CLASSROOM.
I WOULD BE MORE COMFORTABLE WITH MY SIXTH GRADER CHOOSING THEIR ELECTIVE OVER DYSLEXIA SERVICES IF I KNEW THAT THEIR GEN ED TEACHER WAS GOING TO BE ABLE TO SEAMLESSLY HELP THEM IN THE CLASSROOM.
WHAT IS THE TRAINING LOOK LIKE RIGHT NOW FOR OUR GEN ED TEACHERS?
>> THAT'S A REALLY GREAT QUESTION.
ONE, WE HAVE DYSLEXIA COMPLIANCE TRAINING AND OUR COMPLIANCE MODULE AT THE BEGINNING OF EVERY YEAR.
TEACHERS TAKE THIS MODULE AS AN OVERVIEW OF WHAT DYSLEXIA CHARACTERISTICS LOOK LIKE AT EVERY GRADE LEVEL, HOW YOU CAN SUPPORT A CHILD FIND.
IT'S ACTUALLY UNDER OUR CHILD FIND MODULE.
[NOISE] THEN TWO, OUR DYSLEXIA DEPARTMENT IN THE PAST HAS BEEN ABLE TO OFFER SPARINGLY PROFESSIONAL DEVELOPMENT EVERY SUMMER AND WE OFFER BOTH PROFESSIONAL DEVELOPMENT SPECIFICALLY FOR OUR DSPS TO HONE IN AND ENHANCE THEIR LEARNING, BUT ALSO FOR GENERAL EDUCATION.
NOW THAT MY ENTIRE TEAM HAS MOVED FROM EVALUATING TO PROGRAM SPECIALIST, INSTRUCTIONAL SPECIALIST, OUR PROFESSIONAL DEVELOPMENT FOR SUMMER THAT WE'RE CURRENTLY PLANNING IS MUCH MORE ROBUST.
IT'S GOING TO INCLUDE ASYNCHRONOUS AND SYNCHRONOUS LEARNING, VIRTUAL LEARNING, HALF DAY AND FULL DAY, BOTH FOR GENERAL EDUCATION TEACHERS AND FOR OUR DYSLEXIA SERVICE PROVIDERS.
>> CAN I ADD SOMETHING TO THAT? ONE OF THE CONVERSATIONS WE HAVE AND THIS MAKES EVERYTHING A
[03:10:03]
LITTLE BIT DIFFICULT IS IN REGARDS TO WHO GETS TRAINING.THE REASON EVERYTHING WAS PRESENTED HERE TONIGHT TOGETHER IS BECAUSE THEY'RE ALL CONNECTED.
TYPICALLY IN SCIENCE OF READING, EVEN THOUGH THE STATES SAY K-3 AND THEN WE TRAINED ON K-5, UNDERSTAND ALSO YOU REALLY EVEN NEED MIDDLE SCHOOL TEACHERS TO UNDERSTAND THIS.
WHEN YOU GO THROUGH THE SCIENCE OF READING, IT IS NOT ONLY ELEMENTARY WHEN YOU LOOK AT THE CURRICULUM AND EVERYTHING ELSE.
WHEN YOU GO THROUGH IT AND DESCRIBE IT, THERE'S ALSO A COMPONENT THAT GOES INTO THE UPPER LEVELS, SPECIFICALLY ALSO MIDDLE SCHOOL AS FAR AS THINGS THAT NEED TO BE DONE.
AS WE'VE BEEN HAVING THESE CONVERSATIONS, AND THIS IS NATALIE, WE HAVEN'T HAD IN-DEPTH CONVERSATIONS.
WE ONLY STARTED TALKING ABOUT THIS.
BUT MY THOUGHT PROCESS IS, I DON'T THINK THAT AS A SYSTEM WE UNDERSTAND THAT SOME OF THE UPPER SKILLS NEEDED IN SCIENCE OF READING ARE THE SAME THINGS THAT THEY'RE BEING TRAINED ON ON WILSON AND THE UPPER GRADE LEVELS.
PEOPLE FOCUS ON EARLY LITERACY AND THEY THINK THEN, THESE REALLY AREN'T A BIG DEAL.
I THINK PART OF WHAT WE NEED TO DO AND I THINK I KNOW PART OF WHAT WE NEED TO DO IS ALSO TO RE-EDUCATE OUR EDUCATORS, BUT ALSO OUR PARENTS, FOR THEM TO UNDERSTAND THE IMPORTANCE OF THAT UPPER PIECE AS FAR AS REALLY MAKING SURE THAT COMPREHENSION IS IN PLACE BECAUSE STILL, IT IMPACTS IT.
I THINK, JUST BECAUSE THEY CAN READ AND THEY CAN COMPREHEND ON A CERTAIN LEVEL, PEOPLE THINK THAT IT'S NOT NECESSARY AND SO I THINK AS PARENTS, WE'RE NOT GOING TO GO AGAINST THE PARENT AND SO I THINK A LOT OF TIMES THEY'RE OPTING NOT TO MOVE FORWARD.
BUT ALL OF THIS, THE CONCEPT OF SCIENCE OF READING, ALL THE DIFFERENT SKILLS, MORPHOLOGY, ALL THOSE DIFFERENT THINGS AT THE UPPER LEVELS THAT ARE NEEDED, IS WHAT YOU SEE IN WILSON WHEN YOU GO THROUGH THE UPPER STEP SEVEN THROUGH 12.
I THINK IT'S ABOUT US RE-EDUCATING OUR PARENTS SO THEY UNDERSTAND WHY THIS IS ABSOLUTELY NECESSARY.
I THINK PART OF IT IF THEY FIGURE IT'S LIKE, IT'S NOT THAT BIG A DEAL.
YOU CAN GO AHEAD AND TAKE THE ELECTIVE.
WE JUST NEED TO RETEACH THE SYSTEM AND THAT'S WHAT I THINK IS HAPPENING.
>> THANK YOU. I REALLY APPRECIATE THAT.
>> ALICIA, CAN I ASK FOR CLARIFICATION ON WHAT THEY JUST SAID?
>> WHEN YOU SAID GEN ED TEACHERS, ARE YOU TALKING ABOUT EVERY TEACHER ACROSS THE DISTRICT FROM K THROUGH 12 IS GETTING DYSLEXIA TRAINING?
>> YES, MA'AM. IN THEIR COMPLIANCE MODULES AND THEN THEY HAVE THE OPPORTUNITY AND IT'S A CHOICE TO ATTEND SUMMER PROFESSIONAL DEVELOPMENT THAT WE OFFER.
>> CAN YOU EXPAND ON THAT A LITTLE BIT? HOW RIGOROUS IS THAT? IS IT LIKE A 30 MINUTE SESSION, A 45 MINUTE SESSION?
>> THE COMPLIANCE MODULE, I WOULD SAY IT PROBABLY TAKES A TEACHER 30-45 MINUTES TO GET THROUGH IT.
>> SORRY, ALICIA. WHEN YOU SAY COMPLIANCE, IS IT ACTUALLY TALKING ABOUT STUDENTS WITH DYSLEXIA? BECAUSE I THINK THAT WAS YOUR QUESTION.
I HAVE A STUDENT WITH DYSLEXIA, OR IS IT JUST TALKING ABOUT THE COMPLIANCE MODULE WHERE, HEY, YOU'RE GOING TO HAVE A STUDENT AND YOU GOT TO CHECK THESE BOXES?
>> NO MA'AM. IT'S ACTUALLY TALKING ABOUT WHAT DYSLEXIA LOOKS LIKE, HOW YOU CAN IDENTIFY IT, AND THEN OUR OBLIGATIONS UNDER CHILD FIND.
>> BUT DOES IT TALK ABOUT, YOU GET A STUDENT WITH DYSLEXIA.
BECAUSE I THINK THAT WAS YOUR QUESTION.
>> RIGHT, STRATEGIES TO BE ABLE TO WORK WITH THEM IN THE GEN ED CLASSROOM BECAUSE THAT'S WHAT WE'RE HEARING FROM THE COMMUNITY AS WELL.
BUT I THINK DR. NICHOLS, WHAT YOU JUST MENTIONED, I THINK EDUCATING OUR PARENTS ON THOSE UPPER LEVELS AND JUST REDOING THE SYSTEM OF HELPING.
I THINK THAT GOES FOR TEACHERS TO NOT TO ADD MORE TO THEIR PLATE, BUT I THINK WRAPPING IT INTO ALL OF THIS WITH THE SCIENCE OF READING WHAT YOU GUYS ARE DOING.
YOU'RE PROVIDING THIS FOR THEM.
YOU'RE NOT ASKING THEM TO DO EXTRA FOR THEMSELVES.
BUT I THINK THE PARENT PIECE IS GREAT BECAUSE THE COMMUNITY HAS BEEN ASKING FOR THAT.
I HAVE A DYSLEXIC CHILD AS WELL AND I DON'T ALWAYS KNOW HOW TO HELP HIM AT HOME.
I THINK THAT, THAT PIECE IS REALLY IMPORTANT AND WE'VE HEARD THAT FROM THAT TRANSITION TO FIFTH AND SIXTH, THAT PARENTS DON'T ALWAYS UNDERSTAND THE IMPORTANCE OF CONTINUING THOSE SERVICES BECAUSE THEY DON'T REALLY KNOW WHAT THEY LOOK LIKE AND IF THEIR CHILD IS DOING WELL ENOUGH, THEN LET'S MOVE ON AND LET THEM HAVE THEIR ELECTIVE, AND I THINK THAT THAT'S A GREAT PIECE.
BUT I THINK THAT'S A GOOD POINT THAT, I WOULD LIKE TO LOOK AT MORE THAN JUST COMPLIANCE AND THAT IT'S STRATEGIES THAT OUR GEN ED TEACHERS CAN HAVE IN THE CLASSROOM TO WORK WITH THE STUDENTS IF THEY CHOOSE NOT TO GO THROUGH INTERVENTION OR IF THEY'RE MOVING FROM SMALL GROUP INSTRUCTION BACK INTO THE GEN ED CLASSROOM, THAT THAT INSTRUCTION IS SEAMLESS.
>> TRUSTEE MARKHAM, I JUST WANT TO, AND THAT'S A GOOD POINT TOO, ADD TO WHATEVER THE TEAM ARE SAYING.
REALLY LIKE WHAT AS A DISTRICT WHERE WE WANT TO MOVE TO EVEN MORE THAN EVER AND I KNOW WE MOVE IN THERE,
[03:15:02]
BUT EVEN MORE THAN EVER, YOU JUST TALKED ABOUT IS IDENTIFICATION.IF WE CAN IDENTIFY OUR STUDENTS AS EARLY AS POSSIBLE, WHICH IS FIRST NOT LATER THAN SECOND GRADE.
THEN ALSO, WE KNOW THAT STUDENTS WILL, I GUESS ADVANCE IN THE PROGRAM, IT'S INDIVIDUALIZED.
IT'S ALSO DEPENDS ON THE ABILITY AND THE CHALLENGES WRITE THEM [INAUDIBLE].
BUT WE WANT TO REALLY GET THROUGH THE PROGRAM IF POSSIBLE, WITH FIDELITY.
ALSO HELPING THE STUDENTS GO THROUGH IT WITHIN A REASONABLE TIME.
IDEALLY, IF WE HADN'T FOUND THEM IN FIRST GRADE, WE WANT THEM TO GET THROUGH IT BY FIFTH GRADE, THE LATEST, SO THAT WE DON'T HAVE TO MAKE THAT CHOICE IN MIDDLE SCHOOL AND BEYOND AND REALLY THAT'S WHERE WE'RE TRYING TO MOVE TO.
THE ONLY PROBLEM SOMETIMES IS WHEN WE HAVE STUDENTS WHO MOVED INTO OUR DISTRICT, A SECOND OR THIRD GRADERS AND THEY WERE NEVER IDENTIFIED WHENEVER WE'RE GIVEN THE ABILITY TO BE HELPED.
WE WILL HAVE TO START IT LATE AND THAT COULD CREATE THAT CHALLENGE NOW FOR THEM IN SECONDARY CAMPUSES LIKE A MIDDLE SCHOOL AND BEYOND.
BUT I REALLY, FOR THE MAJORITY OF OUR STUDENTS WHO START WITH US AS KINDERGARTNERS AND FIRST GRADERS, WE WANT TO IDENTIFY THEM AS SOON AS POSSIBLE SO WE CAN GET THEM THROUGH THE PROGRAM AND SO THEY CAN MAKE THE DECISION TO EXIT.
DON'T HAVE TO WORRY ABOUT MAKING A DECISION BETWEEN AN ELECTIVE OR SOME PROGRAM IN MIDDLE-SCHOOL.
>> THANK YOU. I THINK THAT'S GREAT LONG-TERM STRATEGY.
THAT'S PERFECT AND FOR OUR STUDENTS THAT DOES TAKE TIME IN PROGRESS, AND FOR OUR STUDENTS WHO ARE GOING THROUGH THAT RIGHT NOW.
I THINK IT SOUNDS LIKE WE'RE THINKING ABOUT THAT AND THAT'S FANTASTIC.
WILL IT BE POSSIBLE IN THE ACCOUNTABILITY SYSTEM THAT YOU GUYS ARE WORKING ON AND BUILDING TO PULL OUT THE NUMBERS OF STUDENTS WHO MOVE INTO OUR DISTRICT WHO WEREN'T IDENTIFIED AND ARE STARTING LATER VERSUS THE ONES WHO'VE COME UP THROUGH OUR DISTRICT.
WE'LL PULL THAT OUT AND SEE THOSE NUMBERS ONCE THAT'S BUILT.
>> WE'VE ONLY JUST STARTED THE CONVERSATION BECAUSE PART OF THE ISSUE FOR US IS DYSLEXIA IS NOT ONE OF THE POPULATIONS THAT ARE MONITORED BY THE STATE.
EVERYTHING WE'RE DOING IS GOING TO BE DIFFERENT AND IT'S NOT SUPPORTED BY ANYTHING ELSE.
BUT THAT IS ONE OF THE THINGS THAT WE'VE TALKED ABOUT.
STARTING WITH THE CONVERSATIONS, WHAT WE'RE TRYING TO FIGURE OUT IS WHAT DO WE NEED TO MONITOR.
WE TALK ABOUT THE FACT THAT WE WANT TO LOOK AT ACHIEVEMENT, WE WANT TO LOOK AT GROWTH.
WE WANT TO LOOK AT THAT IDEA OF EQUITY AS FAR AS BREAKING DOWN AND SEE WHO SPECIFICALLY BELONGS TO THIS GROUP AND THEN HOW MUCH GROWTH IS BEING MADE AND ACROSS WHAT AMOUNT OF TIME.
THAT'S THE BIGGEST THING WE WANT TO BE ABLE TO EVALUATE THE PROGRAM AND SEE THE IMPACT OF THE PROGRAM ON STUDENT GROWTH.
WE'VE ONLY JUST STARTED OUR CONVERSATIONS WITH MS. SIMMONS AS FAR AS WHAT THAT MIGHT POTENTIALLY LOOK LIKE, BUT ALSO WHAT OTHER THINGS IN THE SYSTEM MAY NEED TO BE CREATED.
BECAUSE THIS IS NOT A GROUP WHERE IT'S ACROSS ALL THE DIFFERENT ASPECTS OF OUR SYSTEM.
WE'RE GOING TO HAVE TO CREATE THAT PROCESS FROM SCRATCH.
>> READING BY DESIGN, I'M SO GLAD YOU GUYS IMPLEMENTED THAT.
I KNOW THAT WE'RE JUST IN OUR FIRST-YEAR.
DO WE KNOW WHEN WE'LL BE ABLE TO SEE THE DATA ON THE EFFICACY OF THAT WITHIN OUR DISTRICT?
>> AGAIN, THAT'S PART OF THIS CAPTURING SYSTEM AND LOOKING AT THAT MOVING FORWARD.
>> YOU'RE WELCOME. TRUSTEE HARRISON.
>> THANK YOU. THANK YOU FOR THIS PRESENTATION.
TRUSTEE MARKHAM ASKED SO MANY OF MY QUESTIONS. THANK YOU.
I WANT TO SAY THANK YOU FOR PROGRESS MONITORING STUDENTS THAT ARE AT RISK.
I'M THINKING ABOUT WHAT YOU TALKED ABOUT DR. NICHOLS.
I'M THINKING ABOUT THE DUAL CAPACITY FRAMEWORK AND PARTNERING WITH FAMILIES.
THIS BECAME REAL TO ME, TRUSTEE MARKHAM WHEN YOU SAID AND I LOOK AT YOU AS THE ONE OF THE MOST KNOWLEDGEABLE PARENTS IN THE WORLD.
LIKE I'M NOT A TEACHER, SO I DON'T ALWAYS KNOW HOW TO TEACH MY KIDS AT HOME.
ARE WE COMMUNICATING THE IMPORTANCE? YOU ALREADY ANSWERED THIS, BUT I'D LOVE TO DIG DEEPER.
HOW COULD IT BE BAD TO COMPLETE THIS PROGRAM? BECAUSE YES, STUDENTS COULD MASTER TO A POINT IN TIME TO BE ON GRADE LEVEL.
BUT WHAT HAPPENS WHEN THEY GO BEYOND THAT GRADE LEVEL AND THEY HAVEN'T MASTERED ALL THE CONCEPTS.
WE DID ASK ABOUT THIS AND THE RESPONSE WAS MORE SO AND I WISH I WOULD HAVE WRITTEN IT DOWN.
WE RECOMMEND THAT THEY CONTINUE.
BUT IS THERE EVER A RECOMMENDATION THAT THEY COMPLETE AND NOT JUST CONTINUE.
BECAUSE IF WE HAVE THAT POINT IN TIME AND THEY EXITED IN THE SIXTH GRADE, BUT THEY STILL HAVE SO MANY MORE MODULES TO MASTER.
I THINK ABOUT MYSELF AS A CTE EDUCATOR AND HOW IT TOOK ME SEVERAL YEARS ALTERNATIVELY,
[03:20:07]
CERTIFIED TO RECOGNIZE DYSLEXIA, DYSGRAPHIA AND THINGS LIKE THAT BECAUSE WE DIDN'T HAVE FULL-SCALE TRAINING.WHY DO WE NOT SAY, OF COURSE YOU CAN DO YOU WANT.
WE'RE GOING TO HAVE THIS COMMITTEE, BUT WE DO RECOMMEND THAT YOU COMPLETE.
>> I DO THINK THAT IS OUR MESSAGE.
WE USE THE LANGUAGE, COMMON PRACTICE TO CONTINUE AND PROGRAM.
THERE ARE MESSAGES THAT WOULD CONTINUE IF FAR AS LONG AND AS FAR AS A STUDENT NEEDS TO UNTIL THE COMMITTEE DECIDES BASED ON SPECIFIC DATA THAT THEY HAVE EITHER FINISHED PROGRAM OR THEY WILL EXIT PROGRAM BASED ON INDIVIDUAL STUDENTS NEEDS.
>> I GUESS DOES THE INDIVIDUAL STUDENT EVER NOT NEED TO MASTER ALL OF THE SKILLS OF READING, LITERACY, FLUENCY AND ALL THE THING? I THINK THEREIN LIES WHERE WE MAY NEED TO RETHINK MAYBE WHAT THIS MAY LOOK LIKE IN THERE BECAUSE I HEAR EXACTLY WHAT YOU'RE SAYING.
IF I'M SAYING, HEY, YOU HAVE THE CHOICE, BUT HOW MUCH AM I STRESSING THE NEED? AS FAR AS I UNDERSTAND YOU HAVE THE CHOICE, BUT I AM TELLING YOU THAT IT IS BETTER TO COMPLETE THIS THAT EVEN THOUGH IT LOOKS LIKE THEY'RE READING WELL, UNDERSTANDING THE REPERCUSSIONS LATER ON AS FAR AS MAKING A CASE, I TOTALLY HEAR WHAT YOU'RE SAYING.
>> BECAUSE WHEN WE'RE LOOKING AT THAT DUAL CAPACITY FRAMEWORK, IT CAUSES US TO LOOK AT FAMILIES OF FUNDS OF KNOWLEDGE AND NOT HAVE FAMILIES COME TO US AND SAY, WELL, YOU'RE NOT EDUCATORS, YOU DON'T KNOW YOUR CHILDREN OR YOU DON'T KNOW WHAT'S RIGHT FOR YOUR CHILDREN, THAT'S WRONG.
BUT AT THE SAME TIME AS EDUCATORS AND SUPPORTERS WE'RE SUPPOSED TO ALSO HELPS FAMILIES WITH THINGS THEY MIGHT NOT KNOW.
I WAS JUST WONDERING WHAT OUR MESSAGING WAS AROUND THAT AND YOU ANSWERED THAT. THANK YOU.
I DON'T KNOW IF I JUST MISSED THIS, BUT AS THESE EDUCATORS ARE GOING THROUGH THE DIFFERENT LEVELS OF CERTIFICATION, DO WE PAY FOR IT?
>> ONE HUNDRED PERCENT THAT LEVEL ONE AND LEVEL TWO CERTIFICATION, AS WELL AS THE INTRODUCTORY COURSE TO WILSON IS PROVIDED FROM THE DISTRICT LEVEL DYSLEXIA BUDGET. BEAUTIFUL.
>> THEN IS THEIR INCENTIVE FOR THEM TO LEVEL UP FROM LEVEL ONE AND LEVEL TWO?
>> CURRENTLY THERE IS NOT AN INCENTIVE.
I MEAN, THOSE ARE THINGS THAT WE WOULDN'T INHERENTLY KNOW, I DON'T THINK, BUT WITH OUR FOCUS ON LITERACY, I THINK THAT THAT IS A REALLY IMPORTANT THING TO KNOW.
EARLY ON IN THE PRESENTATION YOU SAID THAT WE HAVE A RATIO OF ONE TO FIVE, SO ONE STAFF MEMBER TO FIVE STUDENTS.
BUT THAT SEEMS LIKE, THAT'S LIKE AGGREGATE, LIKE THROUGHOUT THE WHOLE, ENTIRE PROGRAM.
HOW? WHEN IT GETS TO SECONDARY, IT SEEMS LIKE THAT NUMBER IS SIGNIFICANTLY HIGHER, LIKE 1-10, 1-11.
HOW DO WE PREDICT THE CORRECT AMOUNT OF STAFFING?
>> THE RATIO APPEARS TO BE HIGHER THIS YEAR BECAUSE WE HAVE JUST WORDS OFFERED AT MIDDLE SCHOOL AND HIGH SCHOOL AS A SUPPLEMENTAL TIER 2 DYSLEXIA INSTRUCTION.
THAT COURSE IS 1-15, BUT WOULD WILSON READING SYSTEM, ESPERANZA AND BASIC LANGUAGE SKILLS ARE RATIO IS 1-5.
OUR FTES FOR OUR DYSLEXIA SUPPORT PROVIDERS ARE BASED ON AN AVERAGE OF FIVE BECAUSE WILSON SAYS WE CAN HAVE 3-6.
WE LANDED ON FIVE STUDENTS IN EACH GROUP WITH A FIDELITY OF 45 MINUTES FOR EACH GROUP.
IT'S A FORMULA THAT SAYS ONE PERSON CAN SERVE THIS MANY STUDENTS.
IF YOU GET ABOVE THAT NUMBER THAN ONE-AND-A-HALF PERSONS WILL SERVE.
WE REALLY ARE FOCUSED ON THE EFFICACY OF THAT RATIO.
EVEN DOWN TO HOW WE DETERMINE WHICH, HOW MANY SUPPORT PROVIDERS WE HAVE ON EACH CAMPUS.
>> THAT'S VERY HELPFUL TO KNOW BECAUSE I LOOKED AT THAT NUMBER AND I WAS LIKE, ARE WE MISREPRESENTING? THANK YOU FOR EXPLAINING THAT.
I HOPE THAT WE CAN CONTINUE TO COMMUNICATE WHAT THE FINANCIAL NEED IS TO SUPPORT THIS.
BECAUSE WE DO GET A LOT OF FEEDBACK ABOUT DYSLEXIA.
WE WANT TO MAKE SURE STUDENTS AREN'T STRUGGLING IN 9TH, 10TH, 11TH AND 12TH GRADE. THANK YOU FOR THAT.
I THINK I MAY HAVE HAD ONE MORE QUESTION.
I WANTED TO EXPRESS SUPPORT FOR WHAT TRUSTEE MARKHAM SAID IN TERMS OF MAKING SURE THAT JEN ED TEACHERS HAVE SOME TRAINING AND STRESSING THE IMPORTANCE OF THAT.
BECAUSE I THINK THAT'S REALLY IMPORTANT.
WHAT HAPPENS TO STUDENTS THAT ARE IDENTIFIED AS HAVING DYSLEXIA VERY LATE IN THE GAME.
[03:25:01]
WHAT DOES THE INTERVENTION FOR THAT?>> IT LOOKS JUST LIKE AN INTERVENTION AT FIRST OR SECOND GRADE, THEY WOULD ENTER WILSON READING SYSTEM AT STEP 1.3.
>> WHERE YOU FINISHED? JUST MAKING SURE. TRUSTEE BONE
>> THANK YOU. FIRST, I WANT TO SAY I LOVE DYSLEXIA SPECIALIST.
AS ANY PARENT WITH A CHILD WITH ANY DISABILITY.
WHEN YOU GO THROUGH THAT, THEY REALLY SAVE YOUR CHILD AND JUST THANK YOU ALL FOR WHAT YOU DO.
I KNOW THE IMPORTANCE OF THIS.
THEN JUST WANT TO GO OVER THE NUMBERS REAL QUICK BECAUSE WE HAVE A WHOLE HIGH SCHOOL FULL OF DYSLEXIA STUDENTS, SO 2,624, THAT'S BASICALLY THE SIZE OF THE CEDAR RIDGE.
I JUST WANT PEOPLE TO KNOW THAT THIS IS A LOT OF STUDENTS.
THEN WE ONLY PROVIDE SERVICES FOR ABOUT HALF OF THEM THOUGH.
THAT IS AN INTERESTING CONVERSATION THAT I THINK WE DO NEED TO HAVE.
>> I'VE GONE THROUGH THE MIDDLE SCHOOL PROCESS.
I DO THINK THAT IT'S A BIGGER CONVERSATION AT THIS DAIS BECAUSE WE HAD FRIENDS, WE WENT THROUGH IT.
WE'VE HAD FRIENDS GO THROUGH IT THAT FIFTH TO SIXTH-GRADE YEAR, AND THEN EVEN 6-7.
STUDENTS WOULD ACTUALLY DO WITH THEIR SIXTH-GRADE YEAR AND THEN HAVING TO CHOOSE THEIR SEVENTH-GRADE YEAR.
YOU'RE LITERALLY TRYING TO TELL A SIXTH GRADER, THIS IS YOUR LIFE, THIS IS YOUR FUTURE.
THERE'S DIFFERENT TYPES OF DISABILITIES AND TO HAVE AN INVISIBLE DISABILITY IN ELEMENTARY, IT ALSO CAN BE, I GUESS HIDDEN, LIKE THEY GO SOMEWHERE BUT IN MIDDLE SCHOOL IT'S MORE NOTICEABLE TOO.
I THINK THERE WAS A CONVERSATION IN THIS DAIS OF, IF THERE'S SOME INTERESTING CONCEPTS THAT WE CAN DO BEFORE SCHOOL, AFTER SCHOOL, I DON'T KNOW, BUT MAYBE THERE'S ANOTHER MODEL THAT WE CAN DO.
THEN I DEFINITELY AGREE WITH YOU, ALICIA, THAT CLASSROOM TEACHERS, ESPECIALLY IN MIDDLE SCHOOL, BECAUSE IN ELEMENTARY YOU HAVE ONE TEACHER AND THAT TEACHER ABSOLUTELY KNOWS THAT THE STUDENT HAS IT.
BUT GOING INTO MIDDLE SCHOOL, HIGH SCHOOL, DYSLEXIA CAN REALLY HINDER A STUDENT.
WHEN YOU HAVE A QUIET CHILD THAT'S NOT GOING TO GO UP AND ADVOCATE FOR THEMSELVES AND WHICH, YOU'RE ALWAYS ENCOURAGING THEM.
IT'S A GREAT LEARNING AND GROWTH TOOL FOR THEM, BUT IT'S ALSO A LAW FOR A SIXTH GRADER TO ASK THEM TO ADVOCATE FOR THEMSELVES WHEN THEY HAVE THIS DISABILITY.
I THINK THERE IS SOMETHING HERE AT THIS DAIS THAT MAYBE WE CAN LOOK AT THAT TRANSITION.
MY GOAL WOULD BE TO ACTUALLY KEEP MORE OF OUR STUDENTS IN THE PROGRAM.
I KNOW THAT MEANS MORE FUNDING AND ALL THOSE GOOD THINGS.
BUT FOR ME, I DON'T KNOW IF YOU GUYS CAN GET FEEDBACK FROM THE PARENTS.
I KNOW ALICIA YOU HAVE A STUDENT, I HAVE A STUDENT SO WE HAVE SOME KNOWLEDGE UP HERE.
OBVIOUSLY, WE HAVE HEIDI WHO HAS DONE THIS FOR YEARS.
I'VE HEARD HER ADVOCACY AND I'VE HEARD HER HAVE STORIES OVER AND OVER AGAIN OF THIS SIMILAR NATURE, EVEN WITH HER OWN STUDENTS.
I THINK THIS IS A BIGGER CONVERSATION AND I THINK IT'S SOMETHING THAT WE COULD ACTUALLY MAKE A LOT OF PROGRESS ON.
I WANTED TO SAY THAT AND MY QUESTIONS ARE AROUND, WHEN YOU TALK ABOUT THE FIE THAT'S COME ABOUT AND I THINK YOU MIGHT HAVE BEEN TRYING TO ADDRESS THIS OR I THINK SOMEBODY TRIED TO, BUT MAYBE I MISSED IT.
BUT FOR THOSE THAT ALREADY HAD DYSLEXIA, DID YOU GO BACK AND DO, WERE THEY OFFERED TO HAVE A FULL EVALUATION?
WE WEREN'T REQUIRED BY THE CHANGES IN THE HANDBOOK TO MOVE BACKWARDS AND RE-EVALUATE OUR STUDENTS.
THAT BEING SAID, WHEN A STUDENT IS FOUND TO NOT BE MAKING ADEQUATE PROGRESS OR SHOWING OTHER CONSIDERATIONS THEN A FULL AND INDIVIDUAL EVALUATION IS ALWAYS OFFERED.
IF A PARENT CAME FORWARD AND SAID, I WOULD LIKE FOR MY CHILD TO NOW HAVE A FULL AND INDIVIDUAL EVALUATION.
WE MOVE FORWARD WITH THAT AS WELL.
>> IT WASN'T OFFERED AND MAYBE BECAUSE I DIDN'T SEE ANYTHING, SO I DIDN'T KNOW IF IT WAS SENT OUT TO PARENTS THAT THEY KNEW THEY HAD THAT.
I KNOW IT'S VERY INDIVIDUALIZED, SO I APPRECIATE THAT.
THEN GOING TO SWITCHING GEARS AND GOING BACK TO TRUSTEE HARRISON'S QUESTIONS ABOUT JUST WORDS, HOW ARE WE TRANSITIONING FROM A 1:15 RATIO TO A 1:5 RATIO? THAT'S ONE QUESTION WITH JUST WORDS AND THE OTHER ONE IS, HOW IS THAT BEING COMMUNICATED? BECAUSE AS A PARENT, I KNOW THIS WAS A DECISION MADE BY THE DISTRICT, BUT AS A PARENT, MAYBE THEY LIKE THIS.
HOW WAS THIS BEING COMMUNICATED AND HOW ARE WE HANDLING THE RATIO?
>> IT'S GREAT. WELL, THE RATIO IS GOING TO BE HANDLED BY HR.
I'VE MADE MY RECOMMENDATIONS AND I'VE MOVED THAT ALONG AND SO IT'S REALLY OUT OF MY HANDS.
BUT WE'VE MADE THE RECOMMENDATION BASED ON THE FORMULA FOR FIVE-MINUTE GROUP.
[03:30:04]
IT'S BEEN COMMUNICATED THROUGH OUR CAMPUSES AND OUR DSPS IN THE TRANSITION CONVERSATIONS THAT WE'RE HAVING WITH OUR RISING FIFTH GRADERS, AS WELL AS IT WILL BE IN THE DYSLEXIA NEWSLETTER THAT PUSHES OUT NEXT WEEK.>> THANK YOU. I'M NEVER SURE EVERYBODY GETS THE DYSLEXIA NEWSLETTER.
I THINK THERE MAY BE SOME QUESTIONS ALSO AROUND SPED AND DYSLEXIA NEWSLETTER.
I'M NOT FOR SURE WHO'S ON THAT LIST, WHO'S NOT.
>> WE SEND THAT OUT BASED ON A MAIL MERGE THAT WE GET FROM OUR E-SCHOOL.
A STUDENT WHO IDENTIFIED WITH DYSLEXIA, WE PULL THEIR PARENT'S EMAIL AND WE MASS SEND IT.
IT MIGHT END UP IN YOUR JUNK MAIL.
IF IT DOESN'T LIST AN EMAIL, THEN IT'S DIFFICULT TO GET THIS TO THEM.
IT'S ALSO POSTED ON OUR WEBSITE.
>> THAT'S ALL 2,600 STUDENTS THAT ARE IDENTIFIED?
>> THAT'S GOOD TO KNOW. THEN I DID HAVE A QUESTION AROUND, THIS GOES IN FOR THE JUST WORDS.
I KNOW DR. AZAIEZ, I HAD ASKED YOU HOW THAT DECISION WAS MADE.
THIS IS MORE OF A COMMENT BECAUSE TONIGHT WE HEARD A PARENT COME FROM FERN BLUFF AND TALK ABOUT THE CONCERNS WITH THAT DECISION.
I DON'T THINK THAT DECISION IS BEING COMMUNICATED NECESSARILY, SO I'M NOT FOR SURE WE'VE HEARD FROM PARENTS YET.
I KNOW YOU RESPONDED THAT THERE WAS A INTERNAL REVIEW OF CURRICULUM, BUT I HAVE A REAL CONCERN THAT AS YOU TALKED ABOUT STOVE PIPES EARLIER, THAT ESPECIALLY IN SPED AND DYSLEXIA BECAUSE THESE ARE VERY INTIMATE AREAS FOR PARENTS.
LIKE YOU HAVE THE PARENTS IN THE CLASSROOM, BUT THEN YOU HAVE PARENTS OF SPED AND DYSLEXIA STUDENTS.
I'M JUST AFRAID THAT THESE ARE BEING MADE IN A STOVE PIPE BECAUSE I DON'T THINK DYSLEXIA PARENTS WERE ASKED ABOUT THE, I COULD BE WRONG, CORRECT ME, BUT I DON'T THINK THERE WERE STAKEHOLDERS AND I KNOW TRUSTEE HARRISON, THIS IS SOMETHING I'VE LEARNED VERY MUCH FROM YOU, IS THAT THE PEOPLE THAT AREN'T HERE IN THE ROOM, WERE THEY ASKED, WERE THE STAKEHOLDERS ASKED ABOUT THIS.
WERE THE TEACHERS ASKED ABOUT THIS? I'M HEARING THE FERN BLUFF EXAMPLE AND THEN I'M ALSO READING ABOUT THE DYSLEXIA EXAMPLE.
I DO HAVE A REAL CONCERN BECAUSE THESE STUDENTS ARE, EVEN THE JUST FOR WORDS, WHEN YOU'RE IN A PROGRAM, THESE STUDENTS HAVE THEIR PROGRAM.
THAT'S WHAT THEY'RE USED TO. THEY MAY LIKE IT.
WE'RE MAKING CHOICES FOR THESE PEOPLE WITHOUT ANY INPUT AND I DON'T KNOW FOR ME, THAT DOESN'T SIT RIGHT WITH ME.
THAT'S A COMMENT AND FEEDBACK.
I'M REPRESENTING ANYTHING INCORRECTLY, I WOULD LIKE TO KNOW, BUT I'M SEEING THAT TREND.
I THINK WE'VE HEARD IT MANY TIMES, MAYBE NOT FROM THE TWO NEW TRUSTEES BECAUSE YOU GUYS HAVEN'T HAD AS MUCH TO WEIGH IN.
BUT I KNOW FROM THE FIVE HERE THAT WE KEEP SAYING WE WANT THE COMMUNITY ENGAGED.
PEOPLE THINK WE DON'T AGREE A LOT, BUT THAT IS THE ONE THING AS FIVE AND I THINK ALL SEVEN BECAUSE I THINK I KNOW YOU'D BOTH AND CHEWY YOU'RE SHAKING YOUR HEAD.
WE WANT COMMUNITY INPUT, WE WANT THE STAKEHOLDER INPUT.
I'M NOT SEEING THAT AND THESE ARE VERY BIG DECISIONS.
THESE ARE THE THINGS THAT PUSH PARENTS JUST TO TURN AND LEAVE OR SEEK OTHER PLACES TO TAKE THEIR STUDENTS.
I JUST WANT TO INVOLVE STAKEHOLDERS AND A LITTLE BIT MORE THAN A SURVEY STAKEHOLDERS.
ESPECIALLY THE OTHER THING IS I WANT TO POINT OUT IS THAT OUR TEACHERS, WE TALK ABOUT TEACHERS.
I WOULD REALLY LIKE THE TEACHERS TO BE INVOLVED IN THESE DECISIONS.
BECAUSE YOU'RE HEARING RUMBLES OF THE DYSLEXIA CHANGE AND THEN WE'RE OBVIOUSLY, IT JUST BROKE MY HEART HEARING A 21-YEAR RETRON TEACHER WHO THE TWO STUDENTS THAT CAME WERE AMAZING AND THERE'S SOMETHING HERE I THINK THAT WE'RE SEEING TONIGHT THAT GOES A LITTLE BIT BEYOND DYSLEXIA, BUT IT'S OBVIOUSLY THIS GROUP HERE.
>> DR. BONE, THANK YOU FOR ALLOWING ME TO ANSWER THE QUESTION.
THE CONCERN WAS WITH JUST WORDS.
ACTUALLY, FOR THAT SAME REASON, THAT'S WHY WE CHANGED IT.
THE MAIN REASON, I GUESS FOR US TO HAVE TO TAKE A DEEP DIVE AND LOOK INTO IT IS REALLY LISTENING TO THE COMMUNITY.
ACTUALLY, THAT'S REALLY WHAT TRIGGERED US LOOKING AT IT.
YOU HEARD SOME OF OUR PARENTS TALKING ABOUT SOME OF THE CONCERNS AROUND DYSLEXIA AND WENT BACK IN 2017, THEY WERE RAISING SOME CONCERNS.
ACTUALLY, EVERYTHING STARTED BY US MEETING WITH THEM, LISTENING TO THEM.
THE ROUND ROCK DYSLEXIA GROUP WAS REALLY BEHIND A LOT OF US TAKING AGAIN A DEEPER DIVE AND LOOK INTO THE PROGRAM.
[03:35:03]
WE DID SOME ANALYSIS, WHATEVER YOU WANT TO CALL IT, AND WE DECIDE THIS WOULD BE THE BEST DECISION FOR OUR DYSLEXIC KIDS.BUT REALLY BASED ON INPUT FROM THE COMMUNITY, THAT'S REALLY WHAT TRIGGERS US [OVERLAPPING].
>> CAN I PAUSE YOU THERE THOUGH, BECAUSE WHEN YOU SAID WE I THINK THAT'S THE PROBLEM.
WHEN YOU JUST SAID WE, YOU REALLY MEANT THIS VARIES.
THE DYSLEXIA GROUP IS ACTUALLY FAIRLY SMALL REPRESENTATION OF THE 2,600 STUDENTS.
WHEN YOU JUST SAID THE WE, I JUST THINK WE NEED TO MAKE SURE THAT IT IS ACTUALLY THE WE.
I DON'T THINK IT INCLUDED THE TEACHERS AND IT DIDN'T INCLUDE THE STAKEHOLDERS.
I JUST HOPE YOU CAN HEAR THAT WITH MY HEART THAT THIS IS JUST SOMETHING THAT I THINK WE CAN DO MUCH BETTER.
I'M NOT SAYING THAT THIS WAS THE WRONG DECISION.
I'M JUST SAYING THAT THERE IS SOMETHING ABOUT GETTING STAKEHOLDER BUY-IN AND MAKING SURE THAT WE HAVE EVERYBODY'S PERSPECTIVE AND NOT JUST LIMITED.
I JUST HOPE YOU CAN HEAR THAT WITH THE RIGHT INTENT.
WHEN WE SAY WE, LET'S MAKE SURE THAT WE ACTUALLY SIT DOWN AND WHO ARE ALL THE STAKEHOLDERS.
LET'S MAKE SURE THAT WE GET THEM INVOLVED AND I WOULD SAY THAT I KNOW WE HAVE THESE AMAZING GROUPS, BUT SOMETIMES THOSE GROUPS DON'T REPRESENT ALL THOSE STAKEHOLDERS, SO WE JUST NEED TO, I KNOW IT'S HARD, THAT IS A HARD JOB TO GET ALL THE STAKEHOLDERS.
BUT I DO THINK THAT IS, AT LEAST IN MY PERSPECTIVE, THAT IS WHAT THE HIGHEST LEVEL ADMINISTRATIVE, THAT IS YOU GUYS' MAIN ROLE OF ENGAGING ALL THE STAKEHOLDERS BECAUSE IT IS THE HARDEST JOB.
>> CAN I JUST JUMP IN REALLY FAST AS SOMEONE WHO SERVED ON CPAC? I DO AND I'M JUST WORDS.
THE COMMUNICATION WITH THE SPED COMMUNITY I THINK IS ONE WHOLE SEPARATE CONVERSATION, BUT JUST ON THE JUST WORDS PART.
I DO THINK THAT THAT WAS A WIDESPREAD AMONG PARENTS AND I CAN'T SPEAK TO TEACHERS, BUT WIDESPREAD AMONG PARENTS THAT THAT WAS SOMETHING THAT THEY WERE HOPING WOULD BE PHASED OUT JUST BECAUSE THE EFFICACY WAS NOT THERE FOR IMPROVING OUTCOMES.
I JUST WANTED TO ADDRESS THAT AS SOMEONE WHO HAD SERVED ON THEIR OWN COUNSEL AND SAY THAT THAT WAS SOMETHING THAT PARENTS DID WANT, BUT ALSO RECOGNIZING THAT IT IS AN INDIVIDUAL DECISION AND DECIDED IN AN ARD, WHICH IS WHY IT'S PHASED OUT VERSUS JUST A COMPLETE CUTOFF.
BUT THE OTHER CONVERSATION IS DEFINITELY A WHOLE OTHER CONVERSATION.
>> MS. GONZALEZ STARTED BY ACKNOWLEDGING THAT ROUND ROCK ISD IS A RESOURCE RICH SCHOOL DISTRICTS AND THAT'S WHAT YOU STARTED WITH.
THIS WHOLE THING WITH THE TRANSITION FROM ELEMENTARY TO MIDDLE AND SOME DROP-OFF BECAUSE OF THE DYNAMICS THAT HAVE BEEN DISCUSSED TONIGHT.
I THINK WE HAVE A LOT OF EMPLOYEES THAT ARE REALLY GOOD AT WHAT THEY DO AND SPEND THEIR WHOLE 40-HOUR WEEK ON THIS TOPIC, WITHOUT GETTING TOO MUCH IN THE WEEDS ARE THERE CONVERSATIONS ABOUT HOW TO MAYBE CHANGE? MIDDLE-SCHOOL IS LIKE A WHOLE THING.
I DON'T KNOW THAT WE'RE GOING TO CHANGE MIDDLE-SCHOOL, BUT ARE THERE TALKS YOU GUYS TALK ABOUT IDEAS ON WHAT DR.
BONE WAS SAYING ABOUT OUTSIDE THE BOX WITH TRYING TO, TRUSTEE HARRISON WAS SAYING IT TOO OR DO YOU GUYS TALK ABOUT WAYS TO MAYBE CLOSE OFF THAT SPIGOT A LITTLE BIT OF THE DROP-OFF AT THE TRANSITION? [OVERLAPPING]
>> BY CHANGING THE WAY WE PROVIDE SERVICES OR WHEN WE PROVIDE SERVICES?
>> WELL, BECAUSE THE DISCUSSION HAS ALREADY BEEN HEARD, THERE'S CONCERN THAT IN MIDDLE SCHOOL IT'S DIFFERENT THAN ELEMENTARY BECAUSE NOW MY FRIENDS ARE GOING TO SEE THAT I GO OVER HERE WHEN EVERYBODY ELSE IS GOING TO FOOTBALL.
OR I GO OVER HERE WHEN EVERYBODY ELSE IS GOING TO SPANISH, AND SO THAT'S A BARRIER. IS THAT WHAT WE DECIDED? THAT'S A BARRIER, SO RATHER THAN US MEETING AND COMING UP WITH THE IDEAS, I'M ASKING, DO Y'ALL EVER TALK ABOUT THAT? OR IS THAT JUST INHERENT, IS THAT JUST THE WAY IT IS?
I TOOK COPIOUS NOTES, THE FACT THAT THAT CAME UP SEVERAL TIMES AS FAR AS ONE OF THE THEMES, AS FAR AS THAT DROP-OFF AND THE FACT THAT THERE IS A STRUCTURAL REASON WHY STUDENTS ARE THEN CHOOSING SOMETHING DIFFERENT AND PARENTS ARE FEELING THAT, HEY, I CAN'T MAKE MY KID NOT CHOOSE THOSE CLASSES.
WE WILL DISCUSS IT, BUT IT HAS NOT BEEN SOMETHING THAT WE'VE TALKED ABOUT AND SO WE'LL LOOK AND I'M SURE THAT WE WILL GET AN OPPORTUNITY TO COME BACK TO YOU GUYS WITH SOME IDEAS.
BUT WE WILL THINK THROUGH AND START THE CONVERSATION.
AS FAR AS THIS, IS THERE SOMETHING STRUCTURALLY THAT WE CAN DO DIFFERENT IN ORDER TO MAKE SURE THAT PEOPLE ARE NOT FEELING THAT THEY HAVE TO MAKE THAT CHOICE.
[03:40:02]
SOMETIMES IN LIFE THE ANSWER IS, NO.BUT I THINK THAT THERE'S SO MUCH KNOWLEDGE IN THE RESOURCE RICH AND EXPERIENCED, DEEP HUMAN RESOURCES THAT WE HAVE.
>> CAN I PUT IN FOR A MINUTE? BECAUSE MAYBE IT'LL HELP YOU ALL BECAUSE WE'VE OBVIOUSLY JUST GONE THROUGH THIS, WHAT THEY DO IN MIDDLE SCHOOL.
ONE INSTANCE, BUT I THINK IT SEEMS LIKE WE HAVE FRIENDS THAT DID THIS.
IS THAT BASICALLY YOUR KID IS DOING WELL AND THEY'RE LIKE, I THINK THEY'LL BE OKAY AND YOU CAN ALWAYS COME BACK.
YOU CAN ALWAYS GO INTO DYSLEXIA SERVICES, EVEN TODAY, YOU CAN TAKE YOUR HEAD BACK IN ONCE THEY'RE IDENTIFIED.
THEY GO INTO SIXTH GRADE AND MAYBE THEY CHOOSE TO DROP DYSLEXIA SERVICES.
BUT THEY ARE, YOU DO HAVE A YEARLY MEETING AND YOU REVIEW WHAT'S GOING ON AND IT ALWAYS HAS THAT STRUGGLE OF, ARE THEY DOING GOOD ENOUGH TO STAY OUT OF DYSLEXIA SERVICES OR DO THEY NEED TO GO BACK INTO DYSLEXIA SERVICE? BUT EVERY YEAR YOU'RE STILL HAVING THAT MEETING GOING AND IT'S JUST ONCE AND IT'S LIKE DO I KEEP THEM IN? JUST HAVEN'T BEEN DYSLEXIA SERVICES OR PUT THEM BACK IN.
BUT THIS IS A VERY BIG STRUGGLE FOR STUDENTS AND I WILL SAY, WHAT I SEE IS THAT MAYBE STUDENTS DON'T READ AND I THINK THAT'S WHAT I WISH HEIDI COULD'VE STAYED BECAUSE I THINK THAT WAS HER POINT, IS THAT STUDENTS COULD DO SO MUCH BETTER IF THEY HAD THE OPPORTUNITY TO STAY IN THE WHOLE PROGRAM.
WHERE YOUR STUDENTS MAYBE THEY'RE READING AT GRADE LEVEL NOW, BUT MAYBE THEY COULD REALLY BE EXCELLING, WHICH WE ALL KNOW THAT'S GOING TO BE VERY IMPORTANT TO GET INTO COLLEGES AND TO DO HIGHER LEVEL EDUCATION SO THEY'RE NOT DOING AS GOOD AS THEY COULD IF THEY COULD DO THE FULL PROGRAM AND I'M WITH HEIDI IN THAT AND I THINK THAT SHOULD BE OUR GOAL AS A BOARD, THAT OUR STUDENTS EXCEL AND GET THEIR HIGHEST POTENTIAL VERSUS THE DYSLEXIA STUDENTS HAVING TO MAKE THIS CHOICE AND PARENTS KEEPING THEM MAYBE ON GRADE LEVEL AND MONITORING THEM.
>> I TRUE BELIEVE WITH 100% THAT DR. NICHOLS HAS HEARD EVERYTHING HERE TONIGHT, SO I WON'T BELABOR THAT.
I WOULD LIKE TO END WITH THIS.
IF YOU DON'T MIND, DR. NICHOLS, I'M GOING TO ASK THESE LADIES, THIS QUESTION.
IF YOU HAVE TO PAUSE BEFORE YOU ANSWER, THAT'S OKAY BUT WHAT I REALLY WANT TO KNOW, BECAUSE THERE HAS BEEN A LOT OF DISCUSSION THAT END POINTS I DON'T WANT TO BELABOR.
WHAT I WOULD LIKE TO KNOW IS, WHAT KEEPS YOU UP AT NIGHT.
WHAT DO YOU WORRY ABOUT ON THIS TOPIC? WHAT ARE YOU WORRIED ABOUT THE MOST? IS IT STAFFING? IS IT AN INABILITY TO RETAIN THE STUDENTS THROUGHOUT THE PROGRAM BECAUSE YOU CAN'T COMPETE WITH THE DESIRE FOR THEM TO DO OTHER THINGS.
IS IT GETTING APPROPRIATE TRAINING FOR THE STAFF? WHEN YOU GO TO BED AT NIGHT AND YOU'RE LOOKING AT THE CEILING AND YOU'RE THINKING ABOUT YOUR JOB LIKE WE ALL DO.
WHAT KEEPS YOU AWAKE AT NIGHT?
>> I THINK ALL OF IT, BUT MOST IMPORTANTLY FOR ME, WHAT KEEPS ME AWAKE AT NIGHT IS RETENTION.
OUR STAFF HAVING WHAT THEY NEED TO STAY WHERE THEY ARE, TO OWN IT, TO WANT TO DO THE CERTIFICATIONS, TO WANT TO CONTINUE TO TEACH DYSLEXIA SERVICES, AND TO HAVE THE SUPPORT FROM OUR CAMPUS, OUR DEPARTMENT, TO ENSURE THAT ALL OF THE NUANCES FOR DYSLEXIA ARE COVERED, COMPLIANCE, TEAMS, ARD MEETINGS, GOALS, PROGRESS, MONITORING IT.
IT'S A LOT AND I WORRY ABOUT RETENTION.
I WORRY ABOUT WHAT IT LOOKS LIKE TO ONLY HAVE THREE LEVEL 2 CERTIFIED TEACHERS, KNOWING THAT IT TAKES THEM 3-4 YEARS TO COMPLETE BOTH LEVELS OF CERTIFICATION AND THEN IT'S A CHOICE.
I WORRY ABOUT PERCEPTION OF PARENTS AND OUR COMMUNITY AND THE WEIGHT OF THAT ON THE DEPARTMENT AND OUR DSPS WHEN THEY ARE DOING AMAZING WORK. THAT'S WHAT I WORRY ABOUT.
>> BUT BEFORE YOU FREAK OUT MS. GONZALEZ OR TO YOUR POINT, MS. BARRY COREY, SO I'VE WORKED IN PUBLIC SECTOR AND PRIVATE SECTOR AND IN THE PUBLIC SECTOR MY EXPERIENCE WAS THAT WITH TRAINING REQUIREMENTS THAT WE WERE PAYING FOR, WE CAN IMPOSE EMPLOYMENT COMMITMENTS ON INDIVIDUALS BUT THAT IS NOT AN OPTION FOR US.
>> THAT IS NOT SOMETHING THAT I'VE EXPLORED WITH THE DISTRICT. NO, MA'AM.
>> I THINK THE THING THAT WEIGHS ON ME MOST HEAVILY IS THE FACT THAT THE FLIP SIDE OF BEING SUCH A LARGE DISTRICT WITH SO MANY RESOURCES, THE FLIP SIDE OF THAT IS TRYING TO ATTAIN CONSISTENCY ACROSS SO MANY DIFFERENT CAMPUSES.
WE HAVE LOTS OF STAFF AND ALL ARE HARDWORKING AND WELL-INTENTIONED, BUT TRYING TO MAKE SURE THAT WE'RE GETTING CONSISTENCY OF MESSAGING, CONSISTENCY OF IMPLEMENTATION OF PROCESSES AND PROCEDURES.
WE CAN PLAN THEM VERY WELL BUT MAKING SURE THAT WE ARE PROVIDING THE TRAINING AND THE ONGOING SUPPORT TO MAKE
[03:45:02]
SURE THEY'RE BEING IMPLEMENTED CONSISTENTLY, SO I'M NOT SPEAKING ABOUT OUR DSPS AT THIS POINT.KIMBERLY DOES A BEAUTIFUL JOB OF MEETING WITH THEM REGULARLY AND WE HAVE INCREDIBLE TRAINING AND COACHING.
BUT JUST THIS BROADER IDEA OF HOW ARE WE AS A SYSTEM, MAKING SURE WE'RE IDENTIFYING AND INTERVENING WITH EVERY STUDENT WHO NEEDS OUR SUPPORT.
I THINK CONTINUING TO GROW OUR SYSTEMATIC APPROACH TO THAT IS WHAT WEIGHS ON ME.
>> I DON'T HAVE ANY OTHER LIGHTS ON. TRUSTEE ZARATE.
>> I JUST WANTED TO SAY, FIRST OF ALL, IT'S A TESTAMENT TO THIS BOARD THAT I HAVE ALL MY QUESTIONS ANSWERED.
THAT'S AMAZING. WE ARE SO LIKE-MINDED AND I LOVE IT.
YOU TALK ABOUT RETENTION AND NEEDING, AND THAT MEANS RESOURCES FOR YOU.
I NEED TO SAY THIS OUT LOUD THAT IT'S UPON US AS A PUBLIC AND AS TRUSTEES TO ADVOCATE TO KEEP THE MONEY HERE IN OUR DISTRICT SO THAT WE CAN GIVE YOU THOSE RESOURCES AND NOT ADVOCATE AGAINST IT. THAT'S ALL I WANT TO SAY.
>> THANK YOU. I HAVE A COUPLE OF QUESTIONS.
I DID WRITE DOWN THAT I ACTUALLY LEARNED SOMETHING NEW TONIGHT.
I DIDN'T REALIZE IN SIXTH GRADE THAT YOU WANT TO GIVE UP A ELECTIVE FOR IT.
I DIDN'T KNOW THAT TILL TONIGHT, AND I FELT LIKE I WAS PRETTY WELL-VERSED IN DYSLEXIA SERVICES.
AS A PARENT OF A CHILD WHO RECEIVES SERVICES, I'VE SEEN HIM PUSHED IN, I'VE SEEN HIM PULLED OUT.
TO THINK THAT THERE'S NOT ANOTHER WAY TO THINK OUTSIDE OF THE BOX, EITHER A ZERO-HOUR OR EVEN AN ESY-TYPE PROGRAM WHERE THEY RECEIVE SERVICES OVER THE SUMMER, I WOULD LOVE, AND I KNOW YOU TOOK LOTS OF NOTES, DR. NICHOLS, BUT I WOULD LOVE TO SEE IF THERE'S A WAY THAT WE CAN KEEP THAT ENGAGEMENT GOING ON AND WON'T BELITTLE THAT ONE.
I WON'T BELABOR IT. I KEEP COMING BACK TO SLIDE 7 AND EIGHT AND DID SOME MATH THAT ON SLIDE 7, WE'VE HAD 94 NEW STUDENTS IDENTIFIED AS RECEIVING DYSLEXIA OR AS HAVING DYSLEXIA.
BUT YET WHEN YOU GO TO SLIDE 8, SORRY, THAT'S IN GRADES 6 THROUGH 12.
WE'VE HAD 94 NEW STUDENTS IDENTIFIED WITH DYSLEXIA.
BUT THEN WHEN YOU GO TO SLIDE E8, WE ACTUALLY HAVE HAD 153 LEAVE SERVICES.
I GUESS I NEED TO UNDERSTAND BETTER THAT RELATIONSHIP, ARE THESE ALL JUST NEW STUDENTS TO THE DISTRICT THAT ARE IDENTIFIED IN GRADE 6 THROUGH 12, OR ANY OF THESE STUDENTS FIRST-TIME IDENTIFICATIONS OF STUDENTS WITH DYSLEXIA, BUT YET NONE OF THEM CHOSE TO ENTER SERVICES? YOU DON'T HAVE TO ANSWER THAT NOW, BUT IT DIDN'T OCCUR TO ME WHEN I WAS REVIEWING THIS PRIOR TO THE MEETING ABOUT THAT RELATIONSHIP OF WE HAVE SO MANY STUDENTS THAT ARE NEWLY IDENTIFIED IN GRADE 6 THROUGH 12.
THEN IT GOT ME TO THINKING THAT REALLY AS A BOARD, WE DON'T PROGRESS MONITOR ANY OF OUR STUDENTS RECEIVING DYSLEXIA SERVICES AFTER THIRD GRADE.
HOW ARE THOSE STUDENTS DOING ON THEIR EOCS WHEN THEY GET TO HIGH SCHOOL? THEY HOPEFULLY HAVE COMPLETED MOST OF THEIR SERVICES AND WHETHER IT'S RBD OR WHETHER IT'S WILSON, WHATEVER.
HOW ARE THESE STUDENTS DOING WHEN THEY GET TO HIGH SCHOOL? BECAUSE WE DON'T EVER LOOK AT THAT AT A BOARD.
WE'D HAVE TO HAVE CONSENSUS THAT WE'D WANT NEW DATA ON THAT.
BUT IT MAKES ME THINK ABOUT LONG-TERM HOW THESE STUDENTS ARE DOING IN OUR SYSTEM.
ARE THEY GETTING CAUGHT UP? THAT'S JUST A QUESTION THAT I WOULD HAVE LONG-TERM ON HOW SOME OF THOSE STUDENTS ARE DOING.
CAN I GIVE YOU AN ANSWER TO THAT?
>> ONE OF THE THINGS THAT WE'VE LOOKED AT IS THE FACT THAT WE HAVE M CLASS AND WE HAVE THAT GRADES K THROUGH FIVE.
THROUGHOUT THE SYSTEM WE DON'T HAVE ANY OTHER WAY THAT WE'RE LOOKING AT GROWTH, JUST LIKE WE LOOK IN ELEMENTARY SCHOOL.
WE'RE IN THE PROCESS OF EXPLORING THAT.
PART OF WHAT MR. KERN AND HIS CAPACITY AS CHIEF OF HR HAS SPOKEN TO IS THE IDEA OF TEACHER INCENTIVE ALLOTMENT, WHAT'S THE WORDING, EDDIE, AS FAR AS WHERE WE'RE GOING TO MAKE SURE THAT THE CONSISTENCY, I'M TRYING TO REMEMBER THE TERM, YES ALIGNMENT ACROSS THE GRADE LEVELS AS FAR AS LOOKING AT INSTRUCTION AND HOW IT IMPACTS WHAT STUDENTS ARE DOING.
OTHER THAN STATE ASSESSMENTS, WE DON'T HAVE A WAY TO MONITOR OUR STUDENTS THROUGHOUT TO LOOK AT
[03:50:01]
GROWTH OR LACK THEREOF WITH SOMETHING THAT'S CONSISTENT ACROSS THE SYSTEM.WE ARE LOOKING INTO SOMETHING THAT WOULD BE THE SAME THING ALL THE WAY FROM ELEMENTARY, THIRD GRADE, ALL THE WAY TO TENTH GRADE THAT WOULD GIVE US THE CAPACITY, AND HERE'S THE BEST PART, BASED ON THE OTHER THINGS WE WOULD DROP OFF, IT WOULD NOT CAUSE US ANY EXTRA IT WOULD ACTUALLY BE A COST SAVINGS.
THAT WAY WE CAN FIGURE OUT WHEN WE'RE LOOKING AT READING, MATH, EVEN IN SOME OTHER SUBJECTS, WE'LL BE ABLE TO THEN LOOK AT GROWTH THROUGHOUT THE SYSTEM AND FIND A WAY TO MEASURE KIDS IN DIFFERENT PROGRAMS IN ALL THE DIFFERENT GRADES.
THAT WAY IF FOR EXAMPLE, SOMEONE IS NOT DOING WELL ON STAR, WE STILL HAVE THE ABILITY JUST LIKE WE DO WITH THE M CLASS, TO DIG DEEP AND FIGURE OUT WHAT FOUNDATIONAL SKILLS WE NEED TO PICK UP.
BUT THAT IS SOMETHING THAT WE'RE EXPLORING AND TRYING TO FIGURE OUT THEN.
IT SHOULDN'T BE JUST ELEMENTARY SCHOOL BECAUSE WE HAVE STUDENTS WHERE THEY'RE NOT GETTING IT AND WE HAVE TO FIGURE OUT THEN WHAT WE CAN DO AND HOW TO GO DOWN FOUNDATIONALLY AND HOW TO INTERVENE WITH THEM.
THAT'S ONE OF THE THINGS THAT WE'RE LOOKING AT TO TRY AND FIGURE OUT.
IT'S A GREAT QUESTION, BUT KNOW WE ARE ALREADY EXPLORING THAT.
>> THANK YOU FOR THAT. I WASN'T EXPECTING TO HAVE AN ANSWER TONIGHT, BUT THANK YOU FOR THAT INFORMATION.
THEN THE LAST THING THAT I HAVE IS PERHAPS UNDERSTANDING ON SLIDE 8, THE INDIVIDUALS THAT ARE LEAVING OUR PROGRAM.
WE'VE TALKED ABOUT THIS EVEN FROM AN EMPLOYMENT STANDPOINT OF UNDERSTANDING WHY OUR STAFF ARE LEAVING, BUT HAVING A GREATER UNDERSTANDING OF WHY THESE STUDENTS ARE LEAVING THE PROGRAM AND HOW MANY ARE LEAVING BECAUSE THEY'VE COMPLETED IT AND HOW MANY ARE LEAVING BECAUSE OF CHOICE.
I WOULD LOVE AND I KNOW I'D HAVE TO HAVE CONSENSUS ON THAT BUT TO UNDERSTAND EXACTLY WHERE THESE STUDENTS ARE GOING WHEN THEY'VE LEFT THE PROGRAM.
I THINK THAT THAT WOULD HELP US UNDERSTAND A LOT MORE ABOUT DYSLEXIA ONCE THEY REACH SIXTH GRADE.
THAT'S ALL THE QUESTIONS I HAD.
IT LOOKS LIKE TRUSTEE WESTON TURNED HER LIGHT ON AGAIN.
>> AMBER, I THINK WHAT YOU JUST SAID, I THINK DR.
BONE ACTUALLY EARLIER TODAY IN THE PREVIOUS PRESENTATION WAS ASKING FOR JUST THAT, MORE INFORMATION.
[LAUGHTER] I THINK YOU GOT TWO, YOU CAN COUNT ME AS A WILLING PARTNER.
TO THAT END, YOU STARTED YOUR COMMENTS BY SAYING WE DON'T EVEN MONITOR AS A BOARD THIS STUFF.
WELL, I'D LIKE TO GO BACK TO MY FIRST MEETING ON BOARD GOALS, MARCH 4TH OF 2021, IT'S RIGHT DOWN THERE.
I SAID I WOULDN'T BE SIGNING ONTO GOALS THAT DIDN'T INCLUDE SOMETHING THAT INCLUDED SPECIAL EDUCATION AND DYSLEXIA.
AT THE TIME I THOUGHT WE HAD BROAD SUPPORT FOR IT BUT THEN MARY, YOU REMEMBER THAT, BUT THEN IT DISAPPEARED AND WE ENDED UP ADOPTING A GOAL THAT I VOTED AGAINST BECAUSE IT CAN'T BE MEASURED BECAUSE IT HAS NOTHING TO DO WITH WHAT STUDENTS KNOW OR CAN DO.
IF YOU'RE NOW TONIGHT EXPRESSING A DESIRE TO INCORPORATE IN THE BOARD GOALS THINGS THAT CAPTURE WHAT WE'VE TALKED ABOUT TONIGHT, YOU'RE GOING TO FIND THAT I'M GOING TO BE AN ENTHUSIASTIC SUPPORTER OF THAT.
>> WONDERFUL. WE'RE HAVING A BOARD GOALS DISCUSSION IN APRIL, SO I LOOK FORWARD TO THAT.
ANY OTHER QUESTIONS FROM TRUSTEES? ALL RIGHT. I DON'T SEE ANY.
THANK YOU, EVERYONE FOR THIS PRESENTATION TONIGHT.
I APPRECIATE TRUSTEE HARRISON AND MARKUM FOR MAKING THE REQUEST TO HAVE THIS IN-DEPTH INFORMATION PRESENTED AS WELL.
WE'RE GOING TO GO TO AGENDA ITEM F3, SPRING HUMAN RESOURCE SERVICES UPDATE.
I WILL GIVE A FEW MOMENTS FOR THEM TO SWITCH ALL THE SEATS AND EVERYTHING BUT DR. AZAIEZ, IF YOU'D LIKE TO PROVIDE AN INTRODUCTION.
>> THANK YOU, AGAIN. EDDIE IS WITH US TONIGHT.
I KNOW HIM AND HIS TEAM HAS BEEN WORKING REALLY HARD COMING UP WITH GREAT IDEAS.
AS YOU KNOW, THE PAST COUPLE OF YEARS HAVE BEEN VERY DIFFICULT ON US AS FAR AS RETAINING AND RECRUITING QUALITY TEACHERS AND QUALITY STAFF, BUT WITH A LOT OF GREAT WORK, AGAIN, HIM AND HIS TEAM HAVE BEEN DOING IS REALLY TRYING TO GET US AHEAD.
HE PUT TOGETHER A PRESENTATION THAT TALKS ABOUT SOME OF THE THINGS HE STARTED DOING AND SOME OF THE STUFF WE'RE ALREADY DOING THIS YEAR AND BEYOND.
EDDIE, IF YOU TAKE US THROUGH THE PRESENTATION, PLEASE.
>> YES, SIR. THANK YOU. GOOD EVENING, PRESIDENT LANDRUM, THAT'S THE FIRST TIME I'VE SAID THAT UNDER THE MIC.
BOARD OF TRUSTEES, DR. AZAIEZ, IT'S NICE TO BE HERE THIS EVENING.
THEY GET ME OUT OF MY CAGE ONCE A YEAR TO COME TALK TO YOU ALL, SO I'M HERE TONIGHT TO TALK A LITTLE BIT ABOUT THE THINGS THAT MY TEAM HAS REALLY PUT TOGETHER.
DR. AZAIEZ GIVES ME A LOT OF CREDIT, BUT I AM BLESSED TO HAVE THE BEST HUMAN RESOURCE SERVICES DEPARTMENT IN CENTRAL TEXAS AND THEY WORK EXTREMELY HARD ON A LOT OF THIS STUFF.
WITHOUT FURTHER ADO, WE TALK ABOUT OUR STRATEGIC PLAN GOAL IN EVERY MEETING AND WE WILL IDENTIFY, DEVELOP, SUPPORT, AND RETAIN A TALENTED TEAM OF TEACHERS, ADMINISTRATORS, AND STAFF WHO ARE EQUIPPED TO MEET THE NEEDS OF EVERY STUDENT IN OUR DISTRICT.
[03:55:02]
WE START EVERY MEETING WITH THAT AND HUMAN RESOURCE SERVICES IS OUR FOCUS.WHAT I WANTED TO POINT OUT FIRST AS WE GET STARTED WAS JUST TO GIVE YOU AN IDEA OF WHAT A TYPICAL YEAR IN HUMAN RESOURCE SERVICES LOOKS LIKE WHEN IT COMES TO HIRING.
FOR THE YEAR '22-'23, THIS HAS OBVIOUSLY BEING AN ATYPICAL YEAR IN TERMS OF HIRING PATTERNS AND THINGS LIKE THAT BUT THIS IS JUST THE NUMBER AS OF LAST WEEK AS TO THE NUMBER OF POSITIONS THAT HAVE ACTUALLY BEEN PROCESSED THROUGH OUR OFFICE THIS YEAR.
IF YOU LOOK JUST AT THE TERMS OF THE NUMBER OF TEACHERS, THAT'S 591 TEACHERS PROCESSED THIS YEAR AS OF JULY 1 AND 4.
WE HAVE SOME TEACHERS WHO WORK EXTENDED CALENDARS LIKE OUR JROTC TEACHERS AND THINGS AS WELL.
FIVE HUNDRED AND NINETY-ONE TEACHERS, I WOULD ALSO POINT OUT 218 EDUCATIONAL ASSISTANTS.
THOSE WOULD BE THE TWO BIGGEST GROUPS THAT WE'VE PROCESSED IN TERMS OF OUR REGULAR BENEFITS ELIGIBLE EMPLOYEES.
BUT I'D ALSO POINT OUT GUEST EDUCATORS.
THAT'S A BIG NUMBER. THAT'S 520 GUEST EDUCATORS THAT ARE BEING PROCESSED JUST THIS YEAR AS WELL.
IT'S A PRETTY SIGNIFICANT NUMBER THAT I THINK IT'S JUST ALWAYS SOMETHING THAT I LIKE TO REMIND MYSELF EVERY DAY WHEN I LOOK AT MY TEAM AND THEY LOOK AT ME AND THEY SAY JUST ONE MORE THING AND I'M LIKE, WE'RE GOOD TODAY.
THEY THEY WORK EXTREMELY HARD IN GETTING OUR EMPLOYEES ABOARD AND MAKING SURE THEY'RE TAKEN CARE OF ONCE THEY'RE HERE.
THIS IS JUST THE RELATIVE STATISTIC IN TERMS OF THE NUMBER OF ACTUAL EMPLOYEES IN EACH OF THOSE CATEGORIES THAT WE STAFFED.
YOU'LL REMEMBER 591 TEACHERS OUT OF 3,372 TEACHERS TOTAL.
ONE OF THE THINGS POINTS OF PRIDE FOR OUR DEPARTMENT THIS YEAR, IF YOU LOOK AT OUR GUEST EDUCATOR TOTAL, WE'VE HIRED 520 GUEST EDUCATORS THIS YEAR.
WE DID HAVE A DROP-OFF IN OUR GUEST EDUCATOR NUMBER POST-PANDEMIC.
THEY'VE ONBOARDED 520 NEW GUEST EDUCATORS INTO THE SYSTEM THIS YEAR.
THAT'S A PRETTY BIG ACCOMPLISHMENT BY OUR TEAM THIS YEAR, SO I'M VERY PROUD OF THAT.
THIS IS A STATISTIC THAT I THINK IT'S VERY IMPORTANT TO REALLY LET RESONATE FOR JUST A SECOND.
AT ROUND ROCK ISD, WHEN YOU LOOK AT THAT TABLE, WE HAVE COMPARATIVELY A PRETTY STRONG TURNOVER RATE WHEN IT COMES TO COMPARING OURSELVES TO OUR NEIGHBORING DISTRICTS AND ALSO THE STATE AND THE REGION 13 AVERAGE.
WE COULD LOOK AT THAT AND SAY, WELL, WE'RE DOING FINE.
WE'RE THE SECOND OUT OF OUR PEERS AND WE'RE ACTUALLY DOING VERY WELL.
15.9% REPRESENTS 548 TEACHERS IN OUR SYSTEM.
THAT'S QUITE A LOT OF TEACHERS WHEN YOU PUT IT LIKE THAT.
THEN I'LL COMPARE THAT INTO OUR NEXT SLIDE.
I JUST WANTED TO POINT OUT THERE IS A TYPO ON THE FOOTNOTE THAT'S ACTUALLY COMPARED TO THE TAPER DATA FROM 2021.
JUST WANTED TO POINT THAT OUT TO EVERYBODY.
BUT IF YOU LOOK, WHILE WE WERE STILL NUMBER 2 THE YEAR BEFORE, OUR TURNOVER RATE THAT YEAR WAS 11.6%.
WE'VE INCREASED BY OVER 4% YEAR UPON YEAR IN TERMS OF OUR TEACHER TURNOVER, AND 11.6% ON THE SAME NUMBER OF TEACHERS WOULD REPRESENT 400 TEACHERS.
THAT REPRESENTS NOT ONLY A LARGER OBVIOUSLY TURNOVER OF TEACHERS, BUT IT REPRESENTS A LOT MORE PROCESSING TIME, A LOT MORE DEMAND ON THE DISTRICT RESOURCES IN TERMS OF ONBOARDING PROCESSING, ALSO THE NEW HIRE SESSIONS THAT WE DO FOR OUR EMPLOYEES AND THE NEW TEACHER ORIENTATIONS, ETC.
NOW, IT'S A LITTLE ALARMING WHEN YOU LOOK AT IT IN A SILO WITH THOSE TWO YEARS.
I DID WANT TO POINT OUT THAT THE YEAR BEFORE IN 2019-'20, OUR TURNOVER RATE WAS 14.1%, WHICH IS A LITTLE MORE IN LINE WITH THE 15.9%, AND THE YEAR BEFORE THAT WAS 14.7%.
THERE COULD BE A NUMBER OF REASONS WHY THIS WAS LOWER ACROSS THE BOARD.
WE COULD ATTRIBUTE IT TO THE PANDEMIC, WE COULD ATTRIBUTE IT TO PEOPLE STAYING IN THEIR POSITIONS DURING AN UNCERTAIN TIME. THAT'S ANECDOTAL.
I DON'T HAVE DATA TO SUPPORT THAT BUT AGAIN, THE POINT OF THESE SLIDES IS TO SHOW NOT JUST THE LEVEL OF TURNOVER, BUT ALSO JUST THE AMOUNT OF WORK THAT GOES INTO PROCESSING NEW EMPLOYEES.
IT IS A SIGNIFICANT AMOUNT OF WORK, AND WHEN WE HAVE TO ONBOARD 150 MORE TEACHERS EACH YEAR, THAT'S A SIGNIFICANT STRESS, NOT JUST ON HUMAN RESOURCE SERVICES, BUT OUR PAYROLL DEPARTMENT AND OUR TECHNOLOGY DEPARTMENTS IN TERMS OF GETTING EVERYBODY SET UP, BUT ALSO OUR PROFESSIONAL DEVELOPMENT TEAM.
TRUSTEE WESTON LIKES TO ASK ME FOR EXIT SURVEY DATA.
WE DO COLLECT EXIT SURVEY DATA.
THIS IS A SLIDE THAT IS A LITTLE MORE COMPREHENSIVE THAN THE SECOND SLIDE.
I'VE TOLD YOU BEFORE WHEN I'VE PRESENTED THAT EXIT SURVEYS ARE VOLUNTARY, WE DON'T MANDATE THOSE AND THEY'RE ALSO ANONYMOUS.
OUR RESPONSE RATE ON EXIT SURVEYS IS ANYWHERE FROM 20-30% ON A GIVEN YEAR.
[04:00:01]
HOWEVER, WE DO ASK EVERY EMPLOYEE WHEN THEY LEAVE THE DISTRICT TO COMPLETE THEIR RESIGNATION THROUGH OUR ELECTRONIC SYSTEMS SO WE'RE ABLE TO CAPTURE THEIR SEPARATION REASON THAT THEY REPORT, AND SO THAT'S WHAT THIS REPRESENTS.NOW IT'S NOT A COMPREHENSIVE LIST BY ANY STRETCH.
WE ASK THEM TO GIVE US WITHIN A CERTAIN CATEGORY THE REASON FOR LEAVING, BUT THIS GIVES YOU AN IDEA JUST IN A GENERAL SENSE OF ALL OF OUR EMPLOYEES IN THE LEFT TABLE AND THEN OUR TEACHERS SPECIFICALLY IN THE RIGHT TABLE.
THE PRIMARY REASON OR THE MAJOR REASON THAT'S IDENTIFIED, PERSONAL REASONS IS AN UMBRELLA TERM.
IT COULD REPRESENT MANY DIFFERENT THINGS.
IT COULD BE A SITUATION AT HOME.
IT COULD BE A LIFESTYLE DECISION.
IT COULD BE A DECISION RELATED TO A COMMUTE.
THERE COULD BE ANY NUMBER OF REASONS FOR THAT.
THAT'S AN AREA FOR US TO DIG INTO A LITTLE FURTHER IN THE FUTURE.
BUT ON THE NEXT SLIDE, THIS IS FROM OUR EXIT SURVEY.
YOU CAN SEE SIMILAR REASONS IN THE LEFT TABLE.
THESE ARE THE SEPARATION REASONS ON THE EXIT SURVEY.
THIS IS NOT SPECIFIC TO TEACHERS.
AGAIN, IT ISN'T ANONYMOUS SURVEY, SO WE DON'T COLLECT POSITION INFORMATION WHEN PEOPLE WOULD SUBMIT THIS, BUT YOU CAN SEE THE REASONS ON THE LEFT ARE SIMILAR.
THE LARGEST CATEGORY, AGAIN, IS PERSONAL REASONS.
LAST YEAR, WE DIDN'T DIG INTO THE ACCEPTED ANOTHER JOB.
WE HAD A GENERAL ACCEPTED ANOTHER JOB CATEGORY.
OUR TEAM REALLY DECIDED THAT'S AN AREA THAT WE REALLY WANT TO HONE INTO BECAUSE THERE ARE REASONS WHY PEOPLE CHOOSE TO LEAVE OUR DISTRICT AND CHOOSE ANOTHER JOB.
ONE OF THE AREAS THAT THE TEAM DECIDED WAS SOMETHING WE WANTED TO FOCUS ON IS OUR TEACHERS LEAVING THE PROFESSION, OUR EMPLOYEES LEAVING THE PROFESSION, OUR EMPLOYEES LEAVING OUR DISTRICT TO GO TO ANOTHER DISTRICT, OUR EMPLOYEES LEAVING FOR REASONS RELATED TO PAY, ETC.
WE DUG INTO THAT CATEGORY THIS YEAR.
IF YOU SEE ON THE RIGHT TABLE IN TERMS OF THE ACCEPTED ANOTHER JOB, THE PRIMARY REASON FOR ACCEPTING ANOTHER JOB, NOT JUST FOR TEACHERS AGAIN, THIS COULD BE FOR ALL EMPLOYEES, WAS DETERMINED TO BE BETTER COMPENSATION.
AGAIN, THAT COULD BE TEACHING ASSISTANTS CHOOSING A DIFFERENT CAREER.
IT COULD BE AN ADMINISTRATOR CHOOSING A DIFFERENT CAREER.
THERE COULD BE ANY NUMBER OF REASONS FOR THAT.
EXCUSE ME, ONE SEC. YOU MAY BE FAMILIAR WITH THIS SLIDE FROM LAST YEAR.
I PRESENTED THIS LAST YEAR JUST IN A GENERAL SENSE BECAUSE A LOT OF THE FEEDBACK THAT WE WERE RECEIVING LAST YEAR WAS ANECDOTAL.
WHEN I CAME INTO THE ORGANIZATION, I HAD LOTS OF CONVERSATIONS WITH TEACHERS AND PRINCIPALS AND ASSISTANT PRINCIPALS AND DEPARTMENT DIRECTORS, ETC, JUST IN TERMS OF THEIR EXPERIENCE AND WHAT EMPLOYEES WERE SAYING THEY NEEDED AND HOW WE COULD BETTER SUPPORT THEM.
WE BROKE THESE OUT INTO CATEGORIES LAST YEAR AND WHEN I COMPARED THIS YEAR'S FEEDBACK TO LAST YEAR'S FEEDBACK, IT'S VERY SIMILAR.
WE CAN SEE GENERAL PAY INCREASES AND PAY ARE A BIG PIECE FOR WHAT PEOPLE ARE SAYING THAT THEY NEED.
I'M VERY PROUD OF THE WORK AND I'M VERY THANKFUL AND I KNOW OUR STAFF ARE VERY THANKFUL TO THE BOARD FOR THE SUPPORT FOR THE PAY RAISES.
ALMOST $20 MILLION IN TOTAL COMPENSATION INCREASES WE MADE LAST YEAR WAS A HUGE STEP, BUT AGAIN, WE WERE CHALLENGED BY COST OF LIVING INCREASES AND INFLATIONARY PRESSURES.
THAT'S STILL AN AREA THAT ALL OF OUR EMPLOYEES I THINK, ARE SEEING STRUGGLES WITH, AND SO IT CONTINUES TO BE AN AREA THAT I FEEL WE NEED TO CONTINUE TO EXPLORE.
COST OF LIVING INCREASES IN OUR AREA.
I LOOKED AT SOME DATA WHEN I FIRST CAME INTO THE DISTRICT AND I THINK AT THAT TIME ABOUT 40% OF OUR STAFF ACTUALLY LIVED IN THE ROUND ROCK ZIP CODE.
WE'VE GOT COMMUTING PRESSURES.
WE'VE GOT FOLKS WHO ARE TRAVELING FROM DIFFERENT PARTS AND A LOT OF TIMES THEY'RE TRAVELING ACROSS SCHOOL DISTRICTS TO COME TO OUR DISTRICT AS WELL.
THAT IS A CHALLENGE WE ALWAYS HAVE TO FACE, AND IN ADDITION TO THE HOUSING COSTS.
I HAD A CONVERSATION WITH AN INDIVIDUAL YESTERDAY ABOUT SOME NEW BUILDS IN THE AREA.
I ASKED THAT INDIVIDUAL, WELL, HOW MUCH ARE THE NEW BUILDS THAT ARE GOING UP? AND SHE SAID, WELL, THEY'RE FROM $600,000-800,000.
IN A GENERAL SENSE, THAT'S SOMETHING THAT WHEN YOU'RE ON A TEACHER PAYCHECK AND MAYBE A SINGLE INCOME HOUSEHOLD, THAT'S JUST NOT FEASIBLE.
AGAIN, THOSE ARE AREAS THAT WE CONTINUE TO HEAR FROM OUR EMPLOYEES AS REASONS WHY THEY MIGHT CHOOSE TO LEAVE THE DISTRICT OR EVEN THE PROFESSION.
>> TRUSTEE HARRISON, YOU TALKED A LITTLE BIT EARLIER ABOUT, AND YOU MENTIONED THIS A LOT, AND I REALLY APPRECIATE YOU CONTINUING TO ADVOCATE FOR PREP TIME, PARTICULARLY THE ELEMENTARY SCHOOL.
YOU ALL KNOW I'M MARRIED TO AN ELEMENTARY TEACHER, SO I HEAR THAT ALL THE TIME.
BUT WORK-LIFE BALANCE AND PLANNING TIME,
[04:05:03]
NOT THAT OUR SECONDARY TEACHERS DON'T WORK EXTREMELY HARD, AS A FORMER SECONDARY TEACHER, BUT OUR ELEMENTARY TEACHERS THIS YEAR HAVE HAD IT REALLY TOUGH AND IN THE LAST COUPLE OF YEARS, PARTICULARLY WITH READING ACADEMIES AND THINGS LIKE THAT.WE HEAR A LOT ON THAT IN TERMS OF THE WORKLOAD AND WORKING CONDITIONS.
BUT THE FINAL PIECE IS WELLNESS AND BENEFITS AND THAT IS SOMETHING THAT I FEEL LIKE OUR DEPARTMENT CAN REALLY HELP AND CONTROL AND SUPPORT WITH.
AS WE MOVE INTO DEVELOPMENT, A LOT OF OUR EMPLOYEES ARE LOOKING FOR THAT CAREER PATH AND CAREER DEVELOPMENT.
AGAIN, WE HAVE LOTS OF TEACHERS, LOTS OF TEACHING ASSISTANTS.
AS ONE OF THE LARGEST EMPLOYERS IN THE AREA, WE HAVE OVER 125 UNIQUE POSITIONS IN OUR DISTRICT.
WE HAVE HAVE ELECTRICIANS, WE HAVE CUSTODIANS, WE HAVE VERY SKILLED PROGRAMMERS, SYSTEM ANALYSTS, ETC.
AND EVERYBODY IS LOOKING FOR THAT CAREER PROGRESSION AND SO HEARING THAT ACROSS THE BOARD AS AN AREA THAT WE REALLY NEED TO FOCUS ON AS WE MOVE FORWARD, AS WE TRY TO CREATE OPPORTUNITIES FOR PEOPLE TO GROW THROUGH THE DISTRICT IN TERMS OF THEIR CAREER.
FIRST-YEAR TEACHER SUPPORT IS ANOTHER AREA THAT CONTINUES TO COME UP.
I'M NOT GOING TO LET THE CAT OUT OF THE BAG, BUT NEXT WEEK, WHENEVER TASBY COMES AND PRESENTS TO THE BOARD, THEY'RE GOING TO TALK A LITTLE BIT ABOUT THE NUMBER OF NEW TEACHERS THAT WE HAVE IN OUR SYSTEM COMPARED TO PREVIOUS YEARS.
I LIKE TO CREATE ANTICIPATORY SET, BUT I'M GOING TO TELL YOU, WE ACTUALLY HAVE LESS NEW TEACHERS THIS YEAR THAN WE DID THE YEAR BEFORE.
DON'T TELL HIM I TOLD YOU THAT, BUT THAT SAID THE NUMBER OF NEW TEACHERS IN THE SYSTEM IN GENERAL IS INCREASING.
AS A RESULT, WE NEED TO MAKE SURE THAT WE'RE SUPPORTING THAT NEW TEACHER BASE AS WE CONTINUE TO [NOISE] HIRE NEW TEACHERS.
WE DID A REALLY UNIQUE AND A REALLY EXCITING THING THIS PAST OCTOBER WHEN WE WERE ABLE TO GET OUR STRATEGIC INCENTIVES PASSED FOR RECRUITMENT AND RETENTION.
I'M VERY EXCITED TO SEE AT THE END OF THE YEAR, WE'LL REPORT BACK TO THE BOARD ON HOW THOSE IMPACTED US IN TERMS OF RETAINING STAFF.
BUT THOSE WERE SUPER WELL-RECEIVED, PARTICULARLY IN THE AREAS OF SPECIAL EDUCATION AND FOR THE TEACHERS WHO WILL RECEIVE THE READING ACADEMY INCENTIVE SO THANK YOU FOR THAT.
WE HEAR FROM TEACHERS A LOT, WE NEED MORE GUESTS EDUCATORS.
YOU SAW WE'VE REALLY MADE A FOCUS THIS YEAR AND WE'VE HIRED A LOT OF GUEST EDUCATORS, BUT WE COULD ALWAYS USE MORE.
THEN NOVICE TEACHER SUPPORT AND RETENTION AGAIN, IN TERMS OF RETAINING THOSE FIRST-YEAR TEACHERS AND MAKING SURE THEY STAY WITH US AFTER THEIR FIRST YEAR.
THEN THE LAST PIECE IS THE COMMUNICATION.
AGAIN THIS BOARD HAS HEARD ME TALK BEFORE ABOUT, IT'S GREAT THAT WE HAVE ALL THESE PROGRAMS, BUT IF NOBODY KNOWS ABOUT THEM THEN HOW GOOD ARE THE PROGRAMS? SO REALLY FOCUSING ON COMMUNICATING AND ENGAGING AND EDUCATING OUR EMPLOYEES ON THE DIFFERENT PROGRAM OFFERINGS THAT WE HAVE THROUGH HR TO HELP SUPPORT THEM.
THIS IS THE GREAT STUFF, AND THIS IS THE STUFF THAT I'M VERY PROUD OF AND I MENTIONED BEFORE OUR TEAM.
I WORKED WITH A VERY INNOVATIVE GROUP OF INDIVIDUALS WHO ARE TIRELESS AND THEY DON'T SHY AWAY FROM HARD WORK AND DOING THE DAY-TO-DAY HR STUFF THAT WE ALL THINK HR IS.
THEY LOVE TO EXPLORE AND THEY LOVE NEW IDEAS.
SO I'M VERY BLESSED AND I'D LIKE TO HIGHLIGHT SOME OF THE THINGS THAT THEY PUT TOGETHER.
WE HAVE A DISTRICT DEDICATED RECRUITER THIS YEAR, I BELIEVE OUR BOARD IS AWARE.
I THINK I'VE TALKED TO MOST OF YOU ABOUT THAT, IF NOT ALL OF YOU, AND SHE'S ACTUALLY IN WEST VIRGINIA AS WE SPEAK.
WE STARTED AN OUT-OF-STATE RECRUITMENT PUSH THIS YEAR.
WE ACTUALLY TARGETED SOME OUT-OF-STATE UNIVERSITIES WITH SUCCESSFUL EDUCATOR PREP PROGRAMS THAT ALSO PRODUCE A HIGHER NUMBER OF CANDIDATES.
THOSE WERE SOME AREAS OF FOCUS FOR US THIS YEAR.
WE HAD A FOCUS IN WEST VIRGINIA.
SHE WAS IN SOUTH DAKOTA, EXCUSE ME, PLANS TO GO TO NORTH CAROLINA AND WE'RE TRYING TO BUILD A RELATIONSHIP IN PUERTO RICO TO HELP SUPPORT SOME DUAL LANGUAGE TEACHERS TO COME TO TEXAS AS WELL.
WE ALL SAW OUR SPIRIT EXCHANGE VIDEO EARLIER TODAY.
THAT IS A REAL POINT OF PRIDE FOR MISS OWEN, OUR DIRECTOR OF SECONDARY STAFFING WHO HELPED PUT THAT TOGETHER.
WE HAVE FIVE THIS YEAR, WE'RE REALLY HOPING TO EXPAND THAT THROUGH THE SPIRIT EXCHANGE COMPANY.
BUT WE ALSO, I'M EXCITED TO SAY, WE'VE BEEN ACCEPTED INTO A SPAIN VISITING INTERNATIONAL TEACHER PARTNERSHIP AND SO THAT WOULD BE PRIMARILY [NOISE] FOR OUR DUAL LANGUAGE PROGRAM AND ALSO POSSIBLY SPANISH AND SECONDARY SO THAT'S A VERY EXCITING OPPORTUNITY.
AS MISS OWEN MENTIONED IN THE VIDEO, WE'VE ALREADY SECURED ONE CANDIDATE FOR NEXT YEAR FROM SPIRIT EXCHANGE.
[04:10:03]
WE'RE ANTICIPATING ANYWHERE FROM 5-10 MORE.THEN HOPEFULLY THROUGH OUR SPAIN VISITING INTERNATIONAL TEACHER PROGRAM, WE SHOULD BE ABLE TO SECURE ANOTHER 5-10 BILINGUAL DUAL LANGUAGE TEACHERS AS WELL SO THAT'S GREAT.
WE HELD OUR DEDICATED SPECIAL EDUCATION DUAL LANGUAGE TEACHER JOB FAIR IN FEBRUARY AND SECURED 10 CANDIDATES ALREADY AND THERE ARE NINE MORE IN PROCESS, SO WE'RE EXCITED ABOUT THAT.
MARK YOUR CALENDARS APRIL 22ND IS OUR IN-PERSON JOB FAIR.
I KNOW MANY OF YOU WERE THERE LAST YEAR AND HELP SUPPORT US AND SO WE'RE VERY EXCITED ABOUT THAT.
THERE'LL BE MORE INFORMATION PUSHED OUT ON THAT SHORTLY.
THEN JUST IN GENERAL, IN TYPICAL HR AND SCHOOL DISTRICT WORLD, THE SPRING JOB FAIR, THAT'S YOUR GO-TO FOR SECURING CANDIDATES.
OBVIOUSLY, WE'VE HAD TO DIVERSIFY OUR EFFORTS IN RECENT TIMES, BUT THOSE ARE STILL VERY PRODUCTIVE AND HIGH YIELD EVENTS FOR US.
IN FACT, I HAD THREE TEAM MEMBERS AT DIFFERENT UNIVERSITIES YESTERDAY.
ONE DROVE OUT THE TEXARKANA AND DROVE BACK IN ONE DAY.
AGAIN, THERE'S LOTS OF MILES HAPPENING THIS SPRING IN ORDER TO HELP FIND GREAT CANDIDATES FOR OUR CLASSROOMS. RROCK TEACH ACADEMY.
YOU HEARD ME TALK ABOUT THAT LAST YEAR.
LAST YEAR WE HAD 14 CANDIDATES THAT WE WERE ABLE TO SECURE WHO I'M REALLY EXCITED TO SAY ARE ALMOST FINISHED, THEIR PATH TO CERTIFICATION.
THEY'VE BEEN TEACHING IN SPECIAL EDUCATION CLASSROOMS ALL YEAR AND ARE DOING A GREAT JOB AND SO THAT'S A GREAT THING.
YOU'LL REMEMBER THAT IS OUR TEACHING ASSISTANT OR EDUCATIONAL SYSTEM PIPELINE.
THE DISTRICT WAS ABLE TO SUPPORT THEIR PATHWAY TO GETTING CERTIFIED SO THOSE 14 ARE PRETTY MUCH DONE AND READY TO GO AND WILL HAVE COMPLETED THEIR FIRST YEAR OF TEACHING IN ABOUT THREE MONTHS.
SO WE'RE REALLY EXCITED FOR THAT GROUP.
I'M ALSO EXCITED TO SAY WE HAVE 24 IN OUR SECOND COHORT.
ALREADY THAT'S 38 CANDIDATES THAT ARE DEVELOPED THROUGH THIS COHORT.
WHEN YOU THINK BACK TO THE TOTAL NUMBER OF TEACHERS THAT WE HIRED THIS YEAR, AND YOU THINK 38, WE'RE STARTING TO EXPAND THAT PIPELINE AS WELL AND GROW AND CREATE OPPORTUNITIES FOR OUR OWN STAFF TO GROW.
I'M VERY EXCITED ABOUT THAT AND THAT'S BEEN A VERY WELL-RECEIVED PROGRAM.
THEN AGAIN, WE MENTIONED EARLIER JUST THE IMPORTANCE OF CAREER PATHWAYS.
THE EXPLORATION NEXT YEAR WILL BE THE RROCK TEACH ACADEMY STARTED AS A WAY FOR MAYBE EDUCATIONAL ASSISTANTS WHO HAVE A BACHELOR'S DEGREE TO BE ABLE TO SECURE THEIR TEACHING CERTIFICATE.
THEY HAD THEIR BACHELOR'S DEGREE, AND FROM THAT POINT THEY JUST HAD TO PURSUE THE CERTIFICATE.
HOWEVER, WE HAVE A LOT OF TEACHING ASSISTANTS AND OTHER EMPLOYEES IN OUR DISTRICT WHO ALREADY HOLD AN ASSOCIATE'S DEGREE.
THE NEXT PATHWAY TO EXPLORE IS HOW DO WE HELP THOSE INDIVIDUALS SECURE THEIR PATH TO A BACHELOR'S DEGREE AND THEIR TEACHING CERTIFICATE ALONG WITH THAT.
THAT'S A BIG PUSH FOR US THIS YEAR.
I'M NOT SURE WHAT WE'LL CALL THAT, RROCK TEACH 2? BUT WE'LL COME UP WITH SOMETHING CATCHY FOR THAT TOO.
AGAIN I MENTIONED LAST YEAR OUR EDUCATIONAL ASSISTANTS ARE SOME OF THE BEST TEACHERS IN OUR CLASSROOMS. THEY DO A WONDERFUL JOB AND MANY OF THEM ARE JUST LOOKING FOR AN OPPORTUNITY TO STEP UP INTO THAT ROLE.
I FEEL REALLY GOOD ABOUT THAT AND I THANK THE BOARD AND OUR SUPERINTENDENT FOR HIS SUPPORT OF THAT PROGRAM AS WELL.
WE HAVE 45 STUDENT TEACHERS CURRENTLY WORKING IN OUR CLASSROOMS. SO THAT'S 45 POTENTIAL HIRES AS WELL.
THANKS TO THE BOARD IN OCTOBER, WE PASSED OUR INCENTIVE TOO.
WE GAVE THEM A $1,000 WHEN THEY SIGNED UP WITH OUR DISTRICT AND UPON HIRE, THEY WOULD ALSO BE ELIGIBLE FOR ANOTHER $1,000.
I THINK THAT THE WORD ABOUT THAT IS GETTING OUT UNFORTUNATELY WITH OTHER DISTRICTS, BUT THAT IS WHAT IT IS.
BUT AT THE UNIVERSITY LEVEL AND THE STUDENT TEACHERS, THEY'RE TALKING TO THEIR FRIENDS AS WELL.
HOPEFULLY THAT WILL CONTINUE TO INCREASE TOO.
THE LAST PIECE IS A TEACHER RESIDENCY PROGRAM.
THIS WILL BE PROBABLY RROCK TEACH 4 OR 5.
BUT WHAT THAT IS, IS IT'S A LITTLE MORE OF AN INTENTIONAL PROGRAM SET UP AT A CAMPUS WHERE YOU CAN ACTUALLY, INSTEAD OF HAVING STUDENT TEACHERS COME, YOU ACTUALLY HAVE A YEAR-LONG INTERNSHIP AT THAT CAMPUS AND SOME OTHER DISTRICTS IN THE SURROUNDING AREA HAVE EXPLORED THAT.
HEARD RRISD HAS A RESIDENCY PROGRAM, I'M SORRY, AND SO THAT'S AN AREA FOR US TO LOOK AT FOR NEXT YEAR.
POSSIBLY WE MIGHT TARGET IT AROUND DUAL LANGUAGE, WE MIGHT FOCUS ON SPECIAL EDUCATION, BUT REALLY CREATING A HUB OR CAMPUS TO HELP SUPPORT THAT.
>> I JUST WANT TO ADD TO WHAT ED IS SAYING.
WE'RE ALSO IN CONVERSATION WITH [NOISE] TEXAS STATE UNIVERSITY, ACTUALLY WE'RE MEETING NEXT MONTH IN APRIL WITH THEIR PRESIDENT WHO IS COMING HERE TO ROUND ROCK AND WE'RE GOING TO HAVE REALLY DEEP CONVERSATION ABOUT WHAT ELSE WE CAN DO TO EXPAND SOME OF THESE PROGRAMS.
[04:15:01]
WE'RE ALSO LOOKING INTO SOMETHING THAT REGION 13 DEVELOPED ALREADY IN PARTNERSHIP WITH A COUPLE OTHER UNIVERSITIES.I WANT YOU TO KNOW WE'RE NOT SLOWING DOWN.
WE ARE TRYING TO BE MORE CREATIVE.
WE'RE ALSO THINKING ABOUT GROWING OUR OWN.
SOME OF OUR OWN STUDENTS RIGHT NOW WHO ARE SITTING IN OUR HIGH SCHOOLS, HOW CAN WE MAYBE HELP THEM DEVELOP PROGRAM WHERE THEY CAN GET THEIR ASSOCIATE DEGREE IN TEACHING WHILE WITH US AND THEN TRANSFER THEM.
WHETHER MAYBE WE CAN MAKE IT HAPPEN WITH TEXAS STATE OR SOME OTHER UNIVERSITY HERE THAT IS LOCAL.
THEN THAT WAY THEY CAN GET THEIR TEACHING CERTIFICATION AT THE AGE OF 20 AND THEN THEY CAN COME BACK AND WORK FOR US RIGHT AWAY.
WE ARE ALSO LOOKING AT THE POSSIBILITY OF DOING THINGS LIKE THAT IN THE NEAR FUTURE.
>> THANK YOU, SIR. THE LAST PIECE AND THIS IS FOR YOU, TRUSTEE HARRISON.
LAST YEAR, WE TALKED A LITTLE BIT ABOUT THE EARLY SIGN-ON BONUS FOR SPECIAL EDUCATION TEACHERS AND THERE WERE SOME FEEDBACK THAT, BUT WHAT ABOUT THE SPECIAL EDUCATION TEACHERS THAT WE CURRENTLY HAVE? JUST AS A REMINDER ON THAT, THANKS TO THE BOARD, WE WERE ABLE TO IMPLEMENT THAT $3,000 TOTAL STIPEND FOR OUR CURRENT SPECIAL EDUCATION TEACHERS.
NOW THAT IS SOMETHING THAT IS FOR THIS YEAR ONLY AT THIS POINT, OBVIOUSLY THAT WOULD BE A BUDGETARY DECISION FOR FUTURE YEARS.
BUT IT WAS SUPER WELL-RECEIVED AND I'M CONFIDENT THAT REALLY HELPED WITH SOME RETENTION ISSUES THAT WE HAD IN SPECIAL EDUCATION.
I JUST WANTED TO POINT THAT OUT AS WELL AND THANK THE BOARD AGAIN.
>> AND THANK THE BOARD AGAIN FOR THE FALL $500 RETENTION BONUS FOR ALL ELIGIBLE EMPLOYEES.
SO WE'VE REALLY DONE QUITE A LOT THIS YEAR IN TERMS OF THOSE BONUSES.
AND AGAIN, I THINK THAT HAS REALLY HELPED IN A VERY DIFFICULT SITUATION IN TERMS OF STAFF SHORTAGES AND TURNOVER.
I THINK IT HAS DEFINITELY HELPED US IN THOSE SITUATIONS.
THE OTHER INCENTIVES THAT THE BOARD APPROVED IN OCTOBER ARE LISTED THERE AS WELL.
THE LONGEVITY STIPEND, LONGEVITY INCENTIVE HAS BEEN VERY WELL-RECEIVED BY OUR STAFF AND THEY'RE VERY EXCITED ABOUT HONORING THEIR COMMITMENT AND LOYALTY TO THE DISTRICT, SO THAT'S ONE THAT I JUST WANTED TO CALL OUT.
AND THEN WE CONTINUE TO HAVE OUR GUEST EDUCATOR INCENTIVES. WE HAVE 1,320.
WE REALLY NEED THEM TO WORK MORE AND SO DEVELOPING THAT INCENTIVE PLAN OF MAINTAINING THAT THIS YEAR HAS BEEN VERY HELPFUL.
I'M GOING TO GLOSS OVER THE ADDITIONAL COMPENSATION PIECE.
THESE ARE SOME THINGS THAT WE PUT IN LAST YEAR WHEN WE HAD TEACHER ABSENCE ISSUES AND ALSO MAYBE A LACK OF SUBS LAST YEAR DURING PARTICULARLY THE OMICRON OUTBREAK AND THOSE TYPES OF THINGS.
SO WE WERE ABLE TO IMPLEMENT THAT.
DUE TO SOME VACANCY ISSUES THIS YEAR, WE WERE ACTUALLY ABLE TO APPROVE A PROGRAM WHERE IF TEACHERS ASSUMED STUDENTS IN THEIR CLASSROOM FOR A LONGER PERIOD, WE WOULD ACTUALLY, IF WE WEREN'T ABLE TO SECURE A TEACHER FOR A VACANCY, WE WOULD BE ABLE TO PAY THOSE TEACHERS FOR HAVING LARGER CLASS SIZES.
THOSE ARE NOT DESIGNED TO BE LONG-TERM SOLUTIONS BY ANY STRETCH.
AND I SAY THAT VERY LOUD AND CLEAR.
IT'S A BIG, BIG LOAD FOR A TEACHER TO TAKE THAT MANY STUDENTS IN THEIR CLASS AT ANY ONE POINT IN TIME.
BUT AT THE SAME TIME, WE ALSO WANT TO MAKE SURE THAT WE THANK THEM AND HONOR THEM AND SHOW THEM THAT RESPECT FOR DOING THAT WORK, EVEN IF IT IS ON A SHORT-TERM BASIS.
I THINK THOSE HAVE SERVED THE PURPOSE THIS YEAR, BUT I'M NOT SURE THAT THEY'RE LONG-TERM SOLUTIONS NECESSARILY.
ROUND ROCK OUTSTANDING ACTIONS RECOGNITION PROGRAM OR RROAR.
I'M SURE YOU'VE HEARD OF OUR RROAR PROGRAM.
WE LAUNCHED THAT LAST MAY AND IT HAS BEEN SUPER WELL-RECEIVED.
OUR STUDENTS ARE REALLY GETTING EXCITED ABOUT THAT, OUR COMMUNITY IS GETTING EXCITED ABOUT THAT, AND LOCAL BUSINESSES HAVE EVEN CALLED ME AND ASKED ABOUT THE RROAR PROGRAM AND HOW THEY PARTICIPATE.
IN LESS THAN A YEAR, WE'VE HAD ALMOST 800 SUBMISSIONS IN RROAR PROGRAM AND IT IS SOMETHING THAT I THINK THAT THE BRAND OF THE RROAR IS NOW OUT AND ABOUT AND SO I'M PRETTY EXCITED THAT'S BEEN SOMETHING THAT'S SUPER WELL RECEIVED.
ONE OF OUR STAFF MEMBERS, RENEE AIKEN, THAT'S HER BABY.
RENEE IS ONE OF OUR LONGEST SERVING HR STAFF MEMBERS AND SHE HAS BEEN WITH US FOR; I'M NOT ALLOWED TO TELL YOU HOW LONG SHE'S BEEN WITH US FOR, BUT IT'S MORE THAN ME.
SHE DESIGNED THAT PROGRAM AND I'M SUPER PROUD OF HER FOR HER WORK ON THAT.
WE'RE REALLY PUSHING OUR LET'S TALK PAGE.
THAT'S THE SUPERINTENDENT INITIATIVE; OUR LET'S TALK PROGRAM.
IT'S SOMETHING I'VE USED IN OTHER DISTRICTS AND IT'S SUPER-HELPFUL TO HELP.
AGAIN, I MENTIONED EARLIER HELP WITH COMMUNICATION AND STREAMLINING COMMUNICATION CHANNELS AND SO WE'RE REALLY FOCUSED ON THAT. RROCK EXPERIENCE.
I THINK I MENTIONED THIS, MAYBE IN A BOARD UPDATE TO YOU GUYS.
WE PUT TOGETHER SOME LISTENING SESSIONS FOR TEACHERS THIS YEAR.
WE HELD FIVE LISTENING SESSIONS AT EACH OF OUR FIVE HIGH SCHOOLS AND INVITED TEACHERS FROM THE VERTICAL LEARNING COMMUNITY TO JOIN US.
FANTASTIC. THEY'VE JUST BEEN GREAT MEETINGS, REALLY INFORMATIVE, REALLY HELPED TO BREAK DOWN THE BARRIERS BETWEEN HUMAN RESOURCE SERVICES AND THE EMPLOYEES,
[04:20:02]
WHICH IS WHAT WE'RE REALLY FOCUSED ON DOING.I'M VERY PROUD OF THOSE SESSIONS AND WE'LL CONTINUE THOSE IN FUTURE YEARS.
THEN THE LAST THING I WANT TO POINT OUT HERE IS; ACTUALLY, THERE'S TWO THINGS, BUT WE'VE GOT OUR UPBEAT ENGAGEMENT SURVEY.
I MENTIONED THAT EARLIER THIS YEAR, I BELIEVE MR. SMITH WHEN HE WAS HERE, WAS TALKING ABOUT THAT IN RELATION TO SOME BOARD GOALS AND THINGS LIKE THAT.
BUT WE LAUNCHED OUR ENGAGEMENT SURVEY.
WE HAD OUR FIRST ADMINISTRATION OF THAT IN THE FALL AND WE'RE ABOUT TO HAVE OUR SECOND ADMINISTRATION, AND SO THAT'S BASICALLY DATA THAT SHOWS IT JUST GIVES US A PULSE ON WHERE EMPLOYEES ARE.
NOT JUST TEACHERS, BUT EMPLOYEES AND OTHER GROUPS TOO.
WE'LL GET RESULTS BACK IN APRIL, WHICH WILL BE SUMMATIVE FOR THE YEAR AND THEN WE'LL REPORT BACK TO THE BOARD AND WHAT WE FOUND ON THAT.
THEN LAST OF ALL IS OUR SOURCE NEWSLETTER.
I THINK SOME OF OUR BOARD OR MAY ALREADY SUBSCRIBE TO THAT, BUT WE HAVE OVER 800 SUBSCRIBERS RIGHT NOW, AND THAT'S JUST A WAY FOR US TO PUSH INFORMATION OUT TO EMPLOYEES.
I WANT TO THANK OUR COMMUNICATIONS TEAM FOR HELPING US PUT THAT TOGETHER.
IT HAS BEEN A POINT OF PRIDE FOR US AS WELL. THIS IS THE BIGGIE.
THIS IS WHY I HAVE ALL MY GRAY HAIR AND WHY I DON'T SLEEP AT NIGHT.
TRUSTEE WESTON WILL ASK ME THAT LATER.
THIS IS WHAT KEEPS ME UP AT NIGHT, THIS TEACHER INCENTIVE ALLOTMENT.
THE REASON IT KEEPS US UP AT NIGHT AS THIS HAS BEEN SOMETHING THAT WE'VE BEEN TRYING TO IMPLEMENT WITH FIDELITY FOR A COUPLE OF YEARS AND SO IT'S TIME TO GO AND IT'S GOT A LOT OF UPSIDE FOR OUR DISTRICT IN TERMS OF PROVIDING STRATEGIC COMPENSATION AND SOME OF OUR HARDER TO STAFF CAMPUSES.
THE APPLICATION WILL BE SUBMITTED.
WELL, I'M NOT GOING TO COMMIT TO THAT, BUT ANY DAY NOW.
IT'S DUE APRIL 17TH SO I'VE GOT A LITTLE TIME.
IT'S SOMETHING THAT I WANT TO THANK DR. NICHOLS.
SHE'S BEEN REALLY HELPFUL TO ME SINCE SHE CAME HERE AND WHAT I'M REALLY EXCITED ABOUT IS JUST THE FACT THAT THIS IS REALLY CREATING SOME INTENTIONAL ALIGNMENT WITHIN OUR DISTRICT AS WE FOCUS ON EARLY CHILDHOOD LITERACY IN BOARD GOAL 1.
I THINK IT'S A GREAT APPROACH IN YEAR 1.
I THINK THIS IS GOING TO HAVE A LOT OF UPSIDE FOR OUR DISTRICT, SO WE'LL SCALE THIS UP IN FUTURE YEARS.
WE'RE GOING TO FOCUS ON NINE CAMPUSES IN YEAR 1.
OF COURSE, TEA HAS TO APPROVE US, BUT I'M CONFIDENT THAT WITH THE PLAN WE PUT TOGETHER THAT WE SHOULD GET SOME GOOD NEWS IN AUGUST THAT WE'VE BEEN ACCEPTED.
THIS IS AN AREA THAT WE'RE GOING TO TALK A LOT MORE ABOUT IN TERMS OF HEALTH INSURANCE JUST AS WE WORK THROUGH OUR BUDGET PROCESS WITH DENNIS IN THE NEXT COUPLE OF MONTHS, AND IN MAY WE'LL REALLY FOCUS ON THE BENEFITS PIECE.
BUT JUST IN GENERAL, JUST WANT TO REMIND EVERYBODY.
THANKS TO THE BOARD, WE WERE ABLE TO INCREASE OUR DISTRICT CONTRIBUTION LAST YEAR TO $466 PER MONTH PER EMPLOYEE.
WE HAVE ABOUT 5,800 EMPLOYEES WHO TAKE OUR HEALTH INSURANCE, SO THAT'S A PRETTY SIGNIFICANT CHECK THAT WE WRITE FOR THAT.
BUT THAT'S A PRETTY GOOD DISTRICT CONTRIBUTION, PARTICULARLY IN COMPARISON TO OTHER DISTRICTS.
WE OFFERED TWO ZERO-COST EMPLOYEE-ONLY HEALTH PLANS.
WE'RE ONE OF THE ONLY DISTRICTS, IN FACT, MAYBE THE ONLY DISTRICT IN CENTRAL TEXAS TO HAVE TWO ZERO-COST PLANS.
MOST DISTRICTS IN THE AREA OFFER A ZERO-COST HIGH DEDUCTIBLE PLAN ONLY AT THIS POINT AND SO THAT'S AN AREA THAT HAS BEEN DEFINITELY A STANDOUT FOR US THIS YEAR.
WE OFFER DENTAL VISION AND HSA ACCOUNT, ETC.
THOSE ARE THE TYPICAL EMPLOYEE HEALTH OFFERINGS THAT MOST DISTRICTS WILL OFFER.
BUT THE LAST PIECE, AGAIN, THE BOARD PUSHED, OUR EMPLOYEES PUSHED, THEN WE CREATED OUR CATASTROPHIC SICK LEAVE BANK THIS YEAR.
THAT WAS SOMETHING THAT WE IMPLEMENTED, I THINK IN THE FALL AND WE'VE GOT ALMOST 400 EMPLOYEES ENROLLED IN THAT PROGRAM, SO THAT'S A GREAT VALUE ADD, I THINK, AS WELL.
THIS IS SOME MORE PROACTIVE HEALTH IN TERMS OF WHAT WE CALL OUR WELLNESS AND OUR WELL-BEING PROGRAM, SO WE CREATED THE YOU PROGRAM AND THAT'S BEEN SOMETHING THAT'S BEEN SUPER SUCCESSFUL AND REALLY CAUSED US TO SEE SOME REAL INNOVATION WITHIN OUR DEPARTMENT.
ALSO THANKS TO THE INPUT FROM OUR EMPLOYEES, WE CREATED WELLNESS AMBASSADORS, FOR EXAMPLE.
EACH CAMPUS HAS ONE AND THEY COME AND MEET WITH US PERIODICALLY, USUALLY EVERY MONTH OR SO AND WE TALK ABOUT WELLNESS PROGRAMS, WELLNESS OFFERINGS AT THEIR CAMPUS, AND HOW WE CAN HELP ROLL OUT PROGRAMS AND COMMUNICATE THOSE TO OUR STAFF.
OUR AMBASSADORS ARE DOING A GREAT JOB AND WE'RE VERY THANKFUL FOR THEM.
WE HAVE AN ON-SITE HEALTH INSURANCE REPRESENTATIVE FROM BLUE CROSS BLUE SHIELD WHO'S WORKING ON VERY HARD ON PUTTING EDUCATIONAL MATERIALS TOGETHER FOR OUR STAFF.
WE'RE WORKING THROUGH OUR BENEFIT'S ADVISORY COMMITTEE THIS SPRING.
WE BROUGHT A GROUP TOGETHER OF TEACHERS, PRINCIPALS, AND OTHER STAKEHOLDERS AND WE'RE MEETING TO TALK ABOUT SOME HEALTH INSURANCE PLANS AND MAYBE SOME PLAN DESIGN CHANGES THAT WE COULD MEET AS WE LOOK FOR WAYS TO CREATE BETTER PLANS FOR EMPLOYEES, BUT ALSO MORE COST-EFFECTIVE PLANS FOR OUR DISTRICT.
THAT ADVISORY COMMITTEE HAS MET TWO OR THREE TIMES NOW AND WE'RE HOPING
[04:25:04]
THAT THEY'LL BE ABLE TO HELP US DEVELOP SOME GOOD RECOMMENDATIONS AS WE LOOK FOR PLAN YEAR 24.WE HAVE A FREE EAP, AN EMPLOYEE ASSISTANCE PROGRAM FOR ALL EMPLOYEES.
REGARDLESS IF THEY TAKE OUR HEALTH INSURANCE OR NOT, EVERYBODY HAS ACCESS TO THAT.
THEN THESE ARE SOME OF THE OTHER THINGS THAT WE'VE DONE.
JUST THAT SOME OF THE ATYPICAL HEALTH INSURANCE OFFERINGS THAT WE DO OFFER THAT I'M NOT SURE A LOT OF OUR EMPLOYEES USE ARE FULLY AWARE OF, BUT WE HAVE AIRROSTI SERVICES THAT ARE COVERED IN OUR PLAN.
IT'S SOMETHING THAT WE REALLY LIKE PUSHING WITH OUR EMPLOYEES AND THEY GET REALLY GOOD VALUE OUT OF IT.
WE ALSO DO SOME THINGS LIKE LIVONGO, WHICH IS A DIABETES SOLUTION THAT REALLY HELPS WITH EMPLOYEES WHO NEED THOSE SERVICES, AND THEN HEADSPACE.
THAT WAS ONE OF THE FIRST THINGS THAT WE DID WHEN I GOT HERE.
IT'S A FREE APP THAT WE WERE ABLE TO GET ACCESS TO FOR ALL OF OUR EMPLOYEES AND SO RIGHT NOW WE HAVE; 800 SEEMS TO BE THE MAGIC NUMBER.
I'M NOT JUST SAYING 800 FOR EVERYTHING, BUT WE HAVE 800 PEOPLE WHO'VE SIGNED UP FOR THAT IN OUR DISTRICT.
I'M VERY EXCITED ABOUT THE LAST PIECE.
I TOLD YOU WE'RE CONTINUALLY INNOVATING AND SEEKING NEW OPPORTUNITIES.
WE'RE EXPLORING RIGHT NOW WITH OUR BROKER, OPPORTUNITIES TO EXPLORE SOME VOLUNTARY EMPLOYEE BENEFITS.
THAT COULD INCLUDE EXTRA CANCER PROTECTION, ACCIDENTAL PROTECTION, SORRY, HOSPITAL INDEMNITIES.
THINGS LIKE THAT, SO THINGS THAT WE DON'T CURRENTLY OFFER THAT ARE OFFERED IN BOTH PRIVATE SECTOR AND IN OTHER SCHOOL DISTRICTS.
THOSE ARE SOME AREAS THAT WE'RE EXPLORING RIGHT NOW.
ONE OF THE OTHER AREAS THAT WE'VE HAD SOME CONVERSATIONS JUST TO LEARN MORE ABOUT HAS BEEN ON-SITE, NEAR-SITE CLINICS AS WE THINK ABOUT HOW DO WE CREATE LESS STRESSFUL SITUATIONS FOR OUR EMPLOYEES AND IN TERMS OF BEING ABLE TO GO AND SEE THE DOCTOR, GO AND TAKE CARE OF THEIR IMMEDIATE HEALTH NEEDS.
SOME DISTRICTS HAVE EXPLORED ON-SITE, NEAR-SITE CLINICS WHERE THEY ACTUALLY PARTNER WITH AN ARC OR ANOTHER CLINIC AND ACTUALLY ALLOW THEIR EMPLOYEES TO EITHER GO TO THOSE CLINICS DURING THE SCHOOL DAY OR ACTUALLY HOST THE CLINICS IN A DISTRICT FACILITY.
THOSE ARE SOME THINGS THAT WE'RE LOOKING TO EXPLORE AS WE MOVE INTO PLAN YEAR 24 AND BEYOND.
I TOLD YOU I'M VERY PROUD OF MY TEAM.
THEY DO AN AMAZING JOB AND THEY'RE CONSTANTLY SEEKING TO INNOVATE.
I WANT TO THANK YOU FOR YOUR TIME TONIGHT AND I WOULD ENTERTAIN ANY QUESTIONS THAT YOU HAVE.
>> THANK YOU. FIRST SLIDE, I HAVE IS TRUSTEE HARRISON.
>> SORRY. I'M IN A BRAWL TONIGHT.
I KNOW WE'RE ALL TIRED. I'M TIRED, SO I'LL TRY TO BE QUICK.
CAN YOU SPEAK TO DIVERSE WORKFORCE RETENTION.
>> YES, MA'AM, THAT WAS JUST SOME GENERAL FEEDBACK THAT WE GOT THAT THERE'S SOME DISCUSSIONS AROUND LIKE AFFINITY GROUPS AND THINGS LIKE THAT.
HOW DO WE ENSURE THAT WE DO SOME STRATEGIC WORK AROUND HPUS AND TRYING TO SECURE CANDIDATES TO COME TO OUR DISTRICT.
BUT THEN WHAT DO WE DO WHEN THEY'RE HERE TO HELP ENGAGE THEM, MAKE SURE THAT WE'RE CREATING CONNECTIONS AND ALSO RETAIN THEM AND SO THAT WAS SOME FEEDBACK THAT WE GOT THAT THERE WAS SOME ANECDOTAL INFORMATION THAT MAYBE WE HAD HIGHER TURNOVER AMONGST SOME OF THE MORE DIVERSE CANDIDATES THAT WE WERE ABLE TO SECURE SO REALLY PUTTING THOSE SUPPORTS IN PLACE TO HELP RETAIN THEM.
WE KNOW THAT A DIVERSE TEACHER WORKFORCE POSITIVELY IMPACTS ALL STUDENTS AND ESPECIALLY AS WE'RE LOOKING AT SOME OF THIS LITERACY DATA AND SOME OF OUR TRACKED DATA, THAT REALLY MATTERS, IT MAKES A DIFFERENCE.
THANK YOU FOR YOUR ATTENTION TO THAT.
I WANTED TO SAY THANK YOU FOR SO MANY THINGS.
THANK YOU FOR THE PATHWAY FOR OUR EAS TO BECOME CERTIFIED EDUCATORS THAT'S HUGE, IT'S FAIRLY INNOVATIVE AND I THINK THAT ALSO HELPS WITH THE DIVERSE WORKFORCE AS WELL.
ONE THING THAT I'M GETTING A LOT OF FEEDBACK ON IS A SPECIFIC CLARITY THING AND THAT'S READING ACADEMIES LIKE WHO GETS PAID, WHEN THEY GET PAID, ETC.
THAT'S JUST A PIECE OF FEEDBACK THAT I'VE HEARD FROM EDUCATORS.
I WANT TO SAY THANK YOU FOR THE TEACHER INCENTIVE ALLOTMENT.
I REMEMBER WE STARTED TALKING ABOUT THIS A COUPLE OF YEARS AGO, AND 2024, 2025 FELT LIKE IT WAS SO FAR AWAY.
IT'S NOT, WE'RE RIGHT HERE AND SO THANK YOU FOR THAT EXTRA LABOR OF LOVE TO GET THAT SUBMITTED.
I READ ROAR EVERY TIME IT COMES OUT, SHOUT OUT TO [INAUDIBLE] SHE'S BEEN HERE AT LEAST 11 YEARS BECAUSE SHE HUMBLED ME AS A SCARED NEW TEACHER IN 2012 AND SHE MADE AN IMPACT ON ME.
I WAS GOING TO SUGGEST MAYBE THAT COULD BE A CHAMBER PARTNERSHIP TO SEE IF SOMETHING COULD COME WITH THE ROAR FROM LOCAL BUSINESSES BUT I WAS HAPPY TO HEAR THAT YOU ALREADY HAVE BUSINESSES REACHING OUT TO YOU. IS THAT WHAT YOU SAID? THAT'S BEAUTIFUL. I WOULD LOVE TO KNOW A
[04:30:04]
LITTLE BIT MORE ABOUT HOW EDUCATORS ARE USING LET'S TALK.I THINK A BIG REALITY IN OUR DISTRICT IS THAT WE HAVE NOT ALWAYS BEEN GREAT WITH TWO-WAY FEEDBACK.
I KNOW THAT MANY TEACHERS HAVE FEARED RETRIBUTION, AND SO IT'S BEEN AN ENCOURAGEMENT PART OF OUR ROLE AS TRUSTEES IS THAT COMMUNITY COMMUNICATION.
I KNOW THAT WHEN WE GET THINGS FROM EDUCATORS, I SAID LET'S DO, LET'S TALK AND IT'S TAKEN A LOT FOR PEOPLE TO HAVE THE COMPETENCE TO DO, LET'S TALK, BUT WHEN THEY DO IT, THEY'RE GETTING RESPONDED TO SO QUICKLY AND THEY'RE GETTING QUESTIONS ANSWERED THAT THEY HADN'T GOTTEN ANSWERED BEFORE.
CAN YOU JUST TALK A LITTLE BIT ABOUT LET'S TALK AND DO YOU HAVE ANY DATA ON WHETHER OR NOT TEACHERS ARE REALLY USING THAT OR STAFFS REALLY USING THAT?
>> I THINK ONE OF THE CHALLENGES TRUSTEE HARRISON IS WE ARE HUGE DISTRICT AND WE HAVE SO MANY DIFFERENT WAYS TO COMMUNICATE AND SOMETIMES THAT CREATES AN UNINTENTIONAL BARRIER TO COMMUNICATION.
WE ACTUALLY HAD THIS CONVERSATION THIS MORNING IN MY LEADERSHIP TEAM MEETING WHERE WE WERE TALKING ABOUT WHAT IS OUR APPROACH FOR COMMUNICATION? SOMEBODY SAID, WELL, IT'S ALL OUR APPROACH TO COMMUNICATING.
BECAUSE EVERY EMPLOYEE HAS A DIFFERENT JOURNEY AND WE HAVE SOME EMPLOYEES WHO WOULD WANT NOTHING MORE THAN A TEXT MESSAGE AND SOME EMPLOYEES WHO WANT TO ENGAGE WITH SOMEBODY ON THE PHONE.
I THINK TO ANSWER YOUR QUESTION, SHORT STORY LONG, WE DO HAVE EMPLOYEES WHO CONNECTS THROUGH LET'S TALK, BUT ONE OF THE THINGS THAT'S REALLY IMPORTANT TO US IS WE ACTUALLY GET A LOT OF NEW RECRUITS OR POTENTIAL RECRUITS WHO ENGAGE WITH US THROUGH, LET'S TALK.
WHAT'S GREAT ABOUT THAT IS WHAT I LOVE ABOUT LET'S TALK IS YOU DON'T HAVE TO KNOW WHO TO CONTACT.
YOU, JUST NEED TO KNOW WHAT YOUR QUESTION IS AND WE SET UP OUR SUBJECT MATTER EXPERTS ON THOSE QUESTIONS AND THAT'S BEEN ONE OF THE GREAT THINGS.
BECAUSE LIKE I MENTIONED IN THE START, WE ARE A LARGE DISTRICT AND SOMETIMES YOU DON'T KNOW WHO TO COMMUNICATE WITH, YOU DON'T KNOW WHO THE EMAIL ADDRESS THAT YOU NEED TO CONTACT IS.
BUT THE GREAT THING ABOUT LET'S TALK IS IT ALLOWS YOU TO FIGURE OUT YOUR QUESTION AND GET CONNECTED WITH SOMEBODY REGARDLESS OF WHO YOU KNOW AND WHO YOU DON'T KNOW WITHIN THE DISTRICT.
I'VE HAD A VERY POSITIVE EXPERIENCE WITH IT.
I'VE WORKED WITH IT IN TWO DIFFERENT OTHER DISTRICTS NOW AND I THINK WE'RE STARTING OUR JOURNEY IN HR AND REALLY GETTING CALIBRATED AROUND THAT.
I THINK IN TERMS OF THE VOLUME OF QUESTIONS AND SUGGESTIONS WE GET.
I DON T HAVE THE DATA IN FRONT OF ME TO SHOW THIS, BUT IT'S ENOUGH FOR MY STAFF, IT'S A CHALLENGE TO KEEP UP WITH THE EMAIL AND THE PHONE CALLS AND THE LET'S TALK, BUT WE'RE GETTING BETTER WITH THAT TOO AS WELL.
I COULD GET SOME DATA TO SHOW YOU THE NUMBER OF QUESTIONS WE GET THROUGH THAT IF YOU'D LIKE.
>> THANK YOU. I JUST WANTED TO SAY THANK YOU IN GENERAL AND IF STAFF ARE WATCHING, I WOULD ENCOURAGE YOU TO USE IT BECAUSE ON OUR END, I'M SEEING THAT THERE ARE QUESTIONS THAT ARE BEING ANSWERED.
>> IF I MIGHT ADD ALSO TO WHAT EDDIE WAS TALKING ABOUT.
WHEN WE STARTED LET'S TALK, I THINK INITIALLY IT WAS MORE LIKE A PILOT, IF YOU WILL.
I THINK IT'S SEPTEMBER, OCTOBER WHEN WE STARTED REALLY BROUGHT IT OF 2021, AND THAT FIRST-YEAR SOMEHOW CAME LIKE PALETTE.
THIS YEAR IS REALLY WHEN WE ARE DOING THE BIGGER LUNCH, IF YOU WILL.
WE SEEING MORE AND MORE PEOPLE, INCLUDING OUR TEACHERS AND STAFF, PARENTS USING LET'S TALK.
THERE ARE A LOT OF COOL FEATURES ABOUT LET'S TALK.
SOME OF THE ONES THAT I LIKE IS US BEING ABLE TO TRACK IT AND KNOW EXACTLY LIKE HOW LONG IT TAKES REALLY TO RESPOND TO A PARENT'S CONCERN, OR HOW LONG IT TAKES TO RESPOND TO A STAFF OR A QUESTION.
ALSO WITH AN EMAIL FOR EXAMPLE, SOMETIMES YOU FORGET ABOUT IT BECAUSE YOU'LL HAVE LIKE 100 EMAIL AND YOU MISS THAT EMAIL IN THE MIDDLE OF THAT 100 EMAIL.
WITH LET'S TALK, IT SEND YOU A REMINDERS LIKE ALMOST DAILY, EVEN IF YOU MISSED ONE, IT WILL COME BACK TO YOU THE NEXT DAY.
IT'S LIKE, HEY, YOU STILL HAVE AN UNOPENED ONE OR OPEN LET'S TALK, DID YOU RESPOND TO IT? ALL THIS STUFF IN THE END OF THE DAY, IT WILL HELP US DO EVEN A BETTER JOB WITH OUR STUDENTS, STAFF, OUR PARENTS, COMMUNITY, IS A CUSTOMER SERVICE TOO.
THEN ALSO TRACK AND GET A LOT OF STATISTICS LATER.
I'M THINKING NOW THAT YOU ASK YOU A QUESTION, I MIGHT BE ABLE TO MAYBE PULL SOME DATA AND THEN MAYBE IN THE FUTURE BOARD MEETING, MAYBE COME BACK AND PROVIDE SOME MORE INPUT ABOUT IT, BUT ALSO SHARE WITH YOU SOME DATA ABOUT IT TO.
>> OR BOARD UPDATE SINCE IT'S NOT STUDENT OUTCOMES.
>> THANK YOU. EXCELLENT PRESENTATION AND GREAT WORK, SO THANK YOU.
I ACTUALLY HAD A QUESTION ON THE TEACHER INCENTIVE ALLOTMENT AND THERE'S A ITEM ON CONSENT,
[04:35:01]
BUT IT HAS TO DO WITH THIS SO I WAS GOING TO GO AND ASK IT NOW, WHERE YOU'RE ASKING THE CHANGE IN THE COMPENSATION FOR 2022- 2023 AND ACTUALLY TAKE 10% OF THE TEACHER INCENTIVE ALLOTMENT THAT THE TEACHER WOULD GET AND THE DISTRICT WOULD KEEP IT.CAN YOU TALK ABOUT THAT? IS THAT THE PLAN GOING FORWARD? WHY 10%?
>> YES, MARY. THANK YOU FOR THE QUESTION.
OUR COMPENSATION PLAN WAS WRITTEN LIKE THAT SEVERAL YEARS AGO WHEN TIA WAS ADOPTED THROUGH HOUSE BILL 2019.
AT THAT TIME, WE DIDN'T REALLY HAVE A LOT OF THE IMPACT OF TEACHER INCENTIVE ALLOTMENT.
WE WEREN'T REALLY SURE WHAT THE IMPACT WOULD BE.
DISTRICTS ACTUALLY HAVE THE DECISION, THEY HAVE THE CHOICE TO MAKE TIA DOLLARS, TRS ELIGIBLE FOR TEACHER RETIREMENT DOLLARS OR NOT AND SO THAT'S A LOCAL DECISION.
WE WANT TO MAKE SURE THAT THOSE TIA DOLLARS THAT TEACHERS RECEIVE ARE ELIGIBLE FOR RETIREMENT.
THAT'S ONE OF THE THINGS THAT'S OFTEN AN ISSUE FOR OUR TEACHERS.
WE GIVE YOU THESE ONE TIME STIPENDS, BUT THEY'RE NOT TRS ELIGIBLE, SO IT DOESN'T IMPACT THE AVERAGE OF MY TOP FIVE, SO TO SPEAK.
BY RESERVING THE 10%, IT ALLOWS US TO INCLUDE THAT TRS MONEY AND ANY PAYROLL TAXES THAT ARE ASSOCIATED WITH THAT PAY THAT THE TEACHER WOULD RECEIVE AND THEN AT THE SAME TOKEN, MAKE IT TRS ELIGIBLE.
THE OTHER PIECE IS, TRUSTEE BONE, AS WE CONTINUE TO EXPAND TEACHER INCENTIVE ALLOTMENT, AND MORE AND MORE TEACHERS ARE DESIGNATED EITHER THROUGH RECEIVING DESIGNATION THROUGH OUR SYSTEM OR NATIONAL BOARD CERTIFICATION, THAT WOULD ACTUALLY HAVE A KNOCK-ON EFFECT IF WE DIDN'T MAKE THIS ADJUSTMENT ON OUR LOCAL BUDGET BECAUSE WE WOULD HAVE TO FIND THE MONEY FOR TRS AND THE PAYROLL TAXES ASSOCIATED OUT OF OUR LOCAL BUDGET RATHER THAN THE TRS DOLLARS.
OVER TIME, IF WE CHANGE TO THE 9010 MODEL, WHICH IS PRETTY CONSISTENT WITH WHAT OTHER DISTRICTS ARE DOING ACROSS THE STATE.
IT WILL ALLOW THE PROGRAM TO REALLY BE SELF-SUSTAINING OVER TIME RATHER THAN IMPACT OUR LOCAL BUDGET, THAT'S THE REASON FOR THAT RECOMMENDATION.
>> I APPRECIATE THAT. I GUESS I JUST HAVE A LITTLE BIT OF ISSUE WITH IT IN THE FACT THAT THE WHOLE TEACHER INSTEAD OF A LOT, AND THE WHOLE POINT OF THAT IS THAT THE TEACHERS ARE GETTING THIS MONEY AND NOW WE'RE SAYING, OH, WELL, WE'RE GOING TO TAKE SOME OF IT.
>> I GUESS. I MEAN, I DON'T KNOW WHAT THE OTHER BOARD MEMBERS, BUT I WOULD ONLY WANT TO TAKE I UNDERSTAND THAT AND I DON'T THINK TEACHERS ARE GOING TO SAY I DON'T, THEY WOULD UNDERSTAND THE RETIREMENT MONEY.
I HAVE A HARD TIME SAYING, WELL, WE'RE GOING TO TAKE YOUR RETIREMENT MONEY AND WE'RE GOING TO TAKE SOME OTHER MONEY AND IF WE HAVE EXTRA WE'RE JUST GOING TO KEEP IT.
I THINK THAT'S REALLY TOUGH FOR ME.
I DON'T KNOW IF THIS CAN BE WRITTEN IN SUCH A WAY THAT WE ONLY KEEP WHAT THEY BASICALLY REMOVE WHAT THEY WOULD PAY AND NOTHING ELSE.
>> PART OF THE OTHER 10% IS SOMETHING IN HOUSE BILL 3 THAT WERE ALLOWED TO SUE.
THE DISTRICT IS ALLOWED TO RETAIN 10% FOR THE PURPOSE OF GROWING THE PROGRAM AS WELL SO THE MORE DOLLARS WE RECEIVE, OBVIOUSLY, THE MORE WE CAN DO WITH IT SO WITH THAT 10% WE COULD ALSO USE THAT TO HELP GROW A NATIONAL BOARD CERTIFICATION PROGRAM IN OUR DISTRICT SO IT WOULD BE DIRECTED TOWARDS ESSENTIALLY GROWING MORE COMPENSATION FOR MORE TEACHERS THROUGH USING THOSE DOLLARS.
THE OTHER PIECES AND I JOKED EARLIER ABOUT THE AMOUNT OF LABOR, THE LABOR OF LOVE.
I WOULDN'T SAY IT'S A LABOR OF LOVE ACTUALLY, IT'S JUST THE LABOR.
BUT THERE IS SO MUCH TO THIS PROGRAM AND NATALIE CAN ATTEST TO THAT.
SHE AND I HAVE HAD LOTS AND LOTS OF CONVERSATIONS ABOUT THE SYSTEMIC IMPACT THAT TIA WILL HAVE IN OUR DISTRICT.
THE ALIGNMENT THAT NEEDS TO OCCUR, JUST THE SHEER DATA ANALYSIS THAT NEEDS TO OCCUR SO THERE WILL BE THE NEED AT SOME POINT FOR US TO REALLY TRY AND FIGURE OUT SOME FUNDING TO HELP SUPPORT THE CONTINUED GROWTH OF THAT PROGRAM, EITHER THROUGH DATA ANALYSIS OR THROUGH GROW AND GET ANOTHER COHORT.
BONE IS ALSO TO RUN THE STATISTICAL DATA FOR HUNDREDS, POSSIBLY THOUSANDS EVENTUALLY OF TEACHERS, WE CAN NOW RUN IT IN HOUSE.
SO OFTENTIMES THAT SCHOOL DISTRICT, OUR SIZE AND LARGER, THE OUTSOURCE THAT WORK AND IT COSTS A LOT OF MONEY ALSO, AND SO WE ARE UNDER THIS SITUATION WHERE WE HAVE TO FIND MONEY TO GET TO BED THE TRS CONTRIBUTION FOR THE FONTS TO OUR TEACHERS WOULD BE EARNING THEN INCENTIVE, BUT ALSO ALL THE OTHER EXPENSES WE HAVE TO FIND A WAY TO GET IT.
BUT THAT MONEY ON IT CAN BE USED OBVIOUSLY FOR THE TEACHERS WHO GET THOSE INCENTIVES AND HOPEFULLY ALL OF OUR TEACHER WILL GET IT.
BUT WE ALSO KNOW THAT MOST LIKELY ONLY GOING TO BE A PERCENTAGE OF THEM WILL GET IT SO WE ALLOCATED MORE MONEY, BUT ONLY FOR A SMALL NUMBER OF TEACHERS OR A NUMBER OF TEACHERS, NOT FOR EVERY TEACHER IN OUR DISTRICT.
[04:40:02]
WHEREAS IF WE PUT THIS 10%, WE REALLY GET BACK, IT'S AN INVESTMENT SO WE CAN GET MORE TEACHERS QUALIFYING FOR THIS INCENTIVE.HOPEFULLY WE'LL GET MORE MONEY.
>> I UNDERSTAND THAT, THE TEACHER INCENTIVE ALLOTMENT, WHEN IT'S PRESENTED IS THAT IT'S LISTED AND IT'S GOOD MONEY, BUT IT'S THE TEACHER'S MONEY IS THE HOW THAT'S PRESENTED AND I JUST, I HAVE A LITTLE BIT OF ISSUE WITH SAYING WELL, WE'RE GOING TO SKIP A LITTLE BIT OFF THE TOP TO HELP GROW THE PROGRAM TO HELP DO THAT.
I THINK WE REALLY NEED TO WATCH THIS.
I THINK IT'S A LITTLE BIT, EVEN THOUGH IT'S 10% IS A LOT OF MONEY, BY THE WAY, I HAVE A HARD TIME.
IF IT WAS 5%, I MIGHT BE LIKE OKAY, BUT 10% AND THERE'S A LOT OF MONEY TO TAKE BECAUSE THIS ISN'T BECAUSE THEY'RE PAYING IN WHEN YOU SAY PAYROLL TAXES, THEY'RE STILL PAYING THAT.
THEY'RE GOING TO HAVE TO PAY ON THAT, THEY'RE GOING HAVE TO PAY THEIR INCOME TAXES SO SAY THEIR INCOME TAXES IS 20% THEY'RE GOING TO HAVE THAT 20 PERCENT.
THE DISTRICT HAS TAKEN 10% WELL, THERE GOES 30% OF THE TEACHER INCENTIVE ALLOTMENT.
THE TEACHER INCENTIVE ALLOTMENT WAS SUPPOSED TO BE AN INCENTIVE AND I HESITATE IF THIS IS THE GIVE-AND-TAKE.
I FELT LIKE THE DISTRICT WAS TO GIVE THE STATE SET THIS UP.
THE DISTRICT WAS TO GIVE AND FILL IN ALL THESE THINGS THAT YOU'RE TALKING ABOUT.
WE KNEW THERE'D BE A PRICE TO IT AND AGAIN, I'M SAYING THAT IF IT WASN'T A SINGLE DIGITS, MAYBE WE COULD DO.
BUT I ALSO THINK THAT WE'RE NOT GOING TO HEAR A BIG PUSH-BACK RIGHT NOW BECAUSE I THINK WE ONLY HAVE 12 TEACHERS.
DO YOU KNOW THE NUMBER OF TEACHERS IN THIS INTERVAL?
>> WE HAVE 30 TEACHERS HERE ARE RECOGNIZED RIGHT NOW AND RECEIVE A DESIGNATION.
>> SO WE HAVE 30 BUT THAT'S OUT OF YOU JUST GAVE US A NUMBER, A BIG NUMBER.
>> THREE THOUSAND THREE HUNDRED AND FIFTY YES MA'AM.
>> IT'S A VERY SMALL NUMBER RIGHT NOW, I THINK IS THAT NUMBERED GROWS? I MEAN, I THINK YOU MIGHT HEAR MORE.
I JUST THINK THE BOARD SHOULD BE AWARE OF THIS AND I'M NOT FOR SURE LATER ON IF WILL VOTE ON THIS.
IT ACTUALLY IS A NO FOR ME, BUT I DO THINK IT'S SOMETHING THAT WE NEED TO TALK ABOUT, ESPECIALLY BECAUSE WE ARE SPENDING SO MUCH TIME AND EFFORT ON IT AND HOW WE'RE GOING TO FUND IT AND IF THAT'S SOMETHING THAT WE WANT TO FIND INDUSTRY OR FOR WANTING TO DO THIS A LITTLE BIT OF BASICALLY STEALING A LITTLE BIT OF MONEY FROM THE TEACHERS IN MY OPINION.
>> YOU ASKED HOW WE FELT ABOUT THIS, I JUST WANT TO ANSWER HER QUESTION.
>> WE DON'T HAVE TO OFFER THE TEACHER INCENTIVE ALLOTMENT AND IT IS A VERY LABORIOUS AND INTENSIVE PROCESS AND I THINK ALSO TO GET IT STARTED, IT IS IMPORTANT TO TAKE THAT 10%, AND I SAY THAT AS A TEACHER BECAUSE THAT IS PRETTY STANDARD WITH WHAT OTHER DISTRICTS ARE DOING.
IF WE DON'T CONSIDER THE SUSTAINABILITY OF THIS PROCESS, THEN WE DON'T DO THE PROCESS AND WE CAN'T CONTINUE THE PROCESS SO I HEAR WHAT YOU'RE SAYING DOWN THE ROAD.
I THINK THAT FOR THE DISTRICT TO TAKE THIS LEAP AND IMPLEMENT THIS, IT'S IMPORTANT TO THE BEGINNING OF THE PROGRAM, BUT I THINK IT'S SOMETHING THAT SHOULD BE REVIEWED YEAR OVER YEAR.
>> JUST IN MY HISTORY OF LIFE, I'VE WATCHED THINGS LIKE THIS.
ONCE YOU SET THAT 10%, YOU CAN'T I'VE NEVER SEEN IT GO BACKWARDS AND THAT'S MY FEAR IS THAT WE HAVE THE PRECEDENT WHERE WE'RE GOING TO BE THE INAUGURAL BOARD AND IT'S JUST LIKE THE TAX RATE.
IT'S JUST LIKE ANY THING, IT NEVER GOES BACKWARDS AND SO I THINK IT REALLY IS A BIG DECISION AND I THINK IT IS SOMETHING THAT WE HAVE TO, LIKE, I WOULD HOPE THAT IT WOULD GO BACKWARDS AT SOME POINT, BUT I JUST LOOK BACK.
IF SOMEBODY CAN GIVE ME LIKE FIVE EXAMPLES OF SOME TIME A GOVERNMENT ENTITY ACTUALLY STARTED BACKTRACKING ON THEIR MONEY.
I MIGHT SEE THAT THAT'S A PATTERN, BUT I DON'T SEE THAT'S A PATTERN.
>> WE WERE ALL BECKER INS JUST LAST YEAR.
I MEAN, WE LITERALLY JUST DID IT.
>> WE ROLLED BACK OUR TAX RATE.
>> [OVERLAPPING] FOR THAT MEETING MAYBE, BUT WE DID ROLLBACK THE INS SECTION OF OUR TAX RATE.
THAT WAS NOT PART OF WHAT THIS WELL [OVERLAPPING].
>> WE DID NOT ROLL BACK HOW MUCH TAXES WE WERE TAKING THOUGH AND THAT'S WHAT I'M SAYING, IS THAT PEOPLE CAN ACTUALLY SHOW WHERE YOU ACTUALLY GET MONEY BACK.
>> WAS THE LOWEST IT COULD POSSIBLY BE BUT THIS IS OFF TOPIC.
YOU ASK FOR AN EXAMPLE AND TRUSTEE WHERE GAVE AN EXAMPLE AND I THINK THAT IT'S OUR RESPONSIBILITY, SO IT'S UP TO US, SO IF WE ACCEPTED THIS THIS YEAR, WE WOULD HAVE THE OPPORTUNITY TO SIDE NEXT TIME.
>> I JUST HAD A QUICK QUESTION.
I KNOW YOU TALKED ABOUT THE SPECIAL EDUCATION INCENTIVES, MATH AND SCIENCE, ESPECIALLY SECONDARY.
IS THERE ANY PLAN, IS THERE ANY THOUGHTS IN THAT AREA?
>> TRUSTEE WEIR WE HAVE ALL THE PLANS IN THE WORLD.
THE PROBLEM IS THE MONEY AND WE HAVE TO FIND THE BUDGET AND UNFORTUNATELY, RIGHT NOW THAT'S THE REALITY OF IT.
AGAIN, WE HAVE STRATEGIC, WE'VE GONE THROUGH A PROCESS WITH MR. COVINGTON TO REALLY IDENTIFY SOME TARGET AREAS.
[04:45:06]
SECONDARY MATH IS THE BIG ONE FOR US THIS YEAR.BUT IT'S JUST ABOUT FINDING THE MONEY TO BE ABLE TO DO THAT SO WE ACTUALLY HAVE A LINE ITEM FOR THAT IN OUR REQUESTS AND SCIENCE IS AND OTHER ONE, I MEAN LOAD IS ANOTHER AREA THAT CONTINUES TO BE CHALLENGING SO ABSOLUTELY WE'RE THINKING IN THAT DIRECTION.
>> JUST TO ADD, I'M SORRY, AGAIN.
NEXT WEEK ON THE 30TH ACTUALLY WANT TO ASK BECOMES IN HERE THEY WILL BE TALKING ABOUT THAT.
A LOT OF SCHOOL DISTRICTS IN THE AREA ACTUALLY DO GIVE TYPING FOR MATH, SCIENCE AND LOAD.
BUT ALSO EDDIE WAS SAYING, I WOULD GIVE THEM MENTAL TEACHERS IF WE CAN, BUT THE PROBLEM IS NOW ALSO MONEY IS LIMITED AND SO THAT'S HOW I WANT TO REMIND EVERYBODY.
PLEASE GO OUT AND TALK AND EMAIL AND CALL OUR REPRESENTATIVES, MAKE SURE THEY GIVE US MORE FUNDING OR LET US KEEP MOST OF OUR RECAPTURE MONEY BECAUSE THAT'S THE ONLY WAY WE CAN BE ABLE TO DO BIGGER THINGS FOR OUR DISTRICT, FOR OUR STUDENTS, AND OUR STAFF SO THAT'S A VERY GOOD VALID POINT THOUGH.
>> WELL, MR. KEVIN IS KNOWN AS LOUD IN HERE, SO WE CAN DO WHATEVER WE WANT RIGHT NOW.
[LAUGHTER] THAT'S HIS FAULT FOR MISSING THIS PART OF THE MEETING.
>> CAN YOU LEAN A LITTLE BIT CLOSER TO YOUR MICROPHONE WHEN YOU'RE TALKING, TRUSTEE WEIR, THERE YOU GO.
>> I'LL DEFER. DID YOU GUYS WANT TO GO? [BACKGROUND].
I LOVE A GOOD SHOEHORNED ACRONYM.
NICE. I'M NOT CLEAR ON WHAT EXACTLY IT IS.
I KNOW IT'S LIKE WARM FUZZIES FROM EMPLOYEE TO EMPLOYEE, I GUESS, OR I GUESS EVEN STUDENTS CAN TELL THEIR TEACHERS.
I DON'T KNOW, WHAT'S THE PRIZE? [LAUGHTER]
>> WELL, SO ANYBODY IN OUR LEARNING COMMUNITY, ANYBODY IN THE AREA, CAN SUBMIT A NOMINATION FOR ANY EMPLOYEE THAT THEY HAVE ENCOUNTERED, WHO'S MADE A DIFFERENCE FOR THEM.
WHETHER IT BE A STUDENT FOR A TEACHER, IT COULD BE THE PARENT FOR THE BUS DRIVER WHO WENT OUT OF THEIR WAY TO BRING THE KID'S BADGE, WHATEVER IT LOOKS LIKE.
ONE OF THE THINGS THAT I'VE SEEN RECENTLY, WHICH IS REALLY COOL.
I HAD A CONVERSATION WITH A COUPLE OF BUSINESS PEOPLE IN THE AREA, WE WERE TALKING ABOUT THE ROAR PROGRAM.
WELL, THEY WENT STRAIGHT BACK AND THEY SUBMITTED A ROAR FOR TWO OF THE OFFICE STAFF AT THEIR CAMPUS.
WHAT HAPPENS THEN IS WE GET THE NOMINATION IN HR SERVICES AND WE PRODUCE A CERTIFICATE, AND WE ACTUALLY HAVE ROAR PEN AND PINS, LAPEL PINS THAT EACH RECIPIENT WILL RECEIVE.
IT'S JUST A LITTLE BRANDING THING, BUT IT'S A LOW POINT OF PRIDE FOR SOMEBODY.
IT CAN EITHER GO ON A LANYARD OR ON THEIR LAPEL PIN LIKE AM SAYING.
I THINK DR. AZAIEZ MAYBE HAS TWO OR THREE, BUT HE WON'T PUT THEM ON.
BUT AGAIN, IT'S A LITTLE FEEL-GOOD THING.
>> YOU MAY SEE THEM AT CAMPUSES AS WELL.
RENEE WAS WORKING ON GETTING YARD SIGNS OUTSIDE THE CAMPUSES WITH LITTLE QR CODES AND SO YOU COULD SCAN IT FROM YOUR PHONE AND ACTUALLY SUBMIT A ROAR SUBMIT A ROAR FOR SOMEBODY AS YOU'RE DRIVING BY A CAMPUS OR IF YOU SEE A CROSSING GUARD WHO IS DOING A GREAT JOB OR SOMETHING LIKE THAT.
IT'S A FEEL-GOOD THING, BUT IT'S ONE OF THOSE THINGS WHERE, OVER TIME, IT'S THE RISING TIDE TO IT. [OVERLAPPING]
>> YOU GIVE ME A LOOK LIKE YOU WANT ME TO SUBMIT ONE FOR YOU, SO I'LL BRING ONE.
>> I HAVE A PIN BUT I'M NOT ALLOWED TO WEAR IT.
>> NO, BUT IT MAY BE SOMEBODY IN THE AUDIENCE, SO NO.
>> YEAH. THANK YOU. THANK YOU, TRUSTEE WESTON.
I WAS GOING TO SAY, WE ARE ACTUALLY, I DON'T WANT TO STEAL YOUR THUNDER, BUT WE'RE TALKING ABOUT DIFFERENT ORGANIZATION.
ONE OF THEM IS ACTUALLY THE DELL DIAMOND STADIUM, MAYBE GIVEN FREE TICKETS AND STUFF LIKE THAT FOR OUR PEOPLE WHO ARE WINNING THE ROARS. YEAH.
>> IT WOULD BE SOME ALSO BENEFIT.
>> WE CAN PROBABLY DO A LITTLE WORK ON THAT TOO AS TRUSTEES, CHECK IN THE COMMUNITY, SEE WHO COULD DONATE SOME STUFF. IT'S AWESOME.
>> MR. CURRAN, THANK YOU FOR THE PRESENTATION.
WHAT WOULD BE THE DOWNSIDE TO THE BOARD VOTING NO ON THE 10% OF THE TIA? WHAT DOES THAT LOOK LIKE IF WE VOTE NO?
>> THANK YOU FOR THE QUESTION, TRUSTEE WESTON.
I'LL BE HONEST, I WOULD BE CONCERNED ABOUT OUR ABILITY TO CONTINUE TO GROW THE PROGRAM WITHOUT IDENTIFYING LOCAL BUDGET TO BE ABLE TO DO THAT.
I CAN SPEAK FROM EXPERIENCE WITH THE AMOUNT OF WORK THAT'S GONE INTO JUST EVEN GETTING THE APPLICATION SUBMITTED TO TEA IN TERMS OF COLLECTING DATA,
[04:50:04]
REALLY MAKING SURE OUR SYSTEMS ARE SET UP AND ALIGNED.BUT ALSO WHAT'S IMPORTANT IS THERE'S A LOT OF CONFUSION AMONG TEACHERS AS TO WHAT TEACHER INCENTIVE ALLOTMENT IS AND HOW WE CAN QUALIFY.
I TALKED EARLIER ABOUT COMMUNICATION AND INFORMATION.
WE ALMOST NEED TO HAVE, IN MY OPINION, A DEDICATED EDUCATION PROGRAM FOR OUR TEACHERS AND THEN ALSO SOME PROFESSIONAL DEVELOPMENT ABOUT HOW THEY CAN EARN THE DESIGNATION BECAUSE WE WANT TO SUPPORT IT.
I THINK DR. AZAIEZ MENTIONED THIS, WE WANT TO SUPPORT AS MANY TEACHERS AS POSSIBLE TO GROW WITHIN THE PROGRAM.
QUITE FRANKLY, I DON'T HAVE THE RESOURCES IN MY STAFF TO DO THAT RIGHT NOW WITH EFFICACY.
I DON'T THINK WE AS A DISTRICT HAVE THAT BECAUSE THAT'S SUPPLEMENTAL TO WHAT WE'RE DOING CURRENTLY.
I THINK OVER TIME I WOULD BE CONCERNED THAT UNLESS WE IDENTIFIED AN ALTERNATIVE FUNDING SOURCE, I'D BE CONCERNED ABOUT THE SUSTAINABILITY OF THAT PROGRAM.
I FEEL LIKE IF WE HAD SOME FUNDING TO BE ABLE TO EARMARK SPECIFICALLY FOR TEACHER INCENTIVE ALLOTMENT GROWTH, I THINK WE'D BE IN MUCH BETTER SHAPE TO HELP OUR TEACHERS QUALIFY.
>> MAY I ADD. I THINK IT'S ALSO LIKE, FOR EXAMPLE, I'M LOOKING AT EDDIE HERE.
WE QUALIFIED TO GET A GRANT TO ACTUALLY TRAIN OUR TEACHERS OR HELP THEM, I GUESS, GET THE [OVERLAPPING]
>> NATIONAL BOARD CERTIFICATION.
>> THAT IN ITSELF WILL HELP THEM EARN EXTRA MONEY.
THEY DON'T HAVE TO GO THROUGH THE OTHER, BECAUSE THERE, WE CAN EARN IT LIKE EDDIE WAS EXPLAINING THROUGH THIS DUAL MECHANISM.
EITHER THROUGH THE ASSESSMENT OR THROUGH GETTING CERTIFIED.
THAT IN ITSELF, AND WE WOULDN'T BE ABLE TO MAKE IT HAPPEN IF WE DIDN'T GET THAT GRANT MONEY TO HELP FACILITATE AND GETTING MORE OF OUR TEACHERS.
THE 10%, IT'S AN INVESTMENT FOR THE REST OF OUR STAFF.
IT LOOKS LIKE WE'VE TAKEN MONEY FROM THE GROUP OF TEACHERS WHO HAVE ALREADY EARNED IT, BUT IT'S AN INVESTMENT.
WE'RE NOT USING IT FOR ANYTHING ELSE, REALLY, JUST TO MAKE THE PROGRAM BIGGER AND MAKE SURE NOW WE HAVE MORE TEACHERS WHO MAY QUALIFY TO GET MORE MONEY.
IT'S AN INVESTMENT IN OUR STAFF, OR IN OUR TEACHERS IN THIS CASE.
>> I KNOW PERSONALLY AT LEAST ONE OF THESE 30 NBC TEACHERS.
IT'S MY UNDERSTANDING THAT THEY'VE EARNED THIS ON THEIR OWN TIME OUTSIDE OF ANY EXPECTATION OR KNOWLEDGE OF THE FUTURE OR TEACHER INCENTIVE ALLOTMENT.
IS THE TIA STRUCTURED SUCH THAT THE EXPECTATION IS THAT ISDS ARE GOING TO BEAR THE BURDEN OF FACILITATING GROWING THE NUMBER BEYOND THE NBC TEACHERS?
>> YEAH. I MEAN, I THINK IN ORDER TO SET UP A LOCAL DESIGNATION SYSTEM, I THINK THERE IS THAT BURDEN BECAUSE THE TEACHER INCENTIVE ALLOTMENT DESIGNATION ITSELF, IT'S A COMBINATION OF STUDENT GROWTH INFORMATION, STUDENT GROWTH DATA, AND TEACHER OBSERVATION DATA.
WHAT'S PUT IN PLACE ARE SOME REALLY RIGOROUS PROTOCOLS AROUND THAT DATA, AND THE CALIBRATION AROUND THE DATA, THE PROTOCOLS AROUND COLLECTING THE DATA, BUT THEN ALSO THE SUBMISSION OF THE DATA. IT'S JUST A LOT.
>> THAT'S THE PART THEY DIDN'T TALK ABOUT WHEN THEY TOOK A VICTORY LAP FOR PASSING HOUSE BILL 3 AROUND THE STATE.
THEY DIDN'T MENTION THAT PART AND THEY DIDN'T PUT ON THE CHART THAT THEY CIRCULATED, WHICH I REMEMBER WATCHING FROM ONE OF THOSE SEATS UP ON THE SCREEN.
THEY DIDN'T MENTION A LITTLE MINUS 10%, AGAIN, WHEN THEY WERE DISLOCATING THEIR SHOULDERS, PATTING THEMSELVES ON THE BACK FOR HOUSE BILL 3.
IT'S DISAPPOINTING TO HEAR, BUT I MEAN, I HEAR WHAT YOU'RE SAYING.
I REMEMBER LAST YEAR TO YOUR POINT ABOUT THE CONCERNS ABOUT BEING ABLE TO PUT A DO PAY INCREASES.
MR. COVINGTON WAS SAYING LAST YEAR THAT YOU GUYS WERE DOING A STAFFING AUDIT, BUT I'VE NEVER HEARD ANY RESULTS OR BRIEFING.
I MEAN, WE HAVE TO MAKE SURE THAT OUR WORKFORCE IS RIGHT-SIZED TO THE NEEDS OF THE ORGANIZATION.
MY UNDERSTANDING IS THAT'S WHAT THE STAFFING STUDY WAS GOING TO DO.
IS THERE ANYTHING YOU CAN SHARE WITH US?
>> I DON'T HAVE ANYTHING TO SHARE ON THAT TONIGHT, TRUSTEE WESTON, BUT WE DID CONDUCT A STAFFING STUDY WITH TASB, AND SO THAT WAS COMPLETED IN JANUARY, FEBRUARY TIME.
WE DO HAVE SOME DRAFT RESULTS FROM THAT.
WITH DR. AZAIEZ, IF THAT'S THE WILL OF THE BOARD TO SHARE SOME OF THAT INFORMATION, I'M SURE WE CAN GET THAT TOGETHER.
>> BECAUSE WE HAVE TO MAKE SURE THAT OUR WORKFORCE FITS THE NEEDS, AND IF IT DOESN'T, THEN THERE ARE CHANGES THAT HAVE TO BE MADE.
DID YOU HAVE ANYTHING YOU WANTED TO ADD ABOUT THE STAFFING AUDIT?
[04:55:05]
I THINK WE DO JUST NEED TO FIGURE OUT WHEN WE CAN [OVERLAPPING]
>> I'M NOT EVEN ASKING FOR IT.
>> IF IT'S NOT SOMETHING THAT NEEDS TO COME TO US, I'M JUST SAYING, I MEAN, MR. CURRAN, YOU KNOW MY BACKGROUND.
I KNOW THAT SOMETIMES YOU HAVE TO MAKE HARD DECISIONS AND HOPEFULLY YOU CAN RIGHT SIZE YOUR WORKFORCE THROUGH ATTRITION.
THAT'S EVERYBODY'S FIRST PRIORITY.
BUT THERE ARE NO RIGHT ANSWERS IN LIFE.
EVERYTHING I'M HEARING IS BIPARTISAN SUPPORT TO RAISE THE BASIC ALLOTMENT.
I'LL JUST SAY THAT I'M SURE THAT ALL OF MY COLLEAGUES ARE WELL AWARE AND WERE EAGER TO MAKE SURE THAT THEY LOOKED UP THE NEWLY RELEASED REPORT, THE STUDENT TRANSFER REPORT FROM TEA THAT WAS JUST PUBLISHED 13 DAYS AGO, WHICH SHOWS THAT THE NUMBER OF STUDENTS WHO LIVE IN OUR FOOTPRINT HAS GROWN, WHO HAVE OPTED OUT OF ROUND ROCK ISD HAS GROWN.
WHEN I LOOK THROUGH THE LIST OF THE SCHOOLS WHERE THESE STUDENTS HAVE SELECTED, THIS IS A PUBLICLY AVAILABLE REPORT.
IT'S SOMETHING THAT ALL SCHOOL BOARD MEMBERS AROUND THE STATE EAGERLY AWAIT EVERY MARCH.
WHEN I SCROLL THROUGH HERE, WHEN WE TALK ABOUT ADVOCATING FOR PUBLIC EDUCATION, I'LL TELL YOU WHERE MY ADVOCACY IS AS A PARENT WHO'S HAD AT LEAST ONE CHILD IN PUBLIC EDUCATION.
>> YEAH, I'M NOT SURE. ARE WE POSTED TO TALK ABOUT?
>> I WAS ABOUT TO INTERJECT AND ASK MYSELF.
>> HOW CAN WE GET THIS STAFF TO STAFFING.
>> WHERE ARE WE TYING IT INTO THE HUMAN RESOURCE UPDATE?
>> YEAH, IF YOU WANT TO GO BACK TO HIS SLIDES ABOUT THE FEEDBACK FROM TEACHERS WHO HAVE DEPARTED THE DISTRICT AND THE BUDGET.
IF YOU'D LIKE TO PULL THIS UP.
>> YOU NEED ME TO? THAT'S FINE, I CAN GO BACK AND FIND THE SLIDE.
>> YOU CAN LOOK AT SEPARATION REASONS ON SLIDE NUMBER 7.
YOU CAN LOOK AT EXIT SURVEY RESPONSES ON SLIDE NUMBER 8.
YOU CAN LOOK AT WHAT WE HAVE HEARD, SLIDE NUMBER 9, WHAT WE ARE HEARING, SLIDE NUMBER 10, EMPLOYEE FEEDBACK, SLIDE NUMBER 11.
THESE ALL HAD TO DO WITH MONEY.
OUR BUDGET IS DRIVEN BY STUDENT ENROLLMENT AND I'LL JUST SINCE I'M SURE YOU'VE ALL BECAUSE YOU KNOW HOW IMPORTANT THAT NUMBER OF STUDENTS WHO LIVE IN OUR SCHOOL DISTRICT, WHO HAVE OPTED OUT OF OUR SCHOOLS.
YOU ALL KNOW HOW IMPORTANT THAT NUMBER IS TO OUR BUDGET, I'M SURE YOU ALL CAME TO THIS MEETING TONIGHT AND YOU ALL KNOW WHAT THAT NUMBER IS AND THAT NUMBER IS GOING IN THE WRONG DIRECTION AND SO WHEN IT COMES TO ADVOCATING FOR PUBLIC EDUCATION, MY COMMITMENT REMAINS THAT I'M READY TO HAVE THE DIFFICULT CONVERSATIONS THAT NEED TO BE HAD AT THIS DYESS.
DR. BONE MENTIONED IT AT THE END OF THE LAST BOARD MEETING.
THERE ARE DIFFICULT CONVERSATIONS THAT NEED TO BE HEARD HERE TO REVERSE THAT NUMBER, WHAT IT'S GOING TO TAKE TO ADDRESS WHAT'S IN SLIDES 5 THROUGH 14 IN THIS PRESENTATION.
HOPEFULLY, AT SOME POINT, GUYS, WE CAN HAVE THAT CONVERSATION.
BUT WHAT I LOOK AT THE AGENDA TONIGHT AND FOR THE PAST 18 MONTHS, I DON'T SEE A FOCUS ON THAT.
I SEE A FOCUS ON SOME REALLY BIZARRE, PETTY AND CADDY ITEMS THAT SHOW UP ON THIS AGENDA.
>> WHAT DOES THIS HAVE TO DO WITH THIS?
>> THIS HAS TO DO WITH MY DESIRE TO ADDRESS.
>> I'M WAITING FOR MADAM PRESIDENT.
>> I DON'T THINK ANY OF WHAT YOU'RE TALKING ABOUT HAS TO DO WITH EMPLOYEE STAFFING.
IF YOU'RE TALKING ABOUT STUDENTS LEAVING THE DISTRICT.
>> BECAUSE THAT IMPACTS OUR BUDGET, WHICH IS EXACTLY THE SHORTCOMINGS AND THE PROBLEMS THAT ARE MENTIONED IN THIS PRESENTATION THAT'S WHY I BRING IT UP.
>> THANK YOU. I DON'T HAVE ANY OTHER LIGHTS ON, BUT I DO HAVE ONE QUESTION AND I'LL BE HONEST, I MEANT TO ASK IT IN THE LAST PRESENTATION, BUT I CAN TIE IT INTO THIS ONE BECAUSE IT HAS TO DO WITH INCENTIVES AND AGAIN, THIS IS WHAT HAPPENS WHEN MR. COVINGTON DOESN'T COME TO MEETINGS.
CAN WE POSSIBLY LOOK AT A PROPOSAL FOR INCENTIVES FOR TEACHERS THAT COMPLETE THE DYSLEXIA SERVICES AND DO I HAVE.
I KNOW WHERE OUR BUDGET IS NOT LOOKING GREAT RIGHT NOW.
WHERE WE'RE GOING TO FIND MONEY AND LOOKING AT WAYS TO SPEND MORE MONEY.
BUT I THINK THAT THAT WOULD BE A RETENTION BENEFIT THAT WE COULD DEFINITELY ADD FOR ANY TEACHER THAT COMPLETES THE CERTIFICATION PROCESS SO I MEANT TO INCLUDE THAT IN THE LAST PRESENTATION AND I FORGOT.
THAT'S THE ONLY THING I HAVE DR. BONE.
>> I DID HAVE ANOTHER COMMENT AND A QUESTION.
FIRST COMMENT IS WHEN TIA WAS PRESENTED TO US,
[05:00:01]
I THINK THAT WAS ACTUALLY PRIOR TO YOU TAKING OVER. YOU'RE SHAKING YOUR HEAD? IT WAS PRESENTED TO US VERY EARLY WHEN I WAS ELECTED.WHEN IT WAS PRESENTED TO US, IT WAS PRINTED AS IS THIS AMAZING THING AND IT WAS PRESENTED AS LIKE IT'S GOING TO BE A LOT OF WORK SO I HAVE TO SAY WE, THE BOARD KNEW THAT THAT IS HOW IT WAS PRESENTED AND WE HAVE DECIDED TO MOVE FORWARD.
I THINK FOR ME, I WOULD LIKE TO REVISIT THE TEACHER INCENTIVE ALLOTMENT AND UNDERSTAND, I DON'T FEEL LIKE THROWING OUT NUMBERS AND SAYING 10 PERCENT.
I LIKE DATA, WE AS A BOARD, WE ALWAYS TALK ABOUT DATA-DRIVEN DECISIONS AND I THINK YOU KNOW WHAT IS THE RIGHT NUMBER AND THEN IS IT THE RIGHT NUMBER? IF WE DO 10 PERCENT ARE WE STILL GOING TO BE ABLE TO KEEP THE TEACHER INCENTIVE ALLOTMENT.
I THINK THIS IS AN IMPORTANT PROGRAM, AT LEAST TO ME.
I WOULD LIKE TO MAYBE GET A PRESENTATION OF THAT, UNDERSTAND WHERE YOU THINK BECAUSE I HEAR YOUR CONCERN.
BUT I WOULD LIKE TO UNDERSTAND THAT BETTER BECAUSE EVEN IF WE TAKE 10 PERCENT IS THAT STILL NOT GOING TO FULFILL THAT HOLE AND WE REALLY NEEDED TO TAKE 20 PERCENT AND WHERE ARE WE GOING TO GET THAT MONEY SO I WOULD LIKE THAT.
THEN I DID HAVE A QUESTION BECAUSE THIS WAS ALL ABOUT STAFFING.
BUT I DIDN'T SEE ANYTHING WHAT DOES NEXT YEAR LOOKING LIKE? BECAUSE WE HEARD EARLIER ABOUT NEEDING A LOT MORE DYSLEXIA SPECIALIST POSSIBLY.
WHAT ARE YOU SEEING AND I BELIEVE I KNOW TIFFANY WILL KNOW THIS BECAUSE YOU GUYS HAVE TO SIGN YOUR CONTRACTS IT'S SOON.
>> IT'S USUALLY THE END OF THIS MONTH.
>> WE'LL BRING THE CONTRACTS TO THE BOARD IN APRIL 20TH.
>> MID-APRIL, BUT I DO KNOW PEOPLE ARE STARTING TO RESIGN.
CAN YOU GIVE US THE HORIZON OF WHAT IT'S LOOKING LIKE? WHAT WE KNOW WE'RE NEEDING, LIKE THE DYSLEXIA AND THEN I'M SURE YOU'VE HAD BUDGET CONVERSATIONS.
WE'VE HAD OUR FIRST BUDGET CONVERSATION.
CAN YOU GIVE US A LITTLE FLAVOR OF WHAT WE'RE.
>> JUST TO CLARIFY FOR THE DISTRICT OR FOR PRIORITIES WITHIN HR.
>> I WOULD THINK YOUR PRIORITIES ARE THE DISTRICT PRIORITIES SO I GUESS THE HR PRIORITIES, WHAT ARE YOUR PRIORITIES, WHAT ARE YOU SEEING ON THE HORIZON AND HOW IS NEXT YEAR WITH STAFFING? WE HAVE PUT A LOT OF INCENTIVES IN PLACE.
WE'VE DONE BONUSES, WE HAVE GOTTEN THE INITIAL BUDGET WHICH YOU'VE PROBABLY HAD MORE CONVERSATIONS WITH MR. COVINGTON THAN WE HAVE.
CAN YOU GIVE US JUST A BROAD OVERVIEW OF YOUR TAKE ON STAFFING AND HOW.
>> SURE, SO I THINK FIRST OF ALL AGAIN AS I MENTIONED EARLIER WE'VE MADE SOME PRETTY GOOD INROADS IN TERMS OF MAKING OURSELVES MORE COMPETITIVE AS A DISTRICT FOR ALL SALARIES LAST YEAR, WE DID A GREAT JOB IN TERMS OF THOSE INCREASES OVER TIME.
I THINK UNLESS THERE IS AN INFLUX OF MONEY INTO OUR BUDGET, I THINK IT'S GOING TO BE EXTREMELY CHALLENGING TO REMAIN COMPETITIVE AND GIVEN THE COST OF LIVING CHALLENGES THAT WE SEE, I THINK THAT IS AN AREA OF CONCERN THAT WE'LL CONTINUE TO HAVE.
COMPENSATION IS AND ALWAYS WILL BE THE NUMBER 1 FOCUS THAT WE HAVE IN TERMS OF STAYING COMPETITIVE.
BUT I THINK IN TERMS OF FORECASTING FOR NEXT YEAR, IT'S EARLY TO DETERMINE HOW WE'RE GOING TO LOOK NEXT YEAR IN TERMS OF STAFFING, I THINK WE HAVE AN ENROLLMENT PROJECTION THAT'S A LITTLE DOWN ON WHAT IT IS THIS YEAR SO THAT WOULD IMPACT THE NUMBER OF FTES THAT WE NEED IN THE ORGANIZATION AND SO THAT WOULD IMPACT STAFFING AS WELL.
BUT IN TERMS OF WHERE OUR PRIORITIES WILL BE NEXT YEAR, IT'S JUST SPECIAL EDUCATION CONTINUES TO BE AN AREA OF FOCUS FOR US AS A DISTRICT.
A LOWER ENROLLMENT DECLINES YEAR UPON YEAR MS. GONZALEZ ISN'T HERE, BUT SHE AND I TALKED EARLIER THIS WEEK ABOUT THIS.
SPECIAL ED NUMBERS CONTINUE TO INCREASE, THE NEEDS CONTINUE TO INCREASE SO THAT WILL ALWAYS BE ONE OF THE NUMBER 1 PRIORITIES IN HR IS TO MAKE SURE THAT WE'RE DOING SOME OF THE THINGS THAT I TALKED ABOUT LIKE AN EARLY HIRING EVENT FOR SPECIAL ED TEACHER SPECIFICALLY.
I THINK THE OTHER THING THAT I'M REALLY FOCUSED ON THIS NEXT YEAR IS I CAN RECRUIT AND RECRUIT AND RECRUIT EVERY YEAR.
LAST YEAR WE HAD A TOUGH YEAR IN TERMS OF TURNOVER.
WE HAD ALMOST 16 PERCENT TURNOVER.
THAT MEANS WE HAVE 84 PERCENT OF OUR TEACHING STAFF THAT STAY WITH US AND THAT'S A PRETTY HUGE NUMBER AND SO SCHOOL DISTRICTS AND HR DEPARTMENT SPEND A LOT OF TIME ON RECRUITING AND WE HAVE A RECRUITING BUDGET, ETC.
BUT WE REALLY, REALLY HAVE TO FOCUS ON RETAINING EMPLOYEES.
WE REALLY HAVE TO MAKE SURE THAT NOT JUST COMPENSATION,
[05:05:01]
BUT ALSO THAT FULL EMPLOYEE EXPERIENCE IS IN PLACE AND SO MY DEPARTMENT IS FOCUSED ON EMPLOYEE EXPERIENCE THIS YEAR.THAT'S GOING TO BE A BIG GOAL FOR US, WE STARTED THIS YEAR WITH THE OUR ROCK EXPERIENCE AND SOME OF THOSE LISTENING SESSIONS, LET'S TALK THE ENGAGEMENT SURVEY.
NOW IT'S TIME TO DO SOMETHING WITH THAT DATA.
WE HAVE TO REALLY FIGURE OUT ARE WE LISTENING TO OUR EMPLOYEES? YES. BUT WHAT ARE WE DOING ABOUT IT AND NOW WE HAVE TO PUT SOME PROGRAMS IN PLACE THAT MAY NOT BE SUPER, THEY MAY NOT BE SUPER PRICEY.
THEY MAY BE THINGS THAT WE CAN MANAGE WITHIN OUR OWN MEANS, BUT WE JUST HAVE TO FIGURE OUT WHAT IT IS AND HOW WE HELP SUPPORT THOSE EMPLOYEES AND SO HOPEFULLY THAT ANSWERS THE QUESTION, TRUSTEE BONE.
IT'S A REALLY BIG QUESTION TO ANSWER, BUT THAT'S WHERE MY HEAD IS AT THE MINUTE.
>> I BELIEVE NEXT MONTH WE'RE GETTING ANOTHER PRESENTATION, BUT FOR US TO START PLANNING AND WE'RE HAVING BUDGET TO CONVERSATIONS, IT'S NICE TO HEAR THESE POINTS, SO THANK YOU.
>> I MOVE THAT WE END THE QUESTIONS ON THIS ITEM AND GO ON TO G1.
>> SECOND, HAVE A MOTION AND A SECOND. ALL IN FAVOR? RAISE YOUR HAND, ALL OPPOSED MOTION PASSES 6, 1.
IT IS 10:50, I WOULD PROPOSE THAT WE TAKE A RECESS.
LET'S TAKE 10 MINUTES AND COME BACK AT 11:01.
IS 11:01 WE ARE BACK IN OPEN SESSION TO AGENDA ITEM G1 BOARD STUDENT OUTCOME GOALS,
[G. DISCUSSION ITEMS]
TIME TRACKER, TRUSTEE WEIR.>> AS A BOARD, ACTUALLY WITH THREE OF US GONE AT A REGULAR FEBRUARY MEETING YOU-ALL WERE INCREDIBLY EFFICIENT AND FAST AND THAT REALLY HELPED OUR NUMBERS.
WE HAD 103 MINUTES ON STUDENT OUTCOMES AND ONLY 88 ON OTHER TOPICS SO WE WERE ACTUALLY AT 54 PERCENT FOR THE MONTH OF FEBRUARY, WHICH IS OUR BEST EVER.
>> WONDERFUL, ANY QUESTIONS OR COMMENTS? I'M SEEING NONE WE'RE GOING ON TO G2 TO EA MONTHLY MONITOR REPORTS FOR DECEMBER CORRECTED JANUARY AND FEBRUARY.
DR. FALTYS WELCOME BACK WE MISSED YOU IN FEBRUARY.
>> ABSOLUTELY I MISSED YOU AS WELL.
PRESENT LAND AND BOARD OF TRUSTEES, ASSUMING THAT ALLOWS IE'S GOOD TO SEE YOU ALL AGAIN.
I APOLOGIZE FOR MY ABSENCE LAST TIME I ALSO SERVE AS A FINANCIAL ADVISER FOR SEVERAL DISTRICTS AROUND THE STATE AND FEBRUARY 17TH WAS A DEADLINE TO CALL BONDS, SO THAT TWO OR THREE WEEKS PRIOR TO THAT WAS EVERY WEEK I WAS IN A DIFFERENT CORNER OF THE STATE, SO WE'LL GO THROUGH THESE PRETTY QUICKLY.
I WAS WAITING FOR MY ROAR PENN.
I DON'T THINK I'VE BEEN NOMINATED YET, SO I'LL BE SAYING IF EDDIE CAN NOMINATE ME FOR THAT.
THESE ARE ALL POSTED AS OF TODAY ON THE BOARD BOOK, SO I'LL GO THROUGH THEM PRETTY QUICKLY.
THE DECEMBER 1 WAS REALLY JUST THERE.
THAT WAS THE ONE THAT WAS A LITTLE BIT OUT OF ORDER AND THE ONLY THING I'LL SHOW YOU THERE IS ON THE FIRST PAGE UNDER EXIT CRITERIA, GOAL NUMBER 2, THERE WAS A QUESTION ABOUT THE COUNTS AND YOU'LL NOTICE THERE THAT STAFF AT TIA FIX THAT TO WHERE IT WAS CAPTURING WHAT'S GOING ON ON THE OTHER PAGES SO WITH THAT, WE'LL MOVE ON TO JANUARY.
>> IN JANUARY, ON THE PAGE 1 UNDER THE EXIT CRITERIA 1, YOU NOTICE, AS I'VE STATED HERE, PRETTY MUCH CAUGHT UP ON LEVEL 3 GRIEVANCES.
I'LL MENTION IT IN THE NEXT REPORT, BUT MS. HILL ACTUALLY CREATED A NICE CHART FOR ME THAT I'VE SHARED WITH TEA.
I'LL TALK ABOUT THAT IN THE FEBRUARY REPORT.
OBVIOUSLY, THERE'S THE ONE GRIEVANCE THAT WE'RE WORKING TO HEAR THAT'S STILL HANGING OUT THERE.
THEN AS YOU GUYS ANNOUNCED BACK IN SEPTEMBER, ONE THING THAT I THINK YOU'RE DOING WELL IS THAT YOU'RE RESERVING A DAY TO HEAR LEVEL 3 GRIEVANCES AS THEY COME UP OR ATTACHING FILE TRACKING NUMBERS TO THOSE.
I THINK ALL IN ALL INTERNALLY AND AT THE BOARD LEVEL, I THINK WE'RE TRACKING AND MANAGING THOSE IN A BETTER FASHION.
THEN UNDER EXIT CRITERIA 2, I'VE MENTIONED IN SEVERAL MONTHS AND EMMY, I HATE THAT THESE ARE OLD BECAUSE YOU DID A REALLY GOOD JOB THIS LAST TIME.
WE TALKED A LOT ABOUT JUST THE AMOUNT OF TIME.
WE LOOKED AT ADDING A GOAL, BUT I THINK WE DETERMINE AND I AGREE THAT THAT'S IN YOUR LSG GOALS AS WELL AS FAR AS THE NUMBER AND AMOUNT OF BOARD MEETINGS.
THAT OUGHT TO BE WORTH A ROAR [INAUDIBLE] THANKS.
BUT FELT LIKE THAT DIDN'T NEED TO BE PLACED IN HERE AS EXIT CRITERIA.
YOU GUYS MENTION THOSE AND REFER TO THOSE ALL THE TIME.
WE'VE GOT THOSE IN PLACE, WE'RE MONITORING OR MANAGING THROUGH THOSE.
AS WE MOVE DOWN TO THE MONTHLY PROGRESS.
AGAIN, WE'LL JUST TOUCH A LITTLE BIT ON EXIT CRITERIA 2 BECAUSE I JUST WANT YOU TO TAKE A LOOK AT THE SCREENSHOT.
I THINK NOW FOR THOSE IN THE BACKGROUND, PAGE 3, OR THOSE RUNNING THE SCREEN, AS YOU SEE A COUPLE OF THESE THAT WE MENTIONED IN JANUARY.
[05:10:02]
THERE'S STILL SOME RED BLOCKS.I'LL JUST HIGHLIGHT THOSE BECAUSE I WANT TO SHOW YOU WHAT WE'RE GOING TO DO WITH THOSE IN FEBRUARY IN THE NEXT MONTH.
ON PAGE 1, AGAIN, AS YOU SEE UNDER EXIT CRITERIA 1, THIS IS WHERE I TALKED ABOUT.
I THINK SOME OF THOSE DEVELOPMENTS AS FAR AS HOW WE'RE MANAGING AND TRACKING THOSE LEVEL 3 GRIEVANCES IS GOOD.
THE THING THAT THE CHART SHOWED THAT I HIGHLIGHTED TO TEA IS WHEN I WAS ASSIGNED BACK IN DECEMBER OF '21 AND REALLY EVEN BACK TO WHEN DR. CARTER WAS ASSIGNED IN AUGUST OF '21.
SOME OF THOSE GRIEVANCES WERE TAKING SIX TO EIGHT TO NINE MONTHS, SOME OF THEM UP TO A YEAR TO GET TO YOU GUYS.
AS WE'VE MOVED THROUGH THE LAST YEAR-AND-A-HALF NOW WE'RE SEEING 4-6 WEEKS WHEN LEVEL 3 GRIEVANCES THAT WOULD COME IN DIRECTLY TO THE BOARD ARE BEING MANAGED BY THE BOARD.
THAT SHOWED SOME PROGRESS THERE.
ON EXIT CRITERIA, GOAL NUMBER 2 WAS THE TEAM OF EIGHT TRAINING THAT YOU GUYS HELD ON FEBRUARY 9TH, THAT WAS UNDER ONE OF THE STRATEGIES FOR WHEN THE NEW BOARD MEMBERS CAME ON.
AS WE KNOW, WE HAD SEVEN TRUSTEES AT THE FIRST MEETING, FIVE TO TEN TO THE SECOND MEETING.
WE DID HAVE TWO TRUSTEES LEFT AND DIDN'T PARTICIPATE.
THAT'S GOING TO IMPACT, I THINK YOU'LL SEE ON THE NEXT PAGE, UNDER EXIT CRITERIA GOAL NUMBER 1, REALLY NOTHING IS CHANGED THERE.
THERE'S A FEW THINGS UNDER THE NEXT STEPS.
BUT THEN IF YOU'LL GO UNDER EXIT CRITERIA GOAL NUMBER 2, AFTER SPEAKING WITH ADMINISTRATION AND REALLY TRYING TO DETERMINE WHAT THE EFFECTIVENESS OF A SWOT ANALYSIS OF COMMUNICATION WOULD BE. YES.
>> JUST FOR CLARIFICATION, WE RECEIVED US AN UPDATED VERSION OF THIS REPORT ABOUT FIVE O'CLOCK AND THAT'S NOT WHAT'S SHOWING UP ON THE SCREEN HERE.
THAT DOES NOT HAVE THE MORE DETAILED UNDER THE PAGE STUFF.
TRUSTEES, LOOK IN YOUR EMAILS FOR THE UPDATED TEA.
IT WAS NOT DR. FALTY'S FAULT, IT WAS TEA'S FAULT THEY DID NOT INCLUDE THE LAST TWO PAGES OF HIS REPORT.
IT WILL BE POSTED TO THE AGENDA.
>> IT'S ALREADY BEEN POSTED? THAT'S NOT SHOWING WHAT'S ON THE SCREEN, BUT IT IS AVAILABLE.
>> UNDER EXIT CRITERIA GOAL NUMBER 2, AFTER WORKING WITH ADMINISTRATION, I THINK THE SWOT ANALYSIS YOU'RE GOING TO PLACE ON A HOLD, IF YOU WILL.
IT IS DIFFICULT TO FIND VENDORS OR MODERATORS WHO WILL DO WHAT I THINK WOULD BE A GOOD JOB FOR THIS BOARD TO GO THROUGH THAT.
I THINK COMMUNICATION HAS GOTTEN BETTER.
I WILL SAY UNDER THE THIRD AND FOURTH STRATEGY, UNDER GOAL NUMBER 2 REVIEW AND DETERMINE RELEVANT POLICIES, REVIEW BEST PRACTICES.
I STILL THINK THAT WOULD BE A GOOD PRACTICE FOR THE ADMINISTRATION OR SOMEONE THAT DR. AZAIEZ DECIDES.
IT'S ALWAYS A GOOD TO GREAT EFFORT TO LOOK AND SEE WHAT BEST PRACTICES OF DISTRICTS THAT ARE LIKE US, SIMILAR TO US.
HOW WE'RE COMMUNICATING BOTH WITH THE BOARD, WITH ADMINISTRATION INTERNALLY AND EXTERNALLY.
THEN ON THAT PAGE 4 JUST A BOARD INTERACTIONS.
AGAIN, THIS IS WHERE I APOLOGIZE, I COUNT TOTAL MINUTES.
THAT'S DIFFERENT THAN YOUR LSG GOALS.
BUT EVEN AT THAT, WE'RE NOT SEEING THE 350, 400, 450 MINUTE MEETINGS FROM BEGINNING TO END.
WITH THAT, THAT'S DECEMBER, JANUARY, FEBRUARY.
>> THE ONLY OTHER THING THAT I WOULD LIKE TO UPDATE AS IT RELATES TO OUR MONITOR AND OUR MONITOR REPORTS.
ON MARCH THE 6TH OF THIS YEAR, DR. DR. AZAIEZ AND I WENT TO TEA HEADQUARTERS AND MET WITH DEPUTY COMMISSIONER [INAUDIBLE].
THE GOAL OF OUR MEETING WAS TO DISCUSS ROUND ROCK ISD STATUS AS IT RELATES TO OUR CORRECTIVE ACTION PLAN AND OUR MONITOR PLACEMENT.
WE BEGAN WORKING WITH THE DEPUTY COMMISSIONER ON THE BEGINNING STEPS OF DEVELOPING OUR EXIT PLAN.
>> THAT'S CORRECT. [APPLAUSE] I BELIEVE WE WILL BE MOVING TOWARDS CREATING THAT PLAN.
>> DEPUTY COMMISSIONER WAS VERY RESPONSIVE TO OUR INQUIRIES AND WILL BE GETTING BACK WITH US REGARDING THE EXACT NEXT STEPS.
HE WAS VERY CLEAR THAT NEITHER HE NOR TEA AS A WHOLE WANTED TO EXTEND ANY INTERVENTIONS, FOR EXAMPLE IN OUR CASE, A MONITOR TO LAST ANY LONGER THAN ABSOLUTELY NECESSARY.
HE DID REVIEW OUR TWO MOST RECENT MONITOR REPORTS TO DEMONSTRATE PROFICIENCY AS IT RELATED TO OUR CORRECTIVE ACTION PLAN.
THAT'S OUR NEXT STEP WITH OUR MONITORS.
WE'RE ONE STEP CLOSER TO ADIOS.
[05:15:03]
>> OKAY, GREAT. [LAUGHTER] WONDERFUL
>> CAN'T GET ENOUGH. THANK YOU VERY MUCH.
>> THANK YOU. WE ARE ON TO OUR CONSENT AGENDA.
[H. ACTION ITEMS FOR CONSIDERATION BY CONSENT]
>> MADAM PRESIDENT. THANK YOU VERY MUCH.
MADAM PRESIDENT, I MOVE TO APPROVE ACTION ITEMS FOR CONSIDERATION BY CONSENT.
ITEMS 4 AND 6 HAVE BEEN REMOVED BY THE ADMINISTRATION.
>> I HAVE A MOTION AND A SECOND. ANY COMMENTS?
>> I WOULD LIKE TO PULL 7 AND 10.
I DIDN'T REALIZE YOU'RE GOING TO JUMP RIGHT.
THIS IS A CONSENT AGENDA THAT WAS NOT ASKED PREVIOUSLY AND AS WAS DEMONSTRATED IN JANUARY, WE'RE NO LONGER GIVING THAT COURTESY.
>> THERE'S NO DISCUSSION AFTER I CALL THE QUESTION.
>> BUT I BELIEVE [OVERLAPPING] SHE INTERRUPTED TRUSTEE WESTON.
TRUSTEE WESTON HAD THE FLOOR, SO BY ROBERT'S RULES OF ORDER, WHATEVER AMY DID HAS NO BEARING.
>> SHE CALLED FOR A POINT OF ORDER AND SHE WAS RECOGNIZED BY THE CHAIR AND I'VE CALLED HER POINT OF ORDER.
>> YOU CALLED FOR A POINT OF ORDER. THAT'S GREAT.
BUT THEN TRUSTEE WESTON GETS HER FLOOR BACK.
>> THERE'S NO MOTION ON A POINT OF ORDER.
>> THERE'S NO MOTION ON A POINT OF ORDER.
>> I'D LIKE TO BE ABLE TO FINISH.
>> THE CHAIR RECOGNIZES AND ACKNOWLEDGES POINT OF ORDER.
>> I'M GOING TO TURN TO OUR ATTORNEY FOR ROBERT'S RULES MAKING SURE THAT WE'RE ADHERING TO THIS CORRECTLY, VALERIE.
>> I'M TRYING TO TAKE NOTES ON EVERYTHING THAT JUST HAPPENED.
WE HAD A MOTION BY HARRISON INITIALLY BY TRUSTEE HARRISON SECONDED BY [INAUDIBLE] TO APPROVE THE CONSENT ITEMS MINUS THE ITEMS THAT WERE MOVED BY THE ADMINISTRATION, ITEMS 8, 4, AND 6.
THEN I BELIEVE THAT TRUSTEE WESTON HAD A COMMENT OF DISCUSSION ON THE MATTER BEFORE IT WAS VOTED ON.
>> TRUSTEE [INAUDIBLE] MADE A MOTION TO.
>> SHE MADE A POINT OF ORDER BECAUSE YOU GOT RECOGNIZED.
YOUR POINT OF ORDER WAS WHAT NOW?
>> THIS WAS A CONSENT AGENDA ITEM AND WE MADE IT VERY CLEAR IN JANUARY THAT WE WERE NOT GIVING THIS COURTESY TO EACH OTHER TO PULL ITEMS AND IT WAS NOT REQUESTED PRIOR TO THIS MEETING AND I CALLED THE QUESTION.
>> SHE DID CALL THE QUESTION AND GOT A SECOND BY TRUSTEE HARRISON.
MY UNDERSTANDING IS IT'S TOO LATE TO PULL ITEMS AT THIS POINT.
I THINK THAT'S WHAT HER POINT OF ORDER WAS.
I DO BELIEVE THAT AT THIS POINT CALLED A QUESTION YOU HADN'T VOTE ON THAT YET.
>> LET'S MOVE ALONG BECAUSE SHE'S GOING TO COME UP WITH WHATEVER THE BOARD MAJORITY WANTS.
SHE'S JUST RAMBLING, SO LET'S NOT PAY HER. LET'S JUST GO.
>> I'M SORRY. I'M NOT RUMBLING.
GOING THROUGH TO MAKE SURE I UNDERSTOOD THE PROCESS THAT JUST OCCURRED BEFORE I GIVE MY OPINION, BUT OKAY.
>> I HAVE A MOTION TO CALL THE QUESTION, ALL IN FAVOR RAISE YOUR HAND.
ALL OPPOSED? MOTION CARRIES FIVE, TWO.
I HAVE A MOTION ON THE BOARD TO APPROVE ITEMS H1, 2, 3, 5, 7, 8, 9, AND 10.
ALL IN FAVOR RAISE YOUR HAND. ALL OPPOSED? MOTION CARRIES FIVE, TWO.
[I. ACTION ITEMS]
DISCUSSION AND POSSIBLE ACTION ON THE BOARD SELF-EVALUATION.DR. MCMAHAN IS JOINING US VIRTUALLY.
>> FIRST OF ALL, I WANT TO EXTEND MY APOLOGIES FOR ME NOT BEING THERE IN PERSON.
THIS WAS TOTALLY MY MISTAKE AND I APOLOGIZE TO YOU AS A BOARD, YOUR SUPERINTENDENT, YOUR STAFF, AND YOUR COMMUNITY.
I'M SORRY FOR THAT, BUT I HAVE TO TELL YOU, AFTER LISTENING TO YOUR BOARD MEETING TONIGHT, I'M REALLY EXCITED ABOUT WHAT WE CAN DO WITH OUR NEXT QUARTERLY SELF-REPORT.
BUT CAN WE PULL UP THE LAST, THERE YOU GO.
OUR LAST QUARTERLY REPORT WAS IN NOVEMBER.
WE WERE SUPPOSED TO DO IT IN FEBRUARY.
WE DIDN'T HAVE A WHOLE GROUP OF PEOPLE.
WE HAD SOME NEW PEOPLE COMING ON BOARD, WHICH I WAS SO EXCITED TO SPEND SOME TIME WITH TRUSTEES [INAUDIBLE] AND MALCOLM THEM AND DO SOME LSD TRAINING WITH THEM.
[05:20:05]
NOW WE'RE DOING IT AT THIS POINT.GOALS 1, 2, 3, 4 HAVE ALWAYS BEEN A CONTEMPTUOUS SPOT FOR THIS BOARD.
YOU'VE RATED YOURSELF AT APPROACHES AND YOU DON'T SEE YOURSELF GOING FORWARD BECAUSE THERE'S DISAGREEMENT WITH THE GOALS AND THE DEADLINE TARGETS.
BECAUSE IN TERMS OF WRITING YOURSELF IN THE LSD INSTRUMENT, ALL MEANS ALL.
I AM SO VERY EXCITED THAT WE HAVE SOME THINGS COMING UP IN THE NEXT MONTH, I HEARD TRUSTEE WESTON TALK ABOUT SOME OF THE THINGS THAT SHE WOULD LIKE.
WELL, IF THIS COMES UP IN OUR NEXT DISCUSSION, I WOULD BE HAPPY TO HEAR THIS AND WE DO HAVE THIS REVIEW COMING UP IN APRIL.
I'M JUST GOING TO ASK YOU A REALLY QUICK QUESTION.
GOAL 1, 2, 3, 4, WHICH ARE GOALS CONSTRAINTS, GOAL PROGRESS MEASURES.
YOU'RE PROBABLY GOING TO RATE YOURSELF THE SAME AS YOU WERE.
BUT GIVEN THE FACT THAT WE'RE GOING TO HAVE THREE MONTHS AND WE'RE GOING TO BE REVISITING ALL OF THESE GOALS.
WOULD THE BOARD BE WILLING TO MOVE THEM FROM APPROACHES TO MEET? AS A NEXT-QUARTER GOAL.
DOESN'T MEAN YOU HAVE TO MEET IT.
IT JUST MEANS THAT THAT'S OUR GOAL FOR THE NEXT QUARTER TO GO FROM FOUR POINTS FOR STUDENT OUTCOME GOALS TO 12TH THAT WE AGREE.
FOR POINTS TO 12 POINTS ON GOAL PROGRESS MEASURES IN CONSTRAINT PROGRESS MEASURES.
I JUST WANT A GROUP THAT AS A WHOLE, SO KNOWING THAT IN APRIL, WE'RE GOING TO BE DOING A REVISIT WITH ALL OF OUR GOALS AND CONSTRAINTS AND LOOKING AT THE NEW ACCOUNTABILITY SYSTEM.
I THINK YOU WOULD PROBABLY SAY CURRENTLY, YOU'RE STILL WHERE YOU WERE FOR 432.
WOULD YOU BE WILLING TO SAY FOR THE NEXT QUARTER OVER THE NEXT THREE MONTHS, WHICH MEANS WE HAVE THREE MONTHS TO WORK ON IT WOULD YOU PROJECT YOURSELF AT 12, 12, 9, 4?
I'M HAPPY TO PUT IT AS THE GOAL IF THAT'S WHAT THE BOARD WANTS.
WE SHOULD PROBABLY ASK TRUSTEES [INAUDIBLE] AND WESTON IF THEY FEEL LIKE THAT'S A REASONABLE GOAL.
>> WELL, HERE'S THE NICE THING IS THAT WHEN WE MEET FOR THAT MEETING IN APRIL, WE GET TO REVAMP ALL OF THIS STUFF AND WE GET TO RE-DISCUSS ALL OF THIS STEP.
WE GET TO RESET AND EVEN THOUGH IT'S JUST APRIL, WE STILL HAVE THREE MONTHS TO COME TO A CONSENSUS.
>> HEY, MARSHA. I'LL JUST BREAK IN AND GIVE MY POINT OF VIEW.
BECAUSE WE'VE HAD EXTENSIVE DISCUSSIONS ABOUT THIS.
THERE'S A DIVIDE BETWEEN PEOPLE BEING OKAY WITH 30% OF STUDENTS READING AND DOING MATH ON GRADE LEVEL AND A COUPLE OF US JUST ACTUALLY DON'T BELIEVE IN THAT.
I DON'T THINK THAT GOAL IS GOING TO BE MET EVEN WHEN WE GET TOGETHER TO CHANGE OUR GOALS.
BECAUSE THERE'S PEOPLE ON THIS BOARD THAT ARE OKAY WITH 35% AND THAT'S TRUSTEE WESTON AND I BOTH SAID THAT IT DOES NOT OKAY WITH US.
I'VE SAID IT, IT'S GOTTA BE 70% OR MORE AND I JUST DON'T SEE THAT HAPPENING.
I THINK WE CAN SHORTCUT THIS CONVERSATION AND THE ANSWER IS PROBABLY NO.
>> I APPRECIATE THAT. THANK YOU.
I THINK WE DO OUR NEXT TARGET IS 4, 4, 3, 2, THEN, PLEASE MARSHA.
>> I'M REALLY HOPEFUL IN OUR MEETING AND DISCUSSION IN APRIL AND RESETTING GOALS AND TARGETS THAT MAY CHANGE.
THE NEXT GOAL IS PROGRESS AND ACCOUNTABILITY.
[05:25:02]
>> WE WERE CLOSE. WE DIDN'T MAKE IT THOUGH BECAUSE JANUARY WE DID NOT GO TO 50 OR ABOVE.
OUR AVERAGE, DECEMBER, JANUARY, AND FEBRUARY WAS 42% ON STUDENT OUTCOME GOALS.
OUR JANUARY MEETING HURT US, SO WE'RE STILL AT 12.
>> THE NEXT ONE IS PROGRESS AND ACCOUNTABILITY 2 WHICH IS YOU PUT YOURSELF AT TWO, HOPEFULLY, TO GO TO FOUR AND I DON'T THINK YOU'VE RECEIVED A STAFF TIME TRACKER.
>> THE NEXT ONE IS SYSTEMS AND PROCESSES.
YOU PUT YOURSELF AT ONE HOPING TO GO TO FOUR CONSENT-ELIGIBLE ITEMS. I THINK YOU GUYS HIT THAT ONE.
>> I HAD FOUR. I BELIEVE WE DID THIS QUARTER.
LET'S TALK ABOUT MOVING TO THE NEXT STEP IS THE NUMBER OF MEETINGS AND HOURS OF MEETINGS.
>> I DON'T THINK WE'RE GOING TO MAKE IT, BUT I'M HAPPY TO PUT IT AS A GOAL.
>>> I REALLY THINK YOU JUST NEED TO PUT IT AS A GOAL.
BECAUSE WHEN YOU TALK ABOUT YOUR GOAL, JUST REMEMBER, I THINK YOU GUYS SIT THERE AND LOOK AT THE AMOUNT OF TIME WE SPEND DOING STUFF, AND YOU DON'T ALWAYS CALCULATE WHAT STUFF DOESN'T COUNT.
>> I THINK YOU MET THE FOUR, I WOULD LIKE TO PUT A GOAL IS 12.
I THINK IT'S GOING TO BE HARD AS THE THREE HOUR TIME LIMIT, BUT I THINK OTHERWISE WE COULD PROBABLY HIT IT.
>> OKAY. THE NEXT ONE IS ADVOCACY.
ADVOCACY AND ENGAGEMENT AND TRUSTEE HARRISON, THIS IS WHAT YOU HAVE BEEN WAITING AND DYING FOR.
GOING TO THE PUBLIC COMMUNITY.
I THINK WE NEED TO KEEP IT WHERE WE ARE BECAUSE UNTIL WE HIT THAT MEETING IN APRIL, AND START LOOKING AT YOUR GOALS AND REDESIGNING YOUR WORK.
THAT WILL DESIGN WHAT HAPPENS WITH THE COMMUNITY.
WHAT DO YOU THINK, TRUSTEE HARRISON?
>> WELL, I WAS GOING TO ASK ABOUT THAT DURING AGENDA ITEMS BECAUSE I THINK THAT YES, THAT'S PART OF THE TWO-WAY COMMUNICATION AS OUR GOALS, BUT I THINK WE HAVE SOME OTHER THINGS THAT WE COULD BE DOING THAT FOR, THAT WE HAVE SOME PROCESSES.
I WOULD LIKE TO REMAIN OPTIMISTIC.
I THINK THAT I HAD THIS AT ADVOCACY AND ENGAGEMENT.
>> I THINK YOU CAN MOVE THAT FORWARD BECAUSE WE'VE GOT THREE MONTHS TO GET THIS DONE.
>> CAN WE PUT THE NEXT QUARTER TARGET AT NINE?
CAN I HEAR FROM OTHER BOARD MEMBERS, WHAT DO THEY THINK?
>> WELL, I DON'T THINK WE HIT THREE THIS MONTH, THIS QUARTER.
I ACTUALLY HAD ONE, BUT THEN I ERASED THEM, PUT THREE BECAUSE WE HIT THREE, NO, WE DIDN'T WE HIT ONE.
>> NO WE DIDN'T DO THE POSTED A COMMUNITY MEETING TO DISCUSS PROGRESS TOWARDS. [OVERLAPPING]
>> I ORIGINALLY HAD ONE, SO LET'S KEEP IT AT ONE, AND LET'S MOVE THE NEXT QUARTER TARGET TO THREE.
>> ARE YOU COMFORTABLE WITH THAT?
>> WE WENT BACKWARDS ON ACTUALLY, WE'RE BACK TO ONE BECAUSE IN THE FEBRUARY MEETING, THREE OF US WERE ABSENT SO WE DID NOT MAINTAIN AN AVERAGE ATTENDANCE OF 70 PERCENT OR HIGHER.
>> THROUGHOUT ALL REGULARLY SCHEDULED BOARD MEETINGS.
>> IN AVERAGE. OTHERWISE, WE'VE HAD 100 PERCENT ATTENDANCE.
>> IT SAYS 70 PERCENT OR HIGHER THROUGHOUT ALL REGULARLY SCHEDULED. IT DOESN'T SAY AVERAGE.
>> MAINTAIN AN AVERAGE ATTENDANCE OF 70 [OVERLAPPING] PERCENT THROUGH OUT ALL.
>> I WASN'T READING THE FIRST LINE.
>> WHAT'S THE QUESTION, DR. BROWN?
[05:30:05]
MY QUESTION IS, DO ALL BOARD MEMBERS AGREE TO THESE NUMBERS?
>> WHAT DID WE PICK AS OUR TARGET FOR THIS LAST ONE?
>> THE LAST ONE YOU PUT AS YOUR TARGET OF TRYING TO MOVE TO 10.
>> WE'D HAVE TO SKIP THEM ALL.
>> I WILL TELL YOU AND I'LL TELL YOU WHY.
BOARD MEMBERS HAVE COMPLETED THE LSD WORKSHOP.
I WAS SO EXCITED TO SPEND TIME WITH TRUSTEES, ZOROTY AND MALCOLM AND WE DID THAT.
THEN LOOKING AT THE BOARD CONSTRAINTS, WHICH THE BOARD CONSTRAINTS WERE NOT.
>> BUT WE CAN'T EVEN MEET FOCUS RIGHT NOW BECAUSE TEAM OF EIGHT WAS STATUTORILY REQUIRED AND WE WEREN'T ALL IN ATTENDANCE.
THAT'S PART OF MEETS FOCUS, SO I DON'T KNOW THAT WE CAN SKIP TO TEN.
>> WELL, THAT'S WHAT YOU HAD HOPED TO GET TO.
MIGHT NOT BE WHERE YOU ARE NOW.
>> I THINK WE HAVE A LOT OF PROBLEMS WITH THE ADHERING TO POLICIES GOVERNING THE BOARD OPERATING PROCEDURES, SO YEAH, I THINK NINE IS PROBABLY NOT GOING TO BE ABLE TO GET MET UNTIL WE GET OUR GOVERNANCE IN ORDER.
I THINK WE'RE GOING TO BE AT THREE.
>> THAT MOVES YOU BACK TO THREE BECAUSE YOU HAVE TO MEET ALL OF THE EVENTS.
>> WE'RE FOR SURE AT THREE FOR THIS QUARTER, I ACTUALLY AGREE WITH TRUSTEE BOWN.
I DON'T KNOW THAT WE'RE GOING TO GET OFF OF THREE IN THE NEXT THREE YEARS.
>> WHILE YOU'RE THREE NOW, DO YOU THINK IN THREE MONTHS YOU CAN GET TO NINE?
>> WHAT I WILL DO IS I WILL REVISE THIS CHART, DOES EVERYBODY AGREE WITH WHAT WE TALKED ABOUT WITH YOUR NUMBERS? 4,4,3,2.
>> DOES EVERYBODY AGREE TO THAT?
>> YEAH. WE'RE ALL THINKING THAT.
>> I WILL REVISE THIS CHART AND THEN I WILL PUT YOUR PROJECTIONS IN AND THEN WE'LL MOVE FORWARD.
I'M VERY EXCITED ABOUT THE WORK THAT WE'RE GOING TO DO IN APRIL, AND REVISITING GOALS AND CONSTRAINTS.
BECAUSE YOU GUYS HAVE BEEN IN A REALLY HUGE PREDICAMENT AND DESIGNING GOALS AND CONSTRAINTS DUE TO COVID AND NON TESTING AND TESTING, AND LET'S JUST MOVE FORWARD.
I THINK THAT'S GOING TO BE A FUN ONE.
LOOKING FORWARD TO SEEING YOU, THEN.
>> I MOVE TO APPROVE THE QUARTERLY PROGRESS TIME TRACKER SELF-EVALUATION.
>> I HAVE A MOTION AND A SECOND.
ALL OPPOSED. MOTION CARRIES 70.
>> THANK YOU, GUYS. I WILL SEE YOU IN APRIL.
>> I APOLOGIZE TO PATTY FOR FREAKING HER OUT EARLIER TONIGHT.
>> BYE MARSHA. THANKS FOR COMING.
>> NEXT ITEM ON THE AGENDA IS ITEM I_2, DISCUSSION AND POSSIBLE ACTION ON REQUEST TO WAIVE ATTORNEY-CLIENT PRIVILEGE FOR THE ADULTS SERAFINO LAW FIRM INVOICES.
THIS WAS REQUESTED BY TRUSTEE WESTON.
I DO HAVE A QUICK THING I WANTED TO SAY, EVEN THOUGH I PLACE THIS ITEM ON THE AGENDA, I HAVE SOME SERIOUS CONCERNS MOVING FORWARD WITH ANY DISCUSSION ON THIS ITEM FOR SEVERAL REASONS.
FIRST, TO MY KNOWLEDGE, THIS BOARD HAS NEVER WAIVE ATTORNEY-CLIENT PRIVILEGE FOR LEGAL INVOICES.
I AM CONCERNED ABOUT THE PRECEDENCE THIS SETS.
SECOND CONCERN IS THAT THESE INVOICES ARE TIED TO ONGOING LITIGATION BETWEEN ROUND ROCK ISD AND TRUSTY BONE.
THIRD, THESE INVOICES ARE DIRECTLY CONNECTED TO AN ACTIVE COMPLAINT WITH TEA, AND FOR THESE REASONS, I AM CONCERNED ABOUT ANY DISCUSSION, ESPECIALLY IN PUBLIC WHEN IT'S OUR RESPONSIBILITY TO PROTECT THE DISTRICT.
THEREFORE, I MOVE NOT TO WAIVE ATTORNEY-CLIENT PRIVILEGE, AND NOT TO RELEASE THE WADDELL SERAFINO INVOICES.
[05:35:02]
>> I MOVED TO CALL THE QUESTION.
>> I HAVE A MOTION WITH A SECOND AND CALL THE QUESTION.
ALL IN FAVOR OF CALLING THE QUESTION AND ENDING IN THE DISCUSSION, RAISE YOUR HAND, ALL OPPOSED, MOTION CARRIES 52 THE MOTION DOES MOVE TO NOT RELEASE THE INVOICES ALL IN FAVOR RAISE YOUR HAND. ALL OPPOSED.
>> WAIT. DON'T WE HAVE TO GET A SECOND?
>> I DID GET A SECOND ON THAT.
>> WAIT. CAN YOU REPEAT THAT WHAT'S THE MOTION?
>> YEAH, I THINK ALICIA IS ASKING WHAT YOU'RE ASKING.
>> I ONLY GET TO TALK ABOUT MY AGENDA ITEM.
THIS IS MY AGENDA ITEM REQUEST.
I DON'T GET TO SAY ANYTHING ABOUT IT.
>> CAN YOU REPEAT YOUR MOTION?
>> THE MOTION WAS TO NOT WAIVE ATTORNEY-CLIENT PRIVILEGE AND NOT RELEASED THE WADDELL SERAFINO INVOICES.
THAT'S THE EMOTION THAT WAS CALLED.
>> DR. FALTYS, ARE YOU LISTENING? DR. FALTYS?
>> ALL IN FAVOR RAISE YOUR HAND. ALL OPPOSED.
MOTION CARRIES 5,2. POINT OF ORDER.
I JUST WANT TO GET INTO THE RECORD THAT THAT WAS REALLY BAD FAITH.
THAT WAS A RIDICULOUS MOVE AND THAT WAS PLANNED BY THE BOARD PRESIDENT [OVERLAPPING].
THAT WAS OBVIOUSLY ORCHESTRATED AND PLAN BAD FAITH GOVERNANCE RIGHT THERE. HORRIBLE.
>> I DIDN'T EVEN GET TO SAY ONE WORD ABOUT MY OWN AGENDA ITEM.
>> DON'T PUT IT ON THE AGENDA THEN [OVERLAPPING] THE NEXT QUESTION, THE NEXT ITEM ON THE AGENDA IS ITEM I3, DISCUSSION AND POSSIBLE ACTION ON REVISIONS TO POLICY DC LOCAL.
THIS WAS REQUESTED BY TRUSTEE BOWN, TRUSTY BONE.
I WILL TURN THIS OVER TO YOU TO EXPLAIN YOUR AGENDA ITEM.
>> YES. THANK YOU. I DON'T KNOW IF THEY CAN PULL IT UP, IT'S ACTUALLY ATTACHED TO THE AGENDA.
I GUESS IT'S JUST DC LOCAL THAT WAS ATTACHED TO THE AGENDA.
DC LOCAL, IF YOU GO DOWN TO EMPLOYMENT OF CONTRACTUAL PERSONNEL, IT'S ABOUT HALFWAY DOWN IN DC LOCAL, IF YOU ALL HAVE IT PULLED UP.
THIS WAS CHANGED BACK IN 2017, AND I'VE GONE TO JUST MULTIPLE OTHER DISTRICTS AND I CAN'T FIND ANOTHER DISTRICT ACTUALLY THAT HAS WHAT WE HAVE.
AUSTIN ISD, LEANDER, I PULLED OUT MAN'S VILLE, CARROLL ISD, AND THEY ALL HAVE A LITTLE BIT OF A DIFFERENT WORDING, LET ME JUST GO TO ONE OF THE LANGUAGES.
>> THAT'S NORTHEAST. LET ME GO TO ANOTHER ONE.
I DO BELIEVE. DID YOU GUYS GET THIS?
>> DID YOU TALK TO TASB AT ALL ABOUT THE HISTORY OF THIS?
>> CAN YOU LEAN INTO YOUR MICROPHONE A LITTLE BIT MORE?
>> SORRY. THE FACT THAT THIS IS 2017, WITH MY RECOLLECTION, SINCE BEING ON THE BOARD, AND WE HAD THIS ISSUE WITH ONE OTHER POLICY WHERE IT WASN'T TURNED INTO TEA, AND SO THEY DIDN'T ACTUALLY HAVE WHAT WE HAD VOTED ON, SO I'M WONDERING.
>> I WENT BACK IN THE HISTORY TODAY TO ACTUALLY SEE WHERE THIS CHANGE WAS MADE, THE POLICY WE HAVE WAS, FOR WHATEVER REASONS, THE 2017 THIS IS THE TASB POLICY.
>> DID YOU LOOK THROUGH OUR MINUTES?
>> I CAN NEVER FIND ANOTHER PLACE THAT THIS WAS EVER CHANGED BACK OR MODIFIED.
I WILL TELL YOU FOR THOSE OF YOU, I KNOW TWO OF ARE NEW AND I DON'T THINK WE'VE DONE A POLICY UPDATES SINCE YOU GUYS HAVE BEEN ON THE BOARD.
I WENT AND CHECKED OUT TRUSTEE THE HISTORY BECAUSE I WAS CURIOUS.
IN MARCH 23RD OF 2017, IT WAS TASB UPDATE 107 CAME OUT.
THESE UPDATES ARE HUGE, THEY'RE THESE HUGE, AND IT WAS A VERY LARGE UPDATE, IT HAD LOTS OF THINGS IN IT.
IT HAS LOTS OF LEGAL AND LOCAL POLICIES.
WHICH IS INTERESTING BECAUSE TASB DOESN'T NECESSARILY UPDATE LOCAL POLICIES TOO MUCH.
>> WELL, THEY DO. BUT HERE'S MY CONFUSION BECAUSE IN 2018, NOT IN 2018 BECAUSE WHEN I WAS BOARD PRESIDENT [OVERLAPPING].
>> YOU THOUGHT YOU CHANGED IT?
>> YES. NOT FOR PRINCIPAL LEVEL, BUT FOR THE CONTRACTUAL ONES.
WE HAD THIS CONVERSATION WITH DR. FLORES AND HE ACTUALLY BROUGHT THAT FIRST SET OF CONTRACTS.
BECAUSE WE DIDN'T HAVE CONTRACTS AND HE ACTUALLY HAD BROUGHT THEM TO THE BOARD, SO IT WAS AFTER THIS DATE.
>> THIS IS OUR CURRENT POLICY.
>> WELL, IT'S OUR POLICY ACCORDING TO TASB, BUT IT'S ACTUALLY WHATEVER IS IN OUR MINUTES IS WHAT IS OUR ACTUAL POLICY.
>> I DID DO IT. I SPENT ABOUT TWO HOURS A DAY TRYING TO FIND EVERYWHERE THAT DC HAD LOCAL, LEGAL ANYTHING BECAUSE I WAS TRYING TO FIND THE COMPLETE HISTORY ON IT, AND I COULD ONLY FIND THIS ONE TIME.
YOU COULD TELL IN THE MINUTES, IT WAS JUST PUSHED THROUGH.
[05:40:01]
IT WASN'T MAYBE EVEN DISCUSSED AND IT WAS A BIG CHANGE BACK THEN.I THINK YOU'RE AWARE OF SOME OF THE HISTORY OF HOW THAT STUFF GOT PUSHED THROUGH BACK THEN [LAUGHTER] AND I THINK IT JUST CHANGED.
MAYBE HE DID THAT WITHOUT THE POLICY BEING IN PLACE.
>> AMY, ARE YOU SAYING THAT YOU THINK THAT WHAT IS ON THE AGENDA, ARE YOU SAYING THAT YOU DON'T THINK THAT'S CURRENT, ACCURATE? WHAT ARE YOU SAYING?
>> I'M UNCLEAR, BUT YES, MAYBE.
WE DIDN'T HAVE THIS ISSUE WITH ONE OTHER POLICY THAT WE HAD THAT WAS NOT TURNED INTO TASB.
IF IT'S NOT TURNED INTO TASB, THEY DON'T UPDATE IT BECAUSE THEY DON'T KNOW THAT WE'VE CHANGED OUR MINUTES.
>> YOU JUST SAID TASB, EARLIER YOU SAID TEA, WHO DOES THIS GET TURNED INTO?
>> TASB, DID I SAY TEA? SORRY.
>> NO, TASB, IS THE ONE WHO KEEPS THEM.
LEGALLY, WHATEVER WE VOTE ON IN OUR MINUTES IS WHAT OUR POLICY IS.
BUT TASB ME JUST KEEPS IT FOR US AND KEEPS IT ONLINE AND DOES ALL THAT STUFF FOR US.
IF IT'S NOT GIVEN TO TASB AND THEY DON'T KNOW TO UPDATE IT, WHICH IS WHAT HAPPENED WITH THE OTHER POLICY, THEN IT CAUSES A CASCADING PROBLEM AS WHEN THEY SEND US THOSE UPDATES.
[LAUGHTER] THE UPDATES ARE BASED NOT WHAT WE'VE ACTUALLY VOTED ON, AND THEN WE RE-VOTE, AND THEN NOW IT IS WHAT WE VOTED ON.
BUT THIS IS 2017, SO THAT'S BEFORE EVEN AMBER AND I WERE ON THE BOARD.
>> WE COULD ASK DR. AZAIEZ TO DO A DEEPER DIVE, BUT I WENT THROUGH BOARD DOCS TODAY WHICH HAS ALL THE MINUTES ON THERE ALSO, AND DC LOCAL.
>> CAN I SAY SOMETHING? I'M SORRY TO.
>> JUST TO CLARIFY AND AGAIN, I'M NOT TRYING TO INTERJECT AT THE BOARD CONVERSATION, BUT WE DO WHEN WE ARE STARTING ACTUALLY, OUR TASB POLICY REVIEW ACTUALLY IN APRIL.
THEY ARE ALREADY COMING IN HERE.
THEY'RE GOING TO LOOK AT ALL OUR POLICIES.
IF THERE'RE SOME, LIKE AMY I THINK YOU'RE TALKING ABOUT POSSIBLY THERE ARE SOME, THEY WOULD'VE FIND OUT ABOUT THAT STUFF, AND SO THAT'S ALSO AN OPTION.
WE CAN DO THE DEEP DIVE LIKE DR.
BONE, WHAT YOU'RE ASKING, BUT ALSO WE HAVE TASB ACTUALLY GOING TO BE DOING A COMPREHENSIVE POLICY REVIEW STARTING IN APRIL.
>> I THINK WHAT WE'RE TALKING ABOUT DR. AZAIEZ IS THAT YOU'D ACTUALLY HAVE TO DEEP DIVE BACK INTO OUR MINUTES TO FIND.
>> YEAH. I THINK IT WOULD HAVE TO BE IN OUR MINUTES BECAUSE I WANT TO SAY DON'T.
BECAUSE I REMEMBER, I THINK IT WAS 2019, AMBER WHEN DR. FLORES FIRST GAVE CONTRACTS AND HE BROUGHT IT IN AND WE VOTED ON IT AS A BOARD.
>> HE COULD HAVE DONE THAT UNDER THIS POLICY BECAUSE HE DIDN'T, HE WASN'T REQUIRED TO, BUT HE COULD HAVE DONE IT.
>> I DON'T WANT TO SAY TOO MUCH ABOUT THAT.
>> BUT MY RECOMMENDATION IS SINCE WE'RE UNCLEAR TO HAVE PERHAPS TABLE THIS ITEM JUST TO SEE IF WE CAN FIND ANYTHING ELSE IN OUR IN OUR MINUTES.
>> IT SHOULD BE IN OUR MINUTES BECAUSE I THINK I SHOWED YOU THE OTHER ONE THAT WAS AN ISSUE.
>> I'M FINE WITH THAT. I WOULD JUST LIKE TO FINISH.
THE REASON THAT I BROUGHT THIS IS THAT MOST OF THE OTHER DISTRICTS HAVE JUST A COUPLE OF OTHER STATEMENTS, AND IT SAYS THAT THE SUPERINTENDENT HAS THE SOLE AUTHORITY TO MAKE RECOMMENDATIONS TO THE BOARD REGARDING THE SELECTION OF EITHER CERTAIN LEVELS.
IN LOTS OF PLACES, IT'S PRINCIPALS, DIRECTORS, ASSISTANT SUPERINTENDENTS, AND THAT'S WHY I'M REALLY BRINGING IT FORWARD.
I THINK WITH AS MANY SCHOOLS AS WE HAVE.
WE'VE HAD A LOT OF PRINCIPAL TURNOVER AND JUST THERE'S A LOT OF ADMINISTRATION.
IF WE HAVE THE SOLE ABILITY TO APPROVE THE PRINCIPLE, IT GIVES THE COMMUNITY A CHANCE FROM THAT SCHOOL TO ACTUALLY COME AND HAVE A LITTLE BIT OF A SAY IN PUBLIC.
IT'S JUST SOMETHING I WANTED YOU ALL TO THINK ABOUT AND MAYBE GET BROAD SUPPORT FOR.
IT IS SOMETHING YOU CAN GO TO YOUR OWN RESEARCH, BUT MOST OTHER DISTRICTS, THE BOARD RESERVES THE RIGHT TO THE FINAL APPROVAL.
THE SUPERINTENDENT HAS SOLE APPROVAL BRINGING EVERYBODY.
WE DON'T DO ANY SELECTION, BUT THE SUPERINTENDENT BRINGS THE PEOPLE, AND THEN THE BOARD HAS THE FULL AUTHORITY.
IT'S JUST SOMETHING TO THINK ABOUT AND YES, I WOULD BE HAPPY TO HAVE THEM DO A DEEP DIVE.
BECAUSE LIKE I SAID, I SPENT A COUPLE OF HOURS TODAY DOING IT MYSELF, AND BOARD DOCS IS NOT THE EASIEST OPTION.
>> IT'S NOT. THE ONLY REASON I WAS ABLE TO DO THE OTHER ONE IS I KNEW ABOUT WHEN IT HAPPENED.
>> WELL, AND I DID THE SAME, I KNEW WHEN IT HAPPENS, AND THAT'S HOW I WAS ABLE TO FIND IT TOO, AND THEY DID APPROVE IT.
I CAN GIVE CINDY, I CAN GIVE YOU WHEN I KNOW THIS ONE WAS APPROVED.
IT WAS APPROVED APRIL 20, 2027 WITH THE SECOND READING AND THE APPROVAL UPDATE 107, BUT I COULDN'T FIND ANYWHERE AFTER THAT THE DC LOCAL WAS EVER EVEN IN AN AGENDA.
[05:45:01]
I WENT THROUGH ALL THE OTHER UPDATES AND ANYTIME POLICY WAS ON THE AGENDA.I MIGHT BE ABLE TO TELL YOU SOMETHING, THE OTHER ONES THAT CHANGE. [LAUGHTER]
>> I THINK WE DO NEED CLARITY ON WHAT OUR POLICY ACTUALLY IS, SO I'M FOR THAT, BUT I THINK BEFORE WE ASK THE STAFF TO DO ANYTHING, I THINK WE SHOULD PROBABLY SEE IF THERE IS CONSENSUS OF WHAT WE WANT.
I WOULD FAVOR OUR POLICY BEING MORE CONSISTENT WITH WHAT THE OTHER SCHOOL DISTRICTS ARE DOING, WHICH IS THE BOARD HAS ESSENTIALLY IT'S JUST VETO AUTHORITY BECAUSE IT'S NOT LIKE WE'RE OUT THERE RECRUITING PEOPLE AND BRINGING THEM FORWARD.
WE JUST HAVE THE OPPORTUNITY TO VOTE THEM DOWN.
IS THAT SOMETHING THAT THIS BOARD WANTS TO DO? BECAUSE IF IT'S NOT, THEN WE PROBABLY DON'T WANT TO WASTE THE STAFF'S TIME.
MARY, IS THAT WHAT YOU WANT? YOU WANT THE POLICY TO REFLECT THE CONSISTENCY OF WHAT THE OTHER DISTRICTS SAY? BECAUSE THAT'S WHAT I WANT.
>> YES. I'VE HAD SOME PEOPLE THAT HAVE BEEN IN THE COMMUNITY FOR A LONG TIME I THINK EVEN TRUSTEES HERE THEY REMEMBER THIS.
THIS WAS THE PRACTICE FOR A LONG TIME IN THE DISTRICT AND IT WENT AWAY IN 2017, AND I WOULD LIKE TO BRING IT BACK.
>> DO WE NEED A MOTION ON THAT, MADAM CHAIR OR WHAT?
>> I'M ASKING, DO WE NEED A MOTION TO GAUGE WHETHER THERE IS A MAJORITY SUPPORT FOR THE THIS POLICY TO REFLECT MORE STANDARD LANGUAGE, DO WE NEED A MOTION FOR THAT?
>> WELL, WE WOULD NEED A MOTION TO HAVE THE POLICY THAT WE'RE GOING TO APPROVE IN FRONT OF US. [OVERLAPPING]
>> I HAVE AN IDEA, JUST WHAT I'M HEARING, BUT ALSO SEE MS. HILL, THE GENERAL COUNSEL HAS GOT HER HAND WAVE, SO LET'S HEAR WHAT SHE'S GOT TO SAY AND THEN I CAN SHARE WITH YOU MY IDEA.
>> I ACTUALLY HAD ASKED AROUND WHEN THIS WAS PUT ON THE AGENDA AND I'VE GOT A CHART THAT ONE OF THE OTHER DISTRICTS DID THAT HAS LIKE 30 DISTRICTS ABOUT OUR SIZE, AND WHAT THEIR POLICIES ARE; THEY ALL OVER THE PLACE.
I'VE GOT AUSTIN PULLED UP FOR INSTANCE RIGHT NOW, HE HAS SOLE AUTHORITY OVER ALL CONTRACT STAFF AND THE NON-CONTRACT EXCEPT FOR THE INTERNAL AUDITOR, THE BOARD COUNCIL AND STAFF MEMBERS, EXECUTIVE DIRECTOR AND ABOVE.
>> I RECENTLY TALKED TO THE LEANDER GENERAL COUNSEL, JUST TO SEE WHAT THEY WERE DOING.
THEIR CURRENT POLICY IF YOU PULL IT UP RIGHT NOW IS BOARD HAS APPROVAL BUT THEY RECENTLY CHANGED THAT TO I BELIEVE IT WAS A EXECUTIVE DIRECTOR OR ABOVE.
HE WASN'T CLEAR ON THAT, BUT THEY WERE GOING TOWARDS, I THINK, CENTRAL OFFICE CABINET STAFF AND ABOVE HAD TO BE APPROVED.
JUST LOOKING AT FLICKERVILLE RIGHT NOW.
IT SAYS SUPER NUNEZ SOLE AUTHORITY TO RECOMMEND THE SELECTION OF ALL CONTRACTUAL STAFF EXCEPT FOR THE EXECUTIVE DIRECTOR LEVEL AND ABOVE, THE BOARD DELEGATED HIM THE AUTHORITY TO DO THAT.
JUST AS YOU ALL KNOW, I'VE BEEN IN EDUCATION FOR QUITE A FEW YEARS.
WE'RE GOING TO APPROVE EVERY TEACHER WHEN I USED TO BE IN PRIVATE PRACTICE, EVERY TEACHER HAD TO BE APPROVED BY THE BOARD.
TO THE SITUATION, THE CURRENT POLICY THAT WE WERE LOOKING AT UP HERE, THEY DELEGATED EVERYTHING.
I THINK NORMALLY, CABINET LEVELS OF STAFF AND ABOVE GOES THROUGH THE BOARD, BUT IF YOU ALL WOULD LIKE ME TO SHARE THIS INFORMATION.
>> WHICH IS MORE IN LINE WITH WHAT I WAS THINKING, BY THE WAY.
I WASN'T GOING TO EVERY TEACHER, BUT LITERALLY, I COULDN'T FIND ONE OTHER DISTRICT THAT HAS IT THIS LOOSE.
>> THERE ARE A COUPLE, I'LL BE HAPPY TO SHARE.
>> I'M SURE THERE ARE, I JUST COULDN'T GO THROUGH THEM ALL.
BUT I THINK WHAT TRUSTEE WESTON WAS SAYING IS THAT I THINK THAT CONVERSATION AND MAYBE WE CAN HASH OUT LATER.
I THINK TRUSTEES, WE'RE SAYING THAT MAYBE OUR POLICY HAS ALREADY CHANGED AND WE DON'T KNOW.
I'M OKAY WITH BRINGING THIS BACK BUT IN THE NEXT MONTH.
[05:50:03]
>> IF THE BOARD WOULD LIKE ME TO SHARE THE INFORMATION THAT I HAVE, I'LL BE HAPPY TO SHARE THAT CHART WITH YOU ALL IN A BOARD UPDATE.
>> IT DOES LOOK LIKE WE CHANGED DC REGULATION IN AUGUST 2020.
I JUST THINK THERE ARE CHANGES MAYBE THAT EXIST.
>> AGAIN, JAMIE, YOU'RE THINKING THAT SOMETHING DIDN'T MAKE ITS WAY TO TASK B FROM HERE?
>> QUITE FRANKLY, I'M NOT GOING TO VOTE FOR SOMETHING.
I'M NOT GOING TO VOTE FOR PRINCIPLES THAT IS NOT OUR ROLE.
I DO THINK CABINET LEVEL AND ABOVE IS A GOOD IDEA, THOUGH WITH OUR CURRENT BOARD, I WOULD MAYBE BE COMFORTABLE WITH THAT BECAUSE I WOULDN'T WANT THINGS SAID ABOUT PEOPLE THAT HAVE APPLIED FOR JOBS HERE IN A PUBLIC FORUM.
I DON'T KNOW, BUT I ALSO DON'T KNOW THAT THIS IS OUR ACTUAL POLICY.
>> CAN I JUST BE CLEAR THOUGH?
>> TRUSTEE, HARRISON HAD HER LINE ON NEXT. THAT'S OKAY.
>> TRUSTEE, HARRISON, YOU MIND IF I RESPOND REAL QUICK? IT'S JUST A REAL QUICK POINT.
I JUST WANT TO BE CLEAR THAT THIS WASN'T FOR US.
THIS WAS REALLY DRIVEN BY THE COMMUNITY WANTING SOME SAY IN THEIR SCHOOL DISTRICT AND A WAY FOR THEM TO HAVE A SAY ON SOME HIGH LEVEL OFFICIALS THAT WOULD BE HIRED TO BE OVER THEIR CHILDREN.
>> I HEAR YOU AND I HEARD YOUR QUESTION, TRUSTEE, WESTON.
I THINK THAT MY ISSUE IS IF THE POLICY IS ALREADY BEEN UPDATED, I DON'T FEEL COMFORTABLE VOTING ON UPDATING A POLICY THAT WE DON'T KNOW WHERE IT STANDS.
I WOULD REALLY LIKE TO TABLE IT AND I DON'T THINK IT WOULD BE A HUGE IMPOSITION OR INCONVENIENT SINCE WE HAVE A WIDE SCALE POLICY REVIEW COMING UP ANYWAY.
BUT I WOULD BE WILLING TO REVISIT IT IN THE FUTURE. THAT'S WHERE I STAND.
>> I WOULD POINT OUT THAT WE DO HAVE UPDATE 120 THAT I'M GOING TO BE BRINGING TO THE BOARD AFTER THE POLICY AUDIT IS DONE.
IF YOU ALL WOULD LIKE, WE COULD CERTAINLY LOOK INTO THIS AND WHEN WE BRING THAT LARGE POLICY UPDATE, WE CAN BRING THIS TOO.
>> THAT'S WHAT I WAS GOING TO RECOMMEND BECAUSE I KNOW YOU'RE GOING TO BRING THAT UP, MS. HILL, TO THE BOARD, SO I THINK THAT'D BE A GOOD TIME POLICY AUDITS ALSO COMING ITS WAY.
I THINK THE BOARD'S NOW GOT AN OPPORTUNITY TO HEAR WHAT MS. BONE IS INTERESTED IN LOOKING AT SOME OPTIONS.
I THINK IT GIVES THE ADMINISTRATION SOME TIME THE STAFF TO SEE IF PERHAPS AN UPDATE WAS MISSED TO A LOCAL POLICY BETWEEN 2017 AND NOW.
I THINK WE DON'T NECESSARILY HAVE TO TAKE ACTION ON THIS.
I JUST THINK THAT IT WAS GOOD THAT SHE'S BEEN HEARD AND EVERYBODY KNOWS WHERE WE STAND AND IT CAN COME FORWARD IN THE FUTURE WITH THE REST OF THE POLICIES.
I AM THE SAME AS MS. HILL STATED.
I ALSO WORKED FOR LARGER DISTRICT PREVIOUSLY.
THERE'S WAS TO MY RECOLLECTION, THE CABINET LEVEL.
I'VE ALSO WORKED WHERE IT'S BEEN EXECUTIVE DIRECTOR AND ABOVE.
IT JUST DEPENDS, IT VARIES AND ALSO PULLED A TASK B ARTICLE AS I WAS SITTING HERE AND IT DOES SAY IT IN SOME DISTRICTS, THE BOARD HAS DELEGATED SUPERINTENDENT FULL AUTHORITY TO HIRE ALL CONTRACT PERSONNEL.
IN OTHERS, THERE ARE CERTAIN POSITIONS LIKE I'VE JUST INDICATED SO IT DOES VARY.
>> I WAS JUST GOING TO SAY I AGREE WITH TRUSTEE, HARRISON.
I'M TOTALLY OKAY TABLING IT, BUT THEN REVISITING IT LATER WHEN WE ACTUALLY KNOW WHAT'S IN FRONT OF US.
BUT THEN TO SPEAK TO THE COMMUNITY PIECE, I WAS WONDERING DR. AZAIEZ, IF THERE'S ANY INFORMATION WHEN WE DO COME BACK AND REVISIT THIS.
I KNOW FOR OUR PRINCIPLES WHEN WE'RE HIRING NEW PRINCIPLES THAT THERE IS A COMMUNITY PIECE OF THAT WHERE WE HAVE A COMMUNITY MEMBER THAT'S ON THE SELECTION COMMITTEE.
IF THERE'S ANYTHING LIKE THAT THAT EXIST ABOVE THE PRINCIPAL LEVEL WHERE COMMUNITY CAN GIVE FEEDBACK THAT WOULD BE GREAT TO KNOW TOO.
>> ACTUALLY, JUST IN THAT SAME LINE THOUGH, I DID SEE THAT SOME POLICIES, BECAUSE THAT'S ACTUALLY NOT IN POLICY, I DON'T BELIEVE THAT WE DO THAT.
IT'S JUST A PRACTICE THAT ROUND ROCK ACTUALLY HAS WHERE WE DO THE PRINCIPAL AND THERE'S A COMMUNITY GROUP THAT IS IN THAT.
BUT IT MIGHT BE SOMETHING WE ADD TO THIS POLICY BECAUSE I DIDN'T SEE IT AS I WAS LOOKING AT OTHER POLICIES THAT THEY ACTUALLY PUT IT IN POLICY.
I MEAN, IT MAKES YOUR PROCESS RIGHT, IT DRIVES YOUR PROCESS, MAKES SURE THAT IT'S ACTUALLY HAPPENING.
IT'S ACTUALLY A GOOD POINT TO BRING UP THAT WE MIGHT WANT TO ADD TO DC.
>> THAT COULD JUST BE A REGULATION, DON'T HAVE TO NECESSARILY BE A BOARD POLICY SINCE IT'S ADMINISTRATIVELY PUT TOGETHER.
>> I JUST WANT TO BE CLEAR, TIFFANIE, I'M NOT ASKING US TO VOTE ON A POLICY TONIGHT.
WHAT I'M SAYING IS, DO WE NEED TO DETERMINE IF THERE ARE AT LEAST FOUR OF US WHO WOULD WANT THE POLICY TO REFLECT THAT THE BOARD WOULD WEIGH IN ON CABINET LEVEL AND ABOVE HIRES?
>> I THINK I CAN'T RESPOND TO THAT BECAUSE I DON'T KNOW WHAT THE ACTUAL REAL POLICY IS NOW, THAT'S ALL I'M SAYING.
IT MAYBE THAT THAT'S WHAT IT IS AND WE DON'T NEED TO MESS WITH IT, SO IT MIGHT BE GOOD TO FIND OUT FIRST.
>> I HAVE NO PROBLEM REVISITING THIS ONCE WE FIND OUT WHAT OUR POLICY IS,
[05:55:01]
IT'S HARD TO TALK ABOUT SOMETHING THAT'S AMORPHOUS LIKE THAT.AS FAR AS COMMUNITY INPUT, I HAVEN'T RECEIVED A SINGLE EMAIL ABOUT THIS POLICY, BUT I'M TELLING THE COMMUNITY NOW, PLEASE, IF THIS IS A CONCERN OF YOURS, EMAIL US ALL AND LET US ALL KNOW THAT WE HAVE SOME INPUT FROM YOU OR SEE US AROUND AND IF YOU SEE ME, TALK TO ME BECAUSE I'VE HEARD NOTHING ABOUT THIS RIGHT NOW.
I AM RETICENT TO GO THIS ROUTE A LITTLE BIT BECAUSE I THINK IT SHOWS LESS FAITH IN OUR SUPERINTENDENT, WHICH I DON'T WANT TO DO THAT.
I THINK THERE'S A GOVERNANCE ISSUE ALSO THERE, BUT EXECUTIVE AND ABOVE, MAYBE, I DON'T KNOW BUT I'D SAY WE TABLE THIS AND GET SOME INFO ACTUALLY.
>> I SEE MR. KERN OVER THERE PROBABLY SHOOTING DAGGERS AT ME BECAUSE I WOULD BE REMISS IF I DID NOT POINT OUT THAT I BELIEVE THAT ONE OF THE REASONS THAT WE DO THIS IS TO GIVE US MOBILITY WHEN WE'RE TRYING TO MAKE HIRING DECISIONS.
IF WE CAN'T MAKE OFFERS TOO, FOR INSTANCE, LET'S SAY WE CAN'T MAKE AN OFFER TO A PRINCIPLE UNTIL THE NEXT BOARD MEETING AND THAT HAS TO BE APPROVED, THEN THAT CAN SOMETIMES BE A DETRIMENT.
I'M NOT TRYING TO SPEAK ON HIS BEHALF, BUT I HAVE HEARD THAT FROM HR DIRECTORS IN THE PAST.
>> MADAM PRESIDENT, I MOVE THAT WE TABLE OUR CURRENT DISCUSSION UNTIL WE RECEIVE MORE CLARITY ON THE CURRENT POLICY, DC LOCAL.
>> I HAVE A MOTION AND A SECOND.
MOTION CARRIES 7,0. I WILL ADD IT BACK TO OUR PENDING LIST TO BRING BACK AND MAKE SURE THAT IT'S SPREAD BACK IN APRIL.
>> JUST THANKS EVERYBODY FOR KEEPING AN OPEN MIND AND [OVERLAPPING]
>> SURE TO DISCUSS. ABSOLUTELY.
[J. BOARD BUSINESS]
>> WE'RE ON TO BOARD BUSINESS.
I WOULD LIKE TO EXTEND A HEARTFELT THANK YOU TO THE MCNEILL HIGH SCHOOL BAND CHAMBER MUSIC GROUP THAT PERFORMED THIS EVENING.
THIS IS SOMETHING THAT WE ARE CONSISTENTLY DOING NOW.
ANYBODY IS STILL WATCHING IF YOU GET TO BOARD MEETINGS EARLY, WE ARE HAVING MUSICAL GROUPS PERFORM AT EVERY MEETING AND THEY ARE LOVELY.
TONIGHT'S MUSIC WAS UNDER DIRECTION OF JASON DEMOCELLIS, SO BIG THANKS OUT TO THEM.
WE HAVE THREE UPCOMING MEETINGS.
MARCH THE 30TH, WE HAVE A BUDGET WORKSHOP.
ALL TRUSTEES WILL BE THERE EXCEPT TRUSTEE HARRISON WILL BE LATE.
WE HAVE A CALL TO BOARD MEETING ON APRIL THE 13TH FOR GRIEVANCES.
I DO NOT HAVE A RESPONSE FROM YOU, TRUSTEE BONE.
IF YOU CAN UPDATE YOUR ATTENDANCE ON THE 13TH, THAT WOULD BE GREAT.
I WILL NOT BE ATTENDING THAT MEETING.
THEN APRIL 20TH IS OUR NEXT REGULARLY SCHEDULED BOARD MEETING.
I HAVE CONFIRMATION EVERYBODY WILL BE HERE EXCEPT FOR TRUSTEE WESTON, SO IF YOU CAN UPDATE.
[LAUGHTER] THIS WAS DONE AT NOON TODAY.
>> I HAD EMAILED PAY. I HAVEN'T HAD ACCESS TO THIS.
>> UNTIL I GOT TO THIS MEETING.
I DID IT WHEN I GOT HERE AND LOGGED IN.
JUST ANOTHER REMINDER, TRUSTEES BONE, WESTON AND ZARATE WILL BE ATTENDING THE NATIONAL SCHOOL BOARD ASSOCIATION CONFERENCE IN ORLANDO, FLORIDA APRIL 1ST THROUGH THE THIRD.
WE'RE LOOKING FORWARD TO HEARING WHAT ALL YOU GUYS LEARN AT THAT CONFERENCE.
SAID IT MANY TIMES, BUT IT'S A WONDERFUL CONFERENCE.
THERE WAS A REQUEST THAT AT THE APRIL 20TH BOARD MEETING, YOU UPDATE US ON SOME OF THE LESSONS LEARNED AND SESSIONS ATTENDED.
THE OTHER ANNOUNCEMENTS I HAVE LAST YESTERDAY WAS A VERY LONG DAY FOR THE TEXAS SENATE PUBLIC EDUCATION COMMITTEE.
THEY WERE DISCUSSING LOTS OF BILLS, BUT SPECIFICALLY SENATE BILL 8.
I WANT TO EXTEND A THANK YOU TO TRUSTEE MARKHAM WHO, 14 HOURS,15 HOURS, HOW LONG WERE YOU THERE? FOURTEEN HOURS SHE SAT DOWN AT THE CAPITOL YESTERDAY.
THERE WERE A COUPLE OF OTHER COMMUNITY MEMBERS WHO DID STICK AROUND TO TESTIFY.
I DO HAVE TO SAY I DID NOT LIKE THEIR GOVERNANCE PROCEDURES IN MAKING THE COMMUNITY WAIT 12 HOURS BEFORE YOU GOT TO TESTIFY, BUT I WAS WATCHING IT LAST NIGHT AT 11:15 AND THE NUMBER OF PEOPLE THAT THEY CALL THAT DIDN'T GET TO TESTIFY, I THOUGHT WAS REALLY SAD.
I LIKE THAT WE DO OUR PUBLIC SPEAKING FIRST SO THAT THE PUBLIC CAN GET IN AND GET THEIR COMMENTS AND GET ON WITH THEIR LIVES.
BUT THANK YOU, TRUSTEE, MARKHAM FOR DEVOTING 14 HOURS TO STICK AROUND FOR THAT.
DR. AZAEIZ ALSO HAS SOME ANNOUNCEMENTS AND THEN I WILL ASK TRUSTEES IF YOU HAVE ANY ANNOUNCEMENTS.
>> I'LL BE VERY BRIEF. JUST A COUPLE OF POSITIVE OF THE GREAT UPDATES.
OUR HIGH-SCHOOL BOYS AND GIRLS SOCCER TEAMS FROM STONY POINT,
[06:00:01]
WESTWOOD, AND ROUND ROCK HIGH SCHOOL ACTUALLY ADVANCED TO THE FIRST ROUND BY DISTRICT LAYOFFS.SOME OF THEM ARE PLAYING TONIGHT.
ACTUALLY, I DON'T KNOW IF YOU HEARD SOME, BUT WE'RE PLAYING AROUND HERE.
WE'RE WISHING THEM OBVIOUSLY GOOD LUCK AND HOPEFULLY THEY CONTINUE MOVING FORWARD.
ALSO, WE HAVE THE ONE ACT PLAY BY DISTRICT, CEDAR RIDGE AND ROUND ROCK HIGH-SCHOOL ALSO TONIGHT.
>> DID THEY ADVANCE SO WE KNOW.
IT'S HAPPENING RIGHT NOW, SO WE MISS IT BECAUSE OF THE BOARD MEETING OBVIOUSLY, BUT ALSO WE HAVE APPRENTICESHIP AND TRADE FAIR.
I THINK YOU RECEIVED AN INVITATION.
IF YOU DID NOT RECEIVE IT, YOU WILL RECEIVE IT TOMORROW MORNING.
BUT WE'RE HOSTING THIS APPRENTICESHIP AND TRADES FAIR ON TUESDAY, MARCH 28, AT 06:00 P.M. ON STONY POINT HIGH SCHOOL.
IT'S REALLY GREAT PARTNERSHIP WITH A LOT OF PARTNERS AND COLLABORATION ALSO WITH THE ROUND ROCK CHAMBER.
WE ARE GOING TO SEE A LOT OF OUR GRADUATING SENIORS AND JUNIORS AND THEIR FAMILIES ALSO ATTENDING.
IT'S GOING TO BE A GREAT EVENT, SO WE'RE LOOKING FORWARD TO IT.
IT'S AGAIN NEXT WEEK, TUESDAY MARCH 28, THAT'S 06:00 P.M, SO THAT'S IT FOR ME.
>> THAT TAKES US TO J2 FOR AGENDA ITEMS. I DID SEE A COUPLE OF LIGHTS POP ON, BUT I WANTED TO JUST LET EVERYBODY KNOW THAT SINCE JANUARY THE 11TH, I HAVE RECEIVED 25 AGENDA REQUEST FROM PEOPLE AT THIS DYESS.
OF THE 25 REQUESTS THAT I'VE RECEIVED, FOUR OF THEM HAVE TO DO WITH STUDENT OUTCOMES AND BROKEN DOWN BY TRUSTEE.
TRUSTEE BONE HAS REQUESTED 11, TRUSTEE WESTON FIVE, TRUSTEE HARRISON FOUR, TRUSTEE MARKHAM TWO, TRUSTEE WEIR TWO AND THE FULL BOARD REQUESTED ONE.
OF THE 25 AGENDA REQUEST, I WAS GOING TO SAY NINE, BUT NOW 8.5, SINCE WE'RE GOING TO TABLE TRUSTEE BONE'S AGENDA REQUESTS FROM TONIGHT AND BRING IT BACK AGAIN IN APRIL.
AS I'M GETTING TO YOUR AGENDA REQUEST, IT'S ALREADY MIDNIGHT.
I CAN'T PUT ALL OF THIS ON ONE MEETING.
JUST AS A SECOND REMINDER, THAT DUE TO THE FACT THAT WE HAD THREE TRUSTEES ABSENT AT THE REGULAR BOARD MEETING IN FEBRUARY, I WAS UNABLE TO CLEAR ANY OF THOSE REQUESTS AT THAT MEETING.
FOR EXAMPLE, TONIGHT, ITEMS I1, 2 AND 3, AND K3 AND K4 WERE SCHEDULED FOR THE FEBRUARY MEETING, BUT WE HAD TO PUNT THEM TO THIS MONTH, SO PLEASE BE PATIENT AS I'M WORKING THROUGH IT, I HAVE A SPREADSHEET AND I'M WORKING THROUGH ALL THESE REQUESTS AND JUST ASK FOR YOUR PATIENCE. TRUSTEE HARRISON.
>> THANK YOU. I JUST WANTED TO LET YOU KNOW AND I PUT ON THE CALENDAR THAT FOR THE APRIL 20TH BOARD MEETING, I WILL BE VIRTUAL, I'LL BE IN ST. LOUIS FOR WORK THAT DAY.
THEN I'LL PROBABLY POST THIS ON MY FACEBOOK PAGE.
BUT ONE OF OUR STUDENTS AUTHORED A BILL FOR STUDENT BOARD MEMBER AND THAT BILL IS GETTING A HEARING NEXT WEEK ON TUESDAY AT 08:00 A.M.
I DON'T HAVE ALL THE INFORMATION, BUT I THINK THAT THAT'S REALLY AWESOME TO AUTHOR BILL WHEN YOU'RE IN THE EIGHTH GRADE AND I'M VERY PROUD OF THEM.
>> YES. I DIDN'T HAVE AN AGENDA ITEM THAT YOU HAD DENIED AND THAT WAS TO DISCUSS AND TAKE POSSIBLE ACTION TO REPRIMAND THE SUPERINTENDENT FOR KNOWINGLY BEING A CONDUIT TO CREATE A QUORUM.
I WOULD STILL LIKE THAT AGENDA ITEM, AND I BELIEVE THE ONLY WAY I CAN DO THAT IS TO BRING THAT HERE AND THEN WE VOTE ON IT.
>> YES. THAT WOULD BE THE THE PROCESS IF YOU WANT TO BRING THAT TO THE FULL BOARD TO SEE IF THEY WANT TO HEAR THAT.
YOU COULD GIVE A BRIEF UPDATE RESPECTING THE FACT THAT THIS DOES HAVE TO DO WITH.
>> CAN I DO A POINT OF ORDER? CAN WE PLEASE HEAR THIS AND CLOSE IF IT'S ATTORNEY-CLIENT PRIVILEGE INFORMATION?
>> IT'S NOT ATTORNEY-CLIENT PRIVILEGE.
>>I DO WONDER IF IT'S A PERSONNEL MATTER, IF THERE'S SOME CONFIDENTIALITY THAT HE MAY AND HE'S JUST ASKED FOR THAT TO BE DISGUSTING CLOTHES.
OBVIOUSLY ANY EMOTIONS THAT COME OUT OF THAT WILL BE AN OPEN BY LAW, BUT HE SAID HE'S REQUESTING THAT AND CLOSE.
>> WE WILL MOVE THAT DISCUSSION FOR THAT AGENDA REQUESTS TO CLOSED AND YOU CAN ALWAYS MAKE A MOTION COMING OUT OF CLOSED ON THAT AGENDA REQUEST.
>> I FORGOT WHEN I HAD MY CHANCE TO SPEAK THAT I DID HAVE ONE UPDATE TO AN AGENDA ITEM.
BUT WE HAVEN'T GOTTEN TO YET AND THAT'S TWO-WAY COMMUNICATION.
PART OF THAT IS OUR COMMUNITY FORUMS AND HOW WE AS TRUSTEE, AS PART OF OUR RESPONSIBILITY IS TO COMMUNICATE WITH THE COMMUNITY.
BUT I'M ALSO THINKING MAYBE WE CAN BROADEN THE SCOPE OF HOW WE COMMUNICATE WITH THE COMMUNITY IN TERMS OF POLICY.
I'M HEARING THAT THERE HAVE BEEN DECISIONS MADE WHERE IT WOULD HAVE
[06:05:01]
BEEN EASIER IF THERE HAD BEEN COMMUNITY FEEDBACK AND THAT IS TWO-WAY COMMUNICATION.I JUST WANTED TO RE-ELEVATE THAT REQUESTS.
>> IF YOU CAN PUT ANY CHANGES TO THAT, I WILL UPDATE MY SPREADSHEET AS WELL.
>> JUST TO CLARIFY, TRUSTEE WESTON, YOU ASKED ME ABOUT THE SLC MOVE AND YES, I DID CONFIRM IT'S ON MY LIST.
>> GOOD. I'M GLAD THAT WE'VE CONFIRMED THAT I REQUESTED THAT.
DID ANYBODY ELSE REQUESTS THAT?
>> THEN ALSO, I THINK WE'VE HAD SOME CORRESPONDENCE TODAY TO DISCUSS THE PANORAMA SOFTWARE SURVEYS.
>> THEN ALSO, I HAD AN AGENDA ITEM REQUESTS REGARDING YOU AND THEN REGARDING THE SUPERINTENDENT. THOSE ARE ALSO [OVERLAPPING]
>> TRUSTEE MARKHAM? NO, OKAY. ANY OTHER QUESTIONS? I DON'T HAVE ANY OTHER CALENDAR RSVP'S OR ANYTHING LIKE THAT AFTER THAT.
[K. CLOSED SESSION (The Board reserves the right to enter into closed session on any agenda item as permitted by the Texas Open Meetings Act, Section 551.071 et seq.)]
THAT TAKES US TO OUR CLOSED SESSION AGENDA ITEMS. BEFORE WE READ US INTO CLOSED, I WOULD LIKE TO MAKE A MOTION FOR K3, AND I WOULD LIKE TO MOVE TO LIMIT THE TIME ON THIS TO 10 MINUTES OF TRUSTEES SPEAKING, WE CAN STOP THE CLOCK WHEN WE'RE SEEKING ANY LEGAL ADVICE.BUT I WOULD LIKE TO LIMIT THAT.
I DON'T HAVE ANYTHING TO SAY ABOUT IT, BUT I WOULD LIKE TO LIMIT IT AND WE GET OUT OF HERE AT A DECENT HOUR.
I MOVE TO LIMIT THE TIME SPENT ON ITEM K3 TO 10 MINUTES.
SECOND. I HAVE A MOTION AND A SECOND.
>> YOU'RE LIMITING THE TIME THAT YOU'RE GOING TO TAKE TO DISCUSS REPRIMANDED ME?
>> NO. THIS IS ON ME, K3. I HAVE K3.
>> K3 IS REPRIMANDING ME,10 MINUTES FOR YOU TO SAY YOUR PEACE.
TRUSTEES TO ASK QUESTION, WE STOP THE TIMER WHEN LEGAL NEEDS TO OFFER AN OPINION OR SOMETHING LIKE THAT, IF THAT NEEDS TO HAPPEN.
BUT ALLOW 10 MINUTES OF TIME FOR TRUSTEES TO TALK.
>> THAT'S WHAT YOU WANT ON YOU. THAT'S FINE.
>> COULD WE PERHAPS MAKE A SUBSTITUTE MOTION AND MAKE THAT FOR ALL OF THEM?
>> YOU CAN CERTAINLY MAKE A SUBSTITUTE MOTION IF YOU'D LIKE, AND IT SOUNDS LIKE THAT'S WHAT YOU'D LIKE TO DO.
>> YES, IT IS. I MOVE TO LIMIT DISCUSSION FOR ITEMS K2, K3 AND K4 TO 10 MINUTES TOTAL, EACH LEGAL ADVICE NOTWITHSTANDING.
>> I HAVE A MOTION TO LIMIT THE TIME SPENT ON ITEMS K2, 3 AND 4 TO 10 MINUTES PER ITEM, NOT INCLUDING BOARD COUNCIL CONSULTATION TIME.
ALL IN FAVOR RAISE YOUR HAND UP, TRUSTEE WESTON.
>> I JUST HAVE TO SAY YOU GUYS PUT THIS ON THE AGENDA ON ME, I DIDN'T DO THIS.
NOW ALL OF A SUDDEN YOU'RE VERY CONCERNED ABOUT THE TIME AND I'M CONCERNED THAT IT'S BECAUSE YOU DON'T NEED ANY TIME TO DELIBERATE BECAUSE YOU ALREADY KNOW WHAT YOU'RE GOING TO DO AND WE'VE ALREADY HAD ONE BAD FAITH EFFORTS PLAY OUT HERE PUBLICLY.
I'M CONCERNED THAT YOU'RE HEADED TOWARDS A SECOND BAD FAITH EFFORT TONIGHT AND THAT THE REASON THAT YOU SEEK TO LIMIT THIS ITEM THAT YOU PUT ON THE AGENDA, NOT ME, IS BECAUSE YOU ALREADY KNOW WHAT YOU'RE GOING TO DO.
>> I WILL TELL YOU THE REASON WHY I MADE THE MOTION IS BECAUSE IN JANUARY WE SPENT 77 MINUTES TALKING ABOUT AN ITEM EXACTLY LIKE THIS.
IT'S MIDNIGHT, AND I WANT US TO AIR OUR DIFFERENCES AND MOVE ON.
THAT'S ALL I WANT. AIR YOUR DIFFERENCES, AIR YOUR CONCERNS.
>> I'M ALL FOR AIRING DIFFERENCES, BUT THAT'S NOT WHAT THIS IS POSTED FOR.
>> IT IS. I CAN'T GO INTO THE SPECIFICS, BUT YOU WEREN'T IN THAT MEETING WHEN THE DISCUSSION HAPPENED.
>> BECAUSE WHAT I SEE HERE IS SOMETHING PUNITIVE THAT YOU WANT TO DO.
THAT'S NOT AIRING DIFFERENCES.
I THINK WE REALLY NEED TO MAKE SURE WE HAVE RESPECT FOR DUE PROCESS HERE, AND IT REALLY FEELS LIKE THERE'S A PREDETERMINED OUTCOME THAT'S HEADED OUR WAY.
>> THE REASON WHY I MADE THIS MOTION IS BECAUSE IT'S MIDNIGHT AND IF THESE ARE WHAT I THINK THEY ARE, WE'VE DISCUSSED THEM ALREADY AND WE'RE NOT GOING TO GET ANYWHERE DISCUSSING HOURS INTO THE NIGHT.
>> YOU'VE DISCUSSED THESE ALREADY?
[06:10:01]
>> THESE ARE A CARRYOVER ITEMS THAT WE TABLED FROM THE AGENDA PREVIOUSLY IN JANUARY FROM MY UNDERSTANDING.
>> K2, IS A CARRY OVER FROM THAT ITEM.
K4 IS A CARRYOVER FROM THE GRIEVANCE MEETING THAT YOU CHOSE NOT TO ATTEND.
>> IT SAYS THAT RIGHT THERE, PURSUANT TO THE MOTION AT THE JANUARY 12TH, 2023 BOARD MEETING, THE REST OF US ALL TALKED ABOUT THIS IN CLOSED SESSION, BUT YOU CHOSE NOT TO ATTEND THAT MEETING.
IT'S AN OPPORTUNITY TO INCLUDE YOU IN THE DISCUSSION THAT THIS BOARD HAS ALREADY HAD.
>> YOU'VE ALREADY DISCUSSED SOMETHING AND YOU DID NOT TAKE ACTION AND NOW YOU'RE POSTING IT AGAIN.
>> YOU COULDN'T MAKE THIS UP IF YOU TRIED YOU GUYS.
THIS IS RIDICULOUS, AND IT'S BAD FAITH AND YOU'RE COMPLAINING ABOUT THE LATE HOUR WHEN THIS IS YOUR AGENDA ITEM.
>> THIS IS NOT MY AGENDA ITEM.
I JUST DON'T WANT TO BE UP UNTIL TWO OR THREE IN THE MORNING.
WE'VE SPENT SO MUCH TIME ON STUDENT OUTCOMES TONIGHT, IT WOULD BE NICE NOT TO WASTE THAT WITH HOURS AND CLOSED.
>> WE CAN ALWAYS COME OUT OF CLOSED AND ASKED FOR MORE TIME.
>> BUT I HOPE WE DON'T, WHICH IS WHY I MADE THE MOTION, AND SO CAN I GO AHEAD AND CALL THE QUESTIONS SO WE CAN VOTE THESE ITEMS DOWN.
>> I ACTUALLY HAD MY LIGHT ON TRUSTEE BONE.
>> OH, WAIT DID YOU CALL THE QUESTION OR NOT?
>> I DID, BUT I DID NOT GET A SECOND.
>> I WOULD LIKE YOU TO ACTUALLY REMOVE YOUR MOTION.
I WOULD LIKE TO DO A SUBSTITUTE MOTION, IT IS 12:06, AND IN 30 SECONDS, WE COULD JUST ADJOURN THE MEETING AND GO HOME.
>> JUST LIKE THEY PULLED AGENDA ITEMS OFF, LET'S JUST SAY HEY, LET'S GET RID OF THOSE AGENDA ITEMS. LET'S VOTE ON IT. BUT I CAN'T DO A SUBSTITUTE MOTION ON A SUBSTITUTE MOTION.
>> YES, YOU CAN. WE JUST HAVE TO VOTE IT BACK UP AND BACK DOWN.
>> SO I DO A SUBSTITUTE MOTION.
HOW WOULD I SAY THIS VALERIE HELP ME OUT?
>> WE'RE PAYING YOU LOTS OF MONEY.
I WANT TO REMOVE, IS THAT WHAT I WOULD DO, REMOVE?
>> I WANT TO JUST GET RID OF 3, 4, AND 5.
>> YOU DON'T WANT TO HEAR THEM TONIGHT?
>> I DON'T WANT TO HEAR THEM TONIGHT.
>> TWO, THREE AND FOUR, YOU WOULD HAVE TO MAKE A SUBSTITUTE MOTION TO POSTPONE THE SPECIFIC ITEMS YOU'RE REFERRING TO INDEFINITELY IF YOU DON'T WANT IT TO COME BACK OR TO A DATE CERTAIN, WHICH IS WHATEVER DATE.
>> I MAKE A SUBSTITUTE MOTION TO INDEFINITELY POSTPONE K3, 4, AND 5.
>> DO YOU MEAN 2, 3 AND 4? FIVE IS A LITIGATION MATTER, MAKE SURE YOU GET THE RIGHT ONES.
>> I MAKE A SUBSTITUTE MOTION TO INDEFINITELY POSTPONE K2, 3, AND 4.
>> SECOND, DUE TO THE LATE HOUR AND ALL THE CONCERNS EXPRESSED ABOUT THE LATE HOUR.
>> THAT MEANS THAT THESE ITEMS CAN'T BE REQUESTED AGAIN AND WE WILL NOT EVER HEAR THEM.
ALL IN FAVOR TO INDEFINITELY POSTPONE AGENDA ITEMS K2, 3, AND 4 RAISE YOUR HAND. ALL OPPOSED.
>> THIS IS CONFUSING YOU GUYS GOT TO GET A CLEAR MOTION RECORD HERE.
>> THE MOTION IS TO INDEFINITELY POSTPONE K2, 3, AND 4.
ALL IN FAVOR RAISE YOUR HAND, ALL OPPOSED.
WE WILL NOT HEAR ITEMS K2, K3, AND K4.
FABULOUS, WE WILL GO INTO CLOSED SESSION TO HEAR PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.071 AND 551.076, THE BOARD WILL REVIEW, DELIBERATE, AND DISCUSS THE SAFETY AND SECURITY COMMITTEE REPORT REGARDING THE INTRUDER DETECTION AUDIT FINDINGS.
PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.071, THE BOARD WILL CONSULT WITH LEGAL COUNSEL REGARDING CIVIL ACTION NUMBER 1:21-CB-00029-RP AARON WOLBER VERSUS ROUND ROCK INDEPENDENT SCHOOL DISTRICT IN THE US DISTRICT COURT FOR THE WESTERN DISTRICT OF TEXAS, AUSTIN DIVISION.
IT IS 12:09, WE ARE IN CLOSED SESSION. WE WILL USE THIS ROOM.
I ASK FOR EVERYONE NOT INVOLVED, TO PLEASE LEAVE THE ROOM.
THANK YOU. IT IS 12:42 WE ARE BACK IN OPEN SESSION.
DO WE HAVE ANY MOTIONS COMING OUT OF CLOSED.
>> MADAM PRESIDENT, I MOVE THAT THE BOARD APPROVE THE ROUND ROCK ISD SAFETY AND SECURITY COMMITTEE REPORT AS DISCUSSED IN CLOSED.
>> I HAVE A MOTION AND A SECOND.
[06:15:02]
ALL OPPOSED. MOTION CARRIES 7-0.PURSUANT TO TEXAS GOVERNMENT CODE, SECTION 551.071 AND 551.074 THE BOARD WILL CONSULT WITH HIS ATTORNEY TO DISCUSS ITEM J2 IN CLOSED SESSION.
IT IS 12:42, WE ARE BACK IN CLOSED.
[NOISE] IT IS 1:01 AM ON FRIDAY, MARCH THE 24TH, WE ARE BACK IN OPEN SESSION.
DO I HAVE ANY MOTIONS COMING OUT OF CLOSED.
REGARDING THE DISCUSSION OF ITEM J2, ACCORDING TO BE LOCAL, THREE TRUSTEES NEED TO AGREE TO ADD THIS AGENDA REQUESTS TO A FUTURE AGENDA ITEM.
DO I HAVE THREE TRUSTEES THAT WOULD LIKE TO ADD THIS TO A FUTURE AGENDA?
>> AND THIS IS THE ITEM AS DISCUSSED.
>> AS DISCUSSED IN CLOSED. ONE, TWO, I ONLY SEE TWO.
SO THAT ITEM WILL REMAIN DENIED.
>> THERE IS NOTHING ELSE ON THE AGENDA.
IT IS 1:02 AND WE ARE ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.