Jun 20, 2023 Regular Board Meetings

[B. CALL TO ORDER]

[00:00:06]

GOOD EVENING. IT IS 6:20 ON TUESDAY, JUNE THE 20TH, 2023.

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

WESTON IS ABSENT.

PLEASE STAND FOR THE PLEDGE.

[J. BOARD BUSINESS (Part 1 of 2)]

THIS HAS BEEN A LONG JOURNEY AND THE DECISION REFLECTS HARD WORK THAT WE HAVE PUT IN TO SERVE OUR COMMUNITY BETTER.

I WANT TO THANK DR.

FALTYS FOR HIS WORK AND SUPPORT THROUGHOUT THE MONITORING PROCESS, AND I LOOK FORWARD TO MOVING FORWARD ALONGSIDE WITH THE REST OF THE BOARD AND CONTINUING OUR IMPROVEMENT, OUR IMPORTANT WORK IN STUDENT OUTCOMES.

SO I WANTED TO MAKE SURE THAT ANNOUNCEMENT WAS MADE FRONT AND CENTER.

SO NOW WE WILL TURN IT OVER TO AGENDA ITEM D ONE DISTRICT VIDEO HIGHLIGHT FROM THE ROUND ROCK ISD GRADUATES TO EMPLOYEES.

[D. DISTRICT VIDEO HIGHLIGHT]

AZAIEZ. AS YOU ALL KNOW, WE CELEBRATED OUR GRADUATIONS LAST MONTH, AND AS SAD AS WE ARE TO SEE OUR GRADUATES GO, WE KNOW THAT IT'S NOT ALWAYS GOODBYE.

TONIGHT'S VIDEO SHOWCASE HIGHLIGHTS A SPECIAL GROUP OF OUR FORMER STUDENTS WHO HAVE COME BACK TO SERVE OUR ROUND ROCK ISD COMMUNITY.

MY NAME IS BONNIE MORIARTY.

I AM AN ENGLISH ONE TEACHER AT ROUND ROCK HIGH SCHOOL.

I'VE BEEN HERE. I WAS A STUDENT HERE.

SO IT'S MY EIGHTH YEAR AT ROUND ROCK, IF YOU COUNT MY STUDENT YEARS.

MY NAME IS JOHN CARTER.

I AM THE HEAD BASEBALL COACH, ASSISTANT FOOTBALL COACH AND WORLD GEOGRAPHY TEACHER.

I GRADUATED FROM ROUND ROCK HIGH SCHOOL IN 1988.

REBECCA SANDERSON I'M AN EDUCATION AND TRAINING TEACHER AT ROUND ROCK HIGH SCHOOL, WENT TO COLLEGE WITH THE HOPES OF BECOMING AN ELEMENTARY TEACHER, AND AFTER ABOUT A SEMESTER AND A HALF, I KIND OF STARTED REALIZING THAT I LOVE TEACHING.

THAT'S WHAT I WANT TO DO, BUT I STILL HAD THE THOUGHT IN THE BACK OF MY MIND THAT I WANTED TO TEACH THE EDUCATION TRAINING PROGRAM, WHICH I WAS IN AS A STUDENT HERE AT ROUND ROCK, AND ONCE THE POSITION OPENED, I WAS ALL IN.

IT'S CRAZY HOW MANY KIDS WE HAVE AND THE GROWTH THAT'S TAKING PLACE, AND YOU KNOW WHAT? ROUND ROCK HIGH SCHOOL IS A SPECIAL PLACE.

IT REALLY IS. IT'S A NEAT PLACE TO WORK, TO WATCH GROW, AND I FEEL VERY BLESSED TO BE HERE.

I HAD NO IDEA HOW MUCH WORK TEACHERS HAVE BECAUSE YOU THINK, OH, I HAVE FIVE HOURS OF HOMEWORK OR I HAVE THREE HOURS OF HOMEWORK AND YOU JUST THINK AS A STUDENT I'M WORKING SO HARD, BUT AS A TEACHER EVERY SINGLE DAY HAS SO MUCH INTRICATE DETAIL WOVEN INTO IT THAT I DIDN'T KNOW ABOUT.

IT'S BEEN GREAT.

I LOVE IT. IT'S BEEN REALLY SENTIMENTAL, LIKE WALKING AROUND THE HALLWAYS HERE AND LIKE BEING BACK AT THE SCHOOL THAT I WENT TO, BUT IT'S BEEN A REALLY GOOD TRANSITION.

I HAVE AWESOME STUDENTS, REALLY GREAT COWORKERS.

I WANTED TO BE A TEACHER SINCE I WAS A HIGH SCHOOL STUDENT.

LIKE I WANT TO BE LIKE A YOUNG TEACHER THAT THEY CAN RELATE TO AND FEEL COMFORTABLE GOING TO ABOUT THINGS, AND I FEEL LIKE THE CULTURE HAS CHANGED A LITTLE BIT TOO, BECAUSE EVEN SINCE MY TIME HERE, I FEEL LIKE THEY'RE A LITTLE BIT MORE OPEN TO JUST ALL PEOPLE, LIKE REGARDLESS OF RACE OR REGARDLESS OF LIKE BELIEFS OR LIKE VALUES.

I JUST FEEL LIKE ROUND ROCK HAS BEEN GROWING AND INCLUSIVITY.

I GREW UP IN ROUND ROCK, I'VE BEEN HERE FOREVER AND IT'S THAT ASPECT OF COMMUNITY AND WANTING TO COME BACK AND HELP AND SERVE THE PEOPLE AND THE COMMUNITY THAT I GREW UP IN AND IT'S REALLY FUN SEEING ALL THE STUDENTS HERE AND WATCHING THEM DISCOVER WHAT IT IS THAT THEY WANT TO DO, BUT SPECIFICALLY FOR ME, IT WAS COMING BACK AND DOING IT IN THE COMMUNITY THAT I GREW UP IN AND WITH THE COMMUNITY THAT GOT ME TO WHERE I AM TODAY.

I WOULD SAY THIS COMMUNITY HAS GIVEN A LOT TO ME AND MY FAMILY.

I FELT LIKE THAT WAS GOD CALLING ME TO SERVE MY COMMUNITY, AND WHAT BETTER WAY COULD YOU SERVE YOUR COMMUNITY THAN POURING INTO KIDS AND HELPING THE GENERATIONS OF TOMORROW? RIGHT NOW I'M COACHING KIDS WHOSE PARENTS I GRADUATED WITH.

I'M COACHING THEIR KIDS AND, YOU KNOW, I'VE GOT I'VE SEEN THEM GROW UP AND I'VE GOT RELATIONSHIPS, AND THAT'S THE BIG THING I LOVE ABOUT THIS IS THE

[00:05:02]

THAT'S AMAZING. THANK YOU FOR HAVING YOUR STAFF PUT THAT TOGETHER.

DR. AZAIEZ THAT'S WONDERFUL.

MADAM PRESIDENT, I HAVE A POINT OF WHAT IS YOUR POINT? I WOULD LIKE TO MAKE A MOTION THAT FOR EVERY AGENDA ITEM, EACH TRUSTEE HAS 45 MINUTES PER QUESTION, TWO MINUTES, [LAUGHTER] 45 SECONDS AT THE END FOR EACH QUESTION, TWO MINUTES AT THE END OF EACH AGENDA ITEM AND MS. CARILLO WILL BE THE TIMEKEEPER.

SECOND. ALL RIGHT.

I HAVE A MOTION AND A SECOND. ANY COMMENTS? TRUSTEE BONE. SURE.

SO I GUESS I CAN TAKE 45 MINUTES SINCE WE DON'T HAVE A TIME LIMIT YET.

YOU KNOW, I'VE THOUGHT ABOUT THIS BECAUSE IT'S INTERESTING.

I SAW LAST WEEK THAT THREE OF YOU APPARENTLY HAD A MEETING WITH DR.

AZAIEZ, AND I KNOW THE BOARD PRESIDENT MEETS WITH DR.

AZAIEZ EVERY MONDAY, SO WHEN WE GET HERE, IT'S APPARENT THAT THERE'S ALREADY A CONSENSUS PRETTY MUCH ABOUT WHAT'S GOING TO HAPPEN, AND TRUSTEE WEIR, YOU MADE THE MOTION AND YOU'RE ONE OF THOSE THAT I BELIEVE MET WITH DR.

AZAIEZ FROM HIS NOTES, AT LEAST LAST WEEK.

SO I KNOW YOU GUYS MUST BE GOING OVER SOMETHING DURING THAT TIME.

SOME OF US PREFER TO LET DR.

AZAIEZ FOCUS ON OUR STUDENTS, ESPECIALLY AS YOU'RE GOING TO SEE LATER, THAT NEEDS TO BE DONE A LITTLE BIT MORE PROPERLY, AND SO I DON'T GO MEET WITH DR.

AZAIEZ. I DO THAT HERE IN THE BOARD ROOM.

THIS IS WHAT WE'RE HERE FOR.

I DO ASK QUESTIONS.

YOU GUYS SEE THOSE COME THROUGH MANY TIMES IN THE BOARD UPDATES, WHICH WE HONESTLY, WE DON'T SEE YOUR GUYS'S QUESTIONS, BY THE WAY, WHEN YOU GUYS MEET WITH HIM, AND WHEN I SAY WE, THAT'S JUST DANIELLE AND I, I'M ASSUMING ALL OF YOU KNOW ALL THE QUESTIONS THAT ARE GOING ON BECAUSE WE'VE SEEN SO MANY WALKING QUORUMS AND THINGS.

SO WHAT I'M SAYING IS THAT THIS IS WHERE WE'RE SUPPOSED TO BE DOING OUR BUSINESS.

THIS IS THE BOARD ROOM.

THIS IS WHERE THE PUBLIC GETS TO SEE WHAT WE'RE DOING, NOT NOT THE FEW THAT TALK TO US, BUT THIS IS WHERE THE TEACHERS GET TO SEE IT.

THIS IS WHERE EVERYBODY GETS TO SEE WHAT WE DO, THE KIND OF QUESTIONS THAT WE'RE ASKING.

THIS IS THE PUBLIC FORUM, 45 SECONDS FOR A QUESTION.

IS NOT I MEAN, IT MAY BE LONG ENOUGH FOR SOME PEOPLE, AND ESPECIALLY FOR THOSE OF YOU THAT HAVE ALREADY MET FOR HOURS WITH DR.

AZAIEZ AND HAVE ALREADY, YOU KNOW, IN PRIVATE GOT YOUR ANSWERS, BUT SOME OF US PREFER TO DO IT IN IN PUBLIC, AND SO I WOULD.

YET AGAIN. MANY TIMES WE'VE ASKED FOR THIS.

WE'RE HERE TO DO BUSINESS.

LET'S ASK THE QUESTIONS THAT WE NEED TO ASK, AND IF IT TAKES AN HOUR, IT'S AN HOUR.

IF IT TAKES FIVE MINUTES, IT'S FIVE MINUTES, AND THE THING I'VE NEVER UNDERSTOOD ABOUT THIS TRUSTEE WEIR, IS THAT NOBODY'S REQUIRED TO ASK QUESTIONS.

SO IF YOU DON'T WANT TO ASK QUESTIONS, THEN DON'T ASK QUESTIONS, BUT IF SOME OF US WOULD LIKE TO DO OUR JOB AND ASK QUESTIONS BECAUSE SOME OF US, YOU KNOW, HAVE JOBS WHERE WE ACTUALLY WORK ON THESE HIGH END BOARDS AND QUESTIONS AND CAN DO PERCENTAGES.

PLEASE KEEP IT PROFESSIONAL.

IT IS PROFESSIONAL.

PLEASE KEEP THIS PROFESSIONAL.

YEAH, AND YOU GOT YOUR PROFESSIONAL TRAINING.

[INAUDIBLE] AGAIN, POINT OF ORDER.

TRUSTEE BONE. PLEASE KEEP YOUR COMMENTS RESPECTFUL AND FOLLOW DECORUM OF A PUBLIC MEETING.

YEAH. OKAY. THANK YOU.

YEAH, I'LL DO THAT BECAUSE WE KNOW YOU GUYS DO THAT, SO I'LL DO IT JUST AS EQUALLY.

I'M JUST SAYING I'LL DO IT JUST THE SAME.

SO I WOULD YET AGAIN JUST LET PEOPLE THE SEVEN OF US ARE ALL ELECTED.

LET THE SEVEN OF US ASK ALL THE QUESTIONS IF SOMEBODY HAS.

YOU KNOW, FIVE MINUTES THAT THEY NEED THE FLOOR.

LET THEM HAVE FIVE MINUTES, AND IT'S KIND OF STRANGE THAT FOR SOME REASON IT'S THE BOARD MINORITY THAT'S LIKE, HEY, LET YOU GUYS HAVE YOUR TIME.

[00:10:05]

THAT'S DECORUM. LET PEOPLE HAVE THEIR TIME TO GET THEIR QUESTIONS ANSWERED IN PUBLIC VERSUS DOING IT IN PRIVATE.

SO YET AGAIN, I WOULD ASK YOU ALL TO VOTE NO.

JUST LET US ASK OUR QUESTIONS AND BE PROFESSIONAL AND MOVE ON, AND MAYBE PEOPLE WOULD BE LESS FRUSTRATED AND MAYBE WE COULD HAVE BETTER DECORUM.

TRUSTEE HARRISON.

THANK YOU, MADAM PRESIDENT.

SO I NOTICED THAT THERE WERE A LOT OF ACCUSATIONS LOBBED, AND I FEEL LIKE THAT'S DEEPLY UNPROFESSIONAL.

THAT'S NOT THE INTENT OF THIS.

ALSO, WE HAVE ACCOUNTABILITY TO THE COMMUNITY AND ACCOUNTABILITY TO OUR STAFF, AND AS I SIT HERE AND WATCH OUR STAFF SHOW UP FOR THE MEETINGS AND THEN GO TO WORK THE VERY NEXT DAY, THERE'S NO REASON WHY WE NEED TO BE HERE TILL 2 OR 3 IN THE MORNING WHEN WE CAN WORK TO BE CONCISE IN OUR QUESTIONS AND IN OUR RESPONSES.

ALSO, WE GET THIS INFORMATION AHEAD OF TIME SO THAT WE CAN ASK QUESTIONS AHEAD OF TIME SO THAT STAFF CAN BE PREPARED AND WE DON'T TRY TO SPEND ALL OUR TIME DOING GOTCHAS.

AND I REALLY THINK THAT'S THE PURPOSE AND THE INTENT OF BEING CONCISE.

THAT WAS SOME FEEDBACK. I'M NOT DONE.

POINT OF ORDER. I'M NOT DONE TALKING.

POINT OF ORDER. SHE'S LOBBYING ACCUSATIONS AND THAT'S BAD DECORUM THAT YOU GUYS JUST ACCUSED ME OF THAT.

MADAM CHAIR, DID NOT RECOGNIZE YOU.

SO YOU'VE JUST. [INAUDIBLE] WE'RE NOT GOING TO BE TALKING OVER EACH OTHER.

IF YOU ASK FOR A POINT OF ORDER, PLEASE WAIT TO BE RECOGNIZED ACCORDING TO ROBERT'S RULES , AND I'M HAPPY TO RECOGNIZE YOU.

THANK YOU. SO THE WHOLE POINT OF THIS IS THAT WE CAN GET OUR BUSINESS DONE IN A TIMELINE THAT THE COMMUNITY CAN FOLLOW AND IN A TIMELINE THAT RESPECTS THE ENERGY AND THE EFFORT OF OUR STAFF, AND THAT IS WHY WE'RE TRYING TO BE MORE CONCISE.

I'VE GOTTEN THAT FEEDBACK BEFORE AS WELL, AND FOR THAT REASON, I'D LIKE TO GO AHEAD AND CALL THE QUESTION.

SECOND, I HAVE A MOTION TO CALL THE QUESTION WITH SIX TRUSTEES FOUR CALLS THE QUESTION.

THAT'S CORRECT. THAT'S A SUPERMAJORITY.

TWO THIRDS OF SIX.

YES. OKAY.

ALL RIGHT. SO WE HAVE A CALL.

THE QUESTION TO END DEBATE AND GO TO VOTE ON THE MOTION, ALL IN FAVOR OF CALLING THE QUESTION, RAISE YOUR HAND.

ALL OPPOSED. MOTION CARRIES FIVE ONE.

WE HAVE A MOTION TO LIMIT QUESTIONS TO 45 SECONDS EACH AND TWO MINUTES FOR A RESPONSE AT THE END OF EACH AGENDA ITEM.

ALL IN FAVOR RAISE YOUR HAND.

ALL OPPOSED. MOTION CARRIES FIVE ONE.

ALL RIGHT. WE ARE TO PUBLIC COMMENT.

[E. PUBLIC COMMENTS]

THE BOARD WILL SET ASIDE TIMES TO AFFORD THE GENERAL PUBLIC AN OPPORTUNITY TO SPEAK TO 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 SECOND 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.

PER TEXAS PENAL CODE 38.13, 42.01, 42.02 AND 42.05 AND TEXAS EDUCATION CODE 37.105.

NO AUDIENCE MEMBER OR SPEAKER WILL BE PERMITTED TO ENGAGE IN ANY CONDUCT THAT IS DISRUPTIVE OR THREATENING TOWARD ANY SPEAKER OR OTHER PERSON, OR TO VIOLATE THE PRIVACY RIGHTS OF ANOTHER PERSON.

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

IF, AFTER AT LEAST ONE MORE INDIVIDUAL WARNING FROM THE PRESIDING OFFICER, AN INDIVIDUAL CONTINUES TO DISRUPT THE MEETING BY HIS OR HER WORDS OR ACTIONS, THE PRESIDING OFFICER WILL REQUEST ASSISTANCE FROM LAW ENFORCEMENT OFFICIALS TO HAVE THE INDIVIDUAL REMOVED FROM THE MEETING.

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

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

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

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

THE DESIGNATED TIMEKEEPER WILL BE TRUSTEE HARRISON AND OUR FIRST SPEAKER IS JENNIFER WHITE SPEAKING ON AGENDA ITEM H4, K5, K6, AND YOU DO LIVE IN THE COMMUNITY. I'M GOING TO FOCUS ON THE SECOND GRADE GOALS BECAUSE THAT'S WHERE THE DISTRICT HAS FAILED THESE KIDS THE MOST.

NOT ALL THE OTHER GRADES DID VERY WELL EITHER.

I DON'T THINK THEY'RE BASICALLY PRETTY JUST AS BAD, BUT IF YOU ARE A SECOND GRADE PARENT OR STUDENT GOING INTO THIRD GRADE, GOD BLESS YOU, AND I WISH YOUR YOUR SON OR DAUGHTER SUCCESS IN THIRD GRADE BECAUSE IT WAS HORRIBLE.

THE OUTCOMES AND GOALS EVEN FOR THIRD GRADE.

OR IF YOU'RE A SECOND GRADER GOING INTO THIRD GRADE, YOU SHOULD WATCH, YOU SHOULD SEE, LISTEN UP AND SEE HOW BAD IT WAS.

BECAUSE I'LL TELL YOU THIS, THESE NUMBERS HAVE GONE DOWN.

IT'S DISGRACEFUL.

IT'S HORRIFIC.

[00:15:01]

THAT'S SCARY.

WE HAVE FAILED AS A DISTRICT YOU'RE ASKING FOR FOR MORE MONEY.

I MEAN, WE NEED TO FOCUS ON THESE YOUNGER THESE YOUNGER KIDS AND THESE YOUNGER GRADES AND IT'S FUNNY THAT YOU CONTINUOUSLY PUT AGENDA ITEMS. IT'S HILARIOUS FOR ROLES AND RESPONSIBILITIES OF BOARD MEMBERS.

SO LET ME REITERATE, THERE'S FIVE CURRENT AND PREVIOUS BOARD MEMBERS THAT AREN'T PAYING FOR THEIR OWN REPRESENTATION IN A FEDERAL LAWSUIT.

YOU SHOULD.

PULL UP THAT RESPONSIBILITY AND ACTUALLY PAY FOR IT YOURSELVES.

YOU SHOULD. SO TRUSTEE WEIR YOU HAVE A LINE ITEM ABOUT BOARD MEMBERS TRYING TO PUT IN COMPLAINTS FOR BAR FOR THE STATE OF TEXAS BAR COMPLAINTS.

ARE YOU WORRIED? ARE YOU A CURRENT, PREVIOUS OR GOING TO BE ANOTHER ATTORNEY? YOU'RE NOT ABOVE THE LAW.

NONE OF YOU ARE THE ADMINISTRATION, THE BOARD.

YOU ALL WILL BE HELD ACCOUNTABLE.

BEST OF LUCK. THANK YOU VERY MUCH.

OUR NEXT SPEAKER IS LINDSEY LEDYARD SPEAKING ON AGENDA ITEM I2, AND YOU DO LIVE IN THE DISTRICT.

HELLO AGAIN. SO SPEAKING TO THE GENERAL ADMINISTRATION COMMENT, I LOOKED AT 21-22, 22-23, AND THE PROPOSED 23-24 WENT FROM 11.3 TO 11.4 TO 11.39 MILLION.

IT'S CONSISTENT ABOUT 2.5% OF OUR BUDGET WHEN EXCLUDING RECAPTURE, AND JUST TO BE CLEAR, RECAPTURE IS NOT GIVING MONEY.

IT'S NOT MONEY WE ARE TAKING AND NOT GIVING TO STUDENTS.

IT'S THE MONEY THAT WE ARE REQUIRED TO COLLECT BY THE STATE BECAUSE TEA SETS THE MAXIMUM COMPRESSED RATE, WE CANNOT DROP THE RATE LOWER THAN THAT AND THEREFORE WE HAVE TO COLLECT THAT, AND THEN WHEN THE STATE DOESN'T INCREASE OUR BASIC ALLOTMENT, WE HAVE TO SEND THAT BACK TO THE STATE, AND IT'S IMPORTANT TO NOTE THAT MONEY DOES NOT HAVE TO BE USED FOR PUBLIC EDUCATION. OF THE $33 MILLION SURPLUS THIS LEGISLATIVE SESSION, 10 BILLION OF IT WAS BUILT FROM RECAPTURE, AND SO TO SAY THAT RECAPTURE IS MONEY THAT WE ARE COLLECTING AND JUST THROWING AWAY AND NOT GIVING TO OUR STUDENTS IS VERY DISINGENUOUS.

I ALSO WANTED TO POINT OUT THAT IF WE EXCLUDE, RECAPTURE AND WE LOOK AT OUR 22-23 BUDGET OR OUR 23-24 BUDGET, 81% OF THOSE EXPENSES ARE GOING TO STUDENT CENTERED, CAMPUS CENTERED EXPENSES AND STUDENT SUPPORT SERVICES.

10% IS GOING TO FACILITIES WHICH WE KNOW WE'VE HAD BIG INCREASES IN THE COST OF FACILITIES.

SO THAT'S 91%.

THAT LEAVES 9%.

THAT IS GOING TO SIX OTHER DEPARTMENTS, ONE OF WHICH IS GENERAL ADMINISTRATION.

WHEN YOU ASK ABOUT WHAT HAPPENED IN 2019 COMPARED TO NOW, WE HAVE HAD MORE LEGAL FEES.

LEGAL FEES ARE INCLUDED IN GENERAL ADMINISTRATION, BUT I THINK THAT WE KNOW WHAT HAS CAUSED THOSE LEGAL FEES, AND BECAUSE OF THAT, I DON'T THINK IT'S AN ACCURATE COMPARISON TO SAY THAT THERE HAS BEEN INDISCRIMINATE SPENDING WITHIN OUR GENERAL ADMINISTRATION LINE ITEM.

AGAIN, PLEASE PASS THIS BUDGET.

PLEASE ALLOW THE COMMUNITY TO SHOW THAT WE SUPPORT PUBLIC EDUCATION AND GO OUT FOR THE VADR THIS FALL.

THANK YOU FOR YOUR SERVICE.

BYE. THANK YOU VERY MUCH.

OUR NEXT SPEAKER IS NOE GUTIERREZ, SPEAKING ON A MULTIPLE AGENDA ITEMS, AND YOU DO LIVE IN THE DISTRICT.

GOOD EVENING. I'D LIKE TO QUICKLY ADDRESS THREE SEPARATE ITEMS. FIRST OFF, I WOULD LIKE TO OFFER MY CONGRATULATIONS TO A GROUP HERE WHO HAS FINALLY EARNED THE NATIONAL RECOGNITION THAT THEY DESERVE AFTER ONLY LITTLE MORE THAN TWO YEARS OF TIRELESS EFFORT.

MOMS FOR LIBERTY HAS NOW BEEN RECOGNIZED A FEW WEEKS AGO AS AN ANTI-GOVERNMENT EXTREMIST ORGANIZATION BY THE SOUTHERN POVERTY LAW CENTER.

WAY TO GO, GUYS.

SECOND ITEM I'D LIKE TO MENTION IS IN CONNECTION WITH THE PREVIOUS PRESENTATION BY TASB.

I'M SURE MANY ARE AWARE NOW, BUT IF NOT, THERE IS ANOTHER ENTITY OUT THERE WHO IS PURPORTING TO OFFER FREE MARKET ALTERNATIVES TO TASB.

THIS ENTITY IDENTIFIES ITSELF AS TEXANS FOR EXCELLENCE IN EDUCATION.

IT'S INCORPORATED IN DELAWARE AND HAS ADDRESSES IN DOVER, DELAWARE AND DALLAS, BUT THESE TURN OUT TO BE NOTHING MORE THAN LEASED ADDRESSES WITH NO PHYSICAL PRESENCE. TEE APPEARS TO BE NOTHING MORE THAN YET ANOTHER DECEPTIVE WAY FOR CERTAIN INDIVIDUALS TO TRY TO KEEP OFFERING FAR RIGHT ALTERNATIVES TO TRADITIONAL SCHOOL GOVERNANCE POLICIES.

FINALLY, REGARDING THE PREVIOUS PRESENTATION BY THE TEXAS WORKFORCE HOUSING FOUNDATION.

[00:20:06]

SO ALL I WANT TO DO HERE IS URGE BOARD MEMBERS TO THOROUGHLY INVESTIGATE THIS HOUSING PROJECT PROPOSAL AND SIMILAR PROJECTS ELSEWHERE OVER THE NEXT TWO MONTHS BEFORE COMMITTING TO ANYTHING.

IF SOMETHING SOUNDS TOO GOOD TO BE TRUE, IT USUALLY IS.

SO UNDERSTAND THERE'S NO MEETING NEXT MONTH, SO HAVE A GOOD VACATION.

SEE YOU ALL IN TWO MONTHS.

THANK YOU VERY MUCH. OUR NEXT SPEAKER IS JILL FERRIS SPEAKING ON AGENDA ITEM H FIVE, AND YOU DO LIVE IN THE DISTRICT.

LAST YEAR AT THIS TIME, THIS BOARD BROUGHT IN A COVID POSITIVE AMY WEIR TO VOTE ON THE BUDGET AND TAX RATE BECAUSE IT HAD TO GET DONE THAT NIGHT OR TEACHERS AND STAFF WOULD NOT GET PAID. IN FACT, TRUSTEE LANDRUM THANKED THE BOARD AND SAID, WE CAN PAY OUR STAFF.

NOW THAT'S A BIG LOAD OFF OF MY SHOULDERS ONCE THE MOTION PASSED.

UNFORTUNATELY, YOU CAN'T PASS THE BUDGET TONIGHT WITHOUT WILLFULLY AND BLATANTLY VIOLATING TEXAS EDUCATION CODE 44.004, WHICH STATES THAT THE PRESIDENT SHALL PROVIDE FOR THE PUBLICATION OF NOTICE OF THE BUDGET AND PROPOSED TAX RATE MEETING IN A DAILY, WEEKLY OR BIWEEKLY NEWSPAPER PUBLISHED IN THE DISTRICT.

IF NO DAILY, WEEKLY OR BIWEEKLY NEWSPAPER IS PUBLISHED IN THE DISTRICT, THE PRESIDENT SHALL PROVIDE FOR THE PUBLICATION OF NOTICE AND AT LEAST ONE NEWSPAPER OF GENERAL CIRCULATION IN THE COUNTY IN WHICH THE DISTRICT CENTRAL ADMINISTRATIVE OFFICE IS LOCATED.

NOTICE UNDER THIS SUBSECTION SHALL BE PUBLISHED NOT EARLIER THAN THE 30TH DAY AND NO LATER THAN THE 10TH DAY BEFORE THE DATE OF THE HEARING.

THERE WAS NO NOTICE PLACED ON THE ROUND ROCK LEADER OR THE AUSTIN AMERICAN STATESMAN OR ANY OTHER LOCAL PUBLICATION OF OUR OF THE HEARING TONIGHT.

I CHECKED AUSTIN ISD AND EANES PUBLISHED THEIRS, BUT ROUND ROCK DID NOT.

YOU DON'T EVEN HAVE THE BUDGET HEARING ON THE DISTRICT CALENDAR.

I DON'T BLAME YOU FOR NOT WANTING TO DRAW ATTENTION TO THE $20 MILLION DEFICIT, ESPECIALLY WHEN YOU JUST ADDED ANOTHER HIGH DOLLAR CENTRAL ADMIN POSITION, BUT YOU HAVE TO PUBLISH THE NOTICE.

IT'S THE LAW AND SURELY THE BOARD WOULDN'T WILLFULLY BREAK THE LAW, RIGHT? AND SO I'M REALLY SORRY THAT YOU CAN'T PASS THE BUDGET TONIGHT, BUT I'M 100% POSITIVE THAT TEACHERS AND STAFF WILL STILL GET PAID BECAUSE THAT'S HOW IT WORKED IN JUNE OF 2021, WHEN YOU PASSED THE BUDGET AFTER THE DISTRICT CLOSED FOR SUMMER BREAK, AND WITH MY LAST FEW WITH MY LAST MINUTE, I WOULD LIKE TO ASK TRUSTEE HARRISON AND TRUSTEE ZARATE TO PLEASE START STANDING WITH YOUR HANDS OVER YOUR HEART AND MAYBE EVEN RECITE THE PLEDGE.

I'M ASKING YOU TO PLEASE SHOW SOME LOVE AND RESPECT TO THE 36 GRADUATES OF ROUND ROCK ISD THAT HAVE CHOSEN TO ENLIST IN OUR MILITARY.

GRADUATES LIKE OUR SWEET FRIENDS RYAN AND CHRISTIAN, WHO BOTH SHIP OUT FOR BASIC TRAINING NEXT WEEK.

IT WOULD BE REALLY GREAT IF THOSE STUDENTS WHO ARE LEAVING THEIR FRIENDS AND FAMILIES TO GO OFF AND FIGHT FOR YOUR RIGHT TO DISRESPECT OUR FLAG AND HATE OUR COUNTRY KNEW THAT THE PEOPLE ELECTED TO SERVE THEM, THE TRUSTEES RESPONSIBLE FOR THEIR SIBLINGS EDUCATIONS CARED ABOUT THEM.

THANK YOU. THANK YOU VERY MUCH.

OUR NEXT SPEAKER IS MICHELLE JACKSON SPEAKING OFF THE AGENDA, AND YOU DO LIVE IN THE DISTRICT.

GOOD EVENING AND THANK YOU FOR HAVING ME.

I'M NOT QUITE AS TALL AS SHE WAS.

THANK YOU FOR HAVING ME.

I'M HERE THIS EVENING JUST TO SAY I BELIEVE I'M SORRY.

I'M WITH TEXAS PARENT TEACHER ASSOCIATION, TEXAS PTA, AND I'M HERE TODAY THIS EVENING TO TALK ABOUT HOW BLESSED ROUND ROCK ISD IS TO HAVE A LONG TRADITION OF PTAS AT EVERY CAMPUS IN THE DISTRICT.

THAT'S IN LARGE PART THIS YEAR.

IN PARTICULAR, THE SUCCESSES ARE IN LARGE PART DUE TO YOUR COUNCIL PRESIDENT, MELISSA HOSKINS, WHO'S ALSO HERE WITH ME, BUT I'M NOT HERE NECESSARILY TO CONGRATULATE HER, BUT TO CONGRATULATE SOMEONE VERY CLOSE TO HER BOTH TONIGHT AND ALL THE TIME.

HER DAUGHTER, EMMA.

EMMA THIS YEAR WAS SELECTED TO BE A PANELIST OF PART OF A PANEL OF THREE STUDENTS WHO REPRESENTED OR SPOKE BEFORE.

I APOLOGIZE 1400 STUDENTS FROM ALL ACROSS TEXAS AT TEXAS PTA RALLY DAY EVENT IN FEBRUARY.

WE WERE SUPER FORTUNATE TO HAVE EMMA TO HELP OTHER STUDENTS ACROSS TEXAS LEARN WHAT STUDENT ADVOCACY LOOKS LIKE AND HOW THEY CAN BECOME GREAT ADVOCATES AS WELL.

SO I WANTED TO JUST SAY HOW BLESSED WE ARE TO HAVE BOTH STUDENTS AND PARENTS LIKE THE HOSKINS AND THANK ALL OF YOU FOR WELCOMING PTA AT EVERY AT EVERY CAMPUS.

THANK YOU. THANK YOU VERY MUCH.

OH, SORRY ABOUT THAT.

MAMA WANTS A PICTURE? MAKE SURE Y'ALL GET A PICTURE FOR MAMA, AND WHILE YOU'RE DOING THAT, OUR NEXT SPEAKER IS EVE [INAUDIBLE] SPEAKING ON OFF AGENDA, AND YOU DO LIVE IN THE DISTRICT.

WELL, GOOD EVENING, TRUSTEES.

I JUST WANTED TO LET YOU KNOW THAT I REALLY APPRECIATE THOSE OF YOU THAT HAVE BEEN WORKING SO HARD TO STAY FOCUSED ON STUDENT STUDENT IMPROVEMENT AND STAFF ACCOUNTABILITY, AND I BELIEVE THAT HAS A LOT TO DO WITH THE REASON THAT WE NO LONGER HAVE A TEA

[00:25:01]

SO I JUST WANTED TO LET YOU KNOW THAT THERE ARE A LOT OF PEOPLE THAT REALLY SEE WHAT YOU'RE DOING AND APPRECIATE IT.

THANK YOU. THANK YOU VERY MUCH.

OUR NEXT SPEAKER IS CHRISTY SLAPE SPEAKING OFF AGENDA, AND YOU DO LIVE IN THE DISTRICT.

GOOD EVENING. TONIGHT I WOULD LIKE TO ADDRESS AN ISSUE THAT HAS WEIGHED ON ME AND OTHER PARENTS IN OUR COMMUNITY.

JILL TOUCHED ON THIS.

FIRST, I WILL START WITH THIS.

WE AMERICANS ENJOY THE BLESSINGS OF LIBERTY LIVING IN A FREE COUNTRY WHERE WE HAVE THE RIGHT TO FREE SPEECH, FREEDOM OF RELIGION, THE FREEDOM TO PETITION OUR GOVERNMENT AND OTHER UNIQUE FREEDOMS THAT OTHER NATIONS DO NOT SHARE.

WHEN THE DECLARATION OF INDEPENDENCE WAS SIGNED IN 1776, IT WAS THE BEGINNING OF THE GREAT EXPERIMENT.

A GOVERNMENT WAS FORMED THAT WAS EXCEPTIONAL.

WOULD A CONSTITUTIONAL REPUBLIC SURVIVE? ONLY TIME WOULD TELL.

HERE WE ARE, 247 YEARS LATER WITH A US CONSTITUTION THAT BREAKS A RECORD EVERY SINGLE YEAR FOR THE LONGEST STANDING CONSTITUTION OF ANY NATION.

DID YOU KNOW THE AVERAGE LENGTH OF A NATIONAL CONSTITUTION ACROSS WORLD HISTORY IS ONLY 17 YEARS? OURS HAS ENDURED 14 TIMES THAT.

WE ARE BLESSED AND A SMALL PART OF SOMETHING MIRACULOUS.

I BELIEVE IN AMERICAN EXCEPTIONALISM, AND MY GUESS IS THAT DR.

AZAIEZ DOES TOO.

SO THAT BRINGS ME TO MY QUESTION.

WHY? WHY DO TWO OF OUR ELECTED SCHOOL BOARD MEMBERS, MR. ZARATE AND MS. HARRISON, DECLINED TO PLEDGE THEIR GRATITUDE AND RESPECT TO THE US FLAG AT SCHOOL BOARD MEETINGS AND AT GRADUATIONS.

THEIR ARMS STAY BY THEIR SIDES AND THEIR MOUTHS WHEN WE CAN SEE THEM STAY SHUT.

WHY TRUSTEE AMY WEIR DOES NOT PLEDGE TO THE TEXAS FLAG.

WHY? OF COURSE IT IS YOUR RIGHT TO DO SO, BUT IT IS PAINFUL TO WATCH, REFLECTING ON THE PAST SACRIFICES MADE BY GENERATIONS SO THAT YOU PASS GENERATIONS SO THAT YOU CAN SIT IN THE POSITION YOU WERE IN.

SEEMS UNGRATEFUL.

I THINK OF MY BROTHER FRIENDS.

TRUSTEE WESTON, DENNIS COVINGTON, MY UNCLE, STEPFATHER AND GRANDFATHERS WHO MADE WHO DEFEND AND STRENGTHEN OUR NATION.

A LACK OF HONOR TO OUR COUNTRY, TO ME EQUATES WITH DISCREDITING THE SACRIFICES THAT THESE VETERANS MADE.

YOU ARE AN EXAMPLE TO THE CHILDREN OF THIS DISTRICT, ESPECIALLY TO THOSE WHO COME IN PERSON AS HONOREES, TO LEAD THE PLEDGE INTO OUR COMMUNITY, AND WE DESERVE TO KNOW WHY.

YOU HAVE MADE THIS CHOICE.

I'M FORMALLY URGING US UP.

THANK YOU SO MUCH. THANK YOU.

ON SOCIAL MEDIA, PLEASE.

YOUR TIME IS UP. WE HAVE ONE RECORDED PUBLIC COMMENT, SO IF YOU'LL WAIT, WE'LL PLAY OUR RECORDED COMMENTS.

MY NAME IS CHRISTINA COOPER AND I WILL BE MAKING A GENERAL COMMENT.

GOOD EVENING, TRUSTEES, AND DR.

AZAEIZ, BEFORE I GO INTO MY COMMENT, I WANT TO SAY THAT I AM BY NO MEANS A HATEFUL PERSON AND WHAT I SAY IS TRULY OUT OF LOVE, NOT HATRED.

MY COMMENT IS VERY SIMPLE, AND THAT IS THIS.

CLEARLY, MYSELF, NOR ANY OF THE PARENTS OR COMMUNITY MEMBERS IN OUR DISTRICT CAN TRULY CONTROL WHAT ALL YOU ON THE DAIS DO.

HOWEVER, THERE IS ONE MAN WHO CAN, AND THAT IS OUR GOD.

WE ALL HAVE TO ANSWER TO HIM FOR OUR ACTIONS.

HOWEVER, WE ARE ALL ALSO GIVEN THE OPPORTUNITY TO REPENT FOR OUR WRONGDOINGS.

MANY OF US HAVE CLEAR EVIDENCE THAT SHOWS YOU HAVE AND ARE CONTINUING TO MAKE DECISIONS THAT ARE HURTING HIS CHILDREN.

I URGE EACH OF YOU TO PLEASE THINK ABOUT THOSE ACTIONS AND REPENT FOR THEM.

DO WHAT'S RIGHT, WHAT GOD PUT EACH OF YOU UP THERE TO DO.

BECAUSE AS I SAID AT THE BEGINNING, IT ISN'T ANY OF US PARENTS OR COMMUNITY MEMBERS IN OUR DISTRICT THAT YOU WILL ULTIMATELY ANSWER TO.

IT WILL BE OUR GOD WHO WILL HAVE THE FINAL SAY.

THANK YOU FOR YOUR TIME AND MAY GOD TRULY BLESS EACH OF YOU.

ALL RIGHT. THAT CONCLUDES PUBLIC COMMENT FOR THE EVENING.

TRUSTEES, I WOULD LIKE TO JUMP TO AGENDA ITEMS ONE AND TWO.

[I. ACTION ITEMS (Part 1 of 2)]

SINCE THIS TIES DIRECTLY INTO OUR PUBLIC HEARING, IT MADE SENSE TO HAVE THAT DISCUSSION RIGHT AFTER WE JUST CONCLUDED THE PRESENTATION.

SO I'LL TURN IT OVER TO DR.

AZAIEZ TO INTRODUCE THE TOPIC AND GET ALONG WITH OUR BUDGET.

THANK YOU, PRESIDENT LANDRUM AGAIN.

IT'S REALLY WHAT DENNIS, OUR CFO, WAS TALKING ABOUT EARLIER, IS WE WHEN WE LOOKED AT OUR LUNCH LUNCHES, I THINK WE DIDN'T INCREASE THE LUNCH PRICING FOR THE PAST FEW YEARS, AND SO LOOKING AT EXPENDITURES AND VERSUS REVENUES AND THINGS LIKE THAT, WE FELT THE NEED THAT WE NEED TO INCREASE BY $0.20, AND I THINK THERE WAS A SLIDE THAT ALSO SHOWED COMPARISON AS FAR AS HOW MUCH WE CHARGING OUR STUDENTS FOR THE BREAKFAST AS WELL AS THE

[00:30:03]

AS YOU CAN SEE, I DON'T KNOW IF WE CAN PUT IT BACK.

WE ARE WITHIN WHAT OTHER SCHOOL DISTRICTS [INAUDIBLE] SCHOOL DISTRICTS ARE CHARGING THEIR STUDENTS.

SO IF WITH APPROVAL OF THE BOARD, WE WOULD LIKE, YOU KNOW, TO MOVE FORWARD WITH THE RECOMMENDATION AND THAT IS ONLY A LUNCH INCREASE, NOT BREAKFAST, JUST LUNCH, AND TRUSTEES NOT PLANNING ON REDOING THE SAME PRESENTATION THAT WE JUST WENT THROUGH. IF YOU NEED TO REFERENCE THAT, IT'S THE SAME EXACT BUDGET PRESENTATION THAT HAPPENED IN THE PUBLIC HEARING.

SO IF THERE'S ANY ADDITIONAL QUESTIONS ABOUT THAT BUDGET, IF NOT, THERE WILL BE THREE SEPARATE MOTIONS.

WE HAVE TO APPROVE THE LUNCH INCREASE FIRST BECAUSE THAT LUNCHEON PRICE INCREASE IS TIED INTO OUR BUDGET.

SO WE CAN'T APPROVE THE BUDGET BEFORE WE APPROVE THE LUNCH INCREASE, AND THERE WILL BE A SECOND MOTION PULLING OUT THE TECHNOLOGY FUNCTION BECAUSE I HAVE A CONFLICT OF INTEREST WITH IT AND I WON'T BE VOTING ON THAT PORTION OF THE BUDGET, AND THEN THERE WILL BE A FINAL BUDGET MOTION WITH EVERYTHING EXCEPT FOR THE TECHNOLOGY FUNCTION THAT CONTAINS THE CONFLICT OF INTEREST.

SO DO WE HAVE ANY QUESTIONS ABOUT THE PRESENTATION THAT WE WENT THROUGH DURING THE PUBLIC HEARING? TRUSTEE BONE YES, I THINK THEY'RE OVER HERE TRYING TO FIGURE OUT, BUT THERE WAS A COMMENT IN PUBLIC COMMENT ABOUT THE POSTING.

CAN YOU GUYS CLARIFY IF THE POSTING OF THE BUDGET WAS DONE CORRECTLY FOR THE HEARING? THE BUDGET WAS POSTED IN THE WILSON COUNTY SUN.

THANK YOU. TRUSTEE.

WEIR. I MOVE THAT THE BOARD APPROVE THE FOLLOWING PRICES FOR PAID MEALS FOR THE SCHOOL LUNCH PROGRAM FOR THE 2023-2024 SCHOOL YEAR.

ELEMENTARY PAID BREAKFAST.

$1.50. ELEMENTARY PAID LUNCH.

$3. SECONDARY PAID BREAKFAST.

$1.50. SECONDARY PAID LUNCH.

$3.25. ALL REDUCED.

BREAKFAST $0.30.

ALL REDUCED. LUNCH $0.40.

ADULT BREAKFAST. $3.

ADULT LUNCH. $4.50.

SECOND. ALL RIGHT.

I HAVE A MOTION AND A SECOND.

ANY COMMENTS? ALL RIGHT.

ALL IN FAVOR? RAISE YOUR HAND.

ALL OPPOSED. SEEING NONE.

MOTION CARRIES. SIX ZERO.

SECOND MOTION.

I MOVE THAT THE BOARD PULL AND SEPARATELY APPROVE THE GENERAL FUNDS FUNCTION APPROPRIATION FOR 53 DATA PROCESSING SERVICES FOR THE 2023-2024 BUDGET.

SECOND, I HAVE A MOTION AND A SECOND.

ANY COMMENTS? I HAVE A QUESTION. TRUSTEE BONE.

CAN YOU DEFINE WHAT IS IN THAT SINCE THAT'S BEING PULLED AND I DID NOT SEE ANY INFORMATION.

CONFLICT OF INTEREST IS LISTED ON THE DISTRICT WEBSITE? YEAH WAS THAT PROVIDED TO THE BOARD BEFOREHAND? IT'S PROVIDED ON THE DISTRICT WEBSITE.

IT'S BEEN THERE FOR TWO YEARS.

SO I WAS SUPPOSED TO KNOW THAT THE BUDGET WAS BEING PULLED AND SEPARATED.

IT HAPPENS EVERY SINGLE YEAR THAT I'VE BEEN ON THE BOARD.

I'VE HAD A CONFLICT OF INTEREST.

SO EVERY SINGLE YEAR LAST YEAR IT HAPPENED.

IF YOU'D HAVE BEEN HERE FOR THE BUDGET APPROVAL, IT HAPPENED LAST YEAR TOO.

CAN YOU DEFINE WHAT'S IN THAT FOR THE PUBLIC? TECHNOLOGY SERVICES.

IF YOU WANT TO GO LOOK AT MY CONFLICT OF INTEREST STATEMENT, YOU'RE WELCOME TO DO SO.

SOMEBODY TELL US WHAT IS IN THAT LINE ITEM AND WHAT WE'RE DOING SEPARATELY FROM THE BUDGET.

CAN SOMEBODY--POINT OF ORDER.

WHAT IS YOUR POINT? THIS IS UNNECESSARY.

IT'S ONLINE.

YOU ARE FOLLOWING INTEGRITY BY RECUSING YOURSELF.

I DON'T THINK THAT YOU HAVE TO, BUT YOU'VE MADE THE CHOICE TO RECUSE YOURSELF FROM THIS VOTE.

I DON'T WANT TO PUBLICLY IDENTIFY ANY OF YOUR PERSONAL INFORMATION, SO I'D LIKE TO MOVE FORWARD WITH THE VOTE.

IT INCLUDES TECHNOLOGY SERVICES WITH A SPECIFIC COMPANY THAT'S AVAILABLE ON MY CONFLICT OF INTEREST FORM.

SO WHAT ARE WE VOTING ON IS WHAT I'M VOTING TO APPROVE.

TRUSTEE BONE. YOU JUST WANT THE BUDGET AND THEN YOU ALL ARE GOING TO VOTE ON IT SEPARATELY.

THAT FUNCTIONS COMING OUT SO THE ENTIRE BOARD CAN VOTE.

THAT'S WHAT I'M ASKING FOR.

WHAT FUNCTION? THE WHOLE FUNCTION IS COMING OUT, NOT JUST THE PART THAT YOU HAVE A CONFLICT.

53 DATA PROCESSING SERVICES IS WHAT THE WHOLE FUNCTION LINE ITEM OUT.

YES FOR THE VOTE PURPOSE.

OKAY. THAT'S WHAT I WAS ASKING.

SO THAT WHOLE LINE ITEM IS COMING OUT AND WE'RE VOTING ON THAT SEPARATELY.

YES. YES. THANK YOU.

THAT WAS MY QUESTION.

OKAY. I HAVE A MOTION AND A SECOND.

ALL IN FAVOR. RAISE YOUR HAND.

ALL OPPOSED? WHAT? WE'RE JUST VOTING ON PULLING THAT OUT.

RIGHT. I'M IN FAVOR AND YOU'RE APPROVING IT.

YOU'RE PULLING IT OUT AND APPROVING IT AND APPROVING THAT LINE ITEM.

YES. YES, I'M IN FAVOR.

OKAY. ALL OPPOSED.

ABSTAINING. MOTION CARRIES 5-0-1.

ALL RIGHT. THIRD MOTION.

I MOVE THAT THE BOARD ADOPT THE 2023-2024 ROUND ROCK BUDGETS FOR THE GENERAL FUND DEBT SERVICE FUND AND THE FOOD SERVICE FUND IS PRESENTED WITH THE GENERAL FUNDS FUNCTION APPROPRIATION FOR 53 DATA SERVICES PULLED.

SECOND. I HAVE A MOTION AND A SECOND.

ANY COMMENTS? TRUSTEE BONE.

YES, I PLAN ON VOTING NO ON THIS FOR THE FACT OF THE $20 MILLION DEFICIT, AND THAT TIES IN WITH THE $20 MILLION DEFICIT THAT IS

[00:35:02]

I AM VERY CONCERNED THAT WE ARE IN THE RED FLAG WARNING THAT OUR CONTRACTOR WARNED US ABOUT IN NOVEMBER OF 2022.

ANY OTHER COMMENTS? SEEING NONE. ALL IN FAVOR RAISE YOUR HAND.

ALL OPPOSED.

MOTION CARRIES FIVE ONE.

ALL RIGHT. IT IS 6:55.

WE ARE GOING TO GO. MADAM PRESIDENT.

YES. BEFORE WE MOVE ON, I WOULD LIKE TO PUBLICLY THANK RHONDA AND ALICIA FOR ALL THEIR HARD WORK AND PUTTING THE BUDGET TOGETHER.

THANK YOU FOR ALL THAT YOU'VE DONE THROUGH THIS BUDGET CYCLE.

I KNOW IT'S BEEN CRAZY AND WE'VE LOOKED AT MULTIPLE SCENARIOS AND STILL MAY BE LOOKING AT UPDATES AND CHANGES THROUGH SPECIAL SESSIONS.

SO YOUR JOB IS NOT OVER, TO SAY THE LEAST.

SO THANK YOU TO EVERYBODY, YOU AND YOUR TEAM THAT YOU'VE PUT IN TO MAKE THIS HAPPEN TONIGHT.

I REALLY APPRECIATE IT.

ALL RIGHT, TRUSTEES, WE'RE GOING TO GO BACK TO AGENDA ITEM F ONE, THE MONITORING REPORT, GOAL ONE, EARLY LITERACY AND GOAL TWO, EARLY MATH.

[F. SUPERINTENDENT REPORTS]

AZAIEZ. THANK YOU VERY MUCH.

SO WE HAVE WITH US NATALIE, DR.

NICHOLS AND ALSO ERICA SIMMONS, WHO WILL BE TAKING US THROUGH THIS PRESENTATION, BUT BASED ON OUR CALENDAR MONITORING CALENDAR, I'M SORRY, WE'RE SUPPOSED TO COME BACK TO OUR BOARD TONIGHT AND DISCUSS GOAL ONE AND TWO AND ALL THE GPMS AND USING END OF YEAR DATA.

SO WE'LL JUST TURN IT OVER, DR.

NICHOLS. GOOD EVENING, PRESIDENT LANDRUM, DR.

AZAIEZ AND OUR BOARD OF TRUSTEES AS STATED AND THIS IS FOR THE AUDIENCE THAT'S JOINING US, MY NAME IS DR.

NATALIE NICHOLS, AND I HAVE THE PLEASURE OF SERVING AS THE SENIOR CHIEF OF SCHOOLS AND INNOVATION, AND TONIGHT, I'M HERE WITH MISS ERICA SIMMONS, WHO IS OUR EXECUTIVE DIRECTOR OF ASSESSMENT AND EVALUATION, TO GIVE AN UPDATE ON OUR EARLY LITERACY PROGRESS MEASURES.

1.1, 1.2 AND 1.3, AND ALSO OUR EARLY MATH GOAL PROGRESS MEASURES 2.1, 2.2 AND 2.3.

WE'RE GOING TO START FIRST WITH EARLY LITERACY ROUND ROCK ISD USES THE MCLASS SCREENER FOR STUDENT PROGRESS IN LITERACY KINDERGARTEN THROUGH FIFTH GRADE FOR BOTH ENGLISH AND SPANISH.

FOR STUDENTS WHO ARE ASSESSED IN BOTH LANGUAGES, WE ALWAYS USE THE HIGHEST SCORE IS WHAT WE REPORT OUT ON.

A STUDENT CAN RECEIVE ONE OF FOUR COMPOSITE SCORES ON THE CLASS SCREENER ABOVE BENCHMARK AT BENCHMARK.

BELOW BENCHMARK OR WELL BELOW BENCHMARK.

AM I MOVING FORWARD? OKAY. IT WAS ON A DELAY.

IT'S TIRED LIKE WE ALL ARE IN READING LANGUAGE ARTS.

THE STATE ASSESSMENTS CAN BE SCORED AS DID NOT MEET APPROACHES, MEETS AND MASTERS.

THIS IS IMPORTANT BECAUSE WHAT WE DO AS A DISTRICT, WE TRY TO CORRESPOND OUR SCORES TO THEIRS, AND SO ALTHOUGH THE STATE CONSIDERS THE RANGE OF SCORES THAT CORRESPOND TO APPROACHES A PASSING SCORE SPECIFICALLY, I WANT TO NOTE THAT WE AS THE BOARD AND WE AS A DISTRICT ARE SPECIFICALLY LOOKING, PUTTING OUR LOOKING AT HOW WE CORRELATE TO THE MEET SCORE.

WE WANTED TO HAVE A HIGHER LEVEL OF MARK FOR US TO MEET IN REGARDS TO HOW WE'RE LOOKING AT OUR STUDENTS AND HOW THEY ARE NOT JUST HOW WE'RE ASSESSING THEM, BUT HOW THEY'RE ACHIEVING STUDENTS WHO HAVE A COMPOSITE SCORE IN THE CLASS OF AT OR ABOVE BENCHMARK ARE CONSIDERED ON TRACK IN ORDER TO SCORE AT THE MEETS GRADE LEVEL WHEN IT COMES TO A FUTURE THIRD GRADE READING STAR, AND SO THAT'S THE OTHER REASON THAT WE ALSO MAKE THAT CORRELATION BETWEEN THE SCREENER THAT WE DO IN K THROUGH TWO AND THE THIRD GRADE STAAR ASSESSMENT.

BOARD GOAL ONE ASKS THAT WE INCREASE THE PERCENTAGE OF STUDENTS WHO SCORE MEETS GRADE LEVEL ON THE THIRD GRADE STAR FROM 53 TO 76% BY 2026, THE 2023 END OF YEAR OVERALL TARGET IS 60%, AND OF COURSE EVERYONE CAN SEE THE GOALS LISTED BY OUR DIFFERENT STUDENT POPULATIONS.

AT THE RIGHT POPULATIONS INCLUDE RACE, ETHNICITY, LANGUAGE AND ALSO SPECIFIC PROGRAMS WITHIN OUR DISTRICT AS WELL.

BECAUSE THE STATE HAS NOT YET SET THE PASSING RATES FOR 2023 AND WE'VE DISCUSSED THAT AT LENGTH AT PREVIOUS BOARD MEETINGS BECAUSE THERE HAVE MADE SOME CHANGES IN THE RATING WE ARE NOT YET ABLE TO REPORT OUT ON THIRD GRADE AND FOR THAT REASON WE'LL ONLY BE REPORTING OUT IN THE GOAL PROGRESS MEASURES FOR TODAY.

[00:40:05]

SO WHAT HAVE WE DONE IN THE PAST? WE'VE DONE SOME MODIFICATIONS TO CURRICULUM AND THIS IS SOMETHING THAT HAPPENS EVERY YEAR TO WOULD PULL OUT CERTAIN THINGS OR WE MAY SEE SLIGHT CHANGES OR GET FEEDBACK FROM OUR STAKEHOLDERS, NAMELY OUR TEACHERS AND OUR ADMINISTRATORS INSTRUCTIONAL COACH.

WE HAVE DONE PROFESSIONAL DEVELOPMENT WITH READING ACADEMIES.

IT'S IMPORTANT TO NOTE THAT EVEN THOUGH THE STATE ONLY REQUIRED US TO HAVE OUR LOWER LEVEL TEACHERS IN ELEMENTARY SCHOOL GO THROUGH THE READING ACADEMIES, WE CHOSE AS A DISTRICT TO MAKE SURE THAT ALL OF OUR TEACHERS K THROUGH FIVE, WERE ABLE TO GO THROUGH THE READING ACADEMIES.

WE THIS YEAR COMPLETED OUR LAST ROUND OF SCHOOLS.

FROM HERE ON OUT, WHAT WE WILL BE DOING IS MAINTENANCE AS FAR AS ANY NEW TEACHERS COMING INTO OUR SYSTEM, AS FAR AS MAKING SURE THAT THEY'VE HAD THIS TRAINING, AND ALSO ONE OF THE THINGS WE'VE DONE ON A REGULAR BASIS IS OPTIONAL OFFERINGS OF PD AND COACHING.

WHAT DID WE DO THIS PAST SEMESTER, OUR SECOND SEMESTER OF 2023, WE CHANGED THE MODEL A LITTLE BIT.

WE REALLY DID SOME INTENSIVE AND TARGETED INTERVENTIONS AND INSTRUCTION BASED ON MCLASS LITERACY DATA.

I KNOW THEY'RE JUST WORDS, BUT THOSE WORDS CARRIED WITH THEM A LOT OF ACTIONS, A LOT OF DIFFERENT WORK AND A CHANGE IN BELIEF FOR SOME OF US.

WE HAD A MODEL OF READING THAT WE'VE HELD FOR A LONG TIME IN REGARDS TO BALANCED LITERACY AND ALL THE DIFFERENT PRACTICES AND LESSON PLANS THAT CAME AROUND ALONG WITH IT, AND SO TO NOW GO TO THE SCIENCE OF READING IT MEANS THEN A TOTALLY DIFFERENT THOUGHT PROCESS AS FAR AS HOW WE APPROACH OUR CURRICULUM, HOW WE FORMATIVELY ASSESSED WHAT WE DID WITH THE SCREENER DATA AND HOW IT INFORMED OUR INSTRUCTIONAL PRACTICES.

SO WHILE THOSE WORDS ARE JUST A COUPLE OF SENTENCES, UNDERSTAND THAT THERE WAS A LOT OF ACTION THAT WENT BEHIND THAT TO TAKE THOSE DIFFERENT BELIEFS AND THOSE DIFFERENT PRACTICES, AND THE DIFFERENCE AS FAR AS HOW WE SAW READING AND PUT THOSE INTO REALITY AS FAR AS WHAT OUR TEACHERS AND INSTRUCTIONAL COACHES AND OUR ADMINISTRATORS ARE DOING IN THOSE CAMPUSES EVERY DAY.

WE ALSO MADE SURE THAT WE KEPT THE COMMON DATA PROCESSES FOR ALL CAMPUSES.

ONE OF THE THINGS THAT WE DISCUSSED WITH OUR STAFF WAS THE NEED, BECAUSE THIS WAS SOMETHING THAT WE SAW AS EXTREMELY HIGH LEVERAGE.

THERE WAS SPECIFICALLY A NEED TO MAKE SURE THAT WE REMAINED TIGHT WITHIN OUR PROCESSES.

ONE OF THE REASONS BEING WHEN YOU HAVE A PROCESS WHERE EVERYONE IS DOING SOMETHING DIFFERENT, YOU DON'T HAVE A SENSE OF WHAT WORKS, WHAT DOESN'T WORK, AND HOW TO REACT AS A DISTRICT.

SO IN TALKING TO ALL OUR CAMPUS PRINCIPALS AND OUR ASSISTANT PRINCIPALS, INSTRUCTIONAL COACHES, STAFF WITHIN TEACHING AND LEARNING, WE REALLY MADE A CONCERTED EFFORT TO SAY WE'RE GOING TO KEEP THIS AS ESPECIALLY TIGHT WITHIN OUR DISTRICT.

USUALLY WE ENJOY A SENSE OF AUTONOMY AND A GREAT MANY THINGS, AND BUT EVERYONE WHOLEHEARTEDLY SAW THE REASON AS FAR AS IF WE'RE IN THIS TOGETHER, THE REASON WE REALLY HAD TO GET A LOT TIGHTER ON OUR PROCESSES IN ORDER TO FIGURE OUT WHAT WORKED AND ALSO WHAT WE ASKED OUR CAMPUSES TO DO.

WE UNDERSTOOD THAT THERE WAS A LOT GOING ON WITHIN THE SECOND SEMESTER.

SO WHAT WE SAID IS, HEY, FOR KINDERGARTEN AND FOR FIRST GRADE, BASED ON ALL THOSE DIFFERENT PROCESSES WE HAD JUST DEVELOPED, WE WANTED YOU TO PUT SPECIFIC LITERACY PLANS IN PLACE, AND I WONDERFUL TEACHING AND LEARNING STAFF, OUR AREA SUPERINTENDENTS, INSTRUCTIONAL COACHES THEN ALL WENT TO THE CAMPUSES.

WE DID PROFESSIONAL DEVELOPMENT WITHIN OUR PRINCIPAL MEETINGS, SUPPORTED AGAIN WITHIN OUR VERTICAL LEARNING COMMUNITY MEETINGS, AND THEN AFTERWARDS YOU HAD WHERE STAFF AREA SUPERINTENDENTS, WE TEAMED UP AND WE WENT TO CAMPUSES, REVIEWED THE PLAN AND MADE SURE THAT EVERYONE FELT A SELF A SENSE OF EFFICACY AS THEY PUT THOSE PLANS IN PLACE.

SO WE WERE ABLE AND I'M STATING THAT BECAUSE WHEN WE GO THROUGH THE DATA, WE WANT FOR YOU TO SEE HOW THE DATA CORRELATES WITH WHAT WE HAVE DONE AND THEN WHAT IT HAS BORNE OUT WITHIN THE DATA, AND TO GET A SENSE THEN WHY WE'RE SO EXCITED FOR OUR FUTURE AS IT RELATES SPECIFICALLY TO EARLY LITERACY. SO WE HAVE REALLY TAKEN ALL THE THINGS THAT WE HAVE LEARNED WITHIN THE SECOND SEMESTER IN REGARDS TO EARLY LITERACY AND DECIDED THAT WE'RE GOING TO PUT IT ON

[00:45:09]

SO WE'RE CALLING THIS THIS IDEA OF EXPONENTIALLY CHANGING LITERACY OUTCOMES.

WHAT WE'RE COMMITTING TO IN THE FUTURE IS THE NEW K-2 CURRICULUM, WHICH WE HAVE TALKED ABOUT AND HAS GONE THROUGH DIFFERENT ROUNDS, NOT JUST WITH WITH TEACHERS GIVING FEEDBACK AND MAKING CHANGES AS THEY'VE GIVEN FEEDBACK AS ADMINISTRATORS, THE INSTRUCTIONAL COACHES, BUT HERE, SOON WE HAVE A PARENT FORUM COMING UP SO THAT THEY CAN GO THROUGH THAT.

WE ARE ALSO IN THE NEXT SCHOOL YEAR GOING THROUGH A CURRICULUM AUDIT IN REGARDS TO READING LANGUAGE ARTS, KINDERGARTEN THROUGH ALL THE WAY TO 12TH GRADE TO LOOK AT OUR VERTICAL ALIGNMENT AND FIGURE OUT WHAT ARE THE THINGS THAT WE'RE MISSING AND HOW COULD WE MAKE OUR CURRICULUM EVEN BETTER.

WE HAVE ALSO, WITH THE FEEDBACK FROM MANY OF OUR PARENTS ALIGNED WHAT OUR K-2 REPORT CARD WILL LOOK LIKE.

SO WHAT YOU WILL SEE IS WHEN YOU LOOK AT OUR [INAUDIBLE], WHICH IS OUR CURRICULUM FOR ROUND ROCK ISD, YOU WILL SEE AT THE END OF EVERY PERIOD OF TIME, EVERY UNIT, WHATEVER IT IS, IT SAYS THAT THE STUDENT IS SUPPOSED TO ACCOMPLISH BY THAT END PERIOD OF TIME IS THEN WHAT YOU WILL SEE ON THE REPORT CARD.

SO THERE'S A TIGHT ALIGNMENT BETWEEN WHAT WE'RE TEACHING THE EXPECTATIONS AND WHERE THE STUDENTS WILL BE.

SO IN THIS WAY, IT'S A LOT MORE UNDERSTANDABLE FOR THE PARENTS AS FAR AS EXACTLY WHERE THEIR STUDENTS ARE AND THEN HOW THEY CAN HELP IN THE PROCESS OF GETTING THEIR STUDENTS TO HIGHER LEVELS OF LITERACY.

WE HAVE ALSO MADE SURE WITHIN THE TEACHING AND LEARNING DEPARTMENT, THEY HAVE ALREADY BEEN WORKING EXTREMELY HARD AS FAR AS CREATING PROFESSIONAL DEVELOPMENT FOR TEACHERS AND ADMINISTRATORS. SO WE KNOW THAT WE'RE IN A STATE OF LEARNING AND SO WE HAVE TAKEN THAT ON WITH THE INSTRUCTIONAL COACHES AND ADMINISTRATORS, THE TEACHING AND LEARNING STAFF TO LEARN EXPONENTIALLY, CREATE PROFESSIONAL DEVELOPMENT, AND THEN GO TO EACH CAMPUS ON SET DAYS BEFORE SCHOOL EVEN STARTS TO DELIVER THAT PROFESSIONAL DEVELOPMENT SO THAT THE STAFF, EVERYONE UNDERSTANDS THE CURRICULUM, THE REPORT CARD, HOW TO USE THE CURRICULUM, WHAT THE LEARNING TARGETS ARE SAYING, AND SO THAT THEY'RE IN THE POSITION IN ORDER TO BE AS SUCCESSFUL AS POSSIBLE.

WE ARE ALSO MAKING SURE THAT WE'RE HAVING COMMON PROGRESS MONITORING PROCESSES.

AS FAR AS IF WE SEE THAT A STUDENT IS NOT LEARNING.

HOW DO I MONITOR YOUR PROGRESS? WHAT SPECIFICALLY IS THE INTERVENTION FOR THAT SPECIFIC SKILL THAT WE SEE IS MISSING AND WHAT SPECIFIC TESTS DO WE GIVE TO FIGURE OUT WHERE THE STUDENT IS AT.

SO ALL THOSE THINGS WILL BE TAKEN CARE OF.

WE HAVE ALSO REDONE WHAT THE INSTRUCTIONAL COACH IS.

OFTENTIMES WHAT WE HAVE DONE IS WE HAVE GIVEN INSTRUCTIONAL COACHES TO OUR CAMPUSES THAT ARE STRUGGLING THE MOST ACADEMICALLY AND WHILE THAT IS NOT INCORRECT, IT ALSO LIMITS HOW SUCCESSFUL SOME OF OUR HIGHER ACHIEVING CAMPUSES CAN BE AND THE LIMITS THAT THEY CAN REACH.

SO WE HAVE REDONE OUR MODEL SO THAT EVERY CAMPUS WILL HAVE NOW HAVE DIRECT SUPPORT AND ALSO HAVE THE OPPORTUNITY SHOULD THEY NEED ADDITIONAL SUPPORT TO BE ABLE TO ASK FOR THAT ADDITIONAL SUPPORT AS WELL.

ALL THE PRINCIPALS, ALL 35 OF OUR ELEMENTARY PRINCIPLES WILL HAVE ONE ON ONE LITERACY COACHES SPECIFICALLY THAT WILL TALK THEM THROUGH THE PROCESS TO MAKE SURE THAT THEIR UNDERSTANDING OF THIS IS IN ALIGNMENT WITH WHAT WE'RE TEACHING.

WE WILL HAVE A COMMON DISTRICT EARLY LITERACY WALKTHROUGH FORM THAT SUPPORTS EXACTLY HOW WE SEE TEACHING AND LEARNING WITHIN THE IDEA OF EARLY LITERACY. WE WILL ALSO SOMETHING TO NOTE, LOTS OF DIFFERENT THINGS GOING ON, BUT ONE OF THE THINGS I'M VERY PROUD OF IS JUST HOW EVERYONE IS COMING TOGETHER AROUND A COMMON GOAL.

SO EVEN WITHIN OUR STATE AND FEDERAL DEPARTMENT WHERE WE HAVE OUR PARENT LIAISONS, IT'S A MATTER OF MAKING SURE THEN, BASED ON HOW ALL OF THIS CURRICULUM IS SET UP, THEY'RE SETTING UP SPECIFIC MEETINGS WITH PARENTS BASED ON THE DATA WE WERE GETTING OUR STUDENTS SO WE CAN DIRECTLY SUPPORT THOSE PARENTS.

AS FAR AS HERE'S EXACTLY WHAT YOU CAN DO IN THE HOME.

WE DON'T EXPECT YOU TO TEACH SPECIFICALLY BASED ON WHAT WE'RE DOING, BUT HERE'S HOW YOU CAN PARTNER WITH US IN ORDER TO BASED ON YOUR STUDENTS' SPECIFIC AREAS OF NEED, IN ORDER TO GET YOUR STUDENTS TO THE NEXT LEVEL.

SO THE PARENT LIAISONS WILL BE TAKING ON THAT WORK IN ORDER TO MAKE SURE THAT WHAT WE'RE DOING WITH OUR PARENTS IS A LOT MORE ALIGNED, AND LAST AND NOT

[00:50:02]

OFTENTIMES WE'VE TALKED A LOT ABOUT CULTURALLY RESPONSIVE TEXT AND ITS IMPORTANCE, BUT MAKING SURE THAT'S ONE OF THE CORE THINGS THAT THEY'RE DOING AND THEY'RE ALIGNING THEMSELVES WITH OUR SPECIFIC ACADEMIC WORK IN ORDER TO TAKE US TO ANOTHER LEVEL.

SO OFTENTIMES WHEN WE HAVE TALKED ABOUT CULTURALLY RESPONSIVE TEXTS, PLEASE KNOW THAT REFERS TO EVERY WAY IN WHICH OUR IDENTITY CAN BE SUPPORTED AND LOOKED UPON AS BEING BEAUTIFUL, AND WE WANT TO MAKE SURE THAT OUR STUDENTS NOT ONLY SEE THEMSELVES IN THE TEXT, BUT SEE THEMSELVES IN TEXTS THAT PUTS THAT SHOWCASES THEM IN POSITIVE WAYS.

WE TALKED ABOUT PUSHING FORWARD A SENSE OF BELONGING AND SELF-EFFICACY.

ONE OF THE THINGS THAT WE KNOW FROM RESEARCH IS THAT ALSO HELPS IN THOSE AREAS AS WELL.

SO IT'S VERY IMPORTANT FOR US TO MAKE SURE THAT WE'RE SUPPORTING THAT WITHIN OUR WORK.

SO WE HAVE SPOKEN IN REGARDS TO OUR JOURNEY AND WE HAVE LOOKED AT WHERE WE HAVE BEEN IN THE PAST, THE PRESENT AND THE FUTURE AND NOW I DEFER TO MISS SIMMONS AND SHE WILL GO AHEAD AND LOOK AT HOW THESE THINGS CONNECT TO THE TRENDS, THE NUMBER TRENDS WITHIN OUR DATA.

THANK YOU, DR. NICHOLS.

BEFORE WE DIG INTO THE DATA, I WOULD LIKE TO JUST REMIND THE BOARD, AS WELL AS THE PUBLIC, THAT IN OUR MARCH BOARD EXCUSE ME, IN OUR MARCH BOARD MEETING, WHEN WE PRESENTED OUR MOY DATA FOR OUR MCLASS, THERE'S MORE SPECIFIC WAYS IN WHICH WE TALKED ABOUT THE CHANGES THAT DR.

NICHOLS TALKED ABOUT HERE. WE TALKED ABOUT OUR CURRICULAR CHANGES.

WE TALKED ABOUT OUR DISTRICT LEVEL SUPPORT, INSTRUCTIONAL SUPPORT.

OUR INSTRUCTIONAL COACHES GOT TOGETHER FOR LITERACY AND MADE AN AMAZING TOOL THAT WAS THE FOUNDATION FOR THE ACTION PLANS THAT DR.

NICHOLS TALKED ABOUT. THE THINGS THAT WE CHANGED BETWEEN MOY AND EOY, LIKE THE DATA THAT WE'RE GETTING READY TO SEE FOR KINDER AND FIRST IS JUST CHANGES.

THAT'S BASED FROM JANUARY UNTIL WE TILL WE ASSESS IT AGAIN IN APRIL AND MAY.

SO I THINK THAT WE'RE ON THE RIGHT TRACK WITH WHERE WE'RE GOING WITH THE DISTRICT.

DR. NICHOLS PREACHES PRETTY MUCH FOUR THINGS ALIGNMENT, ACHIEVEMENT, GROWTH AND EQUITY, AND WE HAD AN AMAZING LEADERSHIP SUMMIT THAT BROUGHT US AROUND THOSE FOUR BIG IDEAS, AND SO I'M EXCITED ABOUT WHAT I'M GETTING READY TO SHOW YOU FOR K ONE AND TWO LITERACY AND THEN WHAT WE'RE GOING TO BE DOING FOR OUR STUDENTS STARTING NEXT YEAR.

LASTLY, I WANT TO ADDRESS NORMALLY WE COME TO YOU AND WE TALK ABOUT THE DATA, THEN WE TALK ABOUT WHAT WE DID, BUT BECAUSE INSTRUCTION DRIVES RESULTS, WE'RE GOING TO START TALKING ABOUT WHAT WE'RE DOING BECAUSE WE'RE ACTUALLY DOING IT IS AN ACTION VERB NOW, AND THEN WE'RE GOING TO TALK ABOUT THE IMPACT THAT HAS ON DATA.

SO STARTING WITH OUR KINDER DATA, WE'RE STARTING WITH OUR GPM 1.1 WHERE OUR GOAL IS BY 2026 TO HAVE 80% OF OUR STUDENTS BEING AT GRADE LEVEL BY THE END OF THE YEAR, AND SO OUR GOAL FOR 2023 WAS 73%.

HERE. IF WE NOTICE ON THIS SLIDE, WE HAVE TWO YEARS WORTH OF DATA.

OUR 2022 AND OUR 2023 DATA, AND WE CAN SEE SEVERAL TRENDS HERE.

FIRST OF ALL, WE CAN SEE THAT FROM MOY TO EOY, WE HAD A 15 PERCENTAGE POINT INCREASE FOR OUR STUDENTS WHO WERE BEING AT OR ABOVE BENCHMARK ON OUR MCLASS.

THAT'S FROM THE WORK THAT WE DESCRIBED HERE BEFORE WE STARTED HEARING BACK IN MARCH.

THAT'S THE WORK THAT WAS PUT IN PLACE OR THE RESULTS OF THE WORK THAT WAS PUT IN PLACE WITH THOSE CAMPUS ACTION PLANS.

I WILL SAY THAT PRINCIPALS WERE EXCITED TO DO THE WORK.

I HAD SO MANY PRINCIPALS CALLING WANTING TO KNOW IF WE CAN MOVE THE WINDOW BECAUSE THEY WANTED MORE TIME TO IMPLEMENT THAT PLAN, BUT BECAUSE OF FOR FIRST GRADERS OR KINDERGARTNERS, BECAUSE OF DYSLEXIA, THEY HAD TO BE ASSESSED BY THE END OF CERTAIN TIME WE COULDN'T MOVE THAT WINDOW BUT THEY'RE REALLY EXCITED ABOUT THE WORK.

SO NOT ONLY HAVING TO DO THE WORK, BUT CAMPUSES WERE EXCITED ABOUT THE WORK, AND SO WE ALSO SEE THAT THERE IS AN INCREASE FROM YEAR OVER YEAR.

LAST YEAR WE ENDED AT 61% AND THIS YEAR WE ENDED AT 70%.

SO THAT'S NINE PERCENTAGE POINTS INCREASE.

YES, ABSOLUTELY.

WE STILL MISSED OUR TARGET, BUT WE MISSED OUR TARGET BY WAY LESS THIS YEAR THAN LAST YEAR , AND SO IN ANTICIPATION OF THE GROWTH IN THE WORK THAT WE'RE PUTTING IN PLACE, I'M EXCITED ABOUT SEEING IF WE DON'T HIT OUR END OF YEAR TARGET NEXT YEAR, EVEN AT MOY, AND IF WE'RE WRONG, DR.

NICHOLS SAID THAT [INAUDIBLE] [CHUCKLING].

I'M JUST YEAH, RIGHT.

NOW WE'RE GOING TO GO AND LOOK AT OUR STUDENT GROUPS FROM YEAR OVER YEAR GROWTH AND WE CAN SEE THAT EVERY GROUP GREW HERE.

WE ARE MISSING OUR TARGETS.

WE'RE NOT GOING TO SIT HERE AND PRETEND LIKE WE'RE NOT HITTING OUR TARGETS, BUT WE ARE GROWING.

[00:55:02]

RIGHT, BUT WE ARE GROWING.

SO WE ARE AGAIN, IN ANTICIPATION OF BEING EXCITED ABOUT HITTING OUR TARGETS NEXT YEAR.

THIS IS OUR LOOK FOR OUR STUDENT GROUPS FROM MOY TO EOY, AND IF YOU GUYS ARE TAKING THE TIME TO LOOK AT THAT GROWTH BETWEEN THOSE TWO ADMINISTRATIONS, YOU SEE WE HAVE SEVERAL GROUPS THAT ARE GROWING DOUBLE DIGITS FROM MOY TO EOY.

OKAY, SO THEN WE'RE GOING TO TALK ABOUT GPM 1.2, WHICH IS OUR FIRST GRADE GPM, WHICH AGAIN, THEY HAVE THE SAME TARGET FOR 2026 OF 80% OF THE STUDENTS BEING ON GRADE LEVEL, WHICH IS AT OR ABOVE BENCHMARK USING OUR CLASS ASSESSMENT, AND FOR 2023, OUR TARGET IS 70% , AND HERE AGAIN, HAVING THAT TWO YEAR LOOK.

WE AGAIN SEE TREMENDOUS GROWTH BETWEEN OUR MOY AND OUR EOY, AND I WANT TO APOLOGIZE FOR OUR CANDIDATE.

I THINK IT WAS LIKE A 12% INCREASE FROM MOY TO EOY.

THIS IS OUR 15% GROWTH FROM MOY TO EOY HERE, AND AGAIN AS AS LAST YEAR, OUR SECOND GRADE STUDENTS, FIRST GRADE STUDENTS, I APOLOGIZE, DID OUR END OF YEAR TARGET AND WE EXCEEDED IT BY FIVE PERCENTAGE POINTS THIS YEAR WHEREAS LAST YEAR WE ONLY EXCEEDED BY TWO PERCENTAGE POINTS.

SO THE WORK AGAIN, FROM THOSE ACTION PLANS, FROM THE WORK THE CAMPUSES WERE DOING.

WE'RE SEEING THAT IT'S NOT JUST WORK THAT'S EMPTY.

IT'S WORK THAT'S GETTING THE RESULTS THAT'S GOING TO BE MOVING US FORWARD HERE OVER THE NEXT FEW YEARS.

TAKING IT DOWN TO THE STUDENT GROUP LEVEL BECAUSE THAT EXCEPTIONAL GROWTH, IT IS DONE BY STUDENT GROUPS, STUDENT GROUPS, [INAUDIBLE] TO THE OVERALL.

WE'RE AGAIN SEEING THAT WE ARE HAVING YEAR OVER YEAR GROWTH FROM 2022 TO 2023 FOR ALL OF OUR STUDENT GROUPS , AND GOING FROM MOY TO EOY, WE'RE GOING TO TALK ABOUT HOW MANY STUDENT GROUPS ACTUALLY HIT THEIR TARGETS FOR THE YEAR.

IT'S NOT ALL, AND WE'RE NEVER GOING TO BE SATISFIED UNTIL WE GET TO ALL BUT HAVING SOME BEATS HAVING NONE.

SO, WE ARE DOING THE WORK.

WE ARE STARTING TO HIT AND EXCEED OUR TARGETS AT 504, WE EXCEEDED THAT TARGET PRETTY GOOD, 2% THAT 4 OR 5 PERCENTAGE POINTS.

SO WE ARE DOING SOME GOOD WORK HERE IN KINDER AND SECOND AND FIRST GRADE.

NOW WE ARE GOING TO GET INTO OUR SECOND GRADE.

WHERE THE TARGET AGAIN IS BY 2026 OF 80%.

WITH THE END OF YOUR TARGET BEING 75.

SO AGAIN, LOOKING AT THAT TWO YEAR LOOK WHERE WE SEE THAT THE DATA HERE ISN'T AS EXCITING AS THE LAST TWO GRADE LEVELS, BUT AGAIN, THE WORK FOR THAT WE'VE TURNED OVER FOR THIS YEAR WAS JUST KINDER AND FIRST AND ONE OF THE REASONS FOR THAT WAS CAPACITY.

WE WANTED TO GET THIS IN PLACE.

WE WANTED TO PUT IT IN PLACE TO WHERE WE CAN SEE THE SUCCESS, AND SO WHEN YOU ASK SOMEONE TO DO SOMETHING AND IF YOU CAN SHOW THEM WHERE IT'S BEEN SUCCESSFUL, THEY'RE GOING TO BE THAT MUCH MORE EXCITED ABOUT GOING INTO THE WORK, KNOWING THAT THE WORK THAT THEY DO WILL HAVE THE OUTCOMES THAT WE WANT.

SO AGAIN, IT'S STILL THE TWO PERCENTAGE POINT PERFORMANCE FROM YEAR OVER YEAR.

WITH 5% PERCENTAGE INCREASE FROM MOY TO EOY, WHICH OUTPACES LAST YEAR 4% FROM MOY TO EOY.

GOING DOWN TO OUR STUDENT GROUPS.

THE GROWTH WE HAVE, IT IS NOT AS OBVIOUS.

IT DOESN'T STAND OUT AS MUCH HERE OR IS NOT AS STRONG AS WHEN OUR KINDERGARTEN FIRST GRADE, BUT WE DO HAVE THE GROWTH WITH THE EXCEPTION OF OUR DYSLEXIA.

WE HAVE GOT TO START PUTTING NUMBERS ON THAT BECAUSE WE DON'T KNOW HOW MANY STUDENTS THAT REPRESENT.

SO WE THAT IS ONE CHANGE WE'LL BE MAKING GOING FORWARD, TRYING TO HAVE A SENSE OF HOW MANY STUDENTS THAT THERE ARE, BUT THIS IS EARLY IN THE PROGRAM WHEN THEY START RECEIVING THOSE SERVICES. SO WE DO NEED TO BE ABLE TO PAINT A BETTER PICTURE FOR THIS DATA AND WE WILL DO SO NEXT YEAR , AND THEN THE MOY TO EOY AGAIN. SEEING SOME GROWTH, NOT AS STRONG AS KINDER FIRST AGAIN, BUT WE DO HAVE STUDENT GROUPS THAT ARE EMERGING BILINGUAL THAT DID HIT THEIR TARGETS AND OUR 504, THEY WERE CLOSE.

I'M GOING TO TURN IT BACK OVER TO DR.

NICHOLS TO TALK ABOUT OUR EARLY LITERACY PAST, PRESENT AND FUTURE.

ALL RIGHT. WE ARE ON SLIDE 19.

THANK YOU, MA'AM. SO WE JUST FINISHED UP WITH EARLY LITERACY AND WE'RE MOVING INTO EARLY NUMERACY, AND SO WHAT WE'LL SEE AGAIN, THE SCREENER FOR MATH IS THE AIMSWEB, AND JUST LIKE WITH OUR SCREENER FOR EARLY LITERACY, THIS CAN BE GIVEN IN BOTH ENGLISH AND SPANISH.

NOW IT HAS THE CAPACITY FOR STUDENTS K THROUGH EIGHT, BUT RIGHT NOW WE USE IT FOR K THROUGH FIVE.

[01:00:07]

YES. SO THIS SCORE IS BROKEN DOWN IN FIVE DIFFERENT AREAS, WELL ABOVE ABOVE AVERAGE, BELOW AND WELL BELOW.

HOW IT DIFFERS, THOUGH, FROM THE OTHER SCORE IS AVERAGE, AND I GOT THIS FROM MY TRUSTEE FRIEND NEXT TO ME.

THE AVERAGE SCORE CARRIES A VERY WIDE RANGE.

THE RANGE IS FROM THE 25TH TO THE 75TH PERCENTILE.

SO ONE OF THE THINGS THAT WE HAVE DONE AND ALSO THE COMPANIES WILL GIVE US INFORMATION BASED ON TEXAS DATA, IS TO FIGURE OUT AT WHAT PERCENTILE SPECIFICALLY THEN, SINCE WE CAN'T RELY ON A CERTAIN COMPOSITE SCORE, AT WHAT PERCENTILE, THEN DO WE SEE WHERE IT'S ALIGNED WITH OUR STUDENTS ABILITY TO SCORE AT THE MEETS LEVEL WHEN IT GETS TO THIRD GRADE STAAR.

SO THAT'S WHY WE GIVE YOU A PERCENTILE.

IT DOES HAVE THE DIFFERENT MARKERS, BUT THE MARKER IS SO LARGE WITHIN THAT COMPOSITE SCORE, WE HAD TO GIVE YOU A CERTAIN.

SO IT'S THE 40TH PERCENTILE FOR THE AVERAGE COMPOSITE SCORE, AND THAT'S WHAT PREDICTS WHERE WE SEE A HIGH CORRELATION AS FAR AS WHETHER OR NOT STUDENTS WILL BE ABLE TO SCORE AT THE MEETS LEVEL ON THE STAAR.

AGAIN MEETS IS FOR TEXAS THEY HAVE THAT'S NOT CONSIDERED PASSING BUT THAT'S THE LEVEL OF ACHIEVEMENT WE WANT TO ALIGN OURSELVES WITH. ALL RIGHT.

AGAIN, THE DISTRICT THE BOARD GOALS STATE SPECIFICALLY THAT WE WANT TO OUR THIRD GRADE STAAR IN MATH.

WE WANT TO MOVE FROM 40% TO 76% BY 2026 ON THE MEETS GRADE LEVEL.

FOR THIS SCHOOL YEAR 2023, OUR GOAL WAS 63%, AND YOU SEE THE CORRESPONDING GOALS FOR THE DIFFERENT STUDENT POPULATIONS AGAIN BY RACE, ETHNICITY, LANGUAGE AND BY DIFFERENT PROGRAMS AS WELL, AND SO JUST LIKE IN EARLY LITERACY, WE DID THE SAME THING WHERE WE CHALLENGED WHAT OUR BELIEFS AND OUR PRACTICES WERE.

WHAT WE WILL SPEAK TO, THOUGH, IS WE DID NOT GET AS FAR IN EARLY LITERACY IN THOSE PRACTICES.

WE DID NOT GET AS FAR IN MATH AS WE DID IN EARLY LITERACY.

ONE OF THE THINGS THAT WE DID NOT SPEAK TO IS THAT AS A DISTRICT LEVEL STAFF, WE ALSO TOOK OURSELVES THROUGH A RIGOROUS TRAINING AS WELL. THAT ALLOWED US NOT ONLY TO UNDERSTAND THE SCIENCE OF READING, BUT HOW TO LEAD THE SCIENCE OF READING AND TO TRANSFORM THE DISTRICT.

SO WE DECIDED TO GO THROUGH INSTRUCTIONAL COACHES, AREA SUPERINTENDENTS, MYSELF, EXECUTIVE DIRECTORS WITHIN TEACHING AND LEARNING.

WE EVEN HAD PEOPLE FROM LIBRARY SERVICES.

ABOUT 25 TO 30 OF US SPECIFICALLY WENT THROUGH AND THAT WE SAID AS A TEAM, WE WILL UNDERSTAND THIS SO THAT EACH AND EVERY PERSON WILL BE ABLE TO DO THEIR PART AND FIGURE OUT ALL THE DIFFERENT CHANGES THAT WE HAVE TO MAKE WITHIN THE SYSTEM IN ORDER TO MOVE EARLY LITERACY.

BUT IT WAS A LOT EASIER BECAUSE OF THE SCIENCE OF READING MOVEMENT TO HAVE MORE OF A ROAD MAP IN REGARDS TO CURRICULUM AND OTHER MOVES THAT WE NEEDED TO MAKE IN ORDER TO ENSURE SUCCESS. IT IS NOT AS CLEAR CUT IN MATH, AND SO WITHIN MATH WE HAVE TO FIND OUR OWN WAY, AND SO WE'RE STILL IN THAT PROCESS OF TRYING TO FIGURE OUT A LOT OF THINGS OUT. SO WHEN IT SPEAKS TO--THE LAST BULLET, SPEAKS TO AN EXAMINATION OF CURRICULUM AND PD, THAT IS EXACTLY WHAT WE'RE DOING.

WE'RE TRYING TO FIGURE OUT BASED ON HOW WE'RE SCORING ON SPECIFIC THINGS AND LOOKING AT THE VERTICAL ALIGNMENT OF THOSE DIFFERENT TEKS ALL THE WAY FROM KINDERGARTEN ALL THE WAY UP AS FAR AS EXACTLY WHERE WE'RE OFF, EITHER BY STANDARD OR SPECIFICALLY WITHIN THE GRADE AREA AND OR IN FOUNDATIONAL SKILLS.

SO THAT IS THE WORK THAT WE STARTED THIS SEMESTER IN REGARDS TO MATH, IN ORDER TO CHART A BETTER COURSE FORWARD IN ORDER TO MAKE SURE THAT OUR CURRICULUM IS REALLY SETTING THE RIGHT FOUNDATION TO CAUSE SUCCESS WITHIN OUR FOR OUR STUDENTS.

NATALIE, IF I MAY ADD ALSO, WE ALSO THE CURRICULUM AUDIT WILL INCLUDE MATH, TOO.

SO ACTUALLY, WE'LL BE DOING A CURRICULUM AUDIT FOR THE ENTIRE MATH ALL THE WAY.

YES, SIR, ALL THE WAY TO, I THINK, ALGEBRA TWO, RIGHT? IF I REMEMBER CORRECTLY. YES.

SO, AGAIN, WHAT WE HAVE DONE IN THE PAST.

WE'VE DONE SOME MODIFICATIONS.

WE'VE CREATED SOME ALIGNED PRACTICES.

WE'VE INCREASED COACHING SUPPORT.

WE HAVE DISTRICT PD FOCUSED ON BUILDING FLUENCY AND SPIRAL REVIEW, AND THEN WE TALKED ABOUT WHAT DID WE DO THIS SPRING SEMESTER, AND

[01:05:01]

WE'VE BEEN LOOKING AT THE VERTICAL ALIGNMENT OF TEKS AND INSTRUCTIONAL PRACTICES AS PART OF US ALREADY STUDYING OUR CURRICULUM.

WE ARE GOING TO ALIGN OUR K TWO REPORT CARD BASED ON WHERE THE STUDENT END ON EACH DIFFERENT NINE WEEKS, AND SO THERE'S A BETTER UNDERSTANDING FOR THE PARENTS AS FAR AS THE SPECIFIC SKILLS AND NOT A GENERAL STATEMENT ABOUT WHERE THE STUDENTS WILL BE.

WE'RE STARTING SOMETHING CALLED DATA DRIVEN INSTRUCTION.

IT IS VERY DETAILED, IT IS VERY INVOLVED, BUT WE'RE STARTING THAT WHEN IT RELATES TO ALL THINGS MATH WITHIN OUR DISTRICT.

TO GIVE A VERY SHORT SYNOPSIS OF IT, THE WHOLE POINT OF DATA DRIVEN INSTRUCTION, NUMBER ONE, FOR THOSE OF US WHO ARE ABOVE A CERTAIN AGE, WE REMEMBER WHEN EVERYTHING YOU DID IN MATH, YOU HAD TO SHOW YOUR WORK BECAUSE THEN WE HAVE GONE TO COMPUTERS.

OFTENTIMES WHAT WE'VE DONE, WE'VE DONE MULTIPLE CHOICE AND WE'VE, I THINK TO A CERTAIN DEGREE, FORGOTTEN THE POWER OF STUDENTS SHOWING THEIR WORK, WHICH SPECIFICALLY IS WE CAN FIGURE OUT THE STUDENT GAP.

SO ONE OF THE THINGS THAT YOU WILL SEE DIFFERENTLY WITHIN OUR MATH CLASSES IS EVEN IF THERE IS A MULTIPLE CHOICE QUESTION, STUDENTS WILL HAVE TO SHOW THEIR WORK ON EVERYTHING. THE WHOLE POINT BEING WE STUDIED THE STUDENT WORK, WE FIGURE OUT WHAT THE SPECIFIC GAP IS AND WHETHER OR NOT THE GAP IS SOMETHING THAT WE'RE SEEING ACROSS ALL STUDENTS, BECAUSE BASED ON THAT GAP, WE KNOW THEN TO HOW TO INTERCEDE WITH AND HELP THE STUDENT AND ALSO AT THE DISTRICT LEVEL, HOW WE HELP THE TEACHER.

AS FAR AS LOOKING AND ADMINISTRATOR, AS FAR AS WHAT ARE THE THINGS THAT THE MISTAKES OR DIFFICULTIES, AREAS OF CONCERN WE SEE COMING UP OVER AND OVER AGAIN.

SO WE KNOW THAT WHETHER OR NOT IT'S A MATTER OF IT'S A TEACHER GAP THAT'S CREATING A STUDENT GAP, AND THAT'S JUST ONE PART OF WHAT DATA DRIVEN INSTRUCTION IS ABOUT, BUT THAT'S ONE OF THE MAJOR THINGS THAT PARENTS AND AS YOU GO INTO CLASSROOMS, YOU WILL SEE DIFFERENTLY BASED ON THIS PROCESS, BECAUSE WE'VE ALREADY KNOWN AND WITHIN OUR LEADERSHIP SUMMIT, WE'VE ALREADY PUT THAT OUT TO ALL OF OUR STAFF, GIVING THEM A LITTLE MINI LESSON AND THE TEACHING AND LEARNING TEAM, INSTRUCTIONAL COACHES, EXECUTIVE DIRECTORS, DIRECTORS ALREADY IN THE PROCESS OF BUILDING THAT PD AND SO THE DISTRICT WILL TAKE THE OWNERSHIP OF DELIVERING THAT PD TO OUR ENTIRE SYSTEM AND ALL MATH TEACHERS AND ADMINISTRATORS WHO ARE SUPPORTING MATH, AND IN ADDITION, THE AREA SUPERINTENDENTS AND CERTAIN MEMBERS OF THE TEACHING AND LEARNING TEAM, THE EXECUTIVE DIRECTOR OF TEACHING AND LEARNING, AND BOTH THE DIRECTORS WHO ARE IN CHARGE OF ELEMENTARY AND SECONDARY.

WE WENT TO A WEEK LONG TRAINING TOGETHER TO WHERE WE CAN BE FULLY IMMERSED AS FAR AS HOW TO LEAD THAT WITH OUR LEVEL TO MAKE SURE THAT WE GET IT, MAKE SURE THAT IS PUT INTO PLACE THROUGHOUT THE SYSTEM WITH A CERTAIN LEVEL OF EFFECTIVENESS AND EFFICACY.

WE ALSO GOING TO BE WITHIN OUR CAMPUS IMPROVEMENT PLANS.

WE MADE SURE, BASED ON THE LEADERSHIP SUMMIT, TO ROLL THAT OUT, AND SO THAT IS SOMETHING YOU WILL SEE AS PART OF EVERYONE'S CAMPUS IMPROVEMENT PLANS AND ALSO A SPECIFIC DISTRICT WALKTHROUGH FORM WITH SPECIFIC "LOOK FORS" THAT WILL HELP US BE MORE SUCCESSFUL IN MATH.

AGAIN, JUST LIKE IN EARLY LITERACY, OUR PARENT LIAISONS WILL SUPPORT THIS AS IT PERTAINS TO K-2.

AS FAR AS HOW PARENTS CAN THEN UNDERSTAND THEIR STUDENTS' DATA AND HOW THEY CAN SUPPORT IT AS APPROPRIATE WITHIN THE HOME AND THEN ALSO WITHIN OUR EQUITY DIVERSITY AND INCLUSION OFFICE, THERE WILL BE SUPPORTING THIS THROUGH MATHEMATICS SELF-EFFICACY, WHICH IS ALSO ONE OF THE AREAS WITHIN OUR SEL THAT IS SUPPORTED BY BOARD GOALS.

ALL RIGHT. SO WE HAVE NOW SPOKEN OF OUR JOURNEY IN EARLY LITERACY, AND I LEAVE IT UP TO MY WONDERFUL COLLEAGUE, MS. SIMMONS, IN ORDER TO TAKE YOU THROUGH THE NUMBERS THAT CORRELATE TO OUR JOURNEY TO DATE.

SO WE WILL GO THROUGH AND LOOK AT OUR EARLY LITERACY GPMS. AGAIN, AS DR.

NICHOLS JUST STATED, WE HAVE A PLAN IN PLACE.

[01:10:01]

AGAIN, LOOKING AT OUR GPM BY THE YEAR 2026, I THINK WE LIKE THE GOAL OF 80 BECAUSE LIKE FIVE OF OUR SIX ARE 80 BY THE 2026 SCHOOL YEAR, BUT WE HAVE A TARGET OF 71% FOR THIS YEAR FOR OUR KINDER STUDENTS, AND HERE'S OUR DATA AGAIN, GIVING YOU THE TWO YEAR LOOK TO WHERE WE'RE SEEING HERE THAT WE DID HAVE AN INCREASE YEAR OVER YEAR OF 4%, BUT ONE THING THAT I DO WANT TO EMPHASIZE IS BECAUSE WE HAVE TO CELEBRATE ALL OF OUR SUCCESSES IS LAST YEAR AT THIS TIME, YOU SEE THAT WE ACTUALLY WENT BACKWARDS FROM MOY TO EOY AND WE CAME BACK TO AIMSWEB PLUS LAST YEAR, AND PRIOR TO THAT, WHEN YOU GUYS ADOPTED YOUR GOALS, WE WEREN'T LOOKING AT K ONE AND TWO. WE WERE LOOKING AT PRE K AT THAT TIME.

SO WE HAD A QUESTION ABOUT IS THIS THE FIRST YEAR, IS THIS A TREND OR DID THIS HAPPENED JUST THIS YEAR WITH US COMING OUT OF THE PANDEMIC? AND YOU KNOW, WE WANTED TO SAY EVERYTHING WAS THE PANDEMIC, BUT WE WANTED TO DIG DOWN, AND WHEN WE DUG DOWN, WE SAW THAT GOING BACK TO 2018 AND 19, WHICH WAS THE FIRST YEARS THAT WE USED AIMSWEB PLUS WE USED AIMSWEB 1.0, BUT WE WENT TO AIMSWEB PLUS THAT YEAR THIS HAPPENED.

SO FOR I WON'T SAY THREE CONSECUTIVE YEARS BECAUSE THERE WAS THE INTERRUPTION, BUT FOR THREE YEARS THAT WE GAVE THIS, THERE WAS A DECREASE FROM MOY TO EOY, AND WHEN THIS HAPPENED LAST YEAR, I DID CALL UP OUR ELEMENTARY COORDINATOR FOR CURRICULUM AND WE TALKED ABOUT IT AND SHE PUT SOME THINGS IN PLACE, AND SO WE DIDN'T HAVE THE INCREASE, WHICH WE WOULD LOVE TO SEE, BUT WE DID BREAK A THREE YEAR TREND TO WHERE WE WERE DECREASING FROM MOY TO EOY WITH OUR KINDER STUDENTS.

SO WE LOOK FORWARD TO SEEING THAT, AND PLUS WHAT DR.

NICHOLS TALKED ABOUT BEING IN PLACE NEXT YEAR TO NOT JUST BREAK IT FROM DECREASING, BUT TO START TO SEE THAT INCREASE BY THE END OF THE YEAR NEXT YEAR, AND GOING DOWN TO THE STUDENT LEVEL FOR A YEAR OVER YEAR.

WE DO SEE THAT WE DO HAVE GROWTH AMONG JUST ABOUT ALL OF OUR GROUPS.

WE DID HAVE THAT DECREASE THERE WITH 504 STUDENTS, BUT THE STUDENTS ARE GROWING YEAR OVER YEAR, AS WE SAW THAT, BECAUSE WE DIDN'T HAVE THAT DECREASE.

THERE WAS SOME GROWTH BETWEEN YEAR OVER YEAR AND GOING LOOKING FROM MOY TO EOY WE DO SEE AGAIN THAT OUR STUDENT GROUPS, THE GROWTH ISN'T TREMENDOUS BETWEEN EACH STUDENT GROUP, BUT WE DO HAVE THAT GROWTH WITH IT LOOKS LIKE OUR I DON'T KNOW WHY I WON'T USE MY NOTES BECAUSE THIS AND THIS I CAN'T FLIP [INAUDIBLE] WHICH GROUP IS THAT BLUE GROUP? OUR ASIAN GROUP ACTUALLY HITTING OUR TARGET THERE FOR OUR 2023.

YES. THANK YOU.

THEN MOVING ON TO OUR FIRST GRADE STUDENTS AGAIN BY 2026, GETTING TO 80% OF OUR STUDENTS BEING AT THAT PERCENTILE THAT WE'VE SET THERE, AND AGAIN, WE TRY TO COME BACK AND CHECK THAT EVERY YEAR.

SO LAST YEAR WE WERE ABLE TO LOOK AT HOW OUR SECOND GRADERS YEAR BEFORE LAST, HOW OUR SECOND GRADERS THAT YEAR CAME INTO THIRD GRADE, AND THIS YEAR, WHEN WE GET OUR DATA BACK, WE'RE GOING TO LOOK AT OUR SECOND GRADE FROM LAST YEAR, HOW THEY DID TO SEE IF WE'RE SETTING THAT TARGET AT THE RIGHT LEVEL TO BE ABLE TO INFORM US HOW STUDENTS ARE GOING TO PERFORM IN THIRD GRADE.

SO AGAIN, TWO YEARS WORTH OF DATA WITH OUR 2023 TREND BEING HIGHER THAN OUR 2022, AGAIN, HAVING THAT GROWTH YEAR OVER YEAR OF ABOUT 6% AND THEN FROM MOY TO EOY OF ABOUT SIX, 8% THIS YEAR, AGAIN, MISSING OUR TARGETS, BUT WE ARE SHOWING GROWTH EACH YEAR.

OUR STUDENT GROUPS.

THIS IS FLIP FLOPPED.

I APOLOGIZE FOR THAT. WE'RE GOING TO LOOK FIRST FROM MOY TO EOY AND SEEING THAT WE DO HAVE THAT STUDENT GROUP, STUDENT GROUP GROWTH WITH OUR 504 STUDENTS EXCEEDING OUR TARGET FOR 2023, AND HAVING STRONG GROWTH THERE BETWEEN OUR AFRICAN AMERICAN FROM MOY TO EOY , AND NOW LOOKING AT YEAR OVER YEAR BETWEEN OUR STUDENT GROUPS.

SEEING THAT REALLY STRONG GROWTH FOR OUR 504 STUDENTS FROM LAST YEAR TO THIS YEAR, IN ALL THE GROUPS BUT ONE, WHICH IS, AGAIN, I THINK OUR DYSLEXIA GROUP HAVING A SLIGHT DECREASE THERE FROM LAST YEAR TO THIS YEAR, AND FINALLY LOOKING AT 2.3, WHICH IS OUR SECOND GRADE STUDENTS HAVING A GOAL OF 83% BY 2026.

WITH A TARGET OF 80% THIS YEAR, AND SO THIS IS THE ONE THAT IS MORE DISTRESSING THAN THE OTHER TWO, BECAUSE WE DO HAVE A TREND THAT'S UNDER OUR 2022 DATA FOR OUR 2023 SCHOOL YEAR.

THESE ARE OUR STUDENTS THAT STARTED KINDER, THAT 2021 SCHOOL YEAR.

IT'S A LITTLE BIT MORE DIFFICULT TO DO MATH FROM VIRTUALLY WITH SOME OF OUR STUDENTS THAN IT WAS FOR THE LITERACY, BUT IT IS THEY ARE ON A LOWER TRAJECTORY.

IF WE GO BACK TO THIS SLIDE HERE, WE SEE THAT THEY ENDED THE YEAR THE 2022 THERE SO THEY ENDED THE YEAR ABOUT 59%

[01:15:03]

AGAIN, MISSING OUR TARGETS HERE FOR THE SECOND YEAR IN A ROW, AND AGAIN, THIS IS FLIP FLOPPED, AND I APOLOGIZE.

MOY TO EOY, FIRST, LOOKING AT THE STUDENT GROUPS THERE, WE DO HAVE SOME STUDENT GROUPS THAT HIT THE TARGET, AGAIN, OUR 504 GROUP AND HAVING SOME GROWTH FOR MOST OF OUR STUDENT GROUPS THERE FROM MOY TO EOY, BUT BECAUSE OF THE REVERSAL THERE.

MOST OF OUR STUDENT GROUPS HERE FROM EOY TO EOY, WE DO HAVE THAT DECREASE THERE FOR OUR STUDENT GROUPS.

QUESTIONS. ALL RIGHT. THANK YOU VERY MUCH.

FIRST LIGHT THAT I HAVE IS TRUSTEE HARRISON.

THANK YOU. I HAVE A FEW QUESTIONS.

I WANT TO SAY THANK YOU IN PARTICULAR FOR SLIDES FIVE.

IT'S REALLY HELPFUL TO SEE HOW YOU OUTLINE THOSE CHANGES, BUT MY QUESTION IS ALWAYS GOING TO BE HOW DO WE CONTINUE TO MONITOR PROGRESS? RIGHT? SECOND GRADE WAS CONCERNING FOR EARLY LITERACY ESPECIALLY.

I KNOW WE'LL HAVE STAAR TESTS, BUT WHAT'S THE PROPOSAL SO THAT WE'LL KEEP UP TO DATE TO MONITOR PROGRESS BEYOND K THROUGH TWO? SO WE JUST CREATED AN AWESOME TOOL.

YEAH, ALMOST BROKE US, BUT WE JUST CREATED.

SO THROUGH OUR PRESENTATIONS, YOU KNOW, FOR THE THREE DOMAINS, WE MEASURE ACHIEVEMENT, PROGRESS AND ALSO EQUITY.

AS FAR AS LOOKING AT CERTAIN GROUPS, AND SO OFTENTIMES WHAT'S BEEN VERY DIFFICULT FOR US AS ADMINISTRATORS, WHETHER AT THE CAMPUS OR DISTRICT LEVEL OR FOR TEACHERS, WAS HOW AM I GOING TO SIMULTANEOUSLY MONITOR ALL THOSE THREE THINGS AT ONCE? BECAUSE THERE IS A VERY DIFFERENT PROCESS, VERY DIFFERENT NUMBERS YOU HAVE TO HIT AND VERY DIFFERENT THINGS YOU NEED TO LOOK AT.

ONE OF THE THINGS AND SHE DOESN'T LIKE IT WHEN I SAY THIS AND SO ALL I HAD TO DO WAS COME UP WITH A BRIGHT IDEA, BUT ERICA AND HER TEAM WERE ABLE TO CONCEPTUALIZE THAT IDEA INTO ACTUALLY SOMETHING WHERE THAT'S DONE.

SO AS YOU ASK, HOW WOULD WE BE ABLE TO MONITOR THAT? WE CREATED A TOOL THAT ALLOWS US TO LOOK AT HOW MUCH GROWTH A STUDENT NEEDS TO MAKE IN ORDER TO GET TO A CERTAIN LEVEL OF ACHIEVEMENT, IN ORDER TO THEN BE ABLE TO FIGURE OUT HOW DO WE PROGRESS, MONITOR ACCORDINGLY IN ORDER TO PUSH THEIR ABILITY TO SUCCEED AT A CERTAIN LEVEL.

SO, FOR EXAMPLE, EACH OF THE CAMPUSES THEN WHERE AND THEY'LL BE ABLE TO MONITOR THIS BY INDIVIDUAL STUDENT AND BE ABLE TO FIGURE OUT WHERE EACH STUDENT IS, HOW MUCH GROWTH HAVE I MADE? AND THIS IS GOING TO BE THROUGHOUT THE YEAR, NOT WE DON'T HAVE TO WAIT FOR THE STAR ANYMORE.

THE STATE ASSESSMENT THROUGHOUT THE YEAR, WE'LL BE ABLE TO SEE, HEY HAS TIFFANIE GROWN ENOUGH TO THE POINT TO WHERE SHE IS AT A HIGH ENOUGH ACHIEVEMENT AND SO AND THEN AT THE SAME TIME IT ALLOWS US TO MEASURE EQUITY AS WELL.

WHEN WE WENT BACK AND LOOKED, THE STATE DEFINES EQUITY IN A VERY SPECIFIC WAY.

THEY LOOK AT EQUITY AS IT RELATES TO ECONOMICALLY DISADVANTAGED VERSUS NON ECONOMICALLY DISADVANTAGED STUDENTS.

EVEN THOUGH I'M TRYING TO REMEMBER THE NUMBER, AND OFTENTIMES, EVEN WHEN WE LOOK AT OUR DATA, HOW WE DISAGGREGATE THAT DATA BY STUDENT POPULATIONS, WE BREAK IT OUT BY ALL THE DIFFERENT GROUPS AFRICAN-AMERICAN, HISPANIC, AND UNFORTUNATELY, THOSE GROUPS WILL TYPICALLY DO NOT AS WELL AS OTHER RACES, AND SO BUT WHAT WE HAVE FOUND WITHIN OUR DATA THAT IT'S NOT NECESSARILY THE RACE THAT IS THE THING, THE DRIVER, WHEN WE WENT BACK AND LOOKED AT THE DATA, WHAT WE SAW WAS POVERTY IS A DRIVER, AND SO WE FELT VERY COMFORTABLE THEN LOOKING AT SAYING THAT WE'RE GOING TO MEASURE THAT THROUGHOUT THE SCHOOL YEAR, EVEN WITH OUR CURRICULUM BASED ASSESSMENTS, WE'RE GOING TO BE ABLE TO IN OUR SCREENERS, WE'RE GOING TO BE ABLE TO MEASURE THAT THROUGHOUT THE YEAR, AND SO WHAT YOU SEE, EVEN WITH OUR DATA AND SO INTERNALLY FOR US, WE WILL BE MEASURING ALL OUR SCREENERS AND EARLY LITERACY, EARLY MATH, AND ALSO WHEN IT COMES TO OUR TESTED GRADE LEVELS AND ALL OF THOSE SAME WAYS, WE WILL ALWAYS HAVE SOMETHING THAT REPRESENTS HOW MUCH GROWTH THEY'RE MAKING, WHETHER OR NOT THE GROWTH ALLOWS US TO GET TO A CERTAIN LEVEL OF ACHIEVEMENT, WHICH MEANS PASSING AS IT RELATES TO STAAR, AND THEN IT WILL ALSO ALLOW US TO SEE WHETHER OR NOT THE PROCESSES WE'RE PUTTING IN PLACE IS EQUALIZING.

IT'S LIKE RAISING ALL BOATS.

THANK YOU, AND PERHAPS MY QUESTION WASN'T CLEAR.

[01:20:01]

AZAIEZ IS AS A BOARD, WE MONITOR K THROUGH TWO, BUT THESE SECOND GRADERS THAT WE ARE NOT SEEING THE SAME GAINS ARE GOING TO THIRD GRADE.

SO AS A BOARD, WHAT'S OUR ACCOUNTABILITY MECHANISM FOR KNOWING HOW THEY'RE DOING NEXT YEAR, IN THIRD GRADE, FOURTH GRADE AND BEYOND? WELL, IT'S ALTHOUGH IT'S NOT A BOARD GOAL, OBVIOUSLY, TO MONITOR, BUT REMEMBER OUR GOAL, ONE GOAL, ONE, NOT THE GPM.

THE GOAL ONE IS REALLY THIRD GRADE DATA.

FOR FOR READING AND THEN GO TO THE OVERARCHING GOAL IS THIRD GRADE ALSO MATH.

SO ACTUALLY THE SECOND GRADE STUDENTS.

WILL BE OUR GOAL ONE AND GOAL TWO FOR NEXT YEAR.

GPMS ARE WORKING TOWARD ACHIEVING THE MAIN GOAL BECAUSE REMEMBER, OUR MAIN GOAL IS TO HAVE OUR THIRD GRADE STUDENTS READING ON OR ABOVE GRADE LEVEL BY THIRD GRADE, RIGHT, AND HAVING OUR STUDENTS COMPUTING AND DOING MATH ON OR ABOVE GRADE LEVEL ALSO BY BY THIRD GRADE. RIGHT. SO THE OVERARCHING GOAL IS THIRD GRADE.

SO WE'RE GOING TO BE FOCUSING MORE THAN EVER ON ALSO THIRD GRADE AND THAT MAKES SENSE TO ME, BUT I GUESS I DON'T THINK I'M BEING CLEAR.

I KNOW IT'S NOT OUR RESPONSIBILITY GOAL WISE.

RIGHT. WHAT ABOUT THE FOURTH GRADERS? WHAT ABOUT THE FIFTH GRADERS? HOW WILL WE CONTINUE TO MONITOR PROGRESS FOR THE OTHER ONES? RIGHT. OKAY. BEYOND WHAT WE'RE LOOKING AT AND HOW WILL THE BOARD GET REPORTS ON THAT? WE WILL DEFINITELY DO PRESENT TO YOU.

I KNOW OBVIOUSLY, WE DO.

ONE OF THE THINGS WE DO WITH THE TAPER, RIGHT? SO THAT'S REALLY START DATA.

SO THAT WILL HAVE ALL OUR STAFF FROM THIRD GRADE ALL THE WAY TO THE HIGH SCHOOL YEARS, BUT ALSO FOR OUR ACADEMIC OK WORKSHOP IN THE FALL WILL BE MORE THAN ALSO HAPPY TO TALK ABOUT THAT.

WE CAN SHARE AS MUCH DATA AS YOU WANT US LIKE FOR US TO DO.

WE KNOW WHAT IMPACTS OUR RATING WHEN IT COMES TO A THROUGH F SYSTEM IS REALLY START DATA AND CMR, RIGHT? SO I MEAN, WE WANT TO WE WANT WE WANT TO HAVE HIGH RATING AS A DISTRICT AND HIGH RATING IN EVERY ONE OF OUR CAMPUSES.

SO WE ARE MONITORING THOSE KIND OF DATA ANYWAY, BUT WE ALSO BELIEVE IF WE START EARLY AND THAT'S WHY I APPLAUD, APPLAUD WHAT WE DID HERE AS THE DISTRICT AND AS A BOARD, IF WE START EARLY AND THAT'S THE GOAL AS EARLY AS KINDERGARTEN, THEN WE WILL PROBABLY WILL BE IN A BETTER, BETTER SHAPE ADDRESSING AND MEETING ALL THE GOALS WE SET FOR OUR STUDENTS WHEN THEY GET TO START A, I GUESS, STAR GRADES.

TRUSTEE HARRISON ARE YOU ASKING SPECIFICALLY, ARE YOU SAYING DR.

NICHOLS THIRD GRADERS, HOW WILL I KNOW WHETHER OR NOT THEY'RE MAKING GAINS? NOT SPECIFICALLY THIRD GRADE.

I THINK WHAT I'M ASKING IS THIS LIKE COHORT MODELS, RIGHT? SO WE KNOW THAT THERE WERE THREE SCHOOL YEARS REALLY FOR IMPACTED BY COVID AND DISRUPTED BY COVID.

SO WE'RE NOT TRACKING THE SIXTH GRADERS WHO WERE IN, YOU KNOW, SECOND OR THIRD GRADE DURING COVID.

HOW DO WE REALLY KNOW HOW THEY'RE DOING AND HOW ARE WE STILL PROGRESS MONITORING ALL THE WAY THROUGH SECONDARY IN A WAY THAT THE BOARD KNOWS AND HAS THAT INFORMATION AS WELL, AND SO WHAT I WAS EXPLAINING IS THAT'S A PROCESS THAT WE'VE JUST PUT IN PLACE.

SO EVEN THOUGH YOU DON'T HAVE BOARD GOALS THAT WE REPORT ON, WE STILL KEEP DATA IN THAT WAY, AND THIS YEAR WHAT WE'VE DONE, EVEN MORE IMPORTANTLY WAS TO FIGURE OUT, RIGHT, SO RIGHT NOW, MORE SO YOU'RE GETTING ACHIEVEMENT DATA THAN YOU GET IT BROKEN DOWN, AND SO THE MODEL THAT WE'RE FOLLOWING NOW IS, YES, ACHIEVEMENT IS GREAT, BUT WE WANT EVERY STUDENT TO HAVE AT LEAST ONE YEAR'S WORTH OF GROWTH, AND IF YOU NEED MORE TO BE ABLE TO MEASURE THAT, AND SO WE CAN THEN SAY BASED ON WHAT WE'RE GOING TO BE DOING NOW, NATALIE, IS TWO YEARS BEHIND.

SHE NEEDS EXPONENTIAL GROWTH IN ORDER TO BE ABLE TO ACHIEVE AT THE MEETS LEVEL.

SO WHAT WE'VE CREATED IS A PROCESS TO BE ABLE TO MEASURE THAT PERHAPS WHAT WE CAN DO, TO YOUR POINT, AND I THINK I'M SURE MANY OF OUR BOARD MEMBERS ALSO WANT TO KNOW WOULD BE MORE THAN HAPPY TO SHARE WITH YOU WHAT WE STARTED AND WHERE WE CHANGED THE MINDSET.

IT'S ALL ABOUT GROWTH.

OBVIOUSLY, WE WANT PERFORMANCE, RIGHT? BUT IF YOU GROW A STUDENT LIKE NATALIE WAS SAYING, DR.

NICHOLSON WAS SAYING BY AT LEAST A YEAR, OBVIOUSLY SOME SOME OTHER STUDENTS MAY NEED WHAT'S CALLED AN ACCELERATED LEARNING.

RIGHT. WHERE WE GIVE THEM MORE THAN ONE YEAR WORTH OF LEARNING IN ONE YEAR, CALENDAR YEAR, IF YOU WILL, OR SCHOOL YEAR, AND SO WE WILL SHOW WE'LL SHARE WITH OUR BOARD MEMBERS.

MAYBE WE CAN MAYBE DURING OUR I THINK WE HAVE WE'RE SET FOR SEPTEMBER TO DO THE ACADEMIC WORKSHOPS WE'RE SETTING.

WE'RE OUR THOUGHT PROCESS WAS WE UNVEILED THIS WITH OUR TEACHER LEADERS AND OUR PRINCIPALS AND ASSISTANT PRINCIPALS, AND WE THOUGHT IT WOULD BE SOMETHING OF INTEREST FOR YOU GUYS TO SEE THIS PROCESS AS WELL AND UNDERSTAND HOW WE'RE NOW MEASURING STUDENTS AND BE ABLE TO SEE WHAT'S HAPPENING AS THEY GO, AND THIS IS

[01:25:06]

SO THIRD GRADE, ALL THE WAY UP TO ANY TESTED AREA, WHETHER IT BE ENGLISH, ONE, BIOLOGY, ENGLISH, MATH AND ENGLISH.

SO WE WILL, IF IT'S OKAY WITH OUR BOARD AND WE WILL BE MORE THAN HAPPY TO SHARE WITH YOU AND GO TAKE YOU THROUGH THE PROCESS THAT WE HAVE ALREADY.

YOU KNOW, FOR FOR FOR FOR TO ANSWER YOUR QUESTION.

OKAY. THANK YOU SO MUCH FOR BEING PATIENT AND WALKING ME THROUGH THAT, BECAUSE I'M THINKING ABOUT THESE SEVEN CONDITIONS FOR SUCCESS AND HOW IMPORTANT IT IS FOR US TO BE ABLE TO EXPLAIN AND UNDERSTAND THE INITIATIVES, AND I JUST WANTED TO EXPRESS GRATITUDE SPECIFICALLY FOR THIS, BECAUSE AS AN EDUCATOR, I LOGICALLY SEE HOW THESE THINGS LIKE THE COMMON DATA PROCESSES FOR ALL CAMPUSES, IS LEVELING THE PLAYING FIELD AND MAKING SURE THAT NO MATTER WHO YOUR PRINCIPAL IS, THERE IS SUPPORT ON THAT CAMPUS.

SO OVERALL, I'M PLEASED.

I JUST WANTED TO UNDERSTAND OUR LEVEL OF ACCOUNTABILITY BEYOND.

THANK YOU, AND THE OTHER THING, JUST TO KIND OF PIGGYBACK ON WHAT YOU'RE TALKING ABOUT, TRUSTEE HARRISON IS WE HAVE TALKED ABOUT THE NEED TO REVISIT OUR CUT SCORE OR NOT OUR CUT SCORES, BUT OUR ACTUAL BOARD GOAL NUMBERS, AND ONCE TIA FINALLY DECIDES HOW THEY'RE GOING TO SCORE US ON THE TEST THAT WE'VE ALREADY TAKEN, WE WILL BE ADDING THAT TO OUR FALL AGENDA AS WELL, AND JUST AS A REFRESHER, I KNOW THREE OF US ON THE DAIS WERE HERE FOR THE MEETING IN SEPTEMBER OF 21.

WHEN WE SET OUR GOALS.

WE WERE DOING IT KIND OF BLINDLY BECAUSE THERE HAD BEEN NO STAR TESTING THE PREVIOUS YEAR.

I WAS ON THE MATH SUBCOMMITTEE THAT CREATED THE GOAL NUMBERS, AND LITERALLY IT WAS A WILD GUESS OF THIS IS WHERE WE WERE BEFORE COVID. WE HAVE TWO YEARS WITH NO DATA, LET'S SAY.

LET'S TRY TO GET BACK TO WHERE WE WERE PRE COVID.

SO WE JUST AND THE THREE PEOPLE THAT I WORKED WITH OVER IN THAT CORNER OVER THERE WERE JUST KIND OF RANDOMLY PICKING OUT NUMBERS, AND WE'RE NOT BASED ON ANY KIND OF DATA OR HISTORY OR FACTS.

SO THOSE NUMBERS NEED TO BE REALLY REEXAMINED NOW THAT WE HAVE SOME MORE HISTORICAL DATA OF STAR COMPLETION OVER THE LAST TWO YEARS.

SO WE'LL WE'LL BE LOOKING AT THAT AS WELL.

SO. TRUSTEE MARKHAM.

THANK YOU. FIRST, I WANT TO SAY THANK YOU FOR SUCH A STRONG STRATEGIC PLAN.

I THINK THE NUMBERS SPEAK FOR THEMSELVES.

SO THANK YOU FOR YOUR THOUGHTFULNESS AND FOR SUPPORTING OUR STAFF AND FOR OUR CAMPUS PRINCIPALS WHO MAY BE LISTENING FOR THEIR COMMITMENT TO THE PLAN AND DIVING IN HEADFIRST.

SO I JUST HAVE ONE QUESTION AND ONE POINT OF CLARIFICATION FOR THE PARENT FORUM THAT'S COMING UP, AND THANK YOU FOR BRINGING PARENTS INTO THE FOLD IN EVERY ASPECT OF THIS.

IT'S AS A PARENT, IT'S VERY, VERY HELPFUL FOR THE PARENT FORUM PARENT FORUM COMING UP FOR CURRICULUM CHANGES.

WILL THAT ALSO INCLUDE HELPING PARENTS UNDERSTAND THE NEW REPORT CARD AND HOW TO READ THAT FOR THEIR STUDENT? IT WILL BE MENTIONED, BUT IT WILL NOT BE THE MAIN THRUST OF THAT WILL MORE SO BE THE CURRICULUM AND UNDERSTANDING THE CHANGES IN THE CURRICULUM AND THE WHY BEHIND THOSE CHANGES. WHAT WE CAN DO THROUGH OUR PARENT LIAISONS AND OTHER THINGS, WE CAN START THEN TO REALLY EDUCATE THE COMMUNITY IN REGARDS TO THE REPORT CARDS THAT WILL COME LATER.

WE HAD JUST ROLLED THAT OUT THROUGH, TALKED THROUGH IT, GOTTEN BUY IN THROUGH THE DIFFERENT LEVELS OF DISTRICT AND THROUGH THE PRINCIPALS, INSTRUCTIONAL COACHES, EVERYONE, AND SO WE HAVE NOT YET PLANNED ONCE WE COME BACK.

WE'RE ABOUT TO GO ON BREAK.

ONCE WE COME BACK IN JULY, THAT'S WHEN WE'RE GOING TO SIT DOWN TO FIGURE OUT WHAT THAT PLAN WILL LOOK LIKE FOR THE REPORT CARD AS FAR AS TEACHER KNOWLEDGE THAT WILL BE ROLLED OUT WITH OUR STAFF DURING WHEN WE GO THROUGH THE CURRICULUM FOR EARLY LITERACY AND MATH, THEY'LL DO THE REPORT CARD PIECE AT THE SAME TIME, BUT WE HAVEN'T SAID ANYTHING ON THE CALENDARS YET FOR OUR PARENTS, BUT THAT WILL BE COMING.

THANK YOU, AND THEN MY OTHER QUESTION WAS ABOUT THE DYSLEXIA NUMBERS.

OBVIOUSLY, THEY LOOK OFF ON MOST OF THESE CHARTS, AND I JUST WANTED TO CLARIFY, IS THAT BECAUSE WE'RE STILL WORKING ON THIS NEW SYSTEM WHERE WE CAN TRACK DYSLEXIA DATA BETTER, AND THAT'S JUST A NEW DATA POINT THAT WE'VE ASKED YOU GUYS TO EXTRAPOLATE.

WHAT I WILL SAY IS BECAUSE.

DURING KINDERGARTEN, FIRST GRADE.

NUMBER ONE, THE NUMBERS MAY BE REALLY LOW, AND SO MS..

SIMMONS SPOKE TO THAT, THAT YOU LITERALLY MAY BE LOOKING AT NOT VERY MANY KIDS.

SO ONE KIDS, ONE STUDENT CAN CARRY A LARGE PERCENTAGE.

ALSO, THIS IS WHEN THEY'RE BEING TESTED.

SO YOU'RE SEEING PEOPLE AT THE VERY BEGINNING OF THEIR JOURNEY, AND SO THERE SHOULD BE NO EXPECTATION AS FAR AS YOU WILL SEE, A WILDLY DIFFERENT NUMBER.

LITERALLY, THESE STUDENTS HAVE JUST BEEN IDENTIFIED AS FAR AS BEING IN THE PROGRAM AND WOULD NOT HAVE HAD A GREAT

[01:30:01]

LET ME JUST ADD ONE MORE THING.

IT'S ALSO LIKE IF IF AND THAT'S THE PLAN, OBVIOUSLY TO HAVE SIGNS OF READING IN EVERY ELEMENTARY CAMPUS, IMPLEMENTING WITH FIDELITY ALL THE COMPONENT OF SCIENCE OF READING THAT IN ITSELF IS DONE CORRECTLY, WILL BENEFIT ALL STUDENTS, INCLUDING OUR DYSLEXIC KIDS.

SO WE ARE EXPECTING AND WE WILL WORK HARD TO ENSURE THAT THOSE NUMBERS GO UP, OBVIOUSLY ACROSS THE BOARD, BUT ALSO IN PARTICULAR FOR OUR DYSLEXIA KIDS, BECAUSE THOSE ARE VERY GOOD STRATEGIES THAT WILL HELP OUR STUDENTS BE MORE SUCCESSFUL.

THANK YOU, AND THAT MAKES SENSE FOR KINDER, AND FIRST, I THINK MY BIGGEST CONCERN WAS WITH SECOND GRADE, BUT I KNOW THAT THERE'S STILL IDENTIFICATION GOING ON THERE.

UP UNTIL THIRD GRADE IS WHEN THEY REALLY START TO GET, YOU KNOW, THE MEAT OF THAT INSTRUCTION.

SO THAT MAKES SENSE.

THANKS. ONE FOLLOW UP QUESTION ON THAT, DR.

NICHOLS. HOW LONG DOES IT TYPICALLY TAKE TO SEE MEANINGFUL GROWTH FOR A STUDENT IDENTIFIED WITH DYSLEXIA? ONCE THEY'VE BEEN IDENTIFIED AND THEY START THE PROGRAM AND THEN RECEIVE INTERVENTIONS, HOW LONG DOES IT TYPICALLY TAKE FOR I MEAN, TYPICALLY ON AVERAGE TO SEE MEANINGFUL GROWTH IN OUR IN OUR PROGRAM? SO THE TRUTH OF THAT QUESTION IS THIS.

I THINK WITHIN OUR DISTRICT IT IS I'M NOT ABLE TO SEE WHEN I LOOK AT THE DATA.

I DON'T SEE CONSISTENCY IN OUR DATA, AND SO THAT'S ONE OF THE ISSUES THAT WE'LL BE WORKING THROUGH AS FAR AS TRYING TO FIGURE THAT OUT.

SO WE HAVE AGAIN, WE TALK ABOUT CAPACITY AND THE TRUTH OF THE MATTER IS THAT IS GOING TO BE.

HOW DO I SAY IT? A CENTRAL FOCUS OF MY WORK IN ORDER TO TRY AND FIGURE THAT OUT AND WHAT THE TRENDS OF THE DATA SPECIFICALLY ARE SAYING.

WHENEVER I CAN'T FIND CONSISTENCY OR A SPECIFIC PATTERN WITHIN DATA, IT MEANS THEN AT THAT LEVEL SOMETHING IS NOT HAPPENING, AND SO I'M NOT EVEN ABLE TO SEE A CONSISTENT SAYING THAT IF I'M IN IT FOR THIS LONG, WE MAKE THIS MUCH GROWTH , AND SO THAT'S ONE OF THE THINGS THAT I KNOW.

THEN I NEED TO GO BACK AND INTERROGATE THAT AND FIGURE OUT WHAT WE NEED TO DO DIFFERENTLY.

SO I DON'T HAVE AN ANSWER, BUT I THINK THAT SYSTEM, THAT'S ONE OF THE PLACES WE NEED TO START AND REALLY DO SOME WORK AND FIX.

ALL RIGHT. THANK YOU VERY MUCH.

TRUSTEE. WEIR. JUMPED IN AND ASKED MY QUESTION, BUT MY OTHER MY ONLY OTHER QUESTION WAS, HAS TIA GIVEN ANY INDICATION WHEN SCORES ARE GOING TO COME OUT AND WHEN WE'RE GOING TO HAVE THIS INFORMATION? WE SHOULD GET A DATA FILE WITH THE ACTUAL CUT SCORES FOR THREE THROUGH 8TH AUGUST 11TH.

WE ACTUALLY HAVE THE FILE FOR EOCS BECAUSE WE HAD IT.

SO WE HAVE EOC DATA.

WE'RE JUST WAITING FOR THE THREE THROUGH 11.

THREE THROUGH EIGHT? YEAH, EIGHT.

ANY OTHER QUESTIONS? TRUSTEES.

TRUSTEE. BONE. THANK YOU VERY MUCH FOR THE PRESENTATION AND THE DATA, AND I DO LIKE TO CELEBRATE THAT.

YOU KNOW, SCORES DID SEEM TO GO UP ON MOST THINGS, SO THAT IS A CELEBRATION, BUT I THINK, YOU KNOW, IN THIS BOARD ROOM, WE HAVE TO TALK ABOUT HARD THINGS AND THAT IS OUR JOB AS THE ADULTS, BECAUSE EVERY PERCENTAGE POINT ON HERE, EVERY NUMBER IS, YOU KNOW.

OKAY. IT IDENTIFIES A STUDENT AND OUR JOB IS TO SUPPORT ALL STUDENTS, AND I'M GLAD YOU BROUGHT UP ABOUT THE SOCIOECONOMIC DISADVANTAGE, BECAUSE ONE TREND I DID SEE THAT HAS BEEN CONCERNING TO ME IS THAT ON I BELIEVE EVERY SLIDE THAT HAS THE.

THE ECONOMIC DISADVANTAGE.

SO IF YOU GO TO ALL OF THEM, I THINK I DON'T THINK THE ECONOMIC DISADVANTAGE MET ANY OF THEIR GOALS.

SO CAN YOU KIND OF ADDRESS BECAUSE YOU DID BRING UP THAT YOU HAVE TO NOTICE THIS.

SO CAN CAN YOU TALK ABOUT THIS? AND I WOULD LIKE IT TALKED ABOUT IN THE SENSE OF WE'VE TALKED ABOUT THIS BEFORE AND THERE WAS SOME YOU KNOW, WE'VE HEARD THAT THERE'S EXTRA TEACHERS PUT IN PLACE AND THOSE TYPE OF THINGS. CAN YOU CAN YOU TALK ABOUT WHAT WE'RE DOING SPECIFICALLY FOR THESE STUDENTS? AND I'M JUST GOING TO REMIND THE BOARD, EVERYONE GETS 45 SECONDS.

I'M TRYING TO MANAGE THAT WITH EVERYBODY'S QUESTIONS, AND THE TWO MINUTES I JUST WANT TO CLARIFY AND VERIFY IS THAT TWO MINUTES TOTAL AT THE AT THE END OF THE AGENDA? RIGHT. RIGHT BEFORE THE VOTE.

I MEAN, AT THE AGENDA, THE ITEM RIGHT BEFORE THE VOTE.

OKAY. IF I ASK IF THERE'S ANY COMMENTS, THEN THAT'S WHEN THE TWO MINUTES IS.

OKAY. THANK YOU.

DR. BONE, CAN I JUST GET SOME CLARITY TO MAKE SURE? WHAT SPECIFIC DATA POINT ARE YOU REFERRING TO? OR STUDENT POPULATION? SO THE STUDENT POPULATION IS THE ECONOMIC DISADVANTAGE.

SO THE DARK RED, AND I BELIEVE ON ALL OF THEM IN LITERATURE AND WELL, MAYBE THERE ARE 55% THEY MIGHT HAVE MET

[01:35:01]

SO WHICH GRADE IS THIS? IS THIS. I THINK THAT'S THE ONLY ONE, THE 55, BUT THIS IS I MEAN, CONSISTENTLY THE ECONOMIC DISADVANTAGE, AND I THINK YOU IDENTIFIED THAT.

CAN YOU GO TO KINDERGARTEN OR FIRST OR FIRST GRADE? AND SO YOU'RE ABSOLUTELY RIGHT.

SO WHAT YOU SEE OFTENTIMES IS THE DISPROPORTIONALITY WILL COME UP MORE SO WITHIN THE AREAS OF ECONOMICALLY DISADVANTAGED VERSUS NON ECONOMICALLY DISADVANTAGED. SO MUCH SO THAT ONE OF THE THINGS THAT WE'VE CHANGED WITHIN OUR EARLY LITERACY DATA, THE WAY WE LOOK AT IT, IS TO NOT JUST LOOK AT BEGINNING OF THE YEAR, MIDDLE OF THE YEAR, AT THE END OF THE YEAR, BUT BREAK THEM OUT INTO THOSE TWO POPULATIONS IN ORDER TO SEE HOW MUCH OF A DISPARITY DO WE HAVE ON CAMPUSES IN REGARDS TO THOSE GROUP. SO HERE'S THE OTHER AREA.

WE DIDN'T HIGHLIGHT THIS, BUT ONE OF THE THINGS TO KNOW THEN WITHIN THE PROCESS WE ACTUALLY HAD WHERE SCHOOLS, BASED ON THEIR ABILITY TO FOLLOW THE PROCESS AND A WHOLE BUNCH OF OTHER FACTORS, WE'RE ABLE TO BE WILDLY SUCCESSFUL WITH THE ECONOMICALLY DISADVANTAGED KIDS, AND THAT'S ONE OF THE WAYS WE KNOW IF THE FIDELITY IS FOLLOWED, WE CAN HAVE GREAT SUCCESS.

SO FOR EXAMPLE, WE HAD ROBERTSON, TWO OF OUR HIGHEST SCHOOLS WITH THE HIGHEST PERCENTAGE OF ECONOMICALLY DISADVANTAGED STUDENTS, 78 OR 79% FOR BOTH VOIT AND ROBERTSON.

ROBERTSON WAS ABLE TO GO FROM, I THINK, 33% AT THE BEGINNING OF THE YEAR TO 82% AT THE END OF THE YEAR, AND THEY HAVE THE HIGHEST POPULATIONS OF STUDENTS WHO ARE ECONOMICALLY DISADVANTAGED, AND SO WE HAD A LOT OF SUCCESS STORIES LIKE THAT.

SOME ARE ABLE TO GO FROM LOW 30S AGAIN AND ROBERTSON TO POINT OUT THEY WERE 33 THEN THEY MAYBE WENT TO AND I CAN'T REMEMBER WHAT WAS IT, THE MIDDLE OF THE YEAR? WAS IT 33? AND EITHER THEY WENT BACKWARDS OR THEY STAYED FLAT AND THEY WENT FROM THAT NUMBER ALL THE WAY TO 82.

AND WE HAVE SUCCESS STORIES LIKE THAT, NOT JUST FOR SCHOOLS THAT ARE HIGH ECONOMICALLY DISADVANTAGED, BUT SCHOOLS IN THE PAST WHERE THEY HAVE VERY LOW PERCENTAGES OF STUDENTS IN POVERTY AND THEY WERE ABLE TO OUTPACE THEMSELVES AND GET IN THE 90S WHEN THEY PREVIOUSLY HAD ALWAYS SUBSISTED IN THE 70S OR LOW 80S.

LAUREL MOUNTAINS WAS ONE OF THOSE SUCCESS STORIES THAT GOT TO 94%.

SO WHEN WE SAY WE HAVE HIGH HOPES, WHAT WE'RE DOING IS WE'RE SEARCHING FOR SOMETHING THAT'S PROVEN AND TO SAY, YES, YOU HAVE SOME CONTROL WITHIN THE PROCESS, BUT HERE'S THE PROCESS AS FAR AS HOW YOU LOOK AT STUDENTS PROGRESS MONITOR, FIGURE OUT SPECIFICALLY BASED ON YOUR GAP.

HERE'S THE SPECIFIC INTERVENTION THAT MAPS TO THAT GAP.

THE WORK THAT WE'RE DOING IS THAT SPECIFIC, AND SO UNDERSTAND THAT WITHIN THAT WE FEEL THAT WE HAVE THE ABILITY THEN TO REALLY ERASE SOME OF THOSE DIFFERENCES, ESPECIALLY NOW THAT WE'RE GIVING THEM DATA WHERE THEY WILL SPECIFICALLY BE ABLE TO SEE THAT OFTENTIMES YOU JUST SEE ECONOMICALLY DISADVANTAGED, BUT IT DOES NOT GIVE YOU WHAT IS THE NON ECONOMICALLY DISADVANTAGED NUMBER AND THE DISPARITY BETWEEN THE TWO.

THAT'S PART OF THE WORK THAT WE'RE DOING NOW.

AND SO BECAUSE IT'S NOT PART OF HOW THE BOARD GOAL IS WRITTEN, IT'S NOT PRODUCED HERE, BUT THAT IS THE WORK THAT WE'RE NOW DOING WITHIN THE SCHOOL YEAR AND MOVING FORWARD. THANK YOU. BECAUSE THAT GOES INTO MY SECOND QUESTION, BECAUSE YOU HAVE SUCCESS AT SOME CAMPUSES AND IT SOUNDS LIKE YOU'RE GOING TO TRANSLATE THAT OR TRY TO TAKE THAT TO ALL THE OTHERS. HOW DOES AND I DID ASK THIS QUESTION, BUT I HAVEN'T GOT AN ANSWER NECESSARILY, BUT HOW DOES THE BUDGET THEN CORRELATE OR ARE THERE CHALLENGES IN THE BUDGET THAT YOU HAVE OR THAT YOU SEE TRYING TO EXPAND THIS TO ALL CAMPUSES AND DO ALL THE WORK THAT YOU'RE TRYING TO DO TO GET THE SCORES WHERE WE WANT THEM? AND HOW? HOW DID YOU WORK WITH THE BUDGET PROCESS TO ENSURE THAT YOU HAVE THE RIGHT BUDGET FOR ALL THE PROFESSIONAL DEVELOPMENT AND CETERA THAT YOU'RE NEEDING? SO THE SHORT ANSWER IS NO.

THERE WERE NO CHALLENGES.

WHAT WE WERE ABLE TO DO IS SIT DOWN AND SAY, WHAT ARE OUR PRIORITIES INSTRUCTIONALLY AS A CAMPUS? AND THEN WE MADE SURE THAT WE SUPPORTED THOSE.

THERE WAS TIGHT ALIGNMENT AS FAR AS DISCUSSION WITH OUR CFO AND HIS TEAM IN REGARDS TO HERE'S EXACTLY WHAT WE NEED AND BASED ON THIS NEED, HERE'S WHERE THEN WHAT WE'RE GOING TO DO WITH THE MONEY.

SO WE HAD SPOKEN TO THE FACT THAT THE DIFFERENT THINGS THAT WE WOULD NEED SPECIFICALLY IN ORDER TO SUPPORT EARLY LITERACY CONSISTENTLY.

SO WHEN WE WENT THROUGH THE CURRICULUM, WE DIDN'T JUST WRITE CURRICULUM.

WE LOOKED AT EVERYTHING THAT WE NEEDED TO SUPPORT IT, FIGURED OUT WHAT WERE THE BEST THINGS AND WHAT AT A WHAT DID WE WANT EVERY CAMPUS, EVERY GRADE TO HAVE.

THAT CAME UP TO CLOSE TO $1 MILLION, AND SO WHEN WE SAT DOWN WITH THE CFO, IT WAS A MATTER OF.

[01:40:04]

CAN I ADD TO THAT? SO THAT'S THE MILLION DOLLARS.

THAT'S FOR LIKE RESOURCES THAT ARE FUNDAMENTAL TO THE, THE SCIENCE OF READING, LIKE RESOURCES SUCH AS YOU FLY AND THINGS LIKE THAT, BUT ALSO WE ALSO WE HAD TO MAKE SOME ADJUSTMENTS AS FAR AS STAFFING TOO, BECAUSE SOME SOME OF OUR CAMPUSES NEEDED TO HAVE MAYBE AN EXTRA APP SO THEY CAN BE SO YOU CAN SPREAD AND BE IN PLC MEETINGS OR OBSERVE THE CLASSROOM MORE AND COACH OUR TEACHERS MORE.

WE ALSO, WHEN IT COMES TO OUR COACHING MODEL, IS ALSO SHIFTING, AND WE SPENT I GUESS WE ARE ALLOCATING MORE TIME AND MORE STAFF INTO THE CAMPUSES LIKE ROBERTSON AND VOIGHT, AND THEN THE LAST PIECE, YOU KNOW, THIS, OUR BOARD APPROVED IT LAST YEAR AND APPROVED IT AGAIN TONIGHT IS THE STRATEGIC STAFFING STIPENDS, ALMOST HALF $1 MILLION.

THAT ALSO WILL HELP US RECRUIT AND RETAIN QUALITY PEOPLE WHO WILL BE LEADERS, TEACHER LEADERS, AS WELL AS CAMPUS LEADERS WHO WILL CONTINUE DOING ALL THIS WORK THAT WE JUST TALKED ABOUT THIS TONIGHT.

SO IT'S A COMBINATION OF THINGS, BUT TO ANSWER TO ANSWER THE QUESTION, AGAIN, IT'S A NO BECAUSE WE ALL GOT TOGETHER AND WE ALL CAME UP WITH LIKE DIFFERENT WAYS OF MAKING THIS WORK BETTER FOR ALL OUR STUDENTS, BUT ALSO WHEN WHEN THERE IS A BIGGER NEED, THEN WE ARE ABLE TO ALLOCATE MORE SO WE CAN HELP THOSE STUDENTS. SO A FOLLOW ON QUESTION WITH THAT IS THEN YOU HAVE AN IDEA, I GUESS, THAT EACH CAMPUS KIND OF THE BECAUSE YOU'RE TALKING ABOUT EXPONENTIALLY GROWING SOME OF THESE STUDENTS. SO YOU KIND OF HAVE AN IDEA OF HOW MUCH MONEY THAT'S GOING TO TAKE TO EXPONENTIALLY GROW THESE STUDENTS OR YOU DON'T THINK IT'S GOING TO TAKE ANY MORE RESOURCES OR HOW HOW DID YOU DO THAT? LIKE, HOW DID YOU BUDGET FOR THAT? SO WHAT DR.

AZAIEZ SPOKE TO IS THE STRATEGIC STAFFING.

SO WE ALWAYS TALKED ABOUT THE FACT THAT OBSERVATION AND FEEDBACK IS GOING TO BE INCREDIBLY IMPORTANT, AND AT SOME CAMPUSES, BASED ON THE EXPONENTIAL GROWTH THEY NEED TO HAVE IS.

IF THEY'RE BEING PULLED FROM WORKING WITH INSTRUCTION, THEN WE KNOW THAT CAMPUS IS NOT GOING TO BE ABLE TO GROW.

SO WE HAVE THE STAFF, EXTRA STAFF, COUNSELORS.

SOME OF THEM IS GOING TO BE EXTRA ASSISTANT PRINCIPALS.

SOME MAY BE BEHAVIOR INTERVENTIONISTS, SOME MAY BE ADDITIONAL INTERVENTIONISTS.

SO WHAT WE SAT DOWN IS WE LOOKED AT THE DATA FOR EACH AND EVERY SCHOOL AND WE LOOKED AT THEIR DATA NOT JUST FOR THEIR AS FAR AS WHAT THEY NEEDED K-2 AND ALSO 3 TO 5 BECAUSE SOME OF THEM WERE IN VERY DIFFERENT PLACES, EVEN WITHIN THE SAME CAMPUS, AND WE TIERED SUPPORT NOT JUST WITH INSTRUCTIONAL COACHES BUT EVERYTHING ELSE AS WELL, WHILE AT THE SAME TIME MAKING SURE THAT IT'S A FOUNDATIONAL LEVEL OF SUPPORT THAT EVERY CAMPUS WILL HAVE.

RIGHT? SO WE SAT DOWN AND YES, WE DID THAT WORK WITH TEACHING AND LEARNING THE CFO WITH HR.

IN REGARDS TO PERSONNEL, IT WAS A TEAM EFFORT.

WE DECIDED WHAT OUR CORE GOALS WERE GOING TO BE AND WE KNOW WE COULDN'T GET ANYWHERE WITHOUT GREAT EARLY LITERACY, AND SO WE KNOW OUR CORE THINGS THAT WE'RE WORKING ON AS A DISTRICT IS GOING TO BE NUMBER ONE, EARLY LITERACY.

WE KNOW THAT WE'RE GOING TO BE WORKING ON MATH SPECIFICALLY THREE ALL THE WAY TO ALGEBRA ONE BECAUSE WE WANT TO INCREASE THE AMOUNT OF KIDS SPECIFICALLY THROUGH THE PROCESS OF DATA DRIVEN INSTRUCTION, AND WE KNOW ALSO THAT ONE OF THE THINGS THAT'S INCREDIBLY IMPORTANT FOR US AS WELL IS INCREASING SENSE OF BELONGING ON EVERY CAMPUS, BECAUSE THAT IT SPEAKS TO EVERY KID'S IDENTITY AND IT ALSO REINFORCES THE SENSE OF SELF EFFICACY.

SO EVEN THOUGH WE KNOW WE HAVE A LOT OF THINGS, THOSE FOR US ARE OUR THREE BIG MONEYMAKERS , AND WHEN WE SAT DOWN AND LOOKED AT THE BUDGET, WE MADE SURE THAT THOSE THINGS WERE PROTECTED.

OTHER THINGS ARE STILL HAPPENING, BUT THOSE ARE THE THINGS THAT WE KNOW THAT WILL ARE HIGH LEVERAGE TO PUSH OUR DISTRICT OVER THE TOP, AND WHERE WE'RE SPENDING A LOT OF OUR TIME IN PROFESSIONAL DEVELOPMENT AS WELL.

SORRY, NATALIE. ONE THING I WANT TO ADD AND I THINK I THINK I MENTIONED THIS BEFORE, IS LIKE, FOR EXAMPLE, WHEN IT COMES TO SCIENCE OF READING, REMEMBER OUR TEACHERS, THE MAJORITY OF OUR TEACHERS GOT THROUGH THE TRAINING LAST YEAR AND THE YEAR BEFORE, BUT WE HAVE ABOUT ONE THIRD OF OUR TEACHERS JUST ARE COMPLETING OR COMPLETED THE TRAINING THIS YEAR. SO IT'S ALSO THE, THE, THE COACHING, RIGHT, AND THE COACHING THAT WE HAVE TO CONTINUE PROVIDING TO OUR TEACHERS, ESPECIALLY THE NEW ONES WHO ARE COMING, BUT ALSO THE TEACHER WHO JUST RECEIVED THE SCIENCE OF READING TRAINING THIS YEAR , AND WITH ANYTHING WHEN YOU LEARN SOMETHING, IT TAKES TIME TO PRACTICE, PRACTICE, AND AS YOU PRACTICE MORE, YOU GET BETTER AT YOUR CRAFT, RIGHT? SO, SO US PROVIDING THE SUPPORT, US PROVIDING THE RESOURCES, THE TRAINING, BUT IT'S GOING TO TAKE SOME TIME.

[01:45:02]

FOR FOR THINGS LIKE THAT TO BECOME HABITS AND ROUTINES, AND YOU GET BETTER AT YOUR CRAFT AS YOU'RE DOING IT EVERY DAY.

RIGHT. SO TO ANSWER YOUR QUESTION, THAT'S WHAT WE'RE TRYING TO DO IS TRYING TO PROVIDE ALL THAT FOR OUR TEACHERS, AND OBVIOUSLY COMPENSATION IS ANOTHER BIG PIECE.

WE WANT TO RETAIN THESE TEACHERS RIGHT TRAINING AND WENT THROUGH THE TRAINING AND ALSO DOING AN AMAZING JOB.

SO ALL THAT STUFF TOGETHER WILL BE WE HOPE THAT WILL BE A FORMULA FOR SUCCESS TO SEE MORE AND MORE OF OUR STUDENTS READING ON OR ABOVE GRADE OR DOING MATH AT OR ABOVE GRADE LEVEL, ALSO BY THIRD GRADE, AND AGAIN, IF WE DO THAT AS A DISTRICT, THEN WE DON'T HAVE TO WORRY ABOUT STAAR SCORES.

I MEAN, AS MUCH ANYMORE FOR, YOU KNOW, GOING UP BECAUSE WE KNOW WE SET OUR STUDENTS ALREADY EARLY ON FOR SUCCESS, BUT IT'S GOING TO TAKE SOME TIME ALSO BECAUSE OF THAT PRACTICE AND CONTINUING TRAINING AND TWEAKING THINGS AND TO BECOME EVEN CLOSE TO PERFECT AS POSSIBLE.

SO I JUST HAVE TWO MORE QUESTIONS.

THE OTHER ONE IS KIND OF ON THE SAME TOPIC.

HAVE YOU LOOKED AT HOW THE DAILY ATTENDANCE OF A STUDENT? BECAUSE OUR ADA WAS VERY LOW AND IF YOU GO BACK PRE-COVID, ADA WAS AROUND 6 OR 96, 97%.

SO DID YOU LOOK AT IF STUDENTS WERE ATTENDING SCHOOL, DOES THAT AFFECT THEIR SCORES? AND IF THAT'S GOING TO TIE IN TO THIS? YES, ATTENDANCE WILL ALWAYS IMPACT SCORES AND I'M TRYING TO REMEMBER CORRECTLY.

I DON'T REMEMBER THAT WE WERE AT 97%.

I BELIEVE WE WERE AT 95%, AND HERE RECENTLY WE ARE AT ABOUT 93, 94%.

SO WE HAVE NOT.

YEAH. WHAT I SAW BEFORE 2019 ISH WAS 96, 97%, I THINK IT WAS 96 POINT SOMETHING WAS THE.

NOW, WE USUALLY TOP OUT DR.

BONE AT ABOUT 95%, AND ONE OF THE THINGS WE'VE TALKED ABOUT THAT IS ACTUALLY INCREDIBLY HIGH FOR THE REGION.

WE ENJOY ONE OF THE HIGHEST ATTENDANCE RATE, NOT JUST WITHIN THIS AREA BUT OVERALL WITHIN THE STATE, AND SO EVEN COMING OUT OF COVID, THE FACT THAT WE HAVE PUSHED AND REALLY MOVED THINGS UP, WE'RE AT ABOUT A 94% RIGHT NOW AND WE'LL KEEP WORKING AS FAR AS TO PUSH THAT EVEN HIGHER.

SO WE FEEL COMFORTABLE WITH WHERE WE'RE AT.

WE DO HAVE INDIVIDUAL CAMPUSES WHERE WE NEED TO WORK ON THIS A LITTLE BIT MORE.

THEY MAY NEED SOME MORE INDIVIDUAL HELP, AND JUST LIKE EVERYTHING ELSE WE'RE DOING, WE'RE GOING TO MAKE SURE THAT WE GIVE THEM THOSE EXTRA RESOURCES AS WELL.

WHAT WERE YOU TALKING. I BELIEVE I WENT BACK TO 2019.

IT MIGHT HAVE BEEN 2018, 19, BECAUSE THAT WAS AND WE'LL GO AND LOOK AT THAT PRE-COVID NUMBERS THAT I IT'S USUALLY THE 20 1819 SCHOOL YEAR, BUT USUALLY THEY TALK ABOUT IT AS 2019. WE'LL GO BACK AND LOOK AT THAT AND IF I'M IN ERROR, I WILL LET YOU KNOW.

YEAH, AND I APOLOGIZE IF I'M AN ERROR BECAUSE I'M PULLING THAT FROM MY MEMORY.

WHEN I WAS LOOKING AT ALL THE NUMBERS AND THE LAST ONE, I IT KIND OF GOES BACK TO DYSLEXIA.

I PROBABLY SHOULD HAVE ASKED THIS FIRST, BUT I REALLY KIND OF WANT TO DRILL DOWN ON EARLY IDENTIFICATION BECAUSE THIS IS SOMETHING WE TALK ABOUT, AND YOU BRIEFLY KIND OF MENTIONED IT, BUT CAN WE REALLY TALK ABOUT EARLY IDENTIFICATION AND WHAT IS BEING DONE IN THAT AREA? AND WHAT DO WE HAVE THE NUMBERS FOR EARLY IDENTIFICATION AND HOW THEY CORRELATE TO STUDENTS, WHICH I THINK IT KIND OF GOES INTO SOME OF THE QUESTIONS THAT WERE ASKED EARLIER BY TRUSTEE, I BELIEVE HARRISON AND LANDRUM.

IS THAT DO WE KNOW? I MEAN, I THINK YOU'VE SAID IT BEFORE.

IF STUDENTS ARE IDENTIFIED EARLIER, THEN YOU KNOW THEIR TEST SCORES ARE HIGHER.

I BELIEVE THAT IS SOMETHING THAT'S BEEN STATED.

SO CAN YOU KIND OF TALK ABOUT EARLY IDENTIFICATION SO AS WE'VE STATED IN PREVIOUS BOARD MEETINGS, LIKE WE TEST STUDENTS AT THE END OF THE SCREENER, EVERYONE WITHIN OUR ORGANIZATION, IF THEY'RE PRESENT, THEY ARE SCREENED, AND THAT SCREENER IS USED TO SEE WHETHER OR NOT.

WHETHER OR NOT THE STUDENT WE NEED TO GO AHEAD AND TALK TO THEIR PARENTS AND SAID, HEY, I THINK YOUR STUDENT MAY BE A CANDIDATE AS FAR AS FOR DYSLEXIA.

AT THAT POINT, AGAIN, PARENTS HAVE ALL CHOICE, BUT ALL OF OUR KINDERGARTNERS ARE TESTED.

AND THEN WE TEST AGAIN IN FIRST GRADE ALL OF OUR RIGHTS.

SO IT IS THEY'RE UNIVERSALLY SCREENED.

IT'S NOT ONESIES AND TWOSIES.

EVERYONE GETS THE SCREENING, EVERYONE IN KINDERGARTEN, AND AGAIN, IN FIRST GRADE.

YEAH, I THINK WHAT I'M ASKING IS BECAUSE HOW MANY OF THOSE STUDENTS DO WE ACTUALLY CATCH IN THOSE SCREENERS? BECAUSE I KNOW WE MISSED STUDENTS, RIGHT? BECAUSE WE SCREENED THEM IN KINDERGARTEN AND THEN WE SCREENED THEM AGAIN IN FIRST GRADE, AND OBVIOUSLY, WE'RE FINDING STUDENTS IN FIRST GRADE THAT WE DIDN'T FIND IN KINDERGARTEN, AND THEN WE GO TO SECOND GRADE AND WE FIND STUDENTS IN SECOND GRADE THAT WE DIDN'T FIND IN KINDERGARTEN OR FIRST, AND THEN WE FIND KIDS IN THIRD GRADE AND FOURTH GRADE.

SO DO WE HAVE THAT DATA ON WHEN WE'RE IDENTIFYING STUDENTS AND WHAT PERCENTAGE OF STUDENTS BY FIFTH GRADE HAVE WE IDENTIFIED, YOU KNOW, BY FIFTH GRADE? AND, YOU KNOW, WHY DIDN'T WE CATCH THEM WHEN THEY WERE IN KINDERGARTEN FIRST OR SECOND, OR DID THEY?

[01:50:02]

I DON'T HAVE THAT AT MY FINGERTIPS, BUT I CAN GO BACK AND LOOK AT THAT.

WHAT PERCENTAGE? AND I THINK THE PRESENTATION WE DID MAY HAVE GIVEN US THOSE INFORMATION AS WELL.

SO I'LL GO BACK AND LOOK AT THAT, AND SO WHAT YOU'RE ASKING SPECIFICALLY IS AS FAR AS EVERY YEAR, HOW MANY STUDENTS THEN ARE WE CATCHING THROUGH OUR SCREENING PROCESS? YEAH. WHAT IS THE PERCENTAGE THAT WE'RE CATCHING AND ACTUALLY NOT CATCHING? SO, YOU KNOW, AT THE END OF KINDERGARTEN, WE SCREEN, WE FIND STUDENTS AND IF FIRST GRADE, WE SCREEN AGAIN, AND THOSE STUDENTS THAT WERE WITH US, RIGHT, THOSE ARE THE ONLY ONES WE CAN REALLY KNOW ABOUT.

YOU KNOW, WHY IS IT THAT WE'RE FINDING THEM IN FIRST AND WE DIDN'T FIND THEM IN KINDERGARTEN AND THEN WE FIND THEM IN SECOND AND DIDN'T FIND THEM IN MAYBE KINDERGARTEN OR FIRST KIND OF THAT PERCENTAGE, AND SO I'LL CHECK AND SEE.

I'M NOT SURE IF WE HAVE HOW INDIVIDUALIZED OUR NUMBERS ARE, AND SO I'LL SEE WHETHER OR NOT WE HAVE THAT, BECAUSE THEN WE WOULD BE ABLE TO FIGURE OUT IF THEY WERE NOT IN OUR SYSTEM PREVIOUSLY, WHICH IS TYPICALLY THE CASE.

IF SOMEONE IS NEW TO OUR SYSTEM, THEN YOU'RE STILL YOU'RE BEING SCREENED FOR THE FIRST TIME WITHIN OUR SYSTEM AND YOU'RE NOT COMING WITH THAT INFORMATION, AND ALSO, PARENTS ALSO HAVE THE ABILITY TO DENY SERVICES.

SO EVEN THOUGH WE SEND THE INFORMATION HOME, IT DOESN'T MEAN THAT PARENTS HAVE TO ACCEPT THAT OR AGREE TO HAVE THEIR KIDS IN THE PROGRAM.

SO SOMETIMES IT MAY JUST BE A MATTER OF THEY FIGURE FOR SOME PARENTS, NOPE, I DON'T WANT TO TAKE ADVANTAGE OF THAT, BUT SOMETIMES HEARING IT MAY BE A SECOND TIME. THEY MAY DECIDE THAT, YOU KNOW WHAT, IF YOU'RE BEING THIS PERSISTENT ABOUT THAT, MAYBE THERE IS SOMETHING TO IT AND I NEED TO CONSIDER IT.

BUT I'LL GO BACK AND SEE HOW IT IS THAT WE CALL OUR DATA AND SEE IF WE CAN HAVE THAT INFORMATION FOR YOU.

SO YOU'RE ASKING WHAT ARE THE NUMBER AND PERCENTAGE OF STUDENTS WE GET THROUGH EACH GRADE LEVEL AND YOU'RE TRYING TO SEE HOW IT'S REALLY THE ONES THAT WE'RE NOT CATCHING, RIGHT? LIKE WHAT PERCENTAGE OF FIRST GRADERS DO WE CATCH IN FIRST GRADE THAT WE DIDN'T CATCH IN KINDERGARTEN? GOT IT. SO IT'S KIND OF THAT IT'S WHAT DID WE NOT CATCH? NOT A PROBLEM. WE CAN LOOK THAT UP FOR YOU, AND WHEN DID WE CATCH THEM? WE CAUGHT THEM IN FOURTH GRADE AND THEY'VE BEEN WITH US SINCE.

WE CAN LOOK THAT UP FOR YOU AND SEE BASED ON HOW WE CALL OUR DATA, IF THAT'S AVAILABLE.

THANK YOU, AND JUST AS A REMINDER, TRUSTEE BONE.

IN THE MARCH 23RD REGULAR BOARD MEETING, THERE WAS A DYSLEXIA UPDATE THAT ANSWERS A LOT OF THE QUESTIONS THAT YOU'RE ASKING AND GOES OVER THAT.

SO MAKE SURE YOU REVIEW THAT AND IF YOU HAVE SOME ADDITIONAL QUESTIONS AFTER THAT PRESENTATION, MAKE SURE THAT YOU'VE.

YEAH, THIS EARLY IDENTIFICATION NUMBER IS SOMETHING THAT WE'VE ASKED FOR, BUT IT'S NOT IT HASN'T EVER BEEN AVAILABLE.

SO IT WOULD BE GREAT TO SEE THAT AND IT WOULD BE GREAT TO SEE HOW IT CORRELATES TO ACTUALLY, IT'S ON SLIDE SEVEN OF THAT PRESENTATION IDENTIFIED.

BY GRADE LEVEL. YEAH.

BY GRADE LEVEL.

YEAH, BUT THAT'S THE NUMBER OF STUDENTS THAT ARE IDENTIFIED, RIGHT? UH HUH. IDENTIFY DYSLEXIA STUDENTS IN ROUND ROCK ISD AS OF JANUARY 2023.

RIGHT. I'M ASKING. SO YOU DIDN'T UNDERSTAND.

I'M ASKING FOR THE NUMBER OF STUDENTS THAT WE DON'T IDENTIFY, BECAUSE THAT'S WHAT.

FOR PARENTS LIKE ME THAT HAVE A STUDENT THAT'S DYSLEXIC, IT TAKES YEARS FOR US TO IDENTIFY STUDENTS WHEN OTHER STUDENTS ARE GETTING IDENTIFIED EARLIER, AND SO STUDENTS THAT KEEP GOING, THEY'RE IN THESE OTHER NUMBERS AND THEY'RE STRUGGLING WITH READING AND MATH BECAUSE DYSLEXIA ACTUALLY ENDS UP HURTING MATH.

SO IT'S STUDENTS THAT WE DON'T FIND.

SO IN KINDERGARTEN, THEY SAY, OH, YOUR STUDENT, YOU KNOW, THEY'RE NOT LET'S NOT YOU KNOW, THEY SCREENED, THEY'RE ALL RIGHT, LET'S MOVE THEM ON TO FIRST GRADE AND THEN TO FIRST GRADE. YOU SCREEN AND YOU'RE LIKE, DO YOU MIND IF I ASK A QUESTION OF CLARIFICATION ABOUT WHAT YOU'RE ASKING? YEAH. ARE YOU ASKING ABOUT.

STUDENTS THAT ARE IDENTIFIED LATER SO THAT WE CAN COMPARE.

WHY WEREN'T THEY IDENTIFIED IN KINDERGARTEN LIKE THEY'RE IN SECOND OR THIRD GRADE AND NOW THEY'VE BEEN IDENTIFIED? WHY DIDN'T WE IDENTIFY THEM IN KINDERGARTEN? BECAUSE THEY GET KEEP GETTING PUSHED DOWN, AND THEN, YOU KNOW, THIRD GRADE THEY'RE IDENTIFIED, WHICH I THINK I THINK IT'S THIRD GRADE IS ACTUALLY USUALLY KIND OF THE AVERAGE OF WHEN STUDENTS ARE IDENTIFIED.

I THINK IT WAS A MATTER OF UNDERSTANDING THE QUESTION, BECAUSE I THINK THE WAY IT'S ASKED IS LIKE YOU CAN'T IDENTIFY A NEGATIVE, LIKE YOU CAN'T IDENTIFY SOMETHING THAT HASN'T BEEN IDENTIFIED. BUT IF WE'RE LOOKING AND THEY'RE IDENTIFIED LIKE COMPARATIVELY FIGURING OUT WHY THEY WEREN'T IDENTIFIED EARLIER, IS THAT WHAT WE'RE LOOKING FOR? YEAH. OKAY, AND THEN I'M JUST ACKNOWLEDGING THAT WE DON'T HAVE DATA ON SOME STUDENTS WHEN THEY COME INTO THE DISTRICT BECAUSE.

SO. UH TRUSTEE.

HARRISON. DO YOU THINK WE'RE DONE DISCUSSING THIS TOPIC? BECAUSE I JUST HAVE MY CLOSING THING THAT I DO.

I HAVE ANY OTHER QUESTIONS FOR TONIGHT? I HAVEN'T HAD A CHANCE TO ASK AND I DON'T REALLY HAVE A WHOLE LOT OF QUESTIONS, BUT I DID WANT TO GO BACK AND ON SLIDE SIX, WHEN YOU WERE TALKING ABOUT YOU DON'T EVEN HAVE TO GO TO THE SLIDE, BUT WHEN YOU WERE TALKING ABOUT THE CHANGES THAT YOU'RE MAKING IN OUR LITERACY AND YOU AND I KNOW TRUSTEE MARK HAD MENTIONED THIS, BUT I WANTED TO JUST SAY I REALLY APPRECIATE THE COORDINATION WITH THE PARENT LIAISONS AND BRINGING THE PARENTS INTO THIS RELATIONSHIP.

I ALWAYS SAY YOU DON'T KNOW WHAT YOU DON'T KNOW, AND SO I THINK IT'S REALLY A REALLY VALUABLE TOOL THAT IS CHANGED IN HELPING

[01:55:10]

I CAN TELL YOU, LIKE AND I THINK I THINK I DON'T KNOW IF YOU CAUGHT IT EARLIER, BUT DR.

NICHOLS TALKED ABOUT IT, BUT WE ACTUALLY HAD A LOT OF INPUT FROM FROM SEVERAL OF OUR PARENTS WHO VERY KNOWLEDGEABLE AND THEY HAVE A GREAT IDEAS.

AND HONESTLY, I LEARNED SOMETHING FROM THEM, TOO, AND I KNOW DR.

NICHOLS LEARNED SOME, TOO, AND THAT HELPED US AND IT STILL HELPING US.

RIGHT. I KNOW ONE OF OUR PARENTS HERE WHEN WHEN IT COMES TO OUR DYSLEXIA PROGRAM AND THINGS THAT WE HAVE TO CHANGE.

I LEARNED A LOT AND I CONTINUE LEARNING.

I MEAN, WE HAVE TO LISTEN TO OUR PARENTS AND I ALSO WORK WITH THEM, AND THAT'S THE ONLY WAY WE CAN IMPROVE STUDENT OUTCOMES.

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

SO IF ANYBODY HAS ANY CLOSING COMMENTS.

TRUSTEE HARRISON.

I JUST WANT TO EXPRESS GRATITUDE FOR STAFF.

YOU KNOW, IN THE COMMUNITY WE OFTEN HEAR THESE NUMBERS ARE ABYSMAL.

YOU ALL ARE DOING A TERRIBLE JOB, BUT WHAT PEOPLE DON'T UNDERSTAND IS THAT.

MAYBE THESE PAST TWO YEARS.

THE FIRST TIME THAT WE'VE REALLY HAD THIS LEVEL OF DETAILED DATA, I CAN SAY TEACHING IN THIS DISTRICT, COMING TO ALL THESE BOARD MEETINGS, IT WAS NEVER PRESENTED LIKE THIS.

THERE WAS A LOT OF MASKING DONE TO WHERE YOU COULDN'T CLEARLY SEE HOW STUDENTS WERE DOING, ESPECIALLY BY POPULATION.

SO IT TAKES A LOT OF COURAGE TO PUT THAT INFORMATION OUT AND TO BE WILLING TO BE QUESTIONED AND HELD ACCOUNTABLE, AND I CAN SEE THE GROWTH.

WE'RE NOT WHERE WE WANT TO BE, OBVIOUSLY, BUT YOU CAN'T REALLY GET TO WHERE YOU NEED TO BE WITHOUT ADMITTING THAT THERE'S AN ISSUE, AND SO I JUST WANTED TO SAY THANK YOU FOR PRESENTING THAT, MAKING IT CLEAR AND HAVING THE COURAGE.

WE HAVE A LOT OF WORK TO DO AROUND DYSLEXIA SPECIFICALLY, BUT FOR PEOPLE THAT ARE JUST JOINING THE CONVERSATION OF PUBLIC EDUCATION AND JUST STARTING TO PAY ATTENTION TO ROUND ROCK ISD, PLEASE DON'T BE FOOLED BY PEOPLE WHO ARE BEING DISINGENUOUS.

THESE POPULATIONS OF STUDENTS THAT STRUGGLED HAVE ALWAYS STRUGGLED AND FOR ONCE WE'RE DOING SOMETHING ABOUT IT.

POINT OF ORDER. CAN WE HAVE THE QUORUM? EXCUSE ME? WE'RE TALKING ABOUT PEOPLE THAT ARE DISINGENUOUS.

I DON'T KNOW ANYBODY THAT'S BEING DISINGENUOUS.

I SAID THAT IT'S DISINGENUOUS TO SAY THAT THIS IS A RIGHT NOW PROBLEM WHEN THIS HAS BEEN HAPPENING AND WE HAVE THE COURAGE TO ADDRESS IT.

ALSO, YOU WEREN'T ACKNOWLEDGED FOR YOUR POINT OF ORDER, SO YOU INTERRUPTED ME.

ACTUALLY, SHE DID SAY POINT OF ORDER.

SHE DID NOT. I DIDN'T.

I DIDN'T, BUT I KIND OF ACKNOWLEDGED I SAID, EXCUSE ME.

SO I DIDN'T SAY, WHAT IS YOUR POINT? BUT I DID KIND OF I SAID THANK.

EXCUSE ME. SORRY. THAT'S JUST MY POINT IS THAT IT IS A LONG TIME COMING AND.

THANK YOU. ANYONE ELSE.

ALL RIGHT. SEEING NO OTHER.

SEEING NO OTHER LIGHTS ON.

I WOULD LIKE TO TAKE A BRIEF RECESS BEFORE WE GO INTO OUR DISCUSSION ITEMS. SO IT IS 818 LET'S COME BACK AT 830 AND WE WILL PLOW THROUGH AT THAT POINT.

SO WE ARE IN RECESS.

BACK IN SESSION AND WE ARE TO AGENDA ITEM G ONE SCHOOL HEALTH ADVISORY COUNCIL, ALSO KNOWN AS SHACK.

[G. DISCUSSION ITEMS]

AZAIEZ. GOOD EVENING AGAIN, AND SO IT'S MY PLEASURE TO INTRODUCE WE HAVE WITH US.

DR.. DAHLIN RIGHT, AND WE HAVE ALSO A PARENT OR COMMUNITY MEMBER SORRY, YOU WANT TO INTRODUCE OUR PARENT? YES, I WOULD LOVE TO. THANK YOU SO MUCH FOR HAVING US.

I'M EXCITED TO INTRODUCE DOCTOR JENNIFER FAULKNER.

SHE'LL BE THE CHAIR OF SHACK FOR THE 2324 ACADEMIC YEAR.

I ALSO WANT TO TAKE A MOMENT TO THANK JUDGE AURORA MARTINEZ JONES, WHO'S BEEN THE CHAIR FOR THE LAST TWO YEARS, AND THEN ALSO JUST THE SHACK COMMITTEE MEMBERS.

THEY'VE BEEN REALLY WONDERFUL TO WORK WITH.

THEY'VE PUT IN A LOT OF EXTRA HOURS, BUT THESE WERE HOURS THAT THEY WERE REALLY PASSIONATE ABOUT, AND SO I'M EXCITED TO TURN IT OVER TO DOCTOR FAULKNER TO PRESENT THE SHACK REPORT.

THANK YOU, DR. DARDEN, AND GOOD EVENING TO EVERYONE.

I EQUALLY WANT TO RECOGNIZE THE HARD WORK OF OUR CHAIR, JUDGE JONES.

SHE'S DONE A TREMENDOUS JOB THE LAST TWO YEARS WITH HER LEADERSHIP.

KATIE KIRSCH HAS BEEN OUR VICE CHAIR, AS WELL AS BECKY LASSWELL AS OUR SECRETARY.

SO I LOOK FORWARD TO CONTINUING THE GREAT WORK, AND WE HAVE A VERY ENTHUSIASTIC COMMITTEE.

THIS IS MY FIFTH YEAR ON THE SHACK, AND I'M ALWAYS IMPRESSED WITH THE THOUGHTFULNESS AND THE SERIOUSNESS OF THE COMMITTEE IN LOOKING OUT FOR OUR STUDENTS AND THEIR HEALTH NEEDS WITHIN THE DISTRICT.

SO I'M EXCITED TO PRESENT THE REPORT TO YOU THIS EVENING.

THE COMMITTEE HAS WORKED VERY HARD.

WE HAVE THREE SUBCOMMITTEES.

WE'VE MET SEVERAL.

WE'VE MET SEVEN TIMES TOTAL THIS YEAR.

OUR SUBCOMMITTEES HAVE MET SIMULTANEOUSLY WITH THE GENERAL MEETINGS.

[02:00:04]

POINT SOMEWHERE.

SOMEONE GUIDE ME WHERE THIS NEEDS TO GO.

SO I SERVED THIS YEAR AS THE WELLNESS CHAIR, AND SO I'M GOING TO START WITH THE HIGHLIGHTS OF OUR RECOMMENDATION.

WE HAVE ONE RECOMMENDATION AND IT IS HERE FOR YOU TO SEE.

YOU HAVE IT IN YOUR REPORT.

WE TOOK A LOOK AT OFF CAMPUS.

PE WHAT WAS PART OF OUR DISCUSSION THIS YEAR WAS THE OMISSION OF CATEGORY TWO OFF CAMPUS PE AT THE MIDDLE SCHOOL LEVEL. THERE'S TWO CATEGORIES OF OFF CAMPUS PE.

CATEGORY ONE REQUIRES STUDENTS TO HAVE 15 HOURS OF PHYSICAL EDUCATION OFF CAMPUS TO QUALIFY AT THAT LEVEL.

WE CURRENTLY HAVE IT IN BOTH THE MIDDLE SCHOOL AND THE HIGH SCHOOL PROGRAMS. THE CATEGORY TWO REQUIRES FIVE HOURS.

YOU MUST STAY ON CAMPUS AT THIS LEVEL.

WE DO OFFER IT AT THE HIGH SCHOOL LEVEL, BUT WE DO NOT CURRENTLY HAVE IT IN THE MIDDLE SCHOOL LEVEL.

SO THIS WAS THE CONSIDERATION FOR OUR COMMITTEE AND WE DID SOME RESEARCH LOOKING AT WHAT OUR SURROUNDING DISTRICTS ARE DOING.

IF WE CAN ADVANCE, IS ANYBODY ADVANCING THE SLIDES? OKAY. COULD WE GO TO TABLE THREE? TWO MORE SLIDES AHEAD, PLEASE.

OKAY. RIGHT THERE.

SO THIS IS REALLY THE SUMMARY FOR OUR COMMITTEE.

WE LOOKED AT ALL OF THE SURROUNDING DISTRICTS.

SO AS I SAID, WE DO NOT OFFER CATEGORY TWO WITHIN ROUND ROCK ISD.

WE ARE ON THE SAME PLAYING FIELD AS PFLUGERVILLE.

SO OUR POLICIES ARE PRETTY IDENTICAL IN THE TWO DISTRICTS THAT I JUST MENTIONED.

WHAT WE LOOKED AT THEN WAS LEANDER AND GEORGETOWN.

THEY ACTUALLY OFFER CATEGORY TWO AND CATEGORY ONE, SIXTH GRADE THROUGH 12TH GRADE.

SO THOSE DISTRICTS ARE FAIRLY IDENTICAL IN WHAT THEY'RE DOING.

THE FINAL DISTRICT THAT WE LOOKED AT WAS AUSTIN ISD.

THEY'RE NOT TOO DISSIMILAR WITH THE EXCEPTION THAT THEY BEGAN OFFERING THAT CATEGORY TWO AS WELL AS CATEGORY ONE IN SEVENTH GRADE. THAT PROBABLY TIES INTO WHEN THE U-I-L SPORTS CRITERIA KICKS IN.

SO THEY ARE UNIQUE IN BEGINNING THAT PROCESS IN SEVENTH GRADE.

SO TO BECOME IN A LITTLE BIT BETTER ALIGNMENT WITH WHAT'S HAPPENING IN OUR AREA, IT WAS THE RECOMMENDATION OF OUR WELLNESS COMMITTEE TO RECOMMEND TO THE DISTRICT TO ADD THAT CATEGORY TWO IN GRADES SIX THROUGH EIGHTH, AND THE RATIONALE BEHIND THAT IS REALLY TIED TO A LOT OF THE DISCUSSION THAT'S HAPPENED HERE THIS EVENING.

WHAT THIS ALLOWS IS THE OPTION FOR PARENTS TO WORK WITH THEIR STUDENTS AND FIND ALTERNATIVE ACADEMIC ELECTIVES TO POTENTIALLY CONSIDER TO TRADE OUT FOR THAT PE COURSE THAT THEY'RE GETTING AN EQUIVALENT AMOUNT OF TIME OUTSIDE OF SCHOOL.

IN THE DISCUSSION SOMEWHAT LATER ON, WE ALSO HAD SOME INTEREST FROM THE CPAC COMMITTEE, AND I KNOW YOU'VE TALKED A LOT ABOUT DYSLEXIA THIS EVENING, AND IT WAS THAT PARTICULAR GROUP THAT REALLY BACKED THIS RECOMMENDATION AS WELL, BECAUSE WHAT THEY HAVE FOUND IN THEIR EXPERIENCE AND THIS WAS DISCUSSED FROM THE DIRECTOR LEVEL AS WELL AS SOME PARENT INPUT, THEY FIND THAT STUDENTS WILL OFTEN DROP OUT OF THEIR DYSLEXIA SUPPORT COURSE AT THE MIDDLE SCHOOL LEVEL BECAUSE THEY WANT TO EXPLORE SOME OF THESE OTHER ACADEMIC ELECTIVES. SO WITH LIMITED AMOUNT OF SPACE FOR ELECTIVES, THAT'S THE TRADE OFF THEY CHOOSE TO MAKE, AND THIS WOULD REALLY ALLOW THEM TO CONTINUE IN THAT MUCH NEEDED DYSLEXIA SUPPORT.

DROP THE PE AND THEN POTENTIALLY HAVE TIME FOR THOSE OTHER ELECTIVES.

SO THAT'S THE SUMMARY FROM THE WELLNESS COMMITTEE.

I'M GOING TO GO BACK REALLY QUICKLY.

WE DID LOOK AT IMPACT ON IF WE ADDED THIS, WHAT WOULD IT POTENTIALLY DO IN TERMS OF NUMBERS? THESE ARE OUR CURRENT NUMBERS OF OFF CAMPUS PE REQUESTS WITHIN THE DISTRICT.

[02:05:02]

WRONG CENTURY, WRONG MILLENNIUM 2019 TO 2020.

WE'VE DROPPED.

SO THE NUMBERS PROJECTED FOR NEXT YEAR ARE ABOUT 113.

SO WE HAVE ABOUT 47,000 STUDENTS, SIX ATHLETIC STAFF, AND WE THINK THAT ADDING THE ADDITIONAL CATEGORY TWO REQUESTS SHOULD BE PRETTY MINIMAL ON STAFF TIME.

WE HAD TARA HOLLYWOOD, THE ASSISTANT ATHLETIC DIRECTOR, ON OUR COMMITTEE.

SHE WAS VERY KIND AND SUPPORTIVE AND REACHED OUT TO LEANDER ISD, TOOK A LOOK AT WHAT THEY'RE DOING, WHAT THEIR NUMBERS LOOK LIKE.

THEY ACTUALLY HAD MUCH HIGHER NUMBERS AT THE MIDDLE SCHOOL LEVEL.

SO WITH LOOKING AT THEIR DATA, LOOKING AT OUR DATA AND COMING UP WITH SOME PROJECTIONS, WE THOUGHT WE WOULD PROBABLY BE ADDING ABOUT 30 TO 35 ADDITIONAL REQUESTS EACH SCHOOL YEAR, AND THAT WOULD BRING US REALLY BACK TO ABOUT THE 2019 2020 LEVEL.

SO WE FEEL THAT THE STAFFING IMPACT WOULD BE NEGLIGIBLE AND THERE SHOULD BE A PRETTY EASY RECOMMENDATION TO MOVE FORWARD.

OKAY. THE MENTAL AND BEHAVIORAL HEALTH COMMITTEE ACTUALLY HAD TWO RECOMMENDATIONS THIS YEAR.

YOU HAVE ALL THE DETAILS IN THE REPORT.

I'M GOING TO DO MY VERY BEST TO GIVE YOU SOME IMPORTANT HIGHLIGHTS.

THEY ACTUALLY HAD A DETAILED REPORT FROM DR.

GROSSO DURING HER TENURE, AND IT WAS A SUMMARY OF DATA FROM THE 2021, 2022 SCHOOL YEAR ON MENTAL HEALTH SERVICES.

SO I'M GOING TO TRY TO BRING IN WHAT IS RELEVANT TO THIS RECOMMENDATION, WHICH IS FOCUSED ON CRITICAL INCIDENT RESPONSE SOCIAL WORKERS.

WHEN YOU LOOK AT THE DEMAND FOR REFERRALS, THEY'RE REALLY HIGHEST ON THE SOCIAL WORK SERVICES COMPARED TO OUR CHAT PROGRAM, COMPARED TO THE MENTAL HEALTH CLINICS.

THE NUMBERS REALLY WERE VERY HIGH FOR THE WORKLOAD FOR SOCIAL WORK WITH OVER 850, ACTUALLY 863 REFERRALS DURING THE 20 2122 SCHOOL YEAR, PLUS AN ADDITIONAL 216 CONSULTS THAT THEY HAD WITH VARIOUS CAMPUS STAFF.

THE FOCUS OF THOSE RANGED ON THE LOW END FROM SUBSTANCE ABUSE TO BEHAVIORAL ISSUES TO BASIC NEEDS SUCH AS FOOD, SHELTER, SOCIAL, EMOTIONAL NEEDS, STRESS, AND THEN THE HIGHEST NUMBER OF REQUESTS CAME IN TERMS OF MENTAL HEALTH NEEDS, WHICH WAS ABOUT 450. SO THAT GIVES YOU THE MAGNITUDE OF THE DEMAND.

ON SOCIAL WORK SERVICES, WE HAVE ONLY TWO CRITICAL INCIDENT RESPONSE SOCIAL WORKERS COVERING THE ENTIRE FIVE LEARNING COMMUNITIES.

SO THE RECOMMENDATION WAS TO ADD THREE ADDITIONAL SOCIAL WORKERS AT THAT LEVEL TO COVER THE REMAINING LEARNING COMMUNITIES.

THIS IS OUR ONE RECOMMENDATION THAT ACTUALLY WOULD COME WITH COST TO FULLY ADD THAT REALIZING COST IS A BIG DISCUSSION ITEM IN THE DISTRICT RIGHT NOW.

I THINK THAT YOU'LL HAVE TO EVALUATE THE MAGNITUDE OF THOSE 800 AND SOME MENTAL HEALTH NEEDS VERSUS THE ADDED EXPENSE.

I DO WANT TO HIGHLIGHT THAT WE STILL HAVE A VERY BIG STUDENT ISSUE WITH MENTAL HEALTH.

WE HAD ABOUT 500 SUICIDE SCREENINGS THIS YEAR ALONE IN THE 2020, 22, 23 SCHOOL YEAR, AND WE ALSO HAVE 350 THREAT ASSESSMENTS.

SO THIS IS A BIG TOPIC OF DISCUSSION IN OUR SHACK.

WE NEVER FEEL LIKE OUR WORK IS DONE.

WE WANT TO SEE THOSE NUMBERS A LOT LOWER.

SO OBVIOUSLY THIS IS AN ISSUE OF MAGNITUDE VERSUS FINANCE.

PERHAPS THERE SOME CREATIVE SOLUTIONS IN THERE TO CONTINUE TO LOOK AND IMPROVE UPON THIS PROBLEM.

I'LL GO INTO THE SECOND RECOMMENDATION FROM THAT SAME COMMITTEE.

THEY ARE ALSO WANTING TO LOOK AT WELLNESS STRATEGIES AGAIN, ADDRESSING SUICIDE PREVENTION, SUBSTANCE ABUSE IN THE SECONDARY

[02:10:03]

THEIR SUGGESTION IS TO DEVELOP A ONCE A SEMESTER PROGRAM AT THE HIGH SCHOOL LEVEL, BUT PARENTS CAN OPT IN TO STAFF THAT HAS THE APPROPRIATE TRAINING, CAN DELIVER THE CONTENT, AND AGAIN, PARENTS WOULD HAVE THE OPTION TO OPT IN FOR THEIR CHILD.

SO THOSE ARE THE TWO RECOMMENDATIONS.

THIS ONE WOULD COME WITH A NEUTRAL IMPACT ON STAFFING AND COST, COME WITH ADDITIONAL PERHAPS JOB RESPONSIBILITIES TO EXISTING STAFF, BUT NOT REQUIRING ANY ADDITIONAL STAFF.

OKAY, AND FINALLY, WE HAVE OUR HUMAN DEVELOPMENT AND SEXUALITY SUBCOMMITTEE.

THEY HAVE THREE RECOMMENDATIONS FOR YOU THIS EVENING.

DR. MONICA FAULKNER CHAIRS THE SUBCOMMITTEE AND SHE HAD EXPECTED TO BE HERE AND HAD SOMETHING UNEXPECTED COME UP.

SO I'M NOT AS WELL VERSED ON THIS.

I'M GOING TO DO MY BEST TO GIVE YOU SOME HIGHLIGHTS.

THIS FIRST RECOMMENDATION IS ACTUALLY COMING FROM THE TEXAS EDUCATION CODE, WHICH REQUIRES SHACKS TO MAKE RECOMMENDATIONS ON CURRICULUM AND INSTRUCTION, SPECIFICALLY ON CHILD ABUSE, FAMILY VIOLENCE, DATING VIOLENCE AND SEX TRAFFICKING.

THIS WENT INTO LAW IN DECEMBER 2ND OF 2021.

WE DO HAVE THIS CONTENT AVAILABLE IN THE MIDDLE SCHOOL HEALTH TEXTBOOK AS WELL AS THE HIGH SCHOOL TEXTBOOK.

HEALTH. HEALTH IS AN OPTIONAL COURSE IN ROUND ROCK ISD, SO MY UNDERSTANDING IS THERE'S VERY LOW DEMAND FOR THAT COURSE.

I BELIEVE THEIR EMPHASIS IS THAT WITH THIS CONTENT AVAILABLE, THEY WANT TO MAKE SURE THAT IT IS BEING DELIVERED TO STUDENTS WHEN THEY ARE PART OF THESE COURSES.

THE SECOND RECOMMENDATION.

THE BOARD PREVIOUSLY IMPLEMENTED.

THIS RECOMMENDATION, WITH THE EXCEPTION, I BELIEVE, OF HAVING MAYBE A FREE STANDING SEX ED COURSE AVAILABLE OUTSIDE OF SCHOOL HOURS.

THE RECOMMENDATION THERE IS FOR A WORKSHOP THAT IS AN OPT IN.

IT COULD BE IN PERSON OR ONLINE, BUT SOMETHING AVAILABLE TO THE COMMUNITY.

THE PARENTS WHO WOULD LIKE TO HAVE THEIR CHILDREN PARTICIPATE IN SOMETHING LIKE THIS HAVE THE OPPORTUNITY AND THE CONTENT AVAILABLE TO DO THAT, AND IT WOULD BE COMMUNICATED THROUGH THE DISTRICT.

THE SECOND PIECE OF THIS IS TO HAVE A PARENT OFFERING THAT IS ENCOURAGING THEIR OWN COMMUNICATION ON THESE TOPICS AT AT HOME WITH THEIR STUDENTS, AND THEN THE FINAL RECOMMENDATION IS TO ESTABLISH AN INTERPERSONAL VIOLENCE COMMITTEE.

THIS HAS DRIVEN A LOT BY SOME NATIONAL DATA AND THAT OVERARCHING PROBLEM.

THE COMMITTEE DID FEEL THAT WE HAVE A SUBSET OF STUDENTS IN OUR DISTRICT THAT DO FACE INTERPERSONAL VIOLENCE SITUATIONS, WHETHER THAT BE AT HOME, IN THE SCHOOL SETTING, DATING.

SO THEY ARE VERY MOTIVATED AND INTERESTED AND HOPE THAT YOU WILL MOVE FORWARD WITH THIS TO FORM A COMMITTEE.

THEY HAVE RECOMMENDATIONS AS TO WHO SHOULD BE PART OF THAT COMMITTEE TO HAVE A MULTIDISCIPLINARY LOOK.

VERY IMPORTANT TO THEM TO HAVE STUDENTS, PARENTS AS WELL AS STAFF REPRESENTED ON THAT COMMITTEE AND BEGIN THAT WORK AND LOOK AT THE NEEDS ASSESSMENT WITHIN THE DISTRICT.

AGAIN, A VERY FINANCIAL STAFF NEUTRAL RECOMMENDATION, BUT THEY FELT THIS WAS A VERY IMPORTANT PIECE THAT CURRENTLY DOESN'T HAVE A LOT OF DEVELOPMENT WITHIN OUR DISTRICT AND THEY'D LIKE TO SEE THAT MOVE FORWARD.

SO THAT IS EVERYTHING THAT I WANT TO SHARE.

I'M HAPPY TO ANSWER ANY QUESTIONS THAT YOU HAVE.

THANK YOU. FIRST OF ALL, LET ME SAY THANK YOU VERY MUCH.

I APPRECIATE YOUR SERVICE AND LEADERSHIP ON THIS COMMITTEE.

SO I REALLY APPRECIATE YOUR PRESENTATION TONIGHT.

TRUSTEES, IF YOU HAVE ANY QUESTIONS.

ONE THING THAT I DID WANT TO POINT OUT IS I FEEL LIKE FOUR OF THESE ARE MORE MANAGEMENT DECISIONS.

SO DR. AZAIEZ, IF YOU WANTED TO TALK ABOUT ESPECIALLY RECOMMENDATIONS ONE, TWO, THREE AND SIX ABOUT HOW YOU KNOW

[02:15:06]

SO IF YOU WANTED TO KIND OF TALK ABOUT THE RELATIONSHIP BETWEEN THESE RECOMMENDATIONS AND THE BOARD.

WELL, I THINK I THINK I THINK PRETTY MUCH ALL OF THEM ARE REALLY IT'S MORE LIKE A DAY TO DAY BUSINESS.

I WANT TO THANK YOU, DR. FAULKNER, FOR FOR REALLY COMING, AND I HAD TO WAIT ALL THE WAY TILL ALMOST 9:00 TO PRESENT, BUT THANK YOU FOR THE WORK YOU'RE DOING, YOU AND ALL THE COMMITTEE. SO I DID LOOK AT WE DID LOOK AT THE RECOMMENDATION AND WE FEEL LIKE THEY'RE A GREAT RECOMMENDATION.

UM, WE FEEL ALSO THAT WE MAY HAVE TO BE ABLE TO, WE MAY BE ABLE TO IMPLEMENT SOME OF THEM AS EARLY AS NEXT THIS COMING SCHOOL YEAR, BUT SOME, ESPECIALLY THE ONE THAT YOU MENTIONED, REQUIRES MAYBE SOME FUNDING.

WE MAY WE MAY HAVE TO.

PLAN. IF WE CAN MAKE IT HAPPEN THIS YEAR, WE WILL.

IF NOT, DEFINITELY, THAT'S SOMETHING THAT WE CAN BUDGET FOR, FOR FOR NEXT SCHOOL YEAR, BUT I FEEL LIKE YOU SAID, THERE ARE AT LEAST 2 OR 3 THAT WE DEFINITELY CAN SEE AS IMPLEMENTING AS EARLY AS THIS COMING SCHOOL YEAR.

OBVIOUSLY, WE HAVE TO CIRCLE BACK WITH THE TEAM AND PLAN ACCORDINGLY.

RIGHT AT THIS MOMENT, IT'S ONLY A FEW OF US WHO WERE ABLE TO SEE IT FROM A DISTRICT LEVEL.

SO I JUST HAVE A COUPLE OF FOLLOW UP QUESTIONS ON ESPECIALLY RECOMMENDATION NUMBER ONE, AND I'M PUTTING MY OWN NUMBERS ON THESE JUST GOING IN ORDER, BUT WHEN IT TALKS ABOUT THE ADDING CATEGORY TO OFF CAMPUS PE, I WOULD BE INTERESTED TO KNOW WHAT IMPACT THAT HAS ON STAFF TO TRACK THAT, AND I KNOW I DIDN'T ASK THESE IN ADVANCE, BUT AS YOU'RE CONSIDERING THESE RECOMMENDATIONS, THE IMPACT ON STAFF TO TRACK THAT AND THEN ALSO A COMPREHENSIVE, YOU KNOW, REACH TO THE TO OUR COMMUNITY TO SEE WHAT THE ACTUAL NEED IS FOR IT AS WELL, AND SO THOSE ARE TWO JUST QUESTIONS I HAVE, AND I DON'T KNOW IF WE'VE RECEIVED THAT FEEDBACK.

I KNOW WE THERE'S SOME LANDER DATA IN HERE, BUT LOOKING AT ROUND ROCK, WHAT I'D LIKE TO KNOW THAT DATA, I DON'T THINK AGAIN, THIS IS REALLY THE FIRST PHASE.

LIKE, IN OTHER WORDS, LIKE WE LIKE ME.

DR. DARDEN SOME OF AUTHORITY SAW SAW THIS, THIS RECOMMENDATION, BUT REALLY WE DID NOT.

WE WANT YOU WE WANTED OUR BOARD TO SEE IT FIRST BEFORE BEFORE WE COME BACK AND SAY, HERE'S SOME OF THE STUFF WE'RE IMPLEMENTING, BUT I CAN TELL YOU, LIKE ESPECIALLY WHEN IT RELATES TO THE FIRST RECOMMENDATION, I CAN SEE THAT'S ACTUALLY IMPLEMENTED, AND DR.

DARREN, PLEASE, YOU KNOW, LET ME KNOW.

I DON'T I DON'T SEE US REALLY POSTPONING THAT TO THE FOLLOWING SCHOOL YEAR.

I THINK WE CAN PROBABLY MAKE IT HAPPEN AS EARLY AS THIS COMING SCHOOL YEAR, FOR EXAMPLE, BUT WE JUST NEED TO CIRCLE BACK WITH THE TEAM, AND ONE THING WILL HAPPEN IS ACTUALLY EVENTUALLY WE MAY END UP NEEDING LESS STAFF, RIGHT? IF IF MORE OF OUR STUDENTS ARE TAKEN ADVANTAGE OF, YOU KNOW, IN OTHER WORDS, THEY DON'T NEED A PE COURSE ANYMORE, WE MAY BE ABLE ACTUALLY TO SAVE SOME STAFF THERE, BUT FOR NOW WE'RE STAFF TO HAVE EVERY KID PRETTY MUCH TAKING PE AND OUR MIDDLE SCHOOLS.

TRUSTEES. ARE THERE ANY OTHER QUESTIONS? I DIDN'T HAVE ANY LIGHTS ON.

ALL RIGHT. WELL, THANK YOU AGAIN VERY MUCH.

I APPRECIATE ALL OF THE WORK AND I LOOK FORWARD TO SEEING HOW THESE MOVE FORWARD.

IF I CAN MAKE JUST ONE CLARIFICATION, WE DO HAVE THE ROUND ROCK DATA FOR THE CURRENT LEVELS OF CATEGORIES. SO IN THIS ONE DID NOT MAKE IT INTO YOUR REPORT.

THIS WILL BE AVAILABLE TO YOU FOR YOUR JULY REPORT, THIS TABLE ONE AND TABLE TWO, AS WELL AS THE KPAC SUPPORT FOR THIS.

SO WE DEFINITELY WE DEFINITELY GOT THOSE NUMBERS FROM THE ATHLETIC DEPARTMENT SO THAT YOU COULD SEE THEM AND SEE THE NEGLIGIBLE IMPACT IT SHOULD HAVE ON STAFF AND THE LACS LACROSSE.

YEAH, LACROSSE IS A CLUB SPORT, SO A LOT OF THEM DO THAT OFF CAMPUS.

SO THEY DO GET THE OFF CAMPUS CREDIT FOR THAT.

SO THEY TRACK THAT NUMBER UNIQUELY AND SEPARATELY, AND IS THAT TYPICALLY ME? THAT'S WHAT I DIDN'T SEE, LIKE THE REQUEST FOR CATEGORY TWO AT MIDDLE SCHOOL, LIKE IF WE'VE ACTUALLY HAD PEOPLE REQUEST IT AND THEN BEEN SAID, WELL, WE DON'T OFFER IT, I DOUBT WE HAVE THAT SIMPLY BECAUSE PEOPLE KNOW THAT WE DON'T HAVE IT.

SO THEY KNOW IT'S THAT'S THE ONLY THING THAT I WAS WONDERING ABOUT.

NOT THAT I SAW THIS DATA.

I JUST MEANT THAT THE NUMBER OF MIDDLE SCHOOL CATEGORY TWO REQUEST WOULD BE INTERESTED TO KNOW HOW MANY STUDENTS WOULD LIKE IT AND HAVEN'T BEEN ABLE TO EXERCISE IT BECAUSE IT'S NOT OFFERED. YEAH, I THINK THE BEST WE FELT WE COULD DO IS GET THAT DATA FROM ANOTHER SCHOOL DISTRICT THAT DOES HAVE IT.

ABSOLUTELY. YEAH, AND I THINK I THINK ONCE IF WE DECIDED AS A DISTRICT, THIS IS WHERE WE MOVE IN AS EARLY AS NEXT YEAR, OBVIOUSLY WE'LL COMMUNICATE THIS WITH OUR COMMUNITY, OUR

[02:20:06]

WE WANT WE WANT TO DEFINITELY WE DON'T WANT THEM TO DO THAT.

WE WANT THEM TO STAY AND RECEIVING THE SERVICES THAT THEY NEED.

SO THANK YOU AGAIN. ALL RIGHT.

THANK YOU VERY MUCH.

THIS NEXT ONE IS FOR TRUSTEE WEIR AGENDA ITEM G TWO BOARD STUDENT OUTCOME GOALS TIME TRACKER.

OKAY. WE TALKED ABOUT THE BUDGET A WHOLE LOT IN MAY, AND UNFORTUNATELY THE WAY LSU WORKS THAT COUNTS AGAINST US.

THE PUBLIC HEARING TODAY DOES NOT COUNT AGAINST US BECAUSE IT WAS MANDATED BY LAW, BUT ALL OF OUR OTHER DISCUSSIONS ON BUDGET AND ENROLLMENT DID COUNT AGAINST US.

SO OUR REGULAR MEETING, WE WERE ONLY AT 11% ON STUDENT OUTCOMES AND FOR MAY AS A TOTAL, WE WERE ONLY AT 4.29%.

SO. YEAH.

ALL RIGHT. THANK YOU VERY MUCH.

ANY QUESTIONS FOR TRUSTEE? WE'RE ABOUT OUR TIME TRACKER FOR MAY.

ALL RIGHT. THANK YOU. THE BOARD TWO WAY COMMUNICATION SESSIONS.

TRUSTEE HARRISON.

YES. WE'LL TRY TO MAKE THIS BRIEF.

I WANTED TO PROVIDE AN UPDATE, AND REALLY THE ONLY MECHANISM WE HAVE TO GET FEEDBACK ON THESE TWO WAY COMMUNICATION MEETINGS ARE IN A PUBLIC MEETING.

SO JUST VERY BRIEFLY, PRESIDENT LANDRUM ASKED US TO MAKE AN AD HOC COMMITTEE.

SO ON MAY 16TH, TRUSTEE WESTON TRUSTEE MARKHAM AND MYSELF MET WITH DR.

MCMAHON AND DR.

AZAIEZ AND PATTY TO DISCUSS WHAT THIS MIGHT LOOK LIKE, AND SO WE DRILLED DOWN ON THE PURPOSE OF THIS, AND THE PURPOSE IS THAT WE CAN LISTEN IN BOARD MEETINGS, BUT WE CAN'T NECESSARILY DIALOG, AND IN HAVING THESE TWO WAY COMMUNICATION MEETINGS, WE WANT TO PLACE MORE VALUE AND BACK AND FORTH CONVERSATION AND THAT THE COMMUNITY NEEDS ACCESS TO TRUSTEES, AND THEN ALSO THAT CONTEXT IS NECESSARY FOR A LOT OF THE DECISIONS THAT WE MAKE, AND SO THE FORMAT WE'RE PROPOSING IS A TOWN HALL.

WE WANT TO MAKE SURE THAT IT'S CLEAR THAT THIS IS AN INITIATIVE OF THE BOARD.

SO THIS IS NOT THE DISTRICT.

THIS IS AN INITIATIVE OF THE BOARD, THOUGH WE REPRESENT THE DISTRICT.

THE DISTRICT HAS THEIR OWN TOWN HALLS.

THESE TOWN HALLS WOULD INCLUDE 1 TO 3 TRUSTEES.

I WANT TO MAKE A NOTE.

ORIGINALLY WE TALKED ABOUT THAT, BUT IT SHOULD PROBABLY NEVER BE A TRUSTEE BY THEMSELVES, SO IT SHOULD PROBABLY BE 2 TO 3 TRUSTEES, AND THIS WAY IT WOULDN'T HAVE TO BE NECESSARILY POSTED AS A PUBLIC MEETING STREAMED.

PEOPLE SHOULD BE ABLE TO ASK QUESTIONS AND THERE WOULD BE TIME TO TALK WITH INDIVIDUAL TRUSTEES AS WELL.

WE'RE LOOKING AT ALLOWING PEOPLE TO ASK QUESTIONS THROUGH A SYSTEM AND HAVING A A MODERATOR AS WELL.

SO QUESTIONS THAT WE HAD WERE HOW MIGHT THIS BE DIFFERENT FROM A BOARD MEETING? AND THIS IS MORE TRUSTEES COMING TO COMMUNITY VERSUS COMMUNITY COMING TO THE BOARD AND QUESTIONS WE ALSO HAD WERE WHAT WAS OUR MECHANISMS FOR SHARING THIS WITH OTHER TRUSTEES, WHICH IS WHY WE'RE HERE TO DO THAT IN THIS MEETING, AND TONIGHT WE'D LIKE SOME CONSIDERATION ON GATHERING THOSE TOPICS WE MIGHT LIKE TO COVER.

SO OUR FIRST PROPOSED SESSION, INITIALLY WE TALKED ABOUT STARTING WITH TEACHERS AND HAVING KIND OF TOWN HALL LISTENING SESSION WITH TEACHERS AND EDUCATORS IN THE SUMMER.

I THINK WHAT WE ARE GOING TO DO IS ACTUALLY START IN SEPTEMBER BECAUSE INITIALLY WE THOUGHT THE DISTRICT REOPENS IN JULY, GO AHEAD AND HAVE A CONVERSATION WITH EDUCATORS IN JULY, BUT JUST WITH THE TIMING OF SCHOOL STARTING AND PREPARATION AND ALL OF THE INITIATIVES THAT THE DISTRICT IS DOING TO MOVE THE WORK FORWARD WITH CURRICULUM AND INSTRUCTION, WE WANT TO START WITH OUR FIRST SESSION IN SEPTEMBER.

THE GOAL IS TO HAVE THESE ONE EAST, ONE WEST, AND SO WHAT WE CAME UP WITH, TOPICS THAT WE PROPOSED WERE GOALS AND HOW GOALS ARE IMPACTING OUR BUDGET AND THEN HOW WE ATTRACT AND BRING OUR FOOTPRINT BACK INTO THE AREA.

SO THAT'S BOARD GOALS, THAT'S CONTAINED IN THE BOARD GOALS, CONVERSATION, ACTION.

THEN ALSO VISION AND VALUES.

THERE WAS A PROPOSAL FOR DECLINING ENROLLMENT, BUT WE THINK WE LUMPED THAT BACK INTO BOARD GOALS, AND ALSO DECLINING ENROLLMENT IS REALLY A MEASURE OF MANAGEMENT AND ADMINISTRATION AND NOT NECESSARILY THE BOARD, AND SO JUST WANTED TO GIVE A FEW MINUTES TO OPEN DISCUSSION TO SEE IF THERE ARE ANY TOPICS WE SHOULD COVER, AND IF YOU ALL FEEL LIKE THIS IS GOOD, WE CAN MOVE FORWARD WITH GETTING SOME DATES IN SEPTEMBER AND WORKING WITH STAFF TO GET SOME DATES ON THE

[02:25:01]

GOALS ONE WEST GOALS AND THEN VISION AND VALUES.

ONE EAST VISION AND VALUES.

ONE WEST VISION AND VALUES.

YES, INITIALLY WE HAD TALKED ABOUT EACH LEARNING COMMUNITY, BUT THIS WILL BE A BIG UNDERTAKING FOR STAFF TIME, AND SO WE WANT TO JUST EVEN SEE IF THIS IS FRUITFUL AND JUST START, AND IT WOULD BE SAME TOPIC EAST WEST TO GIVE PEOPLE THE OPPORTUNITY.

WE ALSO TALKED ABOUT ADDING ONE VIRTUAL OPTION AS WELL.

TRUSTEES. ANY OTHER QUESTIONS FOR OR RECOMMENDATIONS FOR? TRUSTEE HARRISON ON THIS.

SOUNDS LIKE YOU'RE OFF TO A GREAT START.

I APPRECIATE SPEARHEADING THIS AND I LOOK FORWARD TO GETTING SOME DATES ON THE CALENDAR.

JUST I SAW THIS ON HERE.

I JUST DIDN'T REALIZE WE WERE GOING TO BE DISCUSSING BACK AND FORTH.

SO I REALLY DIDN'T LIKE I WOULD HAVE LIKED TO HAVE KNOWN TO COME WITH IDEAS, THAT'S ALL.

SORRY. MY BAD.

ALL RIGHT. OUR NEXT ITEM IS ITEM G FOUR.

THIS IS THE LAST TIME THIS WILL BE ON OUR AGENDA TO MONTHLY MONITOR REPORTS FOR MARCH, APRIL AND MAY.

WHEN THIS AGENDA WAS POSTED, WE HAD NOT RECEIVED OUR LETTER DISMISSING OUR MONITOR, SO WE WERE ANTICIPATING WE WOULD RECEIVE A MAY REPORT.

WE DID NOT RECEIVE A MAY REPORT.

SO THERE IS NO MAY REPORT OR EXPENSE REPORT EITHER, BUT ANYBODY HAVE ANY QUESTIONS? I WOULD RECOMMEND REACHING OUT TO DR.

FELTUS AT HIS PRIVATE EMAIL ADDRESS BECAUSE HE NO LONGER HAS A DISTRICT EMAIL ADDRESS.

DOES ANYBODY HAVE ANY QUESTIONS? TRUSTEE BONE. YES, I AM CURIOUS BECAUSE IF YOU GO BACK TO OUR LAST REGULAR MEETING LAST MONTH, I ACTUALLY SAID THAT I HAD QUESTIONS FOR DR.

FALTIS. IF EVERYBODY RECALLS, HE ACTUALLY HASN'T BEEN HERE FOR LIKE THREE MONTHS.

ACTUALLY, HIS LAST MEETING WAS APRIL 26TH, SO IT'S BEEN ABOUT SIX WEEKS.

TWO MONTHS ALMOST.

SO. HE WAS NOT HERE AT THE REGULAR BOARD MEETINGS WHEN THIS WAS ON AGENDAS FOR THIS TWO MONTHS.

HE WAS AT MEETINGS, BUT NOT WHEN SOMETHING WAS ON THE AGENDA THAT WE COULD ACTUALLY ASK HIM A QUESTION ABOUT.

HE WAS NOT AT THE APRIL MEETING OR THE.

SO I DID HAVE QUESTIONS, AND AS YOU POINTED OUT, I BELIEVE THAT ONE OF THE LAST MEETINGS I ACTUALLY EMAILED HIM A BUNCH OF QUESTIONS THAT I THINK TO STILL OWES OUR PUBLIC AND US AND THAT WHEN HE WROTE THESE REPORTS THAT ARE ATTACHED TO THE AGENDA, YOU'LL SEE THAT SOME OF THESE THINGS ARE COMPLETED AND HAVE DATES WHEN THEY WERE COMPLETED AND OTHER THINGS SAY THAT THEY'RE COMPLETED AND DON'T HAVE ANY DATES.

AND THOSE THINGS JUST ALL OF A SUDDEN WENT TO COMPLETED.

SO I DID EMAIL HIM AND ASK, BUT THAT EMAIL WAS IGNORED.

I DID EMAIL HIM JUNE 7TH.

SO THAT WAS PRIOR TO ANY KIND OF ANNOUNCEMENT, AND.

HE, I GUESS, REFUSED TO ANSWER.

HE SO I WOULD STILL BE INTERESTED IF IF TRUSTEE LANDRUM YOU KNOW, OR IF YOU COULD GIVE INSIGHT INTO WHY THOSE JUST WENT COMPLETED, THAT WOULD BE GREAT.

I DON'T KNOW.

HE NO LONGER HAS ACCESS TO DISTRICT EMAIL.

HE'S BEEN REMOVED FROM ALL OF THAT, AS FAR AS I UNDERSTAND, CORRECT? DR. AZAIEZ SO HE NO LONGER HAS THE ABILITY TO RESPOND ANYMORE AS OF LAST FRIDAY.

SO I THINK YOU WERE GIVEN HIS PRIVATE EMAIL ADDRESS.

IF NOT, I CAN GIVE IT TO YOU IF YOU WANT TO FOLLOW UP.

I'M NOT CERTAIN THAT YOU'RE GOING TO GET A RESPONSE FROM HIM AT THIS POINT BECAUSE HE NO LONGER IS ASSIGNED TO OUR DISTRICT AND NO LONGER IS GETTING PAID TO MONITOR AND ANSWER QUESTIONS ABOUT IT.

I DON'T HAVE I CAN'T ANSWER THOSE QUESTIONS FOR YOU.

YEAH, I JUST I THINK IT WAS NOT DUE DILIGENCE OF TO, TO NOT RESPOND AND JUST TO TAKE THINGS TO COMPLETED AND NOT SAY WHY.

I MEAN, THESE ARE GOVERNMENT DOCUMENTS, SO IT'S SAD TO SEE THEM NOT DONE WITH FIDELITY.

ANY OTHER COMMENTS OR QUESTIONS ABOUT OUR MONITOR REPORTS.

ALL RIGHT. WELL, THIS WILL NO LONGER BE ON OUR AGENDA.

WE ARE TWO ITEMS BY CONSENT.

[H. ACTION ITEMS FOR CONSIDERATION BY CONSENT]

SECOND. ALL RIGHT.

I HAVE A MOTION AND A SECOND TO APPROVE ITEMS H ONE THROUGH TEN BY CONSENT.

ANY COMMENTS? TRUSTEE BONE. YES, MY COMMENT IS ON SPECIFICALLY ITEM H TWO ON THE APPROVAL OF THE 2022 2023 BUDGET AMENDMENTS WHERE IT IS SHOWING THAT WE WILL NOW HAVE A $20 MILLION PLUS DEFICIT THIS YEAR.

AS I HAVE STATED ALL NIGHT TONIGHT, THAT IS VERY CONCERNING TO ME AND THEREFORE I WILL BE VOTING NO ON ALL OF THE CONSENT ITEMS, BUT IT IS

[02:30:07]

IF YOU LET US KNOW PRIOR TO THE POSTING OF IT.

ALL RIGHT. I HAVE A MOTION AND A SECOND.

ALL IN FAVOR. RAISE YOUR HAND.

ALL OPPOSED. MOTION CARRIES.

FIVE ONE. UH, NOW WE ARE TO ITEM I THREE.

[I. ACTION ITEMS (Part 2 of 2)]

DR. AZAIEZ THIS IS A FOLLOW UP FROM OUR JUNE 8TH BOARD MEETING DISCUSSION.

TRUSTEE THAT'S CORRECT.

IF YOU REMEMBER, IF YOU RECALL, WE HAVE ACTUALLY HE'S ACTUALLY HERE.

ADAM CAME AND TALKED TO US ABOUT THIS, THE POSSIBILITY OF JOINING OR ENTERING AN MOU, I GUESS WITH OUR DISTRICT WHERE THESE ARE FOUR PROPERTIES AND I DON'T WANT TO STEAL YOUR THUNDER, SIR, WHERE OUR TEACHERS AND STAFF WILL HAVE THE OPPORTUNITY TO HAVE LIKE A REDUCED RATE IN THESE PROPERTIES, PLUS ALSO PROVIDE SOME FUNDS TO HELP FURTHERMORE REDUCE THE RENT THE OR THE MONTHLY RENT FOR FOR FOR OUR STAFF WHO WILL BE LIVING IN THESE PROPERTIES.

SO AGAIN, WITHOUT STEALING YOUR THUNDER, I DON'T KNOW IF YOU WANT TO ADD ANYTHING ELSE, ADAM, AND ANSWER ANY QUESTIONS FOR FROM OUR BOARD.

SO ON. YEAH. OKAY.

YES. SO WE DID FOLLOW UP AFTER THE JUNE 8TH MEETING WITH THE DRAFT MEMORANDUM OF UNDERSTANDING YOUR ATTORNEYS AND I DID NEGOTIATE THAT DOCUMENT. WE PUT IN, I THINK, SOME GUARDRAILS THAT WOULD REQUIRE ANY FUTURE PROJECTS TO BE EXPLICITLY APPROVED BY THE DISTRICT.

SO IT'S NOT JUST A BLANK CHECK TO GO OUT AND DO PROJECTS THAT YOU DON'T APPROVE.

AND THEN ULTIMATELY, I THINK THEY SIGNED OFF ON IT AND WE PUT IT ON THE AGENDA FOR YOUR REVIEW AND HOPEFULLY YOUR APPROVAL, AND JUST TO CLARIFY, THESE PROPERTIES ARE TAX EXEMPT.

AS A DISTRICT, WE DID NOT OUR BOARD DID NOT APPROVE FOR THEM TO BE EXEMPT, RIGHT? CORRECT. YOU DID NOT HAVE ANYTHING TO DO WITH THAT, AND THERE ARE FOUR PROJECTS.

SO WHEN WE SPOKE ON JUNE 8TH, THERE WERE THREE.

NOW THERE'S A FOURTH ONE.

SO THE OFFER TO THE DISTRICT WOULD BE $1 MILLION UP FRONT AND THEN $200,000 EACH YEAR FOR AS LONG AS THEY'RE OWNED BY THAT NONPROFIT CORPORATION.

SO IT COULD BE, YOU KNOW, A $20 MILLION OVERALL PLEDGE TO BENEFIT THE DISTRICT OVER THE LIFE OF THOSE ASSETS.

ALL RIGHT, TRUSTEES QUESTION TIME, START WITH TRUSTEE BONE.

THANK YOU.

YEAH, I HAVE QUITE A FEW QUESTIONS, ACTUALLY.

I'LL KEEP THEM EACH TO 45 SECONDS.

FIRST ONE, YOU JUST SAID THAT NONPROFIT.

CAN YOU JUST TELL US A LITTLE BIT ABOUT THAT NONPROFIT AND KIND OF.

I KNOW YOU GUYS WENT OVER THIS BEFORE, BUT CAN YOU EXPLAIN WHO THEY ARE AND WHERE THEY CAME FROM? AND. YEP, I CAN.

SO IN 2019, THERE WAS A LAW THAT WAS PASSED BY THE STATE OF TEXAS.

IT'S I THINK IT'S.

CHAPTER 3971 OF THE LOCAL SPECIAL DISTRICT LOCAL LAWS CODE THAT CREATED WHAT IS CALLED SR 130 MD.

NUMBER ONE, THEY SPONSORED AS A SPECIAL DISTRICT THE CREATION OF A PUBLIC FACILITY CORPORATION UNDER CHAPTER 303 OF THE LOCAL GOVERNMENT CODE.

CAN I ASK YOU TO SIT A LITTLE CLOSER TO YOUR MICROPHONE? I'M SORRY. YES. THANK YOU.

SO SPECIAL.

THERE'S A LITANY OF ELIGIBLE SPONSORS FOR PUBLIC FACILITY CORPORATIONS, SCHOOL DISTRICTS, HOSPITAL DISTRICTS, COMMUNITY COLLEGE DISTRICTS, CITIES, COUNTIES.

I MAY BE LEAVING OUT 1 OR 2 AS A AS A SPECIAL DISTRICT.

THEY ARE AN ELIGIBLE SPONSOR.

THEY CREATED THIS PUBLIC FACILITY CORPORATION.

CAN YOU BE CLEAR ON WHO THEY ARE? LIKE SH130, MD WHO ARE THEY? IT'S A LOCAL GOVERNMENT CORPORATION, A LOCAL GOVERNMENT CORPORATION.

THEY'RE HERE IN ROUND ROCK.

THEY'RE NOT HERE IN ROUND ROCK? NO. SO WHO ARE THEY LIKE, WHERE ARE THEY? WHERE ARE THEY LOCAL TO THERE? THEY'RE A SPECIAL DISTRICT THAT'S LOCATED IN EAST AUSTIN RIGHT NOW, AND THEY WERE DEVELOPED BY WHO? ELECTED OFFICIALS, BUT THEY WERE CREATED BY THE STATE OF TEXAS.

SO THIS GROUP WAS CREATED BY THE STATE OF TEXAS AND THEY'RE ELECTED.

THAT'S RIGHT. BY WHO? VOTERS. WHICH VOTERS? SO ROUND ROCK. I VOTE FOR THESE PEOPLE.

NO. OKAY.

ALL RIGHT. SO THAT'S MY FIRST QUESTION, AND THEN MY SECOND QUESTION IS, IS HOW MUCH TAXES WOULD THEY BE PAYING TO OUR SCHOOL DISTRICT IF THESE PROPERTIES WERE NOT NONTAXABLE? I DON'T KNOW THE ANSWER TO THAT BECAUSE WE GOT AN EMAIL AND THAT'S WHY I'M TRYING TO VERIFY THIS.

[02:35:02]

UM, OVER THE NEXT TEN YEARS.

SO 29 MILLION IN TAX REVENUE IS WHAT THEY SAID OVER THE NEXT TEN YEARS.

SO THEY'RE SAYING IT'S 2.9 MILLION.

I APOLOGIZE A YEAR IF YOU DIVIDE THAT OUT BY.

SO THAT WOULD BE INTERESTING TO KNOW THE DISTRICT TO DISTRICT TAXES.

YEAH. WHICH.

I MEAN, KNOWING WHAT MY HOUSE VALUES ARE AND WHAT I HAVE TO PAY, THAT SOUNDS ABOUT RIGHT.

I THINK MOST LOCAL PEOPLE WOULD BE LIKE, YEAH, WE PAY A LOT OF TAXES HERE.

SO AND THEN THE OTHER QUESTION I HAVE IS, CAN YOU GO INTO BECAUSE I ACTUALLY WATCHED A COMMISSIONERS MEETING, WILLIAMSON COUNTY COMMISSIONERS MEETING, WHERE THERE WAS SOME CONVERSATIONS WHICH HAS BEEN VERIFIED NOW THAT IT APPEARS TO BE OF THE SAME ORGANIZATION WHERE THE COMMISSIONERS ARE CONCERNED ABOUT THIS ORGANIZATION AND THE WILLIAMSON COUNTY AND CAN. DO YOU KNOW ANYTHING ABOUT THAT, THIS CONCERN AND THAT THEM TAKING AWAY THE TAX STATUS OF THIS ORGANIZATION AND THE WILLIAMSON COUNTY COMMISSIONERS BEING CONCERNED ABOUT THIS ORGANIZATION? YES.

SO THE WILLIAMSON COUNTY COMMISSIONERS, THEIR LEGAL REPRESENTATIVE REACHED OUT TO ME ABOUT A YEAR AGO.

HE'S NOT FAMILIAR WITH FCS.

HE'S NOT FAMILIAR WITH, I'LL SAY, WORKFORCE HOUSING.

SO HE AND I SPOKE AND I WAS SUPPOSED TO GIVE HIM JUST AN OVERVIEW OF HOW THIS ALL PIECES TOGETHER.

IT'S PRETTY TECHNICAL.

SO I HAD THE CONVERSATION WITH HIM.

I DON'T THINK HE FULLY GRASPED IT, SO I GAVE HIM MY NOTES AND SAID, HERE'S MY 16 PAGE MEMO.

I THINK IT WAS 16, BUT HERE'S HOW THIS ALL WORKS TOGETHER, RIGHT? I STILL DON'T THINK HE UNDERSTOOD IT.

THEN. ULTIMATELY, THERE WAS A REQUEST FOR AN ATTORNEY GENERAL OPINION AND WILLIAMSON COUNTY, I THINK THAT'S WHAT YOU'RE TALKING ABOUT IN NOVEMBER OF 22.

DOES THAT SOUND RIGHT? I BELIEVE IT MIGHT BE.

I FELT LIKE IT WAS MORE RECENT THAN THAT, BUT IT COULD HAVE BEEN NOVEMBER.

SO THEY DID TALK ABOUT SUBMITTING A BRIEF WITH ALONG WITH THE ATTORNEY GENERAL REQUEST.

SO THERE WERE TWO GROUPS THAT DID THAT.

WILLIAMSON COUNTY IS ONE OF THEM.

THEY PUT IN A ONE AND A HALF PAGE MEMO TO THE ATTORNEY GENERAL'S OFFICE.

IT HAD ABOUT FOUR FACTUAL ERRORS IN THE CASE THAT IT QUOTED ACTUALLY CAME OUT THE OPPOSITE DIRECTION.

SO WHEN I REVIEWED THAT, I INCLUDED THAT CASE IN IN THE IN MY 301.

PAGE BRIEF TO THE ATTORNEY GENERAL'S OFFICE BECAUSE IT SUPPORTED ULTIMATELY WHAT WE WERE TRYING TO DO.

THE AG DID RULE IN MARCH THAT EVERYTHING THAT THIS ORGANIZATION IS DOING IS LEGAL, AND SO THERE YEAH, AND I HAVE CONTINUED TO REACH OUT TO WILLIAMSON COUNTY TO SIT DOWN TO TALK ABOUT EXACTLY HOW THIS ALL PIECES TOGETHER.

THEIR LAWYER HASN'T RESPONDED.

HASN'T WE HAVEN'T SCHEDULED THAT MEETING YET, NO.

CAN YOU EXPLAIN WHY SOME ORGANIZATION FROM AUSTIN HAS BOUGHT PROPERTY IN ROUND ROCK WILLIAMSON COUNTY? CAN YOU EXPLAIN BECAUSE WE ACTUALLY LOOKED INTO THIS.

DR. AZIZ I FORGET WHO WE HAD, BUT WE HAD A GOOD PRESENTATION COME AND TALK ABOUT HOW THIS WORKS.

SO I GET A GRASP ON HOW THIS IS SUPPOSED TO WHAT IT WAS MEANT FOR.

SO CAN YOU JUST KIND OF EXPLAIN WHY THIS ORGANIZATION BECAUSE WE WERE GOING TO UTILIZE IT FOR ROUND ROCK ISD INSIDE OF ROUND ROCK ISD FOOTPRINT, BUT OBVIOUSLY YOUR ORGANIZATION HAS GONE OUTSIDE OF YOUR FOOTPRINT.

CAN YOU EXPLAIN WHY? YEAH. SO THE STATE OF TEXAS IS FACING A WORKFORCE HOUSING CRISIS.

WILLIAMSON COUNTY AGREES WITH THAT BECAUSE WILLIAMSON COUNTY ACTUALLY OPERATES A REGIONAL HOUSING AUTHORITY THAT HAS DONE 41 PROJECTS AND 25 OF THOSE ARE OUTSIDE OF THEIR GEOGRAPHIC BOUNDARIES.

SO, YOU KNOW, I DON'T THINK I DON'T THINK ANYBODY WOULD ARGUE THAT WORKFORCE HOUSING IS A STATEWIDE CRISIS.

I THINK WILLIAMSON COUNTY AGREES WITH THAT BECAUSE THEY'RE DOING IT ALSO OUTSIDE OF THEIR FOOTPRINT.

I THINK WHAT THEY MAY HAVE A PROBLEM WITH IS.

COMPETITION. WHAT CAN YOU EXPLAIN ALSO THEN, IF YOU'RE YOU'RE COMPETITIVE? I MEAN, NONPROFITS USUALLY AREN'T COMPETING.

I DISAGREE WITH THAT. WELL, I MEAN, I UNDERSTAND THAT, TOO, AND I MEAN, I KIND OF SAY THAT IN THE FACT, THOUGH, THAT USUALLY NONPROFITS HAVE THEIR THING, RIGHT? LIKE AND THAT'S WHY WE WERE GOING TO DO ROUND ROCK ISD HOUSING.

SO I'M JUST TRYING TO UNDERSTAND WHAT YOUR ORGANIZATION HOW THEY WOULD BENEFIT, YOU KNOW, OUR STAFF AND TAKE CARE OF OUR STAFF BECAUSE I'VE ACTUALLY SEEN SOME OF THE PROPERTIES AND I'LL HOLD MY OPINIONS TO MYSELF, BUT I WOULD HOPE MY COLLEAGUES WOULD ACTUALLY GO.

SO WE WENT OVER ALL OF THAT AT THE JUNE 8TH MEETING OF WHAT THE BENEFITS WERE, HOW MUCH THE RENT WOULD ACTUALLY GONE TO THE I MEAN, PICTURES, YOU KNOW, YOU KIND OF YOU KNOW, YOU GO TO AN AIRBNB AND THE PICTURES ARE GREAT AND THEN YOU ACTUALLY SHOW UP, AND SO.

SO YEAH, I'VE DONE SITE.

I'D BE PROUD TO LIVE THERE.

YEAH, I JUST. I WOULD ASK THAT THE BOARD GO DO SIDEWALKS ACTUAL ON THE PROPERTIES BEFORE WE ACTUALLY JUST SAY, OH WE SAW THE PICTURES ON THE INTERNET AND I THINK WE SHOULD SEE THE

[02:40:04]

WHEN SHOULD WE GO? YEAH, I WOULD LOVE TO GO.

YEAH. I'M IN TOWN TOMORROW.

YEAH, BUT THEN I ALSO WOULD LIKE TO UNDERSTAND THE TAX IMPLICATIONS AND THE TAXES THAT THE DISTRICT MAY NOT BE GETTING FOR THIS THESE PROPERTIES.

SO THAT BECAUSE YOU ALSO JUST SAID, I THINK THAT YOU'VE GONE FROM 2 TO 4IN OUR FOOTPRINT NOW.

SO YOU GUYS ARE BUYING IT MORE 3 TO 4, 3 TO 4, AND BY ENTERING INTO THIS AGREEMENT, THERE WILL NOT BE A FIFTH UNLESS YOU SAY YES.

YEAH, I MEAN, THAT'S KIND OF AN INTERESTING NEGOTIATION, RIGHT? I MEAN, IS THAT LIKE A I MEAN, THAT'S JUST KIND OF AN INTERESTING COMMENT.

IT WAS ALSO SUGGESTED THAT DR.

BONE WE TOLD THEM THAT WE SHARE WITH THE BOARD FOR.

SO WE'RE ONLY GOING TO TAKE FOUR TO THE BOARD AND I'M SURE THEY'LL BE HAPPY TO ENTER WITH MORE, BUT WE TOLD THEM FOUR BECAUSE THAT'S WHAT WE SHARE WITH THE BOARD LAST BOARD MEETING, AND SO IF, IF, IF THERE IS BIGGER NEED, THEN WE COME BACK TO YOU AND GIVE YOU THAT, YOU KNOW, THE AUTHORITY TO TELL US YES OR NO, RIGHT? YEAH. I MEAN, WHEN WHEN THESE BIG APARTMENT COMPLEXES ARE NOT PAYING TAXES AND IT'S NOT JUST OUR STAFF THAT ARE LIVING THERE, IT'S ALL THESE OTHER FOLKS, TOO, THAT ARE BENEFITING , AND I'D ALSO KIND OF LIKE TO KNOW I'D LIKE TO KNOW A LOT ABOUT THIS ORGANIZATION.

I'D LIKE TO KNOW HOW MUCH THEY'RE, YOU KNOW, CEO OR PRESIDENT OR WHATEVER THEIR STRUCTURE IS.

I'D LIKE TO KNOW ALL THEIR STAFF SALARIES AND ALL THAT INFORMATION BEFORE ENTERING INTO AN AGREEMENT LIKE THIS, AND I THINK THERE WAS A SPEAKER THAT CAME UP AND ACTUALLY SPOKE ABOUT THIS, AND I FULLY AGREE WITH THE COMMUNITY MEMBER OF JUST, YOU KNOW, PUMP THE BRAKES, TAKE A COUPLE OF MONTHS, GO LOOK AT THE PROPERTIES, REALLY UNDERSTAND THE ORGANIZATION, ACTUALLY REACH OUT TO WILKO AND UNDERSTAND THEIR CONCERNS ABOUT THIS ORGANIZATION AND THEN MOVE FORWARD ON THIS TRUSTEE WEIR.

I WAS ACTUALLY CURIOUS. WHERE IS THE FOURTH PROJECT? BECAUSE I KNOW YOU HAD LAKE LINE.

THAT ONE I KNOW IS BY ME AND IT'S ON ATTACHMENT A OF THIS SCROLL TO THE FOURTH PAGE OF THE MOU ON THE ALL THE ADDRESSES.

TWO OF THEM ARE IN THE CITY OF ROUND ROCK AND TWO OF THEM ARE IN AUSTIN ON LAKE CREEK BOULEVARD.

TWO OF THEM WERE SORRY I MISSED THAT AT THE BOTTOM OF THE.

I THINK, TO LA FRONTERA AND THE TWO ON THE OTHER SIDE OF TOWN.

AT. OKAY. BY THE MALL.

YEAH. THOSE THAT WAS JUST WHAT I WAS CURIOUS ABOUT.

I DID NOT SEE THE ADDRESS AND I WAS JUST GOING TO LET TRUSTEE BONE KNOW THAT ITS OPINION CP DASH 0437 WHICH IS THE ONE ON MARCH 8TH FROM KEN PAXTON THAT SAID THIS ORGANIZATION TRUSTEE WEIR CAN YOU LEAN INTO YOUR MICROPHONE A LITTLE? SORRY, I WAS JUST GOING TO SAY THAT THE OPINION FROM KEN PAXTON WAS OPINION NUMBER CP ZERO 437 ON MARCH 8TH, 2023.

THAT SAID, THIS WAS A LEGAL ORGANIZATION AND WHAT THEY WERE DOING WAS LEGAL.

TRUSTEE. HARRISON.

THANK YOU. WHAT HAPPENS IF PEOPLE DON'T TAKE ADVANTAGE OF THIS OPPORTUNITY? THE MONEY WOULD STILL BE DEPOSITED, AND SO IF YOU HAVE, LET'S SAY, FIVE PEOPLE INTERESTED IN UNITS AT A PARTICULAR PROJECT INSTEAD OF 25, THEY MAY GET A HIGHER SUBSIDY FOR THOSE FIVE UNITS.

OKAY. THANK YOU.

ADDITIONALLY, WHAT IS THE TIMELINE FOR THIS? ARE WE DECIDING ON THIS NOW SO THAT TEACHERS COULD HAVE THE BENEFIT OF THIS WHEN THE SCHOOL YEAR STARTS? OR CAN YOU HELP ME UNDERSTAND THAT? I THINK. THANK YOU.

THAT'S A GOOD QUESTION. I GUESS WHENEVER OUR BOARD APPROVES, IF IF THIS IS THE WISH OF THE BOARD, RIGHT, THEN WE WILL COMMUNICATE.

FIRST OF ALL, WE START LIKE PLANNING ON HOW THE DETAILS, IF YOU WILL, LIKE WHAT KIND OF RELIEF WILL BE GIVEN OUR TEACHERS, FOR EXAMPLE, HOW MANY UNITS AND THINGS LIKE THAT.

ONCE WE HAVE ALL THAT MAPPED OUT, THEN WE SHARE WITH TEACHERS AND STAFF AND THEN AND THEN WE LET THEM.

OUR PARTY WILL BE ENDED ENDING BY THEN, RIGHT? AS A DISTRICT, WE'RE ONLY GOING TO TELL THE ORGANIZATION, HERE'S HOW WE WANT THIS TO BE EXECUTED, AND AS A DISTRICT, WE WON'T BE TOUCHING THAT MONEY PER SE OR OR OR DOING ANYTHING AS AS FOR MANAGING THIS WHOLE OPERATION, WE JUST TELL THEM HOW TO DO IT AND THEY TAKE CARE OF EVERYTHING FROM THERE, BUT OBVIOUSLY, AGAIN, IT'S ALL UP TO OUR BOARD. IF THE BOARD WISHES TO WANTED TO APPROVE, WANTS TO APPROVE THIS, THEN THE SOONER THE BETTER SO WE CAN START THE PLAN AND THEN COMMUNICATE AS SOON AS WE CAN.

OKAY, AND THEN ON YOUR SIDE, WHAT WAS THE TIMELINE LOOK LIKE? LIKE, WHAT'S THE SOONEST EDUCATORS COULD TAKE ADVANTAGE OF THIS? AND SO WE PUT IN THE MOU THAT AUGUST 1ST WOULD BE THE DEPOSIT DATE OF THE FIRST MILLION DOLLARS.

MY HOPE IS THAT WHEN WE LOOK AT THE RENT ROLLS, THAT THESE FOUR PROJECTS THAT WE FIND THAT THERE ARE TEN, 15, 20 EDUCATORS ALREADY LIVING THERE, SO WE CAN IMMEDIATELY REDUCE THEIR RENTS, THAT WOULD BE MY HOPE JUST TO GET QUICK BENEFITS IN PLACE AS QUICKLY AS POSSIBLE.

THANK YOU. THANK YOU.

[02:45:03]

SO THE THOUGHT WAS THAT WE WOULD TARGET 25 PER PROPERTY.

SO 100 TOTAL, BUT YOU DON'T HAVE AN OBLIGATION TO FILL THOSE.

SO IF THERE'S ONLY 20 INTERESTED PEOPLE, THAT'S FINE.

YOU DON'T HAVE TO COME OUT OF POCKET TO PAY THE RENT ON THOSE OTHER FIVE.

YEAH, I GOT IT. OKAY, COOL.

THANKS. THANK YOU.

TRUSTEE MARKHAM. YEAH, I WAS JUST LOOKING AT THE TERMINATION POLICY.

JUST SAY THIS IS SOMETHING LIKE WE TRY.

IT DOESN'T WORK OUT, AND YOU KNOW SOMETHING WE WANT TO GET OUT OF.

I MEAN, IT LOOKS PRETTY CLEAR CUT.

MY ONLY QUESTION IS WHERE IT SAYS THAT NO SUCH TERMINATION SHALL REDUCE OR TERMINATE ANY FINANCIAL BENEFITS ALREADY COMMITTED TO PERSONNEL. IS THERE A STANDARD PLAN IN PLACE TO PHASE THAT OUT IF WE WANT TO TERMINATE? I THINK WHAT THAT WAS INTENDED TO ACCOMPLISH WAS IF YOU TERMINATE THE DISTRICT PERSONNEL THAT ARE LIVING IN THOSE UNITS WOULDN'T HAVE A RENT INCREASE IMMEDIATELY.

SO THAT WOULD CONTINUE ON UNTIL THEY LEFT THE APARTMENT COMPLEX, AND ONE OTHER THING THAT I JUST THOUGHT ABOUT IT, IF IF YOU SO DESIRE, THIS AFFORDABILITY FUND CAN ALSO BE UTILIZED FOR DOWN PAYMENT ASSISTANCE PROGRAM.

AND SO IF THERE'S NOT ENOUGH INTEREST IN THE ACTUAL PROJECTS THEMSELVES, IF SOMEBODY IS MOVING OUT OF THE PROJECT AND THEY'RE ATTEMPTING TO BUY THEIR FIRST OR NEXT HOME, THEY COULD TALK TO THE AFFORDABILITY FUND AND POTENTIALLY GET A GRANT FOR DOWN PAYMENT ASSISTANCE.

I ADD SOMETHING? I JUST WANT TO ALSO AGAIN, I KNOW THIS IS NOT FOR ALL OF OUR STAFF, RIGHT? I MEAN, SOME OF OUR STAFF ALREADY EITHER HAVE A PLACE HOME OR PURCHASE A HOME OR THEY'RE ALREADY LIVING OUTSIDE OF OUR DISTRICT.

SO THIS IS THIS IS REALLY THAT'S ANOTHER LAYER OF SUPPORT THAT WE'RE PUTTING FORWARD TO HELP SOME OF OUR STAFF WHO MAY SEE THE NEED.

I CAN TELL YOU THAT, YOU KNOW, THE OTHER DAY I WAS TALKING I WAS VISITING A CAMPUS AND ONE OF OUR CUSTODIANS, LIKE WE JUST START TALKING AND HE WAS TALKING ABOUT, YOU KNOW, HOW THINGS ARE GETTING MORE EXPENSIVE, AND HE WAS TELLING ME HE WAS PAYING $1,700 FOR, I THINK, TWO BEDROOM APARTMENT FOR HIM, AND I THINK HE HAS 1 OR 2 KIDS, AND SO THIS IF IF HE DECIDES TO I DON'T KNOW WHERE HE'S AT EXACTLY, IF HE DECIDES OR IF HE'S LIVING ALREADY THERE, THIS WILL GIVE HIM AN AUTOMATIC, A RELIEF.

JUST THE FACT THAT HE'S MAKING ANYWHERE BETWEEN 30 TO 60%, I'M ASSUMING FROM THE MEDIUM, I GUESS, SALARIES.

RIGHT. THAT'S HOW WE CALL IT, AND PLUS, WE AS A DISTRICT, WE CAN COME BACK AND USING THE FUNDS THAT IS PROVIDED BY THIS COMPANY TO GIVE MORE.

SO AND IT'S NOT ANY COST IN ANY DISTRICT ANYTHING.

AS I SAID, THESE COMPANIES, THEY ARE ALREADY A NONPROFIT OR ARE THEY'RE TAX EXEMPT.

WE DIDN'T WE DIDN'T CHOOSE FOR THEM TO BE TAX EXEMPT.

WE DIDN'T AS A DISTRICT OR AS A BOARD, YOU DID NOT DECIDE FOR THAT TO HAPPEN.

THEY USE, I GUESS, THE WHATEVER LAWS WERE PASSED AGAIN BACK IN 2019 AND THAT THEIR TAX EXEMPT EXEMPTION WAS GRANTED TO THEM. SO THEY WANT TO COME AND GIVE BACK SOME OF THAT MONEY.

NOW IT'S NOT EVERYTHING, BUT AT LEAST SOME OF IT BACK AND TO HELP AND KNOWING WHAT SOME OF OUR STAFF IS GOING THROUGH ARE GOING THROUGH.

SO THIS IS ANOTHER WAY FOR US, AGAIN, TO HELP ASSIST SOME OF OUR TEACHERS AND STAFF IF THEY NEED TO.

SO I HAVE A COUPLE OF QUESTIONS.

FIRST ONE IS ON THE AFFORDABILITY FUND.

THE I'D LIKE A LITTLE MORE INFORMATION ON THE IRONING OUT THE DETAILS OF HOW THAT MONEY IS DISTRIBUTED, AND I'VE HAD LOTS OF CONVERSATIONS WITH STAFF AND WHILE WE'RE NOT GOING TO BE IMPLEMENTING IT, WILL WE BE ABLE TO PARTICIPATE IN MAKING THOSE DECISIONS OF HOW THAT AFFORDABILITY FUND IS IS DISTRIBUTED AND THOSE KIND OF THINGS? SO CAN YOU TALK ABOUT THE AFFORDABILITY FUND AND HOW IT'S DISTRIBUTED? OF COURSE. SO I THINK THE IDEA IS THAT YOU DON'T HAVE ANY RESPONSIBILITY FOR IT.

THERE IS IN THE MOU A REQUIREMENT THAT I THINK ANNUAL REPORTS ARE GIVEN TO YOU TO SHOW EXACTLY HOW THE MONEY IS BEING USED AND THAT IT'S ACTUALLY BEING USED FOR ITS INTENDED PURPOSE. I THINK REALLY IT'S KIND OF WE'RE LISTENING TO YOU AS TO HOW THE GUARDRAILS SHOULD BE IMPLEMENTED.

SO IF IF YOU WANT TO EARMARK $100,000 OF THAT FOR DOWN PAYMENT ASSISTANCE, THAT WILL HAPPEN IF YOU WANT IT ALL TO GO TO RENT SUBSIDIES, SUBSIDIZING RENT SUBSIDIES, THEN THAT WOULD HAPPEN ALSO, BUT I THINK IT'S KIND OF YOUR PLAYING FIELD TO TELL US HOW YOU BEST SEE IT BEING UTILIZED FOR YOUR DISTRICT PERSONNEL, AND I FEEL LIKE THAT IS A MANAGEMENT FUNCTION AND NOT A GOVERNANCE FUNCTION, BUT JUST TO UNDERSTAND THE PROCESS.

IF THE BOARD WERE TO APPROVE THIS MOU, THE DISTRICT WOULD THEN ENTER INTO NEGOTIATIONS AND DECISION MAKING.

[02:50:07]

RIGHT. SO SO FOR EXAMPLE, IF WE HAVE 25 UNITS AND FOR THAT'S 100 UNITS AND WE DECIDE, YOU KNOW, WE WANT TO GIVE EVERY FOR EVERY UNIT, WE'RE GOING TO REDUCE THE RENT BY ANOTHER $300.

RIGHT? SO THAT'S A $300 TIME, 100, AND THAT'S WHAT, 30,000? I KNOW. 3000.

I'M SORRY. WHAT IS IT? 3000, I GUESS.

I'M SORRY. PER MONTH.

TIME IS 12 MONTHS.

THAT'S HOW MUCH WE'LL BE ALLOCATING FOR THE YEAR ONE, AND WE CAN PLAN ACCORDINGLY.

WE CAN SAY 250, OR WE CAN SAY IF WE DON'T, WE DON'T HAVE 100 UNITS, BUT WE ONLY HAVE 50.

WE CAN SAY INSTEAD OF $300 RELIEF, WE'RE GOING TO GIVE $400 OR $500, BUT ALL THOSE ALL THOSE DETAILS WILL BE IRONED OUT, US AS AS THE DISTRICT, THE TEAM WILL COME TOGETHER AND THEN COME UP WITH GOOD, GOOD SUGGESTIONS AND PLAN THE COMPANY WILL EXECUTE WHATEVER RECOMMENDATION WILL COME UP WITH, AND WE HAVE TO TRY TO BE AS FAIR AS POSSIBLE WITH OUR STAFF.

SO ALONG THE SAME LINES, WHAT ABOUT THE CONFIDENTIALITY OF STAFF WHO ACCESS THE AFFORDABILITY FUND AND KEEPING THEIR PRIVACY IN TERMS OF, YOU KNOW, BECAUSE YOU HAVE TO MEET CERTAIN STANDARDS FOR YOUR FAMILY INCOME? AND CAN YOU TALK ABOUT THE PRIVACY ASSOCIATED? AND I'M NOT SURE WHO THE BEST PERSON IS TO TALK ABOUT THAT, BUT JUST PROTECTING OUR STAFF IF THEY DO ACCESS THE AFFORDABILITY FUND.

THAT'S RIGHT. IT'S A GREAT QUESTION.

THERE'S FAIR HOUSING STANDARDS THAT WOULD APPLY IF THERE'S A PUBLIC INFORMATION ACT REQUEST THAT'S SUBMITTED ON THIS.

IT WOULD IT WOULD REDACT A LOT OF THAT INFORMATION.

THAT'S PRIVATE, PERSONAL INFORMATION.

THAT'S WHAT YOU WOULD WANT.

THAT'S WHAT WE WOULD DO.

OKAY. I JUST WANTED TO MAKE SURE THAT THE REASSURANCES FOR STAFF WERE THERE.

AND THEN I KNOW DR.

AZAIEZ SAID THIS, BUT WE DIDN'T GRANT YOU THIS TAX EXEMPTION, CORRECT? CORRECT. IF WE DON'T ENTER INTO THIS MOU WITH YOU, WE STILL DON'T GET THE TAXES BACK, CORRECT? THAT'S CORRECT. SO WHETHER WE ENTERED INTO THIS OR NOT, THE TAX REVENUE FROM THESE PROPERTIES ARE ARE GONE BECAUSE ANOTHER ENTITY HAS GIVEN THAT EXEMPTION.

THAT'S RIGHT. THE LAW IS THE LAW.

THAT'S RIGHT. OKAY, AND THEN MY LAST QUESTION IS, CAN YOU HELP ME UNDERSTAND HOW HOUSE BILL 2071 THAT WENT INTO EFFECT YESTERDAY WILL AFFECT YOUR YOUR CLIENTS AND THE ENTITY, THIS PARTICULAR CLIENT, LIKE YOU MENTIONED, IS THEY WERE PREVIOUSLY DOING PROJECTS OUTSIDE OF THEIR GEOGRAPHIC FOOTPRINT.

THEY WILL NOW NOT BE ABLE TO DO THAT UNLESS THEY GET EXPLICIT APPROVAL FROM SOMEONE LIKE YOU TO DO A FIFTH PROJECT OR A SIXTH PROJECT.

SO THOSE PROPERTIES THAT ALREADY EXISTED ARE GRANDFATHERED IN UNDER THE PROVISIONS.

THAT'S RIGHT. SO THERE'S ARTICLE ONE, SECTION 16 OF THE TEXAS CONSTITUTION THAT TALKS ABOUT BILLS OF ATTAINDER AND RETROACTIVE LAWS, EX POST FACTO LAWS.

IF THAT WAS WHAT THIS WAS TRYING TO ACCOMPLISH, IT WOULD BE UNCONSTITUTIONAL.

ACTUALLY, I WAS IN THE HOUSE MEETING AND THE SENATE MEETING TESTIFYING IN MY PERSONAL CAPACITY IN FAVOR OF THOSE REFORM BILLS.

IN ONE OF THE MEETINGS, THE WILLIAMSON COUNTY TREASURER WAS THERE AND ASKED THE VICE CHAIR OF THE HOUSE URBAN AFFAIRS COMMITTEE SPECIFICALLY ABOUT THIS CLIENT OR THIS GROUP AND SAID, CAN WE MAKE IT SO IT CLAUSE IT ALL BACK? THE VICE CHAIR SAID, THAT'S NOT WHAT THIS BILL INTENDS AND I DON'T EVEN THINK THAT'S LEGAL.

OKAY. TRUSTEE. BONE.

CAN YOU KIND OF TELL US CURRENTLY? BECAUSE I ALSO REMEMBER SOMETHING FROM THE WILLIAMSON COUNTY PRESENTATION THAT THEY DID AND THEY SAID THEY ACTUALLY DIDN'T SEE A BIG REDUCTION IN RENT.

WITH YOUR OILS PROPERTIES COMPARED TO PROPERTIES THAT WERE IN THE SAME AREA.

DO YOU CAN YOU KIND OF SPEAK TO THAT? I DON'T KNOW WHAT THEY WERE TALKING ABOUT.

THE TWO PROJECTS THAT PREEXIST THAT WERE IN EXISTENCE AT THAT TIME ARE DIRT.

THEIR NEW CONSTRUCTION PROJECTS IN GEORGETOWN AND GERAL.

SO I DON'T KNOW HOW WE COULD HAVE REDUCED RENT ON DIRT.

YEAH, I MEAN, I JUST REMEMBER THE PRESENTATION, SO I WAS JUST WONDERING WHAT THEY WERE TALKING ABOUT, AND SO I GUESS PROGRAMMATICALLY, BEFORE THIS HOUSE BILL WENT INTO EFFECT, THE LAW JUST SAID THAT 50% OF THE UNITS HAVE TO BE RESERVED FOR INDIVIDUALS AND FAMILIES MAKING LESS THAN 80% OF THE AMI.

IT SAID NOTHING ABOUT RENT RESTRICTIONS.

IT SAID NOTHING ABOUT ADJUSTMENT FOR FAMILY SIZE.

IT WAS TOTALLY VAGUE ABOUT ALL OF THAT.

SO WHEN I TESTIFIED IN FAVOR OF THE REFORM BILL, I SAID, YOU NEED GUARDRAILS ON THIS BECAUSE WHAT YOU DON'T WANT IS SOMEBODY WHO

[02:55:06]

AND SO MY ADVICE WAS AND THE INITIAL DRAFT OF THE BILL HAD THAT LOOPHOLE.

SO THERE WAS NO RENT RESTRICTION ON A NEW CONSTRUCTION AFFORDABLE UNIT, AND MY ADVICE WAS TIGHTEN IT UP, PUT A RENT RESTRICTION ON THERE.

SO YOU HAVE TO SEE A REDUCTION.

IT CAN'T JUST BE LUXURY PENTHOUSE $5,000 A MONTH JUST BECAUSE THE PERSON WHO'S LIVING THERE MAKES A LOWER INCOME.

THAT QUALIFIES AS A LOW INCOME, AND WHEN YOU SAY RENT REDUCTION, IS THERE GUARDRAILS ON HOW MUCH YOU ALL CAN INITIALLY CHARGE? SO SAY THE NEIGHBORING PROPERTY IS CHARGING $1,500 A MONTH FOR RENT AND YOU ALL ARE GOING TO CHARGE $1,300 A MONTH FOR RENT AND THEN YOU'RE GOING TO GIVE THEM $300 SAVINGS.

SO ACTUALLY NOW YOU'RE JUST COMPARATIVE, EVEN THOUGH YOU'RE GIVING A REDUCTION.

YEAH, IT WAS IN THE BOARD PACKAGE FROM THE JUNE 8TH PRESENTATION WHERE IT TALKED ABOUT A 30% FAMILY WOULD BE AT THIS RATE BECAUSE IT'S NOT BASED ON WHAT THE MARKET RATE RENT IS, IT'S BASED ON WHAT THEY EARN, AND YOU MULTIPLY THAT BY 35% BECAUSE YOU DON'T WANT THEM TO BE RENT BURDENED.

SO YOU CANNOT CHARGE THAT FAMILY MORE THAN 35% OF THEIR INCOME BRACKET.

SO THAT'S HOW YOU DO IT.

OTHERWISE, I MEAN, I'M SURE YOU KNOW THIS, BUT ALL ACROSS AUSTIN, WE REPRESENT AUSTIN ISD.

THEY DID A TEACHER AND A STAFF SURVEY TALKING ABOUT HOW MUCH THEY ARE RENT BURDENED, AND I WANT TO SAY I DON'T HAVE IT IN FRONT OF ME, BUT I WANT TO SAY ABOUT 73% OF THEIR STAFF WAS PAYING MORE THAN 40% OF THEIR INCOME FOR HOUSING, AND SO THAT'S NOT AFFORDABLE HOUSING.

WHAT THIS PROGRAM IS TRYING TO DO NOW IS SAY, YES, YOU QUALIFY BASED ON YOUR INCOME, BUT YOU ALSO HAVE TO MAKE IT ATTAINABLE.

SO YOU HAVE TO ACTUALLY BE ABLE TO AFFORD IT.

IT CAN'T JUST BE YOU'RE A LOW INCOME PERSON OR A WORKFORCE HOUSING PERSON THAT FITS THIS INCOME BRACKET.

SO WE'RE GOING TO PUT YOU IN THIS UNIT AND WE'RE GOING TO PRICE GOUGE YOU, WE'RE GOING TO CHARGE YOU MARKET RATE RENT.

SO THAT'S WHAT THESE PROJECTS DO.

THERE'S A GOVERNOR IN THERE THAT SAYS MAX RENT IS THIS DON'T CARE WHAT MARKET RATE RENT IS.

IF IT'S AN AFFORDABLE UNIT FOR A 30% FAMILY, YOU CAN'T CHARGE MORE THAN THIS, BUT THEN YOU'RE CHARGING OTHER PEOPLE IN THAT COMPLEX SOME MARKET RENT.

SO THAT'S THE WAY THAT ALL THE PFC PROGRAMS WORK.

ALL THESE MIXED INCOME APARTMENT COMPLEXES, 50% IS REQUIRED BY THE LAW TO BE RESERVED FOR THOSE FAMILIES THAT THOSE INCOME BRACKETS. THEN THE OTHER 50% IS MARKET RATE.

THE IMPACT OF THAT IS YOU GET REALLY NICE APARTMENT COMPLEXES BECAUSE WHAT YOU'RE TRYING TO ATTRACT IS THE MARKET RATE RENTS.

SO YOU PUT IN CLASS A AMENITIES, YOU PUT IN THE GRANITE COUNTERTOPS, YOU PUT IN THE NICE THINGS BECAUSE YOU WANT TO BE ABLE TO ATTRACT THAT TYPE OF RENTER FOR THE MARKET RATE AND THAT HELPS SUBSIDIZE THE RENTS FOR THE OTHER PEOPLE, AND YOU MADE A COMMENT THERE ABOUT YOU REPRESENT AISD ALSO, AND CAN YOU EXPLAIN THAT THE COMPANY ALSO IS THE ORGANIZATION YOU WERE TALKING ABOUT ORIGINALLY? I'M SORRY? YOU MEAN YOU? I'M A LAWYER. YEAH. SORRY.

SO IT'S ALL RIGHT.

I WONDERED IF YOU WERE CROSSING OVER, IF YOU MEANT THE ORGANIZATION YOU WERE REPRESENTING.

I WAS TRYING TO FIGURE THAT OUT. NO, I.

YEAH, I APOLOGIZE FOR THAT.

SO I HAVE A BUNCH OF DIFFERENT CLIENTS.

I REPRESENT HOUSING AUTHORITIES, SCHOOL DISTRICTS, CITIES, COUNTIES, ALL THAT.

I JUST TALKED ABOUT AUSTIN ISD, BECAUSE THEY DID A RECENT STUDY ON HOW OVERBURDENED THEIR DISTRICT STAFF IS WITH RESPECT TO THE AUSTIN HOUSING PRICES RIGHT NOW.

THANK YOU. THANK YOU.

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

SO IF SOMEONE WANTED TO MAKE A MOTION, WE WOULD NEED A MOTION TO APPROVE THIS OR NEXT STEPS FORWARD FOR THE DISTRICT.

I MEAN, FOR THE BOARD.

I MOVE THAT THE BOARD APPROVE THE MEMORANDUM OF UNDERSTANDING WITH THE TEXAS WORKFORCE HOUSING FOUNDATION AS PRESENTED.

SECOND. ALL RIGHT.

I HAVE A MOTION AND A SECOND.

ALL IN FAVOR, RAISE YOUR HAND.

ALL OPPOSED.

MOTION CARRIES 5 TO 1.

THANK YOU VERY MUCH.

WE ARE TO BOARD ANNOUNCEMENTS REQUEST FOR FUTURE AGENDA ITEMS AND CALENDAR RSVP'S.

[J. BOARD BUSINESS (Part 2 of 2)]

FIRST ONE IS THE DISTRICT WILL BE CLOSED BEGINNING THIS FRIDAY, JUNE THE 23RD AND WE'LL REOPEN ON MONDAY, JULY THE 10TH. SO THE DISTRICT WILL BE CLOSED.

SO NO ADMINISTRATORS, NO SCHOOL SUPPORT.

THERE WILL BE SAFETY AND SECURITY WORKING, BUT WE ARE CLOSED AS A DISTRICT.

SO I JUST WANT TO MAKE SURE THAT WAS VERY CLEAR, AND I JUST WANT TO ADD, ACTUALLY, EDDIE AND HIS TEAM WILL BE CLOSED NEXT WEEK.

[03:00:01]

EDDIE WILL BE WORKING.

EDDIE AND HIS TEAM. EDDIE AND AIR WILL, ACTUALLY.

I MEAN, AND WE WANT TO THANK HIM.

REALLY? BECAUSE, AS YOU KNOW, THIS IS A VERY BUSY TIME OF THE YEAR, AND HE'S LEAVING.

NO, IT'S A VERY BUSY HIRING TIME OF THE YEAR.

SO THEY ARE PROCESSING OUR NEW STAFF AND THINGS LIKE THAT.

SO AIR WILL BE WORKING AS THEY'RE RECEIVING MORE RECOMMENDATION FROM OUR PRINCIPALS AND EVERYBODY ELSE, BUT THEY WILL BE OFF THE WEEK OF THE 4TH OF JULY FOR THE WHOLE WEEK.

THE WEEK THAT THEY'RE GOING TO BE WORKING NEXT WEEK WILL BE THEY WILL HAVE TO TRADE IT.

SO THEY WILL HAVE THAT WEEK BACK SOMETIME IN THE IN THE SCHOOL YEAR.

SO, AGAIN, WE WANT TO THANK THEM FOR BEING FLEXIBLE.

SO WE'LL KEEP HIRING.

RIGHT. NONSTOP.

WONDERFUL. NEXT ANNOUNCEMENT.

THIS IS JUST REPETITIVE FROM OUR LAST MEETING, BUT I WANTED TO MAKE SURE EVERYBODY WAS PAYING ATTENTION.

WE HAVE NO MEETINGS SCHEDULED FOR JULY.

THAT IS TYPICALLY A MONTH THAT THE BOARD DOES NOT MEET.

SO OUR NEXT MEETING IS TENTATIVELY SET FOR AUGUST THE 10TH FOR A GRIEVANCE.

SO TRUSTEES MAKE SURE YOU CHECK YOUR CALENDAR ON THAT ONE, AND THEN OUR NEXT REGULAR BOARD MEETING IS AUGUST THE 17TH, WHICH IS RIGHT AROUND THE FIRST DAY OF SCHOOL. WHEN IS THE FIRST DAY OF SCHOOL? THIS YEAR.

SO OKAY.

THE DAY BEFORE THE FIRST DAY OF SCHOOL.

SO REST UP TRUSTEES BECAUSE THE NEXT TIME WE'RE IN A REGULAR BOARD MEETING, WE'LL BE RIGHT BEFORE WE KICK OFF THE 2023, 20, 24 SCHOOL YEAR.

SO I HOPE EVERYONE IS ABLE TO GET A GOOD AMOUNT OF REST OVER THE NEXT TWO MONTHS BEFORE WE RECONVENE FOR MEETINGS, AND THE LAST ANNOUNCEMENT THAT I HAVE IS THAT PLEASE TRUSTEES REMEMBER, I KNOW QUESTIONS COME UP WHILE WE'RE HEARING THE PRESENTATION BECAUSE, YOU KNOW, THEY MAY SAY SOMETHING THAT'S NOT SPECIFICALLY DETAILED IN A SLIDE, BUT PLEASE, LET'S DO A BETTER JOB OF GETTING OUR QUESTIONS INTO ADMINISTRATION PER LONE STAR GOVERNANCE, GET OUR QUESTIONS INTO THE ADMINISTRATION PRIOR TO THE MEETING SO THAT ADMINISTRATION HAS TIME TO PREPARE AND THERE'S NOT AS MUCH.

LET ME COME BACK TO YOU ABOUT ANSWERING THAT QUESTION.

SO JUST A REMINDER THAT'S ACCORDING TO LONE STAR GOVERNANCE, AND DR.

AZAIEZ HAS SOME ANNOUNCEMENTS AS WELL.

YEAH. THANK YOU. THANK YOU.

AGAIN, I WANT TO THANK OUR BOARD FOR APPROVING THE BUDGET AND FOR FOR REALLY HAVING, YOU KNOW, A SUCCESSFUL SCHOOL YEAR.

I WANT TO THANK OUR STAFF PART OF THE WORK THAT EVERYONE HAS BEEN PUTTING FORWARD, BUT ALSO WE KNOW THE WORK, THE WORK WE HAVE.

WE HAVE STILL WE STILL HAVE MUCH MORE WORK TO BE DONE.

THE DATA IS IMPROVING, BUT WE ALSO HAVE WE HAVE TO CONTINUE GETTING BETTER AND BETTER EVERY EVERY DAY AND HELPING OUR STUDENTS BE SUCCESSFUL.

SO BUT I HOPE THAT EVERYBODY WILL TAKE THE TIME TO REALLY TO RECHARGE AND RELAX FOR A LITTLE BIT BECAUSE, AGAIN, WE HAVE A LOT MORE WORK THAT NEEDS TO BE DONE.

WHEN WE COME BACK, WE HAVE ONE MORE ANNOUNCEMENT AND IT'S PROBABLY DENNIS GOING TO TALK ABOUT THE VADER, RIGHT? YES. OKAY.

PLEASE REMEMBER THAT RIGHT NOW, BASED ON WHEN WE ARE EXPECTED TO GET THE MAXIMUM COMPRESSED RATE FROM THE STATE, THAT YOU ALL HAVE TO HAVE A CALL MEETING ON AUGUST 21ST TO CALL FOR THE ELECTION OF THE VADER.

WITH THE TIME REQUIRED TO POST IT OR TO GET THE MAXIMUM COMPRESS RATE TO GET THE CERTIFIED TAX ROLL AND THEN POST IT IN THE PAPER.

IF IT FOLLOWS THE POSTED SCHEDULE OF THOSE PEOPLE GIVING US THAT DATA, AUGUST 21ST WILL BE THE FIRST TIME THAT WE WILL HAVE THIS READY FOR YOU TO VOTE, AND IT SO HAPPENS TO BE THE LAST DATE THAT YOU CAN VOTE FOR THE VOTER.

SO WE WILL NEED A SUPERMAJORITY THAT DAY ALSO.

THANK YOU FOR CLARIFICATION ON THAT BECAUSE I KNOW TRUSTEES, ONE OF MY GOALS AS BOARD PRESIDENT HAS BEEN TO TRY TO LIMIT THE NUMBER OF MEETINGS THAT WE HAVE TO NO MORE THAN TWO A MONTH, AND SO AUGUST WILL HAVE A THIRD MEETING, AND I HAD ASKED IF WE COULD COMBINE THE VOTE FOR THE VADER CALLING THE VADER WITH OUR REGULAR BOARD MEETING, BUT THAT IS NOT GOING TO BE POSSIBLE.

SO IT'S MY UNDERSTANDING THAT MEETING WILL BE SHORT WHEN WE CALL, BUT WE CANNOT HAVE IT EARLIER, AND I WANT TO I JUST WANT TO ADD, I THINK IT'S ALREADY ON YOUR CALENDAR.

I THINK PATTY ALREADY SENT THE INVITATION FOR THAT.

TRUSTEES. DO I HAVE ANY ANNOUNCEMENTS? USE YOUR LIGHTS. TRUSTEE.

BONE. YEAH.

I JUST WANTED TO ANNOUNCE THAT CEDAR RIDGE HIGH SCHOOL THEATER JUST ARRIVED BACK TODAY FROM NEW YORK CITY, WHERE THEY PERFORMED WITH AN ORGANIZATION CALLED ARTS FOR AUTISM, AND THEY HELPED THEM RAISE AROUND $40,000.

TWO NIGHTS AGO OR LAST NIGHT, WHATEVER DAY IT IS, BUT I JUST WANT TO GIVE A SHOUT OUT TO THEM AND I WANT TO GIVE A SHOUT OUT TO THE STAFF THAT WENT WITH THEM.

JUST AN EXAMPLE OF ONE OF THE AMAZING PROGRAMS.

[03:05:02]

AZAIEZ, MAYBE YOU CAN GET THOSE KIND OF EXAMPLES IN BECAUSE IT REALLY IS AMAZING TO HEAR JUST ABOVE AND BEYOND THE STAFF THAT WENT AND HELP AN ORGANIZATION RAISE SO MUCH MONEY AND THEY GOT TO PERFORM AT THE ON THE WICKED STAGE, WHICH IS THE GERSHWIN THEATER.

IF YOU'RE A THEATER PERSON.

IT WAS AMAZING.

JUST KUDOS TO OUR FINE ARTS DEPARTMENT AND THE STUDENTS AND THE PARENTS.

NO. SO I FAILED TO RECOGNIZE THAT YESTERDAY WAS JUNETEENTH, AND SO WANTED TO MAKE SURE THAT WE RECOGNIZE THAT, AND THE DISTRICT CALENDAR IS SET TYPICALLY TWO YEARS IN ADVANCE.

SO IT WAS A WORK DAY BECAUSE THAT WAS ALREADY SET IN OUR DISTRICT CALENDAR PRIOR TO IT BECOMING A FEDERAL HOLIDAY.

SO I WANTED TO SAY I WAS REALLY APPRECIATIVE OF ADMINISTRATION.

WE WERE ABLE TO HAVE A BARBECUE COOK OFF AND OUR FIRST ANNUAL BARBECUE COOK OFF AND IT WAS VERY WELL ATTENDED AND THE STAFF REALLY APPRECIATED IT.

SO THANK YOU FOR MAKING YESTERDAY A BIT OF A CELEBRATION AS MUCH AS WE COULD, EVEN THOUGH WE WERE NOT ABLE TO GIVE IT AS A HOLIDAY.

SO THANK YOU VERY MUCH.

SO I DON'T SEE ANY OTHER LIGHTS ON.

TRUSTEE HARRISON MADAM PRESIDENT, AS WE MOVE INTO CLOSED SESSION, I WANT TO BE RESPECTFUL OF TIME AND I WOULD LIKE TO PROPOSE THAT WE LIMIT EACH CLOSED SESSION AGENDA ITEM TO

[K. CLOSED SESSION]

CHECKING WITH STAFF THAT MIGHT BE OKAY.

EDDIE, DO YOU THINK YOUR CLOSED SESSION AGENDA ITEM CAN HAPPEN IN TEN MINUTES? OKAY. OF COURSE, WE CAN ALWAYS COME BACK OUT AND VOTE IF WE NEED TO ADD MORE TIME, BUT THAT IS MY SUGGESTION.

SO I MOVE THAT WE LIMIT EACH CLOSED SESSION AGENDA ITEM TO TEN MINUTES.

SECOND. ALL RIGHT, AND I AM GOING TO PULL ITEM K FOUR.

THAT WAS AN AGENDA ITEM REQUEST FOR ME, BUT IT IS NO LONGER NECESSARY.

SO PURSUANT TO TEXAS GOVERNMENT CODE SECTION.

OH WAIT, I DIDN'T VOTE ON THAT ONE.

SORRY. JUST PUTTING THAT INTO MAKING SURE YOU'RE NOT COUNTING THAT INTO THE CALCULATIONS BECAUSE I'M PULLING K FOUR, SO I HAVE A MOTION AND A SECOND TO LIMIT TO TEN MINUTES.

ALL IN FAVOR? RAISE YOUR HAND.

OKAY, AND THAT ALL OPPOSED ZERO.

SO THAT MOTION CARRIES SIX ZERO.

SO PURSUANT TO TEXAS GOVERNMENT CODE, SECTION 551.071 AND 551.074, THE BOARD WILL DISCUSS AND DELIBERATE ON THE ISSUANCE OF NON NON CHAPTER 21 ONE YEAR CONTRACTS PURSUANT TO TEXAS GOVERNMENT CODE, SECTION 551.076.

THE BOARD WILL DISCUSS AND DELIBERATE THE DISTRICT SECURITY AUDIT PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.071 AND 551.076.

THE BOARD WILL REVIEW, DELIBERATE AND DISCUSS THE SAFETY AND SECURITY, SAFETY AND SECURITY COMMITTEE REPORT REGARDING THE INTRUDER DETECTION AUDIT FINDINGS PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.071 AND 551.074 AND AS REQUESTED BY TRUSTEE WEIR.

THE BOARD WILL CONSULT WITH ITS ATTORNEY TO DISCUSS THE DUTIES, ROLES AND RESPONSIBILITIES OF A PUBLIC OFFICER, INCLUDING DISCUSSION OF INDIVIDUAL BOARD MEMBERS AUTHORITY TO FILE COMPLAINTS WITH THE TEXAS STATE THE STATE BAR OF TEXAS PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.071 AND 551.074.

THE BOARD WILL CONSULT WITH ITS ATTORNEY TO DISCUSS THE DUTIES, ROLES AND RESPONSIBILITIES OF A PUBLIC EMPLOYEE OR OFFICER.

IT IS 941.

WE WILL HAVE A CLOSED SESSION IN THIS ROOM, SO PLEASE GATHER YOUR BELONGINGS AND THANK YOU FOR ATTENDING THIS EVENING.

* This transcript was compiled from uncorrected Closed Captioning.