Oct 19, 2023 Regular Board Meetings

[00:00:01]

IT'S NOT. IT'S NOT.

OH, THERE IT IS. ALL RIGHT, HERE WE GO.

ALL RIGHT. IT IS 5:53, AND I HEREBY CALL THE MEETING.

[B. CALL TO ORDER]

IT IS 5:53 ON THURSDAY, OCTOBER THE 19TH, 2023.

I HEREBY CALL THIS MEETING OF THE ROUND ROCK INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES, REGULAR BOARD MEETING TO ORDER TONIGHT.

IN ATTENDANCE, WE HAVE TRUSTEE ZAHRAT WEIR, LANDRUM, HARRISON AND MARKHAM ABSENCE OR TRUSTEES BONE AND WESTON.

PLEASE STAND FOR THE PLEDGE.

AND AS I SAID IN OUR FIRST MEETING, THE AMERICAN FLAG IS NOW ON THIS SIDE OF THE ROOM.

ALL RIGHT. I WILL TURN IT OVER TO DR.

[D. RECOGNITION OF STUDENTS AND STAFF]

GOOD. GOOD EVENING, EVERYONE, AND WELCOME.

PRESIDENT LANDRUM.

TRUSTEES. AND DR.

AZAIEZ, IT'S THAT TIME OF THE EVENING WHERE WE SHOWCASE SOME OF THE AMAZING ACCOMPLISHMENTS HAPPENING AROUND ROUND ROCK ISD.

COULD DR. AZAIEZ AND TRUSTEES PLEASE JOIN US IN FRONT OF THE DAIS? THANK YOU. TONIGHT WE HEAD STRAIGHT INTO STAFF RECOGNITIONS.

ROUND ROCK ISD MIDDLE AND HIGH SCHOOL EDUCATORS AND THEIR MUSIC PROGRAMS EARNED A RECORD NUMBER OF RECOGNITIONS IN THE 2023 NATIONAL MARK OF EXCELLENCE AND CITATION OF EXCELLENCE AWARDS.

THIS ACHIEVEMENT IDENTIFIES THE TOP 25% OF MUSIC PROGRAMS THAT WENT THROUGH AN EXTENSIVE EVALUATION OF THE ENSEMBLE OF RECORDINGS FROM 2022 TO 2023.

REPRESENTING THE CANYON VISTA MIDDLE SCHOOL HONORS BAND WILL BAND DIRECTOR JAY HAGY AND PRINCIPAL NICOLE HAGERTY.

PLEASE COME TO THE FRONT FOR A PHOTO.

THANK YOU. CANYON VISTA CONTINUES TO SHINE WITH ITS HONORS ORCHESTRA, WITH ORCHESTRA DIRECTOR RAGAN WHATLEY, ASSISTANT ORCHESTRA DIRECTOR EMILY HORNBAKE, AND PRINCIPAL NICOLE HAGGERTY. PLEASE COME TO THE FRONT FOR A PHOTO.

YOU GUYS CAME ON A GOOD NIGHT.

NOW WE WANT TO CELEBRATE THE HONORS BAND AT GRISHAM MIDDLE SCHOOL, WILL BAND DIRECTOR MASON ENGLAND OR REPRESENTATIVE AND PRINCIPAL KYLA MILLS OR REPRESENTATIVE PLEASE COME TO THE FRONT FOR A PHOTO? THERE WE GO.

NEXT WE MOVE ON TO THE MCNEIL HIGH SCHOOL CHAMBER SINGERS WILL CHOIR DIRECTOR WENDY BURWINKEL AND PRINCIPAL DR.

MATT ECCLESTON. PLEASE COME TO THE FRONT FOR A PHOTO? HERE WE GO.

EVERYBODY'S.

THIS. I DO NOT.

[00:05:05]

ALL RIGHT. THANK YOU.

WE WERE WILLING TO.

WE DO DO OVERS.

ROUND ROCK HIGH SCHOOL SYMPHONY FULL ORCHESTRA ALSO RECEIVED THIS AWARD.

I DON'T THINK WE HAVE REPRESENTATIVE, BUT DIRECTORS ERIN KEITH AND DAVID MOBLEY UNABLE TO BE WITH US BECAUSE TONIGHT IS THEIR FALL ORCHESTRA CONCERT.

BUT WE WANT TO RECOGNIZE THEM NONETHELESS FOR RECEIVING THIS REWARD AS AWARD AS WELL.

MOVING ON TO THE HONORS BAND AT WALSH MIDDLE SCHOOL, WILL HEAD BAND DIRECTOR JENNIFER BERGERON OR ASSISTANT DIRECTORS ALEJANDRO GONZALEZ AND STEVE WONG AND PRINCIPAL RUDY REYES.

PLEASE COME TO THE FRONT FOR A PHOTO.

WHAT WAS SHE SAYING? Y'ALL WANT TO BE IN THE PICTURE? OH, NO. THE STUDENTS IN THE AUDIENCE.

OKAY.

AND A BIG THANK YOU. THEY WERE THE ONES THAT DID OUR PRE MUSIC.

IF YOU WERE HERE FROM 515 TO 530.

THANK YOU FOR THE MUSIC THAT Y'ALL PROVIDED.

I BELIEVE OUR LAST RECOGNITION IS UNABLE TO ATTEND.

IS ANYONE HERE TO REPRESENT WESTWOOD TONIGHT? OKAY. WE WILL STILL RECOGNIZE THEM.

OUR LAST RECOGNITION, RECOGNITION TONIGHT GOES TO WIND ENSEMBLE AT WESTWOOD HIGH SCHOOL.

THERE IS BAND DIRECTOR THOMAS TURPIN AND PRINCIPAL AARON CAMPBELL.

WE WANT TO RECOGNIZE THEM FOR THEIR EXCELLENCE AS WELL.

AND THAT IS THE END OF OUR OUR RECOGNITIONS AND YOU MAY RETURN TO YOUR SEATS.

OKAY. OOPS, SORRY.

NEXT WE'RE GOING TO HAVE A VIDEO ABOUT PRE-K ROBOTICS.

YOU PUSH THIS OFF, AND WE GOT HIM OVER THE SUMMER.

SO WE STARTED A SUMMER CAMP HERE AT JOLIE, AND WE BROUGHT HIM OUT JUST TO TRY HIM OUT.

AND THE KIDS LOVED HIM, SO WE STARTED IT EARLY THIS YEAR.

IT'S A TRAIN TRACK, BUT IT'S ALL SORTS OF THINGS THAT THERE'S BOATS, THERE'S PLANES, THERE'S PEOPLE, THERE'S ALL SORTS OF THINGS.

AND THE KIDS PUT A LITTLE COLOR TRACK ON THE TRAIN TRACKS AND IT MAKES THE TRAIN DO DIFFERENT THINGS.

I THINK IT'S TEACHING, PROBLEM SOLVING, TEAM WORKING.

LIKE, I HOPE THAT PEOPLE UNDERSTAND THAT WHEN WE'RE TALKING ABOUT TECHNOLOGY IN THE CLASSROOM, WE'RE TEACHING FOUNDATIONAL SKILLS, NOT JUST NECESSARILY SCREEN TIME OR PUTTING THEM IN FRONT OF A SCREEN.

SO WE ARE WORKING ON PROBLEM SOLVING, COMMUNICATION, TEAMWORK.

AND THEN OF COURSE, YOU'RE TALKING ABOUT THOSE OTHER SKILLS LIKE CODING THEY'VE MOSTLY WORKED ON, I WOULD SAY JUST VERTICAL TRACKS OR LIKE AN S SHAPE IS WHAT WE WERE CALLING IT.

TODAY WAS THE FIRST DAY I SAW THEM ACTUALLY BUILD A CIRCULAR TRACK, BUT I THINK NOW THEY'RE ACTUALLY WORKING ON BUILDING A LARGER ONE.

GOOD PRE-K IS ALL ABOUT DISCOVERY AND HANDS ON EXPERIENCES.

AND THAT'S WHAT THIS THIS TRAIN SET DOES FOR US.

IT'S BEEN REALLY AMAZING TO KNOW THAT WE HAVE THE SUPPORT FOR OUR YOUNGEST LEARNERS TO GET THESE KINDS OF TOOLS SO THAT AS THEY GET OLDER, THEY'RE READY FOR MORE IN-DEPTH TECHNOLOGY.

[00:10:07]

NOW WE ARE TO PUBLIC COMMENT.

[E. PUBLIC COMMENTS]

THE BOARD WILL SET ASIDE TIME TO AFFORD THE GENERAL PUBLIC AN OPPORTUNITY TO SPEAK TO ITEMS ON AND OFF 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.

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 INDIVIDUAL WARNING FROM THE PRESIDING OFFICER, ANY 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 EACH BOARD MEMBER DOES NOT INDICATE AGREEMENT OR APPROVAL OF THE COMMENTS.

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

TRUSTEE HARRISON WILL BE THE DESIGNATED TIMEKEEPER.

OUR FIRST SPEAKER IS DOUG MCLEAN, SPEAKING ON AGENDA ITEMS I ONE AND J ONE, AND YOU DO LIVE IN THE DISTRICT.

THIS YEAR IS THE ECLIPSE.

YOU'VE HEARD ME SAY THIS BEFORE.

I'M ENCOURAGING YOU ON J.

ONE ITEM LATER ON, YOU'RE GOING TO BE ABLE TO PUT STUFF ON FUTURE CALENDAR AGENDAS.

I'D ASK ONE OF YOU TO DO THAT FOR FUTURE MEETINGS.

HERE'S WHAT I'D LIKE YOU TO DO.

IF YOU HAVE EXTRA SNOW DAYS OR ICE DAYS THAT THAT ARE NOT USED ALREADY BY THAT WE HAVEN'T INCURRED BY MARCH 1ST.

WHAT I HOPE YOU'LL DO IS VOTE IN ADVANCE IF THOSE DAYS ARE STILL THERE BY MARCH 1ST, GIVE THE SUPERINTENDENT THE LATITUDE TO GIVE APRIL 8TH OFF AS THE ECLIPSE DAY OFF.

AND SO IF YOU VOTE THAT IN ADVANCE AND WE DON'T HAPPEN TO HAVE SNOW OR ICE DAYS, YOU DON'T HAVE TO REVOTE.

YOU DON'T HAVE TO THINK ABOUT IT.

AND THAT WAY, THE GENERAL PUBLIC MAY KNOW THAT ON MARCH 1ST, THEY CAN MAKE PLANS FOR APRIL 8TH TO HAVE THAT MONDAY OFF OR NOT.

SO THAT'S HOPEFULLY I WILL CONSIDER THAT IT'S GOING TO HAPPEN.

WE DON'T KNOW ABOUT SNOW OR ICE, BUT THE ECLIPSE WILL HAPPEN APRIL 8TH AND IT WILL BE A FULL SOLAR ECLIPSE, AND THAT'S VERY RARE.

ROUND ROCK ISD SPECIAL NEEDS INCLUSION.

THANK YOU VERY MUCH. SOME OF YOU KNOW I HAVE A SPECIAL NEEDS CHILD.

HE NOW GOES OUT OF DISTRICT TO TEXAS SCHOOL FOR THE BLIND AND VISUALLY IMPAIRED, ALTHOUGH HE'S STILL CONTAINED WITHIN THE DISTRICT.

BUT AS A REFERRAL DOWN THERE.

THAT'S WORKING GREAT. AND I WANT TO THANK YOU FOR FOSTERING A ATMOSPHERE OF INCLUSION AND RAISING UP THOSE ABILITIES OF THE SPECIAL NEEDS CHILDREN LIKE MYSELF AND OTHERS IN THE DISTRICT.

AS YOU ALL HEARD, I'M AGAINST SCHOOL VOUCHERS.

I THINK THAT'S A CLEAR AND PRESENT DANGER FOR FUNDING OF THE SCHOOL DISTRICT.

AND I AM ALSO AGAINST BANNING OF BOOKS.

THAT'S UN-AMERICAN, AND I DON'T THINK WE SHOULD DO IT.

AND I APPRECIATE ALL OF YOU ARE HOLDING THE LINE AGAINST THAT AND AGAINST THOSE THINGS.

THANK YOU VERY MUCH. HAVE A GREAT DAY.

THANK YOU. OUR NEXT SPEAKER IS TAMMY CONRAD SPEAKING OFF AGENDA.

AND ON ITEM I THREE.

AND YOU DO LIVE IN THE DISTRICT AND YOU'RE AN EMPLOYEE.

OKAY. OKAY.

AND I'M GOING TO TRY TO READ THIS.

I DIDN'T TYPE IT UP.

EDUCATION ROUND ROCK IS HAPPY TO REMIND VOTERS THAT EARLY VOTING STARTS MONDAY, OCTOBER 23RD.

WE ASK THAT ALL COMMUNITY MEMBERS VOTE YAY FOR PROP A! THAT'S THE VOTER APPROVED TAX RATE ELECTION TO GIVE STAFF A 3% RAISE.

WE CAN'T IMAGINE WHY ANYONE WOULD NOT VOTE FOR THAT.

IT WILL HELP ROUND ROCK ISD RETAIN EMPLOYEES AND RECRUIT MORE EMPLOYEES.

IT MAKES US COMPETITIVE WITH AREA DISTRICT DISTRICTS.

IF WE ARE APPROPRIATELY STAFFED, WE CAN FULLY SUPPORT OUR STUDENTS, WHICH IS REALLY WHAT IT'S ALL ABOUT.

WE ALSO ASK THAT PEOPLE VOTE FOR PROP NINE, WHICH IS THE STATE CONSTITUTIONAL AMENDMENT TO INCREASE THE COLA FOR RETIRED EDUCATORS, WHICH HASN'T BEEN RAISED IN 20 YEARS. WE ARE ALSO GLAD THAT THE BOARD IS DISCUSSING THE LEGISLATIVE PRIORITIES.

[00:15:03]

SO OUR DISTRICT NEEDS FOR ALL OF OUR SCHOOL BOARD MEMBERS TO BE ON THE SAME PAGE.

AND WE WANT YOU ALL TO SAY NO TO VOUCHERS.

THANK YOU. THANK YOU VERY MUCH.

OUR NEXT SPEAKER IS EVE MARGOLIS.

SPEAKING ON AGENDA ITEM I3.

AND YOU DO LIVE IN THE DISTRICT.

GOOD EVENING, TRUSTEES AND SUPERINTENDENT.

I AM HERE TO DISCUSS THE LEGISLATIVE PRIORITIES AND HOW IT RELATES TO FUNDING FOR PUBLIC SCHOOLS.

SO FIRST, THANK YOU FOR PASSING THE PROP A OR VADER.

WE REALLY NEED THAT.

AS WAS ALREADY STATED, IT'S A REALLY IMPERATIVE THAT WE HAVE THAT FUNDING AND KEEP IT IN THE DISTRICT TO PAY OUR TEACHERS SO THAT THEY STAY IN THE DISTRICT.

WE KNOW THAT OUR DISTRICT WORKS REALLY HARD TO JUGGLE THE THE MONEY TO GET IT WHERE IT NEEDS TO BE, AND WE DON'T HAVE ENOUGH.

NOT OUR FAULT, NOT THE DISTRICT, THE STATE.

AND I REALLY APPRECIATE HOW THE BOARD JUGGLES THAT TO MAKE SURE THAT WE'RE PAYING FOR THE REAL PRIORITIES, THE TEACHERS AND THE EDUCATION THAT THE STUDENTS ARE GETTING.

SO I WAS LOOKING AT THE PRIORITIES, THE LEGISLATIVE PRIORITIES FOR FUNDING.

AND THERE'S A COUPLE OF DIFFERENT THINGS THAT ARE REALLY IMPORTANT TO ME.

ONE OF THEM IS IS SAFETY FOR THE SCHOOLS.

AND WHILE WE HAVE THE MANDATE, OF COURSE, TO HAVE A SOMEBODY WHO IS ARMED AT THE SCHOOLS, AND I UNDERSTAND THAT THAT'S SOMETHING THAT THE DISTRICT DOESN'T HAVE A SAY IN.

BUT WHAT I REALLY WOULD LIKE TO SEE THE DISTRICT DOING WITH FUNDS THAT WE HAVE IS TO I WANT YOU FOR ONE IN ANOTHER MEETING.

I'D LIKE TO HAVE THE MOMS DEMAND ACTION PROGRAM BE SMART ON LOCKING UP GUNS IN HOMES.

I KNOW THAT IT IS.

A LOT OF THE THE SHOOTINGS HAVE TO DO WITH KIDS WHO ARE ABLE TO GET GUNS FROM THEIR HOME, AND THIS REALLY CUTS BACK ON THOSE TRAGEDIES.

SO I REALLY ENCOURAGE YOU TO LOOK AT THAT AND TO KEEP COUNSELING UNDER.

KEEP IT AWAY FROM THE POLICE AND KEEP IT UNDER.

A MENTAL HEALTH.

AND SO THAT'S MY REQUEST.

THANK YOU, THANK YOU.

THANK YOU VERY MUCH. OUR NEXT SPEAKER IS REBECCA.

MOLLY'S SPEAKING ON AGENDA ITEM I ONE AND J ONE.

AND YOU DO LIVE IN THE DISTRICT.

GOOD EVENING, FAB FIVE.

ON OCTOBER 20TH, THE TEXAS TRIBUNE PUBLISHED THE LIST OF RECIPIENTS WHO RECEIVED MONEY FROM DEFEND TEXAS LIBERTY, THE PAC WHOSE LEADER MET RECENTLY WITH WHITE SUPREMACIST NICK FUENTES FOR OVER SEVEN HOURS.

OF NOTE TO THIS AUDIENCE, DANIELLE WESTON RECEIVED 18,000 AND MARY BONE RECEIVED 13,000 FROM DEFEND TEXAS LIBERTY LAST YEAR.

IF THE MOMS FOR LIBERTY ASSOCIATION ISN'T SCARY ENOUGH NOW, THEY ARE DIRECTLY ALIGNED WITH WHITE SUPREMACY.

SO MANY OF THE COMMENTS MADE FROM THE DAIS OVER THE PAST THREE YEARS SUDDENLY BECOME CRYSTAL CLEAR.

HATE IS NOT WELCOME IN ROUND ROCK ISD.

SO I CALL FOR AN AGENDA ITEM TO ASK WESTON AND BONE TO RESIGN OR RETURN THE MONEY TO DEFEND TEXAS LIBERTY.

BUT THEY CAN'T RETURN THOSE FUNDS BECAUSE THEY DON'T HAVE THEM ANYMORE.

THEY USE THOSE FUNDS TO SUPPORT THE HATE SLATE CAMPAIGNS LAST YEAR.

THANK YOU AGAIN TO THE VOTERS FOR REJECTING EXTREMISM LAST NOVEMBER.

THANK YOU TO DR. A AND STAFF FOR THE EXCELLENT FORUMS ON PROP EIGHT.

YAY FOR PROP EIGHT! I CAN'T WAIT TO VOTE TO SUPPORT OUR AMAZING STAFF AND ENJOY MY LOWER TAXES, NO MATTER WHAT OTHERS MAY SAY.

FINALLY, PLEASE SEND THE CALENDAR BACK TO COMMITTEE AND CONSIDER CREATING A CALENDAR COMMITTEE THAT REPRESENTS THE DIVERSITY IN OUR DISTRICT.

EQUITY IS RECOGNIZING IMPORTANT HOLIDAYS, NOT JUST WHEN THEY FALL ON WEEKENDS OR BREAKS, BUT EVEN WHEN THEY HAVE THE INCONVENIENCE OF FALLING DURING A SCHOOL DAY.

THIS CHRISTIAN FINDS IT INSULTING THAT MORE WEIGHT WAS GIVEN TO EASTER MONDAY, WHICH HAS NO RELIGIOUS SIGNIFICANCE THAN THE ROSH HASHANAH, YOM KIPPUR OR DIWALI.

WE MUST DO BETTER THAN THIS.

THANK YOU. THANK YOU.

OUR NEXT SPEAKER IS BRENDA PANELLA, SPEAKING OFF AGENDA.

[00:20:01]

AND YOU'RE AN EMPLOYEE.

UH. GOOD AFTERNOON. MY NAME IS BRENDA PANELLA.

I'M A FIFTH GRADE DUAL LANGUAGE TEACHER AND MEMBER OF EDUCATION ROUND ROCK.

LAST MONTH, I SPOKE ABOUT THE UNIQUE NEEDS THAT THE DUAL LANGUAGE CLASSROOMS AT WELLS BRANCH ELEMENTARY ARE EXPERIENCING THIS YEAR.

I WANT TO REITERATE THAT WHILE THE DUAL LANGUAGE PROGRAM IS EXCELLENT, IT DOES NOT SUIT THE NEEDS OF THE MAJORITY OF THE CLASSROOMS AT WB.

IN MY HOMEROOM, 20 OF MY 26 STUDENTS ARE NEWCOMERS.

TEACHING SOCIAL STUDIES AND MATH TO THEM IN ENGLISH IS NOT HELPING THEM CONNECT TO THE CONTENT.

I'VE BEEN WITH THE ROUND ROCK WITH ROUND ROCK SINCE 2016, AND I'VE BEEN TRAINED BY CHERYL EURO HERSELF WITH TEACHING FOR BILITERACY, AND I'VE WORKED WITH SEVERAL BILINGUAL INSTRUCTIONAL COACHES. SO I'M WELL TRAINED IN THE BILITERACY STRATEGIES THAT I CAN USE IN THE CLASSROOM.

BUT THE QUESTION REMAINS, HOW CAN WE GO ABOUT TEACHING CONTENT IN A WAY THAT DOESN'T MAKE THE CHILD SHUT DOWN? BECAUSE I DON'T LIKE TO SEE THAT HAPPEN TO MY STUDENTS.

WE HAVE THREE TEACHERS ON OUR CAMPUS THAT ARE FLUENT IN SPANISH, AND THEY'RE NOT TEACHERS.

OUR INSTRUCTIONAL TECHNOLOGY SPECIALISTS, PE COACH AND MUSIC TEACHER.

THEY DON'T HAVE TO SPEAK TO SPANISH TO ANYONE, BUT THEY CHOOSE TO AND THEY ARE NOT RECEIVING THE $7,000 BILINGUAL STIPEND THEY DESERVE FOR PROVIDING INSTRUCTION IN BOTH LANGUAGES. OUR SCHOOL LIBRARIAN, ASSISTANT PRINCIPALS, OTHER SPECIALIST TEACHERS, AND GEN ED TEACHERS AT WB ARE TAKING IT UPON THEMSELVES TO LEARN SPANISH.

I'VE SEEN SPECIALIST TEACHERS AND OUR LIBRARIAN TRANSLATE THEIR PRESENTATIONS INTO SPANISH AND SAY VOCABULARY IN SPANISH SO THAT OUR STUDENTS CAN CONNECT WITH THE CONTENT.

LAST MONTH, I INVITED YOU TO COME TO MY CLASSROOM AND I EXTEND THE INVITATION AGAIN.

I EXTEND IT TO YOU, THE SCHOOL BOARD, AND TO DISTRICT OFFICIALS WHO ARE HERE TONIGHT.

COME TO MY CLASSROOM, SPECIFICALLY THE MATH CLASS, SO YOU CAN SEE HOW MY STUDENTS ARE CONNECTING TO THE CONTENT.

THE TITLE ON OUR DISTRICT'S STRATEGIC PLAN GOALS PAGE SAYS INSPIRING STUDENTS TO LEARN, EMPOWERING THEM FOR LIFE STARTS WITH US.

ALL OF US.

SO I ASK YOU, WHAT CAN WE DO TO EMPOWER OUR NEWCOMERS ENROLLED THAT ARE THAT ARE ENROLLED IN OUR PROGRAM? ADDITIONALLY, HR NEEDS TO DO MORE TO RECRUIT TEACHERS, AND OUR SPECIALIST TEACHERS AND ITS TEACHERS NEED TO BE COMPENSATED FOR BRINGING THEIR BILINGUAL TALENTS TO OUR SCHOOL.

THANK YOU FOR YOUR TIME AND ATTENTION.

THANK YOU VERY MUCH. OUR NEXT SPEAKER IS JILL PRESCOTT, SPEAKING OFF AGENDA.

YOU DO LIVE IN THE DISTRICT AND YOU'RE AN EMPLOYEE.

GOOD EVENING. I'M A PHYSICAL THERAPIST AND TEAM LEAD HERE AT ROUND ROCK ISD.

I LOVE SUPPORTING THE SPED TEACHERS AND SUPPORT STAFF.

I LOVE MY TEAM OF THERAPISTS AND ASSISTANTS.

I LOVE THE SPED SUPERVISORS THAT SUPPORT MY TEAM.

AND MOST OF ALL, I LOVE MY STUDENTS.

IF I LOVE ALL OF THIS SO MUCH, WHY AM I HERE? I'M HERE BECAUSE I'M CONCERNED FOR OUR SPED STUDENTS AND ALL OF THOSE THAT I SUPPORT AND WORK ALONGSIDE.

WE ARE ON THE PRECIPICE OF A SIGNIFICANT LOSS OF STAFF AS A RESULT OF THE DISTRICT'S CHOICE NOT TO BE TRANSPARENT ABOUT A CHANGE IN PAY GRADES FOR SPED STAFF.

IN THE SPRING, TASB RECOMMENDED A CHANGE IN PAY GRADES FOR OTS, PTS AND OTHER SPED STAFF AND ROUND ROCK DUE TO BEING WELL BELOW MARKET VALUE.

THE DISTRICT ANNOUNCED IT WOULD COMPLY WITH TABBYS RECOMMENDATION, BUT WE WERE NOT TOLD AT THE TIME IS THAT WHILE THESE GROUPS MOVED UP A PAY GRADE, THEY WERE SHIFTED WELL TO THE LEFT ON THE NEW PAY GRADE.

WHAT DOES THAT MEAN IN REAL LIFE? THE DISTRICT CAN NOW TELL TASBY THAT THEY COMPLIED WITH THEIR RECOMMENDATIONS WITHOUT HAVING MADE A SIGNIFICANT CHANGE IN SALARIES.

IT MEANS THAT A PTA WITH 29 YEARS OF EXPERIENCE MAKES WELL BELOW MIDPOINT ON THE SALARY SCALE.

IT MEANS THAT NEARBY DISTRICTS WHO ARE TRANSPARENT ABOUT THEIR PAY STRUCTURE ARE POSTING POSITIONS THAT, AT MY CURRENT LEVEL OF EXPERIENCE, PAY $14,000 A YEAR MORE THAN I AM MAKING CURRENTLY.

IT MEANS THAT DECISIONS THAT MANY STAFF MADE TO STAY AT ROUND ROCK ISD WERE MADE WITHOUT INFORMATION AVAILABLE TO HR AND TO THIS BOARD.

ALL OF THIS WHILE MY TEAM HAS BEEN WORKING WITHOUT BEING FULLY STAFFED FOR TWO YEARS.

WHILE CASELOADS HAVE INCREASED BY 25% AND EVALUATIONS BY 76%.

I SPEND SO MUCH TIME TRAINING AND RETRAINING CONTRACTORS WHO COME TO FILL THE GAPS WHILE WE STRUGGLE TO HIRE PERMANENT STAFF.

IT IS MY HOPE THAT THIS OUTCRY WILL BEGIN TO CREATE SOME CHANGE.

IT IS MY HOPE THAT THE DISTRICT WILL SEE THE IMPORTANCE IN HAVING STAFF EXPERIENCE WITH HIRING PRACTICES FROM OUTSIDE OF THE EDUCATIONAL REALM.

IT IS MY HOPE THAT HR WILL COMMUNICATE SALARIES AS SOON AS BUDGETS ARE PASSED, AND NOT IN SEPTEMBER.

AND ABOVE ALL ELSE, IT IS MY HOPE THAT THIS BOARD SEEKS TO RESTORE ROUND ROCK TO THE GOAL OF PROVIDING A WORLD CLASS EDUCATION FOR ALL STUDENTS, INCLUDING OUR SPED STUDENTS, WHICH STARTS WITH HIRING AND RETAINING THE MOST TALENTED.

TIME IS UP. THANK YOU, THANK YOU, THANK YOU VERY MUCH.

OUR NEXT SPEAKER IS AMY BOWERSOX, SPEAKING OFF AGENDA ITEM E, OFF AGENDA.

AND YOU DO LIVE IN THE DISTRICT AND YOU'RE AN EMPLOYEE.

DID I SAY YOUR LAST NAME CORRECTLY? IT'S BOJACK. OKAY. CAN YOU GUYS HEAR ME? OKAY. YEAH. OKAY.

THANK YOU. EXCELLENT. GOOD EVENING.

I'M AMY, AND I'M HERE AS A CONCERNED PARENT.

AND I'VE ALWAYS HAD A PASSION FOR PUBLIC EDUCATION.

I'M HERE THIS EVENING TO DRAW YOUR ATTENTION TO ONE OF OUR ELEMENTARY SCHOOLS.

[00:25:03]

THEREFORE, I'D LIKE TO HOLD OFF ON THOSE STATEMENTS AND INSTEAD USE MY VOICE TO SIMPLY ADVOCATE FOR EYES AND EARS AT OUR CAMPUS.

WHICH FORTUNATELY SOUNDS REALLY LUCKY BECAUSE IT'S OUR COMMUNITY.

JOLIE JOHNSON AND WELLS BRANCH WERE IN THE SAME COMMUNITY, SO YOU COULD ACTUALLY VISIT BOTH CAMPUSES.

PLEASE COME TO JOLIE JOHNSON ELEMENTARY.

OUR COMMUNITY WOULD BE SO APPRECIATIVE IF EACH OF YOU WOULD JUST TAKE ONE HOUR OUT OF YOUR VERY BUSY SCHEDULES TO COME AND OBSERVE OUR CAMPUS OVER THE NEXT MONTH.

I UNDERSTAND THAT POST-COVID, ALL SCHOOLS HAVE BEEN STRUGGLING TO REGAIN DIRECTION AND DISCIPLINE FROM THE DYSFUNCTIONAL TWO YEARS THAT WE'VE ALL ENDURED DURING THE PANDEMIC.

I'M HERE TONIGHT TO SEEK GUIDANCE INTO HOW WE CAN RESTORE AND GROW OUR COMMUNITY.

I PERSONALLY KNOW FAMILIES WHO HAVE LEFT THE SCHOOL AND THE DISTRICT IN THE PAST TWO MONTHS, AND I KNOW ANOTHER DOZEN THAT ARE CURRENTLY CONTEMPLATING LEAVING OUR CAMPUS AND OUR DISTRICT.

PARENTS AND TEACHERS ARE FRUSTRATED WITH 20 YEARS OF EXPERIENCE IN EDUCATION IN THIS COMMUNITY AND ITS SURROUNDING AREAS.

I KNOW WHAT AN ELEMENTARY SCHOOL IS SUPPOSED TO LOOK LIKE.

I AM HERE THIS EVENING TO ADVOCATE FOR PARENTS, TEACHERS, AND THE SUPPORT STAFF.

WE NEED TEACHERS TO BE ALLOWED TO CONTROL THEIR CLASSROOM.

WE NEED TEACHERS TO BE ABLE TO PROTECT THEIR STUDENTS AND THEMSELVES.

WE NEED TEACHERS TO BE ABLE TO TEACH OUR CHILDREN.

AND I'M REALLY NOT TRYING TO BE CLOAK AND DAGGER.

I JUST REALLY WANT TO GET YOU GUYS ON OUR CAMPUS TO COME AND SEE SO WE CAN ADDRESS THESE NEEDS AND REALLY TAKE CONTROL OF OUR COMMUNITY.

THANK YOU. THANK YOU VERY MUCH.

OUR NEXT SPEAKER IS DON ZIMMERMAN, SPEAKING ON OFF AGENDA.

AND YOU DO LIVE IN THE DISTRICT.

THANK YOU. BEFORE I BEFORE I START, I WANT A POINT OF INFORMATION.

I'VE HAD PEOPLE TELL ME THEY CAN'T HEAR THE MICROPHONE.

IF YOU WANT TO HAVE SOMEBODY IN TECHNOLOGY, LOOK AT THAT.

THEY SAY THEY CAN'T HEAR US.

OKAY. OKAY. THANK YOU.

I'M DON ZIMMERMAN AS DIRECTOR OF THE TRAVIS COUNTY TAXPAYERS UNION.

ONE SECOND. START HIS TIME BACK OVER.

OKAY. GO AHEAD. OKAY.

I'M DON ZIMMERMAN, IS DIRECTOR OF THE TRAVIS COUNTY TAXPAYERS UNION.

MORE INFORMATION AT W-W-W DOT COM.

WE PUBLICLY REQUEST THE DISTRICT IMMEDIATELY CORRECT THEIR PROPOSITION.

A WEBSITE WITH LEGAL BALLOT LANGUAGE.

THE CURRENT BALLOT LANGUAGE FRAUDULENTLY CLAIMS THE THREE CENT GOLDEN PENNY TAX INCREASE FROM LAST YEAR'S FIVE CENT GOLDEN PENNY RATE, AN INCREASE SO LARGE IT REQUIRES AN ELECTION IS AN INCREASE OF 0%, WHICH IS AN ADDITIONAL $0.

THE GOLDEN PENNY TAX IS DISTINGUISHABLE FROM OTHER TAX PENNIES BECAUSE IT IS NOT SUBJECT TO EQUITY PAYMENTS TO THE STATE, KNOWN AS ROBIN HOOD RECAPTURE, THE DISTRICT CLAIMS APPROVING POP WILL RAISE 19 MILLION IN ADDITIONAL TAXES THIS YEAR COMPARED TO LAST YEAR, SO THE BALLOT LANGUAGE SHOULD INCLUDE, WHICH IS AN ADDITIONAL 19 MILLION BECAUSE PROP A INCREASES THE GOLDEN PENNY TAX FROM $0.05 TO $0.08, THE PERCENTAGE COULD FACTUALLY BE REPORTED AS AN INCREASE OF 37.5%.

THE TAX RATE IS GOING DOWN WITH OR WITHOUT PROP A, BUT THAT IS BECAUSE THE STATE IS SPENDING ABOUT $68 MILLION TO TEMPORARILY BUY DOWN THE DISTRICT'S PROPERTY TAXES UNDER SENATE BILL TWO FROM THE 2023 LEGISLATIVE SESSION, THE DISTRICT ADMITS TO THE BALLOT LANGUAGE DECEPTION ON THE SAME PROP.

A INFORMATION PAGE BULLET ITEM TWO CLAIMS IF PROP A IS APPROVED, THE RATE DECREASES BY 14.3 $0.06 FROM LAST YEAR'S TAX RATE.

BUT AT THE BOTTOM OF THE SAME PAGE, THE DISTRICT DISTINGUISHES THE TAX RATE INCREASE, SAYING STATE LAW REQUIRES THAT SCHOOL DISTRICTS SEEK VOTER APPROVAL TO RAISE THEIR TAX RATE ABOVE A PRESCRIBED AMOUNT.

THE ELECTION IS REFERRED TO AS EVADER, SO THE DISTRICT ADMITS PROP A IS NOT NEEDED FOR THE TAX TO DECREASE, BUT RATHER FOR THE TAX TO INCREASE.

QUOTE ABOVE A PRESCRIBED AMOUNT THEN CLAIMS THAT INCREASE IS 0% AND $0 REVENUE.

AGAIN, WE DEMAND THE DISTRICT PUBLICLY CORRECT THE BALLOT LANGUAGE.

THANK YOU VERY MUCH.

WE ARE GOING TO MOVE ON TO OUR CALL IN SPEAKERS, AND WE HAVE SEVEN OF THEM THIS EVENING.

YES. MY NAME IS DAVID GRANADO AND THIS IS A GENERAL COMMENT.

YEAH. I JUST WANTED TO LEAVE A COMMENT REGARDING THE SINGLE MEMBER DISTRICTS.

LAST YEAR THERE WAS A PANICKED RUSH TO GET THIS IMPLEMENTED IN JUST A FEW MINUTES FOR REASONS UNKNOWN.

AND AT THE TIME, I STOOD THERE IN THE BOARD ROOM AND SAID THAT SOUNDED INTERESTING AND I'D LIKE TO HEAR MORE.

I JUST DIDN'T WANT TO RUSH IT.

BUT IT'S BEEN WELL OVER A YEAR NOW, AND WE STILL HAVE YET TO HEAR ANYTHING ABOUT IT AGAIN.

AND I MEAN, WE ALL KNOW WHY THERE WAS SUCH A PANIC TO GET IT RUSHED THROUGH, BUT I THOUGHT THERE WOULD BE AT LEAST THE FACADE OF INTEREST IN THIS TOPIC AFTER THE ELECTION.

MS.. WEIR YOU IN PARTICULAR WERE QUITE FERVENT ABOUT THIS BENEFITING STONY POINT, AND I'VE HEARD CONCERNS ABOUT STONY POINT SPECIFICALLY COME UP QUITE A BIT OVER THE LAST YEAR.

SO I JUST WANT TO KNOW, WHEN ARE WE GOING TO GET MORE ON THIS, MORE DISCUSSION ON THIS.

THANK YOU. HI, MY NAME IS ANNA TURNER AND I AM MAKING A GENERAL COMMENT.

[00:30:06]

I'M SURE THAT WE HEARD SOME TONIGHT IN THE COMMENTS, AND I'M SURE THAT WE'LL HEAR SOME LATER FROM THE DAIS.

PROP A NEEDS TO PASS.

TEACHERS AND STAFF DESERVE RAISES.

NEXT, I WANT TO BRING ATTENTION TO SOME THINGS REGARDING MARY BONE AND DANIELLE WESTON.

FIRST OF ALL, THEIR ATTACKS ON DOCTOR A ON SOCIAL MEDIA ARE APPALLING.

THEY ARE USING SOMETHING THAT'S MEANT TO BRING AWARENESS TO THE HORRIBLE SITUATIONS THAT SOME OF OUR FRIENDS, FAMILY AND NEIGHBORS MIGHT BE IN AS AN OPPORTUNITY TO HARASS DOCTOR A FOR SOMETHING THAT HAS BEEN INVESTIGATED WITH NO CHARGES BEING BROUGHT AGAINST HIM.

THIS IS UNACCEPTABLE AND THEY SHOULD BE REPRIMANDED FOR IT.

I ALSO WANT TO CALL ATTENTION TO THESE TRUSTEES SIGNING SWORN AFFIDAVITS AIDING JEREMY STORY IN HIS LAWSUIT BACK IN MAY.

THIS LAWSUIT HAS ALREADY COST THE DISTRICT OVER $100,000.

THESE TRUSTEES HAVE BEEN INVOLVED IN CLOSED SESSION MEETINGS INVOLVING THE CASE SINCE THEN.

THIS IS A CONFLICT OF INTEREST, AND THEY SHOULD BE BARRED FROM PARTICIPATING IN FUTURE CLOSED SESSION MEETINGS INVOLVING THE LAWSUIT.

THEY SHOULD ALSO BE REPRIMANDED FOR VIOLATING BOARD POLICY ONCE AGAIN.

LASTLY, I WANT TO CALL ON DANIELLE WESTON AND MARY BONE TO DONATE THE MONEY THAT THEY TOOK FROM THE DEFEND TEXAS LIBERTY PAC TO THE ANTI-DEFAMATION LEAGUE. THIS IS $13,000 TO BONE AND $18,000 TO WESTON.

IF YOU DON'T KNOW, THIS PAC HAD A MEETING WITH KNOWN WHITE SUPREMACIST AND ANTI-SEMITE NICK FUENTES A COUPLE OF WEEKENDS AGO.

BONE AND WESTON HAVE BEEN SILENT ABOUT THIS.

A STATEMENT DENOUNCING ANY INVOLVEMENT WITH NICK FUENTES WOULD BE GREAT, BUT I'M NOT HOLDING MY BREATH.

THANK YOU.

CHRISTIE SLATE. AGENDA ITEMS F1, F2, F3 AND GENERAL COMMENTS.

TRUSTEES. DR.

AZAIEZ AND ROUND ROCK.

COMMUNITY. EVERY DAY I SEE A POSTER SIGN, EMAIL OR SOCIAL MEDIA POST CIRCULATING IN ORDER TO DECEITFULLY EDUCATE THE PUBLIC ON PROPOSITION A, THE DISTRICT IS USING TAXPAYER DOLLARS INTENDED FOR STUDENTS TO DECEIVE THE PUBLIC INTO THINKING THAT PROPOSITION A WILL NOT INCREASE OUR PROPERTY TAXES, AND WILL SPECIFICALLY PAY TEACHER AND STAFF RAISES.

I ENCOURAGE THE PUBLIC TO VISIT NOVA DATACOM, NOVA TRICOM AND READ ABOUT THE DECEPTION.

ROUND ROCK ISD OWES TEACHERS A TRUTHFUL EXPLANATION FOR WHY THE TAXPAYERS WHO ARE STRUGGLING TO BUY GAS AND GROCERIES NOW HAVE TO COVER FOR THE DISTRICT'S POOR PLANNING AND ABILITY TO RETAIN STUDENTS.

INABILITY TO RETAIN STUDENTS.

INTERESTINGLY, THE DISTRICT HAS ISSUED A STATEMENT THAT IT HAS MADE $25 MILLION IN BUDGET CUTS IN THE LAST TWO YEARS.

YET FIVE YEAR TRUSTEE AMY WEIR ASKED FOR YOUR VOTE ON OCTOBER 28TH, 2022.

QUOTE. BECAUSE I WON'T SLASH THE ROUND ROCK ISD BUDGET.

END QUOTE. THIS IS ANOTHER EXAMPLE OF DISHONEST LEADERSHIP.

ROUND ROCK ISD FAMILIES WITH THIRD GRADERS, SPECIFICALLY BROWN AND BLACK CHILDREN, ARE PROMISED THAT LESS THAN HALF OF THEM WILL BE ABLE TO DO MATH OR READ ON GRADE LEVEL THIS YEAR. AT THE SAME TIME, THE DISTRICT IS SPENDING $4,000 A MONTH ON A LOBBYIST TO MAKE IT IMPOSSIBLE FOR THE ECONOMICALLY DISADVANTAGED STUDENTS TO BE ABLE TO GO TO THE SCHOOL OF THEIR CHOICE AND HAVE A CHANCE OF READING AND PERFORMING MATH ON OR ABOVE GRADE LEVEL.

SADLY, THE DISTRICT'S PRIORITIES ARE OUT OF LINE, AND I ENCOURAGE THE PUBLIC TO VISIT NOVATOR.COM TO GET THE OTHER SIDE OF THE STORY.

I ALSO RECOMMEND THAT YOU VISIT TRUSTEE, DR.

MARY BOWEN'S FACEBOOK PAGE TO READ HER POST ABOUT DOMESTIC VIOLENCE MONTH AND VIEW THE OFFICIAL PERMANENT RESTRAINING ORDER DOCUMENT SHE HAS POSTED, SIGNED BY THE ROUND ROCK ISD SUPERINTENDENT.

THANK YOU. HI, MY NAME IS BENJAMIN WILLIAMS AND I'M PROVIDING A GENERAL COMMENT. GOOD EVENING.

APOLOGIES FOR NOT ATTENDING IN PERSON, I PLAN TO I THANK ALL OF YOU FOR YOUR SERVICE.

I'M THE PARENT OF A FIRST GRADER, AND I HAVE A THREE YEAR OLD HEADED YOUR WAY IN A FEW YEARS.

I'M HEAVILY INVESTED IN THE LONG TERM SUCCESS OF THIS SCHOOL DISTRICT.

NOW, THE LEGISLATURE MAY PASS BILLIONS IN ADDITIONAL FUNDING FOR PUBLIC EDUCATION, WHETHER THEY DO IT THROUGH SB2, THE FULLY FUNDED OUR FUTURE ACT, OR SOMETHING WE HAVEN'T SEEN YET. ADDITIONAL FUNDING FOR PUBLIC EDUCATION IS A PRIORITY TOPIC AT THE STATE LEVEL.

WE CAN ALSO EXPECT THAT ANY ADDITIONAL FUNDING FROM THE STATE MAY BE RESTRICTED, AT LEAST IN PART, TO TEACHER AND STAFF COMPENSATION.

THIS IS ALSO A PRIORITY AT OUR LOCAL LEVEL AS WE CONSIDER THE VADER ELECTION, THE VADER ASKS VOTERS TO GIVE BACK A SIGNIFICANT PORTION OF THE PROPERTY TAX RELIEF THE LEGISLATURE JUST PASSED, SACRIFICING IT.

ROUND ROCK ISD HAS REPEATEDLY, REPEATEDLY STATED IN EMAILS, NEWS, INTERVIEWS, SOCIAL MEDIA, AND EVEN IN-PERSON THAT THE VADER ELECTION IS FOR THE PURPOSE OF PROVIDING TEACHER AND STAFF COMPENSATION.

IT'S BEEN A LOUD AND CLEAR MESSAGE.

I WOULD LIKE THE BOARD AND THE DISTRICT TO EITHER ISSUE A STATEMENT OR PASS A RESOLUTION THAT, REGARDLESS OF ANY ACTION AT THE STATE LEVEL, THAT FUNDS RAISED THROUGH THE VADER

[00:35:04]

IF THE LEGISLATURE SENDS ADDITIONAL FUNDS LIMITED TO THE SAME PURPOSE, THEN THAT WILL BE AN ADDITIONAL WIN FOR OUR TEACHERS AND STAFF.

IN ESSENCE, I'M ASKING FOR REASSURANCE THAT A LEGISLATIVE FUNDING INCREASE FOR TEACHER PAY DOES NOT SUPPLANT THE VADER, WHICH IS THEN EXPENDED FOR OTHER PURPOSES.

THANK YOU. HAVE A GOOD EVENING.

GOOD EVENING. I'M SPEAKING FOR MEETING THE SECOND MEETING THIS EVENING, AND I WILL BE MAKING A GENERAL COMMENT.

I NEED HELP UNDERSTANDING HOW THIS DISTRICT IS IN A $30 MILLION DEFICIT, BUT CONTINUES TO SPEND MONEY FRIVOLOUSLY ON THINGS LIKE OUTSOURCING RESOURCES THAT CAN BE DONE IN HOUSE, ON PURCHASING OF SURVEYS THAT HAVE NOTHING TO DO WITH ENHANCING OUR CHILDREN'S EDUCATION.

ON HIRING ADDITIONAL HIGH SALARIED ADMINISTRATIVE STAFF, ON HIRING OF A LOBBYIST.

IS THE DISTRICT EVEN ALLOWED TO HIRE A LOBBYIST? UNDER NORMAL CIRCUMSTANCES, WHETHER A BUSINESS, A FAMILY, OR IN THE CASE OF A SCHOOL DISTRICT THAT HAS MORE MONEY GOING OUT THAN COMING IN, YOU HAVE TO STOP SPENDING AND REEVALUATE YOUR BUDGET.

BUT YET ALL I HEAR IS MORE SPENDING AND MORE COMING BACK TO THE TAXPAYERS TO DIG YOU OUT OF YOUR EGREGIOUS SPENDING.

THUS, THE PUSH FOR VADER, WHICH WILL COST THE TAXPAYERS.

WHILE THE TAX RATE WILL GO DOWN, THE TAXPAYER IS STILL NEGATIVELY IMPACTED IF VADER PASSES BECAUSE THE DISTRICT WILL BE ESSENTIALLY DIPPING INTO THE RELIEF TAXPAYERS WERE GOING TO BE GIVEN BY THE TEXAS LEGISLATURE LEGISLATURE TO HELP OFFSET OUR PROPERTY VALUES GOING UP.

FINALLY, THIS ISN'T AT ALL ABOUT THE TEACHERS.

I'M ALL IN FAVOR OF TAKING CARE OF OUR TEACHERS.

THEY WORK HARD, AND THEY'RE THE ONES THAT ULTIMATELY TAKE CARE OF OUR CHILDREN.

BUT STOP USING THIS VADER AS A WAY TO TUG AT THE VOTERS.

IT'S ALL ABOUT DIGGING THIS DISTRICT, THAT OF SOME VERY POOR SPENDING DECISIONS.

THANK YOU. HI, THIS IS MAISHA.

I'M CALLING REGARDING A GENERAL COMMENT IN PERTAINS TO THE VAYDOR.

IF THE VAYDOR IS PASSED, WILL THERE BE A PROPERTY TAX INCREASE FOR SUBSEQUENT YEARS? I BELIEVE THAT IT WAS STATED THAT THE FIRST YEAR THERE WAS NO NOTICEABLE TAX INCREASE.

DUE TO A KICKBACK FROM THE LEGISLATION.

TEXAS LEGISLATION.

BUT FOR SUBSEQUENT SUBSEQUENT YEARS, YEARS TWO AND ONWARD.

WILL THERE BE A TAX INCREASE FOR THOSE YEARS? THANK YOU FOR YOUR TIME. HAVE A NICE DAY.

AGENDA ITEM ONE ONE.

AGENDA ITEM ONE THREE.

MY NAME IS JENNY BURKHARDT AND I AM A PARENT OF THE DISTRICT, AND I ALSO LIVE IN THE DISTRICT.

I AM CALLING TO TELL THE TRUSTEES, THE BOARD, THAT THE ACADEMIC CALENDAR COMMITTEE HAS FAILED TO MEET ITS EQUITY MANDATE AND ASKING FOR THE PROPOSED ACADEMIC CALENDAR TO NOT BE APPROVED.

I ALSO AM SUPPORTING OUR DISTRICT'S LEGISLATIVE PRIORITIES TO INCREASE PUBLIC SCHOOL FUNDING AND A REFORMED ACCOUNTABILITY SYSTEM, AND A FULL OPPOSITION TO PRIVATE SCHOOL VOUCHERS.

I ALSO ENCOURAGE THE COMMUNITY TO VOTE YAY ON ROUND ROCK ISD, PROP A, AND STATEWIDE PROP NINE.

THANK YOU. ALL RIGHT.

THAT CONCLUDES OUR PUBLIC COMMENT FOR THE EVENING.

AND IT BRINGS US TO AGENDA ITEM F ONE LONE STAR GOVERNANCE MONITORING REPORT.

[F. SUPERINTENDENT REPORTS]

THIS DOES COUNT AS PART OF OUR STUDENT OUTCOMES DECISION DISCUSSION.

AND I WILL TURN IT OVER TO DR.

AZAIEZ. GOOD EVENING AGAIN.

IT'S IT'S ACTUALLY I DON'T KNOW IF YOU REMEMBER, BUT WE'RE NOT SUPPOSED TO BE TALKING ABOUT ACTUALLY GOAL 1 OR 2 THIS EVENING.

WE ARE SUPPOSED TO BE TALKING ABOUT OUR RATING FOR THE DISTRICT RATING AND DISCUSSING THAT IN THE MONTH OF OCTOBER.

BUT AS YOU KNOW, TO NOT ONLY DELAYED THE RELEASE OF THOSE RATINGS, BUT THERE'S A CHANCE ALSO BECAUSE OF SEVERAL AND I MEAN, REALLY, SEVERAL SCHOOL DISTRICTS ARE SUING THE STATE OF TEXAS AND THE COMMISSIONER BECAUSE THEY BELIEVE THAT THE WAY THE COMMISSIONER SET UP THE A THROUGH F SYSTEM, BECAUSE, AS YOU KNOW, THEY MADE A LOT OF CHANGES.

IT WAS NOT SHARED IN A TIMELY MANNER WITH SCHOOL DISTRICTS.

SO THEY KNOW HOW TO PREPARE AND HOW TO ADJUST.

SO THERE IS THERE WAS A HEARING, I THINK, LAST WEEK, AND I THINK THE THE JUDGE SUPPOSED TO MAKE A DECISION AS EARLY AS NEXT WEEK ABOUT IT.

[00:40:08]

WE DON'T EVEN KNOW IF THOSE SCORES WILL BE RELEASED OR NOT.

BUT IN THE MEANWHILE, OBVIOUSLY IT WON'T BE DEFINITELY RELEASED IN THE MONTH OF OCTOBER.

THAT'S WHY WE HAVE TO MAKE SOME ADJUSTMENTS AND THAT IS NOT ON OUR PROGRESS MONITORING CALENDAR.

BUT I DON'T KNOW IF YOU WANT TO ADD ANYTHING TO WHAT I JUST SAID ABOUT THE A THROUGH F WITH REGARD TO THE LITIGATION, THE JUDGE HAS INDICATED THAT THERE WILL BE A DECISION ON OCTOBER 20TH, WHICH IS TOMORROW OR AFTER, SO WE CAN ANTICIPATE A DECISION AS EARLY AS TOMORROW.

THERE ARE OVER 100 SCHOOLS THAT ARE INVOLVED IN THE LITIGATION.

WHEN YOU SAY DECISION, DO YOU MEAN A WHAT THE A JUDGMENT WITH REGARD TO THE WHETHER OR NOT THERE SHOULD BE AN INJUNCTION THAT WOULD PREVENT THE ENFORCEMENT OF THE NEW RATING SYSTEM? THANK YOU. SO ANYWAY SO AS YOU KNOW.

SO WE MADE SOME ADJUSTMENTS AND WE WILL BE DISCUSSING PROGRESS MONITORING OUR STUDENTS BECAUSE WE DID PROVIDE A BEGINNING OF THE YEAR TESTS WHEN IT COMES TO GOAL NUMBER ONE AND GOAL BOARD GOAL NUMBER ONE AND GOAL NUMBER TWO.

AND SO WITH NO DELAY I WANT TO GIVE THE OPPORTUNITY TO DR.

NICHOLS AND ALSO ERICA SIMMONS TO GO OVER THE THE RESULTS AND HOW SO FAR OUR STUDENTS ARE DOING.

AND DURING THIS TIME ALSO, IF I'LL ASK TWO OF OUR EMPLOYEES IN STATE AND FEDERAL, MARGO AND SYBIL, IF YOU CAN ALSO STEP TO THE MIC, THEY'LL BE HELPING IN THE PRESENTATION.

FOR THIS SECTION OF OUR.

GO OFF. ALL RIGHT.

THANK YOU SO MUCH FOR THIS OPPORTUNITY.

WE WILL BE REPORTING ON THE GPMS FOR EARLY LITERACY AND AGAIN FOR EARLY MATH.

BOTH OF THOSE ARE IN GRADES KINDERGARTEN THROUGH SECOND GRADE.

WHAT WE'D LIKE TO DO ALSO AS WE'RE PRESENTING, GIVE YOU DIFFERENT PERSPECTIVES AS FAR AS WHAT THIS IS LOOKING LIKE THROUGHOUT THE SYSTEM.

OUR BELIEF IS THAT IT'S A MATTER OF WHEN ALL THE DIFFERENT PARTS OF THE ORGANIZATION WORK TOGETHER BASED ON WHAT'S APPROPRIATE FOR THEIR ROLE ON THE SAME GOALS, THAT IN THAT WAY WE CAN EXPONENTIALLY BE MORE POWERFUL THAN IF WE'RE WORKING ON IT IN ISOLATION.

AND SO WHAT WE WANTED TO DO TODAY AS WELL, IS IN REGARDS TO EARLY LITERACY, GIVE YOU A SENSE OF WHAT THAT LOOKS LIKE FROM THE PERSPECTIVE OF US WORKING WITH OUR PARENTS. AND SO TONIGHT, WHEN IT COMES TO EARLY LITERACY, YOU'LL ALSO HEAR A PIECE AS FAR AS FOR OUR PARENT LIAISON DIVISION, OF OUR DIVISION OF OUR DISTRICT, AS FAR AS THE WORK THERE, WHAT THEY'RE DOING IN REGARDS TO MOVE EARLY LITERACY FORWARD WITHIN OUR DISTRICT, AS WE MOVE FORWARD TO PRESENT, WHAT WE'D LIKE TO REMIND OUR AUDIENCE OF, IS THE FACT THAT IN REGARDS TO WORKING ON EARLY LITERACY AND EARLY MATH, THE GPMS ARE MEANT SPECIFICALLY TO GROW US IN OUR THIRD GRADE ON THE THIRD GRADE TEST, SPECIFICALLY IN THE AREA.

AS FAR AS MEETS AGAIN, OUR GOAL AS A DISTRICT IS TO MAKE SURE THAT WE GRADUATE STUDENTS THAT FIT OUR PROFILE AND WITHIN THAT PROFILE, IF YOU'VE HAD AN OPPORTUNITY TO READ IT, IT SPEAKS TO OUR STUDENTS BEING COLLEGE, CAREER AND MILITARY READINESS AND ALL THE DIFFERENT SKILLS THAT GOES ALONG WITH THAT.

AND SO FOR OUR STUDENTS, BEING LITERATE IN, IN AS FAR AS READING COMPREHENSION AND ALSO IN MATH, THAT IS ONE OF THE FIRST STEPS ON THE WAY FOR THEM BEING ABLE TO BE COLLEGE, CAREER AND MILITARY READINESS.

ALSO, AS WE'VE STATED BEFORE, AN UNDERSTANDING OF THE STAR TEST IT IS DIVIDED IN YOU CAN PASS AT AN APPROACHES RATE, A MEETS RATE, AND ALSO A MASTER'S RATE.

WE ALSO WANT TO MAKE SURE THAT EVERYONE UNDERSTANDS WHEN WE SET OUR GOALS AT THE MEET LEVEL.

IT IS BECAUSE MEET ALIGNS TO A STUDENT BEING ABLE TO BE BEING ON TRACK TO BE COLLEGE, CAREER AND MILITARY READY.

AND SO THAT'S WHY WHEN YOU LOOK AT ALL OF OUR GPMS AND ALL OF OUR GOALS, YOU'LL TYPICALLY SEE IF IT'S ALIGNING WITH A STAR OR EOC.

IT IS SET AT THE MEETS LEVEL AND NOT AT THE APPROACHES LEVEL.

THE APPROACHES LEVEL IS CONSIDERED PASSING, BUT MEETS DICTATES THAT A STUDENT IS ON TRACK TO BE CONSIDERED COLLEGE, CAREER AND MILITARY READINESS.

AND BECAUSE THAT IS OUR GOAL, WE ALIGN ALL OUR SYSTEMS TOWARDS THAT END.

ALL RIGHT. AND SO WITH THAT BEING SAID, WE WILL HAVE MISS ERICA SIMMONS, WHO IS OUR EXECUTIVE DIRECTOR OF ACCOUNTABILITY AND ASSESSMENT.

START US OUT TONIGHT.

[00:45:04]

SO FIRST WE'RE GOING TO.

START WITH OUR GOAL ONE.

THIS IS THE MANDATE FROM HOUSE BILL THREE THAT STATES THE DISTRICT HAS TO SET GOALS TO HAVE THEIR THIRD GRADE STUDENTS READING AT GRADE LEVEL, AND THE GOALS ARE USUALLY SET FOR ABOUT FIVE YEARS.

SO WE RESET OUR GOALS IN 2021.

SO FOR THIS YEAR WE WERE TRYING TO GET TO 76%.

BUT LIKE DR. AZAIEZ STATED, WE WERE TRYING TO GET TO APOLOGIZE.

WE'RE TRYING TO GET TO 64%.

BUT LIKE DR. AZAIEZ STATED, WE HAVEN'T GOTTEN THE RESULTS YET.

WHAT WE'RE GOING TO SHOW YOU HOW STUDENTS PERFORM.

IT WILL BE A LOCAL, LOCALLY CALCULATED NUMBER.

BUT HERE ALSO WE SEE WHAT WE'RE TRYING TO GET, AND WE ALSO SEE OUR TARGETS FOR 2024 FOR OUR STUDENT GROUPS.

HERE. WE SEE A FOUR YEAR TREND OF OUR STUDENTS.

THE SOLID LINE IS HOW WE PERFORMED AND THE STAR IS OUR TARGETS.

WE SEE IN 2022 WHERE THAT DROP DOWN, WE WERE TRYING TO RESET OUR TARGETS AFTER THE PANDEMIC.

WE USED OUR 2021 DATA, WHICH WE ALL KNOW PARTICIPATION WAS KIND OF LOW, SO WE WANTED TO COME BACK AND RESET THOSE.

WE'VE BEEN ABLE TO OUTPERFORM OUR TARGETS.

AND SO WE KIND OF WENT BACK TO ABOVE WHERE WE WERE PERFORMING BEFORE THE PANDEMIC.

SO FOR READING, WE WERE ON GRADE LEVEL, WE WERE ON TRACK.

AND WE SEE HERE FOR 2023, THAT'S LOCALLY CALCULATED AGAIN.

OH, I'M SORRY TO INTERRUPT.

AND FOR OUR BOARD MEMBERS, I DON'T KNOW.

JUST TO ANOTHER REMINDER, THE 2023 STAR TEST THAT ALL STUDENTS JUST TOOK THIS PAST SPRING IS COMPLETELY DIFFERENT THAN THE ONE THEY TOOK IN 2022. ACTUALLY, TO CALL IT STAR 2.0 BECAUSE IT'S COMPLETELY DIFFERENT.

THEY INCLUDED, FOR EXAMPLE, WHEN IT COMES TO READING, THEY INCLUDED A WRITING PORTION THAT WASN'T IT WASN'T PART OF THE THE OLD IF YOU WILL START THERE.

SO THERE WAS A LOT OF CHANGES AND EVEN TIA WILL ADMIT THAT, THAT IT CANNOT COMPARE LAST YEAR'S SCORES TO THE YEAR PRIOR, I GUESS BECAUSE IT'S KIND OF COMPARING APPLES TO ORANGES.

AND SO I JUST WANT TO CAUTION EVERYONE.

I KNOW IT LOOKS LIKE A DROP, BUT IT'S A COMPLETELY DIFFERENT TEST.

CORRECT. I WAS GOING TO SAY WHAT DR.

AZAIEZ JUST SAID. ABSOLUTELY.

AND SO NOT ONLY THAT IS THIRD, THEY HAD THAT WRITING COMPONENT AND THEN THEY HAD TO DO IT ONLINE.

SO THEY HAD TO TYPE IT OUT SO THAT FOR OUR THIRD GRADE STUDENTS, THAT WAS A BIT OF A STRUGGLE.

SO NOW GOING INTO HOW WE MEASURE FOR OUR GPMS 1.12 THROUGH 1.2 FOR READING, WE DO USE THE CLASS ASSESSMENT. WE ASSESS OUR KIDS K THROUGH TWO.

WE ASSESS IN SPANISH AND ENGLISH, AND IF A STUDENT IS ASSESSED IN BOTH, WE DO KEEP THE HIGHER SCORE BECAUSE WE'RE ASSUMING THAT'S IN THEIR NATIVE LANGUAGE THERE.

THE RESULTS ARE PROVIDED FOR US AS A COMPOSITE RATING AND FOR THE PURPOSES OF WHAT WE CONSIDER MEETS OR ON TRACK, WE USE THE STUDENTS WHO SCORE AT OR ABOVE BENCHMARK IN OUR CALCULATIONS.

SO HERE IS JUST A REMINDER OF OUR GPMS FOR OUR KINDER FIRST AND SECOND GRADERS.

AGAIN, IT TELLS YOU WHERE WE STARTED TO GIVE US OUR BASELINE DATA.

IT TELLS YOU WHERE WE WANT TO BE IN 2026, AND THEN IT ALSO PROVIDES THE TARGET WE'RE TRYING TO ACHIEVE IN THIS SCHOOL YEAR.

NOW ON TO THE THE ALIGNMENT.

LIKE DR. NICHOLS SAID, WE WANT TO MAKE THAT ALIGNMENT THROUGHOUT ALL OF OUR NOT ONLY ALL OF OUR SYSTEMS, BUT ALL OF OUR GOAL SETTING, AND THAT INCLUDES OUR DIP AND OUR SIP.

SO WE HAD TWO THIS YEAR THAT ADDRESSES THAT.

MAY I INTERRUPT AGAIN.

SO FOR IS DISTRICT IMPROVEMENT PLAN CIP IS CAMPUS IMPROVEMENT PLAN JUST FOR FOR WHAT YOU UNDERSTAND WHEREAS THOSE MEAN.

SO WE PUT THAT THERE JUST SO THAT EVERYONE CAN SEE THE ALIGNMENT BETWEEN EVERYTHING THAT WE'RE DOING.

WE WORKED REALLY HARD THIS YEAR TO MAKE SURE THAT THERE IS NO DISCREPANCY BETWEEN WHAT THE BOARD IS ASKING US TO DO, THE BOARD GOALS VERSUS WHAT WE HAVE WITHIN OUR DISTRICT IMPROVEMENT PLAN.

SO THIS IS JUST SO THAT IS ONE OF THE THINGS THE BOARD WILL BE LOOKING AT TODAY AND PASSING.

SO WE JUST WANTED TO BRING THAT TO EVERYONE'S ATTENTION.

NOW WHEN WE LOOKED AT THAT, WE ALSO LOOKED AT OUR RATE OF INCREASE LAST YEAR BASED ON WHAT WE WERE ABLE TO DO AND LOOKING AT THE STRATEGIES AND THE LEVEL OF WORK THAT WE'RE PUTTING IN THERE. WE MADE A DETERMINATION AS FAR AS HOW FAR WE THOUGHT WE WOULD GROW.

SO WHILE FOR A PERFORMANCE OBJECTIVE FOR YOU SAW THAT WE'RE ASKING WE'RE LOOKING AT MOVING.

AND THIS IS THE.

THE AVERAGE BETWEEN K FOR KINDERGARTEN, FIRST GRADE, AND SECOND GRADE.

WE PERFORMED THE AVERAGE OF ALL THREE WAS AT 72%.

AND WHAT WE'RE TRYING TO DO IS PUSH TOWARDS 80%.

NOW, THE 80% IS A DIFFERENT FROM WHAT THEY HAVE ON THE BOARD GOALS.

BUT BASED ON THE AMOUNT OF GROWTH WE WERE ABLE TO MAKE AND THE LEVEL OF STRATEGIES AND THINGS THAT WE'RE PUTTING INTO THE SYSTEM, WE WERE, WE HAVE DECIDED

[00:50:07]

SO I WANTED TO HIGHLIGHT THAT SO THAT YOU UNDERSTAND WHY THAT IS NOT PERFECTLY IN ALIGNMENT WITH YOUR NUMBER THAT YOU HAVE SET.

ALSO, FOR EACH AND EVERY ONE OF OUR GOALS, THERE IS AN EQUITY GOAL THAT IS ATTACHED TO IT.

SO FOR US, ONE OF THE THINGS THAT TO POINTED OUT WITHIN OUR WORK, EVEN THOUGH THERE ARE DISPARITIES BETWEEN THE STUDENT GROUPS AS IT RELATES TO RACE AND ETHNICITY, ONE OF THE THINGS THAT THEY POINTED OUT WAS THAT THERE WAS A BIGGER DISCREPANCY IN REGARDS TO A GREATER GAP BETWEEN OUR ECONOMICALLY DISADVANTAGED AND NON ECONOMICALLY DISADVANTAGED.

ONE OF THE PRESENTATIONS WE DID PREVIOUSLY WAS THE EXPLANATION THAT THERE'S A VERY SPECIFIC WAY THAT THE TEXAS EDUCATION AGENCY DEFINES EQUITY.

THEY LOOK AT THREE YEARS WORTH OF STAR DATA.

AND IT DOESN'T NECESSARILY HAVE TO BE CONSECUTIVE YEARS.

WHATEVER TESTED YEARS THAT WE HAVE.

AND WHAT THEY SAY IS IF THERE'S A MORE OF A 10% DISCREPANCY BETWEEN THOSE TWO GROUPS, OVER TWO OR MORE OF THOSE, OVER TWO OR MORE OF THOSE YEARS WITHIN THREE YEAR SPAN, THEN THEY'RE SAYING THEN THAT YOU HAVE A GROWTH GAP AND THAT YOU HAVE TO SPEAK TO THAT WITHIN YOUR IMPROVEMENT PLAN. SO I WANT TO BE VERY SPECIFIC.

THIS DOES NOT MEAN THAT WE DO NOT ACKNOWLEDGE THAT THERE IS A DISCREPANCY BETWEEN OUR OTHER STUDENT GROUPS AS FAR AS RACE AND LANGUAGE, BUT SPECIFICALLY, THIS IS WHAT THEY'RE ASKING US TO DO.

ONE OF THE THINGS ALSO THAT WE LOOKED AT WITHIN THIS DATA WAS THE FACT THAT WITHIN OUR ECONOMICALLY DISADVANTAGED POPULATION, WE SEE THEY ARE. FOR.

FOR EXAMPLE, AFRICAN AMERICAN AND HISPANIC RACES ARE 40% OF OUR DISTRICT OVERALL, BUT THEY MAKE UP 71% OF OUR ECONOMICALLY DISADVANTAGED STUDENTS.

AND SO WHAT WE DECIDED ALSO IS THAT BY LOOKING AT THIS IN THIS WAY, THAT WE WOULD ALSO BE ABLE TO FIND THOSE STUDENTS, THE SAME STUDENTS THAT ARE NOT REACHING THEIR FULL POTENTIAL AND BE ABLE TO WORK TOWARDS THAT END AS WELL.

SO I WANTED TO MAKE SURE THAT EVERYONE UNDERSTAND AS FAR AS WHAT THOSE GOALS ARE REPRESENTING, AND YOU'LL SEE THAT IN BOTH MATH AND READING AS FAR AS WE SET A GOAL FOR ACHIEVEMENT.

BUT WE ALSO SET A GOAL THAT SPOKE TO EQUITY BASED ON THE DISPARITY IN OUR DATA, AS POINTED OUT FROM TO.

THANK YOU, DR. NICHOLS.

AND JUST TO CLOSE OUT ON THIS SLIDE TO KIND OF GIVE YOU GUYS THE DEFINITION OF HOW WE'RE MEASURING GROWTH WITH OUR M CLASS.

M CLASS HAS FOUR PROFICIENCY LEVELS WELL BELOW BELOW AT BENCHMARK AND ABOVE BENCHMARK.

IF A STUDENT IS AT BOY AT OR ABOVE BENCHMARK AND ALSO AT OR ABOVE BENCHMARK AT THE END OF THE YEAR BEING AT BENCHMARK TO AT BENCHMARK THEN ABOVE TO ABOVE, NOT ABOVE TO AT THAT THEY'RE DECREASING THEIR THEY'RE CONSIDERED AS GROWING BECAUSE THE TARGET MOVES.

SO IN ORDER FOR THEM TO HIT THAT TARGET THEY HAVE TO GROW.

AND IF A KID MOVES A PROFICIENCY LEVEL.

SO IF A STUDENT WAS AT WELL BELOW AT THE BEGINNING OF THE YEAR, BUT THEY GO TO BELOW, WE'RE GROWING THAT STUDENT.

SO THEY'RE COUNTING FOR GROWTH.

SO THAT'S HOW WE'RE MEASURING THAT GROWTH.

WHEN WE TALK ABOUT THIS PERFORMANCE OBJECTIVE NOW WE'RE GOING TO JUMP INTO OUR BOY DATA WITH OUR KINDERGARTEN GPM 1.1.

YOU CAN SEE THAT FOR 2024 OUR TARGET IS 76%.

SO THIS VISUALIZATION SHOWS THREE YEARS WORTH OF DATA.

WE SEE THE GRAY LINE IS OUR 2022 SCHOOL YEAR DATA.

THE ORANGE LINE IS OUR 2023.

AND THEN RIGHT NOW BECAUSE IT'S JUST BOY WE HAVE THAT TEAL DOT THERE THAT REPRESENTS OUR 2024 DATA.

AND SO WHAT WE LIKE TO SEE IS WHAT WE ARE SEEING IS THAT EVERY YEAR THAT WE'RE WE'RE STARTING THE STARTING POINT, WE HAVE A HIGHER PERCENTAGE OF STUDENTS AT OR ABOVE BENCHMARK HERE. SO WE CAN SEE THAT WE'RE ACTUALLY STARTING THE BOY HIGHER THIS YEAR AT 55%, AS OPPOSED TO 52% LAST YEAR FOR OUR KINDERGARTEN STUDENTS.

HERE. WE'RE LOOKING AT OUR STUDENT GROUPS THAT WE WANTED TO MONITOR THROUGHOUT THE YEAR.

WHAT WE WANT TO SEE HERE FROM THE BEGINNING OF THE YEAR, FOR 2023 AND BEGINNING OF THE YEAR 2024, IS WE'RE LOOKING AT THOSE BARS THAT ARE THE SAME COLOR, BECAUSE THAT REPRESENTS THE SAME GROUPS FOR EACH YEAR AT THIS ADMINISTRATION, AND WE WANT TO SEE THOSE BARS FOR 2024 BE LONGER THAN THE BARS AT 2023.

AND THAT'S WHAT WE SEE IN MOST OF OUR GROUPS HERE, THAT WE DO HAVE OUR STUDENT GROUPS STARTING AT A HIGHER LEVEL OF PERFORMANCE FOR FOR BOY.

A FIRST GRADE DATA.

WHAT WE'RE TRYING TO GET TO IN 2026 IS 80%.

BUT FOR THIS YEAR, WE'RE TRYING TO GET TO 73%.

[00:55:02]

AND IN 2023, WE STARTED HIGHER THAN WE DID FOR 2022.

SO AGAIN, THAT'S WHAT WE WANT TO SEE.

THE TRENDS WHERE OUR KIDS ARE COMING IN STRONGER, AND THEN WE'RE PUTTING IN SOME OF THE THINGS THAT WE STARTED TO IMPLEMENT IN MOY LAST YEAR THAT ADDRESS EARLY LITERACY AND START TO SEE OUR STUDENTS ACTUALLY HIT THOSE TARGETS FOR THE END OF THE YEAR.

OUR FIRST GRADE STUDENT GROUP.

AGAIN, WE WANT TO SEE THOSE BARS BE HIGHER FOR 2024 THAN 2023.

AND WE SEE IN SOME CASES WHERE THEY ARE SIGNIFICANTLY HIGHER, IN SOME CASES WHERE THEY'RE ABOUT THE SAME OR A LITTLE BIT HIGHER.

BUT WE DO JUST WANT TO SEE THAT THEY'RE PERFORMING AT A HIGHER PERCENTAGE AT AT BENCHMARK OR ABOVE BENCHMARK FROM YEAR OVER YEAR.

AND FINALLY, OUR SECOND GRADE DATA FOR GPM 1.3, OR OUR TARGET FOR THIS YEAR IS 77%.

AGAIN, WE'RE SEEING HERE THAT WE'RE ACTUALLY STARTING AT THE SAME POINT FOR BOY, FOR OUR SECOND GRADE STUDENTS THAT WE DID HERE IN 2023, BUT THAT OUR WE'RE HOPING TO SEE GREATER GAINS BECAUSE THAT WAS ONE OF THE GRADE LEVELS THAT WE DIDN'T QUITE GET TO OUR EARLY LITERACY LAST YEAR.

WE DID K ONE LAST YEAR, AND THIS YEAR WE'RE GOING TO BE BRINGING OUR SECOND GRADE TEAMS ON BOARD, CAMERAS ON BOARD FOR OUR SECOND GRADE STUDENTS TO PUT SOME OF THOSE THINGS WE LEARNED IN EARLY LITERACY FROM ME TO IOWA, WHERE WE SAW THAT TREMENDOUS GROWTH LAST YEAR.

AND FINALLY, TO WRAP UP OUR M-CLASS DATA, WE'RE LOOKING AGAIN AT OUR STUDENT GROUPS.

AND IN THIS CASE, WE DO SEE WHERE SOME OF OUR GROUPS, THOSE BARS AREN'T WHERE WE WANT THEM TO BE AT THE BEGINNING OF THE YEAR COMPARED TO LAST YEAR.

BUT AGAIN, WITH OUR SECOND GRADE STUDENTS, WE'RE GOING TO BE BRINGING ON SOME OF THOSE STRATEGIES THAT WE LOOKED AT LAST YEAR FROM ME TO EOY.

ALL RIGHT. TO CONTINUE OUR PRESENTATION.

GOOD EVENING. THANK YOU FOR THE OPPORTUNITY TO SHARE INFORMATION REGARDING ROUND ROCK ISD'S EARLY LITERACY PARENT ENGAGEMENT INITIATIVE.

THERE ARE MANY REASONS TO BE EXCITED ABOUT THIS INITIATIVE.

IT'S A DISTRICT COLLABORATION AND REPRESENTS THE WORK OF MANY DISTRICT STAKEHOLDERS WHO ARE PASSIONATE ABOUT MEETING THE NEEDS OF ALL STUDENTS.

AS I SHARE THIS PRESENTATION WITH YOU, YOU WILL ALSO SEE IT IS TIGHTLY ALIGNED TO THE GOALS OF OUR DISTRICT AND HAS BEEN PLANNED WITH CLEAR INTENTION AND PURPOSE.

AND THIS INITIATIVE WILL UTILIZE PARENT AND FAMILY ENGAGEMENT AS AN INSTRUCTIONAL STRATEGY TO POSITIVELY IMPACT STUDENT SUCCESS.

THE OBJECTIVE OF THIS INITIATIVE IS TO IMPROVE THE COMPOSITE SCORE FOR STUDENTS IN KINDERGARTEN THROUGH SECOND GRADE ON TITLE ONE CAMPUSES FROM BELOW OR WELL BELOW BENCHMARK TO AT OR ABOVE BENCHMARK ON THE M-CLASS UNIVERSAL SCREENER.

AS SHARED ON THIS SLIDE.

OUR FOCUS AREA IS KINDERGARTEN THROUGH SECOND EARLY LITERACY, SUPPORTING A SPECIFIC GROUP OF STUDENTS ON 14 TITLE ONE CAMPUSES.

OUR GOAL IS TO CLOSE THE ACHIEVEMENT GAP BETWEEN ECONOMICALLY DISADVANTAGED AND NON ECONOMICALLY DISADVANTAGED KINDERGARTEN THROUGH SECOND GRADE STUDENTS ON TITLE ONE CAMPUSES. THE PROJECT TIMELINE OF THIS INITIATIVE IS ALIGNED DIRECTLY TO THE KINDERGARTEN THROUGH SECOND GRADE ASSESSMENT WINDOW OF THE CLASS UNIVERSAL SCREENER GIVEN AT THE BEGINNING, MIDDLE AND END OF THE YEAR AS SHARED ON THIS SLIDE.

WE STARTED WITH THAT ASSESSMENT WINDOW, AND THEN PLANNED FROM THAT CALENDAR TO BE ABLE TO DO OUR TO ACCESS DATA, DISAGGREGATE THAT, DO FAMILY OUTREACH AND THEN OUR SESSION DELIVERY.

AS MENTIONED EARLIER, THE EARLY LITERACY PARENT ENGAGEMENT INITIATIVE WILL IMPLEMENT FAMILY ENGAGEMENT AS AN INSTRUCTIONAL STRATEGY.

IT WILL ENGAGE BOTH PARENTS AND SCHOOL STAFF TO WORK TOGETHER TO SUPPORT AND IMPROVE THE LEARNING AND DEVELOPMENT OF STUDENTS.

BOTH VIRTUAL AND IN-PERSON SESSIONS WILL BE HOSTED BY A PARENT LIAISON TEAM IN ENGLISH AND IN SPANISH, AS WELL AS A VARIETY OF TIMES.

WE DO SESSIONS DURING MORNING DROP OFF, LUNCH, AFTERNOON PICKUP AND IN THE EVENINGS.

WE WANT TO MAKE SURE THAT WE PROVIDE MULTIPLE OPPORTUNITIES FOR PARENTS TO ATTEND.

EACH OF THE LEARNING OPPORTUNITIES WILL PROVIDE SPECIFIC STRATEGIES ALIGNED TO THE COMPONENTS OF EARLY LITERACY SKILLS THAT CAN BE DONE AT HOME IN A SIMPLE, FUN, AND ENGAGING WAY.

EACH FAMILY WILL ALSO BE PROVIDED WITH INSTRUCTIONAL RESOURCES THAT CAN BE USED AT HOME, AND THAT WILL SUPPORT THE STRATEGIES PRESENTED DURING EACH OF THE SESSIONS.

AND WE'LL SHARE A LITTLE BIT OF THOSE MATERIALS IN JUST A SECOND WITH YOU.

THE SLIDE BEFORE YOU OUTLINES THE IDENTIFIED FOCUS AREAS FOLLOWING THE ADMINISTRATION OF THE M-CLASS UNIVERSAL SCREENER GIVEN AT THE BEGINNING OF THE YEAR.

THESE FOCUS AREAS ARE BASED ON STUDENT RESULTS AND SUPPORT THE INTENTIONAL PLANNING OF OUR BEGINNING OF YEAR PARENT SESSIONS.

AS STUDENTS ARE ADMINISTERED THE SCREENER DURING THE MIDDLE AND AT THE END OF THE YEAR, WE WILL ADJUST OUR FOCUS AREAS BASED ON STUDENT RESULTS AND IDENTIFIED NEEDS.

[01:00:07]

SO THEY WILL NOT NECESSARILY BE THE SAME SKILLS THAT WE DO AT THE MIDDLE AND THE END, BECAUSE WE'LL ADJUST BASED ON THEIR NEEDS.

HERE IS THE SCHEDULE OF PLANNED SESSIONS FOR THE BEGINNING OF THE YEAR.

OUR PARENT TEAM THAT COMPRISES OF EIGHT PARENT LIAISONS HAS ALREADY REACHED OUT TO FOCUS FAMILIES THROUGH THE USE OF FLIERS, PERSONAL PHONE CALLS, TEXTING PLATFORMS, AS WELL AS PARTNERED WITH TEACHERS AND INSTRUCTIONAL STAFF TO PERSONALLY INVITE FAMILIES TO ENGAGE IN THESE SESSIONS.

IN ADDITION TO THESE SESSIONS.

OUR PARENT LIAISON TEAM IS LOOKING FOR ADDITIONAL WAYS TO REACH OUT TO FOCUS FAMILIES BY PARTICIPATING IN ALREADY PLANNED PARENT AND FAMILY ENGAGEMENT ACTIVITIES ON CAMPUSES SUCH AS LITERACY NIGHTS, FALL FAIRS, TRUNK OR TREATS, MATH NIGHTS.

WE WANT TO MAKE SURE THAT WE PROVIDE EVERY OPPORTUNITY TO OUR FAMILIES TO ENGAGE IN THESE SESSIONS SO THAT WE CAN GO OVER THE SKILLS NECESSARY.

OUR GOAL IS TO MEET WITH EVERY FOCUSED FAMILY.

THIS SLIDE SHARES A NUMBER OF FOCUS FAMILIES OUR PARENT TEAM IS SUPPORTING FOR THE BEGINNING OF THE YEAR.

THE NUMBER OF FAMILIES REPRESENTS THREE GRADE LEVELS, BOTH IN ENGLISH AND IN SPANISH, ON 14 TITLE ONE CAMPUSES.

PLEASE KEEP IN MIND THAT OUR STUDENTS ARE BEING SUPPORTED BY THEIR TEACHERS AND INSTRUCTIONAL STAFF ON CAMPUS.

OUR TEAM IS ENGAGING THEIR FAMILIES AS WELL AS THE STUDENTS MANY TIMES BECAUSE THEY CAME WITH THEM IN THESE SESSIONS SO FAMILIES CAN SUPPORT LEARNING AT HOME, BUT IN A FUN, ENGAGING WAY, AND WE TRY TO ENCOURAGE THEM TO KEEP IT SIMPLE.

WE'RE WORKING.

WE'RE ALL WORKING TOGETHER FOR OUR STUDENTS.

THE NEXT TWO SLIDES OUTLINE THE FOCUS STRATEGIES BEING SHARED WITH FAMILIES DURING PARENT SESSIONS, BOTH IN ENGLISH AND IN SPANISH.

THE STRATEGIES ARE DIRECTLY ALIGNED TO STUDENT RESULTS ON THE CLASS UNIVERSAL SCREENER.

THESE STRATEGIES ARE BEING TAUGHT ORALLY BEFORE PRINT IS INTRODUCED TO ENSURE A STRONG LITERACY FOUNDATION IS BUILT.

OUR TEAM WORKED VERY CLOSELY WITH INSTRUCTIONAL STAFF TO ENSURE THAT THE STRATEGIES THAT ARE BEING TAUGHT TO OUR FAMILIES ARE ALSO THOSE THAT ARE BEING TAUGHT IN THE CLASSROOM, AND VICE VERSA.

THE STRATEGIES HAVE ALSO BEEN IDENTIFIED AS HIGH LEVERAGE STRATEGIES, MEANING THAT IF STUDENTS ARE ABLE TO UNDERSTAND THESE STRATEGIES, IT WILL HAVE A SIGNIFICANT IMPACT ON THEIR SUCCESS IN LITERACY.

THEY'RE VERY INTENTIONAL.

THEY'RE ALL BASED ON THE RESULTS OF OUR STUDENTS AND DIRECTLY ALIGNED TO WHAT'S HAPPENING IN THE CLASSROOM.

THESE ARE THE HIGH LEVERAGE STRATEGY STRATEGIES IDENTIFIED IN SPANISH.

AGAIN, THESE STRATEGIES ARE ALSO BEING TAUGHT ORALLY BEFORE PRINT IS INTRODUCED.

AND PLEASE KEEP IN MIND OUR TEAM IS ALSO PROVIDING FAMILIES WITH TAKE HOME PACKETS FILLED WITH INSTRUCTIONAL RESOURCES SUPPORTING THESE STRATEGIES.

AND SYBIL HAS SOME OF THOSE MATERIALS HERE FOR YOU.

SO WE ARE MAKING TAKE HOME PACKETS THAT ARE BEING FUNDED WITH FEDERAL FUNDS TO SUPPORT OUR TITLE ONE CAMPUSES, AND WE MODEL ALL OF THESE RESOURCES WITH OUR FAMILIES, BUT THEN THEY'RE ABLE TO TAKE THESE HOME AND IMPLEMENT THEM AND USE THEM.

WE MAKE SURE THAT THEY'RE LAMINATED, THAT THEY CAN BE USED MORE THAN ONCE.

AND THEN WE'RE GOING TO CONTINUE TO ADD TO THEM AS THE YEAR CONTINUES.

SOME OF THE THINGS INCLUDE PLAY-DOH, CHALK, AN ALPHABET ARK, LOWERCASE AND UPPERCASE LETTERS VERY SIMILAR TO THE THINGS THAT ARE BEING USED IN THE CLASSROOM.

EVERYTHING PROVIDED IS USED AND MODELED DURING OUR SESSIONS, SO WE DON'T JUST GIVE AWAY MATERIALS WITHOUT INSTRUCTION.

WE HAVE FOUND ALL WAYS TO MODEL SO THAT PARENTS CAN FEEL COMFORTABLE USING THESE MATERIALS.

WE PRACTICE IT DURING OUR SESSIONS AND IT'S ACTUALLY QUITE FUN.

I INVITE YOU TO ATTEND SOME OF OUR SESSIONS AND JOIN US.

BUT YOU MAY BE WONDERING WHAT HAPPENS IF STUDENTS A STUDENT'S FAMILY IS NOT ABLE TO ATTEND A SESSION, AS MENTIONED EARLIER? OUR TEAM IS CREATING TAKE HOME PACKETS FOR EVERY FOCUSED FAMILY.

FOR FAMILIES THAT ARE NOT ABLE TO ATTEND, THE PARENT TEAM IS CREATING TIP SHEETS, AS WELL AS STRATEGY DEMONSTRATION VIDEOS THAT ARE GOING TO BE ACCESSIBLE VIA A QR CODE THAT WILL BE SHARED WITH FAMILIES THAT MAY NOT BE ABLE TO ATTEND.

IN ADDITION, OUR DISTRICT IS PLANNING A CAMPUS SPONSORSHIP PROGRAM OUTLINED IN THIS SLIDE THAT WILL INVITE DISTRICT AND COMMUNITY STAKEHOLDERS TO SPONSOR A CAMPUS.

EACH SPONSOR WILL BE PARTNERED WITH THE FOCUSED STUDENT, AND A TAKE HOME PACKET, COMPLETE WITH THE INSTRUCTIONAL MATERIALS, WILL BE PROVIDED TO THEM SO THAT THEY CAN WORK TOGETHER WITH THE STUDENT WHILE THEY'RE WORKING ON THEIR LITERACY STRATEGIES.

AGAIN, OUR GOAL IS TO MEET THE NEEDS OF ALL OF OUR STUDENTS.

BEFORE THE CONCLUSION OF THIS PRESENTATION, I WANT TO ONCE AGAIN SHARE THAT THIS INITIATIVE REPRESENTS THE WORK OF MANY PEOPLE.

IT'S NOT JUST US TWO UP HERE, WE JUST WERE THE LUCKY ONES TO REPRESENT.

BUT IT IS THE WORK OF MANY DISTRICT STAKEHOLDERS.

IT'S NOT ONLY THE WORK OF STATE AND FEDERAL PROGRAMS AND TEACHING AND LEARNING, BUT ALSO MANY OTHER STAKEHOLDERS THAT HAVE BEEN PART OF THE PLANNING AND THE COLLABORATING,

[01:05:06]

I ALSO WANTED TO THANK DR.

NICHOLS FOR HER SUPPORT, AS WE NAVIGATED THE PLANNING PROCESS TO ENSURE THAT WE MET THE GOALS OF OUR DISTRICT, BUT MOST IMPORTANTLY, THAT WE MET THE GOALS AND THE NEEDS OF OUR STUDENTS AND THEIR FAMILIES.

THANK YOU AGAIN FOR YOUR TIME THIS EVENING, AND THANK YOU FOR YOUR SUPPORT OF ROUND ROCK ISD STUDENTS, TEACHERS, AND OF COURSE, OUR FAMILIES.

AND NOW, IF THERE ARE ANY QUESTIONS, SO YOU WANT TO TAKE QUESTIONS BEFORE WE GO ON TO EARLY MATH, WHATEVER YOU WOULD LIKE? YES, I THINK PROBABLY BE A GOOD PLACE TO STOP FOR MAKE QUESTIONS.

BUT BEFORE I DO, I FORGOT TO ACKNOWLEDGE TRUSTEE WEIR TO MAKE A MOTION.

OH, RIGHT.

I JUST WANTED TO MAKE MY USUAL MOTION.

I MOVE THAT FOR EACH AGENDA ITEM, TRUSTEES BE LIMITED TO 45 SECONDS FOR EACH COMMENT, QUESTION, DISCUSSION TOPIC, AND TWO MINUTES WRAP UP FOR OR MOTION COMMENT.

AND THAT MISS ALCALA WOULD BE OUR TIMEKEEPER.

CAN I MAKE A SUGGESTION ON YOUR MOTION BEFORE YOU GET A SECOND? WE HAVE A COUPLE OF AGENDA ITEMS G THREE, G FOUR AND I ONE THAT ARE MORE UPDATES AND ARE MORE DISCUSSION RELATED.

IT'S UPDATES ON THE TRUSTEE ADVOCATES SUMMIT AND UPDATE ON MASSBAY AND THE LEGISLATIVE PRIORITIES THAT ARE A LITTLE MORE OF A DISCUSSION RATHER THAN QUESTION AND ANSWER TIME. COULD WE POSSIBLY ELIMINATE THOSE THREE AGENDA ITEMS JUST TO ALLOW OTHERWISE TRUSTEES ARE OUT.

THEY ONLY GETS TWO MINUTES TO UPDATE US ON LOZVA.

AND JUST SO YOU ARE A LITTLE MORE FLEXIBILITY ON G THREE, I MOVE THEN FOR THAT FOR EACH AGENDA ITEM OTHER THAN G THREE, G FOUR AND I ONE OTHER THAN G THREE, G FOUR AND I ONE TRUSTEES BE LIMITED TO 45 SECONDS FOR EACH COMMENT, QUESTION, DISCUSSION TOPIC, AND TWO MINUTES WRAP UP OR MOTION COMMENT.

AND THAT MISS ALCALA BE THE TIMEKEEPER ON THOSE ITEMS THAT REQUIRE A TIMEKEEPER.

SECOND. ALL RIGHT.

I HAVE A MOTION AND A SECOND.

ANY DISCUSSION OR QUESTIONS? TRUSTEE. ALL RIGHT.

SEEING NONE. ALL IN FAVOR, RAISE YOUR HAND.

ALL OPPOSED? MOTION CARRIES FIVE ZERO.

NOW WE'RE ON TO QUESTIONS ABOUT THE PRESENTATION.

SO I APOLOGIZE FOR THAT BUSINESS KEEPING TRUSTEE ZARATE.

JUST A QUICK QUESTION. WHAT ARE WHAT IS ATTENDANCE LIKE AT THESE SESSIONS? THANK YOU FOR ASKING. I'M SURE IT VARIES.

WE'VE ALREADY STARTED. YES IT HAS.

WE HAVE HAD AS MANY AS 15 PARENTS IN EVENING SESSIONS AND THEN MAYBE 1 TO 7 THROUGHOUT THE OTHER SESSIONS.

OVERALL, FROM NOW, FROM WHEN WE HAVE STARTED TO NOW, WE'VE SEEN ABOUT 100 FAMILIES AND THEN WE'RE JUST GOING TO CONTINUE TO OFFER SESSIONS.

AND WHAT WAS THE NUMBER THAT YOU'RE TRYING TO REACH? I FORGOT, I'M SORRY.

THERE'S ACTUALLY OVER A THOUSAND.

YEAH. OKAY. ALL RIGHT.

WE'LL GET THERE. YEAH. NO.

ABSOLUTELY. AND SO ONE THING THAT I TELL OUR TEAM IS THE JOB THAT WE DO IS NOT EASY, RIGHT? WE ARE REALLY TRYING TO TIGHTLY ALIGN TO VERY SPECIFIC NEEDS OF VERY SPECIFIC STUDENTS.

AND SO WE ARE CONTINUING TO JUST BRAINSTORM DIFFERENT WAYS TO DO OUTREACH.

WE'RE ALSO CONSIDERING WHERE OUR STUDENTS ARE COMING FROM.

WE MAY NEED TO GO TO THEM RIGHT AND MEET WITH FAMILIES.

BUT THEN AT THE AT THE END OF THE DAY, THERE MIGHT BE SOME FAMILIES THAT ARE NOT ABLE TO ATTEND OUR SESSIONS.

SO THAT'S WHY WE'RE GOING TO TRY TO DO SOMETHING WITH OUR CAMPUS SPONSORSHIP AND THEN ALSO DO VIDEOS THAT ARE ACCESSIBLE.

BUT THE VIDEOS WILL DEMONSTRATE, YOU KNOW, HOW TO UTILIZE THE MATERIALS AND HOW TO IMPLEMENT THE STRATEGIES, WHATEVER WE CAN DO TO GET OUR FAMILIES.

TRUSTEE HARRISON.

THANK YOU. I WAS SITTING OVER HERE LAUGHING BECAUSE I SAW THAT LITTLE DIAGRAM OF THE CAT.

YOU KNOW, HAVING BEEN IN ALL OF THESE KINDERGARTEN AND FIRST GRADE CLASSROOMS. THANK YOU SO MUCH FOR THE INTENTIONALITY.

AND IT FEELS LIKE THIS IS SOMETHING THAT YOU ALL HAVE BEEN DOING, BUT YOU'RE KIND OF REIMAGINING WHAT'S GOING TO HAPPEN TO, YOU KNOW, WE HAVE TELUGU AND TAMIL AND HINDI. WHAT ABOUT THOSE LANGUAGES? AND IS THERE AN IDEA TO BUILD SOME OF THAT OUT? WELL, I THINK OBVIOUSLY THERE'S ALWAYS ROOM FOR IMPROVEMENT AND TO TRY TO GROW.

WE DO USE ESL STRATEGIES AND EVERYTHING THAT WE DO TO TRY TO MEET THE NEEDS OF OUR FAMILIES.

WE DO HAVE A VERY DIVERSE GROUP OF PARENT LIAISONS ON OUR TEAM THAT SPEAK OTHER LANGUAGES.

NOT EVERY LANGUAGE, BUT SOME OF THE LANGUAGES.

AND SO WE UTILIZE THEM AS LINGUISTIC CAPITAL.

IF WE DO FIND A LARGE NUMBER OF FAMILIES THAT SPEAK A SPECIFIC LANGUAGE, WE'VE WE HAVE OTHER STAKEHOLDERS IN THE DISTRICT THAT HAVE HELPED US. LUCKILY, I USED TO SUPPORT PRE KINDERGARTEN AND THROUGH REGISTRATION, SO I AM FAMILIAR WITH A LOT OF OUR DISTRICT STAKEHOLDERS THAT HAVE DIFFERENT LINGUISTIC ABILITIES AND WE'D BE ABLE TO CALL ON THEM AS WELL.

THANK YOU SO MUCH.

MOSTLY I'M GRATEFUL.

I THINK THIS IS GREAT.

MY OTHER QUESTION WAS WILL YOU GO INTO COMMUNITY?

[01:10:01]

SO THANK YOU FOR THIS WORK.

YES. THANK YOU.

TRUSTEE. WEIR. I ACTUALLY KIND OF HAD A FOLLOW UP.

I HAD THE SAME QUESTION AS TRUSTEE ZARATE, BUT I'M ASSUMING SOME OF THESE FAMILIES HAVE MORE THAN ONE CHILD IN A GRADE.

RIGHT? SO IT'S NOT REALLY 1600 FAMILIES YOU'RE TRYING TO CONNECT WITH.

IT'S IT'S A SMALLER THE NUMBER OF STUDENTS THAT THE TABLE REPRESENTS, THE NUMBER OF STUDENTS.

AND SO THEY WOULD GET A PACKET FOR EACH GRADE LEVEL.

AND IT'S A DIFFERENT STRATEGY FOR EACH GRADE LEVEL IF THEY HAVE MORE THAN ONE CHILD.

SO THE STRATEGIES THAT WERE SELECTED WITH OUR INSTRUCTIONAL STAFF, WE MADE SURE THAT WE WERE ABLE TO DO KIND OF A CONTINUUM OF THE STRATEGIES.

SO DURING OUR SESSIONS, WE START MARY WITH THE FOUNDATIONAL AND THEN WE BUILD, AND THEN WE TEACH OUR FAMILIES HOW THEY COULD PROGRESSIVELY ADD TO THE STRATEGY TO MEET THE NEEDS OF KINDER FIRST AND SECOND.

OKAY. AND YOU SAID THERE'S ABOUT 100 FAMILIES THAT YOU'VE CONNECTED WITH SO FAR.

WE'RE NOT DONE YET. I DID JUST WANT TO ASK BECAUSE WE HAD A SPEAKER FROM JOLIE JOHNSON, AND I NOTICED ON PAGE 18, JOLIE JOHNSON IS NOT LISTED.

IS THERE IS THERE A DATE FOR JOLIE JOHNSON? NO. YES, YES.

LET ME MAKE SURE. WE WERE ACTUALLY JUST.

WE WERE ACTUALLY. YEAH, WE WERE THERE LAST NIGHT.

SO WE MAY HAVE OMITTED THEM, BUT WE WERE ACTUALLY ROUND ROCK INDEPENDENT SCHOOL DISTRICT.

YEAH. RIGHT DOWN.

SORRY. OH I APOLOGIZE.

AND WE WERE ACTUALLY AT JOLIE JOHNSON YESTERDAY.

YES, I DO SEEK AND FIND.

SO I FOUND IT. ALL RIGHT.

THANK YOU.

I DID HAVE ONE OTHER QUESTION THOUGH.

BACK TO PAGE SEVEN.

AND I KNOW I'VE ASKED THIS BEFORE AND WE MAY HAVE ALREADY HAD THIS ANSWER.

AND SO I APOLOGIZE IF I'M ASKING AGAIN, BUT I WAS CURIOUS WHEN WE LOOK AT THOSE NUMBERS OF OUR PRE K KIDS.

YES. HOW MANY OF THOSE 55% THAT ARE COMING IN ARE BUMP.

HOW MUCH IS THAT OF OUR PRE K KIDS.

REMEMBER WE ONLY DO THAT.

I THINK WE DO THAT IN KINDERGARTEN AND UP RIGHT.

AND WE HAVE MAYBE WE MISSED IT ON THIS ON THIS SLIDE.

BUT WE DID ADD IT INCLUDED IN LAST YEAR'S.

SO WE NEED TO MAKE SURE OKAY I THINK IT'S WHAT SLIDE AGAIN SEVEN.

IT'S JUST WHERE WE START AT 55% WHICH IS A BUMP UP FOR OUR KINDERGARTNERS FROM THE PREVIOUS YEAR.

SO I WAS JUST CURIOUS.

YEAH LET'S GO.

LET'S GO TO SLIDE 12.

IT SAYS 12 FOR THIS ONE OKAY.

HERE WE GO. IF YOU CAN STAY THERE EIGHT.

SEE THE LAST TWO ROWS.

IT TALKS ABOUT PRE-K PROGRAM FOR AND PRE K LIKE THAT.

SO THOSE ARE THE STUDENTS WHO WERE WITH US AND THEY WERE PRE K THREE.

YOU CAN SEE A BUMP ALREADY PRE K FOUR AND 2023.

AND NOW THEY'RE PRE K FOUR LIKE LAST YEAR.

PRE K I'M SORRY. THOSE ARE TWO YEARS AGO.

PRE K LAST YEAR KINDER VERSUS LAST YEAR.

PRE K THIS YEAR KINDER.

AND YOU CAN SEE THERE IS AN IMPROVEMENT.

BUT REMEMBER MOST OF OUR STUDENTS WHO QUALIFY UNTIL JUST RECENTLY OUR PRE K4I MEAN ACTUALLY STILL OUR PRE K FOUR.

THEY HAVE TO QUALIFY RIGHT.

AND OFTENTIMES THEY QUALIFY BECAUSE OF THE LOW THEIR SOCIOECONOMIC STATUS.

OR MAYBE THE PARENT IS SERVING I MEAN THEY ARE LIKE DIFFERENT REASONS.

BUT THE MAJORITY THE MAJORITY OF OUR STUDENTS WHO QUALIFY ARE ACTUALLY BECAUSE OF THEIR SOCIOECONOMIC STATUS.

OFTENTIMES. RIGHT.

AND OR THE HOME LANGUAGE, THEY SPEAK ANOTHER LANGUAGE OTHER THAN ENGLISH AT HOME.

RIGHT? THOSE ARE THE BIGGEST THING.

BUT IF YOU LOOK AT OUR ECONOMIC DISADVANTAGE, LOOK WHERE WE'RE AT AT 40% AND LOOK AT 60% FOR OUR STUDENTS WHO ACTUALLY WERE IN OUR PRE K FOUR LAST YEAR, THERE IS A 20 PERCENTAGE DIFFERENCE.

THAT'S THE BEST WAY PROBABLY TO COMPARE STUDENTS WHO WHO QUALIFY WHO ARE LIVING YOU KNOW HAVE.

SO THERE IS A 20% DIFFERENCE IF YOU ATTEND PRE K FOUR WITH US IN OUR DISTRICT.

THANK YOU. OH, I DON'T HAVE ANY OTHER LIGHTS ON, BUT I HAVE A COUPLE OF QUESTIONS.

WELL, FIRST A COMMENT.

LOVE LOVE, LOVE THE PARENT ENGAGEMENT.

I THINK ALL PARENTS WANT THE BEST FOR THEIR STUDENTS, BUT SOMETIMES YOU DON'T KNOW WHAT YOU DON'T KNOW.

AND SO GOING INTO THE INDIVIDUAL OUTREACH LIKE THIS CAN GIVE THE TOOLS AND THE RESOURCES TO A FAMILY THAT HADN'T HAD THEM BEFORE TO ENCOURAGE THAT ADDITIONAL SUPPORT AT HOME.

SO I LOVE THIS, AND THANK YOU VERY MUCH FOR REACHING OUT TO THOSE CAMPUSES.

QUESTION OR KIND OF FOLLOW UP THAT REALLY WASN'T TOUCHED ON IS IN THAT 6600 STUDENTS.

AND I THINK THAT WAS ON SLIDE 19.

OUR STUDENTS WHO ARE RECEIVING SPECIAL EDUCATION SERVICES INCLUDED IN THAT, IF THEY ARE IN THE BELOW OR WELL BELOW CATEGORIES, AND IF SO, ARE YOU WORKING WITH SPECIAL EDUCATION FOR THEIR LEARNING STYLES OR EVEN STUDENTS THAT ARE IN 504 WITH THE DYSLEXIA SERVICES, SO THAT

[01:15:09]

THANK YOU FOR THE QUESTION.

THE NUMBER DOES INCLUDE ALL STUDENTS, AND THAT ALSO INCLUDES OUR SPECIAL ED STUDENTS AND OUR EMERGING BILINGUAL STUDENTS.

AND WE ARE WORKING WITH THE INSTRUCTIONAL STAFF ON SPECIFIC CAMPUSES BASED ON THE LIST OF STUDENTS, WE'VE DISAGGREGATED THAT DATA AND THEN WORKING WITH THE STAFF ON THAT CAMPUS TO MAKE SURE THAT WE MEET THE NEEDS OF THE STUDENTS.

FABULOUS. I FIGURED YOU WERE, BUT I JUST WANTED TO MAKE SURE.

TRUSTEE MARKHAM. YEAH, I THINK YOU MAY HAVE JUST ANSWERED THIS, BUT I KNOW THAT WE'VE JUST STARTED THIS INITIATIVE, BUT WE'LL BE ABLE TO SEE THE RESULTS OF HOW MANY FAMILIES ARE PARTICIPATING ON EACH CAMPUS.

I'M JUST THINKING WE HAD A SPEAKER FROM I BELIEVE IT WAS WELLS BRANCH TONIGHT.

I THINK TALKING ABOUT SOME OF THE SOME OF THE CHALLENGES THAT THIS INITIATIVE MAY HELP ADDRESS.

AND SO IT'D BE INTERESTING TO SEE HOW MANY FAMILIES ARE PARTICIPATING AT EACH OF THESE CAMPUSES.

SO WHEN WE DO GET THOSE COMMENTS FROM THE COMMUNITY, WE CAN WE HAVE KIND OF A REFERENCE TO GO BACK TO.

ABSOLUTELY. WE CAN PROVIDE A BREAKDOWN BY CAMPUS.

LIKE I SAID, THIS IS THE FIRST TIME WE'VE DONE IT FOR THE BEGINNING OF THE YEAR.

SO WE HOPE TO BE ABLE TO PROVIDE YOU AN UPDATE WITH BEGINNING OF THE YEAR.

WE HAVE OUR BEGINNING OF THE YEAR NUMBERS, BUT THEN AFTER THE MIDDLE OF THE YEAR WINDOW AND THEN AT THE END OF THE YEAR AS WELL, SO WE CAN PROVIDE THAT THROUGH A BOARD UPDATE.

THANK YOU I APPRECIATE IT.

AND THIS IS WONDERFUL. THANK YOU SO MUCH.

THANK YOU. AND I HAVE ONE LAST QUESTION FOR DR.

NICHOLS ON SLIDE SIX.

WHEN YOU LOOK AT PERFORMANCE OBJECTIVE NUMBER EIGHT, WHICH ADDRESSES THE GROWTH GAP BETWEEN THE ECONOMICALLY DISADVANTAGED, ARE THERE SPECIFIC STRATEGIES LIKE INCORPORATING WHAT MARGO'S TEAM IS DOING TO ADDRESS THAT? OR HOW ARE WE SPECIFICALLY DIVING DEEPER INTO STRATEGIES FOR OUR STUDENTS THAT ARE ADDRESSED IN THIS PERFORMANCE OBJECTIVE? OFTEN TIMES SOMETHING IMPORTANT TO UNDERSTAND IS NOT NECESSARILY THAT THEY NEED SOMETHING TOTALLY DIFFERENT.

IT MAY JUST BE THAT THEY NEED TO BE EXPOSED.

SPECIFICALLY, ONE OF THE THINGS THAT WE HAVE LOOKED AT IS WE'VE GONE BACK AND ASSESSED OURSELVES AS FAR AS OUR CURRICULUM AND LOOKED AT, WERE WE BEING EXPLICIT ENOUGH AND WAS IT MEETING THE NEEDS OF THE STUDENTS? WE'VE LOOKED AT THE MATERIALS THAT WE WERE USING IN THE CLASSROOM, CHANGED THOSE MATERIALS.

WE'VE RETRAINED OUR TEACHERS, WE'VE RETRAINED OUR PRINCIPALS.

SO PART OF IT FOR US, WE FELT IF OVERWHELMINGLY MOST OF OUR KIDS WERE NOT PERFORMING AT A CERTAIN LEVEL.

LET'S GO BACK AND LOOK AT THE SYSTEM ITSELF.

SO SPECIFICALLY WHEN IT COMES TO OUR ECONOMICALLY DISADVANTAGED KIDS, WE WENT BACK AND WE SAID, IF DISPROPORTIONATELY IF MOST OF OUR KIDS WERE NOT DOING WELL, THEN WE NEED TO OWN THAT AS A DISTRICT AND GO AHEAD AND WORK ON THE THINGS THAT TOUCH ALL STUDENTS, WHICH IS THE CURRICULUM, AND LET'S START FIXING IT THERE.

SO WE LOOKED AT SPECIFICALLY WHERE OUR KIDS WERE NOT LOOKING DOING WELL, AND SPECIFICALLY PHONEMIC AWARENESS, PHONOLOGICAL AWARENESS AND HAVING THAT BASIS. AND WE REALLY SHORED UP AND DID A LOT OF DIFFERENT THINGS WITHIN OUR CURRICULUM.

AND SO THAT'S WHY WE'RE SAYING WE FEEL THAT WE ARE GOING TO BE ABLE TO SEE A LOT MORE GAINS, BECAUSE WE'VE LITERALLY TRULY CHANGED THE SYSTEM AS FAR AS HOW WE'RE TEACHING AND HOW WE'RE LOOKING AT THE CURRICULUM AND WHAT WE'RE TEACHING THE STUDENTS.

SO IT'S NOT NECESSARILY THAT THEY'RE GOING TO GET SOMETHING COMPLETELY DIFFERENT.

IT'S A MATTER OF WE FEEL THAT WE'RE DELIVERING A BETTER PRODUCT.

IT'S ALSO A MATTER OF AND WE'VE GONE REALLY TRYING TO RETEACH OUR SYSTEM WHAT IT MEANS TO TEACH FROM A SCIENCE OF READING LENS, ALSO A MATTER FOR THE ADMINISTRATORS.

AND THAT'S EVERYONE FROM.

INTERVENTIONISTS. INSTRUCTIONAL COACHES, THE ASSISTANT PRINCIPALS, PRINCIPALS AND EVEN SUPERINTENDENTS AND MYSELF AND ALL THE TEACHING AND LEARNING STAFF.

WE ARE RETEACHING OURSELVES HOW TO GO IN AND GIVE FEEDBACK BASED ON THE SCIENCE OF READING.

SO IT'S VERY SPECIFIC.

WE HAVE CREATED DIFFERENT WALKTHROUGH FORMS WHERE WE'RE GIVING TEACHERS VERY SPECIFIC FEEDBACK IN REGARDS TO HOW THEY'RE PUTTING THEIR DIFFERENT STRATEGIES IN PLACE. AS FAR AS PHONEMIC AWARENESS, WHERE WE NEVER REALLY THOUGHT THAT WAY BEFORE.

IT'S LIKE, HEY, EVERYTHING IS LOOKING GREAT THE KIDS ARE HAVING, RIGHT? BUT WE'RE BEING VERY SPECIFIC.

ARE YOU TEACHING THAT CORRECTLY? WHAT CAN YOU DO TO GET BETTER? AND WE'RE EVEN CHALLENGING OURSELVES WHERE THE ADMINISTRATORS, ALL OF US ARE GOING THROUGH AND SAY, ARE WE GIVING FEEDBACK CORRECTLY SO THAT OUR TEACHERS CAN GROW SO THAT THEY CAN DO OUR KIDS? SO I WANT EVERYONE TO UNDERSTAND IT'S JUST A MATTER OF WE HAVE TOTALLY REVAMPED THE SYSTEM SO THAT WE ARE LITERALLY EXPERTS WHEN IT COMES TO READING AND REALLY IMPROVING OURSELVES BY AND BY.

[01:20:02]

AND SO THAT YOU'LL SEE WHERE MOST OF OUR KIDS, REGARDLESS IF THEY'RE ECONOMICALLY DISADVANTAGED OR NOT, WE CAN GET YOU WHERE YOU NEED TO BE.

AND SO IF WE'RE SEEING A SYSTEM RIGHT NOW WHERE MORE KIDS ARE BEING SUCCESSFUL, OUR INTERVENTIONISTS CAN TRULY WORK WITH THOSE KIDS WHERE IT MIGHT BE A LEVEL SOMETHING WHERE THEY REALLY, TRULY NEED MORE TIME AND THEY CAN FOCUS ON THEM VERSUS FOCUSING ON ALL KIDS.

OVERARCHINGLY NOW THAT IS NOT A PROBLEM THAT ALL CAMPUSES HAVE, BUT WHAT WE SEE MORE SO IN OUR TITLE ONE CAMPUS IS WE CALL IT AN INVERTED PYRAMID, WHERE MOST OF THE KIDS ARE NOT DOING WELL AND ONLY A SMALL PERCENTAGE ARE DOING WELL.

SO WHAT WE'RE TRYING TO DO IS TO CHANGE THAT TO WHERE WE'RE SEEING AT LEAST 80 TO 90% OF OUR KIDS ON TRACK.

AND SO THAT IF THERE WE HAVE THAT REMAINING 10 TO 20%, THEN WE CAN REALLY GIVE THEM THAT SPECIFIC CARE AND TEACHING THAT THEY NEED AND OR MAYBE REALIZE THAT, YOU KNOW WHAT, THERE MIGHT BE A LEARNING DISABILITY THERE.

AND THEN WE NEED TO GIVE YOU EVEN MORE SPECIFIC HELP BASED ON WORKING WITH ONE OF OUR INTERVENTIONISTS SPECIFICALLY FOR DYSLEXIA OR WHATEVER, THAT THAT LEVEL OF ABILITY MAY BE.

SO IT'S NOT THAT IT'S NECESSARILY DIFFERENT.

IT'S A MATTER OF WE'RE IMPROVING AND CHANGING THE WHOLE ENTIRE SYSTEM.

THANK YOU VERY MUCH.

I THINK THAT ECONOMICALLY DISADVANTAGED IS ONE OF THE STRONGEST INDICATORS FOR LONG TERM FUTURE SUCCESS IN THEIR PERFORMANCE ON STANDARDIZED TESTING.

IS THAT CORRECT? SAY THE QUESTION AGAIN, PLEASE, THAT THE STATUS OF ECONOMICALLY DISADVANTAGED HAS A STRONG CORRELATION THAT TEND TO COME IN BEHIND OTHER STUDENTS AND NOT AT LIKE WHEN WE'RE LOOKING AT OUR DATA.

IS THAT CORRECT? AND IT IS CORRECT.

BUT I WANT TO MAKE SURE THAT EVERYONE UNDERSTANDS IT'S NOT A MATTER.

AND I KNOW THIS IS NOT WHAT YOU BELIEVE, BUT I WANT TO MAKE SURE AND STATE THIS OFTENTIMES WHEN WE'RE TALKING ABOUT HOW DIFFERENT STUDENT GROUPS ARE DOING. I ALWAYS FEEL THAT SOMETIMES WE MAY FALL INTO THE TRAP OF PEOPLE SAYING, BECAUSE A STUDENT SHOWS UP AS THIS, THAT THIS THING, MY SKIN COLOR OR MY LANGUAGE IS WHAT MAKES IT HARDER FOR ME TO LEARN.

AND I KNOW THAT'S NOT WHAT YOU'RE SAYING, BUT I WANT TO MAKE SURE THAT THE AUDIENCE IS UNDERSTANDING THAT, AND THAT IS NOT USUALLY THE CASE.

IT'S A MATTER OF USUALLY, IF I DO NOT HAVE SOMEONE WHO HAS HAD THAT EXPERIENCE TO ORDER TO GIVE ME THAT INFORMATION, I DON'T HAVE THAT ACCESS TO INFORMATION AT THE SAME RATE THAT OTHER STUDENTS HAVE ACCESS.

SO THE KIDS HAVE THE ABILITY, BUT WHAT THEY DON'T HAVE IS THE ACCESS.

AND SO THEN YOU HAVE OTHER KIDS COMING IN KNOWING MORE, AND THEY'RE ABLE TO PROGRESS THROUGH THE SYSTEM A LOT MORE.

SO WHAT YOU'RE SEEING WITHIN OUR SYSTEM IS HISTORICALLY BASED ON WHAT HAS HAPPENED HISTORICALLY.

AND WE AS THE BENEFICIARY OF THAT, IS TRYING TO MAKE SURE THAT WE GET RID OF THAT DISCREPANCY IN THE DATA WE'RE TRYING TO CORRECT.

HUNDREDS OF YEARS OF THINGS THAT HAS HAPPENED WITHIN THIS COUNTRY.

AND SO I WANT TO MAKE SURE THAT EVERYONE KNOWS THIS IS NO SMALL TASK.

IT REALLY IS A HEAVY LIFT.

AND I NEVER WANT, AS WE DELIVER THIS INFORMATION TO PEOPLE, FEEL THAT THEY ARE DEFICIENT IN ANY WAY.

THEY ARE INHERITING SOMETHING.

AND AS A SCHOOL DISTRICT, WE SEE IT AS OUR RESPONSIBILITY TO MAKE SURE THAT THE PROMISE THAT WE GIVE IN PUBLIC EDUCATION, THEY'RE ABLE TO ACCESS THAT AND TAKE ADVANTAGE OF THAT BASED ON EVERYTHING WE HAVE TO OFFER.

SO I WANT TO MAKE SURE THAT EVERYONE UNDERSTANDS THAT.

WE'RE NOT SAYING IF I'M POOR, I DON'T HAVE THE ABILITY TO ACHIEVE.

WHAT WE'RE SAYING IS, OFTEN TIMES YOU'RE COMING IN WITH NOT AS MUCH ACCESS TO INFORMATION.

AND THAT LACK OF ACCESS IS OFTENTIMES WHAT WE SEE IS THAT IT'S LIMITING.

THAT'S WHY THIS IS SO IMPORTANT.

IF YOU TEACH THE PARENTS AND THE PARENTS, THEN CAN DO THOSE SKILLS THAT OTHER PEOPLE HAVE ALREADY FIGURED OUT.

YOU NEED TO DO, THEY'RE ABLE TO GIVE THEIR KIDS A LEG UP.

AND THANK YOU FOR CLARIFYING THAT, BECAUSE I THINK THAT IS A VERY IMPORTANT MESSAGE TO GET TO MAKE SURE IS STATED.

AND YOU SAID IT MUCH MORE ELOQUENTLY THAN I COULD, AND I'M GOING TO ASK A QUESTION.

I DID NOT ASK IT AHEAD OF TIME.

AND YOU CAN SAY, I'LL GET BACK TO YOU OR WHATEVER, BUT HAVE WE LOOKED AT ONE THING THAT WE'VE REPORTED IN SOME OF THESE IS OUR CONTINUOUSLY ENROLLED STUDENTS VERSUS OUR NON CONTINUOUSLY ENROLLED STUDENTS.

HAVE WE LOOKED AT HOW MOBILITY AFFECTS PERFORMANCE OF OF OUR STUDENTS ON THESE TESTS? AND HAVE WE LOOKED AT WHERE THEY MAY BE COMING FROM OR GOING TO? AND IF THE VAST MAJORITY ARE MOBILITY OR WITHIN HUTTO AND PFLUGERVILLE AND LEANDER ISD, HAVE WE CONSIDERED A PARTNERSHIP AMONG ALL OF THE

[01:25:04]

SO YOU CAN SAY I DON'T HAVE THAT ANSWER.

I'LL ADDRESS THE MOBILITY.

AND THEN ERIKA CAN ADDRESS AS FAR AS WHETHER OR NOT HOW WE'RE ABLE TO STILL LOOK AT CONTINUOUSLY ENROLLED.

THE ISSUE WITH MOBILITY IS NOT THE MATTER OF I'M MOVING FROM PLACE TO PLACE AS A MILITARY, SOMEONE WHO WAS IN THE MILITARY AND AS A MILITARY SPOUSE, AND MY CHILD BEING A MILITARY CHILD, THAT HE HAD HIGH MOBILITY.

THE DIFFERENCE WAS THAT THAT HIGH MOBILITY DID NOT IMPACT NECESSARILY HIS ATTENDANCE AND HIS ABILITY TO STILL BE ABLE NOT HAVE GAPS IN HIS EDUCATION.

SO IT'S NOT THE MOBILITY ITSELF THAT IS WORKING AGAINST OUR STUDENTS IS OFTENTIMES THAT THAT MOBILITY COMES WITH GAP IN ATTENDANCE.

IT ALSO COMES WITH OTHER THINGS.

IT'S USUALLY TIED VERY TIGHTLY, OFTENTIMES TO STUDENTS WHO ARE ALSO ECONOMICALLY DISADVANTAGED, LACK OF RESOURCES.

SO MOBILITY IN AND OF ITSELF IS NOT THE ISSUE.

IT'S ALL THE OTHER THINGS THAT IT INTERSECTS WITH THAT IS GETTING IS AFFECTING THE STUDENT'S ABILITY TO LEARN ON A REGULAR BASIS.

SO IF MY PARENTS ARE MOVING, WE DON'T KNOW WHERE WE'RE GOING.

I DON'T KNOW WHAT THE SCHOOL IS.

I'M GOING TO BE OUT OF SCHOOL MAYBE A WEEK, TWO WEEKS.

THAT'S THE THING THAT GETS US BECAUSE YOU HAVE ALL THESE GAPS AND WE'RE CONTINUOUSLY TRYING TO FIGURE OUT WHAT IS THE GAP, AND IF THEY'RE NOT WITH US LONG ENOUGH TO TEST FOR THE GAP AND TO BEGIN TO AMELIORATE THE GAP, THAT AS SOON AS WE GET TO A CERTAIN PLACE, THEY'RE ALREADY MOVING, THEN SOME OF THE DISTRICT OR US, WE'RE STARTING ALL OVER AGAIN. AND OFTENTIMES THEY'RE ALSO NOT COMING WITH RECORDS BECAUSE OF THAT START AND STOP.

THANK YOU VERY MUCH.

AND DO I HAVE ANY OTHER QUESTIONS ON THE FIRST HALF OF THIS? ALL RIGHT. TRUSTEES. ALL RIGHT. WELL, THANK YOU VERY MUCH.

WE'LL MOVE ON TO THE SECOND HALF OF OUR PRESENTATION.

OKAY. NOW WE'RE GOING TO FOCUS ON OUR BOARD GOAL TWO, WHICH AGAIN IS MANDATED BY THE STATE THROUGH HOUSE BILL THREE TO WHERE THE DISTRICT HAS TO SET GOALS FOR MONITORING THE PERCENT OF STUDENTS AT THIRD GRADE WHO PERFORMS AT MEETS GRADE LEVEL ON THE STAR.

AND SO, AGAIN, WE CAN SEE THAT OUR GOAL IS FROM 40%.

WHEN WE RESET OUR GOALS IN 2021 TO BY 2026, GETTING TO 26%, WITH THIS YEAR'S TARGET BEING 68%.

AND THEN WE HAVE OVER HERE OUR GOALS FOR EACH OF OUR STUDENT GROUPS.

HERE AGAIN, WE'RE LOOKING AT OUR TARGETS FOR 21 THROUGH 2023 AS IN COMPARISON TO HOW WE PERFORMED AGAIN, WE CAN SEE WHERE OUR TARGETS DROPPED IN 2021.

THAT'S WHERE WE'RE RESETTING.

AFTER THE PANDEMIC, WE WANTED TO ALLOW ROOM FOR US TO CLOSE THAT LEARNING GAP THAT HAPPENED THERE WHEN WE WERE DOING THAT, THAT HYBRID AND THAT REMOTE LEARNING AND STUDENTS MISSING TIME FOR BEING SICK AND TEACHERS BEING OUT.

AND SO WE SEE THAT HAPPENING HERE IN 2022, THAT WE EXCEEDED OUR GOAL BY A LITTLE BIT IN 2020, 2022 AND 2023.

WE DID GROW FROM FROM 2022, EVEN WITH THE STAR 2.0.

SO WE DID HAVE SOME GROWTH THERE EVEN WITH THE NEW TEST, WE ALTHOUGH BASED ON MY LOCAL CALCULATIONS FOR OUR ACCOUNTABILITY KIDS, WE DIDN'T QUITE HIT OUR TARGET THERE.

BUT IT WASN'T A HUGE DROP LIKE WE SAW IN LA BECAUSE THAT WASN'T AS SIGNIFICANT A CHANGE, RIGHT? ADDING A COMPONENT THAT WAS COMPLETELY DIFFERENT WHEN IT COMES TO THE WRITING.

BUT WE DID HAVE THOSE NEW ITEM TYPES, AND WE DID READJUST THE NUMBER OF POINTS THAT WERE AVAILABLE TO STUDENTS AND THE STATE RESET WHAT IT SAID TO BE APPROACHES MEETS THE MASTER'S. AND SO THAT'S THAT WAS OUR DATA FOR FOR 2023.

AGAIN FOR MEASURING ON TRACK FOR OUR MATH TARGET GPMS, WE DO USE AIMSWEB.

PLUS IT HAS A BATTERY OF ASSESSMENTS, OUR SUBTESTS.

IT GIVES US AGAIN OUR STUDENTS TEST IN SPANISH AND ENGLISH WITH IF THEY HAVE TO TAKEN THE HIGHER SCORE.

SO WHEN YOU SEE OUR CALCULATIONS, IT'S THE HIGHER SCORE STUDENTS ONLY IN THE DATA ONCE THIS GIVES US A COMPOSITE SCORE AND THEN FOR WHAT WE SAY IS ON TRACK OR STUDENTS MEET MEETS GRADE LEVEL HERE FOR THIRD.

FOR THIRD GRADE WE DO USE THE 40TH PERCENTILE WHEN WE'RE CALCULATING OUR DATA.

SHOWING YOU THE GPMS FOR FIRST, SECOND AND THIRD.

AGAIN, WE HAVE THE STATEMENT THAT INCLUDES OUR BASELINE DATA WHERE WE'RE STARTING FROM, AND THEN IT GOES TO WHERE WE'RE TRYING TO GET BY THE YEAR 2026, WHICH EACH OF THE

[01:30:10]

YOU CAN SKIP THAT. I THINK THEY KNOW.

OKAY. SO FOR THIS THE MEASURING THE GROWTH IS A LITTLE BIT DIFFERENT HERE.

AIMSWEB PLUS DOES PRODUCE A SCORE FOR EACH STUDENT THAT SAYS IF A STUDENT SCORES AT OR ABOVE THIS SCORE, THAT STUDENTS ARE GROWING ONE GRADE LEVEL.

SO THAT'S HOW WE CALCULATE GROWTH FOR AIMSWEB PLUS IS IT'S NOT THE TRANSITION THAT WE DO IN CLASS.

THIS ONE ACTUALLY CALCULATES THAT STUDENTS CAN GROW A GRADE LEVEL WITHIN THE SYSTEM.

SO LOOKING AT OUR KINDERGARTEN DATA AGAIN, WE WANT TO GIVE YOU THE THREE YEAR TREND WHERE WE SEE HERE WHAT WE WANT TO FOCUS ON.

WHAT'S MOST IMPORTANT HERE FOR OUR KINDERGARTEN STUDENTS WAS WE NOTICED A TREND FOR OUR EOI, WHERE WE KIND OF DROPPED AT THE END OF THE YEAR, AND WE SEE LAST YEAR THAT WE KIND OF ENDED THAT THAT DROP.

AND THIS YEAR, WHAT WE'RE ANTICIPATING AND LOOKING FORWARD TO STUDENTS GOING FROM ME TO EOI.

BUT WE DID START A COUPLE OF POINTS, PERCENTAGE POINTS HIGHER FOR BOY THAN WE DID FOR BOY FOR 2023.

AND HERE AGAIN LOOKING AT OUR STUDENT GROUPS.

AGAIN, THE GOAL IS TO SEE THAT THE BAR FOR 2024 IS LONGER OR HIGHER THAN THE BAR FOR 2023.

LETTING US KNOW THAT WE HAVE OUR STUDENT GROUPS THAT ARE STRONGER STARTING THE YEAR THAN THEY WERE THE PREVIOUS YEAR.

LOOKING AT OUR FIRST GRADE DATA AGAIN WITH THE THREE YEAR TRENDS AND WHERE WE'RE SITTING.

SO WE AGAIN, WE'RE SEEING WHAT WE WANT TO SEE HERE.

WE WANT TO SEE THAT WE'RE STARTING THE YEAR HIGHER EACH EACH SUCCESSIVE YEAR.

WHERE AGAIN HERE WE'RE SEEING THAT WE'RE ABOUT THREE PERCENTAGE POINTS HIGHER THIS YEAR THAN WE WERE FOR LAST YEAR, WITH OUR TARGET BEING 72% FOR THE FOR THIS YEAR FOR OUR FIRST GRADE STUDENTS. THEN OUR STUDENT GROUPS HERE THAT WE HAVE.

SINCE SIGNIFICANTLY BECAUSE WE DID HAVE THAT INCREASE OVERALL.

SO WE SEE THAT AT OUR STUDENT GROUPS LEVEL, LOOKING AT TWO BARS SIDE BY SIDE, SEEING THAT THEY DO HAVE GROWTH, PERFORMING MORE STUDENTS, PERFORMING AT THE 40TH PERCENTILE AT THE BEGINNING OF THE YEAR THIS YEAR THAN WE DID LAST YEAR.

AND FINALLY WE'RE GOING TO LOOK AT OUR SECOND GRADE DATA.

WHERE WE STILL SEE A SLIGHT INCREASE INCREASE FOR THIS YEAR, WHERE OUR STUDENTS ARE STARTING AT A STRONGER POINT HERE AT SECOND GRADE THAN THEY DID LAST YEAR AT 2023, WITH OUR END TARGET BEING.

82%. IS THAT WHAT IT SAYS? 81%. I NEED TO SIT THERE AND THEN GO INTO OUR STUDENT GROUP DATA ONCE AGAIN.

WHAT WE WANT TO DO AND WHAT WE WANT TO SEE, IS THAT OUR STUDENTS ARE STARTING AT A STRONGER POSITION FOR THE CURRENT SCHOOL YEAR THAN THEY WERE FOR THE PREVIOUS SCHOOL YEAR, AND WE SEE THAT AGAIN IN MOST OF OUR STUDENT GROUPS FOR 2024.

ALL RIGHT. TRUSTEES.

TRUSTEE. HARRISON.

REALLY QUICKLY. IT SEEMS LIKE WE'VE HAD A REALLY INTENSE FOCUS ON EARLY LITERACY, AND THERE'S BEEN A LOT OF CURRICULUM AUDITING AND AND CORRECTING COURSE, AND WE SEE THE DIFFERENCE. WHAT'S HAPPENING WITH MATH IS THAT A SHIFT FOR THIS YEAR.

AND SO WITHIN MATH, YOU'RE ABSOLUTELY CORRECT.

WE ARE NOT ABLE TO FOCUS ON K-2 IN THE SAME WAY WITH MATH IN THE SAME WAY WE'RE FOCUSING ON K-2 LITERACY.

AND WE MADE A DECISION WITH THAT.

WHEN WE LOOKED AT THINGS, WE REALIZED THAT THE EARLY LITERACY WAS A GATEWAY TO EVERYTHING ELSE.

WHEN WE LOOKED AT OUR MATH SCORES THIRD, THROUGH ALGEBRA ONE, WE SAW THAT THE THINGS THAT WE'RE PUTTING IN PLACE WERE WE'RE ABLE TO IMPROVE OVERARCHINGLY WHILE WHAT WAS HAPPENING IN LITERACY, THAT REALLY GAVE US A SENSE OF WHETHER OR NOT THE STUDENTS WOULD BE ABLE TO BE SUCCESSFUL.

ALSO, ONE OF THE THINGS WE REALLY LOOKED AT WAS THE CORRELATION, NOT JUST FROM THEIR ABILITY TO READ AND COMPREHEND, BUT TO READ, COMPREHEND, AND THEN TO BE ABLE TO COMMUNICATE THAT IN WRITING.

AND SO IT HAS TAKEN IT TO ANOTHER LEVEL AS FAR AS REALLY GAUGING THE STUDENT'S COMPREHENSION.

AND SO WHAT WE SEE IS THE K-2 AND THE LITERACY THAT WILL HAVE MORE OF AN IMPACT ON THEM BEING ABLE TO ACHIEVE THIRD GRADE ON UP VERSUS WHAT WE'RE SEEING IS THAT WE'RE ABLE TO CONTROL AND IMPROVE IN THIRD GRADE THROUGH ALGEBRA ONE, SO WE KNOW OUR SYSTEM IS WORKING.

SO WE MADE A CONSCIOUS DECISION THAT WE'RE NOT GOING TO PUT THE SAME LEVEL OF IMPORT ON K-2 BECAUSE WE HAVE THE ABILITY IN THE SYSTEM TO

[01:35:06]

AND SO THIS YEAR WHAT WE DID IS WE PUT WITHIN OUR INITIATIVE, WE PUT OUR FOCUS ON THIRD THROUGH ALGEBRA ONE, AS FAR AS MAKING SURE THAT THEY'RE ABLE TO GET TO THAT MEETS LEVEL AND ABLE TO THINK AT OTHER LEVELS.

SO YOU'RE RIGHT, WE DID MAKE A CONSCIOUS DECISION AS FAR AS WHERE WE WOULD FOCUS AND WHY WE WOULD FOCUS THERE.

TRUSTEE HARRISON, IF I MAY ADD, I'M SORRY.

SO AS FAR AS THE AS FAR AS THE CURRICULUM AUDIT ALSO THAT WE JUST CONDUCTED, WE DON'T HAVE THOSE RESULTS YET AND THOSE RECOMMENDATIONS.

SO WE EXPECT TO HAVE THAT PROBABLY NEXT MONTH OR THE LATEST I THINK DECEMBER.

AND SO WE WE THAT WORK THAT WAS DONE WHEN IT COMES TO THE AUDIT, WHEN IT CAME TO THE AUDIT, WE DID NOT IMPLEMENT ANYTHING.

ANY CHANGES YET BECAUSE THE REPORT AND ALL THE FINDINGS AND ALSO THE RECOMMENDATIONS ARE NOT DONE YET.

ONCE WE RECEIVE THAT OBVIOUSLY WILL ENGAGE WITH OUR STAKEHOLDERS AND ALSO WE TRY TO SEE HOW WE CAN IMPROVE WHATEVER WE NEED TO IMPROVE.

SO I JUST WANT TO MAKE SURE EVERYBODY TO KNOW WE WE DID NOT DO ANY, ANY ACTION YET BECAUSE WE'RE WAITING ON GETTING ALL THOSE FINDINGS AND RECOMMENDATION.

OKAY. THAT MAKES A LOT OF SENSE TO ME.

AND THANK YOU FOR THE INTENTIONALITY BEHIND THAT.

I KNOW WHEN WE HAVE LIMITED CAPACITY, LIMITED MONEY, AND LIMITED PEOPLE, WE CAN'T ALWAYS DO ALL THE THINGS WE WANT TO DO.

BUT THIS IS MAKING A LOT OF SENSE AND I THINK THIS IS MY FOURTH BUDGET SEASON AS A SCHOOL BOARD MEMBER.

AND I WHILE WE DON'T FUND THAT MUCH OF A GRANULAR LEVEL, IT'S IMPORTANT FOR US TO UNDERSTAND WHERE OUR PRIORITIES ARE.

SO THANK YOU.

I DIDN'T I DIDN'T HAVE A QUESTION, BUT I WANTED SINCE WE HAVE OUR COACH HERE, I JUST WANT TO PUT IT OUT BECAUSE I KNOW I'LL FORGET.

I LOVE THESE PRESENTATIONS, BUT THE WAY MY BRAIN WORKS AND I HAVE TO REMEMBER IT'S THIS YEAR AND IT'S WHO YOU'RE COMPARING TO.

AND I KNOW WE'RE GOING TO REDO OUR GOALS AT SOME POINT.

IF WE, AS A BOARD COULD MAYBE THINK ABOUT LOOKING AT COHORTS AS THEY GO UP.

YEAH. OKAY. DO YOU SEE ME GOING LIKE.

NO, BUT I'M DOING THE SAME THING WHERE I'M IN MY HEAD FLIPPING THEM TO TRY TO FIGURE OUT WHO WAS WHO.

SO I WOULD JUST LIKE TO PUT IT OUT THERE FOR WHEN WE DO IT.

CAN YOU COME TO THE MICROPHONE? AND MAKE SURE THAT IT'S POPPED ON.

IT'S PROBABLY.

THERE YOU GO. THERE IT IS.

SO THAT'S WHAT I WAS TRYING TO CATCH, BECAUSE I THINK THE DATA THAT YOU'VE PRESENTED IS ABSOLUTELY FABULOUS WITH WITH THE INFORMATION FROM THE BEGINNING OF THE YEAR, FROM, YOU KNOW, THE PREVIOUS YEAR, PREVIOUS TWO YEARS, CURRENT YEAR.

THAT IS DEFINITELY ONE THING THAT YOU WANTED TO LOOK AT.

BUT WHAT I WAS TRYING TO CATCH AS QUICKLY AS I COULD, AND MY BRAIN DOESN'T WORK AS FAST AS IT USED TO SINCE I TURNED 60.

BUT WHAT I WANTED TO LOOK AT WAS, OKAY, THE FIRST GRADE, WHERE WERE THEY AT BOWIE AS A KINDERGARTEN STUDENT AND WHERE THEY ARE AT BOWIE AS A FIRST GRADER.

YOU DON'T HAVE TO GO BACK AND DO THAT NOW.

BUT IS THAT WHAT YOU'RE KIND OF RIGHT? SO, YOU KNOW, WHEN YOU END KINDERGARTEN AT A CERTAIN PERCENTAGE POINT, I MEAN, THAT GROUP GOES TO FIRST GRADE THE NEXT YEAR.

SO TO COMPARE THEM TO THE NEW KINDERGARTEN CLASS DOESN'T REALLY SEEM FAIR BECAUSE IT'S A WHOLE DIFFERENT GROUP OF AND THAT'S JUST MULTIPLE WAYS TO TO LOOK AT IT.

I THINK WHAT YOU'VE BEEN DOING IS GREAT, BUT I THINK THAT'S JUST ANOTHER LENS TO LOOK AT IT THROUGH, JUST HOW MY BRAIN WORKS.

SO IN THE FUTURE, JUST A SUGGESTION.

THAT'S IT. BUT I THINK I THINK EVERYTHING THAT YOU HAVE BEEN DOING, BRAVO AND AND BRAVO FOR THE EARLY LITERACY WITH THE PARENTS, I JUST.

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

DO I MISS ANYTHING, TRUSTEES? ALL RIGHT. WELL, THANK YOU VERY MUCH FOR THE PRESENTATIONS.

THANK YOU TO DR.

AZAIEZ FOR PUTTING THIS TOGETHER, EVEN THOUGH IT WASN'T ON OUR CALENDAR FOR TONIGHT.

AND IT'S REALLY THE TEAM THERE.

I'M PROUD OF THE AMAZING WORK THEY'RE DOING.

AND AND SO YEAH.

GREAT JOB. THANK YOU. BUT THANK YOU FOR MAKING SURE THAT SINCE WE WEREN'T ABLE TO TALK ABOUT OUR OVERALL RATINGS TRUSTEES, I'D LIKE TO TAKE A SHORT BREAK.

IS THAT DO I HAVE ANY OBJECTIONS TO THAT? OKAY. IT IS 732.

LET'S TAKE TEN MINUTES AND WE'LL BE BACK AT 742.

ALL RIGHT. IT IS 744 AND WE ARE BACK IN SESSION.

AND WE ARE TO AGENDA ITEM F TWO LONE STAR GOVERNANCE BOARD GOAL FOR STUDENT WELL-BEING.

DR. AZAIEZ.

LIKE, GOOD EVENING AGAIN.

I DON'T KNOW IF YOU REMEMBER, BUT LAST I THINK IT WAS LAST MONTH WHEN WE CAME BACK, WE CAME TO YOU AND SHARED WITH YOU DIFFERENT GPMS FOR GOLD FOUR, BECAUSE THAT'S A GOAL THAT OUR BOARD SELECTED KIND OF LATE LAST SCHOOL YEAR.

AND THEN WE YOU KIND OF TASK US WITH COMING UP WITH SOME GPMS. SO WE SHARE WITH YOU SOME GPM LAST MONTH AND WE COME BACK TO YOU TO, TO SHARE A LITTLE BIT MORE ABOUT THEM.

[01:40:01]

SO THAT WAY WE CAN START DOING THE WORK AND PROGRESS MONITOR THIS GOAL.

THIS THIS GOAL MEASURES.

SO AGAIN WITH US, DR.

NICHOLS, I THINK SHE'LL BE TAKING US THROUGH THIS PRESENTATION.

RIGHT. JUST TO A LITTLE PIECE OF IT.

SIR, I WAS REMISS AT THE BEGINNING OF OUR BOARD MEETING AND INTRODUCING ONE OF OUR NEWEST MEMBERS, DR.

BYRON GIRARD, WHO IS OVER STUDENT SUPPORT SERVICES.

AND SO I WANTED TO MAKE SURE THAT WE HAD AN OPPORTUNITY TO KNOW THIS ABSOLUTELY FANTASTIC HUMAN BEING, AND FOR HIM TO SAY A FEW WORDS ABOUT WHERE HE'S COMING FROM, HIS EXPERIENCE, AND ALSO TO REMIND EVERYONE AS FAR AS THE DEPARTMENTS, THAT HE WILL BE OVER.

IF YOU REMEMBER, WE HAVE REARGUED, WE TOOK AWAY A POSITION AND THEN WE CREATED THIS POSITION IN ITS STEAD BECAUSE WE FELT THAT WE WOULD BETTER BE ABLE TO MEET THE NEEDS OF OUR STUDENTS, BUT ALSO OF OUR THE PEOPLE THAT WE SERVE, OUR ADULT, THE ADULTS WITHIN OUR SYSTEM.

SO THEY WOULD HAVE SOMEONE WHO WOULD BE SPECIFICALLY OVER THAT AREA HELPING THEM GOAL SET, BUT ALSO ADVOCATE SPECIFICALLY FOR THEIR NEEDS.

SO WITHOUT FURTHER ADO, DR.

BYRON GIRARD.

THANK YOU. THANK YOU.

WELL, I WAIT TILL AFTER I GET DONE.

THEN YOU'LL SEE IF, YOU KNOW, I AM ABSOLUTELY THRILLED TO BE HERE.

I THINK THE MOST IMPORTANT THING I WOULD WANT YOU TO KNOW ABOUT ME FIRST, BEFORE MY EXPERIENCE, IS THAT I'M A PROUD DAD.

THAT'S ONE OF THE MOST IMPORTANT THINGS FOR ME.

I HAVE TWO, I CALL THEM FAKE ADULT CHILDREN.

THEY'RE 24 AND 22, BUT I STILL PAY FOR THEIR CELL PHONE BILL, SO? SO WE'RE WORKING ON THAT.

I AM A THANKFUL HUSBAND.

SO ALMOST 28 YEARS.

SO. SO THOSE ARE IF YOU WANT TO KNOW ABOUT ME, THOSE ARE THOSE ARE THE FOUNDATIONS FOR EVERYTHING I DO.

I AM THRILLED TO BE PART OF THIS THIS WORK WITH OUR TEAM, STUDENT SUPPORT SERVICES.

WHEN I HEARD ABOUT THIS OPPORTUNITY WAS JUST THIS WONDERFUL COLLISION OF MY 25 YEARS AS AN EDUCATOR.

I SAY I ACCIDENTALLY STUMBLED INTO BEING AN EDUCATOR.

AS A SCHOOL COUNSELOR AT AN ALTERNATIVE HIGH SCHOOL.

AND SCHOOL WAS NOT A PLACE THAT I FOUND SUCCESS PERSONALLY, BECAUSE I REALLY DIDN'T.

I DIDN'T FIND THAT PERSONAL BELONGING.

I DIDN'T HAVE THOSE INTENTIONAL CONVERSATIONS, THOSE PROGRAMS, THOSE PLACES, AND THOSE PEOPLE THAT COULD REALLY HELP ME ON THAT JOURNEY.

AND SO AS I BECAME A COUNSELOR IN AN ALTERNATIVE HIGH SCHOOL, I GOT AN OPPORTUNITY TO DO THAT WORK.

AND I FELL IN LOVE WITH THAT WORK.

AND IT STARTED AN UNINTENTIONAL JOURNEY TO THEN BE A PRINCIPAL.

AND I WAS A PRINCIPAL AT COMPREHENSIVE SCHOOLS AND THEN AGAIN AT ANOTHER ALTERNATIVE SCHOOL.

RECENTLY IN WASHINGTON STATE, I WAS THE EXECUTIVE DIRECTOR FOR CTE PROGRAMS, AS WELL AS DUAL CREDIT COLLEGE PROGRAMS AND IB AND AP PROGRAMS. SO I WAS THRILLED TO DO THAT WORK UNDER AN EQUITY LENS OF PROVIDING, YOU KNOW, ALL THESE PROGRAMS AND OPPORTUNITIES FOR FOR ALL OF OUR STUDENTS.

SO WHEN THIS OPPORTUNITY CAME AVAILABLE, IT WAS JUST THIS GREAT EXPERIENCE OF BRINGING ALL THOSE OTHER EXPERIENCES THAT I'VE HAD AND AND WORK WITH OUR LET'S SEE IF I CAN GET THEM ALL.

DR. NICHOLS KEEPS QUIZZING ME.

I REMEMBER MY PEOPLE.

SO I GET THE PRIVILEGE OF SUPPORTING OUR COUNSELING TEAMS, OUR HEALTH AND NURSING TEAMS, OUR EARLY CHILDHOOD TEAMS, OUR ENRICHMENT TEAMS, FINE ARTS, ATHLETICS. LET'S SEE GOING DOWN, OUR OUR ADMINISTRATIVE PROJECTS, OUR DROPOUT AND ATTENDANCE EFFORTS.

AND AND I SAID ENRICHMENT.

RIGHT. AND THEN OH AND OUR IT ALL OF THIS.

YES. SO I JUST ALL OF THOSE PEOPLE PLACES AND JUST OPPORTUNITIES JUST THINGS THAT KIND OF FILL IN THE GAPS FOR KIDS, PROVIDE THOSE OPPORTUNITIES FOR BELONGING, WHICH I KNOW IS A GOAL IN OUR DISTRICT.

AND I THINK THESE PEOPLE ARE THAT'S THE TEAM THAT GETS TO REALLY LEAN INTO THAT WORK.

AND I'M JUST I'M THRILLED TO BE HERE.

WE WE SIGNED ON OUR HOUSE AT 4:00 TODAY.

SO, SO WE'RE SO, SO YOU'RE REALLY JUST NOT GETTING RID OF ME? I'M JUST GOING TO BE HERE ANYWAY, SO I'M EXCITED TO BE HERE.

THANK YOU. YOU GET TO INTRODUCE YOUR TEAM FOR THE.

OH, I GET SO I WOULD LIKE TO INTRODUCE DR.

LASHONDA LEWIS AND.

MISS GINA NORTON.

SO I'M DAVE 14.

SO I'M DOING GOOD.

SO. THANK YOU, DR.

GERARD. AND WE ARE SO HAPPY THAT YOU ARE HERE.

SO, LIKE DR. GERARD SAID, MY NAME IS DR.

LEWIS AND I HAVE WITH ME TODAY GINA NORTON, WHO IS OUR SEO COORDINATOR, AND WE ARE GOING TO GO OVER OUR GPMS FOR BOARD GOAL FOR THIS IS ALL THE WORK THAT IS

[01:45:05]

WE TALKED WITH YOU ALL A LITTLE BIT ABOUT THAT LAST SEMESTER.

AND SO WE ARE HERE AGAIN TODAY.

SO WE KNOW THAT A LOT OF THE CONVERSATIONS THAT HAPPEN IN SCHOOL SETTINGS IS REALLY BASED AROUND ACADEMICS.

BUT WE ALSO KNOW THAT UNTIL STUDENTS CAN FEEL COMFORTABLE, UNTIL THEY CAN FEEL SAFE AT SCHOOL, UNTIL THEY FEEL CONNECTED, THAT THAT WORK CAN'T REALLY HAPPEN FOR THEM IN THE CLASSROOM. AND SO WE REALLY WANT TO MAKE SURE THAT ALL OF OUR STUDENTS ARE BEING LOOKED AT AS HOLISTIC BEINGS.

AND WE ARE GLAD THAT ONE OF OUR FOCUS IS FROM OUR BOARD IS REALLY ON STUDENT WELL-BEING.

OKAY. LET'S SEE HERE.

CLICK. YOU KNOW.

OKAY. ALL RIGHT.

SO I WANTED TO START WITH JUST A REMINDER OF OUR MEASURE OF STUDENT WELL-BEING.

SO AGAIN, LAST YEAR, LAST SCHOOL YEAR, WE PRESENTED PANORAMA AS A TOOL TO HELP US UNDERSTAND HOW OUR STUDENTS WERE FEELING IN OUR SCHOOL SETTINGS AS WELL AS THEIR PERCEPTIONS ABOUT SCHOOL.

AND SO PANORAMA IS A RESEARCH BACKED TOOL THAT REALLY MEASURES THE STUDENT ENVIRONMENT AND PERCEPTIONS.

AND REALLY OUR FOCUS IS GOING TO BE ON OUR STUDENTS SENSE OF BELONGING, THEIR SENSE OF SAFETY AND THEN THEIR SELF EFFICACY EFFICACY SKILLS.

AND LET'S SEE IF THAT WILL CLICK FOR ME NOW.

THERE WE GO. ALL RIGHT.

SO BOARD GOAL FOR OUR OVERARCHING BOARD GOAL.

AS WE MOVE THROUGH OUR SLIDES YOU WILL SEE NOT ONLY OUR OVERARCHING BOARD GOAL BUT OUR THREE GPMS AS WELL.

WE WILL BE PRESENTING INFORMATION ON OUR STUDENTS GRADES THREE THROUGH 12.

BUT WE WILL ALSO FOCUS ON DIFFERENT GRADE BANDS.

SO OUR GRADE BANDS ARE THREE, THREE, FIVE AS WELL AS SIX THROUGH 12.

YOU WILL NOT SEE THE PRE K THROUGH TWO INFORMATION REPRESENTED HERE.

OUR PRE K THROUGH TWO STUDENTS.

THEY'RE PART OF OUR PANORAMA SURVEY.

BUT OUR TEACHERS ARE ANSWERING FOR THOSE STUDENTS.

AND OUR TEACHERS ARE ANSWERING QUESTIONS ON THEIR PERCEPTIONS OF THEIR STUDENTS IN THOSE AREAS.

SO AS YOU WILL SEE, WE STARTED AT 54% ON OUR PANORAMA SURVEY AS A DISTRICT LAST SCHOOL YEAR, AND OUR GOAL BY 2026 IS TO REACH 65%, BUT OUR TARGET FOR THIS YEAR IS 57%.

SO LOOKING AT 4.1 OUR GPM, WE ARE HOPING THAT WHEN 2026 COMES AROUND, THE PERCENTAGE OF OUR STUDENTS WHO RESPOND FAVORABLY WILL GROW FROM 48% TO 59% WITH A DESIRE FOCUS TARGET OF THIS YEAR OF 51% FOR ALL GRADE LEVELS.

AGAIN, THAT IS THREE THROUGH 12.

WHEN WE LOOK AT OUR GRADES THREE THROUGH FIVE, OUR DESIRE FOR THE END OF THIS SCHOOL YEAR IS AT 69%.

WHEN WE PRESENTED THE SURVEY TO OUR STUDENTS LAST YEAR, WE HAD OUR STUDENTS IN GRADES THREE THROUGH FIVE SCORING AT 66% FAVORABLE.

THAT IS HIGHER THAN THE NATIONAL AVERAGE.

AND WE HOPE TO CONTINUE THAT GROWTH WITH THIS SCHOOL YEAR AND END AGAIN AT 69%.

HOWEVER, LAST YEAR, WITH OUR SIX THROUGH 12 STUDENTS, WE RECOGNIZED THAT THEY WERE SCORING SIGNIFICANTLY LOWER THAN OUR OUR ELEMENTARY STUDENTS AND SIGNIFICANTLY LOWER THAN THE NATIONAL AVERAGE.

SO OUR STUDENTS LAST YEAR IN OUR SECONDARY SCHOOL, SO OUR MIDDLE SCHOOL AND OUR HIGH SCHOOLS SAID THAT THEY ONLY 40% OF THEM FELT LIKE THEY BELONGED IN OUR SCHOOL SETTINGS. I DO WANT TO MAKE A MENTION.

YOU WILL SEE UP THERE AT THE TOP THAT THERE IS AN ASTERISK THERE.

WE DID NOT PROVIDE THIS SURVEY TO OUR SENIORS LAST YEAR BECAUSE WHEN WE DID PROVIDE THAT IN THE SPRING, WE RECOGNIZED THAT WE WOULD NOT BE ABLE TO IMPACT ANY OF THAT DATA FOR OUR STUDENTS IN THE 12TH GRADE YEAR BECAUSE OF THE TIMING.

BUT MOVING FORWARD, AND ALSO WITH OUR SURVEY THAT WE JUST FINISHED THIS YEAR FOR FALL, OUR SENIORS WILL BE INCLUDED IN THAT DATA.

SO OUR ANT TARGET FOR THIS YEAR IS 43%.

SO AGAIN THAT IS SIGNIFICANTLY LOWER THAN WHAT WE SEE FOR OUR OUR ELEMENTARY KIDS.

BUT IT IS A GROWTH FOR OUR DESIRED GROWTH FOR OUR SECONDARY STUDENTS.

SO IN ADDRESSING SENSE OF BELONGING, WE RECOGNIZE THAT THERE NEEDS TO BE A HOLISTIC DISTRICT FROM DISTRICT DOWN TO CAMPUS IMPROVEMENT PLAN.

SO YOU WILL SEE THAT OUR NOT ONLY IS OUR DISTRICT IMPROVEMENT PLAN REPRESENTED, A SENSE OF BELONGING IS REPRESENTED THERE, BUT EACH OF OUR CAMPUS IMPROVEMENT PLANS IS REPRESENT A SENSE OF BELONGING AND THEIR GOALS AS WELL.

AND THEN NOT JUST OUR CAMPUSES AS A WHOLE, BUT WITHIN OUR COUNSELING SERVICES DEPARTMENT.

EACH ONE OF OUR CAMPUS COUNSELING TEAMS HAS BEEN ASKED TO LOOK AT THE DISTRICT IMPROVEMENT PLAN, AS WELL AS THE CAMPUS IMPROVEMENT PLAN, SPECIFICALLY AROUND SENSE OF BELONGING AND TO FORM THEIR OWN SPECIFIC DEPARTMENT GOALS AND SENSE OF BELONGING, SO THAT WE CAN MAKE SURE THAT WE'RE ADDRESSING OUR STUDENTS NOT ONLY ON A BROAD LEVEL.

[01:50:08]

WE HAVE WHAT WE CALL CARE TEAMS ON OUR CAMPUSES, AND THESE ARE CAMPUSES THAT HAVE BEEN IDENTIFIED THROUGH VARIOUS FORMS OF DATA THAT NEED MORE TARGETED WORK AND TARGETED SUPPORT.

AND SO WITH THOSE CARE TEAMS, WE ARE WORKING AS A DISTRICT CARE TEAM TO HELP THEM TO ANALYZE THEIR DATA MORE AT A PRECISE LEVEL, TO SEE WHERE THEIR STRENGTHS AND THEIR WEAKNESSES ARE, TO HELP INFORM THEIR SYSTEMS SO THAT THEY CAN GROW THEIR STUDENTS IN THOSE AREAS.

WE JUST LIKE I SAID, WE JUST FINISHED OUR SURVEY FOR THIS SCHOOL YEAR AND WE WILL BE PUSHING OUT OPPORTUNITIES FOR TRAINING FOR ALL OF OUR CAMPUSES.

SO OUR CAMPUS ADMINISTRATORS, AS WELL AS EACH CAMPUS, HAS A PANORAMA REPRESENTATIVE, AND THOSE INDIVIDUALS WILL BE TRAINED IN HOW TO ANALYZE THEIR DATA TO MAKE SURE THAT THEY'RE MAKING INFORMED DECISIONS FOR THEIR CAMPUS IMPROVEMENT PLANS, AND PUTTING IN STRATEGIES IN PLACE FOR THEIR STUDENTS.

WE WILL ALSO BE LOOKING AT CREATING FOCUS GROUPS FOR OUR STUDENTS.

THIS TALKING POINT THREE ACTUALLY SAYS HIGH SCHOOL CAMPUSES, BUT BECAUSE WE KNOW THAT THERE IS A NEED AT ALL OF OUR CAMPUSES, WE WILL BE DOING FOCUS GROUPS FOR BOTH OUR MIDDLE SCHOOL AND OUR HIGH SCHOOL CAMPUSES OVER THE NEXT COUPLE OF MONTHS.

AT THE END OF THIS MONTH, WE ARE ACTUALLY GOING TO START WITH OUR HIGH SCHOOL CAMPUSES.

WE WILL BE DOING A FOCUS GROUP ON EACH ONE OF OUR CAMPUSES HIGH SCHOOL CAMPUSES, AND THAT DOES INCLUDE SUCCESS HIGH SCHOOL, OUR ROCK OUR OPPORTUNITY CENTER, AS WELL AS OUR EARLY COLLEGE HIGH SCHOOL.

A FEW WEEKS AGO, WE HAD THE OPPORTUNITY TO MEET WITH OUR STUDENT VOICE AND PRESENT SENSE OF BELONGING DATA TO THEM, AND FROM THAT, WE REALLY GAINED SOME INSIGHT INTO WHAT THEY FEEL IS NEEDED ON THEIR CAMPUSES AND RELATED TO HOW THEY CONNECT WITH THEIR PEERS, BUT ALSO HOW THEY CONNECT WITH THEIR ADULTS AND HOW THOSE ADULTS CONNECT WITH THEM.

AND SO THAT'S WHERE THE IDEA OF STUDENT FOCUS GROUPS STARTED.

THE STUDENTS THAT WE ARE TARGETING FOR THOSE FOCUS GROUPS WILL BE STUDENTS WHO SCORED LOW OR MEDIUM ON SENSE OF BELONGING IN THAT SPRING SURVEY AND WHO ARE STILL ON THOSE CAMPUSES THIS SCHOOL YEAR, AND WHO SHOW THAT IN THIS FALL SURVEY WE'RE SCORING LOW OR MEDIUM AS WELL.

AND THEN WE ARE ALSO ENGAGING IN CONVERSATIONS WITH OUR HIGH SCHOOL CAMPUSES TO LOOK AT HOW WE CAN INCORPORATE SEL INTO A HIGH SCHOOL CURRICULUM.

WE KNOW THAT ANY TIME YOU WANT TO INCORPORATE SOMETHING THAT'S NON ACADEMIC INTO A HIGH SCHOOL CURRICULUM, THAT CAN BE CHALLENGING.

SO WE'RE GOING TO BE WORKING WITH OUR CAMPUSES TO SEE HOW WE CAN MAKE SURE THAT THAT HAPPENS FOR OUR STUDENTS.

I'M GOING TO TURN IT OVER TO GINA SO THAT SHE CAN TALK TO YOU ABOUT GPM 4.2.

ALL RIGHT. GOOD EVENING FOR GPM PROGRESS.

MONITOR TWO IS RELATED TO SAFETY AT SCHOOL.

AND HERE YOU CAN SEE THAT FOR GRADES THREE THROUGH 12 WE SCORED AT 60% ON THE BENCHMARKING SURVEY WITH OUR TARGET BY 2026 BEING 71%.

AND OUR END OF YEAR GOAL AT 63%.

WELL, I'M GOING TO LET YOU DO THAT BECAUSE YOU KNOW HOW TO HOLD IT.

OKAY. ONE THING TO NOTE ON SCHOOL SAFETY, THERE IS NOT A NATIONAL BENCHMARK FOR THAT BECAUSE WE CUSTOMIZE THE QUESTIONS TO FIT OUR COMMUNITY.

AND SO WE DON'T HAVE THAT NATIONAL COMPARISON ON THIS PARTICULAR TOPIC.

BUT FOR OUR THIRD TO FIFTH GRADERS, THEIR REPORTING OF THEIR FAVORABLE SENSE OF SAFETY AT SCHOOL WAS AT 68%, WITH OUR GOAL BY THE END OF THE YEAR BEING 71%, AND BY 2026 AT 79%.

NEXT ONE FOR OUR SIX TO 12TH GRADERS.

WE'RE SCORING AT IN THE SPRING BENCHMARK AT 56%.

WITH OUR END OF THE YEAR GOAL AT 59 AND THEN 2026 AT.

FIFTH AT 67.

THESE ARE A COUPLE OF THE MEASURES THAT WE PLAN TO PUT IN PLACE TO ADDRESS SOME OF THE ISSUES AND QUESTIONS THAT WE ASK ABOUT SCHOOL SAFETY, AND THAT'S RELATED TO BULLYING AND ANTI-BULLYING PROTOCOLS THAT WE HAVE IN PLACE.

ONE OF OUR MEASURES IS TO TRAIN ALL CAMPUS COUNSELORS IN THAT NEW, REVISED BULLYING PROTOCOLS, AND AS WELL AS HAVE THEM WORK WITH THEM TO DEVELOP AND PROVIDE BULLYING LESSONS, ANTI-BULLYING LESSONS TO ALL OUR STUDENTS, WHETHER THAT BE ACROSS GRADE LEVELS WITHIN A PARTICULAR GRADE LEVEL, IF IT NEEDS TO BE SMALL GROUP OR EVEN DOWN TO THE INDIVIDUAL STUDENT LEVEL, SO THAT WE'RE REALLY REACHING ALL THOSE NEEDS THAT ARE THERE AND WE'RE IMPACTING THAT TO MOVE FORWARD.

[01:55:05]

THE PERCENTAGE OF STUDENTS THAT RESPONDED POSITIVELY IN GRADES THREE THROUGH 12 ON SELF-EFFICACY WAS AT 53%.

FOR OUR BENCH LINE BENCHMARK.

IN THE SPRING, WE HOPE TO GET TO 56% BY END OF YEAR AND THEN 64% BY 2026.

SO HERE YOU SEE OUR THIRD TO FIFTH GRADERS.

AGAIN WE HAVE A COMPARISON TO A NATIONAL BENCHMARK.

THEY SCORED HIGH IN THIS CATEGORY AT THE 80TH PERCENTILE, AND OUR SCORE OVERALL IN THE FOUR THREE THROUGH FIFTH WAS 64%. WE HOPE TO GET THAT TO 67 BY THE END OF THE SCHOOL YEAR, AND THEN 75 BY 2026.

AND THEN OUR DATA FOR SIXTH THROUGH 12TH GRADE.

WE WERE SCORING A BIT LOWER IN THE 20TH PERCENTILE NATIONWIDE, BUT OUR GRADE STUDENTS IN GRADES SIX THROUGH 12 SCORED AT THE 47TH PERCENTILE, WHICH WE HOPE TO INCREASE TO THE 50TH AND THEN 58% BY 2026.

AND ONE OF THE WAYS THAT WE WISH TO ADDRESS.

OH, I'M SORRY, YOU PROBABLY CAN'T HEAR ME.

ONE OF THE WAYS THAT WE WISH TO ADDRESS THIS, THIS BOARD GOAL OR THIS GPM IS REALLY FOCUSING ON STUDENT SELF-EFFICACY.

SO I STARTED OFF BY SAYING HOW MUCH? HOW A STUDENT FEELS ABOUT THEMSELVES CAN REALLY IMPACT HOW THEY PERFORM IN THE CLASSROOM, SO HOW THEY CAN PERFORM ACADEMICALLY.

AND SO WE'LL BE WORKING WITH OUR COUNSELORS TO DO SOME ADDITIONAL WORK AROUND THE SELF EFFICACY STRATEGIES.

OUR ELEMENTARY COUNSELORS HAD SOME DEEP WORK DONE A FEW YEARS AGO, AND SO WE WANT TO CONTINUE THAT WITH OUR ELEMENTARY COUNSELORS, BUT ALSO HELPING OUR MIDDLE SCHOOL AND OUR HIGH SCHOOL COUNSELORS UNDERSTAND SOME OF THOSE SELF EFFICACY STRATEGIES RELATED TO SENSE OF BELONGING AND HOW THAT CAN ALL IMPACT STUDENTS IN THEIR CLASSROOM.

AND I KNOW EARLIER IN THE PRESENTATION IT WAS TALKED ABOUT.

STUDENTS BEING ABLE TO SEE THEMSELVES IN IN DIFFERENT ROLES AND HAVING PEOPLE WHO HAVE THOSE EXPERIENCES TO KIND OF HELP WALK THEM THROUGH THAT, AND THAT DIRECTLY TALKS TO SELF EFFICACY. AND SO SOME OF THE STRATEGIES THAT YOU WILL SEE FROM AROUND SELF EFFICACY ARE MASTERY EXPERIENCES, WHICH IS HAVING THOSE PREVIOUS EXPERIENCES OF SUCCESS AND HELPING STUDENTS RECOGNIZE THAT MAYBE IT WASN'T A SUCCESS IN ACADEMICS, MAYBE IT WASN'T A SUCCESS RELATED TO MATH, BUT IT WAS A SUCCESS IN SOMETHING THAT THEY REALLY ENJOY AND HOW THEY CAN BRING THOSE STRENGTHS AND EXPERIENCES BACK INTO THE CLASSROOM, OR HAVING VICARIOUS EXPERIENCES, WHICH IS ANOTHER STRATEGY THROUGH NAEP AND HELPING THEM FIND ROLE MODELS THAT THAT MAY LOOK LIKE THEM, THAT MAY HAVE SOME OF THE SAME STRUGGLES AS THEM, BUT ALSO HAVING SOME OF THE SAME STRENGTHS AS THEM AND HELPING THEM TO SEE THEMSELVES IN THAT PERSON SO THAT THEY CAN SEE THEMSELVES BEING SUCCESSFUL AS WELL.

AND SO WORK THROUGH SELF EFFICACY IS WHERE OUR FOCUS WILL BE WITH OUR COUNSELORS THIS YEAR AS WELL.

WE DID SOME DEEP DIVE WITH OUR COUNSELORS THIS PAST COUPLE OF WEEKS.

IT MAY HAVE BEEN LAST WEEK I CAN'T REMEMBER WITH OUR ELEMENTARY COUNSELORS WHERE THEY LOOKED AT THE PANORAMA DATA RELATED TO SELF EFFICACY, AND THEY ALSO TOOK THE EARLY LITERACY DATA FOR THEIR STUDENTS AND SAW WHERE WERE STUDENTS WHO SCORED LOW IN SELF EFFICACY, AND THOSE STUDENTS WHO WERE SCORING LOW IN EARLY LITERACY. AND HOW CAN WE LOOK MERGE THAT DATA TOGETHER SO THAT WE CAN HAVE A TARGETED FOCUS ON HELPING STUDENTS TO BE SUCCESSFUL THROUGH THEIR WORK WITH SELF EFFICACY, BUT THEN ALSO HELPING TO RAISE THE SCORES AND SOME OF THOSE GAPS THAT WE'RE SEEING WITH EARLY LITERACY AS WELL.

AND SO THAT IS REALLY OUR GPMS. BUT I WANTED TO LEAVE YOU WITH OUR TIMELINE FOR OUR SURVEYS FOR THIS YEAR.

SO LIKE I MENTIONED, WE JUST FINISHED OUR SURVEY FOR THE FALL, BUT WE WILL BE DOING ANOTHER SURVEY IN THE SPRING.

SO THE SURVEY WINDOW FOR OUR STUDENTS IS IN FEBRUARY.

ALSO, AS A REMINDER, PARENTS ARE ABLE TO OPT THEIR STUDENTS OUT OF THE SURVEY IF THEY DESIRE TO DO SO.

WE DO PROVIDE THAT OPT OUT LETTER FOR OUR STUDENTS.

I'M SORRY FOR OUR PARENTS, AND WE SEND THAT DIRECTLY TO THE PARENTS SO THAT THEY CAN OPT THEIR STUDENTS OUT.

AS A REMINDER, IF PARENTS DID OPT THEIR STUDENTS OUT OF THAT FALL WINDOW, THEY WILL BE OPTED OUT OF THAT SPRING WINDOW AS WELL.

AND IF A STUDENT IS INADVERTENTLY, FOR SOME REASON, WHO HAS BEEN CHOSEN TO BE OPTED OUT, IF FOR SOME REASON THEY ARE GIVEN THE SURVEY, WE CAN REMOVE THAT DATA FOR THOSE STUDENTS AS WELL.

I DO WANT TO POINT OUT AGAIN THAT OUR PRE-K THROUGH SECOND TEACHERS ARE DOING A PERCEPTION SURVEY ON THOSE ON THEIR STUDENTS LAST FALL,

[02:00:06]

WE HAVE REMOVED THAT FOR THIS YEAR.

AND SO THE ONLY TEACHER SURVEY IS FOR OUR PRE-K THROUGH SECOND STUDENTS.

AND THAT AT THIS TIME ENDS OUR PRESENTATION AND WE'RE OPEN FOR QUESTIONS.

WELL, THANK YOU VERY MUCH FOR THE PRESENTATION.

AND I WILL START WITH TRUSTEE HARRISON.

FIRST OF ALL, I WANT TO EXPRESS A DEPTH OF GRATITUDE.

I DON'T KNOW ANY OTHER SCHOOL DISTRICT THAT HAS A GOAL THAT'S LIKE THIS, AND I KNOW THAT YOU ALL HAVE HAD TO BLAZE A TRAIL TO EVEN FIGURE OUT THESE GPMS. SO FROM THE BOTTOM OF MY HEART, THANK YOU.

I THINK THAT EVEN WHEN WE SEE THE DATA RIGHT NOW, IT'S GOING TO MAKE SUCH A DIFFERENCE.

CAN YOU SAY A LITTLE BIT MORE ABOUT CARE TEAMS AND IS THAT DISTRICT LED? I WILL LET GINA. GINA LEADS OUR CARE TEAM WORK, SO I'LL HAND IT OVER TO HER.

ALL RIGHT. SO CARE TEAMS IS REALLY FLESHING OUT THAT MTS FOR BEHAVIOR PIECE.

AND WE'RE STARTING WITH OUR CAMPUSES THAT HAVE EITHER VOLUNTEERED OR HAVE BEEN IDENTIFIED THROUGH DATA AS NEEDING SOME EXTRA SUPPORT.

SO WHAT WE DO IN, WE GO IN, WE TRAIN THEM IN SYSTEMS WORK, WE START THE TIER ONE WHOLE SCHOOL LEVEL, AND WE BUILD UP THOSE SYSTEMS TO ENSURE THEY'RE DOING ACKNOWLEDGMENTS.

WE'RE MAKING STRATEGIC CONNECTIONS WITH KIDS.

WE ARE EXPLICITLY TEACHING THOSE SKILLS THAT THEY NEED TO GET ALONG IN THE WORLD.

WE'RE LOOKING AT OUR DATA AND WE'RE SUPPORTING WHERE WE NEED TO, AS WELL AS CORRECTING IN A RESTORATIVE MANNER SO THAT WE'RE NOT PUNITIVE.

WE'RE TRYING TO BE PROACTIVE WHERE WE CAN BE.

AND THAT'S OUR FIRST YEAR OF WORK WITH A CAMPUS.

AND AS WE MOVE INTO YEAR TWO, AND WE DO HAVE OUR FIRST COHORT, SOME OF THOSE CAMPUSES ARE READY TO MOVE INTO THE SECOND TIER OF SUPPORT FOR THAT. AND WE'RE LOOKING AT THOSE SYSTEMS, THIS IDENTIFYING STUDENTS THAT NEED EXTRA SUPPORTS AND MAKING SURE THEY GET SUPPORTS ALIGNED TO WHAT THEIR NEEDS ARE SO THAT THEY ARE ABLE TO BE ACADEMICALLY SUCCESSFUL.

AND WE BRING ON NEW SCHOOLS EACH YEAR.

THANK YOU FOR THAT.

HOW ARE CARE TEAMS SELECTED ON A CAMPUS OR DISTRICT LEVEL? SO THERE IS A FORMULA THAT GOES INTO IT.

WE LOOK AT DATA RELATED TO THE PANORAMA DATA.

OF COURSE ALSO DISCIPLINE REFERRALS RELATED TO SENSE OF BELONGING AND SAFETY.

WE LOOK AT DEEP PLACEMENTS IF THEY ARE IN INCREASED SUPPORT OR STRATEGIC CAMPUS, AND THEN THE PRINCIPALS CAN ALSO HAVE THE OPPORTUNITY TO VOLUNTEER IF THEY WOULD LIKE TO PARTICIPATE.

AND ALSO THE AREA SUPERINTENDENTS PROVIDE THEIR FEEDBACK.

SO, I MEAN, I GUESS I THOUGHT THE CARE TEAM WAS MORE THE PEOPLE GIVING THE CARE TO THE STUDENTS.

IS THERE A GROUP OF PEOPLE ON CAMPUSES? I THINK I THINK WE WERE TALKING ABOUT HOW THE SCHOOLS GET SELECTED.

BUT I THINK YOUR QUESTION IS MORE WHO LIKE MEMBERS WITH HOW WE SELECT THE STAFF MEMBER WHO WILL BE SERVING ON THE CARE TEAM WITHIN THAT, THOSE 16 CAMPUSES WERE SELECTED. OKAY. SO THAT IS A CAMPUS DECISION.

BUT WE DO GIVE GUIDELINES AS TO WHO WE WHO SHOULD BE A PART OF THAT TEAM.

IT IS TYPICALLY YOUR INTERVENTIONISTS, YOUR PRINCIPALS, YOUR COUNSELORS.

SOME PEOPLE HAVE SOCIAL WORKERS AT THE TIER ONE LEVEL.

YOU'RE ALSO BRINGING IN YOUR TEACHER LEADERS WHO CAN REPRESENT THE WHOLE CAMPUS, ALONG WITH ANYONE ELSE THAT THE CAMPUS FEELS IS A LEAD PERSON. AND SO THEY HAVE THE AUTONOMY TO SELECT THOSE PEOPLE.

AND THEN WE TRAIN THE WHOLE TEAM, AND THEY GO BACK AND TRAIN THE REST OF THE CAMPUS.

OKAY. THAT'S REALLY GOOD TO KNOW.

AND THEN MY LAST QUESTION WAS, OH, IT'S MORE OF A I DID WANT TO KNOW HOW SAFETY WAS DEFINED IN 4.2.

BUT I SAW ITS PHYSICAL PHYSICAL AND PSYCHOLOGICAL SAFETY.

SO THANK YOU FOR DEFINING THAT BECAUSE I WAS WONDERING I'M GRATEFUL THAT WE ARE NOT DOING PRE-K THROUGH SECOND AND DOING IT THROUGH THE LENS OF A TEACHER, BECAUSE I THINK IT'S GREAT TO HEAR DIRECTLY FROM A STUDENT THEMSELVES, BUT I APPRECIATE THAT THE TEACHERS ARE GIVING THEIR PERCEPTIONS, AND ALSO SOMETHING THAT TIES INTO THIS NEXT MONTH'S AGENDA WILL HAVE HOPEFULLY AN ITEM ON IDENTITY BASED BULLYING ON IT.

AND I THINK THAT THAT WILL TIE IN REALLY BEAUTIFULLY TO THIS.

SO THANK YOU SO MUCH FOR THE WORK YOU'RE DOING.

TRUSTEE. MARKHAM. I JUST WANT TO ECHO MY THANKS TO.

I KNOW THAT WHEN WE GO TO CONFERENCES, WE HAVE OTHER DISTRICTS APPROACH US BECAUSE THEY KNOW WE'RE USING THIS TOOL AND WANT TO HEAR MORE ABOUT IT.

SO REALLY APPRECIATIVE THAT WE CAN TRAILBLAZE IN THIS.

SO MY QUESTION IS SPECIFIC TO THE SPECIAL EDUCATION COMMUNITY.

CAN YOU TALK A LITTLE BIT ABOUT AND I THINK I ASKED THIS THE LAST TIME TOO, BUT A LITTLE BIT ABOUT WHAT THIS LOOKS LIKE AS FAR AS WHEN OUR SPECIAL EDUCATION STUDENTS ARE TAKING

[02:05:06]

AND THEN I WANT TO TALK A LITTLE BIT ABOUT THE FOCUS GROUPS, ESPECIALLY FOR THE STUDENTS WITHIN THIS GROUP, THERE TEND TO BE A LOT OF STUDENTS WHO ARE EXPRESSING THEIR EMOTIONS IS AN EMERGENT SKILL, OR THEY MAY BE NONVERBAL.

AND SO HOW DOES THAT LOOK FOR THEM TO BE ABLE TO PROVIDE THEIR THEIR FEEDBACK? THAT'S. OKAY, SO FOR OUR SPECIAL ED STUDENTS, WE MAKE SURE THAT WE UTILIZE THEIR PAPERWORK AND THEY GET ALL ACCOMMODATIONS THAT ARE ALLOWED FOR THEM.

WE HAVE HAD SOME QUESTIONS ABOUT SOME OF OUR STUDENTS AND THEIR ABILITY TO PARTICIPATE, AND WE HAVE LEFT THAT UP TO THE CAMPUS AND THE INDIVIDUAL STAFF THAT KNOW THOSE STUDENTS BEST TO DETERMINE WHETHER OR NOT THEY WOULD BE ABLE TO PARTICIPATE.

BUT ANY IT CAN BE READ ALOUD TO THEM.

THEY CAN HAVE IT READ IN THE LANGUAGE OF THEIR PREFERENCE.

I BELIEVE RIGHT NOW WE HAVE 10 TO 12 LANGUAGES THEY CAN SELECT FROM, AND WE'RE LOOKING TO ADD MORE PER REQUEST FROM OUR COMMUNITY AS WELL.

ALL ACCOMMODATIONS ARE ALLOWABLE FOR 504 OR SPECIAL ED.

THANK YOU.

AND SORRY IF I SOUND SHAKY.

I'M SHIVERING UP HERE.

I'M THE SAME WAY. IT'S SO COLD.

AND THEN I WAS LOOKING AT SLIDE.

WHAT SLIDE IS THIS? SLIDE SEVEN I THINK WHERE YOU'RE TALKING ABOUT THE FOCUS GROUPS ON THE HIGH SCHOOL CAMPUSES AS A STEP GOING FORWARD AND REGARDING OUR SPECIAL EDUCATION COMMUNITY AND THE GROUPS THAT I JUST TALKED ABOUT, WOULD THERE BE OPPORTUNITY FOR PARENTS OR GUARDIANS OR EDUCATORS TO PARTICIPATE IN THOSE GROUPS WITH THEM TO HELP PROVIDE, TO GIVE SOME GUIDANCE ON THAT FEEDBACK, OR IF THEY COMMUNICATE WITH THEIR CHILD IN A WAY THAT MAYBE OTHERS MAY NOT UNDERSTAND, THEN THEY HAVE THAT EXTRA TOOL WITH THEM.

AND THEN MY OTHER THOUGHT WAS HAVING FOCUS GROUPS VERY SPECIFIC TO SPECIAL EDUCATION, BECAUSE I SEE THIS AS A VERY UNIQUE OPPORTUNITY FOR OUR SPECIAL EDUCATION COMMUNITY TO EXPRESS CHALLENGES AND CONCERNS THAT THEY MAY HAVE THAT DON'T NECESSARILY AFFECT OTHER STUDENTS, OR MAY AFFECT THEM DIFFERENTLY THAN OTHER STUDENTS.

YES. THANK YOU. AND SO THE WAY WE PICKED OUR STUDENTS, AND I SHOULDN'T SAY THAT WE PICKED WE TOOK THE PANORAMA DATA AGAIN, WE LOOKED AT STUDENTS WHO SCORED LOW OR MEDIUM ON THAT PANORAMA SURVEY IN THE SPRING, AS WELL AS SCORING THAT WAY, THIS WAY, OR THIS YEAR IN THE FALL.

AND THEN WE SENT THOSE NAMES TO OUR CAMPUSES, AND WE ASKED THE CAMPUSES, VERY SPECIFICALLY OUR LEAD COUNSELORS, TO TAKE A LOOK AT THE LIST OF STUDENTS AND GIVE US A REPRESENTATION FROM EACH GRADE LEVEL.

SO WE WANTED NINTH, 10TH, 11TH, AND 12TH GRADERS, BUT WE ALSO WANTED THEM TO GIVE US A REPRESENTATION OF STUDENTS FROM VARIOUS DIFFERENT DEMOGRAPHICS SO THAT WE HAD STUDENTS FROM ACROSS THE BOARD REPRESENTED.

AGAIN, I THINK FOR US TO HAVE A FOCUS GROUP ON WITH STUDENTS WHO ARE HAVE A SPED INDICATOR, I THINK THAT IS AN AMAZING IDEA. THAT IS NOT SOMETHING WE ACTUALLY HAVE THOUGHT ALL THE WAY THROUGH YET.

WE WILL DEFINITELY CIRCLE BACK AROUND AND SEE IF WE CAN PRESENT A GROUP OF STUDENTS WITH THAT OPPORTUNITY.

AS FAR AS THIS FIRST ROUND OF FOCUS GROUPS THAT WE'RE LOOKING AT, WE THOUGHT IT WAS REALLY IMPORTANT FOR STUDENTS TO BE ABLE TO GO INTO A SETTING WHERE THERE WAS NO ONE FROM THEIR SCHOOL TO THEY THEY MAY HAVE SEEN US ON CAMPUSES IN PASSING, BUT WE ARE NOT PEOPLE ON THEIR CAMPUSES, AND WE FEEL LIKE THEY WILL BE MORE COMFORTABLE HAVING THOSE CONVERSATIONS VERY FREE AND OPEN.

WE WILL ALLOW THE OPPORTUNITY FOR THEM TO GIVE US VERBAL FEEDBACK, BUT WE ALSO KNOW THAT OUR KIDS LOVE TECHNOLOGY.

AND SO ONE OF THE WAYS THAT WE WILL BE GATHERING DATA IS THROUGH A JAMBOARD.

SO STUDENTS WILL HAVE THE OPPORTUNITY TO TAKE OUT THEIR PHONES AND PUT THAT INFORMATION DIRECTLY INTO THE JAMBOARD, EVEN IF THEY DON'T FEEL COMFORTABLE ENOUGH TO HAVE THAT CONVERSATION VERBALLY WITH US.

BUT WE WILL DEFINITELY CIRCLE BACK AROUND TO OUR CAMPUSES AND LOOK TO SEE HOW WE CAN FORM GROUPS WITH OUR SPECIAL EDUCATION STUDENTS TO MAKE SURE THAT THEIR VOICE IS ACCOUNTED FOR.

THANK YOU, I APPRECIATE THAT AND THANK YOU AGAIN.

THIS IS JUST I'M SO EXCITED ABOUT WHAT'S GOING TO COME OUT OF THIS.

THANK YOU, TRUSTEE ZARATE.

AND JUST ONE LAST THING ABOUT WHAT YOU JUST SAID ABOUT THE PHONES AND THAT I'M SURE YOU HAVE ANOTHER WAY FOR THOSE STUDENTS THAT DON'T HAVE PHONES TO RESPOND.

YES, YES, WE WILL BE WE WILL PROVIDE PAPER AND PENCIL, OLD SCHOOL PROVIDE THEM PHONES.

I WAS LIKE, OH NO, NO, NO OUR BUDGET DOES NOT ALLOW THAT.

NO, WE WILL PROVIDE OPPORTUNITY FOR THEM TO GIVE WRITTEN RESPONSE AS WELL, BUT WE WILL BE THERE TO ENGAGE IN THOSE CONVERSATIONS WITH THEM.

AND THEY MAY NOT KNOW THIS YET, BUT WE'LL ALSO BE PROVIDING FOOD, BECAUSE FOOD IS ALWAYS A GREAT WAY TO GET THE KIDS TO COME AND SHOW UP.

SO MY QUESTION WAS ABOUT STUDENT VOICE, BECAUSE I'M KIND OF JUST GETTING TO KNOW ABOUT THIS ACTUALLY, EVEN AFTER BEING IN THE DISTRICT AS LONG.

[02:10:08]

YES. OH THAT SIDE.

THIS WAS INITIATIVE BY OUR SUPERINTENDENT AND THEY WERE CHOSEN BY THEIR CAMPUSES.

AND SO THE WHOLE POINT IS TO HAVE A SET OF STUDENTS THAT ARE ABLE TO GIVE US INSIGHT AS FAR AS WHAT THE EXPERIENCE THAT WE'RE TRYING TO CREATE, WHAT IS LOOKING LIKE AT THEIR FROM THEIR VANTAGE POINT.

SO OFTEN TIMES WHEN THERE ARE DIFFERENT TOPICS THAT WE ARE CONSIDERING, THINGS THAT WE'RE CONSIDERING, WE NEED TO UNDERSTAND FROM THE STUDENT PERSPECTIVE.

THEY'RE THE ONES THAT GIVE US THAT FEEDBACK.

AND SO THAT'S WHAT THE TEAM IS FOR.

I'VE I'M JUST REALLY CURIOUS ABOUT THE MAKEUP OF IT.

I'M PROBABLY OFF TOPIC, AND SO WE'LL USUALLY PUT IT OUT TO THE PRINCIPALS AND THE PRINCIPALS AND COUNSELORS AND LEADERSHIP TEAM ON THE DIFFERENT CAMPUSES, THEN GAVE US STUDENTS THAT WOULD LIKE TO BELONG TO THE GROUP.

OKAY, GREAT. THANK YOU.

ALL RIGHT. I DON'T HAVE ANY OTHER LIGHTS ON, BUT I HAVE ONE QUESTION.

SO MUCH OF GOAL FOUR IS SUBJECTIVE DATA, YOU KNOW, AND IT COULD ALMOST CHANGE DAY TO DAY.

SOMETIMES WITH KIDS, IT'S A REALLY BAD DAY BECAUSE SOMEBODY MADE FUN OF THEM OR WHATEVER.

AND THE NEXT DAY IS A GREAT DAY.

BUT ARE THERE ANY OF THE STRATEGIES THAT WE'RE IMPLEMENTING? IS THERE ANY LIKE STATISTICAL CORRELATION OR PROVEN RESULTS THAT WHAT WE'RE DOING IS SHOWN TO HELP IMPROVE SOME OF THESE SENSE OF BELONGINGS OR SOMEONE'S PERCEIVED SENSE OF SAFETY, OR WE KIND OF BLAZING THE TRAIL ON HOW TO MAKE THESE CHANGES AS WELL.

LIKE PANORAMA IS SO NEW AND I DON'T KNOW EXACTLY LIKE WE GET ALL THIS DATA BACK, BUT WHAT WHAT ARE WE USING AND HOW ARE WE IMPLEMENTING IT, DR.

LEWIS? I MEAN, IF I CAN SAY A FEW WORDS, THAT'S ONE OF THE REASONS, ACTUALLY, WHY WE SELECTED PANORAMA, BECAUSE IT'S A NATIONAL TOOL THAT WE COMPARE HOW OUR STUDENTS FEEL COMPARED TO OTHER STUDENTS, NOT JUST IN THE STATE OF TEXAS, BUT ALSO ACROSS OUR COUNTRY.

AND IT'S A BETTER MEASURE BECAUSE I KNOW THAT WAS A QUESTION BEFORE, WHY DON'T YOU JUST USE OUR CLIMATE SURVEY, WHICH THEY'RE GREAT, BUT THERE WAS NO COMPARISON.

WE COULDN'T SEE IF WE WERE MAKING PROGRESS COMPARED TO WHAT OTHER STUDENTS ARE FEELING IN OTHER SCHOOL DISTRICTS ESPECIALLY.

THIS IS A NATIONAL, I GUESS, A SURVEY.

SO I THINK THAT'S ONE OF THE BIG REASON WHY WE WANTED TO GO WITH A TOOL LIKE PANORAMA.

BUT AGAIN, I DON'T WANT TO STEAL YOUR THUNDER.

NO, NO, YOU'RE RIGHT ON.

AND SO PANORAMA, NOT ONLY DOES IT PROVIDE THAT NATIONAL DATA FOR, FOR OUR, OUR SURVEY AS A WHOLE, BUT IT ACTUALLY PROVIDES THE NATIONAL DATA FOR THOSE INDIVIDUAL QUESTIONS.

AND SO THAT ACTUALLY DROVE WHY SOME OF THOSE QUESTIONS ARE THERE.

BECAUSE WE COULD GO BACK AND GET THAT NATIONAL DATA.

AND YOU'RE ABSOLUTELY RIGHT.

YOU MAY ASK A TEENAGER SOMETHING OR ANY KID SOMETHING ON MONDAY AND IT BE ONE THING AND YOU ASK THEM SOMETHING ON TUESDAY AND IT'S SOMETHING ELSE.

AND WE ACTUALLY JUST HAD THIS CONVERSATION WITH THE TEAM FROM PANORAMA.

AND WHAT DOES THAT LOOK LIKE OVER TIME? AND WHAT THEY SAY BASED ON THEIR RESEARCH IS THAT NATIONALLY, THAT INFORMATION DOES TREND IN THAT SAME DIRECTION.

SO WHETHER A STUDENT IS ANSWERING ONE WAY BECAUSE THEY'RE UPSET TODAY NATIONALLY, WE STILL SEE THAT SAME TREND AND THAT SAME DATA ACROSS DIFFERENT COHORTS AND DIFFERENT GRADE BANDS. BUT WITHIN PANORAMA, THE TOOL ITSELF IS ALSO RESEARCH BACKED STRATEGIES TO HELP IMPLEMENT ON OUR CAMPUSES THAT THEY HAVE DONE TIME AND TIME AGAIN, THAT HAS BEEN PROVEN TO BE EFFECTIVE WITH STUDENTS.

WONDERFUL. THAT LAST PART OF IT IS WHAT I WAS REALLY LOOKING FOR WAS, ARE WE BLAZING A TRAIL ON HOW WE'RE MAKING THESE NINE POINT? YOU KNOW, IT LOOKED LIKE IT WAS ABOUT 3% GAIN EVERY YEAR.

AND ARE WE TRYING TO INVENT THE WHEEL ON HOW TO MAKE THAT THAT DIAL MOVE, OR ARE WE ACTUALLY GETTING RECOMMENDATIONS.

SO THANK YOU VERY MUCH FOR THAT.

I APPRECIATE IT AND I APPRECIATE ALL THE WORK THAT'S GOING INTO THIS.

I'M TAKING MAYBE MY TWO MINUTES, BUT I'VE TOURED A LOT OF CAMPUSES OVER THE LAST SIX WEEKS, AND THIS KEEPS COMING UP AT THE CAMPUS LEVEL THAT, I MEAN, IT'S BEEN FOCUSED ON CTE OR TOURS, BUT EVERY CAMPUS HAS TALKED ABOUT THEIR, THEIR THEIR RESULTS ON OUR PANORAMA SURVEY AND HOW THEY'RE INCORPORATING THAT INTO MAKING CHANGES IN, IN THEIR CAMPUSES.

SO I REALLY APPRECIATE IT.

AND THANK YOU FOR BRINGING THAT OUT.

AND JUST AS A REMINDER THAT THIS GOAL CAME FROM THE COMMUNITY, YOU KNOW, WHEN WE DID ALL OF OUR SURVEYING OF THE COMMUNITY, THIS IS WHAT THE COMMUNITY WANTED.

AND SO WHILE THE BOARD OWNS IT, IT CAME PRIMARILY FROM THE COMMUNITY'S FEEDBACK TO US.

SO THANK YOU AGAIN.

I DON'T HAVE ANY OTHER LIGHTS ON.

TRUSTEES. ARE WE ARE WE GOOD.

ALL RIGHT. WELL, THANK YOU MUCH VERY MUCH.

AND AGAIN, WELCOME, DR.

GERARD, I HOPE WE WERE NICE TO YOU ON YOUR FIRST BOARD MEETING WITH US AND CAN'T GUARANTEE THAT IN THE FUTURE.

BUT TONIGHT WENT WELL.

[02:15:01]

AND WELCOME TO ROUND ROCK.

YEAH. SORRY. WE CAN'T INTERACT WITH THE THE AUDIENCE.

SO SORRY, I APOLOGIZE.

PRESIDENT LANDRUM, JUST A COUPLE OF THINGS.

BEFORE WE GET OFF THIS TOPIC, I WANTED TO MAKE SURE THAT EVERYONE UNDERSTOOD.

SO. I'M SORRY.

CAN Y'ALL TAKE YOUR CONVERSATION OUTSIDE? I THANK YOU. ALL RIGHT, GO AHEAD.

JUST TO MAKE SURE EVERYONE. SO WE HAVE THE STRATEGIES.

THE POINT OF THE FOCUS GROUPS, NUMBER ONE IS SO THAT WE CAN BE VERY SPECIFIC AND GET CONTEXT FROM OUR SCHOOLS.

SO WE KNOW SPECIFICALLY WHAT THEY WOULD PREFER.

WHAT THE STUDENTS WILL TELL US IS LIKE THIS WILL MAKE THE GREATEST DIFFERENCE IF YOU DO THIS DIFFERENTLY.

AND SO THE POINT OF THE FOCUS GROUP, SO WE CAN GET EVEN MORE VERY SPECIFIC AS FAR AS WHAT STRATEGIES WOULD WORK BEST.

SO THAT'S NUMBER ONE.

NUMBER TWO, I KNOW USUALLY OUR GOALS ARE 3 TO 12.

AND I WANTED TO PROVIDE SOME GUIDANCE.

BUT THIS TEAM WAS SO AMAZING.

AND BREAKING UP FOR 3 TO 5 AND THEN THROUGH 612.

THE REASON BEING IS WE FELT THAT BECAUSE 6 TO 12 WAS THE SCORES WERE SO DEPRESSED WE NEEDED TO SEE IT SEPARATELY.

SO WE WILL LOOK AT IT SEPARATELY TO SEE IF OUR STRATEGIES ARE WORKING.

BUT WHEN WE PRESENT IT TO THE BOARD, WE WILL ONLY PRESENT IT THREE AS THE GPM THREE THROUGH 12.

AND BUT THEN BREAK IT DOWN FURTHER SO WE CAN SEE, HEY, ARE WE ABLE TO MOVE SIX THROUGH 12 BECAUSE THEY'RE NOT IN THE SAME PLACE THAT THE YOUNGER GRADE LEVELS.

SO I WANTED TO MAKE SURE THAT THAT WAS UNDERSTOOD WHY WE PRESENTED THAT DATA IN THAT WAY WITH THOSE GRADE BANDS.

ALSO, I DON'T KNOW IF WE'VE EVER EXPLAINED WHY OUT OF ALL THE THREE GPMS WE CHOSE TO FOCUS ON SENSE OF BELONGING, IT IS BECAUSE THAT WE FELT THAT THAT WAS FOUNDATIONAL TO EVERYTHING ELSE.

AND IF I DON'T FEEL LIKE I BELONG, THEN THE SAFETY AND THE SELF EFFICACY WON'T FOLLOW.

SO WE CHOSE TO FOCUS ON THAT SPECIFICALLY FOR THAT REASON.

THE OTHER THING, DR.

LEWIS MENTIONED THIS, BUT I REALLY WANT TO CALL IT OUT BECAUSE THE LEVEL OF EXCELLENCE AND HOW EVERYONE IS SILOING, I'M JUST INCREDIBLY PROUD OF THE TEAM.

SHE SPOKE SPECIFICALLY OF THE FACT THAT HOW SHE'S LOOKING AT THE INTERSECTION OF DIFFERENT THINGS THAT SHE'S LOOKING AT, HEY, HOW ARE THE KIDS DOING IN EARLY LITERACY? AND THEN LET'S LOOK AT THE INTERSECTION OF THAT AND SENSE OF BELONGING OR SELF EFFICACY.

AND SO THEN THE COUNSELORS, THEN WHEN THEY CREATE THEIR PLANS THAT THE CAMPUSES, THOSE ARE THEN ARE THE GROUPS THAT THEY'RE GOING TO PULL, BECAUSE THEN THEY WANT TO THEY UNDERSTAND THAT HOW THEY FEEL WILL HAVE AN IMPACT ON HOW THEY DO ACADEMICALLY.

AND SO THEY'RE LOOKING AT THE INTERSECTION OF ALL THAT DATA IN ORDER TO REALLY NOT JUST MOVE IT AS FAR AS WHERE THE KIDS ARE AN EMOTIONAL, MENTAL AND PHYSIOLOGICAL LEVEL, BUT SPECIFICALLY TO MAKE SURE THAT HOW THAT IS ALSO IMPACTING ACADEMICS.

AND I WANTED TO CALL THAT OUT BECAUSE I LOVE THE FACT THAT THEY'RE DOING THAT WORK, AND IT'S ABSOLUTELY BRILLIANT THE WORK THAT THEY'RE DOING.

ALSO, THE OTHER THING SHE SPOKE ABOUT SELF EFFICACY.

THAT WAS ONE OF THE THINGS THAT SELF-EFFICACY IS IN REGARDS TO ACADEMIC SELF-EFFICACY, AND SPECIFICALLY WHAT SHE SPOKE TO.

IT HAS FOUR DIFFERENT COMPONENTS OF SELF-EFFICACY.

ONE OF THOSE COMPONENTS IS MASTERY, WHICH MEANS HOW WELL DO I DO ACADEMICALLY AND UNDERSTAND THAT SOME OF OUR OTHER INITIATIVES IS ALREADY WORKING ON THOSE THINGS? SO OFTEN TIMES AS WE'RE CHOOSING DIFFERENT INITIATIVES, WE TRY TO FIGURE OUT WHERE DO WE ARE DOING A DOUBLE DOSE, SO TO SPEAK.

SO DEI IS SPECIFIC AND THAT'S WHAT WE'RE USING RIGHT NOW WITHIN MATH DATA DRIVEN INSTRUCTION.

IT SPEAKS SPECIFICALLY TO MASTERY.

SO WE KNOW THAT EVEN THOUGH WE'RE NOT YET WORKING ON SELF-EFFICACY, AS WE'RE REPORTING OUT, WE ARE WORKING ON IT THROUGH SOME OF THE OTHER THINGS THAT WE'RE DOING. SO I REALLY WANTED TO CALL THAT OUT.

JUST HOW JUST THE TEAM IN GENERAL, EVERYONE AS FAR AS DR.

GERRARD'S TEAM, MR. PORTILLO'S TEAM, HOW THEY'RE WORKING TOGETHER IN ORDER TO FIGURE THOSE THINGS OUT.

AND BYRON WILL NOT CALL IT OUT, BUT ALSO, EVEN AS FAR AS THE DROPOUT RECOVERY AND PREVENTION SPECIALIST IT USED TO BE, IT WAS A MATTER OF WHO IS NOT SHOWING UP TO SCHOOL.

WHAT IS THE PAPERWORK NEEDED? CALL PARENTS NOW.

THEY HAVE CHANGED THAT AROUND AND THE THOUGHT PROCESS IS IF YOU'RE NOT COMING TO SCHOOL IN SOME WAY, SHAPE OR FORM, YOU HAVE NOT FORMED AN ATTACHMENT.

YOU DON'T FEEL THAT YOU BELONG WITHIN THIS SPACE.

SO NOW WHAT THEY'RE DOING INSTEAD IS WHAT ARE THE DIFFERENT ACTIVITIES I CAN GET YOU INVOLVED IN, WHO CAN I ATTACH YOU TO WITHIN THE SYSTEM? AND SO WITH BYRON'S TEAM, THEN THIS IS WHAT THEY'RE ALL FOCUSED AROUND THEIR ONE CENTRAL GOAL THAT THEY ALL SHARE.

SO WITHIN FINE ARTS ATHLETICS, THE WORK THEY'RE STARTING TO WORK ON NOW IS WHICH KID IS INVOLVED IN WHICH ACTIVITIES.

[02:20:04]

SO I JUST WANTED TO CALL OUT THERE JUST GIVING YOU THE TIP OF THE ICEBERG ICEBERG OF THE THE AMAZING STUFF THAT THEY'RE DOING, BUT THEY'RE REALLY SILOING EVERYTHING AND MAKING SURE THAT THEY'RE USING THE POWER OF ALL THE DIFFERENT THINGS, THE ARSENAL OF EVERYTHING WITHIN OUR SYSTEM IN ORDER TO GET KIDS WHERE THEY NEED TO BE.

AND I'M INCREDIBLY PROUD.

I JUST WANT TO ADD TO WHAT NATALIE, DR.

NICOLE SAID IS WE WANT TO WE WANT TO HAVE WE WANT TO PROVIDE A WELL-ROUNDED LIKE A WELL-ROUNDED WRAPAROUND SERVICES TO OUR STUDENTS BECAUSE WE UNDERSTAND THERE'S ALWAYS A REASON BEHIND A STUDENT IS FAILING OR IS GETTING, YOU KNOW, SOME KIND OF BEHAVIOR SITUATIONS OR MISSING, YOU KNOW, SCHOOL.

SO WE WANT TO MAKE SURE THAT WE ARE PROVIDING EVERYTHING WE CAN TO PROVIDE THAT WRAPAROUND SERVICE AND UNDERSTAND EXACTLY WHAT'S HAPPENING AND THEN WHAT, MORE IMPORTANTLY, WHAT CAN WE DO TO MAKE SURE THAT OUR STUDENTS ARE BACK ON TRACK? SO AGAIN, I WANT TO ECHO WHAT DR.

NICHOLS WAS SAYING ABOUT THE TEAM.

AND AGAIN, I KNOW IT'S JUST THE BEGINNING.

OBVIOUSLY, WE HAVE A LOT MORE WORK THAT NEEDS TO HAPPEN, BUT WE ARE ALREADY DEFINITELY ON THE RIGHT TRACK.

ALL RIGHT. WELL, THANK YOU VERY MUCH.

WE APPRECIATE THE PRESENTATION.

ABSOLUTELY. ALL RIGHT.

NOW WE'RE GOING TO GO TO AGENDA ITEM F THREE OUR EFFICIENCY AUDIT REPORT FOR PROP A.

DR. AZAIEZ I'LL LET YOU KICK THIS OFF.

AND I GUESS WE'RE PROBABLY GOING TO TURN IT OVER TO MR. COVINGTON. YES.

SO AND I KNOW WE ALSO WE HAVE OUR, WE HAVE OUR, OUR WE HAVE THE AUDIT WAS CONDUCTED BY A THIRD PARTY.

SO I WANT TO MAKE SURE TO ACKNOWLEDGE OR RECOGNIZE ALSO OUR CONSULTANT HERE.

SO I THINK RHONDA WILL BE INTRODUCING OUR CONSULTANT AND ALSO THE WORK THEY'VE DONE.

GOOD EVENING. THANK YOU.

AS YOU KNOW, ONE OF THE REQUIREMENTS OF A VOTER APPROVAL TAX RATE ELECTION OF VADER IS TO HAVE AN EFFICIENCY AUDIT PERFORMED. THE DISTRICT ENGAGED WITH WEAVER.

WE PUT AN RFQ OUT AND RECEIVED RESPONSES AND CHOSE WEAVER AS OUR INDEPENDENT AUDITOR FOR THIS TASK.

AND REBECCA DARLING HAS DONE THE WORK, AND SHE'S HERE TO PRESENT THE REPORT AND HAS A PRESENTATION.

BEFORE SHE START, I JUST WANT TO MAKE SURE THAT EVERYONE REMEMBERS THAT THE IN THE EFFICIENCY AUDIT FOR THE LATER THIS YEAR IS VOLUNTARILY.

IT WAS NOT A REQUIREMENT FOR AVEDA FOR THIS YEAR DUE TO THE GOVERNOR DID DECLARE A ROUND ROCK DISASTER AREA BECAUSE OF THE FREEZE IN FEBRUARY.

SO WE VOLUNTARILY DONE THE EFFICIENCY AUDIT SO WE CAN HAVE FULL TRANSPARENCY WITH OUR COMMUNITY.

ALL RIGHT. WELL, THANK YOU SO MUCH FOR HAVING ME AGAIN.

MY NAME IS REBECCA, DARLING.

I'M WITH WEAVER.

I WAS WE WERE HIRED TO CONDUCT THE EFFICIENCY AUDIT FOR THE VOTER APPROVED TAX RATE ELECTION.

JUST A LITTLE BACKGROUND ON WEAVER.

WE ARE A LOCAL FIRM, BUT ALSO A NATIONAL FIRM.

WE DO A LOT OF SCHOOL DISTRICT AUDITS, CITY COUNTY AUDITS.

SO I HAVE OVER 20 YEARS OF EXPERIENCE WORKING WITH SCHOOL DISTRICTS AND CITIES AND COUNTIES.

SO LOTS OF STATE AND LOCAL GOVERNMENT EXPERIENCE NOT JUST DOING FINANCIAL STATEMENT AUDIT, BUT ALSO AUDITS LIKE THESE THAT ARE MORE AGREED UPON, PROCEDURES DRIVEN.

ALL RIGHT. SO LET'S JUST DIVE INTO THE INFORMATION.

SO JUST A LITTLE BACKGROUND PURPOSE AND OTHER INFORMATION ON THE EFFICIENCY AUDIT ITSELF.

HOUSE BILL THREE DOES REQUIRE THE LEGISLATIVE BUDGET BOARD TO ESTABLISH AUDIT GUIDELINES FOR SCHOOL DISTRICT EFFICIENCY AUDIT.

SO THE PURPOSE OF THE EFFICIENCY AUDIT IS REALLY JUST TO PROVIDE INFORMATION TO VOTERS REGARDING SCHOOL DISTRICT, SCHOOL DISTRICTS, FISCAL MANAGEMENT, EFFICIENCY, UTILIZATION OF RESOURCES BEFORE AN ELECTION TO ADOPT A MAINTENANCE AND OPERATIONS TAX RATE.

AND SO THE DISTRICT'S ELECTION.

AND THEN WE NOTE THERE THE DISTRICT'S ELECTION DATE.

AND SO AGAIN, IT REALLY IS IT'S WHAT WE CALL AN AGREED UPON PROCEDURES AUDIT.

IT'S ACTUALLY CONDUCTED IN ACCORDANCE WITH ATTESTATION STANDARDS BY THE AICPA.

BUT IT'S DIFFERENT THAN LIKE A FINANCIAL STATEMENT AUDIT AND A FINANCIAL STATEMENT AUDIT.

THE AUDITOR DOES ACTUALLY GIVE AN OPINION.

THIS IS DIFFERENT.

IN FACT, WE WE HAVE PROCEDURES THAT WE ARE REQUIRED TO PERFORM BASED ON THE HOUSE BILL THREE GUIDELINES.

AND SO WE STATE WHAT THOSE PROCEDURES ARE.

WE ACTUALLY GATHER THE DATA.

MOST OF IT COMES FROM PPM.

SO IT'S ACTUALLY DATA THAT'S OUT THERE TO VOTERS.

BUT WE THE EFFICIENCY AUDIT IS JUST A WAY TO PROVIDE THAT TRANSPARENCY AND PROVIDE THAT DATA ALL IN ONE PLACE.

[02:25:04]

AND THEN REALLY THE RESULTS.

SO WE DON'T GET NECESSARILY GIVEN A CONCLUSION OR AN OPINION OF SORTS, BUT IT IS REALLY MERELY HERE ARE THE FACTS AND YOU'LL SEE A LOT OF IT IS BASED ON THE DISTRICT'S RESULTS COMPARED TO THEIR PEER DISTRICTS AND THE STATE AVERAGES.

SO ONE OTHER THING TO NOTE, THE DATA IN THE EFFICIENCY AUDIT IS IS MOST OF IT IS COMES FROM FISCAL YEAR 2021 2022, BECAUSE THAT WAS THE LAST AUDITED DATA THAT IS IN THE SYSTEM.

SO THAT WAS USED FOR BOTH THE PEER DISTRICT FOR THE DISTRICT INFORMATION AS WELL AS PEER DISTRICT AND STATE AVERAGES.

OKAY. SO AND AGAIN THIS PRESENTATION IS A HIGHLIGHT OF THE AUDIT REPORT ITSELF.

SO THERE'S CERTAINLY A LITTLE BIT MORE INFORMATION IN THE REPORT ITSELF.

BUT THIS IS SOME HIGHLIGHTS.

THE LEGISLATIVE BUDGET BOARD ACTUALLY REFERENCES SPECIFIC RESOURCES TO ASSIST THE AUDITORS IN IDENTIFYING WHICH PEER DISTRICTS TO USE.

SO THE TAS SNAPSHOT TOOL WAS USED TO SELECT EIGHT PEER DISTRICTS BASED ON SIZE.

SO REALLY STUDENT ENROLLMENT BETWEEN THAT 25,049.999.

AND SO AND AGAIN THEY THEY SAY YOU CAN PICK 5 TO 10.

THERE'S SOME SUBJECTIVITY.

BUT HERE'S THE INFORMATION TO PICK THE DISTRICTS.

AND SO REALLY EIGHT OUT OF THE TEN DISTRICTS THAT WERE SELECTED WERE REALLY BASED ON SIZE.

SO DISTRICTS THAT ARE SIMILAR IN STUDENT ENROLLMENT WITH ROUND ROCK ISD.

AND THEN THERE ARE TWO MORE THAT WERE REALLY PICKED ON OTHER CHARACTERISTICS SUCH AS PROXIMITY, STUDENT NEEDS AND FINANCIAL RESOURCES.

AND AGAIN, ALL OF THAT DATA WAS TAKEN FROM MS. SO THE DISTRICT DID NOT HAVE ANY INPUT ON THE PEER DISTRICT SELECTED.

I JUST WANT TO SAY THAT THAT WAS REALLY SOMETHING THE AUDITORS DID, AND YOU CAN SEE LISTED THERE, THOSE WERE THE PEER DISTRICTS THAT WERE SELECTED FOR THE AUDIT.

SO WHEN YOU DO SEE INFORMATION ABOUT PEER DISTRICT AVERAGES, THOSE ARE THE SCHOOL DISTRICTS THAT WERE GATHERED FOR THAT DATA.

SO SOME OF THE HIGHLIGHTS OF THE PERFORMANCE MEASURES THAT ARE IN THE EFFICIENCY AUDIT.

WE DO TALK ABOUT THE ACCOUNTABILITY RATING AND THE FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS, OUR FIRST RATING.

I KNOW YOU ALL HAD A FIRST RATING MEETING BEFORE THIS ONE.

AGAIN, THIS IS ON PRIOR YEAR.

THIS IS A PRIOR YEAR RATING.

BUT THE ACCOUNTABILITY RATING YOU CAN SEE THERE AGAIN FROM FROM FISCAL YEAR 2022, THE DISTRICT RATING WAS A B.

THAT SCORE WAS ACTUALLY AN 89.

WHEN WE LOOKED AT THE PEER DISTRICTS RATINGS, THEY AVERAGED A B AS WELL AND WITH A SCORE OF 88.

SO THE DISTRICT RATED JUST SLIGHTLY HIGHER THAN THEIR PEER DISTRICTS ON THE FIRST RATING.

YOU CAN SEE THERE, THE 2021 2022 FIRST RATING WAS BASED ON PRIOR YEAR DATA, AND THE DISTRICT RECEIVED A RATING OF A OR SUPERIOR ACHIEVEMENT. THE NEXT SET OF DATA IS STUDENT COUNTS AND CHARACTERISTICS.

SO YOU CAN SEE THERE IN GREEN THAT REPRESENTS ROUND ROCK ISD AND THE DARKER REPRESENTS I THINK IT'S A DARKER GREEN REPRESENTS THE PEER DISTRICTS.

AND SO AGAIN THIS IS REALLY STUDENT COUNTS AND CHARACTERISTICS.

SO YOU CAN SEE IN TOTAL.

AND THIS MAKES SENSE BECAUSE YOU CAN SEE MOST OF THE SCHOOL DISTRICTS WERE THE PEER DISTRICTS WERE SELECTED BASED ON SIZE OR STUDENT NUMBER.

AND SO YOU CAN SEE HOW THE PEER DISTRICTS COMPARE WITH ROUND ROCK ISD FOR TOTAL STUDENT COUNT.

AND THEN YOU CAN SEE HOW THE DISTRICT COMPARES WITH THEIR PEERS IN TERMS OF THE CHARACTERISTICS OF THE STUDENT BODY.

SO ECONOMICALLY DISADVANTAGED ENGLISH LEARNERS, SPECIAL EDUCATION, BILINGUAL ESL EDUCATION.

AND AGAIN THESE ARE GUIDELINES THAT LBB GIVES US THE GUIDELINES TO SAY, HEY, THESE ARE THE THINGS THAT YOU NEED TO PRESENT.

SO YOU CAN SEE THERE THOSE RESULTS.

THIS IS JUST THIS NEXT SLIDE IS JUST A DIFFERENT A LITTLE BIT DIFFERENT WAY TO PRESENT THE DATA.

BUT AGAIN WE'RE TALKING ABOUT STUDENT CHARACTERISTICS.

SO THOSE SAME CHARACTERISTICS ON THE PREVIOUS SLIDE.

THIS IS JUST A REPRESENTS IT AS A PERCENTAGE OF TOTAL STUDENT COUNTS.

AGAIN. SO YOU COULD SEE THE DISTRICT IS IN THE LIGHT GREEN.

AND THEN THE PEER DISTRICT IS ACTUALLY IN THE DARKER.

AND THEN WE HAVE THE STATE AVERAGE IN THE DARK ORANGE.

SO YOU CAN SEE THOSE HOW THE DISTRICT COMPARES TO PEER DISTRICTS AND STATE AVERAGE FOR ECONOMICALLY DISADVANTAGED ENGLISH LEARNERS, SPECIAL EDUCATION, SPECIAL EDUCATION AND BILINGUAL ESL.

THIS NEXT SLIDE IS TOTAL REVENUE PER STUDENT.

SO YOU CAN SEE AGAIN YOU HAVE ROUND ROCK ISD AT A LITTLE OVER 10,000.

AND THEN YOU CAN SEE THE PEER DISTRICT A LITTLE OVER 11,000 STATE AVERAGE A LITTLE OVER 12,000.

AND AGAIN THIS IS REVENUE PER STUDENT BASED ON PRIOR YEAR AUDITED NUMBERS.

AND SO YOU CAN SEE WHERE THAT REVENUE IS COMING FROM.

YOU CAN SEE THE GREEN THE THE LIGHT GREEN IS YOUR LOCAL TAX.

[02:30:05]

SO YOU CAN KIND OF SEE THE REVENUE PER STUDENT AND WHAT SOURCES OF REVENUE THAT MAKES UP.

AND REALLY FACTORS CONTRIBUTING TO THE DISTRICT'S LOWER STATE AND FEDERAL REVENUE PER STUDENT REALLY COMES DOWN TO PEER DISTRICTS RECEIVING STATE ENRICHMENT DOLLARS THAT ROUND ROCK ISD DOES NOT GET, AND DIFFERENCES IN STUDENT DEMOGRAPHICS, BECAUSE THAT DOES PLAY A LARGE PART IN YOUR FEDERAL AND STATE DOLLARS. THE NEXT SLIDE REPRESENTS TOTAL EXPENDITURES PER STUDENT.

SO WE'VE MOVED FROM REVENUE PER STUDENT TO EXPENDITURES PER STUDENT.

SO AGAIN THE FIRST GRAPH IS THE DISTRICT.

THE NEXT GRAPH IS YOUR PEER DISTRICT AVERAGE AND THEN YOUR STATE AVERAGE.

SO YOU CAN SEE THE DISTRICT IS VERY CLOSELY ALIGNED WITH THE PEER DISTRICTS AND THE STATE AVERAGES.

AND THIS FOR THE TOTAL EXPENDITURES PER STUDENT.

AGAIN THAT'S BROKEN UP.

YOU CAN SEE THE MAJORITY OF THE EXPENDITURES GO TOWARDS ACTUAL INSTRUCTION AND RELATED SERVICES.

AND THEN YOU HAVE THE NEXT BIGGEST WHICH IS STUDENT SUPPORT SERVICES.

AND THEN IT GOES FROM THERE PLANT AND MAINTENANCE INSTRUCTIONAL GENERAL ADMIN AND OTHER.

SO AS YOU CAN SEE THOSE ARE PRETTY SIMILAR GRAPHS IF YOU WILL.

AND THEN THE ACTUAL AVERAGE OF THE EXPENDITURE PER STUDENT IS IS NOTED THERE AS WELL.

AND THEN THIS IS AGAIN JUST A LITTLE BIT OF A DIFFERENT BREAKOUT OF THE SAME TYPE OF INFORMATION.

BUT THIS IS PERCENTAGE OF EXPENDITURES.

SO AGAIN IT JUST SHOWS THE MAJORITY OF THE PERCENTAGE OF EXPENDITURES COMES IS FROM INSTRUCTIONAL AND RELATED SERVICES.

AND THAT IS IN LINE WITH YOUR PEER DISTRICTS AND YOUR STATE AVERAGES.

THE NEXT HIGHEST BEING YOUR STUDENT SUPPORT SERVICES AND SO ON.

SO YOU CAN KIND OF SEE AGAIN, THOSE GRAPHS LOOK VERY SIMILAR FROM THE DISTRICT ITSELF TO THE PEER DISTRICTS AND THE STATE AVERAGE.

THE NEXT SET OF INFORMATION IS ACTUALLY PAYROLL AND STAFFING DATA.

SO YOU CAN SEE AGAIN ROUND ROCK ISD PURE DISTRICT AVERAGE AND THE STATE AVERAGE.

SO PAYROLL COST AS A PERCENTAGE OF ALL FUNDS ARE RIGHT IN THE 80% 80 PERCENTILE FOR ROUND ROCK ISD AND PURE DISTRICTS, SLIGHTLY OVER THE STATE AVERAGE AT 77.97%.

YOU CAN SEE THERE HOW THE AVERAGE SALARY TEACHER SALARY OF THE DISTRICT COMPARES TO THEIR PEERS AND THE STATE AVERAGE, AND THEN THE TEACHING STAFF PERCENTAGE OF TOTAL STAFF. SO 53.8 FOR THE DISTRICT, SLIGHTLY LOWER FOR PEER DISTRICTS, AND THEN EVEN SLIGHTLY LOWER FOR THE STATE AVERAGE, AND THE STUDENTS PER TEACHING STAFF.

YOU CAN SEE THERE THAT PERCENTAGE AS WELL, 13.7 FOR THE DISTRICT, COMPARED TO 15% FOR THE PEER OR I'M SORRY, IT'S NOT IT'S NOT PERCENTAGE.

IT'S ACTUALLY STUDENTS PER TEACHING STAFF.

SO 13.7 STUDENTS FOR THE DISTRICT, 15,000 FOR THE PEER DISTRICTS AND 14 A LITTLE OVER 14 FOR STATE AVERAGE.

AND THEN THEY HAVE STUDENTS PER TOTAL STAFF.

SO AS OPPOSED TO STUDENTS PER TEACHING STAFF, YOU HAVE STUDENTS PER TOTAL STAFF.

THOSE ARE ALL RIGHT AROUND SEVEN.

AND THEN TEACHER TURNOVER RATE AS WELL.

LOTS OF NUMBERS TO DIGEST.

AND THEN ONE OF THE OTHER METRICS THAT WE'RE ASKED TO LOOK AT IS REALLY THE GENERAL FUND, WHICH IS THE MAIN OPERATING FUND, AND LOOKING AT THE UNASSIGNED FUND BALANCE.

AND SO YOU CAN SEE THERE, THIS JUST GIVES A HISTORY OF THE UNASSIGNED FUND BALANCE PER STUDENT FOR THE DISTRICT FOR THE LAST COUPLE OF YEARS.

SO YOU CAN SEE THAT SPANS ALL THE WAY FROM FISCAL YEAR 2018 TO FISCAL YEAR 2022.

AND AGAIN, THE GREEN IS ROUND ROCK ISD UNASSIGNED FUND BALANCE PER STUDENT COMPARED TO YOUR PEER DISTRICT AVERAGE.

AND THEN THE NEXT ONE IS SIMILAR, BUT IT'S THE UNASSIGNED FUND BALANCE AS A PERCENTAGE OF YOUR THREE MONTH OPERATING EXPENDITURE.

SO IF YOU REMEMBER, THAT'S ONE OF THE METRICS THAT TO LOOKS AT THAT GOES INTO THE FIRST RATING IS LOOKING AT THE UNASSIGNED FUND BALANCE AS A PERCENTAGE OF YOUR THREE MONTH, THREE MONTH OPERATING PERCENTAGE EXPENDITURE.

SO YOU CAN SEE THERE AGAIN, YOU HAVE FIVE YEARS WORTH OF DATA RANGING FROM 2018 TO 2022.

AND SO ANYTHING OVER 100% IS THAT PERCENTAGE OVER YOUR THREE MONTHS OF OPERATING EXPENDITURES, IF YOU WILL.

AND OF COURSE, THAT AGAIN, IS COMPARED TO YOUR PEER DISTRICT AVERAGE.

AND THAT IS THAT IS COMPLETES THE PRESENTATION.

I WILL BE MORE THAN HAPPY TO ANSWER ANY, ANY SPECIFIC QUESTIONS ON THE PRESENTATION OR THE REPORT THAT IT'S BASED OFF OF.

[02:35:01]

TRUSTEES, DO WE HAVE ANY QUESTIONS? THE ONLY THING I WANTED TO JUST CLARIFY AND NOT REALLY A QUESTION, BUT ON SLIDE NINE, IF YOU WANT TO GO BACK TO THAT SLIDE, THERE HAVE BEEN AT TIMES THAT PEOPLE HAVE CLAIMED ROUND ROCK OVER INFLATES OUR ADMINISTRATION STAFFING AND OUR SCHOOL LEADERSHIP AND GENERAL ADMINISTRATION.

BUT LOOKING AT THIS SLIDE, IT LOOKS LIKE WE'RE LOWER THAN EVERY ONE OF OUR PEER DISTRICTS OR OUR PEER DISTRICT AVERAGE AND SIGNIFICANTLY BELOW THE STATE AVERAGE.

IS THAT CORRECT? CORRECT.

SO I THINK YOU'RE REFERRING TO THAT GENERAL ADMINISTRATION NUMBER, THAT LIGHT ORANGE.

AND I'M ALSO LOOKING TO THE DARK GREEN FOR INSTRUCTIONAL AND SCHOOL LEADERSHIP.

YEAH. SO IF YOU LOOK AT THOSE YES Y'ALL ARE UNDER ROUND ROCK ISD IS UNDER THE PEER DISTRICT AVERAGE FOR BOTH OF THOSE AS WELL AS THE STATE AVERAGE.

OKAY. SO GO AHEAD.

I COULD SEE YOU REACHING FOR. NO, I JUST, I JUST I JUST THANK YOU FOR, FOR POINTING THAT OUT.

YOU'RE ABSOLUTELY RIGHT.

THAT'S REALLY THE ADMINISTRATION THAT'S THAT'S THE INSTRUCTIONAL AND SCHOOL LEADERSHIP.

SO THAT'S PRETTY MUCH OUR LEADERS.

RIGHT. AND OUR PERCENTAGE IS WAY LOWER.

LOWER. NOT ONLY THAT, IF YOU LOOK AT INSTRUCTION AND RELATED SERVICES, WHICH IS REALLY OUR TEACHERS, YOU CAN SEE THAT WE SPEND HIGHER OR MORE, YOU KNOW, AND OUR TEACHERS AND THIS IS THE RIGHT THING TO DO THAN ANYBODY ELSE.

ALSO, WHEN YOU LOOK AT THE OVERALL, WE ACTUALLY SPEND LESS PER STUDENTS HERE IN OUR DISTRICT THAN THAN ANY OTHER SCHOOL DISTRICT, I GUESS, IN THE COMPARISON AS WELL AS THE STATE. SO I THINK THAT WAS THE TWO SLIDES RECEIVING WE'RE RECEIVING NOT SPENDING LESS.

WE WE'RE ALSO SPENDING LESS I THINK.

RIGHT. I THINK WE'RE SPENDING $11,000.

THAT'S ON THE SLIDE BEFORE.

HERE WE GO. SO WE'RE SPENDING 11,000.

AND THEN THE DISTRICT THE PEER DISTRICT AVERAGE IS IS SLIGHTLY HIGHER.

AND THEN THE STATE IS ALMOST $1,000 MORE PER STUDENT.

SO THAT'S GOTCHA.

I JUST THOUGHT THAT THAT WAS A REALLY IMPORTANT SLIDE TO BRING ATTENTION TO, BECAUSE I THINK THAT IT REALLY DEFLATES THAT ARGUMENT THAT OUR SCHOOL DISTRICT IS OVERINFLATED AND ADMINISTRATION.

SO ANY OTHER COMMENTS, TRUSTEES? NO. ALL RIGHT. WELL, THANK YOU VERY MUCH FOR PRESENTING THIS THIS EVENING.

I REALLY APPRECIATE IT.

YEAH. YOU'RE SO WELCOME. YOU ALL LET ME OFF EASY.

I KNOW IT'S A LOT OF DATA TO DIGEST, BUT THAT'S REALLY THE POINT OF IT IS JUST TO PRESENT IT AS DATA.

AND SO, YOU KNOW, THE VOTERS AND CAN BE INFORMED.

SO I APPRECIATE YOUR TIME.

THANK YOU. ABSOLUTELY. THANK YOU AGAIN.

ALL RIGHT TRUSTEES WE'RE GOING TO GO TO ITEM G ONE BOARD STUDENT OUTCOME GOALS TIME TRACKER FOR AUGUST AND SEPTEMBER.

[G. DISCUSSION ITEMS]

SO WE'LL HAVE TWO MONTHS OF DATA TO LOOK AT ON OUR BOARD.

STUDENT OUTCOME GOALS TIME TRACKER TRUSTEE WEIR.

AND IT'S NOT GOOD.

I KNOW MARSHA IS SITTING OUT THERE.

OUR APRIL, I MEAN, OUR AUGUST.

OUR AUGUST REGULAR MEETING.

WE DID HAVE QUITE A FEW OFF AGENDA TOPIC SPEAKERS AT THE 17TH, AND THEN WE DID OUR INTERVIEWS FOR OUR LEGAL COUNSEL ON THE 21ST, WHICH REALLY KILLED OUR NUMBERS AS FAR AS OVERALL FOR THE MONTH.

SO WE WERE ONLY AT 4.5% STUDENT OUTCOME MINUTES IN AUGUST AND IN SEPTEMBER WE DID A LITTLE BIT BETTER.

WE DID HAVE A LOT OF OFF AGENDA SPEAKERS AGAIN IN SEPTEMBER, AND WE SPENT QUITE A BIT OF TIME.

ON ONE PARTICULAR VOTE, COMBINED VOTE FOR TWO OF OUR SCHOOLS.

AND THAT HURT OUR NUMBERS QUITE A BIT.

AND SO OUR SEPTEMBER NUMBERS, WHICH AREN'T UP THERE AS 23% OF STUDENT OUTCOME MINUTES.

IT IS QUARTERLY, I KNOW, BUT IT'S STILL GOING TO HURT US A LITTLE BIT.

CUMULATIVE FROM A QUARTER.

AND BECAUSE WE KNOW THAT THERE ARE CERTAIN MONTHS OF THE YEAR THAT CERTAIN THINGS TAKE PRECEDENCE OVER AND YOU MIGHT NOT HAVE AS TIME.

SO DON'T LET'S TRY TO DO BETTER, BUT LET'S NOT BEAT OURSELVES UP EITHER, OKAY? ALL RIGHT. THANK YOU.

ALL RIGHT. ANY QUESTIONS ABOUT THIS TRUSTEES.

ALL RIGHT. WE WILL GO TO AGENDA ITEM G TWO BOARD TRAINING HOURS.

IF WE CAN PUT THAT SLIDE UP ON THE SCREEN.

IT'S MORE FOR INFORMATIONAL PURPOSES.

WE ARE REQUIRED TO REPORT THIS INFORMATION ON AN ANNUAL BASIS.

[02:40:05]

I MEAN, WE OBVIOUSLY HAVE TWO TRUSTEES THAT ARE MISSING STATE MANDATED TRAINING.

WHAT? IS THE REPERCUSSIONS FOR THAT.

AND I DON'T KNOW, MAYBE THAT'S A MIGHT BE A LEGAL QUESTION.

LEGAL AND LSD QUESTION.

I'M NOT SURE.

MR. COLLAR. LET ME TAKE A LOOK AT THAT.

BUT, I MEAN, WE HAVE TO POST IT.

WE CAN INCLUDE IT IN THE MINUTES, AND THEN I'LL SEE IF THERE'S ANYTHING AS FAR AS REQUIRING THAT THOSE THAT THOSE GET MET.

BUT LET ME TAKE A LOOK AT THAT.

ALL RIGHT I APPRECIATE IT. THANK YOU.

ANY OTHER QUESTIONS ABOUT THIS TRUSTEES.

ALL RIGHT. WHO HAD THE MOST HOURS? I'M JUST CURIOUS. I CAN'T TELL.

I CAN'T TELL. THE SCREEN'S KIND OF SMALL.

OKAY, NEXT ITEM ON THE AGENDA IS.

BUT WHO NEEDED THE MOST? HOURS. SORRY. OH.

POINT OF ORDER. TRUSTEE WEIR.

WE NEED TO HAVE A GRIEVANCE RIGHT NOW.

POINT OF ORDER. PLEASE REMEMBER DECORUM WHILE YOU'RE SITTING AT THE DAIS.

YES. TRUSTEE. ZARATE, YOU WIN.

YOU HAVE 70 HOURS.

WHAT DO I WIN? CLOSE SECOND IS TRUSTEE MARKHAM, OUR TWO NEWEST TRUSTEES.

THIRD PLACE IS ME. OKAY.

NEXT AGENDA ITEM.

WE'RE ON TO ITEM.

YOU MADE ME LOSE TRACK G THREE THE TRUSTEE ADVOCATE SUMMIT UPDATE.

AND THIS WAS ALSO POSTED ON OUR 921 AGENDA AND STILL MAKE ME LAUGH.

TRUSTEE ZARATE AND TRUSTEES MARKHAM, HARRISON AND LANDRUM HAD THE OPPORTUNITY TO ATTEND A PROGRAM BACK IN END OF AUGUST.

IS THAT WHEN IT WAS END OF AUGUST, THAT WAS PUT ON BY RAISE YOUR HAND, TEXAS, AND THE THREE OF US CAME OUT OF THAT SO INSPIRED, WE WANTED TO SHARE AN UPDATE WITH THE BOARD AND TALK ABOUT SOME OF THE THINGS THAT WE LEARNED, AND POSSIBLY HOW IT CAN AFFECT CHANGE IN OUR OWN LEGISLATIVE PRIORITIES.

CREATE CREATION PROCESS MOVING FORWARD.

BUT I'M GOING TO TURN IT OVER TO TRUSTEES, HARRISON AND MARKHAM TO START US OFF AND TALK ABOUT WHAT ALL WE LEARNED IN THAT, THAT TRAINING SESSION.

SO. AND I'LL JUST GO AHEAD AND JUST USE YOUR MIC SO YOU DON'T HAVE TO BE NOTIFIED.

IT'S HARD TO SEE.

SO IF YOU'RE WATCHING ONLINE IT'S GOING TO BE DIFFICULT TO SEE.

BUT THIS IS A COMPETENCY CONTINUUM.

AND THERE ARE FIVE AREAS.

SO COMMUNITY ENGAGEMENT AND MOBILIZATION, LEGISLATOR RELATIONSHIPS, ELECTORAL ENGAGEMENT ISSUE DEVELOPMENT AND CAMPAIGNS AND THEN EFFECTIVE COMMUNICATIONS. AND SO THOSE ARE KIND OF FIVE CATEGORIES.

AND ACROSS IT ENCOURAGES US TO EDUCATE.

SO MAKE SURE THAT PEOPLE IN OUR COMMUNITY KNOW ABOUT FOR EXAMPLE YOU KNOW WHO WE ENGAGE.

SO STAFF FAMILIES STUDENTS LOOKING AT BROADER COMMUNITY SO CHAMBER CIVIC GROUPS CONGREGATIONS, ETCETERA.

AND THEN WE GO DEEPER INTO ENGAGING AND REALLY GATHERING WITH PEOPLE IN OUR COMMUNITY TO MAKE SURE THAT WE'RE WORKING TOGETHER.

AND THEN LASTLY ACTIVATING TO MAKE SURE THAT IT'S NOT JUST FIVE OF US OR SEVEN OF US ADVOCATING AT THE CAPITOL, BUT WE'RE WORKING WITH AND IN PARTNERSHIP WITH COMMUNITY TO ADVOCATE.

AND THERE'S ALREADY SOME OF THAT.

BUT, YOU KNOW, IN AISD, THEY HAVE A LEGISLATIVE ADVISORY COMMITTEE, I GUESS, OF PARENTS AND COMMUNITY MEMBERS THAT ON BEHALF OF THE DISTRICT, GATHER AND LOOK AT THOSE PRIORITIES AND GO TO THE CAPITOL TOGETHER.

AND WE FELT THAT THIS MODEL WAS A VERY BEAUTIFUL WAY TO ENGAGE OUR COMMUNITY IN A DEEPER KIND OF WAY.

WHEN YOU LOOK AT THESE FIVE.

LINES. WE HAVE DIFFERENT PEOPLE ON OUR BOARD THAT SEEM TO HAVE INTERESTS LIKE LEGISLATIVE RELATIONSHIPS.

TRUSTEE MARKHAM HAS INCREDIBLE LEGISLATIVE RELATIONSHIPS THAT SHE'S BUILT OVER THIS PAST YEAR.

ELECTORAL ENGAGEMENT.

TRUSTEE ZARATE DOES A LOT OF THAT.

I SAW A PICTURE OF YOU AT AT WESTWOOD, I THINK.

YEAH, YEAH, WE WERE THERE.

IT WAS GREAT. YEAH.

I GUESS ENCOURAGING STUDENTS ABOUT THE IMPORTANCE OF, YEAH, TO GET REGISTERED TO VOTE.

RIGHT. GETTING REGISTERED TO VOTE.

SO WE WERE THINKING THAT MAYBE WE COULD BREAK THIS DOWN AND ASSIGN EACH ONE OF THESE, AND SOME OF THESE ARE THINGS THAT WE'RE ALREADY DOING, BUT WE WANT TO GO DEEPER.

SO INEFFECTIVE COMMUNICATIONS.

HOLD A PRESS CONFERENCE ON ADVOCACY RELATED EFFORTS IN YOUR DISTRICT.

SUBMIT LETTERS TO THE EDITOR ABOUT THE IMPORTANCE OF TOPICS IN THE SCHOOL DISTRICT.

HOW CAN WE GO DEEPER IN WHAT WE'RE DOING EVEN HERE?

[02:45:03]

BUT THEY DID COMMUNITY CIRCLES, WHICH ARE A LITTLE BIT DIFFERENT IN A DEEPER PROCESS.

AND SO WE DON'T HAVE TO REINVENT THE WHEEL UP HERE.

TRUSTEE MARKHAM. WHAT DO YOU THINK THOSE COMMUNITY CIRCLES.

ONE THING THAT'S DIFFERENT ABOUT THAT IS THAT IT LEADS TO THE ENGAGEMENT AND THE ACTIVATE PIECE.

SO THERE WAS A HUGE FOCUS ON HOW TO GET YOUR COMMUNITY INVOLVED.

YOU KNOW, BEING A TRUSTEE AND BEING AN ELECTED OFFICIAL.

SOMETIMES THERE'S A LOT OF RED TAPE YOU HAVE TO WORK THROUGH WHEN IT COMES TO LEGISLATIVE ADVOCACY.

AND SO IT WAS REALLY HELPING US LEARN HOW TO ENGAGE OUR COMMUNITY MORE TOO.

BUT THOSE THOSE LISTENING CIRCLES GAVE OPPORTUNITY FOR ITS KIND OF THE FIRST STEP FOR COMMUNITY MEMBERS WHO ARE INTERESTED IN ADVOCATING AT THIS LEVEL, TO THEN BE INVITED WITH ONE OF US OR, YOU KNOW, WITH WHOEVER FROM THE DISTRICT IS GOING TO REPRESENT AT THE AT THE CAPITOL, GIVES YOU KIND OF THAT CONNECTION TO GET THERE AND TAKE YOUR ADVOCACY TO THE NEXT STEP.

AND ONE THING I DID WAS I REACHED OUT TO ONE OF THE RAISE YOUR HAND TEXAS FACILITATORS TO ASK ABOUT TEAM OF EIGHT TRAINING.

BECAUSE ONE THING THAT I KNOW THAT WE HAD KIND OF TALKED ABOUT WHEN WE WERE GOING THROUGH THIS SUMMIT, IS TAKING THIS COMPETENCY CONTINUUM AND USING IT AS A FRAMEWORK FOR A TEAM OF EIGHT TRAINING. SO THEY HAVE A WHOLE GUIDE AND I HAVE IT PRINTED OUT HERE IF ANYONE WANTS TO LOOK AT IT.

BUT OF HOW TO WALK YOU THROUGH AN ADVOCACY PLAN.

AND I THINK IT'S REALLY TO HELP US AS TRUSTEES BE MORE A PART OF THE PLANNING PIECE WHEN WE'RE CREATING OUR ADVOCACY PLAN FOR THE NEXT SESSION.

AND REALLY, YOU'RE SUPPOSED TO START WE SHOULD BE STARTING IN JANUARY FOR THE NEXT SESSION.

SO THAT'S WHAT I'M LOOKING AT FOR.

JUST CLARIFICATION ON THAT.

LIKE THAT WAS ONE OF THE BIGGEST TAKEAWAYS FOR ME.

STARTING IN JANUARY OF 2024, BEFORE ELECTIONS HAPPEN IN NOVEMBER OF 2024, AND THEN THE SESSION STARTS IN JANUARY OF 2025. AND WE TYPICALLY DO OUR LEGISLATIVE PRIORITIES IN NOVEMBER ISH.

AND BY THAT TIME IT'S TOO LATE AND I WE'D NEVER REALLY TALKED ABOUT THAT FROM THIS PERSPECTIVE ON THIS, ON THIS BOARD, AT LEAST AS LONG AS I'VE BEEN HERE ABOUT GETTING STARTED AHEAD OF TIME.

SO IF, SAY, WE HAD A LEDGE AND WE CAN'T TALK ABOUT WHAT WOULD BE ON THE LEGISLATIVE PRIORITIES TONIGHT.

BUT JUST FOR EXAMPLE, SAY WE WANTED A LEGISLATIVE PRIORITY TO BE THAT ANY MONEY THAT THE STATE COLLECTED IN RECAPTURE HAD TO STAY IN AN EDUCATION BUCKET AND COULD NOT BE USED IN THE GENERAL FUNDS FOR THE REST OF THE STATE.

WE WOULD START THAT ADVOCACY AND DEVELOP THAT AGENDA FOR THAT IN JANUARY BEFORE ELECTIONS.

AND THEN WE KNOW WHO WE'RE VOTING FOR IN NOVEMBER SUPPORTS OUR LEGISLATIVE PRIORITIES.

AND SO IT WAS A VERY POWERFUL THING.

AND THERE'S WE HAD WE RECEIVED A WHOLE BINDER OF INFORMATION.

A LOT OF THE MATERIAL IS COPYRIGHTED FROM RAISE YOUR HAND, TEXAS.

WE COULDN'T SHARE IT ALL ON HERE.

WE DID GET PERMISSION TO SHARE THIS CONTINUUM, BUT I THINK THAT THAT WAS ONE OF MY BIGGEST TAKEAWAYS FROM THIS SESSION WAS WE NEED TO START EARLIER AND WE NEED TO ENGAGE MORE PEOPLE. SO I DIDN'T MEAN TO INTERRUPT YOU, BUT KNOW YOU TALKED ABOUT THAT AND I JUST WANTED TO REALLY, REALLY HONE REMEMBER THAT THAT THAT PIECE OF IT.

YEAH, THAT WAS A REALLY BIG TAKEAWAY FROM US.

AND I THINK PART OF THAT TOO, IS FOR OUR LEGISLATORS THAT ARE IN OFFICE RIGHT NOW, IT GIVES US TIME TO START FORMING CONNECTIONS WITH THEM, GETTING TO KNOW THEM AND WORKING WITH THEM. BECAUSE, YOU KNOW, OUR OUR DISTRICT SHOULD BE ONE OF THEIR INTERESTS.

AND SO IT GIVES US A CHANCE TO START WORKING WITH THEM EARLY ON AND THEN EVENTUALLY DO THE COMMUNITY PIECE IN A MEANINGFUL WAY.

BECAUSE IF WE'RE DOING THIS WORK THAT FAR UP FRONT, THEN WE CAN REALLY FOCUS CLOSER TO THE LEGISLATIVE SESSION ON ENGAGING OUR COMMUNITY.

IS WERE THESE IDEAS ALL TRUSTEE DRIVEN? WAS THE DISTRICT INVOLVED? WERE THERE LIKE THE THE CIRCLES? WERE THEY THINGS THAT THE TRUSTEES SET UP THEMSELVES, OR WERE THEY THINGS THAT WE WOULD NEED TO GO THROUGH TO MAKE SURE WE DON'T HAVE QUORUM TO ALL OF THOSE THINGS USING THROUGH THE DISTRICT? OR WAS IT SIMPLY JUST IDEAS FOR TRUSTEES TO DO ON THEIR OWN? BOTH. AND SO OBVIOUSLY THE DISTRICT WOULD HELP FACILITATE SOME OF THESE, BUT MOST OF THESE WERE TRULY OWNED BY TRUSTEES, WHICH TO ME IS A REALLY EXCITING PROSPECT EVEN IN OUR SMALL LIKE, I GUESS, LISTENING SESSIONS OR COMMUNITY FORUMS THAT WE HAD, THERE'S AN OBVIOUS DIFFERENTIATION BETWEEN WHAT WE HOLD AND WHAT WE CAN ANSWER.

BUT THE ACCESS OF THE COMMUNITY WAS REALLY IMPORTANT.

AND SO DEFINITELY IT'S SOMETHING WE WOULD DO IN PARTNERSHIP WITH THE DISTRICT, BUT SOMETHING THAT WE OWN.

AND WE KIND OF THOUGHT THAT MAYBE WE COULD LOOK AT AND DISCUSS BREAKING THESE UP AND EACH PERSON OR TWO PEOPLE KIND OF

[02:50:01]

I THINK THERE'S A LOT ON THIS SLIDE, AND I'M NOT SURE IF I WOULD NEED MORE TIME TO REALLY.

YEAH. GO THROUGH.

I THINK THAT THAT WOULD BE PROBABLY.

AND WE HAVE TWO TRUSTEES THAT AREN'T HERE.

SO WE WANT TO GIVE THEM THE OPPORTUNITIES TO BE ENGAGED IN THIS PROCESS AS WELL.

AND SO COULD THIS BE SOMETHING THAT TRUSTEES COULD SUBMIT THEIR CHOICES LIKE A TOP TWO TO ME.

AND THEN I COULD KIND OF GATHER THE FEEDBACK FROM EACH TRUSTEE AS TO WHAT THEY WOULD BE INTERESTED IN, IN BEING ENGAGED IN.

WOULD THAT. WOULD THAT INCLUDE WHETHER OR NOT WE WANT TO ENGAGE IN TEAM OF EIGHT TRAINING AROUND THIS TOO? WELL, NO. WE COULD TALK ABOUT TEAM OF EIGHT TRAINING FOR SURE TONIGHT.

SO WOULD YOU BE OKAY WITH THAT PROCESS IF I GIVE YOU GUYS SOME HOMEWORK AND THEN.

OR MAYBE I SHOULD.

SHOULD I HAVE YOU SUBMIT RESPONSES TO YOU, MICHEL, SO THAT THERE'S NOT A SURE OF VIOLATION? AND THEN YOU COULD GATHER THAT DATA? SURE. OKAY.

SO I WILL SEND AN EMAIL OUT.

JUST MAKE SURE. OF COURSE, EVEN WITH TRUSTEE, BONE AND WESTON THAT AREN'T HERE REMINDING OF YOUR HOMEWORK.

AND THEN IF YOU'LL SUBMIT YOUR RESPONSES TO MICHELLE, THEN WE CAN GATHER THAT DATA.

AND YOU KNOW, THIS TRAINING WAS PHENOMENAL FOR SO MANY WAYS.

BUT ANOTHER THING THAT THEY DID IS REALLY SOME MOCK SESSIONS ON HOW TO MEET WITH THE LEGISLATOR, BECAUSE THAT CAN BE REALLY OVERWHELMING.

IF YOU GO DOWN TO THE CAPITOL AND YOU GET STUCK IN THE MAZE OF DOWN THERE AND, WELL, WHAT DO I DO AND WHO DO I CALL? AND AND SO THEY ACTUALLY HAD MOCK INTERVIEWS OF, OKAY, YOU WALK IN AND THIS IS WHAT YOU SAY.

AND AND SO I THINK EVEN SOME SESSIONS LIKE THAT THAT WE COULD HOLD INFORMALLY FOR THE COMMUNITY THAT WANTS TO GET ENGAGED.

WE HAVE SOME AMAZING ROCK STARS FROM THIS COMMUNITY ALREADY THAT HAVE TAKEN THAT ON IN THIS LAST LEGISLATIVE SESSION AND DONE IT WITHOUT ANY GUIDANCE, AND IT'S SUPER PROUD OF THAT. BUT WE MIGHT HAVE MORE PEOPLE THAT WANT TO GET GET ENGAGED, BUT THEY JUST DON'T KNOW WHERE TO START.

AND SO WE COULD OFFER A KIND OF A TRAINING TYPE THING FOR THE COMMUNITY THAT MIGHT BE INTERESTED.

YOU KNOW, AFTER WE DEVELOP OUR LEGISLATIVE PRIORITIES, HAVE A SESSION OF, OKAY, THIS IS WHAT OUR PRIORITIES ARE.

NOW, HOW DO YOU GO AND TALK ABOUT THAT WITH THE PEOPLE DOWN IN AUSTIN? AND AND WE DO FACE A GREATER RESPONSIBILITY FOR ADVOCACY BECAUSE WE'RE RIGHT HERE.

IT'S JUST NOT POSSIBLE FOR SOME OF THE DISTRICTS IN THE STATE OF TEXAS TO GET TO THE CAPITOL TO ADVOCATE ON A WIDER SCALE.

SO WE HAVE TO BE ABLE TO STEP UP AND TAKE THE LION'S SHARE OF THIS RESPONSIBILITY AND ADVOCATING BECAUSE TRUSTEES FROM EL PASO DON'T HAVE THE RESOURCES TO FLY IN TO MEET WITH THEIR LEGISLATORS ON A REGULAR BASIS.

AND SO I THINK IT'S IMPORTANT FOR US AS TRUSTEES.

NOW, THERE THERE'S ONLY SEVEN OF US AND WE CAN'T DO EVERYTHING.

SO WE ENGAGE OUR COMMUNITY TO BRING US INTO THIS WORK, BECAUSE THAT'S WHERE THE TRUE CHANGE IS HAPPENING IN TERMS OF FUNDING AND THINGS LIKE THAT.

COMING OUT OF THE OUT OF THE OUT OF THE CAPITOL AND OUT OF EACH SESSION.

AND I CAN'T UNDERSCORE THE IMPORTANCE OF STARTING EARLY, BECAUSE IF WE START WITH LEGISLATIVE SESSION, IT'S TOO LATE.

AND I THINK THAT THERE ARE SOME WAYS THAT WE CAN ENGAGE THIS WITH SPECIAL SESSIONS THAT HAVE BEEN COMING UP, AND THEY CONTINUE TO COME UP IN THE FUTURE THAT WE COULD PRACTICE WHAT SOME OF THESE THINGS WILL LOOK LIKE AND ALREADY BEGIN ACTIVATING.

SO I THINK WE'RE RIGHT ON GOING TO BE ITEM I THREE.

PERFECT TONIGHT.

WE'RE RIGHT ON TIME WITH SOME OF THIS.

AND BEING ABLE TO IMPLEMENT SPECIAL SESSIONS AND NOT HAVING TO WAIT.

UM, AND LASTLY I AM IN SUPPORT OF TEAM OF EIGHT OR SOME KIND OF TRAINING.

EVEN IF THEY CAME AND DID CIRCLES TRAINING, I WAS REALLY IMPRESSED AND ALSO REALLY IMPRESSED WITH THE OTHER DISTRICTS THAT HAVE WORKED WITH RAISE YOUR HAND, TEXAS FOR SOME ADDITIONAL SUPPORT.

ALL RIGHT. DO I HAVE A CONSENSUS OF PEOPLE THAT WOULD BE INTERESTED? OKAY, SO, YOU KNOW, I'M FOR TRAINING.

YOU'RE WHAT? YOU'RE ALL FOR TRAINING.

YEAH. I'LL SCHEDULE THE DAY YOU'RE WORKING.

NO, NO.

SO, TRUSTEE MARKHAM, DO YOU MIND FOLLOWING UP ON THAT? AND THEN MAYBE COORDINATING WITH PATTI ON SEEING WHEN WE COULD GET A DATE THAT WOULD WORK AND THINGS LIKE THAT.

SURE. OKAY.

AND, PATTI, CAN YOU HELP ME REMEMBER THAT IN JANUARY, WE WANT TO PUT ON OUR AGENDA TO START OUR LEGISLATIVE PRIORITY CREATION DISCUSSION.

IF YOU'LL HELP ME REMEMBER THAT AS WELL.

ANY QUESTIONS FROM TRUSTEE, ZARATE OR WEIR ON THIS TRAINING? ONE THING THAT I'VE REALLY TRIED TO DO SINCE I'VE BEEN SITTING IN THIS SEAT IS IF THERE'S TRAININGS THAT TRUSTEES AREN'T ALL, DON'T ALL HAVE ACCESS TO, TRY TO BRING YOUR SUMMARIES BACK TO THIS MEETING SO YOU KNOW WHAT WE LEARNED.

LIKE, I WON'T DO IT FOR TACITUS BECAUSE ALTHOUGH WE ONLY HAD FOUR PEOPLE THAT WENT, YOU ALL HAD THE OPPORTUNITY TO GO.

[02:55:04]

BUT OUR NEXT AGENDA ITEM WILL BE A TRAINING THAT TRUSTEE ZARATE ATTENDED AND THE REST OF US DIDN'T.

AND WE CAN GET AN UPDATE ON THINGS THAT HE LEARNED AT THAT SESSION.

SO THAT'S WHY THIS IS ON THE AGENDA.

I DON'T HAVE NAMES NEXT TO IT BECAUSE I TYPICALLY SAY IF THERE'S THREE OR MORE, I DON'T PUT NAMES NEXT TO IT.

BUT THANK YOU FOR ALLOWING US TO EXPAND ON THIS LEARNING OPPORTUNITY.

I THOUGHT IT WAS ABSOLUTELY PHENOMENAL.

SO ANY OTHER QUESTIONS? ANY OTHER COMMENTS WANTED TO MAKE FROM OUR TRAININGS.

OKAY. ALL RIGHT.

AGENDA ITEM G FOR MEXICAN AMERICAN SCHOOL BOARD ASSOCIATION ALSO CALLED REPORT FROM TRUSTEE ZARATE.

THANK YOU VERY MUCH.

AND YOU DO NOT HAVE A TIME LIMIT ON YOUR REPORT.

OH, I'LL TRY TO MAKE IT PRETTY QUICK.

YEAH. IT NOT THAT IT WASN'T AN AMAZING WEEKEND.

IT WAS VERY GREAT.

I WANT TO THANK THE DISTRICT AND THE BOARD FOR ALLOWING ME TO ATTEND IT.

WAS IT WAS VERY GOOD.

IT WAS DOWN IN SAN ANTONIO.

I THINK YOU ALL REMEMBER I WENT DOWN ONE DAY, CAME BACK FOR THE MEETING THAT NIGHT, THEN DROVE BACK THAT NIGHT TO GO TO SESSIONS IN THE MORNING.

SO IT WAS A BUSY WEEKEND, BUT BUT A GREAT ONE NONETHELESS.

SO WHAT DOES THE MEXICAN AMERICAN SCHOOL BOARD ASSOCIATION? THEY EMPOWER SCHOOL BOARD MEMBERS TO BE MORE CULTURALLY CONSCIOUS LEADERS FOR THE ADVANCEMENT OF THE LATINA MEXICAN AMERICAN COMMUNITY.

AND THAT THAT IS A VOICE IN OUR IN OUR DISTRICT THAT'S VERY, VERY LOUD VOICE AND ONE THAT NEEDS TO BE HEARD MORE, I THINK.

AND SO I FOUND OUT ABOUT THIS AT NASBA.

IS THAT HOW WE SAY IT NOW OR IS IT NASBE? I LIKE TO SAY NASBY, EVEN THOUGH IT'S NOT THAT, BUT AND I WAS VERY INTERESTED IN COMING AND I MENTIONED IT TO DR.

AZAIEZ AND TO PRESIDENT LANDRUM.

THEY WERE KIND ENOUGH TO LET ME GO DO THIS.

I ATTENDED A PRE-CONFERENCE ON THE FIRST DAY, WHICH WAS LIKE A FIVE HOUR SESSION ABOUT TRANSFORMATIVE STUDENT VOICES, WHICH WAS BASICALLY ABOUT ENGAGING PARTNERSHIPS WITH STUDENTS, KIND OF LIKE WHAT WE WERE TALKING ABOUT EARLIER WITH THE STUDENT VOICE THING THAT WE ALREADY DO.

BECAUSE STUDENT VOICE IS IMPORTANT IN EVERY ASPECT OF OUR DISTRICT.

THEY ARE THEY ARE OUR BIGGEST CUSTOMER.

THEY ARE THE ONES THAT WE NEED TO INTERACT WITH.

WE'RE DOING ALL OF THIS FOR THEM, SO WE NEED TO HEAR THEIR VOICES AS TO HOW WE'RE DOING FOR THEM.

THE ONE THING THAT I GOT OUT OF THAT SESSION, A COUPLE OF THINGS.

WELL, THE MAIN THING I GOT WAS THAT THEY THEY REALLY RECOMMEND A STUDENT LED PERSONAL DEVELOPMENT FOR THE TEACHERS AND THE STUDENTS, BECAUSE WHEN THEY DO THESE SORTS OF THINGS, THIS WAS A PROGRAM OUT OF DENVER, BY THE WAY, THIS THIS GENTLEMAN WHO PRESENTED WHEN THEY DO THAT, THEY FIND THAT A LOT OF TIMES THE TEACHERS FIND THAT THEY THEY LEARN A LOT MORE ABOUT THEIR STUDENTS THAN THEY WOULD HAVE JUST FROM THE DAY TO DAY WORK, BECAUSE THEY ONLY HAVE SO MUCH TIME IN CLASS TO REALLY CONNECT WITH THEIR STUDENTS.

AND A LOT OF TIMES THE TEACHERS WERE FINDING OUT THAT THEY HAD BIASES THAT THEY DIDN'T REALIZE WERE BEING WERE WERE WERE SOMETHING THAT THEY HAD, AND THE STUDENTS WERE WILLING TO BE IN A SAFE PLACE WITH THEM AND TALK TO THEM ABOUT IT.

AND CHANGE HAPPENS THAT WAY.

SO IT'S A VERY, VERY GOOD THING.

SO AS THE SUPERINTENDENT ADVISORY COUNCIL MODEL, THE VOICE THAT WE HAVE HERE, I THINK IS A GOOD THING TO DO, AND I'D LOVE TO SEE IT EXPANDED IF I HAVE, YOU KNOW, IF DOWN THE LINE WE MAKE A DECISION AS A BOARD TO HAVE THAT BE ONE OF OUR THINGS THAT WE HAVE AS A DIRECTIVE TO OUR SUPERINTENDENT.

OH, MY STUFF TURNED OFF.

OH NO, HANG ON ONE SEC.

THIS IS A NEW GADGET.

SO DAY TWO.

THE FIRST PANEL WAS WITH REPRESENTATIVES DIEGO BERNAL AND REPRESENTATIVE GARY VANDEAVER.

IT WAS ABOUT THE STATE OF THE LEGISLATIVE PUBLIC EDUCATION IN THE LEGISLATURE.

IT WAS KIND OF A QUESTION AND ANSWER THING.

OF THE COUPLE OF TAKEAWAYS, VANDEAVER SAID THAT PUBLIC EDUCATION IS STRONG.

THERE'S NOTHING WRONG WITH PUBLIC EDUCATION.

SO, YOU KNOW, UNLESS THERE'S AND HE MADE A GOOD POINT THAT THERE NEEDS TO BE A LOT OF PRESSURE FROM LOCAL BUSINESSES.

IF WE PRESSURE LOCAL BUSINESSES ABOUT THE FACT THAT THESE VOUCHERS ARE COMING IN AND THEY'RE KIND OF TAKING AWAY FUNDING FOR US, THAT WILL.

HOPE THAT WILL HELP FEND IT OFF TO SOME EXTENT, BECAUSE I THINK YOU CAN SEE WHEN WE TALK ABOUT OUR CTE PROGRAMS AND THE SKILLS THAT WE OFFER STUDENTS THAT VOUCHER THAT, THAT PRIVATE SCHOOLS AND CHARTER SCHOOLS JUST DON'T OFFER.

WE MAKE A MORE DIRECT IMPACT ON OUR LOCAL COMMUNITY IMMEDIATELY WITH OUR STUDENTS WHEN THEY COME OUT READY TO GO.

AND SO THAT'S SOMETHING THAT MATTERS TO BUSINESS PEOPLE.

AND I THINK THEY WANT THEIR BUSINESSES TO BE RUN WELL BY BY GREAT EMPLOYEES.

AND I'VE BEEN THE BENEFICIARY OF A LITTLE OF THAT FROM OUR DISTRICT AS WELL.

ONE OF MY SON'S FRIENDS WENT THROUGH THE MCNEIL MECHANIC PROGRAM AND DID SOME WORK ON MY CAR, DID AN AMAZING JOB, AND I WAS VERY HAPPY THAT HE DID THAT FOR ME.

SO YOU CAN SEE THAT IT HAPPENS ALL IN OUR NEIGHBORHOOD.

THE BRUNEL SAID THAT VOUCHERS WILL CAUSE MORE THAN ONE SPECIAL SESSION.

WE'RE ALREADY AT ONE. WE'RE HEARING THAT THERE'S GOING TO BE A SECOND ONE.

SO THAT'S THAT'S SOMETHING WE HAVE TO LOOK FORWARD TO.

AND AT THE TIME HE WAS SAYING THERE WEREN'T ENOUGH MAYBE VOTES OUT TO GET IT OUT OF THE HOUSE.

SO HE THOUGHT AT THE TIME THAT VOUCHERS PROBABLY WEREN'T GOING TO WEIR NONSTARTER.

[03:00:04]

NOW, I GOT TO ASK A QUESTION, BECAUSE I NOTICED IN A LOT OF THE THE THE COMMITTEE TESTIMONY, IT WAS KIND OF LOPSIDED AS FAR AS WHO THEY INVITED TO COME.

YOU KNOW, IT WAS LIKE 8 TO 2 PRO-VOUCHER VERSUS NOT NO VOUCHER.

AND I ASKED BOTH OF THEM, LIKE, HOW DO WE GET INVITED THAT THE PEOPLE IN THIS ROOM WHO ARE CLEARLY ANTI VOUCHER AND WANT TO LEAVE OUR PUBLIC MONEY, MONEY IN PUBLIC SCHOOLS, HOW DO WE GET INVITED TO THAT. AND BERNAL HAD JUST A LITTLE ADVICE, HE SAID TO TALK TO THE TWO PEOPLE THAT DO GET INVITED AND SEE HOW THEY GOT INVITED AND SEE IF THEY CAN GET YOU A LEG IN. SO THAT'S ONE WAY WE CAN THINK OF ADVOCATING AS WELL.

AND THEN VANDEAVER KIND OF DODGED IT.

HE DIDN'T SAY ANYTHING, BUT THAT'S OKAY.

UM, THEY TALKED ABOUT THE STAR A LITTLE BIT, AND THEY WERE ASKED WHAT QUESTION THEY WOULD ASK.

MIKE MORATH, THE COMMISSIONER OF TO DAVID BERNAL ASKED JUST WHY CAN'T WE GET KIDS WHAT WE KNOW THEY NEED? AND I THOUGHT THAT WAS A VERY, VERY POWERFUL STATEMENT.

IT SEEMS SO SIMPLE.

AND YET WE MAKE IT SO COMPLEX TO JUST GET KIDS THE FUNDING THAT THEY NEED TO BE BETTER AT LIFE, YOU KNOW, AND THERE'S ALL THIS ROADBLOCK THAT COMES UP BECAUSE OF POLITICAL WANTS AND NEEDS.

AND VANDEAVER SAID HE WOULD ASK WHY WE'RE CONTINUING TO DO SOMETHING THAT PARENTS DON'T SUPPORT.

YOU HEAR A LOT OF TALK ABOUT PARENTAL CHOICE AND PARENTAL EMPOWERMENT, AS FAR AS THEIR STUDENTS ARE CONCERNED AND THEIR THEIR CHILDREN ARE CONCERNED.

WELL, WHAT VANDEAVER IS SAYING IS THE PARENTS DON'T LIKE THE STAR.

IT'S PRETTY CLEAR THEY DON'T LIKE THE STAR.

AND SO WHY DO WE KEEP DOING IT? I THOUGHT THAT WAS PRETTY INTERESTING.

LET'S SEE HERE.

THEN I WENT ON TO ANOTHER SESSION ABOUT BEST PRACTICES FOR EMERGING BILINGUAL ENGLISH LANGUAGE LEARNERS.

I THOUGHT, I THINK IT'S INTERESTING THAT WE KIND OF SOME OF THE TOPICS THAT WE COVERED TONIGHT WERE VERY MUCH WHAT I, WHAT I TALKED ABOUT OR SAW HERE.

THE MAIN POINT OF THIS WAS A PROGRAM, I BELIEVE SHE WAS OUT OF SAN ANTONIO OR EL PASO, ONE OF THE TWO I APOLOGIZE, I DON'T REMEMBER, BUT THAT BILINGUAL STUDENTS ARE SPECIAL AND IT'S NOT DETRIMENTAL FOR THEM TO KNOW ANOTHER LANGUAGE.

WE AS A SOCIETY KIND OF LOOK AT AS ENGLISH SPEAKERS.

WE LOOK AT SOMEBODY WHO SPEAKS ANOTHER LANGUAGE AS MAYBE NOT AS ADVANCED AS US, AND THAT'S JUST NOT TRUE.

LOOK AT THE GENTLEMAN HERE WHO SPEAKS FOUR LANGUAGES.

HE'S MUCH MORE INTELLIGENT THAN US IN THAT RESPECT.

AND I THINK THE THE WAY THAT WE THE WAY THAT WE FRAME THAT IDEA CAN ALSO AFFECT HOW WE EDUCATE CHILDREN THAT ARE BILINGUAL.

THERE ARE BENEFITS TO IT. STUDENTS GET TO KEEP AND SHARE THEIR CULTURE, OF COURSE, SO THEY FEEL SEEN.

IT'S WHAT WE'RE TALKING ABOUT, ABOUT THE WELL BEING THAT WE TALK ABOUT AND THEY'RE MORE MARKETABLE POST-GRADUATION.

I KEEP COMING BACK TO BUSINESS IN THAT, BUT BEING BILINGUAL IS SUCH AN ADVANTAGE IN THE MARKET.

WE PAY OUR TEACHERS THAT ARE BILINGUAL MORE THE ONES WE'RE SUPPOSED WE'RE SUPPOSED TO PAY MORE, I GUESS, BUT WE DO PAY THEM THEM MORE.

AND SO IT'S GOOD FOR STUDENTS TO BE WELL ROUNDED IN THIS RESPECT.

IT JUST IT JUST REEMPHASIZE TO ME WHY IT'S IMPORTANT THAT WE CONTINUE THESE THIS WORK IN OUR DISTRICT.

AND THEN DAY THREE WAS A LITTLE SLOWER.

IT WASN'T THERE WASN'T AS MUCH THAT DAY.

HARRISON KELLER, THE COMMISSIONER OF HIGHER ED, CAME AND TALKED TO US.

HE MENTIONED THAT ONE THING HE MENTIONED THAT I THOUGHT WAS INTERESTING.

HE MENTIONED THAT LATELY, MORE STUDENTS THAT ARE ACADEMICALLY FIT DON'T ENROLL IN COLLEGE.

AND HE ATTRIBUTED THAT TO CTE PROGRAMS AND BEING JOB READY.

SO KIDS ARE COMING OUT AND THEY'RE MAKING MONEY BECAUSE OF THE PROGRAMS WE OFFER.

SESSION TWO IS ADJACENT TO SANTOS, A PROFESSOR FROM NORTHWEST UNIVERSITY WHO IS A COMMUNICATIONS PROFESSOR.

AND HE WAS BASICALLY TALKING ABOUT COMMUNICATING WITH OUR COMMUNITIES, WHICH IS WHAT WE TALK ABOUT HERE.

AND HE SAID SOMETHING THAT WAS REALLY INTERESTING.

YOU'VE GOT TO USE MORE WORDS PER SQUARE THOUGHT.

SO YOU'VE GOT TO MAKE SURE YOU'RE REALLY EXPLAINING YOURSELF AND TELLING YOUR STORY TO YOUR COMMUNITY.

WHEN YOU'RE WHEN YOU'RE INTERACTING WITH YOUR COMMUNITY.

BECAUSE A LOT OF TIMES WE SIT UP HERE AND WE GET TO WE SAY A LOT OF THINGS THAT MAYBE.

BE SOME. THE THE PEOPLE THAT ARE WATCHING DON'T DON'T NECESSARILY AGREE WITH US ON OR WHATEVER, BUT THEY DON'T KNOW THE FULL STORY OF HOW WE GOT HERE, WHAT WE'RE WHAT WE'RE ADVOCATING FOR, AND THAT AND GETTING OUT INTO THE COMMUNITY AND BEING VERY FRANK WITH THEM AND OPEN IS JUST IS A BETTER WAY TO TO COMMUNICATE WITH YOUR WITH YOUR CONSTITUENTS.

AND IT WAS KIND OF A POLITICAL TALK.

AND I'M NOT I DON'T CONSIDER MYSELF A POLITICIAN EVEN THOUGH I GET VOTES.

I'M AN ADVOCATE, NOT A POLITICIAN.

SO IT WAS A LOT OF IT WAS KIND OF TUNE OUT, BUT SOME OF THE THINGS HE SAID WERE VERY INTERESTING.

AND AND IT WAS IN MY HOMETOWN OF SAN ANTONIO.

SO I GOT TO BE DOWNTOWN SAN ANTONIO, WHICH WAS VERY NICE TO SEE MY OLD STOMPING GROUNDS.

SO IT WAS GREAT.

THANK YOU FOR LETTING ME GO.

THANK YOU FOR THE UPDATE.

TRUSTEE ZARATE, DO WE HAVE ANY QUESTIONS? ALL RIGHT. WELL, THANK YOU FOR BEING A REPRESENTATIVE.

I DO THINK WE SHOULD SEND MORE OF US NEXT YEAR.

I THINK IT'S DEFINITELY WORTH IT FOR AT LEAST 2 OR 3 OF US TO GO AND AND TAP THIS RESOURCE FOR US TO LEARN MORE.

[03:05:04]

I KNOW FROM BEING PART OF MASSBAY IS ACTUALLY THEY PROVIDE SCHOLARSHIP FOR STUDENTS AS WELL.

SO OUR STUDENTS, I THINK, START SOON.

OUR STUDENTS ARE ELIGIBLE TO APPLY FOR A SCHOLARSHIP THAT MASSBAY WILL BE PROVIDING.

I DON'T KNOW HOW MANY EXACTLY, BUT THEY PROVIDE A LOT OF SCHOLARSHIPS TO STUDENTS AS WELL.

WELL, THERE'S A BENEFIT AS WELL.

THAT'S FABULOUS.

[H. ACTION ITEMS FOR CONSIDERATION BY CONSENT]

I DIDN'T RECEIVE ANY EMAILS ASKING TO PULL ANYTHING FROM THE AGENDA.

MADAM PRESIDENT, I MOVE.

WE APPROVE ITEMS H ONE THROUGH TEN BY CONSENT.

SECOND. I HAVE A MOTION AND A SECOND.

ANY QUESTIONS OR COMMENTS? SEEING TRUSTEE HARRISON.

DID YOU JUST TURN IT OFF? ALL RIGHT, ALL RIGHT, ALL IN FAVOR, RAISE YOUR HAND.

ALL OPPOSED? MOTION CARRIES FIVE ZERO.

NOW WE ARE ON TO ITEM I ONE.

[I. ACTION ITEMS]

AND TRUSTEE ZARATE ASKED TO PULL THIS FROM THE CONSENT.

IT WENT BACK TO COMMITTEE WITH A FEW CHANGES.

I THINK THERE'S SOME COMMENTS ON THE PROPOSED.

DO YOU HAVE ANY LIGHTS? TRUSTEES. TRUSTEE ZARATE.

YES, SURE. YES.

JUST AGAIN, WE'RE HEARING FROM THE COMMUNITY THAT EVEN NOW AFTER.

AND THANK YOU, CALENDAR COMMITTEE, SO MUCH FOR FOR YOUR WORK.

I KNOW THIS ISN'T EASY WORK, BUT WE'RE HEARING THAT IT'S JUST A LITTLE BIT.

IT'S NOT AN EQUITABLE CALENDAR AS FAR AS SOME OF OUR OUR GROUPS ARE CONCERNED.

IT DOESN'T TAKE INTO ACCOUNT ALL OF OUR STUDENTS AND STAFF'S PERSONAL PREFERENCES AND NEEDS.

IT SHOWS THAT THERE MAY NOT BE A CLEAR UNDERSTANDING OF SOME OF THESE CULTURALLY SIGNIFICANT DAYS, AND WITHOUT A CLEAR UNDERSTANDING OF THOSE OTHER CULTURES, WE CAN'T ATTAIN TRUE EQUITY IN THIS DISTRICT.

AND I KNOW THAT EQUITY WORK IS HARD, BUT WE MAKE HARD DECISIONS TO BE EQUITABLE SO THAT EVERYBODY HAS THE SAME PLAYING FIELD.

AND WE HAVE TO SHOW THAT WE'RE COMMITTED TO EQUITY AND WE DON'T NEED TO JUST SAY IT ANYMORE.

AND I'M HEARING THAT FROM THE COMMUNITY.

AND THAT'S WHAT I'M ECHOING TO YOU.

AND LET'S LET'S SEE WHAT YOU GOT.

YEAH. THANK YOU.

THANK YOU FOR FOR THAT.

ALL RIGHTY. AND AS I SAID, FROM, FROM OUR STANDPOINT, WE WANT TO OBVIOUSLY TO MAKE SURE THAT WE TAKE CARE OF THE CONCERNS OR THE SUGGESTIONS.

WE ALSO HAVE TO KEEP IN MIND A COUPLE OF THINGS TOO.

ALSO, WE HAVE TO MAKE SURE THAT WE HAVE INPUT FROM OUR TEACHERS AND ALSO FROM OUR STAFF AS WELL AS OUR THE, OUR COMMUNITY.

SO WE ARE WILLING TO TAKE THE FEEDBACK.

WE'RE WE'RE WILLING TO TAKE THE INPUT FROM.

OBVIOUSLY, I KNOW THAT WE RECEIVED SEVERAL EMAILS ABOUT IT.

WE WOULD LIKE TO TAKE THAT BACK.

BUT ALSO WE ALSO, IF THERE ARE ANY OTHER SUGGESTIONS OR IDEAS FROM OUR BOARD OF TRUSTEES, PLEASE LET LET US KNOW.

I MEAN, WE DON'T HAVE TO APPROVE IT TONIGHT.

WE'RE WE'RE ALREADY BRINGING IT EARLY.

WE USUALLY TYPICALLY THE IT'S APPROVED DECEMBER JANUARY.

SO WE GOT TIME.

THERE IS NO RUSH IN APPROVING IT.

AS I SAID, WE WANT TO MAKE SURE AGAIN THAT WE'RE LISTENING.

BUT ALSO I WANT EVERYBODY TO UNDERSTAND THERE ARE ALSO THERE ARE SOME PARAMETERS OR SOME CONSTRAINTS.

IF YOU WILL, LIKE.

I KNOW WHEN A SUGGESTION WAS TO MINIMIZE THE NUMBER OF PD FOR OUR TEACHERS AND ONLY MINIMIZE THEM FROM 7 TO 5, OUR TEACHERS NEED THOSE DAYS BECAUSE THOSE ARE THE DAYS THEY NEED TO PREP THEIR CLASSROOMS. THOSE ARE THE DAYS THEY WILL HAVE TO GET TRAINED.

OUR PRINCIPALS WORK VERY CLOSELY WITH THEM.

WE AS A DISTRICT, WE ALSO MAY PROVIDE SOME TRAININGS FOR THEM.

SO IF WE CUT THOSE THOSE SEVEN DAYS, I GUESS OF PREPARATION TO FIVE, THAT COULD HURT OUR, YOU KNOW, OUR ABILITY TO PROVIDE THE SUPPORT AND THE TRAINING FOR OUR TEACHERS AND MAKE SURE THAT PREPARED TO RECEIVE OUR STUDENTS AFTERWARDS.

SO I JUST WANT TO CAUTION WHATEVER DECISION WE MAKE, WE ALSO HAVE TO THINK ABOUT OUR TEACHERS AND MORE IMPORTANTLY, ABOUT OUR STUDENTS, RIGHT? SO IT HAS TO BE WHAT IT HAS TO BE A DECISION.

WELL, LIKE WE ALL THINK ABOUT IT, EQUITY IS DEFINITELY WE WANT TO CONSIDER THAT.

BUT ALSO WE ALSO MAKE SURE THAT OUR TEACHERS ARE READY PREPARED, HAVE THE TOOLS, HAVE THE DAYS, AND TO TAKE CARE OF OUR STUDENTS AND MEET THEIR NEEDS.

THAT'S THE ONLY THING, BUT WE'RE OPEN TO GET SOME SUGGESTIONS.

I KNOW RODRIGO IS WITH US TONIGHT AND IF WE HAVE TO TAKE IT BACK TO THE COMMITTEE, WE WILL.

IF WE HAVE TO CHANGE THE COMMITTEE OR ADD MORE MEMBERS FOR NEXT SCHOOL YEAR, WE WILL.

WE'RE HERE TO WORK WITH OUR COMMUNITY.

REAL QUICK. DO YOU WANT TO GO THROUGH THIS PRESENTATION? OR IF YOU WANT, YOU CAN.

YEAH. OKAY.

AND THEN I HAVE SOME MORE QUESTIONS FOR TRUSTEES.

SO I APOLOGIZE FOR INTERRUPTING YOU.

NO. NO PROBLEM. GOOD EVENING.

[03:10:01]

SO DUE TO SOME OF THE FEEDBACK THAT WE DID RECEIVE FROM OUR STAKEHOLDERS THROUGH EMAIL, FROM COMMITTEE MEMBERS COMING TO SPEAK AT THE BOARD MEETINGS AND LET'S TALK, WE DID WANTED TO TO GIVE OURSELVES THE OPPORTUNITY TO RELOOK AT SOME OF THOSE SUGGESTIONS AND THE FEEDBACK THAT WAS GIVEN TO US.

WHAT WE DIDN'T WANT TO DO IS NOT CONSIDER THE FEEDBACK AND SIMPLY MOVE FORWARD WITH WHAT THE COMMITTEE HAD HAD VOTED ON AND WHAT THEY HAD SUGGESTED.

SO WE TOOK IT. WE DID TAKE SOME OF THE SLIDES FROM LAST TIME'S PRESENTATION TO REVIEW THE PROCESSES THAT WE TOOK, AND THEN TO SHOW THE PARAMETERS THAT DR.

AZAIEZ DID SPEAK TO AND WHAT WHAT WE HAVE TO WORK WITH AND MAYBE SOME POSSIBLE ACTION AT THE END.

SO JUST THE DRAFT THAT IS BEING PROPOSED, THIS IS THE ACADEMIC CALENDAR FOR 2425.

SO WE'RE WORKING ONE YEAR AHEAD.

THE ACADEMIC CALENDAR COMMITTEE DID CONSIST OR DOES CONSIST OF 39 MEMBERS, DIFFERENT STAKEHOLDERS.

AND IT'S A BALANCE BETWEEN ALL FIVE VERTICAL LEARNING COMMUNITIES.

SO SOME OF THE CONSTRAINTS DO COME FROM THE STATE.

SO WE DO HAVE TO MEET THE 75,600 OPERATIONAL MINUTES.

WE MUST INCLUDE THE 187 DAYS FOR TEACHERS TO MEET THE CONTRACT EXPECTATION.

AND SINCE THE DISTRICT DOES SEEK A PROFESSIONAL DEVELOPMENT WAIVER ANNUALLY FOR THOSE FIVE DAYS, WE DO HAVE TO TAKE PLACE.

THOSE CALENDAR, THOSE PROFESSIONAL DEVELOPMENT DAYS DO HAVE TO TAKE PLACE BETWEEN THE FIRST AND THE LAST DAY OF SCHOOL OF INSTRUCTION.

SOME OF THE DISTRICT CONSTRAINTS IS TO MAINTAIN THE DATE IN OCTOBER DESIGNATED FOR ELEMENTARY PARENT AND TEACHER CONFERENCES.

WE DO NEED TWO FULL WEEKS OF WORK IN DECEMBER FOR PAYROLL.

WE NEED TO ALIGN OUR SPRING BREAK TO CHECK THEIR CALENDAR FOR DUAL CREDIT ENROLLMENT.

THE MINIMUM OF FOUR INSTRUCTIONAL DAYS AFTER START FOR FINAL EXAMS AND THE END OF MEMORIAL DAY FOR SUMMER.

DUAL CREDIT AND ENROLLMENT IS ALSO CONSIDERED WITH OUR DISTRICT CONSTRAINTS.

SO THESE CONSTRAINTS ARE INTERNAL DECISIONS, RIGHT.

AND ALLOW US TO TO ALIGN THE DISTRICT PROCESSES WITH THE STATE AND COMMUNITY PARTNERS.

OUR COMMUNITY CONSTRAINTS ARE THAT WE WE START IN AUGUST.

SO THIS IS FEEDBACK FROM THE COMMUNITY INTO THE COMMITTEE.

SO WE START IN AUGUST.

WE HAVE ONE FULL WEEK OF FALL BREAK WHICH INCLUDES OUR THANKSGIVING HOLIDAY, TWO WEEKS OF WINTER BREAK, ONE WEEK OF SPRING BREAK, AND THAT WE FINISH BY MEMORIAL DAY.

FEATURES OF THE DRAFT.

SO WE DO MEET AND EXCEED THE 75,600 MINUTES.

WE DO END BY MEMORIAL DAY FOR STUDENTS AND TEACHERS, AND THE PROFESSIONAL DEVELOPMENT DAY PLACEMENT AND THE LENGTH OF THE HOLIDAYS CLOSELY MIRROR THAT OF 22 AND 23.

SO THE TIMELINE THAT WE'VE TAKEN, YOU KNOW, FROM AUGUST 17TH, THE INITIAL PRESENTATION WAS DONE TO THE BOARD, AUGUST 18TH TO THE 25TH.

WE MET WITH STAFF OF COMMUNITY SURVEY.

WE PROVIDED THAT THAT OPPORTUNITY FOR FEEDBACK.

THE ACADEMIC CALENDAR COMMITTEE MET AGAIN TO REVIEW SOME OF THE FEEDBACK FROM THE SURVEY ON THE 21ST OF SEPTEMBER.

THE DISTRICT BROUGHT FORTH THE ACTION ITEMS FOR APPROVAL.

IT WAS PULLED FOR CONSENT AND IN OCTOBER 19TH, THE DISTRICT IS BRINGING BACK FORTH NOW ITEMS FOR APPROVAL FOR THE CALENDAR FOR 2425.

SO BETWEEN SEPTEMBER 21ST, FROM THE DATE OF THE CALENDAR BEING PULLED TO OCTOBER 19TH, WE DID COME BACK AS A DISTRICT AND LOOKED OVER OUR OWN REVIEW OF THE THE FEEDBACK AND THE CALENDARS THAT THAT WERE BEING PROPOSED.

SO THIS IS SOME OF THE FEEDBACK THAT THAT THE THE OPTIONS THAT WERE GIVEN.

THE CALENDAR COMMITTEE MET TO REVIEW THE SURVEY RESPONSES.

WE DID HAVE MORE THAN 3500 PARTICIPANTS IN THE SURVEY.

38% OF STAFF AND 62% WERE PARENTS AND COMMUNITY MEMBERS.

THE VOTE FOR OPTION ONE WAS 74% STRONGLY AGREED UPON, WHILE THE VOTE FOR OPTION TWO WAS ONLY AT 34%.

LIMITED FEEDBACK WAS PROVIDED REGARDING BOTH CALENDARS AT THE TIME, AND THEN THE FINAL RECOMMENDATION FOR ACADEMIC CALENDAR COMMITTEE WAS BEING BROUGHT FORTH TO TO YOU ALL BACK IN IN SEPTEMBER.

SO HERE ARE SOME OF THE FEDERAL HOLIDAYS THAT ARE CURRENTLY OBSERVED.

SO WE HAVE TO OBSERVE LABOR DAY, THANKSGIVING DAY WHICH IS INCLUDED WITHIN OUR FALL BREAK.

MARTIN LUTHER KING DAY IN JANUARY, PRESIDENTS DAY IN FEBRUARY, AND MEMORIAL DAY IN MAY.

SO THIS IS WHAT WE WERE NOW LOOKING AT REASSESSING OUR OPTION ONE.

SO IN LOOKING AT THE HOLIDAYS, SOME OF THE INEQUITY OR EQUITABLE SITUATIONS THAT WE RAN INTO, WE WE KIND OF JUST CREATED SOME SOME DATA POINTS HERE.

SO WITH ROSH HASHANAH, EXCUSE ME, IT DOES OCCUR DURING SUNDOWN WEDNESDAY THROUGH SUNDOWN FRIDAY.

SO CURRENTLY IT DOESN'T SHOW THAT WE HAVE IT OFF JUST BECAUSE WE WOULDN'T BE ABLE TO GIVE TO STUDENTS OR STAFF MEMBERS TWO DAYS OFF FROM THURSDAY AND

[03:15:10]

THIS THE STUDENTS ARE OFF AND OUR STAFF ARE OFF AS WELL.

AND THEY'RE OFF BECAUSE FOR THIS YEAR, FOR 23, FOR 24, 25, I'M SORRY FOR 24, 25.

IT DOES OCCUR BETWEEN SUNDOWN FRIDAY AND SUNDOWN SATURDAY, SO THERE'S NO NEED TO INCLUDE IT WITHIN THE CALENDAR AS BEING AN OFF DAY.

DIWALI. THIS IS NOVEMBER 1ST, WHICH IS A FRIDAY, SO STUDENTS WILL BE OFF DURING THIS DAY FOR OUR STAFF MEMBERS, WE'RE CONSIDERING A STAFF DEVELOPMENT DAY.

KWANZAA HAPPENS DURING OUR WINTER BREAK AS WELL AS CHRISTMAS, HANUKKAH.

THOSE ARE ALL DURING OUR WINTER BREAK.

FOR EID, WE DO NOT HAVE A DATE OR A DATE OFF FOR STUDENTS OR FOR STAFF.

THIS IS ON.

THIS OCCURS ON MARCH 31ST, WHICH IS A MONDAY GOOD FRIDAY.

WE HAVE IT OFF CURRENTLY FOR 22, 23, 24, 25.

THIS IS APRIL 18TH, WHICH IS A FRIDAY, AND THEN LUNAR, LUNAR, LUNAR NEW YEAR, WHICH WAS ALSO THROWN OUT THERE.

WE DO NOT HAVE IT OFF. THIS IS JANUARY 29TH ON WEDNESDAY.

SO IN REVISING SOME OF THE THINGS, THE ONLY POSSIBLE ACTION WAS TO MOVE THAT 24TH OF MARCH 24TH, WHICH IS RIGHT NOW A STUDENT HOLIDAY, A STAFF DEVELOPMENT DAY.

MOVE IT TO MARCH 31ST.

SO THE COMMITTEE THAT WAS ONE OF THE DECISION POINTS WAS TO HAVE THAT MONDAY FOR STUDENTS OFF RIGHT AFTER SPRING BREAK.

IT WAS POPULAR WITH THE TEACHERS BECAUSE THEY THEY FELT LIKE THEY NEEDED ONE DAY TO, YOU KNOW, GATHER AND PLAN FOR THE LAST QUARTER OF THE YEAR.

BUT THIS WOULD MAYBE BE THE ONLY POSSIBLE ACTION THAT THAT WE COULD TAKE IS MOVING THAT MONDAY OF MARCH 24TH, INSTEAD OF BEING THAT DAY FOR STUDENTS TO HAVE OFF, MOVE IT TO MARCH 31ST, WHICH CORRESPONDS HERE TO EID, AND THEN KEEP THAT DAY FOR STAFF DEVELOPMENT.

ARE THERE ANY QUESTIONS AT THIS POINT? ALL RIGHT. I WILL TURN IT OVER TO TRUSTEE.

HARRISON. THANK YOU.

THANK YOU FOR BEING WILLING TO TAKE IT BACK.

I REALLY, INSTEAD OF BEING SUPER PRESCRIPTIVE HERE AND GOING LINE BY LINE, I WOULD LIKE FOR US TO FIGURE OUT SOME OVERARCHING WAYS THAT THIS DOESN'T HAPPEN AND SOME KIND OF LIKE GUIDELINES BY WHICH WE OPERATE WHEN WE CREATE A CALENDAR.

NUMBER ONE, I THINK THE CALENDAR COMMITTEE NEEDS MORE DIVERSE REPRESENTATION, POINT BLANK PERIOD, BECAUSE WE JUST MISSED SO MUCH.

NUMBER TWO, I WOULD LIKE FOR US TO FIGURE OUT A WAY TO ADDRESS THE ISSUE OF STAFF HAVING TO USE PERSONAL DAYS.

SO EVEN WHERE WE HAVE STUDENTS OFF FOR EID OR DIWALI OR EVEN TIMES WHERE, LIKE ROSH HASHANAH, A LOT OF TIMES OUR STAFF HAVE TO TAKE OFF AND THAT'S AN EQUITY ISSUE.

AND I KNOW THAT THAT MIGHT BE A LEGAL ISSUE, BUT I HOPE THAT THAT IS SOMETHING THAT WE COULD DISCUSS AND NAVIGATE AROUND.

I KNOW THAT THERE IS A POLICY ON THE BOOKS THAT IF IT DOESN'T CAUSE UNDUE, I DON'T KNOW THE EXACT LEGAL, BUT UNDUE HARM OR UNDUE PRESSURE ON OTHER STAFF MEMBERS.

I THINK THAT'S SOMETHING WE CAN FIGURE OUT.

LASTLY, I THINK IT'S IMPORTANT TO NOTE, AND MAYBE THIS IS MY TWO MINUTES AND LESS OF A QUESTION.

THIS IS MY FULL FEEDBACK THAT WHEN WE'RE LOOKING AT AN EQUITY ISSUE, THE MAJORITY VOTE DOES NOT EQUAL EQUITY BECAUSE THE PEOPLE THAT ARE ALREADY MARGINALIZED ARE ALREADY UNDERREPRESENTED.

AND SO WHEN WE SAY, LIKE MOST PEOPLE WANTED, YEAH, LET'S BE HONEST, IF MOST OF US ARE CHRISTIANS IN THIS DISTRICT, I'M SURE WE WANT OUR CHRISTIAN HOLIDAYS RECOGNIZED.

BUT THAT'S NOT EQUITABLE ACROSS THE BOARD.

AND I'D REALLY LIKE FOR US TO PRIORITIZE NOT JUST STUDENTS, BUT ALSO HOW WE SUPPORT STAFF ON THESE OBSERVANCES AS WELL.

JUST I JUST WANT TO SAY, AS I SAID, WE WANT TO TAKE THIS BACK, BUT WE WOULD LIKE, LIKE MORE MORE AS FAR AS, LIKE STAFF DEVELOPMENT DAYS.

WE COULDN'T POSSIBLY LIKE.

I DON'T HAVE THE AUTHORITY TO DO.

IT HAS TO BE A BOARD ACTION, BECAUSE OTHERWISE WE BECOME A GIFT OF PUBLIC FUNDS.

SO WE CANNOT AUTHORIZE, LIKE I CANNOT AUTHORIZE.

IF SOMEBODY COMES AND SAID, YOU KNOW, IT'S A HOLIDAY FOR ME, I NEED TO BE OUT.

I DON'T WANT TO USE MY DAYS.

RIGHT. SO THAT'S PROBABLY WILL HAVE AS A BOARD.

IF WE WANT TO GO THAT ROUTE, WE WILL HAVE TO BE BOARD ACTION, BECAUSE I CANNOT GIFT ME PERSONALLY AS A SUPERINTENDENT.

I CANNOT DO THAT WITHOUT BOARD AUTHORIZATION.

I HEAR YOU, MADAM CHAIR.

WOULD IT BE POSSIBLE? IS THIS SOMETHING THAT A BOARD COMMITTEE MIGHT BE CREATED FOR? BOARD? MAYBE.

COMMITTEE'S NOT THE RIGHT WORD, BUT, YOU KNOW, LIKE FOR COMMUNITY FORUMS, THREE OF US WORKED ON THAT, OR TWO OF US WORKED ON THAT TO KIND OF GIVE SOME GUIDANCE AROUND THE

[03:20:09]

AND I UNDERSTAND IT'S NOT A SNAP DECISION THAT YOU COULD MAKE ABOUT STAFF AND THE OBSERVANCE OF RELIGIOUS HOLIDAYS, BUT IT SEEMS LIKE WE WOULD NEED TO EXPLORE WITH LEGAL OR WITH HR IF THAT'S EVEN A POSSIBILITY.

ABSOLUTELY. AND I JUST WANT TO SAY THERE ARE OTHER HOLIDAYS ARE NOT EVEN ON THIS LIST.

THERE IS A LOT HIGHER, WHICH IS THE SECOND SECOND HOLIDAY, THE SECOND MOST IMPORTANT HOLIDAY FOR FOR MUSLIMS. AND IT'S USUALLY IT'S NOT EVEN ONE DAY FOR EACH ONE OF THOSE HOLIDAYS, LIKE 2 TO 3 DAYS.

I MEAN, WE CAN WE CAN WORK ON COMING UP WITH A PLAN, BUT I WANT TO MAKE SURE IF WE'RE TALKING ABOUT EQUITY AND INCLUSIVITY, IT'S GOING TO BE A LOT MORE DAYS THAN WHAT WE SEE HERE. AND IT'S NOT ONE DAY PER HOLIDAY.

IT'S ACTUALLY SEVERAL DAYS.

AND SOME OF THESE HOLIDAYS I KNOW ROSH HASHANAH, FOR EXAMPLE, THAT'S LIKE THAT'S LIKE IT STARTS AT SUNDOWN RIGHT ON WEDNESDAY, BUT IT'S REALLY TWO DAYS AND THE SAME THING FOR EID AL-FITR.

AND SO SAME THING FOR EID AL-ADHA, WHICH IS ANOTHER TWO DAYS AND SOME CELEBRATE FOR THREE DAYS.

SO IT'S GOING TO BE.

UNDERTAKING. SO I WONDER IF WE MIGHT TO SAVE OURSELVES TROUBLE, FRUSTRATION, HARM IF WE MIGHT IN OUR CALENDAR COMMITTEE, HAVE THE FULL BREADTH OF THAT DISCUSSION AND DECIDE HOW WE'RE GOING TO OPERATE AND HOW WE'RE GOING TO MOVE FORWARD, WHAT'S GOING TO BE PRIORITIZED.

BUT I THINK IT'S VERY HARMFUL TO SAY WE PRIORITIZE EQUITY AND THEN VERY SEEMINGLY EASILY DISMISS THESE HIGH RELIGIOUS HOLIDAYS FOR PEOPLE AND CULTURAL HOLIDAYS.

SO EVEN IF IT'S TOUGH, I'D LOVE FOR US TO SET OUT TO HAVE THAT FULL DISCUSSION AND BRING THAT BACK INSTEAD OF BUMPING UP AGAINST THIS HARM YEAR AFTER YEAR WITH A CALENDAR.

SO MY FEEDBACK ON THAT IS, I LOVE THE IDEA OF BRINGING MORE STAKEHOLDERS INTO THIS CONVERSATION.

PERHAPS WE CAN EXPAND ON OUR CURRENT CALENDAR COMMITTEE RATHER THAN IT BECOMING A BOARD COMMITTEE OR THINGS LIKE THAT, AND IT REALLY FALLS INTO THE BOAT OF THE CALENDAR COMMITTEE THAT ALREADY EXISTS.

AND ONE OF MY QUESTION WAS, YOU KNOW, IT SAYS IN HERE THAT WE HAVE PARENT REPS AND HOW ARE THOSE PARENTS ARE SELECTED? AND, YOU KNOW, IF WE HAVE SOMEBODY VERY PASSIONATE ABOUT THIS, HOW DO THEY GET ACTIVE IN THAT CALENDAR COMMITTEE AND MAKING SURE THAT WE HAVE ALL THE REPRESENTATIVES AND, YOU KNOW, THAT NEED TO BE TAKEN INTO CONSIDERATION BECAUSE IT CAN'T BE JUST A BOARD CONVERSATION.

I WANT TO CLARIFY THAT I'M ABSOLUTELY NOT ASKING THIS TO BE A BOARD COMMITTEE.

I WAS ASKING FOR BOARD REPRESENTATIVES TO ADDRESS WHAT WOULD NEED TO BE ADDRESSED IN BOARD POLICY.

SO IF WE'RE SAYING, YOU KNOW, WE WANT WE WANT TO EXPLORE THE POSSIBILITY OF STAFF BEING ABLE TO HONOR ROSH HASHANAH WHEN THEY ARE JEWISH, WE WOULD HAVE TO TAKE BOARD ACTION.

SO WITHIN THE BOARD, ARE THERE A COUPLE OF US THAT CAN WORK WITH LEGAL AND WORK WITH HR TO SEE? IS THAT EVEN A LEGAL POSSIBILITY? AND I THINK THAT THAT CALENDAR COMMITTEE COULD BE TASKED WITH EXPANDING SLIDE FIVE, WHICH IS WHAT OUR COMMUNITY CONSTRAINTS ARE.

AND WHAT DOES OUR COMMUNITY SAY EVERY YEAR, WE WANT TO MAKE SURE WE'RE HONORING EITHER SPECIFIC HOLIDAYS OR A SPECIFIC NUMBER OF HOLIDAYS, BECAUSE WE'RE REALLY ONLY TALKING ABOUT CHRISTIAN, JEWISH AND MUSLIM IN THIS DRAFT RIGHT HERE.

BUT THERE'S A LOT OF OTHER HOLIDAYS THAT A LOT OF OTHER RELIGIONS THAT WE'RE NOT EVEN ON THIS SLIDE.

AND SO WE NEED TO MAKE SURE THAT WE RECOGNIZE WHAT OUR COMMUNITY CONSTRAINTS ARE IN HONORING THIS.

AND THE OTHER PART OF THAT, AND IT HAS TO BE A CONVERSATION THAT'S HAD IS THE DISTRICT RECEIVES THEIR FUNDING BASED ON ATTENDANCE, UNLIKE THE VOUCHERS, THAT IT'S A TOTAL GIFT OF $8,000.

IT'S NOT LIKE THAT IN PUBLIC SCHOOL.

AND IF WE MAKE A WEEK THAT HAS 2 OR 3 STUDENT HOLIDAYS IN ONE WEEK, I KNOW WHAT WILL HAPPEN.

PEOPLE WILL TAKE VACATIONS AND WE WILL LOSE STUDENT FUNDING FOR THE ENTIRE WEEK.

SO WE HAVE TO TAKE THAT.

I'M. SAYING IT'S A REASON TO OR TO NOT MAKE A DECISION, BUT WE HAVE TO UNDERSTAND THE THE OTHER.

THE OTHER RESULTS THAT CAN HAPPEN WITH A CHANGE IN THE CALENDAR.

WE MAY LOSE FUNDING AND IF WE'RE FINE WITH THAT, THEN THAT'S FINE.

BUT WE NEED TO BE AWARE OF WHAT THESE DECISIONS AND HOW THEY'RE GOING TO AFFECT US IN OTHER AREAS AS WELL.

AND SO I THINK THAT ALL OF THIS NEEDS TO COME TOGETHER.

NOW, CAN WE PUT THIS TOGETHER QUICKLY ENOUGH BEFORE IT NEEDS TO BE APPROVED? THAT'S WHAT I'M ASKING.

WE'RE GOING TO AGAIN, WE ALREADY RECEIVED SOME FEEDBACK.

I MEAN, WE CAN ALWAYS WE CAN ALWAYS LIKE COME UP WITH A PLAN AND ADOPT THE THE HOLIDAY.

[03:25:02]

AT LEAST THEY WANT TO KNOW THE BIG THE BIG WIGS.

LIKE WHEN IS SPRING BREAK, RIGHT? WHEN IS GOING TO BE THANKSGIVING, RIGHT? BECAUSE THEY PROBABLY WILL HAVE TO BUY TICKETS IN WAY IN ADVANCE.

RIGHT? SO TO MAKE ARRANGEMENT FOR TRAVELING AND STUFF.

SO AT LEAST IF WE CAN SET THOSE THOSE BIG HOLIDAYS, I THINK THAT WILL HELP.

WE CAN ALWAYS COME BACK AND MAKE SOME ADJUSTMENTS.

ANOTHER THING ALSO YOU NEED TO KNOW, YOU KNOW, SOME OF THIS, THIS HOLIDAY IS REALLY DEPENDS ON THE LUNAR CYCLE.

AND THEY HAVE LIKE I CAN TELL YOU THERE'S NOT A SET DATE FOR IT.

IT SAYS OVER THERE MARCH 31ST, BUT IT'S GOING TO BE A MOON.

THEY HAVE TO OBSERVE THE MOON AND DECIDE WHAT THAT MIGHT BE A MONDAY OR A TUESDAY.

SO THAT DAY WE WE MAY SAY IT'S MARCH 31ST, MAY END UP BEING APRIL 1ST, OR YOU KNOW WHAT I MEAN.

SAME THING. SO SO THOSE ARE THE THINGS AS MUCH, AS MUCH AS WE WANT TO SET THOSE DATES THOSE THEY MIGHT CHANGE.

SO AND TRUSTEE MARKHAM, YOU'VE BEEN PATIENT I APOLOGIZE.

YOU HAVE YOUR LIGHT ON.

THAT'S OKAY. TIFFANIE COVERED MOST OF WHAT I WAS GOING TO TALK ABOUT, AND I APPRECIATE THIS CONVERSATION.

AND I ALSO APPRECIATE YOU SAYING THAT MAJORITY SHOULDN'T ALWAYS BE THE MAIN INDICATOR, BECAUSE WHEN WE'RE TALKING ABOUT EQUITY, THAT CAN'T BE THE MAIN DECISION FACTOR.

AND I APPRECIATE THAT BECAUSE I HAD NOT THOUGHT OF IT FROM THAT PERSPECTIVE.

SO THANK YOU FOR SAYING THAT.

UM, I THE ONLY THING I WANT TO ADD IS THAT I FEEL LIKE IT CONSISTENTLY COMES UP THAT OUR COMMUNITY DOES NOT KNOW HOW TO GET UNLESS YOU'RE SUPER, SUPER, SUPER PLUGGED IN. THEY DO NOT KNOW HOW TO GET INVOLVED IN DISTRICT COMMITTEES.

AND SO I'M WONDERING IF WE CAN LOOK AT A WAY AND THIS WOULD BE INCLUDED OF HOW OUR COMMUNITY IS, CAN WE JUST CREATE A LANDING PAGE THAT HAS ALL OF THE COMMITTEES THAT YOU CAN GET INVOLVED IN IN THE DISTRICT FOR, LIKE A COMMUNITY INVOLVEMENT PAGE, THAT WOULD BE EASY FOR COMMUNITY MEMBERS TO GO AND LOOK AND SEE WHERE THEY FIT IN AND WHERE THEY MIGHT BE MOST USEFUL OR MOST MEANINGFUL.

I MEAN, DEFINITELY, WE CAN WORK ON THAT.

I JUST WANT TO, IF YOU GO BACK, POSTED FOR THAT, BUT THAT COULD BE A EMAIL THAT YOU SEND TO SUPERINTENDENT AS A FOLLOW UP.

AND AS I SAID, BUT WE'RE NOT POSTED.

I'M SORRY. WE DEFINITELY WANT TO TAKE BACK ALL THE FEEDBACK AND INPUT, RIGHT? THE ONE WE RECEIVED VIA EMAIL, BUT ALSO FROM OUR BOARD TONIGHT.

AS I SAID, WE WANT TO MAKE THIS.

WE WANT THIS TO WORK FOR OUR COMMUNITY, FOR OUR STUDENTS, FOR OUR STAFF, FOR EVERYONE.

REMEMBER, WE HAVE DIFFERENT TYPES OF STAKEHOLDERS TOO, RIGHT? SO AND IF IF THAT MEANS I WANT TO MAKE SURE EVERYBODY UNDERSTANDS THAT WE MAY HAVE TO KIND OF THOSE, CAN YOU GO BACK TO THE SLIDE THAT HAS THE NEGOTIABLES OR WHERE DO WE CALL THOSE CONSTRAINTS.

THANK YOU. THOSE THOSE THINGS WE MAY HAVE TO WE MAY HAVE TO CHANGE THIS.

WE MAY END UP LIKE GOING BEYOND MEMORIAL DAY OR UP STARTING, I DON'T KNOW, END OF AUGUST, I MEAN END OF JULY.

I JUST WANT TO MAKE SURE EVERYBODY UNDERSTANDS.

SO WE'RE GOING TO BRING SOME IDEAS, BUT WE MAY HAVE TO WE CANNOT FIT EVERYTHING AND ALSO HAVE WITHIN THOSE CONSTRAINTS.

RIGHT. AND THEN MAKE SURE THAT WE HAVE THE MINUTES AND THE NUMBER OF DAYS AND SO ON AND SO FORTH.

SO JUST MAKE SURE WE OPEN FOR FOR OUTSIDE THE BOX KIND OF THING.

AND MAYBE OUTSIDE OF THIS CONSTRAINTS.

SO I'M NOT SURE I AM REALLY CLEAR ON WHAT OUR NEXT STEPS ARE AT THIS POINT WITH THE CALENDAR.

IS THERE A MOTION TO APPROVE THE CALENDAR? OR MAYBE TO JUST PUT IT ON THE DISCUSSION ITEM AND WE'LL TABLE IT UNTIL THE NEXT MEETING? BUT I DON'T KNOW IF WE HAVE A MOTION.

I DON'T HAVE A MOTION YET.

WE DON'T HAVE I NEED I MOVE WE SEND THE CALENDAR BACK TO COMMITTEE FOR FURTHER REVIEW, TAKING INTO ACCOUNT WHAT WAS DISCUSSED HERE TONIGHT. IS THAT FAIR? THAT'S THE SECOND TIME, THOUGH I DON'T KNOW IF THAT WE CAN.

YOU USE YOUR MICROPHONE? I'M NOT A LAWYER, BUT I KNOW SOMETIMES WHEN WE HAVE TWO TIMES IN A ROW THAT THE ITEM CAN.

IS IT CAN WE BRING IT BACK? SO I THINK YOU CAN BRING IT BACK IF YOU'RE GOING TO JUST OR YOU CAN JUST TABLE IT AND THEN YOU HAVE FOLLOW UP FOR THE COMMITTEE QUESTIONS.

OR ARE YOU, ARE YOU INSTRUCTING THE COMMITTEE TO DO MORE WORK OR, OR YOU JUST WANT TO OR DO YOU WANT TO JUST TABLE THIS FOR NOW? I MEAN, IF THEY DON'T TAKE ACTION WELL, AND I'M NOT CERTAIN THAT THE BOARD CAN DIRECT THE CALENDAR COMMITTEE, THAT'S NOT UNDER OUR PURVIEW.

YEAH. SO I WOULD THINK OUR ACTIONS ARE EITHER TO APPROVE IT AS IS AND GIVE THE SUPERINTENDENT DIRECTIVE TO WORK WITH THE CALENDAR COMMITTEE TO FINE TUNE HOLIDAYS OR TO TABLE IT, AND GIVE THE DIRECTIVE TO THE SUPERINTENDENT TO GO BACK AND WORK IT EVEN MORE.

OH, WE DON'T HAVE TO TAKE ACTION OR JUST TAKE NO ACTION.

NO TAKE NO ACTION IS THE SAFEST WAY.

SO OKAY. AND I REMOVE MY MOTION.

[03:30:01]

MY, MY ONE FEEDBACK IS IF WE ARE TABLING OR TAKING NO ACTION IS THERE WAS A LOT OF FEEDBACK FROM THE COMMUNITY THAT THEY DIDN'T SEE THE WORK THAT WAS DONE UNTIL THREE DAYS BEFORE THE MEETING WHEN IT WAS POSTED.

AND SO PERHAPS IF WE SEND IT BACK TO COMMITTEE AGAIN, IF THERE'S A WAY TO POST IT OR TO SEND OUT AN EMAIL TO THE COMMUNITY SO THAT THEY CAN GO TO A WEBSITE AND SEE WHAT THE NEXT DRAFT IS BEFORE THREE DAYS BEFORE THE MEETING.

AND I DON'T KNOW IF I MEAN, DO I? DOES THAT SOUND LIKE SOMETHING THIS BOARD WOULD BE INTERESTED IN? IS YES, GETTING THIS, GETTING THE NEXT DRAFT OUT BEFORE THE THREE DAY.

AND I THINK REALLY SOME OF THE THINGS THAT DR.

AZAIEZ SAID WOULD BE HELPFUL IF WE'RE GOING TO PUT THINGS LIKE THAT OUT, LIKE WHAT THESE CONSTRAINTS ARE.

I MEAN, LIKE FEDERAL HOLIDAYS, WE DO NOT HAVE A CHOICE.

LIKE WE CAN'T MOVE MLK DAY DOWN TO THE 29TH, LIKE TO THE LUNAR HOLIDAY.

THAT'S NOT A POSSIBILITY, RIGHT? SO WHAT ARE OUR CONSTRAINTS LEGALLY? WHAT ARE OUR COMMUNITY CONSTRAINTS? WHAT ARE OUR TEACHER CONSTRAINTS? I MEAN, JUST SOME ALL OF THOSE THINGS THAT ARE GOING INTO THAT BECAUSE, I MEAN, IT IS SO HARD AND I HATE TO PUT OUR TEACHERS IN A BAD SPOT WHEN THEY HAVE THEY'VE THOUGHT THEY HAVE A PLANNING PERIOD, AND THEN SUDDENLY THEY'RE NOT GOING TO HAVE ONE AT A PARTICULAR TIME. AND I DO UNDERSTAND THE ABSOLUTE IMPORTANCE OF IT.

SO I THINK IF WE JUST HAD MORE OF AN EXPLANATION AND I WAS GOING TO SUGGEST, RATHER THAN JUST HAVING ASKING FOR VOLUNTEERS, THAT WE REACH OUT TO DIFFERENT FAITH LEADERS, MAYBE, AND ASK THEM TO JOIN THE COMMITTEE SPECIFICALLY SO THAT WE ACTUALLY HAVE SOME OF THOSE VOICES ON HERE, RATHER THAN WAITING FOR SOMEONE TO VOLUNTEER WHO MAY OR MAY NOT KNOW WHERE TO GO, OR THAT WE'RE LOOKING FOR VOLUNTEERS AND.

I THINK THAT'S ONE PART THAT YOU WERE MENTIONING, THAT TEACHERS AND HOW THIS CALENDAR AFFECTS OUR STAFF.

AND I WAS HAVING A CONVERSATION WITH DR.

AZAIEZ AND THE CALENDAR THAT HAS THE HOLIDAY ON SEPTEMBER THE 30TH.

HE SAID, WE PUT THAT IN THERE BECAUSE THAT'S WHAT THE TEACHERS WANTED.

THAT WAS THE END OF THE FIRST MARKING PERIOD, AND IT GIVES THEM A CHANCE TO CLOSE OUT THAT FIRST MARKING PERIOD PLAN, HAVE ANY CONFERENCES FOLLOW UP WITH STUDENTS AND KIND OF HAVE A CLEAR BREAK BEFORE THEY MOVE INTO THE SECOND MARKING PERIOD, WHICH IS SOMETHING THAT WE DON'T REALLY THINK ABOUT UP HERE ON THE DICE.

AND MAYBE THE COMMUNITY ISN'T EVEN THINKING ABOUT THAT BECAUSE THEY ARE NOT SERVED IN THE TEACHER CAPACITY.

SO IT'S SO IMPORTANT THAT WE GET INPUT FROM EVERYBODY THAT THIS CALENDAR AFFECTS.

AND ALSO MAYBE EVEN SOMEBODY FROM LIKE THE WHY THE BUSINESSES THAT DO AFTER SCHOOL CARE FOR OUR ELEMENTARY SCHOOL STUDENTS HAVE TO PROVIDE CARE ON THOSE DAYS WHEN WE DON'T HAVE SCHOOL.

SO HOW HARD IS THAT FOR THEM? I MEAN, DOES IT MATTER IF IT'S TWO DAYS AT A TIME, ONE DAY AT A TIME? I DON'T I REALLY DON'T KNOW.

IT'S BEEN A WHILE SINCE I'VE BEEN IN THAT POSITION, BUT I KNOW THAT IS SOMETHING THAT WORKING PARENTS ARE GOING TO HAVE TO ALSO BE CONCERNED ABOUT.

IF IT'S NOT YOUR HOLIDAY, HOW ARE YOU? PROVIDING CHILD CARE ON DAYS WE DON'T HAVE SCHOOL.

ALL RIGHT, SO I DON'T SEE ANY ACTION.

AND DR. AZAIEZ WILL USE THIS AS A DIRECTIVE TO YOU TO TAKE THIS DISCUSSION AND FIGURE IT OUT.

CAN I CAN I JUST SAY ONE THING? I MEAN, IF IT COMES TO US STILL HAVING TO MAKE HARD DECISIONS, THAT'S WHAT IT COMES TO.

BUT I THINK WHAT WE OFTEN DO IS WE JUST DON'T DISCUSS SOMETHING OR WE JUST WE DON'T TALK ABOUT IT.

WE'RE NOT TRANSPARENT.

SO IT WOULD BE GREAT TO TRANSPARENTLY GO THROUGH THIS HARD PROCESS AND FLAG EVERYTHING, LET IT ALL COME OUT AND THEN MAKE DECISIONS.

BUT AT LEAST WE HAD THE OPPORTUNITY TO GET FULL INPUT AND MAKE FULL CONSIDERATIONS UNDER THE EYE OF EVERYONE WHO'S IMPACTED.

SO THANK YOU FOR YOUR WILLINGNESS.

CAN I SAY SOMETHING? GO AHEAD. I WAS ACTUALLY GOING TO SAY, AND I DON'T KNOW HOW COMFORTABLE THE CALENDAR COMMITTEE WOULD BE, BUT IF YOU BROADCAST IT LIKE YOU DO SHAQ OR LIKE OUR MEETINGS WHERE PEOPLE COULD GO BACK AND WATCH WHAT THE DISCUSSION WAS, AND IT WOULD HAVE TO BE, YOU KNOW, THE CALENDAR COMMITTEE, THEY WOULD HAVE TO BE COMFORTABLE WITH THAT.

AND MAYBE PEOPLE AREN'T ALWAYS AS HONEST ABOUT THEIR FEELINGS WHEN THEY'RE BEING TAPED, BUT AT LEAST THAT WHOLE TRUE DISCUSSION WOULD BE AVAILABLE FOR PEOPLE TO SEE WHY CERTAIN DECISIONS WERE MADE AND THAT THEY WEREN'T MADE OUT IN JUST A VACUUM.

RIGHT. AND I JUST WANT TO SAY, I THINK FOR THOSE IN THE COMMUNITY THAT MIGHT BE A LITTLE MORE DISAPPOINTED ABOUT THIS CALENDAR.

I DON'T BELIEVE THAT ANYBODY ON THE COMMITTEE HAS DONE THIS OUT OF ANY WAY OF TRYING TO DO HARM.

I THINK IT'S JUST A LACK OF AWARENESS.

IT JUST GOES TO SHOW HOW HOW LITTLE WE KNOW ABOUT EACH OTHER AS A COMMUNITY, EVEN AS TIGHT AS WE ARE AND HOW WE CAN GET BETTER ABOUT THAT.

[03:35:06]

WE HAVE SPENT 30 MINUTES DISCUSSING THIS AND I KEEP THINKING ABOUT OUR STUDENT OUTCOMES PERCENTAGE.

SO IF YOU'RE OKAY, I'D LIKE TO TABLE IT AT THIS POINT.

ALL RIGHT. THANK YOU. ARE YOU GOING TO JUST TAKE NO ACTION.

YOU DON'T HAVE A MOTION SO YOU'RE JUST NOT GOING TO TAKE ACTION OKAY.

ALL RIGHT. SO NOW WE'RE GOING TO MOVE ON TO ITEM I TWO.

AND APPROVAL FOR NOMINATIONS FOR THE TRAVIS COUNTY APPRAISAL DISTRICT, ALSO CALLED TCAD.

I WILL TELL YOU THAT WE DID DO A COMMUNITY OUTREACH PROGRAM LIKE WE DID FOR.

WE HAD FOUR PEOPLE THAT WERE INTERESTED IN SERVING AS WQAD, SERVING AS OUR REPRESENTATIVE TO BE NOMINATED TO BE RECEIVING VOTES FOR WQAD.

WE DID NOT RECEIVE ANYBODY IN OUR COMMUNITY OUTREACH THAT WANTED TO SUBMIT A RESUME.

DO I HAVE ANYBODY ON THE COMMITTEE THAT WOULD LIKE, I MEAN, ON THE BOARD THAT HAS THEIR OWN REPRESENTATIVE THAT THEY WOULD LIKE TO NOMINATE? I WOULD LIKE TO MAKE A MOTION BEFORE YOU DO THAT.

CAN YOU DO YOU HAVE A PERSON THAT YOU'D LIKE TO NOMINATE? YES. WHY DON'T YOU THROW THAT OUT.

SO I WOULD LIKE TO PUT FORTH CORY VESSA FOR THIS POSITION.

OKAY. HAS. HAVE YOU TALKED TO HER ABOUT IT? IS SHE WILLING? ALL RIGHT.

DO WE HAVE ANY OTHER NOMINATIONS FROM TRUSTEES ON THE DAIS? ALL RIGHT, NOW I MAKE YOUR MOTION.

I JUST WANT TO SEE IF WE HAD MULTIPLE PEOPLE THAT WE WERE GOING TO MAKE MULTIPLE MOTIONS OR NOT, BECAUSE THERE'S A PROCESS IN ROBERT'S RULES.

SO I MOVE THAT THE BOARD ADOPT A RESOLUTION APPROVING COREY VESSA AS ROUND ROCK ISD'S NOMINEE FOR THE TRAVIS CENTRAL APPRAISAL DISTRICT BOARD OF DIRECTORS.

I SECOND ALL RIGHT, I HAVE A MOTION AND A SECOND.

ANY COMMENTS OR QUESTIONS? SEEING NONE. ALL IN FAVOR, RAISE YOUR HAND.

ALL OPPOSED. MOTION CARRIES FIVE ZERO.

ALL RIGHT. ITEM I THREE.

AND IT ACTUALLY WORKED OUT WELL IN MY ORIGINAL MOTION TO NOT HAVE TIME LIMITS ON I ONE.

BUT I ACTUALLY MEANT IT FOR I THREE BECAUSE THIS IS A TRUSTEE LED DISCUSSION.

SO I WOULD LIKE TO MAKE A MOTION TO NOT HAVE TIME LIMITS, BUT LET'S TRY TO KEEP THIS AS SUCCINCT AS POSSIBLE.

SECOND, I HAVE TO MAKE THE MOTION.

I MOVE TO WAIVE DISCUSSION TIME LIMITS ON ITEM I THREE.

NOW I SECOND OKAY.

THANK YOU. I HAVE A MOTION IN A SECOND.

ANY COMMENTS OTHER THAN THE SMIRK FROM TRUSTEE WEIR? I KNOW I MAY HAVE TO VOTE NO ON THIS.

THAT'S FINE. ALL IN FAVOR, RAISE YOUR HAND.

ALL OPPOSED? MOTION CARRIES FOUR ONE.

ALL RIGHT. AND I WILL ALSO APOLOGIZE.

I NEED TO ANNOUNCE THE ITEM.

IT'S ITEM I THREE DISCUSSION AND POSSIBLE ACTION ON LEGISLATIVE PRIORITY UPDATES AND RESOLUTION RELATED TO THE FUNDING FOR PUBLIC SCHOOLS.

I WAS TRAVELING LAST WEEK, AND SO I WAS TRYING TO APPROVE THIS AGENDA VIRTUALLY, AND I FAILED TO MENTION I FAILED TO PUT TWO NAMES ON THIS.

THIS ACTUALLY COMES AS A COMBINATION AGENDA REQUEST FROM TRUSTEE MARKHAM AND MYSELF.

SO IT SHOULD ACTUALLY HAVE OUR NAMES NEXT TO THIS ITEM.

SO I APOLOGIZE FOR THAT OVERSIGHT.

I WOULD ACTUALLY TOOK A VACATION, BUT I WILL TURN IT OVER TO TRUSTEE MARKHAM TO TALK ABOUT THE POSSIBLE ACTION ON THE PRIORITY UPDATE.

AND REMEMBER STUDENT OUTCOME PERCENTAGES.

GOT IT. WELL, I THINK THE RESOLUTION SPEAKS FOR ITSELF AND IT'S REALLY JUST FOCUSING OUR OUR PRIORITIES FOR THE SPECIAL SESSION BASED ON THE GOVERNOR'S PROCLAMATION.

AND IT CENTERS AROUND FUNDING OF PUBLIC SCHOOLS BY INCREASING THE BASIC ALLOTMENT, SEPARATING THE BILLS FOR EDUCATION, SAVINGS ACCOUNTS AND PUBLIC SCHOOL FUNDING, AND OPPOSING THE DIVERSION OF PUBLIC FUNDS TO PAY FOR OR SUBSIDIZE PRIVATE SCHOOLS IN ANY MANNER, INCLUDING ESSAYS AND VOUCHERS AND LOCAL CONTROL, THAT WE SUPPORT LOCAL CONTROL.

IN ADDITION TO THAT, COMING OUT OF THE RAISE YOUR HAND TEXAS SUMMIT, I WANTED TO BRING TO YOU GUYS, AND THIS IS THE OTHER DOCUMENT THAT YOU HAVE, THE LEGISLATIVE PRIORITIES 2023.

SO THE THE RESOLUTION IS ONE THING.

AND THEN THE PRIORITIES, ONE OF THE DISTRICTS THAT WENT THROUGH THE TEAM OF TRAINING PRESENTED AT THE SUMMIT AND SHOWED US HOW THEY PRESENTED THEIR LEGISLATIVE PRIORITIES TO THE COMMUNITY AT LARGE.

AND SO I ASKED IF WE COULD LOOK AT POTENTIALLY REFRAMING OUR LEGISLATIVE PRIORITIES, THE CURRENT ONES WE HAVE, AND THEN THAT WOULD SERVE AS A FRAMEWORK FOR ANYTHING WE WANT TO PUT OUT IF WE VOTE THIS RESOLUTION THROUGH.

SO MY THINKING BEHIND THIS IS THAT I WANTED A BETTER FORMAT TO HELP OUR COMMUNITY FEEL MORE COMFORTABLE ENGAGING IN THE PRIORITIES.

[03:40:08]

EASIER TALKING POINTS.

WHEN WE DO GO AND ADVOCATE, IT'S A GREATER LEAVE BEHIND FOR OUR LEGISLATORS.

AND THEN I THINK IT ALSO HOLDS US ACCOUNTABLE TO WHAT WE CAN ADVOCATE FOR, RIGHT? BECAUSE WHEN WE'RE IN OUR OFFICIAL CAPACITY, WE ONLY ADVOCATE ON OUR LEGISLATIVE PRIORITIES.

AND I THINK THAT THIS NEW FORMAT KEEPS US ACCOUNTABLE TO THAT.

AND THEN ALSO OUR COMMUNITY PARTNERS, OUR BUSINESS PARTNERS HELPS THEM UNDERSTAND WHERE WE STAND AND HOW THEY CAN PARTNER WITH US TO ADVOCATE.

SO ANYWAY, I WANTED TO BRING THAT DRAFT TO YOU GUYS AND SEE WHAT YOU THOUGHT.

AND I THINK THIS IS A GOOD START TO WORKING TOWARD THAT ENGAGEMENT PIECE WHEN WE WHEN WE DO START IN JANUARY, GOING THROUGH OUR ADVOCACY PLAN, TRYING TO TRYING TO FOCUS MORE ON THIS, THIS FRAMEWORK AND, AND HOW WE PUT THE INFORMATION OUT TO THE COMMUNITY.

AND ONE OTHER THING THAT IF YOU DON'T MIND JUST BRIEFLY TOUCHING ON THIS TRUSTEE MARKHAM.

AND BY THE WAY, I'M SUPER IMPRESSED WITH YOUR ADVOCACY AND ESPECIALLY TRUSTEE ZARATE AND TRUSTEE MARKHAM IN THIS SPECIAL SESSION.

YOU HAVE CARRIED THE LION'S SHARE FOR THIS BOARD SO FAR.

SO I REALLY APPRECIATE THAT.

BUT ANOTHER THING THAT TRUSTEE MARKHAM HAS BEEN SEEN AROUND THE STATE AND HAS TRIED TO ENGAGE IN, ROUND ROCK IS REACHING OUT TO OUR CHAMBER AND IF THEY ALSO WILL SUPPORT SOME OF OUR LEGISLATIVE PRIORITIES.

SO IF YOU WANT TO BRIEFLY TALK ABOUT THAT, AND I'M PUTTING YOU ON THE SPOT AND I DIDN'T ASK YOU TO, BUT IT HAS.

SURE. AND I ALSO DIDN'T I REALIZE I DIDN'T EVEN REALLY DESCRIBE WHAT THIS NEW WITH THE HOW THE LAYOUT LOOKS.

SO BASICALLY THE LAYOUT FOR THE LEGISLATIVE PRIORITIES LAYS OUT THE ISSUE VERY CLEARLY AND THEN GIVES BASIC POINTS ON HOW WE SUPPORT THAT.

SO THOSE ARE OUR BASIC ASKS.

I FELT LIKE WHAT WAS CURRENTLY ON THE WEBSITE WAS REALLY GREAT, BUT IT GIVES A LOT OF INFORMATION WITHOUT BREAKING IT DOWN.

AND I FELT LIKE THIS WAS JUST A BETTER BREAKDOWN OF THE ISSUES AND WHAT WE'RE ASKING FOR FROM OUR LEGISLATURE FOR.

AND THEN, YES, THERE HAVE BEEN SEVERAL CHAMBERS OF COMMERCE AROUND THE STATE THAT HAVE COME OUT PUBLICLY OPPOSING VOUCHERS.

I KNOW THERE WERE SEVERAL IN NORTH TEXAS CLOSE TO HOME.

THE CEDAR PARK CHAMBER OF COMMERCE HAS ALSO DONE THAT.

AND SO I'VE REACHED OUT TO OUR CHAMBER OF COMMERCE TO ASK IF THEY WOULD DO THE SAME.

AND THAT'S PENDING RIGHT NOW.

CAN DEFINITELY BRING AN UPDATE LATER ONCE I HEAR BACK.

BUT THE PURPOSE BEHIND THAT IS JUST THAT WE PARTNER WITH OUR BUSINESS COMMUNITY.

YOU KNOW, IT'S OUR JOB TO GRADUATE STUDENTS WHO ARE WHAT A FRIEND OF MINE WOULD SAY IS TRAINED AND TRAINABLE WORKFORCE.

I MEAN, WE WANT A QUALITY AND PASSIONATE WORKFORCE WHO'S GOING TO COME BACK TO OUR COMMUNITY AND POUR INTO OUR COMMUNITY.

AND OUR PARTNERSHIP WITH THE CHAMBER IS A HUGE PIECE OF THAT.

SO THAT IS THAT'S WHY I WROTE THEM AND ASKED IF THEY WOULD CONSIDER COMING OUT PUBLICLY AND SAYING THAT BECAUSE IT'S A IT'S A MUTUALLY BENEFICIAL ADVOCACY POINT. AND ANY ATTEMPT TO DEFUND PUBLIC EDUCATION HAS A DIRECT IMPACT ON YOUR COMMUNITY AND THEREFORE HAS A DIRECT IMPACT ON BUSINESSES MOVING TO YOUR AREA AND ANY KIND OF ECONOMIC DEVELOPMENT.

SO IT'S VERY IMPORTANT AND A BIG FACTOR WHEN COMPANIES DECIDE TO INVEST IN A COMMUNITY TO LOOK AT THE QUALITY OF THE SCHOOLS.

AND SO IT IS DEFINITELY A MUTUALLY BENEFICIAL RELATIONSHIP FOR THE CHAMBER TO PARTNER WITH THE SCHOOL DISTRICT IN, IN ENSURING THAT PUBLIC DOLLARS STAY IN PUBLIC.

ED, SO THANK YOU FOR REACHING OUT IN THAT LEVEL.

DO WE HAVE ANY QUESTIONS OR COMMENTS OR CONCERNS ABOUT THE CHANGE TO THE PRIORITIES OR TO THE RESOLUTION? IF NOT, I NEED A MOTION.

I REALLY APPRECIATE IT. I JUST WANTED TO SAY THANK YOU.

THAT IS MUCH CLEARER AND EASIER TO UNDERSTAND.

THANK YOU FOR YOUR WORK ON THOSE AS WELL.

SO I NEED A MOTION.

I. WELL, AMY'S GETTING IT.

THANK YOU. JUST WHILE YOU'RE LOOKING FOR IT.

I JUST WANT TO LET YOU KNOW THAT JUST TODAY YOU HEARD ABOUT SENATE BILL ONE OVER THERE THAT TALKS ABOUT VOUCHERS.

THERE'S THIS HOUSE BILL, ONE OF ONE FILED JUST FILED TODAY.

AND ALSO IT TALKS ABOUT GIVING VOUCHERS FOR ABOUT 25,000 STUDENTS.

AND IT WAS FILED THIS EVENING AND THEN GIVEN $30 INCREASE IN BICYCLE ALLOTMENT FOR THIS YEAR, $3,530 PER STUDENT.

FOR THIS SCHOOL YEAR. I DON'T THINK.

OKAY. YOU GOT IT.

ALL RIGHT. I MOVE THE BOARD, APPROVE THE RESOLUTION OF THE BOARD OF TRUSTEES OF THE ROUND ROCK INDEPENDENT SCHOOL DISTRICT REGARDING ADEQUATE FUNDING FOR PUBLIC SCHOOLS.

SECOND RIGHT OF A MOTION, A SECOND.

ANY COMMENTS? ALL IN FAVOR, RAISE YOUR HAND.

ALL OPPOSED. MOTION CARRIES FIVE ZERO.

[03:45:03]

[J. BOARD BUSINESS]

IS THERE DO WE NEED TO DO ANYTHING WITH THAT OR CONSENSUS OR NOTHING? OKAY, NO, BECAUSE WE'RE NOT CHANGING ANY OF THE PRIORITIES.

WE JUST REWORDED THEM.

ALL RIGHT. SO ITEM J ONE.

BOARD ANNOUNCEMENTS REQUEST FOR FUTURE AGENDA ITEMS RSVP'S I HAVE A FEW ANNOUNCEMENTS.

WE HAVE TWO MEETINGS COMING IN NOVEMBER NOVEMBER 2ND.

THAT'S A RESCHEDULE ON FROM OUR TYPICAL NOVEMBER 9TH.

WE'LL HAVE SOME GRIEVANCES THAT EVENING.

I HAVE 112345 PEOPLE HAVE RSVP'D.

YES. I DO NOT HAVE A RESPONSE FROM TRUSTEE BONE AND TRUSTEE HARRISON.

NOVEMBER 16TH IS OUR REGULAR BOARD MEETING AND I HAVE ONE, TWO, THREE, FOUR, FIVE YESES AND NO FROM TRUSTEE ZARATE AND NO RESPONSE FROM TRUSTEE WESTON. WE A COUPLE OF OBSERVATION MONTHS THE CELEBRATIONS FOR THIS MONTH.

IT'S EMOTIONAL WELLNESS MONTH.

IT'S ALSO BREAST CANCER AWARENESS MONTH AND IT'S ALSO THE DYSLEXIA AWARENESS MONTH.

AND I WAS GOING TO ALLOW DR.

AZAIEZ TO ANNOUNCE OUR NEW DIRECTOR OF DYSLEXIA SERVICES.

SO I'LL LET YOU MAKE THAT ANNOUNCEMENT.

AND I JUST A SECOND, THANK YOU TO THE WALSH MIDDLE SCHOOL PREMIER BASS BASS GROUP, BRASS, SORRY, BRASS GROUP THAT PERFORMED BEFORE OUR MEETING STARTED.

THEY WERE PHENOMENAL.

I ALWAYS ENCOURAGE ANYBODY TO GET HERE AT 515 BECAUSE WE HAVE STUDENT PERFORMERS EVERY MONTH.

AND SOMEBODY MENTIONED THIS IN PUBLIC COMMENT.

EARLY VOTING STARTS ON MONDAY AND ELECTION DAY IS NOVEMBER THE 7TH.

SO GET OUT THERE AND VOTE AND FINAL ANNOUNCEMENT.

AND TRUSTEES, WE ARE UP HERE AS VOLUNTEERS AND MISS OUT EVENTS FROM OUR FAMILY.

AND TODAY IS MY SON'S BIRTHDAY.

SO HAPPY BIRTHDAY TO MY YOUNGEST TRUSTEE.

SORRY, DR.

AZAIEZ, YOUR ANNOUNCEMENTS.

YEAH, WELL THANK YOU.

AND I KNOW DYSLEXIA AWARENESS MONTH.

SO YEAH, WE WANT TO RECOGNIZE AND AND THANK REALLY OUR DIRECTOR OUR NEW NEWEST OR NEW DIRECTOR OF DYSLEXIA SERVICES, DONNA WEISS HAS BEEN REALLY DOING A GREAT JOB CONNECTING WITH OUR PARENTS AND ALSO WITH OUR TEACHERS AND OUR STAFF, AND WE'RE REALLY GLAD TO HAVE HER.

SHE'S A GREAT ADDITION TO OUR DISTRICT.

OCTOBER IS ALSO NATIONAL PRINCIPALS MONTH, AND TODAY WE HAD OUR PRINCIPAL PRINCIPALS MEETING TODAY.

AND AND WE WERE ABLE TO THANK THEM FOR ALL THEIR HARD WORK.

AS YOU KNOW. YOU KNOW, WE NEED WE NEED AMAZING TEACHERS AND WE HAVE AMAZING TEACHERS IN EVERY CLASSROOM.

BUT ALSO IT TAKES ALSO AN AMAZING LEADER, RIGHT, TO TAKE CARE OF OUR TEACHERS AND SUPPORT THEM AND MAKE SURE OUR STUDENTS NEEDS ARE MET.

SO WE'RE REALLY BLESSED TO HAVE AGAIN, AMAZING PRINCIPAL.

SO IF YOU HAVE A CHANCE TO THANK A PRINCIPAL, PLEASE DO SO.

I KNOW YOU PROBABLY DO IT EVERY DAY, BUT THIS IS THIS MONTH IS NATIONAL PRINCIPALS MONTH.

IT'S ALSO NATIONAL CUSTODIAN.

WORKERS RECOGNITION DAY WAS A LAST WEEK AGAIN, OUR CUSTODIANS DO VERY WORK VERY, VERY HARD EVERY DAY.

AND THEY TAKE A HUGE PRIDE IN MAKING SURE THAT OUR SCHOOLS ARE ARE CLEAN AND BRIGHT AND AND WELCOMING AND AND SO AGAIN, MAKE SURE TO THANK OUR CUSTODIANS REALLY FOR THE ALL THE HARD WORK THEY DO EVERY DAY.

MONDAY WAS BUS DAY, SO I WANT TO THANK OUR BOARD WAS 16 SO I DIDN'T GET A CHANCE TO TALK TO YOU.

BUT THANK YOU FOR FOR YOUR SUPPORT, SERVICE AND ADVOCATING FOR OUR STUDENTS AND MORE IMPORTANTLY, BEING A GREAT SUPPORTER OF THE WORK THAT I AND THE TEAM AND OUR DISTRICT ARE DOING TOGETHER FOR OUR STUDENTS.

SO PROP A, WE HAD A COUPLE OF FORUMS TO TO TO TALK ABOUT THE GIVE SOME FACTS AND INFORMATION ABOUT PROP A. AND SO WE HAVE ONE MORE.

IT'S ACTUALLY AT STONY POINT ON THE 24TH OF OCTOBER.

SO IF YOU HAVE A SECOND IF YOU CAN STOP BY IT'S IN PERSON.

SO AGAIN WE'VE BEEN TRYING TO EXPLAIN TO OUR COMMUNITY AND GIVE THEM FACTS ABOUT VOTER AND AND EVERYTHING LIKE THAT.

SO THAT'S AGAIN ON THE ON THE 24TH OF OCTOBER AT 6 P.M.

AT STONY POINT.

AND WE KNOW ALSO THAT EARLY VOTES ACTUALLY STARTS NEXT WEEK ON THE 23RD AND SO ON THE NOVEMBER 3RD AND ELECTION DAY IS NOVEMBER 7TH.

I THINK THAT'S IT FOR ME.

OH, BY THE WAY, IF YOU'RE IF YOU HAVE TIME THIS WEEKEND, MARCHING BANDS, ALL OUR HIGH SCHOOLS MADE IT TO AREA ALL FIVE OF THEM AND DID AMAZING, AMAZING THIS WEEK.

SO IF YOU HAVE A CHANCE TO STOP BY ON SATURDAY, WE'LL BE AT KELLY REEF.

[03:50:01]

TRUSTEE WEIR HAVE YOUR LIGHT ON.

OKAY. DON'T NEED IT. TRUSTEE.

HARRISON. TWO THINGS.

PRESIDENT LANDRUM I'M A MAYBE FOR THE SECOND.

I UPDATED MY RSVP.

THANK YOU VERY MUCH. I HAVE A CONFERENCE, BUT IT'S IN TOWN, SO I'M NOT SURE, SO I'M WORKING ON THAT.

AND THEN ON SATURDAY, THERE WILL BE AN HBCU FAIR, HISTORICALLY BLACK COLLEGE AND UNIVERSITY FAIR WITH, I THINK, 16 OR 17 HBCUS AT MCNEIL HIGH SCHOOL FROM 10 TO 2 P.M..

SO THAT'S A REALLY GREAT OPPORTUNITY AND DEEP GRATITUDE TO DR.

LEWIS FOR ALL OF HER WORK AND PUTTING THAT ON.

THANK YOU VERY MUCH. TRUSTEE ZARATE, YOUR LIGHT POPPED ON AND THEN DID IT.

THE DEER PARK RANGER RUN IS THIS WEEKEND.

ALSO, IT'S THE BIG FUNDRAISER FOR THE PTA THERE, IF YOU CAN, IF YOU CAN RUN OR WALK OR BIKE OR HOWEVER YOU'D LIKE TO GO, WHATEVER YOU'D LIKE TO DO, IT'S THAT MORNING.

SO SIGN UP OR JUST DONATE SOME MONEY TO A GOOD PTA AND ANY OF THE PTA.

JUST DO THAT. I THINK THAT'S A TEN TO, IF I REMEMBER CORRECTLY, AT 10:00, IT'S A 10:00 AS WELL.

YEAH, YEAH, I'M SEEING IT, I KNOW THAT, BUT I'LL TRY TO MAKE IT THERE TOO.

ALL RIGHT. WE ARE NOW TO CLOSE SESSION AND I JUST WANTED TO BEFORE I READ US INTO CLOSED ON ITEM K TWO.

[K. CLOSED SESSION]

THERE IS A POSSIBILITY THAT THAT DISCUSSION COULD COME INTO OPEN IF WE'RE JUST TALKING ABOUT BOARD OPERATING PROCEDURES.

SO WE MAY SPLIT.

THAT DISCUSSION DEPENDS ON IF WE HAVE MORE CONVERSATION PAST JUST THE LEGAL RECOMMENDATIONS TO SOME CHANGES, THEN THAT REMAINDER OF THAT DISCUSSION MAY POP BACK OUT INTO OPEN.

SO I JUST WANTED TO LET YOU KNOW WE WILL TAKE CARE OF K ONE.

FIRST WE'LL TAKE CARE OF K TWO ENCLOSED.

AND IF THE BOARD HAS ANY ADDITIONAL CONVERSATIONS RELATED TO THAT, THAT'S NOT PROTECTED UNDER ATTORNEY CLIENT ADVICE, THEN WE'LL POP THAT BACK INTO OPEN.

ALL RIGHT. ANY QUESTIONS BEFORE WE GO INTO CLOSED OKAY.

PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.071 AND 551.074, THE BOARD WILL MEET IN CONSULTATION WITH THE ATTORNEY, TO CONSIDER AND DISCUSS LIGHTHOUSE COMPLAINTS OR CONCERNS AGAINST THE SUPERINTENDENT AND TRUSTEES.

PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.071, THE BOARD WILL CONSULT WITH LEGAL COUNSEL REGARDING ADVICE ON UPDATING THE BOARD OPERATING PROCEDURES.

IT IS 957.

WE ARE IN CLOSED SESSION.

WE WILL HAVE CLOSED SESSION IN THIS ROOM.

SO PLEASE TAKE YOUR BELONGINGS WITH YOU.

AND THANK YOU VERY MUCH FOR COMING THIS EVENING.

IT IS 1119.

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

DO I HAVE ANY LEGAL MOTIONS COMING OUT OF CLOSED? I MOVE THAT THE BOARD ADOPT A SPECIAL RULE FOR ALL MEETINGS, SETTING A LIMIT OF TWO SPEECHES OF UP TO TWO MINUTES OF TIME PER DEBATABLE MOTIONS, ACTION ITEMS AND FOR ALL OTHER ITEMS ON THE AGENDA, ACTION AND NON ACTION TO SET A TIME LIMIT OF.

TWO MINUTES FOR QUESTIONS FOR EACH TRUSTEE AND THAT THE BOARD OPERATING PROCEDURES BE UPDATED.

AS DISCUSSED SECOND.

ALL RIGHT. I HAVE A MOTION AND A SECOND.

ANY COMMENTS? ALL RIGHT. SEEING NONE.

ALL IN FAVOR, RAISE YOUR HAND.

ALL OPPOSED? SEEING NONE.

MOTION CARRIES FIVE ZERO.

DO I HAVE ANY OTHER MOTIONS? LEGAL MOTIONS COMING OUT OF CLOSED? NO. ALL RIGHT.

NOTHING ELSE ON THE AGENDA? IT IS 1120, AND WE ARE ADJOURNED.

HERE WE GO. ONE MORE.

* This transcript was compiled from uncorrected Closed Captioning.