Jan 18, 2024 Regular Board Meetings

THIS IS PUTTING MINE ON NOW.

THANK YOU. WE NOW GO FROM RECOGNITIONS TO NEW LEADERS IN OUR DISTRICT.

AND TONIGHT, WE'D LIKE TO INTRODUCE YOU TO TWO OF ROUND ROCK ISD'S NEWEST ADDITIONS.

WILL OUR NEW PROUD PRINCIPAL OF WELLS BRANCH ELEMENTARY, ANGELICA NEGRETE, PLEASE COME TO THE MICROPHONE TO SAY A FEW WORDS.

WOO [APPLAUSE] DOCTOR AZAIEZ. I AM ANGELICA NEGRETE.

I AM COMING FROM EL PASO, TEXAS.

I AM SO HAPPY TO HAVE BEEN GIVEN THIS GRAND OPPORTUNITY TO BECOME A MEMBER OF THE ROUND ROCK ISD FAMILY, AS THE PRINCIPAL OF WELLS BRANCH.

I COME WITH 20 PLUS YEARS OF EXPERIENCE AND I'M ON MY SEVENTH YEAR AS A PRINCIPAL.

SO I'M JUST TRULY HONORED TO BE GIVEN THIS OPPORTUNITY TO BE PART OF THE WELLS BRANCH COMMUNITY AS WELL AS THE MCNEIL LEARNING COMMUNITY.

SO THANK YOU SO MUCH.

[APPLAUSE] THANK YOU, PRINCIPAL NEGRETE.

NEXT, WILL OUR NEW EXECUTIVE DIRECTOR OF TEACHING AND LEARNING, LAURA CARLIN-GONZALEZ, PLEASE COME TO THE MICROPHONE TO SAY A FEW WORDS.

I'M A LITTLE SHORTER.

GOOD EVENING, MADAM PRESIDENT.

BOARD OF TRUSTEES. DOCTOR AZAIEZ, THANK YOU SO MUCH FOR THIS OPPORTUNITY TO BE IN FRONT OF YOU THIS EVENING.

MY NAME IS LAURA CARLIN-GONZALEZ, AND I'M THE NEW EXECUTIVE DIRECTOR FOR TEACHING AND LEARNING.

[00:10:02]

I AM HAPPY TO BE HOME.

I STARTED TEACHING HERE 20 YEARS AGO AT STONY POINT 9TH GRADE CENTER IN ALGEBRA ONE, AND IT WAS THE BEST EXPERIENCE OF MY LIFE, AND I'M SO HAPPY TO COME FULL CIRCLE AND BE HOME AGAIN. I COME WITH SEVERAL YEARS OF EXPERIENCE, 16 YEARS OF EXPERIENCE IN LEADERSHIP IN THE AREAS OF ASSISTANT PRINCIPAL, PRINCIPAL, CURRICULUM COORDINATOR, AND DIRECTOR AND ASSISTANT SUPERINTENDENT.

AND LIKE I SAID, I'M SO HAPPY TO BE HERE.

I'M SO EXCITED TO JOIN THE TEAM OF EXCEPTIONAL EDUCATORS THAT WE HAVE.

AND THANK YOU ALL SO MUCH FOR THIS OPPORTUNITY.

[APPLAUSE] THANK YOU, DOCTOR CARLIN-GONZALEZ.

TONIGHT'S VIDEO GIVES US ONE MORE CHANCE TO THANK OUR HARDWORKING BOARD FOR ALL THEY DO FOR OUR STUDENTS AND STAFF.

LET'S TAKE A LOOK.

EXCELLENCE AND SUCCESS, ESPECIALLY IN THE FINE ARTS.

ON BEHALF OF THE HEALTH SERVICES DEPARTMENT, WE WOULD LIKE TO THANK THE ROUND ROCK ISD BOARD OF TRUSTEES FOR THEIR SERVICE AND DEDICATION TO THE STUDENTS, STAFF, AND FAMILIES OF ROUND ROCK ISD.

THANK YOU TRUSTEES.

THANK YOU FOR SUPPORTING CTE STUDENTS THROUGH ALL OF YOUR VOLUNTEER EFFORTS.

THANK YOU, BOARD OF TRUSTEES, FOR MAKING ROUND ROCK ISD A DESTINATION DISTRICT FROM ALL OF US AT HR SERVICES.

THANK YOU, BOARD OF TRUSTEES, FOR ALL THAT YOU DO.

WE APPRECIATE YOU FROM THE CUSTODIAL SERVICES DEPARTMENT.

THANK YOU, BOARD OF TRUSTEES, FOR EVERYTHING THAT YOU DO.

PRINT SHOP THANKS YOU FOR YOUR SUPPORT.

TO THE ROUND ROCK ISD BOARD OF TRUSTEES.

WE WANT TO THANK YOU FOR THE COUNTLESS HOURS YOU GIVE TO THE DISTRICT.

THE TRANSPORTATION DEPARTMENT KNOWS YOU ARE PART OF OUR 5% RAISE.

WE WANT TO GIVE YOU A HEARTFELT THANK YOU.

FROM THE MAINTENANCE DEPARTMENT WE REALLY APPRECIATE ALL OF YOUR SUPPORT.

WITH JANUARY BEING NATIONAL SCHOOL BOARD APPRECIATION MONTH, WE WANTED TO TAKE THE OPPORTUNITY HERE AT FOOD SERVICES TO THANK YOU FOR EVERYTHING YOU DO IN PARTNERSHIP WITH US TO HELP BRING AMAZING EXPERIENCES IN OUR CAFETERIAS TO THE KIDS AND HELP THEM GROW NUTRITIONALLY AND SPIRITUALLY EVERY SINGLE DAY.

THANK YOU, BOARD OF TRUSTEES FOR ALL OF YOUR SUPPORT TO OUR STUDENTS, STAFF, AND FAMILIES.

BOARD OF TRUSTEES, THANK YOU FOR YOUR CONTINUOUS COMMITMENT TO ENSURE EXCELLENCE FOR ALL OF OUR STUDENTS AND STAFF.

WE APPRECIATE YOU.

THANK YOU SCHOOL BOARD.

THANKS. [APPLAUSE] THANK YOU.

I REALLY APPRECIATE THAT WE HAVE SOME AMAZING AND TALENTED STUDENTS AND STAFF.

SO THANK YOU FOR THAT VIDEO AS WELL.

NEXT WE'RE GOING TO PUBLIC COMMENT.

[E. PUBLIC COMMENTS TO AGENDA ITEMS UNDER SECTIONS F, G, H, I AND K ONLY]

AT EACH BOARD MEETING, THE BOARD WILL SET ASIDE TIME TO AFFORD THE GENERAL PUBLIC AN OPPORTUNITY TO SPEAK TO ITEMS ON THE AGENDA.

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

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

THE BOARD REQUESTS THAT COMMENTS, WHETHER POSITIVE OR NEGATIVE, BE COURTEOUS AND RESPECTFUL.

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

AS A REMINDER, THE BOARD 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 COLOR, RACE, NATIONAL ORIGIN, RELIGION, SEX, GENDER IDENTITY, GENDER EXPRESSION, SEXUAL ORIENTATION, DISABILITY, AGE, OR POLITICAL BELIEFS, AND STANDS AGAINST HATE 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 TO ANY SPEAKER OR PERSON, OR TO VIOLATE THE PRIVACY RIGHTS OF ANOTHER PERSON. THE BOARD SHALL NOT TOLERATE DISRUPTION OF THE MEETING BY MEMBERS OF THE AUDIENCE.

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

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

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

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

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

TRUSTEE HARRISON WILL BE THE DESIGNATED TIMEKEEPER.

SPEAKER IS EVE MARGOLIS SPEAKING ON AGENDA ITEM I ONE AND YOU DO LIVE IN THE DISTRICT.

[00:15:02]

GOOD EVENING, DOCTOR AZAIEZ AND TRUSTEES.

I WANTED TO ADDRESS THE IDEA OF SINGLE MEMBER DISTRICTS WITHIN ROUND ROCK ISD.

MY UNDERSTANDING LIMITED OF WHAT SINGLE MEMBER DISTRICTS DO IS THAT IT OFFERS, DIFFERENT COMMUNITIES TO HAVE INDIVIDUAL REPRESENTATION.

SO THAT THEY HAVE THE OPPORTUNITY TO HAVE THEIR UNIQUE NEEDS AND CONCERNS ADDRESSED.

AND I'M VERY HAPPY THAT THE BOARD IS OPEN TO DISCUSSING WAYS TO, ADDRESS AND SUPPORT THE VARIETY OF DISTRICT OF COMMUNITIES THAT WE HAVE AND WHETHER IT'S, ECONOMIC DIVERSITY OR OTHER TYPES OF DIVERSITY AND HOW THEY DRIVE THE SUCCESS OF INDIVIDUAL SCHOOLS WITHIN THE COMMUNITY.

BUT I THINK IT'S IMPORTANT BEFORE THAT'S ON THE TABLE TO DO IS REALLY HAVING DOING SOME RESEARCH ON WHAT KIND OF DISCREPANCIES THERE ARE AND WHERE THOSE DISCREPANCIES ARE.

AND HAVING DISCUSSION SURVEYS WITH THE COMMUNITY, WITH THE SCHOOLS, TO SEE WHAT THEY WANT AND WHAT THEY FEEL WOULD BE HELPFUL.

NOT ALL OF THE, DIVERSITY, IT MAY NOT BE GEOLOGICALLY OR GEOGRAPHICALLY, DESIGNATED.

IT MIGHT BE SOMETHING DIFFERENT.

SO I THINK IT'S REALLY IMPORTANT TO LOOK AT THAT, HOW WE CAN BETTER SUPPORT ALL THE DIFFERENT MEMBERS OF THE COMMUNITY.

AND THAT WE REALLY NEED TO LOOK DEEPLY INTO WHAT THOSE DIFFERENCES ARE AND HOW WE CAN BEST ADDRESS THEM.

SO THANK YOU. THANK YOU VERY MUCH.

THAT CONCLUDES PUBLIC COMMENT.

SO WE ARE MOVING TO AGENDA ITEM F 1 LONE STAR GOVERNANCE MONITORING GOAL THREE GOAL.

[F. SUPERINTENDENT REPORTS]

PROGRESS MEASURES 3.1, 3.2, AND 3.3.

AND I WILL TURN IT OVER TO DOCTOR AZAIEZ.

GOOD EVENING. AND I JUST WANT TO START BY AGAIN ECHOING WHAT OUR STAFF AND OUR STUDENTS DID AND SAID EARLIER TODAY.

I WANT TO THANK ALL OUR BOARD MEMBERS FOR YOUR DEDICATION AND SERVING OUR STUDENTS AND COMMUNITY AND SUPPORTING THE WORK WE DO TO HELP ENSURE THAT OUR STUDENTS ARE SUCCESSFUL.

TALKING ABOUT SUCCESS, WE ACTUALLY IT'S THAT TIME OF YEAR FOR US TO TALK ABOUT GOAL THREE.

AND SO WITHOUT ANY DELAY, I'M GOING TO LET DOCTOR NICHOLS START US OFF WITH PRESENTATION PROGRESS MONITORING GOAL THREE.

AND I'LL BE CHIMING IN AS WELL WITH A FEW SLIDES.

GOOD NIGHT EVERYONE. AND AGAIN TO THE BOARD.

GOOD. ACTUALLY.

WE APPRECIATE YOU AND THANK YOU FOR EVERYTHING THAT YOU DO.

THIS IS INDEED A PARTNERSHIP.

AND EVERYTHING THAT WE DO AS A SCHOOL DISTRICT, ALL THINGS THAT WE ACHIEVE IS IN PARTNERSHIP WITH YOU TO MAKE SURE THAT WE HAVE THE VERY BEST FOR OUR STUDENTS.

WITH THAT IN MIND, WE WILL BE MOVING ON.

LET ME SEE, I DON'T KNOW, ARE THEY QUEUED UP? I THINK SHE WENT BEHIND TO JUST TELL THEM TO MAKE SURE THAT VIDEO IS ON.

SO WE'LL WAIT A COUPLE OF SECONDS.

[00:20:27]

ALL RIGHT, WE'RE READY.

LET'S SEE. HERE WE ARE.

ALL RIGHT. LET'S GO AHEAD AND GET STARTED.

SO AGAIN TO THE BOARD.

THANK YOU FOR ALL THAT YOU DO AND FOR AN AMAZING PARTNERSHIP.

WE ALL PLAY A PART IN OUR STUDENT ACHIEVEMENT AND BOARD GOAL THREE IS JUST BUT ONE EXAMPLE OF THAT.

SO LET'S GO AHEAD AND GET STARTED.

BOARD GOAL THREE TODAY AND THE BOARD PROGRESS MEASURES 3.1, 3.2, AND 3.3 SPEAKS TO COLLEGE CAREER AND MILITARY READINESS.

FIRST WE WILL START WITH EXACTLY HOW DO WE TRACK THIS INFORMATION WITHIN OUR SYSTEM.

WHAT DOES THAT LOOK LIKE? WHAT TOOLS DO WE GIVE TO OUR CAMPUSES AND OUR ADMINISTRATORS IN ORDER TO DO THIS WORK? WHAT YOU HAVE IS A DASHBOARD THAT'S LOCALLY CREATED.

ON THIS DASHBOARD, WE'RE ABLE TO SEE OVERARCHINGLY FOR THE DISTRICT.

AND OR IF WE LOOK BY CAMPUS, THE OVERALL PERCENTAGE OF STUDENTS WHO ARE CURRENTLY COLLEGE, CAREER AND MILITARY READY.

IT BREAKS IT DOWN NOT JUST BY PERCENTAGE BUT BY TOTAL NUMBER WHO ARE, CCMR, VERSUS THE TOTAL AMOUNT THAT ARE IN THE SYSTEM. WE'RE ABLE TO BREAK THAT INFORMATION DOWN BY GRADE LEVEL.

WE'RE ABLE TO SEE THAT BY ALL THE DIFFERENT DEMOGRAPHICS.

WE'RE ALSO ABLE TO SEE THAT INFORMATION SPECIFICALLY AS IT RELATES TO ALL THE DIFFERENT WAYS THAT A STUDENT CAN BECOME COLLEGE AND CAREER READY.

I CAN LOOK AT WHETHER OR NOT THEY'VE EARNED IT THROUGH DUAL CREDIT, THROUGH AP PERFORMANCE, THROUGH THEIR IBC.

SO THAT WAY WE HAVE A SENSE OF WHERE IS THE SYSTEM PERFORMING WELL? AND WHERE DO WE HAVE, NEEDS? ALSO, WE CAN GO FROM THAT HIGH LEVEL, ONE STEP DOWN WHERE WE CAN CREATE SPREADSHEETS BY DISTRICT AND OR BY CAMPUS.

AGAIN, IT WILL GIVE ALL THE INFORMATION FOR THE STUDENT FROM THE GRADE FOR THEIR DEMOGRAPHIC INFORMATION, THE PROGRAMS TO WHICH THEY MAY BELONG TO.

AND THEN IT WILL TELL US ALL THE DIFFERENT WAY THAT THOSE STUDENTS HAVE EARNED COLLEGE, CAREER OR MILITARY READINESS IN THE SYSTEM.

WE CAN ALSO GO ONE STEP FURTHER DOWN FROM THERE AND SPECIFICALLY LOOK AT A STUDENT'S INFORMATION, AND WE CAN SEE THE PAST CLASSES S INCE YOU CAN EARN THIS IN MATH AND OR IN ENGLISH.

IT CAN GIVE US A PRIOR RECORD OF ALL THE ENGLISH COURSES THE STUDENT HAS TAKEN, ALL THE MATH COURSES THEY'VE TAKEN, AS WELL AS THE CURRENT CLASSES THAT THEY'RE IN.

IT THEN FURTHER TELLS US ALL THE WAYS IN WHICH THE STUDENT HAS BECOME COLLEGE, CAREER AND MILITARY READY, THAT IS, AND IT WILL TELL US SPECIFICALLY WHAT IBC'S THEY TOOK IF THEY PASSED THE IBC'S, WHAT DUAL CREDIT, DUAL ENROLLMENT COURSES THEY WERE IN, AND SO FORTH.

SO THERE ARE MANY DIFFERENT WAYS THAT WE CAN GATHER INFORMATION ON OUR STUDENTS AND ALSO USE THIS INFORMATION FOR OUR BETTERMENT TO FIGURE OUT WHAT CAN WE DO DIFFERENTLY WITHIN THE SYSTEM AND WHAT INTERVENTIONS THAT WE PUT IN PLACE, AND ALSO WHAT OPPORTUNITIES WE HAVE FOR THOSE STUDENTS BASED ON THE COURSES THEY ARE CURRENTLY IN.

NOW LET'S GO AHEAD AND LOOK SPECIFICALLY AT OUR BOARD GOAL 3.

BOARD GOAL THREE STATES THAT THE DISTRICT WILL INCREASE THE PERCENTAGE OF GRADUATES WHO ARE COLLEGE, CAREER, AND MILITARY READY, AS REPORTED IN THE TEXAS ACCOUNTABILITY SYSTEM FROM 83 TO 94% BY AUGUST OF 2026, WHICH IS THE CLASS OF 2025.

FOR THIS YEAR IN GOLD, THE BOARD HAS ASKED US TO REACH A GOAL OF 90%.

YOU SEE IN THE SLIDE BEFORE YOU THAT 90% BROKEN DOWN BY DEMOGRAPHIC INFORMATION, RACE, ETHNICITY, ECONOMIC STATUS AND ALSO PROGRAM INFORMATION SUCH AS EB, WHICH IS EMERGENT BILINGUAL STUDENTS, SPECIAL EDUCATION, DYSLEXIA AND 504.

WHEN WE LOOK AT THAT INFORMATION, SPECIFICALLY YEAR OVER YEAR FROM 2021 TO OUR CURRENT 2024, HERE'S WHAT WE FIND.

WE FIND THAT IN THE YEAR 2021, 81.1% OF OUR STUDENTS WERE, CCMR READY, AS OPPOSED TO 75.7% IN 2022.

83.2% IN 2023, AND CURRENTLY 70.3% IN 2024.

I'D LIKE TO CALL NOTICE TO THE FACT THAT 2024 IS NOT COMPLETE AS YET.

SO THIS IS JUST WHERE WE STAND IN THIS MOMENT OF TIME.

[00:25:04]

NOW A LITTLE BIT MORE INFORMATION IN REGARDS TO THIS SLIDE.

YOU SEE A DIFFERENCE IN THE COLORING OF THE DOTS AND THAT IS INTENTIONAL AND IT HAS MEANING.

2021 AND 2022 THAT DATA REPRESENTS DATA FROM TEA SPECIFICALLY THE INFORMATION 83.2.

THE TEAL DOTS REPRESENT INFORMATION THAT IS LOCALLY SOURCED.

IT'S IMPORTANT TO NOTE THAT OFTENTIMES OUR LOCALLY SOURCED INFORMATION IS LOWER THAN THE STATE.

THE STATE, WHEN THEY PULL THAT DATA, ONLY LOOK AT THE STUDENT THAT WERE IN OUR SYSTEM AS OF A CERTAIN DATE.

AND SO WHILE THE OTHER DATES WE ARE MEASURING EVERYONE WITHIN OUR SYSTEM.

AND SO OFTENTIMES WHEN IT COMES TO ACCOUNTABILITY AND THE PERCENTAGE FROM THE STATE, THEIR PERCENTAGE IS GOING TO BE A COUPLE OF PERCENTAGE POINTS HIGHER THAN OUR LOCALLY SOURCED INFORMATION.

THE REASON THAT WE CHANGED IT IS WE WANTED TO BE ABLE THIS IS A LAGGING IDENTIFIER, AND THE STATE WILL OFTEN GIVE US, IF WE'RE IN THE YEAR 2024 SCHOOL YEAR, THAT WE WILL ONLY HAVE DATA AS CURRENT AS 2023.

NOT THIS YEAR, BUT THAT IS USUALLY HOW IT WORKS.

WE WANTED TO BE ABLE TO MONITOR OUR STUDENTS IN REAL TIME CURRENTLY, AND SO WE FOUND THAT DOING IT THE OTHER WAY LIMITED US AS FAR AS PUTTING THINGS IN PLACE.

WE WERE ALWAYS DEALING WITH A NUMBER THAT WAS IN THE PAST, SO THAT'S WHY WE CHANGED IT.

AND WE'RE LOOKING AT THE CURRENT YEAR'S INFORMATION SO WE CAN MAKE SURE THAT WE CAN MAKE CHANGES IN REGARDS TO THAT.

ALSO, ONE OF THE THINGS THAT WE REALLY QUESTIONED WAS THAT IDEA OF IN 2022, WHAT ACCOUNTED SPECIFICALLY FOR THAT DROP IN THE DATA.

WE KNOW THAT COVID HAPPENED.

OUR SCHOOLS, CLOSED DOWN IN 2020.

AND THEN WE CAME BACK IN THE SCHOOL YEAR WHERE NOT EVERYONE WAS IN SCHOOL WAS WELL.

SO WE KNOW WE HAD SOME DISCREPANCIES THERE.

BUT REALLY, IN LOOKING AT THE DATA, WHAT WE CANNOT ACCOUNT FOR IS THE CHANGE IN BEHAVIOR FOR THAT CLASS.

LET ME GO AHEAD AND SPEAK TO SOME VERY SPECIFIC INFORMATION AS FAR AS WHAT HAPPENED WITH THAT CLASS.

WHAT WE SAW IN THAT YEAR, 2022, THAT ACCOUNTED FOR THAT 75.7%.

IS THAT THE NUMBER OF TESTS THAT STUDENTS TOOK, THAT THERE WERE WENT FROM 73% IN 2021, AS FAR AS A PASSING RATE, AS FAR AS STUDENTS BEING CCMR BASED ON SAT ACT AND TSIA FROM 73 TO 63% THAT DROPPED OFF.

WE ALSO SEE AS FAR AS THE STUDENTS TAKING IB AND IB EXAMS AND PASSING AT THE RATE IN ORDER TO DENOTE COLLEGE READINESS, THAT RATE WENT FROM A 42 TO 39%.

ALSO WITH STUDENTS TAKING ON RAMPS 11.7% TO 7.7%.

WE DID SEE, THOUGH, AN INCREASE IN IBC'S WHERE THAT WENT FROM 22 TO 28%, BUT AGAIN, ANOTHER DECREASE IN STUDENTS TAKING COLLEGE PREP AND PASSING THE EXAM FROM 10.5% TO 4.9%.

SO WE SEE A DIP IN THE SYSTEM IN ALL THOSE DIFFERENT AREAS.

WHAT WE CANNOT ACCOUNT FOR IS EXACTLY WHY THAT BEHAVIOR OCCURRED, BUT WE KNOW THAT IT DID.

SOMETHING ELSE IMPORTANT TO NOTE IS OFTENTIMES EVERYTHING IS CONTEXTUAL.

PRIOR TO THE 2023 SCHOOL YEAR, WHAT WAS SEEN AS A MEASURE OF SUCCESS WITHIN THE STATE OF TEXAS IS WHERE A SCHOOL DISTRICT HAD 60% OF THEIR STUDENTS WHO ARE COLLEGE, CAREER AND MILITARY READY.

60% PREVIOUSLY DENOTED AN A IN THE ACCOUNTABILITY SYSTEM.

LAST YEAR, DURING THE SCHOOL YEAR WHAT THE STATE THEN SAID IS THAT THAT WAS CHANGING THAT 60% FOR AN A WAS NOW GOING TO CHANGE TO 88%.

SO I THINK THAT CHANGE IN WHAT MAKES AN A REALLY CHANGED OUR PERSPECTIVE AS FAR AS WHAT WE'RE SHOOTING FOR AND WHAT IS IT THAT WE WANT TO ACHIEVE. SO JUST SOME INFORMATION IN REGARDS TO THE DATA AND SOME CONTEXT ON THE DATA.

NATALIE, MAY I ADD ALSO IF YOU GO BACK ALSO, ANOTHER THING THAT THE STATE CHANGED ALSO YOU HEARD NATALIE TALKING ABOUT THE TSIA THAT TEST WAS CHANGED AND NOW OUR STUDENTS ACTUALLY DON'T TAKE THE TSIA 1.0, BUT THEY TAKE A TSIA 2.0.

SO THE STATE ALSO CHANGED THE TEST.

AND I THINK IT MADE IT A LITTLE HARDER FOR OUR STUDENTS EVEN TO PASS THE TEST.

AND SO THAT'S ALSO WE ACROSS THE STATE, WE'VE SEEN FEWER STUDENTS ARE ACTUALLY PASSING IT.

AND SO THAT'S IMPACTING THE SCORES ACROSS OUR STATE.

ALSO JUST A REMINDER TO OUR COMMUNITY AND THE PEOPLE IN THE ROOM REMEMBER THAT CCMR IS A LAGGING IDENTIFIER SO THAT THE SCORES THAT WE EARN IN ONE SCHOOL YEAR DO NOT AFFECT ACCOUNTABILITY UNTIL THE NEXT SCHOOL YEAR.

ON THE NEXT SLIDE WHAT WE HAVE IS A COMPARISON YEAR OVER YEAR FROM THE 2023 SCHOOL YEAR TO THE 2024 SCHOOL YEAR.

[00:30:02]

AGAIN, A REMINDER THAT WE HAVE NOT FINISHED WITH OUR DATA AS YET.

AND ABOVE THE BAR GRAPH, YOU SEE WHAT OUR GOAL IS FOR EACH OF THOSE DIFFERENT POPULATIONS.

SO AGAIN, WE'RE NOT COMPLETE.

AND WE'RE HOPING THAT WE ARE GOING TO BE ABLE TO MEET MANY OF THOSE GOALS.

WE DO HAVE SOME POPULATIONS THAT ARE ALREADY CLOSE TO WHAT THEIR GOALS ARE.

WE SEE FOR OUR ASIAN POPULATION.

WHAT IS THAT? OUR TWO OR MORE IS PRETTY CLOSE.

WE SEE SOME OF OUR POPULATIONS WHERE THEY'RE IN A GOOD PLACE, SO FAR, BUT WE'RE HOPING TO REALLY MOVE THAT FORWARD.

WHAT WE ALSO DO SEE, THOUGH, IS A DISPARITY IN SOME OF OUR POPULATIONS AS FAR AS NOT JUST WHERE THEY ARE THIS YEAR, BUT WHERE THOSE NUMBERS FOR CCMR WERE LAST YEAR. WHAT WE WANT TO REALLY NOTE AND CALL OUT IS OUR SPED POPULATION.

AND SO WHAT WE HAVE EMBARKED ON AS AN INSTRUCTIONAL LEADERSHIP TEAM, OUR CAMPUSES, THE SPECIFICALLY THE SPED DEPARTMENT, IS TO REALLY BREAK THAT NUMBER APART AND FIGURE OUT THEN WHO SPECIFICALLY WITHIN THAT POPULATION IS ABLE TO GET THAT AND WHO IS NOT.

AND THE THINGS THAT WE NEED TO DO DIFFERENTLY AS A SYSTEM, WHETHER IT BE AS FAR AS CURRICULUM, GRADUATION PLANS, ALL THE DIFFERENT THINGS.

SO WE'RE BEGINNING TO LIKE RESEARCH AND STUDY THAT AND REALLY LOOK AT THE STUDENTS, NOT JUST STUDENTS THAT, QUALIFY AS SPED, BUT SPECIFICALLY TO SAY, HOW DO YOU QUALIFY AS SPED AND THEN FIGURE OUT WHAT WE NEED TO DO DIFFERENTLY FOR EACH OF THOSE SUBSETS WITHIN THAT POPULATION? NOW WE MOVE ON TO GPM GOLD PROGRESS MEASURE 3.1, WHICH LOOKS AT THE PERCENTAGE OF GRADUATES TESTING AS COLLEGE READY BY ADVANCED COURSEWORK. NOW REMEMBER, FOR OUR GPMS, WHAT WE'RE DOING IS WE'RE BREAKING DOWN THE OVERARCHING COLLEGE CAREER AND MILITARY READINESS RATE AS FAR AS THE DIFFERENT WAYS THAT YOU CAN BE COLLEGE READY.

WITHIN GPM 3.1, WE'RE SPECIFICALLY LOOKING AT ADVANCED PLACEMENT CLASSES, INTERNATIONAL BACCALAUREATE DUAL CREDIT AND ON RAMPS, DUAL ENROLLMENT.

AN ADVANCED PLACEMENT IT IS NOT BEING IN THE CLASS THAT WE'RE LOOKING AT, BUT MORE SO WHETHER OR NOT YOU PASSED YOUR AP EXAM WITH A THREE OR HIGHER . AND THE INTERNATIONAL BACCALAUREATE CLASS, IT'S THE SAME THING.

IT'S NOT THE CLASS ITSELF THAT DENOTES COLLEGE READINESS, BUT WHETHER OR NOT YOU PASS WITH A FOUR OR HIGHER.

DUAL CREDIT, YOU SIMPLY HAVE TO PASS THE CLASS.

NOT SIMPLY, BUT YOU HAVE TO PASS THE CLASS AND THE SAME THING IN ON RAMPS.

DUAL ENROLLMENT AS WELL.

YOU HAVE TO PASS THE CLASS.

IT IS IMPORTANT TO NOTE FOR AGAIN, THOSE OF YOU TUNING IN, THERE IS A DIFFERENCE BETWEEN DUAL CREDIT AND DUAL ENROLLMENT.

DUAL CREDIT IS WHAT WE KNOW AS OUR REGULAR COLLEGE COURSES.

DUAL ENROLLMENT SPECIFICALLY, IT IS A COLLEGE COURSE.

BUT THERE'S A DIFFERENCE.

THE STUDENT WILL HAVE A HIGH SCHOOL TEACHER AND A COLLEGE TEACHER.

AND SO YOU'RE SIMULTANEOUSLY WORKING THROUGH TWO CURRICULUMS AND YOU'RE ACHIEVING TWO GRADES.

ONE OF THE OTHER THINGS WITH DUAL ENROLLMENT IS IF I'M NOT HAPPY WITH THE GRADE THAT I HAVE GOTTEN, I'M ABLE TO DECLINE THE CREDIT WHERE YOU'RE NOT ABLE TO DO THAT WITH DUAL CREDIT CLASSES.

SO WHAT IT OFFERS FOR SOME OF OUR STUDENTS IS A WAY TO HAVE THE EXPERIENCE OF A COLLEGE LEVEL COURSE, AND AT THE SAME TIME, THE SAFETY OF KNOWING IF I'M NOT HAPPY WITH THAT EXPERIENCE OR HOW I DID, I CANNOT MAKE SURE THAT I'M NOT CREATING A TRANSCRIPT THAT IS NOT TO MY LIKING.

SO WITHIN THAT GPM THIS IS ONE OF THE PLACES WHERE WE CHANGED.

YOU SEE WHAT OUR GPM STATED IN 2023.

AND QUITE RECENTLY AND WITH THE BOARD APPROVAL WE HAVE UPDATED THAT TO STATE DIFFERENT THINGS.

NOW WHEN READING IT SIMPLY, YOU MIGHT NOT BE ABLE TO FIGURE OUT OKAY, EXACTLY WHAT IS THE CHANGE.

A COUPLE OF EXTRA WORDS TO GIVE MORE, EXPLANATION AS FAR AS EXACTLY WHAT IS TESTED.

BUT THE CHANGE ITSELF IS SOMETHING THAT IS BASED ON WHAT WE ARE DOING.

AS I STATED PREVIOUSLY, WHEN WE WOULD REPORT OUT ON THIS GPM, WE WOULD LOOK AT THE PERCENTAGE OF STUDENTS THAT ARE IN ADVANCED COURSEWORK, THE FOUR ONES THAT WE DELINEATED.

BUT IT IS NOT SIMPLY BEING IN THE COURSEWORK THAT GETS YOU CREDIT.

SO WE FELT WE NEEDED TO BE MORE SPECIFIC IN HOW WE REPORTED OUT ON THIS.

SO WHEN WE REPORT OUT NOW, WE WILL BE SPECIFICALLY LOOKING AT WHETHER OR NOT I PASSED THE COURSE AT THE STATED LEVEL TO GET THE CREDIT VERSUS JUST SIMPLY SAYING, HERE'S THE PERCENTAGE OF STUDENTS IN AN ADVANCED COURSE, RIGHT? WE WANT IT TO BE AS CLOSE AS POSSIBLE TO REPORT OUT EXACTLY WHAT'S HAPPENING AND WHETHER OR NOT THEY HAVE EARNED THE CREDIT.

SO WE FELT WE WERE NOT AS ALIGNED.

AND SO WE JUST TWEAKED IT SLIGHTLY TO MAKE SURE IT'S MORE ALIGNED WITH EXACTLY HOW THEY GET CREDIT FOR COLLEGE, CAREER AND MILITARY READINESS.

THIS IS WHERE THE GPM STATES RIGHT NOW.

[00:35:03]

IT SAYS THAT THE PERCENTAGE OF HIGH SCHOOL GRADUATES WHO MEET COLLEGE READINESS BY EARNING COLLEGE CREDIT, WHICH IS AP, IB, DUAL CREDIT AND ON RAMPS, WILL INCREASE FROM 33% FOR THE CLASS OF 2023 TO 40% FOR THE CLASS OF 2026.

OUR TARGET FOR THIS 2024 SCHOOL YEAR, THOUGH, IS 35%.

THE GOAL AT THE RIGHT JUST SIMPLY DENOTES WHAT IN OUR DISTRICT IMPROVEMENT PLAN, THE FACT THAT WE MAKE SURE THAT THESE EXIST NOT JUST AS BOARD GOALS, BUT THEY'RE EMBEDDED IN THE WORK THAT WE DO EVERY DAY.

SO IF YOU LOOK AT OUR DISTRICT IMPROVEMENT PLAN AND ALSO OUR CAMPUS IMPROVEMENT PLAN, YOU WILL SEE WHERE EACH CAMPUS AND OF COURSE, THE DISTRICT HAS SPECIFIC GOALS AND STRATEGIES THAT SPEAK TO THAT.

NOW LET'S TAKE A LOOK AT WHERE WE HAVE BEEN YEAR OVER YEAR IN REGARDS TO THIS GPM.

IN THE YEAR 2021.

AGAIN, THE ORANGE COLORING DENOTES THAT THIS IS BASED ON TEA DATA.

WAS WE WERE AT 3,036% IN 2022, 34%.

IN 2023 AND AGAIN, THIS IS LOCALLY SOURCED DATA.

WE HAD 33% OF OUR STUDENTS WHO WERE COLLEGE READY BASED ON THIS SPECIFIC, VARIABLE.

NOW, AGAIN, FROM THE 36 AND 34% REPRESENT STUDENTS WHO WERE IN THE COURSE, BECAUSE THAT'S HOW WE LOOKED AT IT PREVIOUSLY. WHILE THIS NEW BASELINE REPRESENTS THE STUDENTS BASED ON THE NEW WAY WE'RE MEASURING, I TOOK AN AP EXAM AND I ACHIEVED THE SCORE NEEDED TO BE CONSIDERED COLLEGE READY OR AN IB EXAM, OR I EARN COLLEGE CREDIT IN DUAL CREDIT OR AN ON RAMPS CLASS.

RIGHT NOW, WE ARE HAPPY TO REPORT THAT WE ALREADY HAVE 33% OF OUR SENIOR CLASS WHO HAVE ALREADY MET THIS NEW, DEFINITION OF THIS A GPM.

OUR GOAL, AS STATED BEFORE, WAS, IS TO GET TO 35% AND THERE ARE OTHER OPPORTUNITIES.

WE HAVE A LOT OF TESTING, AP TESTING AND OTHER THINGS THAT ARE HAPPENING WHERE WE STILL HAVE THE ABILITY THEN TO MEET, THE LEVEL THAT WE'VE PUT OUT FOR OURSELVES.

THIS REPRESENTS OUR YEAR OVER YEAR COMPARISONS.

AND AS YOU HAVE AND AS YOU CAN SEE IN MANY OF THESE, AS FOR MANY OF THESE DIFFERENT POPULATIONS, WE HAVE ALREADY, MET TIED WHERE WE WERE PREVIOUSLY, AND WE'RE SHOOTING AS FAR AS TO MOVE FORWARD AND TO MEET OUR GOALS.

AND IN SOME OF THESE, THEY'VE ALREADY PRETTY CLOSE TO THEIR TARGET OR HAVE ALREADY MET THEIR TARGET.

SO WE'RE FEELING REALLY GOOD ABOUT WHAT WE'RE SEEING IN IN REGARDS TO THIS GPM AND THE WORK THAT IS HAPPENING.

WE ARE HAPPY TO ALSO SAY THAT WE HAVE INCREASED OPPORTUNITIES WITHIN THIS GPM.

AS WE HAVE CELEBRATED, MCNEIL HIGH SCHOOL HAS OFFICIALLY BECOME AN IB WORLD SCHOOL AND NOW WILL BE OFFERING INTERNATIONAL BACCALAUREATE, COURSES.

AND SO THEIR STUDENTS NOW HAVE INCREASED OPPORTUNITIES TO TAKE THOSE EXAMS AND HAVE DIFFERENT WAYS THAT THEY CAN EARN, COLLEGE LEVEL CREDIT.

WE ALSO WANT TO SAY THAT WE HAVE INCREASED ALSO OUR OPPORTUNITIES BY, I THINK AT ONE OF OUR PREVIOUS BOARD MEETINGS, SOMEONE SPOKE TO THE FACT THAT OUR STUDENTS WOULD PRETTY MUCH HAVE TO WAIT UP AND HOVER OVER THE COMPUTER IN ORDER TO GET INTO ONE OF THE DUAL CREDIT COURSES BECAUSE SEATING WAS LIMITED, IT WAS NOT A MATTER OF IF I SIMPLY WANTED TO GET THE CLASS THAT I GOT IN.

YOU REALLY HAD TO COMPETE AND BE UP PRETTY EARLY IN ORDER TO GET INTO ONE OF THE CLASSES.

RECOGNIZING THAT WE HAVE MADE SURE THAT WE HAVE ARE TRYING TO GO AFTER PARTNERSHIPS THAT INCREASE THE OPPORTUNITIES FOR OUR STUDENTS TO HAVE DUAL CREDIT COURSES.

AND SO THAT IS WHAT OUR PARTNERSHIP WITH MCMURRAY REPRESENTS, THE INCREASED OPPORTUNITY FOR DUAL CREDIT COURSES WITHIN OUR SYSTEM.

ALSO, WE ARE HAVE EMBARKED ON A PARTNERSHIP WITH ACC IN REGARDS TO ASSOCIATES IN HIGH SCHOOL AND OUTSIDE OF OUR EARLY COLLEGE HIGH SCHOOL. DR.

AZAIEZ WOULD YOU LIKE TO SPEAK TO THIS? YEAH, FOR SURE. AND WE'RE ACTUALLY SUPER EXCITED TO SHARE THIS WITH THE BOARD.

ACTUALLY, THIS IS KIND OF FRESH, AND I KNOW THAT OUR TEAM WORKED VERY CLOSELY WITH ACC.

ACC HAVE BEEN VERY, VERY FLEXIBLE WITH US.

AND WE ARE WE'RE HAPPY TO SHARE THAT WE WILL BE ANY STUDENTS IN ROUND ROCK ISD IN ANY COMPREHENSIVE HIGH SCHOOL.

THEY WILL HAVE THE OPPORTUNITY TO ACTUALLY EARN AN ASSOCIATE DEGREE WITHOUT REALLY THE NEED TO MOVE IN OR TRANSFER TO OUR EARLY, STANDALONE, EARLY COLLEGE HIGH SCHOOL.

AS WE KNOW, STUDENTS ARE DIFFERENT, THEIR NEEDS ARE DIFFERENT, THEIR DESIRES ARE DIFFERENT.

WE WORK VERY CLOSELY, OBVIOUSLY, WITH OUR PARENTS BECAUSE THOSE DECISIONS ARE ACTUALLY MADE TOGETHER.

RIGHT. AND SO WE UNDERSTAND THAT FOR SOME STUDENTS, FOR A LOT OF OUR STUDENTS PROBABLY WOULD LIKE TO GO AND AND BE AT THE SMALLEST SETTING AND BE AT OUR EARLY COLLEGE HIGH

[00:40:07]

SCHOOL. BUT WE ALSO DO UNDERSTAND THAT FOR MANY OTHER STUDENTS WOULD LIKE TO ALSO BE IN THE MARCHING BAND.

THEY WANT TO BE PLAYING FOOTBALL AND BASKETBALL.

AND FOR THEM LEAVING THEIR ROUND ROCK HIGH SCHOOL OR CEDAR RIDGE TO GO TO EARLY COLLEGE HIGH SCHOOL MAY NOT BE THE A GOOD THING FOR THEM, RIGHT.

BECAUSE THEY REALLY WANT TO BE IN OUR ATHLETIC PROGRAMS OR FINE ARTS PROGRAMS. SO NOW AGAIN, WE'RE HAPPY TO TO ANNOUNCE THAT OUR STUDENTS WILL BE ABLE TO DO THAT AND ALSO AT THE SAME TIME, BE ABLE TO EARN AN ASSOCIATE DEGREE WHILE THEY ARE WITH US IN THE SAME HIGH SCHOOL. SO IT'S SUPER EXCITING.

THE OTHER THING THAT IS EXCITING ABOUT THIS PROGRAM, WHERE IT'S DIFFERENT THAN MANY OTHER DISTRICTS WHO MAY HAVE SOMETHING SIMILAR, IS THAT ACC WERE VERY THEY WERE VERY FLEXIBLE WITH US.

SO OUR STUDENTS ONLY HAVE TO TAKE 25% OF THE TOTAL 60 HOURS OR SO WITH ACC.

SO THEY CAN OUR STUDENTS CAN TAKE SOME AP COURSE EQUIVALENT OF WHATEVER THE DUAL CREDIT COURSE AS AN AP COURSE OR AN IB COURSE.

OR THEY CAN ALSO HAVE A COMBINATION LIKE ON RAMPS, UT ON RAMPS COURSES.

AND THAT COLLECTIVELY, AS LONG AS THEY EARN 60 HOURS MEET THOSE REQUIREMENTS.

AND ONLY AGAIN, ONLY 25% OF IT HAS TO BE COMING FROM ACC.

ACC WILL BE ABLE TO GIVE THEM THAT ASSOCIATE DEGREE.

SO AGAIN, WE'RE SUPER HAPPY AND EXCITED.

I THINK WE ARE LEADING THE WAY.

I DON'T I'M NOT AWARE OF ANY OTHER SCHOOL DISTRICT IN TEXAS, I'M SORRY, IN CENTRAL TEXAS THAT REALLY MANAGED TO OFFER THIS.

SO AGAIN, AS A DISTRICT, WE CONTINUE LEADING THE WAY, AND WE'RE SUPER EXCITED TO MAKE THIS OPPORTUNITY AVAILABLE FOR OUR STUDENTS AND THEIR FAMILIES.

THANK YOU, DOCTOR AZAIEZ.

IT'S ALSO NOTE MENTIONING THAT THE STUDENTS ARE ABLE TO PURSUE BOTH AN ASSOCIATE'S OF ARTS AND ALSO AN ASSOCIATE'S OF SCIENCE.

BEFORE I LEAVE HERE.

I ALSO WANTED TO MENTION STONY POINT HIGH SCHOOL AND I DID NOT INCLUDE IT IN OUR PRESENTATION.

AND SO I WILL OWN THAT STONY POINT HIGH SCHOOL LIKE WESTWOOD.

AND NOW ALSO LIKE MCNEIL HAS A DIPLOMA PROGRAM, MEANING THAT IN THE 11TH AND 12TH GRADES, STUDENTS ARE ABLE TO TAKE THE IB COURSES.

STONY POINT HIGH SCHOOL, THOUGH, IS ONE OF THE FEW SCHOOLS IN THE STATE OF TEXAS THAT ALSO HAS A MIDDLE YEARS PROGRAM, MEANING THAT WE HAVE THE ABILITY THEN TO ALSO DO THAT IN 9TH AND 10TH GRADE.

THIS WAS A LABOR OF LOVE.

THIS IS SOMETHING THAT THEY STARTED, I BELIEVE, IF I'M REMEMBERING CORRECTLY, 2017, 2018, AND THEY'VE BEEN WORKING TOWARDS THIS FOR A VERY LONG TIME.

SO THEY ARE TO BE CONGRATULATED.

THEY ARE THE ONE OF THE FEW SCHOOLS IN THE STATE, AND ALSO THE COUNTRY, THAT HAS AN IB PROGRAM THAT SPANS ALL THE WAY FROM 9TH THROUGH 12TH GRADE. NOW THE TEAM IN REGARDS TO ADVANCED COURSEWORK.

THERE ARE SOME NOTED CELEBRATIONS TO HAVE, AND I WOULD REMISS IF I DID NOT MENTION THE THINGS SOME OF THEIR HARD WORK.

IT IS IMPORTANT TO NOTE THAT THEY HAD AN AP EXAM SUCCESS.

ALL OF OUR HIGH SCHOOLS OF 77% IN MAY OF 2023.

ALSO, YEAR OVER YEAR, THEY HAVE ALREADY SURPASSED THE NUMBER OF STUDENTS WHO ARE IN AP COURSES, BUT ALSO STUDENTS WHO ARE TAKING AP EXAMS. IN 2023, WE HAD 5,336 STUDENTS, IN AP COURSES THIS YEAR.

BETWEEN OUR FIVE SCHOOLS, WE HAVE 6,640.

WE HAVE GONE TO FROM 10,921 EXAMS FROM LAST YEAR TO THIS YEAR, 12,302.

AND THAT IS NOT INCLUDED THE EXAMS THAT THEY STILL HAVE, SOME EXAMS THAT THEY STILL HAVE THE OPPORTUNITY TO SIGN UP FOR.

THIS IS WHERE WE ARE CURRENTLY.

AND THIS IS WITHOUT ANY GREAT CHANGE IN THE NUMBER OF STUDENTS THAT WE HAVE ACROSS OUR SCHOOLS.

SO THEY ARE TO BE CONGRATULATED AS FAR AS THE STUDENTS AND THE PARENTS, AS WELL AS FAR AS MAKING SURE THEY'RE TAKING ADVANTAGE OF THESE OPPORTUNITIES IN ORDER TO STRETCH THEMSELVES AND STRETCH THEIR LEARNING.

ALSO, WE ARE ADDING AP AFRICAN AMERICAN STUDIES TO OUR COURSEWORK.

WE'RE ADDING ON RAMPS ECONOMICS.

WE ARE ADDING I'M SMILING BECAUSE THERE WAS A LOT OF DISCUSSION ABOUT THIS ONE.

WE'RE ADDING ACCELERATED SCIENCE IN MIDDLE SCHOOL.

AND DO YOU WANT TO SAY SOMETHING TO THAT DR.

AZAIEZ? HE'S SMILING BECAUSE WE TALKED BACK AND FORTH.

AS A FORMER IBC TEACHER, PHYSICS AND CHEMISTRY TEACHER, WE HAD A CONVERSATION ABOUT WHAT WOULD BE THE BEST HIGH SCHOOL COURSE OFFERED AT THE MIDDLE SCHOOL, AND WE TALKED ABOUT BIOLOGY OR MAYBE IBC AND AND THEN I GUESS THEY WANT TO CHALLENGE OUR STUDENTS.

[00:45:02]

AND I THINK OUR STUDENTS I KNOW AND THEIR FAMILIES AND OUR TEACHERS AND STAFF WERE REALLY WILL MEET THIS.

BUT I WAS LIKE, REALLY, YOU WANT PHYSICS? SO WE'RE GOING TO BE OFFERING PHYSICS, IN MIDDLE SCHOOL FOR OUR STUDENTS HERE IN ROUND ROCK ISD.

RIGHT. SO BUT WE HAVE A WHOLE PLAN.

I DON'T KNOW IF YOU WANT TO DISCUSS. AND THERE IS A WHOLE PLAN AND THERE'S A WHOLE REASON BEHIND IT.

AND SO WE'RE STRETCHING THEM.

IF, PEOPLE WITHIN THE AUDIENCE AND OUR BOARD MEMBERS REMEMBER THAT WONDERFUL STUDENT FOR OUR STRATEGIC PLANNING, AND I CAN'T REMEMBER WHAT KIND OF NURSE THAT SHE WANTED TO BE, AND SHE SPOKE SPECIFICALLY AND VERY ELOQUENTLY ABOUT THE FACT THAT I NEED MORE SCIENCE BASED ON WHAT IT IS THAT I WANT TO ACHIEVE.

SO UNLIKE MATH, THIS IS NOT SOMETHING THAT WE'RE SAYING THAT ANYONE WILL BE AUTO ENROLLED IN OR YOU MUST TAKE.

BUT WE DO REALIZE THAT FOR SOME OF OUR STUDENTS, TO BE COMPETITIVE BASED ON WHAT THEY WANT TO DO AND WHERE THEY WANT TO GO, THE WAY WE ARE STRUCTURED CURRENTLY DOES NOT AFFORD THEM THAT OPPORTUNITY.

SO FOR THOSE STUDENTS, THIS IS SOMETHING THAT WILL GIVE THEM THAT OPPORTUNITY TO STRETCH THEMSELVES AND REALLY REACH TOWARDS THOSE GOALS.

AND SO WITH THAT IN MIND IS WHY WE REALLY PURSUED THIS AND MAKE SURE THAT THEY HAVE EVERY OPPORTUNITY POSSIBLE.

I'M ALSO ONE MORE THING TO KNOW.

ACTUALLY TWO MORE.

WE HAVE HAVE GONE FROM 605, STUDENTS IN 692 ON RAMPS COURSES, FOR ACTUALLY FOR THIS YEAR, THAT IS OUR CURRENT NUMBER, FROM 605 TO 692.

AND ALSO WHERE, WE HAD 955 STUDENTS ACROSS SIX CAMPUSES, TAKE 1,774 COURSES TO EARN 4,580 CREDIT HOURS.

AND THAT IS A SAVING OF $390,000, AROUND $390,000 TO OUR PARENTS AND TO OUR COMMUNITY.

SO I WANT EVERYONE TO UNDERSTAND IT'S NOT JUST A MATTER.

WE HAVE STRETCHED OUR STUDENTS AND WE'VE GIVEN THEM OPPORTUNITY, BUT ALSO FOR AT GREAT ECONOMIC SAVINGS TO OUR PARENTS AND OUR STUDENTS AS WELL.

AND SO WE'RE INCREDIBLY PROUD OF WHAT WE'RE ABLE TO DO WITHIN THIS PROGRAMING.

[APPLAUSE] MOVING ON TO GPM 3.2, WHICH DISCUSSES THE PERCENTAGE OF GRADUATES TESTING AS COLLEGE READY IN READING AND MATH.

WHAT THAT SPECIFICALLY SPEAKS TO ARE OUR ASSESSMENTS SAT ACT AS DOCTOR AZAIEZ DISCUSSED.

TSIA 2 AND COLLEGE PREPARATION COURSE AND THE ASSESSMENT.

WE HAVE ALSO WENT AHEAD AND MADE SOME CHANGES TO THIS AS WELL.

OUR SPECIFIC REASONS BEING WE WANTED TO ADD MORE SPECIFICITY IN HOW WE EARN MATH AND READING READINESS, WHERE BEFORE WE DIDN'T DELINEATE THAT OUT. AND THEN ALSO WE WANTED TO RESET THE BASELINE AS FAR AS BASED ON WHAT THE LAST GRADUATING CLASS AND WHAT THE DATA HAD, TOLD US. AND SO SPECIFICALLY WHEN WE WENT THROUGH THIS IS THE OLD GPM AND WHAT I'M SO SORRY, THE CURRENT, GPM, THE NEW ONE THAT WE HAVE REVISED, AND ALSO TO MAKE SURE THAT IT'S NOTED THAT THIS IS SOMETHING THAT WE ALSO ADD TO OUR DISTRICT IMPROVEMENT PLAN AND CORRESPONDING CAMPUS IMPROVEMENT PLANS AS WELL.

FOR THE 2024 SCHOOL YEAR, OUR TARGET IS 73% IN THIS GPM.

WHERE ARE WE CURRENTLY? WELL, LET'S TAKE A LOOK AT WHERE WE'VE BEEN, IN 2021 FOR THE CLASS OF 2021, WE WERE AT 63%.

CLASS OF 2022, 56.2%, 56.4% FOR THE CLASS OF 2023 AND CURRENTLY WITH ONLY HALF OF THE YEAR OVER, WE ARE AT 60.1%.

AND SO WE'RE VERY EXCITED ABOUT THAT.

NOW, INFORMATION ABOUT THIS GPM, THIS ONE IS VERY IMPORTANT.

WHEN I CREATE AN ANALOGY ON THIS, I ALWAYS SAY, IF YOU'RE PLAYING UNO, THIS IS THE WILD CARD.

THIS ONE TAKES YOU EVERYWHERE.

WHEN YOU TEST EVEN THOUGH TEXAS EDUCATION AGENCY GIVES US MANY DIFFERENT WAYS WHERE A STUDENT CAN BE CONSIDERED COLLEGE AND CAREER READY, THIS ONE IS THE ONE THAT IF YOU ARE GOING TO COLLEGE, WHERE THEN YOU ARE ABLE TO GET IN AS COLLEGE READY.

THEY WILL NOT NECESSARILY TAKE ANYTHING TO DENOTE THAT YOU ARE COLLEGE READY.

THIS IS WHAT A COLLEGE OR A UNIVERSITY WILL WANT.

AND SO FOR US THEN THIS REPRESENTS THE HIGHEST ONE BECAUSE IT'S ABLE TO AFFORD YOU OPPORTUNITY TO GO ANYWHERE AND DO ANYTHING.

SO WITHIN THIS, FOR EXAMPLE, IF I DO NOT HAVE THIS, EVEN IF I AM COLLEGE READY BASED ON TEA METHODOLOGY, IF I SAY I'M GOING TO TEXAS STATE, UT WHATEVER SCHOOL IT MAY BE, THEN I WILL HAVE TO TAKE REMEDIAL COURSES.

[00:50:04]

AND REMEDIAL COURSES ARE AT REGULAR COURSE PRICE AND BUT I GET NO CREDIT FOR IT.

SO FOR US WITHIN THE SYSTEM, IT'S INCREDIBLY IMPORTANT THEN.

THEN WE INCREASE THIS ONE TO MAKE SURE THAT OUR STUDENTS HAVE AS MUCH OPPORTUNITY AS POSSIBLE AND THEY CAN GO ANYWHERE OR DO ANYTHING THAT THEY WANT.

SO I WANTED TO MAKE SURE THAT WE UNDERSTAND THAT SOME OF THESE HAVE DIFFERENT REPERCUSSIONS.

AND WHILE THESE STILL COUNTS AS COLLEGE READINESS, THERE'S A DIFFERENCE BETWEEN WHAT TEA PUTS IN THEIR METHODOLOGY AND THEN WHAT FOR COLLEGES AND FOR THE ABILITY TO GO TO COLLEGE AND TAKE REGULAR COURSES AND EARN A DEGREE.

WHAT THEY'RE ASKING FOR FROM US.

THIS IS OUR YEAR OVER YEAR COMPARISON AS FAR AS WHAT THIS IS LOOKING AT.

AND BECAUSE WHAT WE SAW, WE ARE ALREADY OVER WHERE WE WERE FOR THE END OF THE SCHOOL YEAR IN 2023.

THE YEAR OVER YEAR COMPARISON LOOKS A LITTLE BIT OUT OF KILTER AS FAR AS WHAT WE WOULD BE NORMALLY USED TO, BECAUSE YOU'RE SEEING THAT FOR SOME OF THESE NUMBERS, FOR THESE DIFFERENT POPULATIONS WE'RE ALREADY ABOVE WHERE WE WERE BEFORE.

AND AGAIN, THAT IS, A SOURCE OF PRIDE FOR US.

AND WE'RE GOING TO KEEP PUSHING FORWARD TO INCREASE THIS NUMBER AS HIGH AS WE CAN POSSIBLY GET.

WHEN WE LOOK AT HOW EXACTLY ARE WE DOING THIS? WE'VE CHANGED CERTAIN THINGS WITHIN OUR SYSTEM BASED ON WHAT WE'VE LEARNED.

WE REALIZED THAT FOR THE TSIA 2, AS THE STUDENTS WERE TAKING IT, IF THEY DIDN'T PASS, THEY WOULD TAKE IT OVER AND OVER AGAIN.

AND WE REALIZED THAT THERE WAS NO INTERVENTION HAPPENING.

AND SO WE MADE SURE THAT WE WERE VERY STRUCTURED AS FAR AS WHEN I COULD TAKE IT, HOW WE WOULD STRUCTURE INTERVENTION INTO THE SYSTEM ONCE THEY HAD TAKEN IT, AND SO THAT THERE WAS A GREATER CHANCE THAT THEY WOULD BE ABLE TO PASS THE TEST.

SO WHAT YOU WILL SEE IS WE HAVE LESS TIMES THAT PEOPLE HAVE TAKEN THE TEST, BUT A HIGHER PERCENTAGE OF PEOPLE PASSING BASED ON PUTTING THAT, SPECIFIC SYSTEM AND INTERVENTION IN PLACE.

ANOTHER THING THAT WE'VE DONE, WE'VE BEEN VERY STRATEGIC IN SAYING, IF BY YOUR 12TH GRADE YEAR YOU ARE NOT COLLEGE AND CAREER READY, ONE OF THE LAST OPPORTUNITIES THAT YOU THEN HAVE IS TO THEN BE ENROLLED IN A COLLEGE, PREP CLASS FOR EITHER, ENGLISH LANGUAGE ARTS OR FOR MATH.

AND SO WE HAVE LET IT BE KNOWN TO OUR STUDENTS AND OUR PARENTS IF YOU HAVE NOT HAD THE OPPORTUNITY TO GAIN COLLEGE READINESS, KNOW THAT YOU WILL BE AUTOMATICALLY ENROLLED.

NOW, WE DO HAVE SOME PEOPLE WHO HAVE CHOSEN NOT TO TAKE ADVANTAGE OF THAT OPPORTUNITY, AND WE HONOR THAT REASON.

BUT BY AND LARGE, CLOSE TO 90% OR MORE WITHIN EACH OF OUR SCHOOLS IF A STUDENT HAS NOT BEEN COLLEGE READY BY ANY OTHER MEANS, THEY HAVE BEEN SIGNED UP IN ONE OF THESE COURSES.

NOW, AGAIN, BEING IN THE COURSE ITSELF AND PASSING THE COURSE ITSELF FOR THIS ONE IS NOT WHAT GETS YOU THE COLLEGE READINESS RATING.

THERE IS A TEST ASSIGNED TO EACH OF THESE, AND YOU MUST PASS THAT TEST IN ORDER TO GAIN.

THE WHOLE POINT OF THE COURSE IS TO MAKE SURE THAT YOU'RE GETTING PRACTICE, AND WE'RE ABLE TO MONITOR IF YOU'RE LEARNING AND IF YOU'RE ON TRACK IN ORDER TO BE ABLE TO PASS THIS TEST IN THE END.

AND THIS ROLLS OUT OUR VERY INVOLVED PROCESS, VERY SPECIFIC, WHERE WE WENT THROUGH THIS, NOT JUST WITH OUR COUNSELORS.

WE WENT THROUGH THIS WITH OUR ADMINISTRATORS.

WE WENT THROUGH THIS AND MADE SURE THAT WE'RE CHECKING ON THIS ALL THE TIME.

SO WE'RE CONSTANTLY PULLING NUMBERS TO LOOK AT WHO IS NOT COLLEGE READY.

IF YOU'RE NOT COLLEGE READY IN ENGLISH, ARE YOU IN THE RIGHT PLACE? IF YOU'RE NOT COLLEGE READY IN MATH, ARE YOU ASSIGNED TO THE RIGHT [INAUDIBLE], TO THIS CLASS? AND SO THIS REPRESENTS, AGAIN, I SAID, ABOUT 90% OR MORE.

SO THIS REPRESENT THE STUDENTS THAT ARE CURRENTLY IN THOSE CLASSES FROM EACH OF OUR HIGH SCHOOLS, OUR COMPREHENSIVE HIGH SCHOOLS AND OUR SPECIALIZED HIGH SCHOOLS AS WELL.

SO NOW WE MOVE ON TO GPM 3.3.

THIS SPEAKS SPECIFICALLY TO THE WORK THAT IS HAPPENING IN CAREER TECHNOLOGY EDUCATION.

AS IT RELATES TO OUR STUDENTS EARNING INDUSTRY BASED CERTIFICATION.

SO WE HAVE TWO SLIDES HERE.

AND THEY LOOK KIND OF CONFUSING.

BUT I PROMISE YOU THEY ARE SIMPLE.

WHAT YOU HAVE HERE IS ONE OF OUR ACADEMIES.

AND WHAT IT DOES IS IT GOES THROUGH ALL THE DIFFERENT PROGRAMS OF STUDY WITHIN THE ACADEMY, JUST SO THAT YOU HAVE AN EXAMPLE, AND THEN IT TELLS YOU FOR EACH YEAR WHETHER OR NOT THERE IS AN IBC OFFERED AN INDUSTRY BASED CERTIFICATION THAT REPRESENTS OPPORTUNITIES BASED ON OUR PROGRAMS OF STUDY FOR EACH OF OUR KIDS, TO EARN AN INDUSTRY BASED CERTIFICATION AND TO BECOME COLLEGE AND CAREER READY THROUGH THIS MEANS.

[00:55:04]

NOW AGAIN, WE CHANGED THIS GPM AND FOR GOOD REASON.

WE WANTED TO MAKE SURE THAT WE MATCHED THE STATE.

IN TIMES PAST WHAT WE MEASURED WAS WHETHER OR NOT THE STUDENT PASSED THE INDUSTRY BASED CERTIFICATION.

NOW, WHAT THE STATE HAS SAID IS NOT ONLY DO YOU HAVE TO PASS ONE OF THOSE IBCS, YOU ALSO HAVE TO BE A COMPLETER, WHICH MEANS THAT WITHIN THE PROGRAM OF STUDY, YOU HAVE TO HAVE WITHIN YOUR PROGRAM OF STUDY, I THINK, IS IT THREE COURSES? YOU HAVE TO TAKE AT LEAST THREE COURSES TO BE CONSIDERED A COMPLETER.

AND SO. YES, SIR.

THANK YOU. RIGHT.

SO UNDERSTAND THAT IT'S CHANGED.

SO WITHIN THIS YOU'RE GOING TO SEE A DROP OFF.

BUT THE DROP OFF IS BECOME BECAUSE THE METHODOLOGY HAS CHANGED.

AND AGAIN THAT CHANGES FROM TEA, TEA IS MAKING IT I MEAN THEY HAVE HIGHER EXPECTATION I GUESS FOR THE SCHOOL DISTRICT AND WE ARE ADJUSTING TO THOSE CHANGES.

AND JUST CLARIFICATION, SOME OF THOSE COURSES YOU CAN'T TAKE CONCURRENTLY.

CORRECT. YOU HAVE TO TAKE THEM SEQUENTIALLY.

YES. SO YOU HAVE TO START THE PREREQUISITE IS A COURSE THAT COMES BEFORE.

OKAY. THANK YOU. SO BECAUSE OF THAT, THEN WE CHANGED THAT GPM TO DENOTE THAT CHANGE IN THE METHODOLOGY.

AND AGAIN WE MADE SURE THAT WITHIN OUR DISTRICT IMPROVEMENT PLANS AND OUR CAMPUS IMPROVEMENT PLANS, THAT THERE IS A PERFORMANCE OBJECTIVE THAT CORRELATES TO THIS GPM AS WELL.

SO WHAT YOU SEE HERE THEN IS A HUGE DIP THAT WOULD BE CAUSE FOR CONCERN.

BUT AGAIN THAT 6% IS NOT DOES NOT REPRESENT THE SAME THING FROM PREVIOUS YEARS BECAUSE IT IS NOW SAYING I HAVE AN IBC AND I AM ALSO A COMPLETER.

AND SO WE'RE GOING TO SEE A DROP OFF IN THAT DATA.

BUT WE WANTED TO MAKE SURE THAT WE ARE CHANGING THAT SO THE SYSTEM UNDERSTANDS THERE'S A DIFFERENT WAY WE'RE MEASURING AND THAT WE GET USED TO LOOKING AT THE DATA IN THAT WAY AND CAPTURING THE DATA IN THAT WAY.

AGAIN, THIS IS OUR YEAR OVER YEAR COMPARISONS.

BUT UNDERSTAND 2023, WE WERE NOT MEASURING THE SAME WAY AS WE ARE CURRENTLY IN 2024.

SO SOME EXCITING THINGS THAT ARE HAPPENING IN THE WORLD OF CAREER AND TECHNOLOGY TO INCREASE OPPORTUNITIES FOR OUR STUDENTS AND ALSO TO INCREASE OPPORTUNITIES FOR OUR KIDS TO BE COLLEGE AND CAREER READY.

WE HAVE PROGRAMS IN P-TECH, WE HAVE PARTNERSHIPS IN TSTC, AND WE ALSO HAVE SOME DIFFERENT THINGS THAT WE'RE DOING IN INDUSTRY BASED CERTIFICATION.

DR. AZAIEZ. SO YOU PROBABLY RECEIVED THE UPDATES.

WE'VE BEEN TRYING TO KEEP YOU IN THE LOOP AS FAR AS P-TECH.

SO WE ARE VERY EXCITED TO BRING OUR FIRST P-TECH IN ROUND ROCK ISD, AND WE ARE EXCITED TO SHARE WITH YOU THAT WE WILL BE STARTING NEXT YEAR.

SO WE WILL HAVE OUR FIRST COHORT STARTING AS FRESHMEN NEXT YEAR AT WE'LL START AT CEDAR RIDGE HIGH SCHOOL AND WE WILL BE FOCUSED ON HEALTH SCIENCE.

AND AGAIN, WE ARE SUPER EXCITED.

OUR STUDENTS WILL I THINK IF I'M NOT MISTAKEN, WILL EARN A LEVEL TWO, A LEVEL TWO, CERTIFICATION IN NURSING.

AND ALSO WITH THE GOAL IS FOR THEM ALSO TO EARN THEIR ASSOCIATES DEGREE AS WELL.

AND WE ARE WORKING WITH ACC.

YOU PROBABLY HEARD THAT ANNOUNCEMENT.

ACC ACTUALLY IS NOW GOING TO FREE TUITION.

OH YEAH, ACC IS GOING TO FREE TUITION WE ANNOUNCED THAT LAST YEAR.

AND THE GOOD NEWS IS THEY HAVE A NURSING PROGRAM RIGHT HERE IN ROUND ROCK ROUND ROCK CAMPUS.

AND OUR STUDENTS, ACTUALLY, IF THEY WANT TO, THEY CAN CONTINUE GETTING THEIR NURSING DEGREE FOR FREE ASSOCIATES WITH US, TRANSFER HOPEFULLY TO ACC, AND THEY CAN EARN HOPEFULLY THAT DEGREE RIGHT THERE.

WITHOUT REALLY CARING ALONE OR HAVING THEIR PARENTS PAY FOR ALL THE EXTRA MONEY.

SO AGAIN, WE'RE SUPER EXCITED ABOUT THAT P-TECH THAT STARTING NEXT YEAR.

THE OTHER EXCITING, AND I WANT TO GIVE A CREDIT TO OBVIOUSLY TO NATALIE, HER TEAM AND RODRIGO, I SEE HIM BEHIND US IN THERE SITTING BEHIND HER.

BUT WE ARE ALSO STARTING OUR FIRST PARTNERSHIP WITH TEXAS STATE TECHNICAL COLLEGE.

I DON'T KNOW IF YOU KNOW, BUT THERE IS ACTUALLY ONE CAMPUS THAT IS NOT FAR AWAY FROM HERE.

IT'S ACTUALLY [INAUDIBLE]. AND SO WE VISITED ACTUALLY THE COLLEGE AND AND WE THEY HAVE A LOT OF OPPORTUNITIES, BUT ALSO THEY HAVE A LOT OF EQUIPMENT THAT WE CANNOT AFFORD TO HAVE.

RIGHT. AND SO WE WORKED I SEE SHERRI HERE TOO THANK YOU FOR YOUR WORK WITH THAT.

AND SO NOW WE ARE ACTUALLY STARTING A NEW DUAL CREDIT PRECISION MANUFACTURING PATHWAY.

AND AS YOU KNOW TSTC WORKING VERY CLOSELY WITH, TESLA AND ALSO OTHER SAMSUNG WHO IS COMING TO TAYLOR.

SO WE'RE HOPING THIS WILL OPEN MORE DOORS FOR OUR FAMILIES, FOR OUR STUDENTS AND THEIR FAMILIES.

[01:00:03]

SO MAYBE THEY CAN TRANSITION AFTER GETTING EARNING THEIR CERTIFICATION TO WORK FOR SOME OF THESE COMPANIES.

YOU WANT TO TALK ABOUT IBC NOW? OKAY. THANK YOU, DOCTOR AZAIEZ.

AND THEN ALSO JUST KNOWING THAT, OUR CTE STAFF, WE HAVE SHERRI AND PEGGY.

SHERRI'S IN THE AUDIENCE WITH US TONIGHT.

ALSO WORK DILIGENTLY TO MAKE SURE THEY'RE INCREASING OPPORTUNITIES FOR IBCS AS WELL WITHIN OUR DIFFERENT PROGRAMS OF STUDY.

SO THANK YOU FOR THAT WORK.

SO ONE OF THE THINGS THE LAST SLIDE, BUT WHAT I WANT TO SPEAK TO THEN IS SOMETHING THAT WE'VE BEEN TALKING A LOT ABOUT WITHIN OUR TEAM.

AND THEN ALSO SOMETHING THAT WHEN WE GET TO OUR BOARD WORKSHOP, WE WILL PRESENT THIS TO YOU SO YOU CAN SEE THE DIFFERENCE IN HOW THIS IS WORKING.

WE REALIZE THAT AS AN ORGANIZATION THAT WE HAVE A LOT OF OPPORTUNITIES WITHIN OUR SYSTEM.

WE ALSO REALIZE, THOUGH, THAT OPPORTUNITY DOES NOT ALWAYS EQUATE TO ACCESS.

SO PART OF WHAT WE'RE ALSO WORKING ON IS MAKING SURE THAT WE'RE CREATING SPECIFIC STRATEGIES IN PLACE TO CREATE ACCESS, TO THESE PROGRAMS FOR OUR STUDENTS.

OFTENTIMES WHAT HELPS WITH ACCESS IS WHAT WE DO SPECIFICALLY WITH TWO MAJOR POPULATIONS WITHIN OUR ORGANIZATION, OUR COUNSELORS AND OUR PARENTS.

SO WE ARE DOING MAYBE WHAT DO YOU CALL A SOFT RELEASE AS FAR AS WE ARE DOING A PRESENTATION WITH OUR PARENTS, IT'S CALLED INCREASING STUDENT ACCESS.

I'M SORRY, 8TH GRADE, 9TH GRADE, SCHEDULING FOR FUTURE READINESS.

WHAT WE ARE MAKING SURE EVERYONE UNDERSTANDS AND WHAT HOW WE'VE BEEN TRAINING.

WE'VE TRAINED SO FAR, MEMBERS OF OUR INSTRUCTIONAL LEADERSHIP TEAM, ALL OF OUR COUNSELORS AT SECONDARY, ALL OF OUR ADMINISTRATORS, PRINCIPALS, ASSOCIATE PRINCIPALS AND ASSISTANT PRINCIPALS AT SECONDARY.

THE MESSAGE BEING THIS, THERE'S A DIFFERENCE BETWEEN CREATING A FOUR YEAR PLAN AND OR A SCHEDULE FOR A STUDENT TO GRADUATE VERSUS CREATING A FOUR YEAR PLAN AND A SCHEDULE FOR FUTURE READINESS.

THE WORLD, THE ECONOMY IS ASKING FOR DIFFERENT THINGS.

AND SO WE HAVE TO SHIFT OUR PERSPECTIVE SLIGHTLY.

THERE IS A LOT OF RESEARCH IN LINE WITH SPECIFICALLY, WHAT DOES A FUTURE READINESS SCHEDULE LOOK LIKE? AND IT'S NOT JUST ALL ABOUT ADVANCED COURSEWORK, IT'S ABOUT SPECIFIC CURRICULA THAT A STUDENT NEEDS TO HAVE.

THERE ARE VERY SPECIFIC THINGS THAT WE'RE TESTED ON.

WHETHER YOU'RE TAKING SAT, ACT, ASVAB, THEY ALL ESSENTIALLY TEST THE SAME THING.

AND SO WE WANT TO MAKE SURE THAT THEY HAVE ACCESS TO THAT CURRICULA.

SO THE WORK THAT WE'VE BEEN DOING WITH ALL THOSE DIFFERENT PEOPLE I'VE SPOKEN ABOUT IS UNDERSTANDING THEN, WHAT.

LET ME GO BACK.

WE DID A PILOT WITHIN STONY POINT HIGH SCHOOL WHERE WE PUT THREE YEARS OF THEIR DATA, THREE YEARS OF THE GRADUATING COHORTS.

AND WHAT WE DID IS WE LINED UP THE STUDENTS THAT WERE COLLEGE READY, AND WE LOOKED SPECIFICALLY AT THEIR TRANSCRIPTS TO LOOK AT WHAT ARE THE THINGS SPECIFICALLY THAT YOU WERE TAKING THAT CORRELATED HIGHLY WITH COLLEGE READINESS? AND SO THE MESSAGING THAT WE'RE GIVING TO EVERYONE IS THIS YOUR FOUR YEAR PLAN IS YOUR RESUME, AND NOT ALL RESUMES ARE CREATED EQUAL.

IF YOU WANT TO HAVE A RESUME THAT HELPS YOU GET TO FUTURE READINESS, THERE'S VERY SPECIFIC THINGS AND VERY SPECIFIC WAYS THAT YOU MUST HAVE ON THAT. AND SO PART OF THAT IS TRAINING OUR PARENTS AND TRAINING OUR STAFF AS FAR AS WHAT TO DO DIFFERENTLY, AND THEN ALSO HOW TO LISTEN DIFFERENTLY TO WHERE I'M NOT SAYING YOU CAN'T BE IN THIS OPPORTUNITY BASED ON YOUR PAST PERFORMANCE, BUT HERE'S THE HOPE AND DREAM THAT YOU HAVE FOR YOURSELF.

HERE'S THEN WHAT YOU NEED TO BE IN.

AND THEN HERE ARE THE SUPPORTS THAT WE WILL PUT IN THE SYSTEM TO MAKE SURE THAT YOU CAN ACCESS THAT AND BE SUCCESSFUL.

WE'RE STARTING THIS PROCESS WITH OUR PARENTS.

SO FAR I THINK IN TALKING TO DOCTOR LASHONDA LEWIS, WHO IS OUR DIRECTOR OF COUNSELING, WE'VE HAD ABOUT 800 PARENTS SIGN UP FOR THIS CLASS, 8TH GRADE PARENTS. AND SO WE'RE GOING TO SEE HOW THIS WORKS.

SO THEN FOR NEXT YEAR, WE CAN MAKE SURE THAT ALL OF OUR PARENTS HAVE THIS, PROCESS.

WE WILL BE CHANGING.

ONE OF THE THINGS YOU HAVE ASKED OF US IS HOW DO WE KNOW THAT EVERYONE IS GETTING BEING COMMUNICATED WITH? WE REALIZE THEN THAT EVEN THOUGH OUR INTENT IS TO COMMUNICATE WITH ALL AND WE PUSH INFORMATION OUT, IT DOESN'T MEAN THAT THERE IS AN UNDERSTANDING OF WHAT SPECIFICALLY TO DO IN ORDER TO MAKE SURE THAT WE CAN DO THE BEST FOR OUR CHILDREN, SO WE'RE GOING TO CHANGE OUR PROCESS.

WHAT YOU WILL SEE FOR NEXT YEAR IS THAT WITHIN SEVENTH GRADE IS WHEN WE WILL START THE SECOND SEMESTER, PUSHING INFORMATION OUT TO PARENTS ABOUT ALL THE DIFFERENT

[01:05:06]

WAYS AND EDUCATING THEM IN REGARDS TO HOW TO PLAN FOR FUTURE READINESS FOR THEIR STUDENT .

IN THE EIGHTH GRADE YEAR.

FIRST SEMESTER IS WHEN THEN THE COUNSELORS AT MIDDLE SCHOOL WILL WORK AS FAR AS CREATING A FOUR YEAR PLAN, SPECIFICALLY IN THE COURSE MATH, SCIENCE, SOCIAL STUDIES, ENGLISH LANGUAGE ARTS, AND WORLD LANGUAGES.

AFTERWARDS, WE USUALLY HAVE WITHIN JANUARY AND FEBRUARY WITH THE HIGH SCHOOLS, HAVE CAREER AND TECHNOLOGY EDUCATION FAIRS, EXTRACURRICULAR FAIRS, AND THEN AT THAT POINT, THE HIGH SCHOOL COUNSELORS ALSO COME DOWN TO THE MIDDLE SCHOOL, AND THEN THEY WILL FINISH THE FOUR YEAR PLAN SPECIFICALLY AS IT RELATES TO ALL THE OTHER COURSES, MY CTE, MY FINE ARTS, ALL THOSE OTHER THINGS.

BUT WE FEEL THAT THE CORE CLASSES, NOT WE FEEL WE KNOW ARE THE BIG ROCKS.

AND THAT IS WHAT DICTATES WITHIN YOUR ACADEMIC RESUME WHETHER OR NOT YOU'RE ABLE TO ACCESS.

SO WE'RE GOING TO SLOW IT DOWN.

SO WE HAVE THE ABILITY TO TALK TO ALL OF OUR PARENTS AND EDUCATE ALL OF OUR PARENTS AND MEET WITH ALL OF OUR PARENTS.

SO WE'RE GOING TO CHANGE THE STRUCTURE AS FAR AS WHAT THIS LOOKS LIKE.

THIS PAGE HERE REPRESENTS THE INFORMATION THAT WE SENT OUT TO ALL OF OUR EIGHTH GRADE PARENTS, AND IT IS ON OUR DISTRICT WEBSITE.

AND SO YOU'RE ABSOLUTELY FREE TO GO THERE, READ THAT VERBIAGE, SEE WHAT IT'S ABOUT, AND SEE THAT THE WORK THAT WE'RE BEGINNING AS FAR AS CHANGING OUR SYSTEM TO MAKE SURE THAT ALL OF OUR STUDENTS HAVE ACCESS TO ALL OF OUR OPPORTUNITIES.

THANK YOU. AND I AM OPEN TO QUESTIONS AT THIS TIME.

THANK YOU VERY MUCH, DOCTOR NICHOLS.

TRUSTEE HARRISON, YOU HAVE YOUR LIGHT ON.

THANK YOU. I HAVE A COUPLE QUESTIONS.

WE'LL TRY TO GO AS FAST AS WE CAN.

SLIDE NINE.

CAN I ASK A QUESTION BETWEEN WHY? AND YOU MAY HAVE ANSWERED THIS, BUT I MAY HAVE MISSED IT.

WHY WE WENT FROM ACCOUNTABILITY TO LOCALLY CALCULATED IS THAT WHEN THEY CHANGE THE ACCOUNTABILITY SYSTEM.

AND SO IN THE INTERIM WE'VE STILL HAD TO CALCULATE FOR OURSELVES.

SO. SO WHAT WAS HAPPENING IS WE WERE ALWAYS A YEAR BEHIND.

SO IF FOR EXAMPLE, WE'RE IN CLASS OF 22, SO WE WOULD BE IN 2023 AND WE WOULD BE TALKING IF WE DID IT THE OLD WAY ABOUT PAST DATA. WE DID NOT HAVE THE ABILITY THEN TO AFFECT THAT AT ALL.

AND SO WE FELT THAT AS A TEAM, WE NEEDED TO BE IN THE CURRENT YEAR TALKING ABOUT CURRENT DATA, BUT TEA ONLY GIVES US BECAUSE IT'S A LAGGING IDENTIFIER.

THEY ONLY GIVE US DATA IT'S A YEAR BEHIND.

SO TO BE IN THE CURRENT YEAR, THE ONLY WAY THEN WE CAN DO THAT IS IF WE LOCALLY SOURCE THAT DATA.

SO IN THE BEGINNING OF THE PRESENTATION, WHERE I SHOWED YOU SPECIFICALLY THE TOOLS THAT WE HAVE PUT IN PLACE IN ORDER TO PULL THAT DATA AND THE DIFFERENT WAYS THEN WE LOOK AT THE DATA IN ORDER TO GET THIS SPECIFIC NUMBER.

OKAY. BRILLIANT. SO ESSENTIALLY PROGRESS MONITORING.

SO WE'RE NOT WAITING TILL WE'RE DONE TO FIGURE OUT THAT WE MIGHT HAVE AN ISSUE.

YES. OKAY.

REALLY QUICKLY LOOKING AT SLIDE 36, I NORMALLY DO A FACEBOOK LIVE BEFORE EACH MEETING.

AND EVEN WHEN I LOOKED AT THIS I WAS LIKE, OH MY GOSH, OKAY.

EVEN AS A CTE TEACHER, WHAT ARE THESE NUMBERS? SO I WANT TO TALK ABOUT THIS A LITTLE BIT, AND I'D LOVE TO HEAR IT'S GOOD FOR THE DISTRICT FOR STUDENTS TO BE COMPLETERS AND GET AN INDUSTRY BASED CERTIFICATION.

IT'S GOOD FOR STUDENTS TO GET INDUSTRY BASED CERTIFICATIONS RIGHT.

WHAT IS THE TENSION YOU FEEL BETWEEN ALLOWING STUDENTS TO EXPLORE THEIR INTEREST, MEANING THEY MAY TAKE CLASSES OUTSIDE OF A 3 OR 4 YEAR COMPLETION CYCLE? AND COMPLETING? DOES THAT MAKE SENSE? OKAY. SO I WILL GIVE YOU MY EXPERIENCE AS FAR AS A HIGH SCHOOL PRINCIPAL.

I THINK THERE'S A LOT OF DIFFERENT WAYS, AS YOU SAW WITHIN OUR DASHBOARD, FOR STUDENTS TO EARN THIS.

AND SO FOR US, I DON'T WANT TO WHILE I WANT THEM TO, I WANT THEM TO BE FREE TO EXPLORE.

ONE OF THE THINGS THAT WE HAVE PROMISED OUR COMMUNITY IS THIS.

THIS IS A VERY SAFE WAY TO EXPLORE, TRY SOMETHING ON, DECIDE YOU HATE IT AND TRY SOMETHING ELSE ON, OR EVEN SOMETIMES TO GET VERY SPECIFIC AS FAR AS OKAY, THIS IS THE SPECIFIC THING I WANT TO DO IN THIS.

AND SO WE WANT TO BE ABLE TO BE FREE TO MAKE SURE THAT.

WE'D LIKE YOU TO BE A COMPLETER, BUT WE'RE NOT GOING TO FORCE IT ON THEM.

WE FEEL THAT WE HAVE SO MANY OTHER OPPORTUNITIES TO WHERE THEY CAN HAVE A CERTAIN LEVEL OF FREEDOM WITHIN THIS AREA.

AND IF IT'S AS A STUDENT, THEY REALLY WANT TO PURSUE THIS.

THIS IS WHAT THEY FEEL IS THEIR PURPOSE AND THEIR CALLING.

THEN AGAIN, OUR CTE DEPARTMENT IS OPENING UP OPPORTUNITIES FOR THEM TO BE ABLE THEN TO WITH TSTC, AND WE'LL KEEP ON WORKING TO OPEN UP MORE OPPORTUNITIES TO WHERE IT WILL NOT JUST BE, THE CTE CLASSES THAT YOU HAVE TO RELY ON IN ORDER TO GO THERE.

SO WHILE WE ARE PROUD OF OUR NUMBER, AS FAR AS THE PERCENTAGE OF STUDENTS OVER, I THINK CLOSE TO 90%, 88%, 86 SOMEWHERE IN THERE

[01:10:07]

THE THING IS THIS IF YOU'RE NOT A COMPLETER, WE KNOW THAT AS A SYSTEM, WE HAVE A FALLBACK TO GET YOU COLLEGE CAREER AND MILITARY READY.

OKAY. THANK YOU FOR THAT.

I THINK THAT IT SHOWS THAT WE THIS DATA CAN BE CONFUSING, BUT IT'S NOT ABOUT LOW EXPECTATIONS.

THIS GOAL PROGRESS MEASURE REALLY IS SAYING WE WANT YOU TO COMPLETE BECAUSE IT'S GOOD FOR US, BUT WE WANT YOU TO HAVE AUTONOMY AND EXPLORATION IN THE COURSES YOU TAKE.

AND I JUST WANT TO HIGHLIGHT A COUPLE OF THINGS.

THE TSI 2 INTERVENTION IS REALLY BRILLIANT, BECAUSE IT IS DEMORALIZING FOR STUDENTS TO TAKE THE TSI 2 OVER AND OVER AGAIN AND THEN FAIL.

SO THANK YOU FOR IMPLEMENTING THAT SO THAT THEY HAVE SOME HELP, IF THEY NEED SOME HELP BEFORE THEY HAVE TO TAKE IT OVER AND OVER AGAIN.

AND THERE WERE LOTS OF REALLY INNOVATIVE THINGS.

I THINK MY QUESTION IS JUST HOW WILL WE CONTINUE TO COMMUNICATE SO THAT PARENTS KNOW ALL THAT IT'S AVAILABLE TO THEM? AND THAT LAST SLIDE WAS HELPFUL BECAUSE THAT'S MOVING IN THAT DIRECTION.

BUT THIS IS SO MUCH HOW WILL THEY KNOW.

AND WE HAVE A PLAN.

I MEAN, WE WANT SOME OF THIS STUFF ACTUALLY LIKE I THINK THE P-TECH WE ALREADY COMMUNICATED, I THINK WE HAVE ACTUALLY SOME OF OUR COUNSELORS AND OUR P-TECH COORDINATOR, ACTUALLY, WE HAVE A P-TECH COORDINATOR THAT WILL GET FUNDED BY THE WE GET A GRANT ACTUALLY.

AND SO WE HIRE A P-TECH COORDINATOR ACTUALLY TO GO OUT AND, AND ALSO BE OUT THERE WITH OUR MIDDLE SCHOOLS.

IT'S ACCELERATE, SO I THINK SHE FOCUSED MORE ON LIKE RICH.

RIGHT. AND I THINK SHE WANTED DIFFERENT MIDDLE SCHOOLS.

WITH ALL MIDDLE SCHOOLS.

YES. SO WE OPEN IT UP FOR ALL.

BUT WHAT I'M TRYING TO SAY IS WE TRY TO GO OUT THERE ALSO AND TRY TO MEET THE STUDENTS AND TRY TO MEET WITH THE PARENTS AS MUCH AS WE CAN, BUT I KNOW WE STILL HAVE TO DO MORE.

I KNOW I TALKED WITH ANNIE AND THAT WE'RE GOING TO BE ABLE TO COMMUNICATE A LOT MORE.

AND BECAUSE SOME OF THIS, LIKE YOU SAID, IS ARE VERY EXCITING AND ALSO NEW TO OUR COMMUNITY.

THEY ARE NOT THEY'RE NOT THEY DON'T KNOW ABOUT THEM.

AND SO WE'RE GOING TO DO A LOT MORE TO COMMUNICATE AND ENSURE THAT THEY KNOW ABOUT IT.

SO WHAT WE HAVE STARTED TO DO A LITTLE BIT DIFFERENTLY BEFORE IT WAS A SOLO ENDEAVOR.

HERE IS THE PERSON GOING OUT IN P-TECH.

HERE'S THE PERSON GOING OUT FOR EARLY COLLEGE, HIGH SCHOOL.

HERE'S THE PERSON GOING OUT FOR ANOTHER PROGRAM.

ONE OF THE THINGS THAT THEY'VE DONE INCREDIBLY WELL TODAY IS SAY THAT THIS IS A PARTNERSHIP.

WHAT WE WANT TO DO IS DO THE PRESENTATION TOGETHER AND LET PARENTS KNOW, HERE ARE ALL THE DIFFERENT OPPORTUNITIES THAT YOU HAVE TO TAKE CARE OF.

SO THAT WAY PARENTS AREN'T MAXED OUT.

ALSO KNOW THAT WHEN WE COMMUNICATE THIS, IT GOES OUT TO ALL OF OUR EIGHTH GRADE PARENTS.

SO NECESSARILY EVERYONE IN THE COMMUNITY WOULD NOT SEE THIS BECAUSE WE MESSAGE SPECIFICALLY TO THOSE PARENTS WHAT WE WILL DO DIFFERENTLY.

AND THE WHAT'S THE WORDING? THE DIFFERENCE THAT WE ARE TRYING TO MAKE SURE EVERYONE UNDERSTAND.

WE FEEL THAT WE'VE DONE A GREAT JOB COMMUNICATING THE INFORMATION TO THE RIGHT POPULATION.

WE HAVE NOT DONE A GREAT JOB EDUCATING THEM ON WHAT IT MEANS AND THAT IS THE DIFFERENCE MAKER.

WHEN WE DID ADVANCED MATH, THERE WAS NO EXTRA COST INVOLVED AS FAR AS MOVING THOSE NUMBERS UP, THE DIFFERENCE SIMPLY WAS EXPLAINING IT TO PARENTS. HERE'S WHY THIS IS IMPORTANT.

HERE'S WHY WE THINK YOU SHOULD TAKE ADVANTAGE OF THIS OPPORTUNITY.

HERE'S HOW WE WILL SUPPORT YOU.

ALL WE NEED YOU TO DO IS TAKE A CHANCE ON US AND HAVE YOUR KID ENCOURAGE YOUR STUDENT TO TAKE THIS OPPORTUNITY.

YOU DON'T HAVE TO HAVE A COLLEGE DEGREE.

YOU DON'T HAVE TO KNOW THE CONTENT.

WE JUST WANT YOU TO UNDERSTAND WHY THIS IS IMPORTANT, WHAT OPPORTUNITIES IT ENABLES, AND HOW TO GET ACCESS IN THE SYSTEM, EVEN TO THE POINT.

ONE OF THE THINGS WE TOLD THE PARENTS TO DO IS IF SOMEONE TELLS YOU NO, WHAT IS YOUR RECOURSE AND HOW TO FIGHT THE SYSTEM? AND IT WAS AS SIMPLE AS, HERE'S MY NUMBER, CALL ME.

SOMEONE OBVIOUSLY DOES NOT KNOW WHAT THEY'RE SUPPOSED TO BE DOING.

SO IT'S ABOUT EMPOWERING OUR PARENTS.

SO WE DON'T WANT TO JUST COMMUNICATE.

WE COMMUNICATE VERY WELL.

WE CAN SHOW THAT IT HAS GONE OUT AND HOW MANY TIMES IT'S GONE OUT, HOW MANY OPPORTUNITIES WE'VE HAD AND HOW MANY TIMES WE'VE DONE THE PRESENTATION, THE DIFFERENCE MAKER.

AND THAT'S WHY WE'RE EMBARKING ON THE WORK WITH THE COUNSELORS IS IT DOESN'T NECESSARILY MEAN THERE IS UNDERSTANDING.

AND I KNOW WHY IT'S IMPORTANT.

AND SO THAT'S WHAT WE WILL BE DOING DIFFERENTLY MOVING FORWARD.

AND SO WE'RE GOING TO SLOW IT DOWN TO GIVE MORE OPPORTUNITY TO HAVE THOSE ONE ON ONE CONVERSATIONS AND TO TEACH THE SYSTEM.

THANK YOU. TRUSTEE WEIR.

THANK YOU. WHEN IS MIDDLE SCHOOL PHYSICS GOING TO BE AVAILABLE? I DON'T THINK SO. WE FOR THE NEXT SCHOOL YEAR IS WHEN WE WILL BE STARTING, ACCELERATED SCIENCE, SO IT WILL NOT BE FOR A COUPLE OF YEARS YET WHERE THAT COHORT THEN GETS UP TO EIGHTH GRADE.

SO THAT WON'T BE FOR AT LEAST.

WHAT IS THAT, TWO, THREE YEARS? THREE YEARS? EXPLAIN.

SO, SO AS YOU KNOW, WE HAVE TO TAKE SIXTH GRADE SCIENCE, SEVENTH GRADE SCIENCE AND EIGHTH GRADE SCIENCE.

[01:15:05]

SO WHAT ARE WE GOING TO END UP HAPPENING IS IF YOU ARE PART OF THE ACCELERATED SCIENCE PROGRAM, YOU WILL TAKE THE AS A SIXTH GRADE STUDENTS, YOU'LL TAKE THE ENTIRE SIXTH GRADE SCIENCE CURRICULUM AND HALF OF THE SEVENTH GRADE CURRICULUM, SIXTH GRADE, SEVENTH GRADE, YOU TAKE THE OTHER HALF OF SEVEN AND THE ENTIRE EIGHTH GRADE.

SO THEN YOU'LL BE READY TO TAKE PHYSICS IN EIGHTH GRADE.

WE ALSO WANT TO MAKE SURE THAT AND WE TALKED ABOUT THIS A LOT.

WE TALKED ABOUT THIS A LOT BECAUSE AGAIN I THOUGHT IPC BEFORE AND I KNOW THE IMPORTANCE OF HAVING ALGEBRA AND ALGEBRA ALSO BECAUSE A LOT OF CALCULATION, A LOT OF ALGEBRAIC STUFF IN PHYSICS. AND SO WE WANT TO MAKE SURE THAT THOSE STUDENTS ALSO HOPEFULLY TAKING THIS ALGEBRA OR TOOK ALGEBRA.

AND SO THAT WILL HELP THEM EXCEL IN, IN PHYSICS AS IN PHYSICS CLASS AS WELL.

AND THEN BACK TO SLIDE NINE.

AND I DO APOLOGIZE THAT I DIDN'T ASK THIS QUESTION AHEAD OF TIME BECAUSE YOU I'M NOT SURE IF YOU HAVE THE DATA.

I THOUGHT I COULD GO LOOK AT LAST JANUARY'S AND SEE WHERE WE WERE AT LAST JANUARY'S, BUT I WASN'T THINKING THAT WE HAD CHANGED THE GPM.

DO YOU KNOW WHERE WE WERE LAST JANUARY? SO RIGHT NOW I DO.

WE WERE AT 72%.

I HAVE THE NUMBER.

IT WAS FEBRUARY 3RD AND NOT JANUARY 3RD, SO A DIFFERENCE OF A MONTH.

BUT THAT 72% DOES NOT REPRESENT THE SAME AS THE 73.3%.

THAT 72% INCLUDED OUR SPECIAL EDUCATION STUDENTS IN THE REPORT.

SO FOR SOME OF OUR SPECIAL EDUCATION STUDENTS, THEY ARE ON VERY SPECIFIC GRADUATION PLANS.

AND THAT GRADUATION PLAN SAYS IF I GRADUATE UNDER THIS GRADUATION PLAN AND OR IN MY ART, IF I'M CONSIDERED, WHAT DO YOU CALL IT? READY? WORKFORCE READY.

THEN I GET THE, DESIGNATION FOR CCMR FOR SOME, A PERCENTAGE OF OUR STUDENTS.

AND SO LAST YEAR WHEN I WENT BACK AND WE LOOKED AT THE DATA, WE HAD ALREADY FLIPPED THE FLAG AND GIVEN CREDIT TO THOSE STUDENTS IN THE SYSTEM REPRESENTING THAT 72% FOR THIS YEAR, WE SAID, NO, WE WILL NOT FLIP THAT FLAG.

IT IS GOING TO BE THEY WILL BE MARKED AS IN PROGRESS, SO THAT 72 AND THIS 70 ARE NOT THE SAME.

IF WE WERE TO FLIP THAT FLAG AND PUT THAT IN THERE, WE WOULD BE AT 76% RIGHT NOW.

AND I JUST CHECKED TODAY ACTUALLY IT'S A DASHBOARD AS YOU KNOW, IT'S A IT'S A IT GETS UPDATED DAILY AS, AS OUR STUDENTS, YOU KNOW, YOU KNOW, EARN THE CCMR CREDIT. OBVIOUSLY WE I JUST CHECKED TODAY, WE WERE AT 71% ALREADY AS A DISTRICT FOR OUR SENIOR CLASS.

AWESOME. AND I JUST HAD ONE MORE QUESTION.

AND IT HAD TO DO WITH, YOU KNOW, P-TECH SOUNDS AMAZING.

THE TEXAS STATE TECHNICAL COLLEGE, ALL OF THOSE ARE AMAZING OPPORTUNITIES.

FOR CEDAR RIDGE AND FOR STONY POINT.

I'M JUST WONDERING WHEN YOU'RE COMING WEST, AND I GET THAT [INAUDIBLE] CLOSER TO THEM AND THAT.

BUT AND SO JUST LIKE WITH EARLY COLLEGE HIGH SCHOOL, WHILE IT IS HOUSED ON THAT CAMPUS, IT DOES NOT MEAN I HAVE TO BE ALREADY THERE.

I CAN TRANSFER IN.

IT'S THE SAME AS WITH EARLY COLLEGE HIGH SCHOOL.

IF YOU CHOOSE AND YOU WANT TO TAKE THAT PROGRAMING, THEN YOU CAN GO AHEAD AND TAKE ADVANTAGE OF THAT.

BUT I ALSO WANT TO ADD THIS IS NOT THE END, RIGHT? LIKE IN OTHER WORDS, WE COULDN'T I MEAN I WAS WE HAVE TO ALSO BE COGNITIVE OF THE FACT THAT WE CANNOT AS A SYSTEM DO SO MANY THINGS ALL AT ONCE. RIGHT.

SO THIS IS NOT THE END.

WE ARE STARTING NEW THINGS FOR THIS COMING SCHOOL YEAR WITH THE IDEA IS ALSO AS WE ARE LEARNING AND WE'RE ASSESSING, WE OUGHT TO CONTINUE OFFERING OTHER OPPORTUNITIES FOR OUR STUDENTS, INCLUDING WESTWOOD AND MCNEIL, STUDENTS.

SO WE DON'T WANT TO LEAVE ANYONE BEHIND, OBVIOUSLY WITH OPPORTUNITIES.

AND I AND I UNDERSTAND THAT IT NEEDS TO BE A SLOW ROLLOUT.

SO I WAS JUST KIND OF CURIOUS WHEN YOU THOUGHT YOU WOULD GO WEST, BECAUSE, I MEAN, IF YOU'RE WESTWOOD, IT'S A LONG DRIVE OVER TO CEDAR RIDGE TO TAKE ADVANTAGE OF SOME OF THESE OPPORTUNITIES. AND I MUST SAY THERE MAY BE THERE MAY BE AN OPPORTUNITY BECAUSE REMEMBER, LIKE FOR LIKE FOR THE MANUFACTURING THAT WE DO WITH TEXAS STATE, WE DON'T HAVE THE EQUIPMENT AND THEY HAVE ALL KIND OF EQUIPMENT THERE.

SO THERE MIGHT BE FOR THE WESTWOOD AND MCNEIL, MAYBE WE'LL BE GOING TO THE ACC, THE HIGHLAND.

WHAT DO YOU CALL THE HIGHLAND CAMPUS? I GUESS THAT'S THAT'S PROBABLY WOULD BE A CLOSER WAY BECAUSE WE CAN PROVIDE TRANSPORTATION IF THEY HAVE TO GO THERE.

RIGHT. AND BRING THEM BACK.

TRANSPORTATION. I DON'T KNOW IF YOU KNOW THIS.

WHAT'S COOL THING ABOUT CTE, WE GET REIMBURSED FOR THEM FOR THE TRANSPORTATION AS A DISTRICT.

SO. SO IT'S ACTUALLY, WILL BE LIKE A COST NEUTRAL, IF YOU WILL, IF YOU HAVE TO TRANSPORT THEM TO THE ICC, THE HIGHLAND CAMPUS.

BUT I THINK THAT MIGHT BE AND THEY HAVE VISITED THAT AND I TOURED IT AND THEY HAVE TONS OF OPPORTUNITIES FOR OUR STUDENTS.

[01:20:01]

SO IT'S JUST A MATTER OF US COMING TOGETHER, WORKING WITH OUR FAMILIES THERE AND OUR, OUR STAFF AND FIGURE OUT WHAT WILL BE A GOOD OPPORTUNITIES FOR OUR STUDENTS THERE.

AND I APPRECIATE THAT. AND I KNOW YOU'RE LOOKING OUT FOR ALL THE STUDENTS, BUT I JUST ALWAYS HAVE TO SORT OF BRING UP DON'T FORGET ABOUT THE WEST SIDE.

ALL RIGHT. I DON'T HAVE ANY OTHER LIGHTS ON, BUT I HAVE A COUPLE OF QUESTIONS.

AMY ASKED TWO OF THEM, AND TIFFANY ASKED ONE.

SO I'M DOWN TO JUST TWO MORE.

BUT ON SLIDE TEN AND YOU KIND OF TALKED ABOUT THIS WHEN YOU WERE TALKING ABOUT FLIPPING THE FLAG, BUT WHEN YOU WERE TALKING ABOUT THE LOWER, SPREAD RATES, YOU AND I WROTE THE PHRASE DOWN, YOU HAVE TO DECIDE WHO IS ABLE TO GET THAT AND WHO IS NOT.

I'M VERY FAMILIAR WITH THE SPREAD WORLD, SO I UNDERSTAND WHAT YOU'RE TALKING ABOUT, BUT CAN YOU EXPLAIN THAT A LITTLE BIT MORE ABOUT WHAT YOU MEANT BY THAT STATEMENT OF WHO IN SPECIAL EDUCATION IS ABLE TO GET A CT ENDORSEMENT OR A CCMR ENDORSEMENT AND WHO'S NOT? CAN YOU? SO LET ME GO AHEAD AND EXPLAIN.

DIDN'T SOUND YOU WROTE IT DOWN.

SO I TRUST YOU. BUT LET ME MAKE SURE BASED ON MY MEANING.

SO ONE OF THE THINGS THAT I SPOKE TO WAS THE FACT THAT I POINTED OUT THE DISCREPANCIES WITHIN OUR DATA, AND I POINTED TO THE FACT THAT SPREAD WAS A MAJOR DISCREPANCY THAT WE HAD TO INVESTIGATE.

AND SO WHAT I REMEMBER SAYING IS THIS, THOUGH, THAT ALL SPREAD STUDENTS ARE NOT THE SAME PART OF WHAT WE'RE DOING AS FAR AS GOING IN AND REALLY RESEARCHING IS LOOKING HOW THE STUDENTS QUALIFY, BECAUSE BASED ON HOW YOU QUALIFY, WE MAY BE SUCCESSFUL WITH A CERTAIN BAND OF STUDENTS AND NOT WITH OTHERS.

SO WE HAVE TO FIGURE OUT WHAT AS A DISTRICT, WE NEED TO DO DIFFERENTLY FOR EACH OF THE BANDS BASED ON HOW THE STUDENTS ARE QUALIFYING AND WHAT IS NOT WORKING IN THE SYSTEM.

WHAT WE DIDN'T INCLUDE IN THE SYSTEM IN ORDER TO ENABLE THEIR SUCCESS.

WE KNOW THAT THERE'S SOMETHING THAT WE'RE NOT DOING THAT WE DON'T HAVE AVAILABLE FOR THEM IF THAT'S THE NUMBER THAT WE'RE GETTING.

AND SO THAT'S WHAT WE HAVE TO LOOK AT.

SO JUST TO MAKE SURE THAT EVERYONE IS AWARE, A STUDENT WHO IS RECEIVING SPECIAL EDUCATION SERVICES, IT COULD BE BECAUSE I'M DYSLEXIC, IT COULD BE THAT I HAVE A VISUAL IMPAIRMENT, I HAVE A HEARING IMPAIRMENT.

THERE'S SO MANY DIFFERENT WAYS THAT IT SHOWS UP WITHIN THE SYSTEM, AND WE JUST HAVE TO FIGURE OUT AS AN ORGANIZATION WHO WITHIN THAT DEMOGRAPHIC IS NOT SUCCEEDING.

AND WHAT DO WE HAVE TO DO DIFFERENTLY.

BUT WE'VE NEVER REALLY INVESTIGATED THAT.

AND SO THAT IS THE WORK THAT WE'RE EMBARKING ON.

WE'VE BEEN MEETING WITH OUR SPED AREA DIRECTORS AND STARTING THAT CONVERSATION AS FAR AS PULLING THAT DATA AND THEN EVEN LOOKING AT THEIR SPECIFIC WAYS.

AS FAR AS FOR SOME OF OUR STUDENTS WITHIN THERE, WITH THE STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES, SOME OF THEM BASED ON THEIR GRADUATION PLAN, THEY HAVE A QUOTE UNQUOTE, REGULAR GRADUATION PLAN THAT THEY GRADUATE UNDER, WHICH MEANS THAT THEY HAVE TO BE CCMR BASED ON HOW MOST PEOPLE WOULD RECEIVE THAT IN THE SYSTEM. OTHERS, THEY HAVE A VERY SPECIAL DESIGNATION AS FAR AS THEIR GRADUATION PLAN, AND IT'S VERY DIFFERENT THAN HOW THEY ARE GOING TO BE CONSIDERED COLLEGE, CAREER AND MILITARY READY.

AND SO ALL OF THAT IS WHAT WE HAVE TO INVESTIGATE AND FIGURE OUT WHAT'S HAPPENING DIFFERENTLY.

SO, FOR EXAMPLE, I WAS TALKING TO A COUNSELOR WHEN WE WERE DOING THE PRESENTATION AS FAR AS HOW TO SCHEDULE FOR FUTURE READINESS.

AND SHE IS COMING FROM ANOTHER STATE, I CAN'T REMEMBER WHICH ONE, BUT IN THE NORTHEAST.

AND SHE SPOKE TO ME ABOUT THE FACT THAT HER SON IS IN APPLIED CLASSES.

AND SHE SAID, AS WE'RE LOOKING THROUGH THIS AND LOOKING THROUGH THE COURSES THAT ENABLE BETTER ENABLE COLLEGE READINESS, SHE GOES, WELL, HOW WOULD MY SON ACCESS THAT AS AN APPLIED STUDENT? AND SO THE CONVERSATION THEN WE THEN HAD IS THIS I SAID, WELL, FIRST THINGS FIRST, ARE YOU SURE HE SHOULD BE APPLIED? AND SHE SAID, WELL, WELL, THAT'S WHAT'S IN HIS PAPERWORK.

AND I SAID, WELL, HOW DOES HE QUALIFY? WHAT SPECIFICALLY IS HIS QUALIFIER? AND AS WE TALKED THROUGH IT, IT'S LIKE, I DON'T KNOW, MAYBE WE SHOULD GO BACK AND LOOK AT THE FEE AND FIGURE OUT THE WAY THAT HIS, DISABILITY MANIFESTS. IS IT REALLY COGNITIVE IN THE WAY WHERE HE DOES NOT HAVE ACCESS TO LEARN IN CERTAIN COURSES? AND DO WE NEED TO CHALLENGE THAT? SO FOR US, IT'S NOT JUST ABOUT LOOKING AT HOW THEY QUALIFY, EVEN QUESTIONING OUR PAPERWORK.

SO THIS IS GOING TO BE DEFINITELY A LABOR OF LOVE AND DIGGING INTO IT.

AND THAT'S PART OF THE WORK THAT WE'RE REALLY LOOKING AT IN SPECIAL EDUCATION AND REALLY BREAKING DOWN THE SYSTEM, BECAUSE I FEEL THAT ONE OF THE THINGS WE TALKED ABOUT AND WE KEEP THROWING THIS QUOTE ABOUT FOR REASON.

THE SYSTEM IS BUILT TO GET THE RESULTS.

YES. THERE IS NO ACCIDENT.

HOW WE'VE BUILT THE SYSTEM DENOTES THE RESULTS THAT WE'RE GOING TO GET.

AND THERE'S SOMETHING WRONG IN HOW WE BUILT THE SYSTEM.

AND SO WE'RE GOING TO GO BACK AND FIGURE OUT WHAT WE'RE DOING INCORRECTLY AND WE'RE GOING TO REBUILD.

[01:25:02]

AND SO I'M GOING TO BE VERY EXCITED TO COME BACK AND REPORT OUT.

AS FAR AS THE WORK THAT WE'RE DOING.

WE HAVE A STELLAR SYSTEM.

IF YOU LOOK AT WHERE WE ARE WITHIN COMPLIANCE, WHAT WE HAVE TO FIGURE OUT IS IF INSTRUCTIONALLY, WE'RE MEETING THE NEEDS AT THE HIGHEST LEVELS POSSIBLE AND RETHINK WHAT THAT LOOKS LIKE. AND SO THAT'S WHERE WE ARE RIGHT NOW.

WE'RE ASKING THE QUESTIONS.

IT'S NOT COMFORTABLE AND NOT EVERYONE IS HAPPY.

BUT THAT'S WHERE WE ARE.

AND THAT'S WHAT I ADD TO WHAT NATALIE IS SAYING IS ALSO, YOU'RE AWARE THAT WE ARE ALSO CONDUCTING A SPECIAL EDUCATION AUDIT.

SO WE ARE WE ARE DOING IN HOUSE WORK, BUT ALSO WE ARE DOING WE ALSO BRING IN NOW SOMEBODY FROM FROM THE OUTSIDE OR VERY KNOWLEDGEABLE ABOUT THAT.

AND SO WE CAN CONDUCT WE ARE CONDUCTING THAT.

SO HOPEFULLY TOGETHER WE'LL BE ABLE TO COME UP WITH GREAT SOLUTIONS AND MAKE THINGS BETTER FOR OUR STUDENTS.

YEAH, ABSOLUTELY. AND I, I TOTALLY UNDERSTAND ALL THAT.

AND I THINK THAT YOU REALLY HONED ON IT WHEN YOU TALKED ABOUT THE WIDE VARIETY THAT SPECIAL EDUCATION ENCOMPASSES.

COULD BE SOMEBODY WITH DYSLEXIA.

IT COULD BE SOMEBODY LIKE MY CHILD WHO FALLS UNDER A LOW INCIDENT DISABILITY AND MAY OR MAY NOT ACTUALLY GET TO BE CCMR. I HOPE HE IS, BUT I WILL SAY THAT OUR SPECIAL EDUCATION DEPARTMENT IS DOING AMAZING TRANSITION PLANNING, MEETING WITH FAMILIES INDIVIDUALLY AS THEY'RE GETTING INTO THE HIGH SCHOOL AND HOW TO GET THEM READY FOR NEXT STEPS AFTER HIGH SCHOOL.

SO I KNOW ALL THAT'S HAPPENING.

I JUST WANTED TO MAKE SURE THAT WE DIDN'T GLOSS OVER THAT AS WE WERE TALKING ABOUT THAT, THAT SUBGROUP.

AND THEN THE OTHER QUESTION THAT I HAD, WAS AROUND SLIDES 27 THROUGH 29, WHEN YOU TALK ABOUT THE COLLEGE PREP CLASSES AND THE C 2 PREP CLASSES AND THINGS LIKE THAT, IS THIS A CLASS THAT ROUND ROCK ISD CREATED, OR IS THIS A STANDARD COURSE FROM TIA WITH TWEAKS AND THINGS LIKE THAT? THE CHORUS IS SOMETHING THAT, IN PARTNERSHIP WITH ACC, WHERE WE THEN ABLE TO HAVE ANOTHER OPPORTUNITY FOR OUR KIDS TO BE COLLEGE READY. SO THE THE ASSESSMENT AND ALSO THE CURRICULUM IS, COMES FROM ACC AND OUR PARTNERSHIP WITH THEM.

OKAY. THAT'S WHAT I THOUGHT.

AND I APPRECIATE US WORKING WITH THEM TO DEVELOP THAT PROGRAM TO ASSIST.

LIKE TRUSTEE HARRISON WAS SAYING, FOR THOSE THAT HAVE TAKEN THE TSIA TWO SEVERAL TIMES.

SO THANK YOU FOR CREATING THAT PROGRAM AND ALLOWING THE OPPORTUNITY FOR OUR STUDENTS AND TRUSTEE BONE I SAW YOU PUSH YOUR BUTTON, BUT I DON'T SEE A LIGHT ON.

SO TRUSTEES REALLY PUSH YOUR BUTTONS HARD.

FOR SOME REASON THEY'RE NOT LIGHTING UP SUPER GREAT.

SO TRUSTEE BONE YEAH, I DON'T KNOW IF YOU HAVE THIS DATA, BUT I WAS THINKING AS YOU WERE GOING THROUGH THIS, DO YOU HAVE THE INDIVIDUAL HIGH SCHOOL CCMR? DO WE HAVE INDIVIDUAL HIGH SCHOOLS THAT ARE THEY JUST THE, THE LEVEL THAT THEY ARE CCMR READY.

ARE THEY DIFFERENT.

AND THEN CAN YOU TALK ABOUT THAT.

AND THEN DOES THAT TIE INTO WHY MCNEIL WENT TO AN IB SCHOOL? I WAS KIND OF SURPRISED BY THAT BECAUSE THERE WAS ACTUALLY CONVERSATIONS ABOUT I MEAN, I'VE ACTUALLY HEARD IB COMING OUT OF THE SCHOOLS.

SO CAN YOU TALK ABOUT WHY IB AT MCNEIL AND WAS THAT TO DO WITH CCMR. AND SO YOU ASKED TWO QUESTIONS.

LET ME MAKE SURE THAT I HAVE A HOLD OF IT.

ONE QUESTION WAS IN REGARDS TO MCNEIL AND WHY IB AND THE OTHER QUESTION, CAN YOU GIVE THAT TO ME AGAIN? YEAH. THE OTHER QUESTION IS CAN YOU TALK ABOUT THE INDIVIDUAL HIGH SCHOOLS AND THEIR CCMR READINESS LEVEL? ARE THEY DIFFERENT? DO WE HAVE SOME THAT NEED, YOU KNOW, MORE HELP THAN OTHERS.

AND CAN YOU KIND OF TALK ABOUT THAT SUPPORT A LITTLE BIT.

AND YES, YOU ARE CORRECT, THEY ARE INDEED DIFFERENT.

I MADE A DECISION NOT TO INCLUDE IT ON THIS DATA, BECAUSE OFTENTIMES I THINK THAT COMPARISON DOESN'T NECESSARILY, BUT WE CAN ALWAYS GET YOU THAT INFORMATION AS A BOARD.

BUT YES, THEY ARE DIFFERENT.

WE KNOW THAT OUR HIGH SCHOOLS ARE VERY MUCH IN DIFFERENT PLACES.

AND RIGHT NOW WE HAVE SOME WHO ARE AT MAYBE 66% AND AS HIGH AS MAYBE 84% ALREADY.

THAT'S THE VARIANCE IN FOR US IN OUR HIGH SCHOOLS.

ONE OF THE THINGS THAT WE DO WITHIN OUR MEETINGS WITH THE AREA SUPERINTENDENTS, AND THEY IN TURN WITH THE PRINCIPALS AND ASSOCIATE PRINCIPALS, WE HAVE A SPREADSHEET SPECIFICALLY FOR EVERY KID IN THE SENIOR YEAR WHERE WE GO THROUGH WHERE THEY'RE AT AND MAKING SURE THAT THEY'RE IN THE RIGHT INTERVENTION AS FAR AS BASED ON WHETHER OR NOT THEY'RE COLLEGE READY IN MATH AND OR.

SO, WE MONITOR THE INTERVENTIONS WE GO THROUGH, AND WE WALK THROUGH THE CLASSES TO SEE HOW THEY'RE DOING.

WHAT'S THE TEACHING LOOKING LIKE? THE INSTRUCTION, THE CURRICULUM WE PROGRESS MONITOR WHERE THE STUDENTS ARE NOT JUST WAITING AS FAR AS IF THEY PASS THE COURSE OR THE TEST PROGRESS MONITORING TO SEE THAT HOW THEY'RE DOING ON THE WAY TO THAT, IN ORDER TO SEE THE HEALTH ON THE PROGRAM.

IN REGARDS TO IB AND MCNEIL, I CAN GET BACK TO YOU WITH THAT INFORMATION.

THIS IS A JOURNEY THAT THEY HAD STARTED, I THINK, PRIOR TO ME COMING ON BOARD AND EVEN PRIOR TO THE CURRENT PRINCIPAL, WHERE IT IS SOMETHING THAT I BELIEVE, BASED ON THE CONVERSATION THAT THE COMMUNITY, WANTED TO AND, THE CAMPUS WANTED TO, THEY SAW THAT AS A GREAT OPPORTUNITY FOR THEM AND THEIR

[01:30:08]

SCHOOL. AND SO THEY AGGRESSIVELY WENT THROUGH BEING ABLE TO BE IN IB SCHOOL.

THEY THOUGHT THAT THAT WAS IN THEIR BEST INTEREST.

SO OFTENTIMES IF A CAMPUS COMES TO US AND SAID, HEY, HERE'S SOMETHING THAT WE WANT TO DO, AND HERE IS WHY, WE GO AHEAD AND SUPPORT THAT PROCESS, FOR THEIR BETTERMENT.

AND SO IT WAS SOMETHING THAT WAS LOCALLY, DECIDED ON AND THEN SUPPORTED BY THE DISTRICT.

THAT'S SOMETHING TO THAT DR.

BONE ALSO, THIS IS A JOURNEY THAT TAKES TWO YEARS BECAUSE YOU HAVE TO DO LIKE A LOT OF PREPARATION, AND YOU HAVE TO ACTUALLY, GO THROUGH THE ACCREDITATION WITH THE IB PROGRAM.

SO IT TOOK REALLY TWO YEARS FOR US TO GET HERE.

BUT I THINK, LIKE NATALIE WAS SAYING, IT'S REALLY THE COMMUNITY.

I THINK CURRENTLY WE HAVE ROUGHLY, AND I DON'T HAVE THE EXACT NUMBER, ROUGHLY 200 STUDENTS FROM MCNEIL WHO ACTUALLY TRANSFERRED.

WE ARE SITTING RIGHT NOW AT WESTWOOD HIGH SCHOOL BECAUSE OF THE IB PROGRAM.

SO THERE HAVE BEEN HIGH DEMAND FOR THE IB FOR YEARS.

AND I THINK WE KIND OF HAVE AFTER CONVERSATION.

AND, I KNOW THE FORMER PRINCIPAL BECAUSE IT STARTED UNDER THE FORMER PRINCIPAL AND THE COMMUNITY, AND WE DECIDED THAT WOULD BE IN THE BEST INTEREST OF OF THE STUDENTS AND THE FAMILIES TO HAVE THE IB PROGRAM OVER THERE.

SO I JUST WANT TO GET CLEAR WHAT I HEARD, BECAUSE IT WAS IN THIS PRESENTATION.

SO IT WASN'T TIED TO CCMR. I MEAN, I UNDERSTAND IT GIVES THEM OPPORTUNITIES, BUT FROM WHAT YOU ALL KNOW, IT WASN'T TIED TO A DECISION OF THIS WILL HELP US GET MORE KIDS CCMR READY.

I MEAN WE CAN I ASK IT WILL EVENTUALLY BECAUSE NOW THAT WE HAVE THE IB PROGRAM IN MCNEIL, IT'S GOING TO OPEN MORE LIKE THEY WILL HAVE MORE STUDENTS WHO MAY BE ABLE TO BE PART OF THE IB PROGRAM.

WE'VE SEEN THAT AT STONY POINT.

I'M SORRY, HAVE WE SEEN THAT AT STONY POINT WHERE THE IB PROGRAM HAS HELPED GET MORE CCMR READY? I CAN GO AHEAD AND RESEARCH THAT AND GET YOU BACK THEIR INFORMATION.

OKAY, I APPRECIATE IT. I JUST I'M TRYING TO FIND THE CONNECTION SINCE IT WAS IN THIS PRESENTATION.

AND IF IT WAS DONE SPECIFICALLY IN ORDER FOR CCMR. AND IN CREATING PROGRAMING, NO THAT IT'S NOT WHY WE CREATE PROGRAMING.

ONE OF THE THINGS THAT WE LOOK AT IS THE OPPORTUNITIES SPECIFICALLY FOR OUR STUDENT AND THE OPPORTUNITIES THAT THEY'RE TELLING US THAT THEY WANT BASED ON WHAT THEY WANT TO DO POST-SECONDARY.

AND SO WE CONSIDER IT PART OF THEIR RESPONSIBILITY TO FIGURE OUT ALL THE DIFFERENT WAYS THAT ONCE THEY LEAVE US, THEY CAN BE SUCCESSFUL WHEN THEY LEAVE.

WE KNOW PART OF WHAT WE TALKED ABOUT, AS AN ORGANIZATION, COUNSELORS, ADMINISTRATORS IT'S THE FACT THAT THE COMMUNITY THE WORLD RIGHT NOW IS SAYING THAT IF YOU WANT A LIVABLE WAGE, THERE'S SOME KIND OF POST-SECONDARY EDUCATION THAT IS NECESSARY.

AND SO WHEN WE TALK ABOUT COLLEGE READINESS, I WOULD PREFER TO USE THE TERM FUTURE READINESS.

IT'S NOT JUST ABOUT GETTING INTO COLLEGE.

CAN I GET A CERTIFICATE? CAN I GET A LICENSE? CAN I GO INTO TRADE SCHOOL? CAN I GO INTO THE MILITARY AND GET A JOB THAT IS CAN EARN ME A WAGE AFTER I GET OUT OF THE MILITARY? SO FOR US, THE IDEA OF FUTURE READINESS AND REALLY GIVING DIFFERENT OPPORTUNITIES IN DIFFERENT WAYS FOR OUR STUDENTS, IT'S MORE SO ABOUT THAT FUTURE READINESS AND BEING SUCCESSFUL AFTER THEY LEAVE US.

WHETHER OR NOT WE GET AN A WITH TEA, THAT IS GREAT, BUT IT'S NOT THE OVERRIDING REASON FOR THE WORK THAT WE'RE DOING.

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

DID I MISS ANYBODY? ALL RIGHT. WELL, THANK YOU VERY MUCH FOR THE PRESENTATION TONIGHT.

I REALLY APPRECIATE IT.

ALL RIGHT. WE'RE GOING TO GO TO ITEM G1 BOARD STUDENT OUTCOME GOALS TIME TRACKER FOR DECEMBER.

[G. DISCUSSION ITEMS]

NORMALLY WE WOULD GO TO TRUSTEE MARKUM FOR THAT BUT SHE'S NOT HERE.

SO TRUSTEE WEIR YOU ARE NOT OFF THE HOOK YET.

WELL LET ME JUST SAY THANK GOODNESS WE HAD AN ACADEMIC WORKSHOP IN DECEMBER BECAUSE THE ACADEMIC WORKSHOP WAS 99.15% STUDENT OUTCOMES.

UNFORTUNATELY, OUR REGULAR BOARD MEETING WAS ONLY 11%.

SO WE DID NOT QUITE HIT OUR MARK FOR 50% FOR THE MONTH.

WE WERE JUST BELOW AT 44.37% FOR THE MONTH OF DECEMBER.

WE ARE TICKING UP THOUGH.

WE ARE TICKING UP AND IT WILL BE FOR A WHOLE QUARTER.

AND YOU KNOW, OUR TEAM OF EIGHT WON'T COUNT AGAINST US BECAUSE THAT'S LEGALLY MANDATED.

SO THIS WAS A PRETTY GOOD PRESENTATION RIGHT HERE.

YEP. ALL RIGHT.

WELL THANK YOU VERY MUCH TRUSTEES.

ANY QUESTIONS.

OKAY. WE'RE GOING TO MOVE ON TO OUR ITEMS BY CONSENT ITEMS H 1 THROUGH 6.

[H. ITEMS FOR CONSIDERATION BY CONSENT]

I DID NOT RECEIVE ANY REQUESTS TO PULL ANY ITEMS FROM CONSENT.

MADAM PRESIDENT, I MOVE WE APPROVE ITEMS H 1 THROUGH 6 BY CONSENT.

SECOND.

I HAVE A MOTION AND A SECOND.

TRUSTEE WESTON. YEAH.

[01:35:03]

I'M DEEPLY TROUBLED BY ITEM H 6.

BECAUSE ACCORDING TO THE AGENDA, WE'RE TALKING ABOUT AN EXPENDITURE OF $1.7 MILLION TO HPM AND THEN ANOTHER HALF MILLION DOLLARS TO HPM.

SO THIS IS A LOT OF MONEY, AND WE HEAR A LOT IN THIS BOARDROOM ABOUT HOW WE'RE BROKE.

AND YET WE WANT TO SPEND THIS MONEY AND WE'RE JUST GOING TO BLOW THROUGH IT AND PUT IT ON CONSENT.

AND, YOU KNOW, I'VE PULLED THINGS OFF OF CONSENT IN THE PAST.

AND, YOU KNOW, I'M TOLD EVERYTHING IS FINE.

THERE'S NOTHING TO SEE HERE.

AND IT'S JUST DEEPLY DISAPPOINTING AND THE ANSWERS THAT WE GET.

SO I JUST WANTED TO EXPLAIN TO THE COMMUNITY, WHY I WILL BE VOTING NO ON THE CONSENT AGENDA, IT'S BECAUSE OF H 6.

TRUSTEE BONE. YES, I HAVE THE SAME CONCERN.

I ALSO HAVE A CONCERN THAT THERE'S TALKING ABOUT BOND PLANNING, AND I THINK THIS IS KIND OF A SNEAKY WAY OF PUTTING THIS ON CONSENT AND TRYING TO SNEAK IN BOND SPENDING.

FUTURE BOND SPENDING AND NOT HAVING THAT REALLY CLEAR TO THE COMMUNITY.

SO I ALSO WILL BE VOTING NO BECAUSE IT'S ALSO WHAT 1.7 MILLION, 1.6 MILLION.

THANK YOU FOR YOUR FEEDBACK.

WE RECEIVED THIS AGENDA IN TIME FOR US TO ASK ANY QUESTIONS, SHARE CONCERNS, PULL IT FROM CONSENT AND I DON'T THINK ANYONE DID.

SO WITH THAT IN MIND, I'D LOVE TO CALL THE QUESTION.

SECOND. I HAVE A MOTION TO CALL THE QUESTION.

ALL IN FAVOR OF CALLING THE QUESTION.

RAISE YOUR HAND. OPPOSED? MOTION CARRIES FOUR TWO.

SO WE HAVE A MOTION TO APPROVE ITEMS H 1 THROUGH 6 BY CONSENT.

ALL OPPOSED? MOTION CARRIES 4 2.

WE ARE ON TO ITEM I 1.

[I. ACTION ITEMS]

DISCUSSION AND POSSIBLE ACTION ON NEXT STEPS WITH REGARD TO SINGLE MEMBER DISTRICTS.

THIS WAS AN AGENDA REQUEST BY TRUSTEE HARRISON.

SO I WILL TURN IT OVER TO HER FOR INTRODUCTION.

THANK YOU VERY MUCH.

WE TALKED BRIEFLY ABOUT THIS LAST WEEK OR LAST MONTH.

I BROUGHT THIS BACK AFTER IT CAME UP LAST YEAR, A LITTLE BIT LESS THAN A YEAR AGO.

AND AT THAT TIME, I FELT LIKE IT WAS PERHAPS A WORTHY DISCUSSION, BUT NOT THE RIGHT TIME.

I'VE BEEN FOLLOWING FEEDBACK OF THE COMMUNITY.

WE MIGHT STILL BE AT THAT PLACE, BUT WE HAVE ASKED THAT SARAH, PREPARE A BIT OF A PRESENTATION AND SHARE WITH US HER THOUGHTS ON SINGLE MEMBER DISTRICTS. AND SO, WE'D JUST LIKE TO HEAR THIS DOESN'T MEAN ANYTHING'S SET IN STONE.

WE WOULD STILL HAVE TO VOTE ON IT.

BUT LET'S JUST LEARN A LITTLE BIT MORE ABOUT SINGLE MEMBER DISTRICTS.

DO WE NEED A QUICK MINUTE? I HAVE A POINT OF ORDER.

WHAT IS YOUR POINT? MAY WE RECESS? THIS IS USUALLY ABOUT THE TIME.

TAKE A 5 OR 10 MINUTE BREAK.

OKAY, LET'S TAKE A 12 MINUTE RECESS.

COME BACK AT 7:40.

THANK YOU. THANK YOU.

WELL, THANK YOU FOR BEING HERE.

IT'S NICE TO SEE YOU AGAIN.

THANK YOU FOR HAVING ME.

AND, APPRECIATION TO ALL OF YOU FOR YOUR SERVICE ON THE BOARD.

I KNOW YOU'VE HEARD THAT A COUPLE TIMES TONIGHT, BUT I THINK IT'S IMPORTANT TO REMEMBER THAT YOU ALL SERVE AS VOLUNTEERS AND SPEND A LOT OF TIME FOR THE STUDENTS OF THE DISTRICT MAKING THESE IMPORTANT DECISIONS.

THE QUESTION CAME UP ABOUT A YEAR AGO WHETHER ROUND ROCK ISD WANTED TO MOVE TOWARDS ELECTING TRUSTEES BY A SINGLE MEMBER TRUSTEE DISTRICT SYSTEM, AND SO CURRENTLY YOU'RE ELECTED AT LARGE BY POSITION.

THAT MEANS THAT EVERY TRUSTEE RUNS FROM THE ENTIRE SCHOOL DISTRICT.

IN THE ALL OF THE VOTERS OF THE DISTRICT VOTE ON ALL OF THE TRUSTEES.

IF THE BOARD WERE TO MOVE TO A SINGLE MEMBER TRUSTEE DISTRICT SYSTEM, YOU WOULD DIVIDE THE DISTRICT INTO FIVE, SIX, OR SEVEN SINGLE MEMBER TRUSTEE DISTRICTS, AND THEN THE RESIDENTS WITHIN THAT DISTRICT WOULD VOTE FOR A SINGLE TRUSTEE TO REPRESENT THAT DISTRICT.

AND THEN IF THERE ARE AT LARGE POSITIONS, FOR EXAMPLE, IF YOU HAD FIVE SINGLE MEMBER DISTRICTS, YOU WOULD HAVE TWO AT LARGE POSITIONS.

THE ENTIRE COMMUNITY, THE ENTIRE DISTRICT WOULD VOTE FOR THE TWO AT LARGE POSITIONS.

THERE'S BASICALLY THREE THINGS THAT THE SCHOOL DISTRICT WOULD NEED THAT THIS BOARD WOULD NEED TO LOOK AT IN MAKING A DECISION WHEN YOU ARE REDISTRICTING.

THE FIRST IS ONE PERSON, ONE VOTE.

SO ALL OF THE TRUSTEE DISTRICTS, WHETHER IT'S 5, 6 OR 7, THEY WOULD ALL HAVE TO HAVE SUBSTANTIALLY EQUAL POPULATION.

[01:40:05]

WE WOULD, YOU KNOW, TAKE CARE THAT IN DRAWING THOSE DISTRICTS, WE WOULD NOT CREATE AN ELECTION SYSTEM THAT DISCRIMINATES, HAS THE PURPOSE OR THE EFFECT OF DISCRIMINATING AGAINST MINORITY POPULATION GROUPS.

AND WE WOULD ALSO HAVE TO COMPLY WITH THE CASE LAW THAT COMES UNDER THE SHAW VERSUS RENO PRECEDENT, WHICH BASICALLY SAYS WE ONLY USE RACE AS A CRITERIA FOR MAKING GOVERNMENTAL DECISIONS IN VERY LIMITED CIRCUMSTANCES SO THAT, YOU KNOW, DRAWING DISTRICTS BASED JUST ON THE DEMOGRAPHICS OF THAT COMMUNITY REPRESENTED IS, IF YOU'RE DOING SO BASED ON RACE, IS, OBVIOUSLY CONSTITUTIONALLY SUSPECT.

SO YOU WANT TO AVOID THAT.

THE ONE PERSON, ONE VOTE ESSENTIALLY MEANS THAT EVERYONE, ALL THE DISTRICTS ARE RELATIVELY EQUAL, WITH NO MORE THAN 10% DEVIATION BETWEEN THE LARGEST AND THE SMALLEST DISTRICTS.

IF YOU REPRESENT THE IF YOU, WHATEVER SIZE, YOU KNOW, WHETHER IT'S 5, 6 OR 7, THERE WOULD BE NO MORE THAN 10% DEVIATION BETWEEN THE SMALLEST AND THE LARGEST OF THOSE TRUSTEE DISTRICTS.

THE VOTING RIGHTS ACT OBVIOUSLY PROHIBITS A GOVERNMENTAL ENTITY FROM ADOPTING A VOTING STANDARD THAT DENIES OR ABRIDGES THE RIGHT OF CITIZENS TO VOTE ON THE BASIS OF RACE OR COLOR.

A LOT OF SCHOOL DISTRICTS END UP WITH SINGLE MEMBER TRUSTEE DISTRICT SYSTEMS BECAUSE THEY HAVE BEEN CHALLENGED UNDER THE VOTING RIGHTS ACT AND THE SYSTEM THAT WAS IN PLACE, TYPICALLY AN AT LARGE SYSTEM WAS FOUND TO HAVE THE EFFECT OF DISCRIMINATING AGAINST MINORITY COMMUNITIES.

SO YOU DO NOT HAVE A CLAIM LIKE THAT HERE.

YOU HAVE NOT BEEN SUED OR ANY KIND OF CLAIM MADE UNDER THE VOTING RIGHTS ACT.

WHAT YOU WOULD BE TALKING ABOUT HERE IS IF YOU DO MOVE TO A SINGLE MEMBER TRUSTEE DISTRICT, WE WANT TO JUST KEEP AN EYE ON THE VOTING RIGHTS ACT AND MAKING SURE THAT WE'RE IN COMPLIANCE.

AND AGAIN, THE SHAW VERSUS RENO STANDARD, WHICH SAYS, YOU KNOW, WHEN WE USE RACE, IF WE USE RACE AS ANY KIND OF FACTOR IN MAKING A GOVERNMENTAL DECISION THAT WE ONLY DO THAT TO THE EXTENT NECESSARY TO ACHIEVE CONSTITUTIONAL GOALS OF THE DISTRICT.

GENERALLY SPEAKING, WHAT YOU WOULD DO AS A BOARD IF YOU DECIDED TO MOVE IN THIS DIRECTION FIRST, YOU WOULD TAKE INPUT FROM YOUR COMMUNITY.

OBVIOUSLY, WE CAN TALK ABOUT THAT IN THE MIDDLE IN A MINUTE, BUT YOU'LL ADOPT CRITERIA THAT THIS BOARD WANTS TO USE IN MAKING DECISIONS ABOUT WHERE AND HOW TO DRAW THE DISTRICTS.

THESE ARE TRADITIONAL, CRITERIA THAT ARE OFTEN USED USING IDENTIFIABLE GEOGRAPHIC BOUNDARIES, MAINTAINING COMMUNITIES OF INTEREST, USING WHOLE VOTING PRECINCTS WHERE POSSIBLE AND FEASIBLE, ADOPTING DISTRICTS OF APPROXIMATELY EQUAL SIZE, DRAWING DISTRICTS THAT ARE COMPACT AND CONTIGUOUS AND DON'T HAVE UNUSUAL BOUNDARIES.

CONSIDER LEARNING COMMUNITIES AND CAMPUS FEEDER PATTERNS.

EXCUSE ME.

AND ALSO WE WOULD WANT TO LOOK AT WHERE THE, INCUMBENT TRUSTEES RESIDE.

WE WOULD WANT TO LOOK AT NOT DRAWING ANYONE OUT OF OFFICE IF IT COULD BE AVOIDED.

SO THERE'S A COUPLE WAYS THAT WE CAN, DO THAT.

AND THEN WE WANT TO NARROWLY TAILOR THE PLAN.

SO WE ARE IN COMPLIANCE WITH THE VOTING RIGHTS ACT.

YOU HAVE TO HAVE AT LEAST ONE PUBLIC NOTICE AND ONE PUBLIC HEARING.

I WOULD THINK THAT THE BOARD WOULD WANT TO HAVE MORE THAN ONE TO GET COMMUNITY INPUT.

YOU DO HAVE TO.

IF YOU ARE GOING TO ADOPT SINGLE MEMBER DISTRICTS, YOU WOULD HAVE TO COMPLETE THE PROCESS 120 DAYS BEFORE YOUR NEXT TRUSTEE ELECTION.

AND THEN IF A PETITION IS SIGNED BY AT LEAST 15% OF THE VOTERS, OR 15,000 REGISTERED VOTERS OF THE DISTRICT, YOU WOULD BE REQUIRED TO PLACE THE MATTER ON THE BALLOT FOR AN UPCOMING VOTER REFERENDUM FROM YOUR CONSTITUENTS.

SO IF YOU WERE TO MOVE FORWARD AND YOU DECIDED YOU WANTED TO EXPLORE THIS OPTION FURTHER, YOU WOULD WANT TO HAVE SOME PUBLIC HEARINGS, POSSIBLY SOME BOARD WORKSHOPS, TO LOOK AT WHAT DRAFT PLANS MIGHT LOOK LIKE.

AND IF YOU DECIDE THAT YOU'RE GOING TO ADOPT, YOU'RE GOING TO ADOPT A PLAN BEFORE THE 10TH OF JULY AT THE LATEST.

[01:45:05]

AND THAT'S ALL I HAVE IN TERMS OF PRESENTATION.

BUT I'M REALLY HERE TO ANSWER ANY QUESTIONS OR TO BE A RESOURCE FOR YOU.

THANK YOU FOR THE PRESENTATION.

I KNOW WE COULD HAVE JUST TALKED ABOUT IT, BUT WE DO HAVE AT LEAST ONE NEW BOARD MEMBER, TOO.

BUT SHE'S NOT HERE YET, SO THANK YOU.

I THINK THERE ARE LOTS OF PROS AND CONS, AND WE DON'T HAVE TO DRAW THIS DISCUSSION OUT IF WE END UP NOT BEING INTERESTED IN IT, BUT I THINK THAT WE SHOULD DEFINITELY OPEN FOR DISCUSSION, SO THANK YOU.

TRUSTEE ZARATE.

I HAVE ONE QUESTION.

HAS IT EVER IN YOUR KNOWLEDGE OF THESE SITUATIONS, HAS THERE BEEN A SITUATION WHERE ONE, ONE LIKE VOTING DISTRICT ENCOMPASSES TWO LEARNING COMMUNITIES, LIKE ONE ONE PERSON IS REPRESENTING TWO HIGH SCHOOLS AT ONCE, THAT KIND OF THING.

ABSOLUTELY. THAT COULD HAPPEN.

OKAY. AND THAT WOULD BE, YOU KNOW, YOU'RE GOING TO HAVE TO CONSIDER A NUMBER OF CRITERIA BECAUSE YOU HAVE FIVE HIGH SCHOOLS, IT'S POSSIBLE TO DIVIDE THE DISTRICT PRETTY CLOSELY INTO FIVE SINGLE MEMBER ELECTION DISTRICTS THAT WOULD MATCH YOUR FEEDER PATTERNS.

IT WOULDN'T MATCH EXACTLY BECAUSE WE CAN'T SPLIT VOTING PRECINCTS, BUT IT'S PRETTY CLOSE.

BUT YOU COULD DIVIDE IT BASED ON OTHER CRITERIA.

YOU COULD LOOK AT NEIGHBORHOODS, YOU COULD LOOK AT, YOU KNOW, OTHER GEOGRAPHIC FEATURES OF THE DISTRICT OR OTHER COMMUNITIES OF INTEREST AND DECIDE NOT TO USE THE HIGH SCHOOL FEEDER OR THE COMMUNITIES OF LEARNING.

RIGHT. AND MY OTHER QUESTION, I GUESS I HAVE ONE MORE IT CAME UP IN MY HEAD, HIGH SCHOOL SIX IF THAT HAPPENS, DOES THAT MEAN IF WE HAVE TWO AT LARGE, WE GO BACK AND WE VOTE AGAIN, AND NOW WE HAVE A SIXTH DISTRICT THAT'S REPRESENTED? OR IS THAT SCHOOL JUST REPRESENTED BY WHOEVER'S AT LARGE OR, DOES THAT MAKE SENSE WHAT I'M ASKING? IT MAKES ABSOLUTE SENSE.

SO, YOU CAN REDISTRICT AT ANY TIME.

YOU MUST REDISTRICT EVERY TEN YEARS.

IF YOU DO GO TO A SINGLE MEMBER TRUSTEE DISTRICT SYSTEM, OR AT LEAST LOOK AT IT EVERY TEN YEARS.

AND WITH THE POPULATION CHANGES IN THIS AREA, IT WOULD BE REQUIRED EVERY TEN YEARS TO REBALANCE.

SO, IT WOULD BE, SAY, IF YOU WENT TO A FIVE, TWO, NOW, TEN YEARS FROM NOW, YOU COULD GO TO A 61 OR YOU KNOW, DEPENDING ON WHAT YOU WANTED TO DO AT THAT TIME.

TRUSTEE WEIR. SO LAST MONTH, I GUESS, WHEN WE TALKED ABOUT THIS BRIEFLY, THERE WAS TALK ABOUT STUDENT OUTCOMES AND I KNOW THAT YOU DIDN'T DO ANY OF THAT RESEARCH OR BUT I AM SORT OF CURIOUS.

I KNOW, LIKE IN CALIFORNIA, THERE WERE A CHANGE IN THEIR STATE VOTING RIGHTS ACT.

AND SO A LOT OF DISTRICTS IN CALIFORNIA ENDED UP GOING TO SINGLE MEMBER DISTRICTS.

AND BUT IT WAS RIGHT BEFORE COVID.

SO I GUESS I'M JUST CURIOUS IF WE KNOW HOW IT AFFECTS, EVERYTHING THAT I SAW IT DOES AFFECT THE TRUSTEE'S REPRESENTATION OF MINORITIES ON THE BOARD FOR TRUSTEES DEFINITELY INCREASES.

BUT YOU KNOW, I KNOW THAT TRUSTEE BONE HAD SAID SHE HAD SOME DATA AND I'VE ASKED FOR IT A COUPLE TIMES, BUT I HAVEN'T SEEN IT.

SO I'M JUST CURIOUS IF, YOU KNOW, IF THERE'S ANYTHING OUT THERE.

I WAS NOT HERE, BUT I HEARD THAT WAS A QUESTION.

AND SO I DID A LITTLE RESEARCH AND I'M GOING TO SAY VERY, ON THE SURFACE RESEARCH, THERE'S QUITE A BIT OF RESEARCH, ON, SCHOOL BOARD GOVERNANCE AND ITS IMPACT ON STUDENT OUTCOMES OUT THERE.

IT APPEARS TO BE A VERY POPULAR DISSERTATION TOPIC.

AND SO THERE IS A FAIR AMOUNT OF DATA OUT THERE.

I DID NOT SEE ANY RESEARCH DIRECTLY ON THE QUESTION OF SINGLE MEMBER TRUSTEE DISTRICTS, BUT I DID FIND THAT THERE IS SOME RESEARCH THAT SHOWS CORRELATION BETWEEN COMMUNITY PARTICIPATION IN ELECTIONS AND STUDENT OUTCOMES IN POSITIVE CORRELATION THERE.

AND SO I THINK FROM THE BOARD'S PERSPECTIVE, I THINK YOU NEED TO, YOU KNOW, EVALUATE WHETHER AND YOU PROBABLY WOULD WANT TO DO THAT THROUGH PUBLIC HEARINGS, IS THIS SYSTEM IS A CHANGE IN THE SYSTEM GOING TO ENCOURAGE MORE, ACTIVE PARTICIPATION FROM YOUR COMMUNITY IN YOUR GOVERNANCE? AND, THAT TOPIC COULD PROBABLY THAT SPECIFIC QUESTION COULD PROBABLY BE ANOTHER DISSERTATION TOPIC.

I IT MIGHT BE SOMETHING THAT YOU WANT TO LOOK AT IN MORE DEPTH, BUT THERE'S DEFINITELY A FAIR AMOUNT OF RESEARCH OUT THERE.

WELL, I MEAN, I THINK EVERYBODY KNOWS HOW I FEEL ABOUT IT, SO I WILL LET OTHERS ASK QUESTIONS IF THEY HAVE QUESTIONS.

[01:50:08]

I DON'T REALLY HAVE ANY QUESTIONS.

I ACTUALLY WOULD LOVE TO GO DO PUBLIC HEARINGS AND TALK TO PEOPLE AND REALLY FIND OUT, I'M NOT ON SOCIAL MEDIA.

I UNDERSTAND I'VE GOTTEN SCREENSHOTS FROM PEOPLE TODAY, THAT IT WAS A BIG DISCUSSION, AT LEAST ON SOME FORUMS. AND THAT'S NOT WHAT I'M INTERESTED IN TRYING TO GET ON FACEBOOK.

SO I WOULD LOVE IF WE COULD HAVE PUBLIC HEARINGS AND ACTUALLY TALK ABOUT THIS WITH OUR COMMUNITY.

WHAT IS THE COST ASSOCIATED WITH GOING TO A SINGLE MEMBER DISTRICT? YOU KNOW IT'S THE TECHNOLOGY IS SUCH THAT IT'S NOT VERY COSTLY TO DRAW MAPS.

I THINK THE COST INVOLVED WOULD BE THE TIME YOU WANTED TO SPEND AND LAWYERS TIME INVOLVED IN ATTENDING HEARINGS.

SO YOU KNOW, THE WAY YOU DECIDE KIND OF HOW MUCH INVOLVEMENT YOU NEED FROM US.

FOR EXAMPLE, YOU COULD HAVE THE PUBLIC HEARINGS, GET THE COMMENTS, RELAY THAT BACK, AND WE CAN DRAW A MAP PRETTY QUICKLY.

WE CAN CONDUCT THE PUBLIC HEARINGS.

IT'S JUST REALLY A QUESTION OF HOW MUCH, INVOLVEMENT OF THE ATTORNEYS THAT THE BOARD WOULD WANT.

HOW MANY HEARINGS YOU WANT TO HAVE, THOSE KINDS OF THINGS.

THANK YOU. I THINK WHERE I AM AT THE MOMENT IS PREVIOUSLY, THIS WAS SOMETHING THAT WAS PUSHED BY THE COMMUNITY, AND I'M NOT HEARING A HUGE AMOUNT OF COMMUNITY SUPPORT FOR IT, BUT THERE'S JUST SO MUCH GOING ON THAT I DON'T KNOW IF IT WOULD BE WORTH IT.

AND I THINK THAT'S WHAT I WOULD LIKE TO HEAR FROM ALL OF MY COLLEAGUES.

IS IT WORTH IT AT THIS JUNCTURE? BECAUSE WE CAN ALWAYS GO FORWARD ON SINGLE MEMBER DISTRICTS.

IT CAN ALWAYS BECOME A THING.

BUT YOU CAN'T REALLY GO BACK.

AT THIS JUNCTURE IN THIS TIMELINE WHERE WE ARE IS IT WORTH IT TO HAVE AT LEAST ONE HEARING, TO HEAR IF THERE'S INTEREST IN THE COMMUNITY? I THINK THAT THAT IS WHAT I'D LOVE TO KNOW.

I DON'T WANT TO REALLY BELABOR THE POINT IF THERE'S NOT INTEREST.

TRUSTEE BONE. I HAD THE SAME QUESTION AS TRUSTEE HARRISON ABOUT THE COST, BUT I DID WANT TO TALK ABOUT THE COST ACTUALLY A LITTLE BIT MORE.

AND THE FACT THAT YOU WERE SAYING EVERY TEN YEARS WE WOULD HAVE THAT COST OR SOME COST, WHICH WE DON'T HAVE NOW AND THEN CAN YOU TALK ABOUT CAN THESE DISTRICTS BE CHALLENGED BY THE COMMUNITY AND CAN LAWSUITS AND COME AND CAN YOU TALK A LITTLE BIT ABOUT THAT? IS THAT LIKELY UNLIKELY.

WHAT DO YOU SEE? EXACTLY SO AS I MENTIONED, MOST SCHOOL DISTRICTS IN TEXAS, MOST ARE A LARGE NUMBER OF THEM WENT TO SINGLE MEMBER TRUSTEE DISTRICTS BECAUSE THEY WERE NAMED AS DEFENDANTS IN A LAWSUIT BROUGHT UNDER THE VOTING RIGHTS ACT.

SO THAT'S TYPICALLY THE LAWSUIT YOU GET IS BECAUSE YOU DON'T HAVE SINGLE MEMBER TRUSTEE DISTRICTS AS OPPOSED TO THE OTHER WAY AROUND.

IN OTHER WORDS, YOU COULD BE SUED BECAUSE YOU DON'T HAVE THEM, OR SOMEONE COULD BE UNHAPPY WITH WHAT WAS DRAWN AND THEY COULD CHALLENGE THAT.

IF AND THAT'S WHY WE WOULD GO THROUGH THE PROCESS OF HAVING A PUBLIC HEARING, MAKING SURE THAT THE BOARD HAS ADOPTED DEFENSIBLE CRITERIA, THAT WE APPLY THAT CRITERIA WHEN WE'RE DRAWING DISTRICTS SO THAT WE'RE, REDUCING THE RISK OF ANY KIND OF CHALLENGE.

AND IF YOU'RE OPEN AND TRANSPARENT ABOUT IT, IF YOU'VE TAKEN THAT INPUT, IF YOU'VE APPLIED CONSTITUTIONALLY AND LEGALLY SOUND CRITERIA TO THE DECISION THAT YOU MAKE, YOU SHOULD REDUCE YOUR RISK OF LITIGATION.

AND I KNOW THIS IS KIND OF COMING AT YOU.

AND, BUT HONESTLY, WE DIDN'T REALLY KNOW WHAT WAS GOING TO BE HERE TONIGHT.

SO, BUT CAN YOU KIND OF GIVE US AN IDEA, IS IT 20,000, 40,000, 100,000, 500,000? LIKE, WHAT KIND OF BALLPARK ARE YOU IN? A RANGE WOULD BE GREAT THAT YOU USUALLY SEE WITH A SCHOOL DISTRICT REDISTRICTING.

JUST IN PREPARATION FOR THIS MEETING, I WAS ABLE TO DRAW A COUPLE PLANS LIKE IN A HALF AN HOUR.

SO IT'S NOT THE ACTUAL DRAWING IS NOT THE TIME CONSUMING PART.

IT'S HOW MUCH TIME THE BOARD WANTS THE LAWYERS INVOLVED IN CONDUCTING PUBLIC HEARINGS.

AND SO IF YOU SAY WE WANT TO HAVE FIVE PUBLIC HEARINGS, TWO HOURS IN LENGTH, WE CAN DO THE MATH ON THAT PRETTY QUICKLY.

SO IT'S REALLY KIND OF GOING TO BE DEPENDENT ON WHAT THE DISTRICT, WHAT THIS BOARD WANTS TO DO IN TERMS OF, COLLECTING THAT COMMUNITY INPUT.

SO IT SOUNDS LIKE A FEW THOUSAND DOLLARS PROBABLY TO.

YEAH, WE COULD I WOULD SAY 10 TO 20 AT THE TOP UNLESS.

[01:55:03]

YEAH, IT JUST HELPS TO HAVE A BALLPARK TO KIND OF UNDERSTAND WHAT KIND OF DECISION WE'RE GETTING INTO.

SURE. SO I APPRECIATE THAT.

TRUSTEE WESTON. SO OUR MISSION HERE IN ROUND ROCK ISD IS INSPIRING STUDENTS TO LEARN, EMPOWERING STUDENTS FOR LIFE.

AND WE AS A BOARD, WE DON'T MEET VERY OFTEN, BUT WHEN WE DO, YOU KNOW, IN MY OPINION WE SHOULD BE DISCUSSING, DEBATING AND VOTING ON THE SIGNIFICANT ISSUES OF THE DAY THAT IMPACT OUR CHILDREN.

AND SO I WOULD JUST LIKE SOME FEEDBACK FROM MY COLLEAGUES, BECAUSE IT'S JUST HARD FOR ME TO BELIEVE THAT WE'RE SPENDING TIME IN A REGULAR BOARD MEETING ON A TOPIC, AND THE PEOPLE WHO WANT IT, WHO WANT TO EITHER TALK ABOUT IT OR GET MORE INFORMATION, THEY DON'T BRING ANY DOCUMENTATION ABOUT HOW OUR CHILDREN AND OUR STUDENTS BENEFIT FROM THIS.

AND FOR ME, IT'S HARD TO IMAGINE BRINGING SOMETHING TO THE BOARD, WHEN YOU DON'T HAVE ANY REASON FOR IT.

YOU THERE'S A LOT OF RHETORIC ABOUT, DIVERSITY AND OTHER GROUPS.

BUT THEN, YOU KNOW, WHEN PEOPLE RUN FOR THE BOARD FROM, SAY, THE STONY POINT LEARNING COMMUNITY, ALL OF YOU WORKED AGAINST THAT PERSON.

SO I WOULD JUST IT'S BEFUDDLING TO ME WHY THIS IS THE TOPIC THAT'S TAKING UP OUR TIME AND ATTENTION.

IT'S BEFUDDLING TO ME THAT IT'S BEING BROUGHT FORWARD WITHOUT A I MEAN, IF I WAS GOING TO BRING SOMETHING UP LIKE THIS AND WANT TO PAY ALL THESE LAWYERS, I THINK I'D COME WITH A LIST AND I'D SAY, HERE'S HOW STUDENTS ARE GOING TO BENEFIT.

IT'S RIGHT HERE. IT'S RIGHT IN THE DATA.

THIS IS WHY WE HAVE TO DO THIS.

BUT NOBODY'S DOING THAT.

SO AND I THINK THIS IS THE FOURTH OR FIFTH SCHOOL BOARD MEETING THAT I'VE SAT THROUGH WHERE THIS TOPIC IS BEING DISCUSSED.

AND EVERY TIME I ASK FOR THAT AND EVERY TIME, IT NEVER SHOWS UP.

SO, I DON'T REALLY HAVE ANY FEELINGS EITHER WAY OTHER THAN JUST TELL ME HOW STUDENTS BENEFIT AND THEN WE CAN HAVE A CONVERSATION.

SO THAT'S WHERE I'M AT.

TRUSTEE MARKHUM.

I WAS LISTENING IN THE CAR ON MY DRIVE OVER, SO FORGIVE ME IF I'M REPEATING A QUESTION IN MY TIME THAT I WAS GETTING IN HERE.

SO I'M HAVING A REALLY HARD TIME WRAPPING MY HEAD AROUND HOW YOU WOULD DRAW THE BOUNDARIES FOR THIS, ESPECIALLY IN A DISTRICT WHERE IT'S GOING TO CONTINUE TO GROW.

SO THOSE BOUNDARIES ARE GOING TO SHIFT.

AND I KNOW I HEARD YOU SAY THAT WE'RE REQUIRED TO LOOK AT THAT EVERY TEN YEARS.

BUT I'M JUST STRUGGLING WITH WRAPPING MY HEAD AROUND THAT AND WHAT DEMOGRAPHICS WE WOULD USE TO ENSURE THAT WE'RE GETTING THE REPRESENTATION THAT THE COMMUNITY WANTS AND THAT REPRESENTS OUR STUDENTS WELL.

AND IN THINKING ABOUT STUDENT OUTCOMES, BECAUSE WE'VE EVEN TALKED ABOUT HOW IF WE DO DRAW THOSE BOUNDARIES BY LEARNING COMMUNITIES, NOT EVERYONE IN THAT LEARNING COMMUNITY MAY FALL INTO, I MEAN, BECAUSE OF THE LAWS AROUND THAT.

AND SO THEN IT'S KIND OF A MOOT POINT.

AND SO I'M STRUGGLING WRAPPING MY HEAD AROUND THAT.

AND I'M WONDERING, I KNOW THAT AUSTIN ISD FUNCTIONS THIS WAY.

AND DO YOU HAVE ANY FEEDBACK OR INSIGHT INTO WHAT, CRITERIA THEY USE TO DRAW THEIR BOUNDARIES AND HOW THAT'S BEEN WORKING FOR THEIR DISTRICT? SO I DID NOT DRAW AUSTIN'S MAPS, BUT I BELIEVE THEY'VE USED SIMILAR CRITERIA BECAUSE THESE ARE PRETTY TRADITIONAL LEARNING CRITERIA.

I USED LEARNING COMMUNITIES AS AN EXAMPLE, BUT NOT NECESSARILY ONE THAT YOU NEED TO CONSIDER.

IT JUST SEEMED LIKE AN EASY EXAMPLE TO LOOK AT.

BUT REALLY WHAT YOU WANT TO LOOK AT IS WHAT ARE YOUR COMMUNITIES? ARE THEY NEIGHBORHOOD GROUPS? ARE THERE AREAS OF THE COMMUNITY THAT WOULD BENEFIT FROM HAVING A MORE CLOSE RELATIONSHIP WITH THEIR ELECTED REPRESENTATIVE? I DON'T NOW, BUT I HAVE LIVED IN AUSTIN ISD, AND JUST AS A VOTER AND A CONSTITUENT, I DID FEEL LIKE I KNEW WHO MY TRUSTEE WAS AND KNEW HOW TO REACH THAT PERSON WHERE IT MIGHT NOT HAVE BEEN THAT WAY IF IT WAS A AT-LARGE POSITION.

SO THOSE ARE THE PROS AND CONS, I GUESS.

AND THAT'S SORT OF THE QUESTION FOR THIS BOARD, WHICH I CAN'T REALLY HELP YOU WITH, WHICH IS, IS THIS SOMETHING THAT WOULD HELP OUR COMMUNITY AND WOULD IT AND IS THIS THE TIME TO TALK ABOUT IT? THANK YOU, I APPRECIATE THAT.

YEAH. THANK YOU. I'M JUST I'M REALLY STRUGGLING, WRAPPING MY HEAD AROUND IT AND ENSURING THAT WE GET THAT REPRESENTATION.

AND IF ANYTHING, I THINK IT WOULD BE INTERESTING TO DIG INTO THE DEMOGRAPHICS OF EACH LEARNING COMMUNITY, BECAUSE I THINK THAT THERE I THINK EACH LEARNING COMMUNITY TENDS TO HAVE A STEREOTYPE, AND IT'D BE INTERESTING TO DIG IN AND SEE WHAT THOSE COMMUNITIES REALLY LOOK LIKE, BECAUSE I THINK THERE WOULD BE SOME SURPRISES THERE, AND I SEE A BENEFIT

[02:00:06]

IN THAT. BUT I'M REALLY STRUGGLING WITH THE BOUNDARY PIECE AND THE TRUE REPRESENTATION THAT I THINK IS THE IDEAL FOR ALL OF US, BUT ACTUALLY GETTING THERE.

THANKS. SO I HAVE A COUPLE OF OTHER LIGHTS ON, BUT EVERYBODY'S HAD A CHANCE TO TALK.

SO I'M GOING TO ASK A QUESTION BEFORE I GO FOR A SECOND ROUNDERS.

YOU MENTIONED IN YOUR PRESENTATION THAT AT LARGE DISTRICTS, HAVE TO BE REEVALUATED.

IF IT COULD HAVE THE EFFECT OF DISCRIMINATING AGAINST A MINORITY POPULATION.

CAN YOU TALK ABOUT HOW THAT COULD BE POSSIBLE? I'D LIKE TO REALLY, LIKE, BE AWARE OF THAT FOR ROUND ROCK ISD SO THAT WE COULD AVOID THAT, BECAUSE I WOULD NEVER WANT AN AT LARGE SYSTEM THAT WE'RE USING CURRENTLY TO DISCRIMINATE AGAINST A POPULATION.

SO CAN YOU TALK ABOUT HOW THAT WOULD PLAY OUT OR COULD PLAY OUT IN ROUND ROCK ISD SO, OR HOW IT'S PLAYED OUT IN OTHER DISTRICTS, IF THAT YOU'RE AWARE OF THAT MADE THEM GO THAT ROUTE.

YEAH. SO GENERALLY SPEAKING, WHEN YOU GET A CHALLENGE LIKE THIS UNDER THE VOTING RIGHTS ACT, WHAT THE PLAINTIFFS WILL SHOW IS THAT, AS OVER TIME AND THEY'LL GENERALLY LOOK AT OVER A TEN YEAR PERIOD, YOU CAN DEMONSTRATE THAT, WHITE VOTERS VOTE AS A BLOCK TO DEFEAT MINORITY CANDIDATES, THAT MINORITY CANDIDATES ARE THEREFORE UNSUCCESSFUL. AND SO THEY'LL LOOK AT TEN YEARS ELECTION RETURNS, AND SHOW, YOU KNOW, THE NUMBER OF TIMES THAT CANDIDATES HAVE BEEN UNSUCCESSFUL, AND KIND OF UNPACK THAT.

SO IT'S VERY FACT INTENSIVE AND A DATA INTENSIVE ANALYSIS FROM DISTRICT TO DISTRICT.

I'VE NOT DONE THAT TYPE OF ANALYSIS FOR ROUND ROCK ISD.

BUT THAT'S GENERALLY HOW THAT THAT PRESENTS.

IT'S NOT THAT WE JUST HAVE THIS SYSTEM AND IT HAS THE IMPACT OF DISCRIMINATING.

I WILL SAY THAT OVER A PERIOD OF TIME STARTING, I THINK IN THE LATE 70S AND INTO THE 80S, THE TEXAS LEGISLATURE HAS MOVED FROM AT LARGE FOR ALL SCHOOL DISTRICTS TO AT LARGE BY PLACE WAS KIND OF THE FIRST STEP TO ALLOW, WHICH IS A SYSTEM THAT YOU HAVE, TO GIVE AN OPPORTUNITY FOR COMMUNITIES OF SHARED INTEREST TO PICK.

ALL RIGHT. I'M PICKING DISTRICT ONE.

WE'RE GOING TO REALLY FOCUS ON THAT.

AND THAT CANDIDATE IS NOT RUNNING AGAINST EVERYONE ELSE.

THEY'RE JUST RUNNING AGAINST THE DISTRICT ONE CANDIDATE.

SO THAT'S SORT OF THE FIRST STEP.

THEN THE LEGISLATURE AUTHORIZED SINGLE MEMBER DISTRICTS FOR CERTAIN DISTRICTS, AND THEN THE STATUTE GOT TO WHERE WE ARE NOW.

SO IT'S BEEN SORT OF A PROGRESSION.

AND YOU'VE ALREADY ADOPTED SORT OF THE FIRST STEP IN THAT PROGRESSION TO ALLOW, DISTINCT COMMUNITIES TO HAVE A LITTLE BIT MORE CONTROL OVER, A POSITION, FOR EXAMPLE, ON THE BOARD AS OPPOSED TO, JUST EVERYONE RUNNING AGAINST EVERYONE ELSE.

THAT MAKES SENSE.

YEAH. OKAY.

SO AND MY SECOND QUESTION IS YOU ALSO SAID THERE'S A COUPLE OF WAYS OF LOOKING AT MAPS SO THAT INCUMBENTS ARE NOT DRAWN OUT.

I THINK THAT WOULD BE ESPECIALLY CHALLENGING WITH OUR CURRENT BOARD BECAUSE, LIKE TRUSTEE ZARATE AND WEIR LIVE A COUPLE OF STREETS APART AND TRUSTEE BONE AND I LIVE A, YOU KNOW, 1 OR 2 MILES APART, I THINK IT WOULD BE ESPECIALLY CHALLENGING.

AND SO HOW YOU SAID, COULD YOU GO INTO A LITTLE MORE DEPTH OF WHAT THE COUPLE OF WAYS THAT YOU COULD LOOK AT TO THAT.

RIGHT. SO FIRST OF ALL, IF THE BOARD DECIDES THEY WANT TO EVALUATE SINGLE MEMBER TRUSTEE DISTRICTS, I HAVE NOT PUT YOU ALL ON THE MAP.

SO I DON'T KNOW WHERE YOUR HOMES ARE YET.

BUT WE WOULD PUT YOU ALL ON THE MAP AND YOUR HOMES AND THEN, AS WE ARE LOOKING AT WHERE COMMUNITIES OF INTEREST ARE, AND WHAT, LOGICAL DIVIDING LINES THAT YOU SEE AS A BOARD THAT TO MAKE, WE WANT TO AVOID HAVING MORE THAN ONE TRUSTEE PER DISTRICT.

IF YOU HAD, FOR EXAMPLE, A 5 2 PLAN THAT IF YOU HAD TWO PEOPLE, TWO DISTRICTS THAT HAD TWO TRUSTEES IN IT, YOU'D DRAW STRAWS OR SOMETHING LIKE THAT TO DECIDE WHO WOULD RUN AT LARGE AND WHO WOULD RUN FROM THE SINGLE MEMBER TRUSTEE DISTRICT.

BUT WHAT WE DON'T WANT TO DO IS DRAW ANY TRUSTEE OUT OF OFFICE IN THE PROCESS.

SO I CAN'T TELL YOU HOW THAT WOULD LOOK BECAUSE I HAVE NOT, YOU KNOW, REALLY KIND OF GONE DOWN THAT PATH YET, BUT THAT WOULD BE PART OF THAT PROCESS.

OKAY. I HAVE A COUPLE OF OTHER LIGHTS ON.

[02:05:01]

AND SINCE THIS ACTION, WE HAVE A TIME FOR A STATEMENT AT THE END AS WELL.

RIGHT. OKAY. TRUSTEE WEIR.

YOU HAD YOUR LIGHT ON AND THEN IT WENT OFF.

ARE YOU STILL WANTING.

I DO ACTUALLY HAVE A QUESTION.

I DON'T WANT TO SAY WHAT I WAS GOING TO SAY, BECAUSE IT WASN'T GOING TO BE NICE.

DOES IT HAVE TO BE IF YOU WERE TO DRAW IT? IT DOESN'T ALL HAVE TO BE LIKE ALL AT THE SAME TIME, RIGHT? SO THOSE OF US THAT ARE UP IN 20, IF WE WERE TO DECIDE WE WANTED TO GO THIS WAY BY JULY 10TH, WE HAVE THREE PLACES UP.

SO THOSE THREE PLACES WOULD GO UP AND THEN IN TWO YEARS, THEN THE OTHER ONES.

CORRECT. SO THE BOARD. SO SOMEBODY WANTED TO GIVE THEIR SPOT UP TO LIKE SAY SINCE WE LIVE SO CLOSE, IF I SAID THIS MEANS SO MUCH TO ME, I WILL GIVE MY PLACE UP TO ANOTHER AREA.

I COULD DO THAT AND IT WOULDN'T AFFECT US.

RIGHT. SO THE STATUTE ALLOWS YOU TO IF YOU'RE IMPLEMENTING SINGLE MEMBER TRUSTEE DISTRICTS, TO KEEP THE TRUSTEES WHO ARE CURRENTLY IN OFFICE IN OFFICE THROUGH THE END OF THEIR TERM. SO HYPOTHETICALLY, WE WOULD ASSIGN YOU TO A DISTRICT, EVEN THOUGH YOU HAVE ALREADY ANNOUNCED THAT YOU'RE NOT GOING TO RERUN.

AND THEN JUST TO TRUSTEE WESTON I HAVE TRIED TO FIND DATA THERE I HAVE NOT BEEN ABLE TO FIND ANY.

THE ONLY PERSON WHO HAS SAID SHE HAD DATA WAS TRUSTEE BONE, AND I HAVE REPEATEDLY ASKED HER TO SHARE THAT WITH THE BOARD.

AND WE HAVE NOT GOTTEN IT.

SO I DO APOLOGIZE THAT IT WASN'T HERE.

I WAS NOT ABLE TO REPRODUCE WHAT SHE MENTIONED IN LAST YEAR.

TRUSTEE ZARATE. I DON'T HAVE A QUESTION AS MUCH AS A STATEMENT, SO IF YOU WANT TO GO BACK AROUND, I CAN WAIT.

OKAY. TRUSTEE WESTON.

SO I THINK IF THERE WAS, EVIDENCE THAT SUGGESTED THAT THIS WAS BENEFICIAL TO STUDENTS, I THINK IT WOULD NOT BE HARD TO FIND.

I THINK IT WOULD BE EASY TO FIND BECAUSE ADULTS BENEFIT FROM THIS, AND SO ADULTS WOULD BE INCENTIVIZED TO PROVIDE THAT.

SO THAT'S WHAT MY GUESS IS WHY NOBODY'S BEEN ABLE TO FIND ANY REASON OR EVIDENCE THAT THIS BENEFITS CHILDREN.

MISS LEONE, YOU BRIEFED THE BOARD IN MAY OF 2022 ON THIS.

YOU GAVE A PRESENTATION.

YOU EVEN GAVE SOME PROPOSED MAPS.

I WENT BACK TO THAT MEETING AND THAT IS NOT ATTACHED TO THE AGENDA.

SOME OF THE QUESTIONS THAT TRUSTEES ZARATE AND MARKHUM ARE ASKING, I THINK IF THEY SAW THOSE MAPS, I THINK IT WOULD BE HELPFUL TO THEM.

I REMEMBER JUST FROM MEMORY, I'M SHOOTING FROM THE HIP HERE, THE MCNEIL LEARNING COMMUNITY IF YOU ISOLATED IT AS A LEARNING COMMUNITY, IT HAS.

SO IT HAS MORE VOTERS THAN ANY OF THE OTHER HIGH SCHOOL LEARNING COMMUNITIES.

AND IT'S NOT EVEN CLOSE.

SO THAT I THINK THE MAPS THAT YOU HAD PROPOSED AND THEY WERE JUST I MEAN, YOU WEREN'T LIKE SAYING, DO THESE MAPS.

YOU WERE JUST SAYING THESE COULD BE DONE.

RIGHT. YOU HAVE TO PULL OUT A LOT OF MCNEIL WEST AND EAST.

SO IS IT POSSIBLE JUST TO DO YOU STILL HAVE THOSE MAPS, AND IS IT POSSIBLE THAT THEY COULD SEE THOSE IF THEY WANT TO? I JUST THINK IT'D BE HELPFUL FOR YOU GUYS TO SEE WHAT IT ACTUALLY LOOKS LIKE.

THAT WOULD JUST BE MY RECOMMENDATION.

I DO HAVE THEM HERE. SO OKAY.

AND THE OTHER THING IS THE LAST THING I'LL SAY IS, YOU KNOW, THERE ARE THINGS THAT DO KEEP ME AWAKE AT NIGHT ABOUT WHAT'S GOING ON IN ROUND ROCK ISD.

BUT ONE THING THAT DOESN'T THAT I NEVER ASKED MYSELF IS, YOU KNOW, HOW CAN I SPEND MORE MONEY ON LAWYERS? AND HOW CAN I SPEND MORE MONEY ON BILLABLE HOURS TO LAWYERS? THAT'S A QUESTION THAT NEVER COMES TO MY MIND.

I NEVER THINK TO MYSELF, YOU KNOW, WE SHOULD DO MORE OF THAT.

I THINK WE SHOULD DO LESS OF THAT.

SO I AT THIS TIME, I AM NOT FOR THIS.

SO DO WE HAVE ANY OTHER QUESTIONS OR MAYBE SOME STATEMENTS ABOUT WHAT WE WANT FOR NEXT STEPS NOW? OKAY I DON'T HAVE ANY OTHER QUESTIONS? SO I'LL GO BACK TO YOU, TRUSTEE ZARATE, ON THE STATEMENT.

ALL RIGHT. I THINK THAT, YOU KNOW, THESE POSITIONS, THEY'RE NONPARTISAN, OF COURSE, BUT THEY'RE, I THINK IF YOU GO TO SINGLE MEMBER DISTRICTS, IT BECOMES A DANGER OF POLITICS REALLY ENTERING INTO THE FRAY BECAUSE YOU HAVE, PERHAPS SOME CANDIDATES THAT ARE VERY WELL QUALIFIED.

BUT WE ALL KNOW THAT AN ELECTION COSTS MONEY AND THAT THERE MIGHT BE SOMEBODY WHO PERHAPS ISN'T AS ATTUNED IN TO THAT DISTRICT AS SOMEONE ELSE THAT IS, AND JUST THROWS MONEY AT THE CAMPAIGN AND ENDS UP, YOU KNOW, GETTING THEIR NAME OUT THERE ENOUGH TO WIN WHEN THIS GRASSROOTS GROUP IS TRYING THEIR HARDEST AND JUST CAN'T COMPETE.

BECAUSE OF THAT, THAT'S A LITTLE DANGEROUS TO ME.

AND I THINK THAT GOES TO A LARGER QUESTION ABOUT THE COMMUNITY IN GENERAL AND THE FACT THAT WE AREN'T COMMITTED TO EQUITY IN THE COMMUNITY AS A WHOLE.

SO I DON'T THINK IT'S AND THIS JUST SEEMS TO INVITE MORE DIVISION IN THAT RESPECT AND TO KEEP PEOPLE KEEP THINGS LESS EQUITABLE FOR SOME AND MORE EQUITABLE FOR OTHERS, OR MORE EQUAL OR MORE ADVANTAGEOUS FOR OTHERS.

I DO THINK THAT THERE'S A DANGER OF SOME, LIKE IF WE GO TO THESE DISTRICTS, THERE'S A DANGER OF UNTAPPED TALENT IN OTHER DISTRICTS THAT ARE

[02:10:03]

RUNNING THAT WE WOULD BENEFIT AS HAVING THEM AT LARGE POSITION TO REPRESENT EVERYONE IN THE DISTRICT, BUT INSTEAD THEY WOULD BE PIGEONHOLED INTO RUNNING FOR THIS ONE LITTLE SPOT AND NOT LITTLE.

NONE OF OUR AREAS ARE LITTLE, OF COURSE, BUT I DIGRESS.

I JUST DON'T THINK IT'S THE TIME TO WITH SOMETHING THAT WE CAN'T GO BACK ON, YOU KNOW, WITH SOMETHING WE CANNOT WE CANNOT CHANGE THIS OTHER THAN MAKING IT MORE EXCLUSIVE DOWN THE LINE.

I JUST DON'T THINK IT'S THE TIME TO EXPERIMENT WITH PEOPLE'S LIVES UNTIL WE AS A COMMUNITY COMMIT TO EQUITY FOR EVERYONE.

AND I THINK THAT'S A UTOPIAN IDEA, AND I UNDERSTAND THAT.

BUT WHY NOT DREAM A LITTLE? SO I'D BE VOTING AGAINST IT IF WE SAID WE WERE DOING IT.

ANYBODY ELSE HAVE A STATEMENT THEY WANT TO MAKE? TRUSTEE BONE. SO MY STATEMENT IS SIMILAR TO TRUSTEE WESTON.

THERE ARE SO MANY THINGS IN OUR DISTRICT, SINGLE MEMBER DISTRICTS WAS SOMETHING THAT WHEN I RAN IN 2020, IN COVID, IT BRIEFLY, YOU KNOW, I THINK A COUPLE OF PEOPLE MENTIONED IT TO ME.

I THOUGHT ABOUT IT.

NOW THAT I'VE BEEN ON THE BOARD FOR A WHILE, GONE THROUGH SOME ELECTIONS.

I'VE WATCHED AUSTIN ISD.

AND I SEE ALL THE ISSUES WE HAVE IN OUR DISTRICT.

AND LIKE TRUSTEE WESTON SAID, WE ONLY HAVE LIMITED TIME AND LIMITED RESOURCES, AND THERE ARE SO MANY OTHER THINGS IN OUR DISTRICT.

I FEEL WHEN I WAS ELECTED IN 2020 DURING COVID, DURING MASKING, THAT WE HAD LESS ISSUES IN OUR DISTRICT THAN WE DO TODAY.

AND FOR THAT REASON AND THAT REASON ALONE, I'M NOT FOR OR AGAINST SINGLE MEMBER DISTRICTS RIGHT NOW.

I JUST CAN'T BELIEVE THIS IS WHAT WE KEEP SPENDING OUR TIME ON BECAUSE THERE ARE SO MANY OTHER ISSUES.

WE JUST HAD A PRESENTATION THAT TALKED ABOUT CCMR AND YOU KNOW, ONE THING THAT NOBODY SAID IS WE'RE NOT IT DOES NOT APPEAR THAT WE'RE MEETING THAT GOAL THIS YEAR.

CCMR THESE KIDS AREN'T EVEN READY FOR COLLEGE CAREER MILITARY READINESS AND WE'RE TALKING ABOUT SINGLE MEMBER DISTRICTS.

I JUST FEEL THAT THIS BOARD, AGAIN, IT DEMONSTRATES THAT OUR PRIORITIES ARE WAY OFF LINE.

WE HAVE BUDGETS THAT ARE AN ISSUE.

WE HAVE CCMR. WE'RE NOT MEETING ANY OF OUR GOALS.

WE PRIVATELY CONFIDENTIALLY GOT ALL THE RATINGS TO THE SCHOOLS.

AND WE HAVE SOME ISSUES WITH OUR SCHOOLS THAT WE NEED TO BE DEALING WITH.

AND WE'RE TALKING ABOUT SINGLE MEMBER DISTRICTS.

AND AGAIN, AND IT IS MONEY, YOU KNOW, 10 TO 20 GRAND.

I BET YOU THERE'S A FEW TEACHERS OUT THERE THAT WOULD TAKE 10 TO 20 GRAND.

WE COULD DIVIDE THAT AMONG QUITE A FEW TEACHERS, I MEAN, EVEN TEN GRAND.

SO I THINK WE NEED TO REEL IN OUR PRIORITIES.

AND I DO THINK THERE MIGHT BE A TIME FOR SINGLE MEMBER DISTRICTS.

I JUST DON'T THINK IT'S NOW, WHICH I'VE HEARD FROM OTHER TRUSTEES.

SO I THINK WE'RE ALL IN AGREEMENT.

I THINK WE'RE FOR DIFFERENT REASONS, BUT I WOULD REALLY HOPE WE WOULD FOCUS ON WHAT WE'RE HERE FOR AND THAT'S THE CHILDREN OF ROUND ROCK AND EDUCATING THEM.

TRUSTEE HARRISON. THANK YOU.

I DON'T THINK IT HAS TO BE EITHER OR THINKING.

AND I DON'T WANT TO BE DISINGENUOUS ABOUT THE PRESENTATION THAT WE JUST SAW EITHER, BECAUSE IT DID NOT SAY THAT WE WILL NOT REACH OUR GOALS.

AND I THINK THAT IT'S IMPORTANT NOT TO CAST DOUBTS FOR PEOPLE.

I BROUGHT THIS UP BECAUSE I SAID THAT I WOULD AND WE'VE HAD DISCUSSION.

AND AS YOU KNOW, THE ONLY WAY THAT WE CAN HAVE FULL BOARD DISCUSSION IS TO PUT SOMETHING ON THE AGENDA.

SO THAT IS WHAT WE'RE DOING.

WE'RE EXERCISING THE MECHANISM THAT IS AVAILABLE TO US TO HAVE THIS CONVERSATION.

THAT BEING SAID, I DON'T FEEL STRONGLY ONE WAY OR THE OTHER.

I THINK I'VE ALREADY STATED THAT WE CAN GO FORWARD ON THIS LATER.

WE JUST CAN'T GO BACK.

SO I'M PREPARED TO TAKE.

EXCUSE ME. NO ACTION.

GOD BLESS YOU. THANK YOU.

FOR MY STATEMENT.

I THINK I MADE IT PRETTY CLEAR IN DECEMBER WHERE I FEEL OR HOW I FEEL ABOUT SINGLE MEMBER DISTRICTS.

I AM WORRIED ABOUT THE PORK THAT COMES WITH IT.

I AM CONCERNED ABOUT US REBUILDING OUR COMMUNITY THAT WAS SO VERY DAMAGED DURING COVID, AND WE DON'T KNOW HOW SINGLE MEMBER DISTRICTS WILL PLAY OUT.

AND THE LAST THING I WOULD WANT TO DO IS TO GREATER FRACTURE OUR DISTRICT AND HAVE TO REBUILD FROM THAT CHANGE.

BUT HAVING SAID THAT, WE DON'T KNOW WHAT THE COMMUNITY WANTS, AND WE ARE TALKING ABOUT HOW THE COMMUNITY WILL CAST THEIR VOTE.

AND SO I THINK THAT IT WOULD BE IMPORTANT I'VE SEEN SOME OF THE FACEBOOK POSTS, I'VE SEEN SOME TEXT MESSAGES, BUT I DON'T HAVE A SCIENTIFIC SAMPLING OF WHAT OUR COMMUNITY REALLY WANTS.

AND WE ARE TALKING ABOUT THEIR VOICE AND HOW THEIR VOICE IS REPRESENTED IN THE DISTRICT.

I JUST WENT BACK AND THOUGHT ABOUT, YOU KNOW, I'VE BEEN FOLLOWING THE BOARD PRETTY MUCH CLOSE TO TEN YEARS, NOT QUITE TOTAL, BUT FROM WESTWOOD WE'VE HAD TRUSTEE XIAO, VESSA, AND MATH.

FROM STONY POINT WE'VE HAD HANNAH, COX, DAVID AND CRUZ AND COX AND DAVID BOTH MOVED FROM STONY POINT TO CEDAR RIDGE.

[02:15:06]

SO THEN THEY ACTUALLY WERE IN CEDAR RIDGE AS WELL LATER.

FROM MCNEIL, WE'VE HAD WEIR, GONZALEZ, ZARATE, AND LAW.

FROM ROUND ROCK WE'VE HAD MOSES, CHADWELL, WESTON, MARKHUM, HARRISON.

FROM CEDAR RIDGE, WE'VE HAD LANDRUM AND BONE.

SO WE'VE HAD SOME VARIETY IN EACH OF OUR LEARNING COMMUNITIES.

WE DON'T HAVE IT RIGHT NOW.

OBVIOUSLY, WE HAVE ROUND ROCK, WE HAVE MCNEIL, AND WE HAVE CEDAR RIDGE.

SO WE DO HAVE TWO LEARNING COMMUNITIES THAT DON'T HAVE REPRESENTATION ON THIS BOARD RIGHT NOW.

BUT I WILL GO BACK TO WHAT I SAID FROM THE VERY BEGINNING.

SOME OF MY GREATEST CONTACTS I BUILT WAS WHEN I WAS TRYING TO LEARN ABOUT THE WESTWOOD COMMUNITY WHEN I RAN IN 2018 AND AGAIN IN 2022.

SO I WOULD BE OPEN TO HEARING WHAT THE COMMUNITY HAS TO SAY.

BUT I'M ALSO BECAUSE RIGHT NOW I WOULD BE AGAINST IT.

BUT I WANT TO KNOW WHAT OUR COMMUNITY HAS TO SAY AND I'M DONE WITH MY TIME.

THANK YOU. DO WE HAVE ANY OTHER LIGHTS, ANY OTHER QUESTIONS, ANY OTHER STATEMENTS? SO I WOULD NEED A MOTION IF WE'RE GOING TO GO FORWARD.

OR THERE WERE FOUR PEOPLE THAT SAID THEY WERE NOT INTERESTED RIGHT NOW I DON'T EVEN FEEL LIKE WE NEED TO HAVE THEM GO BEYOND THAT.

I DON'T WANT TO LOSE AGAIN.

WELL, I DON'T WANT THIS TO BE ABOUT LOSING.

I MEAN, THIS IS REALLY US AS A BOARD AND HOW WE WANT TO MOVE FORWARD SO WE CAN, IF WE DO NOTHING, THEN IT WOULD JUST WE COULD BRING IT BACK UP AGAIN IN THE FUTURE.

CORRECT. WE DON'T NEED A MOTION TO TABLE IT.

SO I'LL JUST I'LL OPEN THE FLOOR IF WE HAVE ANY MOTIONS.

OKAY. I DON'T HEAR ANY MOTIONS RIGHT NOW.

SO, WE WILL CLOSE OUR AGENDA ITEM I 1 AND MOVE ON TO BOARD BUSINESS J 1

[J. BOARD BUSINESS]

. HOLD ON. I'VE GOT TO NOTE THE TIME.

BOARD ANNOUNCEMENTS.

I HAVE A FEW BOARD ANNOUNCEMENTS.

AGAIN, A BIG THANK YOU TO THE CEDAR RIDGE THEATER PROGRAM UNDER THE DIRECTION OF CHRISTY COPELAND FOR THEIR BEGINNING MUSICAL, PERFORMANCE TONIGHT, WHICH WAS A SAMPLING OF MARY POPPINS.

IT IS MUSICAL SEASON, AND I MAY BE STEALING DOCTOR AZAIEZ'S ANNOUNCEMENT, BUT IT IS MUSICAL SEASON.

SWEENEY TODD IS WESTWOOD, AND, NO, DON'T TELL ME I JUST IS THAT ROUND ROCK IS SWEENEY TODD AND WESTWOOD IS, MEAN GIRLS, AND, CEDAR RIDGE IS, I WANT TO SAY SOUND OF MUSIC, MARY POPPINS.

I JUST SAID IT. SO, THOSE TICKETS WILL SELL OUT THEY'RE AMAZING PERFORMANCES.

SO IF YOU'RE INTERESTED, PLEASE GO SEE THOSE.

WE HAVE A COUPLE OF CONFERENCES COMING UP.

WE HAVE TASB GOVERNANCE CAMP, THAT'S FEBRUARY 28TH THROUGH THIS MARCH 2ND.

TRUSTEES MARKHUM, WEIR, AND ZARATE WILL BE ATTENDING NSBA, WHICH IS OUR NATIONAL SCHOOL BOARD ASSOCIATION IS APRIL 6TH THROUGH 8TH.

AND TRUSTEES LANDRUM, HARRISON, AND MARKHUM WILL BE ATTENDING.

IN DECEMBER IF YOU'LL RECALL, I ASKED ABOUT BOARD COMMITTEES, DIDN'T HEAR BACK FROM EVERYBODY, BUT DID MAKE THE FOLLOWING ASSIGNMENTS FOR BOARD COMMITTEES.

TRUSTEE REPRESENTATION ON IT.

THE CPC OC, WHICH IS THE CAPITAL PROJECTS COMMUNITY OVERSIGHT COMMITTEE, IS TRUSTEES WEIR AND HARRISON CTBSA, WHICH IS THE CENTRAL TEXAS SCHOOL BOARD ASSOCIATION, IS TRUSTEE ZARATE, OUR TRUSTEE REP TO THE PIE FOUNDATION IS TRUSTEE MARKHUM.

OUR SAFETY AND SECURITY COMMITTEE REPRESENTATIVES WILL BE TRUSTEE LANDRUM AND WESTON.

THE MEXICAN AMERICAN SCHOOL BOARD ASSOCIATION, WHICH IS MASBA IS TRUSTEE ZARATE.

AND THEN OUR CITY OF AUSTIN REGIONAL AFFORDABILITY COMMITTEE IS TRUSTEE HARRISON.

WE DO HAVE A FEW MEETINGS COMING UP.

RIGHT NOW WE HAVE A BUDGET MEETING ON FEBRUARY THE 1ST.

I DO NOT HAVE A QUORUM AS OF RIGHT NOW.

ONLY YESES ARE AMY, TRUSTEE WEIR AND TRUSTEE LANDRUM.

I HAVE A MAYBE FROM TRUSTEE ZARATE.

I HAVE A NO FROM TRUSTEE MARKHUM AND TRUSTEE BONE DON'T HAVE A RESPONSE FROM TRUSTEE WESTON, SO I NEED TO NAIL THAT DOWN PRETTY QUICKLY ON WHETHER WE'RE GOING TO BE ABLE TO HAVE THAT BUDGET MEETING.

AND THAT WOULD DEPEND ON TRUSTEE WESTON AND TRUSTEE ZARATE, AND TRUSTEE HARRISON.

I DON'T HAVE A RESPONSE FROM YOU EITHER.

I APOLOGIZE, FOR MISSING YOU ON THAT ONE.

FEBRUARY 8TH WE HAVE A GRIEVANCE MEETING.

WE DO HAVE ONE GRIEVANCE BEING HEARD.

YESES FROM LANDRUM, MARKHUM, WEIR, AND HARRISON.

MAYBE FROM BONE.

NO, FROM ZARATE.

AND DON'T HAVE A RESPONSE FROM WESTON.

AND THEN OUR REGULAR BOARD MEETING WILL BE FEBRUARY THE 15TH.

I HAVE YESES FROM LANDRUM, MARKHUM, WEIR, HARRISON, BONE, MAYBE FROM ZARATE, AND NO RESPONSE FROM WESTON.

SO MAKE SURE YOU ALL UPDATE YOUR.

WE CAN LOOK AT OUR PHONES AT THE DAIS? YOU ARE ALLOWED.

OUR CALENDARS. CALENDARS.

[02:20:01]

WE CAN DO THAT. OKAY. YEAH, ABSOLUTELY.

ONE LAST ANNOUNCEMENT JUST TO THANK YOU TO EVERYBODY IN THE DISTRICT THAT SUPPORTED DURING THIS MOST RECENT COLD SNAP AND ALL OF THE SUPPORTS AND BACK UP PLANS THAT WERE PUT INTO PLACE.

ONE THING THAT REALLY SHOCKED ME WAS THE NUMBER OF STUDENTS THAT WE ACTUALLY HAVE LIVING IN THEIR CARS.

IT DOESN'T SEEM LIKE A THING THAT WOULD BE AN ISSUE IN ROUND ROCK, BUT WE DO HAVE CHILDREN, STUDENTS THAT ARE LIVING IN THEIR CARS.

AND, THAT REALLY HIT ME HARD WHEN WE STARTED THINKING ABOUT THE TEMPERATURES BEING I MEAN, IT DOESN'T MATTER WHAT THE TEMPERATURE IS, BUT ESPECIALLY WHEN THE TEMPERATURES WERE AS COLD AS THEY WERE.

SO THANK YOU TO THE DISTRICT FOR EVERYTHING THAT THEY DID TO SUPPORT ALL OF OUR FAMILIES, ALL OF OUR STUDENTS.

WEATHER IS PREDICTED TO BE A ROUGHER WINTER THIS WINTER, SO WE MAY BE HAVING MULTIPLE VERSIONS OF THESE PREPS, BUT THANK YOU TO EVERYBODY ACROSS THE DISTRICT THAT PREPPED FOR THAT RECENT COLD SPELL AND OUR COMMUNICATIONS DEPARTMENT.

THAT'S THE END OF MY ANNOUNCEMENTS.

TRUSTEE. I MEAN, WE'LL GO TO DOCTOR AZAIEZ AND THEN TRUSTEES, IF YOU HAVE ANY ANNOUNCEMENTS, PLEASE TURN YOUR LIGHT ON.

THANK YOU, PRESIDENT LANDRUM, AGAIN, I WANT TO THANK OUR BOARD.

THANK YOU FOR ALL THE WORK YOU DO.

YOU PLEASE KNOW THAT WE DON'T JUST APPRECIATE YOU FOR THIS MONTH, BECAUSE IT'S BOARD APPRECIATION MONTH.

BUT WE REALLY APPRECIATE YOU EVERY DAY.

AND WE THANK YOU FOR ALL YOUR SERVICE AND VOLUNTEERING HOURS.

AND I KNOW YOU SPENT TOO MUCH TIME HELPING US OUT AND SUPPORTING THE WORK WE DO.

ALSO JUST TO ECHO WHAT OUR, PRESIDENT LANDRUM WAS TALKING ABOUT, THE RECENT COLD.

I WANT TO THANK, OBVIOUSLY, OUR FAMILY, OUR COMMUNITY, OUR STAFF FOR THE FLEXIBILITY.

I KNOW THEY WAITED TILL THE LAST MINUTE BECAUSE WE'VE BEEN IN CONTACT WITH THE WILCO DEPARTMENT, EMERGENCY OPERATION AND NATIONAL WEATHER SERVICES, THE ROAD SERVICES, AND, YOU KNOW, SO AGAIN, THANK YOU FOR THE FLEXIBILITY.

I THINK WE MANAGED OKAY.

I THINK.

OUR MAINTENANCE CREW WERE OUT THERE CHECKING, MAKING SURE THAT, OUR BUILDINGS WERE READY TO GO.

THEY HAD HEAT, THEY HAD WATER, RUNNING WATER.

THEY HAD ALSO ELECTRICITY.

BECAUSE I DON'T KNOW IF YOU HEARD, BUT THERE ARE SOME SCHOOL DISTRICTS WHO ENDED UP LIKE CLOSING DOWN BECAUSE THEY LOST POWER OR THEY DIDN'T HAVE RUNNING WATER.

SO THANKFUL FOR OUR MAINTENANCE, DEPARTMENT CREWS FOR GOING OUT.

OUR TRANSPORTATION DEPARTMENT ALSO, WENT OUT EARLY TO CHECK ON THE BUSSES.

REMEMBER, IT WAS AFTER A LONG WEEKEND.

SO THEY MAKE SURE AGAIN THAT.

SO AGAIN, THANK YOU FOR EVERYBODY WHO WAS WORKING REALLY HARD TO MAKE IT HAPPEN.

AND THEN TO ECHO AGAIN WHAT WE TALKED ABOUT, WE HAVE WE HAVE SEVERAL FAMILIES WHO ARE IN TRANSITION.

SO OUR FIT COORDINATOR WORKED WITH THE WITH THE REST OF THE TEAM.

I WANT TO THANK ALSO, OUR PIE FOUNDATION DONATED A LOT OF, COATS AND OTHER STUFF THAT THEY NEEDED.

OUR PTA DID AN AMAZING JOB EVEN BEFORE THE COLD.

I THINK THEY KNEW WINTER WAS GOING TO BE REALLY HARD THIS YEAR OR HARDER THAN NORMAL, SO THEY WERE ABLE TO DONATE A LOT OF, NECESSARY THINGS FOR THE WINTER TO OUR FAMILIES. AND ALSO, FINALLY, I WANT TO THANK THE CITY OF ROUND ROCK AND PARTICULAR MAYOR MORGAN, BECAUSE I HAD TO REACH OUT TO HIM PERSONALLY AND ASK IF WE NEEDED TO OPEN A, LIKE A HEATING CENTER. AND HE SAID THAT THEY HAVE VOUCHERS FOR HOTELS AND THEY FOR OUR AGAIN, FAMILIES IN TRANSITION.

THEY WERE ABLE TO GIVE, TAKE CARE OF SEVERAL OF OUR FAMILIES AND, AND STUDENTS.

SO AGAIN, I WANT TO THANK HIM AND I WANT TO THANK CITY OF ROUND ROCK.

IT REALLY MAKES US EVEN A STRONGER, DISTRICT AND COMMUNITY WHEN WE ALL WORK TOGETHER.

SO, THAT'S IT FOR ME AGAIN.

IT'S JUST SO PROUD OF THE WORK THAT ALL OF US AND OUR COMMUNITY AS A WHOLE, HOW WE CAME TOGETHER.

THANK YOU. TRUSTEE MARKHUM.

I KNOW WE HAVE A LOT.

WE HAVE A LOT OF STUDENTS IN OUR DISTRICT RIGHT NOW DOING SOME REALLY GREAT THINGS.

I JUST WANTED TO SAY THANK YOU TO THE C.D.

FULKES MIDDLE SCHOOL CHOIR FOR PARTICIPATING IN THE ROUND ROCK BLACK HISTORY ORGANIZATION'S MLK CELEBRATION.

THEY DID AN AMAZING JOB.

I WAS SO SURPRISED BY THEIR PERFORMANCE AND HOW HONEST THEY WERE WITH THEIR EXPERIENCES.

AND I JUST WANT TO SAY THANK YOU FOR REMINDING US THAT SHARING YOUR EXPERIENCE AND SHARING YOUR TRUTH IS A PART OF HOW WE CHANGE THE WORLD.

AND, IT WAS JUST A GREAT EXPERIENCE OF OUR KIDS BEING THE TEACHERS AND OUR STUDENTS BEING THE TEACHERS AND AND REMINDING US OF, HOW WE SHOULD BE MOVING THROUGH THE WORLD. SO THANKS.

TRUSTEE BONE. YES, I HAD A QUESTION ON THE AGENDA ITEM REQUEST FOR THE UPDATE ON THE POLICE DEPARTMENT AND BRIEFING ON THE CURRENT COMPLETED INVESTIGATION INTO THE DISTRICT POLICE DEPARTMENT. I NOTICED THAT WAS NOT ON THIS AGENDA AND IT'S BEEN ASKED FOR SINCE NOVEMBER.

SO WILL IT BE ON THE FEBRUARY MEETING? SO YOU ASKED SHORTLY BEFORE DECEMBER FOR THE DOCUMENTATION.

IT CAME OUT LAST WEEK [INAUDIBLE] NEEDED TO REVIEW THAT BEFORE I PUT IT ON AN AGENDA.

SO IT'LL BE OKAY. SO IT'LL BE ON THE FEBRUARY.

I HAVEN'T PLACED IT ON AN AGENDA YET.

I'M STILL REVIEWING THE DOCUMENTATION, BUT I HAVE NOT DENIED THE AGENDA REQUEST.

[02:25:04]

SO IT'S GOING TO BE ON THE FEBRUARY.

OTHERWISE I NEED TO DO A MOTION SO THAT I GET IT ON THE FEBRUARY.

I JUST SAID I'M NOT SURE WHAT AGENDA IT'S GOING TO LAND ON, BUT I HAVEN'T DENIED IT, SO IT WILL PROBABLY APPEAR ON A FUTURE AGENDA.

OKAY. I APPRECIATE THE GAME'S.

POINT OF ORDER TRUSTEE BONE I WOULD APPRECIATE THAT YOU WOULD USE RESPECT WHEN TALKING TO YOUR FELLOW COLLEAGUES.

I WOULD APPRECIATE WHEN AGENDA ITEMS HAVE BEEN ASKED FOR.

THERE'S NO DEBATE ON A POINT OF ORDER.

THANK YOU. TRUSTEE HARRISON.

TRUSTEE MARKHUM, YOU STOLE A LITTLE BIT OF MY THUNDER, BUT IT'S OKAY.

I JUST WANTED TO SAY, YOU KNOW, WE RECOGNIZE STUDENTS AND STAFF IN EVERY MEETING, BUT THERE ARE SO MANY STUDENTS AND STAFF DOING AMAZING THINGS THROUGHOUT THE DISTRICT.

SO, C.D. FULKES CONGRATULATIONS ON A WONDERFUL PERFORMANCE AT THE MLK MARCH.

BUT I WAS ABLE TO ATTEND THE ACAN AWARDS.

AUSTIN CHINESE-AMERICAN NETWORK, LAST WEEKEND.

AND AT FIRST I WAS GOING I HEARD THAT THEY HAD DONE 500 SERVICE HOURS, AND I WAS LIKE, OH MY GOSH, THAT'S AMAZING.

WHEN I GOT THERE, I FOUND OUT THERE WAS 5000 SERVICE HOURS.

INCREDIBLE. AND SEVERAL STUDENTS WON AN INTERNATIONAL AWARD.

SO THE DUKE OF EDINBURGH INTERNATIONAL AWARD, I FORWARDED THAT TO THE DISTRICT IN HOPES THAT WE COULD ACKNOWLEDGE AND RECOGNIZE THEIR AMAZING ACCOMPLISHMENTS.

BUT I JUST WANTED TO REMIND THE COMMUNITY WHETHER WE KNOW IT OR NOT THERE ARE STUDENTS DOING AMAZING THINGS EVERY DAY.

THEY WERE TEACHING PEOPLE IN UNDERSERVED COMMUNITIES AND UNDER-RESOURCED COMMUNITIES ABOUT NATURE AND GIVING THEM NATURE EXPERIENCES, TAKING CARE OF ANIMALS, TAKING CARE OF THE ENVIRONMENT, TAKING CARE OF PEOPLE.

AND IT WAS REALLY AMAZING AND INSPIRING.

AND THOSE THINGS ARE HAPPENING INSIDE OF ROUND ROCK ISD.

THAT'S INCREDIBLE.

ALL RIGHT. THANK YOU VERY MUCH.

TRUSTEE WEIR. I DON'T HAVE AN ANNOUNCEMENT, BUT I WANTED TO MAKE A MOTION.

OKAY. GO AHEAD.

OH, TRUSTEE WESTON. IT JUST CAME ON.

GO AHEAD, TRUSTEE WESTON.

SO I JUST WANT TO LET YOU KNOW THAT I JUST RSVP'D YES FOR ALL THREE BOARD MEETINGS IN FEBRUARY, INCLUDING THE FEBRUARY 1ST BUDGET WORKSHOP.

GREAT. THANK YOU VERY MUCH.

IS THAT? THAT'S IT. OKAY, GREAT.

TRUSTEE WEIR. MADAM PRESIDENT, I MOVE THAT FOR ITEMS K ONE, TWO AND THREE, THE BOARD BE LIMITED TO

[K. CLOSED SESSION (Part 1 of 2)]

20 MINUTES EACH ITEM.

SECOND. OKAY, I HAVE A MOTION AND A SECOND.

ANY COMMENTS? TRUSTEE WESTON.

I DON'T EVEN KNOW HOW YOU CAN PUT A TIME LIMIT ON THESE THINGS.

SO FOR THAT REASON, I DON'T KNOW WHAT WE'RE GOING TO BE PRESENTED WITH.

I KNOW YOU CAN ALWAYS COME BACK OUT LATER AND VOTE TO EXTEND, BUT IT SEEMS LIKE NOT A GOOD MANAGEMENT PRACTICE TO PLACE AN ARBITRARY LIMIT ON THESE THINGS.

SO I'LL BE VOTING NO.

TRUSTEE BONE. YES.

I'LL JUST CALL MY COLLEAGUE'S ATTENTION TO K1, WHICH IS THE REVIEW DELIBERATE AND DISCUSS THE SAFETY AND SECURITY COMMITTEE REPORT REGARDING THE INTRUDER DETECTION AUDIT FINDINGS.

THE MAJORITY OF US DO NOT KNOW WHAT IS ON THIS REPORT.

SAFETY AND SECURITY SHOULD BE TOP PRIORITY.

WE SHOULD SPEND AN HOUR OR TWO HOURS, TEN MINUTES, WHATEVER IT TAKES TO GET THAT DONE.

AND THEREFORE, I WILL NOT BE VOTING ON THESE RIDICULOUS TIMES THAT YOU KEEP PROPOSING.

THANK YOU. AS TRUSTEE WESTON HERSELF POINTED OUT, WE CAN ALWAYS COME BACK AND ADD MORE TIME AND MAKE MOTIONS TO ADD MORE TIME, IF THAT'S RELEVANT.

I THINK THAT THIS HELPS US STAY FOCUSED, AND FOR THAT REASON, I WOULD LIKE TO CALL THE QUESTION.

SECOND, I HAVE A MOTION TO CALL THE QUESTION.

I HAVE A MOTION TO LIMIT ITEMS K ONE, TWO AND 3 TO 20 MINUTES EACH.

MOTION CARRIES FOUR TWO.

ALL RIGHT. PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.071 AND 551.076, THE BOARD WILL REVIEW, DELIBERATE, AND DISCUSS.

MOTION CARRIES 4 TO 2.

POINT OF ORDER. YOU SAID 4 TO 2 THERE, AND I THINK YOU MEANT 5 TO 2.

OH 5 TO 2. SORRY.

THAT'S CORRECT. JUST FOR THE RECORD.

THANK YOU. BOTH OF THOSE WERE 5 TO 2.

APPRECIATE THAT.

I'M GOING TO START BACK OVER PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.071 AND 551.076, THE BOARD WILL REVIEW, DELIBERATE AND DISCUSS THE SAFETY AND SECURITY COMMITTEE REPORT REGARDING THE INTRUDER DETECTION AUDIT FINDINGS PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.071 AND 551.074.

THE BOARD WILL MEET, IN CONSULTATION WITH ATTORNEY, TO CONSIDER AND DISCUSS LIGHTHOUSE COMPLAINTS OR CONCERNS AGAINST THE SUPERINTENDENT AND TRUSTEES, AND PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.071 AND 551.074.

THE BOARD WILL MEET TO DISCUSS AND DELIBERATE THE SUPERINTENDENT'S CONTRACTUAL COMPENSATION AS IT RELATES TO PERFORMANCE AND INCENTIVE PAYMENTS.

IT IS 8:32.

WE ARE ENTERING CLOSED SESSION.

WE WILL TAKE A TEN MINUTE RECESS BEFORE WE START OUR CLOSED SESSION AGENDA ITEMS, BUT WE WILL DO CLOSED SESSION IN THIS ROOM.

[02:30:02]

SO PLEASE TAKE YOUR ITEMS WITH YOU AND THANK YOU FOR COMING THIS EVENING AND HAPPY NEW YEAR.

ALL RIGHT. IT IS 9:22.

[L. CALL BACK TO ORDER/EXECUTIVE SESSION MOTIONS (Part 1 of 2)]

WE ARE BACK IN OPEN SESSION.

DO WE HAVE ANY MOTIONS COMING OUT OF CLOSED? MADAM PRESIDENT, I MOVE THAT THE BOARD APPROVE THE ROUND ROCK ISD SAFETY AND SECURITY COMMITTEE REPORT AS DISCUSSED IN CLOSED SESSION.

SECOND. ALL RIGHT.

I HAVE A MOTION AND A SECOND. ANY COMMENTS? ALL RIGHT. SEEING NONE.

DO I HAVE ANY OTHER MOTIONS COMING OUT OF CLOSED? MADAM PRESIDENT, I MOVE THAT THE BOARD ADD 20 MINUTES TO AGENDA ITEM K 3.

MOTION CARRIES SIX ZERO.

[K. CLOSED SESSION (Part 2 of 2)]

SECOND. HAVE A MOTION AND A SECOND.

ANY COMMENTS? ALL RIGHT.

SEEING NONE. ALL IN FAVOR, RAISE YOUR HAND.

ALL OPPOSED? ABSTAINING.

MOTION CARRIES 5, 1, 1.

IT IS 9:23.

WE ARE BACK IN CLOSED SESSION.

IT IS 9:51.

[L. CALL BACK TO ORDER/EXECUTIVE SESSION MOTIONS (Part 2 of 2)]

WE ARE BACK IN OPEN SESSION.

DO I HAVE ANY MOTIONS COMING OUT OF CLOSED? YES. I MOVE PURSUANT TO SECTION 3B OF THE SUPERINTENDENT'S CONTRACT, THE BOARD MAKE A ONE TIME SALARY PERFORMANCE INCENTIVE BONUS PAYMENT OF $20,000 BASED ON A PERCENTAGE OF THE SUPERINTENDENT MEETING THE LONE STAR GOVERNANCE GOALS AND CONSTRAINTS ESTABLISHED BY THE BOARD AND SUPERINTENDENT FOR THE 2022 2023 SCHOOL YEAR.

I BELIEVE IT'S H.

3H. 3H.

DO I HAVE TO READ THE WHOLE THING AGAIN? DOES SHE NEED TO REREAD IT? YOU ALL NEED CLARIFICATION THEN, YES, OTHERWISE NO.

OKAY. 3H.

OKAY. DO I HAVE A SECOND? SECOND. OKAY, I HAVE A MOTION AND A SECOND.

ANY COMMENTS? TRUSTEE WESTON.

SO I JUST WANT TO MAKE SURE THAT THE PUBLIC UNDERSTANDS THAT THE SUPERINTENDENT'S CONTRACT IS A MATTER OF PUBLIC RECORD.

IT'S AVAILABLE ON THE SCHOOL DISTRICT WEBSITE.

THE ITEM THAT WAS JUST REFERENCED IN THE MOTION ITEM H, SPECIFICALLY STATES THAT A PERFORMANCE BONUS UP TO $40,000 PER YEAR AT THE SOLE DISCRETION OF THE BOARD.

SO THE BOARD COULD ACTUALLY AWARD $1 AND BE IN COMPLIANCE WITH THE CONTRACT.

BUT I WILL TELL YOU THIS, I'LL BE VOTING NO ON THIS, AND NO AMOUNT OF BONUS MONEY THAT CAN BE THROWN AT THIS CONTRACT WILL ERASE THE PERMANENT RESTRAINING ORDER THAT EXISTS AGAINST THE SUPERINTENDENT.

POINT OF ORDER. AND SO FOR THAT.

WHAT IS YOUR POINT? THAT'S A PERSONNEL ISSUE AND SHOULDN'T BE DISCUSSED.

AGREED? NO, THAT'S A MATTER OF PUBLIC RECORD.

I'VE ALREADY CLEARED IT THROUGH THE ATTORNEYS.

IT'S NOT A DEBATABLE IF THE BOARD PRESIDENT HAS MADE A DECISION ON THAT POINT OF ORDER, THEN THAT'S A DECISION.

RIGHT? THE POINT OF ORDER, POINTS OF ORDER CANNOT IMPEDE ON MY FIRST AMENDMENT RIGHTS.

LET'S TREAD VERY LIGHTLY, LADIES.

THAT IS MY REASON FOR WHY I WILL BE VOTING NO.

TRUSTEE BONE.

THANK YOU TRUSTEE WESTON, FOR CLARIFYING THAT WE DO HAVE THE SOLE DISCRETION OF GIVING $1.

I WOULD ALSO LIKE TO POINT OUT THAT THE BOARD HAS BEEN DELINQUENT IN OUR DUTIES.

AND THAT IS SOME OF THE JUSTIFICATION FOR JUST HANDING OVER, I GUESS, $20,000 OR ATTEMPTING TO HAND OVER $20,000.

SINCE THE SUPERINTENDENT WAS HIRED WE DO HAVE GOALS.

THESE GOALS HAVE BARELY BEEN MET.

TRUSTEE WESTON AND I HAVE SHOWN THAT WE DON'T ACTUALLY APPROVE OF LOTS OF THESE GOALS.

THEY'RE SUPER LOW.

SO FOR THAT REASON, I WILL ALSO BE VOTING NO ON A BONUS OF $20,000.

TRUSTEE WEIR. IT'S BEEN A VERY HARD YEAR.

I'M ALMOST.

WORSE THAN COVID.

WITH ALL THE CHANGES FROM TEA ALL THAT WE'VE ASKED OF THE SUPERINTENDENT, ALL THAT WE'VE ASKED OF OUR STAFF.

AND I WOULD JUST LIKE TO SAY THANK YOU DOCTOR AZAIEZ FOR ALL YOUR HARD WORK.

THE HARD WORK OF YOUR STAFF, REWRITING THE CURRICULUM, SETTING HIGHER STANDARDS THAN WE'VE HAD, BEING OPEN AND HONEST ABOUT THE AREAS WHERE WE NEED TO IMPROVE. AND NOT BEING AFRAID TO GO OUT AND TACKLE THOSE PROBLEMS, AND SETTING GOALS THAT ARE REALLY GOING TO BENEFIT ALL THE STUDENTS OF ROUND ROCK ISD.

FOR THE FIRST TIME WE ARE LOOKING AT EVERY INDIVIDUAL STUDENT AND TRYING TO IMPROVE EVERY INDIVIDUAL STUDENT.

WE'RE NOT HIDING UNDER THE COVER OF SOME OF OUR HIGHER PERFORMING SCHOOLS.

[02:35:02]

AND THAT MEANS A LOT TO ME AND I JUST THINK GIVEN EVERYTHING THAT HAS HAPPENED THIS YEAR AND ALL THAT WE'VE BEEN THROUGH AS A DISTRICT YOU KNOW THE GOALS AND CONSTRAINTS WERE NOT FULLY MET, BUT THEY WERE HALFWAY MET.

THEY WERE 50% MET.

AND I KNOW THAT WE'RE GOING TO DO BETTER.

AND I KNOW THAT YOUR TEAM YOU AND YOUR TEAM ARE GOING TO MAKE GREAT STRIDES WITH ALL OF THE NEW THINGS THAT YOU'RE IMPLEMENTING THAT ARE COMING UP, THAT WE JUST KEEP HEARING THESE AMAZING PRESENTATIONS.

AND, I KNOW THAT OUR TEACHERS AND OUR STUDENTS ARE GOING TO BENEFIT.

AND THE RAISE THAT CAME AND THE VATR SO MUCH.

THANK YOU FOR ALL OF YOUR HARD WORK.

I SAY THIS AS A FORMER EDUCATOR, YOU COULD NEVER PAY ME $1 BILLION TO BE A SUPERINTENDENT .

SITTING THIS CLOSE AND SEEING WHAT YOU DO IT'S ONE OF THE HARDEST JOBS.

AND I SAY THAT AS A TEACHER, WHICH IS ALSO ONE OF THE MOST DIFFICULT JOBS AND THE MOST UNDER-RESOURCED JOB.

AND I THINK SOMETIMES WE WANT TO PIT TEACHERS AGAINST DISTRICT STAFF OR SUPERINTENDENTS WHEN THE BOTTOM LINE IS NO ONE REALLY GETS PAID ENOUGH.

IF YOU ARE A CEO OF AN ORGANIZATION THAT SERVED 50,000 PEOPLE AND HAD 7,000 EMPLOYEES, YOU WOULD NOT BE MAKING WHAT YOU MAKE.

AND I THINK I ACKNOWLEDGE THAT, AND I THINK WE ALL MAKE SACRIFICES FOR PUBLIC EDUCATION, WHICH SHOULD NOT BE.

I WAS NOT IN FAVOR OF A RAISE.

I THINK IN THIS MOMENT IN PUBLIC EDUCATION, THAT IS NOT, YOU KNOW THAT'S NOT WISE.

AND I THINK THAT YOU PROBABLY REALIZE THAT AS A SUPERINTENDENT WHO CARES FOR TEACHERS AND UNDERSTANDS, BUT CONTRACTUALLY THE MOST SENSE WAS 50/50.

WE HAVE A CONTRACTUAL AGREEMENT WITH YOU.

I THINK WE'RE MOVING IN THE RIGHT DIRECTION.

AND THAT'S WHERE WE ARE.

TRUSTEE MARKHUM. YEAH.

FIRST I WANT TO SAY THANK YOU TO, ALL OF THE OTHER TRUSTEES UP HERE.

EVERY SINGLE ONE. AND I MEAN THAT, THIS IS THE FIRST TIME I'VE GONE THROUGH THIS, AND I APPRECIATE THE INSIGHT THAT ALL OF YOU PROVIDED.

AND THE DISCUSSION THAT WE HAD IN CLOSED.

I LEARNED A LOT. AND SO I JUST WANT TO TELL YOU GUYS THAT I DO REALLY APPRECIATE THAT.

I ECHO THE SENTIMENTS OF THE 50% OF GOAL.

YOU KNOW, 50% WAS MET.

THIS MAKES SENSE TO ME.

AND I JUST WANT TO SAY THANK YOU FOR THE ACCESS THAT YOU'RE GIVING OUR STUDENTS.

I DO THINK WE WILL DO BETTER.

AND I APPRECIATE ALL OF THE PRESENTATIONS THAT WE'VE SEEN IN ALL OF THE PATHWAYS THAT ARE BEING PUT IN PLACE FOR OUR STUDENTS, FOR THAT, THEY GIVE ALL OF OUR STUDENTS AND LIKE YOU SAID, NOT HIDING UNDER THE COVER OF SOME OF THE HIGHER PERFORMING, SCHOOLS AND JUST ACCESS IS LIKE MY KEY WORD.

I TRULY APPRECIATE ALL THE ACCESS FOR OUR STUDENTS.

TRUSTEE ZARATE.

I WANT TO THANK YOU AS WELL, DOCTOR AZAIEZ, FOR YOUR HARD WORK.

AND I THINK THE THING THAT A LOT OF THE PUBLIC DOESN'T SEE IS SOME OF THE THINGS ABOUT YOU THAT WE GET TO SEE AS TRUSTEES AND STAFF GETS TO SEE THIS AS WELL IS THE HUMILITY THAT YOU HAVE. I FEEL LIKE A LOT OF I FEEL LIKE YOU YOURSELF MIGHT EVEN SAY, DON'T EVEN BOTHER WITH THE BONUS THAT'S YOUR KIND OF WAY TO DO THAT KIND OF THING.

BUT THIS IS YOUR JOB AND YOU DO AN AMAZING JOB OF IT, AND IT'S THE INTANGIBLE THINGS THAT YOU DO THAT I MEAN, YOU WON'T EVEN LET ME OPEN A DOOR FOR YOU, YOU KNOW, AND YOU DO THE SAME WITH OUR STUDENTS.

YOU DO THE SAME WITH OUR TEACHERS.

YOU TREAT EVERYBODY EQUAL AND YOU TREAT EVERYBODY WITH RESPECT.

AND SOMETIMES YOU DON'T GET THAT RESPECT BACK.

AND I THINK 20,000 IS A DROP IN THE BUCKET OF WHAT WE OWE YOU ON THIS.

I WOULD LOVE TO DO MORE IF WE COULD, BUT WE'RE IN A SITUATION WHERE FUNDS ARE DIFFICULT.

SO THIS IS WHAT WE'VE DECIDED AS A GROUP, I THINK.

AND YOU'VE EARNED IT. AND THANK YOU FOR EVERYTHING YOU DO.

SO I GUESS I'M THE LAST FOR MAKING A STATEMENT.

I WOULD LIKE TO JUST FOR CLARIFICATION, FOR ANYBODY WATCHING, READ SECTION 3F OF THE CONTRACT THAT SAYS THE BOARD SHALL PAY.

AND IT TALKS ABOUT THE SALARY AND IT SAYS AN ADDITIONAL SALARY PERFORMANCE SLASH INCENTIVE BONUS UP TO $40,000 PER YEAR AT THE SOLE DISCRETION OF THE BOARD, PAYABLE ONLY IN THE EVENT THE SUPERINTENDENT MEETS THE LONE STAR GOVERNANCE GOALS AND CONSTRAINTS ESTABLISHED BY THE BOARD.

SO, WE ARE CONTRACTUALLY OBLIGATED BY THE WORD SHALL.

I AGREE WITH MY FELLOW TRUSTEES THAT HAVE SAID THAT YOU HAVE EARNED THIS.

THIS IS A FOLLOW UP FROM THE DISCUSSION THAT HAPPENED IN SEPTEMBER WHEN WE DID OUR SUPERINTENDENT'S EVALUATION.

WE DID NOT ASSIGN A INCENTIVE BONUS AT THAT TIME BECAUSE IF YOU RECALL, WE WERE SUPPOSED TO BE HEARING THE FINAL RESULTS FROM TEA A FEW DAYS LATER.

[02:40:07]

AS WE ALL KNOW, THAT ALL EXPLODED IN THE COURTS.

THOSE, RATES, I MEAN, THOSE, RATINGS ARE NOT GOING TO BE RELEASED THIS YEAR.

SO A LOT OF THE NUMBERS THAT WE ARE BASING THIS BONUS ON ARE OUR OWN NUMBERS, WHICH, AS YOU JUST HEARD IN OUR PRESENTATION EARLIER, WE ARE MUCH HARDER IN LOOKING AT ALL OF OUR STUDENTS, NOT JUST STUDENTS THAT ARE HERE ON THE SPECIFIC CUTOFF DATE.

I AGREE THAT 50% IS NOT OUR ULTIMATE GOAL, BUT I ALSO KNOW THAT THE STAAR REDESIGN HAPPENED.

I MEAN, WE CAN GO ON AND ON AND ON ABOUT ALL OF THE THINGS THAT HAPPENED THIS YEAR.

AND I'M NOT MAKING EXCUSES.

I AM LOOKING TO THE FUTURE, AND I AM SO EXCITED AND ENERGIZED BY THE CHANGES THAT WE HAVE SEEN.

AND SPECIFICALLY THE DATA DRIVEN INSTRUCTION THAT NOW EVERY STUDENT IS INCLUDED, EVERY STUDENT HAS A FOCUS, AND I LOOK FORWARD TO WORKING WITH YOU IN THE FUTURE.

SO THANK YOU VERY MUCH.

EVERYBODY'S HAD A CHANCE TO MAKE A STATEMENT.

ALL IN FAVOR OF THE MOTION, RAISE YOUR HAND.

DO I HAVE ANY OTHER MOTIONS? I MOVE TO AMEND SECTION 2F OF THE SUPERINTENDENT'S CONTRACT AS AN INCENTIVE TO ENTITLE THE SUPERINTENDENT UP TO FIVE DAYS AS AN INCENTIVE PER CALENDAR YEAR TO PERFORM TEACHING CONSULTING OTHER WORK OPPORTUNITIES AS DEFINED BY SECTION 2F, AND TO AUTHORIZE THE BOARD PRESIDENT TO AMEND THE SUPERINTENDENT'S CONTRACT PURSUANT TO SAME AS DISCUSSED IN CLOSED SESSION.

MOTION CARRIES 5 TO 2.

SECOND. I HAVE A MOTION AND A SECOND.

ANY COMMENTS? TRUSTEE BONE.

I ACTUALLY HAVE A QUESTION.

CAN SOMEBODY TELL ME HOW MUCH FIVE DAYS IS? COMPENSATION HOW MUCH THAT WOULD COST.

IT'S PAID OUT AT HIS DAILY RATE.

I DON'T HAVE THAT NUMBER IN FRONT OF US.

SO WE'RE ASKING TO VOTE ON SOMETHING THAT WE DON'T KNOW HOW MUCH IT'S GOING TO COST.

HE PROBABLY KNOWS WHAT HIS DAILY RATE IS.

I WOULD THINK.

DOES ANYBODY KNOW? AGAIN, WE COULD HAVE ASKED THIS AND HAD THAT ANSWERED WHILE WE WERE IN CLOSED.

BUT WHAT'S YOUR.

WELL, I JUST I WOULD LIKE TO BEFORE I VOTE.

I JUST I'M TRYING TO FIGURE OUT HOW MUCH IT IS SO I KNOW HOW MUCH BECAUSE IT'S REALLY I MEAN, IT'S AN INCENTIVE.

I MEAN, WE'RE TALKING ABOUT PAYMENT. SO I JUST WANT TO KNOW HOW MUCH I'M VOTING ON.

SO IT COULD BE NOTHING.

IF HE'S USING IT, WE'LL PAY HIM OUT IF THEY'RE UNUSED.

SO IT COULD BE ANYWHERE FROM 0 TO 5 DAYS OF HIS DAILY RATE.

OKAY. SO WE JUST DON'T KNOW WHAT THAT IS.

SO IT. SUPERINTENDENT, HOW MANY DAYS ARE IN YOUR CONTRACT? JUST TAKE HIS SALARY.

SO $7,500 IS WHAT WE'RE TALKING ABOUT.

MAXIMUM. MAXIMUM OF $7,500.

OKAY. THANK YOU.

ANY OTHER COMMENTS OR STATEMENTS.

THE ONE STATEMENT I'LL MAKE ON THIS IS I, WHILE TRUSTEE HARRISON MENTIONED THIS EARLIER, I'M ALSO NOT IN FAVOR OF A RAISE THAT CONTINUES IN PERPETUITY.

DOCTOR AZAIEZ IS THE ONLY EMPLOYEE IN THE ROUND ROCK ISD EMPLOYEE FAMILY THAT HAS NOT HAD ANY RAISE OR ANY CHANGE IN HIS SALARY SINCE HE STARTED IN THE LAST TWO, AND ALMOST IT'LL BE THREE YEARS IN JUNE S INCE WE OFFERED HIM HIS CONTRACT, WE HAVE NOT GIVEN HIM A SINGLE RAISE. WHILE WE HAVE MADE SURE THAT EVERY OTHER EMPLOYEE IN THE DISTRICT HAS RECEIVED A BONUS.

WE'VE PAID OUT INCENTIVE BONUSES, OF COURSE, BUT ALSO RAISES EVERY SINGLE YEAR THROUGHOUT THIS TIGHT FISCAL SESSION.

AND SO I AM IN FAVOR OF GIVING HIM AN OPPORTUNITY TO EARN THAT IN AN OUTSIDE ROLE.

I AM 1,000% CONFIDENT THAT IF HE WERE TO TAKE THAT OPPORTUNITY TO DO SOME OUTSIDE CONSULTING WORK, IT WOULD NOT AFFECT HIS DUTIES HERE AT THE DISTRICT AT ALL.

SO I WILL BE VOTING IN FAVOR OF THIS.

I HAVE NO OTHER LIGHTS ON.