Apr 18, 2024 Regular Board Meetings

[B. CALL TO ORDER]

[00:00:05]

GOOD EVENING.

IT IS 5:31 ON THURSDAY, APRIL 18TH, 2024.

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

TONIGHT IN ATTENDANCE, WE HAVE TRUSTEES WEIR, ZÁRATE, LANDRUM, HARRISON AND MARKUM.

TRUSTEES BONE AND WESTON ARE ABSENT.

PLEASE STAND FOR THE PLEDGE.

I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

HONOR THE TEXAS FLAG.

I PLEDGE ALLEGIANCE TO THEE, TEXAS.

ONE STATE UNDER GOD, ONE AND INDIVISIBLE.

AND I'M GOING TO TURN IT OVER TO ANNIE FOR OUR RECOGNITION OF STUDENTS AND STAFF.

[D. RECOGNITION OF STUDENTS AND STAFF]

TRUSTEES AND DOCTOR AZAIEZ.

IT'S THAT TIME OF EVENING WHERE WE SHOWCASE SOME OF OUR OUTSTANDING STUDENTS AND STAFF AND TELL YOU A LITTLE BIT ABOUT THEIR ACCOMPLISHMENTS.

DOCTOR AZAIEZ AND TRUSTEES, PLEASE JOIN US IN FRONT OF THE DAIS.

FOR OUR STUDENT RECOGNITION.

THIS EVENING, WE CELEBRATE THE STONY POINT HIGH SCHOOL BOYS VARSITY BASKETBALL TEAM FOR THEIR HISTORIC ACHIEVEMENT AS THE RUNNERS UP IN THE STATE TOURNAMENT, MARKING THE FIRST TIME IN THE SCHOOL'S HISTORY THEY HAVE REACHED THE STATE CHAMPIONSHIP, WHILE HEAD COACH ANTOINE THOMPSON, ASSISTANT COACH MARCUS SAUNDERS, THE AMAZING TEAM AND STONY POINT LEARNING COMMUNITY AREA SUPERINTENDENT DOCTOR PATRICIA EPHLIN PLEASE COME TO THE FRONT FOR A PHOTO.

[APPLAUSE] THANK YOU.

THANK YOU.

THANK YOU.

REPRESENTING THE DISTRICT AS THE FIRST SCHOOL EVER TO MAKE IT TO A STATE CHAMPIONSHIP.

[APPLAUSE] HUGE CREDIT TO THESE YOUNG MEN AND HUGE CREDIT TO THEIR PARENTS AS WELL, BECAUSE THE SACRIFICE THAT WE ASKED THEM TO MAKE IT IS A LOT.

IT IS A HUGE SACRIFICE.

WE'RE PUTTING THEM IN POSITION TO BE SCHOLAR ATHLETES AT THE POST SECONDARY LEVEL.

WE HAVE TWO YOUNG MEN THAT HAVE SIGNED FULL SCHOLARSHIPS.

[APPLAUSE] BUT NOW BUT THE LAST THING THAT I ASKED THE BOARD.

WE HAVE A UNIQUE OPPORTUNITY WITH THESE YOUNG MEN.

WE MISSED TWO OPPORTUNITIES TO PLAY AT NATIONAL EVENTS THIS YEAR DUE TO A 24 YEAR OLD POLICY.

ONE THING THAT I ASK OF US IS IF WE'RE TALKING WHOLE ATHLETES, SCHOLAR ATHLETES, CAN WE PLEASE REVIEW THAT? SO WE PROVIDE THE PLATFORM NOT ONLY TO REPRESENT OUR COMMUNITY, OUR SCHOOL, BUT THE ENTIRE DISTRICT.

[00:05:07]

[APPLAUSE] THE TWO TEAMS. THE ONE.

YES, SIR. THANK YOU.

NOW WE'RE ON TO OUR STAFF RECOGNITION OF THE EVENING.

FOR THE THIRD CONSECUTIVE YEAR, THE NATIONAL ASSOCIATION OF MUSIC MERCHANTS FOUNDATION HAS DESIGNATED ROUND ROCK ISD AS ONE OF THE BEST COMMUNITIES FOR MUSIC EDUCATION FOR ITS EXCEPTIONAL DEDICATION TO MUSIC EDUCATION.

ONLY 975 DISTRICTS IN THE ENTIRE NATION RECEIVE THIS RECOGNITION ANNUALLY.

TO QUALIFY FOR THIS DESIGNATION, THE DISTRICT HAD TO MEET PROGRAM REQUIREMENTS, INCLUDING FUNDING, INSTRUCTION, AND SUPPORT FOR INNOVATIVE MUSIC AND COMMUNITY MUSIC MAKING PROGRAMS. WE'LL DIRECT OUR FINE ARTS MUSIC, JAGER LOYDE AND ASSISTANT SUPERINTENDENT OF STUDENT AND SUPPORT SERVICES DR.

BYRON GERARD. PLEASE COME TO THE FRONT FOR A PHOTO.

[APPLAUSE] THANK YOU, DR.

AZAIEZ AND TRUSTEES YOU CAN RETURN TO YOUR SEATS.

TONIGHT'S VIDEO OF THE NIGHT HIGHLIGHTS ARE CERAMICS CLASSES THAT BEGIN IN ELEMENTARY AND GO ALL THE WAY THROUGH HIGH SCHOOL.

YEAH, WE HAVE TO PUT WATER ON IT SO IT CAN BE EASIER FOR US.

I'M TRYING TO REPLICATE THAT.

I'M MAKING A TEAPOT SET.

A TIKI MUG, PROBABLY THAT ONE.

I LIKE THAT I GET TO, LIKE, KIND OF LIKE, MAKE WHAT I SEE IN MY MIND.

WE OFFER KINDERGARTEN THROUGH 12TH GRADE CERAMICS.

OUR KINDERGARTNERS BEGIN LEARNING JUST REALLY THE BASICS OF CERAMICS, AND THEY SPIRAL UP ALONG WITH OUR CURRICULUM.

IT'S NOT NORMAL TO HAVE CERAMICS BEGINNING IN KINDERGARTEN.

WE'VE ALWAYS KIND OF BEEN A LEADER IN AMONGST PUBLIC SCHOOL DISTRICTS.

WHEN I WAS A VERY YOUNG TEACHER, WE STARTED ACTUALLY IMPLEMENTING CERAMICS AND ACQUIRING KILNS THROUGHOUT THE DISTRICT, AND IT BECAME A DISTRICT STANDARD.

MY OLD SCHOOL DIDN'T HAVE, LIKE THEY ONLY HAD LIKE DRAWING ART.

SO IT'S LIKE FUN TO LIKE, PLAY WITH CLAY AND STUFF.

WHEN I SLAP IT ONTO THIS HAND, IT HURTS.

I THINK IT'S REALLY FUN.

IT ALLOWS PEOPLE TO KIND OF HAVE A BREAK FROM THEIR CLASSES.

IT'S REALLY GOOD FOR MENTAL HEALTH AND SOCIAL EMOTIONAL LEARNING BECAUSE THEY'RE ABLE TO FOCUS ON SOMETHING AND WORK THEIR EMOTIONS, WORK THEIR FEELINGS, AS WELL AS WORK THEIR IDEAS OUT.

[00:10:05]

ALL RIGHT. THANK YOU FOR THAT.

WE ARE ON TO PUBLIC COMMENT.

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

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

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

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

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

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

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

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

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

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

IF, AFTER AT LEAST ONE INDIVIDUAL WARNING FROM THE PRESIDING OFFICER, ANY INDIVIDUAL CONTINUES TO DISRUPT THE MEETING BY HIS OR HER WORDS OR ACTION, 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 THE LACK OF RESPONSE FROM BOARD MEMBERS DOES NOT INDICATE AGREEMENT OR APPROVAL OF THE COMMENTS.

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

TRUSTEE HARRISON IS THE DESIGNATED TIMEKEEPER AND THE FIRST SPEAKER IS KRISTA LANE.

SPEAKING ON AGENDA ITEM G 3 AND YOU DO LIVE IN THE DISTRICT.

SO I'M KRISTA LANE.

I'M SPEAKING TODAY AS AN INDIVIDUAL REPRESENTING NO ORGANIZATIONS.

I SUPPORT THE ADOPTION OF A ROBUST IDENTITY BASED BULLYING POLICY IN ROUND ROCK ISD.

AS AN ACTIVELY ENGAGED PARENT OF ROUND ROCK ISD STUDENTS FOR ALMOST A DECADE, I HAVE SEEN SO MANY EXAMPLES OF THE NEED FOR THIS POLICY, SOMETIMES HANDLED APPROPRIATELY BY STAFF, OTHER TIMES NOT.

THERE'S TOO MUCH VARIATION IN HOW THESE INCIDENTS ARE HANDLED FROM CAMPUS TO CAMPUS, AND COMMUNICATION WITH PARENTS ABOUT HOW INCIDENTS INVOLVING THEIR CHILDREN HAVE BEEN ADDRESSED IS TOO OFTEN INADEQUATE.

WE'VE SEEN THE MANY ATTACKS ON ROUND ROCK ISD STAFF AND BOARD FOR THE LAST SEVERAL YEARS, INCLUDING HARASSMENT AND THREATS AGAINST MULTIPLE TRUSTEES, SENIOR STAFF AND TOO MANY TEACHERS AND LIBRARIANS TO COUNT.

IN THE CURRENT CLIMATE STAFF CAN BE ATTACKED FOR THE SLIGHTEST MISSTEP IN HANDLING INCIDENTS OF RACISM, ANTI-SEMITISM, ISLAMOPHOBIA, HOMOPHOBIA, ETC.

THE DISTRICT MUST PROVIDE CAMPUSES WITH A CLEAR POLICY SO THAT BOTH STUDENTS AND STAFF ARE PROTECTED WHEN THESE INCIDENTS OCCUR, AND SO THAT PARENTS KNOW WHAT PROTOCOL WILL BE FOLLOWED, REGARDLESS OF WHICH CAMPUS IS ADDRESSING THE INCIDENT.

ROUND ROCK ISD HAS A ROBUST LIBRARY, BOOK AND INSTRUCTIONAL MATERIALS POLICY, WHICH KEEPS BOOKS ON THE SHELVES AND PROTECTS THE STAFF WHO MAKE THEM AVAILABLE TO STUDENTS.

IT HAS SERVED OUR COMMUNITY WELL.

NOW, LET'S OFFER POLICY PROTECTIONS TO OUR STUDENTS THAT ARE AT LEAST AS STRONG AS THOSE PROVIDED TO THE CHARACTERS IN BOOKS.

PLEASE STRENGTHEN ROUND ROCK ISD POLICY ON IDENTITY BASED BULLYING.

THANK YOU. THANK YOU VERY MUCH.

OUR NEXT SPEAKER IS REBECCA SAUCEDO SPEAKING ON AGENDA ITEM F ONE.

AND YOU DO LIVE IN THE DISTRICT.

GOOD EVENING, DR.

A AND SCHOOL BOARD MEMBERS.

I'D LIKE TO START WITH THE SPANISH PROVERB THAT READS PEOPLE. ON BEHALF OF THE ROUND ROCK ISD, BILINGUAL CERTIFIED DISTRICT STAFF AFFECTED BY THE DECISION TO ELIMINATE THE BILINGUAL STIPEND, WE WOULD LIKE TO COLLECTIVELY SHARE OUR CONCERNS. THE BILINGUAL STIPEND HAS BEEN MORE THAN JUST A FINANCIAL INCENTIVE.

IT HAS BEEN A SYMBOL OF ACKNOWLEDGMENT AND RESPECT FOR THE INVALUABLE ROLE WE PLAY IN SERVING OUR DIVERSE STUDENT POPULATION.

BY PROVIDING THIS STIPEND THE DISTRICT HAS DEMONSTRATED ITS COMMITMENT TO EQUITY, DIVERSITY AND INCLUSION, EMPOWERING THE INDIVIDUALS FROM DIVERSE BACKGROUNDS, PARTICULARLY WOMEN AND PEOPLE OF COLOR, TO PURSUE CAREERS IN EDUCATION IN ADMINISTRATION.

ELIMINATING THE BILINGUAL STIPEND REPRESENTS A SIGNIFICANT STEP BACKWARDS IN OUR COLLECTIVE EFFORTS TO PROMOTE EQUITY AND SUPPORT THE PROFESSIONAL GROWTH OF BILINGUAL EDUCATORS. IT SENDS A MESSAGE THAT OUR SKILLS AND CONTRIBUTIONS ARE NOT VALUED OR RECOGNIZED, WHICH IS DEMORALIZING AND DISHEARTENING.

[00:15:03]

THIS DECISION REMOVES ANY INCENTIVE FOR HIGHLY QUALIFIED BILINGUAL EDUCATORS TO PURSUE LEADERSHIP POSITIONS WITHIN ROUND ROCK ISD.

THE ELIMINATION OF THE STIPEND WILL LIKELY LEAD TO THE DEPARTURE OF EXPERIENCED BILINGUAL EDUCATORS FROM ROUND ROCK ISD.

YOU BUILD CAPACITY IN THESE EDUCATORS, BUT NOW YOU RISK LOSING THEM TO NEIGHBORING DISTRICTS.

WITHOUT THE PERSPECTIVE AND EXPERTISE OF HIGHLY QUALIFIED BILINGUAL EDUCATORS IN DECISION MAKING PROCESSES, ROUND ROCK ISD RISKS OVERLOOKING THE UNIQUE NEEDS AND CHALLENGES FACED BY EMERGENT BILINGUAL STUDENTS AND TEACHERS.

IF THE ELIMINATION OF THE BILINGUAL STIPEND IN LEADERSHIP ROLES IS PERCEIVED AS AN ISOLATED ACTION WITHIN ROUND ROCK ISD'S LIST OF STIPENDS, IT RAISES CONCERNS ABOUT EQUITY AND ACCESS TO LEADERSHIP ROLES.

IT SENDS A TROUBLING MESSAGE THAT THE DISTRICT MAY NOT PROPERLY.

YOUR TIME IS UP. THANK YOU SO MUCH.

THANK YOU, THANK YOU, THANK YOU VERY MUCH.

OUR NEXT SPEAKER IS BRANDON THOMAS SPEAKING ON AGENDA ITEM F1.

AND YOU DO LIVE IN THE DISTRICT.

ALL RIGHT REAL QUICK.

I DIDN'T WRITE ANYTHING DOWN. I'M JUST GOING TO KIND OF SPITBALL IT FROM MY HEAD.

CAN I ASK YOU GUYS A QUESTION? HOW MANY? I CAN'T ASK A QUESTION.

Y'ALL CAN'T EVEN RAISE A HAND.

OKAY, WELL, MY GUESS, MY CONVERSATION ABOUT THE COMPENSATION PLAN.

I'M A TAXPAYER. I OWN A BUSINESS HERE AS WELL, SO I PAY TAXES TWICE.

I'M REALLY GOING TO BE QUITE FRANK ABOUT IT.

I'M REALLY DISAPPOINTED.

THE LAST TIME I CAME TO A MEETING, YOU GUYS USED THE PHRASE GOOD STEWARDS OF THE COMMUNITY'S MONEY.

SOMEWHERE ALONG THE LINES, I FEEL LIKE YOU GUYS HAVE DROPPED THE BALL ON THAT.

RIGHT NOW YOU'RE IN A POSITION WHERE YOU'RE IN BUDGET CUTS, WHERE NEIGHBORING DISTRICTS ARE DOING THE COMPLETE OPPOSITE WHAT YOU'RE DOING.

I DON'T KNOW WHERE YOU GUYS ARE ALLOCATING THE MONEY, BUT IT SEEMS LIKE IT'S NOT GOING IN THE RIGHT PLACES.

YOU WALK AROUND CAMPUSES, THERE ARE 4 OR 5 BASKETBALL COURTS UNUSED, NOT USED AT ALL.

THAT'S MONEY YOU GUYS HAVE PUT INTO IT.

OUR MONEY YOU GUYS HAVE USED TO PUT INTO THIS.

THERE'S FIELDS THAT YOU GUYS ARE REBUILDING, NO ONE IS USING.

YOU GUYS ARE PUTTING THIS ON THE TEACHERS.

YOU GUYS LOST 5,300 STUDENTS LAST YEAR.

THAT'S $32 MILLION IN STATE FUNDING THAT YOU GUYS DROPPED THE BALL ON.

YOU GUYS DID.

NOW IT'S THE TEACHERS RESPONSIBILITY TO MAKE UP FOR THAT.

YOU PUT IT IN INCENTIVES AND BONUSES.

YOU GUYS HAVE DROPPED THE BALL AND YOU PUT THAT ALL ON OUR EDUCATORS AND PUT OUR EDUCATORS IN POSITION TO MAKE UP FOR SOMETHING THAT YOU GUYS HAVEN'T DONE.

YOU HAVEN'T HELD YOURSELVES ACCOUNTABLE.

AND I'M VERY FRUSTRATED WITH THAT.

MR. COVINGTON, I REACHED OUT TO YOU ABOUT THE GYM RENTAL FEES.

THIS IS SOMETHING THAT YOU GUYS CAN ACTUALLY USE TO MAKE UP FOR THE FINANCES THAT YOU GUYS ARE LACKING.

YOU CHARGE $175 AN HOUR TO RENT OUT A GYM.

WHEN YOU HAVE SPORTS ALL ACROSS THE COUNTRY, ALL ACROSS THE CITY THAT CAN USE THE GYMS, AND YOU GUYS DON'T ALLOW PEOPLE TO GET IN THERE, BUT YOU'RE STILL $32 MILLION IN DEBT OR $22 MILLION IN DEBT.

AND YOU LOST $32 MILLION.

YOU GUYS AREN'T GOOD STEWARDS OF OUR FINANCES.

YOU GUYS ARE IN A POSITION OF POWER, AND YOU GUYS HAVE NEGLECTED THAT.

AND IT'S VERY DISAPPOINTING AS A COMMUNITY MEMBER TO SEE THAT.

I WISH YOU GUYS WOULD GET IT TOGETHER.

THE LAST TIME I CAME TO A MEETING MISS WESTON AND I BELIEVE MAYBE YOU SAT HERE AND COMPLAINED ABOUT NOT HAVING TWO MINUTES TO SPEAK ON A TOPIC.

STOP WASTING OUR TIME AND STOP WASTING OUR MONEY AND DO THE RIGHT THING WITH IT.

THANK YOU. THANK YOU VERY MUCH.

OUR NEXT SPEAKER IS SARAH HILDEBRAND, SPEAKING ON AGENDA ITEM I 2.

AND YOU DO LIVE IN THE DISTRICT.

HI. CAN YOU HEAR ME? OKAY. THANK YOU.

MY NAME IS SARAH HILDEBRAND.

I'M A PARENT TO A FIRST GRADER AT ANDERSON MILL ELEMENTARY.

I'M ALSO A BOARD MEMBER AT THE ANDERSON MILL PTA.

I CAME HERE TO REITERATE MY CONCERN REGARDING THE LEVEL OF EDUCATION ALL STUDENTS ARE ABLE TO ACCESS DUE TO THE LARGE INFLUX OF STUDENTS ENTERING ANDERSON MILL.

THE LONG RANGE PLAN ALSO PROPOSES CLOSING AN ELEMENTARY SCHOOL TO CONVERT TO A PRE-K CAMPUS, WHICH WILL EXACERBATE OUR OVERCROWDING.

THIS ACADEMIC YEAR, ANDERSON MILLER HAS RECEIVED 190 NEW STUDENTS, WITH OVER 100 ENTERING SINCE JANUARY.

PRE-K THROUGH FOURTH GRADE CLASSES ARE BEYOND THE 22% CAPACITY, WITH SOME CLASSES REACHING AS HIGH AS 30 STUDENTS BEFORE HAVING THE RESOURCES TO SPLIT THEM UP.

WE HAVE EIGHT BUSSES TAKING CHILDREN TO SCHOOL ACROSS TWO HIGHWAYS.

WE HAVE HEARD REPORTS OF CHILDREN BEING TURNED AWAY FROM BUSSES AND BECAUSE THEY ARE FULL AND IN AN ATTEMPT TO WALK TO SCHOOL, CROSSING TWO HIGHWAYS.

HOW ARE THESE THINGS FOSTERING A BRIGHT OR SAFE FUTURE FOR OUR KIDS? AS A PARENT, I'M UNABLE TO ATTEND EVENTS OR ACTIVITIES BECAUSE SCHOOL IS TOO FULL.

CLASS PARTIES ARE LIMITED.

AWARD CEREMONIES, TALENT SHOWS AND OTHER ACTIVITIES DO NOT ALLOW COMMUNITY INVOLVEMENT AND SIMPLY BECAUSE WE DON'T HAVE THE SPACE.

WE HAVE HEARD THAT YOU WERE LISTENING.

WE APPRECIATE YOUR SWIFT RESPONSE, AND WE'RE LOOKING FORWARD TO THE MEETING IN COMING WEEKS.

BUT I WOULD LIKE TO REITERATE THAT WE NEED SOLUTIONS THIS FALL.

[00:20:02]

WE HAVE HEARD THAT REZONING MAY TAKE TWO YEARS.

THAT MAY BE A NEWLY REGISTERED STUDENTS WON'T RETURN THAT WE ARE A MOBILE CAMPUS.

NONE OF THESE COMMENTS OFFER SOLUTIONS FOR THE FALL.

I CANNOT HOPE FOR A CHANGE.

I NEED ACTION AND PROOF THAT IT WILL HAPPEN.

TWO IMMEDIATE SOLUTIONS WOULD BE TO PRIORITIZE SPEEDY REZONING PROCESSES AND REOPEN MORE DUAL LANGUAGE PROGRAMING IN NEIGHBORING ELEMENTARY SCHOOLS LIKE PURPLE SAGE OR [INAUDIBLE]. YOUR TIME IS UP. THANK YOU.

WE CANNOT CLOSE THE ELEMENTARY SCHOOL.

THANK YOU. THANK YOU VERY MUCH.

OUR NEXT SPEAKER IS SHANNON PROBY, SPEAKING ON AGENDA ITEM G 3.

AND YOU DO LIVE IN THE DISTRICT.

GOOD EVENING, COMMUNITY, AND THANK YOU FOR YOUR TIME.

I'M HERE SIMPLY TO ASK THAT MORE DIGNIFYING LANGUAGE BE USED WHEN DISCUSSING OUR STUDENTS, PARTICULARLY AT THE ROUND ROCK OPPORTUNITY CENTER.

FOR A LONG TIME IT HAS BEEN REFERRED TO COLLOQUIALLY AS THE ROCK, WHICH HAS A HARDENING EFFECT ON THE STUDENTS AND STAFF AT THE CAMPUS.

THESE MEMBERS OF OUR COMMUNITY DESERVE BETTER, AND SO I ASK THAT IT BE REFERRED TO AS THE ROUND ROCK OPPORTUNITY CENTER, OR SIMPLY THE OPPORTUNITY CENTER GOING FORWARD.

I'VE SPOKEN WITH STAFF AT THE CAMPUS AND HAVE RECEIVED SUPPORT FOR THIS ASK.

ALSO, THANK YOU TO CHIEF WEINER, WHO ALREADY AGREED TO ENSURE THIS CHANGE OCCURS WITHIN ROUND ROCK ISD PD.

FURTHERMORE, THE ELEMENTARY DAEP SHOULD ALSO NOT BE REFERRED TO BY A DEHUMANIZING NICKNAME.

THANK YOU IN ADVANCE FOR YOUR SUPPORT.

I'D ALSO LIKE TO EXPRESS SUPPORT FOR KEEPING BILINGUAL STIPENDS FOR OUR DUAL LANGUAGE TEACHERS AND INSTRUCTIONAL COACHES.

OUR DISTRICT'S IMPLEMENTATION OF DUAL LANGUAGE CURRICULUM IS SO CRITICAL.

I LOVE THAT WE MAKE AN EFFORT TO TREAT AS A STRENGTH WHAT HAS HISTORICALLY BEEN CONSIDERED A DEFICIT, SPEAKING A LANGUAGE OTHER THAN ENGLISH NATIVELY.

AND FINALLY, I'D LIKE TO EXPRESS MY SUPPORT FOR THE PROPOSED POLICY UPDATES REGARDING IDENTITY BASED BULLYING.

LET'S BE SURE WE CONTINUE TO PROGRESS IN CREATING A CULTURE OF DIGNITY IN ROUND ROCK ISD.

THANK YOU, THANK YOU.

OUR NEXT SPEAKER IS ANGELICA ZIEMER SPEAKING ON AGENDA ITEM F1 AND YOU DO LIVE IN THE DISTRICT.

GOOD EVENING.

I AM SPEAKING READING FROM A BILINGUAL COACH IN THE DISTRICT IN SUPPORT OF THE DUAL LANGUAGE STIPEND.

FIRST AND FOREMOST, THE PRESENCE OF BILINGUAL COACHES PLAYS A VITAL ROLE IN FOSTERING AN ENVIRONMENT OF LINGUISTIC AND DIVERSITY AND CULTURAL UNDERSTANDING WITHIN MULTIPLE DEPARTMENTS IN ROUND ROCK ISD.

PROFICIENCY IN MULTIPLE LANGUAGES IS A HIGHLY SOUGHT AFTER SKILL THAT OPENS DOORS TO ENHANCE COMMUNICATION, COLLABORATION, AND EMPATHY ACROSS DIVERSE COMMUNITIES.

BY SUPPORTING OUR DUAL LANGUAGE COACHES, WE NOT ONLY EMPOWER TEACHERS AND STUDENTS TO BECOME PROFICIENT AND USE THEIR FIRST LANGUAGE AS AN ASSET TO BUILD ON THEIR SECOND, BUT ALSO CULTIVATE AN ENVIRONMENT WHERE MULTICULTURALISM IS CELEBRATED AND EMBRACED.

MOREOVER, THE BILINGUAL COACHES SERVE AS AN INVALUABLE RESOURCE FOR STUDENTS, TEACHERS, AND THE DISTRICT LEVEL OVERALL.

WE HAVE TWO PEOPLE IN THE CURRICULUM DEPARTMENT WHO ARE BILINGUAL, AND ALL THE CURRICULUM ON THE ARC HAS BEEN DONE BY THEM AND THE DL COACHES.

WE HAVE BEEN REPEATEDLY REMOVED FROM OUR COACHING ROLE SINCE MAY OF LAST YEAR, AND SEVERAL TIMES THROUGHOUT THIS YEAR IN ORDER TO WRITE A SPANISH AND OR BILINGUAL CURRICULUM, BECAUSE WE DO NOT HAVE ANYONE ELSE TO DO IT.

AND THIS IS SOMETHING THAT OUR ESL COACHES DO NOT HAVE THE CAPACITY TO DO DUE TO THE LANGUAGE BARRIER.

WE PROVIDE CRUCIAL SUPPORT AND GUIDANCE TO EDUCATORS IN IMPLEMENTING THE PROGRAM MODEL.

EFFECTIVE BILINGUAL TEACHING STRATEGIES TO BETTER SERVE THE UNIQUE NEEDS OF MULTILINGUAL LEARNERS AND FACILITATE MEANINGFUL CROSS-CULTURAL STRATEGIES AND PRACTICES.

OUR EXPERTISE AND DEDICATION CONTRIBUTE SIGNIFICANTLY TO THE ACADEMIC SUCCESS OF ALL STUDENTS, ESPECIALLY THOSE FROM LINGUISTICALLY DIVERSE BACKGROUNDS.

FURTHERMORE, THE RETENTION OF THE DUAL LANGUAGE COACH BILINGUAL STIPEND IS A TESTAMENT TO OUR INSTITUTION'S COMMITMENT TO EQUITY AND INCLUSIVITY BY INVESTING IN BILINGUAL EDUCATION AND RECOGNIZING THE IMPORTANCE OF LINGUISTIC DIVERSITY WE AFFIRM OUR DEDICATION TO PROVIDING EVERY STUDENT WITH ACCESS TO HIGH QUALITY EDUCATION OPPORTUNITIES THAT HONOR THEIR IDENTITY, CULTURAL AND LINGUISTIC HERITAGE.

IN DOING SO, WE NOT ONLY NARROW THE ACHIEVEMENT GAP, BUT ALSO CREATE A MORE JUST AND EQUITABLE LEARNING ENVIRONMENT WHERE ALL STUDENTS FEEL VALUED AND EMPOWERED TO SUCCEED.

THANK YOU. THANK YOU.

THANK YOU VERY MUCH.

OUR NEXT SPEAKER IS KAREN HAWTHORNE, SPEAKING ON AGENDA ITEM F1.

AND YOU DO LIVE IN THE DISTRICT.

I'M KAREN HAWTHORNE, AND I AM SPEAKING ON BEHALF OF SOMEONE WHO WISHES TO REMAIN ANONYMOUS.

DEAR BOARD OF TRUSTEES, I'M WRITING YOU TODAY ON BEHALF OF THE DEDICATED EDUCATORS, STUDENTS, AND COMMUNITY MEMBERS WHO ARE DEEPLY CONCERNED ABOUT THE REMOVAL OF THE $7,000 STIPEND FOR DUAL LANGUAGE COACHES IN OUR DISTRICT.

THE STIPEND IS NOT MERELY A FINANCIAL INCENTIVE IT'S A SYMBOL OF OUR COMMITMENT TO FOSTERING LINGUISTIC DIVERSITY AND EDUCATIONAL EQUITY WITHIN OUR SCHOOLS.

[00:25:05]

REMOVING THE STIPEND FROM THE DUAL LANGUAGE COACHES WOULD NOT ONLY UNDERMINE THE EFFORTS TO SUPPORT THESE VITAL PROGRAMS, BUT ALSO PERPETUATE DISPARITIES IN EDUCATIONAL OPPORTUNITIES FOR OUR STUDENTS.

IT SENDS A MESSAGE THAT THE DISTRICT DOES NOT VALUE THE EXPERTISE AND CONTRIBUTIONS OF EDUCATORS WHO WORK TIRELESSLY TO PROMOTE LANGUAGE PROFICIENCY AND ACADEMIC ACHIEVEMENT AMONG ENGLISH LANGUAGE LEARNERS AND BILINGUAL STUDENTS.

FURTHERMORE, IT IS ESSENTIAL TO CONSIDER THE BROADER CONTEXT OF EDUCATOR COMPENSATION IN TEXAS.

COMPARED TO MANY OTHER STATES, TEXAS RANKS NEAR THE BOTTOM IN TERMS OF TEACHER SALARIES IN OVERALL EDUCATION FUNDING.

THIS DISPARITY NOT ONLY MAKES IT CHALLENGING TO ATTRACT AND RETAIN QUALIFIED EDUCATORS, BUT ALSO EXACERBATES EXISTING INEQUALITIES WITHIN OUR EDUCATION SYSTEM.

BY ELIMINATING THE STIPEND FOR DUAL LANGUAGE COACHES, WE RISK WIDENING THE GAP BETWEEN TEXAS AND OTHER.

TIME IS UP. THANK YOU SO MUCH.

THANK YOU VERY MUCH.

OUR NEXT SPEAKER IS MELISSA WILKIE, SPEAKING ON AGENDA ITEM F 1 AND G 3.

AND YOU DO LIVE IN THE DISTRICT.

HELLO. GOOD EVENING.

FIRST I JUST WANT TO SAY GOOD LUCK WITH THE BUDGET.

I HAVE BEEN IN MANY CONVERSATIONS ABOUT THE BUDGET AND I JUST WANT TO REMIND MY COMMUNITY MEMBERS THAT IT'S REALLY IMPORTANT TO VOTE FOR PEOPLE WHO ACTUALLY SUPPORT PUBLIC EDUCATION, AND MAYBE IN A YEAR FROM NOW, WE WON'T BE HAVING TO HAVE THESE CONVERSATIONS AGAIN.

I'M ALSO HERE TODAY TO EXPRESS MY ENTHUSIASTIC SUPPORT FOR THE PROPOSED POLICY ADDRESSING IDENTITY, BASED BULLYING WITHIN OUR SCHOOL DISTRICT.

THIS POLICY REPRESENTS A CRUCIAL STEP FORWARD IN ENSURING THE SAFETY AND WELL-BEING OF ALL STUDENTS.

FIRST AND FOREMOST, THE UPDATED DEFINITION OF BULLYING, WHICH EXPLICITLY INCLUDES IDENTITY BASED BULLYING AND PROVIDES ADDITIONAL EXAMPLES OF SUCH BEHAVIORS AS ESSENTIAL.

BY CLEARLY DEFINING AND RECOGNIZING THESE FORMS OF HARASSMENT, WE CAN BETTER IDENTIFY AND ADDRESS THEM PROMPTLY.

MOREOVER, THE COMMITMENT TO PURPOSEFUL COORDINATION OF PREVENTION AND RESPONSE EFFORTS IS COMMENDABLE.

IT'S VITAL THAT OUR DISTRICT TAKES PROACTIVE STEPS TO PREVENT IDENTITY BASED BULLYING FROM OCCURRING, AND RESPONDS EFFECTIVELY WHEN INCIDENTS DO ARISE.

THE PROVISION OF SUPPORTIVE MEASURES IS ANOTHER KEY ASPECT TO THIS POLICY.

STUDENTS WHO EXPERIENCE IDENTITY BASED BULLYING MUST HAVE ACCESS TO THE NECESSARY RESOURCES AND SUPPORT SYSTEMS TO HELP THEM COPE AND HEAL.

THESE MEASURES CAN MAKE A SIGNIFICANT DIFFERENCE IN THE LIVES OF THOSE AFFECTED.

ALSO, FOR THOSE PERPETUATING IDENTITY BASED BULLYING, THEY NEED SUPPORT TOO.

LASTLY, THE EMPHASIS ON INCREASED COMMUNICATION AND TRANSPARENCY TO STUDENTS AND FAMILIES IS CRUCIAL.

BY FOSTERING OPEN DIALOG AND KEEPING EVERYONE INFORMED, WE CAN BUILD TRUST AND ENCOURAGE ACTIVE PARTICIPATION IN CREATING A SAFER SCHOOL ENVIRONMENT.

IN CONCLUSION, I URGE OUR DISTRICT LEADERSHIP TO ADOPT AND IMPLEMENT THIS COMPREHENSIVE POLICY WITHOUT DELAY.

I KNOW YOU ALL AREN'T VOTING ON IT TODAY.

IT'S JUST THE FIRST READING, BUT I'M EXCITED.

THANK YOU FOR YOUR ATTENTION TO THIS IMPORTANT MATTER.

TOGETHER WE CAN MAKE A POSITIVE DIFFERENCE FOR ALL STUDENTS IN OUR DISTRICT.

THANK YOU ALL SO MUCH FOR YOUR COMMITMENT.

THANK YOU VERY MUCH. OUR NEXT SPEAKER IS KELLY HANSEN SPEAKING ON AGENDA ITEM I 2.

AND YOU DO LIVE IN THE DISTRICT.

HELLO. I'M KELLY HANSON.

I'M ON THE CPCOC AS WELL AS THE LONG RANGE FACILITY MASTER PLAN.

THE LONG RANGE FACILITY MASTER PLAN HAD THREE BIG IDEAS THAT CAME OUT OF IT.

ONE IS THAT WE NEED A TON OF MAINTENANCE.

AND SO I WANTED TO, FIRST OF ALL, SAY WE ABSOLUTELY NEED A BOND.

AND I THINK MOST PEOPLE UNDERSTAND THAT.

BUT WE DO NEED A BOND FOR MAINTENANCE.

AND THEN THE OTHER TWO THINGS WHICH ARE IN TENSION WITH EACH OTHER ARE GETTING RID OF PORTABLES AND BOUNDARY CHANGES.

AND IF YOU'RE READING THROUGH IT, YOU'RE LIKE, WAIT, HOW IS THAT GOING TO WORK? I WANT TO JUST GO OVER FOR MAYBE THE COMMUNITY, SOME LESSONS WE COULD LEARN.

IN 2018, WE HAD AN EIGHT CLASSROOM ADDITION ALLOCATED FOR CARAWAY.

IN 2020, OVER THE OBJECTIONS OF THE ADMINISTRATION, THE PREVIOUS BOARD REZONED PART OF CARAWAY INTO ANOTHER SCHOOL TO REDUCE STUDENT POPULATION.

THEY STILL GOT THE MONEY FROM THE BOND.

IT WAS USED IN A DIFFERENT WAY, BUT DUE TO REDESIGNS, DELAYS, INFLATION, THE PROJECT ENDED UP ALMOST $8 MILLION OVER BUDGET.

SO THEY NOW HAVE CARAWAY HAS NOW THE LOWEST UTILIZATION IN ALL OF THE WESTWOOD FEEDER PATTERN, AND STILL NEEDS ABOUT $20 MILLION IN MAINTENANCE OVER THE NEXT FIVE YEARS.

I'M NOT SAYING THIS TO PICK ON CARAWAY.

[00:30:01]

IN THE PLAN, THERE IS A DEERPARK EXPANSION THAT THE MCNEIL GROUP SAID NO.

WELL, LET'S WAIT AND SEE WHAT HAPPENS WITH REZONING AND A GREAT OAKS EXPANSION THAT EVEN THOUGH ROUND ROCK COMMUNITY SAID, WELL, WE'RE GOING TO REZONE, IS STILL ON THE BOOKS, AND IT'S BECAUSE THE TWO COMMUNITIES HANDLE IT IN DIFFERENT WAYS.

WE NEED TO MAKE SURE THAT NO MATTER WHAT HAPPENS, THAT THE MONEY THAT WE ARE SPENDING IN THE NEXT BOND GOES TO WHERE THE STUDENTS ARE AND NOT TO WHERE WE'VE PROMISED, OR ELSE WE'RE ALL GOING TO BE HURTING THE ENTIRE COMMUNITY.

AND THIS IS NOT JUST A MESSAGE FOR THE BOARD.

THIS IS A MESSAGE FOR EVERYBODY OUT THERE.

WE NEED TO BE FLEXIBLE IN THE NEXT COUPLE YEARS AS ALL OF THESE PEOPLE, ALL THESE KIDS, ALL THESE STUDENTS, ALL THESE BUILDINGS THAT SHUFFLED BECAUSE WE HAVE VERY OLD BUILDINGS, THEY NEED A LOT OF WORK.

WE NEED ADDITIONS. IN SOME PLACES, WE'RE UNDERUTILIZED IN OTHERS, AND WE ALL NEED TO BE FLEXIBLE AS IT GETS SORTED OUT.

THANK YOU. THANK YOU VERY MUCH.

OUR LAST SPEAKER IS ANGIE MCDANIEL, SPEAKING ON ITEM G 3 AND YOU DO LIVE IN THE DISTRICT.

MY NAME IS ANGIE MCDANIEL AND I AM SPEAKING ON BEHALF OF ACCESS EDUCATION ROUND ROCK ISD.

THE HARMFUL IMPACT OF BULLYING ON A STUDENT'S EDUCATION CANNOT BE OVERSTATED.

STUDIES HAVE SHOWN THAT EXPOSURE TO IDENTITY BASED BULLYING WAS ONE OF THE STRONGEST PREDICTORS OF MENTAL HEALTH PROBLEMS, DEMONSTRATING A SIMILAR EFFECT SIZE TO OTHER SEVERE FORMS OF INTERPERSONAL TRAUMA, INCLUDING SEXUAL ABUSE, PHYSICAL ABUSE, AND COMMUNITY VIOLENCE.

WE HAVE HEARD FROM MULTIPLE FAMILIES THAT HAVE STRUGGLED WITH INCIDENTS OF IDENTITY BASED BULLYING IN OUR DISTRICT, AND REALIZED THAT THE CURRENT POLICY IS INEFFECTIVE AT PREVENTING BULLYING INCIDENTS AND DOES NOT TRANSPARENTLY ADDRESS ISSUES WHEN THEY ARISE.

THIS PROPOSED FREEDOM FROM BULLYING POLICY, THE FIRST OF ITS KIND IN TEXAS, SPEAKS TO THOSE SHORTCOMINGS.

IT WORKS TO IDENTIFY AND EDUCATE STUDENTS AND STAFF ON WHAT CONSTITUTES BULLYING, PROVIDES CLEAR METHODS OF REPORTING AND REASONABLE GUIDELINES FOR TRAUMA INFORMED METHODS OF INVESTIGATING INCIDENTS OF BULLYING.

THIS POLICY THEN PROVIDES SUPPORTIVE MEASURES TO ENSURE STUDENTS SAFETY AND CONTINUED ACCESS TO EDUCATIONAL PROGRAMS AND ACTIVITIES DURING THE INVESTIGATION.

IF A REPORT IS MADE THIS POLICY REQUIRES THE DISTRICT TO NOTIFY IMPACTED STUDENTS AND FAMILIES OF A BULLYING INVESTIGATION, AND OPENS THE LINES OF COMMUNICATION TO PROVIDE A MEANINGFUL OPPORTUNITY FOR PARTICIPATION IN RESOLVING THE PROBLEM TOGETHER.

PERHAPS MOST IMPORTANT, THIS POLICY SEEKS TO ADDRESS THE ROOT CAUSES OF BULLYING BEHAVIOR INSTEAD OF RESORTING TO INEFFECTIVE EXCLUSIONARY MEASURES.

THIS POLICY REQUIRES THE DISTRICT TO COLLECT AND REPORT DATA TO TRACK AND UNDERSTAND THE PREVALENCE OF BULLYING IN OUR SCHOOLS.

EVERY STUDENT IN OUR DISTRICT DESERVES THE FREEDOM TO LEARN IN A SAFE ENVIRONMENT.

WE STRONGLY SUPPORT THE ADOPTION OF THIS POLICY AND URGE YOU TO SUPPORT IT AS WELL.

THANK YOU VERY MUCH.

THAT CONCLUDES PUBLIC COMMENT.

POINT OF ORDER. WHAT IS YOUR POINT? I'D LIKE TO MAKE A MOTION.

GO AHEAD. I MOVE THAT THE BOARD ADOPT A SPECIAL RULE TO EXCLUDE A TRUSTEE WHO WAS ON THE AGENDA TO PRESENT AN AGENDA ITEM FROM THE GENERAL LIMITS OF DEBATE ON PAGE SEVEN OF THE BOARD OPERATING PROCEDURES C3D DURING THE TRUSTEE'S PRESENTATION AND WHEN THE TRUSTEE IS ANSWERING QUESTIONS REGARDING THEIR PRESENTATION, BUT APPLY THE TIME LIMITS TO ANY SPEECH MADE BY THE TRUSTEE IN SUPPORT OF A MOTION REGARDING THE AGENDA ITEM.

SECOND. I HAVE A MOTION AND A SECOND.

AND JUST FOR CLARIFICATION, IF ANYBODY ELSE HAS ANY COMMENTS, TURN YOUR LIGHTS ON.

BUT THIS IS WE TYPICALLY MAKE A MOTION AT EVERY MEETING THAT IF A TRUSTEE HAS REQUESTED AN ITEM, THEY ARE HELD BY THE SAME TIME LIMITS.

BUT IF WHAT THIS MOTION DOES IS IT ALLOWS IF A TRUSTEE HAS REQUESTED AN ITEM, THEY HAVE A LIMITED TIME TO PRESENT THE ITEM.

BUT ONCE THEY START SPEAKING, WHETHER THEY'RE IN FAVOR OR AGAINST THAT ITEM, THEN THEIR TIME LIMITS WOULD APPLY.

SO THAT'S THE EXPLANATION OF WHAT THAT LENGTHY MOTION IS.

WE RECEIVED THIS EARLIER IN THE WEEK FROM OUR ATTORNEYS.

SO IT'S NOT NEW TO ANY OF US.

SO I HAVE A MOTION AND A SECOND.

DOES ANYBODY ELSE HAVE ANY COMMENTS ABOUT THIS MOTION? ALL RIGHT. SEEING NONE. ALL IN FAVOR, RAISE YOUR HAND.

ALL OPPOSED? MOTION CARRIES FIVE ZERO.

THANK YOU VERY MUCH.

WE ARE MOVING ON TO AGENDA ITEM F1 2024 2025 PROPOSED BUDGET UPDATE INCLUDING PROPOSED 2024 2025 COMPENSATION

[F. SUPERINTENDENT REPORTS]

BUT WE WILL GO TO I 1 AND THEN WE WILL COME BACK TO OUR G ITEMS. SO I'LL TURN IT OVER TO DOCTOR AZAIEZ TO GET US STARTED.

GOOD EVENING. PRESIDENT LANDRUM, BOARD MEMBERS, COMMUNITY MEMBERS.

SO IT'S THAT TIME OF YEAR.

WE HAVE TO FIRST OF ALL, DISCUSS WHERE WE'RE AT AS FAR AS THE BUDGET.

IT'S BEEN A VERY DYNAMIC SITUATION IN THE PAST FEW WEEKS.

SO WE WANT TO UPDATE YOU AND OUR COMMUNITY WHERE WE AT AS FAR AS THE BUDGET, BUT ALSO WE BRING IN FORWARD.

AND [INAUDIBLE] WILL BE PRESENTING ALSO PROPOSED COMPENSATION PLAN ALSO FOR YOUR REVIEW AND HOPEFULLY FOR YOUR APPROVAL.

[00:35:06]

AZAIEZ. MADAM CHAIR, BOARD MEMBERS.

TONIGHT I'M GOING TO UPDATE YOU ON WHERE WE ARE WITH THE BUDGET.

I'M GOING TO GO OVER A FEW SLIDES THAT JUST BRING US BACK INTO FOCUS ON WHAT WE WERE TRYING TO DO.

JUST. THERE WE GO.

THIS UPDATE IS ONLY ON YOUR MAINTENANCE AND OPERATIONS BUDGET AS WE STATED BEFORE.

AND THIS IS THE PROPOSED BUDGET UPDATE, IS NOTHING FINAL.

REMEMBER WHEN WE STARTED THIS PROCESS THESE WERE OUR GOALS AND OBJECTIVES.

FOCUS ON INSTRUCTION.

INCREASE PRE-K THREE PRE-K FOUR ENROLLMENT.

MAINTAIN A COMPETITIVE COMPENSATION FOR OUR STAFF.

FOCUS ON SCHOOL SAFETY.

AND THE TWO MAIN ONES WERE REDUCE EXPENDITURES AND BY ALL MEANS BALANCE THE BUDGET.

WHY IS IT IMPORTANT TO BALANCE THE BUDGET? AS YOU ALL KNOW ROUND ROCK ISD IS THE ONLY SCHOOL DISTRICT IN THE STATE OF TEXAS THAT HAS A TRIPLE A BOND RATING.

AND WHY'S A TRIPLE A BOND RATING IMPORTANT? TRIPLE A BOND RATING IT HELPS TO REDUCE DEBT FOR WHEN YOU GO OUT TO SECURE A BOND.

IT'S SIMILAR TO IF YOU HAVE A 800 SCORE ON YOUR OWN CREDIT RATING.

IT HELPS YOUR INTEREST RATE WHEN YOU GO OUT TO REDUCE BONDS.

AND BY US BEING ABLE TO DO BONDS AT A LOWER INTEREST RATE, WE'RE ABLE TO PUT PROJECTS ONTO BONDS THAT WILL RELIEVE SOME OF THE PRESSURE ON OUR M&O BUDGET FOR IT COME TO OUR FACILITIES.

IT'S ALSO IMPORTANT BECAUSE WE HELP TO MAINTAIN AN A RATING FOR THE FIRST REPORT.

THIS AGAIN SHOWS THE FINANCIAL STRENGTH OF THE DISTRICT.

AS YOU ALL KNOW, ROUND ROCK CONSISTENTLY SCORES AN A ON THE STATE'S FIRST RATING.

BALANCED BUDGET ALSO ENSURES A HEALTHY FUND BALANCE.

OVER THE PAST THREE YEARS, WE HAVE BEEN DIPPING INTO THE FUND BALANCE AND THAT IS DETRIMENTAL TO YOU BEING A FINANCIAL STABLE DISTRICT.

SO THIS YEAR WE ARE GOING TO TRY NOT TO GO BACK INTO OUR FUND BALANCE FOR THE 24-25 BUDGET.

AND THE LAST REASON IS THE RIGHT SIZE STAFFING FOR LONG TERM STABILITY.

85% OF THE M&O BUDGET IS USED TO PAY STAFF.

AND IN ORDER TO MAINTAIN A HEALTHY STAFF RATIOS, WE MUST LOOK AT HOW WE'RE STAFFED AND MAKE DECISIONS ON HOW WE CAN RIGHTSIZE STAFFING FOR LONG TERM STABILITY.

WE ALSO HAVE SOME GUIDING PRINCIPLES FOR BUDGET REDUCTIONS.

REMEMBER, ONE OF THE GOALS WAS TO REDUCE EXPENDITURES AND BALANCE THE BUDGET.

SO PRINCIPALS WERE ENGAGED STAFF, PARENTS, BUSINESS AND COMMUNITY AND A TRANSPARENT PROCESS TO DEVELOP THE BUDGET, CUT RECOMMENDATIONS, COMMUNICATE BUDGET REDUCTIONS AND THE RATIONALE CLEARLY AND THOROUGHLY TO ALL STAKEHOLDERS.

BUDGET REDUCTIONS WILL BE CONSIDERED IN ALL AREAS.

DECISIONS WILL BE DRIVEN BY THE DISTRICT'S MISSION, VISION, BELIEFS, GOALS, STAKEHOLDERS, INPUT AND DATA, AND WHILE MAINTAINING A FOCUS ON STATE AND FEDERAL ACCOUNTABILITY.

BUDGET REDUCTIONS WILL BE SHARED AMONG ALL SCHOOLS, PROGRAMS AND DEPARTMENTS.

STAFFING AND PERSONNEL COSTS MAKE UP APPROXIMATELY 85% OF THE DISTRICT'S OVERALL MAINTENANCE AND OPERATIONS BUDGET.

CURRENTLY, 85.4% OF THE DISTRICT'S PERSONNEL COSTS ARE FOR CAMPUS BASED POSITIONS.

AS YOU SEE, WE LISTED SOME OF THOSE EFFORTS WILL BE MADE TO PROTECT THE CORE BUSINESS OF SCHOOLS, WHICH IS CLASSROOM AND INSTRUCTION.

ACCOUNTABILITY REQUIREMENTS AND STAFFING MODELS WILL BE ANALYZED TO ENSURE EFFECTIVENESS AND EFFICIENCY AT ALL LEVELS OF SCHOOLING.

BUDGET REDUCTION DEVELOPMENT.

THESE ARE THE PROCESSES WE WENT THROUGH AS WE TRIED TO COME UP WITH SCENARIOS IN ORDER TO REDUCE EXPENDITURES AND BALANCE THE BUDGET.

MYSELF AND MY TEAM HAD ONE ON ONE DEPARTMENT MEETINGS WITH ALL DEPARTMENT HEADS TO REVIEW LINE ITEM BY LINE ITEM, ALL THEIR BUDGETED DOLLARS, AND MAKE DETERMINATIONS AS TO WHAT PROGRAMS CAN BE EITHER REDUCED OR ELIMINATED, BUT ALSO WITH THE FOCUS ON MAINTAINING ACADEMIC ACHIEVEMENT.

WE ALSO LOOKED AT OUR STAFFING GUIDELINES AS A COMMITTEE, AND WE WENT OVER THAT PREVIOUSLY AS TO MAKE RECOMMENDATIONS AS TO WHERE WE THOUGHT REDUCTIONS COULD BE MADE AND REALIGNING STAFF.

WE ENGAGED OUR AREA SUPERINTENDENTS AND PRINCIPALS.

WE ENGAGED OUR STAFF, OUR BOARD AND THE COMMUNITY.

SO THE BUDGET UPDATE.

IF YOU MAY RECALL THE LAST TIME THAT YOU HAD THE BUDGET UPDATE, WE HAD A FLAT WORST AND BEST CASE SCENARIO.

DUE TO ENROLLMENT AS WE KNOW OF TODAY AT 46,800 STUDENTS AND INDICATORS WHERE WE SEE GROWTH IN OUR

[00:40:08]

MANY OF THE NUMBERS DID NOT CHANGE.

BUT IF THE STATE REVENUE IS THE ONLY NUMBER ON THE REVENUE SIDE, THAT CHANGED DUE TO WE HAD AN INCREASE IN OUR SPECIAL POPULATION OF KIDS, SO THAT NUMBER INCREASED JUST A LITTLE. SO OUR TOTAL REVENUE THAT'S PROJECTED AT THE 46,485 STUDENTS IS 460,000,455 FOR YOUR REFERENCES WE ALSO RAN PROJECTIONS IF POPULATION REACHED 46,750 AND 47,000.

THOSE REVENUES, AS YOU CAN SEE, STAYED BASICALLY THE SAME.

FOR OUR EXPENDITURES WE HAVE NOT REALLY MADE ANY CHANGES THAT FROM THE PREVIOUS PRESENTATION EXCEPT FOR THE COMPENSATION INCREASE LINE.

IT WAS A FLAT 4 MILLION.

WE HAVE NOW COSTED THAT OUT TO SEE THAT IT'S $3,766,000 FOR THE 1%, AND YOU'LL SEE THAT WE HAVE REMOVED THE 11 POLICE OFFICERS INCREASE.

WE WOULD SUBMIT A WAIVER TO THE STATE TO DELAY OUR COMPLIANCE HB THREE BY A YEAR.

NO OTHER NUMBERS CHANGED.

HERE AGAIN THE NUMBER THAT CHANGED WAS THE EQUIPMENT AND CARS AND VEHICLES THAT WERE NEEDED FOR THE HB 11, HB THREE, 11 POLICE OFFICERS WERE REMOVED THAT INCREASE.

AND OUR RECAPTURE NUMBER WENT DOWN DUE TO A POPULATION CHANGE IN OUR STUDENTS.

SO BASED ON WHAT WE HAVE TO DATE, OUR TOTAL REVENUES WAS A 460 MILLION 4 55 WAS TOTAL EXPENSES OF $481,734, WHICH LEFT AT $21,279,000 DOLLARS DEFICIT.

STAFF IS WORKING WITH DEPARTMENTS, AREA SUPERINTENDENTS AND PRINCIPALS ON WAYS TO REDUCE THIS DOWN TO WHERE WHEN THE BUDGET IS PRESENTED IN MAY, THAT WE WILL BE AT A BALANCED BUDGET.

AND IF YOU LOOK AT OVER TO THE RIGHT, YOU'LL SEE WHERE THE DEFICIT WOULD BE.

IF WE GOT TO 46,750 STUDENTS AND 47,000 STUDENTS, WHERE THE DEFICIT DECREASES TO 19.5 AND 17.8, RESPECTIVELY. WITHIN THE NUMBERS THAT I SHOWED YOU, THERE WAS A LINE THAT HAS NOT CHANGED.

YOU SEE THAT THESE ARE THE LIST OF THE ITEMS THAT WE HAVE IDENTIFIED FOR BUDGET INCREASES, AND I WON'T GO OVER THOSE IN TOTAL, BUT THE MAJOR ONES ARE SUMMER SCHOOL. IT WAS COVERED BY OUR ESSER FUNDS.

AND AS YOU ALL KNOW, THE ESSER FUNDING HAS GONE AWAY.

SO WE HAVE TO PAY FOR SUMMER SCHOOL OUT OF OUR M&O BUDGET.

RISK MANAGEMENT THAT IS DUE TO OUR PROPERTY PREMIUMS. AS YOU ALL KNOW, BACK IN SEPTEMBER, WE HAD A MAJOR HAIL DAMAGE STORM CLAIMS CAME IN BETWEEN 60 AND $70 MILLION.

AND AS YOU ALL KNOW, EVEN WITH YOUR OWN HOME OR CAR INSURANCE, IF YOU FILE A CLAIM THE NEXT YEAR, YOUR PREMIUMS GOING UP.

SO THIS IS PROJECTED INCREASE FOR OUR PROPERTY INSURANCE OF $1 MILLION.

AND THE OTHER BIG NUMBER IS CTE.

WE HAVE A REQUIRED SPAN THAT'S BASED ON A THREE YEAR ROLLING AVERAGE.

AND FOR NEXT YEAR, WE ARE REQUIRED TO SPEND AN ADDITIONAL $615,000.

AND THE LAST BIG NUMBER IS THERE FOR MAINTENANCE.

OUR FACILITIES ARE IN DIRE NEEDS OF SOME SUPPORT.

WE SAW A NEED TO WE NEED TO INCREASE THE MAINTENANCE BUDGET BY 232,000.

SO OVERALL, SO FAR, THE BUDGET INCREASES ARE $3.983 MILLION.

WHAT ARE OUR NEXT STEPS? THE ITEMS WITH THE CHECKS ARE THINGS WE'VE ALREADY DONE, EXCEPT FOR THE THIRD ONE, I APOLOGIZE, IT SHOULD HAVE BEEN A SQUARE.

THE HOLD, THE COMMUNITY MEETINGS.

THOSE MEETINGS ARE SCHEDULED FOR MONDAY, APRIL 22ND IS THE IN-PERSON MEETING AT MCNEIL HIGH SCHOOL FROM 6 TO 7 P.M..

THEN WE HAD TWO VIRTUAL MEETINGS ON THAT TUESDAY, ONES AT FROM NOON TO ONE AND ONE FROM 6 TO 7.

AND THEN WE HAVE ANOTHER ONE ON APRIL 29TH AT STONY POINT HIGH SCHOOL FROM 6 TO 7 P.M.

AND THEN WE WILL HAVE HELD ALL THE COMMUNITY MEETINGS.

AND AS YOU CAN SEE, THE THINGS LEFT TO BE DONE IS TO RECEIVE OUR MCR WHICH IS OUR MAXIMUM COMPRESS RATE FROM TEA.

THEY HAVE UNTIL MAY 5TH TO GET US THAT NUMBER AND IT MAY CHANGE WHAT OUR TAX RATE WILL BE FINALIZE OUR RECOMMENDED BUDGET REDUCTIONS.

WE'RE WORKING TO GET THAT FINALIZED, AND WE WILL BRIEF THAT TO THE BOARD AT A FUTURE WORKSHOP.

[00:45:03]

WE WILL HOLD A BUDGET WORKSHOP AFTER HIS PRESENTATION AND BRING THE ADOPTED BUDGET TO THE BOARD IN JUNE FOR ADOPTION.

SO WHAT ARE THE MAJOR TAKEAWAYS FROM THIS BUDGET PROCESS? NUMBER ONE, THIS IS A VERY FLUID BUDGET DEVELOPMENT PROCESS.

PLEASE DO NOT GET MARRIED TO ANY OF THE NUMBERS THAT I SHOWED YOU.

THEY ARE SUBJECT TO CHANGE.

FOR ONE, WE JUST GOT OUR TRAVIS COUNTY PROPERTY VALUE STUDY PRELIMINARY PROPERTY VALUE STUDY THIS WEEK.

SO THE PRESENTATION YOU JUST SAW DOES NOT INCLUDE THOSE CHANGES.

AND AS I SAID BEFORE, WE HAVE NOT GOTTEN OUR COMPRESSED MAXIMUM COMPRESS RATE FROM TEA.

WE ARE STILL WORKING WITH OUR DEPARTMENTS AND AREA SUPERINTENDENTS, PRINCIPALS AND STAFF WORKING ON REDUCTIONS AND BASED ON WHAT WE SEE AS PROJECTIONS, WHERE WE USE THE BEST CASE SCENARIO.

THERE COULD BE A CHANGE IN THE STUDENT COUNT ON ENROLLMENT THAT WE USE TO MAKE THE FINAL DECISIONS ON PREPARING THE PROPOSED BUDGET, BUT NO DECISIONS HAVE BEEN FINALIZED.

NO MATTER WHAT YOU HEAR ON THE STREET IN YOUR SOCIAL MEDIA, THERE HAS BEEN NO FINALIZED DECISIONS CONCERNING THE BUDGET.

NOW IT IS POSSIBLE THAT SOME EMPLOYEES WILL BE REASSIGNED TO OTHER POSITIONS, BUT NO EMPLOYEE WILL LOSE THEIR EMPLOYMENT WITH THE DISTRICT BECAUSE OF THIS BUDGET WORK, AND LET ME REINSTATE THAT EMPLOYEES IN GOOD STANDING WITH THE DISTRICT NO EMPLOYEES WILL LOSE THEIR JOB BECAUSE OF THIS BUDGET PROCESS.

AND ANY EMPLOYEE WHOSE ASSIGNMENT CHANGES WILL MAINTAIN THEIR CURRENT SALARY AND DUTY DAYS THROUGHOUT NEXT YEAR.

AND MADAM CHAIR, I WILL STOP THERE AND ASK QUESTIONS.

I'M JUST WRITING DOWN ONE NOTE.

DOES ANYBODY HAVE A QUESTION? TRUSTEE HARRISON. I HAVE ONE QUICK ONE I'VE SEEN IN OTHER DISTRICTS WHERE THE BUDGET SITE HAS A VERY ROBUST UPDATE OF WHAT'S GOING ON. WE ARE IN A POSITION THAT WE HAVEN'T BEEN IN.

WE'VE PULLED FROM FUND BALANCE, WE'VE HAD A HEALTHY FUND BALANCE.

WE HAVE REQUESTED A BALANCED BUDGET.

I KNOW YOU'RE HAVING THESE COMMUNITY MEETINGS.

IS THERE ANY PLAN TO RECORD THEM? IS THERE ANY ADDITIONAL INFORMATION THAT YOU PLAN TO PUT UP FOR PEOPLE TO UNDERSTAND? JUST ONE SECOND. JUST A REMINDER, TRUSTEES, WE'RE FOLLOWING OUR BOARD OPERATING PROCEDURES.

IF YOU HAVE A STATEMENT AND THEN A QUESTION, SAY I HAVE A QUESTION FOR TOWARDS ME JUST TO REMIND WHO THAT WE'RE FOLLOWING OUR ROBERT'S RULES.

SO DOCTOR AZAIEZ.

YOU CAN SAY PRESIDENT LANDRUM, I HAVE A QUESTION FOR DOCTOR AZAIEZ, AND THAT MAKES IT CLEAR WHO'S REQUESTING TO BE RESPONDED TO.

SORRY ABOUT THAT. GO AHEAD. GO AHEAD.

YEAH, ABSOLUTELY.

SO WE DEFINITELY CAN ESPECIALLY IT'S EASIER FOR TO RECORD THE VIRTUAL ONES.

SO WE DEFINITELY CAN CAN RECORD IT AND THEN POST IT ON OUR WEBSITE AS WELL.

SO WE CAN BE AS TRANSPARENT AS POSSIBLE.

I'M SORRY. WE ALSO CAN SHARE THE PRESENTATION AND KEEP OUR COMMUNITY UPDATED ON OUR PROGRESS TOWARD HOPEFULLY A BALANCED BUDGET.

ABSOLUTELY WE CAN. THANK YOU.

DO I HAVE ANY OTHER QUESTIONS? TRUSTEE ZÁRATE, PRESIDENT LANDRUM I HAVE A QUESTION FOR MR. COVINGTON. HOW MUCH DID THE TEXAS LEGISLATURE RAISE PUBLIC SCHOOL FUNDING THIS YEAR DURING THEIR SESSION? WHEN THE SESSION STARTED, WE WERE VERY OPTIMISTIC THAT WITH THE STATE HAVING A RECORD SURPLUS OF $33 BILLION, OF WHICH 4.5 BILLION OF THAT CAME FROM SCHOOL DISTRICTS, DUE TO RECAPTURE THAT, WE WERE HOPING THAT THEY WOULD RAISE THE BASIC ALLOTMENT.

THE BASIC ALLOTMENT HAD BEEN $6,160 SINCE 2019.

THROUGH ALL THE SESSIONS AND SPECIAL SESSIONS, NOTHING CHANGED.

IT'S STILL $6,160.

I HAVE A COUPLE OF QUESTIONS.

FIRST, YOU MENTIONED THAT WE'RE GOING TO BE RECEIVING OUR PROPERTY VALUE.

ARE WE JUST RECEIVED OUR PRELIMINARY PROPERTY VALUES REPORT.

COULD YOU TALK ABOUT HOW THAT WILL IMPACT OUR BUDGET MOVING FORWARD? WHEN YOU GET THE FINAL REPORT, GIVE US MORE REVENUE, LESS REVENUE.

CAN YOU TALK ABOUT THAT? UNTIL I GET THE NUMBER, IT CAN CHANGE THE AMOUNT OF REVENUE THAT YOU RECEIVE UP OR DOWN.

THE MAXIMUM COMPRESSED RATE.

AND THE EIGHT GOLDEN PENNIES IS TIED TO THE TAX VALUE OF THE PROPERTIES IN WILLIAMSON COUNTY AND TRAVIS COUNTY.

SO BASED ON WHAT THAT NUMBER IS, THE TAX REVENUE COULD GO UP OR DOWN.

NOW WE'VE DONE A PRELIMINARY LOOK, BUT NOT A FULL LOOK YET.

AND WE DON'T THINK IT'LL BE MUCH CHANGE.

BUT UNTIL I FINALIZE THAT I'M JUST PUTTING IT OUT THERE.

THE NUMBER COULD CHANGE.

[00:50:02]

SO WE GET FUNDED REGARDLESS OF HOW MUCH TAXES WE COLLECT OBVIOUSLY THERE IS A FORMULA THAT TEA USES.

THE ONLY THING THAT VARIES IS REALLY THE MAJOR THING THAT VARIES IS USUALLY THE YIELD OF THOSE EIGHT GOLDEN PENNIES.

SO THE HIGHER IS THE PROPERTY VALUE THAT THE HIGHER WILL BE THE YIELD FROM THOSE EIGHT GOLDEN PENNIES, BECAUSE THOSE ARE NOT SUBJECT TO RECAPTURE.

SO OTHER THAN THAT REALLY THE REST IT'S JUST WON'T BE IT WILL BE THE SAME PRETTY MUCH.

YEAH. BECAUSE TYPICALLY IF YOUR REVENUE THAT'S TIED TO YOUR MAXIMUM COMPRESS RATE, IF THAT GOES UP, YOUR RECAPTURE GOES UP.

IF YOUR REVENUE GOES DOWN, YOUR RECAPTURE GOES DOWN.

ALL RIGHT. THANK YOU VERY MUCH.

NEXT QUESTION ON SLIDE 20.

A COUPLE OF THINGS THAT I LOVE ON THIS ONE IS ONE THAT NO ONE'S GOING TO BE LOSING THEIR JOB.

I THINK THAT'S REALLY IMPORTANT.

AND WE CAN'T SAY THAT ENOUGH.

BUT ALSO IT SAYS ON HERE, IF STAFF ARE KEEPING THEIR SAME SALARY, HOW DOES THAT RESULT IN A BUDGET REDUCTION FOR THIS COMING YEAR? I LOVE THAT NO ONE'S GOING TO HAVE A SALARY CHANGE FROM WHERE THEY ARE RIGHT NOW, BUT HOW WILL THAT RESULT IN A BUDGET REDUCTION FOR OUR UPCOMING SCHOOL YEAR? IT'S BASICALLY TIED TO REDUCTION IN PEOPLE OR REDUCTION IN POSITION.

WE WILL REMOVE POSITIONS FROM THE BUDGET THAT IS NOT TIED TO A PERSON.

FOR INSTANCE, AS YOU ALL RECALL, WE HAD A CHIEF OPERATING OFFICER.

THAT POSITION HAS BEEN ELIMINATED, AND THAT POSITION IS NOW GROUPED WITH ANOTHER CHIEF TO CONTINUE THAT WORK.

AND THAT'S THE SAME TYPE SITUATION THAT GOES THAT WHEN WE LOOK AT POSITIONS THROUGHOUT THE DISTRICT, IF WE HAD A VACANCY IN A ROLE, WE LOOKED AT HOW CAN THAT THOSE RESPONSIBILITIES OF THAT VACANCY BE MOVED TO ANOTHER PERSON OR ANOTHER ROLE? AND WE ELIMINATED THE POSITION.

OKAY. THANK YOU.

I JUST WANTED THAT CLARIFIED THAT THAT'S NOT WHERE WE'RE LOOKING TO SAVE MONEY IN THAT.

BUT IT'S THROUGH POSITIONS THAT ARE VACANT, BEING ELIMINATED.

IT'S NOT A POSITION SOMEONE CURRENTLY HOLDS THAT IS BEING ELIMINATED.

THAT IS CORRECT. OKAY.

I JUST WANT TO MAKE THAT VERY CLEAR.

2010 KEEPS RINGING IN MY EAR WHERE THERE WERE STAFF REDUCTIONS, AND I WANT TO MAKE SURE WE MAKE THAT VERY CLEAR.

I ALSO WANTED TO PASS ALONG A THANK YOU TO DOCTOR AZAIEZ AND MR. COVINGTON, ALL OF HIS STAFF THAT TOOK PART IN VISITING ALL 56 OF OUR CAMPUSES LAST WEDNESDAY ON APRIL THE 10TH TO TALK ABOUT THESE BUDGET CONCERNS.

AND I DON'T KNOW IF YOU WANT TO TALK ABOUT THAT ANY FURTHER, BUT I JUST THINK THAT THAT IS VERY IMPRESSIVE TO HIT ALL 56 CAMPUSES IN ONE DAY TO REALLY TALK ABOUT WHAT'S GOING ON AND HELP OUR STAFF, NOT JUST GET AN EMAIL, NOT JUST WATCH A BOARD MEETING, BUT TO INTERACT DIRECTLY WITH ADMINISTRATION AND STAFF MEMBERS.

YEAH, THANK YOU FOR THAT. SO WE DID VISIT WE VISITED ALL OUR HIGH SCHOOL SECONDARY HIGH SCHOOLS, MIDDLE SCHOOLS.

UNFORTUNATELY, WE COULDN'T BE ABLE TO BE IN PERSON FOR OUR ELEMENTARY.

SO THE ELEMENTARY CAMPUSES THERE WERE VIRTUAL SESSIONS WITH ALL OF THEM OBVIOUSLY.

BUT WE IT WAS REALLY VERY FIRST OF ALL, IT WAS IMPORTANT FOR US TO SHARE WITH OUR STAFF AND OUR TEACHERS WHERE WE ARE AT AS FAR AS THE BUDGET, BUT ALSO AN OPPORTUNITY TO CAPTURE SOME OF THEIR QUESTIONS.

WE DID COLLECT QUESTIONS ALREADY, AND WE WORK ON ON DEVELOPING LIKE A FREQUENTLY ASKED QUESTIONS WITH SOME ANSWERS.

AND WE WILL ONCE WE GET THAT DONE, WE WILL OBVIOUSLY SHARE IT AND MAKE IT AVAILABLE TO THE ENTIRE COMMUNITY.

REALLY. SO THANK YOU FOR SHARING THAT.

ALL RIGHT. THANK YOU. I DON'T HAVE ANY OTHER LIGHTS ON, SO I THINK WE'RE READY TO GO ON TO THE COMPENSATION PLAN.

THANK YOU.

GOOD EVENING, PRESIDENT LANDRUM, BOARD OF TRUSTEES AND DR.

AZAIEZ. I'M HERE THIS EVENING ON BEHALF OF HR SERVICES AND PRESENTING OUR COMPENSATION PLAN RECOMMENDATIONS TO THE BOARD OF TRUSTEES.

WITH ME TONIGHT, I HAVE OUR DIRECTOR OF COMPENSATION, BENEFITS AND TOTAL REWARDS AND EVERYTHING ELSE THAT SHE DOES FOR HR SERVICES THIS IS CHRISTEN GRAY.

AND SO CHRISTEN'S GOING TO RUN THROUGH OUR SLIDES.

AND I'LL BE AVAILABLE AT THE END TO ANSWER ANY QUESTIONS THAT THAT YOU HAVE.

THANK YOU. THANK YOU FOR THE OPPORTUNITY TO BE WITH YOU GUYS TONIGHT, TO GO THROUGH SOME UPDATES AND THEN GET INTO THE RECOMMENDATION FOR NEXT YEAR'S COMPENSATION.

I WANTED TO BEGIN TALKING ABOUT THE TEACHER MARKET SALARY INFORMATION.

SOME OF THIS IS A REVIEW FROM A COUPLE OF WEEKS AGO WHEN TASB WAS HERE TALKING ABOUT OUR DATA.

THIS CHART IS REPRESENTING TEACHER SALARIES FOR THE ZERO FIVE, TEN, 15, 20 YEAR MARKS.

THE ORANGE LINE THAT YOU SEE AT THE TOP IS WHERE ROUND ROCK ISD LANDS IN TERMS OF THE STARTING YEAR SALARY FOR A TEACHER.

[00:55:04]

AND JUST TO DRAW YOUR ATTENTION DOWN TO THE ORANGE BOX, THOSE ARE THE ACTUAL SALARIES FOR ROUND ROCK ISD. AND WHAT WE PAY MOST CLOSE ATTENTION TO IS NEAR THE BOTTOM WHERE IT TALKS ABOUT THE COMPARISON TO MARKET.

WE'RE OVER 100%, WHICH IS A GOOD THING.

WE'VE MOVED UP ABOUT ONE PERCENTAGE POINT FOR EACH OF THOSE DIFFERENT SALARY LEVELS FROM LAST YEAR.

OF COURSE, WE CAN ATTRIBUTE THAT TO THE PAY INCREASES FROM PROPOSITION A.

WE ALSO WANTED TO TALK ABOUT THE COMPARISON OF SALARY AND HEALTH INSURANCE.

WE KNOW HEALTH INSURANCE IS A VERY HOT TOPIC RIGHT NOW WITH THE INCREASES TO THOSE COSTS.

SO WE TOOK A LOOK AT WHAT A TEN YEAR TEACHER MAKES AND THEN ADDED IN THE DISTRICT HEALTH CONTRIBUTION.

ROUND ROCK ISD IS PROVIDING JUST UNDER $5,600 A YEAR FOR EACH EMPLOYEE ENROLLED IN OUR MEDICAL PLAN.

AND SO WHEN YOU ADD THAT INTO THE SALARY AND THEN YOU LESS, YOU TAKE OUT OR SUBTRACT WHAT THAT COST IS TO THE EMPLOYEE, YOU'LL GET THE FINAL COLUMN THERE ON THE RIGHT, WHICH IS THE SALARY AND HEALTH PLAN VALUE.

FOR A TEN YEAR TEACHER, WE'RE RIGHT AT THE FIFTH MARK, THE FIFTH HIGHEST FOR THIS AREA.

AND THEN WE ALSO TOOK A LOOK AT A STARTING SALARY NEW TO THE PROFESSION THE SAME TYPES OF DATA POINTS.

AND ROUND ROCK ISD IS RANKING AS THE THIRD HIGHEST FOR THE SALARY AND HEALTH PLAN VALUE.

THE OTHER THING WE TAKE A LOOK AT EACH YEAR.

THIS IS A SOURCE I BECAME FAMILIAR WITH QUITE A FEW YEARS BACK FROM THE ROUND ROCK CHAMBER.

IT'S BESTPLACES.

NET. IT'S A COST OF LIVING COMPARISON.

SO THESE TWO CHARTS ARE COMPARING THE CITY OF ROUND ROCK.

THE ONE ON THE LEFT IS COMPARING US TO AUSTIN, AND THE ONE ON THE RIGHT IS COMPARING US TO LEANDER.

IT'S LOOKING AT THINGS LIKE FOOD AND GROCERIES, UTILITIES, TRANSPORTATION AND HOUSING COSTS.

BUT IF YOU'LL JUST DRAW YOUR ATTENTION TO THE FIRST LINE, THE OVERALL PERCENTAGE THAT'S COMPARING, WHEN YOU THINK ABOUT THE US AVERAGE BEING RIGHT AT A 100.

THIS IS TELLING US THAT ROUND ROCK IS ROUGHLY 17% MORE EXPENSIVE THAN THE US AVERAGE.

AUSTIN IS ABOUT 29%.

AND THEN LEANDER, WE'RE NECK AND NECK WITH LEANDER, RIGHT AT THAT 17% MARK.

SO WHEN WE THINK ABOUT THAT SALARY AND HEALTH VALUE AND THE COST OF LIVING, THESE ARE JUST SOME CHARTS THAT WE PUT TOGETHER FOR FOUR OF OUR MOST COMMON JOBS, WHERE MANY EMPLOYEES HOLD THAT POSITION.

THE CHART ON THE LEFT IS FOR TEACHERS.

AND SO WE TOOK ALL OF THAT SALARY INFORMATION, THE INCREASES THAT WE'VE SEEN IN OUR SALARIES COMPARED TO THE COST OF LIVING INDEX.

AND REALLY, IF YOU'LL JUST DRAW YOUR ATTENTION TO THE LINE CHARTS AT THE BOTTOM, THE BLUE LINE IS REPRESENTING JUST OUR SALARY AND HEALTH PLAN VALUE GROWTH FOR A TEACHER OVER THE LAST FEW YEARS.

AND YOU CAN SEE SINCE 21-22 THAT MARK HAS HAS GONE UP, WHEREAS THE COST OF LIVING IN THE ORANGE LINE HAS KIND OF REMAINED LEVEL SINCE THE 21-22 SCHOOL YEAR.

SO THAT'S GOOD NEWS.

THAT'S TELLING US THAT OUR SALARY AND HEALTH INFORMATION IS ABLE TO STAY ABOVE THAT COST OF LIVING.

SAME KIND OF DATA FOR THE ASSISTANT PRINCIPAL FOR AN ELEMENTARY SCHOOL ON THE RIGHT SIDE.

AGAIN, YOU CAN SEE THAT THAT PROGRESSION FOR THE SALARY AND HEALTH INCREASE IS OUTPACING THE COST OF LIVING THERE.

SURE. SO JUST ONE POINT OF CLARIFICATION ON THIS.

JUST TO MAKE IT CLEAR. SO COST OF LIVING INDEX IS NOT THE SAME AS INFLATION RIGHT.

SO WHAT THAT'S SAYING IS OUR COST OF LIVING INDEX IS NOT INCREASING COMPARED TO THE NATIONAL AVERAGE, WHICH MEANS THAT WE ARE MOVING AT THE SAME INFLATIONARY RATE AS THE NATIONAL AVERAGE. SO I JUST WANTED TO POINT THAT OUT.

IT'S NOT THE SAME THING.

WE KNOW THAT INFLATION, WE'RE HAVING A HARD TIME KEEPING UP WITH INFLATION JUST IN TERMS OF NOT ONLY COMPENSATION, BUT AS CHRISTEN MENTIONED, OUR HEALTH INSURANCE PREMIUMS, ETC..

SO I JUST WANTED TO POINT THAT OUT.

AND THEN THESE CHARTS ARE LOOKING AT THE EDUCATIONAL ASSISTANT TWO POSITION.

AGAIN YOU CAN SEE A SIMILAR TYPE OF CHART.

WE WERE ABLE TO DO SOME SALARY RAISES FOR OUR HOURLY STAFF IN THE 22, 23 SCHOOL YEAR.

SO THAT'S WHY YOU SEE THE BLUE LINE GO UP FOR THAT THAT PARTICULAR SCHOOL YEAR.

AND THEN ALSO THE CUSTODIAN IS REFLECTED ON THE RIGHT CHART.

SO NOW WE'RE GOING TO TALK ABOUT THE RECOMMENDATIONS FOR THE GENERAL PAY INCREASE NEXT YEAR.

WE ARE RECOMMENDING A 1% GENERAL PAY INCREASE.

UNDER THIS PLAN.

WE ARE GOING TO IMPLEMENT SOME LIMITED PAY STRUCTURE ADJUSTMENTS FROM OUR TASB STUDY RECOMMENDATIONS.

THESE ARE SPECIFIC TO THE INSTRUCTIONAL EXEMPT GROUP WHERE OUR EDUCATOR PATHWAY SALARIES ARE.

AND THOSE STRUCTURES ARE JUST TO ADDRESS COMPRESSION AS WE DO A SLIGHT ADJUSTMENT TO THE TEACHER SCALE THAT'S TIED TO THAT.

[01:00:07]

ALL OTHER EMPLOYEES WILL SEE A 1% OF MIDPOINT.

AND THEN THERE WILL BE VERY LIMITED TASB ADJUSTMENTS AGAIN TO ALIGN THOSE PAY STRUCTURES.

FOR TRANSPORTATION, WE WERE ABLE TO LOOK AT A SCENARIO THAT COULD HOPEFULLY HELP OUR TRANSPORTATION PAY STRUCTURES IN THE MARKET.

TODAY, BUS DRIVER PAY FOR OUR DISTRICT IS 3% BELOW THE MARKET, AND OUR BUS MONITOR PAY IS ALSO BELOW MARKET.

AND WHEN WE LOOK AT BUS DRIVERS STARTING RATES, WE ARE THE EIGHTH LOWEST OUT OF THE TEN DISTRICTS THAT WE COMPARE TO.

SO WE HEAR, YOU KNOW, THIS IS A VERY HARD TO FILL POSITION THROUGHOUT THE STATE.

AND SO IT'S AN AREA THAT WE WERE WANTING TO PAY CLOSE ATTENTION TO.

AND WE'VE WORKED WITH OUR TRANSPORTATION DEPARTMENT.

THEY'VE PUT TOGETHER SOME SCENARIOS THAT THEY'RE LOOKING AT BUS ROUTE EFFICIENCIES, THEY'RE LOOKING AT VACANCIES WITHIN THEIR DEPARTMENT.

AND, AFTER LOOKING AT ALL THAT, WE'RE PROPOSING A PAY RAISE TO THE TRANSPORTATION DEPARTMENT THAT WOULD INCREASE THEIR PAY BY $2 PER HOUR.

SO THE STARTING BUS DRIVER RATE WOULD GO FROM $21.50 PER HOUR TO $23.50 PER HOUR.

AND THEN AGAIN, THE STAFF WOULD SEE A $2 RAISE.

AND BECAUSE OF THE COST EFFICIENCIES THAT WE WERE ABLE TO FIND IN THE VACANCIES AND THE BUS ROUTE EFFICIENCIES THOSE ARE VACANCIES THAT ARE ALREADY IN THIS YEAR'S BUDGET.

SO IT WOULD BE NO COST.

THERE WOULD BE NO ADDED COST TO THE BUDGET FOR NEXT YEAR TO GIVE THIS $2 RAISE.

AND SO HERE ARE THE COSTS FOR THE 1% MODEL AT A GLANCE.

ONCE WE ADD IN THE ACTUAL PAY INCREASE, THE SLIGHT ADJUSTMENTS I REFERRED TO, AND ADD IN SOME FRINGE BENEFITS.

WE'RE LOOKING AT THE NUMBER DENNIS TALKED ABOUT EARLIER.

3.765093. AND THE LAST OPTION THAT WE WANTED TO TALK ABOUT TONIGHT WAS A RETENTION INCENTIVE.

AND THIS WOULD BE TIED TO STUDENT ENROLLMENT.

AND THIS WOULD LOOK AT PROVIDING A ONE TIME $500 PAYMENT TO ALL ELIGIBLE EMPLOYEES.

IF THE ENROLLMENT EQUALS 47,000 STUDENTS OR MORE, AND THAT WOULD BE BASED ON THE PEIMS SNAPSHOT DATE THAT'S AT THE LAST PART OF OCTOBER.

IF THE STUDENT ENROLLMENT GOES UP TO 47,500 STUDENTS, THAT WOULD BE WE WOULD PROVIDE AN ADDITIONAL $500 ONE TIME PAYMENT AS WELL, SO STAFF COULD SEE POTENTIALLY UP TO A $1,000 ONE TIME PAYMENT.

THE ESTIMATED COST.

HERE, I REALIZED THAT I PROBABLY NEEDED TO ADD SOMETHING HERE.

THE ESTIMATED COST OF 3.3 MILLION IS FOR ONE $500 PAYMENT.

IF WE DO REALIZE TWO OF THEM OF THOSE PAYMENTS AND THAT WOULD DOUBLE.

AND THESE, ONE TIME INCENTIVES ARE NOT ELIGIBLE FOR TRS COMPENSATION.

ALL RIGHT. AND WE WILL OPEN IT UP FOR DISCUSSION AND QUESTIONS.

GREAT. THANK YOU. TRUSTEE WEIR.

THANK YOU, MADAM PRESIDENT.

FIRST, MADAM PRESIDENT, I WOULD LIKE TO THANK DOCTOR AZAIEZ AND HIS TEAM BECAUSE I DID SUBMIT A WHOLE LOT OF QUESTIONS WHICH I DID NOT HAVE TO ASK EARLIER.

SO I DO APPRECIATE THAT THEY ARE POSTED ON THE AGENDA.

BUT I DID FIND TWO QUESTIONS IN MY DRAFT EMAIL THAT I DID NOT REMEMBER TO SEND.

SO MY FIRST QUESTION, MADAM PRESIDENT, FOR DR.

AZAIEZ OR MR. COVINGTON, THE MONEY ON THIS LAST SLIDE 12.

WOULD THAT BE COMING FROM GENERAL M&O, SINCE IT IS COMING FROM OUR STUDENTS ADDITIONAL STUDENTS OR WOULD IT BE COMING FROM FUND BALANCE? IT WOULD BE COMING FROM M&O, NONE OF THIS MONEY.

THAT'S WHY WE CONNECTED IT TO TO ENROLLMENT NUMBERS.

BECAUSE IF WE GET TO 47,000, WE'LL BE ABLE TO GENERATE ROUGHLY $4 MILLION, I THINK, IN REVENUE.

SO WE WOULD LIKE TO GIVE THAT MONEY, MOST OF IT, $3.3 MILLION TO OUR STAFF.

AND IF WE EXCEED IT TO 47,500, WE'LL GENERATE ALMOST ANOTHER $4 MILLION.

SO THAT'S THAT'S ALSO MONEY WE WANT TO PASS ALONG TO OUR STAFF, BECAUSE OBVIOUSLY WE WANT TO GIVE THEM A BIGGER RAISE.

BUT BECAUSE OF THE SITUATION WITH THE DEFICIT, THAT'S WHY WE'RE TRYING TO WORK AROUND IT.

AND IF WE GENERATE MORE REVENUE, WE'RE GOING TO GIVE A BIGGER RAISE OR GIVE IT MORE INCENTIVE, I GUESS.

OKAY. SO, MADAM PRESIDENT, I HAVE ONE FOLLOW UP QUESTION FOR DOCTOR AZAIEZ OR MAYBE HR SHOULD PLUG THEIR EARS.

IF WE GOT TO 47,500 AND IT WAS MORE YOUNGER STUDENTS AND NOT LIKE ALL HIGH SCHOOL.

IF WE ADDED A LOT OF HIGH SCHOOL STUDENTS, I'M NOT TALKING.

BUT IF IT'S YOUNGER STUDENTS THAT WE KNOW WE'RE GOING TO HAVE FOR A WHILE, IS THERE A THOUGHT OF GOING BACK AND DOING A 1 OR 2% ADDITIONAL RAISE?

[01:05:02]

THAT'S NOT AND COULD WE ASK THE STAFF ACTUALLY WHICH THEY WOULD PREFER IF IT IS POSSIBLE TO DO A RAISE INSTEAD.

YOU WANT TO ANSWER? SURE, ABSOLUTELY.

SO A COUPLE OF THINGS.

IF THAT WAS THE WILL OF THE BOARD AND WE DECIDED TO MOVE FORWARD IN THAT DIRECTION, WE WOULD NEED TO MAKE SURE THAT THAT WAS APPROVED AS PART OF OUR COMPENSATION PLAN IN ORDER TO PAY THAT OUT NEXT YEAR.

SO IT WOULD BE SOMETHING WE'D NEED TO MAKE A DECISION ON BEFORE JUNE IF THERE WAS GOING TO BE AN ADJUSTMENT TO THAT.

IT WE CAN'T MAKE AN ADJUSTMENT AFTER THE BUDGET IS PASSED FOR SERVICES RENDERED WHEN THE WORK IS BEING DONE.

I THINK WE CAN CERTAINLY LOOK AT THE LOGISTICS OF THAT.

IT IS A SIGNIFICANT IT'S SIGNIFICANTLY LABORIOUS TO PROCESS ONE PAY RAISE A YEAR.

TWO IS, IS A LOT.

IT'S NOT TO SAY IT CAN'T BE DONE BECAUSE THIS TEAM DID IT THIS YEAR ALREADY.

BUT IT WOULD BE SOMETHING WE'D REALLY HAVE TO ALLOCATE SOME ADDITIONAL RESOURCES TO MAKE THAT A REALITY.

SO I'M SORRY, JUST ONE OTHER THING ON THAT AS WELL.

I THINK CURRENTLY WITH THE BUDGET UNCERTAINTY THE WAY IT IS, AND I DON'T WANT TO SPEAK FOR MR. COVINGTON, BUT HE'S COACHED ME VERY WELL.

THE BENEFIT OF A ONE TIME IS IT ALLOWS US SOME SPACE AND TIME WHILE WE WAIT TO SEE WHAT HAPPENS IN THE SPRING OF 25, RIGHT? TO TO SEE WHERE THE REALITY OF OUR BUDGET LOOKS.

AND WE'RE ALL VERY HOPEFUL THAT THERE'LL BE MORE FUNDING AT THAT POINT.

BUT IT WOULD I THINK IT WOULD BE CHALLENGING TO GO AHEAD AND MEMORIALIZE A PAY RAISE IN OUR CURRENT BUDGET SITUATION, WHICH WE WOULD BE DOING THROUGH A TRS ELIGIBLE PAY INCREASE. THANK YOU.

IF WE HAVE TO DECIDE BY JUNE 18TH, THEN I TAKE BACK THAT QUESTION BECAUSE OBVIOUSLY WE WANT A MORE CONSERVATIVE APPROACH TO WHAT WE'RE GOING TO APPROVE ON JUNE 18TH.

YEAH. SO THAT'S WHAT WE CALL WE CALL IT'S I THINK WE'RE CAUTIOUSLY OPTIMISTIC BECAUSE WE'VE BEEN LOOKING AT, FOR EXAMPLE, OUR ENROLLMENT NUMBERS BECAUSE WE OPEN OUR ENROLLMENT FOR NEXT SCHOOL YEAR.

AND SO WE'VE SEEN A REALLY A HUGE INCREASE IN ENROLLMENT LIKE RIGHT NOW COMPARED TO LAST YEAR AT THIS TIME.

WE ALSO WE'VE SEEN MORE STUDENTS, FOR EXAMPLE WANTING TO MOVE TO OUR DISTRICT OR THEIR PARENTS WANT THEM TO MOVE AND ENROLL IN OUR DISTRICT.

HIGHER NUMBERS TOO. SO OBVIOUSLY WE HAVE WE'RE CAUTIOUSLY OPTIMISTIC.

AND THAT'S WHY WE'RE SAYING IF WE GENERATE MORE REVENUE AS A DISTRICT, WE WILL TRY TO PASS THAT ALONG TO OUR STAFF AS MUCH AS WE COULD WE CAN.

TRUSTEE MARKUM.

SO GOING BACK TO SLIDE TEN, I APPRECIATE THE EFFICIENCY IN THE WAY THAT WE WERE ABLE TO PROVIDE, OR WE POTENTIALLY WILL BE ABLE TO PROVIDE INCREASES TO OUR BUS DRIVERS. BUT, MADAM PRESIDENT, WOULD DOCTOR AZAIEZ TALK A LITTLE BIT MORE ABOUT THE WHAT IT MEANS BY EFFICIENCIES AND WHETHER OR NOT THAT AFFECTS THE AMOUNT OF TIME THAT OUR STUDENTS ARE ON THE BUS OR IF IT CUTS OUT ROUTES.

AND WHAT EXACTLY THAT MEANS? SO I DON'T HAVE ALL THE DETAILS AS FAR LIKE HOW MANY ROUTES WOULD BE.

WE WOULD BE MORE THAN HAPPY MAYBE TO PROVIDE THAT TO THE BOARD IN THE BOARD UPDATE I DON'T HAVE LIKE HONESTLY OFF TOP OF MY HEAD, HOW MANY ROUTES WOULD BE LIKE CONSOLIDATED AND THINGS LIKE THAT. WE DEFINITELY DON'T WANT TO OVERCROWD OUR BUSSES BECAUSE THAT BECOMES ALSO A SAFETY CONCERN TO OUR STUDENTS AND ALSO BUS DRIVERS WHO ARE TRYING TO OBVIOUSLY BRING TAKE OUR STUDENTS HOME SAFELY OR TAKE THEM TO THE SCHOOL SAFELY.

BUT WE CAN DEFINITELY GET MORE INFORMATION FROM OUR TRANSPORTATION DEPARTMENT TO SHARE WITH OUR BOARD.

THANK YOU. AND I'M SORRY I DIDN'T ASK THAT FAR ENOUGH IN ADVANCE TO GET THAT ANSWER.

AND THEN I HAVE ONE MORE QUESTION ON SLIDE TWO.

MADAM PRESIDENT, WOULD DOCTOR AZAIEZ TALK A LITTLE BIT ABOUT IF WE ARE APPROPRIATELY FUNDED BY THE STATE AND RECEIVE THE $1,200 INCREASE TO THE BASIC ALLOTMENT, WOULD OUR GOAL BE TO BE MORE IN THE 75TH PERCENTILE IN SALARY INCREASE? THANK YOU. THAT'S A VERY GOOD QUESTION.

THANK YOU. AND A LOT OF LOT OF OUR STAFF, A LOT OF PARENTS ALSO ASK THIS QUESTION.

AND I CAN TELL YOU SO THE INFLATION WHEN YOU LOOK AT THE INFLATION IT'S BEEN ABOUT 18 TO 20% INFLATION RATE.

SO THAT'S IF YOU MULTIPLY THAT BY $6,160.

SO YOU'RE LOOKING AT ROUGHLY OVER $1,200.

BUT EVEN IF WE EVEN IF THE STATE DECIDED JUST TO ACCOUNT FOR ONE, JUST ADD $1,000 INSTEAD OF $1,200 TO OUR BUDGET, THAT'S PRETTY MUCH WILL GENERATE OVER $40 MILLION OF REVENUES TO OUR IN OUR SCHOOL.

THAT WILL ALLOW US NOT ONLY TO ELIMINATE COMPLETELY THE DEFICIT AND WE DON'T HAVE TO REALLY TALK ABOUT POSITIONS AND THINGS LIKE THAT, BUT ALSO THAT WILL, IT WILL ALLOW US TO PROVIDE 5 TO 6% EASILY OF A RAISE TO OUR TEACHERS AND STAFF.

AND THAT'S THE CURRENT REALITY.

AND THAT'S REALLY WHAT'S FRUSTRATING IS, IS REALLY THE NUMBER ONE THE MONEY IS THERE.

[01:10:01]

SOME OF IT MAY BE RIGHT, AND THAT MONEY NEVER MADE IT BACK TO SCHOOL DISTRICTS AND THE STATE OF TEXAS AND WENT TO DIFFERENT FOR DIFFERENT OTHER, I DON'T KNOW, PROJECTS.

OR MAYBE STILL SITTING THERE.

SO IT'S REALLY WHAT THAT'S THE FRUSTRATING THING.

SO REALLY WE SHOULD BE TALKING ABOUT EASILY 5 TO 6% RAISE THIS YEAR FOR OUR TEACHERS AND STAFF.

IF THE STATE ACTUALLY JUST TRY TO OFFSET THE INFLATION INCREASE, I GUESS.

THANK YOU. AND THANK YOU FOR THE PRESENTATION.

I DON'T HAVE ANY OTHER LIGHTS ON, BUT I HAVE A QUESTION FOR MR. COVINGTON. I THINK I THINK IT'S MR. COVINGTON ON SLIDE 12.

I KNOW WE'RE BASING THIS POSSIBLE RETENTION INCENTIVE ON THE PEIMS SNAPSHOT DAY IN OCTOBER.

CAN YOU TALK ABOUT THE EFFECTS OF OUR BUDGET IF THAT ENROLLMENT WERE TO DECLINE? I MEAN, I THINK WE NEED TO BE AWARE OF ALL POSSIBILITIES.

I HOPE THAT OUR ENROLLMENT WOULDN'T DECLINE.

BUT IF OUR ENROLLMENT DECLINED AFTER THE NEW YEAR AND OUR SPRING SEMESTER, WE FOUND OURSELVES BACK AT, LET'S SAY, 46,000.

WOULD WE STILL BE ABLE TO MAINTAIN.

I CAN ANSWER THAT QUESTION.

WE LOOKED HISTORICALLY TO OUR DEBT.

I'M SORRY, PRESIDENT LANDRUM.

HISTORICALLY, WE LOOKED AT THE DATA FROM LIKE IN ROUND ROCK IN PARTICULAR FROM, LIKE THE BEGINNING OF THE SCHOOL YEAR TO THE END OF THE SCHOOL YEAR.

AND OUR ENROLLMENTS ALWAYS DECLINE.

I MEAN, SORRY, INCREASED NEVER.

WE NEVER SEEN WE START, LIKE, AT THIS NUMBER AND THEN WE CANNOT DECREASE.

ACTUALLY WE START LOWER AND ALWAYS GOING TO GET HIGHER.

SO IF WE ARE 47,000 OR 47,500 BY OCTOBER SNAPSHOT DATE, THEN THE EXPECTATION IS TO BE A HIGHER COME SPRING.

SO THAT'S HISTORICALLY THE TREND HAS BEEN ALWAYS INCREASE SOMEBODY.

I'M OUT OF TIME. BUT YOU DIDN'T ANSWER MY QUESTION.

LIKE, I KNOW THAT WE TYPICALLY DO INCREASE, BUT WHAT IF WE HAPPEN TO DECLINE? WHAT WOULD BE OUR OUR STRATEGY AS THIS MONEY? WHAT WOULD WE DO? AND I KNOW I'M OVER MY TIME, BUT I'M TRYING TO CLARIFY BECAUSE I DIDN'T GET MY QUESTION ANSWERED.

HOW WOULD THAT.

I JUST WANT TO KNOW. WORST CASE SCENARIO.

WHERE WOULD THAT MONEY COME FROM? WELL, BACK AT THE EARLIER BUDGET WORKSHOP, REMEMBER, WE HAD A FLAT WORST AND BEST.

SO UNDER THE CURRENT SCENARIO, OUR DEFICIT WOULD BE 21 POINT.

$2 MILLION BEFORE WE MAKE REDUCTIONS.

IF YOU GO BACK TO A DECLINING ENROLLMENT, WHICH WOULD HAVE BEEN OUR WORST CASE, WHERE ENROLLMENT DROPS TO 46 126, OUR DEFICIT WOULD BE $29.6 MILLION.

AND THEN IF IT COMES IN FLAT, IT WILL BE 29.1.

BUT THE ISSUE WITH THAT IS WE WILL HAVE TO MAKE.

REDUCTIONS AFTER WE HAVE ADOPTED THE BUDGET.

I THINK YOU DO NOT. I DON'T THINK I ANSWERED MY QUESTION, BUT I'LL TAKE IT OFFLINE WITH YOU AND FOLLOW UP.

BUT MY QUESTION WAS, IF WE HAVE INCREASING ENROLLMENT UP UNTIL OCTOBER AND THEN DECLINE AFTER THAT, HOW WOULD THAT AFFECT OUR INCENTIVE PAYMENT? BECAUSE WE'VE ALREADY COMMITTED TO OUR STAFF THAT WE WOULD PAY THIS.

BUT I'M OVER MY TIME AND I WANT TO HONOR THAT.

AND I CAN FOLLOW UP WITH YOU.

AND WELL, ACTUALLY, IF YOUR ENROLLMENT AFTER SNAP AFTER COUNT DAY, THE ONLY THING IT AFFECTS IT.

IT'S JUST NOT THE ENROLLMENT.

IT'S YOUR ADA.

SO YOUR ADA DETERMINES OUR RECAPTURE.

WE WE COLLECT ALL THE REVENUE WE'RE DETERMINING.

WHAT DO WE GET TO KEEP? AND I THINK I HAVE A SOLUTION TO YOUR QUESTION.

I THINK SO WHAT YOU'RE TRYING TO SAY AND AND LET ME SO MAYBE WE CAN DO AGAIN.

IT'S UP TO THE BOARD. THIS BOARD WILL MAKE THIS DECISION.

THIS IS WHAT WE'RE PROPOSING. BUT IF THERE IS MAYBE SOME CONCERN ABOUT IF THE NUMBERS GO DOWN AFTER OCTOBER, WELL, WE CAN DO IS WE CAN TIE THE SECOND PAYMENT TO THE SPRING NUMBERS SO WE CAN COME AND SAY, OKAY, LET'S GO TO MARCH.

IF BY MARCH 31ST WE STILL HAVE 47,500, THEN WE WILL WE WILL ALSO RELEASE ANOTHER $500 CHECK MAYBE IN MAY TO THE REST OF OUR STAFF.

SO WE ONLY PAY 500.

THE FIRST ONE IF WE'RE EXCEEDING.

BUT THEN IF WE CONTINUE TO COME BACK IN MARCH, IF MARCH'S NUMBERS ARE STILL HIGH, THEN WE RELEASE A SECOND, WE PAY ANOTHER PAYMENT, THEN THAT WAY AGAIN, IT'S GOING TO BE UP TO THE BOARD TO DECIDE HOW WE WANT TO DO THIS.

BUT JUST JUST AN IDEA.

I DON'T HAVE ANY OTHER TIME AND I DON'T HAVE ANY OTHER LIGHTS ON.

DO WE HAVE ANY OTHER QUESTIONS FROM MISS ANYBODY? ALL RIGHT. WELL, THANK YOU VERY MUCH FOR YOUR PRESENTATIONS TONIGHT.

I REALLY APPRECIATE IT.

ALL RIGHT, WE'RE ON TO ITEM I ONE TRUSTEES.

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

AND I WOULD NEED A MOTION TO START ANY DISCUSSION ON THAT.

TRUSTEE WEIR I MOVE THAT THE BOARD APPROVE THE ADOPTION OF THE 2024 2025 COMPENSATION PLAN AS REFLECTED IN THE RECOMMENDED MODEL AND APPENDIX ONE

[01:15:10]

OBVIOUSLY I WANT TO GIVE MORE THAN 1%, AND I KNOW THAT THAT'S JUST NOT IN OUR FUTURE RIGHT NOW.

I THINK SOME PEOPLE, WE'VE EVEN GOTTEN EMAILS THAT ARE I HAVE THAT 1% IS A SLAP IN THE FACE, BUT 1% IS BETTER THAN 0% IN MY OPINION.

I AM A LITTLE NERVOUS ABOUT GIVING BOTH OF THOSE INCREASES IN OCTOBER BASED ON THE ENROLLMENT.

I LIKE THE PLAN, YOU KNOW, PROPOSITION THAT POSSIBLY TIE IT TO A SPRING ENROLLMENT NUMBER.

JUST BECAUSE WORST CASE SCENARIO, WE DO HAVE SOME MONEY IN OUR FUND BALANCE THAT IF OUR ENROLLMENT DECLINED AND WE DIDN'T HAVE AS HIGH OF ADA.

BUT I DON'T REALLY WANT TO TOUCH FUND BALANCE FOR THE REASONS DISCUSSED.

SO I DON'T KNOW IF ANY OF THE TRUSTEES, IF WE ADOPT THIS TONIGHT, THEN WE WOULD BE TYING OURSELVES TO A BOTH OF THOSE PAYMENTS GOING IN IN OCTOBER.

CORRECT? IS THAT CORRECT, DOCTOR AZAIEZ? THAT'S WHAT WE PROPOSE AGAIN.

IT'S UP. I MEAN, IF YOU WANT US TO CHANGE IT, WE WILL BE MORE THAN HAPPY TO MAKE IT HAPPEN.

AS I SAID, AN EASY THING.

SO OUR STAFF WILL GET A $500 CHECK, FOR EXAMPLE, IN AROUND CHRISTMAS OR DECEMBER.

AND THEN THE SECOND ONE WILL BE MAYBE IN MAY.

WE ARE FLEXIBLE, OBVIOUSLY, AS FAR AS HOW WE CAN GET THAT DONE FOR OUR STAFF.

I'M JUST ONE TRUSTEE, BUT THAT IT JUST CONCERNS ME.

THIS LAST YEAR OUR ADA WAS VERY HIGH.

BUT WE HAVE HAD LOWER ADA'S IN THE PREVIOUS TWO YEARS AND THAT MAKES ME NERVOUS.

SO TRUSTEE WEIR YOU HAVE YOUR LIGHT ON.

WELL, JUST FOLLOWING UP ON THAT.

IF WE HAVE LOW ADA AND OUR RECAPTURE IS HIGHER, DOES IT COME OUT OF THIS BUDGET? AND SO.

BUT THEN WE DON'T EVER KNOW.

I THOUGHT THAT WAS IT, THAT IT WAS A LITTLE BIT BEHIND.

RIGHT ON. WHEN WE MAKE THOSE PAYMENTS, WHO'S YOUR QUESTION FOR? I HAVE NO IDEA, MADAM PRESIDENT.

I ACTUALLY I'M JUST I MEAN, I GUESS I'M JUST TRYING TO UNDERSTAND BECAUSE I AGREE.

I MEAN, IT DOES SEEM.

WELL. I WANT TO GIVE OUR TEACHERS AS MUCH TIME AND MONEY.

I MEAN AS MUCH MONEY AS. ABSOLUTELY.

I MEAN OUR STAFF. NOT JUST TEACHERS, BUT OUR STAFF.

AS MUCH MONEY AS POSSIBLE.

I JUST DON'T WANT US TO GET INTO A SITUATION WHERE WE DON'T HAVE THE MONEY TO PAY FOR WHAT WE'VE PROMISED, RIGHT? I MEAN, OBVIOUSLY, I WOULD HAVE RATHER IF WE KNEW OUR ENROLLMENT WAS GOING TO BE HIGHER, TO BE ABLE TO DO ACTUALLY ANOTHER 1 OR 2%, THAT WOULD HAVE BEEN MY PREFERENCE.

BUT I KNOW WE WON'T KNOW THOSE NUMBERS BY JUNE 18TH WHEN WE HAVE TO ADOPT THIS.

AND THAT'S AN UNFORTUNATE SIDE EFFECT OF WHEN WE ADOPT OUR BUDGET.

DO YOU WANT ME TO? MAKE AN ALTERNATIVE.

OTHER TRUSTEES THINK ABOUT THE INCENTIVE.

AND LET ME CLARIFY THIS MOTION.

IT SAYS, YOU KNOW, THAT WE'RE APPROVING THE COMPENSATION PLAN AS PRESENTED.

THAT INCLUDES THE 1% PAY RAISE AND THE TWO STIPENDS.

CORRECT. THE INCENTIVE ALLOTMENTS.

SO OTHER TRUSTEES, WHAT ARE YOUR THOUGHTS ON BOTH STIPENDS TIED TO OUR OCTOBER NUMBER OR SPLIT THEM UP AND GET A PAYMENT IN DECEMBER AND ANOTHER ONE IN MAY.

OF COURSE, I'M COMMITTING OUR HR STAFF AND PAYROLL TO DO THAT.

IS THAT A BIG IT'S NOT A BIG ASK.

ONE TIME PAYMENTS ARE MUCH EASIER TO PROCESS THAN THAN PAY INCREASES ACROSS THE SYSTEM.

SO THERE IS A JUST FOR SAKE OF ARGUMENT, THERE IS A WINTER SNAPSHOT DATE THAT WE USE FOR TEACHER INCENTIVE ALLOTMENT PURPOSES, AND THAT'S IN FEBRUARY.

SO THAT WOULD BE A GOOD TIME TO MEASURE ENROLLMENT IF THAT WAS THE WILL OF THE BOARD.

AND WE COULD CERTAINLY PAY THAT AT THE END OF THE YEAR FOR STAFF.

IF THAT WAS THE DECISION TO MOVE FORWARD, IT WOULD ALSO BE A KIND OF A RETENTION.

YEAH, FOR THE SECOND SEMESTER.

SO IT COULD BE LIKE A IT IS AND AGAIN, IT'S THE WISH OF THE BOARD.

WE DO WHATEVER THE BOARD WANT US TO DO.

BUT IT WOULD BE TWO PAYMENT.

AGAIN WE CAN DECIDE ONE AND I GUESS DECEMBER CHRISTMAS TIME.

AND THEN THE OTHER ONE WOULD BE MAYBE MAY THAT LAST PAY CHECK TO PAY IN MAY.

EXACTLY. AND THAT'S THE ONLY THING THAT WILL CHANGE AS FAR AS.

SO THEY STILL OUR STAFF AND TEACHERS WILL STILL QUALIFY TO $1,000.

I GUESS CHECK OR TWO CHECKS WILL BE, I GUESS, RIGHT, TWO PAYMENTS INSTEAD OF ONE PAYMENT AND THE TIMING WILL BE DIFFERENT.

THAT'S TRUSTEE MARKUM.

I JUST WANT TO MAKE SURE THAT I UNDERSTAND WHAT YOU'RE PUTTING OUT THERE.

SO YOU'RE SAYING BASED ON OUR OCTOBER SNAPSHOT, WE WOULD GIVE AN INCENTIVE BONUS IN DECEMBER, AND THEN WE WOULD IF OUR GOVERNMENT WAS AT 47,000 AND THEN CONSIDER A SECOND ONE IN THE SPRING.

NO, WE WOULD GUARANTEE IT IF OUR ENROLLMENT MADE IT TO 47,500 BY FEBRUARY.

[01:20:04]

BUT BUT WHAT I'M ASKING IS, ARE YOU ARE YOU PROPOSING YOU WOULD CHANGE THAT WITHIN THIS COMPENSATION PLAN AND LAY THAT OUT NOW VERSUS DOING JUST YES, DOING THE ONE NOW AND THEN, CONSIDERING THE OTHER LATER. AND IT ACTUALLY GIVES US LONGER TO RAMP UP TO THAT 47 FIVE NUMBER, THAT WE HAVE FOUR MORE MONTHS OF ENROLLMENT FOR THE POTENTIAL FOR STAFF TO GET THAT BONUS IF WE DELAY IT UNTIL THE FEBRUARY DATE.

JUST FOR THE RECORD, WE ARE SITTING RIGHT NOW AS A 46,840 STUDENTS, I THINK, IF I REMEMBER CORRECTLY.

SO WE'RE VERY SHORT OF 47,000.

AND EVERY INDICATORS WE'RE LOOKING AT RIGHT NOW IS, LOOK, IT'S SHOWING THAT WE ARE GOING TO SEE HOPEFULLY AN INCREASE AGAIN, CAUTIOUSLY OPTIMISTIC.

THAT'S GOING TO WE'RE GOING TO SEE AN INCREASE TO THAT NUMBER.

TRUSTEE HARRISON.

MADAM PRESIDENT, MY QUESTION IS FOR MR. COVINGTON. I FEEL LIKE YOU PROVIDE US PRETTY CONSERVATIVE ESTIMATES FOR HOW THINGS ARE PAID OUT.

DO YOU HAVE A CONCERN ABOUT THE TIMING? ON THIS TYPE. I DON'T HAVE A CONCERN ABOUT THE $47,000 FALL PAYMENT BASED ON THAT SHOT.

I WOULD AGREE THAT I'LL BE LESS ANXIOUS IF WE DELAY THE SECOND ONE AND DON'T BASE IT BASED ON THAT OCTOBER SNAPSHOT.

AND LET IT BE.

ONLY THINK IT'S THE FEBRUARY SNAPSHOT THAT WE LOOK AT DOING A SPRING PAYMENT.

OKAY. THANK YOU.

ALL RIGHT. SO WE HAVE A MOTION.

WE CAN VOTE ON IT OR WE CAN MAKE AN AMENDED MOTION IF YOU'D LIKE TO MAKE AN AMENDED MOTION.

TRUSTEE. WEIR. YES, MADAM PRESIDENT, I WOULD LIKE TO MAKE AN AMENDED MOTION.

WAIT. SINCE SHE'S SHE MADE THE MOTION, WOULD SHE NEED TO WITHDRAW HER MOTION? SHE CAN WITHDRAW THE ORIGINAL MOTION.

I WITHDRAW MY ORIGINAL MOTION.

OKAY. AND THEN, MADAM PRESIDENT, I MOVE THAT THE BOARD APPROVE THE ADOPTION OF THE 2024 2025 COMPENSATION PLAN, WITH THE EXCEPTION OF PAGE 12 AS DISCUSSED. AND THE RECOMMENDED THE REST OF THE RECOMMENDED MODEL AND APPENDIX ONE.

IS THAT OKAY? SO THAT DOES NOT APPROVE ANY KIND OF RETENTION INCENTIVE? NO. PAGE 12 AS DISCUSSED.

NO. AS DISCUSSED. SORRY, I DIDN'T HEAR THAT YOU LOOKED AWAY.

LET ME. SO I MOVE THAT THE BOARD APPROVE THE ADOPTION OF THE 2024 2025 COMPENSATION PLAN AS REFLECTED IN THE RECOMMENDED MODEL, WITH THE EXCEPTION OF PAGE 12, WITH CHANGES AS DISCUSSED AND APPENDIX ONE.

OKAY. I'LL SECOND THAT.

SO HAVE A MOTION AND A SECOND.

ANY COMMENTS ABOUT THAT? DOES THAT MAKE SENSE TO EVERYBODY? YEAH. ANY COMMENTS? ALL RIGHT. WE LEFT IT KIND OF OBTUSE ABOUT WHAT THAT DATE WOULD BE, SO WE'LL LEAVE THAT UP TO ADMINISTRATION'S DISCRETION.

IF THAT'S THE DISCUSSION, DO I HAVE ANY CONCERNS OR DISAGREEMENTS WITH THAT? TRUSTEES? SO THE SPRING DATE CAN BE AT THE ADMINISTRATION'S DISCRETION AS TO WHAT DATE? JUST IF WE'LL GET THAT FINALIZED BEFORE THE JUNE 18TH, WE CAN PUBLICIZE THAT TO EVERYBODY AS WELL.

THAT'D BE THAT'D BE GREAT.

OH, SORRY, DOCTOR AZAIEZ, IF WE CAN GET THAT FINALIZED PRIOR TO OUR JUNE 18TH BUDGET MEETING.

ABSOLUTELY. OKAY. WE WILL HAVE A MOTION AND A SECOND.

TRUSTEE. ZÁRATE. NOPE.

CHANGE YOUR MIND. ALL RIGHT, ALL IN FAVOR, RAISE YOUR HAND.

ALL OPPOSED. MOTION CARRIES FIVE ZERO.

ALL RIGHT. THANK YOU VERY MUCH FOR WORKING THIS UP.

AND HOPE THE.

THE MONEY COMES.

ALL RIGHT, WE. LET'S SEE.

IT'S 7:00.

DO WE NEED A SHORT RECESS? OR WE WANT TO GO ON TO OUR OUR POLICY UPDATES.

ALL RIGHT. NOBODY'S ASKING. SO WE'LL GO ON TO ITEM G.

[G. DISCUSSION ITEMS]

STUDENT OUTCOME GOALS, TIME TRACKER FOR MARCH, AND I WILL TURN IT OVER TO TRUSTEE.

MARKUM. THANK YOU.

SO WE ARE VERY LOW.

WE HAD A VERY LOW YIELD ON OUR STUDENT OUTCOME MINUTES LAST MONTH AT 10.87%.

BUT THAT IS BECAUSE WE WERE VERY HEAVY ON ADMINISTRATIVE PRESENTATIONS HR PRESENTATIONS, PRESENTATIONS ON OUR BUDGET THAT DIDN'T COUNT TOWARD OUR MINUTES, WHICH ARE JUST ADMINISTRATIVE DUTIES THAT WE HAVE TO DO.

SO JUST BY THE NATURE OF OUR CYCLE, WE WERE WE WERE LOW ON STUDENT OUTCOME MINUTES THIS TIME AROUND.

ALL RIGHT. DO YOU HAVE ANY QUESTIONS? ALL RIGHT. THANK YOU VERY MUCH FOR THAT PRESENTATION.

NEXT IS ITEM G TWO.

FIRST READING OF POLICY F D LOCAL FOREIGN EXCHANGE STUDENTS.

AND I'LL TURN IT OVER TO MISS HILL.

THANK YOU VERY MUCH, PRESIDENT LEONARD, IF WE COULD PULL UP.

POLICY FEED LOCAL, PLEASE.

I'M SORRY. FEED THE OTHER ONE.

[01:25:02]

THAT'S NOT IT.

WE NEED F D AS IN DOG.

YOU GUYS KNOW HOW TIGHT I AM, AND I HATE IF WE HAVE ANY SORT OF THING THAT IS AN X POLICY, BECAUSE, YOU KNOW, THAT COST EXTRA.

HOWEVER, ON THE TWO POLICIES THAT WE'RE BRINGING TO YOU TONIGHT, ONE OF THEM IS SOMETHING THAT WE FEEL EXTREMELY STRONGLY ABOUT.

THE OTHER ONE FIXES A PROBLEM THAT WE THAT WE HAVE KNOWN ABOUT, BUT THEY'RE BOTH ALREADY EX POLICIES.

SO WE'RE NOT GOING TO BE INCREASING OUR OUR STUFF WITH FEE AT ALL.

SO LET'S SEE, I THINK PATTY WENT BACK.

ALL RIGHT, LET ME GO.

I'M GOING TO JUST TALK ABOUT THAT.

THIS IS A VERY EASY POLICY.

OKAY. PATTY'S MOTIONING THAT WE WILL HAVE IT.

AND IN THE MEANTIME, I JUST WANT TO ALSO LET YOU ALL KNOW THAT MICHELLE AND I DID NOT COORDINATE OUR OUTFITS TONIGHT.

WE JUST GREAT MINDS.

I KNOW I LOOK KIND OF LIKE HER MOM OVER HERE, AND I MADE HER DRESS LIKE ME, SO WE'LL JUST.

WE'LL LET THAT GO.

BUT ANYWAY, THE POLICY THAT WE'RE GOING TO BRING TO YOU FEED POLICY, LIKE I SAID, IT'S A VERY VERY SMALL CHANGE ON THE FEED POLICY.

WE ARE MAKING THE CHANGE THAT PUT A CAP ON HOW MANY FOREIGN EXCHANGE STUDENTS THAT WE HAD.

FOR SOME REASON, WE HAD HAD CAP.

WE'VE NOT BEEN ABLE TO REALLY GET TO THE BOTTOM.

WHY? WE PUT A CAP OF NO MORE THAN FIVE FOREIGN EXCHANGE STUDENTS PER CAMPUS, I BELIEVE.

THE CLOSEST WE'VE BEEN ABLE TO FIND IS THAT THIS CAME ABOUT WHEN WE WERE WHEN WE WERE ABSOLUTELY STUFFED TO THE GILLS AT SOME OF OUR CAMPUSES.

AND. THERE IT IS.

AND. I'M GOING TO CHANGE THAT TO PAGE TWO, PLEASE.

OKAY. AND SO BASICALLY WHAT WE'RE DOING HERE IS WE ARE REMOVING THE FIVE STUDENT CAP FOR PER CAMPUS.

AND WHEN WE HAD THE FIVE STUDENT CAP ON CAMPUS, IT WAS KIND OF A FIRST COME, FIRST SERVE SITUATION.

WE NO LONGER NEED THAT SINCE WE WERE REMOVING THE CAPS.

THIS WILL ALLOW US IF WE HAVE STUDENTS WHO ARE QUALIFIED FOREIGN EXCHANGE STUDENTS AND WE HAVE MANY THAT ARE WANT TO GO TO ONE CAMPUS OR THE, THE HOST FAMILIES LIVE IN ONE CAMPUS, THEN THEY WILL BE ABLE TO GO THERE.

SO DOES THAT IS THE ONLY CHANGE THAT WE HAVE ON POLICY? PHD DOES ANYBODY HAVE ANY QUESTIONS? I DON'T HAVE ANY LIGHTS ON, SO THANK YOU FOR THAT PRESENTATION.

THANK YOU VERY MUCH.

ALL RIGHT, TRUSTEES, WE ARE ON TO ITEM G THREE.

THE FIRST READING OF POLICY FFI LOCAL STUDENT WELFARE FREEDOM FROM BULLYING.

THIS WAS AN AGENDA REQUEST FROM TRUSTEE HARRISON.

I WILL ALLOW TRUSTEE HARRISON TO BEGIN AND KIND OF TELL US WHY YOU REQUESTED THIS.

AND THEN I KNOW WE HAVE SOME ADDITIONAL PRESENTERS AS WELL.

AND WHAT WE'D LIKE TO START WITH FOR THE BACK ROOM IS WE WANT TO START WITH THE PRESENTATION, NOT THE POLICY.

PERFECT. THANK YOU, PRESIDENT LANDRUM.

I AM VERY EXCITED ABOUT THIS.

THIS HAS BEEN A LONG TIME IN THE MAKING.

BACK IN MAYBE JULY, I DON'T KNOW, IT WAS A BLUR.

THIS POLICY WAS PROPOSED AT THE STATE LEVEL AT THE LEDGE.

AND SO WAS IT.

JULY. APRIL.

MY GOODNESS, IT'S BEEN A WHOLE YEAR.

OKAY. SO THIS WAS PROPOSED AT THE STATE LEVEL AND IT DID NOT PASS OUT OF COMMITTEE, BUT I THOUGHT THAT IT WAS AN EXCELLENT POLICY, HAVING BEEN A CLASSROOM EDUCATOR SPECIFICALLY AROUND IDENTITY BASED BULLYING, THERE'S MULTIPLE PERSPECTIVES IN WAYS TO LOOK AT THIS IDENTITY BASED BULLYING.

I WON'T TRY TO EXPLAIN THE WHOLE THING, BECAUSE WE DO HAVE A PRESENTATION ABOUT IT TONIGHT, AND I KNOW THAT THE DISTRICT HAS WORKED REALLY HARD ON IT, AND I'M SUPER GRATEFUL. BUT THESE ARE REALLY PROTECTED CLASS CHARACTERISTICS, RIGHT? AND I THINK THAT THERE HAVE BEEN MANY TIMES WHERE EVEN US BEING AS WELL-INTENTIONED AS WE CAN BE AS EDUCATORS, HAVE SEEN IDENTITY BASED BULLYING AND HAVE NOT BEEN CLEAR ON HOW WE ADDRESS IT.

THESE CAN BE LANDMINES.

THESE CAN BE SENSITIVE SUBJECTS, BUT ALL STUDENTS ARE PROTECTED AND HAVE CIVIL RIGHTS PROTECTION UNDER TITLE NINE AND TITLE SIX.

SO THIS IS A REALLY EXCITING POLICY THAT MAKES SURE THAT WE ARE PROTECTING ALL STUDENTS, WHICH I THINK ULTIMATELY UPLIFTS THEIR ABILITY TO BE SAFE IN OUR SCHOOLS AND TO BE TREATED

[01:30:01]

WELL I WON'T BELABOR THE POINT, BECAUSE I FEEL LIKE THIS PRESENTATION IS REALLY CLEAR AND PEOPLE WILL UNDERSTAND, BUT I WANTED TO EXPRESS DEEP GRATITUDE FOR THE ROUND ROCK ISD STAFF GENERAL COUNSEL, INTERIM CHIEF EQUITY OFFICER, AND IDRA AND OUR SUPERINTENDENT WHO HAVE WORKED REALLY HARD ON THIS POLICY, AND I HOPE THAT WE WILL CONSIDER PASSING IT.

THANK YOU. ALL RIGHT.

WELL, THANK YOU VERY MUCH, TRUSTEE.

HARRISON FOR BRINGING THIS TO US.

IT HAS BEEN A REAL WONDERFUL EXPERIENCE WORKING WITH SOME GREAT PARTNERS ON COMING UP WITH THIS POLICY.

I RATHER THAN BELABORING IT FROM THE LEGAL STANDPOINT, FROM JUST THE LEGAL STANDPOINT, I'M GOING TO TURN OVER THE EXCELLENT PRESENTATION FOR OUR INTERIM CHIEF OF DIE.

AND THAT WOULD BE MISS KAREN GRAY.

AND WE ARE SO VERY EXCITED THAT SHE'S BEEN WORKING WITH US AND HAS DONE SUCH AN EXCELLENT JOB.

AND OUR PARTNER AND WORKING THROUGH ALL OF THIS IS SOMEBODY THAT HAS JUST BEEN LOVELY TO WORK WITH.

AND WE REALLY DO APPRECIATE EVERYTHING.

AND THAT IS MISS PAIGE DUGAN, WHO IS THE CHIEF? PAIGE, WHAT'S YOUR TITLE? CHIEF LEGAL ANALYST.

CHIEF LEGAL ANALYST.

ALSO WEARING A PINK BLAZER.

ALSO. IT IS.

IT IS TIME FOR LAWYERS IN PINK TONIGHT.

SO I'M GOING TO TURN OVER THIS TO THEM, AND THEN I WILL BE AVAILABLE TO GO THROUGH THE POLICY IN THE EVENT THAT ANYONE HAS ANY SPECIFIC QUESTIONS, HOWEVER, I WOULD TELL MEMBERS OF THE PUBLIC IF YOU HAVE ANY QUESTIONS ABOUT THE LANGUAGE.

ONCE AGAIN, THIS IS A FIRST READING.

WE HAVE GOT A RED LINE VERSION ATTACHED TO THE AGENDA.

I ENCOURAGE YOU TO PLEASE REVIEW IT.

AND IF YOU HAVE ANY CONCERNS, THEN YOU CAN CERTAINLY SHARE THEM WITH THE BOARD AND WE WILL PROVIDE THAT INFORMATION TO THE BOARD.

THANKS SO MUCH.

THANK YOU CINDY.

THANK YOU, PRESIDENT LANDRUM.

MEMBERS OF THE BOARD.

TRUSTEE HARRISON.

DOCTOR AZAIEZ FOR YOUR WORK IN THIS.

SO I APPRECIATE IT.

HAPPY TO BE HERE TONIGHT.

WITH 14 YEARS OF EDUCATION, I FOCUSED ON STUDENT CONNECTEDNESS ENSURING THAT STUDENTS HAVE THAT SENSE OF BELONGING AS THAT IMPACTS ACHIEVEMENT.

SO THANK YOU. AND I'M EXCITED TO BE HERE TONIGHT.

I'M ALSO HERE AND WANT TO SAY A SPECIAL THANK YOU TO PAIGE DUGGINS CLAY, THE CHIEF LEGAL ANALYST FOR THE INTERCULTURAL DEVELOPMENT RESEARCH ASSOCIATION, AS WELL AS DOCTOR DONG SHEEHAN, WHO HAD STARTED SOME OF THIS WORK AS WELL.

SO THANK YOU.

DO I MOVE THIS OR IS THIS? OH, PERFECT.

THANK YOU.

SO THIS IS THE FIRST READING OF POLICY FFI LOCAL ADDRESSING BULLYING AND HARASSMENT, BECAUSE WE'RE LOOKING AT THE SAFETY OF OUR STUDENTS, AS WELL AS ADDRESSING YOUTH MENTAL HEALTH AND ALIGNING WITH BOARD GOAL NUMBER FOUR, WHICH IS STUDENT WELL-BEING.

THE PROPOSED REVISIONS WILL DISCUSS TONIGHT, WILL UPDATE OUR CURRENT BULLYING POLICY TO ESTABLISH A CLEAR FRAMEWORK FOR CONDUCTING AND DOCUMENTING BULLYING INVESTIGATIONS, PROVIDING THOSE SUPPORTIVE MEASURES, AND INCREASING COMMUNICATION AND TRANSPARENCY TO IMPACTED FAMILIES.

SO THIS IS AN UPDATED ADJUSTMENT TO OUR CURRENT POLICY PAGE.

THANK YOU. AND THANK YOU.

AND VERY, VERY HONORED AND REALLY FEELING EMOTIONAL BEING HERE TONIGHT.

MY NAME IS AGAIN PAIGE DUGGINS.

CLAY, VERY FORTUNATE TO WORK FOR IDRA, WHERE WE BELIEVE IN ADVOCATING FOR EQUAL EDUCATIONAL OPPORTUNITY FOR ALL CHILDREN THROUGH STRONG PUBLIC SCHOOLS. IT HAS BEEN A JOY TO CONNECT WITH THIS DISTRICT AND YOUR LEADERSHIP.

I WANT TO COMMEND THE DISTRICT.

TO THE EXTENT THAT THIS POLICY IS ADOPTED, YOU WILL BE THE FIRST SCHOOL DISTRICT IN TEXAS TO TAKE THIS REALLY IMPORTANT, PROACTIVE AND NECESSARY STEP.

SO THANK YOU FOR HAVING THE COURAGE TO HAVE THIS CONVERSATION AND FOR ALLOWING ME TO BE A PART OF THIS REALLY MEANINGFUL JOURNEY.

I LIKE TO ALWAYS SHARE THAT.

I MEAN, I AM A I AM AN ATTORNEY.

PLEASE DON'T HOLD IT AGAINST ME.

I'M ALSO THE PARENT OF FOUR KIDDOS IN TEXAS PUBLIC SCHOOLS, AND MY KIDS ARE BLACK.

THEY ARE LATINO. I HAVE AT LEAST ONE STUDENT WITH A DISABILITY, SO THIS IS DEEPLY PERSONAL.

TO ME AND IN ADDITION TO COMING FROM GENERATIONS OF FAMILY MEMBERS.

SO AGAIN, THANK YOU FOR TAKING UP THIS IMPORTANT WORK.

I WANT TO REMIND THE BOARD, JUST QUICKLY, OF HOW BULLYING DEFINITIONS AND POLICY IS REQUIRED UNDER CURRENT TEXAS LAW.

THAT WAY, YOU HAVE THE CONTEXT FOR HOW THIS BOARD LEVEL POLICY INTERACTS WITH OUR COMPLIANCE REQUIREMENTS.

AND OF COURSE, THE WAY THAT WE DEFINE BULLYING AND POLICY IS CRITICALLY IMPORTANT BECAUSE IT SENDS AN IMPORTANT MESSAGE TO OUR COMMUNITIES, RIGHT TO OUR EDUCATORS, TO

[01:35:04]

AND POWER AND BALANCE THAT BEHAVIOR IS OFTEN REPEATED.

THAT'S A HALLMARK CHARACTERISTIC OF BULLYING BEHAVIOR, THOUGH IT IS VERY POSSIBLE THAT EVEN A SINGLE INSTANCE OF THIS BEHAVIOR CAN BE CONSTITUTE BULLYING.

IT'S A COMMON EXAMPLES OF BULLYING, OF COURSE.

NAME CALLING THREATS, SLURS, RACIAL EPITHETS, THINGS THAT ARE DONE TO THREATEN AND EMBARRASS YOUNG PEOPLE.

I REALLY APPRECIATE THE OPPORTUNITY TO TALK ABOUT THIS ISSUE, BECAUSE SO MANY OF US ALREADY HAVE A CONTEXT FOR THAT, RIGHT? ALL OF US HAVE BEEN THROUGH SOME LEVEL OF EDUCATION AND HAVE EXPERIENCED SOME LEVEL OF BULLYING.

AND SO MANY OF US, ONE OF THE REMARKABLE THINGS THAT I HEARD AS PART OF THE COMMUNITY FEEDBACK LISTENING SESSION, EVEN AS ADULTS AND DIVERSE, YOU KNOW, ADULTS, WE'VE HAD EXPERIENCES WITH BULLYING AND IDENTITY BASED BULLYING AND HARASSMENT.

SO THIS IS A VERY RELATIONAL ISSUE.

UNDER TEXAS LAW, BULLYING BEHAVIOR IS.

WE ARE REQUIRED TO CONSIDER THE FOLLOWING FOUR FACTORS IN ORDER TO DETERMINE WHETHER BEHAVIOR IS BULLYING.

SO WHETHER IT HAS THE EFFECT OF OR INTENDED TO HAVE THE EFFECT OF PHYSICALLY HARMING OR DAMAGING A STUDENT'S PROPERTY OR CAUSING REASONABLE FEAR OF HARM.

SO THAT'S PRETTY STRAIGHTFORWARD.

BULLYING IS SUFFICIENTLY SEVERE, PERSISTENT, OR PERVASIVE THAT IT CREATES A THREATENING, ABUSIVE OR HOSTILE LEARNING ENVIRONMENT.

SO THIS IS A VERY COMMON STANDARD DERIVED FROM FEDERAL DISCRIMINATION LAW.

WHICH IS AGAIN, WHY IT'S SO IMPORTANT THAT WE CONNECT THAT STANDARD BY DEFINING IDENTITY BASED BULLYING.

THE THIRD FACTOR IS WHETHER BEHAVIOR MATERIALLY AND SUBSTANTIALLY DISRUPTS THE LEARNING ENVIRONMENT.

THIS IS AGAIN BEING DERIVED FROM SUPREME COURT FIRST AMENDMENT PRECEDENT, RIGHT? BALANCING THE IMPORTANT INTEREST OF STUDENT SPEECH AND EXPRESSION WITH HAVING SAFE AND ORDERLY LEARNING ENVIRONMENTS, AND WHETHER THE BEHAVIOR OR WHETHER THE BEHAVIOR INFRINGES ON A STUDENT'S RIGHTS AT SCHOOL.

SO, FOR EXAMPLE, IF A STUDENT IS AFRAID TO GO TO THE BATHROOM, DOESN'T JOIN A, YOU KNOW, A TEAM OR AN ACTIVITY, THAT IS ONE WAY OF ASSESSING WHETHER BULLYING HAS OCCURRED.

AND THEN, OF COURSE, CYBERBULLYING IS ALSO DEFINED BY TEXAS LAW.

MANY FOLKS ARE AWARE OF DAVID'S LAW, WHICH WAS PASSED IN 2017, WHICH EXPLICITLY RECOGNIZED THAT CYBERBULLYING IS PROHIBITED.

WANT TO BE CLEAR THAT, LIKE IDENTITY BASED BULLYING, CYBERBULLYING WAS ALREADY, YOU KNOW, IMPLICIT IN THE DEFINITION OF BULLYING, RIGHT? BUT THE LAW AND POLICY HAD TO CHANGE AND BE UPDATED TO ACCOUNT FOR THE CURRENT CONTEXT AND CIRCUMSTANCES.

RIGHT. SO WE CAN AGAIN SEND MESSAGES AND IMPORTANT MESSAGE TO OUR COMMUNITY.

SO THAT BRINGS US TO THE QUESTION WHAT IS IDENTITY BASED BULLYING AND HARASSMENT, AND HOW DOES IT CONNECT TO THE NEED FOR THIS POLICY? AT ITS CORE, IDENTITY BASED HARASSMENT OR BULLYING, HARASSMENT, HATE CRIMES ALL HAVE THE COMMON ELEMENT OF DISCRIMINATORY ANIMUS, RIGHT.

AND THAT THESE CATEGORIES OF CONDUCT, WHILE PROHIBITED BY GENERAL BULLYING LAW, REQUIRE ANOTHER ADDITIONAL LAYER OF SUPPORT AND PROTECTION AND AFFIRMATION.

THAT'S JUST NOT ME AS AN ADVOCATE, SAYING THAT THE RESEARCH HAS BEEN VERY CLEAR OVER THE LAST DECADE THAT SPECIFICALLY ENUMERATING THE TRAITS OF STUDENTS WHO HAVE BEEN HISTORICALLY TARGETED FOR BULLYING.

AND WE'LL TALK ABOUT THE DATA IN JUST A MINUTE.

IS A REALLY IMPORTANT IN TERMS OF PREVENTING AND MAKING SURE THAT ALL EDUCATORS AND STAFF ARE ON THE SAME PAGE ABOUT THE DISTRICT STANDARDS FOR RESPONDING TO IDENTITY BASED BULLYING.

THERE AS A TRUSTEE HARRISON POINTED OUT, IDENTITY BASED BULLYING IS REALLY TIED TO THOSE FEDERAL FEDERALLY PROTECTED DISCRIMINATION CATEGORIES.

SO RACE COLOR ETHNICITY, WHICH ARE COVERED UNDER TITLE SIX SEX, GENDER, GENDER IDENTITY AND SEXUAL ORIENTATION, WHICH ARE COVERED UNDER TITLE NINE DISABILITY STATUS.

WHICH COVERED UNDER MULTIPLE DISABILITY LAWS, INCLUDING SECTION 504 AND THE ADA, AND THEN RELIGION, WHICH IS COVERED BOTH UNDER THE FIRST AMENDMENT AND BY TITLE SIX.

AND A COMMON QUESTION THAT WE GET ON THIS ISSUE IS WHETHER WHETHER THIS STANDARD APPLIES AND HOW IT APPLIES TO ALL STUDENTS.

I WANT TO BE VERY CLEAR THAT THIS POLICY DOES APPLY, THAT IDENTITY BASED BULLYING DOES APPLY IF EVEN IF A STUDENT IS PERCEIVED TO HAVE ONE OF THESE CATEGORIES.

SO A YOUNG PERSON MAY NOT, MIGHT, MAY NOT ACTUALLY IDENTIFY WITH A PARTICULAR IDENTITY CATEGORY, BUT MAY NONETHELESS HAVE A PERCEIVED IDENTITY WEAPONIZED AGAINST

[01:40:02]

SO WHY? WHY NOW? WHY HAVE THIS CONVERSATION NOW? I'M SURE MANY OF YOU HAVE READ THE HEADLINES BOTH NATIONALLY AND HERE IN TEXAS.

UNFORTUNATELY, IDENTITY BASED BULLYING, HATE CRIMES AND HARASSMENT ARE ON THE RISE, AND THIS IS A TREND THAT WE'VE BEEN SEEING SINCE AT LEAST 2016.

NATIONALLY, THIS IS DATA FROM THE FEDERAL GOVERNMENT ACCOUNTABILITY OFFICE OF THE STUDENTS WHO EXPERIENCED BULLYING IN OUR SCHOOLS.

1 IN 4 OF THEM EXPERIENCED IDENTITY BASED BULLYING.

AND OF THOSE CATEGORIES, RACE CONTINUES TO BE THE PREDOMINANT FACTOR THAT STUDENTS ARE SINGLED OUT, FOLLOWED CLOSELY BY DISABILITY STATUS AND LGBTQ PLUS STATUS. SO THAT'S VERY TROUBLING.

AND YOU MAY HAVE SEEN LAST OCTOBER, THE FBI REPORTED THAT HATE CRIMES HAVE MORE THAN DOUBLED IN RECENT YEARS AND THAT SCHOOLS ARE NOW THE THIRD MOST COMMON LOCATION THAT YOUNG PEOPLE COME INTO CONTACT WITH HATE CRIMES.

AND THAT SHOULD BE VERY TROUBLING TO ALL OF US.

FINALLY, WE KNOW THAT THE US DEPARTMENT OF EDUCATION HAS BEEN REPORTING STEADILY FOR MANY YEARS NOW, AND INCLUDING IN THEIR MOST RECENT REPORT THAT THEY ARE RECEIVING RECORD NUMBERS OF COMPLAINTS FOR ILLEGAL HARASSMENT UNDER FEDERAL LAW.

AND AGAIN, BECAUSE OF THE CLOSE NEXUS BETWEEN BULLYING BEHAVIOR AND DISCRIMINATORY HARASSMENT, IT'S REALLY IMPORTANT THAT WE TAKE STEPS TO INTERVENE IN AND PREVENT THAT BEHAVIOR BEFORE IT ESCALATES INTO A SERIOUS A MORE SERIOUS CONCERN.

JUST TO GIVE YOU A LITTLE BIT MORE CONTEXT OF WHO IS BEING TARGETED BASED ON THE AVAILABLE RESEARCH AND DATA.

I DO WANT TO POINT OUT THAT WHILE BULLYING DATA IS REQUIRED TO BE COLLECTED UNDER STATE LAW AND UNDER THE FEDERAL CIVIL RIGHTS DATA COLLECTION, THERE IS NOT A REQUIREMENT THAT THAT DATA BE DISAGGREGATED ON THE BASIS OF IDENTITY FACTOR.

SO IN OTHER WORDS, WE CAN SEE UNDER, YOU KNOW, TEXAS DATA REPORTING, REPORTING REQUIREMENTS, HOW MANY STUDENTS HAVE REPORTED BULLYING AND HOW MANY HAVE REPORTED EVEN CYBERBULLYING. BUT YOU CAN'T NECESSARILY TELL WITHOUT SOME VERY NUANCED AND OFTEN IMPOSSIBLE TO GET DATA REQUEST WHICH STUDENTS ARE BEING TARGETED IN PARTICULAR DISTRICTS. SO WE ARE ALWAYS ENCOURAGING COMMUNITIES TO TO TRACK THAT AT A BETTER LEVEL SO THAT WE CAN TAILOR PREVENTION PROGRAMS ACCORDINGLY.

WHAT WE KNOW FROM THE DATA IS THAT A CERTAIN CATEGORIES, ESPECIALLY GIVEN SOME OF THE CONTEXT THAT WE'RE THE SOCIAL CONTEXT THAT WE'RE IN, ARE BEING TARGETED MORE THAN OTHERS.

OVER 80% OF LGBTQ PLUS STUDENTS REPORT FEELING UNSAFE OR TARGETED AT SCHOOL.

BLACK STUDENTS REPRESENT 37% OF ALL CASES OF BULLYING AND HARASSMENT REPORTED TO THE DEPARTMENT OF EDUCATION, THOUGH THEY'RE ONLY 15% OF OUR POPULATION.

SO AND THAT HAS BEEN A TREND FOR MANY, MANY YEARS NOW, THAT HAS NOT, UNFORTUNATELY SLOWED DOWN.

AND WE KNOW THAT IN OUR AGAIN, IN OUR CURRENT CONTEXT, AND GIVEN THE GEOPOLITICAL CONFLICT ACROSS THE GLOBE, WE'VE SEEN A REALLY, REALLY CONCERNING SPIKE IN BULLYING, HARASSMENT AND HATE CRIMES AGAINST RELIGIOUS MINORITIES, INCLUDING JEWISH STUDENTS WHO HAVE RECEIVED A 49% INCREASE IN REPORTED CASES TO THE ANTI-DEFAMATION LEAGUE, AND MUSLIM STUDENTS REPORTING A 63% INCREASE IN CASES THAT SHOULD BE TROUBLING TO EVERYBODY.

THANK YOU PAGE.

AND SO AS WE LOOK AT THE NATIONAL TRENDS WE LOOK MORE AT HOW DOES THAT IMPACT ROUND ROCK ISD.

AND SO AS I WAS VISITING A CAMPUS A COUPLE OF WEEKS AGO, I CAME ACROSS A COLLECTION OF I AM POEMS ON THE WALL IN A FOURTH GRADE HALLWAY.

AND SO ONE OF THOSE I WOULD LIKE TO SHARE WITH YOU TONIGHT THAT REALLY TOUCHES ON TONIGHT'S TOPIC AND THE NEED FOR US TO ACT.

SO I'D READ THAT NOW.

AND THIS IS BY A FOURTH GRADE STUDENT WITH PARENT AND STUDENT APPROVAL.

HER NAME IS AVA.

IT READS I'M A KIND PERSON.

I WONDER WHY EVERYONE ISN'T LIKE ME.

I HEAR NOT SO NICE STUFF.

I SEE PEOPLE GETTING BULLIED.

I WANT PEOPLE TO BE NICER.

I AM KIND.

I PRETEND IT DOESN'T BOTHER ME WHEN THEY ROAST ME.

I FEEL HURT WHEN THEY DO THOSE THINGS.

I TOUCH MY CHAIR FIERCELY.

I WORRY EVERYONE WILL FEEL THIS WAY.

I CRIED TO MYSELF SILENTLY.

I AM EMBARRASSED.

I UNDERSTAND THAT NOT EVERYONE IS PERFECT.

I SAY, JUST DON'T BE A BAD PERSON.

I DREAM THAT EVERYONE WILL LIVE IN HARMONY.

I TRY TO MAKE THAT COME TRUE.

I HOPE IT WILL WORK.

I AM HAPPY.

AND SO WHEN WE LOOK AT THE NEEDS OF OUR CHILDREN AND ELEMENTARY ALL THE WAY THROUGH MIDDLE SCHOOL, HIGH SCHOOL, THERE'S A NEED FOR US TO ACT

[01:45:06]

THE GOAL IS TO INCREASE THAT FROM 48% TO 59% BY 2026.

AND WHEN WE LOOK AT THE PERCENTAGE OF STUDENTS, MUCH OF THIS DATA COMES FROM OUR PANORAMA DATA.

AND THAT IS TO CAPTURE THE VOICE OF STUDENTS IN A HOLISTIC WAY, TO FOSTER POSITIVE SCHOOL CLIMATE AND THAT SENSE OF BELONGING.

AND SO CURRENT DATA RIGHT NOW, AFTER THE FALL 2023 ADMINISTRATION, IT'S SITTING AT 55.5% OF STUDENTS WHO RESPONDED THEIR LEVEL OF BELONGING. AND SO WHEN WE BREAK THE DATA DOWN A LITTLE FURTHER INTO THE TWO DIFFERENT GRADE LEVELS, AND IN THE CONTEXT OF BELONGING, WE KNOW BELONGING HAS TO OCCUR BEFORE ACHIEVEMENT CAN.

OUR STUDENTS MUST FEEL SAFE PSYCHOLOGICAL SAFETY AND NOT IN FEAR IN ORDER TO OPEN THEMSELVES UP TO THE LEARNING THAT'S OCCURRING IN THE CLASSROOM.

AND SO WHEN WE LOOK AT SENSE OF BELONGING, WE KNOW THAT IF THERE'S A HIGHER SENSE OF BELONGING, STUDENTS PERFORM BETTER ACADEMICALLY, THERE'S LESS DISCIPLINE ISSUES, AND THEIR OVERALL WELL-BEING IS POSITIVELY IMPACTED WHEN THEY HAVE THAT SENSE OF BELONGING.

SO ON THE FOUR QUESTIONS ASKED FOR GRADES THREE THROUGH FIVE, THE QUESTION SPECIFICALLY LINKED TO BELONGING SHOWED THAT 74% OF OUR GRADES THREE THROUGH FIVE, RESPONDED FAVORABLY.

AND THEN LOOKING AT GRADES SIX THROUGH 12, THEY ONLY RESPONDED 55% FAVORABLY FOR THEIR SENSE OF BELONGING.

AND SO THE PERCENTAGE OF STUDENTS THAT RESPONDED FAVORABLY IS FOR STUDENTS WHO SAID BELONGING QUITE A BIT OR COMPLETELY BELONGING.

LOOKING AGAIN AT GRADES THREE THROUGH FIVE.

RESPONDING TO HOW MUCH STUDENTS FEEL THEY ARE VALUED MEMBERS OF THE SCHOOL COMMUNITY.

68% RESPONDED FAVORABLY FOR THE AVERAGE OF GRADES THREE THROUGH FIVE.

AND THEN WHEN WE LOOK AT GRADES SIX THROUGH 12, 43% RESPONDED TO THAT SAME QUESTION HOW MUCH STUDENTS FEEL THEY ARE VALUED MEMBERS OF THE SCHOOL COMMUNITY. AND IT'S ALSO IMPORTANT TO NOTE THAT SOME OF THE NATIONAL DATA MIRRORS THAT WITHIN OUR DISTRICT.

AS STUDENTS GO UP IN A GRADE LEVEL FROM ELEMENTARY, MIDDLE, HIGH SCHOOL, THE SENSE OF BELONGING IS DECREASING.

BUT WE ALSO KNOW THAT THE THERE'S AN INCREASE OF BULLYING HAPPENING AS WELL.

WE KNOW WELL THAT BELONGING AND DIGNITY ARE CORE TO THIS DISTRICT'S IDENTITY ITSELF.

AND AGAIN, I APPLAUD THE DISTRICT'S COMMITMENT TO HONORING THAT THROUGH ACTION.

WE ALSO ALL ARE WELL AWARE THAT OUR YOUTH TODAY ARE FACING AN UNPRECEDENTED MENTAL HEALTH CRISIS, AND THAT THE RESEARCH IS REALLY SHOWING THAT ADDRESSING IDENTITY BASED BULLYING AND HARASSMENT, WHICH PROMOTES OVERALL SCHOOL SAFETY AND POSITIVE SCHOOL CLIMATES, IS CRITICALLY IMPORTANT TO ADDRESSING YOUTH MENTAL HEALTH.

UNFORTUNATELY, WE ARE CONTINUE TO SEE AN EVEN AN INCREASE IN THE IMPACT ON PARTICULARLY UNDERSERVED STUDENTS AND COMMUNITIES.

THE RESEARCH MAKES CLEAR THAT BLACK STUDENTS, LATINO STUDENTS, OTHER STUDENTS OF COLOR AND LGBTQ, PLUS STUDENTS WHO HAVE BEEN HISTORICALLY UNDERSERVED BY MANY OF OUR MENTAL HEALTH SERVICES AND INSTITUTIONS, ARE AT A GREATER RISK OF EXPERIENCING TRAUMA THROUGHOUT THEIR LIFE.

AND AND OF COURSE, OF ALSO NOT HAVING ACCESS TO SERVICES TO ADDRESS IT.

AND THEN COUPLE THAT WITH THE FACT THAT AS THE DATA WE JUST WALKED THROUGH SHOWS, YOU'RE MORE LIKELY TO BE TARGETED FOR BULLYING AND HARASSMENT WHEN YOU PUT THOSE TWO FACTORS TOGETHER. WHAT THE RESEARCH IS SHOWING IS THAT THE IMPACT OF IDENTITY BASED BULLYING ON TARGETED YOUNG PEOPLE IS REALLY, REALLY SEVERE AND IS DIFFERENT IN DEGREE THAN WHAT STUDENTS MAY EXPERIENCE FROM MORE GENERALIZED BULLYING.

AND THIS SHOULD BE TROUBLING ON ITS OWN.

BUT WHAT WE ALSO KNOW IS THAT DOING SOME STUDIES OF, YOU KNOW, YOUNG PEOPLE IN THESE COMMUNITIES, PARTICULARLY COMMUNITIES OF COLOR, IS THAT BULLYING AND HARASSMENT IS CHRONICALLY UNDERREPORTED.

WE KNOW THAT THERE ARE BARRIERS SYSTEMIC TO REPORTING, BUT THERE'S ALSO CULTURAL, YOU KNOW, CHALLENGES AND CAN CAN BE A LOT OF CONCERNS ABOUT RETALIATION. BOTH FOR THEMSELVES, BUT ALSO HAVING ADVERSE DISCIPLINARY CONSEQUENCES FOR THEIR PEERS.

AND BECAUSE PEERS AND SOCIAL NETWORKS ARE SO IMPORTANT FOR YOUNG PEOPLE, OFTEN THEY'RE NOT REPORTING BECAUSE THEY DON'T WANT TO INITIATE A DISCIPLINARY ACTION.

SO ONE OF THE THINGS I WANT TO HIGHLIGHT ABOUT THIS POLICY IS THAT IT REALLY DOES INCORPORATE RESTORATIVE ELEMENTS TO TRY TO MITIGATE THAT CONCERN AND INCREASE REPORTING.

[01:50:02]

IT'S JUST SIMPLE TEASING THAT KIDS, YOU KNOW, SHOULD GROW THICK SKIN AND GET OVER IT.

BUT THAT'S JUST NOT TRUE.

HAVING EXPERIENCED IT PERSONALLY AND ALSO BEARING OUT IN THE DATA THIS REALLY IMPORTANT STUDY WAS DONE AND PUBLISHED IN 2022, WHERE RESEARCHERS LOOKED AT A COMPREHENSIVE STUDY OF HOW STUDENTS EXPERIENCE VARIOUS FORMS OF TRAUMA IN THEIR LIFE.

AND SO YOU CAN SEE THEM LISTED THERE.

THIS IS ALSO INCLUDED IN THE PACKET, THE RESEARCH PACKET I PROVIDED TO THE BOARD TONIGHT, WHERE WE LOOK AT A VARIETY OF KINDS OF TRAUMATIC INCIDENCES.

SO YOU'LL SEE THAT TOP LINE, THAT REAL TALL LINE IS PREDICTABLY DEATH OF A LOVED ONE.

RIGHT? DEATH OF FAMILY MEMBER.

ONE OF THE MOST TRAUMATIC THINGS THAT CAN HAPPEN TO A YOUNG PERSON FOLLOWED VERY CLOSELY BY, YOU KNOW, OTHER FORMS OF LIKE INTENSE VIOLENCE AND NATURAL DISASTERS.

BUT I WANT TO POINT OUT THAT THE COLUMN THAT'S ON MY LEFT OVER HERE, THAT VERY FIRST ONE, IS IDENTITY BASED BULLYING.

THAT'S YOUNG PEOPLE REPORT IDENTITY BASED BULLYING AS BEING JUST AS TRAUMATIC AND HARMFUL AND DAMAGING, MORE SO THAN SEXUAL ABUSE, WHICH IT'S RIGHT NEXT TO.

MORE SO THAN PHYSICAL ABUSE.

RIGHT? AND RANKING RIGHT ALONGSIDE PHYSICAL ASSAULT.

AND SO RESEARCHERS HAVE DESCRIBED THIS PHENOMENON AS IDENTITY BASED BULLYING BEING A VIOLENT ASSAULT ON A STUDENT'S SENSE OF SELF AND OF COURSE, THE ATTENDANT IMPACTS OF THAT.

RIGHT, DEPRESSION SUICIDE AND ATTEMPTED SUICIDE ABSENTEEISM AND POOR ACADEMIC OUTCOMES FOLLOW.

BUT THE GOOD NEWS IS, THERE'S ALSO A LOT OF RESEARCH SHOWING THAT DISTRICTS CAN DO EVEN MORE TO HELP.

AND WE REALLY THINK ABOUT THIS ALONG FOUR FOUR MAIN BUCKETS OF WORK WHICH THIS POLICY IS DESIGNED TO ADDRESS.

WE WE WANT TO THINK ABOUT PREVENTION FIRST AND FOREMOST, AND WE WANT THAT PREVENTION, RIGHT, TO BE TAILORED BASED ON THE INFORMATION THAT WE HAVE AND KNOW IN OUR OWN COMMUNITIES ABOUT PREVALENCE.

RIGHT. WHERE IS IT SHOWING UP? WHERE DO WE NEED MORE EDUCATION INTERVENTION.

AND SO THAT'S ONE LEVEL WE WANT TO SUPPORT.

ONE OF THE THINGS THAT WE HEARD FROM THE COMMUNITY.

KAREN WILL TALK ABOUT THE FEEDBACK PROCESS MOMENTARILY, BUT EVERYONE WAS REALLY EXCITED ABOUT THIS IDEA THAT WE'RE GOING TO PROVIDE SUPPORTIVE MEASURES TO YOUNG PEOPLE WHO ARE IMPACTED BY BULLYING, AND THAT IS TRUE FOR STUDENTS WHO ARE THE TARGETED BY BULLYING FOR STUDENTS WHO WITNESS IT.

AND IT'S ALSO TRUE FOR STUDENTS WHO PERPETRATE AND WHO ENGAGE IN THIS HARMFUL BEHAVIOR, BECAUSE WE WANT TO GET AT THAT ROOT CAUSE.

IT CREATES A WE ALSO WANT TO FOCUS ON INVESTIGATION TO WHEN IDENTITY BASED BULLYING GOES UNCHECKED, UNRESPONDED TO AND PREVENTED, IT CAN RISE TO THE LEVEL OF A CIVIL RIGHTS CONCERN.

AND SO HAVING A REALLY ROBUST AND CLEAR TRAUMA INFORMED INVESTIGATION PROCESS IS CRITICALLY IMPORTANT, NOT ONLY BECAUSE IT'S THE RIGHT THING TO DO IN TERMS OF TRANSPARENCY, COMMUNICATION AND FAIRNESS, BUT ALSO BECAUSE IT HELPS MITIGATE RISK FOR SCHOOL LEADERS, RIGHT? WHEN YOU'RE DOING YOUR DILIGENCE AND DOING QUALITY INVESTIGATIONS, YOU'RE FINDING OUT ABOUT POTENTIAL DISCRIMINATION AND STOPPING IT BEFORE IT MANIFESTS.

AND FINALLY, WE WANT TO THINK ABOUT REMEDIES AND NOT JUST HARMFUL, EXCLUSIONARY DISCIPLINE, THINGS THAT DON'T ACTUALLY GET TO THE ROOT CAUSE OF THE ISSUE.

BUT WE REALLY WANT TO THINK ABOUT HOW DO WE EDUCATE STUDENTS ABOUT THE HARMFUL NATURE OF BULLYING, HOW DO WE BUILD STRONGER RELATIONSHIPS AND STRONGER COMMUNITIES, AND HOW DO WE HAVE CONVERSATIONS ABOUT HUMAN DIGNITY AND BELONGING AND ENCOURAGE THAT WITHIN OUR YOUNG PEOPLE? AND SO SOME OF THE KEY POLICY ELEMENTS TO UPDATE THE BULLYING POLICY INCLUDE THE IDENTITY BASED BULLYING, ALONG WITH EXAMPLES OF THOSE BULLYING BEHAVIORS, COMMITMENT TO PURPOSEFUL COORDINATION OF PREVENTION AND RESPONSE PROVISIONS FOR THOSE SUPPORTIVE MEASURES AROUND RESTORATIVE JUSTICE, AND INCREASED COMMUNICATION AND TRANSPARENCY TO THOSE STUDENTS AND FAMILIES IMPACTED.

AND SO WHERE WE BEGAN THIS PROCESS WAS THAT INITIAL VISIONING HAPPENED.

WE PUT TOGETHER AN INTERNAL REVIEW COMMITTEE THAT CONSISTED OF STUDENT SUPPORT SERVICES, COUNSELING AREA SUPERINTENDENTS, ASSISTANT PRINCIPALS, LEGAL SERVICES, AND THE EDI OFFICE.

FROM THERE, WE GATHERED FEEDBACK FROM THE COMMUNITY.

THE EDI ADVISORY COMMITTEE, MADE UP OF DISTRICT AND CAMPUS LEADERSHIP, STAFF, TEACHERS, PARENTS AND GUARDIANS, COMMUNITY MEMBERS, AS WELL AS OUTREACH TO COMMUNITY ORGANIZATIONS, AND THIS WAS REPRESENTED FROM ALL FIVE VERTICAL LEARNING COMMUNITIES.

WE ALSO HEARD FROM OUR STUDENTS, THOSE THAT ARE MOST CLOSEST TO THIS HAPPENING AND EXPERIENCING.

[01:55:03]

AND SO THIS IS JUST SOME OF THE VOICES OF THE COMMUNITY JUST SAYING THEY LIKE THE SPECIFICITY OF THE EXPECTATIONS WITHIN THE POLICY, HOW IT DEFINES IDENTITY BASED BULLYING, PROVIDING THOSE SPECIFIC EXAMPLES, AND THAT THERE WAS A NEED FOR THIS IN OUR SCHOOLS. OUR STUDENTS ALSO SHARED THEIR EXPERIENCE AND HOW THE LACK OF PSYCHOLOGICAL SAFETY IMPACTS THEIR ABILITY TO THRIVE ACADEMICALLY AND SOCIALLY TO BECOME FUTURE READY.

AND SO AS WE LOOK AT OUR STUDENT VOICE, THEY ACKNOWLEDGE THAT THIS IS OCCURRING.

AND HOW MIGHT THIS BE A POLICY THAT CAN TRANSFORM THE WAY THAT THEY'RE SEEING WHAT'S HAPPENING ON SOME OF THE CAMPUSES? AND SO AT THIS TIME I WILL PASS IT OVER TO CINDY FOR TIMELINE.

THANK YOU VERY MUCH.

GREAT JOB LADIES. THANK YOU ALL FOR ALL YOUR HARD WORK ON THIS.

AS WE AS YOU CAN SEE FROM SLIDE 21, WHAT WE ARE LOOKING AT IS SPENDING OUR SUMMER DEVELOPING THE IMPLEMENTATION PLAN AND PERFECTING THE TRAINING MODULES.

WE WILL BE LOOKING AT TRAINING OUR, OUR CAMPUS LEADERS ON THIS POLICY.

IN, IN I BELIEVE NATALIE IS HOPEFULLY AUGUST STILL LOOKING LIKE WHAT WE'RE GOING TO TRY TO DO.

THEN WE WILL BE TRAINING CAMPUS STAFF, AND THEN WE WILL BE PROVIDING TRAINING FOR STUDENTS AND FAMILIES.

WE HAVE ALSO DISCUSSED PUTTING SOME TRAINING MODULES ON OUR ON OUR ELECTRONIC TRAINING PROGRAM FOR PROFESSIONAL DEVELOPMENT ALSO.

SO WHAT I'D LIKE TO DO NOW IS IF WE COULD.

FLIP OVER TO THE ACTUAL POLICY I'M GOING TO JUST GO THROUGH.

THIS WOULD BE POLICY FFI.

AND JUST BRIEFLY GO THROUGH THIS.

I BELIEVE THAT THE BOARD HAS HAD THIS FOR.

A LITTLE WHILE, BUT I KIND OF LIKE TO HIGHLIGHT SOME OF THE THINGS FOR THE COMMUNITY.

OKAY. IF YOU LOOK ON PAGE ONE OF THE RED LINE POLICY, YOU CAN SEE AS AS AS I BELIEVE KAREN WAS TALKING TO YOU GUYS ABOUT.

WE HAVE UPDATED THE THE DEFINITIONS FOR BULLYING.

WE HAVE PROVIDED MORE CONCRETE EXAMPLES AND WE HAVE PROVIDED NOT ONLY CONCRETE EXAMPLES ON BULLYING, BUT IF YOU CONTINUE DOWN TO THE TOP OF PAGE TWO.

WE HAVE PROVIDED ADDITIONAL.

WE HAVE PROVIDED ADDITIONAL DEFINITIONS FOR RETALIATION ALSO.

MOVING FORWARD.

YOU SEE THAT WE HAVE ALSO ON PAGE TWO WE HAVE ADDED THE BULLYING PREVENTION AND RESPONSE PROVISION.

THIS PUTS US MORE IN LINE WITH OUR OUR TITLE NINE.

REPORTING POLICIES AND INVESTIGATION POLICIES.

SO IF YOU IF YOU LOOK AT THAT, I THINK THAT SHOULD BE FAIRLY FAIRLY SELF-EXPLANATORY.

AND I BELIEVE THAT IT IS CONSISTENT WITH SOME OF THE OTHER POLICIES WE HAVE.

OKAY. IF YOU LOOK NOW TO PAGE THREE.

THIS IS A MAJOR ADDITION TO THIS POLICY.

THIS IS THE SUPPORTIVE MEASURES THAT WE WERE TALKING ABOUT.

AS YOU KNOW, WE CURRENTLY PROVIDE SUPPORTIVE MEASURES WHEN WE HAVE A TITLE NINE INVESTIGATION GOING ON WITH WHILE THE INVESTIGATION IS PENDING, WE PROVIDE SUPPORT MEASURES TO NOT ONLY THE VICTIM BUT ALSO EVERYONE INVOLVED.

BE THAT WITNESS OR BE THAT THE THE STUDENT WHO HAS BEEN ALLEGED TO BE A PERPETRATOR.

BECAUSE QUITE OFTEN THEY ALSO NEED SOME SUPPORTIVE.

THEY QUITE OFTEN NOT NOT QUITE OFTEN.

THEY ALWAYS NEED SOME SUPPORTIVE MEASURES ALSO, SO THAT WE CAN MAKE SURE THAT WE ARE MEETING THE NEEDS OF ALL OF OUR KIDDOS.

YOU WILL ALSO LOOK DOWN FURTHER ON PAGE THREE AND YOU WILL SEE THAT WE HAVE CHANGE THIS TO UPDATE

[02:00:04]

I'M GOING TO GO TO THE NEXT PAGE ON PAGE FOUR.

YOU WILL SEE THAT THE INVESTIGATIVE REPORT WILL INCLUDE BUT NOT BE LIMITED TO A SUMMARY OF THE INFORMATION AND THE EVIDENCE THAT IS CONSIDERED TERMINATION ON WHETHER OR NOT THERE WAS BULLYING AND WHETHER OR NOT THERE WAS REASONABLE SELF-DEFENSE USED BY THE VICTIM OR WHETHER THE PERPETRATOR. WHETHER OR NOT THERE WAS REASONABLE SELF-DEFENSE.

EITHER. ON ON EITHER SIDE.

SO ONE OF THE MAJOR CHANGES YOU WILL SEE IS ALSO ON THE NOTICE THAT WE ARE PROVIDING TO OUR PARENTS AND GUARDIANS.

THIS IS A FAIRLY SIGNIFICANT CHANGE.

WE WILL WE WILL HAVE A REPORT WITH THE CONCLUSIONS OF THE INVESTIGATION.

ONCE AGAIN BECAUSE OF FURTHER CONCERNS, WE CANNOT SHARE THE ANY DISCIPLINARY ACTIONS OR THINGS LIKE THAT. HOWEVER, ONE OF THE THINGS THAT I BELIEVE THAT A LOT OF OUR PARENTS HAVE COMPLAINED ABOUT IS THEY DON'T KNOW WHAT'S GOING ON.

THEY DON'T KNOW WHAT THE CONCLUSION IS, HOW WHAT'S HAPPENING, HOW BECAUSE OF THE FERPA CONCERNS, I THINK OUR ADMINISTRATORS HAVE BEEN VERY RELUCTANT TO SHARE ANY INFORMATION. SO WE ARE LOOKING AT A REPORT THAT CAN BE SHARED WITH PARENTS THAT WILL NOT VIOLATE ANY OF THE STUDENT'S RIGHTS, BUT PROVIDE SOME CLOSURE AND SOME CONTEXT FOR THE SITUATION.

FINALLY, AS YOU GO DOWN TO THE BOTTOM OF PAGE FOUR, YOU LOOK AT THE DISTRICT ACTION AND THE CONSIDERATION.

WE'VE ADDED SEVERAL FACTORS.

THESE ARE FACTORS THAT WE CONSIDER, NOT THAT WE HAVE CONSIDERED IN THE PAST FOR NOT ONLY BULLYING MATTERS, HOWEVER, WE'VE ALSO LOOKED AT THESE WHEN WE'RE LOOKING AT DISCIPLINARY MATTERS AND WE'RE LOOKING AT OTHER SORTS OF NOT JUST BULLYING, BUT OTHER SORTS OF SITUATIONS SUCH AS LIKE A TITLE TITLE NINE INVESTIGATION.

BUT WE WANTED TO SPELL THAT OUT AND GIVE SOME CLARITY.

AND THOSE CONTINUE ON THE TOP OF PAGE FIVE, AND THOSE ARE THE PRIMARY CHANGES AT THAT POINT.

WE ARE AVAILABLE TO ANSWER ANY QUESTIONS, AND I WILL PROBABLY BE POINTING ACROSS THE ROOM FOR SOME OF THESE QUESTIONS.

BUT IF THERE'S ANYTHING WE CAN DO TO CLARIFY THIS FOR ANY OF THE MEMBERS OF THE BOARD, WE WILL BE HAPPY TO DO SO.

THANK YOU VERY MUCH TO EVERYBODY FOR YOUR PRESENTATIONS.

I THINK THIS IS WONDERFUL ADDITION TO OUR DISTRICT.

TRUSTEE MARKUM. THANK YOU.

I WANT TO SAY THANK YOU TO TRUSTEE HARRISON FOR BRINGING THIS FORWARD IN ALL OF THE WORK THAT YOU ALL DID.

WE KNOW THAT EQUITY WORK IS THE WORK OF EVERYONE, AND CREATING CONSISTENCY AND PROTOCOL ACROSS OUR CAMPUSES IS GOING TO BE KEY IN CREATING EQUITABLE ENVIRONMENTS.

AND SENSE OF BELONGING AND SUPPORTIVE ENVIRONMENTS ARE WHAT MAKE EDUCATION ACCESSIBLE TO EVERYONE.

SO I REALLY APPRECIATE THIS.

MY FIRST QUESTION.

I HAVE A QUESTION FOR.

IT MIGHT BE ONE OF YOU.

SORRY, I'M NOT SURE TO ONE OF THE PRESENTERS.

HOW ABOUT THAT? MAKE SURE YOU ADDRESS MADAM PRESIDENT.

WOULD ONE OF THE PRESENTERS.

HOLD ON, HOLD ON. LET ME FIND MY QUESTION.

THAT'S REALLY THROWING ME OFF.

NO. IT'S OKAY. OH, WE TALK A LOT ABOUT TRANSPARENCY AND COMMUNICATION TO GUARDIANS AND PARENTS, WHICH IS GREAT.

BUT IS THERE IS THERE A PROTOCOL FOR PARTNERING WITH PARENTS WHEN WE'RE TALKING ABOUT THE SUPPORTIVE MEASURES? AND FOR BOTH THE, THE PERSON WHO'S DOING THE BULLYING AND THEN THE, THE VICTIM OF THE BULLYING AND PARTNERING WITH PARENTS AND CREATING THOSE MEASURES, SINCE PARENTS KNOW THEIR CHILDREN BEST AND BRINGING THEM INTO THE FOLD.

I CAN SEE TWO PEOPLE OVER THERE NODDING, SO I'M GOING TO LET THE OTHER SIDE OF THE ROOM ANSWER.

HOWEVER, THE ANSWER IS YES AND I'LL LET THEM GO EXPLAIN A LITTLE BIT MORE.

THANK YOU COUNSELOR.

YES. ABSOLUTELY.

A GOAL. ONE GOAL OF THIS POLICY IS TO INCREASE COMMUNICATION AND TRANSPARENCY TO STUDENTS AND FAMILIES, INCLUDING IN THE SUPPORTIVE MEASURES PROCESS.

SO WHEN A, WHEN WE I THINK, I BELIEVE THE DISTRICT WILL BE ENGAGING IN A PROCEDURES AS WELL THAT WILL BE NOT IN POLICY BUT MORE INFORMAL.

AND PART OF THAT WORK WILL BE TO SPELL OUT EXACTLY THAT.

WHEN YOU INITIATE A BULLYING RESPONSE, YOU YOU BEGIN WITH THE CONVERSATION ABOUT SUPPORTIVE MEASURES.

AND THAT THAT NOTICE GOES TO THE STUDENT, TO THE IMPACTED FAMILY, AND THAT THERE IS A COLLABORATIVE AND ONGOING PROCESS, RIGHT, TO MEET THE NEEDS OF A YOUNG PERSON.

AND JUST AS A REMINDER, SUPPORTIVE MEASURES ARE DEFINED AS COUNSELING, WHICH ARE REQUIRED BY STATE LAW.

[02:05:02]

AND SO ABSOLUTELY, A PARENT SHOULD BE INVOLVED IN THOSE CONVERSATIONS.

THANK YOU.

AND THEN, MADAM PRESIDENT, WOULD MISS HILL TALK ABOUT LET ME GET UP THE PAGE NUMBER WHERE WE'RE TALKING ABOUT THE ROOT CAUSES OF BULLYING.

IT'S ON PAGE THREE IN THE POLICY.

WHAT IF THE CAUSE OF BULLYING IS RELATED TO DISABILITY? WOULD ONE OF THOSE ROOT CAUSES BE AN AUTOMATIC MANIFESTATION? DETERMINATION? HEARING.

ONE OF THE THINGS YOU'LL NOTE IN THE POLICY IS THAT NOT ONLY BEFORE OF OBVIOUSLY NO DISCIPLINARY ACTION WHAT COULD POSSIBLY BE TAKEN AGAINST A CHILD WHO IS RECEIVING ANY SORT OF SPECIAL SERVICES WITHOUT THE MANIFESTATION WITHOUT A MANIFESTATION ART? SO THOSE ARE ONE OF THE THINGS THAT ARE THAT IS TAKEN INTO ACCOUNT WITH REGARD TO WHAT IS AN APPROPRIATE WHAT IS APPROPRIATE ACTION.

AND BUT I WILL ASSURE YOU THAT BEFORE ANY SORT OF DISCIPLINARY ACTION IS TAKEN, THEN THAT THAT IS DEFINITELY A CONSIDERATION IF YOU LOOK ON PAGE.

IF YOU LOOK ON PAGE FIVE.

ONE OF THE LAST THINGS THAT WE TALK ABOUT IS OTHER FACTORS ESTABLISHED BY DISTRICT POLICY ARE REQUIRED BY LAW, INCLUDING THE FACTORS LISTED IN TEXAS EDUCATION CODE 37.

THOSE ARE THE WE SPECIFICALLY ADD THAT ADDED THAT IN SO THAT THERE WOULD BE NO CONCERN OR CONFUSION THAT THOSE POLICIES WITH REGARD TO KIDS WHO HAVE SPECIAL NEEDS WILL BE FOLLOWED.

THANK YOU. TRUSTEE.

WEIR. ACTUALLY, MADAM PRESIDENT, TRUSTEE MARKUM ALREADY ASKED THE QUESTION I WAS GOING TO ASK EARLIER, BUT.

I WOULD ALSO LIKE TO REALLY THANK TRUSTEE HARRISON FOR BRINGING THIS.

NOT MUCH GOOD CAME OUT OF THE TEXAS LEGISLATURE THIS LAST SESSION.

SO IF THIS POLICY ALONE IS WHAT CAME OUT OF IT FOR OUR DISTRICT, THAT'S A GOOD THING.

AND SO I DO TRULY, TRULY APPRECIATE IT.

AND YOU MAY NOT KNOW HOW COMPETITIVE I AM, BUT I LOVE THAT WE'RE GOING TO BE FIRST IN THIS.

SO THANK YOU.

TRUSTEE ZÁRATE. ECHOING, OF COURSE.

THANK YOU, TRUSTEE, HARRISON AND EVERYBODY ELSE INVOLVED WITH GETTING THIS THIS TOGETHER.

I WISH WE COULD VOTE ON IT TONIGHT.

I THINK IT'S IMPORTANT.

I THINK THE I HAVE MORE OF A COMMENT.

MADAM PRESIDENT, NOT NECESSARILY A QUESTION.

YOU HAVE TWO MINUTES. OKAY, GREAT.

WELL, NOW YOU HAVE. I KNOW THAT I KNOW THAT RULE VERY WELL.

I THINK IT'S ALARMING THAT THE SENSE OF BELONGING DECREASES IN OUR STUDENTS AS THEY GET OLDER.

AND I THINK WE WHAT I LOVE ABOUT THIS POLICY IS THAT IT ISN'T PUNITIVE, THAT IT THAT IS REHABILITATIVE, REHABILITATIVE TO BOTH SIDES OF THE ISSUE AND THOSE THAT ARE EXPERIENCING IT AS WELL.

I THINK WE CAN ALL AGREE THAT THIS KIND OF BULLYING IS VERY MUCH TAUGHT BEHAVIOR AND LEARNED BEHAVIOR, AND WE ARE EDUCATORS.

AND IF WE CAN RETEACH AND HELP THEM RELEARN HOW TO CONTINUE THEIR LIFE IN A MORE LOVING AND AND THOUGHTFUL WAY, I THINK GETTING AHEAD OF THAT IS IS SO IMPRESSIVE.

I THINK THAT 99% IS NOT ENOUGH.

AS FAR AS STUDENTS THAT THAT FEEL THEY ARE, THEY HAVE A SENSE OF BELONGING.

I THINK IT SHOULD BE 100.

AND I KNOW IT'S THAT'S UTOPIAN AND IDEAL, BUT THAT'S THE WAY I LIVE MY LIFE.

AND THIS IS DEEPLY, DEEPLY PERSONAL TO ME.

I HAVE FAMILY MEMBERS THAT ARE LGBTQ PLUS TWOS.

I HAVE WE ARE LATINA IN MY FAMILY.

SO I REALLY, REALLY APPRECIATE THIS WORK.

AND I WANT TO COMMEND YOU ALL AND I CAN'T WAIT TO VOTE FOR IT.

TRUSTEE HARRISON. THANK YOU, PRESIDENT LANDRUM.

MY QUESTION IS PROBABLY FOR THIS CORNER OF THE ROOM OVER HERE.

A COUPLE OF WEEKS AGO, I GOT TO GO TO THE JOLIE JOHNSON ORATORY CONTEST, AND IT WAS ABOUT BULLYING.

AND THERE WERE 8 OR 9 KIDS, AND I WAS SUPER MOVED THAT THEY WERE SO EMPATHETIC IN THEIR SPEECHES THAT THEY WERE TALKING ABOUT.

MAYBE WE SHOULD CHECK ON THE BULLY TO SEE IF THEY'RE OKAY AND WHAT'S GOING ON AT HOME.

CAN YOU SPEAK A LITTLE BIT MORE SPECIFICALLY TO SUPPORTIVE MEASURES AND WHAT THAT LOOKS LIKE IN TERMS OF CHECKING ON THE PERSON WHO MAY BE ENACTING THE BULLYING? YES. THANK YOU TRUSTEE. HARRISON FOR THAT QUESTION AND SOUNDS LIKE A FANTASTIC LISTENING OPPORTUNITY.

YOUNG PEOPLE HAVE AMAZING POTENTIAL AND CAPACITY TO FORGIVE, TO LEARN AND TO GROW.

AND SO THAT'S EXACTLY THE SPIRIT THAT THIS POLICY I THINK WAS CRAFTED.

WHEN WE THINK ABOUT HOW TO EDUCATE, RESTORE, REHABILITATE YOUNG PEOPLE WHO ENGAGE IN HARMFUL BEHAVIOR, INCLUDING AND ESPECIALLY IDENTITY BASED BULLYING.

EDUCATION IS KEY.

[02:10:01]

AND PART OF THE PROCESS.

AND YOU'LL SEE THAT THE FACTORS IN THIS POLICY SORT OF ALIGN WITH THIS THINKING THAT WE DON'T WAIT FOR AN INVESTIGATION TO INCLUDE BEFORE WE HAVE EDUCATIONAL CONVERSATIONS AROUND WHAT HAPPENED.

WHAT HAVE YOU THOUGHT ABOUT SINCE THE BEHAVIOR OCCURRED? WHAT HAVE YOU YOU KNOW, WHAT ARE YOU THINKING IN TERMS OF NEXT STEPS? WE REALLY WANT TO GIVE YOUNG PEOPLE, INCLUDING THE STUDENT WHO MAY HAVE ENGAGED IN THAT HARMFUL BEHAVIOR, THE OPPORTUNITY TO THINK CRITICALLY FOR THEMSELVES AND REFLECT ON WHAT HAPPENED WITH THE SUPPORT OF A TRUSTED ADULT.

AND THAT COULD BE IN THE CONTEXT OF COUNSELING, THAT COULD BE IN THE CONTEXT OF SPEAKING, HAVING A FACILITATED CONVERSATION WITH A PARENT, OR EVEN A FACILITATED CONVERSATION WITH THE IMPACTED STUDENT.

BUT REALLY GIVING THAT STUDENT AN OPPORTUNITY TO LEARN IN ADDITION TO I ADDRESSING, AGAIN, THE ROOT CAUSES.

YOU KNOW, PERHAPS THAT STUDENT DIDN'T HAVE THE FULL CONTEXT FOR WHY A PARTICULAR WORD WAS HARMFUL OR WHY A PARTICULAR BEHAVIOR HAD AN IMPACT ON A STUDENT.

AND SO REALLY GIVING STUDENTS THE BENEFIT OF THE DOUBT.

AND HELPING THEM UNDERSTAND THE HARMFUL NATURE OF THEIR ACT AND ALSO HOLDING THEM ACCOUNTABLE FOR NOT REPEATING THE ACT IN THE FUTURE.

I'LL ADD THE RESTORATIVE JUSTICE PRACTICES ARE SO IMPORTANT THAT'S ALREADY CURRENTLY IN OUR DISTRICT, BUT HOW DO WE UTILIZE THAT IN A WAY TO ENSURE THAT BOTH PARTIES ARE PRESERVED THEIR DIGNITY THROUGHOUT THE PROCESS? BUT THAT EDUCATIONAL PIECE IS IMPORTANT AND ALSO THE INTENT VERSUS THE IMPACT, MAKING SURE OUR STUDENTS KNOW, DESPITE THE INTENT, THE IMPACT OF HOW THAT IMPACTED SOMEONE ELSE IS NOT NOT THE APPROPRIATE.

AND SO HELPING THEM AS STARTING AT THAT YOUNGER AGE AS WELL, SO THAT WE CAN DECREASE THE LEVEL OF BULLYING AS STUDENTS PROGRESS THROUGH AND INCREASE THE SENSE OF BELONGING.

CAN CAN I ADD ONE FINAL THING TO THAT? WHEN YOU LOOK ON PAGE FOUR OF THE POLICY, WE'VE CHANGED THE WORDS FROM DISCIPLINARY ACTION TO CORRECTIVE ACTION.

AND THAT THAT GOES TO THE HEART OF THIS SOMETIMES.

DISCIPLINARY ACTION WILL BE NEEDED, BUT SOMETIMES CORRECTIVE ACTION WILL BE NEEDED DEPENDING ON A VARIETY OF FACTORS.

WHEN YOU HAVE ONE STUDENT CALLING ANOTHER STUDENT IN KINDERGARTEN AY AY AY AY AY AY AY AY HURTFUL NAME, THEN THAT MAY BE SOMETHING THAT THAT REQUIRES A WELL, THERE'S NO QUESTION.

IT REQUIRES A DIFFERENT TOUCH THAN WHEN YOU HAVE A BULLYING OF HIGH SCHOOL STUDENTS.

THAT IS VERY EXPLICIT.

MOST OF THE TIME WE ARE HOPEFUL THAT WE CAN WORK WITH RESTORATIVE JUSTICE AND GET GET SOME OF THESE THINGS RESOLVED AT A VERY LOW LEVEL.

BUT SOMETIMES. BUT THIS POLICY ALSO DOES NOT DENY US THE FLEXIBILITY TO MAKE DISCIPLINARY ACTIONS WHEN THAT'S APPROPRIATE.

SOMETIMES THE SITUATION IS SUCH THAT RESTORATIVE JUSTICE, RESTORATIVE PRACTICES MAY NOT BE NECESSARY, MAY NOT BE HELPFUL.

AND THE POLICY ACKNOWLEDGES THAT THERE ARE TIMES WHEN THAT IS THAT IS THE CASE AND GIVES US FLEXIBILITY TO ONCE AGAIN, NOT JUST TAKE DISCIPLINARY ACTION, BUT CORRECTIVE ACTION OF VARIOUS NATURES, INCLUDING DISCIPLINARY ACTION.

WE ARE IN A REALLY TOUGH SOCIO POLITICAL TIME IN OUR STATE, AND SO I CAN IMAGINE THAT PEOPLE WOULD SAY, WHY IDENTITY BASED BULLYING, MADAM PRESIDENT? TRUSTEE. HARRISON I THINK THE I'M REMINDING THE BOARD OF THE PROCEDURES THAT TIME PERIOD AND ALSO THE PROCEDURES THAT QUESTIONS.

AND IF SHE HAD QUESTIONS, I WAS GOING TO INTERRUPT HER AND REMIND HER THAT YOU NEEDED TO DIRECT QUESTIONS DIRECTED TO THE SAME PEOPLE.

IS IT NOT? DO I HAVE TO DO IT EVERY TIME? EVERY TIME? OH, THAT'S.

MADAM PRESIDENT, I WOULD LIKE THE PRESENTERS TO ANSWER X.

THANK YOU. SO, MADAM PRESIDENT, THIS QUESTION IS FOR TWO OUR TWO PRESENTERS.

HOLD ON. I LOST MY TRAIN OF THOUGHT.

THIS IS GOING TO BE HARD TO DO.

JUST LEARNING A NEW WAY OF.

AND THAT'S FINE. THAT'S FINE.

IT'S BEEN IN OUR POLICIES SINCE WE ADOPTED IT LAST SEPTEMBER, BUT WE JUST HAVE NOT BEEN ENFORCING IT.

SO SORRY. SIDE NOTE, BUT THANKFUL TO OUR.

AND YOU WOULD ASK MADAM PRESIDENT YOU WOULD LIKE THE PRESENTERS TO ANSWER WHATEVER THE QUESTION IS.

YEAH. OKAY. PERFECT.

SO I'VE DONE THAT. SO I'M GOING TO CONTINUE ON.

BUT WE'RE IN A TOUGH SOCIOPOLITICAL CONVERSATION WITH OUR STATE, AND I THINK THAT THERE WOULD BE PEOPLE THAT WOULD SAY, LIKE, YOU KNOW, IS THIS CRT WHY IS THIS ONLY FOR SOME STUDENTS? BUT WHEN I LOOK AT THIS POLICY, IT STRENGTHENS OUR EXISTING POLICY.

IT BRINGS TRANSPARENCY AND COMMUNICATION TO PARENTS.

A LOT OF TIMES OUR BIGGEST COMPLAINT IS, WELL, Y'ALL DIDN'T DO ANYTHING WHEN MY KID WAS BULLIED.

AND THAT'S NOT TRUE. WE MAY OR MAY NOT BE ABLE TO TALK ABOUT IT.

CAN YOU TALK ABOUT HOW THIS STRENGTHENS OUR POLICY FOR ALL STUDENTS, PLEASE?

[02:15:02]

HARRISON FOR THE QUESTION.

THE REALLY EXCITING THING ABOUT THIS POLICY IS THAT WHILE WE DO HAVE AN ENUMERATION OF IDENTITY BASED BULLYING SO THAT WE CAN BE VERY CLEAR WITH OUR COMMUNITY ABOUT OUR EXPECTATIONS AND STANDARDS EVERY SUBSTANTIVE PROVISION OF THIS POLICY FROM THE SUPPORTIVE MEASURES, THE INVESTIGATIVE PROCESS AND THE LEVEL OF COMMUNICATION AND TRANSPARENCY APPLIES TO EVERY BULLYING CASE GOING FORWARD.

AND I WANT TO COMMEND THE DISTRICT FOR MAKING THAT COMMITMENT.

WE KNOW THAT BULLYING IN TOTALITY IS A HUGE FACTOR FOR SCHOOL SAFETY.

IT'S CONNECTED AGAIN TO STUDENTS BELONGING AND ULTIMATELY THEIR ACADEMIC SUCCESS.

SO EACH OF THESE CHANGES APPLY NOT ONLY TO CASES OF IDENTITY BASED BULLYING, WHICH THE RESEARCH SHOWS ARE SOME OF THE MOST COMMON FORMS OF BULLYING, BUT TO ALL CASES, FOR ALL STUDENTS.

OKAY, MADAM PRESIDENT, WITH THE REST OF MY TIME, I'D JUST LIKE TO MAKE A GENERAL STATEMENT.

AND I KNOW THAT WE LIVE IN A TIME WHERE THERE'S LOTS OF DIVISION, BUT I THINK ONE THING WE CAN ALL AGREE ON IS THAT ALL STUDENTS DESERVE TO FEEL SAFE AND WELCOME AND WHOLE IN OUR SCHOOLS. I WAS TALKING TO MY NEUROLOGIST TODAY, AND HE HAS A DAUGHTER THAT'S A VERY HIGH ACHIEVER GRADUATED.

OH OKAY.

ALL RIGHT. WELL THIS WILL COME BACK.

SO YOU HAVE A CHANCE. POINT OF ORDER.

WHAT IS YOUR POINT? MADAM PRESIDENT, CAN I YIELD EXTRA TIME TO A TRUSTEE? NO, NO, NO.

THERE, THERE. YOU COULD MAKE A MOTION TO EXTEND THE TIME FOR QUESTIONS FOR THIS TOPIC.

BUT NOT YIELD TIME. MOTION TO EXTEND TIME FOR THIS TALK FOR TWO MINUTES MORE PER TRUSTEE.

CAN I MAKE AN AMENDED MOTION? I MOVE TO ALLOW TRUSTEE TRUSTEE.

HOLD ON. I DIDN'T GET A SECOND ON HIS MOTION.

SO YOU CAN'T AMEND A MOTION IF IT DOESN'T GET.

I WITHDRAW MY MOTION.

OKAY. I MOVED TO ALLOW TRUSTEE HARRISON TO FINISH HER GENERAL STATEMENT ON THIS TOPIC I SECOND.

I HAVE A MOTION AND A SECOND.

ANY COMMENTS? SEEING NONE. ALL IN.

GO AHEAD. TRUSTEE. WEIR.

I'M JUST GOING TO SAY THAT I'M GOING TO ABSTAIN, AND IT IS NOTHING PERSONAL, BUT I WON'T.

WE CAN'T DO THIS.

I'LL BE VOTING AGAINST IT BECAUSE WE SET TIME LIMITS FOR TIME LIMITS.

SO IT'S NOTHING PERSONALLY AGAINST YOU.

BUT WE SET TIME LIMITS FOR TIME LIMITS AND I WANT TO APPLY THEM UNIFORMLY.

BUT ANYWAY, WE'LL GO AHEAD AND VOTE.

ALL IN FAVOR, RAISE YOUR HAND.

ALL OPPOSED? ABSTAINING. MOTION CARRIES 311.

I'LL BE SUPER QUICK.

THIS GOES TO OUR BELONGING GOAL FOR.

AND WHAT MY NEUROLOGIST SAID WAS HIS SUPER HIGH ACHIEVING DAUGHTER THAT GRADUATED FROM ONE OF OUR TOP SCHOOLS, WHICH IS ALL OF OUR SCHOOLS.

HE SAID THE MOST IMPORTANT THING IN HER LEARNING JOURNEY IS HER JOY OF LEARNING.

SHE IS SOMETHING THAT I CAN'T EVEN EXPLAIN, LIKE A NEURO, SOMETHING REALLY IMPRESSIVE.

BUT HE SAID THE DOPAMINE OF BEING ABLE TO LEARN AND HAVE JOY AND LEARNING AND WANTING TO INCREASE YOUR LEARNING CAPACITY IS REALLY IMPORTANT.

BUT CONVERSELY, WHEN STUDENTS AREN'T SAFE, WE TALKED ABOUT CORTISOL AND AN ADRENALINE AND THE AMYGDALA HIJACK.

SO IT IS LITERALLY SCIENTIFIC THAT WE NEED TO MAKE SURE THAT ALL OF OUR STUDENTS FEEL THAT THEY CAN LEARN.

AND I WANT ALL OF OUR STUDENTS TO EXPERIENCE THE JOY OF LEARNING AGAIN.

IF THEY'VE LOST IT, LET'S HELP THEM FIND IT AND MAKE SURE THAT THEY CAN STAY IN THAT JOY OF LEARNING AND ROUND ROCK ISD, THANK YOU.

AND THANK YOU, AVA, FOR YOUR YOUR POEM.

WE'RE THINKING A LOT ABOUT THAT.

SO THANK YOU, AVA AND HER PARENTS FOR BEING WILLING TO SHARE.

THANK YOU ALL. ALL RIGHT.

I'M THE LAST ONE.

AND I ALSO ECHO MY THANK YOUS TO TRUSTEE HARRISON.

I WILL ALSO SAY THANK YOU FOR BEING PATIENT IN GETTING THIS TO THE AGENDA.

I BELIEVE YOU MADE THIS REQUEST BACK IN OCTOBER.

I THINK POSSIBLY SEPTEMBER, MAYBE SEPTEMBER OR OCTOBER.

IT'S BEEN A WHILE IN DEVELOPMENT.

SO I APPRECIATE YOUR PATIENCE IN WAITING FOR IT TO GET TO OUR AGENDA.

I DO HAVE ONE TECHNICAL QUESTION, AND I'VE READ THIS SEVERAL TIMES, AND AS YOU WERE JUST GOING OVER IT AGAIN, IT CAME TO ME ON PAGE FOUR, IT'S THE SECOND HALF OF CONCLUDING THE INVESTIGATION SECTION.

SORRY. PAGE THREE IS WHERE CONCLUDING THE INVESTIGATION SECTION STARTS.

IF YOU GO DOWN TO PAGE FOUR.

AFTER THE THREE BULLET POINTS, IT SAYS A COPY OF THE REPORT SHALL BECOME PART OF THE STUDENT'S EDUCATIONAL RECORD.

IT'S NOT CLEAR, AND I'VE READ IT SO MANY TIMES.

IF IT'S THE VICTIM OR THE PERPETRATORS EDUCATIONAL RECORD AS TO WHO'S THAT'S INCLUDED IN, I CAN SEE BENEFITS AND NEGATIVES FOR BOTH, BUT IF WE COULD ADDRESS THAT, IT'S NOT CLEAR IN THE POLICY TO ME.

HAPPY TO BEGIN ADDRESSING THAT QUESTION, BECAUSE THIS ACTUALLY WAS CAME OUT OF THE COMMUNITY STAKEHOLDER CONVERSATIONS AS WELL.

A PARENT FLAGGED THAT.

SO THE DISTRICT'S CURRENT POLICY ACTUALLY INCLUDES A PROVISION THAT SAYS A COPY OF THE REPORT SHALL BECOME PART OF THE STUDENT'S DISCIPLINE

[02:20:01]

I NEEDED I'M NOT SURE IF THAT IS REQUIRED BY STATE LAW.

THAT LANGUAGE IS REQUIRED BY STATE LAW.

SO MAYBE WE CAN FOLLOW UP ON THAT.

BUT WE ACTUALLY AMENDED THAT LANGUAGE IN THIS POLICY TO SAY EDUCATIONAL RECORD, TO MAKE CLEAR THAT TO THE EXTENT IT'S BECOMING PART OF A IMPACTED STUDENT'S RECORD, IT'S NOT DISCIPLINARY IN NATURE.

I'M NOT SURE THAT ANSWERED MY QUESTION, THOUGH.

INTO WHICH EDUCATIONAL RECORD IS IT THE PERPETRATOR OR THE VICTIMS UNDER THIS POLICY? IT BECOMES PART OF BOTH STUDENTS EDUCATIONAL RECORDS.

OKAY. DO WE NEED THAT CLARIFICATION OR IS THAT ASSUMED? IF IF SOMEBODY ELSE FLAGGED IT AS WELL, IS THAT SOMETHING THAT THIS NEEDS TO BE CLARIFIED MOVING FORWARD? WE CAN CERTAINLY CLARIFY THAT.

I THINK HISTORICALLY IT HAS, BECAUSE IT HAD BEEN PHRASED AS DISCIPLINARY RECORDS.

IT WAS ONLY KEPT IN THE RECORDS OF THE STUDENT THAT WAS DISCIPLINED IF THERE WAS A DISCIPLINE.

SO WE CAN AND THAT'S MY CONCERN.

IF IT'S ALWAYS BEEN DONE WHERE IT'S JUST ON THE PERPETRATOR, THEN WHAT'S THE MINDSET AND CHANGE AND HOW DOES THAT GET IMPLEMENTED? MY UNDERSTANDING IS, AND I THINK SOMETIMES WE, WE, WE THINK OF LIKE STUDENTS, THE RECORD AS ALWAYS COMBINED INTO ONE FILE.

SO WE HAVE WHAT'S CALLED A PERMANENT FOLDER THAT'S REALLY LIKE THAT'S WHEN YOU KEEP YOUR BIRTH CERTIFICATE LIKE THE COPY OF THEIR ASSESSMENT.

LIKE MAJOR ASSESSMENT USUALLY DISCIPLINED FOLDER.

THE DISCIPLINARY DISCIPLINARY FOLDER IS ACTUALLY KEPT SEPARATELY.

SO THEY USUALLY THEY'RE NOT NECESSARILY COMBINED.

AND THAT DISCIPLINARY FOLDER USUALLY DOESN'T NECESSARILY TRAVEL WITH THE STUDENTS.

SO IF THEY GO TO ANOTHER CAMPUS OR GO TO ANOTHER DISTRICT THAT NECESSARILY DOESN'T GO UNLESS WE ARE ASKED TO SUBMIT TO THEM, USUALLY IS THE OTHER INFORMATION.

AGAIN, THE PERMANENT INFORMATION LIKE LIKE START SCORES MAYBE OR AGAIN BIRTH CERTIFICATE, THINGS LIKE THAT, THAT, THAT WOULD BE TRAVELING WITH THE STUDENTS.

THAT'S TYPICALLY HOW. IT'S HOW IT'S DONE.

SO DO THE TRUSTEES FEEL THAT WE NEED TO CLARIFY THAT, THAT IT SAYS IT SPECIFICALLY IN POLICY? SO IT'S CLEAR FOR OUR ADMINISTRATORS WHO ARE GOING TO BE LIVING THIS, OR ARE WE OKAY WITH HOW IT IS? I NEED FEEDBACK.

I THINK IF WE CHANGE THE TO ALL.

MAYBE, YOU KNOW.

SO IT'S JUST IT IS CLEAR THAT IT'S ALL THE STUDENTS THAT ARE INVOLVED.

I'M OKAY WITH THAT. I WOULD WANT TO.

MAYBE I'M OKAY LEAVING IT UP TO ADMINISTRATORS DISCRETION.

AND MAYBE THEY TALK ABOUT IT AND NOT HAVE TO MAKE A DECISION RIGHT NOW.

YEAH. THANK YOU FOR THE FEEDBACK.

IF WE CHANGE THAT, I'LL PUT I'LL POINT THAT OUT WHEN WE BRING THIS BACK FOR SECOND READING.

OKAY. AND I MEAN, I THE ONLY REASON I THINK ABOUT ALL STUDENTS IS AS A PARENT OF A CHILD WHO HAS BEEN A VICTIM OF BULLYING AND THEN CHANGE CAMPUSES.

THE NEW CAMPUS DIDN'T KNOW WHAT HAPPENED AT THE ELEMENTARY LEVEL, AND HE'S NOT THE BEST ADVOCATOR FOR HIMSELF AND BEING ABLE TO COMMUNICATE THAT.

AND SO I THINK THERE'S A LOT OF THINGS TO LEARN IF THAT TRAVELS EVEN WITH THE VICTIM, THAT EDUCATORS THAT ARE WORKING WITH THAT STUDENT KNOW ABOUT THAT PAST TRAUMA IN THEIR HISTORY. SO THAT WOULD BE MY THAT'S MY VOTE FOR IT.

ALL RIGHT. WE HAVE ALLOTTED ALL OF OUR TIME.

I DON'T SEE ANYBODY MAKING ANY MOTIONS FOR ME TO SPEAK LONGER.

NO. OH, OKAY.

ALL RIGHT. I THINK THAT WE NEED TO HAVE A BREAK.

IT IS 754.

LET'S TAKE A BREAK UNTIL 810.

IT IS 810 AND WE ARE BACK IN SESSION AND WE ARE GOING TO MOVE ON TO AGENDA ITEM G FOR NATIONAL SCHOOL BOARD ASSOCIATION NASBE CONFERENCE UPDATE.

AND RECENTLY, I GUESS IT WAS LAST WEEKEND.

TRUSTEES LANDRUM, MARKUM AND HARRISON WERE BEEN GRATEFUL ENOUGH TO BE ABLE TO ATTEND THE NATIONAL SCHOOL BOARD ASSOCIATION CONFERENCE.

AND SO WE WANTED TO SHARE, AS HAS BECOME THE STANDARD PRACTICE SHARE, A FEW OF THE THINGS THAT WE LEARNED AND DISCUSSED.

AND SO WE HAVE A FEW SLIDES AND WE'LL WHO'S RUNNING THE SLIDES? CAN WE JUST SAY NEXT SLIDE.

OH, THERE YOU GO. NEXT SLIDE, MISS HILL.

THANK YOU. I'LL GO AHEAD AND LET TRUSTEE HARRISON START US OFF.

SINCE I DIDN'T VOTE FOR YOUR EXTRA TIME EARLIER.

THANK YOU VERY MUCH.

OKAY. I AM NOT A CONFERENCE GIRLY, OKAY? ANYONE WHO KNOWS ME KNOWS THAT IT'S GOT TO BE VALUABLE.

BUT THIS WAS ONE OF THE BEST CONFERENCES I HAVE EVER BEEN TO, PERSONALLY OR PROFESSIONALLY, SO IT FEATURED INCREDIBLE STUDENT PRESENTATIONS AND PERFORMANCES.

ONE FROM LIKE THE DISNEY SCHOOL OF ARTS.

JUST REALLY GREAT.

AND THE LEARNING SESSIONS WERE ACTUALLY PHENOMENAL.

I FELT LIKE I LEARNED IN EVERY SINGLE SESSION.

AND THE BIG THING WAS THE KEYNOTES.

A LOT OF TIMES THE KEYNOTES, I'M SORRY TO SAY, ARE REALLY CORNY.

[02:25:04]

BUT THESE KEYNOTES WERE INCREDIBLE, ALL OF THEM.

SO THERE WERE TEN TRACKS ADVOCACY, EQUITY AND DIVERSITY, FAMILY ENGAGEMENT, FAMILY AND EXECUTIVE LEADERSHIP, INNOVATION AND DISTRICT MANAGEMENT, PERSONAL DEVELOPMENT, SAFE AND SUPPORTIVE SCHOOLS, SCHOOL BOARD AND SUPERINTENDENT RELATIONSHIPS, STUDENT ACHIEVEMENT, ASSESSMENT AND ACCOUNTABILITY, AND TECHNOLOGY AND DIGITAL LEARNING SOLUTIONS.

SO THERE WAS REALLY A LITTLE SOMETHING FOR EVERYONE AND IT WAS AWESOME.

SO LET'S GET INTO IT.

SO I WANTED TO INCLUDE THIS SLIDE BECAUSE IDEA YOU KNOW, WHILE THERE'S STATE ADVOCACY AND THINGS THAT ARE SPECIFIC TO YOUR STATE, NASBA REALLY LOOKS AT ADVOCACY AT THE FEDERAL LEVEL AND THINGS THAT ARE APPLICABLE ACROSS THE ENTIRE NATION.

AND THESE ARE THEIR FOUR LEGISLATIVE PRIORITIES MOVING FORWARD.

FIRST ONE IS TO FULLY FUND THE INDIVIDUALS WITH DISABILITY ACT.

AND RIGHT NOW, WE ARE NOT GETTING FULL FUNDING FROM THE CONGRESS ON FUNDING OUR IDEA.

AND SO THEY THEIR AGENDA IS TO DEMAND CONGRESS MEETS ITS OBLIGATION TO FUND 40% OF THE COST OF CHILDREN SERVED UNDER IDEA.

YOU KNOW, I'M ALWAYS GOING TO SUPPORT THAT.

AND THE OTHER ONE IS THE SECOND ONE IS PRIORITIZING STUDENT MENTAL HEALTH.

AND THEIR ACTION PLAN INCLUDES TO EXPAND FEDERALLY FUNDED MENTAL HEALTH SUPPORTS FOR STUDENTS IN LOCAL SCHOOLS.

THEIR THIRD INITIATIVE IS SUPPORTING INCREASED FUNDING FOR STAFFING NEEDS, WHICH I THOUGHT THIS IS REALLY A GROUNDBREAKING THINKING OUT OF THE BOX THAT THE FEDERAL GOVERNMENT COULD HELP START FUNDING SOME OF OUR POSITIONS, YOU KNOW, AFTER HAVING A REALLY DIFFICULT BUDGET DISCUSSION TONIGHT.

BUT THIS IS AN OPPORTUNITY FOR THE FEDERAL, FOR CONGRESS TO REALLY FUND SOME OF OUR POSITIONS AT ACROSS THE NATION.

WE'RE ALL REALLY STRUGGLING TO FULFILL.

AND THE FINAL ONE IS INCREASED FUNDING FOR EXPANDED BROADBAND ACCESS.

AND THEY'RE GOING TO URGE CONGRESS TO PROVIDE AN ADDITIONAL $1 BILLION FOR EMERGENCY CONNECTIVITY FUND.

AND WHAT THIS DOES IS IT, YOU KNOW, ACROSS THE NATION, IT'S VERY OBVIOUS THAT THERE ARE GAPS IN PEOPLE'S ACCESS TO TECHNOLOGY AND TO RELIABLE WI-FI. AND SO THE EMERGENCY CONNECTIVITY FUND IS TO HELP EQUITABLY MAKE SURE THAT EVERYBODY HAS ACCESS TO CONNECTIVITY AND WI-FI AND COMPUTERS AND THE WAVE OF THE FUTURE.

SO I THOUGHT THIS WAS REALLY EXCITING.

I ALSO INCLUDED THIS BECAUSE SIX OF THE SEVEN TRUSTEES ON THIS DAIS, EVERYBODY, WITH THE EXCEPTION OF TRUSTEE WEIR, HAVE ATTENDED NASBA IN THE LAST 12 MONTHS. AND I THINK IT'S REALLY EXCITING THAT WE ARE.

SOMETIMES IT'S HARD TO FIND UNITY ON THIS BOARD, BUT WE HAVE ALL FOUND UNITY IN NASBA AND THEIR LEGISLATIVE PRIORITIES.

SO I JUST THOUGHT THAT THIS WAS REALLY EXCITING FOR DIRECTION FOR OUR BOARD.

ALL RIGHT. OUR KEYNOTES.

WHO WANTS TO START ABOUT RUBY BRIDGES? SO OUR VERY FIRST KEYNOTE WAS RUBY BRIDGES.

AND FOR THOSE WHO DON'T KNOW WHO RUBY BRIDGES IS, SHE WAS THE FIRST STUDENT TO INTEGRATE NEW ORLEANS PUBLIC SCHOOLS AND IS NOW A CIVIL RIGHTS ICON.

THE PHOTO OF HER WALKING INTO THE SCHOOL SURROUNDED BY ARMED GUARDS IS KIND OF AN ICONIC PHOTO.

IF YOU KIND OF NEED A VISUAL TO TO UNDERSTAND THE IMPACT THAT SHE'S HAD ON EDUCATION, HER AND HER FAMILY.

SHE TALKED A LOT ABOUT BEING HOPEFUL.

YOU KNOW, A LOT OF THE KEYNOTES WERE ABOUT THE, THE POLITICAL DIVIDE, THE CULTURAL DIVIDE THAT WE FIND OURSELVES IN RIGHT NOW.

AND I APPRECIATED EACH OF THE KEYNOTES UNIQUE PERSPECTIVE ON THAT DIVIDE AND HOW TO BRING US BACK.

BRING US BACK TOGETHER.

BUT SHE TALKED ABOUT HOW WE CAN'T BE A HOPELESS PEOPLE, THAT WE HAVE TO HOPE THAT WE CAN ACCOMPLISH THE GOALS THAT WE SET FORTH.

BUT IT'S HOW DO WE HOW DO WE GET THERE? AND AND ONE THING I WANT TO SAY FOR MYSELF, SITTING IN THE ROOM.

I'VE NEVER SAT IN A ROOM WITH SOMEONE WHO WAS PART OF THE CIVIL RIGHTS MOVEMENT.

SO IT WAS EXTREMELY IMPACTFUL TO ME TO BE SITTING NEXT TO TRUSTEE HARRISON AND TO BE SITTING WITH OTHERS IN THE ROOM.

WHOSE LIFE EXPERIENCE IS VERY DIFFERENT FROM MINE AND TO FULLY JUST TO NOT TO FULLY UNDERSTAND.

I CAN'T UNDERSTAND IT, BUT JUST HOW IMPACTFUL IT WAS TO ME TO UNDERSTAND THAT THE IMPACT AND THE CONSEQUENCES OF WHAT RUBY BRIDGES DID IS VERY DIFFERENT FOR ME THAN A LOT OF OTHER PEOPLE IN THE ROOM.

AND WHAT SHE DID.

SET FORTH A FUTURE FOR A LOT OF PEOPLE.

THAT WAS JUST IT WAS INSPIRING AND IT WAS ENCOURAGING.

AND I JUST APPRECIATED BEING ABLE TO BE IN THE SAME ROOM AS HER.

SO I'LL PASS IT TO TRUSTEE.

HARRISON. SURE.

IT WAS AMAZING. RUBY BRIDGES IS AROUND THE SAME AGE AS MY MOM, AND WE THINK ABOUT SCHOOL INTEGRATION.

IT'S EASY TO THINK ABOUT IT IN A VERY, VERY FAR HISTORICAL CONTEXT AS SOMETHING THAT'S LIKE OUTSIDE OF OUR GENERATIONS AND IT'S NOT.

[02:30:07]

AND IT WAS THE BEGINNING OF A REFRAMING, WHICH I THINK IS REALLY IMPORTANT FOR THIS BOARD AROUND DIGNITY AND AROUND WHAT WE'RE FIGHTING FOR AND WHAT WE'RE FIGHTING AGAINST.

WE'RE NOT NECESSARILY FIGHTING AGAINST PEOPLE.

WE'RE REALLY FIGHTING AGAINST IDEAS THAT DEHUMANIZE OUR STUDENTS AND THAT DEHUMANIZE EACH OTHER.

AND SO I EVEN APPRECIATED HOW SHE FRAMED RACISM.

SHE TALKED ABOUT HOW RACISM IS JUST ANOTHER TOOL USED TO DIVIDE US.

BUT SHE SAYS IT'S BIGGER THAN THAT.

IT'S GOOD VERSUS EVIL.

AND WE'LL TALK ABOUT THE NEXT KEYNOTE THAT HAD A VERY DIFFERENT PERSPECTIVE THAT IS JUST AS VALID.

AND SO THESE WERE REALLY AWESOME.

THE PRESIDENT, THE EXECUTIVE DIRECTOR OF THE NATIONAL SCHOOL BOARD ASSOCIATION, IS THE FIRST BLACK WOMAN TO EVER BE THE EXECUTIVE DIRECTOR.

AND WHAT WAS INTERESTING WAS SHE ADMITTED THAT NATIONAL SCHOOL BOARD ASSOCIATION WAS ON THE WRONG SIDE OF HISTORY AROUND RUBY BRIDGES.

AND SO, LIKE WHEN SHE WAS INTEGRATED INTO THE SCHOOLS, THEY ISSUED A PROCLAMATION THAT THAT WAS WRONG VERY SPECIFICALLY ABOUT HER SITUATION.

AND THEY WERE ON THE WRONG SIDE OF HISTORY.

SO THEY APOLOGIZE TO HER FOR BEING ON THE WRONG SIDE OF HISTORY.

AND THAT WAS INCREDIBLE TO ME, BECAUSE WE ALL THINK WE'RE RIGHT IN THE MOMENT.

AND WE MAY THERE MAY COME A DAY WHERE WE HAVE TO REFLECT AND RE REALIZE THAT WE WERE ON THE WRONG SIDE OF HISTORY.

AND OF COURSE, WE HOPE THAT NEVER HAPPENS.

BUT THE HUMILITY BEHIND THAT ACT, IT WAS A VERY EMOTIONAL THING.

IT WAS INCREDIBLE.

IT WAS VERY INSPIRATIONAL.

AND IT REALLY RENEWED MY HOPE AND OPTIMISM FOR THE WORK WE CAN DO FOR ALL STUDENTS, FOR ALL EDUCATORS AND EVERYONE UNDER OUR PURVIEW AND ROUND ROCK ISD.

AND I'M NOT GOING TO TALK ON EVERY ONE OF OUR KEYNOTE SPEAKERS, BUT I WILL TELL YOU THAT I LOST COUNT ON THE NUMBER OF TIMES THAT I GOT CHILLS LISTENING TO HER SPEAK.

AND LIKE ALICIA SAID, SITTING IN THE SAME ROOM WITH SOMEONE WHO WAS ONE OF OUR FOUNDING FATHERS OF THE CIVIL RIGHTS MOVEMENT AND, YOU KNOW, THE ICONIC NORMAN ROCKWELL PICTURE THAT, YOU KNOW, MOST PEOPLE KNOW.

AND AND INTERESTINGLY ENOUGH, SHE DIDN'T ACTUALLY BECOME REALLY WELL KNOWN FOR HER BEING THE FIRST STUDENT IN NEW ORLEANS PUBLIC SCHOOLS UNTIL 1995, WHEN HER NAME WAS RELEASED PUBLICLY AND SHE ACTUALLY SPENT 20 YEARS, 30 YEARS AS A TRAVEL AGENT.

AND I, I DON'T KNOW WHY THAT TICKLED ME SO MUCH, BUT SOMEONE WAS.

SUCH HISTORICAL SIGNIFICANCE AND IMPACT ON OUR COUNTRY WAS A TRAVEL AGENT FOR 20 YEARS.

AND THEN, YOU KNOW, HER NAME WAS RELEASED AND NOW SHE'S MAKING A NATIONWIDE IMPACT, YOU KNOW, SPEAKING TO SCHOOLS AND, AND CONFERENCES.

I MEAN, IT WAS JUST IT WAS AMAZING.

IT WAS JUST ABSOLUTELY AMAZING.

SO BUT THAT WAS DAY ONE.

SO IT WAS AN INCREDIBLE START TO THE KEYNOTE.

NEXT SPEAKER.

SO DOCTOR TIM SHRIVER IS THE I DON'T KNOW HIS EXACT TITLE, BUT HE'S THE HEAD OF SPECIAL OLYMPICS.

AND SPECIAL OLYMPICS IS NOW NOT ONLY IN THE UNITED STATES, BUT I CAN'T REMEMBER HOW MANY COUNTRIES HE SAID, BUT IT'S SEVERAL COUNTRIES.

SO AS SOMEONE WHO HAS A STUDENT WHO PARTICIPATES IN SPECIAL OLYMPICS I'M SO GRATEFUL FOR THE WORK THAT HIS FAMILY HAS DONE TO MAKE MORE OPPORTUNITIES FOR KIDDOS, LIKE LIKE MY SON, WHO DON'T ALWAYS HAVE OPPORTUNITIES ON SPORTS TEAMS OR AMONG THEIR, THEIR GENERAL PEERS, THEIR TYPICAL PEERS.

SO ONE OF THE BIG THINGS THAT HE TALKED ABOUT WAS DIGNITY.

AND HE HAS WORKED WITH OTHERS TO CREATE SOMETHING CALLED THE DIGNITY INDEX THAT FOCUSES.

IT FOCUSES ON LANGUAGE THAT IS SPOKEN IN MOMENTS OF CONFLICT.

IT'S NOT THAT WE DISAGREE, IT'S HOW WE DISAGREE, AND IT'S REALLY FOCUSING ON THE ISSUE OR THE IDEA AND NOT THE PERSON.

SO OFTEN WE WANT TO ATTACK THE PERSON.

WELL, IF YOU BELIEVE THIS, THEN YOU MUST BE A TERRIBLE PERSON AND IT'S REALLY PULLING BACK ON THAT AND ADDRESSING, WELL, WHAT IS THE ISSUE THAT WE DISAGREE ON? AND LET'S HAVE A DIALOG ABOUT THAT VERSUS IMMEDIATELY GOING TO ATTACK WHO THEY ARE.

DIGNITY BEING THE CENTRAL CONCEPT WAS SO GOOD.

THAT FIRST LINE, DIGNITY IS PARAMOUNT.

EVERYONE DESERVES DIGNITY, AND THERE ARE NO EXCEPTIONS.

I MEAN, IT CAN BE REALLY HARD.

AND HE.

I DID REQUEST AN AGENDA ITEM PERHAPS ONE DAY FOR THE DIGNITY INDEX, BECAUSE JUST THE WAY IT'S LAID OUT, LIKE LEVEL ONE IS THE LEAST DIGNITY AND IT TALKS ABOUT ESCALATES FROM VIOLENT WORDS TO VIOLENT ACTIONS, COMBINATION OF FEELING THAT THE OTHER SIDE IS LESS THAN HUMAN AND CALLING FOR OR APPROVING VIOLENCE.

AND I THINK THIS GOES IN LINE WITH THE IDENTITY BASED BULLYING THAT WE WE TALKED ABOUT.

AND I NOTICE IN MY OWN EVEN CASUAL SPEECH, IT'S REALLY EASY TO DEHUMANIZE PEOPLE.

AND SO I REALLY APPRECIATED THIS TALK.

AND THAT'S WHEN I SAID IT KIND OF JUXTAPOSED A LITTLE BIT RUBY BRIDGES, BECAUSE BY THE END SHE WAS LIKE, WE'RE FIGHTING AGAINST GOOD AND EVIL.

[02:35:05]

AND I RESONATED WITH BOTH THINGS THAT WERE SAID.

BUT I THINK THAT THAT JUST SHOWS THAT MULTIPLE THINGS CAN BE TRUE IS REALLY INSPIRING.

AND I FEEL LIKE THERE'S A LOT OF ACTIONABLE DIGNITY THINGS THAT I TOOK AWAY FROM HOW WE CAN RUN THIS BOARDROOM FROM THIS DAIS MORE DIGNIFIED. ALL RIGHT.

NEXT SLIDE. AND OUR LAST KEYNOTE SPEAKER WAS RICHARD MONTANEZ.

MONTANEZ. MONTANEZ.

AND HE MOST OF YOU PROBABLY DON'T KNOW HIS NAME, BUT YOU DO KNOW WHAT HE IS THE CREATOR OF, AND IT'S HOT CHEETOS.

HE HAD AN INCREDIBLE MOTIVATIONAL STORY.

HE WAS A MIGRANT.

HIS FAMILY WAS MIGRANT FARMERS, AND THERE WERE LITERALLY TEN.

HE WAS ONE OF TEN SIBLINGS.

AND THEY LIVED IN KIND OF A COMMUNITY TYPE ENVIRONMENT WHERE THEY, HIS FAMILY HAD TWO ROOMS, AND THEN THEY SHARED A KITCHEN AND A RESTROOM WITH THE OTHER FAMILIES THAT LIVED IN THE SAME COMMUNITY.

HE ENDED UP GOING TO WORK AS A JANITOR FOR THE FRITO-LAY COMPANY, I BELIEVE.

YEAH, FRITO-LAY COMPANY.

AND HE WAS HELPING STOCKING ONE NIGHT, AND HE SAID HE NOTICED AT THE FIRST STORE IT WAS LAY'S, RUFFLES, PRINGLES.

THEN THE SECOND STORE, IT WAS LAY'S, RUFFLES, PRINGLES, AND THEN THE THIRD STORE, IT WAS LAY'S, RUFFLES, PRINGLES.

ANYWAY, HE REALIZED THAT THERE WAS NOTHING OF ANY KIND OF SPICE ON THE SHELVES, AND HE AND HIS WIFE DECIDED THAT THEY WOULD WORK ON THEIR OWN FORMULA FOR HOT CHEETOS, AND THEN MADE A PHONE CALL AT THE OFFICE AND ASKED TO CALL THE CEO FROM THE SECRETARY'S DESK AT THE FRONT OFFICE OF THE GROCERY STORE HE WAS WORKING AT.

AND SHE WAS LIKE, WELL, WE DON'T ALLOW PERSONAL CALLS.

AND HE SAID, NO, I'M CALLING THE CEO AND ENDED UP GETTING AN APPOINTMENT.

HE LITERALLY CHECKED A BOOK OUT OF THE LIBRARY ON HOW TO WRITE A MARKETING PLAN AND HOW TO DO A SALES PITCH.

AND THE FIRST QUESTION THAT THE CEO ASKED HIM, HE DIDN'T KNOW.

AND HE SAID, WELL, THAT WASN'T IN MY BOOK.

AND SO IT WAS A GREAT, GREAT STORY OF HOW HE WENT ON TO CREATE, I CAN'T REMEMBER HOW MANY DIFFERENT BRANDS IN THE FRITO-LAY OR VARIETIES IN THE FRITO-LAY, BUT IT WAS JUST A REALLY INSPIRATIONAL STORY ABOUT YOU KNOW, AND THE LAST LINE IS SOMETIMES YOU HAVE TO REVISIT YOUR PAST TO UNDERSTAND YOUR FUTURE.

IT WAS JUST VERY MOTIVATIONAL AND INSPIRATIONAL KIND OF CONCLUSION TO OUR KEYNOTE SPEAKERS.

ANYBODY HAVE ANY.

OKAY. SO THEN WE EACH KIND OF SUMMARIZE OUR INDIVIDUAL SESSIONS.

BUT THIS WILL BE REALLY QUICK.

OH, THIS IS ME.

NOW I'VE BEEN DOING THIS THIS IS MY SIXTH YEAR ON THE BOARD.

WHEN I ATTEND SESSIONS, I'M LOOKING FOR APPLICABLE CONCEPTS AND THINGS THAT I CAN TAKE BACK AS A TRUSTEE.

AND YOU'LL NOTICE THAT I ATTENDED SESSIONS ABOUT OUR STRATEGIC PLAN AND OUR LONG RANGE MASTER PLAN, WHICH YOU'LL NOTICE ARE BOTH ON THE AGENDA TONIGHT.

AND, YOU KNOW, SPECIAL EDUCATION ADVOCACY, RUNNING AN EFFECTIVE MEETING, ALL THINGS THAT I THAT HAD ACTIONABLE THINGS THAT I COULD TAKE WITH ME TO HELP ME BE A BETTER TRUSTEE.

YEAH. THE SAME. WE'RE ALWAYS LOOKING.

SOMETIMES WHEN WE GO TO THESE CONFERENCES, THERE'S KIND OF A SPLIT BETWEEN WHAT'S ACTUALLY WITHIN OUR PURVIEW AS A TRUSTEE AND WHAT'S MORE FOR ADMINISTRATION.

SO WE'RE ALWAYS LOOKING FOR THOSE SESSIONS THAT WE CAN ACTUALLY APPLY AS BOARD MEMBERS.

AND THEN WHOEVER ATTENDS THESE CONFERENCES, WE, WE DO ALWAYS TRY TO DIVIDE UP THE SESSIONS SO THAT WE'RE NOT ALL ATTENDING THE SAME ONE, AND WE CAN BRING BACK A VARIETY OF INFORMATION. SO THESE ARE ALL THE SESSIONS THAT I ATTENDED.

I WON'T READ THEM ALL OFF FOR YOU, BUT I WILL HIGHLIGHT TWO OF THEM.

THE SUPERINTENDENT EVALUATION SESSION WAS REALLY GREAT.

IT WAS A SMALLER DISTRICT, BUT THEY REVAMPED THEIR PROCESS INTO SOMETHING THAT WAS SUSTAINABLE FOR ALL THE BOARDS TO COME.

BECAUSE I THINK SOMETIMES WE LOOK AT THE CURRENT SITUATION THAT WE'RE IN AND WE DEVELOP A PROCESS FOR THAT, BUT IT'S NOT NECESSARILY SUSTAINABLE.

SO SOME OF THE THINGS THAT THEY DO ARE THEY ADD SOME ADDITIONAL GOALS AS PART OF THE SUPERINTENDENTS FORMATIVE ASSESSMENT AS FAR AS PROFESSIONAL DEVELOPMENT AND COMMUNITY OUTREACH. AND THE TRUSTEES MEET WITH HIM EVERY TRIMESTER TO TALK ABOUT THE PROGRESS TOWARD ALL OF THOSE GOALS AND THEN ULTIMATELY HAVE A SUMMATIVE ASSESSMENT.

AND THEN ONE GREAT THING THAT THEY DO IS THEY HAVE A TOOL THAT IS JUST COMPLETELY FOR THE SUPERINTENDENT WHERE HE CAN CREATE HIS HE OR SHE CAN CREATE THEIR OWN QUESTIONS THAT THEY CAN SEND OUT TO.

THEY CAN TAILOR IT TO STAFF, THEY CAN TAILOR IT TO THE COMMUNITY.

AND IT'S REALLY MORE ABOUT THEIR PROFESSIONAL DEVELOPMENT AND GROWTH.

AND, AND THE INFORMATION THAT THEY'RE LOOKING FOR, FOR THEMSELVES TO BE, TO, TO CONTINUE TO GROW IN THEIR ROLE AS SUPERINTENDENT, THEY CAN SEND THAT INFORMATION OUT AND TAKE THE FEEDBACK AND THEN INCORPORATE THAT INTO THEIR FORMATIVE ASSESSMENT.

SO IT WAS A IT WAS A REALLY INTERESTING SYSTEM.

AND THEN HERITAGE, A SYSTEM FOR CREATING EQUITABLE OUTCOMES FOR OUR AFRICAN AMERICAN AND BLACK STUDENTS.

[02:40:03]

AND SOME OF THE THINGS THAT THEY DO ARE THERE.

IT'S REALLY WRAPAROUND SERVICES.

SO THERE'S A LOT OF THINGS THAT THEY DO FOR ACADEMICS THAT ARE SIMILAR TO WHAT WE DO, BUT THOSE WRAPAROUND SERVICES WHERE THEY THEY TAKE STUDENTS ON COLLEGE VISITS AND THEY, THEY VISIT HISTORICALLY BLACK COLLEGES, BUT THEY ALSO VISIT LOCAL COLLEGES AND COLLEGES WHERE THEY MAY HAVE OTHER STUDENTS THAT ARE ATTENDING BECAUSE THEY WANT ALL OF THEIR STUDENTS TO FIND SOMEWHERE WHERE THEY'RE COMFORTABLE, WHETHER THAT IS AT AN HBCU OR YOU KNOW, ATTENDING SOMEWHERE WHERE, OH, IF ONE STUDENT FROM MY SCHOOL DID THIS, THEN I CAN DO IT TOO.

BUT IN ADDITION TO THAT, THEY PURCHASED LUGGAGE FOR THEM.

THE TRIP IS FREE.

I MEAN, THEY MAKE IT AS EASY AS POSSIBLE.

THEY HELP THEM WITH THEIR TRANSCRIPTS.

AGAIN, A LOT OF WHAT WE DO IN AVID BUT VERY TARGETED TOWARD OUR BLACK STUDENT, THE BLACK STUDENT POPULATION.

THIS WAS A SCHOOL OUT OF CALIFORNIA.

YOU KNOW, WHAT THEIR EDUCATION SYSTEM LOOKS LIKE IS A LITTLE DIFFERENT FROM OURS, BUT A LOT OF GREAT TAKEAWAYS FROM FROM THAT PROGRAM.

OKAY LOTS OF GOOD LEARNING, BUT THERE ARE A COUPLE THAT WERE MY FAVORITE.

MY FAVORITE WAS REESTABLISHING TRUST WITH YOUR COMMUNITY IN THE MIDST OF CONTROVERSY OR HARDSHIP, A CASE STUDY IN ACTION.

AND THAT IS A SCHOOL DISTRICT FROM MICHIGAN SMALLER THAN OURS.

BUT THEY HAD TO MAKE SOME REALLY TOUGH DECISIONS.

THEY CLOSED SCHOOLS.

AND SO LEADERSHIP COMES WITH TOUGH DECISIONS.

BUT WHAT I REALLY APPRECIATED WAS THAT THEY REALLY CENTERED, BEING TRANSFORMATIVE, AVAILABLE AND COMMUNICATIVE.

AND IN BEING IN STRONG AND CLOSE COMMUNITY WITH THEIR COMMUNITY MEMBERS, THEY WERE ABLE TO DISPEL MISINFORMATION AND BUILD RELATIONSHIPS, WHICH IS INTENSELY IMPORTANT.

THEY HAD COMMUNITY CONNECTION FORUMS, WHICH IS SOMETHING THAT WE HAVE STARTED TO DO AND WE WILL CONTINUE TO DO, AND THEY HAVE SOMETHING THAT I LOVE.

AND THEIR SUPERINTENDENT WAS LIKE, MAN, IT WAS ROUGH AT FIRST, BUT I HOPE IT'S SOMETHING WE CAN CONSIDER.

AND IT'S CALLED VIBE IN THE VALLEY.

AND WHAT IT WAS WAS THE SUPERINTENDENT AND THE BOARD OFFICERS MEETING WITH TEACHER LEADERS AND MEETING WITH THEIR TEACHER UNIONS TO JUST RECEIVE SOME VERY OPEN AND HONEST FEEDBACK.

AND THE SUPERINTENDENT SHARED THAT IT WAS HARD AT FIRST, BUT IT HAS BEEN ONE OF THE MOST MEANINGFUL CONNECTIONS.

SO LOVED IT SO MUCH.

ADDITIONALLY STUDENT CENTERED NOTHING ABOUT THEM WITHOUT THEM ENSURING AUTHENTIC STUDENT VOICE.

THERE WERE SOME SUPER WONDERFUL THINGS AND AGAIN, A MUCH SMALLER DISTRICT.

SO THEY HAVE A STUDENT ADVISORY COUNCIL, WHICH IS SIMILAR TO OUR VOICE.

BUT THEIR STUDENT ADVISORY COUNCIL FOCUSES ON POLICY ADVOCACY, APPLIED SOCIAL RESEARCH, DEMOCRATIC GOVERNING, AND GRASSROOTS ORGANIZING.

AND I REALLY LOVED THIS BECAUSE I GOT TO SPEND A LITTLE BIT OF TIME WITH STUDENT VOICE, AND I THINK THAT THEY ARE AMAZING POLICY MAKERS.

I THINK THAT THEY CAN TELL US A LOT OF WHAT WE NEED TO DO TO DRIVE OUR POLICY, BUT WE DON'T REALLY ASK THEM.

THEIR STUDENTS CREATED A PORTRAIT OF A LEARNER AND THAT HELPS GUIDE THEIR ACTIONS.

AND THEN THEY RECENTLY IMPLEMENTED A STUDENT SENATE, AND THAT'S STUDENTS GRADES FOUR THROUGH 12.

SO THAT IS QUITE THE BROAD SPAN.

I THINK OUR STUDENT VOICE IS MOSTLY HIGH SCHOOL, RIGHT? ANY MIDDLE SCHOOL.

OKAY, SO A COUPLE MIDDLE SCHOOL.

AND THEN OF COURSE, MY FAVORITE PART IS THAT THEY HAVE A NON-VOTING STUDENT BOARD MEMBER.

THEY ACTUALLY HAVE THREE.

AND I THINK THAT THAT IS PHENOMENAL.

AND WE ACTUALLY HAD A STUDENT THAT TOOK THAT TO THE TEXAS LEDGE.

AND I THINK IT DID PASS OUT OF COMMITTEE BUT ULTIMATELY DIDN'T PASS.

AND I JUST THINK THAT THAT'S A SUPER WORTHY WAY FOR STUDENTS TO INFORM THE WAY THAT WE'RE MOVING.

AND THE LAST THING I WANT TO SAY IS, I ALSO REALLY LEARNED A LOT ABOUT INCORPORATING THE NEEDS OF STUDENTS AND STAFF WITH DISABILITIES INTO EMERGENCY OPERATIONS PLANS.

THE PEOPLE THAT PRESENTED THIS AT LEAST ONE OF THEM HAVE HAD STUDENTS IN A SCHOOL SHOOTING AND THEY DISCUSSED PERSONALIZED SAFETY PLANS.

SO PZPS AND I WILL HAVE CONTINUED QUESTIONS ABOUT THAT BECAUSE EACH STUDENT WITH DISABILITIES HAS VERY UNIQUE NEEDS.

AND I LIKED HOW IT LAID OUT EXACTLY WHAT THEY WOULD NEED IN A CRISIS.

AND OFTENTIMES WE FORGET ABOUT STAFF WITHOUT DISABILITIES.

IT'S IMPORTANT TO BE STUDENT FOCUSED, BUT IT'S ALSO IMPORTANT TO TAKE CARE OF THE PEOPLE WHO TAKE CARE OF THE PEOPLE.

AND SO I REALLY APPRECIATED THAT.

AND I LEARNED SOME VERY BASIC THINGS, LIKE HOW WHEN WE BARRICADE DOORS, LIKE WE THINK WE'RE DOING THE RIGHT THING, OR WHEN WE HAVE ADDITIONAL DEVICES THAT BARRICADE DOORS, WE THINK WE'RE DOING THE RIGHT THING. BUT OFTENTIMES IT EXCLUDES STUDENTS WITH PHYSICAL DISABILITIES FROM BEING ABLE TO ACCESS, ENTER AND EXIT SAFELY.

SO I DEFINITELY FEEL LIKE THAT IS AN AREA OF FOCUS.

I KNOW WE DO A REALLY GOOD JOB HERE ON SAFETY AND SECURITY, BUT I LEARNED A LOT AND I WOULD JUST LIKE TO SAY THANK YOU FOR ALLOWING US TO ATTEND.

IT WAS SUPER WONDERFUL AND HELPFUL.

ANY QUESTIONS FROM TRUSTEES THAT DIDN'T ATTEND? NO. ALL RIGHT.

WELL, THANK YOU VERY MUCH. I KNOW THAT IN THIS TIME OF BUDGET TIGHTENING THAT THIS WAS AN EXTRA EXPENDITURE AND I THINK THAT WE WILL USE

[02:45:06]

SO. ALL RIGHT, THAT MOVES US ON TO SECTION H, OUR ITEMS FOR CONSIDERATION BY CONSENT.

[H. ITEMS FOR CONSIDERATION BY CONSENT]

SECOND, I HAVE A MOTION AND A SECOND.

ANY COMMENTS? DID I SAY H OR I? YOU SAID H. I SAID H OKAY.

YEAH. NO QUESTIONS.

ALL RIGHT. ALL IN FAVOR OF APPROVING ITEMS H ONE THROUGH SIX BY CONSENT.

RAISE YOUR HAND. OPPOSED? SEEING NONE. MOTION CARRIES FIVE ZERO.

WE ARE ON TO OUR ACTION ITEMS.

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

AND I WILL TURN IT OVER TO DOCTOR AZAIEZ TO GET US STARTED.

THANK YOU SO MUCH, PRESIDENT LANDRUM.

AGAIN, DENNIS, YOU WANT TO KICK US OFF AND PRESENT ALSO OUR GUESTS HERE, OUR FRIENDS.

AS YOU ALL KNOW, WE'VE BEEN DOWN THIS ROAD FOR A LITTLE WHILE TRYING TO GET THE LONG RANGE FACILITY MASTER PLAN PULLED TOGETHER, AND IN ORDER TO PRESENT IT TO THE BOARD.

SO TONIGHT, WE'RE OUR PARTNERS HERE FROM HPM.

WE HAVE TRACY RICHTER AND SCOTT LEOPOLD THAT WILL WALK YOU THROUGH THE PRESENTATION AND TALK ABOUT THIS GREAT WORK WE'VE DOING.

THANK YOU. DENNIS. DOCTOR AZAIEZ.

MEMBER. TRUSTEES, THANK YOU FOR HAVING US TONIGHT.

AND CERTAINLY THANK YOU FOR ALLOWING US TO PARTICIPATE IN THIS PROCESS WITH YOUR COMMUNITY.

IT'S THIS IS ALWAYS AN OVERWHELMING PROCESS.

OBVIOUSLY, YOU HAVE A LOT OF FACILITIES.

THERE'S A LOT OF NEEDS OUT THERE.

SO WHAT WE WANT TO DO TONIGHT IS TAKE YOU THROUGH SOME BACKGROUND INFORMATION JUST ONCE MORE TO GET GROUNDED, TO MAKE SURE WE KNOW WHERE WE HAVE BEEN TO GET FORWARD.

AND THEN WE'LL TAKE YOU THROUGH SOME OF THE COMMUNITY FEEDBACK THAT WE RECEIVED, SOME RECOMMENDATIONS IN THE NEXT STEPS.

SO LET'S START WITH SOME BACKGROUND WORK.

YOU KNOW, THE WORK COMPLETED TODAY.

OBVIOUSLY THIS ONE IS THAT YOU SEE IS YOUR FACILITY CONDITION ASSESSMENTS NOW USING THE FACILITY CONDITION ASSESSMENTS, I THINK THERE'S THREE IMPORTANT THINGS TO KNOW ABOUT A FACILITY CONDITION ASSESSMENT.

YOU KNOW, FIRST AND FOREMOST THEY THEY WILL IDENTIFY ALL THOSE DEFERRED MAINTENANCE AND UPCOMING LIFE CYCLE DEFICIENCIES THAT YOU ANTICIPATE TO HAVE.

AND THAT'S A REALLY THAT'S REAL KEY TO ANTICIPATING FUTURE BUDGETS, FUTURE ALLOCATIONS OF BOND DOLLARS AND THOSE KIND OF THINGS.

SECOND, AND IT'S USED AS AN INDICATOR YOU KNOW, FOR DETERMINING THOSE RENOVATION VERSUS REPLACEMENT STANDARDS.

AND I THINK THIS IS REALLY IMPORTANT AS YOUR BUILDINGS WILL CONTINUE TO AGE AND NOT NECESSARILY THAT YOU'LL SEE IT IN THIS SET OF RECOMMENDATIONS, BUT OVER TIME, REPLACEMENTS OF EXISTING FACILITIES WILL HAVE TO BE PART OF WHAT YOU HAVE IN YOUR PORTFOLIO.

AND SO OBVIOUSLY IT DOES THAT.

AND THEN FINALLY, IT'S, IT'S ALSO SHOULD BE USED AS A STANDARD BY WHICH YOU, THAT YOU PRIORITIZE AND MAINTAIN A SUSTAINABLE FCI. YOU KNOW, ONE THING THAT WE'LL TALK ABOUT IN THIS AS YOU MOVE FORWARD TO HOWEVER YOU WANT TO MOVE FORWARD IN A BOND PROGRAM, ONE OF THE THINGS THAT'S VERY IMPORTANT IS TO IDENTIFY THAT IF OBVIOUSLY, IF YOU WERE TO DO NOTHING AND THAT THERE WASN'T SUPPORT FOR FACILITIES INVESTMENTS, THAT YOU'LL REACH A CLIFF AT SOME POINT THAT KICKS THE CAN DOWN THE ROAD TO BECOME AN UNAFFORDABLE SOLUTION IN FACILITIES.

AND SO ALWAYS INVESTMENT HAS TO BE THERE REGARDLESS IF THERE'S GROWTH, DECLINE.

WHATEVER THE DEMOGRAPHIC SITUATION IS, CONDITION STILL REMAINS CONDITION.

AND SO ONE OF THE THINGS THAT BOARDS SHOULD PAY ATTENTION TO THEN IS THAT AS YOU LOOK AT YOUR FUNDING MECHANISMS AND YOUR CAPACITY FOR FUNDING, WHAT LEVEL OF FACILITY CONDITION INDEX IS ACCEPTABLE TO YOU AS A BOARD AND AS A COMMUNITY? AND SO, YOU KNOW, CURRENTLY YOU SIT AROUND THAT, YOU KNOW, 10 OR 11%, AND THAT'S ABOUT, YOU KNOW, JUST ALMOST 600 TODAY IT'S OVER $600 MILLION.

AND ALTHOUGH IT SOUNDS LIKE A LOT AND IT IS, BY THE WAY WITH $6 BILLION OF ASSETS, IT STILL REMAINS THAT 10%.

NOW LET THAT GO OVER TIME.

AND IT WILL IT WILL SUBSTANTIALLY INCREASE, YOU KNOW, INTEREST ON TOP OF BIG NUMBER IS A BIG NUMBER.

AND SO WE USE THIS AS A GOOD TOOL TO MEASURE KIND OF HOW WE SHOULD PRIORITIZE IN OUR DECISION MATRIX AS YOU MOVE FORWARD IN A BOND.

SO YOU KNOW, THIS IS JUST KIND OF A GLANCE AT SOME OF THOSE FACILITY CONDITION ASSESSMENTS.

AND YOU KNOW, WHAT I FOUND INTERESTING ABOUT THIS IS I WENT THROUGH IT.

OBVIOUSLY, THERE'S A RELATIONSHIP TO AGE OF BUILDING WHEN IT COMES TO CONDITION.

WHAT'S INTERESTING ABOUT THIS IS THAT SOME OF THOSE, YOU KNOW, I BUT I SAW ON HERE, LIKE UNION HILL WAS SOMETHING THAT I THOUGHT, WELL, THAT'S A JUST A 22 YEAR OLD BUILDING RIGHT NOW. BUT KEEP IN MIND THAT, YOU KNOW, 22 YEAR OLD BUILDING IN A LIFE CYCLE IS GOING TO NEED A ROOF REPLACEMENT.

IT'S GOING TO NEED HVAC UPGRADES AND ELECTRICAL UPGRADES AFTER 20 OR 25 YEARS OF, YOU KNOW, FIVE, SIX, 700 KIDS WALKING THROUGH A BUILDING EVERY YEAR.

AND SO THAT'S A BUILDING THAT LIKELY IS GOING TO BE IN A LIFE CYCLE LOOKING AT A ROOF OR AN HVAC OR AN ELECTRICAL UPGRADE.

AND SO YOU MIGHT FIND A 1995 BUILDING HAS A BETTER HAS A BETTER FCI BECAUSE IT'S BEEN THROUGH THOSE MAJOR COMPONENT UPGRADES.

[02:50:06]

IT JUST MIGHT BE COMING UP TO ITS LIFE CYCLE OF SOMETHING THAT AS OUR OBSERVERS WENT OUT AND ASSESSED YOUR BUILDINGS, THEY PROBABLY WENT UP AND LOOKED AT THE ROOF, AND THE ROOF LOOKED PRETTY GOOD. BUT IT'S 22 YEARS OLD AND THEY KNOW A ROOF HAS A 25 YEAR LIFE.

AND SO THE ASSESSMENT PROBABLY RECORDS THAT IT'S GOING TO END ITS LIFE.

AND SO THAT WAS REALLY IMPORTANT TO UNDERSTAND AND TAKE THE COMMITTEE THROUGH TO UNDERSTAND WHAT, WHAT THE FACILITY CONDITION INDEX REALLY MEANT.

YOU KNOW, THE NEXT STAGE WAS ALSO THEN ESTABLISHING YOUR STANDARDS FOR EDUCATIONAL ADEQUACY OF YOUR FACILITIES.

AND, YOU KNOW, YOU KNOW, THE DEVELOPMENT OF FACILITY STANDARDS ARE A BEST PRACTICE AND REQUIRED NOW BY TIA.

AND I DO THINK IT'S A GOOD PRACTICE, AND I THINK IT'S A GOOD PRACTICE TO CONTINUE TO UPDATE, BECAUSE THE EVOLUTION OF STANDARDS AND DELIVERY MODELS IS ALWAYS THERE.

BUT ALSO THIS SERVES AS A STANDARD TO MEASURE YOUR BUILDINGS.

AND I THINK THIS IS A REAL IMPORTANT PART OF STANDARDS IS THAT AS YOU'RE STARTING TO EVALUATE WHAT YOUR NEEDS ARE FROM A CONDITION STANDPOINT, YOU CAN SEE YOU HAVE ABOUT, YOU KNOW, THAT $660 MILLION NUMBER.

BUT IF YOU DON'T HAVE A HAVE A LENS ON THE INVESTMENT, YOU'RE GOING TO HAVE TO MAKE PROGRAMMATICALLY, YOU COULD FALL 20, 30 OR 40% SHORT ON YOUR ON YOUR EVALUATION OF YOUR TOTAL NEED.

AND SO, YOU KNOW, THOSE PROGRAMMATIC NEEDS THAT YOU HAVE FOR CAREER AND TECHNICAL EDUCATION, REVAMPING A SPECIAL EDUCATION SPACE.

YOU KNOW, ATHLETIC FIELDS, YOU KNOW, JUST GO DOWN THE LIST.

FINE ARTS SPACES, ALL OF THOSE THINGS HAVE TO HAVE PROGRAMMATIC UPDATES TO THEM AS YOU GO THROUGH IN A MASTER PLAN TO ENSURE THAT YOU'RE STAYING UP WITH, WITH CURRENT STANDARDS FOR EDUCATION. AND SO THIS ACTUALLY SETS A STANDARD.

AND SO AS YOU LOOK AT THAT YOU KNOW, WE DID AN ADEQUACY ASSESSMENT, AS YOU KNOW, AND WHAT THIS DOES IS IT MEASURES AGAINST THAT.

AND SO WHAT YOU SEE HERE IS THOSE.

WHAT AS A AS A MAXIMUM SCORE THAT YOU COULD POSSIBLY GET ON THESE BUILDINGS.

AND THERE'S GOING TO HAVE TO BE OTHER CAPITAL IMPROVEMENTS TO IMPROVE THAT.

AND SO WHEN YOU LOOK AT SOME OF THOSE SCHOOLS, AGAIN, SOME OF THOSE ARE RELATED TO OLDER BUILDINGS, OBVIOUSLY, BECAUSE THEY'RE NOT TO TODAY'S STANDARDS, AS YOU HAVE AND UPDATED STANDARDS. AND I THINK THAT WHEN YOU LOOK AT MODERN DAY BUILDINGS AND LIKE, YOU KNOW, FOR EXAMPLE, YOU CAN OBVIOUSLY POINT OUT REDBUD, WHICH IS A STATE OF THE ART FACILITY FOR ELEMENTARY SCHOOLS AND A AND A PRETTY BIG STANDARD TO LIVE UP TO.

BUT WHEN YOU'RE MEASURING OTHER BUILDINGS AGAINST THAT, THINK ABOUT A BUILDING THAT WAS BUILT IN 1995 VERSUS THAT BUILDING.

AND SO IT'S IT'S DIFFICULT TO MEET THAT STANDARD.

BUT WE ALWAYS KNOW THAT THE NEWEST BUILDING IS ALWAYS THE BEST BUILDING YOU'RE GOING TO HAVE, AND THE NEXT BUILDING IS GOING TO MAKE THAT ONE JUST A LITTLE LESS THAN THE BEST BUILDING. AND SO IT'S AN EVOLUTION OF FACILITIES AS YOU WORK THROUGH A FACILITIES MASTER PLAN.

AGAIN, THE IDEA IS TRYING TO GET TO A STANDARD THAT YOU ARE THAT'S ACCEPTABLE TO THE COMMUNITY AND TO THE BOARD THAT ALLOWS YOU TO MOVE FORWARD IN A, IN A BOND PLANNING PROGRAM. SO, YOU KNOW, ONE OF THE FIRST THINGS THAT WAS DONE IS THAT THERE WAS, YOU KNOW, SOME CONCEPT OPTIONS THAT WERE PUT OUT.

AND, YOU KNOW, THINKING ABOUT THIS OPTION SURVEY THAT'S OUT IN THE COMMUNITY AND THIS, THIS SURVEY IS ACTUALLY STILL OPEN, AND THAT'S INTENTIONAL.

AS, AS YOU WILL START TO THINK ABOUT MOVING INTO A BOND KIND OF THINKING AND BOND PROGRAM THINKING.

WE WANT TO MAKE SURE THAT THIS STILL REMAINS ACTIVE ON, YOU KNOW, HIGHER LEVEL IDEAS THAT THE COMMUNITY CAN ALWAYS, YOU KNOW, HAVE SOME INPUT AND REACT TO SOME THINGS OUT THERE.

BUT, YOU KNOW, WHEN YOU GO THROUGH THIS, IT'S INTERESTING WHEN YOU DO SURVEYS ONLINE AND NOT IN PERSON.

THAT, YOU KNOW, WHEN I CAN SAY THIS, AFTER 25 YEARS EXPERIENCE, ONLINE SURVEYS HAVE A LITTLE MORE EMOTIONAL RESPONSE THAN THAN FACT BASED OR DATA BASED RESPONSE.

AND SO NOW WHAT'S INTERESTING IS THAT THERE ARE SOME REAL FACT BASED THINGS THAT THIS COMMUNITY CAME BACK TO RESOLVE.

AND WHICH TELLS ME AGAIN, THIS COMMUNITY HAS BEEN VERY INVOLVED IN YOUR FACILITIES FOR A REALLY LONG TIME.

AND SO THEY'RE VERY WELL EDUCATED.

BUT WE DID OFFER OPPORTUNITIES FOR FOCUS GROUPS, SMALLER FOCUS GROUPS, ONLINE FOCUS GROUPS.

AND ALTHOUGH THERE WAS GENERATED INTEREST, THERE WASN'T A LOT OF GENERATED RESULTS FROM PEOPLE WHO ACTUALLY SHOWED UP.

WE OPENED IT UP AND WE WERE THERE AND WE SAT FOR THE HOUR AND BUT WE WANT TO MAKE SURE THAT THAT'S ALWAYS GOING TO BE AVAILABLE.

OKAY. AND SO WE'LL CONTINUE TO DO THOSE KIND OF THINGS AS YOU MOVE FORWARD.

AND SO AS YOU MOVE FORWARD IN THAT, AGAIN, CONTINUED COMMUNITY INPUT ON THIS, WE'RE NOT GOING TO CLOSE THAT SURVEY BECAUSE WE DON'T THINK IT SHOULD BE CLOSED YET.

SO THE FEEDBACK INTERESTING THAT, YOU KNOW, JUST SOME OBSERVATIONS THAT YOU SEE THAT THERE ARE OVER 500 SURVEY RESPONDENTS INDICATED THAT THEY WERE AFFILIATED WITH CANYON, WITH CANYON CREEK.

AND, YOU KNOW, ONE OF THE OPTIONS OUT THERE WAS THINKING ABOUT THIS EARLY CHILDHOOD.

AND EARLY CHILDHOOD IS A BIG DISCUSSION FOR THIS DISTRICT.

YOU ALL OBVIOUSLY ARE RUNNING INTO A PRETTY COMPETITIVE MARKET WITH EARLY ENTRY TO SCHOOLS FROM THE CHARTER NETWORKS, FROM EITHER PRIVATE SCHOOLS, EVEN PRIVATE PROVIDERS.

AND WE ALL KNOW THAT, YOU KNOW, CONSISTENCY FROM EARLY CHILDHOOD INTO YOUR SCHOOL SYSTEM IS A GOOD WAY TO RETAIN STUDENTS.

AND SO THIS IS GOING TO HAVE TO BE A PART OF THE DISCUSSION ABOUT HOW YOU DELIVER IT.

WE DO SEE THAT THROUGHOUT THE THE SURVEY THAT THERE IS A THERE IS A REAL DESIRE TO HAVE GOOD EARLY CHILDHOOD SERVICES HERE, BUT KIND OF A RELUCTANCE TO TURN CURRENT BUILDINGS INTO THOSE.

AND IS THERE A DIFFERENT WAY TO PROVIDE THOSE EARLY CHILDHOOD SERVICES, EITHER AT EVERY SCHOOL OR IN A, IN A MORE DIVERSE KIND OF SETTING THAN A CONCENTRATED SCHOOL?

[02:55:09]

THIS IS I'M GOING TO HAVE A LITTLE DISCUSSION ABOUT BOUNDARIES HERE IN A MINUTE.

AND THEN THERE'S MIXED SUPPORT FOR, FOR A HIGH SCHOOL SIX.

YOU KNOW, LOOK, I THINK THAT, YOU KNOW, THERE'S, THERE'S A LOT OF THINGS THAT WOULDN'T WARRANT A SIXTH HIGH SCHOOL FROM A DEMOGRAPHIC STANDPOINT, CERTAINLY.

AND I KNOW WHATEVER THE ADVOCACY SAYS.

AND AGAIN, I'M AN UNBIASED KIND OF OBSERVER TO THIS.

BUT, YOU KNOW, CURRENTLY OPERATING ABOUT 85 OR 86 UTILIZATION AT YOUR HIGH SCHOOLS.

NOW, LOOK, I'M GOING TO TELL YOU AT 85 OR 86%, A HIGH SCHOOL DOES FEEL FULL ANY HIGH SCHOOL PRINCIPAL WILL TELL YOU THAT, YOU KNOW, SCHEDULING MATTERS AND HOW YOU DO THAT.

BUT WE ALSO SEE THAT WE HAVE IN SOME ANTICIPATED DECLINE IN HIGH SCHOOL ENROLLMENT OVER TIME.

AND WE KNOW THAT. AND WE WE ANTICIPATE THAT WITH JUST CURRENT GRADE LEVELS COMING IN.

BUT WE ALSO HAVE PLENTY OF OPPORTUNITIES FOR HIGH SCHOOLERS.

AND I THINK WE OFFER A LOT OF FLEXIBILITY IN THE FUTURE FOR HIGH SCHOOLERS NOT TO OCCUPY SEATS DURING THE SCHOOL DAY.

I SHARE THIS STORY ALL THE TIME THAT FOR THE PAST 15 YEARS, I GO OUT TO COMMUNITIES AND I USE THIS EXAMPLE TO COMMUNITIES, AND I ASK THEM IF YOU'RE PROJECTED ENROLLMENT FOR HIGH SCHOOL WAS 10,000 KIDS, DO YOU REALLY THINK YOU NEED 10,000 SEATS? AND IN 15 YEARS, I'VE NEVER HAD A COMMUNITY SAY, YEAH, YOU NEED 10,000 SEATS FOR 10,000 KIDS BECAUSE THEY ALL REALIZE THERE'S OTHER OPPORTUNITIES FOR HIGH SCHOOL STUDENTS NOT TO BE IN THE SCHOOL. THEY'RE DOING CO-OPS OR DOING, YOU KNOW, EARLY, EARLY COLLEGE.

THEY'RE DOING PARTNERSHIPS OFF CAMPUS.

MY MY DAUGHTER HAD EARLY RELEASE FOR HER JUNIOR AND SENIOR FOR HER JUNIOR AND SENIOR YEAR AND STILL WAS AN HONOR STUDENT WITH SIX COURSES IN CLASS.

AND SHE DIDN'T HAVE TO BE IN THE SEAT.

MY SCHOOL DISTRICT WAS NICE ENOUGH TO BUILD HER ONE FOR EIGHT HOURS.

SHE NEVER JUST SAT IN IT FOR EIGHT HOURS.

AND SO WE KNOW THAT THERE'S GOING TO BE EVOLUTION OF HIGH SCHOOL.

AND SO IT WOULD TAKE A DRAMATIC SHIFT IN ENROLLMENT FOR YOUR HIGH SCHOOLS TO DEMAND A SIXTH HIGH SCHOOL.

AND THAT'S FROM A PROFESSIONAL OPINION.

THAT WOULD BE MY PROFESSIONAL OPINION.

THAT AND I THINK THAT THERE IS AND I UNDERSTAND WHY THERE'S LEVEL OF SUPPORT.

ALSO THERE'S DIFFERENT AREAS THAT THINK THEY WOULD NEED A HIGH SCHOOL SOMEWHERE.

AND THEY FEEL SOME OF THOSE PRESSURES.

SO WE KNOW THAT THAT'S PART OF THE FEEDBACK THAT WE HAD SOME DISTRICT WIDE CONCEPTS FROM THE SURVEY.

AGAIN GOES BACK TO THE CHILDHOOD CENTERS.

THERE IS SUPPORT FOR OBVIOUSLY SPECIAL, YOU KNOW, SPECIAL PRE-K CENTER OF NON-ENGLISH SPEAKERS.

WHAT'S INTERESTING IS ABOUT 30% OF THE COMMENTS THAT CAME IN WERE RELATED TO BOUNDARIES AND SUPPORT OF BOUNDARY CHANGES.

YOU KNOW, I KNOW THAT THAT'S A THAT'S KIND OF A HUSH HUSH WORD IN A LOT OF DISTRICTS.

BUT I DON'T THINK IT'S ANYTHING THAT WE SHOULD IGNORE AND NOT EMBRACE AT SOME POINT.

THERE'S NEVER, EVER, EVER BEEN A POLICY THAT GUARANTEES A BOUNDARY OF A SCHOOL.

AND THERE NEVER SHOULD BE, BECAUSE DEMOGRAPHICS CHANGE AND BUILDINGS DON'T MOVE.

NOW, HOW YOU APPROACH BOUNDARIES IS PROBABLY THE BIGGER QUESTION THAN IF YOU SHOULD APPROACH BOUNDARIES.

AND SO, YOU KNOW, I DO BELIEVE THAT WHEN IT COMES TO LONG RANGE FACILITIES, MASTER PLAN AND BE VERY CLEAR THAT, YOU KNOW, BOUNDARY CHANGES ARE CONNECTED AND THEY'RE NOT CONNECTED TO LONG RANGE PLANNING, BUT BOUNDARIES ARE NOT PART OF A LONG RANGE PLAN AND THE LONG RANGE FACILITIES PLAN.

AND I'LL TELL YOU WHY IS THAT WITHOUT DETERMINING FIRST YOUR PORTFOLIO OF FACILITIES FOR THE NEXT FIVE, 10 OR 15 YEARS, THERE'S NO WAY TO DETERMINE BOUNDARIES.

AND SO UNTIL THERE'S CONCLUSION ON YOUR PORTFOLIO OF FACILITIES, WHY WOULD YOU CHANGE BOUNDARIES? HENCE YOU HAD AN ISSUE IN THE LAST.

AND THIS ISN'T THROWING STONES.

THERE WAS AN ISSUE IN THE LAST ABOUT WE CHANGED BOUNDARIES AFTER WE MADE A DECISION ON A FACILITY THAT MADE SOME THAT MADE SOME EXTRA WORK FOR THE DISTRICT.

AND SO BUT WE DO BELIEVE THAT IT COULD BE PART OF A PROCESS THAT WOULD HELP ALLEVIATE SOME COST MEASURES THAT YOU WILL BE FACING.

AND SO SOMETIMES IT'S A MATTER OF THE BOARD DECISION ON DO YOU WANT TO SPEND MONEY TO ACCOMMODATE EITHER SHIFTS IN DEMOGRAPHICS OR ARE YOU WILLING TO TAKE SOME, SOME, SOME INITIATIVE FROM THE COMMUNITY PERSPECTIVE TO SAY, LOOK, WE CAN MAKE SOME BOUNDARY CHANGES AND ADJUSTMENT OR EVEN SOME PROGRAMMATIC CHANGES IN ORDER TO BALANCE ENROLLMENT BETTER.

AND I THINK THERE'S ALL KINDS OF WAYS TO DO THAT.

AND SO I THINK YOU'RE SEEING SOME SOME GARNERED SUPPORT FROM THE COMMUNITY OF THAT.

ALSO, OBVIOUSLY THE CTE IS GOING TO BE A CONTINUED DEMAND.

THAT FROM YOUR COMMUNITY, FROM YOUR STUDENTS FROM INDUSTRY, LOCAL INDUSTRY AND GLOBAL INDUSTRY THAT YOU HAVE COMING IN IN YOUR BACK DOOR.

AND SO I THINK THAT THIS IS A BIG THING.

YOU KNOW, MIXED SENTIMENT AROUND PERFORMING ARTS CENTERS.

AND I THINK THIS IS SOMETHING TO REALLY DISCUSS DOWN THE ROAD.

PERFORMING ARTS CENTERS ARE THEY END UP BEING KIND OF A HOT TOPIC FOR SOME REASON.

I DON'T KNOW WHY EVERYBODY SUPPORTS THE ARTS.

I HOPE I'M A BIG SUPPORTER OF THE ARTS.

BUT WHEN YOU'RE WHEN YOU'RE CREATING SPECIFIC FACILITIES THAT ARE SPECIFIC TO A CERTAIN GROUP OF STUDENTS, THAT THAT DOESN'T INCLUDE A MAJORITY OR A LOT OF PIN THERE, IT BECOMES KIND OF A HOT TOPIC FOR YOU.

AND SO AGAIN, NOT TO DISMISS THE IDEA, BUT I THINK IT'S SOMETHING THAT DEMANDS SOME RESPONSE TO AND DISCUSSION AROUND.

AND THEN FINALLY MIXED SENTIMENT AROUND ADDITIONAL COMPETITION STADIUMS. YOU KNOW, YOU KNOW, TEXAS STADIUMS AREN'T CHEAP.

WE KNOW THAT THEY MAKE NATIONAL NEWS WHEN THEY ARE BUILT.

AND SO I DO THINK THAT, YOU KNOW, HOW DO YOU CURRENTLY USE YOUR FACILITIES FROM AN ATHLETIC STANDPOINT?

[03:00:02]

SO MAYBE YOU DON'T HAVE TO DO THAT TO, TO SAVE SOME DOLLARS.

ALSO SOME GENERAL OBSERVATIONS.

YOU KNOW, THERE IS A DISBELIEF THAT ENROLLMENT HAS DECLINED NOW THE DECLINE NOW THE DECLINE IN ENROLLMENT LAST FOUR YEARS HAS BEEN THERE.

NOW, I KNOW YOU GUYS HAD AN EARLIER DISCUSSION AROUND ENROLLMENT AND AND YOU HOPE YOU STABILIZE.

AND I THINK THAT THAT THAT THE PROJECTIONS SHOW SOME STABILIZATION OF ENROLLMENT.

BUT THE TRENDS DO SHOW SOME DECLINE THERE.

AND I DO THINK THAT THIS IS A CHANGE FROM THE 2018 PROGRAM.

I MEAN, WHEN YOU SAW EXPLOSIVE GROWTH IN THE IN THE AUSTIN AREA, IT'S NOT THAT YOU'RE STILL NOT SEEING IT, BUT THE FACT OF THE MATTER IS, IS THAT THE THE EXPLOSIVE GROWTH ISN'T ISN'T CAUSING STUDENT ENROLLMENT GROWTH.

AND YOU'RE NOT ALONE.

THIS IS AROUND THE COUNTRY EVERYWHERE.

STUDENT YIELDS ARE DOWN, BIRTH RATES ARE DOWN.

AND PARENTS AREN'T THERE.

YOU KNOW, THOSE EMPTY NESTERS AREN'T MOVING OUT OF THEIR HOMES TO GO FIND SOMETHING SMALLER.

AND I'VE BEEN USING THIS INSTANCE A LOT IN THE LAST SIX MONTHS BECAUSE I'VE HAD 2 IN 3 DISTRICTS I'M WORKING IN.

I'M THE PERFECT EXAMPLE.

THREE YEARS AGO I HAD TWO KIDS IN HIGH SCHOOL.

THIS YEAR I HAVE NO KIDS IN HIGH SCHOOL, AND I HAVE THIS HOUSE THAT IS WAY TOO BIG.

I SEE ROOMS I'VE NEVER I HAVEN'T SEEN THREE ROOMS IN MY HOUSE FOR ABOUT SIX MONTHS.

BECAUSE I DON'T HAVE TO.

BUT I HAVE THE CHOICE OF 20 YEARS IN A HOUSE.

ALMOST PAID FOR IT ABOUT 2.5% INTEREST.

OR GO TO HALF THE HOUSE FOR TWICE THE MONEY AT 8% INTEREST.

I'M NOT GOING ANYWHERE, NOT AT THIS CURRENT DATE.

AND I THINK WE'RE SEEING SOME WE'RE SEEING SOME STABILIZATION OF HOUSING RIGHT NOW.

THAT HAS BEEN UNPRECEDENTED FOR US IN THE LAST 15 YEARS.

AND SO IT WILL CHANGE.

BUT WE HAVE TO KIND OF WE HAVE TO WAIT ON THAT WAVE TO HAPPEN.

AND SO PAYING CLOSE ATTENTION TO THAT DEMOGRAPHIC, PAYING ATTENTION TO HOW THAT WORKS WILL IMPACT THAT NUMBER FOR US.

CERTAINLY. YOU KNOW, ALSO THAT THERE HAS BEEN CERTAIN SIDES OF THE DISTRICT HAVE HISTORICALLY HAD THEIR NEEDS MET OVER OTHERS FROM A PERCEPTION.

AND THERE'S NEEDS THAT THAT HAS TO BE FOCUSED ON EQUITY.

LOOK, THE FACT OF THE MATTER IS, IS THAT THERE IS PROBABLY TRUTH IN THIS TO SOME LEVEL.

AND AND WHERE THAT TRUTH LIES IS SOMETIMES A DIFFERENT STORY.

YOU KNOW, SOMETIMES THE INVESTMENT HAS TO BE BECAUSE YOU HAD GROWTH SOMEWHERE.

AND THOSE INVESTMENTS WERE BIG BECAUSE SCHOOLS AREN'T CHEAP TO BUILD, BUT YOU HAD ENROLLMENT THAT DEMANDED SCHOOL BUILDINGS.

IF I WOULD HAVE SAID THE SAME THING TO THE COMMUNITY 25 YEARS AGO THAT NEEDED A SCHOOL, THEY GOT THE SCHOOL.

THEY MIGHT BE REMINDED THAT THEY GOT A SCHOOL WHEN THEIR ENROLLMENT DEEMED IT.

AND SO WE QUICKLY FORGET THAT SOMETIMES, THOUGH.

AND SO WE HAVE TO MAKE SURE THAT WE'RE RESPONDING TO SOME OF THAT GROWTH.

BUT WE'RE NOT THAT WE'RE NOT IGNORING OUR CURRENT INVENTORY AND THE BALANCE OF ENROLLMENT ACROSS THAT.

TWO. AND SO REINVESTMENT IS GOING TO HAVE TO BE A THEME THAT YOU'RE, THAT YOU'RE TALKING ABOUT MAYBE IN YOUR NEXT TWO BOND CYCLES.

AND THAT'S OKAY TO MAINTAIN BUILDINGS THAT FROM 25 YEARS AND GIVE THEM ANOTHER 40 YEARS OF LIFE IS A REALLY GOOD INVESTMENT.

AND SO IT DOESN'T ALWAYS REQUIRE NEW TO DO THAT.

AND I DON'T THINK NEW IS ALWAYS BETTER.

YOU KNOW, TEARING DOWN BUILDINGS AND SENDING THEM TO THE LANDFILLS THAT WE DON'T HAVE ROOM FOR IS NOT ALWAYS THE BEST IDEA.

AND SO WE NEED TO THINK ABOUT REINVESTMENT AND SMART WAYS TO REINVEST IN OUR FACILITIES.

AND THEN ALSO THEN JUST LOOKING AGAIN, LOOKING AT THE MAINTAINING THE BALANCE WE HAVE, YOU KNOW, AND I THINK THAT THERE'S A, THERE'S A RECOGNITION OF THE, OF THE CHARTER INFLUENCE AND THAT'S NOT GOING AWAY.

AND WE KNOW THAT. AND SO, YOU KNOW, ONE OF THE WAYS AND I BELIEVE FROM A FACILITIES AND MANY OF YOU KNOW THAT I'M AN EDUCATOR TOO, IS THAT, YOU KNOW, OUTPERFORMING AND OUT DELIVERING. AND CERTAINLY THE ENVIRONMENTS THAT STUDENTS COME INTO IS A COMPETITIVE WAY TO GO AGAINST THE CHARTER.

AND I THINK THAT'S INVESTING IN YOUR FACILITIES SHOULD BE A REFLECTION OF HOW YOU VALUE EDUCATION.

AND I THINK WHEN STUDENTS WALK INTO YOUR BUILDINGS, THEY SHOULD THAT BUILDING SHOULD REFLECT THE QUALITY OF EDUCATION THEY'RE GOING TO GET.

AND SO THAT IS A GREAT WAY TO COMPETE AGAINST THE CHARTER NETWORK.

AND SO I THINK THAT'S JUST ONE OF THE MANY TOOLS THAT YOU HAVE AT YOUR DISPOSAL TO DO THAT.

AND OBVIOUSLY THEY'RE TARGETING THAT YOUNGEST, THAT YOUNGEST AGE AS POSSIBLE.

YOU GET THEM IN EARLY, YOU'RE GOING TO KEEP THEM.

AND OBVIOUSLY WITH SOME FOCUS ON EARLY CHILDHOOD EDUCATION AND HOW HOW YOU WILL DELIVER THAT IN THE FUTURE.

AND THE INVESTMENTS YOU MAKE IN FACILITIES CAN HELP WITH THAT MATTER.

SO SOME OF THE REMINDERS AND THE RECOMMENDATION IS THAT AND I THINK THIS IS REALLY IMPORTANT, YOU KNOW, YOU KNOW, I THINK THAT.

HISTORICALLY. AND THIS IS THIS SEEMS TO BE A THING IN TEXAS.

AND ESPECIALLY, YOU KNOW, WE WORK NATIONALLY ON THIS.

BUT, YOU KNOW, DEVELOPING A COMPREHENSIVE PLAN FIRST IS A IS A REALLY GOOD STRATEGY THAT HELPS YOU IDENTIFY THE NEEDS OF ALL FACILITIES.

AND I THINK WHAT YOU'RE GOING TO SEE IS THAT EVERY BUILDING IN HERE IS MENTIONED FOR SOME IMPROVEMENT AT SOME LEVEL.

NOW, HERE'S THE THING THAT WHEN IT COMES TO THIS, IS THAT IT PROVIDES AN OBJECTIVITY IN YOUR PLAN THAT DOESN'T ALLOW POLITICKING OR PRIORITIZATION BASED ON SOME POLITICKING THAT HAPPENS THAT WILL OCCUR.

THAT HAS TO OCCUR SOMETIMES, BUT IT LEAVES THAT OUT OF THE WAY FOR A SECOND.

AND IT REALLY OBJECTIVELY LOOKS AT EACH BUILDING TO SAY, THIS IS OUR NEED PER BUILDING.

IT DOESN'T PUT ANYBODY AND DOESN'T LEAVE ANYBODY OUT.

IT DOESN'T SAY, YOU CAN'T GO YET BECAUSE YOU DON'T FIT THAT MODEL OF WHAT WE NEED TODAY.

IT ADDRESSES ALL FACILITIES.

A BOND PLANNING PROCESS IS SPECIFICALLY CREATED TO MAKE SURE THAT YOU CAN, THAT YOU CAN PROVIDE THOSE DECISION MATRICES THAT ARE BASED ON REALLY GOOD PLANNING IN THE FIRST

[03:05:09]

I THINK THAT THOSE ARE GREAT TOOLS TO ALLOW YOU TO BUILD OBJECTIVE DECISION MATRICES FOR YOUR BOND COMMITTEE TO USE AS BASELINES TO AT LEAST AVOID, AS LONG AS YOU CAN, POLITICKING THAT WILL SURELY OCCUR.

AND LOOK, WE SHOULDN'T IGNORE THAT IT EXISTS AND IT SHOULD EXIST.

SOMETIMES I THINK THAT SOMETIMES THERE HAS TO BE.

AND AS YOU START TO LOOK AT AS YOUR PLAN AND YOUR AND AS YOU DELIVER YOUR PLAN AND THINK ABOUT PROPORTIONAL, PROPORTIONAL SPENDING EQUITY ACROSS YOUR DISTRICT, I THINK THAT THERE ARE SOME THINGS THAT ARE GOING TO HAVE TO TAKE PRIORITY, EVEN THOUGH THEY MIGHT NOT FIT PERFECTLY INTO YOUR METRICS OF DECISION MAKING.

AND THE REASON THAT HAS TO HAPPEN IS BECAUSE THERE SHOULD BE PROPORTIONAL DISTRIBUTION ACROSS YOUR DISTRICT FOR FOR INVESTMENT IN YOUR SCHOOLS.

AND SO BUT WHAT WE SHOULD ALLOW THIS TO HAPPEN IN THIS PROCESS IS TO ALLOW THE CONVERSATION TO HAPPEN AS TO SAY THAT IT'S NOT THAT YOU'RE NOT GETTING SOMETHING.

BUT WHEN IT COMES TO THIS, WHEN IT COMES TO REAL EQUITY AND DISTRIBUTION, TO GET RID OF THAT ARGUMENT IN THE COMMUNITY AND BUILD THAT TRUST BACK UP, WE'RE NOT GOING TO LET ONE PROJECT SACRIFICE THE ENTIRE BOND PROGRAM.

THAT WOULD BE FOOLHARDY.

IT'S, YOU KNOW, IT'S SPENDING DIMES TO GET DOLLARS HERE, AND WE DON'T WANT TO DO THAT.

AND SO I THINK THAT THAT'S WHY I THINK THAT THE STEP, THE FIRST STEP THAT YOU HAVE TAKEN AS A BOARD TO IDENTIFY ALL NEEDS IS THE MOST IMPORTANT.

AND IT'S LEFT THE MOST OBJECTIVE KIND OF VIEW OF THIS.

AND SO IT IS IT DOES BECOME A GUIDE FOR FUTURE PLANNING.

NOW BY ADOPTING THIS, IT'S NOT YOU'RE NOT APPROVING ANY PROJECTS IN THIS.

AND THAT'S THEN I WANT THAT TO BE CLEAR.

FIRST OF ALL, THE LONG RANGE FACILITY PLAN DOESN'T PROVIDE THE DETAIL THAT YOU WILL NEED AS YOU MAKE A BOND DECISION DOWN THE ROAD.

AND SO BUT THOSE DETAILS ARE IN THERE FOR BOND COMMITTEE TO HELP WITH THAT.

AND SO IT ALSO THEN.

SETS IN MOTION THE IDEA THAT WE CAN START TO PRIORITIZE THOSE DEFICIENCIES AND HOW YOU AND ADEQUACY NEEDS AND LIFE CYCLE INVESTMENTS AND HOW YOU DO THAT.

IT ALSO ANALYZES THE TIMING AND SEQUENCING.

I THINK AS AS A BOND COMMITTEE MOVES FORWARD IN THIS AGAIN, LEANING ON THE EXPERTISE THAT WE CAN BRING TO THE TABLE TO SHOW HOW SCHEDULES CAN WORK, HOW GOOD COST ESTIMATING CAN WORK AS YOU AS YOU LOOK AT PROJECTS DOWN THE ROAD, YOU KNOW, THE COSTS THAT YOU SEE TODAY ARE ESTIMATED TO WHAT WE WHAT WE MIGHT CONSIDER MIDPOINT OF CONSTRUCTION. SO IF WE STARTED 25 WOULD BE LIKE 28.

COST IS WHAT WE HAVE IN THERE.

AND SO WHAT YOU HAVE IN THIS PROGRAM, THEN AS SOON AS THE THESE COMMITTEES WALK THROUGH THIS IS FOR US TO GET OUR HANDS ON IT TO MAKE SURE, OKAY, HERE'S WHAT SEQUENCE CAN LOOK LIKE BASED ON WHETHER IT'S SWING SPACE NEEDS, FUNDING NEEDS.

HOW YOU WORK ACROSS THE DISTRICT.

IT COULD BE BY COMPONENT NEED.

ALLOW US TO SCHEDULE THAT OUT.

COST IT OUT. BECAUSE ONE COST MIGHT BE A LITTLE LESS BECAUSE WE CAN GET TO THAT IN 2026.

ONE MIGHT BE A LITTLE MORE BECAUSE WE CAN'T GET TO UNTIL 2030.

AND SO SO ANALYZING THAT TIME AND SEQUENCE IS IMPORTANT.

OBVIOUSLY ALWAYS COMMUNICATING WITH YOUR COMMUNITY ABOUT HOW THIS WILL WORK.

HOW SEQUENCE AND WORK, WHY IT WORKS LIKE IT IS, WHY THE DECISION MATRIX IS COMMUNICATING THAT THROUGHOUT THE PROCESS.

AND CERTAINLY THIS STARTS A MOTION FOR FORMING A BOND COMMITTEE, WHICH IS ALREADY IN MOTION TO GET STARTED.

AND SO WHAT I'M GOING TO DO THEN IS JUST JUMP INTO SOME OF KIND OF THE THINGS THAT WE SEE OUT THERE.

AND I'M NOT GOING TO TALK SPECIFICALLY ABOUT SCHOOLS IN HERE, BUT THIS JUST GIVES EVERYONE, FIRST OF ALL, SAYS YOUR CURRENT STATE OF FACILITIES IN THE CEDAR RIDGE LEARNING COMMUNITY TALKS ABOUT DEFERRED MAINTENANCE AND LIFE CYCLE REPLACEMENT NEEDS.

THERE IS AN EXCESS OF PORTABLES.

WHAT YOU'RE GOING TO SEE THROUGHOUT HERE IS THIS IDEA OF A, A PORTABLE REDUCTION STRATEGY.

BUT NOT IN THE CASE OF SACRIFICING CAPACITY.

GENERALLY, IF THERE'S A PORTABLE REPLACEMENT, IT'S INTENDED TO TO HELP CAPACITY, NEED TO REDUCE THE PORTABLE OFF THE BUILDING.

PORTABLES DO COME AT A PREMIUM COST.

I MEAN, THEY LOOK CHEAP, BUT THEY HAVE SUCH A SHORTER LIFE CYCLE THAT THEY'RE NOT CHEAP BY THE YEAR.

AND SO A GOOD PORTABLE REDUCTION STRATEGY HAS TO NOT SEND SHOCKWAVES THROUGH.

YOU KNOW, I HAVE FOUND IN MY CAREER THAT PRINCIPALS TEND TO LOVE A COUPLE OF PORTABLES ON THEIR FACILITIES SO THEY CAN HAVE SOME FLEX SPACE FOR THEM.

BUT WE WANT TO MAKE SURE THAT WE'RE BEING FISCALLY RESPONSIBLE WITH THOSE.

AND SO YOU SEE THAT AND THEN ALSO YOU GOT SOME SMALL ELEMENTARIES IN COMPARISON TO THE STANDARD.

SO THAT IMPACTS ADEQUACY SCORES.

CERTAINLY. BUT IF I MOVE ON TO SORT OF THE, THE BASELINE RECOMMENDATIONS IN HERE OH, LET ME, LET ME BACK UP HERE BECAUSE I THINK THAT WHAT YOU SEE, AND THIS IS WHAT I KIND OF LOOK LIKE ON, ON ON THE RIGHT HAND SIDE OF THIS, YOU SEE THAT UTILIZATION OF FACILITY CONDITION.

AND AS YOU SEE THEY AS THEY PROGRESS FORWARD AND YOU SEE IN FACILITY CONDITION THAT RED WHEN IT STARTS TO REACH THAT RED POINT, YOU CAN START TO SEE THE TRENDS OF FIVE AND TEN

[03:10:05]

AND SO YOU CAN SEE HOW KIND OF AT A HIGHER LEVEL.

AND THE SAME THING WORKS FOR UTILIZATION.

YOU CAN SEE KIND OF AT A HIGHER LEVEL WHERE PRIORITIES MIGHT FALL IN PLACE EVEN BY VERTICAL LEARNING COMMUNITIES.

BECAUSE AS THAT, AS THAT RED GOES ACROSS, THAT QUICKER THAT GETS TO THE RED, THE QUICKER OUR PRIORITIES ARE GOING TO HAVE TO BE THERE TO TO INVEST IN THOSE PRIORITIES.

AND SO YOU SEE IN HERE THAT WE DO HAVE THERE'S A NEED ACROSS THAT YOU DO SEE, AND WE DON'T SEE A HUGE PRESS FOR UTILIZATION OF CAPACITY HERE.

BUT THERE IS A THERE IS A NEED TO, TO INVEST INTO THAT, INTO THE CONDITION AND ADEQUACY OF YOUR FACILITIES.

NOW AS THESE READ ACROSS BASELINE RECOMMENDATIONS, OBVIOUSLY EVERYTHING YOU'RE GOING TO SEE REALLY HAS A HIGH EMPHASIS ON DEFERRED MAINTENANCE AND LIFE CYCLE REPLACEMENT.

AND THEY KIND OF FIT TOGETHER IN THE FACT THAT, YOU KNOW, AND HAS SOME REPROGRAMING IN IT.

AND SO THE NUMBERS THAT YOU SEE ACROSS IS A BASELINE ACTION ON THE SCHOOL.

THE NUMBER, THE TOTAL BASELINE COST ON THE RIGHT HAND SIDE WOULD BE THAT DEFERRED MAINTENANCE AND LIFE CYCLE COST PLUS THE ACTION.

AND SO WHICH WOULD MEAN A PROGRAMMATIC ACTION TO THE BUILDING.

AND AGAIN NOT THAT YOU SEE A LOT OF DETAIL HERE.

AND YOU SHOULDN'T IF YOU DID IN THIS REPORT WOULD BE, I DON'T KNOW, THIS THICK AND NOT THIS THICK.

OKAY. BUT WHAT WE DO HAVE IS FOR THE BOND COMMITTEE, THEN THEY CAN LOOK AT, OKAY, WHAT'S IN DEFERRED MAINTENANCE? WHAT ARE THE PRIORITY ONE? PRIORITY TWO AND PRIORITY THREE.

WHAT ARE THE SYSTEM REPLACEMENT COMPONENTS OUT THERE THAT HAVE HIGH PRIORITIES OVER THE NEXT FIVE YEARS.

AND YOU KNOW, AS YOU START TO THEN PRIORITIZE YOU, THERE MIGHT BE SOMETHING THAT SAYS, OKAY, MAYBE THE COMMITTEE COMES FORTH WITH IN DEFERRED MAINTENANCE, WE NEED TO TAKE CARE OF PRIORITIES ONE AND TWO IN THIS BOND PROGRAM.

AND THEN PRIORITY THREE, WHICH COULD BE PAINT.

IT COULD BE, YOU KNOW, SOME CARPET THAT YOU MIGHT JUST TAKE CARE OF IN GENERAL MAINTENANCE MIGHT JUST FALL OFF THERE.

AND SO WHAT WE ALWAYS KNOW, AND WHAT WE SHOULD ALWAYS REMIND PEOPLE OF, IS THAT DEFERRED MAINTENANCE AND LIFE CYCLE COST IS NEVER IS NEVER THE PLANNING COST, BECAUSE THERE'S TOO MANY ACTIONS THAT HAPPEN BEYOND THAT.

BECAUSE BUT THE BEST EXAMPLE IS YOUR YOUR DEFERRED AND LIFE CYCLE MIGHT BE SO MUCH THAT YOU JUST WANT TO REPLACE A BUILDING.

AND SO THAT NUMBER WOULDN'T REPLACE A BUILDING COST.

AND SO IF YOU MIGHT HAVE, LET'S SAY 50 MILLION IN A, IN A IN A LIFE CYCLE AND MAINTENANCE, BUT IT COSTS 70 TO BUILD A NEW ONE.

YOU'D PROBABLY SPEND THE 70 BECAUSE IT'S NOT WORTH THE 50 VERSUS 70 TO TO HAVE A BUILDING THAT WILL LAST A LOT SHORTER.

AND SO THE LIFE CYCLE AND DEFICIENCY IS NEVER THE PLANNING NUMBER.

AND THAT IS SOMETHING, BELIEVE IT OR NOT, I THINK PEOPLE CAN'T DON'T GRASP ON TO UNTIL THEY HEAR IT.

AND SO WE WANT TO MAKE SURE THAT'S ALWAYS CLEAR.

AGAIN, I'M NOT GOING TO GO THROUGH EVERYTHING ON HERE.

BUT YOU DO SEE THAT THERE'S PORTABLE REPLACEMENT ON HERE.

YOU SEE PRE-K ADDITIONS.

YOU SEE A A BIG MOVE TOWARD THE BIG MOVE TOWARD REPROGRAMING.

AND THAT LIFE CYCLE INVESTMENT.

NOW, THE NUMBERS ON THE RIGHT ARE GOING TO BE BIG.

I'M NOT GOING TO I'M NOT GOING TO LIE TO YOU ABOUT THAT.

THEY'RE GOING TO BE BIG. AND BECAUSE THE NUMBERS AREN'T GETTING SMALLER YOU KNOW, IT'S IT'S AMAZING TO SEE THE PROGRAMS THAT YOU BID IN 20 1920 AND WHAT THE COSTS ARE TODAY AND WHAT THEY WILL BE IN 2028 TO THE POINT THEY'RE ALMOST DOUBLED.

AND THAT'S AND LOOK, YOU LIVE IN THE WORLD.

WE HAVE FOR THE LAST, YOU KNOW, 30 YEARS.

IT'S ALMOST SHOCKING.

TO SEE THAT KIND OF CHANGE IN FIVE YEARS.

BUT THE FACT OF THE MATTER IS, IS THAT DON'T WE DON'T HIDE FROM THE NUMBER, YOU KNOW, IF IT'S GOING TO BE $800 A SQUARE FOOT TO BUILD A HIGH SCHOOL, IT'S GOING TO BE $800 TO BUILD A HIGH SCHOOL. I CAN'T CHANGE THAT.

I'M NOT GOING TO SAY IT'S ONLY 600 TO MAKE A NUMBER LOOK BETTER.

WE'RE JUST GOING TO MAKE SURE THAT THAT IT'S OUT THERE.

WE'VE ESCALATED IT OUT.

WE FEEL LIKE IT'S A WE FEEL LIKE IT'S A COMFORTABLE NUMBER.

AND WITH CURRENT TRENDS, WE DO FEEL LIKE IT'S A COMFORTABLE NUMBER IN THERE.

AND SO THOSE NUMBERS THAT YOU SEE ARE BIG, BUT UNDERSTAND THAT THE BOND DOESN'T TAKE CARE OF ALL YOUR ISSUES, NEVER WILL.

AND I'LL GET TO THAT AT THE END.

SO YOUR RECOMMENDATIONS HERE IS THAT KEEP SUPPORTING THAT PRE-K DISTRIBUTED IN THE ELEMENTARY SCHOOLS AND CONSTRUCTS 12 CLASSROOM AT CARLSON AND VOIGHT.

AGAIN THAT GETS THOSE SCHOOLS A LITTLE BIGGER BUT ACCOMMODATES SOME PRE-K IN THAT BUILDING.

MOVING ON TO THE MIDDLE, AGAIN, LOOKING AT THE TRENDS HERE, THAT YOU CAN SEE THAT THERE IS SOME SOME UTILIZATION THINGS THAT WE HAVE TO DEAL WITH AS FAR AS BALANCE OF UTILIZATION A LITTLE BIT, THAT DOESN'T REALLY NECESSARILY ALWAYS GET TAKEN CARE OF IN A, IN A FACILITIES PLAN.

IT'S MORE PROBABLY PROCEDURAL AND BALANCED ENROLLMENT HOW YOU WANT TO ADDRESS BALANCE OF ENROLLMENT.

ALSO IN HERE THAT YOU SEE SOME SOME ISSUES WITH SOME CONDITION THAT THAT ARE GOING TO HAVE TO BE THAT ARE GOING TO BE DETERMINED.

AND THEN AGAIN, IN A, IN AN AREA THAT HAS ABOUT 7000 CAPACITY WITH 4600 STUDENTS, 32 PORTABLES SEEMS EXCESSIVE.

AND WELL, IT DOESN'T SEEM IT IS EXCESSIVE.

AND AGAIN, THAT COMES AS A COST THAT TAKES AWAY FROM PROGRAMS AND STUDENTS.

AND SO THINKING ABOUT HOW THAT REDUCTION COULD WORK TOO.

AGAIN, THE BASELINE RECOMMENDATIONS IN HERE, YOU SEE HOW THIS NUMBER LOOKS AGAIN.

[03:15:05]

AND THOSE CAPACITIES ARE A LITTLE BIGGER THAN SOME OF THOSE SCHOOLS IN THE, IN IN THE PREVIOUS THE CEDAR RIDGE.

AND SO, AGAIN, BIG EMPHASIS ON RENOVATION, MAINTENANCE REINVESTMENT AS WE MOVE FORWARD.

I WISH THERE WAS MORE EXCITING STUFF IN HERE.

BUT, YOU KNOW, SERVE ON A CHURCH COMMUNITY COMMITTEE THAT WANTS TO REPLACE THE AIR CONDITIONING ROOF DOESN'T GET A LOT OF POPULARITY.

AND SO, YOU KNOW, THE FUTURE BOUNDARY ADJUSTMENT.

AGAIN, I THINK THAT THE BALANCE OF ENROLLMENT ACROSS THE VERTICAL LEARNING COMMUNITY IS GOING TO BE IMPORTANT.

AND I THINK THAT, AGAIN, ADDRESSING HOW YOU CAN BALANCE ENROLLMENT THROUGH DIFFERENT STRATEGIES, WHETHER THEY'RE PROGRAMMATIC OR BOUNDARY SOLUTIONS CAN BE A RECOMMENDATION POST BOND, OBVIOUSLY, TO ADDRESS THOSE KIND OF THINGS.

AND THEN OBVIOUSLY USING SOME OF THAT, SOME OF THAT ADJACENCY SPACE TO BALANCE SOME OF THAT ENROLLMENT.

AND LOOKING AT THINGS LIKE FOREST NORTH AS AN OVERFLOW PRE-K CAMPUS TO BETTER UTILIZE THE FACILITY.

AND I THINK PRE-K IS ONE GREAT WAY TO USE A FACILITY.

WHERE YOU MIGHT FIND THAT A REGIONAL PRE-K SOLUTION THAT CENTRALIZES RESOURCES.

A LITTLE MORE EFFECTIVELY AND EFFICIENTLY.

IN ADJACENT SCHOOLS TO SCHOOLS THAT MIGHT NOT HAVE THEM, MIGHT BE A REALLY GOOD SOLUTION FOR THE DISTRICT.

BUT AGAIN, THOSE ARE DECISIONS DOWN THE ROAD.

WE JUST KNOW WE'RE GOING TO NEED SPACE AND INVEST IN THOSE SPACE TO DO IT IN THE ROUND ROCK LEARNING COMMUNITY THEN.

AND I'LL CATCH UP HERE ON MINE, TOO.

SORRY. SO ON THE ROUND ROCK LEARNING COMMUNITY AGAIN, YOU CAN SEE WHERE THIS IN THE LIFE CYCLE AND THE DEFERRED MAINTENANCE.

YOU CAN SEE THAT RED POPPING UP A LITTLE SOONER ALSO.

LOOK AT SOME OF THE AGES OF THOSE BUILDINGS, AND IT'S OBVIOUSLY GOING TO BE THERE.

THOSE 30 YEAR BUILDINGS ARE GOING TO BE CLOSE TO THOSE THERE.

AND THOSE INVESTMENTS ARE GOING TO BE GOOD INVESTMENTS.

BUT WE ALSO SEE THAT THERE'S YOU RUNNING INTO SOME CAPACITY AND UTILIZATION ISSUES.

NOW, WHEN WHAT'S INTERESTING ABOUT WHEN YOU START TO SEE THOSE AT LIKE MIDDLE SCHOOLS OR SECONDARY SCHOOLS, IT OFTEN ISN'T.

IT OFTEN ISN'T A CHANGE OF A MIDDLE SCHOOL BOUNDARY.

IT'S OFTEN YOU HAVE TO LOOK AT YOUR FEEDER PATTERNS, AND YOU HAVE TO ADDRESS FEEDER PATTERNS TO SEE WHAT SCHOOLS ARE IN AND WHAT MIDDLE SCHOOL TO WHAT HIGH SCHOOL.

AND SO IT BECOMES A FEEDER DISCUSSION A LITTLE BIT WHEN YOU'RE TALKING ABOUT SECONDARY UTILIZATION.

AND AGAIN DEFERRED MAINTENANCE AND HERE EXCESSIVE PORTABLES.

AND THEN WHAT'S INTERESTING ABOUT THIS ONE AND AGAIN, WE PULLED FROM THE, THE TEMPLETON REPORT.

ABOUT THE PROJECTED DECREASE IN STUDENTS HERE.

YOU KNOW, A LITTLE CONCERNING ABOUT, YOU KNOW, SOME OF THE, SOME OF THAT.

BUT TO ME, THIS IS AN AREA THAT SEEMS TO BE ACROSS THE BOARD.

GREAT. AND UTILIZATION, YOU KNOW, IF YOU LOOKED AT ALL CAPACITY VERSUS THE CURRENT STUDENT ENROLLMENT.

BUT I DO THINK THAT THERE'S GOING TO BE SOME THINGS THAT ARE GOING TO BE IMMEDIATE PRESSING.

AND AGAIN, WHAT I LIKE ABOUT WHEN YOU SEE DATA LIKE THIS IS THAT IT CAN INFORM THE BOND COMMITTEE ON HOW TO DEVELOP A PRIORITIZATION MATRIX BASED ON SOME OF THE DATA TRENDS THAT THEY'RE SEEING. IN THIS.

AND SO SOME OF THE RECOMMENDATIONS IN THERE ARE DEFERRED MAINTENANCE AND THEN REPROGRAMING AND THEN ADDITION TO, TO GREAT OAKS.

WOULD BE WOULD BE HELPFUL HERE.

AGAIN, WHAT WE WANT TO PAY ATTENTION TO IS IN THESE BUILDINGS TO MAKE SURE THAT YOU'RE MAINTAINING THE CAPACITY THAT'S COMFORTABLE.

NOT ADDING CAPACITY TO BUILDINGS THAT MIGHT TAKE IT TO A HIGHER NUMBER THAN YOU FEEL COMFORTABLE WITH THE SCHOOL DISTRICT DELIVERING AT THE ELEMENTARY GRADE LEVEL.

BUT ALSO WHEN YOU'RE DOING THAT, ADDRESSING CORE SPACES SUCH AS CAFETERIAS, ADMINISTRATION SUPPORT SPACES.

ADDING CLASSROOMS ISN'T ALWAYS BENEFICIAL WHEN YOU EXTEND THE LUNCH PERIOD TIME.

AND SO REALLY REINVEST IN THOSE BUILDINGS.

AND MASTER PLANNING A SITE WHEN YOU MAKE THOSE ADDITIONS IS IMPORTANT.

YOU KNOW, FUTURE BOUNDARY ADJUSTMENTS.

AND YOU CAN SEE THAT WE HAD SOME, SOME DISASSOCIATION THERE, BUT SOME ABOUT THIS RIGHT SIZE AND ROUND ROCK HIGH SCHOOL, WHICH I THINK IS AN INTERESTING ONE BECAUSE, YOU KNOW, PART OF IF THIS GIVES A LITTLE AND WE WANTED IT IN THIS ONE IN PARTICULAR, JUST GIVES SOME INSIGHT ABOUT HOW YOU CAN GET SOME DETAIL ABOUT AN ACTION ON A BUILDING THAT WE MIGHT HAVE RECOMMENDED. BUT IN THIS ONE WHERE YOU CAN SEE KIND OF, YOU KNOW, EVEN THOUGH YOU MIGHT NOT REPLACE THE BUILDING, BUT ROUND ROCK IS A ROUND ROCK HIGH SCHOOL IS A GREAT EXAMPLE. IT'S BEEN PIECED TOGETHER OVER YEARS, AND IT'S A PRETTY MEGA CAMPUS.

YOU'VE GOT REALLY GOOD FACILITIES AND YOU'VE GOT CONDITIONALLY POOR FACILITIES.

ALTHOUGH YOU KNOW, SOMETIMES YOU CURSE THE MAINTENANCE STAFF BECAUSE THE BUILDINGS LOOK SO GOOD.

THEY ARE A DETRIMENT TO REPLACING BUILDINGS BECAUSE, LIKE, YOU WALK IN BUILDINGS LIKE THIS AND IT LOOKS VERY ADEQUATE AND THINGS, BUT WHEN YOU START TO GET BEHIND THE WALLS AND YOU START TO LOOK AT THE INFRASTRUCTURE, THOSE ARE THINGS THAT YOU THINK ABOUT AND HOW THE PROGRAM DELIVERS TOGETHER.

YOU KNOW, TRYING TO MAINTAIN A CAMPUS LIKE THIS OF THIS SIZE.

AND IT'S REAL OBVIOUS WHEN YOU WALK IN THE DOOR AND YOU SEE THAT MAP IN FRONT OF YOU, BUT TRYING TO MAKE THE ROUND ROCK CAMPUS MORE COHESIVE IN A LONG RANGE PLAN.

BUT IT'S A SIGNIFICANT INVESTMENT TO BE ABLE TO DO SOMETHING LIKE THAT, WHICH INCLUDES DEMOLITION, WHICH INCLUDES, WELL, HOW DO YOU STAGE IT SO YOU'RE NOT DISPLACING STUDENTS OR

[03:20:01]

AND AGAIN, WE DIDN'T POINT IT OUT TO BE, YOU KNOW, SPECIFIC TO ROUND ROCK HIGH SCHOOL.

WE JUST WANTED TO SHOW YOU AN EXAMPLE OF HOW A MASTER PLAN COULD WORK OVER TIME.

NOW, THE OTHER THING, WHAT'S NICE ABOUT BEING ABLE TO DO THIS IS THAT IF YOU FELT LIKE PHASING OVER MULTIPLE BOND PROGRAMS, YOU COULD LIKE YOU DON'T HAVE TO DO ALL OF THIS CAMPUS AT ONCE NECESSARILY.

IF YOU WANTED TO EVENTUALLY GO ACROSS THE CAMPUS AND DO IT IN ONE PHASE AND THEN THE NEXT PHASE IN ORDER TO DISTRIBUTE MORE MONEY EQUALLY ACROSS THE DISTRICT.

GREAT. THAT'S A GREAT PLAN THAT YOU CAN ENFORCE, THAT YOU CAN KIND OF IMPLEMENT IN A PLAN LIKE THIS.

AND AGAIN, WE'RE JUST USING IT AS AN EXAMPLE.

NOT THAT THAT THAT WOULD BE THE CASE HERE.

AND THEN IN STONY POINT AGAIN, SOME OF THAT DEFERRED MAINTENANCE AND LIFE CYCLE.

AND YOU CAN SEE AGAIN AS YOU GET TO SOME OF THESE REAL, REAL CONCERN ABOUT, YOU KNOW, AND THIS HAS BEEN SOMETHING ON THE RADAR FOR A WHILE ABOUT REDBUD.

AND THE PROJECTED ENROLLMENT THERE AND THE PROJECTED GROWTH.

AGAIN, I THINK YOU KEEP YOUR EYE ON THIS.

BUT, YOU KNOW, BECAUSE BECAUSE TRENDS CAN CHANGE VERY DRAMATICALLY.

I MEAN, I THINK THAT, YOU KNOW, ESPECIALLY WHEN WHEN THERE'S A RELIANCE ON HOUSING TO DO PROJECTIONS AND THERE SEEMS TO BE THAT IN THE STATE OF TEXAS USE HOUSING A LOT FOR THAT.

AND IT'S AND IT'S A, IT'S A VALID PROJECTION METHODOLOGY.

BUT WHEN WE DON'T KNOW WHAT HOUSING IS GOING TO DO AND WE DON'T KNOW THAT STABILITY OR INSTABILITY, SOMETIMES WE GOT TO JUST PAY ATTENTION TO IT.

AND SO WHAT THIS MIGHT MEAN IS THAT HOW YOU ADDRESS THAT UTILIZATION OF A BUILDING COULD MEAN THAT IF IT HAPPENS QUICKER, THAT YOU HAVE TO ADDRESS IT QUICKER IN YOUR BOND PROGRAM, OR YOU CAN PUSH IT BACK TO LATER OR FIRST STAGES OF NEXT.

AND SO IF WE DON'T SEE THE INCREASE, AND I THINK IN THIS AND THIS ONE, WE HAVE A NEW ELEMENTARY SCHOOL RECOMMENDED IN THIS AREA.

I'M SORRY. ANNA MIDDLE SCHOOL.

THAT YOU MAY SEE THAT EVEN THOUGH WE IDENTIFY A NEW ELEMENTARY SCHOOL FOR THIS AREA, IT DOESN'T MEAN IT HAS TO BE IN THE FIVE YEAR PROGRAM.

IT COULD MEAN THAT IT'S YEAR SIX BECAUSE WE DON'T NEED IT UNTIL THEN.

AND THEN WE MAKE A DECISION THERE.

BUT EVENTUALLY WE DO THINK A NEW ELEMENTARY SCHOOL IS GOING TO BE WARRANTED IN THIS AREA.

SO AGAIN, A LOT OF REPROGRAMING.

IF YOU SEE THE TOTAL BASELINE COST OF THIS, AGAIN, THIS IS A BIG NUMBER.

I MEAN, IT'S, YOU KNOW, YOU KNOW, $758 MILLION IN THIS.

AND AGAIN, ALMOST 300 MILLION OF THAT IS JUST IN DEFERRED MAINTENANCE AND LIFE CYCLE.

THAT'S JUST STUFF THAT NEEDS TO GET DONE.

AND SO YOU KNOW, THOSE ARE THERE.

AND THEN FINALLY IN THE RECOMMENDATIONS, YOU KNOW, ADDING THAT ADDITIONAL ELEMENTARY AND LEARNING COMMUNITY AND IN THE LEARNING COMMUNITY TO RELIEVE SOME PROJECTED ENROLLMENT.

AGAIN, SOME, SOME ADDITIONAL CTE PROGRAMS WERE IDENTIFIED IN THE COMMITTEE.

FOR THIS AREA.

ALWAYS A GOOD THOUGHT.

AND AGAIN, THIS IS A THIS IS PROBABLY A MORE UNIVERSAL DISCUSSION AROUND YOUR HIGH SCHOOLS.

BUT MORE SPECIFICALLY DRAWN OUT IN THIS ONE.

AND FINALLY IN WESTWOOD.

THIS IS WHERE THE RED REALLY KIND OF POKED OUT TO ME.

AND THEN OF ALL OF THEM YOU KNOW, OBVIOUSLY WHEN YOU LOOK AT THE PORTFOLIO BUILDINGS A LITTLE AGE, THIS IS THE AGED THE MORE AGE COMMUNITY WHEN IT COMES TO YOUR FACILITIES AND SO NEEDS TEND TO BE A LITTLE GREATER HERE.

AND AND THIS IS WHERE YOU KNOW THAT AND AGAIN, I DON'T THINK YOU IGNORE AND THERE'S JUST NO WAY TO IGNORE AND I DON'T I DON'T ANYWAY.

NOTHING AND EVERYTHING'S CONTROVERSIAL TO ME.

SO BUT WHEN YOU TALK ABOUT, LIKE, A WESTWOOD HIGH SCHOOL THE FACT OF THE MATTER IS, IS THAT YOU LOOK AT A BUILDING LIKE THAT, AND IT'S A REALLY NICE BUILDING.

THERE'S JUST NO QUESTION.

WELL MAINTAINED.

IT'S ON A SMALL SITE.

IT'S DIFFICULT. WE ALL KNOW THAT.

BUT IT'S ONE OF AND BUT IT'S TAKEN ON AGE AND IT'S TAKEN ON IT.

IT LIKELY IS. AND IT INDICATES AS YOUR HIGHEST FCI HIGH SCHOOL, IT INDICATES IS YOUR LOWEST EDUCATIONAL ADEQUACY HIGH SCHOOL.

BUT A LOT OF THAT HAS TO DO WITH SITE SQUARE FOOTAGE, YOU KNOW, THOSE KIND OF THINGS THAT ACCOMMODATE THAT ENROLLMENT.

AND SO BUT WESTWOOD IS NOT AN EASY FIX.

WE ALL KNOW THAT TOO WHEN IT COMES TO ADDRESSING THAT.

AND SO REALLY MASTER PLANNING WHEN IF IT BECOMES A PRIORITY IN THE BOND PROGRAM, IT'S REALLY MASTER PLANNING TO DETERMINE HOW TO BEST REDUCE THOSE DEFERRED MAINTENANCE LIFE CYCLE NEEDS. AND THOSE ADEQUACY NEEDS AT THE CAMPUS HAS TO TO KNOCK SOME OF THAT DOLLAR DOWN.

AND SO AGAIN, A LOT OF DEFERRED MAINTENANCE IN HERE AND AGAIN FOR EVEN THAT.

AND YOU LOOK AT THE AGE OF THESE BUILDINGS VERY WELL MAINTAINED, I'M GOING TO CONTINUE TO SAY THAT THIS DISTRICT DOES A REALLY GOOD JOB OF MAINTAINING FACILITIES.

BUT, YOU KNOW, THERE'S THE INVESTMENT.

IT'S OBVIOUSLY HERE FOR THIS TO.

AND THEN OBVIOUSLY, YOU KNOW, THE ONE THING THAT WE SHOULD POINT OUT HERE IS THAT NEW FLEX ROBOTICS YOU KNOW, KIND OF LAB SPACE THERE, TOO, THAT WOULD HELP IN THAT WESTWOOD ACCOMMODATION OF OF CAPACITY AND UTILIZATION.

CERTAINLY. AND THEN, YOU KNOW, EXPAND PARENT CENTERS.

SO THERE'S SOME THERE'S SOME SPECIFIC THINGS IN HERE THAT WERE JUST PULLED OUT OF COMMITTEE.

YOU KNOW, FINALLY, ON THE DISTRICT WIDE RECOMMENDATIONS AND AS, AS WE KIND OF CLOSE THIS OUT.

YOU KNOW, FUTURE BOUNDARIES.

AGAIN, I DON'T THINK WE IGNORE THAT CONVERSATION DOWN THE ROAD.

I THINK YOU'RE GOING TO SEE SUPPORT FOR IT.

AND THIS IS WHAT I ALWAYS SAY.

THERE'S THERE'S THERE'S JUST AS MANY PEOPLE THAT DON'T WANT YOU TO SPEND MORE MONEY ON FACILITIES AS THERE ARE PEOPLE THAT DON'T WANT YOU TO MOVE BOUNDARIES.

[03:25:04]

BUT WE HAVE TO UNDERSTAND THAT BALANCING FOR ME, IT'S A MATTER IN, IN AN IMPLEMENTATION OF A MASTER PLAN IS HOW YOU BALANCE DATA AND HOW YOU BALANCE COMMUNITY INPUT.

AND I THINK YOU'VE HEARD ME SAY THIS BEFORE, AND I THINK IS THIS IS CRITICAL TO A SUCCESSFUL MASTER PLAN, IS THAT IF YOU RELY TOO MUCH ON THE DATA, YOU'RE GOING TO IGNORE THE COMMUNITY NEED. IF YOU RELY TOO MUCH ON THE COMMUNITY, YOU'RE GOING TO YOU'RE GOING TO IGNORE THE DATA NEED.

AND SO THE TRICK TO ANY GOOD IMPLEMENTATION IS TO BALANCE THE TWO.

AND SOMETIMES DATA DOES HAVE TO PREVAIL.

SOMETIMES THE COMMUNITY SENTIMENT DOES HAVE TO PREVAIL BECAUSE THAT MIGHT KILL AN ENTIRE PROJECT OR PROGRAM.

AND SO BUT TO TRY TO BE AS FACT BASED AS WE CAN, SOLUTIONS BASED AS WE CAN WITH THE COMMUNITY IS REALLY IMPORTANT IN THIS PROCESS TO GET TO WHERE WE NEED TO GET TO.

OBVIOUSLY, CONSIDERING THERE'S BEEN THERE'S BEEN TALK ABOUT HOW WE TURF OUR ATHLETIC FIELDS, EVEN DOWN IN THE MIDDLE SCHOOL LEVEL, LOOKING AT SOME OF THOSE ENVIRONMENTAL IMPACTS. YOU KNOW, DO ALL HIGH SCHOOLS THAT NEED TO HAVE A PERFORMING ARTS CENTER, A COMPLETE TOTAL? THEY ALL NEED STAGES AND PERFORMANCE AREAS.

BUT IS IT A COMPLETE CENTER THEY NEED? YOU KNOW, DISTRIBUTED CAREER AND TECHNICAL EDUCATION.

AGAIN, REINVESTMENT INTO THAT AND MAKING SURE THOSE SPACES, BECAUSE THOSE ARE EVOLVING QUICKER THAN ANY SPACE THAT WE HAVE.

I FEEL LIKE MAKING SURE THAT'S THERE.

UPGRADES TO THE DRAGON STADIUM AGAIN.

EVEN THOUGH IT'S ON A CAMPUS, YOU USE IT AS A, AS A MULTI COMPETITIVE STADIUM FOR MANY SCHOOLS.

AND SO HOW DO YOU, YOU KNOW, AND I AND I KNOW THAT'S ALWAYS GOING TO BE KIND OF A BALANCE HERE.

THERE'S SOME PRIDE IN DRAGON STADIUM.

IT'S DRAGON STADIUM.

BUT HOW DO YOU MAKE IT SO IT'S, IT'S ACCEPTABLE AND APPROACHABLE FOR EVERYBODY.

AND THEN ALSO THEN, YOU KNOW, KIND OF CONSIDERING SOME POLICY AROUND OPEN ENROLLMENT AND OVERALL BALANCED UTILIZATION, YOU KNOW, THERE'S ALWAYS GOING TO BE POLICY ABOUT OPEN ENROLLMENT. AND THERE SHOULD BE, I THINK, CHOICES REALLY GOOD FOR EVERY DISTRICT.

I THINK THAT, YOU KNOW, STUDENTS SOMETIMES JUST DON'T FIT IN THE CULTURE OF SCHOOLS AND SOMETIMES NEED AN OPPORTUNITY TO GO SOMEWHERE ELSE, AND THAT'S OKAY.

AND SO SOME LEVEL OF THAT, BUT MAKING SURE THAT IT'S TO THE BENEFIT OF BOTH THE STUDENT AND THE AND THE SCHOOL AS A WHOLE.

IN THE MASTER PLAN THAT WE SHOULD CONSIDER IN PLANNING, IT'S NOT JUST A BOARD POLICY CONSIDERATION, IT'S WHAT WE SHOULD CONSIDER IN PLANNING, HOW THAT IMPACTS WHAT OUR DECISIONS GET MADE.

NOW, AT THE END OF THIS, WHAT YOU'RE GOING TO SEE IS JUST OVER $3 BILLION WORTH OF NEED.

NOW, SPOILER ALERT, YOU CAN'T AFFORD IT.

NOBODY CAN.

THERE'S ABOUT 14,500 SCHOOL DISTRICTS ACROSS THIS COUNTRY THAT CAN'T AFFORD THEIR FACILITIES NEEDS, AND THAT'S ABOUT ALL OF THEM.

AND SO WHERE IT REALLY COMES INTO IS TAKING THE DUE DILIGENCE TO SET A PRIORITIZATION MEASURE THAT ALLOWS YOU TO MAINTAIN A SUSTAINABLE FACILITY CONDITION INDEX THAT ALLOWS YOU TO STAY COMPETITIVELY WITHIN YOUR PROGRAMS. IT FITS WITHIN YOUR FINANCIAL NEED THAT SERVES ALL STUDENTS.

AND THAT'S ULTIMATELY HOW THAT SHOULD BE TAKEN INTO PLAY.

WE ALSO SHOULD LOOK AT THOSE KIND OF EXIT RAMPS DURING YOUR IMPLEMENTATION TO MAKE SURE WE'RE ON THE RIGHT PATH DURING THE IMPLEMENTATION OF THAT.

AND SO WHAT I DON'T WANT TO HAPPEN IS I DON'T WANT THIS NUMBER TO SCARE PEOPLE BECAUSE IT'S A BIG NUMBER, BUT IT'S NOT A NUMBER YOU'RE EVER GOING TO TACKLE COMPLETELY.

AND IT'S AN ELEPHANT WAY TOO BIG TO EAT.

AND SO WHAT YOU DO IS YOU, YOU JUST DO THE THE MEASURES THAT IT TAKES TO GET TO WHERE YOU NEED TO BE AND SET YOUR GOALS.

AGAIN, THIS IS A GUIDE FOR FUTURE PLANNING.

BY ADOPTING THIS AGAIN, THERE'S NO THERE'S NO COMMITMENT TO A PROJECT.

IT'S A MATTER THEN JUST PRIORITIZING AND THEN ACCEPTING AND THEN DECIDING WHEN YOU WANT TO MOVE FORWARD IN A BOND PROGRAM.

AND THEN, YOU KNOW, MAKING SURE THAT WE GET ALL THESE THINGS IN ORDER TO MAKE SURE WE'RE WE'RE SUCCESSFUL FOR THE BOARD AND FOR YOUR COMMUNITY IN THIS.

AND WITH THAT I TRIED TO MAKE A BRIEF AS POSSIBLE.

SOMETIMES I FEEL LIKE THE MATCHBOX CAR GUY THAT DOES THAT COMMERCIAL MICRO MACHINES.

THE MICRO MACHINES REMEMBER THOSE? SO I DO APPRECIATE YOUR TIME ON THIS.

AND AND AND AGAIN, THE CONSIDERATION TO HELP US WORK WITH YOUR COMMUNITY TO DO THIS.

ANY QUESTIONS YOU HAVE? WELL, THANK YOU VERY MUCH.

I THINK IT'S VERY ENCOURAGING THAT WE HAVE THIS BASELINE NOW FOR OUR DISTRICT THAT HAS BEEN LACKING FOR QUITE SOME TIME.

SO I REALLY APPRECIATE THAT.

I DO HAVE A COUPLE OF LIGHTS ON AND WE'LL START WITH TRUSTEE WEIR.

THANK YOU. MADAM PRESIDENT, COULD COULD WE ASK FOR A CLARIFICATION ON SOME OF THE COMMENTS REGARDING MASTER PLANS IN PARTICULAR? YOU KNOW, YOU WERE JUST TALKING ABOUT ROUND ROCK HIGH SCHOOL AND WESTWOOD, AND THEY HAVE MASTER PLANS, THEY'VE HAD MASTER PLANS, AND MCNEIL IS CURRENTLY SORT OF IN THE MIDDLE OF A MASTER PLAN.

SO AND WESTWOOD REALLY FOR A AND B PHASE FOR A AND B WERE DONE IN 2018.

SO WHEN YOU'RE USING SO WHEN THE TERM MASTER PLAN IS USED IS THAT NOT INCORPORATED IN HERE.

YOU KNOW I KNOW ROUND ROCK HIGH SCHOOL, PART OF THEIR MASTER PLAN WAS TO TEAR DOWN SOME OF THOSE BUILDINGS AND THAT'S WE HAVEN'T EVER GOTTEN THERE.

YEAH. BUT WAS THAT USED AS PART OF THIS AND LIKE IN MCNEIL AND THE RECOMMENDATIONS FOR MCNEIL?

[03:30:05]

SURE. SO OBVIOUSLY CAN I.

CAN I INTERRUPT YOU REAL QUICK? I JUST REALIZED THAT THIS IS AN ACTION ITEM, AND SO WE NEED A MOTION ON THE TABLE TO THEN HAVE DISCUSSION ABOUT IT, MADAM PRESIDENT.

I MOVE THAT THE BOARD APPROVE.

GO AHEAD. I MOVE THAT THE BOARD APPROVE THE LONG RANGE FACILITIES MASTER PLAN AS PRESENTED.

SECOND. OKAY, I HAVE A MOTION AND A SECOND.

NOW WE'RE ALLOWING COMMENTS.

TRUSTEE WEIR MADE HER COMMENT AND I'LL ALLOW YOU TO ANSWER.

THANK YOU. SO YEAH, I MEAN OBVIOUSLY BY BY SHOWING YOU THE EXAMPLE OF ROUND ROCK, WE HAVE USED THOSE CERTAIN COMPONENTS IN THERE.

NOW. NOW YOU KNOW THE EXAMPLE THAT YOU USED ON IN ON WESTWOOD.

THERE'S PROBABLY SOME LARGE LIFE CYCLE STUFF THAT HASN'T BEEN COMPLETED YET.

AND SO THAT'S PROBABLY WHY THAT NUMBER, REMEMBER WHEN THAT NUMBER GETS THAT BIG, WHEN YOU'VE GOT 336,000FT² ONE, ONE MAJOR LIFE LIFE CYCLE SYSTEMS COMPONENT CAN DRIVE YOUR NUMBER PRETTY HIGH.

AND SO I THINK THAT'S ONE CONSIDERATION IN THERE.

THE FACT OF THE MATTER IS, IS THAT ALL BUILDINGS WILL HAVE TO BE SPECIFICALLY MASTER PLANNED.

EVEN WHEN YOU GO INTO THE PROJECT AND YOUR DESIGN PROFESSIONALS DO THAT WITH YOU.

SO HAS THEY COME IN AND WE SET A BUDGET FOR IT.

THERE'S A LITTLE THERE'S THERE'S GOT TO BE SOME BACK AND FORTH AND IMPLEMENTATION TO THE IDEA IS THAT YOU'VE GIVEN THE DESIGN PROFESSIONAL A BUDGET.

THEY GO IN A MASTER PLAN IT, AND THEY SAY, THIS IS WHAT WE WE REALLY KNOW.

THE NEED IS TO GO IN, EVEN THOUGH WE HAVE IDENTIFIED AS MUCH AS WE CAN.

THERE'S NUANCES IN ARCHITECTURE THAT WE DON'T THAT WE OBVIOUSLY DON'T PICK UP ALL THE TIME.

WE HAVE SOFT COSTS IN THERE. WE HAVE SOME ESCALATION IN THERE FOR IT.

BUT UNTIL THEY GET THE DESIGN PLAN FOR COMPLETE DEMOLITION, FOR THEN RECONSTRUCTION AND WALK THROUGH OPTIONS WITH YOU.

THAT'S KIND OF THE FINALIZATION OF IT.

IT PROVIDES THAT GUIDELINE.

AND WE HAVE USED THOSE IN CONSIDERATION OF SOME OF THIS, THESE COSTS IN HERE.

AND WE'RE DRIVEN BY, YOU KNOW, WE'RE DRIVEN BY ASSESSMENT DATA THAT IS, THAT IS VALIDATED THROUGH VISUAL AND THEN THROUGH HISTORIC SPENDING.

SO. I DON'T KNOW IF I CAN ANSWER WHY THE MCNEIL NUMBER IS WHAT IT IS, BUT I KNOW THAT THEY WENT UP, OBSERVED IT, AND WE'VE WE'VE SEEN THE MASTER PLANS FOR IT.

AND THE NUMBER HAS COME IS DRIVEN FROM THAT.

YEAH. AND IT WASN'T I MEAN, IT WASN'T JUST.

YEAH, AND. YEAH, I DIDN'T MEAN IT.

SURE. I MEAN, I WAS CURIOUS IF.

I MEAN, BECAUSE MCNEIL'S NUMBER IS MUCH BIGGER THAN THE OTHER HIGH SCHOOLS.

DOLLAR WISE. SO I DIDN'T KNOW IF THAT INCLUDED THE MASTER PLAN THAT ALREADY EXISTS IN THE FORM THAT IT EXISTS, BUT I DIDN'T.

I WAS UNCLEAR IF YOU WERE.

SO REALLY, WHAT YOU'RE SAYING IS.

THERE'LL BE MORE MASTER PLANNING, LIKE FOR ROUND ROCK HIGH SCHOOL.

WE'RE NOT GOING TO USE THE MASTER PLAN.

AND WHAT'S LEFT OF IT THAT EXISTS WITH TEARING DOWN 700 AND THE EXTRA PARKING AND ALL OF THAT, YOU WOULD SORT OF REVAMP ALL OF THAT AS PART OF THIS? I DON'T THINK NECESSARILY IT HAS TO BE, BUT I THINK THAT SINCE THAT'S BEEN DONE, THE BUILDINGS AGED AND THINGS HAVE HAPPENED ON THE CAMPUS, IT CHANGE IT OBVIOUSLY NOT.

MAYBE NOT DRAMATIC CHANGES.

BUT THERE MIGHT BE.

FOR INSTANCE, THE INSTANCE I JUST GAVE IS THAT IF THERE'S A DECISION THAT 220 MILLION TAKES TOO MUCH OUT OF THE BOND PROGRAM FOR EQUAL DISTRIBUTION ACROSS THE DISTRICT, YOUR MASTER PLAN DOES HAVE TO BE CHANGED TO DO PHASING.

SO I THINK THAT THERE IS THOSE CONSIDERATIONS THAT HAVE TO BE DONE NOW LIKELY.

I MEAN, I THINK THAT AGAIN, LIKELY.

WE'RE WE'RE LIKELY REALLY CLOSE TO THE NUMBER THAT WE NEED TO BE AT FOR BUDGETING.

BECAUSE OF THE DUE DILIGENCE THAT'S GONE INTO IT.

AND LIKE, WE WERE A LITTLE CLOSER BECAUSE WE'VE DONE THE EDUCATIONAL ADEQUACY COMPONENT TO IT.

AND WE'VE IDENTIFIED COST FOR ADEQUACY.

BUT WHAT I DO KNOW IS THAT THOSE DECISIONS THAT GET MADE DURING THE BOND PLANNING PROCESS FOR PRIORITIZATION COULD CHANGE THAT. AND THAT'S WHAT.

YEAH. THAT'S I THINK THAT'S I, I KNOW IT'S NOT QUITE CLEAR ENOUGH FOR YOU AND I AND I APPRECIATE THAT AND I APOLOGIZE FOR THAT.

BUT IT GETS A LITTLE MESSY IN THERE.

THAT'S. AND YOU'VE SEEN THAT I GUESS JUST MY LAST LITTLE FOLLOW UP TO THAT IS IT IS MESSY.

AND SO AS THIS GETS TURNED OVER TO A CBC, HOW IS THAT COMMUNICATED.

LIKE THIS IS WHAT EXISTED FOR WESTWOOD ROUND ROCK MCNEIL.

SO YEAH. SO SO WE DON'T DISAPPEAR DURING YOUR CBC PROCESS.

WE'LL BE THERE WITH ALL THE DASHBOARD INFORMATION, ALL THE DETAILED INFORMATION ON THE ASSESSMENT ADEQUACY.

WE'LL PULL UP THE PREVIOUS MASTER, THE PREVIOUS MASTER PLANS WITH THEM AND LET THEM HELP IDENTIFY THAT.

SO WE'RE NOT DISAPPEARING DURING THAT.

WE CAN PROVIDE THE SUPPORT FOR DATA FOR THAT.

THANK YOU. THANKS.

ANY OTHER QUESTIONS? TRUSTEES.

[03:35:01]

IT'S AN INCREDIBLE AMOUNT OF INFORMATION TO DIGEST, BUT LIKE I SAID IN THE BEGINNING, I THINK IT'S VERY IMPORTANT TO HAVE THIS DOCUMENT AS A GUIDING. I MEAN, AS A REMINDER, IT IS REQUIRED BY TIA.

BUT IN ADDITION TO THAT, JUST A GUIDING DOCUMENT FOR OUR DISTRICT TO KIND OF LOOK AT WHERE OUR NEEDS ARE AND AGE OF FACILITIES AND WHATNOT.

SO AGAIN, THANK YOU VERY MUCH.

SO I HAVE A MOTION AND A SECOND ANY ADDITIONAL COMMENTS? SEEING NONE. ALL IN FAVOR, RAISE YOUR HAND.

ALL OPPOSED. MOTION CARRIES FIVE ZERO.

THANK YOU AGAIN VERY MUCH.

SO WE'LL GO TO AGENDA ITEM I THREE DISCUSSION, DISCUSSION AND POSSIBLE ACTION ON THE FIVE YEAR DISTRICT STRATEGIC PLAN.

AND I WILL LET DOCTOR AZAIEZ KICK US OFF.

THANK YOU AGAIN.

AS YOU KNOW, WE WE STARTED WORKING OUR AND OUR STRATEGIC PLAN IN THE FALL OF 20 LAST YEAR, 2023.

AND IT'S BEEN A FEW MONTHS WORKING TOGETHER WITH OUR COMMUNITY, GETTING A LOT OF STAKEHOLDERS INPUT AND FEEDBACK.

AND WE ARE READY TO PRESENT IT TO YOU TO OUR BOARD MEMBERS.

JUST A REMINDER THAT OUR LAST STRATEGIC PLAN FOR OUR DISTRICT WAS ESTABLISHED BACK IN 2014 AND THEN WAS A FIVE YEAR STRATEGIC PLAN AT THAT TIME, WAS KIND OF RETOUCHED A LITTLE BIT BACK IN 2018, I BELIEVE, OR 19 SOMETHING AROUND THIS.

AND THEN AND THEN SINCE THEN, OBVIOUSLY WE DID NOT GO BACK TO IT.

SO THAT'S WHY WAS CRUCIAL FOR US TO GO TO AGAIN TO OUR STAKEHOLDERS SPEAK WITH OUR COMMUNITY AND REALLY TRY TO CAPTURE WHAT THE WHAT KIND OF GOALS THEY WANT FOR US, WHAT KIND OF VISION AND MISSION THEY WANT US AS A DISTRICT TO ACCOMPLISH.

AND SO AGAIN, IT'S NOW WE'RE READY TO PRESENT ALL THIS INFORMATION TO YOU AND HOPEFULLY SEEK YOUR APPROVAL TONIGHT.

NATALIE. THANK YOU, SIR.

AND THANK YOU TO THE BOARD AS WELL FOR THIS OPPORTUNITY TO REPRESENT THE WORK OF OUR ENTIRE COMMUNITY INCLUDING ALL OF OUR STAKEHOLDERS, FROM OUR STUDENTS OUR TEACHERS, PRINCIPALS, COMMUNITY MEMBERS, AND OF COURSE, PEOPLE AT THE DISTRICT LEVEL AS WELL.

AS DOCTOR AZAIEZ MENTIONED, WE HAD A STRATEGIC PLAN BACK IN 2014.

THE DISTRICT IN LOOKING THROUGH OUR INFORMATION, REVITALIZED THAT IN 2016, AND THEN IT LASTED UNTIL 2021.

SO WE ARE DUE FOR A REVAMP.

SO WE'RE VERY EXCITED ABOUT THIS BECAUSE THERE ARE MANY DIFFERENT ATTRIBUTES THEN ATTACHED TO THIS.

LET'S GO AHEAD AND START WITH WHAT EXACTLY THIS PROCESS LOOKED LOOKED LIKE.

FIRST WE STARTED WITH THE ENGAGE PHASE, AND THE WHOLE PURPOSE OF THE ENGAGE PHASE WAS TO TALK THROUGH ALL THE DIFFERENT COMMUNITY AND DIFFERENT TYPES OF GROUPING TO GET A SENSE OF WHAT THEIR NEEDS ARE.

NOW, WHETHER IT WAS THE SURVEY, THE FOCUS GROUPS OR THE SUMMITS.

WE WERE ESSENTIALLY ASKING THESE COMMUNITY MEMBERS, THESE STAKEHOLDERS, THE VERY SAME QUESTIONS, BUT WE WANTED TO DRAW IT OUT IN DIFFERENT GROUPINGS.

NOW THE COMMUNITY SURVEY IS JUST WHAT IT SAID.

IT HAD CLOSE TO 2000 PARTICIPANTS.

THE SURVEY WENT OUT TO THE COMMUNITY AND PEOPLE WERE ABLE TO TO ANSWER THAT.

AS INDIVIDUALS WITHIN THE FOCUS GROUPS, THOSE WERE MORE SO AFFINITY GROUPS BASED ON ROLES.

SO YOU MAY HAVE A GROUP WITH DISTRICT ADMINISTRATORS.

YOU MAY HAVE A GROUP WITH CAMPUS PRINCIPALS AND ASSISTANT PRINCIPALS, LIBRARIANS.

EACH GROUP WAS VERY SPECIFIC.

AND THEY WERE ALL IN THE SAME ROLE.

AND SO THOSE WERE DONE VIRTUALLY WHERE THEY WERE ABLE TO GET A SENSE OF WHAT EXACTLY DID HOW DID YOU SEE THE SURVEY? HOW DID YOU SEE THE ITEMS? HOW DID THEY ANSWER? THOSE THINGS, BUT THEY WERE ALL THE SAME QUESTIONS TO THE SAME GROUP.

AND THEN OF COURSE, WE HAD WHAT WERE OUR SUMMIT? SO COMMUNITY MEETINGS WHERE PEOPLE WOULD COME IN AND WE WOULD GROUP AND REGROUP AND ANSWER THOSE QUESTIONS, DISCUSS AND GIVE FEEDBACK TO THE PRESENTERS. NOW HERE'S AN EXAMPLE OF WHAT THE SURVEY LOOKED LIKE.

SO YOU WOULD HAVE AT THE VERY TOP.

A QUESTION SO YOU CAN SEE THE QUESTION AT THE TOP.

WHAT ARE YOUR HIGHEST HOPES FOR YOUR STUDENTS IN THIS DISTRICT? AND THROUGH THIS? THEN IT WOULD BREAK IT DOWN AND GIVE YOU THE TOP ANSWERS, THE TOP RESPONSES FROM THE COMMUNITY, AND THEN ALSO DO A BREAKDOWN AS FAR AS HOW THE DIFFERENT STAKEHOLDERS ANSWERED WITHIN THOSE RESPONSES.

WE DID THIS WITH THE ENTIRE SURVEY.

AND THEN WHERE THAT LED US SPECIFICALLY, ALL OF THESE THINGS WERE INPUT FOR A GROUP OF ABOUT 50 STAKEHOLDERS, AGAIN, DIFFERENT STAKEHOLDERS ACROSS THE DISTRICT.

WE HAD DISTRICT LEVEL PEOPLE, BUT MOSTLY THE GROUP WAS MADE UP OF TEACHERS, ADMINISTRATORS, STUDENTS AND MOSTLY COMMUNITY MEMBERS WHERE THEY TOOK ALL THAT INFORMATION AND INPUT.

AND WHAT THEY DID WAS NOT SPECIFICALLY VOTE ON WHAT THEY WANTED, BUT LOOKING AT THE WISHES AND THE HOPES AND DREAMS OF THE COMMUNITY AND

[03:40:09]

SO AGAIN, REGARDLESS OF ALL THE DIFFERENT QUESTIONS, THE THING THAT WE'RE ANSWERING IS WHAT IS OUR VISION FOR OUR DISTRICT SPECIFICALLY FOR OUR STUDENTS? WHAT IS THE HIGHEST HOPE THAT WE HAVE FOR OUR LEARNERS? WE ANCHORED THIS WORK SPECIFICALLY IN OUR MISSION AND VISION, THIS IDEA THAT WE WANT TO MAKE SURE THAT STUDENTS ARE INSPIRED TO LEARN, THEY FEEL EMPOWERED THROUGHOUT THIS THIS EXPERIENCE TO GO ON AND DO GREAT THINGS.

POST SECONDARY.

OUR CALL TO ACTION SPECIFICALLY WAS EACH AND EVERY STUDENT IN ROUND ROCK ISD WILL GRADUATE WITH ACADEMIC, INTERPERSONAL, AND CRITICAL THINKING SKILLS AND THE SUPPORT TO EMPOWER THEM TO FULFILL THEIR UNIQUE POTENTIAL AND FUTURE ASPIRATIONS.

THERE'S THIS SENSE THAT WE REALLY WERE LOOKING AT THE WHOLE CHILD, NOT JUST ACADEMICALLY, BUT EVERYTHING IN BETWEEN, TO MAKE SURE WHEN STUDENTS LEAVE US, THEY REALLY CAN CONTINUE ON AND FEEL POWERFUL IN THEIR QUEST TO BE LIFELONG LEARNERS AND MAKE SURE THEY'RE IMPACTING THE WORLD IN A POSITIVE WAY.

WE ALSO CAME UP BASED ON THOSE INPUTS FROM ALL THOSE DIFFERENT SURVEYS, WITH SOME CORE VALUES THAT THE GROUP THOUGHT THAT WAS PIVOTAL TO THE WORK.

THEY TALKED ABOUT BELIEVING IN THE IDEA OF RELATIONSHIPS, THE RELATIONSHIPS SPECIFICALLY BETWEEN THE STAFF AND OUR STUDENTS, MAKING SURE THAT THEY WERE HEALTHY AND SAFE, LEARNING ENVIRONMENTS WHERE WE'RE FOSTERING A LIFELONG LOVE OF LEARNING.

THEY ALSO TALKED ABOUT STUDENTS AND STAFF DESERVING ACCESS TO EQUITABLE, RELEVANT QUALITY AND INSTRUCTION, INSTRUCTIONAL RESOURCES, AND INCLUSIVE AND EDUCATIONAL EXPERIENCES TO PREPARE THEM FOR AN EVER CHANGING SOCIETY.

THERE WAS A LOT OF TALK ABOUT THE FACT THAT NO ONE CAN REALLY ENVISION WHAT OUR STUDENTS ARE GOING TO.

THE WORLD IS EVOLVING AND CHANGING AT SUCH A RAPID PACE THAT WE HAVE TO MAKE SURE THEN, THAT THE STUDENTS HAVE THE SOCIAL, SOCIAL, EMOTIONAL CAPACITY, AS WELL AS THE ACADEMIC CAPACITY AND THE WILL TO LEARN AS THEY MOVE INTO DIFFERENT SPACES.

WE ALSO WANTED TO MAKE SURE THAT OUR STAKEHOLDERS, STAKEHOLDERS HAVE VOICES THAT MATTER DIVERSE NEEDS, STRENGTHS, BACKGROUNDS, LEARNING STYLES, EDUCATIONAL GOALS, AND THAT ROUND ROCK ISD HAS AN OBLIGATION TO SERVE ALL OF THE EVOLVING NEEDS OF THE COMMUNITY.

THESE ARE THE CORE VALUES THAT THE TEAM DOING THIS WORK WANTED TO MAKE SURE THAT WE WERE ANCHORED IN THESE VALUES.

ONE OF THE NEXT THINGS THAT THEY CREATED WAS THIS SENSE OF, WHAT DO WE WANT OUR LEARNER OUTCOMES TO BE? SO THEY CAME UP WITH FIVE THINGS THAT THEY FELT WAS CORE MOST IMPORTANT AS FAR AS WHAT WE WANT FOR OUR LEARNERS.

TOP OF MIND WAS THE IDEA OF OUR STUDENTS GRADUATED FOR COLLEGE, CAREER OR THE MILITARY? THE IDEA THAT WE WANT THEM TO HAVE GREAT LIVES POST-SECONDARY AND TO BE ABLE TO BE SUCCESSFUL, WE WANT THEM TO BE ABLE TO EXHIBIT SELF-DIRECTED LEARNING BY PARTICIPATING IN GOAL SETTING WITH CAMPUS STAFF FOR ACADEMICS AND EXTRACURRICULAR ACTIVITIES.

AND WE WANT THEM TO BE ABLE TO ASSESS THEMSELVES ON A REGULAR BASIS AND HAVE A SENSE OF WHERE THEY CAN SELF ACTUALIZE BY FIGURING OUT WHAT THEY NEED TO DO DIFFERENTLY FOR THEMSELVES. WE DON'T WANT TO ALWAYS BE IN CONTROL OF THEIR LIVES, BUT TO TEACH THEM HOW TO BE IN CONTROL OF THEMSELVES AND MASTER WHERE THEY GO NEXT.

WE ALSO WANT TO MAKE SURE THEY'RE ABLE TO CONTRIBUTE TO SOCIETY THROUGH EMPLOYMENT, MILITARY SERVICE, CITIZENSHIP AND VOLUNTEER SERVICE.

THE IDEA THAT THEY HAVE TO GIVE BACK TO THE COMMUNITY.

AND IT'S NOT JUST AN IDEA OF WHAT CAN.

PEOPLE DO FOR THEM WHAT'S IMPORTANT.

AND THAT WOULD BE THE SENSE OF THIS LIVING, OF JUST VERY BALANCED LIFE, THIS IDEA OF I HAVE A I HAVE A RESPONSIBILITY TO GIVE BACK TO THE COMMUNITY, TO COMMUNITY THAT HAS REALLY NURTURED ME AND GROWN.

TAKEN CARE TO GET ME WHERE I AM RIGHT NOW.

WE WANT THEM TO BE PREPARED, TO SELF-ADVOCATE AND TO TAKE ADVANTAGE OF RESOURCES FOR CONTINUOUS LEARNING.

AND LAST, BUT CERTAINLY NOT LEAST, WE WANT THEM TO DEVELOP EMPATHY AND COMMUNICATION, COLLABORATION, CRITICAL THINKING SKILLS, PROBLEM SOLVING, ADVOCACY, AND THE ABILITY TO FORM REALLY IMPORTANT RELATIONSHIPS.

ALONG WITH THIS, WE SAID TO OURSELVES, WHAT IS IMPORTANT FOR THE PEOPLE THAT ARE GOING TO BE WORKING WITH EACH OTHER, BE THEY THEIR LEARNERS, THE EDUCATORS, THE STAFF AND THE LEADERS.

AND WHEN WE SPOKE TO LEADERS, WE WERE NOT SPEAKING SPECIFICALLY ABOUT PEOPLE AT THE DISTRICT LEVEL.

EVERYONE CAN BE A LEADER WITHIN THEIR OWN RIGHT, BE IT THE STAFF, THE STUDENTS, OUR TEACHERS.

EVERY ROLE WITHIN OUR ORGANIZATION WILL GO IN AND OUT OF LEADERSHIP AND FOLLOWERSHIP.

[03:45:04]

WE TALKED ABOUT THE IDEA THAT WE WANT OUR LEARNERS TO BE COLLABORATORS.

COMMUNICATORS HAVE A GROWTH MINDSET AND ALSO BE DIGITAL CITIZENS.

WE WANT OUR EDUCATORS TO BE MOTIVATORS, INNOVATORS, SUPPORTERS, EFFECTIVE COMMUNITIES, COMMUNICATORS AND CLASSROOM LEADERS.

STAFF OVERARCHINGLY SHOULD BE SUPPORTERS, COLLABORATORS, PROBLEM SOLVERS, AND ALSO GREAT COMMUNICATORS AS WELL.

AND FOR THE LEADERS FOR ALL OF US.

WE NEED TO BE ABLE TO MOTIVATE, EMPOWER, ADVOCATE, COMMUNICATE WELL, BE RISK TAKERS, BE VISIONARY, ETHICS CHAMPION, AND ALSO REALLY KNOW HOW TO BUILD TEAMS AND SO THAT WE CAN GET THIS WORK DONE.

NOW WHEN WE MOVE NEXT, IT'S A MATTER OF WE DEVELOP GOALS.

HERE'S WHAT WE WANT OUR LEARNERS TO BE ABLE TO DO.

HERE'S HOW WE WANT OUR PEOPLE TO SHOW UP WITHIN THIS SPACE.

BUT THEN SPECIFICALLY, WHAT THIS GROUP CREATED WERE SIX KEY GOALS THAT THEY SAY THIS WILL BE IMPORTANT MOVING FORWARD UNDER EACH GOAL IS A SPECIFIC RESULT. AND THEN THEY WILL NOT BE REPRESENTED HERE TODAY.

BUT UNDER EACH SPECIFIC RESULT ARE THE ACTION STEPS THAT WOULD NEED TO BE TAKEN IN ORDER TO BRING THE SPECIFIC RESULT AND THIS OVERARCHING GOAL TO LIFE.

GOAL NUMBER ONE SPOKE SPECIFICALLY TO COMMUNICATION SAYING THAT WE'LL EXPLORE AND UTILIZE DIFFERENTIATED CHANNELS AND PLATFORMS TO FACILITATE EFFECTIVE AND CONSISTENT COMMUNICATION TO KEEP STAKEHOLDERS ACTIVELY INCLUDED, INFORMED AND INVOLVED.

THE WHOLE POINT OF THIS WAS THIS IDEA THAT WE ALWAYS NEED TO BE CONSISTENTLY WORKING WITH THE COMMUNITY AND MAKING SURE THAT THEY UNDERSTAND WHAT IS HAPPENING WITHIN OUR SCHOOL SYSTEM.

SO THERE'S TRANSPARENCY, TRANSPARENCY AND NOT JUST THE RESULTS, BUT ALSO THE PROCESS AS FAR AS HOW WE DO THINGS.

SOME OF THE SPECIFIC RESULTS THAT WE SPOKE TO ARE LISTED HERE.

THAT WAS TOP OF MIND.

NEXT TO EACH RESULT IS A YEAR.

NOW, I WANTED TO GO EXPLAIN A LITTLE BIT MORE ABOUT WHAT THAT MEANS.

SO FOR EXAMPLE, FOR A SPECIFIC RESULT, 1.1, IT SAYS YEAR FOUR, WHICH WOULD BE 2020 27 2028 SCHOOL YEAR.

THAT MEANS THAT AT THAT YEAR IS WHEN WE WOULD BE REACHED, THE CULMINATION OF THIS SPECIFIC RESULT, AND WE WOULD BE REPORTING OUT TO THE BOARD.

HEY, HERE'S EXACTLY WHAT HAPPENED.

HERE'S HOW WE ACCOMPLISHED.

HERE'S WHAT THINGS LOOK LIKE NOW WITHIN THESE GOALS.

I'M SORRY. THIS SPECIFIC RESULTS.

THERE'S A LOT OF DIFFERENT CHOICES TO BE MADE.

IT CAN BE DECIDED BY THAT GROUP THAT'S SPECIFICALLY RESPONSIBLE FOR THIS.

EVEN THOUGH I REPORT OUT IN YEAR FOUR, I START WORKING TOWARDS THIS IN YEAR ONE.

OR THEY CAN DECIDE IT WILL TAKE TWO YEARS TO BRING THIS TO FRUITION.

ALL OF THAT IS A DECISION POINT WITHIN THAT GROUP THAT IS GOING TO BE RESPONSIBLE FOR THAT SPECIFIC RESULT.

BUT AT THE END OF IT, THE THING THAT IS KEY IS THAT WE KNOW THAT YEAR FOUR IS WHEN WE WOULD REPORT OUT THE RESULTS OF WHAT WE HAVE DONE AS AN ORGANIZATION IN ORDER TO REACH THIS GOAL AND WHAT SPECIFICALLY THAT RESULT LOOKS LIKE.

SO WE TALKED ABOUT CREATING CONSISTENT COMMUNICATION PROTOCOLS THAT SERVE THE MULTILINGUAL NEEDS OF OUR STUDENTS, STAFF AND FAMILIES.

WE HAVE WE ENJOY A VERY DIVERSE COMMUNITY GROUP, AND WE CANNOT SAY WE'RE COMMUNICATING WITH THEM IF WE'RE ONLY COMMUNICATING TO ONE LANGUAGE WITHIN OUR COMMUNITY.

SO IF WE REALLY SUPPORT AND VALUE THAT IDEA OF DIVERSITY AND THE MANY LANGUAGES WITHIN OUR COMMUNITY, WE KNEW THAT ONE OF THE THINGS THAT WE NEEDED TO DO WAS TO FIND A WAY TO ACCURATELY MAKE SURE WE'RE PULLING ALL THOSE PEOPLE INTO THE PROCESS.

AND WE DID NOT WANT LANGUAGE TO BE A BARRIER.

SO THAT WAS ONE OF THE THINGS THAT THE GROUP SPOKE TO.

WE ALSO WANTED TO MAKE SURE THAT WE ARE LOOKING AT OUR COMMUNICATION STRATEGIES TO MAKE SURE THAT FAMILIES ARE ABLE TO LEARN ABOUT ALL THE DISTRICT OPPORTUNITIES. NOW, THE WAY THIS CAME TO CAME THROUGH THE DISCUSSION WAS THE IDEA OF TALKING ABOUT OPPORTUNITY VERSUS ACCESS.

WE HAVE A LOT OF OPPORTUNITY WITHIN OUR SCHOOL SYSTEM AND WITHIN OUR COMMUNITY.

BUT JUST BECAUSE THE OPPORTUNITY LIVES DOESN'T MEAN THAT ALL THE DIFFERENT MEMBERS OF OUR COMMUNITY ARE ABLE TO ACCESS IT EQUITABLY.

SO ONE OF THE THINGS WE'RE TALKING ABOUT, THEN, HOW DO WE MAKE SURE THAT WE'RE COMMUNICATING IN SUCH A WAY INVOLVING OUR FAMILIES AND OUR COMMUNITY? SO THERE IS EQUITY IN HOW THEY'RE ABLE TO ACCESS THESE DIFFERENT OPPORTUNITIES.

THAT WAS A HUGE CONVERSATION AMONGST THIS GROUP.

WE WANT TO ALSO MAKE SURE WE'RE DEVELOPING DISTRICT WIDE COMMUNICATIONS SO THAT OUR STUDENTS, STAFF AND MEMBERS COMMUNITY CAN BE ACTIVELY ENGAGED.

I'M MOVING ON TO GOAL TWO.

WHEN WE SPOKE SPECIFICALLY TO COMMUNITY ENGAGEMENT, WE WANT TO MAKE SURE WE'RE LEVERAGING THE UNIQUE STRENGTHS, RESOURCES, AND VOICES OF OUR DIVERSE COMMUNITY STAKEHOLDERS TO

[03:50:09]

FOR US SPECIFICALLY, THERE WAS A LOT OF CONVERSATION AS FAR AS WHAT ENGAGEMENT MEANT.

IT WAS NOT A MATTER OF WE'RE SIMPLY COMMUNICATING ONE WAY TO THE COMMUNITY OR OUR STAKEHOLDERS AS FAR AS WHAT IS HAPPENING, BUT HOW DO WE REALLY MAKE SURE THAT THERE'S TRANSPARENCY IN THE DECISION MAKING AND THEY'RE ABLE TO GIVE BACK GIVE VOICE TO THEIR NEEDS FROM A PLACE OF REALLY UNDERSTANDING THAN THE DECISION POINTS WITHIN THE SYSTEM.

SO THAT WAY THEY CAN REALLY SAY, HERE'S AN IDEA, HERE'S WHAT WE CAN DO DIFFERENTLY, HERE'S HOW WE CAN IMPROVE UPON THE PROCESS.

IN REGARDS TO THE SPECIFIC RESULTS THAT ROSE TO THE FOUR POINT FOREFRONT, IT'S THE IDEA OF CREATING ACTIVE PARTNERSHIPS.

THERE WAS A LOT OF CONVERSATION UNDERSTANDING THAT RIGHT NOW WITHIN OUR DISTRICT, WE HAVE A LOT OF DIFFERENT GROUPS THAT WE ENGAGE WITH.

WE HAVE COMMUNICATION WITH IN SOME WAY, SHAPE OR FORM, BUT WE WANT TO MAKE SURE THAT COMMUNITY ORGANIZATIONS, THOSE PARTNERSHIPS ARE WHAT'S THE WORD ARE ALIGNED SPECIFICALLY TO THE CORE THINGS THAT ARE IMPORTANT WITHIN OUR ORGANIZATION.

SO GOING BACK AND LOOKING AT THESE STRATEGIES, DETERMINING WHAT ARE THE THINGS THAT ARE MOST IMPORTANT AND ALIGNING THEN OUR PARTNERSHIPS SPECIFICALLY TO THE THINGS THAT WE SAY ARE MOST IMPORTANT TO US.

WE WANT TO MAKE SURE THAT WE'RE ESTABLISHING A RHYTHM OF COMMUNICATION AND ENGAGEMENT WITH OUR STUDENTS, STAFF, AND FAMILIES.

WE WANT TO MAKE SURE THAT WE IDENTIFY DISTRICT WIDE AREAS OF FOCUS AND ALIGN OUR MISSION, VISION AND VALUES AND OF COURSE, OUR BRANDING AS WELL.

AND AS MENTIONED BEFORE, IN THE LONG RANGE PLANNING, THAT'S PARTICULARLY IMPORTANT BECAUSE WE ARE, TO A CERTAIN DEGREE, COMPETING FOR STUDENTS.

AND IT'S IMPORTANT THAT WE HAVE THE COMMUNITY KNOW ALL THE GREAT THINGS THAT ARE HAPPENING.

SO WE HAVE TO REALLY BE VERY PURPOSEFUL AS FAR AS GETTING OUR BRAND OUT THERE AND LETTING EVERYONE KNOW WHAT WE HAVE TO OFFER AS A SCHOOL COMMUNITY. IN GOAL THREE, WE SPOKE SPECIFICALLY TO DISTRICT AND SCHOOL CULTURE, AND IN LOOKING AT THAT, WE'RE TALKING ABOUT THAT IDEA OF AND MENTIONED SEVERAL TIMES TODAY AS WE WERE TALKING ABOUT IDENTITY BASED BULLYING, THAT IDEA OF BELONGING AND DIGNITY AND MAKING SURE THAT IT'S EMBEDDED WITHIN THE DNA OF OUR ORGANIZATION.

SO THIS GOAL SPECIFICALLY SPOKE TO THAT.

AND HOW DO WE GET THAT? REALLY AS CORE AS FAR AS WHAT WE'RE DOING WITHIN OUR SCHOOLS? SO THE IDEA OF REALLY SUPPORTING WHAT'S UNIQUE ABOUT OUR STAKEHOLDERS VALUING THAT, CELEBRATING THAT, KNOWING HOW TO PRIORITIZE THE PHYSICAL, SOCIAL AND EMOTIONAL WELL-BEING, AND ALSO MAKE SURE WE ADDRESS THE NEEDS OF UNDERREPRESENTED STAFF AND STUDENT GROUPS WITHIN OUR ORGANIZATIONS.

IN TEACHING AND LEARNING.

WE SEE TEACHING AND LEARNING AS.

PIVOTAL TO WHAT WE DO.

WE ARE A SCHOOL SYSTEM.

WE SPOKE SPECIFICALLY ABOUT MAKING SURE THAT OUR CURRICULUM WAS RIGOROUS, INNOVATIVE, EQUITABLE AND WE REALLY WANTED TO BE ABLE TO SUPPORT ACADEMIC GROWTH AND ACHIEVEMENT. IN TIMES PAST, PAST, WE'VE REALLY TALKED ABOUT ACHIEVEMENT, BUT GROWTH WAS SOMETHING THAT WAS CENTRAL TO OUR CONVERSATION, LOOKING SPECIFICALLY WHERE STUDENTS ARE AT, WHERE THEY'RE STARTING, AND MAKING SURE THAT EVERY STUDENT, REGARDLESS OF THEIR LEVEL OF ACHIEVEMENT, THAT WE'RE ABLE TO MAKE SURE THAT EVERY STUDENT IS ABLE TO GROW AT LEAST A YEAR AND TO CREATE EXPONENTIAL GROWTH FOR OUR STUDENTS WHO ARE NOT PERFORMING AT A CERTAIN LEVEL OF ACHIEVEMENT WITHIN SOME OF THESE THE SPECIFIC RESULTS UNDER THIS GOAL WE TALKED ABOUT.

FINDING A WAY TO TRACK STUDENT DATA THROUGHOUT THEIR ACADEMIC CAREER.

I'M CREATING A WAY TO AUDIT AND MODIFY A CURRICULUM WHERE IT'S NOT OVER YEARS, BUT AS SOON AS WE LOOK AT STUDENT DATA, WE HAVE A PROCESS OF WHAT CHANGES WE'RE GOING TO PUT INTO OUR CURRICULUM ON A YEARLY BASIS.

WE WANTED TO MAKE SURE THAT WE'RE ENGAGING ALL OUR STAKEHOLDERS AND INFORMING THEM AND GIVING THEM FEEDBACK ABOUT WHAT'S HAPPENING WITHIN THE SYSTEM OVERALL, BUT ALSO SPECIFICALLY WHAT'S HAPPENING FOR THEIR STUDENTS.

WE ALSO TALKED ABOUT PROFESSIONAL DEVELOPMENT THAT ALIGNS WITH STUDENT GROWTH AND ACHIEVEMENT.

SO AGAIN, LOOKING AT THE IDEA OF HOW WE DEVELOP THE ADULTS IN THE BUILDING BASED ON THE NEEDS OF THE STUDENTS.

WE ALSO WANTED TO MAKE SURE THAT WE'RE DELIVERING AN INSTRUCTIONAL MODEL THAT ADDRESSES THE VISION WITHIN CURRICULUM INSTRUCTION, ASSESSMENT, OUR INTERVENTION, ACCELERATION RESOURCES OBSERVATION, A LOT OF THINGS THERE.

SO ALL THOSE THINGS EXIST, BUT IT DOESN'T MEAN THEY'RE NECESSARILY ALL ALIGNED.

[03:55:01]

SO FOR EXAMPLE, WE'VE TALKED A LOT ABOUT SCIENCE OF READING AND OUR READING CURRICULUM.

WHAT THEN WOULD A WALK THROUGH FORM AN OBSERVATION FORM LOOK AT, SPECIFICALLY BASED ON THE CORE TENETS AND THE THINGS THAT ARE INCREDIBLY IMPORTANT AND HIGH LEVERAGE WITHIN A READING CLASSROOM VERSUS A MATH CLASSROOM.

SO HOW DO WE ALIGN WHAT'S IMPORTANT TO OUR STUDENT'S GROWTH WITHIN OUR WALK THROUGH PROCESS? SO WHEN WE TALK ABOUT THE ALIGNMENT, THAT'S WHAT WE'RE SPEAKING THROUGH TO AND CREATING A THROUGH LINE FOR ALL OF THESE DIFFERENT AREAS.

WE HAVE NOW.

GOAL FIVE THAT SPEAKS SPECIFICALLY TO STAFF RETENTION.

MR. CURRAN HAS SPOKEN A LOT ABOUT THIS IN PREVIOUS BOARD MEETINGS AS WELL.

AS FAR AS STUDENT LEARNING IS CORE TO WHAT WE DO.

AND IN THAT VEIN, THAT MEANS THAT THE PEOPLE WHO TEACH OUR STUDENTS ARE CORE.

IN ORDER TO GETTING THIS WORK DONE AND TO OUR LEVEL OF ACHIEVEMENT ACHIEVEMENT.

SO WE WANT TO MAKE SURE THAT WE HAVE SYSTEM THAT ALLOW FOR A FOCUS ON STAFF ENGAGEMENT, RETENTION AND ALSO DEVELOPMENT.

SOME OF THE THINGS THAT WE SPOKE TO IS COMPENSATION.

WHEN WE LOOK AT ALL THE DIFFERENT MODELS, WE CAN HAVE A GREAT TIME TOGETHER.

I CAN LOVE YOU.

YOU CAN LOVE ME.

BUT ONE OF THE MOST IMPORTANT THING COMES DOWN TO, CAN I SUPPORT MYSELF AND MY FAMILY? AND I'M BEING COMPENSATED IN A WAY WHERE I HAVE QUALITY OF LIFE.

SO THAT'S ONE THING THAT WE REALLY TALKED ABOUT.

DURING THIS PROCESS, ALSO CREATING A COMPETENCY BASED SYSTEM FOR TALENT RECRUITMENT AND DEVELOPMENT AND CREATING LEADERSHIP PIPELINES.

ONE OF THE THINGS OUR, THE PEOPLE WITHIN OUR ORGANIZATION HAVE SAID, REGARDLESS OF WHAT THEIR ROLE IS WITHIN THE ORGANIZATION, EVERYONE WANTS TO BE RECOGNIZED AND ALSO HAVE A WAY THEN WHERE THEY'RE NOT KEPT STAGNANT.

IF WE WANT TO HAVE HOPES AND DREAMS FOR OUR STUDENTS, BUT THE ADULTS IN THE SYSTEM HAVE HOPES AND DREAMS FOR THEMSELVES, AND THEY WANT TO BE ABLE TO FIND A PATHWAY WHERE THEY'RE ABLE TO RISE WITHIN THE SYSTEM.

SO THAT WAS CORE WITHIN THIS AREA AS FAR AS WHAT THIS GROUP SPOKE TO.

ALSO REALLY LOOKING AT HAVING DIFFERENT OPPORTUNITIES AND FORUMS FOR STAFF TO LEARN MORE ABOUT DISTRICT EMPLOYEE FOCUSED PROGRAMS. AND IT SAYS TO SAFELY PROVIDE HONEST INPUT ON FEEDBACK ON PROGRAMS AND THEIR WORKING ENVIRONMENT.

WE HAVE NOT ALWAYS EVEN THOUGH WE HAVE CLIMATE SURVEYS, WE HAVE TO THINK ABOUT A WAY OF HOW CAN WE HAVE PEOPLE AUTHENTICALLY GIVE INPUT WITHIN THE SYSTEM SO THAT WE'RE ABLE TO CHANGE AND BETTER MEET THEIR NEEDS AND MEET IT IN A WAY WHERE IT'S ONGOING AND THERE'S A QUICKER TURNAROUND AS FAR AS HEARING THEIR INPUT.

LAST BUT NOT LEAST, AND THIS SPEAKS SPECIFICALLY TO OUR LAST PRESENTER, IT'S INFRASTRUCTURE, FACILITIES AND TECHNOLOGY.

ON OUR LAST STRATEGIC PLAN YOU DID NOT SEE REALLY SEE THIS REPRESENTED HERE.

AND SO IT'S REALLY EXCITED THAT THE GROUP REALLY MADE SURE THAT THIS WAS GOING TO BE PART OF OUR PROCESS AND WE WOULD GET TO UPDATE ON THIS.

SO IT WAS THE IDEA OF MAKING SURE THAT HOW THEN DO ALL THESE DIFFERENT THINGS SUPPORT STUDENT LEARNING AND MAKING SURE, AS OUR LAST PRESENTER SPOKE TO, THAT THE BUILDINGS ARE MEETING THE NEEDS OF THE STUDENTS SO THAT LEARNING CAN TAKE PLACE AT HIGHER LEVELS, AT HIGHER LEVELS.

WE HAVE THREE SPECIFIC RESULTS HERE THAT SPEAK SPECIFICALLY TO BUILDING A TECHNOLOGY BUDGET ALIGNED WITH THE LONG RANGE FACILITIES MASTER PLAN, AND THEN DOING THE SAME THING BOTH WITH THE INFRASTRUCTURE BUT ALSO WITH AND SCHOOL SAFETY, BUT ALSO SPECIFICALLY IN REGARDS TO OUR MAJOR INFRASTRUCTURE, OUR BUILDINGS, AND LOOKING AT WHAT THAT WOULD NEED TO MAKE SURE THAT WE ARE REPRESENTING CORRECTLY RESPECTING OUR COMMUNITY AND GIVING STUDENTS JUST REALLY A GREAT ENVIRONMENT IN WHICH TO LEARN.

WHEN WE LOOK AT ALL OF THESE DIFFERENT SPECIFIC RESULTS UNDER ALL OF THESE, THESE SIX GOALS I'M SORRY, OVER THE FIVE YEARS, THIS IS HOW IT PACES OUT.

THE GROUP SPECIFICALLY THEN SAID TO THEMSELVES, WE KNOW IN STARTING THIS PROCESS WE CANNOT DELIVER EVERYTHING WITHIN THE FIRST YEAR.

SO THAT'S WHY YOU SEE THEN AT THE BOOK ENDS, WHERE IT'S JUST 1 OR 2 THINGS, BECAUSE WE REALIZE THE BULK OF THE WORK WOULD TAKE PLACE IN THE YEARS TWO, THREE AND FOUR AS WE'RE RAMPING UP AND HAVE MORE TIME TO GET THE WORK DONE AND BE ABLE TO DELIVER, THIS PART OF THE PROCESS WAS VERY DIFFICULT.

EVERYONE. YOU REALLY ALWAYS WANT TO GET ALL THE WORK DONE AT ONCE.

AND SO IDEA OF PRIORITIZING AND REALIZE THAT YOU CAN'T HAVE, YOU KNOW, ONE HAS THE CAPACITY TO PRIORITIZE EVERYTHING AND DO EVERYTHING AT ONCE.

SO THE GROUP REALLY HAD TO BE PURPOSEFUL AS FAR AS WHAT NEEDS TO COME FIRST IN ORDER THEN TO FACILITATE SOME OF THE OTHER GOALS ALONG THE WAY.

[04:00:03]

NOW, THIS IS NOT ON HERE, BUT ONE OF THE THINGS TO KNOW IS WE HAVE TAKEN GREAT PAINS WITHIN THIS PROCESS TO MARRY ALL OUR DIFFERENT PROCESSES TOGETHER.

SO WHETHER IT BE THE BOARD GOALS, THE COMPREHENSIVE NEEDS ASSESSMENT PROCESS AND ALSO DISTRICT IMPROVEMENT PLAN AND THE CAMPUS IMPROVEMENT PLAN, WHAT YOU WILL SEE MOVING FORWARD IS THESE THINGS WILL ALWAYS FIND THEIR WAY INTO THE DISTRICT IMPROVEMENT PLAN.

SO UNDER THESE SPECIFIC RESULTS WHERE YOU HAVE SPECIFIC ACTION STEPS, YOU WILL SEE THEM THEN LIVE IN THE DISTRICT IMPROVEMENT PLAN.

SO WE'RE NOT GOING TO HAVE DIFFERENT THINGS.

IT WILL BE ALL ONE PROCESS ALL TOGETHER.

SO WE DON'T HAVE TO TALK ABOUT DIFFERENT THINGS AT ONCE.

WHEN WE COME BACK BEFORE YOU AND WE'RE REPORTING OUT, WE'RE REPORTING OUT.

ALL THESE DIFFERENT THINGS ARE NOW ALIGNED AND TOGETHER WITHIN THE SYSTEM.

AND I THINK THAT'S IT.

I'M NOT SURE ANY. DOES IT HAVE THE POWER TO PLAY FROM HERE? I DON'T KNOW WHAT WE WANT TO PLAY THE VIDEO, CLICK THE NEXT ONE.

PLEASE CLICK NO.

OKAY. YOU NEED TO HAVE SOMEBODY MAYBE PLAY.

THEY WILL HAVE TO DO IT INSIDE.

HOPEFULLY WE CAN PLAY.

I HEARD THEM LAUGHING. MAYBE NOT.

WHAT'S I KNOW, I KNOW NATALIE TALKED ABOUT IT, BUT WHAT'S EXCITING BECAUSE WE WENT THROUGH, I THINK IT'S GOING TO PLAY NOW.

WHENEVER YOU SAY THE WORD STRATEGIC DESIGN, IT SOUNDS SO VERY TECHNICAL, BUT REALLY IT IS HARD WORK ABOUT THIS IDEA OF WHAT EDUCATION SHOULD BE AT ITS CORE AND REALLY CREATING THE BEST THAT WE CAN OUT OF OUR STUDENTS.

THEY WANT TO KNOW WHAT I THINK, WHAT THE STUDENTS THINK, AND THEY WANT TO BRING THAT INTO THEIR PLAN, THEIR STRATEGIC PLAN FOR THE NEXT FIVE YEARS.

SO YEAH, IT JUST GIVES ME MORE CONFIDENCE.

IT'S BEEN REALLY NICE AND WARM.

I MEAN, BECAUSE EVERYBODY'S REALLY POSITIVE.

I'M SURE THAT PEOPLE IN THAT ROOM DISAGREE ON A LOT OF THINGS, BUT I HAVEN'T HEARD A LOT OF DISAGREEMENT.

AND I THINK THAT'S BECAUSE WE'RE SO FOCUSED ON THINGS THAT WE KNOW ARE POSITIVE FOR STUDENTS AND FOR THE COMMUNITY.

THE STRATEGIC PLAN WILL HELP US THAT THAT WE ARE WE'RE FOCUSED, WE ARE STRATEGIC ABOUT EVERYTHING WE DO MOVING FORWARD.

AND THEY ALL COME TOGETHER REALLY, BECAUSE THEY LOVE THE KIDS AND THEY LOVE THE SCHOOLS.

THIS HAS JUST BEEN REALLY, REALLY, REALLY FUN TO PARTICIPATE SO THAT I KNOW THAT AS A PARENT, I, I'VE DIRECTLY CONTRIBUTED AND THEY KNEW EXACTLY HOW I FELT.

YOU DON'T WANT TO JUST FOCUS ON THE HIGH ACHIEVERS OR THE HIGH LEARNERS.

YOU WANT TO FOCUS ON EVERY STUDENT THAT HAS AN OPPORTUNITY TO WALK THROUGH A ROUND ROCK SCHOOL DOOR.

IT'S BEEN REALLY WONDERFUL JUST TO HEAR EVERYONE'S VOICES AND THEIR INPUT, BECAUSE THAT'S SOMETHING THAT I CAN TAKE BACK.

AND, YOU KNOW, I CAN IMMEDIATELY IMPLEMENT SOME THINGS ON MY CAMPUS.

I DON'T WANT TO BE ONE THAT JUST STANDS ON THE SIDELINES AND COMPLAINS ABOUT THE WAY THINGS ARE GOING.

I WANT TO BE SOMEBODY WHO INVESTS WITH TIME.

EVERYBODY'S POTENTIAL IS DIFFERENT, SOME LOWER, SOME HIGHER, BUT EVERYBODY GETS WHAT THEY NEED.

A LOT OF US, THIS IS OUR LIFE.

LIKE WE, YOU KNOW, WE GET THERE EARLY AND LEAVE LATE.

YOU KNOW, THIS IS OUR SECOND FAMILY AND WE WANT WE WANT TO BE HAPPY IN WHAT WE DO.

I WANT TO HAVE EFFECTIVE CHANGE FOR THE PEOPLE THAT I SERVE.

IT'S NOT JUST ON THE STUDENTS TO LEARN.

IT'S NOT JUST ON THE TEACHERS TO TEACH.

IT'S ABOUT THE PARENTS CULTIVATING THAT ENVIRONMENT AT HOME.

AND LIKE EVERYONE JUST COMING TOGETHER TO ENSURE SUCCESS.

AND IF WE EMPLOY THE PLAN AND IF WE SAY WHAT WE MEAN AND WE MEAN WHAT WE SAY, THEN THIS STRATEGIC DESIGN IS REALLY GOING TO IMPACT OUR DISTRICT.

IT'S REALLY GOING TO PROPEL US TO CONTINUE TO DO GREAT THINGS AND BE THAT PREEMINENT PLACE TO SEND YOUR STUDENTS.

YEP. SO I WAS TRYING TO SAY THE EXCITING THING.

OBVIOUSLY WE WANTED TO GATHER AS MUCH INPUT AND FEEDBACK FROM OUR ALL DIFFERENT STAKEHOLDERS AS YOU SAW SOME SOME OF OUR STUDENTS, PARENTS, TEACHERS, STAFF.

AND WHAT'S EXCITING IS THAT REALLY AT THE END OF THE DAY, ALMOST WAS AN ALIGNED A LOT OF THE STUFF WAS ALIGNED WITH OUR BOARD GOALS AND THINGS THAT WE'RE ALREADY MANY OF IT WERE ALREADY STARTED WORKING ON.

SO IT'S REALLY EXCITING TO SEE THAT OUR COMMUNITY IS REALLY WANT US TO DO WHAT WE STARTED ALREADY DOING WITH OUR BOARD.

SO, SO NOW IT'S WE'RE GOING TO PUT ALL THIS TOGETHER, LIKE NELLY WAS SAYING, AND THEN WE'RE GOING TO JUST CONTINUE THE GREAT WORK AND HAVING A STRATEGIC PLAN WITH ANNUAL GOALS, IF YOU WILL, SPECIFIC GOALS THAT WE WANT TO ACHIEVE YEAR AFTER YEAR.

AND THE IDEA IS TO ASSESS AT THE END OF EACH YEAR SEE, HOW ARE WE DOING? SHARE WITH OUR BOARD, MEET WITH THE COMMUNITY AGAIN, HAVE AN ANNUAL MEETING SO WE CAN DETERMINE WHAT WILL BE.

ARE WE ON TRACK? DO WE NEED TO MODIFY ANYTHING AND ALSO SET UP THE NEXT YEAR GOALS AND SEE HOW WE CAN STAY ON TRACK TO ACHIEVE ALL OF THEM WITHIN FIVE YEARS.

SO IT'S REALLY GOOD PROCESS.

IT WAS A WONDERFUL EXPERIENCE FOR US TO BEGIN DISCUSSION.

[04:05:04]

MADAM PRESIDENT, I MOVE THAT WE.

I MOVE THAT WE APPROVE THE STRATEGIC PLAN AS PRESENTED.

SECOND. I HAVE A MOTION AND A SECOND.

NOW WE HAVE COMMENTS.

FIRST ONE WAS JUST TRUSTEE.

HARRISON. I FEEL LIKE MY BRAIN IS MOVING SO SLOWLY TONIGHT.

MADAM PRESIDENT, I'M TRYING TO GET THIS RIGHT, Y'ALL.

THANK YOU FOR THE PRESENTATION.

AND I WANTED TO ASK.

I THINK IT'S GREAT.

DOCTOR AZAIEZ, THIS QUESTION IS FOR DOCTOR AZAIEZ.

WHAT IS THE MECHANISM OF COMMUNICATION? YOU KNOW, HOW ARE WE GOING TO MAKE SURE THE COMMUNITY KNOWS THAT THESE ARE OUR STRATEGIC PLAN GOALS? AND HOW ARE WE GOING TO DISSEMINATE THAT? THIS IS THIS IS NEW AND THIS IS EXCITING AND THIS WILL BE USED OVERARCHINGLY ACROSS OUR DISTRICT.

ABSOLUTELY. THAT'S A VERY GOOD QUESTION.

SO ONCE IT'S APPROVED BY OUR BOARD BECAUSE WE OBVIOUSLY WE COULDN'T JUST SHARE IT BECAUSE IT'S NOT THE DISTRICT YET.

SO NOW THAT HOPEFULLY YOU'LL BE APPROVED TONIGHT.

SO THE IDEA IS TO REALLY PUT IT ON OUR WEBSITE EVERYTHING YOU'RE GOING TO SEE, YOU SEE THOSE VISION MISSIONS EVERYWHERE, PRETTY MUCH IN OUR SOCIAL MEDIA, WITHIN OUR COMMUNICATION, WE CAN REFER TO THEM ALSO WHENEVER WE TALK ABOUT THINGS THAT WE'RE TRYING TO DO, WE CAN ALWAYS TRY TO ALIGN AND ALIGN THEM AND SAY THAT THIS YOU'RE DOING THIS BECAUSE IT'S PART OF OUR STRATEGIC PLAN BECAUSE WE'RE TRYING TO ACHIEVE THIS GOAL.

SO YOU'RE GOING TO SEE THAT PRETTY MUCH.

LIKE IN ALL OF OUR COMMUNICATION, ALMOST RIGHT AND ALL OVER OUR SOCIAL MEDIA AND WEBSITE.

THANK YOU. JUST TO PROBE A LITTLE DEEPER.

MADAM PRESIDENT, THIS QUESTION IS FOR DOCTOR AZAIEZ.

IS THERE GOING TO BE LIKE AN ANNOUNCEMENT? I KNOW YOU SAID SOCIAL MEDIA, BUT LIKE, COULD IT GO OUT IN COMMUNITY IMPACT LIKE AN INTRODUCTION SOMETHING.

ABSOLUTELY. WE WILL WE WILL BLAST IT EVERYWHERE.

IS THAT THE QUESTION? YES, WE WILL BLAST IT EVERYWHERE OBVIOUSLY, BECAUSE THIS IS AN EXCITING THING.

AND AGAIN, THIS IS SOMETHING WE WILL WILL I GUESS, DICTATE OUR JOURNEY FOR THE NEXT FIVE YEARS.

AND SO ABSOLUTELY, WE WANT TO WE WANT TO BLAST THAT EVERYWHERE, INCLUDING COMMUNITY IMPACT.

NEXT IS TRUSTEE WEIR.

ACTUALLY, MADAM PRESIDENT, MY QUESTION WAS PRETTY MUCH ANSWERED BY THE SENIOR CHIEF.

I REALLY WAS JUST CURIOUS HOW THIS WAS GOING TO COORDINATE WITH BOARD GOALS.

ALL RIGHT. WELL, THANK YOU VERY MUCH.

TRUSTEE. MARKUM. DO YOU WANT ME TO.

OH, DO YOU WANT DO YOU WANT SOME? OKAY. EXPOUND ON THAT IF YOU CAN.

SO. EVEN THOUGH THIS WAS ME, LIKE, OH, I'M BEING A LITTLE BAD, EVEN THOUGH IT HAD NOT BEEN IMPROVED AS YET.

I DON'T KNOW IF EVERYONE IS AWARE.

THE COMPREHENSIVE COMMUNITY COMPREHENSIVE NEEDS ASSESSMENT, OVER 200 OF OUR STAKEHOLDERS, INTERNAL AND STAKEHOLDER, CAME THROUGH, LOOKED AT A WHOLE BUNCH OF DATA AND SAID, HERE ARE THE NEEDS FOR THE DISTRICT.

AT THE END OF THAT PROCESS, WHAT HAPPENS IS THIS WE LINED UP ALSO AND WE TOOK THE STRATEGIC GOALS.

AND WE SAID BASED ON THE NEEDS THE COMMUNITY SAYS THAT WE HAVE, WHERE WOULD THOSE NEEDS GO UNDER WHICH OF THE BOARD GOALS? BECAUSE WHAT WE'RE LOOKING FOR IS ALIGNMENT.

IF THEY'RE SAYING THEY'VE LOOKED THROUGH ALL THIS DATA, PERCEPTUAL DATA, DEMOGRAPHIC DATA, DISCIPLINE, EVERYTHING WE CAN THROW AT THEM, AND THEY ASKED FOR MORE THEN SPECIFICALLY, HOW DOES IT ALIGN WITH WHAT IS IN THE STRATEGIC PLAN.

AND SO ALL OF IT DOVETAILS TOGETHER.

AND SO YOUR BOARD GOALS ALSO WHAT WE DID IS WE ALREADY TOOK THOSE AS FAR AS UNDER THESE OUR CURRENT DIP.

AND WE MADE SURE AND WE EMBEDDED THAT IN THERE AS WELL.

SO YOU'RE ALWAYS GOING TO SEE ALIGNMENT.

AND THIS STRATEGIC PLANNING ALLOWED US TO PUT EVERYTHING NOW TOGETHER.

THIS WAS THE PIECE THAT WE WERE WAITING FOR.

AND SO NOW WHAT YOU'RE GOING TO SEE IS A LOT TIGHT OF ALIGNMENT WITH EVERYTHING.

BUT WE, AS OF LAST DIP, HAD ALREADY PUT ALL OF THE BOARD GOALS THAT YOU HAD AND MADE SURE THAT THEY WERE PERFORMANCE.

THEY BECAME PERFORMANCE OBJECTIVES UNDER THE BOARD GOALS, THE LAST SET OF BOARD GOALS THAT WERE PASSED FROM THE LAST STRATEGIC PLAN.

TRUSTEE MARKUM. THANK YOU TO THE ENTIRE COMMITTEE THAT WORKED ON THE STRATEGIC PLAN.

I KNOW THESE THIS WAS FULL DAY WORK OVER SEVERAL DAYS.

SO THANK YOU FOR GIVING UP YOUR TIME AND CREATING THIS PLAN.

IT'S FANTASTIC.

MADAM PRESIDENT, THIS QUESTION IS EITHER FOR DOCTOR AZAIEZ OR DOCTOR NICHOLS.

I'M NOT SURE WHICH ONE. AND IT'S REALLY JUST A CLARIFYING QUESTION ABOUT ALIGNMENT.

WHEN WE'RE DOING THINGS LIKE THE SPECIAL EDUCATION AUDIT AND I JUST MENTIONED THAT ONE BECAUSE I KNOW THAT'S AN ONGOING AUDIT RIGHT NOW, BUT WHEN WE DO ANY SORT OF AUDIT LIKE THAT, WHERE WE'RE LOOKING AT OUR PROCESSES AND THE GAPS AND WHAT WE CAN BE DOING BETTER AND WHAT WE'RE DOING WELL CAN YOU CLARIFY A LITTLE BIT ABOUT HOW THAT ALIGNS WITH THE STRATEGIC PLAN, LIKE WHAT PLUGS INTO WHAT AND HOW DOES THAT FIT TOGETHER? SO. WE'RE GOING TO GO TO THE SLIDES WHERE WE CAN ACTUALLY SHOW.

[04:10:03]

AND ALSO IT COULD BE UNDER GOAL THREE, WHICH IS THAT SENSE OF BELONGING.

WHAT IS IT? GOAL THREE.

SO YOU WERE ASKING ABOUT THE.

SO ONE OF THE THINGS THAT WE DID THAT WAS A LITTLE BIT DIFFERENT, THAT WAS INTENDED FROM A GAUGE TO LEARN.

IN LISTENING TO THE THE COMMUNITY MEMBERS, THEY GOT TO A POINT WHERE THEY SAID WE FELT THEY FELT VERY COMFORTABLE WITH EVERYTHING THEY CREATED.

THEY FELT REALLY GREAT ABOUT THE GOALS.

THEY FELT REALLY GREAT ABOUT THE SPECIFIC RESULTS.

BUT WHEN THEN IT GOT TO THE ACTION STEPS, THERE WAS A LEVEL OF NEEDING SUBJECT MATTER EXPERTS THEN TO GO BACK AND SAY, ARE WE REALLY ASKING FOR THE RIGHT THINGS? SO WHAT WE DID IS WE AMENDED THE PROCESS AND WE TOOK IT BACK TO DISTRICT LEVEL WITH ALL THE SUBJECT MATTER EXPERTS AND CREATED GROUPS. SO AGAIN, ANOTHER GROUP OF OVER 50.

AND WE THEN WENT THROUGH AND INTERROGATED EACH OF THESE, THE CURRICULUM AUDIT ALL OF THOSE DIFFERENT AUDITS THAT WE'VE DONE, THE TASK WE STUDIED, EVERYTHING THAT WE HAVE WAS DATED THAT WAS USED TO INFORM THEN WHAT THE SUBJECT MATTER EXPERTS WERE CALLING THEM.

THEN WENT THROUGH AND SAID, WHAT THEN WOULD BE THE SPECIFIC ACTION STEPS AND THINGS THAT WOULD BE IMPORTANT? ALSO BASED ON THE THINGS, THE SPECIFIC RESULTS THAT THE COMMITTEE CREATED, THERE WERE SOME OF THEM THAT WERE MAYBE A LITTLE BIT OFF AND NOT FULLY RELEVANT.

SO WHAT THEY DID IS THEY WENT THROUGH AND THEY SAID, YOU KNOW WHAT? BASED ON THE INFORMATION WE HAVE ACCESS TO THESE THINGS MAY NEED TO BE AMENDED BECAUSE, FOR EXAMPLE, THE CURRICULUM AUDIT WAS HOW MANY PAGES ARE ABOUT 400 PAGES.

ACTUALLY I THINK 600 IF YOU ADD IT.

RIGHT. AND SO THE THING IS, THERE WAS NO WAY THAT AS A GROUP THAT THOSE COMMUNITY MEMBERS WOULD HAVE A WAY TO INTERROGATE THAT AND ABSORB IT.

AND SO THEN IT WAS INFORMATION WE HAD AS FAR AS THE DATA, WE HAD MORE TIME TO ABSORB IT AND ADD TO WHAT THEY HAD ALREADY DONE.

AND SO WE WENT BACK AND SAID, HEY, HERE'S WHAT MAY NEED TO BE AMENDED SLIGHTLY AND WHY.

AND THEN WE CAME BACK TO THEM, CALLED THEM BACK TOGETHER AND REPRESENTED AND SAID, HERE ARE THE CHANGES WE MADE.

HERE'S WHY WE MADE THOSE CHANGES BASED ON THIS ADDITIONAL DATA.

AND SO THEN THEY GAVE THEY HAD THE ABILITY TO ASK US QUESTIONS AND TO GIVE FEEDBACK.

SO THIS IS THE FINAL PRODUCT THAT YOU HAVE HERE AS WELL.

BECAUSE ONE OF THE THINGS WE REALIZED FROM OUR LAST STRATEGIC PLAN, SOME OF THE THINGS THAT DIDN'T QUITE MAKE SENSE FOR THE WAY OUR WORK.

WAS, AND IT DIDN'T MAKE SENSE BASED ON WHAT WE KNEW ABOUT THE SYSTEM.

AND SO THEN WE HAD TALKED ABOUT IT.

THE SUPERINTENDENT HAD TALKED TO THEM BEFORE THEIR LAST TIME THAT THEY MET AND SAID, WE'RE GOING TO ADD ONE OTHER PART TO THIS PROCESS, AND HERE IS WHY.

BUT WE WILL BRING IT BACK TO YOU SO THAT YOU HAVE THE ABILITY TO KNOW WHAT OUR THINKING WAS, WHY THAT THINKING WAS THAT WAY, WHY WE PUT THAT FORWARD.

BUT IF YOU FEEL THAT WE'RE OFF IN OUR DECISION MAKING, YOU STILL HAVE THE ABILITY THEN TO EDIT, AMEND, SAY NO, ADJUST.

SO THAT'S HOW THAT WORKED FOR THIS FINAL PRODUCT.

SO JUST TO ADD SO UNDER GOAL THREE YOU CAN SEE IDENTIFY THE ADDRESS AND ADDRESS THE NEEDS OF UNDERREPRESENTED STAFF AND STUDENT GROUPS.

SO THIS IS PART OF IT THERE WHEN IT COMES TO THE CURRICULUM AND POSSIBLY ALSO SPECIAL EDUCATION.

AUDIT ALSO WHENEVER WE'RE THINKING ABOUT MAYBE DOING LIKE AN EQUITY AUDIT, I MEAN, THAT WOULD BE FITTING RIGHT HERE.

AND THAT'S ALONG WITH BOARD GOAL FOUR AND ALSO THE BOARD GOAL NUMBER ONE AND TWO WHEN IT COMES TO EARLY CHILDHOOD EDUCATION.

RIGHT. COULD WE ALSO UNDER GOAL FOUR HERE AND THIS IS ALSO YOU CAN SEE 4.2 TALKS ABOUT CREATING SYSTEMATIC WAY TO AUDIT AND MODIFY CURRICULUM ACROSS ACROSS SUBJECTS AND GRADE LEVEL.

SO THAT'S ALSO TO MAKE SURE THAT OUR CURRICULUM IS NOT, YOU KNOW, IT'S IT'S CREATED IN A WAY THAT ACTUALLY PROVIDING THOSE RESOURCES TO OUR TEACHERS, TO OUR STUDENTS SO THEY CAN BE SUCCESSFUL. THANK YOU.

I APPRECIATE THAT. AND I ALSO APPRECIATE YOU MENTIONING THE EQUITY AUDIT, BECAUSE THAT WAS IN MIND, TOO, THAT WE'VE DONE ONE NOT TOO LONG AGO.

AND THIS ALLOWS US TO MAYBE TAKE THAT OFF THE SHELF AND BRING IT BACK OUT AND SEE HOW IT ALIGNS WITH WITH OUR STRATEGIC PLAN.

SO THANK YOU.

TRUSTEE ZÁRATE. I WAS PRESSING THE BUTTON TO MAKE THE MOTION.

ALL RIGHT. WELL, THANK YOU FOR YOUR INPUT.

THANK YOU FOR YOUR FEEDBACK.

I WILL JUST SAY THAT I.

I REALLY APPRECIATE THIS.

THIS WHOLE PROCESS.

I KNOW YOU PROBABLY NOTICED I WAS IN THE VIDEO AND I DID PARTICIPATE AS A PARENT IN THIS PROCESS, AND IT WAS MULTIPLE DAYS AND ALL LONG, LONG DAYS WORKING LUNCHES.

IT WAS A LOT. AND I THINK, LIKE SOMEBODY SAID IN THE VIDEO THAT THERE'S PROBABLY A LOT OF DISAGREEMENT AMONG THE GROUP AND THEIR PRIORITIES.

[04:15:01]

AND SO IT WAS A REALLY GREAT PROCESS TO PARTICIPATE IN.

SO I REALLY APPRECIATE THE DISTRICT DOING THE INITIATIVE TO AND THE COMMUNITIES WERE REPRESENTATIVE OF ALL, ALL COMMUNITY FEEDER PATTERNS, PEOPLE WHO DIDN'T HAVE KIDS IN OUR SCHOOL, TEACHERS.

I MEAN, IT WAS JUST IT WAS A GREAT IT WAS A GREAT PROCESS.

I DO HAVE ONE MAYBE PROPOSAL TO THE BOARD TO CONSIDER.

I WOULD LOVE TO ADD THIS TO OUR BOARD CALENDAR THAT ON AN ANNUAL BASIS, WE GET AN UPDATE OF WHERE WE ARE ON IT.

I DON'T THINK WE'VE EVER DONE THAT BEFORE, BUT JUST KIND OF THAT'S THE PLAN USUALLY, AS OPPOSED TO I'M SORRY TO CUT YOU UP, BUT THAT'S BUT BEING ABLE TO SEE.

SO I SAW EVERYBODY'S HEAD NOD.

SO IF WE CAN LOOK AT OUR BOARD CALENDAR OF WHEN IT MAKES SENSE TO ADD THIS TO OUR OUR CALENDAR TO REALLY GET AN ANNUAL UPDATE OF HOW THIS IS, I DON'T WANT TO HAVE SPENT ALL THIS TIME AND ENERGY AND THEN IT SIT ON A SHELF AND NOTHING HAPPENED FROM IT.

IT'S NOT GOING TO SHOW, I CAN TELL YOU, I GUARANTEE YOU.

SO THE PLAN TO YOUR POINT PRESIDENT LANDRUM IS, IS FOR, FOR US THE COMMITTEE TO ACTUALLY MEET ONCE A YEAR.

AND I DID TELL THEM LAST TIME.

WE CAN WE'LL SEE YOU NEXT YEAR.

SO WE WILL. THE PLAN IS SOMETIME IN THE SPRING IS TO COME BACK AND SEE.

SO IF YOU NOTICE WHAT IS IT HERE? I KNOW IT'S ONLY A COUPLE OF GOALS, RIGHT.

FOR YEAR ONE. SO THAT'S SUPPOSED TO BE STARTING.

THE PLANNING IS ALREADY IN MOTION.

BUT LIKE STARTING IMPLEMENTATION FOR 20 FALL AND THEN SPRING OF 2025.

SO FOR THE COMMITTEE TO MEET IN SPRING AND LOOK HOW ARE WE DOING AS FAR AS 2.3.

HOW ARE WE DOING AS 4.1 AND WHAT ARE WE DOING AS FAR AS LIKE GETTING READY FOR YEAR TWO? AND THEN AFTER WE MEET WITH THE COMMITTEE, THAT'S WHEN THE PLAN IS TO COME BACK TO OUR BOARD AND SHARE WITH, WITH YOU OUR, OUR ASSESSMENT AND THEN SAY, YEAH, WE'RE DOING GOOD OR LIKE WE'RE NOT, WE'RE SLIGHTLY OFF TRACK OR WHATEVER THAT MIGHT BE.

AND THEN ALSO IF THERE'S ANY ADJUSTMENT TO YEAR TWO.

SO THAT'S REALLY WAS THE PLAN.

AND WE WILL BE DOING THAT.

DO WE NEED A MOTION TO ADD THAT TO OUR BOARD CALENDAR? I DON'T REALLY KNOW HOW THAT'S CREATED.

I WOULD SAY THAT'S NOT ON THE AGENDA.

SO JUST THE, THE PLAN ITSELF.

AND THEN YOU ALL CAN DISCUSS WITH THE ADMINISTRATION THAT RECOMMENDATION, BUT IT WOULD BE FOR THE ADMINISTRATION TO DO THAT LATER.

I THINK YOU'RE TALKING ABOUT THE PROGRESS OF PROGRESS MONITORING CALENDAR TO ADD IT THERE.

RIGHT. CALENDAR THAT WE HAVE ALL OF OUR.

YEAH. SO WE'LL ADD IT AND OKAY.

PERFECT. WE'LL ADD IT AND BRING IT BACK FOR YOUR APPROVAL.

BECAUSE I THINK LAST TIME WE BROUGHT IT TO YOU GUYS FOR APPROVAL.

SO WE'LL AMEND IT AND THEN BRING IT BACK.

PERFECT. ALL RIGHT.

I DON'T HAVE ANY OTHER LIGHTS ON, BUT I HAVE A MOTION AND A SECOND.

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

ALL OPPOSED? MOTION CARRIES FIVE ZERO.

ALL RIGHT. WELL, THANK YOU AGAIN.

DOCTOR NICHOLS AND DOCTOR AZAIEZ AND THE ENTIRE TEAM.

I KNOW EVERYBODY FROM ADMINISTRATION WAS THERE.

SO THANK YOU VERY MUCH FOR PULLING THIS OFF AND GETTING US ALIGNED FOR THE NEXT FIVE YEARS.

[J. BOARD BUSINESS]

WE HAVE BOARD ANNOUNCEMENTS, CALENDAR RSVP'S REQUEST FOR FUTURE AGENDA ITEMS PER POLICY.

BE LOCAL.

WE HAVE A LOT OF MEETINGS COMING UP THROUGH THE END OF APRIL AND MAY.

WE HAVE GRADUATIONS.

WE HAVE A LOT GOING ON.

I'M NOT GOING TO GO OVER ALL OF THEM.

THE VAST MAJORITY OF YOU HAVE UPDATED YOUR RSVP'S.

A COUPLE OF PRESSING ONES.

WE HAVE A MEETING A WEEK FROM TONIGHT, OUR ACADEMIC WORKSHOP.

IT LOOKS LIKE ONE, TWO, THREE SIX OF US WILL BE HERE.

TRUSTEE HARRISON. WE WILL MISS YOU.

NEXT WEEK. IF YOU CAN UPDATE YOUR RSVP ON THAT, THAT WOULD BE GREAT.

TRUSTEE ZÁRATE. AND THEN WE HAVE MAY 2ND, MAY 16TH, MAY 30TH.

AND THEN THE ONE THING I REALLY DO NEED TRUSTEES TO LOOK AT IS YOUR RSVP FOR THE JUNE 18TH REGULAR BOARD MEETING.

THAT'S OUR BUDGET ADOPTION.

I CURRENTLY ONLY HAVE THREE PEOPLE WHO HAVE RESPONDED TRUSTEE, WEIR, TRUSTEE, AND TRUSTEE ZÁRATE.

ALL ARE YESES, BUT AS OF RIGHT NOW, I AM SEEING THE CONCERN ON OUR CEO'S FACE THAT WE DON'T HAVE A QUORUM FOR OUR BUDGET ADOPTION JUNE 18TH.

SO IF YOU CAN CHECK YOUR RSVP AND MAKE SURE THAT YOU'VE RSVP FOR JUNE 18TH, I'D REALLY APPRECIATE IT.

OTHER BIG THANK YOU TONIGHT FOR OUR STUDENT PERFORMERS.

IF YOU WERE HERE EARLY, IT WAS WELLS BRANCH, VOIGHT AND BURKMAN ELEMENTARY'S STRING PROGRAM.

IT WAS AMAZING.

OH, MY GOSH, THEY DID THE WHOLE THING WITHOUT ANY MUSIC.

IT WAS PHENOMENAL.

UNDER THE DIRECTION OF CLAUDIA FERGUSON, KAYLA GREEN AND NAOMI MARTIN.

SO AGAIN, THANK YOU FOR ALL OF THEM COMING AND SHOWING OFF THEIR AMAZING TALENTS.

I AM SAD TO SAY THAT IS OUR LAST STUDENT PERFORMANCE FOR THIS SCHOOL YEAR.

MAY GET SO BUSY.

WE DON'T HAVE ANY PERFORMERS IN MAY, AND THEN IT'S SUMMER AND WE DON'T USUALLY HAVE ONE THE FIRST MONTH, SO IT'LL BE UNTIL OCTOBER UNTIL WE HAVE ANOTHER STUDENT PERFORMANCE.

SO HOPEFULLY. BUT THANK YOU TO EVERYBODY IN ALL THE DEPARTMENTS ACROSS THE DISTRICT THAT HAVE PROVIDED AND SHOWCASE OF THEIR TALENTS AND SKILLS THROUGHOUT THIS SCHOOL

[04:20:09]

DOCTOR AZAIEZ HAS SOME ANNOUNCEMENTS AND I SEE A COUPLE OF LIGHTS ON.

YEAH, JUST THANK YOU.

A COUPLE OF THINGS I WANT TO SHARE.

JUST I WAS REALLY HONORED TO JUST A COUPLE OF DAYS AGO, APRIL 15TH.

WE HAVE 24.

WE HAD 24 STUDENTS, ASPIRING NURSES WHO ACTUALLY, AS OUR FIRST GROUP OF COHORT FOR STUDENTS AT AT OUR NEW TECH ACCELERATOR.

SO IT WAS SO NICE TO SEE THEM THERE WITH THEIR PARENTS.

AND WE HAD FOLKS FROM OCC, AS YOU KNOW, THIS, THE PARTNERSHIP WITH AUSTIN COMMUNITY COLLEGE AND OUR BUSINESS PARTNER IS SAINT DAVIS HOSPITALS.

THEY WERE THERE AS WELL.

AND SO IT WAS REALLY NICE TO CELEBRATE OUR STUDENTS AND HAVE THEM, YOU KNOW, KIND OF SIGN THEIR THEIR CONTRACTS SAYING, YOU KNOW, WE'RE GOING TO ENGAGE AND IN THIS NEW PROGRAM AND WE'RE GOING TO EARN OUR HIGH SCHOOL DIPLOMA AND OUR ASSOCIATE DEGREE WHILE THEY ARE IN HIGH SCHOOL AND ALSO EARN THEIR LVN CERTIFICATION SO THEY TECHNICALLY CAN GO TO THE WORKFORCE AT 18 AND AND WORK FOR SAINT DAVIS OR WHATEVER COMPANY THEY WANT TO WORK FOR.

SO IT WAS REALLY, REALLY EXCITING.

WE ALSO HAD A FEW THINGS GOING ON.

WE HAVE OUR ALMOST 30 OF OUR STUDENTS.

I DON'T KNOW IF YOU KNOW, BUT WE HAVE ACTUALLY A FASHION PROGRAMS AS PART OF OUR CTE PROGRAMS HERE IN ROUND ROCK ISD.

AND OUR STUDENTS ARE DESIGNERS, AND THEY ACTUALLY MODEL STUFF.

AND AND THEY ARE ALSO ENTREPRENEURS IN A WAY THAT THEY'RE TRYING TO KIND OF SELL THEIR PRODUCTS AND THINGS LIKE THAT.

SO IN COLLABORATION WITH SHOP LC THERE WAS LIKE A FASHION SHOW AND OUR STUDENTS GET TO SHARE THEIR DESIGNS AND ALSO MAKE THEM AND THEN ACTUALLY MODEL IT OVER 30.

OUR STUDENTS ACTUALLY GET TO BE PART OF THAT STUFF.

I WAS REALLY, REALLY EXCITING.

AND AND THE IDEA IS FOR THEM REALLY TO NOT ONLY, LIKE, REALLY LIKE HANDS ON, KIND OF LIKE THEY'RE DOING, PRACTICING WHAT THEY ACTUALLY LEARNING, BUT ACTUALLY THEY CAN EARN MONEY. THEY CAN MONEY TO THEIR PROGRAMS AS WELL AS THE WINNER WILL GET SOME BENEFIT FROM WHATEVER THEY'RE SELLING.

SO SO IT'S REALLY EXCITING.

SO WE HAVE ABOUT 30 STUDENTS FROM CEDAR RIDGE, ROUND ROCK HIGH SCHOOL, STONY POINT AND WESTWOOD HIGH SCHOOL ACTUALLY PARTICIPATED.

AND THEN WITH WITH ATHLETICS, WE HAVE BOTH ROUND ROCK HIGH SCHOOL BOYS TEAM AS WELL AS WESTWOOD, THE GIRLS TEAM. GOLF ACTUALLY MADE IT TO STATE.

AND SO MOVING MOVING ALONG.

SO WE'RE SUPER EXCITED.

IT'S ACTUALLY THE REGIONAL COMPETITION.

SO AND THEN WE HAVE SEVERAL OF OUR STUDENTS ACTUALLY MADE IT INDIVIDUALLY AS WELL.

BUT THE BOTH TEAMS ARE GOING TO BE COMPETING FOR THAT HOPEFULLY STATE CHAMPIONSHIP.

AND THEN FINALLY THIS SATURDAY IF YOU CAN, WE HAVE OUR SUICIDE PREVENTION WALK AT ROUND ROCK HIGH SCHOOL STARTING AT 8 A.M.

THIS SATURDAY. SO IT'S REALLY EXCITING TO BE WITH THE COMMUNITY AND ALSO RAISING MONEY FOR A VERY IMPORTANT CAUSE.

AND SO AGAIN, IF YOU CAN PLEASE JOIN US AT ROANOKE HIGH SCHOOL AGAIN THIS SATURDAY, 8 A.M.

FOR THE WALK TRUSTEE ZÁRATE.

DID YOU MEAN TO PUSH YOUR BUTTON THIS TIME? YEAH, I DID MEAN TO PUSH IT.

THANK YOU, THANK YOU. I WANT TO THANK THE THE STAFF AND PTA AT DEEP WOOD ELEMENTARY FOR INVITING ME OUT TO THEIR CARNIVAL.

THE OTHER DAY. IT WAS REALLY A BEAUTIFUL SITUATION THERE.

THEY HAD GOTTEN A SPONSOR THE LODGE CAR CARD ROOM, MADE SURE THAT 400 KIDS GOT TO PLAY AND DO EVERYTHING THEY WANTED FOR FREE.

AND BY FIVE, I GUESS THEY OPENED AT 5:00.

AND BY 515, ALL THE CARDS WERE GONE.

SO THOSE. IT'S HAD A GREAT TIME.

IT WAS REALLY A GREAT A GREAT TIME.

SEEING TRUE COMMUNITY COMING TOGETHER BECAUSE THEY ACTUALLY OPENED IT UP TO THE ENTIRE COMMUNITY.

IT WASN'T JUST THEIR STUDENTS THAT WERE INVITED.

AND SO THAT WAS A REALLY COOL THING TO BE INVITED TO, AND I WANT TO THANK THEM AND TELL THEM, CONGRATULATIONS FOR PULLING OFF A GREAT CARNIVAL, BECAUSE THOSE ARE HARD TO PULL OFF. I ALSO WANT TO THANK CALLISON ELEMENTARY FOR INVITING ME OUT TO THEIR CAREER DAY AGAIN THIS YEAR.

I DID, I AND I ALWAYS ENJOY GOING TO CAREER DAYS AND TALKING TO THE THE STUDENTS ABOUT WHAT I DO OUTSIDE OF THIS WORK.

THIS YEAR, THOUGH, I WAS CALLED OUT BY A COUPLE OF THEM THAT THEY REMEMBERED MY PROGRAM FROM LAST YEAR.

SO I NEED TO MIX IT UP NEXT YEAR.

I GUESS I'M GETTING A LITTLE BORING IN MY OLD AGE.

THAT'S IT. TRUSTEE HARRISON REALLY QUICK.

THERE WERE SOME AMAZING VICTORIES LAST NIGHT AT THE HELLER AWARDS, WHICH IS THE GREATER AUSTIN HIGH SCHOOL MUSICAL THEATER AWARDS.

FOR THE FIRST TIME EVER, ROUND ROCK HIGH SCHOOL WON BEST PRODUCTION.

SO THAT'S SUPER EXCITING.

BEST DIRECTION.

AND THEN I THINK THEY HAD A BEST ACTRESS.

AND OF COURSE, CEDAR RIDGE ALWAYS SWEEPS BEST CHOREOGRAPHY AND BEST ENSEMBLE.

SO WE ARE REALLY PROUD OF OUR ROUND ROCK ISD SCHOOLS AND I HOPE I DIDN'T MISS ANYONE.

DOES ANYONE KNOW? I THINK THERE WAS A STUDENT FROM WESTWOOD THAT WON A MARKETING AWARD.

OKAY, YEAH. SO AMAZING REPRESENTATION.

[04:25:03]

SO TO HAVE THREE OF OUR HIGH SCHOOLS REPRESENTED IS PHENOMENAL AND SPEAKS TO THE QUALITY OF OUR FINE ARTS AND ROUND ROCK ISD.

CONGRATULATIONS TO ALL.

AND I DON'T HAVE ANY OTHER LIGHTS ON.

DID I MISS ANYBODY? THE LAST ANNOUNCEMENT I WILL SAY IS, I'M SUPER PROUD TO ANNOUNCE THAT FOUR OF US WILL BE PRESENTING AT SUMMER LEADERSHIP INSTITUTE.

TRUSTEE ZÁRATE HAS A PRESENTATION THAT WAS ACCEPTED BY TASB AND TRUSTEES.

MARKUM HARRISON AND MYSELF WILL BE DOING A PRESENTATION ABOUT MOSTLY OUR BOARD GOALS, BUT SPECIFICALLY BOARD GOAL FOUR.

AND SO I'M SUPER EXCITED TO SHARE SOME OF THE AMAZING THINGS THAT WE'RE DOING HERE IN ROUND ROCK ISD, AND HOPEFULLY GIVE SOME TOOLS FOR OTHER DISTRICTS TO REPLICATE OUR AMAZINGNESS. SO THANK YOU VERY MUCH.

WE ARE READY TO MOVE ON TO CLOSED SESSION.

[K. CLOSED SESSION (The Board reserves the right to enter into closed session on any agenda item as permitted by the Texas Open Meetings Act, Section 551.071 et seq.)]

OKAY. I THINK YOU'RE SUPPOSED TO SAY POINT OF ORDER.

POINT OF ORDER. YES, MA'AM.

GO AHEAD. WHAT IS YOUR POINT? NO. DO YOU MAKE A MOTION OUT OF A POINT OF ORDER? IT'S A POINT OF ORDER BECAUSE YOU'RE.

IT'S A PROCEDURAL THING, I APOLOGIZE, I AND NOW, AS I'M LOOKING AT IT, THERE'S ONE REALLY BIG ITEM ON HERE.

SO RATHER THAN MY NORMAL MOTION BEFORE CLOSED, I WOULD LIKE TO MOVE THAT THE BOARD LIMIT DISCUSSION TO TEN MINUTES PER ITEM AFTER THE STAFF PRESENTATION. SECOND ITEM ENCLOSED FOR EVERY.

FOR EACH ITEM. FOR EACH ITEM.

SECOND. OKAY.

HAVE A MOTION AND A SECOND TO LIMIT TIME TO TEN MINUTES OF DISCUSSION PER ITEM AFTER PRESENTATION FROM ADMINISTRATION.

ANY DISCUSSION? ALL IN FAVOR, RAISE YOUR HAND.

ALL OPPOSED. MOTION CARRIES FIVE ZERO.

ALL RIGHT. 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 DISCUSS AND DELIBERATE ON THE RENEWAL OF CHAPTER 21 TERM AND PROBATIONARY CONTRACTS PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.072.

THE BOARD WILL MEET TO DISCUSS AND DELIBERATE ON THE PURCHASE, EXCHANGE, LEASE OR VALUE OF REAL PROPERTY AND PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.071, THE BOARD MAY SEEK LEGAL ADVICE REGARDING THE PROPOSED CONVEYANCE SLASH SALE OF LAND PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.071 AND 551.074.

THE BOARD WILL MEET IN CONSULTATION WITH ADMINISTRATION AND COUNSEL IN ORDER TO UPDATE THE BOARD REGARDING A COMPLAINT OR CONCERN ABOUT AN EMPLOYEE.

IT IS 1014.

WE ARE ENTERING CLOSED SESSION.

WE WILL BE HAVING IT IN THIS MEETING.

SO PLEASE GRAB YOUR BELONGINGS AND THANK YOU FOR JOINING US THIS EVENING.

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

WE ARE BACK IN OPEN SESSION.

DO I HAVE ANY MOTIONS COMING OUT OF CLOSED? MADAM PRESIDENT, I MOVE THAT THE BOARD.

DO I HAVE ANY OTHER MOTIONS COMING OUT? I MOVE THAT THE BOARD APPROVE THE ROUND ROCK ISD SAFETY AND SECURITY COMMITTEE REPORT AS DISCUSSED IN CLOSED SESSION.

SECOND. I HAVE A MOTION AND A SECOND THERE.

HAVE ANY COMMENTS? SEEING NONE.

ALL IN FAVOR, RAISE YOUR HAND.

ALL OPPOSED? SEEING NONE. MOTION CARRIES FIVE ZERO.

DO I HAVE ANY OTHER MOTION, MADAM PRESIDENT? I MOVE THAT THE BOARD OF TRUSTEES ACCEPT THE ADMINISTRATION'S RECOMMENDATION AND ISSUE CHAPTER 21 TERM EMPLOYMENT CONTRACTS TO THE EMPLOYEES, AS LISTED AND SUBMITTED TO THE BOARD OF TRUSTEES.

SECOND. I HAVE A MOTION AND A SECOND.

ANY COMMENTS? MR. ZÁRATE.

NO COMMENTS. YOU'RE GOOD.

OKAY. ALL IN FAVOR, RAISE YOUR HAND.

ALL OPPOSED? MOTION CARRIES FIVE ZERO.

ANY OTHER MOTIONS? MADAM PRESIDENT, I MOVE THAT THE BOARD OF TRUSTEES ACCEPT THE ADMINISTRATION'S RECOMMENDATION AND ISSUE CHAPTER 21 PROBATIONARY EMPLOYMENT CONTRACTS TO THE EMPLOYEES AS LISTED AND SUBMITTED TO THE BOARD OF TRUSTEES.

SECOND, I HAVE A MOTION A SECOND.

ANY COMMENTS? ONLY COMMENT I HAVE IS THANK YOU TO ALL OF OUR TEACHERS, WHETHER YOUR TERM OR PROBATIONARY.

THANK YOU FOR YOUR COMMITMENT TO THIS DISTRICT, AND I AM HAPPY TO EXTEND CONTRACTS TO YOU ALL AS WELL.

ALL IN FAVOR, RAISE YOUR HAND.

ALL OPPOSED. MOTION CARRIES FIVE ZERO.

ANY OTHER COMMENTS? MOTIONS. I'M PRESIDENT.

I MOVE THAT THE BOARD OF TRUSTEES RESCIND THE RESOLUTION FOR THE SALE OF THE REAL OF OF REAL PROPERTY OF CYPRUS TWO AND CYPRUS 17, ADOPTED BY THE BOARD OF TRUSTEES AND EXECUTED ON APRIL 20TH, 2023.

SECOND, I HAVE A MOTION AND A SECOND.

ANY COMMENTS? SEEING NONE. ALL IN FAVOR? I'LL OPPOSED SEEING NONE.

MOTION CARRIES FIVE ZERO.

MADAM PRESIDENT, I MOVE THAT THE BOARD OF TRUSTEES APPROVE THE REVISED RESOLUTION FOR THE SALE OF REAL PROPERTY OF CYPRUS TWO AND CYPRUS 17, AS PRESENTED IN CLOSED SESSION, WITH AUTHORITY OF THE SUPERINTENDENT OF SCHOOLS TO EXECUTE THE PURCHASE AND SALES AGREEMENT.

SECOND, I HAVE A MOTION AND A SECOND.

[04:30:01]

WE DO NOT HAVE ANYTHING ELSE ON THE AGENDA.

SO IT IS 1104 AND WE ARE ADJOURNED.

HAVE A GREAT EVENING.

* This transcript was compiled from uncorrected Closed Captioning.