[B. CALL TO ORDER ]
[00:00:03]
GOOD EVENING. IT IS 6:18 ON THURSDAY, SEPTEMBER THE 19TH, 2024.
TONIGHT IN ATTENDANCE WE HAVE ALL SEVEN TRUSTEES, A QUORUM IS PRESENT.
WE'RE GOING TO GO TO ITEM C1 OUR PLEDGE.
WHILE YOU'RE STANDING FOR THE PLEDGE, I AM PLEASED TO ANNOUNCE THAT IN RECOGNITION OF DEAF AWARENESS MONTH, STUDENTS FROM THE CAPITAL AREA REGIONAL DAY SCHOOL PROGRAM FOR THE DEAF AT MCNEIL HIGH SCHOOL WILL LEAD THE PLEDGE.
TONIGHT, STUDENTS IN ATTENDANCE ARE AMAR SHALALA, SHAWN IRVIN, MAXIE OLSON, AND LAUREN ALVAREZ WITH THEIR INSTRUCTOR, BRITT BUD.
THANK YOU VERY MUCH FOR BEING HERE TONIGHT STUDENTS.
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.
THANK YOU ALL SO MUCH, STUDENTS, FOR BEING HERE TONIGHT.
[D. RECOGNITION OF STUDENTS AND STAFF ]
THAT'S GOING TO TAKE US TO ITEM D1 RECOGNITION OF STUDENTS AND STAFF AND I WILL TURN IT OVER TO ANNIE.GOOD EVENING, PRESIDENT LANDRUM, TRUSTEES AND DR.
AZAIEZ, IT'S THAT TIME OF THE EVENING WHERE WE CELEBRATE SOME OF THE INCREDIBLE RECOGNITIONS OUR DISTRICT HAS RECEIVED AND WELCOME SOME OF THE NEWEST LEADERS WHO HAVE JOINED ROUND ROCK ISD.
COULD DR. AZAIEZ AND TRUSTEES PLEASE JOIN US IN FRONT OF THE DAIS? TONIGHT, WE ARE RECOGNIZING ONE OF OUR STAFF MEMBERS BY EXPRESSING OUR GRATITUDE TO OFFICER JEROME GORDON FOR HIS HEROIC WORK AS PART OF OUR ROUND ROCK ISD POLICE DEPARTMENT.
WE ARE TRULY THANKFUL FOR HIS OUTSTANDING EFFORTS IN INTERVENING DURING A CRITICAL MOMENT, AND DEMONSTRATING THE IMPORTANCE OF TRAINING AND PROFESSIONALISM WITHIN OUR POLICE DEPARTMENT. THIS INSPIRING ACT UNDERSCORES THE IMPACT THAT DEDICATED INDIVIDUALS CAN HAVE ON OUR COMMUNITY.
WILL OFFICER GORDON AND CHIEF URRUTIA PLEASE COME TO THE FRONT FOR A PHOTO [APPLAUSE].
MIC] THANK YOU. OUR NEXT STAFF RECOGNITION IS FOR CHRIS MIHEALSICK, WHO HAS SHOWN EXCEPTIONAL DEDICATION TO HER STUDENTS AND A TRUE PASSION FOR TEACHING SCIENCE AT WESTWOOD HIGH SCHOOL. AS A RESULT, THE TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS HAS SELECTED MISS MIHEALSICK AS ONE OF THE FINAL THREE SECONDARY EDUCATORS FOR THE 2025 TEXAS TEACHER OF THE YEAR.
IF SHE WERE TO IF SHE WINS, SHE WILL THEN REPRESENT THE STATE AT THE NATIONAL LEVEL.
WILL MISS MIHEALSICK AND PRINCIPAL AARON CAMPBELL PLEASE COME TO THE FRONT FOR A PHOTO.
[00:05:32]
THANK YOU DR. AZAIEZ AND TRUSTEES YOU'RE WELCOME TO RETURN TO YOUR SEATS.AND WE WILL NOW TRANSITION FROM RECOGNIZING ACHIEVEMENTS TO WELCOMING NEW LEADERS IN OUR DISTRICT.
TONIGHT, WE ARE EXCITED TO INTRODUCE YOU TO TWO OF OUR NEWEST ADDITIONS.
FIRST, WE WOULD LIKE TO WELCOME DR.
OH, THERE HE IS. THE NEW PRINCIPAL OF CEDAR RIDGE HIGH SCHOOL.
WILL PRINCIPAL MILLER PLEASE COME TO THE MICROPHONE TO SAY A FEW WORDS [APPLAUSE]? GOOD EVENING, MADAM PRESIDENT.
DR. AZAIEZ AND MEMBERS OF THE BOARD.
I CAN'T TELL YOU ALL HOW EXCITED I AM TO BE HERE.
AND SO I WILL TELL YOU I WENT OUT TO THE CAMPUS SEVERAL TIMES TO CHECK IT OUT AND SEE KIDS, AND I THINK THEY PROBABLY THOUGHT I MIGHT HAVE BEEN A LITTLE BIT OF A STALKER, YOU KNOW, WHO'S THAT GUY IN THAT WHITE TRUCK? BECAUSE I REALLY WANTED TO SEE WHO THE KIDS WERE THAT I'D HAVE THE OPPORTUNITY TO SERVE.
AND SO I GOT A CHANCE TO GO OUT AND WATCH SOME KIDS FILE INTO THE BUILDING FOR SUMMER SCHOOL.
AND I WENT BACK ANOTHER TIME, AND THEY WERE THE BAND WAS PREPARING OR PRACTICING.
AND THEN I GOT TO SEE SOME KIDS AND PARENTS PAINTING SOME PARKING SPOTS, AND JUST SO EXCITED ABOUT THE TYPE OF STUDENTS AND THE PARENTS THAT I WAS GOING TO HAVE HOPEFULLY HAVE THE OPPORTUNITY TO SERVE.
I'VE HAD A COUPLE OF PARENTS STOP BY TO VISIT.
WE HAD A MEET THE PRINCIPAL EVENT YESTERDAY.
LOTS OF SUPPORT, LOTS OF PEOPLE WHO ARE LOOKING FORWARD TO PARTNERING WITH US.
AND SO I COULDN'T BE MORE EXCITED ABOUT THAT.
SO THANK YOU ALL SO MUCH FOR THIS OPPORTUNITY [APPLAUSE].
NEXT WE'D LIKE TO INTRODUCE RYAN URRUTIA, WHO IS THE NEW CHIEF OF POLICE FOR ROUND ROCK ISD.
AZAIEZ. IT'S A PLEASURE TO BE HERE.
I'M EXCITED TO COMPLETE A SUCCESSFUL CAREER IN EL PASO COUNTY AND START A NEXT SUCCESSFUL CAREER HERE IN ROUND ROCK, SERVING ALL OF OUR CHILDREN IN THE DISTRICT, OUR STAFF AND OUR COMMUNITY AS A WHOLE.
SO WE'RE DEDICATED AND WE'LL MOVE FORWARD TO MAKE SURE WE ARE SUCCESSFUL.
SO I LOOK FORWARD TO THE OPPORTUNITIES.
THANK YOU. [APPLAUSE] TONIGHT'S VIDEO HIGHLIGHTS THE IMPACT AND EXCITEMENT THAT OUR PARTNERS IN EDUCATION FOUNDATION PROVIDED TO OUR EDUCATORS, CAMPUSES AND DEPARTMENTS RECENTLY THROUGH THEIR ANNUAL EXCELLENCE IN EDUCATION GRANTS.
[VIDEO] WE WROTE A GRANT TO RECEIVE A BOOK VENDING MACHINE BECAUSE WE WANT TO TIE READING TO POSITIVE BEHAVIORS.
PURCHASING EXTRA SUPPLIES FOR OUR TEACHERS TO BE ABLE TO USE IN THEIR CLASSROOMS. I THINK BECAUSE IT WAS A PUPPET SHOW AND I LOVE PUPPET SHOWS, I REMEMBER DOING THEM WHEN I WAS IN ELEMENTARY SCHOOL, AND THE ENTHUSIASM OF THE TEACHER IN HER GRANT APPLICATION WAS SO PALPABLE THAT I THOUGHT, I NEED, I NEED TO HELP DO MAKE SURE THIS WON'T HAPPEN.
I'M SO EXCITED. WE'RE GOING TO START A COFFEE CART FOR OUR FCC AND FAC STUDENTS TO DO WITH THEIR PEERS AND TREAT THE TEACHERS TO DO A TREAT ON FRIDAYS.
[00:10:02]
WE JUST HAVE STUDENTS ON CAMPUS THAT HAVE MOBILITY ISSUES, AND WE JUST WANTED OUR PLAYGROUND AND PLAY SPACES TO BE AS INCLUSIVE AS POSSIBLE. [INAUDIBLE] THIS IS GOING TO HELP FUND OUR LIFE SKILLS AND VOCATIONAL ROOM IN FCC HERE.SO THANK YOU VERY MUCH FOR SHARING THAT WITH US TONIGHT.
ALL RIGHT. WE ARE GOING TO MOVE ON TO PUBLIC COMMENT.
[E. PUBLIC COMMENTS TO AGENDA ITEMS UNDER SECTIONS F, G, H, I AND K ONLY ]
AT EACH BOARD MEETING, THE BOARD WILL SET ASIDE TIME TO AFFORD THE GENERAL PUBLIC AN OPPORTUNITY TO SPEAK TO ITEMS ON THE AGENDA.THE BOARD REQUESTS THAT COMMENTS, WHETHER POSITIVE OR NEGATIVE, BE COURTEOUS AND RESPECTFUL.
AS A SECOND REMINDER, THE BOARD ADOPTED AN ANTI-HATE RESOLUTION ON JANUARY 20TH, 2022, WHERE THE BOARD REAFFIRMED ITS COMMITMENT TO THE WELL-BEING AND SAFETY OF ALL PEOPLE, REGARDLESS OF RACE, COLOR, NATIONAL ORIGIN, RELIGION, SEX.
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 THIS 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.
THEREFORE, BOARD MEMBERS MAY NOT DISCUSS THE COMMENTS OF SPEAKERS.
EACH SPEAKER WILL BE GIVEN TWO MINUTES TO ADDRESS THE BOARD.
TRUSTEE HARRISON WILL BE THE DESIGNATED TIMEKEEPER.
THE FIRST SPEAKER IS NOÉ GUTIERREZ, SPEAKING ON AGENDA ITEM I1 AND YOU DO LIVE IN THE COMMUNITY.
TONIGHT THIS BOARD WILL BE VOTING TO APPROVE THE PROPERTY TAX RATES FOR NEXT YEAR.
THE RESULTING PROPERTY TAX IS PROJECTED TO BE LOWER THAN THE PREVIOUS YEAR, EVEN IF THE PROPERTY VALUATIONS GO UP BY 3% INSTEAD OF THE ESTIMATED TWO THE TOTAL TAX BILL WOULD BE ABOUT BREAK EVEN.
THE ADOPTION OF THE PROPOSED TAX RATES IS A NO BRAINER.
DESPITE THE BLACK SIGNS POPPING UP ALL OVER THE PLACE URGING PEOPLE TO VOTE AGAINST THE BONDS BASED ON FALSE CLAIMS, MR. GUTIERREZ. MAKE SURE YOU BRING IT BACK TO THE TAX RATE.
OUR NEXT SPEAKER IS DON ZIMMERMAN, SPEAKING ON AGENDA ITEM I1 AND YOU DO LIVE IN THE DISTRICT.
I DON'T HAVE ANYTHING TO ADD TO THE COMMENTS ALREADY MADE, SO THANK YOU.
I NOTICED THAT YOU MOVED THE MICROPHONE.
I AM THE PRESIDENT OF EDUCATION ROUND ROCK.
AND I'M A FULL TIME EDUCATOR IN THE DISTRICT.
OUR UNION REPRESENTS A VARIETY OF STAFF MEMBERS ACROSS THE DISTRICT.
[00:15:09]
POSSIBLY. BUT WE THINK THAT BRINGING THINGS UP IN THIS PUBLIC FORUM.I THINK THEY MAY HAVE INFLUENCED INFLUENCED SOME DECISIONS ABOUT THE UPCOMING BOND.
WE DO UNDERSTAND WHY THE CURRENT POLICY WAS PUT IN PLACE.
MAYBE PEOPLE CAN ONLY SPEAK TO ITEMS THAT ARE RELATED TO THE CURRENT SCHOOL YEAR.
OR NOTHING THAT IS ABOUT A PARTICULAR PERSON.
WE UNDERSTAND THESE AREN'T EASY DECISIONS, BUT WE TRUST THAT YOU WILL TAKE ALL STAKEHOLDERS INTO CONSIDERATION AS YOU DELIBERATE TONIGHT, AND WE RESPECTFULLY REMIND EVERYONE THAT YOU MUST BE REGISTERED TO VOTE BY OCTOBER 7TH, TO VOTE IN NOVEMBER.
OUR NEXT SPEAKER IS JILL FERRIS, SPEAKING ON AGENDA ITEM K3 AND I3 AND YOU DO LIVE IN THE COMMUNITY.
I'D LIKE TO START BY SAYING THAT MY PUBLIC COMMENTS TONIGHT BRING ME NO JOY.
I WISH THAT WE HAD A DISTRICT THAT PRIDED ITSELF IN TRANSPARENCY, BUT WE DO NOT.
AND I WOULD LIKE TO READ AN INTEROFFICE MEMO THAT I RECEIVED VIA PUBLIC INFORMATION REQUEST.
AND ONE OF OUR TRUSTEES WAS ABLE TO TO GET REIMBURSED $400 FOR AN EVALUATION BY [INAUDIBLE] BELL UPON PROVISION OF A RECEIPT [INAUDIBLE] ROUND ROCK ISD ALSO DIRECTLY PAID $26,000 FOR A SUMMER FOR TWO SUMMER PROGRAMS. ROUND ROCK ISD ALSO FUNDED A PERSONNEL UNIT TO PROVIDE STUDENT ONE ON ONE SUPPORT.
ROUND ROCK ISD WILL CONTRACT WITH DIRECT PAY WHAT IS YOUR POINT, MADAM PRESIDENT? DOES ANY OF THIS DOES ANY OF THIS VIOLATE A FERPA VIOLATION? SHE'S TALKING ABOUT A STUDENT, WHICH WE TYPICALLY ADVISE NOT DOING, TALKING ABOUT A STUDENT THAT RECEIVING SPECIAL NEEDS IN OUR DISTRICT.
OKAY. ROUND ROCK ISD WILL ALSO PAY ADVOCATE FEES TO RESTORE ADVOCACY IN THE AMOUNT OF $3,000.
BECAUSE BUT THAT WASN'T ENOUGH THAT WASN'T ENOUGH FOR THIS TRUSTEE.
ROUND ROCK ISD ALSO THEN SIGNED ANOTHER AGREEMENT TO REIMBURSE THOSE PARENTS $5,500 FOR ANOTHER FOR MORE SERVICES.
AND THEN THEY MADE ANOTHER $50,000 AVAILABLE, AND THEN THEY PAID THEIR ADVOCATE ANOTHER $4,000.
IT HAS BEEN EMAILED TO THE BOARD OF TRUSTEES.
YOU CAN GET IT, YOU CAN ASK FOR IT YOURSELF.
THANK YOU. THANK YOU VERY MUCH.
OUR NEXT SPEAKER IS HEIDI GOLDMAN, SPEAKING ON AGENDA ITEM F1 AND YOU DO LIVE IN THE COMMUNITY.
I'D LIKE TO THANK DONNA WISE, OUR DISTRICT, OUR DIRECTOR OF DYSLEXIA SERVICES, FOR HER WILLINGNESS TO WORK WITH CPAC AND FOR TIRELESSLY WORKING TO SUPPORT DISTRICT WIDE THE IMPROVEMENT OF DYSLEXIA SERVICES.
MY COMMENT IS REGARDING SLIDE 20, THE PACING OF THE WILSON READING SYSTEM.
ONE OF OUR MAIN COMPLAINTS FROM PARENTS IS THAT PROGRESS IN THIS PROGRAM IS TOO SLOW AND DOES NOT FOLLOW THE RECOMMENDED PACING, WHICH IS DESIGNED TO BE COMPLETED IN 2 TO 3 SCHOOL YEARS. YET, AS YOU CAN SEE ON THIS SLIDE, OUR STUDENTS ARE ONLY ABLE ONLY ABLE TO GET THROUGH HALF OF THIS PROGRAM IN THREE YEARS.
IN THE RECOMMENDATION PROVIDED BY GIBSON, THERE'S NOTHING TO ADDRESS THIS MAJOR CONCERN.
[00:20:01]
WE HAVE AN INTERNAL TRAINER TEACHING OUR INTERVENTIONISTS HOW TO IMPLEMENT WILSON READING SYSTEM.SO HAS ANYTHING BEEN DONE DIFFERENTLY TO ADDRESS THE SLOW PACING? THERE NEEDS TO BE AN ANSWER AND CONTINUED MONITORING TO SEE THAT THIS TREND IS CHANGING.
AT THE RATE OF SIX YEARS TO COMPLETE A READING INTERVENTION PROGRAM EVEN IF STUDENTS ARE IDENTIFIED WITH DYSLEXIA EARLY, THEY WILL STILL NEED TO CONTINUE TO LEARN TO READ WELL INTO MIDDLE SCHOOL, GIVING UP THE OPPORTUNITY TO EXPERIENCE ALL THE ELECTIVES OFFERED.
LIKE THEIR PEERS. SO READING BY DESIGN HAS ALSO BEEN INTRODUCED AS AN ALTERNATIVE TO THE WILSON SYSTEM FOR STUDENTS WHO NEED MORE INDIVIDUALIZED READING INTERVENTION. THIS PROGRAM HAS NO PACING REQUIREMENT.
THANK YOU. THANK YOU VERY MUCH.
THAT CONCLUDES PUBLIC COMMENT.
[I. ACTION ITEMS (Part 1 of 2)]
IT IS AN ACTION ITEM.SO I WOULD NEED A MOTION TO BEGIN DISCUSSION ON THAT ITEM.
MADAM PRESIDENT I MOVE THAT THE BOARD ADOPT THE RESOLUTION SETTING TAX RATE, WHICH INCLUDES A MAINTENANCE AND OPERATIONS RATE OF 0.7101 PER $100 OF TAXABLE ASSESSED VALUATION AND AN INTEREST AND SINKING FUND RATE OF 0.1830 PER $100 OF TAXABLE ASSESSED VALUATION, FOR AN OVERALL TAX RATE OF 0.8931 PER $100 OF TAXABLE ASSESSED VALUATION.
SECOND, I HAVE A MOTION AND A SECOND, ANY COMMENTS? TRUSTEE WESTON.
FIRST, MADAM CHAIR, WHY ARE WE DOING THIS OUT OF ORDER? THAT'S WHAT WE DO EVERY TIME THAT WE HAVE A PUBLIC HEARING SO THAT WE DON'T REPEAT THE PRESENTATION.
WE JUST HAD THE PRESENTATION ABOUT THE HEARING.
WE GO TO THE ACTION ITEM AND THEN WE GO BACK WITH THE ORIGINAL AGENDA.
I'VE DONE THIS EVERY TIME THAT WE'VE HAD A PUBLIC HEARING.
I DIDN'T REMEMBER THAT. THAT'S FINE.
SO IT'S JUST FOR THE SAKE OF FRESHNESS.
NO WORRIES. OKAY, SO I'LL BE VOTING NO ON THIS.
OBVIOUSLY, IN THE DOCUMENTS THAT WE SAW IN THE PUBLIC HEARING, WE LEARNED THAT THE SCHOOL DISTRICT IS GOING TO TAKE IN AN ADDITIONAL $1.2 BILLION IN TAXES FOR THE M&O TAX RATE.
I UNDERSTAND THAT THERE WAS NO NOT $1.2 BILLION ADDITIONAL.
SO WE CANNOT GO LOWER THAN THAT.
WE ARE WE'RE REALLY AT THE, AT THE PRETTY MUCH THE LOWEST WE CAN GET, BUT THAT WILL GENERATE BECAUSE THERE IS AS I SAID EARLIER, WE SAID EARLIER THAT THERE IS AN INCREASE IN OUR TAXABLE THE VALUES OF THE TAXABLE STUFF.
THAT'S WHAT WHAT ADDED THAT ONE POINT.
THAT ONE ONE THAT $1.28 MILLION THERE IS NO WAY OUR DISTRICT CAN GO LOWER THAN THAT BECAUSE WE ARE ALREADY AT THE .71, AND WHICH IS THE MAXIMUM COMPRESSION RATE THAT IS SET BY THE STATE AND I JUST WANT TO CLARIFY, YOU SAID BILLION AND NOT MILLION.
SO I WANTED TO MAKE SURE WE ARE COLLECTING $1.8 MILLION MORE, BUT NOT BILLION.
1.2. $1.2 MILLION, AND YOU SAID BILLION, SO I JUST WANTED TO CLARIFY THAT.
IS THAT CORRECT, MR. COVINGTON? YES.
DR. AZAIEZ, YOU JUST SAID THAT THE MCR IS 0.71.
SORRY. YEAH, BUT WE HAVE THE THE ONLY WAY WE CAN IS FOR US TO GO BACK AND REMOVE THE GOLDEN PENNIES.
AS YOU REMEMBER, THOSE ALL THOSE PENNIES WERE APPROVED BY THE VOTERS, APPROVED BY THE BOARD.
IT'S NOT SUBJECT FOR RECAPTURE, BUT IN ORDER FOR US TO LOWER, IF WE DON'T TOUCH THE GOLDEN PENNIES, IN ORDER FOR US TO LOWER THAT 0.71 IS WE WE CANNOT GO BECAUSE LOWER THAN THAT, BECAUSE THAT 0.601 IS THE MAXIMUM COMPRESSION THAT WE CANNOT GO LOWER THAN THAT.
WELL, I VOTED NO ON THE GOLDEN PENNIES WHEN THAT VOTE WAS BEFORE ME.
SO I'M VOTING NO ON IT AGAIN TONIGHT.
ALSO WITH REGARD TO THE I&S TAX RATE, IF WE HAD A IF WE HAD NO BOND.
I KNOW FROM EARLIER BOARD MEETINGS LAST MONTH WE COULD REDUCE THE I&S TAX RATE BY $0.05.
SO I THINK A SMALLER BOND, WE COULD HAVE REDUCED IT BY ANOTHER 2 OR 3 PENNIES.
I FEEL LIKE THE THE RHETORIC I'M HEARING TONIGHT IS A VICTORY LAP AND PATTING OURSELVES ON THE BACK, BUT I THINK THAT WE COULD HAVE DONE A LOT BETTER IN THIS REGARD AND GONE OUT FOR A SMALLER BOND. SO I'LL BE VOTING NO.
AND ALSO THE LAST REASON IS BECAUSE THIS I&S TAX RATE AS PART OF THE TOTAL TAX RATE, IS GOING TO RAISE OUR DEBT PER STUDENT TO OVER $50,000, WHICH IS SOMETHING THAT MY CONSCIENCE WILL NOT ALLOW ME TO DO.
[00:25:05]
ANY OTHER COMMENTS? ALL RIGHT. SEEING NO OTHER COMMENTS.ALL IN FAVOR, RAISE YOUR HAND.
ARE THERE ANY OTHER MOTIONS? TRUSTEE HARRISON.
I MOVE THAT THE BOARD APPROVE THE PROPERTY TAX RATE BE INCREASED BY THE ADOPTION OF A TAX RATE OF 0.8931, WHICH IS EFFECTIVELY A -0.23 INCREASE IN THE TAX RATE.
SECOND, ANY COMMENTS? SEEING NONE. ALL IN FAVOR, RAISE YOUR HAND.
[F. SUPERINTENDENT REPORTS ]
NOW BACK TO AGENDA ITEM F1 SUPERINTENDENT REPORTS.AND I WILL TURN IT OVER TO DR.
THANK YOU VERY MUCH PRESIDENT LANDRUM.
WE WE WE HAVE WITH US I DON'T KNOW, DR.
SO IN OUR EFFORT TO REALLY IMPROVE THE SERVICES WE PROVIDE TO OUR STUDENTS WITH SPECIAL EDUCATION, IN SPECIAL EDUCATION, OUR STUDENTS WHO ARE RECEIVING DYSLEXIA SERVICES.
LAST YEAR, ACTUALLY REALLY, WE TRIED TO ENGAGE WITH THEM AS EARLY AS WE CAN, BUT REALLY LAST YEAR KIND OF THE FALL OF 2023, WE ENGAGED WITH OUR CONSULTANT.
THEY'RE WITH US TODAY FROM GIBSON.
AND THE REASON IS WE WANT AGAIN TO HAVE AN OUTSIDE LOOK IN OUR OFFERINGS, OUR PROGRAMS, OUR PROCESSES, BECAUSE IN ORDER FOR US, AGAIN, TO IMPROVE OUR SERVICES AND SEE WHAT ELSE WE CAN DO DIFFERENTLY, RIGHT, TO MAKE THINGS BETTER SO WE CAN MEET OUR STUDENTS NEEDS.
AND SO THIS, THIS, THIS, THIS WHOLE REPORT WAS COMPLETED KIND OF LATE SPRING AND TO THE SUMMER ACTUALLY, OF THIS YEAR. SO IT TOOK A LOT OF DAYS, A LOT OF WORK AND A LOT OF INVESTIGATION AND ASSESSMENT.
SO WITH US TODAY, WE HAVE SOME REPRESENTATIVES FROM THE GIBSON COMPANY.
DAVID OSMOND, WHO SOME OF YOU MAY KNOW HE IS A FORMER TEACHER AT ROUND ROCK ISD AND ALSO WAS KEY ONE OF OUR KEY TECHNICAL RESEARCH AND EVALUATION REPRESENTATIVES ON THIS PROJECT.
WE ALSO HAVE JOINING US AND YOU CAN SEE HER ON THE SCREEN.
HER NAME IS DR. JULIE BORCHIEWICZ DR.
I JUST CALL HER JULIE ALL THE TIME.
JULIE IS IN MICHIGAN, SO WE DECIDED TO SAVE THE EXPENSE OF FLYING HER DOWN.
AND WE APPRECIATE YOU ACCOMMODATING US WITH THE TECHNOLOGY TO ALLOW HER TO JOIN REMOTELY.
THERE ARE OTHER MEMBERS OF OUR PROJECT TEAM.
THERE YOU GO. WE HAD SEVERAL MEMBERS ON OUR PROJECT TEAM.
I'M NOT GOING TO GO THROUGH ALL THEIR NAMES, BUT THESE ARE THE.
THIS WAS A PROJECT THAT INVOLVED BOTH OUR RESEARCH AND EVALUATION UNIT AND OUR CONSULTING TEAM, BECAUSE THE QUESTIONS THAT WERE RAISED THAT BASICALLY DEFINED THE SCOPE OF WORK HAD ELEMENTS OF BOTH DISCIPLINES, AND SO WE WERE VERY PLEASED TO BE ABLE TO USE ALL OF THE RESOURCES IN OUR FIRM AND BRING THOSE TO BEAR ON THIS IMPORTANT WORK.
I WANTED TO SAY A SPECIAL THANKS TO MARIE GONZALEZ.
MARIE GONZALEZ LEFT JUST UNDER A YEAR AGO.
SHE WAS THE EXECUTIVE DIRECTOR OF SPECIAL EDUCATION WHEN WE STARTED THIS WORK, AND THE FIRST 3 OR 4 MONTHS OF OUR PROJECTS ARE VERY DEMANDING IN TERMS OF WE ASK FOR A LOT OF DATA WHEN WE DO THIS WORK.
AND MARIE DID A GREAT JOB OF PROVIDING THAT DATA TO US TIMELY, IN FACT, MORE TIMELY THAN MOST.
SHE HAD THE HELP OF DONNA WISE, YOUR LEADER OVER DYSLEXIA SERVICES, AND SO THE TWO OF THEM REALLY DID A GREAT JOB OF GETTING THIS PROJECT STARTED, GETTING US IN A POSITION TO BE SUCCESSFUL.
[00:30:03]
THEY ALSO FACILITATED THE SITE WORK THAT OCCURRED LATE LAST FALL.AND SO I JUST WANTED TO EXTEND OUR APPRECIATION.
TEASLEY, WHO CAME IN TOWARD THE END OF THE PROJECT AND HELPED US WRAP THINGS UP.
SO THESE ARE THE FOUR MAIN TOPICS THAT WE'RE GOING TO COVER TODAY.
I'M JUST GOING TO GIVE YOU A ONE MINUTE OVERVIEW OF OUR FIRM, FOR THOSE OF YOU THAT ARE NOT FAMILIAR WITH WHAT WE DO, AND THEN TALK ABOUT THE PROJECT SCOPE AND APPROACH AGAIN, WHICH WAS DEFINED BY YOUR EVALUATION QUESTIONS.
AND THEN WHEN WE'RE DONE, WE CERTAINLY WILL OPEN IT UP TO YOU FOR QUESTIONS.
AND WE'D BE HAPPY TO ANSWER THEM.
SO GIBSON CONSULTING GROUP, AS I SAID, IS AN EDUCATION CONSULTING AND RESEARCH FIRM.
OUR MISSION STATEMENT STARTS WITH TO BETTER THE LIVES OF STUDENTS.
WE ARE COMMITTED TO THE K-12 INDUSTRY.
ALL OF OUR WORK IS AROUND THAT.
AND SO WHILE WE ARE NOT DIRECTLY INVOLVED IN THE INSTRUCTION OF STUDENTS AND STUDENT LEARNING, WE DEDICATE OURSELVES TO HELPING PUT OUR CLIENTS IN A POSITION TO BETTER SERVE THEIR STUDENTS.
WE'RE IN OUR 26TH YEAR OF EXISTENCE.
WE'VE WORKED FOR MORE THAN 250 SCHOOL SYSTEMS IN 32 STATES.
AND WE ARE JUST PLEASED TO BE HERE.
WE'RE BASED IN AUSTIN, TEXAS, BUT AS YOU CAN TELL SOME OF OUR EMPLOYEES ARE ALL OVER THE COUNTRY.
THIS WAS A TARGETED SPECIAL EDUCATION REVIEW THAT REALLY FOCUSED ON DYSLEXIA.
THE QUESTIONS ARE IN THE REPORT.
THERE'S TEN EVALUATION QUESTIONS.
THEY'RE ALSO AT THE END OF THE SLIDE PRESENTATION.
AND WE CAN GO REFERENCE THOSE IF YOU WOULD LIKE, AS THINGS WHEN IF YOU HAVE QUESTIONS.
BUT THE QUESTIONS WERE A COMBINATION OF PROGRAM WIDE KIND OF DEMOGRAPHIC PROFILE DATA OF YOUR SPECIAL EDUCATION PROGRAM AND YOUR DYSLEXIA SERVICES. AND THEN THERE WERE ALSO ELEMENTS THAT WERE JUST REALLY TARGETED ON THE DYSLEXIA ORGANIZATION DYSLEXIA INSTRUCTION DYSLEXIA RELATED EVALUATIONS.
AND SO PROBABLY THE MAJORITY OF OUR WORK WAS REALLY TARGETED TOWARD DYSLEXIA SERVICES.
THIS WAS ALL PROMPTED BY HOUSE BILL 3928 IN MAY OF 23, THAT BASICALLY REQUIRED SPECIAL EDUCATION TO BECOME A COMPONENT DYSLEXIA SERVICES TO BECOME A COMPONENT OF SPECIAL EDUCATION.
MOST OTHER STATES IN THE COUNTRY, THAT WAS ALREADY THE CASE.
AND SO ANYHOW, THIS TRANSITION WAS NEW FOR EVERY EVERY SCHOOL DISTRICT IN TEXAS.
AND IT'S BEEN A CHALLENGING TRANSITION.
WE WERE VERY IMPRESSED THAT ROUND ROCK WAS VERY ASSERTIVE IN INITIATING THIS TRANSITION SOONER THAN MOST DISTRICTS THAT WE'RE FAMILIAR WITH. AND SO WE WERE PLEASED AND YOU'LL HEAR SOME OF THE THINGS THAT WE WERE PLEASED WITH IN TERMS OF HOW THE DISTRICT HANDLED THAT TRANSITION.
SO AS I MENTIONED BEFORE, OUR WORK IS VERY DATA INTENSIVE.
WE JUST WE ANALYZE A LOT OF DATA.
WE ALSO ANALYZED PACING DATA, WHICH WAS YOU'LL LEARN LATER, KIND OF A IT WAS KIND OF A STARTING POINT FOR COLLECTING DATA ON STUDENT PACING.
AND DURING DURING OUR WORK, THAT SYSTEM FOR COLLECTING PACING DATA IMPROVED.
AND WE ALSO HAVE SOME OTHER OBSERVATIONS RELATED TO THAT.
BUT WE LOOKED AT STUDENT DATA.
[00:35:03]
SYSTEM AND YOUR SPECIAL ED DEPARTMENT AND YOUR DYSLEXIA SERVICES BEFORE WE START VISITING WITH PEOPLE AND ASKING QUESTIONS ABOUT THE PROGRAM.SO THE AFTER THE DATA COLLECTION, WE DO SITE WORK.
AND THEN WE DID DYSLEXIA CLASSROOM OBSERVATIONS.
SO WE WILL PROVIDE MORE DESCRIPTIONS OF THESE DATA COLLECTIONS IN A FEW SLIDES.
WE ALSO CONDUCTED A PARENT SURVEY.
ALL PARENTS OR GUARDIANS OF STUDENTS WITH DISABILITIES.
PARENTS OF STUDENTS THAT RECEIVED DYSLEXIA SERVICES UNDER SECTION 504 IN 23-24.
AND THEN WE HAD A GOOD RESPONSE RATE OF 24.5% OVERALL.
THAT'S BASED ON THE NUMBER OF RESPONSES.
BUT IF YOU LOOK AT THE NUMBER OF FAMILIES REPRESENTED OR THE NUMBER OF STUDENTS REPRESENTED, BECAUSE SOME WE HAD TWO PARENT RESPONSES FOR SOME STUDENTS.
SO THE STUDENT COVERAGE RATE WAS ACTUALLY 37.2%.
I'M GOING TO TURN IT OVER TO DAVID.
THANKS GREG, I'M GLAD TO BE HERE.
SO THE NEXT THREE SLIDES ARE GOING TO TALK THROUGH A LITTLE BIT ABOUT KIND OF SETTING THE STAGE.
AND WE'LL ALSO SHARE SOME PERFORMANCE INFORMATION.
IN 2018-19, THAT WAS ABOUT 10% OF STUDENTS.
AND IN 23-24, THAT WAS UP TO 13% OF STUDENTS.
SO THAT'S AN INCREASE OF ABOUT 1,200 STUDENTS.
SO, FOR EXAMPLE, IN 22-23, LEANDER WAS AT ABOUT A 14% 14% OF STUDENTS IN THE DISTRICT WERE IDENTIFIED AND RECEIVED SPECIAL EDUCATION SERVICES, AND IN PFLUGERVILLE IN 22-23, THAT WAS 13% SO THEY'RE COMPARABLE NUMBERS.
AND IF YOU LOOK AT THIS GRAPH, YOU SEE THAT THE TEAL DOTS REPRESENT THE PERCENTAGE OF STUDENTS WITH EACH CHARACTERISTIC WHO THESE ARE STUDENTS WITH DISABILITIES.
SO FOR EXAMPLE, 41% OF STUDENTS WITH DISABILITIES WERE HISPANIC OR LATINO.
AND YOU SEE THAT THERE ARE A HIGHER PERCENTAGE OF STUDENTS IN SPECIAL EDUCATION PROGRAMING WHO ARE HISPANIC OR LATINO, WHO ARE ECONOMICALLY DISADVANTAGED, AND THEN WHO ARE BLACK AND AFRICAN AMERICAN.
WE ALSO TOOK A LOOK AT THE HIGHEST OR THE THE THE STUDENT DISABILITIES, THE THE THE FIVE MOST FREQUENT OF THOSE.
LET'S GO BACK TO THAT SORRY, GREG.
AND WE FOUND THAT THE PERCENTAGE OF STUDENTS WITH AUTISM WHO WERE ASIAN WAS HIGHER THAN THE PERCENTAGE OF ALL GENERAL STUDENTS IN SPECIAL EDUCATION WHO WERE ASIAN.
AND IN ADDITION, THE PERCENTAGE OF STUDENTS WITH AN INTELLECTUAL DISABILITY WHO HAD ECONOMIC DISADVANTAGE WAS HIGHER THAN THE PERCENTAGE OF STUDENTS IN GENERAL IN SPECIAL EDUCATION WITH ECONOMIC DISADVANTAGE.
THANKS, GREG. WE ALSO DID A SIMILAR ANALYSIS FOR STUDENTS WITH DYSLEXIA.
[00:40:06]
SO THE PERCENTAGE, THE NUMBER AND PERCENTAGE OF STUDENTS WITH DYSLEXIA IN THE DISTRICT HAS INCREASED ALSO.SO IN 2018-19, ABOUT 4% OF STUDENTS WERE IDENTIFIED WITH DYSLEXIA, WHEREAS IN 23-24 THAT WAS ABOUT 6% OF STUDENTS WITHIN THE DISTRICT. SO THAT'S A 25% INCREASE THAT REPRESENTS ABOUT 500 STUDENTS.
AND AGAIN, THE COMPOSITION OF THE STUDENT BODY WHO RECEIVED DYSLEXIA SERVICES, I'M SORRY, THE STUDENTS WHO WITH DYSLEXIA WAS DIFFERENT FROM THE CHARACTERISTICS OF THE STUDENTS WHO WEREN'T WHO DID NOT SORRY, THE STUDENTS WHO DID NOT HAVE DYSLEXIA.
WE SEE DIFFERENCES FOR STUDENTS ON HISPANIC AND LATINO AND AND THEN WE SEE THAT STUDENTS THE PERCENTAGE OF STUDENTS WHO ARE ASIAN WAS MUCH LOWER FOR STUDENTS WITH DYSLEXIA.
AND SAME WITH EMERGENT BILINGUAL.
ALL RIGHT. LET'S TALK A LITTLE BIT ABOUT STUDENT OUTCOMES HERE.
SO ON THIS GRAPH ON THE TOP GRAPH WE HAVE STAAR/EOC.
SO THIS IS THE STATE ASSESSMENT AT THE END OF THE YEAR.
AND THE BOTTOM GRAPH WE HAVE DIBELS WHICH IS A UNIVERSAL SCREENER FOR STUDENTS IN ELEMENTARY SCHOOL.
AND THE STUDENTS INCLUDED IN THIS ANALYSIS ARE GRADES ONE THROUGH FIVE.
FOR STAAR/EOC, WE SEE THE PERCENTAGE OF STUDENTS AT EACH OF THESE GRADE LEVELS WITH THE STUDENTS IN THE PERCENTAGES ON THE LEFT ARE THE LOWEST PERFORMANCE LEVELS, AND THE PERCENTAGES ON THE RIGHT ARE THE HIGHEST PERFORMANCE LEVELS.
AND WE SEE THAT STUDENTS WITH FOR STUDENTS WITH DISABILITIES, A LARGER PERCENTAGE OF THESE STUDENTS DID NOT MEET GRADE LEVEL THAN STUDENTS WITH DYSLEXIA AND THEN ALL OTHER STUDENTS. RIGHT.
RIGHT. A STUDENT WITH A DISABILITY.
SORRY. LET'S GO BACK TO THE LAST ONE.
IF WE LOOK AT THE DIBELS GROWTH ANALYSIS HERE ON THE BOTTOM AND AGAIN, SAME TREND WHERE IT'S WELL BELOW AVERAGE IS ON THE LEFT, WELL ABOVE AVERAGE IS ON THE RIGHT. WHAT'S INTERESTING ABOUT THIS IS THIS IS GROWTH, RIGHT.
SO STAAR IS A PERFORMANCE LEVEL, IT'S DO THEY ACHIEVE AT A CERTAIN LEVEL.
DIBELS GROWTH MEASURES GROWTH OVER TIME.
AND WE SEE WE DO SEE A RELATIVELY SIMILAR TREND HERE WHERE THERE ARE MORE STUDENTS.
BUT IF YOU LOOK ON THE FAR RIGHT, YOU SEE THAT THE WELL ABOVE AVERAGES THE PERCENT.
I'M SORRY THE WELL ABOVE AVERAGE PERCENTAGES ARE VERY SIMILAR, RIGHT? THOSE ARE VERY SIMILAR GROUP SIZES.
AND FOR EXAMPLE, IF YOU LOOK AT STUDENTS WITH DYSLEXIA, A LOT OF THOSE STUDENTS ARE STUDENTS IN GRADE ONE, RIGHT? THAT'S WHEN THOSE STUDENTS ARE FIRST RECEIVING DYSLEXIA SERVICES, AND THEY'RE REALLY BENEFITING FROM THAT.
SO IT'S A REALLY EXCITING PIECE.
SOMETHING I'D JUST LIKE TO HIGHLIGHT.
ALL RIGHT. I'M GOING TO TALK ABOUT THE.
THERE WAS THE LAST QUESTION EVALUATION QUESTION BASICALLY ASKS HOW WELL DOES THE CENTRAL OFFICE SUPPORT THE DIRECTION AND OVERSIGHT OF DYSLEXIA PROGRAMING IN THE DISTRICT.
AND SO THE NEXT COUPLE OF SLIDES SPEAK TO OUR ORGANIZATIONAL ANALYSIS OF THAT AREA.
SO THE ORGANIZATIONAL STRUCTURE WE HAVE AN EXECUTIVE DIRECTOR OF SPECIAL EDUCATION WHO'S OVER ALL SPECIAL EDUCATION SERVICES NOW INCLUDING DYSLEXIA SERVICES.
AND THEN THERE'S BASICALLY BEEN A SUBUNIT BUILT UNDERNEATH DONNA WISE'S POSITION TO BASICALLY PROVIDE THE SUPPORT TO THE SCHOOLS.
AND SO THIS MADE A LOT OF SENSE.
LIKE I SAID EARLIER, SOME DISTRICTS ARE SLOW TO IMPLEMENT THE ORGANIZATIONAL CHANGES TO IMPLEMENT NEW PROGRAMS. AND THIS WAS NEW FOR THIS YEAR, THIS PAST YEAR.
SO WE WERE PLEASED WITH THE ORGANIZATIONAL STRUCTURE.
ONE IS LOGICAL ALIGNMENT OF FUNCTIONS.
[00:45:02]
AND SO WE BELIEVE THAT THE BREAKDOWN AND HIERARCHY OF POSITIONS MADE SENSE FOR DYSLEXIA SERVICES.AND THE OTHER ONE IS SPAN OF CONTROL.
THE NUMBER OF DIRECT REPORTS TO A SUPERVISOR.
AND THAT WAS VERY WELL BALANCED ALSO IN THAT UNIT.
SO ORGANIZATIONALLY WE WERE VERY PLEASED.
WE WERE ALSO VERY PLEASED WITH THE STATUS OF DYSLEXIA PROCEDURES.
THE STATE HAS A VERY WELL DOCUMENTED DYSLEXIA SERVICES HANDBOOK.
THE DISTRICT IN SEPTEMBER OF LAST YEAR, GAVE US AN UPDATED SPECIAL EDUCATION MANUAL THAT HAD A SECTION ON DYSLEXIA SERVICES.
AND PLEASED WITH THE CONTENT OF THAT.
AND WE BELIEVE THAT'S HELPED YOU GET OFF TO A GOOD START.
THE SECOND BULLET TALKS ABOUT THE APPROACH TO DECISION MAKING AND DYSLEXIA SERVICES, AND HOW THAT MAY BE DIFFUSING ACCOUNTABILITY FOR PROGRAM PERFORMANCE.
AND LET ME TALK A LITTLE BIT ABOUT THAT.
IF YOU LOOK AT THE JOB DESCRIPTIONS FOR THE INDIVIDUALS OR FOR THE POSITIONS THAT ARE IN DYSLEXIA SERVICES THERE'S WORDS THAT THE VERBS ARE SUPPORT.
THERE'S VERY LITTLE OVERSEE OR DIRECT OR MONITOR.
IT'S THEIR CLEARLY DEFINED AS A SUPPORT FUNCTION.
AND SO AS A RESULT, THEY DO NOT HAVE THE AUTHORITY TO DO THINGS THAT COULD PERHAPS HELP THE PROGRAM.
IN OTHER INSTANCES, IT WASN'T THAT THEY NEEDED REALLY AUTHORITY.
WE'RE NOT SUGGESTING THAT TEACHERS NOT REPORT TO PRINCIPALS, BUT THERE COULD BE SOME DECISIONS THAT THEY SHOULD BE DIRECTLY INVOLVED WITH, SUCH AS A DYSLEXIA TEACHER EVALUATION, A DYSLEXIA INTERVENTIONIST EVALUATION.
WE DIDN'T HEAR OF ANY INSTANCES WHERE THAT WAS OCCURRING.
AND SO WE JUST WANT TO MAKE SURE THAT WE'RE TAKING ADVANTAGE OF THE DYSLEXIA EXPERTISE THAT WE HAVE IN THE ORGANIZATION AND MAKE SURE THAT THERE'S NOT ANY INHIBITORS ORGANIZATIONALLY THAT WOULD OTHERWISE PROVIDE BENEFITS TO SCHOOLS, PRINCIPALS, STUDENTS, DYSLEXIA TEACHERS.
AND SO ONE OTHER ELEMENT OF THIS WAS THE SOME COMMUNICATION, PERCEIVED COMMUNICATION CONSTRAINTS WHEREBY COMMUNICATIONS ABOUT THE PROGRAM AND I DON'T THINK THIS WAS UNIQUE TO DYSLEXIA, BUT HAD TO GO THROUGH AN AREA SUPERINTENDENT TO GET TO THE PRINCIPAL. AND I THINK THERE WAS A NOBLE REASON FOR HAVING THIS IN PLACE, SO THAT THE PRINCIPALS DON'T GET BOMBARDED FROM 50 DIFFERENT DIRECTIONS ABOUT COMMUNICATIONS OF A WHOLE LOT OF MATTERS.
AND SO IT WAS A I DON'T KNOW IF IT WAS A IT WAS A PRACTICE THAT REQUIRED THE COMMUNICATION TO GO THROUGH THAT, AND THAT SOMETIMES EITHER SLOWED OR SOMETIMES IT MAY NOT HAVE GOTTEN TO THE, THE NEEDED COMMUNICATION MAY NOT HAVE PASSED ALL THE WAY TO THE, TO THE SCHOOL PRINCIPAL.
SO THIS IS AN AREA WHERE WE HAVE A RECOMMENDATION ON THAT WE WILL TALK ABOUT IN A MINUTE, BUT THIS IS DEFINING HOW DECISIONS ARE MADE IN A SCHOOL SYSTEM AND IN PROGRAMS IS REALLY IMPORTANT TO KNOW WHETHER WHO HAS THE DECISION AUTHORITY AND IF THEY DON'T HAVE THE DECISION AUTHORITY, HOW ARE WE GOING TO HOLD THEM ACCOUNTABLE FOR PROGRAM PERFORMANCE IF THEY DON'T HAVE THE AUTHORITY TO MANAGE THE LEVERS THAT CAN IMPROVE PERFORMANCE? SO THIS IS A DILEMMA IN PUBLIC EDUCATION.
AND SO WE THINK THAT LOOKING AT THIS AND AGAIN, WE'RE NOT GOING TO MICRO TRY TO MICROMANAGE YOUR DECISION ON THIS, BUT BASICALLY DEFINING A DECISION MAKING FRAMEWORK THAT EVERYBODY KNOWS HOW THAT'S GOING TO WORK AND WHERE THEY'RE GOING TO BE INVOLVED IN DECISIONS AND WHERE THEY'RE NOT.
AND SO WE'RE NOT ADVOCATING ONE OR THE OTHER.
AND SO AS I MENTIONED EARLIER IN 22-23, WHICH WAS THE FIRST THE LAST COMPLETE YEAR BEFORE WE STARTED THE WORK, IN SEPTEMBER OF 23 THERE WAS A SPREADSHEET CALLED DATA CAPTURE THAT'S USED BY THE DISTRICT.
AND IN 22-23, IT WAS IT WAS KIND OF PILOTED AND COLLECTING DATA.
[00:50:03]
WE COLLECTED DATA FOR THE ENTIRE YEAR, BUT IT WAS BUILDING.IT WAS STILL IN THE BUILDING STAGE OF TRYING TO COLLECT INFORMATION THAT WOULD BE USEFUL, AT LEAST AT THE STUDENT AND TEACHER LEVEL AND GROUP LEVEL OF PACING INFORMATION THAT COULD BE USED TO KIND OF MONITOR THE PROGRESS OF STUDENTS IN THIS PROGRAM.
THIS DATA CAPTURE SPREADSHEET ACTUALLY IMPROVED WHILE WE WERE DOING THIS WORK.
AND SO IT IS NOT SOMETHING THAT WAS DONE AND COMPLETED IN 22-23, BUT IT IS STILL A WORK IN PROCESS.
AND SO IT IS GOING THE RIGHT DIRECTION.
BUT YOU'LL SEE A RECOMMENDATION FROM US IN THE REPORT TO REALLY TAKE THAT TO THE NEXT LEVEL.
SO ONE OF THE REASONS DATA CAPTURE IS, HAS RISKS, EVEN IF YOU KEEP DEVELOPING THAT IS THAT IT'S ON A SPREADSHEET.
SPREADSHEETS ARE VERY USEFUL TOOLS THAT MANY OF US USE, AND, BUT FOR CAPTURING DATA THAT YOU NEED TO ANALYZE AT MULTIPLE LEVELS, THAT YOU MIGHT NEED INPUT CONTROLS TO MAKE SURE ALL THE DATA HAS INTEGRITY.
IF YOU'RE GOING TO HAVE LOTS OF HANDS INTO THAT SYSTEM, THEN IT JUST HELPS TO HAVE A MORE SOPHISTICATED SYSTEM SO THAT YOU CAN REALLY RELY ON THAT, ON THAT DATA.
FIRST OF ALL, THERE IS NO REQUIREMENT LAST YEAR TO TRACK DYSLEXIA SPENDING.
THE STATE HAS ALREADY DEVELOPED ACCOUNT CODES FOR THEY'RE CALLED PROGRAM INTENT CODES.
THE NEW SPECIAL ED DYSLEXIA IS GOING TO BE 43.
ALL THOSE ARE GOING TO BE ROLLED UP TOGETHER TO COME UP WITH SPECIAL EDUCATION EXPENDITURES, THAT WASN'T REQUIRED LAST YEAR, AND IT HASN'T BEEN DEFINED IN TERMS OF HOW THAT'S GOING TO WORK.
BUT THERE IS IT IS GOING TO HAPPEN IN THE NEAR FUTURE THAT THIS INFORMATION WILL NEED TO BE TRACKED, AND FOR GOOD REASON. IT'S IMPORTANT.
THIS PROGRAM HAS UNIQUE ATTRIBUTES, JUST BY THE WAY THAT THE STUDENTS ARE ORGANIZED IN GROUPS.
SOMETIMES THERE'S FLUID MOVEMENT ACROSS GROUPS AND SO THE STAFFING REQUIREMENTS ARE UNIQUE.
THE SPENDING REQUIREMENTS ARE UNIQUE.
SO WHEN IT WAS REQUIRED THAT YOU WOULD BE BETTER EQUIPPED TO MAKE THAT COME TO FRUITION AND HAVE THAT REALLY VALUABLE MANAGEMENT INFORMATION SOONER.
THERE ARE STAFFING CHALLENGES THAT COMPLICATE THE ALLOCATION OF DYSLEXIA INTERVENTIONISTS.
SOMETIMES STUDENTS ARE PULLED FROM ONE GROUP OR CLASS AND PUT IT IN ANOTHER GROUP OR CLASS.
SO THAT MAKES IT INTRINSICALLY MORE COMPLEX TO DETERMINE AND ESTIMATE YOUR STAFFING REQUIREMENTS.
ANOTHER ELEMENT IS THAT DYSLEXIA CLASS SCHEDULING.
LIKE ANY OTHER SCHEDULING IS SUBJECT TO THE SCHOOL LEVEL MASTER SCHEDULING PRIORITIES.
AND SO THOSE MAY DIFFER ACROSS SCHOOLS.
AND SO THESE ARE ATTRIBUTES THAT COMPLICATE THE OVERSIGHT OF THE DYSLEXIA PROGRAM.
OKAY I'M GOING TO JULIE WHO'S BEEN QUIET.
WE HAVEN'T LET HER SPEAK YET BUT I'M GOING TO TURN IT OVER TO JULIE.
SHE'S GOING TO COVER SOME REFERRAL AND IDENTIFICATION AND OTHER MATTERS IN THE REPORT.
IN ORDER TO DO SO, WE CONDUCTED A REVIEW OF TEN FULL AND INDIVIDUAL EVALUATIONS THAT WERE CONDUCTED DURING THE 2021 AND 23- 24 SCHOOL YEARS.
[00:55:02]
BOTH AREAS OF STRENGTHS AND OPPORTUNITIES WERE IDENTIFIED AS PART OF THIS REVIEW.IN TERMS OF STRENGTHS, THE TEN FILES REVIEWED SUPPORTED THAT EVALUATIONS WERE COMPREHENSIVE, AS IN STUDENTS WERE ASSESSED AND SUSPECTED AREAS OF DISABILITY OUTSIDE OF DYSLEXIA IF THE TEAM DETERMINED THERE WERE CONCERNS IN OTHER AREAS, SO EXAMPLES OF THIS WOULD BE STUDENTS WERE ALSO ASSESSED FOR SPEECH, LANGUAGE CONCERNS OR BEHAVIOR CONCERNS, AS WELL AS BEING ASSESSED IN THE AREA OF DYSLEXIA.
A VARIETY OF ASSESSMENT TOOLS WERE USED, INCLUDING TOOLS IN SPANISH, SUGGESTING EVALUATORS HAD ACCESS TO THE TOOLS THEY NEEDED TO COMPLETE ASSESSMENTS, AND DID NOT RELY ON A SINGLE TOOL OR INSTRUMENT WHEN EVALUATING A STUDENT WITH A DISABILITY.
EACH EVALUATION REPORT REVIEWED ALSO DOCUMENTED THE CONSIDERATION OF EXCLUSIONARY FACTORS, SUCH AS LIMITED ENGLISH PROFICIENCY AND THE DYSLEXIA SPECIFIC QUESTIONS THAT MUST BE ANSWERED WHEN DETERMINING IF A STUDENT IS ELIGIBLE AS A STUDENT WITH DYSLEXIA THAT ARE OUTLINED IN TEAS DYSLEXIA HANDBOOK.
ONE AREA OF OPPORTUNITY THAT WAS IDENTIFIED WAS IN THE CONSIDERATION OF SPECIFIC SOURCES OF DATA.
FOR EXAMPLE, IN ONE INSTANCE, A FORMAL STUDENT OBSERVATION WAS NOT DOCUMENTED, ALTHOUGH THAT IS A REQUIREMENT WHEN ASSESSING A STUDENT FOR A SPECIFIC LEARNING DISABILITY. IN ANOTHER INSTANCE, LOCAL STATE ASSESSMENT INFORMATION WAS MISSING, AND IN FOUR OUT OF THE TEN OF THE EVALUATION REPORTS REVIEWED WERE MISSING REPORT CARD DATA.
ADDITIONALLY, IN OTHER INSTANCES A STATEMENT WOULD BE MADE THAT THE STUDENT WAS RECEIVING INTERVENTIONS, BUT THERE WAS NO OBJECTIVE MEASURE OR DATA TO SUPPORT THE STUDENT'S PROGRESS THROUGH THOSE INTERVENTIONS.
ALTHOUGH IN MANY OF THOSE CASES, PROGRESS MONITORING DATA WAS AVAILABLE IN FRONTLINE.
UNDERSTANDING STUDENT PROGRESS IN THE SPECIALLY DESIGNED DYSLEXIA INSTRUCTION MAY BE IMPORTANT WHEN DETERMINING ELIGIBILITY, AND THE STUDENT'S NEED FOR THAT SPECIALLY DESIGNED INSTRUCTION. GO AHEAD.
IN ORDER TO DO THIS, WE CONDUCTED A SPECIAL EDUCATION FILE REVIEW.
SPECIFICALLY WE LOOKED AT THE IEPS AND PROGRESS REPORTS OF TEN STUDENTS WITH VARYING DISABILITIES.
AN IEP OR AN INDIVIDUALIZED EDUCATION PROGRAM IS A PLAN THAT OUTLINES THE EDUCATIONAL PERFORMANCE GOALS AND SERVICES, AND SUPPORTS THAT A STUDENT WITH A DISABILITY NEEDS IN ORDER TO RECEIVE A FREE AND APPROPRIATE PUBLIC EDUCATION.
DISTRICTS ARE REQUIRED TO REPORT PROGRESS ON A STUDENT'S GOALS TO PARENTS THROUGHOUT THE SCHOOL THROUGHOUT THE SCHOOL YEAR, AND THIS IS MOST COMMONLY DONE THROUGH PROGRESS REPORTS. ON THE IEP WE ASSESSED THE STUDENT'S PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE STATEMENTS, I'LL BE REFERRING TO THOSE AS PLAAFP STATEMENTS WHERE STUDENTS EDUCATIONAL, PERFORMANCE AND NEEDS ARE OUTLINED.
AGAIN, THROUGH THIS REVIEW, WE IDENTIFIED SOME STRENGTHS.
SPECIFICALLY, STATEMENTS INCLUDED AN INTERPRETATION OF ASSESSMENT RESULTS.
THAT IS, IF A STUDENT HAD SCORED ON A PARTICULAR ASSESSMENT WAS DOCUMENTED A DESCRIPTION OF WHAT THAT TEST SCORE MEANT, WHETHER IN RELATION TO PEERS OR TO GRADE LEVEL STANDARDS, THAT WAS ALSO INCLUDED.
PLAAFP STATEMENTS ALSO CLEARLY REFLECTED STUDENT'S NEEDS AND INCLUDED DISABILITY IMPACT STATEMENTS, WHICH DESCRIBED HOW THE STUDENT'S DISABILITY AFFECTED THEIR ACADEMIC AND FUNCTIONAL PERFORMANCE IN THE GENERAL EDUCATION CURRICULUM.
DOING THIS HELPS TO CREATE THE FOUNDATION FOR PROGRESS MONITORING.
[01:00:07]
WE DID NOT OBSERVE ANY IEPS IN OUR REVIEW WHERE GOALS HAD BEEN REPEATED ACROSS MULTIPLE SCHOOL YEARS.GOALS WERE NOT ALWAYS CONNECTED TO INFORMATION PROVIDED IN THE STATEMENT RELATED TO STUDENT NEED.
FOR EXAMPLE, IN ONE INSTANCE, A STUDENT HAD AN ANNUAL GOAL RELATED TO EXECUTIVE FUNCTIONING AND TASK COMPLETION, BUT THERE WAS NO INFORMATION IN THAT PLAAFP STATEMENT TO SUPPORT THAT. THAT WAS A NEED IN THE AREA, OR THE STUDENT HAD A DEFICIT IN THAT AREA.
THE BEHAVIORS OR SKILLS IN THE GOALS WERE NOT ALWAYS CLEAR OR OBSERVABLE AS WELL.
FOR EXAMPLE, ONE STUDENT HAD A GOAL TO UNDERSTAND AND WRITE THE USE OF INFERENCES.
SOME GOALS WERE ALSO MISSING CONDITIONS.
IN FIVE OUT OF THE TEN IEPS REVIEWED, BASELINE DATA WAS MISSING FROM GOALS.
BASELINE DATA FOR GOALS IS CRITICAL FOR TWO REASONS.
FIRST, IT IS NECESSARY TO DETERMINE IF A STUDENT HAS MADE PROGRESS.
WHEN REVIEWING PROGRESS REPORTS TO DETERMINE PROGRESS ON GOALS, THE ABSENCE OF OF BASELINE DATA MADE IT DIFFICULT TO ASSESS WHETHER STUDENT PROGRESS WAS MADE, WAS, OR WAS NOT MADE.
AS PART OF OUR REVIEW, WE ALSO CONDUCTED DYSLEXIA CLASSROOM OBSERVATIONS.
SO WE CONDUCTED 27 CLASSROOM OBSERVATIONS ACROSS THE DISTRICTS, TWO DYSLEXIA INTERVENTIONS, PRIMARY DYSLEXIA INTERVENTIONS, WILSON READING SYSTEM AND READING BY DESIGN. WE CONDUCTED THAT AT ALL SCHOOL LEVELS, INCLUDING TEN ELEMENTARY SCHOOLS, THREE MIDDLE SCHOOLS, AND TWO HIGH SCHOOLS.
FOR WILSON READING, TEN OF THE 14 GROUPS OBSERVED WERE TWO STUDENTS OR LESS, AND FOR READING BY DESIGN 11 OF THE 13 GROUPS OBSERVED WERE TWO STUDENTS OR LESS.
THERE ARE TWO IMPORTANT CAVEATS WITH GROUP SIZE DATA THAT NEED TO BE MENTIONED HERE.
ADDITIONALLY, WE DID NOT REVIEW THE IEPS OF THE STUDENTS IN THE GROUP BEFOREHAND, AND IT ALSO COULD BE POSSIBLE THAT A STUDENT'S IEP DICTATES THAT THE STUDENT RECEIVES THE INSTRUCTION ONE ON ONE, OR IN A VERY SMALL GROUP SETTING.
FOR EACH OBSERVATION, WE USED TWO OF THE THREE RUBRICS.
ONE THE RUBRIC SPECIFIC TO THE INTERVENTION, AND TWO, A CRITICAL EVIDENCE BASED COMPONENTS OF DYSLEXIA INSTRUCTION RUBRIC, WHICH WAS DEVELOPED BASED ON THE TEA DYSLEXIA HANDBOOK.
OVERALL, ACROSS OBSERVATIONS, WE SAW HIGH FIDELITY TO MULTIPLE COMPONENTS OF ALL RUBRICS.
WE DID, HOWEVER, IDENTIFY SOME OPPORTUNITIES FOR IMPROVEMENT.
IN FOUR INSTANCES, ONLY ONE BLOCK OF THE WILSON LESSON WAS OBSERVED DURING THE INSTRUCTIONAL PERIOD.
[01:05:05]
LESSONS PER WEEK, WHICH IS THE REQUIREMENT FOR WILSON.IN REGARDS TO READING BY DESIGN, WE SAW FEWER INSTANCES OF STUDENTS RECEIVING THE IT'S CALLED THE EXTENDED READING PRACTICE AND COMPONENTS OF LANGUAGE INSTRUCTION. THESE BLOCKS ARE IMPORTANT COMPONENTS OF THE OF THE INTERVENTION, AS THEY ALLOW STUDENTS TO WORK ON SKILLS SUCH AS READING FLUENCY, COMPREHENSION AND WRITING.
OVERALL, ACROSS BOTH WILSON AND READING BY DESIGN, WE SAW WE OBSERVED LESS DIRECT INSTRUCTION IN SYNTAX, READING COMPREHENSION, AND READING FLUENCY IN COMPARISON TO OTHER SKILLS SUCH AS PHONOLOGICAL AWARENESS, SOUND SYMBOL ASSOCIATION, AND ORTHOGRAPHY.
THIS FINDING WAS MORE PROMINENT IN READING BY DESIGN OBSERVATIONS, IT IS CRITICAL THAT ALL EVIDENCE BASED COMPONENTS OF DYSLEXIA ARE IMPLEMENTED AS PART OF A WELL ROUNDED DYSLEXIA INTERVENTION.
TO TAKE A LOOK AT THE PACING OF STUDENTS THROUGH DYSLEXIA PROGRAMING, WE TOOK A LOOK AT THAT DATA CAPTURE DOCUMENT THAT GREG WAS DISCUSSING EARLIER SPECIFICALLY FOR STUDENTS IN IN THE WILSON READING SYSTEM.
RIGHT. AND WE ANALYZED THIS DATA THAT WAS COLLECTED IN THE 22-23 SCHOOL YEAR.
RIGHT. THE FIRST YEAR IN WHICH THAT DATA CAPTURE SYSTEM WAS IMPLEMENTED.
THEY DOCUMENTED THE NUMBER OF DAYS THAT STUDENTS WERE SERVED, AND THEN THEY NOTED WHERE STUDENTS WERE WITHIN THE PROGRAM AT THE BEGINNING AND THEN AT THE END OF THE PROGRAM. AS GREG TALKED ABOUT THERE WERE SOME ANOMALIES IN THE DATA, SOME SOME PIECES THAT GIVE US DESIRE TO IMPROVE THE SYSTEM IN WHICH WE'RE COLLECTING THE DATA.
RIGHT. WE HAVE VALUES OUTSIDE OF THE EXPECTED RANGE.
THERE WERE SOME MISSING DATA, SOME UNCLEAR FORMATTING.
AND SO IF YOU DIVIDE THAT OUT ACROSS QUARTERS WITHIN AN ACADEMIC SCHOOL YEAR THAT'S ABOUT STUDENTS SHOULD COMPLETE ABOUT 8% OF THE LESSONS IN THE SYSTEM EACH QUARTER.
HOWEVER, STUDENTS WERE COMPLETING ON AVERAGE 4.3% OF SKILL SETS PER QUARTER.
ALL RIGHT BACK TO JULIE, I THINK.
AS MENTIONED PREVIOUSLY A PARENT SURVEY WAS CONDUCTED OF PARENTS OF STUDENTS RECEIVING SPECIAL EDUCATION SERVICES IN THE DISTRICT AND PARENTS OF STUDENTS WITH SECTION 504 PLANS FOR DYSLEXIA.
THE FULL RESULTS OF THE SURVEY ARE AVAILABLE IN THE FULL REPORT THAT HAS BEEN PROVIDED, BUT SOME OVERARCHING THEMES IS ON 57 OUT OF THE 87 SURVEY ITEMS, AGREEMENT RATES WERE 80% OR HIGHER, WHICH IS KIND OF A GOOD THRESHOLD TO CONSIDER.
FOR EXAMPLE, WHEN ASKED IF THEY HAD PROVIDED INFORMATION ON HOW TO SUPPORT THEIR STUDENTS ACADEMIC LEARNING AT HOME, ELEMENTARY PARENTS OF STUDENTS RECEIVING SPECIAL EDUCATION SERVICES AND SECTION 504 PLANS FOR DYSLEXIA REPORTED MUCH HIGHER AGREEMENT RATES COMPARED TO THEIR MIDDLE AND HIGH SCHOOL COUNTERPARTS, AS CAN BE SHOWN IN THIS SLIDE RIGHT HERE.
PARENTS OF STUDENTS WITH AN IEP OR SECTION 504 PLAN FOR DYSLEXIA WERE ALSO PRESENTED WITH SPECIFIC STATEMENTS RELATED TO THEIR PERCEPTIONS OF THEIR STUDENTS DYSLEXIA INSTRUCTION, AS DISPLAYED IN THIS FIGURE UP HERE PARENTS OF STUDENTS WITH IEPS FOR DYSLEXIA TENDED TO HAVE HIGHER AGREEMENT RATES WITH STATEMENTS LIKE MY CHILD RECEIVES APPROPRIATE ACCOMMODATIONS FOR THEIR DYSLEXIA, AND MY CHILD RECEIVES APPROPRIATE READING INSTRUCTION FOR THEIR DYSLEXIA, COMPARED TO PARENTS OF STUDENTS WITH SECTION 504 PLANS FOR DYSLEXIA.
THIS SLIDE SUMMARIZES THE RECOMMENDATIONS THAT YOU'VE HEARD ABOUT TODAY.
[01:10:03]
AND SO I'M GOING TO PAUSE AT THIS MOMENT TO SEE A ROUND ROCK ISD HAS SEEN OUR RECOMMENDATIONS AND HAS ACTUALLY BEGAN WORK ON THEM.AND SO I WANTED TO PAUSE AND LET THEM STEP FORWARD AND DISCUSS THAT.
DO WE WANT TO DO THE QUESTIONS FIRST? OKAY, I DON'T KNOW.
I THINK MAYBE SOME OF THE QUESTIONS MAY BE ANSWERED WITH THE NEXT STEPS.
FIRST, COULD YOU PLEASE JOIN US? THANK YOU. I AGREE, I THINK THAT WOULD BE HELPFUL SO THAT TRUSTEES KNOW WHETHER TO YOU DON'T HAVE TO SEPARATE THEIR QUESTIONS IN THE BEGINNING.
CAN WE HAVE THE NEXT PRESENTATION PLEASE.
GOOD EVENING, PRESIDENT LANDRUM.
FIRST, JUST THANK YOU FOR ALLOWING US JUST THE TIME TO PROVIDE OUR RESPONSE, OUR ACTION ITEMS THAT WE HAVE BEEN WORKING BEFORE, DURING AND AFTER OUR AUDIT, SO TO SPEAK.
BUT I DID BRING TWO OUR MEMBERS OF THE TEAM WHO HAVE BEEN AN INTEGRAL PART OF JUST PROVIDING THE DATA, PROVIDING THE SUPPORT, AND THEN BEING A CRITICAL, CRITICAL PIECE OF THE ACTION STEPS THAT YOU'RE GOING TO SEE.
THE FIRST THREE RECOMMENDATIONS ACTUALLY RELATES TO OUR DYSLEXIA PROGRAM.
GOOD EVENING. THANK YOU FOR YOUR TIME TONIGHT.
WITH MANY CHANGES DUE TO HOUSE BILL 3928, WE ALREADY HAD REALIZED THAT THERE WAS A NEED TO MAKE SOME DECISIONS ABOUT HOW WE WERE CHANGING SOME OF THE GUIDANCE THAT HAD BEEN ROLLED OUT THROUGHOUT OUR DISTRICT.
WITH THE MANY CHANGES IN THE AREA OF DYSLEXIA IN THE STATE OF TEXAS, WE DID MAKE A RECOMMENDATION AND OR WE TOOK THIS RECOMMENDATION, AND WE HAVE WORKED ON CONSTRUCTING OR CREATING A STANDARD OPERATING OPERATING PROCEDURES FOR STAFF OF ROUND ROCK ISD.
WE TOOK THE OPPORTUNITY OVER THE SUMMER TO ACTUALLY PULL BACK ALL OF THE OUTDATED GUIDANCE WE TRIED VERY HARD TO FIND AND LOCATE IN OUR IN ALL OF OUR DISTRICT DRIVES ANY DOCUMENTATION OR GUIDANCE THAT HAD BEEN ISSUED PRIOR TO 3928 AND WITH THE UPDATE OF THE DYSLEXIA HANDBOOK.
SO AT THAT TIME, WE CREATED THIS STANDARD OPERATING PROCEDURES FOR STAFF.
THIS DOCUMENT IS ACTUALLY A LIVING DOCUMENT, IT CANNOT BE DOWNLOADED OR PRINTED.
THIS DOCUMENT DOES LIVE IN OUR INTRANET, WHICH MEANS IT DOES LIVE IN OUR INTERNAL DISTRICT SITE.
WE ALSO SUBSEQUENTLY WILL PUSH THAT OUT THROUGH OUR PRINCIPAL WEEKLY, AS WELL AS UPDATE STAFF AND PRINCIPALS ACROSS THE DISTRICT ANYTIME THERE ARE ANY LARGE CHANGES OR ANY CHANGES MADE TO PROCEDURES OF HOW WE DO BUSINESS IN ROUND ROCK ISD.
IT IS LOCATED ALSO IN OUR SPECIAL EDUCATION INTRANET SITE AS WELL.
IN ADDITION TO THAT, WE ALSO INCLUDED IN GIBSON'S FULL REPORT AS PART OF RECOMMENDATION ONE.
BEGINNING IN 24-25, IN LINE WITH OUR DISTRICT ROLLING OUT LEARNING WALKS ACROSS THE DISTRICT STARTING THIS YEAR, OUR DYSLEXIA STAFF WILL ALSO PARTICIPATE IN LEARNING WALKS.
[01:15:03]
SPRING. THE PURPOSE OF THAT IS TO COLLECT INFORMATION REGARDING FIDELITY OF IMPLEMENTATION.THIS DATA WILL BE USED TO ENSURE THAT WE ARE APPROPRIATELY PUTTING PROCESSES IN PLACE, SO THAT STAFF FEEL THAT THEY ARE TRAINED AND SUPPORTED ACROSS THE DISTRICT.
WE WANT TO BE SURE THAT WE ARE IN LINE WITH ALL OF OUR COACHING AND TRAINING PROCESSES, AND TO MAKE SURE THAT OUR STAFF FEEL THAT THEY ARE IN COMPLIANCE AND HAVE THE SUPPORT IN ORDER TO BE AND REMAIN IN COMPLIANCE WITH ALL OF THE CHANGES THAT THE STATE OF TEXAS HAS PUT FORTH.
THIS IS A FLUID RECOMMENDATION.
AS WE ARE RECEIVING GUIDANCE FROM THE STATE, WE WILL IMPLEMENT THAT PROGRAM INTENT CODE.
AT THIS TIME WE'RE USING SOLELY PROGRAM INTENT CODE 23, WHICH IS OUR SPECIAL EDUCATION PIC CODE, AND AS WELL AS PROGRAM INTENT CODE 37, WHICH IS OUR DYSLEXIA PROGRAM INTENT CODE.
AS MENTIONED IN THE GIBSON REPORT, THERE WERE LOTS OF TALK ABOUT OUR DATA CAPTURE TRACKING SYSTEM.
OUR DATA CAPTURE TRACKING SYSTEM ACTUALLY STARTED SEVERAL YEARS PREVIOUS TO GIBSON'S REVIEW.
PRIOR TO GIBSON COMING IN AND TAKING A LOOK AT OUR DATA CAPTURE SYSTEM, WE NOTED IMMEDIATELY THAT THERE WAS A NEED TO TRACK THE STUDENT DATA AT A MORE GRANULAR LEVEL.
ORIGINALLY, WE WERE COLLECTING DATA BASED ON A GROUP OF STUDENTS, AND WE WOULD SURMISE THAT THAT WHOLE GROUP OF STUDENTS ATTENDED THE SAME NUMBER OF DAYS AS ALL OF THE OTHER STUDENTS THAT WERE IN THE GROUP.
WE REALIZED VERY QUICKLY THAT WE NEEDED TO TRACK SPECIFIC STUDENTS AND MAKE SURE THAT WE TRACKED THEM FROM GROUP TO GROUP AS AS WAS MENTIONED OFTEN TIMES IN DYSLEXIA A STUDENT MAY START IN ONE TEACHER'S GROUP, AND BECAUSE OF EITHER SCHEDULING CONCERNS OR POSSIBLY A PACING CONCERN, THEY MAY MAKE A MOVE TO A DIFFERENT GROUP, AND WE WEREN'T ABLE TO TRACK THAT GOING UNLESS WE STARTED TRACKING STUDENTS INDIVIDUALLY.
SO WE HAVE MADE SOME UPDATES TO OUR DATA CAPTURE SYSTEM.
THERE'S SOME SCREENSHOTS OF IT ON THE ON THE DISPLAY.
ONE OF THE THINGS THAT WE'VE DONE TRYING TO ELIMINATE AS MUCH DATA ENTRY ERRORS IS WE HAVE LOCKED CERTAIN BLOCKS OF INFORMATION WHERE STAFF CANNOT GO IN AND, AND CHANGE ANY OF THE INFORMATION THAT'S CONTAINED IN CERTAIN BLOCKS THAT ARE PRE-FILLED IN OUR DATA CAPTURE SPREADSHEET.
WE USE OUR TEAM'S CODING TO WE PRE-POPULATE THIS DATA CAPTURE SPREADSHEET SO THAT STUDENTS NAMES ARE ALL ACCOUNTED FOR, THEY'RE ALL SPELLED CORRECTLY, WE HAVE ALL OF THEIR STUDENT ID NUMBERS AS WELL.
ADDITIONALLY, WE ALSO HAVE ADDED A FAIL SAFE FOR WHEN TEACHERS ARE ENTERING DATA THAT IT COLOR CODES IF IT'S POTENTIALLY SOMETHING THAT MAYBE DOESN'T FIT THE INFORMATION THAT'S BEING ASKED FOR IN THAT BLOCK OR IN THAT CELL.
WE HAVE ALSO USED WE'VE ALSO ALSO PRE-POPULATED THE NUMBER OF DAYS THAT COULD BE INSTRUCTIONALLY ARE USED FOR DYSLEXIA SERVICES.
IN OTHER WORDS, THERE WAS IN THE GIBSON REPORT, THEY NOTED THAT SOME PEOPLE NOTED THE NUMBER OF INSTRUCTIONAL DAYS FAR GREATER THAN WHAT COULD HAVE BEEN SERVICE OR SERVED FOR STUDENTS.
IN ADDITION TO THAT, WE ALSO ADDED A THE WAY TO WE GO FROM ONE QUARTER TO THE NEXT QUARTER, EVERY QUARTER END QUARTER, PRE-POPULATES THE BEGINNING QUARTER OF THE NEXT QUARTER, IF THAT MAKES SENSE, SO THAT WE DON'T HAVE DATA ENTRY ERRORS AND WE AREN'T BACKTRACKING OR TRYING TO CLEAN UP OR THE NEED TO CLEAN UP DATA AS IT'S BEING ENTERED INTO THESE SPREADSHEETS.
EVERY QUARTER WE GET THIS SPREADSHEET, WE SIT DOWN AND WE DISAGGREGATE OUR DATA.
WE LOOK AT WHERE OUR STUDENTS IN PROGRAM.
WE HAVE THE ABILITY NOW TO FOLLOW STUDENTS FROM NOT ONLY QUARTER TO QUARTER, BUT YEAR TO YEAR.
[01:20:06]
IT COULD BE TO MOVE TO A DIFFERENT PROGRAM.IT COULD BE THEY'VE LEFT THE DISTRICT.
BUT WE WANT TO KNOW WHERE THOSE STUDENTS END UP EACH QUARTER.
AND OF COURSE, AT THE END OF THE YEAR TO ENSURE THAT WE ARE TRACKING ALL STUDENTS.
WHEN WE ORIGINALLY STARTED, OUR STUDENTS WERE ONLY IN SECTION 504.
AND WE WERE ONLY FOLLOWING STUDENTS IN 504.
WE HAVE ACTUALLY EXPANDED THAT NOW WITH 3928, TO ENSURE THAT WE ARE TRACKING ALL STUDENTS WHO RECEIVE DYSLEXIA SERVICES, WHETHER THEY ARE IDENTIFIED WITH DYSLEXIA OR ANOTHER LEARNING DISABILITY, AND RECEIVING DYSLEXIA INSTRUCTION.
SO THOSE ARE JUST SOME OF THE UPDATES THAT WE HAVE MADE TO OUR DATA CAPTURE SYSTEM.
AND AGAIN, THIS IS A TOOL THAT WE NOT ONLY USE TO TRACK, BUT WE ALSO USE TO MONITOR WHAT'S HAPPENING IN OUR DYSLEXIA CLASSROOMS. IT'S PROVEN TO BE A VERY VALUABLE TOOL FOR US.
SO WITH THIS RECOMMENDATION AS IT RELATES TO EVALUATIONS HERE IN THE DISTRICT, WE HAVE PROVIDED TRAINING FOR OUR EVALUATION STAFF, WHICH WAS HELD DURING THE SUMMER IN JULY THAT INCLUDED BOTH OUR LSSP AND DIAGNOSTICIANS.
WE ARE ALSO INCORPORATING ONGOING TRAINING FOR OUR EVALUATORS FOR SCHOOL YEAR 24-25, AND THAT INCLUDES PEER REVIEW AUDITS LED BY OUR LEAD EVALUATION TEAM.
SO WHAT THAT LOOKS LIKE IS ACTUALLY AUDITING OUR FIES AND IDENTIFYING TRENDS AND USING THOSE TRENDS AS OUR PD STRANDS.
WE HAVE OUR EVALUATION STAFF THAT ACTUALLY MEET QUARTERLY.
SO WE USE THOSE STRANDS THAT ARE IDENTIFIED IN OUR AUDIT TO TRAIN OUR STAFF.
THE REPORT ALSO NOTED THE OVERIDENTIFICATION OF ASIANS.
AND THAT TREND WAS ACTUALLY NOTED EARLY ON AND I SAY THAT BECAUSE WE ACTUALLY PROVIDED TRAINING FOR THAT AREA OF CONCERN BACK IN THE SPRING.
WE HAD REGION FOUR TO COME IN TO PROVIDE A TRAINING FOR US, AND THAT TRAINING ENTAILED TRAINING OUR EVALUATION STAFF ON CULTURE SENSITIVITY AND AS WELL AS INSTRUMENTS THAT WERE USED DURING THIS EVALUATION PROCESS.
THANK YOU. SO WITH OUR TRAINING FOR OUR PLAAFP AND WHAT THAT LOOKS LIKE FOR BASELINE DATA, WE TRAIN OUR NEW AND RETURNING TEACHERS ON BASELINE DATA AND HOW TO ACCESS THAT WITHIN OUR DISTRICT PLATFORMS AND HOW TO UTILIZE THAT WITHIN THE PLAAFP STATEMENTS THAT WAS PROVIDED DURING OUR BEGINNING OF THE YEAR PROFESSIONAL DEVELOPMENT.
THAT IS A MONTHLY TRAINING, HALF DAY TRAINING FOR OUR TEACHERS, BOTH FOR ELEMENTARY AND SECONDARY.
AND WE ALSO INCREASED THE DATA LEVEL ACCESSIBILITY AS IT RELATES TO OUR SPECIAL EDUCATION TEACHERS, TO ENSURE THAT THEY ARE ABLE TO ACCESS THE THE DATA THAT THEY NEED REGARDING THE PERMISSIONS LEVEL.
OKAY. RECOMMENDATION SIX WAS TO PROVIDE PROFESSIONAL DEVELOPMENT TO THOSE TEACHING READING BY DESIGN TO ENSURE THAT SYNTAX, READING FLUENCY, AND READING COMPREHENSION COMPONENTS OF THE INTERVENTION ARE BEING FULLY IMPLEMENTED.
THE HISTORY OF READING BY DESIGN IS THAT IN 22-23, WE PILOTED A IN THE DISTRICT WITH 11 CAMPUSES.
AT THAT TIME WE WERE TRAINED OR WE PROVIDED TRAINING OR WERE PROVIDED TRAINING THROUGH REGION 13.
IN 23-24 WE WERE THE RECIPIENTS OF THE TEXAS DYSLEXIA GRANT, AND THROUGH THAT GRANT, WE WERE ABLE TO TRAIN 67 ADDITIONAL SPECIAL EDUCATION STAFF. DURING 23-24 THE READING BY DESIGN PROGRAM WAS SPECIFICALLY IDENTIFIED FOR STUDENTS WHO WERE NOT HAVING SUCCESS IN OUR WILSON PROGRAM.
THAT WAS A THAT WAS IMPLEMENTED AS A ALTERNATIVE APPROACH FOR READING FOR DYSLEXIA INSTRUCTION.
IT IS ACTUALLY APPROVED FOR ANY STUDENT.
IT DOES NOT HAVE TO BE USED ONLY IN A SPECIAL EDUCATION SETTING.
ALL OF THE PROGRAMS USED IN ROUND ROCK ISD ARE SBOE APPROVED.
THEY ARE EQUALLY AVAILABLE TO ALL STUDENTS.
[01:25:03]
HOWEVER, IN 23-24 WE WERE SOLELY USING IT WITH STUDENTS IDENTIFIED WITH DYSLEXIA IN THE SPECIAL EDUCATION SETTING.SINCE THE CHANGE WITH 3928 AND THE MOVEMENT OF OF DYSLEXIA STUDENTS FROM SECTION 504 OVER TO SPECIAL EDUCATION, WE HAVE ALLOWED ANY STUDENT AND ANY TEACHER TO BE TRAINED IN READING BY DESIGN.
WE IN 24, AT THE END OF 23-24, WE APPLIED TO HAVE A IN-DISTRICT READING BY DESIGN TRAINER.
PRIOR TO THAT, WE WERE RELYING ON OUTSIDE RESOURCES SUCH AS REGION 13.
IN 20 AT THE IN THE SPRING OF 23-24, WE WERE GRANTED A THE OPPORTUNITY TO TRAIN A PERSON ON MY STAFF TO BECOME OUR IN-DISTRICT READING BY DESIGN TRAINER.
SHE WAS SHE FINISHED HER TRAINING LAST SPRING, AND AS OF FROM THE END OF JULY THROUGH SEPTEMBER, SHE HAS ALREADY TRAINED 40 ADDITIONAL STAFF HERE IN ROUND ROCK ISD.
IN ADDITION TO BEING ABLE TO TAKE CARE OF ALL OF THE INITIAL TRAINING FOR OUR STAFF, WE ARE ALSO ABLE TO PROVIDE ADDITIONAL SUPPORT TRAINING WITH HER.
SO SHE IS WE HAVE TWO ADDITIONAL TRAININGS PLANNED FOR THE TWO UPCOMING STAFF DEVELOPMENT DAYS ON OCTOBER 3RD WE'RE FOCUSING ON IMPLEMENTATION AND FIDELITY OF THE COMPONENTS OF INSTRUCTION.
AND THEN IN NOVEMBER, WE HAVE A HALF DAY TRAINING PLANNED FOR METHODS USED IN CERTAIN VOLUMES.
SO VOLUME TWO AND VOLUME THREE OF THE PROGRAM THEY IT WILL BE A TURNAROUND TRAINING THAT OUR IN-DISTRICT TRAINER WILL BE ABLE TO WORK WITH STAFF SPECIFICALLY IN THOSE VOLUMES AND HELPING PROVIDE THEM BETTER UNDERSTANDING OF HOW TO IMPLEMENT THOSE COMPONENTS.
OKAY. SO ALTHOUGH THIS REPORT PROVIDED SIX RECOMMENDATIONS WE'RE USING THIS AND LEVERAGING THIS AS A TOOL TO ACTUALLY STREAMLINE AND SUPPORT OUR PROGRAMING HERE IN THE DISTRICT.
WE ARE SPECIFICALLY LOOKING AT ADDITIONAL AREAS, LOOKING AT IEP DEVELOPMENT.
BUT WE ARE ALSO PROVIDING OPPORTUNITIES FOR OUR NEW SPECIAL EDUCATION TEACHERS IN THE DISTRICT TO HAVE THEIR PAPERWORK ACTUALLY REVIEWED BY OUR TEAM PRIOR TO AN ARD MEETING.
SO THEY PROVIDE A DRAFT COPY OF THEIR PAPERWORK.
WE ARE CURRENTLY REVIEWING OUR CONTINUUM OF SUPPORT WITHIN OUR PROGRAMING AND DEVELOPING AN OVERVIEW OF OUR DISTRICT PROGRAMS. SO WHAT THAT LOOKS LIKE IS PROVIDING STANDARDS AS IT RELATES TO THE DIFFERENT PROGRAMS THAT ARE RELATED THAT ARE AVAILABLE IN OUR DISTRICT.
THE ROLES AND RESPONSIBILITIES, THE STANDARDS, THE AVAILABLE RESOURCES, AND AS WELL AS THE PROFESSIONAL DEVELOPMENT OPPORTUNITIES AND SUPPORTS THAT ARE AVAILABLE FOR THOSE PROGRAMS IN THE DISTRICT.
AND WE'RE ALSO LEVERAGING OPPORTUNITIES WITH OUR PARENT ENGAGEMENT.
WE'RE WORKING COLLABORATIVELY WITH OUR CPAC STAKEHOLDERS AND TRANSITIONING OUR CPAC MEETINGS TO MORE OF INFORMATIONAL MEETINGS INSTEAD OF A SOCIAL COMPONENT, MORE OF AN OPPORTUNITY TO PROVIDE INFORMATION TO OUR PARENTS AND USE THAT AS AN EDUCATIONAL OPPORTUNITY.
WE'RE ALSO EXPLORING ADDITIONAL OPPORTUNITIES WITHIN OUR CPAC COMMITTEE.
AND WE'RE ALSO RIGHT NOW WE'RE EXPLORING OPPORTUNITY TO PROVIDE A PARENT FORUM, WHICH IS A HALF DAY OPPORTUNITY TO MEET WITH OUR PARENTS DURING THE SPRING AND PROVIDE TRAINING.
WE PROVIDE THIS WITHIN OUR TRANSITIONAL FARE, BUT THIS WOULD BE ADDITION TO OUR TRANSITIONAL FARE.
SO AS MENTIONED, WE'RE USING THIS TOOL, THIS REPORT, AS A TOOL TO LEVERAGE DIFFERENT OPPORTUNITIES FOR OUR FAMILIES AND ALSO SEEING WHAT WE CAN DO TO STREAMLINE SYSTEMS AND PROCESSES WITHIN THE DISTRICT AS A WHOLE.
BUT I WANT TO THANK MR. GIBSON TEAM FOR ACTUALLY PROVIDING THIS FEEDBACK.
AND AND WE'RE USING THIS AS A GROWTH OPPORTUNITY.
ALL RIGHT. THANK YOU VERY MUCH FOR THE PRESENTATION FROM BOTH OF YOU ALL.
AND TRUSTEES WE CAN OPEN IT UP FOR QUESTIONS NOW.
DOES ANYBODY HAVE ANY QUESTIONS? I KNOW THERE WERE LOTS OF QUESTIONS THAT WERE OFFERED THAT WERE ASKED PRIOR TO THE AGENDA PRIOR TO THE MEETING, AND THEY ARE POSTED ON THE AGENDA.
[01:30:07]
SO TRUSTEE WEIR.AZAIEZ, I REALLY APPRECIATE IT.
AND AND I DO APPRECIATE THAT YOU ANSWERED EVERYTHING IN YOUR PRESENTATION THAT I ASKED, THOUGH I DID WANT TO, I GUESS, ACKNOWLEDGE THE QUESTION THAT WE HAD FROM MISS GOLDMAN EARLIER ABOUT THE PACING.
ONE OF THE THINGS THAT IS IMPORTANT TO REMEMBER IS THAT EVIDENCE BASED DYSLEXIA INSTRUCTION IS A SPECIAL EDUCATION PROGRAM AND IS DESIGNED TO MEET INDIVIDUAL NEEDS OF STUDENTS. SOME OF THE PROGRAMS THAT WE HAVE IN THE DISTRICT HAVE VERY, VERY UNIQUE OR VERY DEFINED PACING REQUIREMENTS. WE TALKED ABOUT WILSON TODAY, AND THAT WAS ONE OF THE PROGRAMS THAT THE GIBSON REPORT NOTED AS BEING A CONCERN FOR PACING.
UP UNTIL LAST YEAR, WE WERE NOT COLLECTING ENOUGH INFORMATION FROM OUR OUR TEACHERS OF DYSLEXIA INSTRUCTION AND ABLE TO REALLY FOCUS ON WHERE WE ARE WITH PACING.
PACING DOES REFER TO, OBVIOUSLY, HOW QUICKLY A STUDENT CAN FINISH PROGRAM.
AS MISS GOLDMAN MENTIONED PREVIOUS TO MAYBE A FEW YEARS AGO, OUR FOCUS WASN'T NECESSARILY ALWAYS ON GETTING THROUGH ALL STEPS, ALL 12 STEPS OF THE PROGRAM, BUT IT IS A DISTRICT POLICY.
WE DO GET WE DO TELL OUR TEACHERS THAT THE RECOMMENDATION OF THE DISTRICT, AND THE POSITION OF THE DISTRICT IS THAT STUDENTS DO FINISH ALL STEPS OF THEIR PROGRAM. I KNOW THAT THREE YEARS WAS ONE OF THE NUMBERS THAT'S BEEN TALKED ABOUT TONIGHT, IS THAT ALL STEPS OF THE PROGRAM SHOULD BE ABLE TO BE COMPLETED IN THREE YEARS. WE AS A DISTRICT ARE WE TRY TO GIVE PARAMETERS OF 3 TO 4 YEARS.
SO WHAT WE ARE DOING ABOUT THAT IS WE ARE MONITORING COMPLIANCE AND MAKING SURE THAT WE HAVE DATA TO SUPPORT STUDENTS WHO ARE LAGGING BEHIND AND OR MOVING TOO QUICKLY WITHIN PROGRAM.
EVERY STEP WITHIN OUR DYSLEXIA PROGRAMS, WHETHER THEY'RE WILSON READING SYSTEM OR READING BY DESIGN OR BASIC LANGUAGE SKILLS, WHICH IS ANOTHER PROGRAM WE HAVE, OR ESPERANZA FOR OUR BILINGUAL STUDENTS, THERE ARE DATA COLLECTION CHECKPOINTS ALONG THE WAY.
WE ARE FOCUSED ON MAKING SURE THAT WE HAVE THOSE DATA COLLECTION CHECKPOINTS INDICATING MASTERY.
STUDENTS ARE TAUGHT TO MASTERY, WHICH MEANS THAT A STUDENT IS NOT SUPPOSED TO MOVE ON TO THE NEXT STEP IN A PROGRAM UNTIL THEIR READING MASTERY IS AT 80% AND THEIR SPELLING MASTERY IS THERE AS WELL.
WHEN YOU HAVE A GROUP OF STUDENTS THAT BECOMES CHALLENGING FOR STAFF.
NOW, WHEN WE MOVE ON IN ANY DYSLEXIA PROGRAM, THERE IS BUILT IN REVIEW.
WE ARE CONSTANTLY REVIEWING ALL OF OUR PREVIOUSLY LEARNED CONCEPTS, SO THERE'S ALWAYS AN OPPORTUNITY FOR US TO CONTINUE TO BUILD THE SKILLS SO THAT STUDENTS DO TAKE THE SKILLS AND MASTER THE SKILLS AND APPLY THE SKILLS WHEN THEY'RE RETURNING TO THEIR CLASSROOMS. SO TO ANSWER YOUR QUESTION, WE ARE USING THIS DATA CAPTURE SYSTEM AND USING OUR OPPORTUNITY TO DO OUR LEARNING WALKS TO FIND OUT WHAT'S HAPPENING IN THOSE CLASSROOMS, AND ALSO ASKING FOR SUPPORTING DATA TO ENSURE THAT WE HAVE DATA THAT SUPPORTS A STUDENT'S NEED TO POSSIBLY GO SLOWER OR POSSIBLY MOVE TO THE NEXT LEVEL.
THAT IS A TRAINING PIECE THAT WE ARE WORKING ON WITH OUR TEACHERS, EVEN OUR VERY EXPERIENCED WILSON TEACHERS, THAT IS A CHALLENGE FOR EVERYONE IS KNOWING WHEN TO REALLY GO ON. SOMETIMES WE WANT EVERYONE TO BE AT 100%, AND WE HAVE TO RECOGNIZE THAT THAT WE DO HAVE THAT BUILT IN OPPORTUNITY TO REVIEW.
SO WE ARE, LIKE I SAID, USING THAT AS AN OPPORTUNITY.
AND THEY ACTUALLY HAVE ZERO PARAMETERS.
THEY SAY YOU NEED TO GO AS SLOW AS YOU NEED TO AND AS FAST AS THE STUDENT CAN.
SO WE KNOW HERE IN ROUND ROCK ISD IT'S NOT OKAY TO JUST NOT HAVE ANY PARAMETERS.
WE HAVE TO HAVE SOME PARAMETERS.
SO WE ARE TRYING TO LET PARENTS KNOW, LET OUR COMMITTEES KNOW THAT TYPICAL PACING, WE TRY TO USE THE WORD TYPICAL PACING, AND WE WANT TO TRY TO DO A 3 TO 4 YEAR TURNAROUND TIME FOR A STUDENT TO EXIT PROGRAM.
[01:35:03]
HOWEVER, WHEN THAT'S NOT HAPPENING, WE DO REQUEST THAT OUR STAFF HAVE THE DATA TO SUPPORT THE NEED TO SLOW DOWN INSTRUCTION.AT WHAT POINT DO YOU SO DO YOU WAIT FOR THE THREE YEARS OF WILSON AND THEN DECIDE THEY MOVE OVER, OR AT WHAT POINT DO YOU MOVE THEM? SO AND AS OF 24-25, WE ACTUALLY THERE IS NO LONGER A REQUIREMENT TO START IN WILSON.
SO WHAT WE'RE ASKING OUR COMMITTEES TO DO IS TO LOOK AT THE UNIQUE NEEDS OF THE STUDENT.
AND ONE OF THE THINGS ABOUT READING BY DESIGN THAT'S A LITTLE DIFFERENT.
YOU DO A MASTERY CHECK AND YOU DETERMINE WHERE WHERE TO START THE PERSON THE STUDENT IN PROGRAM.
SO THEY ARE THEY HAVE THE ABILITY TO NOT START AT VOLUME ONE, LESSON ONE.
WHEREAS WILSON REQUIRES THAT YOU START AT 1.1 OR 1.3.
SO WE ARE ASKING OUR COMMITTEES TO LOOK AT WHAT MIGHT BE THE UNIQUE NEEDS OF THE LEARNER.
IF WE HAVE STUDENTS WHO ARE HAVE SOME ATTENTION ISSUES, READING BY DESIGN CAN BE IMPLEMENTED IN 30 MINUTE BLOCKS FIVE DAYS A WEEK VERSUS WILSON, THE MINIMUM REQUIRED TIME PER BLOCK OR PER LESSON IS 45 MINUTES.
SO SOMETIMES THERE ARE UNIQUE NEEDS WHERE ONE PROGRAM MAY BE A BETTER FIT FOR A STUDENT.
NOW, WHAT THAT DATA MEANS IS THAT THEY ARE NOT BEING SUCCESSFUL.
MAYBE THEY ARE IN A GROUP OF STUDENTS WHO MAYBE THEY CAN'T KEEP UP WITH THE PACE OF THE GROUP.
THAT MAY BE PACING AT A DIFFERENT RATE.
BUT WE DO ASK THAT THEY DO COLLECT THAT DATA AND THEY HAVE THAT DATA READILY AVAILABLE.
IT IS AN ARD COMMITTEE DECISION.
SO ANY TIME THAT WE HAVE A DYSLEXIA TEACHER WHO IS CONCERNED ABOUT A STUDENT'S ABILITY TO KEEP IN PROGRAM AND UP IN THE PACE OF THE GROUP THAT THEY'RE ASSIGNED TO BE, YOU KNOW, RECEIVING SERVICES.
THANK YOU. THAT'S ALL I HAVE RIGHT NOW.
THANK YOU VERY MUCH. NEXT IS TRUSTEE HARRISON.
THANK YOU. IT'S ALWAYS DIFFERENT TO HEAR SOMETHING VOICED OVER VERSUS JUST READING.
SO MY QUESTION REALLY BEGINS WITH GIBSON, AND IT'S THAT SLIDE 11.
AND I WANT TO MAKE SURE THAT I UNDERSTAND DECISION AUTHORITY.
OKAY. I JUST WANT TO MAKE SURE I'M CLEAR WHEN WE'RE SAYING LACK OF AUTHORITY TO FORCE NEEDED CHANGES LIMITED TO MAKING SUGGESTIONS, WHO ARE WE TALKING ABOUT THAT HAS THAT LACK OF AUTHORITY? DYSLEXIA DEPARTMENT, THE DYSLEXIA UNIT.
OKAY, I THINK YOU'RE TALKING, I'M SORRY, TRUSTEE HARRISON, I THINK YOU'RE TALKING ABOUT INTERVENTIONS AT THE CAMPUS LEVEL, RIGHT? IS THAT YOUR TEACHER? NO. THE TEACHERS WERE LOOKING FOR THE CENTRAL OFFICE.
WE WANT THE VOICES OF THE DYSLEXIA PROGRAM STAFF TO BE HEARD AND TO INFLUENCE DECISIONS IN THE PROGRAM BECAUSE THEY ARE PROVIDING THE TRAINING.
THEY GO THROUGH THE CLASSROOMS AND THEN THEY CAN SUGGEST THINGS.
DOESN'T MEAN THEY HAVE TO THEY HAVE TO USE IT.
BUT WE'RE GOING TO GET THAT INPUT TO THEM.
AND IT SHOULD BE CONSIDERED IN THE DECISION MAKING, IN THE EVALUATION OF DYSLEXIA TEACHERS AND IN THE DISCUSSION OF WHAT THE OPTIMUM PROGRAM OR PLACEMENT OF STUDENTS SHOULD BE.
SHOULD THEY MOVE TO ANOTHER GROUP OR NOT? DO TEACHERS NEED TO DO SOME ARE THERE SOME CORRECTIVE ACTIONS THAT NEED TO BE DONE IN THE CLASSROOM? THAT'S WHERE I'M TALKING ABOUT IS THAT KIND OF INFLUENCE AND DECISION MAKING.
OKAY. AND THEN WITH THAT IN MIND, I'M NOT ENTIRELY SURE HOW THE RESPONSE TO RECOMMENDATION ONE, IT SAYS, NOW THERE'S A FRAMEWORK, BUT I'M NOT UNDERSTANDING HOW THE FRAMEWORK SOLVES THAT ISSUE.
[01:40:03]
AND I GUESS THAT'S FROM DISTRICT STAFF MAYBE.I JUST WANT TO MAKE SURE I HEARD IT CORRECTLY BEFORE I PUSHED A LITTLE BIT ON ON RECOMMENDATION ONE.
SO THERE ARE NO DIRECTIVES IN THERE OTHER THAN TO FOLLOW THE DYSLEXIA HANDBOOK, WHICH IS OF COURSE, WHAT WHAT REGULATES WHAT WE DO WITH REGARD TO DYSLEXIA.
BUT THERE IS NO THERE'S NO MANDATE OTHER THAN TO FOLLOW THE TEXAS DYSLEXIA HANDBOOK UPDATE.
AND DO YOU FEEL LIKE BY HAVING THAT CLARITY NOW I'M LOOKING BACK AT THIS SECOND PRESENTATION.
THE GUIDANCE IS COMING FROM DYSLEXIA, FROM THE DYSLEXIA DEPARTMENT TO THE STAFF, DO YOU FEEL LIKE THAT THEN HAS THE LEVERS TO IMPROVE PERFORMANCE? LIKE, IS IT JUST LIKE, HEY, WE'RE PUTTING THIS OUT HERE AND NOW YOU HAVE THIS INFORMATION.
I DON'T UNDERSTAND THE LEVER OF PERFORMANCE IMPROVEMENT.
SO I'M GOING TO REFER BACK A LITTLE BIT TO THE FULL REPORT THAT GIBSON PROVIDED AND UNDERSTANDING A LITTLE BIT ABOUT WHERE THE THAT THE QUESTION CAME FROM.
AND SOME OF THE QUESTIONS THAT WERE ASKED IS WHETHER OR NOT WE HAVE INFLUENCE.
MY DEPARTMENT HAS INFLUENCE ON WHO THE DYSLEXIA PERSON IS ON A CAMPUS.
WE THEY ARE THEY ARE CAMPUS BASED STAFF.
THEY ARE NOT DISTRICT BASED STAFF.
AND THEREFORE IT IS SUBJECT TO THE PRINCIPAL TO DETERMINE WHO IS THE DYSLEXIA SERVICE PROVIDER.
AND IN SOME SITUATIONS WE HAVE EXACTLY THAT.
AND IN SOME SITUATIONS WE HAVE STAFF THAT COME IN, THEY GET TRAINED AND, AND WE DON'T HAVE THE ABILITY TO BUILD OR COACH INTO THEM AND GET THEM THE TRAINING AND THE SUPPORT THAT THEY NEED TO BE GOOD AT THEIR JOB AND BE A GOOD DYSLEXIA PROVIDER.
LAST YEAR WE HAD A STAFF MEMBER WHO WHO ACTUALLY DID A VERY GOOD JOB WHILE THE PERSON WAS IN THAT POSITION, BUT I REMEMBER SPECIFICALLY THE PERSON SAYING, THIS IS NOT THE CAREER PATH FOR ME.
ADDITIONALLY, WE AS A AS A DEPARTMENT, I DON'T HAVE ANY OVERSIGHT WITH REGARD TO STUDENT OR, EXCUSE ME, STAFF MEMBER EVALUATIONS, THEIR ANNUAL EVALUATIONS.
SO I THINK TOO ONE OF THE CHALLENGES IS, IS THAT ALTHOUGH WE DO PROVIDE WALK THROUGH FORMS FOR CAMPUS ADMINISTRATION YOU STILL SOMETIMES DON'T KNOW WHEN YOU WALK INTO A CLASSROOM WHAT IT SHOULD LOOK LIKE OR WHAT IT SHOULD SOUND LIKE.
AND SO THAT BECOMES A CHALLENGE AS WELL.
WE ARE HOPING WITH OUR LEARNING WALKS THIS YEAR.
IS THAT OUR OUR GOAL IS TO PROVIDE OUR CAMPUS PRINCIPALS WITH THE FEEDBACK.
AND SO THEY DO HAVE A LITTLE BIT OF UNDERSTANDING OF LIKE WHAT WE'RE SEEING SO THAT THEY HAVE A WAY TO CALIBRATE WHEN THEY GO INTO A CLASSROOM, WHETHER OR NOT THEY'RE SEEING THE SAME THINGS THAT WE'RE SEEING.
AND WE THINK THAT THAT WILL HELP HELP CAMPUS ADMINISTRATION MAKE SOME DETERMINATIONS ABOUT WHETHER PEOPLE ARE, YOU KNOW, IN THE RIGHT ROLE AND DOING A JOB THAT THAT LOOKS LIKE THEY ARE PASSIONATE ABOUT, WHICH IS WHAT WE REALLY WANT.
THAT EXPLANATION HELPED THREAD THE NEEDLE FOR ME.
AZAIEZ. I JUST WANT TO KNOW FROM ADMINISTRATION, WHAT ARE YOU ALL DOING TO PREPARE? BECAUSE SOMETIMES IT'S HARD WHEN PEOPLE PUSH IN, BUT EVERYBODY DOESN'T HAVE DYSLEXIA EXPERIENCE.
SHERRY BARNES DID NOT ALTHOUGH YOUR CTE TEACHER REPORT TO CTE OUR PRINCIPAL HAVE THE AUTHORITY TO HIRE THEIR STAFF AND EVALUATE, LIKE DONNA WAS SAYING, THEY DO THEIR EVALUATIONS.
SO IT'S REALLY HOW CAN WE WORK TOGETHER? LIKE, HOW CAN OUR TEAM HERE WORK TOGETHER WITH OUR PRINCIPAL TO WORK TOGETHER WITH THEM SO WE CAN BE ON THE SAME PAGE? RIGHT. SO IN SYNC.
BUT AS YOU KNOW, AS I SAID, TEACHERS ARE REPORT TO PRINCIPALS.
THEY ARE HIRED DOCUMENTED OR NOT OR EVALUATED BY THEM.
SO THE SOLUTION IS TO US WORK TOGETHER.
[01:45:03]
PRINCIPAL OR THE THE EVALUATORS OF THE TEACHERS, RIGHT, THE DYSLEXIA TEACHERS.RIGHT AND WHEN YOU HAVE A PRINCIPAL THAT KNOWS ABOUT DYSLEXIA, THAT'S HELPFUL.
BUT WHEN YOU DON'T I'M REALLY GLAD THAT WE'VE HAD THIS PRESENTATION, AND I'M GLAD THAT IT TIES BACK TO STUDENT OUTCOMES.
BUT I DO LOOK FORWARD TO SOME PROGRESS MEASURING ABOUT HOW EFFECTIVE LEARNING WALKS ARE OVER TIME.
BECAUSE REMEMBER EVERYTHING AND I THANK YOU FOR THAT TRUSTEE HARRISON.
EVERYTHING WE'RE DOING IS REALLY TO IMPROVE STUDENT OUTCOMES, RIGHT? THE PRACTICES, THE PROCESSES WE PUT TOGETHER.
THE GOAL OF ALL THAT STUFF IS TO IMPROVE STUDENT OUTCOMES.
THANK YOU. THANK YOU TO OUR WONDERFUL STAFF.
AND THANK YOU TO GIBSON FOR BRINGING THIS FORWARD.
WE CAN'T INTERACT WITH THE AUDIENCE, SO I APOLOGIZE.
THANK YOU. I DO HAVE A QUESTION DR.
AZAIEZ WITH THE CAMPUS HIRING.
IS THAT A POLICY, OR IS IT POSSIBLE FOR THE DYSLEXIA ADMINISTRATORS TO ACTUALLY SIT IN ON THOSE HIRINGS? AND THAT'S AND THAT'S VERY THAT'S SOMETHING WE ACTUALLY DO FOR OTHER LIKE FOR OTHER AREAS TOO, LIKE FOR EXAMPLE, WHENEVER WE NEED TO HIRE, LET'S SAY A NEW HEAD FOOTBALL HEAD COACH AT A HIGH SCHOOL.
OBVIOUSLY, THE PRINCIPAL IS THERE AND HE'S THE DECISION MAKER, BUT USUALLY THERE'S A COMMITTEE AND APART OF THAT COMMITTEE, HE MAY INVITE OUR AD, OUR DISTRICT ATHLETIC DIRECTOR, TO SIT IN THERE, ONE OF HIS STAFF MEMBERS, FOR EXAMPLE.
SO THAT'S SOMETHING WE TRY TO DO.
AND I THINK THAT'S SOMETHING WE'LL BE DOING MOVING FORWARD, BECAUSE THAT HELPS GIVE ALSO THE INPUT.
I DIDN'T KNOW EVERYTHING ABOUT EVERYTHING.
SO THAT'S WHY I HAVE TO RELY ON OTHER PEOPLE WHO HAVE THE EXPERTISE.
WHEN WE HIRE A CHIEF, FOR EXAMPLE, I'M NOT A LAW ENFORCEMENT.
I HAD SOMEBODY FROM THE CITY OF ROUND ROCK A PD, SOMEBODY FROM THE SHERIFF'S DEPARTMENT COME AND SIT IN THE HIRING COMMITTEE TO GIVE SOME GIVE HELP US, GIVE US SOME INSIGHT FROM A LAW ENFORCEMENT STANDPOINT.
SO THAT'S A GREAT IDEA AS FAR AS DYSLEXIA BUT WE DO IT ALREADY WITH OTHER OTHER HIRES AS WELL.
OKAY, SO IT'S NOT A POLICY CHANGE AND YOU GUYS COULD DO THAT.
I DO HAVE SOME QUESTIONS ABOUT THE READING BY DESIGN VERSUS WILSON.
CAN YOU KIND OF GO INTO WHY THAT CHANGE IS BEING MADE? IS IT BEING MADE IN THE ELEMENTARY LEVEL, AND HOW IS THAT BEING COMMUNICATED TO DYSLEXIC PARENTS OF THE DYSLEXIC STUDENTS? SO ORIGINALLY, WHEN READING BY DESIGN WAS ADDED, IT WAS TO EXPAND OUR CONTINUUM OF SERVICES WHEN IN ANY AREA IN SPECIAL EDUCATION, WE LIKE TO HAVE ALTERNATIVES.
RIGHT. WE WANT TO BE ABLE TO IF SOMETHING'S NOT WORKING, TRY SOMETHING ELSE.
BUT THERE ARE WAYS THAT YOU CAN ADAPT IT.
AND THERE IS ACTUALLY A TRAINING THAT WE PROVIDE TO OUR STAFF IN ORDER TO UNDERSTAND WHAT THE WHAT THE PARAMETERS FOR THE ADAPTATIONS ARE AS FAR AS WHERE WE'RE USING IT AND WHERE WE'RE NOT, WE'RE ACTUALLY USING IT ACROSS FROM READING BY DESIGN CAN ACTUALLY BE USED FROM K TO 12.
WILSON READING SYSTEM IS ACTUALLY FROM SECOND GRADE THROUGH 12TH GRADE.
FIRST GRADE STUDENTS, IF THEY KNOW THEIR ALPHABET, THEY CAN BE PLACED INTO A WILSON GROUP.
AND THEN AND WE CERTAINLY DON'T WANT TO MAKE DECISIONS BASED ON THE ADULTS IN THE BUILDING.
AND SO WE WANT TO MAKE SURE THAT WE ARE MEETING THE NEEDS OF ALL OF OUR STUDENTS.
SO AS FAR AS COMMUNICATING WHAT WHAT PROGRAM THE STUDENTS ARE IN, IT'S MADE IN AN ARD COMMITTEE.
IT OUTLINES WHERE THE STUDENT STARTED AND ENDED EACH NINE WEEKS IN PROGRAM.
AND IT'S GOT THE INFORMATION ABOUT THE PROGRAM AND WHAT SUBSTEP OR STEP OR LESSON THEY'RE IN.
SO THAT INFORMATION DOES GO HOME IN THE PROGRESS REPORT AS WELL.
AS FAR AS WHY THE CHANGES WERE MADE IS NOW THAT WE DON'T HAVE ALL OF OUR STUDENTS ARE NOW BY THE END OF 24-25, ALL OF OUR SECTION 504 STUDENTS WILL HAVE HAD AN FIE, AND THEY WILL BE RECEIVING THEIR SERVICES THROUGH SPECIAL EDUCATION.
[01:50:05]
SO NOW ALL STUDENTS WILL BE IN SPECIAL EDUCATION.WILSON, WE'VE HAD FOR ALMOST 20 YEARS.
IT'S LIKE 17 YEARS OR SOMETHING.
AND WE ARE GOING TO CONTINUE AS AS, YOU KNOW, AS I NOTED BEFORE, THAT WE'RE COLLECTING ALL OF THIS DATA, BUT WE ALSO WILL BE COLLECTING GROWTH INFORMATION BASED ON WILSON VERSUS READING BY DESIGN SO THAT WE CAN REALLY SEE THE PERFORMANCE OF BOTH PROGRAMS FOR THE STUDENTS IN ROUND ROCK AND USE THAT TO MAKE DECISIONS ABOUT WHERE WE'RE GOING WITH THE USAGE OF BOTH PROGRAMS. SO I THINK THAT THAT GOES INTO MY MY QUESTION A LITTLE BIT DEEPER.
IS THERE DATA? I MEAN, NOT JUST FROM ROUND ROCK, RIGHT.
BECAUSE KIDS WITH DYSLEXIA ARE ALL ACROSS THE COUNTRY, THE WORLD.
DO WE HAVE DATA FROM READING BY DESIGN VERSUS WILSON FOR LIKE LOWER GRADE LEVELS, MIDDLE GRADE LEVELS? BECAUSE I HAD HEARD READING BY DESIGN WAS KIND OF MIDDLE SCHOOL GRADE FOR THAT.
ELEMENTARY WAS STILL DOING WILSON.
SO THIS WAS I DID NOT KNOW WE WERE USING READING BY DESIGN AT THE ELEMENTARY LEVEL.
YES. SO WE THERE IS, SCIENTIFIC RESEARCH BASED, YOU KNOW, FOR READING BY DESIGN AS WELL AS WILSON.
BUT OUR PLAN IS TO COLLECT THAT DATA AS WE MOVE THROUGH.
BECAUSE THEY ARE ALL SBOE APPROVED PROGRAMS, WHICH THEY HAVE TO MEET SOME VERY STRICT CRITERIA.
AND IT WAS OUTLINED SOME OF THE COMPONENTS OF THE INSTRUCTION.
IT IS REALLY THEY THEY ARE APPLES TO APPLES.
THEY JUST HAVE SLIGHT DIFFERENCES.
SOMETIMES THEY'RE SEQUENCED IN A SLIGHTLY DIFFERENT WAY.
SOME DISTRICTS, THAT'S THE ONLY PROGRAM THAT THEY USE.
AND SOME LIKE I KNOW IN AISD, IT IS THEIR MAIN PROGRAM THAT THEY USE.
BUT IT IS A RELATIVELY NEWER PROGRAM.
AND SO THERE'S NOT A LOT OF EFFICACY OR GROWTH DATA OUT THERE THAT I'VE BEEN ABLE TO FIND OUTSIDE OF THE ORIGINAL RESEARCH USED TO GET THE PROGRAM APPROVED BY SBOE.
I GUESS WHEN MY DAUGHTER WENT THROUGH IT, I THINK WE WERE JUST DOING WILSON.
AND IT'S A PROGRAM THAT'S BEEN AROUND A LONG TIME AS WELL.
AWESOME. SO I DO HAVE SOME OTHER QUESTIONS.
BUT DO WE HAVE SOME DATA ABOUT WHEN WE'RE IDENTIFYING STUDENTS IN OUR DYSLEXIA PROGRAM, YOU KNOW, ARE WE IDENTIFYING THEM AT FOURTH GRADE, FIFTH GRADE, THIRD GRADE? AND IF THEY'VE BEEN WITH US SINCE KINDERGARTEN DO WE HAVE THAT DATA? DID THAT COME OUT OF THIS? SO I DON'T KNOW THAT GIBSON SPECIFICALLY LOOKED AT THAT.
AND SO I DO ACTUALLY ON MY WEBSITE HAVE INFORMATION ABOUT WHEN STUDENTS ARE IDENTIFIED.
AND WHEN THEY ARE ASKING FOR THAT, IF PARENTS ARE RESISTANT OR HESITANT TO DO SO, WE WE ASK THE CAMPUSES TO LET US KNOW EXACTLY WHAT THE HESITATIONS ARE. WE MAKE SURE THAT WE ARE PRESENTING THE INFORMATION, AND WE BRING OUR SPECIAL EDUCATION STAFF ON BOARD SO THAT THEY CAN GIVE PARENTS A BETTER UNDERSTANDING OF WHAT WHAT AN EVALUATION MIGHT LOOK LIKE AND WHAT THE BENEFITS ARE FOR STUDENTS WITH DYSLEXIA, BECAUSE NOW STUDENTS WITH DYSLEXIA, THE ONLY WAY THEY CAN RECEIVE SERVICES AT THE END OF THE SCHOOL YEAR IS THROUGH A SPECIAL EDUCATION EVALUATION.
SO DO WE KEEP TRACK OF THOSE THAT ARE, I GUESS, ARE ASKED TO BE EVALUATED BY PARENTS VERSUS THOSE THAT ARE EVALUATED BY THE SCHOOL? DO WE KEEP TRACK OF THAT?
[01:55:02]
SO SPECIFICALLY, YOU'RE ASKING WHETHER OR NOT WE TRACK PARENT EVALUATIONS REQUESTS IN LIEU OF THE REQUESTS THAT ARE GENERATED BY THE CAMPUS? YEAH. SO YEAH, A PARENT HAVING TO ASK TO GET THEIR CHILD EVALUATED VERSUS WHAT YOU WERE JUST THAT PROCESS WHERE THE CHILD IS, WHERE THE SCHOOL ASKS THE PARENTS TO BE EVALUATED.DO WE KEEP TRACK OF? WE DON'T TRACK NECESSARILY THAT SPECIFIC DATA.
BUT THE SOURCES AS IT RELATES TO WHERE THAT EVALUATION REQUEST IS COMING FROM.
WE DO NOT NECESSARILY TRACK THAT DATA.
AND THEN DO WE KEEP TRACK OF WHEN STUDENTS LEAVE THE DYSLEXIA PROGRAM.
AND IS THAT CHANGING WITH THE STUDENTS GOING INTO SPED.
ARE YOU SAYING FINISHING PROGRAM IF THEY FINISH ALL THE PROGRAM OR.
RIGHT. SO LOTS OF STUDENTS WILL CHOOSE TO LEAVE THE PROGRAM USUALLY IN MIDDLE SCHOOL.
ARE WE KEEPING TRACK OF THE PERCENTAGE? SO WE JUST STARTED ASKING THAT QUESTION AS OF LAST YEAR.
SO WHAT WE ARE TRYING TO DO IS COLLECT THAT INFORMATION.
WE DO WANT TO KNOW WHY WHY STUDENTS LEAVE PROGRAM.
AND WE ALSO ARE TRYING TO GET BETTER AT COLLECTING DATA WHEN THEY DECIDE TO LEAVE PROGRAM SO THAT IF THEY DO DECIDE TO RETURN TO PROGRAM AT A LATER TIME, WE WANT TO MAKE SURE THAT WE KNOW WHERE THEY WERE WHEN THEY LEFT AND MAKE SURE THAT THERE'S NOT ANY REGRESSION AND THINGS LIKE THAT.
AND LAST YEAR, I WAS ABLE TO REPORT THAT WE HAD 23 STUDENTS LAST YEAR THAT FINISHED THEIR PROGRAM.
AND 21 OF THEM WERE STUDENTS IN ELEMENTARY SCHOOL.
JUST SINCE I WAS IN THAT WORLD, I NOTICED SO MANY STUDENTS THAT THEY HAD TO DECIDE TO EITHER TAKE ONE OF THEIR ELECTIVES AWAY OR THEY HAD TO DECIDE TO STAY IN THE DYSLEXIA PROGRAM. AND I WOULD I WOULD LOVE FOR THIS DISTRICT TO FIGURE OUT HOW TO NOT HAVE THAT HAPPEN, WHICH I KNOW WOULD MEAN BEFORE OR AFTER SCHOOL.
BUT SHIFTING THE SCHEDULE AND KIDS THAT ARE WILLING TO DO THAT OR DR.
GO AHEAD. GO AHEAD. I KNOW THAT THAT'S WE HEARD THAT CONCERN, DR.
BONE. AND THE IDEA IS REALLY IF WE IDENTIFY THE STUDENTS, WE NEED TO IDENTIFY THE STUDENTS AS EARLY AS POSSIBLE SO WE CAN GO THROUGH THAT PROGRAM THAT THREE, NO MORE THAN FOUR YEARS. SO THAT HAPPENED IN ELEMENTARY.
THAT WAY THEY DON'T HAVE TO LEAVE, TO EXIT THE PROGRAM.
THE PROBLEM SOMETIMES IS STUDENTS MAY ENROLL WITH US WHEN THEY'RE IN THIRD GRADE, FOURTH GRADE, AND THEN WE TEST THEM THEN AND THAT'S WHEN WE DISCOVER, YOU KNOW, THEY NEED DYSLEXIA SERVICES.
AND THAT COULD BE BECAUSE THEY MIGHT NOT HAVE THAT 3 OR 4 YEARS TO FINISH.
SO ONE OF THE THINGS WE'VE DONE AND I THINK AND I THINK YOU'RE GOING TO TALK ABOUT HERNANDEZ AND CD.
RIGHT. THAT'S ONE OF THE THE THINGS WE CHANGED THIS YEAR.
AND I DON'T WANT TO STEAL NATALIE'S THUNDER.
GO AHEAD DR. NELSON SAW WHAT WE DID AT HERNANDEZ AND CD.
HE SAID I DON'T WANT TO STEAL YOUR THUNDER, BUT I'M GOING TO STEAL YOUR THUNDER.
IT'S OKAY, SIR, WE'RE ALL ON THE SAME TEAM.
YEAH. NO, NO, NO, WE'RE ALL ON THE SAME TEAM.
SO ONE OF THE THINGS IS THAT WAS A DISCUSSION THAT WE HAD AT ONE OF OUR LAST BOARD MEETINGS, AND ONE OF THE THINGS THAT WE'VE DONE IS EXPERIMENT WITH A DIFFERENT SCHEDULE FOR OUR MIDDLE SCHOOLS.
SO THIS YEAR, TWO OF OUR MIDDLE SCHOOLS, CD FOLKS, AND ALSO HERNANDEZ IS EXPERIMENTING WITH A NINE PERIOD DAY BECAUSE ONE OF THE THINGS WE WERE TOLD IS PEOPLE HAD TO SELF-SELECT OUT SO THAT THEY WOULD HAVE ACCESS TO MORE CERTAIN ELECTIVES.
THEY HAVE ACCESS TO DYSLEXIA CLASSES AND ALSO IF A STUDENT NEEDS ACCESS TO INTERVENTION STILL, THAT INTERVENTION DID NOT BAR THEM FROM, AGAIN HAVING ACCESS TO THEIR ELECTIVES AS WELL.
SO WE'RE EXPERIMENTING WITH THAT WITH TWO OF OUR CAMPUSES TO SEE HOW THAT WORKS OUT FOR OUR PARENTS, AND ALSO HOW THAT IMPACTS OUR DYSLEXIA PROGRAMING AT THE MIDDLE SCHOOL, AND STUDENT OUTCOMES IN GENERAL STUDENT OUTCOMES.
HOW CAN WE IMPROVE STUDENT OUTCOMES? YEAH. THANK YOU. THAT'S ACTUALLY VERY EXCITING.
I HOPE IT'S SUCCESSFUL FOR THE STUDENTS.
SO I DO FEEL THAT THERE'S PROBABLY A BIG PORTION OF OUR PARENTS THAT ARE NOT WELCOMED.
[02:00:06]
PRETTY MUCH ONE SIDED POLITICALLY.HOLD ON TRUSTEE BONE. WHAT IS YOUR POINT TRUSTEE MARKUM? I WOULD JUST ASK FOR DECORUM, ESPECIALLY IN SPEAKING ABOUT COMMUNITY MEMBERS WHO GIVE THEIR TIME TO TRY TO MAKE THE DISTRICT BETTER.
SO THAT'S HAPPENING AT CD FOLKS AND HERNANDEZ, WHICH WE WERE EXCITED TO LEARN.
SO I'M GLAD ALL THE TRUSTEES GET TO LEARN ABOUT THAT TONIGHT.
DID YOU USED TO WORK HERE? WERE YOU IN DR. MALERBA SHOP? THAT'S RIGHT. OKAY.
THE LAST THING WELL, I HAVE TWO MORE THINGS.
WHEN TALKING ABOUT SUPERVISION, IT'S VERY COMMON IN ORGANIZATIONS TO HAVE A MATRIX SUPERVISION, SUPERVISION OVERSIGHT, WHERE YOU'VE GOT A DOTTED LINE, MAYBE TO THE DYSLEXIA SERVICE. I DON'T KNOW IF YOU'RE.
WISE OR MISS WISE, MISS WISE? ARE WE GOOD? I'M JUST GOING TO ASK FOR AUDIENCE MEMBERS TO KEEP THEIR CONVERSATIONS AS QUIET AS POSSIBLE.
OKAY. THANK YOU. I DON'T WANT TO STUMP YOU, BUT AND IF YOU HAVE TO GIVE IT A MOMENT, THAT'S OKAY.
I'D LIKE TO KNOW WHAT KEEPS YOU UP AT NIGHT? WELL I GUESS PROBABLY THE MOST THE THING THAT KEEPS ME UP AT NIGHT, I WOULD SAY, IS PROBABLY JUST WANTING TO BE SURE THAT WE'RE DOING WHAT'S BEST FOR STUDENTS AND MAKING SURE THAT STUDENTS HAVE WHAT THEY NEED IN THEIR CLASSROOMS, BE IT THE PERSON PROVIDING THEIR DYSLEXIA SERVICES.
AND SO I THINK IT'S VERY IMPORTANT TO TO ALWAYS TRY TO CAPITALIZE ON THE MOST TRAINED OR MOST HIGHLY TRAINED OR THE MOST HIGHLY INTERESTED EVEN IN, IN PROVIDING THOSE SERVICES, WHICH, LIKE I SAID, WE HAVE A LOT OF HIGHLY TRAINED, HIGHLY SKILLED TEACHERS ON CAMPUSES.
AND SO JUST BEING SURE THAT WE'RE DOING WHAT'S BEST FOR STUDENTS AND MAKING SURE THAT WE ARE PROVIDING THE BEST POSSIBLE DYSLEXIA INSTRUCTION THAT WE CAN WITHIN THE PARAMETERS THAT WE HAVE IN OUR DISTRICT, WHICH, YOU KNOW, OFTENTIMES IS SCHEDULING OR OR STAFFING OR, OR ALL OF THOSE THINGS.
SO THAT'S WHAT KEEPS ME UP AT NIGHT.
AND I SAW SOME HEAD NODDING FROM DR.
TEASLEY. IS THERE ANYTHING YOU WANT TO ADD? YES, I WHAT I CAN SAY IS IN ALL OUR DECISION MAKING IS STUDENT FOCUS.
SO ENSURING THAT WHATEVER WE'RE DOING, OUR PROGRAMING REVIEW, INTEGRATING ANY TYPE OF CHANGES, ENSURING THAT WE KEEP OUR STUDENTS AT OUR FOCUS, OUR STUDENT OUTCOME IS WHAT DRIVES US.
HOW IS THIS GOING TO IMPACT OUR STUDENTS? HOW CAN WE ACTUALLY IMPLEMENT THIS AND MAKE IT A MORE EFFICIENT PROCESS FOR THE CAMPUSES.
SO OUR STUDENT OUTCOME IS ALWAYS IN OUR FORETHOUGHT.
SO WHAT KEEPS ME UP AT NIGHT? A LOT OF THINGS KEEPS ME UP AT NIGHT, BUT JUST ENSURING THAT WE'RE DOING WHAT'S RIGHT BY OUR STUDENTS.
THANK YOU. A LOT OF MY QUESTIONS HAVE ALREADY BEEN ANSWERED.
I'M SURE YOU ALL ARE GRATEFUL FOR THAT.
AND THANK YOU TO THE DISTRICT FOR ANSWERING THE QUESTIONS THAT I SENT IN.
I DID WANT TO ASK ABOUT SOME OF THE OTHER INITIATIVES OUTSIDE OF THE RECOMMENDATIONS.
SO JUST A COUPLE OF QUESTIONS.
WILL THAT COMMUNICATION AND TRANSPARENCY ON PROGRAMS AND WHAT PROGRAMS ARE OFFERED AT WHICH CAMPUSES ALSO BE GIVEN TO OUR FAMILIES? IT IS OUR GOAL, ONCE WE HAVE OUR PROGRAM MANUAL, TO MAKE SURE IT'S TRANSPARENT AND AVAILABLE TO ALL.
[02:05:06]
AS YOU KNOW, AS OUR DISTRICT, OUR SIZE, WE DO NOT NECESSARILY HAVE A FULL CONTINUUM OF SERVICES ON OUR ELEMENTARY CAMPUSES.SO EVENTUALLY WE WOULD LIKE THIS TO BE A DOCUMENT THAT IS READILY AVAILABLE THAT ACTUALLY SHOWS ALL INFORMATION AS IT RELATES TO THE PROGRAM AND WHAT IT ENTAILS, AND AS WELL AS THOSE STRANDS AND THE PROGRAMING SUPPORTS AND AS WELL AS PROFESSIONAL DEVELOPMENT THAT IS REQUIRED WITHIN THOSE PROGRAMS. BUT TO ANSWER YOUR QUESTION, IT IS OUR GOAL TO MAKE SURE THAT PROGRAMING THAT IS AVAILABLE ON CAMPUSES IS AVAILABLE IN TRANSPARENT TO OUR PARENTS.
WHAT THE HURDLES WE MIGHT ENCOUNTER.
IS THAT A FLUID PROCESS? BECAUSE QUITE OFTEN WE HAVE OVERFLOWS WHERE POTENTIALLY WE HAVE TO OPEN AND ADJUST MID-YEAR, EVEN, YOU KNOW, THE START OF THIS YEAR, WE MADE A LOT OF PIVOT AND CHANGES.
SO THAT WOULD BE A FLUID PROCESS.
BUT THAT TRANSPARENCY IS SOMETHING THAT WE'RE AIMING FOR.
AND I KNOW THAT THERE ARE SHIFTS IN THOSE PROGRAMS SOMETIMES AND WHERE THEY LAND, BUT I DO THINK IT HELPS BALANCE THE IT EQUALIZES THE POWER BALANCE BETWEEN PARENTS AND THE DISTRICT.
IT MAKES THEM EQUAL PARTNERS IN THOSE DECISIONS.
SO I THINK THAT WOULD BE GOOD FOR PARENTS.
AND THEN I WANTED TO KNOW, AS YOU GO THROUGH THE PROGRAM REVIEW AND YOU LOOK AT WHAT EACH OF THESE PROGRAMS NEED, DO YOU FORESEE THAT SHIFTING THE NUMBER OF ALLOTMENTS CERTAIN PROGRAMS MAY NEED IN SORT OF I GUESS CODIFYING THAT, MAKING THAT A CONSISTENT PRACTICE ACROSS THE DISTRICT OF HOW MANY ALLOCATIONS SPECIFIC PROGRAMS GET.
SO WE DO GO GRANULAR IN LOOKING AT THE SUPPORTS THAT ARE NEEDED TO IMPLEMENT THAT IEP.
SO WITH THAT BEING SAID, WHEN WE'RE ACTUALLY TALKING ABOUT ALLOCATIONS AND MAKING CONSISTENCY, THAT WOULD BE DIFFICULT BECAUSE WE INDIVIDUALIZE THAT SUPPORT.
OKAY. THANK YOU. AND I GUESS IN MY MIND I WAS THINKING MORE OF LIKE A BASELINE.
AND THEN FOR IEP DEVELOPMENT, HOW ARE YOU PROGRESS MONITORING SUCCESS WITH THE CHANGES THAT YOU'RE MAKING? I THINK THAT TIED INTO RECOMMENDATION FOUR MAYBE OR FIVE, YOU KNOW, JUST AS FAR AS MAKING SURE THAT THE PLAAFP IS WRITTEN CORRECTLY, THE BASELINE DATA IS THERE.
I KNOW YOU'RE GOING TO BE DOING THE PEER AUDITS, BUT ARE YOU TAKING ANY DATA TO PROGRESS MONITOR SUCCESS ON THAT INITIATIVE? WE ARE, ONCE WE ACTUALLY OBTAIN DATA FROM THE AUDITS WE'RE ACTUALLY REVIEWING TO SEE EXACTLY WHAT PROFESSIONAL DEVELOPMENT STRANDS THAT WE NEED TO GO BACK AND REVISIT.
WE ARE HONING IN ON OUR NEW TEACHERS WITHIN THE DISTRICT, AGAIN, REQUESTING THAT THOSE DRAFT IEPS BE PROVIDED TO US SO WE CAN PROVIDE FEEDBACK AND PROVIDE THAT AS A PROFESSIONAL GROWTH OPPORTUNITY AND A LEARNING OPPORTUNITY ONE ON ONE WITH OUR TEACHERS.
AND AGAIN, WE HAVE THAT MONTHLY LEARNING LEADER NETWORK THAT WE'RE USING THAT AS AN OPPORTUNITY AS WELL AS TO HONE IN ON IEP DEVELOPMENT, WHETHER OR NOT WE'RE TALKING ABOUT OUR OUR GOALS AND AS WELL AS OUR PROGRESS MONITORING.
TRUSTEE MARKUM TRUSTEE MARKUM.
I'M SORRY. LIKE SOME OF THESE ADDITIONAL AREAS OF FOCUS, IT'S IN THE BABY STAGES, RIGHT? SO WE ARE OUR TEAM.
WE WOULD LOVE TO MAYBE IN A FEW MONTHS, MAYBE COME BACK TO THE BOARD.
AT THAT TIME WE WOULD MAYBE HAVE MORE DATA COLLECTED.
WE'LL ALREADY WE'LL KNOW WHERE WE'RE AT AND SO WE CAN SHARE MORE INFORMATION.
RIGHT NOW, THESE ARE REALLY THE BEGINNING OF LIKE SOME CHANGES, POSITIVE CHANGES, WE HOPE.
BUT WE WOULD LOVE TO COME BACK AGAIN.
AND I KNOW THE TEAM WILL BE EXCITED TO COME BACK AGAIN AND TELL YOU WHERE WE'RE AT, BUT PROBABLY IN A FEW MONTHS FROM NOW, AS WE START IN THIS WORK THIS FALL, WE WILL HAVE TO WAIT A FEW MONTHS BEFORE WE CAN COLLECT MORE DATA AND BE ABLE TO SHARE WITH YOU.
OKAY. THANKS, I APPRECIATE THAT.
AND THEN I HAD A QUESTION ON WHICH ONE WAS IT, OH, DATA CAPTURE.
SO I KNOW THAT IT'S BECOME A FABULOUS TOOL AND THAT IT WORKS REALLY WELL FOR YOUR TEAM.
[02:10:02]
AND, YOU KNOW, I KNOW GIBSON HAD TALKED ABOUT THE DATA INTEGRITY THAT COMES WITH MANUAL ENTRY.SO AS WE'RE USING THAT TOOL, ARE WE ARE WE STILL PURSUING I UNDERSTAND ALL THE INTRICACIES OF HAVING TO PULL BETWEEN 504 AND, YOU KNOW, SPECIAL EDUCATION AND THE PACING.
AND THERE ARE A LOT OF COMPONENTS TO DYSLEXIA.
AND IT MAKES IT HARD TO PULL INTO A DATABASE.
BUT ARE WE STILL CONTINUING TO PURSUE BUILDING SOMETHING LIKE THAT AS WE CONTINUE TO USE DATA CAPTURE, OR IS THAT OFF THE TABLE COMPLETELY? SO THE ISSUE IS NOT SO MUCH WHAT WE HAVE TO ABILITY TO BUILD.
FIRST OF ALL, THERE'S NOTHING THAT EXISTS RIGHT NOW, RIGHT, THAT DOES THIS JOB.
SO THAT'S NUMBER ONE. NUMBER TWO, ALSO BECAUSE THE SYSTEM IS NOT FULLY TRANSITIONED OVER AS YET.
OUR STUDENTS WHO RECEIVE DYSLEXIA SERVICES WERE ONCE UNDER 504 THAT FULL MIGRATION TO WHERE THEY ALL EXIST IN THE SAME SPACE WITHIN THE SYSTEM, THAT HASN'T HAPPENED AS YET.
SOME PEOPLE ARE IN 504, NOT EVERYONE IS RECEIVING DIRECT SERVICES.
AND THEN SOME PEOPLE WHERE DYSLEXIA IS MAYBE MY SECONDARY OR MY TERTIARY WAY THAT I QUALIFY.
SO WE WERE FORCED TO GO THROUGH AND FIND A DIFFERENT WAY TO CAPTURE THE DATA.
ONCE THE FULL MIGRATION, AS FAR AS WHERE EVERYTHING IS SENT OVER IN AND IT'S IN ONE SPOT, THEN WE CAN BEGIN TO LOOK AT HOW, THEN OUR RESEARCH AND ASSESSMENT TEAM CAN MAYBE FIGURE OUT A WAY TO PULL FROM THE DATA FRONTLINE, WHICH IS THE AREA WHERE WE HOLD OUR SPECIAL EDUCATION INFORMATION.
THAT INFORMATION LIVES IN NOTES.
SO WE WILL HAVE TO FIGURE OUT EXACTLY HOW ARE WE GOING TO CAPTURE THAT DIFFERENTLY.
BUT RIGHT NOW IT DOES NOT EXIST.
AND ALSO THE BIGGEST ISSUE IS THE FACT THAT IT'S NOTED IN SO MANY DIFFERENT WAYS.
THERE'S NOT A CLEAN WAY TO PULL FROM THE SYSTEM TO GET INTO INFORMATION.
SO DONNA AND HER TEAM HAVE ACTUALLY DONE A PHENOMENAL JOB AS FAR AS FINDING A WAY TO CAPTURE THAT DATA AND FIGURE OUT HOW TO REPORT OUT ON IT, AS WELL AS COMING BACK AND TELLING YOU WHERE WE ARE WITHIN THAT, I THINK THEY DID THEMSELVES A DISSERVICE BECAUSE THE EXTENT AS FAR AS WHAT INFORMATION THEY'RE GATHERING FROM THAT AND WHAT THEY'RE REALLY PULLING IN, YOU REALLY DON'T REALLY UNDERSTAND WHAT IT IS AND WHAT THEY'RE DOING UNTIL YOU SEE IT.
SO I THINK IT WOULD BE IMPORTANT FOR YOU TO BE ABLE TO HAVE A SENSE OF WHAT EXACTLY THIS DATA IS SAYING AND HOW IT ALLOWS THEM TO THEN BETTER THE PROGRAM AND HOW IT ALLOWS THEM TO SEE INTO THE PROGRAM TO FIGURE OUT IF WE'RE MAKING GAINS IN CERTAIN AREAS.
SO THAT'S THE ISSUE RIGHT NOW.
THERE'S NO WAY TO PULL AND TO IN A ONE SET SPOT FOR MY SYSTEM IN ORDER TO GIVE THAT DATA AT ALL.
WE'VE AGONIZED OVER THIS AND WHERE WE TRULY LOVE OUR DATA AND WHAT IT TELLS US TO DO.
THANK YOU. AND I KNOW, I KNOW THAT YOU HAVE.
I JUST WANT TO CONTINUE TO BRING UP THE CONVERSATION AND SEE WHERE WE'RE AT WITH IT.
AND I KNOW YOU'VE DONE SO MUCH TO REFINE THAT TOOL.
SO I REALLY DO APPRECIATE ALL THE WORK THAT YOU'VE DONE.
WE'RE HOPING WHEN THAT FULL TRANSITION HAPPENS AND EVERYTHING GOES INTO SPECIAL EDUCATION, MAYBE SOME OF THE THE DIFFERENT SYSTEMS WHERE SPED DATA IS HELD HOPEFULLY THEN THEY BEGIN TO CHANGE THE WAY THEY'RE DOING THAT WORK ONCE THAT FULL MIGRATION HAPPENS, WE CAN HOPE.
I THINK EVERYBODY'S HAD A CHANCE TO SPEAK.
TRUSTEE BONE STILL HAS HER LIGHT ON.
CAN YOU REMIND HER OF HOW MUCH TIME SHE HAS LEFT? TRUSTEE BONE YOU'RE AT TIME.
YEAH. YOU'RE AT TIME. SHE'S AT TIME.
HOW AM I AT TIME IF I WASN'T TOLD I WAS AT TIME EARLIER? YOUR LAST QUESTION TOOK YOU OVER TWO MINUTES.
OKAY. IT WOULD BE NICE TO TO KNOW THAT WHEN WE'RE GOING THROUGH.
I'M SORRY. I DIDN'T HEAR YOU WHAT? I JUST SAID IT WOULD BE NICE FOR US TO TO KNOW WHEN WE'RE OUT OF TIME OR WHEN WE'RE GETTING CLOSE TO OUT OF TIME SO WE KNOW HOW TO PRIORITIZE OUR QUESTIONS.
I DON'T HAVE ANY OTHER LIGHTS ON.
SO THANK YOU VERY MUCH FOR EVERYBODY'S PARTICIPATION IN THIS EFFORT.
[02:15:01]
I LOOK FORWARD TO SEEING ALL OF THESE MEANINGFUL CHANGES MOVING FORWARD.IT IS 8:33 AND I THINK WE ARE DUE FOR A RECESS.
850. IT IS 8:50 AND WE ARE BACK IN OPEN SESSION.
WE ARE GOING TO GO TO AGENDA ITEM G1 BOARD STUDENT OUTCOME GOAL TIME TRACKER.
[G. DISCUSSION ITEMS ]
AND I WILL TURN THAT OVER TO TRUSTEE MARKUM TO DISCUSS THIS WITH US.I WAS JUST TRYING TO GET THIS UP REALLY FAST.
OKAY. ARE WE POSTED? WE CAN DO BOTH JULY AND AUGUST.
RIGHT? IT'S A GENERAL POSTING.
OKAY. SO FOR JULY, WE OH, I'M SO SORRY DID NOT HAVE THIS PULLED UP.
OKAY, SO WE HAD 0% ON STUDENT OUTCOME MINUTES.
BUT THAT'S BECAUSE IN JULY, ALL OF OUR MEETINGS WERE CENTERED AROUND THE BOND.
AND THEN FOR AUGUST AGAIN WE HAD A LOT OF MEETINGS CENTERED AROUND THE BOND.
AND JUST VARIOUS DISTRICT BUSINESS THAT NEEDED TO BE DONE.
BUT I DO ANTICIPATE THAT NEXT MONTH IS GOING TO BE MUCH BETTER.
ALL RIGHT. THANK YOU. ANY QUESTIONS TRUSTEES.
SEEING NO LIGHTS ON WE'LL GO TO AGENDA ITEM G2 MEXICAN AMERICAN SCHOOL BOARD ASSOCIATION, ALSO KNOWN AS MASBA CONFERENCE UPDATE, TRUSTEE ZÁRATE RECENTLY HAD THE PRIVILEGE OF ATTENDING THE CONFERENCE.
SO TRUSTEE ZÁRATE, I WILL TURN IT OVER TO YOU.
I WILL TRY TO MAKE THIS AS BRIEFLY AS POSSIBLE.
I GET A LITTLE VERBOSE SOMETIMES.
JUST TELL ME IF I NEED TO MOVE ALONG.
IT WAS A SESSION ON IMMIGRANT STUDENTS RIGHTS AND HOW WE CAN SUPPORT THEM.
SO THIS IS A PRETTY SIZABLE GROUP OF OF STUDENTS THAT IT AFFECTS.
THEY WENT OVER POSSIBLE LAWS THAT ARE GOING TO AFFECT THEM THAT AND HOW YOU KNOW, WE NEED TO ADDRESS THIS BECAUSE OF THE SIZE OF OUR SCHOOL POPULATION OF, OF IMMIGRANT STUDENTS. AND THE ONE THING THAT HIT ME OUT OF THAT, THEY MADE THIS POINT THAT IMMIGRANTS ARE NEVER TREATED AS IF THEY ARE AT HOME.
AND I WOULD LIKE TO THINK THAT IN ROUND ROCK ISD, WE DO A LITTLE BETTER JOB OF THAT.
SHE WENT ALONG FROM HONDURAS THROUGH MEXICO AND TOOK US ON A JOURNEY OF WHAT THE IMMIGRANT FROM HONDURAS IMMIGRANT CHILD SOME OF THESE CHILDREN AS YOUNG AS EIGHT, ARE TRAVELING ON TOPS OF TRAINS ALL THE WAY THROUGH MEXICO TO OUR BORDERS, AND THEY GO THROUGH THIS KIND OF HEAVY.
THEY BRAVE BANDITS THAT EXTORT THEIR FAMILIES HERE IN THE US THAT HAVE SENT FOR THESE CHILDREN.
THEY FIND THEIR PHONE NUMBER AND CALL THEM AND ASK FOR MONEY AND UNFORTUNATELY, RAPE AS WELL.
THIS IS JUST THE COLD FACTS THAT ARE HAPPENING.
AND THESE COULD BE AND PROBABLY ARE STUDENTS IN OUR CLASSROOMS TODAY.
AND WE OFTEN ASK OURSELVES WHY.
MAYBE OUR SOME OF OUR ECONOMICALLY DISADVANTAGED OR IMMIGRANT STUDENTS AREN'T DOING AS WELL.
WELL, THEY'VE HAD A LOT ON THEIR MIND.
AND THESE ARE OUR IMMIGRANT STUDENTS AND WE NEED TO BE MORE AWARE OF THAT.
THEN I WANTED SOMETHING A LITTLE LIGHTER.
ONE, THAT IT'S THE INPUT THAT IS IN AI IS OFTEN BIASED, SO IT WILL REPRODUCE A SOCIETALLY BIASED PRODUCT BECAUSE WE AS HUMANS BASICALLY FEED IT INFORMATION SO THAT IT CAN TELL US WHAT'S RIGHT. RIGHT. SO THE STAT THAT STAGGERED ME WAS THE AI TECH INDUSTRY WAS $145 BILLION INDUSTRY IN 22-23.
AND THEREFORE, COMPANIES ARE JUMPING AT THE CHANCE FOR A PIECE OF THAT PIE.
RIGHT. SO YOU HAVE A LOT OF PEOPLE THAT AREN'T QUALIFIED TO EVEN IMPLEMENT THIS STUFF SO FAR.
SO THERE'S NOT GOOD COMMUNICATION BETWEEN SOME OF THESE DISTRICTS.
AND BASICALLY THEY WERE WARNING US THAT IF YOU DON'T HAVE SOMEBODY WHO'S GOT THE PRODUCT CERTIFICATIONS TO LEAD THIS KIND OF EDUCATIONAL TOOL, THEN YOU PROBABLY DON'T WANT TO PURCHASE IT RIGHT NOW.
[02:20:06]
GOING TO CONTINUE GROWING AND BECOMING HARDER TO EVALUATE BECAUSE IT'S GOING TO CHANGE BECAUSE OF US.SO IT'S A VERY INTERESTING CONUNDRUM TO BE IN.
THEN I WENT TO A PANEL OR A SESSION ON BEING A VULNERABLE BOARD MEMBER, AND THIS WAS BY THE DELIGHTFUL KAYE DOUGLAS, WHO IS MY HERO I LOVE HER, SHE'S FROM TASB AND I GOT SAD NEWS THAT SHE IS RETIRING THIS YEAR.
SHE WILL NO LONGER BE BE A CONSULTANT FOR TASB.
MAUREEN'S GOING TO LIVE ON HER FARM FOR A WHILE.
BUT WE CAN FIND THE STRENGTH IN VULNERABILITY.
THE QUOTE WAS THE CENTER OF MEANINGFUL HUMAN EXPERIENCE.
THE VULNERABILITY IS THE CENTER OF MEANINGFUL HUMAN EXPERIENCE.
VULNERABILITY IS THE ONLY BRIDGE TO HUMAN CONNECTION.
SO WE AS WE AS BOARD MEMBERS, WHEN WE'RE INTERACTING WITH OURSELVES, WITH EACH OTHER, WITH OUR SUPERINTENDENT, WITH STAFF, I THINK WE COULD ALL THINK ABOUT SOME OF THOSE LESSONS, FOR SURE. AND THERE WAS A GREAT PROGRAM CALLED THOMAS TALKS, WHICH IS BASICALLY LIKE TED TALKS, BUT IT WAS NINE STUDENTS THAT DID PRESENTATIONS ABOUT STUDENT PERSPECTIVE, AND THEY GAVE EXAMPLES OF DIFFERENT SITUATIONS WHERE STUDENT PERSPECTIVE SHIFTED ADULT THINKING.
AND I THOUGHT THAT WAS A PRETTY IT WAS A PRETTY EXCITING ROOM TO BE IN, JUST THESE NINE STUDENTS AS AS AMAZINGLY PREPARED AS ANYTHING THAT SAY, I DON'T KNOW, GIBSON JUST DID. SO IT WAS IT WAS REALLY REFRESHING TO SEE THESE STUDENTS AND AND TO CONTINUE LEARNING.
I HIGHLY RECOMMEND THIS CONFERENCE.
AGAIN, IF WE CAN MANAGE IT TO HAVE MORE THAN JUST ME GO NEXT YEAR.
IF I'M STILL HERE, I HIGHLY RECOMMEND IT.
I GOT A LOT OF REALLY GOOD INFORMATION OUT OF IT, AND AND THANK YOU FOR ALLOWING ME TO ATTEND MASBA.
THANK YOU VERY MUCH FOR THAT UPDATE.
ANY QUESTIONS FOR TRUSTEE ZÁRATE? ALL RIGHT. PERFECT. WE ARE MOVING ON TO ITEMS H1-9 THIS IS OUR CONSENT AGENDA.
[H. ITEMS FOR CONSIDERATION BY CONSENT ]
I DID NOT RECEIVE ANY REQUESTS FROM TRUSTEES TO PULL ANYTHING, SO I NEED A MOTION.MADAM PRESIDENT, I MOVE TO APPROVE ITEMS H1-H9 BY CONSENT.
SECOND, I HAVE A MOTION A SECOND.
ANY COMMENTS? SEEING NO LIGHTS.
ALL IN FAVOR, RAISE YOUR HAND.
ALL OPPOSED? MOTION CARRIES FIVE TWO.
ALL RIGHT. WE HAVE ALREADY DONE ITEM I1.
[I. ACTION ITEMS (Part 2 of 2)]
SO WE ARE ONTO ITEM I2 DISCUSSION AND POSSIBLE ACTION ON THE BOARD OF TRUSTEES SELF-EVALUATION.SECOND. I HAVE A MOTION AND A SECOND.
ALL IN FAVOR? ALL OPPOSED? ABSTAINING. MOTION CARRIES FIVE ZERO ONE.
PLEASE NOTE FOR THE RECORD, TRUSTEE WESTON WAS NOT PRESENT FOR THE VOTE.
WE'RE NOW TO ITEM I3 DISCUSSION AND POSSIBLE ACTION ON PUBLIC COMMENTS AT BOARD MEETINGS AND LET'S TALK OPTION THIS HAS TRUSTEE HARRISON'S NAME NEXT TO IT, BECAUSE TRUSTEE HARRISON MADE THE MOTION TO BRING THIS BACK.
BUT WE DO HAVE A PRESENTATION BY ADMINISTRATION ABOUT HOW LET'S TALK HAS BEEN USED IN THE DISTRICT.
AND SO LET'S GO AHEAD AND START WITH THAT.
AND THEN TRUSTEE HARRISON, I'LL LET YOU MAKE A COMMENT SINCE THIS WAS YOUR ITEM TO BRING BACK.
GOOD EVENING Y'ALL. THIS IS VERY SHORT.
WE HAD 39% HIDDEN CUSTOMERS THIS TIME, LAST TIME IT WAS ABOUT 15%, SO THAT NUMBER HAS GONE UP.
A HIDDEN CUSTOMER, IF YOU REMEMBER, IS SOMEBODY WHO CAN SUBMIT A QUESTION.
WE CAN RESPOND, BUT WE CANNOT SEE THEIR CONTACT INFORMATION.
AND THEN THE REST OF THE BREAKDOWN.
THE HOT TOPIC FOR THIS, THIS TIME PERIOD WAS THE ITS WE HAD 59 DIALOGS RELATED TO THAT.
YOU CAN SEE THE BREAKDOWN FOR THE REST OF IT.
FOR THE PREVIOUS TIME IT WAS ABOUT OFF CAMPUS PE.
ALL RIGHT. THANK YOU VERY MUCH.
I DID NOT START WITH A MOTION BECAUSE WE MAY NOT EVEN HAVE A MOTION OUT OF THIS.
[02:25:01]
SO I'M GOING TO TURN IT OVER TO TRUSTEE HARRISON FOR ANY KIND OF AN INTRODUCTION AND POSSIBLE MOTION, IF SHE HAS ONE.I WANT TO SAY THANK YOU FOR BRINGING THIS FORWARD.
I DID HEAR EDUCATION ROUND ROCK I THINK THAT I WOULD LIKE TO WAIT TO BRING THIS UP AGAIN UNTIL WE HAVE, YOU KNOW, NEW COLLEAGUES, THEY GET ACCLIMATED TO THIS ROLE.
I DO THINK COMMUNITY FEEDBACK IS IMPORTANT.
SO THIS IS SOMETHING THAT I PERSONALLY WILL CONTINUE TO REQUEST AND REEVALUATE.
BUT FOR RIGHT NOW, I'M GOOD WITH WHERE WE ARE.
THANK YOU. AND THANK YOU FOR REALLY IMPLEMENTING THIS WITH FIDELITY.
SURE. THANK YOU. ANY OTHER COMMENTS ABOUT LET'S TALK OR TRUSTEE WESTON? YEAH, I JUST WANT TO SAY THAT I STILL, I STAND BY MY POSITION THAT WE NEED TO OPEN UP COMMENTS AT OUR REGULAR BOARD MEETINGS TO OFF AGENDA TOPICS FOR I MEAN, I COULDN'T HAVE SAID IT BETTER THAN OUR PUBLIC SPEAKER TONIGHT.
I ADVOCATED FOR THAT BACK WHEN WE TALKED ABOUT IT LAST, I WAS IN THE MINORITY.
YOU KNOW, THIS IS THIS IS GOVERNMENT THAT BELONGS TO OUR COMMUNITY.
AND I THINK IT'S A DISSERVICE TO NOT ALLOW THAT.
I'M FINE WITH LET'S TALK AS A TOOL.
I DON'T LOVE IT AS FAR AS LIKE I CAN'T NECESSARILY REPLY TO PEOPLE VERY EASILY.
THE FORMAT THAT WE GET VIA EMAIL IS DIFFICULT TO READ AND UNDERSTAND WHO'S TALKING AND WHEN, AND IS IT A REPLY OR IS IT NEW? IT'S NOT USER FRIENDLY, JUST ON ON MY END AS A BOARD MEMBER.
BUT I MEAN, I'M FINE WITH KEEPING IT, BUT I DON'T THINK THAT IT SHOULD BE THE ONLY TOOL.
SO SOMETIMES WE GET SOME VERY ALARMING MESSAGES AND THE LET'S TALK APP THE WAY THEY'RE SUBMITTING IT, I HAVE NO WAY OF COMMUNICATING WITH THESE PEOPLE, SO I DON'T EVEN KNOW IF THEY UNDERSTAND THAT WHEN THEY SEND IT THE WAY THAT THEY SEND IT, DEPENDING ON THE SELECTIONS THAT THEY MAKE WHEN THEY SEND IT.
SO I HAVE CONCERNS ABOUT THAT.
TRUSTEE BONE. THANK YOU FOR THIS PRESENTATION AND THE NUMBERS, BECAUSE I THINK IT SHOWS THAT, YOU KNOW, I'VE BEEN ON THE BOARD NOW FOR ALMOST FOUR YEARS, AND WHEN WE WERE ENCOURAGING PEOPLE TO EMAIL THE BOARD AND TO COMMUNICATE DIRECTLY AND TO COME TO THE MICROPHONE AND TALK, THAT SINCE WE'VE IMPLEMENTED THE TWO DIFFERENT POLICIES, NOT JUST LET'S TALK, BUT TAKING AWAY BEING ABLE TO COMMENT ON OFF AGENDA TOPICS THAT IT HAS REALLY CHILLED THE THE PUBLIC FROM COMING AND ENGAGING WITH THE BOARD.
AND I WOULD LIKE TO REITERATE WHAT TRUSTEE WESTON SAID, THAT I ALSO, I WASN'T NECESSARILY A FAN OF THE WHOLE HOW EMAIL WOULD WORK WITH US ALL GETTING IT, BUT I THINK THERE'S A LOT TO BE DESIRED WITH LET'S TALK.
I'VE HAD PEOPLE COME UP TO ME AND BE LIKE, DIDN'T THE BOARD GET THIS YOU KNOW, LET'S TALK.
AND I'M LIKE, NO, I NEVER SEEN ANYTHING.
AND I'LL GO BACK AND LOOK AND THERE'S NOTHING.
YEAH, THIS IS OVER THREE MONTHS.
AND IT'S RIGHT AT THE BEGINNING OF SCHOOL YEAR.
SO USUALLY WE WOULD GET LOTS OF QUESTIONS.
WE'VE HAD A LOT OF BIG THINGS.
AND THESE NUMBERS ARE VERY SMALL FOR A DISTRICT THIS SIZE OF ENGAGEMENT.
SO I DO HOPE WE CHANGE SOMETHING.
AND I MEAN, WE HAD A COMMUNITY MEMBER, YOU KNOW, COME TO THE MIC TONIGHT.
AND I THINK SHE WAS REPRESENTING EVEN A LARGER GROUP OF, OF TEACHERS IS WHAT SHE WAS SAYING.
AND, AND THEY WERE EVEN ASKING FOR US TO DO THAT.
AND I THINK IT'S SAD THAT, YOU KNOW, WE KEEP KICKING IT DOWN THE ROAD BECAUSE THAT EVEN LOOKS MORE INTERESTING ON, ON MAYBE WE'RE DISCRIMINATING AGAINST CERTAIN PEOPLE IF WE'RE WAITING FOR CERTAIN PEOPLE TO GET OFF THE BOARD BEFORE WE, WE OPEN THINGS BACK UP.
TRUSTEE WEIR THANK YOU FOR YOUR FEEDBACK TRUSTEE BONE.
TRUSTEE WEIR. I, I HAVE SOME PRETTY STRONG FEELINGS AFTER WHAT WE'VE BEEN THROUGH ABOUT THE AMOUNT
[02:30:04]
OF AND TYPE OF COMMENT THAT WE'VE HAD, BUT I, I GUESS I WOULD LIKE TO INSTEAD OF JUST CONTINUING TO BRING THIS BACK.I MEAN, WE DO HAVE A COMMITTEE THAT IS WORKING ON COMMUNICATION, AND IF MAYBE WE COULD LET THAT COMMITTEE EVALUATE THIS AND WORK WITH STAFF AND THEN MAYBE COME BACK WITH SOME SUGGESTIONS RATHER THAN JUST EVERY FEW MONTHS PUTTING IT ON.
I ACTUALLY REALLY THINK ABOUT WHAT WE COULD DO, BECAUSE I KNOW THAT FOR LONE STAR GOVERNANCE, YOU KNOW, THEY DON'T WANT US TO HAVE THINGS OFF AGENDA TOPIC BECAUSE THAT DOES COUNT AGAINST OUR TIME.
BUT SO I THINK THERE ARE SOME DIFFERENT WAYS WE COULD PROBABLY DO IT AND STILL HAVE A GOOD MEETING, BUT MAYBE WE COULD HAVE OUR COMMITTEE TALK ABOUT IT FIRST AND THEN BRING RECOMMENDATIONS BACK TO THE FULL BOARD WOULD BE MY SUGGESTION.
TRUSTEE MARKUM I WOULD BE IN FAVOR OF THAT.
I THINK THAT THAT WOULD BE A THOROUGH PROCESS.
I MEAN, I KNOW WE HAVE A VARIETY OF GROUPS THAT ADMINISTRATION MEETS WITH AND THE THE COMMUNICATION, THE BOARD COMMUNICATION COMMITTEE IS STARTING TO HAVE MORE CONNECTION THERE AS WELL, AND I'M APPRECIATIVE OF THAT.
BUT THEY DON'T HAVE AS MUCH CONNECTION WITH US.
YOU KNOW, I THINK SOMETIMES IT'S HARDER FOR STUDENTS TO TALK TO, YOU KNOW, THE ADULTS IN THE ROOM.
ALL RIGHT. I DON'T HAVE A MOTION.
TRUSTEE ZÁRATE. ALONG THE SAME LINES, I THINK HEARING THE TEACHER, THE TEACHERS UNION SAY THIS TONIGHT, PERHAPS THAT COMMITTEE COULD ALSO MAYBE BANDY ABOUT WAYS THAT WE CAN REACH OUR TEACHERS TO ALLOW THEM TO HAVE ACCESS TO US.
PERHAPS MAYBE NOT AT THESE MEETINGS, BUT MAYBE WE GO TO THEM WHEN THEY ARE, WHEN THEY'RE AVAILABLE, PERHAPS DURING ONE OF THEIR PD DAYS OR SOMETHING LIKE THAT, WE CAN BE THERE AND AND JUST BE AVAILABLE FOR THEM TO TALK TO IF THEY WOULD LIKE.
I KNOW A LOT OF TIMES THERE'S YOU KNOW, THE, THE FEAR OF RETRIBUTION AND THINGS LIKE THAT.
BUT, I MEAN, WE'RE HERE BECAUSE WE WE WANT TO SERVE THEM.
AND I HOPE THEY REALIZE THAT AND MAYBE WE CAN SHOW THEM THAT THROUGH THAT.
BUT AS FAR AS NOW, I'VE ACTUALLY HEARD REALLY GOOD THINGS ABOUT LET'S TALK.
I'M NOT SAYING I HAVEN'T HEARD A FEW NEGATIVE COMMENTS, BUT OVERALL I'VE HEARD RAVES ABOUT IT, SO.
I DON'T HAVE ANY OTHER LIGHTS ON.
THAT IS A UNIQUE OPPORTUNITY THAT LET'S TALK OFFERS THAT YOU CAN VOICE YOUR COMMENTS AND NOT WORRY ABOUT RETRIBUTION OR NOT WORRY ABOUT THAT BEING HELD OVER YOU.
WE HAVE A LOT OF PEOPLE THAT ARE TAKING ADVANTAGE OF THAT.
SO ANYWAY, I DON'T HAVE ANY MOTIONS, SO I'M GOING TO PUT THIS BACK IN THE HANDS.
CAN I ACTUALLY I TRIED TO PUSH MY BUTTON.
CAN I ACTUALLY MAKE A MOTION TO SEND THIS TO THE COMMITTEE? I DON'T KNOW IF WE NEED A MOTION FOR THAT.
I DON'T THINK WE NEED A MOTION FOR THAT.
I WAS JUST GOING TO PUT IT IN THE COMMITTEE'S HANDS.
I'M CHAIR OF THAT COMMITTEE, I GOT IT.
WE'RE ON IT. ALL RIGHT, SO I'M GONNA PUT THAT BACK IN THE COMMUNICATIONS AND THEN WHEN I RECEIVE IT, OR WHOEVER SITS IN THIS POSITION COME NOVEMBER THEN THEY CAN PUT IT ON FUTURE AGENDAS SO.
ALL RIGHT, THAT IS THE CONCLUSION OF ITEM I3.
I4 AND I5 ARE VERY CLOSELY ALIGNED.
AND I'M GOING TO HAVE TO DO SOME EXPLANATION ABOUT THIS TRUSTEES.
WE'VE HAD LOTS OF OPPORTUNITIES IN THE PAST TO MAKE NOMINATIONS TO THE WILLIAMSON CENTRAL APPRAISAL DISTRICT, ALSO CALLED THE WCAD AND I5 IS FOR TCAD, WHICH IS THE TRAVIS CENTRAL APPRAISAL DISTRICT.
NOW ELECTION THEY'RE TRYING TO GET ON A CYCLE BASED ON A NEW LAW, AND I DON'T HAVE A SECTION 6.03E OF THE TEXAS PROPERTY TAX CODE. THAT KIND OF GOES INTO SOME OF THE DETAILS OF THIS NEW SYSTEM, BUT THE LEGISLATURE CHANGED IT.
[02:35:02]
SO I HAVE HAD MULTIPLE CONVERSATIONS WITH THE CHIEF APPRAISER FOR WCAD, MR. LANGFORD, AND THIS IS WHAT THE PROCESS IS NOW.THEY STILL THEY ALSO HAVE APPOINTED POSITIONS ON THEIR BOARD.
SO IT IS A MIXTURE OF ELECTED AND APPOINTED.
AND IT IS APPOINTED BY THE ENTITIES IN WHICH THE WCAD SERVES.
EXCUSE ME. AND SO BECAUSE OF THAT, THEY HAVE FIVE POSITIONS AVAILABLE FOR THIS COMING, THE TERM WOULD BEGIN JANUARY 1ST.
OF THOSE FIVE POSITIONS, THREE OF THEM WILL BE THREE YEAR TERMS. TWO OF THEM WILL BE ONE YEAR TERMS. WHEN THEY FINISH THE TERM THAT THEY'RE APPOINTED TO IN THIS CYCLE.
THOSE TERMS WILL THEN GO TO FOUR YEAR TERMS. SO IT'S A WAY FOR WCAD TO STAGGER THEIR APPOINTMENT PROCESS.
SO NEXT YEAR THEY'LL HAVE TWO MORE PEOPLE THAT WILL BE APPOINTED FOR A FOUR YEAR TERM.
AND THEN THREE YEARS FROM NOW THEY'LL HAVE THREE MORE PEOPLE THAT ARE APPOINTED TO A FOUR YEAR TERM.
SO MAYBE Y'ALL FOLLOWING ME, TRACKING ME ALONG.
OKAY, SO AS A TAXING ENTITY OR A TAXING UNIT OF WCAD, ROUND ROCK ISD HAS 950 VOTES. WE HOLD A SUPERMAJORITY BECAUSE WE ARE THE LARGEST TAXING ENTITY IN WILLIAMSON COUNTY.
SO WHAT THE WCAD IS ASKING FOR US TO DO IS TO MAKE ANY AMOUNT OF NOMINATIONS THAT WE SEE FIT FOR THESE SPACES 1 TO 5 PEOPLE.
WE HAVE TO SPECIFY IN OUR NOMINATION IF WE ARE NOMINATING THEM FOR A ONE YEAR TERM, OR IF WE ARE NOMINATING THEM FOR A THREE YEAR TERM, THEN COME NOVEMBER, WE WILL ACTUALLY BE ASSIGNING OUR 950 VOTES.
SO THERE WILL BE FIVE PLACES THAT WILL BE ON THE BALLOT IN NOVEMBER, AND WE CAN ASSIGN ALL OF THEM TO ONE ENTITY, ONE INDIVIDUAL, OR WE CAN DIVIDE THEM AMONG FIVE.
WE CAN GIVE ONE VOTE TO ONE PERSON AND TEN VOTES TO ANOTHER, AND 939 TO THE THIRD PERSON.
SO WE CAN DIVIDE IT HOWEVER WE WANT.
ALL WE ARE DOING AT THIS POINT IS NOMINATING PEOPLE TO BE PUT ON THE BALLOT, AND THEN THAT BALLOT, ALL OF THE TAXING ENTITIES ARE NOMINATING THEN THAT NOMINATING BALLOT WILL COME BACK TO THE DISTRICT IN NOVEMBER FOR THE BOARD TO ALLOCATE THE NUMBER OF VOTES THAT WE WANT TO ASSIGN.
DOES THAT MAKE SENSE? SAME PROCESS FOR TCAD BECAUSE THEY'RE UNDER THE SAME NEW LAW, OBVIOUSLY.
WE REACHED OUT TO COMMUNITY MEMBERS AND COMMUNITY MEMBERS.
WE RECEIVED THREE PEOPLE WHO WERE INTERESTED THROUGH OUR ONLINE SUBMISSION FORM FOR WCAD.
WE ACTUALLY ONLY HAVE 3% OF THE VOTES, I BELIEVE, FOR TCAD.
SO THE PERSON THAT WE NOMINATE VERY RARELY, IF EVER GETS ONTO THE TCAD BOARD UNLESS THEY GO AND SOLICIT OTHER TAXING ENTITIES TO RECEIVE THEIR ALLOCATED VOTES AS WELL.
SO TRUSTEES WERE SENT A LIST OF INDIVIDUALS WHO SUBMITTED THEIR NAMES.
SO AT THIS POINT WE WOULD NEED A MOTION.
SO NOW WE CAN LOOK AT NOMINATIONS FOR OUR ENTITIES.
I WILL TELL YOU, MR. LANGFORD'S PREFERENCE IS THAT WE NOMINATE FOR A ONE YEAR TERM.
OBVIOUSLY, WE CAN DO WHATEVER WE WANT, BUT HIS PREFERENCE IS THAT WE NOMINATE FOR A ONE YEAR ONE YEAR TERM BECAUSE 12 MONTHS FROM NOW WE ARE A SUPERMAJORITY AND ANYBODY THAT WE NOMINATE WILL BE INPUT.
OUR VOTES BEHIND WILL BE GUARANTEED TO GET A NEXT FOUR YEAR TERM A YEAR FROM NOW.
SO HE WAS CONCERNED ABOUT POSSIBLY HAVING EMPTY BOARD SEATS MOVING FORWARD.
SO THIS IS SOMETHING WE PROBABLY NEED TO DISCUSS.
SO TRUSTEE WESTON, MADAM CHAIR, SO WHAT SHOULD I READ IN FOR A TO PUT A NOMINATION? WELL, LIKE I SAID, I THOUGHT THAT WE SHOULD DISCUSS THIS FIRST OF WHAT WE WANTED TO NOMINATE AND WHETHER IT'S A ONE YEAR TERM OR A THREE YEAR TERM.
[02:40:07]
OKAY. CAN WE CAN WE USE NAMES? YES. YOU MAY. ABSOLUTELY.OKAY. ABSOLUTELY. SO WHEN YOU SAY SO WE'VE GOT LISA BIRKMAN, MAISHA PARKAR AND M.
SO ARE YOU ADVOCATING FOR BIRKMAN AND WEI BECAUSE THEY'RE CURRENTLY ON THERE? YES. OKAY.
SO I DON'T KNOW. AND I'VE NEVER MET MAISHA.
OKAY. WELL, I WOULD PREFER NOMINATING MAISHA.
SHE IS NOT A POLITICAL CANDIDATE FOR ROUND ROCK ISD.
I'M NOT I'M NOT ADVOCATING FOR OR AGAINST A POLITICAL CANDIDATE.
I'M SAYING THERE IS A POLITICAL CANDIDATE.
AND BECAUSE HE IS A POLITICAL CANDIDATE, I AM NOT IN FAVOR OF NOMINATING HIM TO THIS.
SO IN THE LAST TIME YOU SAY THAT YOU WANT TO NOMINATE HIM BECAUSE HE HAS EXPERIENCE, WELL, HE DIDN'T HAVE EXPERIENCE WHEN YOU WHEN YOU GUYS NOMINATED HIM AND VOTED FOR HIM BEFORE, AND YOU DIDN'T SEEM DETERRED BECAUSE HE DIDN'T HAVE EXPERIENCE.
POINT OF ORDER. WHAT IS YOUR POINT? CAN WE IF I ASK FOR LEGAL ADVICE, WE HAVE TO GO IN CLOSED SESSION.
AM I ABLE TO ASK, IS THAT ELECTIONEERING? I THINK THAT SHE HAS BEEN NOTIFIED THAT IT IS A VERY THIN LINE OF TALKING ABOUT THAT INDIVIDUAL'S POLITICAL INVOLVEMENT AND OTHER ENTITIES THAT COULD BE CONSIDERED ELECTIONEERING, AND SHE WOULD BE THE ONE THAT WOULD BE.
AND, YOU KNOW, IF THAT'S NOT OKAY, I'M NOT ADVOCATING FOR OR AGAINST ANY POLITICAL CANDIDATE.
I SPECIFICALLY ASKED IF WE COULD TALK ABOUT THE NAMES AND TALK ABOUT THESE APPLICANTS.
SO I DON'T KNOW HOW ELSE TO TALK ABOUT ADVOCATING FOR OR AGAINST THEM TO BE A TO VOTE FOR THEIR FOR OUR VOTES FOR WCAD, OTHER THAN TO TALK ABOUT THEM AND HOW WE FEEL ABOUT VOTING FOR THEM AND WHY.
SO I'D LIKE TO NOMINATE MAISHA PARKAR.
SO AGAIN, I'D LIKE TO KNOW WHERE THE LANGUAGE IS TO DO THAT.
IT'S ON THE AGENDA LIKE ALL OF OUR MOTION LANGUAGES.
SO DO I NEED TO READ THE RESOLUTION AND STATE HER NAME IN THIS? NO, THERE'S A SAMPLE MOTION ON THE AGENDA.
I MOVE THAT THE BOARD ADOPT THE RESOLUTION NOMINATING MAISHA PARKAR TO A ONE YEAR TERM, AND LISA BIRKMAN TO A THREE YEAR TERM FOR THE WILLIAMSON COUNTY CENTRAL FOR THE WILLIAMSON CENTRAL APPRAISAL DISTRICT, AS DISCUSSED.
TRUSTEE HARRISON, DID YOU HAVE YOUR LIGHT ON? CAN I MAKE A SUBSTITUTE MOTION? YOU MAY MAKE A SUBSTITUTE MOTION.
I MOVE THAT THE BOARD ADOPT THE RESOLUTION NOMINATING MICHAEL WEI TO A ONE YEAR TERM, AND LISA BIRKMAN TO A THREE YEAR TERM FOR THE WILLIAMSON COUNTY APPRAISAL DISTRICT, AS DISCUSSED. SECOND.
CAN WE MAKE A SUBSTITUTE MOTION ON TOP OF THAT? YES, I THINK IT'S TWO.
SO ANOTHER ONE. OKAY, I'M GOING TO MAKE A SECOND SUBSTITUTE MOTION.
AND SO I MOVE THAT THE BOARD ADOPT THE RESOLUTION NOMINATING MICHAEL WEI AND LISA BIRKMAN TO A ONE YEAR TERM FOR THE WILLIAMSON CENTRAL APPRAISAL DISTRICT, AS DISCUSSED. SECOND.
OKAY, WE HAVE THREE DIFFERENT MOTIONS.
IT'S GOING TO BE A LITTLE DIFFICULT GOING DOWN.
ANY COMMENTS? I JUST HAD A QUESTION FOR YOU, SINCE I KNOW YOU SAID YOU SPOKE TO MR. LANGFORD. SO HE WANTED HE WAS ACTUALLY REQUESTING US TO DO ONE YEAR TERMS FOR BOTH OF OUR NOMINATIONS ANY OF OUR NOMINATIONS.
HE WAS REQUESTING THAT WE BUT AGAIN, HE WAS JUST SAYING WHAT WOULD MAKE IT EASIER FOR HIM IS THAT IF ONE OF THE NOMINATIONS FOR A ONE YEAR TERM CAME FROM US, WE'RE A SUPER ENTITY THEN, OR A SUPERMAJORITY THEN HE WAS FOR SURE TO GET ONE OF THOSE ONE YEAR TERMS FILLED.
HE WAS CONCERNED THAT THERE MIGHT NOT BE ENOUGH.
VERY GOOD QUESTION. AND I ACTUALLY ASKED MR. LANGFORD THAT SAME QUESTION.
AND HE SAID, NO ONE'S ASKED ME THAT QUESTION BEFORE.
LET ME GET BACK TO YOU I'M GOING TO TALK TO MY ATTORNEYS.
SO IF I'M NOT TELLING YOU EXACTLY, HE SAID HE COULD BE AVAILABLE FOR FOLLOW UP PHONE CALLS AS WELL.
BUT THAT WOULD BE WHO THEY RECEIVE THE MOST NUMBER OF VOTES FOR WHICH SEAT.
[02:45:02]
SO LET'S SAY THAT I'M GOING TO JUST USE THE FIRST NAME ON MY LIST AS LISA BIRKMAN.SHE WOULD HAVE HAD MORE VOTES FOR THE ONE YEAR TERM.
SHE WOULD GET THE ONE YEAR TERM.
BUT THEN IF WE AND IF EVEN IF 400 WAS THE MOST NUMBER OF VOTES FOR THE THREE YEAR TERM, THEY LOOK AT THAT INDIVIDUAL AND WHICH TERM THEY RECEIVE THE MOST NUMBER OF VOTES FOR. OKAY.
AND WE COULD CHANGE OUR MIND AT THAT POINT IN NOVEMBER.
YEAH. ALL WE'RE DOING IS NOMINATING RIGHT NOW.
I MEAN, WE CAN NOMINATE 17 PEOPLE IF WE WANTED.
I WOULDN'T ADVISE IT, BUT OKAY.
ANY OTHER COMMENTS? TRUSTEE BONE.
AND I FULLY BELIEVE THAT THAT WHILE THAT'S NOT A WCAD REQUIREMENT, RIGHT.
BECAUSE YOU JUST HAVE TO LIVE IN THE COUNTY, I DO BELIEVE FOR A NOMINEE THAT IS GOING TO REPRESENT ROUND ROCK ISD, THAT THEY SHOULD LIVE INSIDE OF ROUND ROCK ISD. WE WERE PROVIDED THE ADDRESSES THAT THEY PROVIDED US, AND IT APPEARS THAT ONE OF THOSE PEOPLE DOES NOT LIVE INSIDE THE ROUND ROCK ISD FOOTPRINT. AND SO I WOULD NOT VOTE FOR THAT PERSON.
AND ONE OF THOSE NAMES I RECOGNIZE, AS, YOU KNOW, MAISHA.
I HAVEN'T SEEN HER BEING POLITICALLY INVOLVED.
SO I FIND IT SAD THAT WE'RE WE APPEAR TO BE, IN MY OPINION, MAKING THIS POLITICAL BY LEAVING OUT A MOM IN OUR DISTRICT THAT WANTS TO BE SERVING.
AND MAISHA I MEAN, THEIR RESUMES ALL LOOK VERY SIMILAR SO.
CAN I ASK A FOLLOW UP QUESTION, THOUGH, OF TRUSTEE BONE, MADAM PRESIDENT, BECAUSE SHE SECONDED A MOTION THAT INCLUDED THE INDIVIDUAL THAT DOESN'T LIVE IN THE DISTRICT. SO I'M JUST CURIOUS ABOUT THAT.
YOU HAVE TO SECOND A MOTION TO ACTUALLY HAVE DISCUSSION ABOUT IT.
AS FORMER PRESIDENT, I THOUGHT YOU WOULD UNDERSTAND.
I'M GOING TO CALL FOR DECORUM.
PLEASE KEEP IT CLASSY UP HERE.
WE DON'T NEED PERSONAL ATTACKS.
TRUSTEE WEIR. YOUR LIGHT IS ON.
WAS THAT THE REASON WHY? POINT OF ORDER.
WHAT IS YOUR POINT? MY POINT IS, THE LACK OF DECORUM WAS ALSO DIRECTED TOWARDS SOMEBODY ELSE.
I ASSUME IT HAS TO BE SOMETHING THAT I HAVE TO RULE ON.
YEAH, I ASKED FOR DECORUM AND I RULED ON DECORUM.
I DIDN'T ISOLATE ANY SINGLE PERSON.
I CALLED FOR DECORUM ACROSS THE BOARD.
I'M CLARIFYING YOUR LIGHT IS ON.
I DON'T NEED IT IT WAS JUST A CLARIFYING QUESTION.
THANK YOU. THANK YOU VERY MUCH.
TRUSTEE. HARRISON YOUR LIGHT IS ON.
YOU KNOW, I THINK THAT APPRAISAL DISTRICTS, THERE ARE SOME THINGS AT STAKE IN THE NEWS.
THERE WAS A DISTRICT WHERE THEY DELIBERATELY DEFUNDED SCHOOLS.
WHAT IS YOUR QUESTION? SECOND, WHAT IS YOUR POINT.
IF SHE SHE CAN MAKE A COMMENT, JUST LIKE ANYBODY CAN, ABOUT ANY KIND OF ENTITY.
AND THIS IS HER PERSONAL OPINION.
I'VE CALLED FOR DECORUM, BUT I CANNOT CONTROL STATEMENTS THAT SHE MAKES.
THIS IS HIGHLY UNPROFESSIONAL.
POINT OF ORDER. WHAT IS YOUR POINT? I ASK THAT WE ONLY TALK ABOUT TRUTHFUL STATEMENTS ABOUT ORGANIZATIONS FROM THE DAIS.
I CAN'T RULE ON THAT, I AM NOT.
I'M NOT SURE I SECOND THE CALL, THE QUESTION.
I CALLED THE QUESTION, BUT THERE WAS A POINT OF ORDER PRIOR TO THE CALL OF QUESTION.
SO I'M WRAPPING THAT UP AND THEN THEY'LL CALL.
THE QUESTION WILL BE ADDRESSED.
WE HAVE MULTIPLE VOTES AHEAD OF US.
THIS IS TO END THE DEBATE AND START VOTING ON THE MOTIONS.
ALL IN FAVOR OF CALLING THE QUESTION RAISE YOUR HAND.
ALL IN FAVOR OF THAT MOTION, RAISE YOUR HAND.
[02:50:02]
ALL OPPOSED? MOTION CARRIES FIVE TWO.NOW WE'RE VOTING ON THAT MOTION.
ALL IN FAVOR OF THE MOTION THAT I MOVED THAT THE BOARD ADOPT THE RESOLUTION NOMINATING LISA BIRKMAN AND MICHAEL WEI TO A ONE YEAR TERM FROM THE WILLIAMSON CENTRAL APPRAISAL DISTRICT, AS DISCUSSED.
ALL IN FAVOR, RAISE YOUR HAND.
ALL OPPOSED. MOTION CARRIES FIVE TWO.
ALL OTHER MOTIONS ARE OFF THE TABLE.
SO NEXT ITEM ON THE AGENDA IS ITEM I5.
WE DO NOT HAVE ANYBODY THAT WAS INTERESTED IN SERVING ON THAT, SO THERE'S NO ONE TO NOMINATE.
BUT I WILL OPEN IT UP IN CASE ANYBODY HAD ANY DISCUSSION ABOUT THAT.
AFTER AN OUTREACH NOBODY WAS INTERESTED.
ALL RIGHT. THEN THAT ITEM IS CLOSED.
WE ARE ON TO BOARD ANNOUNCEMENTS AND I HAVE A FEW BOARD ANNOUNCEMENTS.
[J. BOARD BUSINESS ]
WE HAVE WE ARE CANCELING OUR MEETING ON OCTOBER 10TH BECAUSE WE DIDN'T HAVE QUORUM, SO THERE WILL BE NO GRIEVANCE HEARING ON OCTOBER THE 10TH.OUR NEXT MEETING WILL BE OCTOBER THE 17TH FOR OUR REGULAR BOARD MEETING.
FOR WHICH MEETING? OCTOBER 17TH.
THEN SEPTEMBER, JUST A FEW NOTES ABOUT SEPTEMBER.
IT IS NATIONAL SUICIDE PREVENTION MONTH.
AS MENTIONED AT THE BEGINNING OF THE MEETING, THIS IS DEAF AWARENESS MONTH, SO I WAS VERY EXCITED AND THANKFUL TO THE REGIONAL SCHOOL FOR THE DEAF TO BE ABLE TO COME IN TONIGHT IT'S ACTUALLY BEEN ON MY HEART FOR A REALLY LONG TIME WANTING TO HIGHLIGHT THOSE INDIVIDUALS.
SO I WAS REALLY EXCITED THAT THEY WERE ABLE TO JOIN US TONIGHT.
SEPTEMBER 16TH, WHICH WAS JUST THREE DAYS AGO, WAS NATIONAL VOTER REGISTRATION DAY.
SO IN THE SPIRIT OF THAT, WE REMIND YOU VOTER REGISTRATION WINDOW IS OPEN.
THE LAST DAY TO REGISTER TO VOTE IS OCTOBER THE 7TH.
EARLY VOTING IS OCTOBER THE 21ST THROUGH NOVEMBER THE 1ST AND ELECTION DAY IS NOVEMBER THE 5TH.
AND AGAIN, TWO DAYS AGO, ON SEPTEMBER THE 17TH WAS CONSTITUTION DAY.
IN 1787, THE US DELEGATES TO THE CONSTITUTIONAL CONVENTION SIGNED THE CONSTITUTION.
WHILE AMERICA IS NOT PERFECT, IT SURE IS A PRETTY DARN GOOD PLACE TO BE.
SO ANYWAY, THAT'S PROBABLY THE CONCLUSION OF MY ANNOUNCEMENTS.
I DON'T, I DON'T I DO HAVE A COUPLE, BUT NOT A LOT.
AND ACTUALLY NEXT MONTH, IN OCTOBER, SHE'LL BE COMPETING FOR THE TOP SPOT IN THE STATE OF TEXAS.
SO WE'RE SUPER EXCITED ABOUT HER.
ALSO, WE I DON'T KNOW IF YOU NOTICED, BUT WE'VE BEEN DOING SEVERAL PRESENTATIONS ON THE BOND.
WE HAD TWO THREE DONE ALREADY, ONE IN PERSON AND TWO VIRTUAL.
AND WE STILL HAVE THREE MORE TO GO, ONE MORE IN PERSON AND TWO VIRTUAL, WE MAY ADD SOME MORE.
WE EVEN HAVE ONE IN SPANISH TOO THAT IS SCHEDULED FOR NEXT WEEK.
WE ALSO WE'RE TRYING TO KIND OF SHARE OUR FACTS AROUND BONDS WITH OUR COMMUNITY.
WE ALSO HAVE CREATED A VERY COMPREHENSIVE BOND WEB PAGE THAT CONTAINS A LOT OF INFORMATION, INCLUDING INFORMATION THAT WE SHARE WITH OUR BOARD OF TRUSTEES, EVEN LINKED TO THE BOARD MEETINGS.
ALSO, IT'S NATIONAL HISPANIC HERITAGE MONTH.
RIGHT. SO IT'S A IT'S A IT'S WHAT IS THAT CALLED? [SPANISH]. ALL RIGHT.
[SPANISH] SO I JUST WANT TO WISH OUR COMMUNITY, ESPECIALLY OUR MEXICAN AMERICAN FAMILIES AND
[02:55:05]
FOR THEIR FOR THEIR FOR THAT, THAT EXACT CELEBRATION.I KNOW YOU HEARD SOMEBODY SAYING EARLIER THAT OUR ENROLLMENT NUMBERS GOING DOWN IN ROUND ROCK ISD.
SO OUR NUMBERS AGAIN IS WENT UP BY 800 STUDENTS.
WE ACTUALLY REACHED OVER 47,000 STUDENTS ALREADY AND STILL FLUID AND MOVING UP EVERY DAY.
I WANT YOU TO I DON'T KNOW IF YOU REMEMBER WHEN YOU APPROVED THE THE BUDGET BACK IN JUNE.
WE TALKED ABOUT IF OUR STUDENTS REACH 47,000 BY OCTOBER THE 25TH, 25TH.
YES. THEN WE, OUR ALL OF OUR STAFF WILL GET A $500 STIPEND OR BONUS.
SO WE ARE ALREADY AT--- THAT DOESN'T INCLUDE TRUSTEES.
NO. NO TRUSTEES. NO SUPERINTENDENT IT'S EVERYBODY ELSE.
WE ARE NONE OF US ON THE DAIS HERE WILL RECEIVE IT.
BUT ANYWAY BUT I'M SUPER EXCITED ABOUT THAT BECAUSE, AS YOU KNOW, OUR STAFF AND OUR TEACHERS WORK EXTREMELY HARD AND OBVIOUSLY WE WEREN'T ABLE TO GIVE THEM A BIG RAISE THIS YEAR. SO THIS IS REALLY A GREAT NEWS.
SO AGAIN, I KNOW WE MENTIONED THE END OF OCTOBER, SO WE CANNOT REALLY SHARE WITH THE COMMUNITY YET PER SE UNTIL BECAUSE THAT WAS PART OF THE DEAL THAT WE DID WHEN I APPROVED THE BUDGET HERE.
AND A SECOND ANNOUNCEMENT IF BY FEBRUARY 1ST WE HAVE AN ADDITIONAL WHAT IS IT? MARCH 1ST, THE LAST FRIDAY IN FEBRUARY, THE LAST FRIDAY IN FEBRUARY.
IF WE REACH A SECOND MILESTONE, THEN WE HAVE ANOTHER STIPEND.
SO IF WE CONTINUE INCREASING OUR ENROLLMENT AND WE REACH 47,500 THE LAST FRIDAY IN THE MONTH OF FEBRUARY, THEN OUR STAFF WILL GET ANOTHER $500 BONUS THAT THAT WOULD BE PROBABLY PAID AT THE END OF SPRING.
MAYBE THE MAY PAY CHECK I THINK SO, YEAH.
SO AGAIN, WE'RE OPTIMISTIC ABOUT THE $500 FOR THIS DECEMBER PAYCHECK.
BUT WE ALSO ARE GOING TO WATCH THE ENROLLMENT IF IT EXCEEDS THE 47,500 OR WE HIT 47,500.
THAT WOULD BE ANOTHER ONE IN THE SPRING.
THANK YOU. WHILE WE'RE REALLY OPTIMISTIC WE HAVEN'T GOTTEN TO THAT DATE YET SO NO PROMISES.
TRUSTEE ZÁRATE, OUR OUR SUPERINTENDENT STOLE MY THUNDER ON HISPANIC HERITAGE MONTH SO.
AND HE SAID IT IN SPANISH, WHICH I CAN'T DO.
I DON'T HAVE ANY OTHER TRUSTEE BONE.
SO I JUST WANTED TO, YOU KNOW, SAY THAT WE THINK, OR AT LEAST I THINK WE ALL THINK ABOUT THE STUDENTS IN OUR SCHOOL DISTRICT, THE CHILD THAT HAVE CHILDHOOD CANCERS, AND THAT WE THINK ABOUT THEIR FAMILIES.
AND I THINK WE'RE ALL HERE TO SUPPORT THEM.
ANY OTHER LIGHTS TRUSTEES? ALL RIGHT. SEEING NONE, WE'RE GOING TO GO INTO CLOSED SESSION.
MADAM PRESIDENT, MAY I MAKE A MOTION? YES. WHAT IS YOUR MOTION? I MOVE THAT WE LIMIT EACH CLOSED SESSION ITEM TO 20 MINUTES AFTER THE PRESENTATION BY STAFF WHILE WE'RE IN CLOSED SESSION, 20 MINUTES EACH. SECOND.
ALL RIGHT. I HAVE A MOTION AND A SECOND.
ANY COMMENTS? SEEING NO LIGHTS.
ALL IN FAVOR, RAISE YOUR HAND.
ALL OPPOSED? MOTION CARRIES FIVE TWO.
CAN ALWAYS COME BACK OUT AND ASK FOR MORE TIME IF WE NEED IT.
PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.074.
[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.) ]
THE BOARD WILL DELIBERATE REGARDING THE APPOINTMENT, EMPLOYMENT EVALUATION, REASSIGNMENT DUTIES, DISCIPLINE, OR DISMISSAL OF A PUBLIC OFFICER OR EMPLOYEE, INCLUDING BUT NOT LIMITED TO, ACTIONS ACTION ITEMS RELATED TO THE RECOMMENDATION TO TERMINATE TERM CONTRACT EMPLOYEES FOR GOOD CAUSE.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 OF SALE OF LAND AND, PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.071, 551.074 AND 551.0821 AND AS REQUESTED BY TRUSTEE WESTON THE BOARD WILL CONSULT WITH ITS ATTORNEY TO DISCUSS CONCERNS RELATED TO TRUSTEE REIMBURSEMENTS.
IT IS 9:35 WE ARE IN CLOSED SESSION.
WE WILL BE HAVING OUR CLOSED SESSION ITEM IN HERE.
SO PLEASE GATHER YOUR BELONGINGS AND THANK YOU FOR COMING.
[L. CALL BACK TO ORDER/EXECUTIVE SESSION MOTIONS ]
IT IS 10:16 WE ARE BACK IN OPEN SESSION.DO I HAVE ANY MOTIONS COMING OUT OF CLOSED? TRUSTEE WEIR.
I MOVE THAT THE BOARD ACCEPT THE ADMINISTRATION'S RECOMMENDATION TO APPROVE THE RESOLUTION FOR THE NEGOTIATION AND SUBSEQUENT REAL PROPERTY PURCHASE, AS DISCUSSED IN CLOSED. SECOND.
ANY COMMENTS? TRUSTEE WESTON YOUR LIGHT IS ON.
IS THAT FOR ANOTHER MOTION OR DO YOU HAVE A COMMENT ON THIS?
[03:00:02]
ANY MOTION ANY QUESTIONS ON THIS MOTION OR ANY COMMENTS? TRUSTEE BONE. YES, I WILL BE VOTING NO ON THIS FOR MULTIPLE REASONS.ONE OF THEM, INCLUDING A $15,000 I FORGET EXACTLY WHAT WAS THE TERM THAT IT WAS CALLED FEASIBILITY STUDY THAT THIS WOULD REQUIRE, ALONG WITH JUST PURCHASING OF THIS PROPERTY WE'RE ALREADY M&O IS ALREADY VERY, VERY TIGHT ADDING BUILDINGS AT THIS TIME, EVEN WITH THE BOND, WE STILL HAVE TO PAY MAINTENANCE AND OPERATIONS OUT OF THOSE FUNDS.
SO I AM AGAINST THIS RESOLUTION.
ANY OTHER QUESTIONS? COMMENTS? OKAY.
SEEING NONE. ALL IN FAVOR RAISE YOUR HAND.
ALL OPPOSED. MOTION CARRIES FIVE TWO.
ANY OTHER MOTIONS COMING OUT OF CLOSED? TRUSTEE WESTON.
WE ADD TEN MORE MINUTES TO THE CLOSED SESSION AGENDA SO THAT I CAN GET CLARITY ON THE LAST QUESTION THAT I ASKED, WHICH IS WHAT WHAT IS OUR CHECK AND BALANCE ON EACH OTHER TO ENSURE THERE'S NO ABUSE OF POWER.
I JUST WANT TO GET SOME CLARITY AROUND THAT SO I'M REQUESTING TEN MORE MINUTES.
SECOND, I HAVE A MOTION AND A SECOND.
TRUSTEE WEIR. NO, I WON'T SAY IT.
I DON'T HAVE ANY OTHER LIGHTS ON.
SO ALL IN FAVOR OF ADDING TEN MORE MINUTES TO CLOSED SESSION, RAISE YOUR HAND.
ANY OTHER MOTIONS COMING OUT OF CLOSED? TRUSTEE BONE? YES, I HAVE A MOTION TO I MOVE TO PERFORM AN INVESTIGATION ON ANY AND ALL SETTLEMENTS AND OR REIMBURSEMENTS THAT AMBER FELLER LANDRUM HAS RECEIVED SINCE 2018 TO ENSURE PROCESSES WERE FOLLOWED AND ENSURE ABUSE OF POWER DID NOT OCCUR.
I WOULD JUST LIKE TO SAY I WILL BE VOTING NO TO THIS.
I WOULD LIKE TO SAY THAT ALL OF OUR STUDENTS ARE HUMAN BEINGS WITH FEELINGS.
I WANT TO SAY THAT I'M APPALLED WITH WHAT HAPPENED IN PUBLIC COMMENT TONIGHT THAT ADULT WOULD COME INTO THIS ROOM AND LIST OUT THINGS THAT SHOULD BE PRIVATE FOR ANY CHILD, NOT JUST TYPICALLY DEVELOPING CHILDREN, BUT OUR STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES ARE HUMAN BEINGS TOO, WITH FEELINGS, AND THEY HAVE WORTH.
AND I AM APPALLED AT WHAT HAPPENED TONIGHT.
AND THIS MOTION SETS A DANGEROUS PRECEDENT FOR ANY PARENT OF A STUDENT WHO RECEIVES SPECIAL EDUCATION SERVICES THAT WANTS TO BE A LEADER IN THIS DISTRICT, ESPECIALLY AN ELECTED LEADER TO BE ABLE TO FIGHT FOR THEIR CHILD, TO ADVOCATE FOR THEIR CHILD AND ALSO BE IN A LEADERSHIP POSITION WHERE THEY CAN HELP FIGHT FOR OTHER PEOPLE'S CHILDREN.
I AM NOT GOING TO BE ALIGNED WITH SETTING A PRECEDENT LIKE THAT, AND I WANT TO LET THE COMMUNITY KNOW, ESPECIALLY OUR COMMUNITY OF STUDENTS WHO ARE SOME OF OUR MOST VULNERABLE STUDENTS, OUR PARENTS WHO SPEND THEIR ENTIRE LIVES, THEY POUR EVERY MINUTE OF THEIR DAY INTO TAKING CARE OF THEIR CHILDREN.
I WANT TO TELL THOSE PARENTS TO NOT BE INTIMIDATED, TO USE THEIR VOICE, TO CONTINUE TO ADVOCATE FOR THEIR OWN CHILDREN AND OTHER PEOPLE'S CHILDREN, AND DO NOT LET WHAT HAS HAPPENED HERE TODAY STOP YOU FROM DOING WHAT YOU NEED TO DO FOR YOUR CHILDREN.
THE PRECEDENT I DON'T WANT TO SIT HERE TONIGHT IS WERE A SETTING BOARD TRUSTEE OUR PRESIDENT ENDS UP WITH 25% OF THE REIMBURSEMENT SETTLEMENTS PER YEAR THAT THE DISTRICT PROVIDES OUT IN PAYMENTS.
AND POINT OF ORDER, IS THIS PUBLIC INFORMATION? THIS IS NOT PUBLIC INFORMATION, MADAM PRESIDENT.
INFORMATION THAT WAS PROVIDED TO YOU WAS NOT PROVIDED TO YOU IN ANY CONTEXT, EXCEPT FOR AS A TRUSTEE AND WHAT YOU WERE TOLD THAT THAT INFORMATION IS CONFIDENTIAL. I AM NOT.
THE SUMMATION OF THE NUMBERS IS POINT OF ORDER. I WAS NOT GIVEN A 25%.
POINT OF ORDER WE ARE NOT GOING TO TALK ABOUT THE NUMBERS.
[03:05:01]
POINT OF ORDER. I HAVE NOT RULED ON THE FIRST POINT OF ORDER, SO PLEASE WAIT.LEGAL HAS TOLD US THAT THIS IS NOT PUBLIC.
TO KEEP INFORMATION THAT YOU LEARNED IN A CONFIDENTIAL MANNER AS A TRUSTEE TO CONFIDENTIAL, PLEASE.
WHAT IS YOUR WHAT IS YOUR POINT TRUSTEE BONE? DECORUM. YELLING INTO THE MICROPHONE.
EVERY SINGLE PERSON ON THIS DAIS DECORUM.
THANK YOU. I WILL FINISH THE PRECEDENT TO SET IN THIS DISTRICT THAT YOU HAVE TO RUN FOR A TRUSTEE SEAT TO GET THE SERVICES THAT YOU NEED FOR YOUR CHILD IS PLEASE BE VERY CAREFUL ABOUT THE LINE THAT YOU ARE WALKING AND ACCUSATIONS YOU COULD POSSIBLY BE MAKING ABOUT A FELLOW COLLEAGUE.
PLEASE BE VERY CAREFUL ABOUT THAT TRUSTEE BONE.
YOU HAVE NO EVIDENCE TO SUPPORT THAT.
SO PLEASE BE VERY CAREFUL IN CHOOSING YOUR NEXT WORDS.
THERE'S A THING CALLED THE FIRST AMENDMENT.
ARE YOU TAKING AWAY MY FIRST AMENDMENT? IS THAT WHAT YOU'RE DOING MADAM PRESIDENT? I AM JUST TELLING YOU TO BE VERY CAREFUL, BECAUSE THERE CAN BE LEGAL RAMIFICATIONS FOR MAKING ACCUSATIONS IN A PUBLIC FORMAT THAT HAVE NO BASIS IN REALITY.
I AM MERELY TELLING YOU TO PLEASE BE VERY CAREFUL.
ALL I AM DOING IS SAYING, PLEASE BE VERY CAREFUL AND THINK ABOUT YOUR NEXT WORDS.
POINT OF ORDER. WHAT IS YOUR POINT? TRUSTEE MARKUM MADE THE EXACT SAME STATEMENTS.
WAIT WAIT WAIT WAIT. I HAVE A POINT OF ORDER ON THE TABLE.
BUT ANY TIME A POINT OF ORDER IS MADE, WE STOP FOR A POINT OF ORDER.
WHAT IS YOUR POINT OF ORDER TRUSTEE HARRISON? MICHELLE HOW LONG MUCH LONGER DO WE HAVE? WE'RE BACK IN OPEN, SO WE'VE GOT.
IT'S A MOTION. IT'S AN ACTION ITEM.
OKAY. SHE'S GOT TWO MINUTES OF QUESTIONS TWO MINUTES OF COMMENTS.
THANK YOU. FOUR MINUTES. GO AHEAD.
TRUSTEE BONE, YOU HAVE THE FLOOR AGAIN.
YES. AS YOU'LL GO TO MY STATEMENT AND MY MOTION, ALL THAT I'M ASKING FOR IS AN INVESTIGATION ON.
WHAT IS YOUR POINT? I OBJECT TO HER READING HER STATEMENT INTO THE RECORD.
OH, YEAH. YOU'RE NOT ALLOWED TO READ A STATEMENT.
I'M NOT READING IT. I SAID, IF YOU GO BACK TO MY STATEMENT, I'M NOT GOING TO READ IT.
WE'RE NOT EVEN VOTING ON THAT.
WE'RE VOTING ON WHETHER WE ADD TEN MINUTES BACK TO THE AGENDA.
SO YOUR COMMENTS ARE NOT EVEN RELEVANT TO THE MOTION ON THE TABLE.
THAT IS ALL WE ARE DOING IS VOTING NO.
WE ALREADY VOTED NO ON THAT. OH, WE'RE VOTING ON.
MAKE SURE THAT I'VE NOT LOST ANY OF HER TIME.
MY APOLOGIES THERE'S BEEN A LOT GOING ON.
SO I WOULD RATHER THE BOARD JUST VOTE TO DO THE INVESTIGATION.
EVERYBODY WILL KNOW WHAT'S GOING ON, AND THEN WE MOVE ON.
TRUSTEE HARRISON. OH, IT'S LIKE A CHRISTMAS TREE OVER HERE.
EVERYBODY BUT TRUSTEE WEIR LIGHT IS ON.
SO IT'S A CHRISTMAS TREE OVER HERE.
I WILL GET TO THEM IN THE ORDER THAT I SAW THEM POP UP.
POINT OF ORDER OR POINT OF INQUIRY IS ACTUALLY WHAT IS YOUR POINT? SO ARE WE TALKING ABOUT SERVICES OR NOT? BECAUSE I WAS TOLD WE COULD NOT BY MISS HILL, WHO IS ACTUALLY NOT OUR BOARD PRESIDENT OR OUR BOARD COUNCIL.
BUT SO CAN SHE TALK ABOUT SERVICES OR NOT? I'M NOT TALKING ABOUT SERVICES.
EVEN IF WE WERE TO INVESTIGATE, ANYTHING WOULD COME BACK, YOU KNOW, AFTER Y'ALLS REIGN OF TERROR IS OVER I KNOW DECORUM, AND FOR THAT REASON I WOULD LIKE TO CALL THE QUESTION.
OKAY. I HAVE A MOTION TO CALL THE QUESTION.
ALL IN FAVOR OF ENDING THE DEBATE AND CALLING THE QUESTION.
[03:10:02]
RAISE YOUR HAND.ALL OPPOSED? MOTION CARRIES FIVE TWO.
WE HAVE A MOTION ON THE TABLE TO CAN YOU REPEAT YOUR MOTION TRUSTEE BONE? YES. THE MOTION WAS I MOVE TO PERFORM AN INVESTIGATION ON ANY AND ALL SETTLEMENTS AND OR REIMBURSEMENTS AMBER FELLER LANDRUM HAS RECEIVED SINCE 2018 TO ENSURE PROCESSES WERE FOLLOWED AND ENSURE ABUSE OF POWER DID NOT OCCUR.
THANK YOU VERY MUCH. WE HAVE A MOTION AND A SECOND.
ALL IN FAVOR, RAISE YOUR HAND.
ALL OPPOSED? ABSTAINING. MOTION FAILS TWO FOUR ONE.
ANY OTHER MOTIONS COMING OUT OF CLOSED.
SEEING NONE, IT IS 10:27 AND WE ARE ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.