[00:00:04] GOOD EVENING. [B. CALL TO ORDER] IT IS 6:00 ON THURSDAY OCTOBER THE 17TH, 2024. I HEREBY CALL THIS MEETING OF THE ROUND ROCK INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES, REGULAR BOARD MEETING TO ORDER TONIGHT. IN ATTENDANCE ARE ALL SEVEN TRUSTEES. A QUORUM IS MET, SO PLEASE STAND FOR THE PLEDGE. I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS. ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL. HONOR THE TEXAS FLAG. I PLEDGE ALLEGIANCE TO THEE; TEXAS. ONE STATE UNDER GOD, ONE AND INDIVISIBLE. BEFORE WE GET STARTED, I DID WANT TO MAKE A NOTE THAT A NOTE OF THANK YOU FOR THE PERFORMANCE THAT HAPPENED BEFORE OUR FIRST MEETING, WHICH WAS THE WALLACE MIDDLE SCHOOL PREMIER BAND UNDER THE DIRECTION OF STONEWALL, JENNIFER BERGERON AND ZACHARY GLASER. SO THANK YOU ALL FOR COMING TONIGHT AND PERFORMING FOR US. [APPLAUSE]. AND I WILL TURN IT OVER TO ANNIE FOR OUR RECOGNITIONS. [D. RECOGNITION OF STUDENTS AND STAFF] GOOD EVENING, PRESIDENT LANDRUM, TRUSTEES AND DOCTOR AZAIEZ. IT'S THAT TIME OF THE NIGHT WHERE WE SHOWCASE SOME OF THE AMAZING ACCOMPLISHMENTS AROUND THE DISTRICT. COULD DOCTOR AZAIEZ AND OUR TRUSTEES PLEASE JOIN US IN THE FRONT OF THE DAIS? TONIGHT WE'LL START WITH OUR STAFF RECOGNITION. SO WE'LL BEGIN BY RECOGNIZING OUR FINE ARTS THEATRE DEPARTMENT FOR BEING RECOGNIZED AS A DISTRICT OF DISTINCTION BY THE TEXAS EDUCATIONAL THEATRE ASSOCIATION FOR THE SECOND YEAR IN A ROW. THIS AWARD RECOGNIZES COLLEGES, SCHOOL DISTRICTS, AND THEATER DEPARTMENTS THAT HAVE CONTRIBUTED OUTSTANDINGLY TO RAISING THE STANDARDS FOR THEATER EDUCATION IN THE SCHOOL DISTRICT AND STATE THROUGH ACHIEVEMENT, RESOURCE CURATION, DIVERSITY AND ADVOCACY FOR THEATER ARTS. WOULD TIM LOWKE, DIRECTOR OF FINE ARTS FOR VISUAL ARTS, AND DOCTOR BYRON GERARD, ASSISTANT SUPERINTENDENT OF SUPPORT SERVICES, PLEASE COME UP FOR A PHOTO. [APPLAUSE] ALL RIGHT. ONE. TWO. THREE. NEXT, WE HAVE SIX CAMPUSES THAT RECEIVED AN AWARD OF DISTINCTION AT THE CAMPUS LEVEL THROUGH THE TEXAS EDUCATIONAL THEATRE ASSOCIATION. BERKMAN ELEMENTARY SCHOOL RECEIVED AN EXEMPLARY AWARD OF DISTINCTION, WHICH REFLECTS THE IMPACT AND IMPORTANCE OF FINE ARTS PROGRAMS IN OUR ELEMENTARY LEVEL SCHOOLS. PEARSON RANCH MIDDLE SCHOOL, HOPEWELL MIDDLE SCHOOL, CEDAR RIDGE HIGH SCHOOL, STONY POINT HIGH SCHOOL AND WESTWOOD HIGH SCHOOL RECEIVED OUTSTANDING AWARDS OF DISTINCTION FOR THEATRE PROGRAMS. WILL THE FOLLOWING PEOPLE PLEASE COME UP FOR A GROUP PHOTO THEATRE DIRECTORS AND STAFF RYAN WELLMAN, JEN RAYBOURN, KRISTIE COPELAND, LYDIA COATS, JORGE FRANCO. AND THEN PRINCIPALS APRIL NILSON, MONICA COLLINS, SHAWN MILLER, ANTHONY WATSON, AARON CAMPBELL. AREA SUPERINTENDENTS DOCTOR GUERRERO, DOCTOR MERCER, DOCTOR EPHLIN, DOCTOR OLDHAM, AND DIRECTOR OF FINE ARTS FOR VISUAL ARTS TIM LOWKE. EVERYBODY COME UP TO THE STAGE. ALL RIGHT, LET'S TRY TO FIND A WINDOW. AND THREE. TWO. ONE. THANK YOU. [APPLAUSE] THANK YOU. ALL RIGHT FROM ONE FINE ARTS GROUP TO ANOTHER. WE NOW MOVE TO RECOGNIZE THE ROUND ROCK ISD, MIDDLE AND HIGH SCHOOL EDUCATORS AND THEIR MUSIC PROGRAMS THAT EARN RECOGNITION IN THE 2024 NATIONAL MARK OF EXCELLENCE AND CITATION [00:05:06] OF EXCELLENCE BY THE FOUNDATION FOR MUSIC EDUCATION. THIS ACHIEVEMENT IDENTIFIES THE TOP 25% OF MUSIC PROGRAMS THAT UNDERWENT AN EXTENSIVE EVALUATION OF THEIR ENSEMBLE RECORDINGS FROM 2023 TO 2024. WE WILL FIRST RECOGNIZE THE FIVE MUSIC GROUPS THAT RECEIVED A CITATION OF EXCELLENCE AWARD. THIS PROJECT SEEKS TO RECOGNIZE AND AWARD OUTSTANDING PERFORMANCES BY NON-VARSITY HIGH SCHOOL AND MIDDLE SCHOOL BANDS AND ORCHESTRAS. THE MUSIC GROUPS WHO RECEIVE THIS PRESTIGIOUS AWARD ARE CANYON VISTA MIDDLE SCHOOL, SELECT BAND, CEDAR VALLEY MIDDLE SCHOOL SYMPHONIC BAND, GRISHAM MIDDLE SCHOOL, SYMPHONIC BAND, WESTWOOD HIGH SCHOOL PHILHARMONIC, AND WESTWOOD HIGH SCHOOL PHILHARMONIC ORCHESTRA. SO THE FOLLOWING GROUP PLEASE COME UP DIRECTORS AND ASSISTANT DIRECTORS REBECCA CLICK, JEFF OWEN, EDUARDO ESTRADA, COLLEEN WHATLEY AND BRITTANY DACY. PRINCIPALS LAURA TERRY-BROWN, LARISSA ORTIZ, KYLA MILLS, AND ERIN CAMPBELL. AREA SUPERINTENDENTS DOCTOR OLDHAM AND DOCTOR FARIS. AND DIRECTOR OF FINE ARTS FOR MUSIC JAGER LOYDE, PLEASE COME UP TO THE DAIS. [APPLAUSE] ONE, TWO, THREE. OUR FOLLOWING RECOGNITIONS ARE FOR NINE MUSIC GROUPS WHO RECEIVED THE MARK OF EXCELLENCE AWARD THROUGH THE FOUNDATION FOR MUSIC EDUCATION. THIS PROJECT GATHERS ENTRIES FROM THROUGHOUT THE UNITED STATES AND PROVIDES A UNIQUE COMPETITIVE ENVIRONMENT THAT ALLOWS ENSEMBLES TO COMPARE THEIR PERFORMANCE QUALITY TO OTHER OUTSTANDING GROUPS NATIONWIDE. THE MUSIC GROUPS THAT RECEIVED THE MARK OF EXCELLENCE AWARD ARE CANYON VISTA MIDDLE SCHOOL SYMPHONY ORCHESTRA. CANYON VISTA MIDDLE SCHOOL HONORS ORCHESTRA. CEDAR VALLEY MIDDLE SCHOOL HONORS BAND. DEER PARK MIDDLE SCHOOL WIND ENSEMBLE. GRISHAM MIDDLE SCHOOL HONORS BAND. WALSH MIDDLE SCHOOL HONORS BAND. ROUND ROCK HIGH SCHOOL WIND ENSEMBLE. WESTWOOD HIGH SCHOOL SYMPHONY ORCHESTRA, AND WESTWOOD HIGH SCHOOL SYMPHONY STRING ORCHESTRA. SO WILL THE FOLLOWING PEOPLE PLEASE COME UP TO THE DAIS. DIRECTORS AND ASSISTANT DIRECTORS RAGAN WHATLEY. EMILY HORNBACK. BECKY CLICK. PETE ALVARADO. NICOLE CORREIA. KEMP MASON. ENGLAND. JENNIFER BERGERON AND JOSHUA THOMPSON. PRINCIPALS. LAURA TERRY-BROWN, LARISSA ORTIZ, REY GARCIA, KYLA MILLS, RUDY REYES AND ERIN CAMPBELL. AREA SUPERINTENDENTS DOCTOR OLDHAM, FARIS AND MERCER, AND DIRECTOR OF FINE ARTS FOR MUSIC. JAGER LOYDE, PLEASE COME UP TO THE DAIS. UPDATE ON THIS IS. ONE. TWO. THREE. WHAT HAVE WE LET THEM KNOW? THANK YOU GUYS. OKAY. OUR FINAL RECOGNITION GOES TO BLACKLAND PRAIRIE ELEMENTARY SCHOOL, WHICH WORKED DILIGENTLY TO BE RECERTIFIED AS A LEADER IN ME, LIGHTHOUSE CAMPUS SCHOOLS USE A LIGHTHOUSE RUBRIC TO MEASURE OUTCOMES IN THREE AREAS TEACHING LEADERSHIP PRINCIPLES, CREATING A LEADERSHIP CULTURE, AND ALIGNING ACADEMIC SYSTEM. OUR SCHOOL WILL MAINTAIN ITS LIGHTHOUSE CERTIFICATION FOR TWO YEARS AND CONTINUE TO FOSTER ITS GROWTH AND PROFICIENCY IN EXEMPLARY, EXEMPLIFYING A LEADERSHIP, CULTURE AND PRINCIPLES. AT THE END OF THE TWO YEARS, THE SCHOOLS WILL RECERTIFY THROUGH A VIRTUAL SELF-ASSESSMENT DESCRIBING AND CELEBRATING THEIR GROWTH AND ACCOMPLISHMENTS. BLACKLAND PRAIRIE ELEMENTARY WAS ALSO NAMED A 2024 LEADER IN ME LIGHTHOUSE ACADEMIC HONOR ROLL SCHOOL. THE LIGHTHOUSE ACADEMIC HONOR ROLL IS AWARDED ANNUALLY TO THE LIGHTHOUSE SCHOOLS WITH EXCELLENT ACADEMIC PERFORMANCE. TO BE RECOGNIZED, SCHOOLS MUST MEET RIGOROUS REQUIREMENTS TO ACHIEVE AND MAINTAIN THEIR CERTIFICATION AND SHOW EXEMPLARY ACADEMIC GROWTH OR PROFICIENCY. [00:10:06] WILL ASSISTANT PRINCIPAL MANDY VOGEL AND AREA SUPERINTENDENT DOCTOR NANCY GUERRERO PLEASE COME UP FOR A PHOTO? THANK YOU. ONE, TWO, THREE. THANKS. I'M DOCTOR AZAIEZ AND TRUSTEES YOU CAN RETURN TO YOUR SEATS AND WE GO FROM RECOGNITIONS TO WELCOMING A NEW LEADER IN OUR DISTRICT. WE WOULD LIKE TO INVITE DEER PARK MIDDLE SCHOOL PRINCIPAL, DOCTOR REY GARCIA TO THE MICROPHONE. WILL DOCTOR GARCIA, PLEASE COME TO THE MIC AND SAY A FEW WORDS. THANK YOU AND GOOD EVENING. NO, WAIT JUST A SECOND. IT'LL POP ON. JUST A SECOND. CHECK IT AGAIN. GOOD EVENING. THERE YOU GO. THANK YOU. GOOD EVENING. SUPERINTENDENT AZAIEZ AND TRUSTEES. MY NAME IS REY GARCIA, AND I'M THE PROUD PRINCIPAL AT DEER PARK MIDDLE SCHOOL. HAVING BEEN THERE A COUPLE OF MONTHS ALREADY, I'VE GOTTEN TO KNOW A LOT OF STUDENTS, PARENTS, TEACHERS, OF COURSE, AND COMMUNITY MEMBERS. AND I CAN HONESTLY SAY THAT DEER PARK IS A VERY SPECIAL PLACE WITH A LOT OF POTENTIAL THAT WE PLAN TO CAPITALIZE THIS YEAR. WHILE I'M NEW TO DEER PARK, I'M NOT NEW TO ROUND ROCK ISD. I WAS HERE MANY YEARS AGO. I WON'T SAY WHEN BECAUSE I DON'T WANT TO DATE MYSELF, BUT I STARTED OFF MY CAREER AT C.D. FULKES MIDDLE SCHOOL, AND SO I'M BACK AND IT FEELS GOOD. THANK YOU. THANK YOU FOR TONIGHT'S VIDEO WE LEARN A LITTLE BIT MORE ABOUT OUR NEW CHIEF OF POLICE, RYAN URRUTIA. LET'S TAKE A LOOK. WE'RE HERE AT FOREST NORTH ELEMENTARY INTERVIEWING THE POLICE CHIEF URRUTIA. WHAT IN YOUR LIFE LED YOU TO CHOOSE THIS PROFESSION? I WAS LED TO THIS PROFESSION. I GREW UP IN AN AREA IN NORTHEAST EL PASO THAT HAD A HEAVY POLICE PRESENCE. BUT THE POLICE WEREN'T ALWAYS VERY INTERACTIVE WITH THE COMMUNITY. SO WHEN I JOINED THE POLICE, THE SHERIFF'S OFFICE IN EL PASO, I JOINED TO MAKE A CHANGE IN MY COMMUNITY BECAUSE I WANTED TO BE INTERACTIVE WITH MY COMMUNITY. I WANTED TO BE INVOLVED, MAKE SURE WE WERE PROVIDING PROBLEM SOLVING EFFORTS TO THE COMMUNITY, NOT JUST POLICING EFFORTS. SO I BRING THAT TO THE ROUND ROCK SCHOOL DISTRICT AND THE ROUND ROCK COMMUNITY, BECAUSE CHANGE COMES FROM WITH ALL OF US. WHAT ARE SOME OF YOUR IMMEDIATE GOALS FOR ROUND ROCK ISD? SO SOME OF MY IMMEDIATE GOALS ARE TO MAKE SURE THAT WE'VE GOT AN ADEQUATELY TRAINED POLICE FORCE TO MAKE SURE WE'RE INTERACTING IN POSITIVE MANNERS WITH ALL OF OUR STUDENTS, OUR STAFF, AND OUR PARENTS TO MAKE SURE WE MAKE A POSITIVE IMPACT FOR YOU AS A STUDENT TO HAVE A SAFE LEARNING ENVIRONMENT AND FOR ALL OF OUR VISITORS. SO WE'RE WORKING ON THAT. WE'RE ALSO WORKING ON HIRING MORE OFFICERS. HOW WILL YOU WORK TO KEEP OUR CAMPUSES SAFE? YOU KNOW, WE'RE GOING TO WORK BY ASSESSING ALL THE NEEDS AT EVERY CAMPUS THAT WE HAVE. ALL 56 MAKING SURE THAT THE SECURITY UPGRADES ARE PROPERLY ASSESSING THE NEEDS. MAKE SURE THAT OUR OFFICERS ARE AWARE OF WHAT THE CAMPUSES LOOK LIKE, AS WELL AS OUR OUR OTHER LAW ENFORCEMENT PARTNERS AND FIRST RESPONDER PARTNERS, AS WELL AS OUR COMMUNITY MEMBERS, TO MAKE SURE WHEN YOU COME ON ONE OF OUR CAMPUSES, YOU FEEL SAFE, YOU ARE SAFE, AND YOU COME AND YOU'RE COMFORTABLE AND YOU WANT TO BE HERE SO. WHAT DO YOU LIKE TO DO FOR FUN? YOU KNOW, RIGHT NOW I'VE GOT TWO GRANDCHILDREN AND I'VE GOT A THIRD GRANDCHILD ON THE WAY. SO REALLY, MY DAYS AND WEEKENDS ARE OCCUPIED WITH HELPING MY FAMILY TAKE CARE OF MY GRANDCHILDREN. AND NOW I'M ATTENDING T BALL GAMES BECAUSE MY GRANDSON PLAYS T BALL. SO THAT'S REALLY WHAT MY FUN IS AND I LOVE BEING OUT THERE BECAUSE I GET TO SEE OTHER PEOPLE IN OUR COMMUNITY WHEN I'M AT THESE SPORTING EVENTS. IS THERE ANYTHING YOU WOULD LIKE TO SAY TO THE STUDENTS AND STAFF OF ROUND ROCK ISD. WELL, FIRST OF ALL, I'D LIKE TO THANK KAYDENN AND HARPER FOR INTERVIEWING ME IN MY CAREER. THIS HAS BEEN ONE OF THE TOUGHEST INTERVIEWS I'VE EVER HAD. SO I'D LIKE TO THANK YOU BOTH. BUT, YOU KNOW, I WANT TO REMIND THE ROUND ROCK COMMUNITY WE'RE HERE TO SERVE YOU. WE ARE PUBLIC SERVANTS. WE'RE MEMBERS OF THIS COMMUNITY. WE'RE COMMITTED TO PROVIDING A SAFE AND EFFECTIVE LEARNING ENVIRONMENT FOR ALL OF OUR STUDENTS AND OUR STAFF AND ANY VISITORS THAT COME ONTO OUR CAMPUS. SO WE LOOK FORWARD TO GETTING TO MEET YOU. [00:15:01] WE LOOK FORWARD TO GETTING AROUND, TO MEETING MORE OF OUR STUDENTS AS WE, AS ME AND MY FAMILY, GET INVOLVED WITH THE ROUND ROCK COMMUNITY. THANK YOU CHIEF FOR BEING HERE TODAY. THANK YOU SO MUCH. ALL RIGHT. WE'RE GOING TO MOVE ON TO PUBLIC COMMENT. [E. PUBLIC COMMENTS TO AGENDA ITEMS UNDER SECTIONS F, G, H AND I ONLY] AT EACH BOARD MEETING, THE BOARD WILL SET ASIDE TIME TO AFFORD THE GENERAL PUBLIC AN OPPORTUNITY TO SPEAK TO ITEMS ON THE AGENDA. WE ASK THAT CONCERNS OR COMPLAINTS REGARDING SPECIFIC INDIVIDUALS NOT BE RAISED IN THIS PUBLIC FORUM. SPECIFIC CONCERNS ABOUT EMPLOYEES OR FORMER EMPLOYEES SHOULD BE CONSIDERED SEPARATELY ACCORDING TO APPLICABLE BOARD POLICIES. THE BOARD REQUESTS THAT COMMENTS, WHETHER POSITIVE OR NEGATIVE, BE COURTEOUS AND RESPECTFUL. I WOULD LIKE TO REMIND THE AUDIENCE AND THE VIEWERS THAT THE COMMENTS OF THE SPEAKERS REFLECT THEIR OWN POSITIONS OR OPINIONS. AS THE SECOND REMINDER. THE BOARD ADOPTED AN ANTI-HATE RESOLUTION ON JANUARY 20, 2022, WHERE THE BOARD REAFFIRMED ITS COMMITMENT TO THE WELL-BEING AND SAFETY OF ALL PEOPLE, REGARDLESS OF RACE, COLOR, NATIONAL ORIGIN, RELIGION, SEX, GENDER IDENTITY, GENDER EXPRESSION, SEXUAL ORIENTATION, DISABILITY, AGE, OR POLITICAL BELIEFS, AND STANDS AGAINST HATE SPEECH THAT INCITES HATRED AND VIOLENCE TOWARDS ANOTHER PERSON. PLEASE NOTE THAT WHILE THE PUBLIC DOES HAVE THE RIGHT TO SPEAK, THAT RIGHT IS NOT UNLIMITED. PER TEXAS PENAL CODE 38.13, 42.01, 42.02 AND 42.05 AND TEXAS EDUCATION CODE 37.105. NO AUDIENCE MEMBER OR SPEAKER WILL BE PERMITTED TO ENGAGE IN ANY CONDUCT THAT IS DISRUPTIVE OR THREATENING TOWARD ANY SPEAKER OR OTHER PERSON, OR TO VIOLATE THE PRIVACY RIGHTS OF ANOTHER PERSON. THE BOARD SHALL NOT TOLERATE DISRUPTION OF THIS MEETING BY MEMBERS OF THE AUDIENCE. IF, AFTER AT LEAST ONE INDIVIDUAL WARNING FROM THE PRESIDING OFFICER, ANY INDIVIDUAL CONTINUES TO DISRUPT THE MEETING BY HIS OR HER WORDS OR ACTIONS, THE PRESIDING OFFICER WILL REQUEST ASSISTANCE FROM LAW ENFORCEMENT OFFICIALS TO HAVE THE INDIVIDUAL REMOVED FROM THE MEETING. THE BOARD MAY NOT DISCUSS OR ACT UPON ANY MATTER THAT IS NOT LISTED UNDER THE ACTION PORTION OF THE AGENDA. THEREFORE, BOARD MEMBERS MAY NOT DISCUSS THE COMMENTS OF SPEAKERS. PLEASE UNDERSTAND THAT A LACK OF RESPONSE FROM THE BOARD MEMBERS DOES NOT INDICATE AGREEMENT OR APPROVAL OF THE COMMENTS. EACH SPEAKER WILL BE GIVEN TWO MINUTES TO ADDRESS THE BOARD. TRUSTEE HARRISON IS THE DESIGNATED TIMEKEEPER AND THE FIRST SPEAKER IS JULIETTE HEBERT, STUDENT SPEAKING ON STRATEGIC PLAN, WHICH IS F3. THANK YOU, CAPTAIN WESTON AND DOCTOR BONE FOR ALL YOU HAVE DONE FIGHTING FOR WHAT IS RIGHT. YOU GUYS ARE AWESOME. THANK YOU SO MUCH FOR TRYING TO MAKE ROUND ROCK ISD BETTER. WE WILL MISS HOW HARD YOU GUYS WORK FOR US. YOU GUYS HAVE HELPED SO MANY PEOPLE. YOU GUYS ARE JUST SO SWEET AND NICE. I WISH THAT YOU COULD STAY AND KEEP BEING AWESOME, BUT I KNOW THAT YOU GUYS ARE GOING TO KEEP BEING AWESOME SOMEWHERE ELSE. [APPLAUSE] OUR NEXT SPEAKER IS REBECCA MELIS. SPEAKING ON AGENDA ITEM F2 AND YOU DO LIVE IN THE DISTRICT. GOOD EVENING, TRUSTEES. I'M READING A LETTER FROM AN EMPLOYEE TONIGHT. I THINK WE CAN ALL AGREE THAT UNFUNDED MANDATES FROM THE STATE HAVE PUT OUR DISTRICT IN A BIND. EACH TIME A NEW ONE TAKES EFFECT, WE HAVE TO SCRAMBLE TO FIGURE OUT HOW TO IMPLEMENT THE NEW DEMANDS WITH LIMITED RESOURCES. WELL, UNFORTUNATELY, OUR OWN DISTRICT IS DOING THIS TO CAMPUSES. THE NEW REQUIREMENT OF WEEKLY PLC MEETINGS IS AN UNFUNDED MANDATE. TEACHERS ARE REQUIRED TO ATTEND PLC MEETINGS EVERY WEEK. IN ADDITION. PARDON ME. HOLD UP OUR TIME REAL QUICK. WE MAKE SURE WE'RE TALKING ABOUT OUR MONITORING GOALS, ITS STUDENT OUTCOMES, RIGHT? YES. STUDENT OUTCOMES. AND OUR LONE STAR GOVERNANCE GOALS ONE AND TWO. BOARD GOALS PLCS. OKAY. STUDENT OUTCOMES. JUST MAKE SURE WE GET TO BRINGING THAT INTO THE. SO IT'S ALL ABOUT THE PLCS AND THE UNDUE BURDEN. HOW IT'S AFFECTING STUDENT OUTCOMES. YES. OKAY. WHILE TEACHERS ARE IN THESE PLC MEETINGS, LIBRARIANS AND COUNSELORS ARE PULLED FOR 2.5 HOURS EVERY WEEK TO COVER THESE CLASSES. WELLNESS, ART AND MUSIC TEACHERS LOSE PLANNING TIME TO COVER CLASSES WHILE TEACHERS ARE IN PLCS. DYSLEXIA AND SPED TEACHERS FORGO HAVING AN EXTRA GROUP BECAUSE THEY ALSO COVER CLASSES. WHEN A TEACHER CALLS FOR THE COUNSELOR TO HELP A CHILD, AND IS TOLD THAT SHE CAN'T COME BECAUSE SHE IS COVERING A CLASS, THAT IS A SERIOUS PROBLEM OF MISPLACED PRIORITIES. THE NEW PLC REQUIREMENT CAME WITHOUT ANY ADDITIONAL STAFF ALLOCATIONS, AND CAMPUSES ARE PULLING. TRY TO BRING THIS BACK TO STUDENT OUTCOMES. [00:20:01] OKAY. OKAY. TEACHERS NEED TO BE ASKED IF THE PLC MEETING TIME IS HELPFUL BECAUSE MANY HAVE SAID THEY REALLY NEED THIS TIME FOR INSTRUCTION. IF A CAMPUS IS MEETING THEIR GOALS, PLEASE CONSIDER LETTING THE LOAD OF THE PLC REQUIREMENT. THANKS FOR LISTENING AND 19 DAYS LEFT. ALL RIGHT. OUR NEXT SPEAKER IS JILL FERRIS, SPEAKING ON AGENDA ITEM F2, H5 AND H6 AND YOU DO LIVE IN THE DISTRICT. ROUND ROCK ISD IS SUPPOSED TO BE A DESTINATION DISTRICT, AND YET ONLY 58% OF OUR THIRD GRADERS CAN READ ON LEVEL, AND ONLY 40% OF OUR THIRD GRADERS CAN DO MATH ON LEVEL. THE LSG PRESENTATION TONIGHT IS GOING TO TRY TO MAKE ALL OF US FEEL BETTER ABOUT THESE PERCENTAGES, BUT THE FACT OF THE MATTER IS, ROUND ROCK ISD FAILED THESE STUDENTS DURING COVID AND YOU CONTINUE TO FAIL THEM NOW. THERE ARE ONLY TWO TRUSTEES ON THIS BOARD THAT SAW THE DRACONIAN MASK MANDATES AND THE LUDICROUS COVID POLICIES FOR THE GARBAGE THAT THEY WERE. I WOULD LIKE TO THANK TRUSTEE, WESTON AND BONE FOR THEIR BRAVERY AND FIGHTING FOR OUR CHILDREN DURING THOSE DIFFICULT TIMES. TRUSTEE WESTON HAS VOICED HER CONCERNS ABOUT THESE EXTREMELY LOW ACADEMIC STANDARDS FOR THE LAST FOUR YEARS, AND I HOPE SHE KNOWS THAT HER VOICE OF REASON WILL BE MISSED. TONIGHT, WE ARE ALSO GOING TO HEAR ABOUT NECESSARY ADJUSTMENTS TO THE ASSISTANT CHIEF OF POLICE CONTRACT. I FIND IT CONCERNING THAT WE WERE REMOVING 30 DAYS OF WORK FROM THIS POSITION THAT PAYS OVER $95,000 A YEAR. I FIND IT EVEN MORE CONCERNING THAT ROUND ROCK ISD OWNS BILLIONS OF DOLLARS OF PROPERTY, AND OUR NEW CHIEF OF POLICE AND ASSISTANT CHIEF ARE ONLY GOING TO WORK 230 DAYS A YEAR. THERE ARE ONLY TWO TRUSTEES ON THIS BOARD THAT WERE BRAVE ENOUGH TO SHARE THEIR CONCERNS IN THE WHISTLEBLOWER LETTER SENT TO THEM BY THE EX-CHIEF. WE NEVER RECEIVED ANSWERS ABOUT THOSE SEXUAL ASSAULT ALLEGATIONS, BUT I WANT TRUSTEES, BONE AND WESTON TO KNOW HOW MUCH I SINCERELY APPRECIATED THEIR ATTEMPTS FOR TRANSPARENCY AND AN INVESTIGATION INTO THOSE ALLEGATIONS. ROUND ROCK ISD IS ALSO GOING TO VOTE TO MOVE ALMOST A QUARTER OF $1 MILLION OUT OF THE INSTRUCTIONAL BUCKET AND INTO THE GENERAL ADMINISTRATION BUCKET SO THAT THEY CAN USE THAT MONEY FOR STUDENT RECRUITMENT. WHILE ROUND ROCK ISD IS ALSO ASKING TAXPAYERS FOR A BILLION DOLLARS, IT'S SPENDING MONEY SET ASIDE FOR INSTRUCTION TO ACTIVELY RECRUIT STUDENTS FROM OUTSIDE THE DISTRICT. LAST YEAR, TAXPAYERS VOTED TO GIVE YOU THREE GOLDEN PENNIES, AND THIS YEAR YOU WANT US TO GIVE YOU $1 BILLION SO THAT FAMILIES WHO AREN'T BEING TAXED OUT OF THEIR HOMES CAN SEND THEIR CHILDREN TO OUR SCHOOLS. THE ROUND ROCK ISD IS A DESTINATION DISTRICT OR NOT. WE SHOULDN'T HAVE TO BEG FAMILIES TO COME TO OUR SCHOOL. IF THIS RECRUITMENT IS BRINGING IN MUCH NEEDED FUNDS TO THE DISTRICT, THEN I THINK THOSE BONUS DOLLARS SHOULD ALL BE USED ON ALL OF THIS DEFERRED MAINTENANCE. I KEEP SEEING ALL THESE COMMERCIALS ABOUT. THERE'S ONLY TWO TRUSTEES ON THIS BOARD THAT HAVE CARED ABOUT THIS. TIME IS UP. THANK YOU. ALL RIGHT. OUR NEXT SPEAKER IS AMY HOFFMAN, SPEAKING ON AGENDA ITEM F3. AND YOU DO LIVE IN THE DISTRICT. TO THE TUNE OF CORE VALUES AND STUDENT OUTCOMES. I JUST WANTED TO SAY THANK YOU TO DANIELLE AND MARY FOR SUPPORTING ME AS A TEACHER, ME AS A PARENT, WORKING FOR MY STUDENTS, MY OWN CHILDREN IN OUR COMMUNITY, AND THINKING THAT PARENTS MATTER AND KNOWING THAT PARENTS ARE IMPORTANT BECAUSE PARENTS DO MATTER AND PARENTS ARE IMPORTANT. AND I WILL ALWAYS REMEMBER THAT THAT WAS ONE OF YOUR KEY FACTORS. YOU'RE UP HERE FOR US, AND THAT WAS EVIDENT. AND I DON'T WANT YOU TO THINK THAT ANY OF YOUR EFFORTS WERE. MAKE SURE YOU BRING IT BACK TO STUDENT OUTCOMES WHEN IT COMES TO FAMILIES FEELING SECURE AND CONFIDENT IN THEIR PARENTS AND COMFORTABLE IN THEIR HOME, THEY'RE GOING TO PRODUCE BETTER THINGS IN THE SCHOOL. SO IT'S ALL ABOUT STUDENT OUTCOMES AND FAMILY FIRST. AND WE SAW THAT. WE RECOGNIZED THAT. AND JUST THANK YOU FROM THE BOTTOM OF MY HEART FOR SERVING OUR COMMUNITY AND US. ALL RIGHT. [APPLAUSE] OUR NEXT SPEAKER IS DON ZIMMERMAN, SPEAKING ON AGENDA ITEM F3. AND YOU DO LIVE IN THE DISTRICT. YOU KNOW, IF THE STUDENT OUTCOMES WERE ACTUALLY ABOUT ACADEMIC ACHIEVEMENT, ABOUT STUDENTS BEING ABLE TO READ AND WRITE PROFICIENTLY AND DO MATH ON A SERIOUS LEVEL, IF THAT WERE THE GOAL OF THIS DISTRICT, THEN IT WOULD BE A REAL TRAGEDY THAT WE'RE LOSING OUR TWO BOARD MEMBERS WHO ARE ACTUALLY BEEN FOCUSED ON THAT FOR FOUR YEARS. BUT I DON'T BELIEVE FOR A MINUTE THAT THAT'S ACTUALLY THE OUTCOME THAT THIS DISTRICT WANTS. THIS DISTRICT IS RADICAL. IT SEXUALIZES STUDENTS. IT DUMBS DOWN STUDENTS. IT SETS LOW BARS SO THE SUPERINTENDENT CAN GET A BONUS FOR DOING A TERRIBLE JOB. SO I'M DISMAYED THAT WE'RE LOSING OUR TWO BEST MEMBERS BECAUSE, YOU KNOW, STUDENT OUTCOMES CAN BE ANYTHING. YOU KNOW, IF YOU FAIL ALL THE STUDENTS AND GRADUATE ILLITERATE PEOPLE, THAT'S A STUDENT OUTCOME. YOU KNOW, YOU FIVE PEOPLE HAVE MADE A JOKE OF THIS DISTRICT. AND THE BUREAUCRATS THAT BACK YOU UP OUGHT TO BE ASHAMED. SO THE GOOD NEWS FOR YOU IS I WON'T BE BACK HERE. I WILL BE SEEING YOU IN COURT, AND WE WILL BE MONITORING YOUR ILLEGAL ACTIVITIES FROM NOW ON. SO, DANIELLE AND MARY, THANKS FOR YOUR SERVICE. THANK YOU. OUR NEXT SPEAKER IS TED ROJAS, SPEAKING ON AGENDA ITEM F6. AND YOU DO LIVE IN THE COMMUNITY. GOOD EVENING EVERYBODY. MY NAME IS TED ROJAS, AND I'M A PROUD FATHER OF TWO BOYS IN THE DISTRICT. [00:25:05] THE REASON THAT I'M HERE TODAY IS BECAUSE I JUST WANT TO SAY THANK YOU. THANK YOU TO DOCTOR MARY BONE. THANK YOU TO DANIELLE WESTON FOR THE SERVICE FOR THE PAST FOUR YEARS. I KNOW YOU'RE TAKING TIME AWAY FROM YOUR FAMILY, AND I JUST WANT TO SAY THANK YOU AND WISH YOU GUYS THE BEST. IT HAS TO BE RELATED TO SOMETHING ON THE AGENDA. THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS JENNIFER WHITE SPEAKING ON AGENDA ITEM H6. AND YOU ALSO SAID I6, BUT THERE IS NO I6 AND YOU DO LIVE IN THE COMMUNITY. THE LEGISLATIVE I THINK IT WAS. SO IT'S BEEN A BLESSING TO HAVE BOTH TRUSTEES, BONE AND WESTON ON THE BOARD FOR THE PAST FOUR YEARS BECAUSE THEY'VE ENLIGHTENED THIS COMMUNITY AND JUST HOW THEY'VE CARED FOR CHILDREN, OUR CHILDREN, THEY'VE EXPOSED THE CORRUPTION THAT MANY ON THIS DAIS AND ADMINISTRATION HAVE ACTED, AND WHICH HAS WEAKENED OUR REPUTATION AS A GREAT DISTRICT. THEY'VE DUG INTO THE ISSUES, THE BUDGETS, THE POLICIES FOR THE SAKE OF OUR CHILDREN. THEY'VE EXPOSED THE LIES, THE WASTE, DECEIT AND MALFEASANCE OF THIS DISTRICT. BUT WHAT'S INTERESTING IS THE REQUEST TO MOVE MONEY TO RECRUIT STUDENTS. IT'S PATHETIC THAT THE DISTRICT USED TO BE A STELLAR AND HIGHLY REGARDED AND RATED DISTRICT, BUT NOW BEGS AND PLEADS FOR STUDENTS TO BE TRANSFERRED INTO THIS DISTRICT. THE STUDENTS WON'T BE BRINGING THEIR TAX DOLLARS. THEY'RE GOING TO BE USING OUR CHILDREN'S RESOURCES. I LAY BLAME ON THESE. THE BOARD WHO'S BEEN HERE, SOME OF THEM FOR THE SECOND TERM. BUT WITH REGARD TO SPECIAL EDUCATION EXPENSES, ARE WE MOVING FUNDS FOR SPECIAL EDUCATION FOR THE KIDS OR TENS OF THOUSANDS OF DOLLARS IN INAPPROPRIATELY PAID TO PAY OFF MULTIPLE SCHOOL BOARDS SITTING ON THIS DAIS, AND THAT WE REALLY NEED EVERY PENNY TO GO TO SPECIAL EDUCATION AND FOR THE CHILDREN NOT TO PAY OFF THE PEOPLE WHO SIT ON THIS BOARD. MANY PARENTS WOULD LOVE THE SPECIAL ACCOMMODATIONS THAT SOME ON THIS BOARD ARE GETTING. AND WOULDN'T THEY LOVE TO GET THE TENS OF THOUSANDS OF DOLLARS BEING PAID FOR TO SOME OF THESE PEOPLE ON THE BOARD. BUT GUESS WHAT? YOU HAVE TO BE A SCHOOL BOARD MEMBER TO GET THE SPECIAL PERKS. AND IN THE COMMUNITY, IF YOU WANT TO KNOW MORE, JUST ASK ME. HAPPY TO SHARE. [APPLAUSE] OUR NEXT SPEAKER IS CHRISTY SLAPE SPEAKING ON AGENDA ITEM I1 AND YOU DO LIVE IN THE COMMUNITY. GOOD EVENING. I'M SPEAKING ON THE LEGISLATIVE PRIORITIES I1. IT'S NOT CRYSTAL CLEAR FROM THE ATTACHMENT, BUT IT APPEARS AS THOUGH THE LEGISLATIVE PRIORITIES SURVEY WAS CONDUCTED AT THE ROUND ROCK ISD BACK TO SCHOOL CELEBRATION AND THE ROUND ROCK ISD COUNCIL OF PTA'S DELEGATE MEETING. I WOULD JUST LIKE CLARIFICATION ON THAT. I'M INTERESTED IN KNOWING HOW MANY PEOPLE WERE SURVEYED AND WHETHER THE SAMPLE IS REPRESENTATIVE OF THE ENTIRE DISTRICT. DID THOSE SURVEYED TRULY UNDERSTAND WHAT THEY WERE BEING ASKED? WERE THE EDUCATIONAL TERMS CLEARLY DEFINED? ARE THERE ANY BIASES IN THE QUESTIONS? WAS THERE ANYONE PRESENT DURING THE SURVEY WHO COULD HAVE INFLUENCED THE OUTCOME. MANY OF THE LEGISLATIVE PRIORITIES ARE FINANCIALLY BASED. SO I WILL ALSO ADD THAT DISTRICTS ACROSS THE STATE AND NATION OFTEN PLEAD FOR MONEY FROM THE LEGISLATURE AND TAXPAYERS. I WOULD ASK, DO WE HAVE A FUNDING PROBLEM OR A SPENDING PRIORITIES PROBLEM? I BELIEVE WE HAVE A SPENDING PRIORITIES PROBLEM, WHICH IS WHY I CANNOT SUPPORT THE BILLION DOLLAR BOND ON OUR BALLOT. THANK YOU TRUSTEE WESTON FOR FOUR YEARS OF EDUCATING THE COMMUNITY AND BRINGING AWARENESS TO THE FACT THAT ROUND ROCK ISD HAS PAID A LOBBYIST $3,000 MONTHLY WITH EDUCATIONAL DOLLARS TO LOBBY AT THE CAPITOL, AND AT TIMES AGAINST THE VALUES OF OUR TAXPAYERS AND OUR COMMUNITY. THANK YOU, TRUSTEE BONE, FOR YOUR TIME AT THE STATE CAPITOL, SHARING YOUR PERSPECTIVE SO THAT ALL CHILDREN ARE ABLE TO RECEIVE AN EXCELLENT EDUCATION. I'M SO VERY THANKFUL FOR YOUR SERVICE FOR THE LAST FOUR YEARS, YOU HAVE ASKED HARD QUESTIONS, PRESSED FOR TRANSPARENCY, AND EDUCATED THE PUBLIC ON ISSUES THAT WE WOULD HAVE NOT OTHERWISE BEEN AWARE. THANK YOU SO MUCH. [APPLAUSE] OUR NEXT SPEAKER IS ANNIE CHERRY, SPEAKING ON AGENDA ITEM F2 AND YOU DO LIVE IN THE COMMUNITY. GOOD EVENING. I'M HERE TO SPEAK ON AGENDA ITEM F2. I AM TERRIFIED TO SEE THAT THIRD GRADERS IN ROUND ROCK ISD ARE NOT BEING EQUIPPED FOR SUCCESS. ROUND ROCK ISD MUST DO BETTER. I WOULD LIKE TO PERSONALLY THANK MARY AND DANIELLE FOR CONSTANTLY EDUCATING AND INFORMING THE COMMUNITY ON ISSUES LIKE THIS. HAD IT NOT BEEN FOR THEIR COURAGE TO INFORM AND EDUCATE THE COMMUNITY, MY DAUGHTER WOULD BE PART OF THIS STATISTIC. INSTEAD, I'M PROUD TO SAY SHE IS THRIVING AND EXCELLING IN THIRD GRADE IN HOMESCHOOL. SO THANK YOU, DOCTOR MARY BONE, AND THANK YOU, DANIELLE WESTON FOR YOUR FOUR YEARS OF CONTINUED SERVICE. [APPLAUSE] OUR NEXT SPEAKER IS CHRISTINA COOPER SPEAKING ON AGENDA ITEM F3. AND YOU DO LIVE IN THE DISTRICT. [00:30:08] GOOD EVENING. I'M SPEAKING ON F3, THE DISTRICT STRATEGIC GOALS, SPECIFICALLY ON ENGAGING OUR DIVERSE COMMUNITY AND BUILDING RELATIONSHIPS WITH STUDENTS. BUT HOW DO YOU ACCOMPLISH THIS WHEN THE MAJORITY OF THIS BOARD DOES NOT TRULY SUPPORT ALL OF ITS STUDENTS PARENTS? I'M THANKFUL FOR DANIELLE, MARY FOR ALL THEIR WORK ON TRULY BUILDING THE RELATIONSHIP OF ALL PARENTS, DESPITE THE BELIEFS OF SOME IN THIS COMMUNITY. DANIELLE. I'M THANKFUL. SORRY DANIELLE MARY YOU WILL BE SORELY MISSED ON THE BOARD BY MANY IN THIS COMMUNITY. IT'S A SAD DAY TO SEE YOU GUYS GET OFF THIS BOARD. THANK YOU BOTH FOR ALL OF YOUR COURAGE AND ALL THAT YOU'VE DONE FOR THIS COMMUNITY. APPRECIATE YOU MORE THAN I CAN EVEN SAY IN WORDS. THANK YOU. [APPLAUSE] OUR NEXT SPEAKER IS ALEXIS STRINGER SPEAKING ON AGENDA ITEM I1. AND YOU DO NOT LIVE IN THE COMMUNITY. GOOD EVENING, BOARD MEMBERS. MY NAME IS ALEXIS STRINGER. I'M HERE TALKING ABOUT OUR STUDENTS LEGISLATIVE PRIORITIES BECAUSE, HONESTLY, DONALD TRUMP'S RADICAL, FASCIST, WHITE SUPREMACIST PROJECT 2025 AGENDA IS. NEEDS TO BE WITH OUR ROUND ROCK ISD LEGISLATIVE PRIORITIES PLEASE. KNOW I UNDERSTAND, AND DONALD TRUMP IS TRYING TO ABOLISH THE DEPARTMENT OF EDUCATION, AND WE NEED TO FIGHT BACK AGAINST THIS MAGA HAT WEARING QANON RIGHT WING EXTREMISM AND FOSTER A CULTURE OF LEARNING AND ACCEPTANCE, ESPECIALLY FOR OUR LGBTQ COMMUNITY, WHICH IS WHAT I AM RIGHT NOW. LISTEN, YOU KNOW, I'M A DRAG QUEEN AND A TRANS SEX WORKER. AND, YOU KNOW, I HAVE JUST AS MUCH OF A RIGHT TO TEACH KINDERGARTEN AS ANYBODY ELSE HERE. GET BACK TO OUR LEGISLATOR PRIORITIES. OKAY. AMBER. CAN YOU STOP THIS FOR JUST A SECOND? SIR, IT'S MA'AM. HOLD ON. YOU HAVE TO STAY. MA'AM, PLEASE DON'T MISGENDER ME. THIS IS VIOLENCE. WHAT YOU'RE DOING. IT'S A MICROAGGRESSION. YOU JUST HAVE TO STAY WITH SOMETHING ON THE AGENDA, OKAY? YOU CAN TURN HIS TIME BACK ON. WELL, SURE. THANK YOU. BUT, LOOK, THIS IS PART OF THE AGENDA BECAUSE WE HAVE LEGISLATIVE PRIORITIES FOR OUR STUDENTS, OKAY? AND WHAT WE NEED TO FOCUS ON ARE DISMANTLING THE OPPRESSIVE SYSTEMS THAT FLOOD OUR PUBLIC SCHOOL SYSTEM. AND JUST LOOK AT THESE QANON WEARING, DOMESTIC QANON MAGA HAT WEARING DOMESTIC TERRORISTS RIGHT BEHIND ME. OKAY? YOU KNOW, YOU DON'T WANT THESE PEOPLE, LIKE TEACHING KIDS OR MOLDING YOUNG MINDS. YOU WANT PEOPLE LIKE ME, OKAY, TO, LIKE, MOLD THE MINDS OF OUR STUDENTS. YOU KNOW THIS. EVERYBODY KNOWS THIS. YOU KNOW THIS MARY, RIGHT? YOU KNOW THIS, DANIELLE. YOU KNOW. YOU KNOW THIS. TIFFANIE LIKE, THIS IS WHAT IT IS. AND I JUST FEEL AS THOUGH WE NEED TO FOCUS OUR CURRICULUM ON DISMANTLING OPPRESSIVE SYSTEMS ENDING THE PATRIARCHY, FIGHTING TRANSPHOBIA, UNDERSTANDING THAT THE UNITED STATES IS A FASCIST HELLHOLE THAT NEEDS TO BE ABOLISHED BECAUSE IT WAS BUILT ON RACISM CREATING AN ENVIRONMENT OF INCLUSION AND MOST IMPORTANTLY, TEACHING OUR STUDENTS TO MONETIZE THEIR CONTENT ON ONLYFANS. SO PLEASE TAKE WHAT I SAID INTO CONSIDERATION. WE REALLY HAVE TO DO EVERYTHING WE CAN TO FIGHT BACK AGAINST DONALD TRUMP'S RADICAL, RIGHT WING, EXTREMIST FASCIST PROJECT 2025 AGENDA. THANK YOU. THIS HEREBY CONCLUDES PUBLIC COMMENT. IT IS 633. WE'RE GOING TO MOVE ON TO AGENDA ITEM F1 OUR RENTAL ASSISTANCE PROGRAM ANNUAL REPORT. [F. SUPERINTENDENT REPORTS] I WILL TURN IT OVER TO DOCTOR AZAIEZ TO GET US STARTED. GOOD EVENING. GOOD EVENING. BOARD MEMBERS AND BOARD PRESIDENT AND COMMUNITY MEMBERS. I DON'T KNOW IF YOU KNOW, BUT EDDIE IS ACTUALLY ATTENDING THE CONFERENCE, SO HE'S ACTUALLY WANT TO JOIN US VIRTUALLY TONIGHT. AND HE'LL BE THE ONE INTRODUCING OUR GUESTS WHO WILL BE GIVING US AN UPDATE ON OUR RENTAL ASSISTANCE PROGRAM THAT WE STARTED ABOUT A YEAR, YEAR AND 2 OR 3 MONTHS AGO. RIGHT, EDDIE. THANK YOU EDDIE. THAT'S RIGHT SIR. WELL, HOPEFULLY YOU CAN HEAR ME. IT'S A LITTLE DISCOMBOBULATING BECAUSE I'M WATCHING YOU ON DELAY, SO I'M HOPING THAT YOU CAN HEAR ME. OKAY. AND I GUESS IN ABOUT 15 SECONDS, I'LL KNOW WHETHER YOU CAN OR NOT. PRESIDENT LANDRUM, BOARD OF TRUSTEES, DOCTOR AZAIEZ, AND THE ROUND ROCK ISD COMMUNITY. I APOLOGIZE FOR NOT BEING WITH YOU IN PERSON AS DOCTOR AZAIEZ MENTIONED, I'M AT A CONFERENCE THIS WEEK AND LEARNING PLENTY ABOUT SCHOOL PERSONNEL ISSUES AND THINGS LIKE THAT. BUT I WANTED TO TALK A LITTLE BIT TONIGHT AND BRING AN UPDATE ON OUR RENTAL ASSISTANCE PROGRAM. WE ALSO REFER TO IT AS OUR AFFORDABLE HOUSING PROGRAM. BUT AS DOCTOR AZZI MENTIONED, WE LAUNCHED THIS PROGRAM IN JUNE OF 23 AND KIND OF WANTED TO GIVE YOU AN UPDATE THIS YEAR THIS WEEK. I'M SORRY, IN TERMS OF WHERE WE ARE AT THIS POINT IN THE PROGRAM. SO WE'LL JUST CONTINUE ON WITH THE SLIDES. I CAN'T SEE WHAT YOU'RE SEEING, SO I'M HOPING WE'RE ON THE INTRODUCTION SLIDE. THE MEMORANDUM OF UNDERSTANDING WAS APPROVED WITH THE TEXAS WORKFORCE HOUSING FOUNDATION IN JUNE OF 2023. AND WHAT THAT MEMORANDUM ALLOWED US TO DO WAS TO PROVIDE RENTAL ASSISTANCE TO EMPLOYEES OF THE DISTRICT. AND TO THE TUNE OF $250 PER MONTH FOR EACH EMPLOYEE WHO QUALIFIED FOR THAT ASSISTANCE. IT WAS THE MOU ESTABLISHED FOR FOUR PROPERTIES, A $250,000 PER PROPERTY APPROPRIATION INTO THE FUND FOR EACH PROPERTY, MEANING THAT [00:35:07] THE TOTAL STARTING AMOUNT IN THE FUND WAS $1 MILLION. EACH YEAR PER THE TERMS OF THE MOU $50,000 PER PROPERTY IS ADDED INTO THAT FUND, WHICH WHICH GIVES US ANOTHER $200,000 EACH YEAR THROUGH THE COURSE OF THE AGREEMENT. AND AS I MENTIONED EARLIER, YOU KNOW, WE INITIALLY STARTED WITH A $250 PER MONTH PER EMPLOYEE RENTAL ASSISTANCE NUMBER AND WITH A TARGET NUMBER OF PARTICIPANTS OF 100 PER MONTH ACROSS THE FOUR PROPERTIES. SO IN AN IDEAL SCENARIO, THAT WOULD BE 25 EMPLOYEES AT EACH OF THE FOUR PROPERTIES, BUT THE COLLECTIVE IS 100 ACROSS THE FOUR PROPERTIES THEMSELVES. SO THE PROGRAM ITSELF, YOU KNOW, OBVIOUSLY WE SIGNED THE MOU IN JUNE. WE WERE ABLE TO GET THINGS LAUNCHED OFFICIALLY IN AUGUST OF 2023 WITH THE COMMUNICATION CAMPAIGN, WITH OUR EMPLOYEES TO MAKE SURE THAT EVERYBODY WAS AWARE OF THE PROGRAM. AND THEN FROM THAT POINT FORWARD, OUR FOCUS HAS REALLY BEEN MAKING SURE THAT THE EDUCATION MATERIALS WERE OUT THERE, BUT ALSO BUILDING THE SYSTEMS THAT GO ALONG WITH THAT. SOMETIMES WITH PROGRAMS LIKE THIS WHERE THEY CAN COME ACROSS WELL AS A TURNKEY SOLUTION. BUT THE REALITY IS, YOU KNOW, IN A DISTRICT AS LARGE AS ROUND ROCK ISD, WE HAVE TO REALLY HAVE AN INTENTIONAL FOCUS ON MAKING SURE THAT THE COMMUNICATION IS OUT THERE FOR EMPLOYEES AND THAT ALL EMPLOYEES CAN ACCESS THAT INFORMATION WHEREVER THEY ARE. AND SO WE WORKED REALLY HARD THIS PAST YEAR TO MAKE SURE THAT WE PROVIDED AS MUCH INFORMATION AND AS MUCH CLARITY AROUND SOME COMPLICATED ISSUES AS WE COULD IN RELATION TO THIS PROGRAM. OUR PARTNERS, WHO I'M ABOUT TO INTRODUCE YOU TO HAVE REALLY BEEN GREAT PARTNERS IN TERMS OF THEIR PARTICIPATION WITH US. THEY CAME TO US THEY ATTENDED, I'M SORRY, OUR BACK TO SCHOOL BASH. THEY WERE WITH US IN OUR FALL AT OUR LAST FALL IN OUR CAREER FAIR, AS WELL AS OUR SPRING CAREER FAIR IN APRIL. AND THEY'RE ATTENDING NEW HIRE EMPLOYEE ORIENTATIONS AS WELL, TO MAKE SURE THAT WHEN THOSE EMPLOYEES COME TO US THEY'RE ABLE TO GET CONNECTED WITH THAT INFORMATION FROM THE GET GO. WE'VE ALSO HAD INFORMATION WEBINARS FOR EMPLOYEES. AND SO THAT'S BEEN REALLY HELPFUL TO HAVE THOSE COME AND GO SESSIONS FOR EMPLOYEES WHERE THEY CAN JOIN AND LEARN SOME MORE ABOUT THE PROGRAM. OFTENTIMES WHEN A NEW EMPLOYEE JOINS OUR DISTRICT THEY'RE, INUNDATED WITH INFORMATION RIGHT ABOUT THEIR SALARY AND THE PAY SCHEDULE AND THEIR SERVICE CALENDARS AND THE CULTURE OF THE DISTRICT ET CETERA. BUT WE REALLY FEEL THAT, YOU KNOW, THIS PROGRAM IS SO IMPORTANT AND CAN MAKE A DIFFERENCE FOR EMPLOYEES SO MUCH THAT WE WANT TO MAKE SURE THAT THEY HAVE THAT INFORMATION. SO SETTING UP THOSE DEDICATED SESSIONS HAS REALLY BEEN HELPFUL IN TERMS OF GETTING THAT INFORMATION OUT THERE. WE'VE ALSO BEEN MINDFUL OF THE FACT THAT WE HAVE A VERY DIVERSE WORKFORCE, AND OUR WORKFORCE SPEAKS MULTIPLE LANGUAGES. OFTENTIMES, ENGLISH IS NOT THEIR PRIMARY HOME LANGUAGE. AND SO OUR PARTNERS HAVE REALLY BEEN COGNIZANT OF THAT AND HAVE HELPED TO MAKE SURE THAT THE INFORMATION IS AVAILABLE IN MULTIPLE LANGUAGES. I THINK OUR FLIERS ARE TRANSLATED INTO 5 OR 6 LANGUAGES IF MEMORY SERVES. WE'VE ALSO HAD SEVERAL ON SITE INFORMATION SESSIONS FOR STAFF AND OUR OPERATIONS DEPARTMENTS. YOU KNOW, AS YOU KNOW, OUR OPERATIONS STAFF WORK EXTREMELY HARD. THEY'RE ALL OVER THE DISTRICT. THEY'RE IN BUILDINGS SOMETIMES THEY'RE ON TOP OF ROOFS, THEY'RE UP LADDERS. SO WE CAN'T RELY ON EMAIL AS A METHOD OF COMMUNICATION, ALWAYS WITH THAT GROUP. AND SO IT WAS REALLY IMPORTANT TO HAVE THOSE IN-PERSON SESSIONS SO WE COULD REALLY GIVE THEM AN AUDIENCE, BUT ALSO MAKE SURE THAT WE COULD ANSWER THEIR QUESTIONS. AND THOSE SESSIONS WERE PROVIDED IN MULTIPLE LANGUAGES AS WELL. THE LAST PIECE IS RENTAL ASSISTANCE AND THE PROGRAM ITSELF. IT'S BECOME A REALLY IMPORTANT TOOL FOR US IN HR AS WE GO OUT AND RECRUIT STAFF. YOU KNOW, I TALK ABOUT TOTAL COMPENSATION, AND THAT'S A BIG FOCUS FOR US, PARTICULARLY IN TOUGH TIMES FROM A BUDGETARY STANDPOINT, WE'VE GOT TO LOOK AT OUR COMPETITIVE ADVANTAGE WHEN IT COMES TO EMPLOYEES AND HOW WE CAN BRING THEM HERE. AND THIS IS ANOTHER WAY THAT THE DISTRICT IS ABLE TO OFFER A TOTAL COMPENSATION APPROACH. NOT ONLY DO YOU RECEIVE A COMPETITIVE SALARY WHEN YOU JOIN OUR DISTRICT, BUT WE ALSO HAVE THIS PROGRAM AS WELL, WHICH CAN HELP EMPLOYEES, AT LEAST IN YEAR ONE, UP TO THE TUNE OF $3,000 PER YEAR. SO IT'S A REALLY HELPFUL THING TO GO OUT. AND WHEN WE GO AND RECRUIT, ESPECIALLY SINCE SOME OF OUR RECRUITING EFFORTS ARE IN AREAS NOT IN THE CENTRAL TEXAS AREA. ON OUR NEXT SLIDE, YOU'LL SEE OUR CONTACTS WITH THE TEXAS WORKFORCE HOUSING FOUNDATION. I BELIEVE TWO OF THEM ARE THERE TONIGHT. I'VE TEXTED WITH ONE OF THEM AND I'M ASSUMING ANOTHER ONE IS THERE, TOO. KRISTINN MASSEY IS OUR MAIN POINT OF CONTACT WITH THE FOUNDATION. SHE IS THE DIRECTOR AT THE SH130 MD, WHICH IS THE COMPANY THAT REALLY KIND OF HELPS TO MANAGE THE FUND AND TO AND WORKS DIRECTLY WITH US IN TERMS OF THIS PROGRAM AND MAKING SURE THAT THINGS ARE RUNNING WELL AND WITH HER, I BELIEVE, IS CANDICE SALAZAR, AND CANDICE IS OUR ACCOUNTANT, FUND MANAGER, ALL THINGS FINANCIAL. [00:40:05] SHE KEEPS AN EYE ON THE DOLLARS TO MAKE SURE THERE'S STILL ENOUGH IN THERE IN THE FUND SO WE CAN CONTINUE TO SUSTAIN THE PROGRAM. SO I'M GOING TO TURN IT OVER TO THEM, AND THEY'RE GOING TO TALK A LITTLE BIT MORE ABOUT THE YEAR AND GIVE YOU AN UPDATE AS TO WHERE WE ARE FROM HERE. EDDIE. EXCUSE ME, EDDIE, IF WE CAN TALK A LITTLE BIT ABOUT THE YOU TALKED ABOUT THE AMOUNT OF MONEY, CAN YOU CLARIFY HOW THAT MONEY? I MEAN, ARE WE PAYING FOR ANY OF THIS MONEY, ARE TAXPAYERS PAYING FOR ANY OF THAT MONEY? CAN YOU PLEASE TALK A LITTLE BIT ABOUT HOW THIS CAME ABOUT AND AS FAR AS THE MONEY AND WHAT THE MONEY IS COMING FROM, BECAUSE WE'RE VERY APPRECIATIVE WITH THE FOUNDATION. THAT'S NUMBER ONE. AND THEN NUMBER TWO, I THINK, ALSO CLARIFY WHY WE HAD TO GO THIS ROUTE BECAUSE WE ARE SEEING MANY OF OUR STAFF CANNOT AFFORD TO LIVE IN ROUND ROCK ISD, WHETHER THEY'RE TEACHERS, CUSTODIANS, BUS DRIVERS. CAN YOU EXPAND A LITTLE BIT ON THAT FOR OUR BOARD MEMBERS OR MORE IMPORTANTLY, FOR THE COMMUNITY? I ABSOLUTELY, THIS IS NOT A DISTRICT SUPPORTED FUNDING SOURCE. THIS IS NOT IN ANY WAY COMES FROM THE DISTRICT BUDGET. THIS IS THE FOUNDATION ITSELF IS SET UP. AND SO I CAN'T I WOULD ACTUALLY ASK KRISTINN TO MAYBE TALK A LITTLE BIT MORE ABOUT THE FUNDING COMPONENT ITSELF, SIR. BUT THE REASON THAT WE INITIATED THIS PROGRAM AND THAT THIS HAS BECOME A REAL FOCUS FOR US IS JUST LIKE YOU SAID, YOU KNOW, WE HAVE A VERY LARGE WORKFORCE. WE'RE OVER 6000 EMPLOYEES, RIGHT AROUND 6400 AT THIS POINT. AND ROUGHLY 40% OF OUR EMPLOYEES ACTUALLY LIVE IN THE ROUND ROCK AREA. A LOT OF THE REASONS THAT EMPLOYEES CHOOSE TO LEAVE OUR DISTRICT IS SOMETIMES IT'S JUST REALLY ABOUT AFFORDABILITY AND THEIR ABILITY TO LIVE IN OUR DISTRICT IS BECOMING HARDER AND HARDER AS THE COST OF LIVING INCREASES, AND ALSO THAT HOUSING PRICES INCREASE AS WELL. SO HAVING THIS TYPE OF PROGRAM IN PLACE ALLOWS US TO REALLY KIND OF LOWER THAT RENTAL IMPACT THAT THEY FEEL AS AN EMPLOYEE IN OUR DISTRICT. AND ALSO MAKE SURE THAT WE CAN GIVE THEM ACCESS TO LIVE WHERE THEY WORK AS WELL. AS WE KNOW WE'RE WORKING IN AN AREA WHERE THERE ARE A LOT OF SCHOOL DISTRICTS AND A LOT OF OPPORTUNITIES FOR EMPLOYEES TO WORK IN OTHER DISTRICTS AS WELL. AND SOME OF OUR EMPLOYEES ACTUALLY TRAVEL FROM SURROUNDING DISTRICTS IN ORDER TO COME TO ROUND ROCK ISD. I BELIEVE THAT THEY DO THAT BECAUSE IT'S SUCH A GREAT PLACE TO WORK. AND THEY LOVE WHERE THEY COME TO WORK. BUT AS COST OF LIVING INCREASES AND GAS PRICES INCREASE, THOSE DECISIONS BECOME HARDER AND HARDER FOR THOSE EMPLOYEES, AND THEY HAVE TO MAKE TOUGH CHOICES SOMETIMES. AND SO IN RECENT YEARS, WE HAVE SEEN EMPLOYEES CHOOSE TO LEAVE THE DISTRICT DUE TO RELOCATION BECAUSE AND, YOU KNOW, PER EXIT SURVEY DATA, BECAUSE OF THE COST OF LIVING IN ROUND ROCK ISD. OFTENTIMES THEY'RE DECIDING AND JUGGLING FAMILY RESPONSIBILITIES, AND MAYBE THEIR CHILDREN ARE ATTENDING SCHOOLS IN OTHER DISTRICTS AS WELL. AND SO OFTEN THAT CREATES THOSE DECISIONS FOR THOSE INDIVIDUALS THAT THEY HAVE TO MAKE. KRISTINN, CAN YOU SPEAK A LITTLE BIT MORE ABOUT THE FUNDING PIECE? I GUESS THE ULTIMATE ANSWER THAT YOU GUYS ARE LOOKING FOR IS THAT THE FUNDING JUST COMES FROM THE PUBLIC FACILITY CORPORATION, AND UPON CLOSING, DEVELOPER DEALS THAT MONEY THAT COMES FROM THE DEVELOPERS THEMSELVES GOES INTO THIS FUND AND SPECIFICALLY FOR THOSE FOUR PROPERTIES. SO THE DISTRICT ITSELF DOES NOT PROVIDE ANY FUNDING FOR THIS PROJECT FOR THE RENTAL ASSISTANCE PROGRAM. DOCTOR AZAIEZ, DID THAT ANSWER THE QUESTION FOR YOU, SIR? YES. THAT'S GOOD. THANK YOU. THANK YOU. SO WE'LL MOVE ON, KRISTINN, IF YOU WOULD TAKE IT FROM HERE, PLEASE. ON THE TABLE OF CONTENTS ON THAT SLIDE. THANK YOU MA'AM, I'D BE HAPPY TO. THIS IS OUR FIRST TIME PRESENTING AT A BOARD MEETING, SO DON'T MIND US FOR BEING A LITTLE NERVOUS. BUT. SO I'M KRISTINN MASSEY, AS HE INTRODUCED. AND THIS IS CANDICE, MY SIDEKICK. VERY IMPORTANT. AND WE'RE GOING TO TALK ABOUT THE OCCUPANCY AND THE FUND ACTIVITY OVERVIEW AND KIND OF HOW WE'VE HELPED THE DISTRICT EMPLOYEES. SOME OF THE SURVEY INFORMATION WE'VE RECEIVED OVER THIS LAST YEAR AND WHAT THE GOALS AND THE FORECAST WILL BE FOR THE FUTURE YEAR. SO THIS IS THE OVERVIEW OF WHERE WE STARTED VERSUS WHERE WE ARE. AS YOU CAN SEE FOR 2023 STARTING IN AUGUST, IT WAS YOU KNOW WE WERE JUST GETTING STARTED. THERE WERE SEVEN PEOPLE THAT STARTED WITH US. AND THEN NOW ALL THE WAY UP TO SEPTEMBER, WE'RE AT 68. THAT'S A BIG JUMP. THAT'S HUGE. WE'RE EXCITED ABOUT THAT. AND IT'S CLEAR THAT YOUR EMPLOYEES, THE PEOPLE IN YOUR DISTRICT ARE LOVING THIS. I THINK I JUST WANT TO JUST TOUCH ON THAT A LITTLE BIT. WE SPOKE EARLIER ABOUT THE INTENTIONAL EFFORT TO COMMUNICATE WITH EMPLOYEES THROUGHOUT THE COURSE OF THE YEAR. AND I THINK WHEN WE LAUNCH A PROGRAM LIKE THIS, IDEALLY THIS WOULD BE AVAILABLE FOR HIRING SEASON. PEAK HIRING SEASON FOR TEACHERS REMAINS, YOU KNOW, IN THE SPRING FOR THE FOLLOWING YEAR, EVEN MAYBE AS LATE AS MAY JUNE TIME. BUT BECAUSE THIS PROGRAM LAUNCHED IN AUGUST, WE WERE MINDFUL OF THE FACT THAT, YOU KNOW, A LOT OF TIMES PEOPLE ARE ALREADY LOCKED INTO THEIR EMPLOYMENT CHOICE FOR THE FOLLOWING [00:45:03] SCHOOL YEAR. BUT ALSO THERE'S THE NAVIGATING AND APARTMENT LEASES AND THINGS LIKE THAT. AND SO WE ANTICIPATED THAT OUR NUMBERS WOULDN'T BE AT 100 OUT OF THE GATES. RIGHT. AND SO YOU CAN SEE OVER TIME, THOUGH, WITH OUR INTENTIONAL EFFORTS TO INCREASE THE COMMUNICATION AND TO MAKE SURE PEOPLE UNDERSTOOD HOW THE PROGRAM COULD BENEFIT THEM, YOU COULD SEE THAT THOSE NUMBERS ARE REFLECTING THAT EFFORT. ABSOLUTELY. AND WE ACTUALLY HAVE LARISSA, ONE OF OUR PROPERTY MANAGERS HERE, SUPPORTING THE PROGRAM. AND, YOU KNOW, SHE'S PLAYED A ROLE JUST LIKE ANY OF THE OTHER PROPERTY MANAGERS AND COMMUNITY MANAGERS, TO MAKE SURE AND GET THE WORD OUT WITH ALL OF THE EMPLOYEES, I KNOW THAT SHE CREATES CUTE LITTLE FLIERS AND HANDS THEM OUT. AND, YOU KNOW, IT'S REALLY IMPORTANT TO HER AND EVERY ONE OF THE COMMUNITIES AND DEVELOPERS TO SUPPORT THIS DISTRICT, TOO. SO THIS IS JUST THE CURRENT EXECUTIVE SUMMARY AND DON'T MIND ME AND MY EYES TODAY, BUT THIS IS IT'S KIND OF BROKEN DOWN BY IT IS BROKEN DOWN BY EACH PROPERTY HERE, AS WELL AS WHETHER THEY WERE ACTIVE, PENDING OR INACTIVE AND THEN THE NUMBER OF APPLICANTS. SO YOU CAN SEE THAT FOR ENCLAVE AT LA FRONTERA THERE'S CURRENTLY 17 ACTIVE AND THERE'S THREE INACTIVE. AND THOSE PEOPLE COULD HAVE BEEN APPLICANTS THAT NO LONGER MOVED FORWARD, OR WHETHER IT WAS SOMEBODY THAT CHOSE TO MOVE OUT OR HOWEVER THAT HAPPENED. SO THE CURRENT ACTIVE NUMBER IS 68 AND THEN THERE'S 18 INACTIVE. AND AT THE TIME THIS POWERPOINT WAS CREATED, THERE WERE THREE APPLICANTS ACROSS THE BOARD. BUT SINCE THAT WAS DONE, WE I KNOW THAT WE RECENTLY IMPLEMENTED THE $350 INCREASE. AND SO THOSE APPLICANTS I KNOW, I'M SEEING THEM COME IN RAPIDLY. I'M GOING TO HAND THIS OFF TO CANDICE TO GO OVER THE FUND. THIS PIECE KIND OF, YOU KNOW, HAS ALREADY BEEN TOUCHED UPON. BUT WE DID START THE FUND WITH $1 MILLION SINCE THERE WAS A YOU KNOW, A SMALL, STEADY DECLINE. I'M SORRY, GROWTH THROUGHOUT THE YEAR. WE DIDN'T USE, YOU KNOW, A WHOLE LOT THE FIRST YEAR. SO THEREFORE, $130,750 WAS PAID OUT FOR THE FIRST YEAR, OCTOBER, AUGUST THROUGH SEPTEMBER. IN AUGUST, WE ADDED AN ADDITIONAL $200,000 TO THE FUND. CURRENTLY, WE'VE HELPED A TOTAL OF 78 ROUND ROCK EMPLOYEES. CURRENTLY THERE ARE 68 STILL RESIDING AND A COUPLE HAVE ACTUALLY RESIGNED THEIR LEASE, WHICH IS SUPER EXCITING, RIGHT? THAT MEANS THEY'RE HAPPY WHERE THEY'RE STAYING AND THEY'RE HAPPY FOR THE BENEFIT THAT THEY'RE RECEIVING. WE RECENTLY DID SURVEYS TO SEE HOW EVERYBODY WAS LIKING THE PROGRAM, AND IF THERE WERE QUESTIONS THAT PEOPLE WEREN'T GETTING THEIR ANSWERS TO. AND AS YOU CAN SEE, PEOPLE ARE REALLY SATISFIED WITH THE PROGRAM. YOU KNOW, THEY'RE SEEING THE SATISFACTION WITH THE PROGRAM. MAJORITY OF PEOPLE ARE THE. IN GENERAL, MAJORITY OF THE PEOPLE WERE WERE SUCCESSFUL WITH UNDERSTANDING WHAT THE PROGRAM IS AND DIDN'T REALLY HAVE ANY QUESTIONS. THEY UNDERSTOOD WHAT THEY WERE GETTING FOR THIS PROGRAM. HERE'S OUR 2024 2025 PLAN. AND THE BIG THING TO NOTE HERE IS THAT WE'RE GOING FROM $250 PER MONTH AND INCREASING THAT TO $350 PER MONTH, WHICH MAKES A REALLY BIG DENT IN THEIR SALARY. I KNOW THAT IT WOULD CERTAINLY HELP ANY ONE OF US, BUT THE ANNUAL AMOUNT INCREASE FROM 03,000 TO 4,200 PER EMPLOYEE PER YEAR LIVING AT ONE OF THE APPROVED PROPERTIES. THIS INCREASE BECAME EFFECTIVE OCTOBER 1ST FOR THE NEW FISCAL YEAR, AND THE GOAL REMAINS 100 PARTICIPANTS PER MONTH. I JUST WANT TO ADD ON TO THAT AS WELL. WE WERE ABLE TO MAKE THAT RECOMMENDATION, AND WE'RE THANKFUL TO THE BOARD OF THE FOUNDATION FOR APPROVING THAT RECOMMENDATION BASED ON THE FACT THAT OUR FORECAST WAS BASED OFF 100 OCCUPANTS FROM DAY ONE. RIGHT. AND BECAUSE WE DIDN'T HAVE FULL OCCUPANCY AND ARE STILL NOT AT FULL OCCUPANCY, WE'VE BEEN ABLE TO KIND OF INCREASE THE BENEFIT TO OUR EMPLOYEES OVER TIME WHILE STILL MAINTAINING THAT SAME FORECASTED NUMBER OF YEARS. SO WE STILL HAVE A FIVE YEAR PLAN, AND THE FUND WILL SUSTAIN US THROUGH FIVE YEARS WITH THE CURRENT SETUP OF THE INITIAL MILLION DOLLARS, PLUS THE ADDITIONAL $200,000 PER YEAR, THAT WILL GET US THROUGH THE REMAINING FIVE YEARS AT THIS $350 PER MONTH SUBSIDY. WE REALLY APPRECIATE EDDIE'S HELP IN ALL THIS AND ALL OF HIS SUPPORT AS WELL. IT'S BEEN A GREAT PARTNERSHIP FOR THE FIVE YEAR FUND FORECAST. WE ARE STARTING THE YEAR IN OCTOBER 2024 WITH $1,110,000. [00:50:06] THE YEARLY DISBURSEMENT, SHOULD WE HAVE 100 PARTICIPANTS AT 350 A MONTH WILL BE $420,000 A YEAR. THAT WOULD LAST THE FUND THROUGH AUGUST THROUGH 2029, WITH THE REMAINING BALANCE IN THE FUND OF $10,000. OF COURSE, THAT FUND COULD POSSIBLY CHANGE A LITTLE BIT IF WE DON'T MEET 100 PER YEAR. SO. THIS PART I THINK IS WHAT EDDIE AND ALL OF US ARE SO EXCITED ABOUT. YOU KNOW, WHENEVER I'M SURE THAT ANYBODY THAT REVIEWS SURVEYS, WE'RE ALWAYS LOOKING FOR WAYS TO IMPROVE. BUT WHENEVER WE SEE COMMENTS LIKE THIS WHERE IT SAYS EXCELLENT PROGRAM, AND ALL I WANT TO SAY IS THAT I AM TRULY GRATEFUL FOR THIS HELP. IT IS A GAME CHANGER AND A RELIEF THAT AT LEAST I CAN PAY FOR MY RENT FULLY. THAT THESE THINGS ARE HUGE TO US TOO. WE GET JUST AS EXCITED ABOUT THAT AS YOU GUYS DO. YOU KNOW, WE'RE ALWAYS LOOKING FOR WAYS TO IMPROVE, BUT JUST THESE THINGS MAKE IT ALL WORTHWHILE. EVERY ALL THE HARD WORK THAT EVERYBODY IS PUTTING IN FOR THIS. SO I THINK THAT THIS IS JUST REALLY EXCITING. FEEL FREE TO TAKE TIME TO READ ALL THE COMMENTS HERE, BUT I THINK IT'S REALLY EXCITING. DOES ANYBODY HAVE ANY QUESTIONS? THANK YOU VERY MUCH FOR THE PRESENTATION TODAY AND FOR THE UPDATE. I THINK IT'S REALLY EXCITING FOR OUR TEACHERS THAT ARE AND OUR STAFF THAT ARE ABLE TO ACCESS THIS. SO TRUSTEE WESTON. OKAY. SO THESE ARE FOUR APARTMENT COMPLEXES. YES, MA'AM. AND THIS FUND IS FUNDED BY PAYMENTS FROM THE DEVELOPERS OF THE APARTMENT COMPLEX. DO I UNDERSTAND THAT RIGHT. THESE THE FUNDS ORIGINALLY CAME FROM IF WE CLOSED OR MADE A JV GROUND LEASE WITH ONE OF THESE PROPERTIES, THEN THE DEVELOPER PAYS TO BE A PART OF THE PUBLIC FACILITY CORPORATION. SO THAT MONEY GOES INTO, YOU KNOW, OUR GOVERNMENT FUND. AND SO WE ARE GIVING BACK TO THE COMMUNITY BY THIS RENTAL ASSISTANCE PROGRAM. SO WHEN THE DEVELOPERS FUND THIS, WHAT DO THEY GET OUT OF IT? THE TYPICAL WAY THAT THIS WOULD HAPPEN IS THAT THERE WOULD BE A PROPERTY TAX EXEMPTION FOR THIS, AND THAT'S HOW THAT WOULD HAPPEN. RIGHT. AND SO WE TALK A LOT ABOUT SOME MIGHT CALL IT THE UPSIDE OF THIS, BUT THERE'S ALSO A REALITY THAT THESE DEVELOPERS OF THESE APARTMENT COMPLEXES ARE NOT HAVING TO PAY TAXES ON THEIR PROPERTY THAT THEY OWN. IS THAT CORRECT? AND IT'S GOOD TO GET THAT ON THE RECORD. TYPICALLY THAT WOULD BE YES. THAT'S MY UNDERSTANDING BASED ON MY RESEARCH. YES. CAN I RESPOND TO THAT? WE AS THE ROUND ROCK ISD, WE DID NOT GIVE THEM ANY EXEMPTIONS. WE I CANNOT GIVE EXEMPTIONS WITHOUT THE BOARD APPROVAL. AND WE NEVER REALLY BROUGHT THAT TO THE BOARD. IN OTHER WORDS, WE DON'T HAVE WE DIDN'T GIVE THEM ANY EXEMPTION AS FAR AS ROUND ROCK ISD. RIGHT. IT'S NOT AN ACTION TAKEN BY THE LOCAL SCHOOL DISTRICT, BUT IT'S CODIFIED INTO HOW THIS IS SET UP WITH THE STATE. THERE ARE INSTANCES WHERE I'VE SEEN WHEN ACTUALLY SOME SOME OF THESE NOT YOU GUYS, BUT OTHER DEVELOPERS WHO COME TO SCHOOL DISTRICTS AND ASK FOR EXEMPTIONS. THEY DID NOT ASK US FOR AN EXEMPTION AND WE DID NOT GIVE THEM AN EXEMPTION. THAT'S CORRECT. AND ULTIMATELY WE WEREN'T REQUIRED TO. THE EXEMPTIONS WERE BEFORE WE EVER MADE RIGHT. THAT'S WHAT I'M SAYING. THAT'S NOT PART OF THIS PROCESS. RIGHT? THAT HAPPENS OUTSIDE OF OUR SCHOOL DISTRICT. BUT THAT IS WHAT IS GOING ON. THESE DEVELOPERS OF THESE APARTMENT COMPLEXES ARE NOT PAYING PROPERTY TAX. SO THANK YOU FOR YOUR WORK. TRUSTEE WEIR. I WAS JUST CURIOUS. I KNOW IT'S FIVE YEARS AND IT'S 100 PEOPLE EACH YEAR, BUT YOU ADDED 55 PEOPLE FROM LAST SEPTEMBER TO THIS SEPTEMBER. SO IF YOU DO THAT AGAIN YOU'RE GOING TO START TURNING PEOPLE AWAY. SO IS THERE IS OUR MOU JUST FOR 100 FOR EACH YEAR OR IS THERE AN ABILITY TO INCREASE THAT IF DEMAND FROM ROUND ROCK ISD IS I DIDN'T MEAN TO CUT YOU OFF, MA'AM. THE CURRENT MOU IS FOR 100 PARTICIPANTS. YES, MA'AM. AND SO IF THE BOARD WAS INTERESTED IN EXPANDING THAT, THEN WE WOULD HAVE TO ENTERTAIN ANOTHER, ANOTHER MOU TO TO INCREASE THAT. THE OTHER PIECE WOULD BE OVER OVER TIME IF LIKE, FOR EXAMPLE, AT THE END OF THE FIVE YEARS, IF THE FUND IS DEPLETED YOU KNOW, AT THAT POINT, IF THE BOARD WAS INTERESTED IN LOOKING DOWN THAT ROAD THE BOARD COULD TAKE ACTION AND DECIDE TO CONTINUE THIS PROGRAM THROUGH LOCAL FUNDING, THROUGH BOARD ACTION IN TERMS OF OUR OWN BUDGET. [00:55:03] BUT THAT WOULD BE THE OTHER PIECE IN TERMS OF THE FUNDING OF IT MOVING FORWARD. RIGHT NOW, THE FUND ITSELF WILL BE DEPLETED AT THE END OF FIVE YEARS. TRUSTEE BONE. SO I DO HAVE A QUESTION BECAUSE IT RELATES TO A LATER CONVERSATION WE'RE GOING TO HAVE WITH LEGISLATIVE PRIORITIES. BUT DOCTOR AZAIEZ, HAVE WE DONE A STUDY ON HOW MUCH TAXES WE'RE LOSING FOR THESE FOUR PROPERTIES VERSUS HOW MUCH, YOU KNOW, OUR EMPLOYEES ARE GETTING BECAUSE $103,000 DOESN'T SEEM LIKE OR I THINK IT WAS 130 THAT YOU GUYS GAVE OUT THIS YEAR. SO $130,000 DOESN'T SEEM LIKE A LOT OF TAXES. IT SEEMS LIKE WE MIGHT HAVE ACTUALLY GOTTEN MORE TAXES IF THEY DIDN'T HAVE THIS TAX EXEMPTION. SO AS I SAID, AND I THANK YOU FOR THE QUESTION. AS I SAID, WE DID NOT GIVE THEM AN EXEMPTION. SO IF THEY GET AN EXEMPTION, THEY GOT IT, I GUESS THROUGH OTHER MEANS, NOT THROUGH US. SO IF THEY GET AN EXEMPTION, HYPOTHETICALLY, LET'S SAY WE ARE THE ONE MAKING THAT DECISION, RIGHT? SO REMEMBER WE ARE A RECAPTURED DISTRICT. SO FROM THE ANNUAL SIDE MOST LIKELY WHATEVER WE COLLECT PROBABLY GOING TO END UP EXTRA. WE'RE ALREADY SENDING 17 THIS YEAR ALONE. SO PROBABLY END UP GOING BACK TO THE STATE ANYWAY. THE ONLY MONEY THAT WE MAYBE ABLE TO RECAPTURE OR CAPTURE IS THE I&S SIDE OF THEIR TAX. TAX BILL, IF YOU WILL. SO BUT WE CAN RUN SOME NUMBERS I GUESS WE CAN, WE CAN CALCULATE IT. AND I DID NOT DO IT YET. SO WE CAN ASK THE TEAM TOO. I THINK IT WOULD JUST BE GOOD FOR THE BOARD TO UNDERSTAND, BECAUSE MAYBE THAT NEEDS TO BE A LEGISLATIVE PRIORITY. I KNOW OUR COUNTY ACTUALLY HAD SOME CONCERNS ABOUT THIS TYPE OF ORGANIZATION AND NOT GETTING TAXES, BECAUSE I BELIEVE THAT ALSO, YOU KNOW, THEY DON'T GET FIRE OR ANYTHING LIKE THAT. SO I'D BE INTERESTED IN THAT. THANK YOU. THANK YOU. I DON'T HAVE ANY OTHER LIGHTS ON. DID I MISS ANYBODY? THE ONLY QUESTION I HAVE IS ON SLIDE 11 WHEN YOU TALK ABOUT DEPLETING THE FUND WITHIN THE NEXT FIVE YEARS, WHERE DOES THE INTEREST FROM THIS FUND GO? AS FAR AS I'M AWARE, THERE IS NO INTEREST. IT'S ALL SITTING THERE IN THAT ACCOUNT. IT'S JUST THE FUNDS THAT ARE PUT THERE, WE PUT THEM THERE AND THEY SIT THERE. OKAY. I ASK THAT WE DON'T MANAGE THE DISTRICT. NO, I KNOW WE DIDN'T MANAGE IT, BUT I FIGURED WHOEVER WAS MANAGING IT, THAT THE ACCOUNT WOULD MAKE AN INTEREST. AND SO I DIDN'T KNOW IF THEIR ARRANGEMENT WAS TO PUT IT IN A DIFFERENT FUND, OR IF IT WOULD BE PUT BACK INTO THE SAME FUND. YEAH. AND I DIDN'T ASK THIS AHEAD OF TIME, BECAUSE IT DIDN'T OCCUR TO ME UNTIL I WAS LOOKING AT THINKING ABOUT THE WHOLE THING. GOOD QUESTION. SO OKAY. THANK YOU VERY MUCH. I DON'T HAVE ANY OTHER QUESTIONS. SO THANK YOU FOR BEING HERE TONIGHT. THANK YOU FOR THE UPDATE. AND AGAIN, WE DIDN'T GIVE THIS TAX CREDIT, BUT IT'S NICE THAT WE'RE GETTING SOME KIND OF BENEFIT ON THE SIDE BECAUSE YOU'RE GOING TO GET THE TAX CREDIT ANYWAY. SO THANK YOU VERY MUCH. NEXT WE'RE GOING TO GO TO AGENDA ITEM F2 THE LONE STAR GOVERNANCE MONITORING REPORT. GOAL ONE WHICH IS EARLY LITERACY. AND GOAL TWO WHICH IS EARLY MATH. THIS IS OUR STUDENT OUTCOMES DISCUSSION AND TRUSTEES. NOBODY ASKED ME. BUT IN CASE YOU WERE WONDERING WHY WE DIDN'T DO STUDENT OUTCOMES FIRST, IT'S BECAUSE WE WERE HAVING PEOPLE FROM OUTSIDE THE DISTRICT COME AND PRESENT, SO I WAS GOING TO LET THEM DO THEIR PRESENTATION AND LEAVE. AND THEN WE'LL GO TO STUDENT OUTCOMES. EVEN THOUGH WE TRY TO DO STUDENT OUTCOME DISCUSSIONS THE FIRST OF THE EVENING. SO WE'RE GOING TO TURN IT OVER TO DOCTOR NICHOLS TO GET US STARTED. THANK YOU. GOOD AFTERNOON. PRESIDENT LANDRUM, TRUSTEES. DOCTOR AZAIEZ, THANK YOU SO MUCH FOR THIS OPPORTUNITY TONIGHT TO SHARE THE WORK OF OUR WONDERFUL TEACHING AND LEARNING TEAM, OUR AREA SUPERINTENDENTS, AND ALSO OUR CAMPUSES. TONIGHT, OF COURSE, AS STATED, WE WILL BE PRESENTING OUT ON OUR EARLY LITERACY GOALS, WHICH ARE ATTACHED TO KINDERGARTEN THROUGH SECOND GRADE AND OUR EARLY MATH GOALS WITH OUR ATTACHED TO, AGAIN, KINDERGARTEN THROUGH SECOND GRADE. SO WHEN WE START THROUGH THE LONE STAR GOVERNANCE PROCESS, OUR BOARD HAS THE GREAT FORESIGHT TO SET SOME GOALS AS FAR AS WHAT WE WANT TO ACHIEVE IN THIRD GRADE OVERARCHINGLY. HERE YOU SEE THE GOAL FOR THE 2025 SCHOOL YEAR, AND ALSO BROKEN DOWN BY THE DIFFERENT POPULATIONS WITHIN OUR DISTRICT BY RACE, ETHNICITY, ALSO BY ECONOMIC STATUS, AND ALSO BY PROGRAMS SUCH AS EMERGENT BILINGUAL SPECIAL EDUCATION, DYSLEXIA AND 504. WE SEE FOR THIS SCHOOL YEAR THAT THE END OF THE YEAR, OUR GOAL IS TO REACH A 70% FOR ALL THIRD GRADE STUDENTS AS IT IN RESPECTS TO THEM ACHIEVING AT THE MEETS LEVEL. AND AGAIN, TO OUR COMMUNITY AT LARGE THAT ARE WATCHING. THIS IS IMPORTANT BECAUSE WHAT WE'RE SEEING AS A DISTRICT IS THAT FUTURE READINESS, COLLEGE CAREER AND MILITARY READINESS IS IMPORTANT TO US, AND THAT WE UNDERSTAND THAT IN ORDER TO ALIGN TO THAT GOAL, WE NEED TO MAKE SURE THAT AT THE EARLIEST GRADES THAT OUR STUDENTS ARE ACHIEVING AT THE MEETS LEVEL IN ORDER TO ENSURE THAT BY THE TIME THEY REACH 12TH GRADE, THAT THEY'RE ABLE TO ACCOMPLISH THOSE GOALS. HERE WE SEE AS FAR AS WHERE WE ARE RIGHT NOW. [01:00:04] IN THE 2022 SCHOOL YEAR WE ALWAYS DO THREE YEARS WORTH OF DATA, AND THIS DATA REPRESENTS FOR THE 2022 AND 2023 SCHOOL YEARS. THEY REPRESENT INFORMATION FROM OUR TAPR REPORT. THE REPORT HAS NOT COME OUT AS YET. AND SO THEN THE INFORMATION THAT WE'RE GIVING YOU IS BASED ON OUR INFORMATION THAT WE HAVE FROM STAFF AS FAR AS OUR THIRD GRADE STUDENTS AND THEIR PERFORMANCE LEVEL AT MEETS, WE SEE THAT IN 2022, WE WERE AT 67%, IN 2023, WE WERE AT 66%. AND IN 2024 THIS PAST SCHOOL YEAR, WE WERE AT 58%. AS POINTED OUT, THIS IS NOT SOMETHING THAT WE'RE PLEASED WITH, BUT ALSO BASED ON OUR PREVIOUS PRESENTATIONS, CONTEXT IS ALWAYS INCREDIBLY IMPORTANT. AND SO THE CONTEXT WE HAVE PRESENTED TO THE BOARD PREVIOUSLY IN REGARDS TO THE CHANGES THAT HAVE COME ABOUT WITH THE DIFFERENT STAAR 2.0 AND HOW THOSE CHANGES HAVE BEEN BORNE OUT OVER THE LAST COUPLE OF YEARS, AND THE CHANGES MADE IN GRADING THE CONTEXT, WHAT THEY'RE ASKING THE STUDENTS TO DO OVER THESE LAST COUPLE OF YEARS. AND FORTUNATELY, UNFORTUNATELY, WE ARE NOT ALONE AS FAR AS THIS IS A STATEWIDE TREND AS FAR AS HOW IT IS AFFECTING ALL OF US. AND SO OUR GOAL AGAIN, THIS IS AN OPPORTUNITY FOR US TO FIGURE OUT EXACTLY HOW THESE CHANGES ARE AFFECTING US AS FAR AS CURRICULUM WISE, AND WE ARE MAKING THE NECESSARY CHANGES AS FAR AS TO TRY AND GET OUT AHEAD OF THE GAME AND MAKE SOME EXPONENTIAL CHANGE. SO WE WILL OF COURSE, WE KNOW THAT THE EARLY GRADES, KINDERGARTEN THROUGH SECOND GRADE WILL LEAD TO THIS. SO LET'S SHOW YOU WHAT WE'RE DOING A LITTLE BIT MORE UPSTREAM AS FAR AS THE IMPACT THESE NUMBERS WHEN OUR STUDENTS REACH THIRD GRADE. AGAIN, WHAT WE USE, YOU ALWAYS HAVE TO HAVE A SCREENER THAT YOU'RE ATTACHING THIS INFORMATION TO. FOR OUR DISTRICT WE FOR KINDERGARTEN THROUGH SECOND GRADE WE USE THE MCLASS REPORT. WHAT WE LOOK AT THERE ARE SEVERAL DIFFERENT WAYS IN WHICH IT'S MEASURED. THE STUDENTS CAN SCORE AT OR ABOVE, BENCHMARK OR BELOW OR WELL BELOW WHAT WE SAY AND WHAT WE'VE CORRELATED THROUGH OUR DATA. IS THAT WHAT WE LOOK AT SCORES AT THE AT OR ABOVE LEVEL, THOSE ARE HIGHLY CORRELATED, CORRELATED TO STUDENTS PERFORMING AT THE MEET LEVEL. SO WE TAKE THOSE INFORMATION FOR OUR STUDENTS IN KINDERGARTEN THROUGH SECOND GRADE IN ORDER TO SEE WHAT IS THE HEALTH OF OUR SYSTEMS FURTHER UPSTREAM, TO MAKE SURE THAT BY THIRD GRADE, OUR STUDENTS WILL BE ABLE TO PERFORM AT THE MEETS LEVEL. SO LET'S TAKE A LOOK AT WHAT WE HAVE SO FAR. REMEMBER, WE REPORT OUT THREE TIMES A YEAR, BEGINNING OF THE YEAR DATA, MIDDLE OF THE YEAR DATA AND END OF THE YEAR DATA. AND SO WE HAVE TO REPORT OUT ON OUR BEGINNING OF THE YEAR DATA. WHEN WE FIRST TAKE OUR FIRST SNAPSHOT OF HOW OUR STUDENTS ARE PERFORMING IN ORDER TO SEE THEN THE STRENGTH OF OUR CURRICULUM, BUT ALSO AND ALSO THE STRENGTH OF OUR INSTRUCTION. OUR GOALS FOR THE YEAR THIS IS BROKEN DOWN IN THREE DIFFERENT LEVELS. WE REPORT OUT ON OUR KINDERGARTEN STUDENTS, WHICH IS GOAL PROGRESS MEASURE 1.1, OUR FIRST GRADE STUDENTS, WHICH IS GOAL PROGRESS MEASURE 1.2 AND AGAIN OUR SECOND GRADE STUDENTS, WHICH IS GOAL PROGRESS MEASURE 1.3 LEADING UP TO THE BOARD GOAL OVERARCHINGLY FOR THIRD GRADE OF THE NUMBER OF STUDENTS PERFORMING AT THAT LEVEL. YOU SEE WITHIN THE LITERATURE ON THE SCREEN, AS FAR AS WHAT IS OUR SPECIFIC GOAL FOR THE 2025 SCHOOL YEAR FOR EACH OF THESE VARIOUS GOAL LEVEL WITH THE GOAL OF BY 2026 FOR ALL OF THESE GRADE LEVELS REACHING A PERFORMANCE OF 80% AT A MINIMUM. AND IT'S VERY IMPORTANT TO NOTE THAT ALSO WE ALTHOUGH WE HAVE BOARD GOALS, WE ALSO MAKE SURE AS A DISTRICT THAT THIS IS WRITTEN INTO OUR DISTRICT IMPROVEMENT PLAN AND THEN CORRESPONDINGLY, OUR CAMPUSES. RIGHT. A GOAL IN THEIR CAMPUS IMPROVEMENT PLAN AS WELL. AND SO WE REPRESENT THIS IN TWO DIFFERENT WAYS. YOU SEE A MORE STRAIGHTFORWARD GOAL IN THE FIRST EXAMPLE, AS FAR AS WHAT DOES THE PERFORMANCE LEVEL THAT WE WOULD LIKE TO REACH. BUT THEN WE ALSO WRITE A GOAL IN ORDER TO MAKE SURE THAT WE'RE LOOKING AT THE DISPROPORTIONALITY BETWEEN DIFFERENT POPULATIONS WITHIN OUR SCHOOL DISTRICT TO MAKE SURE THAT WE ARE WHAT DO YOU CALL IT? WE ARE MITIGATING THOSE FACTORS. WE KNOW THAT SOME OF THE GREATEST DISPARITIES BELONG BETWEEN OUR ECONOMICALLY DISADVANTAGED STUDENTS IN THE TEA TEXAS EDUCATION AGENCY. THE WAY THEY MEASURE DISPROPORTIONALITY IS BETWEEN OUR WHITE STUDENT POPULATION AND OTHER STUDENT POPULATIONS, BECAUSE WE KNOW THE BIGGEST GAP IS BETWEEN OUR ECONOMICALLY DISADVANTAGED STUDENTS AND OUR WHITE POPULATION. WE REPRESENT THAT AS A PERFORMANCE OBJECTIVE IN OUR DISTRICT IMPROVEMENT PLAN AND CORRESPONDING CAMPUS IMPROVEMENT PLANS. [01:05:04] HERE WE ARE IN REGARDS TO OUR KINDERGARTEN NUMBERS. WHAT WE HAVE SEEN AGAIN, IF THIS IS THE FIRST TIME YOU ARE LISTENING IN, WE HAVE MADE A LOT OF SEVERE CHANGES TO OUR CURRICULUM WITHIN THESE AREAS. ONE OF THE THINGS THAT WE TOUT AS A DISTRICT IS THAT IF THE PATTERN IS OVERARCHINGLY, WE'RE SEEING IT ACROSS OUR SYSTEM OR IN A CERTAIN TYPE OF SCHOOLS OR POPULATIONS, THEN WE AS A DISTRICT OWN THAT PATTERN. AND THERE'S SOMETHING DIFFERENTLY THAT WE NEED TO DO. THE INTERVENTION STARTS AT OUR LEVEL. WE DID A LOT OF HARD WORK WITHIN A VERY SHORT PERIOD OF TIME. AND TO TURN AROUND THE CURRICULUM, EARLY LITERACY CURRICULUM AT THE KINDERGARTEN LEVEL. AND SO HERE YOU SEE IN PREVIOUS SCHOOL YEARS WHERE WE STARTED AT 52. I THINK THAT WAS IN THE 2022 SCHOOL YEAR. WE STARTED AT A 52% FOR THE BEGINNING OF THE YEAR. AND HERE YOU SEE WHERE RIGHT NOW WE ARE AT A 56%. YOU WILL SEE AS MUCH CHANGE IN THE KINDERGARTEN CLASS INITIALLY FROM BEGINNING OF THE YEAR COMING IN, UNLESS THEY HAVE BEEN WITH US IN OUR EARLY CHILDHOOD CLASSES PRE K THREE, PRE KINDERGARTEN THREE OR PRE KINDERGARTEN FOUR OUR FOUR YEAR OLD'S AND THREE YEAR OLD'S. OFTENTIMES WE'RE NOT SEEING THAT THERE'S GOING TO BE A MAJOR BUMP. AND BECAUSE WE HAVE PRE-K 4 IN 30 OF OUR CAMPUSES BYRON IS IT 30 OR 31? NO 30. IT USED TO BE 36, RIGHT. 30 OF OUR CAMPUS, 30 OF OUR 35 CAMPUSES. BUT WE ONLY HAVE PRE-K, 3 IN 9 OF OUR CAMPUSES. SO WHAT WE'RE BEGINNING TO SEE, AND YOU'LL SEE THIS WHEN YOU LOOK AT THE PRE-K FOUR NUMBERS, YOU'RE BEGINNING TO SEE A CHANGE AS WE INCREASE THAT PROGRAMING AND THE NUMBER OF STUDENTS IN THAT PROGRAMING AS FAR AS THEM COMING INTO KINDERGARTEN. BUT YOU CAN SEE AS FAR AS THE TREND LINE IN THOSE DATA WHERE WHEN WE STARTED MAKING LIKE SOME GREAT CHANGES IN ORDER TO THAT CURRICULUM. INITIALLY BACK IN 2022, WHEN WE FIRST DID THE BEGINNING OF THE YEAR DATA, WE WERE AT A 44, AND THEN WE WERE ABLE TO GET TO A 55. WHAT YOU'RE SEEING THEN IS THE DATA IS REALLY WORKING, AND WE'RE ABLE TO GET A REALLY STEEP TREND LINE AND OUTPERFORM THE GOALS THAT WE HAVE SET FOR OURSELVES AND THE BOARD HAS ALSO SET FOR US AS WELL. CAN I. OF COURSE. TALK A LITTLE BIT ABOUT THAT. SO I KNOW FOR OUR TRUSTEES, I KNOW TRUSTEE WEIR ASKED ABOUT THIS QUESTION A LOT ABOUT THE PRE-K FOUR PROGRAM. IF YOU GO TO THE NEXT SLIDE, PLEASE, I JUST WANT YOU TO PAY ATTENTION TO THAT PRE-K FOUR ALL THE WAY TO 2024 SO WE CAN SEE THAT 60% OF OUR STUDENTS WERE IN PRE-K. I'M SORRY, THE KIDS WHO WERE IN PRE-K FOUR LAST YEAR, 60% OF THEM ARE ON OR ABOVE GRADE LEVEL. AND AS YOU PROBABLY KNOW, SOME OF THE THEY ARE A CERTAIN WE DIDN'T HAVE A TUITION BASE LAST YEAR. SO ALL THE KIDS WHO WERE IN PRE-K FOUR LAST YEAR WERE QUALIFIED FOR THE PROGRAM BECAUSE MAYBE THEY ARE ECONOMICALLY DISADVANTAGED, OR MAYBE MOM OR DAD OR BOTH. THERE'S DIFFERENT REASONS TO QUALIFY. SO IF YOU TAKE A LOOK AT THAT 60%, YOU COMPARE IT TO ECONOMICALLY DISADVANTAGED. THE ONE IN THE MIDDLE IS 44%. YOU SEE THEY'RE ALREADY LIKE 16 PERCENTAGE POINTS DIFFERENCE JUST BY AFTER ONE YEAR AFTER THAT. RIGHT. SO WE ARE SEEING THE BENEFIT OF LIKE HAVING A PRE-K FULL DAY PRE-K FOR FOR OUR STUDENTS. AND WE'RE HOPING AS WE'RE EXPANDING NOW TO PRE-K THREE FULL DAY AND THEN ALSO EXPANDING OUR OFFERING ON PRE-K FOUR THAT WE'RE GOING TO SEE STARTING EARLY WITH OUR STUDENTS, WE'RE GOING TO SEE MORE OF THEM ACTUALLY LEARNING HOW TO READ AND WRITE AND DO MATH REALLY EARLY. SO THAT WAY, BY THE THIRD GRADE, WE'RE NOT GOING TO SEE THAT 57% OR WHATEVER WE HAD PREVIOUSLY IN THE OTHER SLIDE. THANK YOU. THANK YOU SIR. ALL RIGHT. SO AS DOCTOR AZAIEZ POINTED OUT, YOU CAN SEE THEN WHERE THE CHANGES YEAR OVER YEAR. OUR HOPE IS BASED ON THE CHANGES WE'VE MADE IN THE CURRICULUM, YOU'LL SEE ANOTHER SHARP INCREASE IN WHAT'S HAPPENING WITHIN OUR MIDDLE OF THE YEAR DATA THAT WILL BE MORE TELLING AS FAR AS HOW WELL OUR INTERVENTION PROCESSES AND ALSO OUR TIER ONE PROCESSES, WHICH JUST MEANS THE INSTRUCTION THEY'RE RECEIVING IN THE CLASSROOM EVERY DAY, HOW WELL THAT IS WORKING IN ORDER TO MOVE THOSE NUMBERS. NOW WE SEE THE THREE YEAR COMPARISON AS WE SPEAK ABOUT FIRST GRADE, OUR FIRST GRADE STUDENTS. YOU WILL SEE THAT OVER THE LAST COUPLE OF YEARS, WE STARTED AT ABOUT 57%. AND EVEN BEFORE THAT 57% THE YEAR BEFORE WE STARTED, ACTUALLY AT 50%. SO WHAT YOU'RE SEEING YEAR OVER YEAR IS THAT THE CURRICULUM IS WORKING. AND WHAT HAPPENS IS THAT EVERY YEAR WE FINE TUNE, WE LEARN MORE. WE HAVE BEEN IN A SITUATION WHERE WE HAVE TRADED ACROSS THE STATE. [01:10:05] WE HAVE SWITCHED TO SCIENCE OF READING. AND SO THE AMOUNT OF WORK IT HAS TAKEN TO REALLY TRAIN INTO OUR TEACHERS, TRAIN INTO OUR STAFF, BECAUSE IT'S NOT JUST A MATTER OF KNOWING THE WORK, BUT UNDERSTANDING HOW TO TRANSLATE THAT INTO CURRICULA. AND THAT'S A WHOLE DIFFERENT THING. HOW DO YOU TRANSLATE THAT INTO WHAT YOU SEE IN THE CLASSROOM, AND ALSO MAKE SURE THAT THE TEACHERS FEEL VERY COMFORTABLE IN THAT? OFTENTIMES WHAT YOU'VE HEARD HERE TODAY IS THAT SOME COMPLAINTS IN REGARDS TO THE PLC PROCESS, WE ABSOLUTELY KNOW THAT CHANGE IS ALWAYS GOING TO BE INCREDIBLY UNCOMFORTABLE. AND WHAT WE'RE HEARING AND SEEING ACROSS THE SYSTEM IS THE IDEA OF WE HAVE TO TRAIN INTO IT, AND THE PLC IS THE PLACE WHERE WE DO THAT WORK, WHERE WE PRACTICE AND WE INTERNALIZE THE NEW CURRICULUM, WHAT IT MEANS SO THAT BEFORE THEY GET INTO THE CLASSROOM, IT'S NOT THE FIRST TIME THEY'RE DOING THAT WORK IN FRONT OF THE STUDENTS. BUT IT DOES REPRESENT IT'S VERY DIFFICULT TO NOT NO LONGER BE THE EXPERT AT SOMETHING AND THE WAY THAT YOU WERE PREVIOUSLY, AND TO HAVE ALL THAT NEW KNOWLEDGE, AND OUR SYSTEM IS BEING FLOODED WITH A LOT OF NEW KNOWLEDGE BASED ON THE THINGS THAT ARE COMING IN. BUT AS YOU CAN SEE, PART OF THAT IS NECESSARY, AND WE'RE TRYING TO MITIGATE THAT DISCOMFORT AS MUCH AS POSSIBLE, WHILE AT THE SAME TIME MAKING SURE WE'RE PUTTING BEFORE OUR TEACHERS AND OUR STUDENTS WHAT'S GOING TO MAKE SURE THAT WE SEE MOVEMENT WITHIN THE SYSTEM. SO DO KNOW THAT WE ARE AWARE OF THAT AND HOW THAT IT DOES HAVE AN EMOTIONAL IMPACT ON OUR TEACHERS, AND WE'RE TRYING TO MAKE SURE THAT WE PRACTICE INTO THEM, WHERE WE PUT THE PROFESSIONAL DEVELOPMENT SO THEY CAN REALLY GET FEEL A CERTAIN LEVEL OF COMFORT AND EFFICACY IN THE WAY THAT THEY DO THAT WORK. SO WE SEE HERE FOR FIRST GRADE, WHERE WE'RE STARTING NOW OUT AT 65%. IF YOU REMEMBER KINDERGARTEN, WE CLOSED OUT AT 81%. AND SO NOW YOU'RE SEEING IT TRANSLATE OVER WHEN WE COME INTO FIRST GRADE THAT THOSE STUDENTS ARE STARTING AT HIGHER AND HIGHER LEVELS AS WE TWEAK THE CURRICULUM AND ALSO TWEAK OUR INTERVENTION PROCESSES FOR OUR STUDENTS. WHAT YOU'RE ALSO SEEING NOW THAT WE'RE IN FIRST GRADE IS YEAR OVER THE YEAR. THE CHANGES THAT YOU'RE SEEING WITHIN THE STUDENTS AND DIFFERENT POPULATION, BY AND LARGE, YOU'RE SEEING FROM FOR MOST OF THE POPULATIONS, AN INCREASE AS FAR AS HOW THE STUDENTS ARE DOING YEAR OVER YEAR. WE ALWAYS WANT TO MAKE SURE FOR THOSE POPULATIONS WHERE DISPROPORTIONATELY THEY'RE NOT DOING AS WELL AS OTHERS, THAT WE'RE SEEING EXPONENTIAL GROWTH AND WE'RE PROUD AS WHEN YOU CAN SEE THE NUMBERS WITHIN OUR BLACK AND AFRICAN AMERICAN POPULATIONS, OUR HISPANIC STUDENTS, WHEN YOU LOOK AT OUR STUDENTS WHO ARE IN 504, YOU LOOK AT OUR EVEN OUR PRE-K FOUR STUDENTS WHERE ECONOMICALLY DISADVANTAGED, YOU'RE SEEING THAT THERE IS MOVEMENT BECAUSE OFTENTIMES, AGAIN, IT'S NOT NECESSARILY THAT THEY'RE MOVING. THEY'RE HAVING TO MOVE SEVERAL LEVELS UP IN ORDER TO NOW START SHOWING THAT THEY'RE IN THE PASSING RATE THAT THEY'RE WITH MEETS. SO ALSO FOR THOSE POPULATIONS, IT'S NOT A MATTER OF THEY'RE MOVING, THEY'RE HAVING TO MOVE THE SAME DISTANCE. THEY'RE HAVING TO MOVE EXPONENTIALLY SO THAT YOU CAN SEE WHERE IT'S MOVING THE GRAPH ON THERE. SO I'M INCREDIBLY PROUD OF THE WORK. OUR TEACHING AND LEARNING DEPARTMENT, INSTRUCTIONAL COACHES, DUAL LANGUAGE COACHES ARE DOING. OUR TEACHERS, THEY'VE BEEN WORKING INCREDIBLY HARD OUR PRINCIPALS, AREA SUPERINTENDENTS IN ORDER TO MAKE THIS CHANGE HAPPEN ACROSS THE SYSTEM. WE HAVE NOT. WE CANNOT JUST TEACH INTO ONE POPULATION. WE HAVE A PLAN LITERALLY FOR EVERYONE WITHIN THE POPULATION. EVEN AS FAR AS MYSELF, WE ALL WENT BACK THROUGH EARLY LITERACY TRAINING TO REALLY UNDERSTAND IT AND MAKE SURE THAT WITHIN OUR ROLES, WE KNEW WHAT WE HAD TO DO DIFFERENTLY IN ORDER TO MOVE THE SYSTEM ALONG. SO REALLY VERY PROUD OF ALL THE LEADERSHIP AND WHAT IT HAS TAKEN IN ORDER TO MOVE THESE NUMBERS. IT'S NO SMALL FEAT. THIS IS ONE OF THE THINGS THAT THE BOARD HAS [INAUDIBLE] ASKED AS FAR AS WHAT IS THE COHORT DATA SAYING? AND WHAT YOU SEE IS THAT EVEN THOUGH AND THIS REPRESENTS YEAR OVER YEAR FOR THE BEGINNING OF THE YEAR DATA, WE SAW THAT LAST YEAR FOR OUR FIRST GRADE STUDENTS, THEY STARTED OUT AT 55%. AND THIS YEAR FOR THAT SAME COHORT, 69. NOW YOU'RE GOING TO SAY THIS 69 IS NOT THE SAME AS THE NUMBER JUST REPRESENTED PREVIOUSLY, RIGHT? BECAUSE IT ONLY REPRESENTS THE STUDENTS THAT HAVE BEEN IN OUR SYSTEM. SO IF YOU SEE BELOW AT THE KINDERGARTEN WHERE IT SAYS N EQUALS 2,728 AND THEN FIRST GRADE SAYS N EQUALS 02,337, WE ONLY COUNT THE SAME STUDENTS. SO IT'S ALWAYS GOING TO BE AN APPLES TO APPLES COMPARISON. SO YOU CAN REALLY SEE THE TREND LINE AND COHORT DATA. [01:15:03] SO THIS REPRESENTS THE STUDENTS THAT STAY WITHIN OUR SYSTEM. AND YOU CAN SEE THAT WHEN STUDENTS START WITH US THAT THEY'RE DISPROPORTIONATELY IMPROVING WITHIN OUR SYSTEM. AS IT RELATES TO EARLY LITERACY. WE NOW MOVE TO SECOND GRADE. AND IF YOU REMEMBER FROM LAST YEAR WE SPOKE ABOUT THIS, WE SAW THAT WHEN WE WENT BACK AND INTERROGATED OUR CURRICULUM, THAT OUR UNDERSTANDING AS FAR AS HOW TO WRITE THE CURRICULUM SPECIFICALLY FOR SECOND GRADE WAS NOT AS ADVANCED AS IT WAS FOR THE LOWER GRADES WITHIN ALL OF THESE DIFFERENT GRADES, YOU'RE REALLY TESTING ON THE SAME SKILLS, BUT THE SKILLS ARE GRADED AT DIFFERENT LEVELS. THERE'S A DIFFERENT STANDARD, A DIFFERENT STANDARD THAT YOU HAVE TO PERFORM TO. SO WHAT WE WERE SEEING WHEN WE WENT BACK AND WE LOOKED AT IT, WAS THAT WE WERE NOT WRITING IT AT THE RIGHT LEVEL OF RIGOR FOR OUR STUDENTS. SO WE SAID THE INTERVENTION IS AT OUR LEVEL. SO WE WENT BACK, REALLY LOOKED AT THAT AND REWROTE THE CURRICULUM FOR THIS YEAR BECAUSE WE SAW THERE'S SOMETHING THAT'S CAUSING US TO NOT HAVE A SHARP TREND LINE LIKE YOU SAW IN OUR LOWER GRADES. SO OUR HOPE IS BASED ON THE CHANGES THAT WE'VE MADE THIS YEAR. WE'RE GOING TO REALLY LOOK AT THAT AND LOOK AT HOW IT'S IMPACTING OUR TREND LINE AND WHAT WE MAY HAVE TO DO DIFFERENTLY IN ORDER TO MAKE THIS. BUT AGAIN, BECAUSE THE PATTERN WAS ACROSS THE DISTRICT, THE INTERVENTION THEN BELONGED AT THE DISTRICT LEVEL, NOT WITH STUDENTS, NOT WITH TEACHERS, NOT WITH PRINCIPALS, BUT WITH THE CURRICULUM. WE SEE AGAIN THE DIFFERENCE YEAR OVER YEAR WITH OUR DIFFERENT POPULATIONS. AS FAR AS HOW THEY HAVE PERFORMED, SOME HAVE STAYED FLAT, BUT AGAIN, YOU'VE SEEN WHERE DISPROPORTIONATELY SOME POPULATIONS HAVE REALLY MOVED FORWARD. YOU SEE THAT WITH OUR ECONOMICALLY DISADVANTAGED STUDENTS, YOU'VE SEEN SOME EXPONENTIAL GROWTH YEAR OVER YEAR. YOU'VE ALSO SEEN THE SAME THING WITH OUR BLACK AFRICAN-AMERICAN STUDENTS. YOU'VE SEEN SOME GROWTH WITH OUR WHITE STUDENTS, ALSO WITH OUR ASIAN STUDENTS. WE'RE NOT SEEING THE SAME THING WITH EVERYONE. BUT AGAIN, WE'RE PROUD AS FAR AS SOME OF THE PLACES WHERE WE'RE SEEING THE EXPONENTIAL GROWTH, BECAUSE OUR AIM IS FOR EVERYONE TO DO WELL, BUT ALSO FOR DISPROPORTIONATELY FOR POPULATIONS WHO ARE PERFORMING AT LOWER LEVELS FOR THEM TO MAKE GROWTH. HERE IS OUR TREND LINE THAT REPRESENTS THIS COHORT FROM KINDERGARTEN TO FIRST GRADE TO SECOND GRADE. AGAIN, A POINT OF PRIDE TO SEE THAT WHERE THEY WERE FOR THE BEGINNING OF THE YEAR DATA STARTING FROM KINDERGARTEN, MOVING FROM A 52% FROM A 64% TO 72%, PERFORMING AT THE MEETS LEVEL. AND SO THAT'S REALLY SOMETHING TO CELEBRATE AS FAR AS THE IMPACT OF LEARNING WHEN STUDENTS ARE IN OUR SYSTEM. SIR. JUST I WANT TO JUST TO REALLY HAVE TO I WANT TO HIGHLIGHT OUR TEACHERS AND OUR STAFF AND OUR PRINCIPALS, EVERYONE WORKING REALLY HARD BECAUSE WHAT YOU SEE THERE, THOSE ARE THE STUDENTS WHO ARE IN KINDERGARTEN. THEY WERE TESTED ON KINDERGARTEN LEVEL, SO 50% OF THEM SCORED AT KINDERGARTEN WHEN THEY MOVED TO FIRST GRADE. NOW WE HAVE NOT ONLY THE MAINTAINED BECAUSE THEY ARE TESTED NOW ON THE FIRST GRADE LEVEL TEST. AND SO THAT NUMBER WENT FROM 52% TO 64% THAT TELLS US RIGHT THERE, NOT ONLY OUR TEACHERS WERE ABLE TO KEEP OUR STUDENTS DO LIKE LEARNING THE NEW CURRICULUM, NEW MATERIAL AT THE FIRST GRADE LEVEL, BUT ALSO THEY WERE ABLE TO ACCELERATE LEARNING FOR SOME OF THE STUDENTS WHO WERE NOT ON GRADE LEVEL WHEN THEY WERE IN KINDERGARTEN, AND NOW THEY BROUGHT THEM UP TO FIRST GRADE LEVEL, RIGHT. AND THEN EVENTUALLY WHEN THEY GET TO SECOND GRADE, OUR SECOND GRADE TEACHERS AND STAFF WORK WITH THEM, NOT ONLY BECAUSE THE TEST NOW IS A SECOND GRADE LEVEL TEST. SO NOW THEY ARE NOT ONLY MAINTAINED AT 64%, BUT THEY ACTUALLY ADDED MORE STUDENTS WHO NOW WERE MAYBE FALLING BEHIND. AND THEN THE ACCELERATED THEIR LEARNING. AND NOW MORE OF OUR STUDENTS ARE ACTUALLY READING ON OR ABOVE GRADE LEVEL. SO IT'S REALLY A LOT TO CELEBRATE AND REALLY LIKE, PROUD OF THE WORK THAT OUR TEACHERS, OUR PRINCIPALS, EVERYBODY REALLY WORKING HARD TO MAKE SURE THAT OUR STUDENTS AT WITH THEIR EARLY CHILDHOOD EDUCATION, THEY'RE ACTUALLY LEARNING HOW TO READ AND NOT FALLING BEHIND. THANK YOU SIR. AND I'LL STOP HERE TO ASK ANSWER ANY QUESTIONS YOU MAY HAVE IN REGARDS TO EARLY LITERACY. TRUSTEE MARKUM. YEAH. I JUST HAD A QUESTION ABOUT THE DISAGGREGATED DATA. SO WILL YOU REMIND ME IN THE SPECIAL EDUCATION CATEGORY, WHICH STUDENTS LIKE WHEN WE LOOK AT THESE REPORTS, WHICH STUDENTS FALL INTO THAT CATEGORY, IS IT ALL STUDENTS IN ALL ENVIRONMENTS, OR IS IT STUDENTS WHO SPEND A MAJORITY OF THEIR TIME IN THE GENERAL EDUCATION CLASSROOM AND RECEIVE SERVICES? IT'S STUDENTS IN ALL CATEGORIES, BUT I THINK DEPENDING ON. THE MCLASS, THERE ARE CERTAIN STUDENTS, I THINK SPECIFICALLY MAYBE IN FCC FAC THAT WOULD NOT BE TESTED USING THIS SCREENER. [01:20:01] SO THEY WOULD NOT SHOW UP IN THIS DATA. BUT ANYONE THEN WHO HAS SPECIAL EDUCATION ATTACHED TO THEM WITHIN THE SYSTEM AND HAS TAKEN THAT SCREENER DATA WOULD SHOW UP. DO KNOW THOUGH THAT, BUT THEY WOULD NOT BECAUSE THEY DON'T TAKE MCLASS. THOSE STUDENTS, THEY MANY OF THEM ARE NONVERBAL OR THEY HAVE LIMITED MOBILITY. SO THIS WOULD NOT BE AN APPROPRIATE TEST FOR THEM. THEY ARE TESTED USING DIFFERENT SKILLS AND DIFFERENT LEVELS. SO ALL THE STUDENTS THAT WOULD BE STUDENTS WHO ARE IN RESOURCE CLASSES ON UP WOULD QUALIFY FOR THE MCLASS SCREENER TEST AND WOULD BE INCLUDED IN HERE AS LONG AS THEY HAD A SPECIAL EDUCATION DESIGNATION. THANKS. TRUSTEE BONE. THANK YOU. I HAVE A QUESTION ON SLIDE TEN. I BELIEVE IT WAS SECOND GRADE. YES. AND I JUST WANTED YOU TO CAN YOU KIND OF TALK ABOUT THE DYSLEXIA HERE WITH THE 2024 TO 2025 AND JUST KIND OF THE DRAMATIC DECREASE? AND BECAUSE I KNOW WE ARE MAKING CHANGES IN OUR DYSLEXIA PROGRAM. CORRECT. AND WE'VE TALKED ABOUT THOSE. AND I JUST WANT TO MAKE SURE THAT DO WE THINK THAT HAS SOMETHING TO DO WITH THIS OR I MEAN, ONE OF THE THINGS THAT I CAN DO AND WE CAN GO BACK AND SEND A REPORT WITHIN THAT IT IS A VERY SMALL POPULATION. SO WHILE THAT LOOKS VERY AGGRESSIVE AND SEVERE. IT'S NOT BECAUSE THE NUMBER IS SO SMALL THAT ANY CHANGE IN THE NUMBER WOULD MAKE IT LOOK DISPROPORTIONATELY MORE THAN IT CAN. SO WHAT I CAN DO IS UNMASK THAT NUMBER, AND WE CAN SEND IN A BOARD REPORT, SPECIFICALLY THE NUMBER OF STUDENTS THAT THAT REPRESENTS. THANK YOU. AND I GUESS THAT KIND OF GOES BACK TO ANOTHER QUESTION THAT TIES INTO THIS IS THAT I THOUGHT ONE OF OUR GOALS IS TO START IDENTIFYING THOSE STUDENTS EARLIER. SO I GUESS I WOULD HOPE TO SEE THOSE DYSLEXIA NUMBERS, RIGHT, THAT ARE IN FIFTH GRADE. THOSE NUMBER OF STUDENTS BE CAPTURED IN SECOND GRADE. BUT I KNOW WE DON'T HAVE THAT KIND OF REFINEMENT IN THIS, BUT CAN YOU ASK YOUR QUESTION AGAIN, AS FAR AS SO IS THE QUESTION WHETHER OR NOT WE'RE CATCHING THE STUDENTS AT AN EARLIER LEVEL? YEAH. WHEN YOU SAY THAT THIS IS A SMALL NUMBER OF STUDENTS, I'M ASSUMING YOU'RE SAYING THAT BECAUSE I BELIEVE THIS IS FIRST GRADE OR THIS IS FIRST GRADE. YEAH. SO I'M ASSUMING YOU'RE THINKING FIRST GRADE WE DON'T CAPTURE A LOT OF STUDENTS WITH DYSLEXIA AT THAT LEVEL. SO THIS IS A SMALL NUMBER. WHEN YOU GET TO FIFTH GRADE, I MEAN, I BELIEVE. DOES SOMEBODY HAVE THE NUMBER? DO YOU REMEMBER ALICIA? IS IT LIKE 8%? I DON'T HAVE THE NUMBER, BUT I THINK GOING BACK TO WHAT TRUSTEE WEIR HAS ASKED FOR WITH DYSLEXIA IS THAT COHORT DATA IS WHAT I THINK KIND OF WHAT YOU'RE GETTING AT AND WHAT WOULD BE IMPORTANT BECAUSE STUDENTS DO MOVE IN AND OUT OF THOSE PROGRAMS. BUT IF WE CAN TRACK COHORTS, I THINK THAT WILL GIVE US THE DATA WE'RE LOOKING FOR AS FAR AS LIKE WHAT KIND OF PROGRESS THEY'RE MAKING. YEAH, IT WOULD BE PROGRESS, BUT IT WOULD ALSO BE I REALLY HOPE WE'RE STARTING TO CATCH THESE STUDENTS AT KINDERGARTEN, FIRST GRADE IF WE HAVE THEM AND NOT IN FIFTH GRADE. SO I JUST WOULD HOPE TO NOT SEE THOSE TYPE OF NUMBERS IF WE'RE CATCHING THEM VERY EARLY. GO AHEAD SIR. NO IT'S OKAY. YEAH. WE THAT'S SOMETHING WE ACTUALLY STARTED MAKING THOSE CHANGES A COUPLE OF YEARS AGO. TRUSTEE BONE. SO WE'VE BEEN CHANGING THAT WE'RE TRYING TO IDENTIFY THEM AS EARLY AS KINDER. BUT SOMETIMES WHAT ALSO HAPPENS IS WE ARE ALSO GETTING A LOT OF NEW STUDENTS MOVING INTO OUR DISTRICT. AND SO THEY MIGHT NOT BE THEY MIGHT BE IDENTIFIED EARLY ON THIS. LIKE THEIR FIRST LIKE THEY SAID, THE FIRST GRADE. AND THIS TEST IS THE BEGINNING OF THE YEAR TEST. SO THEY BARELY IDENTIFIED AND THEN WE TEST THEM. SO THEY DID NOT RECEIVE PRETTY MUCH DYSLEXIA SERVICES YET FOR THEM TO SHOW IMPROVEMENT OR GROWTH, IF YOU WILL. YEAH, I UNDERSTAND IT'S A VERY DIFFICULT CHALLENGE. I'M SURE IF YOU GUYS COULD SOLVE IT, IT WOULD BE SOMETHING PEOPLE WOULD BE VERY INTERESTED IN SO IN GOING THROUGH, ONE OF THE THINGS THAT I WILL SAY IS AND LOOKING AT OUR NUMBERS AND WE CAN GET YOU THIS INFORMATION, THEY REALLY DO AN AMAZING JOB AS FAR AS FINDING THE STUDENTS, OUR CHILD FIND THERE I FEEL VERY CONFIDENT THAT THAT IS NOT THE ISSUE, BUT ALSO SOMETHING TO UNDERSTAND. IS THIS WITHIN THIS PROCESS, PARENTS, STUDENTS, EVERYONE MEET TOGETHER AND HAVE TO MAKE A DECISION THEN IS IT A MATTER OF MY STUDENT NEEDS SERVICES AT THIS TIME, OR DO I WANT TO HOLD OFF AND WAIT? SO EVEN IF THROUGH OUR DATA WE SAY, WAIT A SECOND. LET'S TAKE A PAUSE AND LET'S DISCUSS THIS. DOES THIS STUDENT NEED SERVICES? IT DOES NOT MEAN THAT THE PARENTS WOULD AUTOMATICALLY AGREE. SOMETIMES A PARENT MIGHT SAY, I CHOOSE TO JUST WAIT A LITTLE BIT LONGER TO SEE IF THERE'S DEVELOPMENT THAT HAPPENS. AND SO WE NEVER KNOW. THESE KIDS ARE VERY YOUNG AT THIS POINT, AND IT JUST MIGHT BE A MATTER OF I HAVE NOT BEEN IN SCHOOL A LONG TIME. IT MIGHT BE A MATTER OF I JUST NEED TO CATCH UP AND IT WILL NATURALLY HAPPEN VERSUS THAT I NEED TO START RECEIVING SERVICES. SO PLEASE KNOW THAT IT'S ALWAYS A CONVERSATION WITH THE PARENTS. AND AT THAT POINT, THE PARENTS ALSO DECIDE WHETHER OR NOT THEY WANT THEIR STUDENTS TO GO AHEAD AND HAVE SERVICES. SO EVEN IF SOMETHING IS FLAGGED FOR US BASED ON THE DATA, WE BRING IT TO THEIR ATTENTION. [01:25:04] WE TELL THE PARENTS, HEY, HERE'S THE FLAG, WHAT WOULD YOU LIKE TO DO? WE MEET, WE DISCUSS EVERYTHING. THERE'S STILL A CHOICE. IF WE SEE THOUGH THAT IT IS ONGOING, THAN OFTENTIMES WHAT WE SEE THEN THE PARENTS ARE LIKE, OKAY, I THINK WE NEED TO GO AHEAD AND LOOK INTO THE STUDENT HAVING SERVICES. FOR MANY PEOPLE PUTTING THAT DYSLEXIA AND AGAIN, NOW DYSLEXIA IS UNDER SPECIAL EDUCATION. AND OFTENTIMES UNFORTUNATELY THERE IS THE STIGMA ATTACHED. AND PEOPLE WANT TO BE REALLY SURE BEFORE THEY GO AHEAD AND GET THOSE SERVICES. SO ALL OF THOSE THINGS ARE WHAT WE HAVE TO KIND OF LOOK AT AND SPEAK TO BEFORE THE STUDENTS ARE IN THERE. BUT AGAIN, WE CAN GET YOU THOSE NUMBERS BECAUSE IT'S ONE THING TO SAY, HERE'S HOW MANY KIDS THAT WE HAVE KIND OF FLAGGED AND HAD A DISCUSSION WITH VERSUS THEN HOW MANY, THEN THE PARENTS DECIDE TO ACCEPT SERVICES. YEAH, I THINK WHEN IT COMES TO READING, BECAUSE IF YOU GO TWO MORE SLIDES, I THINK IT'S SLIDE 12, SLIDE 12, YOU'LL SEE THAT THE DYSLEXIA OR MAYBE ONE MORE 13. YEP. YOU'LL SEE HERE AGAIN, THE DYSLEXIA STUDENTS ARE REALLY FAR BEHIND WHICH IS EXPECTED, RIGHT? BECAUSE THIS IS LITERACY. I HAVE A DYSLEXIA STUDENT, I UNDERSTAND. BUT I THINK MAYBE SOME EDUCATION TO PARENTS THEN IF AN ISSUE IS NOT GETTING KIDS INTO THE PROGRAM, IF WE CAN GET THESE STUDENTS EARLY, RIGHT. WE'VE HAD THESE CONVERSATIONS, THEN WE CAN GET THEM UP TO GRADE LEVEL, YOU KNOW, BY FIFTH GRADE, BECAUSE MIDDLE SCHOOL GETS TO BE A WHOLE OTHER ISSUE. AND SO I JUST THOSE NUMBERS ARE REALLY SMALL, RIGHT? COMPARED TO THE DYSLEXIA STUDENTS ARE OBVIOUSLY THE GROUP THAT ARE REALLY HURTING HERE IN LITERACY. SO. ABSOLUTELY. JUST SOMETHING TO WATCH. AND I APPRECIATE YOU BRINGING UP THE DATA. I THINK THIS IS SOMETHING GREAT WE'VE DONE ON THIS BOARD. YES. I DON'T HAVE ANY OTHER LIGHTS ON, BUT I DID WANT TO SAY THAT TRUSTEE ZÁRATE TRUSTEE MARKUM AND I HAD AN OPPORTUNITY TO TOUR A FEW OF OUR CAMPUSES LAST WEEK TO SPECIFICALLY LOOK AT EARLY LITERACY, AND I WAS VERY IMPRESSED WITH THE CONSISTENCY THAT WE SAW ACROSS CLASSROOMS FROM SCHOOL TO SCHOOL. THEY WERE WORKING ON THE SAME LETTERS, THE SAME PHRASES THE SAME. SO THAT CONSISTENCY IN OUR CURRICULUM IS REALLY BEING IMPLEMENTED WITH FIDELITY, WHICH IS REALLY EXCITING AND LIKE JUST A SHOUT OUT, I HATE PICKING ON ONE SCHOOL BECAUSE THERE'S SO MUCH GREAT WORK GOING ON. BUT ROBERTSON ELEMENTARY WAS TELLING US ABOUT THEY HAD A 50% INCREASE AND I THINK IT WAS IN WAS IT FIRST OR SECOND GRADE IN THEIR DATA LAST YEAR. FIRST GRADE. IT WAS LIKE THAT'S PHENOMENAL. AT ONE OF OUR YOU KNOW, WE DON'T TALK A LOT ABOUT OUR TITLE ONE SCHOOLS OR ENOUGH ABOUT OUR TITLE ONE SCHOOLS, BUT I JUST WANTED TO PASS ALONG THAT SHOUT OUT. IT WAS SUPER IMPRESSIVE TO SEE THE WORK THAT THEY'RE DOING AND TO ADD SOME. AND SO WE USUALLY DO NOT PRESENT THE DATA TO YOU, DISAGGREGATED BY CAMPUS. WE USUALLY GO THROUGH THAT WITHIN OUR INSTRUCTIONAL LEADERSHIP TEAM WHEN WE MEET AS AREA SUPERINTENDENTS, WITHIN TEACHING AND LEARNING AND SO FORTH. ONE OF OUR GOALS SPECIFICALLY WAS TO WE FELT THAT WE WERE SUCCESSFUL IF WE TOOK AWAY ALL THE NAMES AND YOU COULD NOT IDENTIFY A TITLE ONE SCHOOL. AND SO ONE OF THE THINGS THAT WE'RE VERY PROUD OF IS WE'RE QUICKLY APPROACHING THAT, THAT ONCE WE MASK THE DATA, YOU CAN'T TELL WHICH SCHOOL IS WHICH. YOU CAN'T, LIKE LINE IT UP AND SAY BASED ON ECONOMICALLY DISADVANTAGED RATE WITHIN THE SCHOOL, WHICH SCHOOL IS DOING BETTER? WHICH PROVES THE POINT. ALL OF OUR STUDENTS CAN LEARN. IT'S A MATTER OF DEPENDING ON THE PATTERN, AT WHAT LEVEL DO WE OWN THE PATTERN AND WHAT THINGS WHAT STRUCTURES ARE WE PUTTING IN PLACE DIFFERENTLY? WE KNOW THAT CHANGE IN THE SYSTEM IS VERY HARD ON THE SYSTEM WHEN WE HAVE TO MAKE A CHANGE. BUT ALSO, ONE OF THE THINGS THAT YOU HAVE ASKED US TO DO IS TO BE COURAGEOUS AND BRAVE AND MAKE SURE THAT WE PUT OUR STUDENTS FIRST. AND OF COURSE, TO MAKE SURE WE'RE TAKING CARE OF OUR TEACHERS. AND ONE OF THE THINGS THAT IS IMPORTANT IS FOR THEM TO BE SUCCESSFUL. NO ONE WANTS TO REMAIN AT A JOB AT WHICH THEY'RE NOT SUCCESSFUL AND THEY CAN'T SEE AND BASED ON THEIR HARD WORK THE STUDENTS ARE IMPROVING. AND SO WE'RE REALLY TRYING TO BALANCE THOSE TWO THINGS TOGETHER TO GET OUR TEACHERS AT A CERTAIN LEVEL OF EFFICACY, AND NOT JUST FOR THE STUDENTS WHO COME FROM HOMES WHERE THEY'VE ALREADY LEARNED THAT CONTENT, BUT FOR ALL OF OUR STUDENTS. SO WE KNOW ONCE WE START SEEING WITHIN OUR CAMPUSES THAT GROWTH AND THAT DISPROPORTIONALITY IS MITIGATED, WE FEEL THAT WE'RE REALLY ON THE RIGHT TRACK. AND SO WE REALLY FEEL GOOD ABOUT OUR WORK WITHIN EARLY LITERACY FOR THAT REASON. WELL, AND I THINK YOU HIT ON A REALLY IMPORTANT POINT, THAT IF YOU'RE NOT REALLY AN EDUCATION NERD LIKE SOME OF US, THE FACT THAT WE ARE TRYING TO WIPE OUT THE EFFECT OF SOCIOECONOMIC STATUS ON A CHILD'S ABILITY LIKE THAT IS A STATISTICALLY SIGNIFICANT DATA POINT ACROSS MOST OF AMERICA, THAT IF YOU COME FROM AN ECONOMICALLY DISADVANTAGED BACKGROUND, THAT YOU'RE GOING TO BE A LITTLE BIT FURTHER BEHIND. [01:30:02] AND INSTEAD OF USING THAT AS AN EXCUSE IN ROUND ROCK ISD, WE'VE OWNED THAT AND WE'VE PUT IN I MEAN, MAJOR PROPS TO THE TEAM ACROSS FROM ALL LEVELS, FROM ADMIN, ALL THE WAY DOWN TO THE CLASSROOM, BECAUSE THAT'S A BIG, BIG CHANGE IN OUR CAMPUSES. AND I CAN'T TELL YOU HOW APPRECIATIVE I AM OF THAT. THAT'S SO IMPRESSIVE. SO THANK YOU. I DON'T HAVE ANY OTHER LIGHTS ON SO WE CAN GO ON TO EARLY MATH. THANK YOU. AND SO WITHIN EARLY MATH, ONE OF THE THINGS THAT WE'VE TALKED ABOUT IS THAT WE'RE NOT IN THE SAME PLACE AS FAR AS CURRICULUM. WE HAVE JUST STARTED OUR CURRICULUM JOURNEY IN EARLY MATH. AND SO WHAT WE'LL BEGIN SEEING IS SOME CHANGES WITHIN THE GRADE LEVELS WHERE WE CAN THEN REALLY AGAIN, INTERROGATE THE CURRICULUM AND THE EFFICACY OF THE CURRICULUM, AND THEN FIGURE OUT IF THERE CHANGES AND WHAT CHANGES NEED TO BE MADE. ARE THEY CURRICULAR OR ARE THEY INSTRUCTIONAL? SO LET'S START HERE AS FAR AS THE BOARD GOAL FOR THIRD GRADE. AGAIN THAT'S OUR FIRST TESTED GRADE IN MATH IS 72%. AND YOU SEE, BEFORE YOU BROKEN DOWN BY THE DIFFERENT DEMOGRAPHIC GROUPS, THE DIFFERENT POPULATIONS, THE GOALS SET FOR EACH OF THOSE GROUPS. WE KNOW WE'VE TALKED ABOUT THE FACT THAT BASED ON THE STARTING POINT, IS HOW WE HAVE SET THE GOALS FOR EACH OF THESE DIFFERENT POPULATIONS. BUT OVERARCHINGLY, WHAT WE'RE SHOOTING FOR IS TO HAVE EXPONENTIAL GROWTH IN THE POPULATIONS THAT HAVE MORE ROOM, WHO NEED TO GROW THE MOST IN ORDER TO CATCH UP TO OTHERS. OUR GOAL FOR OUR TARGET FOR THE END OF THE 2025 SCHOOL YEAR IS 72%. WE SEE, IN REGARDS TO EARLY MATH FOR THE 2022 SCHOOL YEAR, WE WERE AT A 53%. STARTING THE GREAT DIVIDE BETWEEN 2022 TO 2023 IS WHEN WE HAD STAAR 2.0. IN 2023, 59% OF OUR THIRD GRADERS WERE AT A MEETS LEVEL OR HIGHER. AND WHAT WE SAW WAS A DECLINE IN 2024, WHERE WE WENT TO 54% OF OUR STUDENTS. AGAIN, A DECLINE WE'RE NEVER HAPPY ABOUT THAT. BUT ALSO THE FACT REMAINS THAT OUR DECLINE WAS A LOT LESS THAN MANY OTHER DISTRICTS. THERE IS SOMETHING HAPPENING. THERE'S A PATTERN ACROSS THE STATE, AND WHAT WE'RE TRYING TO DO IS FIGURE OUT EXACTLY WHAT'S CAUSING THAT, TO SEE IF WE CAN GET AHEAD OF THAT SO THAT REGARDLESS OF WHAT THE TREND LINE IS ACROSS THE STATE, WE'RE BEATING THAT TREND LINE. SO WE'RE ACTIVELY WORKING ON THAT RIGHT NOW. THIS YEAR IS THE FIRST YEAR THAT WE HAVE PUT IN PLACE. AND PLEASE CORRECT ME IF I'M WRONG. RODRIGO, OUR EUREKA MATH FOR OUR GRADE LEVELS. ARE WE AT K-2 THIS YEAR? THIRD GRADE. THIRD GRADE. RIGHT. SO WE HAVE STARTED AT THIRD GRADE AND PRIORITIZE THIRD GRADE FOURTH AND FIFTH I'M SORRY. SO WE'VE PRIORITIZED FOURTH AND FIFTH. THE CURRICULUM HAS NOT REACHED ALL THE WAY DOWN YET BECAUSE FOURTH AND FIFTH, THEY'RE TESTED GRADES, BUT THEY'RE ALSO THE GRADES WHERE WE'RE SUPPOSED TO SEE GROWTH. AND SO WE KNOW THAT DISPROPORTIONATELY FOR ELEMENTARY SCHOOL, HOW THAT WILL IMPACT ACCOUNTABILITY. AND SO WE REALLY WANTED TO MAKE SURE THAT WE TOOL THE CAMPUSES WITH THAT. I WANT TO TAKE A MOMENT TO DO A SHOUT OUT TO ONE OF OUR PRINCIPALS. ONE OF THE THINGS THAT WE BELIEVE IN IS FIND THE CROWN. IF YOU CAN SEE MY LAPTOP, AND WHICH MEANS THAT YOU LOOK FOR AREAS OF EXCELLENCE AND THERE'S NO NEED TO REINVENT THE WHEEL YOU HAVE WHERE PEOPLE ARE SEEING INCREDIBLE GROWTH AND THEY HAVE A PROCESS THAT'S WORKING. AND THEN WE TAKE THAT PROCESS AND WE TEACH IT ACROSS THE ENTIRE DISTRICT. WE HAVE TWO OF OUR PRINCIPALS WHERE THEY HAVE SHOWED EXTREME EXCELLENCE IN THAT. OUR PRINCIPAL AT FOREST NORTH ELEMENTARY AND ALSO AT ROBERTSON. AND SO FOR THE LAST TWO PRINCIPAL MEETINGS, THEY'VE REALLY TAUGHT INTO THEIR PEERS AS FAR AS HOW TO CREATE EXPONENTIAL GROWTH WITHIN THEIR POPULATIONS. SO TO GET STUDENTS TO HIGH LEVELS. AND SO WE'RE TAKING THAT WORK AND SPREADING IT ACROSS THE SYSTEM. WE KNOW FOR EARLY MATH WE USE WHAT'S CALLED AIMSWEB AS OUR SCREENER IN ORDER TO SEE WHERE OUR STUDENTS ARE AT. WHEN WE LOOKED AT THE SCREENER THE PASSING RATE, SO-CALLED PASSING RATE FOR THEM DID NOT ALIGN SPECIFICALLY TO THE MEETS GRADE LEVEL ON THE STAR. SO WHAT WE DID IS WE LOOKED AT THE SCORE AT THE 40TH PERCENTILE. IF YOU WERE TO LOOK AT THE DATA ITSELF, THE STUDENTS THAT ARE PERFORMING AT THE PASSING RATE IS A LOT HIGHER THAN WE HAVE HERE, BUT WE CREATED AN EVEN HIGHER WHAT DO YOU CALL IT, STANDARD FOR OURSELVES BECAUSE THAT CORRELATED. SO THAT 40TH PERCENTILE THE REASON THAT'S THERE IS BECAUSE IT SPECIFICALLY CORRELATES WITH THE MEETS GRADE LEVEL WITH STAAR. [01:35:07] AGAIN, THE BOARD SETS A BOARD GOAL. WE AS A DISTRICT SET GOAL PROGRESS MEASURES FOR EACH OF THE GRADE LEVELS KINDERGARTEN FIRST AND SECOND GRADE. SO WE HAVE GPM 2.1, 2.2 AND 2.3 WITH THEIR CORRESPONDING GOALS FOR THE END OF THE SCHOOL YEAR. FOR KINDERGARTEN, WE NEED TO MEET A GOAL OF 77% FIRST GRADE, 76%, AND FOR SECOND GRADE 82%. AGAIN, EVERY PERFORMING GOAL IS WRITTEN IN AS A PERFORMANCE OBJECTIVE IN OUR DISTRICT IMPROVEMENT PLAN, AND EACH CAMPUS PRINCIPAL WRITES THEN A CORRESPONDING GOAL IN THEIR CAMPUS IMPROVEMENT PLAN. WE ALSO WRITE A GOAL SPECIFIC TO NOT JUST ACHIEVEMENT, BUT ALSO TO AMELIORATE DISPARITY BETWEEN OUR ECONOMICALLY DISADVANTAGED AND OUR WHITE STUDENT POPULATIONS. AND WE'RE NOT SPECIFICALLY LOOKING AT ACHIEVEMENT HERE. WE'RE LOOKING AT GROWTH, MAKING SURE THAT THESE POPULATIONS ARE GROWING EXPONENTIALLY SO THEY CAN GET TO HIGH LEVELS OF ACHIEVEMENT. WE SEE WITHIN KINDERGARTEN OUR THREE YEARS WORTH OF DATA. WE SEE THAT IN THE LAST SCHOOL YEARS, AT THE BEGINNING OF THE YEAR DATA, WE STARTED AT A 54 AND A 55%. THIS YEAR FOR KINDERGARTEN, WE'RE STARTING AT 58%. THE TREND LINES FOR BOTH OF THE PREVIOUS YEARS ARE PRETTY CONSISTENT, AND MORE THAN LIKELY, WE'LL PROBABLY SEE THE SAME THING. WE'VE PUT SOME DIFFERENT PROCESSES IN PLACE AS IT RELATES TO INTERVENTIONS FOR THE STUDENTS. IN OTHER WORDS, BEING VERY EXPLICIT ABOUT IF WE SEE A SHORTCOMING OR A DISPARITY IN STUDENT LEARNING IN ONE AREA, HERE'S WHAT YOU AUTOMATICALLY DO. SO WE'VE BEEN WORKING WITH THAT PROCESS, BUT WE HAVE NOT GOTTEN DOWN TO THE LEVEL AT WHERE WE ARE CHANGING CURRICULUM AS YET. REASON BEING THIS WE HAVE ALREADY BEEN WORKING HARD AND TEACHING INTO THE SYSTEM IN REGARDS TO EARLY LITERACY AND WHAT OUR SYSTEM IS TELLING US IS THIS WE CAN'T HANDLE SOMETHING ELSE ON TOP OF IT. SO WE TRY TO MAKE SURE WHEN IT COMES TO A CERTAIN GRADE LEVEL, HERE'S THE THING THAT WE'RE WORKING ON. WE WAIT UNTIL THAT SETTLES BEFORE WE THEN PUT ANOTHER MAJOR TEACHING WITHIN THE SYSTEM. AND SO THAT'S WHY WE FELT IT WAS NOT APPROPRIATE AT THIS TIME TO GO AHEAD AND TEACH INTO THE MATH. BUT WE STARTED THEN WITH THE MATH AND FOURTH AND FIFTH GRADE BECAUSE WE SAW MORE OF A NEED THERE. AND THERE IS NOT SOMETHING THERE HAVING TO DO SPECIFICALLY WITH EARLY LITERACY. SO WE FELT IT WAS APPROPRIATE. THOSE GRADE LEVELS CAN HANDLE THE NEW INFORMATION VERSUS THE LOWER GRADE LEVEL. SO JUST KNOW THAT IS THE REASONING BEHIND OUR DECISION MAKING AS FAR AS WHERE WE'RE GOING TO PUT THE NEW CURRICULUM BASED ON WHAT'S HAPPENING IN THE CONTEXT OF THE SYSTEM. HERE'S THE COMPARISON FOR THE DIFFERENT STUDENT POPULATIONS AS FAR AS WHERE THEY ARE. AND WE SEE A SLIGHT INCREASE REPRESENTING THE HIGHER NUMBER FROM LAST YEAR TO THIS YEAR, AS IT'S REPRESENTED WITHIN THE DIFFERENT STUDENT POPULATIONS. WE SEE FOR THE MOST PART, SOME OF THESE HAVE STAYED THE SAME, BUT IN MANY OF THESE POPULATIONS, A SLIGHT INCREASE YEAR OVER YEAR FOR THE BEGINNING OF THE YEAR DATA. HERE FOR FIRST GRADE. AGAIN, HERE IS THE TREND LINE, VERY CONSISTENT TREND LINE BETWEEN 2023 2024 AND THEN STARTING FOR THIS YEAR, WHERE WE FIRST STARTED OUT AT 50%, 53%. AND AGAIN, WE ARE AT 53% FOR THIS SCHOOL YEAR. WHAT WE'VE SEEN YEAR OVER YEAR IS THAT WE MAKE ABOUT MAYBE 15% OR SO GAIN, AND MORE THAN LIKELY, THIS TREND LINE WOULD BE CONSISTENT FROM WHAT WE SAW LAST YEAR. AGAIN, YEAR OVER YEAR, WE SEE SLIGHT INCREASES IN SOME POPULATIONS, SOME HAVE REMAINED THE SAME AND WE SEE A COUPLE. SO FOR EXAMPLE, WE HAVE DYSLEXIA, OUR SPECIAL EDUCATION DEPARTMENT STUDENTS WHERE THEY HAVE GONE DOWN YEAR OVER YEAR. BUT AGAIN IT'S THE BEGINNING OF THE YEAR DATA. AND WHAT IT REPRESENTS IS THAT THERE HAS BEEN NO MAJOR TEACHING INTO THESE POPULATIONS. SO THIS IS JUST A SENSE OF WHERE THEY ARE RIGHT NOW. FOR OUR TREND LINE FOR KINDERGARTEN TO FIRST GRADE, IT'S ESSENTIALLY HAS REMAINED FLAT FROM 55 TO 57%. AGAIN, AS DOCTOR AZAIEZ HAS EXPLAINED, FLAT DOESN'T NECESSARILY MEAN FLAT BECAUSE IT'S NOT APPLES TO APPLES IN REGARDS TO CURRICULUM. WHAT I NEEDED TO BE AT 55%, I LITERALLY STILL HAVE TO GROW A YEAR TO REMAIN AT 55%. SO EVEN THOUGH IT'S STATISTICALLY FLAT, IT STILL REPRESENTS GROWTH AS FAR AS KNOWLEDGE, IF YOU SAW A NEGATIVE TREND LINE, THAT WOULD MEAN THAT THERE [01:40:02] WAS LOSS AND OR STUDENTS DIDN'T REALLY MAKE THAT YEAR'S WORTH OF GROWTH. BUT AGAIN, WE REALLY WANT TO GET TO THE PLACE WHERE, JUST LIKE IN EARLY LITERACY, ONCE WE START WORKING WITH THE CURRICULUM TO HAVE A MORE STEEP TREND LINE, ESPECIALLY AS IT RELATES TO THE COHORT DATA. HERE WE HAVE OUR SECOND GRADE COHORT. WE HAVE SEEN YEAR OVER YEAR WHERE THEY'VE STARTED FROM 56% TO 59% TO 60%. AGAIN, THEIR TREND LINES ARE PRETTY CONSISTENT YEAR OVER YEAR. SO WE ALREADY HAVE A SENSE OF WHAT WAS GOING TO BE HAPPENING WITH THE DATA. AGAIN, I WANT TO STRESS WE MADE A CALCULATED DECISION TO WORK ON FOURTH AND FIFTH GRADE, BECAUSE WE KNEW THIS WOULD HAVE THE MOST IMPACT ON OUR ELEMENTARY SCHOOLS AS IT PERTAINED TO ACCOUNTABILITY, AND ALSO THE FACT THAT WE HAD ALREADY MADE SOME MAJOR CHANGES IN CURRICULUM AND OTHER GRADES AND TAUGHT INTO IT, AND WITH THE SYSTEM WE FELT WOULD NOT BE ABLE TO HANDLE ANOTHER IMPACT. AND SO WE WANTED TO KIND OF SPREAD OUT WHAT WE WERE WORKING ON AND WHAT GRADES HAD SOMETHING WHERE WE HAD MADE A MAJOR CHANGE TO THE SYSTEM. AND THIS REPRESENTS THE CHANGE FOR OUR SECOND GRADERS AND OUR DIFFERENT SCHOOL POPULATIONS YEAR OVER YEAR. AND I DIDN'T POINT THIS OUT BEFORE, BUT THE DIAMONDS AT THE TOP REPRESENT THE END OF THE YEAR GOAL FOR ALL OF THESE DIFFERENT POPULATIONS. HERE'S THE COHORT DATA FROM KINDERGARTEN TO FIRST GRADE FOR SECOND GRADE IN EARLY NUMERACY FROM 54 TO 57%. AND WHAT WE'RE SEEING IS THERE'S MORE OF A GAIN FROM FIRST GRADE TO SECOND GRADE WITHIN THESE POPULATIONS. SO WE KNOW THERE'S SOMETHING IN REGARDS TO THIS CURRICULUM THAT IS IMPACTING THEM DIFFERENTLY. SO WE KNOW AS WE INTERROGATE OUR DATA, MORE THAN LIKELY THE PLACE THAT WE WOULD PROBABLY REALLY NEED TO FOCUS WOULD BE OUR FIRST GRADE CURRICULUM TO SEE WHAT'S HAPPENING THERE. BUT THERE'S SOME GAINS THAT'S HAPPENING YEAR OVER YEAR FROM FIRST GRADE TO SECOND GRADE, AND THAT'S THE END OF THE PRESENTATION. SO PRESENTATION I WELCOME ANY QUESTIONS. ALL RIGHT. THANK YOU VERY MUCH. TRUSTEE HARRISON. THANK YOU FOR THE PRESENTATION. THERE'S ONE THING THAT YOU SAID THAT REALLY STOOD OUT TO ME AND THAT WAS TALKING ABOUT THE SYSTEM NOT BEING ABLE TO HANDLE THE IMPACTS OF CURRICULUM CHANGES. AND WHEN WE LOOK AT THIS, IT'S REALLY CLEAR THAT LITERACY IS ON A PRETTY GOOD TRAJECTORY, BUT NUMERACY NEEDS MORE ATTENTION. AND I REMEMBER THE TOURS AROUND EARLY LITERACY LAST YEAR, AND IT WAS VERY EVIDENT WHAT PEOPLE WERE WORKING ON. WHAT DID YOU LEARN IN IMPLEMENTING NEW CURRICULUM IN LITERACY, AND HOW IS THAT GOING TO CARRY OVER FOR NUMERACY. JUST WHAT WENT WELL AND WHAT WOULD YOU DO DIFFERENTLY? I THINK ONE OF THE BIGGEST THINGS WE'VE LEARNED IS THE FACT THAT WHENEVER WE'RE DOING A SYSTEM CHANGE, IT REALLY MATTERS THAT EVERYONE IS BEING TRAINED AND THERE'S AN UNDERSTANDING. YOU CAN'T TEACH INTO JUST THE TEACHERS IN ORDER IF YOU REALLY WANT A SYSTEM CHANGE. WE LITERALLY, FOR EARLY LITERACY RETRAINED OUR SPECIALISTS AND COORDINATORS WHO ARE WRITING THE CURRICULUM. WE RETRAINED THE AREA SUPERINTENDENTS, MYSELF, THE PRINCIPALS. EVERYONE WAS RETRAINED. WE WENT THROUGH THAT TRAINING TOGETHER, MADE SURE WHAT UNDERSTANDINGS OUR DEPARTMENT MTSS MULTI-TIERED SYSTEMS OF SUPPORT THEY HAD TO RETHINK WHAT DOES INTERVENTION LOOK LIKE BASED ON THIS NEW CURRICULUM. SO THERE'S SO MUCH MORE THAT HAPPENS WITHIN THAT SYSTEM CHANGE, WHERE TYPICALLY WHEN PEOPLE ARE TRYING TO RESTRUCTURE SOMETHING, THEY WORK ON ONE SPECIFIC POPULATION OR ONE THING. BUT IF YOU REALLY WANT TO HAVE SOME SERIOUS GAIN WITHIN THE SYSTEM, YOU REALLY HAVE TO CREATE A PLAN. ONE OF MY FAVORITE THINGS ARE LOGIC MODELS, WHERE YOU LITERALLY GO THROUGH AND YOU SAY, WHAT ARE ALL THE DIFFERENT ROLES I NEED TO IMPACT? EVEN AS FAR AS PARENTS, WE HAD SOMETHING SPECIFIC THAT WE DID IN REGARDS TO PARENTS, AND WE TOUTED OUR PARENT LIAISONS WITH THE ONES THEN THAT PUSHED THAT OUT. IN FACT, SHOUT OUT TO MY PARENT LIAISONS IF THEY'RE LISTENING, THEY'RE HERE. THEY'RE PRESENTING AT A CONFERENCE AS FAR AS THE SPECIFIC WORK THAT THEY DID IN REGARDS TO EARLY LITERACY ON OUR TITLE ONE CAMPUSES, TO REACH THOSE PARENTS AND TO WORK WITH THEM SO THEY UNDERSTOOD WHAT THEY COULD DO. WHAT WAS PARENT APPROPRIATE TO DO AT HOME? SO REALLY AND TRULY, THAT WAS THE THING WE HAD TO SIT DOWN AND IT WAS NOT A MATTER OF ONE PIECE OF CHANGE. EVERYONE IN THE SYSTEM HAD TO CHANGE. THE AREA SUPERINTENDENTS HAD CHANGED THE WAY THEY DID CAMPUS VISITS, THE WAY THEY INTERACTED WITH THE PRINCIPALS. WE CHANGED THE PROCESS WITHIN OUR PRINCIPAL MEETINGS, HOW THEY WORKED. ERICA CHANGED WHAT DATA SHE WAS CAPTURING AND WHAT DATA SHE SHARED AND TO SEND BACK. [01:45:01] WE CHANGED OUR PROCESS AS FAR AS WHO GOT DATA. WHEN WE SAID IF I HAD DATA AND THERE WAS NOTHING INSTRUCTIONAL I COULD DO WITH IT, WE CANCELED THAT TEST. WE CANCELED THAT DATA. WE'RE NOT GOING TO LOOK AT DATA LOVINGLY FOR THE SAKE OF HAVING THE DATA. IF IT DOES NOT ALLOW US TO SEE SOMETHING TO MAKE A CHANGE. WE DIDN'T DO IT. SO WE CHALLENGED OURSELVES DIFFERENTLY. THERE WERE THINGS THAT WE HAD IN THE SYSTEM AND TESTS THAT WE WERE TAKING THAT DID NOT HELP INSTRUCTION. SO THERE WERE SO MANY DIFFERENT THINGS THAT SO MANY DIFFERENT LEVELS. SO GOING INTO THIS, EVERYONE NOW HAS THAT MUSCLE MEMORY AND EVERYONE KNOWS HERE'S THE WAY THAT EVERYONE HAS TO SHOW UP WITHIN THE SYSTEM IF THEY'RE GOING TO IMPACT THIS. IT'S EVEN A MATTER OF WE'VE CHANGED SCHEDULES, SO A MIDDLE SCHOOL SCHEDULE DOES NOT. I'M SORRY, AN ELEMENTARY SCHEDULE DOES NOT LOOK THE WAY THAT IT HAS IN THE PAST, BECAUSE WE KNOW THAT WE NEED TO PUT MINUTES IN CERTAIN PLACES. WE HAVE TO RE-INTERROGATE THE MINUTES THAT WE WERE DOING IN CERTAIN CLASSES. SO YOU HAVE INSTRUCTIONAL MINUTES IN ELEMENTARY SCHOOL, AND HOW MANY MINUTES DO YOU SPEND WITHIN A SUBJECT AREA? WE WENT BACK AND REINTERROGATED HOW MANY MINUTES, AND WE LOOKED AT MASTER SCHEDULES, AND WE REALIZED THAT MASTER SCHEDULES WERE NOT ALIGNED WITH WHERE WE NEEDED TO SPEND THOSE MINUTES. SO EVERYTHING AND SO LIKE THIS YEAR WHEN TEACHERS PRINCIPALS DID THEIR MASTER SCHEDULES, THE AREA SUPERINTENDENTS LOOKED THEM OVER. ARE THEY CONSISTENT WITH THE AMOUNT OF MINUTES YOU NEED TO SPEND IN ORDER FOR US TO REACH THAT GROWTH? THERE'S SO MANY DIFFERENT THINGS AND SO MANY DIFFERENT AREAS THAT WE'VE DONE. IT HAS BEEN MAJOR. THANK YOU. THANK YOU FOR THAT EXPLANATION. I WOULD SAY AS A BOARD, WE RECEIVE A LOT OF QUESTIONS AND A LOT OF COMPLAINTS ABOUT CHANGES LIKE THAT. AND I KNOW IT CAN BE HARD, BUT I REALLY WANTED TO UNDERSTAND THE THOUGHT PROCESS BEHIND IT AND HOW WE SHIFT. AND I APOLOGIZE, MADAM PRESIDENT, BECAUSE I DIDN'T SEND MY QUESTION THROUGH YOU, BUT I'M SENDING THIS QUESTION THROUGH YOU, AND IT'S PROBABLY FOR DOCTOR AZAIEZ. AND THAT IS, YOU KNOW, WE JUST FINISHED A BUDGET PLANNING CYCLE, BUT WE'RE ABOUT TO GO RIGHT BACK INTO IT. AND I FEEL LIKE FOR EARLY LITERACY, EVEN THOUGH WE DO NOT APPRECIATE UNFUNDED MANDATES, READING ACADEMIES REALLY SUPPORTED OUR EARLY LITERACY. WHAT IS LIKE, PACKAGE CURRICULUM LOOKING LIKE FOR EARLY NUMERACY? AND THEN HOW HOW MIGHT WE BEGIN THINKING ABOUT WHAT CAMPUSES NEED BUDGET WISE TO MAKE SURE THAT, LIKE TITLE ONE CAMPUSES AREN'T MOST IMPACTED IN A CURRICULUM SHIFT? ABSOLUTELY. AND I THINK WE CAN DEFINITELY ALSO, I KNOW WE HAVE AN ACADEMIC WORKSHOP COMING UP ALSO. I THINK IN DECEMBER WOULD BE MORE THAN HAPPY TO DIG DEEPER IF YOU WANT TO AND TALK ABOUT IT, BECAUSE WE UNDERSTAND WE HAVE TO DO ALSO WHAT NATALIE WAS TALKING ABOUT AS FAR AS THE CHANGES, THE POSITIVE CHANGES WE MADE TO THE SYSTEM, TO THE CURRICULUM, TO THE WAY WE DO THINGS FOR EARLY LITERACY, WE HAVE TO DO SOMETHING VERY SIMILAR TO EARLY NUMERACY, THE SAME WAY WE WANT TO GIVE OUR STUDENTS A HARD START. AND WANT TO MAKE SURE THEY'RE READING, I'M SORRY, THE SAME WAY THEY'RE READING ON OR ABOVE GRADE LEVEL BY THIRD GRADE WE WANT TO MAKE SURE THAT WE'RE DOING THE SAME THING WHEN IT COMES TO NUMERACY. SO BUT AGAIN, WE HAVE TO TAKE ONE STEP AT A TIME BECAUSE AGAIN, WE COULDN'T POSSIBLY HAVE ALL THIS DONE AT ONCE. OUR TEACHERS AND OUR STAFF AND ALL OF US REALLY WON'T BE ABLE PRETTY MUCH TO DO A GOOD JOB IF WE'RE DOING SO MANY CHANGES AT THE SAME TIME. SO WE HAVE TO BE COGNIZANT OF THAT POSSIBILITY. RIGHT. SO WE'LL BE MORE THAN HAPPY TO DIG DEEPER WITH YOU GUYS ON DURING OUR DECEMBER ACADEMIC WORKSHOP, IF IT'S OKAY WITH YOU. YES. AND I JUST WANT TO MAKE SURE THAT THAT LAST PART OF MY QUESTION DOESN'T GET LOST WHEN WE HAVE TO MAKE CURRICULUM CHANGES. HOW DO WE MAKE SURE THAT TITLE ONE CAMPUSES AREN'T MOST IMPACTED BY CARRYING THE BURDEN OF THE COST OF THE CURRICULUM CHANGE? ABSOLUTELY. GOT YOU. YEP. YES. AND SO. AND, RODRIGO, YOU CAN SPEAK TO IT IF YOU'D LIKE AS WELL. SO WE TYPICALLY HAVE WHAT'S CALLED EARLY ADOPTERS FOR CERTAIN PARTS OF OUR CURRICULUM. SO THIS YEAR WE DO HAVE SOME EARLY ADOPTERS. AND MOST OF OUR TITLE ONE CAMPUSES ARE EARLY ADOPTERS FOR THE EARLY NUMERACY CURRICULUM IN THE LOWER GRADES IN THE PRIMARY GRADES. THANK YOU. AND I THINK IF I'M TRANSLATING THIS CORRECTLY, WHAT TRUSTEE HARRISON YOU'RE SAYING IS THAT YOU DON'T WANT US GIVING OUR STAFF UNFUNDED MANDATES, AND HOW CAN WE AS A BOARD, SUPPORT THIS MOVING FORWARD IN OUR BUDGET PROCESS? YES. I MEAN, WE'RE GETTING FEEDBACK OF LIKE, MY KIDS ON A TITLE ONE CAMPUS THEIR TEACHERS ARE SAYING THEY'RE HAVING TO ALLOCATE THEIR BUDGET FOR NEW CURRICULUM, AND THAT MEANS THEY MISS OUT ON THINGS LIKE FIELD TRIPS AND ENRICHMENT. SO I'M JUST AND MAYBE WE HAVE TO MAKE SURE THAT THAT STATEMENT IS TRUE. AND IF IT IS, THEN HOW DO WE SUPPORT. HOW DO WE SUPPORT THAT IN THE BUDGET? ABSOLUTELY. TRUSTEE BONE. THANK YOU. I HAD A QUESTION. IT ACTUALLY TIES IN WITH WHAT TRUSTEE HARRISON WAS JUST SAYING. AND THE READING ACADEMIES, THE STATEWIDE, THEY SAW THE SAME PATTERN. YOU MENTIONED THIS THAT WE'RE SEEING WITH LITERACY GOING UP AFTER READING ACADEMIES. [01:50:05] AND THEY HAVE BEEN TALKING ABOUT MATH ACADEMIES. SO HAVE YOU BEEN FOLLOWING THE MATH ACADEMIES? HAVE WE BEEN LOOKING AT MAYBE IMPLEMENTING THE MATH ACADEMIES BEFORE? I KNOW THE READING ACADEMIES THOSE WERE MANDATED, I BELIEVE, BY TEA. YES. AND I WAS LISTENING SOME TO SOME EARLY HEARINGS DOWN AT THE CAPITOL, AND THEY WERE STARTING TO TALK ABOUT THE MATH ACADEMIES. SO ARE WE LOOKING INTO THE MATH ACADEMIES, MAYBE GETTING AHEAD OF THAT? NO, WE HAVE NOT LOOKED INTO THAT. BUT I CAN GO AHEAD AND REPORT BACK TO YOU AS FAR AS WHERE WE ARE IN REGARDS TO THAT, BUT WE HAVE NOT SERIOUSLY STARTED THAT WORK AS YET. BUT I DON'T TO YOUR POINT [INAUDIBLE], I DON'T THINK TEA WAS LIKE OR WERE LIKE FORTHCOMING WITH THE INFORMATION. I DON'T THINK I DON'T REMEMBER RECEIVING INFORMATION WE'RE SAYING IF YOU WANT A PILOT OR ANYTHING LIKE THAT. SO WE WILL DIG DEEPER AND FIGURE OUT WHAT'S GOING ON. BUT I'M NOT AWARE IF THERE'S SOMETHING GOING ON RIGHT NOW AS FAR AS ON THAT. I WASN'T EVEN AWARE OF MATH ACADEMIES, BUT THEY STARTED TALKING ABOUT THEM AND YOU KNOW, JUST THE GOOD RESULTS THEY'VE HAD, I GUESS. I THINK THEY HAVE HAD MAYBE SOME PILOTS. IT SOUNDED LIKE YEAH. WE WILL. YEAH, YEAH. WE WEREN'T OFFERED THAT OPPORTUNITY, AS I SAID. SO WE WILL BE MORE THAN HAPPY TO INVESTIGATE AND FIGURE OUT WHAT'S HAPPENING WITH THEM. ABSOLUTELY. THANK YOU. I DON'T HAVE ANY OTHER LIGHTS ON. AM I MISSING ANYBODY? TRUSTEES. ALL RIGHT. THANK YOU VERY MUCH FOR THE PRESENTATION. THANK YOU FOR THE OPPORTUNITY. TRUSTEES, I WOULD LIKE TO GO AHEAD AND TAKE A RECESS. OUR NEXT PRESENTATIONS GOT ABOUT 45 SLIDES. SO LET'S TAKE A WE'LL COME BACK AT 8:05 AND WE'RE IN RECESS. THAT'S WHAT I JUST LITERALLY SAID. REALLY EXACT WORDS. IT IS 8:05 AND WE ARE BACK IN OPEN SESSION. WE'RE GOING TO MOVE ON TO ITEM F3 STRATEGIC PLAN UPDATE. AND I WILL LET DOCTOR AZAIEZ GET US STARTED. BUT I DID WANT TO SAY FIRST OFF THAT I APPRECIATE THIS AGENDA ITEM COMING BACK. REALLY, IN THE SIX YEARS THAT I'VE SERVED ON THIS BOARD, WE REALLY HAVE NOT TALKED MUCH ABOUT STRATEGIC PLANS UNLESS WE ARE ADOPTING THEM. AND SO I APPRECIATE YOU PROACTIVELY BRINGING THIS BACK NOW THAT WE HAVE OUR RECENTLY APPROVED ONE. AND I'M HOPING THAT WE, IN THE FUTURE, MOVING FORWARD, WILL BE ABLE TO CONNECT OUR STRATEGIC PLAN GOALS WITH OUR BOARD GOALS AND FEEL A LOT MORE UNITY IN THE DISTRICT. SO THANK YOU VERY MUCH. I'LL LET YOU KICK IT OFF. THANK YOU. AND I'M HERE WITH ME, OBVIOUSLY THE TEAM WHO WILL BE PRESENTING. BUT TO YOUR POINT, PRESIDENT LANDRUM, IS THAT WE REMEMBER WE ADOPTED OUR NEW STRATEGIC PLAN LAST SPRING. AND SO ONE OF OUR GOALS IS TO PRESENT TO OUR BOARD AND GIVE YOU GUYS AN UPDATE AT LEAST ONCE A YEAR, POSSIBLY EVEN TWICE A YEAR. AND MAKE SURE THAT WE ARE ON TRACK TO REACH THE GOALS THAT WERE SET IN OUR STRATEGIC PLAN BY OUR COMMUNITY. AS YOU REMEMBER, THERE WERE A LOT OF STAKEHOLDERS WHO PARTICIPATED. WE HAD PARENTS, WE HAD STUDENTS, WE HAD STAFF MEMBERS, WE HAD BUSINESS PARTNERS, LIKE SOME FOLKS FROM THE CHAMBER WHO WERE PART OF THE WHOLE COMMITTEE THAT WORKED REALLY HARD TO ESTABLISH THIS STRATEGIC PLAN. AND WE WANT THIS TO BE A WORKING DOCUMENT. WE DON'T WANT IT JUST TO SIT ON A SHELF. SO YOU WILL SEE US PRESENTING AND GIVING YOU AN UPDATE, A MINIMUM ONCE A YEAR, POSSIBLY EVEN TWICE A YEAR. SO WITH NO MORE DELAY, I'M GOING TO LET KAREN AND NAT TAKE US. TAKE THIS PRESENTATION FROM HERE. AGAIN, THANK YOU, DOCTOR AZAIEZ, PRESIDENT LANDRUM AND THE BOARD FOR THIS OPPORTUNITY TO TALK TO YOU ABOUT THE AMAZING WORK DONE IN REGARDS TO THIS UPDATE. SPECIFICALLY, WE'RE GOING TO TALK ABOUT SPECIFIC RESULTS, 2.3 AND 4.1, AND WE'LL EXPLAIN A LITTLE BIT ABOUT ALL OF THAT AND ALSO BRING YOU AN OVERARCHING CONTEXT IN REGARDS TO THIS WORK. NOW, WE WANTED TO MAKE SURE THAT ONE OF THE THINGS THAT WAS INCREDIBLY IMPORTANT TO US, AS AND DOCTOR AZAIEZ SPOKE TO THIS WAS THE IDEA OF WE WANTED THERE TO BE WIDESPREAD PARTICIPATION ACROSS OUR DISTRICT FOR THE MANY KIND OF STAKEHOLDERS, BOTH INTERNAL AND EXTERNAL. WE HAD STUDENTS, PARENTS, TEACHERS, PRINCIPALS DISTRICT LEVEL FOLK. OUR OWN PRESIDENT LANDRUM. A LOT OF DIFFERENT PEOPLE WERE REPRESENTED AND THEIR VOICE IS HEARD. IN ORDER TO MAKE THIS COME TO PASS. WITHIN OUR STRATEGIC DESIGN ANCHORS SPECIFICALLY, WE LOOKED AT WHAT IS THE MISSION OF OUR DISTRICT AND ALSO WHAT IS OUR CALL TO ACTION. WE WANTED TO MAKE SURE THAT THAT ANCHORED US IN THE WORK BEFORE WE WERE ABLE TO MOVE ON. WHEN WE WENT THROUGH AND DID A REVIEW OF OUR OF THE STRATEGIC PLAN, IN THE END, WHAT WAS CREATED WAS SIX GOALS. THESE ARE REPLACED THE GOALS FROM BEFORE THAT WE HAD. AND THE TEAM WORKED VERY HARD TO MAKE SURE THAT THE GOALS REPRESENTED EVERYTHING ACROSS THE DISTRICT, FROM TECHNOLOGY TO INFRASTRUCTURE, HUMAN [01:55:04] RESOURCES, COMMUNICATION, THE IDEA OF DIVERSITY AND EQUITY, BUT ALSO, OF COURSE, AND MOST IMPORTANTLY, THE IDEA OF WHAT HAPPENS ACADEMICALLY TO OUR STUDENTS. WE ALSO MADE SURE THAT WE ANCHORED OURSELVES IN OUR CORE VALUES. WE TALKED ABOUT THE FACT THAT RELATIONSHIPS ARE THE CORNERSTONE OF THE WORK THAT WE DO WITHIN OUR DISTRICT, THAT THE FACT THAT WHAT OUR STUDENTS AND STAFF DESERVED, MAKING SURE THAT THEY HAVE ACCESS TO EQUITABLE, RELEVANT, QUALITY INSTRUCTION AND RESOURCES AND INCLUSIVE EDUCATIONAL EXPERIENCES TO MAKE SURE THAT THIS LAUNCHES THEM INTO THE WORLD SO THAT THEY CAN BE PRODUCTIVE AND SUCCESSFUL. WE ALSO TALKED ABOUT THE FACT THAT ALL OF OUR STAKEHOLDERS HAVE VOICES, AND WE WANT TO MAKE SURE THAT THOSE VOICES ARE HEARD, NOT JUST BY THE WAY THEY COMMUNICATE WITH US, BY THE WAY IN WHICH WE COMMUNICATE WITH THEM. OUR LEARNER OUTCOMES. WE HAD SIX, I'M SORRY, FIVE OVERARCHING LEARNER OUTCOMES. WE TALKED ABOUT THE IDEA OF WE WANTED TO MAKE SURE THAT OUR STUDENTS ARE FUTURE READY. AND REMEMBER WE DEFINED THAT AS BEING COLLEGE, CAREER OR MILITARY READY THAT THEY'RE SELF-DIRECTED IN THEIR GOAL SETTING AND IN THEIR LEARNING. MAKE SURE THAT THEY ARE ACTIVE PARTICIPANTS WITHIN THE COMMUNITY, THAT THEY'RE PREPARED TO SELF-ADVOCATE FOR THEMSELVES, BUT ALSO THAT THEY ARE REALLY WHOLE HUMAN BEINGS IN THAT THEY UNDERSTAND HOW TO EMPATHIZE WITH OTHERS, COMMUNICATE, COLLABORATE, THINK CRITICALLY, PROBLEM SOLVE, AND ALSO MAKING SURE THAT THEY CAN REALLY CREATE AND SUSTAIN HEALTHY RELATIONSHIPS. WHEN WE CREATED THOSE SIX BOARD GOALS, THEN THEY DEVELOPED INTO EACH OF THOSE, DEVELOPED INTO SPECIFIC RESULTS UNDERNEATH THEM. FOR EACH OF THOSE SPECIFIC RESULTS, WHAT WAS SAID IS WHEN DO WE WANT THESE SPECIFIC RESULTS TO BE REPORTED OUT TO THE BOARD? WHAT YEAR SPECIFICALLY? BECAUSE WE CAN'T SOLVE FOR EVERYTHING ALL AT ONCE. SO WE HAD TO REALLY PRIORITIZE. AND THIS WAS THE WORK THAT THE COMMITTEE DID. THEY SAT DOWN AND SAID, BASED ON OUR ANCHORS, BASED ON OUR STUDENT OUTCOMES, WHAT ARE THE THINGS THAT ARE INCREDIBLY IMPORTANT TO US? AND LET'S GO AHEAD AND REPRESENT THAT BASED ON WHERE WE PUT IT IN THE TIMELINE AS IT RELATES TO OUR SPECIFIC RESULTS. SO WE SAID SPECIFICALLY THAT SPECIFIC RESULT, 2.3 AND 4.1, WOULD BE REPORTED OUT TO THE BOARD AT THE END OF THE SCHOOL YEAR, WHERE WE SAID WE WOULD COMPLETE THIS AND MAKE SURE THEN WE HAVE SOLVED FOR THESE TWO MAJOR ISSUES WITHIN OUR FIRST YEAR. SO WHAT WE'RE DOING NOW IS TO GIVE YOU A PROGRESS AS FAR AS WHERE WE ARE WITHIN THAT WORK. FIRST, WE WILL START WITH STRATEGIC RESULTS. STRATEGIC GOAL 2.3, WHICH SPEAKS TO COMMUNITY ENGAGEMENT. AND WE HAVE OUR CHIEF OF ACCESS AND OPPORTUNITY THAT WILL PRESENT FOR US IN REGARDS TO THIS GOAL. THANK YOU, DOCTOR NICHOLS, PRESIDENT LANDRUM, BOARD OF TRUSTEES. DOCTOR AZAIEZ. I WILL BE REPORTING OUT ON COMMUNITY ENGAGEMENT OUR 2.3 GOAL, WHICH IS ABOUT LOOKING AT OUR UNIQUE STRENGTHS, RESOURCES AND VOICES OF OUR DIVERSE COMMUNITY OF STAKEHOLDERS TO CREATE A COLLECTIVE SENSE OF OWNERSHIP TO STUDENT SUCCESS. SPECIFICALLY, WE'LL BE LOOKING AT 2.3 IDENTIFYING DISTRICT WIDE AREAS IN WHICH WE FOCUS AND ALIGN OUR VISION, MISSION, BRANDING AND VALUES. SO THAT IS FOR YEAR ONE. GOING BACK TO OUR CORE VALUES, YOU'LL SEE THAT WHAT I SPEAK TO TONIGHT AND HOW WE ENGAGE WITH OUR STAKEHOLDERS, PROVIDING TWO WAY COMMUNICATION TO ALLOW FEEDBACK ON WAYS THAT WE CAN CONTINUOUSLY IMPROVE. SO AGAIN, AS YOU WILL HEAR A COUPLE OF EXAMPLES, THESE ARE NOT ALL OF WHAT WE'VE DONE, BUT THEY'RE JUST HIGHLIGHTING A FEW OF THE WAYS THAT WE'VE ENGAGED THE COMMUNITY. TYING TO OUR BOARD GOALS AND AREAS OF FOCUS. WE HAVE OUR SENSE OF BELONGING, COLLEGE READINESS, ADVANCED MATH AND EARLY LITERACY. AND LOOKING AT THE PICTURES DEPICTED THERE ON THE LEFT, IT'S FROM COBB AND KROWNAPPLE. WE DID A BOOK STUDY LAST YEAR ON THE CULTURE OF BELONGING THROUGH DIGNITY, AND IT TALKED A LOT ABOUT HOW WE ALL KNOW MASLOW'S HIERARCHY OF NEEDS. ESSENTIALLY, THAT WHEN WE LOOK AT BELONGING AND STUDENTS NEED THAT SPACE TO BELONG BEFORE THEY ACHIEVE. LOTS OF TIMES WE PUT ACHIEVEMENT BEFORE BELONGING AS A PREREQUISITE TO THEM, FEELING AS THOUGH THEY HAVE A SPACE WHERE THEY CAN SHOW UP, FEEL WELCOME, [02:00:05] AND THAT EXTENDS TO THE CLASSROOM AS WELL WHEN STUDENTS DON'T HAVE THAT, THEY ARE LESS LIKELY TO SHOW UP AND BE ABLE TO LEARN IN AN ENVIRONMENT WHERE THEY CAN BE THEIR AUTHENTIC SELVES. SO WE'LL BE FOCUSING ON SENSE OF BELONGING AND COLLEGE READINESS TONIGHT. ONE OF THE WAYS THAT WE'VE ENGAGED OUR STUDENT COMMUNITY IS THROUGH OUR ROUND ROCK ISD VOICE PROGRAM. WE ACTUALLY HAD OUR FIRST MEETING OCTOBER 8TH. WE HAVE 28 STUDENTS THAT ARE REPRESENTATIVE OF ALL FIVE LEARNING COMMUNITIES. IT WAS AN AWESOME TIME TO ENGAGE WITH STUDENTS BECAUSE WE'RE ABLE TO GET THEIR FEEDBACK ON POLICY, ADDRESS ANY CONCERNS THAT THEY HAVE, BRING IT TO THE BOARD, AS WELL AS ALLOW THEM TO LEARN HOW TO ADVOCATE AND HAVE A VOICE AND CREATE STUDENT AGENCY. AND SO WE ALSO HAD FOOD AND NUTRITION COME. THEY HAVE BEEN TESTING OUT DIFFERENT FEATURED ITEMS ON THE MENU, GIVING FEEDBACK. THEY'VE ALSO HELPED IN CREATING AND CRAFTING POLICY. IF YOU REMEMBER THE DRESS CODE YEARS AGO, THE STUDENTS WERE ABLE TO PROVIDE FEEDBACK AS WELL AS ON FFI LOCAL, THE STUDENT WELFARE OR FREEDOM FROM BULLYING. THEY WERE ABLE TO PROVIDE FEEDBACK AS WELL. WE FIRMLY BELIEVE THE PEOPLE CLOSEST TO THE PROBLEM HAVE THE SOLUTIONS TO THE PROBLEM, AND WE WANT TO MAKE SURE OUR STUDENTS ARE REPRESENTED AND THEIR VOICES ARE HEARD. ANOTHER EXAMPLE IS THROUGH THE ACADEMIC CALENDAR COMMITTEE THAT'S MADE UP OF DISTRICT ADMINISTRATORS, CAMPUS ADMINISTRATORS, TEACHERS, PARENTS, COMMUNITY MEMBERS OF ALL FIVE VERTICAL LEARNING COMMUNITIES. THE GOAL IS TO PROVIDE A DRAFT CALENDAR FOR APPROVAL TO THE BOARD, AND WE TRY TO STAY TWO YEARS AHEAD. OF COURSE, WE BALANCE THE ACADEMIC NEEDS FOR INSTRUCTION WITH THE CALENDAR, BUT WE ALSO BALANCE AND TRY TO SUPPORT OUR DIVERSE COMMUNITY AND THE NEEDS THAT THEY HAVE. SO WE HAVE RECENTLY PASSED THE 25-26 CALENDAR, AND WE MEET NEXT WEEK TO BEGIN DRAFTING THE 27-28 AND THEN IN NOVEMBER, THE 27-28 TO BRING THAT BEFORE THE BOARD IN THE SPRING SEMESTER. AND THEN THE ACCESS AND OPPORTUNITY ADVISORY COMMITTEE IS MADE UP OF ABOUT 60 COMMITTEE MEMBERS, REPRESENTED AGAIN OF ALL VERTICAL LEARNING COMMUNITIES, DIFFERENT STAKEHOLDERS FROM DISTRICT CAMPUS PARENTS AS WELL, AND THEY ARE ABLE TO PROVIDE FEEDBACK ON MANY OF OUR INITIATIVES. THIS YEAR, WE'RE FOCUSING ON ADVANCED ACADEMICS, HOW TO INCREASE OUR ENROLLMENT FOR OUR AREAS WHERE STUDENTS ARE LOWER ENROLLMENT AND NOT PERFORMING IN THOSE AREAS. AND SO WE WANT TO MAKE SURE THAT WE HAVE STUDENT VOICE, BUT ALSO OUR COMMUNITY VOICE. AND WE'RE ALSO LOOKING AT DISPROPORTIONALITY AND DISCIPLINE. ALSO, AS WE LOOK AT FUTURE READINESS, THESE ARE WAYS THAT WE ENGAGE OUR STUDENTS, OUR FAMILIES AND COMMUNITY. DOCTOR LEWIS, THE DIRECTOR OF COUNSELING AND THE COUNSELING DEPARTMENT, ALONG WITH STUDENT SUPPORT SERVICES, IN SEPTEMBER AT ROUND ROCK HIGH SCHOOL EVERY YEAR THEY BRING IN OVER 200 COLLEGES, UNIVERSITIES AND US ARMED FORCES FOR OUR STUDENTS TO HAVE ACCESS TO THOSE OPPORTUNITIES TO ENGAGE WITH THOSE COLLEGES, UNIVERSITIES. AND THEN IN OCTOBER, WE HELD THE HBCU, THE HISTORICALLY BLACK COLLEGE AND UNIVERSITIES FAIR, TO PROVIDE ANOTHER OPPORTUNITY FOR OUR STUDENTS AND COMMUNITY. AND THIS YEAR, WE ALSO HAD A STUDENT LED CONFERENCE PRIOR TO THAT OPENING AND THEN TYING INTO COLLEGE READINESS JUST TO GIVE SOME STATISTICS ON WHERE WE'RE GOING AND WHERE WE ARE AND WHERE WE WANT TO GO. SO ALTHOUGH COLLEGE AND CAREER ASPIRATIONS ARE HIGH ACROSS ALL STUDENTS, DISPARITIES STILL EXIST. AND COMPARED TO 42% OF WHITE AND 61% OF ASIAN STUDENTS, ONLY 23% OF AFRICAN AMERICAN AND 15% OF HISPANIC STUDENTS HAVE ATTAINED BACHELOR'S DEGREES OR HIGHER BETWEEN THE AGES OF 25 AND 29. ANOTHER STUDY SHOWED THAT STUDENTS ACROSS ALL SOCIOECONOMIC BACKGROUNDS WHO ENROLLED IN COLLEGE HAVE TAKEN AT LEAST ONE COLLEGE LEVEL COURSE IN HIGH SCHOOL, AND HOW EQUITABLE STUDENT PARTICIPATION IN ADVANCED COURSEWORK IS ONE WAY TO CLOSE THE COLLEGE ENROLLMENT GAPS AND COLLEGE CAREER MILITARY READY, AND THEN ACCESS TO RIGOROUS COLLEGE PREPARATORY COURSES CAN SUBSTANTIALLY NARROW THE GAP IN COLLEGE OUTCOMES. AND SO WE WANT TO MAKE SURE WE'RE PROVIDING ACCESS TO ALL OF OUR STUDENTS AND INCREASING ENROLLMENT IN OUR ADVANCED ACADEMIC COURSES. SPECIFICALLY TIED TO GOAL THREE AS WELL. I KNOW WE'RE TALKING ABOUT GOAL TWO AND GOAL FOUR TONIGHT, BUT GOAL THREE FOCUSES ON HOW WE BUILD AND NURTURE AND SUSTAIN THAT SAFE LEARNING ENVIRONMENT THROUGH A CULTURE OF [02:05:09] BELONGING AND DIGNITY SO THAT STUDENTS CAN REACH THEIR FULL POTENTIAL. AND SO WE KNOW EACH STUDENT HAS DIFFERENT TALENTS, SKILLS, AND WE WANT TO BE ABLE TO MAKE SURE THAT NO STUDENT IS BEING LEFT BEHIND AND NOT GIVEN THAT OPPORTUNITY. BUT WE ALSO NEED TO UNDERSTAND WHAT BARRIERS STUDENTS FACE IN ACCESSING OUR PROGRAMING. HERE IS A 2024 MIDDLE OF THE YEAR TO 2024 END OF THE YEAR PERCENT OF ANNUAL GRADUATES WHO ARE COLLEGE, CAREER AND MILITARY READY. AND WHEN WE'RE SPECIFICALLY LOOKING AT ADVANCED COURSEWORK AND BEING COLLEGE READY, STUDENTS NO LONGER CAN JUST BE ENROLLED IN THE COURSE, BUT THEY HAVE TO BE SUCCESSFUL IN THAT COURSE. AND SO WHEN WE SEE THE DIFFERENT AREAS OF WHERE WE CAN IMPROVE WE SEE THERE'S A DIP IN THE EMERGENT BILINGUAL, BUT ALSO THERE'S GAPS IN OUR AREAS OF OUR BLACK STUDENTS AS WELL AS HISPANIC, OUR ECONOMICALLY DISADVANTAGED STUDENTS AND SPECIAL EDUCATION PROGRAMING AS WELL. AND THIS IS ONE OF THE SLIDES AND DATA FROM EQUAL OPPORTUNITY PATHWAYS REPORT. AND IT SIMPLY SHOWS THE RIGOROUS COURSEWORK OF STUDENTS TAKING CLASSES IN HIGH SCHOOL INCREASES THEIR CONFIDENCE IN COLLEGE AND BELONGING WHEN THEY DO ENTER COLLEGE, THEY'RE MORE APT TO NOT ONLY GET INTO COLLEGE, BUT TO STAY AND COMPLETE THEIR DEGREE ONCE THEY'RE THERE. AND THEN THIS SLIDE LOOKS AT THE DIFFERENT BARRIERS OF ACCESS NATIONALLY ACROSS STUDENTS WHO HAVE TAKEN THE SURVEY OF OVER 300 STUDENTS, 300,000 STUDENTS, BUT THE THINGS THAT WERE POINTED OUT IN WHAT WERE SOME AREAS OF BARRIERS WAS THE GENERAL WELCOME. THE WELCOME BARRIER, THE GENERAL KNOWLEDGE BARRIER, AS WELL AS THE SCHOOL ACCESS BARRIER. AND SO WE WANT TO BE ABLE TO CLOSE THE GAPS AND SEE WHAT ARE THE BARRIERS OF OUR STUDENTS IN ROUND ROCK ISD. AND HOW DO WE IDENTIFY THEM BUT ALSO INTERRUPT THOSE BARRIERS SO THEY HAVE THE ACCESS. WE ALSO KNOW IT'S NOT JUST CREATING A SPACE FOR STUDENTS TO BE ENROLLED IN ADVANCED ACADEMICS. WE ALSO HAVE TO PREPARE THE COUNSELORS, THE TEACHERS, THE ADMINISTRATION ON CAMPUS WITH THE SKILLS AS WELL, UNDERSTANDING THAT WHAT MAY APPEAR OR WHAT WE THINK ABOUT AS AN ADVANCED ACADEMIC STUDENT, THAT THERE ARE OTHER WAYS WE CAN SUPPORT ALL OF OUR STUDENTS IN TAKING THESE COURSES. AND THEN LASTLY, THIS IS A HISTORICALLY UNDERREPRESENTED STUDENTS OF COLOR AND LOW INCOME STUDENTS REPORT ACROSS THE NATION THAT THEY WOULD BE MORE LIKELY TO TAKE ADVANCED COURSES IF THERE WERE OPPORTUNITIES TO REDO ASSIGNMENTS, HAVE STUDY AND HOMEWORK SUPPORT, PEER MENTOR PARTNERSHIPS TO DO THIS WORK AND ENGAGE TOGETHER, AND THEN MORE INFORMATION AND NO SUMMER HOMEWORK. SO THOSE ARE THINGS NATIONALLY. BUT WE ALSO WANT TO SPEAK TO OUR STUDENTS AND UNDERSTAND. AND IT WAS WE ONLY HAVE ONE STUDENT IN THE IB PROGRAM THAT IS AFRICAN AMERICAN AT WESTWOOD. AND SO HEARING WE SEE THE DATA, BUT ALSO HEARING THEIR EXPERIENCE ON WHAT ARE SOME WAYS OR THAT WE CAN ALLOW THEM TO NOT FEEL SOME OF THOSE BURDENS THAT THEY FEEL AS BEING THE ONLY OR THE ONLY PERSON WITHIN THAT PROGRAM. AND SO, OF COURSE, TYING BACK TO OUR BOARD GOALS AS WELL WITH COLLEGE, CAREER AND MILITARY READINESS, LOOKING AT THOSE SPECIFIC GROUPS IN WHICH WE WANT TO IMPACT AND HOW WE CAN ENSURE THAT PROVIDING SPACE AND SUPPORTS, BUT ALSO IDENTIFYING BARRIERS THAT ARE IMPEDING THEIR SUCCESS. HOW WE CAN ENSURE TO WORK TOGETHER AS PARTNERS. THIS ALSO HIGHLIGHTS THE ADVANCED COURSEWORK. OUR BOARD GOAL 3.1 OF COURSE, INCREASING IN THOSE SAME DEMOGRAPHICS WHERE THERE ARE DISPARITIES. AND THEN AGAIN, IN SENSE OF BELONGING, WE KNOW THAT BELONGING MUST COME FIRST BEFORE ACHIEVEMENT. AND IN AREAS WHERE OUR STUDENTS FEEL THEY DON'T BELONG IN WAYS THAT WE CAN CONTINUE TO SUPPORT THEM. AND THAT'S SOMETHING WE ARE DISCUSSING IN THE STUDENT VOICE GROUP. WE'RE ASKING THEM, AND THEY'VE ALSO BEEN FINDING WAYS TO SPEAK TO THEIR STUDENTS TO INCREASE OUR SURVEY RESPONSES. BUT ALSO WHAT ARE SOME WAYS THAT WE CAN INCREASE SENSE OF BELONGING ON CAMPUS? AND SO THAT'S PART OF WHAT OUR INITIATIVE WILL BE AS WE BEGIN THAT YEAR LONG PROCESS WITH THEM. THANK YOU KAREN. SO ONE OF THE THINGS WE WANT TO MAKE SURE EVERYONE UNDERSTANDS, THESE ARE NOT ALL THE DIFFERENT GOALS ARE NOT DISCRETE. [02:10:04] THEY BLEED INTO EACH OTHER. AND WHEN WE IMPROVE ONE WE IMPROVE THE OTHER. WE WANT TO MAKE SURE THE WAY WE'RE LOOKING AT EVERYTHING IS WHATEVER OUR MAJOR PRIORITIES ARE, IS, ARE THOSE ARE THE AREAS IN WHICH WE WANT TO HAVE THE HIGHEST RATES OF ENGAGEMENT. WE DON'T WANT ENGAGEMENT FOR ENGAGEMENT SAKE. WE KNOW THAT IF SOMETHING IS IMPORTANT TO US AND IT'S AN OUTCOME THAT'S HIGH LEVERAGE AND IMPORTANT TO OUR COMMUNITY, THAT'S THE PLACE, THEN OUR COMMUNITY IS TELLING US WE NEED TO ENGAGE THEM MORE. SO KNOW THAT THAT IS HOW WE'RE LOOKING AT THE LENS. AND THAT'S WHY WE SPECIFICALLY ARE CHOOSING THESE SPECIFIC AREAS IN WHICH TO INCREASE TO CREATE ENGAGEMENT OPPORTUNITIES WITH OUR COMMUNITY. AND NOW, STRATEGIC GOAL 4.1 SPEAKS SPECIFICALLY TO HOW WE TRACK, GATHER, AND MEASURE STUDENT GROWTH. REMEMBER, GOAL FOUR SPECIFICALLY SPEAKS TO TEACHING AND LEARNING IN REGARDS TO PROVIDING STUDENTS WITH RIGOROUS, INNOVATIVE, EQUITABLE CURRICULUM AND INSTRUCTION TO SUPPORT ACADEMIC GROWTH AND ACHIEVEMENT. WE HAVE UNDER EVERY GOAL OUR SPECIFIC RESULTS. AND SO THE SPECIFIC RESULT WE'RE SPEAKING TO THAT WE HAVE TO SOLVE FOR YEAR ONE IS THE ONE THAT SPEAKS TO DEVELOPING AND IMPROVING AND A STREAMLINED STRATEGY TO TRACK, GATHER, AND MEASURE STUDENT GROWTH DATA THROUGHOUT THEIR ACADEMIC CAREER. AND AGAIN, THERE ARE FIVE SPECIFIC RESULTS. JUST A QUICK NOTE SPECIFIC RESULTS BECOME PERFORMANCE OBJECTIVES IN OUR DIP. SO YOU WILL SEE IF IT NEEDS TO BE IF THE RESULT IS DUE IN THAT SPECIFIC SCHOOL YEAR, IT HAS TO BE AUTOMATICALLY INCLUDED IN OUR DIP AND CIPS. AND SO WHAT YOU WILL SEE THEM UNDER THE DESCRIPTION OF PERFORMANCE OBJECTIVE. SO ANY SPECIFIC RESULT THAT HAS TO BE SPOKEN TO THIS YEAR SOLVE FOR THIS YEAR. IF YOU LOOK IN OUR DIP, YOU WILL SEE IT WORD FOR WORD REPRESENTED THERE WITH AN SP NEXT TO IT. JUST LETTING US KNOW THAT THIS REPRESENTS IS FROM OUR STRATEGIC PLAN. IF YOU SEE A BG NEXT TO IT, IT MEANS THAT IT'S A BOARD GOAL. THAT WAY WE KNOW THAT WE ARE TYING ALL THESE DIFFERENT GOALS AND DOCUMENTS TOGETHER, AND THEY HAVE ONE PLACE WHERE THEY ALL LIVE. OKAY. SO IN REGARDS TO 4.1 LET'S SEE WHAT THIS LOOKS LIKE. SO WE HAVE TO GO BACK AND REALLY THINK THROUGH WHAT DOES IT MEAN THAT WE SPEAK ABOUT GROWTH IF WE WANT TO DEVELOP AND TRACK THIS SPECIFICALLY, WHAT DOES IT MEAN AND AT WHAT LEVEL ARE WE DOING THIS. SO IN CREATING THIS DASHBOARD, WE SAID WE WANT TO TRACK STUDENT GROWTH. CAMPUS GROWTH AND DISTRICT GROWTH. BUT BEFORE WE GET TO CAMPUS AND DISTRICT LEVEL, WE FIRST HAVE TO FIGURE OUT WHAT INFORMATION THAT WE NEED TO TRACK OFF FOR STUDENTS AND WHY. HERE ARE SOME OF THE PROOF OF CONCEPT PROBLEM STATEMENTS THAT WE FIRST HAD TO KIND OF INTERROGATE AND WRESTLE WITH BEFORE WE STARTED THIS WORK. WHAT WILL WE SPECIFICALLY MEASURE AND WHY? HOW DO WE DEFINE GROWTH VERSUS ACHIEVEMENT? HOW DO WE SHOW GROWTH YEAR OVER YEAR BETWEEN DIFFERENT ASSESSMENTS? SO IF THERE WE HAVE STAAR IN THIRD, FOURTH AND FIFTH AND WE HAVE MCLASS IN THE LOWER GRADE. HOW DO WE MAKE SURE THAT YEAR OVER YEAR WE SEE SOME KIND OF CORRELATION BETWEEN THE DIFFERENT ASSESSMENTS. HOW DO WE SHOW GROWTH YEAR OVER YEAR BETWEEN DIFFERENT SCALE SCORES. SO FOR EXAMPLE, EVEN IN THE STAAR TEST THEY DON'T HAVE THE SAME STAAR SCALE SCORES. LET'S SAY, FOR EXAMPLE, ONE HAS 2000 SCALE POINTS, THE OTHER 1ST MAY HAVE 2500. SO HOW DO WE SEE PARITY BETWEEN THESE THINGS IN ORDER TO TRACK GROWTH YEAR OVER YEAR IS SOMETHING WE REALLY STRUGGLED WITH WHEN WE STARTED GOING THROUGH THIS PROCESS. AGAIN, WE DON'T WANT DATA TO BE THERE FOR THE SAKE OF LOOKING AT IT. WE WANT TO MAKE SURE THAT IT IS GOING TO BE SOMETHING THAT IMPACTS THE SYSTEM. INSTRUCTIONALLY SO WHO'S GOING TO USE THIS DATA AND FOR WHAT PURPOSE? HOW WILL IT INFORM INSTRUCTION AND HOW WILL THIS INFORM PARENT ENGAGEMENT. SO THESE ARE ALL THE QUESTIONS WE ASKED OURSELVES. AND SO AS WE WERE CREATING THIS IS WHAT WE'RE TRYING TO SOLVE FOR AS WE'RE CREATING THIS PROCESS. SO AGAIN OUR LEARNER OUTCOMES, WE SPOKE SPECIFICALLY THAT THE ONE OF THE MAJOR THINGS THAT OUR COMMUNITY WANTS IS TO GRADUATE COLLEGE CAREER OR MILITARY READY. SO WE TOOK THAT AS THE STARTING POINT AS FAR AS WHAT SPECIFICALLY WE WANTED OUR GROWTH DATA TO DO. WITHIN THE GROWTH STUDENT GROWTH PROFILE WE SAID WE WOULD WANT TO MAKE SURE WE HAD DEMOGRAPHIC INFORMATION ON THE STUDENT AS FAR AS RACE ETHNICITY PROGRAMING. WE WANTED TO MAKE SURE WE HAD ALL THAT INFORMATION SO WE CAN SEE PATTERNS. WE WANTED TO THIS TO EXIST FROM PRE-KINDERGARTEN ALL THE WAY TO 12TH GRADE. [02:15:04] AND ALSO WHAT WE WANTED TO DO IS WE WANTED TO LINE EVERYTHING BACK TO COLLEGE READINESS AND SPECIFICALLY IN MATH AND READING LANGUAGE ARTS, BECAUSE WE SAID THOSE WHEN WE LOOK AT OUR BOARD GOALS ARE THE THINGS THAT ARE IMPORTANT TO US. SO WE WANT TO BE ABLE TO SAY FROM PRE-K, PRE KINDERGARTEN, ALL THE WAY TO 12TH GRADE, WHERE WE'RE MEASURING COLLEGE READINESS, CAN WE SEE GROWTH YEAR OVER YEAR TOWARDS A COLLEGE READINESS METRIC IS WHAT WE DECIDED WOULD BE THE BEST WAY TO MEASURE GROWTH. SO WHAT WE DECIDED IS YOU HAVE ALL THE DIFFERENT TYPES OF ASSESSMENT. YOU HAVE SCREENER DATA, WHICH WE WENT OVER TODAY. KINDERGARTEN THROUGH SECOND GRADE. AND THERE IS THINGS THAT EXIST FOR PRE-K, BUT WE DON'T REPORT IT OUT TO THE BOARD. SO THERE IS FROM PRE-K ALL THE WAY TO SECOND GRADE. THAT'S OUR SCREENER DATA. AGAIN, MCLASS IN READING LANGUAGE ARTS AND AIMSWEB IN MATH. AND THEN YOU HAVE STAAR DATA, WHICH STARTS AT THIRD GRADE AND FOLLOWS THE STUDENTS ALL THE WAY UP TO FROM THIRD GRADE TO ALGEBRA ONE, IN MATH AND FROM THIRD GRADE TO ENGLISH TWO AS IT RELATES TO ENGLISH LANGUAGE ARTS. AND THEN YOU HAVE A COLLEGE READINESS DATA SPECIFICALLY AS IT RELATES TO ACT SAT SCORES AND TSIA 2. AND WHAT WE'RE LOOKING AT THEN FROM ALL THE WAY FROM PRE-K, ALL THE WAY UP, CAN WE SEE THAT A STUDENT IS MAKING PROGRESS TOWARDS BEING COLLEGE READY BASED ON THAT INFORMATION. AND REMEMBER, WITHIN THE DATA WE TRACK FOR YOU, WE SAY THAT IF A STUDENT IS PERFORMING AT THE MEETS LEVEL, THEN WE KNOW THAT THERE IS A GREAT CHANCE THAT THEY WILL BE ABLE TO BE AT THE COLLEGE READY RATE. SO WE KNOW THEN, FOR EXAMPLE, WITH OUR SCREENING DATA, WE ALREADY WENT THROUGH THAT IN THE SECOND GRADE, START TESTING THIRD GRADE TO 10TH GRADE COLLEGE READINESS 9TH TO 12TH GRADE. WHEN WE PRESENTED BEFORE IN REGARDS TO READING, IF I WANTED TO DO A CALL OUT, REMEMBER WE SAID THAT IF FOR EARLY LITERACY, THERE WAS THE STUDENTS WERE PERFORMING AT OR ABOVE BENCHMARK THAT IT CORRELATED TO THE MEETS GRADE LEVEL. SO FOR EXAMPLE, WHEN WE TALK ABOUT GROWTH, THEN WHAT WE'RE LOOKING AT IS FROM YEAR OVER YEAR WHEN IT RELATES TO THE STUDENTS AND THE SCREENING DATA, ONCE IT GETS THE STAAR, THE MEETS GRADE LEVEL IS WHAT WE WILL BE KEEPING CONSISTENT, AND WE WILL FIND A CORRELATION FOR THAT AND THEN LINING IT UP IN ORDER TO COLLEGE READINESS. SO WE WANT PARENTS TO SEE YEAR OVER YEAR. IS MY STUDENT MAKING A YEAR'S WORTH OF GROWTH OR ARE THEY LOSING GROUND. AND SAME THING IN REGARDS TO MATH. REMEMBER WE SAY THE 40TH PERCENTILE CORRELATES TO THE MEET'S GRADE LEVEL. AND THEN AFTERWARDS WE HAVE THE COLLEGE READINESS AS FAR AS WHAT THOSE LEVELS ARE AT. AND SO THOSE ARE THE THINGS THAT WE'RE LINING UP. SO WE SEE WE ALREADY HAVE A PROCESS IN PLACE THAT WE CAN DRAW FROM IN ORDER TO TRACK THE STUDENTS. HERE'S WHAT SPECIFICALLY IT WOULD LOOK LIKE. AND SO BEFORE WE TALKED ABOUT SCALE SCORES WITHIN OUR TESTING, IT IS NOT AS SIMPLE AS SAYING YOU'RE GRADING SOMEBODY OUT OF 100 POINTS SCALE SCORES. THEY CAN DECIDE THAT IT CAN BE ANY AMOUNT OF POINTS. AND SO WE HAVE TO FIGURE OUT IF EVERY SCALE SCORE BETWEEN SCREENERS. STAAR TESTS HAVE A DIFFERENT AMOUNT OF SCALE POINTS. HOW CAN I TELL IF SOMEONE IS MAKING GROWTH? OFTENTIMES WHAT HAPPENS IS THEY WILL SAY THAT IF I AM IN THE RED, THEN I'M NOT PASSING YELLOW. I'M APPROACHING GREENS, I'M AT MEAT'S LEVEL. IF I'M IN THE BLOOM, I'M AT MASTER'S. SO TAKE THIS AS AN EXAMPLE. SO THE STUDENT ALL THE WAY AT THE LEFT, THEN THEY'RE PERFORMING AT MASTER'S LEVEL. THE NEXT YEAR THEY'RE STILL AT MASTER'S LEVEL RIGHT. YOU CAN'T LOOK AT HOW TALL IT IS. WHAT YOU'RE PAYING ATTENTION TO IS AM I STILL IN THE APPROPRIATE COLLEGE COLOR BAND? YOU SEE, THE NEXT YEAR THEY DROP DOWN INTO THE GREEN. THAT MEANS AS FAR AS GROWTH IS CONCERNED, THE STUDENTS NOW LOST TRACTION. NOW, ONE OF THE CONVERSATIONS THAT WE'VE HAD IS THIS EVERY STUDENT NOW, REGARDLESS OF THE GROWTH BAND THAT THEY'RE IN, WE'RE SAYING THAT WE NEED TO MAKE SURE THAT THEY'RE GROWING. IT'S NOT ENOUGH TO ACHIEVE. AND NORMALLY WHAT WE'RE SAYING IS DID I ACHIEVE? DID I PASS? AND WHAT WE WANT TO DO IS TAKE AWAY THAT AND SAY, DID I GROW AT LEAST A YEAR? AND IF I WAS PERFORMING AT A CERTAIN LEVEL, AM I STAYING AT THAT LEVEL OR AM I GOING BACKWARD? SO AGAIN, IT'S NOT ENOUGH. IN REGARDS TO PASSING. WE'RE MEASURING GROWTH YEAR OVER YEAR. SO REGARDLESS OF THE SCALE SCORES, WHAT THEN THIS ALLOWS US TO DO IS SEE WHETHER OR NOT YOUR STUDENT IS STAYING WITHIN THE SAME LEVEL [02:20:07] YEAR OVER YEAR, AND WHETHER OR NOT THAT'S CORRELATING THEN, TO COLLEGE READINESS, BECAUSE WE KNOW IF YOU'RE IN THE GREEN AND BLUE, YOU'RE AT THE MEETS LEVEL OR HIGHER. AND SO WE'RE DOING A CORRELATION THAT WILL LET US KNOW THAT YOU WILL HAVE A CHANCE THEN TO MEET COLLEGE READINESS RATES IN ITS PUREST FORM. SAT ACT TSI TSHA TWO. SO HERE IS AN EXAMPLE IN REGARDS TO SOME OF THIS. AND AGAIN IT BLURS THE LINE BETWEEN THE THINGS THAT KAREN IS DOING THAT WE'RE DOING. WE'RE ALL PERFORMING THE SAME THING BUT IN DIFFERENT WAYS. SO FOR EXAMPLE, WE ARE NOW WITHIN DOING OUR EIGHTH TO NINTH GRADE TRANSITION. THE FIRST STEP IN OUR EIGHTH GRADE NINE NINTH GRADE TRANSITION IS FOR OUR SPECIAL PROGRAMING, WHERE WE ENGAGE THE PARENTS AND SAY, LET'S MAKE SURE THAT YOU KNOW ABOUT EARLY COLLEGE, HIGH SCHOOL, THE INTERNATIONAL BACCALAUREATE PROGRAM, AND PATHWAYS TO TECHNOLOGY, EARLY COLLEGE HIGH SCHOOL, OUR P-TECH PROGRAM IN NURSING THAT IS HOUSED RIGHT NOW AT CEDAR RIDGE. WE HAVE A PROCESS WHERE WE HAVE FIVE DIFFERENT PRESENTATIONS, ONE INCH EACH LEARNING COMMUNITY OVER DIFFERENT DATES. AND THEN WE ALSO MAKE SURE THE PARENTS, WE GIVE THEM AN OVERVIEW OF THE PROGRAMING AND THEN THEY GET TO GO INTO INDIVIDUAL ROTATION STYLE TO LEARN SPECIFICALLY ABOUT WHATEVER IT IS THEY'RE INTERESTED IN EACH OF THE DIFFERENT PROGRAMS. SO THAT WAY THEY HAVE A WAY TO LEARN ABOUT, IS THIS SOMETHING HOW YOU WANT TO ENGAGE WITH FUTURE READINESS PROGRAMING? IS THIS THE CHOICE FOR YOU OR DO YOU WANT TO TAKE ADVANTAGE OF SOMETHING ELSE? ALSO WITHIN OUR MIDDLE SCHOOLS, REMEMBER WE MOVED TO FOUR YEAR PLANNING, MORE SO DOWN TO THE MIDDLE SCHOOL LEVEL. AND THEN WE HAVE EXPANDED THE AMOUNT OF TIME WE'RE ENGAGING WITH STUDENTS AND PARENTS. WHAT'S HAPPENING IS WE'RE TEACHING INTO WHAT FUTURE READINESS MEANS. WE HAVE TAUGHT THE STUDENTS HOW TO GRADE THE CLASSES THAT THEY'RE TAKING. AND WHAT WE'RE SAYING IS YOU'RE TRYING TO CHOOSE CLASSES IN YOUR FIVE CORES. THAT GETS YOU A FUTURE READINESS RATING OF READY OR HIGHLY READY. SO THE PROCESS THAT WE TAUGHT INTO ONE OF OUR BOARD WORKSHOPS IS WHAT NOW WE'RE TAKING, AND WE'RE CREATING A YEAR LONG PROCESS OF ALL THESE DIFFERENT ACTIVITIES IN ORDER TO ENGAGE AND TEACH ALL THE DIFFERENT MEMBERS OF OUR COMMUNITY WHAT TO DO DIFFERENTLY IN ORDER TO ACHIEVE THAT FUTURE READINESS RATING. AND SO, ONE OF THE THINGS THAT WE'RE ALSO DOING IS WE'RE MAKING SURE TO GATHER DATA AS FAR AS WHO'S ATTENDING, ONCE THE PARENTS SIGN IN, IT IS CORRELATED AND IT GIVES US AND WE HAVE A NAME AND AN ID NUMBER, THEN WE'RE ABLE TO PULL ALL THE DEMOGRAPHIC INFORMATION SO WE CAN SEE WHO'S SHOWING UP. AND THEN WE THEN KNOW WHO TO REENGAGE WITH BECAUSE THEY'RE NOT GETTING THE INFORMATION. WE ALSO MAKE SURE AS FAR AS ON OUR IN-PERSON MEETINGS, WE ALSO ALWAYS GIVE A VIRTUAL A VIRTUAL ONE AS WELL. WE HAVE ONE IN EACH LEARNING COMMUNITY. WE GIVE ALL THE INFORMATION OUT, WE SEND IT, AND IT HITS ALL OF OUR EIGHTH GRADERS AND THEIR PARENTS AS FAR AS IN THE AN EMAIL, AND WE ALSO SEND A LITTLE SOMETHING IN THERE. IF THEY'VE GIVEN US A PHONE NUMBER, A TEXT, IN ORDER TO MAKE SURE THEY'RE ENGAGING IT. BECAUSE NOT EVERYONE LOOKS AT EMAILS AS MUCH AS WE DO. BUT WE ALSO MAKING SURE WE'VE ADDED THIS COMPONENT OF PULLING IN THE DATA TO SEE WHO'S ENGAGING WITH US SO WE KNOW WHO TO REENGAGE WITH. ONE OF THE THINGS THAT WE'RE ALSO DOING IS WE'RE LAYING OUT THE TIMELINE AND SHOUT OUT TO OUR AWESOME COMMUNICATIONS DEPARTMENT SO THAT PARENTS KNOW AND WE'RE NOT DONE WITH THIS PART OF THIS YET. AND THIS IS THE PRESENTATION THAT OUR TEAM IS DOING. AGAIN, THIS IS THE COLLABORATION BETWEEN DOCTOR LEWIS, WHO IS OUR DIRECTOR OF COUNSELING, MICHELLE SWAIN, WHO IS OVER DIRECTOR OF ADVANCED PROGRAMING, AND ALSO SHERRY, WHO IS WHY DID I JUST SAY SHERRY BARNES? I JUST HAD LAST NAME JUST DROPPED OUT OF MY HEAD. SHERRY BARNES, WHO IS OUR DIRECTOR OF CAREER AND TECHNOLOGY EDUCATION. SO THEY WORK THIS PROCESS TOGETHER AS FAR AS TO PRESENT TO THE PARENTS AND MAKE SURE THEY'RE HAVING OPPORTUNITIES. WHAT THIS SHOWS IS IT PUTS OUT FOR THE PARENTS WHAT THERE'S AN EXPLANATION OF WHEN ALL THE DIFFERENT EIGHTH TO NINTH GRADE TRANSITION ACTIVITIES TAKE PLACE. HERE'S WHEN THEY'RE DOING FILLING OUT. THEY'RE STARTING ALREADY THEIR CHOICE SHEETS IN EIGHTH GRADE, BUT ONLY OVER THE CORE SUBJECT AREAS. HERE'S WHEN WE ENGAGE YOU IN REGARDS TO OUR SPECIAL PROGRAMING. HERE IS WHEN YOU GO TO THE HIGH SCHOOLS TO ENGAGE AND SEE THE CTE PROGRAMS. HERE'S WHEN WE HAVE THE CAMPUS ACADEMIC NIGHTS AT THE HIGH SCHOOLS. HERE'S WHEN THE HIGH SCHOOL COUNSELORS COME DOWN TO THE MIDDLE SCHOOLS AND FINISH FILLING OUT THE THE CHOICE SHEET. [02:25:07] SO EVERYTHING IS LAID OUT SO THE PARENTS ARE ABLE TO SEE, HERE'S ALL THE DIFFERENT OPPORTUNITIES TO ENGAGE WITHIN THIS PROCESS AND ENGAGE WHERE YOU FEEL IT IS MOST BENEFICIAL FOR YOU BASED ON THE INFORMATION YOU NEED. BUT AGAIN, WE'VE CHANGED IT FROM SIGNING UP FOR HIGH SCHOOL COURSES TO CREATING A FUTURE READY FOR YEAR PLAN. SMALL CHANGE, BUT A BIG CHANGE. THE CHANGE IN OBJECTIVE IS REALLY INCREDIBLY IMPORTANT. SO THESE ARE THE DATES RIGHT NOW. AND THERE'S ANOTHER VIRTUAL DATE IN REGARDS TO OUR TRANSITION. AND THAT'S WHERE I LEAVE YOU QUESTIONS. ALL RIGHT. THANK YOU VERY MUCH FOR THIS UPDATE. IT'S VERY EXCITING TO GET AN UPDATE ON OUR STRATEGIC PLAN. DO I HAVE ANY QUESTIONS FROM TRUSTEES? I HAVE NO LIGHTS ON. ALL RIGHT. MEANS YOU'VE THOROUGHLY COVERED EVERYTHING. THANK YOU VERY MUCH. ALL RIGHT. WE WILL MOVE TO ITEM G ONE BOARD STUDENT OUTCOME GOALS, TIME TRACKER. [G. DISCUSSION ITEMS] AND I WILL LET TRUSTEE MARKUM TAKE THE LEAD ON THIS ONE. THANK YOU. I WAS JUST GOING TO WAIT TILL IT'S UP ON THE SCREEN. OKAY, SO THANKS TO THE REPORT ON OUR SPECIAL EDUCATION AUDIT AND THE ROBUST CONVERSATION THAT WE HAD AROUND THAT. WE ARE SITTING AT 65.7% DISCUSSION AROUND STUDENT OUTCOMES FOR LAST MONTH. YAY. ANY QUESTIONS ABOUT THIS, TRUSTEES? ALL RIGHT. THANK YOU VERY MUCH. ON TO BOARD TRAINING HOURS. THIS IS SOMETHING WE DO EVERY OCTOBER. WE'LL PUT THAT UP ON THE SCREEN. EVERY TRUSTEE EITHER MET OR EXCEEDED. CONTINUING EDUCATION HOURS. AS STATUTORILY REQUIRED, COMPLETING THE REQUIRED CONTINUING EDUCATION IS A BASIC OBLIGATION AND EXPECTATION OF ANY SITTING BOARD MEMBER UNDER BOE RULE. SO ANY QUESTIONS ABOUT THE NUMBER OF HOURS THAT TRUSTEES COMPLETED? SEEING NONE, WE ARE READY TO MOVE ON. FABULOUS. ON TO ITEMS H FOR CONSENT. [H. ITEMS FOR CONSIDERATION BY CONSENT] DO I HAVE A MOTION? MADAM PRESIDENT, I MOVE THE BOARD, APPROVE ITEMS H ONE THROUGH SEVEN BY CONSENT. SECOND. OKAY, I HAVE A MOTION AND A SECOND. ANY COMMENTS? TRUSTEE WESTON. I WILL BE VOTING NO ON THIS BECAUSE OF ITEM H SIX ON THE BUDGET AMENDMENT. PULLING MONEY OUT OF INSTRUCTION IN AN EFFORT TO IMPORT STUDENTS FROM OUTSIDE OF THE SCHOOL DISTRICT TO DRIVE UP THE ENROLLMENT. I VOTED AGAINST THIS. I'M MORALLY OPPOSED TO IT, AND SO THAT'S WHY I WILL BE VOTING NO ON THIS. TRUSTEE HARRISON. CAN I ASK FOR CLARITY FROM THE ADMINISTRATION ON THAT ITEM? IT'S NOT PULLED FROM CONSENT, BUT I FEEL LIKE THAT WAS AN UNFOUNDED ACCUSATION. RHONDA, CAN YOU ANSWER THAT QUESTION? POINT OF ORDER. WHAT IS YOUR POINT? I'D LIKE TO THE CHAIR TO CALL FOR DECORUM. THAT WAS A NEGATIVE REMARK. I JUST HEARD A TACK ON MY STATEMENT. I'M ALLOWED TO MAKE A STATEMENT. I'LL CONTINUE TO MAKE STATEMENTS. SO IF WE COULD CALL FOR DECORUM, I THINK THAT WOULD BE APPROPRIATE. I DIDN'T HEAR A NEGATIVE ATTACK, BUT I ALWAYS SAY CALL FOR DECORUM. I SAID IT WAS AN UNFOUNDED ACCUSATION. I DIDN'T MAKE A PERSONAL ATTACK. YEAH, I DON'T THINK IT'S UNFOUNDED. I SAID IT. THERE'S NO DEBATE. THANK YOU. NO DEBATE. IT'S BEEN RULED ON. WHAT IS YOUR SPECIFIC QUESTION? MAYBE THIS CAN'T BE DONE BECAUSE THIS ITEM IS ON HERE. I JUST DON'T WANT TO LEAVE IT HANGING OUT. UNCLEAR ABOUT THIS CLAIM THAT THEY'RE MAKING AND I WONDER, I MEAN, MICHELLE, DO I HAVE ANY OPTIONS AS MY COMMENT? IT'S AN ACTION ITEM. IT'S AN ACTION. I HAVE TIME FOR QUESTIONS AND COMMENTS IN THIS. OKAY. MY QUESTION IS DOCTOR AZAIEZ. CAN YOU VOICE OVER THE STATEMENT THAT WE'RE PULLING MONEY FOR INSTRUCTION TO GAIN NEW STUDENTS? SO SO THAT WE FIRST OF ALL, WE SEND THIS STUFF TO OUR BOARD MEMBERS, AS YOU KNOW, TEN DAYS IN ADVANCE. SO WE I DID NOT GET ANY QUESTIONS UNLESS I MISSED IT ABOUT THIS ITEM. I WISH IF I COULD GET SOME INFORMATION SO WE CAN ACTUALLY ADDRESS IT. AND NOW I'M I HAVE TO ASK THAT THE TEAM ABOUT THAT PARTICULAR CHANGE. THE ONLY THING I CAN TELL YOU IS WHEN WE WHEN WE WERE TASKED TO TO, YOU KNOW, OUR OWN NUMBERS IS DECLINE. WE WERE ASKED TO TO WORK ON GETTING OUR STUDENTS BACK. SO IT'S IT'S NOT JUST GETTING FOR TRANSFER TO GETTING KIDS OUTSIDE OF OUR DISTRICT. IT'S ALSO GETTING OUR STUDENTS BACK WHO MAYBE ARE SITTING RIGHT NOW ON SOME CHARTER SCHOOLS OR PRIVATE SCHOOLS OR HOME SCHOOLS. [02:30:04] SO OUR EFFORTS, IT'S REALLY BASED ON THE RECOMMENDATION OF OUR BOARD IS HOW? WHAT CAN YOU DO TO ENROLL OR BRING OUR STUDENTS BACK TO OUR DISTRICT? SO YES, THERE ARE SOME OF OUR SOME STUDENTS WHO ACTUALLY WANTED TO COME TO OUR DISTRICT BECAUSE WE ARE A DESTINATION DISTRICT. BUT REALLY OUR OUR MAJOR EFFORT IS AROUND GETTING OUR OWN ROUND ROCK ISD STUDENT BACK WHO ACTUALLY LIVE WITHIN OUR DISTRICT TO BRING THEM BACK TO OUR SCHOOL DISTRICT. SO, SO IF THERE ARE ANY EFFORTS. AGAIN, THE MAIN EFFORT IS TO DO THAT. YES. THANK YOU. THE WORK THAT WAS DONE BY CASA. IT BROUGHT US ABOUT 340 KIDS, AND THE PAYOUT DIFFERENCE NETTED ABOUT $1.8 MILLION, WHICH COVERS THE SALARIES OF 24 TEACHERS. AND AND CASA WORK STRICTLY TO GET STUDENTS FROM ROUND ROCK ISD BOUNDARIES. MEANING THEY DON'T GO OUTSIDE OF OUR DISTRICT TO RECRUIT KIDS. ALL THEIR WORK IS AGAIN BASED ON WHAT? WHAT WE WERE ASKED BY TASKED BY THIS BOARD TO TRY TO INCREASE OUR ENROLLMENT AGAIN. SO CASA IS DIRECTLY WORKING WITH STUDENTS TO WITHDRAW FROM OUR DISTRICT, WHERE AT SOME POINT WITH US AND CHOSE TO MAYBE LEAVE FOR WHATEVER REASON. AND SO ALL THESE EFFORTS, THE 300 AND SOME KIDS THAT THAT DENNIS TALKED ABOUT ARE ALL OUR FORMER STUDENTS WHO ARE ZONED TO OUR DISTRICT AND THEIR PARENTS LIVE WITHIN OUR DISTRICT AND MOST LIKELY PAY TAXES TO OUR DISTRICT. THANK YOU VERY MUCH FOR THE CLARIFICATION. TRUSTEE WEIR. I'M GOING TO CALL THE QUESTION. IT'S A CONSENT. OKAY. SECOND MOTION TO CALL THE QUESTION. AND A SECOND, ALL IN FAVOR OF ENDING DISCUSSION AND VOTING ON THE CONSENT AGENDA. RAISE YOUR HAND. ALL OPPOSED. MOTION CARRIES FIVE TWO. ALL IN FAVOR OF APPROVING CONSENT ITEMS ONE THROUGH SEVEN. RAISE YOUR HAND. ALL OPPOSED. MOTION CARRIES FIVE TWO. NOW WE ARE ON TO ITEM I1 DISCUSSION AND POSSIBLE ACTION ON LEGISLATIVE PRIORITIES. [I. ACTION ITEMS] TRUSTEE MARKUM. THIS WAS REQUESTED BY YOU. THERE'S A COUPLE OF PRESENTATIONS. WELL, THERE'S A PRESENTATION AND THERE'S A LEGISLATIVE PRIORITIES DRAFT. SO WHO'S DOING THE ARE YOU DOING THE I'M DOING THE PRESENTATION. YEAH. WE CAN START WITH THE PRESENTATION. ALL RIGHT I WILL READ IT TO YOU. OH. THANK YOU. SO, TRUSTEES, YOU KNOW THAT THE 89TH LEGISLATIVE SESSION IS UPON US. AND AT THE BEGINNING OF THE YEAR, WE BEGAN TO DEVELOP AN ADVOCACY PLAN ABOUT MIDYEAR. WE APPROVED THAT PLAN. AND PART OF THAT WAS DEVELOPING LEGISLATIVE PRIORITIES BASED ON COMMUNITY FEEDBACK. AND THEN ALSO CREATING A LEGISLATIVE COMMITTEE WHICH CONSISTS OF ME, TRUSTEE, HARRISON AND TRUSTEE ZÁRATE. SO THE THREE OF US MET AND WENT OVER WHAT WE WANTED TO PILOT FOR COMMUNITY FEEDBACK. I'LL TALK ABOUT THAT IN A SECOND. AND WE ALSO LOOKED AT THE UNIQUE NEEDS OF OUR DISTRICT AND THEN THE TRENDS ACROSS THE STATE. AND WHAT EDUCATIONAL ISSUES MIGHT BE COMING UP IN THE NEXT SESSION. SO AS FAR AS COMMUNITY FEEDBACK GOES, PART OF THE ADVOCACY PLAN THAT WE CREATED WAS THAT WE WANTED TO CREATE LISTENING CIRCLES AND WHERE WE WOULD GO AROUND TO EACH LEARNING COMMUNITY AND GET FEEDBACK FROM OUR COMMUNITY MEMBERS AND OUR PARENTS BASED ON THE TIMELINE FROM WHEN WE APPROVED THE ADVOCACY PLAN TO WHEN WE NEEDED TO APPROVE PRIORITIES WE WERE RUNNING UP AGAINST A TIGHT TIMELINE, THE AMOUNT OF EFFORT IT TAKES TO COORDINATE RESOURCES WITH OUR ADMINISTRATION AND WITH US AS A BOARD TO TRY TO GET OUT A ROBUST COMMUNITY FEEDBACK PLAN. WE JUST RAN UP AGAINST A TIMELINE. SO WHAT WE DECIDED TO DO WAS PILOT SOME SURVEYS. AND THAT'S WHAT YOU SEE IN THIS PRESENTATION. BASICALLY, WE CREATED A SURVEY ONLINE AND OUR COMMUNITY MEMBERS AT THE BACK TO SCHOOL CELEBRATION. IF THEY CAME AND VISITED THE TRUSTEE TABLE, WE HAD A QR CODE FOR THEM TO GO TO AND FILL OUT THE SURVEY. SAME THING AT THE ROUND ROCK ISD COUNCIL PTAS DELEGATE MEETING. WE ACTUALLY DIDN'T DO ANY EDUCATION NECESSARILY AROUND LEGISLATIVE PRIORITIES. WE SIMPLY PUT THE FLIERS ON THE TABLES AND THE PRINCIPALS AND THE DELEGATES AND PTA PRESIDENTS THAT ATTENDED THAT MEETING HAD THE OPPORTUNITY TO GO TO THE ONLINE SURVEY AND FILL IT OUT. SO WE HAD VERY LITTLE TRUSTEE MARKUM, I WILL SAY WE ALSO HAD PAPER SURVEYS FOR THEM TO FILL OUT. [02:35:02] FOR ANYONE THAT TECHNOLOGY MAY HAVE BEEN AN ISSUE AT THE BACK TO SCHOOL. YES, AND WE HAD THEM IN ENGLISH AND IN SPANISH. SO A VERY SMALL NUMBER OF PEOPLE FILLED OUT THE PAPER SURVEYS. MOST OF WHAT WE HAD CAME IN THROUGH THE ONLINE FORM, SO WE DIDN'T HAVE THAT MANY PEOPLE PARTICIPATE. WE DID IT AS A PILOT. BUT JUST FOR TRANSPARENCY SAKE, I WANTED TO MAKE SURE THAT I PUT THE INFORMATION IN HERE FOR Y'ALL. YOU CAN SEE ALL OF THE QUESTIONS IN HERE ABOUT ACCOUNTABILITY, THE BASIC ALLOTMENT SCHOOL FINANCES, VOUCHERS. WHAT ELSE DO WE HAVE IN HERE? AND SPECIAL EDUCATION FUNDING. AND I THINK THAT MOST PEOPLE WERE ALIGNED AGAIN, IT'S A VERY SMALL PERCENTAGE, BUT, YOU KNOW, MOST PEOPLE ARE ALIGNED WITH WHAT YOU'RE GOING TO SEE LAID OUT IN THE PRIORITIES THAT WE'RE PRESENTING. IN THE FUTURE, WHAT WE WOULD LIKE TO DO AND WHAT'S KIND OF LAID OUT IN OUR PLAN IS THAT WE WANT TO DO COMMUNITY EDUCATION AROUND THE LEGISLATIVE PROCESS AND THEN POTENTIAL PRIORITIES. FOLLOW THAT WITH LISTENING CIRCLES, WHERE A COMMUNITY CAN ACTUALLY DISCUSS ALL OF THOSE ITEMS AND ASK QUESTIONS. AND THEN WE WILL PUT OUT A SURVEY TO THE BROADER COMMUNITY AND HOPEFULLY LOOK AT PATTERNS ACROSS THE LEARNING COMMUNITIES TO MAKE SURE WE ARE GETTING A GOOD REPRESENTATIVE SAMPLE OF OUR COMMUNITY. BUT NOW THAT WE HAVE A SOLID PLAN, THAT'S SOMETHING MOVING FORWARD FOR THE NEXT SESSION THAT WE WILL BE MORE PREPARED TO FLESH OUT. OKAY, SO THERE'S ALL THE SURVEY QUESTIONS. SO I'M JUST GOING TO WALK THROUGH THE DRAFT OF THE PRIORITIES. I'LL GO THROUGH EACH ONE. WE HAVE SIX THAT WE HAVE IDENTIFIED. AND THEN IF YOU GUYS HAVE QUESTIONS OR DISCUSSION AFTERWARD YOU KNOW WE CAN DO THAT. SO WE'RE GOING TO LOOK AT RECAPTURE A FAIR AND TRANSPARENT ACCOUNTABILITY SYSTEM, SCHOOL FINANCE AND FUNDING, TEACHER RECRUITMENT AND RETENTION, SPECIAL EDUCATION FINANCE AND FUNDING, AND MENTAL HEALTH AND SCHOOL SAFETY. SOME OF THESE WILL BE CARRYOVER FROM LAST YEAR'S LEGISLATIVE PRIORITIES. ANYTHING THAT'S NEW IS HIGHLIGHTED IN THE PRESENTATION. SO WE DID CREATE A SPECIFIC PRIORITY AROUND RECAPTURE AND REFORMING THE SYSTEM. SO YOU CAN SEE IN THE. WE SUPPORT REFORMS THAT ALLOW DISTRICTS TO RETAIN A HIGHER PERCENTAGE OF LOCALLY GENERATED TAX REVENUE, ENSURING THAT LOCAL SCHOOLS CAN ADEQUATELY ADEQUATELY FUND STUDENT PROGRAMS, INFRASTRUCTURE AND TEACHER SALARIES. I BELIEVE LAST YEAR WE HAD THIS UNDERNEATH SCHOOL FINANCE, BUT FELT IT WAS IMPORTANT ENOUGH TO TO PULL OUT. THE ACCOUNTABILITY SYSTEM IS THE SAME AS THE RESOLUTION THAT WE PASSED EARLIER IN THE YEAR. YOU KNOW, WE DIDN'T JOIN ANY OF THE LAWSUITS AROUND THE ACCOUNTABILITY SYSTEM. BUT WE DID PASS A RESOLUTION TO SUPPORT ONE OF. WE SUPPORTED THE LAWSUIT BUT DIDN'T JOIN IT. AND SO SOME OF THAT INFORMATION FROM THE RESOLUTION COMES INTO THE, THE ACCOUNTABILITY PRIORITY SCHOOL FINANCE AND FUNDING IS EXACTLY THE SAME AS LAST YEAR. WHICH INCLUDES AN INCREASE TO THE BASIC ALLOTMENT. DISCUSSING PUBLIC EDUCATION FUNDING SEPARATE FROM DISCUSSIONS ABOUT EDUCATION SAVINGS ACCOUNTS. THAT IF EDUCATION SAVINGS ACCOUNTS ARE TAKEN INTO CONSIDERATION, THAT PRIVATE SCHOOLS BE HELD TO THE SAME LEVEL OF ACADEMIC AND FINANCIAL TRANSPARENCY AS PUBLIC SCHOOLS. WE TRY NOT TO DO TOO MANY OF WE OPPOSE THIS. BECAUSE WHAT WE WANT TO DO, GOING IN AND ADVOCATING IS THIS IS WHAT WE AS A DISTRICT SUPPORT. BUT FOR SCHOOL FINANCING, WE DID MAKE A POINT TO SAY THAT WE OPPOSE VOUCHERS, TAX CREDITS, TAXPAYER SAVINGS GRANTS, OR ANY OTHER PROGRAMS THAT DIVERT PUBLIC TAX DOLLARS TO PRIVATE EDUCATIONAL ENTITIES. OKAY, SO THIS IS A NEW PRIORITY FOR PRE-KINDERGARTEN FINANCE AND FUNDING. WE SUPPORT PRE-K PROGRAMS TO BE INCLUDED IN ANY FUTURE SCHOOL FINANCE REFORMS, ENSURING THAT EARLY CHILDHOOD EDUCATION IS RECOGNIZED AS A FOUNDATIONAL COMPONENT OF THE OVERALL FUNDING MODEL. THE STATE FUNDING. THE STATE FUNDING FOR FULL DAY PRE-K PROGRAMS. ENSURING THAT ROUND ROCK ISD CAN EXPAND ACCESS WITHOUT DIVERTING RESOURCES FROM OTHER CRITICAL AREAS IN THE BUDGET. THERE CURRENTLY IS SOME FUNDING FOR EARLY CHILDHOOD. BUT IT IS NOT AND I DON'T HAVE THE NUMBERS IN FRONT OF ME, BUT IT DOESN'T EVEN COME CLOSE TO WHAT IT ACTUALLY TAKES TO EDUCATE CHILDREN IN, IN PRE-K PROGRAMS. AND WE KNOW THAT THERE ARE PLENTY OF STUDIES THAT PROVE THAT IF WE CAN GET CHILDREN INTO PRE-K, THAT THEIR OUTCOMES ARE SUBSTANTIALLY BETTER LATER, ESPECIALLY WHEN WE START LOOKING AT THAT THIRD GRADE. SPECIAL EDUCATION, FINANCE AND FUNDING. THERE ARE A COUPLE OF NEW THINGS IN HERE. SO THE TWO NEW ITEMS ARE THAT WE WANT TO. [02:40:02] SO GOING BACK, WE APPROVED A RESOLUTION TO SUPPORT REIMBURSEMENT FOR SPECIAL EDUCATION EXPENSES. WHEN I LAST PRESENTED TO YOU GUYS, I TOLD YOU LAST YEAR WE HAD A $20 MILLION GAP IN THE AMOUNT OF MONEY THAT WE'RE SPENDING ON SPECIAL EDUCATION. SO WE RECEIVED 40 MILLION AND WE SPENT 60 MILLION ON SPECIAL EDUCATION SERVICES. SO THE REIMBURSEMENT MODEL IS A MODEL THAT ALLOWS FOR KIND OF IN THE WAY YOU SUBMIT INSURANCE CLAIMS THAT WE ARE GETTING ALL OF THE FUNDING BACK FOR THOSE SERVICES THAT WE'RE PROVIDING STUDENTS, AND THEN ALSO INCREASING THE FUNDING WEIGHTS, WHICH HAVEN'T BEEN INCREASED IN OVER 30 YEARS. SO THE TWO NEW ONES, INCREASING STATE FUNDING TO EXPAND AND STRENGTHEN BEHAVIOR INTERVENTION SERVICES. ONE ONE DISCUSSION PIECE THAT'S COME UP IN THE INTERIM CHARGES WITH THE LEGISLATURE IN BOTH THE HOUSE AND THE SENATE, AND TRENDS THAT WE'RE SEEING ACROSS THE STATE IN DISTRICTS THAT TRUSTEES WANT TO ADDRESS IS CHANGES TO CHAPTER 37 AROUND BEHAVIOR AND DISCIPLINE, ESPECIALLY AS IT APPLIES TO SPECIAL EDUCATION STUDENTS OR STUDENTS RECEIVING SPECIAL EDUCATION SERVICES. SO UNDERSTANDING THAT THE GOAL IS WE WANT TO MAKE SURE THAT ALL STUDENTS CAN LEARN IN AN ENVIRONMENT WHERE THEY'RE SAFE AND SUPPORTED, BUT ALSO UNDERSTANDING THAT ALL STUDENTS HAVE A RIGHT TO ACCESS THE CLASSROOM. AS A DISTRICT, WE'RE PROPOSING TAKING A PROACTIVE APPROACH TO BEHAVIOR AND DISCIPLINE RATHER THAN A REACTIVE APPROACH. AND ADVOCATING FOR MORE FUNDING AROUND BEHAVIOR INTERVENTION SERVICES TO MEET THOSE UNIQUE NEEDS IN THE CLASSROOM. AND THEN WE'RE ALSO PROPOSING THAT WE ADVOCATE FOR AN INCREASE TO STATE FUNDING TO COVER THE COST OF INITIAL EVALUATIONS FOR SPECIAL EDUCATION SERVICES. IN THE LAST TO REPORT AROUND FUNDING, WE SEE THAT IDENTIFICATION HAS INCREASED TREMENDOUSLY IN FOR SPECIAL EDUCATION SERVICES. AND SOME OF THAT HAS TO DO WITH THE STATE LIFTING THE 8.5% CAP. AND SINCE THEY'VE DONE THAT EVERY YEAR, WE SEE AN INCREASE IN IDENTIFICATION. WE ALSO KNOW THAT DYSLEXIA IS NOW MOVING UNDER SPECIAL EDUCATION, AND ALL OF THOSE STUDENTS ARE BEING REEVALUATED AND MOVED FROM THE 504 PLAN TO SPECIAL EDUCATION SERVICES. SO WE ARE GOING TO SEE THOSE NEEDS FOR INITIAL EVALUATIONS GO UP. AND CURRENTLY THERE'S THERE'S NOT MUCH FUNDING FOR THOSE. AND THEN TEACHER RECRUITMENT AND RETENTION. THIS IS A CARRY OVER FROM LAST YEAR. THE ONLY NEW ITEM IS THAT WE ARE PROPOSING THAT WE ADVOCATE SPECIFICALLY FOR OUR BILINGUAL TEACHERS IN ROUND ROCK ISD. BY OFFERING FINANCIAL INCENTIVES, THE DISTRICT CAN ATTRACT AND RETAIN QUALIFIED BILINGUAL EDUCATORS, ENSURING THAT STUDENTS WHO BENEFIT FROM BILINGUAL EDUCATION RECEIVE HIGH QUALITY INSTRUCTION AND SUPPORT. THIS IS AN ITEM THAT WE'VE HEARD FROM OUR COMMUNITY THAT WE WANT TO MAINTAIN THE INTEGRITY OF OUR DUAL LANGUAGE PROGRAM, AND WE KNOW THAT BILINGUAL EDUCATORS AND SPECIAL EDUCATION EDUCATORS ARE THE TWO HARDEST. THE TWO HARDEST ROLES TO FILL RIGHT NOW. AND SOME OF THAT IS THE INCENTIVES AROUND YOU KNOW, SPECIALIZED INSTRUCTION. AND THEN MOVING ON TO MENTAL HEALTH AND SCHOOL SAFETY. THIS IS A NEW GOAL. I'M NOT GOING TO READ THROUGH ALL OF THAT FOR Y'ALL. BUT IN THE WHAT WE SUPPORT IS INCREASING STATE FUNDING FOR INITIATIVES THAT PROMOTE THE INTEGRATION OF MENTAL HEALTH SERVICES WITH SCHOOL SAFETY SERVICES, INCLUDING CRISIS INTERVENTION, THREAT ASSESSMENT TEAMS AND RESTORATIVE JUSTICE PRACTICES TO ENSURE THAT MENTAL HEALTH CHALLENGES ARE ADDRESSED, INCREASING STATE FUNDING FOR SCHOOL SAFETY INFRASTRUCTURE AND THEN INCREASING STATE FUNDING FOR IMMEDIATE ACCESS TO CRISIS COUNSELING AND MENTAL HEALTH SERVICES FOR STUDENTS AND STAFF. SO THIS KIND OF GOES ALONG WITH THE CONVERSATIONS AROUND CHAPTER 37 AND BEHAVIOR AND DISCIPLINE. AND AGAIN, AS A DISTRICT, WE'RE PROPOSING THAT WE ADVOCATE FROM A FROM A PROACTIVE STANCE RATHER THAN REACTIVE. AND THIS JUST SHOWS YOU WHERE WE'RE AT IN OUR ADVOCACY PLAN. YOU SEE UP THERE THAT WE WERE SUPPOSED TO ADOPT PRIORITIES IN DECEMBER. BUT WE WANTED TO ALIGN MORE WITH THE TRAINING WE DID THROUGH RAISE YOUR HAND, TEXAS. AND THEN AT THE REQUEST OF AND I DON'T KNOW IF PRESIDENT LINDGREN REMEMBERS THIS, BUT PRESIDENT LANDRUM AND DOCTOR AZAIEZ, JUST TO MAKE SURE THAT WE'RE PREPARED FOR THE 89TH SESSION. WE DID MOVE UP THAT DATE TO OCTOBER TO. MAKE SURE OUR LEGISLATIVE PRIORITIES WERE SET. SO IT SAYS DECEMBER UP THERE. BUT AGAIN, WE HAD WHEN WE APPROVED THIS, WE SAID IT WAS A FLUID DOCUMENT. WE MOVED TO OCTOBER. AND THEN YOU CAN SEE WHAT WE HAVE COMING UP IN JANUARY AND THROUGH THE BEGINNING OF NEXT YEAR. [02:45:04] QUESTIONS. ALL RIGHT. TRUSTEES, ANY QUESTIONS ABOUT THIS PRESENTATION OR ABOUT OUR LEGISLATIVE PRIORITIES? TRUSTEE WESTON. SO ARE WE DOING ANYTHING WITH THIS OR IS THIS JUST HER PRESENTATION? NO, IT'S AN ACTION ITEM. WE'RE GOING TO APPROVE THEM TONIGHT. OKAY. CAN I GUESS. CAN WE JUST GET AN EXPLICIT STATEMENT OR READER'S DIGEST EXPLANATION OF WHAT WE'RE GOING TO BE VOTING ON? WELL, IF YOU LOOK ON YOUR AGENDA, THERE'S AN ATTACHED LEGISLATIVE PRIORITY DOCUMENT. WE'RE GOING TO BE APPROVING THAT AND CHANGING IT FROM DRAFT TO FINAL VERSION. RIGHT. BUT FOR THE THE BENEFIT OF THE PUBLIC. IF WE COULD JUST GET A QUICK, A QUICK SYNOPSIS, I THINK THAT WOULD BE HELPFUL. QUICK SYNOPSIS OF WHAT? OF EXPLICITLY WHAT WE ARE VOTING ON. EVERYTHING THAT SHE JUST WENT OVER THAT'S IN THE DOCUMENT. ALL RIGHT. TRUSTEE HARRISON. MADAM PRESIDENT, I MOVE THAT WE APPROVE ACTION ITEM I ONE LEGISLATIVE PRIORITIES. SECOND. I HAVE A MOTION AND A SECOND. TRUSTEE BONE. THANK YOU. THESE WERE INTERESTING PRIORITIES, TO SAY THE LEAST. THEY DON'T ALIGN WITH MY VALUES AT ALL. THERE IS PROBABLY A COUPLE OF THINGS I THINK YOU SHOULD BE CAREFUL ON SOME OF THEM WHEN YOU TALK ABOUT ALL VOUCHERS. THERE ARE VOUCHER SYSTEMS ALREADY IN PLACE FOR SPECIAL EDUCATION, CHILDREN AND SOME OTHER TYPES OF CHILDREN THAT THEY CAN GO TO DIFFERENT SCHOOLS. AND SO I THINK WE SHOULD BE VERY CAREFUL WHEN YOU MAKE LEGISLATIVE PRIORITIES, THAT YOU DON'T WANT TO GET RID OF PROGRAMS THAT ALREADY EXIST THAT ARE DOING GOOD THINGS. AT THE END, I THINK I HEARD THE PUNCH LINE THAT THESE CAME FROM RAISE YOUR HAND, TEXAS, RAISE YOUR HAND. TEXAS DOESN'T REPRESENT THE VALUES IN ROUND ROCK ISD. IT'S REALLY INTERESTING THAT THESE VALUES THAT I SAW TONIGHT DON'T ADDRESS THE ISSUES THAT WE'VE SEEN IN OUR BOARD ON BOTH SIDES OF THE AISLE. I MEAN, IT WAS BASICALLY, HEY, WE NEED MORE MONEY. WE NEED MORE MONEY. MY LEGISLATIVE PRIORITIES WOULD BE THINGS LIKE GETTING RID OF SOVEREIGN IMMUNITY FOR THE DISTRICT SO THAT PARENTS CAN ACTUALLY BE EMPOWERED WHEN THEY COME BEFORE US AS THE BOARD. WE'VE ALL SEEN IT. WE'VE ALL SAID HERE WE'VE ALL HAD TO VOTE ON SIX FIGURE SETTLEMENTS TO PARENTS. SO SOVEREIGN IMMUNITY. GET RID OF IT. OPEN UP THE DISTRICTS, HOLD THEM ACCOUNTABLE. PARENT EMPOWERMENT. WE JUST HEARD TONIGHT THAT WE HAD STUDENTS COME BACK TO OUR DISTRICT. LET'S BE THE DISTRICT OF CHOICE. OPEN UP, LET STUDENTS GO WHEREVER THEY NEED TO GO. IT AMAZES ME SOMETIMES WHEN YOU TALK ABOUT ALL THE FUNDING I WOULD BE FOR LEGISLATION, THAT'S IF WE GET NEW FUNDING THAT IT ABSOLUTELY HAS TO GO TO TEACHERS. IT'S NOT ABOUT THE NEW FUNDING WE ALL KNOW ON THIS BOARD OR MOST OF US ACTUALLY, I HAVEN'T HEARD IT FROM ALL THE MOUTHS OF EVERYBODY ON THIS BOARD, BUT I'VE HEARD IT FROM MOST. WE KNOW THERE'S CORRUPTION IN THESE SCHOOL DISTRICTS, INCLUDING OUR OWN, WHERE MONEY DOESN'T GO TO WHERE IT. MADAM PRESIDENT, AS THE PRESENTER. MAY I ADDRESS A COUPLE OF THINGS? I DON'T THINK SHE ASKED YOU ANY QUESTIONS DIRECTLY. CAN I USE PART OF MY TWO MINUTES? YEAH. YOU HAVE TWO MINUTES TO. OKAY. THANK YOU. SO THERE THERE IS AN EDUCATION SAVINGS ACCOUNT FOR SPECIAL EDUCATION. I JUST WANT TO CLARIFY A COUPLE OF THINGS. IT'S THE SSI. AND THAT'S NOT GOING AWAY. IT'S ALREADY BEEN EXPANDED. THERE'S ONE FOR STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES, AND THERE'S ANOTHER ONE FOR STUDENTS WHO ARE MEDICALLY FRAGILE. I BELIEVE THE ONE THAT'S FOR STUDENTS WHO RECEIVE SERVICES IS AROUND $1,500. AND YOU CAN APPLY FOR THAT THROUGH THE STATE. THE ONE FOR MEDICALLY FRAGILE STUDENTS IS A LITTLE BIT HIGHER. I DON'T KNOW THE NUMBER OFF THE TOP OF MY HEAD, BUT I WANT TO SAY MAYBE IT'S DOUBLE THAT. SO, YOU KNOW, WHEN WE'RE TALKING ABOUT, YOU KNOW, THAT THOSE THINGS, THOSE THINGS ARE IN PLACE, THEY'RE NOT GOING AWAY. IT'S $1,500. IF YOU HAVE A CHILD WITH A DISABILITY WHO DOES A LOT OF THERAPY OR HAS A LOT OF MEDICAL NEEDS, YOU KNOW THAT $1,500 DOESN'T GO VERY FAR. ALSO, THE STATE HAS PARAMETERS. THEY HAVE CRITERIA ON WHAT YOU CAN USE THAT FOR. SO MOST PARENTS USE IT TO PURCHASE AN IPAD FOR THEIR STUDENTS, BOOKS, TOYS, THINGS THAT THEY CAN USE THERAPEUTICALLY AT HOME. BUT AGAIN, IT'S $1,500. SO AGAIN, THAT'S THAT'S NOT GOING AWAY. AND THEN I ALSO WANTED TO CLARIFY THAT THESE PRIORITIES DID NOT COME FROM RAISE YOUR HAND, TEXAS. DEVELOPING OUR ADVOCACY PLAN, WHICH IS THE CALENDAR THAT I SHOWED AT THE END OF THE PRESENTATION. THAT WAS SOMETHING THAT CAME FROM OUR TRAINING WITH RAISE YOUR HAND, TEXAS. BUT THESE PRIORITIES ARE UNIQUE TO OUR DISTRICT. AND BASED ON WHAT THE LEGISLATIVE COMMITTEE, WHICH AGAIN, WAS ME, TRUSTEE HARRISON AND TRUSTEE ZÁRATE CAME UP WITH TRUSTEE WESTON. [02:50:11] SO THE PROBLEM THAT I HAVE WITH THESE LEGISLATIVE PRIORITIES IS THEY APPEAR TO BE BEREFT OF ANY COMPREHENSIVE UNDERSTANDING OF WHAT THE REALITY DOWN AT THE LEGISLATURE IS. SCHOOL CHOICE IS COMING THAT THAT'S WHAT THE MARCH ELECTION PRIMARIES ACROSS THE STATE PROVED. AND IN FACT, IN THE LAST SESSION IN H.R. ONE OR HB ONE, THERE WAS FUNDING. THERE WAS LANGUAGE IN THAT BILL TO INCREASE THE BASIC ALLOTMENT. BUT PEOPLE AT THIS DAIS WENT DOWN THERE AND ADVOCATED AGAINST IT BECAUSE SCHOOL CHOICE WAS IN THAT BILL. SO YOU'VE ALREADY ADVOCATED AGAINST RAISING THE BASIC ALLOTMENT? WELL, SO NOW THE SCHOOL CHOICE IS COMING ANYWAY. SO I SEE ALL THIS MASQUERADING WITH. IT APPEARS NO REALISTIC UNDERSTANDING OF WHAT'S ALREADY IN MOTION. I'M ALSO, IF YOU WANT SOME GOOD READING, YOU MIGHT LOOK UP THE RECENTLY PUBLISHED 700 PAGE LEGISLATIVE BUDGET BOARD SIZE UP REPORT, BECAUSE IN THAT, YOU'RE GOING TO SEE NOTHING ELSE IN THE STATE OF TEXAS GETS MORE MONEY THAN PUBLIC EDUCATION THIS BIENNIUM. 50 MILLION. $50 BILLION, WHICH IS A 19% INCREASE FROM THE LEGISLATURE FROM THE PREVIOUS BIENNIUM. I THINK THAT, YOU KNOW, IT'S A GOOD THING THAT WHEN I GREW UP OF MODEST MEANS, MY PARENTS DIDN'T SAY, WELL, YOU KNOW, WE DON'T HAVE MUCH MONEY, DANIELLE, SO WE CAN'T DO MUCH FOR YOU. I MEAN, WE'VE GOT TO BE ABLE TO FIGURE OUT HOW TO EXECUTE OUR CORE MISSION WITH $50 BILLION. AND SCHOOL CHOICE IS COMING. MY RECOMMENDATION WOULD BE TO LOOK INWARD AT THE THINGS WE CAN CONTROL AND MAKE THE SCHOOL DISTRICT BETTER IN THE CLASSROOM, FOR OUR CHILDREN, FOR OUR TEACHERS. MAKE IT A DESTINATION DISTRICT ONCE AGAIN, WHICH IT WAS WHEN I MOVED HERE 14 YEARS AGO. IT'S THE WHOLE REASON WHY I MOVED TO THIS AREA. I DIDN'T HAVE TO MOVE HERE. SO WHEN WE CONTINUE TO LOOK EXTERNALLY FOR PEOPLE TO SOLVE OUR PROBLEMS, WE'RE GOING TO FIND THAT OUR PROBLEMS DON'T GET SOLVED. SO I WOULD RECOMMEND WE LOOK INTERNALLY. I'M A NO ON THIS. TRUSTEE WEIR. OH. I'M SORRY. I THOUGHT YOUR LIGHTS ON. TRUSTEE MARKUM. THANK YOU. I JUST WANT TO BE CLEAR THAT I DID NOT HEAR A QUESTION IN THAT OR ANYTHING TO ADD TO THIS. IT WAS JUST. I DON'T LIKE IT. I JUST WANT TO BE CLEAR. OKAY, SO I'M ALSO NOT UNDERSTANDING. JUST BECAUSE SOMEONE MAY FEEL THAT SCHOOL CHOICE IS COMING MEANS THAT WE DON'T NEED TO ADVOCATE A POINT OF ORDER. WHAT IS YOUR POINT? IS TRUSTEE MARKUM. I MEAN, ARE WE ARE WE GOING TO HAVE A BACK AND FORTH HERE ON THE MERITS OF SHE'S USING HER TIME TO OKAY, CAN I GET AN ACCOUNT OF HOW MUCH TIME SHE HAS REMAINING? SHE HAS 30S. THANK YOU. THANK YOU. SO I DON'T SEE A CORRELATION BETWEEN JUST BECAUSE SCHOOL CHOICE. SOMEONE THINKS SCHOOL CHOICE IS COMING MEANS THAT WE'RE NOT SUPPOSED TO ADVOCATE AGAINST IT. I'VE ALSO EXPLAINED UP ON THIS DAIS MANY TIMES THAT THE INFUSION OF MONEY INTO PUBLIC EDUCATION WAS TO OFFSET THE BUY DOWN OF PROPERTY TAXES, AND SO THAT ESSENTIALLY LEVELED US OUT. IT WAS NOT NEW MONEY INFUSED INTO PUBLIC EDUCATION THAT COMES FROM THE BASIC ALLOTMENT. I DON'T KNOW HOW MANY TIMES I HAVE TO SAY THAT. BUT AGAIN, WE RECEIVED NO NEW MONEY THIS YEAR. AND WITH THAT, I'D LIKE TO CALL THE QUESTION. SECOND. ALL RIGHT. I HAVE A MOTION TO CALL THE QUESTION. ALL IN FAVOR OF ENDING DEBATE AND VOTING ON THE MOTION. RAISE YOUR HAND. ALL OPPOSED? ABSTAINING. I DIDN'T SEE YOUR HAND. MARY. OPPOSED. OPPOSED. MOTION CARRIES 5 TO 2. I HAVE A MOTION TO ADOPT THE LEGISLATIVE PRIORITIES. ALL IN FAVOR, RAISE YOUR HAND. ALL OPPOSED? MOTION CARRIES. HOPEFULLY THE LAST TIME, 5 TO 2. IT IS. I HAVE A POINT OF ORDER. WHAT IS YOUR POINT? THAT WAS A HIGHLY DISPARAGING AND INAPPROPRIATELY, WILDLY LACK OF DECORUM COMMENT FROM YOU. MADAM PRESIDENT, DO BETTER. THAT WASN'T ANYTHING THAT I CAN RULE ON. FOR A POINT OF ORDER. WE'RE ON TO ITEM J ONE BOARD BUSINESS AND ANNOUNCEMENTS. [J. BOARD BUSINESS] WE HAVE TWO MEETINGS LEFT FOR THE REGULAR SCHOOL YEAR. WITH A THIRD TENTATIVE. IT WILL HAPPEN. I JUST DON'T HAVE A DATE. WE HAVE OUR REGULAR BOARD MEETING FOR ON NOVEMBER 21ST, AND THEN WE HAVE OUR DECEMBER REGULAR BOARD MEETING. I DON'T HAVE THE DATE OF THAT, BUT REMEMBER, WE'VE MOVED DECEMBER TO TUESDAYS. IT'S THE 17TH. THE 17TH. THANK YOU. WE HAVE EARLY VOTING THAT STARTS THIS COMING MONDAY, OCTOBER 21ST THROUGH NOVEMBER THE 1ST WITH ELECTION DAY ON NOVEMBER THE 5TH. WE HAVE SOME THINGS ON THE BALLOT. MAKE SURE YOU'RE INFORMED. EVERYBODY GO VOTE. DUE TO THE EARLY ELECTION DATE, WE WILL HAVE A TENTATIVE CANVASING MEETING. ON MONDAY THE 18TH TO CERTIFY THE ELECTION RESULTS. AS A RESULT, ANYBODY WHO WINS THE NEXT ELECTION WILL BE SWORN IN AT THE NEXT REGULAR BOARD MEETING NOVEMBER 21ST. [02:55:09] SO THAT DOES MEAN IT IS THE LAST MEETING FOR TRUSTEES BONE AND WESTON AND POSSIBLY ZÁRATE. BUT THAT IS COMING ON NOVEMBER THE 21ST. AT OUR NEXT REGULAR BOARD MEETING. WE WILL DO CEREMONIAL OATH OF OFFICE. WE WILL DO BOARD OFFICER ELECTIONS AND THEN WE WILL DO INDIVIDUAL PICTURES AS WELL. SO THAT'S WHAT I HAVE FOR MY ANNOUNCEMENTS. TRUSTEE DOCTOR AZAIEZ. YEAH. THANK YOU. PRESIDENT LANDRUM. JUST A COUPLE OF ANNOUNCEMENTS. FIRST OF ALL, I'M JUST EXCITED AGAIN TO REPORT TO OUR BOARD THAT OUR ENROLLMENT NUMBERS ALMOST 8800 STUDENTS MORE THIS TIME OF THE YEAR THAN LAST TIME. SO OUR NUMBERS GOING UP, AND WE ARE OVER 47,000 STUDENTS. AND AGAIN, AS YOU PROBABLY REMEMBER THIS, WHEN WE APPROVED THE BUDGET BACK IN JUNE, THAT MEANS IF WE IF THAT STAYS THE SAME, IF WE STAY AT 47 OR HIGHER, EVERY STAFF MEMBER, EVERY TEACHER, EVERY CUSTODIAN, EVERY BUS DRIVER WILL BE ABLE TO GET A $500 A BONUS STIPEND CHECK IN THEIR DECEMBER CHECK. AND SO WE'RE EXCITED ABOUT THAT. SO AGAIN, WE WE WILL NOTIFY EVERYONE HOPEFULLY BY THE END OF NEXT WEEK OR EARLY THE WEEK AFTER. AND OBVIOUSLY WOULD NOTIFY YOU FIRST. BUT WE'RE EXCITED ABOUT BEING ABLE TO DO THAT BECAUSE OF AN INCREASE IN OUR ENROLLMENT. SEPTEMBER 24TH, WE DID HAVE A STATE OF EDUCATION WITH THE CHAMBER. WE HAD A LOT OF PEOPLE WHO SHOWED UP, AND I WANT TO THANK OUR BOARD MEMBERS AND EVERYONE WHO SHOWED UP TO HEAR ABOUT THE STATE OF THE DISTRICT. AND AGAIN, WE ARE A DESTINATION DISTRICT, AND WE'RE PROUD OF THE WORK THAT OUR TEACHERS AND OUR STAFF AND OUR PRINCIPALS, OUR PARENTS, OUR COMMUNITY MEMBERS ARE REALLY WORKING HARD. AND TO EVERYONE REALLY WORKING REALLY HARD TO MAKE SURE, AGAIN, WE ARE DOING THE BEST. WE ARE PROVIDING THE BEST EDUCATION FOR OUR STUDENTS. AND LASTLY, ANOTHER GOOD NEWS FOR FOR SOME OF OUR TEACHERS, YOU PROBABLY REMEMBER THAT WE APPLIED FOR THE TEACHER INCENTIVE ALLOTMENT ABOUT TWO YEARS AGO. SO THIS AND WE STARTED WITH NINE ELEMENTARY CAMPUSES. WE FOCUSED ON EARLY CHILDHOOD EDUCATION K THROUGH SECOND. WE HAVE WE SUBMITTED THE DATA TO TEXAS TECH BECAUSE THEY WORK CLOSELY WITH DEA TO APPROVE THE OR TO LOOK AT OUR DATA AND CERTIFY THE DATA AND THINGS LIKE THAT. AND WE ARE HOPING BY FEBRUARY TO GET THAT VERIFICATION DONE. AND WE ARE OPTIMISTIC THAT WE WILL HAVE A LOT OF OUR TEACHERS FROM THAT SMALL GROUP OF TEACHERS, IF YOU WILL, WHO WILL QUALIFY AND CAN MAKE ANYWHERE FROM $3,600 ALL THE WAY TO $14,000 IN INCENTIVES, AND THAT'S USUALLY FOR FIVE YEARS. SO IT'S NOT A ONE TIME. ONCE THEY EARN THAT DESIGNATION, THEY KEEP THAT DESIGNATION FOR FIVE YEARS. THAT MEANS THAT THEY WON'T BE MAKING THE SAME MONEY FOR FIVE YEARS MOVING FORWARD. SO WE WILL BE ABLE TO NOTIFY YOU AND OUR TEACHERS, HOPEFULLY SOMETIME IN THE SPRING SEMESTER, AND PROVIDE THEM WITH THAT CHECK IF THEY QUALIFY FOR IT. THANK YOU. ANY OTHER ANNOUNCEMENTS? TRUSTEES SEEING NO OTHER LIGHTS ON AND NOTHING ELSE ON THE AGENDA. IT IS 911 AND WE ARE ADJOURNED. * This transcript was compiled from uncorrected Closed Captioning.