[B. CALL TO ORDER]
[00:00:05]
PRESENT THIS EVENING, WE HAVE CALL]. OH, WE SEE YOU. I DIDN'T KNOW YOU WERE JOINING US VIRTUALLY, SO THANK YOU. TRUSTEE LANDRUM IS JOINING US VIRTUALLY AND TRUSTEE WEIR WILL NOT BE HERE TONIGHT.
PLEASE STAND FOR THE PLEDGE OF ALLEGIANCE AND THE TEXAS PLEDGE.
ALLEGIANCE], PLEDGE]. THE BOARD WILL AFFORD MEMBERS OF THE PUBLIC AN OPPORTUNITY TO SPEAK ON ITEMS LISTED ON THE BOARD AGENDA. INDIVIDUALS WILLING TO ADDRESS THE BOARD MUST SIGN UP BETWEEN 4:40PM AND THE CONCLUSION OF THE PUBLIC HEARING, SO PUBLIC HEARING IS DIFFERENT.
YOU CAN SIGN UP TO THE END IF YOU HAVE SOMETHING TO SAY.
SPEAKERS MAY REQUEST AN INTERPRETER IF THEY PLAN TO DELIVER THEIR REMARKS IN A LANGUAGE OTHER THAN ENGLISH BY EMAILING COMMUNITY RELATIONS AT ROUND ROCK ISD, AT LEAST EIGHT HOURS PRIOR TO THE START OF THE MEETING. AT EACH BOARD MEETING, THE BOARD WILL SET ASIDE TIME TO AFFORD THE GENERAL PUBLIC AN OPPORTUNITY TO SPEAK ON ITEMS ON THE AGENDA. WE ASK THAT CONCERNS OR COMPLAINTS REGARDING SPECIFIC INDIVIDUALS NOT BE RAISED IN THIS PUBLIC FORUM.
THE BOARD REQUESTS THAT COMMENTS, WHETHER POSITIVE OR NEGATIVE, BE COURTEOUS AND RESPECTFUL.
[D. RECOGNITION OF STUDENTS AND STAFF]
THE BOARD ADOPTED AN ANTI-HATE RESOLUTION ON JANUARY 20TH, 2022, WHERE THE BOARD REAFFIRMED ITS COMMITMENT TO THE WELL-BEING AND SAFETY OF ALL PEOPLE, REGARDLESS OF RACE, COLOR, NATIONAL ORIGIN, RELIGION, SEX, GENDER IDENTITY, GENDER EXPRESSION, SEXUAL ORIENTATION, DISABILITY, AGE, OR POLITICAL BELIEFS, AND STANDS AGAINST SPEECH THAT INCITES HATRED AND VIOLENCE TOWARDS ANY PERSON.PLEASE NOTE THAT WHILE THE PUBLIC DOES HAVE THE RIGHT TO SPEAK, THAT RIGHT IS NOT UNLIMITED.
PER TEXAS PENAL CODE 38.13. 42.01 42.02 AND 42.05 AND TEXAS EDUCATION CODE 37.105.
NO AUDIENCE MEMBER OR SPEAKER WILL BE PERMITTED TO ENGAGE IN ANY CONDUCT THAT IS DISRUPTIVE OR THREATENING TOWARD ANY SPEAKER OR OTHER PERSON, OR TO VIOLATE THE PRIVACY RIGHTS OF ANOTHER PERSON.
THE BOARD SHALL NOT TOLERATE DISRUPTION OF THE MEETING BY MEMBERS OF THE AUDIENCE.
IF, AFTER AT LEAST ONE OR MORE INDIVIDUAL WARNING FROM THE PRESIDING OFFICER, ANY INDIVIDUAL CONTINUES TO DISRUPT THE MEETING BY HIS OR HER WORDS OR ACTIONS, THE PRESIDING OFFICER WILL REQUEST ASSISTANCE FROM LAW ENFORCEMENT OFFICIALS TO HAVE THE INDIVIDUAL REMOVED FROM THE MEETING.
THEREFORE, BOARD MEMBERS MAY NOT DISCUSS THE COMMENTS OF THE SPEAKERS.
EACH SPEAKER WILL BE GIVEN TWO MINUTES TO ADDRESS THE BOARD.
TRUSTEE MARKUM, VICE PRESIDENT OF THE BOARD, WILL BE THE DESIGNATED TIMEKEEPER, AND THE FIRST AND ONLY SPEAKER OF THIS PUBLIC HEARING SO FAR IS DOUG MCLEAN AND YOU ARE A PARENT AND YOU DO LIVE IN THE DISTRICT.
[INAUDIBLE]. YES. THANK YOU. [INAUDIBLE]. IF YOU'D RATHER ADDRESS AT THE END. WE'RE FINE WITH THAT OKAY. THANK YOU KINDLY.
OKAY. TURNING IT OVER TO YOU, DOCTOR AZAIEZ. GOOD EVENING, PRESIDENT HARRISON, BOARD MEMBERS, COMMUNITY MEMBERS AND STAFF. THIS IS THAT TIME OF YEAR, AS YOU KNOW, ONCE A YEAR TEA RELEASES THE TAPR REPORT AND WE ARE OBLIGATED AS AN ORGANIZATION, AS A SCHOOL DISTRICT, TO REPORT TO YOU, BUT ALSO TO THE COMMUNITY ABOUT IT.
AS YOU PROBABLY KNOW BY NOW TEA IS SUED, BEEN SUED ACTUALLY FOR THE LAST COUPLE OF YEARS.
I KNOW THAT ERICA SIMMONS, OUR EXECUTIVE DIRECTOR OF ASSESSMENT AND EVALUATION, AND NATALIE, DOCTOR NICHOLS WILL TALK ABOUT IT, BUT YOU PROBABLY WILL SEE THERE ARE SOME MISSING INFORMATION THERE.
IT'S NOT BECAUSE WE'RE MISSING IT OR HIDING IT IT'S BECAUSE, AGAIN, TEA FOR THE LAST TWO YEARS, BECAUSE OF THE LAWSUIT AROUND ACCOUNTABILITY, THEY COULDN'T RELEASE ALL THE INFORMATION.
SO WITH NO DELAY. I'M GOING TO LET ERICA AND NAT START US UP.
HELLO TO PRESIDENT AND OUR BOARD OF TRUSTEES.
[00:05:04]
DOCTOR AZAIEZ, THANK YOU SO MUCH FOR THIS OPPORTUNITY TO GIVE YOU AN OVERVIEW OF WHERE WE ARE AS A DISTRICT.RELEASED JANUARY 23RD, 2025. THE 2023-2024 ANNUAL REPORT OFFERS AN OVERVIEW OF PROGRESS, CHALLENGES AND OPPORTUNITIES FOR THE DISTRICT. THIS PUBLIC HEARING IS TO MEET THE TRUSTEES REQUIREMENT UNDER THE TEXAS EDUCATION CODE 39.362, TO PUBLISH AN ANNUAL REPORT AND TO BUILD A PUBLIC HEARING TO DISCUSS THE REPORT AND SO THERE ARE SEVERAL REQUIRED COMPONENTS. WE'LL CATCH UP. THERE WE GO. THANK YOU.
THERE ARE REQUIRED COMPONENTS OF THE ANNUAL REPORT.
THIS PRESENTATION IS A HIGH LEVEL OVERVIEW OF EACH OF THOSE COMPONENTS.
DISTRICT IMPROVEMENT PLANS, WHICH ADDRESS THE OBJECTIVES THAT WE'RE GOING TO COVER TODAY.
SO THESE ARE THE SPECIFIC AREAS WE'LL COVER TODAY WITHIN THIS REPORT.
AS DR. AZAIEZ HAS EXPLAINED, AS OF DECEMBER 2024, THE TAPR DOES NOT INCLUDE A THROUGH F RATINGS OR DISTINCTION DESIGNATIONS BECAUSE CURRENTLY THEN THE STATE IS I THINK WHAT BEING SUED, I THINK IS THE BEST WAY TO SAY IT AND SO THOSE OFFICIALLY HAVE NOT COME OUT. RIGHT. SO PART OF THE REQUIREMENT FOR THE ANNUAL REPORT IS TO MAKE SURE THAT THIS IS ACCESSIBLE TO THE PUBLIC AND SO THIS IS JUST AN EXPLANATION OF ALL THE DIFFERENT PLACES IN REGARDS TO WHERE THIS INFORMATION CAN BE FOUND AFTER TONIGHT'S REPORT, WE WILL UPLOAD SPECIFICALLY DISTRICT REPORTS FOR THE 2023-24 SCHOOL YEAR.
AGAIN, KNOW THAT WE ARE IN THE 24-25 SCHOOL YEAR.
THERE WILL BE JUST CONSTANT REMINDERS TO MAKE SURE THAT EVERYONE UNDERSTANDS THAT WE'RE REPORTING ON THINGS THAT HAPPENED FOR THE 2023, 2024 SCHOOL YEAR. ALL RIGHT. AGAIN, AS DOCTOR AZAIEZ HAS EXPLAINED FOR THE ACCOUNTABILITY RATING AND ACCREDITATION STATUS, THOSE THINGS WE DO NOT HAVE THAT AND THEY ARE NOT AVAILABLE AS OF DECEMBER 2024, SPECIFICALLY BECAUSE THE STATE WAS AN INJUNCTION, BECAUSE IT WAS BEING SUED BY SEVERAL SCHOOL DISTRICTS.
SO WE DO NOT HAVE THAT DETERMINATION AS YET. WE DO HAVE THE DETERMINATION FOR OUR SPECIAL EDUCATION DETERMINATION STATUS, AND WE MEET ALL THOSE REQUIREMENTS FOR THE 2024 SCHOOL YEAR AND OVERVIEW AND SO MR. COVINGTON WILL REPORT OUT ON THE BUDGET TODAY AND THAT IS NOT WHAT THIS SLIDE IS ABOUT.
THIS JUST AN OVERVIEW SO THAT OUR COMMUNITY UNDERSTANDS AS FAR AS WHERE THE DISTRICT GETS ITS MONEY IN ORDER TO OPERATE AS A DISTRICT, AS YOU SEE, AND THIS IS DIFFERENT FOR EVERY DISTRICT.
WE AS A DISTRICT GET MOST OF OUR BUDGET AND RESOURCES 85.76% FROM LOCAL PROPERTY TAXES STATE OPERATING THE STATE GIVES US ABOUT 7% OF OUR BUDGET COMES FROM THE STATE FEDERAL FUNDS IS ONLY ABOUT 2.5% AND OTHER LOCAL MONIES MAKES UP ABOUT 4.5%. AND SO THE MAJORITY OF OUR WHAT WE USE TO OPERATE THE DISTRICT COMES FROM LOCAL PROPERTY TAXES AND IF YOU REMEMBER, WE GAVE BACK ABOUT 115 MILLION. WAS THAT FOR THE 24 SCHOOL YEAR OR THE ONE PRIOR? THE ONE PRIOR, RIGHT. SO JUST TO UNDERSTAND THAT FOR EVERYONE, A REMINDER THAT EVEN THOUGH WE GET THAT AMOUNT FROM LOCAL PROPERTY TAXES, IT DOES NOT MEAN THAT AS A DISTRICT WE GET TO KEEP ALL THOSE MONIES.
WE OFTEN SEND A GREAT PART OF THAT BACK TO THE STATE.
SO THIS IS A THREE YEAR COMPARISON SPECIFICALLY BY LEVEL.
IT'S WHEN A TEACHER OR ANY STAFF WITHIN A CAMPUS BUILDING WILL WRITE UP IF THERE IS A SPECIFIC BEHAVIORAL ISSUE WITH A STUDENT AND SO WE SEE FOR THE 2023-24 SCHOOL YEAR, AN INCREASE IN REFERRALS WITHIN THE SYSTEM.
NOW, ONE OF THE THINGS TO NOTE IS A REFERRAL DOES NOT CORRELATE 1 TO 1 WITH WHETHER OR NOT A STUDENT RECEIVES IN-SCHOOL SUSPENSION AND OR OUT-OF-SCHOOL SUSPENSION. IT IS BASICALLY A RECORD OF SOMETHING THAT HAS OCCURRED WITHIN THE CLASSROOM OR WITHIN THE CAMPUS SPACE.
[E. PUBLIC COMMENTS TO AGENDA ITEMS UNDER SECTIONS F, G, H, I AND K ONLY]
WHAT WE DO SEE WHEN WE PULLED UP OUR INFORMATION IN REGARDS TO IN-SCHOOL SUSPENSION AND OUT OF SCHOOL SUSPENSION,[00:10:04]
WAS ACTUALLY THE FACT THAT FROM 2023 SCHOOL YEAR TO 2024 FOR IN-SCHOOL SUSPENSION AND REMAINED ABOUT THE SAME, THERE WAS A TEN A RATE, A NUMBER OF TEN DIFFERENCE, TEN INCIDENTS DIFFERENCE AND WITH OUT-OF-SCHOOL SUSPENSION, THERE WAS A VAST DIFFERENCE OF MAYBE 100 OR MORE OUT OF SCHOOL SUSPENSIONS.SO AGAIN, THAT'S NOT A 1 TO 1 CORRELATION. SO JUST BECAUSE WE SEE AN INCREASE IN REFERRALS DOES NOT MEAN THAT NECESSARILY MORE STUDENTS ARE BEING SENT TO IN-SCHOOL SUSPENSION OR OUT-OF-SCHOOL SUSPENSION. WE ALSO NEED TO REPORT OUT ON THE RATE OF VIOLENT AND CRIMINAL INCIDENTS WITHIN OUR SYSTEM.
WE HAVE A THREE YEAR COMPARISON. AGAIN, BY LEVEL.
YOU HAVE A REPORT OUT ON ELEMENTARY, MIDDLE, HIGH AND ALTERNATIVE.
FOR ELEMENTARY SCHOOL, FOR THE 2023-24 SCHOOL YEAR, YOU SEE, THERE'S A 2.2% INCIDENT OF VIOLENT AND OR CRIMINAL INCIDENTS WITHIN THE CAMPUS BUILDING FOR MIDDLE SCHOOL AND INCREASE OVERALL TO 3.1% FOR OUR MIDDLE SCHOOL CAMPUSES.
OVERARCHINGLY. IF YOU LOOK AT THE NOT JUST THE PERCENTAGES, BUT ALSO THE OVERARCHING NUMBERS YOU SEE FOR THE 2023-24 SCHOOL YEAR, WE HAD A TOTAL OF 611 INCIDENTS. WHAT IS IMPORTANT TO UNDERSTAND, AND YOU SEE A COMPARISON BETWEEN ASSAULTS WITHIN THE SYSTEM AND POSSESSION OF POSSESSION, SELLING AND OR USING ALCOHOL OR CONTROLLED SUBSTANCES. WHAT'S IMPORTANT TO UNDERSTAND WITHIN THAT NUMBER, AND THE GREEN AS WELL, IS THAT AS OF THE 2022-23 SCHOOL YEAR ONE OF THE HOUSE BILL CHANGED THE RULES AND IF A STUDENT IS IN POSSESSION OF WHAT DO YOU CALL IT? VAPE. AND IT COULD BE NICOTINE. WHATEVER IS IN IT.
IT DOES NOT HAVE TO BE A CONTROLLED SUBSTANCE THAT GETS COUNTED WITHIN THESE NUMBERS AS WELL.
SO AGAIN, IT'S NOT AN APPLES TO APPLES COMPARISON AND TO UNDERSTAND THAT THE MAJORITY, EVEN THOUGH THE SYSTEM HAS IMPROVED AS FAR AS WHAT STUDENTS WITH THC. WE DID INCREASE AS FAR AS THE NUMBER OF VAPES THAT DO NOT HAVE CONTROLLED SUBSTANCES, AND THAT'S WHAT'S ACCOUNTING FOR THAT NUMBER WITHIN THE GREEN.
SO NOW WE MOVE ON TO OUR STRATEGIC GOALS AND SO I'M LOOKING TO SEE WHETHER CAN YOU GO TO THE NEXT SLIDE ERICA. OKAY. AND GO BACK. SO FOR THESE GOALS AS WE KNOW WE REWROTE OUR STRATEGIC GOALS STARTING FOR THE 2025 SCHOOL YEAR AND BEYOND FOR THE NEXT FIVE YEARS.
BECAUSE THOUGH WE'RE REPORTING IN THE ARREARS FOR THE 2023-24 SCHOOL YEAR, THE GOALS THAT WE'RE GOING TO BE DISCUSSING AND THE PERFORMANCE OBJECTIVES ARE SPECIFICALLY ATTACHED FROM LAST YEAR, NOT THIS YEAR.
SO I KNOW THAT MAY GET CONFUSING. SO I JUST WANT TO MAKE SURE EVERYONE UNDERSTANDS.
WE'RE NOT TALKING ABOUT CURRENTLY WHAT EXISTS BUT WHAT EXISTED BEFORE.
SO PERFORMANCE OBJECTIVES THAT ATTACH TO STRATEGIC GOAL TWO.
THESE ARE SOME OF THE PERFORMANCE OBJECTIVES THAT SPEAK SPECIFICALLY TO THAT.
WE HAVE EVERYTHING WE SPEAK ABOUT EARLY NUMERACY.
WE SPEAK ABOUT ACHIEVEMENT AND WE ALSO SPEAK ABOUT GROWTH AS FAR AS WHEN WE CREATE PERFORMANCE OBJECTIVES IN OUR CAMPUS IMPROVEMENT PLANS AND ALSO OUR DISTRICT IMPROVEMENT PLANS. ALSO, WHEN WE TALK ABOUT PREPARING EVERY STUDENT FOR SUCCESS AFTER HIGH SCHOOL, YOU SEE SOME EXAMPLES OF THOSE PERFORMANCE OBJECTIVES THAT AGAIN, WE HAVE IN OUR CAMPUS IMPROVEMENT PLANS AND OUR DISTRICT IMPROVEMENT PLANS.
THE WAY WE WRITE THESE GOALS, WHAT YOU WILL SEE IS THERE'S CORRESPONDING GOALS? THE DISTRICT WILL WRITE GOALS AND PUT IN THE OVERARCHING NUMBERS THAT WE NEED TO ACHIEVE, AND THEN THE CAMPUSES WILL WRITE CORRESPONDING GOALS USING THE SAME LANGUAGE BUT WITH THEIR SPECIFIC NUMBERS. SO THESE ARE SOME OF THE EXAMPLES OF SOME OF THE PERFORMANCE OBJECTIVES THAT WE HAVE WRITTEN SPECIFICALLY AS IT PERTAINS TO COLLEGE AND CAREER READINESS, SPECIFICALLY FOR OUR CAMPUS IMPROVEMENT PLANS.
[00:15:09]
YOU'LL BE ABLE TO PULL UP THEIR CAMPUS IMPROVEMENT PLANS AND SEE SPECIFICALLY THE GOALS THAT THE CAMPUSES ARE WORKING ON AND THE STRATEGIES THAT THEY'RE USING TO ACHIEVE THOSE GOALS. NOW WE'RE GOING TO GO THROUGH AND SPECIFICALLY SPEAK ABOUT THE HOUSE BILL THREE GOALS, WHICH OFTENTIMES IS WHAT GOVERNS THE REPORTS THAT YOU HEAR US SPEAKING TO FOR THE BOARD.SO AS WE SPEAK ABOUT THESE GOALS, WE'RE GOING TO SPEAK ABOUT THEM IN TERMS OF BEING ON TRACK, SLIGHTLY OFF TRACK AND BEING OFF TRACK AGAIN.
WE WILL DENOTE THAT BY THE PHRASING, BUT ALSO ABOUT THE CULLING.
IF IT IS ON TRACK, IT MEANS THAT WE HAVE MET OR EXCEEDED THE GOALS.
IF WE'RE SLIGHTLY OFF TRACK, YOU'RE GOING TO SEE THAT REPRESENTED IN THE YELLOW.
THAT MEANS THAT WE'RE WITHIN FOUR PERCENTAGE POINTS AND IF WE ARE OFF TRACK, YOU'LL SEE THAT REPRESENTED BY ORANGE AND THAT MEANS THAT WE'RE OUTSIDE OF THAT VARIANCE OF 4%. SO IT'S HIGHER 5% OR MORE WHERE WE'RE OFF THE TARGET WE WILL REPRESENT THIS.
NO YOU CAN MOVE ON. WE WILL REPRESENT THIS OVERARCHINGLY.
BUT THEN WE WILL ALSO REPRESENT THIS FOR THE DIFFERENT STUDENT POPULATIONS.
THE FIRST BOARD GOAL WE'RE GOING TO SPEAK TO IS IN REGARDS TO EARLY LITERACY, WHICH STATES THAT WE'RE GOING TO INCREASE THE PERCENTAGE OF STUDENTS SCORING AT OR ABOVE BENCHMARK FROM 72 TO 82% AND SO WHEN WE SPECIFICALLY LOOK AT THIS, EVEN THOUGH WE HAVE GOAL PROGRESS MEASURES, THAT MEASURES THIS GOAL FROM KINDERGARTEN TO SECOND GRADE, BUT SPECIFICALLY THOSE GOAL PROGRESS MEASURES ARE MEANT TO PRODUCE AN INCREASE AT THE THIRD GRADE LEVEL, WHICH IS WHAT HOUSE BILL THREE ASKED THE BOARD TO SET GOALS FOR.
WE SCORED AT 66% FOR THE 2023 SCHOOL YEAR, AND LAST YEAR, 2024, WE SCORED AT 61%.
AGAIN, WHAT THAT REPRESENTS IS THE PERCENTAGE OF THIRD GRADERS WHO SCORED AT THE MEETS LEVEL.
I'M GOING TO TAKE A MOMENT AND JUST MAKE SURE THAT EVERYONE UNDERSTANDS WHAT THAT MEANS WHEN IT COMES TO THE STARR, WHICH IS HOW STUDENTS ARE MEASURED IN THE STATE OF TEXAS.
YOU CAN SCORE AT DID NOT MEET, WHICH MEANS YOU HAVE A FAILING SCORE.
YOU CAN SCORE AT APPROACHES, WHICH IS A CONSIDERED PASSING.
YOU COULD SCORE AT MEETS AND YOU CAN ALSO SCORE AT MASTERS.
THE SPECIFIC REASON FOR MEETS AND MASTERS AND THIS IS SOMETHING WE DID AS A TEAM WHEN WE WENT THROUGH LONE STAR GOVERNMENTS TRAINING, IS THAT IF A STUDENT IS SCORING AT MEETS THAT CORRESPONDS TO 60%, THEY HAVE A 60% CHANCE OF BEING COLLEGE READY.
THEY HAVE A 60% CHANCE OF NOT NEEDING A REMEDIAL COURSE IF THEY SHOULD DECIDE TO GO TO COLLEGE FOR MASTERS, AGAIN, THAT REPRESENTS THAT A CORRELATION TO 75% CHANCE OF BEING COLLEGE READY, MEANING THAT THEY HAVE A 75% CHANCE OF NOT NEEDING A REMEDIAL COURSE SHOULD THEY GO TO COLLEGE. SO WE EMPHASIZED THAT POINT TO SAY THAT ALTHOUGH APPROACHES IS PASSING.
WHAT WE'RE GOING FOR AS A DISTRICT AND AS A BOARD IS TO MAKE SURE THAT OUR STUDENTS ARE ACHIEVING AT THE MEETS LEVEL OR HIGHER AND SO THAT'S WHY WE'RE SETTING OUR GOALS AT THOSE LEVELS. SO WHAT YOU SEE IN 2023 66% OF OUR STUDENTS IN THIRD GRADE SCORED AT A MEETS LEVEL OR HIGHER IN READING. AND IN 2024, 61%.
[F. SUPERINTENDENT REPORTS]
AND AGAIN IN 2023 TO 24, NOT JUST IN THE WAY THE TEST WAS PUT TOGETHER, BUT HOW THE TEST IS GRADED AND THE THINGS WERE ADDED.EXCUSE ME. THIRD GRADERS AT ONE TIME DID NOT HAVE TO WRITE LONG CONSTRUCTED ESSAYS AND SO WITHIN THE TEST NOW ESSAYS WERE ADDED AND ALSO SHORT RESPONSES WERE ADDED FOR THE STUDENTS WHEN FOR THE THIRD GRADERS, THAT WAS NEVER SOMETHING THAT THEY HAD TO DO BEFORE AND SO IT IS NOT THE SAME TEST YOU'RE SEEING WITH THOSE NUMBERS ACROSS THE BOARD.
ALSO, ONE OF THE THINGS THAT THEY DO, SCALE SCORING HAS ALSO CHANGED.
[00:20:02]
IF I MOVED THAT A LITTLE, AT ONE POINT, I WOULD HAVE BEEN CONSIDERED APPROACHES AND NOW ALL OF A SUDDEN I'M WITHIN THE AREA OF DID NOT MEET.SO ALL OF THESE CHANGES TOGETHER MAKE IT JUST REALLY IMPOSSIBLE.
WHEN YOU COMPARE THIS, WE'RE THINKING IF WE COMPARE IT TO HOW THINGS WERE DONE BEFORE, THE STUDENTS WOULD BE WOULD HAVE PERFORMED BETTER, BUT I WANT TO MAKE SURE THAT EVERYONE UNDERSTANDS THAT IT'S NOT AN APPLES TO APPLES.
WHEN WE GIVE THIS DATA, A LOT OF CHANGES ARE REPRESENTED FROM YEAR TO YEAR, FROM 2022 TO 2024.
REGARDLESS OF THAT, WE'RE TRYING TO STAY AHEAD OF THE CURVE AND MAKE SURE WE TRAIN INTO OUR TEACHERS AND ALSO OUR STUDENTS TO MAKE SURE THAT THEY CAN KEEP PERFORMING AS HIGH AS POSSIBLE WITHIN THESE TESTS. BUT AGAIN, OUR AIM IS ALWAYS, EVEN THOUGH APPROACHING IS PASSING, FOR OUR STUDENTS TO PERFORM AT THE MEETS LEVEL AND OR HIGHER.
OH, CAN YOU GO BACK FOR ME, ERICA. ONE OF THE THINGS ALSO TO POINT OUT ON THIS SLIDE AS WELL, WHAT YOU SEE IS WE COMPARED OURSELVES AGAINST THE STATE AND THE REGION.
SO WHAT YOU'RE SEEING OVERARCHINGLY ALSO IS ABOUT THE SAME TRAJECTORY AS FAR AS HOW WE'RE DOING ACROSS THE STATE, AS FAR AS HOW PEOPLE ARE SCORING AND WHAT IS HAPPENING AS FAR AS INCREASES AND DECREASING, AND HOW THE CHANGES WITHIN THE TESTING IS AFFECTING OUR STUDENTS.
AND SO NOW WHAT WE'RE LOOKING AT IS AND WITHIN GOAL ONE, AGAIN, WE'RE LOOKING AT THIRD GRADE READING AND HOW OUR STUDENTS ARE PERFORMING YEAR OVER YEAR BASED ON THE GOAL THAT THE BOARD ITSELF HAS SET FOR US AND AGAIN, EVERY MONTH WHEN WE GO OVER THESE DIFFERENT BOARD GOALS, THIS IS WHAT WE'RE REPORTING OUT ON. AND SO WE'RE JUST REPRESENTING THAT IN A VERY DIFFERENT WAY.
AND SO FOR EXAMPLE, IF YOU LOOK AT THE YEAR 2024, WHAT IT STATES IS THE BOARD SET A GOAL OF 64% AND THEN WE PERFORMED AT A 61%. SO WE WERE SLIGHTLY OFF TRACK, BUT STILL WITHIN THAT MEANING THAT WE'RE WITHIN THAT FOUR PERCENTAGE POINT VARIANCE. BELOW THAT, WHAT YOU SEE IS FOR THE DIFFERENT STUDENT POPULATIONS AS FAR AS WHERE WE MET OR EXCEEDED THE GOAL, FOR EXAMPLE, FOR TWO OR MORE RACES, SPECIAL EDUCATION, ECONOMICALLY DISADVANTAGED, AND OUR EMERGENT BILINGUAL STUDENTS BOTH MONITORED AND CURRENTLY WITHIN THE PROGRAM. AS FAR AS WHAT WAS THE GOAL SET FOR THEM BY THE BOARD AND THEN HOW WE PERFORMED, YOU SEE, IN THREE OF THOSE POPULATIONS THAT WE WERE SLIGHTLY OFF TRACK AFRICAN AMERICAN, OUR WHITE STUDENTS AND OUR ASIAN STUDENTS.
SO JUST TO MAKE SURE THAT EVERYONE UNDERSTANDS WHAT THESE NUMBERS ARE REPRESENTING, NOW WE MOVE ON TO SPEAKING SPECIFICALLY IN REGARDS TO OUR GOAL, OUR BOARD GOALS FOR EARLY NUMERACY.
WHAT WE SEE AGAIN, A COMPARISON BETWEEN THE STATE, THE REGION AND THE DISTRICT.
WE ARE VERY PROUD OF THE FACT THAT WE SCORE BOTH ABOVE THE STATE AND THE REGION, BUT IT DOES NOT MEAN THAT WE ARE COMPLACENT AND OR HAPPY WITH WHERE WE ARE. WE'RE ALWAYS CONTINUOUSLY STRIVING BECAUSE WE UNDERSTAND THAT THE BETTER THE STUDENTS PERFORM, THEN IT ALIGNS MORE CLOSELY TO THE GOAL THAT THE COMMUNITY HAS SET FOR US.
THE NUMBER ONE GOAL, WHICH IS IN OUR STRATEGIC PLAN THAT STATES THAT THEY WANT THEIR STUDENTS TO BE COLLEGE, CAREER AND MILITARY READY AND SO, AGAIN, AS WE'VE DESCRIBED, THE 60% WITH MEETS MEANING, THERE'S A 60% CHANCE A STUDENT WILL NOT NEED REMEDIAL COURSES AND THEY'LL BE COLLEGE READY AND WITH MASTERS IT'S 75%.
WHAT WE SAW WAS YEAR OVER YEAR, AN INCREASE TO WHERE WE REACHED A HEIGHT IN 2023 FOR 62% AS FAR AS THE STUDENTS SCORING AT MEETS AND HIGHER, AND A SLIGHT DECLINE IN 2024 TO 57%.
WHAT WE ALSO SEE IS THAT PATTERN IS CONSISTENT ACROSS THE STATE AND ACROSS THE THE REGION.
IT ALL ALSO REPRESENTED A GREAT NUMBER OF CHANGES WITHIN THE ASSESSMENT.
THEY HAVE INCREASED THE NUMBER OF QUESTIONS WRITTEN AT THE HIGHER LEVEL OF RIGOR.
THEY HAVE OPEN ENDED RESPONSES. SO IT'S A MATTER OF YOU EITHER GET IT RIGHT OR YOU GET IT WRONG.
[00:25:06]
SO THE TEST ITSELF AND THE MOVING OF SKILL SCORES REPRESENTS THOSE SMALL CHANGES MAKE IT A BIT HARDER FOR THE STUDENTS TO SCORE AS WELL AS THEY HAVE IN THE PAST. SO AGAIN, WE'RE REALLY TRAINING INTO WHAT THINGS CAN WE DO DIFFERENTLY FOR BOTH OUR STUDENTS AND OUR STAFF IN ORDER TO MAKE SURE THAT WE KEEP OUR STUDENTS AT HIGH LEVELS OF HIGH OUTCOMES WITHIN MATH.WHAT WE'RE DOING. SAME THING AS WE DID WITH EARLY LITERACY, IS COMPARING YEAR OVER YEAR BASED ON THE GOAL THAT THE BOARD HAS SET FOR US, AND LOOKING AT HOW ON TRACK OR OFF TRACK THAT WE ARE WITHIN THOSE GOALS.
SO YOU SEE FOR EACH OF THOSE YEARS. SO FOR EXAMPLE, FOR 2022, THE BOARD SET A GOAL OF 55 FOR 2023.
63% AND SO ON AND SO FORTH. THE YEAR IN QUESTION, 2024, THE BOARD SET A GOAL OF 68%, AND WE ARE OFF TRACK WITHIN THAT GOAL, MORE THAN 4%, BECAUSE WE ACHIEVED AT, 57% OF OUR STUDENTS SCORED AT THE MEETS LEVEL.
WE SEE ALSO THAT REPRESENTED WHEN WE LOOK AT OUR DIFFERENT STUDENT POPULATIONS AS WELL, WHERE MOST OF THE STUDENT POPULATIONS WERE ALSO OFF TRACK, WITH ONE BEING SLIGHTLY OFF TRACK WITH, WHICH IS OUR SPECIAL EDUCATION STUDENTS.
FOR EXAMPLE, OUR AFRICAN AMERICAN GROUPS. AND THIS IS THE SAME THING WITHIN READING.
THE GOAL IS 45% HISPANIC, 47% OUR WHITE STUDENTS, 74%, AND SO FORTH.
AND OFTENTIMES THE COMMUNITY WILL ASK, WELL, WHY ARE WE SETTING DIFFERENT GOALS FOR DIFFERENT GROUPS? BECAUSE THEY HAVE HAD DIFFERENT STARTING POINTS.
SO WHILE WE EXPECT GREATNESS FOR ALL OF OUR STUDENTS, WE'RE ALSO REALISTIC IN THE FACT THAT THEY'RE STARTING AT VERY DIFFERENT PLACES AND SO WE TRY TO CREATE STRETCH GOALS TO MOVE THOSE POPULATIONS AND THOSE STUDENTS.
SO AS WE SEE, ONE OF THE THINGS AND THIS IS REPRESENTED IN OUR DISTRICT IMPROVEMENT PLAN FOR THIS YEAR, MATH HAS BEEN AN AREA OF REALLY A LOT OF GROWTH NEEDED WITHIN THIS AREA AND WORK THAT WE HAVE TO DO BOTH WITH OUR TEACHERS AND OUR STUDENTS TO MOVE THIS TO A GREATER LEVELS OF SUCCESS. SO LAST BUT CERTAINLY NOT LEAST, WE'RE GOING TO SPEAK TO COLLEGE, CAREER AND MILITARY READINESS. HERE IS WHERE WE SEE THE PATTERNS FOR CMR. NOW THIS GETS A LITTLE BIT CONFUSING. SO I WANT TO TAKE A MOMENT TO EXPLAIN WHAT WE'RE LOOKING AT.
WHEN IT COMES TO COLLEGE, CAREER AND MILITARY READINESS, AS WE'RE REPORTING IT FOR THE PROCESS OF THE ANNUAL REPORT, THIS IS A LAGGING IDENTIFIER. NOT ONLY AM I REPORTING OUT ON THE NUMBERS FOR LAST YEAR, BUT I'M ALSO REPORTING OUT ON A CLASS. SO FOR EXAMPLE, IF I REPORT OUT INFORMATION FOR 2024, I AM REPORTING ON THE CLASS OF 2023. YOU'RE NEVER IN THE SAME YEAR. SO WHILE ON SOME OF OUR CMR REPORTS PEOPLE ARE LIKE, WELL I THOUGHT WE WERE AT 90%, WE ARE AT 90% BECAUSE WITHIN OUR REPORTS THAT WE GIVE TO THE BOARD, WE STAY CURRENT.
BUT FOR THE PURPOSE OF THE ANNUAL REPORT, IT IS GOING TO BE LAGGING.
WE GIVE THE PRESENT YEAR, BUT THIS FOR THIS REPORT, IT IS ALWAYS LAGGING.
SO I'M GIVING 2024. BUT IN 2024 I'M GIVING A CLASS THE PREVIOUS YEAR'S CLASS.
I WANT TO MAKE SURE THAT WE'RE CONSISTENT THERE.
SO WHAT THIS IS SHOWING YOU, THAT IS FOR THE CLASS OF 2023 AS A DISTRICT, WE WERE AT 84%, WHICH WAS AN INCREASE OF FROM 76% EIGHT PERCENTAGE POINTS THE YEAR BEFORE 2022.
ALSO, JUST LIKE WITH THE OTHER TEST, THIS REPRESENTS A GREAT AMOUNT OF CHANGE WITHIN THAT TIME.
IF YOU REMEMBER, AND YOU'RE A FAN OF WATCHING US AND LISTENING TO OUR PRESENTATIONS, THIS WAS THE YEAR WHERE IN THE MIDDLE OF THE YEAR, THEY CHANGED THE REQUIREMENT IN REGARDS TO CCMR, WHERE THEY SAID, FOR EXAMPLE PREVIOUSLY, IF YOU WERE GOING TO GET AN A IN CCMR, YOU HAD TO GET WAS IT 60 OR 64.
60% OF YOUR STUDENTS HAD TO BE CCMR IN THE MIDDLE OF THE YEAR.
THEY SAID FOR THAT SCHOOL YEAR, WE'RE GOING TO CHANGE THAT TO 88% OF YOUR KIDS NEED TO PERFORM TO BE COLLEGE READY IN ORDER TO BE AT AN A FOR CCMR IN THE MIDDLE OF THE YEAR. NOW, ALSO, WHAT THAT REPRESENTED IS EVEN THOUGH THEY CHANGED IT IN THE MIDDLE OF THE YEAR,
[00:30:07]
IT MEANT THAT IT IMPACTED THE SCORES FROM THE YEAR BEFORE, WHICH WERE ALREADY IN THE BANK, AND WE COULD NOT CHANGE AND SO THEY'RE SAYING, HERE'S HOW YOU PERFORM.LAST YEAR IN THE MIDDLE OF THIS CURRENT YEAR, I'M GOING TO CHANGE HOW I SEE THAT INFORMATION.
SO I WANT YOU TO KNOW THAT, AGAIN, THIS IS A WONKY TIME THESE LAST COUPLE OF YEARS BECAUSE IT REPRESENTS SO MUCH CHANGE AND IT IS NOT APPLES TO APPLES AND SO IT'S VERY HARD THEN FOR THE COMMUNITY TO LOOK AT THIS AND TO REALLY UNDERSTAND, BECAUSE THERE ARE SO MANY DIFFERENCES THAT ARE BEING REPRESENTED WITHIN THOSE NUMBERS.
AND IT'S NOT JUST A MATTER OF SAYING THAT, BUT REGARDLESS OF THAT, BETWEEN OUR TEACHING AND LEARNING TEAM, BETWEEN OUR AREA SUPERINTENDENTS AND OUR CAMPUS PRINCIPALS, THEY DID AN AMAZING JOB AND SAID REGARDLESS OF WHAT THE STATE HAS DECIDED TO DO, WE'RE GOING TO PUSH AND SEE HOW WE CAN CHANGE THOSE NUMBERS AND WE'RE ABLE TO MOVE THAT WITHIN THAT ONE YEAR TO 84%, AND THEN THE YEAR AFTER THAT ABLE TO MOVE THAT TO 90%.
SO A LOT OF GREAT WORK THAT HAPPENED THERE. AND I SEE MY CTE TEAM AS WELL.
SO WHEN IT COMES TO CCMR. SO FOR EXAMPLE, WHEN WE LOOK AT 2024 AND THE GOAL WAS SET AT 90% AGAIN FOR THE CLASS THAT DOES NOT REPRESENT THE CLASS OF 2024, THE DATA THERE REPRESENTS THE CLASS OF 2023, THE CLASS OF 2024 ACHIEVED AT 90%. BUT BECAUSE THIS IS A LAGGING IDENTIFIER, IT MAKES THIS A LITTLE BIT DIFFICULT TO UNDERSTAND.
SO AS WE'RE LOOKING AT THE 2024 DATA THAT REPRESENTS THE CLASS OF 2023.
WITHIN THIS NUMBERS, FOR THE PURPOSES OF THE ANNUAL REPORT.
SO AGAIN BELOW THERE FOR THE DIFFERENT POPULATIONS THAT IS ALSO REPRESENTING THE CLASS OF 2023.
AND WE SEE THAT WE HAD ONLY ONE GROUP THAT WAS IN THE GREEN OUR TWO OR MORE RACES.
SPECIAL EDUCATION WAS SLIGHTLY OFF AND THE REST OF OUR POPULATIONS WERE MORE THAN SLIGHTLY OFF.
WE WILL SEE FOR THE 2020, THE NEXT YEAR'S TAPR, YOU WILL SEE A DIFFERENCE IN THOSE NUMBERS.
SO ANOTHER THING THAT THE STATE REQUIRES THAT WE LOOK AT IS WHETHER OR NOT WHAT PERCENTAGE OF OUR STUDENTS ARE GOING TO COLLEGE, WHETHER IT'S A FOUR YEAR UNIVERSITY OR A TWO YEAR UNIVERSITY.
NOW, WHAT MAKES THIS DIFFICULT IS THAT MANY OF OUR KIDS GO OUT OF STATE.
WE ARE VERY LUCKY TO HAVE A ROBUST ACADEMIC SYSTEM, AND BECAUSE OF THAT, OUR STUDENTS ARE ABLE TO DECIDE IF THEY WANT TO STAY IN STATE OR GO OUTSIDE OF THE GREAT STATE OF TEXAS IN ORDER TO CHALLENGE THEMSELVES.
SO WE ARE ONLY ABLE TO TRACK THE STUDENTS THAT STAY IN STATE.
SO WE SEE THAT FOR OUR FOUR YEAR UNIVERSITIES, 31% OF THE CLASS OF 2021 WENT TO A FOUR YEAR UNIVERSITY, 19% FOR TWO YEAR, 2.8 FOR INDEPENDENT COLLEGES AND UNIVERSITY.
WE HAVE ABOUT 8% THAT WERE NOT TRACKED AND ABOUT 38.4% THAT COULD NOT BE FOUND BECAUSE, AGAIN, COLLEGES AND UNIVERSITIES OUTSIDE OF TEXAS. THEY DON'T HAVE TO REPORT.
AND SO THERE'S NO WAY FOR US TO GET THAT DATA.
SO THIS REPRESENTS A BREAKDOWN BY OUR DIFFERENT POPULATIONS AS FAR AS HOW WE'VE DONE.
IT IS ABOVE OUR REGIONAL NUMBER AND ABOVE OUR STATE NUMBER.
AND THEN WE SEE THE BREAKDOWN BY DIFFERENT STUDENT POPULATIONS, ABOUT 47% FOR OUR AFRICAN AMERICAN POPULATION, 45% FOR OUR HISPANIC POPULATION, 56. EVEN WITH THE GLASSES, 56% FOR OUR WHITE STUDENTS, OUR ASIAN STUDENTS AT ABOUT 7,172% AND ABOUT 56% 57% FOR TWO OR MORE RACES. VERY PROUD OF THAT. AGAIN, OVER THE STATE AND THE REGION, AND THESE NUMBERS ARE VERY COMPETITIVE REGARDLESS OF WHERE
[00:35:01]
YOU GO IN OUR WONDERFUL NATION AND SO WE SHOULD BE VERY PROUD OF WHAT WE ACCOMPLISHED AS A COMMUNITY AND WHAT OUR STUDENTS ACCOMPLISH.ANOTHER POINT OF PRIDE, THE FACT THAT MANY OF OUR STUDENTS ARE DOING VERY WELL ACADEMICALLY TO SHOW THAT OUR STAFF, OUR TEACHERS OUR ASSISTANT PRINCIPALS, PRINCIPALS HAS PREPARED THEM WELL.
NOW REMEMBER THE TAPR REPORT. GOSH, WE LIVE WITHIN THE WORLD OF ACRONYMS. TEXAS, THANK YOU. TEXAS ACADEMIC PERFORMANCE REPORT.
SO THE ANNUAL REPORT IS NOT JUST ABOUT THE TAPR REPORT.
THE TAPR REPORT IS JUST ONE THING WITHIN US GIVING INFORMATION ON THE ANNUAL REPORT.
WITHIN THIS, WE TALK A LOT ABOUT GROWTH AND ALSO ABOUT ACCELERATED LEARNING.
IT MEANS THAT OUR STUDENTS NEED TO GROW AT LEAST ONE LEVEL EVERY SCHOOL YEAR.
BEFORE WE TALKED ABOUT THE FACT A LEVEL AS DEFINED BY THE STATE OF TEXAS, THEY TAKE THE DIFFERENT WAYS IN WHICH STUDENTS ARE MEASURED ON THE STAR ASSESSMENT, AND THEY BREAK THOSE DOWN INTO DIFFERENT AREAS AT THE VERY HIGHEST LEVEL YOU CAN SCORE, MASTER.
UNDER THAT IS MEET. AFTER THAT YOU CAN SCORE APPROACHES HIGH OR APPROACHES LOW.
THEY BREAK THAT DOWN INTO TWO AREAS AND DID NOT MEET HIGH OR DID NOT MEET LOW.
IF YOUR SCORING DID NOT MEET, IT MEANS THAT YOU'RE FAILING.
IF YOU'RE SCORING AT APPROACHES, YOU'RE PASSING. BUT AGAIN, REMEMBER WHAT WE SAID THAT MEETS MEAN.
I HAVE A 60% CHANCE OF BEING COLLEGE READY AND OR MEANING I WILL NOT HAVE TO TAKE A REMEDIAL COURSE.
AND FOR MASTERS, IT'S A 75% CHANCE. IF I SCORE AT DID NOT MEET, IT MEANS THAT I HAVE TO HAVE ACCELERATED LEARNING AND ACCELERATED INSTRUCTION. WHAT THE STATE SAYS IS IF YOU SCORE AT DID NOT MEET LOW IN THE TESTED AREAS MATH, ENGLISH, SCIENCE THAT YOU ARE SUPPOSED TO GET A CERTAIN AMOUNT OF HOURS.
IF I SCORE DID NOT MEET LOW, I HAVE TO HAVE 3 HOURS OF REMEDIATION.
AND SO ONE OF THE THINGS THEY MEASURE IS NOT JUST ACHIEVEMENT, BUT GROWTH.
AND ALSO WITHIN MATHEMATICS, THE DIFFERENT AREAS REPRESENT A COMPARISON BETWEEN THE STATE, THE REGION AND THE DISTRICT AS FAR AS HOW WE ARE SCORING.
SO WHEN WE LOOK AT THE RIGHT SIDE, THESE ARE NUMBERS IN MATH.
AND AGAIN, ONE OF THE THINGS THAT WE TALKED ABOUT BASED ON BOARD GOALS.
BUT WHAT WE SEE IS THAT ACROSS THE STATE, THAT ROUND ROCK ISD IS MORE THAN JUST COMPETITIVE.
WE ARE DOING VERY WELL COMPARATIVELY, BUT WE'RE ALWAYS GOING TO PUSH FOR MORE.
THIS REPRESENTS, IF YOU LOOK AT APPROACHES, THE PERCENTAGE OF OUR STUDENTS WHO ARE SCORING AT APPROACHES AND HIGHER IN MATH, WHEN YOU LOOK AT MEET, WHICH IS THE MIDDLE NUMBERS, YOU SEE THE PERCENTAGE 62, 62% FOR OUR STUDENTS SCORING AT THE MEETS LEVEL AND HIGHER VERSUS FOR THE REGION AT 45%.
THE STATE AT 43%. WHEN IT COMES TO MASTERS, 35% OF OUR STUDENTS IN MATH AND THAT IS EVERYONE FROM THIRD GRADE ALL THE WAY TO ALGEBRA ONE. FOR ALL OF THESE THINGS WITHIN MATH ARE SCORING AT THE MASTER'S LEVEL VERSUS 20% AT THE REGION AND 17% AT THE STATE.
WHEN WE LOOK AT READING LANGUAGE ARTS, WE'RE DOING THE SAME COMPARISON.
WHAT PERCENT OF OUR STUDENTS ARE SCORING AT APPROACHES AND ABOVE, MEETS AND ABOVE AND AT MASTERS AND WE SEE THAT COMPARATIVELY WE ARE OUTPACING OUR THE STATE AND THE REGION AS IT RELATES TO HOW WE'RE PERFORMING IN READING LANGUAGE ARTS
[00:40:08]
AND SO NOW WE LOOK AT COMPARATIVELY, WE KNOW THAT EVERYTHING THAT WE'RE DOING IS POINTING TOWARDS WHETHER OR NOT STUDENTS ARE COLLEGE READY.AS WE HAVE DISCUSSED BEFORE. COLLEGE READY IS NOT JUST ABOUT COLLEGE.
WHAT IT REALLY MEANS IS WHETHER OR NOT I AM READING, WRITING, AND DOING MATH AT A CERTAIN LEVEL THAT ALLOWS ME TO GAIN ACCESS TO ANYTHING THAT I SHOULD CHOOSE TO DO. AND SO I WANT US NOT TO QUIBBLE OVER WHETHER OR NOT STUDENTS NEED TO GO TO COLLEGE OR NOT.
FOR US, THAT'S NOT WHAT IT MEANS, BUT IT'S THE SHORTCUT LANGUAGE THAT IS OFTENTIMES USED.
SO BECAUSE WE KNOW, THEN THAT IDEA OF COLLEGE READINESS IS REALLY OUR GOAL FOR OUR STUDENTS.
READ, WRITE AND DO MATH AT HIGH LEVELS. WE'RE ALWAYS LOOKING AT THE PERCENTAGE OF OUR STUDENTS THAT ARE ABLE TO PASS, BOTH BECAUSE WE KNOW IF THEY'RE PERFORMING AT MEETS OR HIGHER, THEN THEY HAVE THE GREATEST CHANCE TO THEN BE COLLEGE READY.
BECAUSE COLLEGE READY IS NOT ONE OR THE OTHER.
IT IS BOTH THINGS IN COMPARISON. SO WHAT WE'RE SEEING RIGHT HERE IS WE HAVE 50.
THIRD THROUGH EIGHTH GRADE, COMPARED TO THE REGION AND THE STATE, WE SEE THAT WE'RE ABOVE THE REGION IS AT 42% AND THE STATE IS AT ABOUT 38%. AGAIN, VERY PROUD OF THE WORK THAT OUR TEACHERS ARE DOING, BUT WE'RE ALWAYS GOING TO PUSH FOR MORE BECAUSE WE KNOW WHAT THIS MEANS IN REGARDS TO OPPORTUNITIES AND ACCESS FOR OUR STUDENTS. SO WHAT WE HAVE ALSO, WE JUST WENT OVER MATH AND READING LANGUAGE ARTS AND SO NOW THIS IS THE COMPARISON AS FAR AS HOW WE'RE DOING WITHIN SCIENCE AND SOCIAL STUDIES.
WE SEE WITHIN SOCIAL STUDIES. THAT IS THE INFORMATION ON THE ALL THE WAY ON THE RIGHT.
AND AGAIN, WE'RE COMPARING HOW WE'VE PERFORMED AT APPROACHES, MEETS AND MASTER'S LEVEL.
AGAIN AS COMPARED WITH THE STATE AND THE REGION.
WE ARE OUTPERFORMING BOTH AS FAR AS HOW OUR STUDENTS ARE DOING IN SOCIAL STUDIES, WE SEE AT THE MASTER'S LEVEL, 49% OF OUR STUDENTS ARE PERFORMING AT THE MASTER'S LEVEL VERSUS 33 AND 27%, RESPECTIVELY, FOR THIS REGION AND FOR THE STATE. WE SEE THAT IN SCIENCE, THE SAME THING AS FAR AS WE ARE OUTPERFORMING THE THE REGION AND THE STATE AS FAR AS HOW OUR STUDENTS ARE DOING COMPARATIVELY.
THEIR ABILITY TO GET TO ACHIEVE AT A CERTAIN LEVEL.
BUT AGAIN, REMEMBER WE'VE TALKED ABOUT THE FACT THAT GROWTH IS VERY IMPORTANT AS WELL.
BUT UNDERSTAND OFTENTIMES WHEN WE THINK ABOUT GROWTH, SOMETIMES WE THINK ABOUT THE LOWEST STUDENTS.
BUT WHEN WE TALK ABOUT GROWTH WE'RE TALKING ABOUT ALL STUDENTS.
IF I AM PERFORMING AT MASTER'S, GROWTH MEANS I STAY AT MASTER'S.
IF I AM PERFORMING AT MEETS, GROWTH MEANS THAT I STAY AT MEETS OR GO TO MASTER'S.
IF I AM PERFORMING AT DID NOT MEETS LOW, IT MEANS I GO ONE LEVEL UP TO DID NOT MEETS HIGH.
AND EVERY STUDENT, REGARDLESS OF IF THEY'RE PERFORMING AT THE LOWER LEVELS OR THE HIGHER LEVELS, DESERVE TO GROW. SO THAT IS ONE OF THE THINGS THAT WE WORK VERY HARD ON WITHIN OUR SYSTEM RIGHT NOW.
EVERY STUDENT, DEPENDING ON WHERE THEY START, MAY NOT BE ACHIEVING AT THE SAME PLACE.
BUT WHAT WE FEEL WE OWE EVERY STUDENT IS THE ABILITY TO GROW AND THOSE WHO COME TO US STARTING AT THE LOWEST LEVELS, THAT WE OWE THEM THE OPPORTUNITY TO GROW EXPONENTIALLY.
SO WHAT WE SEE HERE IS WHAT OUR GROWTH IS LOOKING LIKE AS COMPARED WITH THE REGION AND STATE.
WHAT WE SEE THAT IN MATHEMATICS, 71% OF OUR STUDENTS GROW, WHICH IS AGAIN OUTPACING THE STATE AND THE REGION AND WE ALSO SEE IN READING LANGUAGE ARTS THE SAME THING AS WELL AS FAR AS WE'RE OUTPACING THE STATE IN THE REGION.
AS FAR AS THE PERCENTAGE OF OUR STUDENTS WHO SHOW GROWTH IN ENGLISH LANGUAGE ARTS.
WHEN IT COMES TO ACCELERATED LEARNING. SAME THING AS WELL.
[00:45:06]
WE TALKED ABOUT THE FACT THAT DEPENDING ON HOW A STUDENT HAS PERFORMED, IT MEANS THAT TO MEET THE REQUIREMENTS OF HOUSE BILL THREE, THAT THEY HAVE TO HAVE A CERTAIN AMOUNT OF HOURS.SO ONE OF THE THINGS THAT IS MEASURED IS WHAT PERCENTAGE OF STUDENTS RECEIVE THE TOTAL AMOUNT OF HOURS, BUT BASED ON RECEIVING THOSE HOURS, THEY'RE ABLE TO GROW IF THEY WERE ACCELERATING LEARNING THE YEAR BEFORE.
SO THIS IS AN AREA THAT I FEEL THAT WE ARE WORKING VERY HARD TO IMPROVE HERE.
HERE IS THE AMOUNT OF STUDENTS WHO WERE ABLE THEN TO GROW AND SO WHILE AGAIN, WE'RE ONLY SLIGHTLY ABOVE THE STATE AND THE REGION, AND WE REALLY WANT TO DO BETTER HERE, IF WE CAN GET OUR STUDENTS WHO ARE PERFORMING AT THE LOWEST LEVELS TO GROW EXPONENTIALLY, THEN ANY SYSTEM HAS THE ABILITY TO REALLY TURN EVERYTHING AROUND AND THIS IS THE PLACE WHERE WE'RE REALLY TRYING TO FIND ANSWERS.
AS FAR AS WHAT CAN WE DO DIFFERENTLY WITHIN OUR CURRICULUM? WHAT DO WE DO DIFFERENTLY AS HOW WE PREPARE OURSELVES WITHIN OUR PLCS? AS FAR AS HOW WE TRAIN AND HOW WE PRACTICE FOR THE LESSONS WITHIN THE CLASSROOM, HOW WE GIVE INTERVENTION, HOW WE SUPPORT ALL OF THOSE DIFFERENT SERVICES.
SO THIS IS AN AREA IT DOESN'T REPRESENT IT HERE AS FAR AS BUT THIS IS AN AREA THAT WE'RE REALLY FOCUSING ON AND HOPING TO SEE MORE GROWTH IN THIS AREA FOR THESE STUDENTS IN THE COMING YEARS.
SO ANNUAL DROPOUT RATE IN FOUR YEAR LONGITUDINAL RATE AND SO WHENEVER THEY LOOK AT DROPOUTS, IT'S NOT A MATTER OF THEY LOOK AT IT AT ONE YEAR AT A TIME FOR THE ANNUAL DROPOUT RATE, THEY'LL SAY, WHAT PERCENTAGE OF THE CLASS OF 2024 DID NOT GRADUATE? BUT THEN WE ALWAYS HAVE THE CHANCE TO PULL STUDENTS BACK INTO THE SYSTEM AND HAVE THEM FINISH THEIR LEARNING AND GRADUATE AND SO WHEN YOU LOOK AT THE FOUR YEAR LONGITUDINAL RATE, THAT'S WHY THERE'S GOING TO BE A DIFFERENCE IN NUMBERS, BECAUSE WE HAVE THE ABILITY THEN TO PULL STUDENTS BACK INTO THE SYSTEM, RECOVER THEM AND MAKE SURE THAT THEY GRADUATE AND GO BACK OUT INTO THE WORLD AND SO WHAT YOU SEE HERE IS OUR DROPOUT RATE AGAIN, HERE'S THE STATE, HERE'S THE REGION.
THESE NUMBERS ARE EVEN THOUGH THEY LOOK LIKE THERE'S A LOT OF DIFFERENCE BETWEEN THEM.
THERE'S NOT BECAUSE THE NUMBERS ARE SO INCREDIBLY LOW BECAUSE OUR TEACHERS AND OUR CAMPUSES.
OUR SUCCESS HIGH SCHOOL, OUR COMPLETION SPECIALIST.
SO YOU SEE, FOR EXAMPLE, AS A DISTRICT, OUR DROPOUT RATE IT SAYS 0.6 OVERARCHINGLY AND THEN IT BREAKS IT DOWN BY THIS DIFFERENT STUDENT GROUPS, IF YOU GO ALL THE WAY TO THE RIGHT, YOU'LL SEE ECONOMICALLY DISADVANTAGED IS AT 1.4.
THEY ARE DOING AN EXCELLENT JOB AS FAR AS MAKING SURE THAT PEOPLE, STUDENTS STAY IN OUR SYSTEM AND GRADUATE FROM OUR SYSTEM IN ORDER TO MAKE SURE THAT THEY CAN TAKE ADVANTAGE OF CERTAIN OPPORTUNITIES. SO THIS SLIDE IS A GREAT CELEBRATION AS FAR AS THE WORK THAT OUR DISTRICT, OUR TEACHERS, OUR PRINCIPALS, EVERYONE DOES DAY IN AND DAY OUT.
NOW THIS IS OVERARCHINGLY. WE'RE LOOKING AT THREE YEAR DROPOUT TREND.
WE SEE FOR THE DISTRICT IN 2021 SCHOOL YEAR WE WERE AT 0.8.
WE DROPPED TO 0.3 WENT UP TO 0.6. BUT AGAIN TO EVEN SAY THAT DOESN'T.
WHILE STATISTICALLY IT'S TRUE, THE NUMBERS ARE SO CLOSE THAT IT DOES NOT REPRESENT A GREAT VARIANCE.
AGAIN, A DROPOUT RATE IS. WHILE WE DO NOT WANT ANY STUDENT TO LEAVE OUR SYSTEM, THESE REPRESENT A GREAT VICTORY AS FAR AS ALL THE WORK THAT IS DONE TO KEEP STUDENTS IN THE SYSTEM AND GET THEM TO GRADUATE.
SO WE SEE OUR GRADUATION RATE FOR THE CLASS OF 2023 WAS AT A 97.2 OVER FOUR YEARS.
IN THE PREVIOUS YEARS IT WAS AT A 95 AND 96, AGAIN REPRESENTING A DIFFERENT LOOK.
PREVIOUS FROM THE PREVIOUS SLIDES, AS FAR AS HOW WELL THE DISTRICT IS DOING IN PULLING STUDENTS BACK WITHIN THE SYSTEM AND SO NOW THIS IS BY ETHNICITY. SAME THING AS BEFORE BUT BROKEN DOWN BY THE DIFFERENT STUDENT POPULATIONS.
[00:50:04]
GRADUATED AT A 99.3% RATE FOR OUR ASIAN STUDENTS.AGAIN, 99.6 FOR OUR WHITE STUDENTS AT A 98 AND FOR OUR HISPANIC STUDENTS, WE ARE THERE AT A I BELIEVE THAT SAYS A 94. IT'S VERY HARD TO SEE AT THIS ANGLE A 94.6% AND OUR AFRICAN-AMERICAN STUDENTS SAID 95.
SO WITHIN THIS, EVEN THOUGH COMPARATIVELY IT BEATS THE STATE AND THE REGION, WE REALLY WANT TO WORK ON INCREASING OUR AFRICAN-AMERICAN STUDENTS AND OUR HISPANIC STUDENTS GRADUATION RATES WITHIN THE SYSTEM AND AGAIN, THIS JUST IS A CONTINUATION FROM THE LAST SLIDE SO THAT IT SHOWS IT BY PROGRAM. SPECIAL EDUCATION STUDENTS, ECONOMICALLY DISADVANTAGED STUDENTS AND OUR CURRENT ENGLISH LEARNERS AND WE SEE THE SAME THING HERE. WE SEE AGAIN THAT FOR OUR ENGLISH LANGUAGE LEARNERS WE ARE AT 89% AGAIN, AN AREA OF HUGE AND PURE IMPROVEMENT AND OPPORTUNITY FOR US ECONOMICALLY DISADVANTAGED AT 93 AND OUR SPECIAL EDUCATION STUDENTS AT 94%.
SO WHILE OVERARCHINGLY AS A DISTRICT, WE DO VERY WELL.
THERE ARE SOME POPULATIONS THAT WE REALLY WANT TO HONE IN ON AND DO A BETTER AND DIFFERENT JOB AND FIGURE OUT WHAT WE CAN DO DIFFERENTLY FOR THEM AND SO THAT WORK HAS ALREADY BEGUN. AGAIN, THIS IS A COUPLE OF YEARS IN THE ARREARS BASED ON HOW THE GRADUATING CLASS IS A LAGGING IDENTIFIER.
AGAINST COLLEGE, CAREER AND MILITARY READINESS, BROKEN DOWN BY STUDENT ETHNICITY.
AND THIS IS OVER A THREE YEAR TREND. AND SO WE SEE FOR CCMR WE HAVE OUR TWO OR MORE RACES AT 87%.
FOR THE CLASS OF 2023, OUR ASIAN STUDENTS AT 97, WHITE STUDENTS AT 89%, HISPANIC STUDENTS AT 73, 73% ARE AFRICAN-AMERICAN STUDENTS AT 69%. AGAIN, THE GOALS THAT WERE SET FOR EACH GROUP IS DIFFERENT BY GROUP AND I KNOW OFTENTIMES THAT'S ONE OF THE THINGS THAT WE'VE TALKED ABOUT.
BUT WHAT WE HAVE DONE IS AS WE HAVE SET GOALS, WE HAVE SET GOALS.
HOW WOULD I SAY IT WITH MORE GROWTH INVOLVED FOR CERTAIN GROUPS, KNOWING THAT IN ORDER TO MOVE TO A CERTAIN LEVEL, THEY NEED TO MAKE EXPONENTIAL GROWTH AND SO THE AREA SUPERINTENDENTS AND THE THE PRINCIPALS ARE DOING A REAL GREAT JOB.
AGAIN, THIS NUMBER HAS MOVED FROM 2023 TO PRESENT.
THESE NUMBERS REPRESENT 2023, WHICH CORRELATED WITH 84.
WAS THAT THE 84% AND SINCE THEN WE'RE ALREADY AT 90% AND PUSHING HIGHER.
SO WE'RE GOING TO SEE DIFFERENCES WITHIN THESE NUMBERS BECAUSE WE HAVE HYPER FOCUSED HYPER FOCUSED ON THOSE GROUPS THAT ARE NOT PERFORMING AT THE LEVEL THAT WE FEEL IS BEST FOR THEM, SO THEY CAN TAKE ADVANTAGE OF EVERY OPPORTUNITY.
AGAIN, SAME INFORMATION BROKEN DOWN BY PROGRAMS. WE HAVE OUR SPECIAL EDUCATION, ECONOMICALLY DISADVANTAGED AND EMERGING BILINGUAL STUDENTS.
SO THERE ARE DIFFERENT WAYS TO EARN COLLEGE, CAREER AND MILITARY READINESS RATES AND THIS REPRESENTS SPECIFICALLY THEN HOW OUR STUDENTS ARE EARNING ALL THOSE DIFFERENT CCMR CREDITS.
NOW, MANY OF OUR STUDENTS WILL EARN THIS IN MANY DIFFERENT WAYS.
IT IS NOT OFTEN THAT YOU WILL ONLY SEE THAT THERE'S ONE WAY OUR STUDENTS EARN THIS CREDIT.
SO IT'S VERY HARD TO KIND OF TALK THROUGH THIS BECAUSE STUDENTS DON'T BELONG IN ONE SET OF NUMBERS AND SO THIS REPRESENTS IT SAYS MET TSI CRITERIA. IN ELA AND MATH, 72% EARNED COLLEGE READY DUAL CREDIT COURSES, 17% AP IB MET CRITERIA 42%, AND SO ON AND SO FORTH. KNOW THAT THESE ARE ALL THE DIFFERENT WAYS IN WHICH OF OUR STUDENTS CAN EARN COLLEGE, CAREER, AND MILITARY READINESS CREDIT, AND WE ALWAYS ENCOURAGE THEM NOT TO JUST BANK ON ONE THING.
WHAT WE HAVE HERE IS THE NUMBER OF STUDENTS WHO GRADUATE COLLEGE READY IN ENGLISH AND MATH.
[00:55:01]
BECAUSE THAT CORRELATES ALL THE WAY UP TO THESE NUMBERS.SO WE ALWAYS WANT FOR THE STUDENTS TO BE COLLEGE READY IN BOTH THINGS.
SO AGAIN, THEY CAN GET ACCESS TO A LOT OF DIFFERENT OPPORTUNITIES.
WHAT WE SEE HERE IS THAT OVER COMPARED TO THE STATE THAT WE OUTPACED THE REST OF THE STATE.
BUT AGAIN, WE WANT TO COMPARE OURSELVES, AND OH, YEAR OVER YEAR IN ORDER TO IMPROVE WHAT WE SEE HERE AND IS MOST TELLING IS THE IMPACT THAT MATH HAS ON STUDENTS BEING COLLEGE, CAREER AND MILITARY READY OVERARCHINGLY AND SO THAT'S WHY WHEN YOU SEE THE NUMBERS ALL THE WAY BACK TO EARLY NUMERACY, WE'RE WORKING SO HARD TO IMPROVE THAT BECAUSE IMPROVEMENT ALL THE WAY UPSTREAM WILL LEAD THEN TO IMPROVEMENT IN COLLEGE READINESS.
WHEN WE TALK ABOUT BOTH SUBJECTS MATH AND ALSO BEING COLLEGE READY IN BOTH SUBJECTS.
ONE OF THE THINGS THAT WE'RE REALLY PROUD OF WITHIN OUR DISTRICT IS THAT PART OF OUR INITIATIVES IS TO MAKE SURE THAT WE GIVE ALL OF OUR STUDENTS THE ABILITY TO TAKE THE SAT AND THE PSAT. IT'S NOT SOMETHING BASED ON ECONOMIC STATUS THAT STUDENTS THEN WILL NOT HAVE THE CAPACITY TO DO AND SO WHAT THIS NUMBER REPRESENTS IS THAT INITIATIVE WITHIN OUR DISTRICT.
I'M TRYING TO REMEMBER WHAT SPECIFICALLY HAPPENED WITHIN THAT.
THEY'RE THE CLASS OF 2022 TO WHY THAT NUMBER WENT DOWN, AND I'LL HAVE TO LOOK INTO THAT.
BUT AGAIN, THESE NUMBERS ARE NOT TYPICAL OF ACROSS THE STATE AND ACROSS THE REGION, BECAUSE NOT EVERY DISTRICT THEN PUTS MONEY ASIDE TO MAKE SURE THAT THEY PAY FOR THEIR STUDENTS TO TAKE THE SAT AND THAT'S WHAT IT IS.
SO THEN MANY STUDENTS WERE NOT TAKING THE TEST BECAUSE IT WAS NOT NECESSARY.
THANK YOU, ERICA. OOPS. SORRY. ALL RIGHT. LAST BUT CERTAINLY NOT LEAST, WE TALK ABOUT THE THING THAT'S VERY IMPORTANT TO ALL OF THOSE OUTCOMES.
THE ABILITY TO HAVE JUST AMAZING STAFF WITH EXPERIENCE THAT ALLOWS OUR STUDENTS TO BE SUCCESSFUL.
SO WHAT THIS SHOWS YEAR OVER YEAR IS THE AVERAGE YEARS OF EXPERIENCE OF OUR PRINCIPALS.
WE KNOW THAT TWO OF THE MOST IMPORTANT PEOPLE WITHIN OUR ORGANIZATION ARE TEACHERS AND PRINCIPALS, AND THAT IS BORNE OUT THROUGH RESEARCH AND SO WE TRY TO PUT A LOT INTO MAKING SURE THAT WE HAVE THE VERY BEST.
WHAT WE SEE IS FROM 2021-22 SCHOOL YEAR TO THE 23-24 SCHOOL YEAR, THAT WE'VE GONE FROM 6.9 YEARS AVERAGE EXPERIENCE TO SIX YEARS AVERAGE EXPERIENCE. WHAT WE'VE SEEN IS THAT FOR OUR TEACHERS, WE'VE GONE FROM 11.4 YEARS OF EXPERIENCE TO 11.1, NOT A HUGE AMOUNT OF DIFFERENCE AND FOR THE INSTRUCTIONAL STAFF, WHAT WE SEE IS WE'VE GONE FROM AS A DISTRICT, I'M SO SORRY THAT AS A DISTRICT, I'M TOTALLY MESSED UP FROM YEARS OF EXPERIENCE WITHIN THE DISTRICT, 6.9 TO 6.3 COMPARATIVELY, WE'RE A LITTLE BIT ABOVE THE STATE YEARS EXPERIENCE OF OUR TEACHERS 11.4 TO 11.2, PRETTY MUCH THE SAME AS THE STATE INSTRUCTIONAL STAFF.
WE MAINTAIN ABOUT 68.4% OF OUR STAFF IS INSTRUCTIONAL STAFF, AS COMPARED WITH THE REST OF THE STATE.
AT A 65%. WHERE WE ARE WORKING, WE SEE AGAIN, NOT TOO FAR OFF WITH THE STATE AS FAR AS TURNOVER RATE AT 18.7% FOR THE DISTRICT VERSUS THE STATE AT 19.1% AND AS WE'VE TALKED ABOUT HERE IN RECENT YEARS, THAT HAS BEEN AN ISSUE NOT JUST FOR ROUND ROCK ISD, BUT ALL DISTRICTS ACROSS THE STATE AS WELL AND SO ONE OF THE THINGS THAT WE WORK REALLY HARD ON IS REALLY THEN, BECAUSE THIS NUMBER HAS BEEN THAT TURNOVER RATE HAS BEEN INCREASING OVER TIME.
MR. CURRAN AND HIS STAFF, HOW WE HIRE HAS BEEN A SOURCE OF A LOT OF WORK HAS BEEN PUT IN FOR THAT IN ORDER TO STABILIZE THAT NUMBER, BECAUSE WE REALIZE ONCE YOU PROFESSIONALLY DEVELOP A TEACHER AND THAT TEACHER LEAVES YOUR SYSTEM HOW MUCH YOU'RE LOSING THROUGH ALL OF THAT WORK, EVERYTHING, ALL THE DIFFERENT INITIATIVES, ALL OF THAT GOES AWAY WHEN WE HAVE TO TRAIN AND RETRAIN, AND WE SEE EXPONENTIALLY THAT THOSE NUMBERS ARE EVEN HIGHER AT OUR CAMPUSES THAT HAVE HIGH RATES OF ECONOMICALLY DISADVANTAGED STUDENTS.
[01:00:07]
SO IT'S ONE OF THE THINGS WE WORK REALLY HARD ON.HOW CAN WE KEEP AND RETAIN OUR TALENT. EDDIE AND HIS TEAM HAS BEEN DOING A WONDERFUL JOB AS FAR AS TO STABILIZE THAT NUMBER, AND I'M REALLY EXCITED ABOUT THE THINGS THAT THEY HAVE DONE TO TURN THAT AROUND AND ALSO HAVE HIGH LEVELS OF A HIGHER RATE TO MAKE SURE THAT MOST, IF NOT ALL OF OUR CLASSROOMS ARE STAFFED. AND WITH THAT, I'M LIKE, YES.
SLIDE 55. YOU COULDN'T COME SOON ENOUGH. QUESTIONS? TRUSTEE ZÁRATE. THANK YOU, MADAM PRESIDENT. MADAM PRESIDENT, MY QUESTION IS FOR DOCTOR NICHOLS.
DOCTOR NICHOLS, YOU MAY HAVE SAID THIS, AND I MAY HAVE MISSED IT, BUT DID YOU SAY THAT? LIKE, LET'S SAY A STUDENT LEAVES AND THEN A COUPLE OF YEARS LATER, DECIDES TO GET THEIR GED? DO WE GET CREDIT FOR THAT STAT BACK ON OR THAT STUDENT BACK ON OUR STATISTICS AND IN RETRO.
NO WE DON'T. ONLY IF THEY GRADUATE. OKAY A COUPLE.
THAT'S WHY SUCCESS IS SO INCREDIBLY IMPORTANT.
YEAH. BECAUSE IT'S A MATTER OF THINGS HAPPEN NOT JUST TO US AS ADULTS, BUT THEY ALSO, WHEN THINGS HAPPEN TO ADULTS, THEY HAPPEN TO THE CHILDREN WITHIN THEIR HOMES.
AND SO WE HAVE INCREDIBLY BRIGHT STUDENTS AND OFTENTIMES I JUST WANT TO SAY ON RECORD.
IT'S A MATTER OF IT OFFERS FLEXIBILITY THAT WHEN HIT WITH THOSE THINGS, THOSE BIG THINGS THAT HAPPEN IN THEIR LIFE, THEY'RE STILL ABLE TO GO WITHIN A SPACE THAT IT'S A SMALLER, CONTROLLED AND WHERE THEY CAN TAKE ADVANTAGE AND GRADUATE WITHIN THEIR OWN TIME FRAME.
OKAY. THANK YOU. I DON'T SEE ANY OTHER LIGHTS UNLESS I'M MISSING THEM. I HAVE ONE QUESTION. THANKS FOR MAKING IT THROUGH 55 SLIDES.
WOW. ONE THING THAT I THINK IS REALLY DIFFICULT IN WATCHING THIS PRESENTATION, ESPECIALLY EARLY ON, A LOT OF THAT DATA WAS VERY JARRING. BUT I ALSO UNDERSTAND THE CONTEXT OF HOW THINGS SWITCH AND IT'S NOT AN APPLES TO APPLES COMPARISON.
DOCTOR AZAIEZ, I GUESS THIS QUESTION IS FOR YOU.
HOW CAN WE PRESENT THIS INFORMATION? I KNOW PEOPLE COULD WATCH THE MEETING, BUT COULD WE ADD FOOTNOTES OR SOMETHING? THAT KIND OF EXPLAINS SOME OF THE SHIFTS? YEAH, ABSOLUTELY.
AND AND I DON'T WANT TO. I HOPE IT DIDN'T COME WHEN DOCTOR NICHOLS, NATALIE WAS EXPLAINING.
IT'S AN EXCUSE, BUT THAT'S THE REALITY WE'RE DEALING WITH, RIGHT? TEA HAS BEEN CHANGED AND IT'S ACTUALLY THEY CALL IT THEY DON'T CALL IT STARR TEST ANYMORE.
THEY CALL IT STARR 2.0 . BECAUSE OF THE CHANGES.
EVEN COMMISSIONER MORATH ACKNOWLEDGED THIS AND TALKED ABOUT IT MANY TIMES THAT IT'S NOT.
IT'S COMPARING APPLES TO ORANGES. SO SO I THINK WE CAN MAYBE TRY TO DO A BETTER JOB EXPLAINING THAT TO OUR COMMUNITY AND IT'S REALLY STRICTLY STARR TEST, RIGHT? SO IT DOESN'T INCLUDE ANYTHING ELSE THAT OUR STUDENTS ARE ACHIEVING AND LEARNING.
IT'S STRICTLY ON A ONE DAY STAR TEST AND ALSO A TEST THAT CHANGED OVER TIME.
AND FROM THE CONTENT FROM THE PEAKS TO THE STARR TEST ITSELF TO ALSO THE METHOD OF TAKING THE TEST.
ALL THESE THINGS HAPPEN ALL AT THE SAME TIME, SO IT WILL OBVIOUSLY TAKE TIME.
AS YOU CAN SEE, THE ENTIRE STATE SAW A DROP, RIGHT? IS BECAUSE IT WILL TAKE TIME FOR OUR TEACHERS, OUR EDUCATORS, OUR STUDENTS, TO UNDERSTAND EXACTLY WHAT IT'S ASKING OF THEM FROM A LEARNING WHAT THEY NEED TO LEARN, BUT ALSO HOW THEY CAN BE SUCCESSFUL ONCE THEY SIT DOWN AND TAKE THE TEST THEMSELVES SO WE CAN DO A BETTER JOB, IF THAT'S WHAT YOU'RE ASKING. THANK YOU. YEAH, AND I DON'T WANT TO MAKE THAT MANDATE WITHOUT MY COLLEAGUES. ESSENTIALLY, I'M ASKING IF WE COULD NOTATE IN WRITING HOW THE TEST OR HOW THE THINGS HAVE CHANGED FROM YEAR TO YEAR, BECAUSE I DON'T WANT PEOPLE TO BE ALARMED WHEN THEY DON'T UNDERSTAND THESE BROAD, SWEEPING CHANGES AND EVEN REALLY, THE LITIGATION, BECAUSE I THINK THAT'S SOMETHING NOT EVERYBODY KNOWS.
ABSOLUTELY, AND I THINK IT'S IMPORTANT FOR US TO ALSO SAY AND ACKNOWLEDGE THE FACT THAT IT SOMETIMES IT DOESN'T SHOW THE HARD WORK THAT GOES BEYOND HOW TO GET THESE SCORES RIGHT. SO THAT'S THE HARD WORK OF OUR STUDENTS, OUR TEACHERS, OUR PARENTS, EVERYONE WHO IS INVOLVED TO ENSURE THAT OUR STUDENTS ARE ACTUALLY READY AND CAN DO A SUCCESSFULLY TAKE THE STARR TEST.
[01:05:02]
BUT AS I SAID, THAT'S, THAT'S THE LAWSUIT AGAINST THE [INAUDIBLE].IT'S SOMETHING THAT IT DOESN'T, AGAIN, CHANGE IN THE RULES OF THE GAMES AND CHANGES SO MANY THINGS AT THE SAME TIME AND IT'S NOT FAIR FOR THE STUDENTS TO FEEL THAT PRESSURE AND ANXIETY. BUT ALSO IT'S NOT FAIR FOR OUR TEACHERS, HARD WORKING TEACHERS AND EDUCATORS AND PRINCIPALS, EVERYONE AND PARENTS WHO EVERYONE WHO WORKS TOGETHER TO ENSURE THAT, AGAIN, THAT OUR STUDENTS ARE READY AND PREPARED.
SO I TOTALLY AND WE TOTALLY UNDERSTAND DOCTOR AZAIEZ AND PRESIDENT HARRISON.
WHAT WE CAN DO IS WE DON'T NECESSARILY HAVE TO GO THROUGH IT, BUT FOR PUBLIC RECORD, BECAUSE PEOPLE GO THERE AND THEY DON'T HAVE THE CONTEXT OF THE NARRATIVE OR THE BRIEFING, WE CAN ADD THOSE SLIDES IN THERE WHERE WE CAN DENOTE THE CONTEXT, THE CHANGES AND THE IMPACT OF THE CHANGES. LIKE, FOR EXAMPLE, I KNOW THERE WAS ONE.
WE FORGOT TO TALK ABOUT THE FACT THAT THE TEST USED TO BE THE READING LANGUAGE ARTS TEST, USED TO BE GRADED BY PEOPLE, AND NOW IT'S GRADED BY AI AND SO WHAT WE'VE SEEN IS THAT THE NUMBERS HAVE PLUMMETED AS FAR AS WHEN GRADED BY AI, WHEN THEN AND IF YOU WERE TO CHALLENGE THE SCORE, IT COSTS $50 TO CHALLENGE THE SCORE PER STUDENT, PER TEST. SO WE HAVE 47, LET'S SAY 30,000 OF OUR STUDENTS TAKE THE STARR TEST.
SO THAT'S LIKE 50 TIMES DOLLARS, 50 TIMES 30,000 OR WHATEVER IT MIGHT BE.
AS FAR AS THAT, ONE OF THE THINGS THAT CHANGE AND HOW THAT SPECIFIC CHANGE YOU'RE SAYING, HOW IS IT WHEN HUMANS GRADED? HERE'S HOW WE DID AND THEN WE'RE SEEING IT PLUMMET AS FAR AS HOW KIDS SCORE ON THE EXTENDED RESPONSE AND ALSO THE SHORT ANSWER RESPONSE AND ALSO REMEMBER AND AGAIN DIDN'T TELL YOU THIS, EVERY TEST NOW HAS A SHORT ANSWER RESPONSE.
WHETHER IT'S SOCIAL STUDIES, SCIENCE, MATH, EVERY TEST NOW HAS THAT COMPONENT.
WHEN BEFORE THE SOCIAL STUDIES TEST WAS MULTIPLE CHOICE, NOW IT'S NOT JUST MULTIPLE CHOICE, BUT IT'S ALSO A MATTER OF THEY'RE SHORT ANSWERS.
AND THE SHORT ANSWERS ARE DIFFERENTLY, HAVE A DIFFERENT AMOUNT OF POINTS ATTACHED TO IT.
AND SO THAT ALSO IMPACTS YOUR ABILITY TO PASS AND SCORE AT HIGHER LEVELS.
SO YOU PROBABLY REMEMBER AND I KNOW WE HAVE TWO TEACHERS HERE ON THE DAIS OR FORMER TEACHERS.
WE USED TO GIVE THE STARR TEST IN WRITING SEPARATE TESTS IN FOURTH GRADE AND SEVENTH GRADE.
RIGHT. AND THEY MADE THOSE CHANGES. AND LIKE DOCTOR NICHOLS WAS SAYING, BECAUSE THERE'S SO MUCH TO GRADE THEY COULDN'T HAVE POSSIBLY PEOPLE I GUESS GRADING IT RIGHT. SO THE WHAT THEIR THE SYSTEM WILL WORK IS THEY TAKE A SAMPLE, LET'S SAY A HUNDRED OF SAMPLES, HUMANS WILL GRADE THEM. AND THEN LET'S SAY THEY GET THE FOUR HERE, THREE HERE, AND THEN UPLOAD THOSE IN THE COMPUTER.
RIGHT. IF YOU SEE THIS IS A FOUR RIGHT. AND SO THE THAT'S HOW THEY GRADE THE MILLIONS.
I MEAN I THINK THERE ARE 5.5 MILLION STUDENTS IN THE STATE OF TEXAS.
SO WE'RE TALKING ABOUT OVER 2 MILLION STUFF, RIGHT? PAPERS, TESTS THAT THEY HAVE TO BE GRADED BY AI JUST TO SAVE TIME AND MONEY FOR THE STATE.
SO BUT THE STATE SAID IF YOU THINK YOU KNOW YOUR STUDENT SCORES SHOULD BE HIGHER, GO AHEAD, PAY $50 PER STUDENT AND WE CAN FUND SOMEBODY WHO CAN GRADE THESE TESTS AND OBVIOUSLY IT'S A HUGE EXPENSE FOR ANY DISTRICT.
BUT I KNOW THAT A COUPLE OF DISTRICTS, ACTUALLY SMALLER DISTRICT TRIED TO DO IT AND THEY TRIED WAS SMALL, AND THEY FOUND THAT MORE THAN 50% OF THEIR WHEN THEY RETEST THEM, MORE THAN 50% WHEN THEY'RE DONE BY HUMAN TESTERS OR THEY FOUND OUT THAT THEY ACTUALLY THE SCORES WILL GO UP, MORE THAN HALF WILL GO UP.
SO THERE IS A LOT OF ISSUES. AS I SAID, THAT'S I MEAN, WE'RE NOT ZONED [INAUDIBLE] OR THE STATE, BUT THERE ARE OTHER SCHOOL DISTRICTS. AGAIN, THERE IS A REASON WHY THEY'RE BEING SUED IS BECAUSE THE SYSTEM THAT WAS ESTABLISHED BY THE STATE AND FORCED TEA IS UNFORTUNATELY FLAWED FRAUD.
IT'S NOT WORKING AND IT'S NOT FAIR. IT DOESN'T NECESSARILY ACKNOWLEDGE THE HARD WORK OF OUR STUDENTS OR ANY STUDENT REALLY, IN THE STATE OF TEXAS, OBVIOUSLY. AND ALSO THE HARD WORK OF THE EDUCATORS AND PARENTS WHO REALLY WORK WITH THEM.
[01:10:03]
IT'S JUST NOT IT'S NOT FAIR. THANK YOU FOR THAT CONTEXT.I JUST DON'T WANT TO MOVE ON. TRUSTEE LANDRUM, DID YOU HAVE.
OKAY. YOU'RE GOOD. MR. MCLEAN, WOULD YOU LIKE TO SPEAK? THANK YOU. SET YOUR TIMER. OKAY. THANK YOU ALL.
IT'S SO GREAT TO SEE YOU ALL. THERE'S SOME NEW FACES HERE.
SO VERY MUCH HAPPY TO SEE THE LOVELY PALETTE AND SPECTRUM OF OUR BOARD.
I THINK IT REALLY REFLECTS A LOT OF OUR STUDENTS. SO THANK YOU ALL.
IN REGARDS TO THIS SPECIAL EDUCATION DETERMINATION STATUS MEETS REQUIREMENTS.
I HAVE TWO KIDS. THEY'RE ON OPPOSITE ENDS OF THE SPECTRUM.
I ALWAYS SAY I HAVE APPLES AND AIRCRAFT CARRIERS FOR KIDS.
ONE IS IN SPECIAL EDUCATION AND I'VE HEARD ABOUT HIM BEFORE AND MET HIM ONE TIME.
AND THE OTHER IS IN THE GIFTED AND TALENTED PROGRAM.
YOU HAVE ALWAYS BEEN GREAT FOR SPECIAL EDUCATION FOR MY SON.
AND THEN MY DAUGHTER IN THE TALENTED AND GIFTED PROGRAM SEEMS TO BE DOING GREAT.
I DIDN'T SEE ANY TALENTED, GIFTED INFORMATION THERE, SO I WOULD HAVE LIKED TO SEE THAT.
MOVING ON. I DO WANT TO REMIND YOU, YOU'RE ONLY GETTING ABOUT 10% OF YOUR FUNDS FROM STATE OR FEDERAL GOVERNMENTS, SO KEEP THAT IN MIND. IT'S ONLY 10%. THAT BEING SAID, DO WHAT YOU DO.
NOT EVERYONE STARTS THE SAME STARTING POINT. MY SON IS NOT THE SAME STARTING POINT AS MY DAUGHTER.
I APPRECIATE THAT YOU REFLECT THE DIFFERENT LIFE PATHS MANY OF THE CHILDREN GO ON AND WHERE THEY COME FROM, AND THAT'S REFLECTED IN YOUR NUMBERS AND ANYONE SAYS THAT SHOULD ALL BE STRIPPED OUT AS RIDICULOUS.
THEY WENT UP BY OVER 1000 IN 1 YEAR AND DIDN'T SHOW THAT AS A PERCENTAGE.
MOVING ON. READING LA. OH, THE ACT AND SAT ASSESSMENTS.
I DON'T KNOW IF THAT'S PUBLICLY AVAILABLE OR IN WITH THE INFORMATION STRIPPED OUT, BUT THAT WOULD HAVE BEEN REALLY NICE TO SEE IN THIS REPORT TO SEE HOW OUR KIDS ARE DOING ON SAT AND ACT SCORES, BECAUSE THAT IS WHERE THE RUBBER MEETS THE [INAUDIBLE] SCHOOLS.
THANK YOU ALL VERY MUCH. THANK YOU SO MUCH. IT IS 6:43 AND WE ARE COMPLETE ON THIS PRESENTATION.
THANK YOU TO THE STAFF FOR THAT PRESENTATION.
I SEE THAT WE HAVE SOME WONDERFUL PEOPLE TO RECOGNIZE.
SO I DON'T WANT TO TAKE TOO LONG, BUT I WOULD LIKE TO TAKE A BRIEF RECESS UNTIL 6:50PM.
TO RESET THE DAIS. SO WE'RE ADJOURNED UNTIL 6:50PM.
* This transcript was compiled from uncorrected Closed Captioning.