Jun 17, 2025 Regular Board Meetings

>> I HAVE A MOTION AND A SECOND. ANY QUESTIONS?

>> NOW WE GO INTO THE PRESENTATION.

>> HEARING NONE, I'LL TURN IT OVER TO DR. AZAIEZ.

>> THANK YOU VERY MUCH.

AGAIN, THE PRESENTATION, DENNIS ALREADY WENT THROUGH IT.

UNLESS YOU HAVE ANY QUESTIONS, YOU WANT US TO GO BACK TO ANY PARTICULAR SLIDES, OR HAVE ANY CONVERSATION ABOUT IT, BUT IT'S PRETTY MUCH WHAT DENNIS EXPLAINED EARLIER, WE HAVE TO ADOPT IT AS IS DUE TO TECHNICALITY THAT TA DID NOT RELEASE ALL THE BUDGET CODES APPROPRIATE AS IT RELATES TO HOUSE BILL 2.

WE HAVE TO ADOPT THAT SECOND COLUMN WITH THE IDEA THAT WE'RE COMING BACK HOPEFULLY WITH AN AMENDED ONE AS EARLY AS AUGUST, ONCE TA RELEASES ALL THAT INFORMATION.

THAT TIME, WE HOPE AND WE'LL BRING TO YOU THAT BALANCED BUDGET, MAYBE EVEN A POSITIVE BUDGET.

>> THANK YOU, TRUSTEE MARKUM FOR STEPPING IN.

COLLEAGUES, QUESTIONS, COMMENTS.

WE HAVE A MOTION AND A SECOND.

ALL IN FAVOR OF PASSING AGENDA ITEM I.1, THE ADOPTION OF THE 2025/2026 ROUND ROCK ISD BUDGETS AS STATED.

MOTION CARRIES 7-0. THANK YOU.

MOVING ON TO SUPERINTENDENT REPORT F.2 STRATEGIC PLAN,

[F. SUPERINTENDENT REPORTS]

2.3 AND 4.1, TURNING IT OVER TO YOU DR. AZAIEZ.

>> PRESIDENT HARRISON. YES. IF IT'S OKAY, CAN WE DO THE LONE STAR GOVERNANCE FIRST, THE F.1 BECAUSE WE WANT TO MAKE SURE THAT WE FOCUS ON A CERTAIN OUTCOME WE'LL HAVE A PRESENTATION.

>> THAT WAS ON ME. ACCEPTED.

>> IT'S OKAY.

>> YES. F.1, LSG MONITORING REPORT GOAL 1, EARLY LITERACY, AND GOAL 2, EARLY MATH STUDENT OUTCOMES. THANK YOU.

>> THANK YOU. WE'RE GOING TO ALLOW THE TEAM TO JOIN US.

WE HAVE ACTUALLY ONE OF OUR AMAZING PRINCIPAL ALSO JOINING US TO PRESENT ABOUT HER AMAZING DATA AND WHAT GREAT WORK SHE'S DOING AT HER CAMPUS AS WELL.

ALONG WITH OUR AREA SUPT FOR THE WESTWOOD LEARNING COMMITTEE YOU ALREADY KNOW ZACH AND [INAUDIBLE] HERE WITH US.

>> MADAM PRESIDENT, TRUSTEES AND DR. AZAIEZ, THANK YOU FOR THE TIME TODAY TO SHARE THE COLLECTIVE WORK OF OUR STAFF AS IT RELATES TO BOARD GOALS 1 AND 2, WHICH IS EARLY MATH AND EARLY LITERACY.

TODAY, ONE OF THE THINGS THAT WE'RE GOING TO DO WE'LL REPORT OUT ON THE DISTRICT DATA IN REGARDS TO EARLY LITERACY AND WE'LL GET AN OPPORTUNITY TO HEAR FROM ONE OF OUR CAMPUSES AND THE SPECIFIC WORK THAT THEY'VE DONE.

THEN WE'LL TAKE SOME QUESTIONS AND THEN WE'LL MOVE ON TO OUR PRESENTATION AS IT RELATES TO EARLY MATH.

LET'S GO AHEAD AND GET STARTED.

FIRST, LET'S TAKE A LOOK AT THE END OF THE YEAR DATA FOR EARLY LITERACY.

ROUND ROCK ISD USES MCLASS AN ONLINE ASSESSMENT SYSTEM FOR THE SCREENING AND PROGRESS MONITORING OF LITERACY SKILLS FOR STUDENTS IN KINDERGARTEN TO SECOND GRADE IN BOTH ENGLISH AND SPANISH.

IF A STUDENT WAS ASSESSED IN BOTH LANGUAGES, THE HIGHER SCORE WILL BE REFLECTED IN OUR DATA.

THE RESULTS PROVIDE A COMPOSITE RATING FOR LITERACY.

STUDENTS HAD TO HAVE A COMPOSITE RATING OF AT OR ABOVE BENCHMARK TO BE CONSIDERED ON TRACK TO SCORE THE MEETS GRADE LEVEL EXPECTATION OR ABOVE ON FUTURE 3RD GRADE READING STAAR.

THIS IS JUST A REMINDER, SOME THINGS FROM BEFORE.

THE STATE ASSESSMENT, STAAR 2.0 HAS FOUR GENERAL LEVELS, DID NOT MEET GRADE LEVEL, APPROACHES LEVEL, MEETS GRADE LEVEL AND MASTERS.

IF YOU LOOK SPECIFICALLY, THE THREE THAT ARE CIRCLED REPRESENT A PASSING SCORE, DID NOT MEET MEANS THAT THE STUDENT DID NOT PASS.

WHAT WE ALWAYS WANT TO POINT OUT THOUGH THAT EVEN THOUGH APPROACHES, MEETS, AND MASTERS REPRESENTS A PASSING SCORE, WHAT WE'RE ALWAYS AIMING FOR IS FOR OUR STUDENTS TO ACHIEVE AT THE MEETS AND/OR MASTERS GRADE LEVEL.

OFTENTIMES WITHIN OUR COMMUNITY, THIS HAS BEEN SEEN AS SOMETHING THAT IS ABOVE AND BEYOND, WHEN REALLY WE WANT TO MAKE SURE TO CHANGE THE MINDSET SO THAT EVERYONE UNDERSTANDS, THIS NEEDS TO BE WHERE OUR STUDENTS ARE PERFORMING CONSISTENTLY.

THE REASON BEING IF A STUDENT IS PERFORMING AT THE MEETS GRADE LEVEL, THEN IT MEANS THERE'S A 60% CORRELATION FOR THEM TO ACHIEVE COLLEGE READINESS, AND CONCURRENTLY, IF THEY'RE PERFORMING AT THE MASTERS GRADE LEVEL, THEY HAVE A 75% CHANCE TO ACHIEVE COLLEGE READINESS.

[00:15:08]

YOU SEE WITH BOTH OF THESE NUMBERS, AGAIN, THE MINDSET IS, THIS IS THE VERY TOP OF HOW STUDENTS CAN PERFORM.

BUT AGAIN, THERE'S NOT A 100% CORRELATION.

WE NEED TO MAKE SURE THAT IT'S UNDERSTOOD THAT HERE IS WHERE WE WANT OUR STUDENTS TO PERFORM.

AGAIN, THE REASON WHY WE ARE SPECIFICALLY LOOKING AT OUR BOARD GOALS AND WHY THEY'RE CORRELATED OR ATTACHED TO THE MEETS GRADE LEVEL, BECAUSE THERE'S AN UNDERSTANDING OF, WE WANT TO MAKE SURE THAT OUR STUDENTS HAVE THE ABILITY TO ACCESS COLLEGE LEVEL COURSES.

ANOTHER REMINDER IS TO MAKE SURE THAT OFTENTIMES THERE IS THIS DICHOTOMY BETWEEN, ALL KIDS DON'T HAVE TO GO TO COLLEGE.

I NEED FOR EVERYONE TO UNDERSTAND THAT THE TERM COLLEGE READINESS IS SIMPLY A PLACEHOLDER TO DESCRIBE THAT OUR STUDENTS ARE PERFORMING, READING, WRITING, AND MATH, THEY'RE PERFORMING THESE SKILLS AT A VERY HIGH LEVEL, THAT WHETHER OR NOT THEY CHOOSE TO GO INTO THE MILITARY, A CAREER, COLLEGE, VOCATIONAL, THEY'RE ABLE TO ACCESS THOSE THINGS AND BE SUCCESSFUL.

THAT IS ALWAYS GOING TO BE OUR GOAL AS A DISTRICT.

WHAT PERCENTAGE OF OUR STUDENTS CAN WE GET PERFORMING AT THESE LEVELS.

TO START WITH, WE LOOK AT 2024-2025, WE INCREASED OUR ALL STUDENT GROUP BY 6% POINTS.

IT'S NOW AT 70%.

LAST YEAR, THE GOAL WAS TO GET THAT AT 60%.

THIS AGAIN IS FOR THIRD GRADERS.

THE DIFFERENCE IN PERCENTAGE POINTS IS DUE TO THE NEED FOR EXPONENTIAL GROWTH AND ACHIEVEMENT NEEDED FOR SOME OF OUR STUDENT POPULATION.

YEAR OVER YEAR, YOU'LL SEE THE INCREASE IS NOT THE SAME FOR EVERY GROUP BECAUSE SOME GROUPS ARE STARTING AT A LOWER LEVEL, THE JUMP THAT THEY WILL HAVE TO MAKE IN ORDER TO BE ON PAR BY A CERTAIN TIME WILL BE DIFFERENT FROM OTHERS.

I JUST WANTED TO MAKE SURE THAT WE POINTED THAT OUT.

>> ALTHOUGH THE BOARD GOAL IS SPECIFICALLY ATTACHED TO THIRD GRADE, WHEN WE PROGRESS MONITOR THESE, THEN WE'RE PROGRESS MONITORING HOW OUR STUDENTS ARE DOING IN KINDERGARTEN, FIRST GRADE, AND SECOND GRADE.

THE THOUGHT PROCESS IS IF WE SEE THAT OUR STUDENTS THEN ARE ON TRACK TO PERFORM AT A CERTAIN LEVEL, THEN WE KNOW THAT BY THIRD GRADE THAT WE CAN SEE SUCCESS.

IF THE NUMBERS ARE OFF IN KINDERGARTEN THROUGH SECOND GRADE, THEN WE KNOW THAT THERE ARE SOME CONCERNS AND THERE ARE SOME STRATEGIES AND INTERVENTIONS THAT WE NEED TO PUT IN PLACE TO GET OUR STUDENTS AT A CERTAIN LEVEL.

LET'S GO AHEAD AND LOOK AT WHAT IS HAPPENING WITH OUR STUDENTS IN KINDERGARTEN, OUR KINDERGARTEN STUDENTS STARTED THE YEAR AT 57% OF THEM PERFORMED AT OR ABOVE, AND BY THE END OF THE YEAR, THEY GREW TO 78%.

WE MET OUR END OF GOAL OF 78%, AND WE ACHIEVED FROM THE BEGINNING OF THE YEAR TO END OF THE YEAR A 21 PERCENTAGE GAIN.

ALTHOUGH WE DID DROP THREE PERCENTAGE POINTS FROM LAST YEAR, THAT STILL REPRESENTS A GREAT GAIN AND WE'RE ON TRACK IN ORDER TO ACCOMPLISH GREAT THINGS WITH OUR KINDERGARTEN CLASS.

WHEN WE LOOK AT THE STUDENT POPULATIONS YEAR OVER YEAR, IT SHOWS THAT EACH STUDENT GROUP POPULATION IS STATISTICALLY SIMILAR TO HOW IT PERFORMED THE PREVIOUS YEAR.

WE SEE WITH OUR WHITE ASIAN, TWO OR MORE RACES OR ETHNICITIES ARE MERGING BILINGUAL AND OUR FIVE OR FOUR STUDENTS THAT SPECIFICALLY THERE WAS AN INCREASE WITHIN THEIR NUMBERS AND ALSO THAT THEY ACHIEVED THEIR END OF THE YEAR GOAL.

WE'RE NOT SEEING THE SAME THING FOR OUR STUDENTS WHO ARE ECONOMICALLY DISADVANTAGED, AFRICAN AMERICAN, HISPANIC, AND SPED.

ONE OF THE THINGS THAT EVEN THOUGH THERE WAS AN INCREASE, WE'RE NOT SEEING THAT THEY REACHED THEIR GOALS FOR THE YEAR.

ONE OF THE THINGS I WANT TO POINT OUT, AND WE'LL CONTINUE TO POINT THIS OUT AS WE PRESENT, IS SPECIFICALLY AT THE END OF THE CHART WHERE YOU SEE PRE-K4.

WHAT THAT IS MEANT TO DENOTE IS OUR STUDENTS WHO ATTENDED PRE-K4, AND HOW WELL ARE THOSE STUDENTS DOING VERSUS STUDENTS WHO DID NOT ATTEND.

YOU SEE OVERARCHINGLY, WE HAD 78% OF OUR STUDENTS ACHIEVE AT OR ABOVE.

FOR THE STUDENTS WHO IF THEY WERE IN PRE-K4, THEY WERE ABLE TO ACHIEVE AT THE SAME AMOUNT.

WHY IS THAT IMPORTANT? BECAUSE OVERARCHINGLY, THE STUDENTS WHO ARE IN OUR PRE-K4 PROGRAM ARE STUDENTS WHO ARE VERSION BILINGUAL STUDENTS WHO ARE ECONOMICALLY DISADVANTAGED, DISPROPORTIONATELY SO THAN MOST OF OUR POPULATION.

IT POINTS TO THE GREAT THINGS OUR DISTRICT IS DOING AS FAR AS MAKING PRE-K4 AVAILABLE ALL DAY TO OUR STUDENTS ABOVE WHAT THE STATE HAS US DOING OR RECOMMENDS OR EVEN

[00:20:04]

PAYS FOR US TO DO AND HOW THAT AFFECTS OUR STUDENTS ACADEMICALLY.

I WANTED TO JUST NOTE THAT AND FOR EVERYONE TO LOOK AT THAT AS WE LOOK AT THE DIFFERENT SLIDES AS FAR AS WHAT IS THE IMPACT OF OUR PRE-K PROGRAM ON OUR STUDENTS AND THEIR ACHIEVEMENT.

WHEN WE LOOK SPECIFICALLY AT OUR FIRST GRADE STUDENTS AS IT PERTAINS TO EARLY LITERACY, THEY STARTED THE YEAR AT 65% IN THE BEGINNING OF THE YEAR DATA, AND BY THE END OF THE YEAR, THEY GREW TO 78%.

THIS IS A 13% INCREASE.

WE MET OUR END OF THE YEAR GOAL AT 76%.

THE YEAR OF A YEAR, FIRST GRADE DATA SHOWS THE IMPACT OF OUR KINDERGARTEN GAINS.

YOU SEE WHERE WE STARTED EVERY YEAR SINCE, WE'VE BEEN ABLE IN FIRST GRADE TO START AT A BETTER PERCENTAGE AND WE'RE HOPING OVER TIME, WE'RE ALSO ABLE TO INCH UP AND START A LITTLE BIT HIGHER AS WELL.

THE IMPACT OF WHAT IS HAPPENING IN KINDERGARTEN IS DEFINITELY FELT.

ONE OF THE THINGS TO NOTE AS WE'RE LOOKING AT THE DATA AND BASED ON THE WORK THAT THE TEACHING AND LEARNING TEAM, AREA, SUPERINTENDENTS, PRINCIPALS, TEACHERS, THE WORK THAT EVERYONE IS DOING.

OFTENTIMES YOU HAVE HEARD THE STATISTIC OF WE WANT EVERY KID TO BE ON LEVEL BY THIRD GRADE.

WANT EVERYONE TO KNOW THAT THE RESEARCH IN THE LITERATURE WITHIN THIS HAS CHANGED.

IT IS SPECIFICALLY STATES THAT BY FIRST GRADE.

IF BEYOND WE CAN'T GET A KID TO BE ON LEVEL BY FIRST GRADE, IT BECOMES STATISTICALLY MUCH HARDER TO GET THEM ON LEVEL.

FOR US AS A UNIT, WHAT WE'RE WORKING ON, WHAT PROCESSES CAN WE PUT IN PLACE TO REALLY MAKE SURE THAT THIS HAPPENS BY FIRST GRADE AND NOT THIRD GRADE AS SOMETIMES WE'VE PREVIOUSLY HEARD.

WHEN WE LOOK AT OUR YEAR OVER YEAR COMPARISON, THE END OF THE YEAR DATA SHOWS THAT EACH STUDENT POPULATION IS STATISTICALLY SIMILAR TO HOW IT PERFORMED THE PREVIOUS YEAR.

BUT WITH ALMOST ALL STUDENT POPULATION SCORING SEVERAL PERCENTAGE POINTS ABOVE LAST YEAR'S PERFORMANCE.

WE SAW SPECIFICALLY FOR ECONOMICALLY DISADVANTAGED SPED AND DYSLEXIA.

THEY DID NOT MEET THE BOARD GOAL, BUT WHAT WE DID SEE THAT OUR ECONOMICALLY DISADVANTAGED STUDENTS, SPED STUDENTS WERE ONLY TWO PERCENTAGE POINTS OFF AS FAR AS WHAT THEY NEEDED TO MEET THE GOAL.

THOSE ARE SOME OF THE POPULATIONS WHERE WE NEEDED EXPONENTIAL GROWTH IN ORDER TO MEET THAT GOAL.

I'M PLEASED WITH THAT EVEN IF WE DIDN'T SPECIFICALLY MEET THAT GOAL.

THAT SHOWS A LOT OF GROWTH FOR THEM YEAR OVER YEAR.

WE DID MEET OUR GOALS WERE FOR OUR AFRICAN AMERICAN POPULATIONS WHO GREW THREE PERCENTAGE POINTS FROM LAST YEAR, OUR HISPANIC POPULATION WHO GREW FOUR PERCENTAGE POINTS FROM LAST YEAR, A WHITE POPULATION THAT GREW SIX PERCENTAGE POINTS FROM LAST YEAR, AND ALSO OUR EMERGING BILINGUAL POPULATION THAT GREW FOUR PERCENTAGE POINTS FROM LAST YEAR.

AGAIN, TAKE NOTE AS FAR AS THE IMPACT OF OUR PRE-K4 PROGRAM AS IT RELATES TO HOW OUR STUDENTS ARE DOING OVERARCHINGLY.

YOU'RE SEEING THAT IF A STUDENT ATTENDED PRE-K4 PROGRAM AND ROUND ROCK ISD, 78% OF THAT POPULATION, WHICH IS DISPROPORTIONATELY MORE STUDENTS ARE DISADVANTAGED THAT ENTER THAT PROGRAM, THEY'RE ABLE TO SCORE AND ACHIEVE CLOSE TO WHERE THE DISTRICT IS OVERARCHINGLY.

WE'RE VERY PROUD OF THE WORK WE'RE DOING THERE AND FOR OUR PRE-K TEACHERS.

ANOTHER CAUSE FOR CELEBRATION IS TO REALLY LOOK AT WHAT HAPPENS FOR STUDENTS WHO ARE IN OUR SYSTEM.

WE SEE FOR STUDENTS THAT WERE WITH US, THE FIRST GRADE COHORT IN KINDERGARTEN, AND ALSO AGAIN WITH US IN FIRST GRADE, THAT THEY'RE ABLE TO MAINTAIN WHAT THEY'RE DOING SO 82% OF THAT POPULATION IS SCORING AT OR ABOVE.

THERE'S THE SENSE OF THEY'RE KEEPING THEIR ABILITY TO GROW AND CONTINUING TO GROW IF THE LONGER THAT THEY'RE IN OUR SYSTEM.

WE THINK THAT IS AN IMPORTANT CALL OUT FOR OUR COMMUNITY AS WELL.

WHEN WE MOVE OVER TO OUR SECOND GRADE DATA.

THE STUDENTS STARTED THE YEAR AT 68% AND GREW TO 77%.

WHILE THIS IS AN IMPROVEMENT AS COMPARED TO PAST YEARS, WE MISSED OUR END OF YEAR GOAL BY 2%.

THIS WAS OVERARCHINGLY A 9% GROWTH FROM BEGINNING OF THE YEAR TO END OF THE YEAR.

WHAT WE'D LIKE TO LOOK AT, THOUGH, ALSO, ANOTHER CALL OUT IS TO SEE YEAR OVER YEAR, AS FAR AS EVERY YEAR, EVEN IF WE START ABOUT THE SAME PLACE, WE'RE ABLE TO END A LITTLE BETTER EVERY YEAR, AND WE'RE GOING TO KEEP PUSHING FORWARD AS FOR WHAT THAT LOOKS.

NOW WE LOOK SPECIFICALLY AT EACH OF THE DIFFERENT STUDENT POPULATIONS AND HOW THEY DID YEAR OVER YEAR.

[00:25:05]

THIS COMPARISON SHOWS THAT WE SEE A GREAT DEAL OF IMPROVEMENT FOR AFRICAN AMERICAN, HISPANIC, WHITE, ASIAN, TWO OR MORE ETHNICITIES, ECONOMICALLY DISADVANTAGED, EMERGING BILINGUAL AND SPED POPULATIONS.

WHILE WE DID NOT MEET THE GOAL, A LOT OF CELEBRATIONS THERE AS FAR AS ALL THE DIFFERENT POPULATIONS, AS FAR AS WHO IMPROVED.

HOWEVER, WE DID SEE SOME SLIGHT REGRESSIONS FOR STUDENTS IN 504.

AGAIN, WE WANT TO NOTE THE IMPACT OF OUR STUDENTS WHO ARE IN PRE-K4.

WE HAVE BEEN EXPANDING THE REACH AS FAR AS NOT JUST HOW MANY SCHOOLS HAVE PRE-K PROGRAMMING, BUT ALSO SOMETIMES HOW MANY DIFFERENT SECTIONS THEY HAVE WITHIN THEIR SCHOOLS, AND WE'RE SEEING AND NOTING THE IMPACT AND DIFFERENCE THAT IT'S MAKING THE ACHIEVEMENT FOR OUR STUDENTS WHO ARE THE MOST DISENFRANCHISED AND OFTENTIMES NEED THE MORE OF A LEG UP.

WHEN WE LOOK AT THE COHORT DATA, YOU SEE HOW MUCH THIS IS GREATLY FELT.

AGAIN, WHEN STUDENTS ARE STAYING WITHIN OUR SYSTEM YEAR OVER YEAR, THERE IS AN EXPONENTIAL IMPACT AS FAR AS HOW MUCH THIS IS IMPACTING THEIR LEARNING.

FOR THIS KINDERGARTEN CLASS, THEY WERE AT 70% AT OR ABOVE, YOU SEE WITHIN THEIR FIRST GRADE YEAR, GROWING TO 78% AS FAR AS WHO'S AT AND ABOVE AND AGAIN IN THE SECOND GRADE YEAR AND 80% OF THE STUDENTS.

THAT'S A CALL OUT TO OUR TEACHERS AND THE WORK THAT DOING AND HOW WE'RE ADDING KNOWLEDGE UPON KNOWLEDGE TO MOVE OUR STUDENTS FURTHER ON ALONG.

NOW, WE TAKE THIS OPPORTUNITY WE LOVE TO REALLY INTRODUCE ONE OF OUR WONDERFUL PRINCIPALS.

WITH THAT, I WILL HAVE HER AREA SUPERINTENDENT TAKE THE LEAD AND SPEAK TO THAT.

>> WELL, GOOD EVENING, DR. AZAIEZ, MADAM PRESIDENT, AND TRUSTEES.

THANK YOU FOR ALLOWING US TO BE HERE TONIGHT TO SHOWCASE THE AMAZING WORK IN EARLY LITERACY THAT PRINCIPAL SARA NELSON, HER LEADERSHIP TEAM AND HER STAFF HAVE DONE OVER THE LAST SCHOOL YEARS.

FOR THOSE OF YOU WHO MAY NOT BE SUPER FAMILIAR WITH PURPLE SAGE, IT'S A THRIVING COMMUNITY SCHOOL LOCATED IN NORTHWEST AUSTIN, SERVING STUDENTS FROM PRE-K4 ALL THE WAY THROUGH FIFTH GRADE.

SCHOOL EMPLOYS OVER 70 DEDICATED EDUCATORS AND PROUDLY HOSTS THREE SPECIALIZED EDUCATION PROGRAMS. EARLY CHILDHOOD SPECIAL EDUCATION TOGETHER WE CAN, EARLY CHILDHOOD SPECIAL EDUCATION FUNCTIONAL COMMUNICATION, ALONG WITH SERVING AS THE ACHIEVE VERTICAL CLUSTER CLASSROOM FOR THE WESTWOOD LEARNING COMMUNITY.

PURPLE SAGE NOT ONLY EDUCATES THE STUDENTS IN THE SURROUNDING NEIGHBORHOOD, BUT OTHER FAMILIES FROM NORTHWOODS AT AVERY RANCH, RIVERA SPRINGS, AS WELL AS SEVERAL APARTMENT COMPLEXES NEAR LAKE LINE MALL.

WHEN MISS NELSON BEGAN HER TENURE 11 YEARS AGO AS PRINCIPAL OF PURPLE SAGE, THEY HAD AN ENROLLMENT OF APPROXIMATELY 350 STUDENTS.

AS OF THIS UPCOMING AUGUST, THE SCHOOL IS PREPARING TO WELCOME OVER 520 LEARNERS, REFLECTING SIGNIFICANT GROWTH IN BOTH SIZE AND DIVERSITY.

IN THE MOST RECENT SCHOOL YEAR AROUND 25% OF STUDENTS SPOKE A LANGUAGE OTHER THAN ENGLISH AT HOME.

THE SCHOOL COMMUNITY IS ENRICHED BY ITS LINGUISTIC AND CULTURAL DIVERSITY WITH FAMILIES REPRESENTING MORE THAN 30 LANGUAGES.

AS THE AREA SUPERINTENDENT OF THE WESTWOOD LEARNING COMMUNITY, I OFTEN BRAGGED TO OTHER LEADERS ABOUT THE GREAT WORK AT PURPLE SAGE, ESPECIALLY WHEN IT COMES TO SARA AND HER TEAM KNOWING EACH STUDENT BY NAME AND BY NEED.

SARA HAS DONE AN AMAZING JOB OF STRENGTHENING HER PROFESSIONAL LEARNING COMMUNITIES ON HER CAMPUS AND BUILDING THE CAPACITY NEEDED TO ENSURE THAT HER TEACHERS AND STAFF ARE WELL PREPARED TO ANALYZE STUDENT DATA AND TO ENSURE THAT ALL STUDENTS RECEIVE THE SUPPORT THEY NEED TO GROW EACH AND EVERY YEAR.

THIS TIME, I'LL TURN THE MICROPHONE OVER TO MISS NELSON TO ALLOW HER TO SHARE THEIR UNIQUE PROCESS TO ANALYZE STUDENT DATA, AND TO IMPLEMENT PLANS TO SUPPORT OUR AMAZING WRITERS AT PURPLE SAGE ELEMENTARY.

>> THANK YOU, DR. OLDHAM.

MADAM PRESIDENT, DR. AZAIEZ, TRUSTEES.

THANK YOU FOR ALLOWING ME TO PRESENT TONIGHT, I COULD TALK FOREVER ABOUT THIS LITTLE PURPLE SCHOOL THAT I LOVE.

I'VE ALREADY ASKED DR. NICHOLS AND THIS GUYS NEXT TO ME WOULD NUDGE ME IF I TALK TOO MUCH.

BUT THE FIRST SLIDE YOU'RE GOING TO SEE ARE KINDER DATA, AND I HAVE TO START WITH SAYING A HUGE THANK YOU TO TAYON, SAMANTHA JOHNSON, AND JODI TEAL ARE KINDER TEACHERS.

AGAIN, TO REITERATE WHAT DR. NICHOLS SAID, YOU SEE THE SAME DATA THAT SHE PRESENTED ON JUST AT A CAMPUS LEVEL.

YOU'RE GOING TO SEE THE PROGRESSION OVER THE LAST THREE SCHOOL YEARS.

WE DID EXCEED OUR TARGET OF 78% THIS YEAR ENDING AT 87%.

AT A CAMPUS LEVEL, WHEN WE DIG INTO THIS, THOUGH, I'M ALWAYS GOING TO DEFAULT TO WHAT DID WE MISS? WHO DIDN'T GET THERE AND WHY? INSTEAD OF AND THIS IS GOING TO SOUND AWFUL, CELEBRATING THE SUCCESS,

[00:30:01]

I IMMEDIATELY TURN TO WHO IS IN AN M CLASS, YOU CAN FALL WELL BELOW BENCHMARK AT BENCHMARK AND WELL ABOVE.

I IMMEDIATELY GO TO WHO IS WELL BELOW AND WHO IS BELOW.

WE HAVE DRILLED THAT DOWN TO IT'S TWO STUDENTS AT WELL BELOW, TWO STUDENTS AT BELOW.

I CAN TELL YOU THE WHY, I CAN TELL YOU THAT THEY ARE STUDENTS THAT ARE ON OUR RADAR, KINDER IS HARD.

THERE'S NOT MANY STUDENTS THAT ARE GOING THROUGH THE SPECIAL EDUCATION REFERRAL PROCESS UNLESS THEY'RE COMING OUT OF EARLY CHILDHOOD SPECIAL EDUCATION.

BUT IT'S KIDDOS THAT WE HAVE ON OUR WATCH LIST THAT WE HAVE A SUSPICION OF.

THEN AS WELL AS IN CONJUNCTION WITH STUDENTS WHOSE FAMILY ARE NEW TO THE COUNTRY, AND THEY'RE LEARNING ENGLISH SO AS TO BE EXPECTED, DISSECTING PHONEMES MIGHT NOT BE TOP OF THEIR PRIORITY LIST RIGHT NOW.

I'LL GET TO THAT IN JUST A MINUTE TO, THOUGH, BUT WE DO CELEBRATE THE 47% OF OUR STUDENTS THAT ARE ABOVE.

I ATTRIBUTE THIS TO OUR KINDER TEAM WORKING DILIGENTLY WITHIN APHONICS PROGRAM.

NOT ONLY DO THEY TEACH WHOLEHEARTEDLY TO THE ALIGNED ROUND ROCK CURRICULUM, BUT THEY ALSO SUPPLEMENT INSTRUCTION WITH HEGARTY PHONICS INSTRUCTION DAILY AND GIVE A HUGE TIME OF THEIR DAY TO PHONICS INSTRUCTION.

MOVING TO OUR FIRST GRADE TEAM, AGAIN, ANOTHER GREAT CELEBRATION.

OUR END OF YEAR TARGET AT 2025 WAS 76% AND HATS OFF TO KELLY NESLIK, JERICHO BRYANT, I'M FORGETTING SOMEBODY.

I'LL COME BACK TO THAT. THEY FAR EXCEEDED THAT GOAL OF 85% AND GOING BACKWARDS, LOOKING AT WHERE THAT KINDER TEAM LANDED THE YEAR BEFORE WAS AT 84%, SO THEY WERE STARTING OFF ON A STRONGHOLD IF WE'RE LOOKING COHORTS AND APPLES TO APPLES OF STUDENTS.

I THINK AGAIN, LOOKING AT THE 13% OF OUR STUDENTS THAT'S NINE IN THIS GRADE LEVEL.

THAT IS AT WELL BELOW, SIX OF THOSE STUDENTS ARE NEW TO COUNTRY.

THREE OF THOSE STUDENTS ARE IDENTIFIED AS SPECIAL EDUCATION.

I'M GOING TO TALK ABOUT MORE OF THAT ON OUR NEXT SLIDE.

61% OF OUR STUDENTS WERE ABOVE AND 20% OF OUR STUDENTS WERE AT BENCHMARK.

THAT 64% WAS IN THIS GRADE LEVEL.

THIS FIRST GRADE TEAM WORKED REALLY HARD TOGETHER TO CONTINUE THE WORK THAT KINDER HAD LAID FOR THEM.

>> SETTING OFF FOR THE SECOND GRADE.

AGAIN, YOU'LL SEE THE BENCHMARK OF THE DISTRICT THERE, WHAT WE ARE AIMING FOR AT END OF YEAR TARGET WAS 79%, AND OUR SECOND GRADE STUDENTS SCORED 82 AT THE END OF THAT LAST YEAR.

REMINDER THE YEAR BEFORE, THEY ENDED AT 85 COHORT SAME STUDENTS.

SEVEN STUDENTS ENDED THE YEAR AT WELL BELOW, NINE STUDENTS AT BELOW, 33 AT BENCHMARK AND 40 ABOVE,100% OF OUR WELL BELOW AND BELOW IN SECOND GRADE STUDENTS WERE STUDENTS OF SPECIAL EDUCATION.

THIS IS SOMETHING THAT WE HAVE TALKED AS A LEADERSHIP TEAM AND WE'RE GOING TO CONTINUE TO TALK AND MY QUESTION IS WHY? WHAT ARE WE NOT DOING? IS IT A PROGRAMMING ERROR ON OUR END? IS IT NEEDING MORE RESOURCE? IS IT NEEDING MORE TIME IN THE CLASSROOM? THAT DATA TO ME, IS INDICATING A CHANGE IN OUR PROCESSES, AND SO THAT IS SOMETHING THAT WE ARE GOING TO DIG INTO TO FIGURE OUT THAT WHY IS TO MAKING SURE THAT THOSE SPECIAL EDUCATION STUDENTS ARE GROWING AT THE RATE OF THEIR NON SPECIAL EDUCATION PEERS? HUGE SHUT OUT HERE TO MEGAN MATSON, ISHA COX, DEBBIE BUDD, AND DEBBIE SANTINO FOR THEIR HARD WORK? WHAT IS IT THAT HAPPENS AT PURPLE SAGE? WE HAVE A ROBUST SYSTEM OF STUDENTS SUCCESS TEAM, OUR SST TEAM THAT IS LED BY OUR CAMPUS INTERVENTIONISTS EMELIA ELPHIC, NOELIX RIVERA, AND POOJA SHAH.

WE MEET WEEKLY TO TALK ABOUT STUDENT GAINS, STUDENT LOSSES, AND THE WHY BEHIND IT.

WHAT ARE WE GOING TO DO ABOUT IT? OUR INCREDIBLE INTERVENTIONISTS TRAIN OUR TEACHERS AT THE BEGINNING OF THE YEAR AND THROUGHOUT THE YEAR ON YES, WE GIVE CLASS AND YES, IT HAPPENS THREE TIMES THROUGHOUT THE YEAR AND THESE WINDOWS, BUT WHAT ARE YOU DOING THE REMAINDER OF THE YEAR? YOU CAN'T JUST TEACH THESE TESTS IN ISOLATION AND IMAGINE THAT THESE KIDS ARE GOING TO HIT THE GOALS, BUT WHAT ARE WE DOING IN OUR DAILY CURRICULUM THAT IS ALLOWING STUDENTS TO HAVE SUCCESS TO THIS? AT THE BEGINNING OF EACH YEAR, WE CREATE A WATCH LIST OF STUDENTS BASED OFF OF THEIR PREVIOUS YEAR DATA, WHO IS A CONCERN? WE DO THIS FOR INCOMING FIRST FIFTH GRADERS.

THEN IN MY WEEKLY COMMUNICATION WITH STAFF, I REMIND THEM WE ARE PROGRESS MONITORING, AND SO IT'S EITHER WEEKLY OR BIWEEKLY IF STUDENTS ARE FALLING WELL BELOW OR BELOW AND GIVE THEM A REMINDER OF WHO

[00:35:02]

NEEDS TO BE PROGRESS MONITORED AND THEN THAT DATA IS WHAT WE DISCUSS IN OUR STUDENTS SUCCESS TEAM MEETINGS WEEKLY.

AGAIN, WE DON'T WAIT FOR THE MIDDLE OF YEAR AND END OF YEAR WINDOW TO DISCUSS DATA IS SOMETHING THAT IS ONGOING.

WE LISTEN TO OUR DATA.

IF OUR DATA INDICATES THAT A STUDENT ISN'T MOVING IN THEIR CLASSROOM OUTSIDE OF THESE SPECIFIC DATA POINTS, OUR TEACHERS CAN CALL AN INITIAL MEETING TO GET A STUDENT INTO TEAR 2 OR INTO INTERVENTION AT PURPLE SAGE.

LOOKING AT HOW DID WE GET THESE HUGE GAINS, I THINK ONE OF THE BIGGEST THINGS THAT WE HAVE DONE IN THE LAST TWO YEARS.

IN PREVIOUS YEARS, WE WOULD WAIT TO SERVE OUR KINDERGARTEN KIDS.

WE KNOW THAT SEVERAL OF THEM COME.

WE ARE THEIR FIRST EXPOSURE TO SCHOOL.

THEY ARE LEARNING SCHOOL ON TOP OF THE CURRICULUM THAT THE STATE ASKED US TO TEACH.

THIS YEAR, WE DECIDED WE WERE GOING TO JUMP IN.

IF WE HAD 4-6 WEEKS OF DATA TO SUPPORT THAT A STUDENT NEEDED MORE INSTRUCTION THAN THEIR CLASSROOM TEACHER COULD PROVIDE, WE STARTED RIGHT AWAY.

I REALLY THINK SYSTEMICALLY, THAT HELPED US TO MOVE THE NEEDLE.

IT REALLY HELPED US TO GET GREATER BEGINNING OF YOUR SUCCESS.

YOU SAW THOSE TRENDS INCREASING SECOND TO THIRD GRADE.

THIS GROUP, THIS COHORT OF SECOND GRADERS.

I THINK WHAT WE'RE GOING TO SEE MY PREDICTION IS THAT GROUP STAR SCORES WILL BE JUST AS HIGH AS THEIR CLASS SCORES ARE SHOWING YOU.

WHAT DO WE DO? HOW DO WE DO IT? AGAIN, WE HAVE OUR STUDENTS THAT WE HAVE IDENTIFIED, WE MEET WEEKLY.

ONCE THE CLASSROOM TEACHER HAS IDENTIFIED A STUDENT IN NEED A GREATER ACADEMIC SUPPORT OR A HIGHER TIER, THAT INITIAL MEETING IS HELD AND THAT BEGINS THE DAILY INTERVENTION.

AGAIN, EMELIA ELPHIC, NOELIX RIVERA AND POOJA SHAH WORK THEIR MAGIC.

I THINK THE BEST PART OF THE SYSTEM IS, WE DON'T IDENTIFY A STUDENT AND SAY, OKAY, YOU'RE OUT OF THE CLASSROOM NOW.

IT BECOMES THIS BEAUTIFUL COLLABORATION THAT WE MIGHT COME TO AN SST MEETING AND LET'S SAY I'M TALKING ABOUT ONE OF MY STUDENTS AND ZACH IS MY TEAMMATE, AND HE DOESN'T HAVE A STUDENT THERE, BUT HE MIGHT THROW AN IDEA ON THE TABLE AND SAY, WELL, HAVE YA THOUGHT ABOUT THIS? HAVE A TRIED THIS? IT'S JUST THIS BEAUTIFUL THINK TANK WHERE WE TALK ABOUT KIDS AND WE MOVE KIDS.

WE HOLD TO THAT FLEX TIME IN OUR MASTER SCHEDULE SO THAT NONE OF OUR STUDENTS ARE MISSING TIER 1 INSTRUCTION.

THEN THE TEACHER WILL SHARE THE CLASSROOM DATA, INTERVENTIONIST SHARES THEIR DATA, AND THOSE CONVERSATIONS ARE HELD TO SUPPORT TEACHING AND LEARNING.

AT THE END OF THE MEETING, THE INTERVENTIONIST AND TEACHERS ARE RECORDING THE CONVERSATIONS AND AN EMAIL IS EMAILED TO THE PARENTS TO SAY, HEY, WE TALKED ABOUT YOUR STUDENT TODAY, HERE'S HOW THEY'RE PROGRESSING, OR HERE'S WHY THEY'RE NOT PROGRESSING, HERE'S WHAT WE NEED FROM YOU.

THAT GETS THAT SCHOOL TO HOME CONNECTION GOING AS WELL TO SAY, WE'RE REALLY PROUD OF SO AND SO.

WE'RE REALLY EXCITED FOR THEM.

OUR FAVORITE IS WHEN WE GET TO EXIT A STUDENT FROM TIER 2.

WE HAVE A LITTLE BELL THAT WE RING.

THEN THAT GOES ALONG WITH THE NEXT SLIDE IS THAT WE MONITOR AND ADJUST WEEKLY.

IT'S A HARD THING FOR NEW STAFF AT PURPLE SAGE TO WRAP THEIR BRAIN AROUND THAT YOU MIGHT HAVE A STUDENT THAT'S IN TIER 2 AND THE NEXT WEEK, THEY'RE NOT BECAUSE THEY DON'T NEED TO BE, BUT YOU MIGHT HAVE THREE OTHERS THAT ARE.

WE ARE OPEN TO IDEA.

SOME STUDENTS MIGHT NEED INTERVENTION FOR A MONTH, SOME STUDENTS ARE GOING TO BE THERE FOR A YEAR.

IT'S JUST AS THEY HIT THERE THEY'RE SHOWING THAT THEY ARE ON LEVEL THROUGH THEIR PROGRESS MONITORING THROUGH CLASS, THEY ARE EXITED.

THIS GOES BACK TO THE RELATIONSHIPS FOUND WITHIN THE BUILDING AT PURPLE SAGE.

THERE IS A BIG COLLABORATION OF TRUST.

OUR INTERVENTIONISTS SUPPORT THE TEACHERS, THE TEACHERS SUPPORT THE INTERVENTIONIST, AND EVERYBODY IS SUPPORTING THE STUDENTS.

THIS PROCESS ALLOWS US TO BUILD TEACHER EFFICACY BY CONSTANTLY REVIEWING AND DISCUSSING BEST PRACTICES FOUND WITHIN OUR CLASSROOMS. SHORT WAY OF VISUALLY EXPLAINING WHAT WE DO.

TIER 1 IS WHAT OUR GRADE LEVEL TEACHERS DO.

IN LOOKING AT THEIR DATA, THE DATA MIGHT SHOW THAT AN ENTIRE GROUP, THEIR WHOLE CLASS OR 18-20 STUDENTS NEED A SPECIFIC SKILL SET.

WE ENCOURAGE THEM TO FLEX GROUP.

TODAY, I'M GOING TO TAKE CVC WORDS, YOU'RE GOING TO TAKE DIAGRAPHS, AND THEY WILL SPLIT DURING THAT TIME TO GIVE EVERYBODY WHAT THEY NEED.

THAT'S WHAT TIER 1 INSTRUCTION LOOKS LIKE.

IF A STUDENT IS NEEDING MORE SUPPORT, THAT'S WHEN THE INTERVENTIONISTS ARE GOING TO COME IN, AND THEY'RE GOING TO LOOK AT THE DATA AND SAY, DO YOU NEED THAT PHONEMIC SEGMENTATION? DO YOU NEED NONSENSE, WORD FLUENCY? WE REALLY TRY TO NOT BUILD GROUPS OF MORE THAN FOUR TO GET NOT ONLY THE RELATIONSHIPS, BUT THAT REALLY AS CLOSE TO ONE ON ONE TIME AS WE CAN.

[00:40:02]

WE DO USE M CLASS INTERVENTION MATERIALS THAT COME WITH THE PROGRAM AND THEN MY INCREDIBLE CREW, THEY WILL PRE TEACH VOCABULARY FOR EMERGENT BILINGUALS.

THEY WILL SAY, WE'RE WORKING THROUGH THIS TEXT TODAY.

I DON'T KNOW HOW TO TEACH WHAT I CAN'T EVEN THINK OF AN EXAMPLE RIGHT NOW, BUT GETTING PICTURES IN THE CARD, AND AS THE WORD COMES UP IN THE TEXT, SHOWING THE PICTURE, GIVING A VISUAL REPRESENTATION TO A UKRAINIAN CHILD THAT MIGHT HAVE ANY CONTEXT OF WHAT THIS WORD IS IN THE TEXT.

I'M GOING OUT OF THEIR WAY TO MAKE CONNECTIONS, FINDING CHILDREN IN THEIR CLASSROOMS, CHECKING IN ON THEM, HEY, WILL YOU READ TO ME? YOUR TEACHER SAID YOU DID A GREAT JOB, SO THAT IT'S NOT THIS.

I'M BEING REMOVED FROM MY CLASSROOM IN ISOLATION.

I'M SEEING YOU THROUGHOUT THE BUILDING AND REALLY CHAMPIONING YOU FOR WHAT YOU'RE DOING.

I WILL TELL YOU EMELIA ELPHIC IS AMAZING AT THAT.

THEN LASTLY, FOR STUDENTS THAT NEED THE MOST SUPPORT THAT ARE WORKING WELL BELOW.

WE REALLY TRY TO KEEP THAT RATIO SMALLER, WORKING AT SHORTER INCREMENTS MORE OFTEN AND REALLY DIVING INTO MOVING THEM AT A RATE TO WHICH THEY ALLOW.

SOMETIMES THIS WORKS IN CONJUNCTION.

WE DO HAVE STUDENTS THAT ARE IN SPECIAL EDUCATION.

MAYBE THEY WILL QUALIFY WITH AN EMOTIONAL DISABILITY OR THEY WILL QUALIFY WITH A MATH DISABILITY, BUT STILL NEED SUPPORT IN ELA.

THEY CAN STILL BE SERVICED THROUGH READING INTERVENTION. PAGE 1 TURN.

ALL IN ALL, WE DO ATTRIBUTE THE LARGE MAJORITY OF OUR SUCCESS TO THE HARD WORK OF OUR STUDENTS WHO WORK TIRELESSLY TO CREATE THESE GAINS THAT YOU SAW ON THE SCREEN TO OUR TEACHERS, OUR KINDER, FIRST, AND SECOND GRADE TEACHERS, AND TO OUR INTERVENTIONISTS.

RELATIONSHIPS ARE KEY, THEY'RE KEY TO SUCCESS, THAT TRUST IS EVERYTHING AND KNOWING WHAT WE ARE DOING, KNOWING WHY WE'RE DOING IT, KNOWING HOW WE'RE DOING IT, LISTENING TO THE DATA, BEING MINDFUL AND HOLDING TO THAT PROGRESS MONITORING, LOOPING IN OUR PARENTS AND RELYING ON THEM TO CONTINUE THE WORK AT HOME, AND THEN STAYING UP TO DATE WITH WHAT BEST PRACTICE INSTRUCTION TELLS US TO DO AND RELYING ON OUR PROFESSIONAL DEVELOPMENT FROM THE DISTRICT IS HOW WE FEEL, WE HAVE MADE THE INCREDIBLE GAINS THAT WE HAVE MADE.

ANYBODY HAVE QUESTIONS?

>> TRUSTEE LANDRUM.

>> I HAVE ONE QUESTION AND ONE STATEMENT, AND I'LL START WITH MY QUESTION GOING BACK TO ORIGINAL DISTRICT WIDE DATA.

IT COMBINES SLIDES 13, 11 AND 9, BUT SLIDE 13 WHEN WE TALK ABOUT THE COHORT OF STUDENTS AND HOW THEY'RE MAINTAINING THEIR KNOWLEDGE OVER THE YEARS, BUT THEN WHEN YOU GO BACK AND YOU LOOK AT SLIDE 9, AND YOU'VE GOT AN ENDING YEAR.

I'M LOOKING AT THE 23 24 GROUP OF STUDENTS.

THEY ENDED KINDERGARTEN AT 81 AND THEN THEY START FIRST GRADE AT 61%.

CAN YOU HELP ME UNDERSTAND WHERE WE ALSO HAVE A LARGE GROUP OF STUDENTS WHO ARE MAINTAINING THAT KNOWLEDGE? TO ME, IT WOULD SEEM THAT IF YOU'RE ENDING THE YEAR REALLY HIGH, THAT YOU'RE NOT EXPECTED TO LEARN STUFF OVER THE SUMMER, WHY IS THERE THAT BIG SLIDE BETWEEN 81 AND 61 WHEN THEY START THE NEXT SCHOOL YEAR?

>> THAT IS A WONDERFUL QUESTION. THANK YOU.

ONE OF THE THINGS I THINK WE HAVEN'T COVERED, BUT WE'VE PROBABLY SAID ONCE BEFORE BUT WE CAN REITERATE, EVERY YEAR FOR BEGINNING OF THE YEAR, MIDDLE OF THE YEAR, AND END OF YEAR, IT'S NOT THE SAME TEST.

I THINK SOMETIMES PEOPLE THINK, OKAY, I'M TESTED ON A GROUP OF INFORMATION AND I'M GETTING BETTER WITH THE INFORMATION AND THAT'S NOT TRUE.

WHAT I'M TESTED ON IN THE BEGINNING OF THE YEAR IS NOT THE SAME.

I'M TESTED ON MORE.

MAYBE IT'S MORE SKILLS.

MAYBE THEY SAID, YOU NEED TO KNOW THESE FIVE LETTERS AT THE BEGINNING AND I'M JUST GIVING A REALLY BAD EXAMPLE, BUT THEN BY THE MIDDLE OF THE YEAR, IT GOES TO, YOU NEED TO KNOW AT LEAST 13 LETTERS.

WHENEVER YOU SEE THE GAINS, UNDERSTAND AS EXPONENTIAL GAINS, NOT ONLY DID I THEN LEARN WHAT I NEEDED TO LEARN FROM THE BEGINNING OF THE YEAR INFORMATION, BUT ON TOP OF THAT, I'M ABLE TO MASTER WHAT I NEEDED TO KNOW FOR MOI.

I SAY THAT AS A WAY OF ALSO EXPLAINING WHAT HAPPENS BETWEEN THE GRADE LEVELS.

WHEN WE COME BACK AND TEST WHAT'S HAPPENING AT THE BEGINNING OF THE YEAR, I'M NOT TESTING YOU ON THE SAME MATERIAL FROM THE YEAR BEFORE.

IT IS DIFFERENT MATERIAL.

IT'S THE BEGINNING OF THE YEAR, IT SAYS, HERE'S WHAT I WANT YOU TO KNOW IN SECOND GRADE, FOR EXAMPLE, AT THE BEGINNING OF THE YEAR AND YOU'RE STARTING OVER.

[00:45:01]

LEAVING OFF FROM THE PREVIOUS GRADE, IT PUTS YOU IN A BETTER SPOT, BUT IT'S NOT ALL THE THINGS THAT THEY'RE TESTING YOU ON IN THE BEGINNING OF THE YEAR SCREENER FOR THE NEXT GRADE.

>> THAT DOESN'T NECESSARILY ACCOUNT FOR IT LIKE SAY A SUMMER SLIDE OR SOMETHING LIKE THAT.

IT'S BECAUSE IT'S A NEW SET OF MATERIALS.

>> THAT IS THE SUMMER SLIDE.

THAT'S PART OF IT AS WELL.

ALL OF THOSE THINGS COMBINE IS WHY YOU'LL SEE THE STUDENTS GO BACK A LITTLE.

ALL OF THOSE THINGS COMBINED.

>> FABULOUS. NEXT, I WANTED TO SAY THANK YOU.

WE HARDLY GET TO LOOK AT AN INDIVIDUAL SCHOOLS APPROACH.

IT'S VERY OBVIOUS FROM YOUR PRESENTATION THAT YOU CARE ABOUT EVERY SINGLE ONE OF THOSE KIDS IN YOUR CLASSROOMS AND YOU KNOW THEM IN INDIVIDUALLY OR MONITORING.

IT'S ALSO VERY REFRESHING AND NOT THAT IT'S NOT HAPPENING ACROSS THE ENTIRE DISTRICT, BUT VERY REFRESHING TO HEAR THE SPECIALIZED ATTENTION THAT YOU'RE LOOKING AT CHILDREN WHO ARE IN SPECIAL EDUCATION AND NOT JUST WRITING THEM OFF AS, WELL, THEY'RE NEVER GOING TO GET THERE AND LOOKING AT YOUR SYSTEMS IN PLACE OF HOW TO SUPPORT THEM AND PULL THEM UP FOR WHATEVER THEIR SPECIALIZED NEEDS ARE.

THANK YOU FOR MAKING THAT AS A SPECIAL POINT.

FOR THE ATTENTION, YOU KNOW WHO THOSE SIX KIDS ARE IN FIRST GRADE AND THE NINE KIDS IN SECOND GRADE.

I KNOW IT'S HAPPENING AT EVERY SINGLE ONE OF OUR SCHOOLS, BUT WE'RE LOOKING AT COHORTS OF 3,000 KIDS AND SO WE DON'T GET TO DRILL DOWN TO THAT MINUTIA.

THANK YOU. IT WAS VERY REFRESHING AND GREAT TO HEAR YOUR APPROACH.

>> TRUSTEE MARKUM.

>> I JUST WANT TO SAY THANK YOU FOR BEING HERE AND PRESENTING YOUR DATA.

I LOVE THAT WE'RE BRINGING MORE AND MORE PRINCIPLES IN AND GETTING FACE TIME WITH YOU GUYS BEYOND OUR CAMPUS TOURS TO BE ABLE TO HEAR WHAT'S GOING ON ON YOUR CAMPUS.

I REALLY APPRECIATE THAT.

I'M NOT REALLY SURE WHO MY QUESTION IS DIRECTED TO, BUT I HAVE A QUESTION ABOUT OUR GOVERNANCE GOAL OF OUR ENGAGEMENT ADVOCACY.

WHAT DOES IT SAY ON HERE? WHERE WE GET MINUTES FOR RECOGNIZING STAFF AND STUDENTS FOR STUDENT OUTCOME GOALS.

CAN THIS BE A PART OF THAT?

>> ABSOLUTE UNDERSTANDING IT IS.

AS LONG AS YOU RECOGNIZE THE GREAT WORK THAT'S HAPPENING IN OUR CAMPUSES IN THIS CASE, SARAH OBVIOUSLY SHARED ALL THE GREAT WORK THAT OUR TEACHERS, OUR STUDENTS, EVERYONE IS DOING AT HER CAMPUS. YEAH IT WOULD COUNT.

>> GREAT. I JUST WANT TO MAKE SURE WE ARE ABLE TO DOCUMENT THAT.

[LAUGHTER] IT'S IMPORTANT, THAT'S SOMETHING THAT WE'VE BEEN STRIVING FOR AND IT GOES ALONG WITH ME SAYING IT'S SO GREAT TO HAVE FACETIME WITH YOU GUYS IN HERE ABOUT HOW YOU'RE ACCOMPLISHING OUR GOALS AND IMPROVING OUR STUDENT OUTCOME. THANK YOU FOR BEING HERE.

>> ANY OTHER QUESTION? YES, OF COURSE.

>> I FORGOT MY AMAZING, WONDERFUL, INCREDIBLE TEACHER OF THE YEAR, SABRINA PRONGA.

I KNOW THEY'RE LISTENING AND THEY'RE GOING TO MAKE FUN OF ME.

SABRINA, I LOVE YOU.

THANK YOU FOR YOUR HARD WORK.

>> THANK YOU SO MUCH, PRINCIPAL NELSON.

IT IS SO CLEAR HOW DEEPLY YOU LOVE AND CARE ABOUT YOUR STAFF AND YOUR STUDENTS, AND WE REALLY APPRECIATE YOU TAKING SOME SUMMER TIME.

I KNOW YOU ALL ARE OFF CONTRACT SOON.

BUT TO COME AND SHARE WITH US WHAT THIS LOOKS LIKE IN ACTION.

THANK YOU SO MUCH. LET'S GRAPH IT UP.

BACK TO YOU, DR. NICHOLS.

>> PERFECT. JUST WANTED TO JUST REITERATE THE QUESTION THAT TRUSTEE LANDRUM HAD ASKED AND TO MAKE SURE THAT WE HAVE A VISUAL SO THAT EVERYONE UNDERSTANDS.

FOR EXAMPLE, IN KINDERGARTEN, EACH OF THESE MEANS THAT I HAVE TO LEARN EXPONENTIAL GOALS AND SKILLS.

IT DOESN'T STAY STILL.

IT MEANS THAT MORE PEOPLE ARE THEN MASTERING THE SKILLS THAT I MAY HAVE NOT GOTTEN IN THE PREVIOUS GRADE.

YOU HEARD SARAH SPEAK TO THE WORK THAT THEY'RE DOING IN INTERVENTION AND HOW SHE LOOKS AT DATA.

INCREASINGLY, OUR CAMPUS PRINCIPALS AND THEIR TEACHERS ARE GETTING SO SAVVY AS FAR AS NOT JUST TO LOOKING AT THE DATA AND WHAT'S THE WORD LOOKING AT IT LOVINGLY, BUT REALLY UNDERSTANDING WHAT THE DATA IS SAYING AND THEN FIGURING OUT WHAT INSTRUCTIONAL MOVES THAT WE HAVE TO MAKE IN ORDER TO GET THESE GAINS.

IT'S A MATTER OF YOU'RE ALWAYS CHASING THE NEXT LEVEL OF SKILLS IN ORDER TO SHOW IMPROVEMENT.

JUST WANT TO MAKE SURE THAT EVERYONE UNDERSTANDS HOW BIG THIS IS FROM COHORT TO COHORT, THAT MEANS EVERY YEAR, I AM CATCHING ANOTHER GROUP YOU UP WITH CERTAIN SKILLS YOU MAY NOT HAVE GOTTEN, AND THEN ON TOP OF IT, MAKING SURE THAT YOU GET THE CURRENT SKILLS AS WELL.

INCREDIBLE WORK. AGAIN, THANK YOU, MS. NASA FOR BEING HERE.

SHE HAS BEEN IN THE DISTRICT A LONG TIME, AND IT'S ABSOLUTELY A PLEASURE AND INFECTIOUS TO BE ON HER CAMPUS IF YOU'VE EVER BEEN IN HER DATA ROOM AND MET WITH HER STAFF AND HAVE THEM TALK YOU THROUGH THEIR PROCESS AND THE THINGS THEY DO IN ORDER TO IMPROVE.

[00:50:03]

WE'RE VERY LUCKY TO HAVE HER.

THANK YOU AGAIN FOR BEING HERE.

WE ARE GOING TO BE MOVING ON WITH OUR EARLY MATH.

HOW DO WE MEASURE MATH? WE USE AM'S WEB DATA SPECIFICALLY TO MEASURE OUR STUDENT PROGRESS IN KINDERGARTEN THROUGH SECOND GRADE FOR EARLY MATH.

AGAIN, IT'S A LITTLE BIT DIFFERENT FROM OUR M CLASS DATA.

THERE'S NOT A SPECIFIC DESIGNATION THAT TELLS US THAT THE STUDENTS ARE AT A CERTAIN LEVEL.

ERICA AND TEAMS AND HER TEAM GO IN, AND THEY HAVE TO PULL ALL THE STUDENTS THAT ARE PERFORMING AT THE 40TH PERCENTILE AND ABOVE, AND WHAT THEY SAY THEN THAT THOSE STUDENTS ARE ON TRACK TO PERFORM AT THE MEET'S GRADE LEVEL AND HIGHER ON THE THIRD-GRADE MATH STAAR.

IT'S NOT AS EASY AS SAYING THEY HAVE MET A SPECIFIC DESIGNATION LIKE THEY DO IN M CLASS.

M CLASS DOES A LOT OF WORK TO CORRELATE THAT FOR US.

AM'S WEB DOES NOT, SO THEY HAVE TO ARTIFICIALLY PUT THAT PERCENTILE ON THERE IN ORDER TO SEE THE CORRELATION BETWEEN STUDENT PERFORMANCE, AND AGAIN, HOW THEY WOULD POTENTIALLY PERFORM ON STAAR.

WE SEE THAT FOR THIRD GRADE, AGAIN, THE BOARD SETS GOALS FOR THIRD GRADE, AND THE GOAL FOR 2025 WAS 72%.

WE SEE AGAIN, JUST LIKE WE DID WITH EARLY LITERACY, THAT EACH OF THE DIFFERENT GROUPS HAVE A DIFFERENT GOAL, AND I KNOW SOME HAVE ASKED THE WHY BEHIND THAT BEFORE.

THE BOARD HAS LOOKED AT WHERE EACH GROUP STARTED, AND FOR THE GROUPS THAT NEED TO MAKE EXPONENTIAL GROWTH IN ORDER TO MOVE UP.

THEN THE YEAR-OVER-YEAR AMOUNT THAT THEY NEED TO ATTAIN IS NOT THE SAME.

ONE GROUP MAY NEED TO GROW BY THREE PERCENTAGE POINTS, FOUR PERCENTAGE POINTS, WHILE ANOTHER GROUP MIGHT NEED TO GROW BY 5-7 PERCENTAGE POINTS.

THE REASON THAT IS IS BECAUSE IT'S RECOGNIZED THAT FOR IN ORDER FOR THEM TO MAKE THE PROGRESS BETWEEN PERFORMANCE AND BY THE END OF THEIR TIME WITH US IN THE DISTRICT, POTENTIALLY BE ABLE TO PERFORM AT THE COLLEGE-READY LEVEL, IN ORDER TO MAKE SURE ALL OPPORTUNITIES ARE OPEN FOR THEM.

AGAIN, EVEN THOUGH THE BOARD SETS THE THIRD-GRADE GOAL, THE DISTRICT THEN SETS WHAT'S CALLED GOAL PROGRESS MEASURES.

WE LOOK AT HOW OUR STUDENTS ARE PERFORMING AT THE KINDERGARTEN, FIRST GRADE, AND SECOND GRADE LEVEL TO GIVE US A SENSE OF HOW POTENTIALLY THEY WOULD PERFORM AT THE THIRD GRADE STAAR.

WE SEE FOR KINDERGARTEN, THE END-OF-YEAR GOAL IS 77%, FIRST GRADE 76%.

THEN AGAIN, WE HAVE FOR SECOND GRADE, OUR GOAL IS 82%.

WE STARTED THE YEAR FOR KINDERGARTEN, FOR EARLY MATH AT 58%.

WE GREW TO 71% AT THE MIDDLE OF THE YEAR.

I'M SO SORRY. LET ME MAKE SURE I'M GIVING YOU THE WRONG, '24, '25.

YES. WE STARTED AT 58 GREW TO 71, AND THEN WE ENDED AT 71%.

THAT IS ONE PERCENTAGE POINT LOWER THAN WHERE WE WERE PREVIOUSLY.

STATISTICALLY, MORESO ON LINE IS WHERE WE WERE BEFORE.

WE SAW A BIG JUMP FROM THE '22, '23 SCHOOL YEAR TO '23, '24.

WHAT WE'VE SEEN, WE HAVE MORE OR LESS MAINTAINED THOSE NUMBERS WITH NO GREAT CHANGE AS FAR AS HOW OUR STUDENTS HAVE DONE.

BECAUSE OF THAT, WE DID NOT MEET THE GOAL FOR KINDERGARTEN OF 77%, BUT FELL SHORT BY SIX PERCENTAGE POINTS AND REMAINED AT 71% FOR THIS GROUP.

WE SEE THAT THAT CARRIED OVER IN THE DATA FOR THE DIFFERENT GROUPS YEAR OVER YEAR.

WE SEE THAT SLIGHT INCREASES IN SOME, AS REPRESENTED BY OUR BLACK AFRICAN AMERICAN STUDENT GROUP AND OUR HISPANIC STUDENT GROUP, AND WE SAW SLIGHT DECREASES IN SOME, AS REPRESENTED BY OUR WHITE STUDENTS.

THEN SOMEWHERE STATISTICALLY THEY REMAINED ABOUT THE SAME, AS YOU SEE WITH OUR ASIAN STUDENTS.

AGAIN, BECAUSE BETWEEN 71 AND 72%, NOT MUCH OF A DIFFERENCE, YOU SEE THAT ALSO REPRESENTED AND CARRIED OVER IN THE DATA AS IT PERTAINS TO THE DIFFERENT STUDENT POPULATIONS.

AGAIN, WE CALL OUT THE PRE-KINDERGARTEN GROUP AND SHOW THAT YEAR OVER YEAR, THOUGH WE SEE THE STRENGTH OF A STUDENT BEING IN THE PRE-KINDERGARTEN PROGRAM AS FAR AS HOW IT IMPACTS THEIR ACADEMIC SUCCESS, LATER ON IN KINDERGARTEN AND SUBSEQUENT GRADES AS WELL.

WE NOW MOVE TO OUR FIRST-GRADE STUDENTS.

[00:55:04]

WE SEE A BIT OF A DIFFERENT DATA STORY HERE THAN WE DO IN KINDERGARTEN.

WE SEE THAT EVEN THOUGH STATISTICALLY, WE HAVE STARTED IN ABOUT THE SAME PLACE AT 53% AT THE START OF THE SCHOOL YEAR, WE HAD A GROWTH OF ABOUT 21 PERCENTAGE POINTS TO THE END OF THE YEAR AT 74%.

WE ARE VERY PROUD OF THAT GROWTH, BUT AGAIN, THE GOAL WAS SET AT 76%, AND SO WE WERE TWO PERCENTAGE POINTS BELOW WHAT WE NEEDED TO ATTAIN THAT GOAL.

WE ARE PROUD THAT YEAR OVER YEAR, THOUGH, BASED ON THE THINGS THAT IS HAPPENING IN THE CLASSROOM, CHANGES IN THE CURRICULUM THAT WE'RE SEEING YEAR OVER YEAR, WE'VE MOVED FROM THE END OF YEAR, 65 TO 69 TO 74%.

BECAUSE THEN THAT YOU HAVE SEEN THE GROWTH, YOU SEE THAT AGAIN, REPRESENTED IN THE DIFFERENT STUDENT POPULATIONS.

WE SEE GROWTH OF OUR AFRICAN AMERICAN, OUR HISPANIC, OUR WHITE STUDENTS.

STATISTICALLY, THE SAME AT ABOUT 90% FOR OUR ASIAN STUDENTS.

GROWTH FOR OUR STUDENTS WHO ARE TWO OR MORE ETHNICITIES, GROWTH IN OUR ECONOMICALLY DISADVANTAGED, AND OUR EMERGING BILINGUAL GROUPS.

AGAIN, TO SPECIAL EDUCATION.

WE SEE THEY ARE GROWING, AND AGAIN, THE STRONG GROWTH OF HOW THIS IMPACTS OUR STUDENTS IN PRE-K. LAST YEAR, OUR STUDENTS IN PRE-K PERFORMED AT 64%.

YOU SEE WHAT THE GROWTH OF THE THINGS THAT ARE HAPPENING WITHIN THIS GRADE LEVEL ON TOP OF THE INSTRUCTION THAT THEY GOT IN PRE-K, HOW THIS IS IMPACTING THESE STUDENTS.

AS A COHORT, WE SEE THAT ALSO THERE WAS GROWTH.

AS A KINDERGARTEN CLASS, THEY PERFORMED OVERARCHINGLY AT 72%, AND WE'RE SEEING IN FIRST GRADE THAT GROWTH TO 76%.

AGAIN, THANK YOU TO ALL OF OUR TEACHERS AS FAR AS THE WORK THEY PUT INTO OUR STUDENTS, AND TO OUR PARENTS WHO STAY WITH US AND TRUST IN US TO EDUCATE THEIR STUDENTS.

WE SEE THAT TRUST IS REWARDED IN THE ACADEMIC ACHIEVEMENT OF THEIR STUDENTS.

WE NOW MOVE ON TO SECOND GRADE.

WHAT WE SEE THAT PRETTY MUCH BETWEEN LAST YEAR AND THIS YEAR, 2024 AND 2025, STATISTICALLY UNCHANGED.

WE STARTED LAST YEAR AT 59% AND GREW TO 71%.

THIS YEAR, PRETTY MUCH UNCHANGED.

WE STARTED AT 60% AND GREW AT ABOUT THE SAME RATE.

THE TREND LINE REMAINS UNCHANGED. WE GOT TO 72%.

THE GOAL FOR SECOND-GRADE EARLY MATH WAS SET AT 82%, AND WE FELL VERY SHORT OF THAT BY 1 PERCENTAGE POINTS AT 72%.

AGAIN, THIS IS REPRESENTED IN OUR DATA.

YOU SEE WHERE THERE ARE SOME GROUPS WHERE THERE WAS GROWTH OVERALL, AND SOME GROUPS REMAINED UNCHANGED.

THERE WAS GROWTH IN OUR AFRICAN AMERICAN POPULATIONS.

THERE WAS SOME GROWTH IN OUR ASIAN POPULATIONS IN OUR ECONOMICALLY DISADVANTAGED STUDENTS.

AGAIN, IN STUDENTS WITH 504, AND OVERARCHINGLY YEAR OVER YEAR, YOU SEE A STATISTICAL CHANGE IN OUR STUDENTS WHO ATTENDED PRE-K WITH US.

BUT AGAIN, YOU ALSO SAW THERE WERE SOME CHANGES WHERE THEY REMAINED UNCHANGED OR A SLIGHT DECREASE FOR OTHER POPULATIONS.

WE LOOK AT THE COHORT DATA, THOUGH, IT TELLS US ANOTHER DATA STORY.

WE SEE THAT THE STUDENTS WHO HAVE STAYED WITH US FROM KINDERGARTEN TO FIRST GRADE TO SECOND GRADE, A GROWTH FROM 65% TO 72%, AND THEN ANOTHER 5% INCREASE TO 77%.

I'LL STOP HERE AND ENTERTAIN ANY QUESTIONS.

>> TRUSTEE LANDRUM.

>> I JUST HAVE ONE QUESTION, AND I KNOW THAT YOU HAVE TALKED ABOUT IT BEFORE, BUT I DON'T REMEMBER EXACTLY, BUT ON SLIDE 33, WHEN YOU LOOK AT THE GROWTH IN KINDERGARTEN, IT'S CONSISTENT OVER THE LAST THREE YEARS, THAT THERE'S VERY LITTLE GROWTH IN THE SECOND SEMESTER.

I KNOW YOU'VE TALKED ABOUT THAT.

CAN YOU REMIND US WHAT WE'RE DOING TO INTERROGATE THAT, IT'S RELATIVELY FLAT BETWEEN MIDDLE OF THE YEAR TO END OF THE YEAR?

>> ONE OF THE THINGS THAT WE'VE TALKED ABOUT PREVIOUSLY IS THAT AS A DISTRICT, WE RECOGNIZED THAT WE COULD NOT TEACH INTO ALL THINGS AT THE SAME TIME.

WE MADE A CALCULATED DECISION TO REALLY FOCUS ON K2 EARLY LITERACY AND REALLY WORK IN CHANGING THE DATA, TEACHING INTO THE DATA, TEACHING INTO AN INTERVENTION PROTOCOL, AND MAKING THOSE CHANGES.

WE DID NOT PUT THE SAME LEVEL OF THE WORK IN.

WHAT WE SAW IS THAT THE SYSTEM WAS NOT ABLE TO DO ALL THINGS AT THE SAME TIME.

WHAT WE HAVE DONE IS WE HAVE THEN INTRODUCED THE CURRICULUM, BUT NOT TO ALL CAMPUSES AT THE SAME TIME.

TITLE 1 CAMPUSES, WE DID INTRODUCE TO WHERE THIS CURRICULUM FIRST.

THIS SCHOOL YEAR, THEY DID HAVE ACCESS TO THIS CURRICULUM.

NEXT YEAR, ALL OF THE CAMPUSES WILL HAVE ACCESS TO THE CURRICULUM.

>> THE NEW MATH. YOU WANT TO CLARIFY BECAUSE THE READING STARTED TWO YEARS AGO.

[01:00:04]

THIS IS THE MATH CURRICULUM.

>> WE HAVE HAD TO BUY INTO THAT, MAKE SURE THAT WE CAN AFFORD THAT.

IT SOUNDS TERRIBLE, BUT IT'S THE TRUTH.

WE RECEIVE A CERTAIN AMOUNT OF MONEY FOR INSTRUCTIONAL MATERIALS, AND IT'S OVER GIVEN TO US EVERY TWO YEARS.

WE HAVE TO MAKE SURE THAT YOU BUDGET FOR TWO YEARS.

ONE OF THE THINGS THAT WE ARE NOW MOVING FORWARD WITH IS THEN THE CURRICULUM WILL BE IN PLACE THE MATH CURRICULUM.

DURING OUR LEADERSHIP SUMMIT, ONE OF THE THINGS THAT WE DO IS THEN THAT WE JUST HAD IN JUNE WITH ALL OF OUR PRINCIPALS AND ASSISTANT PRINCIPALS, IS THAT WE BEGIN THE PROCESS OF TEACHING INTO THIS.

THE DISTRICT HAS MOVED TO A PROCESS, AS FAR AS A VERY SPECIFIC WAY THAT ALL OF US LOOK AT INSTRUCTION AND LOOK AT HOW WE GIVE FEEDBACK BASED ON THE CURRICULUM.

OUR TEACHING AND LEARNING TEAM HAS THEN STARTED TEACHING IN THAT TO OUR PRINCIPALS AS FAR AS WHAT THE NEW CURRICULUM LOOKS LIKE, HOW IT'S MADE UP, HOW IT'S IMPORTANT, HOW TO PACE, AND THEN ALSO AS ADMINISTRATORS, WHAT WE SHOULD LOOK FOR, WHAT ARE THE IMPORTANT LOOK FOR IS IN EACH OF THOSE SECTIONS.

WE STARTED THAT WORK WITH OUR TITLE 1 CAMPUSES.

NOW IT'S GOING TO BE SPREADING TO ALL 35 OF OUR ELEMENTARY CAMPUSES FOR THIS COMING SCHOOL YEAR.

>> GREAT. THANK YOU VERY MUCH.

>> ANY OTHER QUESTIONS? THANK YOU SO MUCH FOR THIS PRESENTATION.

>> THANK YOU SO MUCH FOR THE TIME.

>> DR. AZAIEZ, WE'RE MOVING ON TO AGENDA ITEM F2 STRATEGIC PLAN, 2.3, AND 4.1.

>> THANK YOU AGAIN, PRESIDENT HARRISON, BOARD MEMBERS.

AS YOU KNOW, WE EMBARKED IN CREATING A NEW STRATEGIC PLAN ABOUT A YEAR AGO NOW.

WE COMPLETED THAT, AND AS YOU REMEMBER, WITH THE HELP OF DIFFERENT STAKEHOLDERS, WE ARE ABLE TO ESTABLISH WITH THAT ANNUAL TARGET.

EVERY YEAR, WE WERE SUPPOSED TO TACKLE A CERTAIN GOALS OR PART OF GOALS, I GUESS WE WANTED TO REPORT TO YOU ANNUALLY, AS WELL AS HAVING DISCUSSION HOW WE PROGRESS IN OR IF THERE'S THINGS WE HAVE TO TWEAK OR CHANGE.

WITH US IS KAREN GRAY, AND SHE WILL BE TAKING US THROUGH THE TWO GOALS, I GUESS WE ESTABLISHED, OR WE DECIDED TO START OUR TACKLE FOR YEAR 1.

>> THANK YOU, DR. AZAIEZ.

CAN WE GET THIS SCREEN CHANGE, THE PRESENTATION CHANGE? THANK YOU.

>> GOOD EVENING, MADAM PRESIDENT, TRUSTEES, DR. AZAIEZ.

THANK YOU FOR YOUR TIME TO SHARE THE COLLECTIVE WORK WE'VE BEEN DOING ON GOALS 2.3 AND 4.1.

WE LAST UPDATED YOU ON THESE GOALS IN OCTOBER, AND I HAVE WITH ME TONIGHT PRESENTING ON 4.1, ERICA SIMMONS, WHO'S THE EXECUTIVE DIRECTOR OF ASSESSMENT AND EVALUATION.

JUST A REMINDER OF OUR STRATEGIC DESIGN ANCHORS, OUR MISSION, INSPIRING STUDENTS TO LEARN, AND EMPOWERING STUDENTS FOR LIFE.

THAT ISN'T JUST A SLOGAN, BUT GUIDES OUR DECISIONS, STRATEGIES, AND INITIATIVES.

OUR CALL TO ACTION BUILDS ON THE MISSION, FOCUSING ON HOLISTIC STUDENT DEVELOPMENT.

EACH AND EVERY STUDENT GRADUATES WITH ACADEMIC, INTERPERSONAL, AND CRITICAL THINKING SKILLS, AND THE SUPPORT TO EMPOWER THEM TO FULFILL THEIR UNIQUE POTENTIAL AND FUTURE ASPIRATIONS.

THAT EMPHASIZES NOT JUST WHAT STUDENTS SHOULD LEARN, BUT WHO THEY BECOME AND THE SUPPORT THEY RECEIVE ALONG THE WAY.

TONIGHT, WE'LL BE LOOKING SPECIFICALLY AT GOAL 2 AND 4.

BUT OVERARCHING, JUST WANTED TO SHARE OUR SIX GOALS FOR OUR STRATEGIC PLAN, AND GOAL 2 WILL BE FOCUSING ON COMMUNITY VOICE, TAPPING INTO THE STRENGTHS AND PERSPECTIVES OF DIVERSE FAMILIES AND PARTNERS TO FOSTER OWNERSHIP OF STUDENT SUCCESS, AND THEN ACADEMIC EXCELLENCE, DELIVERING RIGOROUS, INNOVATIVE, AND EQUITABLE INSTRUCTION THAT DRIVES OUR ACHIEVEMENT.

GOING BACK TO OUR CORE VALUES THAT GUIDE OUR DECISIONS, INTERACTIONS, AND INITIATIVES ACROSS THE DISTRICT.

IT'S RELATIONSHIPS AND LEARNING WHEN TEACHERS AND STUDENTS TRULY CONNECT IN THE COMMUNITY, CLASSROOMS BECOME THAT SAFE SPACE WHERE CURIOSITY THRIVES, AND LEARNING BECOMES A LIFELONG PURSUIT.

EQUITABLE AND QUALITY INSTRUCTION.

OUR CURRICULUM, TOOLS, AND CLASSROOM ENVIRONMENTS ARE INTENTIONALLY DESIGNED TO BE INCLUSIVE AND RESPONSIVE TO

[01:05:03]

THE EVER-CHANGING SOCIETY AND DIVERSE VOICES AND COMMUNITY NEEDS.

ROUND ROCK ISD HAS THE RESPONSIBILITY TO LISTEN AND SERVE ALL MEMBERS OF THE COMMUNITY IN A MEANINGFUL AND CULTURALLY RESPONSIVE WAY.

LOOKING AT OUR LEARNER OUTCOMES, THESE ARE THE CONCRETE SKILLS AND BEHAVIORS WE HOPE AND EXPECT ALL STUDENTS WILL DEVELOP WHILE THEY'RE IN OUR EDUCATIONAL PATH.

WE WANT EVERY STUDENT TO GRADUATE TO BE READY FOR COLLEGE, CAREER, AND MILITARY SERVICE.

WE'RE TEACHING LEARNERS HOW TO STEER THEIR OWN JOURNEY, MONITORING AND ADJUSTING PROGRESS ALONG THE WAY.

WE'RE ALSO INSTILLING BOTH CIVIC RESPONSIBILITY AND PRACTICAL READINESS, TEACHING STUDENTS TO SELF-ADVOCATE AND KNOWING HOW TO ACCESS RESOURCES FOR CONTINUOUS GROWTH.

THOSE SKILLS OUTLINED ARE ESSENTIAL FOR LIFE; EMPATHY, COMMUNICATION, COLLABORATION, CRITICAL THINKING, PROBLEM SOLVING, ADVOCACY, AND RELATIONSHIP BUILDING.

SO WE'RE CO-CREATING THAT SPACE TOGETHER WHERE ALL STUDENTS CAN THRIVE.

JUST A REMINDER OF THE TIMELINE, THIS PROVIDES A HIGH-LEVEL OVERVIEW OF WHEN THESE KEY INITIATIVES ARE RELATED TO OUR STRATEGIC GOALS, AND WE'RE EXPECTED TO LAUNCH THEM AND REPORT ON THEM TO THE BOARD.

THAT'S JUST AN OVERARCHING REVIEW OF WHEN WE'LL REPORT BACK ON THOSE SPECIFIC RESULTS TO TRACK OUR PROGRESS.

TONIGHT WE'LL BE REPORTING ON STRATEGIC GOAL 2.3.

WE WILL LEVERAGE THE UNIQUE STRENGTHS, RESOURCES, AND VOICES OF OUR DIVERSE COMMUNITY, STAKEHOLDERS TO CREATE A COLLECTIVE SENSE OF OWNERSHIP TO STUDENT SUCCESS.

AT ITS CORE, THIS IS ABOUT ALIGNMENT, UNITING AROUND A SHARED MISSION, VISION, VALUES, AND BRAND THAT EVERY STAKEHOLDER FEELS CONNECTED AND INVESTED.

WITHIN 2.3, WE AIM TO IDENTIFY DISTRICT-WIDE FOCUS AREAS THAT WILL SHAPE OUR IDENTITY AND ENGAGEMENT EFFORTS.

THOSE ARE THE THREADS THAT TIE ACADEMIC RIGOR AND BELONGING TO OUR COMMUNITY.

THESE AREAS EMERGED, EACH REPRESENT THESE HIGH-IMPACT LEVERS.

IF WE COLLECTIVELY OWN PROGRESS HERE, THE RIPPLE EFFECTS WILL BE SIGNIFICANT.

ON THE LEFT, YOU'VE PROBABLY SEEN THIS IN A PREVIOUS PRESENTATION, BUT IT'S A SIMPLIFIED, MASLOW-INSPIRED HIERARCHY, RANGING FROM PHYSIOLOGICAL NEEDS ALL THE WAY TO SELF-ACTUALIZATION.

OUR WORK IN BELONGING AND ACADEMIC FOCUS, PARTICULARLY IN MATH AND LITERACY, AS YOU'VE HEARD TONIGHT, SHOWS THE UPWARD INTENTION OF ACHIEVEMENT AND ULTIMATELY STUDENTS REACHING SELF ACTUALIZATION.

THIS VISUAL HIERARCHY TO HOW WE BUILD FROM BELONGING TO ACADEMIC COMPETENCE AND ACHIEVEMENT FOR EVERY STUDENT.

ALIGNING ON THOSE SHARED FOCUS AREAS ENSURES OUR MESSAGING, INVESTMENTS, AND PARTNERSHIPS ARE CONSISTENT, EFFECTIVE, AND MEANINGFUL.

LOOKING AT OUR COMMUNITY ENGAGEMENT AND OUTREACH.

THIS WORK HAS BEEN IN CLOSE COORDINATION AND COLLABORATION WITH OUR ASSOCIATE DIRECTOR OF MARKETING AND STRATEGIC COMMUNICATIONS, DIANNE FOLETTO, AND THE COMMUNICATIONS TEAM, SHERWIN SHAN, AS WELL, WHO HAVE SUPPORTED MANY OF THE COMMUNITY OUTREACH PROGRAMS. THIS SLIDE HIGHLIGHTS THE CORE OF OUR COMMUNITY ENGAGEMENT STRATEGY, BEGINNING, IT STARTS WITH US CAMPAIGN TO LIFE.

WE CENTER BRANDING AROUND OUR PURPOSE, COMMUNICATING HOW EACH PERSON, DEPARTMENT, STAKEHOLDER, STAFF MEMBER, STUDENT, AND FAMILY IS PART OF THE US, AND IT STARTS WITH US.

HOW WE MUST REFLECT OUR VALUES AND ACTION TO BUILD THE WORLD WE WANT TO LIVE IN BY STARTING WITH THE COMMUNITY WE SERVE IN TODAY.

OUR IDENTITY INSTANTLY LINKS VISITORS TO MORE THAN 112 YEARS OF ACADEMIC EXCELLENCE, A REPUTATION FOR INNOVATION, AS WELL AS THE RELATIONSHIP-BUILDING, RICH PROGRAMMING, AND A LEGACY OF PREPARING STUDENTS TO BE FUTURE-READY.

A STRONG BRAND, COMPARED WITH MEANINGFUL COMMUNITY ENGAGEMENT, BUILDS TRUST, DEEPENS RELATIONSHIPS, AND ENCOURAGES LONG-TERM SUPPORT FOR STUDENTS AND PROGRAMS. AT THE TOP LEFT, YOU'LL SEE OUR INITIATIVE AROUND OUR INTERFAITH COMMUNITY ALLIANCE, ONE OF THE MANY COLLABORATIVE GROUPS WHERE WE LISTEN AND CO-CREATE STRATEGIES WITH FAITH-BASED PARTNERS OR OUR BLACK HISTORY MONTH CELEBRATION WITH THE INVITATION OF LOCAL COMMUNITY MEMBERS WHO SHARE THE HISTORY OF HOPEWELL COLORED SCHOOL, OR IN OUR PARTICIPATION IN THE CITY OF ROUND ROCK'S 4TH OF JULY PARADE.

LASTLY, OUR STAFF AND VOLUNTEERS, WHO MANAGE BOOTH, CONNECTING WITH COMMUNITY, SHARING PROGRAMMING, AND RESOURCES FOR ALL STUDENTS TO THRIVE.

WE ALSO HAVE THE FRIENDLY MONSTERS AS OUR CAMPAIGN AMBASSADORS, WHO MAKE IT FUN, MEMORABLE VISUALS THAT REINFORCE THE MESSAGE THAT ENGAGEMENT SHOULD BE INCLUSIVE AND ENERGIZING.

OUR COMMUNITY ENGAGEMENT AND OUTREACH EFFORTS ARE DONE IN PERSON AND IN DIGITAL ENHANCEMENTS OR ENGAGEMENTS TO REACH MORE FAMILIES TO ENSURE GREATER ACCESS TO INFORMATION AND RESOURCES ACROSS THE DISTRICT.

WE PARTICIPATE IN COMMUNITY FESTIVALS, PARADES, MEETUPS, AND DISTRICT-HOSTED EVENTS LIKE OUR BACK-TO-SCHOOL EVENT,

[01:10:02]

WHICH IS HAPPENING ON JULY 26, SO EVERYONE IS INVITED.

WE ALSO HAD THE SUPPORT OF EARLY LEARNING DAY, WHERE WE HAD HUNDREDS OF FAMILIES VISIT OUR CAMPUSES WHO WERE EAGER TO LEARN ABOUT OUR PRE-K-3 AND 4 PROGRAMS, AND THEN OUR COLLEGE FAIRS THAT WE HOST IN SEPTEMBER, AS WELL AS THE HBCU COLLEGE FAIR IN FEBRUARY.

THROUGH OUR DIGITAL ENGAGEMENTS IN EMAIL, TEXT, WEBSITE, MOBILE APP, SOCIAL MEDIA, THAT'S BUILDING STRONGER CONNECTIONS BY DELIVERING RELEVANT, TIMELY INFORMATION TO FAMILIES AND ENSURING BROADER ACCESS TO RESOURCES FOR OUR DIVERSE COMMUNITY.

BUILDING ON FEEDBACK AND EARLY INDICATORS, THIS SLIDE HIGHLIGHTS HOW WE ACTIVELY ENGAGE WITH STAKEHOLDERS THROUGH IN-PERSON GATHERINGS AND DIGITAL CHANNELS TO FOSTER THAT OWNERSHIP.

ON THE RIGHT SIDE IS A SCREENSHOT OF THAT ENGAGEMENT FOR OUR BACK-TO-SCHOOL CELEBRATION HAPPENING ON THAT JULY 26 DATE.

FOR STUDENT ENGAGEMENT, I WANT TO HIGHLIGHT OUR STUDENT VOICE AND AROUND THAT INITIATIVE.

THE VOICE IS A PLATFORM WHERE A DIVERSE GROUP OF HIGH SCHOOL STUDENTS MEANINGFULLY ENGAGE WITH DISTRICT LEADERSHIP AS WELL AS THE BOARD BY CENTERING STUDENT PERSPECTIVES, VOICE ENSURES THAT OUR POLICIES AND PROGRAMS ARE CO-DESIGNED RATHER THAN TOP-DOWN.

THEIR PRIORITIES, SUCH AS A SENSE OF BELONGING AND BULLYING PREVENTION, ALIGNED DIRECTLY WITH OUR CORE VALUES AND STRATEGIC GOALS.

INSIGHTS FROM THE VOICE STUDENTS ARE SHAPING PROGRAMS AND STAFF TRAINING, SO ARE OUR BULLYING PREVENTION EFFORTS, SO THAT THEY ARE STUDENT-INFORMED AND OUR BELONGING INITIATIVES RESONATE AUTHENTICALLY.

THE OFFICE OF ACCESS AND OPPORTUNITY HAS PARTNERED WITH OUR COMMUNICATIONS TEAM TO LAUNCH YOUR VOICE, YOUR STORY, WHICH HIGHLIGHTS AND RECOGNIZES THE FULLNESS AND BEAUTY OF OUR COMMUNITY, OUR CULTURES, BACKGROUNDS, IDENTITIES, AND EXPERIENCE THROUGH THAT SPOTLIGHT, AND STUDENTS HAVE SHARED THEIR EXPERIENCES, CUSTOMS, TRADITIONS, AND WHAT MAKES ROUND ROCK ISD A GREAT PLACE TO BE.

FOR COLLEGE CAREER AND MILITARY READINESS, WE FOCUS ON THREE PILLARS: THAT STUDENT VOICE AND SENSE OF BELONGING, ENSURING STUDENTS FEEL THEY HAVE AGENCY IN CHOOSING THEIR PATH.

THE TRUSTED ADULT RELATIONSHIPS, PAIRING STUDENTS WITH MENTORS AND STAFF TO GUIDE THEM, AND EXPOSURE TO PATHWAYS, GIVING THEM VISIBILITY TO CAREERS, ACADEMICS, AND POST-SECONDARY LIFE.

SOME OF THOSE INITIATIVES INCLUDE OUR MIDDLE SCHOOL ADVANCED ACADEMICS INITIATIVE, WHICH WE PRESENTED BACK IN APRIL OR MAY THAT DATA.

BUT IT INTRODUCED YOUNGER STUDENTS TO HIGHER-LEVEL COURSEWORK AND THE POSSIBILITIES EARLY ON.

OUR FRESHMAN PROGRAM OF CHOICE NIGHTS ENABLES INCOMING HIGH SCHOOLERS AND THEIR FAMILIES TO EXPLORE ADVANCED ACADEMICS, CAREER TECH, AND FINE ARTS OPTIONS.

THEN OUR ANNUAL COLLEGE FAIR AND HBCU FAIR CONNECT STUDENTS WITH A WIDE RANGE OF COLLEGES, UNIVERSITIES, OR MILITARY, OR CAREER PATHWAYS.

ON THE RIGHT, YOU'LL SEE A PICTURE OF A ONE-ON-ONE DISCUSSION WITH A COUNSELOR REINFORCING HOW CRITICAL THAT TRUSTED ADULT CONNECTION IS FOR PATHWAY EXPLORATION.

OVERALL, OUR DISTRICT DEMONSTRATES A STRONG ALIGNMENT AND VALUES THROUGH OUR INTENTIONAL ACTIONS REFLECTED IN OUR PROGRAMMING, STRATEGIC PARTNERSHIPS, AND THE PEOPLE WHO BRING OUR SHARED VISION TO LIFE EVERY DAY.

WE BEGIN WITH INCLUDING ALL, ENSURING EQUITABLE ACCESS TO OPPORTUNITY FOR EVERY STUDENT AND FAMILY.

A MANIFESTATION OF THIS IS, FOR EXAMPLE, INTERFAITH COMMUNITY ALLIANCE AS ONE OF OUR COLLABORATIVE PARTNERS, WHERE WE LISTEN, CO-CREATE THOSE STRATEGIES, RESOURCES, AND AWARENESS TO BETTER SERVE OUR STUDENTS, STAFF, AND FAMILIES.

WE INVEST IN GROWTH BY EMPHASIZING OUR COMMITMENT TO MEANINGFUL COMMUNITY PARTNERSHIPS LIKE OUR PTA, WHO FUELED BY PASSION AND COLLABORATION, WORK TOGETHER FOR THE GOOD OF ALL STUDENTS, STAFF, AND FAMILIES.

THEN WE INSPIRE ACTION WHERE OUR STRATEGY TURNS INTO MOMENTUM, FOR EXAMPLE, THROUGH LEADERSHIP OF ROUND ROCK ISD, IT'S A COHORT OF BUSINESS AND COMMUNITY MEMBERS WHO ARE INTERESTED IN LEARNING MORE ABOUT THE OPERATIONS TO TAKE PLACE IN ORDER TO EDUCATE STUDENTS AND PROVIDE STAFF WITH THE RESOURCES THEY NEED TO BECOME INVOLVED COMMUNITY MEMBERS OF THE DISTRICT.

THAT WORK IS LED BY JACKIE CYRIAC IN OUR COMMUNICATIONS DEPARTMENT, WHO DOES A PHENOMENAL JOB.

AS WE WRAP UP 2.3, WE'LL CONTINUE TO SUSTAIN AND IMPROVE OUR PARTNERSHIPS TO SUPPORT THOSE WE SERVE AND FOSTER BELONGING TO DELIVER THE BEST EDUCATIONAL EXPERIENCE FOR OUR STUDENTS.

AT THIS TIME, I WILL PASS IT TO ERICA SIMMONS FOR AN UPDATE ON GOAL 4.1.

>> THANK YOU. GOOD EVENING, EVERYONE.

I AM GOING TO UPDATE US ON WHERE WE ARE IN THE PROCESS OF OUR STRATEGIC GOAL 4.1, WHICH HAS ASKED US TO DEVELOP, IMPROVE, AND STREAMLINE OUR STRATEGIES TO TRACK, GATHER, AND MEASURE STUDENT GROWTH DATA THROUGHOUT THE ACADEMIC YEAR.

OUR PROGRESS MONITORING TOOLS.

[01:15:01]

YOU HEARD ABOUT SOME OF IT WHEN WE WENT OVER EARLY LITERACY AND OUR EARLY NUMERACY, I-K THROUGH SECOND GRADE.

WE DO USE MCLASS AND AIMSWEBPLUS.

OUR THIRD THROUGH ACTUALLY EIGHTH GRADE.

I HAVE TWO DIFFERENT BULLET THERE, BUT WE'RE BUILDING THAT SYSTEM AROUND OUR EDGE FOR YOU, WHICH IS OUR ASSESSMENT PLATFORM WHERE WE CAN ADMINISTER OUR DISTRICT OR TEACHER-CREATED ASSESSMENTS TO THE STUDENTS ONLINE SO THEY CAN GET USED TO TAKING IN ONLINE.

WE DID THAT A FEW YEARS AGO HAS THE DIFFERENT ITEM TYPES THAT SIMILAR TO WHAT THE STATE HAS PUT OUT FOR US.

THEN, OUR I-READY PROGRAM THAT WE USED THROUGHOUT LAST YEAR.

THOSE ARE THE THINGS THAT WE'RE GOING TO TALK ABOUT TONIGHT.

I DO WANT TO SAY THAT EVEN THOUGH WE'RE GOING TO TAKE A REALLY SPECIFIC LOOK AT OUR INTERVENTION STUDENTS, IT'S JUST FOR TONIGHT TO SHOW YOU WHERE WE'RE GOING.

WE ARE CREATING THE SYSTEM WHERE ALL OF OUR STUDENTS THAT WE HAVE THAT'S ELIGIBLE WE'LL HAVE A WAY TO PROGRESS MONITOR THEM.

BUT IT'S IMPORTANT TO KNOW THAT NOT EVERY KID NEEDS THE SAME LEVEL OF PROGRESS MONITORING, THE INTENSITY, AND ALL OF THAT'S GOING TO DIFFER BASED ON WHERE YOU'RE FALLING IN WHEN WE DO OUR DIAGNOSTIC TESTING.

FIRST, WE WANTED TO JUST GO OVER PROGRESS MONITORING ASSESSMENTS THAT WE TALKED ABOUT I-READY MCLASS AND AIMSWEBPLUS.

THAT IS SOMETHING THAT IS ADMINISTERED THREE TIMES A YEAR, AND EVERY ELIGIBLE STUDENT DOES TAKE IT THREE TIMES A YEAR.

I SAY ELIGIBLE STUDENTS BECAUSE LAST YEAR, BECAUSE WE WERE IN THE TTAP PILOT, MANY OF OUR THIRD-GRADE STUDENTS COULDN'T TAKE THE I-READ, OR SIXTH AND EIGHTH, COULDN'T TAKE THE I-READY MOY BECAUSE OF SOME STATE REGULATIONS THERE.

BUT EACH ASSESSMENT THAT'S GIVEN IT ROLLS UP INTO AN OVERALL RATING FOR EACH OF OUR STUDENTS, AND WE'VE PROVIDED THOSE RATINGS THERE FOR THE DIFFERENT ONES, MCLASS HAVING THE FOUR, WHICH SARAH WENT OVER A LITTLE BIT IN HER PRESENTATION.

AIMSWEBPLUS HAS FIVE, AND THEN I-READY HAS FIVE.

YOU'RE GOING TO SEE HOW THOSE ARE USED TO CREATE SOME GROUPS AS WE GO FORWARD HERE.

IN THE GOAL, IT SAYS THAT WE'RE GOING TO BE DEVELOPING AND IN SOME CASES, WE'RE GOING TO BE STREAMLINING.

K-2, BECAUSE OF THE WORK THAT'S DONE WITH RTI NOW, WHICH IS MTSS, WE'RE STREAMLINING.

WE'VE PROGRESS MONITORED OUR KIDS IN K-2, REALLY ELEMENTARY FOR YEARS NOW.

THIS IS A REPORT THAT WE BUILT LAST YEAR, AND WE ROLLED OUT THE TWO OF OUR CAMPUSES FOR THEM TO GIVE US FEEDBACK ON HOW WE CAN MAKE IT BETTER.

K2, WE ARE STREAMLINING.

HERE, ACTUALLY, IT'S CALLED THE K-2 PROGRESS MONITOR REPORT.

WE DON'T GET FANCY WITH OUR NAMES, WE JUST STRAIGHTFORWARD, SO NOBODY GET CONFUSED ABOUT WHAT THEY'RE LOOKING AT.

WE'RE GOING TO TALK ABOUT UNDERSTANDING IT.

YOU SEE A LOT OF DIFFERENT THINGS UP THERE ON THE SCREEN.

BUT ESSENTIALLY, WHAT WE'VE DONE HERE IS WE'VE CREATED THIS REPORT, AND FOR THIS, TONIGHT, WE'RE TALKING ABOUT THE KIDS WHO ARE IN THIS REPORT, THEY'RE AT THE LESS THAN 40TH PERCENTILE ON AIMSWEBPLUS.

THE REASON FOR THAT, THAT FEEDS INTO OUR BOARD, GOES FOR K-2, AT THE 40TH PERCENTILE AND HIGHER.

WHEN WE LOOK AT OUR DATA, FROM SECOND GRADE LAST YEAR, IF YOU'RE AT THE 40TH PERCENTILE AT THE END OF THE YEAR, ALMOST 80% OF THOSE KIDS WENT ON [INAUDIBLE] ON THE THIRD-GRADE READING AND MATH.

THAT'S WHY WE CHOSE THE 40TH PERCENTILE.

THAT'S WHAT'S GOING TO MAKE UP IN THIS PARTICULAR EXAMPLE TONIGHT, WE'RE TALKING ABOUT THE KIDS IN THE LESS THAN 40TH PERCENTILE.

RAISE YOUR HAND IF I TALK TOO FAST, BECAUSE I'M FROM A FAMILY OF SEVEN, YOU HAVE TO SAY IT FAST TO GET IT IN SOMETIMES. I APOLOGIZE.

>> ME AND GLASSES.

I HAVE GOT TO GET A NEW SET. MY GOSH.

THIS REPORT WHEN A CAMPUS GETS IT AND THEY RUN IT EVERY TWO WEEKS, THERE'S A TAB ON THERE FOR EVERY GRADE LEVEL AND EVERY LANGUAGE.

IF A CAMPUS IS A DUAL LANGUAGE CAMPUS, THEY HAVE KINDER EARLY MATH, ENGLISH TAB, AND A KINDER EARLY MATH, SPANISH TAB.

IF A STUDENT SCORES BELOW GRADE LEVEL BEFORE THAT FOURTH PERCENTILE, THEY MIGHT BE ON THE REPORT TWICE AND THEY RECEIVE DIFFERENT TYPES OF INTERVENTION.

IF YOU LOOK THERE, YOU CAN SEE THAT ACROSS THE TOP, YOU SEE EACH OF THE SKILLS THAT THE KIDS HAVE TO ASSESS THAT GROWS INTO THEIR OVERALL SCORE.

WE GIVE YOU A KEY.

TEACHERS ACTUALLY GET TO SEE A KEY.

WHAT'S THE CUTOFF SCORE FOR BOY? THAT'S THE RED THAT'S UP TOP THERE.

WHAT'S THE CUT OFF SCORE FOR MOY AND WHAT'S THE CUTOFF SCORE FOR EOY? IN ALL OF THE WORK THAT WE DO, WE'RE ALWAYS SHOOTING FOR THE EOY TARGET, EVEN IF IT IS BOY.

WHEN THEY'RE PROGRESS MONITORING AND THEY'RE DECIDING IF THEY NEED TO MOVE ON TO THAT NEXT SKILL, IT'S ONLY IF THAT HIT THAT EOY TARGET.

THERE'S NO NEED TO MOVE ON IF HIT MOY.

THEY'RE NOT WHERE WE NEED THEM TO BE.

WE NEED THEM TO BE AT THE EOY BENCHMARKING LEVEL.

WE COLOR CODE IT AND IT LETS THEM KNOW WHEN WE COLOR CODE IT.

LAST YEAR, IT SAYS IF THEY HIT THE TARGET THREE TIMES,

[01:20:03]

THEY MOVE ON TO THE NEXT SKILL.

THIS YEAR, WE'RE GOING TO GO WITH TWO BECAUSE WE BENCHMARK EVERY TWO WEEKS, SO IT GIVES THEM AN OPPORTUNITY.

IF THE INTERVENTION IS WORKING FOR EVERY FOUR WEEKS TO POTENTIALLY MOVE ON AS OPPOSED TO SIX WEEKS.

WE PROVIDE THE MOY SCORE FOR EACH OF THE SKILLS AND THE SKILLS ARE IN ORDER FROM FOUNDATIONAL TO MORE COMPLEX.

WE'RE SAYING YOU NEED THIS IN ORDER TO BE STRONGER AT THIS IN ORDER TO BE STRONGER AT THIS IN ORDER TO BE STRONGER AT THIS.

THAT'S WHY WE TRY TO THAT PROGRESS THAT WAY.

NOW, WITH THAT, WE ALSO TELL THE CAMPUSES HOW TO USE IT.

THIS IS ONE OF THE BIG THINGS THAT DR. NICHOLS TOLD OUR CAMPUSES AND WE REALLY TRY TO HONOR IS THAT WE'RE NOT GOING TO GIVE YOU SOMETHING AND TELL YOU TO FIGURE OUT HOW TO USE IT.

WE'RE GOING TO GIVE YOU SOMETHING, WE'RE GOING TO GIVE YOU DESTRUCTIONS ON HOW TO USE IT.

WE AT THE DISTRICT LEVEL, WHICH I SAY WE, I BUILD THE REPORTS THAT THE MTSS DEPARTMENT OR THE CURRICULAR DEPARTMENT IS GOING TO GO OUT AND USE WITH THE CAMPUSES, BUT THEY ALSO BUILD A PROTOCOL AROUND THAT.

THEY GIVE THAT TO THE CAMPUSES AND THEY TRAIN THEM ON IT AND THEY GO OUT AND THEY USE IT AND WE GO FROM THERE.

ONE OF THE THINGS IS WHAT I TALKED ABOUT EARLIER THAT GOES INTO THE PROTOCOL IS HOW TO USE IT WHEN THE INSTRUCTION IS WORKING, WHEN THEY MOVE ON TO THE NEXT SKILL LEVEL.

YOU CAN SEE THERE THE STUDENT NUMBER 1.

IF THE KIDS ARE AT THE BOY TARGET, IS RED, IF THEY HIT THE MOY TURNS YELLOW, IF THE EOY TURNS GREEN.

RIGHT THERE WITH THE QUICK VISUAL WITHOUT HAVING TO LOOK AT NUMBERS, YOU SEE THAT STUDENT ON THE TOP IS PROGRESSING TWO REDS TO A YELLOW AND THEN THREE GREENS IN A ROW, THEY GET TO MOVE ON.

GROUPING. FOR OUR THREE THROUGH EIGHTH GRADERS, BECAUSE WE HAVE A LITTLE BIT MORE DATA THAT THEY GET EXPOSED TO, MORE ASSESSMENTS THAT THEY GET EXPOSED TO, OUR MTSS TEAM, WORKING TOGETHER, THEY CAME UP WITH THE PROCESS FOR CAMPUSES TO PUT KIDS IN BUCKETS.

AGAIN, WE'RE GOING TO BE LOOKING AT OUR CURRENT THREE THROUGH EIGHTH GRADE STUDENTS WHO DID NOT PASS STAAR AND HOW THEY'RE ALSO USING TELPAS, YEARS IN US SCHOOLS, AND IREADY TO PUT THE KIDS IN BUCKETS BECAUSE WE FOUND OUT AGAIN, WHAT I NEED FOR MY INSTRUCTION BECAUSE I'M IN A CERTAIN PLACE MIGHT BE SOMETHING DIFFERENT THAN KAREN NEEDS BECAUSE SHE SCORED DIFFERENT ON THESE ASSESSMENTS.

WE BUILT RULES AND WE TOLD THE CAMPUSES, IF A KID DID NOT MEET ON STAAR, THEY'RE BEGINNER ON TELPAS WITH THREE PLUS YEARS IN US SCHOOLS, AND THEY'RE FOUR MORE YEARS BELOW GRADE LEVEL ON IREADY, THEY'RE GOING TO BE THE EMERGING BILINGUAL BECAUSE THOSE STUDENTS ARE GOING TO NEED MORE LANGUAGE SUPPORT.

THAT'S GOING TO BE BUILT INTO THEIR INSTRUCTION.

THEN WE JUST GAVE HER THE RULES FOR INTENSIVE AND FOCUS.

DURING OUR LEADERSHIP SUMMIT THIS PAST SUMMER, CAMPUSES WERE GIVEN THEIR NEXT YEAR'S FOURTH AND FIFTH GRADER, AND THEIR NEXT YEAR SIXTH THROUGH EIGHTH GRADERS, THEY WERE GIVEN THE RULES, AND THEY DROPPED EVERY ONE OF THEIR KIDS ON THEIR CAMPUS IN THOSE BUCKETS.

FOR ELEMENTARY, THEY'RE GOING TO BE USING THAT TO DO FLEX TIME WITH THEIR GROUPS.

THIS IS WHERE WE'RE DEVELOPING.

WE HAVE THE HOW TO PROGRESS MONITOR OUR K THROUGH SECOND GRADE STUDENTS.

WE'RE DEVELOPING HOW TO PROGRESS MONITOR MORE FREQUENTLY WITH THREE THROUGH EIGHTH GRADERS, LIKE WE DO THE BOY, THE MOY, AND THE EOY, THAT'S DONE, BUT NOW SOMETIMES WE NEED TO WATCH KIDS MORE CLOSELY TO SEE IF THEY'RE GROWING BEFORE WE GET TO THE MOY BECAUSE WE'VE LOT HALF A YEAR OF INSTRUCTION IF WE WAIT TO SEE IF THEY'VE GROWN.

WE'RE BUILDING THAT. ONE OF THE THINGS THAT WE'RE LOOKING AT IS DOING A PRE AND POST ASSESSMENT.

WE'RE LOOKING AT THE TEACHER ASSIGNED LESSONS POTENTIALLY IN IREADY.

THAT'S THE PART OF THE THINGS WHERE IT'S STILL UNDER DEVELOPMENT AND SOME OF THESE THINGS HERE. I WISH THAT WAS A QUESTION.

SIX THROUGH EIGHT, I APOLOGIZE THERE, SAME THING.

THEY'RE USING THOSE DIFFERENT GROUPS AND THE MIDDLE SCHOOL CAMPUSES ARE GOING TO SCHEDULE THOSE KIDS TOGETHER.

THOSE THREE GROUPS THAT YOU SAW, THEY'RE GOING TO BE WORKING TO PUT THOSE KIDS IN THE SAME CLASSROOM SO THAT TEACHER IS GOING TO BE ABLE TO FOCUS ON THOSE KIDS NEEDS BASED ON HOW THEY'RE GROUPED TOGETHER.

AGAIN, AS FAR AS THE PROGRESS MONITORING PIECE AND WHAT WE'RE USING, WE'RE STILL DEVELOPING THAT.

WE'RE GOING TO BE CREATING THOSE PRE AND POST ASSESSMENTS.

IT'S A LOT OF DISCUSSION AROUND THAT AND I DON'T WANT TO GET TOO DEEP IN JUST CONVERSATIONS THAT WE HAVE BECAUSE NOTHING IS SOLIDIFIED, BUT WE HAVE OUR IDEA, WE KNOW WHAT WE'RE TRYING TO GO FOR, AND SO THAT WORK IS GOING TO BE TAKING PLACE OVER THE SUMMER.

I BEAT YOU. QUESTIONS FOR KAREN?

>> WOW. THANK YOU BOTH SO MUCH.

MISS SIMMONS AND MISS GRAY, THAT WAS AN INCREDIBLY ROBUST PRESENTATION.

I JUST WANT TO SAY I'M REALLY GRATEFUL FOR THE WAYS THAT YOU ALL ARE INTENTIONALLY LEVELING UP OUR DISTRICT AROUND DATA,

[01:25:04]

AND THEN AROUND THAT COMMUNITY OUTREACH.

WE'RE AN EXCELLENT DISTRICT.

THERE'S A LOT OF TIMES WHEN WE COULD SAY, WELL, WE ALREADY DO THAT, WE ALREADY DO THAT.

WHAT I SEE HERE IS THIS COMMITMENT TO REALLY SHARPENING OUR CRAFT AND DEEPENING OUR OUTREACH AND OUR LOOKS AT DATA WITH MORE FIDELITY.

JUST SUPER EXCITED AND GRATEFUL.

DR. AZAIEZ, ALSO THANK YOU FOR BRINGING THIS BACK TO US.

IN PAST YEARS, HONESTLY, WE'VE WORKED IN A STRATEGIC PLAN AND THEN GONE OUT TO THE COMMUNITY AND WE DON'T ALWAYS GET UPDATES ON WHERE WE ARE.

I THINK FOR OUR ACCOUNTABILITY, FOR ADMIN ACCOUNTABILITY AND ACCOUNTABILITY TO OUR COMMUNITY, IT'S REALLY IMPORTANT.

THANK YOU. TRUSTEES, DO YOU HAVE QUESTIONS, COMMENTS? DR. WEI.

>> THANK YOU. BACK TO SLIDE NUMBER 10, I'M JUST CURIOUS, IT'S THE VOICE GROUP.

DID THEY HAD A CHANCE TO TALK TO SUPERINTENDENTS OR ANY SENIOR MANAGEMENT?

>> SORRY. YES. WE USUALLY HAVE DR. AZAIEZ.

HE ATTENDS A COUPLE OF THOSE MEETINGS THROUGHOUT THE YEAR.

THEN WE HAD TWO TRUSTEES, ALICIA MARKUM, YOU VISITED WITH STUDENTS, AS WELL AS AMY WEIR AT ONE OF THE MEETINGS IN THE FIRST SEMESTER.

WE ARE LOOKING AT EXPANDING SOME OF THOSE OPPORTUNITIES IN DECEMBER AND RESTRUCTURING IT TO GIVE THEM A LITTLE MORE EXPERIENCE ON ADVOCACY AND LEADERSHIP SKILLS AS WELL.

WE HAVE ABOUT 30 STUDENTS, FIVE FROM EVERY HIGH SCHOOL.

AS THE SENIORS GRADUATE, WE REPLACE MORE STUDENTS WHO APPLY AT THE BEGINNING OF THE YEAR TO TRY TO MATCH THE DEMOGRAPHICS OF OUR DISTRICT AS WELL.

>> ALSO EARLY COLLEGE HIGH SCHOOL.

WE HAVE ALSO A COUPLE OF STUDENTS FROM EARLY COLLEGE HIGH SCHOOL.

REALLY IT'S REALLY WHAT IT IS, THE VOICE.

WE WANT TO HEAR THE VOICE OF THE STUDENTS, WE WANT TO GATHER THEIR INPUT AND FEEDBACK, WHENEVER WE ARE THINKING ABOUT DOING SOMETHING OR EVEN WHEN WE TALK ABOUT SENSITIVE BELONGING, WE WANT TO HEAR WHAT DOES THAT REALLY MEAN FROM A STUDENTS STANDPOINT OR FROM PERSPECTIVE, FEELING LIKE I HAVE A SENSITIVE BELONGING, THINGS LIKE THAT THAT WILL HELP SHAPE WHAT WE'RE TRYING TO DO FOR THE STUDENTS.

WHAT WE'RE DOING IS FOR THEM.

IT'S BETTER TO HEAR FROM THEM FROM THE ONES WHO ARE GOING TO BE ON THE RECEIVING END, HOW TO GET THINGS DONE FOR THEM. THAT'S REALLY WHAT IT IS.

IN THE PAST, WE HAD BOARD MEMBERS LIKE KAREN WAS SAYING, NOT JUST THIS YEAR, BUT PREVIOUS YEARS, ALSO, WE HAD SOME OF OUR BOARD MEMBERS, AND ANY OF OUR BOARD MEMBERS ARE WELCOME TO JOIN THESE SESSIONS.

I WILL MAKE SURE MAYBE TO ADD THAT TO YOUR CALENDAR IF YOU WANT TO.

USUALLY THERE IS AN AGENDA.

WE DON'T JUST MEET FOR THE SAKE OF MEETING.

WE OBVIOUSLY WANT TO LISTEN TO THEM, BUT ALSO WE HAVE A TOPIC OR TOPICS THAT WE TYPICALLY DISCUSS WITH THEM.

>> THANK YOU. APPRECIATE THAT.

>> I WOULD ALSO JUST ADD TO THAT.

ONE OF THE GREAT THINGS THAT KAREN DID LAST YEAR IS WHEN WE WERE TALKING ABOUT THE IDENTITY BASED BULLING POLICY THAT WE PASSED, SHE DID INPUT SESSIONS WITH THE KIDS ON THE VOICE, AS WELL AS OTHER STUDENTS.

WE GOT THEIR DIRECT INPUT ON THAT POLICY, AND THEY WERE ABLE TO HELP US SHAPE THAT POLICY.

>> EXACTLY. THAT'S A GOOD POINT.

I FORGOT THAT EVEN A COUPLE OF YEARS AGO, WE HAD TO DO A DRESS CODE, YOU REMEMBER? THEY WERE ACTUALLY PART OF THE DRESS CODE CONVERSATION, AND THEY SUGGESTED A LOT OF IDEAS AND THINGS LIKE THAT.

THAT'S WHAT CHANGED OUR DRESS CODE FOR OUR STUDENTS DRESS CODE.

>> THEY ALSO HAVE FOOD NUTRITION VISIT OUR MEETINGS AS WELL, AND THEY GET TO TASTE TEST NEW MENU ITEMS AND GIVE FEEDBACK OF WHAT THEY'RE GOING TO SERVE FOR THE ENTIRE DISTRICT.

THEY'VE HELPED ON POLICY AS WELL AS JUST FEEDBACK AROUND, IS THIS SOMETHING STUDENTS WOULD LIKE? CAN YOU TRY THIS NO MEAT SUBSTITUTE? DOES IT TASTE OKAY? WILL IT BE OKAY? IT'S BEEN A REALLY REWARDING EXPERIENCE TO SEE THEM GROW, BUT ALSO GET THEIR FEEDBACK TO SHAPE OUR DISTRICT.

>> IT'S GREAT. MAYBE WE CAN INVITE THEM TO DO A PRESENTATION IN THE FUTURE BOARD MEETING. THANK YOU.

>> ABSOLUTELY. THANK YOU.

>> I DON'T SEE ANY MORE LIGHTS, BUT MY LIGHT BOARD DOESN'T SEEM TO BE WORKING TONIGHT.

HAS ANYBODY ELSE PRESSED A LIGHT? THANK YOU FROM THE BOTTOM OF OUR HEARTS FOR THIS PRESENTATION.

I ALSO JUST WANT TO SHOUT OUT THE COMMS AND DESIGN DEPARTMENT FOR THESE BEAUTIFUL NEW SLIDES.

THEY HAVE NOT GONE UNNOTICED.

LOVE THE DESIGN UPDATES.

ANNIE AND YOUR PEOPLE THANK YOU SO MUCH.

COLLEAGUES, WE HAVE A COUPLE MORE THINGS.

I JUST WANT TO CHECK IN. WOULD YOU LIKE TO TAKE A BREAK?

[01:30:02]

WOULD YOU LIKE TO KEEP PUSHING FORWARD? BREAK. IS 10 MINUTES OKAY? IT'S 7:40. WE'RE GOING TO GO ON BREAK AND WE WILL COME BACK AT 7:50 PM.

THANK YOU. TO LATE.

WE WEREN'T WAITING FOR YOU, I PROMISE.

IT IS 7:52, AND WE ARE BACK.

WE'RE GOING TO MOVE ON TO AGENDA ITEM F3 ADMINISTRATION RESPONSE TO THE SCHOOL HEALTH ADVISORY COUNCIL RECOMMENDATIONS. DR. AZAIEZ.

>> THANK YOU AGAIN. AS YOU PARTY REMEMBER, I THINK IT WAS LAST BOARD MEETING WHEN WE HAVE OUR SHAC REPORT, AND I WANT TO AGAIN THANK OUR SHAC MEMBERS AND COMMITTEE FOR THEIR HARD WORK AND RECOMMENDATIONS AND SUGGESTIONS.

WHAT OUR TEAM DID IS TOOK THIS RECOMMENDATION AT HEART AND THEN TRY TO ASSESS AND ANALYZE AND DIG DEEPER AND DO THIS RECOMMENDATION.

WHAT WE HAVE TONIGHT IS REALLY OUR RESPONSE AND WHAT WE WILL BE DOING MOVING FORWARD BASED ON THESE RECOMMENDATIONS.

WITH NO DELAY, I DON'T KNOW IF WE'RE GOING TO GET OFF, IS IT RODRIGO? WE HAVE TWO OUR AMAZING ASSISTANT SUPERINTENDENT HERE WITH US, SO GO AHEAD AND GET STARTED.

>> GOOD EVENING, PRESIDENT HARRISON, TRUSTEES, DR. AZAIEZ.

MR. PATIO AND I ARE GOING TO SHARE SOME OF OUR FEEDBACK AND WHAT WE'RE DOING IN OUR DISTRICT IN RESPONSE TO WHAT OUR SHAC TEAM, OUR CHAIR, BECKY LASWELL, SHARED WITH US LAST MONTH.

FOR THOSE WHO AREN'T FAMILIAR WITH SHAC WHO ARE MAYBE WATCHING, SHAC STANDS FOR STUDENT HEALTH ADVISORY COMMITTEE.

WHAT PEOPLE MIGHT NOT KNOW IS THAT THE STATE OF TEXAS REQUIRES YOU AS TRUSTEES TO APPOINT A SHAC COMMITTEE.

THAT SHAC COMMITTEE, IT HAS TO BE A MINIMUM OF FIVE PEOPLE.

I'M HAPPY TO SAY THAT OUR TRUSTEES, WE HAVE 21 APPOINTEES TO OUR SHAC TEAM.

WE HAVE A REALLY GREAT GROUP OF PARENTS AND COMMUNITY MEMBERS, AND WE EVEN HAVE THIS YEAR COMING UP, WE EVEN HAVE THREE STUDENTS THAT ARE GOING TO BE ON OUR SHAC COMMITTEE.

WE REALLY GET TO HAVE GREAT CONVERSATIONS AROUND ISSUES AND LAWS THAT PERTAIN TO STUDENT HEALTH, STUDENT WELL BEING, DIFFERENT THINGS THAT ARE COMING INTO LAW, DIFFERENT THINGS THAT ARE PRIORITIES TO OUR FAMILIES, TO OUR COMMUNITY, AND SO WE GET TO HAVE THOSE CONVERSATIONS.

ALSO, WE HAVE SEVERAL DEPARTMENT LEADERS THAT JOIN ME AT SHAC MEETINGS EACH MONTH.

WE MEET ABOUT FIVE TIMES A YEAR.

ASSISTANT DIRECTOR OF ATHLETICS, WHO ALSO IS IN CHARGE OF PE CURRICULUM, JOINS US, OUR DIRECTOR OF COUNSELING, OUR DIRECTOR OF BEHAVIORAL HEALTH, OUR DIRECTOR OF HEALTH SERVICES, AND ALSO OUR DIRECTOR OF FOOD SERVICES.

THEY ALL JOIN US IN THAT MEETING.

OUR SHAC TEAM HAS THESE REALLY GREAT CONVERSATIONS ABOUT ISSUES THAT ARE IMPORTANT.

THEN THROUGHOUT THOSE MEETINGS, THEY PROVIDE RECOMMENDATIONS TO YOU ALL TO CONSIDER FOR ANY ACTION THAT YOU'D LIKE TO TAKE.

WHAT WE WOULD LIKE TO DO IS WALK YOU THROUGH THE FOUR RECOMMENDATIONS THAT THEY SHARED WITH YOU LAST MONTH.

SHAC RECOMMENDATION NUMBER 1 IS ROUND ROCK ISD SHOULD DELIVER A CURRICULUM TO STUDENTS IN GRADE 6 THROUGH 12 REGARDING THE DANGERS OF OPIOIDS, INCLUDING ADDICTION TO AND ABUSE OF SYNTHETIC OPIOIDS SUCH AS FENTANYL IN ACCORDANCE WITH THE STATE LAW.

IN THERE, WE INCLUDED WHAT THAT HOUSE BILL WAS 3908.

IT MANDATES US TO HAVE ANNUAL FENTANYL ABUSE, PREVENTION, AND DRUG POISONING AWARENESS EDUCATION FOR OUR STUDENTS THAT ARE GRADE 6 THROUGH 12, ALL OF OUR SECONDARY STUDENTS.

I JUST NOTICE, APPARENTLY, ANNIE'S TEAM DID NOT SHARE WITH ME THE NEW SLIDE TEMPLATE.

I APOLOGIZE FOR THAT.

I'M SORRY FOR OUR 2024 SLIDES. SORRY, ANNIE.

THIS HOUSE BILL REQUIRES US TO COVER THESE TOPICS IN OUR SECONDARY, OR MIDDLE SCHOOL AND HIGH SCHOOL PROGRAMS. AS WE INVESTIGATED THIS, WHERE IS THIS CURRICULUM HAPPENING OR IS IT HAPPENING, WHERE COULD IT HAPPEN? WE LOOKED AT OUR SIXTH GRADE STUDENTS AND OUR SEVENTH AND EIGHTH GRADE STUDENTS AND ASKED IF OUR HUMAN DEVELOPMENT CURRICULUM THAT'S ALSO REQUIRED TO SHARE, IF THIS INFORMATION WAS BEING SHARED IN OUR MIDDLE SCHOOLS IN ANY WAY.

WHAT WE DID FIND OUT IS THAT IT WAS NOT.

THE TOPICS THAT ARE REQUIRED IN 3908 WERE NOT COVERED IN OUR HUMAN DEVELOPMENT CURRICULUM.

WE ALSO LOOKED AT WHERE THIS COULD BE HAPPENING IN OUR HIGH SCHOOL CLASSES.

EVEN THOUGH IT COULD BE HAPPENING, SPORADICALLY THROUGH CONTENT, IT WASN'T INTENTIONALLY HAPPENING AS PART OF CURRICULUM IN OUR HIGH SCHOOLS.

A NATURAL PLACE FOR THAT TO OCCUR WOULD BE A HEALTH RELATED CLASS, BUT THAT'S NOT CURRENTLY A GRADUATION REQUIREMENT IN TEXAS.

[01:35:04]

FOR THIS YEAR, WE RALLIED UP AND SAY, THIS IS A HAVE TO, NOT A WANT TO.

THIS IS SOMETHING WE NEED TO DO AS A DISTRICT.

MY TEAM AND I, WE GOT TOGETHER AND WE KNEW THIS WAS GOING TO COME TO US AS A NEED.

FOR THIS COMING SCHOOL YEAR, OUR COUNSELING SERVICES DEPARTMENT, SO OUR DIRECTOR OF COUNSELING AND OUR COORDINATOR OF COUNSELING, THEY ARE GOING TO WORK TO DEVELOP A SIX THROUGH 12 CURRICULUM THAT OUR BUILDING COUNSELORS, OUR CAMPUS COUNSELORS CAN SHARE ON CAMPUS THIS UPCOMING SCHOOL YEAR.

THEY'RE GOING TO BE WORKING WITH THEIR TEAMS AND THEIR LEADS ON A CURRICULUM THAT WE WILL DELIVER TO STUDENTS IN OUR SECONDARY PROGRAMS, AND WE'LL BE ABLE TO REPORT OUT LATER THIS YEAR ON WHAT THAT LOOKS LIKE AND HOW WE'RE DOING THAT.

OUR COUNSELORS ON CAMPUS ALREADY PUSH INTO CLASSROOMS AND SHARE CURRICULUM, SHARE INFORMATION ABOUT BULLYING AND SUICIDE PREVENTION.

THIS ISN'T GOING TO BE SOMETHING BRAND NEW, BUT WE'LL JUST EXPAND THAT CURRICULUM, THOSE LESSONS FOR THOSE SECONDARY STUDENTS.

>> OUR RECOMMENDATION FROM OUR SHAC RECOMMENDATION NUMBER 2, IT SAYS ROUND ROCK ISD SHOULD HOST COMMUNITY HEALTH FAIRS INVITING COMMUNITY AGENCIES TO PROVIDE INFORMATION TO PARENTS, STUDENTS IN EACH LEARNING COMMUNITY THAT FOCUSES ON HEALTH RESOURCES AVAILABLE IN THE COMMUNITY, SUCH AS SUBSTANCE ABUSE PREVENTION, DATING VIOLENCE PREVENTION, COUNSELING, COMPREHENSIVE SEX EDUCATION, NUTRITION, GROUP FITNESS PROGRAMS, TUTORING, OR ADVANCED LEARNING OPTIONS.

THIS AGAIN, WHEN WE AS A TEAM STARTED AS A ROUND ROCK TEAM, AND OUR STUDENT SUPPORT SERVICES DEPARTMENT STARTED TALKING ABOUT THE 3908 REQUIREMENTS, THE FENTANYL INFORMATION REQUIREMENTS, WE STARTED TALKING ABOUT THIS.

WE ACTUALLY REACHED OUT TO LEADERS IN OUR PTA AND OUR PI FOUNDATION.

WE CONNECTED WITH OUR COMPLETION SPECIALISTS, OUR ATTENDANCE OFFICERS, OUR CAMPUS ADMINISTRATORS.

WE CONNECTED WITH SOCIAL WORKERS, COUNSELORS, OUR FIT TEAM, PARENT LIAISONS, AND THEN ALSO COMMUNITY HEALTH ORGANIZATIONS, AND ALSO SURROUNDING SCHOOL DISTRICTS.

HOW ARE YOU DOING THIS? WHAT'S WORKING WELL, WHAT LESSONS HAVE YOU LEARNED? AS A PILOT, AS A FIRST EVENT, WE ACTUALLY, IN MARCH, LAUNCHED AT SUCCESS HIGH SCHOOL, A HEALTH AND WELLNESS COMMUNITY NIGHT. IT WAS A REALLY GREAT.

WE ACTUALLY TARGETED SOME OF OUR STUDENTS THAT WERE HAVING ATTENDANCE ISSUES BECAUSE A LOT OF TIMES ATTENDANCE IN SCHOOL IS AN INDICATOR TO OTHER NEEDS AND OTHER ISSUES, AND A NEED FOR DIFFERENT RESOURCES.

OUR SOCIAL WORKER TEAM, OUR SUCCESS COORDINATORS, OUR ATTENDANCE OFFICERS THEY RALLIED AND INVITED STUDENTS FROM EVERY VLC, THE STUDENTS, AND THEIR FAMILIES.

WE HAD PIZZA THERE FOR THEM, WE HAD SPECIAL SPEAKERS THAT TALKED ABOUT JUST MOTIVATIONAL, HAVING A GOOD LIFE AND OVERCOMING CHALLENGES AND OVERCOMING OBSTACLES, WHY EDUCATION IS IMPORTANT TO YOUR FUTURE.

THEN STUDENTS HAD ACCESS TO VARIOUS COMMUNITY ORGANIZATIONS THAT HAD SET UP TABLES, AND EVERYTHING FROM MENTAL HEALTH AWARENESS TO OUR NURSES WERE THERE GIVING CPR TUTORIALS AT ONE OF THE TABLES.

THE STUDENTS AND THEIR FAMILIES THEN GOT TO INTO BREAKOUT SESSIONS, SO THEY COULD CHOOSE ALMOST LIKE A MINI CONFERENCE.

WE HAD, I BELIEVE THREE ROTATIONS WHERE THEY COULD CHOOSE DIFFERENT THEMES AND DIFFERENT SUBJECTS.

WE HAD STAFF FROM OUR DISTRICT THAT DID LITTLE WORKSHOPS.

AGAIN, ON FUTURE READINESS, ON PERSONAL WELL-BEING, ON COLLEGE PLANNING.

IT WAS JUST A REALLY NEAT EVENT.

IT WAS VERY WELL ATTENDED.

IN LOOKING TO OUR FUTURE, THANK YOU.

WE'RE GOING TO DO THAT AGAIN, EXCEPT BIGGER AND BROADER.

WE LOVE THAT EVENT.

IT WAS REALLY WELL DONE AND REALLY WELL RECEIVED.

INSTEAD OF HAVING ALL OF OUR FAMILIES FROM DIFFERENT VLCS COME TO ONE LOCATION, LIKE WE DID AT SUCCESS HIGH SCHOOL, WE'RE ACTUALLY GOING TO WORK WITH OUR COMPLETION SPECIALISTS, SOCIAL WORKERS, ATTENDANCE OFFICERS, AND WE'RE GOING TO HOST AN EVENT FOR EACH VLC.

AT ONE OF OUR SCHOOLS AND OUR VLCS, WE'LL REACH OUT TO FAMILIES AND WE'LL REPLICATE A VERSION OF WHAT WE DID AT SUCCESS HIGH SCHOOL.

BACK TO SHAC'S RECOMMENDATION, HOSTING A COMMUNITY HEALTH FAIR, WE'RE EXCITED TO PARTNER WITH OUR SHAC COMMITTEE TO JUST ENHANCE THAT EVEN MORE AND TO CONTINUE THIS AND HOPEFULLY BE AN ANNUAL OPPORTUNITY FOR OUR FAMILIES AND OUR STUDENTS TO CONNECT WITH OUR TEAMS AND CONNECT WITH SERVICES THAT WE PROVIDE IN OUR DISTRICT, BUT ALSO THAT ARE PROVIDED IN OUR COMMUNITY.

RECOMMENDATION NUMBER 3 WAS,

[01:40:01]

ROUND ROCK ISD SHOULD STREAMLINE THE CONSENT FORM FOR HUMAN DEVELOPMENT LESSONS.

THE CONSENT FORM SHOULD BE MADE MORE CLEAR, INCLUDING AN OPT-IN FORM, AND FOR THIS EDUCATIONAL MATERIALS IN THE ANNUAL REQUIRED ENROLLMENT FORMS. COMMUNICATING ABOUT THE MATERIALS THROUGH DISTRICT AND CAMPUS COMMUNICATION RATHER THAN PRIMARILY THROUGH THE INDIVIDUAL CLASSROOM OR DEPARTMENTS, AND COMMUNICATING AT THE BEGINNING OF THE SPRING SEMESTER, ALLOWING TIME FOR FOLLOW-UP.

THIS IS ONE OF THE HUMAN DEVELOPMENT REQUIREMENT IS ACTUALLY SOMETHING THAT IS SPELLED OUT FOR SHAC TO HAVE A ROLE IN HELPING OUR DISTRICT NAVIGATE THESE NEEDS AND THIS REQUIREMENT.

IN TEXAS, OUR MIDDLE SCHOOLS ARE MANDATED TO INCLUDE HEALTH EDUCATION AS PART OF THE ENRICHMENT CURRICULUM, WHICH ENCOMPASSES TOPICS RELATED TO HUMAN DEVELOPMENT.

THIS REQUIREMENT IS OUTLINED IN THE TEXAS EDUCATION CODE, AND IT SPECIFIES THAT HEALTH EDUCATION MUST BE OFFERED IN GRADES 6-8.

THE TEKS, SORRY FOR MIDDLE SCHOOL HEALTH, EDUCATION ARE DETAILED IN THE TEXAS ADMINISTRATION CODE.

AGAIN, WE DUG INTO THIS AND WHERE CAN THESE LESSONS HAPPEN, WHERE ARE THEY HAPPEN? NATURALLY, THESE LESSONS WOULD HAPPEN IN A HEALTH CLASS, A HEALTH CURRICULUM, BUT ALL OF OUR MIDDLE SCHOOL STUDENTS DON'T TAKE HEALTH.

ALL OF OUR SIXTH GRADERS TAKE HEALTH.

WHAT WE'VE WORKED TO DO IS WE'VE WORKED WITH OUR PE DEPARTMENT AND OUR PE TEACHERS, AND THEY WILL INCLUDE THIS HUMAN DEVELOPMENT CURRICULUM IN THEIR PE HEALTH CLASSES DURING THE YEAR.

THEN OUR SEVENTH AND EIGHTH GRADE SCIENCE TEACHERS WILL TAKE TIME AND THEY WILL DELIVER THIS HUMAN DEVELOPMENT CURRICULUM IN THEIR SCIENCE CLASSES AND SEVENTH AND EIGHTH GRADE.

I GAVE YOU RIGHT NOW UP THERE ON THE SCREEN, JUST THE TEKS, AND WHAT THE TEKS SAY ABOUT, WHAT ARE THE REQUIREMENTS FOR THIS HEALTH EDUCATION IN THE TEKS.

WE NEED TO COVER PHYSICAL HEALTH AND HYGIENE, MENTAL HEALTH AND WELLNESS, HEALTHY EATING AND PHYSICAL ACTIVITY, INJURY AND VIOLENCE PREVENTION, ALCOHOL, TOBACCO, AND DRUG USE INFORMATION AND ABUSE, AND THEN REPRODUCTIVE AND SEXUAL HEALTH COVERING THE HUMAN DEVELOPMENT, PUBERTY, AND SEXUAL HEALTH EDUCATION.

OBVIOUSLY, THAT IS A TOPIC THAT IS CONCERNING TO MANY OF OUR FAMILIES AT ALL DIFFERENT LEVELS AND REASONS.

TEXAS ACTUALLY REQUIRES US TO GIVE FURTHER NOTICE AND FURTHER INFORMATION TO OUR FAMILIES TO LET THEM KNOW WHAT IS BEING DELIVERED.

I GAVE YOU THAT THERE IN THAT SLIDE THAT WE ARE REQUIRED, AND THIS IS IN LINE WITH WHAT THE SHAC HAS ASKED US TO BE IN LINE WITH.

WE ARE PROVIDING WRITTEN NOTICE TO PARENTS BEFORE THAT INSTRUCTION HAPPENS WITH THEIR STUDENTS.

WE ARE ALLOWING PARENTS TO REVIEW THAT CURRICULUM, AND WE DO OBTAIN WRITTEN CONSENT THROUGH A GOOGLE FORM FROM PARENTS BEFORE THE STUDENT RECEIVES INSTRUCTION.

CURRENTLY, WE DO HAVE AN OPT-IN SYSTEM.

I JUST WANT TO MAKE SURE THAT AS THE SHAC RECOMMENDED THAT WE HAVE AN OPT-IN SYSTEM.

I DIDN'T WANT ANY OF US TO UNDERSTAND THAT WE DID NOT HAVE THAT, OR IF IT WAS AN OPT-OUT.

WE DO HAVE AN OPT IN SYSTEM.

OUR CURRENT PRACTICE IS THE TEACHER WHO'S GOING TO BE DELIVERING THAT CURRICULUM REACHES OUT TO THE PARENTS WITH THAT GOOGLE FORM AND WITH INFORMATION AND AN OPPORTUNITY TO REVIEW CURRICULUM A COUPLE OF WEEKS BEFORE DELIVERING THAT CURRICULUM.

OUR SHAC HAS ASKED US TO HAVE AN EARLIER CHANCE FOR THAT INFORMATION TO BE DELIVERED TO FAMILIES AND FOR THOSE FAMILIES TO BE ABLE TO REVIEW THAT CURRICULUM.

FOR THIS NEXT YEAR, WE'RE GOING TO DO JUST THAT.

WE'RE GOING TO ASK PRINCIPALS IN ADDITION TO THE TEACHERS DOING WHAT THEY NORMALLY DO, HAVING THE OPT-IN FORM.

OUR PRINCIPALS WILL INCLUDE CAMPUS COMMUNICATION TO FAMILIES A CHANCE FOR THEM TO REVIEW THE OPT IN FORM, REVIEW THE CURRICULUM, TO NOTIFY THEM THAT IT IS HAPPENING, AND WE'LL DO THAT AS REQUESTED JUST AT THE BEGINNING OF THE SECOND SEMESTER, GIVING FAMILIES A LONG RUNWAY AN OPPORTUNITY TO ASK QUESTIONS AND REVIEW CURRICULUM.

THEN WE JUST WANTED TO GIVE YOU AN EXAMPLE OF WHAT THE GOOGLE FORM DOES LOOK LIKE.

THIS IS WHAT OUR FAMILIES RECEIVE AS AN OPT-IN OPPORTUNITY.

IT'S JUST REAL BASIC INFORMATION, AN EMAIL ADDRESS, THE STUDENT'S NAME, WHAT GRADE LEVEL THEY'RE IN, AND THEN WILL OR WILL THEY NOT PARTICIPATE IN THE HUMAN DEVELOPMENT CURRICULUM.

>> GOOD EVENING, EVERYONE. [INAUDIBLE]. I'M HERE TO TALK TO YOU ABOUT THE FOURTH SHAC RECOMMENDATION, WHICH, IN SHORT, WAS TO ADOPT A DISTRICT-LEVEL POLICY THAT WOULD INCLUDE 45 MINUTES FOR RECESS AND THE PROVISION THAT RECESS SHOULD NOT BE TAKEN AWAY FOR ACADEMIC REASONS OR AS A PUNISHMENT.

[01:45:03]

IN OUR CURRENT INSTRUCTIONAL MODEL, WE DO HAVE ALLOCATED 20 MINUTES FOR RECESS ACROSS THE BOARD FOR KINDER TO FIFTH GRADE.

PRE-K HAS ITS OWN SCHEDULE.

WHAT WE WANTED TO DO IS GO AHEAD AND SHOW THE RECOMMENDATION FOR NEXT SCHOOL YEAR.

WHAT WE WERE ABLE TO DO IS ADD AN EXTRA 10 MINUTES OF RECESS TIME FOR ONLY KINDER AND FIRST GRADE, MOVING THEM 20-30 MINUTES.

BUT ALSO RECOMMEND THAT THE SEL TIME, WHICH IS OUR SOCIAL EMOTIONAL LEARNING TIME THAT ALL CAMPUSES HAVE ALLOCATED, THEY HAVE ALLOCATION OF 15 MINUTES TO IMPLEMENT THAT CURRICULUM TO BE ABLE TO ALLOW FLEXIBILITY FOR OUR CAMPUSES TO BE ABLE TO DO THAT OUTSIDE THE CLASSROOM AND NOT JUST WITHIN THE FOUR WALLS.

AS YOU CAN SEE, FOR MOVING ON TO NEXT YEAR, YOU SEE THE HIGHLIGHTED PIECE ON THE BOTTOM LEFT-HAND BOX HERE TO WHERE IT SHOWS IT'S GOING FROM 20-30 MINUTES, BUT ALSO ONLY FOR GRADES KINDER TO FIRST.

WHAT I WANT TO TALK TO YOU ALSO ABOUT IS JUST THE IMPLICATIONS OF ADDING EITHER 15, 20, OR 25 MINUTES ACROSS THE BOARD.

WHAT THAT DOES IS IT TAKES US INTO TWO OPTIONS, AND THAT WOULD BE ADDING ADDITIONAL TIME TO THE DAY OR REDUCING SOME TIME WITHIN OUR INSTRUCTIONAL BLOCKS.

WHAT I WANT TO TALK TO YOU HERE IS JUST THE DIFFERENCE BETWEEN OUR BLOCKS WITHIN OUR NON-DUAL LANGUAGE CAMPUSES AND OUR DUAL LANGUAGE CAMPUSES.

REDUCING THE INSTRUCTIONAL TIME, OBVIOUSLY, WE WON'T BE ABLE TO ADD 25 MINUTES TO THE DAY.

THE OTHER COMPONENT HERE IS REDUCING ANY OF THE INSTRUCTION BLOCKS THAT WE HAVE AVAILABLE TO US.

YOU DO SEE A LARGE NUMBER OF MINUTES IN OUR NON-DUAL LANGUAGE CAMPUSES IN OUR ELR COMPONENT, OR ENGLISH LANGUAGE ART COMPONENTS, BUT THAT'S BROKEN DOWN INTO TWO PIECES.

THAT ALLOWS FOR OUR CURRICULUM TO BE TAUGHT EXTENSIVELY AND HOW IT'S WRITTEN TO 110 MINUTES, BUT ALSO PROVIDE SOME TIME FOR TEACHERS TO DO SOME SMALL GROUP AND DIFFERENTIATED WORK.

VERY IMPORTANT, AS MISS NELSON TALKED ABOUT EARLIER, HOW IMPORTANT THAT PIECE OF TIME IS FOR ALL OF OUR CAMPUSES.

NOW, IF WE WOULD TAKE SOME MINUTES AWAY FROM THE INSTRUCTION BLOCKS WITHIN OUR NON-DUAL LANGUAGE CAMPUSES, THE IMPLICATIONS NOW TO OUR DUAL LANGUAGE CAMPUSES WOULD BE SOME INEQUITIES IN THOSE COMPONENTS WHERE THAT LITERACY BLOCK THAT YOU SEE ON TOP WITH OUR NON-DUAL LANGUAGE CAMPUSES IS SPLIT INTO TWO.

THERE'S 100 MINUTES OR SO FOR THE SLR, WHICH IS OUR SPANISH LANGUAGE ARTS, AND THE OTHER LITERACY BLOCK TO IT IS OUR ENGLISH LANGUAGE DEVELOPMENT.

NOW, THE RED COMPONENT MEANS THAT THOSE SUBJECTS ARE TAUGHT IN SPANISH, AND THE BLUE COMPONENTS ARE TAUGHT IN ENGLISH.

WE HAVE TO ABIDE BY OUR DUAL LANGUAGE MODEL GOING FROM 90-10 TO 50-50.

IF WE WERE ABLE OR WE WOULD TAKE OUT ANY MINUTES FROM OUR SLR BLOCK, THEN WE WOULD BE OUT OF COMPLIANCE.

WE WOULD BE OVER MINUTES ON THE ENGLISH SIDE AS COMPARED TO THE SPANISH SIDE OF IT.

THE LAST PIECE HERE THAT WE HAVE AS FAR AS OUR INSTRUCTION BLOCKS IS THAT INTERVENTION FLEX TIME.

AGAIN, GOING BACK TO WHAT MISS NELSON TALKED ABOUT, HOW IMPORTANT THAT FLEX TIME INTERVENTION BLOCK IS TO OUR CAMPUSES.

YOU HEARD MISS SIMMONS ALSO TALK ABOUT ALL THE INTERVENTION PIECES AND HOW WE'RE TRACKING THE DATA AND HOW WE'RE PROGRESS MONITORING.

I WANT TO JUST TO GIVE YOU ALL SOME INFORMATION HERE OF HOW IMPORTANT THIS BLOCK IS TO US.

THIS BLOCK THAT FLEX TIME, WHAT WE CALL, IT JUST ALLOWS FOR EARLY INTERVENTION.

IT ALLOWS FOR OUR CAMPUSES TO IMPLEMENT THAT MULTI-TIER SYSTEM OF SUPPORTS MODEL THAT YOU HEARD BEFORE, IT ALLOWS FOR THE DISTRICTS TO IMPLEMENT THE RESOURCES AND IMPLEMENT CURRICULUM IN ORDER TO REDUCE THOSE LEARNING GAPS.

YOU HEARD ABOUT DATA-DRIVEN INSTRUCTION AND BEING DATA-RESPONSIVE, MAKING ADJUSTMENTS TO THE GAPS FROM OUR STUDENTS FROM TIME TO TIME.

THERE'S ALSO THE IMPLICATIONS OF HOUSE BILL 1416.

WHAT HOUSE BILL 1416 SAYS THAT WE HAVE TO PROVIDE ACCELERATION INSTRUCTIONAL TIME FOR STUDENTS WHO DO NOT GET THAT APPROACHES GRADE LEVEL OR HIGHER ON THE STAR GRADES THIRD THROUGH EIGHTH OR ANY EOC.

WHAT THAT DOES IS IT RESTRICTS US TO PROVIDING 15-30 HOURS OF SUPPLEMENTAL INSTRUCTION.

THAT'S WHERE WE USE OUR FLEX TIME ALSO TO INTERVENE WITH KEEPING COMPLIANCE WITH THE HOUSE BILL.

[01:50:03]

IT ALSO PROVIDES SUPPORT FOR TEACHERS WITH BETTER DIFFERENTIATION, AGAIN, SMALL GROUPS THAT ARE IMPORTANT TO ALL OF OUR CAMPUSES, ALL OUR STUDENTS THAT ARE JUST FALLING BEHIND IN INSTRUCTION, AND IT ALSO PROVIDES A ONE-TO-ONE INTERVENTION WITH OUR STUDENTS, ALLOWING FOR PERSONALIZED INSTRUCTION.

IT DOES FREEZE UP SOME, SOME CREATIVE TIME TO HAVE MORE EFFECTIVE WHOLE GROUP INTERVENTIONS.

THEN LASTLY, YOU HEARD FROM BOTH GROUPS, IS JUST ENCOURAGES THAT REGULAR PROGRESS MONITORING OF OUR STUDENTS, BUT IT ALLOWS FOR THAT COLLABORATION TIME OF TEACHERS, SPECIALISTS, INTERVENTIONISTS, AND CONSTANTLY LOOKING AT OUR SUPPORTS AND OUR RESOURCES IN ORDER TO BE ABLE TO INTERVENE WITH OUR STUDENTS.

ARE THERE ANY QUESTIONS FOR ANY OF US?

>> COLLEAGUES, ANY QUESTIONS? DOCTOR WAY, GO AHEAD.

>> THANK YOU. REGARDING RECOMMENDATION NUMBER 3, I THINK THE COMMITTEE SAY, INCLUDING IN THE ANNUAL REQUIRED ENROLLMENT FORM, IT LOOKS LIKE WE DIDN'T DO THAT.

DO YOU KNOW WHAT'S THE REASON?

>> IT SAYS INCLUDE THE OPT-IN.

WE DO HAVE THE OPT-IN.

WE'RE CONTINUING THE PRACTICE OF THE OPT-IN.

THAT'S THE GOOGLE FORM. IS THAT YOUR QUESTION?

>> NO, YOU'RE RIGHT.

THEY SAID TO DO IT IN THE FORMS WE DO AT THE VERY BEGINNING OF THE YEAR.

>> TO INCLUDE THEM IN THE ORIENTATION FIRM.

>> THE FIRST DAY PACKAGE.

>> WELL, WE DID NOT HAVE THAT CONVERSATION TO DO THAT, BUT THAT WOULD NOT BE A DIFFICULT LIFT FOR US TO INCLUDE THOSE LINKS.

>> ANY OTHER QUESTIONS? YES. TRUSTEE WEIR.

>> I ACTUALLY HAD A COUPLE OF QUESTIONS ABOUT RECOMMENDATION 4 BECAUSE RECESS IS IMPORTANT, AND SO I UNDERSTAND ABOUT THE FLEX TIME.

BUT I GUESS I'M JUST CURIOUS BECAUSE IT SAYS HERE SOME CAMPUSES HAD VARIED SCHEDULES, AND SHE MENTIONED THAT IN HER REPORT.

DID ANY CAMPUSES ACTUALLY LOSE RECESS TIME BECAUSE WE GOT CONSISTENT ACROSS THE DISTRICT?

>> NO, MA'AM. ONE OF THE CAMPUSES THAT I THINK THEY WERE REFERRING TO, IT WASN'T RECESS TIME.

I THINK IT WAS MORE OF A SPECIALS GROUP.

IT WAS PART OF THE ROTATIONS WITHIN SPECIALS SO THEY WERE ABLE TO GO OUTDOORS AND PROVIDE SOME CURRICULUM AND SOME OUTDOOR ACTIVITIES BUT IT WAS ONLY ONE CAMPUS.

IT WASN'T THAT ONE CAMPUS HAD 45 MINUTES OF FLEX TIME.

>> THAT WAS IT. ANY MORE? TRUSTEE MARKUM.

>> NOT SO MUCH OF A QUESTION. I APPRECIATE YOU ASKING THAT QUESTION BECAUSE I WAS CURIOUS ABOUT THE DISCREPANCY BETWEEN CAMPUSES, BUT IT SOUNDS LIKE YOU'VE MADE THAT CONSISTENT WITH BEING ABLE TO TAKE THAT SEL TIME AND BRING IT OUTSIDE AND HAVE THAT FLEXIBILITY.

I JUST WANTED TO SAY, I GOT A LOT OF EMAILS AND TEXTS AFTER THE SHAC PRESENTATION ABOUT PARENTS WANTING THESE RECOMMENDATIONS TO BE IMPLEMENTED, ESPECIALLY THE ONE ABOUT RECESS.

I APPRECIATE YOU TAKING THE TIME AND BEING THOUGHTFUL ABOUT HOW WE COULD MOVE FORWARD WITH SOME OF THOSE THINGS.

I UNDERSTAND NOT WANTING TO TAKE AWAY FROM THE ACADEMIC TIME.

AS WE ARE INCREASINGLY ASKING OUR STUDENTS TO DO MORE AND MORE WORK ON SCREENS, WHICH IS NOT WHAT WE HAD GROWING UP, THAT ALSO INCREASES THE NEED FOR THAT OUTDOOR TIME AND THAT UNSTRUCTURED TIME, AND THE BREAK FROM SCREEN.

I APPRECIATE, ESPECIALLY THOSE YOUNGER LEVELS, KINDERGARTEN FIRST, WHERE THEY REALLY NEED IT, BEING ABLE TO AT LEAST IMPLEMENT IT THERE, AND LOOKING FOR FLEX TIME FOR THE OTHER GRADES. I JUST WANT TO SAY THANK YOU.

>> THIS IS ACTUALLY MY AGENDA ITEM, AND WE TOYED WITH, DOES THIS JUST COME TO US IN A BOARD UPDATE, OR DO WE HAVE A BRIEF PRESENTATION? I CAN'T SAY WE'LL DO A BRIEF PRESENTATION EVERY TIME, BUT WE OPTED FOR THAT THIS TIME BECAUSE, THESE COMMITTEES VOLUNTEER A LOT OF TIME AND ENERGY AND EFFORT TO COME AND DEVELOP THESE RECOMMENDATIONS AND SPEAK TO THE BOARD.

I DON'T THINK IT FEELS GOOD WHEN THERE'S NO DEFINITIVE RESPONSE.

SOMETIMES THOSE RESPONSES COME IN THE MEETINGS, BUT I REALLY APPRECIATE YOU TAKING THE TIME BECAUSE SOMETIMES PEOPLE WITH POWER MAKE DECISIONS WITHOUT THE UNDERSTANDING AND KNOWLEDGE OF THE PEOPLE WITH LESS POWER, AND SO I THINK THAT WHAT YOU'VE EXEMPLIFIED IS TRULY COMMUNITY CO-DESIGN AND TRANSPARENCY AND WHY WE'RE MAKING SOME OF THE DECISIONS THAT WE'RE MAKING AND JUST AN AFFIRMATION THAT YOU'RE WORKING IN THE BEST INTEREST OF ALL STUDENTS.

THANK YOU SO MUCH FOR TAKING THE TIME.

>> GREAT. THANK YOU. ONE OF THE THINGS WE DO IS EACH MONTH WHEN WE MEET, WE GIVE AN ADMINISTRATIVE UPDATE.

AS THEY'RE TALKING ABOUT THINGS THAT ARE OF HIGH VALUE, AND THEY COME BACK TO OUR TEAM MEETINGS AND OUR STAFF MEETINGS,

[01:55:04]

AND WE MAKE FORWARD PROGRESS BEFORE WE EVEN GET TO THEIR RECOMMENDATIONS, WE GIVE THEM AN UPDATE OF HERE'S OUR CONVERSATIONS, HERE'S WHAT WE'RE DOING, AND IT SEEMS TO BE WELL RECEIVED.

THE LEGISLATURE GAVE YOU A GIFT.

OUR APPOINTMENTS ARE FOR THREE-YEAR TERMS, AND I THINK COMING UP IN OUR NEW LEGISLATIVE SEASON, YOU GET TO NOMINATE SHAC MEMBERS EVERY YEAR, SO START YOUR LIST. YOU'RE WELCOME.

>> I KNOW. I SAW THAT A LITTLE RIDICULOUS. BUT YOU KNOW WHAT? WE'LL ROLL WITH IT BECAUSE WE ALWAYS DO.

YES, THANK YOU SO DEEPLY.

I APPRECIATE IT. ANYTHING ELSE, Y'ALL? WELL, THEN WE'RE GOING TO GO AHEAD AND MOVE TO AGENDA ITEM F.4 2024/2025 END OF YEAR BUDGET DATE. DR. AZAIEZ.

>> THANK YOU. WE'RE BRINGING DENNIS BACK WITH RHONDA AND THEY BOTH GOING TO GIVE US AN UPDATE.

AGAIN, REMEMBER OUR BUDGET FISCAL YEAR GOES FROM JULY 1ST TO JUNE 31ST, SO THIS IS STILL AN UPDATE.

IT'S NOT FINAL YET, BUT THEY WANT TO GIVE US AN UPDATE ON WHERE WE AT BECAUSE WE DID NOT CLOSE THE BOOKS YET FOR THIS FISCAL BUDGET YEAR.

>> THANK YOU, SIR. AS DR. AZAIEZ STATED, WE'RE GOING TO GIVE YOU A UPDATE ON THE '24/25 BUDGET FOR THE MAINTENANCE AND OPERATIONS FUND.

THIS IS DATA AS OF THE END OF MAY AND PROJECTED THROUGH END OF JUNE.

THE LAST TIME WE GAVE A PROJECTION IS THAT MIDDLE COLUMN, IT DATED ON 4/07, WHICH WAS USING THE END OF FEBRUARY DATA AS WE WERE PROJECTING THINGS OUT FOR THE YEAR, AND AS I JUST STATED, THE COLUMN ON THE FAR RIGHT, IS WHERE WE ARE PROJECTING NOW WITH END OF MAY DATA AND THE PROJECTION THROUGH END OF JUNE.

AS FAR AS THE CURRENT TAX COLLECTION, WE HAVE PROJECTED IT TO BE AT 379.

WE HAVE UPDATED THAT PROJECTION TO 388 MILLION WITH THE TWO COMBINED.

WE HAVE INCREASED OUR INVESTMENT INCOME FOR ABOUT TWO MILLION DOLLARS, SLIGHT DECREASE IN OUR OTHER LOCAL REVENUE.

WE INCREASED OUR CONTRIBUTION FROM THE STATE JUST A LITTLE BIT.

WE ADDED THE SUBSCRIPTION-BASED INFORMATION TECHNOLOGY ARRANGEMENT THAT'S A POT OF MONEY THAT THE STATE GIVES, AND THIS CALLED SPIT, SO WE GOT A HALF A MILLION DOLLARS FOR THAT.

AS IN THE SHARS, WE HAD TO PUT THAT BACK ON THE BOOKS, ACCORDING TO OUR AUDITOR.

WE ARE DISPUTING WITH HSC ABOUT OUR CLAIMS FROM THE COST REPORT, AND IN ORDER FOR US TO CONTINUE THAT DISPUTE, THE AUDITOR SAY WE NEED TO PUT THAT REVENUE BACK ON THE BOOKS, AND IT'S A LITTLE MORE THAN THE 1,556 BECAUSE WE HAVE RECEIVED INTERIM PAYMENTS THROUGHOUT THE YEAR TO GET IT TO THE 2.006 MILLION.

OUR FEDERAL REVENUE HAS GONE DOWN JUST A LITTLE BIT AND WE UPDATED THE TOTAL FOR OUR TRS RETIREMENT ON-BEHALF, SO THE UPDATE FOR REVENUES IS FROM 463.8- 480.2.

WE'VE DONE A FOUR-YEAR PROJECTION ON ALL SALARIES, AND THAT'S TO GROW FROM THE 371 TO THE 390.

WE BROUGHT FORWARD THE NEXT THREE THAT'S IN THE YELLOW.

WE ARE PRETTY FIRM ON THOSE NUMBERS.

>> CAN WE FLIP THE SLIDE?

>> I'M SORRY. MY FAULT.

>> THERE YOU GO. WE ADDED A COUPLE MORE REDIRECTS FOR OUR POSITION VACANCIES.

UPDATED THE TEACHER RETIREMENT SYSTEM TO MATCH THE REVENUE.

OUR TOTAL EXPENSES FOR SALARIES AND BENEFITS GREW FROM 404.8-424.8.

AS FAR AS ALL OUR ALLOCATIONS, THERE WAS NOT A LOT OF CHANGES DIRECT EXCEPT FOR IN THE DEPARTMENTS THAT WAS MAINLY DUE TO SOME OVERTIME PAYMENTS AND WHAT'S THE TERM AGAIN? OVERTIME AND EXTRA DUTY.

THAT WAS THE MAJORITY OF THAT INCREASE.

WE ADDED ANOTHER UNFUNDED AT THE BOTTOM, DATED 6/8, FOR WE HAD TO INCREASE MAINTENANCE BY 150,000.

WE HAD TO INCREASE OUR INSURANCE FOR THE SPECTRUM BUILDING BY 88,000.

THEN WE HAD TO DO ABOUT $51,000 FOR PRIVATE NURSES FOR OUR SPED PROGRAM.

[02:00:02]

OUR EXPENSE ALLOCATIONS GREW FROM 50.6 - 54.9.

RECAPTURE CHANGED JUST A LITTLE BIT.

OUR TOTAL EXPENSES IS NOW PROJECTED AT 492.6.

HOW DID THAT ALL ADD UP? TOTAL REVENUES AT THE 480.12, TOTAL EXPENSES AT THE 492.

ADDS AS A DEFICIT OF 12.4 MILLION.

WE HAVE A FIVE MILLION CONTRIBUTIONS TO OUR SELF-INSURANCE FUND.

THIS IS A RECURRING CONTRIBUTION, AS YOU REMEMBER.

LAST YEAR WE PUT IN THREE MILLION, AND THIS YEAR IS PROJECTED AT FIVE.

WE ARE MONITORING OUR WEEKLY PAYMENTS, AND WE HOPE THIS GOES DOWN.

WE'VE HAD SOME SMALL PAYMENTS SO FAR FOR THE MONTH OF JUNE.

BUT WITH EVERYONE BEING OUT NOW, PEOPLE TEND TO GO TO THE DOCTOR NOW, SO WE'LL BE MONITORING THAT GET TO SEE HOW THAT AFFECTS, BUT WE'RE HOPING THAT WE ARE ABLE TO REDUCE THAT AMOUNT.

AGAIN, THE SALE OF CYPRESS IS THE 8.950 MILLION, AND WE PUT IN ABOUT $400,000 FROM OUR FLEX ACCOUNT TO THE REAL SURPLUS DEFICIT OF 8.1 MILLION.

WE'RE STILL DOING ANALYSIS OF THINGS FOR EXPENDITURES THAT WE CAN REDUCE TO LOWER THAT.

THE BOOKS OFFICIALLY CLOSES IN AUGUST, AND SO WE HAVE ABOUT A MONTH AND A HALF TO CONTINUE TO ANALYZE EXPENDITURES TO LOWER THE EIGHT MILLION.

GO BACK TO THIS SLIDE.

I'M GOING TO EXPLAIN THE $12.4 MILLION DEFICIT WITH SOME ANALYSIS WORK.

THE MIDDLE COLUMN TELLS YOU WHAT IT IS.

THE FAR RIGHT COLUMN TELLS YOU HOW WE TEND TO ADDRESS IT IN THE '25/26 BUDGET.

THE DEFICIT OF 12.4 MILLION.

OUR GUEST EDUCATOR IN CLASSROOM COVERAGE WAS OVER ABOUT 2.1 MILLION.

IN THE BUDGET, WE ARE ELIMINATING COVERAGE FOR NON-TEACHERS, EXCEPT FOR EAS FOR SPED AND PRE-K.

IN THE FAR AS RETIREE PAY OUT, THIS IS THE LOCAL PIECE FOR RETIREE PAY OUT.

WE ADDED $750,000 IN THE BUDGET FOR THE '25/26 SCHOOL YEAR, FOR AS THE UTILITIES, LIGHTING PROJECT, AS YOU ALL IS ON THE CONSENT AGENDA FOR TONIGHT, AND WE'RE HOPING ONCE THAT PROJECT GET FINISHED, AS PROJECTED AROUND DECEMBER TIME FRAME, THAT THAT WOULD SAVE UTILITIES TO ERASE THAT DEFICIT.

BDST, I CAN ONLY SAY WE HAD SOME GREAT TEAMS, AND GREAT STUDENTS IN THE '24/25 SCHOOL YEAR, AND WE HOPE THEY ARE JUST AS SUCCESSFUL IN THE '25/26 SCHOOL YEAR.

THE NEXT PIECE IS OVERTIME, EXTRA DUTIES, AND FACILITY USE.

A LOT OF THAT IS TIED TO UNEXPECTED OCCURRENCES EVEN ON WEEKENDS OR LATE AT NIGHT BETWEEN EITHER THE POLICE DEPARTMENT OR OUR CUSTODIANS.

ALSO, A LOT OF IT IS DUE TO OUR FACILITY USE FEES.

WE HAVE TO DO AN EXAMINATION OF THOSE FEES FROM THE DOLLARS WE'VE TAKEN IN.

WE ARE LOSING MONEY ON FACILITY USE.

I KNOW WE'RE NOT TRYING TO MAKE A PROFIT OFF OUR COMMUNITY, BUT WE STILL NEED TO GET CLOSER TO COVERING THE COST FOR USING THE FACILITIES.

THE BIGGEST NUMBER ON THE SHEET IS THE SPED PROGRAM.

IT WAS OVER ABOUT 4.6 MILLION FOR US TO COVER THE REQUIRED SERVICES AND PERSONNEL AND MINUTES ASSOCIATED WITH THE SPED PROGRAM.

BUT IN THE '25/26 BUDGET, WE'VE ADDED ABOUT THREE MILLION DOLLARS FOR THE SPED PROGRAM THAT SHOULD HELP US TO REDUCE THIS OVERAGE, AND ALSO IN HB 2 DOES A MILLION DOLLARS FOR THE EVALUATIONS.

HOPEFULLY THAT OVERAGE WOULD BE WIPED OUT IN THE '25/26.

THE LAST ITEM ON HERE, THE STATE INFORMED US BACK IN, PROBABLY FEBRUARY, MARCH, THAT THEY HAD OVERPAID US FOR THE '23/24 SCHOOL YEAR, AND THEY DEMANDED THEIR MONEY BACK.

WE HAD TO WRITE THEM A CHECK FOR THE '23/24, REFUND TO THE TEA, AND SO THAT WAS THE EXPLANATION OF THE 12.434 DEFICIT.

WITH THAT, I WILL PAUSE FOR THE QUESTIONS.

>> TRUSTEE LANDRUM.

>> PERHAPS THIS IS FOR DR. AZAIEZ.

[02:05:01]

CAN YOU TALK ABOUT HOW THE ELIMINATING COVERAGE FOR NON-TEACHERS IS GOING TO AFFECT OUR CLASSROOMS?

>> EDDIE IS HERE, CAN TAKE IT.

BUT WE'RE STILL GOING TO PROVIDE GUEST EDUCATORS FOR TEACHERS COVERAGE. GO AHEAD EDDIE.

>> YES, SIR. THANK YOU.

ABSOLUTELY, CLASSROOM IS STILL A PRIORITY.

WE'LL MAKE SURE THAT THERE ARE GUEST EDUCATORS AVAILABLE FOR CLASSROOMS. WE DO HAVE ADDITIONAL POSITIONS THAT WE HAVE PROVIDED GUEST EDUCATORS FOR IN THE PAST THAT WE'VE REALLY HAD TO EVALUATE, AND LOOKING ACROSS WHAT OTHER DISTRICTS DO, OUR DISTRICT HAS BEEN VERY GENEROUS IN TERMS OF THAT SUB-COVERAGE FOR POSITIONS.

I REALLY WOULD RATHER NOT GET INTO A LIST TONIGHT UNTIL WE FINALIZE INFORMATION AND PROVIDE THAT OUT TO OUR PRINCIPALS AND THINGS LIKE THAT.

BUT THERE ARE SEVERAL OTHER POSITIONS THAT WOULD BE LUMPED INTO THAT GROUP.

WE WANT TO MAKE SURE, FIRST AND FOREMOST, A SUBSTITUTE TEACHER OR A GUEST EDUCATOR, IT'S ABOUT CLASSROOM SUPERVISION.

IT'S ABOUT MAKING SURE THAT OUR STUDENTS ARE SUPERVISED WHEN THEIR TEACHER IS NOT AVAILABLE.

MAKING SURE THAT THOSE CLASSROOMS ARE COVERED IS THE NUMBER 1 PRIORITY.

THE SECOND PRIORITY IS SPECIAL EDUCATION AND PRE-K.

I HAVE NEVER SET FOOT IN A PRE-K CLASSROOM, AND I'M QUITE GOOD WITH THAT.

I CAN ONLY IMAGINE WHEN SOMEBODY IS NOT IN A PRE-K CLASSROOM, THE IMPACT THAT THAT CAN HAVE ON THE TEACHER OR THE EA, WHO'S EVER IN THAT CLASSROOM.

IN SPED, OBVIOUSLY, WE WANT TO MAKE SURE INSTRUCTIONAL MINUTES ARE MET.

OFTENTIMES THOSE GUEST EDUCATORS ARE ABLE TO SUPPORT IN A PINCH AND ABLE TO HELP WITH DOCUMENTED MINUTES AND THINGS LIKE THAT IN SPED CLASSROOMS, AND MAKING SURE WE'RE IN COMPLIANCE AND OUR STUDENTS ARE GETTING THEIR NEEDS MET, SO WE'LL DEFINITELY ENSURE THAT OUR SPED EAS ARE STILL ELIGIBLE TO RECEIVE SUBS.

>> AGAIN, THE CLASSROOM WON'T BE IMPACTED.

WE'RE LOOKING AT DIFFERENT OPTIONS.

FOR EXAMPLE, WHENEVER AN AP IS ABSENT, SOMETIMES WE PROVIDE A SUBSTITUTE AP FOR THE SCHOOL OR IF SOMETIMES WE HAVE SOME GUEST EDUCATORS WHO MAY GO, AND WHENEVER OUR LIBRARY IS ABSENT AND THINGS LIKE THAT.

WE'RE LOOKING AT DIFFERENT OPTION, BUT THERE'S A WAY TO MAKE SURE THE SCHOOL AND THE CAMPUSES, THE CLASSROOM IS STILL FUNCTIONING WITH THE GUEST EDUCATOR.

BUT I THINK, LIKE EDDIE SAYING, WE'RE JUST GENEROUS.

I DON'T KNOW IF YOU KNOW, BUT WE SPEND ALMOST NINE MILLION DOLLARS IN GUEST EDUCATORS PER YEAR.

BETWEEN EIGHT AND NINE MILLION DEPENDING ON THE YEAR.

IT'S JUST TWEAKING A LITTLE BIT.

THAT WAY WE CAN HAVE, MAYBE REDUCE THE COST THERE RATHER THAN INCREASED CLASS SIZES OR DOING OTHER THINGS THAT COULD BE EVEN, TRYING TO AVOID MAJOR CHANGES PRETTY MUCH.

>> THANK YOU. THEN CAN YOU HELP ME UNDERSTAND ON SLIDE 6, THAT'S A PRETTY SIGNIFICANT CHANGE IN TWO MONTHS FROM 22,000 - 8000,000.

CAN YOU HELP ME UNDERSTAND THAT A LITTLE BIT BETTER, AT THE END OF THE YEAR, IT CAME ALL AT ONCE, SO JUST HELP ME UNDERSTAND WHY IT ALL CAME IN AT THE LAST MINUTE?

>> MOST OF IT WAS DUE TO OUR SALARY PROJECTION.

AS YOU SEE THE ONE BASED ON FEB FEBRUARY DATA WAS REALLY JUST A ROLL UP OF WHAT THE ADOPTED BUDGET WAS.

IT DIDN'T HAVE A PROJECTION IN IT, AND SO WHEN WE WENT TO PROJECT IT FOR THE END OF THE YEAR, YOU SEE THAT THAT NUMBER INCREASED.

THAT WAS THE MOST THE MAJORITY OF THE CHANGE WAS DOING A COMPLETE YEAR SALARY PROJECTION.

>> THEN MY LAST QUESTION IS, HOW DOES THIS NEW DEFICIT AFFECT OUR FUND BALANCE, AND WHERE DO WE SIT WITH THAT?

>> AT THE END OF JUNE, FUND BALANCE WAS 87.6.

LIKE DOC SAID, THIS IS STILL JUST A PROJECTION.

BUT IF THAT HOLDS, THAT WILL TAKE IT DOWN TO 79000,000, AND WE HAVEN'T RAN THE CALCULATIONS FOR THE FIRST REPORT, AND SO I DON'T KNOW HOW THAT AFFECTS THAT ONE CATEGORY ON THE FIRST REPORT, BUT THAT IS SOMETHING WE WILL BE LOOKING AT.

>> THANK YOU VERY MUCH.

>> I'M NOT SEEING ANY OTHER LIGHTS UNLESS I'M MISSING THEM.

TRUSTEE LANDRUM ASKED MY QUESTION ABOUT IMPACT ON THE CLASSROOM.

THANK YOU FOR THAT EXPLANATION FOR GUEST EDUCATORS.

I HEARD A BUTTON. WAS THAT? NO. I APPRECIATE YOU LOOKING AT THE FACILITY USE FEES.

I KNOW THAT'S NOT FUN.

WE'VE GOTTEN A LOT OF EMAILS OVER THE YEARS ASKING US WHY WE CHARGE AND HOW MUCH WE CHARGE, BUT WE PROBABLY NEED TO AT LEAST BE NET NEUTRAL ON THAT.

THAT FEELS IMPORTANT. THANK YOU FOR THAT.

>> WE DONE A PRELIMINARY LOOK.

WE BROUGHT IN ABOUT 400,000 FOR THE USE OF OUR FACILITIES, BUT OUR EXPENDITURES ARE WELL OVER A MILLION.

>> YEAH. I'M SURE.

ENERGY AND STAFF.

BECAUSE EVERY TIME SOMEBODY USES THE FACILITIES,

[02:10:02]

WE HAVE TO PAY EXTRA HELP COMPENSATION FOR OUR STAFF TO BE ON SITE.

>> TO YOUR POINT, DO YOU KNOW WHAT FACILITIES ACTUALLY BRINGING IN SOMEHOW POSITIVE INPUT TO THE DISTRICT IS THAT THE AQUATIC CENTER?

>> YES.

>> THAT'S AQUATIC CENTER.

>> THAT IS THE ONLY ONE THAT MAKES MONEY.

>> POSITIVE ALMOST $100,000.

>> WELL, THAT'S GOOD TO KNOW. I KNOW IT'S NOT EASY CONVERSATION, BUT IT'S A CONVERSATION GLOW WE'RE HAVING.

IT IS A LITTLE SCARY TO GET THESE BIG NUMBERS AT THE END OF THE YEAR.

BUT I UNDERSTAND ALSO BUDGET CLOSE OUT, HOW THAT HAPPENS.

I HOPE THAT OUR CLAIMS STAY GOOD AROUND SPED.

WE FIT.

WE HAVE TO PROVIDE THE SERVICES THAT WE HAVE TO PROVIDE.

MY QUESTION IS, IS THERE A BETTER WAY TO TRACK THAT AND KNOW WHERE WE ARE EARLIER OR WHAT'S WITH THE TIMING OF THAT INFORMATION?

>> WE ARE TAKING A VERY GOOD ANALYTICAL LOOK AT THE SPED PROGRAM FOR NEXT YEAR, ALONG WITH DR. NICHOLAS AND HER TEAM.

A LOT OF THE OVERAGE THAT WE DID DETERMINE WAS BECAUSE WE DIDN'T HAVE ENOUGH STAFF, AND SO WE HAD A LOT OF OVERAGE FOR GUEST EDUCATORS.

THAT THOSE LINE ITEMS IN THE BUDGET TO BRING IN THE 16 TEACHERS AND THE 24 ASSISTANTS WILL HOPEFULLY TAKE THAT CHARGE DOWN.

IT WON'T TOTALLY ELIMINATE HAVING GUEST EDUCATORS FOR SPED.

WE'RE VERY HOPEFUL THAT WE HAVE RIGHT SIZE THE SPED PROGRAM, SO IT COMES IN AT BUDGET OR UNDER HOPEFULLY.

>> VERY QUICK, I WOULDN'T WANT TO PUT THE LABEL ISSUE ON IT.

BUT THE CONCERN MORE SO IS THE RATE OF GROWTH THAT WE HAVE FOR OUR SPECIAL PROGRAMS. I THINK THERE WAS A COUPLE OF PRESENTATIONS AGO.

WE TALKED ABOUT THE DISTRICT ENROLLMENT IS CONSISTENT AT ABOUT AROUND 47,000 RIGHT NOW.

BUT WHEN YOU LOOK AT THE MAKEUP OF THAT FOR 7,000, THAT'S WHERE THE CHANGE IS COMING.

EVERY YEAR, WE'RE GROWING AS FAR AS THE NUMBER OF SPECIAL EDUCATION STUDENTS WE HAVE AND ALSO MERGING BIO-LINGUAL SPECIAL POPULATIONS.

THE LEVEL OF TEACHING AND AMOUNT OF SUPPORT AROUND WHAT THEY NEED IN ORDER TO GROW ACADEMICALLY, IS VERY DIFFERENT FROM A GENERAL EDUCATION STUDENTS.

PART OF THE ISSUE IS NOT SO IS THE GROWTH OF THOSE NUMBER OF KIDS WITHIN OUR STUDENTS AND THE NEEDS THAT THEY HAVE, AND WE CAN'T NOT PROVIDE THE NEEDS.

OFTENTIMES WHAT WE FIND OURSELVES DOING IS THAT NUMBER REPRESENTS TO A CERTAIN DEGREE US THEN HAVING TO GET SUBS IN ORDER TO COVER WHAT THOSE NEEDS ARE TO MAKE SURE THAT WE'RE IN COMPLIANCE WITH THE STUDENTS INDIVIDUAL EDUCATION PLAN.

THAT'S MORE SO WHAT THAT REPRESENTS.

>> ADD ALSO NOT ONLY THE SUBS TO COVER THE NEEDS, BUT ALSO A LOT OF OUR TEACHERS, ESPECIALLY ON THE ELEMENTARY, NOW THEY HAVE A HUGE CASE LOAD.

FOR SOME OF YOU, EITHER WE'RE INVOLVED WITH ARTS OR WE'RE TEACHERS YOURSELF, THAT REQUIRES A LOT OF TIME TOO.

WE HAVE TO FUND THE GUEST EDUCATORS, SO THEY CAN MAKE SURE GET READY FOR THOSE ARTS AND MAKE SURE THAT ADDRESS LOOKING AT THE STUDENTS DATA AND THINGS LIKE THAT TO ADDRESS THEIR NEEDS.

IT'S A COMBINATION OF THINGS.

I THINK THAT REALLY GOES AT THE HEART OF WHY THIS BOARD US.

WE'VE BEEN ADVOCATING FOR A DIFFERENT MODEL FROM THE STATE WHEN IT COMES TO FUNDING, BECAUSE WE PROVIDE INTENSITY BASED PROGRAM.

IN OTHER WORDS, NOT EVERY STUDENTS WHO MAY BE QUALIFIED, THE SPECIAL ED PROGRAM WILL RECEIVE THE SAME EXACT THING.

THEIR NEEDS ARE DIFFERENT AND BASED ON WHAT THEIR NEEDS, WE ALLOCATE TEACHER, STAFF, SUPPORT, WHATEVER THAT MIGHT BE.

BUT WE'RE NOT GETTING THAT MONEY BACK.

AS YOU KNOW, WE SPEND ALMOST ANYWHERE 140-150% OF WHAT WE GET FROM THE STATE.

NOW, THEY PROMISE US IT'S IN HOUSE BILL 2, THAT CHANGE A LITTLE BIT.

WE'RE GOING TO GET SOME MORE RELIEF, BUT THAT WON'T TAKE EFFECT UNTIL THE 2026, 2027 SCHOOL YEAR, AND TO THIS DTA, GOING TO TAKE THEIR TIME AGAIN WORKING ON HOW THAT WHAT DOES I REALLY MEAN.

BUT WE'RE HOPING THAT WILL PROVIDE US WITH SOME RELIEF AS WE ARE DOING OUR JOB, ETHICALLY, LEGALLY, WHATEVER YOU WANT TO CALL IT TO HELP OUR STUDENTS REALLY SUCCEED AND MEET THEIR NEEDS.

>> THANK YOU SO MUCH FOR THAT EXPLANATION.

I KNOW THAT NONE OF THIS IS EASY AND I CAN SEE THE RIPPLE EFFECTS LIKE IF WE CULTIVATE PEOPLE THAT WANT TO WORK IN OUR SPED PROGRAM.

THESE ARE MOVING TARGETS PER SE.

I JUST WANT TO SAY THANK YOU ALL SO MUCH FOR THE WORK TO BALANCE FOR US.

TRUSTEE MARKHAM I SAW, I HEARD YOUR LIGHT. I DIDN'T SEE IT.

>> I WAS JUST GOING TO SAY WHAT DR. NICHOLAS SAID THAT OUR IDENTIFICATION RATE IS SKY ROCKETING.

[02:15:01]

THEN YOU ALSO HAVE TO REMEMBER JUST A COUPLE OF YEARS AGO.

DYSLEXIA WAS MOVED FROM A 504 PROGRAM TO SPECIAL EDUCATION.

THAT PARTICULAR IDENTIFICATION RATE IS SKYROCKETING AND STAFFING IT'S VERY HARD TO HIRE IN SPECIAL EDUCATION.

THOSE ALIGNMENTS THEY'RE OFF AND IT'S HARD.

THEN I WAS GOING TO ECHO WITH THE INTENSITY BASED MODEL.

THAT'S WHY WE FOCUS SO HARD ON THAT AND MOVING FROM PLACEMENT BASED TO INTENSITY BASED.

THERE WILL BE EIGHT TIERS OF INTENSITY.

THAT WILL HELP US BETTER ALIGN OUR RESOURCES WITH OUR STAFF.

IT'S STILL NOT ENOUGH, BUT IT WILL BETTER HELP US ALIGN AND I THINK PROBABLY PREPARE BETTER FOR THE SPECIAL EDUCATION PROGRAM.

>> DR. TEASLEY JUST TEXT, NATALIE, WE HAD AN INCREASE OF 1,200 SPED STUDENTS DURING THE SCHOOL YEAR.

>> OUR NUMBER IS ABOUT 14% OF OUR STUDENTS ARE NOW IDENTIFIED IN SPECIAL EDUCATION OR RECEIVE SPECIAL EDUCATION SERVICES.

I THINK THAT'S AN INCREASE BY MORE THAN 20% WITHIN THE LAST THREE YEARS.

AGAIN, WE'RE JUST SAYING THAT WE NEED TO MEET OUR STUDENTS NEED, WE NEED TO MAKE SURE THAT YOU ALE TRY TO PROJECT AND PLAN.

BUT AGAIN, LET'S PROJECT WE'RE GOING TO HAVE 48,000 STUDENTS NEXT YEAR FROM 47, IT'S EASY.

THIS IS A SIMPLE FORMULA.

YOU WANT TO HAVE A CLASS SIZE OF 25.

IT DOESN'T WORK THE SAME WAY FOR OUR STUDENTS IN SPECIAL EDUCATION SERVICES BECAUSE IT DEPENDS ON THEIR NEED BECAUSE WE NEED TO CATER TO THEIR NEEDS.

THERE IS NO FORMULA FOR THAT. IT IS NO FORMULA.

WHATEVER THEY NEED, WE HAVE TO PROVIDE.

IT'S SOMETIMES HARD TO PREDICT AND PROJECT WHAT THEIR NEEDS MIGHT BE.

>> THAT MAKES SENSE TO ME.

I WANT TO SAY THANK YOU, TRUSTEE MARKUM FOR YOUR EXPLANATION.

IT'S SO AMAZING TO HAVE COLLEAGUES WITH VARYING EXPERTISE.

THANK YOU FOR BREAKING THAT DOWN.

ANY OTHER COMMENTS, QUESTIONS? WE'RE GOING TO CLOSE OUT THAT AGENDA ITEM.

[G. DISCUSSION ITEMS]

THEN WE ARE GOING TO MOVE ON TO G1, BOARD STUDENT OUTCOME GOALS, TIME TRACKER, AND TRUSTEE LANDRUM.

>> WE HAD A PHENOMENAL MAY, THANKS TO OUR ACADEMIC WORKSHOP.

FOR MAY, WE SPENT 45.2% OF OUR TIME TALKING ABOUT STUDENT OUTCOME. WAY TO GO, BOARD.

>> I'M SO SAD I DON'T HAVE MY COWBELL.

[LAUGHTER].

>> [NOISE] THERE YOU GO. [LAUGHTER] ANY QUESTIONS ABOUT MAY? WE'RE GOING TO BE STRUGGLING JUST TO TOUCH IN JUNE, BUT WE DID REALLY WELL IN MAY, SO WE'LL CELEBRATE SUCCESSES WHERE WE GO.

>> NO QUESTIONS. I DON'T KNOW.

WE CAN MOVE THROUGH THESE OTHER ITEMS THAT AREN'T TO COME GOALS QUICKLY AND RESOLVE JUNE.

MOVING THROUGH G2, LEGISLATIVE COMMITTEE UPDATE, TRUSTEE MARKUM.

>> THANK YOU. THIS WILL BE VERY SHORT AND SWEET.

NO PRESENTATION TODAY.

BASICALLY, THE LEGISLATIVE COMMITTEE IS MOVING INTO THE WRAP UP PHASE OF THE LEGISLATIVE SESSION AND LOOKING AHEAD.

ONE OF THE THINGS THAT WE'RE GOING TO DO AS A COMMITTEE GOING FORWARD IS WE'RE GOING TO REVIEW THE BILLS THAT WERE PASSED THAT BASICALLY LAID A FOUNDATION, MAYBE MADE SOME REFORM, SOME POLICY CHANGE WITH NO FUNDING ATTACHED TO IT, AND LOOK AHEAD TO HOW CAN WE BUILD ON THE FOUNDATION THAT WAS LAID IN THOSE BILLS FOR THE NEXT SESSION? WE'LL REVIEW THE NEXT STEPS IN OUR ADVOCACY PLAN AND MAYBE DO A LITTLE TIGHTENING OF THE FRAMEWORK AROUND THAT.

THEN REVIEW OUR BEST PRACTICES AND DETERMINE IF WE NEED TO CHANGE ANY PROCESSES IF WE NEED TO IMPROVE OR EXPAND OUR ADVOCACY PLAN AND BRING THAT BACK TO YOU GUYS WHEN PROBABLY IN OCTOBER ISH, WHEN WE'RE READY TO START.

I KNOW ONE OF THE BIG THINGS THAT WE WANTED TO ADD IN YEAR 2 WERE THE LISTENING SESSIONS WITH OUR COMMUNITY AND THE EDUCATION PIECE WITH OUR COMMUNITY AROUND PUBLIC SCHOOL FINANCE AND THE WAY THE LEGISLATIVE SESSION WORKS.

HOPEFULLY THAT WE CAN GET THAT GOING AND ADD ADD ON FOR YEAR 2 AND PROBABLY AROUND, LIKE I SAID, OCTOBER, NOVEMBER, WE'LL COME BACK TO YOU GUYS WITH THE NEXT STEPS IN OUR ADVOCACY PLAN AND WHAT WE'RE GOING TO DO IN OFF SESSION YEAR.

>> THANK YOU SO MUCH. I THINK IT'S IMPORTANT TO ACKNOWLEDGE THE HARD WORK OF THIS COMMITTEE AND ALSO THAT JUST BECAUSE LEGISLATIVE SESSION HAS CLOSED, IT DOESN'T MEAN THE WORK HAS CLOSED.

IN FACT, THAT IN BETWEEN YEARS ARE SOME OF THE MOST IMPORTANT TIMES TO DO WORK.

THANK YOU FOR YOUR DEDICATION.

THERE, WE ARE GOING TO MOVE ON TO AGENDA ITEM G3, FIRST READING OF POLICY DCD LOCAL EMPLOYMENT PRACTICES AT WILL EMPLOYMENT.

THIS IS MY AGENDA ITEM.

BEFORE WE GET STARTED, I'M GOING TO GIVE SOME CONTEXT.

[02:20:04]

WE'VE BEEN DISCUSSING THIS IN OUR BOARD PRESIDENT, SUPERINTENDENT, MEETINGS FOR QUITE SOME TIME.

WHILE I UNDERSTAND THAT ROUND ROCK ISD ALREADY IMPLEMENTS PROGRESSIVE DISCIPLINE OR DUE PROCESS, I THINK THAT THIS IS AN AREA WHERE WE COULD WIN IN TERMS OF MAKING NON-CERTIFIED EMPLOYEES THAT ARE OFTEN IN POSITIONS THAT ARE HARD TO FILL SOME OF OUR LOWER PAID POSITIONS, FEEL LIKE THEY HAVE STABILITY AND RECOURSE AND CONTINUITY WITHIN OUR DISTRICT.

I'M REALLY EAGER TO HEAR ABOUT THIS.

I'M EAGER TO LEARN ABOUT THE TIME AND SPACE FOR THE CORRECTIVE ACTION.

I THINK THIS IS IMPORTANT.

I KNOW IT'S NOT EASY AND MAYBE IT'S PROBABLY NOT EXCITING LEGAL FOR US TO GO IN THIS DIRECTION.

I WANT TO ACKNOWLEDGE THAT AND ACKNOWLEDGE THAT WE CAN STILL WORK TOGETHER.

I'M GOING TO PASS IT TO YOU DR. AZAIEZ. I THINK YOU'RE PROBABLY CAN PASS.

>> YEAH. THANK YOU SO MUCH.

AND THANK YOU FOR PUTTING THIS INTO CONTEXT.

ACTUALLY, YOU HEARD SOME OF THE SPEAKERS AND I WASN'T DOWN ISD WHEN WE DID THIS THERE.

I KNOW IT LOOKS A LITTLE DIFFERENT AND I DON'T WANT OUR TEAM TO EXPLAIN WHAT WE'RE DOING DIFFERENTLY, BUT IT'S REALLY AT THE END OF THE DAY, IT'S VERY MUCH ALIGNED.

IT'S REALLY LIKE TO YOUR POINT.

PRESIDENT HARRISON, OUR BUS DRIVERS, OUR CUSTODIAN, OUR FOOD SERVICES, ALL THESE FOLKS WHO REALLY DO A GREAT JOB SUPPORTING THE WORK OF OUR TEACHERS AND OUR STAFF AND EVERYTHING BEHIND THE SCENE.

THEY DESERVE TO HAVE THIS POLICY AS ANOTHER LAYER OF PROTECTION FOR THEM, OBVIOUSLY.

I THINK OUR DISTRICT AND OVERALL BEEN TREATING THEM REALLY WELL, BUT THIS WILL PUT IT IN WRITING PRETTY MUCH AND JUST MAKE IT A BOARD POLICY.

AGAIN, WE'RE PROUD THAT WE ARE BRINGING THIS FORWARD FOR YOUR FIRST READING.

I KNOW EDDIE WORK HARD, WORK WITH CINDY ON THIS, RESEARCH IT A LOT.

WITHOUT DELAY, CINDY IS GOING TO KICK IT OFF.

CINDY, WE'LL START BY TALKING ABOUT IT.

>> THANK YOU VERY MUCH, DR. AZAIEZ.

BOARD, WE ARE VERY HAPPY TO BRING THIS TO YOU TONIGHT.

AS YOU GUYS KNOW, AFTER WE'VE JUST GOTTEN FINISHED WITH A VERY BUSY LEGISLATIVE SESSION, YOUR AUGUST IS GOING TO BE PRETTY FILLED WITH ME BRING IN POLICIES THAT ARE GOING TO HAVE TO BE ENACTED QUICKLY.

ONE OF THE THINGS EDDIE AND I TALKED ABOUT WAS THIS IS SOMETHING THAT WE WAIT AND WE BRING IN AUGUST, AND WE DECIDED NO, THAT WE DID NOT WANT TO WAIT.

THIS IS SOMETHING THAT I KNOW HE FEELS VERY STRONGLY ABOUT.

PROGRESSIVE DISCIPLINE IS A PROCESS THAT THIS DISTRICT FEELS VERY STRONGLY ABOUT.

I KNOW THAT WE HAVE WHAT I WANTED TO DO JUST BEFORE I'LL LET EDDIE GETS INTO THE GUTS OF THE POLICY IS JUST REMIND EVERYBODY.

I KNOW THAT YOU GUYS GET TIRED OF HEARING AND BEING REMINDED, BUT REMEMBER, WE WENT THROUGH A GREAT BIG POLICY AUDIT A COUPLE OF YEARS AGO AND WE HAD OVER 400 INDIVIDUAL POLICIES BECAUSE WHAT WE DID IS WE PUT EVERY SINGLE THING IN A POLICY.

THAT'S NOT REALLY WHAT POLICIES ARE MEANT FOR.

POLICIES ARE THE WRITTEN GUIDANCE THAT ARE ADOPTED BY THE BOARD UNDER WHICH THE WHOLE DISTRICT OPERATES.

THE POLICIES NEED TO REFLECT OUR GOVERNANCE STATEMENTS AND OUR AUTHORIZATIONS, OUR PROGRAMS, THE SERVICES, AND THEY JUST OUTLINE THE AREA IN WHICH THEY ADDRESS.

WHAT WHAT WE PLAN TO DO AND I KNOW EDDIE IS PLANNING TO BRING THIS TO YOU WHEN WE BRING THIS BACK FOR SECOND READING IN AUGUST.

IS RATHER THAN PUT EVERYTHING IN THE KITCHEN SINK INTO A POLICY.

WHAT WE'RE GOING TO PUT IT IS IN A REGULATION, WHICH WILL BE ATTACHED TO THE POLICY, WHICH WILL BE AVAILABLE TO EVERYBODY ON THE SAME PAGE AS THE BOARD POLICY.

WHAT REGULATIONS ARE SUPPOSED TO DO. YOU GUYS, I'M SORRY.

NO, I'M TELLING YOU THIS AGAIN, AND ALL JUST LEARNED ABOUT THIS IN YOUR LONE STAR GOVERNANCE STUFF.

BUT WHAT THE REGULATIONS DO IS THEY DESIGNATE A STEP BY STEP PROCESS TO ENFORCE A POLICY.

THEY DESCRIBE THE HOW, WHEN, WHAT, AND WHO IS GOING TO ENFORCE DIFFERENT THINGS IN POLICY.

INSOFAR AS THIS WILL BE A REGULATION THAT TELLS WHO HEARS WHAT, WHEN, AND ALL OF THAT, THAT'S BETTER IN A REGULATION THAN IN A POLICY.

WITH NO FURTHER ADO, I KNOW I'VE ADO A LOT.

I'LL LET EDDIE GO AHEAD AND TELL YOU WHAT WE WANT AND A LITTLE BIT OF THE BACKGROUND ABOUT WHAT OUR OTHER DISTRICTS IN THE AREAS ARE DOING.

[02:25:02]

>> THANK YOU, CINDY. MIKE, FOLLOW THAT.

>> YES. PROGRESSIVE DISCIPLINE AND EMPLOYEE DUE PROCESS.

FIRST AND FOREMOST, I WANTED TO MAKE SURE I WAS VERY ABUNDANTLY CLEAR.

THAT IS SOMETHING THAT WE HAVE BEEN DOING IN OUR DISTRICT, AND THIS IS A GREAT WAY FOR US TO FORMALIZE THOSE PROCESSES AND MAKE THINGS VERY CLEAR AND TRANSPARENT, SO EXPECTATIONS ARE SET FOR ALL PARTIES.

I THINK IT'S A GREAT ADDITION TO OUR POLICY BOOK.

I THINK WHAT IT ALSO DOES IS IT ALLOWS US TO TAKE SOME BEST PRACTICES ACROSS YOUR DISTRICT AND REALLY CENTRALIZE THOSE AND MAKE SURE THAT THEY'RE CONSISTENTLY APPLIED ACROSS YOUR DISTRICT.

I COULD CALL OUT SEVERAL DEPARTMENTS THAT DO A WONDERFUL JOB OF FOLLOWING A PROGRESSIVE DISCIPLINE PROCESS.

OUR TRANSPORTATION DEPARTMENT IS A GREAT EXAMPLE OF THAT.

THEY HAVE A VERY WELL VETTED PROCESS, AND HR SUPPORTS ALL EMPLOYEE ACTIONS IN RELATION TO TRANSPORTATION.

THAT'S A SYSTEM THAT WORKS.

REALLY, I THINK THE KEY IS TO TRY TO SYSTEMIZE THAT, TO ROLL IT OUT OVER THE SUMMER, AND THEN OBVIOUSLY TO PROVIDE TRAINING ON THAT BECAUSE AT THE END OF THE DAY, HR DOESN'T PROVIDE CORRECTIVE ACTIONS FOR ALL EMPLOYEES IN THE DISTRICT.

THAT'S NOT OUR ROLE OUR ROLE IS TO SUPPORT SUPERVISORS IN THOSE CONVERSATIONS WITH EMPLOYEES AND TO MAKE SURE THAT THERE IS FAIR PROCESS FOR THOSE ACTIONS FOR EMPLOYEES AS WELL.

WE DID LOOK AROUND, SEVERAL OF THE SURROUNDING DISTRICTS HAVE THIS IN PLACE.

SOME ARE MORE ROBUST THAN OTHERS.

I KNOW AUSTIN ISD HAS A POLICY, BUT THEY ALSO HAVE ADMIN REGS THAT ARE INFORMED BY THAT POLICY AS WELL.

THAT'S REALLY MORE OF THE MODEL THAT WE'RE RECOMMENDING.

ONE OTHER PIECE THOUGH IS, WE'LL BE UPDATING OUR EMPLOYEE HANDBOOK TO MAKE SURE THAT THAT REFLECTS THAT AS WELL.

SOMETIMES THAT'S THE FIRST FORUM FOR AN EMPLOYEE TO FIND THOSE RESOURCES IS THE EMPLOYEE HANDBOOK.

ONE OF OUR REQUIREMENTS FOR EMPLOYMENT IN THE DISTRICT IS THAT EMPLOYEES ACKNOWLEDGE THE EMPLOYEE HANDBOOK EVERY YEAR.

THIS WOULD BE A GREAT WAY FOR THEM TO GO THROUGH AND MAKE SURE THAT THEY'RE FAMILIAR WITH THE POLICY LANGUAGE AND THE RULES IN TERMS OF THE EMPLOYEE HANDBOOK AS WELL. COUPLE OF THINGS.

I THINK WITH PROGRESSIVE DISCIPLINE, IT'S REALLY IMPORTANT AGAIN THAT WE HAVE A REALLY ROBUST TRAINING PLAN IN PLACE.

I THINK THE OTHER THING THOUGH IS WE ALSO NEED TO REALLY IDENTIFY SITUATIONS WHEN THE PROGRESSIVE DISCIPLINE PRACTICE DOESN'T MEET.

AGAIN, WE NEED TO MAKE SURE AS WHAT'S STATED IN OUR POLICY THERE MAY BE CONDUCT OR MISCONDUCT RATHER THAT RISES TO A LEVEL WHERE WE CAN'T GO THROUGH A PROGRESSIVE DISCIPLINE POLICY, IT MAY RISE TO THE LEVEL WHERE WE NEED TO TAKE IMMEDIATE ACTION.

THAT'S ONE OF THE PROVISIONS THAT WE'VE OUTLINED IN THE POLICY AS WELL.

AGAIN, THIS IS FIRST READING ONLY TODAY.

I'M HOPEFUL THAT WE'VE TIGHTENED THIS UP TO THE POINT NOW THAT IT GIVES US THAT LAUNCH PAD TO REALLY PUT SOME GOOD ADMINISTRATIVE REGULATIONS IN PLACE OVER THE SUMMER.

BUT THEN THE KEY PIECE, AS I MENTIONED, IS TO MAKE SURE THAT NOT ONLY EMPLOYEES KNOW ABOUT THIS BUT THAT OUR SUPERVISORS ARE WELL INFORMED AND TRAINED ON WHAT OUR PRACTICES ARE MOVING FORWARD.

>> OPENING THE FLOOR FOR QUESTIONS, COMMENTS. I JUST HAVE ONE.

I THINK AS A BOARD MEMBER, I'M LEARNING TO BE COMFORTABLE WITH ADMIN REGS, AND I REALLY THINK IT IS IMPORTANT BECAUSE THAT SEPARATES THE WHAT, WHICH IS THE BOARD FROM THE HOW, WHICH IS THE ADMINISTRATION, BUT IT STILL PUTS IT IN WRITING.

I WOULD BE LYING IF I SAID I WASN'T A LITTLE UNCOMFORTABLE.

BUT I'VE ALSO SEEN OTHER PLACES WHERE IT'S WORSE LIKE AN IDENTITY BASED BLING POLICY, AND I APPRECIATE THAT LEVEL OF CLARITY.

THIS IS JUST FIRST READING, SO WE WELCOME FEEDBACK, BUT I ALSO WANT TO SAY THANK YOU FOR BRINGING THIS TO US SEPARATELY INSTEAD OF IN THE POLICY PACKET BECAUSE IT'S OVERWHELMING.

I THINK IN THIS WAY WITH THIS PULL OUT, WE CAN DO WHATEVER WE NEED TO DO WITH MORE CLARITY.

ANY OTHER QUESTIONS OR COMMENTS? THANK YOU SO MUCH. WE WILL KEEP IT MOVING.

[H. ACTION ITEMS FOR CONSIDERATION BY CONSENT]

WE'RE MOVING ON TO A AGENDA ITEM H. ACTION ITEMS FOR CONSIDERATION BY CONSENT, AND I SEE WE HAVE A MOTION.

>> MADAM PRESIDENT, I MOVE THAT WE APPROVE ACTION ITEMS H1 THROUGH 12 BY CONSENT.

>> TRUE TO FORM. WE HAVE A MOTION SECOND.

Y'ALL ARE ALWAYS THE MOTION SECOND FOR THIS.

SEEING THAT THIS IS CONSENT, THERE'S REALLY NO DISCUSSION UNLESS SOMEBODY PULLED SOMETHING, WHICH THEY DID NOT.

I HAVE A MOTION TO SECOND FOR APPROVING ACTION ITEMS.

>> TRACY HARRISON, I'D LIKE TO SUBMIT A SUBSTITUTE MOTION.

I JUST KIDDING. [LAUGHTER]

>> FIGHT. I'M JUST KIDDING.

>> NO SECOND.

>> WE HAVE MOTION SECOND TO APPROVE ACTION ITEMS FOR CONSIDERATION BY CONSENT H1 THROUGH H12. ALL IN FAVOR? ANY OPPOSED? SEEING NONE, MOTION CARRIES 7-0.

MOVING ON TO ACTION

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

ITEM I2 DISCUSSION AND POSSIBLE ACTION OF THE EMPLOYEE WORKSITE HEALTH CLINIC.

>> WE'RE GOING BACK TO EDDIE AGAIN AND KRISTIN.

[02:30:03]

>> SOMEBODY ON THE DIAS ONCE SAID, "YOU DON'T HEAR FROM EDDIE A LOT UNTIL MAYBE MARCH AND THEN YOU HEAR FROM EDDIE A LOT UNTIL JUNE AND THEN THEY PUT HIM BACK IN THE BOX." I'M LOOKING FORWARD TO GETTING BACK IN MY BOX HERE IN A FEW WEEKS, BUT GOOD EVENING, TRUSTEE HARRISON, TRUSTEE, DR. AZAIEZ, APPRECIATE THE OPPORTUNITY TO COME AGAIN AND TALK TO THE BOARD ABOUT OUR PROPOSED HEALTH CLINIC AND HEALTH AND WELLNESS CENTER.

I'M JOINED HERE TONIGHT BY MY GOOD FRIEND KRISTIN GRAY, WHO IS OUR DIRECTOR OF COMPENSATION AND BENEFITS.

SHE STOOD US UP LAST TIME, BUT SHE SWORE THAT SHE WOULD BE HERE TONIGHT, SO WE'RE GLAD TO SEE HER.

I'M ALSO JOINED WITH A PHONA FRIEND.

I'D LIKE TO INTRODUCE YOU TO DAVID BEACH.

DAVID IS VICE PRESIDENT OF WORKSITE CONSULTING NATIONAL PRACTICE LEADER FOR MARSHALL MCCLELLAN.

MARSHALL MCCLELLAN, AS YOU KNOW, IS OUR HEALTH BENEFITS CONSULTANT.

DAVID HAS REALLY HELPED US AS WE DO OUR RESEARCH ON MODELS ACROSS THE NATION.

HE HAS OVER 25 YEARS OF EXPERIENCE IN THIS AREA.

THIS IS A NEW VENTURE, NEW FORUM FOR US.

IT'S REALLY IMPORTANT THAT WE HAVE THOSE SUBJECT MATTER EXPERTS TO LEAN ON, AND DAVID HAS BEEN REALLY EXCELLENT SOURCE OF INFORMATION AND JUST A GREAT THOUGHT PARTNER AS WE LOOK AT WHAT OUR DESIGN MODEL COULD LOOK LIKE FOR THE CLINIC.

DAVID IS THERE.

WHENEVER I GET THAT PANIC LOOK IN MY FACE AND MY EYES GO WIDE, I'LL SAY, HEY, DAVID, THAT'S FOR YOU, AND HE'LL JUMP IN AND BE ABLE TO ANSWER THOSE QUESTIONS.

HIS EXPERTISE IS REALLY AROUND DESIGN, SPACE DESIGN, RETURN ON INVESTMENT.

IF YOU HAVE QUESTIONS AT THE END, IF I'M NOT ABLE TO ANSWER THEM, DAVID'S THERE FOR THAT PURPOSE AS WELL.

HOW DID WE GET HERE? THANKS KRISTIN.

ONE MINUTE, PLEASE. THIS IS A SLIDE THAT WE SHARED LAST TIME.

WE WANTED TO REVISIT THIS WITH YOU.

WHEN I CAME IN FEBRUARY, WE TALKED ABOUT, WHY DO WE EVEN EXPLORE THIS? AS YOU KNOW, ROUND ROCK ISD IS A SELF FUNDED DISTRICT.

THAT MEANS THAT OUR HEALTH INSURANCE FUND IS FUNDED PARTIALLY BY THE DISTRICT CONTRIBUTION.

WE CONTRIBUTE $466 PER EMPLOYEE PER MONTH FOR EVERY EMPLOYEE WHO TAKES HEALTH INSURANCE WITH THE DISTRICT.

IN ADDITION, EMPLOYEE MONTHLY PREMIUMS HELP TO SUPPORT THAT FUND AS WELL.

EMPLOYEES CAN CHOOSE ONE OF FOUR PLANS.

THEY PAY PREMIUMS THAT ARE TAKEN FROM PAYROLL DEDUCTIONS EACH MONTH, AND BASED ON THEIR PLAN OPTIONS, THAT FUNDING HELPS TO SUPPORT THE FUND AS WELL.

AGAIN, SELF-INSURANCE BALANCES THE EMPLOYER AND THE EMPLOYEE CONTRIBUTIONS.

OUR HEALTH INSURANCE TOTAL EXPENDITURE SINCE 2021 HAS INCREASED BY OVER 15%.

JUST AS A POINT OF REFERENCE, SINCE 2023, OUR DISTRICT CONTRIBUTION HAS REMAINED FLAT AT 466.

OBVIOUSLY, WE'RE SEEING INFLATION IN ALL AREAS OF THE DISTRICT.

THIS IS AN AREA THAT IS IT'S NOT WITHOUT THAT PRESSURE AS WELL.

WHAT HAPPENS IS AS COSTS INCREASE, EITHER THE EMPLOYEE OR THE DISTRICT COST SHARE OR BOTH HAVE TO INCREASE.

UP UNTIL 2023, WE HAD ADJUSTED THE DISTRICT CONTRIBUTION, WE ACTUALLY DID IT TWICE IN TWO YEARS.

WE WENT FROM 425 UP TO 466 IN ONE YEAR.

BUT OVER THE LAST COUPLE OF YEARS, WE'VE REALLY HAD TO LOOK AT THE PLAN DESIGN, THE CO-PAYS FOR EMPLOYEES, THE DEDUCTIBLES FOR EMPLOYEES, BUT THEN OBVIOUSLY THE EMPLOYEE PREMIUM EVERY MONTH.

THOSE ARE AREAS THAT WE HAVE TO REALLY INTERROGATE EVERY YEAR WHEN IT COMES TO REDESIGNING.

OFTEN TEACHERS AND STAFF, WE KNOW MUST TAKE TIME OFF TO ATTEND TO MEDICAL APPOINTMENTS OR DUE TO ILLNESS.

WE'LL TALK A LITTLE BIT MORE ABOUT SOME SCENARIOS FOR THAT IN JUST A SECOND.

IT'S REALLY DIFFICULT AS ANYONE WHO'S TRIED TO FIND A HEALTH AN APPOINTMENT WITH A PROVIDER, IT'S REALLY DIFFICULT TO FIND A SAME OR NEXT DAY APPOINTMENT, SOMETIMES A NEXT WEEK APPOINTMENT OR EVEN A NEXT MONTH APPOINTMENT IN SOME SITUATIONS.

THAT'S A REALITY FOR NOT JUST THEIR TEACHERS, BUT ALL OF OUR EMPLOYEES IN THE DISTRICT.

WE KNOW THAT TEACHER ABSENCES HAVE AN IMPACT ON STUDENT LEARNING.

AGAIN, TEACHER IS THE DECISIVE ELEMENT AT ALL TIMES.

WHEN A TEACHER IS ABSENT DUE TO TAKING CARE OF THEIR MEDICAL NEEDS, THAT HAS AN IMPACT ON STUDENT LEARNING.

LAST AND DEFINITELY NOT LEAST, IMPROVED EMPLOYEE WELL BEING RESULTS IN INCREASED ENGAGEMENT, LEADING TO BETTER OUTCOMES FOR EMPLOYEES AND STUDENTS.

WE TALK TO OUR EMPLOYEES ALL THE TIME.

WE WANT YOU TO BE YOUR BEST SELF FOR OUR KIDS.

THAT MEANS TAKING CARE OF ALL OF YOUR NEEDS, YOUR MEDICAL NEEDS, YOUR MENTAL HEALTH NEEDS, YOUR FINANCIAL NEEDS, ALL OF THOSE THINGS, SO YOU CAN BE YOUR BEST SELF AND NOT BE DISTRACTED WHEN YOU'RE WORKING WITH OUR STUDENTS.

HOW ELSE DID WE GET HERE? WELL, BACK IN NOVEMBER, KRISTIN CAME TO ME WITH THIS GREAT IDEA.

SHE SAID, YOU KEEP TALKING ABOUT THIS CLINIC? MAYBE WE SHOULD ASK SOME PEOPLE AND I SAID, "YES, MAN, WE'LL DO THAT." WE PUT A SURVEY OUT FOR ALL OF OUR EMPLOYEES, AND I BRAGGED ON THIS QUITE A FEW TIMES.

WE TALK ABOUT SURVEY FATIGUE IN OUR DISTRICT QUITE A LOT.

THIS IS AN EXAMPLE OF WHEN EMPLOYEES HAVE SOMETHING TO SAY.

[02:35:01]

WE PUT THIS OUT TO EMPLOYEES AND WITHIN SIX DAYS, WE HAD 1,900 RESPONSES, AND SO THAT DOESN'T HAPPEN JUST BY CHANCE.

THAT IS SOMETHING THAT EMPLOYEES ARE VERY ENGAGED IN THE CONCEPT.

WE WERE VERY EXCITED TO SEE THAT RESPONSE.

THAT REALLY GOT US THINKING, THIS IS SOMETHING THAT OUR EMPLOYEES MAY REALLY WANT AND MAY REALLY BE INTERESTED IN.

WE REALLY SHOULD EVALUATE THAT MORE FULLY.

ONE OF THE OTHER THINGS THIS IS POSITIVE DATA, WHEN YOU LOOK AT IT JUST AT FACE VALUE IS, THE SUCCESS OF ANY HEALTH INSURANCE PROGRAM OR A CLINIC OR A WELLNESS CENTER, WHATEVER YOU WOULD CALL IT, THE SUCCESS IS BASED ON UTILIZATION.

THAT'S HOW YOU TRULY GET ROI AND HOW YOU CAN REALLY MOVE THE NEEDLE.

HAVING THIS MUCH INTEREST IN A HEALTH CLINIC, HEALTH AND WELLNESS CENTER AT THE FRONT END IS VERY EXCITING.

THE TRADITIONAL HEALTH CARE MODEL.

THIS IS WHAT WE'RE UP AGAINST RIGHT NOW.

WE HAVE OUR SELF INSURANCE FUND EVERY YEAR.

KRISTIN AND I WORK REALLY HARD WITH OUR TEAM AND OUR INSURANCE CONSULTANTS TO MAKE SURE THAT WE HAVE PLANS IN PLACE THAT MEET THE NEEDS OF ALL OF OUR EMPLOYEES, BUT THAT ALSO ARE COST EFFECTIVE.

WE HAVE TO MAKE SURE THAT WE'RE ABLE TO BALANCE THE BOOKS AT THE END OF THE DAY.

THE CHALLENGES THAT YOU'RE ALWAYS FACING.

THERE ARE JUST SOME CHALLENGES AROUND ACCESS TO APPOINTMENTS IN TRADITIONAL HEALTHCARE.

THERE'S INCONSISTENT DELIVERY MODELS IN TRADITIONAL HEALTHCARE.

I THINK ONE OF OUR PUBLIC SPEAKERS MENTIONED EARLIER HER EXPERIENCE, AND I'M NOT GOING TO QUOTE HER ON THAT BECAUSE I HAVE A VERY SIMILAR EXPERIENCE THAT I'LL SHARE WITH YOU MYSELF.

TWO WEEKS AGO, I WENT TO MAKE MY ANNUAL PHYSICAL APPOINTMENT.

I'M A GOOD EMPLOYEE, AND I DO MY PHYSICAL EVERY YEAR, KRISTIN, SO I WENT TO MAKE THE APPOINTMENT, AND IT'S THREE MONTHS FROM NOW.

THAT WAS THE FIRST APPOINTMENT THAT I COULD GET AT A REGIONAL CLINIC THAT I WILL NOT NAME.

IT MIGHT BE NEAR AUSTIN. YES, MA'AM.

A LOT CAN CHANGE FOR ME IN THREE MONTHS.

I'M NOT AS YOUNG AS I USED TO BE, AND THINGS HAPPEN AND THINGS START TO HURT.

AGAIN, WHEN YOU GO AND GET YOUR ANNUAL PHYSICAL DONE, MY LAST EXPERIENCE WITH THAT PHYSICAL WAS, I SAT IN A WAITING ROOM FOR 45 MINUTES WITH A BUNCH OF SICK PEOPLE, AND THEN I WAS GREETED BY A NURSE WHO TOOK MY VITALS AND THEN PUT ME IN A ROOM AND I SAT THERE FOR 10 MINUTES AND THE DOCTOR CAME TO VISIT WITH ME FOR FIVE MINUTES AND SIGNED SOME THINGS AND HANDED ME A PRESCRIPTION AND SAID, JUST TAKE THAT, YOU'LL BE FINE.

THEN I DIDN'T CALL TO GET THE PRESCRIPTION FILLED, AND I LEFT THE OFFICE, AND THEN THAT WAS A YEAR AGO.

HOW VALID IS THAT DIAGNOSIS AND ANY WALK OF LIFE IS FIVE MINUTES OUT OF 365 DAYS? IS THAT GOING TO GET YOU THE DATA AND THE INFORMATION THAT YOU NEED TO REALLY DICTATE POSITIVE HEALTH OUTCOMES? THAT'S OUR CONCEPT RIGHT NOW.

AS WE LOOK AT THE TRADITIONAL MODEL, WE HAVE TO DISRUPT THAT.

IF WE'RE GOING TO DO SOMETHING DIFFERENTLY, I REALLY FEEL STRONGLY THAT WE HAVE TO DO SOMETHING COMPLETELY DIFFERENT IN ORDER TO NOT ONLY IMPACT OVERALL COSTS, BUT REALLY, THE DRIVER OF THIS IS TO MAKE SURE THAT OUR EMPLOYEES ARE ENGAGED WITH THEIR HEALTHCARE AND THAT EMPLOYEES ARE ABLE TO ACCESS HEALTH CARE THAT'S CONSISTENT AND IT'S VALUE ADD FOR THEM.

BUT IT'S ALSO AFFORDABLE.

THE FOUR TENETS OF OUR HEALTH AND WELLNESS CENTER.

THESE ARE THEM, COST CONTAINMENT, CONVENIENCE, PROACTIVE, PREVENTATIVE CARE, AND EMPLOYEE HEALTH WELL BEING AND ENGAGEMENT.

AS WE DIG INTO THAT, AGAIN, WE TALK ABOUT COST CONTAINMENT.

WELL, COST CONTAINMENT, AS YOU SAW EARLIER WITH DENNIS SLIDES, CURRENTLY, WE HAVE FIVE MILLION DOLLARS SET ASIDE FOR THE SELF-INSURANCE TO COVER THOSE BALANCES.

WE REALLY HAVE TO HAVE A FOCUS ON COST CONTAINMENT MOVING FORWARD.

WE FEEL THAT THE CLINIC IS A GREAT WAY TO DO THAT, WHICH I'LL SHOW YOU IN JUST A FEW MINUTES WHEN WE GET TO SOME FOLLOWING SLIDES.

WE CAN DO THAT THROUGH CONVENIENCE.

WE CAN MAKE SURE THAT OUR EMPLOYEES HAVE ACCESS TO BE ABLE TO MAKE APPOINTMENTS SO THEY CAN TAKE CARE OF SMALL THINGS BEFORE THEY BECOME BIG THINGS.

THE LONGER YOU LEAVE SOMETHING, THE WORSE IT CAN GET, SO YOU REALLY WANT TO MAKE SURE THAT EMPLOYEES ARE ABLE TO MAKE THOSE APPOINTMENTS TO TAKE CARE OF THINGS VERY QUICKLY, SO THEY DON'T BECOME HIGHER COST ITEMS AT A LATER POINT IN TIME BECAUSE THEY DIDN'T HAVE THAT ACCESS.

PROACTIVE PREVENTATIVE CARE. I MENTIONED EARLIER, GETTING YOUR PREVENTATIVE SCREENINGS, GOING TO SEE YOUR DOCTOR ONCE A YEAR FOR YOUR ANNUAL PHYSICAL AND MAKING SURE THAT THAT'S SOMETHING THAT'S PART OF YOUR PRACTICE IS VERY IMPORTANT IN ORDER TO REALLY MEASURE HOW AN EMPLOYEE IS FEELING, BUT ALSO TO MAKE SURE THAT THEY'RE TAKING CARE OF THEMSELVES AS WELL.

KRISTIN, HOW MANY OF OUR EMPLOYEES ARE CURRENTLY ACCESSING THEIR PHYSICAL OPTIONS WITH THE DISTRICT?

>> FOR PLAN YEAR 24, WE HAD ABOUT 48% OF OUR CLAIMS FOR PREVENTIVE CARE.

THAT'S THINGS LIKE YOUR ANNUAL PHYSICAL, MAMMOGRAMS, OTHER WELL WOMEN TESTS, CHOLESTEROL CHECKS, AND THOSE THINGS.

EVEN IN THE WELL WOMEN TEST,

[02:40:01]

THAT WAS AT 27%.

THAT'S THE THING WHERE WE WANT PEOPLE TO GO MORE OFTEN, BUT WE NEED TO MAKE IT CONVENIENT TO EDDIE'S POINT.

WHEN IT TAKES YOU 3-4 MONTHS TO GET IN, THAT'S JUST GOING TO MAKE AN EMPLOYEE MAYBE NOT WANT TO GO FOR CARE BECAUSE OF THE HASSLE OF ALL THAT.

>> THANK YOU, MA'AM. AGAIN, FOR THE BOARD AND FOR OUR COMMUNITY AND OUR EMPLOYEES, PARTICULARLY, THOSE PREVENTATIVE CARE APPOINTMENTS ARE FREE.

THERE'S NO CHARGE EVEN IF YOU'RE IN A HIGH DEDUCTIBLE HEALTH PLAN.

THE BARRIER FOR THEM IS THE AVAILABILITY OF APPOINTMENTS.

IF WE CAN SOLVE FOR THAT, I THINK WE'LL BE ABLE TO MOVE THAT NUMBER HIGH.

>> THE HEALTH CENTER ESTIMATED TIMELINE.

WE SHARED THIS LAST TIME IN FEBRUARY, AND THIS IS WHAT THIS MIGHT LOOK LIKE.

WE'VE BEEN WORKING THROUGH SINCE FEBRUARY, THE RFP PROCESS.

WE WENT OUT TO BID TO GET SOME PROPOSALS, AND I'LL TALK A LITTLE BIT MORE ABOUT THAT IN JUST A MINUTE OR TWO.

WE'VE REALLY DUG DEEP ON THE PROPOSALS THAT WERE SUBMITTED TO MAKE SURE THAT WE HAD DONE OUR DUE DILIGENCE.

WE CHECKED REFERRALS, MADE SURE THAT WE HAD REALLY GOOD INTERVIEWS WITH ALL OF THE FINALISTS.

ULTIMATELY, WE WOULD LIKE TO BRING A RECOMMENDATION FORWARD TO THE BOARD TODAY, AND SO WE'RE GOING TO TALK A LITTLE BIT MORE ABOUT WHO THAT FINALIST IS AND WHY WE SELECTED THEM IN JUST A MINUTE.

WHAT WERE WE LOOKING FOR WHEN IT CAME TO VENDORS? PRESIDENT HARRISON ALWAYS CHALLENGES ME ON COMMUNICATION AND MAKING SURE EMPLOYEES ARE AWARE OF PROGRAMS, AND IT'S GREAT TO HAVE PROGRAMS, BUT IF NOBODY KNOWS HOW TO ACCESS THEM, THAT'S A PROBLEM.

WE REALLY WANTED TO MAKE SURE THAT WE HAD A VENDOR WHO TALKED ABOUT CLEAR COMMUNICATION, MAKING SURE THAT EMPLOYEES KNEW WHAT THE PROGRAMS WERE, AND THAT THOSE THINGS WERE VERY ACCESSIBLE FOR ALL EMPLOYEES.

WE'RE LOOKING FOR CUSTOMIZATION WILLINGNESS.

WE HAVE 6,400 EMPLOYEES IN OUR DISTRICT, 05,100 OF THEM TAKE OUR HEALTH CARE, AND I THINK 7,500 LIVES, INCLUDING DEPENDENTS.

WE WANT TO MAKE SURE THAT WE HAVE SOME FLEXIBILITY WITHIN ANY MODEL TO BE ABLE TO PIVOT AS NEEDS CHANGE.

WE WANTED TO MAKE SURE THAT THERE WAS THAT FLEXIBILITY THERE.

WE REALLY WERE LOOKING FOR SOMEBODY WITH A PROACTIVE HEALTH STRATEGY.

AT THE END OF THE DAY, IT'S NO GOOD FOR KRISTIN AND I TO BE THE ONES TALKING ABOUT IT ALL THE TIME.

IT NEEDS TO BE A REAL ENGAGEMENT PROCESS ACROSS THE DISTRICT, AND WE FEEL THAT A COMPANY WITH SOME EXPERTISE IN THIS AREA CAN REALLY HELP US SPREAD THAT KNOWLEDGE.

CLINIC LOCATION AND SPACE CONSIDERATION WAS SOMETHING WE WERE LOOKING FOR, SOMEBODY WHO'D DONE THEIR HOMEWORK ON OUR DISTRICT, REALLY UNDERSTOOD THE GEOGRAPHY OF A DISTRICT, WHERE CAMPUSES WERE LOCATED, WHERE EMPLOYEES WERE LOCATED AND MADE SURE THAT THEY KNEW THE LOCAL AREA.

PATIENT EXPERIENCE AND TURNAROUND TIMES.

WE LOOKED AT THE DATA SURVEY DATA.

A LOT OF OUR VENDORS CAME FORWARD WITH, THEY SURVEY CLIENTS, THEY SURVEY CUSTOMERS ON AN ONGOING BASIS, SO REALLY LOOKING FOR SOME GOOD METRICS IN THAT AREA.

VIRTUAL CARE OFFERINGS WAS A HUGE PIECE.

OBVIOUSLY, WE CAN'T RUN A CLINIC 247.

WE KNOW THAT WE'VE GOT SOME COMPETITORS OR SOME CHALLENGES IN OUR NEIGHBORING AREA WITH FREESTANDING ERS, WHICH WE TALKED TO YOU ABOUT IN MAY.

WE NEED TO MAKE SURE THAT WE'VE GOT OPTIONS FOR PEOPLE AFTER OPERATING HOURS AS WELL.

THE FINALISTS WERE ABLE TO BRING FORWARD THOSE.

THE NEXT ONE IS VERY INTERESTING, PHARMACY SOLUTION.

TWENTY FIVE PERCENT OF OUR HEALTH INSURANCE SPEND IS ON PHARMACY.

MAKING SURE THAT WE HAD REALLY GOOD PHARMACY OPTIONS AND ONSITE PHARMACY WAS A REALLY KEY DRIVER FOR US AS WELL, KNOWING THAT WE CAN REALLY DRIVE COSTS DOWN BY HAVING VERY EFFICIENT SPEND ON OUR PHARMACY COSTS, SO THAT WAS ANOTHER PIECE.

THE LAST THING, YOU MIGHT HAVE KNOWN THIS ABOUT ME.

I'M A BIT OF A DORK. BY DORK REALLY SMART AND LOVE NUMBERS.

I REALLY, REALLY LIKE METRICS BECAUSE I THINK THAT'S OUR STORY.

THAT'S HOW WE CAN CREATE COMMON LANGUAGE AROUND REALLY DIFFICULT CONCEPTS, SPECIFICALLY AROUND HEALTHCARE.

I'M REALLY MAKING SURE THAT WE HAD SOMEBODY WHO'D DONE THEIR HOMEWORK ON OUR EMPLOYEES RATHER, WHO KNEW WHAT THEY WERE UNDERTAKING WITH OUR EMPLOYEES, WHO KNEW THE DIFFERENT TYPES OF EMPLOYEES THAT WE HAD.

ULTIMATELY, WE'RE ABLE TO COME FORWARD WITH DASHBOARDS AND UTILIZATION METRICS AND THINGS THAT THEY KNEW WOULD SPEAK TO KRISTIN AND I WHEN IT COMES TO HOW WE'RE DOING AND OUR PERFORMANCE MEASUREMENTS.

WE HAD EIGHT VENDORS WHO RESPONDED TO OUR RFP.

A LOT OF PEOPLE WANT TO WORK WITH ROUND ROCK ISD, WHICH IS GREAT.

IT'S NICE TO HAVE THOSE OPTIONS.

WE SELECTED FOUR FOR INTERVIEW, WHICH WERE CONDUCTED IN MAY.

THOSE WERE IN PERSON INTERVIEWS HELD WITH OURSELVES AND OUR CONTRACTS AND PROCUREMENT TEAM AND ALSO OUR HEALTH INSURANCE CONSULTANTS.

THEY SAT IN THOSE AS WELL.

WE SELECTED TWO FOR FINALISTS, WHICH WE MET ON JUNE 2ND.

I JUST WANT TO POINT OUT AS WELL, JUNE THE SECOND WAS THE DAY BEFORE, I BELIEVE HOUSE BILL 2 WAS PASSED.

YES, THAT'S WHY MY HAIR IS GRAY AND WHY THE BAGS UNDER MY EYES ARE MORE PRONOUNCED THAN USUAL.

IT'S BEEN A BUSY COUPLE OF WEEKS,

[02:45:02]

BUT WE HAD REALLY, REALLY GOOD INTERVIEWS WITH THE CONSULTANTS AND THEY ALL DID THEIR HOMEWORK AND DID A GREAT JOB.

WE SELECTED ONE. WE SELECTED MARATHON HEALTH.

WE SELECTED MARATHON HEALTH FOR A NUMBER OF REASONS.

MARATHON, IT'S A NATIONAL ORGANIZATION.

THEY CURRENTLY OPERATE IN 41 STATES.

THEY'VE GOT 720 OPERATING HEALTH CENTERS CURRENTLY, AND THEY CURRENTLY HAVE A FOOTPRINT IN TEXAS.

OF THOSE 720 HEALTH CENTERS, 120 ARE IN ARE IN THE EDUCATION SPACE.

THEY'VE DEMONSTRATED REALLY HIGH RETENTION RATES, WHICH ARE OVER 96%.

BY RETENTION, I MEAN RETAINING THE CLIENTS, LIKE IF THEY SIGN A DISTRICT, THEY KEEP THE DISTRICT.

THEY'VE GOT REALLY HIGH RETENTION RATES OVER A LONG PERIOD OF TIME.

THEY CURRENTLY SERVE OVER 3 MILLION LIVES ACROSS THE UNITED STATES.

THEY KNOW WHAT THEY'RE DOING.

THEY'VE WORKED IN K-12, THEY KNOW OUR EMPLOYEE BASE, AND THEY'RE VERY GOOD AT WHAT THEY DO, AND THEY'RE ABLE TO PROVIDE US WITH REALLY GOOD RETURN ON INVESTMENT DATA AND SOME REALLY GOOD COST ANALYSES OF HOW WE MIGHT BE ABLE TO MEET THOSE FOUR GOALS THAT WE TALKED ABOUT EARLIER.

THE LAST THING IS, THEY ACTUALLY HAVE A DEDICATED EDUCATION SPACE PARTNER WHO WORKS WITH THEIR TEAM, WHO IS A FORMER CHIEF HUMAN RESOURCE OFFICER IN A SCHOOL DISTRICT AND A FORMER SCHOOL SUPERINTENDENT.

THAT'S SOMETHING YOU DON'T OFTEN SEE IN THE HEALTH CARE INDUSTRY WHERE YOU'VE ACTUALLY GOT A SUBJECT MATTER EXPERT WHO CAN SPEAK OUR LANGUAGE.

THAT REALLY SPOKE TO US IN TERMS OF THEIR ABILITY TO BE ABLE TO COME IN AND UNDERSTAND THE NEEDS OF OUR DISTRICT. WHAT'S THEIR MODEL? THESE ARE SOME THINGS AND I'M LOOKING AT KAREN HERE.

MODEL AND SERVICES, SORRY, WE HAVE AN INSIDE JOKE, WE'LL SHARE IT IN A MINUTE.

THESE ARE SOME OF THE THINGS THAT WE WOULD LOOK FOR AND THAT WE WOULD ESTABLISH AT LEAST AT INCEPTION FOR THE CLINIC.

WE WOULD WANT PRIMARY AND PREVENTATIVE CARE.

IN SOME OF OUR HEALTH INSURANCE, SOME OF OUR PLANS, WE REQUIRE AN EMPLOYEE TO DETERMINE THEIR PRIMARY CARE PHYSICIAN.

WE WANT TO MAKE SURE THAT THE CLINIC WAS A POSSIBILITY FOR YOU TO DETERMINE WHO YOUR PRIMARY CARE PHYSICIAN WAS.

I WANT TO MAKE SURE THAT WE HAVE GOOD WOMEN'S HEALTH OPTIONS, MENTAL HEALTH OPTIONS THAT'S BECOMING MORE AND MORE OF A NEED IN OUR DISTRICT.

I'M VERY PROUD OF THE FACT THAT WE'VE GOT SOME GREAT MENTAL HEALTH SUPPORTS IN OUR DISTRICT ALREADY LIKE OUR STAFF SOCIAL WORKER, BUT WE REALLY NEED TO EXTEND THAT TO MAKE SURE THAT OUR STAFF HAVE THOSE NEEDS MET WHEN THEY NEED THEM.

JUST GENERAL WELLNESS AND ONGOING WELLNESS IN PARTNERSHIP WITH OUR U PROGRAM AND OUR WELLNESS AMBASSADORS ACROSS THE DISTRICT.

CHRONIC CONDITION MANAGEMENT, SOME OF THOSE HIGHER COST CLAIMS. THE MONDAY MORNINGS WHEN YOU SEE KRISTIN AND I ARE HOLDING OUR BREATH WAITING TO SEE WHAT COMES IN ON MONDAY MORNINGS.

GENERALLY, WHEN YOU GET THOSE HIGH COST CLAIMS, IT'S BECAUSE OF SOME OF OUR CHRONIC CONDITIONS.

WE REALLY WANT TO MAKE SURE THAT WE PUT THINGS IN PLACE THROUGH THE CLINIC THAT CAN MANAGE THOSE SERVICES ON AN ONGOING BASIS.

WE WOULD HAVE URGENT CARE DURING THE HOURS OF OPERATION.

THE PHARMACY, I MENTIONED EARLIER, AND THEN OBVIOUSLY OUR EMPLOYEE DEPENDENTS, DEPENDENTS WOULD BE COVERED AND WOULD BE ELIGIBLE TO COME TO THE CLINIC, WE'RE STILL WORKING THROUGH THE SPECIFICS OF THAT.

THERE ARE DIFFERENT RULES BASED ON THE AGE OF THE, WHAT'S THE WORD I'M LOOKING FOR? THE PATIENT. THANK YOU.

[LAUGHTER] BASED ON THE AGE OF THE PATIENT THAT WE WOULD HAVE TO WORK THROUGH AS WELL.

THAT'S PART OF THE CONTRACT THAT WE WOULD NEGOTIATE IF WE WERE APPROVED BY THE BOARD.

YOU'RE PROBABLY FAMILIAR WITH THIS SLIDE.

IT'S BEEN UPDATED A LITTLE BIT JUST TO MAKE IT FIT WITH WHAT WE'RE TALKING ABOUT TODAY, BUT THESE ARE THE NUMBERS THAT MMA PROJECTED BACK IN MAY WHEN THEY CAME AND VISITED WITH US.

IF WE DON'T DO ANYTHING REGARDING HEALTH INSURANCE, MEANING NO PLAN REDESIGN, NO CONTRIBUTION CHANGES, NONE OF THAT.

THOSE BIG RED NUMBERS ON THE RIGHT THERE ACTUAL FORECASTED DEFICIT NUMBERS.

SO 2025, WE'RE ACTUALLY, AGAIN, JUST WANT TO POINT OUT, THIS IS A PLAN YEAR BASIS, NOT A FISCAL YEAR BASIS, SO IT'S A JANUARY THROUGH DECEMBER BECAUSE THAT'S HOW THE HEALTH INSURANCE MARKET WORKS.

LOOKING AT 2025, AND THESE ARE NUMBERS FROM FEBRUARY, WE WERE PROJECTING A 1.4 MILLION DOLLAR DEFICIT.

OVER TIME, AGAIN, IF THE PLANS REMAIN THE SAME, THE CONTRIBUTIONS REMAIN THE SAME, WE COULD ANTICIPATE OVER DOUBLE THE DEFICIT IN THE FOLLOWING YEAR, AND SO ON AND SO FORTH.

I MENTIONED EARLIER, THE NEED TO DISRUPT.

WE NEED TO DISRUPT THIS.

THIS IS NOT SUSTAINABLE AND OBVIOUSLY, AS BUDGETS GET TIGHTER AND TIGHTER AND WE'RE ABLE TO DO LESS AND LESS IN TERMS OF COMPENSATION.

WE REALLY NEED TO BE MINDFUL OF THE IMPACT THAT THIS WILL HAVE NOT JUST ON THE DISTRICT BUDGET, BUT OUR EMPLOYEES IN TERMS OF THEIR TOTAL COMPENSATION AND THEIR TAKE HOME PAY AS WELL AS THOSE PAYROLL CONTRIBUTIONS INCREASE.

KEEP THAT SLIDE IN YOUR HEAD.

WE'LL COME BACK TO THAT IN JUST A SECOND.

THEN THIS IS THE ROI.

[02:50:01]

I REALLY APPRECIATE THIS BOARD AND SOME OF THE QUESTIONS WE WERE ASKED EARLY ON ABOUT RETURN ON INVESTMENT.

HOW DO YOU DEMONSTRATE RETURN ON INVESTMENT IN A CLINIC? THE RETURN ON INVESTMENT, THERE ARE TWO NUMBERS THERE THAT ARE BOXED IN RED.

WE LOOKED AT THE TOP SET OF NUMBERS AND THE BOTTOM SET OF NUMBERS.

I'M PROBABLY GOING TO TURN THIS OVER TO DAVID AND JUST TO SAY TO HELP EXPLAIN THIS A LITTLE BIT FURTHER.

BUT THOSE ARE TARGET NUMBERS, AND THE 30% AND THE 42%, THEY ARE RELATED TO UTILIZATION.

I TALKED EARLIER ABOUT THE KEY THING FOR THIS CLINIC IN TERMS OF ITS SUCCESS IS TO MAKE SURE THAT EMPLOYEES ARE ACCESSING IT AND DOING SO EARLY AND OFTEN.

ON A CONSERVATIVE MODEL, IF WE HAD 30% UTILIZATION WITHIN THAT FIRST YEAR, MEANING 30% OF OUR EMPLOYEES ARE ACCESSING THE CLINIC AND GOING THERE FOR THEIR SERVICES, MARATHON IS PROJECTING A RETURN ON INVESTMENT OF ABOUT $250,000, SO ALMOST A QUARTER OF $1,000,000 JUST BASED ON THAT NUMBER ALONE.

NOW, WHEN WE TOP 30%, WE'RE OVER ACHIEVERS IN ROUND ROCK ISD, AND I'M CONFIDENT THAT WE CAN GET CLOSER TO 42% VERY QUICKLY, AND YOU CAN SEE WHAT THAT DOES TO THE RETURN ON INVESTMENT.

IT'S A LITTLE HARD TO SEE UP THERE, BUT IT DRIVES AN ADDITIONAL MILLION DOLLAR IN COST SAVINGS.

JUST TO BE CLEAR, THOSE COST SAVINGS ARE GENERATED BASED ON INSTEAD OF PAYING THE CLAIMS OUTSIDE OF THE CLINIC TO PROVIDERS WHERE YOU HAVE MAYBE LESS PREDICTABLE OUTCOMES OR HIGHER COSTS, YOU'RE DRIVING THAT TRAFFIC THROUGH THE CLINIC WHERE THE TREATMENT CAN BE PROVIDED ON A MORE COST EFFECTIVE BASIS, BUT ALSO ON A MORE PROACTIVE HOLISTIC BASIS FOR THE EMPLOYEE AS WELL.

OVER TIME, YOU'RE NOT JUST SEEING THE UPFRONT COST SAVINGS IN TERMS OF THE ACTUAL COST OF THE SERVICES THAT ARE PROVIDED, BUT YOU'RE HOPING THAT BECAUSE THE EMPLOYEE HAS ENGAGED EARLY IN THAT PROCESS WITH THE CLINIC, THERE'S LESS FOLLOW UP CARE THAT'S NEEDED IN TERMS OF MORE EMERGENT CARE LATER ON IF THEY CAN TAKE CARE OF THOSE THINGS EARLY ON.

THOSE ARE PRETTY GOOD NUMBERS. DAVID, DID YOU HAVE ANYTHING TO ADD ON THAT? DID I GET THAT CORRECT?

>> I THINK YOU DID A REALLY GOOD JOB.

GOOD EVENING, EVERYBODY.

YOU'VE LAID IT OUT REALLY NICELY.

I THINK THE NUMBERS SPEAK FOR THEMSELVES.

THESE WERE MARATHONS FORECASTS, BUT WE ALSO DID OUR OWN INDEPENDENT REVIEW OF THEIR NUMBERS AND WE'RE PRETTY CONFIDENT THAT THESE ARE REFLECTIVE OF WHAT WE WOULD EXPECT AS WELL.

>> GREAT. THANK YOU, SIR. NEXT SLIDE.

THIS IS WHAT THIS WOULD DO.

WE LOOKED AT THE ROI AND BASICALLY, THIS IS A LITTLE CLUMSY, AND AGAIN, IT'S ALL FORECAST AND MODELING.

DON'T QUOTE ME ON THESE NUMBERS EXACTLY. TRUSTEE LANDRUM.

BUT ON THIS, IF YOU LOOK AT WHERE WE WERE FROM A SURPLUS DEFICIT STANDPOINT, LOOK AT WHAT THE PROJECTED NET SAVINGS DOES TO OUR OVERALL SURPLUS DEFICIT.

IF WE IMPLEMENTED THE CLINIC IN 2026, WHICH WOULD BE OUR PLAN AND WITH THOSE FORECASTED SAVINGS, WE'RE IMMEDIATELY REDUCING THE OVERALL DEFICIT FOR THE DISTRICT.

AS UTILIZATION INCREASES OVER TIME, IN 2027, WE WOULD ANTICIPATE A GREATER NUMBER OF PROJECTED NET SAVINGS, WHICH WOULD IMPACT OUR DEFICIT FURTHER, AND SO ON AND SO FORTH.

WE REALLY FEEL THAT WITH THIS BALANCED MODEL WHERE YOU HAVE THE CLINIC THAT'S A PART OF OUR HEALTH INSURANCE PLAN, WE CAN REALLY MEET OUR GOALS OF CONTAINING COSTS.

NOW, WHEN I LOOK AT THESE SLIDES, AND I KNOW WE'RE STILL LOOKING AT NUMBERS ON THE RED ON THE RIGHT HAND SIDE, WE'RE NOT BLIND TO THE FACT THAT WE'RE GOING TO HAVE TO DO SOME PLAN REDESIGNS.

WE REALLY DO HAVE TO DO THAT, BUT IT'S ABOUT COST CONTAINMENT BECAUSE AT THE END OF THE DAY, MEDICAL INSURANCE INCREASES BY 5-8% EVERY YEAR, THAT'S A GIVEN.

THERE'S NOT ONE SOLUTION TO FIX THESE PROBLEMS. I THINK THE CLINIC IS A PART OF AN OVERALL STRATEGY AS WELL.

>> I KNOW WE FOCUS ON A LOT OF THINGS THE CONVENIENCE FOR OUR STAFF AND ALSO THE COST SAVING.

BECAUSE WE ARE SELF-FUNDED AND BECAUSE WE AT THE DISTRICT PUT SOME MONEY IN THAT BUCKET, THE SAME THING FOR OUR STAFF.

THAT'S HOW WE GET THAT SELF-FUNDED BALANCE, TO PAY ALL THESE CLAIMS. IF WE USE THIS, IT WILL BE A BENEFIT TO THE DISTRICT, BUT ALSO TO THE STAFF.

>> YES, SIR. YES, WE OBVIOUSLY HAVE TO BALANCE THE FUND.

WE HAVE TO MAKE SURE THAT WE HAVE ENOUGH MONEY IN THE FUND TO SUSTAIN THAT.

WHAT THIS WOULD LOOK LIKE TO ANSWER YOUR QUESTION, SIR, WOULD BE EMPLOYEES WOULD STILL PAY A MONTHLY PREMIUM TO HAVE OUR HEALTH INSURANCE, AND THOSE PREMIUM COSTS WOULD BE DETERMINED BASED ON WHERE WE WERE IN TERMS OF THE FUND.

[02:55:02]

BUT WHAT THEY'RE DOING NOW FOR ALL OF OUR PLANS IS NOT ONLY DO THEY HAVE THEIR HEALTH INSURANCE PREMIUM, BUT THEN THEY ALSO HAVE A COPAY ANYTIME THEY VISIT.

IF I GO TO MY PRIMARY CARE PHYSICIAN, WHETHER IT'S A COPAY, A PPO MODEL, OR WHETHER I'M ON A HIGH DEDUCTIBLE PLAN WHERE I PAY ALL OF MY MONEY TO A IPMI DEDUCTIBLE, I HAVE A COPAY EVERY TIME.

THAT COULD BE $35, IT COULD BE $150.

IN THIS MODEL, THE EMPLOYEES WON'T HAVE THAT SAME CO PAY COST.

IF YOU'RE ON A PPO PLAN, IT WOULD BE ZERO COST.

THEY'RE SAVING MONEY FROM THAT AND THERE'S LESS OUT OF POCKET EXPENSE.

EVEN IF I'M ON A HIGH DEDUCTIBLE HEALTH PLAN, FEDERAL LAW INDICATES WE HAVE TO CHARGE, THAT CAN'T BE A ZERO COST FOR EMPLOYEES ON A HIGH DEDUCTIBLE PLAN DUE TO TAX REASONS, BUT WE COULD CHARGE THAT AT A MUCH LOWER RATE THAN A $150 THAT THEY CURRENTLY PAY ON THAT COPAY.

THE OUT OF POCKET EXPENSES FOR EMPLOYEES WOULD CERTAINLY BE REDUCED THROUGH THIS MODEL.

>> THANK YOU BECAUSE I KNOW I HAD TO GO A FEW MONTHS AGO TO URGENT CARE BECAUSE I DIDN'T KNOW WHAT I HAD.

I THINK IT WAS ALLERGIES, WHATEVER.

I HAD TO PAY $75 FOR URGENT CARE.

WHAT WOULD BE THE FEE IF ME OR ANY TEACHER STAFF MEMBER HAD TO GO TO THIS CLINIC?

>> YES, SIR. IN THAT SAME SCENARIO, DEPENDING ON YOUR PLAN, IT WOULD BE ZERO COST.

I KNOW WHAT PLAN YOU'RE ON, SO AT ZERO COST. YES, SIR.

>> I HAVE A VIOLATION RIGHT THERE.

>> YES, SIR. WELL, YOU BROUGHT IT UP, SIR.

ALL RIGHT. THAT SLIDE ONE.

REMEMBER, THERE WERE TWO MODELS.

THERE WAS A 30% UTILIZATION MODEL AND A 42% UTILIZATION MODEL.

THIS IS WITH THE 42% UTILIZATION MODEL.

AGAIN, BACK TO THE MORE EMPLOYEES ACCESS THE CLINIC, THE BETTER OFF WE ARE, THE BETTER OFF THEY ARE.

YOU CAN SEE WHAT THAT DOES TO THE OVERALL COST SPEND AND THE DEFICIT.

IT REALLY STARTS TO ATTACK THAT DEFICIT TO THE POINT WHERE WHAT'S FORECAST OR WHAT WAS FORECAST IN 2029 IS LESS THAN HALF OF WHAT WAS ORIGINALLY FORECAST AS WELL.

OBVIOUSLY, OVER TIME, THE COST OF THE CLINIC WILL INCREASE AS WELL BECAUSE AS MORE EMPLOYEES ARE UTILIZING THE CLINIC, YOU'RE GOING TO NEED MORE STAFF, YOU MAY NEED MORE SPACE, AND YOU MAY NEED TO PROVIDE MORE SERVICES WITHIN THE CLINIC AS WELL.

BUT THOSE SERVICES ARE PROVIDED AT A MUCH MORE AFFORDABLE RATE THAN THEY WOULD GET OUTSIDE OF THE CLINIC IN TERMS OF A REGULAR PROVIDER.

WE ALSO HAVE MORE PREDICTABLE OUTCOMES AS WELL, BECAUSE THE CLINIC STAFF ARE ENGAGING WITH THOSE EMPLOYEES ON A MORE FREQUENT BASIS AND SO THEY'RE ABLE TO PROVIDE BETTER CARE FOR THOSE EMPLOYEES ON AN ONGOING PROACTIVE BASIS TOO.

THE OPERATING COSTS.

I KNOW THIS WHEN YOU LOOK AT THE BOTTOM LINE, AND I KNOW WHERE WE ARE FROM A BOTTOM LINE STANDPOINT IN OUR DISTRICT, THAT IS A LOT OF MONEY, $3.352 MILLION WOULD BE THE PROJECTED COST FOR THE ENTIRE FIRST YEAR.

COUPLE OF THINGS TO POINT OUT.

OUR SELF INSURANCE FUND IS APPROXIMATELY $42 MILLION, $43 MILLION.

THIS IS THAN A TENTH OF THAT.

FOR THAT $3.352 MILLION WE'RE REALLY GETTING A LOT OF SERVICES INCLUDED.

THIS IS EVERYTHING IN TERMS OF RUNNING THE CLINIC, IN TERMS OF THE STAFF, THE MEDICAL SUPPLIES, ALL OF THOSE THINGS.

OBVIOUSLY, LIKE ANY OTHER VENDOR, THERE IS A MANAGEMENT FEE ASSOCIATED WITH THAT, BUT YOU CAN SEE THE TOTAL OF THE DIRECT COSTS THEMSELVES ARE ALMOST 3 MILLION OF THAT 3.352.

THE ONSITE PHARMACEUTICALS, BY HAVING A PHARMACY ON SITE, THERE'S OBVIOUSLY DRUG COSTS THAT COMES ALONG WITH THAT.

THOSE COSTS WOULD BE DETERMINED, BUT THEY'RE NOT COSTS, THE DISTRICT IS MORE OF A PASS THROUGH ENTITY FOR THOSE PHARMACY.

WE DON'T ACTUALLY FOOT THE BILL FOR THAT.

WE MAY HAVE TO HAVE THE RESOURCES UPFRONT, BUT ULTIMATELY THE EMPLOYEES, I'M SORRY, WOULD BE PAYING FOR THOSE DRUGS.

THERE'S NO ACTUAL COST FOR THOSE DRUGS.

THIS IS ONE OF THE THINGS WE TALKED EARLIER ABOUT WHY DID WE SELECT WHO WE SELECTED.

WE TALKED ABOUT SPACE AND FACILITY CONSIDERATION.

WE WERE VERY CLEAR WITH THOSE WHO WERE INTERESTED IN COMING TO OUR DISTRICT THAT WE HAVE A VERY TIGHT BUDGET SITUATION AND THAT WE REALLY NEEDED TO MAKE GOOD PRUDENT DECISIONS FOR THE LONG TERM OF THE DISTRICT FROM THAT REGARD.

THE MODEL THAT IS PROPOSED FOR MARATHON HEALTH HAS A LONGER TERM CONTRACT.

IT'S A TEN YEAR CONTRACT ALL IN WITH THE USUAL TERMINATION CLAUSES OUTLINED IN THAT CONTRACT.

BUT AS PART OF THAT CONTRACT, THE CLINIC WOULD ACTUALLY BE FULLY PAID FOR.

FULLY PAID FOR, FOR ALL OF THE CONSTRUCTION AND ALL OF THE OPENING AND IMPLEMENTATION COSTS BY MARATHON HEALTH.

THERE IS A MONTHLY AMOUNT THAT WE PAY, WHICH IS JUST SIMILAR TO ADMINISTRATIVE FEES THAT WE DO FOR ALL OF OUR HEALTH INSURANCE PRODUCTS AND OTHER PRODUCTS AS WELL.

BUT THERE WON'T BE ANY DIRECT COST FOR THE CLINIC IN TERMS

[03:00:02]

OF BUILDING THE CLINIC AND OPENING THE CLINIC FOR THE DISTRICT.

WHICH MEANS THAT IF THE BOARD WAS TO APPROVE THIS AND WE ARE ABLE TO MOVE FORWARD, WE WOULDN'T BE WRITING A CHECK TO MARATHON HEALTH FOR ANY OF THE BUILDINGS.

AFTER TEN YEARS, IF WE MEET THE TERMS OF THOSE CONTRACT, THE TERMS OF THE CONTRACT, WE WOULD OWN THAT PROPERTY.

WE WOULD OWN THAT FACILITY AS WELL.

IF THINGS DIDN'T WORK OUT WITH MARATHON HEALTH FOR WHATEVER REASON, WE WOULD BE ABLE TO TRANSFER THAT CLINIC TO ANOTHER PROVIDER IF WE DECIDED TO DO THAT IN THE FUTURE.

THIS WAS VERY APPEALING TO US.

DAVID, CAN YOU SPEAK TO THAT A LITTLE BIT MORE OR A LITTLE MORE CLEARER THAN I CAN, SIR?

>> YEAH, EDDIE, I THINK YOU ENCAPSULATE IT PRETTY WELL.

IN MARATHON'S PROPOSAL, THEY AGREED TO PAY FOR ALL OF THE START UP COSTS, AND THAT'S ON THE LEFT SIDE.

IT'S THE COST OF BUILDING OUT THE SPACE, AS WELL AS FURNISHING THE SPACE WITH EQUIPMENT, TECHNOLOGY, ETC.

IN EFFECT, OVER THE TEN YEARS RISD WILL IN EFFECT EARN A TENTH OF THAT A YEAR, SO BY TEN YEARS IT'S FULLY PAID FOR, BUT THEY ARE FRONTING ALL OF THOSE COSTS, AND THERE REALLY WOULDN'T BE ANY COST TO ROUND ROCK, IF YOU WORK WITH MARATHON OVER THE TEN YEAR PERIOD.

IF YOU WERE TO TERMINATE EARLIER THAN THAT, THERE WOULD BE A BALANCE LEFT BASED ON THE NUMBER OF YEARS THAT YOU HAD MARATHON RELATIVE TO THE TEN YEARS.

BUT IF YOU JUST MOVE TO ANOTHER PROVIDER, IT'S QUITE LIKELY THE OTHER PROVIDER WOULD PICK THAT COST UP IN ORDER TO OBTAIN THE BUSINESS.

ON THE RIGHT SIDE IS JUST THE LEASE COST FOR THE FACILITY.

YOU WOULD BE BEARING THAT COST.

THAT WAS INCLUDED IN THE PRIOR SLIDE ON THE TOTAL COSTS OF THE CLINIC.

THAT WOULD BE A COST THAT YOU WOULD BEAR PAY BONUSES IN THE COSTS SHOWN.

>> THANK YOU, SIR. THAT WOULD JUST BE PART OF OUR ADMINISTRATIVE FEE, ABOUT $20,000 PER MONTH, WHICH WOULD JUST BE BUILT INTO THAT ADMINISTRATION FEE, WHICH WE WOULD BE INVOICED FOR EVERY MONTH.

>> YES, CORRECT.

>> THANK YOU, SIR. OBVIOUSLY, WE LOOK AT OUR BIG RED NUMBERS AND WE KNOW THAT THIS IS SOMETHING THAT IF WE CAN MOVE THIS FORWARD, WE WOULD LIKE TO GET THIS OFF THE GROUND SOONER RATHER THAN LATER SO WE COULD REALLY START TO WORK ON MEETING THOSE GOALS OF CONTAINING COST.

THIS COULD HAPPEN VERY QUICKLY.

WE DECIDED TO REQUEST THAT THE CLINIC WAS BUILT OUT BY MARATHON OR BY WHOEVER THE VENDOR WAS, FOR PARTLY FOR THAT REASON.

RFPS ARE COMPLICATED AND TAKE A LOT OF TIME, PARTICULARLY CONSTRUCTION RFPS.

WE WANTED TO REALLY MAKE SURE WE COULD GET THIS OFF THE GROUND.

MARATHON HAS COMMITTED TO US THAT THEY THINK IF WE WERE TO MOVE FORWARD QUICKLY, WE COULD GET THIS ONLINE IN JANUARY OF 2026.

MEANING THAT EMPLOYEES WOULD BE ABLE TO START MAKING APPOINTMENTS AT THE CLINIC IN JANUARY OF 2026.

THE PHARMACY ITSELF IN TERMS OF AN ONSITE PHARMACY, THERE'S A LITTLE MORE IN TERMS OF REGULATION THAT HAS TO BE MET TO GET A PHARMACY OFF THE GROUND.

BUT THEY DO HAVE AND I KNOW TRUSTEE WEIR TALKED TO ME A LOT ABOUT GOOD RX AND THINGS LIKE THAT.

THEY DO HAVE A MAIL ORDER VERSION OF PRESCRIPTION MEDICINE WHICH CAN BE PUT IN PLACE RELATIVE IMMEDIATELY ACTUALLY.

DEFINITELY SOME OPTIONS THERE AS WELL.

THIS WILL NOT TAKE A LONG TIME TO GET ONLINE, AND WHICH WOULD BE EXCITING AS WELL.

OBVIOUSLY, CONSTRUCTION SLIPS SOMETIMES, BUT FROM THEIR OPERATIONS TEAM, THEY FEEL VERY CONFIDENT THAT THEY CAN MEET THAT TIMELINE.

>> WE'RE ALMOST THERE. STAFFING MODEL.

WE MENTIONED EARLIER, AS UTILIZATION INCREASES, WE WOULD ANTICIPATE THAT STAFFING NEEDS AT THE CLINIC WOULD INCREASE.

THESE ARE NOT ROUND ROCK ISD EMPLOYEES.

I THINK THAT'S IMPORTANT TO DISTINGUISH.

WE HAVE A REALLY GOOD HR TEAM.

I BRAG ABOUT THEM ALL THE TIME, BUT THERE ARE CERTAIN LEVELS OF EXPERTISE THAT THEY DON'T HAVE AND MEDICAL PROVIDERS IS PROBABLY ONE OF THOSE.

WE WANT TO REALLY MAKE SURE THAT WE LET THE SUBJECT MATTER EXPERTS DO THE HIRING IN THOSE AREAS.

THEN HAVING THIS TYPE OF MODEL MEANS THAT THEY CAN BE REALLY FLUID AND AGILE AS NEEDS INCREASE.

THAT'S REALLY IMPORTANT TO US.

KRISTIN AND I HAVE BEEN VERY UPFRONT WITH THEM IN TERMS OF, WE WANT TO MAKE SURE THAT EMPLOYEES HAVE SAME DAY, NEXT DAY ACCESS TO MAKE APPOINTMENTS.

WHATEVER YOU NEED TO DO TO MAKE THAT HAPPEN, NEEDS TO HAPPEN.

THIS IS THE INITIAL AT INCEPTION, WHAT YEAR ONE WOULD LOOK LIKE.

[03:05:01]

WE'D BE LOOKING AT I THINK IT'S 2.6 NURSE PRACTITIONERS, SOME MEDICAL ASSISTANTS, SUPPORT PHYSICIANS, PHYSICAL THERAPIST, BEHAVIORAL THERAPIST WE WOULD HAVE TWO OF THOSE ACTUALLY STAFFED AT THE FACILITY, 1.5 PHARMACISTS, AND SO ON AND SO FORTH.

I ALSO WANTED TO POINT OUT, ALL OF THESE EMPLOYEES ARE NOT WORKING ALL AT THE SAME TIME.

WE'RE LOOKING AT A 7:00 TO 7:00 OPERATING SCHEDULE AT LEAST TO START, AND SO YOU WOULD HAVE SPLIT SHIFT TYPE ROLES.

YOU WOULD HAVE A FIRST SHIFT, SECOND SHIFT FOR MANY OF THOSE POSITIONS AS WELL.

MARATHON HAS DONE A LOT OF WORK AROUND OUR UTILIZATION BASED ON THE 30% MODEL AND THE 42% MODEL, THEY'VE FACTORED THAT GROWTH IN WHEN IT COMES TO THE SCALE UP OVER YEARS.

THE BEAUTY OF THIS IS, AGAIN, WE'RE CONFIDENT THAT WE CAN HIT OUR UTILIZATION TARGETS VERY QUICKLY.

AS THOSE UTILIZATION TARGETS GET MOVED EVEN FURTHER UP, THEY'LL BE ABLE TO PIVOT AND ADAPT AND THEY CAN HIRE PRN STAFF AS NEEDED TO HELP SUPPORT THE NEEDS OF THE DISTRICT AS WELL.

OBVIOUSLY, AS YOU ADD MORE STAFF, THE OPERATING COSTS INCREASE, BUT OVER TIME IF UTILIZATION INCREASES AS WELL, THEN THERE MAY NEED TO BE SOME ADDITIONAL SPACE CONSIDERATIONS OR POSSIBLY A SECOND LOCATION, IF OUR EMPLOYEES REALLY BUY INTO OUR CLINIC AND REALLY UTILIZE IT TO THE CAPACITY THAT WE THINK THEY SHALL.

WHAT WOULD HAPPEN OVER THE NEXT FEW MONTHS.

I KEEP TALKING ABOUT UTILIZATION AND INFORMATION AND COMMUNICATION WITH OUR EMPLOYEES.

WE REALLY NEED TO MAKE SURE THAT OUR EMPLOYEES ARE AWARE OF THE CLINIC, WHICH I THINK MANY OF THEM ARE AT THIS POINT, BUT ALSO WE WANT TO MAKE SURE THAT THEY KNOW THE VALUE ADD THAT THIS PROVIDES TO THEM.

MARATHON HAS A DEDICATED MARKETING APPROACH, WHICH WOULD BE TAILORED TO ROUND ROCK ISD AND WOULD BE INFORMED BY KRISTIN AND MYSELF.

WE WOULD BE ENGAGING WITH THEM EVERY WEEK TO TALK THROUGH IMPLEMENTATION AND WHAT THAT LOOKS LIKE, AND MAKING SURE THAT ALL OF THE NEEDS THAT WE FELT NEEDED TO BE MET WERE MET, AND THAT WE'RE ALSO ABLE TO PIVOT.

BECAUSE WE WANT TO MAKE SURE THAT THINGS THAT ARE HIGH YIELD FOR US, LIKE OUR OPEN ENROLLMENT PERIOD ON OCTOBER, MARATHON HEALTH WE WOULD WANT TO MAKE SURE HAD A PRESENCE THERE.

WE WERE ABLE TO BUILD THAT UNDERSTANDING WITH THEIR EMPLOYEES SO THEY KNOW THIS IS COMING, AND THEN THAT'S A GREAT WAY FOR US TO ENGAGE WITH A LARGE CROSS SECTION OF OUR EMPLOYEES AS WELL.

A LOT OF ENGAGEMENT, LOTS OF COMMUNICATION APPROACHES, WORKING WITH ANNIE'S TEAM AS WELL TO MAKE SURE THAT WE'RE DOING THAT IN TERMS OF BEST PRACTICE, BUT ALSO REALLY LEVERAGING THEIR CAPACITY AS A FOR PROFIT ENTITY TO REALLY BUILD ON THEIR MARKETING APPROACHES AND MAKE SURE THAT WE'RE GETTING THE WORD OUT TO ALL OF OUR EMPLOYEES.

THAT'S A LOT OF INFORMATION.

A COUPLE OF THINGS.

I JUST REALLY WANTED TO POINT OUT, AGAIN, DR. AZAIEZ MENTIONED THIS EARLIER.

THIS IS A COST CONTAINMENT APPROACH FIRST AND FOREMOST.

WE REALLY NEED TO DISRUPT AND DO SOMETHING DIFFERENTLY.

BUT I ALSO HAVE TO REMIND MYSELF THAT THERE'S TWO SIDES TO MY BRAIN.

THE FIRST SIDE OF MY BRAIN BECAUSE MR. COVINGTON GETS AT ME ALL THE TIME IS, I NEED TO WATCH THE DOLLAR.

STOP SPENDING THE MONEY.

KEEP THE MONEY. THAT'S FINE.

YES, I UNDERSTAND AND WE DO A REALLY GOOD JOB WITH THAT AND WE WORK VERY HARD WITH THAT.

BUT THE OTHER PART OF MY BRAIN IS DEDICATED TO EMPLOYEES AND THE THINGS THAT WE NEED TO DO AND THE WAYS THAT WE CAN SUPPORT EMPLOYEES THROUGH PROGRAMS LIKE THIS.

OUR YOU PROGRAM IS A GREAT EXAMPLE OF THAT.

I THINK THE WORKSITE CLINIC WOULD BE AN EXTENSION OF THAT PROGRAM AS WELL.

OUR EMPLOYEES WORK EXTREMELY HARD IN ALL AREAS TO MAKE SURE THAT THE NEEDS OF OUR STUDENTS ARE MET AND WE ALSO ASK MORE OF OUR EMPLOYEES TO DO MORE WITH LESS, AND WE'RE NOT ABLE TO STAY UP WITH INFLATION, AGAIN, JUST THROUGH THE REALITIES OF WHERE WE ARE.

I FEEL THAT ANYTHING THAT WE CAN DO FROM A TOTAL REWARD STANDPOINT TO REDUCE OUT OF POCKET EXPENSES, EVEN IN AN AREA LIKE THIS WOULD BE SUPER BENEFICIAL TO OUR EMPLOYEES, AND WOULD ALSO HELP US MEET OUR GOALS OF RETENTION, WHICH IS CALLED OUT ON OUR STRATEGIC PLAN AS WELL.

I THINK THERE'S A LOT OF POSITIVES TO THIS.

I CERTAINLY WOULD LOVE TO ENTERTAIN QUESTIONS AND IF THERE ARE ANY QUESTIONS FROM THE BOARD AT THIS TIME.

>> THANK YOU. TRUSTEE WEIR.

>> I HAVE A FEW AND THEY'RE VERY DIFFERENT FROM EACH OTHER.

ONE OF THE QUESTIONS THAT WAS ASKED EARLIER DURING PUBLIC SPEAKING WAS YOU ANSWERED THE CO-PAY, BUT THE OVERALL COSTS, AND I DON'T KNOW WHEN THEIR COSTS GO UP.

IS THAT IN JANUARY WHEN THE PLAN STARTS, AND WITH THAT DO YOU ENVISION THAT COST TO EMPLOYEES WILL GO UP IN JANUARY IF WE DO THIS?

>> I THINK LOOKING AT OUR DEFICIT RIGHT NOW, WE HAVE TO MAKE SURE THAT OUR SELF INSURANCE FUND IS SUSTAINABLE OVER TIME.

WE'RE GOING TO HAVE TO FIGURE OUT A WAY TO BALANCE THE BOOKS, AMY, FIRST AND FOREMOST.

I THINK OUR CLINIC DOVETAILS NICELY INTO THAT, THOUGH, BECAUSE IF OUR EMPLOYEE PREMIUMS INCREASE, BUT WE'RE ABLE TO GET A CLINIC ONLINE, THEN THE NET OF THAT COULD OFFSET.

THE PREMIUMS MAY INCREASE,

[03:10:01]

BUT THE OUT OF POCKET EXPENSES IN TERMS OF CO-PAYS AND DEDUCTIBLES MAY DECREASE.

WE ARE ABOUT TO START OUR PLAN DESIGN WORK WITH MMA.

ACTUALLY, WE HAVE A MEETING TOMORROW TO START THAT WORK.

DEPENDING ON HOW THIS GOES THIS EVENING, THAT'LL INFORM SOME OF THAT WORK, BUT WE'LL DEFINITELY KEEP THE BOARD INFORMED WITH ANY CHANGES THAT ARE UPCOMING IN THE NEXT FEW MONTHS.

>> THAT'S JANUARY.

>> YES, IT IS JANUARY. THANK YOU.

>> THEN MY OTHER QUESTION I THINK IS MORE FOR LEGAL BECAUSE I'M CURIOUS WHAT OUR LIABILITY IS.

>> I ACTUALLY WANTED TO GO INTO CLOSE TO TALK ABOUT THAT BECAUSE I HAVE QUESTIONS ABOUT LIABILITY AS WELL FROM LEGAL.

I DON'T KNOW IF WE NEED TO GO INTO CLOSE.

>> MINE WAS JUST MORE GENERAL OF WHO'S GOING TO CARRY.

I'M ASSUMING THEY'RE GOING TO CARRY MEDICAL MALPRACTICE INSURANCE, BUT IT'S THEIR EMPLOYEES, NOT OURS.

>> CINDY, THAT MAY BE DAVID'S TO ANSWER.

DAVID, DID YOU HEAR THE QUESTION, SIR?

>> YES, I DID. YEAH. THE MEDICAL STAFF WOULD BE MARATHON'S EMPLOYEES.

MARATHON ALSO CARRIES GENERAL LIABILITY COVERAGE AND MEDICAL MALPRACTICE COVERAGE AND SOME OTHER INSURANCE COVERAGES.

THERE'S REALLY PRETTY COMPREHENSIVE INSURANCE THAT WOULD BE IN PLACE TO PROTECT YOU AND MARATHON AGAINST CLAIMS. JUST THE OTHER THING I'LL MENTION IS, I'VE BEEN WORKING IN THIS SPACE FOR 25 YEARS OR SO, MALPRACTICE CLAIMS EVEN THOUGH THEY'RE PRETTY COMMON OUT THERE IN THE WORLD, THEY'RE VERY RARE IN THESE WORKSITE CLINICS.

THEY DON'T OCCUR VERY OFTEN BECAUSE IT'S PRIMARY CARE.

WHEN THEY HAVE HAPPENED, THE AMOUNTS HAVE BEEN PRETTY MODEST.

THEY'VE MADE PROPOSAL IN THE DRAFT CONTRACT FOR WHAT THEY WOULD CARRY, WHICH I THOUGHT WAS VERY ADEQUATE RELATIVE TO YOUR EXPOSURE AND THEIRS.

>> THEIR INSURANCE COVERS US, IS WHAT YOU'RE SAYING?

>> YES, CORRECT. YES. IT COVERS CLAIMS THAT OCCUR IN THE CLINIC.

THEY'RE RUNNING THE CLINIC.

IT'S THEIR EMPLOYEES, SO FIRST AND FOREMOST, THEY WOULD HAVE LIABILITY TO THE EXTENT IN LITIGATION THAT WOULD COME BACK TO YOU, THEY HAVE INSURANCE THAT'S GOING TO COVER PRETTY MUCH ANY CLAIM THAT WOULD COME UP IN ANY MALPRACTICE SITUATION.

>> AMY, IF WE NEED TO GO BACK INTO CLOSED SESSION, BUT THESE ARE ALSO THINGS THAT CAN BE NEGOTIATED IN CONTRACTS.

>> YOU KNOW HOW I FEEL ABOUT CLOSED, IF WE CAN DO IT IN 5 OR 10 MINUTES, MAYBE.

BUT I GUESS MY QUESTION WOULD BE YOUR COMFORT LEVEL.

I DON'T THINK THAT'S ANYTHING WE NEED TO DO ON CLOSED.

>> NO. I HAVEN'T DONE THE LEGAL REVIEW OF THE CONTRACT.

WE'RE STILL IN THE NEGOTIATION PHASE, BUT AS YOU GUYS NOW, I'M A STICKLER FOR LET'S PROTECT THE DISTRICT.

SO THE THINGS THAT I WILL BE LOOKING IN AT THE CONTRACT IS EITHER INDEMNIFICATION BY THE OTHER CONTRACTING PARTY AND/OR BEING LISTED AS A ADDITIONAL INSURED ON THE POLICIES.

>> THANKS. THOSE ARE MY QUESTIONS.

THANK YOU, TRUSTEE WEIR.

>> THANK YOU, EDDIE. I HAD THREE QUESTIONS.

THE FIRST ONE, I THINK YOU MENTIONED A LOT ABOUT ENCOURAGE OUR STAFF TO USE.

WHAT'S THE PLAN? DO WE HAVE A PRODUCT, JUST MAKE SURE OUR EMPLOYEE USE IT? THAT'S MY BIGGEST CONCERN BECAUSE I WENT TO A CONFERENCE.

A LOT OF PEOPLE SAY THEY DON'T USE IT.

SOMETIMES THEY HAVE THE CLINIC, THEY DON'T USE IT, SO WHAT'S YOUR PLAN?

>> WE HAVE TO HAVE MULTIPLE WAY STACKS TO TALK TO OUR EMPLOYEES ABOUT THE CLINIC AND MAKE SURE THAT THEY KNOW.

THE GREAT THING ABOUT LAUNCHING IN JANUARY IS WE HAVE SIX MONTHS OF RUNWAY TO REALLY GET IN FRONT OF OUR EMPLOYEES.

THIS IS NOT SENDING AN EMAIL THAT WE, HEY, GUESS WHAT, WE'VE GOT A CLINIC COMING.

NO. WE HAVE LOTS OF DIFFERENT WAYS TO GET OUT TO OUR EMPLOYEES, GO TO SITE VISITS.

WHEN TEACHERS RETURN IN AUGUST, THE PLAN WOULD BE TO GO OUT AND MEET WITH TEACHERS AND FACULTY MEETINGS AND MAKE SURE THEY KNOW ABOUT THIS INFORMATION, BUT THEN EVEN THROUGH OUR OPEN ENROLLMENT PROCESS.

THAT'S EVERY YEAR, WE HAVE OPEN ENROLLMENT IN OCTOBER, AND THAT'S WHEN WE TALK TO EMPLOYEES ABOUT THE NEW PLANS.

WE WOULD MAKE SURE TO REFERENCE THE CLINIC AND MAKE SURE THAT THEY KNOW ABOUT THAT AS WELL.

[03:15:01]

PLEASE KNOW, DR. WEI, THAT'S THE ONE THING THAT WE WILL DO WELL IS COMMUNICATE THIS BECAUSE IT'S A WHOLE DISTRICT PROJECT.

THIS IS NOT AN HR INITIATIVE.

THIS IS SOMETHING THAT FINANCE IS INVOLVED IN, COMMUNICATIONS IS INVOLVED IN, OUR SCHOOLS ARE INVOLVED IN BECAUSE IT REALLY BENEFITS ALL OF OUR EMPLOYEES.

WE WANT TO MAKE SURE THAT WE'RE REALLY PUTTING A LOT OF THOUGHT INTO THAT.

I THINK A LOT OF TIMES WHAT HAPPENS IS WE COMMUNICATE REALLY WELL ELECTRONICALLY, AND WE SEND A LOT OF EMAILS AND INFORMATION THROUGH OUR NEWSLETTERS AND THE SOURCE.

BUT WHAT I FIND IS BOOTS IN THE GROUND WORKS BEST.

WE REALLY TRY TO GET OUT TO OUR TRANSPORTATION BARNS.

WE TALK TO OUR CUSTODIAL SERVICES DEPARTMENT, MAKE SURE THEY ALL KNOW ABOUT THE CLINIC AND HOW TO ACCESS THAT BECAUSE THEY DON'T HAVE THE LUXURY OF BEING ABLE TO CHECK EMAIL ALL DAY.

BUS DRIVERS AND CUSTODIANS, THEY'RE VERY MOBILE ON A DAILY BASIS, SO DEFINITELY MAKING SURE THAT WE'RE IN FRONT OF THEM AND COMMUNICATING WHAT TYPES OF OFFERINGS THE CLINIC WOULD HAVE, BUT THEN ALSO HOW THEY CAN ACCESS THAT AND HOW THAT WORKS FOR THEM IN TERMS OF THEIR PLAN.

>> THANK YOU. MY SECOND QUESTION, I REMEMBER LAST TIME YOU HAD A PRESENTATION SAY, WE SPEND ALL THE MONEY ON URGENT CARE OR EMERGENCY ROOM VISIT.

IF WE HAD THIS CLINIC, DO WE HAD ANY PLAN TO TRY TO COVER THIS SPEND MONEY OR HAD A SPECIFIC PROGRAM COVER THIS SPENDING?

>> YES. THE REASON THAT EMPLOYEES ACCESS THE FREESTANDING ERS IS BECAUSE THEY'RE SUPER CONVENIENT AND THEY'RE ACCESSIBLE TO THEM AT TIMES WHEN THEY NEED THEM.

PART OF THE CLINIC WOULD BE WE WANT TO HAVE EXTENDED OPERATING HOURS, WHICH IT'S NOT JUST REGULAR OFFICE HOURS.

WE'RE LOOKING AT A 7:00-7:00 TO START, 07:00 IN THE MORNING TO 7:00 AT NIGHT, SO TEACHERS AND EMPLOYEES CAN ACCESS IT BEFORE WORK AND AFTER WORK.

WE WOULD WANT TO MAKE SURE THAT EMPLOYEES WOULD HAVE ACCESS DURING THE DAY AS WELL, AND SO THAT COULD MEAN A COUPLE OF DIFFERENT THINGS.

FIRSTLY, WE CAN WORK WITH OUR SUPERVISORS TO MAKE SURE THAT EMPLOYEES HAVE SOME FLEXIBILITY IN THEIR SCHEDULE TO BE ABLE TO ACCESS THEIR APPOINTMENTS.

AGAIN, THEY CAN MAKE AN APPOINTMENT THE SAME DAY.

BY MAKING THE APPOINTMENT THE SAME DAY AND KNOWING THAT THAT APPOINTMENT IS GOING TO TAKE 30 MINUTES, THOSE EMPLOYEES COULD TAKE LEAVE OR THEY COULD JUST LEAVE DURING THEIR CONFERENCE PERIOD OR WHATEVER THAT LOOKS LIKE TO GET SERVICES.

BUT THE OTHER THING THAT'S REALLY WONDERFUL ABOUT THIS MODEL IS THEY HAVE A VIRTUAL CARE OPTION TOO.

OUR PER ELEMENTARY TEACHERS, THEY HAVE 20 MINUTES MAYBE AT BEST, BY THE TIME THEY DROP OFF AT LUNCH AND THEN GO PICK UP.

THEY COULD ACTUALLY DO A VIRTUAL CARE APPOINTMENT DURING THAT WINDOW THAT THEY HAVE DURING THE DAY BECAUSE OUR PROVIDERS WILL BE AVAILABLE TO THEM VIRTUALLY TOO.

IT'S BACK TO CONVENIENCE AND AND ACCESS ON THE CLINIC.

ONE OF THE THINGS THAT WE REALLY LIKE ABOUT MARATHON IS WE WOULD MEET WITH THEM EVERY WEEK AND LOOK AT UTILIZATION DATA.

WHEN ARE OUR EMPLOYEES ACCESSING THE CLINIC? WHEN ARE THEY TRYING TO MAKE APPOINTMENTS? WE ALSO WANT TO MAKE SURE THAT WE GET FEEDBACK FROM OUR EMPLOYEES BECAUSE THEY CAN OFFER SATURDAY MORNING SERVICES OR SATURDAY SERVICES, THEY COULD EXTEND HOURS, THEY COULD DO EVENING HOURS.

IT JUST IT REALLY DEPENDS ON THE UTILIZATION.

IF THAT'S SOMETHING THAT WE NEED TO EXPLORE, THEN WE CAN CERTAINLY DO THAT TOO.

>> THANK YOU. MY LAST QUESTION, I GO TO THE WEBSITE ON MARATHON, IT LOOKS LIKE THIS ONE COULD BE THE FIRST TEXAS LOCATION.

IF SO, HOW CONFIDENT WE [INAUDIBLE] TO MAKE THE FIRST ONE IN TEXAS?

>> THEY HAVE ANOTHER SCHOOL DISTRICT CLIENT IN TEXAS, AND KELLER ISD IS A CLIENT OF THEIRS CURRENTLY.

>> DIDN'T SHOW ON THE WEBSITE. I JUST THOUGHT IT'S THE FIRST.

>> I'M GOING TO TALK TO DOUG AND MAKE SURE THAT THEY GET THEIR WEBSITE UPDATED, SIR. THAT'S UNACCEPTABLE.

>> NO. I ANTICIPATED THIS QUESTION, AND AGAIN, NOT ALL SCHOOL DISTRICTS.

THEY'RE WORKING IN A LOT OF PRIVATE SECTORS TOO.

THEY'RE IN THE CITY OF DENTON, DENTON COUNTY, CITY OF COLONY, DIAMONDBACK ENERGY, LENNOX INTERNATIONAL, CITY OF LEWISVILLE, GOODYEAR, DR PEPPER.

THEY'VE GOT SOME BIG CLIENTS, AND MY FAVORITE IS CAMPBELL'S SOUP.

THEY HAVE A REALLY LARGE CLIENT BASE IN TEXAS, IT'S JUST NOT ALL K-12.

BUT ONE THING THAT I DO LIKE, DR. WEI, I MENTIONED THIS EARLIER, THEY HAVE A DEDICATED K-12 TEAM.

THEY'RE REALLY FOCUSED ON K-12.

THEY'VE GOT BEST PRACTICES FROM AROUND THE COUNTRY AT THE 120 PLUS DISTRICTS THAT THEY'RE WORKING WITH THAT I FEEL THAT THEY CAN IMPLEMENT WITH OUR DISTRICT WITH FIDELITY BECAUSE THE SPACE, IT'S NOT NECESSARILY A TEXAS LEGISLATURE-DRIVEN BUSINESS, IT'S ABOUT HEALTHCARE.

THEY KNOW BEST PRACTICE AND THEY KNOW WHAT THEY'RE DOING, SO I FEEL PRETTY CONFIDENT.

>> I JUST WANT TO ADD THAT AMBER HAD SEVERAL QUESTIONS THAT SHE SHARED WITH US AND WE SENT IT TO THE BOARD, AND THEN ACTUALLY WE PUBLISHED THOSE AS PART OF THE BOARD PACKET TOO.

>> YES, SIR.

[03:20:02]

>> GO AHEAD, TRUSTEE LANDRUM.

>> SORRY, I DON'T KNOW IF MY LIGHT'S WORKING OR NOT.

BUT I DO WANT TO THANK YOU FOR THE QUESTIONS THAT YOU ALREADY ANSWERED.

I WILL START BY SAYING I AM VERY EXCITED ABOUT THIS OPPORTUNITY, NOT JUST AS A MONEY-SAVING OPPORTUNITY, BUT AS A BENEFIT TO OUR EMPLOYEES.

BUT WE'VE NEVER DONE SOMETHING LIKE THIS, SO MAKING SURE THAT WE'RE DOTTING ALL OF OUR I'S AND CROSSING ALL OF OUR T'S.

YOU ANSWERED MY QUESTION THAT THE CLINIC WILL BE INDEPENDENT EMPLOYEES AND NOT OURS, BUT WHAT'S THE CHAIN OF COMMAND IN TERMS OF SUPERVISING IT AND AUDIT PROCESS FOR MAKING SURE THAT WE'RE GETTING THE MONEY DUE TO US AND WHATNOT? THAT'S MY FIRST QUESTION.

>> DAVID, MAYBE YOU CAN SPEAK TO THAT A LITTLE MORE ONCE I START, BUT WE WILL HAVE A CLIENT SUCCESS MANAGER THAT WE'LL BE WORKING WITH.

KRISTIN AND I WILL MEET WITH THAT CLIENT SUCCESS MANAGER WEEKLY, EVEN FROM IMPLEMENTATION FORWARD, TO MAKE SURE THAT EVERYTHING THAT WE'VE SAID, WE'RE GOING TO DO AS GETTING DONE, THAT'S THE FIRST PIECE.

IN TERMS OF THE FINANCIALS, I DON'T REALLY KNOW ABOUT THAT, DAVID.

CAN YOU SPEAK TO WHAT THAT GENERALLY LOOKS LIKE IN SCHOOL DISTRICTS IN TERMS OF THAT AUDIT PIECE AND MAKING SURE THAT THE FINANCIALS ARE AVAILABLE?

>> IF I UNDERSTAND THE QUESTION, MARATHON IS THE HALLMARK OF HOW THESE PROVIDERS OPERATE IN A PRETTY TRANSPARENT WAY.

BUT JUST LIKE ANY OTHER LARGER COMPANY, THEY HAVE OUTSIDE AUDITS, FINANCIAL AUDITS, AND THEN CLIENTS ALSO WILL DO OPERATIONAL AND FINANCIAL AUDITS.

WE ACTUALLY DO THOSE FOR CLIENTS, BUT WE WILL HAVE THE CONTRACTUAL RIGHT TO AUDIT THE COSTS THAT ARE INCURRED AND PASSED ONTO YOU, SO WE CAN ENSURE THAT WE'RE MEETING OUR FIDUCIARY RESPONSIBILITY BY DOING PERIODIC AUDITS.

IN ADDITION TO FINANCIAL COST-RELATED AUDITS, THERE'S ALSO A VERY STRONG CULTURE OF QUALITY ASSURANCE.

MARATHON HAS PHYSICIANS AND MEDICAL STAFF WHO ARE DOING QUALITY REVIEW THAT'S REQUIRED BY THE STATE OF TEXAS AS WELL.

THERE'S A LOT THAT THEY'RE DOING TO ENSURE THAT THE QUALITY AND INTEGRITY OF THE CARE IS TOP NOTCH AND CONSISTENT WITH BEST PRACTICES.

THERE'S MULTIPLE LEVELS OF REVIEW AND SCRUTINY AROUND THEIR PERFORMANCE.

I DON'T KNOW IF HOPEFULLY THAT HELPED SOME. [OVERLAPPING]

>> YES. I THINK THAT HELPS A LOT. THANK YOU VERY MUCH.

>> AMBER, CAN I JUST ADD TO THAT JUST REALLY QUICKLY AS WELL? THE LAST PIECE TO THAT IS WE'RE INVOLVED IN THE VETTING OF THE CANDIDATES THAT THEY HIRE.

WE'RE PART OF ALL THAT PROCESS, AND THEY WERE VERY CLEAR ON THAT ON THE FRONT END.

WE WANT TO MAKE SURE THAT WE HIRE THE PEOPLE TO THE SAME LEVEL OF THE OTHER EMPLOYEES THAT WE HIRE FOR OUR DISTRICT BECAUSE THEY ARE A REFLECTION OF ROUND ROCK ISD.

REGARDLESS IF THEY'RE MARATHON EMPLOYEES OR NOT, THEY'RE UNDER THE UMBRELLA OF OUR DISTRICT, SO WE WANT TO MAKE SURE THAT THEY'RE HIGH-QUALITY INDIVIDUALS WHO ARE DOING A GREAT JOB.

SO WE'LL BE PART OF THAT PROCESS TOO.

>> TAGGING ALONG WITH THAT, IF A EMPLOYEE WERE TO GO AND THEN HAVE A COMPLAINT WITH THE SERVICES THEY RECEIVED, WOULD THAT GO THROUGH OUR COMPLAINT AND GRIEVANCE PROCESS OR WOULD THAT GO THROUGH COMPLAINTS THROUGH MARATHON? I'M JUST TRYING TO UNDERSTAND EXACTLY HOW THIS RELATIONSHIP WORKS.

>> I THINK THAT'S A REALLY INTERESTING QUESTION.

THANK YOU FOR ASKING THAT.

I THINK IT'S PROBABLY A LITTLE BIT OF BOTH.

LET ME GIVE YOU AN EXAMPLE OF SOMETHING THAT WE HAVE THAT'S SIMILAR.

WE HAVE OUR RENTAL ASSISTANCE PROGRAM WITH THE TEXAS WORKFORCE HOUSING FOUNDATION.

I DON'T GET A LOT OF COMPLAINTS.

THAT'S NOT TRUE, BUT THE COMPLAINTS COME TO ME, AND THEN I WORK WITH THE TEXAS WORKFORCE HOUSING FOUNDATION TO ADDRESS THOSE COMPLAINTS.

OBVIOUSLY, IT'S AN EXTENSION OF OUR DISTRICT, AND SO IF OUR EMPLOYEE HAS A BAD EXPERIENCE, WE WANT TO KNOW ABOUT THAT.

I DON'T WANT ANY OF OUR EMPLOYEES TO HAVE NEGATIVE EXPERIENCES, SO I WANT TO KNOW ABOUT THAT BECAUSE THAT'S HOW I CAN THEN MAKE SURE THAT THOSE THINGS GET ADDRESSED MOVING FORWARD.

I THINK IT'S PROBABLY A COMBINATION OF BOTH, BUT ONE OF THE THINGS THAT I TALKED EARLIER ABOUT METRICS AND KPIS, WE'RE VERY INTO THOSE THINGS.

MAKING SURE THAT WE HAVE ANNUAL REPORTING CADENCES AND THEN MORE FREQUENT REPORTS IN TERMS OF CUSTOMER SATISFACTION, THEY DO SURVEY OUR PATIENTS WHEN THEY GO TO THE CLINICS.

WE'LL HAVE ACCESS TO ALL OF THAT INFORMATION ON A HIGHER LEVEL BASIS, BUT WE'LL CERTAINLY MAKE SURE THAT OUR EMPLOYEES KNOW HOW TO FIND US AS WELL IF THEY ARE HAVING A NEGATIVE EXPERIENCE,

[03:25:02]

AND SO WE'LL MAKE SURE THAT THOSE THINGS GET ADDRESSED.

>> THEN MY LAST QUESTION FOR OPEN IS YOUR HEALTH IS TYPICALLY A PRETTY PRIVATE MATTER.

WHAT ASSURANCES CAN WE GIVE TO OUR EMPLOYEES THAT WHEN THEY GO TO THIS CLINIC THAT WE'RE CONTRACTING WITH, THAT INFORMATION STAYS COMPLETELY SEPARATE FROM THEIR EMPLOYMENT RECORDS? I WORKED IN THE HEALTH FIELD, SO I UNDERSTAND HIPAA AND THINGS LIKE THAT.

BUT COULD YOU ADDRESS THAT IF WE HAVE EMPLOYEES THAT ARE CONCERNED ABOUT GOING TO A CLINIC ASSOCIATED WITH THE PLACE THAT THEY WORK?

>> YES, MA'AM. ABSOLUTELY. IT'S SIMILAR TO ALL OF OUR HEALTH INSURANCE PROVIDERS AND OUR CARRIER, BLUE CROSS BLUE SHIELD.

WE DON'T HAVE ACCESS TO THAT DAY-TO-DAY DATA.

WE HAVE ACCESS TO GENERAL DATA IN TERMS OF TRANS AND FINANCIALS, BUT WE CERTAINLY DON'T HAVE ACCESS TO EMPLOYEE HEALTH RECORDS OR ANYTHING LIKE THAT.

IT WOULD BE AN EXTENSION OF THAT TYPE OF APPROACH TO WHERE THIS WOULD BE A SEPARATE ENTITY, AND SO THERE IS NO CROSSOVER THERE.

WE WOULDN'T HAVE ACCESS, NOR WOULD WE WANT ACCESS TO EMPLOYEE RECORDS, THAT'S STILL PROTECTED INFORMATION.

THAT WOULD BE MY RESPONSE.

>> I LIED, I DO HAVE ONE MORE QUESTION.

IT WAS ON THE NEXT PAGE, SORRY.

WILL THE CLINIC BE EXCLUSIVE TO ROUND ROCK ISD EMPLOYEES, OR AS WE'RE RAMPING UP AND MARATHON HAS OPEN SPOTS, WILL THEY BE OPENING ANY OF THEIR SPACES TO COMMUNITY MEMBERS? BECAUSE I KNOW MARATHON WANTS TO MAKE MONEY AS WELL.

>> KRISTIN, WOULD YOU LIKE TO TAKE THAT ONE? NO. IT WILL BE A ROUND ROCK ISD EXCLUSIVE ENTITY.

IF THERE WERE EVER AN OPPORTUNITY FOR US TO EXPAND IN THE FUTURE, WE MAY LOOK AT ASSURED SERVICES MODEL TO BE COST EFFICIENT, BUT THAT WOULD ALL BE DOWN THE ROAD WHEN WE WOULD LOOK AT OUR UTILIZATION TRENDS TO SEE IF THERE IS AN OPPORTUNITY TO SCALE UP.

AGAIN, ONE OF THE GREAT THINGS ABOUT A CLINIC-TYPE MODEL, WHERE IT IS AN OUTSIDE ENTITY RATHER THAN THE DISTRICTS CLINIC THAT WE'RE STAFFING, ETC., IS THAT THEY ARE MORE ABLE TO SCALE THAN WE ARE.

IF THEY WERE TO SAY ESTABLISH ANOTHER CLINIC IN A NEIGHBORING TOWN, WE COULD ENTER INTO A CONTRACT WITH THEM TO BE ABLE TO ALLOW OUR EMPLOYEES TO ACCESS THAT CLINIC IF THEY WERE IN THAT AREA.

BUT THIS CLINIC, WE HAVE ENOUGH BUSINESS IN ROUND ROCK ISD THAT WE CAN MAKE SURE THAT THE CLINIC WILL BE OPERATING VERY EFFICIENTLY.

>> THANK YOU. TRUSTEE HARRISON, I HAVE THREE QUESTIONS THAT I WOULD LIKE TO ASK IN CLOSED FOR LESS THAN 5-10 MINUTES.

>> I'M GOING TO MAKE A MOTION, JUST SO YOU KNOW.

>> I DID WRITE UP LANGUAGE IF YOU NEED LANGUAGE, IF WE'RE IN AGREEMENT TO GO INTO CLOSED BECAUSE I DO HAVE A COUPLE OF QUICK QUESTIONS JUST FOR LEGAL.

>> CAN WE ASK CINDY? BECAUSE IF YOU HAVEN'T LOOKED AT THE CONTRACT AND THERE ISN'T ANYTHING THAT WE HAVE TO REVIEW YET, I DON'T KNOW.

>> I WANT TO CLARIFY, WE WILL BE BRINGING ANY CONTRACT BACK TO THE BOARD.

>> EDDIE, IF YOU WANT TO SHARE WITH THE BOARD, WHAT YOU'RE ASKING FOR TONIGHT?

>> SURE. WE'RE ASKING FOR APPROVAL TO ENTER THE FINAL NEGOTIATION PART OF THE CONTRACT, AND THEN WE WILL BE BRINGING THE CONTRACT BACK TO THE BOARD AT A FUTURE BOARD MEETING.

>> IN THAT CASE, IN THAT MOMENT, THE BOARD OBVIOUSLY WOULD BE AWARE OF THE TERMS OF THE CONTRACT.

THEY MAY AGREE, DISAGREE, DECIDE WE'RE GOING TO STILL GO FOR IT OR NOT.

THIS IS NOT YET A COMMITMENT PER SE THAT WE ARE PAYING THESE PEOPLE. DOES THAT MAKE SENSE? IT'S JUST FOR US TO GET TO THE NEXT PHASE.

>> I'M NOT MOVING THIS, I'M JUST READING IT, BUT THE MOTION SAYS THAT I MOVE THAT THE BOARD APPROVE TO AWARD THE CONTRACT.

IF WE CAN CHANGE THE MOTION TO I MOVE THAT THE BOARD AGREE TO ENTER INTO CONTRACT NEGOTIATIONS, THEN I DON'T NEED TO GO TO CLOSED.

>> YES, MA'AM.

>> BUT I HAVE CONCERNS ABOUT THE MOTION SAYS THAT WE ARE AWARDING THE CONTRACT TO THEM WHEN YOU HAVEN'T EVEN SEEN THE CONTRACT AND THINGS LIKE THAT.

>> YES, MA'AM.

>> IF WE CAN CHANGE THAT MOTION, THEN I DON'T NEED TO GO TO CLOSED.

>> MAKES SENSE. THANK YOU.

>> I'LL LET YOU MAKE THAT ONE.

>> I MOVE THAT THE BOARD APPROVE TO ENTER NEGOTIATIONS TO AWARD THE CONTRACT TO MARATHON HEALTH FOR THE IMPLEMENTATION AND ADMINISTRATION OF THE EMPLOYEE WORKSITE HEALTH CLINIC AS PRESENTED.

DOES THAT SOUND GOOD LEGAL? I MOVE THAT WE ENTER INTO NEGOTIATIONS TO AWARD THE CONTRACT.

>> I THINK YOU HAVE TO HAVE ADMINISTRATION.

WE APPROVE ADMINISTRATION TO ENTER NEGOTIATIONS.

>> I'M MAKING THIS UP ON THE FLY. STRIKE THAT.

I DIDN'T GET A SECOND ANYWAY, SO THAT MOTION DIES.

>> SORRY, I WAS ABOUT TO.

>> I REMOVE MY MOTION.

COME ON, CHUY, I NEED A SECOND. [LAUGHTER]

>> I WAS THERE.

>> I MOVE THAT THE BOARD AUTHORIZE ADMINISTRATION TO ENTER INTO NEGOTIATIONS FOR THE CONTRACT WITH MARATHON HEALTH FOR THE IMPLEMENTATION AND ADMINISTRATION OF THE EMPLOYEE WORKSITE HEALTH CLINIC AS PRESENTED. DON'T ASK ME TO REPEAT IT.

>> WE HAVE A MOTION AND A SECOND.

CINDY, DID YOU HAVE SOMETHING?

[03:30:04]

>> I'M SORRY. I'M OLD.

THAT'S ALL THAT MEANT. OKAY. THAT'S GOOD.

>> OH, CINDY, MY GOODNESS.

>> OBJECTION, CINDY. [LAUGHTER]

>> WE HAVE A MOTION AND A SECOND.

DO WE HAVE ANY DISCUSSION?

>> [INAUDIBLE].

>> I KNOW. WE GOT TO WRAP THIS UP.

SEEING NO DISCUSSION, ALL IN FAVOR OF THE MOTION ON THE TABLE? MOTION CARRY 7-0. THANK YOU, EDDIE.

>> THANK YOU ALL VERY MUCH. [INAUDIBLE].

>> OKAY, YOU ALL. WE'RE GOING TO TRY TO CHOP RIGHT ALONG HERE.

LET'S BRING IT BACK, MY GOOD PEOPLE.

WE'RE MOVING TO AGENDA ACTION ITEM I3, APPOINTING DELEGATE AND ALTERNATE TO THE 2025 TASB DELEGATE ASSEMBLY.

I CAN SHARE A LITTLE BIT OF CONTEXT ABOUT THAT.

>> CAN WE MAKE A MOTION BEFORE WE GET STARTED?

>> YOU CAN ABSOLUTELY MAKE A MOTION.

>> I MOVE THAT WE NOMINATE TRUSTEE ROSS AS THE DELEGATE TO THE ASSEMBLY AND THE ALTERNATE BE TRUSTEE WEIR.

IT'S TYPICALLY NEWER TRUSTEES WHO GET TO DO THIS.

>> [LAUGHTER] WAIT BEFORE SHE GETS A SECOND BECAUSE ALICIA MAY ACTUALLY WANT THIS.

>> SHE CAN MAKE A SEPARATE MOTION.

IT'S TYPICALLY WHAT WE GIVE TO OUR NEW TRUSTEES.

BUT I HAVEN'T GOTTEN A SECOND FOR IT YET ANYWAY.

>> LET ME ACTUALLY GIVE SOME CONTEXT TO THIS REAL QUICK.

SORRY, MY COMPUTER DECIDED TO MOVE OUT OF EVERYTHING.

OH, MY GOSH. [INAUDIBLE] TRULY HAS A MIND OF ITS OWN TODAY, IT DOES NOT WANT TO OBEY ME. WHAT'S GOING ON? BASICALLY, THE DELEGATE AND THE ALTERNATE FOR TASB DELEGATE ASSEMBLY THAT HAPPENS IN SEPTEMBER, I THINK IT'S SEPTEMBER 13TH.

EACH YEAR, TASB ASK SCHOOL DISTRICTS THAT BELONG TO THE ASSOCIATION TO NAME A DELEGATE AND AN ALTERNATE TO TAKE PART IN THEIR ANNUAL DELEGATE ASSEMBLY.

THIS IS WHERE WE REVIEW LANGUAGE FOR PRIORITIES, WE VOTE THINGS UP OR DOWN.

THIS IS HELD DURING THE TEX ED CON IN HOUSTON.

THIS IS ONE CONFERENCE THAT WE WANT ALL TRUSTEES TO TRY TO GO TO BECAUSE THERE'S SOME RECOGNITION IF YOU GET YOUR FULL SEVEN-MEMBER BOARD TO GO TO THIS CONFERENCE.

DURING THIS, THE DELEGATE AND THE ALTERNATE PARTICIPATE IN A DEMOCRATIC PROCESS THAT GOVERNS TASB.

YOU WILL ELECT TASB OFFICERS AND DIRECTORS, AND THEN YOU'LL VOTE ON TASB'S ADVOCACY AGENDA, AND THEN YOU'LL ALSO HAVE THE OPPORTUNITY TO INTERACT WITH OTHER BOARD MEMBERS IN THE REGION, AND YOU EARN CONTINUING EDUCATION CREDIT.

IT'S A LITTLE BIT OF A LIFT, BUT IT'S ACTUALLY REALLY FUN, FAST-PACED.

IF YOU SAY YES, WE WOULD WORK WITH WHOEVER THE DELEGATE AND THE ALTERNATE IS.

WE DO TRY TO HAVE NEW TRUSTEES BE AT LEAST THE DELEGATE, AND SOMETIMES WE HAVE RETURNING TRUSTEES BE THE ALTERNATE.

BUT THERE'S MORE INFORMATION IN THE BACKGROUND INFORMATION, AND IF YOU HAVE ANY QUESTIONS, YOU CAN ASK QUESTIONS NOW, AND WE CAN ALSO ACCEPT A MOTION.

>> WELL, I STAND ON MY MOTION.

I THINK TRUSTEE ROSS WOULD BE FABULOUS ON THIS, BUT I HAVEN'T GOTTEN A SECOND ON IT.