>> IT IS 5:36, [00:00:03] AND THIS MEETING OF THE ROUND ROCK INDEPENDENT SCHOOL [B. CALL TO ORDER] DISTRICT BOARD OF TRUSTEES IS CALLED TO ORDER. WE HAVE ALL THE TRUSTEES IN ATTENDANCE TONIGHT. PLEASE STAND FOR THE PLEDGE. >> WE WILL MOVE ON TO ITEM D1, [D. RECOGNITIONS] RECOGNITIONS, AND I WILL TURN IT OVER TO ANNIE. >> THANK YOU. GOOD EVENING, PRESIDENT MARKUM, TRUSTEES, AND [INAUDIBLE] ALSO ON BEHALF OF THE DISTRICT, WHO WANTED TO THANK ALL OF YOU TRUSTEES FOR ALL OF THE HARD WORK YOU DO FOR OUR DISTRICT EVERY DAY. COULD YOU ALL PLEASE JOIN US IN FRONT OF THE DAIS FOR SOME PHOTOS? ALRIGHT. OUR FIRST RECOGNITION TONIGHT IS A SPECIAL ONE, AS THIS GROUP HAS NOT ONLY MET THE BOARD'S CRITERIA FOR RECOGNITION, BUT IS ALSO THE ONLY MIDDLE SCHOOL GROUP IN THE COUNTRY TO RECEIVE THE NATIONAL BAND ASSOCIATION PROGRAMS OF EXCELLENCE BLUE RIBBON AWARD, WHICH RECOGNIZES QUALITY MUSIC PROGRAMS AT ALL LEVELS. THIS IS THE FIRST TIME ANY OF OUR BANDS IN THE DISTRICT HAS RECEIVED THIS AWARD, SO PLEASE HELP US HONOR AND WELCOME UP TO THE DIAS MASON ENGLAND AND EDUARDO ESTRADA, AS THEY REPRESENT THE GRISHAM MIDDLE SCHOOL BAND. PRINCIPAL KYLA MILLS, DIRECTOR OF FINE ARTS YAGER LLOYD, AND AREA SUPERINTENDENT DR. OLDHAM. >> [INAUDIBLE] 1, 2, 3, AND ONE MORE 1, 02, 3. [APPLAUSE] >> OUR NEXT SET OF RECOGNITIONS FOR TONIGHT FOCUSES ON THE PROGRESS MADE IN COLLEGE CAREER AND MILITARY READINESS, OR CCMR, ACROSS OUR DISTRICT. THESE SCHOOLS HAVE NOT ONLY MET OUR SHARED BOARD GOAL 3, BUT HAVE ALSO ACHIEVED 90% OR HIGHER ON THEIR RECENT PROGRESS MEASURES FOR CCMR. EACH CAMPUS HAS WORKED DILIGENTLY TO PROVIDE ACCESS AND OPPORTUNITIES THROUGH PROGRAMS, EXTRACURRICULAR ACTIVITIES, LESSONS, FIELD TRIPS, AND CLASSES, ENSURING THAT OUR STUDENTS ARE PREPARED FOR THE MANY PATHWAYS LIFE HAS TO OFFER. ADMINISTRATORS, PLEASE COME UP TO THE DIAS WITH YOUR AREA SUPERINTENDENT TO BE RECOGNIZED ONCE YOUR SCHOOL IS CALLED. THE FIRST GROUP TO RECEIVE THIS RECOGNITION IS CEDAR RIDGE HIGH SCHOOL'S ADMINISTRATION, WHO EARNED A CCMR OF 93%. [APPLAUSE] >> YOU SHOULD BE BEHIND ME. [BACKGROUND] >> THERE WE GO. THE SECOND GROUP WE'RE HONORING IS THE ADMINISTRATION OF EARLY COLLEGE HIGH SCHOOL. THE SCHOOL RECEIVED A CCMR OF 100%. [APPLAUSE]. [00:05:06] [INAUDIBLE] [APPLAUSE] >> NOW, WE'RE CELEBRATING OUR MCNEIL HIGH SCHOOL ADMINISTRATORS. THE CAMPUS EARNED A CCMR OF 97%. [APPLAUSE]. NEXT, WE WELCOME OUR ADMINISTRATORS FROM ROUND ROCK HIGH SCHOOL. THEY ALSO EARN 97% CCMR. [APPLAUSE] >> [INAUDIBLE] 1, 2, 3. [APPLAUSE] >> NEXT, WE WELCOME OUR STONY POINT HIGH SCHOOL ADMINISTRATION. THEIR CAMPUS EARNED A CCMR OF 96%. [APPLAUSE] [BACKGROUND] [LAUGHTER] >> THANK YOU, GUYS. [APPLAUSE] >> FINALLY, WE'RE CELEBRATING OUR WESTWOOD HIGH SCHOOL ADMINISTRATION TEAM. THEY EARNED A CCMR OF 99%. [APPLAUSE] [BACKGROUND] >> [INAUDIBLE] >> NEXT STEP, WE'LL HONOR 11 EDUCATORS FROM ACROSS THE DISTRICT WHO HAVE COMPLETED THE PROCESS TO BECOME NATIONAL BOARD-CERTIFIED TEACHERS. TO ACHIEVE THIS, CANDIDATES PARTICIPATED IN COMPREHENSIVE PROFESSIONAL DEVELOPMENT, LEARNING NOT JUST ABOUT THE NATIONAL BOARD STANDARDS BUT ALSO HOW TO ANALYZE THEIR INSTRUCTIONAL PRACTICE AND EMBODY EVIDENCE-BASED TEACHING. CANDIDATES COMPLETE A TWO-YEAR CERTIFICATION PROCESS WHILE ALSO TEACHING FULL-TIME. ONLY 40% OF CANDIDATES COMPLETE THE PROGRAM ON THEIR FIRST ATTEMPT, AND ONLY 1% OF TEXAS EDUCATORS SUCCESSFULLY EARN THIS PRESTIGIOUS CERTIFICATION. A SPECIAL THANK YOU TO MARIE DOUGLAS, ANDREA HAROLD, EDDIE BINS, AND MARK PARSHALL FOR VOLUNTEERING YOUR TIME AND EFFORT IN SUPPORTING THIS COHORT. PLEASE JOIN THE PRINCIPALS, AREA SUPERINTENDENTS, UP THE DIAS WHEN WE CALL THEIR NAMES. CANDIDATES WILL CALL YOU UP BY YOUR VLC. OUR FIRST GROUP IS FROM CEDAR RIDGE. [00:10:02] PLEASE HELP US CONGRATULATE WENDY LYP, JAMIE MALONE, BRENDAN PANELA, AND LYDIA BOOKER. [APPLAUSE] >> [BACKGROUND] THANK YOU. [BACKGROUND] [APPLAUSE] >> OUR NEXT GROUP IS FROM THE ROUND ROCK VLC. PLEASE WELCOME CHRISTOPHER HENDERSON FROM ROUND ROCK HIGH, CECILIA CARILIO FROM BLUE BONNET, RACHEL WALKER FROM CACTUS RANCH, FATIMA PENN FROM CHANDLER OAKS, AND CORIANA GALLIADI FROM SUMMER ELEMENTARY. [APPLAUSE] [BACKGROUND] FROM THE STONEY POINT VLC, WE CONGRATULATE JULIAN JONES FROM EARLY COLLEGE HIGH SCHOOL. [APPLAUSE] FINALLY, WE ARE TO RECOGNIZE TISH SALIANI FROM WESTWOOD HIGH SCHOOL. [APPLAUSE] >> [INAUDIBLE] >> OKAY. OUR STUDENT RECOGNITION TONIGHT IS A SPECIAL ONE WE'RE DOING RIGHT NOW. WE WANTED TO BRING UP THE ROUND ROCK HIGH CULINARY STUDENTS AND CHEF, WHOEVER'S HERE, TO THANK THEM. [APPLAUSE] THEY PROVIDED THE MEAL FOR TRUSTEES OF TONIGHT'S MEETING. [00:15:15] >> [BACKGROUND] THERE WE GO. ONE, TWO, THREE. THEN CAN WE GET ONE MORE LIKE THE GREEN BAGS [INAUDIBLE] AWESOME. ONE, TWO. THANK YOU. [APPLAUSE] >> THANK YOU, DR. AZAIEZ AND TRUSTEES, YOU MAY RETURN TO YOUR SEATS. OUR VIDEO TONIGHT IS VERY SPECIAL, AS YOU ALL KNOW, JANUARY'S SCHOOL BOARD RECOGNITION MONTH. WE COLLECTED MESSAGES FOR OUR TRUSTEES FROM THROUGHOUT THE DISTRICT, FROM STAFF, STUDENTS, EVEN PARENTS EXPRESSING THEIR GRATITUDE. >> THANK YOU, TRUSTEES. >> THANK YOU SO MUCH FOR ALL THAT YOU DO FOR OUR DISTRICT. THANK YOU. >> THANK YOU, TRUSTEE AMBER LANDRUM FOR SERVING OUR COMMUNITY. >> THANK YOU FOR SUPPORTING BAND. >> THANK YOU FOR ALWAYS PUTTING STUDENTS FIRST IN EVERY DECISION YOU MAKE. >> THANK YOU, TRUSTEES. >> THANK YOU FOR KEEPING. >> THANK YOU, SCHOOL BOARD FOR VOLUNTEERING YOUR TIME. >> THANK YOU, TRUSTEE AMY WEIR FOR ALL YOU DO. YOU'RE AMAZING. >> AS A PARENT IN ROUND ROCK ISD, I WANT TO THANK YOU FOR THE CARE AND THOUGHT IN THE DECISIONS YOU MAKE FOR ALL OF OUR STUDENTS. >> FROM THE OFFICE OF ACCESS AND OPPORTUNITY, THANK YOU FOR NURTURING AND CULTURE OF BELONGING. >> THANK YOU FOR EVERYTHING YOU DO FOR ROUND ROCK ISD. >> THANK YOU SO MUCH TO OUR WONDERFUL TRUSTEE CHUY ZARATE FOR ALL OF YOUR SUPPORT TO THE ROUND ROCK EARLY COLLEGE CAMPUS AND ROUND ROCK ISD COMMUNITY. >> THANK YOU, SECRETARY DR. MICHAEL WEI FOR ALL THE HARD WORK YOU DO. >> RR ISD HR. THANK YOU, BOARD OF TRUSTEES FOR ALL YOUR SUPPORT. >> THANK YOU, PRESIDENT ALICIA MARKUM FOR ALL YOU DO. WE LOVE YOU. >> THANK YOU FOR SUPPORTING ME AND ALL THE OTHER TEACHERS AND ALL THE STUDENTS IN RR ISD FEEL SUPPORTED AND VALUED. IT'S A JOY TO COME TO RR ISD TO WORK. >> THANK YOU, SCHOOL BOARD FOR ALWAYS PUTTING US FIRST. >> ON BEHALF OF THE ROUND ROCK ISD FAMILIES AND TRANSITION PROGRAM. >> THANK YOU TO OUR ROUND ROCK ISD BOARD OF TRUSTEES. >> [FOREIGN] >> THANK YOU, VICE PRESIDENT MELISSA ROSS. >> FOR VOLUNTEERING YOUR TIME. >> AND MAKING OUR SCHOOLS BETTER. >> THANK YOU, SCHOOL BOARD MEMBERS. HAPPY SCHOOL BOARD MONTH. >> HAPPY BOARD APPRECIATION MONTH. YAY. >> THANK YOU SO MUCH. >> WE JUST CLOSE DOWN TO START IT. >> THANK YOU SO MUCH. WE APPRECIATE ALL OF THE LOVE THIS MONTH. WE'RE JUST SO THANKFUL TO EVERYONE WHO HAS COME OUT AND SUPPORTED US AND CELEBRATED US THIS MONTH. AGAIN, WE JUST GREATLY APPRECIATE IT. AGAIN, THANK YOU TO THE ROUND ROCK HIGH SCHOOL CULINARY STUDENTS FOR COOKING DINNER FOR US BEFORE THE MEETING. IT WAS ABSOLUTELY DELICIOUS, AND THEY ARE SUCH TALENTED STUDENTS. I ALSO WANT TO SAY THANK YOU TO THE WALSH MIDDLE SCHOOL DANCE ENSEMBLE WHO PERFORMED BEFORE THE MEETING. IT WAS VERY ENTERTAINING. IF YOU WERE HERE, THEN YOU DEFINITELY GOT A TREAT. IT WAS ABSOLUTELY AMAZING. WE'RE GOING TO MOVE ON TO PUBLIC COMMENT. [E. PUBLIC COMMENTS TO AGENDA ITEMS UNDER SECTIONS F, G, H, I AND K ONLY] WE HAVE ONE PUBLIC COMMENT TONIGHT. AJAY, AND I'M SORRY IF I DON'T SAY THIS RIGHT, [INAUDIBLE] PERFECT. YOU'RE A STUDENT AND OBVIOUSLY YOU LIVE IN THE DISTRICT, AND YOU'RE SPEAKING ON AGENDA ITEM F.1. [00:20:09] >> HELLO. MY NAME IS AJAY, AND I'M A STUDENT AT WALSH MIDDLE SCHOOL. I'VE BEEN AT STUDENT AT ROUND ROCK ISD FOR FOUR YEARS AND IT'S A PRIVILEGE AND HONOR TO SPEAK IN FRONT OF THE SCHOOL BOARD. THE ISSUE I'VE COME HERE TO ADDRESS IS ABOUT STUDENT GROWTH IN MY SCHOOL. WALSH MIDDLE SCHOOL IS AN AMAZING SCHOOL TO LEARN OUT. BUT THIS IS AN ISSUE THAT NOT ONLY AFFECTS WALSH MIDDLE SCHOOL, BUT ALL THE SCHOOLS ACROSS ROUND ROCK ISD. I'M HERE TO TALK TO YOU ABOUT THE I-READY LEARNING PROGRAM, WHICH HAS STARTED, I THINK A YEAR AND A HALF AGO. IT'S A MORE RECENT ADDITION TO THE ROUND ROCK LEARNING CURRICULUM, BUT I BELIEVE THAT IT IS NOT A WELCOME ADDITION TO MOST OF THE STUDENTS AND TEACHERS AT WALSH MIDDLE SCHOOL. FOR MIDDLE SCHOOL STUDENTS, IN THE MIDDLE OF THE SCHOOL DAY, WE HAVE ADVISORY. ADVISORY IS A BREAK IN THE SCHOOL DAY, WHERE WE GET TO RELAX, GIVE ME A SECOND, DO SCHOOL WORK THAT WE MISS THROUGHOUT THE DAY AND RECENTLY, WE HAVE RECEIVED OUR CAREER CHOICE SHEETS FOR HIGH SCHOOL. WE USUALLY USE THIS TIME AND ADVISORY TO HELP DECIDE WHAT TO PUT FOR THE CAREER CHOICE SHEETS. ADVISORY USUALLY HELPS US TO DECIDE WHAT WE'RE GOING TO DO, GIVES US TIME TO UNWIND, AND IS A VERY WELCOME ADDITION TO THE SCHOOL DAY. BUT RECENTLY, WE HAVE LOST OUR ADVISORY TIME TO THE I-READY LEARNING PROGRAM. WITHIN THIS PROGRAM, IT IS A HELPFUL ADDITION TO SOME STUDENTS, BUT TO STUDENTS WHO HAVE TESTED OUT OF THE I-READY LEARNING PROGRAM, MANY TEACHER-ASSIGNED LESSONS ARE ADDED, WHICH ARE MORE OF A LEARNING HINDRANCE THAN A LEARNING TOOL. ACCORDING TO THE STUDENTS AT WALSH MIDDLE SCHOOL, THERE'S NO REASON FOR THESE LEARNING LESSONS TO CONTINUE. I FEEL LIKE IT IS UNNECESSARY BECAUSE IF WE ARE ALREADY COMPLETED THE REQUIRED AMOUNT OF LEARNING, AND WE HAVE FINISHED OUR PATH, THAT IT MAKES NO SENSE TO WASTE OUR TIME DOING REPETITIVE THINGS THAT WE ARE ALREADY PROFICIENT IN. THIS IS CLAIRE HUBERT, AN EIGHTH GRADE STUDENT WHO WOULD RATHER SPEND HER TIME TRYING TO PICK WHAT SHE'S GOING TO DO IN HIGH SCHOOL. IN MY HONEST OPINION. >> THANK YOU. TIME'S UP. >> I'M SORRY. >> IT'S OKAY. THANK YOU. THAT CONCLUDES PUBLIC COMMENT. TRUSTEES, WE ARE GOING TO TAKE A QUICK RECESS FOR OUR GROUP PICTURE. WE'RE ACTUALLY GOING TO TAKE IT IN THIS ROOM. EVERYONE'S WELCOME TO STAY. BUT DON'T GO FAR BECAUSE WE'LL BE TAKING IT RIGHT HERE. I'LL TAKE A FEW MINUTES I THINK TO SET UP, BUT WE'LL TRY TO MOVE AS QUICKLY AS WE CAN. IT IS 5:58 AND WE ARE IN RECESS. IT IS 6:18, AND WE ARE BACK IN SESSION. [F. SUPERINTENDENT REPORTS] WE ARE GOING TO MOVE ON TO AGENDA ITEM F.1., BOARD STUDENT OUTCOME GOAL 3 AND GPMS AND SUPERINTENDENT CONSTRAINTS. DR. AZAIEZ. >> GOOD EVENING, PRESIDENT MARKUM AND BOARD MEMBERS, COMMUNITY MEMBERS. FIRST OF ALL, I WANT TO SHARE WHAT EVERYBODY HAS BEEN SAYING IS, THANK YOU FOR ALL THE WORK THAT YOU DO, AND I KNOW JANUARY IS SUPPOSED TO BE THE BOARD RECOGNITION MONTH, BUT WE RECOGNIZE YOU EVERY DAY. IN ROUND ROCK ISD, WE ACKNOWLEDGE AND REALLY RESPECT THE SERVICE THAT YOU PROVIDED OUR STUDENTS, AND WE COULDN'T DO IT WITHOUT YOUR SUPPORT AND ASSISTANCE. THANK YOU AGAIN FOR EVERYTHING YOU DO FOR ROUND ROCK ISD AS A WHOLE AND TO THE COMMUNITY. WE HAVE, AS YOU KNOW, BASED ON OUR MONITORING CALENDAR FOR THE MONTH OF JANUARY, WE ARE SUPPOSED TO REPORT TO OUR BOARD MEMBERS GOAL 3. WITH US, WE HAVE ERICA AND NATALIE WILL BE TAKING US THROUGH WHERE WE AT SO FAR. AS YOU KNOW, COLLEGE CAREER AND MILITARY READINESS IS A BIG GOAL FOR OUR BOARD, IT IS A BIG GOAL FOR OUR DISTRICT. FOR THE PAST FEW YEARS, WE'VE BEEN REALLY FOCUSING ON OUR TEACHERS, OUR STAFF, OUR PRINCIPALS. WE JUST RECOGNIZED SOME OF THEM THIS EVENING. THEY'VE BEEN REALLY DOING AMAZING WORK, ADDING OPPORTUNITIES FOR KIDS, MAKE SURE THAT EVERY STUDENTS HAVE AN OPPORTUNITY REALLY TO BECOME COLLEGE AND CAREER MINTY READINESS. AS OF LAST YEAR, 91% OF OUR STUDENTS FINISH OR GRADUATE FROM OUR ISD COLLEGE CAREER AMITY READY. OUR GOAL THIS YEAR IS TO BE A 93% OR 94%. SO WE KEEP PUSHING THE ENVELOPE, MAKE SURE AGAIN THAT EVERY STUDENT IN ROUND ROCK ISD CAN GRADUATE COLLEGE CAREER AMENITY READY. THE SAME TIME TOO, AND I KNOW THE TEAM WILL TALK ABOUT, TEA, THE STATE AS A WHOLE IS BEEN CHANGING HOW OUR STUDENTS CAN EARN IT AND HOW THEY CAN BE LABELED COLLEGE CAREER AMENITY ALREADY. IT'S GETTING HARDER AND HARDER OBVIOUSLY TO MEET THESE REQUIREMENTS, THIS DA CHANGING IN YEAR AFTER YEAR. BUT NEVERTHELESS, AGAIN, BECAUSE OF THE HARD WORK OF OUR STUDENTS, PARENTS, TEACHERS, STAFF WOULD BE REALLY TRYING TO BE [00:25:02] PROACTIVE AND REALLY HELP OUR STUDENTS ACHIEVE THESE GOALS. RIGHT NOW, THIS EVENING, IN THIS PRESENTATION WE WILL BE GIVEN MORE OR LESS WHAT WE AT AT THE MIDDLE OF THE SCHOOL YEAR FOR OUR CURRENT SENIORS. I REMEMBER A LOT OF THEM ARE STILL TAKING AP COURSES, THEY ARE STILL TAKING CTE COURSES. WE HAVE TO WAIT UNTIL THE END OF THE YEAR PRETTY MUCH TO KNOW WHERE WE AT BECAUSE THEY HAVE TO TAKE THOSE END OF YEAR ASSESSMENT, WHETHER IT'S AN AP OR DO A CREDIT COURSE, WHATEVER THAT MIGHT BE. AGAIN, THIS IS JUST A SNAPSHOT, I GUESS WHERE WE AT, WHERE OUR STUDENTS AT AS OF DECEMBER 2025. NAT. >> THANK YOU, DR. AZAIEZ. BOARD MEMBERS, AGAIN, THANK YOU FOR THE GREAT WORK THAT YOU DO EVERY DAY AND FOR YOUR SUPPORT, AND ALSO FOR YOUR INTEREST IN THE GREAT THINGS HAPPENING WITHIN THE DISTRICT. WE APPRECIATE YOUR RECOGNITION, AND WE ALSO APPRECIATE YOU CHAIRING US ON TO BIGGER AND BETTER THINGS. TONIGHT, I AM HAPPY TO REPRESENT THE MEMBERS OF MY TEAM AND THE CAMPUSES TO REPORT ON THE MIDDLE OF THE YEAR INFORMATION ON COLLEGE CAREER AND MILITARY READINESS AND ALSO TO REPORT OUT ON THE SUPERINTENDENT CONSTRAINTS. WE START FIRST WITH REPORTING OUT ON COLLEGE CAREER AND MILITARY READINESS. ONE OF THE THINGS I ALWAYS MAKE SURE TO EXPLAIN TO EVERYONE IS COLLEGE CAREER AND MILITARY READINESS IS NOT NECESSARILY DISPARATE THINGS. THEY'RE DIFFERENT NAMES, BUT THEY'RE ALL POINTING IN THE SAME DIRECTION. WHAT IT'S MEASURING IS A STUDENT'S APTITUDE AND THEIR ABILITY TO BE ABLE TO ACCESS READING AND WRITING AT A HIGH LEVELS IN ORDER SO THAT IF I GO INTO THE MILITARY, THEY MEASURE THAT THROUGH SOMETHING CALLED THE ASVAB. THE HIGHER YOU GET ON THE ASVAB IN THE DIFFERENT AREAS. IT GIVES YOU ACCESS TO JOBS THAT ARE MORE COMPLEX AND THE HIGHER EARNING ONCE YOU EXIT FROM THE MILITARY IN REGARDS TO CAREER. AGAIN, THE IDEA OF BEING ABLE TO READ AND WRITE AND DO MATH AT A HIGHER LEVEL GIVES YOU OPPORTUNITIES THEN TO SERVE AT HIGHER LEVELS WITHIN THOSE JOBS AND SAME THING WITH COLLEGE. STUDENTS NEED TO BE IN ORDER TO ACCESS COLLEGE, NOT ONLY DO YOU NEED THAT INFORMATION TO BE SUCCESSFUL IN YOUR STUDIES, BUT ALSO TO EVEN GAIN ENTRANCE INTO COLLEGE AND NOT HAVE TO TAKE REMEDIAL COURSES. THIS IS SOMETHING THAT IS INCREDIBLY IMPORTANT FOR US AS A COMMUNITY. BECAUSE OF THAT, WHEN WE DID OUR STRATEGIC PLAN THAT IS NOW FOR THE 2025 THROUGH 2029 SCHOOL YEARS, OUR COMMUNITY RECOGNIZED THAT AND PEOPLE WITHIN OUR TEACHERS, STUDENTS, PARENTS, ALL CAME TOGETHER AND SAID, THIS IS THE HIGHEST PRIORITY FOR US AS A COMMUNITY TO MAKE SURE THAT OUR STUDENTS GRADUATE COLLEGE CAREER OR MILITARY READY. LET'S LOOK AT THE GOALS THAT THE BOARD SET FOR US. THE 2026 GOAL FOR US OVERARCHINGLY AS A DISTRICT IS THAT 94% OF OUR GRADUATE COLLEGE CAREER MILITARY READY. NOW THIS IS BROKEN DOWN BY EACH OF THE DIFFERENT STUDENT POPULATIONS AS FAR AS A GOAL IS SET FOR EACH. YOU WOULD NOTICE IF YOU'RE LOOKING AT THIS FROM THE AUDIENCE OR AT HOME, THAT EACH POPULATION HAS A DIFFERENT GOAL. THAT IS, BECAUSE WE LOOK AT WHERE THEY STARTED OUT AND THEN WE SET AGGRESSIVE GOALS IN ORDER FOR THEM TO CATCH UP AND TO BE AT A CERTAIN PLACE BY A CERTAIN TIME. BUT IN NO WAY SHAPE OR FORM, IS THE FACT THAT THEY ARE DIFFERENT GOALS SET FOR EACH POPULATION MEAN THAT WE ARE SAYING THAT THEY CAN ACHIEVE MORE OR THAT WE WANT LESS FOR THEM. WE DO RECOGNIZE THAT WE HAVE TO LOOK AT WHERE THEY STARTED AND SET A GOAL BASED ON THAT AS WELL. NOW, FOR 2026, AGAIN, THIS IS FOR THE CLASS OF 2025, THE GOAL IS 94%. SOMETHING IMPORTANT TO KNOW IS THAT COLLEGE CAREER AND MILITARY READINESS, AS IT PERTAINS TO ACCOUNTABILITY IS A LAGGING IDENTIFIER. FOR EXAMPLE, WHATEVER WE EARN IN 2026 WON'T BE APPLIED UNTIL THE 2027 SCHOOL YEAR AS IT RELATES FOR ACCOUNTABILITY. FOR 2026, THE CLASS OF 2025 IS WHAT THEN THEY LOOKED AT AS FAR AS TO SET THAT GOAL. IT'S A LITTLE BIT CONFUSING BECAUSE IT'S LAGGING, IT'S NOT APPLIED. WHAT HAPPENS IN THE YEAR IS NOT APPLIED TO THAT YEAR. THE REASON BEING IS OFTENTIMES THEY GIVE US UNTIL OCTOBER OF ANY YEAR IN ORDER TO KEEP BEING ABLE TO GAIN POINT. THERE'S MORE OF A RUNWAY FOR STUDENTS TO BECOME CCMR EVEN AFTER THEY LEAVE US AND GRADUATE. ONE OF THE THINGS THAT WE'RE GOING TO LOOK FOR OVERARCHINGLY IS, WHERE HAVE WE BEEN HISTORICALLY? WHAT YOU SEE IS DATA FROM 2023 TO CURRENT. [00:30:01] THE 2023 SCHOOL YEAR, WE WERE AT 84.4%. IF WE HAD APPLIED WHERE WE WERE IN 2022, I BELIEVE THAT WAS AT 76%. >> AGAIN, JUST TO MAKE SURE THAT THE COMMUNITY AND THE BOARD RECOGNIZES THE AMOUNT OF WORK THAT WE HAVE, OUR AREA SUPERINTENDENTS, OUR TEACHING AND LEARNING, OUR CAMPUSES, AND OF COURSE, OUR TEACHERS AND STUDENTS HAVE PUT INTO MAKING SURE THAT WE'VE IMPROVED THIS GOAL. WE SEE THAT IN 2023, AGAIN, WE WERE AT 84.4%. IN 2024, THE CLASS OF 2024 WAS AT 91%. NOW, AS YOU'RE LOOKING AT THE LEGEND AND THIS DATA, YOU SEE THAT IT'S CODED DIFFERENTLY BECAUSE THERE IS LOCAL DATA AND THERE IS DATA THAT HAS ALREADY BEEN VERIFIED BY TEA BY THE STATE. FOR THE CLASS OF 2023 AND 2024, THOSE NUMBERS HAVE BEEN VERIFIED BY THE STATE AND HAVE BEEN LOCKED IN. FOR THE CLASS OF 2025, YOU SEE THAT IS COLORED TEAL BECAUSE THAT WAS LOOKED AT LOCALLY, SO THAT IS OUR LOCAL NUMBER THAT WE'RE 91%. IT IS VERY POSSIBLE. ONCE THEY LOCK IN THAT NUMBER, WE'LL SEE THAT NUMBER WILL CHANGE. FOR EXAMPLE, FOR CLASS OF 2024, WHAT WE HAD LOCALLY WAS 90%. ONCE THE STATE WENT THROUGH AND LOOKED AT THE DATA, THEN THEY SAID, NO, THE OFFICIAL NUMBER WAS 91%. I WANT TO MAKE SURE THAT IF YOU SEE ANY DISCREPANCIES BECAUSE HERE'S WHAT'S BEEN VERIFIED BY THE STATE AND HERE'S WHAT WE HAVE CALCULATED LOCALLY, BUT WE DO HAVE TO WAIT UNTIL THEY VERIFY IT. FOR THE CLASS OF 2026, AS OF JANUARY 7, OUR NUMBER RIGHT NOW IS AT 70%. AS STATED PREVIOUSLY, OUR GOAL FOR THIS YEAR AS SET BY THE BOARD IS 94%. ON THIS SLIDE, WHAT WE'RE LOOKING AT IS HOW ARE WE PERFORMING MIDDLE OF THE YEAR DATA VERSUS END OF THE YEAR DATA. IN THE INFORMATION IN BLUE AND IT LOOKS TEAL OR GREEN DEPENDING ON YOUR SCREEN. THAT REPRESENTS MIDDLE OF THE YEAR DATA, THAT'S THE BLUE AREA, AND THE TEAL AREA REPRESENTS BY THE END OF THE YEAR, WHERE WE WERE FOR EACH OF THIS DIFFERENT POPULATIONS. AS YOU SEE FOR THE 26 DATA MOI DATA, WE ARE OUTPACING FOR EVERY POPULATION WHERE WE WERE AS COMPARED TO LAST YEAR. THAT IS INDEED A CELEBRATION BASED ON THE WORK THAT IS HAPPENING ON OUR CAMPUSES. NOW, WHAT WE'RE GOING TO DO IS WE'RE GOING TO BREAK THAT OVERARCHING NUMBER DOWN IN ITS VARIOUS COMPONENTS, AND WE'LL GO AHEAD AND EXPLAIN WHAT THAT MEANS AND WHAT THAT LOOKS LIKE ALONG THE WAY. FOR GOAL PROGRESS, MEASURE 3.1, WE'RE LOOKING SPECIFICALLY AT OUR NUMBERS AS IT INVOLVES ADVANCED COURSEWORK. ADVANCED COURSEWORK SPEAKS TO ADVANCED PLACEMENT CLASSES, INTERNATIONAL BACCALAUREATE CLASSES, DUAL CREDIT CLASSES, AND ONRAMPS DUAL ENROLLMENT COURSES. I'LL TAKE JUST A BRIEF MOMENT TO EXPLAIN SOME OF THESE THINGS AND HOW THEY'RE SIMILAR AND HOW THEY'RE DIFFERENT. WITH ADVANCED PLACEMENT AND INTERNATIONAL BACCALAUREATE CLASSES. IT IS NOT THE CLASS ITSELF THAT GAINS THE STUDENTS ADVANCED COURSEWORK CREDIT, BUT MORE SO THE TEST. IN ADVANCED PLACEMENT CLASSES, THE STUDENTS HAVE TO EARN A THREE OR BETTER IN ORDER TO BE CONSIDERED GET THAT AP CREDIT. IN INTERNATIONAL BACCALAUREATE, THEY HAVE TO HAVE A FOUR OR BETTER IN ORDER TO HAVE THAT CREDIT. KNOW THAT IT'S TOTALLY POSSIBLE FOR A STUDENT TO CHALLENGE A TEST. WE HAVE MANY STUDENTS THAT ARE GIFTED WITH LANGUAGE, AND SO WE WILL OFTEN SEE THAT A STUDENT MAY CHALLENGE ONE OF OUR LANGUAGE TESTS, AND BE ABLE TO SCORE REAL HIGH AND GET CREDIT FOR THAT. YOU DON'T HAVE TO TAKE THE CLASS IN ORDER TO GAIN ACCESS TO THE TEST, BUT WE RECOMMEND IT AS PREPARATION IN ORDER TO DO AS WELL AS POSSIBLE ON THOSE TESTS. THE DIFFERENCE BETWEEN ADVANCED PLACEMENT AND INTERNATIONAL BACCALAUREATE IS THAT INTERNATIONAL BACCALAUREATE, THE CLASS TRAVELS AS A COHORT, AND IT'S A PRESCRIBED SET OF CLASSES THAT YOU MUST TAKE IN ORDER TO GET THE IB DIPLOMA. WITH ADVANCED PLACEMENT, IT'S MORE SO ALL CART. YOU CAN PICK AND CHOOSE HOW MANY OR WHICH ADVANCED CLASSES YOU'D LIKE TO BE A PART OF. NEXT, WE HAVE DUAL CREDIT AND ONRAMPS DUAL ENROLLMENT. AGAIN, THESE TWO ARE VERY SIMILAR. THE END PRODUCT IS THAT YOU GAIN COLLEGE CREDIT IN THESE COURSES. BUT THE DIFFERENCE BEING IN DUAL CREDIT, I'M TAKING THE DUAL CREDIT COURSE AND I HAVE THE ABILITY TO PASS OR FAIL. WE HAVE AGREEMENTS WITH THE COLLEGES, MOSTLY ACC. MOST OF OUR DUAL CREDIT ARE THROUGH ACC. EVEN THOUGH WE HAVE OTHER PARTNERSHIPS, [00:35:01] AND SO THEY HAVE IT WHERE THE CLASS, YOU GET CREDIT FOR HIGH SCHOOL AND FOR THE COLLEGE CREDIT AT THE SAME TIME SO YOU'RE ALREADY BUILDING A TRANSCRIPT. WHATEVER CREDIT YOU GET IS WHAT IS EARNED. IN ONRAMPS DUAL ENROLLMENT, IT IS SPLIT. I'M GETTING A GRADE IN MY CLASS, BUT I'M GETTING A TOTALLY DIFFERENT GRADE IN THE DUAL ENROLLMENT CLASS. IF AT THE END OF THAT CLASS, I HAVE FAILED OR I DON'T LIKE THE GRADE THAT I'M GETTING, I CAN SAY THEN, I DON'T WANT TO ACCEPT THE CREDIT, AND THEN YOU'RE NOT BUILDING THE TRANSCRIPT. THAT'S THE DIFFERENCE BETWEEN THE TWO. OFTENTIMES WHEN WE WORK WITH STUDENTS AND IF THIS IS THEIR FIRST FORAY INTO ADVANCED CLASSES, OR CREDIT CLASSES. WE OFTEN SAY, LET'S TRY IT OUT FIRST AS IN DUAL ENROLLMENT CLASSES, BECAUSE IT'S A SAFE WAY FOR THEM TO TRY ON COLLEGE CLASSES WITHOUT THE PENALTY IF THEY FAIL BECAUSE THEY'RE STILL GETTING A DIFFERENT GRADE OR CREDIT IN THE CLASS FOR HIGH SCHOOL CREDIT. LET'S TAKE A LOOK AT WHERE WE ARE RIGHT NOW. IN 2024, AT THE END OF THE YEAR, WE WERE AT 51% OF OUR STUDENTS HAD ACHIEVED CREDIT IN ADVANCED COURSEWORK. IN 2025 CLASS OF 2025, WE HAD 54% OF OUR STUDENTS GAIN CREDIT IN ADVANCE COURSEWORK. RIGHT NOW, AS OF 1/7/26, WE'RE ALREADY AT 52% OF OUR STUDENTS HAVE GAINED CREDIT IN ADVANCE COURSEWORK WITH THE GOAL BEING 56%. THIS IS TWO PERCENTAGE POINTS HIGHER THAN WE WERE LAST YEAR AT THIS TIME. WHEN WE LOOK AT THIS DATA BROKEN DOWN BY THE DIFFERENT POPULATIONS, WHAT YOU SEE IS THAT WE'RE STILL MORE OR LESS IN THE SAME PLACE THAT WE WERE WHEN IT COMES TO ADVANCED PLACEMENT. I HOPE YOU'RE FINE. WE HAVE SLIGHT IMPROVEMENTS OVER WHERE WE WERE VERSUS 2025 IN REGARDS TO THE NUMBERS, WHERE WE'RE SEEING WITH OUR DYSLEXIC STUDENTS, A DIFFERENCE OF 12 VERSUS 26%, AND THEY'RE ALREADY PRETTY CLOSE AS FAR AS HITTING THEIR MARK. SAME THING WITH OUR 504 STUDENTS. BUT AGAIN, WE HAVE A LOT MORE TIME. MOST OF THESE TESTS WILL NOT BE TAKEN OR CREDIT EARNED UNTIL THE SPRING. WE HAVE A WHILE UNTIL WE REALLY SEE THE FRUITION AS FAR AS WHAT HAPPENS WITH THIS GOAL. NORMALLY, WE WON'T BE ABLE TO REPORT OUT A FINAL NUMBER UNTIL THE FALL OF THE NEXT SCHOOL YEAR BASED ON WHEN ALL THE DATA IS COMING IN. WE USUALLY RECEIVE INFORMATION OVER THE SUMMER AS FAR AS THE AP AND THE IB COURSES. THAT'S WHY THIS SCHEDULE AS FAR AS GIVING THE RESULTS IS SLIGHTLY DIFFERENT FROM SOME OF THE OTHER INFORMATION THAT WE WOULD HAVE. THE NEXT GPM, GOAL PROGRESS MEASURE IS MATH AND READING READY. WHAT THIS SPEAKS TO SPECIFICALLY ARE THE DIFFERENT ASSESSMENTS THAT WE TAKE IN ORDER TO BE CONSIDERED COLLEGE READY. YOU HAVE THE SAT, THE ACT, THE TSIA2, AND THEN YOU ALSO HAVE A COLLEGE PREPARATION COURSE AND ASSESSMENT. LET'S TAKE A LOOK AT WHAT THE DATA IS TELLING US IN REGARDS TO THIS. FOR THE CLASS OF 2023, 72% OF OUR STUDENTS WERE CONSIDERED COLLEGE READY BASED ON THESE DIFFERENT TESTS. 2024, WE SAW THE NUMBER RISING TO ABOUT 81%. AGAIN, THOSE NUMBERS ARE LOCKED IN BECAUSE THAT'S THE OFFICIAL DATA FROM TEA. THE LOCAL DATA FOR THE SENIOR CLASS OF 2025 SHOWED A SLIGHT INCREASE AT 82%. AGAIN, ONCE THE TA TELLS US WHAT THE FINAL NUMBER IS, WE'LL REALLY HAVE A SENSE OF WHAT THAT REPRESENTS. RIGHT NOW, AS OF JANUARY 7, THE SENIOR CLASS OF 2026 IS AT ABOUT 64% WITH THE GOAL BEING FOR THIS GOAL PROGRESS MEASURE, 80%. AGAIN, WHEN WE LOOK YEAR OVER YEAR, WE SEE THAT WE'RE OUTPACING WHERE WE WERE LAST YEAR IN REGARDS TO THESE NUMBERS. ALMOST EACH AND EVERY DIFFERENT STUDENT POPULATION, WE SEE AN INCREASE IN NUMBERS. NEXT, GPM SPECIFICALLY IS IN REGARDS TO COLLEGE READY AND CAREER AND TECHNOLOGY EDUCATION CLASSES. SPECIFICALLY, AGAIN, IT'S NOT BEING IN THE CLASS THAT CONSIDERS YOU CAREER READY, [00:40:03] BUT SPECIFICALLY IF YOU HAVE PASSED WHAT'S CALLED AN IBC, THE INDUSTRY BASED CERTIFICATION THAT IS ALIGNED TO THESE DIFFERENT CLASSES. LET'S TAKE A LOOK AT WHERE WE ARE RIGHT NOW. FOR OUR 2023 GRADUATES, 33% OF THOSE GRADUATES WERE ABLE TO EARN THEIR CERTIFICATION. FOR THE CLASS OF 2024, WE SEE 32% AGAIN, ABOUT THE SAME. FOR THE CLASS OF 2025, WE WERE AT 33%, AND CURRENTLY FOR THE SENIOR CLASS OF 2026, AS OF JANUARY 7, WE'RE AT ABOUT 17.5 18%. THE GOAL FOR THIS MEASURE IS AT 20%. ONE OF THE THINGS TO NOTE, WE KNOW THAT WE ARE A TEACHER INCENTIVE ALLOTMENT DISTRICT, AND THIS YEAR, ONE OF THE THINGS THAT WE'VE DONE, WE'RE PREPARING TO SEE HOW MANY OF OUR CTE TEACHERS CAN BE INCLUDED IN THIS. RIGHT NOW, WE'RE PRACTICING WITH AUTOMOTIVE IN ORDER FOR THEM TO REALLY BE ELIGIBLE TO DO THIS. WE'RE LOOKING AT THEY HAVE A COMPLETE CURRICULUM BECAUSE WITHIN CTE, THE TEACHERS THEMSELVES ARE THE ONES WRITING THE CURRICULUM BASED ON THE CERTIFICATION AND WHAT'S HAPPENING WITHIN THE INDUSTRY. DO YOU HAVE A COMPLETE AND FINISHED CURRICULUM FOR ALL YOUR CLASSES IN THAT PROGRAM OF STUDY? THEN WE ALSO LOOK AT THE IBC ATTACHED TO EACH OF THE DIFFERENT CLASSES AND WHETHER OR NOT WE CAN SHOW A GROWTH MEASURE THROUGH THE IBC FOR THE STUDENTS. WHAT WE DECIDED IN REGARDS TO CTE IS THAT IT WOULD BE ON A PASS FAIL BASIS. WHETHER OR NOT THEY ARE PASSING THE IBC WOULD COUNT AS THEIR GROWTH MEASURE WITHIN THIS. WE EXPECT TO SEE THEN BECAUSE OF THIS, WHERE THE TEACHERS ARE PUSHING THEMSELVES AND THE STUDENTS TO GREATER LEVELS OF SUCCESS BECAUSE NOW IT'S MORE SO SAYING, LET'S GO AHEAD AND MAKE SURE WE HAVE THIS IBC AND WE'RE REALLY MEASURING GROWTH. I DON'T THINK WE'VE EVER WELL, NOT THAT I DON'T THINK I KNOW. WE HAVE NOT REALLY LOOKED AT CTE CLASSES IN THAT WAY BEFORE AS FAR AS TO REALLY PUSH AND MAKE SURE THAT EVERYONE IS TAKING THESE TESTS, BUT REALLY LOOKING AT AND SAYING, THIS IS A WAY TO MEASURE YOUR GROWTH AND TO MEASURE MY EXPERTISE AS A TEACHER, NOT JUST TO SAY THAT WE'VE HAD THE EXPERIENCE OF THE CLASS, BUT MAKING SURE THAT STUDENTS ARE LEAVING WITH THAT CERTIFICATE IN ORDER TO MAKE SURE THAT THEY TAKE THAT WITH IT IN THEIR POST SECONDARY LIFE. HERE WE SEE FOR CTE AND IBCS YEAR OVER YEAR, WHERE WE ARE WITHIN THIS NUMBER. BECAUSE OF THE CHANGES THAT ARE COMING AND WHERE YOU'RE SEEING THE TEACHERS PRACTICING WITH THIS CONCEPT OF GROWTH, WE EXPECT TO SEE THAT THESE NUMBERS REALLY CHANGE AND SHOOT UP A LOT MORE AS THE TEACHERS ARE WRESTLING WITH, WHAT DOES THIS LOOK LIKE AND MAKING SURE THAT THEY HAVE AN IBC ATTACHED TO EACH AND EVERY CLASS. WHAT ARE OUR NEXT STEPS IN REGARDS TO COLLEGE CAREER AND MILITARY READINESS? DR. AZAIEZ ALLUDED TO THE FACT THAT WITHIN CCMR IS ONE OF THE PLACES THAT WE'VE SEEN THE MOST AGGRESSIVE CHANGE FROM THE TEXAS EDUCATION AGENCY, AND HE IS ABSOLUTELY CORRECT. AS A TEAM, OUR THOUGHT PROCESS IS, WE NEED TO MAKE SURE THAT WE ARE THINKING ABOUT WHAT CHANGE IS COMING AND THAT WE'RE GETTING IN FRONT OF THAT CHANGE BECAUSE IT TAKES A LONG TIME TO TURN THE SHIP? WE ARE A LARGE DISTRICT WHEN IT COMES TO CCMR. HERE ARE SOME OF THE THINGS THAT WE'RE DOING. WE HAVE BRIEFED ON THIS AGAIN PREVIOUSLY, BUT THIS IS SUCH SO HIGH IMPORTANCE TO THE COMMUNITY AND OUR STUDENTS THAT WE WANT TO MAKE SURE THAT WE'RE TALKING THROUGH THIS AGAIN. THERE IS SOMETHING CALLED THE TEXAS HIGHER EDUCATION COORDINATING BOARD. WE'VE TALKED ABOUT THE FACT THAT ONE OF THEIR MAJOR INITIATIVES IS CALLED 60 BY 30, WHERE THEY SAY THAT THEY WANT 60% OF THE STUDENTS TO BE ABLE TO GET SOME OF CERTIFICATE OR A DEGREE BY THE YEAR 2030. WHAT THEY'RE SAYING IS THAT THEY UNDERSTAND BASED ON THE WORLD THAT WE LIVE IN, THAT IF PEOPLE ARE NOT ABLE TO EARN THESE THINGS POST SECONDARY, IT NOT ONLY AFFECTS THEM AS INDIVIDUALS, BUT IT IMPACTS OUR COMMUNITY AS A WHOLE, AND IT ALSO IMPACTS OUR ECONOMY. ONE OF THE THINGS THAT THEY HAVE SAID IS THAT BY 2031, AN ESTIMATED 72% OF JOBS WILL REQUIRE EDUCATION OR TRAINING BEYOND HIGH SCHOOL. 2031 IS OUR CURRENT SEVENTH GRADERS. THEY WILL BE THE CLASS OF 2031. AS WE THINK ABOUT THIS AS A DISTRICT, WE KNOW THAT WE HAVE TO START PUTTING THINGS IN PLACE TO IMPACT [00:45:03] OUR STUDENTS AND CHANGE OUR SYSTEM AROUND IN ORDER TO FACILITATE THIS GOAL. THEY ALSO SAID, DEFINE WHAT A GOOD JOB IS. THEY DEFINED A GOOD JOB AS A JOB THAT MAKES A MINIMUM OF $43,000. THEY SAID THAT FOR GOOD JOBS, 85% OF THOSE JOBS WILL NEED SOME POST SECONDARY EDUCATION BY 2031 IF PEOPLE ARE HOPING TO BE ABLE TO ACCESS A GOOD JOB. >> ALSO, THEY SAID BY ABOUT 42% OF JOBS ARE PROJECTED TO REQUIRE A BACHELOR'S DEGREE BY 2031. WHEN WE UNDERSTAND THIS, WE UNDERSTAND THAT CCMR IS NOT JUST ABOUT LIVING ON A PAGE OR ON A BOARD GOAL, BUT IT REALLY HAS A LOT OF CONSEQUENCES FOR STUDENTS' LIVES FOR THEM GENERATIONALLY, FOR OUR COMMUNITY, AS FAR AS WHETHER OR NOT WE CAN BE ECONOMICALLY VIABLE. ONE OF THE THINGS THAT WE'RE PUTTING TOGETHER IS WE'RE CHANGING THE WAY WE THINK ABOUT THAT AS A DISTRICT. WE DON'T WANT TO JUST THINK ABOUT THE FACT THAT IT'S ENOUGH TO GRADUATE. IT'S A MATTER OF, WE WANT YOU TO GRADUATE COLLEGE CAREER AND MILITARY READY, SPECIFICALLY SO THAT YOU ARE ABLE TO GO ON TO WHATEVER IT IS THAT YOU NEED AND REDEFINING WHAT THAT MEANS. ONE OF THE BARRIERS THOUGH THAT WE HAVE FOUND IS THE IDEA OF CREATING A FOUR YEAR PLAN OR A PLAN AS YOU TRANSITION FROM MIDDLE SCHOOL TO HIGH SCHOOL HAS GOTTEN SO COMPLICATED. WHAT WE HAVE DONE IN THE PAST, THE PROCESSES THAT WE HAVE DONE IN THE PAST ARE NOT ENOUGH IN ORDER TO MAKE SURE THAT THERE'S FULL UNDERSTANDING BY PARENTS AND ALSO FULL UNDERSTANDING BY STUDENTS AS FAR AS EXACTLY WHAT THEY NEED TO DO AND WHAT THEY NEED TO CREATE FOR THEMSELVES IN ORDER TO ENSURE THAT FOR THE CLASS OF 2031, THAT YOU'RE MAKING DECISIONS THAT ALIGN WITH YOUR POST SECONDARY LIFE, AND MAYBE POST SECONDARY DECISIONS. WE FELT THEN THAT WHAT WE HAD TO DO WAS CHANGE WHAT WE DO FOR THE COMMUNITY AND FOR THE STUDENTS. THIS CLASS SPECIFICALLY, IS THAT WE HAVE THE ABILITY TO CREATE A FOUR YEAR PLAN TO WHERE STUDENTS CAN UNDERSTAND, HOW DO I? IT DOESN'T MEAN THAT THEY HAVE TO CHOOSE EVERYTHING. IT'S THE EXERCISE OF UNDERSTANDING. IF I TAKE A CAREER INVENTORY AND I DECIDE I WANT TO BE WHATEVER THE THING IS, I NEED TO UNDERSTAND WHAT IS THE EDUCATION ALIGNED WITH THIS. DO I WANT WHATEVER THE JOB IS WHERE I HAVE TO GET A MASTER'S, A BACHELOR'S DEGREE, A CERTIFICATE? WHAT IS IT THAT I'M GOING TO NEED? BASED ON WHAT I WILL NEED, HOW DO I ALIGN MY EXPERIENCE IN HIGH SCHOOL IN ORDER TO MAKE SURE THAT I CAN ACCESS THAT POST SECONDARY? THAT IS THE WHOLE POINT OF THIS CLASS TEACHING PEOPLE THAT EXERCISE. IT DOES NOT MEAN THAT WHATEVER THEY CHOOSE, THEY HAVE TO STICK WITH, BUT AT LEAST KNOW THEY HAVE THE ABILITY TO UNDERSTAND HOW TO DO IT. ALIGNED WITH THIS COURSE, WHAT WE'RE WANTING TO ALSO CREATE IS A PARTNERSHIP WITH THE PARENTS. AS THE STUDENTS ARE LEARNING, THEY ARE VERY KEY EXPERIENCES THAT WE WILL HAVE ALONGSIDE WITH OUR PARENTS DURING THAT SEVENTH GRADE YEAR. BY THE EIGHTH GRADE YEAR, BECAUSE USUALLY WE DO THAT TRANSITION MEETING AND THE FOUR YEAR PLANNING IN THE FALL, PARENTS WILL HAVE ALL THE INFORMATION THEY NEED AND WE'RE NOT BEING FORCED TO PUT A WHOLE LOT OF INFORMATION IN A SMALL AMOUNT OF SPACE. THAT'S OUR REASONING AS FAR AS SAYING THAT THIS NEEDS TO GO BACK TO THAT SEVENTH GRADE YEAR. WE HAVE ENOUGH RUNWAY TO HELP PARENTS AND STUDENTS FIGURE OUT EXACTLY WHAT THEY NEED TO DO TO ENSURE THEIR STUDENT SUCCESS. ALSO, WHAT THAT WILL LEAD IS ALSO TO SOMETHING WHAT WE'RE CALLING COLLEGE PATHWAYS PROGRAM. WITHIN THE COLLEGE PATHWAYS PROGRAM, WE HAD MISS MICHELLE SWAIN, AND MICHELLE IS OVER OUR ADVANCED PROGRAMMING. SHE HAD BEEN WORKING SINCE 2019 SINCE DURING COVID IN ORDER TO ENSURE THIS. THE WHOLE POINT OF THIS PROGRAM IS TO SAY, WE CREATED, WHAT WOULD YOU CALL THAT? WHERE SHE'D SAY, ACC, HERE'S YOUR CLASS. WHAT CLASS IS A CROSSWALK? HOW WILL THAT COUNT FOR THE CLASSES, OUR HIGH SCHOOL CLASSES? THAT WAY THAT STUDENTS HAVE THE ABILITY TO EARN AN ASSOCIATE'S DEGREE WHILE IN HIGH SCHOOL, BUT A COMPREHENSIVE HIGH SCHOOL IF THEY STILL WANTED TO HAVE THE EXPERIENCE OF THE EXTRA CURRICULARS AND THEY WANTED A DIFFERENT TYPE OF EXPERIENCE FOR THEMSELVES. THAT WE HAD A WAY WHERE THIS WAS DOABLE WITHIN HIGH SCHOOL. IF YOU DIDN'T WANT TO ATTAIN THE ASSOCIATES DEGREE, THEN YOU CAN CREATE WHAT EARNED 42 CREDIT HOURS, WHICH IS WHAT WE CONSIDERED CORE, [00:50:02] AND SO THEN YOU WOULD HAVE THE ABILITY ONCE YOU LEFT US, YOU CAN JUST KEEP ON GOING AND EARN THE REST OF THE CREDITS OR TO JUST START AND DECIDE THAT, YOU KNOW WHAT? I JUST WANT TO PLAN FOR 30 CREDIT HOURS AT THIS POINT. WE'RE CREATING THIS, AND AGAIN, THAT WILL BE EMBEDDED WITHIN THE CLASS WHERE STUDENTS WOULD UNDERSTAND ALL THE OPPORTUNITIES THAT WE HAVE WITHIN THE DISTRICT. COLLEGE PATHWAYS PROGRAM, CTE PROGRAMMING, ALL THE DIFFERENT ADVANCED PROGRAMMING THAT WE HAVE. THEY WOULD UNDERSTAND WHAT'S HAPPENING EARLY COLLEGE HIGH SCHOOL, IF THEY WANTED TO GO INTO OUR NURSES PROGRAM, WE HAVE A MANUFACTURING. ALL THE DIFFERENT THINGS THAT WE HAVE AVAILABLE TO THEM, THEY WOULD FULLY UNDERSTAND, WE WOULD TEACH INTO THAT AND THEY CAN CHOOSE THE PATHWAY THAT IS BEST FOR THEM. BUT THIS IS ALSO ONE OF THE THINGS THAT WE'RE PUTTING IN. WE WANT TO ENCOURAGE WITHIN OUR STUDENTS TO SAY, CHOOSE YOUR PATH BECAUSE IF BY 2031, THEY'RE SAYING THAT 42% OF THE JOBS WILL NEED A BACHELOR'S DEGREE, WE HAVE TO INCENTIVIZE OUR STUDENTS TO SEE THIS AS A PATH THAT IS REALLY SOMETHING THAT THEY NEED TO LOOK INTO. BECAUSE WHAT THE WORLD IS SAYING IS, YOU REALLY DON'T HAVE A CHOICE IF YOU WANT TO DO WELL IN LIFE AND IF YOU WANT TO GO PLACES AND IF YOU WANT TO AFFORD YOUR FAMILY A GOOD LIFE. THIS IS SOMETHING THAT WE'RE REALLY GOING TO REALLY HAVE TO CHANGE MINDSETS FOR STUDENTS AND FOR PARENTS AS WELL AND REALLY HAVE THEM UNDERSTAND THE REASON BEHIND WHY WE WOULD WANT THIS TO BE SOMETHING THAT THEY PUT AS A GOAL FOR THEMSELVES AND PLAN AROUND IT. WITHIN THAT, THOSE DIFFERENT PATHWAYS, AGAIN, WE HAVE CREATED A PLAN WITH ACC, AND WHAT THEY WILL SAY IS, YOU CAN TAKE THESE COURSES IN HIGH SCHOOL, THIS AP CLASS, YOUR IB CLASS, WHATEVER IT IS, AND IT WILL COUNT FOR THIS CLASS AT ICC. WHAT THEY DO ASK IN ORDER TO CONFER AN ASSOCIATE'S DEGREE ON SOMEONE IS THAT THE STUDENT TAKES AT LEAST 15 SEMESTER HOURS WITH THEM. IT'S A MATTER OF THEM, THEN THEY WILL TAKE IT, TURN OUR CLASSES INTO COLLEGE CREDIT CLASSES SO THAT THEY CAN GET A FULL DEGREE. MOST OF THE COURSES DO NOT HAVE TO BE TAKEN WITH THEM. IT'S COURSES THAT WE ALREADY HAVE HERE AND THEY MAY ALREADY BE TAKEN ADVANTAGE OF. THEY HAVE THE ABILITY TO TAKE THAT AND CREATE A COLLEGE DEGREE FOR THEMSELVES. WHAT WE SEE IS THIS IS A GREAT PARTNERSHIP WITH AN ACC AND A GREAT OPPORTUNITY FOR OUR STUDENTS, AND ALSO A GREAT WAY FOR PARENTS TO ALSO SAVE MONEY. COLLEGE IS GETTING MORE AND MORE EXPENSIVE EVERY YEAR, SO IT FULFILLS A LOT OF DIFFERENT BUCKETS FOR OUR STUDENTS. THAT'S ALL I HAVE ON CCMR. BEFORE WE GO TO CONSTRAINTS, DOES ANYONE HAVE ANY QUESTIONS? >> I WANT TO ADD FEW THINGS. >> YES, OF COURSE, SIR. >> THANK YOU. WE HAVE TO RECOGNIZE THE WORK THAT THE TEAM, AND I KNOW IT TOOK A LOT OF MANY YEARS TO GET TO THIS POINT, BUT WE ARE TRYING TO BE PROACTIVE, BECAUSE THE END OF THE DAY, WE WANT TO DO WHAT'S IN THE BEST INTEREST OF OUR STUDENTS BECAUSE THINGS ARE EVOLVING. THE JOB MARKET IS EVOLVING. THE DEMAND FOR CERTAIN SKILLS, CERTAIN THINGS. WE ALWAYS TRYING TO EVOLVE, AGAIN, THINKING ABOUT WHAT'S IN THE BEST INTERESTS OF OUR STUDENTS. JUST TO ADD TO WHAT NALLY IS TALKING ABOUT ALL THE GREAT THINGS WE DO AND THE ADVANCED MANUFACTURING, THAT'S SOMETHING WE STARTED THIS YEAR. ACTUALLY, WE WORKED ON IT ALMOST A YEAR AGO, WE STARTED THIS YEAR. THE P-TECH, THE STUDENTS AT SCHERTZ HIGH SCHOOL ARE PART OF THE P-TECH, THEY CAN EARN ASSOCIATE DEGREE IN NURSING. THEY CAN EARN UP TO LVN CERTIFICATION UP TO LEVEL 2 CERTIFICATION, OUR EXISTING EARLY COLLEGE HIGH SCHOOL. OBVIOUSLY, WE OFFERED AN ASSOCIATE DEGREE THERE IN ARTS WHEN IT FIRST OPENED, THEN WE ADDED TWO YEARS AGO, SCIENCE ASSOCIATE DEGREE, AND NOW WE ARE THINKING ABOUT ADDING A COMPUTER SCIENCE, POTENTIALLY ENGINEERING. WE ARE LOOKING AT OTHER OPPORTUNITIES FOR THE STUDENTS. THEN THE LAST THING I WANT TO ADD, I WANT TO AGAIN, THANK YOU, OUR BOARD MEMBERS AND OUR VOTERS IS THE CITY E BUILDING THAT WE ACQUIRED AND WE ARE ABOUT TO REVAMP, BECAUSE THAT'S ALSO WILL OFFER OTHER OPPORTUNITIES FOR OUR STUDENTS THAT THEY DON'T EXIST RIGHT NOW IN OUR DISTRICT. REMEMBER WE TALKED ABOUT THE POSSIBILITY OF HAVING A SEMICONDUCTOR PROGRAM THERE. WE WILL BE OFFERING ELECTRICAL TRADE PROGRAM THERE, COSMETOLOGY IN THERE AND MANY OTHERS. THOSE EXPERIENCE AND OPPORTUNITIES THAT WE'RE CREATING FOR OUR STUDENTS WILL OPEN MORE DOORS FOR OUR STUDENTS. ALSO LIKE NALLY WAS SAYING, WILL SAVE OUR PARENTS A LOT OF MONEY BECAUSE IF OUR STUDENTS AFTER FINISHING HIGH SCHOOL, DECIDE, YOU KNOW WHAT? [00:55:01] I WANT TO BE AN ELECTRICIAN, THEY WILL HAVE TO ENROLL WITH ACC OR SOMETHING LIKE A TECHNICAL COLLEGE. MOST LIKELY IT WILL COST THEM SOME MONEY. BUT ALSO IT WILL TAKE MORE TIME TO GRADUATE AND GET THEIR CERTIFICATION. WHEREAS IF THEY START WITH US, FINISH WITH US, OBVIOUSLY, WE WILL BE WORKING IN COLLABORATION WITH AUSTIN COMMUNITY COLLEGE BECAUSE EVERY PROGRAM WE'LL BE OFFERING AT THE NEW CITY E BUILDING WILL LEAD TO AT LEAST A LEVEL 1 CERTIFICATION. THAT MEANS THAT EVERY COURSE THAT THEY TAKE WILL BE A DUAL CREDIT COURSE. IF I'M A STUDENT THERE, AND I GO THROUGH THE ELECTRICAL TRADE PROGRAM, BUT THE END OF THAT IN MY SENIOR YEAR, I GET MY HIGH SCHOOL DIPLOMA, AND I GET ALSO MY LEVEL 1 CERTIFICATION AS ELECTRICIAN, IF DOWN THE ROAD, I DECIDE, YOU KNOW WHAT? I WANT TO BECOME AN ELECTRICAL ENGINEER NOW, ANY COLLEGE COURSES I TOOK WHILE WITH ROUND ROCK ISD THAT HELPED ME GET MY ELECTRICAL CERTIFICATION, POTENTIALLY WILL BE TRANSFERABLE OR WHAT'S CALLED STACKABLE, SO I DON'T START FROM SCRATCH. THAT WILL ACCUMULATE, WE'LL JUST ADD TO IT UNTIL I GET MY 120 HOURS OR WHATEVER IS REQUIRED, I GUESS, FOR ELECTRICAL ENGINEER PROGRAM. THIS IS REALLY THINKING ABOUT OUR STUDENTS, OUR PARENTS, WHAT'S IN THE BEST ENTRIES SO WE CAN REALLY POSITION THEM IN A WAY THAT THEY COULD BE LEADING. NOT LEADING HERE ROUND ROCK, BUT LEADING IN THE STATE. IF THEY DECIDE TO GO AND AGAIN, WHATEVER CAREER THEY WANT TO START DOING, WHATEVER COLLEGE YOU WANT TO ATTEND TO OR IF THEY WANT TO SERVE IN OUR MILITARY, EVERYBODY WOULD BE LIKE WE WANT THAT KID, WE WANT THOSE KIDS. THEY'RE BETTER PREPARED, THEY HAVE EVERYTHING THAT THEY NEED. THAT'S REALLY WHAT WE'RE TRYING TO DO HERE IS LIKE A VISIONARY, BEING PROACTIVE. WERE NOT WAITING. I KNOW TA IS GOING TO CHANGE THE GAME, BUT WE'RE NOT DOING IT JUST BECAUSE TA IS ASKING US TO DO IT OR WANT US TO DO IT BY 2031, WE'RE DOING IT BECAUSE IT'S IN THE BEST INTEREST OF OUR STUDENTS AND THEIR FAMILIES. >> THANK YOU, DR. NICHOLS AND DR. AZAIEZ. TRUSTEES, WE DO HAVE A NEW BUTTON SYSTEM, WHICH IS VERY EXCITING THAT WE UNFORTUNATELY COULDN'T IMPLEMENT TODAY, BUT WE WILL HAVE IT NEXT WEEK. WE ARE BACK TO RAISING HANDS THIS MEETING. TRUSTEE, WEIR. >> THANK YOU. I ACTUALLY JUST WANTED TO GO BACK TO SLIDE 14 BECAUSE I HAVE A MEMBER OF THE CLASS OF 2026, AND HE'S NOT GETTING HIS STOLE BECAUSE THEY DID CHANGE THE CRITERIA FROM HIM FROM FRESHMAN YEAR TO SENIOR YEAR. I KNOW YOU DIDN'T REALLY TOUCH ON IT, BUT I DON'T WANT PEOPLE TO THINK THAT WE HAVE A 20% GOAL WHEN LAST YEAR WAS 33 BECAUSE IT'S SO MUCH HARDER FOR THIS CLASS OF 2026 TO ACTUALLY GET THIS. IF YOU JUST CLARIFY FOR EVERYONE THAT'S WATCHING WHY IT'S SO MUCH HARDER FOR THIS CLASS. >> YES, THANK YOU. YES, TA DID CHANGE STARTING WITH THE 2022 ACCOUNTABILITY 2023, THAT IBC JUST PASSING THAT TEST ALONE WAS NOT GOING TO BE ENOUGH TO FLIP THAT FLAG. THEY STARTED ADDING AND THEY PHASED IT IN. FIRST, THEY HAD TO BE A LEVEL 2, HAD TO HAVE SO MANY CTE COURSES IN PASS. THEN THEY HAD TO BE A CONCENTRATOR AND THIS YEAR IS THE FIRST YEAR THEY HAVE TO BE A COMPLETER, WHICH MEANS THEY NEED AT LEAST FOUR HOURS, AND ONE OF THE COURSES HAS TO BE AT A LEVEL 2 AND PASS THAT IBC. THEY HAVE BEEN INCREASING. IT USED TO BE TAKE THE ASSESSMENT, PASS IT. WE FLIPPED THE FLAG. NOW THEY'RE SAYING YOU HAVE TO HAVE SO MANY HOURS BEHIND IT, AND SOME OF THOSE HOURS HAVE TO BE AT A CERTAIN LEVEL IN ORDER TO COUNT TOWARDS THAT INDUSTRY BASED CERTIFICATION. >> THANK YOU. I JUST DIDN'T WANT PEOPLE TO THINK WE HAD A REALLY LOW GOAL AND WE HAD 33% LAST YEAR BECAUSE IT'S SO MUCH HARDER THIS YEAR. >> DO I HAVE ANY OTHER QUESTIONS? TRUSTEE ROSS. >> I HAD A QUESTION ABOUT SLIDE 21. THANK YOU. I REALLY APPRECIATE THAT IT SEEMS LIKE YOU TOOK ALL THE THINGS THAT WE NEED TO DO AND ACTUALLY CREATED SPACE NOT ONLY IN A STUDENT SCHEDULE, BUT FOR STAFFING PURPOSES TO GET THOSE THINGS DONE BECAUSE A LOT OF TIMES WHEN WE ALL KNOW THAT WHEN WE KEEP ADDING THE THINGS THAT NEED TO BE DONE, IT JUST GOES ON THE SHOULDERS OF PEOPLE THAT ARE ALREADY DOING OTHER WORK. I DO REALLY APPRECIATE THAT. I HAVE SEEN SIMILAR [INAUDIBLE] TYPE CLASSES IMPLEMENTED IN OTHER DISTRICTS, AND IT HAS GREATLY AFFECTED THE GROWTH OF ELECTIVES. I WAS JUST WONDERING IF THAT'S SOMETHING THAT YOU GUYS ARE GOING TO COLLECT DATA ON AND SEE BECAUSE EVEN IF YOU MOVE TO [01:00:01] THE NINE PERIOD DAY THAT INCREASES THE ELECTIVE CHOICE FOR STUDENTS. WE ARE TAKING AN UNINTENDED CONSEQUENCE OR COULD BE AN UNINTENDED CONSEQUENCE OF TAKING ONE OF THE ELECTIVES AWAY. I WAS JUST WONDERING IF THAT'S SOMETHING YOU GUYS ARE THINKING ABOUT DOING. >> SEVENTH GRADERS, WHAT WE'RE SAYING IS THAT THIS IS GOING TO BE A MANDATORY CLASS FOR THE STUDENTS IN SEVENTH GRADE. THEY'LL STILL HAVE ACCESS IN SIXTH GRADE, THEY'LL STILL HAVE ACCESS IN EIGHTH GRADE. BUT BY GOING TO THE NINE PERIOD DAY, WE'VE INCREASED HOW MANY ELECTIVES THAT YOU CAN TAKE. THAT WAS PART OF OUR PROCESS KNOWING THAT IT STILL IS A WASH. IT STILL ENDS UP EQUAL. YOU DON'T HAVE ACCESS TO LESS BASED ON THE THINGS THAT BOTH OF THE THINGS HAPPENING IN TANDEM. ALSO, AS WE WENT THROUGH AND LOOKED AT THIS, THERE WERE SOME CLASSES THAT WE SUNSETTED IN CTE FOR MIDDLE SCHOOL BASED ON WHAT WAS AVAILABLE BECAUSE THEY WERE NO LONGER MEETING OUR NEEDS, SO IT WAS ALSO A MATTER. WE TOOK A LOOK AT SHERRY AND HER TEAM WITH THE GUIDANCE OF DR. CARLI GONZALEZ AND MR. PORTIO. REALLY LOOKED AT THE FACT THAT, HOW DO WE ALIGN ALL OF THE PROGRAMS OF STUDY, AND THEY ALSO LOOKED TO CREATE A CLASS THAT WAS THE ENTRYWAY INTO A LOT OF THE DIFFERENT PROGRAMS OF STUDY THAT THEY WOULD BE TAKING IN HIGH SCHOOL. I'M TRYING TO THINK THIS WOULD COUNT FOR, I THINK THE BUSINESS STRAND, LIKE A WHOLE LOT OF STRANDS, THIS WOULD COUNT AS THE FIRST COURSE AND SO ABLE TO MAKE SURE THAT THE KIDS ARE TAKEN CARE OF. THEY WERE VERY THOUGHTFUL IN MAKING SURE THAT THIS WAS A VALUE ADD IN A LOT OF DIFFERENT WAYS. >> THEN I HAD ONE OTHER ONE. I GUESS, AGAIN, I APPRECIATE THAT WE'RE SO FAR AHEAD OF THE GAME ABOUT THE COLLEGE CREDIT AND TRYING TO IMPLEMENT ALL OF IT PROBABLY IS LIKE HERDING CATS. TO GET ALL OF THOSE THINGS ALTOGETHER TO HAVE ACC BE ABLE TO TAKE THOSE CREDITS AND TRANSFER THEM, IT'S ALL WONDERFUL. WHAT PERCENTAGE, I GUESS WOULD BE KIDS THAT ARE ALREADY PARTICIPATING IN THIS PATHWAY, THEY JUST DON'T HAVE AN ORGANIZED SYSTEM, AND THEN WHAT PERCENTAGE OF NEW STUDENTS WOULD BE ADDED IN, I GUESS, IF THAT MAKES SENSE. >> IN LOOKING AT AND STARTING THIS, NUMBER 1, IN SOME OTHER DISTRICTS, IT'S A MATTER OF YOU HAVE TO BE CHOSEN. IT'S NOT ACCESSIBLE TO EVERYONE, AND SO IT'S LIMITED. FOR US, SPECIFICALLY, THERE'S NO LIMIT. ANY AND EVERYONE CAN TAKE PART OF THIS. AS PART OF THE PROCESS AS FOUR YEAR PLANNING, WHAT WE WILL BE DOING IN THE 8-9TH GRADE TRANSITION, THERE'S A SURVEY THAT WE WILL ASK OUR STUDENTS TO TAKE. ON THE SURVEY, ONE OF THE FIRST QUESTIONS WE'LL SIMPLY SAY, WHAT TYPE OF PLAN DO YOU WANT? HOW DO YOU WANT TO LOOK AT YOUR ADVANCED CLASSES? DO YOU WANT TO TAKE THE 30 CREDIT HOURS TO 42? DO YOU WANT AN ASSOCIATES OR DO YOU WANT TO ACHIEVE WITHIN A DIFFERENT NUMBER OF ADVANCED CLASSES? WE WANT TO START CHANGING THE MINDSET AS FAR AS NOT THAT ADVANCED COURSE WORK, NOT THAT WHETHER OR NOT YOU WILL TAKE IT, YES, YOU WILL TAKE IT, BUT THE CONVERSATION IS HOW MANY YOU WANT TO TAKE RIGHT NOW VERSUS I DON'T WANT TO TAKE ANY AT ALL. THAT'S OUR WAY OF STARTING TO CHANGE THE MINDSET AS FAR AS TO HAVE PEOPLE UNDERSTAND. IF YOU'RE REALLY WANTING TO JUMP INTO SOMETHING AND LEVEL UP YOUR LIFE AND MAKE SURE EVERYTHING'S OKAY, THIS HAS TO BE A PART OF HOW WE DO BUSINESS. IT CAN NO LONGER BE ONLY FOR A SET NUMBER OF STUDENTS. WE HAVE TO INCREASE ACCESS FOR ALL STUDENTS AND MAKE SURE EVERYONE UNDERSTANDS, THIS IS SOMETHING THAT EVERYONE NEEDS TO DO. NOW, HAVING SAID THAT, WE ALSO UNDERSTAND THAT THERE'S WORK WE HAVE TO DO. NUMBER 1, WE NEED TO MAKE SURE THAT OUR CLASSES ARE WELCOMING FOR STUDENTS WHO HAVE NEVER DONE THIS BEFORE. ALONG WITH THIS WORK, IF YOU REMEMBER, WE HAD DONE A PILOT WITH TWO OF OUR MIDDLE SCHOOLS HERNANDEZ AND CHISHOLM, WHERE WE LOOKED AT WHAT WOULD THE WORK LOOK LIKE? WITHIN THAT PROCESS, ONE OF THE THINGS THAT WE LOOKED AT IS THAT STUDENTS WHO OFTENTIMES DON'T WANT TO TAKE THESE COURSES, WHAT HELPS THEM TO CROSS THAT BRIDGE IS HAVING AN ADULT WHO THEY TRUST WITHIN THE SPACE, AND SO HAVING THEM NAME THAT ADULT AND HAVING THAT ADULT COME ALONGSIDE THEM IN ORDER TO MAKE SURE THAT THEY'RE ABLE TO DO THAT, OR THINKING ABOUT SCHEDULING DIFFERENTLY. [01:05:03] IF YOU'RE FEELING NOT A SENSE OF BELONGING, MAYBE THEN WE DO BUDDY SIGNUPS, IF THAT MAKES SENSE, SO THAT YOU'RE GOING TO THE SPACE WITH SOMEONE ELSE AND YOU CAN SHARE THAT EXPERIENCE WITH SOMEONE. WE DO REALIZE IT'S NOT A MATTER OF JUST THE FOUR-YEAR PLAN, BUT FOR CERTAIN POPULATIONS, WE WILL HAVE TO DO IT DIFFERENTLY SO THAT YOU FEEL COMFORTABLE IN THE SPACE. WE CAN'T JUST ASK YOU TO GO INTO THE SPACE. WE HAVE TO CHANGE CERTAIN THINGS, EVEN TALKING TO THE PRINCIPALS AND LOOKING AT THE CRITERIA FOR HOW YOU CHOOSE AN ADVANCED TEACHER. WHAT TEACHER HAS HIGH EQ, AN EMOTIONAL QUOTIENT? AS FAR AS THAT CAN REALLY SENSE, IT'S NOT JUST ABOUT, I HAVE GREAT KNOWLEDGE. I HAVE THE SENSE OF I CAN KNOW HOW TO CREATE A CLASSROOM SPACE THAT PEOPLE CAN GO IN AND WANT TO CHALLENGE THEMSELVES. WE DO UNDERSTAND THERE ARE A LOT OF PARALLEL SYSTEMS THAT WE WILL HAVE TO CHANGE AND DIFFERENT DISCUSSIONS THAT WE WILL HAVE TO HAVE BECAUSE THERE ARE SOME THAT STILL BELIEVES THAT THIS IS FOR A CERTAIN TYPE OF STUDENT. WHAT WE'RE SAYING IS WE HAVE TO CHANGE THE MINDSET KNOW, BASED ON WHAT THE WORLD WILL ASK OF OUR STUDENTS, AND EVEN FOR PARENTS SOMETIMES, THIS IS SOMETHING THAT ALL KIDS NEED TO DO, BUT AS A SCHOOL DISTRICT, WE NEED TO STRUCTURE IT SO IT'S SAFE FOR THEM TO TAKE THIS CHANCE. >> LET ME JUST ADD TO WHAT NALLY IS SAYING. I'LL GIVE YOU AN EXAMPLE. WITH ADVANCED MATH PATHWAYS, NALLY STARTED AT 20 POINT YEARS AGO, AND THEN WE DECIDED A COUPLE OF YEARS AGO TO GO DISTRICT WIDE. AS A FLASH YEAR, MORE THAN ABOUT 55% OF OUR EIGHTH GRADERS ACTUALLY TOOK ALGEBRA IN EIGHTH GRADE. MORE THAN HALF OF OUR STUDENTS TOOK THAT HIGH SCHOOL ALGEBRA, WHICH IS A HIGH SCHOOL, AS YOU KNOW, FRESHMAN COURSE IN EIGHTH GRADE. WE ALSO STARTED THE SCIENCE ADVANCED PATHWAYS WITH THE IDEA, THE CURRENT SEVEN GRADERS WHO ARE PART OF THAT TO TAKE PHYSICS NEXT YEAR. AS OF RIGHT NOW, WE HAVE ABOUT 60% OF OUR STUDENTS WHO ARE ACTUALLY SITTING ON ADVANCED SCIENCE PATHWAY AND THEY'RE SLATED TO TAKE PHYSICS IN EIGHTH GRADE NEXT YEAR. THAT'S BECAUSE TO WHAT NALLY WAS SAYING, HOW CAN WE REMOVE THE BARRIER AND MAKE IT REALLY AVAILABLE? NOW, PARENTS ARE ALWAYS GOING TO HAVE THE FINAL SAY. IF A PARENT COMES AND SAY, I DON'T WANT MY KID IN THE ADVANCED PATHWAY, OF COURSE, WE'RE GOING TO DO IT. BUT THE DISTRICT OR AS A STAFF MEMBER, SO WE'RE NOT GOING TO BE THE BARRIER, I GUESS, FROM NOW HAVING A STUDENT WHO WANTED TO BE A PART OF THIS ADVANCED PROGRAM. WHEN WE START ALSO WORKING, WE START WORKING LAST COUPLE OF YEARS WITH ACC, HOW CAN WE ALLOW OUR STUDENTS IN OUR COMPREHENSIVE HIGH SCHOOL TO EARN POTENTIALLY AN ASSOCIATE DEGREE. WE ALSO UNDERSTOOD, I UNDERSTOOD THAT A LOT OF OUR FAMILIES WANT THEIR STUDENTS TO TAKE AP COURSES RATHER THAN DO A CREDIT COURSES, OR SOME OF THEM WANT TO BE TAKING UT ONRAMPS VERSUS OTHER STUFF. WITH THAT IN MIND, THAT'S HOW WE STARTED THE CONVERSATION WITH AUSTIN COMMUNITY COLLEGE. WHEN YOU ASKED, HOW ARE WE DOING THIS VERSUS MAYBE OTHER SCHOOL DISTRICT, OUR APPROACH IS COMPLETELY DIFFERENT BECAUSE I TOLD THE CHANCELLOR AT THAT TIME, YEARS AGO, WHEN DR. RHODES STILL THERE, I SAID, "WE CANNOT TAKE THE CHOICES AWAY FROM OUR STUDENTS AND FROM OUR FAMILIES BECAUSE SOMETIMES THEY WANT TO HAVE THESE CHOICES AND WE WANT TO HONOR THAT." THAT'S WHY THEY SAID, WE UNDERSTAND YOU CAN HAVE A COMBINATION OF THE IB PROGRAMS IF THEY WANT TO DO THAT OR AP OR COMBINATION OF THAT, BUT WE NEED AT LEAST 15 COLLEGE HOURS TO BE PART OF AUSTIN COMMUNITY COLLEGE. I THINK THAT WAS SOMETHING EASIER FOR US TO EXPLAIN TO OUR PARENTS AND MANY OF THEM, WE RUN NUMBERS. ERICA AND RHODES AND THAT, WE LOOK AT NUMBERS. WE HAVE A LOT OF OUR STUDENTS WHO GRADUATE FROM OUR DISTRICT. FEW COLLEGE HOURS AWAY FROM AN ASSOCIATE DEGREE. REALLY, MAYBE A SEMESTER OR TWO AWAY FROM EARNING AN ASSOCIATE DEGREE, SOMETIMES EVEN LESS THAN A SEMESTER. WE WANT TO MAKE SURE THAT WE'RE PROVIDING THIS OPPORTUNITY FOR THE KIDS AND THEIR FAMILIES WHO WANT TO HAVE THAT DONE WHILE THEY ARE WITH US. I TELL PEOPLE, THINK ABOUT IT. IT'S NOT SAVING OUR PARENTS TWO YEARS WORTH OF COLLEGE LIKE THE TUITION, BUT NOW YOUR SON OR DAUGHTER IS GOING TO GRADUATE AT 20 INSTEAD OF 22. THEY'RE GOING TO START THEIR CAREER AT 20 VERSUS THEIR PEERS ARE STARTING AT 22. THAT'S TWO YEARS WORTH OF SALARIES, WHETHER IT'S PUTTING TOWARD THEIR RETIREMENT, INVESTING, WHATEVER THAT MIGHT BE, TWO YEARS AHEAD OF THEIR PEERS. THAT'S REALLY WHAT WE WANT. WE WANT OUR STUDENTS WHO WANT TO DO THIS AND THEIR FAMILIES TO BE ABLE TO DO THIS WHILE THEY'RE WITH US IN ROUND ROCK ISD. I HOPE THAT ANSWER YOUR QUESTION. >> YES. ACTUALLY, I HAD FOLLOW-UPS, [01:10:02] BUT YOU ANSWERED THAT WHOLE COLLEGE THING BECAUSE IT IS EXTREMELY STRESSFUL TO LOOK AT 60 CREDIT HOURS FOR STUDENTS COMING FROM TEACHING AT WESTWOOD, WHERE THIS WAS A NORM FOR A LOT OF THE STUDENTS THAT I TAUGHT. THE STRESS LEVEL WAS A SIGNIFICANT ISSUE THERE. THE FACT THAT YOU GUYS ARE STEPPING AND RECOGNIZING THAT AS WE ALSO ASK MORE, I THINK THAT'S WONDERFUL. I STILL AM CONCERNED BECAUSE I DON'T THINK IT IS QUITE A WASH WHEN WE WERE TOLD THAT MOVING TO A NINE-PERIOD DAY WAS GOING TO INCREASE CHOICE, AND NOW WE ARE DECREASING CHOICE ON THAT. >> I THINK IT'S GOING TO INCREASE CHOICES IN SEVENTH GRADE. BY THE WAY, THIS IS A HIGH SCHOOL CREDIT, RIGHT? >> RIGHT. >> REALLY IT'S NOT A MIDDLE SCHOOL COURSE. IT'S NOT THE SAME. OBVIOUSLY, ALGEBRA IS A REQUIRED COURSE, BUT IT'S TAKING ALGEBRA 1 AND HAVE THAT HIGH SCHOOL CREDIT IN YOUR POCKET BEFORE GETTING TO HIGH SCHOOL. THIS WILL BE ANOTHER OPPORTUNITY FOR OUR STUDENTS TO EARN ANOTHER HIGH SCHOOL CREDIT. BECAUSE WE NOTICE, AND AGAIN, NOT EVERY STUDENT, NOT EVERY FAMILY CAN REALLY SIT DOWN AND TALK TO THEIR KIDS ABOUT, HEY, YOU CAN BE THIS OR YOU CAN DO THAT. LET ME EXPLAIN TO YOU WHAT DO YOU NEED TO DO TO GET THERE OR THE BENEFIT OF HAVING THIS CAREER OR THAT CAREER OR WHATEVER. THEN ALSO, AS YOU KNOW, I WAS A MIDDLE SCHOOL TEACHER. A LOT OF MIDDLE SCHOOL KIDS, THEY MAY GO BACK AND FORTH, AND SOMETIMES IF WE DON'T HAVE AN OPPORTUNITY TO ACTUALLY INVESTIGATE AND EXPLORE THEIR INTERESTS AND EXPLORE THE CAREERS OPTIONS FOR THEM, THEY MAY NOT BE ABLE TO MAKE DECISIONS, EVEN MAYBE NEVER MAKE A DECISION. THIS IS TEMPORARY TO HELP A LOT OF OUR STUDENTS ACTUALLY REALLY DIG DEEPER AND REALLY TRYING TO UNDERSTAND THEIR INTERESTS, UNDERSTAND ALSO ABOUT DIFFERENT CAREERS AND CHOICES. THAT WAY, THEY CAN BE BETTER EQUIPPED, I GUESS, TO MAKE THIS DECISION AS FAR AS WHAT THEY WANT TO PURSUE IN HIGH SCHOOL AND BEYOND. THAT'S PRETTY MUCH IT. >> I BELIEVE YOU'RE AT TIME. BUT YOU CAN ALWAYS SEND FOLLOW-UP QUESTIONS. ANYONE ELSE? TRUSTEE LANDRUM. >> I HAVE, I THINK, TWO QUESTIONS. HELP ME UNDERSTAND THE DICHOTOMY BETWEEN INCREASED FOCUS ON CLASSES THAT ARE GOING TO EARN YOU COLLEGE CREDIT, AND ALSO OUR EMPHASIS ON CTE FOR THE KIDDOS THAT SAY THEY WANT TO BE AN AUTOMOTIVE REPAIR MAN WHEN THEY GRADUATE, OR THEY WANT TO BE A PLUMBER, OR THEY WANT TO GO INTO THE TRADES. HOW DO THOSE THINGS WALK TOGETHER IN THIS SYSTEM? >> ONCE UPON A TIME, I WAS A AIR CONDITIONING AND REFRIGERATION MECHANIC. THROUGH THE MILITARY IS WHERE I ACQUIRED THAT TRADE. MY DAD HAD FOUR DAUGHTERS. WE WERE ALL VERY HANDY. HE GAVE UP NO BOYS, SO HE FIGURED HE'D TEACH US. WHEN I WENT TO THE MILITARY, EVEN THOUGH I KNEW I WANTED TO BE A TEACHER, THAT'S WHAT I DID. I THINK THERE IS THIS SENSE THAT PEOPLE THINK THAT THOSE TRADES ARE SIMPLER AND EASIER, AND THEY'RE REALLY NOT. THE THINGS THAT YOU ACQUIRE THROUGH GOING THROUGH ADVANCED COURSE WORK IS NECESSARY IN ORDER TO BE ABLE TO ACCESS SOME OF THOSE JOBS AND DO WELL. IT IS VERY DIFFICULT. THERE ARE A LOT OF PEOPLE WHO FAILED OUT OF THAT TRAINING AND WE'RE NOT ABLE TO GO ON BECAUSE OF THEIR APTITUDE. BEING ABLE TO ACCESS THOSE THINGS, KNOW HOW TO DO IT, IT'S PARTLY SKILL, BUT IT'S ALSO A TRAINING OF MIND AS FAR AS UNDERSTANDING, HOW TO THINK AT THE DIFFERENT LEVEL, PROBLEM SOLVE, BECAUSE EVERYTHING IS NOT ALWAYS A+B = C WHEN YOU'RE WORKING ON A PIECE OF EQUIPMENT. THAT'S WHY I SAID AT THE VERY BEGINNING, THIS IDEA THAT CTE IS OPPOSITE OF CAREER AND OPPOSITE OF COLLEGE, THEY'RE ALL THE SAME THING. ALSO, IF I WANT TO BE A PLUMBER OR AN ELECTRICIAN OR HVAC REPAIR, I STILL DO HAVE TO GO TO COLLEGE AND EARN COLLEGE CREDIT. IF I WANT TO BE MAYBE SOMEONE SUPERVISOR AND DO SOMETHING ELSE, DR. AZAIEZ TALKED ABOUT STACKABLE CREDIT. THEN I STILL HAVE TO TAKE THOSE COURSES IN ENGLISH AND SCIENCE AND OTHER THINGS. FOR US, IT'S A MATTER OF, I DON'T KNOW WHAT OUR STUDENTS CAN BECOME, BUT WE WANT TO MAKE SURE I AM NOT LIMITING YOU. FOR ME, IT'S A MATTER OF, HOW CAN WE PROVIDE A GOOD ENOUGH FOUNDATION SO THAT YOU CAN DO WHATEVER YOU WANT. [01:15:05] YOU MAY NOT DECIDE TO DO IT ALL AT ONCE, JUST LIKE I DID. I DID AIR CONDITIONING, THEN I FINISHED UP AN ASSOCIATE'S DEGREE, THEN I GOT A BACHELOR'S DEGREE, THEN I GOT A MASTER'S DEGREE, A GREAT EXAMPLE OF STACKABLE, THEN A DOCTORATE. OUR KIDS MIGHT DO THAT, BUT I HAD A GREAT FOUNDATION THAT I COULD TAKE ADVANTAGE OF EVERYTHING. IT'S GOING TO BE THE SAME THING WITH OUR KIDS. IT MAY NOT BE ONE LIFE THAT THEY LIVE OR ONE TYPE OF DEGREE OR ONE TYPE OF EXPERIENCE. OUR JOB IS TO MAKE SURE YOU CAN ACCESS EVERYTHING, BUT IT'S NOT NECESSARILY AN EASY THING TO TRAIN ON AND TO UNDERSTAND. SOME OF THOSE THINGS ARE QUITE COMPLEX. THEN ALSO WITH THE WAY TECHNOLOGY IS ADVANCING, IT'S GETTING HARDER AND HARDER WITHIN THOSE JOBS. IT'S NOT SIMPLE AND AS MANUAL AS IT WAS PREVIOUSLY WHEN WE WERE A LOT YOUNGER OR WHEN MY DAD DID SOME OF THOSE TRADES. FOR US, IT'S A MATTER OF THESE COURSES ARE ABOUT A HABIT OF MIND, A HABIT OF THINKING, STRUCTURE, DISCIPLINE, AND FOR ME, IT'S VERY IMPORTANT THAT KIDS UNDERSTAND THAT, PARENTS UNDERSTAND THAT, BUT THEY ALSO UNDERSTAND THAT I'M GIVING AN OPPORTUNITY. IF I SHOULD CHANGE MY MIND AS FAR AS WHATEVER I HAVE TO DO, I ALREADY HAVE THE SKILLSET TO BE ABLE TO EXPAND MY REPERTOIRE AS NEEDED. >> WONDERFUL. THANK YOU. MY PIGGYBACK ON THIS IS, I LOVE HOW WE ARE TRYING TO EXPOSE A WHOLE NEW SET OF STUDENTS FOR THIS WORLD OF ADVANCED COURSEWORK. THAT HASN'T ALWAYS BEEN THE CASE, OBVIOUSLY. ALONG WITH THAT, YOU'RE NOW EXPOSING THIS TO INDIVIDUALS TO THINK THAT COLLEGE IS NOW A POSSIBILITY FOR THEM BECAUSE THEY'VE TAKEN QUALITY COURSEWORK IN HIGH SCHOOL. BUT COLLEGE COMES ALONG WITH A HUGE FINANCIAL COST AS WELL TO COMPLETE WHATEVER THEY DON'T IN HIGH SCHOOL OR IF THEY WANT TO GO ON AND GET THEIR BACHELORS. DO WE HAVE AN INCREASED SUPPORT SYSTEM FOR THAT SET OF CHILDREN WHO MAY BE ECONOMICALLY DISADVANTAGED AND DON'T HAVE FINANCIAL RESOURCES TO MAKE COLLEGE A REALIZED DREAM? DO WE HAVE, MAYBE I'M NOT FORMING MY QUESTION CORRECTLY, BUT HOW ARE WE SETTING THAT GROUP OF KIDS WHO HAVE ALWAYS THOUGHT OF COLLEGE AS SOMETHING WAY TOO EXPENSIVE THAT OUR FAMILY CAN'T AFFORD AND MAYBE I'M SAYING THAT RIGHT OR WRONG, I'M NOT SURE. >> AS FAR AS ASSOCIATE DEGREE, ANYTHING THEY EARN WITH US, THE ASSOCIATE DEGREE IS FREE, BUT REMEMBER ACC, I THINK THEY OFFER 45 BACHELOR'S DEGREE AND THEY STARTED THAT TUITION, IT'S FREE FOR OUR STUDENTS. IF I'M A STUDENT ON ROUND ROCK ISD, YOU GRADUATE FROM ROUND ROCK ISD, WITH ASSOCIATE OR WITHOUT AN ASSOCIATE DEGREE, I CAN ACTUALLY ENROLL RIGHT THE WAY IN ACC RIGHT HERE, ROUND ROCK, THEIR CAMPUS HERE OR ANY OF THEIR CAMPUSES, AND IT'S FREE, AS LONG AS I LIVE WITHIN THE ROUND ROCK ISD, I GUESS, BORDER. IT'S FREE FOR THEM. >> IT'S FOUR YEARS. IT'S A WHOLE BACHELOR'S DEGREE FOR FREE. THEY CAN CONTINUE. I THINK ONE OF THEM IS NURSING PROGRAM. I THINK IS NURSING, I COULD BE WRONG. I DON'T REMEMBER ALL FOUR OR FIVE OF THEM. NURSING? IT'S ONE OF THEM. OUR STUDENTS, LET'S SAY, A GOOD EXAMPLE, P-TECH AT CEDAR RIDGE, THEY'RE GOING TO EARN AN ASSOCIATE DEGREE WITH US UP TO LEVEL 2 LV AND CERTIFICATION. IF THEY DECIDE, YOU KNOW WHAT? I WANT TO ALSO FINISH MY BACHELOR'S DEGREE IN NURSING, THEY JUST TRANSFER TO ACC AND FINISH, GET THEIR BACHELOR'S DEGREE WITH ACC0. I THINK THEY JUST HAVE TO PAY FOR MAYBE TEXTBOOKS. THAT'S ABOUT IT. EVERYTHING ELSE IS FREE. I KNOW ALSO WE TALK WITH TEXAS STATE A LOT AND THEY'RE TRYING TO EXPAND THEIR PROGRAMS THAT THEY'RE OFFERING HERE. THAT'S NOT FREE, BUT THEY DEVELOP A PROGRAM. THERE'S A TRANSITION. I DON'T KNOW WHAT THEY CALL IT. AGAIN, I FORGOT THE NAME. >> FAST. >> FAST. THANK YOU. HERE WE GO. I SHOULD REMEMBER THAT. BUT ANYWAY, ACTUALLY THEIR TUITION IS VERY, I THINK THEY HAVE SOME FINANCIAL ASSISTANCE OR SOMETHING. I DON'T THINK IT'S FREE, BUT IT'S VERY AFFORDABLE, I GUESS. >> I KNOW THERE'S A LOT OF OPTIONS OUT THERE. I JUST WANTED TO MAKE SURE THAT THAT EDUCATION PROCESS IS HAPPENING AS WELL. WE'RE SPENDING SO MUCH TIME IN SEVENTH GRADE TO SET THEM UP FOR THEIR FOUR YEAR PLAN AND THEN AS THEY'RE GETTING CLOSE TO LEAVING US, HAVING A GOOD EDUCATION ABOUT THE FAFSA. THAT'S A WHOLE ANOTHER BEAST IN ITSELF. JUST EDUCATING FAMILIES THAT MAY NOT UNDERSTAND THE NEXT STEPS TO CONTINUE THEIR EDUCATION AFTER THEY COMPLETE WITH US. >> THAT WILL ALSO BE A PART OF THIS CLASS AS WELL. [01:20:05] >> ARE THERE ANY OTHER QUESTIONS? TRUSTEE WAY. >> I JUST HAVE ONE QUESTION. I THINK YOU MENTIONED THE SEMICONDUCTOR PROGRAM. JUST CURIOUS, IS IT VARIABLE OR WHAT'S THE TIMELINE FOR? >> THANK YOU FOR THAT QUESTION. I CAN TELL I'M VERY EXCITED ABOUT THE PROGRAM. THE SEMICONDUCTOR PROGRAM WILL BE IN COLLABORATION WITH AUSTIN COMMUNITY COLLEGE AND WE ALSO LOOKING AT FOR A PARTNER. WE HAD CONVERSATION WITH SAMSUNG ALREADY. WE DON'T KNOW IF THAT'S GOING TO BE THE PARTNER, BUT WE'RE HOPING IT'S SAMSUNG BECAUSE THEY'RE DOWN THE STREET IF OUR STUDENTS DECIDE TO AFTER THEY FINISH THEIR WORK, THEIR STUDIES WITH US, THEY CAN JUST GO AND WORK FOR SAMSUNG WITHOUT REALLY RELOCATING, I GUESS. BUT ACC IS TRYING TO GET FUNDING FOR THE LAB. FOR US, OUR JOB IS JUST TO MAKE SURE WE GET THE, I GUESS THE INFRASTRUCTURE, THE BUILDING, PART OF THAT BUILDING TO BE CONVERTED TO A SPACE THAT COULD BE USED FOR THE SEMICONDUCTOR LAB. BUT THEIR EQUIPMENT, I THINK IS WORTH $350,000 OR SO. THEY TOLD US, THEY PROMISED US THAT ONCE THEY GET THE FUNDING, THEY WILL BE PARTNERING WITH US AND THEY ACTUALLY WILL BE PAYING OR PROVIDING THE EQUIPMENT. THEN THE STRUCTURE AND EVERYTHING ELSE WILL BE ALSO IN PARTNERSHIP WITH THEM. BECAUSE I DON'T KNOW IF YOU KNOW THEY STARTED A SEMICONDUCTOR PROGRAM RIGHT HERE AT ACC ROUND ROCK CAMPUS AND ALSO THEIR PARTNER, I THINK BECAUSE OF SAMSUNG, I GUESS. WE'LL BE DUPLICATION OF THAT PROGRAM. I THINK MY UNDERSTANDING WILL BE THE FIRST SCHOOL DISTRICT WHO WILL HAVE SUCH A PROGRAM WITHIN THEIR DISTRICT. WE ARE SUPER EXCITED ABOUT THAT. AGAIN, WE'RE HOPING FOR THE 27, 28 SCHOOL YEAR, THAT'S WHAT WE'RE AIMING FOR. >> THANK YOU. >> ANY MORE QUESTIONS? THANK YOU. I JUST WANT TO SAY THAT I APPRECIATE OUR AWARENESS OF WHAT OUR PARTNERS IN HIGHER EDUCATION OFFER AND THE THOUGHTFULNESS AND THE CONTINUITY OF PROGRAMMING FOR OUR STUDENTS. I THINK THIS IS EXCEPTIONAL AND OUR STUDENTS ARE REALLY GOING TO BENEFIT. MOVING ON TO SUPERINTENDENT CONSTRAINTS. I DON'T KNOW WHO'S TAKING THAT ON. >> IT'S THE SAME [INAUDIBLE]. >> DR. NICHOLS. >> THIS IS A LISTING OF THE SUPERINTENDENT CONSTRAINTS. FOR EACH OF THESE DIFFERENT CONSTRAINTS, CONSTRAINT NUMBER 1 SPEAKS TO SPECIAL EDUCATION, AND A 504, CONSTRAINT NUMBER 2, CAMPUS AVAILABILITY RATINGS, AND CONSTRAINT NUMBER 3 STUDENT LEARNING EXPERIENCES. EACH OF THOSE CONSTRAINTS, CONSTRAINT 1 HAS TWO CPM, TWO PROGRESS MEASURES, CONSTRAINT 2 HAS ONE PROGRESS MEASURE, AND CONSTRAINT 3 HAS TWO PROGRESS MEASURES. THE WAY IT IS SET UP, THE BOARD HAS SET A GOAL FOR EACH OF THOSE NUMERICAL GOAL AND THEN AFTERWARDS, WE LOOK AT WHETHER OR NOT WE'VE MET THAT GOAL OR NOT. THIS IS JUST A HIGH LEVEL OVERVIEW. WE DID NOT MEET THE GOAL FOR THE SPECIAL EDUCATION OR FOR THE CAMPUS ACCOUNTABILITY READINGS. WITHIN SPECIAL EDUCATION, IT'S BROKEN DOWN IN SAYING SPECIFICALLY A GOAL FOR MATH AND A GOAL FOR READING, WHERE IT'S ASKING THAT OUR SPECIAL EDUCATION IN STAR ALT ARE ABLE TO ACHIEVE GROWTH AT A CERTAIN PERCENTAGE, 75% IN FOR 2026 AND THEN I THINK BY 69% BY 2026 IN MATH, THE OTHER ONE WAS IN READING. WERE AT 59% AND 65% RESPECTIVELY. THAT'S WHY WHEN IT SAYS MET, YES OR NO, THAT IT IS A NO FOR CONSTRAINT NUMBER 1. CONSTRAINT NUMBER 2, THE SUPERINTENDENT SHALL NOT ALLOW A CAMPUS TO BE RATED A D OR F FOR TWO CONSECUTIVE YEARS. UNFORTUNATELY, WE DID HAVE THAT EXPERIENCE. THAT WAS, OF COURSE, A 0%. WE DID NOT MEET THAT CONSTRAINT. LASTLY, FOR STUDENT LEARNING EXPERIENCES, THE SUPERINTENDENT SHALL NOT ALLOW STUDENTS TO NOT HAVE ACCESS TO FINANCIAL LITERACY, CIVICS, AND OTHER REAL WORLD LIVING EXPERIENCES ANNUALLY. I PROMISE YOU FOR THE PEOPLE WHO ARE LISTENING TO THAT AND SAID, WHY IN THE WORLD WOULD YOU HAVE TWO NEGATIVES IN A SENTENCE? [LAUGHTER] IT HURTS MY ENGLISH TEACHER HEART TO EVEN READ IT OUT LOUD. I HAD TO STUTTER THERE FOR A SECOND. BUT KNOW THAT THIS IS HOW THE BOARD IS ASKED TO WRITE THESE CONSTRAINTS. I PROMISE YOU, WE DO KNOW BETTER, BUT THIS IS WHAT IS ASKED OF US IN WRITING AND THESE CONSTRAINTS. YES SIR. >> JUST WANT TO ADD FOR NUMBER 2, WE'RE NOT GOING TO NAME THE CAMPUS, BUT WE ACTUALLY HAVE TWO CAMPUSES WHO SCORE A D TWO YEARS IN A ROW. [01:25:09] END OF THE DAY, IT'S ALL ABOUT STUDENTS BECAUSE WE GET A D BECAUSE OBVIOUSLY SOME OF OUR STUDENTS ARE NOT PERFORMING WHERE THEIR STUDENT OUTCOME IS NOT WHERE IT'S SUPPOSED TO BE. I KNOW OUR PRINCIPALS, OUR TEACHERS THERE ARE WORKING EXTREMELY HARD TO MAKE SURE THAT STUDENTS DO BETTER. THE HOPE IS, WELL, NEXT YEAR, WE DO THIS, WE'RE GOING TO HAVE A YES NEXT TO THAT NUMBER 2. REMEMBER ALSO ONE OF THE REASON IS THAT MESS THINGS UP FOR US IS TA I DID NOT RELEASE, THEY RELEASE ACTUALLY THREE YEARS WORTH OF ACCOUNTABILITY ALL AT ONCE. WE DIDN'T HAVE LAST YEAR ACCOUNTABILITY. LATE, REMEMBER AND THEN THE TWO YEARS WE DIDN'T RELEASE THEM BECAUSE THAT LAWSUIT. WE LIKE, ALL THIS DATA WAS DUMPED ON US ALL AT ONCE. HONESTLY, I CAME TO A SURPRISE. AGAIN, I KNOW OUR STAFF, OUR PRINCIPALS, EVERYONE WHO IS REALLY WORKING ON OUR TEAM IS WORKING REALLY HARD. OUR AREA SUP IS SUPPORTING THEIR WORK, ALSO TEACHING AND LEARNING. THAT WAY, AGAIN, WE TURN THOSE NUMBERS, I GUESS. >> AS DR. AZAIEZ HAS SAID, THAT WAS ONLY ONE SLIDE, BUT I DO WELCOME ANY QUESTIONS, IF ANYONE HAS ANY CLARIFYING QUESTIONS OR COMMENTS. >> THANK YOU. FOR THOSE WHO ARE SEEING CONSTRAINTS FOR THE FIRST TIME, OUR LONE STAR GOVERNANCE MODEL DOES ASK US TO FRAME CONSTRAINTS WITH THIS NEGATIVE FRAMING. IT IS A LITTLE ODD AND I HATE HAVING TO WRITE THEM THAT WAY, BUT THAT'S PART OF OUR REQUIREMENT UNDER LONE STAR GOVERNANCE. DO I HAVE ANY QUESTIONS? THANK YOU VERY MUCH. >> ON BEHALF OF TEACHING, LEARNING, SCHOOLS AND INNOVATION, THANK YOU FOR YOUR TIME. >> THANK YOU. WE ARE GOING TO MOVE ON TO AGENDA ITEM F2, ROUND ROCK POLICE DEPARTMENT FIRST OFFENDER PROGRAM AND I'LL TURN IT OVER TO DR. AZAIEZ. >> PRESIDENT MARKUM, THANK YOU AGAIN. I THINK CHIEF WILL BE JOINING US TO TALK ABOUT PROGRAM. CHIEF CORRECT ME IF I' WRONG. ARE WE ONE OF THE TWO SCHOOL DISTRICT IN CENTRAL TEXAS OR? I DON'T KNOW. YOU'LL TALK. I DON'T WANT TO SEAL YOUR THUNDER HERE. BUT THIS IS THE FIRST OFFENDER PROGRAM PROPOSAL THAT WE WANT TO SHARE WITH OUR BOARD ON COMMUNITY. >> GOOD EVENING. RYAN URRUTIA, I'M THE CHIEF POLICE FOR THE ROUND ROCK INDEPENDENT SCHOOL DISTRICT. TODAY WE ARE GIVING A BOARD UPDATE ON THE FIRST OFFENDER PROGRAM, WHICH WE HAVE ENTERED INTO AGREEMENT WITH THE JUVENILE JUSTICE CENTER WITH WILLIAMSON COUNTY. THIS IS REALLY AN EXCITING PROGRAM BECAUSE IT'S GOING TO OFFER OUR STUDENTS A WAY TO RECOVER FROM MISTAKES THEY HAVE MADE FOR POSSESSION OF THC SUBSTANCES ON OUR CAMPUSES. RIGHT NOW THAT LEVEL OF OFFENSE IS A FELONY AND WE DON'T WANT THAT FOLLOWING OUR STUDENTS WHEN THEY GRADUATE FROM OUR CAMPUSES. THE WILLIAMSON COUNTY JUVENILE JUSTICE BOARD HAS ALSO ALLOWED US TO INCLUDE 17 AND 18 YEAR OLDS IN THIS PROGRAM, AS LONG AS THEY HAVE PARENT INVOLVEMENT. THAT'S ALSO VERY IMPORTANT FOR US BECAUSE THEY'RE HELD TO ADULT CRIMINAL JUSTICE SYSTEM AND WE DON'T WANT THEM FOLLOWING INTO THAT. THE MODEL IS BUILT OFF, CAN YOU GO TO THE NEXT SLIDE PLEASE? THE P.I.E MODEL, PREVENTION, INTERVENTION AND ENFORCEMENT. NEXT PAGE PLEASE. IF YOU READ, THIS IS JUST REALLY THE AUTHORITY WE DRAW TO ENTER THESE PROGRAMS WITH ANY JUVENILE JUSTICE BOARD AROUND THE STATE OF TEXAS. WE ARE THE SECOND CENTRAL TEXAS SCHOOL DISTRICT TO ENTER INTO THIS PROGRAM, THE OTHER ONE IS OUR NEIGHBORING DISTRICT OF HUTTO, BUT WE ARE THE LARGEST SCHOOL DISTRICT TO BE INVOLVED IN THIS. WE'VE JUST ENTERED INTO THE AGREEMENT IN DECEMBER. WE'VE BEEN WORKING VERY TIRELESSLY WITH THE JUVENILE JUSTICE BOARD TO MAKE SURE WE BUILT A MODEL THAT WORKED FOR THE POLICE DEPARTMENT, OUR STUDENTS, AND OUR COMMUNITY AS A WHOLE. CAN YOU GIVE ME A CUP MORE TILL WE GET TO THE FIRST OFFENDER OR GOALS AND OBJECTION. DO I HAVE THE CLICKER? THANK YOU. I MISSED THE CLICKER. THE GOALS AND OBJECTIVES OF THE PROGRAM, OF COURSE, REDUCE RE-OFFENDING RECIDIVISM, STRENGTHEN SCHOOL AND FAMILY POLICE PARTNERSHIPS, AND BUILD CONTRIBUTING MEMBERS OF OUR COMMUNITY. THIS IS REALLY, WHAT HAPPENS IS, IF A STUDENT IS FOUND ON OUR CAMPUS IN POSSESSION OF A THC, VPN, OR ANY TYPE OF THC PRODUCT RATHER THAN PRESENTING THIS CASE TO THE JUVENILE JUSTICE COMMITTEE AND PROCESSING THEM THROUGH THE JUVENILE JUSTICE CENTER, WE GIVE THEM THE OPPORTUNITY TO PARTICIPATE VOLUNTARILY IN THIS PROGRAM WITH THEIR PARENTS. THEY ATTEND A CLASS THAT IS OFFERED THROUGH THE JUVENILE JUSTICE CENTER. THEY ARE NEVER BOOKED INTO THE JUVENILE JUSTICE CENTER, JUST REFERRED OVER TO THE PROGRAM. THEY TAKE THE CLASS, [01:30:01] THEY ARE INVOLVED IN SOME COUNSELING SESSIONS WITH THE JUVENILE JUSTICE CENTER. THEY'RE OFFERED SERVICES IF THE FAMILY NEEDS THOSE SERVICES, MENTAL HEALTH SERVICES, ANY TYPE OF OTHER ISSUES THAT MAY BE GOING ON IN THE FAMILY DYNAMIC, THEY'RE OFFERED THOSE RESOURCES TO THE NON PROFITS THAT ARE VOLUNTEERING THROUGH THIS PROGRAM AND THEN THEY ARE REFERRED BACK TO THEIR CAMPUS WHERE THEY WORK WITH THEIR SCHOOL RESOURCE OFFICER, THEY TAKE A HEALTHY LIFESTYLE COURSE THAT THEY COMPLETE, THEY HAVE TO WRITE A 500 WORD ESSAY ON WHAT THEY HOPE TO LEARN FROM THE PROGRAM AND THEN THEY HAVE TO INVOLVE THEMSELVES WITH CHECK INS, EITHER VIRTUALLY, EMAIL OR IN PERSON WITH THE SCHOOL RESOURCE OFFICER ON CAMPUS. THESE ARE JUST CHECK INS. HOW CAN I SUPPORT YOU? WHAT ARE YOU STRUGGLING WITH? WHERE ARE YOU NEEDING ASSISTANCE TO BE SUCCESSFUL, NOT JUST IN THIS PROGRAM, BUT UPON COMPLETION AS WELL? AS WE MOVE FORWARD, IT GOES INTO WHAT THE FRAMEWORK IS, THE ELIGIBILITY, WHICH IS ANY STUDENT THAT IS IN ATTENDANCE AND CAUGHT WITH A THC PRODUCT ON OUR CAMPUS. USUALLY THIS HAPPENS IN SOME OF OUR MIDDLE SCHOOLS AND IN OUR HIGH SCHOOLS. WE DID NOT TRY TO FRAMEWORK THIS INTO OUR NICOTINE BECAUSE WE DID HAVE A HIGH NUMBER OF THE NICOTINE VAPES, BUT WE REFER THOSE TO THE TEEN COURT WHERE THEY GO THROUGH A COURT PROCESS WITH THEIR PEERS, AND THAT'S BEEN VERY SUCCESSFUL FOR US. THIS IS OFFERED IN A CONTRACTUAL OBLIGATION WITH THE DISTRICT AND THE JUVENILE JUSTICE BOARD. IT'S REALLY A WIN WIN BECAUSE ONCE THEY COMPLETE THE PROGRAM, WE PRESENT THE CASE TO THE JUVENILE JUSTICE BOARD AND IT IS COMPLETELY DISMISSED, WHETHER FROM THE AGE STUDENTS 14 TO WHERE THEY'RE UP TO 18 YEARS OF YEARS OF AGE AND IT'S COMPLETELY DISMISSED, NEVER APPEARS ON THE RECORD. THEY HAVE THE OPPORTUNITY TO BE ACCOUNTABLE FOR A MISTAKE THEY MADE, RECOVER FROM IT, AND NOT HAVE THE LINGERING EFFECTS OF WHAT COULD BE A FELONY OFFENSE WHEN THEY GRADUATE FROM OUR DISTRICT. THE BENEFITS OF THE FIRST OFFENDER PROGRAM, OF COURSE, ARE THE EARLY INTERVENTION, REHABILITATION AND EDUCATION, REDUCED COURT INVOLVEMENT. LIKE I SAID, THEY ARE NEVER PROCESSED THROUGH THE JUVENILE JUSTICE CENTER OR THE WILLIAMSON COUNTY JAIL. THIS IS A GREAT OPPORTUNITY FOR OUR FAMILIES NOT TO HAVE TO TAKE ON THE FINANCIAL BURDEN OF RETAINING AN ATTORNEY AS WELL. BECAUSE THEY GO THROUGH THE PROCESS. THIS IS NOT A COURT PROCEEDINGS, IT'S JUST AN AGREEMENT BETWEEN THE BOARD AND THE DISTRICT. THAT HELPS THEM ALL, BUT IT ALSO BRINGS THE PARENTS INTO THE CONVERSATION WHERE THEY'RE OBLIGATING THEMSELVES TO ATTEND THE COURSE WITH THEIR STUDENT. THE EDUCATIONAL COMPONENTS OR OF COURSE THE, WHATEVER DISCIPLINARY PROCESS THE SCHOOL IS BOUND TO ADMINISTER BY THE EDUCATION CODE, OUR 500 WORD REFLECTIVE ESSAY. THEN OF COURSE, THE HEALTHY LIFESTYLE COURSE AND THEN THE MONITORING THROUGH OUR CAMPUS. WHERE THEY GO TO SCHOOL IS WHERE THEY'LL BE MONITORED AND THAT SCHOOL RESOURCE OFFICER WILL WORK WITH THEM DIRECTLY. LIKE I SAID, THIS CAN BE A VIRTUAL CHECK IN, THIS CAN BE AN EMAIL CHECK IN, OR IT CAN BE IN TRANSITION OF COURSES. LET'S MEET REAL QUICK, LET'S HAVE A CONVERSATION, AND THE STUDENT IS ON THEIR WAY. IT DOESN'T DISRUPT ANY OF THE LEARNING TIME THAT THE STUDENT HAS IN THE CLASSROOM. LET ME SEE WHERE WE'RE AT. THESE SCHOOL BASED DIVERSION PROGRAMS ARE GONE THROUGH THE CONNECTICUT SCHOOL BASED DIVERSION INITIATIVE. OTHER SCHOOL DISTRICTS ARE MCALLEN ISD, SOUTHWEST ISD, AND EDINBURG ISD THAT ARE USING THIS MODEL AS WELL. THEY HAVE MET GREAT SUCCESS WHERE STUDENTS ARE NOT RE-OFFENDING. THEY'RE RECOVERING AND THEY'RE SUCCESSFUL IN THEIR COURSES AND THEY'RE ALSO SUCCESSFUL AFTER THEY LEAVE OUR CAMPUSES BECAUSE THEY DON'T HAVE THIS CRIMINAL RECORD FOLLOWING THEM THROUGH THEIR LIFE OR THEIR CAREERS. DOES ANYBODY HAVE ANY QUESTIONS ON THE PROGRAM OR HOW WE CAN FURTHER EXPLAIN THE MODELS? >> THANK YOU, CHIEF. DO YOU HAVE ANY QUESTIONS? TRUSTEE WAY. >> THANK YOU. I JUST HAD A COUPLE OF QUESTIONS, AND I APOLOGIZE FOR NOT TURNING THEM IN AHEAD OF TIME. I KNOW THAT YOU SAYS PARENTS HAVE TO PARTICIPATE, AND I THINK IT'S JUST TWO HOURS ACCORDING TO THIS? >> THAT'S CORRECT. >> ARE THOSE CLASSES GIVEN AT VARIABLE TIMES, WEEKENDS, IN LANGUAGES OTHER THAN ENGLISH? >> ABSOLUTELY. THERE'S COURSES IN ENGLISH AND COURSES IN SPANISH, AND IF THEY'RE OUTSIDE OF THOSE TWO LANGUAGES, THEY MAKE ACCOMMODATIONS THROUGH THEIR TRANSLATORS THROUGH THE JUVENILE JUSTICE CENTER, AND EVERYTHING IS AFTER HOURS. >> WHAT HAPPENS TO A STUDENT WHOSE PARENTS REFUSE OR MAYBE AS A GUARDIAN, MAYBE THEY'RE IN THE FOSTER SYSTEM WHERE THE GUARDIAN IS REFUSING TO PARTICIPATE? WHAT HAPPENS TO THAT STUDENT? >> OF COURSE, THE JUVENILE JUSTICE BOARD IS GOING TO WORK WITH THE GUARDIAN AND WITH [01:35:03] CHILD PROTECTIVE SERVICES TO HAVE A REPRESENTATIVE WITH THAT CHILD. WE DON'T WANT TO LEAVE A CHILD NOT WITHOUT REPRESENTATION TO GO THROUGH THIS PROCESS, BECAUSE WE WANT THEM TO GO THROUGH THIS PROCESS TO BE SUCCESSFUL. ULTIMATELY, WE WANT TO WORK WITH THEM. EVEN IF IT'S NOT A PARENT, THE JUVENILE JUSTICE CENTER SAID, "WE WILL ALLOW ADULT THAT WILL VOLUNTEER, THAT IS A FAMILY MEMBER BE INVOLVED IN THE PROCESS." WE DO REALIZE THEY'VE RECOGNIZED THAT THERE IS SOME FAMILIES THAT STRUGGLE, AND THEY WANT TO OFFER THEM ALTERNATIVE SOLUTIONS TO BE SUCCESSFUL WITHIN THIS PROGRAM. THEN WITHIN THE PROGRAM, THERE'S RESOURCES; MENTAL HEALTH RESOURCES, FOOD INSECURITY RESOURCES THAT THEY OFFER OUTSIDE OF THE DISTRICT TO HELP GET FAMILIES BACK ON THEIR FEET AND TOGETHER TO STOP SOME OF THE THC USES THAT ARE POSSIBLY BEING CAUSED BY THINGS THAT ARE GOING ON AT HOME. >> I DON'T WANT TO PRESUME ABOUT WHAT'S GOING ON, BUT SOMETIMES YOUR HOME LIFE MAY ALSO BE CONTRIBUTING OUTSIDE OF WHAT YOU JUST SAID. IT COULD BE A PARENT THAT IS PROVIDING AND THAT THING BECAUSE THIS IS FIRST-TIME ONLY. IF IT HAPPENS AGAIN, THEY'RE GOING INTO THE JUVENILE JUSTICE SYSTEM. I KNOW THAT'S NOT SOMETHING THAT WE HAVE A LOT OF CONTROL OVER, BUT SUPPORTS TO HELP STUDENTS THAT MAY BE IN THAT POSITION, SO THEY DON'T HAVE IT HAPPEN A SECOND TIME. >> THAT'S THE DISCUSSION WE'VE HAD BECAUSE WE HAVE HAD OFFENDERS THAT HAVE HAD GAPS IN HUTTO, THEY WERE THE FIRST ONES TO LAUNCHES THAT WENT JUST PAST THE YEAR THAT THEY WERE OBLIGATED TO STAY OUT OF TROUBLE. THOSE ARE EVALUATED AGAIN THROUGH THE JUVENILE JUSTICE BOARD AND THE REPRESENTATIVE FROM THE SCHOOL DISTRICT, THE POLICE DEPARTMENT, TO SEE, IS THIS A CANDIDATE WE WANT TO PUSH BACK THROUGH THE PROGRAM AND ULTIMATELY SEE SUCCESSFUL? THOSE DISCUSSIONS HAPPEN. I KNOW IT SAYS FIRST-OFFENDER PROGRAM, BUT THERE'S ALWAYS AN OPPORTUNITY IF SOMETHING OCCURS AGAIN, BECAUSE WE DO WANT TO ADDRESS THE UNDERLYING ISSUE THAT'S CAUSING THE USAGE OR WHERE IT'S COMING FROM, WHICH COULD BE A FAMILY MEMBER AND HELP THEM RECOVER FROM THAT SITUATION. >> THANK YOU. I'M GLAD THAT GRACE IS GIVEN. >> NO. WE WANT TO ADVOCATE FOR THE STUDENT AS MUCH AS POSSIBLE BECAUSE WE DO REALIZE THERE ARE UNDERLYING ISSUES THAT COULD BE CAUSING USAGE, NOT JUST PEER PRESSURE OR FRIENDS, THAT THERE'S THINGS THAT OCCUR IN THE HOME THAT CAUSE THIS TO BE A SOURCE OF THEIR RELIEF FROM STRESS. >> THANK YOU. TRUSTEE ROSS, IF IT'S OKAY WITH YOU, I'D LIKE TO PIGGYBACK ON THAT. I HAD THE SAME CONCERN ABOUT THE PARENTAL INVOLVEMENT AND WHAT HAPPENS IF A PARENT DOESN'T COMPLY. IT'S THE SAME THING WE RAN INTO WITH THE LAST SESSION WITH HB 6, THE DISCIPLINE BILL. THERE WAS A LOT WRITTEN INTO THAT BILL THAT REQUIRED PARENT INVOLVEMENT. UNFORTUNATELY, THERE ARE SITUATIONS WHERE YOU CAN'T FORCE A PARENT TO BE A PARENT. I'M GLAD THAT WE'RE THINKING THROUGH THAT PROCESS. BUT I DID WANT TO ASK AS WELL, I KNOW WITHIN SPECIAL EDUCATION, FOR STUDENTS WHO ARE IN THE FOSTER CARE SYSTEM, DON'T HAVE A GUARDIAN, JUST MAYBE IN A SITUATION WHERE THEY CAN'T HAVE A REPRESENTATIVE THAT'S NOT PART OF THE SCHOOL DISTRICT AT THEIR IEP MEETING OR AT THEIR RD MEETING, WE HAVE A SURROGATE PARENT PROGRAM WHERE VOLUNTEERS CAN APPLY FOR THAT PROGRAM AND A STUDENT CAN APPLY, OR SOMEONE ON THEIR BEHALF THROUGH THE DISTRICT CAN APPLY FOR THEM TO HAVE A SURROGATE PARENT WHO'S THEIR REPRESENTATIVE. IS THERE OPPORTUNITY WITH THIS PROGRAM AS WELL? >> YOU KNOW WHAT? I DON'T THINK WE'VE ADDRESSED THAT QUESTION THERE, BUT AS LONG AS THERE'S SOME TYPE OF GUARDIANSHIP DOCUMENTATION, I'M SURE THAT WOULD BE PERMISSIBLE. BUT I CAN FOLLOW UP AND FIND OUT EXACTLY HOW THEY WOULD ADDRESS IT. I'M IT'S SOMETHING THAT THEY FACED. I'M JUST NOT AWARE OF IT, BUT WE CAN DEFINITELY ASK, AND I'M SURE THAT'S NOT OUT OF THE REALM OF WHAT THEY WANT TO ACCOMMODATE. >> THANK YOU. TRUSTEE ROSS. >> I WAS JUST WONDERING WHO CREATED THIS PROGRAM. >> THIS WAS CREATED THROUGH THE STANFORD MODEL, AND THE FIRST-OFFENDER PROGRAMS, THERE'S ONE GOING ON AT THE [INAUDIBLE] INDEPENDENT SCHOOL DISTRICT. WE'RE DOING OURS, HUTTO INDEPENDENT SCHOOL DISTRICT IS DOING THEIRS, AND SO IT'S STARTING TO PICK UP MOMENTUM AROUND THE STATE, BUT REALLY IT'S BUILT OFF THE STANFORD MODEL. >> THEN DID WE CREATE THE ELIGIBILITY REQUIREMENTS OR? >> NO. THESE ARE ESTABLISHED BY THE JUVENILE JUSTICE BOARD. >> THERE'S NO WIGGLE ROOM ON ANY OF THAT STUFF THAT'S IN THE PROPOSAL? >> NO. THAT'S REALLY WHAT THEY WANT TO TIE US INTO. [01:40:01] OF COURSE, THERE'S ALWAYS DISCUSSION AS CASES COME AROUND. IF YOU LOOK ON THE FIRST COUPLE OF THE THIRD PAGE, THE TEXAS FAMILY CODE IS WHAT OUTLINES WHAT THE FIRST-OFFENDER PROGRAMS ARE PERMISSIBLE BY STATE LAW, AND HOW WE CAN OPERATE THEM WITH THE JUVENILE JUSTICE BOARD. >> YES. THE STATE SAYS THAT WE CAN HAVE A PROGRAM LIKE THIS. >> CORRECT. >> BUT WE ARE NOT ALLOWED TO IMPLEMENT LOCAL CONTROL AND DICTATE WHAT WE WOULD LIKE OUR PROGRAM TO BE? >> WELL, IT'S GOT TO FOLLOW THE LETTER OF LAW. IT'S GOT PARTICIPANTS, HOW THE PARTICIPANTS WORK IF A CHILD FAILS TO COMPLY WITH THE STATE LAW ADDRESSES, AND THEN DISPOSITIONS OF CASES ON, I BELIEVE IT'S THE FIFTH PAGE. THESE ARE FOLLOWING WHAT THE FAMILY CODE ADDRESSES AND WHAT OUR LEGAL AUTHORITY IS TO OPERATE AND WHAT THE PARAMETERS THEY WANT US OPERATING UNDER. THE JUDGES, RIGHT NOW WHAT WE DO IS, ONCE A CHILD IS SUCCESSFUL, WE HAVE THE CASE IN OUR FILE. IT'S GOT CLEARED BY FIRST-OFFENDER PROGRAM DISPOSITION TO WHERE THAT CASE WOULD THEN JUST COMPLETELY DROP OFF. NEVER CHARGE, THEY NEVER GO INTO THE JUVENILE JUSTICE PROCESS. THESE STEPS REALLY KEEP THEM FROM BEING PROCESSED THROUGH THE JUVENILE JUSTICE CENTER. ALSO, IF THEY'RE 17 OR 18, IT PREVENTS THEM FROM HAVING TO BE PROCESSED THROUGH THE WILCO COUNTY JAIL. THEY NEVER SEE THE DOORS OF A CORRECTIONAL FACILITY, AND THAT'S REALLY WHAT WE'RE TRYING TO ACHIEVE, KEEP THEM OUT OF THOSE FACILITIES, GIVE THEM A PROJECT AND A PLAN TO GET THEM TO RECOVER, AND NOT RE-OFFEND AND BE SUCCESSFUL. >> TAKE THAT MICROPHONE. SO THERE WAS NO COMMUNITY INPUT IN THE CREATION OF THIS, EVEN AT THE WILCO LEVEL OR WHOEVER DEVELOPED THE OUTLINE OF THIS? >> NO, MA'AM, BECAUSE THE BOARD, WHICH IS MADE UP OF SEVERAL JUDGES IN OUR AREA, OUTLINES WHAT THEY WOULD LIKE TO SEE US DO TO BE SUCCESSFUL. IT'S REALLY LED BY THE JUDICIAL SYSTEM. I THINK THIS IS A GREAT PROGRAM. IT GIVES OUR KIDS A VERY GOOD OPPORTUNITY BECAUSE I DON'T LIKE THE THOUGHT OR THE VISION OF A CHILD OR STUDENT MAKING A MISTAKE AND WALKING OUT THE DOOR AND LEAVING WITH A FELONY RECORD ESPECIALLY OUR 17 AND 18-YEAR-OLDS ARE JUVENILES, OF COURSE, THOSE RECORDS ARE SEALED AND HAVE GOT MORE PROTECTIONS, BUT OUR OTHER STUDENTS, THAT'S SOMETHING THAT THEY NEED TO RECOVER FROM AND NOT WALK OUT OUR DOORS, AND BE SUCCESSFUL. >> CAN I ADD SOMETHING? I KNOW YOU PROBABLY REMEMBER THIS. THIS LAW PASSED ABOUT TWO YEARS AGO, I THINK THE 88 SESSION. I THINK OUR BOARD KNOW, BUT JUST TO REMIND YOU THAT IF STUDENTS IS CAUGHT WITH WEED, IT'S ACTUALLY A MISDEMEANOR. THAT'S THE NEW LAW. THAT'S A FELONY CHARGE. >> CORRECT. >> LUCKILY FOR US, WE DON'T HAVE A LOT OF STUDENTS WHO ACTUALLY END UP BRING IN DHE TO SCHOOL, BUT THERE ARE A LOT OF SCHOOL DISTRICTS WHO HAVE A HUGE NUMBER OF THERE SOON TO END UP CHARGED WITH FELONY, END UP SPENDING TIME, AND THEN IF THEY'RE 17 OR 18-YEARS-OLD, THEY'RE GOING TO CARRY THAT, I GUESS FOR THE REST OF THEIR LIFE, RIGHT? >> CORRECT. >> I THINK THIS IS ALSO BEING PROACTIVE. IT IS ANOTHER WAY OF BEING PROACTIVE WITHIN THE PARAMETER THAT THEY'RE GIVEN TO US BY THE WILLIAMSON COUNTY, I GUESS, THESE JUDGES AND STUFF BUT WITH THE FLEXIBILITY THAT THEY ALLOW US TO DO WORKING ON OUR FAMILIES, BUT THIS IS US AND IT'S A VOLUNTEER PROGRAM. IF A PARENT SAID, "I DON'T WANT THIS FIRST-OFFENDER PROGRAM WITH [INAUDIBLE]," THEN IT'S THEIR CHOICE. BUT THIS IS US TRYING TO GIVE AGAIN AN OPTION OR A WAY OUT WITHOUT SOME CONSEQUENCES, BUT NOT NECESSARILY THE WAY THE LAWS WHEN IT WAS PASSED. BECAUSE CHARGING WITH THE FELONY FOR LIKE A 14-YEARS-OLD AFTER ONE MISTAKE, AND AGAIN, I'M NOT SAYING DO THAT. I'M JUST SAYING, IT SHOULD BECOME CONSEQUENCES, BUT CHARGED WITH A FELONY, I THINK THIS IS TOO MUCH FOR A 14-YEARS-OLD FOR MAKING ONE MISTAKE. >> THAT'S CORRECT. IF THIS STUDENT BROUGHT A MARIJUANA CIGARETTE, IT WOULD BE A MISDEMEANOR. BUT BEING THAT THC IS CLASSIFIED AS A FELONY, IT'S A FELONY. IT'S BIZARRE HOW THIS ENDED UP BEING IN THIS LEVEL OF CLASSIFICATION. BUT OUR LEGISLATORS ENACTED THESE LEVELS OF [01:45:04] PUNISHMENT AND UNTIL WE BRING IT BACK AND HOPEFULLY CAN LOWER THEM, THAT'S WHERE THEY'LL BE. BUT WE DON'T WANT OUR KIDS WALKING AWAY WITH THIS TYPE OF OFFENSE HOVERING OVER FOR THEIR LIVES, INFECTING THEIR CAREERS AND THEIR ABILITY TO PROVIDE FOR THEMSELVES AND THEIR FAMILIES. THIS IS A GREAT OPPORTUNITY TO DO THAT. IT ALSO PUTS THEM IN CONNECTION WITH THAT SCHOOL RESOURCE OFFICER TO BUILD A RAPPORT, TO BUILD SOME RELATIONSHIPS WITH THOSE WEEKLY CHECK-INS ON HOW THEY CAN BE SUCCESSFUL, HOW THEY CAN BE SUPPORTED, NOT JUST THROUGH THE PROGRAM, BUT THROUGH THEIR CAREER WITH US AND AFTERWARDS. >> YOU MIGHT NOT KNOW THIS, AND THIS IS JUST FOR MY INFORMATION. WE ARE LEGALLY HAVE TO TEST THE VAPE TO PROVE THAT IT'S THC OR NICOTINE? >> THERE ARE SEVERAL REASONS WE TEST THINGS WE COME ACROSS. >> THEN THE FOLLOW UP TO THAT WOULD BE JUST HOW MUCH MONEY DO WE HAVE TO SPEND ON THAT? >> WE DON'T. WE PAY FOR WHAT IS A PRESUMPTIVE TEST, WHICH IS A FIELD TESTING KIT, AND THOSE COST ABOUT, I BELIEVE THEY'RE 35 OR $40 A BOX, AND THERE'S 12 OF THEM IN THERE. WE DON'T PAY FOR THE TESTING. WE ONLY SEND IT OUT TO TESTING THROUGH THE DPS LAB AT THE REQUEST OF THE PROSECUTOR ONCE THE CASE IS ACCEPTED. THOSE ARE NO COST TO US OTHER THAN THE PRESUMPTIVE TESTS. WE DO THE TESTING FOR SEVERAL REASONS. ONE, WE WANT TO KNOW WHAT WE'RE STORING BECAUSE THERE'S DIFFERENT DISPOSAL TECHNIQUES VERSUS A NICOTINE VAPE AND A THC VAPE. ALSO, WE DON'T WANT TO HAVE ANY TYPE OF APPEARANCE OF IGNORING A FELONY OFFENSE. WE WANT TO MAKE SURE WE'RE CLASSIFYING THEM CORRECTLY TO WHERE IT DOESN'T AFFECT OUR NEIGHBORS REPORTING AND OUR REPORTING TO THE FEDERAL GOVERNMENT IN THE STATE. >> DO YOU HAVE ANY OTHER QUESTIONS? TRUSTEE CUERO. >> THANK YOU. I GREW UP IN MIAMI IN THE '80S, SO RESPECTIVE TO THE LAWS. I SEE WHAT SOME OF THESE LEGISLATORS ARE TRYING TO DO TO SOME OF OUR STUDENTS, BUT I DO HAVE A COUPLE OF QUESTIONS. FOR YOUNGER STUDENTS, BECAUSE THIS IS A RANGE BETWEEN 10-17? >> TEN, 18, SIR. >> TEN, 18. FOR THE YOUNGER STUDENTS, HOW CAN WE ENSURE THAT LEGALLY THEY UNDERSTAND WHAT'S AT STAKE? >> THAT'S WHERE OUR PARENTAL INVOLVEMENT COMES IN, BRINGING THE PARENTS INTO THE FOLD BECAUSE THEIR INVOLVEMENT WITH US, THEY MAY NOT JUST THINK, THE POLICE JUST WANT TO TAKE SOMETHING AWAY FROM ME. NO, THAT'S NOT THE CASE. WE WANT YOU TO RECOVER, WE WANT YOU TO BE SUCCESSFUL BUT WE ALSO WANT YOU TO UNDERSTAND WHAT THE CONSEQUENCES ARE, BECAUSE IF YOU DON'T RECOVER AND YOU CONTINUE AND YOU'RE CAUGHT IN POSSESSION OF THESE TYPES OF THC DEVICES, YOU MAY NOT BE OFFERED THIS PROGRAM AT 19, 20-YEARS-OLD ONCE YOU'VE GRADUATED FROM OUR SCHOOL. THE ABILITY TO REACH OUT AND BUILD THAT PARTNERSHIP ONCE A STUDENT STARTS GOING THROUGH OUR PROGRAM, IS THE RELATIONSHIP BUILDING COMPONENT TO WHERE, LOOK, WE'RE NOT HERE FOR ARREST. WE'RE HERE TO BUILD A RELATIONSHIP WITH YOU, AND ULTIMATELY, WE WANT TO SEE YOU SUCCESSFUL. THAT'S OUR GOAL. AS A POLICE DEPARTMENT AND AS A SCHOOL DISTRICT IS TO HAVE A SUCCESSFUL STUDENT LEAVE OUR CAMPUSES. THIS IS WHERE THE RELATIONSHIP COMPONENT COMES IN IN THOSE CONVERSATIONS, THE CHECK-INS, THE INVOLVEMENT WITH THEIR SCHOOL RESOURCE OFFICER, AND THEN THE COURSE THAT THEY'RE REQUIRED TO TAKE DURING THIS PROGRAM. >> THANK YOU. RESTITUTION, IS THERE ANY FOR TAC USERS? IS THERE ANY RESTITUTION TO ANYONE? >> NO. THERE IS NO FINANCIAL RESTITUTION INVOLVED. WITH THE RESTITUTION COMPONENT IS JUST INCLUDED AS PART OF ELEMENTS THAT CAN BE INVOLVED IN FIRST OFFENDER PROGRAMS. IT'S NOT NECESSARILY IN OURS BECAUSE THERE'S NO FINANCIAL. THERE'S NO FINANCIAL COSTS TO ANYBODY THAT VOLUNTARILY AGREES TO BE PART OF THE PROGRAM. >> THEN FINALLY, IF I'M A SENIOR AND I GO THROUGH THE PROGRAM LAST HALF OF THE YEAR, I'M NOT ABLE TO GRADUATE UNTIL I COMPLETE THE PROGRAM? >> NO. YOU ABSOLUTELY CAN GRADUATE, AND WE WILL MONITOR YOU UNTIL YOUR END OF YOUR ACADEMIC CAREER AND WORK WITH YOU. >> THANK YOU. ANYONE ELSE? I JUST HAD ONE MORE QUESTION. ARE WE GOING TO GATHER DATA ON THE EFFECTIVENESS OF THE PROGRAM? >> ABSOLUTELY. WE WANT TO SEE WHAT IT LOOKS LIKE AFTER A YEAR TO TWO YEARS AND BRING BACK SOME DATA TO SAY, [01:50:01] LOOK, THIS IS OUR ULTIMATE SUCCESS. THIS IS OUR PERCENTAGE OF KIDS THAT COMPLETED THE PROGRAM, NEVER RE-OFFENDED. THAT IS GOING TO BE VERY IMPORTANT TO SHOW THE SUCCESS OF THE PROGRAM. ABSOLUTELY. >> THANK YOU. I CAN SEE THAT BEING EFFECTIVE TO BRING BACK TO THE LEGISLATURE AND SAY THAT THESE PROGRAMS WORK THAT IT DOESN'T HAVE TO GO TO THE HARSHEST PUNISHMENT TO GET THE POINT ACROSS TO OUR CHILDREN AND THAT MISTAKES HAPPEN. I JUST THINK THAT THAT DATA COULD BE VERY POWERFUL. TRUSTEE CUERO. >> YES, SIR, I HAVE ONE MORE. AS A POLICE CHIEF, WHAT DOES SUCCESS LOOK LIKE TO YOU WITH THIS PROGRAM? >> IN MY PRIOR CAREER, I WAS INVOLVED IN FIRST OFFENDER PROGRAMS FOR SMALL AMOUNTS OF MARIJUANA USAGE. THIS WAS A COUNTY WIDE INITIATIVE. IT AFFECTED EVERYONE NOT JUST STUDENTS. YOU SAW PROBABLY ABOUT A 30% OF RE-OFFENDERS OCCURRING IN THAT PROGRAM, WHICH YOU CONSIDER IN A COMMUNITY THAT HAS OVER A MILLION PEOPLE, 30% OF THE INDIVIDUALS CAUGHT WITH LESS THAN 5 OUNCES OF MARIJUANA TO NOT RE OFFEND. THAT 70% IS PRETTY SUCCESSFUL. I DO ENVISION WE ARE GOING TO SEE A HIGHER PERCENTAGE BECAUSE WE'RE ABLE TO WORK A LOT CLOSER WITH STUDENTS THAT WE INTERACT WITH ON A DAILY BASIS THAT ARE ON OUR CAMPUSES AND HAVE THOSE POSITIVE INTERACTIONS WITH YOU. OUR SUCCESS RATE SHOULD BE VERY, VERY MUCH HIGHER. YES, SIR. >> I DON'T SEE ANY MORE QUESTIONS. THANK YOU VERY MUCH. I APPRECIATE IT. TRUSTEES, IF IT'S OKAY WITH YOU, I'M GOING TO TAKE A QUICK BREAK BEFORE WE MOVE ON. LET'S COME BACK AT 8:00. IT IS 7:47, AND WE ARE IN RECESS. IT IS 8:01, AND WE ARE BACK IN SESSION. [G. DISCUSSION ITEMS] WE ARE GOING TO MOVE ON TO AGENDA ITEM G1, BOARD STUDENT OUTCOME GOALS TIME TRACKER, AND I WILL TURN IT OVER TO TRUSTEE WEIR. >> THANK YOU. BEFORE I STARTED, I DO WANT TO SAY THAT THIS SHOULD BE A CORRECTION LATER ON. IN DECEMBER, WE HAD TWO MEETINGS, ONE DECEMBER 11 FOR THE ACADEMIC WORKSHOP. THAT MEANING 104 MINUTES COUNT TO STUDENT GOALS. SO THAT'S 100%, AND FOR THE SECOND MEETING, THE REGULAR MEETING. I DIDN'T SHOW IT ON THE SCREEN. BUT ON THE REGULAR MEETING, IT'S 15 MINUTES. I COUNTED FOR STUDENT GOALS, BUT IT SHOULD NOT. I'LL MAKE A CORRECTION. THEN THE REGULAR MEETING, THE PERCENTAGE SHOULD BE 0%. AVERAGE OUT TOTAL DECEMBER SHOULD BE 50%. I'LL MAKE THE CORRECTIONS. THANK YOU. >> THANK YOU. DO YOU HAVE ANY QUESTIONS? >> NO QUESTIONS, BUT IT'S BEEN A LONG TIME SINCE WE HAVE 50% FOR A MONTH, SO YAY, BOARD. >> MOVING ON TO AGENDA ITEM G2, BOARD GOALS AND CONSTRAINTS DEVELOPMENT PROCESS. I BELIEVE THIS IS ME. I THINK I SHOULD BE ABLE TO CONTROL THIS WITH THE CLICKER. TRUSTEES, AS YOU KNOW, THIS YEAR MARKS THE FIVE YEAR EXPIRATION OF OUR BOARD STUDENT OUTCOME GOALS, AND UNDER NORMAL CIRCUMSTANCES, WE WOULD BE UNDERTAKING A FULL REVISION OF BOARD GOALS FOR IMPLEMENTATION IN THE 2026/27 SCHOOL YEAR. HOWEVER, DURING THE LAST LEGISLATIVE SESSION, THE LEGISLATURE PASSED HOUSE BILL 8, WHICH ELIMINATED THE STAR ASSESSMENT AND REPLACED IT WITH A NEW STATEWIDE TESTING AND ACCOUNTABILITY SYSTEM. THE SPECIFIC ACCOUNTABILITY MEASURES AND PERFORMANCE INDICATORS TIED TO THAT NEW SYSTEM ARE STILL UNKNOWN. IT'S GOING TO BE ANOTHER YEAR, POSSIBLY LONGER BEFORE THE NEW FRAMEWORK IS FULLY DEFINED AND IMPLEMENTED. GIVEN THE UNCERTAINTY AROUND THE NEW PERFORMANCE INDICATORS AND TO ENSURE CONTINUITY AND STABILITY, THE BOARD WILL ENGAGE IN A PROCESS TO EXTEND OUR EXISTING STUDENT OUTCOME GOALS. THE EXTENSION THAT WE'RE LOOKING AT WILL COVER AN ADDITIONAL 1-2 YEARS AS THE NEW SYSTEM TAKES SHAPE. AS YOU KNOW, THE BOARD HAS ESTABLISHED REQUIRED GOALS FOCUSED ON EARLY LITERACY, EARLY MATH, AND COLLEGE CAREER AND MILITARY READINESS. IN 2021, THE BOARD ALSO ADOPTED A FOURTH GOAL TO MEASURE STUDENT WELL BEING. THE ELIMINATION OF THE STAR DIRECTLY IMPACTS GOALS ONE THROUGH THREE AND LIMITS OUR ABILITY TO ENGAGE IN A FULL REVISION OF THESE GOALS. AS ANY WORK WE DO NOW TO CREATE NEW GOALS COULD BE COMPLETELY UNDONE IN A YEAR WHEN THE NEW SYSTEM OR THE NEW FRAMEWORK IS RELEASED. [01:55:13] WHEN WE LOOK AT GOAL 4, WE HAVE A LOT MORE FLEXIBILITY BECAUSE IF YOU REMEMBER, THIS IS A COMPLETELY IT'S 100% COMMUNITY DRIVEN GOAL, AND IT'S NOT TIED TO THE STATE ACCOUNTABILITY SYSTEM. DEPENDING ON COMMUNITY FEEDBACK DURING OUR FORUMS, WE HAVE THE OPPORTUNITY TO MAKE SUBSTANTIAL CHANGES TO THIS GOAL OR EVEN CONSIDER ADOPTING A NEW GOAL THAT'S NOT TIED TO THE ACCOUNTABILITY SYSTEM. WE ARE GOING TO HOLD A SERIES OF TRUSTEE LED COMMUNITY FORUMS, TWO IN PERSON, AND TWO VIRTUAL WITH ONE OF THE VIRTUAL SESSIONS OFFERED IN SPANISH, WHICH TRUSTEE CUERO HAS GRACIOUSLY OFFERED TO FACILITATE. WE ARE ALSO GOING TO SEND OUT A COMMUNITY WIDE SURVEY SO THAT WE GIVE OUR COMMUNITY MORE OPPORTUNITIES IF THEY'RE NOT ABLE TO ATTEND ONE OF THESE MEETINGS. TRUSTEES WILL BE ABLE TO CHOOSE WHICH SESSION TO ATTEND WITH NO MORE THAN THREE TRUSTEES ASSIGNED TO EACH FORUM. BECAUSE EACH FORUM MUST ALLOW A CONSISTENT FORMAT, TRUSTEES WILL BE PROVIDED WITH A PRESENTATION AND DISCUSSION GUIDE JUST LIKE IN 2021 TO SUPPORT FACILITATION. THEN IN APRIL, OUR LSG COACH WILL LEAD A GOALS DEVELOPMENT WORKSHOP TO BRING ALL OF OUR COMMUNITY RESPONSES TOGETHER. THE FEEDBACK WE GATHER FROM THESE FORUMS WILL HELP GUIDE OUR NEXT STEPS AND INFORM POTENTIAL REVISIONS, ENSURING OUR GOALS CONTINUE TO REFLECT WHAT OUR STUDENTS NEED TO SUCCEED. EVEN THOUGH WE WON'T BE ABLE TO COMPLETE A FULL REVISION OF THE GOALS AS PLANNED. THIS APPROACH STILL ALLOWS US TO MOVE FORWARD THROUGH REEVALUATION AND MEANINGFUL COMMUNITY ENGAGEMENT WHILE THE NEW SYSTEM IS DEVELOPED. BEFORE I TAKE QUESTIONS, I DO WANT TO THANK TRUSTEES WEIR AND ROSS FOR THEIR HELP IN DEVELOPING THIS PROCESS. AS I DO OPEN IT UP FOR QUESTIONS, THE TWO OF YOU PLEASE FEEL FREE TO JUMP IN AND ANSWER QUESTIONS AS WELL. DOES ANYBODY HAVE QUESTIONS? TRUSTEE LANDRUM. >> WHEN IT COMES TO OUR COMMUNITY FORUMS, WHEN WE DID THIS MANY YEARS AGO, OUR LSG COACH ACTUALLY WENT TO ALL OF OUR SESSIONS THAT WE HAD WITH THE COMMUNITY, WHICH PROVIDED A LAYER OF CONSISTENCY BECAUSE WE CAN'T TALK ABOUT IF TRUSTEE WEIR, MYSELF AND TRUSTEES LED ONE SESSION, WE REALLY CAN'T EVEN REPORT BACK TO ANYBODY ELSE ON THE BOARD. WHAT WE LEARNED OR WHAT THE FEEDBACK WAS UNLESS WE'RE AT A MEETING. IT WAS VERY BENEFICIAL TO HAVE OUR LSG COACH WHO WAS COLLECTING ALL THAT INFORMATION, MAKING SURE THAT THERE WAS CONSISTENCY, ESPECIALLY FOR TRUSTEES WHO HAVEN'T BEEN THROUGH THIS PROCESS BEFORE. I WONDERED WHAT THE PLAN WAS FOR HAVING THE CONSISTENT MANAGER OF THE PROCESS AMONG THE FOUR SESSIONS. >> I THINK LAST TIME AS I UNDERSTAND IT, AND PLEASE REMEMBER, I WAS NOT ON THE BOARD, THE LAST TIME WE WENT THROUGH THE GOALS PROCESS OR THE DEVELOPMENT PROCESS. BUT I THINK THE LSG COACH FROM WHAT I UNDERSTAND WAS PRESENT AT ALL OF THOSE, AND I UNDERSTAND THE CONSISTENT ELEMENT BECAUSE IT WAS A NEW PROCESS FOR EVERYONE AND WE WANTED TO ENSURE THAT CONSISTENCY, BUT BECAUSE WE HAVE MORE EXPERIENCE ON THE BOARD THIS TIME AROUND, WE HAVE THE FACILITATION GUIDE. WE WILL BE USING A VERY SIMILAR SCRIPT, AND WE HAVE ALL OF THAT INFORMATION TO SEND OUT BEFOREHAND. WE FELT LIKE WE COULD JUST STICK WITH TRUSTEES TO LEAD THESE SESSIONS. IT'S DEFINITELY SOMETHING WE CAN CONSIDER IF WE FEEL IT'S REALLY IMPORTANT TO HAVE OUR LSG COACH AT EACH OF THESE MEETINGS. BUT WE DO HAVE A PLAN FOR PROVIDING ALL OF THE FEEDBACK AND THE RESPONSES TO HER IMMEDIATELY SO SHE CAN START GATHERING THAT, THINKING THROUGH THEMES, SO WHEN WE GET TO THAT WORKSHOP IN APRIL, SHE'S HAD ALL THAT INFORMATION IN ADVANCE. WE'RE ALSO LOOKING AT WE ARE ON A LITTLE BIT TIGHTER BUDGET THIS YEAR, AND SO WE'RE JUST TRYING TO LOOK AT MAKE SURE WE'RE SPENDING OUR MONEY, WE'RE BEING DILIGENT ABOUT THAT, WHERE WE NEED TO. BUT I THINK MOSTLY IT WAS THAT WE HAVE EXPERIENCE ON THE BOARD THIS TIME AROUND, AND WE FEEL LIKE WE CAN DO THAT WITH JUST TRUSTEES. I KNOW WE HAD EVEN DISCUSSED THAT WHEN WE LOOK AT THE SCHEDULE OF TRUSTEES AND WHO SIGNED UP FOR EACH FORUM, THERE'S DEFINITELY FLEXIBILITY AND MAYBE MOVING SOME TRUSTEES AROUND TO MAKE SURE THERE'S AN EXPERIENCED TRUSTEE WITH SOMEONE WHO MAY BE NEWER TO THE PROCESS. >> I WILL SAY, I WAS JUST TRYING TO REMEMBER BECAUSE OUR COACH, I KNOW SHE CAME TO THE EARLIER ONES I DID, BUT I DON'T ACTUALLY REMEMBER HER COMING TO THE LAST ONE I DID BECAUSE ALL OF US HAD DONE IT ONE TIME BEFORE. >> SHE WASN'T ON AT THE VIRTUAL SESSION I ATTENDED? [02:00:01] >> SHE DIDN'T COME TO PEARSON, BECAUSE WE HAD TO WRITE ALL THE ANSWERS DOWN, AND I THINK SHE DIDN'T DO IT SINCE ALL OF US HAD DONE IT ONE TIME BEFORE. WE DIDN'T PAY FOR HER TO COME. I THINK SINCE YOU AND I HAVE DONE IT, I FEEL LIKE MAYBE WE WERE NOT AT THE SAME ONE AT LEAST FOR IN PERSON. >> DO YOU HAVE ANY OTHER QUESTIONS, TRUSTEE ROSS? >> SINCE I WASN'T ON THE BOARD, WHEN YOU GUYS WENT THROUGH THIS, I DON'T REMEMBER BECAUSE I WENT TO A SESSION AND OF COURSE, I WATCHED YOU GUYS WRITE THE GOALS AT A BOARD MEETING, DID THE PUBLIC HAVE ANY INPUT ON THE CONSTRAINTS? WAS IT JUST THAT WE TOOK THE FEEDBACK AND YOU GUYS MADE THE CONSTRAINTS BASED OFF OF THE FEEDBACK THAT YOU RECEIVED? THAT'S IT. THANKS. >> I THINK WE DID THE CONSTRAINTS, BUT I THINK THAT THIRD CONSTRAINT CAME FROM COMMUNITY FEEDBACK BECAUSE THERE WAS A LARGE GROUP OF PEOPLE THAT WANTED CIVICS EDUCATION, AND SO WHEN WE HAD THAT MEETING, IT DIDN'T COME THROUGH AS A GOAL THAT WE HAD BECAUSE THERE WASN'T ANY WAY TO REALLY FRAME IT THAT WAY, SO WE DID IT AS A CONSTRAINT. THEN I THINK THE OTHER ONES WE JUST KEPT FROM OUR PREVIOUS TRY THROUGH IT. >> BUT THERE'S DEFINITELY OUR CONSTRAINTS, WE CAN DO WHATEVER WE WANT WITH THOSE THIS TIME AROUND. THAT CONNECTION TO STATE ASSESSMENT, IT ALLOWS US THAT FLEXIBILITY TO CHANGE CONSTRAINTS OR MODIFY WHAT WE HAVE, AND WE MAY DECIDE WE DON'T WANT TO DO THAT IF WE'RE GOING TO HAVE TO CHANGE THEM AGAIN IN ANOTHER YEAR AND DO THIS WHOLE PROCESS AGAIN IN A YEAR, BUT WE DO HAVE OPPORTUNITY THERE. TRUSTEE LANDRUM. >> THE ONLY OTHER THING I WOULD SAY ABOUT CONSTRAINTS IS WE DON'T MONITOR OUR BOARD CONSTRAINTS AND WE NEVER HAVE. NO, I KNOW, BUT IT'S ALSO AN OPPORTUNITY TO LOOK AT OUR BOARD CONSTRAINTS BECAUSE WE HAVE NEVER MONITORED THEM, WE'VE NEVER REPORTED BACK ON THEM. EVEN IF IT'S ONLY FOR TWO YEARS, RE-EXAMINING THE BOARD CONSTRAINTS IN THIS PROCESS, I DO RECALL FROM OUR SESSIONS, PREVIOUSLY, THERE WAS A LARGE LEARNING CURVE TO TEACH THE COMMUNITY OF WHAT IS IN OUR DOMAIN AND WHAT'S NOT AND WHAT'S GOVERNANCE, WHAT'S MANAGEMENT, AND SAME THING WITH THE SUPERINTENDENT CONSTRAINTS, AND EVEN HIS THIRD CONSTRAINT. IT'S IN OUR CURRICULUM. THERE'S NOT A WAY FOR IT NOT TO BE FULFILLED. IT WAS PUT IN AS A SAFETY NET TO APPEASE SO MANY PEOPLE THAT SAID THEY WANTED TO MAKE SURE THAT OUR STUDENTS WERE GRADUATING WITH FINANCIAL LITERACY AND CIVICS AND THINGS LIKE THAT. I THINK IT IS A GOOD OPPORTUNITY TO LOOK AT OUR CONSTRAINTS AND THEN SPECIFICALLY FOCUS ON OUR BOARD CONSTRAINTS BECAUSE WE DO HAVE THREE BOARD CONSTRAINTS, BUT WE'VE NEVER TRACK THEM, AND I DON'T REALLY THINK THAT THERE'S A TRUSTEE THAT EVEN HAS THAT ROLE OF ONE OF THEM COULD BE TRACKED [OVERLAPPING] >> EXCUSE ME. TRUSTEE LANDRUM NEXT TIME. >> NO, I AGREE AND THAT'S SOMETHING THAT WE HAD DISCUSSED WHILE NOT HAVING THIS ACCOUNTABILITY SYSTEM NEXT YEAR LEAVES US IN LIMBO AND I KNOW CREATES ITS OWN PROBLEMS. IT DOES AFFORD US AN OPPORTUNITY WITH SOME EXPERIENCE TO GO BACK THROUGH THAT PROCESS. YOU GUYS DID A GREAT JOB LAST TIME, BUT I KNOW THAT THAT WAS A BIG LEARNING CURVE, ESPECIALLY WITH THE CONSTRAINTS BECAUSE THEY ARE SO ODDLY WRITTEN, WHICH I KNOW MADE IT HARD TO THINK THROUGH THEM AS WELL. I REMEMBER SITTING OUT THERE AND JUST BEING COMPLETELY CONFUSED ON HOW YOU WERE SUPPOSED TO WRITE THOSE. I THINK BEING ABLE TO TAKE THIS INTERIM STEP WILL ALLOW US WITH EXPERIENCE TO WALK THROUGH THE PROCESS BEFORE WE DO THE BIG REVISION NEXT TIME. MORE QUESTIONS. THANK YOU VERY MUCH. JUST LOOK FOR PATTY WILL SEND EMAILS WITH THE DATES. YOU CAN GET SIGNED UP FOR THOSE AND THEN YOU'LL GET A LITTLE PACKET WITH THE PRESENTATION AND SCRIPT CLOSER TO THE FIRST COMMUNITY SESSION. [H. ACTION ITEMS FOR CONSIDERATION BY CONSENT] MOVING ON TO AGENDA ITEM H1-11, DO I HAVE A MOTION? >> MADAM PRESIDENT, I MOVE THAT WE APPROVE ITEMS H1-10 BY CONSENT. >> SECOND. >> I HAVE A MOTION AND A SECOND BY SHOW OF HANDS. ALL IN FAVOR. MOTION PASSES, I COULDN'T SEE IT. MOTION PASSES 7-0. >> MADAM PRESIDENT, I MOVE THE BOARD APPROVE ITEM H11 BY CONSENT. [02:05:05] >> SECOND. >> I HAVE A MOTION AND A SECOND BY SHOW OF HANDS ALL IN FAVOR. ALL OPPOSED, ALL ABSTAINING. MOTION PASSES 6-1. [I. ACTION ITEMS] MOVING ON TO AGENDA ITEM, I1, DO I HAVE A MOTION? >> MADAM PRESIDENT, I MOVE THAT THE BOARD OF TRUSTEES ADOPT THE ORDER AUTHORIZING THE ISSUANCE OF FIXED RATE ROUND ROCK INDEPENDENT SCHOOL DISTRICT, UNLIMITED TAX SCHOOL BUILDING BONDS IN ONE OR MORE SERIES AS PRESENTED. >> SECOND. >> I HAVE A MOTION AND A SECOND. IS THERE ANY DISCUSSION? TRUSTEE LANDRUM. >> IS THERE A PRESENTATION OR DISCUSSION ABOUT THIS ITEM FOR ANYBODY. I KNOW WHAT IT'S ABOUT, BUT ANYBODY THAT'S WATCHING THIS, THIS IS A PRETTY BIG ITEM. >> WE DON'T HAVE A PLAN PRESENTATION. BUT IF YOU HAVE SPECIFIC QUESTIONS OR DENNIS, IF THERE'S ANYTHING YOU DO WANT TO. >> THERE IS A QUICK PRESENTATION ON OUR FINANCIAL PLAN. >> LET'S GO. >> LET ME INTRODUCE WHAT WE'RE BRINGING BEFORE THE BOARD, AND ACTUALLY IF WE CAN PUT I.1 AND 2 TOGETHER, BECAUSE IT'S ABOUT THE ISSUANCE OF THE NEXT TRANCHE OF BONDS. REMEMBER, LAST YEAR, WE WENT, AND YOU ALL APPROVED THE 350 MILLION TO SELL. NOW WE'RE COMING BACK TO YOU GUYS TO DO THE 300 MILLION. >> DENNIS, IF I CAN PUT THINGS INTO CONTEXT. BY THE WAY, RUDY MAY HEAR, YOU REMEMBER [OVERLAPPING] BUT IF YOU REMEMBER CORRECTLY, WHEN RUDY AND HIS TEAM WORKED ON STRUCTURING OUR BOND, REMEMBER AND DETERMINING TAX RATE AND ALL THAT GOOD STUFF, HE STRUCTURED IN A WAY THAT WE'D HAVE TO SELL $350 MILLION IN YEAR 1, COME BACK YEAR 2 AND DO $300 MILLION, YEAR 3 DO 250, AND THEN YEAR 4 IS THE REMAINING BALANCE FOR, I THINK 130 MILLION OR SO. THE WHOLE PROCESS, THAT WHOLE PLAN, IS REALLY WHAT ALLOW US OBVIOUSLY, TO GO TO OUR VOTERS AND ALSO SET THE TAX RATE WHEN IT COMES TO THE INS SIDE FOR THIS COUPLE OF YEARS. JUST PUT THINGS ON CONTEXT, AGAIN, THIS IS NOT NEW. THIS IS WAS THE PLAN ALL ALONG WHEN WE ADOPTED OR I GUESS THE BOARD, PUT THIS BOND ON THE BALLOT. THE PLAN WAS TO GO FOR YEAR 2 FOR SALE OF $300 MILLION, SO WE CAN DO YEAR 2 PROJECTS. SORRY. I WANT TO JUST PUT THINGS ON CONTEXT. >> NO, THANK YOU FOR THAT, DR. AZAIEZ. PRESIDENT MARKUM, JUST REAL QUICKLY. THERE IS A PRESENTATION HERE DESCRIBING THE PLAN OF FINANCE FOR THIS TRANCHE OF BONDS. IT'S GOING TO LOOK VERY SIMILAR TO LAST YEARS. THANK YOU [LAUGHTER] I WAS WONDERING HOW IS GOING TO TRANSITION. IT'S GOING TO LOOK VERY SIMILAR TO LAST YEAR'S PLAN OF FINANCE. BUT I THINK FOR THE BENEFIT OF THE NEWER TRUSTEES THAT ARE ON THE BOARD, LET'S TAKE A LOOK AT WHAT YOUR CURRENT DEBT ON THE INS SIDE OF YOUR SCHOOL DISTRICT FINANCES LOOKS LIKE. YOU'LL SEE HERE THAT WE HAVE ABOUT $907 MILLION OF BONDS OUTSTANDING. THE BOTTOM TWO CHARTS OR GRAPHS IS A GRAPHICAL REPRESENTATION OF THE DISTRICT'S OUTSTANDING DEBT. ON AVERAGE, WE'RE PAYING ABOUT $90 MILLION A YEAR IN DEBT THAT'S SUPPORTED BY THE TAX ASSESSED VALUES OF THE DISTRICT. WITH THIS UPCOMING BOND SALE, AGAIN, THIS IS TRANCHE NUMBER 2 OF THE 2024 BOND ELECTION. WE WILL SELL THIS IN A SIMILAR MANNER WITH A SERIES A AND A SERIES B. SERIES A WILL BE $200 MILLION, OUTLINED THERE IN FRONT OF YOU, AND SERIES B WILL BE $100 MILLION SOFT PUT. A SOFT PUT IS BASICALLY A SHORTER LIFE TYPE OF BOND THAT ALLOWS US TO REFUND THOSE BONDS IN FIVE YEARS FOR ADDITIONAL INTEREST RATE SAVINGS. WHAT I'M SHOWING YOU TODAY IS THE WORST CASE SCENARIO OF WHAT WE ANTICIPATE HAPPENING HERE. WE ARE LOOKING AT AN INTEREST RATE OF AROUND 4%, WHICH I THINK WE WERE AT 3.99% LAST YEAR. THAT WAS ONE OF DENNIS' GOALS WAS TO GET US UNDER 4%. THE INTEREST RATE ENVIRONMENT HAS INCREASED A LITTLE BIT SINCE THE LAST TIME WE SOLD. I DO SEE US BEING IN THAT 4% RANGE ON THIS NEXT TRANCHE. I KNOW HE'S SHAKING HIS HEAD, BUT WE'RE GOING TO DO OUR BEST TO GET IT SUB 4. THE TEAM HAS BEEN HARD AT WORK OVER THE PAST COUPLE OF MONTHS PIECING THIS PLAN TOGETHER. WE'VE ALREADY APPLIED FOR THE PERMANENT SCHOOL FUND WITH THE STATE OF TEXAS THROUGH TEA, AND WE DO ANTICIPATE RECEIVING THAT LETTER TOMORROW, WHICH IS GUARANTEEING THE DISTRICT WILL RECEIVE A AAA RATING IN THE BOND MARKET. [02:10:04] WE'VE HAD TWO RATING CALLS, ONE WITH MOODY'S AND ONE WITH KROLL. WE DO ANTICIPATE A AAA RATING FROM KROLL AND A AA1 RATING FROM MOODY'S, WHICH BASICALLY, IT'S GOING TO ALLOW US TO ENTER INTO THE MARKETS WITH TWO AAA CREDITS AND ONE AA1. WE SHOULD RECEIVE FAVORABLE INTEREST RATES AND FAVORABLE INTEREST FROM INVESTORS. THE PLAN IS TO SELL THESE TRANCHES, I'M SORRY, THE SECOND WEEK OF FEBRUARY, AND THE DISTRICT WILL RECEIVE FUNDS IN HAND THE FIRST WEEK OF MARCH. IF I MAY ADD, THE DISTRICT HAS DONE A FANTASTIC JOB MANAGING THE FIRST TRANCHE AND CONGRATULATIONS ON THE CTE BUILDING. I WAS ABLE TO GO TAKE A LOOK AT THAT AND TOUR IT. I CAN'T WAIT TO SEE STUDENTS IN THAT BUILDING BECAUSE IT'S GOING TO BE ABSOLUTELY AMAZING. WITH THAT, BEN AND I ARE MORE THAN HAPPY TO ANSWER ANY ADDITIONAL QUESTIONS THAT YOU MAY HAVE. >> THANK YOU. DO YOU HAVE ANY QUESTIONS? TRUSTEE CUERO. >> IN YOUR MODELS, WE ARE ANTICIPATING PROBABLY THE LEGISLATURE OR THE GOVERNOR TO PUT A CAP OR A NUMBER ON PROPERTY TAXES. DO YOUR MODELS TAKE THAT UNDER CONSIDERATION IN THE FUTURE? >> THAT'S A GREAT QUESTION,. SIR, OUR MODELS DO NOT TAKE INTO ACCOUNT ANY FORESEEABLE LEGISLATURE CUTS OR WHATNOT. WE PLAY THE GAME WITH THE RULES THAT WE CURRENTLY HAVE. WITH THE RULES THAT WE CURRENTLY HAVE AND WHAT THE VOTERS APPROVE, THIS IS THE PLAN. THE MODEL HAS SOME FLEXIBILITY IN CASE OUTSIDE FACTORS AFFECT IT. FIVE YEARS AGO, WE WERE SELLING BONDS AT 2%, AND THEN INFLATION HIT, INTEREST RATES ROSE AND NOW WE'RE AT 4%. WE TRY TO BE AS CONSERVATIVE AS POSSIBLE WHEN BUILDING THE FINANCIAL MODELS, AND I CAN GUARANTEE, IT'S ALWAYS GOING TO BE WRONG, BECAUSE I'M BUILDING THIS THING USING A TON OF ASSUMPTIONS THAT ARE NEVER ACTUALLY 100% CORRECT. BUT I'M CONFIDENT IN THE MODEL, I'M CONFIDENT IN THE PLAN THAT WE PRESENTED TO THE BOARD WHEN YOU ALL PASSED THE BOND ELECTION. IF THE LEGISLATURE DOES COME BACK AND PROPOSE A CAP, I THINK FOR ROUND ROCK ISD PURPOSES, WE ARE IN A VERY GOOD SPOT. YES, SIR. >> JUST TO ADD A LITTLE BIT TO THAT. OF COURSE, RUDY, I THINK HAS PRETTY CONSERVATIVE ASSUMPTIONS IN THERE WHERE IT MAY OFFSET SOME OF THOSE THINGS. THE OTHER THING THE LEGISLATURE HAS DONE IS INCLUDE SOMETHING CALLED ADDITIONAL STATE AID FOR HOMESTEAD EXEMPTION. THEY HAVE DONE SOME THINGS WHERE THEY GIVE YOU SOME PROTECTION WHENEVER THEY INCREASE THE HOMESTEAD EXEMPTIONS. THEY GIVE YOU OFFSETTING STATE AID THAT HELPS TO DEFRAY SOME OF THOSE ISSUES. I'M NOT GOING TO SAY THAT THEY'LL CONTINUE TO DO THAT IN THE FUTURE. THERE'S NOTHING THAT WOULD OBLIGATE THEM TO AT THAT POINT, BUT THEY HAVE DONE THAT IN THE PAST, WHICH HELPS WITH THAT CONCERN. >> ANY OTHER QUESTIONS? TRUSTEE LANDRUM. >> I DON'T KNOW. I'M SURE THERE'S A MOTION OR A POINT OF ORDER THAT I'M SUPPOSED TO MAKE ON THIS. BUT THE MOTION LANGUAGE FOR I.1 AND I.2 ARE EXACTLY THE SAME. HOW IS IT DIFFERENTIATED THAT THE MOTION IS FOR I.1 AND ONE IS FOR I.2. >> THEY'RE DIFFERENT. THE ONE THAT I JUST READ WAS FOR FIXED RATE, AND THEN THE OTHER ONE IS FOR VARIABLE RATE. >> SORRY, I MISUNDERSTOOD BECAUSE I THOUGHT MR. COVINGTON SAID THAT THAT MOTION WOULD APPLY FOR I.1 AND I.2, SO WE DO NEED A SEPARATE MOTION FOR I.2. >> THEY'RE EXTREMELY SIMILAR MOTIONS, BUT THEY ARE SEPARATE ORDERS THAT YOU'RE APPROVING, SO WE SHOULD HAVE TWO MOTIONS. >> GOT IT. >> THE INFORMATION WAS FOR BOTH. ANY OTHER QUESTIONS? I HAVE A MOTION AND A SECOND FOR I.1. BY SHOW OF HANDS, ALL IN FAVOR. MOTION PASSES 7-0. MOVING ON TO AGENDA ITEM, I.2, DO I HAVE A MOTION? >> I MOVE THAT THE BOARD OF TRUSTEES ADOPT THE ORDER AUTHORIZING THE ISSUANCE OF ROUND ROCK INDEPENDENT SCHOOL DISTRICTS VARIABLE RATE, UNLIMITED TAX SCHOOL, BUILDING BONDS, AND ONE OR MORE SERIES AS PRESENTED. >> SECOND. >> I HAVE A MOTION AND A SECOND. ANY MORE DISCUSSION OR QUESTIONS? ALL IN FAVOR, BY SHOW OF HANDS. [02:15:04] MOTION PASSES 7-0. >> THANK YOU. >> THANK YOU SO MUCH. MOVING ON TO AGENDA ITEM I.3, APPROVAL OF NOMINATIONS FOR THE TRAVIS CENTRAL APPRAISAL DISTRICT OR TCAD. TCAD SENT US A LETTER THAT THEY HAD TWO RESIGNATIONS ON THE BOARD THAT NEED TO BE FILLED. THIS IS A INTERIM POSITION. WE HAVE THE OPPORTUNITY TO NOMINATE INDIVIDUALS. I BELIEVE WE HAVE THE OPPORTUNITY TO NOMINATE TWO INDIVIDUALS IF WE WANT, BUT OF COURSE, WE CAN DO ONE OR NONE. THAT'S COMPLETELY UP TO US. WHEN WE WENT THROUGH THE NOMINATION AND ELECTION PROCESS PRIOR, WE PUT FORTH ELIZABETH MONTOYA, WHO WAS RECOMMENDED BY PFLUGERVILLE ISD. WE CAN DO THAT AGAIN OR WE CAN CHOOSE SOMEONE ELSE OR NO ONE. I WILL OPEN IT UP TO DISCUSSION. >> I DON'T KNOW ANYONE THAT IS INTERESTED IN THIS, AND I KNOW WE DON'T HAVE VERY MANY VOTES. I WOULD SAY, FROM MY OPINION, IS NO ONE AT THIS POINT. >> ANY OTHER THOUGHTS OR DO I HAVE A MOTION? I THINK IF WE'RE NOT NOMINATING ANYONE, WE DON'T NEED A MOTION, CORRECT? [J. BOARD BUSINESS] THEN WE WILL MOVE ON TO BOARD BUSINESS. GIVE ME JUST A SECOND. WE HAVE UPCOMING MEETINGS ON JANUARY 29TH, FEBRUARY 12TH, AND FEBRUARY 19TH. IT LOOKS LIKE WE HAVE ALL RSVP, SO THANK YOU VERY MUCH. APPRECIATE THAT. EARLIER THIS MONTH, A FEW OF US TRUES ATTENDED THE TASB GRASSROOTS MEETING FOR REGION 13 WHERE WE HELPED SET TASB'S LEGISLATIVE ADVOCACY AGENDA. TRUSTEE CUERO WON A STUDENT SCHOLARSHIP FROM TASB IN THE AMOUNT OF $1,000, WHICH IS VERY EXCITING. THE ADMINISTRATION IS GOING TO WORK THROUGH A PROCESS ON HOW TO AWARD THAT SCHOLARSHIP. THEN WE'LL SEE THAT IN A BOARD UPDATE OF WHATEVER THEY DECIDE. >> IF I MAY. WE WILL OBVIOUSLY WORK WITH OUR BOARD AND MOST LIKELY WE'LL SHARE THE UPDATES AND INFORMATION, HOW WE'RE GOING TO GO ABOUT IT, BUT ALSO WHENEVER THERE IS A STUDENT, WE'LL HAVE A STUDENT, WE PROBABLY WILL DO IT HERE WHERE ACTUALLY THE BOARD MEMBERS, INCLUDING MR. CUERO, WILL GIVE THAT CHECK AWAY OR THAT MONEY AWAY TO OUR STUDENTS. THAT'S THE PLAN. WE'RE WORKING ON HOW WE CAN GET THE STUDENTS SELECTED, PRETTY MUCH. >> THANK YOU. IT'S VERY EXCITING. >> [OVERLAPPING] PRESIDENT, I JUST WANT TO ADD THAT ONCE WE SELECT THE STUDENT, WE'LL COMMUNICATE BACK TO THE TASB AND THEY WILL COME OUT AND ACTUALLY PRESENT THE CHECK. >> THAT'S GREAT. THANK YOU. THEN I JUST WANTED TO PUT A NOTE OUT THERE FOR THE MARCH 12TH GRIEVANCE. WE DON'T HAVE ALL OF OUR RSVPS YET. IF YOU'VE NOT RSVP TO THAT MEETING, PLEASE DO SO. RIGHT NOW WE'RE A LITTLE TIGHT ON QUORUM. WE HAVE QUORUM, BUT WE'RE A LITTLE TIGHT. I JUST WOULD LIKE TO KNOW WHO ALL IS ABLE TO ATTEND AND NOT IN CASE WE DO HAVE TO MOVE THAT FOR SOME REASON, WHICH IS GOING TO BE DIFFICULT. PLEASE LET ME KNOW AND I WILL TURN IT OVER TO YOU DR. AZAIEZ. >> THANK YOU. JUST A COUPLE OF THINGS. YOU PROBABLY RECEIVED THAT EMAIL BY NOW, BUT WE ARE EXPECTING SOME FREEZING TEMPERATURE AND WEATHER OVER THE WEEKEND, SO JUST TO MAKE SURE THAT EVERYONE IS SAFE, OUR STUDENTS, OUR STAFF, OUR FAMILIES REALLY SOMETIMES HAVE TO DRIVE IN DANGEROUS SITUATIONS. WE MADE A DIFFICULT DECISION TO CANCEL, OBVIOUSLY, OUR ACTIVITIES FOR THE WEEKEND, FOR SATURDAY, SUNDAY. WHEN IT COMES TO IL ACTIVITIES, WE HAD TO WORK WITH OTHER SCHOOL DISTRICTS, ALSO IL TO MAKE SURE THAT OUR SCHOOLS ARE ALSO NOT GET PENALIZED OBVIOUSLY FOR ANY OF THOSE COMPETITIONS AND PERFORMANCES. BUT ANYWAY, AGAIN, JUST TO ENSURE THAT EVERYBODY'S SAFETY, WE HAD TO MAKE THAT DIFFICULT DECISION. AS FAR AS MONDAY, WE ARE MONITORING THE WEATHER. OBVIOUSLY, TALKING WITH NATIONAL WEATHER SERVICES, WILLIAMSON COUNTY, [02:20:04] EMERGENCY SERVICES, TRAVIS COUNTY SERVICE AND OTHER SCHOOL DISTRICTS AROUND US, JUST TO MAKE SURE AGAIN THAT WE GATHERING ALL THE FOR NECESSARY INFORMATION. THESE DECISIONS ARE NOT EASY, AS YOU KNOW, THEY ARE VERY DIFFICULT DECISIONS WHENEVER WE HAD TO CANCEL ACTIVITIES OR SHUT DOWN THE SCHOOLS OR THE DISTRICT, AND SO WE TAKE IT VERY SERIOUSLY, OBVIOUSLY THE SAFETY OF EVERYONE. WE WILL BE NOTIFYING OBVIOUSLY OUR BOARD AS WELL AS OUR COMMUNITY AS EARLY AS WE CAN MAKE A DETERMINATION FOR MONDAY. WE THINK THE LATEST WILL BE PROBABLY AROUND MAYBE NOON TO 1:00 O'CLOCK ON SUNDAY. WE'LL KNOW MORE OR LESS WHAT WILL HAPPEN FOR MONDAY AND THEN OBVIOUSLY WE WILL SHARE THAT INFORMATION WITH EVERYONE. BUT I HOPE THAT EVERYBODY STAYS WARM AND SAFE. I KNOW I'M SURE TRAVIS COUNTY AS WELL AS WILLIAMSON COUNTY AND THE CITY OF ROUND ROCK, CITY OF AUSTIN, ALL OF THEM PROBABLY WILL BE KEEPING EVERYBODY INFORMED ABOUT, AGAIN, THE SITUATIONS ON THE ROADS AND THINGS LIKE THAT. HOPEFULLY EVERYBODY STAYS SAFE. >> THANK YOU. DO I HAVE ANY OTHER ANNOUNCEMENTS? [K. CLOSED SESSION (The Board reserves the right to enter into closed session on any agenda item as permitted by the Texas Open Meetings Act, Section 551.071 et seq.)] THEN WE ARE GOING TO MOVE INTO CLOSED. PURSUANT TO TEXAS GOVERNMENT CODE, SECTION 551.071 AND 551.076, THE BOARD WILL REVIEW, DELIBERATE, AND DISCUSS THE SAFETY AND SECURITY INTRUDER DETECTION AUDIT FINDINGS. PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.072, THE BOARD WILL MEET TO DISCUSS AND DELIBERATE ON THE PURCHASE EXCHANGE LEASE OR VALUE OF REAL PROPERTY AND PURSUANT TO TEXAS GOVERNMENT CODE 551.071, THE BOARD MAY SEEK LEGAL ADVICE REGARDING THE PROPOSED CONVEYANCE OF SALE OF LAND. PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.071, THE BOARD WILL CONSULT WITH COUNSEL FOR THE DISTRICT AND BOARD COUNSEL TO DISCUSS PENDING LITIGATION. PURSUANT TO TEXAS GOVERNMENT CODE, SECTION 551.071, THE BOARD WILL CONSULT WITH COUNSEL FOR THE DISTRICT AND BOARD COUNSEL TO DISCUSS TEXAS EDUCATION CODE, SECTION 25.0823. WE ARE GOING TO HAVE CLOSED IN THIS ROOM, SO IF EVERYBODY COULD LEAVE, THAT WOULD BE GREAT. IT IS 8:31, AND WE ARE ENCLOSED. IT IS 9:48, [L. CALL BACK TO ORDER/EXECUTIVE SESSION MOTIONS] AND WE ARE BACK IN OPEN. DO I HAVE ANY MOTIONS COMING OUT OF CLOSED? >> I MOVE THAT THE BOARD APPROVE THE ROUND ROCK ISD SAFETY AND SECURITY INTRUDER DETECTION REPORT AS DISCUSSED ENCLOSED. >> [OVERLAPPING] SECOND. >> I HAVE A MOTION AND A SECOND. BY SHOW OF HANDS, ALL IN FAVOR. MOTION PASSES 7-0. DO I HAVE ANY OTHER MOTIONS? SEEING NONE AND NOTHING ELSE ON THE AGENDA. WE ARE ADJOURNED AT 9:48. * This transcript was compiled from uncorrected Closed Captioning.