[B. CALL TO ORDER] [00:00:03] IT IS. 5:34, AND THIS MEETING OF THE ROUND ROCK INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES PUBLIC HEARING ON THE 2024 2025 ANNUAL REPORT IN TEXAS ACADEMIC PERFORMANCE REPORT IS CALLED TO ORDER. IN ATTENDANCE TONIGHT WE HAVE TRUSTEE LANDRUM, TRUSTEE WEIR, TRUSTEE MARKUM, TRUSTEE ROSS, TRUSTEE WEI AND TRUSTEE CUERO. PLEASE STAND FOR THE PLEDGE. I PLEDGE ALLEGIANCE. HONOR THE TEXAS FLAG. AS OF RIGHT NOW, WE HAVE NO PUBLIC COMMENT. BUT JUST AS A REMINDER, YOU CAN SIGN UP FOR PUBLIC COMMENT AT ANY TIME DURING THIS THIS MEETING. SO I'M GOING TO GO AHEAD AND TURN IT OVER TO DOCTOR AZAIEZ FOR THE ANNUAL REPORT. [E. PUBLIC HEARING] GOOD EVENING. PRESIDENT. MARKUM TRUSTEES AND COMMUNITY MEMBERS AND STAFF. SO AS YOU REMEMBER WE HAVE ONCE A YEAR WE ARE REQUIRED, I GUESS, BY THE STATUTE TO TO GO OVER OUR REPORT, OUR ACADEMIC REPORT WE CALL IT TAPRREPORT. SO WITH US TONIGHT IS NATALIE. SO WE'LL TAKE US THROUGH. I THINK ERIKA WILL BE ALSO HELPING HER PRESENT. NOW, ERIKA SAID SHE WON'T BE PRESENTING TONIGHT, SO SHE'S GOING TO LET NATALIE PRESENT BY HERSELF. BUT THIS IS AGAIN, IT'S AN OVERVIEW. THIS IS WHAT STATE? OR TO RELEASES TO SCHOOL DISTRICTS ANNUALLY. AND THEY REALLY TALK FROM ANYTHING FROM ACADEMIC SIDE TO ALSO STAFFING AND ALL THAT GOOD STUFF. BUT WE'RE REQUIRED ALSO TO REPORT THIS. I KNOW IT'S POSTED ALSO TO OUR PUBLIC, TO OUR COMMUNITY, BUT WE ARE REQUIRED TO PRESENT DURING A BOARD MEETING. AND SO WE TYPICALLY DO THAT IN THE MONTH OF FEBRUARY. SO WITHOUT ANY MORE DELAY, NATALIE, IF YOU CAN TAKE IT OVER. ABSOLUTELY. THANK YOU SO MUCH. SO AGAIN, THANK YOU EVERYONE. GOOD EVENING. PRESIDENT MARKUM, BOARD OF TRUSTEES AND DOCTOR AZAIEZ. TONIGHT, WE'RE HERE TO PRESENT THE 2024 2025 ANNUAL REPORT. I AM DOCTOR NATALIE NICHOLS, SENIOR CHIEF OF SCHOOLS AND INNOVATION. AND HERE WITH ME IS ERICA SIMMONS, EXECUTIVE DIRECTOR OF ASSESSMENT AND EVALUATION. SO EACH YEAR, THE DISTRICT COMPILES A WIDE RANGE OF PERFORMANCE INFORMATION INTO AN ANNUAL REPORT IN THE FORMAT SPECIFIED BY THE TEXAS EDUCATION AGENCY. THE ANNUAL REPORTS PRIMARY COMPONENT IS THE TEXAS ACADEMIC PERFORMANCE REPORT, OR TAPR, FOR THE DISTRICT AND EACH CAMPUS. IN ADDITION TO THE TAPR, THE DISTRICT ALSO INCLUDES THE TEAM'S FINANCIAL STANDARD REPORTS. CAMPUS PERFORMANCE OBJECTIVE. A REPORT OF VIOLENT OR CRIMINAL INCIDENTS. THE DISTRICT'S ACCREDITATION STATUS. OUR SPECIAL EDUCATION STATUS. PROGRESS TOWARDS HOUSE BILL THREE GOALS, WHICH ARE EARLY CHILDHOOD LITERACY, EARLY MATH AND COLLEGE CAREER AND MILITARY READINESS. AND OUR GRADUATES PERFORMANCE IN POST-SECONDARY INSTITUTION. THE POINT OF THE ANNUAL REPORT, AS REQUIRED BY THE TEXAS EDUCATION CODE, IS TO PROVIDE A COMPREHENSIVE AND TRANSPARENT OVERVIEW OF A SCHOOL DISTRICT'S EDUCATIONAL PERFORMANCE, FINANCIAL STATUS, AND SAFETY. ITS PRIMARY INTENT IS TO INFORM THE PUBLIC ABOUT HOW THE DISTRICT AND ITS INDIVIDUAL CAMPUSES ARE PERFORMING, RELATIVE TO STATE STANDARDS AND COMPARABLE SCHOOL GROUPS, AND INTERNALLY FOR THE DISTRICT TO USE THESE METRICS TO DRIVE DECISION MAKING AROUND DISTRICT AND CAMPUS GOALS AND BUDGET. SO PUBLIC ACCESS TO THE FULL ANNUAL REPORT AND THE CAMPUS TAPR REPORT WILL BE FOUND ON THE DISTRICT WEBSITE, AND ALL TAPR REPORTS CAN ALSO BE FOUND ON THE TEXAS EDUCATION AGENCY WEBSITE WITHIN 2 WEEKS OF THIS PRESENTATION, AS REQUIRED BY LAW, BY POSTING IT ON THE DISTRICT WEBSITE AND MAKING PHYSICAL COPIES AVAILABLE IN THE PUBLIC PLACES LIKE SCHOOL OFFICES. THIS ENSURES THAT PARENTS, PROPERTY OWNERS, AND COMMUNITY MEMBERS HAVE DIRECT ACCESS TO THE DATA USED TO EVALUATE THEIR LOCAL SCHOOLS. A SPECIAL NOTE THE AMOUNT OF INFORMATION AND DATA CONTAINED IN EACH OF THESE 8 RESPECTIVE AREAS IS DETAILED AND EXTENSIVE. THE PURPOSE OF THIS ANNUAL REPORT IS NOT TO GIVE EACH DETAIL, BUT TO ORIENT THE COMMUNITY TO THE INFORMATION THAT CAN BE FOUND AND PRESENT A HIGH LEVEL SUMMARY, OVERVIEW, OR EXCERPT FROM THAT SECTION OF THE ANNUAL REPORT AS APPROPRIATE. AND SO A DISTRICT CAN EARN 1 OF 4 ACCREDITATION STATUSES, AND A SPECIAL EDUCATION DEPARTMENT CAN EARN 1 OF 4 DETERMINATION [00:05:08] STATUSES. THEIR DETAIL ON THE SLIDE ABOVE WITH A SCORE OF 87. OUR DISTRICT IS RATED A B DISTRICT AND OUR SPECIAL EDUCATION DETERMINATION STATUS IS RATED AT THE HIGHEST LEVEL MEETS REQUIREMENTS. AS OF THIS PRESENTATION, THE ACCREDITATION STATUS HAS NOT BEEN PUT OUT BY THE STATUS YET AND SO THAT WILL BE FORTHCOMING. THE TEAM'S FINANCIAL STANDARD REPORT FOR TEXAS SCHOOL DISTRICTS PROVIDES A COMPREHENSIVE SUMMARY OF DISTRICTS AUDITED OF THE DISTRICT'S AUDITED FINANCIAL ACTIVITY FROM THE PRECEDING FISCAL YEAR, TYPICALLY CATEGORIZED BY THE GENERAL FUND AND OTHER GOVERNMENTAL FUNDS. THIS REPORT DETAILS REVENUES FROM 3 PRIMARY SOURCES LOCAL PROPERTY TAXES, STATE PROGRAM FUNDING BASED ON ATTENDANCE, AND FEDERAL PROGRAM REVENUES. IT FURTHER BREAKS DOWN EXPENDITURES BY FUNCTION AND OBJECT CODES, IDENTIFYING HOW MUCH WAS SPENT ON DIRECT INSTRUCTION, SCHOOL LEADERSHIP, ADMINISTRATIVE SUPPORT, AND DEBT SERVICE. ADDITIONALLY, THE REPORT TRACKS THE FUND BALANCE, SHOWING THE BEGINNING AND ENDING AMOUNTS TO ILLUSTRATE THE DISTRICT'S FINANCIAL STABILITY WHILE INCLUDING SUPPLEMENTAL DATA SUCH AS STUDENT ENROLLMENT OR ADA TAX RATES AND TOTAL PROPERTY VALUES, TO PROVIDE CONTEXT FOR THE DISTRICT'S FINANCIAL HEALTH. HERE YOU HAVE A SIDE BY SIDE THAT SIMPLY DETAILS WHAT PERCENTAGE OF OUR DISTRICT'S GENERAL FUND IS BASED ON LOCAL PROPERTY TAXES, STATE OPERATING FUNDS, AND FEDERAL FUNDS. AS A SPECIAL CALL OUT, YOU'LL SEE THAT ROUND ROCK ISD THE MAJORITY OF HOW OUR GENERAL FUND IS FUNDED IS THROUGH LOCAL PROPERTY TAXES. CLOSE TO 87% WHILE VERSUS THE STATE TOTAL. YOU SEE IT'S AT ABOUT 35%. SO THERE'S A A WIDE VARIANCE IN HOW THE DIFFERENT DISTRICTS ARE FUNDED. AND THIS IS JUST 1 ASPECT OF WHAT YOU WOULD SEE ON THIS REPORT. SO NOW WE GO TO TALK ABOUT UNDERSTANDING THE DISTRICT'S VIOLENT AND CRIMINAL INCIDENTS DATA, THE VIOLENT AND CRIMINAL INCIDENTS DATA IN A TEXAS SCHOOL DISTRICT'S ANNUAL REPORT ACTS AS A SAFETY SUMMARY FOR THE COMMUNITY, PROVIDING A CLEAR PICTURE OF SECURITY AND STUDENT BEHAVIOR ON EACH CAMPUS. IN SIMPLE TERMS, THIS SECTION LISTS THE NUMBER AND TYPES OF SERIOUS INCIDENTS THAT OCCURRED DURING THE SCHOOL YEAR, SUCH AS CASES INVOLVING WEAPONS, DRUGS, OR PHYSICAL ASSAULTS, WHILE ENSURING INDIVIDUAL STUDENTS IDENTITIES ARE PROTECTED BEYOND JUST A RAW NUMBER. THE REPORT ALSO DETAILS THE RATE OF THESE EVENTS, WHICH HELPS PARENTS UNDERSTAND HOW OFTEN THEY OCCUR RELATIVE TO THE SIZE OF THE STUDENT POPULATION. IMPORTANTLY, IT ALSO HIGHLIGHTS THE PROACTIVE STEPS THE DISTRICT IS TAKING TO KEEP KIDS SAFE, INCLUDING DESCRIPTION OF VIOLENCE PREVENTION PROGRAMS, MENTAL HEALTH SUPPORT, AND SPECIFIC SECURITY POLICIES DESIGNATED DESIGNED TO INTERVENE BEFORE BEFORE PROBLEMS ESCALATE. HERE WE HAVE. THIS SLIDE PROVIDES A HIGH LEVEL DISTRICT SUMMARY OF TOTAL INCIDENTS IDENTIFIED AS VIOLENT AND OR CRIMINAL. OF THE 619 INCIDENTS FOR THE 20 2425 SCHOOL YEAR, APPROXIMATELY 8,068% WERE IDENTIFIED AS POSSESSING, USING, OR BEING UNDER THE INFLUENCE OF ALCOHOL OR A CONTROLLED SUBSTANCE 17% FOR ASSAULT AND 15% FOR OTHER. BUT WHEN TALKING ABOUT THESE STATISTICS, STATISTICS ON CONTEXT MATTERS. BEFORE I MOVE ON, LET ME ASK THE QUESTION OF THE BOARD. DO YOU WANT TO WAIT UNTIL AFTER THE PRESENTATION FOR QUESTIONS, OR WOULD YOUR PREFERENCE TO BE ASKED AS WE GO? I THINK AFTER THE PRESENTATION, UNLESS ANYONE FEELS DIFFERENTLY. OKAY, PERFECT. THEN I'LL JUST KEEP ON ROLLING ON. SO GOING ON TO THE NEXT SLIDE, WE'RE GOING TO TALK ABOUT CAMPUS PERFORMANCE OBJECTIVES. SO WHAT CAMPUS IMPROVEMENT PLANS I'M SORRY. WHEN FOR CAMPUS PERFORMANCE OBJECTIVES, CAMPUS IMPROVEMENT PLANS CONTAIN THE CAMPUS IMPROVEMENT OBJECTIVES. WHEN WE CREATE A CAMPUS IMPROVEMENT PLAN, THERE ARE 3 HIGH LEVEL PROCESSES THAT WE GO THROUGH. THE DISTRICT AND ALSO CAMPUSES EACH DO WHAT IS CALLED A COMPREHENSIVE NEEDS ASSESSMENT AND A COMPREHENSIVE NEEDS ASSESSMENT. WE HAVE BOTH INTERNAL STAKEHOLDERS TO THAT ORGANIZATION EXTERNAL STAKEHOLDERS AT VARIOUS LEVELS EVEN TO INCLUDE STUDENTS. AND WHAT WE DO IS WE GO THROUGH ANALYSIS OF ALL THE DATA. AND THE JOB THEN IS TO IDENTIFY GAPS. ONCE THEY DECIDE THAT WHAT THOSE HIGH LEVERAGE GAPS AND WHAT IS MOST IMPORTANT, [00:10:02] THEN THAT IS GIVEN OVER TO THE DISTRICT AND OR TO THE CAMPUS. AND THEN THERE IS THEIR ROLE BASED ON THE GUIDANCE FROM THE STRATEGIC PLAN, GOALS AND ORDER, THE BOARD AND ALSO THE BOARD GOALS TO THEN DECIDE WHAT THEIR PERFORMANCE OBJECTIVES WILL BE. THEY WILL NAME THE HIGH LEVERAGE GAPS IN THE UNDER THE GUISE OF PERFORMANCE OBJECTIVES IN THEIR CAMPUS IMPROVEMENT PLANS. JUST AS A WAY TO REMEMBER WHAT OUR STRATEGIC GOALS ARE FOR THE DISTRICT, THESE ARE THE 6 STRATEGIC GOALS THAT WERE GENERATED FOR THE NEXT 5 YEARS, 2025 TO 2029. NOW WHAT I WILL SHOW IS SPECIFICALLY HOW A GOAL IS TAKEN. 1 OF THESE GOALS FROM THE STRATEGIC PLAN IS TAKEN AND USED WITHIN THE CAMPUS IMPROVEMENT PLAN IN ORDER TO GENERATE PERFORMANCE OBJECTIVES. SO WHAT YOU WILL SEE OFTENTIMES IS THAT GOAL FOR TEACHING AND LEARNING. ALL STUDENTS ARE PROVIDED RIGOROUS, INNOVATIVE, EQUITABLE CURRICULUM AND INSTRUCTION TO SUPPORT ACADEMIC GROWTH AND ACHIEVEMENT. WHEN YOU LOOK AT A CAMPUS IMPROVEMENT PLAN AND A DISTRICT IMPROVEMENT PLAN, YOU WILL SEE THAT THERE ARE 6 HIGH LEVEL GOALS THAT IS PULLED STRAIGHT FROM OUR STRATEGIC PLAN. UNDERNEATH THIS THE GOALS. THEN YOU WILL HAVE PERFORMANCE OBJECTIVES. THOSE PERFORMANCE OBJECTIVES WILL ALIGN TO THE GAPS THAT ARE FOUND IN THE CAMPUS NEEDS ASSESSMENT. AND THEY CAN ALSO COME FROM HOUSE BILL 3. THE BOARD GOALS AS WELL. BUT THOSE ARE GAPS WITHIN THEIR PERFORMANCE. AND THEN AFTERWARDS UNDER EACH PERFORMANCE OBJECTIVE THERE IS A STRATEGY THAT WILL SPECIFICALLY BE WRITTEN IN TO MITIGATE WHATEVER GAPS ARE FOUND WITHIN THE DATA. IN ADDITION TO BEING IN THE ANNUAL REPORT, THE CAMPUS PERFORMANCE OBJECTIVES ARE ALSO POSTED PUBLICLY IN THE INDIVIDUAL CAMPUS IMPROVEMENT PLANS ON THE ROUND ROCK ISD DISTRICT WEBSITE ON THE PERFORMANCE INDICATORS PAGE. SO THERE YOU'LL HAVE A RECORD FOR EVERY CAMPUS TO INCLUDE THE DISTRICT IMPROVEMENT PLAN. IF ANYONE WOULD LIKE TO GO THROUGH THAT AND SEE WHAT GOALS CAMPUSES HAVE SET FOR THEIR SCHOOL YEAR. NOW WE'RE GOING TO TAKE A LOOK AT THE PROGRESS TOWARDS HOUSE BILL 3 GOALS AND AGAINST HOUSE BILLS 3 GOALS ARE EARLY LITERACY, EARLY MATH AND COLLEGE CAREER AND MILITARY READINESS. SO WHEN WE TRACK THESE INTERNALLY, HOW WE HAVE DECIDED TO LOOK AT THESE IS TO SAY THAT IF WE'RE ON TRACK, YOU'RE GOING TO SEE THAT IT'S GREEN, WHICH MEANS THAT WE HAVE MET OR EXCEEDED THE TARGET. IF WE'RE SLIGHTLY OFF TRACK, THAT MEANS THAT WITHIN 4 POINTS OF THE 2025 TARGET, AND IF WE ARE OFF TRACK, IT MEANS THAT THE PERFORMANCE IS MORE THAN 4 POINTS AWAY FROM THE 2025 TARGET. HERE YOU SEE AN EXAMPLE. THIS SLIDE IS REPRESENTATIVE OF HOW WE TRACK AND REPORT OUT ON HOUSE BILL 3 GOALS. THERE IS A GOAL SET FOR THE OVERALL TARGET AS WELL AS FOR EACH STUDENT POPULATION. THIS METRIC SPECIFICALLY THIS IS JUST AN EXAMPLE OF THE ONE FOR CMR. SO I WANTED TO MAKE SURE THAT EVERYONE UNDERSTANDS THAT CCMR ITSELF IS A LAGGING IDENTIFIER. SO WHERE YOU SEE THE TAPR REPORT WE'RE REPORTING OUT ON THE 2024 2025 TAPR REPORT. BUT THAT DATA IS FOR CCMR IS ABOUT THE 2024 GRADUATES. IT OFTENTIMES GETS A LITTLE BIT CONFUSING. SO I WANT TO MAKE SURE THAT WE'RE ALL UNDERSTANDING WHAT GROUP OF STUDENTS THAT WE'RE TALKING ABOUT. SO BELOW THEN YOU WILL SEE THAT THE BOARD SET THEIR YEARLY TARGETS IN 2022. THE TARGET SET BY THE BOARD WAS 86%. 2023. 88%. 2024. 90%. 2025. 92%. AND FOR 2026, IT'S SET AT 94%. SO HERE BELOW YOU HAVE HOW THE CLASS OF 2024 PERFORMED BY STUDENT POPULATION. NOW WHAT YOU SEE ALSO IS THE THIS DESIGNATION THAT WE TALKED ABOUT SHOWING ON TRACK SLIGHTLY OFF TRACK AND OFF TRACK. AND YOU WILL SEE THAT RIGHT HERE IN THESE REPORT. YOU HAVE 2 POPULATIONS. STUDENT POPULATIONS THAT ARE ON TRACK ARE ASIAN STUDENTS. AND OUR SPECIAL EDUCATION STUDENTS, OUR STUDENTS, OUR WHITE STUDENTS, AND THE ONES WHO ARE 2 OR MORE RACES ARE SLIGHTLY OFF TRACK. AND AFRICAN AMERICAN, HISPANIC, ECONOMICALLY DISADVANTAGED AND EB ARE WHAT IS THAT OFF TRACK? NOW I SAY THOSE WORDS ALSO TO GIVE PROVIDE A LITTLE BIT MORE CONTEXT, EVEN THOUGH WE'RE GOING TO SAY THAT THEY'RE OFF TRACK. SOMETHING TO KNOW AND TO ALSO IDENTIFY IS FAR, FAR. THESE GROUPS HAVE COME. SO, FOR EXAMPLE, WHEN WE LOOK AT OUR STUDENTS, LET'S SEE OUR ASIAN STUDENTS, [00:15:01] THEY IMPROVED BY ONE POINT. OUR SPECIAL EDUCATION STUDENTS FROM 20 THE CLASS OF 2023 TO THE CLASS OF 2024, THEY IMPROVED BY 10 PERCENTAGE POINTS. WE HAVE OUR WHITE STUDENTS IMPROVED BY 7 PERCENTAGE POINT. THE STUDENTS THAT ARE 2 OR MORE RACE. AND I'M SO SORRY. THE 2 OR MORE RACE IMPROVED BY ABOUT 12 PERCENTAGE POINTS. AFRICAN AMERICAN STUDENTS IMPROVED BY 10 PERCENTAGE POINTS, HISPANIC STUDENTS 8 PERCENTAGE POINT, ECONOMICALLY DISADVANTAGED 12 PERCENTAGE POINTS, AND IMMERSION BILINGUAL 13. AND THAT'S JUST OVER A 1 YEAR. IF YOU WENT BACK AND LOOK AT OUR REPORT FOR LET'S SEE, THAT WOULD BE CLASS OF 2023. THEY PERFORMED AT 84.4%. SO IF WE GO BACK EVEN 2 YEARS, THESE NUMBERS WOULD BE VERY A LOT HIGHER. SO I JUST WANTED TO HAVE THAT CALL OUT BECAUSE OUR HIGH SCHOOLS HAVE WORKED REALLY HARD AT MOVING THESE NUMBERS. SO EVEN THOUGH THEY HAVE NOT HIT THE NUMBER DESIGNATED BY THE BOARDS, THEY HAVE DONE SOME SERIOUS WORK IN ORDER TO MOVE ALMOST EVERY POPULATION IN THE DOUBLE DIGITS. NOW WE MOVE ON BY STUDENT PERFORMANCE IN POST-SECONDARY INSTITUTIONS. SO THE TEXAS HIGHER EDUCATION COORDINATING BOARD COLLECTS PERFORMANCE DATA FROM POST-SECONDARY INSTITUTION IN ORDER TO TRACK HOW HIGH SCHOOL GRADUATES FARE DURING THEIR FIRST YEAR OF ENROLLMENT AFTER GRADUATION FROM HIGH SCHOOL. AND SO HERE WE SEE THE BREAKDOWN OF THAT DATA OF OUR TOTAL CLASS OF 2023 GRADUATES. DATA WAS AVAILABLE FOR APPROXIMATELY 63% OF THAT GRADUATING CLASS, 63% OF OUR STUDENTS ENROLL IN COLLEGE OR UNIVERSITY DIRECTLY AFTER HIGH SCHOOL GRADUATION. THIS IS A CELEBRATION AND ACKNOWLEDGMENT OF THE DISTRICT'S COMMITMENT AS IT RELATES TO RIGOROUS COURSE OFFERINGS AND DIVERSITY IN OFFERINGS THAT MEET THE NEEDS OF OUR VARIED STUDENTS. ALSO WANTED TO POINT OUT THAT THE PERCENTAGE WHERE WE'RE NOT SEEING THEY WENT TO COLLEGE. IT'S NOT BECAUSE THEY DIDN'T, BUT SPECIFICALLY IT'S BECAUSE WE DO NOT TRACK STUDENTS OUTSIDE OF TEXAS. SO WE HAVE A GOOD PERCENTAGE OF OUR STUDENTS WHO GO TO COLLEGES OUTSIDE OF TEXAS. BUT THIS BODY, THE IS NOT ABLE TO PULL THAT DATA SO THAT THERE IS A HOLE IN THERE. SO WE DO FEEL THAT THAT NUMBER IS EVEN LIKE HIGHER. SO WHAT WE HAVE HERE FOR THIS SLIDE SPECIFICALLY IS WE'RE LOOKING AT HOW OUR STUDENTS DID IN THEIR FIRST YEAR OF COLLEGE. WHAT WE SEE SPECIFICALLY IS FOR MOST OF OUR STUDENTS, THEY PERFORMED AT A C OR HIGHER. JUST A REMINDER FOR EVERYONE FOR MOST UNDERGRADUATE COURSES, IT'S BEEN A WHILE SINCE SOME OF US HAVE BEEN IN COLLEGE. THE LOWEST PASSING GRADE IS A D, WHICH TYPICALLY TYPICALLY CORRESPONDS TO A 1.0 GPA OR ABOUT A 60 TO 69%. BUT MANY COLLEGES REQUIRE A C OR HIGHER, WHICH IS A 2.0 FOR COURSES IN YOUR MAJOR OR FOR PREREQUISITES. IF YOU GET A D IN A MAJOR SPECIFIC CLASS, YOU MAY RECEIVE CREDIT FOR THE HOURS, BUT YOU MIGHT BE FORCED TO RETAKE IT TO MOVE OR MOVE ON TO THE NEXT BEFORE YOU MOVE ON TO THE NEXT LEVEL. ALSO, IF YOU WANT TO REMAIN IN GOOD ACADEMIC STANDING, IT USUALLY REQUIRES THAT YOU PERFORM AT LEAST YOU HAVE AT LEAST A 2.0 GPA OR HIGHER AT THE 4 YEAR UNIVERSITIES. AND LOOKING AT THE DATA OF OUR STUDENTS WHO WENT DIRECTLY TO A UNIVERSITY OR COLLEGE TO A 4 YEAR UNIVERSITY. 92% OF OUR 2023 GRADUATES ARE MAINTAINING A GPA OF 2.0 OR HIGHER, WITH 51% ACHIEVING A 3.5 OR HIGHER AT THE 2 YEAR COLLEGE. 80% OF OUR 2023 GRADUATES ARE MAINTAINING A GPA OF 2.0 OR HIGHER, WITH 31% ACHIEVING A GPA OF 3.53.5 OR HIGHER. THE ACADEMIC TRANSITION FROM HIGH SCHOOL TO COLLEGE IS OFTEN DESCRIBED AS A RIGOR GAP, WHERE STUDENTS MOVE FROM A HIGHLY STRUCTURED, GUIDED ENVIRONMENT TO ONE THAT DEMANDS HIGH LEVELS OF SELF-REGULATION AND DEEPER COGNITIVE ENGAGEMENT. OUR DISTRICT'S COLLEGE CAREER AND MILITARY READINESS DATA, COUPLED WITH THE 1 YEAR GPA PERFORMANCE, SHOW AN ALIGNMENT BETWEEN THE EXPECTATION OF EXPECTATIONS OF OUR HIGH SCHOOLS AND COLLEGES AND UNIVERSITIES, AND THAT OUR DISTRICT, CCMR EXPERIENCES, ARE HELPING STUDENTS NAVIGATE AND SUCCESSFULLY TRANSITION TO A SUCCESSFUL POST-SECONDARY EDUCATION. DEFINITELY A HIGHLIGHT. SO NOW WE'RE GOING TO LOOK SPECIFICALLY AT THE TAPER REPORT. [00:20:01] AGAIN THE TAPR REPORT IS A PART OF THE ANNUAL REPORT. AND THEN THAT ITSELF HAS SEVERAL DIFFERENT COMPONENTS THAT MAKES UP THAT TAPER REPORT. TO START WITH THE TEXAS ACADEMIC PERFORMANCE REPORT OR TAPR, AS WE USUALLY CALL IT, ACTS AS A REPORT CARD FOR A SCHOOL DISTRICT, PROVIDING THE COMMUNITY WITH A DETAILED LOOK AT HOW STUDENTS ARE PERFORMING AND HOW THE DISTRICT IS OPERATING. ITS PRIMARY PURPOSE IS TO ENSURE TRANSPARENCY BY PULLING TOGETHER A WIDE RANGE OF DATA INTO ONE PLACE, INCLUDING STAR TEST RESULTS ACROSS ALL SUBJECTS AND GRADES. GRADUATION AND DROPOUT RATES, AND MEASURES OF COLLEGE AND CAREER READINESS. IN ADDITION TO STUDENT PERFORMANCE, IT ALSO INCLUDES INFORMATION ON STAFF DEMOGRAPHICS, THE DISTRICT'S PROGRESS TOWARD SPECIFIC STATE MANDATED GOALS. WHAT IT DOES IT BREAKS DOWN THIS INFORMATION BY DIFFERENT STUDENT GROUPS, SUCH AS ETHNICITY OR SOCIOECONOMIC STATUS, AND THIS REPORT HELPS PARENTS AND TAXPAYERS UNDERSTAND WHERE THE DISTRICT IS EXCELLING AND WHERE IT NEEDS TO FOCUS MORE SUPPORT TO ENSURE EVERY STUDENT SUCCEED. SO THERE ARE 2 GLOSSARY TERMS THAT WE'RE GOING TO USE. WE WANT TO MAKE SURE THAT WE CALL THOSE OUT. AND THERE'S AN UNDERSTANDING. THE 1ST IS ANNUAL GROWTH AND THE OTHER IS ACCELERATED LEARNING. SO ANNUAL GROWTH AS IT SAYS, IS THE PERCENTAGE OF STUDENTS THAT GREW ACADEMICALLY BY AT LEAST 1 SCHOOL YEAR. AND TO GROW ACADEMICALLY, WE'VE TALKED BEFORE ABOUT THE BANDS THAT YOU CAN PERFORM AND DID NOT MEET APPROACHES, MEETS AND MASTERS. IF A STUDENT IS AT MASTERS, THEY NEED TO STAY AT MASTER TO SHOW A YEAR OF GROWTH. IF THEY MEETS, THEY NEED TO PERFORM AT MEETS OR HIGHER TO SHOW IT. 1 YEAR OF GROWTH. IF YOU'RE ANYTHING BELOW THAT, YOU NEED TO MOVE UP A BAND. ACCELERATED LEARNING IS THE PERCENTAGE OF STUDENTS WHO EARNED DID NOT MEET GRADE LEVEL. DID NOT MEET GRADE LEVEL. IT'S EQUATED FOR A STUDENT NOT PASSING THE STAR TEST. IN THE PRIOR YEAR AND WERE ACCELERATED TO APPROACHES GRADE LEVEL OR ABOVE IN THE CURRENT YEAR. SO WE HAVE SOMETHING CALLED HOUSE BILL 1416, WHERE ONE OF THE THINGS THAT THEY'VE SAID IS A DISTRICT HAS TO PUT IN PLACE SPECIFIC INTERVENTION MEASURES. THERE'S A CERTAIN AMOUNT OF HOURS THAT A STUDENT MUST GET BASED ON HOW THEY PERFORMED IN ORDER TO MAKE SURE THAT WE'RE ACCELERATING THEIR LEARNING SO THAT STUDENTS CAN PERFORM, AT LEAST AT THE APPROACHES GRADE LEVEL FOR THE FOLLOWING YEAR. THE STAAR PERFORMANCE DATA GIVES 2 YEARS OF 2 YEARS WORTH OF DATA. THE CURRENT AND THE PREVIOUS YEAR. THIS DATA WILL GIVE YOU THE DISTRICT PERFORMANCE OF EACH STATE ASSESSMENT SUBJECT, EACH STATE ASSESSED, SUBJECT BY GRADE LEVEL, AND PERFORMANCE BAND. IT ALSO PROVIDES A COMPARISON TO THE STATE AND REGIONAL COMPARABLE DATA. THE PROGRESS DATA WILL SHOW THE ANNUAL GROWTH AND ACCELERATED GROWTH ON STAAR ASSESSMENTS. STATE PARTICIPATION RATES WILL ALSO BE INCLUDED. IT'S EXPECTED THAT WE MAINTAIN A MINIMUM PARTICIPATION RATE OF 95%. AND THEY LOOK AT THAT DATA BY GRADE LEVEL AND BY THE SUBJECT ASSESSED. LASTLY THIS PERFORMANCE DATA WILL INCLUDE BILINGUAL EDUCATION STAR PERFORMANCE. SO HERE IS AN EXAMPLE OF WHEN THEY GIVE INFORMATION ABOUT THE THE STAAR TEST AND HOW IT'S ASSESSED. AND I JUST WANTED TO TAKE A BRIEF MOMENT TO GO THROUGH WHAT THIS LOOKS LIKE. SO AS WE HAVE OUR COMMUNITY. COMMUNITY MEMBERS LOOK AT THIS, THEY'RE ABLE TO NAVIGATE SUCCESSFULLY. WE HAVE THE GRADE LEVEL AND SUBJECT LINE. SO ON THE FAR LEFT HAND CORNER YOU SEE WHERE IT SAYS GRADE 3 READING. SO IT WILL ALWAYS GIVE YOU THE GRADE LEVEL AND THE CONTENT THEY ALSO HAVE. IF YOU LOOK AT THE BLUE LINE ALL THE WAY AT THE LEFT WHERE IT SAYS STATE, REGION AND DISTRICT, THEY WILL GIVE YOU A COMPARISON AS FAR AS HOW THE STATE DID ON THAT GRADE LEVEL AND SUBJECT, HOW THE REGION DID AND THE DISTRICT. SO, FOR EXAMPLE, IN THIS EXAMPLE, YOU SEE THAT THE STATE PERFORMED AT THE 77% PASSING RATE AT THE APPROACHES LEVEL, THE REGION AT THE 77% AND THE DISTRICT AT A 84%. THEY ALSO GIVE YOU 2 YEARS OF DATA. THEY WILL GIVE THE CURRENT YEAR. SO SINCE THIS IS THE 2024 2025 TAPR REPORT, YOU WILL SEE THE 2025 DATA AND THEY WILL ALWAYS GIVE THE PRECEDING YEAR IN THIS CASE CASE THIS IS 2024 DATA 2024 YEARS INCLUDED ON THIS. SO YOU ALWAYS HAVE A SENSE OF HOW YOU HAVE PROGRESSED OR NOT PROGRESSED YEAR OVER YEAR. [00:25:05] YOU ALSO HAVE WHAT WE CALL THE PERFORMANCE BANDS. SO ALL THE WAY AT THE LEFT YOU SEE APPROACHES GRADE LEVEL OR ABOVE. SO THAT 84% FOR THE DISTRICT MEANS 84% OF THE STUDENTS PERFORMED AT APPROACHES OR HIGHER. YOU THEN SEE RIGHT BELOW THAT MEETS GRADE LEVEL. THAT MEANS 64% OF THE STUDENTS IN 2025 PERFORMED AT GRADE AT MEETS GRADE LEVEL OR HIGHER. AND THEN YOU HAVE THE MASTER'S GRADE LEVEL. SO IT'S ALWAYS A BIT CONFUSING BECAUSE PEOPLE THINK THAT IT SHOULD ADD UP TO 100%, BUT IT'S ALWAYS INCLUDING ALL THE DIFFERENT BANDS ABOVE IT AS WELL. THEN WE HAVE, IF YOU LOOK AT THE BLUE TAB ALL THE WAY TO THE RIGHT, ALL THE DIFFERENT POPULATIONS. THESE POPULATIONS IN GROUPS INCLUDE RACE AND ETHNICITY, BUT THEY ALSO INCLUDE PROGRAM ALL THE WAY TO THE RIGHT YOU SEE EB. YOU ALSO SEE WHERE YOU HAVE ECONOMICALLY DISADVANTAGED. AND THEY ALSO HAVE WHERE IT SAYS CONTINUOUSLY ENROLLED AND NON CONTINUOUSLY ENROLLED. I WANT TO GO AHEAD AND JUST ADD SOME CONTEXT AND EXPLAIN WHAT THAT MEANS. BASED ON THE TAPR, IF YOU'RE NON CONTINUOUSLY ENROLLED IT USUALLY MEANS THAT YOU DID NOT ARRIVE HERE ON WHAT WE CALL THE SNAPSHOT DATE. THE SNAPSHOT DATE IS THE END OF OCTOBER. AND SO IF A STUDENT IS NOT HERE FOR THAT DATE THEN THEY SAY YOU'RE NON CONTINUOUSLY ENROLLED. THIS ALLOWS US TO LOOK AT THE STRENGTH OF OUR CURRICULUM AND OUR INSTRUCTION FOR THE KIDS THAT ARE HERE THE ENTIRE TIME WITH US, VERSUS THE STUDENTS WHO ARE COMING IN AND NOT HERE WITH US THE ENTIRE YEAR. SO THAT WAY, IF YOU HAVE CAMPUSES OR DISTRICTS WITH HIGH MOBILITY, YOU GET A SENSE OF THE STRENGTH OF THEIR INSTRUCTION WITH THE KIDS THAT ARE WITH THEM FOR THE ENTIRE YEAR. HERE IS JUST SOMETHING THAT ERIKA AND HER TEAM PRODUCED TO JUST GIVE A SENSE OF HOW WE'VE BEEN DOING OVERALL IN READING AND MATH. THIS IS A COMPARISON FOR THE 2025 SCHOOL YEAR, FOR WITH DISTRICT VERSUS I'M SORRY WITH STATE VERSUS REGION VERSUS DISTRICT. WHEN YOU DO THIS OVERVIEW, ALL SUBJECT AREAS WHERE READING ELA IS TAKEN, ENGLISH LANGUAGE ARTS IS TAKEN IS PART OF THIS NUMBER. AND THE SAME THING WITH MATH. SO IN READING ENGLISH LANGUAGE ARTS ALL GRADE LEVELS FROM 3RD GRADE, ALL THE WAY UP TO 10TH GRADE ARE TESTED IN MATHEMATICS ALL THE WAY FROM 3RD GRADE TO ALGEBRA 1. AND OF COURSE, AS WE KNOW THAT SOME STUDENTS MAY TAKE ALGEBRA 1 AT DIFFERENT TIMES BASED ON THEIR SPECIFIC PATH, SO WE CAN'T REALLY PUT IT BY GRADE LEVEL. IT ALL DEPENDS ON WHEN THE STUDENT INTERACTS WITH THAT CONTENT. SO WHAT WE SEE RIGHT THERE IS THE DISTRICT IS OUTPACING THE STATE AND THE REGION AS IT RELATES TO OVERALL PERFORMANCE IN READING LANGUAGE ARTS AT ALL THREE PERFORMANCE BAND. AND YOU SEE THE SAME THING ALSO IN MATHEMATICS. ONE OF THE THINGS WHEN WE REPORT OUT ON HOUSE BILL 3 GOALS, SPECIFICALLY EARLY LITERACY AND EARLY MATH, ONE OF THE THINGS THAT THE THE BOARD HAS ALWAYS PRESENTED WITH US IS THAT THEY'RE LOOKING AT NOT THAT THE PASSING RATE OF THE STUDENTS, BUT THEY'RE SPECIFICALLY LOOKING AT THE PERCENTAGE OF STUDENTS WHO ARE PERFORMING AT MEETS GRADE LEVEL. I WANTED TO DO A SPECIAL CALL OUT TO EMPHASIZE AGAIN THAT THE IMPORTANCE OF THAT IS MEETS GRADE LEVEL MEETS, AND MASTERS CORRELATES TO THE STUDENTS PERFORMING AT COLLEGE, CAREER AND MILITARY READINESS. ALL THESE THINGS MEAN COLLEGE AND CAREER, AND MILITARY READINESS IS JUST A WAY OF SAYING, AT THE HIGH SCHOOL LEVEL, HOW MANY KIDS ARE ABLE TO PERFORM AT A CERTAIN LEVEL IN READING, MATH AND READING, WRITING AND MATH. AND SO IT'S VERY IMPORTANT AS OUR KIDS MATRICULATE THROUGH THE SYSTEM THAT WE'RE WATCHING, HOW MANY KIDS ARE PERFORMING AT THE MEETS GRADE LEVEL IN ORDER TO HAVE A SENSE OF HOW MANY KIDS THEN WILL BE ABLE TO PERFORM AT THE HIGHER LEVELS FOR CCMR. NOW WE LOOK AT OUR DROPOUT AND GRADUATION RATE DATA. SO THE ANNUAL DROPOUT RATE IS SOMETHING THAT IS LOOKED AT FOR GRADES 7 THROUGH 8 AND ALSO GRADES 9 THROUGH 12. THE DROPOUT RATE LOOKS AT HOW MANY STUDENTS ARE HAS LEFT WE STARTED WITH AND HOW MANY STUDENTS HAVE LEFT AND ARE ACCOUNTED FOR THE 4 YEAR LONGITUDINAL RATE MORE SO SPEAKS TO HOW MANY STUDENTS BASED ON THEIR COHORT, BASED ON WHAT COHORT THEY STARTED, HOW MANY STUDENTS, WHAT PERCENTAGE OF STUDENTS GRADUATED WITH THEIR COHORT? SO HERE WE HAVE THE THIS IS ERIKA'S FAVORITE SLIDE. [00:30:05] ISN'T IT AMAZING [LAUGHTER] AS FAR AS THE ALGORITHM THAT THEY USE IN ORDER TO FIGURE OUT LIKE THOSE NUMBERS AND HOW EXACTLY THAT IS BEING COMPUTED? AGAIN, THIS IS JUST AN EXAMPLE, AN EXCERPT FROM OUR TAPR REPORT. IN ORDER TO UNDERSTAND LIKE HOW THIS WOULD PRESENT ITSELF IN THE REPORT, AGAIN, YOU HAVE THE AREA THAT COMPARES THE STATE VERSUS THE REGION VERSUS THE DISTRICT. THEN YOU SEE THE ANNUAL REPORT FOR GRADES 7 THROUGH 8 AND YOU HAVE THE 2 YEARS. THIS IS A LAGGING IDENTIFIER AS WELL. SO YOU WILL ALWAYS HAVE THE YEAR PRIOR WITHIN THIS DATA AND NOT THE CURRENT YEAR. SO FOR EXAMPLE, FOR GRADES SEVEN THROUGH EIGHT FOR THE THE DROPOUT RATE, YOU WILL SEE THAT THE STATE WAS AT A 0.7%, THE REGION OF 0.7 AND THE DISTRICT AT A 0.2%. YOU ALSO SEE THAT IT GIVES YOU 2 YEARS WORTH OF DATA. THE CURRENT YEAR AND THEN THE PRECEDING YEAR, YOU SEE THE SAME THING. THE ANNUAL DROPOUT RATE FOR GRADES 9 THROUGH 12. AND AGAIN A REPEAT OF WHAT WE HAD BEFORE. YOU HAVE THE STATE AT 1.9%, THE REGION AT 2.1%, AND WHERE THE DISTRICT IS EMPLOYING ENJOYING A RATE OF 0.4%. SO GREAT WORK ON BEHALF OF OUR TEACHERS. I ADMINISTERED OUR CAMPUS ADMINISTRATIVE STAFF AND EVERYONE WHO WORKS REALLY HARD TOWARDS THAT ATTENDANCE RATE, AND MAKING SURE WE RECOUP OUR STUDENTS AND KEEP THEM WITHIN OUR SYSTEM. NOW YOU ALSO HAVE THE 4 YEAR LONGITUDINAL RATE AND THIS SPEAKS DIRECTLY TO COHORT. WHEN A STUDENT ENTERS HIGH SCHOOL, THEY ARE GIVEN THEY HAVE A COHORT YEAR. SO I MAYBE WE HAVE THE CLASS OF 2025, CLASS OF 2024 AND SO FORTH. THIS BREAKS DOWN. AND THIS SAYS HOW MANY OF THE STUDENTS, BASED ON THE COHORT THAT THEY WERE IN, WHAT PERCENTAGE OF THOSE STUDENTS GRADUATED ON TIME? THEN RIGHT BELOW THAT IT TALKS ABOUT WHAT PERCENTAGE OF THE STUDENTS RECEIVED THEIR GED, THEIR EQUIVALENCY EQUIVALENCY DIPLOMA. THAT IS WHAT TEXAS CHSE REFERS TO IN THE DATA. THEN YOU HAVE THE STUDENTS WHERE IT SAYS CONTINUED HIGH SCHOOL. WHAT THAT MEANS IS THE STUDENTS GRADUATED, BUT THEY DID NOT NECESSARILY GRADUATE WITH THEIR COHORT. SO I MAY HAVE TAKEN 5 YEARS INSTEAD OF 4 YEARS, BUT I STILL GRADUATED. THEN YOU HAVE STUDENTS WHO HAVE DROPPED OUT, AND AS FAR AS THEY HAVE NOT FINISHED THEIR HIGH SCHOOL EXPERIENCE, AND WE WERE NOT ABLE TO PULL THEM BACK IN. WITHIN THE SYSTEM YOU HAVE THEN THE OVERALL SCORE AT THE VERY BOTTOM THE PERCENTAGE OF GRADUATES, GRADUATES STUDENTS WHO RECEIVE THEIR GED AND ALSO CONTINUOUS. SO YOU SEE THAT THE DISTRICT IS ENJOYING A RATE OF 98.6%, WHICH IS ABOVE THE STATE AT 94.2 AND THE REGION AT 94.7. JUST ONE MORE CALL OUT. SOME OF THAT IS WE HAVE OVER THERE WITH THE STUDENT GROUPS, BUT I WANTED TO REALLY CALL OUT AS FAR AS THE THE HARD WORK THAT THE DISTRICT DOES, IF YOU PULL THIS OUT AND LOOK AT THIS ACROSS THE REGION AND THE STATE, WHAT YOU SEE IS REALLY ACROSS ALL OF OUR POPULATIONS, HOW HIGH WE ARE WITH ALMOST ALL OF OUR STUDENT GROUPS. ALL OF THE STUDENT GROUPS ARE ENJOYING A RATE OF 96% AND HIGHER. AND WHILE THAT SEEMS THAT IS OUR NORM, KNOW THAT THAT IS NOT NECESSARILY. WHAT WOULD I SAY? THAT IS NOT NECESSARILY THE NORM ACROSS THE STATE. SO THIS IS WHAT WE'RE USED TO. BUT THIS IS NOT SOMETHING THAT HAPPENS EVERYWHERE. SO I JUST WANT TO CALL THAT OUT, TO LET PEOPLE KNOW THAT THAT DOES NOT HAPPEN BY ACCIDENT. OUR HIGH SCHOOLS WORK REALLY HARD IN ORDER TO MAKE SURE THAT WE'RE PULLING STUDENTS BACK WITHIN OUR IN OUR SYSTEM AND GIVING THEM DIFFERENT VENUES IN ORDER TO FINISH A SPECIAL CALL OUT TO OUR SUCCESS HIGH SCHOOL, OUR TEACHERS AND OUR ADMINISTRATION THERE. WHO DOES THE WORK AS FAR AS MAKING SURE THAT THEY CREATE A CULTURE AND DIFFERENT PATHWAYS IN ORDER TO GET STUDENTS TO FINISH THEIR HIGH SCHOOL EXPERIENCE. NOW WE'RE GOING TO GO INTO COLLEGE, CAREER AND MILITARY READINESS. AGAIN, WE HAVE EXPLAINED THAT THIS IS A DIFFERENT WAY SIMPLY TO SAY HOW MANY STUDENTS ARE PERFORMING AT A CERTAIN LEVEL AS IT RELATES TO READING, WRITING AND MATH. EVERYTHING WE DO FROM OUR GPMS WITH OUR BOARD GOALS ALL THE WAY FROM 3RD GRADE, ALL, ALL THE WAY UP. IT'S BASICALLY JUST A VERTICAL CONTINUUM TO MAKE SURE THAT WE ARRIVE HERE AND WE'RE DOING WELL. IF WE GO BACK TO OUR STRATEGIC PLAN, WE REMEMBER THAT THE NUMBER 1 ASK FROM OUR COMMUNITY WAS TO MAKE SURE THAT OUR STUDENTS GRADUATE COLLEGE [00:35:06] CAREER AND MILITARY READY. AND SO WE WANT TO MAKE SURE THAT WE'RE BANKING ON THAT PROMISE AND DELIVERING ON THAT PROMISE. I'D SAY TO MAKE SURE THAT THAT IS WHAT WE'RE GIVING OUR COMMUNITY. THIS SLIDE REPRESENTS ALL THE DIFFERENT WAYS THAT THE STUDENTS CAN MEET THAT CCMR CRITERIA THROUGH DUAL CREDIT COURSES, THROUGH EARNING AN ASSOCIATE DEGREE, THROUGH ON RAMPS COURSES AND INDUSTRY BASED CERTIFICATION. THEM EARNING A LEVEL ONE OR LEVEL 2 CERTIFICATE. ENLISTING IN THE ARMED FORCES OR THE TEXAS NATIONAL GUARD. ALL OF THESE ARE VARIOUS PATHWAYS THAT OUR STUDENTS CAN TAKE TOWARDS THAT END. WE WANT TO KNOW EVERYONE TO KNOW THAT THE COLLEGE CAREER AND MILITARY READINESS COMPONENT OF THE STUDENT ACHIEVEMENT DOMAIN EVALUATES HOW EFFECTIVELY HIGH SCHOOLS PREPARE THEIR GRADUATES FOR POSTSECONDARY SUCCESS. THE DATA FOR THIS METRIC IS BASED ON THE COHORT OF ANNUAL GRADUATES FROM THE PREVIOUS SCHOOL YEAR. AGAIN, ANOTHER LAGGING IDENTIFIER. SO FOR ACCOUNTABILITY FOR HIGH SCHOOLS, THERE ARE 2026. ACCOUNTABILITY, FOR EXAMPLE, WILL BE DETERMINED BY THEIR 2025 DATA. THEIR 2025 DATA WAS DETERMINED BY THEIR 2024 COHORT DATA. SO IT'S ALWAYS VERY IMPORTANT THAT THEY'RE, SETTING THEMSELVES UP IN ORDER TO WIN IN THE PRECEDING YEAR AS IT RELATES TO ACCOUNTABILITY. ANOTHER IMPORTANT THING TO KNOW IS THAT AS IT RELATES TO COLLEGE, CAREER AND MILITARY READINESS, THIS HITS EVERY DOMAIN FOR HIGH SCHOOL'S DOMAIN 1, 02, AND 3. SO IT IS ONE OF THOSE COMPONENTS THAT IS INCREDIBLY IMPORTANT TO THE HEALTH OF A HIGH SCHOOL'S ACCOUNTABILITY RATING. HERE ARE SOME EXAMPLES OF WHAT THIS AREA IN THE TAPR REPORT WOULD SPECIFICALLY LOOK LIKE. SO IT CORRELATES BACK TO THIS SLIDE WHERE IT DETAILS OUT ALL THE DIFFERENT WAYS THAT YOU CAN ALL THE DIFFERENT TYPES OF INDICATORS. SO THERE ARE MORE PAGES TO THIS. AND SO ALL OF THOSE DIFFERENT AREAS WILL CORRELATE TO WHAT WAS ON THE OTHER SLIDE. AGAIN YOU HAVE THE ACADEMIC YEARS. IT ALWAYS SHOWS THE PRECEDING YEAR, THE CURRENT YEAR AND THE PRECEDING YEAR. IF THIS IS THE 2025 TAPR REPORT. THAT MEANS BECAUSE IT'S A LAGGING IDENTIFIER, IT WILL GIVE YOU DATA FOR THE CLASS OF 2024. AND THEN IT WILL ALSO GIVE YOU THE DATA FOR THE PRECEDING CLASS. AND SO AS WE SEE THE 2 YEARS OF DATA, AGAIN YOU HAVE THE STATE, REGION AND DISTRICT COMPARISON. IN THIS SCHOOL YEAR, YOU SEE THAT THE STATE WAS AT 81.8%, 82%, THE REGION AT 82.3%, 82%, AND THE DISTRICT WAS AT 91. 90% POINT. IS THAT A 8 OR A 6. 8%. THANK YOU, SIR, 8%. BUT WE'RE GOING TO ROUND UP TO 91. THAT SOUNDS A LOT BETTER AT 91%. AGAIN THOSE RESULTS AREN'T COMMON. AND OUR CAMPUSES HAVE WORKED REALLY HARD IN ORDER TO MOVE US IN THAT AREA. IF YOU LOOK YEAR OVER YEAR, YOU CAN SEE THAT THE PRECEDING YEAR OUR DISTRICT WAS AT 84.4% AND HAD TO DO A LOT OF WORK IN ORDER TO MOVE IT TO 90.8%. YOU ALSO SEE THE BREAKDOWN BY GROUPS. IN THE PREVIOUS SLIDES, WE HAD DETAILED AS FAR AS HOW EACH GROUP WAS DOING, AND ALSO HAD THE CALL OUT AS HOW MUCH GROWTH THAT THEY HAD ENJOYED YEAR OVER YEAR. SO I WANT TO JUST CALL OUR ATTENTION TO THAT AGAIN. AND THEN BELOW THAT, AS DETAILED, ALL THE DIFFERENT WAYS THAT WE CAN BE CCMR COMPLIANT. AND SO ALL THOSE DIFFERENT AVENUES ARE DETAILED BELOW. AND AGAIN THE INFORMATION IS GIVEN FOR EACH OF THE DIFFERENT STUDENT GROUPS YEAR OVER YEAR AND ALSO BY STATE, REGION AND DISTRICT DATA. NOW WE COME TO THE TEACHER INCENTIVE ALLOTMENT. THIS AGAIN ALSO HAS BEEN A MAJOR CELEBRATION FOR THE DISTRICT. CALL OUT TO A LOT OF DIFFERENT PEOPLE WHO HAVE MADE THIS HAPPEN. THIS HAS BEEN A LABOR OF LOVE FOR OUR DISTRICT. WANT TO CALL OUT EDDIE CURRAN AND OUR HR TEAM AS FAR AS DOING THE LEHMAN'S WORK AS FAR AS BRINGING THIS INTO EXISTENCE BRINGING A GROUP AROUND THIS OF PRINCIPALS, AREA SUPERINTENDENTS AND TEACHERS IN ORDER TO FIGURE OUT EXACTLY WHICH DIRECTION OUR DISTRICT WOULD GO. THAT APPLICATION WAS TURNED IN AND WAS APPROVED. THAT IS NOT A FOREGONE CONCLUSION. AND SO THANK YOU FOR THAT HARD WORK IN ORDER TO MAKE THAT HAPPEN. THIS DATA, THIS AGAIN IS ALSO A LAGGING IDENTIFIER. WE PUT IN OUR APPLICATION IN THE SPRING OF 2022. [00:40:02] SO THE FIRST COHORT OF TEACHERS WERE IN THE 2022 2023 SCHOOL YEAR. THIS REPRESENTS THEIR DATA. SO YOU SEE OF THOSE TEACHERS, THE DIFFERENT MONEY EARNED WHAT THIS DOES NOT TELL YOU. AND SO ACTUALLY LET ME GO BACK AND GIVE A QUICK UPDATE IN REGARDS TO TEACHER INCENTIVE ALLOTMENT TO MAKE SURE EVERYONE IS GOOD TO GO. THE WAY THIS WORKS IS THAT YOU CAN PERFORM AT 3 DIFFERENT LEVELS, AND WHEN YOU THE DISTRICT PUTS IN THEIR APPLICATION, THEY GET TO DECIDE WHAT SPECIFICALLY ARE THE PREREQUISITES THAT WILL ALLOW YOU TO PERFORM BE DESIGNATED AT RECOGNIZED, EXEMPLARY OR MASTER. THERE ARE 2 THINGS YOU HAVE TO DO. PART OF IT IS BASED ON THE AMOUNT OF GROWTH YOU'RE ABLE TO CREATE FOR YOUR SET OF STUDENTS, AND THE OTHER IS BASED ON YOUR EVALUATION, WHICH FOR US IS THE T TEST. AND SO THE LEVEL OF WHICH YOU'RE ABLE TO ACHIEVE. AND THE SCORE ALSO TELLS YOU SIDE BY SIDE WHAT LEVEL YOU CAN ATTAIN BETWEEN YOUR T TEST SCORE AND YOUR STUDENT GROWTH. THE LOWER OF THE TWO IS BASICALLY WHERE THE LEVEL AT WHICH YOU'RE DESIGNATED A POINT OF PRIDE FOR US AS A DISTRICT. WE STARTED SLOW TO GO FAST. WE REALIZED THAT WE'RE A HUGE DISTRICT, AND WHEN WE LOOKED AT OTHER DISTRICTS AND AREAS WHERE IT CAUSED THEM TO, EVEN THOUGH THEY TURNED IN AN APPLICATION AND WAS APPROVED, THEY CAUSED THEIR STUDENTS NOT TO GO FORWARD. WAS THE FACT THAT THERE'S A LOT OF COMPLEXITY, A LOT OF DATA TO PULL, A LOT OF THINGS TO FIGURE OUT WHAT GROWTH MEASURE THAT YOU WILL USE. AND ALSO IT'S A MATTER YOU HAVE TO REVAMP THE ENTIRE SYSTEM AS FAR AS HOW YOU'RE EVALUATING TEACHERS, BECAUSE YOU HAVE TO BE IN SYNC, NOT JUST INTERNALLY WITHIN A CAMPUS, BUT ACROSS ALL YOUR CAMPUSES. IF OUR DATA DOES NOT VALIDATE, WHICH MEANS THAT THEY SEE DISCREPANCY OR SKEW, THEN IT MEANS THAT WE DON'T VALIDATE. SO EVEN THOUGH A TEACHER MAY HAVE EARNED THEIR DESIGNATION BECAUSE THE DISTRICT DID NOT VALIDATE, BECAUSE WE HAVE TOO MUCH DISCREPANCY BETWEEN HOW PEOPLE HAVE RATED ON THE TEACHER EVALUATION, THEN IT MEANS THEN THEY WILL SAY YOUR DISTRICT HAS NOT VALIDATED AND NO ONE WILL BE ABLE TO BE DESIGNATED. SO IT WASN'T VERY IMPORTANT FOR US AS A DISTRICT THAT WE MADE SURE THAT WE CALIBRATED AGAINST ACROSS OUR PRINCIPLES. AND THERE WERE ALSO LESSONS FOR US AT THE DISTRICT LEVEL TO LEARN AND FOR THINGS FOR US TO TEACH IN, TOO. NOW THAT WE FEEL THAT WE HAVE A HUGE HANDLE ON IT, WE'RE ABLE TO ACCELERATE AND ADD TEACHERS EXPONENTIALLY TO THIS PROCESS TO MAKE SURE THEY'RE GOOD TO GO. AT OUR LAST PROFESSIONAL DEVELOPMENT DAY, ONE OF THE THINGS THAT WE DID WAS MADE SURE THAT WE WENT SPECIFICALLY WE HAD PROFESSIONAL DEVELOPMENT BY DIFFERENT TEACHER GROUPS, AND WE WENT SPECIFICALLY TO THE CAMPUSES AND TO THOSE GROUPS AND AGAIN SAID, WHAT IS YOUR FEEDBACK? SO WE'VE BEEN PRESENTING AT THE PRINCIPALS MEETING, AT THE ASSISTANT PRINCIPALS MEETING TO THESE DIFFERENT TEACHER GROUPS SO THEY CAN SAY, HEY, WHO'S READY NEXT IN ORDER TO TAKE THIS ON BASED ON SPECIFIC CRITERIA THAT WE GAVE TO THEM. AND WE ALSO MADE SURE WE TRAINED INTO ALL OF OUR DIRECTORS AS WELL. AND SO BASED ON THE PROGRAMS THAT THEY'RE OVER, THEY CAN HELP BRING THIS TO PASS. A HUGE POINT OF PRIDE FOR US IS THAT I THINK OVER AND PLEASE HELP ME IF I'M WRONG, IT'S OVER 64 OR 64% OF OUR TEACHERS, NOT JUST FOR THIS GROUP, BUT FOR SUBSEQUENT GROUPS AS WELL, HAVE BEEN VALIDATED, WHICH IS WAY ABOVE THE STATE AVERAGE. AND SO WHAT WE WANT TO DO IS TO MAKE SURE THAT ALWAYS THE CURRICULUM THAT WE'RE GIVING THEM ALLOWS THEM TO WIN. THE WAY WE GIVE THEM FEEDBACK THROUGH THE WALKTHROUGHS ALLOWS THEM TO WIN. SO WE HAVE AS MANY TEACHERS AS POSSIBLE BEING ABLE TO EARN THESE DESIGNATIONS AND MAKE THIS EXTRA MONEY, WHICH ALLOWS IT TO BE ADDED TO THEIR TRS FOR RETIREMENT PURPOSES. SO WE WANT TO MAKE SURE, HEY, OUR KIDS WIN BASED ON THE ADDITIONAL GROWTH, AND OUR TEACHERS WIN AS WELL. WITH THAT, WE ENDED ON A HIGH NOTE AND I WILL ENTERTAIN ERIC AND I WILL ENTERTAIN. ANY QUESTIONS? [LAUGHTER] TONIGHT. THANK YOU, DOCTOR NICHOLS. THANK YOU. ERICA. DO I HAVE ANY QUESTIONS? I JUST HAVE 1 QUICK QUESTION, AND IT'S ALL THE WAY BACK ON SLIDE SIX. YOU DON'T HAVE TO GO THERE. IT WAS ABOUT THE ACCREDITATION. WILL THIS REPORT BE UPDATED WHEN WE RECEIVE OUR ACCREDITATION? WILL WE DO ANOTHER TAPR REPORT? I JUST WANTED TO MAKE SURE. NO, MA'AM. WE WE WILL NOT DO ANOTHER REPORT. WE WILL SIMPLY INFORM. YES. IT'S BEEN RELEASED. WHEN DID THEY RELEASE IT? [00:45:06] IT WILL BE THERE. OKAY, GREAT. I JUST WANTED TO MAKE SURE THAT WE KNEW WHEN IT WAS GOING TO BE UPDATED OR WHEN IT WOULD BE UPDATED ON THE WEBSITE. YEAH. GREAT. THANK YOU VERY MUCH. I JUST WANT TO ADD ONE MORE THING. I KNOW NATALIE TALKED BRIEFLY ABOUT THE TEACHER INCENTIVE ALLOTMENT, AND I THINK THAT'S THAT'S ONE OF THE BIG THINGS WE REALLY TO GET THINGS GOING FOR OUR TEACHERS, BECAUSE THAT'S MONEY THAT WAS LEFT ON THE TABLE. RIGHT, FOR, FOR A LONG TIME. WELL, WE KNOW ALSO THAT IT'S NOT A IN LIEU OF COMPENSATION. IT'S IT'S A BONUS, RIGHT? THIS IS LIKE A STIPEND, TOP OF THEIR COMPENSATION. THOSE NUMBERS THAT NATALIE TALKED ABOUT, THAT WAS FOR YEAR ONE WHEN WE STARTED, LIKE, AGAIN, SMALL AND STRATEGICALLY, WE STARTED SMALL BECAUSE WE WANT TO MAKE SURE WE GET THIS GOING, RIGHT. AND WE MAKE SURE THAT EVERY ONE THAT WE SUBMITTED TO TEA AND TEXAS TECH IS THE 3RD PARTY THAT THAT HAS BEEN USED BY TO TO VALIDATE THE DATA. SO THIS NUMBER IS MORE THAN DOUBLE FOR THIS COMING FOR THIS YEAR. WE'RE GOING TO BE GIVING CHECKS. I KNOW SOME OF YOU WERE PART OF OUR CHECKS PATROL I GUESS WHEN WE WENT TO GIVE CHECKS LAST YEAR. SO WE'RE GOING TO WE EXPECT THIS NUMBER TO MORE THAN DOUBLE. AND THAT'S BASED ON LAST YEAR'S DATA. THIS YEAR IT'S A COLLECTION YEAR. SO TYPICALLY THERE'S A COLLECTION YEAR OF DATA FOR YEAR 1. THEN WE WE WE LOOK AT WE TO WE RUN THE NUMBERS AND GIVE THAT TO TO AND TEXAS TECH. THEN IT TAKES SOME 6 MONTHS OR SO. SO YEAR TWO THAT'S WHEN ACTUALLY THE THE TEACHERS GET PAID. AND SO WE THIS YEAR WE THINK WE HAVE ABOUT 800 TEACHERS WHO WILL WILL BE COLLECTING DATA ON. AND SO UP TO 800 TEACHERS WILL HAVE THE OPPORTUNITY TO ACTUALLY EARN THE TEACHER INCENTIVE ALLOTMENT NEXT YEAR WILL GET THEIR PAYCHECK FOR NEXT YEAR. THE OTHER GOOD THING, AND THAT'S THAT'S BASED A LITTLE BIT ON IT, IS TYPICALLY WHAT TEA WHEN THEY LOOK AT DATA, TYPICALLY YOU'LL HAVE FROM THE THE PERCENTAGE OF 33 TO 35% OF THE TEACHERS THAT YOU SUBMITTED FOR VALIDATION ACTUALLY END UP MAKING GETTING RECOGNIZED OR EXEMPLARY OR MASTER DESIGNATION. OUR DISTRICT, WE'RE LOOKING AT DOUBLING THAT TO, WE HAVE ABOUT 62 TO 64% OF OUR TEACHERS WHO HAVE BEEN SUBMITTING. THEY'VE BEEN GETTING THESE CHECKS. THAT MEANS THAT THAT MEANS THAT THE SYSTEM AND THE PROCESS WE HAVE PUT TOGETHER, IT'S WORKING, AND IT'S RECOGNIZING THE GREAT EFFORT AND EXCELLENCE OF OUR TEACHERS AND OUR PRINCIPALS AND AP BECAUSE THEY ALSO HELP WITH EVALUATION, MAKE SURE EVERYTHING IS ALIGNED. AND SO THAT THAT MEANS THAT MORE AND MORE OF OUR TEACHERS HOPEFULLY WILL GET AN OPPORTUNITY TO TO MAKE THESE BONUS CHECKS OR STIPENDS. THANK YOU. DID I HAVE ANY OTHER QUESTIONS? I DON'T HAVE ANYONE IN THE QUEUE. OKAY. THANK YOU SO MUCH. DO I HAVE ANY MORE PUBLIC COMMENT? OKAY. NO PUBLIC COMMENT. WE'RE GOING TO TAKE ABOUT 5 MINUTES AFTER I ADJOURN, SO WE'LL COME BACK. LET'S JUST SAY WE COME BACK AT 630 AND WE'LL START THE NEXT MEETING AT 6:30. SO IT IS 6:22, AND WE ARE ADJOURNED. * This transcript was compiled from uncorrected Closed Captioning.