[B. CALL TO ORDER] [00:00:06] GOOD EVENING. IT IS 5:35 IN THIS MEETING OF THE ROUND ROCK INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES IS CALLED TO ORDER. IN ATTENDANCE TONIGHT WE HAVE TRUSTEE. OH, SORRY. PUBLIC HEARING IS CALLED TO ORDER. IN ATTENDANCE TONIGHT WE HAVE TRUSTEE ZÁRATE, TRUSTEE LANDRUM, TRUSTEE MARKUM, TRUSTEE WAI AND TRUSTEE CUERO. PLEASE STAND FOR THE PLEDGE. I PLEDGE ALLEGIANCE TO THE FLAG. HONOR THE TEXAS FLAG. BEFORE WE GET STARTED TONIGHT, I JUST WANT TO SAY THANK YOU TO THE RIDGEVIEW MIDDLE SCHOOL DANCE LEADERS UNDER THE DIRECTION OF CHLOE BERGERON. YOU DID AN AMAZING JOB TONIGHT AND THANK YOU FOR BEING HERE WITH US. [APPLAUSE]. OKAY. WE HAVE NO PUBLIC COMMENT FOR THIS MEETING, SO I AM GOING TO MOVE ON TO E.1 AND TURN IT OVER TO DR. [E. PUBLIC HEARING] NICHOLS. GOOD EVENING EVERYONE. THANK YOU SO MUCH FOR THIS TIME TO BE HERE TODAY. WE WANT TO GO AHEAD AND PRESENT ON, IN REGARDS TO OUR TARGETED IMPROVEMENT PLANS FOR THE 2025-2026 SCHOOL YEAR. AS DR. CARLIN-GONZALEZ WILL EXPLAIN, THIS IS A NEW REQUIREMENT BY LAW. AND SO WHICH NECESSITATES THE PUBLIC HEARING IN REGARDS TO THIS. WANT EVERYONE TO KNOW WE'RE INCREDIBLY PROUD. THESE CAMPUSES, THE DISTRICT TEAM HAS WORKED TIRELESSLY TO MAKE SURE THAT WE ARE BRINGING OUR CAMPUSES BACK INTO ALIGNMENT. WE'VE SPOKEN ON VARIOUS OCCASIONS IN REGARDS TO THE CHANGES TO OUR ACCOUNTABILITY SYSTEM AND HOW IT HAS IMPACTED OUR MOST FRAGILE LEARNERS AND CAMPUSES. WE ARE DOING EVERYTHING WE CAN TO CHANGE THE SYSTEMS IN AND AROUND THAT, TO MAKE SURE THAT ANY CHANGE THAT TEA SHOULD THROW AT US FROM HERE ON IN THAT THAT WILL NO LONGER BE A CONCERN, BUT FOR THE PRESENT MOMENT, THERE ARE SOME THINGS THAT WE SPECIFICALLY HAVE TO TAKE CARE OF, AND WE WANT TO GO THROUGH IN DETAIL WITH YOU THE WORK THAT HAS BEEN GOING ON ON THESE CAMPUSES, IN ORDER TO MAKE SURE THAT WE BRING THEM BACK INTO ALIGNMENT. AND WITH MUCH FURTHER, WITHOUT MUCH FURTHER ADO, I PRESENT TO YOU, DR. CARLIN-GONZALEZ, WHO IS OUR EXECUTIVE DIRECTOR OF TEACHING AND LEARNING, TO PRESENT OUR PLANS. THANK YOU, DR. NICHOLS. GOOD EVENING, MADAM PRESIDENT, BOARD OF TRUSTEES AND DR. AZAIEZ. I'M DR. LAURA CARLIN-GONZALEZ. I'M THE EXECUTIVE DIRECTOR OF TEACHING AND LEARNING, AND I ALSO SERVE AS OUR DISTRICT COORDINATOR FOR SCHOOL IMPROVEMENT. TONIGHT, I AM PRESENTING THE PUBLIC HEARING FOR THE 2025-2026 TARGETED IMPROVEMENT PLANS FOR OUR CAMPUSES WITH SCHOOL IMPROVEMENT INTERVENTIONS. SO AS WE GET STARTED, SCHOOL IMPROVEMENTS, EXCUSE ME, SCHOOL IMPROVEMENT REQUIREMENTS HAVE CHANGED SIGNIFICANTLY IN THE PAST FEW YEARS. I WANT TO HIGHLIGHT THE LEGISLATION AND CAUSES FOR THESE CHANGES. SO SENATE BILL 1365 WAS PASSED IN THE 87TH LEGISLATIVE SESSION IN 2021. THERE'S A KEY PROVISION THAT REQUIRES US TO ANNUALLY REPORT ON THE YEARS OF UNACCEPTABLE PERFORMANCE FOR EACH CAMPUS. HOWEVER, WE HAVE NOT SEEN THE EFFECTS OF THIS LEGISLATION SINCE THERE WAS A PAUSE IN A-F RATINGS WITH COVID IN 2021, AND THEN AGAIN WITH 2023 AND 2024 WITH THE PENDING LITIGATION. SO IN 2025, THERE WAS A RELEASE OF THREE YEARS OF RATINGS AT ONCE. IN ADDITION, CORRESPONDENCE FROM REGION 13 INDICATED THAT INTERVENTIONS TIED TO A-F RATINGS HAVE NOT BEEN IMPLEMENTED FOR SOME TIME AND TEA SCHOOL IMPROVEMENT REQUIREMENTS HAVE CHANGED SIGNIFICANTLY WITHIN THE LAST YEAR. EVEN DISTRICTS WITH PRIOR STUDENT, EXCUSE ME, SCHOOL IMPROVEMENT EXPERIENCE WILL FIND THAT THE CURRENT PROCESS IS NOT THE SAME AS IN THE PAST. SO THAT'S WHY THERE'S A CHANGE AND THE NEED FOR THE PUBLIC HEARING THIS EVENING. SO LET'S TALK A LITTLE BIT ABOUT HOW OUR CAMPUSES PARTICIPATE IN SCHOOL IMPROVEMENT. CAMPUSES COULD RECEIVE A FEDERAL ACCOUNTABILITY LABEL, A STATE ACCOUNTABILITY LABEL, OR BOTH. FEDERAL ACCOUNTABILITY LABELS INCLUDE COMPREHENSIVE SUPPORT AND IMPROVEMENT, ADDITIONAL TARGETED SUPPORT AND IMPROVEMENTS, AND TARGETED SUPPORT IMPROVEMENT. THESE LABELS COULD TRIGGER A TARGETED OR LOCAL IMPROVEMENT PLAN. STATE ACCOUNTABILITY LABELS INCLUDE AN UNACCEPTABLE ACCOUNTABILITY COUNT OF ONE. SO THIS IS FOR CAMPUSES EITHER WITH AN F RATING OR A D COUNT OF THREE, WHICH TRIGGERS A TARGETED IMPROVEMENT PLAN OR UNACCEPTABLE ACCOUNTABILITY COUNTS OF TWO OR MORE, WHICH TRIGGER A TURNAROUND PLAN. ROUND ROCK ISD HAS NO CAMPUSES THAT REQUIRE A TURNAROUND PLAN. [00:05:08] SCHOOL IMPROVEMENT - STATE ACCOUNTABILITY. FOR STATE ACCOUNTABILITY TEXAS EDUCATION CODE, CHAPTER 39 INDICATES THAT A-C RATINGS ARE CONSIDERED ACCEPTABLE. PERFORMANCE. A FIRST OR SECOND D RATING IN A ROW ARE CONSIDERED NEEDS IMPROVEMENT, AND AN F OR THIRD D RATING WITHOUT A C OR BETTER IS CONSIDERED UNACCEPTABLE. NOW LET'S REVIEW THE MEANING OF OUR FEDERAL LABELS. COMPREHENSIVE SUPPORT AND IMPROVEMENT CAMPUSES ARE IDENTIFIED BY TEA BY TAKING THE CLOSING THE GAPS, WHICH IS DOMAIN THREE. SCALED SCORES FOR TITLE I CAMPUSES, RANKING THEM BY SCHOOL TYPE. SO ELEMENTARY, MIDDLE, HIGH OR ALTERNATIVE ED AND THEN IDENTIFYING THAT BOTTOM 5%. SCHOOLS THAT FALL IN THE BOTTOM 5% ARE LABELED COMPREHENSIVE. TARGETED SUPPORT AND IMPROVEMENT CAMPUSES ARE THOSE THAT HAVE AT LEAST ONE STUDENT GROUP THAT MISSES THE TARGET IN AT LEAST THREE, AT LEAST THE SAME THREE INDICATORS FOR THREE CONSECUTIVE YEARS. AGAIN, THIS IS LOOKING AT OUR CLOSING THE GAPS DOMAIN. THESE STUDENTS GROUPS ARE CONSIDERED CONSISTENTLY UNDERPERFORMING, AND THIS LABEL APPLIES TO BOTH TITLE AND NON-TITLE CAMPUSES. AND THEN ADDITIONAL TARGETED SUPPORT CAMPUSES ARE IDENTIFIED BY HAVING AT LEAST ONE STUDENT GROUP THAT IS CONSISTENTLY UNDERPERFORMING. AND THE CLOSING THE GAP SCORE FOR AT LEAST ONE OF THOSE STUDENT GROUPS IS LOWER THAN THE SCORE USED AND THE BOTTOM 5% FOR EACH SCHOOL TYPE. AND AGAIN, THIS ALSO APPLIES TO TITLE AND NON-TITLE CAMPUSES. SO LET'S REVIEW HOW EACH OF OUR CAMPUSES IN NEED OF SCHOOL IMPROVEMENT WAS IDENTIFIED AND THEIR INTERVENTION REQUIREMENTS. IT IS IMPORTANT TO LOOK AT THREE YEAR TRENDS AND RATINGS FOR STATE ACCOUNTABILITY, BECAUSE TRENDS WILL TRIGGER STATE UNACCEPTABLE COUNTS FOR INTERVENTIONS. YOU WILL SEE IN THE TABLE THREE YEARS OF RATINGS, THE STATE UNACCEPTABLE COUNT FOR THE CAMPUS, THE FEDERAL LABEL FOR THE CAMPUS, AND THE SCHOOL IMPROVEMENT REQUIREMENT. ANDERSON MILL RECEIVED AN F RATING IN 2025, THUS EARNING A STATE UNACCEPTABLE COUNT OF ONE. IN ADDITION, THEIR FEDERAL LABEL WAS COMPREHENSIVE SUPPORT, SO THEY ARE REQUIRED TO SUBMIT A TARGETED IMPROVEMENT PLAN. CARLSON ELEMENTARY RECEIVED A THIRD D RATING IN A ROW WITHOUT A C OR BETTER IN 2025, THUS EARNING A STATE UNACCEPTABLE ACCOUNT OF ONE. THEY DID NOT HAVE ANY CONSISTENTLY UNDERPERFORMING STUDENT GROUPS, SO THEY DO NOT HAVE A FEDERAL LABEL, AND DUE TO THEIR STATE UNACCEPTABLE COUNT OF ONE, THEY ARE REQUIRED TO SUBMIT TARGETED IMPROVEMENT PLAN. JULIE JOHNSON RECEIVED AN F RATING IN 2025, THUS EARNING A STATE UNACCEPTABLE COUNT OF ONE. IN ADDITION, THEIR FEDERAL LABEL WAS COMPREHENSIVE SUPPORT, SO THEY ARE REQUIRED TO SUBMIT A TARGETED IMPROVEMENT PLAN. THE NEXT THREE CAMPUSES ARE JUST A LITTLE BIT DIFFERENT. EACH OF THESE CAMPUSES RECEIVED LASO 3 GRANT LAST SCHOOL YEAR TO BE IMPLEMENTED THIS SCHOOL YEAR FOR INSTRUCTIONAL LEADERSHIP, WHICH IS THE PRIMARY REASON WHY THEY HAVE TO SUBMIT A TARGETED IMPROVEMENT PLAN, BUT WE WILL ALSO REPORT ON THEIR RATINGS. BLUEBONNET RECEIVED A D RATING IN 2025, BUT THEY HAVE AN UNACCEPTABLE COUNT OF ZERO. THEIR FEDERAL LABEL WAS ADDITIONAL TARGETED SUPPORT DUE TO ONE OR MORE STUDENT GROUPS AND, BUT DUE TO RECEIVING THOSE GRANT FUNDS, THEY WERE REQUIRED TO SUBMIT A TARGETED IMPROVEMENT PLAN. WELLS BRANCH RECEIVED A C RATING IN 2025. THEY HAVE AN UNACCEPTABLE COUNT OF ZERO. THEIR FEDERAL LABEL WAS TARGETED AT SUPPORT BECAUSE THEY HAVE ONE OR MORE STUDENT GROUPS THAT WE ARE MONITORING, AND DUE TO RECEIVING THOSE LASO GRANTS FUNDS, THEY ARE SUBMITTING A TARGETED IMPROVEMENT PLAN. AND DEERPARK MIDDLE SCHOOL ALSO RECEIVED A C RATING IN 2025 AND HAVE AN UNACCEPTABLE COUNT OF ZERO. THEIR FEDERAL LABEL WAS ADDITIONAL TARGETED SUPPORT DUE TO ONE OR MORE STUDENT GROUPS THAT DIDN'T MEET THE TARGETS, AND DUE TO RECEIVING THOSE INSTRUCTIONAL LEADERSHIP GRANTS, THEY WERE REQUIRED TO SUBMIT THE TARGETED IMPROVEMENT PLAN. NOW, WE WILL PROVIDE AN OVERVIEW OF THE CAMPUS TARGETED IMPROVEMENT PLANS. A TARGETED IMPROVEMENT PLAN, OR TIP OUTLINES THE DISTRICT'S STRATEGY FOR IMPROVING SCHOOL IMPROVEMENT CAMPUSES, INCLUDING INSTRUCTIONAL COMPONENTS, TRAINING AND COACHING, KEY MILESTONES, AND RESOURCE ALLOCATION. THE FOLLOWING SLIDES WILL PRESENT AN OVERVIEW OF EACH CAMPUS TIP, INCLUDING THE IMPROVEMENT STRATEGY, HIGH QUALITY INSTRUCTIONAL MATERIALS FOR READING, LANGUAGE ARTS AND MATH. PARTNERSHIPS AT ROUND ROCK ISD HAS ENGAGED IN TO IMPLEMENT THE IMPROVEMENT STRATEGY. ANY PROFESSIONAL LEARNING OPPORTUNITIES, AND THE PROGRESS MONITORING TOOLS THAT ARE BEING USED. YOU WILL NOTICE THAT THE OVERVIEW OF EACH CAMPUSES PLANS ARE VERY SIMILAR. PRIOR TO THIS MEETING, YOU RECEIVED DETAILED PLANS FOR EACH CAMPUS. THE DETAILED TARGETED IMPROVEMENT PLANS THAT YOU RECEIVED INCLUDE NUANCED DIFFERENCES BASED ON THOSE INDIVIDUAL CAMPUS NEEDS. [00:10:04] LET'S START WITH ANDERSON MILL. THE IMPROVEMENT STRATEGY IS INTENSIVE. CURRICULUM AND INSTRUCTION IMPROVEMENTS. THE HIGH QUALITY INSTRUCTIONAL MATERIALS IMPLEMENTED ARE AMPLIFIED FOR READING LANGUAGE ARTS AND BLUEBONNET LEARNING FOR MATH. THE CAMPUS HAS PARTNERED WITH RELAY USING LASO 3 INSTRUCTIONAL LEADERSHIP GRANT FUNDS AND EDCONNECTIVE TO SUPPORT BLUEBONNET MATH IMPLEMENTATION USING TITLE II FUNDS. THE CAMPUS RECEIVED PROFESSIONAL LEARNING AND OBSERVATION AND FEEDBACK CYCLES, WEEKLY DATA MEETINGS, WEEKLY PLCS, AND TRAINING FOR THEIR INSTRUCTIONAL LEADERSHIP TEAM. AND THEIR PROGRESS IS BEING MONITORED USING CURRICULUM BASED ASSESSMENTS IREADY DIAGNOSTIC ASSESSMENTS. STAAR INTERIM AND CAMPUS AND OBSERVATION FEEDBACK CYCLES. CALLISON ELEMENTARY ALSO THEIR IMPROVEMENT STRATEGY IS INTENSIVE CURRICULUM AND INSTRUCTION IMPROVEMENTS. THEY ALSO USE AMPLIFY FOR READING LANGUAGE ARTS AND BLUEBONNET LEARNING FOR MATH. THEY PARTNERED WITH RELAY AND EDCONNECTIVE, BOTH USING TITLE II FUNDS. THEY WERE NOT A RECIPIENT OF THOSE INSTRUCTIONAL LEADERSHIP GRANT FUNDS. THEY ALSO RECEIVED TRAINING IN OBSERVATION AND FEEDBACK, WEEKLY DATA MEETINGS, WEEKLY PLCS FOR LESSON INTERNALIZATION, ILT. AND THEY ARE ALSO BEING PROGRESS MONITORED USING CURRICULUM BASED ASSESSMENTS IREADY DIAGNOSTICS, STAAR INTERIM, AND OBSERVATION AND FEEDBACK CYCLES. JOE LEE JOHNSON ELEMENTARY, THEIR IMPROVEMENT STRATEGY IS ALSO INTENSIVE IN CURRICULUM AND INSTRUCTION IMPROVEMENTS. THEIR HIGH QUALITY INSTRUCTIONAL MATERIALS ARE ALSO AMPLIFY FOR READING LANGUAGE ARTS AND BLUEBONNET FOR MATH. THE CAMP HAS PARTNERED WITH RELAY USING TITLE II FUNDS TO SUPPORT THE GROWTH IN THE CAMPUS INSTRUCTIONAL LEADERS. IN ADDITION, TITLE I AND TITLE II FUNDS WERE USED TO PARTNER WITH EDCONNECTIVE TO SUPPORT THEIR INSTRUCTIONAL COACHES WITH BLUEBONNET MATH IMPLEMENTATION AND TO SUPPORT THE NEW LEADERSHIP TEAM AT THE CAMPUS AND NEW TEACHERS TO THE CAMPUS. THE CAMPUS RECEIVED ALSO OBSERVATION AND FEEDBACK, WEEKLY DATA MEETINGS, WEEKLY PLC, AND INSTRUCTIONAL LEADERSHIP TEAM TRAINING. AND WE ARE ALSO MONITORING THEIR PROGRESS USING CURRICULUM BASED ASSESSMENTS, IREADY DIAGNOSTIC ASSESSMENTS, STAAR INTERIM AND CAMPUS OBSERVATION AND FEEDBACK CYCLES. BLUEBONNET ELEMENTARY ALSO INTENSIVE CURRICULUM AND INSTRUCTION IMPROVEMENTS USING AMPLIFY AND BLUEBONNET LEARNING MATH. THEY DID RECEIVE THE INSTRUCTIONAL LEADERSHIP GRANT FUNDS, WHICH IS WHY THEY SUBMITTED A TIP. AND WE ARE ALSO PARTNERING WITH EDCONNECTIVE WITH TITLE II TO SUPPORT THEIR INSTRUCTIONAL COACHES. OBSERVATION AND FEEDBACK, WEEKLY DATA MEETINGS, WEEKLY PLCS AND ILT TRAINING HAVE ALL BEEN HAD AT THAT CAMPUS. AND WE ARE ALSO MONITORING USING CURRICULUM BASED ASSESSMENTS IREADY, STAAR INTERIM AND OBSERVATION AND FEEDBACK CYCLES. WELLS BRANCH ELEMENTARY. SAME AS BLUEBONNET, INTENSIVE AND A CURRICULUM AND INSTRUCTION IMPROVEMENTS USING AMPLIFY AND BLUEBONNET MATH. THEY DID RECEIVE THE INSTRUCTIONAL LEADERSHIP GRANT, WHICH IS WHY THEY ARE SUBMITTING A TARGETED IMPROVEMENT PLAN. AND THEY ALSO PARTNERED WITH EDCONNECTIVE. THEY HAVE HAD THE SIMILAR TRAINING TO THE OTHER CAMPUS CAMPUSES AND OBSERVATION AND FEEDBACK, WEEKLY DATA MEETINGS, WEEKLY PLCS AND INSTRUCTIONAL LEADERSHIP TEAM. AND WE ARE ALSO USING CURRICULUM BASED ASSESSMENTS IREADY, STAAR INTERIM AND OBSERVATION AND FEEDBACK CYCLES TO MONITOR THEIR CAMPUS. AND OUR LAST CAMPUS IS DEERPARK MIDDLE SCHOOL. THEIR IMPROVEMENT STRATEGY IS ALSO INTENSIVE CURRICULUM AND INSTRUCTION IMPROVEMENTS. THERE IS A TYPING ERROR ON THIS SLIDE, I APOLOGIZE FOR THAT, THEIR HIGH QUALITY INSTRUCTIONAL MATERIAL FOR RLA FOR READING LANGUAGE ARTS IS SAVVAS, MY PERSPECTIVES AND THEY ARE USING BLUEBONNET LEARNING FOR MATH. THE CAMPUS HAS PARTNERED WITH RELAY USING THE LASO 3 INSTRUCTIONAL LEADERSHIP GRANT FUNDS, WHICH IS WHY THEY'RE SUBMITTING A TARGETED IMPROVEMENT PLAN. BUT IN ADDITION, WE HAD LASO 3 STRONG FOUNDATION GRANT FUNDS, WHICH ALLOWED THEM TO PARTNER WITH CARNEGIE LEARNING TO SUPPORT THEIR IMPLEMENTATION FOR BLUEBONNET MATH. THE CAMPUS RECEIVED TRAINING IN OBSERVATION AND FEEDBACK, WEEKLY DATA MEETINGS, WEEKLY PLCS AND ILT/ AND THEIR CURRENT CURRICULUM BASED ASSESSMENTS IREADY, STAAR INTERIM AND OBSERVATION AND FEEDBACK CYCLES ARE HOW WE ARE MONITORING THAT CAMPUS'S PROGRESS. AT THIS TIME, I'D BE HAPPY TO ANSWER ANY QUESTIONS. AND AS A REMINDER, TARGETED AND LOCAL IMPROVEMENT PLANS ARE ON THE CONSENT AGENDA THIS EVENING FOR APPROVAL BY THE BOARD. THANK YOU. THANK YOU, DR. GONZALEZ. I JUST WANT TO ADD THAT BOARD MEMBERS AND COMMUNITY MEMBERS, I KNOW TONIGHT WE HAVE THIS IS SOMETHING THAT'S REQUIRED BY LAW AS DR. GONZALEZ WAS TALKING ABOUT. IT'S THE FIRST TIME WE HAD TO DO THIS, BUT WE CANNOT ALSO FORGET OR NOT THANK THE HARD WORK THAT'S BEEN HAPPENING IN THE OTHER CAMPUSES. ROUND ROCK ISD WE HAVE MORE THAN 50% OF OUR CAMPUSES ARE RATED A CAMPUSES, MORE THAN 50% OF OUR CAMPUSES. AND WE HAVE 56 OF THEM ARE RATED A'S. AND THEN WHEN YOU COMBINE A'S AND B'S, ABOUT 80% OF OUR CAMPUSES ARE A'S AND B'S. [00:15:01] SO THERE'S A LOT OF GREAT WORK THAT'S HAPPENING. OUR TEACHERS, OUR STAFF, OUR STUDENTS, PARENTS EVERYBODY IS WORKING REALLY HARD TO MAKE THAT HAPPEN. UNFORTUNATELY, SOMETIMES WHEN THINGS DON'T WORK, THEY'RE NOT ALIGNED. OBVIOUSLY, WE HAVE TO COME BACK AS A TEAM, AND THEN WE HAVE TO ASSESS AND MAKE SURE WE'RE PROVIDING ALL THE SUPPORT AND ALL EVERYTHING THAT OUR TEACHERS AND OUR PRINCIPALS AND, AND THEIR TEAMS NEED IN THESE PARTICULAR CAMPUSES. SO LIKE DR. GONZALEZ WAS SAYING, I THINK THINGS WERE BEING PROGRESSED MONITORING ALL THIS GREAT WORK THAT STARTED THIS YEAR. AND WE ARE VERY CONFIDENT THAT WE'RE GOING TO SEE A BETTER RESULT ON THESE CAMPUSES. BUT AS I SAID, WE CANNOT FORGET ABOUT THE OTHER CAMPUSES WHO HAVE BEEN REALLY ALSO ACHIEVING A'S AND B'S AND DOING REALLY ALSO AMAZING WORK. SO WE WANT TO THANK THEM AND LET THEM KNOW THAT WE'RE SO PROUD OF THEM AS WELL. THANK YOU SO MUCH. AND THIS IS JUST A REMINDER TO THE COMMUNITY THAT FOR THIS MEETING, A PUBLIC HEARING. YOU CAN SIGN UP FOR PUBLIC COMMENT UNTIL WE'RE ADJOURNED. LET'S SEE, I HAVE TRUSTEE CUERO. THANK YOU, DR. GONZALEZ. DR. NICHOLS. TO DR. AZAIEZ POINT, I GOT A CHANCE TO VISIT SOME OF THE CAMPUSES. I SEE THEIR PASSION, THEIR COMMITMENT TO THE CAMPUS AND THE STUDENTS. BUT THIS DOESN'T REALLY TELL THE WHOLE STORY BECAUSE THERE ARE NUANCES THAT IMPACT THOSE CAMPUSES. SO MY QUESTION IS, DOES TEC TAKE UNDER CONSIDERATION THOSE NUANCES WHEN GRADING THE CAMPUS? THE ANSWER IS NO. OUR ACCOUNTABILITY SYSTEM IS THE SAME FOR EVERY CAMPUS. YOU KNOW, WE MONITOR THE SAME STUDENT GROUPS. THERE'S JUST A DIFFERENT DIFFERENCE IN CLOSING THE GAPS DOMAIN THREE WHERE THEY MONITOR TWO ETHNICITY GROUPS, THE TWO LOWEST PERFORMING. BUT WHEN WE'RE TALKING ABOUT FEDERAL ACCOUNTABILITY, WE LOOK AT ALL STUDENT GROUPS AND WE LOOK AT THEM AT EVERY CAMPUS. THE SAME STUDENT GROUPS AT EVERY CAMPUS. THANK YOU. TRUSTEE LANDRUM THANK YOU AGAIN FOR THE REPORT. I JUST HAVE TWO QUICK QUESTIONS. CAN YOU GIVE ME A LITTLE MORE INFORMATION ABOUT WHAT THE LASO 3 AND IL GRANT IS AND WHAT THAT MEANS FOR US AS OUR DISTRICT? FOR OUR DISTRICT? ABSOLUTELY. SO EACH YEAR, TEA HAS DONE A GOOD JOB IN REALLY PUSHING OUT SOME USUALLY FEDERAL MONEY THAT THEY RECEIVE AT THE STATE LEVEL TO SUPPORT DISTRICT INITIATIVES. YOU MAY HAVE SEEN THEM IN THE PAST IN THE FORMS OF DIFFERENT TYPES OF GRANT FUNDS AND THEY HAVE NOW COLLAPSED THEM OVER THE PAST COUPLE OF YEARS INTO WHAT'S CALLED THE LASO GRANTS. AND SO EACH YEAR, LASO 3 WAS THE THIRD CYCLE OF LASO FUNDS. AND YOU ARE GIVEN THE ABILITY TO APPLY FOR SEVERAL DIFFERENT GRANTS UNDER THAT UMBRELLA. AND SO ACTUALLY LAST YEAR WE APPLIED FOR A COUPLE OF GRANTS, THE STRONG FOUNDATION'S IMPLEMENTATION OR EXCUSE ME, PLANNING GRANT, WHICH WE ACTUALLY DID RECEIVE, BUT NOT UNTIL CLOSER TO THE SCHOOL YEAR. AND THEN ALSO THE INSTRUCTIONAL LEADERSHIP GRANTS, AND THOSE ARE FOR SCHOOLS THAT WERE IN NEED OF SCHOOL IMPROVEMENT. AND SO THEY TELL US WHICH CAMPUSES CAN APPLY FOR THOSE GRANTS. AND SO WE WERE AWARDED THOSE FUNDS AT THE CAMPUSES THAT I SPOKE ABOUT THIS EVENING. BUT SINCE IT IS USING FEDERAL DOLLARS, THAT IS THE, THAT IS WHY THERE IS A REQUIREMENT ON SOME CAMPUSES WHO MAY TYPICALLY NEED TO JUST KEEP A LOCAL IMPROVEMENT PLAN TO SUBMIT A TARGETED IMPROVEMENT PLAN UNDER THOSE GRANT FUNDS. THAT'S A GREAT ANSWER, BUT LET ME ADD A LITTLE BIT MORE. SO THERE IS NO FREE MONEY. THAT'S WHAT IT IS PRETTY MUCH. SO THE, THAT MONEY THAT WE GET, WE HAVE TO REPORT ON IT AND ALSO SUBMIT STUFF, SO THAT'S REALLY WHAT IT IS. AND AS YOU KNOW, AS THINGS ARE GETTING TIGHTER WITH BUDGET ACROSS THE STATE SCHOOL DISTRICT ARE INCLUDING OUR DISTRICT. WE'VE BEEN TRYING TO GET MORE GRANTS APPROVED, I GUESS. AND SO THIS IS ACTUALLY IS, WE DIDN'T WAIT FOR, FOR THE SCHOOL TO HAVE AN F OR D OUR, OUR ACTUAL DEERPARK. AND ALSO, WEST BRANCH HAD A C LAST YEAR, BUT WE THOUGHT THAT THEY NEEDED SOME MORE SUPPORT. AND SO WE APPLIED FOR THIS GRANT, SO TO HELP THEIR, WITH THEIR INSTRUCTIONAL TRAINING AND THINGS LIKE THAT TO PROVIDE MORE SUPPORT TO THEM BECAUSE WE COULDN'T AS A DISTRICT PROVIDE THOSE FEW HUNDRED THOUSANDS OF DOLLARS THAT WAS, WAS GOING TO COST TO THE DISTRICT. AND SO, AS A MATTER OF FACT, WE, ACTUALLY DID. IT'S A WHAT'S CALLED A COMPETITIVE GRANT. AND THIS YEAR WE GOT OVER $1 MILLION ACTUALLY ALSO NEW LASO GRANTS THAT WE ALSO HAD TO APPLY FOR. BECAUSE AS I SAID, WITH THINGS ARE GETTING TIGHTER, WE'RE TRYING TO KIND OF LOOK FOR OPTIONS TO PROVIDE MORE FUNDS TO OUR DISTRICT AS WE TRY TO SUPPORT OUR SCHOOLS. SO YEAH, YOU WILL SEE US PROBABLY NEXT YEAR ALSO COMING BACK AND REPORT ON SOME OTHER SCHOOLS. AGAIN, NOT BECAUSE THERE ARE D'S ARE F'S. IT'S JUST BECAUSE WE GET LIKE OVER, I THINK AT 1.2 MILLION OR. WE HAD ONE, WE JUST RECEIVED 1.3 MILLION IN OUR LAST CYCLE. [00:20:01] JUST APPLIED. AND WE WE ARE LUCKY. IT'S A COMPETITIVE GRANT. BUT AGAIN, THIS IS TO KIND OF OFFSET SOME OF THE THINGS THAT WE WANT TO DO AND HELP SUPPORT WHAT'S HAPPENING IN OUR CAMPUSES. SURE. I'M ALL FOR USING GRANTS ANY WAY WE CAN. SO JUST CLARIFYING IS IF WE HAD NOT APPLIED FOR A GRANT, THEN THESE SCHOOLS WOULD NOT HAVE NEEDED A TARGETED IMPROVEMENT PLAN. IS THAT MY UNDERSTANDING? LIKELY THEY WOULD HAVE KEPT A LOCAL IMPROVEMENT PLAN, WHICH IS THEIR CIP. SO ON THE CONSENT AGENDA TONIGHT, THERE ARE THREE ADDITIONAL CAMPUSES WITH LOCAL IMPROVEMENT PLANS. THEY WOULD HAVE BEEN IN THAT CATEGORY HAD WE NOT EARNED THE TITLE, EXCUSE ME, THE LAST THREE FUNDS. SO THE REAL, SORRY, LET ME JUST CLARIFY WITH ONE LAST QUESTION. THIS IS REALLY JUST A WAY FOR THE FEDERAL GOVERNMENT TO KIND OF AUDIT THE MONEY THAT THEY'VE GIVEN US IN US FOLLOWING THIS TIP. BECAUSE WE ARE GIVEN VERY STRICT GUIDELINES ON HOW WE HAVE TO ALSO SPEND THESE FUNDS. EXACTLY WON'T BE REQUIRED TO REPORT ON YOU IN THIS PARTICULAR MEETING. LIKE WE WON'T BE REPORTING ON IT RIGHT NOW. OKAY. THAT MAKES A WHOLE LOT OF SENSE. AND THEN MY LAST QUESTION IS, WHEN YOU'RE LOOKING AT WHAT EACH SCHOOL IS USING OR RECEIVING FOR INTERVENTIONS AND ALL THE DIFFERENT COLUMNS. JOE LEE JOHNSON IS THE ONLY ONE THAT IS RECEIVING EDITOR CONNECTIVE TITLE I OF THE ONES THAT ARE RECEIVING EDCONNECTIVE. THE OTHERS ARE ALL ONLY RECEIVING EDCONNECTIVE TITLE II. CAN YOU EXPLAIN THE DIFFERENCE BETWEEN THAT AND WHY JOE LEE JOHNSON IS RECEIVING TITLE I AND TITLE II EDCONNECTIVE? SO IT'S NOT SO MUCH THE TITLE I AND TITLE II. THAT'S THE ISSUE MORE SO IS THAT WE'RE USING IT DIFFERENTLY FOR THEM. WITH JOE LEE JOHNSON, WHAT WE LOOK AT TYPICALLY IS THE TEACHERS ON A CAMPUS AND WHAT THEIR YEARS OF EXPERIENCE IS. AND SO WHAT WE SAW WITH JOE LEE JOHNSON IS WE HAVE A LOT OF TEACHERS THAT ARE NEW TO THE PROFESSION AND ALSO IN ALTERNATIVE CERTIFICATION. WE FELT THAT BECAUSE OF THAT, BECAUSE THERE IS NOT A GREAT MANY VETERAN TEACHERS, USUALLY THEY'RE THE ONES THAT BUDDY UP WITH THE YOUNGER TEACHERS AND MENTOR THEM. AND SO BECAUSE OF THAT LACK OF EXPERIENCE, WHAT EDCONNECTIVE PROVIDED WAS COACHES FOR EACH OF THOSE NEW TEACHERS. AND SO WE WANTED TO MAKE SURE THAT THEY HAD SOMEONE WHERE EXPLICITLY THAT CAN TRAIN INTO CERTAIN THINGS THAT THEY WOULD NEED. AND EVERYONE HAD INDIVIDUALIZED CARE AND MENTORING AND TEACHING FROM SOMEONE, AS WELL AS THE SUPPORT THAT WAS GIVING US WITH THE INSTRUCTIONAL COACHES, WITH THEIR PRINCIPALS AND ASSISTANT PRINCIPALS AND ALL THROUGH ALSO THROUGH RELAY. SO THEY'RE A LITTLE BIT DIFFERENT AND MAY SAY EDCONNECTIVE, BUT WHAT THEY RECEIVED WAS DIFFERENT FROM THE OTHER CAMPUSES. THANK YOU AGAIN, A GREAT ANSWER. AND ONE MORE THING, AND I KNOW IT'S TOO MUCH INFORMATION IS TITLE I, AS YOU KNOW, AND TITLE II ARE TWO DIFFERENT. THEY'RE FEDERAL MONEY AND THERE ARE TWO DIFFERENT COMPONENTS. SO TITLE II THERE ARE, WITH ANY FEDERAL MONEY TOO THERE ARE ALSO A LOT OF STRINGS ATTACHED. SO THERE ARE ONLY CERTAIN THINGS THAT YOU CAN USE TITLE I FOR. AND THERE ARE ONLY CERTAIN THINGS THAT YOU CAN USE TITLE II FOR. SO TITLE II MONEY TYPICALLY WHAT YOU SEE SCHOOL DISTRICT, INCLUDING ROUND ROCK ISD USE THAT MONEY IS TOWARD TRAINING TEACHERS BECAUSE IT'S ALLOWED UNDER TITLE II FUNDING REGULATIONS, RIGHT? TITLE I IS MORE FOR OUR CAMPUSES WHO HAVE HIGH, LOW SOCIOECONOMIC AND LOW SOCIOECONOMIC STATUS. AND THAT COULD BE USED, FOR EXAMPLE, FOR PAYING FOR AN INTERVENTIONIST OR HELPING STUDENTS, FOR EXAMPLE, HOW TO GET BACK ON TRACK. SO IT'S JUST, BECAUSE WE HAVE TO FOLLOW CERTAIN GUIDELINES SET BY THE FEDERAL GOVERNMENT BECAUSE TITLE I AND ALSO TITLE II, THEY'RE BOTH FEDERAL. HOWEVER, THERE ARE TWO DIFFERENT BUCKETS OF MONEY AND ALSO THE REGULATIONS ARE DIFFERENT FOR THEM. THANK YOU VERY MUCH. AND I'LL ECHO MY PEERS THAT, YOU KNOW, WE ARE DOING GREAT THINGS ON ALL OF OUR CAMPUSES, BUT I ACTUALLY APPRECIATE A MEETING LIKE THIS AS WELL, BECAUSE WE CAN ALWAYS HAVE ROOM FOR IMPROVEMENT. AND FOCUSING ON THESE SCHOOLS JUST PROVES OUR COMMITMENT TO EVERY CHILD IN ROUND ROCK ISD. AND THAT, YOU KNOW, I GREW UP IN THE ROSS PEROT OF NO CHILD LEFT BEHIND ERA BACK IN THE 1900S. BUT YOU KNOW, ALL KIDS MATTER OR NO KIDS MATTER. SO THANK YOU FOR YOUR COMMITMENT. AND, YOU KNOW, FOCUS ON THESE SCHOOLS AS WE CONTINUE TO WORK ON IMPROVING THEIR SCORES, WHATEVER STANDARDIZED SCORES MEAN. THANK YOU. OKAY. THANK YOU. I DON'T SEE ANY OTHER TRUSTEES IN THE QUEUE. DO I HAVE ANY PUBLIC COMMENT? OKAY, IF THERE ARE NO OTHER QUESTIONS, I WANT TO MAKE SURE I GOT ALL THE BUTTONS. OKAY. THEN THANK YOU SO MUCH FOR ALL OF THE INFORMATION. WE APPRECIATE YOU ALL BEING HERE TONIGHT. AND WE ARE ADJOURNED AT 6:00. * This transcript was compiled from uncorrected Closed Captioning.