[00:00:04]
[B. CALL TO ORDER]
IT IS 5:30 P.M.AND THIS MEETING OF THE ROUND ROCK INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES BOARD WORKSHOP IS CALLED TO ORDER.
IN ATTENDANCE TONIGHT, WE HAVE ALL SEVEN TRUSTEES.
I PLEDGE ALLEGIANCE TO THE FLAG.
OKAY, WE HAVE NO PUBLIC COMMENT
[E. ACADEMIC/BOARD GOALS DEVELOPMENT WORKSHOP]
TONIGHT, SO WE'LL MOVE RIGHT INTO BUSINESS.TONIGHT WE ARE HAVING OUR BOARD GOALS DEVELOPMENT WORKSHOP AND AN ACADEMIC WORKSHOP.
WE ARE VERY PLEASED TO WELCOME DR.
SHE'S GOING TO BE WALKING US THROUGH OUR GOALS DEVELOPMENT WORKSHOP TODAY.
AND SHE WANTED ME TO MAKE SURE TO TELL Y'ALL THAT SHE'S VERY EXCITED THAT WE ARE GOING TO GET COMMUNITY ENGAGEMENT POINTS FOR ALL OF THE COMMUNITY SESSIONS WE HELD.
WE KNEW THAT COMMUNITY INPUT, EVEN THOUGH WE KNOW THAT WE'RE DOING KIND OF A MICRO VERSION OF GOALS DEVELOPMENT THIS YEAR, WE KNEW THAT COMMUNITY INPUT WAS STILL VERY IMPORTANT AND A PRIORITY FOR US IN DEVELOPING OUR GOALS.
WE'RE VERY PLEASED THAT WE HAD WE HAD A SMALL TURNOUT AT OUR SESSIONS BUT WE DID ALSO DO AN ONLINE SURVEY YOU ALL RECEIVED THE RESULTS OF THAT YESTERDAY AND WE HAD OVER 2,900 RESPONSES THROUGHOUT THE DISTRICT FROM COMMUNITY MEMBERS, FAMILIES, STUDENTS AND OUR STAFF SO VERY VERY PLEASED WITH THAT RETURN RATE IT'S A GREAT RETURN RATE AND I APPRECIATED WALKING THROUGH ALL OF THOSE COMMENTS SO WITH ALL OF THAT SAID I WILL TURN IT OVER TO DR.
CAN YOU HEAR ME? I'M SO GLAD TO BE HERE THIS EVENING AND SO EXCITED FOR YOUR RECENT SUCCESS WITH YOUR OUTREACH, YOUR COMMUNITY OUTREACH.
BY YOUR SEAT, YOU'LL SEE ONE SHEET OF PAPER AND THIS ONE SHEET OF PAPER IS YOUR PREVIOUS QUARTERLY BOARD TRACKER.
AND THE REASON I WANT TO SHARE THAT WITH YOU THIS EVENING TO BEGIN WITH IS BECAUSE THIS ONE SHEET OF PAPER REPRESENTS MONTHS AND MONTHS OF WORK, COLLABORATION, OUTREACH AND PROGRESS BY THE ROUND ROCK ISD BOARD OF TRUSTEES.
REMEMBER THAT THIS IS PART OF OUR LONE STAR GOVERNANCE WORK, AND AS WE COMPLETE EACH TASK AND WE MOVE FORWARD IN THE QUARTERLY BOARD TRACKER, WE ARE ABLE TO GAIN POINTS TOWARD OUR GOAL.
SO THAT MAKES THE ROUND ROCK ISD BOARD OF TRUSTEES UNSTOPPABLE.
SO LET'S TALK A LITTLE BIT ABOUT BEING UNSTOPPABLE THIS EVENING.
BY YOUR SEAT, YOU'LL SEE THIS LITTLE BITTY SQUARE, AND I KNOW THAT WE HAVE, THERE WE GO, WE WANT TO MAKE SURE EVERYBODY HAS ONE.
ALL RIGHT, MR. CUERO, HERE WE ARE, RIGHT IN HERE.
YOU GOT ONE, THERE WE GO, THERE WE GO.
SO THAT WORD UNSTOPPABLE MAY SEEM LIKE A VERY LITTLE WORD, BUT THAT WORD UNSTOPPABLE ALSO DESCRIBES THIS BOARD OF TRUSTEES.
THIS BOARD SUPERINTENDENT TEAM.
SO I WANT TO GIVE YOU ABOUT A MINUTE TO TALK TO THE PERSON WHO'S SITTING RIGHT BESIDE YOU AND TALK ABOUT WHAT DOES UNSTOPPABLE MEAN TO YOU.
AND LET'S TALK ABOUT THIS WORD, UNSTOPPABLE.
I PUT THREE COMMENTS ON THE SLIDE UP THERE TO KIND OF START YOU OFF A LITTLE BIT ABOUT BEING UNSTOPPABLE.
BUT I REALLY WANT TO HEAR FROM YOU AND FROM THE BROWN ROCK ISD CONTEXT FROM THE
[00:05:02]
BOARD OF TRUSTEES.WHAT IS UNSTOPPABLE? BEING UNSTOPPABLE AS A MEMBER OF THE BOARD OF TRUSTEES MEAN TO YOU? WHO WILL SHARE? WHO WOULD LIKE TO GO FIRST? GO AHEAD.
I WOULD SAY UNSTOPPABLE FOR OUR BOARD IS BEING ABLE TO WORK AROUND SOME OF THE ISSUES THAT HAVE BEEN PLACED IN OUR WAY AND STAYING STRONG FOR OUR STUDENTS AND OUR STAFF AND FINDING WAYS TO KEEP GOING, EVEN WHEN IT SEEMED VERY DIFFICULT, EVEN WHEN IT WAS VERY DIFFICULT.
I LIKE STAYING STRONG EVEN WHEN IT'S DIFFICULT.
WHO ELSE WILL SHARE? THAT'S GREAT.
WHO ELSE WILL SHARE? GO AHEAD.
ARE THEY LOOKING AT YOU, TRUSTEE ROSS? SO I THINK WE ARE UNSTOPPABLE BECAUSE WE WORK TOGETHER AS A GROUP, AND WE TEND TO ALWAYS TEND TO BE STUDENT-CENTERED, WHICH I THINK I WAS JUST TELLING HER THAT I KEPT.
TALKING TO MYSELF OVER AND OVER AGAIN ABOUT THIS WEEK, WHICH IS WEIRD, BUT YOU KNOW STUDENT OUTCOMES DON'T CHANGE UNTIL ADULT BEHAVIORS CHANGE.
AND WHAT WE HAVE HERE IS A UNIQUE SITUATION.
NOT EVERY PLACE IN THE STATE HAS THIS.
THAT'S SO POWERFUL AND THANKS FOR SHARING THAT BECAUSE WE HAVE THE MAJORITY OF OUR BOARD SUPERINTENDENT TEAM THAT ARE TRAINED IN LSG LONE STAR GOVERNANCE, RIGHT? AND SO EXACTLY WHAT SHE SAID, STUDENT OUTCOMES DON'T CHANGE.
UNTIL ADULT BEHAVIORS CHANGE IS VERY, VERY TRUE.
WHO ELSE WILL SHARE? I THINK FOR ME IT'S MOVING IN CONCERT, RIGHT, BECAUSE AS A BOARD WE HAVE TO COME TOGETHER AND MAKE SOME DECISIONS, BUT WE ALSO HAVE TO PARTNER WITH ADMINISTRATION IN THE COMMUNITY TO ADDRESS SOME OF THE ISSUES IN THE DISTRICT.
YOU CAN BE IN THE SAME ROOM WITH SOMEBODY, BUT COMING TOGETHER REALLY IS A HARMONY WORD.
DO YOU AGREE? IT'S A HARMONY WORD.
IT MEANS THAT YOU HAVE SOMETHING IN COMMON, SOMETHING THAT YOU'RE TRYING TO WORK TOGETHER ON.
WHO WILL SHARE? WELL, JUST TO COMMENT ON WHAT YOU WERE SAYING THERE, I THINK WE ARE VERY LIKE-MINDED, BUT THERE'S ALSO A LOT OF DISCORD IN OUR DIFFERENT ABILITIES.
SO WE'RE UNSTOPPABLE BECAUSE REGARDLESS OF WHAT COMES OUR WAY, ONE OF US KNOWS AN ANSWER OR CAN GET THERE QUICKLY.
I REALLY LOVE THAT BECAUSE HERE'S THE THING.
THERE IS STRENGTH IN UNITY, AND EVERYONE HAS THEIR OWN UNIQUE TALENT.
SOME OF US MAY BE GOOD AT MANY THINGS, SOMETIMES THE SAME THING, BUT SOMETIMES THERE'S JUST THAT ONE PERSON WHO KNOWS SOMETHING THAT THE REST OF US MAY NOT AT THAT TIME, AND WHEN YOU SHARE ABOUT THAT KNOWLEDGE, THEN THAT BUILDS CAPACITY FOR THE WHOLE TEAM.
THE BOARD SUPERINTENDENT TEAM TO HELP MAKE THINGS RUN SMOOTHLY.
SO I DO AGREE THAT THE ROUND ROCK ISD BOARD OF TRUSTEES SUPERINTENDENT TEAM ARE UNSTOPPABLE.
SO WHEN YOU LOOK AT THESE THREE COMMENTS HERE, MOVING WITH DISCIPLINE, MOMENTUM, MAKING SURE THAT YOU REFUSE TO BE DISTRACTED, MAKING SURE THAT YOU CANNOT BE KNOCKED OFF OF THE MISSION, ARE THESE THINGS THAT YOU CAN BELIEVE IN? YOU DON'T HAVE TO ANSWER THAT OUT LOUD.
JUST THINK IN YOURSELF, ARE THESE THREE STATEMENTS THINGS THAT YOU CAN BELIEVE IN? CAN YOU CONTINUE TO BE UNSTOPPABLE? AND THE REASON I'M ASKING THAT QUESTION IS BECAUSE WE ALL KNOW IN THE FUTURE OF ANYTHING, AND ESPECIALLY EDUCATION, THAT THINGS CHANGE OVER TIME.
AND EVEN THOUGH THINGS CHANGE OVER TIME, ONE THING REMAINS THE SAME, AND TRUSTEE ROSS SAID IT, STUDENT OUTCOMES, THEY DON'T CHANGE UNTIL ADULT BEHAVIORS CHANGE.
AND SO I WANT TO COMMEND THIS BOARD SUPERINTENDENT TEAM BECAUSE YOU KNOW THAT, AND BECAUSE YOU KNOW THAT, YOU ACTUALLY ASK THE COMMUNITY, WHAT ABOUT OUR KIDS? WHAT DO WE NEED TO DO TO HELP SERVICE? THE STUDENTS IN ROUND ROCK ISD.
SO I'M GOING TO ALLOW OUR BOARD PRESIDENT TO TELL US A LITTLE BIT ABOUT THE ACTIVITY THAT EVERYONE HERE PARTICIPATED IN.
TO HELP GET US SOME FEEDBACK ABOUT WHAT FAMILIES, STUDENTS, STAFF REALLY SAID ABOUT WHERE WE ARE AND WHERE WE WANT TO BE.
[00:10:01]
SO, TRUSTEE MARKUM, TAKE IT AWAY.SO, AS YOU ALL KNOW, WE PARTICIPATED IN COMMUNITY FORUMS WHERE WE WALKED THROUGH THE COMMUNITY FORUMS. THROUGH WHAT GOALS DEVELOPMENT LOOKS LIKE.
WE EDUCATED THE COMMUNITY ON THAT AS WELL AS WHAT A CONSTRAINT LOOKS LIKE.
YOU KNOW, CONSTRAINTS ARE A LITTLE BIT HARDER, SO WE TRIED TO TALK ABOUT IT IN TERMS OF GUARDRAILS, WHICH IS WHAT IT IS, BUT TO MAKE IT A LITTLE BIT MORE APPLICABLE TO WHAT WE'RE DOING.
SO, LIKE, AGAIN, I SAID, WE HAD A SMALL TURNOUT AT OUR COMMUNITY FORUMS AND OUR VIRTUAL FORUM, BUT WE HAD OUR PARTICIPANTS WALK THROUGH AND GROUP.
GROUP IDEAS FOR GOALS TOGETHER, RIGHT? SO WHAT ARE THINGS THAT YOU WANT OUR STUDENTS TO BE ABLE TO ACCOMPLISH AND KNOW AND DO WHEN THEY LEAVE OUR SCHOOL DISTRICT? AND SO AS TRENDS EMERGED, WE MOVED THOSE ITEMS TOGETHER.
SO I THINK WE HAVE THOSE POSTERS UP IN FRONT OF US.
AND THIS IS THE WORK THAT OUR COMMUNITY DID TOGETHER.
WE TRIED TO MIRROR THAT IN THE SURVEY THAT WENT OUT TO THE ENTIRE COMMUNITY AND ASKED SOME SIMILAR QUESTIONS THAT POSES A LITTLE BIT OF A CHALLENGE IN AN ONLINE SURVEY, BUT WE DID THE BEST WE COULD.
AND ONE THING WE DID DIFFERENTLY THIS TIME AROUND IS WE ALLOWED FOR OPEN RESPONSE.
SO IF YOU DON'T SEE, BECAUSE THAT KIND OF MIRRORED WHAT OUR COMMUNITY SESSIONS LOOK LIKE, IF YOU DON'T SEE A GOAL OR AN IDEA THAT YOU BELIEVE IN OR SHOULD BE A PRIORITY FOR THIS DISTRICT, THEN PLEASE TELL US WHAT'S IMPORTANT TO YOU FOR YOUR STUDENTS.
OR IF YOU'RE A STAFF MEMBER, WHAT IS IMPORTANT FOR YOUR STUDENTS TO KNOW AND LEARN AND DO AND HOW DO WE GET THERE? AND LIKE I SAID, WE HAD OVER 02,900 RESPONSES, MANY, MANY OPEN-ENDED RESPONSES, AND GOT SOME REALLY GOOD FEEDBACK THERE.
SO REALLY LOOKING FORWARD TODAY TO LOOKING AT THE TRENDS AND THE PATTERNS AND ALL OF THAT FEEDBACK TO DETERMINE WHAT'S A PRIORITY TO OUR COMMUNITY.
AND THE ABILITY OF THE BOARD TO LISTEN TO THAT INPUT, TO LISTEN TO HOW MUCH INPUT YOU GOT ABOUT DIFFERENT TOPICS.
TO IMAGINE, TO DREAM, TO WANT TO SEE THAT FUTURE, AND THE FUTURE MAY BE DIFFERENT THAN TODAY.
IT MAY ADD TO WHAT WE'RE ALREADY OFFERING.
THERE MAY HAVE BEEN A GREAT IDEA THAT WE HAVE BUBBLED UP.
WE'RE GOING TO TALK ABOUT SOME OF THOSE THINGS THIS EVENING, AND AS YOU CAN SEE, WE HAVE ADDITIONAL FRIENDS HERE WHO ARE GOING TO TALK TO US A LITTLE BIT ABOUT WHAT'S IN THE FUTURE FOR ALL SCHOOLS, INCLUDING ROUND ROCK ISD SCHOOLS, IN THE FUTURE OF ACCOUNTABILITY.
BUT THE IMPORTANT INFORMATION THAT YOU RECEIVED, AND THANK YOU SO MUCH FOR TAKING THE TIME TO GO THROUGH THAT WHOLE PROCESS, IS YOU LEARNED THE NAMES OF INDIVIDUALS, YOU LEARNED THE HEART OF YOUR COMMUNITY, AND YOU LEARNED ABOUT THE FUTURE GOALS FOR THE COMMUNITY.
BECAUSE ALL COMMUNITIES ARE CONSTANTLY CHANGING, AND WE NEED TO MAKE SURE THAT WE'RE READY TO MEET THAT CHALLENGE.
BECAUSE STUDENT OUTCOMES DON'T CHANGE UNTIL ADULT BEHAVIORS CHANGE.
AND SO WE'RE THE ONES WHO HAVE TO HELP MAKE THE CHANGE FOR OUR STUDENTS.
DO YOU REMEMBER THIS STATEMENT WHEN YOU WENT THROUGH YOUR LSG? YOU PROBABLY SAW THIS QUESTION THAT'S ON THE RIGHT.
WHY DO SCHOOL SYSTEMS EXIST? FANCY BUILDINGS? NICE PARKING LOT, FOOD AT LUNCHTIME, BUT WHY DO SCHOOL SYSTEMS EXIST? JUST TALK A LITTLE BIT TO YOUR NEIGHBOR.
WE'RE NOT GOING TO REPORT OUT, BUT JUST TALK TO THEM, THE PERSON RIGHT NEXT TO YOU, ABOUT WHY DO SCHOOL SYSTEMS EXIST.
WHO WILL SHARE? WHO WOULD LIKE TO JUST SAY, WHY DO SCHOOL SYSTEMS EXIST? WHO WOULD LIKE TO SHARE? I'M JUST GOING TO TAKE ONE REPORT OUT.
YEAH, JUST TO PREPARE STUDENTS FOR WHATEVER PATH THEY WANT TO TAKE, WHETHER IT'S EDUCATION, MILITARY, OR JUST STRAIGHT CAREER CHOICES.
TO PREPARE OUR STUDENTS FOR THE FUTURE NO MATTER WHAT THEY WANT TO BE AND I'M SO GLAD THAT YOU TOOK THE TIME TO PARCEL IT OUT AND TALK ABOUT THE DIFFERENT OPTIONS SOME OF THE DIFFERENT OPTIONS THAT ALL STUDENTS CAN TAKE.
SO WE KNOW WHAT ROUND ROCK ISD
[00:15:02]
OFFERS RIGHT NOW AND WE'RE GOING TO LEARN TONIGHT ABOUT SOME OPPORTUNITIES FOR THE FUTURE BUT THE TEAM SITTING IN FRONT OF US TONIGHT THE BOARD SUPERINTENDENT TEAM YOU ARE UP TO THE TASK.WE KNOW WE HAVE A WHOLE SCHOOL SYSTEM OF STAFF MEMBERS WHO ARE READY ALSO.
TO HELP TAKE ROUND ROCK ISD INTO THE FUTURE BECAUSE WE ARE MAINTAINING OUR FOCUS ON STUDENT OUTCOMES.
NOW YOU PROBABLY SAY, WELL, WOW, IT'S ONLY BEEN ABOUT 10 MINUTES AND THIS LADY HAS SAID IMPROVE STUDENT OUTCOMES SO MANY TIMES BECAUSE IT'S IMPORTANT.
AND IT'S NOT JUST THE PEOPLE SITTING HERE TONIGHT, BUT IT'S ALSO OUR STUDENTS.
I WAS HERE THIS EVENING AT DISMISSAL FROM ROUND ROCK HIGH SCHOOL.
BUT GUESS WHAT I SAW? I SAW SOME BRILLIANT MINDS COMING OUT OF BUILDINGS.
KIDS WHO WEREN'T TRYING TO GO HOME.
THEY WERE TRYING TO GO TO ATHLETIC PRACTICE OR BAND PRACTICE OR JUST TO HAVE SOME KIND OF ACADEMIC STUDY AFTER SCHOOL.
YOU CAN SEE AT DISMISSAL HOW ENGAGED STUDENTS ARE IN THIS DISTRICT.
SO YOU SHOULD BE VERY, VERY PROUD OF THAT.
BUT IT'S NOT JUST THE STUDENTS EITHER.
IT'S THE PEOPLE WHO TEACH THEM.
ARE OUR TEACHERS INVESTED IN OUR STUDENTS? I WOULD SAY YES.
JUST FROM LOOKING, JUST FROM WALKING THE HALLS THIS AFTERNOON.
OUR STAFF, OUR ENTIRE STAFF, NOT JUST TEACHERS, BUT OUR ENTIRE STAFF.
AND WE'VE REACHED OUT TO THE COMMUNITY.
DID WE TALK TO EVERY SINGLE PERSON? NO.
BUT WHAT WE CAN DO IS KEEP THAT CONVERSATION GOING AND KEEP THE DOOR OPEN AND OUR EARS AND OUR HEARTS OPEN FOR THAT.
AND THEN WHAT WE'RE GOING TO DO IS WE'RE GOING TO TALK A LITTLE BIT TONIGHT ABOUT WHEN INFORMATION GETS TO THE BOARD SUPERINTENDENT TEAM, HOW CAN WE CONTINUE TO MAKE POSITIVE CHANGE AS WE'RE MOVING FORWARD? I DON'T KNOW WHAT HAPPENED TO THAT.
I WANT TO MAKE SURE IT ACTS RIGHT.
I DON'T KNOW WHO THESE PEOPLE ARE.
BUT THEY HAVE COMMITTED THEMSELVES TO WORK TOGETHER FOR STUDENT SUCCESS.
AND SO JUST REALLY, REALLY PROUD THAT EVERYONE, NUMBER ONE, COULD BE HERE TONIGHT, BUT ALSO THAT YOU'VE STILL TAKEN UP THE CHALLENGE OF DOING WHAT'S RIGHT FOR KIDS.
I DON'T KNOW, BUT THAT GUY IN THAT SUIT LOOKS PRETTY GOOD.
I DO LOOK GOOD, DON'T I? I THINK SO.
WELL, WHEN I SAW IT, I JUST HAD TO RIGHT-CLICK, AS THEY SAY.
NOW, JUST LIKE THE PIECE OF PAPER, AND I CALL IT A PIECE OF PAPER, BUT IT'S PART OF THE LONE STAR GOVERNANCE WORK THAT WE'VE ALREADY COMPLETED, THE QUARTERLY BOARD TRACKER, IF YOU TAKE THE TIME TO REALIZE IN THAT FIRST COLUMN ON THE LEFT, IT REALLY TALKS ABOUT VISION AND GOALS.
AND SO THIS ONE SHEET OF PAPER UNPACKS THE FRAMEWORK FOR SCHOOL BOARD DEVELOPMENT.
AND SO THE FRAMEWORK FOR SCHOOL BOARD DEVELOPMENT IS A...
STATEWIDE WORK THAT REALLY OUTLINES HOW BOARD AND SUPERINTENDENT TEAMS NEED TO WORK TOGETHER TO MOVE STUDENT SUCCESS.
AND SO WHEN YOU SEE VISION AND GOALS, AND THEN YOU SEE ACCOUNTABILITY, THAT PROGRESS, HOW WE'RE GETTING BETTER EACH AND EVERY YEAR, THEN YOU SEE THE STRUCTURE, WHICH WOULD BE LIKE SYSTEMS AND PROCESSES.
HOW DO WE DO THAT? WHAT DO WE DO? WHAT ARE OUR PROGRAMS, AND HOW ARE WE USING THOSE THINGS? AND THEN WHAT YOU JUST GOT THROUGH DOING, WHICH WAS ADVOCACY AND ENGAGEMENT.
IS EVERYBODY WITH ME? THERE WE GO.
AND THEN HOW DO WE WORK TOGETHER? WHAT'S OUR SYNERGY? ARE WE WORKING TOGETHER IN A POSITIVE WAY? ARE WE HELPING TO GET THINGS DONE? AND THAT SYNERGY AND TEAMWORK REVOLVES ALL THE WAY BACK TO MAKING SURE THAT WE ARE INVESTED IN THE VISION.
SO DO YOU SEE HOW THE QUARTERLY BOARD TRACKER ACTUALLY TRANSLATES INTO THE FRAMEWORK FOR SCHOOL BOARD DEVELOPMENT.
DO WE SEE THAT? ANY QUESTIONS ABOUT THAT? BECAUSE WE ALL HAVE TO SEE THE SAME THING, WHAT WE WANT FOR OUR FUTURE.
AND THEN WE HAVE THE GOALS, WHICH ARE GOING TO BE VERY SPECIFIC ABOUT WHAT WE WANT OUR STUDENTS TO KNOW AND BE ABLE TO DO, BECAUSE LEADERSHIP DOES MATTER.
AND SO THIS TEAM THAT'S RIGHT HERE.
HAS TO UNDERSTAND THE SAME VISION FOR THE FUTURE OF ROUND ROCK ISD.
AND THIS IS WHAT THE FRAMEWORK LOOKS LIKE.
YOU'VE PROBABLY SEEN THIS BEFORE.
AND YOU CAN SEE EACH COMPONENT IS ALSO IN THE QUARTERLY BOARD TRACKER.
[00:20:03]
IT'S NOT NEW STUFF.IT'S JUST ACTUALIZING THE SYSTEM.
OKAY? ONE TRAINING THAT WE KNOW THAT'S UPCOMING REALLY TALKS ABOUT CREATING THAT VISION AND THOSE GOALS, AND IT'S CALLED ISO 2.
EVALUATING AND IMPROVING STUDENT OUTCOMES TOO, BECAUSE EVERYONE HERE HAS ALREADY BEEN TRAINED IN ISO 1.
BUT NOW WITH THE UPCOMING NEW ACCOUNTABILITY, WE NOW HAVE ISO 2 TO REFINE THE CHANGES AND HELP EVERYONE UNDERSTAND HOW TO MAKE SURE WE'RE BUILDING CAPACITY WITHIN THE DISTRICT SO THAT ALL OF OUR STUDENTS CAN ACHIEVE SUCCESS.
NO MATTER WHERE THEY LIVE, NO MATTER HOW TALL OR HOW SHORT, OR HOW THIN OR HOW FAT OR ANYTHING ELSE THAT'S A DIFFERENCE THAT WE ARE WORKING TOGETHER FOR THE SUCCESS OF ALL STUDENTS AND WE HAVE SOME COMMITMENT FOR OUR STUDENTS AND YOU SEE THE ARROW THAT'S RIGHT THERE JUST SAYING THAT WE REMAIN COMMITTED TO LSG. WE REMAIN COMMITTED TO THE FRAMEWORK FOR SCHOOL BOARD DEVELOPMENT AND WE FOCUS ON IMPROVING STUDENT OUTCOMES YOU'RE GOING TO SEE IN A MINUTE FROM OUR FRIENDS HOW LASER FOCUSED THAT IS.
YOU'VE BEEN RESPONSIVE TO THE COMMUNITY.
YOU WILL CONTINUE TO BE RESPONSIVE TO THE COMMUNITY AND WILL BE READY FOR THE NEW STATE ACCOUNTABILITY STANDARDS.
LET'S TAKE A SECOND RIGHT HERE AND THINK, WHAT ARE YOU WONDERING? WHAT ARE YOU WONDERING? IS THERE A WONDER OUT THERE? DO YOU HAVE A QUESTION ABOUT, LIKE, WOW, WHAT IS THE FUTURE REALLY GOING TO BE ABOUT? HOW IS ROUND ROCK ISD GOING TO FARE IN THE NEW ACCOUNTABILITY? WHAT ARE SOME ADJUSTMENTS WE MIGHT NEED TO MAKE AS A SYSTEM? WHAT DO WE KNOW ABOUT IF EVERYTHING STAYS THE SAME? IS THERE NO CHANGE? SO WE'LL ALL HAVE TO CHANGE IN SOME WAY.
TO MAKE SURE WE'RE READY TO MEET THE NEW ACCOUNTABILITY STANDARDS.
BECAUSE NOT TO DO SO WOULD BE JUST A RANDOM ACT, RIGHT? NOT TO CHANGE IS A RANDOM ACT.
THINK ABOUT IF YOU HAVE KIDS, OR IF YOU DON'T HAVE KIDS, THINK ABOUT YOURSELF.
IF YOU JUST NEVER DO ANYTHING, WHAT HAPPENS? YOU'RE STUCK.
SO THINK ABOUT THE DIFFERENCE BETWEEN HAVING A RANDOM ACT AND REALLY TRYING TO MEET THE FUTURE WITH TRUE TRANSFORMATION.
SO THIS I'M GOING TO ASK YOU FOR JUST A SECOND TO TALK A LITTLE BIT TO YOUR NEIGHBOR.
BUT THEN I'M GOING TO ASK YOU TO GO TO THE CHARTS.
I HAVE SOME MARKERS FOR YOU AND THINK ABOUT WHAT DO YOU THINK MIGHT BE DIFFERENT IN THE FUTURE? HAVE YOU IMAGINED OR MAYBE HAVE YOU HEARD OR DO YOU WONDER? WHAT IS THE FUTURE OF SCHOOLS IN OUR AREA? WHAT IS THE FUTURE OF OUR SCHOOL DISTRICT? AND HOW CAN I MAKE A DIFFERENCE? SO WE'RE GOING TO PROBABLY DO LIKE GROUPS OF MAYBE THREE, SO THERE'LL BE ONE UNEVEN GROUP, I THINK, YEAH? WELL, FOUR AND FOUR, WE CAN DO TEAM OF EIGHT.
AND JUST THINK ABOUT WHAT ARE YOU WONDERING ABOUT THIS UPCOMING TRANSFORMATION, OKAY? SO ONE, TWO, THREE, FOUR.
RIGHT? AND YOU CAN USE ONE OF TWO ON EACH SIDE.
WE'RE GOING TO JUST TAKE SOME TIME.
AND HERE'S THE GREAT THING ABOUT THIS.
SO YOU CAN DECIDE TO TALK AND THEN WRITE OR WRITE AND THEN TALK.
ALL RIGHT, WE'RE ABOUT TO PULL OUR TEAMS TOGETHER TO REPORT OUT.
WE'RE GOING TO START OVER HERE ON MY LEFT.
I'M GOING TO WALK OVER TO THEM AND DECIDE WHO'S YOUR SPOKESPERSON OVER HERE.
OKAY, YOU MIGHT WANT TO TURN IT AROUND SO THE OTHER SIDE CAN SEE WHAT YOU ARE.
THEY HAD TO DO THEIR OWN WORK.
WELL, WE STOPPED YOU FROM LOOKING AT OURS.
OH, DID YOU BREAK IT? I BROKE IT, SO ANYWAY.
I'LL JUST TALK WHILE IT'S BROKEN.
THESE ARE NOBODY IN PARTICULAR
[00:25:02]
WONDERED, BUT WE WONDERED.WILL WE HAVE PUBLIC EDUCATION IN THE FUTURE? WHAT'S GOING TO HAPPEN? WHERE WILL WE GET FUNDING? WHAT NEW FIELDS OF STUDY THAT WE HAVEN'T CONSIDERED WILL BE NEEDED IN THE FUTURE? HOW WILL AI CHANGE HOW WE TEACH AND SKILLS THAT ARE NEEDED? AND WHAT CAREERS WILL THEY OPEN UP IN THE FUTURE? WHAT CAREERS WILL STUDENTS BE TRAINING FOR IN THE FUTURE? WITH THE ECONOMY CHANGING, HOW WILL WE DEAL WITH THE SOCIOECONOMICAL EXTREMES? HOW DO WE FILL THAT GAP BETWEEN THE WEALTHY AND THE NOT AS WEALTHY? HOW WILL PARENTS AND EDUCATORS KEEP UP WITH THE LEVEL AND SPEED WITH WHICH OUR STUDENTS ARE LEARNING RIGHT NOW? THEY LEARN THINGS SO QUICKLY AND FROM OTHER PLACES SO QUICKLY.
HOW DO WE KEEP UP? YEAH, TAKE THAT.
I THINK THAT THOSE ARE SOME WONDERFUL QUESTIONS, SOME WONDERFUL POINTS, AND I WANT TO MAKE SURE THAT WE'RE KEEPING THEM TOGETHER AS WE LEAVE EVEN FROM THIS EVENING BECAUSE THOSE QUESTIONS ARE IMPORTANT AND WILL NEED TO BE ANSWERED OVER TIME.
SO HERE'S GROUP TWO WHO'S SPEAKING.
SO, ENDLESS BUMMERS GOT THE MIC.
SO, WE KIND OF STRUGGLE, RIGHT? WHERE LOOKING AT THE FUTURE OF EDUCATION AT TIMES CAN BE THIS ROLLER COASTER.
AND SO WE WERE THINKING THAT IS THE PATH THAT WE'RE ON SUSTAINABLE? AND THAT KIND OF BUMS YOU OUT IF YOU THINK ABOUT IT.
AS PEOPLE THAT ARE SUPER PASSIONATE ABOUT PUBLIC EDUCATION.
THE REDUCTION OF LOCAL CONTROL FROM THE STATE LEVEL IS IMPORTANT WHERE INDEPENDENT SCHOOL DISTRICTS SO I THINK THAT THAT MATTERS.
LOSS OF FUNDING, AI, I THINK IT'S INTERESTING BECAUSE AI ALL MEANS SOMETHING DIFFERENT AND SO FOR ME I LOOK AT IT FROM AN EDUCATOR POINT OF VIEW NOT OF HOW AN EDUCATOR WOULD USE IT IN THE CLASSROOM BUT IF IT WILL START REPLACING EDUCATORS WE HAVE SEEN THAT.
WITH SOME PRIVATE SCHOOLS AND OTHER PLACES WHERE THEY'RE USING, YOU KNOW, AI TO TEACH KIDS, AND SO THAT MAKES ME, I DON'T KNOW, CONCERNED, I GUESS.
IT'S DIFFICULT TO PLAN WITH THAT ROLLER COASTER OF THINGS BECAUSE OF THE LEGISLATIVE IMPACT ON FUNDING AND REGULATIONS.
AND SO EVERY NOVEMBER, WE START OVER AGAIN.
WE DON'T KNOW WHAT COULD HAPPEN IN THE NEXT LEGISLATIVE SESSION.
DEPENDING ON WHOEVER'S RUNNING, IF THAT MEANS THEY ARE SUPPORTERS OF PUBLIC EDUCATION AND WHAT WE ARE TRYING TO ACCOMPLISH, OR IT COULD BE ANOTHER DOWNER MOMENT THAT YOU THINK THAT THAT'S NOT GOING TO MOVE FORWARD.
AND SO I THINK THAT THAT'S, THAT ROLLER COASTER IS PART OF IT.
BUT THEN OF COURSE, HOPEFUL ANYTIME ANY OF US HAVE THE OPPORTUNITY TO TALK TO A STUDENT.
THIS IS THE REASON WHY WE DO IT.
AND I DO, YOU KNOW, I'VE BEEN TEACHING FOR A LONG TIME AND I DO, AND PROBABLY EVERYBODY IS LIKE, WELL, THESE KIDS ARE DIFFERENT, RIGHT? THEY'RE BETTER THAN THE PREVIOUS KIDS.
I'M THE OPPOSITE OF HOW THESE KIDS ARE WORSE.
I THINK THAT WHAT THEY, THE SPEED AND SKILL THAT THEY LEARN REALLY LOOK, AND THEN MIX THAT WITH THE PASSION, TURNS THEM INTO LIKE, THEY'RE REALLY FOCUSED ON BEING CHANGE MAKERS IN SOCIETY, AND SO THAT'S REALLY EXCITING.
AND YOU KNOW WHAT WAS REALLY, REALLY GREAT ABOUT THAT? AND YOU CAN MOVE BACK TO YOUR SEATS IF YOU'D LIKE.
OR YOU CAN STAY IN HERE ALL EVENING.
BUT WHAT I REALLY WANT TO CONGRATULATE YOU ON IS THE VARIETY OF RESPONSE, RIGHT? IT'S GREAT TO HAVE A VARIETY, BUT AS YOU CONTINUE TO DISCUSS, YOU'LL NARROW THAT DOWN INTO SOME DOABLE GOALS, ACTIVITIES.
BECAUSE WHEN YOU HAVE RANDOM ACTS AND YOU JUST HAVE A LOT OF THINGS YOU'RE TALKING ABOUT, THAT DOESN'T ALLOW YOU TO HAVE TRUE TRANSFORMATION.
BUT WHEN YOU TAKE THE TIME TO FIND OUT, OKAY, OUT OF ALL OF THESE THINGS, WHICH ARE THE MOST CRITICAL? WHICH ARE THE ONE, TWO, THREE THINGS THAT WE NEED TO REALLY FOCUS ON AS WE MOVE FORWARD? THEN YOU CAN GET SOME TRACTION.
YOU CAN GET SOME REAL TRACTION.
BECAUSE TRUE TRANSFORMATION IS NOT JUST BEING BUSY AND DOING THINGS, AND I KNOW YOU ALREADY KNOW THAT, BUT IT'S REALLY HAVING THAT LASER FOCUS ON WHAT ARE THE STEPS THAT WE NEED TO TAKE TO GET TO OUR GOAL.
WHEN YOU HAVE THAT LASER FOCUS AND YOU TAKE THE TIME TO UNPACK WHAT NEEDS TO BE DONE TO MOVE FORWARD, THEN YOU CAN REALLY GET
[00:30:01]
SOMEWHERE.ACADEMICALLY, EXTRACURRICULARLY, IF THAT'S A WORD, AND SOCIAL-EMOTIONALLY.
AND ROUND ROCK ISD ADDRESSES ALL THREE OF THOSE AREAS.
THE BOARD OF TRUSTEES SUPERINTENDENT TEAM IS ALREADY GROUNDED IN THE BEST GOVERNANCE PRECEPT AVAILABLE.
LONE STAR GOVERNANCE, WHICH IS GROUNDED IN THE FRAMEWORK FOR SCHOOL BOARD DEVELOPMENT, AND WE ALREADY TALKED ABOUT THAT ISO 2 IS 2026 AND MOVING FORWARD.
WHEN WE START DISCUSSING THAT AS A STATE, WE'RE GOING TO TALK ABOUT THE NEW HIGHER REQUIREMENTS FOR STUDENTS IN ALMOST EVERY FIELD OF STUDY.
WE'RE GOING TO TALK ABOUT THE FACT THAT JUST LIKE WHEN YOU HAVE A NEW CHILD OR JUST LIKE WHEN YOU GET A NEW CAR, THERE'S SOME THINGS ABOUT NEW THAT YOU HAVE TO GET USED TO.
SO THE EXPECTATION CANNOT BE, IT'S JUST GOING TO BE THE SAME.
AND WE HAVE TO INTERNALIZE THAT.
AS A STATE, WE'RE GOING TO TAKE A CHANGE.
AS A STATE, WE'RE GOING TO LOOK AT ADDITIONAL THINGS, MORE THINGS, DEEPER, LOOKING AT THINGS DEEPER.
AND THAT MIGHT MEAN THAT PRIORITIES WITHIN A CURRICULA MAY CHANGE A LITTLE BIT.
THAT MAY MEAN THAT TEACHERS WILL NEED TO LEARN TO DO THINGS A DIFFERENT WAY OR NOT, DEPENDING ON WHAT IT IS.
WILL HAVE TO WORK WITH US AS PARTNERS AT EVEN A DEEPER LEVEL, AND THAT WE MAY HAVE TO REACH OUT TO REACH IN.
SO WE DID USE THAT COMMUNITY INPUT TO TALK ABOUT OUR PRESENT GOALS, AND AS WE'RE GOING TO LEARN A LITTLE BIT TONIGHT, WE'RE GOING TO GIVE YOU SOME INFORMATION TO HELP INFORM WHERE WE WANT TO GO NEXT.
BECAUSE ACCOUNTABILITY IS HERE TO STAY.
AND WHAT WE NEED TO KNOW IS WHAT DO OUR STUDENTS NEED TO KNOW AND BE ABLE TO DO TO BE NOT JUST SUCCESSFUL IN THE CLASS, BUT TO BE ABLE TO HAVE A VOCATION, AVOCATION, CAREER, A FUTURE THAT IS BRIGHT AND THAT THEY WANT IN THEIR AREA OF INTEREST.
ANY QUESTIONS ABOUT THAT? I ALSO WANTED TO SHARE THAT EVEN THOUGH YOU DID A MARVELOUS JOB OF REACHING OUT TO THE COMMUNITY, YOU ACTUALLY ALSO REACHED OUT TO STAFF.
BUT SOMETIMES PEOPLE THINK WHEN THEY HAVE INPUT THAT THAT MEANS THAT THEY RUN IT, RIGHT? BUT THERE'S ACTUALLY AN INTERNATIONAL ORGANIZATION THAT REALLY TALKS ABOUT HOW TO GET INPUT AND WHAT TO DO WHEN YOU GET INPUT.
IT DOESN'T HAVE TO BE THE WAY, BUT I WANTED TO SHOW YOU THIS, THIS KIND OF FRAMEWORK.
AS YOU CAN SEE, IT GOES ALL THE WAY FROM COMMUNITY THAT HAS LOW INVOLVEMENT.
WHEN THEY ALREADY HAVE LOW INVOLVEMENT, THE FIRST THING WE NEED TO DO IS INFORM THEM.
LET THEM KNOW, YOU KNOW, WHAT ARE THE OPPORTUNITIES? HOW CAN WE HELP THEM HELP THEMSELVES? ALL THE WAY TO THE OTHER END OF THE SPECTRUM.
WITH A HIGH LEVEL OF INVOLVEMENT, AND YOU KNOW YOUR PARENTS AND YOUR ORGANIZATIONS WHO HAVE THAT HIGH LEVEL OF INVOLVEMENT, THAT PUBLIC ENGAGEMENT THAT YOU JUST GOT THROUGH DOING.
PERSON TO PERSON, GROUP TO GROUP, TO EMPOWER ROUND ROCK ISD.
WE DON'T WANT TO JUST HAVE THE POWER, WE WANT TO EMPOWER COMMUNITIES WITHIN OUR COMMUNITY, NEIGHBORHOODS WITHIN OUR NEIGHBORHOODS AS A DISTRICT.
SO YOU GO ALL THE WAY FROM THE VERY BEGINNING OF THE SPECTRUM WHERE YOU'RE JUST GETTING INFORMATION, MAYBE YOU HAVE A HANDOUT, MAYBE YOU MIGHT GET A FLYER FROM SOMEBODY, TO NOW, WELL, YOU'RE EMPOWERING, YOU'RE WORKING TOGETHER, YOU'RE WORKING TOGETHER FOR STUDENT SUCCESS.
AND SO THIS IS THE INTERNATIONAL PUBLIC PARTICIPATION SPECTRUM.
WHENEVER YOU HAVE PUBLIC PARTICIPATING, THEY'RE SOMEWHERE ON THIS SPECTRUM.
THEY'RE EITHER PEOPLE WHO COME TO YOUR EVENTS, OR THEY MAY NOT COME TO YOUR EVENTS.
THEY MIGHT WATCH IT ON TECHNOLOGY.
THEY MAY ASK THEIR NEIGHBOR ABOUT IT.
BUT WHAT WE AS A TEAM NEED TO WORK ON MOVING FORWARD IS HOW DO WE KEEP EVERYONE IN THE KNOW? HOW DO WE MAKE SURE THAT EVERYONE'S GETTING THE RIGHT STORY ABOUT A SCHOOL, A SECTION OF OUR SCHOOL DISTRICT OR THE WHOLE SCHOOL DISTRICT AS A WHOLE, BUT THIS IS JUST ONE WAY.
SO THAT SAMPLES OF COMMUNITY INPUT, I HAD SOME
[00:35:01]
FUN JUST CUTTING AND MAKING LITTLE THINGS, BUT YOU ALREADY HAD IT RIGHT THERE.BUT THIS IS JUST THE BEGINNING.
WE NEED TO KEEP THE CONVERSATION GOING AND MAKE SURE THAT WE'RE BUILDING THAT CAPACITY.
SO WHAT WERE YOUR LESSONS LEARNED? IS THERE ANYTHING THAT YOU WOULD ADD TO THE LIST FROM THE TIME THAT YOU SPENT WITH THE COMMUNITY? IS THERE ANYTHING THAT WOULD INFORM? US MOVING FORWARD AND THINKING ABOUT OUR GOALS MOVING FORWARD.
THESE ARE QUESTIONS THAT YOU CAN ASK YOURSELF.
DON'T HAVE TO ANSWER TONIGHT, BUT JUST THINK ABOUT WHAT HAVE YOU LEARNED IN THESE LAST FEW MONTHS THAT CAN HELP INFORM SOME OF OUR DECISIONS MOVING FORWARD.
I'M GOING TO TELL YOU WHY THIS IS REALLY, REALLY IMPORTANT.
BECAUSE IN ORDER TO IMPROVE STUDENT OUTCOMES, YOU HAVE TO BELIEVE THAT YOU CAN COMMUNICATE WITH OTHERS ABOUT WHAT STUDENTS SHOULD KNOW.
AND THAT MEANS THAT WE MUST HAVE A GOALS EXTENSION DISCUSSION.
NOW HERE'S ONE THAT YOU CAN JUST TALK TO YOUR NEIGHBOR ABOUT.
DO YOU REMEMBER WHY DO WE EVEN HAVE GOALS? ROUND ROCK ISD HAS STUDENT OUTCOME GOALS, BUT WHY? TALK TO SOMEONE NEAR YOU AND SEE IF YOU CAN REMEMBER WHY.
JUST WHY? IT WAS YOUR FAULT, AMBER? OKAY, OKAY, OKAY.
WHY DO WE HAVE GOAL? OKAY, I THINK I HEARD THE ANSWER IN THE ROOM.
LET'S THINK ABOUT WHERE WE'RE SITTING RIGHT NOW.
DID YOU HAVE A GOAL TO BE IN THE BOARDROOM TONIGHT? YEAH.
YEAH, YOU HAD A GOAL TO BE THERE, RIGHT? SO WHEN YOU HAD THAT GOAL TO BE IN THE BOARDROOM TONIGHT, WHEN DID YOU START THAT GOAL? WAS IT WHEN YOU WOKE UP THIS MORNING OR SOMETIME THIS AFTERNOON? OH, YEAH, I HAVE A MEETING.
PURPOSE TO BE HERE, DID YOU HAVE TO MAYBE PUT SOME OTHER THINGS ASIDE? MAYBE YOU'RE NOT WATCHING HIS FAVORITE TV SHOW RIGHT NOW, RIGHT? SO YOU HAD TO MAKE A PURPOSE.
SO JUST LIKE THAT, WHEN YOU'RE TALKING ABOUT STUDENT OUTCOME GOALS, YOU HAVE TO PURPOSE TO FOCUS ON THAT.
FOCUS ON THE DISTRICT'S STUDENT OUTCOME GOALS.
SO WHAT DO WE KNOW ABOUT OUR CURRENT GOALS? ARE THEY STILL CURRENT OR ARE THEY ABOUT TO TIME OUT? THEY'RE ABOUT TO TIME OUT.
AND THAT'S NOT A BAD THING BECAUSE THEY'RE ABOUT TO TIME OUT FOR LOTS OF DISTRICTS ACROSS OUR STATE.
SO THAT MEANS WE HAVE TO GET NEW INFORMATION TO INFORM OUR NEW GOALS.
IT'S NOT BECAUSE ANYBODY WAS BAD OR ANYTHING ELSE LIKE THAT.
IT'S BECAUSE THE TIME SPAN IS AT ITS END.
AND SO WE'RE GOING TO TALK ABOUT THE FACT THAT WE KNOW.
THAT WE HAVE TO GET MORE INFORMATION TO INFORM OUR DEVELOPMENT OF NEW GOALS.
WE'RE NOT GOING TO FINISH ALL THAT TONIGHT, BUT WE KNOW THAT THAT'S A THING THAT WE MUST DO.
SO WHAT ARE SOME THINGS THAT YOU THINK YOU MIGHT NEED TO KNOW TO DEVELOP NEW GOALS? MY WAIT TIME IS GREAT.
I THOUGHT WE WEREN'T DOING NEW GOALS.
I THOUGHT WE WERE JUST EXTENDING OUR GOALS.
I'M JUST TRYING TO GET LIKE A DIRECTION.
GOALS ONE THROUGH THREE WON'T CHANGE BECAUSE THEY'RE REQUIRED.
BUT GOAL FOUR CAN IF THAT IS A COMMUNITY PRIORITY AND WHAT THE BOARD WANTS TONIGHT BECAUSE IT'S FLEXIBLE AND IT'S NOT TIED TO THE ACCOUNTABILITY SYSTEM.
AND THEN THERE'S ALWAYS THE OPTION OF A FIFTH GOAL, WHICH IS NEVER REALLY THE RECOMMENDATION TO HAVE FIVE GOALS BECAUSE IT'S TOO HARD TO SPREAD YOURSELF BETWEEN FIVE GOALS AND MAINTAIN THAT ACCOUNTABILITY.
BUT FOUR IS THE ONE THAT WE DO HAVE MORE FLEXIBILITY.
SO THAT ONE CAN BE MORE OF A DISCUSSION TONIGHT IF THAT'S WHAT THE BOARD WANTS, AND THEN WE DO STILL HAVE THE OPTION TO CHANGE OUR CONSTRAINTS.
PERFECT, AND THANKS FOR THAT CLARIFICATION.
BECAUSE GOALS ONE, TWO, AND THREE, OUR STUDENT OUTCOME GOALS ARE PART OF HOUSE BILL 03, RIGHT? READING, MATH, AND CCMR. THIS DISTRICT ALSO HAS A GOAL FOUR, AND WE DID GET COMMUNITY INPUT TALKING ABOUT GOALS AS A WHOLE.
SO JUST KNOWING THAT MOVING FORWARD, IF YOU HAVE TOO MANY GOALS, YOU DON'T HIT ANY OF
[00:40:01]
YOUR GOALS BECAUSE THAT'S A THOUSAND POINTS OF LIGHT AND YOU JUST DON'T MAKE IT.BUT IF YOU CAN FOCUS ON JUST A FEW GOALS THAT YOU KNOW THAT ARE INTENTIONAL FOR YOUR DISTRICT, YOU CAN MOVE FORWARD.
AND, OF COURSE, LSG AND ISO 2 WILL HELP US NAVIGATE THAT FUTURE BY HELPING US TO MONITOR THOSE GOALS.
AND WHO DECIDES HOW WE GET THERE? I THINK WE KNOW THE ANSWER TO THAT.
IT'S THE PEOPLE WHO ARE SITTING ON THE DAIS RIGHT UP THERE.
THE GREAT BRAINS OF THE BOARD SUPERINTENDENT TEAM.
AND THIS IS THE ONE SLIDE THAT I REALLY WANT TO FOCUS ON TO MAKE SURE, BECAUSE I KNOW THAT THE ROUND ROCK ISD BOARD OF TRUSTEES UNDERSTANDS IT, BUT THE BOARD OWNS THE GOALS.
THAT'S WHY YOU'VE HAD SO MUCH CONVERSATION.
YOU GET INFORMATION FROM THE SUPERINTENDENT AND HIS TEAM.
THE BOARD OWNS THE GOALS, WHAT THE GOALS ARE, RIGHT? BUT THEN YOU SEE THE SUPERINTENDENT GOES INTO ACTION WITH HIS TEAM AND SPECIALIST CURRICULUM, THOSE WHO ARE MAYBE IN CCMR. IF WE'RE TALKING ABOUT ANOTHER KIND OF GOAL, IT MAY BE ANOTHER.
PERSON THAT'S WITHIN THE DISTRICT, WHATEVER THAT GOAL IS ABOUT, RIGHT? SO THE ACTION PART IS THE BOARD, IS THE SUPERINTENDENT AND HIS TEAM.
THIS IS VERY IMPORTANT BECAUSE IF THE BOARD MEMBERS WANT TO OWN THE GOAL AND THEY WANT TO DO EVERYTHING ELSE FOR THE GOAL, ALL THE ACTIONS, THEN YOU DON'T NEED A SUPERINTENDENT.
BUT YOU DO NEED A SUPERINTENDENT BECAUSE THE SUPERINTENDENT VESTS THE REST OF THE TEAM TO GET THE JOB DONE AND HELP MAKE SURE.
THAT'S WHY YOU HIRE THE SUPERINTENDENT, AND THE SUPERINTENDENT HIRES EVERYONE ELSE ON THE TEAM THROUGH YOU.
SO ONCE YOU KNOW WHAT THOSE GOALS ARE, YOU'VE INVESTED WITH THE SUPERINTENDENT THAT THESE ARE DOABLE, THEN IT SPRINKLES DOWN TO THE CAMPUSES, THE CAMPUS PRINCIPAL AND THE CAMPUS PRINCIPAL'S TEAM, HELPS TO REALIZE THE GOALS OR THE GOAL PROGRESS MEASURE, AND THEN IT ALL GETS DOWN TO THAT STUDENT EXPERIENCE.
SO ACTUALLY, IF THOSE OF YOU WHO'VE GONE GOAL SETTING, PART OF WHAT WE JUST GOT THROUGH DOING IN OUR ACTIVITY, YOU START WITH WHAT DO YOU WANT THE STUDENT EXPERIENCE TO BE? AND THEN YOU BUBBLE UP TO THE BOARD'S ACTION, THE SUPERINTENDENT'S ACTION, THE SUPERINTENDENT'S TEAM'S ACTION, AND SOME OF THE SUPERINTENDENT'S TEAM IS HERE TONIGHT.
HOW IS THAT REALIZED ON CAMPUSES? AND IT'S JUST A FREE FLOW BACK, A RIPPLE BACK TO THE STUDENT EXPERIENCE BECAUSE WHAT WE ENVISION IN THE GOAL HAS TO BE REALIZED IN THE STUDENT EXPERIENCE.
ANY QUESTIONS ABOUT THAT? THIS IS A VERY IMPORTANT SLIDE BECAUSE SOMETIMES SOME BOARDS, NOT HERE, SOMEWHERE, RIGHT, GET IT TWISTED AND THEY TRY TO DO THE BOARD'S JOB AND THE SUPERINTENDENT'S JOB.
AND THEN THAT DOESN'T QUITE WORK.
SO WE NEED TO LET THE SUPERINTENDENT AND SUPERINTENDENT TEAM DO THEIR WORK SO THAT WE CAN REALIZE OUR GOALS.
AND THEN HERE'S JUST A QUESTION, BECAUSE SOME OF YOU ARE NEW TO THE BOARD.
YOU'VE BEEN A BOARD MEMBER MAYBE A YEAR, MAYBE TWO YEARS.
SOME OF YOU HAVE BEEN A BOARD MEMBER SEVERAL YEARS.
AND I JUST WANT YOU TO CONSIDER THIS AS WE ARE ABOUT TO SEGUE INTO OUR NEXT PART.
BUT AFTER YOUR TIME IN LEADERSHIP AS A BOARD MEMBER WITH THE SCHOOL SYSTEM HAS ENDED, WHAT DIFFERENCE? DO YOU WANT TO HAVE MADE? NOW, I'M NOT GOING TO ASK YOU TO REPORT OUT THAT RIGHT NOW, BUT WHAT DIFFERENCE DO YOU WANT TO HAVE MADE? IT'S NOT JUST COMING TO MEETINGS.
THERE'S A PASSION IN EACH ONE OF YOU THAT'S SITTING HERE.
THERE'S A REASON THAT YOU'RE HERE.
THERE'S A PASSION FOR HELPING THIS SCHOOL COMMUNITY DO GREAT THINGS.
AND SO WHENEVER YOU HAVE A MOMENT TO THINK ABOUT THAT, I WANT YOU TO ASK YOURSELF THAT VERY QUESTION.
WHAT DIFFERENCE AM I MAKING? WHAT DO I WANT TO BE REMEMBERED FOR AS A TRUSTEE? DO I WANT TO BE REMEMBERED FOR THE GREAT THINGS THAT JUST I DID OR WHAT WE DID COLLECTIVELY AS A TEAM? TO REALIZE.
HOW CAN I BE THAT UNSTOPPABLE TRUSTEE? WHAT WILL I NEED TO DO TO BUILD THAT CAPACITY WITHIN OUR TEAM? NOW, IF YOU LOOK AT THAT,
[00:45:01]
IT TOOK ME A MINUTE, BUT IT SAYS, IF NOT NOW, THEN WHEN? IF WE'RE NOT GOING TO START TODAY.AND I BELIEVE YOU'VE ALREADY STARTED.
I BELIEVE YOU'VE ALREADY STARTED.
THIS ACT OF COMMUNITY ENGAGEMENT, REALLY LOOKING AT THE COMMENTS AND THE AMOUNT OF INPUT THAT YOU HAD, THAT TOOK COURAGE TO READ AND TO RESPOND.
NOW THE NEXT STEPS ARE WHAT ARE STUDENTS SUPPOSED TO KNOW AND BE ABLE TO DO AS WE MOVE FORWARD INTO THE FUTURE? AND THESE FRIENDS ARE GOING TO SHARE THAT WITH US.
PRESIDENT MARKUM, BEFORE WE MOVE ON TO THE NEXT PART, IS THERE ANYTHING ELSE YOU WANT TO SAY ABOUT ANYTHING THAT WE'VE DISCUSSED TONIGHT SO FAR? NO, I THINK THAT YOU HAVE COVERED IT.
IF YOU COULD INTRO A LITTLE BIT WHAT WE'RE GOING TO BE TALKING ABOUT WITH THE SUPERINTENDENT'S TEAM AND SOME OF THAT DATA AND THEN HOW THAT ALIGNS WITH REVIEWING THE COMMUNITY INPUT LEADING INTO TALKING ABOUT THAT GOALS DEVELOPMENT CONSTRAINT DEVELOPMENT JUST SO WE KIND OF KNOW THE STEPS.
YES, I WANT TO GO BACK TO TRUSTEE LANDRUM AND HER COMMENT IS REALLY REALLY GOOD.
IT'S LIKE LET'S MAKE SURE THAT WE ARE ALL CLEAR THAT WE HAVE GOALS ROUND ROCK ISD HAS GOALS, RIGHT? AND THEN WE'RE THINKING ABOUT WE'RE LOOKING AT OUR CURRENT GOALS.
WE'RE GOING TO LOOK AT THE VISION FOR THE FUTURE WITH THE ACCOUNTABILITY INFORMATION THAT WE HAVE RIGHT NOW.
AND PLEASE BELIEVE IT'S NOT ALL COMPLETE THROUGHOUT THE STATE.
THE STATE IS STILL WORKING ON THIS, AND THAT'S WHY ISO 2 ALSO COMES INTO PLAY.
I DON'T KNOW WHO'S GOING TO BE TALKING FIRST.
AND SO, AS WE'RE MOVING FORWARD, THAT'S... PICK ONE RIGHT TO HELP US BE READY FOR THE FUTURE OF EDUCATION, THE STATEMENT WILL STILL BE TRUE THAT STUDENT OUTCOMES DON'T CHANGE UNTIL ADULT BEHAVIORS CHANGE.
IF SOMEONE WILL HELP, AND I'M GOING TO SAY DR.
GERARD IS GOING TO START, IS THAT CORRECT STATEMENT? ACTUALLY, OKAY, ACTUALLY, IF I CAN START YOU. YES, SIR, PLEASE HELP ME OUT. THANK YOU.
NO, NO, NO GOOD, THANK YOU SO MUCH FOR WHAT YOU DID. I THINK, SO WE HAVE ACTUALLY, THE TEAM IS, AND THANK YOU TEAM FOR STAYING LATE. I KNOW IT'S BEEN A LONG DAY, ESPECIALLY, I DON'T KNOW IF YOU KNOW, I'M SURE YOU KNOW, BOARD MEMBERS, THAT WE ALSO HAVE STAR TESTING PLUS A LOT OF CELEBRATION HAPPENING EVERY EVENING. SO OUR TEAM HAS BEEN REALLY WORKING HARD.
THEY WORK HARD EVERY DAY, BUT THIS PAST COUPLE OF WEEKS HAVE BEEN EVEN, I GUESS, LONGER, RIGHT? EVENTS HAPPENING.
BUT ANYWAY, SO WE HAVE WITH THE TEAM AND THEY WILL TALK MORE ABOUT WHAT THEY PREPARED AND WHO WAS INVOLVED WITH THE PREPARATION.
NILES UNFORTUNATELY SHE WAS NOT HERE WITH US TONIGHT BUT SHE ALSO WORKED WITH THE TEAM TO PUT THIS THING TOGETHER.
BUT REALLY WHAT WE WANT TO DO IS FIRST AND FOREMOST RECAP WHAT WE'VE DONE RIGHT FOR I THINK 21-22 SCHOOL YEAR.
THAT'S WHEN WE ADOPTED OUR FIRST THREE GOALS AND THEN WE ADDED GOAL FOUR A YEAR LATER, I THINK A YEAR AND A HALF LATER.
RECAP WHAT WE HAVE AND WHY WE DID WHAT WE DID AND THEN ALSO TALK ABOUT THE POSSIBLE CHANGES THAT THE IDEA AND I THINK DR.
IS TEA KEEP CHANGING THE GOALPOSTS AS WE SPEAK FOR A LOT OF THINGS INCLUDING CCMR AND THE STAR 2.0 AND SO MANY THINGS.
BUT ALSO 27-28, THAT WILL BE EVEN A BIGGER CHANGE WHEN IT COMES TO, I GUESS, WILL BE STAR 3.0.
I DON'T KNOW WHAT THEY'RE GOING TO CALL IT, BUT IT WON'T BE ONE STAR.
IT WILL BE A BEGINNING OF THE YEAR, MIDDLE OF THE YEAR, END OF THE YEAR ASSESSMENTS.
AND ALSO THE ACCOUNTABILITY SYSTEM ITSELF OBVIOUSLY WILL...
CCMR, IT'S ANOTHER BIG CHANGE, BUT THAT'S GOING TO COME A FEW YEARS LATER.
IT'S ACTUALLY OUR CURRENT SEVENTH GRADERS OR CURRENT EIGHTH GRADERS WHO ARE GOING TO BE GOING TO FRESHMEN NEXT YEAR.
THAT WOULD BE THE FIRST GROUP THAT THE CCMR WILL TAKE EFFECT WITH THEM, RIGHT? SO WE HAVE TO, AS A DISTRICT, WE HAVE TO START WORKING NOW.
AND THAT'S WHAT THE TEAM WILL HIGHLIGHT SOME OF THE WORK THAT WE ALREADY STARTED.
SO TO ENSURE THAT OUR, UH, FOR A PROSPECTIVE FRESHMAN WILL BE ABLE TO GRADUATE CCMR READY WITH THE NEW ACCOUNTABILITY SYSTEM THAT THE STATE IS ABOUT TO ALSO CHANGE, SO A LOT OF CHANGES, BUT ALSO I'M CONFIDENT THE TEAM NOT ONLY DID A GREAT JOB PUTTING THIS PRESENTATION TOGETHER, BUT THEY WILL DO A GREAT JOB EXPLAINING ALL THIS TO HELP OUR BOARD DECIDE ON THE EXTENSION OF THE GOALS AND POSSIBLY, IF YOU WANT, IF YOU GUYS WANT CHANGING GOAL FOR ALSO MODIFYING GOAL FOR, BUT I'M GONNA LET RODRIGO START AND THEN I KNOW HE WILL ALSO TALK ABOUT WHO ELSE IS INVOLVED IN THE WORK BUT ALSO THE PRESENTATION.
THANK YOU, SIR, THANK YOU FOR THAT, AND I THINK AS WE SET UP THE PRESENTATION SLIDES, GOOD EVENING EVERYONE, PRESIDENT MARKUM, DR. AZAIEZ, AND BOARD OF TRUSTEES. MY NAME IS RODRIGO PORTILLO, THE ASSISTANT
[00:50:01]
SUPERINTENDENT FOR ACADEMICS.TO MY LEFT I HAVE DR. GERARD, WHO'S OUR ASSISTANT SUPERINTENDENT FOR SUPPORT SERVICES, AND TO MY RIGHT IS THE GREAT ERICA SIMMONS, WHO IS OUR EXECUTIVE DIRECTOR OF ASSESSMENT AND EVALUATION.
OUR PURPOSE TODAY IS TO PROVIDE YOU ALL WITH THE TOOLS, RESOURCES, AND CONTENT KNOWLEDGE AND GUIDANCE TO CREATE THE NEW HB3 AND DISTRICT BOARD GOALS WITH REALISTIC AND ATTAINABLE GOALS OR PLANS TO SET GOALS FOR 2027-2031 SCHOOL YEARS.
AND I CAN'T BELIEVE I JUST SAID 2031. IT'S CRAZY. SO AS WE SET UP, ERICA SIMMONS WILL START US OFF. AND THEN WE'LL GET GOING.
WE'LL BE THE ONES TO PRESENT TO YOU ALL AND GET YOU GOING WITH THE TOOLS, THE RESOURCES, AND THAT CONTENT KNOWLEDGE THAT YOU ALL MIGHT NEED. YOU NEED THE SLIDE DECK.
THE SECOND ATTACHMENT, PLEASE, FOR THE, IT'S CALLED GOALS 2027, 2031.
SO AS WE WAIT FOR THAT SLIDE DECK TO COME UP, I DO WANT TO DO, BEING THIS MATH PERSON, WE'RE GOING TO MAKE THIS TRANSITION STATEMENT FROM PART B, PART.
A TO PART B IN UNDERSTANDING MOMENTUM AND BEING UNSTOPPABLE.
SOMETIMES WE HAVE TO SLOW DOWN IN ORDER TO MAKE PROGRESS FORWARD, RIGHT? LIKE, I'M FROM MISSISSIPPI ORIGINALLY.
PEOPLE IN TEXAS DO NOT UNDERSTAND WHAT THE FAST LANE IS FOR.
THEY GET OVER THERE AND THEY MEANDER, AND SOMETIMES I'VE GOT TO SLOW DOWN TO GET INTO THE MIDDLE LANE, TO GO FAST TO GET BACK INTO MY FAST LANE.
THAT'S WHAT THESE NEW CHANGES THAT WE'VE TALKED ABOUT TONIGHT IS GOING TO CAUSE US TO DO, RIGHT? SO WE'RE GOING TO HAVE TO SLOW DOWN A LITTLE BIT IN ORDER TO MAKE PROGRESS FORWARD WITH THE NEW ACCOUNTABILITY THAT'S GOING TO BE COMING IN ONE MORE YEAR, WITH THE NEW ASSESSMENT THAT IS THE SST THAT'S GOING TO BE COMING WITH THAT, AND THEN WITH THE NEW CHANGES TO CCMR THAT'S COMING WITH THE NEW ACCOUNTABILITY, AS WELL AS HAVING A MID-CYCLE, WHAT THEY CALL A MID-CYCLE CHANGE, WHICH DR.
AZAIEZ REFERRED TO HERE WITH OUR INCOMING FRESHMEN.
AS WE GO THROUGH OUR RECOMMENDATIONS, WE'RE GIVING YOU THOSE RECOMMENDATIONS AND UNDERSTANDING ALL THESE CHANGES AND HOW SOMETIMES WE'RE GOING TO HAVE TO SLOW DOWN WITH THE MOMENTUM THAT WE HAD GOING HERE IN ORDER FOR US IN YEAR THREE AND FOUR, TWO, THREE, AND FOUR TO MAKE THOSE GAINS.
SO FIRST, WE'RE GOING TO START WITH GROUNDING THE WORK IN OUR STRATEGIC PLANS FOR LEARNER OUTCOMES.
AND IT'S RARE THAT I READ THE SLIDE BECAUSE EVERYBODY IN HERE IS QUITE EDUCATED, BUT I AM GOING TO READ THE SLIDE BECAUSE IT'S IMPORTANT BECAUSE THAT'S HOW WE'RE GOING TO GROUND THAT WORK.
ALL STUDENTS IN ROUND ROCK ISD WILL GRADUATE READY FOR COLLEGE, CAREER, OR MILITARY.
STUDENTS WILL EXHIBIT SELF-DIRECTED LEARNING BY PARTICIPATING IN GOAL-SETTING WITH CAMPUS STAFF OR ACADEMICS AND EXTRACURRICULAR ACTIVITIES AND REGULARLY ASSESS PROGRESS AND MAKE ADJUSTMENTS AS NECESSARY.
GRADUATES WERE CONTRIBUTE TO SOCIETY THROUGH EMPLOYMENT AND MILITARY SERVICE, CITIZENSHIP, VOLUNTEER SERVICE.
STUDENTS WILL BE PREPARED TO SELF-ADVOCATE AND TAKE ADVANTAGE OF RESOURCES FOR CONTINUOUS LEARNING AND ROUND ROCK ISD STUDENTS WILL DEVELOP EMPATHY, COMMUNICATION, COLLABORATION, CRITICAL THINKING, PROBLEM SOLVING, ADVOCACY AND RELATIONSHIP SKILLS.
SO THAT'S GOING TO GROUND ALL FOUR OF OUR GOALS FOR US TONIGHT.
BECAUSE THE STATE, FOR THE FIRST THREE GOALS LIKE WE STATED BEFORE, MANDATES THOSE FIRST THREE GOALS, AND IT ALL GOES BACK TO BEING COLLEGE CAREER MILITARY READY.
AND THE REASON YOU'RE SAYING, WOW, THIRD GRADERS BEING COLLEGE CAREER MILITARY READY? YES, BECAUSE IT STARTS WITH THIRD GRADE.
BECAUSE THE GREATEST INDICATOR OF HOW A STUDENT PERFORMS ON STAR IS HOW THEY PERFORMED LAST YEAR.
SO THAT'S WHY THEY WANT THESE STUDENTS AT THIRD GRADE TO BE AT MEETS AND MASTERS, BECAUSE...
THEY'RE GOING TO HAVE A GREATER LIKELIHOOD OF CONTINUING TO PERFORM AT THAT LEVEL, AND WE SEE THE CORRELATION BETWEEN MEETS AND MASTERS AND COLLEGE CAREER AND MILITARY READINESS.
SO WE'RE GOING TO BE LEANING HEAVILY ON DOMAIN 3 TONIGHT, AND DOMAIN 3 IS THE CLOSING THE GAPS PORTION OF THE ACCOUNTABILITY.
IT'S STATE AND IT'S ALSO FEDERAL.
THE REASON WE'RE GOING TO BE LEANING ON THAT IS BECAUSE THIS IS THE DOMAIN THAT BREAKS DOWN THE DATA BY STUDENT GROUPS.
AND NOT ONLY DO WE HAVE TO SET OVERALL TARGETS AND GOALS, WE HAVE TO SET THOSE TARGETS AND GOALS FOR OUR STUDENT GROUPS.
AGAIN, BECAUSE IT IS STATE AND FEDERAL, IT'S THE PORTION WHERE THE FEDERAL GOVERNMENT COMES IN AND DETERMINES IF WE NEED TO HAVE, IF IT IDENTIFIES
[00:55:03]
CAMPUSES AS NEEDING COMPREHENSIVE SUPPORT.NEEDING TARGETED OR NEEDING ADDITIONAL SUPPORT.
AND I DON'T KNOW IF THIS IS POSSIBLE, BUT A CAMPUS CAN PERFORM STRONGLY IN DOMAIN ONE AND NOT PERFORM STRONGLY IN DOMAIN THREE.
BUT THAT'S BECAUSE OF THE STUDENT GROUPS THAT THEY IDENTIFIED THERE.
BUT WE'RE NOT GOING TO GET TOO MUCH IN ACCOUNTABILITY.
YOU HAVE TO KICK ME WHEN I GET CARRIED AWAY.
SO WE'RE GOING TO START WITH BOARD GOAL ONE.
AND WE'RE GOING TO START WITH LOOKING AT THE FIVE-YEAR TARGETS THAT THE STATE HAS SET FOR 2018 TO 2022.
STAR. WHEN WE WENT TO STAR AND THE STATE SAYS WE'RE GOING TO STAR BECAUSE WE'RE GOING TO HAVE A SYSTEM THAT'S GOING TO REMAIN THE SAME FOR FIVE YEARS, THEN WE'RE GOING TO BLOW IT UP.
I TOLD YOU THAT I WRITE GREAT SCRIPTS, BUT I PUT THE, ANYWAY.
AND THEN WE'RE CURRENTLY IN THE NEXT SET OF TARGETS, WHICH IS 23-27.
AND WE WANTED TO SHOW YOU WHERE WE'RE GOING TO AS OF RIGHT NOW.
THE STATE'S GOING TO ANALYZE THE DATA AND THESE MIGHT NOT THEY MIGHT NOT STAY THE SAME BUT YOU ACTUALLY SEE FOR THE NEXT INCOMING FIVE YEARS WHAT THE TARGETS ARE SET FOR ALL AND THEN FOR EACH STUDENT GROUP NOW WE'RE GOING TO ANALYZE ROUNDWORK ISD THIRD GRADE MEETS GRADE LEVEL DATA FOR FOUR YEARS FROM 2022 TO 2025.
AND WHAT WE WANT TO NOTICE HERE IS JUST AS WE'RE SETTING AS WE'RE SETTING GOALS BUT AS THINGS CHANGE THOSE CHANGES KIND OF IMPACTS YOU KNOW HOW OUR STUDENTS PERFORM.
SO COMING OUT OF 2022 WAS THE LAST YEAR OF THE LAST ACCOUNTABILITY THAT WAS 2018 TO 22.
AND 2023 WAS THE FIRST YEAR THAT WE DID START 2.0.
AND WE SEE OUR KIDS DID REALLY GOOD COMING OUT OF THE BLOCK.
WE ONLY HAD DECREASED BY ONE PERCENTAGE POINT.
BUT THEN IN 2024, AS THE STUDENTS WHO WERE IN FIRST, SECOND AND KINDER FOR COVID STARTS TO COME THROUGH, WE SEE A DIP THERE.
NOT ONLY IN ALL STUDENTS BUT ACROSS ALL OF OUR STUDENT GROUPS EXCEPT FOR ECONOMICALLY DISADVANTAGED.
SO THAT'S GOING TO BE IMPORTANT TO UNDERSTAND HOW DATA SHIFTS UP AND DOWN WHEN WE MAKE THOSE TARGETS.
SO OUR RECOMMENDATION FOR BOARD GOAL 1 IS FOR THE 2026-27 SCHOOL YEAR TO KEEP THE TARGETS THAT'S GOING TO BE FOR 2025-2026.
IN 2027-28, THAT'S NOT A TYPO, WE ARE ONCE AGAIN GOING TO USE THOSE 2025-26 TARGETS BECAUSE 2027-28 IS GOING TO BE THE FIRST YEAR WE'RE GOING TO BE TAKING THE NEW ASSESSMENT. SO IN CONJUNCTION WITH KEEPING THOSE TARGETS THE SAME, IT'S GOING TO ALSO BE OUR BASELINE YEAR FOR OUR NEW ASSESSMENT. SO WE'LL BE COLLECTING DATA AT THE END OF 2027-28 FOR HOW OUR KIDS PERFORMED ON THE NEW ASSESSMENT. AND AT THAT POINT, WE CAN USE THAT DATA TO SET OUR GOALS FOR THE 2029 TO 2031 SCHOOL YEAR. DOES ANYONE HAVE ANY QUESTIONS? AM I TALKING TOO FAST? OKAY, SO WE'RE GOING TO, IF YOU GUYS ACCEPT THE RECOMMENDATION, THIS IS WHAT OUR GOALS WOULD LOOK LIKE FOR 2027 TO 2031. THAT'S OUR CURRENT 2025-26 TARGETS THERE IN 2027, AND THEN AGAIN NEXT YEAR WILL BE A BASELINE YEAR.
THEN WE CAN SET THE TARGETS FOR THE NEXT THREE YEARS BASED ON OUR STUDENT PERFORMANCE BOARD.
GO TO WHICH IS MATH. SAME THING, SAME TARGETS FOR THE FIRST FIVE YEARS, THE CURRENT FIVE YEARS THAT WE'RE IN, AND THE UPCOMING FIVE YEARS.
YOU CAN SEE THAT MATH IS HIGHER THAN RLA BECAUSE BEFORE THE PANDEMIC, STATEWIDE MATH SCORES WERE GREATER THAN RLA SCORES. BUT WE'RE FINDING THAT WE'RE HAVING A HARDER TIME RECOVERING MATH BACK TO THOSE PREVIOUS LEVELS THAN WE WERE WITH READING.
THIS IS ROUND ROCK ISD DATA AGAIN. COMING OUT THAT FIRST YEAR STAR 2.0 IN 2023, WE PERFORMED STRONG, BUT THEN WE WENT BACKWARDS.
PRETTY GOOD IN 2024, AND WE RECOVERED A LITTLE BIT IN 2025. AND AGAIN, THAT SAME STATEMENT IS TRUE FOR ALL OF OUR STUDENT GROUPS, BUT OUR ECONOMICALLY DISADVANTAGED STUDENTS. SO WE HAVE WORK TO DO THERE.
OUR RECOMMENDATIONS FOR... I WAS ASKING, I KNOW THERE'S A START POINT 2.0, BUT ALSO AS FAR AS THE RAW SCORES AND WHAT IT TAKES TO SCORE MEETS. I THINK IT'S IMPORTANT FOR THE BOARD TO UNDERSTAND THOSE NUMBERS CHANGE, RIGHT? SO I THINK
[01:00:01]
THAT'S ALSO PART OF IT. SO I DON'T KNOW IF YOU WANT TO, CAN YOU EXPAND ON THAT? OR I DON'T KNOW, YOU OR DR.GONZALEZ OR ROD OR SOMEBODY CAN. I CAN PICK SOMEBODY OUT OF THE CROWD. I CAN PHONE A FRIEND. YOU CAN.
THE TESTS HAVE CHANGED, RIGHT? THE TECS CHANGED, BUT ALSO THE CUT SCORES CHANGED.
AND I THINK IT'S WORTH EXPLAINING.
THE STATE WRITES QUESTIONS AT DIFFERENT LEVELS AND THE HARDER THE QUESTIONS THE MORE POINTS YOU GET AND THAT KIND OF PLAYS INTO THE SCALE SCORE.
AZAIEZ IS REFERRING TO IS THAT WE'VE DONE SOME ANALYSIS OF THE START TEST ONCE THEY'VE RELEASED IT HERE AND WE HAVE NOTICED THAT THERE HAS BEEN AN INCREASE IN THOSE QUESTIONS THAT ARE MORE RIGOROUS THEREFORE THAT'S KIND OF SOME OF THE CHANGES THAT WE KIND OF SEE WHEN IT COMES TO THOSE SCORES GOING UP AND DOWN EACH YEAR.
DID I DO GOOD, BOSS? SO AGAIN, OUR RECOMMENDATIONS FOR MATH IS THE SAME AS IT IS FOR READING, FOR KEEPING OUR 2025-26 TARGETS FOR THE NEXT TWO YEARS, AND IN ADDITION TO IT, 27-28 BEING A BASELINE YEAR WE'RE COLLECTING WITH THE NEW STATE ASSESSMENT THAT'S GOING TO BE COMING OUT THERE IN 2026, AND USING THAT DATA TO SET OUR TARGETS FOR THE 2029.
2031 SCHOOL YEAR AND IF YOU MAKE THE DECISION TO DO THAT THIS IS WHAT OUR TARGETS WOULD BE FOR THE NEXT TWO YEARS THERE WHICH IS I JUST WANT TO SAY THAT OUR TARGETS RIGHT NOW ARE SIGNIFICANTLY HIGHER THAN EVEN WHAT THE STATE HAS COMING IN FOR THE 2032 TO THE 2037 SCHOOL YEAR SO YOU KNOW, WE PERFORM STRONGLY, AND SO WE'VE PUT THOSE TARGETS DOWN.
SO IT'S NOT LIKE WE'RE DEPRIVING OUR CHILDREN.
WE SET SOME RIGOROUS TARGETS FOR OUR STUDENTS AND OUR STUDENT GROUPS.
OKAY? ANY QUESTIONS ABOUT BOARD GOAL I'M GOING TO TURN IT BACK OVER TO MR. PORTILLO.
ALL RIGHT, SO NOW WE ARE MOVING OVER TO BOARD GOAL 3, WHICH FOCUSES ON CAREER, COLLEGE.
AND MILITARY READINESS OR CCMR. THIS GOAL IS CRITICAL BECAUSE IT REFLECTS HOW WELL WE ARE PREPARING STUDENTS FOR LIFE AFTER GRADUATION, NOT JUST ACADEMICALLY BUT IN THE WAY IT ENSURES THAT WE ARE TRULY READY FOR THEIR NEXT STEP.
WHETHER THAT'S COLLEGE, ENTERING THE WORKFORCE, OR SERVING THE MILITARY, AS WE HAVE MENTIONED BEFORE, OUR GOAL IS TO ENSURE OUR STUDENTS ARE READING, WRITING, AND DOING MATH AT A HIGH LEVEL.
THE COLLEGE CAREER AND MILITARY READINESS CCMR COMPONENT OF STUDENT ACHIEVEMENT DOMAIN MEASURES OUR GRADUATES' PREPAREDNESS FOR COLLEGE, THE WORKFORCE, OR THE MILITARY.
THIS IS MEASURED BY THE PERCENTAGE OF STUDENTS WHO MEET ONE OF SEVERAL CCMR INDICATORS, WHICH INCLUDE THINGS LIKE MEETING TSI CRITERIA FOR MATH AND READING, EARNING DUAL CREDIT COURSES, MEETING AP IB EXAM CRITERIA, EARNING AN ASSOCIATE'S DEGREE, COMPLETING AN ON-RAMP DUAL ENROLLMENT COURSE, EARNING AN INDUSTRY-BASED CERTIFICATION, GRADUATING WITH A COMPLETED INDIVIDUALIZED EDUCATION PLAN, INDIVIDUAL EDUCATION PROGRAM, EXCUSE ME, AND WORKFORCE READINESS, ENLISTING IN THE ARMED FORCES OR TEXAS NATIONAL GUARD, GRADUATING UNDER THE ADVANCED DIPLOMA PLAN AS A CURRENT SPECIAL EDUCATION STUDENT, OR EARNING A LEVEL ONE OR LEVEL TWO CERTIFICATE.
THE KEY TAKEAWAY HERE IS THAT CCMR IS NOT A SINGLE PATH BUT A COLLECTION OF OPPORTUNITIES THAT REFLECT DIFFERENT STUDENT GOALS AND STRENGTHS.
NEXT, WE WILL LOOK AT HOW THE 2031 ACCOUNTABILITY MEASURES WILL APPLY TO OUR CURRENT 8TH GRADERS.
WHAT'S IMPORTANT TO UNDERSTAND IS THAT THE ACCOUNTABILITY IS EVOLVING, AND THE EXPECTATIONS FOR CCMR ARE BECOMING MORE RIGOROUS.
THIS MEANS THAT THE SYSTEM AND SUPPORTS WE PUT IN PLACE NOW WILL DIRECTLY IMPACT FUTURE OUTCOMES.
THE NEW ACCOUNTABILITY SYSTEM WILL BE DETERMINED BY THE FOLLOWING THREE LEVELS.
FIRST, FOUNDATIONAL POST-SECONDARY READINESS.
THIS IS A BASELINE LEVEL OF READINESS AND SHOWS THAT A STUDENT HAS MET MINIMUM REQUIREMENTS TO BE CONSIDERED PREPARED AFTER HIGH SCHOOL.
EXAMPLES TYPICALLY INCLUDE MEETING TSI READINESS USING AN APPROVED COLLEGE PREP COURSE OR THROUGH ONE PAST AP IB EXAM OR BEING A CTE COMPLETER WITH AN ALIGNED TIER 3 IBC OR JUNIOR ROTC COMPLETION PLUS A SCORE BETWEEN 30 BEING JROTC COMPLETION PLUS A SCORE BETWEEN 31 TO 49 ON THE ASVAB TEST.
THE SECOND LEVEL IS LABELED DEMONSTRATED POST-SECONDARY READINESS.
THIS LEVEL GOES A STEP FURTHER BY SHOWING EVIDENCE OF SUCCESS IN POST-SECONDARY RELATED
[01:05:01]
EXPERIENCE.THE LEVEL NOW INCLUDES MEETING TSI INCLUDE USING SAT, ACT, TSI, OR BEING A CT COMPLETER WITH A TIER 2 IBC, BEING WORKFORCE READY WITH AN IEP DIPLOMA, OR FALLING WITHIN THE RANGE OF 50 TO 64 ON THE ASVAB TEST.
LAST IS THE ADVANCED POST-SECONDARY READINESS.
THIS REPRESENTS THE HIGHEST LEVEL OF PREPARATION AND READINESS WITH THE BIG DIFFERENCES REFLECTING STUDENTS RECEIVING AN ASSOCIATE'S DEGREE OR MEETING TSI AND RECEIVING COLLEGE CREDIT THROUGH AP AND IB, ON-RAMPS OR DUAL CREDIT, EARNING A LEVEL 1 OR LEVEL 2 CERTIFICATE, OR BEING A CT COMPLETER WITHIN THE LINE TIER 1 IBC.
MILITARY ENLISTMENT, OR RECEIVING A SCORE OF 65+, WHICH IS NOW CONSIDERED CATEGORY 2 IN THE F-8QT OR THE ASVAB EXAM.
THE WAY CCMR IS CALCULATED IS ALSO CHANGING, RESULTING IN A MORE STRINGENT REQUIREMENTS FOR STUDENTS TO BE COUNTED AS COLLEGE, CAREER, AND MILITARY READINESS.
THE CCMR RAW SCORE WILL BE DETERMINED BY TAKING THE FOUNDATIONAL STUDENTS THAT ARE FOUNDATIONAL, PLUS DEMONSTRATED, PLUS ADVANCED, AND DIVIDING THAT NUMBER BY A TOTAL GRADS.
PLUS THOSE THAT ARE DEMONSTRATED, PLUS ADVANCED, DIVIDED BY A TOTAL GRADS.
PLUS THOSE THAT ARE ADVANCED, AND DIVIDED BY A TOTAL GRADS.
SO YOU HAVE AN EXAMPLE TO THE RIGHT.
SO WE HAVE A HIGH SCHOOL WITH 150 GRADUATES.
WE HAVE 58 OF STUDENTS THAT MET FOUNDATIONAL, 47 THAT MET DEMONSTRATED, AND 33 THAT MET AT THE ADVANCED LEVEL.
TOTALING THEM UP, THAT WOULD GIVE US 138 FOR THAT FIRST LEVEL AT A 92% EARNING US 92 POINTS.
FOR DEMONSTRATED POST-SECONDARY, IT'S A TOTAL OF 80.
DEMONSTRATED 47 PLUS THE 33 IN ADVANCE FOR 53 PERCENT OR 53 POINTS EARNED.
AT ADVANCE FOR SECONDARY READINESS WE GET 33 WHICH EQUALS TO 22 PERCENT OR 22 POINTS EARNED.
DIVIDE ALL THOSE NUMBERS BY THREE OR ADDING THEM UP AND DIVIDE BY THREE WILL GIVE US A SCORE OF 56.
HERE YOU SEE DOMAIN THREE AND THE FIVE-YEAR CCMR TARGETS BROKEN DOWN INTO THE THREE PERIODS.
LET'S DISCUSS THE POTENTIAL IMPACT FIRST OF THE 2023 ACCOUNTABILITY SYSTEM ON OUR CLASS OF 2025.
SO AS YOU CAN SEE, EVERY SINGLE HIGH SCHOOL IS IMPACTED IN A NEGATIVE WAY.
IMPLEMENTATION OF THE NEW FORMULA WILL RESULT IN OUR HIGH SCHOOL RATING DECREASING ANYWHERE FROM SEVEN POINTS LIKE AT SUCCESS HIGH SCHOOL OR UP TO 22 POINTS AT STONY POINT HIGH SCHOOL AND 15 POINTS OVERALL AT THE DISTRICT LEVEL.
NOW HERE YOU SEE DOMAIN 3 FIVE-YEAR, THE THREE-YEAR FIVE, THE THREE FIVE YEARS CC DOMAIN.
OH MY GOD, I'M GONNA START THAT AGAIN.
HERE YOU SEE THE DOMAIN 3 FIVE YEARS CCMR TARGETS BROKEN DOWN INTO THREE PERIODS: 2018 TO 2022, 2023 TO 2027, AND THE UPCOMING 2028 TO 2032 TARGETS FOR EACH OF THE ACCOUNTABILITY GROUPS.
THERE HAS BEEN STRONG GROWTH OVERALL, SO DOMAIN 3 CONTINUES TO BE OUR FOCUS IN ENSURING EQUITABLE OUTCOMES ACROSS ALL STUDENT GROUPS.
THIS DATA HELPS US UNDERSTAND WHERE THE GAPS STILL EXIST AND THE TARGETED SUPPORT IS NEEDED.
THIS CHART DISPLAYS OUR DISTRICT CCMR PERFORMANCE PERCENTAGES. PLEASE NOTE THAT THE ACCOUNTABILITY SCHOOL YEAR REFERS TO THE PREVIOUS YEAR'S GRADUATING CLASS.
FOR EXAMPLE, SCHOOL YEAR 2026 IS THE CLASS OF 2025.
ALSO, RESULTS MARKED WITH AN ASTERISK ARE MASS DUE TO SMALL NUMBERS.
IT IS IMPORTANT TO NOTE AND TO CALL OUT THAT EACH OF THE GROUP'S PERFORMANCE HAS INCREASED WITH THREE HIGHEST INCREASES COMING FROM OUR AFRICAN AMERICAN, HISPANIC, AND EB STUDENTS.
FOR BOARD GOAL THREE, WE HAVE SEVERAL RECOMMENDATIONS.
THE 2027 TARGET IS SPECIFICALLY FOR THE 2026 GRADUATION CLASS.
WE RECOMMEND USING THE EXISTING DOMAIN 3 TARGETS TO SET THE 2027 CCMR TARGET.
FOR THE 2028-2031 CCMR TARGETS, THIS WILL BE SET NEXT YEAR USING THE WHAT-IF CALCULATIONS.
TEA WILL GENERATE THESE WHAT-IF CALCULATIONS FOR EACH OF THE GRADUATING CLASS STARTING WITH 2025, AND THESE CALCULATIONS ARE EXPECTED TO BE RELEASED IN THE SUMMER.
SO ONCE AGAIN AS PREVIOUSLY WE'RE RECOMMENDING THAT THE BOARD KEEP THE TARGETS AS IS FOR ONE MORE YEAR AS WE GATHER
[01:10:01]
MORE INFORMATION AND THE STATE DETERMINES WHAT THE NEW CUT POINTS WILL BE.IF WE HAVE ANY QUESTIONS ON BOARD GOAL THREE SHOULD WE ASK THEM NOW OR DO YOU WANT US TO WAIT TILL THE END? YEAH YEAH WE CAN AND IF YOU GUYS CAN JUST USE GO AHEAD BUT IF YOU GUYS CAN JUST USE YOUR BUTTONS FOR THIS PARTICULAR PART IT'LL BE EASIER TO KEEP TRACK OF.
ON SLIDE 20, WHEN YOU WERE TALKING ABOUT THE DIFFERENT TYPES OF READINESS, WHAT IS A SPED ADVANCED DIPLOMA OR A WORKFORCE READY IEP DIPLOMA? SO THE SPED ADVANCED IS IF YOU'RE SPECIAL EDUCATION AND YOU'RE GRADUATING ON THE DISTINGUISHED LEVEL OF ACHIEVEMENT, GRADUATION PROGRAM.
SO THAT'S WITH YOUR ENDORSEMENTS AND THE FOUR MASKS, THE FOUR BY FOUR WITH AN ENDORSEMENT.
THAT'S THE DISTINGUISHED LEVEL OF ACHIEVEMENT.
HOW IS THAT DIFFERENT THAN A REGULAR DIPLOMA? LIKE WHAT MAKES IT A SPED ADVANCED? THAT IS OUR HIGHEST LEVEL THAT WE WANT KIDS TO GO.
SO I DON'T KNOW WHAT YOU MEAN BY A REGULAR DIPLOMA, BUT THERE'S ONE BELOW IT THAT THEY DON'T HAVE TO HAVE AN ENDORSEMENT, AND THEY ONLY HAVE TO HAVE THREE MATH AND THEN THE OTHER IS FOUR AND MAYBE THREE SOCIAL STUDIES.
THAT'S A FOUNDATIONAL DIPLOMA.
BUT WHY IS THIS SPECIFICALLY, SAY, A SPED ADVANCED DIPLOMA? THAT'S WHAT IT'S CALLED.
SO SPECIAL EDUCATION STUDENTS WITH THAT ADVANCED GRADUATION DIPLOMA, THAT IS AN INDICATOR.
THAT'S HOW THEY LABEL THE INDICATOR.
AND THEN WHAT'S A WORKFORCE-READY IEP DIPLOMA? CORRECT.
SO THOSE ARE OUR KIDS, OUR KIDS GRADUATING THAT ARE IN, LIKE, FUNCTIONAL LIFE SKILLS.
THEY HAVE TO GO IN AND GET THESE LIFE SKILLS TO BE READY TO GO OUT AND TO BE IN THE WORKFORCE.
THAT'S GRADUATION CODE 35 AND 33 MAYBE, BUT WE HAVE TO PREPARE THEM.
THEY GO OUT AND GET THESE WORKFORCE SKILLS IN ORDER TO GO OUT AND GET A JOB TO BE ABLE TO WORK.
SO FOR OUR STUDENTS THAT ARE ENROLLED IN THE SPECIAL EDUCATION PROGRAM, THEY'RE THE ONLY ONES THAT JUST A HIGH SCHOOL DIPLOMA WOULD COUNT AS POST-SECONDARY READINESS? IS THAT WHAT I'M UNDERSTANDING? A TYPICALLY DEVELOPING STUDENT, IF THEY JUST GOT THEIR HIGH SCHOOL DIPLOMA, IT WOULD NOT COUNT TOWARDS ANY OF THESE THREE BUCKETS? THEY ARE.
WHERE? OKAY, LET ME LET YOU ASK THE QUESTION AGAIN TO MAKE SURE THAT I'M ANSWERING WHAT YOU'RE ASKING.
SO WE HAVE A TYPICALLY DEVELOPING STUDENT WHO IS NOT IN SPED.
THEY GRADUATE JUST WITH A HIGH SCHOOL DIPLOMA AND THEY DON'T GET ANY ON-RAMPS CLASSES.
THEY DON'T GET ANY, YOU KNOW, THEY DON'T FINISH THE FOUR YEARS OF A CTE PROGRAM.
THOSE KIDDOS DON'T COUNT FOR ANYTHING IN TERMS OF WHAT TEA.
THE ONLY WAY YOUR HIGH SCHOOL DIPLOMA ONLY COUNTS IS IF YOU'RE GETTING A SPED ADVANCED DIPLOMA OR A WORKFORCE-READY IEP DIPLOMA.
AND I'M SORRY, I MISSED THE NOT SPED STUDENTS PART.
NO LONGER JUST A HIGH SCHOOL DIPLOMA COUNTS AS YOUR FOUNDATIONAL OR DEMONSTRATED READINESS.
EVEN IN THE OLD SYSTEM, JUST GRADUATING WITHOUT ONE OF THOSE, YOU STILL DIDN'T FLIP THE CCMR FLAG FOR US.
I'M GOING BACK TO KIND OF TRUSTEE LANDRUM'S LOGIC.
IF A STUDENT RECEIVES SPECIAL EDUCATION SERVICES THAT, SAY, IS IN TAG OR, YOU KNOW, ON-RAMPS OR WHATEVER ELSE, THEY WOULDN'T EVEN NEED THE CREDIT FROM THE ON-RAMPS CLASSES TO MEET THIS.
THEY WOULD JUST NEED JUST TO GRADUATE.
JUST BECAUSE THEY RECEIVE SPECIAL EDUCATION SERVICES? THEY WOULD NEED TO GRADUATE WITH THE WORKFORCE IEP OR IN THE ADVANCED DIPLOMA.
WHAT YOU'RE SAYING IS IF THEY DO GET AN ON-RAMPS COURSE OR IF THEY GET CAN YOU MOVE THE MICROPHONE? THANK YOU.
THEN THEY MOVE UP OR WHATEVER.
BUT IF THEY DO GO AHEAD AND GET TSI READY OR IF THEY ADD THAT POTENTIAL COLLEGE CREDIT, WE CAN GET IT GIVE US THREE POINTS AS OPPOSED TO TWO. OKAY, AND THEN, UM, I DID KIND OF A QUESTION OVERALL FROM GOALS ONE, TWO, AND THREE. YOU KNOW, YOU'RE PROPOSING NOT INCREASING THE
[01:15:03]
THANK YOU TARGETS. UM, AND I, I COULD SEE SOME PEOPLE IN OUR COMMUNITY, UM, NOT MYSELF, BUT SOME PEOPLE MIGHT VIEW THAT AS BEING STAGNANT OR NOT PUSHING OURSELVES. COULD YOU JUST, I GUESS, ADDRESS, EVEN IF THE GOALS STAY THE SAME, WHAT THAT COULD STILL CONTINUE TO LOOK LIKE IN THE CLASSROOM OR HOW WE WILL CONTINUE TO EXPECT THE MOST OUT OF OUR TEACHERS AND OUR STUDENTS, WHICH I KNOW OUR TEACHERS ARE DOING A GREAT JOB.BEFORE YOU ANSWER, LET ME, AND I THINK I WANT TO MAKE IT VERY CLEAR, AND I THINK DR. LLOYD SAID IT EARLIER, THE GOALS, WE TOTALLY UNDERSTAND. I UNDERSTAND THE GOALS. THEY BELONG TO THE BOARD. THIS IS JUST A RECOMMENDATION BASED ON THE CHANGES FROM THE ADMINISTRATION SIDE.
AT THE END OF THE DAY, THE BOARD IS, YOU DECIDE WHATEVER GOALS YOU WANT TO SET FOR ME AND FOR THE TEAM AND FOR THE DISTRICT TO MOVE FORWARD.
IT'S JUST BECAUSE ALL THESE CHANGES, I THINK THAT'S REALLY WHAT THE TEAM, AFTER LOOKING AT, LIKE, WE NEED A BASELINE AND ALL THAT STUFF, I'LL LET THEM EXPAND SOME MORE.
IT'S JUST A RECOMMENDATION, SO THE BOARD CAN ADD OR CHANGE IT ANY WAY THEY WANT.
I'M NOT SAYING TO CHANGE IT OR ANYTHING.
I THINK WE HAVE, WELL, AND I CAN'T SPEAK AS A COLLECTIVE, I HAVE FAITH THAT YOU GUYS ARE, IT MAKES SENSE TO ME THAT WE'RE NOT MOVING THE TARGETS RIGHT NOW WITH EVERYTHING THAT'S UNKNOWN AND SO FORTH.
I JUST WOULD LIKE THE COMMUNITY TO UNDERSTAND THAT YOU GUYS ARE GOING TO CONTINUE TO MOVE FORWARD AND TRY TO CONTINUE TO TEACH KIDS.
AND SO THAT'S, YOU KNOW, I JUST KIND OF WANTED YOU TO ADDRESS THAT A LITTLE BIT.
IF WE'LL JUST GO BACK TO THE DATA, WE'RE LOOKING AT OUR THIRD GRADE MATH PERFORMANCE FOR 2025 AND WHERE OUR KIDS WERE.
OUR TARGET FOR 2026 IS 76 PERCENT.
SO OUR TEACHERS ARE WORKING, ARE STILL WORKING TOWARD INCREASING OUR STUDENT PERFORMANCE BECAUSE WE'RE, LAST YEAR WE WEREN'T AT THE 70 PERCENT THAT WE SET FOR THAT YEAR.
WE WERE 70 PERCENT WAS OUR TARGET.
WE ARE GOING, WE DO HAVE, WE STILL DO HAVE WORK TO DO.
WE STILL DO HAVE GAPS TO CLOSE IN ORDER TO GET TO THE 76% IN ORDER TO MEET OUR TARGET FOR THIS YEAR.
SO WE'RE NOT TRYING TO REST ON OUR LAURELS.
WE'RE SETTING TARGETS THAT FIVE YEARS AGO, FOUR YEARS AGO NOW, THAT WE HAVEN'T AS A SYSTEM HIT.
SO LEAVING THEM THERE AND NOT MOVING THEM IS...
NOT GOING TO CAUSE OUR TEACHERS NOT TO WORK HARDER.
IF I CAN ADD ALSO, BUT REMEMBER ALSO, OUR TEACHERS HAVE BEEN WORKING HARD ALL THIS TIME, RIGHT? I MEAN, THEY ARE, BUT AGAIN, THE STATE KEEP CHANGING THE GOAL POST AND MAKE IT HARDER FOR STUDENTS TO ACHIEVE AT HIGHER RATES, RIGHT? SO IT'S NOT THE LACK OF TRYING OF OUR TEAM, OUR TEACHERS, EVERYBODY WORKING HARD.
IT'S JUST BECAUSE THEY KEEP CHANGING.
REMEMBER, THERE'S A NEW CURRICULUM, FOR EXAMPLE, IN MATH THIS YEAR, RIGHT.
THERE IS A LEARNING CURVE, RIGHT, AS YOU KNOW, AS OUR TEACHERS AND OUR STAFF ARE LEARNING, ADJUSTING.
THERE MAY BE SOME MODIFICATION.
WE IMPLEMENTED ALSO AMPLIFY FOR THE READING PORTION.
SO THERE IS ALSO THIS LEARNING THAT IS HAPPENING AMONG OUR TEACHERS AND STAFF.
BUT NEVERTHELESS, THEY'RE WORKING HARD AND THEY'RE GOING TO CONTINUE WORKING HARD BECAUSE THE GOAL IS REALLY TO IMPROVE AND ACHIEVE BETTER STUDENT OUTCOMES FOR OUR STUDENTS.
WAS THAT IT, MELISSA? TRUSTEE CUERO? ARE THERE ANY NEGATIVE FEEDBACK FROM THE STATE IF THE GOALS REMAIN FLAT FOR A CERTAIN PERIOD OF TIME? I'M LEARNING THE SYSTEM.
AND TO NOTICE, I REALLY APPRECIATE TRUSTEE ROSS'S QUESTION AS WELL.
THE MOST NOTICEABLE THING TO PARENTS AND COMMUNITY ARE GOING TO BE, NUMBER ONE, THAT THE TEST IS GOING TO COME IN THREE PARTS INSTEAD OF LIKE ONE, RIGHT? THE BEGINNING, THE MIDDLE, THE END, RIGHT? BUT THEN THE OTHER COMPONENT IS THE CCMR AND THAT THERE'S SO MANY ADDITIONAL PATHWAYS FOR STUDENTS, OVER 250 DIFFERENT WAYS, BUT THEN EVERYONE WILL BE RESETTING.
AND SO WE ARE NOT GOING TO BE IN THIS ALONE.
OKAY, I DON'T HAVE ANY OTHER QUESTIONS IF YOU WANT TO GO TO BOARD GOAL FOUR.
WE'RE PROUD TO BRING TO YOU A PROPOSAL TONIGHT FOR BOARD GOAL FOUR,
[01:20:01]
STUDENT WELL-BEING.AS WAS MENTIONED EARLIER TODAY, TONIGHT THE BOARD GOAL FOUR HAS SOME FLEXIBILITY FOR THE BOARD, AND SO OUR STUDENT SUPPORT SERVICES TEAM HAS WORKED FOR THE LAST SEVERAL MONTHS TO KIND OF DIG INTO WHAT THAT PROPOSAL COULD LOOK LIKE FOR YOU. WE'RE EXCITED TO BRING TO YOU A THOUGHT AND PROACTIVE MULTI-TIERED APPROACH TO BOARD GOAL FOUR. I DID WANT TO RECOGNIZE A COUPLE PEOPLE I THINK STILL BEHIND ME, STILL BEHIND ME. SO, MISS LINDSAY GARZA LISS, OUR DIRECTOR OF MTSS, AND HER TEAM HAVE REALLY TAKEN A DEEP DIVE INTO THIS GOAL FOR YOU TONIGHT. SHE HAS WORKED WITH DR. REBECCA LISA HERNANDEZ, OUR EXECUTIVE DIRECTOR FOR STUDENT SUPPORT SERVICES AND FEDERAL PROGRAMS, TO JUST BRING THIS THOUGHTFUL PRESENTATION.
SO IF THEY'RE, AS I READ THROUGH OUR PRESENTATION, IF THEIR EYES GET BIG, THEN YOU KNOW I'VE KIND OF GONE OFF SCRIPT AND WE CAN CIRCLE BACK TO THEM.
SO LOOKING AT THE 2025-2029 STRATEGIC PLAN, IN ROUND ROCK, OUR STRATEGIC PLAN CALLS FOR STUDENTS WHO CAN GRADUATE READY FOR COLLEGE, CAREER, OR MILITARY AND DEVELOP EMPATHY.
COMMUNICATION, COLLABORATION, AND RELATIONSHIP BUILDING SKILLS, ALL OF WHICH CAN BE ACCESSED WHEN THERE IS AN APPROACH TO DEVELOP HIGH LEVELS OF STUDENT WELL-BEING FOR ALL STUDENTS.
OUR STRATEGIC PLAN, GOAL THREE, CALLS FOR A DISTRICT AND SCHOOL CULTURE ROOTED IN BELONGING AND DIGNITY THAT ENSURES OUR STUDENTS REACH THEIR FULL AND UNIQUE POTENTIAL.
ADDITIONALLY, THIS PLAN ASKS THAT WE PRIORITIZE STUDENTS AND STAFF'S PHYSICAL AND EMOTIONAL WELL-BEING BY 2027-28 AND THAT WE SECURE A TOOL TO IDENTIFY AND ADDRESS THE NEEDS OF UNDERREPRESENTED STUDENT GROUPS.
TO SUPPORT OUR STUDENTS IN PURSUING ANY PATHWAY THEY CHOOSE IN LIFE, WHETHER THAT BE COLLEGE, CAREER, OR MILITARY, WE KNOW THAT WE MUST IMPLEMENT PROGRAMS THAT DEVELOP THE SOCIAL AND EMOTIONAL COMPETENCIES OF OUR STUDENTS BECAUSE RESEARCH SHOWS IT HAS A POSITIVE CORRELATION WITH ACADEMIC ACHIEVEMENT.
WHEN DETERMINING WHICH TOOL WOULD ALLOW US TO DEVELOP SOCIAL AND EMOTIONAL COMPETENCIES, WE WANTED TO ENSURE THAT WE UNDERSTOOD WHAT THE BEHAVIOR DATA IN ROUND ROCK ISD IS TELLING US.
WE ARE PROUD TO REPORT A DECREASE IN OVERALL REFERRALS, OUT-OF-SCHOOL SUSPENSION PLACEMENTS, AND DISTRICT ALTERNATIVE EDUCATION PROGRAM PLACEMENTS.
HOWEVER, WHEN WE LOOKED AT THE BEHAVIOR THAT IS STILL LEADING TO REFERRALS, WE SEE THAT 92% ARE VIOLATIONS OF THE STUDENT CODE OF CONDUCT.
THESE ARE TYPICALLY LOWER-LEVEL BEHAVIORS THAT ARE ALSO HIGH-LEVEL.
HIGHLY PREVENTABLE BY DEVELOPING SEL COMPETENCIES AND POSITIVE BEHAVIOR SYSTEMS ON OUR CAMPUSES.
AS WE LOOK DEEPER AT ELEMENTARY DATA, SPECIFICALLY INTO THE STUDENT CODE OF CONDUCT REFERRALS, WE IDENTIFIED THE TOP FOUR BEHAVIORS LEADING TO REFERRALS.
THE ROOT CAUSE OF THE BEHAVIORS IS ALIGNED DIRECTLY WITH AN SEL COMPETENCY.
IN THE LAST COLUMN, YOU CAN SEE SYSTEMS AND SKILLS NEEDED TO BE TAUGHT TO PREVENT FUTURE BEHAVIORS OF THIS NATURE.
WE NOTED THAT DEFIANCE HAPPENS MOST OFTEN IN MATH AND READING CLASSES, INDICATING A NEED FOR COPING SKILLS WHEN ACADEMIC TASKS ARE CHALLENGING.
IN ADDITION, PEER CONFLICT OCCURS IN MORE UNSTRUCTURED PARTS OF THE DAY, LIKE RECESS AND LUNCH, SHOWING THE NEED FOR THE DEVELOPMENT OF SOCIAL AWARENESS SKILLS.
THE SECONDARY DATA YIELDED DIFFERENT TOP BEHAVIORS INDICATING DIFFERENT NEEDS.
WE IDENTIFIED A SIMILAR ROOT CAUSE OF BEHAVIOR, ADDING RELATIONSHIP SKILLS TO THE ROOT CAUSES FROM THE ELEMENTARY LIST.
ONCE AGAIN, STUDENTS NEED THE OPPORTUNITY TO RECEIVE SEL INSTRUCTION AND WILL BENEFIT FROM A SCHOOL-WIDE SYSTEM OF SUPPORT.
SO RESEARCH SHOWS THAT PARTICIPATION IN SEL PROGRAMS ALIGNED TO SEL CORE COMPETENCIES IS LINKED TO DECREASED EMOTIONAL DISTRESS AND REDUCES BEHAVIORS AND DISCIPLINE PROBLEMS. KNOWING THE IMPACT OF SOCIAL AND EMOTIONAL LEARNING INSTRUCTION AND OUR ROUND ROCK ISD DATA, WE'VE IDENTIFIED A TOOL THAT MEETS OUR UNIQUE NEEDS AS A DISTRICT.
THIS TOOL IS CALLED SATCHEL PULSE.
IT'S A COMPREHENSIVE PLATFORM THAT ALLOWS OUR DISTRICT TO MEASURE STUDENT RISK THROUGH
[01:25:01]
EVIDENCE-BASED SCREENERS.THE DATA COLLECTED FROM THE SCREENER PROVIDES CAMPUS STAFF WITH THE TOOLS TO PROACTIVELY PROVIDE SEL LESSONS ON THE EXACT COMPETENCIES WHERE THE STUDENT MAY NEED FOR MORE SEL DEVELOPMENT.
NOW THAT WE UNDERSTAND OUR THINKING WHEN WE MADE THE DECISION TO GO WITH CELTRA PAGE, WE WANT TO TALK A LITTLE BIT MORE ABOUT HOW WE'RE GOING TO USE THIS INSTRUMENT TO SET OUR GOALS.
FOR THE CELTRA POST-ASSESSMENT, THEY USE THE LIKERT SCALE, AND IT'S DIFFERENT FOR ELEMENTARY SCHOOLS THAN IT IS FOR OUR SECONDARY SCHOOLS, BUT ESSENTIALLY IT'S MOVING WHERE KIDS ARE SAYING THAT THEY...
RARELY OR NEVER BE ENGAGED IN A BEHAVIOR TO WHERE THEY'RE ALWAYS OR CONSISTENTLY ENGAGING IN A BEHAVIOR AND AS AS SUCH A REASONABLE AND SUSTAINABLE GROWTH TARGET FOR SOCIAL EMOTIONAL LEARNING IS AN INCREASE OF 0.3 BUT THAT'S THE 0.3 ON THE LIKERT SCALE RIGHT WE'RE NOT SO IT ONLY GOES UP TO 11 IN SECONDARY AND IT GOES UP TO 5 IN ELEMENTARY SO WHEN WE WERE SAYING 0.5 IS LIKE THAT'S SMALL BUT WE'RE NOT TRYING TO GET TO 100 OKAY, SO THIS ALLOWS FOR NATURAL PLATEAUS AS KIDS TRANSITION FROM ELEMENTARY TO SECONDARY IN THE RIGOR OF THE QUESTIONS INCREASES.
SO AFTER I SPENT DAYS DIGGING INTO THIS, TRYING TO MAKE SURE THAT THE GUIDANCE THAT WE WERE GOING TO GIVE YOU GUYS IS GOING TO BE SOUND.
SO ONE OF THE THINGS WE WANT TO DO IS DR. GERARD, HE DID TALK ABOUT THE DIFFERENT COMPETENCIES.
ON THIS LEFT END, WHERE KIDS' CHILDREN'S BEHAVIOR OR STUDENT BEHAVIOR, IT NEEDS A LOT OF IMPROVEMENT.
AS YOU GO ACROSS THAT CONTINUUM TO WHERE THEY NEED VERY LITTLE IMPROVEMENT.
AND SO THESE STATEMENTS OVER HERE ARE ON THE LOW END.
THIS IS WHAT KIDS ARE REPORTING OR HOW THEIR BEHAVIOR IS IF THEY'RE LOW AND BEING ABLE TO SELF-REGULATE AND ALL OF THAT TO WHERE WE WANT TO GET OVER HERE TO WHERE THEY'RE ACTUALLY USING THE LESSONS AND EVERYTHING AND ACTUALLY IMPLEMENTING THEM AND CONTROLLING THEIR BEHAVIOR.
SO THIS IS THE WHERE WE WOULD LIKE TO GET TO IN ROUND ROCK ISD OR ANY CAMPUS BUT HERE'S JUST THE MTS TARGET AND WHERE WE WANT THEM OUR STUDENTS TO BE ON THIS PYRAMID.
WE WANT THE MAJORITY 80 TO 85 OF OUR STUDENTS TO BE IN TIER ONE WHICH IS ON THE RIGHT HAND SIDE OF THAT GROWTH CONTINUUM WHERE THEY'RE UM, VERY LIKELY OR CONSISTENTLY IMPLEMENTING THE SELF-REGULATING BEHAVIOR THAT'S GOING TO THE IMPULSE CONTROL, ALL OF THAT.
THAT'S WHAT WE WANT THE MAJORITY OF OUR STUDENTS.
THE SECOND TIER IS THAT 10 TO 15 PERCENT OF OUR STUDENTS WHERE THEY FLUCTUATE.
I HAD MY BREAKFAST, SO IT'S A GOOD DAY, SO I CAN BEHAVE.
AS WE START TO MOVE THEM INTO THAT BOTTOM TIER, THEY KIND OF GO BACK AND FORTH.
AND TO WHERE OUR HIGH CRITICAL KIDS, WHERE THEY SPEND THE MAJORITY OF THEIR TIME ON THAT LEFT-HAND SIDE, NOT MAKING THOSE SMART DECISIONS.
SO WE DID AN ANALYSIS OF THE GROWTH CURVE, AND BECAUSE WE'RE DOING FIVE-YEAR IMPLEMENTATION OF THE RULES, HERE'S JUST WHAT ME DIGGING INTO IT AND THE RESEARCH SAYS, IS THAT WHEN YOU'RE IMPLEMENTING A NEW SYSTEM, AND THAT'S WHAT CELTRA PULSE WILL BE, WE'RE GOING TO BE IMPLEMENTING IT, WE'RE GOING TO BE TEACHING OUR CAMPUSES ABOUT IT.
IS THAT YEARS ONE AND TWO IS THOSE FOUNDATIONAL YEARS WHERE IT'S STEADY GROWTH.
YOU'RE NOT GOING TO SEE HUGE GROWTH FOR THOSE FIRST TWO YEARS, BUT IT'S ABOUT EIGHT PERCENTAGE POINTS FOR EACH YEAR.
AND THEN YEAR THREE, THAT PIVOTAL YEAR, IS WHAT'S KEEPING THE KIDS THAT ARE PROBABLY KEEPING US FROM GOING FORWARD, THOSE KIDS WHO ARE NOT MOVING OUT OF THAT DEVELOPING STAGE.
AND SO AS WE COME BACK AND WE LOOK AT OUR SYSTEM, WE IDENTIFY WHO THOSE KIDS ARE, BEING ABLE TO ENSURE THAT THE SYSTEM WE HAVE IN PLACE, IT OBVIOUSLY HASN'T MOVED IN THE FIRST TWO YEARS, SO WE NEED TO COME BACK AND LOOK AT IT AND MAKE ADJUSTMENTS THAT YEAR SO THAT IN YEARS FOUR AND FIVE WE CAN SEE THAT ACCELERATED GROWTH.
SO HERE'S JUST AN EXAMPLE OF WHAT A FIVE-YEAR TARGET WOULD LOOK LIKE.
WE WANT TO GET TO THAT 80% TO 85% MASTERY, AND SO THIS ONE IS SAYING WHEN THE KIDS DID THEIR BOY ASSESSMENT.
THE BASELINE YEAR WAS 42%, SO THAT'S WHY WE KIND OF SEE THAT FROM THERE WE GO WITH THAT 8 PERCENTAGE POINT GROWTH.
AND THEN AS THE YEARS INCREASE, WE START SEEING HIGHER RATES OF GROWTH.
WE GO INTO 10 POINTS, THEN 14 POINTS, THEN TRYING TO GET THERE TO 85% OF THE POINTS.
[01:30:02]
SO FOR, BECAUSE THIS IS A NEW PROGRAM FOR US, WE DON'T HAVE ANY DATA.WE DO NOT TAKE DATA FROM ONE SYSTEM, WHICH IS WHERE WE ARE WITH PANORAMA, AND USE THAT AS OUR BASELINE DATA.
THAT'S NOT GOOD DATA PRACTICES.
AND SO THAT'S WHY WE HAVE TO COME IN AND WE HAVE TO GIVE THE KIDS THE ASSESSMENT AT THE BEGINNING OF THE YEAR AND LET THAT BE OUR BASELINE YEAR AND THEN SETTING THE TARGETS FOR THE NEXT FOUR YEARS.
QUESTIONS? OKAY, I ALREADY HAVE SOME LINING UP IN THE QUEUE, BUT JUST TO CLARIFY, SO THE DISTRICT'S RECOMMENDATION FOR GOAL FOUR IS TO ALIGN THIS STUDENT OUTCOME GOAL WITH THE STRATEGIC PLAN, THE NEW STRATEGIC PLAN, AND SWITCH TO THE SATCHEL PULL SYSTEM AND AWAY FROM PANORAMA SO THAT THOSE TWO PLANS, OR THAT STUDENT OUTCOME GOAL ALIGNS WITH THAT STRATEGIC PLAN, BECAUSE THAT'S WHAT YOU'RE USING WITHIN THE PLAN.
WELL, THAT WAS ACTUALLY MY FIRST QUESTION BECAUSE, I MEAN, WELL, I MEAN, BECAUSE RIGHT NOW, BOARD GOAL FOUR IS THE DISTRICT WILL INCREASE THE PERCENTAGE OF STUDENTS WHO REPORT THEIR SCHOOL ENVIRONMENT HELPS PROMOTE A POSITIVE SENSE OF WELL-BEING.
BUT THIS IS CLEARLY A DIFFERENT TAKE ON THAT, RIGHT, WHERE WE'RE.
I'M GOING TO HAVE TO WORD IT TO BE SOCIAL AND EMOTIONAL WELL-BEING IS WHAT YOU'RE RECOMMENDING.
I THINK YES, SOCIAL EMOTIONAL LEARNING IS THE TOOL THAT WE WILL GET TO OVERALL STUDENT WELL-BEING, SO LOOKING AT STUDENT DISCIPLINE DATA, IF THE STUDENTS ARE DYSREGULATED, THEY'RE IN IN-SCHOOL SUSPENSION, OUT-OF-SCHOOL SUSPENSION, THAT, YOU KNOW, THEY DON'T HAVE ACCESS TO ALL THE THINGS THAT, AT OUR SCHOOL, THAT PROVIDES THEM THAT WELL-BEING.
AND SO, OUR HOPE IS TO USE OUR DISCIPLINE DATA AND TO USE THAT DISCIPLINE DATA WITH THE SCREENER OF SATCHEL PULSE THAT THEN PROVIDES US PROACTIVE INSTRUCTIONAL TOOLS FOR TEACHERS TO USE AT THAT TIER ONE LEVEL TO INTERVENE WITH STUDENT BEHAVIOR AND TEACH STUDENTS SKILLS FOR THE SOCIAL-EMOTIONAL LEARNING GROWTH.
SO I HAVE A COUPLE MORE QUESTIONS.
SO IT SOUNDS LIKE, THOUGH, BECAUSE OF THE STRATEGIC PLAN, YOU'RE GOING TO BE DOING THIS WITH OR WITHOUT OUR BOARD GOAL. IS THAT CORRECT? I MEAN, YES, WE'LL HAVE TO DO IT BECAUSE IT'S PART OF THE STRATEGIC PLAN.
BUT, AGAIN, AND I KNOW I SOUND LIKE A BROKEN RECORD, BUT THE GOALS ARE THE BOARD GOALS, RIGHT? SO THIS IS JUST, AGAIN, A RECOMMENDATION IF YOU WANT TO ALIGN THEM, IF THE BOARD WISHES TO ALIGN THESE, THEN OBVIOUSLY WE CAN DO THEM LIKE IN TANDEM, RIGHT? LIKE IT'S JUST, BUT IF NOT, OBVIOUSLY WE'RE GOING TO BE DOING, WE'RE FOLLOWING THE STRATEGIC PLAN, YES.
RIGHT, RIGHT, AND SO I JUST WANTED TO BE CLEAR AS WE'RE THINKING THROUGH IT THAT THIS IS ALREADY GOING TO BE HAPPENING AND I DON'T, I GUESS IN MY MIND AND MY INITIAL REACTION IS I DON'T KNOW HOW MUCH OUR BOARD GOAL WILL AFFECT OR EVEN SUPPORT THAT IF IT'S ALREADY HAPPENING.
BUT, I MEAN, THAT, I GUESS, IS A DISCUSSION FOR A LITTLE BIT LATER.
I GUESS MY LAST QUESTION IS, YOU KNOW, WITH PANORAMA, THERE'S A RESPONSE RATE ISSUE, RIGHT, GETTING THE STUDENTS TO FILL IT OUT.
SO I GUESS I'M CURIOUS HOW THIS SYSTEM IS GOING TO WORK.
HOW ARE THESE, ARE WE COUNTING ON THE STUDENTS TO RESPOND? TEACHERS ARE GOING TO HAVE TO BE PUTTING INFORMATION IN TO LET US KNOW THE ASSISTANT PRINCIPALS BECAUSE IT'S DISCIPLINARY.
HOW IS THAT GOING TO BE WORKING? SO WHILE I GIVE A BRIEF INTRO, I'M GOING TO ASK MS. GONZALEZ TO COME UP.
SHE'S OUR EXPERT IN HOW SATCHEL PULSE WORKS.
BUT OUR PANORAMA PROGRAM SUNSETS WITH THIS YEAR'S GOAL.
AND SO, AND YOU'RE RIGHT, ONE OF OUR CHALLENGES THIS YEAR WAS OUR NEW LEGISLATIVE REQUIREMENT FOR OUR CONSENT.
AND SO WE WILL FACE SIMILAR CHALLENGES WITH SATCHEL PULSE THAT WE DID WITH PANORAMA.
HOWEVER, THERE IS A STRATEGY THAT'S MORE PROACTIVE AND INTENTIONAL WITH SATCHEL PULSE THAT WE DID NOT HAVE WITH PANORAMA, AND THAT'S WHAT MS. GONZALEZ CAN SPEAK TO.
GOOD EVENING, BOARD PRESIDENT, BOARD OF TRUSTEES, AND DR.
THE TOOL ITSELF IS A SCREENER FOR STUDENTS SIMILAR TO PANORAMA.
WHEN WE WERE LOOKING FOR A TOOL KNOWING ABOUT THE NEW SENATE BILL 12 GUIDANCE, WE ALSO WANTED TO MAKE SURE THAT OUR TEACHERS COULD ALSO SCALE AND SCORE THEIR STUDENTS.
AND SO IT IS A TOOL THAT CAN BE GETTING INFORMATION FROM STUDENTS.
IF A PARENT HAS OPTED OUT OF THE SCREENER, A TEACHER CAN PUT IN THEIR OBSERVATIONAL DATA SO THAT WE
[01:35:03]
CAN STILL FIND THE TARGETED SKILLS THAT THE STUDENT NEEDS FOR INSTRUCTION.AND I KNOW YOU MENTIONED DISCIPLINE AND WE DID SHOW BEHAVIOR DATA, BUT I DO WANT TO MAKE A POINT THAT BEHAVIORS CAN BE EXTERNALIZED OR INTERNALIZED.
SO NOT EVERY STUDENT THAT NEEDS SOCIAL EMOTIONAL SUPPORT IS GOING TO SHOW UP IN THE BEHAVIOR DATA.
IN ADDITION, ALL STUDENTS PER TEXAS EDUCATION CODE HAVE TO RECEIVE CHARACTER TRAITS EDUCATION.
SO WE HAVE TO HAVE A CURRICULUM IN ORDER FOR US TO MEET THAT NEED FOR ALL STUDENTS. STUDENTS AND THAT'S ABOUT PROVIDING THEM THE SKILLS SO THEY CAN GO OUT INTO THE WORLD AND BE READY TO TACKLE ANYTHING THAT THEY CHOOSE TO. THANK YOU AND I APPRECIATE THE CLARIFICATION THAT I USED THE WORD DISCIPLINE BECAUSE I DO KNOW IT'S A LOT MORE THAN THAT BUT I WAS JUST TRYING TO FIGURE OUT WHERE THAT INFORMATION WAS GOING TO BE COMING FROM INTO THE SYSTEM. YES AND TO YOUR POINT WITH THE DISCIPLINE IT IS A POSITIVE TOOL THAT AN ASSISTANT PRINCIPAL COULD USE. YOU STRUGGLED WITH YOUR RESPONSIBLE DECISION MAKING. WE CAN DO A LESSON AND HAVE A TEACHABLE MOMENT IN THAT DISCIPLINARY CONVERSATION. BUT OUR COUNSELORS WOULD BE USING THIS RESOURCE, AS WELL AS WE HAVE BEHAVIOR INTERVENTIONISTS AT SOME CAMPUSES. AND SO THIS PROVIDES A TOOL THAT THE TEACHERS WOULD USE AT THE TIER ONE LEVEL, BUT IF A STUDENT WAS NEEDING MORE SUPPORT. WE CAN INTEGRATE IT WITH OUR COUNSELORS, OUR SOCIAL WORKERS, AND OUR ADMINISTRATORS AND INTERVENTIONISTS.
SO I GUESS YOU KIND OF ANSWERED A LITTLE BIT THAT THIS GOES BEYOND JUST SELF-REPORTING ONLY.
BECAUSE THE TEACHERS WILL, IS THE TEACHERS, IS THE PLAN, AND I KNOW WE ARE MONTHS AWAY, BUT IS THE PLAN THAT THE TEACHERS WOULD PUT IN DATA FOR EVERYBODY OR? THE PLAN WOULD BE FOR ANY STUDENT THAT THE PARENT OPTED OUT OF THE QUESTIONNAIRE.
WHICH WE HAVE THAT GUIDANCE WITH SENATE BILL 12 THAT WE CANNOT ASK THEM THE QUESTIONS IF THEY'VE OPTED OUT.
IT GOES THROUGH THE EXACT SAME COMPETENCIES AND WE WOULD NOT OPEN THE BEGINNING OF YEAR WINDOW UNTIL THE STUDENTS HAVE BEEN IN SCHOOL FOR A MONTH SO THAT STUDENTS TEACHER WOULD HAVE AMPLE TIME TO OBSERVE AND BUILD A RELATIONSHIP WITH THE STUDENT.
I APPRECIATE ALL THE WORK THAT YOU GUYS DID ON THIS GOAL BECAUSE I ALWAYS FELT THAT IT WAS LACKING A LITTLE BIT.
BUT I DO KIND OF HAVE SOME CONCERNS ABOUT THE IDEA THAT IT'S SELF-REPORT ONLY OR EVEN JUST TEACHERS.
I DON'T KNOW IF WE IF IT IS A GOAL THAT WE MIGHT TAKE ON OR WHATEVER THAT WE DISCUSS LATER.
THINGS LIKE I KIND OF HAVE QUESTIONS ABOUT HOW WOULD YOU HANDLE LIKE CHRONIC ABSENTEEISM OR ATTENDANCE, DISCIPLINE.
WOULD THIS BE AN OPPORTUNITY TO GET DISAGGREGATED DATA ON HOW DISCIPLINES TRACKED DISTRICT-WIDE? YES, I JUST WANT TO SHOW ONE SLIDE.
SO ONE OF THE REASONS WHY WE FELT THAT THIS PLATFORM WAS SUPERIOR IN SOME WAYS TO PANORAMA BECAUSE WE DID LOOK AT YOU KNOW MAINTAINING THAT TOOL.
AND SO TO YOUR POINT ABOUT CHRONIC ABSENTEEISM, IT ACTUALLY HAS AN EVIDENCE-BASED SCREENER TO FIND WHAT IS THE ROOT CAUSE OF THE CHRONIC-BASED ABSENTEEISM.
AND SO WHEN TEAMS OF TEACHERS AND ADMINISTRATORS ARE TALKING ABOUT STUDENTS AND TRYING TO FIND THE SOLUTION, THEY CAN GO THROUGH THAT PROTOCOL, AS WELL AS IF A STUDENT IS STRUGGLING WITH ANXIETY OR OTHER STRUGGLES, THERE IS EVIDENCE-BASED ADDITIONAL SCREENERS THAT AREN'T UNIVERSAL.
THAT CAN BE USED WITHIN THE PLATFORM.
AND CAN YOU REPEAT THE QUESTION ABOUT DISCIPLINE SPECIFICALLY? OH, JUST WONDERING IF THIS WOULD GIVE US LOOKING TOWARDS FUTURE CONVERSATIONS THIS EVENING.
I'M JUST INTERESTED IN GETTING REPORTS ABOUT DISCIPLINE DISTRICT-WIDE, YOU KNOW, DISAGGREGATED AND SEEING HOW WE'RE TRACKING THAT.
AND SO, I DON'T KNOW IF THIS IS AN OPPORTUNITY THAT THIS WOULD FIT THAT OR NOT.
ABSOLUTELY, WE'LL LOOK INTO THAT.
AND WE'VE LOOKED AT LOTS OF DISCIPLINE DATA AND JUST IDENTIFYING WHAT THE ROOT CAUSE IS AND HOW WE CAN KEEP OUR STUDENTS IN THE CLASSROOM LEARNING.
REAL QUICK, DOES IT INCLUDE RESTORATIVE PRACTICES? YOU'RE TALKING ABOUT THESE LITTLE LESSONS? YES.
AND THEN THIS SEEMS TO HOLD A LOT OF VERY PERSONAL INFORMATION.
[01:40:01]
WELL IT SOUNDS LIKE YOU GUYS ARE MOVING FORWARD ANYWAY, BUT COULD, I DON'T EVEN KNOW IF IT'S AN ANSWER NOW OR LATER, BUT I WOULD LIKE TO KNOW ABOUT THE PRIVACY VETTING.I FEEL LIKE TECHNOLOGY ISN'T, THE IMPLEMENTATION OR THE OVERSIGHT ON PRIVACY DATA IS NOT REALLY BEING HANDLED AND SO, AND IT'S WAY BEYOND.
THIS DISTRICT BUT I JUST HAVE SOME CONCERNS ABOUT PRIVACY.
SO ROUND ROCK IASD TAKES STUDENT PRIVACY EXTREMELY SERIOUSLY.
MOST PEOPLE COMING IN WITH THE VENDOR HAVE THEIR DATA SHARING AGREEMENT.
WHAT YOU HEAR THEM DO IS SAY, ROUND ROCK ACTUALLY MAKES VENDORS SIGN OUR DATA SHARING AGREEMENT AND WE ARE VERY, VERY COMMITTED TO MAKING SURE THAT STUDENT INFORMATION IS PROTECTED AND KEPT SAFE AND SECURE.
WE CAN BRING THAT DATA SHARING AGREEMENT IF YOU WANT TO TAKE IF YOU WANT TO SEE IT WE CAN BRING IT AND LET YOU TAKE A LOOK AT IT, DONNIE.
I'M VOLUNTEERING YOU ASSIST DEPARTMENT TO TAKE CARE OF THAT.
BUT YES, WE TAKE IT VERY SERIOUS YEAH, WE HAVE SOME OF THE, REALLY HONESTLY, WE HAVE SOME OF THE MOST COMPREHENSIVE CONTRACT, AND WE TAKE IT VERY SERIOUSLY THROUGH OUR IT, BUT ALSO OUR PROCUREMENT DEPARTMENT, THAT WE CANNOT GO FORWARD WITHOUT MEETING ALL THE REQUIREMENTS THAT OUR DISTRICT PUT FORWARD TO PROTECT OUR STUDENTS, AND ALSO STAFF DATA.
JUST ANOTHER THING, I THINK IT'S ALSO, WE TALKED ABOUT OPT-IN.
REMEMBER, YOU USED TO BE WHEN YOU CAME.
EVERYBODY'S IN UNTIL YOU OPT OUT.
THE EXECUTION HAS BEEN CHANGED WHERE YOU HAVE TO OPT IN RATHER THAN OPTING OUT.
SO THAT'S WHY OUR NUMBERS WENT DOWN DRASTICALLY THIS YEAR WHEN IT CAME TO PANORAMA PARTICIPATION.
AND I THINK THAT'S PART OF THE ISSUE THAT WE'VE BEEN DEALING WITH.
LET ME JUST TELL YOU ABOUT OUR OPT-IN DATA.
SO BECAUSE THAT LAW WAS PASSED SO LATE, I THINK IT WAS PASSED BETWEEN MOY AND EOY LAST YEAR.
TO WHERE WE ONLY HAD TO REACH OUT TO PARENTS TO GET OPT-IN FOR THE EOY.
AND I THINK WE DID THAT IN ABOUT A WEEK, ABOUT 10 DAYS BEFORE, AND WE HAD 55% OF OUR PARENTS RESPOND BACK TO THAT.
AND SO OUT OF THAT 55%, 93% OPTED IN.
AND SO WE'RE WORKING THIS YEAR TO HAVE A LONGER RUNWAY TO MAKE SURE WE'RE GIVING PARENTS MORE TIME TO CHOOSE BECAUSE OUR BIGGEST THING CAME FROM PARENTS JUST NOT RESPONDING AT ALL.
BUT IT WAS JUST SUCH A SHORT WINDOW.
SO WE REALLY THINK THAT THE DATA WON'T BE, IT WON'T BE AS BAD AS IT WAS IN THE YEAR LAST YEAR BECAUSE WE'RE GOING TO HAVE MORE TIME TO GIVE PARENTS AN OPPORTUNITY TO RESPOND, AND THE VAST MAJORITY DO OPT IN TO LET THEIR STUDENTS PARTICIPATE.
AND WE'RE ALSO LOOKING AT CHANGING THINGS IN OUR SYSTEM WHERE, LIKE A REGISTRATION PROCESS, LIKE WE HAD TO SEND OUT THAT CONSENT, YOU KNOW, AFTER THE SCHOOL YEAR STARTED, NOW WE'RE EMBEDDING THOSE CONSENTS AS FAMILIES REGISTER, THEY RENEW THEIR REGISTRATION.
THAT'LL ALL BE BUNDLED THERE AND WE CAN CAPTURE MORE OF OUR FAMILY'S FEEDBACK IN THAT WAY.
SO I THINK JUST WANT TO THANK YOU FOR PUTTING EVERYTHING TOGETHER.
AND I JUST HAD A QUICK COMMENT OR SUGGESTION.
SINCE THIS IS A NEW SYSTEM, I WORRY ABOUT THEIR PARTICIPATION.
AND, YOU KNOW, OUR DISTRICT IS STILL LEARNING, COMMUNITY IS TRYING TO GET USED TO IT.
MAYBE TWO YEARS TO CONSIDER A BASELINE, NOT JUST ONE YEAR.
THAT WAY WE CAN REALLY REFLECT THE REAL BASELINE TO, YOU KNOW, MAKE PLANS FOR THE FUTURE YEARS.
YEAH, THAT IS THE SAME SUGGESTION FOR THE GOAL 1 AND I WOULD SUGGEST JUST TAKE TWO YEARS FOR THE BASELINE.
THANK YOU TRUSTEE WEI AND THAT WILL MAKE SURE THAT'S PART OF OUR CONVERSATION LATER TRUSTEE LANDRUM. SO I HAVE A COUPLE OF QUESTIONS, BUT MY FIRST ONE IS SAMPLE LANGUAGE THAT YOU MAY BE RECOMMENDING FOR BOARD GOAL FOUR AND SAMPLE LANGUAGE FOR THE GOAL PROGRESS MEASURES AND HOW THAT WOULD BE TRACKED ON OUR PROGRESS MEASURES AS WELL. I THINK THE BOARD HEARING OR BEING ABLE TO SEE THAT LANGUAGE WOULD BE REALLY HELPFUL FOR US AS WE MOVE FORWARD WITH IT, SO THAT WOULD BE MY FIRST REQUEST IS GETTING SAMPLE LANGUAGE FOR WHAT THE GOAL ACTUALLY WOULD, YOU KNOW, YELLOW RECOMMENDING. I DON'T HAVE A PREFERENCE ON EITHER ONE OF THESE. I KNOW WE PUT A LOT OF EFFORT INTO DEVELOPING PANORAMA AND MAKING IT WORK FOR US AND JUST AS I FELT LIKE WE WERE KIND OF GATHERING STEAM, SENATE BILL 12 HIT AND KIND OF PUT THAT GOAL IN TOPSY-TURVY. AND SO,
[01:45:02]
I HESITATE GOING WITH A NEW SYSTEM JUST BECAUSE I DON'T WANT TO HAVE TO HAVE THAT RAMP-UP PERIOD AGAIN. BUT, AGAIN, I'M NOT OPPOSED TO IT IF THIS IS A BETTER PRODUCT AND WE'RE GOING TO GET BETTER RESULTS THAT ARE GOING TO BE MORE APPLICABLE.BUT ARE WE GOING TO GET BETTER RESULTS WITH PANORAMA IF WE'RE STILL DOING THE SAME LONGER WINDOW FOR, YOU KNOW, GETTING CONSENTS, YOU KNOW, SO IT'S JUST KIND OF, I'M REALLY JUST KIND OF PONTIFICATING BECAUSE I DON'T REALLY HAVE A SERIOUS PREFERENCE ABOUT IT, BUT JUST THERE'S SOME CONCERNS THAT I HAVE ON THAT AND, YOU KNOW, WHAT KIND OF RAMP-UP DO WE HAVE ON TRAINING OUR STAFF TO IMPLEMENT A NEW PRODUCT AND, YOU KNOW, GETTING FAMILIES EDUCATED ON IT AND, YOU KNOW, I DON'T KNOW HOW OUR CONTRACT IS WITH PANORAMA AND CANCELING OUR CONTRACTS, NEW CONTRACTS.
THOSE ARE JUST SOME INITIAL THOUGHTS AS WE'RE HEARING THIS, YOU KNOW, FOR THE FIRST TIME.
BUT I THINK PROBABLY THE FIRST STEP WOULD BE LOOKING AT WHAT POSSIBLE LANGUAGE WOULD LOOK LIKE FOR A BOARD GOAL.
BUT I DO THINK THAT IT'S A VITAL GOAL THAT WE KEEP.
I THINK THAT FOR A LONG TIME WE DIDN'T REALLY LOOK AT STUDENT WELL-BEING IN OUR DISTRICT.
AND I THINK IT'S REALLY IMPORTANT THAT WE DO THAT.
SO FOR THE DISTRICT THIS SIZE, WE OBVIOUSLY HAVE A NUMBER OF STUDENTS AND PARTICIPATION.
MY QUESTION IS, I KNOW WE HAVE THE GOAL FOUR AS A DISTRICT, BUT ARE WE LOOKING INTO ALSO MAYBE INCLUDING SOME COHORTS WITHIN THAT POPULATION JUST TO TRACK FOR THE DURATION AND SEE HOW THEY'RE PROGRESSING DURING THAT TIME? WE WOULD BE ABLE TO DISAGGREGATE THE DATA BY OUR STUDENT GROUPS, AND THEN THE WAY WE HAD DISCUSSED IT IS BY A COHORT MODEL SO WE CAN BE TRACKING THE GROWTH OVER TIME. I THINK MY LAST ONE, THIS MIGHT BE FOR DONNIE, BUT SO IF WE CHOOSE TO MOVE TO SATCHEL, WHAT HAPPENS TO THE DATA FROM PANORAMA? HOW IS THAT SECURE OR HANDLED? I DON'T KNOW.
WE WILL HAVE TO LOOK INTO THAT.
I KNOW THAT I'M ONE OF THE FEW PEOPLE ON THIS SIDE OF THE TABLE THAT WAS HERE WHEN WE MADE THOSE GOALS THE FIRST TIME, AND I KNOW THAT...
UM THE STUDENT DATA BEING IN THAT SYSTEM WAS ONE OF THE BIG PUSHBACKS THAT WE GOT WHEN WE WERE STARTING TO USE IT BUT THAT WOULD HAVE TO BE SOMETHING WE HAVE TO INVESTIGATE ONCE WE TERMINATE THE CONTRACT AND WHAT DO THEY DO WITH THAT STUDENT DATA.
TRUSTEE LANDRUM. SORRY I HAD ONE MORE THOUGHT I SHOULD HAVE WRITTEN IT DOWN BUT JUST IN RESPONSE TO TRUSTEE WEI'S COMMENT ABOUT BASELINE DATA.
IT IS JUST SOMETHING THAT WE AS A BOARD NEED TO CONSIDER, THAT ANYTIME WE HAVE BASELINE DATA, IT AFFECTS THE SUPERINTENDENT'S CONTRACT, BECAUSE HE DOES GET HIS BONUS BASED ON BOARD GOALS.
AND IF WE ARE COLLECTING BASELINE DATA, HE'S NOT ELIGIBLE FOR HIS CONTRACTED, AGREED-UPON BONUS BASED ON ACCOMPLISHING THOSE GOALS.
SO IF WE DON'T HAVE A YEAR THAT WE'RE COLLECTING DATA ON ANY OF THESE, IT AFFECTS HIS CONTRACT.
TWO YEARS THAT WE HAVE BASELINE DATA AND WE'RE NOT ACTUALLY COLLECTING AND REPORTING OUT TARGETS THAT HE'S MET FOR US BECAUSE IT WILL DEFECT HIM WITH HIS CONTRACT.
SO JUST SOMETHING THAT WE NEED TO ALSO MAKE SURE THAT WE'RE THINKING ABOUT FOR ANY OF THESE GOALS.
I KNOW WHEN WE ORIGINALLY STARTED GOAL FOUR, WE MADE A MOTION THAT WE WOULD START GOAL FOUR, BUT WE WOULD NOT WE WOULD NOT APPLY THAT TO HIS CONTRACT.
AND BECAUSE IT WAS A DATA GATHERING YEAR AND SO WE JUST NEED TO MAKE SURE THAT AS WE'RE GOING THROUGH THIS PROCESS IF WE'RE CHANGING ANYTHING THAT WOULD APPLY TO HIS CONTRACT AND HIS CONTRACTUALLY AGREED UPON BONUS.
OKAY, I DON'T SEE ANYONE ELSE IN THE QUEUE.
I JUST WANT TO SAY THAT I AGREE THAT IT WOULD BE GREAT TO SEE RECOMMENDED SAMPLE LANGUAGE.
THE GOAL AND THE PROGRESS MEASURES.
I THINK THERE'S A LOT OF VALUE IN ALIGNING OUR STUDENT GOALS WITH OUR STRATEGIC PLAN, THOSE THAT WE HAVE FLEXIBILITY WITH, BECAUSE I KNOW, YOU KNOW, I'VE TALKED WITH SOME OTHER TRUSTEES ABOUT THE STRATEGIC PLAN BEING CREATED AFTER WE DID, YOU KNOW, THIS FIRST ROUND OF STUDENT OUTCOME GOALS, AND I KNOW ALL OF THAT WAS TAKEN INTO ACCOUNT WHEN WE CREATED THE STRATEGIC PLAN, BUT THEY WERE STILL DONE SEPARATELY AND WE HAVE AN OPPORTUNITY NOW
[01:50:01]
TO CLOSE THOSE GAPS BETWEEN YOU KNOW, OUR GOALS AND THE PLAN.SO, YOU KNOW, AGAIN, AND THIS WILL BE PART OF THE CONVERSATION LATER, TO TRUSTEE WEI'S POINT, IF THIS IS ALREADY BEING DONE, HOW DO OUR GOALS FIT INTO THAT? AND I THINK THAT SAMPLE LANGUAGE AND THOSE PROGRESS MEASURES WILL BE IMPORTANT.
ALSO UNDERSTANDING THAT YOU WANT TO SEE HOW OUR CONVERSATION GOES TONIGHT BEFORE YOU WRITE THAT LANGUAGE.
AND I THINK, YOU KNOW, THIS WAS A COMPLETELY COMMUNITY-CENTERED GOAL, AND WE GOT EVEN MORE INPUT, I THINK, ESPECIALLY IN THAT ONLINE SURVEY THAT WILL HELP INFORM.
THIS GOAL AND MAYBE HOW OUR PROGRESS MEASURES MIGHT LOOK DIFFERENT OR COMPLEMENT WHAT'S IN THE STRATEGIC PLAN.
SO THANK YOU FOR BRINGING THIS TO US.
NICHOLS TALKED ABOUT THIS AND CLOSING THAT GAP, YOU KNOW, AND I THINK WE'LL HAVE GOOD DISCUSSION LATER AROUND BOARD GOAL FOUR.
WELL, I GUESS I WANT TO TAKE A STEP BACK BECAUSE WHEN WE LAST TIME WE DIDN'T GET SAMPLE LANGUAGE FROM STAFF, THE GOALS ARE OURS.
SO I THINK IF WE WANT THIS GOAL, I DON'T WANT TO PUT IT ON THEM.
WE SHOULD HAVE THAT DISCUSSION AND WE SHOULD COME UP WITH OUR OWN GOAL.
AND THEN GOAL PROGRESS MEASURES IS JUST THEM.
THEY DIDN'T EVER HAVE TO BRING THAT TO US.
THEY JUST SHOWED US THAT AFTERWARDS.
SO I JUST WANT TO BE CLEAR THAT, AND MAYBE WE NEED A CONSENSUS, BUT...
I THINK WE SHOULD DISCUSS IT AND WE SHOULD COME UP WITH OUR GOAL AND WE SHOULD NOT EXPECT STAFF TO HAVE TO COME BACK AND GIVE THAT TO US.
I THINK IT WAS MORE BECAUSE THIS PARTICULAR SYSTEM IS ALREADY CREATED.
IT WAS MORE JUST OUR LACK OF UNDERSTANDING.
I MEAN, WE GOT GREAT INFORMATION TONIGHT, BUT WE'RE NOT IN THE WEEDS OR IN THE THICK OF HOW IT OPERATES.
AND SO I THINK I WAS THINKING MORE ALONG THOSE LINES.
THAT'S EXACTLY WHAT I WAS THINKING.
LIKE, I DON'T KNOW, I COULDN'T WRITE A GOAL TO SAY THAT I WANT IT TO GO FROM THIS PERCENTAGE TO THAT PERCENTAGE WHEN I DON'T EVEN KNOW WHAT THEY'RE REPORTING OUT OF IT.
BUT I DO APPRECIATE THAT THAT DIDN'T EXIST ALREADY IN YOUR PRESENTATION, BECAUSE WE DO HAVE TO HAVE THE DISCUSSION UP HERE FIRST TO DETERMINE WHAT WE WANT IT TO LOOK LIKE.
SO I THINK BOTH IDEAS ARE VALID, BUT ALSO WE DO OWN IT AND WE DO WRITE IT.
AND I JUST WANT TO SAY THAT OUR GOAL WE DID SET THE PERCENTAGES LATER, BUT THAT WAS SEPARATE.
SO OUR GOAL FOR BOARD GOAL FOUR JUST SAYS WE'LL INCREASE THE PERCENTAGE, RIGHT? AND WE HAVE TO GIVE PERCENTAGES IN THERE, RIGHT? BUT I THINK WE COULD EASILY DO SOMETHING WITH THE WORDS FROM THE STRATEGIC PLAN WHERE YOU COULD DO, YOU KNOW, WE'LL INCREASE THE PERCENTAGE OF STUDENTS WHO REPORT A POSITIVE SENSE OF PHYSICAL, EMOTIONAL, AND SOCIAL WELL-BEING, AND WE WOULD NEED TO ADD PERCENTAGES.
I JUST FEEL STRONGLY THAT WE SHOULD DO IT OURSELVES.
AND THEN I JUST ALSO, REGARDING THE SUPERINTENDENT'S CONTRACT, TYPICALLY WE DON'T HAVE BOARD COUNSEL FOR AN ACADEMIC WORKSHOP, BUT I ASKED MICHELLE TO BE HERE TONIGHT AS WE DISCUSS OUR GOALS AND WHAT WE WANT TO DO WITH THEM AND CONSTRAINTS, ESPECIALLY IF WE DISCUSS THE SUPERINTENDENT'S CONSTRAINTS.
I WANTED TO MAKE SURE THAT WE HAD BOARD COUNSEL HERE IN CASE WE HAD ANY CONTRACTUAL QUESTIONS OR ANYTHING AND HOW WE SHOULD.
MOVE FORWARD OR NOT MOVE FORWARD WITH THAT.
I DON'T SEE ANY OTHER SPEAKERS.
LLOYD, I DON'T KNOW WHAT YOU WANT TO MOVE INTO NEXT.
BUT IF IT'S OKAY WITH YOU, I'D LIKE TO TAKE A BRIEF BREAK SINCE WE'VE BEEN GOING FOR TWO HOURS.
TRUSTEES, LET'S SAY 10 MINUTES.
SO WE'LL COME BACK AROUND 07:40.
IT IS 7:31, AND WE ARE IN RECESS.
A LOT TO PUT TOGETHER AND YOU GUYS HAVE BEEN WORKING ON THAT, SO I REALLY APPRECIATE ALL THE WORK THAT YOU PUT INTO THAT AND BRINGING THAT TO US TONIGHT.
AND NOW I'LL TURN IT OVER TO DR.
ARE WE GOING BACK TO THE GOALS? YES.
SO DO YOU ALL HAVE A COPY WHERE YOU CAN SEE THE CURRENT? GOALS THAT WE HAVE.
FROM THE DISCUSSION THAT WE JUST HAD, WE KNOW THAT THERE'S GOING TO BE THAT PERIOD OF TIME WHERE WE'RE GOING TO STILL HAVE THE CURRENT GOALS THAT WE HAVE AND THEN ALSO TALK ABOUT OUR GOALS MOVING FORWARD FOR THE FUTURE.
NOW WITH OUR PRESENT GOALS, IS EVERYBODY FINDING THAT? OKAY.
WITH OUR PRESENT GOALS AND OUR ACCOUNTABILITY SYSTEM AS IT IS TODAY.
IT'S IN SECTION FOUR OF YOUR PACKET, IF YOU'RE LOOKING FOR THE BOARD GOALS.
SO LET'S JUST TALK ABOUT WHAT YOU NOTICE ABOUT THE
[01:55:01]
GOALS THAT YOU CURRENTLY HAVE.AND I SEE THAT YOU HAVE YOUR GOALS AND YOUR CURRENT GOALS AND YOUR CURRENT CONSTRAINTS FROM 2022, IF I CAN READ IT DOWN THERE, TO 2026.
HAS EVERYBODY GOT THAT? AND FROM THE PRESENTATION, WE JUST GOT FROM A...
OUR ACCOUNTABILITY DEPARTMENT, WE SEE WHERE WE ARE AND WE SEE WHERE WE WANT TO GO IN JUST THIS YEAR.
SO LET'S LOOK AT THAT AND SEE IF THERE'S ANY WONDERINGS ABOUT OUR GOALS, OUR CURRENT GOALS AND CONSTRAINTS.
ARE THERE ANY WONDERINGS? AND TRUSTEES, FOR THIS PART, WE'LL DO IT LIKE A WORKSHOP WHERE YOU DON'T HAVE TO PUSH YOUR BUTTON.
ANY WONDERINGS? I'M SORRY, SO YOU'RE ASKING JUST OVERALL? YES, MA'AM.
ANY WONDERINGS? HOW MANY OF YOU WERE PART OF THE PROCESS TO CREATE THESE GOALS AND CONSTRAINTS? OKAY.
ALL RIGHT, THAT MEANS HALF THE ROOM IS NEW TO THAT, RIGHT? OKAY.
SO JUST TO MAKE SURE THAT EVERYONE'S ON THE SAME PAGE, WHEN WE HAVE OUR GOALS, REMEMBER OUR GOAL IS A SMART GOAL.
YOU NEED TO READ JUST THE FIRST ONE THAT YOU SEE.
TELL THEM WHETHER IT'S THE READING OR THE MATH OR THE CCMR. THIS IS EARLY LITERACY, THIRD GRADE.
THE DISTRICT WILL INCREASE THE PERCENTAGE OF STUDENTS WHO SCORE MEETS GRADE LEVEL OR HIGHER ON THIRD GRADE STAR READING FROM 53% TO 76% BY 2026.
I OBVIOUSLY WOULDN'T ACHIEVE THIS GOAL BECAUSE I CAN'T READ.
WELL, THANK YOU FOR READING THAT.
SO WE KNOW IT'S BEEN A FIVE-YEAR GOAL, RIGHT? AND THE GOAL IS WHAT WE CALL A SMART GOAL.
REMEMBER? SO WHEN YOU HAVE A SMART GOAL, THEN YOU KNOW, LIKE, WHERE YOU ARE AND WHERE YOU'RE TRYING TO BE AND THEN THE TIME ALLOTMENT IN THAT.
WHAT ELSE DO YOU THINK THAT YOU WOULD NEED TO KNOW ABOUT A GOAL IN ORDER TO ACHIEVE IT? NOT NECESSARILY THAT SPECIFIC GOAL, BUT ANY GOAL.
WHAT WOULD YOU NEED TO KNOW ABOUT A GOAL IN ORDER TO ACHIEVE IT? WHERE WE'RE AT.
YOU HAVE TO KNOW WHERE YOU'RE AT.
WHERE YOU'RE GOING AND HOW LONG IT'S GOING TO TAKE YOU TO GET THERE.
WHERE YOU'RE GOING AND HOW LONG IT'S GOING TO TAKE YOU TO GET THERE.
WHAT ELSE MIGHT YOU NEED TO KNOW? WHAT'S THE CRITERIA? WHAT'S THE CRITERIA? SO LET'S LOOK AT THE ONE.
HAS EVERYONE FOUND THE ONE THAT HE JUST READ? AND I'M NOT GOING TO ASK YOU TO REPORT IT OUT, BUT YOU CAN SEE ALL THE ANSWERS TO THE QUESTIONS THAT WE JUST ASKED, RIGHT? SO IF I ASKED SOMEONE TO GET FROM ROUND ROCK TO DALLAS, WHAT WOULD I NEED TO KNOW? WE'RE JUST TRAVELING.
I'M TRYING TO GET YOU FROM ROUND ROCK TO DALLAS.
WHAT DO YOU WANT TO KNOW ABOUT MY JOURNEY? HOW LONG WILL I SIT IN THE PARKING LOT? HOW LONG WILL I SIT IN THE PARKING LOT? OKAY.
WHAT ELSE MIGHT I WANT TO KNOW? ARE YOU STOPPING TO EAT? AM I STOPPING TO EAT? BECAUSE WHAT WOULD THAT, WHAT WOULD THAT, WHY WOULD THAT MATTER? THAT WOULD ADD TIME.
WHAT ELSE? ARE YOU TAKING GAS OR ELECTRIC? ARE YOU TAKING GAS OR ELECTRIC? THAT'S REALLY, REALLY FUNNY.
BECAUSE MY SON HAS AN ELECTRIC CAR AND I WAS LIKE, STOP RUNNING THE CAR, IT'S GOING TO RUN OUT OF GAS.
WHY WEATHER? WHAT ABOUT THE WEATHER? IT WILL IMPACT YOUR TRAFFIC.
WHAT ELSE? WHO'S GOING WITH YOU.
WHO'S GOING WITH YOU? BECAUSE MOM MIGHT HAVE SAID, NOBODY'S GOING WITH YOU.
YOU MIGHT SAY, HEY, IT'S THE WHOLE CROWD, RIGHT? DID WE SAY WHO'S DRIVING YET? WE DIDN'T EVEN SAY HE WAS DRIVING.
WE DID NOT EVEN SAY HE WAS DRIVING.
WHAT ELSE DO YOU NEED TO KNOW ABOUT A GOAL? WHICH ROUTE? WHICH ROUTE TO TAKE.
SO WHY DOES THAT MATTER? SOME PEOPLE DON'T PAY TOLLS.
SOME PEOPLE DON'T PAY TOLLS, RIGHT? OKAY, WE'RE NOT GOING TO IDENTIFY, BUT YES.
WHICH ROUTE YOU TAKE, WHY DOES THAT MATTER? THAT'S A GOOD ONE.
WHICH ROUTE DO YOU TAKE? WHY DOES THAT MATTER? BECAUSE YOU'RE GOING TO GET LOST IF YOU DON'T KNOW WHERE YOU'RE GOING.
YOU'RE GOING TO GET LOST IF YOU DON'T KNOW WHERE YOU'RE GOING? WHAT ELSE ABOUT WHICH ROUTE DO YOU TAKE MATTER? WHY WOULD THAT MATTER? HOW SOON YOU CAN GET THERE.
HOW SOON YOU CAN GET THERE? THERE'S A LOT OF DIFFERENT WAYS TO GET TO THE SAME GOAL.
THERE'S A LOT OF DIFFERENT WAYS TO GET TO THE SAME GOAL.
AND SO WHEN WE THINK ABOUT GETTING TO A GOAL, AND THERE'S A LOT OF DIFFERENT WAYS TO GET TO A GOAL, BUT WE WANT SOMEONE TO DO IT A CERTAIN WAY, WHAT MIGHT WE CALL THAT?
[02:00:02]
WE HAVE A GOAL.BUT THERE'S A LOT OF DIFFERENT WAYS TO GET THERE.
BUT YOU WANT PEOPLE TO GO A CERTAIN WAY.
WHAT WOULD YOU CALL THAT? BACKSEAT DRIVING? NO, NOT BACKSEAT DRIVING.
IF YOU WANT THEM TO TAKE I-35... DIRECTIONS? PARDON? DIRECTIONS.
OKAY, SO WHAT COULD BE ANOTHER WORD FOR DIRECTION? GPS.
WHAT WOULD BE ANOTHER WORD FOR GPS IF YOU WANT SOMEONE TO GO A SPECIFIC WAY? WHAT, THE DIRECTIVE YOU'RE GIVING, I GUESS? IT'S KIND OF LIKE A DIRECTIVE, KIND OF LIKE A DIRECTIVE.
SO IF YOU HAVE A GOAL OF GETTING TO DALLAS AND YOU WANT THEM TO GO A CERTAIN WAY TO GET THERE AND IT'S KIND OF A DIRECTIVE, WHAT MIGHT YOU CALL THAT? THE SUPERINTENDENT, BUT...
YEAH, RIGHT? SHE'S LIKE, I'VE GOT THE ANSWER.
SO HERE'S A WORD THAT YOU ALREADY KNOW.
IF YOU WANT IT DONE A CERTAIN WAY AND YOU HAVE A GOAL OF GETTING THERE, AND YOU CAN GET TO DALLAS BY TAKING I-45 OR I-35 OR I-10.
IT WOULD TAKE A LONG TIME TO GET TO I-10. BUT JUST THINK ABOUT IF YOU WANT TO MAKE SURE IT'S A CERTAIN WAY, CERTAIN WAY.
WHAT MIGHT YOU CALL THAT? IT STARTS WITH A C.
YOU'RE GOING TO HAVE TO WHAT? OH, THAT'S YOUR FEET.
IT'S KIND OF LIKE CONTROL, BUT WHAT IS IT? YOU GOT THE CON RIGHT.
EVERY BOARD GOAL HAS AT LEAST...
LET'S GIVE HIM A HAND, EVERYBODY.
AND WHILE WE'RE NOT APPROVING ANYTHING TONIGHT, ANYTIME...
SOMETHING AS SIMPLE AS DRIVING TO DALLAS HAS A MODE OF TRANSPORTATION AS OPPOSED TO OTHER MODES OF TRANSPORTATION, HAS A MODE OF DIRECTION AS OPPOSED TO OTHER MODES OF DIRECTION, AND HAS, SOMEBODY SAID TIME, TIME LIMIT.
BY WHEN DO YOU WANT TO GET THERE, RIGHT? SO YOU KNOW THAT ALL OF YOUR GOALS THAT YOU'RE LOOKING AT RIGHT THERE ALSO HAVE CONSTRAINTS.
IN THE FUTURE, AND WE'RE NOT GOING TO BE DECIDING ANYTHING TONIGHT, BUT IN THE FUTURE, YOU JUST GOT THROUGH HEARING ABOUT A POSSIBLE NEW PROGRAM WITH A POSSIBLE GOAL, RIGHT? SO AS WE LEARN MORE ABOUT THAT, WE WOULD DEVELOP THAT GOAL AND WE WOULD DEVELOP THE CONSTRAINTS FOR THAT GOAL.
BECAUSE WHAT IS A GOAL WITHOUT CONSTRAINTS? THINK ABOUT IT.
YOU CAN THINK ABOUT WHAT WOULD THAT BE LIKE IN YOUR HOUSE? IF YOU HAD A GOAL OF CLEANING UP THE HOUSE, OR A GOAL OF WASHING THE CAR, OR A GOAL OF DOING ANYTHING, BUT YOU DIDN'T HAVE THE RULES TO GO BY, THE RULES TO GO BY, WHAT WOULD HAPPEN? IF YOU HAD AN OPPORTUNITY...
YOU MIGHT POSTPONE THINGS TOO LONG AND PROCRASTINATE.
YOU MIGHT PROCRASTINATE, YOU MIGHT MAKE THINGS TAKE TOO LONG, WHAT ELSE COULD HAPPEN? CHAOS.
WHAT ELSE COULD HAPPEN? WOULD YOU MAYBE NOT REACH YOUR GOAL? BECAUSE IF YOU'RE JUST DOING STUFF, WORKING HARD AND JUST DOING STUFF, DOES THAT GUARANTEE THAT YOU REACH YOUR GOAL? IF YOU'RE JUST DOING RANDOM ACTS OF IMPROVEMENT, IT HAS TO BE FOCUSED TOWARD THE GOAL.
SO WHEN WE LOOK AT OUR CURRENT GOALS, THE BOARD ALREADY HAS THOSE GOALS.
AZIZ HAS ALREADY STATED, AND YOU KNOW AS WELL, WHEN THE BOARD OWNS THE GOALS, THE BOARD ALSO HAS CONSTRAINTS FOR THAT, RIGHT? AND THE REASON WE HAVE CONSTRAINTS IS BECAUSE WE HAVE TO KNOW WHAT ARE THE RULES WE'RE PLAYING BY TO REACH THIS GOAL.
WHAT DO WE NEED TO HELP SUPPORT THE GOAL TO MAKE SURE THAT WE HAVE AN OPPORTUNITY TO REACH THE GOAL? SO LET'S, HE READ THE FIRST GOAL.
SOMEBODY READ ONE OF THE OTHER GOALS.
[02:05:01]
AND LET'S THINK ABOUT WHAT DO WE NEED TO DO TO MAKE SURE WE HAVE AN OPPORTUNITY TO REACH THAT GOAL.THE DISTRICT WILL INCREASE THE PERCENTAGE OF STUDENTS WHO SCORE MEETS GRADE LEVEL OR HIGHER ON THIRD GRADE STAR MATH FROM 40% TO 76% BY 2026.
ONE THING I HEARD FROM THAT GOAL, IS IT AT A LOW LEVEL OF ATTAINMENT? OR WHAT ARE WE ASKING FOR? WE'RE ASKING FOR STUDENTS TO BE AT WHAT LEVEL? MEETS OR ABOVE.
SO THAT'S DIFFERENT THAN JUST PASS THE TEST.
WE'RE TALKING ABOUT MEETS OR ABOVE.
HAVE THAT OCCUR TO BECOME REALITY IN THAT GOAL, WHAT ARE SOME THINGS WE MIGHT NEED TO KNOW? THAT WOULD BE THE SUPERINTENDENT AND THE SUPERINTENDENT'S TEAM'S WORK.
WHAT IS METRIC? YEAH, WHAT IS MEETS IN THE NEW WORLD, IN OUR NEW WORLD OF ACCOUNTABILITY? WHAT IS MEETS GOING TO BE, RIGHT? WE MAY ALSO NEED TO KNOW, LIKE, WHAT IS THAT CURRICULUM? IS IT THE SAME CURRICULUM THAT WE'RE USING NOW OR IS IT SOMETHING DIFFERENT? AND SO AS YOU CAN SEE, THERE ARE DIFFERENT THINGS TO THINK ABOUT WHEN YOU ARE LOOKING AT YOUR CURRENT GOALS.
AND THEN AS WE THINK ABOUT MOVING FORWARD WITH THE NEW ACCOUNTABILITY TO ADJUST THESE GOALS AND THE CONSTRAINTS, THEN WE'LL HAVE TO FIND OUT, IS IT THE SAME CURRICULUM OR IS IT SOMETHING DIFFERENT? DO WE NEED TO HAVE SOME IMPLEMENTATION SUPPORT TO GET THESE GOALS? TO MOVE.
SO LET'S JUST LOOK AT THE GOALS THAT WE HAVE THERE.
AND I WANT YOU TO JUST TALK TO YOUR NEIGHBOR FOR JUST A COUPLE OF MINUTES AND THINK ABOUT TWO THINGS.
ONE, DO YOU UNDERSTAND THE CURRENT GOALS? TWO, DO YOU SEE THE CURRENT GOALS MOVING FORWARD? AND WE'RE JUST TALKING ABOUT READING, MATH, AND CCMR RIGHT NOW.
I UNDERSTAND THAT THERE'S A GOAL FOUR AND I UNDERSTAND THAT THERE MAY BE A CHANGE THERE.
BUT JUST MAKING SURE THAT WE UNDERSTAND THE CURRENT GOALS THAT WE HAVE NOW.
NOW, I KNOW THAT THIS BOARD HAS ALREADY ALSO DEVELOPED THE GOAL PROGRESS MEASURES TO SUPPORT THAT GOAL.
BUT IN ORDER TO MAKE SURE THAT WE CAN TALK ABOUT THE FUTURE, WE HAVE TO UNDERSTAND WHAT IS RIGHT NOW.
DOES THAT MAKE SENSE? TO UNDERSTAND WHAT IS RIGHT NOW.
SO JUST TAKE A COUPLE OF MINUTES TO TALK TO YOUR PARTNER ABOUT DO WE UNDERSTAND WHAT WE HAVE RIGHT NOW? AND WHAT WOULD BE SOME RECOMMENDATIONS MAYBE? OR SOME CONSIDERATIONS TO THINK ABOUT AS WE MOVE FORWARD.
I'LL GIVE YOU A COUPLE OF MINUTES TO TALK TO YOUR NEIGHBOR.
MAYBE TWO, I SEE SOME DISCUSSION.
WHAT ARE YOU NOTICING? WHAT ARE YOU NOTICING? IS EVERYBODY IN A GOOD PLACE? OKAY, SO WE'RE GOING TO START WITH THIS GROUP RIGHT HERE, AND WE'RE GOING TO LET EACH GROUP.
YOU HAD THE SUPERINTENDENT, SO OKAY, I GOT YOU.
I WAS LIKE, WHO'S YOUR PARTNER? OKAY, OKAY, OKAY.
SO JUST TO BE CLEAR WITH EVERYONE, WE ARE NOT APPROVING ANYTHING TONIGHT.
THAT'S NOT WHAT THIS IS ABOUT.
THIS IS ABOUT UNDERSTANDING WHAT WE HAVE RIGHT NOW AND THEN VISIONING WHAT WE CAN THINK ABOUT FOR THE FUTURE.
SO I'M GOING TO VOLUNTOLD THIS GROUP RIGHT HERE TO START, AND THEN I'LL LET THE NEXT GROUP.
[02:10:02]
VOLUNTEER AFTER THAT AND EVERYONE WILL TALK WITH THEIR PARTNER.JUST SOME OBSERVATIONS THAT YOU HAVE SO FROM THIS STUDY SO THERE'S NO WRONG ANSWER.
OKAY, THE FIRST WORD CANNOT BE NO.
I GUESS IT'S JUST, YOU KNOW, ONE THING THAT WOULD NEED TO KIND OF REVIEW WOULD BE WHERE OUR CURRENT TARGETS ARE, WHERE WE'RE STANDING, WHERE THEY WANT TO HAVE US FOR THE NEXT YEAR OR TWO, AND THEN WHERE OUR ORIGINAL PROJECTIONS WERE SUPPOSED TO BE. THAT WAS WHAT I WAS LOOKING UP RIGHT NOW. SO IF I'M UNDERSTANDING CORRECTLY, BECAUSE THE DISTRICT'S RECOMMENDATION IS TO REMAIN WITH THAT 25-26 FOR THE NEXT COUPLE OF YEARS AND THEN USE 28, I THINK IS WHAT IT WAS, AS BASELINE, YOU'RE SAYING WHAT WERE THE, IF WE WEREN'T SWITCHING ACCOUNTABILITY SYSTEMS, WHAT WERE THE PROJECTIONS VERSUS REMAINING AT THAT BASELINE WOULD BE A QUESTION.
SO AS WE'RE THINKING ABOUT BOARD GOALS ONE THROUGH THREE, YOU KNOW, I DON'T WANT TO SPEAK FOR EVERYONE ELSE, BUT I DO THINK THAT MOST OF US UNDERSTAND WHAT THE GOALS ARE AND WHAT OUR PROGRESS MEASURES ARE.
BUT THINKING AHEAD AND THINKING OF THE RECOMMENDATIONS AND ANY QUESTIONS AROUND THAT, OUR THOUGHTS ON ACCEPTING THOSE OR MAYBE WANTING TO LOOK AT NOT SOMETHING DIFFERENT BECAUSE WE CAN'T CHANGE THE GOALS, BUT TALKING ABOUT NOT ACCEPTING THOSE RECOMMENDATIONS AND POTENTIALLY DOING SOMETHING DIFFERENT WITH THE TARGETS.
DID I GET THAT RIGHT? I THINK YOU PROBABLY WENT A LITTLE TOO FAR. THAT WOULD MEAN THAT I WOULD HAVE TO DOUBT ERICA'S DATA AND BRAIN, AND I WOULDN'T DO THAT EVER.
NO, I'M NOT DOUBTING THAT AT ALL.
I'M TALKING ABOUT THE PROCESS.
I'M NOT SAYING THAT'S HOW I FEEL.
I'M JUST SAYING AS A BOARD, WE CAN TALK ABOUT, WE CAN TAKE THE RECOMMENDATION BUT ALSO TALK ABOUT IF WE WOULD LIKE TO DO SOMETHING DIFFERENT.
AND AGAIN, WE'RE NOT MAKING DECISIONS TONIGHT.
WE'RE JUST LISTENING TO ONE ANOTHER AND IMAGINING WHAT COULD BE AS WE ARE MOVING FORWARD.
SO YOU GET TO CHOOSE WHO'S THE NEXT GROUP TO TALK.
SO, BEING YOU ON THE BOARD AND LOOKING AT NUMBERS, BEING A NUMBERS GUY, I'M ALWAYS CURIOUS TO FIND OUT, AS YOU PROGRESS YEAR OVER YEAR, WHAT ARE, WHEN YOU SEND THESE GOALS, WHAT KIND OF CALCULATION ARE WE USING TO GET THAT TARGET FOR THAT PARTICULAR YEAR? SO, THAT WOULD BE HELPFUL FOR MY UNDERSTANDING.
HOW ARE WE ARRIVING AT THOSE NUMBERS? ABSOLUTELY, AND I UNDERSTAND THAT, AND SO WE PROBABLY NEED TO GET WITH THIS DEPARTMENT, WITH NICHOLS, TO MAKE SURE THAT ONCE YOU GUYS GET TO A POINT WHERE YOU'RE MOVING FORWARD WITH NEW GOALS, SAME GOALS, WHATEVER'S GOING TO BE APPROVED, THAT YOU UNDERSTAND THE METHODOLOGY THAT'S BEHIND THAT. SO YES, I HAVE A LITTLE BIT OF CONTEXT ON THAT.
UM, TRUSTEE CUERO, WHEN WE SAT IN THIS ROOM IN SEPTEMBER OF 2021, WE WERE IN THE BACK END OF A PANDEMIC, BUT THE WORLD WAS STILL TOPSY-TURVY, AND THE VAST MAJORITY OF OUR STUDENTS WEREN'T EVEN BACK INTO OUR BUILDINGS AT THAT POINT.
AND SO THE BOARD CAME UP WITH THESE NUMBERS, AND I WILL TELL YOU THAT A LOT OF THEM WERE JUST WILD A GUESSES. WE LOOKED AT WHERE WE WERE.
WE HAD NO STANDARDIZED TESTING TO BASE IT ON.
WE ASSUMED A LITTLE BIT OF REGRESSION.
WE INCORRECTLY, IN MY OPINION, THE BOARD INCORRECTLY PREDICTED THAT MATH WOULD RECOVER QUICKER THAN LANGUAGE ARTS, WHEN IN REALITY LANGUAGE ARTS RECOVERED MUCH QUICKER.
AND IN HINDSIGHT, OR, YOU KNOW, MONEY, MONEY, QUARTERBACKING, THAT MAKES COMPLETE SENSE, BECAUSE MATH IS REALLY YOU LEARN LIKE A TOWER, AND WHEN YOU'RE MISSING PARTS OF THE TOWER, IT'S REALLY HARD TO CONTINUE THE PROGRESSION IN MATH.
WHY THAT DIDN'T COME TO US THAT SATURDAY MORNING IN THIS ROOM IN 2021.
I DON'T KNOW, BUT I FIND A LOT OF COMFORT WITH THE DISTRICT'S RECOMMENDATION TO STAY WHERE WE ARE BECAUSE THEY REALLY WEREN'T BASED ON ANYTHING.
WE HADN'T TAKEN A STAR TEST IN TWO YEARS.
WE DIDN'T KNOW HOW COVID WAS REALLY GOING TO AFFECT OUR STUDENTS.
THERE WAS JUST SO MUCH UNKNOWN.
AND SO THAT'S WHERE A LOT OF THESE NUMBERS CAME FROM.
SAT IN THAT CORNER RIGHT OVER THERE AND I WAS ON THE MATH GOAL WITH ANOTHER TRUSTEE AND WE WERE LIKE WELL WE WERE AT THIS AND LET'S ASSUME A LITTLE BIT
[02:15:01]
OF REGRESSION SO WE'LL PUT THIS STUDENT GROUP AT THIS NUMBER.THAT WAS THE STATISTICAL ANALYSIS AND WAS POOR BUT IT WAS ALL THAT WE HAD AT THE TIME.
WE DID HAVE SOME STAFF HELP US.
WE DID HAVE STAFF HELPING US BUT WE WERE REALLY MAKING A LOT OF GUESSES ON HOW COVID WAS GOING TO IMPACT.
WE HAD A BRAND NEW SUPERINTENDENT.
HE'D BEEN ON THE JOB FOR TWO MONTHS.
AND SO WE WERE DOING A LOT OF WORK, AND WE WERE ONLY WORKING WITH FIVE TRUSTEES.
AND SO IT WAS JUST A LOT OF GUESSES AT THAT POINT.
IF I MAY ADD, AND THESE ARE ALL GOOD POINTS, BUT I THINK IT'S ALSO THE OTHER FACTORS THAT WE DID NOT THINK ABOUT AT THAT TIME IS HOW QUICKLY AND HOW OFTEN TEA CHANGED.
AGAIN, I KEEP SAYING IT, BUT IT'S REALLY THE TRUTH.
AGAIN, THEY CHANGED THE TICS, THEY CHANGED THE START TEST ITSELF.
REMEMBER, THEY ADDED THOSE SHORT, WHAT IS THAT, THOSE, YES, MULTIPLE STEPS, SHORT ESSAY QUESTIONS, OR WE HAVE TO RESPOND, OPEN-ENDED QUESTIONS, OPEN-ENDED RESPONSE, I GUESS.
THAT'S WHAT I WAS LOOKING FOR.
THEY ALSO, AS I SAID, CHANGED THE TICS, BUT THEN THE ACCOUNTABILITY SYSTEM ITSELF.
SO THERE WERE SO MANY CHANGES THAT DEA, WHEN WE SAT DOWN AGAIN ON SATURDAY BACK IN 2021, WE THOUGHT THINGS WOULD BE THE SAME, RIGHT, AS FAR AS LIKE THE SAME TESTS, THE SAME TICS, BUT THEY KEPT, DEA KEPT CHANGING.
SO THAT'S WHY YOU SAW WE WERE DOING, OUR STUDENTS WERE DOING IMPROVEMENT AND THEN, OOPS, WE WENT DOWN AGAIN AND THEN WE TRIED TO GO, BECAUSE THEY'RE CHANGING ALL THOSE RULES AND THOSE, I GUESS, THE REQUIREMENTS AND THINGS LIKE THE KIDS HAVE TO MEET IN ORDER FOR THEM TO.
I THINK THAT'S WONDERFUL CONTEXT BECAUSE WE WOULD NEVER KNOW.
AND JUST THINK ABOUT WHAT YOU DID SEVERAL YEARS AGO TO FRAME WHAT WE'RE STILL RESPONDING TO TODAY.
AND SO THAT REALLY SHOWS YOU THAT NOW, AS WE HAVE AN OPPORTUNITY TO LOOK AGAIN AS WE'RE MOVING TOWARD THE FUTURE, THAT WE HAVE TO HAVE THE SAME TENACITY, THE SAME FORETHOUGHT, AND REALLY DO WHAT'S RIGHT, THAT WE KNOW WHAT'S RIGHT FOR KIDS AND FOR FAMILIES IN THIS DISTRICT. SO THAT WAS GREAT CONTEXT BECAUSE HOW ELSE WOULD ANYBODY KNOW? THEY WOULDN'T KNOW. THEY WOULDN'T KNOW ANYTHING ELSE FROM THIS GROUP.
OKAY, YOU GET TO PICK WHO'S NEXT, AND IT'S GETTING SLIM. I'M GONNA PICK THAT HANDSOME MAN ON THE OTHER END.
WELL, WE ALREADY SHARED WHAT OURS, BECAUSE WE JUST TALKED ABOUT IT. LIKE, WE JUST DID OURS. AMBER DID IT. YEAH, HOW THE NUMBERSLIKE, THAT'SWE WONDER WHAT THE NUMBERS WOULD REALLY BE.
AND SO WE'VE ALREADY SHARED, BUT THANK YOU FOR PICKING US, SO WE WILL PICK THEM.
OH, I LIKE THE WAY SHE SEGUED THAT.
AND YOU KNOW WHAT? SHE'S RIGHT, BECAUSE GUESS WHAT? WE'RE ALMOST IN THE SAME SPOT TODAY AS WE'RE MOVING TO A NEW ACCOUNTABILITY.
SO WE HAVE TO IMAGINE AND REALLY PREDICT WITH THE BEST INFORMATION THAT WE HAVE.
WELL, I WOULD SAY IN MY GROUP, ONE OF THEM WAS THE PERSON RECOMMENDING THE, I DON'T EVEN KNOW, THE PRESENTATION.
I THINK THAT, JUST FOR ME PERSONALLY, I REALLY APPRECIATE THE RECOMMENDATIONS THAT WE GOT FROM STAFF BECAUSE IT WAS VERY TOUGH THE FIRST TIME AROUND.
AND I KIND OF WAS GOING BACK THROUGH OUR OLD AGENDAS TO LOOK, AND DR.
SO WE'RE ALREADY ON ONE AND TWO.
SO TO KEEP IT AT 76 IS STILL, YOU KNOW, IT'S STILL MAKING OUR TEACHERS WORK, AND IT'S STILL GETTING US PROGRESS GOING FORWARD.
I THINK OUR CCMR GOALS WERE MUCH CLOSER, BUT OBVIOUSLY WE HEARD FOR GOAL 3 SO MUCH IS GOING TO CHANGE THAT IT FEELS UNFAIR TO BUMP THAT UP SINCE 94% WAS ALREADY THE GOAL.
I MEAN, IF WE CAN GET THAT WITH ALL OF THE NEW STUFF OR EVEN CLOSE, THAT SEEMS...
TO ME, THAT SEEMS REASONABLE FOR OUR STAFF.
I MEAN, IT WOULD SEEM VERY UNREASONABLE TO TRY TO BUMP THAT WHEN WE KNOW NOTHING.
WELL, WE KNOW MORE THAN NOTHING.
I KNOW ERICA KNOWS A LOT, BUT I DON'T.
I THINK THAT THAT'S REALLY, REALLY GOOD.
AND, YOU KNOW, FOR EACH ONE OF THESE GOALS, YOU KNOW, WE HAVE THE GOALS.
YOU PROBABLY HAVE IT ALL RIGHT THERE.
YOU HAVE THE PROGRESS MEASURES AND THE CONSTRAINT.
YOU HAVE TO LOOK AT IT HOLISTICALLY AS WE'RE MOVING FORWARD THROUGH THIS.
PRESIDENT MARKUM A LITTLE TIME TO JUST KIND OF TALK ABOUT THE VISION OF THIS PROCESS, BECAUSE, AGAIN, WE'RE NOT VOTING ON ANYTHING TONIGHT, BUT WE DO HAVE THE OPPORTUNITY RIGHT NOW TO REALLY DIG DOWN AND LOOK AT WHAT WE HAVE, AND WE CAN PERCOLATE SOME SUGGESTIONS MAYBE FOR SOME THINGS THAT MIGHT HELP US EVEN ZERO IN A LITTLE BIT MORE AS WE'RE MOVING FORWARD, AND ESPECIALLY WITH, AND I WANT
[02:20:02]
TO COMMEND THE SENIOR TEAM, AGAIN, FOR THE GREAT INFORMATION THAT THEY'VE GIVEN TO THE BOARD AHEAD OF TIME.BECAUSE THAT WAS A LOT OF WORK TO GET THAT AND TO GET TO A RECOMMENDATION FOR THAT.
SO THAT WE CAN THINK ABOUT, AS THE BOARD OF TRUSTEES, WHAT WILL THE GOALS BE MOVING FORWARD? OKAY? YEAH, SO TONIGHT, AND I THINK SIMILAR TO WHAT YOU GUYS DID BEFORE, TONIGHT'S DISCUSSION, RIGHT? WE'RE NOT POSTED TO VOTE ON ANYTHING.
SO TONIGHT WE ARE TALKING ABOUT WHAT WE WANT THESE GOALS TO LOOK LIKE, WHAT WE WANT THESE CONSTRAINTS TO LOOK LIKE.
AND THEN AT A FUTURE MEETING, WE WILL APPROVE OUR NEW GOALS AND CONSTRAINTS GOING FORWARD, OR EXTENSION, WHATEVER WE DECIDE TO DO TONIGHT.
WE JUST NEED TO DO THAT BY JUNE BECAUSE THESE BECOME EFFECTIVE, RIGHT, FOR THE NEW SCHOOL YEAR.
SO, AGAIN, THE IDEA IS TO HAVE DISCUSSION AND TO GET CONSENSUS TONIGHT.
WE'RE WORKING ON A MUCH TIGHTER TIMELINE THAN YOU GUYS.
AND SO WE NEED TO MAKE SURE WE GIVE ADMINISTRATION PLENTY OF TIME TO COME BACK WITH THE PROGRESS MEASURES AND REALLY IRON OUT WHAT THOSE GOALS LOOK LIKE.
SO WE'VE TRIED TO BUILD IN A LITTLE BIT OF BUFFER BETWEEN NOW AND JUNE FOR AS MUCH TIME AS WE MAY NEED TO TACK ON TO THE MEETINGS THAT, AND WE KNOW WE HAVE A LOT OF MEETINGS COMING UP, ANY MEETINGS THAT WE HAVE COMING UP.
SO AGAIN, TONIGHT'S DISCUSSION AND CONSENSUS, BUT NOT A FORMAL VOTE ON THESE GOALS TONIGHT.
AND I BELIEVE WE'RE GOING TO TALK THROUGH.
AND AS WE LOOK AT TAKING SUGGESTIONS ON HOW TO MOVE FORWARD WITH GOALS ONE THROUGH THREE, THIS PART I WOULD LIKE FOR YOU TO USE YOUR BUTTONS, PLEASE, BECAUSE I THINK IT WILL, AGAIN, HELP CONTROL THAT PROCESS A LITTLE BIT MORE.
AND THEN WE'LL MOVE ON TO GOAL FOUR AND CONSTRAINTS.
SO I WILL OPEN IT UP TO YOU GUYS FOR ANY QUESTIONS OR THOUGHTS ON GOALS ONE THROUGH THREE.
TRUSTEE, OH WAIT, NOW THEY'RE POPPING UP.
TRUSTEE ZÁRATE, YOU'VE REACHED TO IT.
I GUESS MY FIRST, MY INITIAL THING ABOUT 1 THROUGH 3 IS THAT WE REALLY CONSIDER SERIOUSLY THE RECOMMENDATION OF OUR STAFF BECAUSE THEY ARE THE EXPERTS IN THIS, AND WHAT THEY'RE SAYING IS VERY REASONABLE TO ME, THAT THEY NEED TIME TO FIGURE OUT, YOU KNOW, WHERE WE'RE AT. THAT'S WHAT I GOT SO FAR. TRUSTEE WEIR, WELL I WAS GOING TO SAY THE SAME. I MEAN, I FEEL LIKE I'M REPEATING MYSELF FROM JUST A MOMENT AGO, BUT I FELT LIKE THE RECOMMENDATIONS FOR ONE THROUGH THREE WERE REASONABLE AND DOABLE BECAUSE WE DO WANT DOABLE GOALS FOR OUR STAFF. SO I WOULD BE INCLINED TO KEEP THE RECOMMENDATIONS.
TRUSTEE CUERO, YEAH, I THINK NOW THAT WE HAVE SOME DATA BEHIND SOME OF THIS INFORMATION, I THINK WHAT THE DISTRICT HAS DONE, THE TEAM HAS DONE, HAS GIVEN US SOME GOOD BASELINES TO FOLLOW. SO, YOU KNOW, IF WE HAVE THE DATA POINTS, THEN I THINK WE SHOULD GO WITH THAT. TRUSTEE ROSS, I GUESS MY ONLY FEEDBACK OR QUESTION WOULD BE TO DISTRICT IS SINCE IT KIND OF SEEMS LIKE THE NUMBERS ORIGINALLY WERE A LITTLE ARBITRARY AND THE DISTRICT AND OUR TEACHERS AND OUR STUDENTS JUST BUSTED BUTT TO ACCOMPLISH THOSE GOALS, IS THERE ANY OTHER, LIKE, THEY PROVIDED, I'M ASSUMING YOU'RE PROVIDING THE CURRENT GOALS BASED OFF OF THE ARBITRARY GOALS AND IF THERE NEEDS TO BE LEEWAY OR ANYTHING ELSE OR LIKE, BECAUSE THOSE FIRST ONES ARE KIND OF ARBITRARY, IF THAT MAKES SENSE. IT DEFINITELY MAKES SENSE, AND IF I HAD TO GIVE A SECONDARY RECOMMENDATION, IT WOULD BE TO LOOK AT THAT FOUR YEARS' WORTH OF DATA THAT WE'VE GIVEN YOU AND SEEING HOW WE'VE GROWN OVER THAT TIME TO EVEN USE THAT TO ADJUST.
AND IN DOING THAT, THERE MIGHT BE THE POTENTIAL EVEN TO LOWER THEM FROM WHAT THEY ARE RIGHT NOW, BECAUSE OBVIOUSLY WHAT THE WORK THAT WE'RE DOING, BECAUSE THE WAY THAT THEY WERE SET, IS NOT MEETING THAT EXPECTATION. SO YOU DO HAVE THAT SECONDARY SET OF DATA THERE THAT YOU CAN LOOK AT TO SEE IF YOU WANT TO LEAVE THEM THERE OR IF YOU WANT TO ADJUST THEM. THEN I THINK I WOULD BE OPEN TO LISTENING TO THE EXPERTS AND SEEING IF I MEAN, AND I SAID THIS, I THINK, AT OUR FIRST LONE STAR GOVERNANCE TRAINING, IS I THINK SOME OF OUR ROLE IS TO PUMP THE BRAKES A LITTLE BIT TO MAKE SURE THAT OUR STAFF CAN ACCOMPLISH THE DID I SAY THE WRONG THING? I'M SORRY.
I TRIED TO THINK OF ANOTHER WAY TO DO IT.
SLOW, YEAH, SLOW DOWN A LITTLE
[02:25:02]
BIT.AND SO THAT, RIGHT, TO MAKE SURE THAT WE DON'T PUT ADDED PRESSURE UNNECESSARILY ONTO OUR TEACHERS AND EXECUTIVE TEAM.
SO I WOULD SUPPORT IF THEY FELT THE NEED.
TO EVEN GO FURTHER DOWN TO A MORE REALISTIC GOAL BECAUSE THESE ARE KIND OF BASED OFF OF ARBITRARY THINGS.
MAY I ADD SOMETHING TO THAT? THANK YOU FOR DOING THAT, RUDY.
WE SHOULD GET SOME OF THE DATA BACK.
AS YOU REMEMBER, OUR STUDENTS ARE FINISHING UP, TAKING THE STAR TEST.
I THINK, IF I REMEMBER CORRECTLY, AND CORRECT ME IF I'M WRONG, I THINK WITHIN THE NEXT COUPLE WEEKS, WE SHOULD GET SOME OF THE STAR DATA BACK, AND I THINK MOST OF IT WILL GET SOMETIME EARLY MAY, I'M THINKING.
AND SO, I MEAN, THAT ALSO COULD BE AN OPPORTUNITY FOR US TO SEE HOW OUR STUDENTS DID THIS YEAR AND BRING THAT DATA ALSO TO YOU AS YOU MAKE A DECISION HOW TO MOVE FORWARD.
BUT WE'LL HAVE TO KIND OF WAIT A LITTLE BIT MORE BECAUSE WE'LL GET THEM BY THE END OF MAY.
DO YOU SEE ANY PUSHBACK OR NEGATIVE FEEDBACK FROM THE COMMUNITY IF WE REDUCE OR TRIM DOWN THE...
YOU'RE ASKING THE WRONG PERSON.
I, YEAH, PROBABLY, BUT I SUPPORT EXPERTS AND I'M, YOU KNOW, I HAVE A LOT OF STRENGTHS, BUT MY EXPERTISE IS NOT DATA AND I DON'T HAVE A PHD AND, YOU KNOW, EDUCATION AND THESE OTHER THINGS, RIGHT? AND SO I FEEL LIKE WHAT MAKES US GOOD LEADERS.
IS LISTENING TO THE PEOPLE THAT ARE EXPERTS AND CAN HELP GUIDE US THROUGH THIS PROCESS.
AND I FEEL LIKE SOMEBODY HAS TO, YOU KNOW, YOU GUYS HAVE PROBABLY HEARD ME TALK A LOT ABOUT THE IDEA THAT PEOPLE IN EDUCATION ARE THE FROGS IN BOILING WATER, RIGHT? I LEFT TEACHING A WHILE AGO I WENT BACK TO TEACHING AND IT'S A COMPLETE AND THE OTHER EDUCATORS IN THIS ROOM PROBABLY DON'T EVEN REALIZE THAT BECAUSE THEY'VE BEEN HERE THIS WHOLE ENTIRE TIME.
AND SO IT TAKES PEOPLE THAT ARE IN POWER, UNFORTUNATELY THAT'S US, RIGHT, TO KIND OF SLOW DOWN AND PUSH BACK ON WHAT PROTECTS OUR TEACHERS, WHAT PROTECTS OUR STUDENTS, WHAT PROTECTS OUR STAFF.
AND DOING WHAT'S RIGHT IS WHAT WE HAVE TO DO.
AND IF I HAVE TO HAVE CONVERSATIONS WITH, I DON'T KNOW, WHAT IS IT? FOR 20,000, 30,000 FAMILIES, I GOT TO DO IT.
LIKE THAT'S UNFORTUNATELY WHAT OUR JOBS ARE.
I THINK WE ARE IN THE TRANSITION PERIOD, LIKE FROM THE OLD SYSTEM TO NEW SYSTEM.
I MEAN, I'M OKAY WITH THE RECOMMENDATION FROM THE...
FROM THE DISTRICT AND JUST TRYING TO SAY WE NEED TO FOCUS FOR THE FUTURE AND NOT STAY WITH WHATEVER THE GOAL WE TRYING TO KEEP FOR 2027.
I THINK ANOTHER WAY IS WE NEED TO COMMUNICATE WITH THE COMMUNITY THAT WE KEEP THE SAME GOAL THE SAME PERCENTAGE BUT IT DOESN'T MEAN WE DIDN'T DO WORK RIGHT WE'RE STILL TRYING TO TRYING TO GET THERE AND MAKE BETTER THE GOAL THE NUMBER IS THERE IT DOESN'T MATTER AS LONG AS WE SHOW OUR, OUR CHAIN IS GOING UP.
THAT'S WHAT PEOPLE FOCUS ON AND THAT'S WHAT WE FOCUS ON TOO.
NUMBER IS NUMBER, IT DOESN'T MATTER.
BUT WE NEED TO COMMUNICATE WITH THE COMMUNITY THAT EVEN THOUGH WE KEEP THE SAME PERCENTAGE...
IT DOESN'T MEAN THAT WE DON'T DO WORK.
AND LAST THING IS I DO THINK FOR THE YEAR OF 2029, I THINK WE CAN GET TO BD THERE, BUT IF 2028 THE BASELINE IS WAY OFF OR SOMETHING, WE PROBABLY NEED TO RE-EVALUATE OR MAYBE GET ANOTHER YEAR FOR THE BASELINE.
THAT'S MY PREVIOUS COMMENT TOO.
BUT I THINK OVERALL I'M OKAY WITH THE RECOMMENDATION.
I'M SORRY TO GO BACK ON THAT, BUT LOOKING AT CCMR AS WELL, LIKE THAT SEEMS LIKE SUCH A HUGE, I DON'T KNOW, I'M JUST THINKING ABOUT THAT AS A TEACHER OR PRINCIPAL AT SUCCESS OR WHO WAS IT THAT LOST 20 POINTS, 20 POINTS, RIGHT? AND MAKING YOU FEEL LIKE YOU'VE BEEN ROCKING IT THIS ENTIRE TIME, DOING ALL THIS GREAT
[02:30:01]
WORK, AND THEN THE STATE CHANGES THINGS, EVEN THOUGH, BY THE WAY, LIKE, SORRY IF I GET ON MY SOAPBOX, BUT LIKE LONE STAR GOVERNANCE IS DONE BY TEA, SO WE'RE SUPPOSED TO HAVE FIVE-YEAR GOALS, BUT THEY CHANGE THAT ALL THE TIME, RIGHT? SO THEY EXPECT IT A LITTLE BIT. SORRY IF I GET A LITTLE WORKED UP. THEY EXPECT IT OUT OF US, BUT THEY WON'T DO IT. AND I JUST, IF WE CAN SUPPORT OUR TEACHERS AND OUR STUDENTS, MAKING SURE THAT THEY FEEL SUCCESSFUL WHILE IMPROVING WITH GROWTH. THAT'S A HUGE DROP.IF I MAY ADD, CCMR IS ACTUALLY EVEN MORE COMPLICATED, RIGHT? BECAUSE IT'S NOT JUST REQUIRE OUR TEACHER MAYBE TO TEACH DIFFERENTLY.
IT'S THE WHOLE SYSTEM HAS TO CHANGE.
LIKE WE HAVE TO CREATE MORE SOCIAL DEGREE, FOR EXAMPLE, PATHWAYS FOR THE KIDS AT EVERY COMPREHENSIVE HOUSE, WHICH IS LUCKILY FOR US, WE ARE ON PATH, ON WAY OF DOING THAT.
THINGS LIKE THAT, STUDENTS, WHEN IT COMES TO CTE NOW, THEY HAVE TO EARN, WE'RE TRYING TO GET THEM TO EARN A LEVEL 1, AT LEAST A LEVEL 1 CERTIFICATION, OR POSSIBLY EVEN UP TO LEVEL 2 CTE CERTIFICATION, RIGHT? AND ALSO, LUCKILY FOR US, REMEMBER WITH OUR NEW CTE BUILDING AND EVERYTHING WE'RE TRYING TO MOVE AND CHANGE TO, WE'RE ALREADY AHEAD IN MANY OTHER SCHOOL DISTRICTS.
IT'S GOING TO REQUIRE THE ENTIRE ORGANIZATION REALLY TO SHIFT HOW WE DO THINGS.
SO IT'S NOT JUST OUR TEACHERS HAVE TO TEACH DIFFERENTLY.
THE ENTIRE ORGANIZATION, THE SUPPORT, THE RESOURCES, ALL THE WAY WE DO THINGS, EVERYTHING HAS TO SHIFT.
SO THAT'S WHY IT'S GOING TO TAKE US, AND I'M THANKFUL THAT, ALTHOUGH I DON'T LIKE THE FACT THAT THEY'RE CHANGING EVERYTHING LIKE THE WAY YOU'RE SAYING, BUT IT'S GOING TO TAKE THREE TO FOUR YEARS FOR ANY SCHOOL DISTRICT REALLY TO PUT ALL THAT IN PLACE.
AND TO ENSURE THAT THEIR FUTURE GRADUATES ARE CSMA-READY WITH THIS NEW SYSTEM.
CAN I ADD SOMETHING REAL QUICK? JUST REAL FAST.
IT DOESN'T MEAN THAT THEY WEREN'T ALREADY COLLEGE CAREER MILITARY-READY.
IT IS THE IDEA THAT THE NEW SYSTEM.
AND SO I'M SAYING THAT MORE TO THE COMMUNITY THAN ANYBODY IN THIS ROOM.
TO ME, THE NEW SYSTEM FROM TDA, CORRECT.
THE FACT THAT THE COLLEGE PREP COURSES ARE GOING AWAY, RIGHT? SO THAT WOULD IMPACT 622 OF OUR STUDENTS.
SO OFF THE BAT, IF THIS NEW SYSTEM WILL KICK IN, 622 STUDENTS WOULD NOT BE ELIGIBLE TO TURN THAT FLAG ON.
AND AGAIN, IT HAS NOTHING TO DO OTHER THAN THEM JUST SAYING, COLLEGE PREP, THEY ONLY HAVE FIVE VENDORS, NOBODY IN MATH, YOU CAN'T USE IT.
SO IT DOES IMPACT THE STUDENTS THAT ARE TAKING THAT COURSE.
WE WANT TO CLARIFY, I DON'T THINK THE COMMUNITY UNDERSTANDS.
SO THE COLLEGE PRIORITIES, THESE COURSES, OUR DISTRICT REALLY PARTNERED WITH ACC, WITH US AS A COMMUNITY COLLEGE, TO ESTABLISH THESE COURSES, ONE FOR MATH, ONE FOR ELA. AND THEN THE STUDENT, OR READING, RIGHT? YES.
SO WHAT HAPPENS IS, SO THE STUDENTS HAVE TO SIT DOWN, TAKE THE CLASS, RIGHT? AND THEN EVENTUALLY THEY HAVE TO PASS THE CLASS, RIGHT, IN ORDER FOR THEM TO BE COLLEGE READY, RIGHT, BECAUSE IT'S A COLLEGE PREP, RIGHT? AGAIN, IN COLLABORATION WITH ACC, DEA SAID YOU CANNOT DO THIS, YOU HAVE TO GO THROUGH A NEW APPROVAL SYSTEM OR PROCESS, WHICH IS LIKE A LOT OF THESE COMMUNITY COLLEGES ACROSS THE STATE. I DON'T EVEN THINK THERE ARE MAYBE ONE OR TWO, MAYBE IN THE ENTIRE STATE, WHO MAY BE APPROVED. SO ANYWAY, SO THAT'S WHAT RODRIGO IS, IS, UH, ALLUDED TO, IS JUST...
IT'S GOING TO BE VERY COMPLICATED EVEN FOR US TO OFFER THIS COLLEGE PREP. WE CANNOT EVEN FIND AN APPROVED HIGHER ED ORGANIZATION THAT WAS APPROVED BY TEA. I MEAN, THESE ARE HIGHER ED INSTITUTIONS, AND YET TEA IS SAYING, WE'RE NOT GOING TO VALIDATE, WE'RE NOT GOING TO APPROVE YOU. WE HAVE A COURSE YOU WANT TO WORK AND PARTNER WITH THE SCHOOL DISTRICT. SO I DON'T KNOW IF YOU WANT TO ADD SOME MORE TO THAT.
GO BACK TO OUR ENDLESS BUMMER THINGS, RIGHT? BECAUSE IT'S THAT ROLLER COASTER, AND THINGS CAN CHANGE IN NOVEMBER IN THE LEGISLATIVE SESSION, AND WE HAVE NO CONTROL OVER ANY OF IT.
YOU SAID THAT THE STAR RESULTS SHOULD COME BACK AROUND MAY, RIGHT? IS THAT CORRECT? YEAH.
END OF MAY? SO WE'LL GET SOME OF THEM IN ABOUT TWO WEEKS, AND WE'LL GET THE REST OF THEM, MOST OF ALL OF THEM, BY THE END OF MAY FOR SURE.
AND THEN WE ARE GOING TO NEED TO FIGURE OUT THESE GOALS BY JUNE.
SO I WORRY THAT THAT MAY NOT BE ENOUGH TIME FOR YOU ALL TO GIVE US A FULLY REALIZED IDEA OF WHERE WE'RE AT.
SO I THINK WE AS A BOARD MIGHT NEED TO CONSIDER BEING READY
[02:35:01]
TO REIN IT IN A LITTLE BIT WITHOUT KNOWING THE STATS, UNFORTUNATELY.DO YOU UNDERSTAND WHAT I'M SAYING? BECAUSE I THINK IT MIGHT BE UNFAIR TO THEM TO EVEN LEAVE IT AT BASELINE IF WE COME BACK AND THE STANDARDS HAVE GONE CRAZY ON US BECAUSE WHO KNOWS WHAT THEY'RE GOING TO ASK FOR NEXT, RIGHT? SO WE MIGHT NEED TO BE READY TO KIND OF BE ARBITRARY A LITTLE BIT, NOT TERRIBLY ARBITRARY, BUT JUST REIN IT IN A LITTLE BIT.
I ALSO, I MEAN, I DON'T WANT TO DISPARAGE THE WHOLE FIVE-YEAR GOALS OF LONE STAR GOVERNANCE.
BUT WE CAN ALWAYS CHANGE THEM.
IT WOULD JUST TAKE A FEW POINTS OFF OF OUR LITTLE THING.
THAT'S THE ONLY CONSEQUENCE TO US FIXING OUR SELFIE VALVE.
AND I THINK WE DID UPDATE, YOU KNOW, I THINK AT ONE POINT WE DID GO BACK AND SORT OF CLARIFY SOME OF OUR NUMBERS AT ONE POINT BECAUSE WE HAD SO ARBITRARILY GONE LIKE BY FIVES.
YOU KNOW, SOME ROUND NUMBER THAT WE JUST WENT EVERY YEAR.
AND I DON'T, SO I GUESS I JUST WOULD LIKE TO CAUTION THE BOARD THAT WE DON'T HAVE TO BE SO SET ON FIVE YEARS THAT WE COULD PICK SOMETHING FOR ANOTHER YEAR OR TWO AND THEN WHEN IT'S SETTLED, THE BOARD THAT EXISTS AT THAT TIME SHOULD NOT WORRY ABOUT LOSING THREE POINTS ON THEIR, YOU KNOW, SELF-EVALUATION AND GO BACK AND FIX IT.
WHAT'S THE MAGICALNESS ABOUT JUNE? WHY CAN'T IT BE AUGUST? I MEAN, THEY'RE NOT GOING TO BE DOING ANYTHING IN THE SCHOOLS UNTIL, I MEAN, WHY CAN'T IT BE SEPTEMBER? WE HAVEN'T TAKEN ANY OF THE ASSESSMENTS OR ANYTHING.
I MEAN, I WOULD SAY BY AUGUST, SO THE START OF THE SCHOOL YEAR WOULD BE GREAT, BUT WHAT IS MAGICAL ABOUT JUNE? BECAUSE IT'S THE START OF THE SCHOOL YEAR.
I MEAN, OUR FIVE YEARS IS UP, AND IF WE'RE GOING TO VALUE THE INTEGRITY OF THE PROCESS, THEN IT WOULD.
WE DON'T START SCHOOL IN JUNE.
HAVE OUR GOALS READY BY AUGUST WHEN WE START SCHOOL.
BUT WOULDN'T WE WANT EVERYONE TO BE PREPARED GOING INTO THE NEW SCHOOL YEAR? I MEAN, I GUESS THAT WOULD BE A QUESTION FOR THE ADMINISTRATION, TOO.
WE JUST DON'T HAVE THE FINE-TUNED NUMBERS UNTIL SCHOOL STARTS.
I'M JUST SAYING THAT GIVES US JUST A LITTLE MORE TIME TO WORK WITH IT THAT WE KNOW WE'RE GOING TO HAVE A GOAL ON THIRD GRADE READING, THIRD GRADE MATH, CCMR, AND WE MIGHT NOT HAVE THE FINE-TUNED NUMBERS UNTIL AUGUST RIGHT BEFORE SCHOOL STARTS.
THAT JUST GIVES US ANOTHER TWO MORE MONTHS TO REALLY ALLOW ADMINISTRATION TO EVALUATE THE DATA AND GIVE US A CLEAR PICTURE SO THAT WE'RE NOT, I'D RATHER DELAY THE PROCESS BY TWO MONTHS AND HAVE TO COME BACK AND CHANGE IT LATER AND HAVE A MOVING GOALPOST.
THAT'S JUST MY FEEDBACK ON IT BECAUSE I DON'T, NOBODY'S GOING TO DO ANYTHING WITH IT IN JUNE.
EVERYBODY'S GOING TO GO ON VACATION.
SO, I MEAN, OBVIOUSLY IT'S THE WILL THE BOARD.
AND THE REASON THAT AS WE WERE BUILDING THE PROCESS, WE CHOSE JUNE WAS SO THAT EVERYTHING COULD BE READY AND SET FOR THE NEW SCHOOL YEAR.
WE OBVIOUSLY CAN PUSH INTO AUGUST IF WE WANT TO.
AND I DON'T HAVE ANYONE ELSE IN THE QUEUE.
SO I WAS GOING TO SAY I'M HEARING TWO SCHOOLS OF THOUGHT.
EITHER WE HAVE CONSENSUS AROUND THE RECOMMENDATION THAT'S BEEN PRESENTED TONIGHT, OR THERE'S ALSO THE THOUGHT PROCESS AROUND GATHERING THE DATA THAT'S GOING TO COME IN AT THE END OF MAY.
AND LOOKING AT THAT TO SEE IF WE POTENTIALLY WANT TO MOVE SOME OF THE TARGETS OR DECREASE, I DON'T WANT TO USE THAT WORD, BUT TO MOVE SOME OF THE TARGETS DOWN TO BETTER ALIGN WITH, YES, TO BETTER ALIGN WITH THE NEW SYSTEM.
SO I DON'T KNOW IF ANYONE HAS ANY THOUGHTS ON EITHER OF THOSE.
I MEAN, I WOULD LIKE TO HEAR WHETHER OR NOT YOU WANT TO MOVE FORWARD WITH THE RECOMMENDATION TONIGHT OR IF THERE'S CONSENSUS AROUND.
EVEN IF WE DO GATHER THAT IN MAY, WE WOULD THEN HAVE TO TALK ABOUT WHAT THAT LOOKS LIKE TIMING-WISE AND WHETHER OR NOT THE DISTRICT CAN TURN IT AROUND FOR JUNE FOR US TO DISCUSS, BECAUSE IF WE'RE ONLY DISCUSSING THAT PIECE, WE POTENTIALLY CAN ATTACH IT TO ONE OF THOSE BOARD MEETINGS THAT WE HAVE IN JUNE.
BUT IF WE FEEL LIKE IT'S TOO MUCH, OBVIOUSLY THE BOARD CAN DECIDE TO MOVE INTO AUGUST.
YOU SEE MY BUTTON? OH IT'S BECAUSE YOU'RE STILL IN THE QUEUE SO GO AHEAD.
SO I ACTUALLY I DON'T SEE IT AS TWO DIFFERENT SCHOOLS OF THOUGHTS I SEE IT AS A COMBO APPROACH LIKE I WOULD GO WITH THE DISTRICT RECOMMENDATION BUT ALSO UNDER THE CAVEAT THAT WE DON'T REALLY KNOW HOW THIS FIRST ROUND OF DATA IS GOING TO LOOK LIKE AND IF THE DISTRICT RECOMMENDATION CHANGES BASED ON THE DATA THAT WE GET GIVING THEM THE GRACE AND THE LENIENCY TO CHANGE THIS BETWEEN MAY AND AUGUST WHEN THE SCHOOL YEAR STARTS.
SO I DIDN'T FEEL LIKE IT WAS TOO IN MY OPINION, I SAY GO WITH WHAT THE RECOMMENDATION IS, BUT ALSO ALLOW GRACE IF DATA COMES BACK AND IT LOOKS A LITTLE WONKY, THAT WE COULD COME BACK AND CHANGE THIS ONCE
[02:40:01]
WE HAVE A FULLER UNDERSTANDING.WELL, AND THEN ALSO TO THE POINT SORRY, I LEFT THIS OUT BUT THAT IT CAN BE CHANGED.
WE DON'T HAVE TO BE MARRIED TO THE FIVE YEARS.
AND IF THERE'S CONSENSUS AROUND SOMETHING, WE CAN ALWAYS CHANGE IT LATER.
I JUST LOOK AT THE APPROVED BOARD MONITORING CALENDAR.
IT NEED TO BE APPROVED BY ON JUNE. DOES IT GONNA IMPACT DO WE NEED TO GET A GOAL SETTING UP AND APPROVE THE CALENDAR? I JUST CURIOUS.
ARE YOU ASKING IF IT WILL AFFECT APPROVING THE BOARD MONITORING CALENDAR? I MEAN, AGAIN, IT'S ONE OF THOSE THINGS WHERE IF IT DOES, WE CAN ALWAYS BRING IT BACK AGAIN.
THESE ARE MORE JUST GUIDELINES FOR US TO MAKE SURE WE'RE HITTING THESE MARKS.
BUT AS A BOARD, WE CAN ALWAYS BRING ANYTHING BACK.
I THINK THESE ARE ALL GOOD COMMENTS OF CONVERSATION.
IT MAKES ME GO BACK TO THE PANDEMIC AND WHAT WE HAD TO DO AFTER THE PANDEMIC TO MAKE SURE TO RIGHT THE SHIP.
AND I THINK THAT THE COMMENTS THAT HAVE BEEN MADE TODAY ARE.
GOOD COMMENTS AND I THINK WE CAN HAVE A RECOMMENDATION FOR TONIGHT BASED OFF OF THE FEEDBACK THAT WE'VE SEEN FROM THE DISTRICT CABINET TEAM ACADEMICALLY.
YOU GUYS DO NOT REALIZE HOW FORTUNATE YOU ARE FOR THIS TEAM TO HAVE GIVEN YOU THE INFORMATION THAT THEY GAVE YOU THIS EVENING, EVEN BEFORE ANY RESULTS ARE BACK, AND THEN TO HEAR FROM THE SUPERINTENDENT THAT WE'RE GOING TO GET SOME DATA BACK EARLY AND WE'LL GET SOME MORE IN THE SUMMER. AND THEN YOUR RECOMMENDATION TO REALLY... LOOK AND MAYBE KIND OF PIECEMEAL, AND THAT'S PROBABLY THE WRONG VOCABULARY WORD, BUT JUST TO GATHER ALL THE INFORMATION TOGETHER SO THAT YOU CAN MAKE THE BEST DECISIONS BECAUSE WHAT YOU DON'T WANT TO DO IS MAKE A DECISION AND MAKE THE SAME DECISION A MONTH LATER AND MAKE THE REVISION OF THAT DECISION THE NEXT MONTH BECAUSE THEN THAT'S JUST CONFUSION, BECAUSE EVERYBODY THINKS LIKE, WELL, DO I HAVE THE REAL GOAL? IS THAT THE GOAL FROM THE THIRD TRY OR THE FOURTH TRY OR THE FIFTH TRY? YOU WANT TO... HAVE THE BEST DATA THAT YOU CAN HAVE TO MAKE THE MOST INFORMED DECISION. SO I THINK THAT YOU'RE BEING VERY MATURE AS A BOARD AND VERY DEEP LISTENING TO EACH OTHER AS WE'RE KIND OF PARCELING THIS OUT.
SO IT SOUNDS LIKE, OH, TRUSTEE ROSS.
I WAS JUST GOING TO SAY THAT I THINK PERSONALLY I WOULD RATHER, ONE, I WANT TO LAUGH ABOUT OUR SENIOR STATESMAN.
THAT BROUGHT US INTO THIS LONE STAR GOVERNMENT THING ARE LIKE, EH, IT'S A SUGGESTION.
BUT I WOULD, I THINK HAVING ACCURATE DATA IS BETTER THAN HAVING IT DONE BY A CERTAIN TIME.
AND I WOULD, AND I DO THINK COMMUNICATION, IF WE HAVE TO GO TALK TO 30,000 FAMILIES.
ABOUT WHY WE SWITCHED DATA, I WOULD RATHER HAVE IT ONCE THAN FIVE TIMES.
AND SO, AND I JUST WANT TO BE SUPPORTIVE.
I MEAN, AGAIN, WE ARE VERY, VERY LUCKY TO HAVE THE STAFF THAT WE HAVE AT THE LEVEL THAT THEY ARE.
AND I WANT TO RESPECT THEIR EXPERTISE.
AND SO I WOULD DEFER PROBABLY TO THE SUPERINTENDENT ABOUT WHAT THEY FEEL THAT THEIR TIMELINE IS AROUND MAY AND WHAT THEY COULD GET BACK TO US.
AND WIN AND BLAH, BLAH, BLAH, AND JUST BE RESPECTFUL OF THAT PROCESS.
I MEAN, I THINK WE'LL PROBABLY HAVE TO DO THIS SOMETIME IN JUNE, BECAUSE IF WE'RE GOING TO GET THE DATA IN MAY FOR US TO RUN IT, AND AS YOU KNOW, BECAUSE USUALLY, TYPICALLY, WE DON'T, WHAT'S CALLED UNFILTERED DATA, SO WE HAVE TO KIND OF RUN IT AND FILTER THE DATA BASED ON OUR SNAPSHOT NUMBERS, LOOK AT THE COHORT AND ALL THAT STUFF, AND THAT'S USUALLY ERICA AND HER TEAM WILL DO THAT.
AND I THINK THE EARLIEST PROBABLY WILL BE SOMETIME IN JUNE, RIGHT, ERICA, WHEN WE CAN MAYBE HAVE ALL THAT.
NO, BUT I JUST WANT TO CONFIRM, WE TYPICALLY GET AN UNDER THE MAY, RIGHT? THAT'S SO, TYPICALLY AFTER OUR BOARD MEETING, LIKE OUR REGULAR BOARD MEETING IN MAY.
SO I'M THINKING THE EARLIEST WOULD BE SOMETIME IN JUNE, RIGHT? ABSOLUTELY.
SO, I MEAN, IF THE BOARD IS, I MEAN, IF YOU ARE COMFORTABLE WITH US BRINGING THIS TO YOU IN JUNE, THEN WE CAN MAKE IT HAPPEN, BUT IF YOU WANT IT EARLIER.
BUT DOES THAT THROW YOU OFF? SORRY, I DIDN'T PUSH MY BUTTON, BUT DOES THAT THROW YOU OFF? BECAUSE IF WE GET IT IN JUNE, WE'RE PROBABLY NOT GOING TO BE VOTING ON IT IN JUNE.
SO DOES THAT THROW OUR CAMPUSES, OUR PRINCIPALS, OUR TEACHERS OFF IF OUR GOALS AREN'T DONE? I DON'T THINK SO.
I THINK AS LONG AS WE GET IT DONE BEFORE THE BEGINNING OF THE SCHOOL YEAR SO WE CAN
[02:45:01]
COMMUNICATE IT TO OUR PRINCIPALS, OUR TEACHERS, TO EVERYBODY, I THINK THAT WOULD BE GOOD.I THINK IT'S WHAT'S GOING TO BE HARDER IF WE DO IT LIKE SEPTEMBER, OCTOBER.
BUT IF WE DO IT EARLIER, SOMETIME IN SUMMER, I GUESS, BEFORE THE BEGINNING OF SCHOOL YEAR, I THINK WE'LL BE OKAY.
SO ARE YOU SAYING THAT OUR AUGUST MEETING WOULD BE ENOUGH TIME, OR WOULD YOU WANT THAT, BECAUSE WE DON'T MEET IN JULY? I MEAN, YEAH, I THINK WE'LL BE...
I MEAN, I THINK WE CAN MAKE IT HAPPEN.
WHY DON'T WE JUST CALL ONE, YOU KNOW, OUT OF NOWHERE? LET'S DO ANOTHER ONE.
I'LL LET YOU TALK TO TRUSTEE LANDRUM ABOUT THAT.
ONE THING THAT JUST KIND OF CAME TO ME WITH THESE TARGETS AND THE RECOMMENDATIONS, THIS NEW SYSTEM IS GOING TO DO A B-O-Y, M-O-Y, E-O-Y TESTING.
WHICH TEST ARE WE USING TO ACTUALLY, LIKE WHAT IF OUR KIDS DO BETTER ON THE M-O-Y THAN THEY DO ON THE E-O-Y? WE HAVEN'T REALLY CLARIFIED WHICH TEST THAT WE'RE USING.
FOR THIS AND DO WE WANT TO WRITE GOALS THAT TALK ABOUT WE WANT INCREASE BETWEEN BOI, MOI, EOI, I USED ALL OF IT RIGHT, BUT IT'S NOT CLARIFIED AND THAT IS SOMETHING THAT I WOULD WANT CLARIFIED AS TO WHICH TESTING AND NOT JUST BEST ONE OUT OF THREE.
SO FOR THE 26-27 SCHOOL YEAR, THIS COMING SCHOOL YEAR, WE'RE GOING TO BE USING THE SAME START TEST.
THE NEW SYSTEM WILL TAKE EFFECT FOR THE 27-28.
SO REALLY THESE GOALS ARE ONLY FOR ONE YEAR, BECAUSE THEN WE'RE GOING TO HAVE...
I MEAN, I LET ERICA KNOW, I MEAN, TALK, BUT TA DID NOT EVEN TALK TO US, BECAUSE THAT'S THE QUESTION I ASKED.
I HAD A MEETING AT REGION 13 WITH THE ACCOUNTABILITY SYSTEM, AND THE ACCOUNTABILITY FOLKS AT REGION 13, EVEN THEM DIDN'T EVEN KNOW.
HOW, WHICH ONE OF THOSE TESTS, LIKE TO YOUR POINT, IS THIS GROWTH FROM BY TO EY? THEN WHAT'S MY GOING TO DO IN THE MIDDLE THERE, RIGHT? IS IT LIKE FROM PREVIOUS YEAR EY TO THE NEXT YEAR EY? SO, I MEAN, IT'S STILL CONFUSING, BUT I DON'T KNOW, FARIKA, IF YOU HEARD SOMETHING.
AMY, WHY ARE YOU NOT COMING BACK TO THE BOARD? SO, YEAH, SO, I MEAN, THEY'RE IN PLACE.
TEMPORARILY, ESSENTIALLY, AS WE FIGURE OUT WHAT THE NEW SYSTEM IS.
AND WHOEVER IS ON THE BOARD AT THAT TIME IS GOING TO HAVE TO GO THROUGH THE PROCESS AGAIN, DEPENDING ON WHAT THAT SYSTEM LOOKS LIKE.
SO I THINK YOU'RE MAKING GOOD DISCUSSION, RIGHT? AND WE KNOW THAT FOR THIS COMING SCHOOL YEAR THAT IT'S BASICALLY THE SAME.
AND AS WE'RE MOVING INTO THE NEW SYSTEM, WE'RE NOT THE ONLY ONES MOVING INTO THE NEW SYSTEM.
EVERYONE WILL BE MOVING INTO THE NEW SYSTEM AND HAVING TO RESPOND TO IT.
SO I THINK THIS IS GREAT DISCUSSION.
AND IT'S NOT JUST THE GOAL BECAUSE YOU HAVE TO REMEMBER THAT IT WILL BE THE GOAL AND IT WILL BE THE GOAL PROGRESS MEASURES AND THE CONSTRAINTS ONCE WE GET ALL THE INFORMATION SO THAT WE CAN MAKE THOSE DECISIONS.
SO I FEEL LIKE WE KIND OF TRUST YOU HERE.
WELL, ACTUALLY, NOW THAT I GUESS I DON'T WANT TO BEAT A DEAD HORSE BECAUSE IT'S LATE FOR ME. AND BUT I, I FEEL LIKE IF IT'S GOING TO BE THE SAME TEST FOR NEXT YEAR, THE RECOMMENDATION OF THE ADMINISTRATION TO JUST KEEP IT, WE SHOULD JUST KEEP IT.
THEY'LL BE THE BASELINE YEAR AND THEN, AND THEN AFTER THAT BASELINE YEAR, THE BOARD AT THAT POINT, WHICH WILL NOT BE ME, CAN COME BACK TOGETHER ONCE THEY HAVE THAT TRUE NEW DATA AND REAL RECOMMENDATIONS FROM THE STAFF ON HOW IT'S GOING TO GO BECAUSE I DON'T EVEN, I MEAN, IT DOES FEEL SILLY TO AMBER'S POINT TO GO EVEN PAST 2027 IF THEY DON'T EVEN KNOW HOW THEY'RE GOING TO SCORE, BUT I THINK FOR OUR MEN, OUR, FOR RIGHT NOW, TO GO WITH THE RECOMMENDATION SINCE IT'S THE SAME TYPE OF TEST FOR THE NEXT YEAR IS PROBABLY THE EASIEST ON THE STAFF, JUST TO, WE'RE GOING TO COPY AND PASTE ONE MORE YEAR AND KEEP GOING.
SO I THINK THAT'S REALLY GOOD FEEDBACK TOO FOR THE FUTURE, ESPECIALLY FROM AN EDUCATOR STANDPOINT, AND YOU'RE THE ONLY EDUCATOR UP HERE, AND SO I THINK THAT THAT WAS REALLY IMPORTANT FEEDBACK AND PERSPECTIVE. I'M IN AGREEMENT THAT IF THIS IS KIND OF A TEMPORARY HOLD UNTIL WE KNOW WHAT THE NEW SYSTEM IS, I'M COMFORTABLE MOVING FORWARD WITH THE NEW SYSTEM, AND IF I HAVE CONSENSUS, I MEAN, SORRY, WITH THE RECOMMENDATION, SO IF I HAVE CONSENSUS UP HERE TO GO FORWARD WITH THOSE RECOMMENDATIONS,
[02:50:02]
THEN I THINK WE MOVE WITH THAT. THAT WAY, YOU KNOW, WE CAN LOOK AT THE NEW DATA AS IT COMES IN, OBVIOUSLY, BUT THAT'LL BE FOR FUTURE PLANNING AND WHEN WE HAVE MORE INFORMATION ABOUT THIS SYSTEM. DOES EVERYBODY FEEL GOOD WITH THAT FOR ONE THROUGH THREE? YEAH, I JUST THINK I GUESS MAKE SURE THAT STAFF TO UNDERSTAND THAT WE JUST DON'T WANT TO REINVENT THE WHEEL FOR YOU TO DO ALL THAT LABOR FOR ONE YEAR AND THEN GO THROUGH IT AGAIN, EVEN IF THE GOALS ARE ARBITRARY.OKAY, SO I THINK WE CAN GO ON TO GOAL FOUR.
IT WAS REALLY IMPORTANT TO HAVE THE CONVERSATION THAT WE JUST HAD BECAUSE WITHOUT KNOWING THAT THE BOARD HAD THAT CONVERSATION, PEOPLE WOULD PROBABLY JUST THINK YOU DID NOTHING, RIGHT? SO YOU HAVE TO HAVE THAT CONVERSATION.
SO GOAL FOUR, I DON'T KNOW, IS IT DR.
GERARD OR WHO'S REALLY DRIVING GOAL FOUR? AND THE ONE THING ABOUT GOAL FOUR FROM THEIR PRESENTATION, IF YOU REMEMBER, IT'S A TOTALLY DIFFERENT INSTRUMENT, RIGHT? IT'S A TOTALLY DIFFERENT INSTRUMENT.
SO I'M GOING TO LET HIM GIVE YOU JUST A...
REAL QUICK SUMMARY AND THEN PRESIDENT MARKUM, THEN WHATEVER DISCUSSION YOU WANT TO HAVE REGARDING THAT.
BUT REALIZE IT'S JUST LIKE SOMEONE SAID EARLIER, IF YOU'RE CHANGING THE WHOLE INSTRUMENT, THEN YOU HAVE TO LOOK AT THE WHOLE THING ABOUT IT BECAUSE IT'S NOT WHAT YOU'VE DONE.
GERARD, CAN YOU HOLD ME JUST ONE SECOND? I WAS GOING TO TRY TO NOT PUT YOU ON THE SPOT BECAUSE YOU ALREADY GAVE US YOUR PRESENTATION.
SO I DID GO BACK AND JUST LOOK AT OUR STRATEGIC PLAN AND PULLED OUT AND YOU HAD THEM UP THERE. I GUESS MY SUGGESTION TO MY COLLEAGUES, AND I DON'T KNOW IF YOU HAVE PERCENTAGES HAVING LOOKED AT THIS SYSTEM, BUT I FEEL LIKE IT'S LIKE WHEN WE DID BOTH GO FOR THE FIRST TIME, WHERE WE LEFT THE PERCENTAGES BLANK UNTIL WE HAD THE BASELINE.
THAT'S HOW WE DID IT RIGHT FOR THE FIRST YEAR. BECAUSE I THINK WE COULD DO SOMETHING LIKE, THE DISTRICT WILL INCREASE THE PERCENTAGE OF STUDENTS WHO REPORT A POSITIVE SENSE OF PHYSICAL, EMOTIONAL, AND SOCIAL WELL-BEING. IF WE WANTED TO GET INTO IT, WE COULD SAY, WITH A FOCUS ON UNDERREPRESENTED STUDENT GROUPS, FROM BLANK PERCENTAGE IN 2026 TO BLANK PERCENTAGE IN 2023. AND THAT TAKES THOSE TWO THINGS FROM THE STRATEGIC PLAN AND JUST ALTERS OUR CURRENT BOARD GOAL WITH THE WORDING FROM THE STRATEGIC PLAN, IF THAT MAKES SENSE. BECAUSE I THINK THAT'S WHAT YOU WERE KIND OF GOING FOR, RIGHT, IN YOUR PRESENTATION? THAT IT WOULD ALIGN WITH THOSE TWO THAT YOU PUT IN THERE FROM THE STRATEGIC PLAN.
THAT'S WHAT OUR GOAL IS, TO BRING THAT GOAL FOUR TOOL AND ALIGN IT WITH THE STRATEGIC PLAN, GOAL THREE.
SO DID YOU SORRY, I TAKE SOME TIME TO PROCESS.
SO YOU'RE USING THE ACTUAL LANGUAGE FROM THE STRATEGIC PLAN.
AND THEN PUTTING A PROGRESS MEASURE ON IT.
IF WE PUT SLIDE 29 UP, OR IF YOU CAN PULL UP THE STRATEGIC PLAN ON YOUR DEVICE, 3.2 AND 3.3 WERE THE ONES THAT DR.
GERARD PUT ON HIS PRESENTATION, AND THOSE WERE PHYSICAL, EMOTIONAL, AND SOCIAL WELL-BEING, AND THEN UNDERREPRESENTED STUDENT GROUPS.
AND SO IF YOU JUST TAKE THE WORDING OF OUR CURRENT GOAL FOR THE DISTRICT WILL INCREASE THE PERCENTAGE OF STUDENTS WHO REPORT A POSITIVE SENSE OF PHYSICAL EMOTIONAL AND SOCIAL WELL-BEING IF IF POSITIVE SENSE THAT'S THE WORDING FROM OUR CURRENT ONE BUT I DON'T KNOW IF THAT ALIGNS WITH THE NEW TOOL SO MAYBE WE NEED TO WORK ON THAT BUT WHO REPORT A POSITIVE SENSE OF PHYSICAL EMOTIONAL AND SOCIAL WELL-BEING WITH A FOCUS ON UNDERREPRESENTED STUDENT GROUPS FROM BLANK FIRST I DON'T KNOW IF WE CAN ADD THAT UNDERREPRESENTED STUDENT GROUPS MAYBE THAT'S A GPM A POSITIVE SENSE OF PHYSICAL EMOTIONAL AND SOCIAL WELL-BEING FROM BLANK PERCENTAGE IN 2026 TO BLANK PERCENTAGE IN 2031 AND YEAH I DO THINK THE UNDERREPRESENTED STUDENT GROUPS MAYBE WOULD HAVE TO BE A GPM BECAUSE THAT'S TOO CONFUSING BUT IT WOULD AT LEAST PULL 3.2 INTO OUR GOAL IF STUDENTS WHO REPORT A POSITIVE SENSE OF PHYSICAL IF THAT MAKES SENSE WITH THE NEW TOOL I DON'T KNOW HOW THEY'RE ACTUALLY REPORTING SO MAYBE THAT WORDING ISN'T QUITE RIGHT.
YEAH, WELL, I MEAN, I JUST THINK I JUST WANTED US TO BE ABLE TO WRITE IT RATHER THAN PUTTING THAT ON STAFF TO HAVE TO GO BACK AND SPEND HOWEVER MUCH TIME.
AND I GUESS THIS IS ALL THAT'S GONE.
TRUSTEE ROSS? I WILL SAY THAT I JUST, I DO HAVE A PROBLEM THAT IT'S ONLY SELF-REPORTING.
AND I FEEL LIKE THAT THAT WAS A BIG PROBLEM
[02:55:01]
WITH OUR PREVIOUS SCHOOL FOUR.AND I APPRECIATE THE IDEA THAT TEACHERS CAN GO THROUGH.
I DO THINK, BASED OFF OF MY LIMITED RESEARCH, THAT THIS SEEMS TO BE A BETTER TOOL, THE PANORAMA.
BUT I STILL THINK THAT WE NEED SOME OTHER, AND MAYBE THAT'S GOAL PROGRESS MEASURES.
I DON'T KNOW, YOU KNOW, YOU GUYS HAVE MORE EXPERIENCE WITH THAT.
BUT IF THAT, IF WE COULD LOOK AT MAYBE IT'S DISCIPLINE OR ATTENDANCE OR SOMETHING THAT BRINGS IN SOME MORE CONCRETE NUMBERS THAN JUST HOW ARE YOU FEELING? AND I KNOW IT'S MORE THAN THAT, BECAUSE A HIGH SCHOOL KID CAN LIE.
AND SO I THINK THAT THAT'S NOT REALLY DOING WHAT OUR INTENT FOR GOAL FOUR WITH FIDELITY.
I JUST WANT TO AND I KNOW OBVIOUSLY WE'LL DO WHATEVER WE NEED TO DO.
AGAIN, THESE ARE THE BOARD GOALS.
NOW, AS FAR AS GPMS, SINCE IT'S WITHIN OUR WITHIN THE ADMINISTRATION, I GUESS WITHIN OUR REACH, I GUESS, RIGHT? SO WE CAN DEFINITELY LOOK AT THAT ABOUT DISCIPLINE.
I JUST WANT TO CAUTION, AND I KNOW YOU'RE A TEACHER, RIGHT? SO, LIKE, OFTENTIMES, STUDENTS WHO GET THE DISCIPLINE, THEY REPRESENT A SMALLER PERCENTAGE OF THE STUDENTS.
AND SOMETIMES STUDENTS WHO DO NOT NECESSARILY, STUDENTS WHO MIGHT GET IN TROUBLE, LIKE SUSPENDED, DOESN'T MEAN THAT NECESSARILY THEY FEEL WELL AT SCHOOL, RIGHT? DOES THAT MAKE SENSE WHAT I'M SAYING? SO WE, BECAUSE WE HAVE TO FIGURE OUT A WAY.
TO REACH AND CHECK ON EVERY KID, NOT THE ONES ONLY WHO ARE GETTING IN TROUBLE.
OBVIOUSLY, THEIR PRIORITY, JUST BECAUSE THERE IS SOMETHING GOING ON AND WE NEED TO HELP THEM OVERCOME WHATEVER CHALLENGE THEY HAVE.
BUT WE ALSO HAVE STUDENTS WHO, FOR WHATEVER REASON, THEY DON'T FEEL WELCOME OR THEY DON'T FEEL LIKE, I GUESS, I DON'T KNOW, THEY DON'T FEEL WELL, I GUESS, RIGHT? BUT DON'T NECESSARILY GET IN ANY BEHAVIORAL ISSUES IN OUR CAMPUSES.
WE HAVE TO HAVE A BIGGER SYSTEM OR BETTER SYSTEM TO REALLY...
LOOK AT EVERY KID, INCLUDING THE KIDS WHO MAY END UP IN TROUBLE.
YEAH, AND I THINK MY GOAL WOULD BE TO EXPAND WHAT CAUSES THE AND THAT'S PROBABLY MAKING ERICA UPSET BECAUSE YOU TRY TO LIMIT AND BE SPECIFIC VERSUS EXPAND.
BUT I WOULD JUST SAY THAT I PERSONALLY WOULD NOT FEEL COMFORTABLE OF IT JUST BEING SELF-REPORTING. THAT IS WHAT I DON'T THINK THAT THAT DOES WHAT OUR ORIGINAL INTENTION, WELL, AND YOU GUYS DID IT, BUT WHAT WE WOULD, IN OUR COMMUNITY, IDEALLY WANT FOR GOAL FOUR.
WOULD YOU? WHAT ELSE COULD WE ADD TO IT TO BEEF THAT UP? TRUSTEE WEIR, I'M GOING TO LET YOU ASK YOUR QUESTION, BUT TRUSTEE LANDRUM IS IN THE QUEUE.
OKAY, BECAUSE I WAS JUST GOING TO ASK.
MINE WAS RELATED TO WHAT TRUSTEE ROSS WAS SAYING TOO.
IF A CONSTRAINT WOULD MAKE YOU FEEL.
FEEL BETTER BECAUSE, YOU KNOW, THE GOALS NEED TO BE FAIRLY SIMPLE.
BUT IF THERE WAS A CONSTRAINT THAT WENT ALONG WITH IT, THAT THE DISTRICT SHALL NOT DISREGARD DISCIPLINE OR ATTENDANCE, YOU KNOW, OR SOME TYPE OF THING LIKE THAT.
I HAVE THOSE AS A BACKUP PLAN ALREADY.
NO, I'M PREPARED FOR THAT TOO.
BECAUSE AS PART OF THE SMART GOALS, YOU KNOW, THEY HAVE TO BE MEASURABLE.
I STILL JUST WISH, AND I DON'T KNOW THE PROGRAM, IF THERE WAS SOME OTHER FACTOR.
THAT WE COULD INCLUDE THAN JUST STUDENT REPORTING TRUSTEE LANDRUM WELL, I WAS GOING TO SAY, I DON'T HAVE AS MUCH OF A PROBLEM WITH STUDENT REPORTING OR SELF-REPORTING BECAUSE I FEEL LIKE, WOW, WHAT WAS THAT? WAS THAT A RATTLESNAKE? THAT, LIKE, EVEN OUR STAR TEST IS SELF-REPORT, AND IREADY DATA IS SELF-REPORT.
I HAD A FRIEND TELL ME THAT THEIR KID HAS LEARNED TO ANSWER QUESTIONS.
PURPOSELY WRONG ON IREADY BECAUSE THEN THE QUESTIONS DON'T GET HARDER.
AND IT'S, SHH, I KNOW, SHH, SHH.
BUT, YOU KNOW, SO THEY, BUT THEY, THE KIDS KNOW HOW TO MANIPULATE TESTING IF THEY WANT.
AND IF THEY DON'T WANT TO TEST ON THAT DAY, AND YOU'LL HEAR A LOT OF, YOU KNOW, VAST MAJORITY OF PEOPLE COMPLAIN ABOUT THE EMPHASIS OF TESTING ON ONE SPECIFIC DAY AND IF THEY HAD A BAD DAY THEN THEY DO BAD ON THE STAR TEST AND AND MY MY FEEDBACK IS I WISH THAT WE DID IT MORE THAN JUST LIKE FIRST THING IN THE YEAR AND LAST THING IN THE YEAR MAYBE HAVE I DON'T KNOW HOW LONG IT TAKES TO TAKE THE SURVEY I DON'T REALLY WANT TO TAKE AWAY MORE TIME FROM EDUCATION
[03:00:01]
IN THE CLASSROOM OF YOU KNOW OTHER THINGS BUT IF IT ONLY TOOK YOU KNOW 15 MINUTES TO TAKE THE SURVEY COULD WE DO IT FOUR TIMES A YEAR JUST TO GET MORE DATA THAN RATHER ONCE IN SEPTEMBER AND ONCE IN APRIL OR, YOU KNOW, MAYBE DO IT THREE TIMES A YEAR.HOLD ON, THAT LOOK FROM ERICA.
BUT I DON'T HAVE AS MUCH A PROBLEM WITH THE SELF-REPORT BECAUSE I THINK THAT THEIR FEELINGS THAT THEY'RE REPORTING ARE VALID.
AND WHILE TEENAGERS COULD BE GREAT TODAY AND THE LIFE IS CRUMBLING TOMORROW, YOU KNOW, AND IT'S HARD TO CAPTURE EXACTLY THAT ON SOMETHING.
THAT'S WHY I THINK A LITTLE BIT MORE DATA OF SELF-REPORT HAS VALUE.
BUT, AGAIN, I DON'T REALLY HAVE A PREFERENCE ONE WAY OR THE OTHER.
I DON'T REALLY WANT TO BURDEN THE STAFF WITH TWO TYPES OF SYSTEMS, IF THEY'RE ALREADY USING LEATHER SATCHEL OR WHATEVER IT WAS CALLED. THERE YOU GO. THAT DAY AND IT WORKS FOR WHAT THE KIND OF INFORMATION THAT WE NEED THEN GO FOR IT BUT TRUSTY WE'RE SORRY WE'RE GETTING PUNCHY DOWN HERE ON OUR END UM SO I UNDERSTAND I USE THE WORD REPORT AND SO I MAY HAVE SPURRED THAT SO I APOLOGIZE UM BUT I THINK WE COULD I MEAN THE WORDING COULD BE CHANGED TO SORT OF TAKE THAT SELF-REPORTING PIECE OUT SO THAT YOU DID SOMETHING LIKE THE DISTRICT WILL INCREASE THE PERCENTAGE OF STUDENTS WHOSE PHYSICAL, EMOTIONAL, AND SOCIAL WELL-BEING NEEDS ARE MET, ARE BEING ADDRESSED. YOU KNOW, I MEAN, I THINK THERE'S OTHER WORDS WHERE YOU COULD TAKE THAT. I ONLY USE SELF-REPORTING WORDS BECAUSE THAT'S WHAT'S IN OUR CURRENT BOARD GOAL, BUT YOU COULD TAKE THAT OUT AND STILL HAVE A, YEAH, RESPONDING. I MEAN, I THINK THERE COULD BE MORE GENERAL WORDS THAT MIGHT MAKE YOU FEEL BETTER THAT THEN THE GOAL PROGRESS MEASURES COULD INCLUDE. BUT THOSE COME FROM THE SUPERINTENDENT, NOT FROM US, BUT SOME OF THOSE OTHER WHERE TEACHERS HAVE REPORTED, WHERE SOME OF THE DISCIPLINE AND THAT IS REPORTED AS A GOAL PROGRESS MEASURE.
FOR THE RECORD, I TOLD THE ANONYMOUS PARENT TO TELL THEIR ANONYMOUS CHILD TO STOP THAT IMMEDIATELY.
OKAY, ERICA, I SAID THAT IS A WRONG THING FOR THAT ANONYMOUS CHILD TO BE DOING, ANONYMOUS PARENT.
WE MAY NEED A TIMEOUT OVER ON THIS SIDE OF THE ROOM.
I'M ABOUT TO SILENCE ALL OF YOUR MICROPHONES.
OKAY, I DON'T HAVE ANYONE ELSE IN THE QUEUE.
SINCE YOU BROUGHT UP A LOT OF, DID YOU WANT A CHANCE TO TALK ABOUT ANYTHING THAT YOU HEARD? I MEAN, I APPRECIATE, I THINK AMBER'S POINT IS GOOD.
I GUESS, AND I LIKE AMMIES, SO I GUESS I WOULD JUST WANT TO SEE WHAT PEOPLE SMARTER THAN ME.
CAN COME UP WITH, YOU KNOW, AND BECAUSE I JUST, I BELIEVE IN THIS GOAL SO MUCH THAT I FEEL LIKE IT NEEDS THE BACKBONE THAT WE HAVE IN OTHER GOALS.
AND JUST KIND OF DOING A SURVEY TWICE A YEAR, YOU KNOW, DOESN'T FEEL THE SAME.
BUT I DON'T KNOW WHAT THAT WOULD LOOK LIKE IN IMPLEMENTATION.
I DO FEEL LIKE THE REAL MEAT IN THAT GOAL IS THE PROGRESS MEASURES.
TRUSTEE ROSS, SO I JUST WANT TO UNDERSTAND, SO WHAT IS THE MEAT, WHAT IS THE MEAT THAT YOU'RE CONCERNED ABOUT SELF-REPORTING? I KNOW.
Y'ALL, I THINK MY CONCERN, YOU KNOW, YOU WERE...
I GUESS I WOULD HAVE A CONCERN THAT IT WOULDN'T BE AS ACCURATE AS WE WOULD WANT IF WE WERE LOOKING AT DOING THIS WITH TRUE INTENTION THAT WE DO TO OTHER GOALS.
AND SO, I MEAN, I BELIEVE WE'RE KIND OF LIMITED IN CONSTRAINTS.
I THINK WE'RE ALSO KIND OF LIMITED IN CONSTRAINTS AS WELL.
WE CAN'T HAVE LIKE 15 CONSTRAINTS.
SO PART OF ME PROBABLY IS LIKE, OH, WHAT ELSE CAN WE ADD TO MAKE SURE THAT WE HAVE THESE OTHER THINGS THAT I THINK ARE IMPORTANT? BUT I JUST THINK THAT THERE'S,
[03:05:01]
AND I THINK IT COULD PROBABLY BE HARDER TO GLOSS OVER A SURVEY IF YOU'RE TAKING IT FOUR TIMES, RIGHT, VERSUS IF YOU ONLY TOOK IT TWICE.BUT I DO THINK THERE IS, IF YOU'VE EVER, THIS IS A COMPLICATED ANSWER.
BUT IF YOU'VE EVER GONE THROUGH THIS PROCESS OF TESTING WITH A CHILD OR ANYTHING ELSE, RIGHT, LIKE THEY DON'T ALWAYS HAVE SOMETIMES THE MOST REALISTIC, YOU KNOW, VIEWPOINT OF WHAT'S GOING ON IN THEIR LIFE.
IT COULD BE, I HATE TO SAY THAT IT'S.
THAT IT'S NOT AS BAD AS THEY FEEL LIKE.
I THINK IT'S A BIT SOMETIMES THAT THEY MIGHT NOT ALWAYS UNDERSTAND HOW FAR THINGS ARE GOING FOR THEM AT THAT MOMENT AND JUST SELF-REPORTING I THINK DOESN'T GIVE US THE WHOLE PICTURE OF WHAT THE INTENT OF THE GOAL IS.
I'M NOT AN EXPERT SO I DON'T KNOW IF THERE IS OTHER OPTIONS.
THERE MIGHT BE OPTIONS WITHIN THIS LITTLE WITH THE PROGRAM THAT WE COULD LOOK AT.
BUT AGAIN, WE HAVE EXPERTS HERE THAT ARE AMAZING, AND I'M ONE PERSON PROVIDING FEEDBACK.
DOES THAT ANSWER AT ALL, I GUESS? NO? ITALIAN CIRCLES? YEAH, I THINK SO, BUT I THINK THE TOOL ITSELF, WHEN YOU DO A SERVICE LIKE THAT, I THINK YOU PUT MEASURES IN TO KIND OF LIMIT WHAT PEOPLE ARE RESPONDING TO.
YOU HAVE A QUESTION, YOU COULD LIMIT WHAT THOSE ANSWERS SHOULD BE.
I GUESS WHENEVER YOU DO THIS WITH A CHILD OUTSIDE OF THIS, AND I'M NOT SAYING WE'RE LOOKING AT DIAGNOSTIC TOOLS OR ANYTHING LIKE THAT, YOU GET MULTIPLE POINTS OF VIEW, RIGHT? AND SO I THINK THAT THAT'S, I WOULD FEEL A LITTLE BIT MORE COMFORTABLE.
I WOULD SAY YES, LIKE IF YOU HAVE AN OPEN TEXT OPTION, BUT IF YOU LIMIT TO...
A CERTAIN NUMBER OF DATA POINTS THAT WE COULD KIND OF PROVIDE TO THE TOOL, THEN WE COULD, YOU KNOW, UTILIZE THAT AS OUR BASELINE.
I THINK WE ALSO WANT TO BE CAREFUL.
WE DON'T WANT TO PUT MORE ON TEACHERS.
I MEAN, YOU DON'T WANT THE TEACHERS TO HAVE TO FILL OUT SOMETHING ON EVERY SINGLE STUDENT MULTIPLE TIMES OF THE YEAR BECAUSE THEY'RE ALREADY DOING ENOUGH.
SO I DON'T REALLY KNOW HOW YOU...
THAT'S WHERE I GOT INTO THE IDEA THAT WHERE THINGS THAT WE'RE ALREADY TRACKING, CAN THOSE BE ADDED TO IT TO THEN GET INTO THIS IDEA THAT THAT IS WHAT AFFECTS, YOU KNOW, SOME SORT OF COMBINATION OF...
YOU'RE LOOKING FOR A CORRELATION BETWEEN DISCIPLINE AND WELL-BEING IS WHAT IT SOUNDS LIKE.
WELL, NOT JUST DISCIPLINE, RIGHT? IT COULD BE A CHRONIC ABSENTEEISM.
IT COULD BE OTHER FORMS THAT SHOW UP AS, YOU KNOW, I DON'T KNOW.
CAN I JUMP IN THIS CONVERSATION? OH, PLEASE.
THE FIRST ONE IS I THINK THAT WE ARE OPEN TO SUGGESTIONS FOR OUR GPMS BECAUSE, YES, SATCHEL PULSE DOES.
I HAVE A STUDY THAT I GOT FROM THEM WHERE AS YOU'RE INCREASING THESE THINGS THAT YOU DO START TO SEE A DIFFERENCE IN STUDENTS' ATTENDANCE AS WELL AS WHEN I WAS DOING RESEARCH OURSELVES BECAUSE WE WERE BUILDING OURS AROUND DISCIPLINE THAT BECAUSE STUDENTS ARE STARTING TO INTERNALIZE THESE LESSONS THAT MORE IMPULSE CONTROL SO YOU SHOULD SEE DISCIPLINE GO DOWN.
SO I DON'T THINK THAT US PUTTING THAT AS A PART OF A GPM TO GIVE YOU THAT FEEDBACK IS SOMETHING THAT WE WOULD SAY NO TO, RIGHT, BECAUSE WE HAVE TO TRACK IT.
AND THE SECOND THING IS THIS IS A SUGGESTION.
LIKE WE ALL KNOW WHAT SURVEYS AND ORDER IS.
IT'S KIND OF LIKE I'M AN AVID MYSTERY READER.
IT'S KIND OF LIKE AN INTERROGATION, HOW DO POLICE KEEP ASKING YOU THE SAME QUESTION BUT DIFFERENT WAYS TO SEE IF YOU'RE GOING TO TRIP UP.
SURVEYS ARE BUILT THAT WAY IN ORDER TO MEASURE SOMETHING.
TO GO AWAY WITH THAT ONE ANSWER AND THEN I'M SAYING, OH, A KID IS HAVING A BAD DAY, THEY ASK IT THREE OR FOUR DIFFERENT WAYS IN ORDER TO ENSURE THAT THEY'RE MEASURING WHAT THEY'RE TRYING TO MEASURE ACCURATELY.
AND SO THAT'S BUILT INTO SURVEYS INHERENTLY.
AND THE LAST THING IS WE'LL REACH OUT TO SOUTH TRIPOLIS AND SEE IF WE CAN GET YOU THE QUESTIONS FOR YOU TO LOOK THROUGH THEM TO SEE HOW BEING ABLE TO ANSWER THOSE QUESTIONS IN DIFFERENT WAYS.
THE KID HAS TO BE REALLY SMART TO ANSWER THE NEGATIVE IN ORDER FOR IT NOT TO KIND OF MEASURE IT UP, YOU KNOW, MEASURE IT ACCURATELY.
OKAY? SO WITH WHAT ERICA SAID, ONE
[03:10:02]
THING, I SEE YOU IN THE QUEUE, TRUSTEE ZÁRATE, BUT IT SOUNDS LIKE ONE THING TO BE THINKING ABOUT AS WELL AS MAYBE PART OF THIS DISCUSSION.IS RECOMMENDATIONS FOR THOSE GOAL PROGRESS MEASURES.
I KNOW THAT THE ADMINISTRATION BRINGS THOSE TO US, BUT BECAUSE WE ARE POTENTIALLY HERE SWITCHING TO A NEW TOOL AND REWRITING THIS GOAL, IT SOUNDS LIKE THE ADMINISTRATION IS OPEN TO THOSE SUGGESTIONS.
YEAH, THIS IS A QUESTION FOR THE ADMINISTRATION HERE.
IS IT ONE OF THOSE THINGS, AND I DON'T KNOW HOW MUCH YOU KNOW ABOUT IT YET.
YOU ALL HAVE STUDIED IT INTENSELY.
IS IT ONE OF THOSE THINGS LIKE, YOU KNOW, WHERE IT GIVES YOU LIKE A LIST OF WORDS AND YOU SAY YOU YOU YOU YOU MARK WHICH WORDS RESONATE WITH YOU, THAT KIND OF THING.
AND OBVIOUSLY THERE'S SOME THERE'S SOME THERE'S SOME PLUS OR MINUS AS TO WHETHER OR NOT THAT'S AN ACTUAL THOUGHT OR FEELING.
I'VE TAKEN THESE FOR LIKE A JOB APPLICATION BEFORE, YOU KNOW, WHERE THEY GET AN IDEA OF WHO YOU ARE.
I GUESS LIKE THERE'S THINGS LIKE ENNEAGRAMS, I GUESS THEY'RE CALLED OR WHATEVER.
AND IT SEEMS LIKE IT WOULD RUN ON THE SAME ALGORITHM SORT OF AS THAT IN THAT IT.
NOT AN AI DIAGNOSIS NECESSARILY, BUT A COMPUTERIZED DIAGNOSIS THAT CAN BE MAYBE EXPOUNDED UPON BY HUMANS.
I WOULD BE HESITANT TO SAY DIAGNOSIS.
WELL, I SAID THAT, LIKE I SAID, I DON'T WANT TO SAY DIAGNOSIS, BUT THAT'S THE WORD THAT COMES TO MIND.
AN IDEA ABOUT WHERE THAT KID IS AT, BASICALLY, AN INTERPRETATION.
I KNOW THOSE THINGS ARE PRETTY WELL DONE.
I MEAN I DON'T KNOW HOW THIS PROGRAM IS NECESSARILY, BUT IF IT WORKS ALONG THE SAME ALGORITHM AS THAT, IT'S GOT TO BE SIMILAR OR MAYBE.
THAT WASN'T A QUESTION NECESSARILY, I KNOW.
OKAY, I DON'T SEE ANYONE ELSE IN THE QUEUE.
AND SO IT SOUNDS LIKE WE HAVE SOME CONSENSUS AROUND USING THE EXISTING GULF WAR LANGUAGE AND BUILDING IN THE.
THE PROGRESS MEASURE LANGUAGE FROM 3.2 AND 3.3 IN THE STRATEGIC PLAN.
A RECOMMENDATION FOR A GPM IS SOMETHING RELATED TO DISCIPLINE, CHRONIC ABSENTEEISM, AND TRYING TO GET SOME MORE CONCRETE DATA AROUND SPECIFIC STUDENT, IT'S NOT REALLY STUDENT GROUPS, BUT I'M JUST GOING TO USE STUDENT GROUPS, NOT KNOWING ANOTHER TERM.
ANYTHING ELSE BEFORE WE MOVE ON? TRUSTEE LANDRUM.
I WOULD JUST SAY I WOULD WANT TO MAKE SURE THAT WE'RE REALLY CAREFUL ON THE GPMS THAT WE'RE SURE THAT THE CORRELATION EXISTS.
LIKE JUST BECAUSE YOU HAVE CHRONIC ABSENTEEISM DOESN'T MEAN THAT THAT CHILD ISN'T EXTREMELY HAPPY IN OUR SCHOOLS.
ESPECIALLY KIDS WHO ARE EIGHTH GRADE AND BELOW, THEY HAVE VERY LITTLE CONTROL WHETHER THEY GO TO SCHOOL OR NOT AT SOMETIMES.
COULD BE A PARENT THAT DOESN'T WANT TO GET UP, IT COULD BE A YOU KNOW CAR PROBLEMS AND SO I WOULD JUST CAUTION THAT WHATEVER GETS PUT INTO GPMS, WHILE WE MAY WANT TO MONITOR SOME OF THAT, WE WANT TO MAKE SURE THAT IT REALLY IS CORRELATED DATA TO THE ORIGINAL GOAL OF STUDENT WELL-BEING AND SOCIAL-EMOTIONAL WELL-BEING.
SO THAT'S, I MEAN, I KNOW YOU KNOW THAT, BUT THAT'S, I JUST WOULD WANT TO MAKE SURE THAT WHATEVER WE'RE LOOKING AT, BECAUSE DISCIPLINE ALSO, YOU KNOW, DISCIPLINE IS A FORM OF, YOU KNOW, COMMUNICATION, ANY BEHAVIOR IS, BUT IS IT A EXPRESSION OF THEIR WELL-BEING IN OUR SCHOOLS.
I'VE NOT DONE THE STUDIES BEHIND IT.
YEAH, I AGREE, BECAUSE I JUST WANT TO MAKE SURE THAT I'M THROWING THINGS OUT THERE.
YOU WILL KNOW, AND IF IT'S CHRONIC ABSENTEEISM HAS NOTHING TO DO WITH IT, THEN YOU FIGURE OUT SOMETHING ELSE, RIGHT? LIKE, THAT'S COOL.
LIKE, THAT'S NOT, LIKE, MY RIDE OR DIE.
SO THIS HAS BEEN SOME ROBUST DISCUSSION.
AND ONE THING I REALLY WANT TO MAKE SURE THAT I SHARE WITH THE BOARD OF TRUSTEES AND SUPERINTENDENT AZAIEZ, AND I SAY HIS NAME WRONG EVERY TIME, AND EVERY TIME AS I SAY IT, I SAY, I'M SAYING IT WRONG, BUT I'M REALLY, I MEAN IT RIGHT.
OKAY, BUT LET ME TELL YOU, I WAS OBSERVING THE DISCUSSION THAT YOU JUST GOT THROUGH HAVING.
THAT WAS MATURE, TRUSTEE DISCUSSION.
I'M REALLY, REALLY PROUD OF Y'ALL.
GREAT, DEEP THOUGHT, BECAUSE THIS IS SERIOUS BUSINESS.
YOU KNOW, EVERYTHING WE TALKED ABOUT REPRESENTED A STUDENT, REPRESENTED A GROUP OF STUDENTS.
AND I WANT TO ALSO, AGAIN, COMMEND THE EXECUTIVE TEAM
[03:15:01]
FOR BUILDING THAT CAPACITY FOR THE FUTURE SO THAT WE CAN EVEN THINK ABOUT GOALS, GOAL PROGRESS MEASURES AND CONSTRAINTS MOVING FORWARD.I THINK THAT'S A GOOD PLAN, PRESIDENT MARKUM, IF YOU CAN GET THAT WITH THE TEAM, TO KIND OF TAKE THE SUGGESTION FROM THE OTHER TRUSTEES.
MAKING SURE WE DON'T WANT TO JUST GUESS AROUND, RIGHT? WE WANT TO MAKE SURE THAT WE'RE MAKING DECISIONS BASED ON DATA, AND IF THERE'S TIME FOR DATA TO GET HERE WHEN IT NEEDS TO GET HERE, THEN THAT'S GREAT.
THE WHOLE ROOT OF LONE STAR GOVERNANCE WAS NEVER TO MAKE IT LOOK LIKE MAKE-BELIEVE, RIGHT? THAT'S NOT WHAT IT IS.
WE HAVE TO REALLY FOCUS ON THE STUDENT OUTCOME INFORMATION THAT WE HAVE, AND SO THE REALISTIC, REAL-LIFE STORY.
OF ACCOUNTABILITY RIGHT NOW IS THAT IT'S LAGGING, AND WE HAVE TO WAIT FOR IT TO GET THE NEW INFORMATION SO THAT WE KNOW HOW TO SET THOSE GOALS, PROGRESS MEASURES, AND CONSTRAINTS.
SO I THINK IF IT PLEASES THE PRESIDENT AND THE REST OF THE BOARD, TAKING THE INFORMATION THAT YOU JUST TALKED THROUGH, I THINK THAT WE HAVE KIND OF LIKE A MINI...
A TIMELINE OF WHEN WE'RE GOING TO GET INFORMATION, AND THEN THE BOARD CAN RESPOND TO THAT INFORMATION BY CHOOSING TO UPDATE, AND WE CAN MEET AGAIN TO CHOOSE TO UPDATE WITH REAL DATA THAT WE CAN SEE AND MAKE FAIR GOAL PROJECTIONS FOR THE FUTURE, IF THAT'S THE WILL OF THE BOARD.
AZAIEZ, I'LL TURN TO YOU AS FAR AS TIMELINE GOES.
WHAT YOU THINK YOUR TEAM CAN DO? I THINK BASED ON WHAT I HEARD FROM THE BOARD, I THINK IT LOOKS LIKE WE CAN PROBABLY BRING SOMETHING FORWARD TO YOU FOR DISCUSSION OF POSSIBLE ACTION.
AS EARLY AS PROBABLY MAY, THE LATEST JUNE BOARD MEETING, I THINK, WE CAN DO THAT.
NOW, THE GPMS, BECAUSE FOR 1, 02, AND 3, THE GPMS WON'T BE CHANGING GPMS. THE GOAL IS PRETTY MUCH...
AND THE FOUR IS THE ONE PROBABLY WE'LL HAVE PROBABLY MORE DISCUSSION AROUND.
WE'LL CONTINUE TO TALK AS YOU PREPARE AND DEVELOP THAT INFORMATION, AND IT'LL EITHER COME TO US IN MAY OR JUNE.
STUDENT OUTCOMES, WHAT ABOUT THEM? DO THEY CHANGE? THEY DON'T CHANGE UNTIL ADULT BEHAVIOR CHANGES.
THEY DON'T CHANGE UNTIL ADULT BEHAVIOR CHANGES.
AND I THINK WE SAW A LOT OF ADULT BEHAVIOR CHANGE ON THIS DAIS THIS EVENING.
WE JUST NEED TO LEARN MORE SO THAT WE CAN HELP MAKE THOSE GREAT DECISIONS FOR THE FUTURE.
AND I THINK THAT YOU'RE IN A GREAT, GREAT PLACE FOR THAT.
THAT'S ALL I HAVE FOR THIS EVENING, PRESIDENT MARKUM.
IS THERE ANYTHING ELSE YOU NEED BEFORE WE GO? WELL, I THINK WE WERE ALSO GOING TO LOOK AT OUR COMMUNITY INPUT TO TALK ABOUT CONSTRAINTS.
SO I DIDN'T REALLY EVEN KNOW CONSTRAINTS WERE ON THE AGENDA TO BE TALKED ABOUT TONIGHT BECAUSE THEY WEREN'T IN ANY OF OUR PRESENTATIONS AND WERE NOT POSTED FOR IT.
SO I JUST WANT TO MAKE SURE THAT WE'RE OKAY TO TALK ABOUT CONSTRAINTS.
I DIDN'T COME PREPARED TO TALK ABOUT CONSTRAINTS BECAUSE IT WASN'T ANYWHERE IN OUR PREP MATERIAL.
SO IF WE ARE OKAY, I DON'T KNOW TIME-WISE OF HOW LONG IT WOULD TAKE.
I WOULD ASSUME IT'D BE A PRETTY LENGTHY DISCUSSION.
I WASN'T PREPARED TO TALK ABOUT CONSTRAINTS TONIGHT BECAUSE I DIDN'T EVEN KNOW THAT IT WAS ON THE AGENDA.
SO I GUESS MY QUESTION IS, FIRST OFF, ARE WE SAFE TO TALK ABOUT CONSTRAINTS BECAUSE WE'RE NOT POSTED FOR IT? I LOOKED AT THE AGENDA AND I THINK AS LONG AS THE CONSTRAINTS ARE RELATED TO THE BOARD GOAL DEVELOPMENT WHICH I THINK THEY ARE AND IT'S DISCUSSION ONLY I THINK I THINK YOU'RE POSTED OKAY AND THERE HAS ALWAYS BEEN UNDERSTANDING I MEAN I KNOW WHEN I PRESENTED THE TIMELINE AND THE FRAMEWORK FOR GOALS DEVELOPMENT WE TALKED ABOUT CONSTRAINTS AND EVERY CONVERSATION WE'VE HAD ABOUT GOAL DEVELOPMENT WE'VE MENTIONED TALKING ABOUT OUR CONSTRAINTS BECAUSE WE TALKED ABOUT IT WITHIN THE CONVERSATION OF WHAT WE HAD FLEXIBILITY WITH GOING FORWARD, WHICH WE KNEW GOALS ONE THROUGH THREE, NOT A LOT OF FLEXIBILITY, BUT EVERYTHING ELSE WE DO, AND THAT WE WANTED THAT TO BE PART OF THE DISCUSSION. I DO KNOW THAT IT IS GETTING LATE, AND PART OF THE REASON WE'RE STARTING NOW IN APRIL IS TO CREATE ENOUGH SPACE BEFORE, I MEAN, I GUESS NOW WE'RE TALKING ABOUT MAYBE AUGUST APPROVING THINGS, BUT HOPEFULLY WITH THE GOAL OF APPROVING IN JUNE, WE HAVE CREATED SOME BUFFER SO THAT IF WE NEED TO EXTEND CONVERSATIONS TO OTHER MEETINGS, WE CAN.
LLOYD BACK, AND I DO NEED TO GET WITH HER TO MAKE SURE OUR SCHEDULES ALIGN IF WE'RE
[03:20:01]
GOING TO MOVE THE CONSTRAINT CONVERSATION TO A SEPARATE MEETING.THE OTHER THING WE ALSO CAN DO IS WE CAN START THE CONVERSATION.
WE CAN AGREE ON HOWEVER MUCH LONGER WE WANT TO GO HERE TODAY WITH THAT CONVERSATION.
AND THEN CONTINUE IT AND ATTACH IT TO ANOTHER BOARD MEETING THAT WE ALREADY HAVE PLANNED.
SO IF ANYONE HAS ANY THOUGHTS ON THAT, I'M HAPPY TO DISCUSS IT AND THEN MOVE FORWARD HOWEVER LONG Y'ALL WANT TO.
WELL, WE WERE POSTED UNTIL 9:30 FOR THIS MEETING.
IT SAID 5:30 TO 9:30 ON THE INVITATION, BUT 20 MINUTES DOESN'T GIVE US MUCH TIME.
I MEAN I GUESS I FEEL LIKE THIS IS THE CONSTRAINTS ARE INCREDIBLY IMPORTANT AND I HATE TO GIVE THEM A SHORT SHIFT OF A DISCUSSION SO I ALMOST I GUESS I WONDER IF COULD SO ALONG THOSE LINES IF WE WANT TO USE THAT 20 MINUTES AND YES IT IS AN IMPORTANT DISCUSSION DO WE WANT TO USE THAT TIME TO REVIEW COMMUNITY INPUT AND THEN BEGIN THE DISCUSSION THE NEXT TIME WE TALK ABOUT CONSTRAINTS? THAT WOULD BE FINE WITH ME.
I WILL JUST SAY FROM A PERSONAL STANDPOINT, I WOULD HAVE REVIEWED THE COMMUNITY INPUT PRIOR TO COMING IF I HAD GOTTEN IT EARLIER.
BUT TO GET IT AFTER 5:30 LAST NIGHT REALLY KIND OF MADE IT IMPOSSIBLE FOR THOSE THAT WORK TO GO THROUGH, YOU KNOW, THAT MANY RESPONSES ON THE ONLINE SYSTEM.
SO WE CAN GO OVER IT, BUT I HONESTLY ON THAT PART FEEL A LITTLE BIT UNDERPREPARED.
NORMALLY MY NORMAL, IF I'D HAD IT OVER THE WEEKEND, I WOULD HAVE READ THROUGH IT AND I WOULD HAVE MADE NOTES AND I WOULD HAVE BEEN MORE PREPARED TO TALK ABOUT IT.
BUT, YEAH, IF THERE'S SOME OVERVIEW THAT WE WANT TO DO IN OUR LAST 20 MINUTES, THAT WOULD BE GREAT WITH ME.
I WOULD AGREE THAT I'M NOT PREPARED ON THE COMMUNITY INPUT PART.
I MEAN, MOST OF US WERE AT A SCHOOL EVENT LAST NIGHT.
SO I'M NOT PREPARED TO TALK ABOUT IT, BUT I CAN WING IT AND START THE CONVERSATION.
I'M A LITTLE BIT MORE OF A NIGHT OWL THAN TRUSTEE WEI IS, BUT I ALSO REALIZE THAT WE'RE IN AN INCREDIBLY BUSY SEASON RIGHT NOW AND HAVING OUR STAFF STAY MUCH LATER.
I JUST WANT TO RESPECT THEM, THAT THEY ALL HAVE EVENING COMMITMENTS AT MOST SCHOOLS LATELY.
WELL, THEY CAN ALL ESCAPE NOW, CAN'T THEY, DR.
THEY'RE NOT CONSTRAINTS, RIGHT? THAT WAS FUN.
I WOULD JUST LIKE TO SAY IF WE HAD AN OPPORTUNITY TO GIVE THE BOARD SOME MORE TIME TO REVIEW THE DATA, THAT THAT COULD BE A GOOD SOLUTION.
AND WE KNOW WE'RE GOING TO COME BACK TO REALLY TALK ABOUT EVERYTHING ELSE IF THAT IS THE WILL OF THE BOARD.
I'M FINE WITH THAT, AND WE CAN CHECK ANOTHER DATE AND DO THAT.
DO YOU WANT US, IF WE DO DELAY IT IN ORDER TO MAKE THAT MORE PRODUCTIVE, QUICKER? IS IT AFTER WE REVIEW AND KIND OF LOOK? AND I KNOW, AND I WOULD JUST SUGGEST TO MY COLLEAGUES, WHEN TRUSTEE ZÁRATE AND I DID OUR COMMUNITY FORUM, OUR IN-PERSON FORUM, ALL OF OUR THREE THINGS ARE KIND OF DONE CONSTRAINT-WISE.
SO YOU CAN SEE AT LEAST WHAT OUR GROUP WAS INTERESTED IN.
IN THE CONSTRAINT AREA BUT MAYBE WE COME BACK WITH SUGGESTIONS ALREADY WRITTEN THAT WE CAN TALK ABOUT OR MAYBE EVEN WE CAN SEND THEM TO DR.
LLOYD AND WE SHE CAN HAVE SORT OF WHAT OUR SUGGESTIONS ARE FOR CONSTRAINTS SO THAT WE GO SORT OF STRAIGHT INTO A PRODUCTIVE CONVERSATION AFTER WE'VE REVIEWED ALL THE COMMUNITY STUFF.
SURE I THINK THAT WE COULD I THINK THAT WE COULD DO IT THAT WAY YOU KNOW I JUST WANT TO MAKE SURE AS WE CONTINUE THROUGH THE PROCESS YOU KNOW THE CONSTRAINTS WERE ALWAYS PART OF THE CONVERSATION THE AGENDA WAS POSTED CORRECTLY.
AND SO I WANT TO MAKE SURE AS WE'RE MOVING THROUGH THIS THAT WE'RE, YOU KNOW, THINKING PRODUCTIVELY ABOUT HOW TO HAVE THESE CONVERSATIONS AND HAVE THEM EFFICIENTLY.
SO I'M PERFECTLY FINE WITH THAT.
I DO KNOW THERE WERE TRUSTEES THAT CAME PREPARED TONIGHT ALSO TO TALK ABOUT CONSTRAINTS, AND SO I WANT TO RESPECT HOW EVERYONE PREPARED FOR TONIGHT.
SO IF YOU DO HAVE THOSE IDEAS ALREADY AND IF WE'RE IN AGREEMENT TO SEND THEM TO DR.
LLOYD AND THEN MAYBE YOU COULD KIND OF GIVE US AN OVERVIEW.
OF, YOU KNOW, WHEN WE START OUT THAT CONVERSATION.
YOU CAN KIND OF GIVE US AN OVERVIEW OF THOSE SUGGESTIONS TO JUMPSTART OUR CONVERSATION.
I THINK THAT THAT WOULD BE GREAT.
I THINK THAT WOULD BE PERFECT.
CAN I MAKE ONE MORE REQUEST? BECAUSE I, THERE'S THE TWO
[03:25:03]
IN-PERSON SESSIONS HAVE NOTES DOWN HERE, BUT NEITHER OF THE VIRTUAL SESSIONS, I DIDN'T SEE ANY OF THAT INFORMATION COME TO US.I'M SORRY, THAT PACKET WAS SUPPOSED TO COME TO YOU.
THERE WERE ONLY A COUPLE OF PEOPLE THERE, BUT THAT PACKET WAS SUPPOSED TO COME TO YOU, SO I'LL MAKE SURE THAT IT GETS TO YOU.
OKAY, BECAUSE I SAW THE ONLINE ONE FROM THE SURVEY, BUT I DIDN'T SEE EITHER OF THE TWO.
WE ONLY HAD ONE PERSON THAT PARTICIPATED IN THE ONLINE, AND THEN THERE WAS ONE PERSON THAT SPOKE AND COMMUNICATED AND ONE PERSON THAT JUST GAVE THUMBS UP, BUT WE DIDN'T HAVE...
WE ONLY HAD ONE PERSON THAT ACTUALLY SPOKE IN OUR SESSION.
BUT WE DO HAVE THAT DATA, SO WE CAN SEND IT TO YOU.
BUT WE DIDN'T TALK ABOUT CONSTRAINTS AT ALL.
IT WAS THE GUARDRAIL PART OF THE PRESENTATION.
AND THEN FOR THE SPANISH SESSION? WE DIDN'T HAVE ANYBODY PARTICIPATE.
NO ONE PARTICIPATED? WE EVEN ADDED IT ON TO OUR PHYSICAL LOCATION.
WE DIDN'T HAVE ANY PARTICIPATION.
SO NEXT TIME WE DO THIS, LONGER TIMELINE.
SO WE CAN MAKE SURE TO HAVE MORE SESSIONS AND MORE OPPORTUNITIES AND GET THE ONLINE SURVEY OUT EARLIER.
BUT WE WERE JUST WORKING ON A VERY CONDENSED TIMELINE.
WHEN DR. LLOYD WENT THROUGH EARLIER AND IT WAS LESSONS LEARNED, I DID WRITE DOWN GETTING THE SAME IN-PERSON RESPONSE AS ONLINE SHOULD BE OUR GOAL NEXT TIME BECAUSE IT IS SUCH A DIFFERENT EXPERIENCE TO HAVE THE PEOPLE VOTE, COME UP WITH THEIR OWN TOPIC AND VOTE.
AND KIND OF NARROW IT DOWN FOR YOU IN THE COMMUNITY FORUM, WHEREAS WHEN WE GET, AND IT WAS A GREAT RESPONSE ONLINE, BUT THEY'RE NOT REALLY ABLE TO NARROW IT DOWN.
THEY'RE KIND OF COUNTING ON US TO DO THAT, AND SO IT LOSES A LITTLE BIT OF THAT STEP THAT I THINK IS IMPORTANT.
SO ARE YOU TALKING ABOUT IF WE DO THE ONLINE SURVEY, WHEN WE GET THE REPORT BACK, THAT IT'S? WELL, I WAS JUST LESSONS LEARNED THINKING NEXT TIME TO TRY TO.
MAYBE GET THE WORD OUT SOONER FOR THE IN-PERSON, TRY TO GET MORE PEOPLE IN-PERSON, IF WE COULD SOMEHOW GET THAT TO BE AS RESPONSIVE AS ONLINE.
NOT THAT THE ONLINE, I MEAN, IT'S GREAT INFORMATION, BUT IT'S SUCH A DIFFERENT PROCESS THAT IT, WHEN Y'ALL DO IT AFTER NEXT TIME, AFTER ALL THE DATA COMES BACK FROM TEA, THAT WOULD BE MY ONLY LESSONS LEARNED FROM THAT ONE SLIDE THAT, THAT I DID WRITE DOWN, BECAUSE IT, IT WAS A LITTLE DISAPPOINTING THAT THANK YOU.
NOT AS MANY PEOPLE SHOWED UP ONLINE AND PEOPLE DIDN'T REALLY KNOW ABOUT IT.
AZAIEZ AND I ARE GOING TO TALK TOMORROW AND WE'LL TALK ABOUT A DATE TO TACK ON.
I DON'T THINK WE HAVE ANY DATES LEFT TO ADD ANOTHER MEETING, SO IT'LL HAVE TO BE TACKED ON TO ONE THAT WE ALREADY HAVE PLANNED.
AND I KNOW WE HAVE A LOT OF OTHER PRESENTATIONS WE WANT TO GET TO TOO, SO WE'LL FIGURE OUT A DAY THAT WE CAN TACK ON THAT CONVERSATION AND THEN WE'LL TALK AND SEE IF THAT WORKS.
WITH YOUR SCHEDULE TO BRING YOU BACK IN AND FACILITATE THAT PART.
AND THEN AGAIN, TRUSTEES, I KNOW SOME OF YOU PREPARED FOR TONIGHT, SO IF YOU HAVE IDEAS, GO AHEAD AND GET THOSE TO DR.
LLOYD AND THEN ANYBODY ELSE WHO WORKS THROUGH ALL OF THE DATA.
AND IF YOU WANT TO LOOK HERE BEFORE YOU LEAVE TOO, OR WE CAN MAYBE FIGURE OUT A WAY TO SEND THIS TO YOU ELECTRONICALLY.
YEAH, IF SOMEBODY COULD TAKE A PICTURE AND...
I THINK WE ALREADY HAVE IT BECAUSE I SENT IT TO YOU ELECTRONICALLY, RIGHT, DR.
LLOYD? YEAH, SO I THINK WE ALREADY HAVE IT.
SO I'LL GET IT TO PATTY TO SEND OUT.
AND THEN WHATEVER IDEAS YOU HAVE, SEND THEM HER WAY, AND WE'LL GET THAT OVERVIEW AND JUMPSTART THAT CONVERSATION.
SO, YOU KNOW, I DON'T THINK PROBABLY THERE'S CONSENSUS FOR THIS, BUT THERE'S AN OPTION FOR A FIFTH GOAL.
AND BASED OFF OF THE COMMUNITY FEEDBACK, IS THAT SOMETHING THAT WILL BE DISCUSSED IN OUR NEXT SESSION? OR ARE WE KIND OF SOLD RIGHT NOW AND HAVE CONSENSUS THAT WE ONLY WANT FOUR GOALS? OR WHAT? I GUESS THAT'S MY...
IT SOUNDS LIKE WE'RE WRAPPING UP GOALS AND WE'RE MOVING ON TO CONSTRAINTS, THAT THERE'S STILL THAT KIND OF DANGLING ISSUE.
I THINK IT MAY BE IN THE NEXT ROUND OF GOAL DEVELOPMENT, MAYBE WHEN WE WANT TO LOOK AT A FIFTH GOAL.
I KNOW THE FIRST TIME THAT THEY DID GOALS AND ME JUST WATCHING AS A COMMUNITY MEMBER THEN, BUT THEN ALSO DR. LLOYD'S RECOMMENDATION TO NOT HAVE A FIFTH GOAL ONLY BECAUSE WE'RE IN TRANSITION RIGHT NOW AND WHEN YOU HAVE TOO MANY GOALS.
HARD TO DO WELL AT ALL OF THEM.
AND GOING BACK TO YOUR POINT OF SETTING OUR TEACHERS UP FOR SUCCESS AND SETTING OUR STUDENTS UP FOR SUCCESS, IT MIGHT BE TOO MUCH TO TAKE ON RIGHT NOW.
[03:30:02]
NEEDED TO PREPARE FOR THAT AGAIN NEXT TIME OR IF IT'S JUST WE'RE DONE HAVING THAT CONVERSATION.I WOULD LIKE TO LISTEN TO WHAT YOU HAVE TO SAY.
YEAH, I HAD MY BUTTON PUSHED TO ASK YOU, WHAT IS YOUR IDEA ON A FIFTH GOAL? NO, BECAUSE I AGREE.
I THINK FOUR, DEFINITELY WITH ALL THE CHANGES THAT ARE CONSTANT, RIGHT, AND TO DO THE FOURTH GOAL WITH FIDELITY.
I PROBABLY WOULDN'T SUGGEST DOING A FIFTH GOAL, BUT OUR COMMUNITY HAS REPEATEDLY ASKED FOR A LIFE SKILLS-BASED GOAL THING LIKE THAT. THAT'S A VALUE THAT THEY HAVE. AND SO, THEY DID THAT WHEN YOU GUYS DID THIS LAST TIME, RIGHT? AND THAT'S WHERE WE CAME UP WITH WHERE YOU GUYS CAME UP WITH THE CONSTRAINT, WHICH I, YOU KNOW, I DON'T THINK HANDLES THE INTENT OF THE FEEDBACK THAT THE COMMUNITY WANTED TO GIVE YOU.
SO, I DON'T THINK A CONSTRAINT IS THE RIGHT SPACE FOR THAT.
BUT I DON'T KNOW WHAT IS IF WE DON'T LOOK AT A GOAL OR IF WE'RE JUST TELLING THE COMMUNITY AGAIN AT LEAST ONE MORE YEAR, AND THEN WE'LL HAVE THE CONVERSATION AGAIN.
BUT I JUST FEEL LIKE THE COMMUNITY HAS TOLD US PRETTY BLATANTLY THAT THEY WANT SOMETHING TO DO WITH LIFE SKILLS.
TRUSTEE WEIR, SINCE TWO OTHER TRUSTEES HAVE ALSO SAID THEY WOULD LIKE TO HEAR YOUR SUGGESTION, I WOULD SAY THAT DON'T DISMISS IT. MAYBE IF WE'RE GIVING DR.
LLOYD SUGGESTED CONSTRAINTS AS YOU GO THROUGH ALL OF THOSE COMMENTS AND LOOK AT WHAT WE DID IN PERSON, IF THERE IS SOMETHING, I THINK YOU SHOULD SEND IT TO HER AND WE CAN LOOK AT IT.
I MEAN, WE MAY DECIDE WE DON'T WANT A FIFTH ONE, BUT IT MAY BE SO COMPELLING THAT WE WANT TO SAY, YEAH, LET'S DO IT.
IT'S JUST 58% SAID IT WAS A TOP PRIORITY, RIGHT? I THINK THAT THAT TELLS US SOMETHING, BUT I JUST DON'T KNOW WHAT IS IT.
I DON'T THINK THE CONSTRAINT IS THE RIGHT FIT.
IF A GOAL ISN'T IT, THEN HOW ELSE DO WE ADDRESS THAT COMMUNICATION FROM THE COMMUNITY? I GUESS THAT'S IT.
I MEAN, AND IT MAY BE AS WE DISCUSS IT THAT IT IS STILL A CONSTRAINT OR SOMETHING WE WANT TO HOLD OFF ON UNTIL NEXT TIME OR TO YOUR POINT, IT'S BEEN MENTIONED BOTH TIMES.
I WAS MORE JUST GIVING THE OVERVIEW OF WHAT THE RECOMMENDATION WAS AS FAR AS THE NUMBER OF GOALS WE SHOULD HAVE IN ORDER FOR US TO BE SUCCESSFUL.
BUT IT CAN ALWAYS BE A PART OF THE CONVERSATION.
TRUSTEE LANDRUM, I STILL HAVE YOU ON.
JUST LIKE THE FEEDBACK LAST TIME WAS FOR A GOAL TO BE A GOAL, IT HAS TO BE SOMETHING THAT STUDENTS CAN KNOW AND DO.
SAYING THAT YOU WANTED LIFE SKILLS, THERE WASN'T A WAY TO ACTUALLY MEASURE THAT IN TERMS OF, LIKE, AND THAT'S WHY IT ENDED UP BEING A CONSTRAINT BECAUSE MAKING SURE THAT THEY GOT A CIVICS, YOU KNOW, PRESENTATION AND COURSEWORK FOR IT, BUT, YOU KNOW, WE DON'T HAVE A FINANCE CLASS TO LEARN, YOU KNOW, HOW TO DO YOUR TAXES OR HOW TO, YOU KNOW, CIVICS TO TALK ABOUT VOTING IS IN YOUR GOVERNMENT CLASS AND STUFF LIKE THAT, BUT THERE WASN'T A...
WAY FOR US TO MEASURE IT AND SO I JUST WANT TO MAKE SURE THAT WE'RE KEEPING THAT ALSO IN OUR YEAH, THAT IT'S A SMART GOAL AND THAT IT'S MEASURING SOMETHING THAT A STUDENT CAN KNOW OR DO AND NOT SOMETHING THAT OUR ADULTS ARE DOING IN OUR SYSTEM.
BECAUSE, YES, IT HAS COME UP MULTIPLE TIMES, BUT I DON'T KNOW HOW TO MEASURE IT.
AND MAYBE THAT'S SOME FEEDBACK FROM ADMINISTRATION, IF THEY HAVE ANY IDEAS ON HOW TO ACTUALLY MEASURE IT.
BUT FROM WHERE I SAT, I HAVEN'T SEEN A WAY FOR US TO MEASURE WHAT THE COMMUNITY IS ASKING US ABOUT.
PERSONALLY, I KIND OF WONDER IF IT'S JUST A, AND I SPOKE TO A FORMER TRUSTEE TODAY ABOUT THIS, AND WE DISAGREED.
BUT I WONDER IF IT'S JUST A LACK OF COMMUNITY KNOWLEDGE ABOUT WHERE THESE ISSUES ARE ADDRESSED ALREADY, AND MAYBE THAT'S HOW WE ADDRESS IT, OR DISTRICT DOES, IF THAT'S SOMETHING THAT THEY FEEL COMFORTABLE WITH.
BECAUSE I, YOU KNOW, LOOKING AT, YOU KNOW, I DON'T KNOW IF EVERYBODY KNOWS, BUT LIKE I HOMESCHOOLED FOR A PERIOD OF TIME TOO, RIGHT? SO I DID, I LOOKED AT OUR, WHAT IS IT? THE, HOW OUR CURRICULUM IS ALL ALIGNED.
THE ROUND ROCK ALIGNED CURRICULUM.
THAT'S RIGHT, RIGHT? SO I'VE STUDIED THAT.
[03:35:01]
OF RIDICULOUS STUFF.THOSE THINGS ARE BEING TAUGHT, AND SO I JUST DON'T KNOW IF IT'S JUST BECAUSE THE COMMUNITY DOESN'T KNOW THAT THOSE ARE BEING TAUGHT AND THEY STILL VALUE THOSE SKILLS, OR WE'RE NOT SEEING IT, OR IF IT'S ACTUALLY AN ANSWER DONE BY THE PTA OR CLUBS OR SOMETHING ELSE AND SAID THAT IT HAS NOTHING TO DO WITH US, BUT IT'S STILL, I WANT TO MAKE SURE THAT WE VALUE THAT INPUT THAT WE WERE GIVEN. I WILL SAY SOME OF THE SCHOOLS DID IT ON THEIR OWN LAST TIME.
SORRY, NO, I DIDN'T PUSH MY BUTTON, BUT LIKE, AND I CAN ONLY KNOW FOR MCNEIL, BUT OUR LIBRARIANS ARE AMAZING AND TOOK THAT OPPORTUNITY TO HAVE ADULTING 101 DURING FLEX AND HAD CLASSES, AND THE AUTO TECH HAD THINGS WHERE THEY SHOWED KIDS HOW TO CHANGE A FLAT TIRE. YOU KNOW, THERE WEREAND I THINK SOME OF THOSE ARE THE LIFE SKILLS THAT ARE IN SOME OF THESE COMMENTS, AND THEY'RE NOT GOING TO BE THINGS THAT REALLY, LIKE, SUCCESS TEACHES, LIKE COOKING CLASSES AND HAS ALL SORTS OF AMAZING THINGS THAT THEY ALREADY DO. AND SO, I DON'T KNOW. I JUST WANTED TO BE RESPECTFUL OF THE FEEDBACK. I KNOW THE DISTRICT IS DOING AN AMAZING JOB ON IT.
TRUSTEE CUERO. TRUSTEE ROSS, IS THIS SOMETHING THAT IS COMING OUT OF A CLIMATE SURVEY OR JUST A CONVERSATION WITH... IT'S THE ONLINE SURVEY FEEDBACK THAT YOU GOT IN YOUR INBOX YESTERDAY, BUT IT CAME LATE YESTERDAY. IT WAS VERYIT CAME AFTER 5:30 LAST NIGHT, SO, AND IT'S LIKE 2,100 RESPONSES, SOMETHING LIKE THAT. SO, NO WORRIES IF YOU HAD TO TAKE IT. YEAH, IT WAS A LOT.
I HAD A PERSONAL COMMITMENT THAT CAUSED ME NOT TO BE ABLE TO GO TO THE EVENTS THAT YOU GUYS WERE AT LAST NIGHT, AND SO I, WHILE MY DAUGHTER WAS AT VOLLEYBALL, I SAT THERE AND LOOKED AT IT, SO, YEAH.
I THINK IT'S IMPORTANT FOR EVERYONE TO HAVE TIME TO REFLECT AND TO ACTUALLY LOOK AT ALL THAT DATA.
AND YOU MAY ALSO BUBBLE UP SOME IDEAS AS WELL AFTER YOU'VE HAD AN OPPORTUNITY TO DO THAT.
I THINK, PRESIDENT MARKUM, THAT THIS IS GOING TO BE GREAT FOR THEM TO HAVE TIME TO DIGEST THAT, COME BACK TOGETHER.
WE CAN GET TOGETHER WITH THE SUPERINTENDENT, DECIDE SOME DATES TO MOVE FORWARD.
BUT I DO WANT TO, BEFORE WE LEAVE TONIGHT, I DO WANT TO COMMEND THE BOARD BECAUSE EVEN THOUGH YOU HAVE LOTS OF, MAYBE LOTS OF WONDERINGS STILL IN YOUR HEAD, YOU'RE STILL DOING GREAT, GREAT WORK.
YOU ARE FOCUSED ON THE RIGHT THINGS.
YOU ARE HELPING TO MOVE THE DISTRICT FORWARD BY YOUR DECISIONS.
AND SO DON'T EVER UNDERESTIMATE THE IMPORTANCE OF YOUR DECISIONS AND THAT YOU'RE MAKING THOUGHTFUL DECISIONS THAT ARE BASED ON INFORMATION, BASED ON CORRECT INFORMATION, AND THEN MOVING FORWARD AS WE ARE GETTING NEW DATA, BASED ON THE NEW DATA, SO THAT WE CAN RESPOND TO IT AS A TEAM OF EIGHT.
AND SO I DO WANT TO SAY I'M VERY, VERY PROUD IN THE TENACITY THAT YOU'VE SHOWN, THAT WHETHER YOU LOOKED AT THE POSTER, SAW SOMETHING ONLINE, OR SOMETHING ELSE IN HARD COPY, THAT YOU ARE DEDICATED TO FINDING OUT WHAT NEEDS TO BE KNOWN ABOUT OUR STUDENTS IN THIS DISTRICT, FINDING OUT WHAT WE NEED TO HELP FAMILIES AND THE COMMUNITY AS A WHOLE, AND DOING IT IN A PROFESSIONAL WAY.
AND SO WE NEVER WANT THE PROGRAM OR THE PROCESS TO OVERSHADOW THE TRUE NEEDS OF...
AND SO YOU HAVE THAT EAR TO HEAR, AND THAT'S CRITICALLY IMPORTANT.
AND NOW AS WE'RE REVISING OUR, GOING THROUGH THE PROCESS OF REVISING OUR GOALS, OUR PROGRESS MEASURES, AND OUR CONSTRAINTS, WE HAVE TO DO THAT WITH THE SAME KEEN.
AND THAT'S WHAT I'M SEEING TONIGHT.
THANK YOU SO MUCH FOR ALL OF THE WORK THAT YOU PUT INTO THIS AND FOR FACILITATING OUR CONVERSATION TONIGHT.
AND WE'LL BE IN TOUCH FOR THE NEXT CONVERSATION.
IT IS 9:27, AND WE ARE ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.