[B. CALL TO ORDER] [00:00:03] GOOD EVENING AGAIN. IT IS 6-11 AND THIS MEETING OF THE ROUND ROCK INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES IS CALLED TO ORDER. WE HAVE ALL TRUSTEES IN ATTENDANCE. I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL. [D. RECOGNITIONS] HONOR THE TEXAS FLAG. OKAY, WE ARE GOING TO MOVE INTO RECOGNITIONS. WE DO HAVE SEVERAL RECOGNITIONS, SEVERAL HUNDRED STUDENTS AND SEVERAL HUNDRED PARENTS WITH US TONIGHT WITH THEIR STUDENTS THAT ARE BEING RECOGNIZED. SO JUST PLEASE BE PATIENT WITH US AS WE MOVE GROUPS IN AND OUT. RIGHT NOW. AND WE'LL TURN IT OVER TO ANNIE. GOOD EVENING. THANK YOU, PRESIDENT MARKHAM. TRUSTEES AND DR. AZAIZ, IF YOU WOULD JOIN US IN FRONT OF THE DAIS. EVEN DURING THE SUMMER, WE HAVE STUDENTS AND STAFF TO HIGHLIGHT AND NEW CAMPUS LEADERS TO WELCOME. OH, AND DR. NICHOLS, WILL YOU ALSO PLEASE JOIN US? SO WE'RE EXCITED TO START OUR BOARD MEETING BY RECOGNIZING THE OUTSTANDING ACCOMPLISHMENTS OF OUR STUDENTS AT THE END OF THE SCHOOL YEAR. CAMPUS AND DISTRICT LEADERSHIP, THIS MEANS AREA SUPERINTENDENTS. PRINCIPALS, ANYONE WHO IS OUT THERE FROM THE CAMPUS, WHEN YOUR STUDENT GROUP IS CALLED CAN YOU PLEASE ALSO JOIN US? I'M NOT GOING TO READ Y'ALL OFF, YOU KNOW WHICH ONES ARE YOURS. FAMILIES WILL COME IN TO WATCH THEIR STUDENTS BEING RECOGNIZED THIS EVENING AND THEN THEY WILL LEAVE ALL AT ONCE. SO WE HAVE A LARGE GROUP OF STUDENTS WHO COMPLETED IN A FRENCH COMPETITION. ALL OF THOSE FAMILIES ARE GOING TO COME IN, THEN WE'RE GOING TO DO SCHOOL BY SCHOOL, AND THEN ALL THOSE FAMILIES ARE GOING TO LEAVE. SO EVERYBODY JUST, IF YOU COULD BE A LITTLE PATIENT WITH US AS WE GET THE INS AND OUTS GOING. IT'LL BE GREAT. WE'RE GOING TO WAIT UNTIL THE FAMILIES COME IN A LITTLE BIT MORE AND THEN WE WILL START WITH THE FIRST GROUP OF STUDENTS. OKAY, THE FIRST GROUP OF STUDENTS WE'RE CELEBRATING TONIGHT ARE FROM THE FIVE SCHOOLS THAT SHOWCASE THEIR FRENCH LANGUAGE SKILLS NATIONALLY IN THE 2026 EDITION OF LE GRAND CONCOURS, A NATIONAL FRENCH LANGUAGE COMPETITION. FRENCH IS NOT MINE. 250 STUDENTS ACROSS THE DISTRICT COMPETED, AND STUDENTS AT THESE FIVE SCHOOLS EARNED PERFECT SCORES OR PLACED GOLD, SILVER, OR BRONZE. THE FIRST GROUP IS CEDAR VALLEY STUDENTS. THESE ARE OUR CEDAR VALLEY STUDENTS. THANK YOU. NEXT UP WILL BE OUR PEARSON RANCH STUDENTS AND STAFF AND CAMPUS AND DISTRICT LEADERSHIP FROM THIS VLC. PLEASE COME TO THE FRONT. [00:05:57] NEXT WE'LL WELCOME OUR WALSH MIDDLE SCHOOL STUDENTS AND STAFF AND CAMPUS AND DISTRICT LEADERSHIP FROM THE CLC ALSO PLEASED TO THE DICE. NEXT UP WILL BE OUR ROUND ROCK HIGH SCHOOL STUDENTS AND STAFF AND CAMPUS AND DISTRICT LEADERSHIP. NOW YOU'RE GOOD. AND FINALLY FOR THE FRENCH LANGUAGE COMPETITION ARE THE STUDENTS FROM WESTWOOD HIGH SCHOOL. LOS STAFF AND CAMPUS LEADERS, PLEASE JOIN US AT THE DICE. OKAY, FAMILIES, IF YOU WERE HERE FOR THE FRENCH LANGUAGE COMPETITION, YOU MAY LEAVE NOW, AND THEN WE WILL LET THE SPANISH LANGUAGE COMPETITION FAMILIES COME IN. THANK YOU. THANK YOU, EVERYONE. [00:12:50] OKAY, THE SECOND GROUP OF STUDENTS WE'RE CELEBRATING TONIGHT ARE FROM THE FIVE SCHOOLS THAT SHOWCASE THEIR SPANISH LANGUAGE SKILLS NATIONALLY IN THE 2026 NATIONAL SPANISH EXAM. MORE THAN 600 ROUND ROCK ISD STUDENTS IN GRADES 6 TO 12 COMPETED THIS YEAR, AND THESE STUDENTS EARNED PERFECT SCORES, GOLD, SILVER, OR BRONZE. OUR FIRST GROUP UP ARE CANYON VISTA MIDDLE SCHOOL STUDENTS. WOULD THE STAFF, CAMPUS, AND DISTRICT LEADERSHIP PLEASE JOIN THEM ON THE DICE? NEXT UP WE HAVE OUR CEDAR VALLEY MIDDLE SCHOOL STUDENTS. WILL THE CAMPUS AND DISTRICT LEADERS FOR CEDAR VALLEY PLEASE JOIN US ON THE DICE? NEXT UP, PLEASE HELP US WELCOME STUDENTS [00:15:01] FROM CD FOLKS AND CHISHOLM TRAIL MIDDLE SCHOOLS. THEIR STAFF AND DISTRICT LEADERS PLEASE ALSO JOIN US. NEXT UP WE CELEBRATE OUR STUDENTS FROM PEARSON RANCH MIDDLE SCHOOL. THEY WILL JOIN US WITH STAFF AND DISTRICT LEADERSHIP. THANK YOU. PARENTS, IF YOU CAN JUST WAIT PLEASE JUST HANG ON WE'RE ALMOST DONE WITH THIS GROUP. THE FINAL GROUP WE HAVE THE FINAL GROUP OF STUDENTS WE HAVE TO CELEBRATE FOR THIS NATIONAL SPANISH LANGUAGE COMPETITION IS FROM WESTWOOD HIGH SCHOOL. WILL THE STAFF AND DISTRICT LEADERS PLEASE ALSO JOIN THE STUDENTS. [00:21:05] OH, THERE'S SO MANY MORE, SIR. WE'RE JUST DONE WITH THE LANGUAGE PART. ALL RIGHT, FAMILIES, ONCE THE STUDENTS ARE OUT, IF YOU'RE HERE JUST FOR THE SPANISH LANGUAGE COMPETITION, YOU ALL CAN ALSO LEAVE. THANK YOU FOR BEING HERE. NO. OKAY, WE HAVE ONE FINAL STUDENT GROUP TO RECOGNIZE TONIGHT NAMED THE GEEK STREAK. THESE FOUR STUDENTS NOT ONLY PLACED FIRST AS A GROUP, BUT ALSO PLACED INDIVIDUALLY FOR UIL 6A STATE ACADEMIC NUMBER SENSE COMPETITIONS. SO PLEASE HELP US WELCOME THE STONY POINT UIL 6A NUMBER SENSE STATE WINNERS. [00:25:37] OKAY, WE WILL NOW MOVE ON TO PROGRAM AND CAMPUS RECOGNITIONS. THE FIRST PROGRAM WE'RE HIGHLIGHTING THIS EVENING IS OUR FINE ARTS PERFORMING DEPARTMENT WHICH RECEIVED THE 2026 BEST COMMUNITIES FOR MUSIC EDUCATION DESIGNATION FOR THE SIXTH TIME. THIS AWARD HONORS SCHOOL DISTRICTS THAT DEMONSTRATE OUTSTANDING ACHIEVEMENT IN PROVIDING ACCESS TO MUSIC AND EDUCATION FOR ALL STUDENTS. OUR NEXT PROGRAM RECOGNITION FOR THIS EVENING IS FOR ACHIEVEMENT AT ALL FIVE OF OUR COMPREHENSIVE HIGH SCHOOLS. CEDAR RIDGE, MCNEIL, ROUND ROCK, STONY POINT AND WESTWOOD HIGH SCHOOLS ALL RECEIVED THE 2025-26 PROJECT LEAD THE WAY DISTINGUISHED HIGH SCHOOL RECOGNITION FOR FOR EXCELLENCE IN STUDENT ACCESS ENGAGEMENT AND ACHIEVEMENT AND PROJECT LEAD THE WAY PROGRAM. AREA SUPERINTENDENTS, Y'ALL, COME ON UP. COME ON UP, Y'ALL. OKAY, BEFORE WE MOVE ON TO OUR STAFF WELCOMES FOR THE EVENING AND FOR HER FINAL ROUND ROCK ISD BOARD MEETING EVER, WE HAVE A SPECIAL RECOGNITION. IN HER TIME WITH THE DISTRICT, PATTY AGUILERA HAS SERVED NOT ONLY ROUND ROCK ISD, BUT DOZENS OF TRUSTEES AS THEIR EXECUTIVE ASSISTANT. PLEASE HELP US CELEBRATE AND THANK THE SOON-TO-BE-RETIRED PATTY FOR HER DEDICATION, PROFESSIONALISM, AND 13 YEARS OF SERVICE TO THE DISTRICT. JENNIFER, CAN YOU SWITCH THE SLIDE IN THE BACK? THERE WE GO. THANK YOU. [00:30:35] DR. AZAIZ AND TRUSTEES YOU MAY THANK YOU TRUSTEES AND DR. AZAIZ YOU MAY RETURN TO YOUR SEAT WE WILL NOW MOVE ON TO WELCOMING NEW CAMPUS LEADERS TO THE DISTRICT AS THEY PREPARE TO JOIN US THIS FALL EACH NEW STAFF MEMBER WILL COME UP AND INTRODUCE THEMSELVES AND SHARE A LITTLE BIT ABOUT THEMSELVES WITH THE BOARD IN OUR COMMUNITY THANK YOU FIRST WE WELCOME MARCELINA COBB WHO WILL LEAD VOIGHT ELEMENTARY. GOOD EVENING TRUSTEES AND SUPERINTENDENT ASSAYEES. I'M THE PROUD PRINCIPAL OF VOIGHT ELEMENTARY. I'D LOVE TO HEAR THAT. AS A FORMER ROUND ROCK ISD STUDENT THIS IS FULL CIRCLE FOR ME AND I HAVE AN OPPORTUNITY TO GIVE BACK TO THE DISTRICT THAT SHAPED WHO I AM TODAY. SO I LOOK FORWARD TO WORKING WITH THE VOIGHT COMMUNITY AND ENSURING THE SUCCESS OF EVERY STUDENT. THANK YOU. PROUD TO BE A VIKING. THANK YOU. NEXT, WE WELCOME JEREMY FERRERO, WHO IS FROM GREAT OAKS ELEMENTARY. MR. CURRAN TOLD ME I HAD 30 MINUTES, SO I WAS KIDDING. NOW I'M JEREMY FERREIRA. I'M COMING FROM GRISHAM TO GREAT OAKS AND I AM HONORED TO BE NAMED THE PRINCIPAL OF GREAT OAKS. SO THANK YOU TO THE BOARD OF TRUSTEES, DR. AZAIZ, DR. NICHOLS, DR. FERRIS FOR TRUSTING ME TO LEAD THIS INCREDIBLE CAMPUS. IT HAS A STRONG STORY, HAS A STRONG CULTURE, AND I'M EXCITED TO PARTNER WITH THE CAMPUS COMMUNITY IN ORDER TO CONTINUE TO CULTIVATE A CULTURE OF GROWTH AND ACHIEVEMENT FOR EVERYONE. THANK YOU. NEXT WE WELCOME HANNAH PARKER WHO WILL LEAD BRUSHY CREEK ELEMENTARY. HI Y'ALL, I'M HANNAH PARKER AND I'M GOING TO LEAD BRUSHY CREEK IN CASE YOU DIDN'T NOTICE. I HAVE BEEN THE PROUD AP THERE FOR THE LAST FIVE YEARS AND I GET TO STEP UP AS PRINCIPAL. I'M VERY EXCITED TO CONTINUE TOWARD EXPONENTIAL GROWTH FOR ALL OF OUR STUDENTS. I'VE GOT A FIVE-YEAR-OLD COMING TO KINDERGARTEN WITH ME NEXT YEAR SO EXCITED TO BEGIN. CONTINUE TO BE A PART OF THAT COMMUNITY AND CONTINUE TO MAKE BRUSHY CREEK THE BEST NEST. THE FINAL NEW CAMPUS LEADER WE HAVE TO WELCOME THIS EVENING IS YVETTE BRADFORD WHO LEADS CD FOLKS MIDDLE SCHOOL. GOOD EVENING I'M YVETTE BRADFORD. I'M SUPER EXCITED TO BE THE PRINCIPAL OF CD FOLKS MIDDLE SCHOOL. WAY BACK IN 2009 WAS THAT 16 ALMOST 17 YEARS AGO? I WOULD I CAME TO ROUND ROCK AS AN AP A BABY AP AND Y'ALL TOLD ME EVERYTHING I NEEDED TO KNOW TO BE A PRINCIPAL. I HAD GOT SOME EXPERIENCE EXPERIENCE SOMEWHERE. AND THEN GOD BLESS ME TO COME BACK TO ROUND ROCK. THANK YOU SO MUCH FOR DR. NICHOLS GRADUATED MY MY TWINS FROM ROUND ROCK HIGH SCHOOL. THANK YOU SO MUCH. THERE ARE SEVERAL PEOPLE WHO WERE HERE TONIGHT WHO HELPED RAISE ME. AND SO I'M SO GRATEFUL TO BE BACK. THANK YOU, DR. AZAIZ. THANK YOU TO THE BOARD. I AM BLESSED TO BE BACK. ALL RIGHT, THANK YOU AND WELCOME TO ALL OF OUR NEW LEADERS. OUR FINAL RECOGNITION TONIGHT IS A VIDEO SHORT RECAP OF GRADUATION AND ALL THE JOY THAT THAT INCLUDED. [00:36:39] THANK YOU SO MUCH. WE APPRECIATE ALL OF OUR PARENTS AND OUR STUDENTS THAT MADE THEIR WAY OVER HERE DURING THEIR SUMMER BREAK SO THAT WE COULD CELEBRATE THEM TONIGHT. AND, OF COURSE, CONGRATULATIONS AND WELCOME TO MS. COBB, MR. FERRERO, MS. PARKER, AND MS. BRADFORD. WE'RE VERY EXCITED TO HAVE YOU IN THESE LEADERSHIP ROLES AND APPRECIATE ALL THAT YOU DO FOR THE DISTRICT. [E. PUBLIC COMMENTS TO AGENDA ITEMS UNDER SECTIONS F, G, H, I, AND K ONLY] WE ARE GOING TO MOVE INTO PUBLIC COMMENT. AT EACH BOARD MEETING, THE BOARD WILL SET ASIDE TIME TO AFFORD THE GENERAL PUBLIC AN OPPORTUNITY TO SPEAK ON ITEMS ON THE AGENDA. WE ASK THAT CONCERNS OR COMPLAINTS REGARDING SPECIFIC INDIVIDUALS NOT BE RAISED IN THIS PUBLIC FORUM. SPECIFIC CONCERNS ABOUT EMPLOYEES OR FORMER EMPLOYEES SHOULD BE CONSIDERED SEPARATELY ACCORDING TO APPLICABLE BOARD POLICIES. THE BOARD REQUESTS THAT COMMENTS, WHETHER POSITIVE OR NEGATIVE, BE COURTEOUS AND RESPECTFUL. I WOULD LIKE TO REMIND THE AUDIENCE AND THE VIEWERS THAT THE COMMENTS OF THE SPEAKERS REFLECT THEIR OWN POSITIONS OR OPINIONS. AS A REMINDER, THE BOARD ADOPTED AN ANTI-HATE RESOLUTION ON JANUARY 20, 2022, WHERE THE BOARD REAFFIRMED ITS COMMITMENT TO THE WELL-BEING AND SAFETY OF ALL PEOPLE. REGARDLESS OF RACE, COLOR, NATIONAL ORIGIN, RELIGION, SEX, GENDER IDENTITY, GENDER EXPRESSION, SEXUAL ORIENTATION, DISABILITY, AGE, OR POLITICAL BELIEFS, AND STANDS AGAINST SPEECH THAT INCITES HATRED AND VIOLENCE TOWARDS ANY PERSON. PLEASE NOTE THAT WHILE THE PUBLIC DOES HAVE THE RIGHT TO SPEAK, THAT RIGHT IS NOT UNLIMITED. PER TEXAS PENAL CODE 38.13, 42.01, 42.02, AND 42.05 IN TEXAS EDUCATION CODE 37.105, NO AUDIENCE MEMBER OR SPEAKER WILL BE PERMITTED TO ENGAGE IN ANY CONDUCT THAT IS DISRUPTIVE OR THREATENING TOWARD ANY SPEAKER OR OTHER PERSON, OR TO VIOLATE THE PRIVACY RIGHTS OF ANOTHER PERSON. THE BOARD SHALL NOT TOLERATE DISRUPTION OF THE MEETING BY MEMBERS OF THE AUDIENCE. IF, AFTER AT LEAST ONE MORE INDIVIDUAL WARNING FROM THE PRESIDING OFFICER, ANY INDIVIDUAL CONTINUES TO DISRUPT THE MEETING BY HIS OR HER WORDS OR ACTIONS, THE PRESIDING OFFICER WILL REQUEST ASSISTANCE FROM LAW ENFORCEMENT OFFICIALS TO HAVE THE INDIVIDUAL REMOVED FROM THE MEETING. THE BOARD MAY NOT DISCUSS OR ACT UPON ANY MATTER THAT IS NOT LISTED UNDER THE ACTION ITEM PORTION OF THE AGENDA. THEREFORE, BOARD MEMBERS MAY NOT DISCUSS THE COMMENTS OF SPEAKERS. PLEASE UNDERSTAND THAT A LACK OF RESPONSE FROM BOARD MEMBERS DOES NOT INDICATE AGREEMENT OR APPROVAL OF THE COMMENTS. EACH SPEAKER WILL BE GIVEN TWO MINUTES TO ADDRESS THE BOARD. TRUSTEE ROSS, VICE PRESIDENT OF THE BOARD, WILL BE THE DESIGNATED TIMEKEEPER. THE FIRST SPEAKER TONIGHT IS MARK ADAMS, AND YOU ARE A PARENT IN THE DISTRICT, SPEAKING ON AGENDA ITEM F2. TRUSTEES, SUPERINTENDENTS, THANK YOU SO MUCH FOR LETTING ME SPEAK TO YOU TONIGHT. I WANT TO START BY THANKING YOU ALL SO MUCH FOR SUPPORTING OUR TALENTED AND GIFTED PROGRAM. TAG STUDENTS ARE A UNIQUE GROUP, AND I WANT TO TAKE JUST A MOMENT TO RECOGNIZE THE TALENTED STAFF THAT WORK WITH THEM, FROM OUR HOMEROOM TEACHERS TO OUR SCHOOL COUNSELORS TO OUR CAMPUS PRINCIPALS TO OUR DISTRICT ADMINISTRATORS AND, OF COURSE, OUR TAG SPECIALISTS. MY DAUGHTER IS A FOURTH GRADER AT HARRINGTON ELEMENTARY, AS MANY OF YOU KNOW BY NOW. I'VE SEEN... SUCH REMARKABLE SUCCESS WITH HER IN TAG AT HARRINGTON. I'VE SEEN HER GO THROUGH THE TALENT DEVELOPMENT PROGRAM, ACCELERATED MATH, ENGLISH LANGUAGE ARTS PULLOUTS, THE TAG FESTIVAL SUMMER ENRICHMENT PROGRAMS THAT THE DISTRICT PUTS ON, AND THE ALP SHOWCASE WHERE OUR STUDENTS GATHER AT THEIR SCHOOLS OR USED TO BE ACROSS THE DISTRICT TO SHOWCASE THE ADVANCED PROJECTS THAT THEY WORK ON DURING THE YEAR. AND THE OUTCOMES FOR HER HAVE BEEN SPECTACULAR. SHE LOVES MATH. SHE WAS PRETTY INDIFFERENT TOWARDS IT BEFORE, BUT SINCE JOINING, ACCELERATED MATH SHE HAS REALLY JUST EXPLODED IN TERMS OF OF HOW SHE LOVES THAT SUBJECT IN READING HER FAVORITE BOOK NOW IS TOLKIEN'S LORD OF THE RINGS A BOOK I DIDN'T READ UNTIL HIGH SCHOOL SHE'S MORE CONFIDENT AND MORE WILLING TO TRY NEW THINGS SHE IS [00:40:02] FLOURISHING AND OUR TALENTED AND GIFTED PROGRAM IS A HUGE PART OF THAT SHIFT IN HER AS SHE'S GROWN THANK YOU FOR MAKING THAT POSSIBLE I'D LIKE TO WRAP UP BY CHALLENGING ALL OF YOU TO CONTINUE DOING WHAT YOU'VE ALWAYS DONE SUPPORT OUR STUDENTS ASK GOOD QUESTIONS, AND CHALLENGE OUR DISTRICT TO KEEP RAISING THE BAR SO OUR STUDENTS CAN REACH THEIR FULL POTENTIAL. THANK YOU ALL. THANK YOU. OUR NEXT SPEAKER TONIGHT IS AMANDA GITTLEMAN, AND YOU ARE A PARENT IN THE DISTRICT SPEAKING ON AGENDA ITEM F2. HELLO. MY NAME IS A REPRESENTATIVE FOR TARAVISTA ELEMENTARY SCHOOL AND THE PARENTS OF A SECOND-GRADE TAG STUDENT. THIS IS THE FOURTH TIME I'VE HAD THE PRIVILEGE OF SPEAKING. STANDING UP AND SPEAKING TO YOU THE FIRST TIME WITH ME. AND SHE STOOD HERE AS I TALKED TO YOU AND TOLD YOU HER STORY IN HOPES THAT YOU WOULD SEE HER, THAT YOU WOULD BE ABLE TO RELATE TO THE STUDENTS AND UNDERSTAND HOW MUCH YOUR PROGRAM MEANS TO THEM. AND THE LAST TIME I SPOKE TO YOU, I TALKED ABOUT THE BROADER SCOPE OF WHAT IT MEANS TO BE GIFTED, THAT THEY'RE NOT JUST SMART KIDS, THAT THEY REQUIRE A LOT OF ATTENTION AND INVESTMENT. TODAY, I TRULY JUST WANT TO SAY THANK YOU. THANK YOU FOR LISTENING TO ME FOR THE FOURTH TIME. THANK YOU FOR LISTENING TO THE PARENTS THAT STAND UP, THE STUDENTS THAT STAND UP, FOR THE HUNDREDS OF EMAILS THAT WE HAVE SENT YOU. BUT WE DO ALL OF THIS BECAUSE IT'S EXTREMELY IMPORTANT TO US, BECAUSE IT'S EXTREMELY IMPORTANT TO OUR CHILDREN. THESE CUTS AFFECT THE FIRST AND SECOND GRADERS THE MOST, AND THOSE ARE THE YOUNGEST BRILLIANT SPONGES THAT WE HAVE IN ROUND ROCK ISD. I KNOW THIS IS IMPORTANT TO YOU TOO, AS I STAND HERE AND QUOTE ADDRESS THE BOARD. JUST KNOW THAT I SEE YOU AS HUMAN TOO, AND I KNOW THAT YOU HAVE HARD DECISIONS TO MAKE. IF YOU COULD GIVE EVERYTHING TO EVERYBODY, YOU WOULD, BUT THAT'S NOT REALISTIC. SO I WANT TO THANK YOU FOR CONTINUING TO LISTEN TO US. I WANT TO THANK YOU FOR CONTINUING TO CONSIDER THE TAG PROGRAM. I'VE SAID BEFORE THAT YOUR DISTRICT IS SUCCESSFUL BECAUSE OF OUR CHILDREN, BUT I ALSO WANT TO THANK YOU BECAUSE I KNOW THAT OUR DISTRICT IS SUCCESSFUL BECAUSE OF YOU. TRULY FOR EVERYTHING THAT YOU'VE DONE AND EVERYTHING THAT YOU CONTINUE TO DO. THANK YOU. THANK YOU SO MUCH. [I. ACTION ITEMS (Part 1 of 2)] THAT CONCLUDES PUBLIC COMMENT. TRUSTEES, FOLLOWING OUR PUBLIC HEARING, WE ARE GOING TO JUMP IN THE AGENDA AND MOVE UP TO AGENDA ITEM I-1. DO I HAVE A MOTION? ADOPTION OF THE 2026-2027 ROUND ROCK ISD BUDGET. MADAM PRESIDENT, I MOVE THAT THE BOARD ADOPT THE 2026-2027 ROUND ROCK ISD BUDGETS FOR THE GENERAL FUND, DEBT SERVICE FUND, AND THE FOOD SERVICE FUND AS PRESENTED, INCLUDING THE PRICE INCREASE FOR PAID MEALS IN THE FOOD SERVICE BUDGET. SECOND. I HAVE A MOTION AND A SECOND. ANY DISCUSSION? ALL IN FAVOR? MOTION PASSES 7-0. [F. SUPERINTENDENT REPORTS] THANK YOU. OKAY, WE'RE GOING TO MOVE ON TO AGENDA ITEM F1 AND I WILL TURN IT OVER TO DR. YES. GIVEN OUR MOST RECENT DISCUSSIONS ABOUT STUDENT OUTCOME AND INCREASING OUR MINUTES ON STUDENT OUTCOME, I WOULD LIKE TO PROPOSE A MOTION. WE'VE DONE THIS ONE TIME IN THE PAST AND PROPOSED A SPECIAL RULE. AND I WOULD LIKE SO I'M GOING TO MAKE MY MOTION, AND IF YOU NEED TO EXPLAIN IT, LET ME KNOW. BUT I MOVE THAT TIME LIMITS BE SUSPENDED FOR ALL AGENDA ITEMS THAT DEAL WITH STUDENT OUTCOMES. SECOND. I HAVE A MOTION AND A SECOND. DO I ALLOW DISCUSSION ON THAT, MICHELLE? I THINK, YEAH, I THINK YOU SHOULD CALL FOR ANY DISCUSSION. OKAY. SO I HAVE A MOTION AND A SECOND. ANY COMMENTS, QUESTIONS? THE ONLY... ELABORATION I PUT ON THIS IS THIS WOULD BE A SPECIAL RULE THAT WOULD BE IN THE PLACE FOR ALL OF OUR MEETINGS AND WE WOULDN'T HAVE TO WHEN SOMEBODY RUNS OUT OF TIME TALKING ABOUT STUDENT OUTCOMES WE HAVE A SPECIAL RULE IN PLACE THAT TIME LIMITS ARE SUSPENDED JUST FOR STUDENT OUTCOME DISCUSSION ITEMS THAT SPECIAL RULE WOULD REQUIRE TWO-THIRDS VOTE OKAY TO PASS OKAY OH SORRY TRUSTEE WE'RE OKAY I KNOW I'M GONNA LOSE ON THIS SO WE JUST ASK IF WE DO SUSPEND TIME LIMITS ON THESE. WE DON'T TRY TO JUST SPEAK TO BUMP OUR NUMBERS UP AND MAKE SPEECHES. LET IT BE MEANINGFUL DISCUSSION IF IT GOES OVER TWO MINUTES. I DID HAVE ANOTHER PERSON IN THE QUEUE, BUT THEN IT DISAPPEARED. I ACCIDENTALLY PUSHED IT INSTEAD OF MY MICROPHONE, AND THEN I DOUBLE-CLICKED TO GET OUT OF THE QUEUE. OKAY, I JUST WANTED TO MAKE SURE BECAUSE AN ODD SCREEN [00:45:01] POPPED UP, AND I THOUGHT IT WAS SOMETHING THAT I DID. OKAY, I DON'T SEE ANYONE ELSE IN THE QUEUE. I HAVE A MOTION AND A SECOND FOR THE SPECIAL RULE TO SUSPEND TIME LIMITS FOR ANY AGENDA ITEM THAT DEALS WITH STUDENT OUTCOMES. ALL IN FAVOR? ALL OPPOSED? MOTION PASSES 6-1. OKAY, NOW WE WILL MOVE ON TO AGENDA ITEM F-1 AND TURN IT OVER TO DR. AZAIZ. GOOD EVENING AGAIN. YEAH, SO IT'S THAT TIME OF THE YEAR WHERE WE HAVE TO REPORT TO OUR BOARD MEMBERS ON GOAL ONE AND TWO. REMEMBER, GOAL ONE AND TWO TALKS ABOUT EARLY LITERACY AND EARLY MATH, AND NOTHING MORE IMPORTANT FOR OUR STUDENTS TO HAVE THEM REALLY READING ON ABOVE GRADE LEVEL BY SECOND GRADE, BY THE TIME THEY FINISH SECOND GRADE. AND SO I KNOW THAT'S BEEN A BOARD GOAL, BUT ALSO A DISTRICT GOAL, AND A COMMUNITY, PARENTS, TEACHERS, STAFF, OUR CURRICULUM FOLKS, YOU HAVE TO WRITE THE WHOLE CURRICULUM TO MAKE THAT HAPPEN. AND SO WITH US IS NATALIE, DR. NICHOLS. WILL TAKE US THROUGH HOW'S OUR DATA DOING SO FAR AND THEN IT COMPARES TO HOW WE'RE DOING THIS YEAR VERSUS PREVIOUS COUPLE OF YEARS. SO HOPEFULLY WE CAN SEE THE BENEFIT OF THE HARD WORK THAT OUR TEACHERS, OUR STUDENTS, OUR PARENTS, OUR STAFF ARE PUTTING TO ENSURE AGAIN THAT THESE GOALS ARE ACHIEVED. DR. NICHOLS, NOW. THANK YOU, DR. AZIZ. PRESIDENT MARKHAM. DR. AZIZ, BOARD OF TRUSTEES, THANK YOU SO MUCH FOR THIS OPPORTUNITY TO SPEAK ON BEHALF OF THE WORK OF MANY MEN AND WOMEN WITHIN OUR ORGANIZATION. SO ONE OF THE THINGS I ALWAYS WANT TO START WITH GRATITUDE AND THANKS. DR. AZIZ ALLUDED TO THE FACT THAT THIS IS NOT SOMETHING THAT IS DOABLE WITH ANY ONE GROUP OF PEOPLE. FROM OUR CURRICULUM WRITERS WHO ARE ALWAYS LOOKING OVER THE DATA AND THEN DECIDING WHAT TO CHANGE AND TWEAKING THIS INCESSANTLY. THE CURRICULUM INCESSANTLY, TO THE AREA SUPERINTENDENTS THAT WORK WITH THE PRINCIPAL, THE ASSISTANT PRINCIPALS WHO WORK WITH THE TEACHERS, THE INSTRUCTIONAL COACHES AND THE PLCS. THERE ARE MANY DIFFERENT HANDS THAT IT TAKES TO MAKE THIS WORK HAPPEN, AND I WANT TO THANK EACH AND EVERY ONE OF YOU BECAUSE I KNOW IT'S BEEN A LABOR OF LOVE. WE JUST FINISHED UP WITH THE NBA FINALS, AND UNFORTUNATELY OUR BELOVED SPURS, IT DID NOT GO THE WAY THAT WE WANTED. BUT WITHIN THE MIDST OF THAT, AT THE END OF THAT, THERE WAS THIS GREAT QUOTE JUST REALLY RESONATED WITH ME. ONE OF THE ANNOUNCERS SAID, THERE IS NOTHING LIKE THE LOVE LETTER THAT AN ORGANIZATION HAS AN OPPORTUNITY TO WRITE TO ITS FANS AND TO ITS CITIES. AND WHILE IT MAY SEEM A LITTLE BIT DRAMATIC OR POETIC. KNOW THAT THE HEART AND THE PASSION AND THE MEETING THAT PEOPLE FIND IN WITH THIS WORK, EVERY DAY THE WORK THAT WE'RE DOING REALLY IS A LOVE LETTER TO THIS COMMUNITY. WE REALIZE THAT THE COMMUNITY RISES AND FALLS WITH THE WORK THAT WE DO WITHIN THESE SCHOOLS, AND WE'RE REALLY PROUD OF THAT WORK, AND WE UNDERSTAND IT'S THE FOUNDATION ON WHICH EVERYTHING HAPPENS. BUSINESSES BEING ABLE TO COME TO OUR DISTRICT, SCHOOLS BEING STARTED, ALL OF THOSE ARE DEPENDENT. ON JUST THE GREAT ATMOSPHERE WE HAVE WITHIN OUR DISTRICT AND I THANK ALL OF YOU FOR YOUR LEADERSHIP, DR. AZIZ FOR HIS LEADERSHIP, AND ALL OF MY TEAM FOR THE AMAZING WORK THEY DO AND FOR OUR PARENTS FOR TRUSTING IN US AND SENDING THEM THEIR GREATEST GIFTS, THEIR STUDENTS. THAT BEING SAID, THIS IS A LOVE LETTER, FIVE YEARS IN THE MAKING. THERE IS NOT A PERIOD AT THE END OF IT, BUT AN ELLIPSIS, A DOT, DOT, DOT, MEANING TO BE CONTINUED. WHAT WE'RE GOING TO DO A LITTLE DIFFERENT TODAY IS THAT WE'RE GOING TO REPORT OUT ON THE FIVE YEARS SINCE YOU WROTE YOUR BOARD GOALS SO WE CAN REALLY SEE WHERE WE STARTED AND WHERE WE ARE AND TALK A LITTLE BIT ABOUT WHERE WE ARE GOING FROM HERE. SO LET'S START WITH EARLY LITERACY. EARLY LITERACY, AGAIN, IS MEASURED BY ONE OF OUR SCREENERS CALLED MCLASS, AND IT MEASURES THE STUDENTS IN ENGLISH AND SPANISH IN KINDERGARTEN THROUGH SECOND GRADE. AND WHAT IT LOOKS AT, AT THE NUMBER OF OUR STUDENTS WHO ARE PERFORMING AT OR ABOVE BENCHMARK. NOW, THE REASON THIS IS IMPORTANT, BECAUSE IT POINTS TOWARDS WHERE OUR STUDENTS WILL BE ACHIEVING IN THIRD GRADE, BUT MORE IMPORTANTLY, IT SETS THE TRAJECTORY TO OUR STUDENTS BEING COLLEGE READY. AND AGAIN, WE LOOK AT AT OR ABOVE CORRELATES TO THE STUDENTS PERFORMING AT THE MEETS LEVEL ON STAR, WHICH AGAIN CORRELATES TO COLLEGE READY AS THEY GO ON INTO THE LATER GRADES. SO THE DISTRICT SPECIFICALLY FOR THIRD GRADE SET A SPECIFIC GOAL. FOR GOAL ONE, EARLY LITERACY, THEY WANTED ALL OF OUR STUDENTS OVERARCHINGLY TO BE READING, 76% OF THEM IN THIRD GRADE, TO BE ACHIEVING AT 76% OR HIGHER ON STAR, MEANING THAT THEY NEEDED TO BE PERFORMING [00:50:01] AT THE MEETS LEVEL. SO 76% OF OUR STUDENTS PERFORM AT THE MEETS LEVEL. AND THEN IN LOOKING AT THE DIFFERENT STUDENT POPULATIONS, THEN THEY SAID, HERE IS WHERE WE WANT THESE STUDENTS TO BE BY THE END OF THIS FIVE-YEAR TRAJECTORY FOR THIS. NOW, WE WILL NOT BE ABLE TO REPORT OUT ON THIS SPECIFIC GOAL UNTIL WE COME BACK IN THE FALL BECAUSE THEN ALL OF THE STAR SCORES NEED TO BE COMPLETED FOR US TO SPECIFICALLY KNOW THE BOARD GOAL. BUT TODAY WE WILL LOOK SPECIFICALLY AT THE GPMS. SO GPMS 1, 2, AND 3 SPEAK TO WHAT WE'RE DOING IN KINDERGARTEN, FIRST GRADE, AND SECOND GRADE. FOR OUR GOALS, WE SAID WE WANT BY THE END OF THIS SCHOOL YEAR FOR ALL OF OUR POPULATIONS TO BE READING AT AND ABOVE AT 80 PERCENTAGE POINTS. WE'RE GOING TO START FIRST WITH OUR KINDERGARTEN STUDENT AND SEE THEN WHERE WE STARTED. YOU SEE FROM THE YEAR 2021-2022, THAT SCHOOL YEAR, WE STARTED AT 44% AND WE WERE ABLE TO GET AT 61%. ENDING FOR THIS YEAR, WE STARTED AT 57%, WENT TO 75%, AND ENDED AT AN 83%. I PAUSED FOR APPLAUSE. NOT REALLY, BUT... THANK YOU. AND SO THERE WAS A LOT OF HARD WORK. AND SO REALLY AND TRULY... WE HAVE AMAZING WORK THAT HAPPENED WITH OUR CURRICULUM WRITERS WHERE THIS WAS OUR FIRST FORAY INTO REALLY CONCEPTUALIZING AND THINKING ABOUT THE CURRICULUM DIFFERENTLY. THIS WAS WHEN SCIENCE OF READING FIRST CAME ON BOARD. WE TRAINED INTO IT, BUT IT WAS A MATTER OF, YOU SEE, BASED ON THE DATA, WE HAD NOT YET REALLY CHANGED OUR CURRICULUM. SO WHEN YOU START SEEING A BIG DIFFERENCE IN OUR DATA IS WHEN WE HAD CHANGED THE CURRICULUM, TRAINED INTO THE CURRICULUM. AND AS WE WENT ON WITH THE SUBSEQUENT YEARS, THEN WE TWEAKED A LITTLE BIT AS WE WENT WHEN WE SAW THAT CERTAIN AREAS, CERTAIN COMPETENCIES WITHIN THE M CLASS WERE NOT AS HIGH AS THEY NEEDED TO BE, AND ESPECIALLY IF IT WAS FOUNDATIONAL TO THEIR SKILLS. SO KNOW THAT THAT IS THE WORK THAT HAPPENED BEHIND THESE NUMBERS AS FAR AS TRYING TO MOVE THESE STUDENTS IN EVEN HIGHER LEVELS OF EARLY LITERACY. WE SEE NOW THIS BROKEN DOWN BY THE DIFFERENT POPULATIONS WITHIN OUR DISTRICT. YOU SEE WITH THE DIAMONDS, THE GOAL THAT WE HAD SET FOR EACH OF THE DIFFERENT POPULATIONS. WE SEE OVERARCHINGLY IMPROVEMENTS FOR EACH OF THESE POPULATIONS, BUT NOT THAT WE HAD HIT OUR GOAL IN EACH AND EVERY ONE. FOR OUR ASIAN STUDENTS, FOR OUR STUDENTS WHO ARE TWO OR MORE ETHNICITIES, FOR OUR STUDENTS WHO ARE EMERGING BILINGUAL, FOR OUR STUDENTS. WHO ARE WHITE STUDENTS, WE WERE ABLE TO HIT THE MARK. SPECIFICALLY FOR OUR AFRICAN-AMERICAN STUDENTS AND OUR HISPANIC STUDENTS, THERE'S STILL SOME MORE WORK TO DO AS FAR AS WHAT THAT LOOKS LIKE IN ORDER TO GET THEM TO THE LEVEL THAT WE HAD SET FOR THEM. I ALSO WANT TO THANK OUR STATE AND FEDERAL TITLE I FOLKS. OUR PARENT LIAISONS DID A LOT OF WORK WITH ONE OF OUR OUTSIDE ORGANIZATIONS. WHY AM I FORGETTING THEIR NAME? ED CONNECTION. YES. AS FAR AS TRYING SOMETHING A LITTLE BIT DIFFERENT, AS FAR AS MOBILIZING OUR VOLUNTEERS, NOT SIMPLY TO COME IN AND READ, BUT REALLY TO COME IN AND KIND OF ADD A LITTLE BIT MORE TO WORKING WITH STUDENTS, SPECIFICALLY WHAT THEY WOULD DO. THEY WOULD LOOK AT STUDENTS WHO WOULD SCORE BELOW OR WELL BELOW AND SUPPLEMENT THEIR LEARNING. WITH THESE DIFFERENT PULL-OUTS AS FAR AS ONE-ON-ONE WITH ADULT OR TWO-ON-ONE WITH A SPECIFIC ADULT. SO I WANT TO THANK THEM FOR THAT WORK. IT WAS ALSO VERY IMPORTANT TO PUSHING THOSE NUMBERS TO 83% AS WELL. WE NOW HAVE THE WHERE WE ARE WITHIN FIRST GRADE AND SO YOU SEE FIVE YEARS AGO WE STARTED OUT WITH THEM AT THE STUDENTS AT 50% AND THE END OF THE YEAR MARK WHERE WE HIT AT 69%. SO IT IS VERY GRATIFYING NOW TO SEE THAT THE WORK IN KINDERGARTEN PAID OFF WHERE THE STUDENTS ARE ABLE TO START AT HIGHER AND HIGHER LEVELS EVERY YEAR BUT NOT ONLY THAT WHERE THE TEACHERS AND THE CAMPUS PRINCIPALS THE INSTRUCTIONAL COACHES ARE ABLE TO COACH THE STUDENTS TO HIGHER AND HIGHER LEVELS EVERY YEAR BASED ON THE WORK THAT HAS HAPPENED WITHIN THE CURRICULUM BUT TRAINING INTO HOW TO UNDERSTAND THE CURRICULUM AND PUT IT IN PLACE WITHIN THE CLASSROOM. I ALSO WANT TO PAUSE AT THIS POINT TO REALLY THANK OUR MTSS TEAM AS WELL. THAT STANDS FOR MULTI-TIERED SYSTEMS OF SUPPORT AND THAT IS [00:55:02] THE TEAM THAT WRITES CURRICULUM FOR TIER 2 INSTRUCTION. IT IS THE TEAM THAT DECIDES ALL THE DIFFERENT PROTOCOLS THAT TEACHERS WILL USE WHEN IT COMES TO STUDENTS WHO ARE PERFORMING BELOW OR WELL BELOW AND THE THINGS THAT WE WE NEED TO DO IN ORDER TO MOVE THEM UP. SO AGAIN, MANY HANDS. IT TAKES MANY HANDS IN ORDER TO GET THIS WORK. SO WE SEE FOR THIS SCHOOL YEAR, IT'S REPRESENTED IN THE ORANGE, WHERE OUR STUDENTS STARTED AT 64%, THEN THEY WERE ABLE TO GO TO 68%, AND THEN AFTERWARDS OUTPACED LAST YEAR'S WHERE WE WERE TO GET TO 81%. SO AGAIN, VERY PROUD OF THE WORK THAT THEY HAVE DONE HERE AS WELL. AND AGAIN, IN KINDERGARTEN AND IN FIRST GRADE, WE WERE ABLE TO MEET OUR GOALS, SO THAT IS ALWAYS VERY GRATIFYING. WE LOOKED THEN AT THE BREAKDOWN BY DEMOGRAPHIC. OF COURSE, YOU'RE SEEING THE IMPROVEMENTS AND THE IMPROVEMENTS ARE METED OUT BY EACH OF THE DIFFERENT POPULATIONS. AND SO WHILE WE SEE AMONGST THE SAME GROUPS WHERE THEY HAVE MET THEIR MARK, OUR WHITE, OUR ASIAN STUDENTS, OUR TWO OR MORE, WE'RE STILL SEEING AND WHERE WE'VE KIND OF TOUCHED WITH OUR EMERGING BILINGUAL, A LOT OF GREAT WORK, BUT THERE'S STILL MORE WORK TO BE DONE AS FAR AS SOME POPULATIONS. STILL NOT MEETING THE MARK WHERE WE WANT AT LEAST 80% OF THAT POPULATION TO BE SCORING AT OR ABOVE BECAUSE WHAT IT MEANS FOR THEIR FUTURE TRAJECTORY AS FAR AS AND ALSO FOR COLLEGE READINESS SO WE WILL AGAIN KEEP LOOKING AT WHAT THINGS CAN WE DO SPECIFICALLY FOR THOSE POPULATIONS TO DISPROPORTIONATELY AND EXPONENTIALLY MOVE THEM UP AS FAR AS THEIR RATE OF READING SUCCESS ONE OF THE IMPORTANT THINGS TO DO, AND I KNOW IT'S MS. WARE THAT HAD ASKED FOR THIS, IS TO BE ABLE TO SEE EXACTLY WHAT WORK IS HAPPENING WITH THE PEOPLE, THE STUDENTS THAT ARE IN OUR SYSTEM YEAR OVER YEAR. SO WHAT THIS GRAPH REPRESENTS IS IF I LOOK AT THE COHORT OF FIRST GRADERS AND THEY WERE IN KINDERGARTEN, SO NOT SOMEONE THAT MOVED IN IN FIRST GRADE, IT'S ONLY MEASURING STUDENTS THAT WERE WITH US FOR BOTH YEARS, WHAT DOES THE TRAJECTORY OF GROWTH LOOK LIKE? AND SO YOU SEE THEN IT ALSO OUTPACES. PACES WHERE WE WERE AS FAR AS ALL THE STUDENTS. SO AGAIN, THE WORK THAT OUR TEACHERS DO EVERY DAY, IF YOU REMAIN IN OUR SYSTEM, IS JUST INCREDIBLY IMPORTANT FOR CREATING EXPONENTIAL GROWTH IN OUR STUDENTS. AND VERY PROUD OF THAT, THAT YEAR OVER YEAR, YOU CAN MOVE WHERE THEY ENDED FROM 78% TO 83%. THAT IS INCREDIBLY WELL DONE AND VERY PROUD OF OUR FIRST GRADE TEACHERS. NATALIE, CAN YOU GO BACK TO THE SLIDE? I WANT TO JUST ASK, WE CANNOT EMPHASIZE HOW IMPORTANT THE WORK THAT EVERYBODY'S DOING TO MAKE THIS HAPPEN. THIS IS PRETTY MUCH SAYING THAT WHEN THEY WERE IN KINDERGARTEN, ONLY 78% WERE ON OR ABOVE GRADE LEVEL. SO NOT ONLY KEPT THAT NUMBER, LIKE EACH ONE OF THOSE KIDS ACTUALLY, AS YOU KNOW, AS YOU GO TO FIRST, IT'S A NEW VOCABULARY, NEW THINGS. THEY HAVE TO UNDERSTAND AND COMPREHEND. BUT WE ACTUALLY, SOME OF THE KIDS WHO WERE NOT ON OR ABOVE GRADE, OUR TEACHERS, OUR PARENTS, OUR STUDENTS, EVERYBODY'S WORKING HARD. AND NOW WE ENDED UP WITH MORE OF THEM READING ON OR ABOVE GRADE LEVEL. SO IT'S NOT JUST... MAINTAINING BUT IT'S REALLY GROWING OTHER KIDS WHO ARE NOT IN KINDERGARTEN READING ON ABOVE GRADE SO IT'S THAT'S WHY I CANNOT EMPHASIZE HOW IMPORTANT THE WORK THAT EVERYBODY'S WORKING TO MAKE IT HAPPEN. THANK YOU DR. AZAYIZ. ALL RIGHT WE NOW MOVE ON TO SECOND GRADE AND FOR SECOND GRADE AS YOU HAVE SEEN WE STARTED ALL THE WAY BACK WHEN YOU FIRST WROTE THE BOARD GOALS. WE STARTED ALL THE WAY BACK THEN AT 59% AND WE WOULD END THE YEAR HOVERING ABOUT 70%. AND IF YOU LOOK BACK UPON OUR HISTORY, EVEN BEFORE THEN, THE NUMBER HAD BEEN KIND OF STATIC AS FAR AS IT WAS CONSISTENTLY WITH THOSE NUMBERS. OUR AIM WITH THIS NEW ERA WAS TO REALLY BUST THE TRAJECTORY THAT WE HAD SEEN BEFORE AND CREATE A NEW TRAJECTORY. AND SO WITHIN SECOND GRADE, WE HAD MORE OF THE HARDEST TIME KIND OF FIGURING OUT. THE CURRICULUM AND WHAT EXACTLY IT SHOULD LOOK LIKE WE SAW THAT THE SECOND YEAR IN WRITING THE CURRICULUM THEY WERE ABLE TO GET SOME GAMES THE BUMPS FROM THE YEAR BEFORE START FROM 66 PERCENT END AT 72 PERCENT AND THEN THE FOLLOWING YEAR THOUGH WE DIDN'T SEE UM WHEN WE LOOKED AT THE 2324 WE DIDN'T SEE AS MUCH OF AN INCREASE FROM THE PREVIOUS YEAR SO IT WAS ALMOST AS IF THEY FLAT LINE COMING IN BUT WHAT HAPPENED IS AS FAR AS TEACHING AND INTERVENTIONS AND INSTRUCTION THEY WERE ABLE TO CHANGE THAT GLIDE PATH AND THAT TRAJECTORY AND GO FROM THAT 68% TO THAT 70% AND END THE YEAR WITH A 74% AND SO THAT KIND OF REPRESENTED IN THAT YEAR TO 23-24 SCHOOL YEAR WHERE WE WERE PRACTICING AND ABLE TO BREAK THE PATTERN THAT WE HAD SO WE GAINED A LOT [01:00:01] OF MOMENTUM THERE AND ALSO A LOT OF WHAT WOULD YOU CALL IT, CONFIDENCE, THAT SOME OF THE THINGS THAT WE WERE DOING AND TWEAKING WITHIN CURRICULUM AND ALSO INSTRUCTION WERE REALLY WORKING. SO GET TO 24-25, YOU SEE AGAIN WE STARTED THE YEAR BETTER AND STRONGER WITH OUR STUDENTS, GOING FROM 68 TO A 77 PERCENT, AND WE KEPT DOING MORE OF THE SAME. WHAT SHOULD INTERVENTION LOOK LIKE? WHAT ELSE CAN WE TEACH WITHIN THE CURRICULUM? WHERE WE'RE NOT DOING ENTIRE REWRITES. BUT TWEAKING SPECIFIC COMPONENTS OF THE CURRICULUM IN ORDER TO MAKE IT STRONGER WHEN WE GOT INDIVIDUAL PIECES OF DATA. SO VERY PROUD OF THAT TO SEE THEN WE STARTED AT THE 72, AGAIN THE STRENGTH FROM KINDERGARTEN AND FIRST GRADE WENT TO 75 PERCENT AND TOTALLY BUSTED THE TRAJECTORY FROM BEFORE AND ENDED AT 81 PERCENT. SO INCREDIBLY WELL DONE FOR EVERYONE AND SO VERY PROUD OF OUR TEAM AND EVERYTHING THEY'VE ACCOMPLISHED. AGAIN, WHAT WE HAVE HERE IS THIS BROKEN DOWN BY DEMOGRAPHIC. THIS TIME, WHAT I WANT TO POINT OUT TO YOU IS ONE OF THE THINGS THAT'S NEAR AND DEAR TO OUR HEART. I WORK WITH PRE-K-3 AND PRE-K-4. AND SO ONE OF THE THINGS THAT WE HAVE DONE, WE HAVE REALLY EXPANDED OUR PRE-K-4 CLASSROOMS. WE HAVE 31 OUT OF OUR 35 CAMPUSES WHERE WE HAVE PRE-K-4 CLASSROOMS. THE ONLY REASON WE DON'T HAVE 35, WE JUST DON'T HAVE MORE SPACE. AND SO IN THE FOUR OTHER CLASSROOMS. SO IT'S LIMITED OUR ABILITY THEN TO SPREAD THOSE PROGRAMS TO WHERE IT'S AT EVERY CAMPUS. ONE OF THE LOVELY THINGS THAT OUR PRINCIPALS HAVE DONE IS THAT SOME OF THESE CAMPUSES ONLY STARTED OUT WITH ONE CLASS OF PRE-K-4 AND AS THEY'RE ABLE THEY'VE EXPANDED IT TO MORE THAN ONE CLASSROOM. AND WHAT WE HAVE SEEN IS THE MORE THAN WE HAVE STUDENTS IN THAT PRE-K-4 PROGRAM AND THE BETTER THAT THEY'RE ABLE TO DO. WHAT IT MEANS THEN FOR THE SUBSEQUENT GRADES, HOW THEY DO IN KINDERGARTEN, HOW THEY DO IN FIRST GRADE, AND HOW THEY DO IN SECOND GRADE. SO I JUST WANTED TO TAKE A MOMENT TO CALL THAT OUT TO SHOW THE DIFFERENCE THAT THE STUDENTS, IF I'M A PRE-K-4 STUDENT, THE DIFFERENCE IT MAKES TO STUDENTS WHO ARE NOT IN PRE-K-4 OVERALL. SO IF THIS YEAR WE ENDED AT AN 81, NOTICE THE FACT THAT OUR PRE-K-4 STUDENTS ENDED AT AN 82% OVERALL, KIND OF BREAKING THE AVERAGE. AND OFTENTIMES THE STUDENTS THAT ARE IN OUR PRE-K-4 PROGRAM ARE THE KIDS WHO QUALIFY BECAUSE THEY'RE ECONOMICALLY DISADVANTAGED, THEY'RE EMERGING BILINGUAL. SO THEY'RE REPRESENTING SOME OF OUR MOST FRAGILE LEARNERS. SO WE'RE INCREDIBLY PROUD OF THAT NUMBER AND WHAT THAT PROGRAMMING HAS DONE TO ACHIEVEMENT WITHIN OUR CLASSROOM. HERE WE SEE THE TRAJECTORY FOR THIS COHORT. WE SEE THAT THEY STARTED AT 81% IN KINDERGARTEN. IN FIRST GRADE THEY'VE GONE TO 82%, A LITTLE BIT OF A FLAT LINE, AND WHERE WE'RE ABLE TO GAIN A COUPLE OF MORE POINTS AT 84% FOR THE SECOND GRADE CLASS. I'M GOING TO GO ALL THE WAY TO THE END. LET'S SEE IF IT'S ON THIS SLIDE. AND I WANTED TO KIND OF SHARE THIS WITH YOU. THIS SPECIFIC DATA RELATES SPECIFICALLY TO READING LANGUAGE ARTS. SO. DATA. AND SO IT'S JUST A DIFFERENT LOOK SO YOU CAN HAVE A SENSE. NOW ALL THE WAY ON THE LEFT YOU WILL SEE WHERE IT SAYS WELL BELOW. SO FOR EXAMPLE THAT MEANS THAT OF ALL OF OUR STUDENTS THAT WERE TESTED, THIS IS THE BEGINNING OF THE YEAR DATA, 22 PERCENT OF THEM WERE WELL BELOW, 14 PERCENT OF THEM BELOW, 25 PERCENT PERFORMED IT AT, 39 PERCENT OF THEM PERFORMED AT ABOVE. NOW TO THE RIGHT OF IT, IF YOU LOOK AT WELL BELOW WHAT IT DOES IS IT BREAKS DOWN THE GROWTH OF THE WELL THE STUDENTS WHO ARE WELL BELOW BY THE END OF THE YEAR SO FOR THE WELL BELOW STUDENTS YOU CAN SEE BY THE END OF THE YEAR 43% OF THAT 22 STAYED AT WELL BELOW 21% OF THEM WENT TO BELOW 26% OF THEM GOT TO AT 10% OF THEM GOT TO ABOVE AND SO WHAT THIS KIND OF REPRESENTS FOR US IS THIS THAT'S WHERE THE BULK OF THE WORK IS. HOW DO WE THEN TURN A STUDENT WHO'S PERFORMING AT WELL BELOW AND DO THINGS A LITTLE BIT DIFFERENTLY TO MOVE THOSE STUDENTS EXPONENTIALLY THROUGH THE SYSTEM? THAT REPRESENTS OUR BIGGEST OPPORTUNITY FOR GROWTH WITHIN OUR SYSTEM RIGHT NOW. YOU SEE THAT FOR THE STUDENTS WHO ARE PERFORMING AT BELOW 14 PERCENT OF THEM IT'S A LOT EASIER FOR US TO TURN THAT DATA AROUND. 77 PERCENT OF THEM REGRESSED 16% OF THEM STAYED THE SAME, BUT, AND THIS IS A GREAT NUMBER, [01:05:01] 53% GOT TO AT, AND 24% OF THEM GOT TO ABOVE. SO A TOTAL OF WHAT'S THAT, 70? 7% OF THE STUDENTS WHO WERE PERFORMING BELOW WHERE YOU HAVE THEM PERFORMING AT OR ABOVE. WHEN WE LOOK AT OUR STUDENTS WHO ARE PERFORMING AT, YOU SEE THERE'S SOME STUDENTS THAT REGRESSED, BUT 40% OF THEM REMAINED THE SAME, BUT WE WERE ABLE TO TURN 56% OF THEM AND PUSH THEM TO THE MASTER'S LEVEL. FOR OUR STUDENTS WHO ARE PERFORMING ABOVE, WE HAD SOME AGGRESSION WHERE STUDENTS WENT TO THE AT LEVEL, BUT 94% REMAINED AT. AT THE MASTER'S LEVEL. SO JUST TO HAVE A SENSE OF THEN THE DIFFERENT WAYS WE LOOK AT DATA, AND THIS IS JUST ONE OTHER LOOK, BUT SOME OF THE THINGS THAT WE LOOK AT TO LOOK AT WHERE ARE OPPORTUNITIES WITHIN THE SYSTEM AND HOW DO WE DIFFERENTIATE FOR OUR DIFFERENT LEARNERS BASED ON WHERE THEY'RE AT AND WHAT THINGS WE RECOMMEND AND DO DIFFERENTLY FOR THEM SPECIFICALLY. NOW WITHIN THIS TEST, AS YOU KNOW, WE HAVE SOME DUAL LANGUAGE CAMPUSES. AND FOR THE DUAL LANGUAGE CAMPUS, WE TEST BOTH IN ENGLISH AND IN SPANISH. WE ALWAYS REPORT OUT THE HIGHER OF THE TWO SCORES. SO HERE'S THE SCORES FOR OUR STUDENTS WHERE RIGHT NOW THEY'RE IN A DUAL LANGUAGE AND THEIR MAIN LANGUAGE WITHIN SPANISH. AND SO YOU SEE IT LOOKS VERY MUCH LIKE OUR ENGLISH, OUR STUDENTS WHERE THEIR MAIN LANGUAGE, THEIR FIRST LANGUAGE OR THEIR MAIN LANGUAGE OF INSTRUCTION IS IN ENGLISH, WHERE THEY'RE PERFORMING AT WELL BELOW HOW MANY STUDENTS WERE ABLE TO MOVE TO THE SYSTEM, IF THEY'RE BELOW, HOW MANY ARE WE ABLE TO MOVE TO THE NEXT LEVEL, AND SO ON AND SO FORTH. SO AGAIN, NOT ONLY DO WE LOOK AT THIS FOR BREAK IT DOWN BY THE LEVEL AND HOW MANY KIDS THAT WE CAN MOVE BY THE END OF THE YEAR, BUT KNOW THAT WE ALSO DIFFERENTIATE THIS DATA SPECIFICALLY WITH OUR STUDENTS WHERE MONOLINGUAL OR WHERE THEIR INSTRUCTION IS ENGLISH VERSUS THE STUDENTS WHERE THE MAIN INSTRUCTION IS ENGLISH. SPANISH AS WELL. AND AGAIN, ALL OF THIS IS CURRICULUM, CURRICULUM THAT NEEDS TO BE WRITTEN SPECIFIC TO THESE NEEDS. SO I WANTED YOU TO KIND OF GET A LOOK OF SOME DIFFERENT THINGS THAT HAPPEN WITHIN THE SYSTEM AND ALL THE DIFFERENT WAYS OUR LEARNERS CAN LOOK. NOW WHEN WE GET TO EARLY MATH, WE USE A DIFFERENT MEASURE FROM OUR STUDENTS IN EARLY LITERACY. WE USE A SCREENER CALLED AIMSWEB. JUST LIKE MCLASS, IT ALSO MEASURES OUR STUDENTS IN ENGLISH AND IN SPANISH, AND WE TAKE THE HIGHER OF THE TWO. WHAT WE DO IS, BECAUSE IT DOESN'T HAVE A NEAT CUTOFF, WE TAKE CORRELATED THE DATA TO STAR, AND WE LOOK AT THE STUDENTS WHO ARE PERFORMING AT THE 40TH PERCENTILE AND HIGHER TO CORRELATE TO THEM PERFORMING AT THE MEETS LEVEL. AND SO WITHIN THIS DATA, IF YOU WERE TO PULL IT, IF YOU SAW STUDENTS UM IT MIGHT BE PASSING BASED ON THEIR DEFINITION, BUT WHAT WE'RE LOOKING AT IS CORRELATING THEM TO MEETS, AND SO WE PULL THE DATA AND WE DIFFERENTIATE IT SPECIFICALLY FOR OUR NEEDS. AGAIN, THESE ARE THE GOALS SET BY THE BOARD WHERE THEY WANT AT THE THIRD GRADE LEVEL, 76% OF THE STUDENTS PERFORMING AT THE MEETS LEVEL, AND YOU SEE THEN THIS DATA BROKEN OUT BY STUDENT POPULATION. FOR OUR GOAL PROGRESS MEASURES THEN, WE MEASURE HOW OUR STUDENTS ARE DOING IN KINDERGARTEN, FIRST GRADE, AND SECOND GRADE ON THEIR WAY TO BECOMING PERFORMING AT MEETS IN THIRD GRADE. THE GOAL SET FOR EACH OF THESE GRADE LEVELS IS AT 80%. I'M SO SORRY, 80% FOR KINDERGARTEN AND FIRST GRADE AND 83% FOR SECOND GRADE. SO THIS STORY IS A STORY THAT'S... VERY DIFFERENT FROM THE ONE IN EARLY LITERACY. ONE OF THE THINGS THAT WE HAD TALKED ABOUT WAS THE FACT THAT EARLY LITERACY WAS OUR FOCUS FOR OUR K-2. THE REASON BEING, IF I AM ABLE TO READ, IT GIVES YOU ACCESS TO EVERY OTHER SUBJECT AREA. SO WE FELT IT WAS VITALLY IMPORTANT TO MAKE SURE THAT WE SET A GOOD FOUNDATION IN EARLY LITERACY. SO THE FIRST COUPLE OF YEARS, WE REALLY HAD NOT TURNED AROUND AND REWRITTEN THE CURRICULUM FOR THIS COURSE AS YET. AND SO WHERE YOU SEE IS MOSTLY WHERE THINGS WERE FLATLINED FOR THOSE FIRST FOUR YEARS AND THEN IN THE LAST YEAR WHERE WE REALLY STARTED WORKING AS FAR AS PUTTING FORWARD BLUE BONNET MATH AND THEN SPECIFICALLY TRAINING INTO IT. TRAINING INTO IT VERY HARD WITHIN OUR CLASSES WITHIN OUR INSTRUCTIONAL COACHES OUR DUAL LANGUAGE COACHES [01:10:01] FOR OUR PRINCIPALS EVERYONE TO UNDERSTAND IT THAT CURRICULUM CONCEPTUALLY IS VERY DIFFERENT FROM WHAT CAME BEFORE IT'S NOT ABOUT COMPUTATION IT'S MORE CONCEPTUAL BASE AND MORE SO ALIGNED WITH THE WAY THAT THEY WANT STUDENTS TO LEARN MATH AND THINK ABOUT THE MATH IT'S MORE ABOUT UNDERSTANDING THE PROCESS AND BEING ABLE TO EXPLAIN WHY WOULD I CHOOSE TO DO IT THIS WAY VERSUS THIS WAY? AND IF I CHOSE A DIFFERENT OUTPUT, HOW THAT WOULD LOOK. IT'S NOT JUST ABOUT COMPUTING AND GETTING AN END RESULT. AND SO WE FOUND A CURRICULUM THAT MATCHES. SO ONLY THEN WITHIN THE LAST YEAR CAN YOU SEE THEN WHAT HAS COME ABOUT BECAUSE THEN OF THE CURRICULUM. WITHOUT THE CHANGE IN CURRICULUM, I CAN BE THE GREATEST TEACHER EVER, BUT I'M STILL NOT TEACHING WHAT YOU NEED SPECIFICALLY IN ORDER TO GET TO A CERTAIN PLACE. SO WE SEE THAT THEN FOR THIS SCHOOL YEAR, THEY STARTED OUT AT A 60%, A LITTLE BIT ABOVE WHERE WE STARTED OUT IN 21-22. BUT IT TOTALLY BREAKS THE TREND LINE WHERE WE WENT FROM A 60% TO 78% AND THEN WERE ABLE TO ACHIEVE AT 79%. WE DID NOT HIT THAT 80%, BUT I'M INCREDIBLY PROUD OF THAT INCREDIBLE JUMP AND THE WORK THAT IT TOOK. TO REALLY GET THERE. AND SO AS WE ARE REFINING THE CURRICULUM EVERY YEAR, I FEEL VERY CONFIDENT THAT WE WILL BE ABLE TO PUSH TO NEW HEIGHTS WITHIN MATH. BUT THIS IS WHERE WE ARE RIGHT NOW WITHIN KINDERGARTEN. WE SEE THIS BROKEN DOWN AGAIN BY THE DIFFERENT GROUPS. WE SEE, AS I CALLED OUT BEFORE, THE DIFFERENCE IN... HOW OUR PRE-K STUDENTS WHO RECEIVE PRE-K IN OUR DISTRICT ARE DOING VERSUS OTHERS, PEOPLE WHO ARE NOT, WHERE THEY'RE OUTPACING THOSE STUDENTS. WE SEE THAT WE STILL HAVE WORK TO DO IN VARIOUS GROUPS. WHILE THEY IMPROVED YEAR OVER YEAR AND THEY HAD SOME SUBSTANTIAL GROWTH, IT'S NOT THE GROWTH THAT WE WERE AIMING FOR. AND SO WE'RE STILL TRYING TO FIGURE OUT HOW TO CAUSE EXPONENTIAL GROWTH. IN CERTAIN POPULATIONS AND SO THEY CAN ENJOY THE EVERYTHING THAT OUR COMMUNITY HAS TO OFFER. WE NOW LOOK AT FIRST GRADE. WE SEE IN FIRST GRADE ABOUT THE SAME TREND LINE THAT WE SAW IN KINDERGARTEN AS WELL WHERE THE STUDENTS STARTED OUT AT 55 PERCENT THEY WENT TO 72 PERCENT AND ENDED THE YEAR AT 79 PERCENT. AGAIN GREAT JOB AS FAR AS INCREASES BUT STILL FALLING SHORT OF THE 80 PERCENT BY THE END OF THE DAY. THE YEAR DATA. AGAIN, WE SEE THE SAME THING IN REGARDS TO THE DIFFERENT POPULATIONS. WE HAVE WHERE OUR IMMERSION BILINGUAL, VERY PROUD OF THAT, HITTING THEIR NUMBERS, WHERE OUR STUDENTS WHO ARE TWO OR MORE ETHNICITIES, STUDENTS WHO ARE ASIAN, OUR STUDENTS WHO ARE WHITE, AS FAR AS MAKING THEIR NUMBERS, BUT THERE'S STILL WORK TO BE DONE WHEN IT COMES TO OUR STUDENTS RECEIVING DYSLEXIA SERVICES. WHEN IT COMES TO OUR STUDENTS WHO ARE AFRICAN AMERICAN AND ALSO WHEN IT COMES TO OUR STUDENTS WHO ARE HISPANIC AS FAR AS HOW DO WE BRIDGE THAT GAP IN ORDER TO GET THEM TO HIGHER PLACE. AGAIN WE HAVE SEEN GROWTH BUT BASED ON THESE NUMBERS AND WHAT WE HAD SET FOR OURSELVES WE'RE NOT SEEING WHERE THEY WERE ABLE TO GROW TO THE NUMBERS THAT WE WANT IN ORDER TO ENSURE THAT THESE STUDENTS ARE SUCCESSFUL ACADEMICALLY THROUGHOUT ALL THEIR YEARS IN ROUND ROCK ISD. AGAIN, SOMETHING IMPORTANT TO NOTE, THE HUGE GAIN THAT WE SEE THEN FROM KINDERGARTEN TO FIRST GRADE, AGAIN, BECAUSE OF THE CHANGE THAT WE'RE BRINGING ABOUT IN REGARDS TO THE CURRICULUM AND REALLY TEACHING INTO THAT WHAT NEEDS TO HAPPEN AND HOW YOU TEACH THE CURRICULUM. WE CALL THAT AN INTERNALIZATION PROCESS AND IT'S SOMETHING THAT WE PRACTICE IN WHAT WE CALL OUR PLCS. WHEN TEACHERS OF THE SAME GRADE LEVEL IN ELEMENTARY GET TOGETHER AS FAR AS PRACTICING THE LESSON BEFOREHAND AND UNDERSTAND THAT THE IMPORTANT JUNCTURES IN THE LESSON AND HOW IT SHOULD LOOK AND HOW IT SHOULD SOUND, HOW YOU PRACTICE STUDENT, WHERE'S THE BEST PLACE TO QUESTION, AND SO ON AND SO FORTH. SO WE SEE THEN FOR THIS COHORT A JUMP FROM 71% TO 81% IN THE STUDENTS BEING ABLE TO PERFORM AT OR ABOVE. WHEN WE THEN GO TO SECOND GRADE THIS IS STILL A FLAT LINE SOME IMPROVEMENTS BUT STILL AS WE'VE SEEN IN READING LANGUAGE ARTS INITIALLY WHERE SECOND GRADE DOES NOT SHOW AS MUCH OF THE JUMP AS OTHERS SO WE'RE STILL GOING TO BE LOOKING INTO THE CURRICULUM AND SEE ARE THERE DIFFERENT THINGS THAT WE CAN DO [01:15:01] TO GET MORE OF AN INCREASE WE ENDED THE YEAR THE GOAL WAS AT 83 PERCENT AND WE ENDED THE YEAR STARTED AT 63 AND ENDED THE YEAR AT 76 PERCENT BUT OF COURSE WE'RE GOING TO KEEP TWEAKING THE CURRICULUM AND LOOKING AT AN INTERVENTION PROCESS TO SEE WHAT WE CAN DO DIFFERENTLY SO WE CAN ENJOY SOME EXPONENTIAL GROWTH IN SECOND GRADE AS THEY HEAD OFF TO THIRD GRADE. AND AGAIN, WHAT WE SEE IN THE DATA IS REFLECTED IN THE DIFFERENT STUDENT GROUPS. WE'RE SEEING THAT WE DON'T HAVE THE SAME LEVEL OF SUCCESS WE HAD IN KINDERGARTEN AND FIRST GRADE IN SECOND GRADE. AGAIN, TWEAKS MADE TO THE CURRICULUM AND TO OUR INTERVENTION PROCESSES SO WE CAN SEE THE SAME LEVEL OF SUCCESS IN THE TWO PREVIOUS GRADE LEVELS. WE DO SEE FOR THIS COHORT, THOUGH, GREAT JUMPS IN THEIR ABILITY TO SUCCEED FROM 72 TO 76 PERCENT, AND THEN AGAIN TO 79 PERCENT BY SECOND GRADE. SO AGAIN, IF YOU'RE STAYING WITHIN OUR SYSTEM, WE'RE LOOKING AT, AS DR. AZIZ IS SAYING, WE'RE GREAT AT GUARANTEEING GROWTH AND TAKING STUDENTS, EVEN IF THEY WERE NOT SUCCESSFUL THE YEAR BEFORE, AND TRYING TO CATCH THEM UP AND HAVE THEM ENJOY NEW LEVELS OF SUCCESS. AND WITH THAT, I YIELD AND WELCOME ANY QUESTIONS. THANK YOU SO MUCH, DR. NICHOLS. TRUSTEES, DO I HAVE ANY QUESTIONS? TRUSTEE LANDRUM. FIRST, I HAVE TO SAY THANK YOU. WHEN TRUSTEE WEIR AND I FIRST GOT ON THIS BOARD, WE WEREN'T EVEN DISAGGREGATING THE DATA. AND TO NOW BE DISAGGREGATING THE DATA, LOOKING AT COHORT DATA, WHICH I GIVE ALL KUDOS TO TRUSTEE WEIR FOR THAT. IT WAS A REAL PASSION OF HERS TO LOOK AT COHORTS, TO LOOK AT. EVEN THE B-O-Y, M-O-Y, E-O-Y DATA AND ANALYZING THE SECOND SEMESTER MATH LOOKS LIKE SOMETHING THAT WE REALLY HAVE TO LOOK AT DEEPER. AND JUST THE ATTENTION THAT IT TAKES TO DIVE INTO THOSE SEPARATE CATEGORIES AND THOSE SEPARATE ANALYSIS, IT'S JUST, IT'S VERY APPRECIATIVE BECAUSE I KNOW THAT THAT MEANS THE FOCUS IS ON THE KIDS. SO THANK YOU VERY MUCH FOR THAT INFORMATION. GREAT KUDOS ON THE READING SCORES AND IN THE MATH SCORES. WE'RE REALLY MAKING SOME GAINS. I DO HAVE ONE QUESTION ON, IT'S MY SLIDE 14, I THINK IT WAS YOUR SLIDE 27, AND IT'S THAT OTHER DATA THAT YOU BROUGHT IN ON THE DIBELS. YEAH, AND THIS IS NOT A FOCUS NEGATIVELY AT ALL, BUT ON THE WELL BELOW, CAN YOU TELL ME MORE ABOUT THAT 43% OF KIDS WHO ARE STILL AT WELL BELOW AFTER A YEAR? LIKE WHAT WHAT IS WHAT'S THE PROFILE OF A KIDDO THAT MIGHT FALL INTO THAT STILL BEING AT WELL BELOW? ONE OF THE THINGS THAT WE LOOK AT WHENEVER WE GET THIS DATA, AND WE HAVE NOT SHOWED YOU IT BROKEN DOWN, THERE ARE CERTAIN COMPETENCIES THAT ARE IMPORTANT TO EACH OF THE DIFFERENT GRADE LEVELS. AND SO FROM GRADE LEVEL TO GRADE LEVEL, SOME OF THE COMPETENCIES MIGHT BE THE SAME. SO, FOR EXAMPLE, IT MIGHT BE PHONOLOGICAL AWARENESS. BUT AT EACH LEVEL... THAT COMPETENCY IS MORE IMPORTANT TO SOME THAN OTHERS. AND SO FOR EXAMPLE, AND THIS ONE IS K THROUGH 2 ALL AGGREGATED. IF WE PULL IT APART BY EACH GRADE LEVEL, YOU MIGHT SEE FOR THE STUDENTS THAT ARE WELL BELOW, PHONOLOGICAL AWARENESS IN KINDERGARTEN IS ONE OF THE MOST IMPORTANT SKILLS. AND SO IF THEY'RE NOT ABLE THEN TO GET THAT SKILL, THEN IT'S A MATTER OF BECAUSE IT COUNTS DISPROPORTIONATELY MORE ON THE TEST, THEN YOU WON'T SEE WHERE THEIR SCORE IS GOING UP. SOMETIMES IT MIGHT BE A MATTER OF ATTENDANCE MIGHT BE AN ISSUE. SOMETIMES IT MIGHT BE A MATTER OF THESE ARE STUDENTS WHERE WE'RE BEGINNING TO SEE LEARNING DIFFICULTIES AND STARTING TO THINK WHETHER OR NOT THE STUDENT IS THERE AN ISSUE WITH DYSLEXIA. IS THERE A STUDENT WHERE WE NEED TO CONSIDER SPECIAL EDUCATION? IS IT A MATTER OF THE INTERVENTION PROCESSES HAVE NOT BEEN... DONE WITH ENOUGH FIDELITY. SO FOR EACH OF THOSE STUDENTS IS VERY DIFFERENT AS FAR AS WHAT THE ISSUE MIGHT BE. AND SO WE WILL USUALLY TALK TO THE CAMPUS AND LOOK AT HOW DO YOU BREAK DOWN THAT INFORMATION TO FIGURE OUT HOW DO I SPECIFICALLY WORK WITH THE CAMPUSES. ONE OF THE THINGS THAT THE AREA SUPERINTENDENTS AND THEN ALSO OUR EXECUTIVE DIRECTOR OF TEACHING AND LEARNING, DR. COLLEEN GONZALEZ, ONE OF THE THINGS THEY DO AS THEY GO AND THEY COACH THE PRINCIPALS, THEY LITERALLY GO IN THE PLCS. AND THEY WILL TALK ABOUT WHEN WE GET THE DATA AND THEN FIGURE OUT WHAT THE PLC NEEDS TO BE DOING DIFFERENTLY. HOW ARE THEY PRACTICING? ARE THEY NOT PRACTICING THE RIGHT THINGS AS FAR AS HOW THEY'RE GOING TO TEACH IN THE CLASSROOM? AND THEN THEY WILL GO INTO THE CLASSROOM TO SEE THEN FOR THAT PLC. TEACHERS OF THE SAME GRADE [01:20:02] LEVEL, IS THERE FIDELITY TO THE CURRICULUM? SOMETIMES IT'S A MATTER OF WE'VE HELD ON TO PAST CURRICULUM AND WE HAVE TO BREAK THAT CYCLE OR THAT BEHAVIOR AND TO GET THEM REALLY BUYING INTO THE NEW CURRICULUM AND WHAT EXACTLY SCIENCE OF READING MAY LOOK LIKE. SOMETIMES IT'S A MATTER OF TIER 1 IS OKAY, BUT TIER 2 IS NOT, AND THAT'S WHERE WE DO INTERVENTION. SOME OF THE THINGS THAT WE HAVE SEEN, FOR EXAMPLE, IS THAT PACING IS OFF. WITHIN TIER 1 AND IT BLEEDS OVER IN THE TIME WHEN I SHOULD BE DOING INTERVENTION FOR READING. THEY ARE INSTEAD DOING, STILL CONTINUING THE LESSON, WHEN THE LESSON SHOULDN'T BE TAKING THAT AMOUNT OF TIME. SO FOR EVERY CAMPUS, FOR EVERY STUDENT, THERE'S SOMETHING DIFFERENT. AND SO THE WORK OF THE AREA SUPERINTENDENTS IS VITAL BECAUSE THEN ONCE WE GET THE DATA, THEY BREAK IT APART FOR THEIR CAMPUS BY THE GRADE LEVEL, AND THEY GO IN TO TRY AND FIGURE OUT WHAT THE ISSUE IS. AND COACH THE TEACHER AND GO IN, NOT THE TEACHER, THE PRINCIPAL OR THE ASSISTANT PRINCIPAL, AND GO INTO THE PLC WITH THEM AND TRY TO FIGURE OUT, OKAY, WHAT DO WE NEED TO DO DIFFERENTLY TO GET YOU BACK ON TRACK. THANK YOU FOR THAT EXPLANATION. I FIND THIS SLIDE JUST FASCINATING THAT WE ARE TRACKING STUDENTS EVEN BY THIS TO MAKE, YOU KNOW, HOW DO WE SHOW GROWTH IN EACH OF THESE CATEGORIES. AND I JUST THINK THAT THIS IS AMAZING THAT WE ARE LOOKING AT IT EVEN AT THIS DETAILED OF A LEVEL. SO THAT NO CHILD GETS LOST IN THE FRAY. SO THANK YOU VERY MUCH. I APPRECIATE IT. OKAY, I DON'T SEE ANYONE ELSE IN THE QUEUE UNLESS IT'S JUST NOT SHOWING UP. TRUSTEE WEI. THANK YOU FOR THE REPORT. COULD YOU GO BACK TO MY SLIDE NUMBER 22? I KNOW YOU. GPM 2.1. 2.1 FOR MATH. RIGHT HERE. SO I THINK YOU MENTIONED WE CHANGED THE CURRICULUM TO BLUE BONNET MATH AND THEN HAD TO SHOW ALL THOSE GOOD NUMBERS. I'M JUST WONDERING, WHAT'S THE DIFFERENCE BETWEEN THE BLUE BONNET AND THE ONE WE USED IN THE PAST? I WAS GOING TO SAY SOMETHING NOT KIND. IT IS A LOT MORE DIFFICULT TO TEACH. AND SO USUALLY WHEN YOU THINK ABOUT TEACHING WITHIN THE CLASSROOM, AND I'M GOING TO REALLY SIMPLIFY IT FOR MYSELF, NOT FOR YOU, YOU'RE THINKING I'M GOING TO TEACH YOU HOW TO COMPUTE SOMETHING. AND MOST CURRICULUM IN THE PAST HAS BEEN TO THE THING OF HOW TO SOLVE THE PROBLEM AND GET TO THE ANSWER. ALL OF THAT HAS CHANGED. IT IS NO LONGER WHAT WHAT WE WANT. WHAT THE STATE IS ASKING FOR OUR STUDENTS TO KNOW. AND SO BLUEBONNET THEN CORRESPONDS TO THAT. SO IT WILL SAY IT'S MORE ABOUT THE PROCESS AND UNDERSTANDING WHY WOULD YOU USE THIS PROCESS VERSUS THIS PROCESS IS HOW IT QUESTIONS THE KIDS. SO IT'S NOT SO THEN THE CURRICULUM CHANGES. YOU'RE TEACHING AT A DEEPER LEVEL, UNDERSTANDING ON A DEEPER LEVEL. IT'S MORE ABOUT THE WHY BEHIND WHY WOULD I CHOOSE THIS PROCESS OR THIS WAY TO DO THE PROBLEM. NOW IT STILL WILL OFTENTIMES MAYBE ASK YOU FOR THE ANSWER OR IT MIGHT SAY AS A QUESTION WHAT WOULD BE THE MOST APPROPRIATE THIRD PART THIRD STEP IN TRYING TO SOLVE FOR THIS PROBLEM SO IT'S VERY PROCESS UM ORIENTED AS FAR AS THE WAY NOW THE CURRICULUM SO OUR TEACHER NOW HAVE TO TEACH VERY DIFFERENT AND MANY OF US WERE NOT USED TO TEACHING THAT WAY WE'RE USED TO I'M GOING TO SHOW YOU HOW TO SOLVE THIS PROBLEM. AND SO BECAUSE OF THAT THEN, IT WAS A HUGE THING FOR US TO ALL BREAK THOSE DIFFERENT HABITS. THE TEACHING AND LEARNING DEPARTMENT, THIS LAST SCHOOL YEAR, WE DO WHAT'S CALLED A LEADERSHIP SUMMIT IN JUNE AND JULY. AND SO THAT TEAM TAUGHT INTO TO THE ADMINISTRATORS HOW THE CURRICULUM WOULD LOOK DIFFERENTLY, THE DIFFERENT PARTS OF THE CURRICULUM, AND THEN WHAT THEIR PART IS AS AN ADMINISTRATOR TO MAKE SURE THAT THE TEACHERS WERE SUCCESSFUL. WE ALSO DID ADDITIONAL TRAINING FOR ALL OUR INSTRUCTIONAL TECHNOLOGISTS, OUR INSTRUCTIONAL COACHES, AND OUR DUAL LANGUAGE COACHES, WHERE THEY HAD THEIR OWN SEPARATE TRAINING SO THEY KNEW WHEN THEY WENT INTO THE PLC HOW TO GET THE TEACHERS TO TEACH DIFFERENTLY AND WHERE THEY WOULD DO WHAT'S CALLED AN INTERNALIZATION PROCESS, KIND OF LIKE I'M DOING A PRACTICE BEFORE I TEACH AS FAR AS HOW SHOULD I TEACH INTO THIS AS FAR AS THE DIFFERENT COMPONENTS. IT. SO, YES, A LOT OF TRAINING WENT [01:25:02] INTO THAT NUMBER FOR ALL PARTS. AND THEN FOR TEACHING AND LEARNING BY GRADE LEVEL, THEY SET UP TRAINING TO TEACH INTO ALL THE DIFFERENT GRADE LEVELS OF TEACHERS, TO HAVE THEM UNDERSTAND THE CURRICULUM, AND THEN WHAT TO DO WITH EACH PART OF THE CURRICULUM DIFFERENTLY. SO THERE WAS TRAINING FOR EVERYONE IN OUR SYSTEM, EVEN AS FAR AS THE AREA SUPERINTENDENTS GOT TRAINED AS WELL, SO THEY KNEW HOW TO COACH THE PRINCIPAL. AND TO KEEP THEIR CAMPUSES ON TRACK. SO IT WAS A WHOLE SYSTEM RESET. THANK YOU. OKAY, I DON'T SEE ANYONE ELSE IN THE QUEUE. I WILL JUST SAY THANK YOU AND ESPECIALLY FOR EARLY NUMERACY. I KNOW WE'VE TALKED MANY TIMES UP HERE THAT WE'RE LOOKING FORWARD TO THOSE NUMBERS CLIMBING THE WAY THAT EARLY LITERACY DID WHEN WE SWITCHED CURRICULUM AND I KNOW THAT IT WILL TAKE TIME BUT OBVIOUSLY TONIGHT FROM WHAT YOU'VE SHOWN US WE'RE ON OUR WAY THERE. SO THANK YOU FOR THE PRESENTATION. OKAY, WE ARE GOING TO MOVE ON TO AGENDA ITEM F2, ADVANCED ACADEMICS OVERVIEW. DR. AZAIZ. GOOD EVENING AGAIN. YEAH, WE WOULD LIKE OUR BOARD AND OUR COMMUNITY TO GIVE THEM AN UPDATE. I KNOW WE HEARD SOME OF OUR PARENTS HOW IMPORTANT OUR TAC PROGRAM IS TO OUR STUDENTS, AND WE WANT TO MAKE SURE THAT WE KEEP THEM UPDATED AND POSTED, AS WE REALLY WANT TO MAKE SURE THAT WE ARE DOING OUR BEST TO TAKE CARE OF THE NEEDS OF OUR STUDENTS, INCLUDING OUR TAC STUDENTS, AND MAKE SURE WE'RE DOING THE BEST WE CAN. TO REALLY CHALLENGE THEM TO THEIR FULL POTENTIAL AND MAKE SURE THEY'RE SUCCESSFUL. SO I'M GOING TO PASS IT TO RODRIGO AND MICHELLE, I GUESS, TO TAKE US THROUGH THIS PRESENTATION. THANK YOU, SIR. GOOD EVENING, EVERYONE. BUENAS NOCHES, PRESIDENT MARKHAM, BOARD OF TRUSTEES, AND DR. AZAIZ. THANK YOU FOR THE OPPORTUNITY TO PROVIDE THE 2026 UPDATE OVERVIEW ON OUR TALENTED AND GIFTED PROGRAM. MY NAME IS RODRIGO PORTILLO. I'M THE ASSISTANT SUPERINTENDENT FOR ACADEMICS, AND I HAVE MICHELLE MOAK, WHO SERVES AS OUR ACADEMIC. OUR ADVANCED ACADEMICS COORDINATOR. BEFORE WE GET STARTED, WE DO WANT TO CELEBRATE ONE OF OUR STAFF MEMBERS, MICHELLE SWAIN. I DON'T SEE HER HERE, BUT I'M SURE SHE'S LISTENING IN. SHE WILL BE RETIRING AS WELL AFTER SERVING 30 PLUS YEARS WITH ROUND ROCK, FORMER ROUND ROCK HIGH SCHOOL GRADUATE, SPENT 20 PLUS YEARS IN HER POSITION AS DIRECTOR FOR ADVANCED ACADEMICS. SO HER FOOTPRINT AROUND ADVANCED ACADEMICS WITH TAG. AP, IB, THE EARLY COLLEGE HIGH SCHOOL, SO MANY OF OUR PROGRAMS IN THAT WORLD ARE DUE TO HER. SO WE WANT TO CONGRATULATE HER AND WISH HER THE BEST IN HER RETIREMENT. SO WE ARE HERE TODAY TO PROVIDE A COMPREHENSIVE LOOK AT HOW WE SUPPORT OUR STUDENTS IDENTIFIED AS TALENTED AND GIFTED. OUR PRESENTATION TODAY IS GOING TO BE GUIDED BY SEVERAL KEY QUESTIONS, INCLUDING HOW WE DEFINE TAG, HOW WE DELIVER SERVICES. OUR INVESTMENT STRATEGY, IDENTIFICATION PROCESSES, AND OUR CURRENT STUDENT OUTCOMES AND TEACHER TRAINING STANDARDS. AT ITS CORE, TAC PROGRAMS PROVIDE SPECIALIZED LEARNING OPPORTUNITIES FOR STUDENTS SHOWING EXCEPTIONAL APTITUDE IN INTELLECTUAL, CREATIVE, ARTISTIC, AND OR ACADEMIC AREAS. WE DEFINE A GIFTED, INTELLIGENT STUDENT AS SOMEONE WHO PERFORMS OR SHOWS THE POTENTIAL TO PERFORM AT A REMARKABLY HIGH LEVEL. COMPARED TO THEIR PEERS. THIS INCLUDES THOSE HIGH PERFORMANCE CAPABILITY, UNUSUAL CAPACITY FOR LEADERSHIP, OR EXCELLENCE IN SPECIFIC ACADEMIC FIELDS. WE WILL START WITH HOW OUR TAX SERVICES ARE PROVIDED HERE AT ROUND ROCK ISD. WE UTILIZE A VARIETY OF DELIVERY MODELS TO ENSURE WE MEET THE STUDENTS NEEDS. THESE INCLUDE WHOLE CLASS SETTINGS. THIS HAPPENS MOSTLY IN ELEMENTARY CAMPUSES THROUGH OUR ACCELERATED MATH MODEL AND WITH THOSE CAMPUSES WITH VERY HIGH STUDENTS IN TAG AND ALSO IN SECONDARY CAMPUSES WHERE WE'RE ABLE TO CLUSTER STUDENTS INTO ONE COURSE. THE SECOND OPTION IS TO CLUSTER CLASSES WHERE GIFTED AND GENERAL EDUCATION STUDENTS ARE COMBINED. THIS IS MOSTLY AT THE ELEMENTARY LEVEL. GENERAL EDUCATION TEACHERS ARE ABLE TO DIFFERENTIATE STRATEGIES WITHIN AN INSTRUCTIONAL BLOCK. THREE, PUSH-IN SERVICES WHERE SPECIALISTS SUPPORT STUDENTS IN THEIR REGULAR CLASSROOM. THIS IS A MODEL WE USE WHEN PROVIDING SERVICES TO TO KINDERGARTEN STUDENTS AND IS PROVIDED ONCE A MONTH PER SECTION PER MONTH. FOUR ARE PULL-OUT SERVICES. PULL-OUT SERVICES WHERE STUDENTS ARE PULLED OUT TO PROVIDE TALENT DEVELOPMENT. IN EVERY CASE, BOTH THE TEACHER, THE TAG TEACHER, AND THE GEN ED TEACHER MEET THE STATE-MANDATED TRAINING REQUIREMENTS TO SUPPORT THE SOCIAL, EMOTIONAL, AND CURRICULAR NEEDS OF THESE STUDENTS. IN KINDERGARTEN, WE EMPHASIZE CRITICAL AND CREATIVE THINKING AND REFERRALS FOR ASSESSMENTS, CAN BE MADE BY [01:30:01] VARIOUS STAKEHOLDERS INCLUDING TEACHERS, PARENTS, AND ADMINISTRATORS. BY FIRST AND SECOND GRADE STUDENTS ENTER THE TALENT DEVELOPMENT PROGRAM WHICH FEATURES ADVANCED PRODUCTS AND PERFORMANCES, SOCIAL EMOTIONAL SUPPORT, AND CLUSTER CLASS PLACEMENTS. ROUND ROCK RECOMMENDS AT LEAST 30 MINUTES PER WEEK PER GROUP KNOWING THAT CAMPUSES MIGHT AND ARE WILLING TO HAVE AVAILABILITY FOR MORE PULLOUT TIME. IT IS ALSO RECOMMENDED THAT WHEN CAMPUSES HAVE A SMALL NUMBER OF STUDENTS IN EARLY GRADE LEVELS, USUALLY FIRST AND SECOND, THAT THEY WERE PULLED OUT TOGETHER, ALLOWING FOR MORE TIME THROUGHOUT THE WEEK. FOR STUDENTS IN THIRD THROUGH FIFTH, WE CONTINUE THE TALENT DEVELOPMENT PROGRAM AS WE DO IN FIRST AND SECOND GRADE, BUT WITH THESE KIDDOS, WE OFFER ACCELERATED MATH TRACKS THAT COMPACT FOUR YEARS OF MATH INTO THREE YEARS. STUDENTS RECEIVE THEIR MATH INSTRUCTION BY THE TAG TEACHER FOR 80 MINUTES PER DAY. FOR READING, SCIENCE, AND SOCIAL STUDIES, WE FOCUS ON DIFFERENTIATION THROUGH CONTENT, PROCESS, AND PRODUCTS, UTILIZING DEPTH AND COMPLEXITY STRATEGIES PROVIDED BY THE GEN ED TEACHER. AND WITH THE DIRECTION AND COLLABORATION OF THE TAX SPECIALIST. TO PUT IT IN PERSPECTIVE OF TIME AND MINUTES, WE AGAIN RECOMMEND AT LEAST 30 MINUTES FOR TIME DEVELOPMENT PULLOUT AND THE ACCELERATED MATH ACCOUNTS FOR 80 MINUTES PER DAY FOR A TOTAL OF 430 MINUTES PER WEEK. IN RESEARCHING DISTRICTS CLOSE TO US, WE DO OFFER MORE PULLOUT TIME COMPARED TO OTHERS. IN MIDDLE SCHOOL, SERVICES ARE TAILORED TO DEMONSTRATED EDUCATIONAL NEEDS. WE OFFER TWO MATH PATHWAYS. PATHWAY A LEADS TO ALGEBRA 1 BY THE END OF 8TH GRADE, AND PATHWAY B ALLOWS FOR STUDENTS TO COMPLETE BOTH ALGEBRA 1 AND GEOMETRY FOR HIGH SCHOOL CREDIT. OUR GENERAL SERVICES, AS DISCUSSED EARLIER, PROVIDE EITHER THROUGH WHOLE CLASS OR A STACKED MODEL THROUGH THE GEN EDUCATION COMPTON TEACHER. AT THE HIGH SCHOOL LEVEL, WE EXPECT STUDENTS TO PARTICIPATE IN ADVANCED COURSES IN THE AREAS OF STRENGTH. THEY ARE ALSO EXPECTED TO ENGAGE IN ADVANCED PRODUCTS AND PERFORMANCES THAT DEMONSTRATE RESEARCH, COMMUNICATION, AND SELF-DIRECTED LEARNING SKILLS. THE VISUAL SHOWS AN EXAMPLE OF MATH PATHWAYS AVAILABLE TO THEM. THE SERVICES, SIMILAR TO THE MIDDLE SCHOOL, ARE PROVIDED EITHER THROUGH WHOLE CLASS OR ARE STACKED MODELS THROUGH GENERAL EDUCATION CONTENT. WHAT IS OUR INVESTMENT IN TAG? IN 2526, THE TAC PROGRAM GENERATED A TOTAL OF ABOUT $872,000. THIS IS A 100% REQUIRED SPEND, BUT AS YOU CAN SEE WE GO WAY ABOVE AND BEYOND IN OUR TOTAL TAG EXPENDITURES REACHING CLOSE TO $6 MILLION IN 2025-26. OUR IDENTIFICATION CYCLE IS A YEAR-ROUND STARTING WITH A REFERRAL WINDOW OPENING NOVEMBER. STUDENTS ARE THEN ASSESSED IN JANUARY AND NOTIFICATIONS TO PARENTS ARE SENT AROUND MARCH. WE ALSO HAVE A SUMMER TESTING WINDOW TO ENSURE WE CATCH STUDENTS THAT ARE LATE AND BEING IDENTIFIED OR FOR STUDENTS WHO ENROLLED IN OUR SYSTEM OUTSIDE THE WINDOW. THERE WERE SOME CHANGES TO THE TEST THIS PAST YEAR. SO WE MADE A STRATEGIC SHIFT TO OUR COGNITIVE ABILITY ASSESSMENT MOVING FROM THE COGAT TO THE NGAT. THIS CHANGE WAS IMPLEMENTED FOR SEVERAL REASONS. ONE, IT WAS USED TO CURTAIL PUBLIC ACCESS TO THE TEST CONTENT. TWO, REDUCE TESTING COST AND TIME. AND THREE, TO IMPROVE ACCESSIBILITY FOR UNDERREPRESENTED POPULATIONS. THE ANGAT IS NOT LANGUAGE DEPENDENT AS THE COGAT IS, AND THAT THEREFORE REMOVING A LANGUAGE BARRIER FOR SOME OF OUR STUDENTS IS FASTER TO ADMINISTER AND ALLOWS FOR MORE AUTHENTIC IDENTIFICATION RESULTS. THIS ALIGNS WITH OUR GOAL TO ENSURE THAT OUR ASSESSMENT MEASURES REMAIN CURRENT AND EFFECTIVE. SO SUMMARY, THE COGAT HAS BEEN IN PLACE SINCE ABOUT 2017. SO ASSESSMENT NORMS DO GET OLD. THIS IS LESS EXPENSIVE AND IT'S NOT LANGUAGE DEPENDENT. HOW MANY STUDENTS ARE SERVED? THIS VISUAL SHOWS THE AMOUNT OF THE PERCENTAGE OF TAX STUDENTS IN COMPARISON TO THE PERCENTAGE OF ROUND ROCK ISD STUDENTS PER DEMOGRAPHICS. ANYTHING IN GREEN. SHOWS A PLUS THREE PERCENT OVER REPRESENTATION. ANYTHING IN YELLOW REPRESENTS A PLUS OR MINUS THREE PERCENT MEANING THEY'RE RIGHT ON THE MARK AS FAR AS THE SAME REPRESENTATION AS OUR STUDENTS OVERALL IN ROUND ROCK ISD AND ANYTHING IN RED SHOWS AN UNDER REPRESENTATION OF MORE THAN THREE PERCENT. AS YOU CAN SEE HERE HISPANIC STUDENTS ARE DISPROPORTIONATELY REPRESENTED AS WELL AS AS ARE ACADEMICS OF DISADVANTAGED STUDENTS. STUDENTS WITH LIMITED ENGLISH PROFICIENCY AND ARE STUDENTS IN SPECIAL EDUCATION. THAT'S WHERE YOU SEE MOST OF THE HIGHER NUMBERS. [01:35:01] SO WHAT ARE THE OUTCOMES? SO THIS VISUAL SHOWS THREE YEARS WORTH OF DATA IN EACH OF THE GRADE LEVELS, THIRD, FOURTH AND FIFTH. UM, IT DOES FLUCTUATE. THERE'S REALLY NO PATTERN HERE. WHAT WE SEE IN THIRD THROUGH FIFTH GRADE IS THAT THE MEETS LEVEL, THIRD THROUGH FIFTH, DOES GO DOWN, BUT THE MASTER'S LEVELS BETWEEN THIRD, FOURTH, AND FIFTH DO GO UP. IN RLA MEETS, YOU SEE SOME DIFFERENCES, SOME DECREASES, BUT IT DOES LEVEL OFF IN MOST OF THE GRADE LEVELS. SIGNS, IT JUST DEPENDS. VERY SMALL INCREASES OR DECREASES DEPENDING ON THE GRADE LEVEL. ON THE MEETS OR THE MASTERS. SPEAKING OF COHORTS, IF YOU FOLLOW ANY COHORT OF STUDENTS, SO IF YOU LOOK AT THIRD GRADE 23-24, FOLLOW THEM THROUGH FOURTH GRADE 24-25 INTO FIFTH GRADE 25-26, YOU DO SEE A BIG INCREASE IN MASTERS. SO FOR INSTANCE, IN MATH MASTERS, THIRD GRADE STUDENTS IN 23-24, THOSE STUDENTS THAT TOOK THE THIRD GRADE TEST WERE MASTERING, WE'RE ACHIEVING MASTER'S LEVEL AT 76%. BY THE TIME THEY GOT TO FIFTH GRADE TO TAKE THE FIFTH GRADE TEST IN 25-26, THAT PERCENTAGE WENT UP TO 84%. IN RLA, SIMILAR DATA, THOSE STUDENTS THAT TOOK THE THIRD GRADE TEST IN 23-24 MET A MASTER'S LEVEL AT 72%. BY THE TIME THEY WERE IN FOURTH GRADE IN 24-25, THEY INCREASED TO 76%. AND BY THE TIME THEY GOT TO FIFTH GRADE IN TWENTY FIVE, TWENTY SIX, THEY WERE ABLE TO MEET AT 90 PERCENT AT THE MASTER'S LEVEL. SIX AND SEVENTH GRADE. NOW, JUST TO GIVE YOU SOME CONTEXT IN THIS VISUAL HERE, WHEN WE TALK ABOUT SIXTH GRADE, SEVENTH GRADE AND EIGHTH GRADE, THAT'S THE ASSESSMENT THAT THEY TOOK. OUR STUDENTS, THE STUDENTS WHO TOOK THE SIXTH GRADE TEST ARE FIFTH GRADERS. SO THE DATA THAT YOU SEE HERE ARE THE FIFTH GRADERS WHO TOOK. THE SIXTH GRADE TEST. THE DATA FOR SEVENTH GRADE ARE FOR SIXTH GRADERS THAT END UP TAKING THE SEVENTH GRADE TEST. THE EIGHTH GRADE DATA ARE THE STUDENTS IN SEVENTH GRADE THAT TOOK THE EIGHTH GRADE TEST. SO SIMILAR DATA GOES UP AND DOWN DEPENDING ON THE MEETS AND THE MASTERS AND THE CONTENT. BUT AGAIN, LOOKING AT THE COHORT, IF YOU LOOK AT THOSE STUDENTS THAT TOOK THE SIXTH GRADE EXAM MASTERS, MEANT MASTERS IN MATH AT 78%. AS YOU MOVE OVER, ONCE THEY TOOK THE EIGHTH GRADE TEST IN 25-26, THAT INCREASED TO 89%. IN RLA MASTERS, THE PERCENTAGE YOU SEE IN 23-24, 83%. ONCE THEY TOOK THAT FIFTH GRADE TEST, ALL THE WAY TO THE RIGHT SIDE IN 25-26, THEY WERE ABLE TO REACH 91% MASTERS LEVEL. IN HIGH SCHOOL, WE WANTED TO MEASURE STUDENTS MEETING COLLEGE READY AND FOR US MEETING COLLEGE READY IS MEETING TSI IN READING AND IN MATHEMATICS. SO HERE WE ARE COMPARING STUDENTS THAT SELL EC A PERCENTAGE OF COLLEGE READY. THOSE ARE STUDENTS NOT IDENTIFIED AS TAG IN COMPARISON TO STUDENTS THAT ARE IDENTIFIED AS TAG. SO FOR THE CLASS OF 2023 STUDENTS THAT WERE NOT IDENTIFIED AS TAG. WE'RE ABLE TO MEET A 70.1% COLLEGE READY RATE. OVERALL, TO GIVE YOU SOME CONTEXT, IN 2023, WE WERE AT 89.5. FOR STUDENTS THAT WERE IDENTIFIED AS TAG, THEY WERE AT A 99.3% MET AT TSI. FOR THE CLASS OF 2024, STUDENTS NOT IDENTIFIED AS TAG, YOU SEE AN 83% RATE. OVERALL, FOR THE CLASS OF 2024, WE'RE AT 90.8. FOR STUDENTS THAT WERE IDENTIFIED AS TAG, YOU SEE A 99.7% MEETING TSI. FOR THE CLASS OF 2025, STUDENTS NOT IDENTIFIED AS TAG, YOU SEE AN 82.1%. STUDENTS THAT WERE IDENTIFIED AS TAG MET AT 99.4%. SO I DO WANT TO GO BACK IN TIME AND GET THAT ONE STUDENT THAT DIDN'T MEET BECAUSE IT SEEMED LIKE IT WAS JUST ONE STUDENT THAT JUST DIDN'T MAKE IT. SO WE'RE ALMOST AT 100%. SO THAT'S INCREDIBLE NUMBERS. FINALLY, WE MAINTAIN HIGH STANDARDS FOR EDUCATORS. SO ALL CLUSTER TEACHERS PROVIDE PROVIDING GIFTED SERVICES. BOTH TAX SPECIALISTS AND JENNA TEACHER MUST COMPLETE 30 HOURS OF INITIAL TRAINING AND A SIX HOUR UPDATE BY MARCH 31ST EACH YEAR. ELEMENTARY TEACHERS ARE FURTHER SUPPORTED THROUGH DISTRICT PROFESSIONAL DEVELOPMENT DAYS AND MONTHLY PROFESSIONAL LEARNING COMMUNITIES. THEY'RE ABLE WE'RE ABLE TO PULL THEM ONCE A MONTH. ON A FRIDAY AND PROVIDE THEM TO MEET [01:40:02] WITH THEIR COLLEAGUES. MOSTLY THERE'S ONE ALLOCATION, ONE TEACHER OR TWO, AND THEY'RE NOT ABLE TO MEET WITH EACH OTHER. THEY'RE NOT ABLE TO MEET WITH THEIR THIRD-GRADE COLLEAGUES OR THEIR FOURTH-GRADE COLLEAGUES. SO WE PULL THEM ONCE A MONTH ON FRIDAY AND PROVIDE THIS OPPORTUNITY TO JUST GO AHEAD AND COVER TOPICS SUCH AS INTERVENTION PROTOCOLS, MATH INSTRUCTION. BECAUSE IT'S ACCELERATED MATH SO WE NORMALLY LOOK AT CURRICULUM AND THEN ALSO WHAT STRATEGY IMPLEMENTATION ON THE USUALLY HIGHLIGHT A STRATEGY OF THE MONTH WHERE THEY GET TRAINED INTO WE HAVE DEPARTMENT GUEST PRESENTATIONS WE'VE HAD RCT DEPARTMENT COME IN AND TALK TO OUR TEACHERS AND THEN WE HAVE ALSO HAD OUR DEPARTMENT DUAL LANGUAGE WE'VE HAD HEMA DIRECTOR OF BILINGUAL COME IN AS A GUEST PRESENTATION AND THEN JUST TO DISCUSS HOW STRATEGIES THAT WORK FOR ONE POPULATION ARE GOOD FOR STUDENTS AND THE POPULATIONS. WE WANT TO THANK YOU FOR YOUR TIME AND CONTINUE SUPPORT FOR THESE PROGRAMS. WE'RE HAPPY TO ANSWER ANY QUESTIONS THAT YOU MIGHT HAVE. THANK YOU SO MUCH, MR. PORTILLO. TRUSTEES, DO I HAVE ANY QUESTIONS? TRUSTEE WEIR. THANK YOU. AND I KNOW I ASKED SOME OF THESE IN AN EMAIL, AND IT WAS KIND OF SCHOOL-SPECIFIC FOR QUESTIONS THAT I HAD GOTTEN. BUT ONE OF MY QUESTIONS WAS, FOR OUR TAG TEACHERS IN PARTICULAR, THEY'RE DOING MULTIPLE GRADES. THEY'VE GOT TO DO LESSON PLANS FOR MATH FOR THREE DIFFERENT GRADE LEVELS. THEY'VE GOT TO DO THE RLA OR THE, WHAT DO YOU CALL IT NOW, TALENTED? YEAH, TALENT. THAT'S DIFFERENT FROM WHAT THEY CALLED IT WHEN MY KIDS WERE DOING IT FOR MAYBE FIVE GRADES. HOW HOW ARE WE SUPPORTING THEM IN THEIR PLANNING PERIODS AND BEING ABLE TO GET ALL OF THAT TOGETHER IN THE SHORT AMOUNT OF TIME THAT THEY HAVE IN THE DAY? BECAUSE THEY HAVE YOU KNOW THEIR DUTIES THEIR OTHER DUTIES AT THE SCHOOLS AS WELL FOR ELEMENTARY. SO DURING OUR OUR DISTRICT PROFESSIONAL DEVELOPMENT DAYS AND WHAT WE CALL JOB ALIKE DAYS OUR TEACHERS OUR TALENT DEVELOPMENT TEACHERS DON'T NORMALLY STAY AT THE CAMPUS LEVEL. THEY ARE PULLED FOR PROFESSIONAL DEVELOPMENT. SO TO GET AHEAD IN CURRICULUM, TO GET AHEAD IN IMPLEMENTATION, ANY CHANGES WITH TESTING. AND THEN THROUGHOUT THE YEAR, WE DO HAVE OUR PROFESSIONAL DEVELOPMENT DAYS. AGAIN, THEY DON'T NORMALLY GO WITH THE CAMPUS TO LEARN CONTENT OR CURRICULUM. THEY'RE ALSO PULLED TO, AS A JOB ALIKE, TO CONTINUE THAT PROFESSIONAL DEVELOPMENT. AND THIS IS WHERE THE FRIDAY. PLCS FOR THEM ALSO COME INTO PLAY. SO ONCE A MONTH ON A FRIDAY, WE PULL THEM ALL DAY, AND THEN WE CONTINUE TO PROVIDE PROFESSIONAL DEVELOPMENT, AND THAT'S WHERE THEY NORMALLY GET TOGETHER AND TALK THROUGH CURRICULUM, TALK THROUGH ANY CHANGES, IMPLEMENT STRATEGIES, WHAT'S WORKING, WHAT'S NOT WORKING. SO THEY HAVE A TIGHT AGENDA AS TO WHAT IT IS THAT THEY ADDRESS. AND SO IN COORDINATING WITH THAT, SO ON SLIDE 18, YOUR REQUIREMENTS. FOR LIKE THE ELEMENTARY TEACHERS TO HAVE THOSE 30 EXTRA HOURS ARE THEY MEETING THEN FOR THE CLUSTER TEACHERS ARE THEY MEETING THEN WITH THE TAG TEACHERS TO MAKE SURE THAT THEY'RE ALL WORKING TOGETHER IF WE'RE GOING TO HAVE NOT AS MANY PULLOUT TIMES UH THIS IS PROBABLY ONE OF THE AREA ONE OF OUR AREAS OF UH OF WHAT WE SAY OUR GAP THAT WE HAVE TO TRAIN INTO SO WE ARE DEPENDENT ON THE 30 HOURS FOR GENERAL EDUCATION TEACHERS AND HOW TO SUPPORT OUR STUDENTS THROUGH DIFFERENTIATION WITHIN ANY OTHER CONTENT ASIDE FROM THE MATH. NOW, IN MOST OF OUR CAMPUS, SOME OF OUR CAMPUSES, OUR TECH SPECIALISTS DO PROVIDE PROFESSIONAL DEVELOPMENT TO THE GENERAL EDUCATION TEACHERS ON HOW TO IMPLEMENT SOME OF THE STRATEGIES THAT THEY'RE LEARNING THROUGH THE PROFESSIONAL DEVELOPMENT AND THEN HOW TO SUPPORT THOSE DIFFERENTIATED MODELS WITHIN THOSE BLOCKS. SO THERE IS A COLLABORATION BETWEEN TECH SPECIALISTS AND TECH TEACHER, I MEAN GENERAL EDUCATION TEACHER, BUT WE DO RELY ON THOSE 30 HOURS AND THAT TRAINING THAT IS PROVIDED TO THE GENERAL EDUCATION TEACHER TO CONTINUE THAT SUPPORT. WE DO NEED TO AGAIN, THERE'S ROOM FOR IMPROVEMENT ACROSS THE SYSTEM TO BE ABLE TO DIFFERENTIATE A LITTLE BIT MORE TO BE ABLE TO MONITOR AND BE ABLE TO GO INTO PLC AND AS THEY'RE INTERNALIZING THEIR LESSON. TO SAY, OKAY, HERE'S THE ONE STRATEGY THAT WILL WORK WHEN WE'RE TALKING ABOUT DIFFERENTIATION. SIMILAR TO WHAT WE DO WITH STUDENTS WITH SPECIAL NEEDS OR STUDENTS THAT ARE EMERGING BILINGUALS, KIND OF IDENTIFYING WHAT WORKS FOR THESE STUDENTS, WHAT WORKS FOR ALL STUDENTS, [01:45:01] AND REALLY PUSHING IN THAT MODEL. CAN YOU REPEAT THE QUESTION? I THINK, I DON'T THINK WE, I'M SORRY, RODRIGO, I THINK, I DON'T KNOW IF WE UNDERSTOOD. I THINK HE, HE. BECAUSE THE 30 HOURS IS ONLY SUPPOSED TO, THAT'S THE TRAINING THAT EVERY TEACHER RECEIVES, AND IT'S ONLY ONE TIME THEY HAVE TO DO IT. RIGHT, SO WHAT I WAS ASKING IS AS THE SCHOOL YEAR GOES ALONG, THE TAG TEACHERS ARE TEACHING PULL-OUTS ONCE A WEEK, BUT THE CLUSTER TEACHER HAS TO BE FILLING IN THE GAPS, SO HOW ARE THEY COORDINATING? AND I MEAN, I GUESS SOME OF THE SCHOOLS, THEY'RE DOING THAT, BUT THEN THAT'S KIND OF A CONCERN WHERE IF SOME SCHOOLS HAVE THE TAG TEACHER WORKING WITH THE CLASSROOM TEACHERS TO MAKE SURE THEY'RE ALL ALIGNED AND SOME SCHOOLS DON'T HAVE THAT CAPACITY. HOW ARE WE? MAKING IT EQUAL ACROSS THE DISTRICT. SO EVERY CAMPUS HAS AT LEAST ONE TECH SPECIALIST, SO THE CAPACITY IS THERE. SO IT'S JUST A MATTER OF EITHER HAVING THAT ONE SPECIALIST OR THE TWO SPECIALISTS OR THE ONE AND A HALF SPECIALISTS THAT WE HAVE TRAINING INTO ALL TEACHERS, DEPENDING ON THE PROFESSIONAL DEVELOPMENT PLAN THAT THE CAMPUSES HAVE THROUGHOUT THE YEAR. SO THEY ARE ABLE TO COLLABORATE THROUGH THE PROFESSIONAL DEVELOPMENT. ON THE GEN ED SIDE, WHEN THERE'S A LITTLE BIT MORE OF SUPPORT, THAT'S WHERE I THINK THE GAP IS FOR US IN THE PROFESSIONAL LEARNING DEVELOPMENT DAYS THAT WE HAVE AS A DISTRICT IS HOW TO EMBED SOME OF THESE DIFFERENTIATED STRATEGIES AS WE DO FOR STUDENTS IN SPED, AS WE DO FOR EMERGING BILINGUAL STUDENTS TO HELP SUPPORT THEM. AND IS THE GOAL TO KIND OF FILL THOSE GAPS BEFORE THIS NEXT SCHOOL YEAR WHEN WE'RE GOING TO BE COMING DOWN ON OUR TAG ALLOCATIONS? YES, THE PLAN IS TO CONTINUE TO HELP SUPPORT OUR GENERAL EDUCATION TEACHERS. YES, IT IS. HERE'S WHAT I THINK I'M HEARING YOU ASK. AND WHAT I THINK I'M HEARING YOU ASK IS ABOUT THE DIFFERENCES ACROSS CAMPUSES AS FAR AS HOW MUCH WORK THEY'RE DOING, FOR LACK OF A BETTER TERM. WHAT SERVICES I MAY BE DELIVERING TO THIS CAMPUS VERSUS ANOTHER. YES, AND. SO, OKAY, WE'LL PICK MINE, POND SPRINGS, RIGHT? SO WE HAVE OUR ONE TAG TEACHER, AND THIS TAG TEACHER IS DOING ALL THE PLANNING FOR, YOU KNOW, ALL FIVE GRADES. AND THEN WE'VE GOT OUR CLUSTER TEACHERS. SAY THERE'S TWO FOURTH-GRADE CLUSTER TEACHERS, TWO FIFTH-GRADE, TWO THIRD-GRADE. IF SHE'S ONLY PULLING OUT FOR TALENT DEVELOPMENT ONE TIME A WEEK, AND FOR THE OTHER FOUR DAYS OUR GEN ED CLASSROOM TEACHER HAS TO BE DOING ALL OF THAT DIFFERENTIATION AND WE'RE ALSO ASKING THEM TO DO THE PLANNING FOR ALL OF THOSE GRADES THE TAG TEACHER ARE WE THEN ASKING THE TAG TEACHER TO GO AND DO EXTRA TRAINING INTO THE GEN ED CLASSROOM ARE WE ASKING THOSE GEN ED THE CLUSTER CLASSROOM TEACHERS TO I MEAN WE'RE ASKING THEM TO PICK UP THE PICK UP THE WEIGHT IF SAY AT POND SPRINGS THEY HAD FOUR DAYS OF PULLOUT LAST YEAR AND NOW THEY'RE GOING TO HAVE ONE RIGHT SO THE THE CLUSTER TEACHER IS GOING TO HAVE A A BIGGER LOAD ON THOSE EXTRA DAYS AND I'M NOT SURE THE TAG TEACHERS LOST ANY OF HER LOAD BECAUSE SHE STILL GOT TO PLAN ALL OF THE YOU KNOW CLASSROOM ACTIVITIES FOR ALL OF THOSE GRADES STILL. SO I GUESS I'M JUST TRYING TO FIGURE OUT HOW WE'RE SUPPORTING BOTH THE CLUSTER CLASSROOM TEACHERS AND THE TAG TEACHERS AND DOING IT EVENLY ACROSS THE DISTRICT FOR ALL OF OUR STUDENTS. SO LET ME START HERE. SO ONE OF THE THINGS THAT WE DID AND TRY AND UNDERSTAND YOUR QUESTION, WE'RE GOING TO FIGURE OUT HOW TO ANSWER YOUR QUESTION. ONE OF THE THINGS THAT WE DID, ROD AND THE AREA SUPERINTENDENTS IS, OF COURSE, WITH THE PRINCIPAL'S HELP TO AUDIT EXACTLY HOW TAG LOOKS ACROSS THE DISTRICT. AND WHAT WE SAW IS THERE WAS A REAL POPCORN AS FAR AS, YES, EVERYONE OFFERED WHAT WE SAID WAS THE STANDARD, AT LEAST. THAT ONE 30 MINUTES A WEEK AND OF COURSE MATH TO THIRD FOURTH AND FIFTH GRADE BUT THEN SOME PEOPLE WERE OFFERING DIFFERENT THINGS AND WHAT WE SAW WAS THERE WAS A WIDE VARIETY IN WHAT WAS BEING OFFERED AND SO I THINK THAT'S WHAT LED WHEN PEOPLE LIKE EMAILED OR LET'S TALKED IT WAS ABOUT THAT THERE WAS SUCH A DIFFERENCE EVERYONE WAS GETTING WHAT THEY WERE SUPPOSED TO BUT THERE WAS SUCH A DIFFERENCE AS FAR AS WHAT PEOPLE WERE DOING THAT I THINK THAT WAS WHAT WAS CAUSING SOME OF THAT CONCERN. ALSO, ONE OF THE THINGS THAT WE LEARNED WAS THE PRINCIPAL WOULD DO THE MASTER SCHEDULE, AND WHAT WOULD HAPPEN IN SOME [01:50:02] CASES WAS THAT THE TAG SPECIALIST WOULD THEN SAY, BUT THEN HERE'S MY SCHEDULE AS FAR AS WHAT I'M DOING. IT WASN'T THE MASTER SCHEDULE DEVELOPED LOOKING AT HOW I INTERACT. IF I'M A TAG SPECIALIST WITH THIS CLASS OR THAT CLASS. AGAIN, I'M NOT SAYING NOBODY COME FOR ME, THAT THIS HAPPENED IN EVERY SCHOOL, BUT IN SOME SCHOOLS THAT'S WHAT OCCURRED. SO THEN IT'S A MATTER OF THERE WAS NOT A WAY FOR US TO HAVE PLC TIME TOGETHER BECAUSE I DIDN'T PLAN MY SCHEDULE BASED ON HOW IT INTERACTED WITH THE GEN ED TEACHERS. ALL OF THAT IS WHAT WE'RE LOOKING INTO TO FIGURE OUT THEN. WHAT EXACTLY SERVICES SHOULD LOOK LIKE. THERE'S ALSO A DISCUSSION IN REGARDS TO HOW WE'RE DEFINING ENRICHMENT VERSUS HERE'S WHAT I'M SUPPOSED TO RECEIVE AS A STUDENT. THERE'S A DIFFERENCE BETWEEN THE TALENTED AND GIFTED SERVICES VERSUS ENRICHMENT, WHICH ENRICHMENT SHOULD BE FOR EVERY STUDENT. SO ONE OF THE THINGS WE'RE ALSO LOOKING AT, PART OF WHAT PEOPLE WERE TALKING ABOUT, I WAS GETTING THIS ENRICHMENT ACTIVITY AND THIS ENRICHMENT ACTIVITY AND THIS ENRICHMENT ACTIVITY. NOW MY QUESTION AS SENIOR CHIEF IS, IF WE'RE DOING ALL THOSE ACTIVITIES, WHAT ARE YOU CORE CONTENT ARE YOU PUTTING THE STUDENT OUT OF? SO THERE'S A LOT OF THINGS THAT WE HAVE TO DISCUSS AND STABILIZE ACROSS THE SYSTEM AND MAKE SURE THAT THEY'RE CONSISTENT IN THE WAY THEY'RE HAPPENING. SO AND ALSO TO MAKE SURE THAT IF IT'S A MATTER OF NOT TALENT DEVELOPMENT, IF IT'S A MATTER OF ENRICHMENT, HOW DO I MAKE SURE EVERYONE IN THE CAMPUS? SHOULD BE GETTING ACCESS TO ENRICHMENT NOT SAYING THEY GET ACCESS TO THE TAG SPECIALIST BUT HOW DO WE CREATE FOR THAT CAMPUS ENRICHMENT ACTIVITIES THAT EVERYONE CAN ACCESS IT'S NOT A MATTER THAT AS A TAG SPECIALIST IF I'M DOING THOSE SERVICES THAT ONLY THOSE STUDENTS SHOULD GET ACCESS THAT IS SOMETHING THAT EVERYONE SHOULD BE GETTING ACCESS TO SO I HEAR YOUR QUESTION BUT PART OF THE CONCERN FOR ME AT MY LEVEL IS THERE WAS SUCH A DIFFERENCE AND WHAT THIS WAS LOOKING LIKE CAMPUS FROM CAMPUS. AND SO WHEN PEOPLE THEN STARTED SENDING IN THE LET'S TALK, I'M LIKE, OKAY, OBVIOUSLY THERE'S SOMETHING WE'RE NOT UNDERSTANDING. LET'S AUDIT THE WHOLE ENTIRE SYSTEM AND SEE WHO IS DOING WHAT AND THEN FIGURE OUT WHAT DO THESE SERVICES LOOK LIKE ACROSS THE DISTRICT. BECAUSE, GOOD, BAD, OR INDIFFERENT, WE HAVE TO DECIDE AN ALGORITHM FOR WHAT'S THE WORD, ALLOCATIONS. WE CAN'T GIVE ALLOCATIONS BASED ON WHAT I DECIDE TO GIVE AT MY CAMPUS. IT HAS TO BE STANDARDIZED ACROSS THE DISTRICT TO SAY, HERE'S WHAT WE'RE GIVING TO, SPECIFICALLY FOR THE SCHOOLS, BASED ON HOW IT WORKS. WE WERE ONCE UPON A TIME IN A LAND OF PLENTY, AND WE COULD AFFORD TO GIVE ALLOCATIONS IN SUCH A WAY WHERE EFFICIENCY WAS NOT ALWAYS SOMETHING WE HAD TO THINK ABOUT. FORTUNATELY OR UNFORTUNATELY, THAT IS NOT WHERE WE ARE RIGHT NOW, AND SO PART OF OUR RESPONSIBILITY IS TO FIGURE OUT WHAT THAT LOOKS LIKE. AND SO I DO UNDERSTAND HOW IT'S CAUSED SOME GRIEF AND CONSTERNATION ON THE PART OF OUR PARENTS, BUT IT'S SOMETHING THAT WE DO HAVE TO DO IN ORDER TO STABILIZE THE SYSTEM AND MAKE SURE THERE'S CONTINUITY ACROSS ALL OF OUR CAMPUSES. NOW, AT THE SECONDARY LEVEL, NOT AN ISSUE JUST BASED ON HOW IT'S SET UP, BUT WHAT WE WERE SEEING THE DISCREPANCIES ACROSS OUR ELEMENTARIES AS FAR AS WHAT THAT'S LOOKING LIKE AND SO NOT UNTIL WE STANDARDIZED THAT TO A CERTAIN DEGREE EVERYONE DOESN'T HAVE TO BE EXACTLY THE SAME BUT UNTIL WE STANDARDIZED THAT THAT IDEA OF ROD IS GEN ED AND I'M A TAG TEACHER AND THE MASTER SCHEDULE IS WRITTEN SO THAT WE HAVE THE ABILITY TO PLC TOGETHER AND HOW THAT WORKS THAT IF WE'RE DOING INTERVENTION HOW AM I SUPPORTING NOT ONLY MY STUDENTS, BECAUSE REMEMBER, AS YOU SAW, THERE'S NO SPECIFIC ALLOCATION FROM THE STATE OR THE FEDERAL GOVERNMENT SPECIFICALLY FOR TAG. IT IS BASED ON BASIC ALLOTMENT DOLLARS. AND I WANT TO MAKE SURE PEOPLE UNDERSTAND THAT. ONCE UPON A TIME, THERE WAS A SPECIAL ALLOTMENT FOR TAG, BUT THEY TOOK THAT AWAY. AND THEN THEY SAID, USE YOUR BASIC ALLOTMENT MONEY. AND SO IN ORDER TO PAY FOR THAT. SO WE REALLY HAVE TO, BUT WHAT HAPPENED IS THEY WERE GIVING THAT AMOUNT OF MONEY, THEN THEY TOOK IT AWAY, AND WE CONTINUED OUR PROCESSES AS IF WE WERE STILL GETTING THAT [01:55:02] MONEY TO BE ABLE TO AFFORD THAT. SO THINGS WILL HAVE TO CHANGE IN ORDER SO THAT CAN BE EFFICIENT WITH THOSE DOLLARS, BUT THE QUESTIONS THAT PEOPLE TURNED IN, I'M VERY THANKFUL THAT THEY TURNED THAT IN BECAUSE IT ALLOWED US TO SEE HOW DIFFERENT THINGS WERE ACROSS THE DISTRICT. AND BECAUSE OF THAT THEN, IF I HAVE THAT EXTRA TIME, I'M GOING TO FILL IT, AND RIGHTLY SO. AND MANY OF THOSE TEACHERS FILLED IT WITH ABSOLUTELY WONDERFUL ENRICHMENT ACTIVITIES. BUT AGAIN, I CAN'T HAVE ONE CAMPUS WHERE WE HAVE A PLETHORA OF ENRICHMENT ACTIVITIES. AND HERE IS WHERE WE'RE FOLLOWING THE MODEL. SO BETWEEN US, WE WILL BE MEETING WITH OUR PARENTS, OUR TEACHERS, OUR ADMINISTRATORS, AND FIGURE OUT A PLAN THAT WORKS FOR US OVERARCHINGLY, WHERE WE CAN BE EFFICIENT WITH OUR ALLOCATIONS AND OUR DOLLARS. BECAUSE RIGHT NOW, THE ISSUE THAT YOU'RE SPEAKING TO IS CAUSED BY THE DISCREPANCY, THE POPCORN EFFECT WITHIN OUR SYSTEM AS FAR AS HOW WE'RE SCHEDULING. OKAY, I MAY LET SOME OTHER PEOPLE ASK QUESTIONS, AND I MAY COME BACK IF I NEED A LITTLE MORE. THOUGH TALKING ABOUT COSTS, HOW MUCH ARE THESE CHANGES SAVING THE DISTRICT? BECAUSE I KNOW THERE IS SOME COST SAVING. CAN YOU GO TO THE SLIDE WITH THE MONEY? THE CHANGES ARE SAVING US BASED ON, AND AGAIN, I WANT PEOPLE TO UNDERSTAND, BECAUSE WHEN WE ASK, ANSWER ABOUT SAVINGS, THE THOUGHT PROCESS IS YOU'RE CUTTING AND YOU'RE TAKING AWAY. WE HAVE LOST A GREAT NUMBER OF STUDENTS. AND SO WHENEVER WE LOSE STUDENTS, WE ALWAYS HAVE TO TRIM THE ALLOCATIONS. THE ALLOCATIONS HAVE TO MATCH OUR POPULATION. SO WHERE PEOPLE ARE SEEING AND SOMETIMES FEELING A LOSS, SOMETIMES ON SOME CAMPUSES, NOT ALL, IT'S PURELY A MATTER OF NUMBER OF STUDENTS. AND AS YOU'VE ALSO HEARD, ONCE UPON A TIME, WE WERE ALLOCATING AND WE WOULD SAY, HOW MANY TAG STUDENTS DO YOU HAVE? AND IF YOU HAVE THIS NUMBER, HERE'S HOW MANY TEACHERS I WILL GIVE YOU. WHEN IN K-2, YOU'RE NOT TEACHING. YOU'RE NOT PULLING THEM OUT FOR MATH. AND SO TO ALLOCATE FOR SOMETHING WHEN THE SERVICE THAT YOU GIVE WAS PRETTY MUCH NON-EXISTENT, AGAIN, IT WAS INEFFICIENT. AND SO THEY FILLED THE TIME WITH WONDERFUL ENRICHMENT ACTIVITIES, BUT IT WAS NOT AN EFFICIENT USE. OF OUR DOLLARS. SO WHAT YOU CAN SEE IS HERE IS HOW MUCH THAT WE BRING IN. WE SPEND $5,000 AND SO IF WE WERE, I'M SORRY, $5 MILLION AND BASED ON IF YOU CARRY THIS OVER TO NEXT YEAR WE WILL SAVE, WE WILL NOW ONLY BE PAYING $5 MILLION. WE'LL SAVE ABOUT $700,000 BUT WE'LL STILL BE PAYING $5 MILLION. THANK YOU. TRUSTEE LANDRUM. SO FIRST LET ME START BY SAYING THANK YOU. THIS WAS MY AGENDA REQUEST. I'M NOT SURE WHY MY NAME'S NOT ON THE AGENDA, BUT SERVED ON THE BOARD FOR SEVEN YEARS. THIS IS THE FIRST TIME I REMEMBER GETTING AN UPDATE ON OUR TALENTED AND GIFTED PROGRAM, AND I THINK IT'S VITAL THAT WE GET EYES ON ALL OF OUR STUDENT POPULATIONS, ESPECIALLY WHEN YOU'RE LOOKING AT IT AT 17% OF THE KIDS IN OUR DISTRICT ARE IDENTIFIED AS TAG. I WILL ALSO SAY THAT I'M THE PARENT OF A CHILD WHO WAS IN OUR TALENTED AND GIFTED PROGRAM, OUR GEN ED PROGRAM, AND OUR SPECIAL ED PROGRAM. SO I UNDERSTAND ALL THREE LEARNING STREAMS THAT WE OFFER VERY INTIMATELY. AND IF YOU DON'T HAVE A CHILD THAT FALLS INTO BOTH, YOU MAY NOT UNDERSTAND THIS. BUT I THINK THAT A CHILD IN SPECIAL EDUCATION AND A CHILD IN THE TALENTED AND GIFTED PROGRAM REQUIRE JUST AS MUCH DIFFERENTIATION IN THEIR CURRICULUM AS THE OTHER STUDENT GROUP DOES. BECAUSE IF YOU SERVE UP GEN ED CURRICULUM TO EITHER ONE OF THOSE POPULATIONS, THEY WILL NOT BE ADEQUATELY SERVED. SO I APPRECIATE THIS PRESENTATION. I DO HAVE A COUPLE OF QUESTIONS. I THINK THE FIRST ONE THAT REALLY GLARES AT ME IS ON SLIDE 13, AND IT'S THE STUDENT GROUPS THAT FALL IN THE RED CATEGORIES, AND SPECIFICALLY LOOKING AT OUR HISPANIC AND OUR AFRICAN AMERICAN POPULATION AND OUR ECODIS GROUPS. AND WHY THERE IS SUCH A BIG DISCONNECT. AND I DON'T KNOW IF THAT'S A TREND NATIONWIDE, IF THAT'S A TREND JUST IN OUR DISTRICT, IF IT'S A TREND IN TEXAS. I DON'T KNOW IF YOU HAVE ANY ADDITIONAL INFORMATION ABOUT THE DISCONNECT BETWEEN WHAT OUR POPULATION LOOKS LIKE AND THE STUDENTS THAT ARE SERVED IN OUR TALENTED AND GIFTED PROGRAM. SO THAT'S MY FIRST QUESTION. SO I WOULDN'T BE ABLE TO ANSWER AS FAR AS LIKE THE TREND NATIONALLY, RIGHT? WHAT WE DID NOTICE IN THE LAST THREE YEARS IS THE SAME TREND AS FAR AS OUR BLACK AND HISPANIC STUDENTS NOT BEING ABLE TO, AND MOSTLY HISPANIC [02:00:02] STUDENTS, ECODIS STUDENTS, AND THEN ALSO EB STUDENTS. WE WEREN'T SEEING THOSE NUMBERS MOVE. THAT'S WHERE WE LOOKED AT THE TEST. SO IN LOOKING AT THE TEST THAT WE HAD, IT HAD A LANGUAGE DEPENDENCY ON THERE. SO A LOT OF OUR STUDENTS WEREN'T IDENTIFIED OR WEREN'T ABLE TO GET CLOSE TO BEING IDENTIFIED BECAUSE OF THAT LANGUAGE BARRIER. SO THAT'S ONE OF THE REASONS WHY WE SWITCHED THE TEST, BECAUSE THE NGAT IS NOT LANGUAGE DEPENDENT, LANGUAGE DEPENDENT. AND SO THAT ALL THAT IS GOING TO GIVE AN OPPORTUNITY FOR STUDENTS THAT ARE THAT SPANISH IS THEIR SECOND LANGUAGE OR STUDENTS THAT, YOU KNOW, NORMALLY. IN OUR DATA, NORMALLY YOU SEE HISPANIC STUDENTS THAT ARE ALSO EQUAL DAYS THAT ARE ALSO EB, RIGHT? IT'S THE SAME STUDENT. AND SO IT'S HITTING US THREE TIMES. SO WE DID SEE THE TREND AND WE MADE THAT SWITCH TO THE EXAM. WE DID SEE AN UPTICK IN SOME CAMPUSES, BUT WE ALSO SAW SOME NUMBERS DECREASE IN CERTAIN GRADE LEVELS. SO WE'RE JUST GOING TO LOOK DEEPLY INTO THE IMPACT OF THE NEW ASSESSMENT YEAR OVER YEAR. AND SEE HOW IT IS THAT WE CAN IDENTIFY MORE STUDENTS. WE ARE GOING INTO A NEW SYSTEM OF IDENTIFYING OUR STUDENTS TO WHERE IT'S NOT JUST A CUT SCORE AND YOU'RE IN, BUT THAT NOW WE HAVE CAMPUSES ON BANDS TO WHERE IF YOU'RE IN A CERTAIN BAND THEN IF A STUDENT SCORED GREEN OR CLOSE TO WITHIN A CERTAIN COMPONENT WITHIN THE TEST THEN WE'RE ABLE TO WERE ABLE TO IDENTIFY THEM. AND PUT THEM IN THE PROGRAM AND PROVIDE THEM THE SERVICES AS WELL. SO THAT'S GOING TO OPEN UP A LITTLE BIT MORE OF OUR IDENTIFICATION PROCESSES. AND IT'S BEEN 20 YEARS SINCE I'VE REFERRED A KIDDO TO THE TAG PROGRAM IN THE ROUND ROCK ISD, BUT AT THAT TIME IT RELIED ON PARENTS' REQUEST. IS THAT STILL A PART OF THE PROGRAM? I'M SORRY. I JUST WONDERED EXACTLY HOW THE REFERRAL PROGRAM WORKED, BECAUSE IF YOU'RE NOT AWARE OF THE PROGRAM OR YOU MISS AN EMAIL, AND THEN YOU DON'T FILL IT OUT, THEN YOUR KID'S NOT GOING TO BE ONE OF THE ONES THAT ARE TESTED. SO CAN YOU TALK ABOUT A LITTLE MORE SPECIFIC ON HOW THE REFERRAL PROGRAM WORKS? YES. SO HISTORICALLY, THAT HAS BEEN THE PROCESS, RIGHT, TO WHERE IT WAS DEPENDENT ON THE PARENT. WHAT WE DID THIS PAST YEAR, WE TRAINED A LITTLE BIT MORE INTO THE CAMPUS BECAUSE THE IDENTIFICATION CAN COME FROM TEACHERS. IT SHOULD COME FROM TEACHERS AS YOU HAVE THEM IN YOUR COURSES THROUGHOUT THE YEAR. SO WE DID TRAIN A LITTLE BIT MORE. INTO THE TEACHERS AS FAR AS HERE'S WHAT IDENTIFICATION LOOKS LIKE, POTENTIAL IDENTIFICATION, AND THEN THE REFERRAL PROCESS SO THAT IT WASN'T DEPENDENT ON THE PARENT BECAUSE, AGAIN, A TREND WAS THAT WE WERE GETTING REFERRALS FROM PARENTS THAT HAD INFORMATION, THAT KNEW ABOUT IT OR THAT JUST KNEW ABOUT TAG IN GENERAL, AND THOSE PARENTS THAT WEREN'T AS INFORMED, WE WEREN'T GETTING THOSE NUMBERS. HENCE THE NUMBERS THAT WE HAVE HERE AND SO TRAINING INTO THE TEACHERS TRAINING INTO THE CAMPUSES DID INCREASE OUR REFERRALS FOR IDENTIFICATION THAT ALONG WITH THE TEST WE SHOULD SEE SOME OF THOSE GAPS DECREASE I JUST WANTED TO ADD AND JUST AT A VERY BASIC LEVEL EVERY CAMPUS BEFORE THE REFERRAL WINDOW OPENS THERE IS A PARENT NIGHT EVERY CAMPUS HOLDS AN INFORMATION NIGHT WHERE THEY SPEAK EXPLICITLY PARENTS ARE INVITED TO COME ON CAMPUS BUT HOLD IT IN PERSON AND BY A GOOGLE MEET SO UH... TO KIND OF CAPTURE EVERYBODY TO WHERE THEY TALK ABOUT THE REFERRAL PROCESS AND WHAT TO EXPECT. OKAY, AND I APPRECIATE THAT. I JUST WANTED TO MAKE SURE THAT THAT WASN'T A BARRIER TO HAVING A STUDENT IDENTIFIED, WAS THE PARENT INVOLVEMENT IN THAT PROCESS. BECAUSE EVERYBODY'S HOME LIFE, EVERYBODY'S EVENING LIFE LOOKS DIFFERENT, AND RELYING ON A PARENT TO COME TO A MEETING AT THE SCHOOL OR TO FILL OUT A FORM, I JUST THINK THAT THAT'S A GOOD WAY FOR... STUDENT GROUPS TO FALL THROUGH THE CRACKS, OR ANY STUDENT TO FALL THROUGH THE CRACKS, FOR THAT MATTER. THEN MY NEXT QUESTION IS, AND I THINK, TRUSTEE WEIR TOUCHED ON IT A LITTLE BIT, BUT THIS WHOLE CONCEPT OF TALENT DEVELOPMENT, THAT'S A VERY NEW CONCEPT FROM WHEN I HAD A CHILD THAT WAS ACTIVE IN THE TAG PROGRAM. AND I LOOK AT THE DISCONNECT BETWEEN 80 MINUTES A DAY FOR MATH, WHEREAS ONLY 30 MINUTES A WEEK FOR RLA. AND I CAN ONLY SPEAK TO WHAT I KNOW, BUT MY STUDENT WHO WAS TAG IDENTIFIED WAS READING ON A SIXTH GRADE READING LEVEL WHEN HE WENT INTO FIRST GRADE. AND WE MOVED BACK TO THE DISTRICT IN FIRST GRADE, AND FOR THAT YEAR HE WAS NOT BEING PULLED OUT. AND IT WAS JUST ENRICHMENT. I MEAN, THEY DIDN'T DO IT IN FIRST GRADE ANYWAY, BUT HE WASN'T EVEN TAG IDENTIFIED. BUT 30 MINUTES A WEEK, AND THEN RELYING ON THE CLASSROOM TEACHER TO SUPPLEMENT WITH ANY KIND OF SERVICES. WHAT WE FOUND WAS HERE'S AN INDEPENDENT PROJECT, YOU GO WORK ON IT IN THE CORNER BECAUSE I DON'T HAVE TO WORRY [02:05:02] ABOUT YOU. YOU'VE ALREADY MET ALL OF THE STATE STANDARDS. AND I WONDER WHAT CAN BE ACCOMPLISHED IN 30 MINUTES A WEEK FOR RLA, ESPECIALLY IF THAT'S ALL THAT A STUDENT IS IDENTIFIED IN AND THEY'RE NOT IDENTIFIED IN MATH. SO CAN YOU TALK ABOUT HOW 30 MINUTES CAN BE IMPACTFUL FOR A STUDENT THAT'S TAG IDENTIFIED? SO I'M GOING TO HAVE MICHELLE MULK. TALK ABOUT WHAT HAPPENS IN TALENT DEVELOPMENT BUT JUST TO BE CLEAR THE 30 MINUTES OF TALENT DEVELOPMENT IS NOT FOR RLA. SHE'S GOING TO EXPLAIN WHAT HAPPENS WITHIN THOSE 30 MINUTES, 60 MINUTES, OR AN HOUR AND A HALF, AS FAR AS WHAT SHOULD BE HAPPENING IN THAT TALENT DEVELOPMENT PULLOUT. OKAY, THEN MAYBE I NEED A FEW MORE, A LITTLE MORE DEEPER DIVE INTO EXACTLY WHAT TALENT DEVELOPMENT MEANS THEN. OKAY, SURE, CERTAINLY. THANK YOU. SO WHAT IT LOOKS LIKE, YOU KNOW, YOU'RE BUILDING THOSE SKILLS, THOSE CRITICAL THINKING SKILLS, SO THAT KIDS ARE READY TO ACCESS THAT ADVANCED COURSEWORK AND THE RIGOR THAT THAT REQUIRES WHILE THEY'RE STILL YOUNG, RIGHT? ACCOUNT DEVELOPMENT K-2, WE HAVE SOME PIECES OF SET CURRICULUM THAT WE USE. SO WE HAVE A PROGRAM THAT'S CALLED SILVER QUICKEN EPISODES FOR ENRICHMENT AND DIAGNOSIS, KNOWN AS SEED, AND IT GOES IN, WE'RE GOING TO BE, WELL, WE USE THAT FOR FOURTH GRADE RIGHT NOW, AND IT'S FOUR CYCLES, WELL, ACTUALLY TWO CYCLES, RATHER, CYCLE ONE IN FALL, CYCLE TWO IN SPRING. SO IT'S IN FOURTH AND FIFTH GRADE, AND IT'S JUST A LOT OF CRITICAL THINKING. A LOT OF DIFFERENT PROJECTS, BUT THERE'S STRUCTURE TO IT THAT KIDS WILL USE TO KIND OF BUILD THOSE SKILLS. WE ALSO UTILIZE THE PBL PROJECT. YOU KNOW, IT HAS STEM CONNECTIONS, CREATIVITY DRILLS FOR THE KIDS, AND THEN WE ALSO OFFER THINKLAW. THINKLAW IS A PHENOMENAL FRAMEWORK WHERE IT'S ACTUAL COURT CASES THAT THE KIDS USE, AND IT'S TEKS ALIGNED, AND THEY'LL GO, AND IT'S THEMATIC. IT'S BROAD AND COMPREHENSIVE. BUT ANYWAYS. WITH THINKLAW, KIDS GO THROUGH COURT CASES AND THEY LOOK AT THE REASON BEHIND, YOU KNOW, WHY DID THIS HAPPEN AND, YOU KNOW, WOULD YOU OR, YOU KNOW, WAS THIS CORRECT? YOU KNOW, THEY'VE GOT TO LEARN TO JUSTIFY, TO REASON, TO THINK ON THEIR FEET. SO YOU USE THOSE CURRICULUM FRAMEWORKS TO BUILD THOSE SKILLS FOR THEM INSIDE OF TALENT DEVELOPMENT. IT'S NOT JUST KIND OF, IT'S NOT, THERE'S A LOT OF CHOICE THERE, BUT IT'S NOT JUST WILLY-NILLY AND OPEN, YOU KNOW, FOR ANY KIND OF, THERE'S STRUCTURE IS WHAT I'M TRYING TO SAY. SO THERE'S, LET ME, LET ME FORM A QUESTION, NOT, NOT, I WANT, WHAT DOES RLA TAG LOOK LIKE IN THE ELEMENTARY LEVEL, IF IT'S NOT JUST IN THE 30-MINUTE PULLOUT OF TALENT DEVELOPMENT? SO THAT WOULD LOOK LIKE DIFFERENTIATION THAT'S USED THROUGH DEPTH AND COMPLEXITY. YOU KNOW, TEACHERS, OUTSIDE OF THE 30 HOURS, THE FOUNDATIONAL HOURS THAT THEY HAVE TO HAVE, THEY HAVE TO HAVE SIX-HOUR UPDATES AS WELL, YEARLY. AND SO THE EXPECTATION IS THAT THEY'RE UTILIZING THOSE SKILLS THAT THEY'VE TRAINED INTO TO THEN TURN AROUND AND PROVIDE THAT SORT OF INSTRUCTION TO THOSE STUDENTS. SO THEY'RE UTILIZING DEPTH AND COMPLEXITY. THEY'RE UTILIZING DIFFERENT PERSPECTIVES AND FRAMEWORKS AND DIFFERENT THINGS TO GUIDE STUDENTS AND TO HELP THEM IN THE READING COURSE. OKAY, AND AGAIN, I CAN ONLY SPEAK TO WHAT I KNOW, BUT WHEN MY OLDEST WAS IN... THE TAG PROGRAM, HE WAS PULLED OUT 80 MINUTES A DAY FOR RLA. AND, YOU KNOW, SO 80 MINUTES A DAY FOR MATH, 80 MINUTES A DAY FOR RLA, AND IT WAS ALL OF THAT WAS INCLUDED IN THAT HIGHER LEVEL OF THINKING IN THAT 160 MINUTES EVERY DAY THAT THEY GOT IN TAG SERVICES. SO I JUST, I THINK WHAT BOTHERS ME IS WHILE I AM INTERNALLY GRATEFUL THAT THERE ARE FEDERAL PROTECTIONS FOR OUR STUDENTS IN SPECIAL EDUCATION. IT'S HEARTBREAKING TO HEAR THAT WE HAVE TO BE IN A LAND OF PLENTY TO HAVE ALLOCATIONS FOR STUDENTS WHO ARE IN TAG. I JUST DON'T THINK, I THINK THAT THESE KIDS DESERVE THAT DIFFERENTIATION ON AN ONGOING AND DAILY BASIS BECAUSE I THINK KIDDOS IN TAG THINK DIFFERENT. AND THEY, I MEAN, THEY JUST REALLY DO. AND NOT IN A BAD WAY AND NOT IN A GOOD WAY. IT'S JUST HOW HOW THEY'RE WIRED. JUST LIKE A CHILD IN SPECIAL EDUCATION THINKS DIFFERENT AND WE HAVE TO DEVELOP AN IEP TO WORK FOR THEIR STRENGTHS AND THEIR NEEDS. AND I KNOW WE DON'T HAVE THOSE FEDERAL PROTECTIONS AND WE DON'T EVEN HAVE A BASIC ALLOTMENT ANYMORE. I MEAN AN ADDITION TO THE, NOT A BASIC ALLOTMENT, AN ALLOCATION FOR TAG AND THAT'S GOING TO BE ON MY LIST THIS FALL AND NEXT SPRING AS WE GO INTO A LEGISLATIVE SESSION IS HOW DO WE GET MORE MONEY FOR STUDENTS HERE IN OUR TALENTED AND GIFTED PROGRAM BECAUSE I LOVE THAT WE'RE SPENDING 5.7 AND EVEN 5 MILLION GOING ON HOW DOES THAT COMPARE TO OTHER DISTRICTS AND ANYWAY I KNOW I'VE GONE ON [02:10:02] BUT UM I'LL STOP FOR RIGHT NOW IF ANYBODY ELSE HAS ANY OTHER QUESTIONS IN OUR AUDIT THAT'S ONE OF THE OTHER THINGS THAT WE'VE LEARNED BECAUSE THEN THERE WERE PEOPLE THAT KEPT MENTIONING RLA AND I'M THINKING THAT HAS NOT BEEN OUR MODEL FOR THE MOST PART WHAT WE'VE OUR MODEL HAS BEEN YOU GET PULLED OUT FOR MATH AND AS FAR AS WHERE WE HAVE AN ADVANCED PATHWAY FOR MATH THROUGH TAG AND SO WHAT WE UNDERSTOOD THEN WHEN WE PULLED AND AUDITED EVERYONE IS SOME PEOPLE WERE OFFERING NOT AN ADVANCED PATHWAY BUT JUST THAT YOU'RE GOING TO HAVE CHARLIE WITH THE TAG TEACHER. THAT IS NOT SOMETHING THAT EXISTED THROUGHOUT THE SYSTEM. IT'S NOT SOMETHING THAT WAS OUR MODEL. IT'S SOMETHING THAT SOME CAMPUSES WHERE SOME PEOPLE DECIDED THAT THAT WAS GOING TO BE DONE. AND SO, AGAIN, WE HAVE TO COME BACK AND TALK ABOUT WHAT IS IT EXACTLY THAT WE'RE GOING TO OFFER AND WHY AND HOW IT'S GOING TO LOOK. SO THAT AGAIN IS AGAIN. SO WHEN PEOPLE KEPT ASKING THAT QUESTION, I'M LIKE, I WAS SO CONFUSED BECAUSE I'VE BEEN IN THE DISTRICT SINCE 2007. I WENT TO MICHELLE'S LIKE, MICHELLE, I KNOW THIS IS A MODEL. WHAT ARE PEOPLE TALKING ABOUT? I AM SO CONFUSED RIGHT NOW. SO THE THING IS THIS, AT THE CAMPUS YOU WERE AT, THAT MAY HAVE HAPPENED THEN, BUT THAT WAS NOT THE MODEL. SOME PEOPLE THEN, BECAUSE THERE WAS EXTRA TIME WITHIN THEIR SCHEDULE, I HATE SAYING IT THAT WAY, BUT BASED ON WHAT WE SPECIFICALLY ASKED THEM TO DO, THE TALENT DEVELOPMENT AND THE MATH. THEN THEY MADE DECISIONS LIKE, OKAY, WELL, WE CAN OFFER THE READING LANGUAGE ARTS, AND THEN THAT BECAME A PULLOUT. BUT IT WAS MEANT TO, BASED ON OUR DISTRICT MODEL, WHERE THEY WOULD RECEIVE IT, IT WAS SUPPOSED TO BE CLUSTERED, AND THEY RECEIVED THAT WITH THEIR, WHAT WOULD YOU CALL IT, THEIR GEN ED TEACHER, RIGHT? SO THAT'S THE REASON AS FAR AS CONFUSION, BECAUSE EVERYONE IS RECEIVING SOMETHING DIFFERENT. AND SO AS WE'RE TALKING TO EACH OTHER, THERE'S SOME CONFUSION, BECAUSE I'M LIKE, WHAT ARE WE TALKING ABOUT? AND THAT'S THE REASON WHY. SO, YES, YOUR EXPERIENCE. AND I WAS NOT INVOLVED AT THE DISTRICT LEVEL LIKE I AM NOW. AND SO I CAN ONLY SPEAK TO WHAT WAS HAPPENING AT BLACKLAND PRAIRIE BACK IN THE 20-0S. ABSOLUTELY RIGHT. SO YOUR EXPERIENCE IS A TRUE AND REAL EXPERIENCE. BUT WHAT I WANTED TO EXPLAIN IS THAT WAS NOT WHAT WAS HAPPENING EVERYWHERE WITHIN OUR SYSTEM. AND I THINK I HAVE ONE LAST QUESTION IS WHEN WE TALK ABOUT THE $5.7 MILLION THAT WE SPEND IN BUDGET FOR OUR TAG PROGRAM, WHAT'S INCLUDED IN THAT 5.7? IS THAT JUST STAFF SALARIES? IS THAT CURRICULUM? I DON'T NEED A DOLLAR BY DOLLAR, BUT GENERALLY WHAT DO WE SPEND THAT 5.7 MILLION ON? FOR THE MOST PART, IT'S SALARIES. AND SO NOT JUST THE ELEMENTARY TEACHERS, TECH TEACHERS, BUT GOING INTO SECONDARY, ANY TEACHER THAT HAS A WHOLE CLASS APPROACH TO WHERE MY... 25 STUDENTS THAT I HAVE IN, LET'S SAY, ALGEBRA 1 IS CODED ADVANCED ALGEBRA 1 TAG. THEN WE CODE THAT TEACHER AS A PIC21, WHICH IS CODED TO THIS ACCOUNT, SO TO SPEAK. SO THERE WOULDN'T BE ANY HIGH SCHOOL TEACHERS THAT ARE INCLUDED IN THAT 5.7? YES, MA'AM. IT WOULD BE K-12. BECAUSE THERE'S NOT REALLY ANY TAG CLASSROOMS. IN THE HIGH SCHOOL LEVEL. ALL OF OUR CLASSES ARE OPEN TO ALL OF OUR STUDENTS. I MEAN, I KNOW THE PATHWAY THAT YOU SHOWED UP WITH THE HEXAGONS, BUT I HAD A KIDDO GO, AND MY GEN ED DAUGHTER AND MY TAG SON TOOK THE SAME CLASSES AT CEDAR RIDGE. RIGHT, SO AGAIN, AUDITING THE PROGRAM AND AUDITING SOME OF OUR COURSES. AT THE HIGH SCHOOL, WE DO HAVE COURSES THAT ARE CODED, ADVANCED, GEOMETRY, TAG. AND SO WHAT THAT MEANS IS THAT ALL THE STUDENTS WITHIN THAT CLASSROOM ARE ALL TAG STUDENTS, AND THEREFORE I'M QUOTED AS A TAG TEACHER. OKAY, THANK YOU. TRUSTEE ROSS. AT WESTWOOD, I REMEMBER WHEN I TAUGHT THERE, WE HAD TAG CLASSES THAT WEREN'T JUST BECAUSE OF THE KIDS CAME THROUGH ELEMENTARY. SO WE DID HAVE THEM AT ONE POINT, BUT A DIFFERENT FINANCIAL SITUATION. I'M... HAPPY THAT YOU GUYS ARE LOOKING AT THIS TO STANDARDIZE BECAUSE OBVIOUSLY IT'S BEEN A SHOCK TO THE PEOPLE THAT HAVE HAD STUDENTS THAT WERE IN THAT RECEIVED TAG SERVICES IN THE DISTRICT TO HAVE A VERY DIFFERENT EXPERIENCE THAN WHAT YOU GUYS ARE EXPLAINING I THINK YOU KNOW, I CHOSE ROUND ROCK HIGH SCHOOL OR ROUND ROCK ISD TO LIVE IN BECAUSE OF TAG AUSTIN ISD DIDN'T PROVIDE IT AS MUCH AS I LOVE TEACHING AT WESTWOOD. IT WAS ALSO I THINK FOR MY OLDEST. WHEN HE QUALIFIED, [02:15:01] WE PURPOSELY CHOSE NOT TO DO MATH BECAUSE OUR MATH, AND I'M, AGAIN, MY SON JUST GRADUATED, SO IT'S A LITTLE BIT OF A DELAY. BUT WHEN WE LOOKED AT THE MATH CURRICULUM, IT WAS MORE OF AN ACCELERATED PROGRAM THAN A TAG PROGRAM. SO WE'RE SAYING NOW WHAT THE STANDARD IS, IS THAT KIDS THAT QUALIFY FOR TAG ARE GETTING OUR ACCELERATED MATH AND THEN 30 MINUTES A WEEK. AND THEN THE DIFFERENTIATION IS RELATED TO THE CLASSROOM TEACHER VERSUS WHAT MY CHILD RECEIVED AND WHAT IT SEEMS LIKE OTHER TRUSTEES' KIDS RECEIVED IS THAT OUR KIDS WERE PULLED OUT. FOR READING, SCIENCE, SOCIAL STUDIES FOR AN ADVANCED CURRICULUM AND THAT'S NOT BEING PROVIDED. RIGHT, IT'S ONLY PULL OUT FOR MATH AND ONCE THE STUDENT IS IDENTIFIED AS GIFTED AND TALENTED THERE'S AN ADDITIONAL TEST SO TO SPEAK AS FAR AS CONTENT TO SEE IF THEY QUALIFY FOR THE MATH. SO ANY BREAKDOWN AT THE CAMPUS LEVEL YOU'LL SEE 25 TOTAL THIRD GRADERS. BUT ONLY 20 OF THEM ARE DOING THE ACCELERATED MATH BECAUSE OF THIS ASSESSMENT. AND THAT'S SOMETHING ALSO THAT WE'RE LOOKING INTO AS FAR AS JUST HOW DO WE OPEN THIS ACCELERATED MATH OPPORTUNITY TO ALL STUDENTS. BUT OUR ACCELERATED MATH IS AN ACCELERATED PROGRAM. AND IT'S NOT, IF WE GO BACK TO TAG KIDS LEARN DIFFERENTLY, NOT ALL OF THEM LEARN AN ACCELERATED RATE. CORRECT. IT'S ACCELERATED. RIGHT. AND SO IT JUST KIND OF FEELS A LITTLE LIKE IT'S NOT. LIKE A TAG PROGRAM IT SOUNDS LIKE AN ACCELERATED PROGRAM AND SO OUR STUDENTS AREN'T GOING TO GET ANY TAG SERVICES NOW AS UM AND MICHELLE CAN TALK A LITTLE BIT MORE AS WHAT HAPPENS WITHIN THE ACCELERATED MATH SINCE IT'S IT'S TAUGHT BY THE TECH SPECIALIST THEY ALSO HAVE THEIR 30 HOURS THEY ALSO HAVE THEIR SIX HOUR UPDATE IT'S ALSO DIFFERENTIATED TO BE TAUGHT AT THAT RIGOR TO INCLUDE THAT DEPTH AND COMPLEXITY SO IF YOU WANT TO TALK A LITTLE BIT MORE ABOUT WHAT I THINK IT'S NOT, I'M HAPPY ABOUT WHAT, OBVIOUSLY, WHATEVER OUR MATH PROGRAM IS DOING IS, YOU KNOW, IS WORKING. I'M JUST REALLY KIND OF SAD AND DISAPPOINTED ON THE IDEA THAT WE'RE LOSING WHAT WE THOUGHT, BECAUSE THAT WAS OUR LIVED EXPERIENCE, AS THE NORM FOR WHEN IT COMES TO READING SCIENCE AND SOCIAL STUDIES. CAN I SAY SOMETHING? YEAH. WE DID NOT CHANGE THAT. THIS HAS BEEN LIKE THIS, I MEAN, I WANT TO MAKE IT VERY CLEAR. WE DID NOT CHANGE THE READING AND THE SCIENCE OF SOCIAL STUDIES. IT'S BEEN GOING ON LIKE THAT FOR YEARS. THE ONLY THING THAT THIS YEAR, AND RIGHTFULLY SO, OUR PARENTS BROUGHT IT UP A FEW TIMES NOW, IS THE ALLOCATION FOR CERTAIN CAMPUSES. BUT WE DID NOT CHANGE THE READING AND SOCIAL STUDIES. THAT'S BEEN GOING ON, I DON'T KNOW FOR HOW LONG. I KNOW SINCE I'VE BEEN HERE, THAT'S BEEN THE WAY THAT ROUND ROCK ISD DID IT. THE ONLY THING IS DIFFERENT AGAIN THIS YEAR, FOR NEXT YEAR, IS THE NUMBER OF EDUCATION. I THINK THERE WERE NINE OR NINE AND A HALF POSITIONS DUE TO THE NUMBER OF STUDENTS. AND AGAIN, OUR PARENTS HIGHLIGHTED THAT A FEW TIMES NOW. THAT'S THE ONLY THING IS DIFFERENT. WE'RE NOT PROPOSING ANY OTHER CHANGE TO THE TAC PROGRAM. YOU ARE BYSTANDERIZING, WHICH I WOULD WANT EVERYBODY TO HAVE THE EXPERIENCE THAT MY CHILD HAD AT EVERY CORNER OF THIS DISTRICT. OBVIOUSLY. CERTAIN CAMPUSES WERE, YOU KNOW, GRANDFATHERED IT OR WHATEVER, BUT THEY WERE GETTING DIFFERENT SERVICES THAN EVERY OTHER CAMPUS. SO IT DOES FEEL LIKE IT IS CHANGING IF WE'RE LOOKING AT STANDARDIZING AND GETTING RID OF SOMETHING THAT WE THOUGHT WAS THE NORM. WE'RE NOT CHANGING ANYTHING. I THINK NATALIE TALKED ABOUT IT, DR. NICKLAUS TALKED ABOUT IT. IT'S GOING TO BE IN CONSULTATION WITH OUR PRINCIPALS. OUR PARTY IS GOING TO HAVE SOME PARENTS BECAUSE WE DO HAVE, I THINK, ONE OF OUR PARENTS IS ACTUALLY SERVING ONE OF THOSE COMMITTEES. BUT WE'RE NOT PROPOSING, AS I SAID, AND AGAIN, I WASN'T HERE WHEN THE ADDITIONAL SERVICES WERE PROVIDED. BUT I CAN TELL YOU, SINCE I'VE BEEN HERE, THEY WERE NON-EXISTENT HERE. I DON'T KNOW WHAT HAPPENED. WE CAN DEFINITELY RESEARCH IT. MICHELLE. I MEAN, MY KID WAS IN ELEMENTARY WHILE YOU WERE HERE. AND SHE HAD THAT? WE DID NOT CHANGE IT. IT DIDN'T COME FROM CENTRAL OFFICE. NO, BUT COVID WAS SIXTH GRADE FOR OUR KIDS. NO, IT'S FIFTH. NO, BECAUSE. SORRY, WE'RE GETTING VERY PERSONAL, BUT COVID HIT MARCH OF 20 AND OUR CLASS OF 2026 WAS, OH, SO MAYBE. BUT A DECADE AGO, I HAD TALENTS IN DEVELOPMENT. THIS IS THE FIRST I'D EVER, EVER HEARD OF IT. CAN I CLARIFY SOMETHING? SO THE SERVICES ARE NOT GOING TO CHANGE. SO THE SERVICES THAT MICHELLE EXPLAINED AS FAR AS WHAT [02:20:01] TALENT DEVELOPMENT IS, THAT'S NOT CHANGING. I THINK WHAT WE HAVE DIFFERENTIATED OURSELVES. IS WHETHER IT'S A SERVICE OR WHETHER IT'S AN ENRICHMENT OPPORTUNITY. AND SO WHEN WE AUDITED A LOT OF WHAT WAS HAPPENING, A LOT OF WHAT THE STUDENTS WERE GETTING WERE ENRICHMENT SERVICES. SO WE'RE TALKING BOOK CLUBS, WE'RE TALKING ART CLUB, WE'RE TALKING ROBOTICS, WE'RE TALKING READING GROUPS, WE'RE TALKING THE READING ENRICHMENT, THINGS LIKE THAT. THOSE WERE ENRICHMENT OPPORTUNITIES THAT THE STUDENTS HAD. BUT THE SERVICES, AS FAR AS TOWN DEVELOPMENT, THOSE WE ARE NOT CHANGING AT ALL, WHETHER IT'S ONE ALLOCATION, ONE AND A HALF, OR TWO, THAT SERVICE IS STILL GOING TO BE PROVIDED THROUGH THE TOWN DEVELOPMENT BLOCK. SO I THINK IT'S 30 MINUTES A WEEK AT LEAST SO THE RECOMMENDATION IS THAT AT LEAST NOW AT ANY GIVEN CAMPUS WE DO HAVE CAMPUSES DO HAVE THE OPPORTUNITY TO INCREASE THAT TO AN HOUR OR EVEN AN HOUR AND A HALF FOR DIFFERENT GRADE LEVELS IF AGAIN, WE WERE LOOKING AT AVERAGES FOR FOR TOWN DEVELOPMENT STUDENT TO TECH STUDENTS THIS YEAR IN FIRST AND SECOND GRADE COMBINED WE'RE AVERAGING AT A DISTRICT LEVEL AT 10 SO IF I COMBINE THOSE 10 STUDENTS INTO ONE, THAT PROVIDES ME MORE TIME TO PROVIDE MORE TALENT DEVELOPMENT SERVICE, NOT THE ENRICHMENT SIDE, BUT JUST MORE TALENT DEVELOPMENT SERVICE. WE'RE AVERAGING ABOUT 12 AND A HALF STUDENTS IN THIRD GRADE. IF I PULL THE FIVE CAMPUSES THAT ARE EXTREMELY HIGH IN NUMBERS, WHICH ARE ELSA ENGLAND OF THE WORLD SUMMERS, SPICEWOOD, GREAT OAKS, AND LOWER MOUNTAIN, IF I PULL THOSE CAMPUSES OUT, WE'RE AVERAGING ABOUT NINE STUDENTS IN THIRD GRADE. 10 STUDENTS IN FOURTH GRADE AND 11 STUDENTS IN FIFTH GRADE. SO THERE'S OPPORTUNITY FOR CAMPUSES TO COMBINE AND PULL TOGETHER, AND THAT ALLOWS ME MORE BLOCKS FOR MORE TALENT DEVELOPMENT. I MEAN, I THINK, YOU KNOW, IDEALLY, AND AGAIN, I WILL CONSTANTLY TALK ABOUT FULLY FUNDING PUBLIC EDUCATION UP HERE AND THE CONSEQUENCES OF ELECTIONS. AND I KNOW... I ABSOLUTELY LOVE THIS DISTRICT AND OUR ADMIN AND OUR EXECUTIVE TEAM BECAUSE I KNOW THAT THEY WOULD SUPPORT ALL OF OUR TEACHERS AND OUR STUDENTS IF THEY WERE GIVEN BLANK CHECKS TO DO EVERYTHING THAT WE KNOW WE NEED TO DO. BUT I DO THINK HAVING A PROPER TAG CURRICULUM FOR READING SCIENCE AND SOCIAL STUDIES VERSUS VIEWING IT AS ENRICHMENT WOULD BE AN IMPORTANT THING IF THINGS CHANGE IN THE FUTURE, RIGHT? BECAUSE I KNOW FOR MY CHILD. AGAIN, I BRING UP MY CHILD BECAUSE I KNOW HE IS NOT UNIQUE, RIGHT? HE IS NOT A SPECIAL SNOWFLAKE. SO, TO ME HE IS, HE'S SPECIAL, BUT HE'S VERY SIMILAR TO LOTS OF OTHER TAC KIDS. THAT HAVING THAT IN AN AREA WHERE HIS PASSIONS WERE, RIGHT, WOULD HAVE BEEN, WAS WHAT MADE SUCCESS ELEMENTARY MORE SUCCESSFUL. SO THEN ON SECONDARY, WE'RE LOOKING AT JUST DIFFERENTIATION, WHICH WE HAVE ALWAYS KIND OF DONE AS A SECONDARY TEACHER. YOU KNOW, WE MOVE THEM OFF INTO IB OR AP, EVEN THOUGH THOSE AREN'T TAG CLASSES. AND IF WE GO BACK TO TAG KIDS, LEARN DIFFERENTLY. NOT ALWAYS AN AP CLASS IS THE PROPER FIT. BUT, YOU KNOW, WE LIVE IN TEXAS. OKAY. I THINK THAT THAT WAS IT, I GUESS. I APPRECIATE EVERYTHING THAT YOU GUYS ARE DOING. I KNOW IT'S TOUGH AND I REALLY WISH THAT OUR LIVED EXPERIENCE WAS EVERYBODY'S LIVED EXPERIENCE IN THE DISTRICT, BUT I GUESS THAT WAS NOT WHAT WAS HAPPENING. TRUSTEE LANDRUM. I GO BACK TO WHAT YOU SAID ABOUT THERE WERE FOUR OR FIVE CAMPUSES THAT WERE HEAVILY, THERE WERE HIGH ATTENDANCE. BUT THEN YOU COULD, ON THE OTHER CAMPUSES, IF THERE WERE SOME COMBINATIONS, THEN THOSE CAMPUSES COULD POSSIBLY ADD MORE SERVICES. BUT THEN I FEEL, LIKE, I'M NOT OPPOSED TO STANDARDIZING THE SERVICES ACROSS THE DISTRICT. I THINK THAT THAT IS, THERE'S A LOT OF VALUE IN THAT. BUT IT DOESN'T SOUND LIKE THAT'S EVEN STANDARDIZING. IF YOU'RE SAYING, WELL, IF YOU DON'T HAVE A LOT OF KIDS, THESE KIDS COULD BE COMBINED AND WE COULD ADD MORE. LIKE, THAT DOESN'T SEEM TO FALL INTO THE STANDARDIZED SERVICE MODEL THAT WE, THAT YOU'RE, YOU KNOW, KIND OF TRYING TO. IMPLEMENT ACROSS THE DISTRICT. SO THAT WAS JUST AN OBSERVATION OF WHAT YOU SAID. A COUPLE OF YEARS AGO, WE PUSHED FOR A AUDIT OF OUR SPECIAL EDUCATION PROGRAM, AND IT WAS DONE BY AN EXTERNAL AGENCY, CAME UP WITH SOME REALLY GOOD INFORMATION. AND I KNOW THAT WE'RE AUDITING OUR OWN PROGRAMS, BUT I DIDN'T KNOW IF THIS WOULD BE A GOOD TIME TO BRING IN AN EXTERNAL EVALUATOR TO LOOK AT OUR TAG PROGRAM BECAUSE, LIKE TRUSTEE ROSS SAID, [02:25:02] I LOVE ROUND ROCK ISD AND I WANT US TO BE THE TOP IN EVERYTHING AND COMPARING OUR PROGRAM AND OUR POLICIES, OUR PRACTICES, OUR PROCEDURES, AND HOW THEY ALIGN WITH THE STATE PLAN FOR GIFTED STUDENTS AND, YOU KNOW, ARE WE DOING THE RIGHT THING? HOW DOES IT COMPARE TO OTHER DISTRICTS AROUND HERE AND JUST AN EXTERNAL EVALUATOR? I DON'T KNOW IF THAT WOULD REQUIRE BOARD CONSENSUS, IF THAT'S EVEN A BOARD DECISION, BUT IT SEEMS LIKE THAT WOULD KIND OF HELP US UNDERSTAND WHERE EXACTLY WE ARE AS A DISTRICT AND WHAT WE'RE PROVIDING IN TAG SERVICES COMPARED TO OTHER DISTRICTS, AND COMPARED TO US INTERNALLY AND COMPARING US TO THOSE AROUND US. SO I THROW THAT OUT THERE. I DON'T KNOW IF OTHER TRUSTEES, YOU KNOW, WOULD AGREE OR IF THAT'S WHERE WE WOULD BE STANDING. HERE COMES DR. NICHOLS. I LIVE TO SERVE AND TO ANSWER QUESTIONS. WHO'S OVER THERE? MARK, WHY ARE YOU LAUGHING? WE WENT AND DID, LIKE WE SAID, AND PULLED THE NUMBERS FROM ALL AROUND AS FAR AS OUR SURROUNDING DISTRICTS WITHIN REGION 13 AND LOOKED AT HOW MANY MINUTES WERE WE PROVIDING FOR OUR STUDENTS. AND NOT EVEN IN REGARDS TO ADDITIONAL MINUTES THAT SOME PEOPLE WERE ABLE TO PROVIDE THERE, JUST THE BASE MINUTES THAT WE'VE TALKED ABOUT, THE 430. WE OUTDO. DISTRICTS BY OVER 200 MINUTES A WEEK AS FAR AS WHAT WE'RE PROVIDING FOR OUR STUDENTS. MOST PEOPLE PROVIDE THESE SERVICES AS A BEFORE SCHOOL OR AN AFTER SCHOOL. IT'S NOT EMBEDDED. THEY'RE ALL DIFFERENTIATION AND MAYBE I PULL YOU OUT MAYBE ONCE A WEEK FOR AN AFTER SCHOOL ACTIVITY AND SO. I WANT US TO STILL BE VERY PROUD OF OUR DISTRICT BECAUSE THE AMOUNT OF MINUTES WE'RE STILL OFFERING IS VERY ABOVE AND BEYOND. I REALLY DO BELIEVE THAT THERE'S A WAY THAT WE CAN MAKE THIS WIN, WIN, WIN FOR EVERYONE. IT'S JUST A MATTER WE WILL HAVE TO RETHINK HOW WE SCHEDULE AND HOW WE USE THE ALLOCATION. AND EFFICIENCY IS NOT A BAD WORD. HOW WE CAN BE EFFICIENT. SO AS HE HAD STATED, RIGHT NOW, FOR STUDENTS WHO ARE IDENTIFIED, WE SAY, WHERE IS YOUR AREA OF GIFTEDNESS? AND IF I AM GIFTED IN ENGLISH LANGUAGE ARTS, RIGHT NOW, BASED ON OUR MODEL, WE DON'T GET TO PULL YOU OUT, EVERYONE ACROSS THE DISTRICT FOR THAT, UNLESS THE CAMPUS HAPPENS TO BE DOING THAT. BUT IF THEY'RE DOING THAT, SOME PEOPLE MAY BE DOING, HEY, AN EXTRA ASSIGNMENT. SOME PEOPLE DECIDING TO PULL OUT FOR THE 80 MINUTES. THAT YOU WOULD HAVE BEEN WITH YOUR GEN ED TEACHER. IT IS DIFFERENT, AND THAT'S WHY I'M SAYING THAT WE NEED TO JUST HAVE SOME CONSISTENCY ACROSS THE SYSTEM SO THAT PEOPLE WILL KNOW HERE'S WHAT WE'RE GETTING AT A MINIMUM, HERE'S WHAT'S NOT ALLOWED. WE DON'T WANT TO TAKE AWAY PEOPLE'S ABILITY TO BE INNOVATIVE, BUT WE HAVE TO TRUST THAT HERE IS WHAT THE EXPECTATION OF THE SERVICES THAT WE'RE GETTING. I PROMISE YOU, THERE IS A WAY. THAT WE CAN GET THAT AND MAKE IT BETTER WHERE WE ALLOW FOR MY GIFTEDNESS FOR ME TO REALLY LOOK AT THAT AND GET EVEN IF IT'S ENGLISH LANGUAGE ARTS FOR THAT TO HAPPEN BUT WHAT'S GOING TO HAPPEN THEN IS A MATTER OF HOW THAT GRADE LEVEL MAY THEN CHOOSE TO WORK TOGETHER THEN IT CANNOT BE WHERE ONLY ONE PERSON WILL BE ABLE TO DELIVER THAT SERVICES WE WILL HAVE TO WHO IS SHARING THE ROLE AS FAR AS HOW WE USE ALLOCATION. SO, IF I'M THINKING ABOUT A NUMBER, AND I'M PURELY MAKING THIS UP, NOTHING HAS BEEN DECIDED, BUT I'M JUST TAKING YOU ON A JOURNEY TO SEE HOW THINGS CAN BE DIFFERENT. LET'S SAY THAT ROUND ROCK ISD WANTED TO OFFER SERVICES IN ELA. I'M A FIFTH GRADE. WE HAVE FOUR CLASSES ACROSS. I HAVE ENOUGH KIDS IN TAG WHERE I HAVE A WHOLE CLASS OF STUDENTS, ALL RIGHT? SAY 25 OUT OF THE 100. I COULD POTENTIALLY THEN DECIDE AMONGST THE FOUR TEACHERS WHERE IF I HAVE A CLASS, HERE'S WHO TAKES THEM FOR MATH, AND THIS TEACHER NOW TEACHES THAT TAG MATH. THERE'S A DIFFERENT WAY WE CAN THINK ABOUT IT. HERE ARE THE KIDS WHERE I'M GIFTED IN ELA. YOU'RE TAKING THE KIDS WHO ARE NOT IDENTIFIED AS GIFTED IN ELA. I HAVE THE CLASS, AND SO WE SHARE AMONGST OURSELVES. THERE'S A WAY WE CAN FIGURE [02:30:01] THIS OUT SO PEOPLE GET WHAT THEY WANT, BUT IT'S GOING TO BE A MATTER OF WE WILL HAVE TO THINK DIFFERENTLY ABOUT THERE'S ONLY, NOT ONLY ROD CAN DELIVER THE SERVICE. AND BECAUSE THEN OFTENTIMES WE HAVE SEEN OURSELVES AS I AM THE TAG PERSON, IT'S GOING TO BE A HUGE MINDSET SHIFT. I'LL BE HAPPY IF I'M ABLE TO GET TO MY CAR AND NOT GET RUN OVER BECAUSE I'M SAYING THIS, BUT WE WILL HAVE TO THINK DIFFERENTLY IF IT'S A MATTER OF A CAR. ACROSS THE SYSTEM, WE WANT PEOPLE TO BE ABLE TO ACCESS ALL THESE THINGS AND HAVE THAT PATHWAY. THE KEY IS HOW DO WE WORK WITH THE ALLOCATIONS AND HOW DO WE GROUP KIDS AND WHEN? AND IT CANNOT BE A SOLE THING. IT HAS TO BE HOW DO WE FLEX ACROSS THE GRADE LEVEL TO DO THAT. AT ONE POINT WHEN WE WENT TO SCHOOL, IT WAS ELSA ENGLAND EXACTLY, AND WE WERE WALKING THROUGH, AND I CAN'T REMEMBER ALL THE TRUSTEES, BUT I REMEMBER. TRUSTEE CUERO WAS THERE BECAUSE YOU WERE TALKING ABOUT YOUR DAUGHTER AND SHE WAS IN THE STONY POINT COMMUNITY. AND I WAS JUST, YOU WERE TALKING ABOUT HER AND I JUST REMEMBERED HER FROM BEING IN THAT LEARNING COMMUNITY. AND YOU WERE TALKING ABOUT LAMENTING ABOUT THE FACT THAT WE DIDN'T HAVE, OH YOU WERE, I'M SORRY, FORGET WHAT I SAID. SO I'LL GET BACK TO ONE THING. ON THE DAY THAT WE VISITED, ELSA ENGLAND HAD ENRICHMENT FOR THE ENTIRE SCHOOL. AND SO WHERE EVERYONE WAS DELIVERING THINGS, NOT JUST TEACHERS, YOU HAVE EVEN APS WERE GIVING DIFFERENT CLASSES. YOU HAD PAL STUDENTS. YOU HAD PEOPLE COMING OUT, PARENTS FROM THE OUTSIDE COMING IN TO DELIVER ENRICHMENT. SO, AGAIN, IF OUR MODEL AS A DISTRICT, LET'S SAY WE DECIDE THAT ENRICHMENT FOR ALL, THERE'S A WAY WE CAN GET TO THAT AND BE ABLE TO. TO GIVE THAT TO EVERYONE WHILE AT THE SAME TIME BEING ABLE TO DELIVER THE CURRICULUM IN THE AREA IN WHICH YOU'RE GIFTED. WE WILL SIT DOWN AND TALK ABOUT THAT BETWEEN THE TEACHERS, ADMINISTRATORS, DISTRICT LEVEL FOLK AND PARENTS AND FIGURE OUT THEN WHAT DO WE FEEL COMFORTABLE DOING AND WHERE DO WE GO NEXT SO THAT WE CAN DELIVER WHAT EVERYONE WANTS AND NEEDS BUT AT THE SAME TIME NOT RAISE THE COST OF IT. AND SO THAT'S GOING TO BE THE PART THAT WE'RE GOING TO HAVE TO TALK THROUGH, AND EVERYONE'S GOING TO HAVE TO DECIDE THAT I'M NOT THE ONLY PERSON THAT GETS TO TOUCH THESE STUDENTS. BUT IT WILL MEAN THEN A TEAM WILL HAVE TO BE TRAINED, NOT JUST A PERSON, BUT THE TEAM WILL HAVE TO HAVE A CERTAIN LEVEL OF EXPERTISE AS FAR AS HOW MANY PEOPLE HAVE THE ABILITY TO DO THAT. THAT WORKS A LOT EASIER FOR OUR LARGER CAMPUSES. IT MIGHT BE A CAMPUS THAT'S REALLY TINY. WE WILL HAVE TO THINK ABOUT THAT MODEL DIFFERENTLY. BUT ALL OF THAT WILL BE PART OF THE CONVERSATION AND WHAT WE START TO EXPLORE NEXT YEAR AS FAR AS NOT STANDARDIZATION AND EFFICIENCY, MEANING YOU GET LESS, BUT HOW CAN WE OPEN IT UP SO THAT EVERYONE GETS WHAT THEY NEED. AND SO WHEN I SAY THOSE WORDS, PLEASE KNOW THAT'S WHAT'S ON MY MIND. THANK YOU. AND I JUST WILL ECHO WHAT TRUSTEE WEIR SAID, THAT I JUST WORRY SO MUCH ABOUT PUTTING SO MUCH ON OUR MAIN CLASSROOM TEACHER THAT YOU'VE GOT THEM. YOU KNOW, MANAGING A FEW IEPS AND MANAGING THE KIDDOS WHO ARE TESTING WELL BELOW AND THEY'RE TRYING TO GET THEM UP ON GRADE LEVEL. AND THEN YOU'RE MANAGING TAG STUDENTS THAT WE'RE NOW DELIVERING SERVICES THROUGH THE GEN ED CLASSROOM. AND TAG CAN'T SEEM LIKE IT'S JUST MORE WORK. THAT CANNOT BE WHAT TAG ENDS UP OF JUST HERE'S MORE HOMEWORK OR MORE CLASSWORK TO DO BECAUSE YOU'RE TAG IDENTIFIED. SO THANK YOU. TRUSTEE WEIR. OKAY, SINCE I STARTED THIS, AND I KNOW WE'VE REALLY GONE ON AND ON, AND THAT IS HURTING MY HEART, CAN I ASK FOR A LITTLE WRAP-UP HERE AND JUST ASK, ESPECIALLY IF THERE'S GOING TO BE A COMMITTEE AND YOU'RE GOING TO BE WORKING WITH TEACHERS AND PARENTS, AND I KNOW THERE'S I'M DONE IN JUST A VERY SHORT TIME. BUT AND I DON'T THINK WE NEED ANOTHER PRESENTATION, BUT MAYBE IF WE COULD JUST GET A BOARD UPDATE ONCE THE COMMITTEE AND ONCE THE TEACHERS AND YOU KIND OF KNOW KIND OF LAY IT OUT FOR US THAT WAY ALSO WE CAN BE GOOD AMBASSADORS AT HEB AND WHEN IT'S ALWAYS HEB BECAUSE WE GO TO SOME OF THE SAME HEBS AND IT'S I'VE DRIVEN OUT TO CEDAR PARK HEB A COUPLE TIMES RECENTLY SO IT'S IT'S I YOU KNOW JUST SO WE HAVE SOME TALKING POINTS ABOUT HOW THINGS ARE CHANGED AND HOW THEY'RE GOING TO BE THAT WOULD BE VERY APPRECIATED I JUST WANT TO END AND WRAP IT UP REALLY. I MEAN, WE REALLY AM PROUD OF OUR PARENTS ALSO. I MEAN, OBVIOUSLY ADVOCATING FOR THE KIDS, BUT ALSO I KNOW SOME OF THEM COMING WITH IDEAS. [02:35:02] AND SO WE WELCOME THAT. WE'RE GOING TO MAKE THIS BETTER, OBVIOUSLY. YOU HEARD ROD SAYING THERE ARE AREA OF GROWTH THAT WE DISCOVERED ALSO AS A DISTRICT. SO WE WANT TO MAKE THIS RIGHT FOR OUR KIDS, FOR OUR TECH KIDS. BUT ALSO I UNDERSTAND WHERE YOU'RE COMING FROM, BUT WE HAVE AMAZING TEACHERS. WE HAVE AMAZING TECH TEACHERS BUT ALSO HAVE AMAZING GENERAL ED TEACHERS AND I KNOW THEY DO THEIR BEST ALSO TO MEET ALL THEIR STUDENTS' NEEDS INCLUDING OUR TECH STUDENTS. I MEAN THEY DO THAT WITH OUR SPECIAL EDUCATION SERVICES, THEY DO IT WITH OUR EB STUDENTS AND I KNOW THEY ARE DOING AN AMAZING JOB SO I DON'T WANT ANYBODY TO THINK THAT WE DON'T BELIEVE IN THEM, WE BELIEVE IN THEM AND I KNOW THEY ARE DOING AN AMAZING JOB BUT WE UNDERSTAND ALSO WE HAVE TO DO. BETTER WHEN IT COMES TO HOW WE TAKE CARE OF OUR TECH STUDENTS FROM THE TECH ALLOCATION AND AND PROGRAMMING AND THINGS LIKE THAT. OKAY, I HAVE TWO MORE PEOPLE IN THE QUEUE. TRUSTEE ROSS. SO BACK TO GEN ED TEACHERS HAVING TO TAKE ON MORE. JUST A REMINDER ABOUT, YOU KNOW, I WENT BACK TO THE CLASSROOM RECENTLY, AND I KEEP TELLING Y'ALL, YOU GUYS ARE THE FROG IN BOILING WATER. IT IS A VERY DIFFERENT PROFESSION NOW THAN IT WAS WHEN I LEFT TEACHING. IT WASN'T EASY THEN, AND IT'S DEFINITELY NOT EASY NOW. AND THIS IS AN EXAMPLE OF WHAT BUDGET DECISIONS FROM THE STATE MAKE US KEEP ADDING MORE AND MORE ONTO THOSE TEACHERS. PLATES UM AND THEN BACK TO SLIDE 13 I THINK IT WAS TRUSTEE LANDRUM THAT BROUGHT UP IF THIS IS A NATIONAL ISSUE MY RESEARCH OF COURSE SHE MIGHT LAUGH ABOUT ME DOING RESEARCH IS PROBABLY ELDER AS OLDER BUT YES TAG TESTING HISTORICALLY IS LOOKS LIKE THIS YES, AND IF YOU LOOK AT THE HISTORY OF TAG, IT ALSO HAS BEEN PURPOSELY SELECTIVE. AND SO I WOULD LOVE, IN A BOARD UPDATE OR SOMETHING, YOU GUYS HAVE REALLY LOOKED AT IT AND REALLY MADE SOME CHANGES, WHICH MAKES MY HEART HAPPY. SO IF WE COULD GET AN UPDATE OF HOW THOSE CHANGES LOOK LIKE IN THE FUTURE, I WOULD LOVE IT. YES, AND WE HAVE THAT PRESENTATION READY. WE HAD MICHELLE SWAIN COME IN WHEN WE SWITCHED OVER TO THE TESTING. SHE REALLY INVESTIGATED AND INTERROGATED AS TO THE WHY, BUT THEN ALSO AFTER WE GET RESULTS, WHAT CAN WE DO FOR THOSE STUDENTS THAT ARE ALMOST THERE? AND THEN THEREFORE WE CAME UP WITH A THREE-TIER SYSTEM. IF YOU'RE IN BAND ONE, WE'RE GOING TO USE THESE TYPE OF SCORES. IF YOU'RE IN BAND THREE, THEN WE'LL USE THESE TYPE OF SCORES SO THAT WE CAN IDENTIFY MORE STUDENTS. SO, I MEAN, WE HAVE THAT READY TO GO AND WE CAN SEND THAT OVER AS A BOARD MEETING. AND AS YOU GUYS CONTINUE YOUR CHANGES WITH LOOKING AT THIS DATA AND SAYING, WE REALLY WANT TO HIT, YOU KNOW, AND IF THAT MEANS BETTER PARENT OUTREACH, INSTEAD OF ASKING ALWAYS THEM TO COME TO US AND US TO FILL OUT THE FORMS AND, YOU KNOW, ALL OF THAT, MAYBE THE DISTRICT COMES TO THEM, THAT TEACHER MAKES A BIGGER EFFORT TO REACH OUT TO THAT PARTICULAR STUDENT, THAT PARTICULAR PARENT, AND TO SEE NOT SUCH A HUGE GAP BETWEEN OUR DIFFERENT DEMOGRAPHIC GROUPS, I THINK WOULD BE LOVELY TO SEE. TRUSTEE CORA. SO, DR. NICHOLS, I MENTIONED MY DAUGHTER, SO I THINK I NEED TO SAY A LITTLE BIT. SO I AM HAPPY TO SEE THAT THE REFERRAL PROCESS IS CHANGING. AND THE REASON WHY IS BECAUSE WHEN MY DAUGHTER WAS GOING IN ELEMENTARY AND SHE WENT THROUGH GET ACCESS FOR MATH. SHE OBVIOUSLY, WELL, NOT OBVIOUSLY, BUT SHE DIDN'T PASS WHATEVER TEST THAT WAS. AND SO SHE WAS KEPT OUT. RIGHT. BUT WE ALL KNEW THAT SHE WAS SPECIAL. RIGHT. TODAY, SHE'S GETTING HER PH.D. AT MIT. RIGHT. SO IN MECHANICAL ENGINEERING, MATH. RIGHT. SO WE SOME, YOU KNOW, WE KIND OF FAILED HER, I THINK, AT THE BEGINNING. SO I'M GLAD THAT THAT PART IS CHANGING. TO NOT ONLY HAVE A HUMAN ASPECT OF IT AND SAY, HEY, THIS KID IS SPECIAL. THIS SHOULD BE IN THIS CURRICULUM, RIGHT? SO IN TALKING ABOUT LIVED EXPERIENCES, COMING FROM A TITLE I SCHOOL, IT WAS VERY DIFFERENT FROM WHAT SOME OF YOU GUYS HAVE EXPERIENCED. SO I'M GLAD THAT STANDARDIZATION ACROSS THE BOARD IS GOING TO HELP SOME OF OUR STUDENTS THAT ARE LESS ADVANTAGED. [02:40:03] OKAY, I DON'T SEE ANYONE ELSE IN THE QUEUE. I'LL JUST ECHO THE THANK YOU OF CREATING A COMMITTEE THAT INCLUDES OUR PARENTS TO WALK THROUGH THIS. I KNOW THAT'S SOMETHING AS A BOARD THAT, YOU KNOW, WE CONTINUE TO TALK ABOUT IS BEING ABLE TO FIND AN ORGANIZED WAY TO INCLUDE MORE VOICES IN THE DECISIONS THAT WE MAKE AS A DISTRICT, ESPECIALLY AS OUR DECISIONS GET HARDER WITH OUR FUNDING SITUATION. SO THAT WAS SOMETHING NEW I LEARNED TONIGHT, AND I'M VERY APPRECIATIVE OF THAT COMMITTEE. AND THAT WE'RE LISTENING TO OUR PARENTS AND THEIR STORIES AND DISCOVERING THINGS THAT WE DIDN'T REALIZE WERE HAPPENING AND TRYING TO FIND A SOLUTION FOR THAT. SO I WILL SAY ON SLIDE 13, I ECHO EVERYTHING ABOUT HOW CAN WE LOOK AT THESE GAPS AND GETTING INFORMATION WITH THE NEW TESTING AND HOW THAT ALIGNS TO MAYBE IDENTIFYING MORE. I'LL JUST THROW ONE IN THERE. I DON'T KNOW WITHIN OUR SYSTEM IF WE IDENTIFY FEMALE AS AN UNDERREPRESENTED GROUP, BUT... THAT GAP IS A LITTLE LARGER THAN I WOULD LIKE BETWEEN FEMALE AND MALE, SO THAT'S ONE THAT I WANT TO WATCH AS WELL. SO I THINK WHAT I HEARD CONSENSUS TONIGHT IS A BOARD UPDATE ON HOW THIS IS PROGRESSING WITH OUR COMMITTEE, WHAT WE'RE LEARNING FROM THE COMMITTEE, AND WHAT SOLUTIONS WE'RE PUTTING IN PLACE BASED ON THAT FEEDBACK. AND THEN AS WE GET MORE DATA, AND I THINK YOU SAID, MR. PORTILLO, THAT YOU ALREADY HAVE SOME OF THIS INFORMATION, HOW WE'RE CLOSING THESE GAPS. OKAY, TRUSTEES, WE'VE BEEN GOING FOR A VERY LONG TIME, SO WE ARE GOING TO TAKE A BREAK. WHY DON'T WE COME BACK AT 9.05? IT IS 8.52, AND WE ARE IN RECESS. IT IS 9.09, AND WE ARE BACK, AND WE'RE GOING TO MOVE ON TO AGENDA ITEM F3, VIRTUAL SCHOOL UPDATE. YEAH, GOOD EVENING AGAIN. WE'RE ACTUALLY WE ARE VERY EXCITED ABOUT THIS AS YOU KNOW WE'LL BE LAUNCHING OUR VIRTUAL HIGH SCHOOL NEXT YEAR IN ROANOKE ISD AND I KNOW OUR TEAM HAS BEEN WORKING VERY VERY HARD TO MAKE THAT HAPPEN IN REALITY FOR OUR OUR PARENTS WE WERE WE WERE I AM I CAN TELL I CAN SPEAK FOR MYSELF THAT I WAS HAPPILY AMAZED I GUESS WITH PARENTS AND AND STUDENTS WHO ACTUALLY SHOW INTEREST IN REALLY ENROLLING IN OUR VIRTUAL SCHOOL AS YOU KNOW, WE HAVE HUNDREDS OF OUR STUDENTS WHO ARE ACTUALLY CURRENTLY ENROLLED IN SCHOOLS, VIRTUAL SCHOOLS OUTSIDE OF ROUND ROCK ISD. AND OBVIOUSLY WE HOPE TO WELCOME THEM BACK TO ROUND ROCK ISD ONCE WE GET THIS CAMPUS LAUNCH. BUT ALSO I KNOW THAT THERE ARE A LOT OF OTHER, OUR OWN PARENTS AND STUDENTS WHO MAY BE THINKING ABOUT GOING TO VIRTUAL AND NOW THAT WE WILL BE OFFERING THAT HERE. SO HOPEFULLY THEY WILL ALSO KEEP THEM WITHIN OUR DISTRICT. AND THEN WE'RE GOING TO OPEN IT ALSO FOR OUTSIDE. OUTSIDE OF OUR DISTRICT ALSO, THERE ALSO WILL BE OPPORTUNITY FOR, I DON'T KNOW, PFLUGERVILLE OR AUSTIN ISD OR OTHER SURROUNDING SCHOOL DISTRICT WHO MAY NOT NECESSARILY OFFER VIRTUAL, AND ALSO THEY WANT TO BE PART OF THE DESTINATION DISTRICT. SO, AGAIN, WE ARE EXCITED ABOUT THE PROGRESS. OUR TEAM HAS DONE A LOT OF HARD WORK FROM OUR TEACHING AND LEARNING TEAM TO SUPPORT SERVICES TO OUR IRS SOUPS TO REALLY A LOT OF FOLKS, AGAIN, TO MAKE THIS A REALITY. SO WITH US IS DR. GONZALEZ. LARA IS WITH US TOO. REALLY SHARE GIVE OUR BOARD MEMBERS AND OUR COMMUNITY AN UPDATE WHERE WE'RE AT BUT WE ALREADY HAVE AS I SAID A LOT A LOT OF INTEREST SO LAURA THANK YOU DR. AZAYIZ GOOD EVENING MADAM PRESIDENT BOARD OF TRUSTEES AND DR. AZAYIZ MY NAME IS DR. LAURA CATALIN-GONZALEZ I'M THE EXECUTIVE DIRECTOR OF TEACHING AND LEARNING AND I AM VERY EXCITED TO BRING YOU THIS UPDATE THIS HAS BEEN A VERY EXCITING START TO THE IMPLEMENTATION OF OUR VIRTUAL ACADEMY SO TONIGHT WE'LL BRING YOU AN UPDATE REGARDING KIND OF OUR DATA COLLECTION PROCESS, OUR DESIGN, AND THEN WHERE WE ARE IN THE PLANNING PHASE FOR IMPLEMENTATION IN AUGUST 2026. SO OUT OF OUR LAST LEGISLATIVE SESSION, SENATE BILL 569 WAS THE LEGISLATION THAT PASSED THAT ALLOWED FOR VIRTUAL ACADEMIES TO BE FUNDED AND IMPLEMENTED IN PUBLIC SCHOOLS. WITHIN THAT MODEL OR WITHIN THE BILL YOU HAVE THE OPTION OF DOING EITHER A FULL VIRTUAL ACADEMY OR WHAT'S CALLED A VIRTUAL PROGRAM. A VIRTUAL PROGRAM IS WHAT WE ARE IMPLEMENTING IN ROUND ROCK ISD AND THAT IS WHERE FEWER THAN 50% OF STUDENTS ENROLLED ARE ENGAGED IN VIRTUAL LEARNING AND SO I'LL TALK A LITTLE BIT ABOUT THAT IN JUST A FEW MINUTES. AND WITHIN THAT THERE'S TWO PATHWAYS FOR OUR STUDENTS EITHER A HUNDRED PERCENT VIRTUAL AND THAT MEANS THAT A HUNDRED PERCENT OF THEIR COURSES ARE TAKEN ONLINE OR A HYBRID PROGRAM AND FOR US WE'RE DEFINING THAT AS FOUR TO SEVEN COURSES ARE TAKEN ONLINE WHICH MEANS PART OF THEIR SCHEDULE IS ALSO IN PERSON. WE DID A LOT OF WORK [02:45:01] WITH THE HELP OF OUR COMMUNICATIONS TEAM TO REALLY SURVEY OUR STAKEHOLDERS AND SEE WHAT THEIR INTEREST WAS IN VIRTUAL ACADEMY AND WHAT INTERESTED THEM THE MOST AND SO OF THOSE STAKEHOLDERS THAT WERE SURVEYED 82% WE'RE INTERESTED IN THAT HYBRID MODEL AND THAT TRACKS WITH OUR DATA CURRENTLY THAT WE HAVE ON THAT LAST SLIDE. 73% OF OUR STAKEHOLDERS WANTED TO MAKE SURE THAT THAT WERE SURVEYED, WANTED TO ENSURE THAT ADVANCED PROGRAMS WERE AVAILABLE TO STUDENTS IN A VIRTUAL SETTING. 76% OF THOSE SURVEYED ALSO SAID THE DRAW FOR THEM WAS WAS THE ABILITY AND THE FLEXIBILITY WITHIN THE SCHOOL DAY. FOR THEIR STUDENTS FOR WHATEVER THEIR CIRCUMSTANCE MIGHT BE. AND 91% OF THOSE SURVEYED DID SAY THAT WHILE VIRTUAL OPTIONS WERE SOMETHING THEY WERE VERY INTERESTED IN, THEY WANTED TO ENSURE THAT WE STILL HAD SOCIAL CONNECTION REMAINING FOR STUDENTS. AND I THINK THAT ALSO SPEAKS TO WHY SUCH A LARGE PERCENTAGE WERE INTERESTED IN A HYBRID MODEL. SO WE'LL TALK A LITTLE BIT ABOUT. SO OUR CURRENT MODEL THAT WE WILL BE IMPLEMENTING WILL BE A SCHOOL WITHIN A SCHOOL MODEL AT ALL FIVE COMPREHENSIVE CLASSES. SO REMEMBER WHEN WE TALKED ABOUT THAT VIRTUAL PROGRAM AND LESS THAN 50 PERCENT BEING ENROLLED IN 100 PERCENT VIRTUAL. THAT'S WHAT I MEAN. SO THESE STUDENTS WILL BE CODED AS STUDENTS OF ONE OF THE FIVE COMPREHENSIVE HIGH SCHOOLS, DEPENDING ON EITHER WHERE THEY LIVED OR WHERE THEY APPLIED FOR A TRANSFER TO. AND WE'LL BE STUDENTS OF. THOSE FIVE HIGH SCHOOLS, SO A SCHOOL WITHIN A SCHOOL MODEL. WE ARE TARGETING HIGH SCHOOL FIRST WITH THIS LAUNCH, AND STUDENTS MAY ENROLL AT ANY GRADE LEVEL 9 THROUGH 12. AND FOR THIS SCHOOL YEAR, WE ARE CAPPING OUR ENROLLMENT OF 300 STUDENTS, AND THAT'S GOING TO BE BOTH VIRTUAL, 100% VIRTUAL AND HYBRID COMBINED. VIRTUAL OPTIONS, VIRTUAL AND HYBRID OPTIONS, AGAIN, HYBRID MEANS THAT AT LEAST FOUR OF THEIR COURSES ARE TAKEN ONLINE, THE REST COULD BE IN PERSON, AND THEY CAN TAKE FROM ANYWHERE FROM EITHER FOUR TO SEVEN COURSES VIRTUALLY AND THE REST IN PERSON. SO THAT'S A HYBRID MODEL. FOR A FULL VIRTUAL MODEL THAT IS EIGHT COURSES JUST LIKE AN IN-PERSON STUDENT WOULD TAKE BUT 100% VIRTUALLY. VIRTUAL COURSES WILL BE ASYNCHRONOUS AND WE HAVE ENGAGED A COMBINATION OF THREE PLATFORMS TO HELP US WITH SERVING THE STUDENTS. THROUGH 100% VIRTUAL COURSES ASYNCHRONOUSLY. AND WE DO HAVE ACCESS TO ADVANCED ACADEMIC COURSES IN THAT VIRTUAL SETTING. ALSO WITHIN THIS VIRTUAL ACADEMY MODEL, THE BUSINESS AND MULTIDISCIPLINARY ENDORSEMENTS WILL BE OFFERED FULLY VIRTUAL. AND THE CTE BUSINESS MANAGEMENT PATHWAY, WHICH OFFERS THAT BUSINESS ENDORSEMENT, IS OFFERED FULLY VIRTUALLY. ALL OTHER CTE COURSES ARE OPTIONS. FOR OUR VIRTUAL STUDENTS BUT IT WOULD BE THROUGH A HYBRID SETTING SO FOR INSTANCE I WANT TO BE IN THE AUTO TECH CLASS I COULD COME FOR AUTO TECH AND THEN I COULD GO HOME AND TAKE THE REST OF MY COURSES ON SPANISH IN THIS LAUNCH YEAR IS THE ONLY WORLD UH CULTURES EXCUSE ME WORLD LANGUAGES COURSE OFFERED 100 VIRTUAL THEY DO HAVE OPPORTUNITIES TO TAKE OTHER LANGUAGES THOSE WOULD BE IN PERSON AND AS WE EXPECT EXPAND KIND OF OUR OPTIONS IN THE IN FUTURE YEARS WE'LL LOOK AT ADDING OTHER OPPORTUNITIES BUT FOR THIS LAUNCH YEAR WE LIMITED IT TO SPANISH. THERE IS AN OPTION FOR AN ART ONE AND A PE VIRTUALLY AS WELL SO THAT WE ARE ABLE THROUGH A HUNDRED PERCENT VIRTUAL OPTION MEET GRADUATION REQUIREMENTS AND THEN IT WAS IMPORTANT AS WE CONTINUE TO GROW OUR TSTC PRECISION PRECISION EXCUSE ME MACHINERY PROGRAM THAT ARE THIS IS AN OPTION FOR OUR STUDENTS THAT ONE ACCESSES. TO THAT PROGRAM AND THROUGH THE HYBRID MODEL BECAUSE OF COURSE THEY WOULD HAVE TO BE ATTENDING TSTC FOR SOME OF THOSE IN-PERSON COURSES. ATTENDANCE HAS BEEN A QUESTION THAT WE'VE BEEN GETTING A LOT FROM FROM OUR PARENTS AND OUR STUDENTS AND SO WE WILL BE HAVING A REQUIRED ATTENDANCE EVERY DAY. NOW IT MAY LOOK DIFFERENT THAN YOU KNOW THE STANDARD I TAKE ATTENDANCE IN THIRD PERIOD AND AND EVERYBODY THAT'S... THAT IS MARKED THERE THAT DAY IS COUNTED FOR ATTENDANCE. WHAT IT LOOKS LIKE IN A VIRTUAL SETTING AND TEA IS STILL PROVIDING GUIDANCE TO US IN REGARDS TO THIS IS THAT THERE WOULD BE REQUIRED ENGAGEMENT OF SOME SORT ONLINE EACH DAY. THAT DOESN'T MEAN YOU HAVE TO BE ONLINE AT A CERTAIN TIME IT JUST MEANS AN ENGAGEMENT AT SOME PART OF THAT DAY. AND THEN WHEN WE THINK ABOUT VIRTUAL COURSE GRADES THEY'RE ALSO DIVIDED INTO TWO SEMESTERS. GRADING PERIODS ARE EVERY NINE WEEKS, JUST [02:50:02] LIKE AN IN-PERSON. INTERIM PROGRESS REPORTS WILL BE PROVIDED IN CADENCE WITH OUR IN-PERSON COURSES AS WELL. AND THEN ALSO WHEN WE THINK ABOUT EIC LOCAL, WHICH IS OUR BOARD POLICY THAT GOVERNS GPA AND RANK AND CLASS, COURSES THAT ARE OFFERED VIRTUALLY WOULD COUNT IN THE SAME WAY THAT THEY DO IN-PERSON. AND THEN JUST AS A REMINDER OUT OF OUR LAST SESSION, SENATE BILL 1191 IS GOING TO PROVIDE US SOME MORE GUIDANCE ONCE THE STATE FINALIZES SOME OF THEIR RULEMAKING IN REGARDS TO THAT, WHICH WILL ALSO OFFER SOME REVISIONS TO EIC LOCAL THAT WE'LL HAVE TO TAKE INTO CONSIDERATION. A BIG DRAW FOR OUR STAKEHOLDERS WAS THE HYBRID OPTION. AND ONE OF MANY REASONS IS THAT THEY STILL HAVE THAT ACCESS TO CONNECTION. REMEMBER THAT WAS 91% ON OUR SURVEY. AND SO OUR STUDENTS ARE STILL ABLE TO PARTICIPATE IN ANY IN-PERSON ACTIVITY THAT THEY CHOOSE TO BEING PART OF THAT CAMPUS INCLUDING ATHLETICS AND FINE ARTS. AND SO IF A STUDENT CHOOSES TO PARTICIPATE IN EITHER ATHLETICS OR FINE ARTS, THEY WILL BE REQUIRED TO ADHERE TO ALL UIL GUIDELINES FOR ELIGIBILITY AND PARTICIPATION RULES AND THEY'LL BE REQUIRED TO ATTEND THE CLASS IN PERSON AND ALSO ANY COMPETITIONS OR PRACTICES THAT ARE REQUIRED OF AN IN-PERSON STUDENT AS WELL. AND THEN OUR VIRTUAL COURSES THAT WE HAVE CHOSEN THE PLATFORMS DO MEET NCAA ELIGIBILITY. AS DR. AZAIZ MENTIONED, WE DO TAKE OUT OF DISTRICT TRANSFERS AND WE'VE EXPANDED OUR REACH THROUGHOUT THE STATE OF TEXAS TO BE ABLE TO OPEN OUR ACCESS TO OTHER STUDENTS AND PERHAPS OTHER DISTRICTS OR OTHER PARTS OF TEXAS. COURSE REQUIREMENTS FOR GRADUATION. SO JUST AS A REMINDER, KIND OF BASIC. REQUIREMENTS FOR GRADUATION INCLUDE FOUR CREDITS IN EACH OF THE FOUR CORE CONTENT AREAS, TWO IN WORLD LANGUAGES, A CREDIT IN EACH FINE ARTS AND PE, AND THEN SEVEN ELECTIVE CREDITS. AND SO OUR VIRTUAL COURSES THAT IF YOU GO TO OUR VIRTUAL WEBSITE OR VIRTUAL ACADEMY WEBSITE YOU'RE ABLE TO ACCESS THE LIST OF OUR COURSES. THEY DO ALLOW FOR OUR STUDENTS TO MEET GRADUATION REQUIREMENTS. THEY INCLUDE ACCESS TO MCMURRAY COURSES THAT ARE DUAL CREDIT THAT ARE ALSO ASYNCHRONOUS IN NATURE AND THEN STUDENTS DO HAVE ACCESS TO ADVANCED COURSEWORK AND THEN AGAIN IN A HYBRID MODEL ACTION ACCESS TO TSTC THE TSTC PROGRAM AND AGAIN OF OUR FAMILIES THAT WERE SURVEYED IT WAS IMPORTANT THAT ADVANCED ACADEMICS WAS A PART OF AN OPTION FOR THEM AS WELL HOW ARE WE GOING TO ENSURE THAT OUR STUDENTS ARE SUCCESSFUL? THIS IS REALLY IMPORTANT FOR US, WHETHER IN PERSON OR VIRTUALLY. AND SO WE HAVE SEVERAL MEASURES THAT WE'VE PUT IN PLACE, OBVIOUSLY STARTING WITH OUR VIRTUAL ACADEMY DIRECTOR, WHO WILL BE A PARTNER WITH OUR COMPREHENSIVE HIGH SCHOOL CAMPUS PRINCIPALS TO REALLY ENSURE THAT STUDENTS, BOTH VIRTUAL AND HYBRID, ARE ON TRACK AND ARE BEING SUCCESSFUL WITHIN THAT SETTING. AND SO SHE'LL BE AN ESSENTIAL PART OF THAT PARTNERSHIP. AND THEN THE DIRECTOR, THE COUNSELOR, AND THE STUDENT SUCCESS COACH THAT WE'LL TALK ABOUT IN JUST A SECOND, THEIR ROLES WILL INCLUDE BUILDING OPPORTUNITIES FOR STUDENTS TO REALLY BUILD THAT SENSE OF BELONGING AND CONNECTION THAT WE SAW FROM OUR STAKEHOLDER DATA. AND SO AS MS. OATES, OUR VIRTUAL ACADEMY DIRECTOR, HAS BEEN INTERVIEWING FOR HER STAFF, THAT'S BEEN A BIG PIECE OF HOW SHE WILL ESTABLISH. SOME NORMING AND REALLY MAKING THOSE CONNECTIONS FOR BOTH OUR 100% VIRTUAL STUDENTS AND OUR HYBRID STUDENTS ALIKE. ALSO, THEY DO HAVE ACCESS TO EVERY OPPORTUNITY THAT THEIR HOME CAMPUS PROVIDES FOR THEM AS WELL. THE STUDENT SUCCESS COACH, THIS IS A REQUIREMENT OF THE BILL, AND THIS IS A TEACHER WHO REALLY TRACKS AND LOOKS AT DATA OF OUR STUDENTS, VARIOUS DATA POINTS, COMPLETION OF LESSONS, ATTENDANCE. ENGAGEMENT WITH THE TEACHER, ALL OF THOSE KINDS OF DATA POINTS, AND WE'LL MAINTAIN A CASELOAD OF STUDENTS WHO MAYBE START, THEY'VE NOTICED THAT THEY HAVEN'T ENGAGED IN A FEW DAYS, AND SO WE'LL BE THE FIRST POINT OF CONTACT TO REALLY, WELL, BESIDES THE CLASSROOM TEACHER, OBVIOUSLY, BUT WE'LL MAKE CONNECTIONS WITH THE FAMILIES, ENSURE STUDENTS STAY ON TRACK WITH THEIR ATTENDANCE AND GRADES IF THEY NEED ANY INTERVENTION OR HELP THEM CREATE STUDY PLANS WHEN IN NEED AND THEN PROVIDE IN REGULAR CHECK-INS WITH STUDENTS AND SO THAT THAT IS THE PURPOSE OF THEIR ROLE IS JUST THAT STUDENT SUCCESS THEY WILL WORK CLOSELY [02:55:01] WITH OUR DEDICATED VIRTUAL ACADEMY COUNSELOR WHO WILL BE WORKING IN CONJUNCTION WITH THE HOME COUNSELORS HOME CAMPUS COUNSELORS TO EXCUSE ME SCHEDULE OUR STUDENTS AND THEN ALSO ENSURE THAT OUR STUDENTS SOCIAL EMOTIONAL NEEDS ARE BEING MET AND IT'S IMPORTANT FOR OUR STUDENTS TO KNOW THAT WHETHER THEY'RE HYBRID STUDENTS OR A HUNDRED PERCENT ONLINE THEY HAVE ACCESS TO HOME CAMPUS COUNSELORS AND BEHAVIORAL HEALTH SERVICES SO THAT SHOULD SAY VIRTUAL STUDENTS NOT HYBRID STUDENTS BECAUSE BOTH OF THEM HAVE ACCESS BOTH VIRTUAL AND HYBRID VIRTUAL ACADEMY TEACHERS WILL BE OBVIOUSLY REALLY TRACKING THEIR STUDENTS THEIR GRADES THEIR COMPLETION THEY'LL OFFER TUTORIALS, THEY'LL OFFER INTERVENTIONS BOTH IN PERSON AND VIRTUALLY AS NEEDED ONE-ON-ONE OR IN GROUPS. THE TEAM WILL ALSO ESTABLISH SOME REGULAR CHECK-INS AS WELL SO THAT THEY'RE ABLE TO KEEP THEIR STUDENTS ON TRACK. WE ARE HAVING A SPECIAL EDUCATION ALLOCATION. WE WILL BE PROVIDING INCLUSION SERVICES VIRTUALLY AND THEN OTHER SERVICES LIKE DYSLEXIA, OR OTHER SERVICES THAT OUR SPECIAL EDUCATION STUDENTS MAY NEED WOULD BE IN PERSON, BUT THEY'RE STILL ABLE TO ENGAGE IN HYBRID LEARNING. AND THEN FOR EMERGENT BILINGUAL STUDENTS THAT CHOOSE THE VIRTUAL PROGRAM, JUST LIKE IN-PERSON TEACHERS, WE'RE GOING TO BE TRAINING OUR TEACHERS TO REALLY ENGAGE WITH THOSE STUDENTS AND ENSURE THAT THEY'RE PROVIDING EVERY OPPORTUNITY FOR THEM TO BE SUCCESSFUL. ASSESSMENTS. THIS IS IMPORTANT AND SOMETHING WE REALLY HIGHLIGHTED AT OUR PARENT MEETING. OUR HIGH-STAKES ASSESSMENTS, SO THINGS LIKE STAR-EOC, TELPASS, TSIA, SAT, THOSE THINGS THAT ARE OFFERED WOULD BE REQUIRED IN PERSON AND SO STUDENTS WOULD NEED TO REPORT IN PERSON FOR THAT. THERE ISN'T A VIRTUAL OPTION FOR THOSE COURT CLASSES, EXCUSE ME, ASSESSMENTS. LOW-STAKES ASSESSMENTS AND WE KIND OF CATEGORIZE THAT AS UNIT ASSESSMENT, CURRICULUM-BASED ASSESSMENTS, MAYBE QUIZZES, THOSE KINDS OF THINGS. COULD BE ADMINISTERED VIRTUALLY. THEY MIGHT BE PROCTORED DEPENDING ON THE CONTENT AREA THROUGH A GOOGLE MEET OR OTHER SECURE MEASURES LIKE GOGUARDIAN. OUR DIRECTOR OF INSTRUCTIONAL TECHNOLOGY, DR. AUTUMN POWELL, HAS BEEN WORKING WITH HER TEAM AND ALONG WITH DONNIE'S TEAM TO LOOK AT WHAT OPTIONS WE HAVE TO ENSURE ACADEMIC INTEGRITY, BUT THAT WE'RE ABLE TO STILL MAINTAIN THAT LEVEL OF FLEXIBILITY THAT OUR FAMILIES SO DESIRED. WHEN WE DID OUR PARENT MEETING AT THE LAUNCH ON MAY 2ND AT OUR ENROLLMENT EXTRAVAGANZA, WE MADE SURE TO IDENTIFY A LEARNER PROFILE FOR VIRTUAL ACADEMY SO THAT PARENTS COULD UNDERSTAND KIND OF AND STUDENTS WHAT IT WOULD TAKE TO BE SUCCESSFUL IN THE PROGRAM. SO WHEN WE ARE TALKING ABOUT VIRTUAL ACADEMY STUDENTS, WE WANT TO MAKE SURE THAT THEY'RE CONFIDENT, SELF-MOTIVATED, INDEPENDENT LEARNERS BECAUSE IT IS AN ASYNCHRONOUS MODEL. AND SO SOME OF THAT'S GOING TO BE SOME SELF-DIRECTED LEARNING, RIGHT? THERE MAY STILL BE SOME LIVE LESSONS, BUT THE PRIMARY MODE OF DELIVERY IS GOING TO BE ASYNCHRONOUS. STRONG SKILLS IN READING, STUDYING, NOTE-TAKING, ORGANIZATION, TECHNOLOGY, AND TIME MANAGEMENT, IT BEING A FLEXIBLE MODEL, WILL BE ESSENTIAL. SO JUST REFLECTING ON THAT, AND IF THOSE ARE AREAS THAT STUDENTS MAY NOT HAVE ACQUIRED YET, THAT THAT'S SOMETHING THAT WE'RE GOING TO WORK TOGETHER TO GET BETTER AT. READING ON GRADE LEVEL BECAUSE THEY'RE GOING TO BE ACCESSING. AGAIN, THIS DOES NOT DISCOUNT A STUDENT FROM BEING IN THERE, BUT THEY WILL BE ABLE, THEY WILL BE DOING AN ASYNCHRONOUS MODEL AND SO THE DEMAND ON READING AND THOSE KINDS OF THINGS WITH THE COURSE CONTENT IS GOING TO BE ESSENTIAL. AGAIN, DOES NOT DISCOUNT, JUST SOMETHING TO THINK ABOUT. AND THEN A FAMILY AS A PARTNER IN LEARNING. OUR VIRTUAL ACADEMY DIRECTOR WILL BE HAVING ORIENTATION SESSIONS ONCE WE RETURN FROM THE BREAK AND WE'LL BE ESTABLISHING THOSE WITH HER TEAM AND WITH THE PARENTS AND INVITING THEM IN TO MAKE SURE THAT IT'S A THEIR PARTNERS IN THIS SO THAT WE CAN ENGAGE THE PARENTS AND GUARDIANS IN THE LEARNING OF THE STUDENTS WHILE THEY'RE IN VIRTUAL. WE ALSO TALKED TO THE STUDENTS AT OUR MEETING ABOUT WHAT A LEARNER WORKSPACE LOOKS LIKE AND THEIR TECHNOLOGY. AND SO WE DROVE HOME THAT LEARNERWORKS SPACES AT HOME ARE A DESIGNATED SPACE. THEY HAVE ACCESS TO RELIABLE INTERNET, STRUCTURED, QUIET, FREE OF DISTRACTIONS, READY FOR LEARNING, AND NOT YOUR BED. THAT'S A LESSON LEARNED THAT WE TOOK FROM SOME OF OUR OTHER DISTRICTS THAT SOME OF OUR STUDENTS, THEIR STUDENTS THAT WEREN'T BEING SUCCESSFUL IN VIRTUAL LEARNING, SOMETIMES IT WAS JUST THEY HAD THE WRONG SPACE SET UP FOR THEM AT HOME. AND SO, AND THEN WE WILL ALSO JUST LIKE WE DO FOR EVERY IN-PERSON STUDENT, WE WILL ISSUE THEM A ROUND ROCK ISD ISSUED CHROMEBOOK EVEN IF [03:00:01] THEY CHOOSE TO JOIN US FROM SAN ANTONIO, TEXAS. THEY ARE A ROUND ROCK ISD STUDENT. WE WILL BE GETTING THEM THEIR TECHNOLOGY SO THEY'RE ABLE TO ENGAGE. SO THE PROCESS THAT WE ENGAGED IN WITH FAMILIES TO REALLY GET TO THE ENROLLMENT PHASE WAS FIRST WE DID AN INTEREST SURVEY ONLINE AND OUR COMMUNICATIONS TEAM ON APRIL THE 1ST LAUNCHED THIS AND AND WE STARTED ACCEPTING INTEREST SURVEYS FROM THERE THEY FAMILIES ALSO SUBMITTED A REQUEST FOR TRANSFER EVEN IF THEY WERE CURRENTLY IN THE DISTRICT SO A CEDAR RIDGE STUDENT WANTED TO BE A CEDAR RIDGE VIRTUAL STUDENT. WE OUGHT ASKED THEM TO DO A VIRTUAL TRANSFER SO THAT WE COULD TRACK THE NUMBER OF STUDENTS THAT WE WOULD HAVE IN VIRTUAL ACADEMY AND THAT ALSO WOULD HELP US WITH THINKING ABOUT STAFFING AND THOSE KINDS OF THINGS. ON MAY THE 2ND, WE ASKED THE PARENTS AND STUDENTS TO ATTEND AND OR VIEW THE VIRTUAL FAMILY INFORMATION SESSION. NOT EVERYBODY WAS ABLE TO ATTEND, SO WE RECORDED THAT AND POSTED IT ONLINE. THERE THEY WERE ABLE TO REGISTER FOR A ONE-ON-ONE APPOINTMENT WITH COUNSELORS. AND SO EVERY FAMILY PRIOR TO FULL ENROLLMENT WILL ATTEND A ONE-ON-ONE SESSION WITH A HIGH SCHOOL COUNSELOR AND TO SELECT COURSES AND THEN ALSO TO REALLY TALK ABOUT SOME OF THOSE THINGS LIKE THE LEARNER PROFILE AND WORKSPACE AND ALL OF THOSE KINDS OF THINGS AND FOR PARENTS TO BE ABLE TO ASK QUESTIONS AND STUDENTS TO BE ABLE TO ASK QUESTIONS. AND THEN LIKE WE SAID THERE WILL BE A MANDATORY ORIENTATION PRIOR TO THE START OF SCHOOL. THAT OUR VIRTUAL ACADEMY DIRECTOR WILL BE ESTABLISHING WITH OUR FAMILIES JUST TO MAKE SURE WE'RE READY TO LAUNCH STRONG AND BE PARTNERS IN THIS WORK. LET ME TELL YOU A LITTLE BIT ABOUT THOSE COUNSELOR ONE-ON-ONE MEETINGS AND I'M JUST GOING TO SAY THIS I CAN'T THINK THE COUNSELORS ENOUGH LED BY THE DIRECTOR OF COUNSELING SERVICES, MR. STEVE CLARK, FOR THEIR DEDICATION IN COMPLETING THESE ONE-ON-ONES. WE HAD TWO COUNSELORS FROM EVERY COMPREHENSIVE HIGH SCHOOL. AND WE STILL HAVE SOME EVEN THOUGH THEY'RE OFF CONTRACT WHO ARE STILL ENGAGING IN THIS WORK AND WILL BE THROUGHOUT THE SUMMER TO ENSURE THAT EVERY STUDENT INTERESTED IN ENROLLING RECEIVES THAT ONE-ON-ONE TOUCH POINT WITH A COUNSELOR DURING THIS TIME THEY REVIEWED THE GENERAL VIRTUAL ACADEMY INFORMATION THE STUDENTS TRANSCRIPTS GRADES AND ATTENDANCE MAYBE FROM PREVIOUS SCHOOL YEARS THE LEARNER PROFILE WE ALSO HAD KIND OF A SELF-ASSESSMENT FOR THE LEARNER PROFILE SO THEY MIGHT ASK THEM QUESTIONS LIKE, YOU KNOW, WHERE MIGHT BE SOME AREAS WE MIGHT NEED TO WORK ON IN REGARDS TO THE LEARNER PROFILE, AND COUNSEL STUDENTS INTO HOW THEY COULD OVERCOME SOME OF THOSE CHALLENGES BEING A PART OF THE VIRTUAL ACADEMY. AND THEN THEY COMPLETED A VIRTUAL ACADEMY COURSE SELECTION WHERE THEY WERE ABLE TO, IF THEY WERE GOING TO BE 100 PERCENT VIRTUAL, WHAT ARE YOUR CLASSES? IF YOU'RE GOING TO BE HYBRID, WHAT ARE YOU NEEDING TO COME IN PERSON FOR AND WHAT ARE YOU TAKING VIRTUAL? AND THEN THEY DID... LET THEM KNOW THAT THEY WOULD BE HEARING FROM THE VIRTUAL ACADEMY DIRECTOR IN REGARDS TO THE UPCOMING ORIENTATION FOR FAMILIES. AND SO THIS IS UPDATED FROM WHAT WAS SUBMITTED EARLIER BECAUSE I WANTED YOU TO HAVE THE MOST UP-TO-DATE INFORMATION. SO TO DATE, THIS WAS GIVEN TO ME YESTERDAY, WE HAVE 469 INTEREST FORMS THAT HAVE BEEN SUBMITTED, 177 TRANSFER REQUESTS. 138 ONE-ON-ONE COUNSELOR MEETINGS HAVE BEEN DONE AND THAT IS BETWEEN MAY 2ND AND NOW 138 COUNSELOR MEETINGS HAVE BEEN COMPLETED AND 116 STUDENTS HAVE FULLY MADE IT THROUGH THE PROCESS AND SO WE'RE CONTINUING TO WORK WITH OUR COMMUNICATIONS TEAM AND CAMPUS COUNSELORS WHO ARE STILL WORKING THROUGH THE THE THE COUNSELOR MEETINGS ARE ALSO MAKING ONE-ON-ONE PHONE CALLS TO STUDENTS WHO HAVE SUBMITTED AN INTEREST SURVEY BUT MAYBE HAVEN'T SIGNED BYE. SUBMITTED THEIR TRANSFER REQUEST OR SIGNED UP FOR A ONE-ON-ONE TO MAKE THOSE TOUCH POINTS AND INVITE THEM TO GO AHEAD AND SIGN UP TO MAKE IT THROUGH THE ENTIRE PROCESS. AND THIS IS ROLLING. SO WE ACCEPT INTEREST SURVEYS ALL THE TIME. DR. POWELL AND HER TEAM REALLY KEEP A CLOSE EYE ON WHERE WE ARE IN THE PROCESS AND UPDATE OUR NUMBERS REGULARLY AND THEN SEND OUT REGULAR ALERTS. SO THEN WE'RE ABLE TO START MAKING THOSE TOUCH POINTS. DR. GERARD IS OVERSEEING OUR TRANSFER PROCESS. AND HE IS BEING VERY DILIGENT ABOUT REACHING OUT TO FAMILIES WHO HAVEN'T SUBMITTED THEIR TRANSFER REQUEST AND IF THEY'RE STILL INTERESTED TO GO AHEAD AND GET THAT IN. AND SO THIS IS THIS IS A CONTINUAL PROCESS AND WILL BE. WE HAVE 116 AND SO WE HAVE AVAILABLE SPOTS. AND SO WE'LL CONTINUE TO BE WORKING TO FILL THOSE SPOTS. AND BEFORE I TAKE QUESTIONS, I JUST WANT TO SAY A QUICK. THANK YOU TO EVERYONE THAT HELPED ME GET US HERE. AND SO FIRST, DR. AZEIZ AND DR. NICHOLS FOR THEIR VISIONING AND [03:05:01] LEADERSHIP OF THIS. DR. GERARD AND DR. ZACH OLDHAM, WHO HAVE BEEN PARTNERS IN THIS WORK, AND WE'VE BEEN WORKING ALL FROM DIFFERENT ANGLES. DR. AUTUMN POWELL AND HER TEAM WHO HAVE BUILT SYSTEMS AROUND THIS. OUR COMMUNICATION AND TECHNOLOGY TEAM, SO ANNIE AND DONNIE, STEVE CLARK AND THE HIGH SCHOOL COUNSELORS HAVE BEEN INSTRUMENTAL. HIGH SCHOOL. SCHOOL PRINCIPALS AND THEN OBVIOUSLY PENNY OATES, OUR NEW VIRTUAL ACCOUNT DIRECTOR WHO HAS TAKEN THE REINS. SO IF YOU HAVE ANY QUESTIONS, I'M HAPPY TO ANSWER THEM. TRUSTEE CUERO. TRUSTEE CUERO. THANK YOU FOR THE INFORMATION. A COUPLE OF QUESTIONS. YOU MENTIONED THAT THE DISTRICT WILL PROVIDE CHROMEBOOKS. ANY OTHER MATERIALS FOR CLASSES SUCH AS SCIENCE OR ANYTHING LIKE THAT? IF THE CURRICULUM IS REQUIRING IT, MANY OF THOSE SCIENCE COURSES, THEY'LL DO VIRTUAL SIMULATIONS, AND THAT'S NORMALLY HOW THEIR LABS ARE. WE'RE NOT SENDING LAB EQUIPMENT HOME AND THOSE KINDS OF THINGS THAT THEY WOULD BE DOING LABS OF THAT NATURE AT HOME. MANY OF THOSE HIGHER-LEVEL LABS WILL BE DONE VIA SIMULATIONS. OKAY. FOR THOSE THAT ARE OUT-OF-DISTRICT STUDENTS, WILL THERE BE STANDARDIZED? WHEN THEY GO TAKE THE STANDARDIZED TEST, IS THAT OFFERED LIKE AT A TESTING CENTER OR DO THEY HAVE TO COME IN? I'M SO SORRY TO INTERRUPT YOU. THAT IS SOMETHING THAT WOULD BE A REQUIREMENT THAT THEY HAVE TO COME TO OUR CAMPUS TO TAKE IT. TO CAMPUS, OKAY. SO WE TALKED ABOUT ATTENDANCE, RIGHT? HOW ARE WE GOING TO BE ABLE TO TRACK? I WILL GET USED TO. ARE WE LOOKING AT THEIR IP ADDRESS, TIMESTAMP TO TRACK THEIR ATTENDANCE, OR HOW DOES THAT WORK? SO THERE'S VARIOUS WAYS THAT WE CAN DO THAT. ONE WAY IS A SIMPLE CHECK-IN FORM THAT THEY'RE ABLE TO SIGN IN TO EVERY DAY. ONE IS THAT THEY'VE ENGAGED IN THE PLATFORMS. SO WE HAVE THREE DIFFERENT PLATFORMS THAT'S OFFERING OUR CONTENT, AND WE'LL BE ABLE TO SEE WHO HAS ENGAGED IN THAT LEARNING THAT DAY. SO THAT'S ANOTHER WAY. AND ANOTHER WAY IS THAT THEY'VE ENGAGED WITH A TEACHER. THEY ATTENDED A LIVE SESSION WITH A TEACHER. THEY ATTENDED A TUTORIAL. THEY WERE CHATTING WITH A TEACHER BACK AND FORTH TO GET SUPPORT ON THEIR LESSONS. THAT'S ANOTHER FORM OF ENGAGEMENT. OKAY. SO FOR THE LAST SLIDE, SEVEN OUT OF DISTRICT STUDENTS HAVE GONE THROUGH COUNSELING SESSION. ARE WE WAITING FOR MORE IN-DISTRICT STUDENTS TO FILL THOSE SLOTS? BOTH. AND SO OF ALL THIS, SO IF YOU SAW SO FAR WE HAVE OF THE 177, 154 IN-DISTRICT, OUT-OF-DISTRICT, 23 STUDENTS, WE'RE CONTINUING TO MAKE CONTACT WITH BOTH THE 154 IN-DISTRICT AND THE 23 OUT-OF-DISTRICT STUDENTS TO BRING THEM IN AND GET THOSE ONE-ON-ONES DONE. SO COUNSELORS, NOT ONLY ARE WE DOING PUSHES WITH ANNIE AND HER TEAM, BUT THE COUNSELORS ARE REACHING OUT PERSONALLY TO MAKE PHONE CALLS TO ALSO GET THOSE. STUDENTS INTERESTED AND HAVE DONE THE TRANSFER FORM IN FOR THEIR ONE-ON-ONE SESSION. AND SOME OF THE STUDENTS THAT HAVE APPLIED LIVE IN DISTRICT, BUT HAVEN'T BEEN ENROLLED IN OUR SCHOOLS. WE'VE HAD SEVERAL OF THOSE AS WELL. AND SO THAT HAVE BEEN ATTENDING CHARTERS OR ONLINE VIRTUAL LEARNING PROGRAMS THEMSELVES, BUT LIVE DOWN THE ROAD FROM CEDAR RIDGE. I MET A FAMILY LIKE THAT. AND SO SOME OF THEM HAVEN'T EVEN BEEN ENROLLED. SO THEY ARE NEW CAPTURES. SO ARE WE PRIORITIZING IN-DISTRICT FIRST VERSUS OUT-OF-DISTRICT? I'M JUST TRYING TO SEE IF AN IN-DISTRICT STUDENT IS INTERESTED, DO I TAKE PRIORITY OVER SOMEBODY WHO'S? NO. WHAT WE'RE DOING IS WHO MAKES IT THROUGH THE FULL ENTIRE PROCESS. SO EVERYBODY THAT COMPLETED AN INTEREST FORM IS GOING TO GET ACCESS OR THE ATTEMPTED ACCESS TO A SPOT JUST LIKE. WHETHER YOU'RE IN DISTRICT OR OUT OF DISTRICT. DR. GONZALEZ, MAY I ASK YOU A QUESTION? I THINK IT'S A VERY GOOD QUESTION. WE DON'T HAVE THAT PROBLEM YET. I WISH YOU, I HOPE WE'LL GET TO THAT PROBLEM. AND IF WE GET TO THAT LEVEL, I GUESS WE WILL PRIORITIZE OUR FAMILIES IN ROUND ROCK. BUT AT THIS MOMENT, SINCE WE STILL HAVE PLENTY OF ROOM, WE'VE PRETTY MUCH TAKEN EVERYBODY. YEP. THANK YOU. AND MY FINAL QUESTION, SO FOR STUDENTS WHO ARE TAKING VIRTUALLY CLASSES, DO THEY QUALIFIED FOR THEIR CAMPUS STACK RANKING WHEN IT'S TIME TO GRADUATE? YES, THEY WILL BE RANKED WITH THEIR PEERS. AT THEIR HOME CAMPUS. SO A VIRTUAL STUDENT COULD BE [03:10:01] IN THE TOP 10? POTENTIALLY DEPENDING ON THE NUMBER OF WEIGHTED COURSES THEY HAVE. NOW I WILL SAY THEY HAVE VIRTUAL ONLINE HAS ACCESS TO ADVANCED COURSES. THERE ARE FAR MORE IN-PERSON ADVANCED COURSES THAN WE'RE ABLE TO OFFER VIRTUALLY BUT THEY DO HAVE ACCESS TO THEM AS WELL. THANK YOU. TRUSTEE WEIR. TOP 10% WAS GOING TO BE MY QUESTION, BUT YOU HAD SAID THAT SENATE BILL 1191, THERE MAY BE MORE CLARIFICATION COMING OUT FOR THE TOP 10%? SO RANK AND CLASS UNDER SENATE BILL 1191, THEY WILL BE GIVING US SOME STANDARD RULES IN REGARDS ESPECIALLY TO WEIGHTING OF COURSES FOR ADVANCED COURSEWORK. THEY WERE THE LAST THEY HAD RELEASED SOMETIME IN THE SPRING PRELIMINARY RULEMAKING REGARDING THAT AND THEY WERE ASKING FOR PUBLIC COMMENT BUT THEY WERE REALLY IF YOU RECALL LOOKING AT DUAL CREDIT CLASSES AND STANDARDIZING THOSE TO THE SAME LEVEL AS OTHER ADVANCED COURSES AND SO THAT WAS SOMETHING THAT WAS PASSED THROUGH 11 I KNEW THERE'S OTHER THINGS IN THERE AND I DON'T WANT TO QUOTE THE WHOLE THING BUT THEY WILL BE GIVING US SOME MORE GUIDANCE IN REGARDS TO EIC LOCAL AND THEN FOR YOU SAID FOR STUDENTS THAT ARE COMING FROM OUT OF DISTRICT I GUESS IF THEY'RE IN DISTRICT, EVEN IF THEY HAVEN'T BEEN ONE OF OUR STUDENTS, THEY'RE GOING TO GO TO THE HIGH SCHOOL. I GUESS THEY COULD STILL GO TO ANY HIGH SCHOOL, BUT WOULD THEY PROBABLY GO TO THE HIGH SCHOOL THEY WOULD HAVE BEEN ZONED TO? SURE. WE HAVE, SO THERE'S DIFFERENT OPTIONS, RIGHT? MOST OF THEM ARE GOING TO THE SCHOOL THEY'RE ZONED FOR. IF THEY LIVE IN ROUND ROCK ISD BOUNDARIES AND THEY HAVEN'T ATTENDED OUR SCHOOLS, MOST OF THEM ARE ATTENDING THE SCHOOL THAT THEY ARE ZONED TO. WE HAVE VERY... FEW THAT HAVE MAYBE THEY LIVE IN MCNEIL AND HAVE REQUESTED A TRANSFER TO CEDAR RIDGE THERE'S A COUPLE OF THOSE CEDAR RIDGE VIRTUAL PROGRAM AND THEN OF COURSE OUR OUT OF DISTRICT TRANSFERS JUST LIKE THEY NORMALLY DO THEY'RE APPLYING FOR A TRANSFER INTO A SCHOOL RIGHT AND NORMALLY OUR OUT OF STUDENTS THAT LIVE OUTSIDE OF OUR BOUNDARIES QUITE OFTEN THEY THEY APPLY FOR A TRANSFER TO THE SCHOOL NEAREST TO WHERE THEY LIVE. BUT THEY DO HAVE THE OPTION TO APPLY FOR A TRANSFER INTO OUR DISTRICT AT ONE OF THOSE SCHOOLS. AND IF THEY'RE OUT OF DISTRICT APPLYING IN AND THEY'RE HYBRID, IS IT LIKE OTHER OUT-OF-DISTRICT TRANSFERS WHERE THE PRINCIPAL IS GOING TO HAVE TO APPROVE THEM? YES, DR. GERARD HAS BEEN HANDLING THAT, BUT HE'S BEEN APPLYING THE SAME RULES, GUIDELINES, THOUGHT PROCESS, AS WE DO WITH AN IN-PERSON STUDENT WHO APPLIES FOR AN OUT-OF-DISTRICT TRANSFER. THANK YOU. TRUSTEE ROSS. HOW MANY NEW STUDENTS THAT WEREN'T CAPTURED WITHIN EITHER AS TRANSFERS OUT OF DISTRICT TRANSFERS OR IN DISTRICT STUDENTS ARE THERE? NEW, NEWLY ENROLLED. NEW TO OUR DISTRICT AND WHATEVER METHOD THAT YOU'RE COMING IN. OKAY I'M LOOKING AT MY NOTES. HERE TO SEE IF I CAPTURED THAT. I'M NOT GOING TO, I WILL GET THAT INFORMATION AND PROVIDE THAT. I DON'T FIND IT READILY AVAILABLE HERE, SO I APOLOGIZE FOR THAT. NO WORRIES. THIS SEEMS LIKE A WEIRD QUESTION, BUT HOW WILL WE HANDLE LIKE TRAVEL OR MILITARY FAMILIES OR ANYTHING LIKE THAT? LIKE IF, I DON'T KNOW, SAY THAT THEIR HOME BASE IS TEXAS, BUT THEY GO ON AN RV TRIP SOMEWHERE OR WHATEVER. AS LONG AS THEY'RE ABLE TO ENGAGE IN THE LEARNING EVERY DAY, I MEAN, IF THEY'RE NOT FOR ONE DAY, IT WOULD COUNT JUST LIKE AN ABSENCE THEY WERE IN PERSON, RIGHT? AND SO AS LONG AS THEY'RE ABLE TO, AND REMEMBER FOR VIRTUAL INSTRUCTION, THAT CLOCK IS MUCH WIDER TOO. SO IT'S LITERALLY AT SOME POINT WITHIN THOSE 24 HOURS, YOU ARE ENGAGED IN THE LEARNING. SO WE'VE HEARD FROM FAMILIES WHO, YOU KNOW, STUDENTS ARE INVOLVED IN ELITE SPORTS. SO THEY'RE TRAVELING A LOT AND SOMETIMES PRACTICES ARE HAPPENING DURING NORMAL SCHOOL HOURS SO THEY'RE GOING TO BE ENGAGED IN THEIR WORK UM OUTSIDE OF SCHOOL HOURS AND THAT'S OKAY AS LONG AS WE CAN CAPTURE THEM WITHIN THAT 24 HOUR PERIOD THEY WILL COUNT AS PRESENT AND THEN UM I SAW YOU GUYS HAVE MCMURRAY LISTED AS IS THAT STILL THE THE COST ASSOCIATED WITH MCMURRAY THERE IS A COST ASSOCIATED WITH THAT AND I WILL UM AS WE CONTINUE TO GROW WE'LL LOOK AT WHAT OUR OPTIONS ARE WITH ACC AS WELL BUT WE WANTED TO MAKE SURE WE HAD A DUAL CREDIT OPTION AVAILABLE FOR OUR STUDENTS AS WE MOVE FORWARD. THE GOOD THING IS ACC DOES HAVE SOME ASYNCHRONOUS AND SOME SYNCHRONOUS. MCMURRAY IS ASYNCHRONOUS. AND SO ALONG WITH THAT IDEA OF FLEXIBILITY WAS WHY WE KIND OF WENT THERE FIRST. BUT WE WILL CONTINUE TO EXPLORE WITH OUR ACC [03:15:02] PARTNERS AS WE EXPAND. AND THEN I HAD A QUICK BUDGET QUESTION ABOUT THE SOFTWARE THAT WAS LISTED IN OUR BUDGET. IS THAT A ONE-TIME EXPENSE OR IS THAT AN ONLINE EXPENSE? IT WILL BE AN ANNUAL EXPENSE. WE CAN'T PUT IN IF WE, LET'S SAY, HYPOTHETICALLY, IF WE END UP WITH 200. AND JUST PROBABLY A FOLLOW-UP QUESTION IS, WHAT CAN WE BREAK EVEN? 130 STUDENTS. NEW STUDENTS. WELL, REMEMBER, WE HAVE ALMOST OVER 200 OF OUR OWN ROUND ROCK ISD STUDENTS WHO ACTUALLY ENROLL. AND WHEN WE WERE DOING ALL THESE SESSIONS, WE ACTUALLY HAD PARENTS WHO WERE ACTUALLY SAYING, I'M GLAD YOU GUYS ARE DOING THIS BECAUSE WE WERE ALREADY LOOKING FOR A VIRTUAL OPTION. SO SOME OF THEM WERE GOING TO LOSE REGARDLESS IF WE DIDN'T HAVE A VIRTUAL. AND NOW WE'RE GOING TO CAPTURE OR KEEP OUR STUDENTS WITH US, OUR FAMILIES, AND WE CAN PROVIDE THE SERVICES TO THEM. WITHOUT THEM GOING, LET'S SAY, TO UT VIRTUAL SCHOOL OR OTHER VIRTUAL SCHOOLS. SO IT'S NOT I KNOW HOW YOU'RE LOOKING AT IT, BUT IT'S REALLY IT'S NOT LIKE ONE-FOR-ONE. I THINK AS LOVELY AS THIS IS, RIGHT, AND I THINK IT'S SUCH AN AMAZING I KNOW PARENTS HAVE BEEN ASKING FOR THIS SINCE COVID. I MEAN, I REMEMBER THIS WAS A BIG THING THAT THEY ASKED FOR. AND SO I JUST THE BUDGET-CONSCIOUS SIDE OF THINGS, RIGHT, WHERE YOU DON'T WANT 300 STUDENTS. THAT WERE NORMALLY IN THE CLASSROOM, WE'RE LOSING THAT MONEY. WE'RE JUST PUTTING THEM IN ANOTHER SPOT. BUT IF WE COULD GET 130 NEW STUDENTS OR WHATEVER, AND THEN THE REST OF THEM WITHIN OUR NORMAL CLASSROOMS, THAT WOULD BE AWESOME. BUT, YOU KNOW, WE'RE GOING TO GROW. IT'S GOING TO BE AWESOME. TRUSTEE ZERATE. THIS IS EXCITING, BY THE WAY. I THINK IT'S AWESOME. YOU'VE DONE, OBVIOUSLY, A LOT OF WORK ON THIS, SO THANK YOU. AND THE THING THAT MY BLEEDING HEART SEES IS A BIT OF AN EQUITY ISSUE, THAT THIS SEEMS LIKE THERE ARE GOING TO BE STUDENTS THAT COULD BENEFIT FROM THIS THAT AREN'T GOING TO BE ABLE TO TAKE ADVANTAGE OF IT FOR WHATEVER REASONS THEY MAY HAVE AT HOME. PERHAPS THEY DON'T HAVE A ROUTER. PERHAPS THEY DON'T HAVE EVEN A HOME. ARE THERE PLANS IN THE FUTURE TO PERHAPS PARTNER WITH A COMPANY THAT WE CAN GET SOMEBODY FROM THE COMMUNITY TO HELP US PAY FOR THESE STUDENTS THAT... I MEAN, I THINK ABOUT THE KIDS FROM LIKE SUCCESS THAT CHOOSE SUCCESS. THEY CHOOSE THAT FOR A REASON BECAUSE THEY HAVE TO WORK OR THEY MAYBE LEARN DIFFERENTLY. DO WE HAVE ANY ANY OPTIONS FOR THOSE STUDENTS THAT MAYBE IT WOULD BE BETTER FOR THEM TO BE AT HOME RATHER THAN AT SUCCESS? OR, YOU KNOW, I MEAN, I THINK OF THE KIDS THAT DURING COVID WENT TO MCDONALD'S FOR WI-FI, YOU KNOW, LIKE THESE ARE STUDENTS THAT COULD BENEFIT FROM THIS TYPE OF LEARNING. AND I WONDER WHAT OUR FUTURE... PLANS ARE TOWARDS THAT? DEFINITELY. WE WANT EVERY EVERY CHILD TO HAVE ACCESS TO THE PROGRAM THAT WE CAN AND AS WE EXPAND WE'LL BE ABLE TO DO MORE AND MORE ONCE WE GROW THE ONCE WE CONTINUE TO GROW THE PROGRAM. THOSE ARE DEFINITELY SPECIAL FUNDING OPTIONS OR SOMETHING THAT I CAN WORK WITH MS. OATES AND WE CAN LOOK INTO ON HOW TO ACCESS MAYBE SOME SOME GRANTS OR PARTNERSHIPS OR DIFFERENT THINGS. TO HELP SUPPORT FAMILIES THAT MAY BE IN NEED. WELL, PLEASE DON'T TAKE IT AS A DIRECTIVE FROM ME ALONE. IF IT'S SOMETHING Y'ALL ARE PLANNING ON LOOKING TOWARDS, THAT'S AWESOME. AND I THINK WE'D ALL LOVE TO, TOO, EVENTUALLY. BUT GOOD LUCK WITH THIS. THIS IS GREAT. THANK YOU. WE ARE VERY FORTUNATE, TO YOUR POINT, SORRY, WE ARE VERY FORTUNATE TO WORK OR BE IN A COMMUNITY WHERE WE HAVE A LOT OF FOLKS WHO ARE, WHETHER PARENTS OR PTA OR... A BUSINESS PARTNER, I MEAN WE HAVE SO MANY DIFFERENT, I GUESS, ORGANIZATION FOLKS WHO ARE WILLING TO HELP, SO I DON'T THINK THAT WOULD BE AN ISSUE AT ALL IF WE ARE FACED WITH SOME CHALLENGES AROUND, LIKE SOME PARENTS ARE FACING CHALLENGES AROUND WI-FI ACCESS BECAUSE WE MAKE THAT HAPPEN FOR THEM. TRUSTEE LANGER. JUST A COUPLE OF QUESTIONS ABOUT LOGISTICS. IF A STUDENT IS IN OUR HYBRID PROGRAM, AND THEY GO TO A CAMPUS FOR A FEW PERIODS. WOULD IT WORK KIND OF LIKE AN OFF PERIOD? THEY WOULD LEAVE AFTER FIRST AND SECOND PERIOD, WHATNOT, THEN THEY WOULD GO HOME, HAVE THE REST OF THE DAY TO DO THEIR VIRTUAL CLASSWORK? YES, THAT'S EXACTLY HOW IT WOULD WORK. SO THEY WOULD GO FOR THE PERIODS THAT THEY NEED TO GO. NOW, THE FOLLOW-UP QUESTION THAT WE ALWAYS GET FROM PARENTS IS, CAN I HAVE ALL OF MY HYBRID IN-PERSON CLASSES ON A DAYS AND ALL OF MY AT-HOME CLASSES ON B DAYS, OR CAN I DO, YOU KNOW, ALL MORNINGS OR ALL AFTERNOONS? AND THE SHORT ANSWER TO THAT IS WE CAN'T GUARANTEE IT, BUT WE'RE GOING TO TRY OUR HARDEST, RIGHT, TO MAKE THE SCHEDULE WORK BECAUSE WE KNOW THAT THEY MAY NEED [03:20:02] THAT. AND SO AS WE CONTINUE TO GROW AND WE WORK WITH OUR COMPREHENSIVE HIGH SCHOOLS, WE'LL BE ABLE TO TAKE A LOOK AT THAT. BUT SOME OF THOSE SOME OF THE CLASSES THEY MAY BE CHOOSING, LIKE IF THEY'RE GOING TO PARTICIPATE IN BASEBALL, LIKE IT'S A CERTAIN PERIOD OF THE DAY. RIGHT. AND THAT'S WHERE IT'S LOCKED IN ON THE MASTER SCHEDULE. AND SO WE'LL JUST HELP FAMILIES WORK. OKAY, TWO MORE QUESTIONS THEN. WITH THE COURSEWORK, I KNOW YOU SAID IT'S ASYNCHRONOUS. WOULD THAT WORK SOMEWHAT LIKE WHAT THEY'RE DOING AT SUCCESS, WHERE YOU CAN KIND OF RACE THROUGH A COURSE IF YOU WANTED TO TAKE ALL OF YOUR LESSONS AND BE DONE IN A MONTH? IS THAT SOMETHING THAT'S POSSIBLE, OR WOULD THEY NEED TO BE STAYING ON WITH THE SAME GENERAL TIME FRAME, AND IT TAKES NINE, YOU KNOW, 18 WEEKS TO COMPLETE THE COURSE? SO IT'LL BE SIMILAR, BECAUSE WE WANT THEM TO BE AS SELF-PACED AS POSSIBLE, ALTHOUGH WE ALSO NEED THEM TO STAY ON TRACK. RIGHT SO THERE'S GOING TO BE CHECKPOINTS AND THOSE KINDS OF THINGS AND AND THEY'LL BE RELEASING ASSIGNMENTS CHUNKS AT A TIME NOW OF COURSE IF A STUDENT IS ABLE TO GET AHEAD THEN THEY CAN WORK WITH THEIR TEACHER TO DO THAT NOW THE DIFFERENCE BETWEEN NOT ALL OF THE SUCCESS COURSES ARE LIKE THIS BUT THESE WILL ALL BE FOR ACCRUAL UNLESS THEY'RE IN A STUDENT WHO NEEDS TO RECOVER SOME CREDIT AND OFTEN WHEN YOU SEE THE CREDIT RECOVERY VERSION OF THAT COURSE YOU MIGHT HAVE A MORE TRUNCATED VERSUS AN ACCRUAL BECAUSE IT'S THE FIRST TIME THEY'RE SEEING THE CONTENT. AND SO THOSE ARE A LITTLE BIT MORE MEATIER OF COURSES. BUT NONETHELESS, YES, WE WANT THEM TO BE AS FLEXIBLE AS POSSIBLE. STAY ON PACE AND BE SUCCESSFUL, THOUGH. OKAY. AND THEN LAST QUESTION. I GET THIS FROM PARENTS OF STUDENTS WHO ARE REALLY HEAVILY INVOLVED IN THE CURRICULAR AND OUR CTE PROGRAMMING. COULD THIS ALSO WORK AS A SUPPLEMENT? IF YOU'RE TAKING... YOU KNOW YOUR FOUR CORES AND THEN YOU HAVE A DOUBLE BLOCKED ATHLETICS AND A DOUBLE BLOCKED EITHER FINE ARTS OR A CTE THERE'S NO ROOM FOR YOUR ART CLASS UM OVER YOUR FOUR YEARS OR SOMETHING LIKE THAT SO COULD ONE CLASS BE ADDED I KNOW YOU SAID THAT IT'S TYPICALLY FOUR TO SEVEN THAT FOR THE HYBRID PROGRAM DO THEY THEY NEED TO BE ENROLLED IN FOUR AT MINIMUM OF FOUR CLASSES IN ORDER TO PARTICIPATE TO BE A HYBRID STUDENT NOW WHAT WE'RE GOING TO LOOK INTO IN FUTURE YEARS IS WHAT'S CALLED AN A LA CARTE MODEL THAT SOME DISTRICTS ARE GOING TO BE PILOTING AND SO WHERE THEY WOULD TAKE BEYOND THE EIGHT AND MAYBE THERE IS AN INSTANCE LIKE THAT WHERE THEY WOULD NEED ONE COURSE BEYOND THE EIGHT FOR A CERTAIN REASON WE DID NOT DO THAT THIS YEAR BUT THAT'S SOMETHING THAT AS WE EXPAND WE REALLY WANT TO LOOK INTO BECAUSE WE'VE SEEN OTHER DISTRICT DISTRICTS WITH THEIR MODELS OUT THERE THAT OFFER LIKE AN OUR COURSE. TRUSTEE WEI. THANK YOU. SO I HAVE THREE QUESTIONS. THE FIRST ONE YOU MENTIONED THIS YEAR IS GOING TO BE 300 STUDENTS FOR HIGH SCHOOL. I'M WONDERING WHAT'S OUR PLAN FOR EXPANSION NEXT MAYBE FIVE YEARS? ARE WE GOING TO MIDDLE SCHOOL OR ELEMENTARY SCHOOL OR SOMETHING LIKE THAT? JUST CURIOUS. YES, SIR. SO THIS YEAR WE ARE STARTING WITH HIGH SCHOOL. OUR PLAN IS TO NEXT YEAR THINK ABOUT EXPANDING TO MIDDLE SCHOOL. ALSO, WE'LL LOOK AT THE CAP ON ENROLLMENTS TOO AS WE GET MORE AND MORE STUDENTS IN. WE'RE GOING TO LOOK INTO THOSE A LA CARTE MODELS AND THEN SEE HOW WE CAN CONTINUE TO EXPAND THROUGH MIDDLE SCHOOL AS EARLY AS NEXT YEAR. MY SECOND QUESTION, I THINK TRUSTEE ROSS ASKED EARLIER, LIKE, HOW MANY NEW STUDENTS NEVER ENROLL IN THE DISTRICT? LET'S SAY FROM THIS TABLE WE HAD 100 NEW STUDENTS. THOSE 100 STUDENTS COUNT AS OUR ENROLLMENT? SHOULD WE GET ENROLLMENT FROM THE STATE, RIGHT? YES. OKAY, THANK YOU. AND LAST QUESTION, WHAT'S MY LAST QUESTION? OH, LAST QUESTION IS, WHAT IS THE FINAL GOAL OF THIS PROGRAM? I KNOW YOU MENTIONED THAT WE CAN CAPTURE THOSE STUDENTS, YOU KNOW, WE MAY LOST THEM. THERE'S ONE OF THEM THAT I JUST WANTED TO LIKE... EVENTUALLY, WHAT IS THE FINAL GOAL OF THIS PROGRAM? WELL, REALLY THE GOAL OF THE PROGRAM IS TO PROVIDE AS MANY OPTIONS TO OUR FAMILIES AS POSSIBLE. AND SO WE KNOW THAT OUR FAMILIES HAVE LOTS OF CHOICES, AND WE WANT THEM TO ALWAYS CHOOSE US, RIGHT? AND SO THE MORE OPTIONS AND MORE FLEXIBILITY THAT WE CAN OFFER FOR OUR FAMILIES TO MEET THEIR NEEDS, WHATEVER THEIR CIRCUMSTANCES ARE, THAT IS THE PRIMARY GOAL, THAT WE'RE MEETING THE NEEDS OF OUR STUDENTS IN OUR DISTRICT. AND ABLE TO PROVIDE OPTIONS THAT OUR PARENTS KNOW THAT THEY HAVE AN OPTION HERE WITH US IN ROUND ROCK ISD. ALL RIGHT, THANK YOU. THANK YOU. [03:25:01] TO DR. O'CONNOR, OUT-OF-DISTRICT TRANSFER, WE LOSE KIDS TO OBVIOUSLY TO CHARTER SCHOOLS, PRIVATE SCHOOLS, HOME SCHOOLS. BUT WHAT WE, THE LAST COUPLE OF YEARS, THREE YEARS, ESPECIALLY AFTER THE PANDEMIC, WE'VE SEEN LITERALLY ALMOST 300 OF OUR, WE ACTUALLY CAN SEE THEM, OVER 300 OF OUR, ABOUT 300 OF OUR STUDENTS WHO ACTUALLY ENROLLED IN VIRTUAL SCHOOLS ALL OVER TEXAS. AND THAT'S THE ONE WE CAN ACTUALLY SEE OR CAPTURE. SO THERE IS OBVIOUSLY A NEED, THERE'S INTEREST. THESE ARE OUR FAMILIES. THEY LIVE WITHIN ROUND ROCK ISD. THEY PAY TAXES IN ROUND ROCK ISD. SO WE ALSO HAVE AN OBLIGATION TO MAKE SURE WE'RE ALSO MEETING THEIR KIDS' NEEDS. BUT ALSO FROM A DISTRICT STANDPOINT, THIS IS ALSO AN OPPORTUNITY FOR US, ESPECIALLY NOW WITH FUNDING, THAT WOULD BRING ALSO MORE FUNDS TO OUR SCHOOL DISTRICT. AS I SAID, WE BUILT THIS SYSTEM FOR 300 STUDENTS. AND ANY STUDENTS, I GUESS, BEYOND 130 WOULD BE ACTUALLY BRINGING MORE FUNDS TO THE DISTRICT THAT COULD BE DISTRIBUTED ACROSS THE DISTRICT FOR THE REST OF THE STUDENTS. SO ACTUALLY IT'S A WIN-WIN SITUATION. WIN-WIN FOR THE FAMILIES TO STAY WITH THEIR OWN RACSD AND WIN-WIN FOR THE DISTRICT BECAUSE WE CAN PROVIDE MORE FUNDING OR FUNDING TO OUR DISTRICT AND THE REST OF OUR STUDENTS. TRUSTEE CUERO. THANK YOU. JUST TO CLARIFY TO... TRUSTEES ARE AT THIS QUESTION. SO IF I'M A PARENT AND I HAVE A STUDENT WHO DEFINITELY QUALIFIES OR VERY INTERESTED IN THIS ENROLLMENT, BUT I DO NOT HAVE INTERNET, A STABLE, RELIABLE INTERNET ACCESS, ARE WE SAYING THAT THE DISTRICT IS GOING TO SUPPLEMENT THAT OR ARE WE PUTTING THAT STUDENT AT THE END OF THE LINE OR WHAT DO WE DO WITH THAT? SPEAK TO IT. I CAME IN HERE KIND OF IN THE MIDDLE OF THE PANDEMIC. I KNOW WE DID SOMETHING SIMILAR IN MY PREVIOUS DISTRICT, BUT THEN WHEN WE CAME TO ROUND ROCK, AT THAT TIME, OUR DISTRICT ACTUALLY BOUGHT SOME OR PAID FOR SOME HOTSPOTS FOR SOME OF THE STUDENTS WHO ACTUALLY HERE IN ROUND ROCK ISD WHO NEEDED THOSE HOTSPOTS. I KNOW THAT NEED EVENTUALLY, I GUESS, THERE WERE ALSO SOME COMPANIES WHO ACTUALLY PROVIDED FOR LOW-INCOME FAMILIES EITHER A REDUCED RATE OR A ZERO-COST RATE. SO OUR JOB IS TO OBVIOUSLY FIGURE OUT HOW TO HELP THESE FAMILIES. WE DON'T, RIGHT NOW WE DON'T HAVE IT, SIR. LIKE WE DON'T HAVE THAT PROBLEM. BUT LIKE IF TOMORROW PARENTS SHOW UP AND SAID, I NEED THIS HELP, THEN WE WILL FIGURE IT OUT. RIGHT. I CAN TELL YOU HOW, BUT WE WILL FIGURE IT OUT. THANK YOU. YEAH. GOOD. SO EVERYTHING THAT DR. AZIZ SAID, THE ONLY REASON WE STOPPED OFFERING THE HOTSPOTS, AND I DON'T KNOW IF DONNIE IS HERE, IS BECAUSE THEN. THERE ENDED UP NOT BEING A NEED AND SO BASED ON THE AMOUNT WE BOUGHT AND HOW MANY WE BOUGHT IN BULK IT WASN'T LIKE MEETING A NEED AND THE PARENTS WERE SAYING WELL I DON'T REALLY NEED THIS I HELP IT I'M JUST USING IT TO MAYBE SUPPLEMENT THEY DIDN'T NEED IT SO IF WE SEE A NEED IT WOULD NOT BE A DIFFICULTY TO TALK TO OUR TECHNOLOGY DEPARTMENT AND GET THOSE HOT SPOTS LIKE WE UM DID BEFORE WE WOULD JUST HAVE TO TALK TO OUR CFO DENNIS IS OVER THERE LOOKING AT ME CRAZY HE SAID, WHAT YOU'RE TALKING ABOUT, WILLIS? YES, WE WOULD TALK TO OUR CFO TO MAKE SURE THAT WE GO AHEAD AND PUT THAT IN THE BUDGET IN ORDER TO MAKE SURE THAT THAT'S NOT A THING. BUT WE DID THAT DURING THE PANDEMIC. WE JUST DISCONTINUED BECAUSE THERE WAS NOT AS MUCH NEED. AND SO WE WERE LOSING MONEY. AND SO WE STOPPED THAT PROCESS. BUT WE COULD JUST AS EASILY TALK TO DONNIE AND DR. POWELL AND REVIVE THAT AGAIN. IF THE PARENTS LET US KNOW. AND AGAIN, THAT'S WHY THE ONE-ON-ONE IS SO IMPORTANT. IF IT IS NOT AVAILABLE, THEN WE KNOW IT'S A NEED, AND WE THEN KNOW TO BUILD A SYSTEM SO WE CAN TAKE CARE OF THAT INFORMATION, TAKE CARE OF THAT NEED FOR THE STUDENTS. OKAY, I DON'T SEE ANYONE ELSE IN THE QUEUE. THANK YOU SO MUCH FOR THIS UPDATE. OKAY, WE'RE GOING TO MOVE ON TO AGENDA ITEM F4, LET'S TALK UPDATE, AND I BELIEVE I'M TURNING IT OVER TO ANNIE. ALL RIGHT, GOOD EVENING, TRUSTEES, DR. AZIZ. MY FAVORITE PRESENTATION, IT IS THREE SLIDES LONG, GIVING YOU AN UPDATE ON, WELL, I WAS. OH, OKAY, THERE WE GO. THIS IS JUST AN UPDATE FOR THE DATES. WE'RE HERE FROM FEBRUARY 1 TO MAY 31. WE HAD 171 SUBMISSIONS. YOU SEE THE AVERAGE DIALOGUE AGE. IT TOOK US ROUGHLY FOUR DAYS TO RESPOND. AND THEN THE SCORE COMPARED TO LAST TIME. [03:30:02] OH, YEAH, NO, I DIDN'T HAVE THE SCORE. LAST TIME WAS A ZERO, WHICH ISN'T REALLY POSSIBLE. WE HAD SUCH. FEW DIALOGUES LAST TIME. WE HAD 34 IN THE LAST TIME THAT WE DID THIS BECAUSE WE DID IT OVER WINTER BREAK. SO THERE'S WAY FEWER PEOPLE. 23% HIDDEN CUSTOMERS THIS TIME. LAST TIME WITH THE PERIOD WE LOOKED AT, WE HAD 35%. YOU CAN SEE THIS TIME WE ALSO HAD SOME STUDENTS, WHEREAS WE DIDN'T LAST TIME, THE MAJORITY PARENTS AND GUARDIANS. AND THERE ARE YOUR TOPICS. THOSE ARE THE ONES EVERYONE'S TO KNOW ABOUT. ANY QUESTIONS? SO WAS I READY ACTUALLY 10 AND NOT SEVEN AND THEN THREE? MA'AM. OH, YES, MA'AM. YOU'RE RIGHT. IT SHOULD HAVE BEEN. YES, IT SHOULD HAVE BEEN 10 FOR I READY. IT'S IN TWO SPOTS. YOU'RE RIGHT. I APOLOGIZE. IT'S PROBABLY IT'S PROBABLY THAT. YEAH. THANK YOU FOR CATCHING THAT. OKAY. ALL RIGHT. DON'T SEE ANYONE ELSE. OH, DID YOU PRESS TRUSTEE ROSS? OH, YEAH. SORRY. SO THIS IS IN GENERAL BECAUSE A LOT OF THESE THINGS THAT WE GET MESSAGED ARE NOT WITHIN OUR PURVIEW. AND THERE'S JUST PROVIDING INFORMATION TO US AS A BOARD. BUT I GUESS IN GENERAL WAYS, HOW DOES THE DISTRICT USE LET'S TALK WHEN YOU GET SOMETHING LIKE 56 MESSAGES OVER A TOPIC OR 45 MESSAGES OVER A TOPIC? OR LIKE I-READY, WE'VE GOTTEN I DON'T KNOW HOW MANY OVER. YOU KNOW, A YEAR OR TWO YEARS, HOW DO YOU USE THIS SYSTEM TO INFLUENCE DECISIONS OR WHATEVER? I GUESS IT'S JUST HOW DO YOU GUYS USE IT? WE DEFINITELY READ THEM AND PAY ATTENTION. AND OBVIOUSLY, WE TAKE INTO CONSIDERATION THE FEEDBACK. SOMETIMES THERE ARE SUGGESTIONS OR IDEAS. WE ARE LIMITED IN WHAT WE CAN SOMETIMES SHARE WITH FOLKS, RIGHT? BUT WE TRY REALLY TO REALLY SOLVE FOR THE PROBLEM OR THE CONCERN OR THE ISSUE AS MUCH AS POSSIBLE. SOMETIMES IT TAKES MORE THAN FOUR DAYS, REALLY, BECAUSE WE WOULD HAVE TO COME UP WITH A WHOLE PLAN OR LIKE INVESTIGATE OR INTERROGATE THE SYSTEM OR THE SITUATION, RIGHT? AND THAT MIGHT TAKE SOMETIMES WEEKS TO GET IT BECAUSE SOMETHING IS AS SERIOUS AS IMPORTANT FOR OUR FAMILIES. BUT WE REALLY TAKE THIS IN A LOT OF CONSIDERATION. I DON'T KNOW IF ANNIE OR NATALIE WOULD LIKE TO ADD SOME MORE, BUT WE DO. WELL, I WOULD JUST SAY THAT WE USE THAT AS AN OPPORTUNITY TO SEE WHERE THERE MIGHT BE COMMUNICATION AREAS FOR IMPROVING COMMUNICATION, RIGHT? IS THERE A MISCOMMUNICATION? IS THERE A MISUNDERSTANDING? AND SOMETIMES IT COULD BE SOMETHING AT ONE CAMPUS, RIGHT? EVEN IF IT'S SOMETHING THAT HAPPENS FREQUENTLY, IT COULD BE SOMETHING AT ONE CAMPUS, MAYBE, AND THIS IS WHERE DR. NICHOLS AND HER TEAM WOULD COME IN. WE ASSIGNED IT TO THEM THEY LOOK INTO WHAT'S THE CONFUSION THERE AND HOW CAN WE CLEAR THAT UP UM I DON'T KNOW IF YOU WANTED TO ADD SOMETHING BESIDES THAT SO ONE OF THE THINGS THAT I THINK IT'S IMPORTANT FOR THE PEOPLE LISTENING AND ALSO FOR THE BOARD TO KNOW IS THAT WHEN WE RECEIVE A LET'S TALK IT'S NOT LOOKED AT AS A POINT OF CONTENTION IT'S LOOKED AT AS A POINT OF INFORMATION FEEDBACK INPUT AND THEN IT'S A MATTER OF WHAT IS THE PERCEPTION BY THE COMMUNITY VERSUS WHAT OUR INTENT IS AND THEN HOW DO WE MOVE FORWARD BASED ON THAT. YOU ALL HAVE SEEN LIKE HOW WE RESPOND TO THESE. AND AS FAR AS TO JUST BE, IT'S NOT A MATTER OF THANK YOU FOR YOUR INPUT. WE TRY TO REALLY ANSWER THE QUESTION AND THEN ALSO ASK QUESTIONS OF THE PEOPLE AS WELL TO MAKE SURE THAT WE'RE UNDERSTANDING. SOMETIMES IT MAY BE A MATTER OF WE TAKE IT OFFLINE AND WE WILL SCHEDULE MEETINGS. SO THAT WE CAN GET MORE INFORMATION AND HAVE A CONVERSATION SO THERE'S MORE OF A ORGANIC BACK AND FORTH SO WE CAN REALLY UNDERSTAND WHAT PEOPLE ARE SAYING SOMETIMES IT'S A MATTER OF ONE OF OUR TEAMS, LIKE IN REGARDS TO TAG, I KNOW RODRIGO AND HIS TEAM, THEY MAY HAVE GONE IF WE SAW IT WAS FROM A SPECIFIC CAMPUS. HE GOES TO THE CAMPUS AND HE MEETS WITH THOSE PEOPLE AS A GROUP AND SCHEDULE A TIME. LET ME REALLY UNDERSTAND WHAT'S HAPPENING. IT MAY BE A ONE-ON-ONE APPOINTMENT. WITHIN TRANSPORTATION, IT WAS A MATTER OF, OKAY, HERE'S THE INFORMATION THAT WE'RE GETTING. THEN WE ORGANIZED THEM BY ROUTES, AND I WENT OUT SPECIFICALLY AND I SAID, OKAY. I'M GOING TO MEET WITH THIS GROUP OF PARENTS. WE WILL WALK THE ROUTE WITH YOU. SO WHEN WE GET THE INFORMATION, IT REALLY IS FROM THIS STANDPOINT OF SEEK FIRST TO UNDERSTAND, CALL THEM IN. WHAT IS THE POINT OF DISCREPANCY AND HOW CAN IT MAKE THE SYSTEM BETTER? FOR EXAMPLE, WITH TAG, WE KEEP SAYING OVER AND OVER AGAIN, IT POINTED OUT SOMETHING WE DID NOT KNOW WAS HAPPENING WITHIN THE SYSTEM. WE DID NOT REALIZE THAT WE HAD [03:35:01] A MODEL, AND WE DID NOT REALIZE THAT THE MODEL WAS NOT THE MODEL, AND EVERYONE HAD. CREATED THEIR OWN MODEL. AND SO WE HAD TO FIGURE OUT THEN WHAT WAS BEING OFFERED, HOW WOULD IT IMPACT ALLOCATIONS ONCE WE GIVE IT TO EDDIE? AND WHAT DO WE NEED TO DO DIFFERENTLY? WHAT ARE THE SERVICES THAT PEOPLE REALLY WANTED AND MEANT THE MOST TO THEM? AND SO THEN HOW CAN WE PULL PEOPLE TOGETHER TO THEN CREATE WHAT IT IS THEY'RE ASKING US FOR? SO WE REALLY SEE IT AS AN OPPORTUNITY. IT'S NOT REALLY THIS SENSE OF BEING UPSET OR ANGRY. THIS IS INPUT WHAT IS THE UM THE COMMUNITY TELLING US WHAT IS THE PERCEPTION AND THEN HOW DO WE WORK TOWARDS IT SO IT REALLY IS A MATTER OF WE TRY TO COMMUNICATE AS QUICKLY AS POSSIBLE BUT WE PULL THEM IN FOR ONE-ON-ONES OR GROUP MEETINGS SO WE CAN CONTINUE THE CONVERSATION AND FIGURE OUT WHAT SYSTEMS WE NEED TO CHANGE YEAH I WOULD JUST ADD ONE MORE THING THAT THESE ARE THE THESE ARE THE ONES THAT COME TO Y'ALL THESE ARE THE ONES THAT SPECIFICALLY COME TO TRUSTEES BUT OBVIOUSLY THERE I DON'T KNOW IF IT'S OBVIOUS BUT THERE ARE TONS OF HUNDREDS AND HUNDREDS OF THEM THAT GO TO THAT GO TO HR OR GO TO CAMP OR PERHAPS OUR SUPERINTENDENT RIGHT AND SO THERE ARE A LOT OF THINGS THAT WE CAN SOLVE THIS WAY RIGHT SOMETIMES IT IS JUST AN EMAIL BACK AND FORTH HERE'S THE INFORMATION YOU NEEDED AND THEN THE EMPLOYEE GETS THE ANSWER THEY NEEDED OR SOMEBODY AT A CAMPUS GETS THAT SO THESE ARE THE ONES THAT Y'ALL GET BUT THEN THERE'S THERE'S YOU KNOW TONS AND TONS OF OTHER PROBLEM SOLVING HAPPENING OUTSIDE OF THIS ASSUMING EVERYBODY TRUSTEE CUERO. ANNIE, SO HELP ME UNDERSTAND THE, OR SLIDE TWO, I GUESS, THE 4.1. IS THAT THE, THAT WHEN YOU GUYS FIRST ENGAGE BACK TO THE, TO THE PERSON, OR IS THAT WHEN THE AGE OF THE CONVERSATION IS CLOSED? THAT'S WHEN IT'S CLOSED. CLOSED, OKAY. AND IS THE GOAL THERE TO REDUCE THAT SLA OR WHAT'S THE GOAL OF THAT 4.1? WHAT DO YOU WANT IT TO BE? WELL, THERE'S NOT A PARTICULAR GOAL. IT'S USUALLY AS FAST AS POSSIBLE, RIGHT? WE WANT TO ANSWER WITHIN 48 HOURS AND TRY TO CLOSE THAT, WHATEVER THAT UNDERSTANDING GAP IS. BUT IF IT'S SOMETHING LARGER, LIKE TAG, FOR EXAMPLE, THAT'S GOING TO TAKE LONGER. SOMETIMES WE ANSWER, WE CLOSE IT, AND WE THINK WE'VE PROVIDED THE INFORMATION. [G. DISCUSSION ITEMS] AND THEN THE PERSON WRITES BACK, YOU'LL HAVE SEEN THOSE BACK AND FORTH. AND THAT'S WHEN WE MIGHT TAKE IT OFFLINE. YES, SIR. OKAY. I DON'T SEE ANY OTHER QUESTIONS. THANK YOU. THANK YOU. ALL RIGHT. MOVING ON TO AGENDA ITEM G1, STUDENT OUTCOME GOALS TIME TRACKER. TRUSTEE WEI. OKAY. I THINK ON THE SCREEN IS THE TOTAL TIME IN MAY, AND WE HAD 313 MINUTES FOR MEETINGS, AND THEN WE HAD 12 MINUTES. TIMES TWO STUDENT OUTCOME WE HAD FOUR PERCENT FOR MAY AND THEN WE DO HAVE A FIGURE TO SHOW FROM JANUARY TO MAY. COULD YOU PULL THAT OUT? I THINK IT'S IN THE SO FROM JANUARY TO MAY. I DON'T KNOW WE CAN HAVE IT SOMEBODY TO PUT IT OUT ON THE SCREEN. SHOULD BE THE FIRST ITEM. RIGHT THERE. THANK YOU. IF YOU LOOK AT THE BLUE BAR, THAT'S THE TOTAL MINUTES FOR THE MONTH. AND PLEASE NOTE THAT FOR THE PUBLIC HEARING MINUTES, WE DON'T COUNT IT ACCORDING TO THE LSG INSTRUCTIONS. SO LIKE THE PUBLIC HEARING EARLIER, WE HAVE ONE, WE DON'T COUNT THAT MINUTES. FROM JANUARY TO MAY, THE MOST TIME WE SPEND ON IT, IT'S... 442 MINUTES IN APRIL AND IN THAT MONTH WE ALSO HAVE 51% IT'S TIED TO STUDENT OUTCOMES. IT'S A VERY BUSY AND GOOD MONTH FOR US. BUT FOR OTHER MONTHS, LIKE JANUARY, WE HAD 60 PERCENT. FEBRUARY, ZERO. MARCH, 15. APRIL, 51. MAY, 4 PERCENT. AND AVERAGE IS ABOUT 25 PERCENT. THAT'S THE WHOLE OVERVIEW FROM JANUARY TO MAY. ANY QUESTIONS? OH, TRUSTEE LANDRUM. THANK YOU, TRUSTEE WAY, FOR MAKING THIS SLIDE RIGHT HERE. I KNOW I ASKED ABOUT IT LAST MONTH, BUT I THINK THIS IS REALLY INTERESTING HISTORICALLY, AND I'LL BE INTERESTED TO SEE HOW IT GOES AS WE START TRACKING THAT FOR MONTHS ON END TO SEE IF EVERY APRIL LOOKS GREAT AND EVERY FEBRUARY LOOKS PUNY. SO THANK YOU FOR PUTTING THIS TOGETHER. [03:40:01] TRUSTEE ROSS. DOES TALKING ABOUT THE STUDENT OUTCOME TRACKER COUNT AS STUDENT OUTCOMES? BUT I DID. IT DOES? OKAY. JUST ONE MINUTE OR TWO MINUTES. THEN I DID HAVE A QUESTION ABOUT TODAY. WE'VE HAD SOME BACK AND FORTH ABOUT STUDENT RECOGNITION, IF THAT COUNTS AS STUDENT OUTCOMES, IF IT TIES TO GOALS. AND WE HAD THAT WHOLE CONVERSATION ABOUT IF ANNIE JUST NEEDED TO SAY THIS RELATES TO GOAL BLAH BLAH BLAH, THAT WE COULD HAVE COUNTED IT, RIGHT? IT HAS TO BE ABOUT ONE OF OUR FOUR GOALS. SO THE FRENCH CLUB HONORS DON'T RELATE TO ANY OF OUR GOALS. BUT IF THERE WAS... COULD IT BE STUDENT WELL-BEING? BECAUSE THEY'RE PROVIDED IN A CLUB. [H. ACTION ITEMS FOR CONSIDERATION BY CONSENT] OKAY, I'LL STOP. OKAY, I DON'T SEE ANY OTHER QUESTIONS. THANK YOU. AND THANK YOU, MICHAEL, YES, FOR CREATING THIS. AND FOR THE REQUEST. OKAY, MOVING ON TO AGENDA ITEM H, ACTION ITEMS FOR CONSIDERATION BY CONSENT. MADAM PRESIDENT, I MOVE THE [I. ACTION ITEMS (Part 2 of 2)] BOARD APPROVE ITEMS... H1 THROUGH 13 BY CONSENT. SECOND. I HAVE A MOTION AND A SECOND. ALL IN FAVOR? MOTION PASSES 7-0. MOVING ON TO AGENDA, WE'VE ALREADY DONE AGENDA ITEM I-1, SO WE'RE GOING TO MOVE TO AGENDA ITEM I-2. AND BEFORE I TURN IT OVER TO ADMINISTRATION TO TALK ABOUT BOARD GOAL 4, TRUSTEES, WHAT I WOULD LIKE TO DO TODAY, AND IF YOU FEEL DIFFERENTLY, PLEASE LET ME KNOW, BUT WHAT I WOULD LIKE TO DO TODAY IS TO NAIL DOWN BOARD GOAL FOUR AND VOTE ON THAT TONIGHT SO THAT WE HAVE ALL OF OUR BOARD GOALS IN PLACE FOR THE BEGINNING OF THE SCHOOL YEAR AND THEN REVISIT OUR CONSTRAINTS IN EARLY AUGUST WITH THE GOAL OF HAVING THOSE COMPLETE BY THE END OF AUGUST. DOES THAT WORK FOR EVERYONE? OKAY, I'LL TURN IT OVER TO YOU FIRST, DR. AZIZ. YEAH, WELL, THANK YOU SO MUCH. SO YEAH, SO THIS IS A CONTINUATION WITH OUR BOARD MEMBERS. YOU GUYS DISCUSSED LAST THURSDAY AND SO OUR TEAM HERE WITH THE LEADERSHIP OF SOON TO BE DR. GONZALEZ RIGHT FINISHING UP OUR DOCTORAL DEGREE LINDSAY TO TALK TO US ABOUT GOAL FOUR THEY WENT BACK AND TO THE DRONE BOARD THEY LOOKED AT AGAIN SOME OF THE FEEDBACK AND THE QUESTIONS THE INPUT THAT YOU PROVIDED LAST THURSDAY AND THEY DEVELOP THIS PRESENTATION OBVIOUSLY THEY ARE ALSO READY TO ANSWER ANY QUESTION THAT YOU MAY HAVE. HOPEFULLY WE CAN FINALIZE IT TO YOUR POINT, PRESIDENT MARKHAM, AND HAVE OUR BOARD HOPEFULLY ADOPT GOAL 4 WITH THE GPMS ALSO. LINDSAY. GREAT, THANK YOU. GOOD EVENING, BOARD PRESIDENT MARKHAM, BOARD OF TRUSTEES, DR. AZIZ, AND COMMUNITY. I'M HAPPY TO BE BACK HERE TODAY WITH A FOLLOW-UP ON BOARD GOAL 04, STUDENT WELL-BEING. DURING THE BOARD'S GOAL-SETTING WORKSHOP, THE GOAL FOR LANGUAGE DRAFTED READS AS FOLLOWS. THE DISTRICT WILL INCREASE THE PERCENTAGE OF STUDENTS WHO REPORT A POSITIVE SENSE OF PHYSICAL, SOCIAL, AND EMOTIONAL WELL-BEING BASED ON THE AVERAGE OF THE FIVE CASEL CORE COMPETENCIES. SATCHEL PULSE REPORTING PROVIDES THE DISTRICT LEVEL AVERAGE FOR EACH OF THE FIVE COMPETENCIES AS WELL AS PROVIDES A DISAGGREGATE SCORE BY CAMPUS. THE DISTRICT OVERALL COMPOSITE IS CALCULATED BY THE COMPANY WHICH ASSISTS IN SUPPORTING THE BOARD GOAL FOR LANGUAGE AS IT REPRESENTS THE AVERAGE OF THE FIVE CASEL CORE COMPETENCE. STATUAL PULSE IS ENGINEERED TO FUNCTION AS AN ASSESSMENT CURRICULUM AND PLANNING TOOL RATHER THAN A DAILY DIGITAL CURRICULUM. IT ACTS AS A BACK-END DASHBOARD TO GUIDE HUMAN-LED INSTRUCTION MEANING IT REQUIRES MINIMAL ROUTINE SCREEN TIME FOR STUDENTS AND I'M GOING TO DIG IN A LITTLE BIT INTO DETAILS AROUND THAT SCREEN TIME FOR YOU. SO ON AVERAGE, STUDENTS WOULD SPEND LESS THAN TWO MINUTES PER DAY ON THE SCREEN. THE UNIVERSAL SCREENING ASSESSMENT IS ONLY ADMINISTERED TWO TIMES PER YEAR, AND IT TAKES 10 TO 15 MINUTES TO COMPLETE. ROUTINE CHECK-INS ARE AN OPTION, AND THEY CAN BE USED DIGITALLY ON THE PLATFORM FOR TEACHERS TO GET A QUICK PULSE OF HOW THEIR STUDENTS ARE FEELING. AND THOSE TAKE LESS THAN 60 SECONDS. THE AMOUNT OF TIME OUR TEACHERS AND COUNSELORS SPEND ON SCREENS IS ALSO IMPORTANT TO REVIEW. THE TEACHER AND COUNSELOR AVERAGE TIME SPENT ON SATCHEL PULSE IS 5 TO 10 MINUTES PER DAY TO REVIEW DATA AND SELECT LESSONS FOR DELIVERY. THE LESSONS ARE DESIGNED TO BE [03:45:02] CONDUCTED FACE-TO-FACE AND INVOLVE INTERACTIVE DISCUSSIONS, PEER ACTIVITIES, AND TEACHER-LED MINDFULNESS STRATEGIES. THERE IS ONE COMPONENT THAT DOES ALLOW FOR STAFF TO ASSIGN LESSONS AND THAT'S ONLY IN OUR SECONDARY SCHOOLS. THIS IS A TARGETED TIER 2 OR TIER 3 INTERVENTION RATHER THAN A DAILY UNIVERSAL REQUIREMENT AND THESE WOULD TAKE ABOUT 10 MINUTES PER WEEK. TEACHERS AND STAFF CREATE STUDENT EXPERIENCES BASED ON THE SATCHEL POLLS DATA SO EACH SCHOOL AND CLASS IS UNIQUE AND CUSTOMIZED TO STUDENT NEED. I WANTED TO PROVIDE YOU AN EXAMPLE OF WHAT A SAMPLE SIXTH GRADE STUDENT'S WEEKLY EXPERIENCE WITH SATCHEL PULSE COULD LOOK LIKE. ON MONDAY, THE STUDENT PARTICIPATES IN A QUICK ONE-MINUTE CHECK-IN FROM THEIR TEACHER TO SEE HOW THEY'RE FEELING TO START THE WEEK. ON TUESDAY, THEIR MATH TEACHER COULD INCORPORATE QUICK TIPS THAT ARE PROVIDED IN SATCHEL PULSE INTO THE MATH LESSON TO ADDRESS BOTH CONTENT AND STUDENT CONNECTION AT THE SAME TIME. ON WEDNESDAY, THE ADVISORY TEACHER ONCE AGAIN GIVES A CHECK-IN WITH STUDENTS ON SATCHEL PULSE TO SEE HOW THEY'RE FEELING. THURSDAY, THE STUDENT ATTENDS AN INTERVENTION GROUP LED BY A COUNSELOR WITH OTHER STUDENTS THAT IDENTIFIED A NEED FOR THE SELF-MANAGEMENT COMPETENCY. AND THEN ON FRIDAY DURING ADVISORY, THE TEACHER LEADS THE CLASS THROUGH A 15-MINUTE SATCHEL PULSE CLASS LESSON BASED ON RELATIONSHIP SKILLS. AND THE LESSON COMES FROM LOOKING AT THE DATA AND SEEING THAT THAT WAS A TREND THAT THE WHOLE CLASS NEEDS. THIS IS A SAMPLE TEACHER-LED LESSON, JUST SO YOU CAN SEE WHAT THE TEACHER WOULD BE PULLING FROM THE PLATFORM TO DELIVER THAT LIVE LESSON TO THE STUDENTS. THEY ARE PROVIDED IN MOST CASES IN A SLIDE DECK TYPE FORMAT, INCLUDING A FOCUS QUESTION, A REFLECTION, AND PRACTICE THAT REQUIRE CLASS DISCUSSION AND PEER COLLABORATION. WE HAVE ALSO PROVIDED THE GOAL PROGRESS MEASURES FOR YOU THIS EVENING. EACH GOAL PROGRESS MEASURE ADDRESSES ONE OF THE COMPETENCIES. SELF-AWARENESS IS DEFINED AS THE ABILITIES TO UNDERSTAND ONE'S OWN EMOTIONS, THOUGHTS, AND VALUES AND HOW THEY INFLUENCE BEHAVIOR ACROSS CONTEXT. IN SATCHEL PULSE, A 7.0 OR HIGHER OUT OF A SCALE TO 10 IS REFLECTIVE OF A POSITIVE HEALTHY TIER ONE RESPONSE. AND SO YOU WILL SEE THAT IN THE LANGUAGE OF THE GOAL PROGRESS MEASURE BECAUSE THE A GOAL THAT YOU DRAFTED ASKS FOR A POSITIVE SENSE OF WELL-BEING, WE WOULD BE TRACKING THE PERCENTAGE OF STUDENTS THAT ANSWERED THAT SEVEN OR HIGHER OUT OF THAT SCALE. THE SECOND GOAL PROGRESS MEASURE WOULD BE FOCUSED ON SELF-MANAGEMENT, WHICH IS DEFINED AS THE ABILITIES TO MANAGE ONE'S EMOTIONS, THOUGHTS, AND BEHAVIORS EFFECTIVELY IN DIFFERENT SITUATIONS AND TO ACHIEVE GOALS AND ASPIRATIONS. EACH GOAL PROGRESS MEASURE IS WORDED THE SAME FORMAT AS THE FIRST ONE. IT'S IMPORTANT TO NOTE THAT THE BASELINE THAT WE COLLECT WILL DETERMINE THE TARGET, AND EACH OF THE PROGRESS MEASURES MAY HAVE A DIFFERENT TARGET DEPENDING ON THE BASELINE DATA FOR THAT PARTICULAR COMPETENCY. GOAL PROGRESS MEASURE 4.3 WILL MEASURE THE SOCIAL AWARENESS. COMPETENCY, WHICH IS DEFINED AS THE ABILITIES TO UNDERSTAND THE PERSPECTIVES OF AND EMPATHIZE WITH OTHERS, INCLUDING THOSE FROM DIVERSE BACKGROUNDS, CULTURES, AND CONTEXTS. NEXT, GOAL PROGRESS MEASURE 4.4 WILL MEASURE THE RELATIONSHIP SKILLS COMPETENCY, WHICH IS DEFINED AS THE ABILITIES TO ESTABLISH AND MAINTAIN HEALTHY AND SUPPORTIVE RELATIONSHIPS AND TO EFFECTIVELY NAVIGATE SETTINGS WITH DIVERSE INDIVIDUALS AND GROUPS. AND FINALLY, A GOAL PROGRESS MEASURE 4.5 WILL MEASURE THE RESPONSIBLE DECISION-MAKING COMPETENCY DEFINED AS THE ABILITY TO TO MAKE CARING AND CONSTRUCTIVE CHOICES ABOUT PERSONAL BEHAVIOR AND SOCIAL INTERACTIONS ACROSS DIVERSE SITUATIONS. THANK YOU SO MUCH [03:50:01] FOR THE OPPORTUNITY TO SHARE MORE ABOUT SATCHEL PULSE. WE'LL TAKE ANY QUESTIONS AT THIS TIME. TRUSTEE WEIR. I WAS AND I KNOW THAT WE KIND OF DID THIS WORDING ON TUESDAY BUT WE DIDN'T PUT MEASURABLE OR IN IT SO I WOULD THINK BEFORE WE VOTE ON IT, WE WOULD JUST NEED TO ADD, EVEN IF IT'S JUST BLANKS LIKE THEY DID ON THE GPMS, WE NEED TO ADD AT LEAST THE BLANKS OF WHAT'S MEASURABLE AND WHAT FRAME WOULD BE. CHRISTY LANDRUM. A COUPLE OF THINGS. FIRST ONE, WE'VE NOT EVER HAD A GOAL BEFORE THAT HAS FIVE GPMS. AND ONE THING THAT WE HAVE TO TAKE INTO CONSIDERATION IS, ACCORDING TO LONE STAR GOVERNANCE, THAT THE SUPERINTENDENT HAS MET THE GOAL IF THEY HAVE EITHER MET THE OVERARCHING GOAL OR THEY HAVE MET TWO OF THE THREE RESPECTIVE GPMS. SO WE JUST NEED TO MAKE SURE THAT WE, IN HIS CONTRACT, DEFINE WHAT MET IS ON THIS. IS IT THREE OUT OF FIVE? IS IT FOUR OUT OF FIVE? BECAUSE LONE STAR GOVERNANCE DOESN'T DO IT THAT WAY. THEY RECOMMEND THAT YOU ONLY HAVE THREE GPMS PER GOAL. SO WE WILL KIND OF MAYBE EVEN TALK TO OUR COACH ON SOME GUIDANCE. BUT I HAVE A MOTION THAT I KIND OF WROTE UP BECAUSE THE MOTION THAT'S LISTED SAID WE'RE APPROVING GOALS AND CONSTRAINTS. AND SO I HAVE A MOTION. I DON'T KNOW IF YOU WANT ME TO MAKE IT, AND THEN WE CONTINUE DISCUSSING SINCE IT'S AN ACTION ITEM. YEAH, IF YOU HAVE ONE ALREADY WRITTEN UP, YOU CAN, AND THEN WE CAN CONTINUE. AND I'M WILLING TO. MODIFY THIS, BUT THIS IS WHAT I WROTE OUT. I MOVE TO APPROVE GOAL FOUR AS PRESENTED WITH THE UNDERSTANDING THAT THE DATA FROM THE 26-27 SCHOOL YEAR WILL NOT IMPACT NOR BE CALCULATED IN THE SUPERINTENDENT'S ANNUAL PERFORMANCE BONUS AS REQUIRED BY HIS CONTRACT. I HAVE AN AMENDMENT. MADAM PRESIDENT, WHAT'S YOUR AMENDMENT? I, INSTEAD OF AS PRESENTED, CAN WE SAY INCLUDING WILL INCREASE FROM A BASELINE OF BLANK PERCENT. IN MAY, CURRENT YEAR. SO WE DON'T EVEN HAVE TO INCLUDE ALL THAT IN THE MOTION. WELL, YOU SAID AS PRESENTED. RIGHT. IF WE, THROUGH OUR DISCUSSION, CHANGE THE WORDING OF HOW WE WANT, THAT'S WHAT'S PRESENTED, LIKE THE FINAL. THAT'S WHAT MY UNDERSTANDING IS. MICHELLE, WOULD YOU AGREE? IF WE CONTINUE TO TWEAK THE WORDING THROUGH OUR DISCUSSION AND THAT'S WHAT THE FINAL LANGUAGE WE GET TO, THAT'S COVERED. WITH AS PRESENTED. RIGHT. OR AS DISCUSSED, WOULD YOU FEEL MORE COMFORTABLE WITH THAT? AS DISCUSSED, I WOULD FEEL BETTER WITH AN AS PRESENTED, BECAUSE AS PRESENTED, IT DOESN'T HAVE THAT IN THERE. OKAY. I'LL WITHDRAW THAT LANGUAGE, AND I WILL READ, BECAUSE I DIDN'T GET A SECOND. SO, I MOVE THAT THE BOARD APPROVE GOAL FOUR AS DISCUSSED, WITH THE UNDERSTANDING THAT THE DATA FROM THE 26-27 SCHOOL YEAR WILL NOT IMPACT NOR BE CALCULATED IN THE SUPERINTENDENT'S ANNUAL PERFORMANCE BONUS AS REQUIRED BY HIS CONTRACT. SECOND. AND THEN WE CAN FINISH. I WANT TO, YOU MIGHT WANT TO. STRIKE AS REQUIRED IN THIS CONTRACT. I THINK THAT'S A LEGAL CONCLUSION. I DON'T KNOW THAT THAT'S ACCURATE. I'VE LOOKED AT THE CONTRACT AND I THINK THE BOARD CAN WEIGH THE GOALS AND THEY GIVE THE WEIGHT. I THINK YOU'RE LOOKING AT LONE STAR GOVERNANCE THAT TELLS YOU HOW TO WEIGH IT OR RECOMMENDS HOW TO WEIGH IT. BUT I MIGHT JUST STRIKE THAT FROM THE MOTION. OKAY. BECAUSE I DON'T WANT TO... I THOUGHT HIS CONTRACT LANGUAGE SAID THAT HIS BONUS WILL BE BASED ON HIS PERFORMANCE ON OUR GOALS. YES, BUT THE BOARD GIVES IT THE WEIGHT THAT THE BOARD HAS DISCRETION TO GIVE WHATEVER WEIGHT IT WANTS. I JUST WANTED TO MAKE IT WAS CLEAR THAT THIS YEAR GOAL FOUR WAS NOT INCLUDED IN HIS CONTRACT. I HEARD THAT, AND I THINK THAT PART IS FINE. I WOULD JUST PROBABLY STRIKE AS REQUIRED IN THE CONTRACT BECAUSE I THINK THAT'S A LEGAL CONCLUSION. TRUSTEE ZARATE, DO YOU WITHDRAW? I WITHDRAW MY SECOND. ALL RIGHT, I WITHDRAW MY MOTION FOR A SECOND TIME, AND I WILL TRY FOR A THIRD TIME'S A CHARM. THIRD TIME'S A CHARM. I MOVE TO APPROVE GOAL FOUR AS DISCUSSED WITH THE UNDERSTANDING THAT THE DATA FROM THE 26-27 SCHOOL YEAR WILL NOT IMPACT NOR BE CALCULATED IN THE SUPERINTENDENT ANNUALS PERFORMANCE BONUS. THIRDED. I MEAN SECOND. I HAVE A MOTION AND A SECOND. DO I HAVE ANY MORE DISCUSSION? I THINK WE NEED TO... I JUST WANT TO SEE IF ANYONE HAS ANY MORE QUESTIONS, BUT WE DO NEED TO DO THE LANGUAGE. OKAY. I DO NOT SEE ANY MORE QUESTIONS. WHAT WOULD YOUR RECOMMENDATION BE FOR THE LANGUAGE SINCE WE'RE JUST GOING WITH... WE'RE GETTING THE BASELINE THIS YEAR. I MEAN, IF THE REST OF THE BOARD... I THINK WHAT THEY HAVE ON THE GPMS IS FINE, RIGHT? IT WILL INCREASE FROM A BASELINE OF BLANK PERCENT. IN MAY CURRENT YEAR TO A TARGET OF BLANK BY MAY OF NEXT YEAR BECAUSE THAT HAS [03:55:02] THAT'S MEASURABLE IT HAS A TIMELINE AND YOU'RE GONNA HAVE TO CHANGE IT ANYWAY AT THE END OF THAT SO OKAY SO WE WILL ADD THAT TO THE END LET ME GO BACK UP TO I KNOW OKAY THE DISTRICT WILL INCREASE THE PERCENTAGE OF STUDENTS WHO REPORT A POSITIVE SENSE OF PHYSICAL SOCIAL EMOTIONAL WELL-BEING BASED ON AN AVERAGE OF THE FIVE KCEL CORE COMPETENCIES, NOW I'M GOING BACK TO THE OTHER LANGUAGE, WILL INCREASE FROM A BASELINE OF BLANK PERCENTAGE IN MAY OF THE CURRENT YEAR TO A TARGET OF BLANK PERCENTAGE BY MAY OF THE NEXT YEAR. SO THAT GOES IN THE MIDDLE OF THAT, RIGHT? OKAY. SO WE JUST TACK THAT ON TO THE END. OKAY. WE HOPE IN, JUST TO CLARIFY. WE'RE HOPING TO HAVE THE DATA, SOME DATA. OBVIOUSLY, I THINK WE WILL DO SOMETHING IN FALL AND PROBABLY SOMETHING IN THE SPRING. SO SOMETIME IN SPRING 27, I THINK, CORRECT ME IF I'M WRONG, LINDSAY, WE SHOULD HAVE SOME DATA FOR YOU, FOR OUR BOARD MEMBERS, SO THEY CAN COMPLETE ALL THE NUMBERS AND PLUG IN THE NUMBERS, I GUESS. SO REALLY, WE COULD SAY MAY 2027 AND THEN TO MAY 2028? YES. OKAY. YEAH, I WOULD JUST THEN LEAVE THE PERCENTAGES BLANK, BUT DO 2027 AND 2028. TRUSTEE WEI. I JUST WANT TO CLARIFY, IN THE OLD GOAL SAYS FROM 3 TO 12. NOW HERE WE TALK ABOUT K TO 12. I JUST WANT TO MAKE SURE THAT'S RIGHT, RIGHT? OKAY, THANKS. YES, THE MEASURE WILL BE UTILIZED IN KINDER THROUGH 12TH GRADE. OKAY, I DON'T SEE ANY OTHER QUESTIONS. SO WE HAVE A MOTION AND A SECOND. AND AGAIN, AS DISCUSSED, IS THE GOAL THAT WAS JUST PRESENTED AND THEN ATTACHING THE YEAR AND THE MEASUREMENT. ALL IN FAVOR? MOTION PASSES 7-0. THANK YOU SO MUCH FOR THE PRESENTATION, FOR ANSWERING OUR ADDITIONAL QUESTIONS, AND FOR STAYING SO LATE TO PRESENT THIS. APPRECIATE IT. ABSOLUTELY. THANK YOU. OKAY, BOARD QUESTION, SELF-EVALUATION. WE KNOW, I'M SORRY, I DON'T WANT TO KICK IT AGAIN, AND WE WILL DO IT IF Y'ALL WANT TO DO IT, BUT WE DO HAVE SOME COMMUNITY FORUMS COMING UP IN AUGUST, SOME OPPORTUNITIES FOR COMMUNITY FORUMS. SO WE CAN GO THROUGH IT TODAY AND GO AHEAD AND RATE OURSELVES, OR WE CAN WAIT UNTIL AUGUST. I CAN TRUST YOU HERE. SORRY. SO I WILL TELL YOU WHEN YOU LOOK AT THE ADVOCACY, YOU ACTUALLY HAVE TO HAVE ONE IN EVERY FEEDER PATTERN WITH A LOW PERFORMING CAMPUS. SO WE'RE NOT GOING TO GET ANY EXTRA POINTS ON THAT ONE. I THINK WE COULD GET EXTRA POINTS IF WE WANT TO DO IT REALLY QUICK. I THINK WE COULD GET EXTRA POINTS ON PROGRESS AND ACCOUNTABILITY TOO. I THINK WE COULD GO FROM A ONE TO A TWO BECAUSE NUMBER TWO IS WE'VE PERFORMED A SELF-EVALUATION WITHIN THE PREVIOUS 12 MONTHS, WHICH WE'RE GETTING CLOSE TO. TWO BATS IF WE WANT TO GET OUR ONE WE NEED TO WE WANT TO MOVE UP WE GOT TO DO THAT PRETTY QUICK BUT UM WE'RE USING THE INSTRUMENT WE DID WE DID OUR LAST ONE 45 DAYS PRIOR TO THE SUPERINTENDENT'S EVALUATION AND WE EVALUATE THE SUPERINTENDENT IN PART ON THE RESULTS SO I THINK WE CAN GET A TWO ON THAT ONE. I THINK ON THE SYSTEMS ONE I DIDN'T REALLY DO THE PERCENTAGES, BUT I THINK WE COULD SAY WE DO 75% OF OUR STUFF ON CONSENT BECAUSE IT'S ALWAYS MUCH BIGGER. YES, I AGREE. AND THEN ON ADVOCACY AND ENGAGEMENT, YES, I THINK WE'RE STILL ON A ONE ON THAT ONE. AND THEN ON SYNERGY, I DON'T KNOW, WE MIGHT BE ABLE TO GIVE OURSELVES A 10. HOLD ON, LET ME GET TO, OKAY, SO SYSTEMS AND PROCESSES. WE WERE AT A FOUR AND WE SAID WE'RE MOVING UP TO... WELL, NO, WE WERE... OH, OUR GOAL WAS A FOUR. AND I DO THINK THAT WE'VE GOTTEN TO THAT. I THINK WE'VE GOTTEN TO THAT. AND THEN SYNERGY AND TEAMWORK. I THINK WE CAN BUMP THE ONE POINT UP BECAUSE EVERYONE'S... OH, WAIT, ACTUALLY, NO. OUR GOAL WAS A 10. WE'RE AT A NINE. TRUSTEE CUERO, DID YOU DO THE LONE STAR GOVERNANCE WORKSHOP? HE HASN'T DONE IT YET. OKAY, WE'RE STILL AT A NINE. OKAY, SO THE ONLY TWO WE'RE GOING TO CHANGE ARE PROGRESS AND ACCOUNTABILITY TWO. WE'RE GOING TO BUMP THAT UP FROM A ONE TO A TWO. AND THEN SYSTEMS AND PROCESSES, WE'RE GOING TO GO FROM A ONE TO A FOUR. IT SAYS ONLY IN FEEDER PATTERNS [04:00:06] WITH LOW-PERFORMING CAMPUSES. WOULDN'T THAT BE IN THE CEDAR RIDGE ATTENDANCE AREA? WELL, BUT WE DIDN'T DO ONE. WITHIN EACH FEEDER PATTERN WITH LOW PERFORMING CAMPUSES. SO, I MEAN... BUT LOW PERFORMING, WE ONLY HAVE... WE DIDN'T DO ONE IN STONY POINT. DO THEY HAVE A LOW PERFORMING CAMPUS IN STONY POINT? NO. SO WE DID, I KNOW WE HAD A MCNEIL ONE. OKAY. WE HAD A MCNEIL ONE AND WE HAD... IS THAT WHERE YOURS WERE? THAT WAS AT CITY FOLKS? YEAH, WELL IT SAYS EACH FEEDER PATTERN WITH A LOW PERFORMING... SO WE'RE LOOKING AT ADVOCACY AND ENGAGEMENT AND TO GET TO A THREE WE NEED TO HAVE HOSTED A COMMUNITY MEETING TO DISCUSS PROGRESS TOWARDS STUDENT OUTCOME GOALS WITHIN EACH FEEDER PATTERN WITH LOW PERFORMING CAMPUSES. IS THAT A D AND AN F? DO WE KNOW WHAT THE DEFINITION IS FOR LSG? I WOULD PROBABLY THINK IT'S AN F MORE THAN A D, BUT D, I KEEP CHANGING THOSE. RULES, I GUESS, ARE REQUIRED. I DON'T KNOW THAT WE'VE DONE THAT. NO, BECAUSE WE... BUT DOES THAT COUNT? DOES THAT COUNT? IT'S 2025, IT SURE DOES. I'M GOING WITH THE TRUSTY ROD. I WILL. YEAH, LET'S NOT GO THERE. OKAY, YEAH, OKAY. I THINK MAYBE YOU'RE RIGHT. MAYBE WE CAN GIVE OURSELVES A... A LITTLE BUMP THERE. BUT THEN THAT MEANS THE TWO-WAY COMMUNICATION COMMITTEE NEEDS TO... I DON'T THINK THAT'S DEFINED ANYWHERE, SO WE'RE GOOD. OKAY. WE CAN ASK FOR FORGIVENESS LATER. YOU HIT A WALL, YOU... SO WE CAN BUMP THAT UP TO A THREE, AND THEN OUR TARGETS STAY THE SAME IN EVERY OTHER CATEGORY. SO WE BASICALLY HAVE DONE OUR SELF-EVALUATION THANKS TO AMY. I KNOW. IT'S JUST LIKE, WE CAN DO IT. WE CAN DO IT. OKAY. SO WE'LL STAY THE SAME EVERYWHERE ELSE. WHEN WE GO INTO CLOSED, I'LL PASS THIS DOWN AND HAVE ALL OF YOU SIGN IT. ALL RIGHT. WELL, LOOK AT AMY. OKAY. BOARD BUSINESS. GIVE ME A SECOND. THAT WENT MUCH FASTER THAN I THOUGHT IT WOULD. OKAY. WE'RE GOING TO OH, YES. CAN YOU YEAH, WE NEED A MOTION, RIGHT? YEAH. DOES ANYONE HAVE A MOTION? HOLD ON, I'VE GOT TO PULL IT UP. DOES IT MATTER? ARE WE STILL ON SELF-EVAL? SELF-EVAL, WE HAVE TO APPROVE IT. OKAY. BEFORE WE DO THAT, TRUSTEE WAY, IT LOOKS LIKE THEY HAVE UPDATED THE TIME TRACKER FORM. SO, NOT THIS ONE, BUT I PULLED IT UP FOR YOU HERE, SO I'LL SHOW IT TO YOU, BUT IT LOOKS LIKE THE NEW LONE STAR GOVERNANCE MANUAL HAS A... NEW TIME TRACKER. I MOVE THAT WE APPROVE THE [J. BOARD BUSINESS] BOARD SELF-EVALUATION AS DISCUSSED. SECONDED. I HAVE A MOTION AND A SECOND. ANY MORE DISCUSSION? ALL IN FAVOR? MOTION PASSES 7-0. OKAY. MOVING ON TO BOARD ANNOUNCEMENTS. WE WILL NOT MEET IN JULY. SEE YOU IN AUGUST. WE HAVE A MEETING ON AUGUST 13TH. IT'S OUR TYPICAL CALLED BOARD MEETING. SO PLEASE MAKE SURE THAT YOU'VE RSVP TO THAT. AUGUST 20TH IS OUR REGULAR BOARD MEETING. NELDA DID SEND OUT A NEW SERIES OF MEETING INVITES SO JUST CHECK THAT YOU'VE ACCEPTED THE CORRECT ONE. AND JUST A REMINDER THAT THE DISTRICT WILL BE CLOSED STARTING FRIDAY, JUNE 19TH AND WILL REOPEN ON MONDAY, JULY 6TH, 2026. AND DR. AZIZ HAS SOME ANNOUNCEMENTS. REALLY NOT A LOT. I WANT TO JUST THANK AGAIN OUR TEACHERS AND STAFF WHO MADE THIS PAST SCHOOL YEAR A VERY SUCCESSFUL ONE. I KNOW WE ARE SLOWLY RELEASING A LOT OF LIKE STAR EOC AND THAT AND OBVIOUSLY WE'RE CRUNCHING THE NUMBERS. SO WE'LL BE SHARING MORE WITH YOU WITH OUR COMMUNITY. BUT LIKE EVERYTHING IS LOOKING LIKE WE ARE MADE. OUR STUDENTS MADE A HUGE GROWTH. AND AGAIN, THAT'S THANKS TO EVERYONE WORKING REALLY HARD TO MAKE THAT A REALITY FOR OUR STUDENTS. I WANT TO ALSO THANK OUR BOARD MEMBERS FOR FOR ADOPTING THE BUDGET FOR NEXT YEAR. I KNOW WE HAVE WE ARE VERY FORTUNATE TO HAVE A VERY SUPPORTIVE BOARD, BUT ALSO WE UNDERSTAND THE DIFFICULTIES THAT WE ARE FACED WITH WHEN IT COMES TO BUDGET. AND AGAIN, THIS IS ACROSS THE STATE, SO WE HAVE [04:05:01] TO CONTINUE ADVOCATING FOR OUR STAFF AND TEACHERS TO GET IN A WAY TO BE ABLE TO GIVE THEM RAISES. SO THANK YOU FOR APPROVING THE COMPENSATION THE WAY IT IS, AND HOPEFULLY THE BETTER IF OUR BOARD ENDS UP ADOPTING IT OR CALLING FOR IT, I GUESS, IN AUGUST. AND OTHER THAN THAT, TO YOUR POINT, OUR SCHOOL DISTRICT WILL BE CLOSED FOR TWO WEEKS. I THINK EVERYBODY DESERVES A BREAK. EVERYBODY IS TIRED AND EXHAUSTED AND NEEDS TO RESET AND REFRESH. NOW, WE DO HAVE SOME STAFF MEMBERS, BELIEVE IT OR NOT, WHO DO NOT TAKE THE FULL TWO WEEKS OFF. I KNOW OUR CUSTODIANS, OUR MAINTENANCE, AND THEN SOME OF OUR CONSTRUCTION CREWS, FOR EXAMPLE, WORK PRETTY MUCH ALL YEAR. AND NOW IT'S ACTUALLY, BELIEVE IT OR NOT, IT'S THEIR BUSIEST TIME OF THE YEAR BECAUSE THAT'S WHEN THEY ARE GETTING READY TO REALLY DO THEIR SUMMER CLEANING. DO ANY CONSTRUCTION PROJECT WHEN NO ONE IS AROUND. SO I WANT TO THANK THEM FOR THAT DEDICATION, THE HARD WORK, AND AGAIN, FOR THE REST OF US WHO WILL BE TAKING OFF FOR A FEW DAYS. I WANT TO MAKE SURE THAT EVERYBODY ENJOYS THEIR SUMMER BREAK, AND I'LL SEE YOU ALL IN AUGUST. TRUSTEE ZARATE. I JUST WANTED TO SAY HAPPY PRIDE TO THE DISTRICT, TO ALL OF OUR STUDENTS AND STAFF THAT IDENTIFY LGBTQIA PLUS 2S. PRIDE SHOULD BE EVERY MONTH. I THINK WE'RE VERY FORTUNATE TO WORK AND BE IN A DISTRICT WHERE THIS MATTERS TO US AND WE WE THINK EVERY CHILD MATTERS AND EVERY TEACHER MATTERS AND EVERY FAMILY MEMBER MATTERS SO HAPPY PRIDE HAVE SOME FUN OKAY OH TRUSTEE QUERO YES SINCE TRUSTEE CERRATE CALLED ME ON LSC I HAVE TO GIVE AN UPDATE JUST REAL QUICK SO I DID ATTEND THE CTSB MEETING LAST MONTH. I WAS ABLE TO EARN THREE CECS, MR. CERATE. I KNOW I'M GOING TO MISS THOSE NOW THAT YOU'RE DOING IT. ALL RIGHT. SO, YEAH, I WAS ABLE TO TALK ABOUT JUST OVERALL OVERSIGHT, THE DNF RATINGS, SCHOOL IMPROVEMENTS. DEI, TEN COMMANDMENTS, ALL THE LEGAL STUFF THAT'S HAPPENING. SO, YEAH, IT WAS HOSTED AT HUDDLE NINTH GREEN CENTER. BEAUTIFUL CAMPUS. IT'S GROWING. IT'S GETTING SOME RENOVATIONS AND STUFF. SO IT WAS NICE [K. CLOSED SESSION (The Board reserves the right to enter into closed session on any agenda item as permitted by the Texas Open Meetings Act, Section 551.071 et seq.)] TO SEE SOME OF THE FOLKS FROM AROUND THE AREA. OKAY, I DON'T SEE ANYONE ELSE. IN THE QUEUE. THANK YOU. AND WE'RE GOING TO GO INTO CLOSED SESSION. PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.071, THE BOARD WILL CONSULT WITH COUNCIL FOR THE DISTRICT AND BOARD COUNCIL TO DISCUSS PENDING LITIGATION. PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.071, THE BOARD WILL CONSULT WITH COUNCIL FOR [L. CALL BACK TO ORDER/EXECUTIVE SESSION MOTIONS] THE DISTRICT AND BOARD COUNCIL TO DISCUSS PENDING LEGAL MATTERS. WE WILL HAVE CLOSED IN THIS ROOM, SO IF YOU'RE NOT A PART OF CLOSED SESSION, IF YOU COULD PLEASE STEP OUT. IT IS 1035 AND WE ARE ENCLOSED. IT IS 1056 AND WE ARE BACK IN OPEN. I DON'T HAVE ANY MOTIONS COMING OUT OF CLOSED AND WITH NO OTHER BUSINESS. IT IS 1056 AND WE ARE ADJOURNED. * This transcript was compiled from uncorrected Closed Captioning.