[{"_1":2,"_122":-5,"_123":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,99,111],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6070268,"mediaKeyId","3060106-cb1299d7f3f3a159767a4388991b6eaf","parentId",3060106,"title","District reports gains in early-reading cohorts; STAR test redesign still clouded results","audioSeconds",2924,"startMs",2840000,"endMs",5764000,"viewUrl","/Search/View?dp=1&key=3060106-cb1299d7f3f3a159767a4388991b6eaf&start=2840&end=5764","thumbnailUrl","https://assets.pipeline.soar.com/3060106-cb1299d7f3f3a159767a4388991b6eaf/thumbnail_2840000.jpg","articleUrl","/articles/6070268/Texas/District-reports-gains-in-early-reading-cohorts-STAR-test-redesign-still-clouded-results","mediaUrl","https://secure.pipeline.soar.com/6070268-b49fd0ef71570ae193c1844eeaea874e/orig.mp4?Expires=1770448763&Signature=VO8Vml-Z24WJba49p2yLQLhlgejO8zn3yYYghIPvUX6HzpVNAfPbgGlUEilJ21q5qSKIQFWtkjwtOtsfX71UEh0XTgkFFdLUcU3bRFoYvAdpT839FQCJJZpSH9UoNqKarJkhxcLQizQGG5ygpTBtP0GdKw21r3ysdC8615QWVwQiGZ0Dmxcp2mlgu1QzGrJrXi3TuwJFzVKkgz92i4nF4wc0V5pCK1v6VM60Dfccv3uBrp3Its8Kwj65RkV-S7McTf7bC6cRS3vlG3Z4M0-o83Zk04ea6gOyAEKdV7wNsnM2Eex1mvNJxbCKETS2NLzgM6pPiTXIkL2PTbCMssEmEw__&Key-Pair-Id=KUT5TJCACFTXG","author","Round Rock ISD","date","2025-03-27T00:00:00Z","article","Round Rock ISD officials told trustees the district’s early-literacy and early-math monitoring shows measurable gains in cohorts that remain enrolled, but statewide testing changes have complicated comparisons across years.

Dr. Nichols (presenting the district’s board goal monitoring report) and the district’s teaching-and-learning staff presented mid‑year results for kindergarten through second grade, including progress measured by MCAS (early-literacy screener) and AIMSweb Plus (early numeracy). The district’s third‑grade board goal is the percentage of students scoring “meets grade level and above” on the STAAR third‑grade reading exam; the district set a 2025 third‑grade target of 70% and described progress measures in K–2 as the primary way to track toward that goal.

The presentation highlighted three items trustees should know: (1) cohort growth — students who remain in the district have shown strong year‑over‑year gains (an example cohort rose from 58% at kindergarten to 75% in current second‑grade measures); (2) state test redesign effects — the 2023 STAR (STAAR redesign) moved to a mix of open‑ended responses, cross‑curricular passages and different scoring rules (including increased weight on higher‑level items and AI‑assisted scoring), which depressed scores statewide and complicates direct comparisons with previous years; and (3) math results — kindergarten and first grade show improvement and remain on track for their targets, but second grade’s midyear trend may fall short of the district’s 82% end‑of‑year goal.

District staff said the MCAS redesign and new question formats (short answer, extended response, evidence‑based writing) and scoring changes reduced scores across the state; to respond, the district aligned instruction to the science of reading, added cross‑curricular reading passages, trained teachers on constructed-response scoring and embedded more rigorous items and practice in the curriculum. For math, staff have implemented Eureka Math and I‑Ready diagnostics (third and eighth grade) and increased use of targeted interventions aligned to observed gaps.

Trustees praised the cohort gains; Trustee Landrum singled out a cohort that gained dramatically across K–2. Trustees also asked about I‑Ready use and parent concerns about requiring students to complete the diagnostic during advisory periods; staff said they will refine scheduling guidance and communication for next year. Trustees asked about full online testing and whether students could use scrap paper during online assessments; staff said students may use scrap paper for working but must record answers on the testing platform.

Why it matters: The board’s strategic goals include raising the percentage of students at or above Meets on third‑grade reading. District leaders said steady, monitored gains in K–2 cohorts indicate the system’s interventions are producing results, but that statewide test redesign makes year‑to‑year comparisons imperfect and requires curriculum and assessment adjustments at every grade.

Ending note: Staff said the district will continue to monitor cohorts, refine intervention placement and adjust communication to parents about diagnostic tools and testing format.

","mediaType","Video","parentTitle","Round Rock ISD Mar 27, 2025 Regular Board Meetings","oneSentenceSummary","Round Rock ISD told trustees that early‑grade intervention and curriculum changes have yielded year‑to‑year growth for cohorts who stayed in the district, though changes to state testing in 2023 complicate direct score comparisons.","taxTitle","ROUND ROCK ISD, School Districts, Texas","taxId",14329,"location","Texas","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6070273,"District consultant outlines House and Senate school-finance proposals as trustees weigh budget scenarios",2028,767000,2795000,"/Search/View?dp=1&key=3060106-cb1299d7f3f3a159767a4388991b6eaf&start=767&end=2795","https://assets.pipeline.soar.com/3060106-cb1299d7f3f3a159767a4388991b6eaf/thumbnail_767000.jpg","/articles/6070273/Texas/District-consultant-outlines-House-and-Senate-school-finance-proposals-as-trustees-weigh-budget-scenarios","https://secure.pipeline.soar.com/6070273-8c0fdc58886b70186e9d6bdf8e4915db/orig.mp4?Expires=1770448763&Signature=QXUJsCmS4bYvYmkP2qZtzkOka2whnL4WMf0V7w7xB4sLZh8IwhLfh8NEaPm-d1Rta4kIAI5xfYxpJ1huThXUxkFy0XLqWMIz2VoSHiW9PyIFRDZ2iJsXECr4lKS9T8matiYQfMw9mp1yz6yYIRRLaXt2hy19Zuc2O7FnvakIzIcCm6JTsNNzGhNpdmCm3MQcrJUF1ViZYAuzB~SKkmtW5sY-ibampjWMadqmNA8fNTJ6ajY8bzEhsCTXJs~Wav2Mup050k~rR0xbn6B1qZkZ4nJg1OK-waYRBN3NP1uF2KHOryCocD3p3fpsOvFdLIH38nGCsPoA1ixZMxQ0hzErVA__&Key-Pair-Id=KUT5TJCACFTXG","A consultant who formerly led school finance at the Texas Education Agency told the Round Rock ISD Board of Trustees about several active state proposals that could change how public schools are funded and how districts budget for teacher pay and special education.

Leo Lopez, identified in the meeting as chief financial officer at consulting firm Moke Casey, summarized House Bill 2 (the House school-finance package), Senate Bill 26 (a teacher pay/retention bill) and other pending measures. Lopez said the House’s introduced version would raise the basic allotment (BA) and make extensive changes to special-education funding and teacher pay rules; he reported the introduced BA in the bill was $6,380 per student with proposals under discussion to increase it further.

Lopez said the House’s proposal as filed included changing a longstanding statute that requires districts to spend a portion of new state funding on employee compensation — raising the “compensation requirement” from 30% of new money to 40% — and would enlarge teacher-incentive and special-education allotments. He described a move from placement-based special-education funding toward an “intensity of services” funding model and noted the introduced version included a $1,000-per-evaluation reimbursement (he said the amount has since been discussed for reduction in committee substitute language). Lopez also described targeted increases for small and rural districts and proposed new allotments for things such as fine arts and high-school advising, though he said some items were likely to be pared back in committee substitutes.

On the Senate side, Lopez described Senate Bill 26 as a teacher-retention allotment proposal tied to district size, with an example that districts larger than 5,000 students could see $2,500 for teachers with three to four years’ experience and $5,500 for teachers with five or more years. Lopez said some language in early drafts would remove the statutory 30% compensation requirement entirely and that committees were still negotiating formulas for recapture (so-called wealth-equalizing recapture) and pass-throughs for recapture districts.

Trustees and staff asked how the proposals should affect local budgeting. Dr. Aziz (identified in the meeting as “Doctor Azais/Aziz”) and district finance staff said they were running scenarios and urged the board to adopt a conservative budget based on current law, with a budget amendment ready if the Legislature produces new revenue. The district reported its previously presented baseline deficit estimate had improved from roughly $16 million to about $9 million after local adjustments, but staff said the final outcome depends on what the Legislature approves and on details such as whether new dollars are required to be spent as compensation pass-throughs.

Trustees pressed on several specific items Lopez described, including the proposed per-evaluation reimbursement for special education (Lopez said the amount floated by the House was $1,000 but likely to be reduced in conference) and the effect of an intensity-based special-education model (Lopez said TEA would set weights and that the agency may need additional time to implement). Lopez warned that even if the House and Senate appear to agree on broad goals, conference committee negotiations often force trade-offs late in sessions.

Why it matters: Round Rock ISD officials said they must finish a balanced budget by June 30 and that, because the legislative picture remains uncertain, the district is preparing conservative budgets but running “what-if” scenarios that assume various BA increases, teacher pay allotments and school-safety dollars. Any new state rules that require a fixed share of new money to be spent on employee pay would limit local discretion on how to use state increases.

What trustees heard next: staff said school-safety funding increases (a proposal Lopez described as Senate Bill 260) looked likely to pass and that special-education funding changes still carried significant uncertainty. The district’s finance staff said they would return with tighter cost estimates and a recommended approach to incorporate any enacted state changes into the 2025–26 budget.

","A consultant who formerly ran school finance at the Texas Education Agency told the Round Rock ISD Board of Trustees on April 1 about competing House and Senate school-finance measures that could raise the basic allotment and reshape special-education funding while requiring more of new state dollars be spent on employee compensation.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":92,"_47":93,"_49":94,"_51":95,"_53":96,"_55":56,"_57":58,"_59":97,"_61":62,"_63":64,"_65":98,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6070254,"TASB review shows Round Rock ISD generally at market median; district and consultants lay out 1–3% pay scenarios",0,11211000,"/Search/View?dp=1&key=3060106-cb1299d7f3f3a159767a4388991b6eaf&start=11211&end=11211","https://assets.pipeline.soar.com/3060106-cb1299d7f3f3a159767a4388991b6eaf/thumbnail_11211000.jpg","/articles/6070254/Texas/TASB-review-shows-Round-Rock-ISD-generally-at-market-median-district-and-consultants-lay-out-13-pay-scenarios","https://secure.pipeline.soar.com/6070254-ee53f4b1d3db6b05599c00b22c63035d/orig.mp4?Expires=1770448763&Signature=GcIhXFS1Yds5bJ81sdT4hNPU-~v8H~kq285zwUaEqEGNB9iERTT0kkO6QdIpFhjsIMHkuWZgBncRUYIrsVPADI-BRIgNgfQWtj-MKnL9FXdyTcDpDYBL882iEKdvnKHUR4Y~mZJaNvkbr7baS3yuw7JHXOGHo5YVE7-E5Rema6LzZd1pZmXjdB1awq3Ah7qRGkP4PWkA-JLZ4DHHZMA2NzlGcSoF4vyVwk32MKy1yNbstTv-yZR9iOsjjir34ugOikS83J-XhAdLw6ZfqJT3Y73xk4N1FQHWQ-8Y7R2-bK0hTH~A4W5Rc7YBoORp4B7WATSyDbdXdysH8VrlpFLmqQ__&Key-Pair-Id=KUT5TJCACFTXG","Consultants from the Texas Association of School Boards and district human-resources staff presented a compensation market review and a menu of possible pay-adjustment models as trustees discussed timing and cost constraints.

Amy (TASB) summarized how Round Rock ISD compares to a long‑standing peer group and to non‑school employers for positions where the district competes outside education (custodians, police, central‑office professionals). She said the district’s teacher pay was above the market median in 2023–24 after Proposition A increases but moved to approximately median in 2024–25 because peers provided larger increases in some cases. TASB recommended narrowing pay ranges in spot areas to better align pay with market medians and reduce internal compression.

The consultant presented three modeled pay packages (illustrative only, to be finalized after legislative outcomes): models that would produce total costs roughly equivalent to 1%, 2% and 3% across‑the‑board increases when combined with structural adjustments. The illustrative adjustments include: ensuring pay grade minimums for hourly jobs, targeted strategic adjustments for positions furthest below market, teacher pay‑equity adjustments so promoted educators do not earn less than classroom-day‑rate equivalents, and placementscale corrections for hourly employees. TASB officials said the largest share of targeted adjustments typically applies to administrative‑exempt and instructional‑exempt groups where internal compression is most common.

Human‑resources director Eddie and HR staff emphasized the need to balance recruitment pressure on starting teacher pay (the board’s “shop window” at job fairs) with retention of experienced teachers. District comparisons that add salary plus employer health‑plan contributions placed Round Rock ISD in the mid‑to‑upper range of peers for total compensation; the district’s health contributions had not risen in recent years and staff noted that competing districts had increased total offerings, in some cases using voter‑approved local tax revenue.

Trustees asked how legislative scenarios would affect local choices. HR and consultants said state proposals that require a percentage of any new state funding to go to employee compensation (Lopez had described a 40% requirement in one draft) would need to be implemented carefully because the state’s pass‑through rules sometimes limit which employees may be paid with those dollars. The TASB team offered to break out the “must‑do” adjustments (minimums, teacher‑equity corrections) from “nice‑to‑have” strategic adjustments and to provide cost estimates tailored to board direction.

Why it matters: Compensation drives recruiting and retention across the district, and trustees must balance local budget constraints, statutory requirements and the board’s goals for competitive hiring. District staff said they will return with finer‑grain numbers and recommended priorities as budget and legislative certainty firm up.

","TASB consultants presented a market review showing Round Rock ISD pay levels near median for many job groups; staff outlined possible district pay models (1%, 2%, 3% ranges) plus strategic adjustments and explained tradeoffs given pending legislative changes and limits on how much state",{"_33":100,"_35":36,"_37":38,"_39":101,"_41":102,"_43":103,"_45":104,"_47":105,"_49":106,"_51":107,"_53":108,"_55":56,"_57":58,"_59":109,"_61":62,"_63":64,"_65":110,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6070259,"Round Rock ISD expects roughly $800,000 in Teacher Incentive Allotment funds; 61 local teachers qualified for designations",738,11235000,11973000,"/Search/View?dp=1&key=3060106-cb1299d7f3f3a159767a4388991b6eaf&start=11235&end=11973","https://assets.pipeline.soar.com/3060106-cb1299d7f3f3a159767a4388991b6eaf/thumbnail_11235000.jpg","/articles/6070259/Texas/Round-Rock-ISD-expects-roughly-800000-in-Teacher-Incentive-Allotment-funds-61-local-teachers-qualified-for-designations","https://secure.pipeline.soar.com/6070259-431604c637caf6c3d3ef95e58437a0c0/orig.mp4?Expires=1770448763&Signature=N3GbcZAkcD5MwuE~9b2aUSXLTV47brUn70MFDFfBpzzL7c2Cv-hLo0C82e6h6bIEjmQktFj~Jaq-3HAKy9rwMGpKqJ8ZbHg2tOE5xjD~ETIDNLUrg5YX0~Ov0VqObGzpe6A00q-Fw2LTkBL2Lp8tFRVHqywoQIiiRM7Lf5oJxadsJ5devJxUFT8P1onKrVcdZIe~-ztkjSsV3Ai~46v8~wD2Fi0YqapI-XQc6CIiHtz1zamPvxc-a0Sk3B9CakFZrnXPGAGks0rmtKCR-pBenURTBZvPY3R1Dc20Ja1j0Va3XEoGstxMupIgZkaX4gj~FpOue3WR9DUyZyj6fmPV-Q__&Key-Pair-Id=KUT5TJCACFTXG","Round Rock ISD officials told trustees the district will soon receive funding tied to the state Teacher Incentive Allotment (TIA) for teachers who earned approved designations in the district’s initial TIA cohort.

District staff said Round Rock ISD applied for TIA in 2022–23, collected student‑growth and observation data in 2023–24, and awaited TEA validation for awards that would be paid in June 2025. Staff reported 61 teachers had been submitted for local designation in the district’s initial TIA cohort; an additional 26 teachers in the district hold designations from National Board Certification or prior district programs and are already recognized for stipend eligibility under the program rules. Based on 2023–24 funding levels, the district estimated roughly $800,000 in TIA funding this year, with about $740,000 budgeted for direct teacher compensation after required employer contributions. District presenters said this funding would be distributed according to TEA’s required spending plan and that 90% of the TIA funds received for a designated teacher are passed through to the teacher (with the remainder used to cover retirement eligibility and administrative costs tied to the program).

District staff described the distribution of designations among levels: of the teachers submitted, staff said roughly 42% would be designated at the highest (master) level, 37.7% exemplary and 19.7% recognized — a mix above the state’s broad expectation that about one‑third of designated teachers be recognized or above. Staff said some individual teachers could receive single‑year awards as high as ~$21,000 under earlier funding assumptions; final June payments will reflect TEA’s validated funding amounts for the 2023–24 cohort.

The district outlined a staged expansion plan: it will extend TIA participation to all elementary, middle and high schools in coming years, initially focusing on K–2 reading at elementary, sixth‑through‑eighth grade math at middle schools and Algebra I and selected CTE pathways at high schools. District staff emphasized the program’s multi‑year timeline: districts apply and receive approval, collect a year of student‑growth and observation data, and receive designations and allotments the following year after TEA validation.

Why it matters: TIA payouts are additional compensation on top of base salary, intended to reward and retain high‑performing teachers and to target funding at teachers in difficult‑to‑staff grades and campuses. District leaders said placing strong teachers in early grades and in math has been a strategic objective tied to board goals for literacy and numeracy.

What’s next: TEA has not yet published official 2024–25 TIA funding amounts; district staff said they expected notice in the coming weeks and that payouts to eligible teachers will occur after TEA validation. The district also plans to continue scaling TIA participation to more grade bands and content areas over the next several years.","After multi‑year application and data collection, Round Rock ISD plans to award additional compensation to teachers approved under the state Teacher Incentive Allotment (TIA). The district submitted 61 teachers for campus‑level designations and expects funding that could total about $800,000 based on prior-year rates; district staff said design",{"_33":112,"_35":36,"_37":38,"_39":113,"_41":114,"_43":46,"_45":115,"_47":116,"_49":117,"_51":118,"_53":119,"_55":56,"_57":58,"_59":120,"_61":62,"_63":64,"_65":121,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6070264,"Two middle schools pilot eight‑period day to preserve electives while adding interventions",1532,7296000,"/Search/View?dp=1&key=3060106-cb1299d7f3f3a159767a4388991b6eaf&start=5764&end=7296","https://assets.pipeline.soar.com/3060106-cb1299d7f3f3a159767a4388991b6eaf/thumbnail_5764000.jpg","/articles/6070264/Texas/Two-middle-schools-pilot-eightperiod-day-to-preserve-electives-while-adding-interventions","https://secure.pipeline.soar.com/6070264-671c9cf7ea8c9f57ff49816a035c8f2d/orig.mp4?Expires=1770448763&Signature=TjLJ3lZ-LcrLzyl6DYFUvM5~vdkX9c8eK5P~Na7jJK-6B3OwZ1~x3pR90mfnK7l5XTjodqH4Pvd0800w468Qhk3ok8YDi6f3OEOnD-4ffQvprxA4dLBl7yyi-LAGLrruAYesHtffVhpqUk2wppj5HoUU-407s0KT9j4HzGP~hfD48Ydjwqscf2vrtQ7GvJk0vzYTSxeP797eIO8nBGTwdUhqRYkMrn~MlzY~s8Px3LjstF1C7Q-EPdpwLMzppyjNTyUcRyZR--B9fkgUal06ioBta1jolZFY38K79B0CZhJ1HO-gdf0K~apFihb9lShoiKzIJEk1DPoistHt-~N-gw__&Key-Pair-Id=KUT5TJCACFTXG","Two Round Rock ISD middle schools have adopted an eight‑period daily schedule pilot to give students required interventions and dyslexia services without forcing them to forgo electives, principals told the board.

Principals Penny Oates (C.D. Fulkes) and Ebony Parks (Hernandez), with area superintendents Patricia Eflin and Nancy Guerrero, described how the campuses restructured the master schedule to add a guaranteed 45‑minute class period. Under the pilot, students who need accelerated instruction (House Bill 1416 accelerated‑instruction students) or dyslexia services can receive that support while still having space for fine arts, CTE or other electives.

Administrators said the eight‑period day allowed campuses to: create intervention classes in reading and math for all grade bands; maintain teacher PLC and conference time; reduce intervention class sizes to more manageable rosters (18–24 students); and permit students who previously lost electives to take band, orchestra or other classes. Hernandez officials said advisory time is still used by some students for interventions while others receive interventions in scheduled periods. C.D. Fulkes reported increased engagement and the ability to offer a newly created “Lizard School” (a short reteaching/SEL behavioral lesson series) during the day rather than relying on after‑school options.

Principals said staffing models shifted so many core teachers now teach some intervention sections (teachers typically keep a conference period and a PLC). District teaching‑and‑learning staff provided intervention curricula and daily assessments to reduce planning burdens on classroom teachers, they said. Trustees asked about possible downsides: administrators acknowledged elective class sizes can grow and that the schedule requires creative master scheduling and, in some buildings, careful handling of lunch rotations and passing periods; they also noted the pilot reduced per-period minutes by about five minutes to accommodate the extra period but argued the tradeoff increased targeted support time overall.

The district presented criteria for campuses to consider adopting the eight‑period day: campuses with greater than 30% of students needing accelerated instruction (approaches/does not meet) were recommended to adopt the eight‑period model; sites with 25–30% would consider it; campuses under 25–30% could continue a traditional seven‑period day. Candidate schools identified for next‑year review included Grisham, Chisholm Trail, Hopewell, Deer Park and Ridgeview.

Why it matters: The change is designed to address equity — ensuring students needing mandated intervention do not have to sacrifice arts, CTE or other exploratory courses that support belonging and long‑term engagement. District leaders said the pilot’s early indicators show higher engagement and the potential to expand access to high‑school credit opportunities and CTE pathways.

What’s next: The district will offer training and share scheduling templates with candidate campuses, continue to monitor class sizes and teacher workload, and collect data on academic outcomes and student participation in electives before recommending broader adoption.

","Hernandez and C.D. Fulkes middle schools adopted an eight‑period schedule to guarantee intervention/dyslexia services and keep students’ elective choices; principals said the change reduced class sizes for targeted instruction, created common PLC times for teachers and increased student engagement, and the district outlined criteria for other","actionData","errors"]

Article not found

District reports gains in early-reading cohorts; STAR test redesign still clouded results

District consultant outlines House and Senate school-finance proposals as trustees weigh budget scenarios

TASB review shows Round Rock ISD generally at market median; district and consultants lay out 1–3% pay scenarios

Round Rock ISD expects roughly $800,000 in Teacher Incentive Allotment funds; 61 local teachers qualified for designations

Two middle schools pilot eight‑period day to preserve electives while adding interventions