District leaders briefed the Round Rock ISD Board of Trustees on work under the district’s strategic plan, focusing on community engagement (goal 2.3) and data systems to measure student growth (goal 4.1).

Karen Grama, who led the section on identity and engagement, described an “It Starts With Us” branding effort and a series of community touchpoints — festivals, a July 26 back‑to‑school event and outreach at early‑learning day — intended to boost awareness of district services and pre‑K access. She said a student advisory group called “Voice” brings roughly 30 high‑school students together to advise district leaders and that the Voice feedback was used on items including bullying‑prevention work, the district’s dress‑code review and nutrition taste tests.

Executive director Erica Simmons presented progress on goal 4.1, which directs the district to standardize progress monitoring. She said K–2 districts are using the K–2 Progress Wellington report developed in pilot form; the district will monitor students scoring below the 40th percentile on AIMSweb plus and provide biweekly progress reports to campuses. Simmons described tiering rules for grades 3–8 that combine STAR, TELPAS (English‑language proficiency), years in U.S. schools and I‑Ready results to group students for more targeted interventions.

Simmons said the 40th‑percentile threshold was chosen because district analytics showed students at or above that cutoff in second grade went on to meet grade‑level expectations in third grade at higher rates. She told trustees the district is building pre/post assessments and other measures for grades 3–8 while rolling the K–2 dashboards more broadly next year.

Trustees asked how student voice members interact with district leadership and were told Dr. Aziz and some trustees attend Voice meetings and that the group will expand leadership and advocacy training in December. Staff said they will continue refining progress‑monitoring dashboards and publish training for principals and teachers to use the tools consistently.

Administrators framed the work as aligning community relationships and measurement systems to the district mission and to the board’s student‑outcomes goals.