Jun 02, 2022 Board Meeting

[00:00:02]

>> GOOD EVENING. WELCOME TO THE HAYS CISD BOARD OF TRUSTEES BUDGET WORKSHOP MEETING.

[A. CALL TO ORDER]

WE APPRECIATE ALL OF YOU BEING HERE TODAY AND THOSE LISTENING ONLINE.

WELCOME TO YOU. A QUORUM HAS BEEN ESTABLISHED.

ALL MEMBERS OF THE BOARD ARE PRESENT.

AT THIS TIME, THE BOARD WILL ADJOURN TO

[B. CLOSED SESSION]

GOOD EVENING. WE ARE BACK IN OPEN SESSION.

AGAIN, I WANT TO WELCOME EVERYONE ATTENDING AND THOSE LISTENING ONLINE.

A QUORUM HAS ALREADY BEEN ESTABLISHED.

ALL MEMBERS OF THE BOARD ARE PRESENT.

WE'RE GOING TO GO AHEAD AND GET STARTED NOW WITH THE PLEDGE OF ALLEGIANCE AS LED BY OUR BOARD SECRETARY, ESPERANZA OROSCO.

>> THANK YOU SO MUCH, MRS. OROSCO.

NEXT UP IS OUR MISSION STATEMENT AS READ BY BOARD VICE PRESIDENT, RAUL VELA.

>> THE MISSION OF HAYS CISD IS TO NURTURE STUDENTS TO BECOME EXTRAORDINARY CITIZENS THROUGH UNIQUE PERSONAL EDUCATIONAL EXPERIENCES, THROUGH AN INNOVATIVE COMMUNITY OF LEARNERS WHILE CELEBRATING OUR DIVERSITY AND LEGACY.

>> THANK YOU SO MUCH.

OUR SOCIAL CONTRACT WILL NOW BE READ BY TRUSTEE COURTNEY RUNKLE.

>> THE BOARD WILL SERVE AS DISTRICT AMBASSADORS, BE PROFESSIONAL, COLLABORATE AS A TEAM AND RESPECT THE BODY CORPORATE, PROMOTE DISCUSSION AND RESPECT EACH OTHER, AND ASSUME POSITIVE AND NOBLE INTENTIONS.

>> THANK YOU, MRS. RUNKLE.

OUR SUPERINTENDENT REPORT IS NEXT, DR. ERIC WRIGHT.

[G. SUPERINTENDENT REPORT]

>> THANK YOU AND GOOD EVENING.

FIRST AND FOREMOST, I WOULD LIKE TO CONGRATULATE OUR GRADUATES OF THE CLASS OF 2022 THAT GRADUATED THE LAST COUPLE OF DAYS.

WE HAD ALL FOUR HIGH SCHOOLS HAVE GREAT COMMENCEMENT EXERCISES AND WE'RE ABLE TO GRADUATE APPROXIMATELY 1,400 STUDENTS AND SO WISH THEM THE BEST AS THEY MOVE ON TO THE NEXT PHASES IN THEIR LIVES.

I KNOW THEY ARE GOING TO REPRESENT THEMSELVES IN HAYS CISD QUITE WELL.

THEN I JUST WANTED TO GIVE A QUICK UPDATE.

I'VE HAD A LOT OF QUESTIONS, OBVIOUSLY ON SAFETY AND SECURITY, AND I WANT EVERYONE TO UNDERSTAND THAT WE ARE TAKING IT VERY SERIOUSLY.

WE'RE TRYING TO GET AS MUCH INFORMATION AS WE CAN MOVING FORWARD AFTER ACTION REPORTS AS FAR AS WHAT HAPPENED IN THE UVALDE.

OBVIOUSLY, IT'S STILL VERY SENSITIVE AND WE WANT TO CREATE ACTION STEPS TO MAKE SURE THAT OUR SCHOOLS ARE AS SAFE AS POSSIBLE BECAUSE WE KNOW THAT WE CAN'T LEARN UNLESS OUR KIDS ARE SAFE.

FORTUNATELY, WE HAVE PROBABLY THE BEST DIRECTOR OF SAFETY AND SECURITY IN THE STATE OF TEXAS. THANK YOU, JERRY.

SHE IS WORKING ACTIVELY.

[APPLAUSE] GIVE IT UP FOR JERRY.

WE HAVE SUCH GOOD RELATIONSHIPS WITH THE TEXAS SCHOOL SAFETY CENTER AND OTHER LAW ENFORCEMENT AGENCIES.

SHE'S WORKING BEHIND THE SCENES AS WE SPEAK AND SHE'S CREATING A TEMPLATE WITH PROPOSALS THAT SHE'S GOING TO BRING FORTH TO THE BOARD.

I CAN TELL YOU GUYS IN THE PUBLIC THAT ARE LISTENING ONLINE, THIS BOARD IS VERY RECEPTIVE AND OPEN AND WILL PROVIDE THE RESOURCES.

AS SOON AS WE GET A FORMALIZED PROPOSAL, WE WILL BE BRINGING IT TO THE BOARD AND SHARING IT WITH THE PUBLIC.

JUST KNOW SOMETHING WILL BE FORTHCOMING SOON AND WE WILL KEEP YOU IN THE LOOP.

WE WILL BE AS TRANSPARENT AS WE POSSIBLY CAN.

BUT WE DON'T WANT TO OFFER UP IDEAS THAT HAVEN'T BEEN COMPLETELY VETTED.

WE WANT TO MAKE SURE THAT OUR PLAN IS SOLID BEFORE WE SHARE IT.

YOU'LL HAVE IT SOONER THAN LATER.

I WANT EVERYBODY TO BE AWARE THAT WE'RE ON TOP OF THIS.

IF YOU HAVEN'T HAD A CHANCE TO READ THE LETTER THAT I SENT OUT ON MAY THE 25TH, IT LISTS THE ACTION STEPS THAT WE HAVE UTILIZED SINCE 2014.

I WOULD URGE YOU TO GO ONTO OUR WEBSITE AND TAKE A LOOK AT THOSE THINGS.

WE WILL DEFINITELY BE ADDING TO THIS LIST.

WE'RE GOING TO DO EVERYTHING WE CAN TO MAKE SURE THAT OUR STUDENTS AND OUR STAFF ARE PROTECTED SO THAT WE CAN CONTINUE TO LEARN. THANK YOU.

[00:05:03]

>>TEAM, DO WE HAVE QUESTIONS FOR DR. WRIGHT? OKAY. MRS. OROSCO?

>> THANK YOU, DR. WRIGHT. I KNOW THAT WE'VE SUBMITTED PLENTY OF QUESTIONS AND WE KEEP GETTING QUESTIONS FROM OUR COMMUNITY.

THANK YOU FOR BEING RESPONSIVE.

I KNOW HAVING JERRY ON STAFF REALLY HELPS US WITH KNOWING MOVING FORWARD WE HAVE THE CONFIDENCE THAT THINGS WILL GO WELL, AND OUR RECOMMENDATIONS WILL BE BROUGHT FORWARD TO US AND I AM REALLY EXCITED TO SEE THAT PROPOSAL BECAUSE WE WANT TO MAKE SURE TO PROVIDE ALL THE RESOURCES NEEDED FOR THAT DEPARTMENT. THANK YOU.

>> YES, THANKS, DR. WRIGHT. I APPRECIATE YOU GIVING US AN UPDATE.

IT'S NO SECRET WE'VE BEEN IN CLOSE SESSION FOR QUITE SOME TIME WITH MS. ROCKY.

WE ARE GRATEFUL FOR HER LEADERSHIP IN OUR DISTRICT.

SHE'S GOT SOME GREAT SUGGESTIONS AND WE'VE GOT SOME BUDGET ITEMS TO CONSIDER HERE.

WE'LL BE CONTINUING THESE CONVERSATIONS ALL SUMMER.

TEAM, WE HAVE PUBLIC FORUM NEXT.

I THINK WE HAD A PUBLIC SPEAKER WHO WASN'T ABLE TO STAY UNFORTUNATELY, SO DR. MEDINA IS GOING TO GIVE HER A CALL BASED ON THE COMMENT SHE WROTE ON HER STATEMENT.

I APOLOGIZE THAT WE WEREN'T ABLE TO HEAR HER SPEAK TONIGHT.

NEXT UP ON OUR AGENDA IS OUR BUDGET WORKSHOP.

[I. INFORMATION / DISCUSSION ITEMS]

APPRECIATE THE MOVEMENT OF THE FURNITURE SO THAT WE CAN HAVE A DISCUSSION AND WE'RE NOT HAVING TO POP UP AND DOWN TO THE PODIUM.

MR. RAUL IS HERE.

I WANT TO DIRECT YOUR ATTENTION.

YOU HAVE A BUDGET PRESENTATION.

YOU HAVE SOME YELLOW SLIDES AND HOPEFULLY, YOU'VE GONE THROUGH AND CORRECTED YOUR SLIDE DECK.

MR. RAUL IS GOING TO PRESENT AND WE'RE GOING TO STOP AT APPROPRIATE TIMES TO TAKE QUESTIONS, SO WE'LL GET STARTED WHEN EVERYONE IS READY.

IT LOOKS LIKE PEOPLE ARE CLOSE.

WE HAVE OUR PRESENTATIONS OUT.

I HOPE EVERYBODY'S GOOD. CAN WE MAKE SURE THIS MIC IS WORKING? I WAS TRYING TO TURN IT ON AND IT WASN'T WORKING FOR ME.

THERE IT GOES. MR. RAUL, TAKE IT AWAY.

>> THANKS, GUYS. LIKE MS. PETREA SAID, WE HAVE A PRESENTATION HERE WITH SEVERAL SLIDES THAT WE HOPE WILL TELL THE STORY OF HOW WE PUT TOGETHER OUR PROPOSED BUDGET FOR THE 22-23 FISCAL YEAR.

WHAT I'LL DO IS I'LL JUST GO THROUGH EACH SLIDE, AND THEN IF YOU HAVE ANY QUESTIONS AFTERWARDS, JUST RAISE YOUR HAND OR LET ME KNOW AND WE CAN ADDRESS THOSE AS WE GO ALONG.

ON PAGE 2, THE FIRST SLIDE HERE, IT'S BASICALLY JUST A VERY SUMMARY RECAP OF OUR BUDGET CALENDAR.

JUST TO SHOW SOME OF THE IMPORTANT DATES AND SOME OF THE BIG ITEMS. AS EXAMPLE, APRIL 30TH IS WHEN WE GOT OUR PRELIMINARY LOCAL TAX PROJECTIONS, SO THEY CALL IT CERTIFIED ESTIMATE.

OF COURSE, TONIGHT, JUNE 2ND, OUR BUDGET WORKSHOP.

THEN JUNE 20TH AND 27TH WHEN WE NEED TO ADOPT THE BUDGET AND HAVE THE PUBLIC HEARING AND ALL THAT GOOD STUFF.

ON PAGE 3, THIS IS A TAX RATE ADOPTION CALENDAR.

IT GOES IN LINE WITH THE BUDGET CALENDAR.

BUT ONCE THE BUDGET GETS APPROVED HERE TOWARDS THE END OF JUNE, THAT'S NOT REALLY WHERE THE WORK STOPS.

WE WATCH FOR OUR CERTIFIED VALUES TO BE RECEIVED BY JULY 25TH, AND THEN WE HAVE A VERY SMALL WINDOW OF TIME IN ORDER TO GET THAT INFORMATION INTO A PORTAL THAT TEA OPENS SO THAT WE CAN GET OUR PROPOSED TAX RATE RATIFIED WITH TEA SO THAT WE CAN GO AHEAD AND MAKE SURE THAT OUR TRUTH-IN-TAXATION NOTICE IS GOOD TO GO AND THEN WE ADOPT THE TAX RATE AT THE END OF AUGUST.

>> PERFECT. WE'RE GOING TO STOP THERE AND SEE IF ANYBODY HAS QUESTIONS ON THESE FIRST COUPLE OF SLIDES. MRS. OROSCO?

>> I KNOW I SUBMITTED THIS, BUT I JUST WANT TO HEAR IT PUBLICLY. WHERE ARE YOU, RANDY? ON PAGE 3, YOU TALKED ABOUT THE TAX RATE.

WE ARE DOING A DECREASE ON THE TAX RATE?

>> THAT'S CORRECT.

>> HOW MANY YEARS IN A ROW HAVE WE DONE A DECREASE ON THE TAX RATE?

>> SINCE 2019 I BELIEVE IT WAS AT DOLLAR FOUR.

[00:10:02]

I BELIEVE WE'VE GONE DOWN ABOUT 18 CENTS OVER THE PAST SEVERAL YEARS.

>> OKAY, GREAT. WE HAVE BEEN COMMITTED TO DECREASING THAT TAX RATE.

THAT'S A HUGE HIGHLIGHT.

THANK YOU FOR WORKING ON THAT, RANDY.

WE'RE LOOKING TO DECREASE AGAIN THIS YEAR.

WHAT DOES THAT LOOK LIKE?

>> YES, IT'S ALMOST TWO CENTS.

I THINK IF I RECALL, IT'S 0.01724 CENTS.

THAT'S THE ESTIMATE SO FAR.

LIKE I WAS SAYING EARLIER, WE DO HAVE TO SUBMIT ALL OF OUR INFORMATION INTO TEA, AND THEY'RE THE ONES THAT ACTUALLY COME OUT AND AFFIRM THAT.

WE DO OR I DO A PRELIMINARY CALCULATION ON WHAT THAT TAX RATE HAS TO BE.

BUT IN LAW, IT STATES THAT NO SCHOOL DISTRICT CAN BE BELOW 90 PERCENT OF ANY OTHER SCHOOL DISTRICT.

THIS IS ANSWERING ONE OF THIS MR.MCMANUS'S QUESTIONS THAT HE HAD WAS HOW WE CALCULATE THE TAX RATE.

IN ESSENCE, WHAT YOU DO IS THE STATE SENDS OUT AROUND END OF JANUARY OR FEBRUARY THEREABOUTS, A LETTER WHICH SHOWS THE STATE'S COMPUTED TAX RATE AND YOU CANNOT BE LOWER THAN 90 PERCENT OF THAT RATE, AND SO TEA PROVIDES THAT TO US.

WELL, SO THEN WHAT WE DO IS WHEN WE GET OUR CERTIFIED ESTIMATES, WE TAKE THE APPRAISED VALUE, THE ESTIMATED STATE VALUE, AND THOSE ARE THE NUMBERS THAT THEN DRIVE HOW MUCH WE COMPRESS OUR RATE.

YOU CAN'T COMPRESS IT MORE THAN TWO-AND-A-HALF PERCENT, THAT'S IN STATUTE, AND SO THERE'S A CALCULATION AND I'VE PROVIDED THAT TO ALL OF YOU.

I HOPE IT MAKES SENSE, IF NOT I CAN TALK OFFLINE, BUT IN ESSENCE, WE'VE COMPRESSED OUR RATE AS LOW AS WE CAN.

OUR PROPERTY VALUE IS SUCH THAT WE WERE HOVERING AROUND 29 PERCENT AND SO IF YOU LOOK AT THE CALCULATION, THE CALCULATED COMPRESSED RATE WAS ACTUALLY REALLY LOW.

BUT THEN THAT WOULD MEAN THE STATE WOULD HAVE TO KICK IN MORE.

THAT'S WHY THEY HAVE IT IN STATUTE THAT YOU CAN'T GO ANY LOWER THAN 90 PERCENT OF THE STATES.

IT'S ONE OR THE OTHER.

RIGHT NOW THAT CALCULATED TO 0.80 AND SOME CENTS.

WE'RE ABLE TO ADD BACK OUR FIVE GOLDEN PENNIES, WHICH ARE OUR ENRICHMENT PENNIES.

THAT'S WHERE WE COME UP WITH THE 0.85 CENT TAX RATE.

>> GREAT. 0.18 CENTS IN THE PAST THREE YEARS OR SO, AND ALMOST TWO MORE CENTS THAT WE POSSIBLY CAN GO DOWN MAYBE A LITTLE MORE, WHO KNOWS.

DEPENDS ON WHAT TEA SAYS. THANK YOU, MR. RAU.

>> GREAT. THANKS SO MUCH. ANYONE ELSE HAVE QUESTIONS OR COMMENTS ON THE TAX RATE? SLIDES UP TO THIS POINT OR THE CALENDAR? MR. RAU, NEXT UP WE HAVE OUR REVENUE CALCULATION SLIDE.

>> THESE ARE THE ASSUMPTIONS THAT WE USED IN ORDER TO ESTIMATE WHAT OUR REVENUE WOULD BE.

THESE ARE SOME OF THE HIGHLIGHTS.

THERE'S A LOT MORE THAT GOES INTO IT BECAUSE THERE'S PROBABLY ROUGHLY 30-40 ELEMENTS THAT YOU HAVE TO FILL IN THE STATE TEMPLATE.

BUT THESE ARE THE BIG DRIVING FACTORS, AND THAT'S OUR STUDENT ENROLLMENT, WHICH WE HAVE ESTIMATED AT THE UPCOMING YEAR, 22,877.

IT'S ROUGHLY 1,200 MORE STUDENTS THAN WHAT WE HAVE NOW.

THAT'S IN LINE WITH OUR DEMOGRAPHERS REPORTS AND WHAT WE'VE BEEN HEARING FROM OUR DEMOGRAPHER.

THE AVERAGE DAILY ATTENDANCE, THAT IS WHAT YOU GET FUNDED ON.

HOW YOU GET FROM STUDENT ENROLLMENT TO THE AVERAGE DAILY ATTENDANCE IS THERE ARE SOME STUDENT POPULATIONS, THE MAIN ONE IS PRE-K. WE ONLY GET FUNDED HALF TIME ON PRE-K. YOU TAKE YOUR STUDENT ENROLLMENT, YOU BACK OUT HALF OF YOUR PRE-K POPULATION, AND YOU GET TO A NUMBER, AND THEN YOU TAKE THAT NUMBER AND YOU MULTIPLY WHAT YOU

[00:15:01]

OUR HOLD HARMLESS IN ALL THE PAST COUPLE OF YEARS WITH COVID HAS BEEN A STRUGGLE TO TRY TO CALCULATE SOME OF THIS STUFF.

BUT OUR HOLD HARMLESS AMOUNT THAT WE'RE RECEIVING THIS YEAR THROUGH OUR FIRST, SECOND, THIRD, AND FOURTH SIX WEEKS IS BASED ON AN AVERAGE OF 95.10 PERCENT ATTENDANCE.

THAT HAS COME BASED ON WHAT WE WERE AVERAGING BEFORE COVID EVER CAME INTO PLAY.

THAT'S THE NUMBER WE'RE USING FOR OUR ATTENDANCE PERCENT.

THEN YOUR PROPERTY VALUES FOR STATE AID CALCULATION, WE'RE LOOKING AT ABOUT $15 BILLION WHICH IS A 32 PERCENT INCREASE OVER THE PRIOR YEAR.

PROPERTY VALUES FOR TAX REVENUE IS ABOUT 34 PERCENT INCREASE ABOUT $13.9 BILLION.

THERE AGAIN, THERE'S OUR TOTAL TAX RATE, $34, IT'S THE M&O ESTIMATE OF 0.85, AND OUR I&S OF 0.48.

EVEN WITH THE PASSAGE OF OUR MOST RECENT BOND, OUR I&S RATE HAS NOT HAD TO GO UP TO ACCOMMODATE ANYTHING ON OUR DEBT SIDE.

>> DO YOU HAVE ANY QUESTIONS ON OUR REVENUE CALCULATION ASSUMPTIONS? GREAT. MOVING ON NOW TO REVENUE SUMMARY.

>> THIS IS A SLIDE THAT I THREW IN THERE BECAUSE WE HAVE TO TALK ABOUT THIS FUNDING LAG IN ORDER TO GET CREDIT ON OUR FIRST REPORT.

BUT IN ESSENCE, OUR REVENUE COMES FROM TWO SOURCES, OUR LOCAL PROPERTY TAXES AND OUR FOUNDATION REVENUE.

THERE WAS ONE OF THE QUESTIONS THAT I ANSWERED EARLIER TODAY, WHAT IS THE RELATIONSHIP BETWEEN THE STATE'S VALUES AND OUR LOCAL PROPERTY VALUES? OUR LOCAL PROPERTY VALUES ARE WHAT WE USE TO DEVELOP OUR TAX ROLL TO GET OUR TAX COLLECTIONS.

THE STATE VALUES IS WHAT TEA USES IN THE STATE TEMPLATE TO DETERMINE HOW MUCH STATE AID WE GET.

THIS FUNDING LAG, IF YOU CAN THINK ABOUT IT, IS IN THE OLD DAYS BEFORE HOUSE BILL 3, OUR STATE VALUES WERE ALWAYS A YEAR BEHIND.

BECAUSE IF YOU THINK ABOUT THE TAX CALENDAR STARTING IN JANUARY OF A YEAR, THEY GET THEIR ESTIMATES, THEY SEND OUT THEIR PRELIMINARY NOTICES.

THAT'S WHEN WE THEN GET A CERTIFIED ESTIMATE, THEN YOU HAVE A CERTAIN AMOUNT OF TIME BEFORE YOU CAN PROTEST YOUR VALUES, AND THEN BY JULY, THEY HAVE TO COME IN AND YOU GET YOUR CERTIFIED VALUES, AND THEN LOCAL MUNICIPALITIES ADOPT THEIR TAX RATES, SEND IT INTO THE TAX ASSESSOR-COLLECTOR, AND THEN THEY SEND OUT THE NOTICES LATE IN THE YEAR.

ALL THAT HAPPENS AND THEN THE NEXT JANUARY, THE STATE IS ACTUALLY THEN CERTIFYING THEIR PRIOR YEAR'S AMOUNT AS STATE VALUE.

THOSE STATE VALUES ARE WHAT WE USED TO USE TO DETERMINE STATE AID.

THEY WERE A YEAR BEHIND.

WE HAD THE BENEFIT OF A HIGHER PERCENT OF PROPERTY VALUES, CURRENT YEAR VERSUS STATE VALUES OLD YEAR, AND SO IF THE STATE IS DETERMINING WHAT THEY PAY US ON THOSE OLD VALUES, WE HAD THE BENEFIT OF THAT SWEET SPOT RIGHT THERE WHERE YOU GOT A LITTLE BIT EXTRA FUNDING.

WITH HOUSE BILL 3, THEY CLOSED THAT GAP AND THAT'S CALLED THE FUNDING LAG.

INSTEAD OF WAITING FOR THE STATE TO CERTIFY THOSE VALUES, I HAVE TO ESTIMATE THOSE VALUES.

THERE'S A COUPLE OF WAYS I DO THAT.

ONE IS JUST A TREND ANALYSIS AND ONE IS A RATIO WHERE YOU TAKE THE STATE VALUES COMPARED TO YOUR PROPERTY VALUES AND YOU DEVELOP A RATIO BETWEEN THE TWO OVER SEVERAL YEARS AND THEN YOU TAKE AN AVERAGE OF THAT.

I WORK IT BOTH WAYS, AND THEN I WIND UP TAKING THE HIGHER OF THE AMOUNT.

[00:20:04]

NOW THE THIRD OR THE FINAL BULLET THERE, THE TOTAL TAX COLLECTIONS.

OUR GENERAL OPERATING FUND, WE'RE ESTIMATING A $125 MILLION IN TAX COLLECTIONS.

THAT'S AT A 99 PERCENT COLLECTION PERCENT WHICH THIS DISTRICT, WHEN YOU ALL LOOK AT MY BOARD FINANCIALS AND YOU LOOK AT THE TAX PART, YOU CAN ALWAYS SEE WHERE WE ARE PERCENTAGE-WISE IN COLLECTING OUR TAXES, AND YOU CAN SEE HOW WE'VE FARED AT THAT SAME TIME IN THE PRIOR YEAR.

SINCE I'VE BEEN HERE WITH HAYS, WE'VE BEEN HITTING THAT 99 PLUS PERCENT, SO THE COLLECTION PERCENTAGE HERE IN HAYS COUNTY IN GENERAL IS VERY GOOD.

I'VE WORKED IN HAYS COUNTY FOR ALMOST 20 YEARS AND I CAN TELL YOU IT'S REALLY GOOD COLLECTION PERCENTAGE HERE.

OUR STATE AID IS ESTIMATED AT $68 MILLION.

WHEN YOU TAKE THE TWO OF THOSE TOGETHER AND YOU COMPARE IT TO THOSE SAME TWO PARAMETERS FROM THE PRIOR YEAR, WE'RE LOOKING AT A 4.77 PERCENT INCREASE IN OUR REVENUE, OR $8.8 BILLION.

A REALLY EASY WAY TO DO THIS IF YOU'RE EVER WONDERING HOW MUCH MONEY WE WERE GOING TO GET, IF YOU TAKE AN ESTIMATE NUMBER OF STUDENTS, I'LL JUST DO IT REAL QUICK, WE'RE ESTIMATING 1,200 STUDENTS.

IF YOU TAKE 1,200 STUDENTS, YOU MULTIPLY THAT BY OUR ATTENDANCE RATE, 0.95.

YOU GET 1140. YOU MULTIPLY THAT 1140 BY OUR BASIC ALLOTMENT OF 6160, AND THAT'S $7 MILLION.

WHENEVER DR. WRIGHT ASKS ME HOW MUCH MONEY WE'RE GOING TO GET OR WHAT I THINK.

IT'S IF I KNOW THE NUMBER OF STUDENTS, I KNOW THE ATTENDANCE RATE, I MULTIPLY IT BY THE BASIC ALLOTMENT, I GET A REAL QUICK ANSWER.

WHEN YOU LOOK AT THE SEVEN MILLION I JUST CALCULATED VERSUS THE 8.8, THE DIFFERENCE COMES IN AND THOSE WEIGHTED ITEMS LIKE YOU'RE SPECIAL ED, YOUR CAREER IN TECH, YOUR COMP ED.

IT COMES IN THOSE ENRICHMENT DOLLARS, THE FIVE GOLDEN PENNIES, AND STUFF LIKE THAT.

THAT'S A REAL QUICK EASY WAY TO GET AN ESTIMATE OF REVENUE.

WHEN I WORK THE TEMPLATE AND I GET THIS NUMBER, I'M PRETTY HAPPY BECAUSE YOU JUST DO A LITTLE ANALYTICAL REVEAL ON THAT AND MAKE SURE YOU'RE CLOSE TO THE MARK.

ANY QUESTIONS ON THAT SLIDE?

>> YES, SO THAT'S THE SUMMARY AND ON THE NEXT, SO WE'VE GOT OUR PROPOSED REVENUE FOR 2023.

WE'LL TRY TO GET THROUGH THAT AND THEN SEE WHAT WE HAVE QUESTIONS ON OUR REVENUE.

>> OKAY [NOISE], SO THE PROPOSED REVENUE, THE YOUR LOCAL REVENUE.

>> THIS SHOULD BE YOUR FIRST YELLOW SLIDE.

>> YES.

>> THAT YOU'RE LOOKING AT.

>> OKAY. GREAT.

>> YES, SO THE VAST MAJORITY OF THAT IS DUE TO YOUR TAX COLLECTIONS.

YOUR BIG LINE ITEMS ARE YOUR PROPERTY TAXES FOR YOUR CURRENT YEAR LEVY WHICH WERE 125 MILLION.

YOU HAVE SOME DELINQUENT TAXES THAT YOU COLLECT THIS YEAR THAT SHOULD HAVE BEEN COLLECTED IN THE PAST.

I LOOKED AT WHAT OUR COLLECTIONS WERE IN DELINQUENCIES, AND WERE RIGHT AROUND 800,000.

THAT'S PART OF IT.

THEN YOU HAVE SOME PENALTY AND INTEREST.

THERE'S SOME INVESTMENT EARNINGS THAT WENT UP A LITTLE BIT.

OUR RATES ARE GOING UP, MEANING WE ALL KNOW WHERE THE ECONOMY IS RIGHT NOW, GAS PRICES, INFLATION, AND ALL THAT.

OUR RATES ARE COMING UP, BUT THE RATE THAT YOU CAN MAKE MONEY ON IS NEVER GOING TO COME UP HIGHER THAN THE RATE YOU'RE HAVING TO PAY.

ALL OF THAT COMES INTO WHERE YOU HAVE $128.6 MILLION IN LOCAL REVENUE.

THEN ON THE STATE SIDE, AGAIN, THE VAST MAJORITY OF THAT IS OUR FOUNDATION MONEY 68 MILLION.

THE DIFFERENCE IN THE SLIDES WAS DUE TO THE FACT WHEN WE CALCULATE A BUDGET, IT IS NOTHING MORE THAN A BOOK CALCULATION.

IT'S CALLED TRS ON BEHALF.

[00:25:03]

THE COST ASSUMED BY THE STATE ON THEM PAYING TRS ON BEHALF OF THE EMPLOYEES.

IT HAS NO EFFECT ON YOUR BOTTOM LINE.

BECAUSE WHATEVER YOU SHOW AS AN EXPENSE, YOU SHOW AS A REVENUE.

BECAUSE WHEN YOU DO THE CALCULATION, YOU SHOW THE EXPENSE, YOU SHOW THE SAME AMOUNT AS REVENUE.

IT AFFECTS YOUR BUDGET THOUGH, BECAUSE IF YOU DON'T INCLUDE IT, THEN YOU COULD GO OVER BUDGET.

WHEN I WORKED AT THESE NUMBERS THE FIRST TIME AROUND, I DID NOT INCLUDE THE TRS ON BEHALF BECAUSE AGAIN, IT HAS NO EFFECT ON THE BOTTOM LINE.

IT'S ONE OF THE LAST THINGS I DO.

BUT THEN WHEN I WAS LOOKING AT THE NUMBERS FROM LAST YEAR TO THIS YEAR, AND I REMEMBER TELLING DR. WRIGHT WAS LIKE, "DR. WRIGHT, THESE PAYROLL NUMBERS THEY DON'T LOOK RIGHT.

I'M ONLY SEEING A TWO PERCENT INCREASE AND WE'RE TALKING ABOUT SEVEN PERCENT RAISE AND ALL THIS STUFF." IT WAS BECAUSE I WAS COMPARING 2022/2023 PROPOSED NUMBERS, COMPARING THEM TO A NUMBER THAT HAD ALMOST $9.5 MILLION MORE IN IT FOR TRS ON BEHALF.

I WANTED TO PUT THAT IN THERE EVEN THOUGH IT DOESN'T HAVE AN EFFECT ON THE BOTTOM LINE SO THAT IT MADE MORE SENSE WHEN YOU LOOKED AT COMPARATIVE YEARS.

I APOLOGIZE NOT CATCHING THAT IN TIME, BUT THAT WAS THE REASON FOR THE NEW COUPLE OF SLIDES.

>> MR. RAU, WHAT WE'RE SEEING UP HERE IS NOT WHAT WE HAVE IN OUR BOOK.

IT SHOULD BE 213 MILLION ON THE PROPOSED.

DO THEY HAVE THE PRESENTATION BACK IN THE BACK TO BE ABLE TO, I'M JUST WONDERING IF THE OTHER YELLOW SLIDES ARE GOING TO BE THE CORRECTED SLIDES.

>> YEAH, THAT MAY BE THE FIRST ONE THAT WAS SENT IN.

>> OKAY, SO SOME OF THESE YELLOW SLIDES GUYS MAY BE WRONG ON THE SCREEN IS WHAT YOU'RE TELLING ME?

>> YEAH, THE ONE I'M LOOKING AT.

>> OKAY.

>> I THINK. [OVERLAPPING]

>> I JUST WANT TO MAKE SURE.

IS THE YELLOW SHEET RIGHT, MR. RAU? [OVERLAPPING] THE YELLOW SHEET IS THE CORRECT ONE.

RIGHT. OKAY. GOT IT. SO JUST TEAM I'VE HERE LOOKING AT THE SCREEN.

I JUST WANT TO MAKE SURE WE CAUGHT THAT.

>> I THINK BARBARA, DO YOU HAVE THAT ONE OR DO I NEED TO?

>> YES, YOU WANT TO HAVE [INAUDIBLE]

>> OKAY, SO THOUGH WE DON'T HAVE A YELLOW ONE FOR A LITTLE BIT LONGER? ALL RIGHT.

ANY QUESTIONS ON THIS SLIDE, NUMBER 6 ON PROPOSED REVENUE? GREAT. NEXT UP WE HAVE SOME BAR CHARTS.

>> WHAT I LIKE TO DO IS A LOT OF TIMES YOU HAVE SOME PEOPLE THAT ARE AUDITORY, SOME PEOPLE THAT ARE VISUAL.

I LIKE TO THROW SOME GRAPHS OUT THERE SOMETIMES.

THEY SHOW IT VISUALLY, BUT THIS IS THE RELATIONSHIP BETWEEN OUR STUDENT ENROLLMENT IN OUR REFINED AVERAGE DAILY ATTENDANCE.

YOU CAN SEE FROM 2018 TO 2022, THOSE ARE FINAL ACTUAL NUMBERS.

THEN YOU CAN SEE OUR 2023 ESTIMATE.

THE NEXT SLIDE OR THE NEXT PAGE, PAGE 8, THIS IS A TELLING ONE.

IN 2016, THE DISTRICT'S APPRAISED VALUES, WERE RIGHT AT SIX BILLION.

THEY'RE NOW THEY'VE MORE THAN DOUBLED OVER A SEVEN-YEAR PERIOD.

YOU CAN SEE HOW THIS [INAUDIBLE] YEAH, THERE'S THAT'S [INAUDIBLE].

YOU CAN SEE FROM 2021 TO 2023, THERE'S YOUR 20, 29, 30 PERCENT INCREASE RIGHT THERE ON THOSE NUMBERS.

I DON'T KNOW IF YOU REMEMBER BACK IN MARCH, I SENT OUT A PRELIMINARY REVENUE PROJECTION AND I DO THREE OF THEM.

I DO ONE THAT I JUST CALLED TREND, WHICH I'M JUST DEVELOPING A TREND FROM PRIOR YEARS FORWARD.

[00:30:06]

THE CERTIFIED ESTIMATE IS INCLUDING THE 40,000 HOMESTEAD INCREASE.

THAT IS ALREADY BEEN TAKEN INTO CONSIDERATION.

THEN WE'LL HAVE THE FINAL ONE WHEN WE DO OUR CERTIFIED VALUES.

THEN HERE'S THE TAX RATE.

THIS IS A NICER GRAPH.

THE OTHER ONE WAS GOING LEFT OR RIGHT.

HI, THIS IS GOING LEFT TO RIGHT, DOWN.

THAT'S THE TAX. THERE YOU GO.

YOU CAN SEE OUR I&S IS HELD STEADY OVER SEVERAL YEARS AND THEN THE YEAR THAT WE'RE IN, OUR VALUES HAD INCREASED HIGH ENOUGH TO WHERE WE WERE ABLE TO BRING DOWN THE INS RATE A PENNY.

THE M&O RATE DECREASED AND THE INS RATE DECREASED.

WHAT WE'RE LOOKING AT IN BUDGET YEAR 2023 IS THAT ALMOST AT $0.02 DROP ON THE M&O.

>> WELL, WE'LL PAUSE THERE AFTER THE BAR GRAPHS.

ANYONE HAVE ANY QUESTIONS OR COMMENTS ON THE SIDES FROM MR. RAU? LET'S KEEP GOING. WE'RE NOW ONTO PAYROLL ASSUMPTIONS.

>> WELL, I WILL PASS THE MIC TO MY ESTEEMED COLLEAGUE, DR. MEDINA.

>> DR. FERNANDO MEDINA, YOU ARE ON DECK AND I KNOW THAT WE DID HAVE QUITE A FEW QUESTIONS SUBMITTED ON SOME OF THESE SLIDES.

>> YES. THANK YOU.

THIS FIRST SLIDE IS YOU'VE SEEN THIS BEFORE.

BUT BASICALLY IT COMMUNICATES WHERE WE FALL WITHIN THIS GROUP OF PEERS.

THIS IS A GROUP OF PEERS THAT WE TRADITIONALLY, I UNDERSTAND, HAVE BENCHMARKED AT THE BOARD'S REQUEST.

THIS PARTICULAR GRAPH WAS CREATED FOR US ON BEHALF OF TASB, ON OUR BEHALF.

THIS IS A DIAGRAM THAT CAME FROM THEM.

YOU'LL NOTICE THAT OUR STRATEGY HAS BEEN TO BE COMPETITIVE WITH EXPERIENCED TEACHERS.

YOU SEE THAT IN THIS DIAGRAM WHERE YOU SEE THAT ONCE YOU START GETTING INTO 10, 15, AND 20 YEARS, AT THE BOTTOM, YOU'LL SEE WHERE WE ARE ABOVE MARKET.

AT THE 20 YEAR, YOU SEE THAT WE'RE 107 PERCENT ABOVE MARKET, 106, 106, 104.

THEN EVEN AT THE ZERO YEAR STARTING SALARY, WE'RE STILL AT MARKET.

RELATIVELY AT MARKET AND CERTAINLY WITH THE BOARD APPROVED INCREASE AT SEVEN PERCENT OF THE MIDPOINT, WHICH OUR TEACHERS WILL GET $4,528.

THAT'S GOING TO BRING US UP EVEN HIGHER AT THAT STARTING RATE.

RIGHT NOW, WE'RE AT ABOUT THE 25TH PERCENTILE, WHICH MEANS ABOUT 75 PERCENT OF THESE PARTICULAR BENCHMARK DISTRICTS ARE ABOVE US.

BUT I SEE AS BEING REALLY RIGHT AT THE TOP, I WOULD SAY ABOUT THE 70TH TO THE 80TH PERCENTILE.

WE WILL WAIT TO SEE WHAT OUR COLLEAGUES END UP DOING, BUT THE STRATEGY IS WORKING.

WE SEE THAT IN THE HIRES THAT WE HAVE AS WELL.

>> I'LL STOP THERE. ANY QUESTIONS OR COMMENTS ON THIS SLIDE, MRS. OROSCO?

>> THANK YOU. DR. MEDINA, I KNOW YOU JUST RECEIVED MY QUESTION, BUT I DID SUBMIT A QUESTION.

I WOULD LIKE TO SEE THE COMPARABLE DISTRICTS TO US IN A SEPARATE LIST FROM THE DISTRICTS IN OUR REGION.

BECAUSE WHEN YOU LOOK AT IT, WE'RE BEING COMPARED TO DISTRICTS OF 6100 AND SO IT'S NICE TO LOOK AT THE REGIONAL, BUT I WOULD LIKE TO ALSO SEE WHAT IT LOOKS LIKE FOR COMPARABLE DISTRICTS THAT FALL WITHIN OUR REGION.

IF YOU CAN PROVIDE THOSE TWO DIFFERENT LISTS, THAT WOULD BE VERY HELPFUL.

I ACTUALLY WAS A LITTLE DISAPPOINTED TO SEE WHERE WE RANKED BECAUSE WE HAD MOVED SO FAR UP.

HOPEFULLY, YOU'RE RIGHT AFTER WE SEE THE ADJUSTMENTS MADE BY THE NEW SALARY INCREASE TO SEE WHAT WE'RE GOING TO BE, THAT'LL BE GOOD TO KNOW.

I KNOW WE PROBABLY WON'T HAVE THAT INFORMATION UNTIL WHEN.

HAVE YOU ALREADY GOTTEN ALL THOSE INCREASES FROM ALL THE OTHER DISTRICTS?

>> WE STILL SEE INCREASES HAPPENING AFTER THIS BOARD, OUR BOARD TOOK A BOLD STEP.

OTHER DISTRICTS FOLLOWED SUIT.

I THINK WE'LL KNOW MORE ONCE THE BUDGETS ARE APPROVED IN JUNE, SOMETHING THAT'S MORE FINAL.

>> IF YOU CAN PROVIDE THOSE TWO THINGS.

AT THE END OF THIS, I WOULD LIKE TO SEE GOING INTO THE NEW YEAR, I WOULD LIKE TO SEE WHERE WE'RE AT, TO HAVE IT FRESH IN OUR HEAD AS WE MOVE INTO THE NEW SCHOOL YEAR AND WE START PLANNING,

[00:35:07]

IF WE'RE GOING TO SEE THOSE FINAL RATES IN JUNE, I WOULD LIKE TO SEE IT IN AUGUST.

WE CAN KEEP THAT IN THE FOREFRONT AS WE PRIORITIZE COMPENSATION FOR THE FOLLOWING YEAR.

>> ABSOLUTELY. TRUSTEE OROSCO, IN YOUR PACKET THAT YOU RECEIVED THIS EVENING, I DID LOOK AT DISTRICTS THAT WERE AT 20, AND 30 THOUSAND OR STUDENTS RELATIVELY LIKE US WITHIN OUR IMMEDIATE AREA.

THE DISTRICTS THAT TEND TO BE OUR SIZE ARE GOING TO BE LIKE PFLUGERVILLE.

YOU'LL SEE THAT THEY'RE ON HERE.

THEN THE OTHER ONE IS GOING TO BE KEMAL.

KEMAL KEEPS, EVEN THOUGH THEY PROVIDED THIS INFORMATION TO TASB, THEY KEEP A LOT OF THEIR INFORMATION VERY CLOSE TO THE CHEST.

THOSE TWO DISTRICTS ARE DISTRICTS THAT I PARTICULARLY LOOK AT BECAUSE THEY'RE AT THE 25,000.

IN PFLUGERVILLE, I BELIEVE IS PRETTY CLOSE TO THAT AS WELL.

MY EYES ARE FAILING ME AT THIS TIME, 25.

IT WOULD BE THOSE TWO DISTRICTS THAT WOULD BE SIMILAR IN TERMS OF SIZE, TRUSTEE OROSCO, AND YOU DO HAVE THAT IN YOUR PACKET AS WELL FOR OTHER DISTRICTS THROUGHOUT THE STATE THAT ARE OUR SIZE AS WELL.

IT IS A DOCUMENT TOWARDS THE END.

IT'S A TWO-PAGE LITTLE DOCUMENT.

AGAIN, IT'S WITH DISTRICTS JUST OUR SIZE.

>> AWESOME. YEAH. I HAVEN'T HAD A CHANCE TO READ.

>> THAT'S OKAY. I RECOGNIZE THAT.

I APOLOGIZE THAT YOU'RE JUST NOW GETTING THIS.

>> I WILL DEFINITELY TAKE A PEEK AT THAT.

I APPRECIATE THAT. BUT IF WE CAN GET THAT OTHER INFORMATION.

>> ABSOLUTELY.

>> THAT WOULD BE GREAT.

>> IT WOULD BE THOSE TWO DISTRICTS, TRUSTEE OROSCO.

>> THEN MAYBE WE NEED TO EXPAND IT BEYOND OUR REGION AS WELL.

>> THAT'S WHAT THIS REPORT IS.

>> YEAH. THAT WOULD BE VERY HELPFUL. THANK YOU.

>> GREAT. ANY OTHER COMMENTS OR QUESTIONS ON THIS ITEM, MS. OROSCO?

>> I WAS JUST GOING TO SAY THAT'S WHAT I WAS COMPARING IT TO WAS PFLUGERVILLE AND KEMAL.

BUT THAT WAS ONE OF THE QUESTIONS I HAD IS I WOULD LIKE TO SEE WHAT THAT LOOKS LIKE WITH THE OTHER DISTRICTS AT THE END OF JUNE AND THEN ALSO FRESH MOVING INTO THE SCHOOL YEAR, SO THAT WE DO KNOW WHERE WE ARE.

>> ABSOLUTELY.

>> THANK YOU.

>> ANYTHING ELSE? WELL, I WAS HAPPY TO SEE THAT IN THE 5-YEAR AND 10-YEAR AND THERE'S ONLY ONE DISTRICT THAT'S CLOSE TO US.

I LIKE SEEING ALL THESE BECAUSE A LOT OF THESE ARE FOLKS CAN DRIVE TO AND THESE TO ME ARE OUR COMPETITORS.

WE'RE KILLING IT ON SOME OF THESE BANDS.

WE WILL HOPEFULLY BREAK AWAY FROM THE PACK A LITTLE BIT.

SOME OF THESE WERE A COUPLE OF THOUSAND HERE OR THERE, BUT I'M TELLING YOU RIGHT NOW WITH GAS PRICES AND FOOD PRICES, $3,000 EXTRA YEAR FEELS LIKE A LOT.

I WAS HAPPY TO SEE THAT WE ARE DEFINITELY LEADING THE PACK OTHER THAN ONE DISTRICT ON HERE.

BUT MAYBE WE'LL BEAT THEM OUT AFTER THE SEVEN PERCENT GOES THROUGH.

>> BEATRICE, I WANT TO ALSO COMMENT THAT WE OFFER A ZERO OPTION INSURANCE PLAN FOR OUR EMPLOYEES, WHERE IT'S NOTHING OUT OF POCKET.

WE CONTRIBUTE.

I JUST WAS USING IT'S ABOUT ALMOST $4,400 A YEAR.

WHEN YOU LOOK AT THE COMPREHENSIVE PACKAGE FOR OUR TEACHERS, THAT'S SOMETHING THAT WE SHOULD BE MARKETING AS WELL BECAUSE NOT EVERY DISTRICT PROVIDES A ZERO OPTION.

THAT IN ADDITION TO ALL THE DIFFERENT BENEFITS THAT WE PROVIDE IS A GREAT THING.

>> MRS. OROSCO.

>> I DID HAVE ANOTHER QUESTION ACTUALLY.

CAN YOU GIVE US THE NUMBER THUS FAR.

THE NUMBER OF PEOPLE IMPACTED AT FIVE-YEAR SALARY, 10-YEAR SALARY 15- YEARS, 20-YEAR, BECAUSE WE'RE DOING GOOD IN SOME OF THOSE, BUT I WOULD LIKE TO KNOW HOW MANY TEACHERS DOES IT ACTUALLY IMPACT?

>> THAT IS IN YOUR TASB STUDY? EXACTLY WHAT YOU'RE ASKING FOR.

>> CAN YOU PLEASE TELL ME THE PAGE NUMBER?

>> ABSOLUTELY. LET ME OPEN UP MY TEST THAT AGAIN.

>> I THINK THAT'S SOME OF MY QUESTIONS REFER TO THAT.

I'M LIKE, WHAT PAGE ARE YOU REFERRING TO?

>> YES.

>> BECAUSE IT'S 20 SOMETHING PAGES.

>> YES. I KNOW.

>> SIXTY PAGES.

>> I KNOW.

>> REFERENCING WHAT YOU'RE TALKING ABOUT [OVERLAPPING].

>> YOU WILL NOTICE ON PAGE 4 OF OUR TASB STUDY, THERE'S A SUMMARY OF FINDINGS.

YOU CURRENTLY SEE HOW MANY TEACHERS BY YEARS OF EXPERIENCE ARE WITHIN THOSE BANDS.

WHAT I ALSO LIKE ABOUT THE STUDY'S YOU ALSO SEE IS THE STRATEGY AROUND COMPENSATION WORKING.

ON THE FOLLOWING PAGE, YOU ACTUALLY SEE WHERE OUR NEW HIRES ARE AND WHERE THE BULK OF OUR NEW HIRES TEND TO BE.

WE ARE WHERE MANY DISTRICTS MAY NOT BE ATTRACTING AS MANY EXPERIENCED TEACHERS YOU SEE ON THIS PAGE THAT WE ARE.

[00:40:02]

>> GREAT. THANK YOU.

IT'S VERY HELPFUL TO HAVE THAT PAGE NUMBER TO REFER TO.

THANK YOU FOR THAT. THEN I HAD A QUESTION.

HOW CAN WE MAKE IT EVEN MORE COMPARABLE.

I WANT TO KEEP MOVING UP THAT LADDER AND I KNOW THAT HAS BEEN A PRIORITY FOR US TO CONTINUE TO MOVE UP THAT LADDER.

WE HAVE MADE SOME HUGE STRIDES SINCE THE TIME I WAS A TEACHER IN THIS DISTRICT TO NOW.

BUT WE DID AN AMAZING JOB WITH OUR SEVEN PERCENT COMPENSATION AND THEN PEOPLE TRIED TO COPY US.

HOWEVER, THEY DIDN'T DO IT EXACTLY LIKE US MOST DID IT IN TEARS.

NOT EVERYBODY GOT A SEVEN PERCENT INCREASE ACROSS THE BOARD.

WE DID A SEVEN PERCENT INCREASE ACROSS THE BOARD.

BUT WHAT WOULD EARN EIGHT PER CENT LOOK LIKE.

MR. RAU, CAN YOU PROVIDE THAT INFORMATION? IF WE WERE TO DO BECAUSE WE'RE ALREADY PAST SEVEN PERCENT.

IF WE WERE TO PASS ANOTHER ONE PERCENT, WHAT WOULD THAT LOOK LIKE? I DON'T KNOW IF IT'S FEASIBLE OR NOT, BUT I WOULD LIKE TO KNOW THAT INFORMATION.

YOU DON'T HAVE TO TELL ME RIGHT NOW ON THE FLY. DO YOU KNOW IT?

>> YEAH. ROUGHLY ONE PERCENT EQUATES TO ABOUT A MILLION AID.

THAT'S IT? A MILLION AID.

I LIKE THAT.

BUT THAT'S SOMETHING TO KEEP HANDY AS WE CONTINUE OUR DISCUSSIONS DURING THE BUDGET, WE STILL HAVEN'T SEEN THE WHOLE COMPREHENSIVE PLAN, DR. WRIGHT.

AS WE ARE DIVING INTO IT AND PROCESSING IT, IT'S JUST SOMETHING TO KEEP IN MIND.

CAN YOU TELL ME WHAT A HALF PERCENT WOULD BE? IT WILL BE 500,000 FOR THE HALF PERCENT, LIKE IF WE GO TO 7.5.

>> ABOUT 800,000 900,000.

>> 800, 900. GREAT. THAT IS GOOD TO KNOW.

CAN YOU GIVE ME THE ACTUAL NUMBER? NOT RIGHT NOW, BUT CAN YOU LET US KNOW?

>> YES.

>> THANK YOU.

>> ANY OTHER QUESTIONS OR COMMENTS ON THIS SLIDE? PERFECT. NEXT UP, WE'RE GOING TO TALK ABOUT NEW ALLOCATIONS FOR GROWTH AT SECONDARY AND ELEMENTARY.

>> WHAT THIS SLIDE REPRESENTS IS WHERE WE ARE SEEING THE NEED FOR ADDITIONAL ALLOCATIONS, BE IT BECAUSE WE'VE BEEN EXPANDING ON CAMPUSES OR STUDENT ENROLLMENT OR OPENING UP NEW FACILITIES OR NEW CAMPUS.

YOU START SEEING THIS IN THIS SLIDE AND THE FOLLOWING SLIDES.

YOU SEE THAT AT THE SECONDARY LEVEL, FOR EXAMPLE, AT THE HIGH SCHOOL WE SEE AN ADDITIONAL 11 NEW TEACHERS, PARAPROFESSIONALS FOUR, CUSTODIAL SIX AT THE HIGHEST, AND OF COURSE, WE DO KNOW THAT MANY OF THOSE WENT TO JOHNSON HIGH SCHOOL AS THE SCHOOL HAS HAD THAT NEED.

FOR MIDDLE-SCHOOL, YOU SEE THE ADDITION OF THE ASSISTANT PRINCIPALS THAT YOU APPROVED EARLIER THIS YEAR, AND WE HAVE ALREADY HIT THE GROUND RUNNING ON THAT, I WILL TELL YOU INTERVIEWS HAVE BEEN HAPPENING LIKE CRAZY, SO I THANK YOU FOR PROVING THOSE IN ADVANCE.

YOU SEE THE ADDITIONAL TEACHERS AT MIDDLE SCHOOL BECAUSE COUNSELORS AND CUSTODIAL.

NOW, ALLOCATIONS, IT'S A FLUID DOCUMENT.

CAMPUSES ARE CONTINUOUSLY CALLING TO SAY, "HEY LISTEN, I NOW HAVE AN ADDITIONAL 1O STUDENTS.

HERE ARE THE ENROLLMENT CARDS AND THEY VERIFY" IF IT'S REALLY CLOSE, I'LL ASK THEM TO HOLD.

I DID SUBMIT OR IS IT MY CUE TO SUBMIT? I DID PROVIDE EACH OF YOU THE ALLOCATIONS FOR EVERY CAMPUS.

I THINK SOMEONE HAD REQUESTED THAT BY CAMPUS AND SO YOU'LL BE ABLE TO SEE HOW THAT ACTUALLY OCCURS.

I JUST WOULD LIKE FOR YOU TO KNOW THAT IT IS A WORKING DOCUMENT.

YOU'LL SEE SOME OF MY PERSONAL NOTES ON THERE.

WATCH THIS CLASS, WATCH THAT CLASS.

YOU'LL SEE DIFFERENT HIGHLIGHTS, BUT YOU'LL SEE IN THAT DOCUMENT HOW WE MONITOR ALLOCATIONS. I DIDN'T PRINT IT.

IT'S A LOT OF SHEETS, BUT YOU'LL GET A PDF OF THAT BY CAMPUS.

THE NEXT SLIDE IS THE ELEMENTARY INCREASES.

MANY OF THE INCREASES AT THE ELEMENTARY SCHOOL HAVE OCCURRED.

>> DR. MEDINA, LET'S STOP THERE AND TALK ABOUT SECONDARY.

>> SURE.

>> WE HAVE QUESTIONS ON OUR SECONDARY ALLOCATIONS. MRS. OROSCO?

>> YES, I HAVE QUESTIONS ON SLIDE 12.

I HAVE RECEIVED SOME INFORMATION BACK AND I DIDN'T KNOW WHAT IT MEANT.

IT SAYS LIKE CET1 $44, $45, $46 AND I JUST WANT TO BE CLEAR ON WHAT I WAS ASKING.

I WANTED TO KNOW WHAT THE BREAKDOWN OF ALLOCATIONS WERE PER CAMPUS.

THE POSITION ALLOCATION, NOT DOLLAR ALLOCATION.

I KNOW IT'S FLUID, BUT IF YOU HAVE A ROUGH ESTIMATE OF WHAT IT LOOKS LIKE THESE 11 TEACHER POSITIONS,

[00:45:04]

IF YOU CAN PROVIDE THAT INFORMATION, THAT WOULD BE GOOD.

I KNOW THESE ARE NEW ALLOCATIONS FOR GROWTH SO SOMEWHERE ELSE WE'RE GOING TO SEE ALL THE POSITIONS FOR SUNFIELD?

>> YES. I THINK YOU'LL FIND IT VERY HELPFUL.

YOU'LL SEE WHAT THEY HAD LAST YEAR BY POSITION.

WE'RE TALKING LEAD CUSTODIANS, HEAD CUSTODIANS.

WE'RE TALKING AT ELEMENTARY.

HOW MANY FIRST GRADE TEACHER, SECONDARY TEACHERS, THIRD GRADE TEACHERS? HOW MANY THEY HAD LAST YEAR? HOW MANY THEY'RE GETTING THIS YEAR? THE INCREASES BY GRADE LEVEL, BY AREA.

>> I LOVE IT.

>> VERY DETAILED.

>> YOU SAID IT'S NOT IN OUR PACKET.

>> NO, I HAVE IT READY TO GO. IT'S IN AN EMAIL.

>> OKAY.

>> JUST KNOW THAT IT'S A WORKING DOCUMENT.

YOU'LL SEE SOME NOTES THAT I HAVE IN THERE.

>> THAT WILL BE PROVIDED?

>>YES MA'AM.

>> THANK YOU.

>> ANY OTHER QUESTIONS ON SECONDARY? I'M REALLY EXCITED ABOUT THE ASSISTANT PRINCIPALS AT THE MIDDLE SCHOOLS THAT ARE GOING TO BE FOCUSED ON OUR SPED STUDENTS.

I KNOW OUR MIDDLE SCHOOL PRINCIPALS AND STAFF ARE ALSO EXCITED ABOUT THOSE POSITIONS BEING ADDED FOR GROWTH, BUT ALSO JUST FOR THE WORKLOAD AT OUR MIDDLE SCHOOL, SO GREAT JOB.

NOW WE'RE GOING TO TALK ABOUT ELEMENTARY SCHOOL.

I'M GUESSING A LOT OF THIS IS RELATED TO SUNFIELD?

>> YES, FOR THE MOST PART IT IS.

YOU'LL SEE THAT OF COURSE, THAT ONE PRINCIPAL IS OUR NEW PRINCIPAL, AND THEN TEACHERS.

ALTHOUGH WE HAD TO BE VERY CAREFUL AND WE'LL CONTINUE TO MONITOR TOM GREEN.

SIMPLY BECAUSE THE PROJECTIONS FOR SUNFIELD WERE NOT ALL STUDENTS COMING ALL FROM NECESSARILY TOM GREEN.

THERE WILL STILL BE STUDENTS THERE.

THIS IS THE PROJECTIONS AT SUNFIELD BECAUSE OF THE NEW HOMES, THEIR PROJECTION OF STUDENTS INCREASING IN THAT PARTICULAR AREA.

I THINK THERE'S SOMETIMES THE MISPERCEPTION THAT YOU SPLIT TOM GREEN AND HALF GO HERE AND HALF GO TO SUNFIELD, BUT THAT'S NOT NECESSARILY THE CASE.

THERE'S GROWTH THROUGHOUT THE DISTRICT INCLUDING TOM GREEN AS WELL.

THE COUNSELOR, NURSE, LIBRARIAN, INTERVENTIONIST FOR THE MOST PART, INSTRUCTIONAL COACH.

THOSE ARE ALL, FOR THE MOST PART, RELATED TO TOM GREEN.

WE DO WORK VERY CAREFULLY WITH THE SPECIAL EDUCATION DEPARTMENT TO ENSURE THAT WE'RE -

>> DO YOU MEAN TOM GREEN OR SUNFIELD?

>> SUNFIELD, I'M SORRY.

THANK YOU FOR THAT CLARIFICATION, MS. [INAUDIBLE] AS I WAS SAYING, WITH SPECIAL EDUCATION AND PEER PROFESSIONALS, WE WORK WITH MISS VELASQUEZ VERY CAREFULLY TO ENSURE THAT WE'RE MONITORING THE IEPS AND THAT THE NEEDS OF PARAPROFESSIONALS ARE SHIFTING AS THE STUDENTS SHIFT FROM ONE PROGRAM TO ANOTHER PROGRAM, ONE CAMPUS TO ANOTHER CAMPUS, WE SHIFT THOSE AS WELL, SOMETIMES FROM ELEMENTARY TO SECONDARY FROM MIDDLE SCHOOL TO HIGH SCHOOL AND SO FORTH.

THE LUNCH ROOM MONITORS THE CROSSING GUARDS.

THOSE TWO CROSSING GUARDS ARE SPECIFICALLY FOR SUNFIELD.

CUSTODIAL AT THE ELEMENTARY LEVEL, WE DID DO SOME SHIFTING BETWEEN SOME CAMPUSES AND ALSO, FOR EXAMPLE, WE HAVE A SPECIAL EDUCATION FACILITY THAT WE DECIDED TO MOVE AN ALLOCATION THERE FROM A CAMPUS, IT WAS A SHARED POSITION.

THERE IS SHIFTING AND YOU'LL SEE THAT IN THE STAFFING SHEETS.

BUT FOR THE MOST PART, YOU WON'T SEE AN ASSISTANT PRINCIPAL.

TOM GREEN DID HAVE TWO ASSISTANT PRINCIPALS AND WE MOVED ONE OF THEM BECAUSE OF THE ENROLLMENT.

IT'S ENROLLMENT DRIVEN AND THAT ASSISTANT PRINCIPAL WILL BE AT SUNFIELD.

THAT'S WHY YOU DON'T SEE AN ASSISTANT PRINCIPAL THERE, BUT AGAIN, THE STAFFING SHEETS WILL BE VERY HELPFUL TO YOU WHEN YOU SEE THEM.

>> MRS. OROSCO.

>> DR. MEDINA, ARE YOU SEEING ALL FOUR INTERVENTIONISTS ARE FOR SUNFIELD?

>> NO, MA'AM. THE INTERVENTIONIST ONE OF THEM IS BECAUSE EACH OF THE CAMPUSES HAVE ONE.

WHAT WE DID DO WITH INTERVENTIONIST, IS WE DID NOTICE THAT SOME OF OUR CAMPUSES HAD A PART TIME INTERVENTIONIST AND AFTER REFLECTING ON THE NEEDS, AND SOME OF OUR CAMPUSES DON'T HAVE ACCESS TO FEDERAL FUNDS.

WE WANTED TO MAKE SURE THAT THOSE INTERVENTIONISTS WERE WHOLE AND TRYING TO ENSURE THAT EVERY CAMPUS HAS A NEED FOR INTERVENTIONIST AND SO WE WANT TO BE SURE TO STAFF THOSE CAMPUSES THAT HAD THOSE PART-TIME POSITIONS.

>> I KNOW YOU'RE GOING TO GIVE A STAFFING SHEETS AND SO ON.

>> YES. OFTENTIMES THEY WERE SPLIT FUNDED, FOR EXAMPLE, THIS IS HYPOTHETICAL, YOU MIGHT HAVE, FOR EXAMPLE, ELEMENTARY THAT WAS PAYING SOMETIMES PART FEDERAL TITLE FUNDS 0.5 AND THEN PART LOCAL, WHERE OTHER CAMPUSES WE WERE FUNDING THEM FULLY LOCAL.

WE WANTED TO BE SURE THAT WE SUPPORTED THEM JUST THE WAY WE SUPPORTED IN ANY OTHER CAMPUS JUST BECAUSE THEY RECEIVE FEDERAL,

[00:50:03]

WE WANTED TO FREE UP THOSE FEDERAL FUNDS FOR TUTORING OR FOR OTHER USES ON THE CAMPUS.

>> I KNOW YOU'RE GOING TO PROVIDE STAFFING SHEETS, WHICH IS NICE, BUT I DON'T WANT TO GET LIKE 30 PAGES OF STAFFING SHEET AND THEN HAVE TO PULL OUT THE INFORMATION I NEED.

IF YOU CAN SPECIFICALLY TELL ME WHERE THESE POSITIONS ARE GOING.

THAT WOULD BE BETTER THAN GETTING LIKE 30 PAGES OF STAFFING SHEETS FOR 25 CAMPUSES, AND THEN I'M GOING TO HAVE TO GO LOOK FOR THESE POSITIONS.

I DON'T WANT TO DO. THAT'S GOOD ON THE INTERVENTIONIST.

I KNOW IN SHOWCASES AND I KNOW MR. THEO YOU WERE THERE AT THE SHOWCASES.

PEOPLE WERE ASKING FOR INTERVENTIONIST, SOME SURPRISED THAT WE ALLOCATED YOU FOUR.

>> RIGHT. FOR EXAMPLE, LET ME SPEAK TO YOUR FIRST POINT, IT'S NOT IN THE PDF, BUT I CAN DEFINITELY GIVE YOU, YOU WILL HAVE STAFFING SHEETS BY CAMPUS, BUT I ALSO HAVE A SUMMARY SHEET THAT HAS EVERY POSITION ACROSS THE ENTIRE DISTRICT ON BILEVEL ELEMENTARY, MIDDLE SCHOOL, AND HIGH SCHOOL AND YOU WILL SEE THE CHANGES AT EACH CAMPUS BY POSITION.

WHEN YOU SEE THAT THERE WERE 5.5 CUSTODIANS, YOU'LL BE ABLE TO LOOK UP AND SEE EXACTLY WHICH CAMPUS HAS RECEIVED THE 5.5.

>> WONDERFUL. EXECUTIVE SUMMARY SHEETS ARE FANTASTIC.

QUICK READ AT A GLANCE.

>> QUICK READ AT A GLANCE, YES.

>> WONDERFUL. TALK TO ME A LITTLE BIT ABOUT THE INTERVENTIONIST.

>> THE INTERVENTIONIST, ONE OF THEM WE KNOW WAS OVER AT SUNFIELD.

THE OTHERS FOR THE MOST PART WERE 0.5S.

>> I'M SORRY, MS. VEO. I CAN'T HEAR YOU.

I'M SORRY. I KNOW THAT LAST YEAR WE REALLY TRIED TO MOVE TO MAKING SURE THAT WE WERE PROVIDING INTERVENTION TEACHERS AND ALLOWING THEM TO UTILIZE OUR FEDERAL FUNDS AND SO THAT WE'RE NOT SUPPLANTING, WE'RE ACTUALLY SUPPLEMENTING.

LAST YEAR IN ORDER FOR US TO MOVE, TO MAKE THEM WHOLE AND PAY FOR THEM OUT OF LOCAL WE SPLIT FUNDED THEM AS HALF ESTHER, HALF TITLE.

THIS YEAR HE'S TAKING THEM NOW TO FULLY LOCALLY FUNDED POSITIONS.

THEREFORE, WE HAVE INTERVENTION STAFF WE'RE NOT DECREASING THE NUMBER OF INTERVENTIONIST.

WE'RE JUST BASICALLY NOW FULLY FUNDING THEM OUT OF LOCAL THE WAY THEY SHOULD HAVE ALWAYS BEEN FUNDED.

THERE'S AN APPEARANCE THAT THERE'S MORE OUTSIDE OF SUN-FILLED BECAUSE WE ARE ADDING SUMMIT SUN-FILLED, BUT WE'RE JUST MAKING THEM WHOLE.

[OVERLAPPING] PAID OUT A LOCAL FUNDS, SO IT'S A BUDGET CODE CORRECTION.

MANY OF THOSE, SO EVEN THOUGH YOU SEE FOUR ONE OF THEM IS SUN-FILLED, BUT THE OTHER THREE, OR POTENTIALLY 0.5, SO IT'S LIKE 6.5.

SIX CAMPUSES GETTING AN ADDITIONAL 0.5 TO MAKE THAT CAMPUS WHOLE.

IF YOU'RE JUST CODING THEM CORRECTLY, THEN YOU'RE NOT TRULY ADDING NEW INTERVENTION AS TO THESE CAMPUSES.

WE'RE ADDING THE ABILITY FOR THEM TO USE THEIR FEDERAL FUNDS FOR OTHER PURPOSES TO SUPPORT INSTRUCTION, INTERVENTION THROUGH A TUTOR, INTERVENTION THROUGH SOMETIMES, SOME WANTED ANOTHER PART-TIME OR TRY TO FIND ANOTHER TYPE OF INTERVENTIONISTS.

IT WAS ABOUT FREEING UP THOSE FUNDS SO THAT THEY CAN USE THEM IN MORE CREATIVE WAYS THAT WAS BEST SUITED FOR THE CAMPUS.

WE'RE SIMPLY SHIFTING IT FROM FEDERAL BACK TO LOCAL.

THEY'RE TRULY NOT ADDITIONAL POSITIONS.

IT'S JUST A BUDGET CODE CORRECTION TO FREE UP THEIR TITLE FUNDS SO THAT THEY CAN UTILIZE HER TITLE FUNDS IN A WAY THAT THEY SHOULD AND REALLY SUPPLEMENTING INSTRUCTION? YES. I MEAN THAT'S EXACTLY WHAT I'M SAYING IS THAT WE'RE NOT ADDING ADDITIONAL INTERVENTIONIST LIKE THE CAMPUSES ASKED FOR.

WE'RE JUST MAKING THINGS WHOLE AND SHIFTING MONEY AND ALL THAT STUFF.

[OVERLAPPING] WE'RE NOT ADDING ADDITIONAL SUPPORT FOR THE CAMPUSES, AND I KNOW DR. WRIGHT, YOU WERE THERE AT THESE SHOWCASES AND SAW AND HEARD WHAT THE NEED WAS FOR THOSE EXTRA INTERVENTIONISTS.

I KNOW WE STILL HAVE SOME S OR INTERVENTIONIST BUT YOU ALL HAVE DECIDED NOT TO ADD ANY ADDITIONAL INTERVENTIONIST.

WHAT THIS IS GOING TO ALLOW IS FOR OUR CAMPUS PRINCIPALS TO ADD ADDITIONAL STAFF ONCE THEY RECEIVE THEIR TITLE ALLOCATIONS AND DETERMINE HOW THEY WANT TO UTILIZE THOSE FUNDS, AND SO YOU MAY SEE THAT WE'RE GOING TO BE ADDING ADDITIONAL STAFF OR ADDITIONAL TUTORS TO HELP SUPPORT INSTRUCTION NEXT YEAR BECAUSE THOSE FUNDS HAVE BEEN FREED UP FOR THEM TO ADD STAFF.

I CAN GIVE YOU A FEW EXAMPLES OF SOME OF OUR PRINCIPLES WHO'VE REQUESTED ADDITIONAL INSTRUCTIONAL COACHES OR ADDITIONAL AND REALLY, THAT'S WHAT YOU'LL END I CAN THINK OF RIGHT NOW THAT REQUESTED AN ADDITIONAL IC.

[00:55:05]

A FEW YEARS AGO, ONE OF THEIR INTERVENTION TEACHERS WAS FULLY FUNDED BY TITLE, WHERE SOME OF THE OTHER CAMPUSES WERE RECEIVING OR GETTING LOCALLY FUNDED INTERVENTION STAFF.

NOW IT'S FREED UP THEIR ABILITY TO ADD STUFF WITH HER TITLE FUNDS AND STILL GET THAT LOCALLY FUNDED INTERVENTIONS, SO THAT WERE TRULY SUPPLEMENTING AND NOT SUPPLANTING.

THEY'RE GOING TO HAVE A LITTLE BIT MORE FLEXIBILITY TO UTILIZE THEIR FEDERAL FUNDS.

ANOTHER EXAMPLE IS LIKE [INAUDIBLE].

I JUST PULLED UP THE STAFFING SHEET AND YOU'LL SEE THIS.

YOU'LL SEE THAT THEY DID NOT HAVE A LOCALLY FUNDED INTERVENTIONISTS.

WE PROVIDED THEM A WHOLE LOCALLY FUNDED INTERVENTIONIST.

THEY USED TO PAY FOR THAT INTERVENTIONIST WITH TITLE FUNDS AND PARTIALLY WITH SR FUNDS.

NOW, THERE'LL BE ABLE TO USE ALL OF THOSE FUNDS IN CREATIVE WAYS OR EVEN CREATE ANOTHER INTERVENTIONIST IF THEY WANTED TO.

BUT IT WOULDN'T NECESSARILY BE THAT THE DISTRICT WOULD NO LONGER PROVIDE A LOCALLY FUNDED WHAT NOW THEY'RE REALLY GETTING ONE AND NOW THEY COULD POTENTIALLY CONTINUE TO HAVE ONE.

BUT IT'S GOING TO BE UP TO THE CAMPUS.

THEY MIGHT HAVE A DIFFERENT NEED FOR TUTORING OR SOMETHING ELSE.

BUT IT'S ABOUT GIVING THEM THE FLEXIBILITY TO PROVIDE INTERVENTIONS THAT THEY FEEL ARE APPROPRIATE FOR THEIR CAMPUS.

I CAN UNDERSTAND THE FLEXIBILITY, AND IT ALLOWS THEM TO DO OTHER THINGS.

BUT THAT'S ONLY FOR CAMPUSES THAT RECEIVE THAT TYPE OF FUNDING. IS THAT CORRECT? YES, MA'AM.

THEN WE'RE STILL NOT DEALING WITH THAT ISSUE OF CAMPUSES THAT DON'T RECEIVE THAT FUNDING, WHO WANTED INTERVENTION IS AS WELL.

I SEE THE SHIFTING OF MONEY, BUT IT'S STILL DEFEATS THE PURPOSE, IF YOU WILL.

IF FREES UP MONEY FOR THEM TO DO AN INSTRUCTIONAL COACH IF THEY WANT, WHAT HAVE YOU, SO THAT'S GOOD FOR THOSE CAMPUSES THAT HAVE THAT FUNDING.

BUT THOSE OTHER CAMPUSES THAT DON'T RECEIVE THAT FUNDING ARE NOT RECEIVING THAT ADDITIONAL SUPPORT THAT THEY REQUEST IT, CORRECT? [OVERLAPPING] I WILL TELL YOU THAT WHAT WE HEARD DURING THIS SHOWCASES IS THAT PRINCIPALS AT THE CAMPUSES WHERE THEY DON'T RECEIVE THE FEDERAL FUNDS, IS THAT THEY WERE REALLY HAPPY ABOUT HAVING THE SR INTERVENTION TEACHER ANOTHER YEAR AND SO THEY DID NOT WANT TO LOSE THE INTERVENTION STAFF AND WE'RE REQUESTING THAT THEY KEEP THAT INTERVENTIONISTS.

AGAIN, WE CAME BACK AND SAID, WE CAN ABSOLUTELY COMMIT TO ANOTHER YEAR OF YOU HAVING AS LONG AS WE HAVE SR FUNDS TO HAVE HIM INTERVENTIONIST.

I THINK NEXT YEAR WE'RE GOING TO NEED TO COME BACK TO YOU AND REALLY TALK ABOUT SOME OF THE INTERVENTION NEEDS THAT SOME OF OUR CAMPUSES WHO DON'T CURRENTLY RECEIVE FEDERAL FUNDS, AN ABILITY FOR THEM TO BE ABLE TO BE FUNDED ANOTHER INTERVENTION TEACHER, OR A HALF AN INTERVENTION TEACHER, DEPENDING ON THEIR NEEDS ON THEIR CAMPUSES.

I THINK IT'S FORTHCOMING.

OKAY. THANK YOU, MS. VEO, THAT REALLY HELPS BECAUSE I JUST WANT TO MAKE SURE THAT EVERYBODY IS CLEAR WHAT THAT MEANS, AND IT'S A TEMPORARY SOLUTION AND I'M GLAD THAT YOU KNOW IT'S A TEMPORARY SOLUTION AND MOVING FORWARD, IT'S GOING TO HAVE TO COME BACK BECAUSE SR IS ONLY AROUND FOR MAYBE ANOTHER YEAR.

I JUST WANT TO BE VERY COGNIZANT OF THE NEEDS AND SUPPORT THAT OUR CAMPUSES ASKED FOR.

BECAUSE THEY DID ASK FOR THIS, SO THAT'S GOOD, THAT IS GOING TO COME BACK.

THEY HAVE SR FUNDS, SO THEY MIGHT HAVE THIS ADDITIONAL INTERVENTIONS FOR A LITTLE BIT, BUT STILL THEY REQUESTED EXTRA SUPPORT.

I KNOW YOU WERE CAPTURING THIS INFORMATION MS. VEO, CAN YOU PROVIDE THE WISH-LIST OF THOSE CAMPUS SHOWCASES? I KNOW I HAVE SOME THAT I RECEIVED WHEN I ATTENDED SHOWCASES, BUT I KNOW YOU HAVE THEM ALL, SO THAT WOULD BE REALLY GOOD TO SEE.

I CAN TELL YOU RIGHT NOW THAT THEY DON'T WANT TO LOSE THEIR SR INTERVENTION AND THEIR BEHAVIOR INTERVENTION PARAPROFESSIONAL THAT HELPS WITH BEHAVIOR.

I CAN TELL YOU THOSE TWO POSITIONS THEY DON'T WANT TO LOSE.

WE'RE NOT TRYING TO GET RID OF ANYTHING FOR THEM.

WE JUST WANT TO KNOW WHAT SUPPORTS THEY NEED TO BE SUCCESSFUL.

OUR JOB AS BOARD MEMBERS IS TO SET UP THE CONDITIONS FOR SUCCESS FOR OUR LEARNING ENVIRONMENTS.

THAT'S PART OF OUR JOB AS BOARD MEMBERS.

WE NEED TO LOOK AT THAT WHOLE PICTURE.

THAT PIECE IS GOING TO BE VERY HELPFUL FOR US WHEN WE'RE MAKING THESE BUDGET DECISIONS.

[01:00:02]

RIGHT. THINGS LIKE THAT, WE NEED TO LOOK AT THAT WHOLE PICTURE.

IF YOU CAN PROVIDE THAT TO US, THAT WOULD BE HELPFUL.

I'VE ACTUALLY PROVIDED THAT INFORMATION TO YOU, BUT I WILL PROVIDE IT ONCE AGAIN.

WHEN MS. VEO, I'M SORRY.

IT WAS IN THE DAO UPDATE ABOUT EVERY SINGLE CAMPUS AND WHAT THEY'RE CURRENTLY REQUESTING.

AWESOME YOU CAN SEND THAT LINK AGAIN BECAUSE I THINK IT WAS A COUPLE OF MONTHS AGO.

I'LL BE HAPPY TO RESEND SO THAT YOU CAN HAVE IT AND REVISIT BECAUSE IT HAD ALL THEIR NEEDS AND WHAT THEIR FOCUS WAS.

ALL RIGHT, MR. VELA?

>> YEAH. THANK YOU FOR THE CLARIFICATION.

HOW MUCH LONGER DO WE HAVE OR WE'RE ANTICIPATING THE SR FUNDS TO BE AROUND FOR HOW MUCH LONGER?

>> AT LEAST ANOTHER YEAR.

>> AT LEAST ANOTHER [OVERLAPPING]

>> AT LEAST THE 22, 23 SCHOOL HERE.

WE WILL HAVE A LITTLE BIT OF SR MONEY LEFT, BUT I DON'T THINK ENOUGH TO FULLY FUND EVERY SINGLE POSITION THAT WE WILL CURRENTLY FUND FOR THE 22, 23.

UNLESS RANDY CAN FIND US THIS NEW POT OF MONEY FROM SOMEWHERE, JUST MAKE IT MAGICALLY APPEAR, RANDY, SO THAT WE CAN KEEP WHAT WE NEED.

AT THIS POINT, MAYBE ANOTHER YEAR OR LESSER FOR SURE.

>> OKAY. BECAUSE I DON'T REMEMBER WHAT SCHOOL IT WAS, BUT NOW WE'RE TALKING ABOUT HOW THEY WANTED TO USE THOSE FUNDS FOR THE ADDITIONAL INSTRUCTIONAL COACHES OR TUTORING.

I'M GLAD THAT WE HAVE THE FLEXIBILITY TO DO THAT, BUT I GUESS STRATEGICALLY [OVERLAPPING]

>> WE'LL GIVE YOU AN UPDATE ON THAT BASED ON OUR PRELIMINARY CALCULATIONS IN WORKING WITH MS. NORRIS, IT LOOKS LIKE WE'LL HAVE THE SR INTERVENTION AND THE SR BEHAVIOR PAIR OF PROFESSIONALS FOR 23 FISCAL YEAR AND THE 24 FISCAL YEAR.

NOW ALL THE OTHER POSITIONS I DON'T THINK WE'LL BE ABLE TO FUND, BUT THOSE TWO IN PARTICULAR, I BELIEVE MS. NORRIS TOLD ME WE WOULD BE ABLE TO FUND FOR THE 23 FISCAL YEAR AND THE 24 FISCAL YEAR.

>> THANK YOU.

>> OKAY. I HAD A COUPLE OF QUESTIONS ON SECONDARY AND ELEMENTARY.

WE DON'T SEE ADDITIONS FOR SPED OR SPED PEREZ, AND SO I JUST WANTED TO ASK ABOUT I MEAN, OBVIOUSLY HAVE SEVEN SPED TEACHERS.

I'M SURE THAT'S RELATED TO JUST OPENING THE SCHOOL.

THERE ARE SIX SPED PEREZ, ARE THESE JUST FOR SUN-FILLED? WE'VE HEARD A LOT OVER THE LAST FEW MONTHS FROM OUR SPECIAL EDUCATION DEPARTMENT.

I KNOW WE'VE GOT NEW FOLKS BLEEDING THAT DEPARTMENT AND JUST WANTED TO MAKE SURE THAT THEIR ASSESSMENTS, THEIR NEEDS, ARD FACILITATORS, SOPS, ALL OF THOSE THINGS WE'VE LOOKED AT AND WE DON'T NEED TO ADD ANY OF THOSE PROFESSIONALS AT ANY OF OUR CAMPUSES.

>> WE WILL BE ADDING OR REQUESTING TO UTILIZE SOME OF OUR CONTRACTED SERVICES FUNDING TO HIRE AN ADDITIONAL OT, I BELIEVE, OR PT, IS WHAT MS VELASQUEZ HAD MENTIONED TO ME.

I WILL TELL YOU THAT OUR SPED STAFF THAT YOU SEE UP THERE ARE PRIMARILY FOR SUN-FILLED, BUT ALSO FOR OTHER CAMPUSES WHERE THERE IS A NEED TO ADD A UNIT.

WE DID LOOK AT EVERY SINGLE CAMPUS BASED ON STUDENT NEED, AND THAT IS WHAT SHE CAME UP WITH.

I KNOW THAT STILL SHE FEELS LIKE SHE MIGHT NEED AN ADDITIONAL PARA, BUT SHE'S GOING TO WAIT.

BUT WHAT YOU SEE UP THERE IN TERMS OF THE SPED PEREZ, I THINK SHE FEELS LIKE SHE COULD GO AHEAD AND HANDLE OPENING SCHOOL WITH SIX, BUT MAY NEED THAT ADDITIONAL TO THAT MAY COME TO YOU BASED ON STUDENT ENROLLMENT, RECEIVING SPECIAL EDUCATION SERVICES.

>> WITH EMERGENT TREE ROLLING OUT BEHAVIORAL SPECIALISTS.

WE DON'T NEED ANY ADDITIONAL STAFF TO IMPLEMENT ANY OF THAT.

>> I THINK WE'RE GOOD BASED ON BEING ABLE TO FUND ALL OUR BEHAVIOR INTERVENTION, PEREZ WITH ESTHER.

I KNOW THAT WE HAD SOME GREAT DIFFICULTY THIS YEAR HIRING EVERY SINGLE BEHAVIOR PAIR FOR EVERY CAMPUS.

I KNOW THAT WE WERE ABLE TO SAVE A LITTLE MONEY AND THAT MAY BE WHY WE'RE ABLE TO CONTINUE FUNDING OUR INTERVENTION STAFF AN ADDITIONAL YEAR.

BUT NOW THAT WE STILL HAVE THAT NEED AND WE WOULD LOVE TO BE ABLE TO HAVE AT LEAST A BEHAVIOR PERIOD EVERY SINGLE CAMPUS.

>> OKAY. GREAT. ANY OTHER QUESTIONS OR COMMENTS ON THIS, MRS. WRINKLE?

>> I KNOW I WAS GOING TO ASK THE SAME QUESTION, MRS. ROSCOE ASKED IS A LIST OF THE CAMPUS WISH LIST OF POSITIONS.

[01:05:01]

SO IF WE CAN JUST GET AN UPDATED LIST OF WHAT POSITIONS HAVE BEEN REQUESTED AND WHAT HAS BEEN BROUGHT TO US SO THAT WE HAVE THAT ON OUR MINDS AND WE KNOW WHERE WE ARE MOVING FORWARD. THANK YOU.

>> BEFORE WE MOVE ON, I'M GOING TO TAKE A QUICK BREAK.

IT'S 8:57.

WE'RE GOING TO COME BACK IN FIVE-MINUTES.

OKAY, TEAM, WE ARE BACK.

WE'VE HAD SOME GREAT DISCUSSIONS SO FAR.

I'M REALLY HAPPY TO HEAR ALL THE QUESTIONS OUR ADMINISTRATION IS HERE FOR THE ANSWERS. IT'S BEEN REALLY GREAT.

WE'RE GOING TO MOVE ON NOW TO SLIDE NUMBER 14.

WELL, IT'S ON THE SCREEN HERE, WHO'S GOING TO PRESENT ON THIS SLIDE?

>> I'LL GO AHEAD AND PROVIDE AN OVERVIEW AND THEN WE CAN DIVIDE AND CONQUER RESPONSES.

ON THIS SLIDE ARE SOME THINGS THAT YOU HAVE SEEN AND OTHERS THAT WE'VE HAD DISCUSSIONS IN CABINET.

WE KNEW THAT WE THROW OUT THE BUDGET PROCESS, THAT WE WOULD BE AT LEAST PRIORITIZING SOME OF OUR REQUESTS TO THE BOARD, AND SO THIS DOCUMENT REFLECTS THIS.

WE KNOW THAT OUR SURROUNDING DISTRICTS, ALTHOUGH I KNOW THAT YOU APPROVED AND REALLY THANK YOU FOR THAT COMPENSATION FOR OUR SUBSTITUTE TEACHERS THAT WORKED MORE THAN 90 DAYS AND TO COMPENSATE THEM BEYOND THAT.

I THINK THAT IS THE RIGHT THING TO DO.

I DO THINK, HOWEVER, THAT THERE IS ALSO A NEED TO KEEP UP WITH A SUB RATES AS WELL.

WHAT WE'RE WANTING TO DO IS WITH A SUB RATES IS TO INCREASE THE PARA FROM 110-115, THE TEACHER FROM 120-125.

THEN WE HAVE ALSO LOOKED AT THE MARKET FOR OUR RNS, AND OUR LPNS, OUR LICENSED VOCATIONAL NURSES.

THE COST OF DOING THAT BASED ON THE USAGE TO DATE IS 95,000.

ALSO MS. ELLIO AND HER TEAM CAME UP WITH A VERY STRATEGIC WAY OF RECOGNIZING OUR TEACHERS FOR THE INCREDIBLE WORK THAT THEY DO WITH THE READING ACADEMIES.

THE STATE HAD A REQUIREMENT THAT PLAYS A HUGE DEMAND ON OUR TEACHERS TIME.

MOVING FORWARD, WE KNOW THAT THERE'S GOING TO BE SOME TEACHERS THAT WILL ALREADY COME IN WITH HAVING ENGAGED IN THIS WORK AND STILL NEED THE 30 HOUR READING ACADEMY, WE WANT TO BE ABLE TO COMPENSATE THEM AND THERE'S GOING TO BE FEWER OF THEM.

WE'RE ESTIMATING ABOUT 50 AND WE WANT TO PAY ADDITIONAL PAY.

THE SUPPLEMENTAL PAY IS WHAT IT WOULD SHOW UP ON THE COMP PLAN FOR $240.

I DID REVERSE THOSE NUMBERS, THAT NUMBER IS 12,000 AND THE BOTTOM NUMBER IS 72.

I WANT TO APOLOGIZE FOR THAT TO 60 HOUR.

IT WAS ON MY BOARD AND MY EYES MUST HAVE JUST GOTTEN REALLY CROSS-SIDE AFTER ALL THESE NUMBERS.

THEN THE OTHER ESTIMATED AMOUNT IS 72,000 AND AND THAT WE'RE ESTIMATING ABOUT 150 NEW TEACHERS TO THE DISTRICT WITH THAT.

DO YOU WANT TO ADD ANYTHING ELSE TO THAT, MS. ELLIO?

>> [INAUDIBLE]

>> YES, SO THEY ARE ALSO AND I DON'T HAVE THE WHOLE PROPOSED PLAN, HOWEVER, IS IT FOUR? YES, FOUR ADDITIONAL DAYS OF THEM.

WERE COVERING A SUBSTITUTE FOR THEM TO ENGAGE IN THE READING ACADEMY WORK, AND SO THAT'S A TOTAL OF FOUR DAYS.

THERE IS A MONETARY PIECE TO THAT.

OUR TEACHERS HOPEFULLY WILL RECOGNIZE THAT WE'RE NOT ONLY GIVING THEM MONEY TO DO THIS, BUT WE'RE ALSO GIVING THEM THE GIFT OF TIME.

TWO DAYS, FOUR DAYS FOR THE 60 HOUR PROGRAM AND THEN TWO DAYS FOR THE.

>> OKAY. THE NEXT ITEM IS, AT THE TIME WHEN I WAS PRODUCING THIS VIDEO AND I HAD HAD A CONVERSATION WITH DR. WRIGHT AND WE HAVE NOT IDENTIFIED THESE ADDITIONAL CURRICULUM AND INSTRUCTION STIPENDS.

I KNOW THAT YOU WANTED THAT INFORMATION.

ON THE DRAFT COMPENSATION PLAN, WHICH IS IN YOUR PACKET, YOU WILL SEE A COUPLE OF AREAS.

ONE OF THE AREAS IS, GIVEN OUR MOST RECENT PERFORMANCE RESULTS, WE KNOW THAT WE WANT TO SUPPORT SIMON, PARTICULARLY IN THE AREA OF MATH.

WE WANT TO ATTRACT OUR STRONGEST AND RETAIN OUR STRONGEST MATH TEACHERS THERE.

WE'RE PROPOSING A $5,000 RECRUITING TYPE OF STIPEND FOR SIMON IN THE AREA OF MATH.

ANOTHER STIPEND AND IN THIS IS TO ENSURE NOT ONLY TITLE 9 COMPLIANCE, BUT ALSO TO RECOGNIZE OUR [OVERLAPPING].

>> DR. MEDINA, I'M LOOKING ON THIS STIPENDS.

ARE THEY ON HERE?

>> YES. LET ME PULL THEM.

>> CAN YOU TELL US WHAT PAGE NUMBER WE'RE SUPPOSED TO BE LOOKING AT?

>> SURE.

>> I THOUGHT I COULD FIND IT.

[01:10:01]

IF YOU KEEP FLIPPING, YOU'LL SEE STIPENDS, BUT I'M LOOKING FOR THE CURRICULUM SPECIFICALLY.

STIPENDS AND I JUST HAVEN'T FOUND THEM YET.

>> IT IS ON PAGE 18 AND IT'S HIGHLIGHTED IN YELLOW.

>> RIGHT. PERFECT. I JUST HADN'T GOTTEN THERE YET.

PAGE 18, TEAM ON OUR COMPENSATION PLAN AND THIS IS JUST IN DRAFT FORM. WE RECOGNIZE.

>> THIS IS IN DRAFT FORM.

>> OKAY. NOW WE'RE ON THE SAME PAGE, PROCEED.

>> THEN THE NEXT AREA WAS, AS I SAID, THE $5,000 STIPEND FOR SIMON IN THE AREA OF MATH.

THEN THE OTHER I BELIEVE WAS, AT EACH OF THE HIGH SCHOOLS, WE WANT TO PROVIDE ADDITIONAL OR INCREASE OR IT'S ACTUALLY CHEERLEADING STIPEND OF $2,000.

I BELIEVE AT EACH OF THE HIGH SCHOOLS AND TOTAL BUDGET IMPACT OF THAT WOULD BE $6,000.

AT THE MIDDLE SCHOOL, WE ALSO PROVIDE THE FOOTBALL COACHES FOR TAKING ADDITIONAL WORK AND SUPPORTING MIDDLE SCHOOL COACHES, SUPPORTING THE HIGH-SCHOOLS FOR THE ADDITIONAL WORK THAT THEY'RE TAKING ON TO SUPPORT THE GROWTH OF THOSE PROGRAMS, TO SUPPORT THE ALIGNMENT OF THE PROGRAMS IS TO PROVIDE ADDITIONAL SUPPLEMENTAL PAY TO THOSE INDIVIDUALS THAT ARE WILLING TO SUPPORT THE PROGRAM.

IF WE LOOK AT ALL SIX MIDDLE SCHOOLS AND WE'RE PROPOSING ABOUT $2,500, THE TOTAL IMPACT OF THAT IS THE $15,000 BECAUSE THERE ARE THREE FOOTBALL COACHES.

THE TOTAL IMPACT OF THAT IS ABOUT $90,000 IS WHAT WE'RE ESTIMATING.

THE WHOLE IMPACT OF THESE THREE ADDITIONAL STIPENDS IS A $131,000.

THAT IS HOT OFF THE PRESS BY THE WAY, BUT THANK YOU FOR YOUR PATIENCE AS WE DEVELOP THOSE.

I CAN SEND YOU THOSE SEPARATELY IN A BOARD BLOG, BUT THEY ARE IN THE COMPENSATION PLAN.

>> I WILL TELL YOU THAT WE ARE HAVING A VERY DIFFICULT TIME FINDING MIDDLE SCHOOL FOOTBALL COACHES WHO ALSO WANT TO HELP SUPPORT THE FEEDER HIGH SCHOOL BECAUSE IT'S A LOT.

THEY'RE HAVING TO COACH AT THE MIDDLE SCHOOL AND THEN THEY'RE ASKED TO ATTEND FRIDAY FOOTBALL GAMES AS WELL AS SATURDAY PRACTICE OR FILM WATCHING.

I'M NOT SURE WHAT THEY DO ON SATURDAYS, BUT I'LL JUST MAKE IT UP.

THEN SOMETIMES THEY WILL MEET ON SUNDAYS.

IT'S MY UNDERSTANDING FROM SOME OF OUR MIDDLE SCHOOL PRINCIPALS IS THAT THEY'RE HAVING A REALLY HARD TIME.

MOST OF OUR COACHES, IT'S JUST A LOT OF TIME AWAY FROM HOME.

I KNOW THAT AND I APPRECIATE DR. MEDINA PUTTING AN ESTIMATE THERE.

NOT EVERY SINGLE COACH IS GOING TO WANT TO SUPPORT THE HIGH SCHOOL, THAT'S A VERY FLUID NUMBER.

IF THEY DO AND THEY SEE THEMSELVES WANTING TO COACH HIGH SCHOOL EVENTUALLY OR MOVE INTO A HEAD COACHING POSITION, I AM SURE THAT THEY'RE GOING TO BE MORE THAN WILLING.

HOPEFULLY, THIS WILL BE ABLE TO ATTRACT FOLKS WHO WANT TO EVENTUALLY MOVE TO THE HIGH-SCHOOL AND COACH AT THE HIGH-SCHOOL LEVEL.

BUT RIGHT NOW BECAUSE WE ARE STRUGGLING AND BECAUSE OF THE TIME COMMITMENT, WHEN YOU LOOK AT THEIR STIPEND, COMPARED TO THE HIGH SCHOOL ASSISTANT FOOTBALL COACHES, THERE'S A HUGE DIFFERENCE.

THIS IS JUST OUR WAY OF TRYING TO CLOSE THAT GAP BETWEEN WHAT A HIGH-SCHOOL ASSISTANT FOOTBALL COACH MAKES AND OUR MIDDLE SCHOOL FOOTBALL COACHES BECAUSE IT'S A LOT OF TIME AWAY FROM THEIR FAMILIES.

>> IT'S AN ITEM THAT WE'VE HEARD THROUGHOUT THE ENTIRE YEAR.

I WAS REALLY GLAD TO SEE THAT WE WERE BEING CREATIVE ABOUT THAT.

>> OKAY. [OVERLAPPING] THEN THE SHEAR DANCE STIPEND.

LET ME EXPLAIN THAT ONE.

>> I DON'T EVEN FIND THEM, I'M LOOKING STILL LOOKING FOR THE COACH ONE.

>> WHEN YOU LOOK AT THE MIDDLE SCHOOLS SECTION ON ATHLETICS, LINDA HALL AND I VISITED TODAY AND I WANT TO MAKE SURE IT WAS REFLECTED ON THERE, IS THAT IT'S GOING TO BE LIKE A HIGH-SCHOOL SUPPLEMENTAL COACHING STIPEND.

IT'S NOT ALREADY IMBEDDED IN THE MIDDLE SCHOOL FOOTBALL STIPEND. [OVERLAPPING]

>> WHERE'S THE MIDDLE SCHOOL COACH STIPEND?

>> THEY'RE IN MIDDLE SCHOOL ATHLETICS.

>> IT'S ON PAGE 12.

>> PAGE 12.

>> BUT IT'S NOT HIGHLIGHTED IN YELLOW.

>> IT'S NOT HIGHLIGHTED IN YELLOW, THAT'S WHY WE CAN'T FIND IT [LAUGHTER].

>> DR. FERNANDO.

>> WE WILL CORRECT THAT.

>> WELL, THAT'S HIGH SCHOOL.

IT'S MIDDLE-SCHOOL SUPPORT SO YOU'RE SAYING [OVERLAPPING] THAT'S IT. THE BLUE ONE?

>> THE REASON WHY IT'S WRITTEN OUT THAT WAY IS BECAUSE NOT EVERY SINGLE MIDDLE-SCHOOL ASSISTANT COACH IS GOING TO GO TO THE HIGH SCHOOL.

WE DID NOT WANT TO ADD IT AS PART OF BECAUSE WHAT IF THEY WERE UNABLE TO HELP SUPPORT THEIR HIGH SCHOOL FEEDER? IF THEY AGREED TO,

[01:15:02]

>> OKAY. THERE'S THIS SLIDE IS CHOCK-FULL, WE'RE GOING TO STOP HERE AND TAKE SOME QUESTIONS BECAUSE I ACTUALLY HAVE QUESTIONS ON READING ACADEMY AS WELL.

WE'LL STOP HERE AND WE'LL TAKE QUESTIONS ON THE NEW SUBSTITUTE RATES, THE READING ACADEMIES AND THE CNI STIPENDS.

ARE THERE ANY OTHER CNI STIPENDS THAT YOU'LL HAVE TO PRESENT TO US?

>> NO WE KNOW THAT WE'RE GOING TO DO AN ANALYSIS OF THE BASKETBALL.

IF YOU CAN JUST GIVE US A LITTLE BIT OF TIME, WE JUST HAVEN'T GOTTEN THAT DEEPLY, BUT WE KNOW THAT WE NEED TO TAKE A LOOK AT BASKETBALL AS WELL.

>> OKAY, I'LL OPEN IT UP TO QUESTIONS FROM THE TEAM.

I'LL START OVER HERE ON MY LEFT.

I'LL COME BACK TO YOU IF YOU'RE NOT READY.

[NOISE] MR. MCMANUS.

>> THANK YOU. ON THE SUBSTITUTE RATE, IT'S NOT REALLY ABOUT THE RATE.

I'M CURIOUS, WHERE DID WE END UP WITH OUR FILL PERCENTAGE FOR THIS PATCH? I KNOW WE REALLY STRUGGLED WITH SUBSTITUTES. HOW DID THAT END UP?

>> I'M TRYING TO REMEMBER THE EXACT NUMBERS.

YOU'LL REMEMBER THAT WE STARTED AT UNDER 200 SUBSTITUTES, AND WE TRADITIONALLY HAD A LITTLE OVER 500.

MID-YEAR WE WERE ALREADY MORE THAN 50 PERCENT OF THE WAY.

IF I'M NOT MISTAKEN, WE WERE ALMOST PRETTY CLOSE TO WHAT WE HAD EVEN PRE-COVID.

THAT WAS REALLY GOOD.

NOW, GETTING THEM TO TAKE JOBS CONSISTENTLY WAS A DIFFERENT ISSUE.

THE OTHER THING THAT WE DO KNOW IS THAT WHAT WE FOUND TO BE VERY HELPFUL, AND THIS IS A PHILOSOPHICAL SHIFT FOR US, IS THAT WE STARTED LOOKING AT OUR TEACHERS THAT WERE TAKING AND WERE SUBSTITUTING.

AT FIRST IT WAS LAST RESORT THING, BUT WHEN WE BEGAN TO TALK ABOUT IT WE THOUGHT, ISN'T THAT WHAT SHOULD BE OUR FIRST DEFAULT? BECAUSE OUR TEACHERS OFTENTIMES THEY KNOW THE STUDENTS.

IF THEY SERVE AS A SUBSTITUTE, THEY TAKE ON ADDITIONAL STUDENTS.

THEY KNOW THE STUDENTS, THEY KNOW THE CAMPUS DISCIPLINE PLAN, THEY KNOW THE INSTRUCTION, SO THE CONTINUITY OF TEACHING AND LEARNING IS THERE.

WE ALSO KNOW THAT OUR TEACHERS HAVE APPRECIATED THAT COMPENSATION.

THIS RATE WOULD BE NOT ONLY FOR THOSE SERVING AS GUEST TEACHERS, BUT WOULD ALSO BE THE RATE THAT OUR TEACHERS WOULD GET WHEN THEY HAVE TO TAKE ON ANOTHER CLASS.

IT'S GOING TO HELP US ON BOTH SIDES.

THAT'S JUST A PHILOSOPHICAL SHIFT FOR US.

THAT WE'LL SEE HOW THAT WORKS, AND NOT JUST MAKING IT BE A COVID TYPE OF BAND AID THING, BUT SOMETHING MAYBE WE'D LOOK MORE LONG-TERM.

THAT WAS A LEARNING PIECE FOR US THROUGH COVID.

>> THANK YOU. COUPLE MORE THINGS, I DO LIKE THAT PLAN.

READING ACADEMY, REMIND ME WHO'S REQUIRED TO TAKE THAT AND WHERE DID WE END UP WITH PERCENT COMPLETE.

WE TALKED ABOUT THAT MAYBE A LONG TIME AGO AND I DON'T REALLY REMEMBER WHERE WE'RE AT WITH THAT.

SOMEBODY TELL A QUICK UPDATE.

>> YEAH, I CAN TELL YOU THAT. IT'S FOR ALL K3 TEACHERS, SO K3 THIRD GRADE.

I THINK WE'RE PRETTY CLOSE TO 99 PERCENT COMPLETION.

I KNOW THAT RIGHT NOW THEY'RE GRADING THE LAST ARTIFACT THAT TEACHERS HAD TO SUBMIT.

I THINK IT'S PRETTY WELL.

WE DID REALLY WELL WITH THAT COMPLETION RATE.

IT'S NOT NECESSARILY AT A 100 PERCENT YET BECAUSE WE'RE STILL COMPLETING THE ARTIFACTS, BUT COMPLETION RATE WAS PRETTY AWESOME.

>> THAT SOUNDS GOOD. IF WE'RE GIVING TEACHERS SOME TIME TO DO THAT, WHO ARE WE ANTICIPATING IS GOING TO TAKE ADVANTAGE OF THAT IF WE'RE ALREADY CLOSE TO A 100 PERCENT COMPLETE?

>> WHEN YOU CONSIDER ANY NEW TEACHERS TO THE DISTRICT AND YOU ALSO CONSIDER MIGRATION FROM A FOURTH-GRADE POSITION TO A KINDER, FIRST, SECOND, OR THIRD, YOU'RE GOING TO SEE A BLEND OF NEW TEACHERS NEEDING TO TAKE THE READING ACADEMY AS DR. MEDINA WAS SAYING.

THERE'S SOME FOLKS THAT ARE COMING IN TO OUR DISTRICT WHO'VE ALREADY GONE THROUGH THE READING ACADEMY TRAINING IN ANOTHER DISTRICT, AND SO THAT'S GOING TO REDUCE THE NUMBER.

AGAIN, THIS IS AN ESTIMATE OF THE NUMBER OF TEACHERS THAT WILL BE GOING THROUGH THE READING ACADEMY NEXT YEAR.

IT WILL BE NOTHING NEAR THE NUMBER THAT WE'VE HAD THIS YEAR, AND SO THAT'S WHY WE'RE ESTIMATING A SMALLER NUMBER.

THEN THIS YEAR, TEA ACTUALLY MADE SOME ADJUSTMENTS.

YOU CAN NOW TAKE THE READING TEST TO ONLY ALLOW TEACHERS WHO PASS THE READING TESTS TO TAKE THE 30 HOUR COURSE VERSUS THE 60 HOUR.

IN THE PAST WE WEREN'T GIVEN THAT OPTION.

NOW WE HAVE A LITTLE BIT MORE FLEXIBILITY.

IF SOMEONE WANTS TO TEST OUT THEY ONLY HAVE TO COMPLETE 30 HOURS.

[01:20:04]

I WANTED TO GIVE YOU THE SRT, SORRY.

I'M STRUGGLING WITH HAVING TO JUST SAY IT.

>> THAT'S FINE. THANK YOU. MY LAST QUESTION, I WANTED TO UNDERSTAND THE HIGH SCHOOL SUPPORT FROM THE MIDDLE SCHOOL COACHES.

IS THAT A REQUIREMENT OR IS IT COMPLETELY OPTIONAL FOR THAT MIDDLE SCHOOL COACH? IF THEY'RE HAVING TROUBLE HIRING, ARE WE OUR OWN WORST ENEMY WITH HOW WE'RE TRYING TO HIRE FOR THAT?

>> I THINK THAT'S A GREAT QUESTION AND THAT'S THE QUESTION I ASKED COACH MOFFITT.

I THINK IT'S MIXED.

I PERSONALLY HAVE NOT VISITED WITH EACH OF THE COORDINATORS AT ANY OF THE HIGH SCHOOLS TO FIND OUT WHETHER OR NOT IT'S A REQUIREMENT OR IF IT'S OPTIONAL.

I THINK FOR A LONG TIME IT WAS JUST UNDERSTOOD AND PERHAPS MORE OF A REQUIREMENT.

WHEN I SPOKE TO HIM, HE'S, WELL, THERE'S DIFFERENT PHILOSOPHICAL VIEWS ABOUT WHETHER OR NOT THEY NEED TO SUPPORT THEIR HIGH SCHOOL.

WE WOULD LOVE FOR THEM OBVIOUSLY TO SUPPORT THEIR HIGH-SCHOOL, BUT I DON'T KNOW THAT EXACTLY.

I FEEL I NEED SOME MORE INFORMATION.

THAT'S WHY I WANTED TO LEAVE IT FLEXIBLE AND FLUID IN CASE THEY DID REQUIRE THEM TO ASSIST THE HIGH SCHOOL LEVEL THAT THEY DID GET COMPENSATED, BECAUSE IT'S BEEN HARD FOR THEM TO HAVE TO WORK AND HELP AT THE HIGH SCHOOL AND THEN NOT BE COMPENSATED.

>> NO, IT'S A LOT TO ASK.

I THINK YOU'VE TOUCHED ON THAT.

I JUST DON'T WANT TO SACRIFICE WHAT OUR MIDDLE SCHOOL ATHLETES NEED WHILE WE HOLD OUT FOR THOSE FEW PEOPLE WHO ARE WILLING TO DO THIS.

THAT'S MY TWO CENT ON THAT. THANK YOU. THAT'S ALL I HAVE.

>> THERE MAY BE SOME MIDDLE SCHOOL COACHES THAT REALLY LOVE DOING THIS.

THEY'RE ASPIRING TO BECOME HEAD COACHES SOMEDAY AND THEY MAY WANT TO.

WHY NOT COMPENSATE THEM IF THEY REALLY WANT TO? AGAIN, I FEEL I NEED TO CLOSE THAT GAP TO FIND OUT WHETHER OR NOT EACH ATHLETIC COORDINATOR IS EXPECTING THAT, THEIR COMMITMENT IF IT'S A REQUIREMENT OR IF IT'S OPTIONAL.

>> MS. MADISON, I'LL ADD JUST TWO PIECES.

ONE THING, IT REALLY HIGHLIGHTS THE NEED FOR US TO DEFINE IN WRITING EXACTLY WHAT THEIR STIPEND IS AT MIDDLE SCHOOL.

WHAT IS IT FOR? WE KNOW WE STARTED THAT WORK.

MS. [INAUDIBLE] AND I HAVE BEEN VISITING ABOUT WHAT THAT MEANS, THAT PROCESS NEEDS TO LOOK LIKE.

THE OTHER THING IS THAT WE DO KNOW THAT IN SITUATIONS WHERE THE MIDDLE SCHOOL COACHES ARE GOING UP TO SUPPORT GROWS THE ENTIRE PROGRAM.

WE KNOW THAT THE STRONGER CONNECTION THERE IS THERE'S ALIGNMENT IN PHILOSOPHY, ALIGNMENT IN EVERYTHING.

WE KNOW THAT IT STRENGTHENS THE OVERALL PROGRAM.

IT'S DEFINITELY SOMETHING THAT I THINK THAT WE WANT TO SUPPORT.

I KNOW THAT EARLY ON IN THE SCHOOL YEAR I HEARD IT OFTEN, COACHES AT THIS PARTICULAR SCHOOL WON'T COME UP TO HELP FOR THE SUMMER OR FOR OTHER TIMES.

WE WANT TO BE SURE, AT LEAST IN MY MIND, THAT THOSE THAT ARE DOING IT, THAT WE'RE COMPENSATING THEM AND TELLING THEM THAT WE VALUE THAT BECAUSE WE KNOW IT HELPS GROW OUR PROGRAMS.

>> MRS. ROSCOE.

>> LET ME JUST ADD ANOTHER AREA THAT WE HAD TO ALSO INCLUDE WAS GIRLS VOLLEYBALL.

WE WANT TO MAKE SURE THAT WHAT WE WERE DOING FOR THE MALE SPORTS WE'RE ALSO CONSIDERING TO DO FOR THE FEMALES WHO ARE HAVING TO SUPPORT THE HIGH SCHOOL.

VOLLEYBALL, YOU SHOULD SEE ON THAT LIST BECAUSE THAT IS A CONVERSATION I HAD WITH MR. HALL THIS MORNING.

I'M NOT SURE IF IT MADE THE LIST, I HOPE HE DID BECAUSE THAT WAS THE OTHER ONE THAT WAS OPTIONAL MIDDLE SCHOOL VOLLEYBALL COACHES SUPPORTING THE HIGH SCHOOL VOLLEYBALL PROGRAM.

>> MRS. ROSCOE.

>> IT'S NOT HIGHLIGHTED ON HERE.

WE CAN HAVE THOSE HIGHLIGHTED, THE ONES THAT ARE CHANGING OR PROPOSED CHANGES THAT WOULD MAKE IT SO MUCH EASIER FOR US.

BUT, OF COURSE, THAT OPENS UP SO MANY THINGS.

WE DO IT FOR MIDDLE SCHOOL FOOTBALL, THEN VOLLEYBALL, AND THEN COLOR GUARD AND ALL THESE OTHER PEOPLE BECAUSE THERE ARE PEOPLE THAT ARE DOING THIS, THAT ARE OUT OF THEIR OWN TIME, GOING DOWN TO THE MIDDLE SCHOOL TO HELP HIGH SCHOOL PEOPLE, HELPING THE MIDDLE SCHOOL, TRYING TO GROW THE PROGRAM SO THEY CAN BE SUPER-STRONG IN HIGH SCHOOL.

I THINK WE NEED TO REALLY TAKE A GOOD LOOK AT THAT AND TALK TO MS. MORENO AND MR. MOFFIT TO SEE WHERE ARE THOSE GAPS BECAUSE I DON'T WANT TO JUST DO FOOTBALL.

BUT LOOKING AT ALL THOSE PLACES WHERE THERE IS THAT ALIGNMENT PIECE THAT WE'RE LOOKING AT AND IS IT AN EXPECTATION? IS IT IN THE JOB DESCRIPTION? IF IT'S IN THE JOB DESCRIPTION AND THEY TAKE THE JOB, THEN THAT'S AN EXPECTATION.

[01:25:02]

THAT'S MY STIPEND PIECE ON THAT.

THE QUESTION THAT I HAD ON READING ACADEMY WAS, REMIND ME WHAT WE DID THIS YEAR TO COMPENSATE OUR TEACHERS, MRS. THEO.

>> WHAT WE DID AND THEN THE COMPLAINT, YOU WILL SEE THAT WE WERE COMPENSATING THEM $300.

BUT WHAT WE ALSO DID, AND I CAN'T REMEMBER OFF THE TOP OF MY HEAD HOW MANY DAYS WE GAVE TEACHERS BECAUSE EVERY SINGLE PRINCIPAL ALSO GAVE TIME FOR TEACHERS.

THEY HAD THEIR CLASSES COVERED, THEY GAVE THEM TIME DURING THE SCHOOL DAY TO WORK ON READING ACADEMIES.

WE ALSO, THE DAYS THAT WE ADJUSTED IN OUR CALENDAR, ALSO WENT TO HELP SUPPORT TEACHERS THAT WERE GOING TO THE READING ACADEMY.

IF I COUNTED THE NUMBER OF DAYS AND I'M GOING TO JUST TAKE A SHOT AT THIS, IS THAT WE GAVE THEM A LOT MORE TIME THIS YEAR, LIKE DAYS BEFORE SCHOOL STARTED TO WORK ON READING ACADEMIES.

THEY MAY OR MAY NOT HAVE USED DAYS AT THE BEGINNING OF THE YEAR, BUT ALSO DAYS DURING THE SCHOOL YEAR.

ALSO TIME GIVEN TO TEACHERS DURING THE SCHOOL DAY BY PRINCIPALS, GIVING THEM SOME COVERAGE SO THAT THEY COULD WORK ON READING ACADEMIES.

EVEN WITH ALL THOSE NUMBER OF DAYS.

>> IT WASN'T ENOUGH.

>> IT WAS JUST A LOT.

>> IT WAS NOT ENOUGH.

>> IT WAS A LOT PARTICULARLY.

>> IT IS WAS A $300 FLAT STIPEND?

>> YES, MA'AM.

>> THEN.

>> I'M GOING TO SAY 10-12 DAYS.

[OVERLAPPING]

>> THERE WERE DAYS DURING THE SCHOOL YEAR, IF YOU REMEMBER, WE ADJUSTED OUR ACADEMIC CALENDAR. [OVERLAPPING]

>> ACADEMIC CALENDAR IN OCTOBER.

>> THEY WERE EAR MARKED FOR READING ACADEMY.

NOW, WHETHER OR NOT TEACHERS USE THAT TIME, BECAUSE AGAIN, THEY JUST HAD A LOT ON THEIR PLATES.

IT WAS OVERWHELMING. BUT WE DID, WE TRIED REALLY HARD TO GIVE THEM TIME TO WORK ON READING ACADEMY. IT JUST WASN'T ENOUGH.

>> DEFINITELY. I TOTALLY GET THAT BECAUSE I'VE HEARD FROM MANY HEADTEACHERS.

FIND OUT OFFICIALLY WHAT THOSE DAYS WERE AND LET US KNOW WHAT THAT WAS OFFICIALLY, WHETHER THEY USED IT OR NOT BESIDE THE POINT, JUST THAT WE DID ALLOW FOR THAT.

THAT WAS MY QUESTION ON READING ACADEMY AND ALSO THE NUMBERS.

SINCE WE'RE ONLY DOING K33 AND IT'S ONLY GOING TO BE NEW TEACHERS OR MAYBE IF TEACHERS MOVED, WE'RE REALLY THINKING WE'RE GOING TO HAVE 150?

>> THAT'S WHAT WE ESTIMATED.

>> IT'S JUST AN ESTIMATE.

I DON'T THINK WE'RE GOING TO REACH THAT 150.

AGAIN, CONSIDER IT AN ESTIMATE. I DON'T KNOW.

I'D HAVE TO GO BACK AND FIGURE OUT HOW MANY NEW TEACHERS ARE MOVING TO K IN A K1, 2, OR 3 CLASSROOM AND HOW MANY TEACHERS WE ACTUALLY HIRE FOR THOSE GRADE LEVELS TO DETERMINE EXACTLY HOW MANY TEACHERS ARE GOING TO NEED TO GO THROUGH THE TRAINING.

CONSIDER THAT JUST A ROUGH ESTIMATE AT THIS POINT.

>> BECAUSE IT SEEMS REALLY INFLATED, 50 TEACHERS FOR THE 30-HOUR AND IN A 150 FOR THE 60-HOUR.

I KNOW I'M JUST TRYING TO SAVE A BUCK HERE OR THERE, BUT JUST TRYING TO SAVE A BUCK.

THAT'S JUST A VERY ROUGH ESTIMATE.

IT'S PROBABLY GOING TO BE A LOT LESS, RIGHT DR. MEDINA?

>> WE THINK SO. AFTER OUR LAST BOARD MEETING, I WANTED TO BE SURE THAT I GAVE A GOOD NUMBER THAT WE'RE NOT GOING TO GO OVER.

I DON'T THINK WE EXCEED THE 150 TRUST ME, MRS. ROSCOE, I DON'T.

>> WOULD IT BE SAFE TO SAY IT'S LIKE 100?

>> WE COULD AND WHAT WE COULD DO IS ONCE WE HAVE FINISHED ALL THE HIRING AND GONE THROUGH AUGUST, WE CAN COME BACK AND REPORT EXACTLY HOW MANY TEACHERS WE SEE THAT STILL NEED THE 60 HOURS AND THE 30 HOURS.

>> OKAY, GREAT. THEN YOU'LL MODIFY THIS ONE.

>> SURE.

>> PERFECT. THEN I DID HAVE A QUESTION ON THE EMPLOYEE-ONLY LIFE INSURANCE THAT I HAD SUBMITTED.

WHO DOES THAT COVER? HOW MANY EMPLOYEES? WHAT IS THE COST COME OUT TO BE PER EMPLOYEE?

>> SURE. THANK YOU FOR THAT QUESTION.

I DID RESPOND. IF YOU DON'T CAPTURE EVERYTHING THAT I SAY RIGHT NOW.

>> I DIDN'T GET IT, UNTIL THE DAIS.

[OVERLAPPING]

>> KNOW THAT IT'S IN THERE. THIS IS A FULLY DISTRICT-PROVIDED LIFE INSURANCE.

IT IS VERY TYPICAL OF SCHOOL DISTRICTS TO PROVIDE THIS TO THEIR EMPLOYEES.

WE HAVE GOTTEN A QUOTE FOR 3,050 LIVES, WHICH IS APPROXIMATELY HOW MANY EMPLOYEES WE HAVE AND IT WOULD BE FULL-TIME EMPLOYEES REALLY THOSE THAT WORKED 50 PERCENT OR MORE OF THE WORK WEEK.

THEY HAVE TO BE BENEFITS-ELIGIBLE, MEANING THEY'RE WORKING MORE THAN 50 PERCENT.

[01:30:02]

IT DOES NOT INCLUDE OUR NON-STANDARD HOURLY TYPE OF EMPLOYEES.

THERE'S OTHER TYPE OF NON-BENEFIT ELIGIBLE EMPLOYEES.

THERE'S A MONITOR, I BELIEVE IT'S MONITOR 1 AND 2, BUT IT'S A PARTICULAR MONITOR.

BUT VERY FEW EMPLOYEES THAT IT DOESN'T COVER.

EACH ONE THEY'RE CHARGING US $1.15 PER EMPLOYEE PER MONTH.

THE ESTIMATE IS ABOUT $41,000.

WE DO THINK THAT IS A GREAT BENEFIT.

WE ALSO KNOW THAT THIS PARTICULAR BENEFIT CAN TRANSFER OVER FOR AN EMPLOYEE IF THE EMPLOYEE SEPARATES OR RETIRES FROM THE DISTRICT AND THEY CAN CONTINUE THAT LIFE INSURANCE BEYOND THEIR EMPLOYMENT HERE IN THE DISTRICT.

I WAS SURPRISED THAT WE DON'T OFFER SOMETHING LIKE THAT FOR OUR EMPLOYEES.

BUT THIS IS OUR OPPORTUNITY TO SET THAT AND TO DO GOOD.

>> THEN FOR THE CABINET RECLASSIFICATION RECOMMENDATION.

>> MRS. ROSCOE, I WAS TRYING TO GET TO QUESTIONS JUST THROUGH STIPENDS.

>> I'M SORRY.

>> WELL, BECAUSE THEY HAVEN'T COVERED THAT YET.

I HAVEN'T TALKED ABOUT THOSE.

>> I'M AHEAD OF MYSELF. SORRY.

>> NO, THAT'S OKAY.

>> MS. RONCO AND MR. VELA?

>> I WANT TO JUST COMMENT ON THE MIDDLE-SCHOOL SUPPORT.

I'VE RECOGNIZED AS BEING A FOOTBALL PARENT AND BEING INVOLVED IN BOOSTER ATHLETICS.

THEY WORK SEVEN DAYS A WEEK AND THE CAMPUS THAT I WITNESSED AND I WAS INVOLVED IN, THERE WERE A LOT OF MIDDLE SCHOOL COACHES THAT WERE INVOLVED AT THE HIGH-SCHOOL LEVEL, BUT I KNOW THAT THAT'S JUST NOT FOOTBALL.

THAT'S GOT TO PLAY IN WITH FINE ARTS AND ALL THE ATHLETICS.

I WOULD LIKE TO TAKE A DEEPER LOOK AT THAT AND MAKE SURE THAT WE'RE COVERING OUR BASES ON THAT.

BUT ALSO THE STIPENDS ON SPECIAL EDUCATION.

I WAS A LITTLE DISAPPOINTED TO NOT SEE OUR SPECIAL EDUCATION STIPEND AT 1,350.

I WAS EXPECTING A LITTLE BIT OF AN INCREASE IN THAT AREA.

I WANTED TO SEE WHERE YOUR CONVERSATIONS WERE ON THAT AND SEE WHERE OTHER BOARD OF TRUSTEES FELL ON STIPENDS FOR SPECIAL EDUCATION.

>> THAT'S PROBABLY ON PAGE 15, THAT SLIDE FOR THE, IT LOOKS LIKE THAT'S WHERE WE'RE GOING TO TALK ABOUT SOME ADDITIONAL STIPENDS.

I THINK RIGHT NOW, THEY JUST WANTED TO TALK TO US ABOUT THE CNI STIPEND. IS THAT CORRECT.

IT'S BILINGUAL AND SPED STIPENDS FALL UNDER CNI? BECAUSE I KNOW WE HAVE THAT [BACKGROUND] OUTLINED.

>> IT IS IN THE TASB STUDY.

I'M GOING TO FIND THE PAGE FOR US IN TERMS OF WHERE WE ARE WITH STIPENDS, SPECIFICALLY FOR SPECIAL ED?

>> YEAH, BECAUSE I ACTUALLY DON'T SEE THEM OUTLINED.

>> THEY ARE PAGE 6 OF THE TASB STUDY.

BASICALLY, IT SHOWS YOU WHERE HAYS CISD IS RELATIVE TO THE MEDIAN STIPEND.

IF YOU FLIP TO PAGE 6, A FEW LINES DOWN, YOU'LL SEE THAT IN GENERAL, JUST INCLUSION RESOURCE, WE'RE AT 1,350.

THE MARKET IS AT 1,350.

SELF-CONTAINED IS 2,500 AND THE MARKET IS AT 2,000.

OF COURSE, THIS IS JUST MARKET.

IT'S A PHILOSOPHICAL THING AS WELL.

TYPICALLY WE WANT TO PUT STIPENDS WHERE THE VACANCIES ARE, WHERE THAT NEED IS.

IT'S A PHILOSOPHICAL PIECE AND WHAT IS THE VALUE THAT A DISTRICT.

JUST BECAUSE IT'S MARKET DOESN'T MEAN THAT IT SHOULDN'T GO UP.

IT DOESN'T EVEN MEAN THAT IT SHOULD BE AT MARKET.

IT'S WHAT IS IT THAT THE DISTRICT IS TRYING TO ACCOMPLISH? I OFTEN WILL SUGGEST TO A BOARD TO SAY, WHERE DO OUR VACANCIES EXIST? WHERE'S OUR HIGHEST NEED? IS THAT WHERE WE SHOULD BE PUTTING THE MOST MONEY?

>> BUT I'M ALSO NOT LOOKING AT JUST VACANCIES.

I'M ALSO WANTING PEOPLE TO STAY IN THOSE POSITIONS AS WELL.

THAT NEEDS TO ALSO BE A FACTOR IN THAT DISCUSSION.

THIS IS IMPORTANT TO ME.

I HAVE A LOT OF SPECIAL EDUCATION FOLKS THAT TALK TO ME ABOUT THE WORKLOADS THAT THEY HAVE.

I'M JUST A LITTLE DISAPPOINTED IN THE STIPENDS FOR SPECIAL EDUCATION.

>> OKAY, MR. VELA.

>> I WANT TO ECHO MS. RUNKLE'S COMMENTS AS WELL.

I KNOW THAT WE'VE BROUGHT THIS UP AT SEVERAL MEETINGS ON THE SPED STIPENDS.

ALSO, I THINK WE AS A BOARD, HAVE SPOKEN THAT WE DON'T WANT TO JUST MEET WHAT THE MARKET IS.

I MEAN, WE ARE REALLY AGGRESSIVE WITH COMPENSATION AND SO I WOULD LIKE TO SEE SOME FURTHER CONSIDERATION ON THAT AS WELL.

GOING TO THE READING ACADEMY, I'M GLAD TO HEAR THE NUMBERS.

[01:35:03]

THEY'RE READING ACADEMY FACILITATOR, HOW MANY OF THOSE DO WE HAVE? JUST ONE?

>> JUST ONE.

>> I MEAN, THAT'S ONE FOR THE ENTIRE DISTRICT?

>> WE HAVE A FACILITATOR, BUT WE ALSO HAVE OUR ELA AND BILINGUAL OR MULTILINGUAL TEAM WHO'VE LITERALLY GRADED ARTIFACTS GIVEN SOME OF OUR TEACHERS' FEEDBACK WHEN THEY SUBMIT.

THEY HAVE BEEN WORKING ON THE BACK-END, JUST MAKING SURE THAT WE'RE PROVIDING THAT SUPPORT FOR OUR TEACHERS.

THEY'VE BEEN ABLE TO BALANCE THEIR WORKLOAD FOR THE MOST PART, BUT WE DID PAY ONE PERSON THE STIPEND TO BE OUR POINT PERSON THIS YEAR FOR READING ACADEMIES.

>> DO WE NEED TO INCREASE THAT FROM ONE?

>> THAT MAY BE SOMETHING THAT WE NEED TO CONSIDER, AND SO I'M GOING TO TAKE COMPLETE RESPONSIBILITY HERE BECAUSE I THINK WE DO PROBABLY NEED TO ADJUST THAT SINCE IT REALLY IS ONLY FALLEN ON ONE PERSON IN OUR DISTRICT.

I ALSO RECOGNIZE THAT THE NUMBERS ARE GOING TO BE LOWER AND WE MAY NOT NEED THE ENTIRE TEAM LIKE WE DID THIS YEAR.

THE BEAUTY OF THAT IS THAT THEY WERE ABLE TO BALANCE THE WORKLOAD.

BUT IT MAY FALL ON JUST ONE PERSON.

A LITTLE BIT HEAVIER NEXT YEAR, SO WE MAY NEED TO ADJUST THAT.

I'LL GET WITH DR. MEDINA TO SEE IF WE NEED TO MAKE THAT ADJUSTMENT.

>> OKAY. GREAT. THEN ONE OTHER IS I JUST DID A CURSORY REVIEW OF SOME OF THE HIGHLIGHTS HERE.

WHEN THE FINE ARTS SECTION UNDER HIGH SCHOOL, I SEE THAT THE MARIACHI ASSISTANT IS ACTUALLY BOOSTED A LITTLE HIGHER THAN THE ACTUAL DIRECTOR OF MARIACHI.

I MEAN, WAS AS STRATEGIC AS WELL OR WHAT'S GOING ON WITH THAT ONE?

>> YES, IT IS. IT IS STRATEGIC.

WHEN WE WERE RECRUITING OUR NEW DIRECTOR, IN MANY CASES I KNOW THAT SOME OF OUR KEY HEAD OVER MUSIC OR EVEN BANNED OR EVEN HEAD OVER FOOTBALL ARE NOT RECEIVING THOSE STIPENDS.

I THINK WHAT WE PROBABLY NEED TO DO MOVING FORWARD.

IT REALLY SHOULD BE ROLLED INTO A PART OF THE DIRECTOR'S COMPENSATION TO BE CONSISTENT WITH THE WAY WE HANDLE FOOTBALL OR HEAD THAT ARE OVER FOOTBALL THAT ARE OVER, FOR EXAMPLE, EVEN BANNED OR OTHER FINE ARTS AS WELL.

THAT, I THINK, IN THE FUTURE, YOU'LL SEE US MAKE A DIFFERENT RECOMMENDATION FOR COMPENSATION.

WE JUST HAD TO BE CREATIVE IN TRYING TO BE COMPETITIVE AND BRING THAT OVERALL COMPENSATION PACKAGE TO MARK IT.

>> I'M GLAD WE'RE HAVING THOSE CONVERSATIONS, ESPECIALLY AROUND FINE ARTS AND ATHLETICS.

WE KNOW THAT OBVIOUSLY EDUCATION IS MOST IMPORTANT.

BUT WE KNOW THAT WHEN WE HAVE STUDENTS ENGAGED, I MEAN, THAT KEEPS THEM WANTING TO ACHIEVE AND EXCEL IN THE CLASSROOM AND ALSO DEVELOPING TEAMWORK AND LEARNING HOW TO BE PART OF WORKING WITH OTHERS.

I'M GLAD THAT WE'RE HAVING THOSE DISCUSSIONS AS WELL, SO THANK YOU.

>> I DO WANT TO SAY, MR. RUNKLE, I DID PROVIDE THE BOARD WITH A MORE COMPREHENSIVE STIPEND ANALYSIS A WHILE BACK.

JUST LOOKING AT IT MORE DEEPLY, JUST KNOW THAT THE SELF-CONTAINED, EVEN AT THE MAXIMUM ACROSS THE LARGER GROUP OF IT'S STILL AT 2,500.

I THINK WE COULD PROBABLY BE A LITTLE BIT MORE COMPETITIVE WITH THE GENERAL INCLUSION.

THE MAXIMUM THERE IS 2,000 THAT WE'RE FINDING WITH A BROADER GROUP OF BENCH MARTIN DISTRICTS.

BUT JUST KNOW THAT IF WE GO ANYWHERE BEYOND THAT, I AGREE WITH YOU, TRUSTEE BELLA.

I JUST WANT YOU TO KEEP THAT IN THE BACK OF YOUR MIND IN TERMS OF WHAT IS THE MAX THAT WE'RE SEEING OUT THERE, AND DO WE WANT TO BE THAT MUCH MORE BEYOND THE MAX AS WELL?

>> I'D LIKE TO SEE AT 1,500 WHAT THE BUDGET IMPACT WOULD BE IF WE MOVE THAT GENERAL RESOURCE SPED STIPEND TO 1,500.

MRS. RUNKLE, YOU HAVE A QUESTION?

>> CAN I SEE WHAT IT LOOKS LIKE AT 1,750, PLEASE?

>> SO 1,500 AND 1,750.

>> I HAVE SOME QUESTIONS ABOUT READING ACADEMIES.

FOURTH AND FIFTH-GRADE TEACHERS, ARE YOU PINKY PROMISING THEY DO NOT HAVE TO TAKE THIS?

>> IT IS OPTIONAL AND THEY ARE NOT REQUIRED.

>> THEY ARE NOT REQUIRED?

[01:40:01]

>> THEY ARE NOT REQUIRED TO GO THROUGH THE READING ACADEMIES.

THE READING ACADEMIES ARE MEANT FOR EVERY K THROUGH THIRD TEACHER, OPTIONAL FOR FOURTH AND FIFTH GRADE.

WE ARE NOT ASKING ANY ADMINISTRATOR TO REQUIRE THEIR TEACHERS TO GO THROUGH THE READING ACADEMY IF THEY ARE TEACHING FOURTH OR FIFTH GRADERS.

>> IT AFFECTS OUR BUDGET, SO AT WHAT POINT ARE THEY GOING TO LET US KNOW, THE FOURTH AND FIFTH-GRADE TEACHERS, THAT YES, I'M GOING TO DO THIS OR NO, I'M NOT GOING TO DO THIS?

>> I WILL NEED TO GET SOME INFORMATION.

I BELIEVE THAT ONE OF OUR DAOS ACTUALLY REACHED OUT AND MAY HAVE CREATED A GOOGLE FORUM TO GATHER SOME INFORMATION FROM SOME OF OUR ADMINISTRATORS.

LET ME GET BACK WITH YOU ON THAT IF YOU DON'T MIND, BECAUSE I REALLY DON'T THINK THAT OUR PRINCIPALS, FOR THE MOST PART ARE REQUIRING TEACHERS.

THERE MAY BE ONE ADMINISTRATOR THAT I'M AWARE OF THAT HAS REQUESTED THAT THEIR FOURTH AND FIFTH GRADE TEACHERS GO THROUGH IT, BUT IT'S NOT ACROSS THE BOARD.

>> THAT'S A LOT TO ASK FOLKS.

I KNOW THAT THE MIGRATION IS GOING TO GET TRICKY, PEOPLE ARE GOING TO NOT WANT TO MOVE DOWN TO THOSE GRADES, AND SO I CAN SEE THE BENEFIT OF HAVING FOURTH, FIFTH GRADE TEACHERS DO THAT SO THAT MIGRATION CAN HAPPEN MORE SEAMLESSLY.

BUT THAT'S A LOT TO ASK OUR FOURTH AND FIFTH GRADE TEACHERS THAT AREN'T REQUIRED TO DO IT.

THE E-MAIL THAT I READ DID NOT LOOK LIKE IT WAS OPTIONAL, IT WASN'T CLEARLY STATED THAT IT WAS OPTIONAL, SO JUST MAKE SURE THAT THEY KNOW THAT IT'S INDEED OPTIONAL AND THAT THESE BENEFITS ARE AVAILABLE.

BUT FOR THE BUDGET IMPACT, IT WOULD BE HELPFUL TO KNOW WHAT NUMBER WE MIGHT BE LOOKING AT.

MY SUSPICION, IT MIGHT BE ZERO WHEN THEY FIND OUT IT'S OPTIONAL.

YOU MIGHT HAVE PEOPLE CLAMORING TO MOVE TO FOURTH AND FIFTH GRADE SUDDENLY.

>> I CAN ALSO TELL YOU THAT THE ACKNOWLEDGMENT THAT WE SHARED WITH PRINCIPALS TO SHARE WITH THEIR TEACHERS, IT WAS VERY CLEARLY STATED THAT IT WAS OPTIONAL FOR FOURTH AND FIFTH GRADE.

THAT'S WHAT CAME FROM OUR OFFICE TO EVERY SINGLE ELEMENTARY TEACHER.

>> TRUSTEE PETRI, IS IT YOUR INTERESTS FOR US TO DEFINE THAT ON THE COMP PLAN THAT IT'S PRE K3 ONLY TO CONTROL THAT COST?

>> I WOULD LOVE TO SEE THAT. YEAH, THAT WOULD BE HELPFUL.

>> ABSOLUTELY.

>> MR. MCMANUS, I HAD TO BE REMINDED, SO THAT WAS HELPFUL.

BUT I KNOW FOR THE FIFTH GRADE IT DOESN'T HAVE TO BECAUSE I HEAR FROM THEM AND THEY DON'T WANT TO DO IT IF THEY DON'T HAVE TO DO IT.

I HAVE SOME OTHER QUESTIONS ABOUT THE STIPENDS.

I THINK IT'S INTERESTING, THE CONVERSATION WE'RE HAVING AND I FEEL LIKE THIS MIGHT BE A LITTLE PREMATURE TO WORD IT THIS WAY.

JUST IN LOOKING AT WHAT THE BAND MIDDLE-SCHOOL ASSISTANT DIRECTORS AND BAND DIRECTORS AT THE MIDDLE SCHOOL LEVEL, AND I'M JUST THINKING THROUGH BECAUSE I'M MORE FAMILIAR WITH BAND AND I KNOW THAT THEY MOVE UP AND DOWN VERTICALLY ALIGN.

THE HIGH SCHOOLS GO DOWN TO THE MIDDLE SCHOOLS, AND MIDDLE SCHOOLS GO UP, THEY COME TO THE CONCERTS, BUT THE HIGH SCHOOL BAND ASSISTANT DIRECTORS, IT'S BANANAS COMPARED TO WHAT THE MIDDLE-SCHOOL, AND THEY'RE $500 OFF, WHICH IS TO ME A LITTLE BIT CRAZY.

BUT THAT'S A BIGGER NUMBER LIKE THAT THEIR EXPECTATION IS ALREADY THERE.

I ASSUME IT'S THERE AT ALL THE SCHOOLS.

I'M ONLY FAMILIAR WITH HAYES FEEDER, AND JOHNSON FEEDER.

I'M NOT AS FAMILIAR WITH THE LAYMAN FEEDER IN TERMS OF THE BAND SUPPORT.

I THINK WE NEED TO HAVE A BROADER CONVERSATION WITH COACH MOFFITT ABOUT HOW THE EXPECTATIONS ARE GOING TO BE FOR THE MIDDLE SCHOOL COACHES BECAUSE I REALLY DON'T WANT TO HEAR THAT IT'S SQUISHY, THAT THE EXPECTATION IS HERE FOR THIS FEEDER PATTERN BUT OVER HERE, [NOISE].

I FEEL LIKE WE NEED TO HAVE SOME CLEAR EXPECTATIONS OF THAT.

I DON'T KNOW IF I LIKE CALLING IT OUT AS JUST A MIDDLE-SCHOOL SUPPORT BECAUSE FOR EXAMPLE, THE COLOR GUARD, WE KNOW THAT THEY'RE GOING TO PUSH DOWN TO MIDDLE SCHOOL, WE DON'T HAVE TO CALL THAT OUT FOR THESE OTHER ONES.

THE OTHER OPTION IS [OVERLAPPING] I'M JUST SPEAKING OUT LOUD BUT [OVERLAPPING] NO, I'VE LOVE THAT, I LOVE WHAT YOU'RE SAYING BECAUSE THAT IS WHERE WE STARTED.

DO WE JUST GO AHEAD AND BUILD IT IN TO THE STIPEND WITHOUT CALLING IT OUT AS SUPPLEMENTAL? I WASN'T REAL SURE, AND WHEN I HAD A CONVERSATION WITH COACH MOFFITT LAST WEEK, HE WAS STILL MEETING WITH ATHLETIC COORDINATOR, SHE IS STILL TRYING TO LEARN HOW WE DO THINGS HERE AT HAYS AND HE WASN'T QUITE CERTAIN,

[01:45:01]

IF WE NEED TO EMBED IT IN THE STIPEND, THEN WE WILL ELIMINATE STIPEND THAT'S SEPARATE AND APART, BUT THAT WAS TO GIVE US THE OPPORTUNITY AND THE ABILITY IF THERE WAS FLEXIBILITY, THAT IT WASN'T IMMEDIATELY TIED TO THAT STIPEND.

IT'S HOW WE WROTE IT THIS MORNING BECAUSE I PERSONALLY WASN'T REAL SURE, I KNOW MS. HALL WASN'T SURE, AND OF COURSE, COACH MOFFITT WASN'T SURE.

BUT WE KNOW WE NEED TO DO SOMETHING BECAUSE OUR MIDDLE SCHOOL PRINCIPALS ARE HAVING A REALLY HARD TIME GETTING COACHES TO COMMIT BECAUSE OF THE TIME.

>> WELL, AND I'M HEARING THAT WE'RE HAVING A HARD TIME GETTING HIGH-SCHOOL TEACHERS TO COACH BECAUSE OF THE TIME COMMITMENT AT THE HIGH SCHOOL FOR ANY OF THE SPORTS, AND YOU'RE ABSOLUTELY RIGHT.

>> I THINK WE COULD HAVE A LARGER CONVERSATION ABOUT THESE STIPENDS AND THE EXPECTATIONS.

BECAUSE WHAT I DON'T WANT TO SEE IS MIDDLE-SCHOOL SUPPORT SOCCER BECAUSE WE'RE DOING OVER HERE, BUT NOT DOING OVER THERE.

I FEEL LIKE WE JUST NEED TO HAVE MR. MOFFIT MAYBE DO SOME MORE DUE DILIGENCE AND COME BACK TO US WITH A BETTER PLAN.

I ALSO REALLY LIKED THE IDEA OF EMBEDDING THIS INTO THE SALARY FOR SOME OF THESE POSITIONS THAT WE KNOW ARE GOING TO BE VERY TIME-CONSUMING.

>> IT'S ANOTHER OPTION.

I WOULD EMBED IT IN THIS STIPEND.

>> DO YOU WANT TO PUT IT IN A SALARY FOR THE HEAD FOOTBALL COACH OF A MIDDLE SCHOOL?

>> NOT THE TEACHER SALARY.

TEACHER'S SALARIES ARE PAID BASED ON [OVERLAPPING] THEIR TEACHER PAY SCHEDULE, AND SO ANYTHING THEY DO OVER AND BEYOND, LIKE COACHING WOULD NEED TO COME [OVERLAPPING] BY WAY OF A STIPEND.

>> THAT WAS MY QUESTION ON THOSE.

I ALSO JUST DON'T LIKE THAT IT'S SO TIME-CONSUMING.

I FEEL LIKE CAN THEY HAVE AN ASSISTANT COACH? CAN THEY CLONE THEMSELVES? WHAT OTHER OPTIONS ARE THERE FOR THESE? THESE TEACHERS ALREADY MAY HAVE LIVES AND CHILDREN AND SPOUSES.

I DON'T LOVE THERE'S NO WORK-LIFE BALANCE TO BE A MIDDLE SCHOOL COACH NOW, IS THAT WHAT YOU'RE TELLING ME? I DON'T KNOW, I JUST FEEL SAD ABOUT THAT.

MR. MOFFIT IS GOING TO SOLVE FOR ALL OF THOSE PROBLEMS, I HOPE.

LET ME SEE IF I HAVE ANY OTHER QUESTIONS ABOUT STIPENDS.

YES. IS THIS STILL CURRICULUM AND INSTRUCTION STIPENDS? BECAUSE I WANT TO TALK ABOUT THEATER.

YOU HAVE ON HERE A THEATER ASSISTANT AT THE HIGH SCHOOL LEVEL AND GETS A STIPEND, I HAPPEN TO KNOW THAT WE DON'T HAVE ANY ASSISTANT THEATER PEOPLE AND THEY ARE DESPERATELY WANTING ASSISTANT THEATER PEOPLE.

IS THIS AN ADDITION, SHOULD IT BE IN YELLOW? BECAUSE WE DON'T CURRENTLY HAVE ANY ASSISTANT THEATER PEOPLE.

>> THAT WAS THERE HISTORICALLY.

>> I WOULD LOVE FOR THEM TO HAVE A STIPEND TO GET SOME HELP OVER THERE AT THE HIGH SCHOOL.

>> I DON'T HAVE ENOUGH HISTORY, EVEN THOUGH I SERVED IN HR FOR A COUPLE OF YEARS, THAT NEVER CAME UP AND I DON'T RECALL.

IT MAY HAVE BEEN AN OLD STIPEND THAT STAYED ON THE STIPEND LIST.

THAT WOULD BE SOMETHING THAT I'D HAVE TO GET WITH MS. MARIANO ON.

>> THEY HAD THEM BEFORE COVID AND THEN DURING COVID, THE NUMBERS WERE LOWER IN THOSE PROGRAMS, [OVERLAPPING] SO THEY LOST THEIR ASSISTANT THEATER DIRECTOR, WHICH THEY WERE DEVASTATED ABOUT.

THEIR NUMBERS ARE BACK TO BEING HUGE AGAIN, AND THEY WOULD REALLY APPRECIATE IT.

I DON'T WANT THIS TO GO AWAY IF THEY CAN STAY, BUT IT MAY NOT BE A TEACHING POSITION, BUT THERE MAY BE SOMEBODY ON CAMPUS WILLING TO HELP THOSE THEATER TEACHERS THAT COULD BENEFIT FROM THE STIPEND.

I WAS EXCITED TO SEE THIS.

YOU'RE SAYING IT MAY BE A HOLDOVER YOU'RE GOING TO CHECK WITH MS. MARIANO TO FIND OUT?

>> YEAH.

>> I THINK WE'LL CHECK WITH MS. MARIANO, BUT IF WE'RE BACK TO OUR NUMBERS.

I THINK WE JUST LEAVE IT.

>> [OVERLAPPING] I THINK WE WILL HAVE BROADER CONVERSATIONS ABOUT COMPENSATION AND STIPENDS, SO I DON'T WANT TO BELABOR THAT.

WE HAVE MORE TO TALK ABOUT ON THIS SLIDE, I WANT TO AT LEAST GET THROUGH THIS SLIDE.

WE TALKED ABOUT EMPLOYEE LIFE INSURANCE.

I DON'T THINK YOU HAVE TO TALK ABOUT THAT AGAIN, THAT'S AWESOME.

LOVE IT. THEN TELL US WHAT'S DOWN HERE UNDER OTHER.

>> UNDER OTHER, WE PRESENTED TO THE BOARD A LIST OF POSSIBLE NEW POSITIONS.

THE BOARD DID APPROVE SOME OF THEM THAT EVENING AND IN YOUR PACKET, YOU HAVE A LIST OF THE REMAINING POSITIONS THAT WE'RE REQUESTING.

[01:50:04]

IN ADDITION, THE NEXT LINE IS TASB DOES HAVE SOME PAY SYSTEM RECOMMENDATIONS AND IT'S A MUCH LENGTHIER DISCUSSION.

I KNOW THAT WE'RE SET TO BRING OUR CONSULTANT FROM TASB AT OUR NEXT BOARD MEETING TO GO DEEPLY INTO THAT.

BUT THE GIST OF IT IS THAT THERE ARE RECOMMENDATIONS FOR ADDRESSING EQUITY.

I KNOW THAT WE HAD A PUBLIC SPEAKER THAT WANTED TO COME IN THIS EVENING, WAS NOT ABLE TO, BUT SHE WANTED TO SPEAK ON THE EQUITY ADJUSTMENTS.

WE KNOW THAT WHEN WE INCREASED THE BASE PAY TO OUR EMPLOYEES OF OUR OWN MINIMUM WAGE OF 1403, THAT IT CREATED COMPRESSION.

THEY DO ADDRESS THAT THERE.

THERE IS ALSO SOME MARKET ADJUSTMENTS.

THEY'VE STRATEGICALLY IDENTIFIED SOME MARKETS, SOME PARTICULAR POSITIONS THAT HAVE FALLEN BELOW MARKET.

THERE ARE AREAS THAT THEY ALSO BELIEVE SHOULD BE RECLASSIFIED BASED ON THE MARKET AS WELL.

ALL OF THOSE STRATEGIC MARKET ADJUSTMENTS AND EQUITY ADJUSTMENTS, THEY'RE ESTIMATED AT $208,000.

WHAT MAKES THAT POSSIBLE? IN A NORMAL YEAR, IT WOULD BE SIGNIFICANTLY MORE THAN THAT.

BUT BECAUSE OUR BOARD HAS APPROVED THAT SEVEN PERCENT TO THE MID POINT, THAT AUTOMATICALLY BRINGS US IN MANY POSITIONS UP TO MARKET POST THAT INCREASE.

WHICH MEANS THAT THE EQUITY ADJUSTMENTS THAT ARE REMAINING, THE MARKET ADJUSTMENTS ARE LESS COSTLY.

THAT ACTUALLY HELPS US WITH THE ACCOMPLISHING SOME OF THESE PAY SYSTEM RECOMMENDATIONS.

IN CABINET, WE'VE ALSO IDENTIFIED SOME AREAS WHERE WE HAVE HAD TO DO SOME REORGANIZATION AND ALSO HAVE HAD TO ADD ADDITIONAL DUTIES TO VARIOUS POSITIONS.

BECAUSE OF THAT, THERE ARE SOME RECLASSIFICATION NEEDS THAT WE WOULD LIKE TO HAVE ADDRESSED AND APPROVED BY THE BOARD.

THERE ARE SOME OTHER RECLASSIFICATIONS THAT INCLUDES SIMPLE CHANGE IN TITLES AND THERE'S NO FINANCIAL IMPACT.

THAT'S JUST THE TANGENT TITLE WE'RE ASKING FOR PERMISSION TO CHANGE THAT IN THE COMPENSATION PLAN.

THERE ARE ALSO SOME RECLASSIFICATIONS WHERE THE EMPLOYEES IN THE PAY GRADE ARE ALREADY MAKING IN A SIGNIFICANT WAY THE NEXT PAY GRADE.

THOSE ARE PARTICULARLY THE TECHNOLOGY POSITIONS.

THEY ARE ALREADY AT THE HIGHER PAY GRADE, SO WE'RE NOT ASKING FOR PAY ADJUSTMENT.

WHAT WE'RE ASKING FOR IS TO PLACE THEM IN WHAT WE BELIEVE IS THE CORRECT PAY GRADE.

THAT'S THE REAL BIG HIGHLIGHTS OF THE RECLASSIFICATIONS THAT WERE IDENTIFIED BY YOUR SENIOR STAFF, YOUR CABINET.

THE TOTAL AMOUNT OF THOSE IS A $111,000.

I DID LIST THOSE IN, THIS IS THE FIRST TIME THAT YOU'RE SEEING THOSE.

I DID PROVIDE THEM IN THE, I BELIEVE, TRUSTEE OR RAW SCORES OR REQUESTS FOR INFORMATION THAT IS IN YOUR PACKET AS WELL.

YOU SHOULD HAVE AN ITEM THAT LOOKS LIKE THIS.

IT HAS SOME RED HIGHLIGHTS, HIGHLIGHTED TEXT.

YOU'LL ALSO BE GETTING THIS IN A BOARD LOG.

IF YOU GO OVER TO QUESTION NUMBER, I BELIEVE IS 14, IT SAYS, PLEASE LIST OUT THE CABINET RECLASSIFICATION OR REFERENCE THE PAGE OF TASB.

WHAT I'VE DONE, THESE ARE NOT AREAS THAT WERE IDENTIFIED BY TASB BECAUSE, AGAIN, THESE ARE TITTLE EXCHANGES.

THESE ARE RECLASSIFICATIONS AS A RESULT OF REORGANIZATION.

WE KNOW THAT ALSO MR. CLEAVER HAD SOME REORGANIZATION THROUGH POST SOME RETIREMENTS IN HIS DEPARTMENT AS WELL.

BUT THIS IS THE LIST THAT I JUST REFERENCED AND IT'S A $111,000.

THE NEXT ITEM IS, WE KNOW THAT WE WANT TO MOVE AND PROVIDE A GUARANTEED SIX-HOUR WORKWEEK TO OUR BUS MONITORS WHO ARE CURRENTLY AT FIVE HOURS.

THAT GUARANTEE OF SIX HOURS IS TO THE COST IS $367,000.

THERE IS SOMETHING THAT I WOULD LIKE TO MENTION ABOUT THESE ADJUSTMENTS.

WE KNOW THAT WE ARE WANTING TO PROVIDE SOME FLEXIBILITY TO OUR EMPLOYEES IN TERMS OF, EARLIER WE TALKED ABOUT THE 8-6 HOURS OR 6-8 HOURS.

IT'S NOT JUST ABOUT PAY THAT IS THE ISSUE.

WHEN YOU SET UP AN EMPLOYEE ON, FOR EXAMPLE, A GUARANTEED SIX-HOUR DAY, WHEN WE PROVIDE THEM WITH A DAY OF LEAVE, WE DON'T PUT IN THEIR BUCKET A DAY.

[01:55:03]

WHEN YOU HAVE THOSE OPTIONS OF I'M GOING TO OFFER A FIVE-HOUR DAY OR A SIX-HOUR DAY, YOU'RE ALSO OPTING TO HAVE MORE OR LESS HOURS IN YOUR ACCRUAL BUCKETS.

THAT WAS A BIG POINT OF CONTENTION AMONGST OUR EMPLOYEES IN TRANSPORTATION WHEN WE GUARANTEED AN EIGHT-HOUR, THAT MEANS THEIR ACCRUAL BUCKET ENDED UP HAVING EIGHT HOURS AND THE MONITOR STILL HAD FIVE HOURS.

KNOW THAT IT'S A DEEPER CONVERSATION.

BUT THESE ARE PINPOINTS THAT ACTUALLY HAPPEN WHEN WE GUARANTEE ANY PARTICULAR GROUP OF HOURS.

IT'S ALSO VERY IMPORTANT THAT WHEN OUR EMPLOYEES COMMIT TO A PARTICULAR GUARANTEED WORK DAY, THAT IT REMAINS THE SAME THROUGH AN ENTIRE YEAR.

BECAUSE TO GO BACK AND FORTH AND TO CHANGE POST ACCRUALS AND COMPENSATION BECOMES VERY, VERY COMPLICATED.

I JUST WANT YOU TO KNOW THAT BECAUSE IT'S GOING TO BE AN EDUCATION PIECE FOR OUR TRANSPORTATION.

WHEN THEY SEE THEIR ACCRUAL BUCKETS CHANGE AND THEIR COLLEAGUES HAVE DIFFERENT NUMBER OF HOURS, IT'S NOT JUST ABOUT COMPENSATION, IT'S ABOUT ACCRUALS AND LEAVE BALANCES.

IT BECOMES A VERY PAINFUL LEARNING EXPERIENCE IF WE DON'T EDUCATE THEM AROUND THAT AS WELL.

BUT KNOW THAT THIS IS WHAT'S BEEN REQUESTED.

I DID HAVE A BOARD MEMBER, I THINK IT WAS TRUSTEE MCMANUS HAD ASKED ME, WILL WE PROVIDE FLEXIBILITY BETWEEN FIVE AND SIX? WE HAVE NOT HEARD LIKE WE DID THE PAIN AROUND MOVING FROM 8-6 OR 6-8.

I BELIEVE THAT IT'S BECAUSE MOST OF OUR MONITORS ARE ALREADY WORKING THE SIX HOURS TO ACCOMPLISH THE WORK SCHEDULES, SO IT'S A MOOT ISSUE.

BUT WE KNOW THAT IF WE GET TO A POINT WHERE WE NEED TO REVISIT THAT, THEN WE DEFINITELY WILL.

BUT I THINK IT'S SAFE TO SAY THAT IN GENERAL, WE'RE HEARING MORE ADVOCACY FOR THE SIX-HOUR FOR OUR BUS MONITORS, WHICH MEANS SIX HOURS OF LEAVE AS WELL.

>> WE MADE IT THROUGH THIS SLIDE.

I'M GOING TO TAKE QUESTIONS ON THIS SLIDE AND THEN WE'RE GOING TO CALL IT A NIGHT.

ANY QUESTIONS ON THIS LAST PIECE THAT WE JUST WENT OVER ON THE TASB PIECE AND OUR BUS MONITORS MOVE INTO SIX HOURS, WHICH I LOVE BY THE WAY, ANY OTHER RECLASSIFICATION RECOMMENDATIONS? MRS. ROSCOE.

>> I HAVE A LOT OF QUESTIONS, BUT I'M GOING TO SAVE THEM.

I KNOW MOST OF THEM I ALREADY SUBMITTED AND WE JUST RECEIVED A LOT OF PAPERS TO GO THROUGH AND TO TRY TO PROCESS EVERYTHING THAT WAS GIVEN TO US RIGHT AT THE START OF THE MEETING.

I WANT TO TAKE MY TIME AND FOLLOWING UP AS I NEED TO. THANK YOU.

>> GREAT. I DO WANT TO JUST SAY EVERYTHING I SAID ABOUT THAT ASSISTANT THEATER DIRECTOR, I HAVE THE SAME COMMENTS FOR THE ASSISTANT CHOIR DIRECTOR BECAUSE THAT'S ALSO ON THE STIPEND LIST, BUT THAT POSITION DOESN'T CURRENTLY EXIST AND IT DID BEFORE COVID AND IT'S THE SAME EXACT THING.

I WANT TO KNOW ABOUT THAT FROM MS. MORENO.

ANY OTHER QUESTIONS OVER HERE ON MY LEFT? I WANT TO THANK EVERYBODY AT THE ADMINISTRATION.

WE'VE GOTTEN THROUGH SLIDE 14.

>>TRUSTEE PETRI, I JUST WANT TO SAY THAT SLIDE 15, IF IT SAVES US A DAY ANOTHER TIME, THOSE ARE CHANGES THAT THE BOARD ALREADY BLESSED US WITH.

THOSE ARE CHANGES THAT YOU'VE ALREADY APPROVED THIS SEMESTER AND SO I JUST WANT TO THANK YOU FOR THAT.

>> THAT ONE DOES LOOK LIKE A QUICK ONE, BUT I WAS SCARED TO ASSUME THAT ONE MIGHT BE.

[LAUGHTER] ALL RIGHT TEAM.

WE ARE GOING TO TALK ABOUT MAYBE COMING BACK NEXT WEEK IF WE'RE

[K. UPCOMING BOARD MEETINGS]

WE'RE DEFINITELY GOING TO BE BACK HERE ON JUNE 20TH AT 5:30 FOR OUR REGULARLY SCHEDULED BOARD MEETING AND ALSO A MORE BUDGET DISCUSSION.

MR. RAU, THANK YOU SO MUCH FOR PUTTING ALL OF THIS TOGETHER, I KNOW THIS WAS A LOT WITH GRADUATION, WE HAD A HOLIDAY WEEKEND.

WE ARE A VERY DILIGENT BOARD.

I KNOW THAT YOU APPRECIATE OUR QUESTIONS AND WE DEFINITELY

[02:00:02]

IF THERE'S NOTHING ELSE, WE ARE ADJOURNED AT 10:02 PM.

* This transcript was compiled from uncorrected Closed Captioning.