[00:00:09]
>> GOOD AFTERNOON AND WELCOME TO THE BUSINESS MEETING OF THE HAYS CISD BOARD OF TRUSTEES.
WE APPRECIATE ALL OF YOU BEING HERE AND EVERYONE WHO'S LISTENING ONLINE.
[A. CALL TO ORDER]
TODAY IS MONDAY, JUNE 26TH.MAKE SURE I GET THAT RIGHT AND THE TIME IS 05:30 PM A QUORUM HAS BEEN ESTABLISHED.
ALL MEMBERS OF THE BOARD ARE PRESENT.
AT THIS TIME, THE BOARD WILL ADJOURN TO CLOSED SESSION IN ACCORDANCE WITH THE TEXAS OPEN MEETINGS ACT, TEXAS GOVERNMENT CODE SECTION 551 SUB CHAPTERS D AND E,
[1. Deliberation regarding safety and security]
OR TEXAS GOVERNMENT CODE SECTION 418.183F.[2. Deliberation regarding the Superintendent's recommendations for employment]
THE TIME IS 05:31 PM.[C. RECONVENE IN OPEN SESSION]
WELCOME TO ALL OF YOU THAT ARE HERE, EVERYONE LISTENING ONLINE WE APPRECIATE YOU BEING A PART OF THIS MEETING.THE TIME IS 07:16 PM A QUORUM HAS ALREADY BEEN ESTABLISHED ALL MEMBERS OF THE BOARD ARE PRESENT.
WE'RE GOING TO GET STARTED WITH THE PLEDGE OF ALLEGIANCE LED BY OUR BOARD SECRETARY.
>> ALL RIGHT, AND NOW OUR MISSION STATEMENT FROM BOARD VICE PRESIDENT RAUL VELA.
[E. MISSION STATEMENT]
>> THE MISSION OF HAYS CISD, IS TO EDUCATE, VALUE AND NURTURE STUDENTS THROUGH INNOVATIVE AND PERSONALIZED EDUCATIONAL EXPERIENCES WHILE CELEBRATING OUR DIVERSITY.
>> THANK YOU AND MR. VELA, IF YOU WOULDN'T MIND, WOULD YOU ALSO DO OUR SOCIAL CONTRACT TONIGHT?
[F. SOCIAL CONTRACT]
>> SURE. THE BOARD WILL SERVE AS DISTRICT AMBASSADORS, ASSUME POSITIVE AND NOBLE INTENTIONS, COLLABORATE AS A TEAM AND RESPECT THE BODY CORPORATE, PROMOTE DISCUSSION AND RESPECT EACH OTHER'S PERSPECTIVES. BE PROFESSIONAL.
>> THANK YOU. THAT BRINGS US TO ITEM G OR
[G. PUBLIC HEARING]
PUBLIC HEARING FOR THE BUDGET AND PROPOSED TAX RATE.DO WE HAVE ANY SPEAKERS PERTAINING TO THAT? OKAY. THEN DR. WRIGHT, SUPERINTENDENT REPORT.
[H. SUPERINTENDENT REPORT]
>> I PRESENTED ON THE EOC RESULTS LAST MEETING AND SO I DON'T HAVE ANYTHING TO ADD THIS TIME.
>> THAT BRINGS US TO PUBLIC FORUM.
[I. PUBLIC FORUM ]
DO WE HAVE ANY SPEAKERS? NO ONE SIGNED UP TO SPEAK.MR. SAVOY IS SPRINGING TO ATTENTION.
ALL RIGHT. AT THIS TIME, WE'LL MOVE TO THE PUBLIC COMMENT PORTION OF OUR MEETING.
AS A REMINDER, ANY MEMBER OF THE PUBLIC WHO WISHES TO ADDRESS THE BOARD IN PUBLIC FORUM MUST HAVE COMPLETED THE GREEN SHEET LOCATED AT THE ENTRANCE OF THE MEETING ROOM PRIOR TO THE BOARD RECONVENE IN OPEN SESSION.
PUBLIC PARTICIPATION BOARD MEETINGS IS LIMITED TO THE PUBLIC FORUM PORTION OF THE MEETING AS PROVIDED IN BOARD POLICY BED LOCAL.
PLEASE BE AWARE THAT THE AUDIO AND VIDEO OF PUBLIC FORUM IS RECORDED AS PART OF THE RECORDING OF THE ENTIRE MEETING AND IT'S PUBLISHED ON THE DISTRICT'S WEBSITE WITHOUT ALTERATION, A PERSON WHO CHOOSES TO SPEAK IN PUBLIC FORUM IS CONSENTING TO THE ONLINE PUBLICATION OF THEIR COMMENTS.
WE HAVE ONE SPEAKER, MR. MIGUEL ZUNIGA.
YOU MAY COME UP AND YOU HAVE FIVE-MINUTES.
>> GOT YOU. [NOISE] THANK YOU BOARD MEMBERS AND DR. WRIGHT, SUPERINTENDENT, THANK YOU ALL FOR DOING A FANTASTIC JOB WITH THEM, IMPROVING TECHNICAL AND VOCATIONAL EDUCATION IN OUR DISTRICT.
I TOLD MY KIDS THAT IF I WAS BACK IN SCHOOL, THEY HAVE SO MANY ADVANTAGES TO LEARN AS MUCH AS THEY CAN MAYBE THEY DON'T NEED COLLEGE ANYMORE AFTER HIGH SCHOOL HERE.
I'M HERE TODAY BECAUSE I WAS THE FORMER MIDDLE-SCHOOL VICE PRESIDENT AND PARLIAMENTARIAN AT SIMON MIDDLE SCHOOL AND I WAS ACTIVELY INVOLVED OVER THE LAST TWO YEARS.
I JUST WANTED TO SHARE SOME OF THE RECOMMENDATIONS I KNOW THAT WE'RE LOOKING FOR A NEW PRINCIPAL THERE, SO JUST MY RECOMMENDATIONS AND SUGGESTIONS TO WORK TOGETHER TO HELP GET PARENTS MORE INVOLVED THERE.
HAD A POSITIVE RELATIONSHIP WITH A FORMER PRINCIPAL, AND THE LAST SCHOOL YEAR, WE MADE GREAT PROGRESS BY REALLY WORKING TOGETHER.
HOWEVER, I ENDED UP BEING THE ONLY PERSON ON THE PTA BOARD AT THE END OF THE YEAR AND SO THIS REALLY LIMITED ME BY HOW MUCH I COULD DO FOR THE PTA AND THE SCHOOL.
[00:05:09]
NOW THAT WE'RE LOOKING FOR A NEW PRINCIPAL THERE, I BELIEVE THAT THIS IS A GREAT OPPORTUNITY TO CONTINUE THAT PROGRESS AND TO LOOK FOR SOMEONE WHO WAS A CHANGE AGENT THAT WILL REALLY HELP REINFORCE AND SUPPORT THE HIGHEST EDUCATIONAL POTENTIAL FOR THE KIDS THERE.THIS CAN HAPPEN IF WE REALLY FOCUS ON SIMON MIDDLE SCHOOL TO FIND SOMEONE WHO'S GOING TO BRING IN HIGH EXPECTATION OF LEADERSHIP AND REALLY BE INCLUSIVE TO INVOLVE THE PARENTS THERE.
I THINK THAT THE KEY THERE IS HOW DO WE GET THE PARENTS THERE TO LISTEN AND TO GET ENGAGED AND ACTIVATE THAT MIDDLE SCHOOL BECAUSE THE KIDS THERE HAVE ENORMOUS POTENTIAL.
I'VE SEEN IT FIRSTHAND, I KNOW WHAT THEY CAN ACCOMPLISH AND I BELIEVE THAT SOMETIMES WE DON'T SEE THAT BECAUSE OF WHERE THE MIDDLE SCHOOL IS.
IF WE BUILT MORE TEAMWORK TO INCLUDE THESE PARENTS, AND WE COMMUNICATED MUCH STRONGER, WE WOULD FORM MUCH STRONGER BONDS AT THAT SCHOOL.
THE PARENTS WOULD FEEL MORE INVITED, THERE WOULD NOT BE A SENSE OF AWKWARDNESS, THE ENVIRONMENT WOULD BE VERY WARMING AND LOVING AND WE NEED TO FIND THAT PERSON WHO HAS THE PERSONALITY THAT WANTS TO SHAKE YOUR HAND AS SOON AS YOU WALK IN THE DOOR, THAT WANTS TO GIVE THE KIDS A HUG, THAT WANTS TO LEARN ABOUT WHAT'S GOING ON AT HOME.
MANY OF THESE KIDS ARE THE ONLY MESSENGERS TO THE PARENTS OF WHAT'S GOING ON AT THE SCHOOL.
WE HAVE A COMMUNITY THAT IS BILINGUAL THEY DON'T UNDERSTAND MUCH OF WHAT'S GOING ON WE NEED THE COMMUNICATION TO COME FASTER OUT OF THE SCHOOL, TO BE MORE RAPID, TO BE UPDATED.
WE HAD PARENTS WHO WERE FOLLOWING SOME OTHER WEB PAGES TO FIND OUT WHAT WAS GOING ON THERE SO BECAUSE THEY ARE BILINGUAL, SOME OF THEM FEEL INTIMIDATED TO ASK FOR HELP, TO ASK FOR INFORMATION, THEY MIGHT FEEL ASHAMED.
WE NEED THAT CHANGE AGENT TO BE THE PERSON THAT WILL UNITE THIS MIDDLE SCHOOL BECAUSE I DO BELIEVE THAT WE ARE READY, THE WOLVERINES ARE READY TO BE THE NEXT FUTURE LEADERS IN THIS DISTRICT AND WE REALLY CAN'T AFFORD TO HAVE A SCHOOL THAT IS BEHIND.
THE GROWTH IS COMING, THE DISTRICT IS GROWING IT IS IN MY COMMUNITY, IT IS IN MY DISTRICT I RELATE TO THE PARENTS THERE, I WILL HAVE MY CHILDREN ATTEND SIMON SO I WOULD LIKE TO JUST LET THE BOARD KNOW THAT WHEN WE LOOK FOR SOMEONE, LET'S FIND THE PRINCIPLE THAT WILL SET THE TONE FOR LEADERSHIP TO CREATE A TASK FORCE.
I'M CONCERNED ABOUT IF WE DON'T HAVE THE PTA, WE MIGHT NOT BE ABLE TO SUPPORT THE TEACHERS AND STAFF THERE THAT I KNOW THAT THEY'RE GREAT AND THAT THEY'RE DOING EVERYTHING THEY CAN.
BUT I WANT THE BOARD MEMBERS TO CONTINUE THAT FOCUS AND TO SUPPORT IT AS MUCH AS YOU CAN AND THAT REALLY BEGINS BY FINDING THAT PRINCIPAL THAT CAN SET THE RIGHT TONE, THAT CAN SET THE HIGH EXPECTATIONS, AND THAT BRINGS THE PARENTS INTO THE SCHOOL. THOSE ARE MY COMMENTS.
>> THANK YOU, MR. ZUNIGA. APPRECIATE THAT.
IF YOU'LL STICK AROUND FOR A LITTLE BIT, ITEM K.1 TONIGHT WILL ADDRESS THE ISSUE OF THE SIMON PRINCIPAL.
YOU CAN JUST HANG OUT IN THE AUDIENCE AND WHEN WE GET TO IT, I THINK YOU'LL BE PLEASED WITH OUR CONVERSATION.
>> ALL RIGHT, THAT CLOSES OUT OUR PUBLIC FORUM.
WE'RE GOING TO MOVE ON TO CONSENT AGENDA.
[J. CONSENT AGENDA]
I'M GOING TO PAUSE HERE FOR JUST A MOMENT LET YOU LOOK THROUGH THAT LIST AND LET ME KNOW IF THERE'S ANY THAT YOU WANT TO PULL FOR ADDITIONAL CONVERSATION.OTHERWISE, WE'RE GOING TO GO STRAIGHT TO THE MOTION.
>> FOR ALL OF THESE ON OUR AGENDA LAST WEEK OR ANY OF THESE NEW?
>> THERE ARE NO NEW CONSENT AGENDA ITEMS.
>> SEEING NONE WANT TO BE PULLED THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES APPROVE THE CONSENT AGENDA AS PRESENTED.
[00:10:01]
>> ANY OPPOSED? MOTION CARRIES 70.
K1, CONSIDERATION AND POSSIBLE ACTION FROM CLOSED SESSION.
[1. Consideration and possible action, if any, resulting from closed session]
START ON MY RIGHT WITH ANY QUESTIONS ABOUT THESE ADDITIONAL ON THE LEFT NOTE.SEEING NONE, WE'RE GOING TO GO TO, I WANT TO MAKE SURE I'M GETTING ON THE RIGHT PAGE HERE.
MY APOLOGIES, I'M HAVING TO FLIP AROUND A LITTLE BIT HERE.
THERE IT IS. THANK YOU, MS. PETREA.
THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES APPROVE THE SUPERINTENDENT'S RECOMMENDATION TO CONTRACTUALLY EMPLOY ASSISTANT PRINCIPAL AT PUENTES ELEMENTARY SCHOOL, ASSISTANT PRINCIPAL AT LEHMAN HIGH SCHOOL, ACADEMIC DEAN AT LEHMAN HIGH SCHOOL, PRINCIPAL AT SIMON MIDDLE SCHOOL, THE DIRECTOR OF TALENT ACQUISITION AND THE DIRECTOR OF BENEFITS AS DISCUSSED.
>> MOVED BY MR. VEGA, SECONDED BY MS. OROSCO.
>> ANY OPPOSE? MOTION CARRIES 7:0. DR. WRIGHT.
>> THANK YOU. I WOULD LIKE TO WELCOME THE FOLLOWING INDIVIDUALS TO THE HAYS CISD FAMILY, AND I'LL START WITH THE SIMON MIDDLE SCHOOL PRINCIPAL.MR. [INAUDIBLE], AS YOU WERE TALKING, I WAS THINKING BEFORE I INTRODUCE THIS GENTLEMAN, CHECK.
I THINK A LOT OF THE THINGS THAT YOU MENTIONED, THAT WE'VE CHECKED THE BOX, SO EXCITED TO INTRODUCE YOU TO MR. SAL VEGA AND SAL, YOU WANT TO STAND UP AND WAVE TO THE AUDIENCE.
[APPLAUSE] SO MR. VEGA HAS 27 YEARS OF PRINCIPAL EXPERIENCE.
HE HAS BEEN A CHANGE AGENT AND HAS TURNED AROUND MULTIPLE CAMPUSES.
HE IS BILINGUAL, HE IS A A TEAM BUILDER AND A UNIFIER.
WHAT I LIKE ABOUT HIM IS HE HAS A VERY GENUINE PERSONALITY.
HE HAS HIGH EXPECTATIONS FOR KIDS, BUT HE'LL BE REAL WITH BOTH PARENTS, TEACHERS, AND KIDS.
HE'S GOING TO EXPECT THAT THEY LEARN, HE'S GOING TO EXPECT THAT THEY ACT WITH GOOD BEHAVIOR, AND HE'S GOING TO HOLD THEM TO IT.
WE'RE LOOKING FORWARD TO WORKING WITH HIM AND SUPPORTING HIM WITH ALL OF THE RESOURCES THAT HE'S GOING TO NEED TO BE SUCCESSFUL AT SIMON.
>> NEXT, I WOULD LIKE TO INTRODUCE THE NEW ASSISTANT PRINCIPAL AT PUENTES ELEMENTARY SCHOOL, CHRISTY CRAWFORD; CHRISTY HAS FOUR YEARS OF ASSISTANT PRINCIPAL EXPERIENCE AND SHE'S COMING TO US FROM AUSTIN ISD.
NEXT, I'D LIKE TO INTRODUCE ASSISTANT PRINCIPAL AT LEHMAN HIGH SCHOOL, ADRIANA LONGORIA.
SHE HAS 11 YEARS OF ASSISTANT PRINCIPAL EXPERIENCE, AND SHE IS COMING FROM AUSTIN ISD AS WELL.
AND NEXT, AND I BELIEVE HE IS HERE, STEPHEN FOSTER, ASSISTANT PRINCIPAL WITH 13 YEARS OF EXPERIENCE COMING TO US FROM COMAL ISD.
MR. FOSTER, WOULD YOU LIKE TO STAND UP? [APPLAUSE] WELCOME TO OUR TEAM.
NEXT, OUR ACADEMIC DEAN FOR LEHMAN HIGH SCHOOL IS SOMEONE THAT IS NOT NEW TO LEHMAN HIGH SCHOOL.
SHE'S BEEN AN ASSISTANT PRINCIPAL THERE AND PRIOR TO THAT WAS AN ASSISTANT PRINCIPAL IN AUSTIN ISD AT ATKINS HIGH SCHOOL, PATTY FUENTES.
WELCOME, PATTY IN YOUR NEW ROLE.
NEXT, OUR DIRECTOR OF TALENT ACQUISITION IS GINGER BLANCHON, AND GINGER HAS BEEN OUR ASSISTANT DIRECTOR OF TALENT ACQUISITION WITHIN OUR HR DEPARTMENT, AND SO SHE IS MOVING UP INTO THAT ROLE THAT WAS VACATED WHEN TIM ROBINSON BECAME OUR DEPUTY OF HR.
NEXT, OUR DIRECTOR OF BENEFITS IS DIANA DIAZ, AND DIANA IS CURRENTLY IN CHARGE OF PAYROLL AND BENEFITS FOR MANOR ISD, AND SO SHE'S GOING TO MOVE FROM MANOR OVER HERE TO JOIN THE HAYS CISD FAMILY.
LOTS OF QUALITY, OUTSTANDING INDIVIDUALS ARE JOINING OUR TEAM, AND SO I'M EXCITED TO WORK ON THEM ALL.
>> THANK YOU, DR. WRIGHT. NEXT UP IS K2,
[2. Consideration and possible adoption of a Resolution for the Juneteenth Federal Holiday Christina Courson]
AND THE SUGGESTED MOTION FOR THAT IS THAT THE HAYS CISD BOARD OF TRUSTEES APPROVE THE RESOLUTION AUTHORIZING THE SUPERINTENDENT OF SCHOOLS AND HIS STAFF TO COMPENSATE ALL SCHEDULED EMPLOYEES FOR A PAID HOLIDAY TO OBSERVE JUNETEENTH ON MONDAY, JUNE 19, 2023 AS PRESENTED.QUESTIONS, COMMENTS? MR. FLORES?
>> I JUST WANTED TO SAY I'M VERY PLEASED.
FIRST OF ALL, WELCOME MR. VEGA TO HAYS CISD.
[00:15:02]
BUT ON JUNETEENTH, I'M VERY GLAD THAT THE DISTRICT IS RECOGNIZING THIS HOLIDAY, GIVING FAMILIES, TEACHERS, THE CHANCE TO TAKE THEIR FAMILIES TOO MANY JUNETEENTH EVENTS IN BOTH BEAUTY AND KYLE.SO THANK YOU FOR DOING THAT AS WANT TO EXPRESS MY EXCITEMENT AND MY PLEASURE FOR THIS. THANK YOU.
>> ANY OPPOSED? SEEING NO, OPPOSITION MOTION CARRIES 7:0.
[3. Consideration and possible approval of Hays CISD Facility Rental Rates and Agreement Template Jeri Skrocki]
THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES APPROVE THE FACILITY USE RATES AND AGREEMENT TEMPLATE AS PRESENTED.MOVED BY MRS. OROSCO. SECONDED BY MR. SEVERANCE. COMMENTS, QUESTIONS? MS. PETREA?
>> I JUST WANTED TO THANK JERI SKROCKI FOR BRINGING THIS TO US AND CREATING SOME BETTER PROCESSES AROUND OUR FACILITIES RENTALS WITH SAFETY AND SECURITY IN MIND.
AND THANKS FOR ANSWERING ALL OUR QUESTIONS AND JUST APPRECIATE THE WORK THAT WENT INTO REVAMPING OUR RENTAL AND FACILITIES AGREEMENT AND THE SOFTWARE THAT IS GOING TO HELP MAKE THIS AN EASIER PROCESS FOR OUR COMMUNITY AND FOR OUR CAMPUSES.
>> ANYBODY ON THE LEFT? ALL OF THOSE IN FAVOR.
>> ANY OPPOSED? SEEING NONE MOTION CARRIES 7:0.
[4. Consideration and possible approval of the Custodial Services Staff Augmentation Agreement Max Cleaver]
AND THE MOTION IS ON PAGE 76, IT SAYS THAT THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES APPROVE A CONTRACT WITH ABM, TEXAS GENERAL SERVICES, INC, FOR STAFF AUGMENTATION SERVICES FOR AN ESTIMATED AMOUNT OF $475,513 AS PRESENTED. MOVED BY MS. PETREA.QUESTIONS TEAM? SEEING NONE, ALL THOSE IN FAVOR?
>> ANY OPPOSED? SEEING NONE MOTION CARRIES 7:0.
PAGE 88 FOR K5. SORRY, I'M JUMPING AROUND A LITTLE BIT.
[5. Consideration and possible adoption of a 2023 Bond Reimbursement Resolution Max Cleaver]
I'M SHORT IN AGENDA.WHERE I'M I GOING? EIGHTY-EIGHT.
HERE WE GO. THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES ADOPT THE RESOLUTION EXPRESSING INTENT TO REIMBURSE CAPITAL EXPENDITURES FROM 2023 BOND PROCEED IN THE AMOUNT NOT TO EXCEED TWO MILLION 215,000 AS PRESENTED.
MOVED BY MRS. OROSCO, SECONDED BY MRS. PETREA.
QUESTIONS OR COMMENTS? SEEING NONE ALL THOSE IN FAVOR? AYE. ANY OPPOSED? MOTION CARRIES 70.
NOW WE'RE GOING TO GET INTO THE DETAILS OF THAT.
[6. Consideration and possible approval of 2023 Bond Project - Flooring Abatement Projects Max Cleaver]
THE FIRST ONE IS ON PAGE 93.IT IS THE FLOORING ABATEMENT PROJECTS.
THE MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES APPROVE ASBESTOS FLOOR TILE ABATEMENT SERVICES WITH SISK-ROBB INC; ENVIRONMENTAL CONSULTING SERVICES WITH BURCHAM ENVIRONMENTAL AND CONCRETE POLISHING AND FLOORING SERVICES WITH JC COMMERCIAL SERVICES AT DAHLSTROM MIDDLE-SCHOOL, WALLACE MIDDLE-SCHOOL, HAYS HIGH SCHOOL, AND TOM GREEN ELEMENTARY SCHOOL FOR A TOTAL COST OF $578,687 AS PRESENTED.
MOVED BY MRS. OROSCO, SECONDED BY MR. VELA.
>> THANK YOU. MAX, QUICK QUESTION.
I JUST WANT TO MAKE SURE THAT THIS COMPANY HAS THE CAPACITY TO COMPLETE ALL THREE PROJECTS WITHIN THE SHORT TIME FRAME THAT WE'RE GOING TO BE DOING IT BECAUSE WE'RE MOVING KIDS AROUND.
I KNOW WE RAN INTO AN ISSUE OR HAD A CONTRACT THAT WASN'T ABLE TO FINISH THE PROJECT.
WE HAD TO SUB IT OUT TO SOMEBODY ELSE TO GET IT FINISHED WITH AT A TIME, SO LET'S MAKE SURE THEY HAVE THE CAPACITY TO HANDLE ALL THREE PROJECTS AND THE TIMELINES OF WHICH YOU'VE SET FORTH.
>> YES, SIR. THEY WILL THAT'S WHY WE'RE BRINGING IT FORWARD TO YOU SO WE CAN GET IT DONE THIS SUMMER.
>> ANYBODY ELSE? WE HAVE A MOTION AND A SECOND, SO ALL THOSE IN FAVOR? ANY OPPOSITION? SEEING NONE MOTION CARRIES 70.
NOW WE'RE UP TO ROOF REPAIR AT HISTORIC BUDDHA ON PAGE 95.
[7. Consideration and possible approval of 2023 Bond Project - Roof Repair at Historic Buda Upper Campus Max Cleaver]
THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES APPROVE A CONTRACT WITH LBK ROOFING FOR[00:20:03]
2023 BOND ROOF REPAIRS AT HISTORIC PETER CAMPUS AND THE AMOUNT OF $80,000 AS PRESENTED, MOVED BY MRS. OROSCO, SECONDED BY MR. SEVERANCE. QUESTIONS, COMMENTS? SEEING NONE, ALL THOSE IN FAVOR? ANY OPPOSED? MOTION CARRIES 70 STRAIGHT OVER TO PAGE 96.[8. Consideration and possible approval of 2023 Bond Project - Water Well Repairs at Hays High School Max Cleaver]
THIS ONE IS FOR HAYS HIGH SCHOOL WATER WELL UPGRADES.THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES APPROVE ALTERMAN INC. FOR WATER WELL IMPROVEMENTS AT JACK C HAYS HIGH SCHOOL AND THE AMOUNT OF $382,206 AS PRESENTED.
MOVED BY MRS. OROSCO, SECONDED BY MR. VELA.
QUESTIONS? SEEING NONE ALL THOSE IN FAVOR. ANY OPPOSE? MOTION CARRIES 70, PAGE 100.
I'M GOING TO CALL OUT PAGE NUMBERS MOSTLY FOR MYSELF.
THANKS FOR BEING PATIENT WITH ME TEAM.
THIS IS FOR ENGINEERING SERVICES CONTRACT FOR THE TURF AND OTHER ATHLETIC ITEMS.
[9. Consideration and possible approval of 2023 Bond Project - Engineering Contract for High School Baseball and Softball Renovations]
THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES APPROVE A CONTRACT WITH CEI FOR DESIGN SERVICES RELATED TO THE 2023 BOND, BASEBALL, AND SOFTBALL IMPROVEMENTS AND OTHER ATHLETIC IMPROVEMENTS, AND AUTHORIZE THE SUPERINTENDENT TO NEGOTIATE AND EXECUTE A SATISFACTORY CONTRACT AS PRESENTED.MOVED BY MRS. OROSCO, SECONDED BY MR. VELA.
>> MR. CLEAVER, CAN YOU JUST CLARIFY I'VE GOTTEN A LOT OF PHONE CALLS BECAUSE PEOPLE ARE VERY ANXIOUS ABOUT THIS.
CAN YOU JUST REAFFIRM TO EVERYONE THAT WE WILL HAVE THESE FIELDS READY FOR SPRING BALL.
>> I WILL. I'LL TELL YOU WHAT I'VE BEEN TELLING EVERYBODY.
WITH THIS APPROVAL TONIGHT WE'RE GOING TO CONTINUE THE DESIGN WE'VE ALREADY BEEN DESIGNING, AND OUR GOAL IS TO COMPLETE THEM ALL BY JANUARY 15TH OF 2023.
THE ONLY POTENTIAL FLY IN THE OINTMENT IS THAT ALLIANCE REGIONAL WATER LINE ACROSS LEFT FIELD AT LEHMAN AND WE'RE EXPECTING SOME INFORMATION THIS WEEK.
WE'VE ALREADY MET WITH THAT GROUP TO SEE IF THEY CAN MOVE THEIR CONSTRUCTION SCHEDULE AHEAD FOR JUST THAT ONE SECTION TO MEET OUR CONSTRUCTION SCHEDULE.
THERE'LL BE A POINT IN TIME WHERE WE HAVE A DROP DEAD DATE IF YOU WILL WHERE WE CAN EITHER GET THAT ARTIFICIAL TURF DONE ON THAT FIELD OR WE'LL HAVE TO HOLD FOR UNTIL THEY CAN GET THEIR WORK DONE.
IF WE CAN'T GET THAT TURF DONE, EVERYTHING ELSE WOULD BE DONE WITH THE EXCEPTION OF THAT ARTIFICIAL TURF.
>> WE'RE TRYING TO MANAGE THAT EXPECTATION AND JUST BE REAL TRANSPARENT AT THAT.
WE DON'T WANT TO PUT DOWN THAT NEW ARTIFICIAL TURF AND THEN THAT 256 INCH LINES UNDERNEATH IT.
>> WHEN ARE YOU MEETING WITH THEM?
>> WE ALREADY HAVE AND WE'RE EXPECTING THEY HAVE ALREADY PUT IN MOTION TO GET BIDS FROM THEIR SUBCONTRACTORS TO DO THAT PIECE, AND SO WE'RE EXPECTING EITHER THIS WEEK.
I THOUGHT IT WAS GOING TO BE LAST THURSDAY, BUT I THINK IT'LL BE THIS WEEK THAT THEY GET PRICING TO TELL US IF THEY CAN DO IT.
>> WILL, YOU JUST PROVIDE TO THE BOARD ON BOARD BLOG.
>> CONFIRMATION THAT THEY ARE GOING TO BE ABLE TO SCHEDULE THAT, AND A TIME FRAME THAT WORKS FOR OUR SCHEDULE.
>> YES, MA'AM. AS SOON AS I GET THAT FROM THEM, I WILL LET YOU KNOW BECAUSE WE WANT TO WE WANT TO DO IT.
>> ON THAT SAME WAY OF QUESTIONING, MR. CLEAVER, ARE THERE ANY CITY OR COUNTY PERMITTING APPROVAL PROCESSES THAT ARE GOING TO IMPACT THAT WATERLINE OR IS IT JUST A PRIVATE COMPANY DOING CONSTRUCTION?
>> CITY AND COUNTY, I'M GOING TO SAY ABSOLUTELY, YES, I DON'T KNOW TO WHAT DEGREE BUT SOMETHING THAT LARGE ABSOLUTELY WILL REQUIRE ALL THE PERMITTING AND ALL THE KNOWLEDGE AND ALL THAT OF THE CITIES AND THE COUNTY.
>> THAT WAS MY GUT THINKING AS WELL, SO WHAT ARE WE DOING TO MAKE SURE THAT THEY'RE AWARE OF THE URGENCY WITH WHICH WE'RE TRYING TO GET THIS JOHN?
>> WE HAVE ALREADY HAD THE DISCOVERY MEETING WITH THE CITY OF KYLE AND WE LET THEM KNOW ABOUT THAT.
>> THEY'RE AWARE THAT IT'S COMING, AND SO WE'LL MAKE SURE THAT IF WE ARE GOING TO ACCELERATE THAT THEY UNDERSTAND THAT THEY'RE GOING TO HAVE SOME WORK TO DO TO.
>> WELL, UNFORTUNATELY, OUR CITY COUNCIL FRIEND THAT WAS HERE SPEAKING AT PUBLIC FORUM ALREADY LEFT FOR THE EVENING BUT I'M SURE YOU'RE ON IT MR. CLEAVER.
DEFINITELY KEEP A SURPRISE IF THERE'S ELECTED OFFICIALS TO ELECTED OFFICIALS.
IF THERE'S ANYTHING WE CAN DO TO HELP YOU COMMUNICATE THE URGENCY WITH WHICH WE WANT TO GET THE LEHMAN FIELDS DONE, LET US KNOW.
>> I JUST WANT TO CLARIFY BECAUSE WHEN I READ THE TRANSMITTAL SEATS, SO THE ANTICIPATED COMPLETION IS JANUARY 15TH, 2024.
[00:25:03]
>> MR. VELA, WHAT PAGE ARE YOU ON?
>> NICE ONE, SIR. THAT'S CORRECT, 2024 THAT WE HAVE PAST JANUARY 15TH, '23
>> IF ANYBODY IS LOOKING AT THE ACTUAL AGENDA, I WANT TO JUST MAKE SURE THAT WE ARE SAYING IN 2024.
>> I THINK I SAID '24, BUT YOU'RE CORRECT.
IT DOES READ '23, BUT YES, THIS COMING JANUARY 15TH.
>> ANYBODY ELSE? WE HAVE A MOTION AND A SECOND.
ALL THOSE IN FAVOR? ANY OPPOSE? THAT MOTION CARRIES 70.
THAT BRINGS US UP TO PAGE 110.
[10. Consideration and possible approval of the 2023 Bond Purchase - Musical Instruments for High School Orchestra - Various Vendors]
THIS IS THE ITEM THAT WAS ADDED IN LAST WEEK REGARDING THE MUSICAL INSTRUMENTS FOR ORCHESTRA.THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES APPROVE THE 2023 BOND REIMBURSEMENT FUNDED PURCHASE OF MUSICAL INSTRUMENTS FROM MIDWEST MUSICAL INSTRUMENTS, THE TUBA EXCHANGE, ALAMO MUSIC CENTER, STRAIGHT MUSIC, STEP-WISE MUSIC, WASHINGTON MUSIC SALES CENTER, AND TAYLOR MUSIC FOR AN AMOUNT NOT TO EXCEED $625,963 AND 59 CENTS AS PRESENTED.
MOVED BY MRS. OROSCO SECONDED BY MS. RUNKLE.
>> I JUST WANTED TO THANK MS. PATTY MORENO.
SHE IS, I SEE HER. THANK YOU FOR PROVIDING THE BREAKDOWN OF ALL OF THE INSTRUMENTS.
I SEE YOU DID ADJUST YOUR NUMBER HERE, SO I APPRECIATE THAT. THANK YOU SO MUCH.
I'M REALLY EXCITED TO GET THESE INSTRUMENTS IN THE HANDS OF KIDS, AND FOR THIS PROGRAM NEXT YEAR.
>> ANYBODY ELSE OVER HERE ON THE LEFT?
>> I ACTUALLY HAD A QUESTION ABOUT HOW IT DECREASED BY $125,000.
>> GOOD EVENING, BOARD OF TRUSTEES AND DR. WRIGHT.
SO I WANT TO EXPLAIN THE PROCESS.
THE FIRST STEP IS WE ASKED THE MUSIC DIRECTORS WHAT THEY NEED.
WE'VE EDITED IN FINE ARTS ADMINISTRATION, AND THEN THAT'S HOW WE GOT THE AMOUNT FOR THE BOND.
THEN WE TOOK IT OUT TO THE FORMAL BID PROCESS, AND LUCKILY IT'S A VERY COMPETITIVE PROCESS AND WE'RE DOING BULK BUY, SO WE GOT BETTER PRICES THAN WHAT WE HAD ANTICIPATED.
WE HAD GREATER DISCOUNTS THAN WHAT WE HAD ANTICIPATED.
THERE IS A DIFFERENCE OF $74,036.41 ON REQUESTING 700,000, BUT THEN COMING BACK UNDERNEATH THE $700,000.
WE USUALLY DO A FIRST ROUND OF BUYING, AND THEN WE GO BACK AND DO A SECOND ROUND OF BUYING.
THE FORMAL BID PROCESS IS GOOD FOR FIVE YEARS.
>> GREAT. SO YOU ARE GETTING EVERYTHING YOU NEED TO START OUT WITH? SO YOU'RE GOOD?
>> WE TALKED A LITTLE BIT ABOUT STORAGE LAST TIME.
IF WE COULD JUST BE UPDATED ON WHETHER THE THREE HIGH SCHOOLS HAVE A PLAN TO STORE THESE INSTRUMENTS, PARTICULARLY THE CELLOS AND THE VIOLINS, WHICH ARE VERY DELICATE AND EXPENSIVE.
IF WE COULD SEE AN UPDATE ON HOW EACH HIGH SCHOOL IS STORING THOSE.
AND ALSO, IF YOU COULD JUST NOTIFY US, THE BOARD, WHENEVER THE INSTRUMENTS ARE ACTUALLY PHYSICALLY DELIVERED.
>> MS. PETREA, ANYBODY? I JUST WANT TO SAY I'M SUPER HAPPY, WE HAVE A VENDOR NAMED THE TUBA EXCHANGE.
SO WE HAVE A MOTION AND A SECOND.
>> ANY OPPOSED? MOTION CARRIES 7-0.
ALL RIGHT TEAM, WE'RE ON UP TO PAGE 113,
[11. Consideration and possible adoption of an Amendment to the Plum Creek Development Agreement Max Cleaver]
FOR THE TRANSMITTAL REGARDING THE AMENDMENT TO THE PLUM CREEK DEVELOPMENT AGREEMENT.THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES APPROVE THE AMENDMENT TO THE AGREEMENT REGARDING DEVELOPMENT WITH THE PLUM CREEK DEVELOPMENT PARTNERS AND AUTHORIZE THE BOARD PRESIDENT AND SUPERINTENDENT TO EXECUTE DOCUMENTS NECESSARY AND CONVENIENT FOR THE TRANSACTION AS PRESENTED.
MOVED BY MRS. OROSCO, SECONDED BY MR. SEVERANCE. QUESTIONS? SEEING NONE.
>> ANY OPPOSED? MOTION CARRIES, 7-0.
ALL RIGHT TEAM, WE'RE GOING TO GO UP TO PAGE 120.
THIS IS THE ADDITIONAL EASEMENT AT THE ACADEMIC SUPPORT CENTER FOR PEC.
[12. Consideration and possible approval of an additional easement to Pedernales Electric Cooperative at the Hays CISD Academic Support Center]
[00:30:01]
THE SUGGESTED MOTION IS THAT THE, LET ME GET TO THE RIGHT PAGE, WE GOT THE HAYS CISD BOARD OF TRUSTEES GRANT PERMANENT UTILITY EASEMENTS AND UNDERGROUND AGREEMENTS TO PEC, AND AUTHORIZE THE SUPERINTENDENT AND BOARD PRESIDENT TO NEGOTIATE AND EXECUTE DOCUMENTS NECESSARY AND CONVENIENT AS PRESENTED.MOVED BY MRS. OROSCO, SECONDED BY MR. VELA.
QUESTIONS? SEEING NONE. ALL THOSE IN FAVOR?
>> ANY OPPOSED? MOTION CARRIES 7-0.
OKAY TEAM, WE'RE UP TO K-13 ON PAGE 121.
[13. Second Reading and Possible Adoption of TASB Policy Update 121 Affecting Local Policies Dr. Eric Wright]
WE HAD A PRETTY LENGTHY DISCUSSION ABOUT SOME OF THIS LAST TIME.THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES APPROVE THE ADOPTION OF HAYS POLICY UPDATE 121 AS DISCUSSED.
THERE WAS SOME ADDITIONAL INFORMATION IN YOUR DIAS FOLDER.
MOVED BY MRS. OROSCO, SECONDED BY MRS. RUNKLE.
>> THANK YOU FOR BRINGING THE CHANGES TO US, IN REGARDS TO DEA LOCAL.
DR. WRIGHT, DID YOU WANT TO SPEAK TO THOSE CHANGES?
>> YES. AFTER VISITING WITH OUR TEAM AND TALKING TO THE BOARD ATTORNEY, WE ARE RECOMMENDING THAT WE REVISE DEA LOCAL AS DISPLAYED IN YOUR DIAS FOLDER.
AND SO I'LL JUST ENTERTAIN ANY QUESTIONS.
BASICALLY, WHAT WILL HAPPEN IS ANYBODY THAT THE BOARD HIRES FROM ASSISTANT PRINCIPAL, PRINCIPAL, DIRECTOR, AND UP, ANY TYPE OF CHANGES TO COMPENSATION WILL BE BROUGHT TO THE BOARD FOR BOARD APPROVAL.
>> THANK YOU, DR. WRIGHT AND PRESIDENT MCMANUS FOR YOUR DUE DILIGENCE AND CHECKING WITH OUR ATTORNEY ON THE WORDING ON THAT.
I THINK IT LOOKS GREAT. THANK YOU.
>> YES, I WAS LOOKING FOR AND I'VE SEEN IT, AND LOOKED AT IT ON BOARD BLOG, AND I JUST WANTED TO ALSO THANK YOU FOR SPEAKING WITH THE ATTORNEY, DR. WRIGHT, PRESIDENT MCMANUS, I LOVE SAYING THAT.
I THINK THESE ARE REALLY GOOD CHANGES AND MAKE A LOT OF SENSE, AND EVERYONE IN THIS ROOM UNDERSTANDS THE INTENT, AND I LOVE IT. SO THANK YOU.
>> ANYBODY ELSE? SO WE HAVE A MOTION AND A SECOND. ALL THOSE IN FAVOR?
>> ANY OPPOSED? MOTION CARRIES 7-0.
TEAM, WE'RE FLYING ALONG HERE. GOOD JOB.
[14. Consideration and possible approval of the Hays CISD 2023-2024 Board Meeting Calendar Dr. Eric Wright]
THIS IS THE BOARD CALENDAR.THANK YOU FOR THE SUGGESTIONS THAT WERE MADE AND THE CHANGES THAT WERE PUT IN.
THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES APPROVE THE 2023/2024 HAYS CISD BOARD MEETING CALENDAR AS PRESENTED.
MOVED BY MRS. OROSCO, SECONDED BY MS. RUNKLE.
QUESTIONS? COMMENT? MRS. OROSCO.
>> WITH THE LITTLE ASTERIX AND SAY OUR MEETING LOCATION MIGHT BE MOVED TO OUR ACADEMIC SERVICE CENTER, I JUST WANT TO PUT ANOTHER LITTLE ASTERIX RIGHT THERE PARENTHESES AND MAX CLEAVER SAID IT WILL DEFINITELY BE READY TO GO BY MAY OF 2024 FOR OUR MAY 13TH MEETING.
SO YOU GOT TO MAKE SURE TO INDICATE THAT.
>> [LAUGHTER] HE'S VERY EXCITED ABOUT THAT CHALLENGE.
WE HAVE A MOTION AND A SECOND. ALL THOSE IN FAVOR?
>> ANY OPPOSED? MOTION CARRIES 7-0. 146 BRINGS US TO ONE OF THE BIG ONES FOR TONIGHT.
WE COULD GO THERE, WE'RE GOING TO TALK ABOUT COMP.
I AM GOING TO GO AHEAD AND READ THE SUGGESTED MOTION, BUT WE WILL CERTAINLY PAUSE WITH PLENTY OF TIME FOR COMMENTS AND QUESTIONS.
THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES APPROVE
[15. Consideration and possible approval of the Hays CISD Compensation Plan for the 2023-2024 School Year Christina Courson]
THE HAYS CISD EMPLOYEE COMPENSATION PLAN FOR THE 2023-2024 SCHOOL YEAR AS PRESENTED.YOU WANT TO HAVE QUESTIONS FIRST? LET'S DO IT THEN.
LET'S PAUSE THERE AND OPEN IT UP FOR QUESTIONS AND COMMENTS.
[OVERLAPPING] YOU ARE FIRST ACTUALLY ON MY ORDER FOR THIS ONE.
>> I KNOW, MS. COURSON YOU PUT SOMETHING NEW IN OUR DIAS FOLDER?
[00:35:04]
>> I SURE DID. I PROVIDED A HANDOUT FOR YOU THIS EVENING, AND I'M GOING TO COVER IT FOR EVERYBODY IN THE AUDIENCE, AND ALSO THOSE VIEWING THIS FROM HOME, JUST TO PROVIDE SOME CLARIFICATION ABOUT A NEW APPROACH THAT WE HAVE BEEN CONSIDERED THIS YEAR FOR TEACHERS THAT ARE KINDERGARTEN THROUGH FOURTH GRADE.
LAST WEEK, I PRESENTED TO YOU THE CONSIDERATIONS FOR THE COMPENSATION PLAN.
I'M NOT GOING TO GO OVER THE ENTIRE PRESENTATION, UNLESS YOU HAVE QUESTIONS ABOUT ANY OF THOSE SLIDES FROM LAST WEEK.
I'M GOING TO FORWARD TO THIS, THE K-4 CAPACITY SUPPLEMENTAL PAY.
AS YOU RECALL, THE SCHOOL DISTRICT IS FACING A BUDGET IN WHICH WE WILL BE FORCED TO TAKE MONEY FROM OUR GENERAL FUND BALANCE.
THAT COULD BE UP TO $15 MILLION, IS WHAT WE THINK IT MAY LOOK LIKE.
WE NEED TO BE VERY INTENTIONAL ABOUT THE RESOURCES THAT WE HAVE.
AS YOU RECALL, FROM LAST WEEK, I MENTIONED THAT LAST SCHOOL YEAR, WE HAD 24 ELEMENTARY TEACHERS ADDED AFTER THE BEGINNING OF THE SCHOOL YEAR TO GROWTH.
WITH EACH OF THESE POSITIONS, BETWEEN SALARY AND BENEFITS, THAT'S ABOUT $75,000.
THE BOARD HAS BEEN INCREDIBLY PROTECTIVE OF STUDENT RATIOS FOR A REASON AND THAT REASON IS WE WANT TO PROVIDE THE BEST LEARNING EXPERIENCE FOR OUR STUDENTS POSSIBLE, PERIOD.
WE DO HAVE OPTIONS TO CONSIDER AS WE MOVE FORWARD, ESPECIALLY WITH THIS DEFICIT ON HOW WE CAN BE CREATIVE IN CUTTING FUTURE COSTS TO PROTECT OUR CURRENT PEOPLE AND TO MAKE SURE THAT WE'RE BEING AS RESOURCEFUL AS POSSIBLE WITH THE RESOURCES WE HAVE.
WE BROUGHT BEFORE YOU THIS IDEA OF THIS K-4 CAPACITY SUPPLEMENTAL PAY.
WHAT THAT WOULD BE IS THAT TEACHERS WHO TEACH KINDERGARTEN THROUGH FOURTH GRADE MAY HAVE THE POTENTIAL TO EARN UP TO $3,000 PER STUDENT PER SCHOOL YEAR ABOVE A RATIO.
FOR EXAMPLE, WE HAVE A 22:1 CLASSROOM RATIO IN MOST ELEMENTARY SCHOOLS THAT'S PROVIDED BY THE STATE.
THIS BOARD WENT A STEP FURTHER AND FOR THREE SPECIFIC ELEMENTARY SCHOOLS, PUT IN OUR STUDENT, TO TEACHER RATIO OF 20:1, BECAUSE THOSE CAMPUSES ARE HIGH NEEDS CAMPUSES.
IN THIS CASE, WE ARE SAYING THAT WE COULD APPLY FOR A WAIVER FOR CLASSES, FOR TEACHERS, WHO ARE INTERESTED, SO THEY WOULD HAVE TO VOLUNTEER, THEY WOULD NOT BE VOLUNTOLD, THEY WOULD NOT BE PRESSURED, THEY WOULD NOT BE FORCED, ONLY TEACHERS WHO ARE INTERESTED IN TEACHING ADDITIONAL STUDENTS BEYOND THAT 22:1 RATIO OR THAT 20:1 RATIO.
THEY WOULD VOLUNTEER TO SAY, HEY, I'LL TAKE SOME EXTRA STUDENTS, OF COURSE, THE DISTRICT WOULD CAP THIS, WE WOULD NEVER NOT HAVE A CAP.
THAT WOULD BE IN THE WORST INTERESTS OF STUDENTS.
THIS IDEA WOULD PROVIDE A CAP.
PERHAPS, IN MOST ELEMENTARY SCHOOL K THROUGH FOUR CLASSES, THAT CAP COULD BE 25-1.
IT REALLY ALSO DEPENDS ON THE FACILITIES.
SOME CLASSROOMS ARE SMALLER THAN OTHERS, SO WE'LL CERTAINLY LOOK AT THE PHYSICAL CONSTRAINTS, BUT COULD WE POTENTIALLY HAVE UP TO THREE ADDITIONAL STUDENTS IN A CLASSROOM AT $3,000 A PIECE PER EXTRA STUDENTS, SAY SOMEBODY HAS THREE EXTRA STUDENTS, THEY HAVE POTENTIALLY UP TO $9,000 IN A SCHOOL YEAR THEY COULD MAKE ON TOP OF THEIR SALARY, SO LONG AS THEY ARE ABOVE RATIO.
IT COULD VARY, BECAUSE WE KNOW THAT STUDENT POPULATION VARIOUS.
YOU MAY HAVE A TEACHER THAT HAS THREE STUDENTS THAT FIRST GRADING PERIOD AND SO THEY WOULD GET PAID EXTRA MONEY FOR THOSE THREE STUDENTS, BUT MAYBE THE SECOND GRADING PERIOD, THEY ONLY HAVE TWO.
WE WOULD PRORATE IT PER STUDENT, BECAUSE WE WANT TO MAXIMIZE OUR RESOURCES AND WE WANT TO REWARD OUR TEACHERS FOR TAKING ON THE EXTRA STUDENTS.
IT'S THE DIFFERENCE OF SPENDING, SAY UP TO $9,000 IN ONE CLASSROOM WITH A CAP OF 25 VERSUS $75,000.
NOW, THIS WOULD APPLY IN CASES ONLY IF THEY ARE NOT A FIRST YEAR TEACHER, BECAUSE WE DON'T WANT TO SACRIFICE INSTRUCTION.
[00:40:02]
NUMBER 2, THEY WOULD NEED TO BE CERTIFIED.WE RECOMMEND THAT THEY HAVE EARNED PROFICIENT IN ALL AREAS ON T-TESTS THE PREVIOUS YEAR.
THEY WOULD NOT BE ON A GROWTH PLAN.
THEY WOULD BE APPROVED BY THEIR PRINCIPAL, CONFIRMING THESE PIECES.
ALSO, IN PARTNERSHIP WITH DISTRICT LEADERS, I IMAGINE THE DAO OR SOMEONE FROM CURRICULUM AND INSTRUCTION, AS WELL AS SOMEONE FROM HUMAN RESOURCES TO MAKE SURE THAT WE HAVE EQUITABLE ACCESS TO THESE OPPORTUNITIES BASED ON THIS CRITERIA.
IN A CASE WHERE WE HAVE A GRADE LEVEL, LET'S SAY IT HAS THREE TEACHERS THAT WANT TO DO THIS, WHO ARE VOLUNTEERING TO DO IT AND MEET THIS CRITERIA, THE PROFESSION IN ALL THESE AREAS AND T-TESTS FROM THE PREVIOUS YEAR, THE PRINCIPAL SUPPORTS THEM, GREAT.
HOW DO WE DECIDE WHO GETS THE STUDENTS? WE DECIDED WE WOULD ROTATE THE DISTRIBUTION OF STUDENTS BASED ON PRIORITY OF TEACHING SENIORITY.
GIVING THE MOST EXPERIENCED TEACHER, THE FIRST STUDENT, AND THEN THE SECOND STUDENT TO THE NEXT EXPERIENCE TEACHER AND SO ON, ROTATING.
EVERYBODY HAS A CHANCE AT THIS OPPORTUNITY.
I DID CONFIRM THAT THESE PAYMENTS WOULD BE TRS-ELIGIBLE, SO THAT IS A PLUS.
BECAUSE WE DON'T WANT OUR TEACHERS TO WAIT TOO LONG TO GET ACCESS TO THIS, WE DON'T WANT THEM TO WAIT TILL THE END OF THE YEAR FOR US TO FIGURE OUT HOW MANY EXTRA STUDENTS THEY HAD AND WAIT UNTIL THE END OF THE YEAR TO DO THAT.
WHEN I MET WITH TEACHER ORG RAPS, GOT SOME GREAT FEEDBACK OF PERHAPS WE SCHEDULE THAT WITH GRADING PERIODS BECAUSE WE CAN CHECK IN A GRADING PERIOD THE STUDENT RATIO, AND THEN WE CAN PAY THEM AT THE END OF THAT GRADING PERIOD BASED ON HOW MANY EXTRA THEY HAD IN THAT STUDENT RATIO.
SO 3000/4 IS 750, SO IT WOULD BE 750 PER GRADING PERIOD PER EXTRA STUDENT ABOVE RATIO.
I WANT TO EMPHASIZE THAT FOR THOSE CAMPUSES THAT ARE AT 20 TO 1, FOR THOSE TEACHERS THAT ARE LISTENING, I WANT YOU TO UNDERSTAND THAT THIS IS PURELY VOLUNTARY.
WE KNOW THAT THE STUDENTS THAT YOU SERVE HAVE SPECIAL AND HIGH NEEDS AND DESERVE THE ABSOLUTE BEST SUPPORT.
WE'RE NOT ASKING ANY TEACHER TO SACRIFICE THAT SUPPORT, IT'S ONLY IF THEY'RE INTERESTED.
THEY VOLUNTEER AND IT'S AT A CAP.
WE'RE NOT DOING 25 TO 1 AT THOSE CAMPUSES THAT ARE HIGH-NEEDS CAMPUSES.
IF IT'S A 20 TO 1 RATIO NOW, I WOULD LIKE TO HAVE THE CONVERSATION WITH THOSE TEACHERS ABOUT, SHOULD IT BE 22 TO 1 OR MAYBE 23 TO 1 MAX? I WOULD LIKE TO INVOLVE THEM IN THAT CONVERSATION SO THEY CAN PARTICIPATE IN THAT.
WHAT I DON'T WANT IS TO EXCLUDE THEM FROM AN OPPORTUNITY IF THEY ARE INTERESTED AND ABLE TO TAKE ON AN ADDITIONAL STUDENT.
FOR EXAMPLE, LAST YEAR WE TOOK ON 24 ELEMENTARY NEW TEACHERS BECAUSE OF GROWTH.
I'M NOT SAYING THAT THIS IDEA IS GOING TO SAVE US 24 TEACHERS WORTH OF SALARIES, I'M JUST SAYING WHAT IF IT SAVED FOUR? OR WHAT IF IT SAVED FIVE? WHAT IF IT DID SO ONLY ON A VOLUNTARY BASIS AND ONLY WITH CONFIRMATION THAT THE TEACHERS WHO'VE APPLIED FOR THAT OPPORTUNITY HAVE DEMONSTRATED ALREADY THAT THEY'RE CAPABLE WITH THEIR T-TESTS FROM THE PREVIOUS YEAR? THOSE ARE THE INITIAL GUARDRAILS, AND I WOULD LIKE TO EMPHASIZE THAT THESE ARE INITIAL GUARDRAILS.
I BELIEVE IN COLLABORATIVE LEADERSHIP THAT INVOLVES ENGAGING THE PEOPLE WE SERVE TO MAKE SURE THAT WE HAVE THE ULTRA-HD PICTURE OF WHAT'S GOING ON AND NOT SOME PIXELATED IDEA OF WHAT WE THINK IT IS.
FOR NEXT STEPS, I'D WANT TO SEND A THOUGHT EXCHANGE TO TEACHERS IN K4 AND THOUGHT EXCHANGES TO TOUR WHERE WE POSE AN OPEN-ENDED QUESTION AND WE ASKED FOR FEEDBACK.
IN THIS CASE, WE WOULD SHARE THIS INITIAL CRITERIA AND WE WOULD SAY, WHAT ARE YOUR THOUGHTS ABOUT THIS INITIAL CRITERIA? HERE'S THE PROBLEM WE'RE TRYING TO SOLVE, THE OPPORTUNITY WE'RE TRYING TO CREATE, THE GUARDRAILS THAT WE'VE COME UP WITH, WHAT ARE YOUR THOUGHTS ABOUT THAT? ASKING THEM FOR THAT FEEDBACK SO WE CAN GET WIDELY, VERY QUICKLY, EVERYBODY'S SHARED PRIORITIES, AND THEN COORDINATING DEVELOPMENT OF A DIVERSE COMMITTEE OF STAKEHOLDERS TO COME TOGETHER TO DEVELOP THAT PROCESS.
LOOK AT THOSE RESULTS, TALK ABOUT THE RESULTS, AND THINK ABOUT HOW CAN WE DEVELOP A PROCESS THAT MAKES SENSE, THAT IS SIMPLE AND CLEAR, AND WHAT ARE OUR TRACKING MECHANISMS? BECAUSE WE WANT TO MAKE SURE THAT WE'RE STAYING ON TOP OF THIS.
I WOULD LIKE TO DEPLOY A SURVEY THEN TO THE TEACHERS THAT WOULD EXPLAIN
[00:45:07]
THE CLEAR CRITERIA AND THE PROCESS DEVELOPED BY THE DIVERSE COMMITTEE TO ASK TEACHERS TO IDENTIFY INTERESTS.THEN FROM THAT WE WOULD COLLECT THAT AND WE WOULD REVIEW IT BY CAMPUS, AND WE WOULD TAKE THOSE APPLICATIONS AND WE WOULD MEASURE THAT AGAINST THE STANDARDS THAT WE HAVE AGREED TO AS A LEADERSHIP TEAM AND WITH THE COMMITTEE.
FROM THERE WE WOULD FINALIZE APPROVAL WITH PRINCIPAL AND DISTRICT LEADERSHIP AND WE WOULD NOTIFY THOSE APPLICANTS.
BECAUSE THIS IS NEW, I THINK IT'S REALLY IMPORTANT FOR US TO SCHEDULE AN INFORMATION MEETING SO WE COULD TALK ABOUT IT FOR ANYBODY WHO HAS QUESTIONS ABOUT IT, CONCERNS ABOUT IT, AND I WANT TO KEEP THAT DIALOGUE OPEN.
AS I SAID, THIS IS JUST LAYING OUT THE FOUNDATION OF A POTENTIAL SOLUTION, ONE OF MANY TOOLS THAT THE DISTRICT IS EMPLOYING TO MAKE SURE WE'RE MAXIMIZING OUR RESOURCES.
>> GREAT. THANK YOU SO MUCH FOR CLARIFYING THIS INFORMATION ON SUPPLEMENTAL PAY.
I RECEIVED A LOT OF QUESTIONS ABOUT IT FROM STAFF AND I JUST WANTED TO MAKE SURE THAT WE GET MORE INFORMATION AND MORE DETAILS IN WRITING, IN BLACK AND WHITE, FOR PEOPLE TO SEE.
I'M A VISUAL LEARNER, SO I NEEDED THE VISUAL, SO THANK YOU FOR PUTTING THIS SLIDE TOGETHER FOR US TO LOOK AT.
VERY EXCITED ABOUT THIS OPPORTUNITY THAT IT WILL GIVE TO SOME TEACHERS WHO WOULD LIKE TO DO THAT.
I KNOW THAT IT'S A LITTLE BIT HARDER IN A FOURTH-GRADE CLASSROOM WHEN WE HAVE SOME KIDDOS THAT ARE REALLY BIG AND YOUR SPACE IS LIMITED AND IT'S HARD TO MANEUVER.
BUT I DEFINITELY PROBABLY WOULD SAY YES, BECAUSE I WOULDN'T WANT TO BREAK MY CLASS APART.
THAT'S ANOTHER THING TO THINK ABOUT, BREAKING THAT CLASS APART WHEN IT'S ALREADY NINE WEEKS IN OR 10 WEEKS IN OR SO ON.
I THINK BREAKING THOSE CLASSES UP TAKES SOME CONSIDERATION AND ALSO WITH THE LACK OF SPACE THAT WE HAVE, I THINK THAT'S A HUGE PART THAT WE'RE GOING TO BE FACING HERE AND IN THE FUTURE OF HAVING THAT SPACE TO ADD THAT TEACHER TOO.
I THINK THIS IS A CREATIVE APPROACH TO HANDLE THAT.
I HAVE ALWAYS BEEN OPPOSED TO WAVERS, EXCEPT WHEN IT WAS IN MY CLASSROOM, I REALLY WANTED A WAIVER TO KEEP THAT BABY.
BUT I'VE ALWAYS BEEN OPPOSED TO WAIVERS AND THIS REALLY HAS OPENED MY MIND IN UTILIZING OUR TEACHERS IN A DIFFERENT WAY AND GIVING THEM SUCH GREAT OPPORTUNITY TO MAXIMIZE THEIR EARNINGS AS WELL.
THANK YOU FOR BRINGING THIS INFORMATION TO US.
I KNOW THAT AFTER HAVING THIS INFORMATION IN WRITING, I CAN REFER TO ANY TEACHERS THAT STILL HAVE MORE QUESTIONS TO THIS AND TO YOU AS WELL.
I REALLY LIKED THE THOUGHT EXCHANGE PART OF HAVING THAT OPPORTUNITY TO JUST GET SOME MORE FEEDBACK AND INPUT.
DEFINITELY LOVED HAVING THAT HAVE FINAL APPROVAL WITH A PRINCIPAL AND A DAO AND HR BEING INVOLVED IN THAT, THAT'S REALLY GOOD.
ONE OF THE QUESTIONS THAT I HAD WAS TALKED TO ME A LITTLE BIT ABOUT CO-TEACHERS.
IN FOURTH GRADE AND EVEN IN THIRD GRADE, IT IS BY DEPARTMENT, YOU HAVE ONE TEACHER TEACHING MATH, ONE TEACHING SCIENCE, SO THEY JUST SPLIT THAT AMOUNT OR HAVE WE THOUGHT THAT THROUGH?
>> I HAD NOT THOUGHT THAT THROUGH YET.
I'M OPEN TO FEEDBACK ON THOSE IDEAS.
>> JUST WHAT YOU HAD SAID ABOUT THE CLASS PERIODS, LIKE IN FIRST CLASS, THEY MIGHT HAVE THIS MUCH, AND SECOND CLASS, THAT'S WHAT TRIGGERED IT FOR ME BECAUSE I HADN'T THOUGHT ABOUT IT EITHER.
>> WE'LL CERTAINLY LOOK INTO THAT, BUT I THINK ONE OF THE TEACHERS IS ACTUALLY THE TEACHER OF THE RECORD AND THE OTHER ONE IS FOR PUSHING SUPPORT.
THAT TEACHER OF RECORD THAT IS GOING TO HAVE THE MAJORITY.
I'LL HAVE TO DOUBLE-CHECK THAT TO SEE.
THAT'S SOMETHING THAT WE HAVEN'T CONSIDERED IN THIS, WE'D TO DO A LITTLE MORE RESEARCH ON THAT.
>> I'M NOT TALKING ABOUT PUSH-IN SUPPORT, I'M TALKING ABOUT TEACHERS THAT ARE SPLIT INTO TEACHING LANGUAGE ARTS, AND SCIENCE, AND MATH, HOW YOU DEPARTMENTALIZE THAT, HOW THAT WOULD WORK [NOISE] BECAUSE I WOULD BE TEACHING 22 STUDENTS OR 23 STUDENTS AS WELL.
I THINK THAT SOME THOUGHT, SOMETHING TO THINK ABOUT ESPECIALLY, FOR THE THIRD AND FOURTH-GRADE YEARS THAT DO THAT, AND MAYBE SPLITTING THAT AMOUNT WHILE YOU MIGHT HAVE A TEACHER OF RECORD.
I WANT TO PUT A LITTLE CAVEAT ON THIS, THIS IS WHAT THEY USED TO DO TO DUAL LANGUAGE TEACHERS.
THEY WOULD PUT ALL THE SPANISH STUDENTS
[00:50:04]
IN THAT BILINGUAL TEACHER'S CLASS OF RECORD OR HOMEROOM RECORD, YET THEY HAD THEIR PARTNER WHO WOULD ALSO TEACH THOSE STUDENTS, AND THAT'S WHY WE ADVOCATED FOR DUAL LANGUAGE STIPEND.THAT'S HOW THAT WHOLE DUAL LANGUAGE STIPEND CAME ABOUT WHEN THEY WERE PUTTING BOTH MONOLINGUAL AND SPANISH SPEAKERS IN A BILINGUAL CLASS, THEN THEY FIGURED OUT, WELL, WE NEED TO LOOK AT THAT STIPEND.
JUST SOMETHING TO THINK ABOUT BECAUSE I ALWAYS WANT TO MAKE SURE THAT WE THINK ABOUT THIS.
WE'RE GOING TO OFFER THIS OPPORTUNITY TO TEACHERS, CORRECT? WHAT IF THEIR CAMPUS PRINCIPAL WANTS ABSOLUTELY NOTHING TO DO WITH IT? ARE WE STILL GOING TO AFFORD THEM THE OPPORTUNITY AND MAYBE EVEN TAKE IT TO GRADE LEVEL BY GRADE LEVEL [NOISE] OR IS IT OUT OF BOUNDS THERE?
>> I DEFINITELY VALUE PRINCIPAL FEEDBACK ANYTIME THERE'S ANYTHING IMPACTING A CAMPUS.
BUT THE PROBLEM OF THE DEFICIT IS ONE THAT WE ALL SHARE.
I THINK THAT IT'S A GREAT CONVERSATION TO HAVE.
I WOULD HATE TO THINK THAT TEACHERS AT ONE CAMPUS WOULDN'T HAVE THE SAME OPPORTUNITIES AS SOMEONE ELSE.
I DO THINK THAT WE NEED TO HAVE A CONVERSATION ABOUT DISTRICT-LEVEL EXPECTATIONS, AND I THINK WE NEED TO INVOLVE THE PRINCIPALS IN THAT CONVERSATION SO THAT THEY CAN PROVIDE FEEDBACK AS WELL, CERTAINLY DAOS.
I THINK THAT AS WE MOVE THROUGH THIS, THEY'RE GOING TO BE A LOT OF QUESTIONS THAT I DON'T HAVE AN ANSWER TO RIGHT NOW.
BECAUSE WHAT I CAN TELL YOU IS THAT MY LEADERSHIP STYLE IS TO GO TO THE PEOPLE AT IMPACTS AND SEE HOW WE CAN COLLABORATIVELY APPROACH THAT TOGETHER.
>> AGAIN, THIS IS A FABULOUS WAY TO APPROACH THIS.
I APPRECIATE YOU OFFERING THE OPPORTUNITY AND HAVING MORE DISCUSSIONS.
I WOULD NOT WANT TO TAKE THE OPPORTUNITY AWAY FROM TEACHERS IF THEY DO FEEL THAT THIS CAN BE HELPFUL TO THEM ALSO, AS FAR AS THEIR SALARY.
THE OTHER QUESTION I HAD ON STIPENDS, THANK YOU FOR SHARING, I KNOW THAT I INQUIRED ABOUT BILINGUAL STIPENDS AND SPECIAL ED STIPENDS AND SO ON, SO I LOOK FORWARD TO SEEING THEM NEXT YEAR.
I KNOW WE'RE IN A DEFICIT BUDGET AND THINGS ARE TIGHT.
I WOULD LIKE TO LOOK AT HOW WE RANK NEXT YEAR.
WE'RE RANKED PRETTY HIGH OR MEDIUM OF THE PACK ON MOST OF OUR STIPENDS.
I JUST WANT TO CONSIDER THAT FOR NEXT YEAR TO LOOK AT THAT. AS FAR AS I KNOW, I WAS STILL WAITING FOR SOME INFORMATION IN REGARDS TO PEOPLE THAT ARE UNDER-MARKET THROUGH THE TASB SALARY INFORMATION.
I DIDN'T SEE IT, BUT I KNOW THAT WE'RE NOT GOING TO BE ABLE TO DO ALL OF IT IN REGARDS TO MOVING SOME OF THOSE FOLKS THAT ARE BELOW MARKET, ESPECIALLY BY 25%, AND THOSE POSITIONS MIGHT BE VACANT, THEY MIGHT NOT.
SO I WOULD LIKE TO EXPLORE THAT DURING THIS YEAR AND SEE HOW WE CAN ALLEVIATE SOME OF THAT.
I WILL TELL YOU THAT I REACHED OUT TO TASB TO FIND THE BEST WAY TO APPROACH THAT TASK BECAUSE EACH ONE OF THOSE JOBS IS DIFFERENT ALTHOUGH THEY'RE IN A CLASS TOGETHER.
I WAS ABLE TO GET SOME AVERAGES ON SOME OF THOSE GROUPS THAT I CAN FOLLOW UP WITH, BUT I DON'T HAVE THE SPECIFIC CHANGES TO SPECIFIC JOBS WITHIN THERE BECAUSE SOMETIMES THERE'S DIFFERENT WAYS THAT THEY GATHERED INFORMATION ABOUT SPECIFIC JOBS THAT MAY NOT HAVE BEEN THE SAME FOR EACH ONE OF THOSE CATEGORIES.
BUT CERTAINLY, WE CAN THROUGHOUT THE YEAR KEEP AN EYE ON THOSE TO MAKE SURE THAT WE HAVE THEM ON THE FOREFRONT AS WE THINK ABOUT NEXT YEAR.
>> I KNOW I HAD SOME REALLY LOFTY DREAMS ABOUT IT, BUT I WILL BE MORE THAN REASONABLE AND UNDERSTAND THAT IT MIGHT TAKE SOME TIME TO GET ALL THAT INFORMATION IN.
BUT IF WE GET ANY MONEY FROM OUR STATE LEGISLATORS THAT WE LOOK AT FIXING SOME OF THOSE AND WE CAN START WITH ONE AT A TIME IF WE NEED TO.
BUT MAKING SURE THAT WE ADDRESS OUR AUXILIARY.
THAT IS VERY IMPORTANT FOR US TO TAKE CARE OF OUR AUXILIARY STAFF RIGHT NOW.
WE HAVE DONE IT FOR ALL OUR STAFF, BUT WE KNOW THAT THEY CAN BE PAID A LOT BETTER.
[00:55:01]
I WOULD LOVE TO DO A 20% RAISE, BUT WE COULDN'T SUSTAIN THAT AT ALL, ESPECIALLY IN THIS CLIMATE.BUT DEFINITELY KEEP ON LOOKING AT OUR AUXILIARY STAFF AND THAT MARKET SALARY AND WHERE THEY FIT INTO THAT BECAUSE I DON'T WANT IT TO COME NEXT YEAR AND YOU BRING ME ADMINISTRATION AS THESE ARE THE PEOPLE WE NEED TO DO EQUITY ADJUSTMENTS.
I WANT TO KEEP OUR EYE ON OUR AUXILIARY FOLKS AND MAKE SURE THAT WE REMEDY ALL OF THAT BEFORE MOVING ON TO A DIFFERENT CLASS OR DIFFERENT BAND OR WHATEVER YOU WANT TO CALL IT.
>> THANK YOU, MS. OROSCO. MS. PETREA.
>> THANK YOU, MS. COURSON. I JUST HAVE A FEW COMMENTS REALLY AND I WANT TO FOLLOW UP WITH SOMETHING MS. OROSCO SAID ABOUT THE ROTATIONS.
SHE'S ABSOLUTELY RIGHT. YOU'VE GOT SOME FOURTH AND FIFTH-GRADE CLASSROOMS AND MAYBE SOMETIMES EVEN THIRD.
YOU HAVE FOLKS SHARING STUDENTS AND IN 5TH GRADE I KNOW, FOR EXAMPLE, IN ELM GROVE, THERE'S A THREE-TEACHER ROTATION.
DEFINITELY GET PRINCIPAL INPUT.
THERE MAY BE OTHER UNINTENDED CONSEQUENCES OF THINGS WE'RE NOT THINKING OF THAT YOU MAY WANT TO GET AHEAD OF AND PUT IN HERE.
ONE OF THE THINGS I WOULD SAY, JUST TO GET INTO THE WEEDS OF YOUR JOB A BIT, SORRY.
ON THE COMP PLAN, YOU HAVE ON HERE ON PAGE 19 UNDER EXTRA DUTY PAY, YOU HAVE A LITTLE ASTERISK AND YOU SAY UP TO 3,000 PER STUDENT WITH A MAXIMUM OF THREE STUDENTS PER SCHOOL.
I WOULD SAY AS OUTLINED IN THE ADMINISTRATIVE PROCEDURES, LIKE POINT THEM TO WHERE ALL OF THE CRITERIA ARE DEFINED, BECAUSE ON THE FACE OF THIS, IT LOOKS LIKE ANYBODY AND EVERYBODY CAN GET THIS.
IT'S ACTUALLY GOING TO BE A LITTLE BIT MORE COMPLICATED THAN WHAT IS ON THIS PAPER.
>> ABSOLUTELY. I WILL MAKE THAT CHANGE AND IT SHOULD SAY PER CLASS NOT PER SCHOOL.
>> YEAH. I WAS WONDERING ABOUT THAT.
THANK YOU FOR SAYING THAT. [LAUGHTER]
>> YES. I THINK IT'S PRUDENT TO REFER TO THE ADMINISTRATIVE PROCEDURES AND WE'LL HAVE THAT WELL HASHED OUT WITH A LOT OF PEOPLE GIVING THAT FEEDBACK AND IT'LL BE DEFINITELY MORE COMPLETE INFORMATION.
>> I KNOW YOU WILL. WE COULD SIT UP HERE AND BE LIKE, LET'S SPITBALL AROUND SOME MORAL PROBLEMS OR OPPORTUNITIES AS IT WERE.
THANK YOU FOR LOOKING INTO THIS.
I THINK TEACHERS ARE GOING TO BE EXCITED ABOUT THIS AS WELL.
THE COMMUNICATION PIECE IS ALSO KEY.
MAYBE THERE'S A PODCAST, MAYBE THERE'S SOME OTHER WAY WE CAN GET THE WORD OUT SO THAT TEACHERS AREN'T MISINFORMED ABOUT THE HOW AND THE WHY AND WHEN THEY MIGHT GET PAID FOR THIS.
>> WE'RE GOING TO LOOK AT A BUDGET HERE $16.5 MILLION DEFICIT BUDGET.
I JUST WANT TO REMIND PEOPLE, THAT'S THE LARGEST DEFICIT BUDGET I'VE EVER SEEN IN THE HISTORY OF SERVING ON THIS BOARD.
BUT WE ARE STILL PRIORITIZING OUR INSTRUCTIONAL AIDS AND OUR SPECIAL ED, INSTRUCTIONAL AIDS TO BRING THEM TO $18 MINIMUM AND $20 MINIMUM FOR SPECIAL ED.
I'M REALLY GLAD THAT WE'RE DOING THIS.
I OBVIOUSLY HAVE HEARTBURN WITH THE BUDGET NUMBER AND I KNOW MR. RAUL ALSO HAS A LOT OF HEARTBURN ABOUT IT, BUT I'M GLAD WE'RE DOING THAT TEAM AND I'M PROUD OF THIS ADMINISTRATION AND DR. WRIGHT FOR PRIORITIZING OUR AUXILIARY FOLKS.
I THINK WE CAN DO MORE AND SHOULD DO MORE, AND IF WE HAD MORE MONEY, WE WOULD DO MORE.
YOU AND I TALKED TODAY ABOUT OUR STIPENDS AND SOME OF THE THINGS WE HAD DISCUSSED LAST WEEK IN TERMS OF DIFFERENT STIPENDS THAT MIGHT NEED TO BE CONSIDERED.
I REALLY APPRECIATE YOUR DILIGENCE AND RESEARCH.
I'M FINE WITH WAITING A BIT ON THAT AND ESPECIALLY IF WE GET SOME MORE MONEY.
HONESTLY, FOR ALL THE YEARS I'VE BEEN ON THIS BOARD, EVERY YEAR THESE STIPENDS I'M LIKE, DO WE REALLY? WHAT DO YOU THINK? THEN WE HEAR, THERE SHOULD BE MORE.
WHAT I WANT TO ASK OF YOU AND I KNOW THAT YOU'RE ALREADY ON BOARD TO DO THIS IS A COMPLETE STIPEND REVIEW OF WHAT WE'RE DOING, WHY JOB DESCRIPTIONS, ACCOUNTABILITY METRICS, AND THE MARKET.
I KNOW WE LOOK AT SOME OF THAT FOR TASB, BUT YOU HAVEN'T COME FROM OTHER DISTRICTS AND HAVING RELATIONSHIPS WITH OTHER FOLKS THAT DO THIS.
MAYBE THERE ARE SOME ADDITIONAL REVIEW AND EDITS WE CAN MAKE TO BE MORE COMPETITIVE AND TO PROPERLY COMPENSATE FOLKS THAT ARE SPENDING ALL THE HOURS DAY AND NIGHT DOING EXTRA THINGS FOR OUR STUDENTS.
I'M REALLY EXCITED ABOUT OUR BEGINNING TEACHERS MAKING A LITTLE BIT MORE AND BEING MORE COMPETITIVE THERE.
WE HAVEN'T TALKED ABOUT THAT A WHOLE LOT.
WE HAVE REALLY INTENTIONALLY FOCUSED ON COMPENSATING
[01:00:02]
THOSE TEACHERS WITH FIVE YEARS MORE EXPERIENCE. BUT I THINK IT'S TIME.WE'VE DONE THAT AND I'M PROUD OF US FOR LOOKING AT THAT FIRST-YEAR TEACHER.
SO JUST WANTED TO GIVE YOU A SHOUT-OUT ABOUT THAT.
I SAID A LOT OF WORDS LAST WEEK, SO THAT'S ALL I WANT TO SAY.
>> THANK YOU, MS. PETREA. MR. VELA.
>> MS. COURSON, THANK YOU. I WANT TO ECHO THE SENTIMENTS THAT I REALLY APPRECIATE THE CREATIVITY.
WE CAN CERTAINLY LOOK AT ALL THE DIFFERENT NUANCES THAT ARE QUESTIONS THAT MAYBE HADN'T BEEN THOUGHT OF AND THAT'S FINE.
YOU'LL FIND OUT MORE FEEDBACK.
I'M PRESUMING THAT THERE IS ALREADY BUZZ ABOUT THIS FROM WHAT IT SOUNDS LIKE.
>> YES. THERE ARE PEOPLE THAT WERE LISTENING LAST WEEK AND I HAD IMMEDIATE EMAILS WAITING FOR ME BY THE TIME I GOT TO MY CHAIR.
>> FROM PRINCIPALS AND TEACHERS.
THEN I'VE HAD SOME OUTREACH FROM OTHERS AND I KNOW THAT SOME OF YOU HAVE BEEN CONTACTED.
THERE IS BUZZ. I WAS INTENTIONAL AND NOT DOING ANYTHING WIDESPREAD BROADCAST COMMUNICATION BECAUSE THIS IS STILL UNDER DISCUSSION.
I THINK THERE WAS MORE THAT WE NEED TO REFINE BUT I ANTICIPATE THAT WE'LL HAVE A COMMUNICATION GO OUT THAT TALKS ABOUT THE OPPORTUNITY AND ALSO PROVIDES THE OPPORTUNITIES FOR PEOPLE TO WEIGH IN.
>> GREAT. YOU MENTIONED ALSO THE TEACHER ORG REPS.
SO YOU'VE ALREADY HAD THOSE DISCUSSIONS?
>> WHAT WAS THAT IF YOU CAN GIVE ME A SYNOPSIS OF THAT FEEDBACK?
>> YES. THE FEEDBACK WAS, WE WERE TALKING ABOUT PAYMENT AND WE WERE TRYING TO BALANCE PAYING TEACHERS, BUT ALSO BEING RESPONSIBLE WITH THE FUNDS.
HOW WOULD THAT LOOK LIKE? HOW DO WE DO IT IN A WAY THAT'S NOT BURDENSOME FOR CAMPUS STAFF OR FOR US TO TRACK? ORIGINALLY HAD LOOKED AT IT.
WE COULD LOOK AT IT BY HOUR OR BREAKDOWN DAILY WHAT THAT WOULD LOOK LIKE.
BUT THE TEACHER ORG REPS WERE SAYING, WELL, WE HAVE FOUR GRADING PERIODS.
I WAS LIKE, THAT'S BRILLIANT, LET'S DO THAT BECAUSE THAT IS MORE MANAGEABLE AND IT'S SHOWING A COMMITMENT OVER TIME AND WE CAN RECONCILE THAT.
THAT'S THE FEEDBACK THAT WE HAD.
SPEAKING WITH THEM, I ALSO HAD HEARD FROM MS. PEREZ FOR EXAMPLE, JUST TEACHERS THAT ARE CONCERNED ABOUT MAKING SURE THAT THIS IS SOMETHING THAT'S VOLUNTARY.
WE HAVE TEACHERS THAT FEEL VERY STRONGLY ABOUT KEEPING, FOR EXAMPLE, 20 TO 1 RATIOS IN THEIR CLASSROOM BECAUSE OF THE EXPERIENCE AND THE KNOWLEDGE THEY HAVE OF THE NEEDS OF THEIR STUDENTS.
THE GREAT THING ABOUT THIS IDEA IS THAT THAT'S GREAT AND THAT'S PERFECTLY OKAY.
WE APPLAUD TEACHERS HAVING THE CHOICE.
WHAT WE DON'T WANT TO DO IS NOT PROVIDE THEM AN OPPORTUNITY TO MAKE THAT CHOICE FOR THEMSELVES.
WE HAVE SOME VERY INTELLIGENT PEOPLE IN OUR DISTRICT.
WE HAVE THE BEST PEOPLE IN OUR DISTRICT.
LIKE EVERYBODY ELSE, I WISH THAT WE DIDN'T HAVE THIS BUDGET DEFICIT AND I KNOW I TALKED PRETTY EXTENSIVELY ABOUT THAT LAST WEEK AS WELL.
WE'RE GOING TO DO WHAT WE CAN TO MAKE SURE THAT WE STILL ARE AN EMPLOYEE-FRIENDLY DISTRICT.
BUT ALSO KNOWING THAT WE HAVE SOME BIGGER LONG-TERM GOALS THAT ARE AROUND THE CORNER FOR US.
WE WANT TO BE GOOD STEWARDS OF OUR PUBLIC FUNDS AS WELL.
THANK YOU AGAIN FOR BRINGING THIS.
WE'VE TALKED A LITTLE BIT ABOUT THIS.
I UNDERSTAND THAT IN TIMES LIKE THIS WE DO NEED TO GET CREATIVE.
I'M OPPOSED TO WAVERS. THIS DOESN'T FEEL READY TO ME AND I'M NOT COMFORTABLE WITH THIS.
MY PREFERENCE WOULD BE, YOU STAFFED 22 TO 1 AND THEN YOU REEVALUATE IT IN AUGUST WHEN YOU HAVE ALL OF THE THINGS.
I HEAR THE TEACHER SIDE OF IT, BUT I ALSO HAVE TO LOOK AT THIS AS A PARENT.
IF I HAD A YOUNG KID GOING INTO ELEMENTARY, I'M NOT GETTING THE OPTION FOR MY KID TO BE IN A 22 TO 1 CLASSROOM.
I ALSO DON'T WANT TO SACRIFICE STUDENTS IN A CLASSROOM TO SAVE MONEY OR A SALARY.
THAT'S NOT ALL THAT'S IMPORTANT TO ME.
THERE'S JUST A LOT HERE THAT I'M JUST NOT COMFORTABLE WITH.
[01:05:02]
OUT OF THIS WORLD WHEN IT COMES TO EVEN JUST OUR GENERAL ED KIDS, AND SO I'M CONCERNED ABOUT THAT, PUTTING MORE KIDS IN A CLASSROOM.THERE'S JUST NOT A LOT OF SAFEGUARDS IN PLACE.
I COULD BE ON BOARD WITH THIS, I'M JUST CURRENTLY NOT ON BOARD WITH IT WHEN I HEAR THAT THERE'S STILL A LOT OF THINGS THAT STILL NEED TO GET PUT INTO PLAY.
I ALSO, IF THIS IS SOMETHING THAT THE BOARD DOES AGREE TO DO, I WOULD ASK THAT THE BOARD GET NOTIFIED EVERY SINGLE TIME THIS HAPPENS, OR EVEN IF YOU START TO THINK ABOUT DOING SOMETHING LIKE THIS.
DR. WRIGHT, WHEN I CALLED YOU THIS MORNING, I TOLD YOU I DO HAVE CONCERNS, I STILL HAVE CONCERNS.
I JUST DON'T THINK WE'RE READY TO HAVE THIS CONVERSATION WITH STILL SO MANY UNKNOWNS.
I HAD A LOT OF CONVERSATIONS LAST WEEK ABOUT COMP.
I DON'T NEED TO GO INTO ALL OF THAT.
MY QUESTIONS HAVE BEEN ANSWERED, BUT I'M JUST GOING TO ECHO ON THE STIPENDS.
A LOT OF THE COMMENTS WHEN I REQUESTED ABOUT INCREASING SOME OF THE STIPENDS, ONE OF THE THINGS THAT WAS SAID WAS THAT BASED ON THE BUDGET, BA BA BA, WELL, THAT GOES FOR EVERY STIPEND, NOT JUST THE PARTICULAR STIPENDS THAT WE ARE LOOKING AT OR ADDING.
SO I TOO, WANT TO SEE A COMPLETE REVIEW OF THE STIPENDS.
THIS IS WHERE I AM AT WITH THIS K-4.
I WISH I COULD SAY I SUPPORT THIS RIGHT NOW, BUT I DO NOT.
I WILL GO WITH THE WILL OF THE BOARD ON THIS.
I'M NOT GOING TO NOT APPROVE AN ENTIRE COMP PLAN OR A BUDGET FOR THIS ONE SPECIFIC ITEM, BUT I'M GOING TO TELL YOU THAT I'M NOT REAL KEEN ON IT, ESPECIALLY RIGHT NOW. THAT'S ALL I HAVE.
>> THANK YOU, MS. RUNKLE. MR. SEVERANCE?
>> THANK YOU. MS. [INAUDIBLE] I JUST WANT TO SAY, IT'S NICE TO HAVE YOU HERE AND YOU'RE ACTUALLY INVOLVING STAFF, MEMBERS OF OUR SCHOOLS IN MAKING THESE DECISIONS.
I HOPE THIS IS A GOOD LAUNCHING POINT FOR THINGS THAT WE NEED TO DO IN THE FUTURE, THINGS THAT AREN'T RIGHT, THINGS THAT WE FEEL WE NEED TO CHANGE, BUT TAKING A CREATIVE APPROACH TO IT AND ASKING QUESTIONS OF THOSE PEOPLE THAT ARE ACTUALLY GOING TO BE AFFECTED BY IT AND GIVING THEM AN OPPORTUNITY TO HAVE A VOICE.
I KNOW WE'VE PUT A LOT ON OUR TEACHERS.
I LOVE THE FACT THAT THIS IS A VOLUNTARY OPPORTUNITY AND WE'RE NOT JUST SAYING, BY THE WAY, YOU HAVE TO GO DO THIS NOW AND IT'S PART OF YOUR REGULAR JOB, WE'RE SAYING, HEY, WE RECOGNIZE THAT THIS ISN'T GOING TO BE AN EXTRA BURDEN FOR YOU, BUT WE'RE WILLING TO COMPENSATE YOU FOR THAT TOO.
SO I THINK THAT THIS IS GOING TO BE A GOOD PROGRAM.
I DO THINK, LIKE MS. RUNKLE, THERE'S SOME MORE GUARDRAILS TO PUT IN PLACE.
BUT I DO FEEL THAT STARTING HERE AND GOING FORWARD, I THINK THIS APPROACH IS GOING TO BE A BREATH OF FRESH AIR FOR OUR STAFF AS WELL.
AS FAR AS OUR AUXILIARY STAFF, I KNOW WE'RE BRINGING THEM UP, BUT TO MRS. OROSCO'S POINT, DOWN THE ROAD WE JUST GOT TO KEEP COMPRESSION, WE GOT TO KEEP WORKING THROUGH IT DOWN THE ROAD TO MAKE SURE THAT WE'RE STAYING ON TOP OF WHERE WE NEED TO BE.
BUT I THINK IN LINE OF OUR BUDGET RESTRAINTS THIS YEAR, I THINK THIS IS A GOOD FIRST STEP TO TRY TO HELP US MITIGATE SOME OF THAT GOING FORWARD. THANK YOU.
>> THANK YOU, MR. SEVERANCE. MR. FLORES?
>> ON THE K-4 CAPACITY SUPPLEMENTAL PAY, I'M GOING TO ECHO A LITTLE BIT OF WHAT TRUSTEE RUNKLE SAID ABOUT MAKING SURE THAT WE PRESERVE A VIABLE LEARNING ENVIRONMENT.
WHEN YOU ADD ONE OR TWO STUDENTS, I'M CERTAINLY GLAD THAT YOU ADDED PURELY VOLUNTARY AND THAT THIS MUST NOT BE A FIRST-YEAR TEACHER.
I COULD EVEN GO FURTHER WITH THAT, MAYBE A THIRD OR FOURTH YEAR TEACHER THAT HAS A COUPLE OF YEARS EXPERIENCE IN CLASSROOM MANAGEMENT AND DELIVERING ON ACADEMIC GOALS, WOULD BE PREFERABLE AND A TEACHER THAT'S ALSO PROFICIENT IN THE AREAS OF CLASSROOM MANAGEMENT.
I DO ALSO LIKE THAT YOU'VE ADDED THIS HAS TO BE APPROVED BY THE PRINCIPAL AND DISTRICT LEADERS BECAUSE I THINK PRINCIPALS KNOW MORE THAN ANYBODY WHAT CLASSROOMS, THE MAKEUP OF A CLASSROOM, THE ABILITY OF A TEACHER TO PRESERVE, TO HANDLE BEHAVIORS, AS WELL AS TO DELIVER INSTRUCTION ADEQUATELY.
MY QUESTION REALLY IS JUST SHORT, WHEN A TEACHER CHOOSES THAT THEY WANT TO DO THIS OR ENGAGE, WHAT'S THAT PROCESS? HOW LONG DOES IT TAKE? WHEN A TEACHER SAYS, I WANT TO GO FOR THE SUPPLEMENTAL PAY, HOW LONG DOES THAT PROCESS TAKE? WHAT IS SOME OF THE CONSIDERATIONS THAT ARE MADE? IN OTHER WORDS, THERE COULD BE A CONSIDERABLE AMOUNT OF KIDS THAT HAVE IEPS OR 504S OR SPED STUDENTS, ALL THOSE THINGS THAT ARE TAKEN INTO CONSIDERATION.
[01:10:02]
I THINK GUARDRAILS ARE CERTAINLY NEEDED, TO TRUSTEE RUNKLE'S POINT, IN ORDER FOR PARENTS TO SAY TWO OR THREE KIDS ADDED TO A CLASS, IS MY CHILD STILL ABLE TO LEARN? I AM FOR THIS, AS FAR AS TEACHERS HAVE AN OPPORTUNITY TO GAIN EXTRA PAY, ESPECIALLY IN THIS ECONOMY.BUT I DO LIKE THAT YOU'VE ADDED GUARDRAILS AND I THINK THAT IT'S SOMETHING THAT IF DONE PROPER COULD CERTAINLY WORK, BUT THAT'S WHERE I AM WITH THAT RIGHT NOW. THANK YOU.
>> THANK YOU, MR. FLORES. BEFORE WE PASS AROUND AGAIN, COUPLE OF THINGS I'D LIKE TO THROW OUT THERE.
I KNOW THE HEART OF THIS BOARD HAS BEEN WITH THEM FOR A LONG TIME AND WE ALWAYS WANT TO DO MORE.
WE'RE JUST IN A VERY CONSTRAINED ENVIRONMENT THIS YEAR.
BUT THERE ARE SOME THINGS IN HERE THAT I DO LIKE AND PART OF IT IS THE CREATIVE THINKING OF THE K-4 PLAN.
I THINK WITH GUARDRAILS, THAT'S GOING TO WORK AND I'M ACTUALLY EXCITED ABOUT IT.
I DO AGREE WITH MS. RUNKLE ON THE NOTIFICATION THOUGH, TO THE BOARD.
WHEN THAT HAPPENS, I THINK THAT'S A GOOD IDEA.
IT'S SOMETHING THAT SHOULD BE IN PLACE.
BUT THE CREATIVE THINKING IS GREAT AND I THINK IT'S NICE ALSO THAT I'LL LOVE YOUR PHILOSOPHY OF GETTING DOWN TO THE LEVEL OF PEOPLE WHO ARE DIRECTLY IMPACTED BY THE CHANGE IN HEARING FROM THEM DIRECTLY.
I JUST WANT TO ADD ON WHAT OTHERS HAVE SAID.
IT'S TIME THAT THE STIPENDS BE REVIEWED FROM TOP TO BOTTOM.
JUST ADDING MY TWO CENTS ON THAT.
I AM EXCITED THAT WE'VE STARTED AN ACTION ON IMPROVING THE LIVELIHOOD FOR OUR PAIRS AND AUXILIARY AND I DON'T REMEMBER WHO SAID IT, BUT THAT NEEDS TO CONTINUE TO BE OUR FOCUS.
I DON'T EVEN KNOW THAT I LIKED THE TERM LIVING WAGE, I FEEL LIKE THAT MINIMIZES THINGS.
I THINK THAT JUST AS WE WENT AT WHEN WE WERE SO LOW RANK WITH TEACHER PAY AND WE REALLY WENT AFTER THAT WITH A LOT OF ENERGY AND A LOT OF CARE.
I WANT THE SAME THING FOR THE OTHER CLASSES OF EMPLOYEES THAT WE HAVE, I WANT TO BE THE HIGHEST PAYING DISTRICT FOR EVERY LEVEL ACROSS THE BOARD IN OUR STATE.
THAT'S WHAT I WANT. ANYWAY, THOSE ARE JUST MY THOUGHTS ON THIS COMP PLAN.
I DO WANT TO JUST CHECK AND SEE IF THERE'S ANY FINAL COMMENTS OR QUESTIONS AS WE COME BACK AROUND.
I'M GOING TO READ THE SUGGESTED MOTION AGAIN AND WE'LL SEE WHERE WE'RE AT.
[NOISE] THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES APPROVE THE HAYS CISD EMPLOYEE COMPENSATION PLAN FOR THE 2023/2024 SCHOOL YEAR, AS PRESENTED.
>> MOVED BY MRS. OROSCO, SECONDED BY MRS. RUNKLE. ALL THOSE IN FAVOR?
>> ANY OPPOSE? MOTION CARRIES 7-0.
>> BUT I DO WANT TO ASK, DO WE WANT A FIVE MINUTE BEFORE WE GET INTO BUDGET OR ARE WE READY TO PLOW AHEAD?
>> FIVE-MINUTES? LET'S TAKE FIVE.
[16. Consideration and possible approval of General Fund, Debt Service Fund, and Food Service Fund budgets]
AND WE ARE GOING TO START WITH DISCUSSION FIRST ON THIS ONE.WE'RE GOING TO GO IN OPPOSITE ORDER THAT WE DID LAST TIME.
MR. FLORES, I'M GOING TO OPEN IT UP WITH YOU.
DO YOU HAVE ANYTHING TO DISCUSS AS FAR AS THE BUDGET? GO AHEAD, WE'LL TAKE A MINUTE.
>> I JUST WANT TO COMPLIMENT ALL THE WORK RANDY HAS DONE IN GIVING THE NUMBERS TO US, ALL THE INFORMATION NEEDED.
I DO THINK THAT WE COULD CERTAINLY BE CREATIVE ABOUT GENERATING REVENUE IN THE FUTURE WITH NEW TURF FIELDS.
IF A SELECT BALL TEAM, FOR EXAMPLE, RENTS OUR FIELDS FOR THE SUMMER, THAT'S $1,200 A GAME.
YOU HAVE 10 GAMES IN A TOURNAMENT THAT'S SIGNIFICANT REVENUE THAT CAN BE MADE ON A WEEKEND.
WE CERTAINLY CAN DO STUFF TO GENERATE REVENUE IN THE FUTURE, BUT I ASKED ALL MY QUESTIONS LAST WEEK AND I CERTAINLY AGREE THAT, THERE MAY BE A NEED TO TIGHTEN THE BELT A LITTLE BIT LATER TO PRESERVE OUR CAPACITY TO DO WHAT WE WANT LATER.
THAT'S REALLY ALL THAT I HAVE TO SAY ABOUT THAT, BUT I CERTAINLY THINK BEING CREATIVE IN HOW WE GENERATE REVENUE IN THE FUTURE
[01:15:01]
USING OUR FACILITIES CAN BE SOMETHING WE CAN THINK ABOUT, BUT I'LL PASS THAT ALONG.>> THANK YOU, MR. FLORES. MR. SEVERANCE.
>> THANK YOU. DR. WRIGHT, COULD YOU SPEAK TO A LITTLE BIT ABOUT I MEAN, I KNOW THAT WE'RE [OVERLAPPING].
>> RANDY, YOU'RE WELCOME TO STEP UP.
>> WE'RE GOING THROUGH THIS AND WE KNOW WE'RE GOING TO BE NEGATIVE SHORTFALL.
I DO KNOW THERE'S SOME OPPORTUNITY FROM THE ALLEGED TO GET SOME MONEY.
DO YOU HAVE ANY ROUGH ESTIMATE INDICATION OF ANY EXTRA MONEY THAT MIGHT BE COMING TO HELP MITIGATE SOME OF THIS.
I KNOW YOU KNOW THERE'S SOME, BUT CAN YOU JUST TALK TO THEM ABOUT REFRESH EVERYONE'S MEMORY AGAIN ABOUT WHAT THAT LOOKS LIKE.
>> WITH THE BUDGET THAT THE STATE'S ALREADY APPROVED, THEY HAVE ABOUT $4.5 BILLION WORTH OF MONEY THAT IS SUPPOSED TO FLOW TO PUBLIC ED AND/OR TO EDUCATION SAVINGS ACCOUNTS, AKA VOUCHERS.
DEPENDING ON THE SPECIAL SESSION THAT I ANTICIPATE THAT THEY WILL CALL IN SEPTEMBER, IF THEY CAN AGREE ON SOMETHING, THEN I FEEL LIKE WE WILL SEE SOME ADDITIONAL FUNDS COME OUR WAY.
I WOULD LIKE TO PERSONALLY SEE THEM TAKE THE FOUR BILLION AND ADD $400 TO THE BASIC ALLOTMENT OVER THE COURSE OF TWO YEARS, SO 200 THE FIRST YEAR, 200 THE SECOND YEAR, SO THAT WE CAN SEE AN INCREASE IN BASIC ALLOTMENT, AND/OR FUND US BASED ON ENROLLMENT RATHER THAN ATTENDANCE.
EITHER WAY, WE WOULD SEE ABOUT THE SAME RESULT.
I WOULD LIKE FOR THEM TO PUT SOMETHING IN, BUT I THINK AS EVERYBODY KNOWS THE GOVERNOR IS HOLDING ALL OF THE MONEY HOSTAGE JUST FOR VOUCHERS AND QUITE FRANKLY, I'M REALLY DISAPPOINTED IN HIM, BECAUSE HE'S DOING IT TO APPEASE DONORS, HE'S NOT DOING WHAT'S BEST FOR THE STATE OF TEXAS OR WHAT'S THE BEST FOR PUBLIC EDUCATION, AND HE ALWAYS BRAGS ABOUT THE TEXAS MIRACLE.
THE TEXAS MIRACLE IS, BECAUSE WE HAVE AN EDUCATED POPULACE, WE HAVE SKILLED WORKERS, WE HAVE POPULATION THAT CAN SUPPORT ALL THESE NEW BUSINESSES THAT ARE COMING QUITE FRANKLY, AND WHAT HE'S TRYING TO DO UNDERMINES THAT, AND IT ALSO MAKES NO SENSE BECAUSE THE BIGGEST SUPPORTERS OF HIS ARE RURAL REPUBLICANS, AND THEY DON'T WANT VOUCHERS.
I DON'T EVEN UNDERSTAND WHY HE'S GONE TO THIS EXTREME TO TRY TO ACCOMPLISH SOMETHING THAT REALLY NOBODY EVEN WANTS NOR MAKES ANY SENSE AND IS NOT GOING TO HELP THE INTENDED POPULACE THAT HE THINKS IT IS.
I THINK THERE HAVE BEEN SEVERAL SOLUTIONS OFFERED, BUT IT WAS TOO RESTRICTIVE FOR WHAT HE WANTS AND SO WE'LL SEE WHAT HAPPENS.
THERE MAY OR MAY NOT BE ANY RELIEF, BUT THE MONEY IS THERE TO DO SO.
I THINK IT'S INCUMBENT UPON EACH ONE OF US AS A TEXAN TO LET OUR ELECTED OFFICIALS KNOW WHAT WE WANT, THERE'S STILL TIME FOR THAT.
I WOULD EVEN BE AS BOLD TO SAY, IF HE REALLY THINKS THE STATE OF TEXAS WANTS THIS, PUT IT ON A NOVEMBER REFERENDUM AND SEE WHAT TEXAN STATE.
I DON'T THINK HE'S BOLD ENOUGH TO DO THAT, BECAUSE HE KNOWS HE WON'T WIN, BUT TO ANSWER YOUR QUESTION, THERE IS MONEY THERE IF THEY'LL JUST RELEASE IT.
>> THANK YOU FOR THOSE WORDS, DR. WRIGHT.
ALSO WANT TO SAY THAT, I KNOW THIS IS A HUGE DEFICIT, BUT A COUPLE OF THINGS I DO FEEL LIKE WITH THE COMP PLAN, WE'RE TAKING CARE OF THE RIGHT PEOPLE, THE RIGHT TIME, WHAT WE CAN DO, I THINK THAT'S SUPER IMPORTANT TO POINT OUT.
I ALSO WANT TO SAY THAT I APPRECIATE ALL THE DEPARTMENTS, BECAUSE YOU GO INTO THE DEPARTMENT BUDGETS, WE GOT THAT TODAY.
I PROMISE YOU, 99% OF THOSE DEPARTMENTS ARE OPERATING NEXT YEAR ON LESS MONEY THAN THEY OPERATED THIS YEAR.
I KNOW THAT WASN'T EASY TO DO, I APPRECIATE EVERYONE COMING TOGETHER TO TRY TO CUT EXPENSES OUT WHERE WE CAN.
WITH THE MONIES THAT PROBABLY MIGHT BE COMING DOWN THE ROAD, I DON'T THINK WE'LL END UP WITH A $16,000,000 DEFICIT WITH OUR ATTENDANCE, MAYBE OUR ATTENDANCE IS 95, MAYBE IT'S 96, EVERYBODY GO TO SCHOOL.
IT MIGHT NOT WORK OUT TO BE AS BAD AS IT IS RIGHT NOW.
RANDY, YOU WON'T HAVE TO TAKE AS MUCH OUT OF FUND BALANCE.
I APPRECIATE ALL THE WORK WE'VE DONE ON THIS.
I KNOW IT'S NOT WHAT WE WANTED, BUT I THINK IT'S A GOOD START, I THINK SOME GOOD THINGS ARE GOING TO COME, WE JUST DON'T KNOW YET, DOWN THE ROAD, SO THANK YOU.
>> WELL, I'M GLAD SOMEONE'S HOPEFUL THAT WE'RE GOING TO SEE A SPECIAL SESSION AND GET SOMETHING. I'M NOT.
HE HASN'T DONE ANYTHING FOR PUBLIC EDUCATION, WE JUST WENT TO OUR SUMMER LEADERSHIP THIS PAST WEEK, AND OTHER TRUSTEES WENT THE WEEK BEFORE THAT IN SAN ANTONIO.
[01:20:02]
POST LEDGE ON SATURDAY WAS DEPRESSING, THEY HAVE DONE NOTHING FOR PUBLIC EDUCATION AND THEY ARE HOLDING US HOSTAGE.IF EVERYONE WOULD LISTEN AND PLEASE HIT UP EVERY SINGLE LEGISLATOR, THAT WOULD BE AWESOME, PLEASE DO THAT.
WE ARE GOING TO SEE ATTENDANCE CHANGES, I SEE NEXT MONTH TO ADDRESS SOME OF OUR ATTENDANCE ISSUES.
I APPRECIATE THE DEPARTMENT CHAIR BUDGETS.
I TOO, DID NOTICE THAT THEY ARE LESS THAN THE PRIOR YEAR, AND YOU GUYS ARE HAVING TO MAKE SOME REAL HARD DECISIONS.
I JUST WANT TO REITERATE WHAT I SAID LAST WEEK BECAUSE I KNOW THAT WE HAVE ALL OF OUR DAO'S IN ATTENDANCE TONIGHT.
CAMPUS BUDGETS, I CARE A WHOLE LOT ABOUT AND I KNOW OTHER TRUSTEES DO TOO.
THAT IS A TOTAL OF $3 MILLION THAT IS GOING OUT TO THOSE CAMPUSES, AND I CARE ABOUT HOW EVERY DOLLAR IS SPENT.
SO THE PRINCIPALS NEED TO CARE ABOUT IT TOO.
MY UNDERSTANDING IS CAMPUS LEADERSHIP TEAM IS GOING TO MEET THE BEGINNING OF AUGUST.
THEY'RE GOING TO HASH OUT THAT BUDGET.
WE'RE GOING TO BE REAL CAREFUL ABOUT HOW WE SPEND MONEY FROM NOW UNTIL THAT IS COMPLETED.
AND THEN YOU GUYS ARE GOING TO BRING US BACK AND SHOW US WHAT THAT BUDGET LOOKS LIKE AT OUR AUGUST MEETING.
THANK YOU GUYS FOR PUTTING THE WORK IN THAT AND CARRYING ABOUT THAT TOO.
I KNOW THAT SOME OF OUR CAMPUSES ARE GOING TO STRUGGLE WITH THAT, BUT I KNOW THAT RANDY RAUL AND HIS TEAM AND EVERYONE ELSE WILL HELP ANY CAMPUSES THAT NEED HELP WITH PREPARING A BUDGET.
I JUST WANT TO SAY I WISH WE COULD DO SO MUCH MORE, BUT THIS IS THE POSITION THAT WE'RE IN AND I'M HAPPY WITH WHAT WE'RE DOING TOO.
WE'RE STRUGGLING. I MEAN, EVERYONE IS STRUGGLING.
WE WATCH WHERE EVERY TIME WE GO TO THE GROCERY STORE, IT'S ANOTHER $100 A WEEK. GAS KEEPS GOING UP.
I GET IT, I GET IT, AND WE ARE GOING TO CONTINUE TO FIGHT FOR OUR TEACHERS AND OUR STAFF.
I HOPE AND PRAY THAT WE CAN COME BACK IN AUGUST OR SEPTEMBER AND DO MORE.
AND WE ARE WAITING FOR THAT, WE ARE WATCHING FOR THAT.
AND STAY TUNED BECAUSE HOPEFULLY WE WILL BE ABLE TO DO THAT.
I APPRECIATE YOU SO MUCH AND TEAM.
WE HAVE SUBMITTED HUNDREDS OF QUESTIONS AND YOU GUYS HAVE CHAMPIONED THAT AND ANSWERED EVERY QUESTION DAY AND NIGHT OVER THE WEEKENDS FOR THE COURSE OF THE LAST TWO WEEKS.
IT HAS BEEN HARD ON EVERYONE AND WE'RE ALMOST TO THE FINISH LINE, BUT WE'LL BE BACK HOPEFULLY.
BUT I JUST WANT TO THANK YOU GUYS FOR EVERYTHING THAT YOU GUYS HAVE DONE TO GET US HERE. THAT'S ALL I HAVE.
AGAIN, JUST THANK YOU. I'M PROUD TO BE ABLE TO GIVE SOME MORE MONEY TO THE TEACHERS AND THE STAFF THAT ARE IN MOST MOST NEED.
>> THANK YOU, MS. RUNKLE. MR. VELA?
>> FOR EVERYBODY LISTENING, IF YOU DIDN'T KNOW THIS ALREADY, THERE WAS A $33 BILLION SURPLUS THAT THE LEGISLATURE HAD A CHANCE TO TAKE SOME ACTION ON PUBLIC EDUCATION.
BUT ANYWAYS, I GO BACK AND LISTEN TO THAT FROM LAST WEEK.
GREAT JOB TO THE TEAM. I SAW THE FLURRY OF EMAILS AND JUST ALL THE UPDATES.
SO THANK YOU FOR EVERYBODY FOR THE LATE NIGHTS, THE COMMITMENT TO KNOW THAT.
THIS IS OBVIOUSLY ONE OF THE ESSENTIALS OF A BOARD IS THAT WE HAVE TO ADOPT A BUDGET.
NO, WE'RE NOT WHERE WE WOULD LIKE TO BE, BUT GIVEN THE CIRCUMSTANCES.
SO MR. RAU, PLEASE GET SOME REST ONCE OUR BUDGET IS APPROVED.
WE'RE MAKING THE BUDGET AGAIN ON THE ASSUMPTION OF A 93% AVERAGE DAILY ATTENDANCE. IS THAT CORRECT?
>> MR. RAU, YOU'VE BEEN IN ANOTHER DISTRICTS, BUT YOU SAID THAT YOU WERE GOING TO BE TRACKING AT EACH GRADING PERIOD WHAT OUR AVERAGE DAILY ATTENDANCE IS AT CERTAIN POINTS IN TIME LIKE A GRADING PERIOD?
>> I WANT TO HEAR WHAT WE'RE GOING TO DO, AND I KNOW I'VE MENTIONED THIS A COUPLE OF TIMES, WHAT ARE WE GOING TO DO IF THE TREND IS NOT LINING UP TO WHERE WE HAD PROJECTED?
>> WE'LL HAVE TO EITHER CUT THROUGH ATTRITION, WE'LL HAVE TO TIGHTEN OUR BELTS IN CERTAIN AREAS, AND WE'LL HAVE TO REDUCE THE AMOUNT OF MONEY THAT'S AVAILABLE COMMENSURATE TO WHAT THE REVENUE GENERATION IS.
>> THANK YOU, DR. WRIGHT. AGAIN, I'M SURE THAT'S NOT SOMETHING THAT WE HAVE DONE HISTORICALLY.
WE HAVE OUR PROJECTION, AND WE GO AND AT THE END OF THE YEAR WE LOOK AND WE'RE FUNDED BASED ON, AGAIN, AVERAGE DAILY ATTENDANCE.
HOPEFULLY COME ON TEXAS, I LOVE THE STATE, I THINK IT'S THE GREATEST STATE EVER.
BUT MAYBE WE CAN GET INTO THE, BASED ON ENROLLMENT, FUNDING INSTEAD OF THE AVERAGE DAILY ATTENDANCE.
IF WE HAVE TO MAKE ADJUSTMENTS.
DR. WRIGHT, THANK YOU, I KNOW WE'RE TALKING ABOUT WHETHER ATTRITION AND WE HAVE SOME OTHER CREATIVE THINGS THAT WE'RE DOING, STAFFING.
WHO IS GOING TO OVERSEE THE SPENDING, TO MS. RUNKLE'S POINT ON THAT $3 MILLION BUDGET OR OTHER EXPENDITURES, DO WE DO AN ACCRUAL BASED TRACKING
[01:25:02]
OF HOW WE'RE GOING TO SPEND OUR BUDGETS WHERE WE NEED TO?>> I HAD ACTUALLY PITCHED AN IDEA TO DR. WRIGHT ABOUT COMING UP WITH A BUDGET COMMITTEE THAT WE COULD MEET MAYBE MONTHLY JUST TO GO OVER BECAUSE THIS IS A BURDEN.
AS PRESIDENT MCMANUS SAID LAST WEEK, IT'S A BURDEN THAT WE ALL NEED TO SHARE, I GUESS, FOR LACK OF A BETTER TERM.
THERE'S A LOT OF BRIGHT INDIVIDUALS OUT THERE, A LOT SMARTER THAN I AM THAT CAN ASK THE QUESTIONS OF ME, MAYBE HAVE SOME IDEAS LIKE MS. COURSON.
BUT I THINK THAT WAS SOMETHING THAT I WAS JUST THROWING AROUND IN MY MIND ABOUT MAYBE TRYING TO HAVE A BUDGET COMMITTEE.
MAYBE THAT'S SOMETHING THAT WE COULD DO TO JUST MONITOR IT ON A LITTLE BIT MORE DETAILED BASIS RATHER THAN JUST FINANCIAL REPORT IN A BOARD ROOM.
>> YEAH. MR. RAU, THANK YOU, I APPRECIATE.
I HOPE ANYBODY LISTENING ONLINE OR ANYBODY IN HERE THAT I'M NOT HERE TO MICROMANAGE WHAT WE DO.
WE'RE HERE TO SET A BUDGET, THAT'S WHAT THE BOARD DOES.
WE HAVE EXCELLENT PEOPLE IN LEADERSHIP ROLES.
WE HAVE VERY INTELLIGENT PEOPLE.
AND I TRUST WHO WE HAVE, BUT I WANT TO MAKE SURE THAT WE HAVE THOSE CHECKS AND BALANCES IN PLACE THAT SAY, HEY, WE'RE NOT HITTING THE TUNE THAT WE THOUGHT WE WERE GOING TO HIT.
ATTENDANCE IS AT 92.7%, WHAT ARE WE DOING TO MAKE SURE THAT THOSE MILESTONE CHECK-INS ON AVERAGE DAILY ATTENDANCE AND WHAT WE'VE SPENT.
I WANT TO MAKE SURE THAT WE'RE MONITORING THAT THROUGHOUT THIS YEAR.
ALSO WANT TO SAY THAT, IF WE HIT 94, 95%, 96% LIKE MR. SEVERANCE SAID, THAT ABSOLUTELY, WE WANT TO COME BACK TO OUR STAFF AND WE WANT TO SEE WHAT ELSE FUNDING WISE WE GET FROM THE STATE.
BUT I WANT US TO HAVE A PLAN, AND I WANT US TO BE ABLE TO EXECUTE THAT.
MR. RAU, IF A COMMITTEE IS SOMETHING THAT WE DO, I'M NOT SURE AT WHAT SPENDING POINT IS SOMEBODY SAY, HEY, YOU NEED TO RUN THAT TO YOUR PRINCIPLE OR YOU NEED TO RUN THAT TO YOUR DAO, YOU NEED TO RUN THAT THROUGH FINANCE.
YOU ALL CAN FIGURE THAT OUT, BUT I JUST WANT TO MAKE SURE THAT WE HAVE THOSE CHECKPOINTS IN PLACE, BECAUSE WE KNOW THAT WE'RE FORECASTING, OUR BUDGET IS FORECASTED.
AND IF THE TREND HOLDS TRUE FOR THE LAST COUPLE OF YEARS, WE MAY NOT HIT IT.
SO I WANT US TO BE MINDFUL OF THAT, SO THANK YOU.
>> HI, MR. RAU. I WANT TO GET SOME CLARIFICATION, AND I'M LOOKING AT THIS SUMMARY.
THERE AREN'T PAGE NUMBERS ON THERE, SO YOU'RE GOING TO HAVE TO JUST FORGIVE ME WHILE I REFER TO PAGE NUMBERS AND WE CAN FLIP AROUND TOGETHER.
I'M TRYING TO GET AT THE PERCENTAGE OF THE BUDGET WE ARE ALLOCATING TO PAYROLL JUST TO GIVE FOLKS AT HOME THAT PERSPECTIVE.
I SEE THREE DIFFERENT NUMBERS, AND I KNOW THAT I'M PROBABLY JUST NOT READING THIS RIGHT.
SO IF YOU START ON WHAT IS PAGE, I THINK IT'S NINE FOR ME.
HOLD ON, I JUST HAD IT ALL CIRCLED, HANG ON.
>> THIS IS THE GRAPH UP HERE THAT YOU'RE PROBABLY LOOKING FOR.
>> THAT'S THE GENERAL FUND VERSUS 87, 80, CORRECT.
BUT THEN THERE'S ANOTHER ONE THAT SAYS.
>> THIS ONE HERE IS WHEN YOU TAKE INTO CONSIDERATION THE DEBT SERVICE AS WELL, SO IT DOES MAKE THE PERCENTAGES.
>> CORRECT. SO CAN YOU EXPLAIN THE DIFFERENCE BETWEEN THE TWO DIFFERENT PAYROLLS? THEN THERE'S ANOTHER NUMBER ON, IF YOU LOOK ON PAGE 1, IT'S GOES TO 62.5% FOR PAYROLL.
THAT'S THREE DIFFERENT PERCENTAGES, I WANT TO UNDERSTAND THE DIFFERENCES BETWEEN THOSE THREE NUMBERS.
SO YOU HAVE 62.9, YOU HAVE 62.5, AND THEN YOU HAVE 87.8.
>> THIS GRAPH HERE IS ON ALL FUNDS, WHICH INCLUDES THE DEBT SERVICE FUND.
WELL, THE DEBT SERVICE FUND IS ABOUT $90 MILLION, SO IT IS GOING TO MAKE THE PERCENTAGES GO DOWN WHEN YOU COMPARE IT AS AN OVERALL AMOUNT.
THE ONE THAT I WOULD FOCUS ON IS THIS GRAPH HERE, WHICH IS THE GENERAL FUND ONLY.
AND THIS IS REALLY OUR OPERATIONAL FUNDS, SO YOU CAN SEE WITH THIS ONE, IT'S 87.8% IS ALLOCATED TO PAYROLL.
>> THANK YOU. THIS IS THE ONE I WANTED TO FOCUS ON, SO I APPRECIATE THAT.
I THINK WE SPEND OUR MONEY WHERE IT'S A PRIORITY, WHICH IS ON PEOPLE AND THE PEOPLE IN OUR DISTRICT.
BUT IT ONLY LEAVES 12.2% FOR EVERYTHING ELSE WE DO AROUND HERE.
YOU CAN SEE THOSE PERCENTAGES BROKEN DOWN AND THEY'RE MINUSCULE, OBVIOUSLY, THE NEXT BIGGEST ONE IS SUPPLIES AND MATERIALS AT
[01:30:04]
3.08% IS THE NEXT HIGHEST PERCENTAGE YOU SEE DOWN THERE.THIS WAS A GOOD REMINDER OF HOW LITTLE FUNDS WE HAVE TO WORK WITH, WHERE PEOPLE ARE ALWAYS LIKE, WHY CAN'T YOU JUST BUILD THAT HIGH SCHOOL OUT OF YOUR BUDGET? WELL, BECAUSE THIS, IT'S JUST NOT FEASIBLE.
EVERYONE ELSE HAS SAID WHAT THE LEGISLATURE HAS NOT DONE FOR US SO FAR.
I REMEMBER WHEN HB 3 WASN'T GOING TO HAPPEN, AND THEN IT DID HAPPEN AND IT WAS LIKE THIS GIFT FROM GOD WHEN HB 3 HAPPENED AND WE DID GET SOME MORE MONEY.
SO I'M GOING TO REMAIN HOPEFUL THAT MAYBE THEY'LL COME THROUGH WITH SOME THINGS.
I'M JUST PERPLEXED AS TO WHAT THEY'RE THINKING OVER THERE, BUT THAT WAS MY ONLY CLARIFICATION.
WE SPEND A LOT ON PAYROLL, WHICH I'M OKAY WITH.
$16.5 MILLION DEFICIT BUDGET, IS THAT CORRECT? I'M I READING THAT NUMBER RIGHT?
>> YOU SAID LAST WEEK THAT IS NOT, BY ANY STRETCH, THE HIGHEST DEFICIT BUDGET YOU'RE HEARING ABOUT THROUGHOUT TEXAS?
>> ARE WE WINNING ANY AWARDS FOR THIS BEING THE LOWEST DEFICIT BUDGET THAT WE'RE SEEING?
>> PROBABLY NOT, BUT AT LEAST WE'RE NOT THE HIGHEST.
>> OKAY. I'LL TAKE THAT. WE'RE NOT LAST.
WELL, IT'S SAD AND DEPRESSING, AND I KNOW THAT YOU ARE HAVING A LOT OF ANGST ABOUT IT.
I DO LIKE THE IDEA OF A BUDGET COMMITTEE OR ANYTHING YOU CAN DO TO KEEP TABS ON THIS.
I APPRECIATE ALL OF THE PRINCIPALS OUT THERE THAT ARE LOOKING AT CAMPUS BUDGETS AND DEPARTMENT HEADS THAT ARE TIGHTENING THEIR BELTS.
IT'S GOING TO BE AN INTERESTING YEAR, SO THANK YOU.
>> THANK YOU. I DID HAVE A QUICK QUESTION IN REGARD TO OUR PAYROLL BUDGET, AND MAYBE MOST OF YOU CAN ALSO HELP OUT WITH THIS.
I KNOW ONE OF THE QUESTIONS THAT WE CONSTANTLY HAVE AND THAT WE HAVE TALKED ABOUT HERE AS A BOARD IS THOSE ESSER POSITIONS AND HOW THEY WERE GOING TO BE ABSORBED BACK.
AT LEAST THE EMPLOYEES WERE GOING TO BE ABSORBED BACK, AND SO ONE OF THE QUESTIONS THAT KEEPS COMING UP IS WHAT DOES THAT MEAN AS FAR AS SERVICES TO OUR STUDENTS? SO MS. THEO CAN YOU TALK A LITTLE BIT ABOUT THE IMPACT THAT WILL HAVE ON INTERVENTION SERVICES AND OUR BEHAVIOR? I KNOW WE'RE GOING TO TALK ABOUT SBI IN A MOMENT, SO I'LL TALK JUST ABOUT OUR INTERVENTIONS RIGHT NOW IN REGARD TO GETTING THOSE SERVICES TO OUR STUDENTS.
>> YES, GOOD EVENING. MEMBERS OF THE BOARD, PRESIDENT MCMANUS, AND DR. WRIGHT.
I ALWAYS APPRECIATE THAT QUESTION BECAUSE I KNOW THAT WE'RE SUPER CONCERNED ABOUT HOW WE'RE GOING TO SERVE OUR INTERVENTION STUDENTS NOW THAT WE NO LONGER HAVE ANY ESSER FUNDS TO CONTINUE PROVIDING THAT SERVICE.
WHAT I CAN TELL YOU MS. OROSCO IS THAT WE'RE GOING TO HAVE TO LOOK AT OUR DATA AS SOON AS WE GET OUR DATA TO DETERMINE WHAT THE NEEDS ARE GOING TO BE BY CAMPUS, AND THEN WE'RE GOING TO HAVE TO RETHINK, REIMAGINE HOW WE'RE GOING TO SERVE OUR INTERVENTION STUDENTS.
IT REALLY SADDENS ME THAT WE'RE IN THIS SITUATION WITH OUR BUDGET, BUT WE MAY NEED TO HAVE TO COME BACK AND ASK FOR YOUR SUPPORT IF WE SEE THAT OUR STUDENTS NEED SOME ADDITIONAL SUPPORT BECAUSE I DON'T KNOW WHAT THAT'S GOING TO LOOK LIKE.
ALTHOUGH I'M SUPER EXCITED THAT THE NUMBER OF HOURS THAT WE HAVE TO SERVE OUR STUDENTS THROUGH HB 4545 HAVE DECREASED, I FEEL LIKE WE'RE STILL GOING TO HAVE SOME NEEDS.
BUT I'M HOPING THAT ONCE WE GET OUR DATA THAT WE'RE ABLE TO RE-EVALUATE AND SEE HOW WE'RE GOING TO BE ABLE TO SUPPORT OUR TEACHERS FIRST AND FOREMOST AS WELL AS OUR STUDENTS.
THERE'S STILL A LOT OF UNKNOWNS RIGHT NOW ESPECIALLY BEING IN THE ZONE OF UNCERTAINTY WITH OUR DATA.
IT'S GOING TO BE SUPER DIFFICULT, BUT ALSO KNOW THAT AS YOU'VE SHARED THAT CONCERNS.
HAVE OTHER TEACHERS AND ADMINISTRATORS REGARDING HOW WE'RE GOING TO SUPPORT OUR STUDENTS THAT ARE STILL GOING TO REQUIRE TIER 2, TIER 3, AND THE INTERVENTION SERVICES ARE NOT GOING TO GO AWAY.
WE'RE JUST GOING TO HAVE TO BE SOMEWHAT CREATIVE AND MAYBE EVEN GO PRE-PANDEMIC AND DETERMINE HOW WE SERVED OUR KIDS THEN,
[01:35:01]
AND THEN HOW WE'RE GOING TO HAVE TO CONTINUE TO SERVE THEM BECAUSE WE'RE STILL GOING TO HAVE TO SERVE THEM.>> THANK YOU MS. THEO FOR ACKNOWLEDGING THAT.
WE HAVE REDUCED THE HOURS NOW FROM 30-15, WHICH IS GREAT.
HOWEVER, LIKE YOU SAID AND YOU ACKNOWLEDGED THE FACT THAT THERE ARE STUDENTS THAT ARE STILL GOING TO NEED SERVICES.
I JUST WANT OUR STAFF TO JUST REST ASSURED THAT WE'RE GOING TO CONTINUE TO MONITOR THIS AND I KNOW DR.
WRIGHT HAS ALSO MENTIONED WE NEED TO MAKE A BUDGET AMENDMENT OR LOOK AT THINGS DIFFERENTLY ONCE WE HAVE ALL THOSE NUMBERS BECAUSE WE'RE NOT GETTING ALL THAT DATA COMPLETELY AVAILABLE TO US UNTIL MAYBE AUGUST, AT LEAST FOR THE UPPER GRADES.
BUT WE DO STILL HAVE OUR PRE-K THROUGH SECOND-GRADE STUDENTS WHO SERVE AS WELL.
I JUST WANT TO MAKE SURE THAT OUR STAFF KNOWS AND I KNOW I'VE ANSWERED A LOT OF QUESTIONS ABOUT THIS, JUST SAYING WE HAVE THAT NOBLE INTENT OF DOING RIGHT BY OUR KIDS.
WE DEFINITELY DO. DR. WRIGHT HAS THAT MINDSET, YOU HAVE THAT MINDSET.
I HAVE WORKED WITH YOU, AND I KNOW THAT YOU ALWAYS ADVOCATED FOR INTERVENTIONISTS AND KNOW THE IMPORTANCE OF HAVING INTERVENTIONISTS FOR OUR STUDENTS.
I WILL JUST CONTINUE TO MONITOR THAT AND MAKE SURE ONCE YOU DO HAVE SOME DATA THAT YOU SHOW US, TALK TO US A LITTLE BIT ABOUT YOUR PLAN ON HOW TO ADDRESS THOSE NEEDS, HOW MANY TIER 3 STUDENTS WE ARE SEEING AT DIFFERENT CAMPUSES, AND HOW THAT'S GOING TO BE ADDRESSED.
>> THANK YOU, EVERYBODY. A COUPLE OF THINGS.
WE'VE TALKED ABOUT A LOT OF DIFFERENT NUMBERS FROM THE STATE, BUT DR. WRIGHT, WHEN YOU MENTIONED, I THINK LAST WEEK THAT I HAVE FORGOTTEN THE AMOUNT, BUT HOW MUCH DID THE STATE HOLD BACK DUE TO THE DECLINING ATTENDANCE RATE?
I KNOW THERE WAS AN AMOUNT THAT YOU HAD MENTIONED AND WHAT WAS THAT? >> $8.2 BILLION.
>> FOR ME THAT NUMBER IS SUPER MEANINGFUL BECAUSE WE STILL HAD TO TURN LIGHTS ON, STILL HAD TO PAY TEACHERS, STILL HAVE TO RUN BUSES, STILL HAVE TO DO ALL THE THINGS THAT WE'VE TALKED ABOUT.
IT JUST REALLY, HONESTLY SICKENS ME THAT ANYBODY WITH A STRAIGHT FACE CAN SAY THAT IT'S OKAY NOT TO SUPPORT PUBLIC EDUCATION WITH THAT MONEY.
I'M JUST GOING TO REITERATE WHAT DR. WRIGHT SAID AND THAT IS A SHAME TO BE WHERE WE ARE RIGHT NOW FACED WITH THESE DECISIONS.
MR. WRIGHT, YOU'VE DONE A FANTASTIC JOB WITH YOUR TEAM WORKING THROUGH ALL OF THESE ISSUES.
I KNOW THIS HAS BEEN HARD, BUT LIKE I SAID LAST WEEK THIS IS AN ALL-IN-THE-BOARDS NOT SITTING UP HERE MAKING JUDGMENTS OF PEOPLE.
WE ARE IN THIS WITH YOU AND WE ARE GOING TO FIGURE OUT HOW TO GET THROUGH THIS.
I HAVE TO BELIEVE THAT THERE'S MORE MONEY COMING OUR WAY, I DON'T KNOW WHEN, I DON'T KNOW HOW MUCH.
I DO REMAIN HOPEFUL THAT SOMEONE IS FINALLY GOING TO SNAP TO AND GO, GOSH, WE ACTUALLY HAVE TO TEACH OUR CHILDREN IF WE WANT TO HAVE THE, AS DR. WRIGHT SAID, THE TEXAS MIRACLE CONTINUE.
WE'RE ALSO A DISTRICT THAT CARES A LOT ABOUT WATCHING WHERE WE SPEND MONEY.
I'M CONFIDENT THAT PEOPLE ARE COGNIZANT OF THE $16.5 MILLION THAT'S COMING OUT OF FUND BALANCE TO DO THIS BUDGET.
THAT WE DO HAVE TO BE CAREFUL.
BUT I THINK PEOPLE ARE GOING TO BE OKAY WITH THAT BECAUSE THEY UNDERSTAND WHERE WE'RE COMING FROM.
ESPECIALLY FOLKS LISTENING AT HOME, PARENTS, TEACHERS, EVERYBODY, YOUR VOICE DOES MATTER.
I KNOW SOMETIMES WE THINK IT DOESN'T, BUT PLEASE CONTACT LEGISLATORS, PLEASE CONTACT PEOPLE AT THE CAPITOL YOU KNOW, AND LET'S SEE IF WE AT HAYS CISD CAN HELP MOVE THE NEEDLE ON THIS AND BE A CHANGE-MAKER AND GET THE THINGS THAT OUR STUDENTS NEED.
SO THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES ADOPT THE 2023/2024 BUDGET AS PRESENTED.
ANY FURTHER DISCUSSION? SEEING NONE.
ALL IN FAVOR? ANY OPPOSED? MOTION CARRIES 7:0.
GREAT JOB EVERYBODY [APPLAUSE].
WE HAVE A COMP PLAN AND A BUDGET.
THAT ACTUALLY CONCLUDES OUR ACTION ITEMS FOR THE EVENING.
[1. Update of Hays CISD Social Behavior Intervention Marivel Sedillo]
WE'RE ON TO L1 WHICH IS OUR FIRST INFORMATIONAL ITEM.MR. THEO AND TEAM AND BOARD THERE IS A PRESENTATION THAT LOOKS LIKE THIS IN YOUR DIAS FOLDER.
IT'LL BE UP ON THE SCREEN, BUT IF YOU WANT THE LITTLE PAPER IN FRONT OF YOU, YOU'VE GOT A COPY OF IT.
[01:40:03]
LET'S GIVE EVERYBODY JUST A MOMENT TO FIND WHAT THEY NEED.>> PRESIDENT MCMANUS, DR. WRIGHT, MEMBERS OF THE BOARD.
MICHELLE VELASQUEZ, I AM THE EXECUTIVE OFFICER, SPECIAL EDUCATION.
SORRY. I'LL LET THEM TO SAY, HELLO.
>> GOOD EVENING. I'M MELISSA CORONA, THE DIRECTOR OF SPECIAL EDUCATION
>> SO FIRST OF ALL, I WANT TO THANK YOU FOR THE PARAPROFESSIONAL PAY INCREASE.
OBVIOUSLY YOU UNDERSTAND THEY ARE THE MEAT AND POTATOES OF SUPPORT IN OUR CLASSROOMS, AND VERY WELL DESERVING.
WE'RE HERE THIS EVENING TO JUST PROVIDE YOU WITH AN UPDATE, REGARDING BEHAVIOR AND BEHAVIOR PROFESSIONALS.
LET'S SEE, ONCE THE NEXT SLIDE.
STUDENTS IN SPECIAL EDUCATION ALL, ARE REQUIRED TO HAVE AN INDIVIDUALIZED EDUCATIONAL PLAN.
>> IS THAT BETTER? STUDENTS IN SPECIAL EDUCATION ARE ALL REQUIRED, TO HAVE AN INDIVIDUALIZED EDUCATIONAL PLAN THAT IS REQUIRED TO BE UPDATED AT LEAST ANNUALLY.
WHEN A SPECIAL EDUCATION TEACHER OR CASE MANAGER, WHO'S GETTING READY FOR THE IEP MEETING, OR WHAT WE CALL AN EMISSION REVIEW AND DISMISSAL MEETING, AND ARD MEETING.
THEY HAVE TO PREPARE CERTAIN PAPERWORK FOR THAT MEETING.
ONE OF THOSE PIECES OF THAT PAPERWORK THAT THEY'RE REQUIRED TO PREPARE, IS THE PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND OUR FUNCTIONAL PERFORMANCE, WHICH TEACHERS REFERRED TO AS THE PLAAFP STATEMENT.
THE PLAAFP STATEMENT HERE IS THE MEAT AND POTATOES.
IT IS WHAT DRIVES THE PROPOSED GOALS, THE SERVICES, AND ACCOMMODATIONS FOR A STUDENT.
A PLAAFP STATEMENT DOES HAVE TWO PIECES, THAT ARE REQUIRED TO BE ANSWERED IN HAYS CISD SPECIAL EDUCATION DEPARTMENT, OUR TEACHERS DO WORK WITH A FOUR STATEMENT PLAAFP.
THE FIRST STATEMENT IS THE AREA OF CONCERN, WHICH PROVIDES A FOCUS ON WHAT WE'RE TALKING ABOUT.
THE SECOND QUESTION THAT THEY'RE ANSWERING, WHICH IS WHAT THE FIRST REQUIRED STATEMENT, IS A CURRENT GRADE LEVEL, AND ACADEMIC, AND OUR FUNCTIONAL SKILLS THAT THE STUDENT CAN DO.
THE THIRD STATEMENT WHICH IS THE SECOND REQUIRED STATEMENT, IS HOW DOES THE STUDENT'S DISABILITY IMPACT THEIR PROGRESS TOWARDS GENERAL EDUCATION? THEN THE FINAL STATEMENT THAT WE HAVE TEACHERS WORK ON, IS INDICATING AREAS THAT THE STUDENT IS WEAKENED AND WE WANT TO GROW.
WHAT WE DO, IS WE HAVE THE BASELINE PUT IN THERE, WHICH THEN HELPS US DEVELOP OUR GOALS FOR THE IEP.
THIS EVENING WE ARE PRESENTING THIS INFORMATION TO YOU, AS A TEACHER WOULD PRESENT THIS INFORMATION IN AN IEP MEETING.
AREA OF CONCERN HERE IS BEHAVIOR.
SOME OTHER THINGS THAT WE HAVE NOTICED IN THE PAST YEAR, IS FIRST OF ALL BEHAVIOR DOES NOT DISCRIMINATE, IT DOES NOT MATTER WHETHER YOU RECEIVE SPECIAL EDUCATION SERVICES ARE NOT, BEHAVIOR WILL OCCUR.
WHAT WE HAVE ALSO NOTICED IS THAT THE FREQUENCY, THE DURATION, AND THE INTENSITY OF THE BEHAVIOR THAT WE HAVE SEEN IN THE PAST YEAR IS MUCH MORE, THAN WE HAVE SEEN IN THE PAST.
WE OF COURSE ALWAYS MAKE RECOMMENDATIONS BASED ON DATA.
OUR SECOND STATEMENT HERE IS, WHAT IS OUR CURRENT STATE? WHERE ARE WE AT? WHAT CAN WE DO OR WHAT IS HAPPENING IN OUR CLASSROOMS? RIGHT NOW WE HAVE EIGHT ELEMENTARY SOCIAL BEHAVIOR INTERVENTION TEACHERS, WHICH WE REFERRED TO AS SBI TEACHERS.
THE SBI PROGRAMMING CLASSROOM WAS INTRODUCED INTO THE DISTRICT IN 2015.
I WAS SPECIFICALLY TO ADDRESS STUDENTS, WHO QUALIFIED IN THE AREA OF AUTISM.
AS YEARS WENT BY, WE NOTICED THAT THERE WERE STUDENTS WHO WERE ELIGIBLE IN OTHER AREAS, THAT MAY BE ALSO HAVE THE SAME NEEDS OF STUDENTS IN AN SBI CLASSROOM.
THEY MAY ALSO HAVE RECEIVED SOME OF THOSE SERVICES AS WELL.
THAT LEAVES SEVEN OF OUR SEVEN OF OUR CAMPUSES WITHOUT AN SBI TEACHER.
IN ADDITION TO THAT, THE DEPARTMENT ALSO HAS SEVEN BEHAVIOR SPECIALISTS.
FIVE OF THOSE BEHAVIORS SPECIALISTS ARE TEACHERS CERTIFIED.
IN THIS THE SPECIAL EDUCATION BEHAVIOR TEAM COLLABORATED, WITH THE ACADEMIC SUPPORT TEAM, AND EMERGENT TREE TO PROVIDE SIX TRAININGS FOR THE ESSER BEHAVIOR PARAS.
WHEN WE ATTENDED CAMPUS SHOWCASES THIS PAST YEAR, JUST EVERY SINGLE CAMPUS SHOWCASE THAT WE ATTENDED.
OUR ELEMENTARY PRINCIPALS WERE LETTING US KNOW, THAT THEY NEEDED BEHAVIOR ESSER PARAS FOR THE NEXT YEAR.
WE ALSO NOTED THAT THE MTSS BEHAVIOR DATA WAS INDICATING, THAT WE NEEDED TO STRENGTHEN OUR TIER 1, AND TIER 2 INTERVENTIONS SUPPORTS AND BEHAVIOR,
[01:45:01]
WE ALSO PROVIDED SOME BASIC TRAINER TOOLS, SORRY, WITH THE BASIC TRAINING TOOLS, THAT WE PROVIDED FOR THE BEHAVIOR ESSER PARAS, WITH THE MEETINGS THAT WERE HELD WITH ASSISTANT PRINCIPALS.WE DID SEE A DECREASE IN REFERRALS, IN OFFICE-BASED REFERRALS.
AND THEN FINALLY, WE JUST RECEIVED OUR SOLER DATA INFORMATION.
I'M SORRY, NOT OUR SOLER DATA, OUR STAR AUTISM GRANT DATA TODAY.
AND WE DID SEE A HUGE INCREASE IN THE SOCIAL SKILLS CURRICULUM THAT WE'RE USING IN OUR SBI CLASSROOMS THAT IS CALLED SOLER, AND IT DIDN'T GET OUR UPDATES IN THERE, BUT THAT IS OKAY.
WE CAN PROVIDE THAT LINK FOR YOU, SO YOU CAN SEE THOSE INCREASES, WE DID SEE.
I THINK THE BIGGEST INCREASE IT'S 147% IN THE AREA OF FRIENDSHIP.
THEY ARE SELF-REGULATORY, SELF-AWARENESS, FRIENDSHIP, COMMUNICATION, AND ONE OTHER AREA THAT SOLER FOCUSES ON FOR SOCIAL SKILLS.
SO WHAT WE DO KNOW, IS THAT THE INSTRUCTION THAT WE ARE PROVIDING FOR SOCIAL SKILLS, IN OUR SBI CLASSROOMS IS WORKING.
WE ARE SEEING REALLY GREAT, GOOD RESULTS FROM THAT.
OF COURSE THEN WE HAVE TO THINK ABOUT, HOW THIS BEHAVIOR IMPACTS STUDENTS.
WITH THE INCREASE OF THE FREQUENCY AND INTENSITY OF BEHAVIORS, IT DOES IMPACT ALL STUDENTS IN THE CLASSROOM, AND WE SEE THIS.
SOME OTHER THINGS THAT WE DID SEE, WERE INCONSISTENT TIER 1, PRACTICES IN CLASSROOMS ACROSS THE SCHOOL DISTRICT, AND THESE ARE PRACTICES IN GENERAL EDUCATION CLASSROOMS. WE ALSO DID SEE AN INCREASE, IN THE MTSS REFERRALS FOR BEHAVIOR, AND A LOTS OF TIMES WE HAD LITTLE INFORMATION ABOUT INTERVENTIONS, THAT WERE TRIED PRIOR TO THE STUDENT BEING REFERRED FOR SPECIAL EDUCATION EVALUATION.
IN ONE CASE WE ACTUALLY HAD A STUDENT, WHO WAS ALREADY RECEIVING SPECIAL EDUCATION SERVICES, THEY WERE ASKING TO MOVE TO A MORE RESTRICTIVE ENVIRONMENT DUE TO BEHAVIOR.
THE STUDENT HAD A FUNCTIONAL BEHAVIORAL ASSESSMENT, THAT WAS COMPLETED WHICH INDICATED THAT HE NEEDED A BEHAVIOR INTERVENTION PLAN.
THE CAMPUS WANTED TO GO AHEAD, AND HAVE THAT STUDENT BE SERVED IN A CLASSROOM FOR BEHAVIOR.
WHAT WE ASKED FOR THE CAMPUS TO DO, WAS TO IMPLEMENT THE BIP, THAT JUST HAD BEEN CREATED WITH FIDELITY FOR A FEW WEEKS, TO SEE IF BEHAVIORS DECREASED.
IF THEY DID NOT, THEN WE WOULD CONSIDER MOVING TO A MORE RESTRICTIVE ENVIRONMENT.
WITH THAT, WE HAD OUR BEHAVIOR PROFESSIONALS COME IN, OUR EXPERTS TO HELP MODEL SOME OF THAT BEHAVIOR, AND WITHIN FOUR WEEKS WE SAW A HUGE DECREASE IN THAT STUDENT'S BEHAVIOR, AND THEY STAYED IN THEIR GENERAL EDUCATION CLASSROOM, WITH SUPPORTS COMING TO THEM, VERSUS THEM BEING REMOVED FROM THE CLASSROOM.
THEN OF COURSE, WE KNOW THAT ACADEMICS AND BEHAVIOR WORK HAND IN HAND.
WHEN WE DO HAVE STUDENTS, WHO HAVE BEHAVIOR IN THE CLASSROOM, THERE IS GOING TO BE A LOSS OF INSTRUCTION, FOR THE STUDENT WHO IS HAVING THE BEHAVIOR, AND ALSO FOR THE STUDENTS WHO ARE IN THE CLASSROOM AS WELL.
BECAUSE THERE ARE SOME TIMES WHEN ROOMS NEED TO BE CLEARED, OR A STUDENT NEEDS TO BE REMOVED FROM THE CLASSROOM.
MAYBE THEY GO TO THE OFFICE OR MAYBE GO TO ANOTHER CLASSROOM FOR COOL DOWNTIME.
THAT RESULTS IN THAT LOSS OF INSTRUCTIONAL TIME, WHICH INDIRECTLY IMPACTS OUR SCORES.
THAT IS HOW BEHAVIORS IMPACTING THIS IN THE CLASSROOM.
AGAIN LIKE WE SAID, IT DOES NOT DISCRIMINATE, IT IS ACROSS THE BOARD FOR ALL STUDENTS.
FROM HERE, THIS IS WHERE OUR BASELINE COMES IN.
THIS IS WHAT WE KNOW IN THE AREAS THAT WE ARE WEAKENED.
WE KNOW THAT WE CURRENTLY HAD ONE BEHAVIOR ESSER PARA FOR EACH CAMPUS IN THE '22-'23, SCHOOL YEAR.
WE KNOW THAT FUNDING HAS NOW GONE AWAY.
WE KNOW THAT WE HAVE EIGHT SOCIAL BEHAVIOR INTERVENTION TEACHERS, ON EIGHT CAMPUSES.
WE KNOW THAT WE HAVE FIVE BEHAVIOR SPECIALISTS, WHO ARE TEACHERS CERTIFIED.
WE ALSO KNOW, THAT WE HAVE VARYING LEVELS OF KNOWLEDGE AND SKILLS WITHIN OUR CLASSROOMS. WE HAVE VARYING LEVELS OF USING POSITIVE BEHAVIOR INTERVENTIONS SUPPORTS OR PBIS ON OUR CAMPUSES.
WE ALSO HAVE VARYING LEVELS OF CLASSROOM MANAGEMENT SYSTEMS, THAT ARE USED AMONG OUR CLASSROOMS. WITH THAT INFORMATION WE KNOW THAT WE NEED TO INCREASE SOME OF THESE THINGS.
WE NEED TO INCREASE THE KNOWLEDGE OF BEHAVIOR TOOLS IN OUR CLASSROOMS. WE NEED TO INCREASE THE USE OF OUR CLASSROOM MANAGEMENT SYSTEM.
WE NEED TO MAKE SURE, THAT WE ARE REWARDING THE POSITIVE BEHAVIOR VERSUS REACTING TO THE NEGATIVE BEHAVIOR.
WHAT WE DID HERE THEN IS CAME UP WITH SOME GOALS THAT WE WOULD LIKE TO SHARE, AND OUR UPDATES DIDN'T GET PUT IN HERE, BUT THAT'S OKAY.
WE'LL SEE WE CAN REMEMBER WHAT WE PUT IN HERE.
BY AUGUST 2023, WE WANT ELEMENTARY TEACHERS TO BE ABLE TO IDENTIFY THEIR BEHAVIOR SUPPORT TEAM FOR THEIR CAMPUS.
[01:50:04]
THIS BEHAVIOR SUPPORT TEAM WILL CONSIST OF EITHER THE SBI TEACHER AND THEIR PEERS THAT ARE ALREADY ON THEIR EIGHT CAMPUSES, OR IT WILL BE A BEHAVIOR SPECIALIST AND PARA ON THE CAMPUS.BY MAY OF 2024, GIVEN SUPPORT FROM THE BEHAVIOR SUPPORT TEAM.
TEACHERS AND STAFF WILL BE EQUIPPED WITH SKILLS AND TOOLS, TO MANAGE BEHAVIORS IN THEIR CLASSROOMS. THEN BY AUGUST OF 2024, THE DISTRICT STAFF WILL BE TRAINED TO USE CHAMPS, WHICH IS A CLASSROOM MANAGEMENT SYSTEM.
TO MONITOR THIS PROGRESS, THERE ARE SEVERAL THINGS THAT WE WILL DO.
THE VERY FIRST THING THAT WE WILL MAKE SURE THAT WE DO, IS THAT WE WILL BE MEETING THE BEHAVIOR SPECIALISTS WORKING WITH A TEAM.
WILL BE MEETING WITH THEIR TEAM, AND THE OTHER SBI TEACHERS, THAT THEY WILL WORK WITH FACE TO FACE AT LEAST ONCE A WEEK.
OF COURSE, THERE'S GOING TO BE WAY MORE COMMUNICATION THAN THAT, BUT AT LEAST A FACE TO FACE MEETING EVERY WEEK.
EACH CAMPUS TEAM WILL DEVELOP A MONTHLY BEHAVIOR FOCUS, THAT THEY WILL SHARE AND TEACH THEIR PEERS AT THEIR FACULTY MEETINGS, SO THAT WE'RE ALL FOCUSED ON THAT BEHAVIOR STRATEGY, AND THEN IMPLEMENTING IT FOR THAT MONTH, AND THEN THE NEXT MONTH, COMING BACK WITH OUR STORIES OF HOW IT WORKED IN OUR CLASSROOM, AND THEN FOCUSING ON A NEW STRATEGY SO THAT WE ARE ALL LEARNING.
OUR SBI TEACHERS AND BEHAVIOR SPECIALISTS WILL MEET MONTHLY WITH THE SPECIAL EDUCATION LEADERSHIP TEAM.
THEN FINALLY, WE WILL ALSO HAVE PRINCIPALS AND THE BEHAVIOR SUPPORT TEAM THAT WILL MEET QUARTERLY WITH THE SPECIAL EDUCATION LEADERSHIP TEAM.
WE CAN DETERMINE ANY NEEDS, ANY ADDITIONAL SUPPORTS THAT THEY MAY NEED OUR RESOURCES. A COUPLE OF WEEKS AGO, THERE WERE SOME CONCERNS ABOUT THE BEHAVIOR SUPPORTS.
SO WE WANT TO ADD SOME CLARIFICATIONS FOR YOU.
WE DID MEET WITH THE BEHAVIOR SPECIALIST TEAM, QUITE A BIT.
WE STARTED MEETING WITH THEM IN JANUARY, AND THIS ALL CAME ABOUT BECAUSE WE HAVE SOME QUESTIONS THAT CAME, THEY WERE COMING TO US FROM THE BOARD IN NOVEMBER AND SO THIS GOT US TO THINKING ABOUT.
WE HAVE THIS QUESTION COMING TO US FROM THE BOARD.
WE'VE GONE TO THE SHOWCASES, WE'RE HEARING THAT WE'RE NEEDING SUPPORT WITH BEHAVIOR ALL THE WAY AROUND.
WHAT DO WE ALREADY HAVE? WHAT DO WE KNOW THAT WE CAN DO? WE KNOW THAT WE HAVE BEHAVIOR EXPERTS THAT WORK IN THIS DISTRICT.
WE HAVE EIGHT BEHAVIOR TEACHERS AND WE HAVE SEVEN BEHAVIOR SPECIALISTS.
HOW CAN WE USE THE RESOURCES WE ALREADY HAVE TO PROVIDE ALL THE CAMPUSES WITH THAT BEHAVIOR SUPPORT? SO AS WE STARTED THINKING ABOUT HOW WE COULD TAKE THIS AND MAKE THIS BETTER FOR EVERYBODY, FOR NEXT YEAR?AND SO WE STARTED SPEAKING WITH THEM IN JANUARY.
WE MET AGAIN WITH THEM IN FEBRUARY.
WE MET AGAIN IN MARCH, AND THEN WE MET AGAIN TWICE IN APRIL TO IRON OUT AND GET THEIR INPUT AND THE PLAN THAT WAS BEING DEVELOPED.
NOW, THE REASON WHY WE MET WITH THE BEHAVIOR SPECIALISTS FIRST WAS BECAUSE, THE CHANGE WAS GOING TO IMPACT THEIR DAILY SCHEDULE.
THEIR DAILY SCHEDULE WAS GOING TO LOOK SLIGHTLY DIFFERENT THAN WHAT IT LOOKS LIKE THIS YEAR.
SO THAT WAS REALLY THE BIGGEST CHANGE, ALONG WITH THE FACT THAT WITH BEHAVIOR BEING ON EVERY CAMPUS, OUR STUDENTS WHO ARE CURRENTLY SERVED IN OUR SBI CLASSROOMS WOULD BE ABLE TO RETURN BACK TO THEIR HOME CAMPUS, WHICH THEN IMPACTS A LOT OF OTHER THINGS.
THE LENGTH OF TIME THAT THEY'RE ON THE BUS FOR TRANSPORTATION, THAT SAVINGS THAT WE WILL HAVE ON BUS ON TRANSPORTATION WITH STUDENTS BEING ON THEIR HOME CAMPUSES AND SO WE WANTED TO MAKE SURE THAT THEY WERE A PART OF THAT DEVELOPMENT.
WORK AS CLOSELY AS POSSIBLE WITH US AS WE'RE DEVELOPING THAT PLAN.
WE DID THEN MEET WITH SBI TEACHERS ON MAY THE 8TH, AND WE SHARED THE INFORMATION WITH THEM, WHICH WAS THE SAME INFORMATION WE SHARED WITH OUR ELEMENTARY PRINCIPALS.
WE MET AGAIN WITH ELEMENTARY TEACHERS ON MAY 23RD WITH MS. ADELLE.
AGAIN, AT THAT FIRST MEETING ON MAY THE 8TH, WE EXPLAINED WHAT WAS GOING ON, WE ALLOW TIME FOR THEM TO SHARE THEIR FEEDBACK.
WE KNOW THAT THERE WAS SOME UNCOMFORTABLE FEELING WITH THEM AND WE DID ASK THEM THAT TO PLEASE MAKE SURE TO SCHEDULE AN APPOINTMENT WITH MELISSA AND I, OR EMAIL US TO LET US KNOW BECAUSE THERE ARE THINGS THAT WE MAY HAVE MISSED THAT WE DIDN'T THINK ABOUT AS WE WERE TRYING TO COME UP WITH HOW THIS WOULD WORK FOR THE NEXT SCHOOL YEAR.
AND WE DIDN'T HEAR FROM ANYBODY.
BUT THEN WE DID MEET AGAIN WITH THEM ON MAY THE 23RD.
AGAIN, WE ALLOWED ANOTHER OPPORTUNITY FOR THEM TO SHARE INFORMATION.
WE HAD SOME TEACHERS THAT WERE LIKE THAT THIS PLAN IS REALLY WHAT I'M ALREADY DOING.
THEN WE HAD OTHER PROFESSIONALS WHO ALSO SHARE INFORMATION ABOUT WHAT THEY THOUGHT WOULD WORK AS WELL.
BUT THERE WASN'T REALLY ANY REAL CONSENSUS OF ANYTHING BEING DIFFERENT, OTHER THAN THEY WANTED THE PLAN TO STAY THE SAME.
[01:55:02]
THEN, WE DID MEET WITH AN SBI TEACHER AT HER REQUEST, AND WE ARE GOING TO BE PILOTING WITH HER CAMPUS WHERE SHE WILL BE SPLIT FUNDED TO HELP US WORK WITH GENERAL ED AND SPECIAL EDUCATION, AND THEN PARAPROFESSIONAL WILL FULFILL THOSE SPECIAL EDUCATION MINUTES.THEN, PER MY REQUEST, I DID SPEAK WITH AN SBI TEACHER LAST WEEK TOGETHER SOME MORE FEEDBACK AND TO MAKE SURE THAT I UNDERSTOOD IF THERE WAS ANYTHING ELSE THAT I WAS MISSING BEFORE WE CAME INTO THE NEXT YEAR WITH THIS PLAN.
IT WAS A LOT OF GREAT INSIGHT AND THERE ARE SOME THINGS THAT WE KNEW THAT WE NEEDED TO DO.
WE WALKED AWAY FROM OUR MEETINGS EACH TIME WITH SOMETHING THAT WE NEEDED TO ADD TO OUR PLAN, AND SOMETHING THAT WE NEED TO THINK ABOUT.
WE DO WANT TO MAKE IT VERY CLEAR THAT THE CRITERIA FOR SBI FOR A STUDENT WHO RECEIVES SBI SERVICES IS NOT CHANGING.
THEIR SPECIFIC REQUIREMENTS THAT WE NEED TO MEET FOR THAT STUDENT TO BE ELIGIBLE FOR SBI, AND THAT IS NOT CHANGING AT ALL.
WHAT WE DO KNOW IS THAT WE DO TREAT THE CHILD AND NOT THE LABEL.
SO SOMETIMES WE MIGHT HAVE A STUDENT WHO DOESN'T SPECIFICALLY QUALIFYING AN AUTISM, BUT MAYBE QUALIFIES IN A DIFFERENT AREA AND HAS SOME OF THOSE CHARACTERISTICS AND NEEDS THAT A STUDENT WHO HAS AN SBI MIGHT HAVE AND SO WE MIGHT WORK ON HOW WILL SERVICE THAT STUDENT WITH THE SOCIAL SKILLS CURRICULUM THAT SPECIFICALLY DESIGNED FOR STUDENTS WITH AUTISM.
OUR BEHAVIOR SPECIALISTS WILL WORK WITH THREE ELEMENTARY CAMPUSES AND WILL SET TIMES TO MEET FACE TO FACE WITH THEIR SBI TEACHER EVERY WEEK.
THEN, AS WE ALL KNOW BEHAVIOR REQUIRES COLLABORATION.
IT'S NOT ABLE TO CHANGE WITH JUST ONE PERSON MAKING THAT EFFORT.
IT REQUIRES THE WORK OF EVERYBODY.
AS WE'RE DEVELOPING THIS PLAN, WE DID COLLABORATE WITH THE ACADEMIC SUPPORT TEAM AND THE STUDENT SERVICES TEAM, TO DETERMINE WHERE OUR NEEDS WERE, AS WE BEGAN TO LOOK AT THIS PLAN AND WHAT IT WOULD LOOK LIKE.
BECAUSE WE DO WANT TO MAXIMIZE THE SUCCESS OF ALL STUDENTS IN OUR CLASSROOM.
BECAUSE LIKE WE SAID EARLIER, ACADEMICS AND BEHAVIOR DO GO HAND IN HAND, SO WE CAN'T WORK ON THEM SEPARATELY.
WE GOT TO WORK ON THEM TOGETHER BECAUSE THEY GROW TOGETHER.
SORRY, THAT WAS A LOT OF INFORMATION.
>> I'M GOING TO START ON MY LEFT HERE. SO MR. VELA?
>> MS. VASQUEZ, [INAUDIBLE], THANK YOU ALL, SO MUCH.
I ALWAYS LEARNED A LOT FROM YOUR PRESENTATIONS AND YOU GIVE IT TO ME IN BITE-SIZED CHUNKS.
WHAT A PLAN AND I APPRECIATE JUST THE SHIFT THAT YOU ALL HAVE DONE.
I DO HAVE A COUPLE OF QUESTIONS.
SO THE FACULTY MEETINGS, I KNOW YOU SAID THAT YOU'RE GOING TO DEVELOP A MONTHLY CALENDAR, THAT'S GOING TO BE THE SAME SKILL PER MONTH FOR EACH CAMPUS.
LIKE YOU'RE GOING TO FOCUS ON ONE TACTIC, ONE BEHAVIOR IMPROVEMENT, OR WHAT HAVE YOU.
>> IT WON'T BE THE SAME FOR EACH CAMPUS, THAT'LL BE BASED ON THEIR CAMPUS DATA THAT THEY NEED TO FOCUS ON.
>> SO THAT TEAM, THE BEHAVIOR SPECIALIST, AND THE SBI TEACHERS WORKING DAY WILL TALK ABOUT WHAT THE NEEDS ARE FOR THEIR CAMPUS TO DEVELOP, WHAT WILL BE FOR THE MONTH.
>> OKAY, AND THEN OBVIOUSLY WE'VE BEEN TALKING A LOT ABOUT BUDGET, AND FUNDING, AND ALL THOSE WONDERFUL THINGS THAT HAVE BEEN MADE US ALL VERY HAPPY TONIGHT.
WHAT ARE SOME THINGS YOU NEED FROM US AS A BOARD? HOW CAN WE HELP?
>> ALL THE MONEY IN THE WORLD. [LAUGHTER]
>> ALL THE MONEY, OKAY. [LAUGHTER]
>> NO, WE NEED YOUR SUPPORT, IT'S WHAT WE NEED.
>> GREAT. WELL, I APPRECIATE THE PLAN AND I KNOW THAT WE'RE MAKING THE BEST EFFORTS THAT WE CAN AND IT SOUNDS LIKE EVERYBODY IS GETTING THE SUPPORT THAT WE CAN OFFER AT THIS TIME AND NONE OF THE SERVICES ARE CHANGING, WHICH WE KNOW IS IMPORTANT AS WELL TO OUR STUDENTS. SO THANK YOU.
>> THANK YOU ALL SO MUCH. THIS WAS REALLY GREAT.
I KNOW IT'S LATE. WE'VE HAD COMP, WE'VE HAD BUDGET.
I KNOW WE'VE GOT SEVERAL PEOPLE INTERESTED IN THIS TOPIC HERE IN PERSON WITH US TONIGHT.
I JUST HAVE SOME QUESTIONS BECAUSE I DO CONTINUE TO HEAR FROM FOLKS THAT HAVE A LOT OF ANXIETY AND CONCERN, MOSTLY AROUND THE INTERVENTION PIECE WITH THE HB 4545 MINUTE.
I KNOW WE'RE NOT IN THAT YET, AND IT'S GOING TO BE DIFFICULT TO KNOW HOW THAT'S GOING TO WORK AND THAT'S DIFFERENT FROM WHAT THIS IS, BUT I DO KEEP HEARING ABOUT THAT.
TALK TO ME ABOUT, I'M GOING TO READ BACK YOUR WORDS BECAUSE I WANT TO KNOW.
I'M GOING TO TRY TO READ BETWEEN THE LINES, BUT I DON'T REALLY WANT TO ASSUME, INCONSISTENT TIER 1 PRACTICES IN CLASSROOM.
TELL ME WHAT THAT IS FOR REAL.
[02:00:03]
>> FOR REAL WHAT THAT MEANS, MELISSA PLEASE JUMP IN HERE, IS HAVING THOSE CLASSROOM EXPECTATIONS OR WHAT WE WOULD OLD SCHOOL CALLED RULES.
SOME OF THOSE PIECES THAT STUDENTS KNOW WHAT TO EXPECT FROM THE TEACHER WHEN DURING INSTRUCTION OR DURING WHEN THEY'RE WORKING ON INDEPENDENT ASSIGNMENTS VERSUS WHAT MIGHT HAPPEN IF THEY ARE NOT FOLLOWING THOSE DIRECTIONS.
>> SETTING HIGH EXPECTATIONS, AND THEN HOLDING CHILDREN ACCOUNTABLE IS WHAT I'M HEARING?
>> TEACHERS COME IN WITH VARYING LEVELS OF BEHAVIOR EXPERIENCE.
AS AN INTERVENTION TEAM, WE HAVE TO EXPLICITLY TEACH THOSE STRATEGIES AND FOLLOW UP SO THAT TEACHERS KNOW HOW TO IMPLEMENT THOSE STRATEGIES.
BECAUSE LIKE MICHELLE SAID EARLIER, WE'RE SEEING BEHAVIORS THAT THE FREQUENCY, DURATION, AND INTENSITY ARE LIKE WE'VE NOT SEEN BEFORE.
WE HAVE TO REALLY TEACH TEACHERS HOW TO HANDLE DIFFERENT BEHAVIORS BECAUSE EVERYBODY'S COMING IN WITH VARYING LEVELS OF ABILITY.
>> SOME OF THIS IS GEN. ED BUT THIS ISN'T TO SUPPORT GEN. ED.
>> OUR FIRST AND FOREMOST PRIORITY IS GOING TO MAKE SURE THAT WE'RE PROVIDING THE SERVICES FOR THE STUDENTS WHO ARE IDENTIFIED TO RECEIVE SBI SERVICES.
OUR STUDENTS ARE RECEIVING SPECIAL EDUCATION SERVICES.
THEY'RE GOING TO BE OUR FIRST PRIORITY.
IN ADDITION TO THAT, WE DO HOLD MTSS MEETINGS FOR STUDENTS WHO MAY BE NEEDING SOME BEHAVIOR SUPPORTS.
WHAT WE WOULD WANT OUR SBI TEACHER TO DO, OR BEHAVIOR SPECIALIST, BEHAVIOR EXPERTS THAT WE HAVE IN OUR DISTRICT, IS TO COLLABORATE WITH THAT TEAM, THE MTSS TEAM TO COME UP WITH SOME STRATEGIES THAT THEY CAN TRY IN THE CLASSROOM AND WITH THE STUDENT.
WE CAN SEE IF THAT WORKS PRIOR TO MOVING FORWARD WITH A SPECIAL EDUCATION EVALUATION.
>> I LOOK AT THIS THROUGH LENS AS A PARENT.
I HAD A 504 STUDENT WHO HAD HIGH-FUNCTIONING AUTISM AND CRAZY BEHAVIOR PROBLEMS. BACK THEN WE HAD SOMETHING CALLED THE POWER PROGRAM THAT HE GOT TO GO TO, WHICH WAS AWESOME, BY THE WAY.
>> I WOULD FULLY SUPPORT YOU BRINGING THAT BACK.
LISTEN, I KNOW THIS RUNS THE GAMUT, SO JUST REMIND ME.
BEHAVIORAL SPECIALISTS ARE THERE TO SUPPORT THE TEACHERS, THEY'RE NOT HAVING FACE-TO-FACE TIME WITH THE STUDENTS, CORRECT?
>> YES. THAT IS WHAT THEIR MAIN ROLE HAS BEEN TO PROVIDE TEACHER SUPPORT, BUT THEY ALSO DO PROVIDE THAT COLLABORATION PIECE OF COMING UP WITH DIFFERENT STRATEGIES OR HELPING OUT THE TEACHER IN THE CLASSROOM AND WHEN THEY NEED.
>> WHAT THEY'VE HAD IS BEHAVIOR INTERVENTION TYPE SUPPORT WITH STUDENTS, CORRECT?
>> YES. I WOULD SAY THAT HISTORICALLY, A LONG TIME AGO WHEN THE DISTRICT WAS THIS BIG, BEHAVIOR INTERVENTIONS WERE PROBABLY MORE FREQUENT BECAUSE WE HAD THE MANPOWER WAS THERE.
HOWEVER, RECENTLY, OUR POPULATION HAS GROWN AND SO OUR POPULATION HAS GROWN, BUT WE'VE REMAINED WITH THE SAME NUMBER OF SPECIALISTS.
THE REALITY IS THAT OUR BEHAVIOR INTERVENTIONS THAT ARE OCCURRING ARE NOT AS FREQUENT AS THEY USED TO OCCUR WHEN THE DISTRICT WAS SMALLER.
>> THIS YEAR, WE ACTUALLY HAD TWO STUDENTS THAT DID REQUIRE A BEHAVIOR INTERVENTION.
INTENSIVE INTERVENTION IS WHAT IT'S CALLED.
SORRY, THANK YOU MELISSA, AN INTENSIVE INTERVENTION.
ONE WAS AT THE HIGH-SCHOOL LEVEL AND ONE WAS AT THE ELEMENTARY LEVEL.
WHEN IT DOES HAPPEN, THE BEHAVIOR SPECIALIST THAT WORKS WITH THAT CAMPUS IS TAKEN AWAY FROM THE OTHER CAMPUSES THAT THEY SERVE.
IT DOES DIMINISH SOME OF THAT SUPPORT THAT THEY PROVIDE THE OTHER CAMPUSES WHEN WE'RE HAVING TO DO THAT.
>> WELL, A THREE CAMPUSES PER PERSON FEELS LIKE A LOT, AND MAYBE THAT'S PART OF THE CONCERN.
TELL ME WHAT CHAMPS IS. IS THIS NEW? IS IT REPLACING SOMETHING? WHAT IS THAT?
CHAMPS IS A RESEARCH-BASED CLASSROOM MANAGEMENT SYSTEM.
WE ACTUALLY DID USE CHAMPS A LONG TIME AGO IN THIS DISTRICT.
I'M GOING TO SAY A LONG TIME AGO, BUT REALLY NOT BECAUSE I WAS A TEACHER DURING THE TIME THAT CHAMPS WAS FIRST IMPLEMENTED IN THE DISTRICT AND WAS TRAINED SO AS MARIBEL.
IT'S A CLASSROOM MANAGEMENT SYSTEM THAT WE USE IN CLASSROOMS. IT REALLY GOES BASED ON, I CAN'T EVEN THINK OF WHAT THE ACRONYMS MEAN AT THE MOMENT.
BUT LIKE YOUR VOICE LEVEL DURING INSTRUCTION IS ZERO AND SO STUDENTS KNOW THAT.
WHEN YOU FOLLOW THIS CLASSROOM MANAGEMENT WITH FIDELITY STUDENTS KNOW WHAT IS THE EXPECTED BEHAVIOR IN THE CLASSROOM.
>> SORRY. COMMON LANGUAGE AND COMMON EXPECTATIONS.
>> THIS WOULD BE SOMETHING THAT WE USE WHEN WE WERE USING CHAMPS WE USE IT THROUGHOUT.
IF THE STUDENT WENT TO PE AND THE PE TEACHER SAID VOICE LEVEL ZERO, THEY KNEW WHAT THAT MEANT.
>> WE DID NOT. WE HAVE SOME POCKETS OF CLASSROOMS THAT
[02:05:03]
DO USE CHAMPS FROM WAY BACK WHEN WE WERE TRAINED A WHILE BACK.BUT IT'S TIME THAT IT NEEDS TO BE BACK.
>> CHAMPS SOUNDS LIKE THIS IS SETTING EXPECTATIONS 101. THAT'S WHAT I'M HEARING? > YES, MA'AM.
>> THEN EMERGENT TREE IS SOME DE-ESCALATION TECHNIQUES. AM I UNDERSTANDING RIGHT?
>> IT GOES RIGHT HAND IN HAND WITH CHAMPS.
>> OUR TEACHERS CANNOT LEARN ONE MORE THING.
>> OR DO ONE MORE THING. THEY JUST CAN'T.
I'M JUST WANT TO MAKE SURE THAT THIS ISN'T NEW AND HARD AND DIFFICULT AND TIME-CONSUMING.
THEN WHAT I KNOW ABOUT BOTH OF YOU BECAUSE I'VE KNOWN MS. GARNER FOR A WHILE AND I'VE KNOWN YOU FOR A LITTLE BIT, IS THAT YOU HAVE AN OPEN-DOOR POLICY.
THIS ISN'T A DISTRICT WHERE YOU'RE GOING TO GET IN TROUBLE FOR GOING TO THE HEAD OF A DEPARTMENT AND HAVING A GOOD IDEA.
WHAT I WANT PEOPLE OUT THERE TO HEAR ME SAY IS YOU DON'T HAVE TO COME TO ME WITH YOUR CONCERNS.
YOU CAN COME DIRECTLY TO MICHELLE AND MELISSA.
I HOPE THAT PEOPLE ARE DOING THAT.
WHEN YOU SAID THAT NOBODY EMAILED YOU, THAT MADE ME SAD.
BECAUSE YOU'RE NOT SCARY PEOPLE.
I HOPE THAT PEOPLE HERE LISTENING HOME BECAUSE LIKE YOU SAID, YOU NEED TO BE GETTING INPUT FROM OTHER PEOPLE.
YOU DON'T KNOW THE UNINTENDED CONSEQUENCES OF WHAT YOU'RE DOING.
JUST LIKE WE'RE DOING THIS K-4 SUPPLEMENTAL PAY THING THERE'S THINGS WE GOT TO WORK OUT.
I DO WANT YOU TO LEARN, LEAN ON THAT SPED COMMITTEE THAT HAS BEEN FORMED FOR ADDITIONAL INPUT.
GET AS MUCH INPUT AS YOU CAN WHEN YOU'RE MAKING WIDE SWEEPING CHANGES.
I THINK ANYTIME YOU'RE MAKING WHAT FEELS LIKE WIDE SWEEPING CHANGES, IF YOU DON'T COMMUNICATE IT 50 DIFFERENT WAYS AND MODES.
PEOPLE FEEL LIKE THE RUG'S BEEN PULLED OUT FROM UNDER THEM, AND THAT'S WHAT I FEEL LIKE MAYBE HAPPENING.
ALL THE IDEAS THAT YOU SAY AND THIS IS FANTASTIC, FEELS LIKE ALL GOOD THINGS.
BUT FOR WHATEVER REASON, PEOPLE STILL HAVE A LOT OF ANXIETY AND A LOT OF CONCERNS.
TEACHERS ARE WORRIED THAT THEY'RE GOING TO HAVE A LOT MORE ON THEM.
I WILL SAY THAT THIS YEAR WAS A VERY DIFFICULT YEAR.
I THINK SOME OF THE THINGS THAT WE SAW WITH THAT INCREASE INTENSITY AND FREQUENCY OF BEHAVIOR.
WHEN WE THINK BACK TO COVID AND WHAT HAPPENED DURING THAT TIME, OUR CURRENT THIRD GRADERS THIS PAST YEAR, WHERE OUR KINDERGARTNERS THAT WERE THAT ATTENDED KINDERGARTEN VIRTUALLY.
THEY DIDN'T HAVE THE EXPERIENCES OF MAKING FRIENDS, TAKING TURNS, PLAYING GAMES, DOING THE THINGS THAT KINDERGARTEN STUDENTS DO.
WE SAW THAT DIRECTLY IMPACTED IN THEIR BEHAVIOR THIS YEAR.
WHEN WE THINK ABOUT OUR PRE-K STUDENTS WHO ALSO HAD SOME BEHAVIOR THIS YEAR.
THEY WERE TODDLERS, AND THEY ALSO DIDN'T HAVE THOSE OPPORTUNITIES FOR PLAYING AT THE PARK WITH A FRIEND OR DOING SOCIALIZING, DOING THOSE THINGS TO PREPARE THEM FOR WHAT WAS GOING TO HAPPEN IN PRE-K. WHAT WE'RE SEEING IS THOSE POCKETS.
WE HOPE THAT AS A YEAR'S MOVE ON AND WITH THE TRAINING THAT WILL PROVIDE OUR TEACHERS AND BUILDING THEIR BEHAVIOR TOOL-BELTS THAT WE'LL BE ABLE TO EVEN THOSE PIECES OUT AND BE GOOD.
>> GREAT. THE LAST THING I WANT TO ASK FOR, AND THIS IS AN ONGOING THING NOW THAT WE'VE INCREASED THE SPECIAL ED PARA PAY, I KNOW WE HAVE QUITE A FEW VACANCIES.
CAN YOU PLEASE UPDATE THE BOARD WHEN THOSE VACANCIES GET FILLED? BECAUSE I'M HOPING THAT THEY WILL GET FILLED BECAUSE THAT'S A BIG PIECE OF THIS.
I'M SURE THAT YOU WANT THAT SUPPORT.
HOPEFULLY RAISING THAT PAY WILL INCREASE OUR APPLICANT POOL.
>> OKAY. GO AHEAD. NOBODY PUT THEIR HANDS UP.
>> AWESOME. I DO HAVE A COUPLE OF QUESTIONS.
WELL, FIRST, I WILL TELL YOU THAT CHAMPS STANDS FOR CONVERSATION, HELP ACTIVITY, MOVEMENT PARTICIPATION, AND SUCCESS.
I LIKE PBIS MYSELF, BUT I'VE DONE BOTH.
I AM NERVOUS ABOUT HAVING THREE CAMPUSES ASSIGNED BECAUSE THAT'S THE WAY IT USED TO BE BEFORE.
AND IT WAS TERRIBLE AS A TEACHER WHEN I WAS STRUGGLING AND NEEDED SUPPORT.
WHEN IT CAME TO BEHAVIOR, I HAD TO WAIT WEEKS FOR THEM TO COME OBSERVE MY STUDENT AND HELP ME WITH TIPS FOR ME TO IMPLEMENT FOR
[02:10:01]
ANOTHER FOUR WEEKS BEFORE THEY WOULD EVEN LOOK AT THEM.SO HOPEFULLY WE CAN BE CREATIVE ABOUT HAVING THOSE THREE CAMPUSES BECAUSE WITH TRAVEL TIME AND SUCH, THAT IS REALLY HARD TO MANAGE.
SO DEFINITELY SOMETHING FOR US TO LOOK AT BECAUSE IT'S NOT ALWAYS THE BEST THING TO DO.
SO THAT THREE REALLY STANDS OUT.
IT ALWAYS BEEN THREE SINCE YOU'VE GOTTEN HERE?
>> IT'S ACTUALLY BEEN MORE THAN THREE IN THIS SPECIFIC IDEA.
>> YES, MA'AM. MORE THAN THREE CAMPUSES.
IN THIS SPECIFIC IDEA, WE HAVE STRATEGICALLY PLACED THE BEHAVIOR SPECIALISTS ON A CAMPUS THAT WILL ALSO HAVE, OF COURSE A BEHAVIOR PARA TO WORK WITH THEM THAT HAS A SMALL CASELOAD.
AND WHEN WE TALK ABOUT SMALL CASELOAD, ONE CAMPUS HAS ZERO, AND I THINK THE NEXT CAMPUS THAT MIGHT HAVE THE MOST IS FOUR.
SO WE SPECIFICALLY PLACED THEM ON A CAMPUS THAT HAS A VERY SMALL CASELOAD AND SO THEN THEY WOULD WORK WITH THAT PARTICULAR CAMPUS.
THE OTHER TWO CAMPUSES THAT THEY ARE WORKING WITH ALREADY HAVE AN SBI TEACHER IN PARA ON THEIR CAMPUS.
>> THREE IS WHAT WE USED TO DO BEFORE. [OVERLAPPING]
>> SO THE OTHER PART OF THIS IS EMPOWERING THOSE SBI TEACHERS THAT ARE ALREADY ON THOSE EIGHT CAMPUSES TO BE THE BEHAVIOR EXPERTS THAT THEY ARE.
THE BEHAVIOR SPECIALIST WILL BE HELPING AND COACHING.
BUT THOSE BEHAVIOR TEACHERS, THOSE SBI TEACHERS, THEY ARE THE BEHAVIOR RESOURCE FOR THAT CAMPUS.
SO EMPOWERING THEM WITH THE SKILLS THAT THEY MAY NEED AND HELPING THEM TO HEAR THEIR VOICE AND KNOW ALL THAT THEY CAN BRING TO THAT CAMPUS, SO THAT'S THE OTHER PART OF IT.
WHEN YOU TALK ABOUT WAITING WEEKS, WE DON'T WANT ANYBODY WAITING WEEKS FOR BEHAVIOR SUPPORT BECAUSE YOU HAVE SOMEONE, A PROFESSIONAL THAT IS ASSIGNED TO YOUR CAMPUS WHO CAN HELP TO ANSWER QUESTIONS.
>> NOW THAT'S FOR SPECIAL EDUCATION STUDENTS BECAUSE I AS A GENERAL ED, WOULDN'T GET PRIORITY OR SEEN OR ANYTHING FOR WEEKS.
SO THAT'S WHERE YOUR SPECIAL EDUCATION POPULATION WHICH IS SERVED THROUGH SBI TEACHERS, RIGHT?
>> ALL THESE ACRONYMS AND ALL THESE THINGS CAN BE SO CONFUSING, SO PLEASE CORRECT ME IF I GET SOMETHING WRONG.
>> YOU ARE PERFECT. [OVERLAPPING]
>> SORRY MS. OROSCO. PART OF THAT IS ALSO THOSE MONTHLY FACULTY MEETINGS WHERE WE'LL BE INTRODUCING STRATEGIES AND MONITORING THEM THROUGHOUT THAT MONTH AND THEN COMING BACK WITH INFORMATION ABOUT WHAT THE GENERAL EDUCATION TEACHERS EXPERIENCED IN THE CLASSROOM WHEN USING THE STRATEGY.
SO THAT'LL BE ONE PART THAT WILL BE ON GOING MONITORING AND TEACHING, AND THEN THE OTHER PIECE TO THAT IS ALSO WORKING THE BEHAVIOR EXPERT ON THE CAMPUS, WORKING IN COLLABORATION WITH THAT MTSS COMMITTEE FOR A STUDENT WHO IS NEEDING SOME TIER 2 INTERVENTIONS.
SO AGAIN, WE'RE ADDING ANOTHER LAYER OF SUPPORT AND IDEAS TO PROVIDE FOR THE GENERAL EDUCATION TEACHER.
>> WHAT DATA WILL YOU BE MONITORING THAT WILL TELL YOU WHAT STRATEGY TO USE AT THE FACULTY MEETINGS, SINCE YOU'RE GOING TO DIFFERENTIATE PER CAMPUS.
>> SO WE'LL BE LOOKING AT THE SPECIFIC DATA OF ANY KIND OF BEHAVIOR REFERRALS THAT ARE COMING TO THE OFFICE OR ANY CLASSROOM MANAGE BEHAVIOR THAT TEACHERS ARE WORKING ON IN THE CLASSROOM, BEHAVIORS THAT ARE SEEN IN THE CLASSROOM.
WE'LL TAKE THAT INFORMATION BASED ON THE TEAM THAT'LL BE WORKING, WHICH WILL BE THE ADMINISTRATOR, THE BEHAVIOR EXPERT ON THE CAMPUS, AND THE PARAPROFESSIONALS THAT ARE ALSO IN CLASSROOMS.
>> I JUST WONDER WHAT THAT WOULD LOOK LIKE IF GENERAL ED ARE DOING NOW ABOUT THE GENERAL ED COMPONENT.
IF A GENERAL ED TEACHER IS SEEING SOME BEHAVIORS AND THEY'RE BEING MANAGED BY THE CLASSROOM.
IN THE CLASSROOM, HOW IS THAT BEING REPORTED OUT?
>> THAT WILL BE INFORMATION THAT WE'RE RECEIVING WHEN WE'RE MEETING WITH THE TEAM. WHEN THE TEAM. [OVERLAPPING]
>> SO THEN THEY NEED TO KEEP TRACK OF SOMETHING.
JUST ALL THESE LITTLE PIECES THAT HAVE TO BE KEEP TRACKED OF, THEY ADD UP AND THOSE TEACHERS.
THAT'S WHY THEY GET NERVOUS, BECAUSE I DON'T NEED TO PREACH TO YOU ALL.
YOU ALL ARE VERY COGNIZANT OF IT.
YOU ALL KNOW, AND THAT'S JUST VERY CONCERNING FOR TEACHERS.
WHAT ELSE AM I GOING TO HAVE TO KEEP TRACK OF? I'M ALREADY DOING ALL THESE LITTLE MTSS SCREENER THING THAT I HAVE TO DO FOR 22 OR 25 STUDENTS.
SO YOUR CURRENT DATA SHOWS EIGHT SOCIAL BEHAVIOR INCLUSION TEACHERS.
WHAT WILL THE DATA LOOK LIKE FOR '23, '24?
>> SO WE WILL STILL HAVE EIGHT SOCIAL BEHAVIOR INCLUSION TEACHERS ON OUR CAMPUSES, ON EIGHT CAMPUSES.
THE SEVEN REMAINING CAMPUSES WILL RECEIVE SUPPORT FROM THAT BEHAVIOR SPECIALIST ALONG WITH THE PARA IN THAT CLASS ON THOSE CAMPUSES.
[02:15:03]
>> SO CAN YOU PROVIDE AND NOT RIGHT NOW, BUT JUST A LITTLE INFORMATION ABOUT THE DIFFERENCE BETWEEN THE SOCIAL BEHAVIOR INCLUSION TEACHER AND THE BEHAVIOR SPECIALIST.
I THINK I GOT IT RIGHT, BUT I JUST WANTED TO CHECK MYSELF.
AND THEN YOUR PARAS THAT YOU HAVE.
I KNOW I DID ATTEND ALL THE SHOWCASES, RIGHT MS. PETREA? THEY ASKED FOR BEHAVIOR SUPPORT, SOME ASKED FOR PARAS, BUT SOME ASKED FOR MORE THAN A PARA TO GET THAT SUPPORT THAT THEY NEED.
SO I WOULD LIKE TO SEE THIS ONE BEHAVIOR ESSER PARA.
IT SAYS FOR EACH ELEMENTARY CAMPUS TO MONITOR EMERGENT TREE IMPLEMENTATION.
THAT IS WHAT HAPPENED THIS PAST YEAR, BUT THEY'RE NO LONGER GOING TO BE THERE, NO ESSER POSITION.
BUT THERE IS STILL GOING TO BE SOMEBODY SUPPORTING EMERGENT TREE?
>> YES. SO WHAT WE DID THERE IS WE ALREADY HAVE OUR SBI TEACHERS ON THE EIGHT CAMPUSES.
AND BASED ON THE NUMBER OF STUDENTS THAT THEY WERE SERVING THROUGH SBI, THOSE SPECIALIZED STUDENTS RECEIVING SPECIAL EDUCATION SERVICES DOES DETERMINE OUR STAFFING.
AND SO WHEN WE TALKED ABOUT THE ONE CAMPUS THAT WE'RE PILOTING THE TEACHER BEING SPLIT FUNDED TO HELP WITH GENERAL EDUCATION AND SPECIAL EDUCATION.
AND THEN THEY STILL HAVE A PARA TO SUPPORT OUR STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES.
THE OTHER WAY THAT WE WILL ALSO LOOK AT THAT, IS WHEN WE HAVE AN SBI TEACHER WITH TWO PAIR OF PROFESSIONALS AND THE SBI TEACHER SOLELY WORKING WITH OUR STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES AND COLLABORATING WITH THE GENERAL ED TEACHER.
AND ONE OF THOSE PARAPROFESSIONALS BEING SPLIT FUNDED TO HELP OUT WITH THAT EMERGENT TREE AND ANY GENERAL EDUCATION STUDENTS THAT WE'RE WORKING WITH.
>> BUT THERE'S ONLY ONE CAMPUS THAT HAS THIS PILOTING, THIS SPLIT GENERAL AND SPED.
>> WILL YOU PROVIDE DATA IN THE FUTURE ONCE YOU WORK IT ALL OUT? I THINK THAT THERE MIGHT BE CHANGES AND WE'RE BEING CREATIVE AND EVERYTHING AND MAYBE NOT EVERYBODY HAS ALL THE INFORMATION OR PEOPLE INFER THINGS.
SO WE JUST NEED TO BE VERY CLEAR.
I ALWAYS TELL DR. WRIGHT AND MARIVEL AND CHRISTINA AND EVERYBODY, I SAY, THEY WANT TO HEAR IT STRAIGHT FROM YOU BECAUSE IT GETS LOST IN TRANSLATION WHEN YOU TELL SOMEBODY ELSE TO COMMUNICATE THAT OUT.
SO IT'S SO IMPORTANT TO COMMUNICATE FROM THE TOP OF YOUR DEPARTMENT DOWN VERY CLEARLY WHAT IT MEANS AND WHAT THE EXPECTATION IS.
I THINK THERE'S GOING TO BE SOME KINKS IN IT AND SOME THINGS YOU'LL HAVE TO TWEAK.
AND I KNOW THAT YOU'RE BOTH VERY OPEN TO MAKING IT BETTER AND SEEING WHAT NEEDS TO BE TWEAKED.
HOPEFULLY WE CAN GET THIS BACK ON THE SCHEDULE TO GET AN UPDATE.
MAYBE MID-YEAR, WE CAN GET AN UPDATE OF HOW IT'S GOING.
DOES IT WORK? DID YOU HAVE TO TWEAK ANYTHING? WHAT CAN WE DO TO SUPPORT YOU? THAT WOULD BE GREAT. THANK YOU.
>> THANK YOU, MS. OROSCO, I DO APPRECIATE THAT.
WE DID SHARE WITH OUR TEACHERS WHEN WE DID HAVE OUR MEETINGS THAT WE KNOW THAT WE MIGHT HAVE SOME TWEAKS ALONG THE WAY, SO WE DO APPRECIATE THAT.
>> THANK YOU, MS. OROSCO. MR. SEVERANCE?
>> I APOLOGIZE IF I'M ASKING A QUESTION, BUT I FEEL LIKE I'M STILL RELATIVELY NEW.
THIS IS ALL FOR ELEMENTARY SCHOOLS.
ARE THERE NO CHANGES FOR MIDDLE SCHOOL OR HIGH SCHOOL?
>> AT THE SECONDARY LEVEL, THERE IS ALREADY A KIND OF INFORMAL BEHAVIOR TEAM THAT IS ON THOSE CAMPUSES.
THERE'S A FOCUS TEACHER AND AT LEAST A PARA.
ON TWO OF OUR MIDDLE SCHOOL CAMPUSES, WE HAVE STRUCTURED LEARNING CENTERS, WHICH ARE OUR BEHAVIOR PROGRAMS. ALL OF OUR HIGH SCHOOLS HAVE FOCUSED TEACHERS, PARAS AND SLC PROGRAM.
AND THEN WE HAVE TWO BEHAVIOR SPECIALISTS WHO WILL BE SUPPORTING OUR HIGH SCHOOL AND MIDDLE SCHOOLS.
THE PLAN THAT WE TALKED ABOUT TONIGHT IS STRICTLY FOR ELEMENTARY.
>> THERE WEREN'T ANY CHANGES FOR SECONDARY FROM LAST YEAR TO THIS YEAR.
>> GREAT, THANK YOU. MS. RUNKLE?
>> I'M NOT GOING TO GO THROUGH THE HUNDREDS OF QUESTIONS THAT I HAVE.
I'M GOING TO SUBMIT THOSE TONIGHT, BUT I AM GOING TO ASK A COUPLE.
THE SLC PROGRAMS THAT ARE CURRENTLY SUPPORTED BY BEHAVIORAL SPECIALISTS, HOW DOES THAT LOOK WITH THIS CHANGE? HOW ARE THEY ABLE TO SUPPORT THESE PROGRAMS AND HOW IS THAT PROGRAM GOING TO BE IMPACTED?
>> AT THE ELEMENTARY LEVEL, WE HAVE THREE SLC CLASSROOMS. THIS PAST YEAR WE HAD TWO.
WE HAD ONE AT BUDA ELEMENTARY AND ONE AT TOBIAS ELEMENTARY.
WE HAVE ADDED A THIRD ONE AT BLANCO VISTA ELEMENTARY.
OUR BEHAVIOR SPECIALISTS WILL STILL BE HELPING OUT SLC TEACHERS.
THEY WILL STILL BE PART OF THAT TEAM, OF THAT BEHAVIOR SUPPORT TEAM.
[02:20:02]
SO WHEN THEY MEET FACE TO FACE ONCE A WEEK, THEY WILL ALSO INCLUDE OUR SLC TEACHERS.>> I ECHO WHAT ESPERANZA, SAYS THAT I'M NERVOUS, VERY NERVOUS ABOUT THIS.
AND I UNDERSTAND THE ANXIOUSNESS AND ANXIETY OF THOSE THAT HAVE TO SERVE THESE PROGRAMS AND THAT ARE IN THE CLASSROOM.
HOW MANY KIDS ARE SERVED THROUGH SBI THAT MEET THE CRITERIA NOW, AND HOW MANY ARE IN THE PROGRAM THAT DON'T MEET THE CRITERIA CURRENTLY?
>> WE DO NOT HAVE ANY STUDENTS THAT DO NOT MEET THE SBI CRITERIA THAT ARE BEING SERVED.
>> BECAUSE I HAVE HEARD THAT WE DO HAVE SOME [INAUDIBLE], NOT SOME, THERE IS A CAMPUS OR CAMPUSES THAT HAVE LEANED ON THE SBI TEACHER FOR GENERAL BEHAVIOR AND THAT'S NOT SOMETHING THAT SHOULD BE HAPPENING CONSISTENTLY.
IT TAKES AWAY MINUTES FROM THEM PROVIDING FOR THE STUDENTS THAT THEY HAVE IN THEIR CLASSROOM, PLEASE AFFIRM THAT IS NOT GOING TO HAPPEN.
WE'RE NOT JUST HAVING THESE TEACHERS DEAL WITH NORMAL BEHAVIOR OF GENERAL ED STUDENTS.
>> NOW, SO SBI TEACHERS WILL WORK SPECIFICALLY WITH STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES.
WE ARE AWARE OF ONE CAMPUS, THAT MAY HAVE BEEN USING OUR SBI TEACHER TO HELP OUT WITH OTHER BEHAVIOR AND THAT IS BEING ADDRESSED WITH THE CAMPUS, BUT YES, THEY ARE STRICTLY TO WORK WITH ASHIN TO RECEIVE SPECIAL EDUCATION SERVICES, WE ARE REQUIRED BY LAW TO MEET THOSE MINUTES, AND THAT IS OUR PRIORITY.
>> I WAS JUST GOING TO SAY THIS YEAR ALSO, WE PUT SOME NEW PROCESSES IN PLACE.
WHEN A STUDENT IS BEING RECOMMENDED TO MOVE FROM A LESS RESTRICTIVE TO A MORE RESTRICTIVE SETTING, A MORE RESTRICTIVE WOULD BE SBI.
WE HAVE SOME CHECKS AND BALANCES THAT ARE IN PLACE TO MAKE SURE THAT THE STUDENTS THAT WE'RE SERVING THROUGH OUR SPECIALIZED PROGRAMS SHOULD ACTUALLY BE SERVED TO OUR SPECIALIZED PROGRAMS.
>> WILL YOU PLEASE PROVIDE THAT TO THE BOARD, SO I CAN TAKE A LOOK AT THAT.
ALSO, CAN YOU GIVE US AN UPDATE ON THE SPED TESTING AND WHERE WE ARE WITH THAT? I KNOW THAT WE HAVE CONTRACTED SOME HELP AND JUST SEE IF YOU CAN PROVIDE AN UPDATE ON THAT AS TO WHERE WE ARE.
PAIRS THAT ARE GOING TO BE SUPPORTING SBI TEACHERS.
ARE WE MAKING SURE THAT THESE ARE VERY WELL EXPERIENCED PAIRS TO BE ABLE TO SUPPORT THEM? WHAT DOES THAT LOOK LIKE?
>> ONE OF THE THINGS THAT WE REALLY TOOK INTO CONSIDERATION WHEN WE WERE THINKING ABOUT THIS PLAN WAS THAT WE INVESTED A LOT OF TIME AND TRAINING OUR BEHAVIOR ESSER PAIRS AT THE ELEMENTARY LEVEL THIS YEAR.
WE DIDN'T WANT TO LOSE THE EXPERIENCE THAT THEY GAINED THIS YEAR AND WE DIDN'T WANT TO LOSE ALL OF THE MOMENTUM WE HAD WITH TRAINING THEM.
IN EVERY AREA THAT WE WERE ABLE TO REABSORB THEM WITHIN OUR PLAN, SO THAT THEY COULD STAY ON THEIR CAMPUS TO CONTINUE PROVIDING BEHAVIOR SUPPORTS.
YES, WE WILL CONTINUE WITH THAT TRAINING.
WE ARE INVESTED AND INVESTING IN OUR PEOPLE, WERE COMMITTED TO INVEST IN OUR PEOPLE AND MAKING SURE THAT THEY ARE TRAINED.
>> ON CHAMPS, WHEN DO YOU PLAN ON BEGINNING THAT TRAINING?
>> GREAT QUESTION. I DID RECENTLY SPEAK WITH REGION 13.
WE DO HAVE SOME TRAINING THAT WILL BE COMPLETED THIS SUMMER DURING OUR HASTE CON, IT ONLY ALLOWS 50 PEOPLE TO BE TRAINED AT A TIME.
IN ORDER FOR US TO GET THE ENTIRE DISTRICT TRAINED, WE WILL NEED A LITTLE BIT MORE TIME, SO WE'RE WORKING ON A PLAN THAT I'LL BE SHARING WITH MS. CYDIA TOMORROW.
>> CAN YOU ALSO SHARE THAT WITH THE BOARD WHEN THAT IS FINALIZED?
>> DO WE HAVE ANY SBI TEACHERS THAT ARE ALREADY COMFORTABLE AND TRAINED WITH CHAMPS?
>> I'M SURE WE PROBABLY DO, I'M THINKING OF ONE PARTICULAR TEACHER, WE ALSO, SOME OF OUR BEHAVIOR SPECIALISTS AND OUR EXPERTS IN OUR DISTRICT ARE TRAINER OF TRAINERS FOR CHAMPS, SO WE ALREADY HAVE SOME PEOPLE WITHIN OUR DISTRICT THAT ARE ABLE TO PROVIDE THAT TRAINING AS WELL.
>> I'M GOING TO SAVE THE REST OF THESE QUESTIONS, BECAUSE I COULD BE HERE FOR ANOTHER HOUR, SO I WILL SUBMIT THEM.
>> I PROMISE I'LL KEEP THIS SHORT.
>> AS FAR AS THE BST TEAMS, THE BEHAVIORAL SUPPORT TEAMS, HOW OFTEN ARE THEY MEETING WITH PARENTS OF THE CHILDREN? IS THIS MONTHLY OR BIWEEKLY?
>> PART OF THAT BEHAVIOR SUPPORT TEAM IS GOING TO BE THE SBI TEACHER, THE BEHAVIOR SPECIALISTS WORKING SPECIFICALLY WITH STUDENTS WHO RECEIVE SPECIAL EDUCATION SUPPORTS.
THEY ARE WITH PARENTS MEETING PROBABLY,
[02:25:03]
I WOULD SAY ON AT LEAST MONTHLY BASIS TO TALK ABOUT THE IMPROVEMENTS IN BEHAVIOR.SOMETIMES, AND I WOULD SAY MS. CASTRO ARE ONE OF OUR SBI TEACHERS, SHE MAY BE DAILY ON THE PHONE WITH PARENTS TO LET THEM KNOW HOW STUDENTS ARE DOING WITH BEHAVIOR AND PRODUCT.
>> I'M NOT TALK ABOUT THE BIPS, I CALL THEM BIPS, BECAUSE I TEACH BEHAVIOR INTERVENTION PLAN.
HOW MANY KIDS PER GRADE LEVEL ARE ACTUALLY ON THESE INTERVENTION PLANS?
>> THAT IS A GREAT QUESTION, I DON'T KNOW THE ANSWER OFF THE TOP OF MY HEAD, BUT I CAN GET THE. [OVERLAPPING]
>> ONLY REASON I ASK IS TO PIGGYBACK OFF OF WHAT TRUSTEE OROSCO WAS MENTIONING.
IF I'M A TEACHER AND I HAVE TWO OR THREE KIDS THAT ARE ON BIPS.
GENERALLY AND IF I'M NOT MISTAKEN, CHAMPS IS A SYSTEM WHERE THERE WERE INPUTTING DATA, IF A KID IS THAT VOICE LEVEL, YOU PUT A ONE OR IF THEY DID WHAT THEY WERE SUPPOSED TO DO AS FAR AS THE LESSON, YOU PUT A ONE.
THIS IS A DATA TRACKER, CORRECT?
>> IT IS MORE OF A WHOLE CLASS TYPE OF MANAGEMENT SYSTEM AND SO IT REALLY ADDRESSES CLASSROOM BEHAVIOR AS A WHOLE.
>> OKAY, SO OUR TEACHERS INPUTTING DATA FOR EACH KID, SO THAT DATA CAN BE ASSESSED IN ANY WAY AS FAR AS KIDS THAT ARE ON THESE BIPS?
>> FOR BEHAVIOR INTERVENTION PLAN, YES, WE WILL HAVE DATA FOR THAT, BUT NOT SPECIFICALLY FOR CHAMPS.
>> BECAUSE I'M ALSO CONCERNED ABOUT TEACHERS BEING OVERWHELMED WITH HAVING TO KEEP UP WITH THE NUMBER OF KIDS ON BIPS OR ON THESE INTERVENTION PLANS.
IF I HAVE TWO OR THREE IN THE CLASSROOM, YOU USUALLY HAVE TO INPUT THAT DATA IMMEDIATELY AFTER CLASS WHILE IT'S FRESH IN YOUR HEAD, HOW THAT KID BEHAVED OR AT THE END OF THE DAY.
ALMOST BIPS, BY THE WAY, ARE DIFFERENT.
IT'S PAVLOV'S DOGS, YOU REWARD GOOD BEHAVIOR WITH CERTAIN THINGS.
I'M ALSO WORRIED ABOUT TEACHERS BEING OVERBURDENED, NOT HAVING THE TIME TO DO THIS AT THE END OF CLASS OR AT THE END OF THE DAY.
ALSO, I PROMISE, I'LL KEEP IT SHORT.
MY LAST QUESTION IS, WHO ENSURES THAT TEACHERS ARE FILLING OUT THESE BIPS OR PUTTING IN THE DATA, WHO HOLDS THEM ACCOUNTABLE AS FAR AS PUTTING IN THAT DATA?
>> AS FAR AS A BEHAVIOR INTERVENTION PLAN, THAT PIECE IS DEVELOPED BY THE SPECIAL EDUCATION TEACHER, TYPICALLY AT AN ARD MEETING THAT'S HAPPENING DURING THAT TIME, IN THEIRS SPECIFIC TIMELINES.
ANYTIME THERE IS A BEHAVIOR OR NOW WITH THE LAW, ANYTIME THERE IS A INFRACTION OF THE BEHAVIOR INTERVENTION PLAN SHOULD BE REVIEWED AND REVISED AS NEEDED.
THAT'S HAPPENING ALL THE TIME AS WE'RE DOING THAT, AS FAR AS KEEPING THE DATA IN THE CLASSROOM FOR THE TEACHER.
THAT MIGHT BE ON A DAILY BASIS, FOR SOME STUDENTS, IT MIGHT LOOK LIKE A BEHAVIOR CHART WHERE THEY'RE CIRCLING A HAPPY FACE OR WHATEVER IT MIGHT BE TO KEEP TRACK OF THAT DATA THAT'S HAPPENING ONGOING ON A DAILY BASIS AND IT'S A QUICK CHECK FOR THE STUDENT.
THEN WE KEEP THOSE BEHAVIOR CONTRACTS AND THEN THE SPECIAL EDUCATION TEACHER WILL TALLY THAT UP AT THE END OF THE WEEK.
>> THANK I PROMISE, I WOULD KEEP IT SHORT SO I'M GOING TO HOLD MINE.
>> YOU STARTED TALKING ABOUT BEHAVIORAL PLANS, SO I HAVE ANOTHER COMMENT ABOUT THAT BECAUSE EVERY BIP IS DIFFERENT.
SOMETIMES WE HAVE TO GET REAL CREATIVE WITH STUDENTS TO MEET THE NEEDS OF THE STUDENT.
THAT IS A BURDEN ON A LOT OF THE STAFF AT THE CAMPUS.
THAT'S HAVING TO KNOW WHAT EVERY BIP IS, HAVING TO MAKE SURE THAT YOU'RE FOLLOWING THAT.
THAT IS A WHOLE ANOTHER LAYER OF WORK THAT HAS TO BE HELD AND PEOPLE HAVE TO BE HELD ACCOUNTABLE.
I AM VERY CONCERNED ABOUT THAT.
I'M GOING TO BE SUBMITTING SOME ADDITIONAL QUESTIONS ON THAT, BUT TO SPEAK TO THE BEHAVIORAL SPECIALISTS AND THEM HAVING MOSTLY INTERACTION WITH STAFF AND TEACHER.
I HAVE HAD INTERACTIONS WITH BEHAVIORAL SPECIALISTS THAT ARE VERY MUCH INVOLVED WITH THE STUDENTS.
I WILL TELL YOU THAT THE INTERACTION THAT I HAVE HAD WITH ONE PERSONALLY FROM MY OWN CHILD, I DON'T KNOW HOW WE WOULD HAVE MADE IT WITHOUT HIM, AND THAT IS BEING REAL.
I KNOW THAT I'M NOT THE ONLY PARENT THAT FEELS LIKE THAT.
HAVING THOSE BEHAVIORAL SPECIALISTS AVAILABLE TO HELP AND TO GUIDE OUR FOCUS TEACHERS AND THE PEOPLE ON THE CAMPUS, THEY ARE SO INCREDIBLY BENEFICIAL AND THEY ARE NEEDED.
BECAUSE THERE WERE INDIVIDUALS AT THAT CAMPUS THAT DIDN'T QUITE UNDERSTAND WHAT THAT BEHAVIORAL SPECIALISTS DID.
HE WAS ABLE TO COME IN AND PUT THESE THINGS IN PLACE, AND I HAVE A COMPLETELY DIFFERENT CHILD A YEAR LATER.
THAT IS INCREDIBLY HUGE AND I WANT TO MAKE SURE THAT WE PROTECT THAT, BUT ALSO BIPS THEY HAVE TO BE FOLLOWED JUST LIKE IEPS, AND EVERYTHING ELSE.
[02:30:07]
I WILL PLUG IN AGAIN WHILE WE'RE SITTING HERE TALKING ABOUT IT, THAT HERO PROGRAM, I HAVE A PROBLEM WITH THAT AND HOW IT RELATES TO THIS.I HAVE ASKED AND I ASK AGAIN FOR SPECIAL EDUCATION TO TAKE A LOOK AT THAT PROGRAM AND HOW IT AFFECTS STUDENTS IN SPECIAL EDUCATION, AND THAT DO HAVE BEHAVIORAL PLANS.
BECAUSE MR. FLORES'S POINT, WHEN WE ARE GIVING NEGATIVES, WE BETTER BE GIVING MORE POSITIVES ON TOP OF THAT.
THAT IS NOT SOMETHING I SEE WITH A PROGRAM LIKE HERO.
I'M PLUGGING IT IN AGAIN AND SAYING IT FOR THE 500 TIME.
I'M HOPING SOMEONE IS CARRYING ABOUT THAT.
THEN, I'M DONE. I'LL SUBMIT MORE QUESTIONS.
I THINK THE REST OF THIS WILL GO REAL FASTER.
[2. First Reading of TASB Policy Update 121 Affecting Local Policies (Held on June 20, 2023) Dr. Eric Wright]
THERE WAS NO INFORMATION PROVIDED TO ME BEFORE THE MEETING OF UPDATES BECAUSE OF ALL THE OTHER STUFF THAT WE'VE DONE.BUT IF THERE'S ANY QUESTIONS THAT YOU'D LIKE TO HAVE FROM MS. [INAUDIBLE],
[N. RECAP OF QUESTIONS]
MR. CLEAVER, FOR THEIR PARTICULAR INFORMATION ITEM, WE CAN CALL THEM UP.MS. RUNKLE, WHO WOULD YOU LIKE TO CALL?
>> NOT ON SAFETY AND SECURITY, BUT I DO HAVE QUESTIONS ON BOND UPDATES WITH MCS.
YOU MAY NOT KNOW THIS INFORMATION AND THAT'S FINE.
IF YOU'LL JUST PROVIDE IT ON BOARD BLOG, THAT WOULD BE GREAT.
IF YOU CAN GIVE ME AN UPDATE ON MARK KEY SIGNS THROUGHOUT THE DISTRICT.
I SAW A PLAN THAT WE WERE GOING TO BE ADDRESSING THAT THIS SUMMER.
I JUST WANT TO SEE WHERE WE ARE ON THAT TIMELINE, SO IF YOU COULD PROVIDE THAT.
ALSO, IF YOU CAN GIVE US AN UPDATE ON THE FURNITURE PURCHASE FOR TOM GREEN AND KYLE ELEMENTARY, WHERE THEY ARE IN THAT PROCESS FROM THE RECENT BOND THAT PASSED.
>> THAT'S REALLY ALL I HAVE FOR YOU.
IF YOU DON'T HAVE THOSE ANSWERS, I'M HAPPY TO GET THEM ON BOARD BLOG.
>> I CAN DO THEM ON BOARD BLOG.
>> ALL RIGHT TEAM, ALSO IN YOUR DIAS FOLDER TONIGHT WERE UPDATED, FINANCIAL STATEMENTS AND QUARTERLY INVESTMENT REPORTS.
YOU'LL PROBABLY A LITTLE TIME TO DIGEST THOSE IF YOU HAVE QUESTIONS, YOU CAN SUBMIT THEM.
THAT BRINGS US DOWN TO REQUEST FOR INFORMATION FROM THE BOARD.
DOES ANYBODY HAVE ANYTHING IN PARTICULAR THEY WANT TO GET ADDED? MRS. OROSCO?
>> DR. WRIGHT, HAVE WE RECEIVED A RESPONSE FROM THE HAYS COUNTY COMMISSIONERS COURT REGARDING OUR REQUEST TO HAVE A HAYS CISD REPRESENTATIVE ON THE COMMITTEE TO REVIEW AND HELP SELECT THE FIRM IN THE COLLECTION OF DELINQUENT PROPERTY TAXES?
>> NO, I HAVEN'T RECEIVED A RESPONSE FROM ANY OF THE PEOPLE THAT I EMAILED.
>> CAN YOU GIVE US A FOLLOW UP ON THAT IF THERE IS ANYTHING COMING UP OR IF IT'S TOO LATE TO HAVE A REPRESENTATIVE OR SO ON?
>> YES, SINCE I HAVEN'T GOT ANY INFORMATION UPDATES AT ALL, I DON'T KNOW WHAT'S GOING ON IN THE PROCESS.
I DON'T EVEN KNOW SINCE NO ONE WILL RESPOND TO ME, WHO I WILL APPROACH? BUT I'LL SEE IF MAYBE I CAN FIND SOMEONE ELSE OTHER THAN THE LIST.
ALL OF THE COUNTY COMMISSIONERS FAILED TO RESPOND.
THE COUNTY JUDGE FAILED TO RESPOND.
THE ALDI ELECTED OFFICIALS IN THERE FAILED TO RESPOND, AND IT'S BEEN FOUR WEEKS.
I DON'T KNOW IF YOU ALL HAVE SUGGESTIONS AS TO WHO MIGHT CAN BREAK THE ICE, IT WOULD BE REALLY NICE TO KNOW, BUT NO RESPONSE.
>> THANK YOU DR. WRIGHT, MAYBE WE NEED TO START CALLING THEM OURSELVES AND HAVING FOLKS OUT THERE CALL OUR COUNTY COMMISSIONERS AS WELL TO LET THEM KNOW TO RESPOND.
WE ARE ONE OF THE LARGEST STAKEHOLDERS IN THIS, SO IT'D BE GREAT IF THEY RESPONDED TO YOUR EMAIL. THANK YOU.
>> YES. I WOULD LIKE AN UPDATE TO THE BOARD REGARDING OUR COUNSELORS.
I WOULD LIKE TO KNOW WHEN THEY MEET IN GROUPS AT THEIR CAMPUSES AND WHEN THEY MEET INDIVIDUALLY WITH STUDENTS, AND WHAT THAT PLAN LOOKS LIKE FOR NEXT YEAR? WE KNOW THAT WE NEED TO BE IN FRONT OF OUR STUDENTS AND I'M CURIOUS IF YOU'LL PLEASE PROVIDE WHAT THAT LOOKS LIKE.
>> ANYBODY ELSE? I DON'T SEE ANYTHING.
INTEREST OF TIME, WE'RE GOING TO SKIP THE RECAP OF QUESTIONS.
WATCH FOR THOSE POSTED TO BOARD BLOG AND ENTER ANY CORRECTIONS OR THAT YOU SEE OR ANYTHING ADDITIONAL THAT MAYBE WAS MISSED. THAT BRINGS US TO THE END.
[O. UPCOMING BOARD MEETINGS]
[02:35:03]
OUR NEXT BOARD MEETING IS JULY 24TH, RIGHT HERE IN THE KUNKEL ROOM AT 5:30 PM.NOT SEEING ANY OBJECTIONS, WE ARE ADJOURNED AT 9:58 PM.
* This transcript was compiled from uncorrected Closed Captioning.