Feb 05, 2024 School Board Special Workshop

[00:00:06]

ALRIGHT. GOOD AFTERNOON EVERYONE.

[1. CALL TO ORDER AND ESTABLISH QUORUM]

OUR FIRST AGENDA ITEM IS EXECUTIVE SESSION.

[2. EXECUTIVE SESSION]

ALL RIGHT. GOOD EVENING EVERYONE.

[3. OPENING PRAYER AND PLEDGES OF ALLEGIANCE/MOMENT OF SILENCE]

I WOULD FIRST LIKE TO THANK OUR STUDENT COUNCIL FOR PROVIDING US TRUSTEES A DELICIOUS MEAL DURING EXECUTIVE SESSION, AND ALL THE ARTWORK AROUND THE BOARDROOM.

WE REALLY APPRECIATE IT.

THANK YOU VERY MUCH. OUR FIRST AGENDA ITEM IS THE PRAYER PLEDGES OF ALLEGIANCE AND MOMENT OF SILENCE.

I HAVE ASKED TRUSTEE LANNEN TO LEAD US IN PRAYER AND TRUSTEE YEAGER TO LEAD US IN THE PLEDGE.

OR IS IT TRUSTEE YEAGER OR TRUSTEE JORDAN? TRUSTEE JORDAN, TO LEAD US IN THE PLEDGES AND MOMENT OF SILENCE, WILL YOU PLEASE RISE? PLEASE BOW YOUR HEAD AND JOIN ME IN PRAYER.

FATHER IN HEAVEN, THANK YOU FOR EACH OF OUR TEACHERS, PRINCIPALS AND ADMINISTRATORS, AND FOR ALL OUR STAFF IN CARROLL ISD.

WE ARE SO BLESSED TO HAVE ALL OF THEM GIVE US WISDOM AND HUMILITY AS WE SERVE TOGETHER AS TRUSTEES.

HELP US TO ALWAYS BE THOUGHTFUL AS WE MAKE DECISIONS THAT WILL IMPACT OUR STAFF AND STUDENTS.

PLEASE BLESS EVERY CHILD IN OUR DISTRICT, KEEP THEM SAFE AND HELP THEM GROW AND LEARN EVERYTHING THEY NEED TO KNOW AS THEY PREPARE FOR COLLEGE OR WHATEVER PATH YOU HAVE FOR THEM. AMEN.

TEXAS PLEDGE] SILENCE.

ALL RIGHT. THANK YOU, TRUSTEE LANNEN.

THANK YOU, TRUSTEE JORDAN.

OUR NEXT AGENDA ITEM IS PUBLIC COMMENTS.

MISS SHELTON, DO WE HAVE ANYBODY SIGNED UP FOR PUBLIC COMMENTS THIS EVENING? WE DO NOT HAVE ANYBODY SIGNED UP FOR PUBLIC COMMENTS THIS EVENING.

ALL RIGHT. THANK YOU, MISS YELTON.

WE'LL MOVE ON TO OUR NEXT AGENDA ITEM, WHICH IS CONSIDERATION AND POSSIBLE ACTION ON ANY MATTERS ADDRESSED IN EXECUTIVE SESSION.

[5. CONSIDERATION AND POSSIBLE ACTION ON ANY MATTERS ADDRESSED IN EXECUTIVE SESSION]

[6. INFORMATION]

MR. JOHNSON. GOOD EVENING, PRESIDENT BRYAN, DR.

LEDBETTER, MEMBERS OF THE BOARD, I AM PLEASED TO BRING YOU THE FIRST BUDGET UPDATE FOR THE 24-25 BUDGET CYCLE.

WE'LL BEGIN WITH THE AGENDA.

SO WE'RE GOING TO LOOK AT WHAT WE DID LAST YEAR.

I THINK IT'S IMPORTANT TO UNDERSTAND THE RESULTS OF LAST YEAR BECAUSE WE'RE GOING TO USE THAT INFORMATION.

I USE THAT INFORMATION IN CONTEXT AS WE LOOK FOR THE CURRENT YEAR AND GOING INTO THE FUTURE YEARS.

WE'LL DO THE SAME THING WE DID A YEAR AGO.

I'LL PROJECT WHERE WE'RE GOING TO LAND BASED ON THE INFORMATION THROUGH THE FIRST HALF OF THE YEAR.

WE'LL TALK ABOUT THE 24-25 BUDGET PROCESS AND ASSUMPTIONS.

WE'LL ASK THE BOARD FOR FEEDBACK AND THEN NEXT STEPS.

SO THE FIRST THING I'D LIKE TO DO IS GO THROUGH THE 22-23 AUDITED RESULTS OF OPERATIONS.

SO A YEAR AGO I CAME TO THE BOARD OF TRUSTEES AND SAID, BASED ON THE FIRST SEMESTER OF INFORMATION, I CALCULATED WHERE I THOUGHT WE WOULD END AND IT WOULD BE PUTTING $3.3 MILLION INTO FUND BALANCE, KNOWING THAT WE WOULD OPERATE IN A RANGE WHICH IS TYPICALLY ONE AND A HALF TO $4.5 MILLION.

FAST FORWARD TO THE END OF THE YEAR.

WE ACTUALLY PUT $6 MILLION INTO FUND BALANCE.

THE BULK OF THAT WAS ATTRIBUTABLE TO REVENUE $2.7 MILLION ABOVE WHAT I PROJECTED AT THE MID OF THE YEAR.

EXPENDITURES CAME IN RIGHT PRETTY CLOSE TO WHAT THE MATHEMATICAL EQUATION THAT I USE OR MODELING METHODOLOGY THAT I USE, LANDED ON.

SO WE PUT 6.

A LITTLE OVER $6 MILLION IN THE FUND BALANCE.

SO IF WE LOOK FOR THE REASONS FOR THE INCREASE IN REVENUE FROM THE MIDDLE OF THE YEAR TO THE END OF THE YEAR, I'VE HIGHLIGHTED THE VERY LARGER ONES, AND CONSIDERED THAT INFORMATION.

WE'LL TALK ABOUT THAT INFORMATION AS IT PERTAINS TO THE CURRENT YEAR HERE IN A MINUTE.

BUT LAST YEAR, WE PUT $2.7 MILLION IN REVENUE, MORE THAN I THOUGHT WE WOULD.

[00:05:04]

WE KNEW THAT IT WAS HARD TO PREDICT RATES.

AND SO THE RATES CONTINUE TO RISE.

SO WE YIELDED SOME ADDITIONAL INTEREST INCOME.

827,000 WAS A SINGLE CHECK RECEIVED IN JULY FOR INSURANCE PROCEEDS FOR A CLAIM ON THE AQUATICS CENTER ROOF, 339,000 WAS A GASB BOOK ADJUSTMENT.

THAT'S SOMETHING THAT WE DO FOR THE AUDITORS WAS NOT CONSIDERED TO THE LEVEL THAT WE RECOGNIZED IT HERE IN THE ADDITIONAL IN THE INITIAL REVENUE, WE RECORDED $475,000 IN-KIND CONTRIBUTIONS.

IT'S A ZERO IMPACT ON THE BOTTOM LINE.

WE RECOGNIZE THE REVENUE AND THE CORRESPONDING EXPENSE.

THERE'S NO BOTTOM LINE IMPACT, BUT IT DOES IMPACT WHERE WE LANDED ON REVENUE.

AND THEN $133,000 ABOVE WHAT I BUDGETED OR ANTICIPATED IN SHARS.

AND SO I CAME IN WITHIN ABOUT A HALF A PERCENT.

THERE WERE SOME OTHER THINGS FOOD, SERVICE RECEIPTS, TRANSPORTATION.

SOME OF THOSE CAUSED THAT ADDITIONAL INCOME, GOING FORWARD.

SO ON THAT $6 MILLION FUND BALANCE, WHAT IS UNIQUE ABOUT THAT INCREASE IN FUND BALANCE? AND WHAT DO WE CONSIDER GOING FORWARD? WE KNOW THAT $4 MILLION WAS A PROPERTY SELL AND TYPICALLY THAT'S NOT RECURRING.

INTEREST INCOME IS.

AND I'M GOING TO GO OVER IN A LITTLE BIT MORE DETAIL HERE IN A MINUTE.

INTEREST INCOME WAS DISPROPORTIONATELY LARGE.

THE PRIOR YEAR WAS $25,000.

SO I WANT TO HIGHLIGHT THAT INSURANCE PROCEEDS OF THE $827,000 AND THEN A DONATION FROM CARROLL EDUCATION FOUNDATION, WHICH HAS HISTORICALLY BEEN ASSOCIATED WITH SPECIFIC POSITIONS, REALLY IS A GENERAL FUND REVENUE THAT WE USE TO FUND TEACHERS THAT IS NO LONGER GOING TO BE USED FOR OPERATIONAL, BUT IT WILL BE A TEACHER BONUS AT THE END OF THE YEAR.

SO IF WE HAD NOT REALIZED THE THINGS THAT I JUST WENT OVER, WE WOULD HAVE BEEN IN THE RED BY ABOUT 2.7 MILLION.

NOW INTEREST INCOME IS A LITTLE BIT FLUID.

AND SO I THINK IT'S HARD TO PINPOINT THAT BEING JUST IT BUT IT'S A BIG PART.

AND SO SO MR. JOHNSON, JUST REAL QUICK I JUST WANT TO MAKE SURE EVERYBODY UNDERSTANDS.

THE CARROLL EDUCATION FOUNDATION HAD TYPICALLY GIVEN US 500 A LITTLE BIT MORE, IN SOME YEARS AND THAT DONATION WENT DIRECTLY TO OUR GENERAL FUND TO HELP OFFSET, O&M COSTS.

AND NOW WHAT YOU'RE SAYING IS THAT NOW WITH THE CHANGE IN MODEL TO CEF, THE MONEY IS ACTUALLY GOING TOWARDS, A TEACHER BONUS AT THE END OF THE YEAR.

IT'S NOT GOING INTO THE GENERAL FUND.

CORRECT. SO WE CAN'T PLAN ON THAT BEING A SUPPLEMENT TO THE GENERAL FUND.

IT GOES DIRECTLY TO EVERY SINGLE TEACHER IN A FORM OF A BONUS AT THE END OF THE YEAR.

THAT IS CORRECT. CORRECT. YES, SIR.

THANK YOU.

OKAY. AND NOW LET'S DO THE SAME EXERCISE THAT I DID A YEAR AGO.

SO WE'RE HALFWAY THROUGH THE YEAR.

I'VE GOT ENOUGH INFORMATION TO USE THE SAME MODEL MODELING METHODOLOGY THAT I'VE USED IN YEARS PAST TO PREDICT WHERE WE'RE GOING TO LAND.

SO WE STARTED THE YEAR WITH A BALANCED BUDGET, $89 MILLION IN NET OPERATING REVENUE.

AND A QUICK WORD ON THAT.

SO YOU CAN SEE THAT I HAVE, LOCAL, STATE, FEDERAL AND OTHER REVENUE THAT I TAKE OUT THE TIF IN THE RECAPTURE.

SO THE OPERATING REVENUE IS 89 MILLION.

WE HAD 89 MILLION EXPENSES, AND WE HAD THE BALANCED BUDGET.

IN JANUARY, I CAME BACK TO YOU AND WE AMENDED THE BUDGET.

WE AMENDED THE BUDGET FOR A ONE TIME PAYMENT FOR ABOUT 700 THOUSAND DOLLARS $880,000 WAS FOR, AN INCREASE IN THE MAINTENANCE BUDGET.

AND THEN I THINK THERE WAS ABOUT $300,000 FOR SOME TECHNOLOGY ITEMS THAT HAD BEEN PREVIOUSLY PURCHASED WITH BONDS, AND WERE NO LONGER ABLE TO TAKE THAT OUT WITH BONDS.

SO IN THE PROJECTIONS COLUMN, AGAIN, I DID THE SAME EXERCISE THAT I DID THIS TIME LAST YEAR.

REVENUE. AGAIN, I THINK WE'RE PROBABLY NOT DISSIMILAR TO LAST YEAR.

WE'RE ON THE CONSERVATIVE SIDE AND BUDGETING REVENUE.

SO ABOUT 0.7% ABOVE WHAT I BUDGETED IS WHAT I ANTICIPATE US FINALIZING WITH ON THE EXPENDITURES.

LAST YEAR, WE ENDED WITH A VARIANCE OF ABOUT 3%.

RIGHT NOW, THAT VARIANCE PROJECTED BASED ON THE SAME METHODOLOGY IS A LOT LESS.

SO, RIGHT NOW I'M PREDICTING US TO BE LESS THAN A PERCENT OFF ABOUT A HALF A PERCENT OFF ON EXPENDITURES.

WHAT WE DID DIFFERENT IN THIS BUDGETING CYCLE IS WE REMOVED A LOT OF VACANCIES.

WE TRIMMED THE BUDGET.

SO THE VARIANCE IS BEING REFLECTIVE OF THAT.

SO RIGHT NOW I'M PROJECTING THAT WE DECREASE OUR FUND BALANCE ABOUT BY ABOUT $655,000 ON AN ANNUAL BASIS.

I DO THINK IT'S ALSO IMPORTANT TO REMEMBER THAT IN THE OTHER COLUMN, $4.5 MILLION, WE BALANCED THAT BUDGET BASED ON THE ANTICIPATED PROPERTY SALE RECEIPTS AS WELL.

SO SINCE WE ARE CHANGING FISCAL YEARS, I WANTED TO KIND OF MODEL TWO SCENARIOS OUT.

MR. JOHNSON, JUST REAL QUICK.

YES, SIR. THE COMMUNITY MAY NOT REMEMBER THIS, BUT CAN YOU EXPLAIN CHANGING OF THE FISCAL YEARS?

[00:10:03]

A LOT OF THINGS THAT BENEFIT, BUT REALLY THAT'S ABOUT OUR TEACHERS.

WE WANT TO BE ABLE, FOR OUR TEACHERS TO BE COMPLETELY UNTETHERED WHEN THEY RETURN TO SCHOOL IN AUGUST.

AND SO WE'RE CHANGING THE FISCAL YEAR.

WHAT THAT DOES FOR US FROM A BUDGETARY STANDPOINT, WE HAVE A TEN MONTH YEAR RATHER THAN A 12 MONTH YEAR.

AND SO WHAT I'VE DONE ON THIS SLIDE IS I'VE SPLIT THE FISCAL YEAR BETWEEN THOSE TWO TIME PERIODS.

I JUST DESCRIBED SEPTEMBER THROUGH JUNE AND JULY AND AUGUST.

WE'VE RECEIVED THE BULK OF OUR REVENUE AS OF JUNE 30TH.

WE'VE GOT SOME INTEREST INCOME PROJECTED AND SOME STATE REVENUE PROJECTED, BECAUSE, AGAIN, THE EARNING CYCLE REALLY IS COMPLETE FOR THE STUDENT SIDE.

SO THE BULK OF OUR REVENUE IS GOING TO BE REFLECTED IN THE PROJECTED SEPTEMBER THROUGH JUNE COLUMN.

NOW, IF WE LOOK AT THE PAYMENT PART, EXPENDITURES, BECAUSE WE HAVE A LOT OF 226 DAY EMPLOYEES, THOSE ARE THE ONES THAT WORK IN JULY AND AUGUST. WE STILL HAVE TO PAY THOSE.

WE HAVE TO PAY MAINTENANCE. WE HAVE TO PAY SOME OF THE INSTRUCTIONAL FOLKS.

WE ALSO HAVE TO PAY UTILITIES IN THOSE 12 MONTH EMPLOYEES.

SO IF WE SPLIT THIS THING LIKE I'VE DONE HERE, WE'RE PROJECTING TO PUT MONEY IN FUND BALANCE FOR 10 MONTHS OF ABOUT $2.9 MILLION. BUT I THINK IF WE'VE GOT TO LOOK AT I'VE GOT TO LOOK AT THE ENTIRE FISCAL CYCLE.

SO INCREASE IN FUND BALANCE FOR THE FIRST PART OF THE YEAR DECREASE.

BECAUSE AGAIN, WE'RE NOT RECOGNIZING MUCH REVENUE IN JULY AND AUGUST, BUT WE DO STILL RECOGNIZE ROUGHLY 1/12 OF THE EXPENDITURES FOR THE ONES I JUST DESCRIBED.

SO THE SECOND TWO MONTHS OF THE YEAR WILL BE A DEFICIT.

SO IF WE COMBINE THOSE, WE'RE STILL BACK AT THE $655,000 DEFICIT.

BUT I THINK WHAT I WANT YOU TO HEAR IS THAT IT IS LIKELY THAT WE WILL PUT MONEY INTO FUND BALANCE FOR THE TEN MONTH PERIOD.

SO ALL WE'RE DOING IS MOVING UP THE FISCAL YEAR TO THE JUNE 30TH YEAR END.

ONE THING THAT I WANTED TO HIGHLIGHT WAS INTEREST INCOME.

SO THERE ARE TWO LINES HERE ONE'S BLUE AND ONE'S ORANGE.

THE BLUE LINE IS THE FEDERAL RESERVE RATE.

IT'S THE OVERNIGHT RATE.

IT'S A LONG HISTORY.

IT OBVIOUSLY TRENDS DOWN THE ORANGE.

THE ORANGE LINE IS THE AVERAGE POOL RATE.

WE HAVE OUR MONEY PROFESSIONALLY MANAGED.

AND SO THAT'S WHAT THE THAT'S THE CONGRUENCY OF THOSE LINES HELPS TO TO SEE WHAT DEPENDENCY WE HAVE ON THE FEDERAL RESERVE RATE BASICALLY IS WHAT THAT DOES.

AND SO WE'RE RIGHT NOW WE'RE AT A PEAK.

WE'RE AT ABOUT 5.5%.

BUT IF YOU LOOK BACK OVER THE PREVIOUS TEN YEARS, YOU CAN SEE THAT A LOT OF THAT IS VERY LOW.

SO $3.5 MILLION, LITTLE, $3.4 MILLION IN THE 22-23 THE PREVIOUS YEAR.

ACTUALLY, HERE'S A LITTLE BIT OF HISTORY.

SO LAST YEAR IN 2022, 23, WE PUT $3.4 MILLION.

WE BENEFITED ON INTEREST INCOME BY ABOUT $3.4 MILLION.

IF YOU LOOK AT THE PREVIOUS PRECEDING TWO YEARS, 25,000 250,000.

SO FROM A CFO PERSPECTIVE, I WANT TO BE VERY CAUTIOUS ON COMMITTING FUNDS UNDER THESE CIRCUMSTANCES.

I THINK IT'S REALLY IMPORTANT TO KNOW THAT'S FLUID.

23-24 WE'RE DOING REALLY GOOD.

INTEREST RATES CONTINUE TO RISE.

I WATCHED THE MARKET.

THEY WERE ANTICIPATING A CUT IN MARCH.

NOW THAT'S BEEN KIND OF I GUESS PROBABLY PULLED OFF THE TABLE.

AND MR. JOHNSON, I GUESS THAT'S THE ONLY GOOD THING ABOUT RISING INTEREST RATES IS WE GET MORE MONEY.

BUT I SEE THAT $638,000 FIGURE IS TO DATE.

IF WE WERE TO HOVER AT THE AVERAGE OF 5.33, I'M ASSUMING THAT WE WOULD END, THE YEAR OVER 3.4, OR SINCE WE'RE AT TEN MONTHS, IT'S GOING TO BE UNDER THAT.

IT'LL PROBABLY BE A LITTLE BIT OVER THAT 3.4.

SO WE'RE GOING TO BENEFIT.

AGAIN. THIS IS ANOTHER GOOD BENEFICIAL YEAR DEPENDING ON IF THERE ARE CUTS OVER THE NEXT FEW MONTHS.

WE'LL SEE HOW THAT PLAYS OUT.

BUT THAT'S BEEN VERY BENEFICIAL PROBABLY SHORT TERM BUT STILL VERY BENEFICIAL.

WITH THAT SAID, LET'S TALK A LITTLE BIT ABOUT IF THERE ARE ANY QUESTIONS I CAN ANSWER.

HAPPY TO ANSWER ANY QUESTIONS.

IF NOT, I'LL GO TO THE 24-25 GENERAL FUND BUDGET PROCESS.

WE'LL LOOK AT THE BUDGET TIMELINE.

WE'LL REVIEW THE STATE FUNDING FORMULA JUST QUICKLY, 24-25 PRELIMINARY REVENUE, PRELIMINARY EXPENDITURES AND SOME OF THE LARGE ITEMS THAT WE'VE GOT.

I'LL DO AN INITIAL PROJECTION AND THE ASSOCIATED ASSUMPTIONS.

DR. SMOLSKI'S WILL COME UP AND TALK ABOUT STAFFING COSTS AND COMPENSATION.

I'VE GOT KYLE MAZAK WITH OUR FACILITIES BUDGET AND THEN RANDY STEWART WITH A TECHNOLOGY BUDGET.

AND THEN WE'LL TALK A LITTLE BIT ABOUT CAPITAL NEEDS AND HOW THOSE FOLD INTO THE EQUATION.

TALK A LITTLE BIT ABOUT BOARD GUIDANCE IN NEXT STEPS.

SO HERE IS THE BUDGET TIMELINE.

SO FROM OCTOBER TO DECEMBER, THE THINGS THAT WE DID ARE OUTLINED HERE.

SO WE ANALYZED SOME OF THE STAFFING REVISIONS IMPLEMENTED IN 23-24.

THERE WERE SOME THINGS THAT DIDN'T GO EXACTLY LIKE WE WANT THEM TO DO.

OBVIOUSLY WHEN WE HAVE THAT, WE'RE GOING TO REVIEW IT AND MAKE SURE THAT WE DON'T REPEAT ANYTHING THAT WASN'T LIKE WE WANTED IT TO BE.

SO THAT'S BEEN IN PROCESS.

DR. SMOLSKIS HAS DONE SOME INTERNAL STAFFING ANALYSIS FOR CAMPUSES AND CENTRAL OFFICE.

[00:15:01]

I'VE DONE PRELIMINARY REVENUE CALCULATIONS.

WE'LL DO THE CAMPUS BUDGET PROCESS.

DR. SMOLSKIS WILL TALK A LITTLE BIT ABOUT THE SALARY STUDY AND PROJECTIONS, STAFFING RATIOS AND PLAN.

AND THEN WE'LL DO OUR YEAR TWO ZERO BASED BUDGETING.

WE DID A FIVE YEAR BUDGET LAST YEAR.

WE WILL GO BACK THROUGH THAT WITH A FINE TOOTH COMB.

REVISE THOSE BUDGETARY PROJECTIONS AND BUDGETARY NEEDS, MEET AS THE COMMITTEE LIKE WE DID LAST YEAR AND FINALIZE THAT APRIL THROUGH JUNE.

WE GET PRELIMINARY PROPERTY VALUES FROM THE TARRANT APPRAISAL DISTRICT PRIOR TO HOUSE BILL THREE.

THOSE WERE REALLY CRUCIAL BECAUSE WHEN YOU USE PRIOR YEAR VALUES, YOU COULD REALLY BENEFIT FROM THE LAG.

WITH CURRENT YEAR VALUES, NOT SO MUCH, BUT WE STILL ARE COGNIZANT OF THAT FOR, OVERALL GROWTH, BUT ALSO THE INTEREST IN SINKING FUND.

WE'LL DO ANOTHER PRELIMINARY DRAFT BUDGET PRESENTATION IN MAY.

WE WILL RECEIVE VALUES, UPDATED VALUES FROM TARRANT APPRAISAL DISTRICT.

WE'LL REFINE THE BUDGET PROJECTIONS AS NEEDED.

I WILL DO A BUDGET PRESENTATION AND ADOPTION BECAUSE AGAIN, WITH A JUNE 30TH YEAR END, WE'VE GOT TO ADOPT A BUDGET IN JUNE, WHICH IS DIFFERENT THAN YEARS PAST.

SO THEN WE WILL END THE JUNE THE FISCAL YEAR ON JUNE 30TH, 2024.

AND THEN WE GO TO JULY THROUGH AUGUST.

THE NEW FISCAL YEAR BEGINS ON JULY 1ST, 2024.

WE'LL GET FINAL VALUES FROM THE APPRAISAL DISTRICT.

WE'LL SUBMIT THOSE TO TEA.

WE'LL GET TAX RATE INFORMATION, ADOPT THE TAX RATE, AND THEN SCHOOL BEGINS.

WANTED TO TAKE A QUICK SECOND JUST TO TALK A LITTLE ABOUT HOW WE'RE FUNDED.

THE FSP ESTABLISHES BASICALLY TEA DEFINES HOW MUCH WE GET.

THE ONLY LATITUDE WE GET REALLY IS THE TIER TWO ENRICHMENT RATE, WHICH I'LL GO THROUGH HERE IN A MINUTE.

BUT THE TEA WILL WILL DICTATE BASICALLY HOW MUCH WE GET, AS PROPERTY VALUES RISE AND THEY HAVE FOR YEARS, LOCAL SHARE INCREASES, THE STATE SHARE DECREASES.

THIS LAST LEGISLATIVE SESSION THAT THE LEGISLATURE REMEDIED THAT WITH SOME TAX COMPRESSION.

WE ALL KNOW THAT WE HAD RECAPTURE REFORM, BUT WE DID NOT HAVE ANY BENEFIT FROM THE SCHOOL DISTRICT.

SO THEY REMEDIED THE STATE SHARE DECREASING, THE LOCAL SHARE INCREASING.

BUT IT DIDN'T BENEFIT US FROM A BOTTOM LINE OR REVENUE STANDPOINT.

SO ON THE M&O TAX RATE, WE'VE GOT TIER ONE AND WE'VE GOT TIER TWO.

TIER ONE IS REALLY ALL DEFINED BY THE STATE.

THE STATE TELLS US WHAT WE MUST ADOPT FROM THE MAXIMUM COMPRESSED RATE.

THEN WE CALCULATE REVENUE BASED ON DISTRICT CHARACTERISTICS, STUDENT CHARACTERISTICS.

AND WE COME UP WITH A NUMBER.

I'LL GO THROUGH THAT HERE IN A SECOND.

THE BASIC ALLOTMENT IS 61, 60.

AND AGAIN, THIS IS KIND OF AN OLD SLIDE, BUT THE STRUCTURE STILL EXISTS.

61, 60 HASN'T CHANGED SINCE, 19 SINCE 2019.

TIER TWO IS LOCAL ENRICHMENT.

SO THIS IS WHERE WE CAN RAISE THE TAX RATE TO GET ADDITIONAL FUNDING ABOVE WHAT THE STATE SAYS WE'RE ENTITLED TO GET BASED ON OUR STUDENT POPULATION.

SO ON THE TIER ONE FUNDING.

AND I'M JUST GOING TO GIVE A SIMPLE EXAMPLE.

BASIC ALLOTMENT IS 61, 60.

IF WE HAVE A STUDENT WITH DYSLEXIA, WE WOULD GET THE 61, 60 PLUS THE POINT TEN OR ANOTHER 616.

SO THAT'S THE WAY CONCEPTUALLY IT WORKS.

YOU GET A BASIC ALLOTMENT FOR EACH STUDENT, AND THEN YOU GET ADDITIONAL WASTE BASED ON THE INSTRUCTIONAL SETTING OR THE STUDENT ADDITIONAL FUNDING FOR THE STUDENT.

AND WE GO THROUGH SEVERAL OF THOSE REALLY HAVEN'T CHANGED SUBSTANTIALLY.

AND LET ME DO A QUICK, TIER ONE ANALYSIS.

SO WHAT I JUST DESCRIBED WAS 6160 PLUS THE WEIGHTED FUNDING FOR EACH ONE OF THE STUDENTS.

IN THIS EXAMPLE, THE STUDENTS ARE THE SAME IN BOTH DISTRICTS.

WHAT'S DIFFERENT IS THE DISTRICT WITH $1.4 MILLION GENERATES A LOT MORE FUNDING, $12.7 MILLION VERSUS THE DISTRICT ON THE LEFT OF 700,000.

THE TAX BASE TIMES THE MAXIMUM COMPRESSED RATE PRODUCES YOUR TIER ONE FUNDING LOCALLY.

IF YOU DON'T HAVE ENOUGH BASED ON YOUR TAX BASE AND THE TAX RATE, THE STATE MAKES THAT UP.

IF YOU LOOK TO THE ONE ON THE RIGHT, THE 1.4 MILLION TIMES THE MAXIMUM COMPRESSED RATE OF 9134, SAME AS THE ONE ON THE OTHER SIDE, THIS DISTRICT GENERATES MORE FUNDING THAN THE FORMULA SAYS THEY'RE ENTITLED TO GET.

THIS IS RECAPTURE.

THIS IS WHAT WE'RE DEALING WITH IN CONCEPT.

THIS IS NOT OUR NUMBERS, BUT WE GENERATE MORE IN TIER ONE BECAUSE OUR HIGHER TAX BASE, THE STATE DETERMINES THAT.

THE. MR. JOHNSON, LET'S GO BACK TO TIER ONE.

YES. I JUST WANT TO MAKE SURE EVERYBODY UNDERSTANDS THAT, THE SCHOOL DISTRICT IS TIED TO THE STATE FORMULA AND THAT WE HAVE NO CHOICE BUT TO CHARGE THE TAX RATE FOR TIER ONE.

IS THAT CORRECT? YES.

AND SO IT DOESN'T MATTER HOW MUCH PROPERTY TAX REVENUE WE COLLECT, WE'RE BOUND TO THAT TIER ONE TAX RATE, WHICH FOR US, WE REPAID ABOUT $38 MILLION LAST YEAR BACK TO THE STATE.

AND DUE TO THE $0.21 DECREASE THAT THIS BOARD ADOPTED AS A RESULT OF THE LEGISLATIVE SESSION THIS YEAR, IT'S GOING TO BE AROUND 18

[00:20:07]

CORRECT. SO IT DOES ABSOLUTELY NOTHING TO US.

IT JUST WE JUST GIVE LESS TO THE STATE.

WE REMIT LESS, BUT WE DO NOT.

WE THE DISTRICT RECEIVES ABSOLUTELY NO BENEFIT TO THE TAX DECREASE.

WE HAVE NO CONTROL OVER THAT.

RIGHT. THE STATE DICTATES BOTH OF THOSE THINGS.

THANK YOU. AND THEN, SO LASTLY, YOU SHOWED THE 6160, IN THE BASIC ALLOTMENT.

AND AS I UNDERSTAND IT, CARROLL ISD OUT OF THE 1200 SCHOOL DISTRICTS IN THE STATE OF TEXAS WERE THE FOURTH LOWEST IN TERMS OF RECEIVING STATE FUNDING.

AND THAT'S BECAUSE OF THE AVERAGE WEIGHT THAT YOU WERE TALKING ABOUT WITH SPECIAL EDUCATION, WITH ECONOMIC DISADVANTAGE.

ALL OF THESE TIER ONE ALLOTMENTS.

YES, ENTITIES.

AND SO CAN YOU JUST KIND OF GIVE AN EXAMPLE OF SO OUR THE WEIGHT ADDED TO US EQUATES TO ABOUT 8300 PER STUDENT, 80, ABOUT 88,500.

AND IT'S NOT LINEAR, BUT LIKE A FORT WORTH OR A DALLAS ISD OR KATY, THEY'RE UP IN THE 17,000.

I MEAN, SO THEY CAN DO 1213 14,000.

AND LIKE KATY ISD, THAT IS A MONSTER DISTRICT, 30,000 STUDENTS PLUS OR WHATEVER.

THEY DON'T PAY RECAPTURE.

RIGHT? RIGHT.

AND SO THEY KEEP EVERY BIT OF THE MONEY THAT THEY RECEIVE PLUS MONEY FROM THE STATE.

RIGHT. JUST AS AN EXAMPLE OF HOW CRAZY THIS FORMULA IS, THAT THE NUMBER ONE SCHOOL DISTRICT, CARROLL ISD IN THE STATE, IS THE FOURTH LOWEST FUNDED.

THE STATE OF TEXAS IS THE 43RD LOWEST IN THE NATION IN TERMS OF FUNDING PER STUDENT.

AND SO WE'RE STRUGGLING TO GET BY I MEAN IT'S A PICTURE THAT WE CAN'T DO ANYTHING WITH THE TIER ONE.

RIGHT. BUT WE CAN DO SOMETHING WITH THE TIER TWO.

WE CAN IF THE COMMUNITY DECIDES TO DO THAT.

AND I THINK THAT'S WHERE YOU'RE GOING.

YES, SIR. THAT IS. YES, SIR.

THANK YOU. IF I MAY, MR. JOHNSON, QUICK QUESTION.

YES, SIR. THIS IS A TOPIC THAT'S DEBATED RIGHT NOW, IN THE STATE, AND I'M HEARING A LOT OF PEOPLE, PRESIDENT BRYAN AND OTHERS THAT ARE SAYING, WELL, WE'VE ACTUALLY INCREASED FUNDING FOR SCHOOLS SINCE THE BASIC ALLOTMENT OF 2019.

AND I'D LIKE YOUR CLARITY ON THIS IN CONFIRMATION, BECAUSE THE BASIC ALLOTMENT HAS NOT CHANGED.

THE BASIC ALLOTMENT HAS NOT. SO WHEN OUR LEGISLATORS, INCLUDING THOSE THAT REPRESENT US HERE, SAYING WE'VE INCREASED EDUCATIONAL FUNDING, WHAT THEY MUST BE TALKING ABOUT ARE THOSE WEIGHTS.

THERE WERE SOME MINIMAL CHANGES IN WEIGHT AND I MEAN MINIMAL, BUT WE DID GET $10,000 PER CAMPUS FOR A SAFETY ALLOTMENT.

OKAY. AND SO, YOU KNOW, AND OF COURSE, WHICH MUST BE USED THAT CANNOT BE USED FOR ANY OTHER PURPOSE.

CORRECT. RIGHT.

OKAY. CORRECT. THEY EARMARKED THEY GAVE US MONEY, THEY EARMARKED IT.

AND SO THAT WE DID BENEFIT MARGINALLY FROM THAT, I THINK IT WAS A FRACTION OF A PERCENT.

BUT THAT'S ALL THAT WE GOT SINCE THAT'S ALL WE RECEIVED SINCE 2019 SO IN YOUR ESTIMATION, HOW CAN POLITICIANS GO OUT THERE AND SAY, OH, WE'VE INCREASED FUNDING? WELL THEY DID. IT WAS JUST ABOUT 0.01%.

OKAY. THERE WAS SOME MINOR INCREASE OKAY.

VERY MINIMAL OKAY. [INAUDIBLE].

OR TRUSTEE YEAGER THEY HAD 33 BILLION IN SURPLUS FROM SCHOOLS OUT THERE.

AND THAT WE THIS BOARD HAS ASKED NUMEROUS TIMES OF OUR STATE COMPTROLLER AND OUR LOCAL REPRESENTATIVES, BOTH IN THE SENATE AND THE HOUSE FOR AN ACCOUNTING OF WHERE OUR $38 MILLION ARE GOING AND EVEN, WHERE RECAPTURE IS GOING.

AND HAVE WE HAVEN'T RECEIVED DR.

LEDBETTER, HAVE WE RECEIVED ANY TYPE OF, WE HAVEN'T, BECAUSE OF COURSE, THEY DON'T KNOW, SO THIS IS SOMETHING THAT WE'RE ASKING OUR COMMUNITY TO, REALLY MAKE SURE THAT OUR LOCAL REPRESENTATIVES UNDERSTAND THAT THIS IS NOT APPRECIATED.

AND WE HAVE A FIDUCIARY RESPONSIBILITY AS A BOARD TO TELL OUR COMMUNITY WHERE THEIR TAX DOLLARS ARE GOING.

AND WE CAN'T TELL THEM WHERE $38 MILLION ARE GOING AND THAT'S JUST WRONG.

IT'S VERY WRONG. IT'S PUTTING US IN A VERY TOUGH FINANCIAL POSITION WHERE WE'RE GOING TO HAVE TO MAKE SOME SERIOUS, DECISIONS ON, YOU KNOW, WHAT WE'RE GOING TO DO ABOUT BEING ABLE TO BALANCE THE BUDGET BECAUSE THAT'S WHAT WE PROMISE AS FISCAL RESPONSIBLE PEOPLE, ON THIS BOARD.

SO IT REALLY IS UNFORTUNATE THAT WE'RE PUT IN THIS POSITION.

BUT I APPRECIATE YOU EXPLAINING THIS TO THE COMMUNITY, MR. JOHNSON. YES, SIR.

THANK YOU. AND SO TO YOUR POINT, AS WE TALK A LITTLE BIT ABOUT TIER TWO, SO TIER ONE, WE'VE JUST DISCUSSED TIER TWO, CURRENTLY THE DISTRICT HAS FIVE ENRICHMENT PENNIES.

THIS IS THE ONLY THEY CALL THE STATE CALLS THIS MEANINGFUL DISCRETION.

AND SO THE ONLY WAY TO RAISE FUNDS, IS TO INCREASE THE TAX RATE, THE TIER TWO TAX RATE, VERY SEPARATE FROM TIER ONE.

RIGHT NOW WE'VE GOT FIVE TIER TWO PENNIES.

THAT GETS US ABOUT $5 MILLION.

WE CAN RAISE THAT TO 17 PENNIES.

AND SO RIGHT NOW, AS AGAIN, WE LOOK TO THE TIER ONE THAT'S OBVIOUSLY DETERMINED BY THE STATE OF THE TIER TWO PENNIES, YOU CAN GO UP TO EIGHT GOLDEN PENNIES.

[00:25:09]

AND THEN YOU'VE GOT 9 COPPER PENNIES.

THE GOLDEN PENNIES GET YOU ABOUT A MILLION.

THE COPPER PENNIES GET YOU ABOUT HALF OF THAT.

THERE IS RECAPTURE ON THE COPPER PENNY.

SO IF YOU GO TO THE VOTERS AND YOU ASK THEM TO APPROVE IT, THE COMBINATION OF THESE TWO, IF WE WERE TO GO TO THE FULL, 12 PENNIES THAT WE CAN LEVY, THAT THE DISTRICT COULD LEVY, WE WOULD GET TO KEEP ABOUT 7 MILLION OF THOSE SO SUBSTANTIAL AMOUNT OF RECAPTURE ON THOSE.

AND SO RIGHT NOW YOU GO BACK TO THAT.

WHERE IS OUR DISTRICT IN TERMS OF GOLDEN PENNIES? WE GOT FIVE GOLDEN PENNIES RIGHT NOW.

SO WE HAVE FIVE GOLDEN PENNIES AND THERE'S A TOTAL OF EIGHT.

SO WOULD WE HAVE TO GO BACK OUT TO THE COMMUNITY FOR THEIR APPROVAL VIA A VOTE.

CORRECT. TO ADOPT IF WE WANTED ANY ADDITIONAL PENNIES, WHETHER THEY BE GOLDEN OR COPPER, THAT IS CORRECT.

OKAY. AND THEN SO, YOU KNOW, A LOT OF FOLKS SEE THAT THEIR TAX BILL IN SOUTHLAKE IS VERY LARGE.

AND YOU KNOW, WE GET IT.

OUR PROPERTY VALUES ARE VERY HIGH.

BUT ISN'T IT TRUE THAT WE HAVE ONE OF THE LOWEST TAX RATES IN TERMS OF SCHOOL BOARD THAN ANYWHERE IN NORTH TEXAS? YES, ABSOLUTELY. OKAY. AND THERE'S A LOT LIKE FORT WORTH.

THEY CHARGE THEIR CITIZENS THE ENTIRE 17 PENNIES.

IS THAT CORRECT? THEY DO.

OKAY. IN THE SAME WITH KELLER AND SOME OF THE OTHER SURROUNDING SCHOOL DISTRICTS AROUND HERE.

SO, YOU KNOW, WHEN YOU SEE A HIGH TAX BILL THAT'S DUE TO THE YOUR PROPERTY VALUE, IT'S NOT DUE TO THE SCHOOL BOARD PASSING EXCESSIVE, TAX RATES.

I MEAN, WE'RE THE ABSOLUTE LOWEST AROUND.

IS THAT CORRECT? CORRECT. OKAY. THAT IS CORRECT.

THANK YOU. MR. JOHNSON, JUST BEFORE YOU MOVE OFF OF THIS SLIDE, I KNOW THAT THE TIER, THE GOLDEN PENNIES BENEFIT US AND AND THEIR ENTIRETY, BUT AS I UNDERSTAND IT, THE COPPER PENNIES, HALF OF THEM ARE ACTUALLY SUBJECT TO RECAPTURE THEMSELVES.

NOW, IT DOES BENEFIT US SOME, BUT NOT NEARLY AS MUCH AS THE GOLDEN PENNIES.

RIGHT? THAT IS CORRECT. YES, SIR.

THANK YOU. AND SO LET'S TAKE A LOOK AT, 2024, 25 PRELIMINARY REVENUES AND EXPENDITURES.

SO THE KEY REVENUE ASSUMPTIONS AND I THINK IF I'VE NOT DRAWN IT, LET ME DRAW IT.

NOW WE'VE GOT ENROLLMENT, WHICH ARE STUDENTS ENROLLED.

WE DON'T GET PAID ON ENROLLMENT.

WE GET PAID ON ADA.

WE GET PAID ON THE STUDENTS THAT SHOW UP.

SO, RIGHT NOW, ENROLLMENT OF 8252.

I'LL GO OVER THAT IN DETAIL HERE IN A SECOND.

ADA IS ACTUALLY BELOW THAT.

IT'S ABOUT 95, 93%.

I'LL TALK ABOUT WHY THAT'S THE CASE.

A DROP OF 44 STUDENTS FROM 2024.

THE STATE FUNDING FORMULA, THE TIER ONE TAX RATE DETERMINED BY STATE FORMULA, THE TIER TWO ENRICHMENT TAX RATE OF 0.05.

WE'RE LOOKING AT OTHER REVENUE SOURCES, REDUCTIONS IN DONATIONS.

PRESIDENT BRYAN AND I TALKED A LITTLE BIT ABOUT THAT AT THE ONSET.

INITIAL PROJECTED REDUCTION IN INTEREST INCOME.

THAT ONE'S REALLY HARD TO GAUGE.

YOU KNOW, I MEAN, EVERY TIME WE TURN ON THE TV, IT SAYS WE'RE GOING TO LOWER RATES.

THEN THEY KICK IT DOWN THE ROAD.

SO NOT REALLY SURE I'VE REDUCED IT SOME, AND WE'LL KEEP AN EYE ON THE MARKET TO SEE IF WE NEED TO MAKE FURTHER REVISIONS TO THAT.

INITIAL PROJECTED REDUCTION IN CHARTER SCHOOL HEALTH AND RELATED SERVICES.

THOSE ARE SERVICES PROVIDED BY OUR STAFF TO MEDICAID ELIGIBLE STUDENTS.

THERE WAS A RECENT AUDIT IN THE STATE OF TEXAS, THROUGHOUT THE STATE OF TEXAS THAT NEGATIVELY IMPACTED EVERY SCHOOL DISTRICT THAT PARTICIPATED IN THIS PROGRAM.

WE STAND TO LOSE ROUGHLY $200,000 IN FUNDING.

AND SO, WE'LL STAY WE'LL MONITOR THAT AS WE GO THROUGH.

AND I WILL INFORM THE BOARD OF ANY UP ANYTHING THAT WE GET OUT OF THAT, INITIAL PROJECTED REDUCTION IN THE BUILD AMERICA BONDS REBATE.

SO WE ISSUED TAXABLE DEBT IN 2009, TEN AND 11.

WE GOT AN OPERATING REBATE THAT AMORTIZES JUST LIKE A NORMAL DEBT.

SO EACH YEAR WE GET A LITTLE BIT LESS OF THAT.

THAT'S ABOUT $100,000.

AND THEN THE STUDENT FEES, TRANSPORTATION FEES AND CHILD NUTRITION WE'LL DISCUSS IN A FUTURE MEETING.

THIS IS OUR ENROLLMENT PROJECTION FROM A YEAR AGO.

YOU CAN SEE THAT THEY STARTED WITH A 8472 IN THE 22-23 YEAR.

THIS YEAR THEY PROJECTED PREDICTED THAT WE WOULD DECREASE BY 50.

AND YOU CAN SEE THAT THE NEXT SEVERAL YEARS FROM 22, 21, 23, 24 TO 24, 25, IT REDUCED BY 44.

THAT'S THE NUMBER THAT I REFERENCED IN THE PREVIOUS SLIDE.

AND THAT'S THE NUMBER THAT I WILL BE USING FOR OUR REDUCTION AGAINST THE CURRENT ENROLLMENT, NOT THE PROJECTED ENROLLMENT.

AND THEY SHOW, YOU KNOW, THAT WE CONTINUE TO DECREASE OVER THE NEXT SEVERAL YEARS LEVELING OUT REALLY NOT REALLY EVER LEVELING OUT, CONTINUING TO DECREASE.

SO, MR. JOHNSON. YES, SIR.

I'M SORRY. CAN I JUST ASK TWO QUESTIONS HERE? SO FIRST OF ALL, I KNOW THAT EVERY YEAR WE BASE WHAT WE ARE DOING OUR BUDGET ON THE NUMBER OF STUDENTS BASED ON THE

[00:30:01]

BUT EVERY YEAR WE'VE BEEN A LITTLE BIT UNDER AND I KNOW WE'VE TAKEN SOME ACTIONS TO MAYBE MITIGATE THAT A LITTLE BIT.

FOR EXAMPLE, WE APPROVED TO ALLOW, WEST LAKE VAQUERO STUDENTS TO ENROLL HERE.

I DON'T RECALL WHERE WE LANDED THIS YEAR WITH ENROLLMENT.

DO YOU KNOW WHERE WE LANDED WITH STUDENTS? I BELIEVE WE LANDED WITH 25.

AND SO WE DID GET SOME BENEFIT OUT OF THAT IN THE CURRENT.

OVERALL, WE DID LOSE MORE ENROLLMENT THOUGH.

SO, THEY PREDICTED 84, 22.

WE WENT DOWN TO 82, 96, A DIFFERENCE OF 126 STUDENTS.

SO AND AS FAR AS YOUR COMMENT ON THE ADA SO LET ME TALK A LITTLE BIT ABOUT THE 23-24 ADA THAT I USED IN THE BUDGET.

SO LAST YEAR, THIS SUMMER, WE FINALIZED WITH 79, 39 IN ADA.

I ANTICIPATED A MINOR REDUCTION, IN ENROLLMENT, BUT THEN WE ALLOWED TRANSFERS TO COME IN.

SO I USED THE SAME ADA FOR THE 23, 2024 CYCLE BECAUSE I FELT THAT WAS REALLY REASONABLE.

AND I REALLY DIDN'T HAVE, YOU KNOW, A WAY TO GAUGE WHAT WE DID THAT SAID, WE'RE ACTUALLY LOOKING AT ABOUT A REDUCTION DOWN HERE AT THE BOTTOM.

WE'VE GOT 77, 81.

SO WE'RE ACTUALLY A LITTLE BIT BELOW ON THAT, PROJECTION.

AND SO, THE HISTORICAL RELATIONSHIP OF ENROLLMENT TO ADA AND THAT'S NOT ATTENDANCE.

SO I'M LOOKING AT A RELATIONSHIP THAT IS SEPARATE FROM ATTENDANCE.

IT'S ACTUALLY INCLUDES ATTENDANCE, BUT IT'S NOT SOLELY ATTENDANCE.

SO HISTORICALLY WE'VE HOVERED AT AROUND 95 LAST YEAR WE ENDED WITH ABOUT 93.7.

AND SO I'M GOING TO DO A LITTLE BIT MORE DIGGING ON THAT.

AND I'LL BRING THAT BACK TO THE BOARD IN THE NEXT BUDGET WORKSHOP THAT SAID, 24-25.

I'VE NOW USED THAT REVISED MODEL AND REDUCED FOR THE 44 STUDENTS.

SO I'VE ALREADY FACTORED IN WHAT WE ANTICIPATE THE REVENUE TO BE BASED ON ADA.

AND I'LL BRING THAT UP TO THE BOARD.

AND AGAIN, SO AS WE LOOK AT THE ENROLLMENT TO ADA, THE ENROLLMENT TO ADA IS THE RELATIONSHIP OF ADA TO ENROLLMENT AS OF THE SNAPSHOT DATE.

IT IS NOT REFLECTIVE OF THE ATTENDANCE PERCENTAGE, WHICH TYPICALLY RANGES FROM 95 TO 96.

IT IS TIMING DIFFERENCES IN ENROLLMENT.

SO IF WE HAVE, YOU KNOW, LATE ENROLLEES OR WE HAVE EARLY FOLKS THAT LEAVE, THAT IS THE REASON FOR THAT FLOW NEGATIVE ON THAT.

SO A COUPLE QUESTIONS, MR. JOHNSON ON THIS.

AND I GUESS FOR DR.

LEDBETTER, WHEN DO WE TAKE ATTENDANCE DURING THE DAY? I MEAN, WHEN DO STUDENTS HAVE TO BE THERE IN ORDER TO BE COUNTED AS AT SCHOOL FOR COUNTING TOWARDS THIS ADA NUMBER? I BELIEVE 10:00 IS THE ACTUAL ATTENDANCE TIME FOR FROM A FINANCIAL.

SO IF A STUDENT IS IN SCHOOL AT 10 A.M., THEY GET COUNTED TOWARDS ADA.

OKAY. I THINK THAT'S A VERY IMPORTANT POINT TO OUR COMMUNITY THAT AS STUDENTS ARE TAKING DOCTORS ABSENCES OR IF THEY'RE GOING ON VACATION OR WHATEVER, IF THEY'RE THERE AT TEN. THEY GET COUNTED AS ENDS IN SCHOOL ADA.

SO, FROM THESE PROJECTIONS, MR. JOHNSON, IT LOOKS LIKE TO ME THAT IF THE LEGISLATURE KEEPS BASIC ALLOTMENT THE SAME, WHICH THEY WILL UNTIL FOR ANOTHER TWO YEARS.

OUR REVENUE STREAM IS GOING DOWN EACH YEAR.

CORRECT? CORRECT. OKAY.

AND THEN FOR THIS UPCOMING BUDGET, HAVE YOU DETERMINED A PERCENTAGE YET THAT YOU'RE GOING TO USE FOR OUR BUDGETING PURPOSES? I'M STILL WORKING ON THAT RIGHT NOW.

I'VE KIND OF GOT PRELIMINARY, BUT I'M GOING TO DIVE A LITTLE BIT DEEPER OVER THAT AND HERE IN THE NEXT COUPLE OF WEEKS.

YES, SIR. AND SO I THINK IT'S IMPORTANT TO NOTE THAT APPROXIMATELY 79% OF OUR NET OPERATING REVENUE IS BASED ON WHAT I JUST DISCUSSED.

AND SO IT'S THE ADA.

IT'S THE TAX RATE TAX BASE MINUS RECAPTURE, MINUS THE TIF.

IT'S ABOUT $8,500 A STUDENT.

AND SO THERE WAS SOME INCREASE.

IT'S NOT LINEAR BUT 79%.

WE HAVE REALLY VERY LITTLE CONTROL OVER OTHER THAN THE ADA AND THE TAX RATE.

THE REMAINING 21% IS MADE UP OF CHILD NUTRITION.

STATE RETIREMENT CONTRIBUTION.

INTEREST INCOME IS ABOUT 3%.

THE FEDERAL REVENUE SOURCES BABS AND AGAIN THAT'S DECREASING IS ABOUT 2%, 2.2%.

AND THEN OTHER LOCAL WHICH IS RENTALS, MARKETING, DONATIONS, TRANSPORTATION AND FEES IS ABOUT 5.6%.

MR. JOHNSON YES, SIR.

WE TALKED A LITTLE BIT ABOUT THAT THIS SCHOOL DISTRICT DOESN'T RECEIVE A LOT OF WAITING.

DO YOU KNOW AT THAT 8500 PER STUDENT, HOW DOES THAT COMPARE TO THE AVERAGE WITH WAITS INCLUDED FOR A SCHOOL DISTRICTS IN THE STATE? WE ARE THE FOURTH LOWEST FUNDED DISTRICT IN THE STATE OF TEXAS BECAUSE OF EXACTLY WHAT YOU JUST DESCRIBED.

SO THE AVERAGE WE TALKED ABOUT THERE'S SOME ISDS THAT ARE 17,000 PER STUDENT, RIGHT? I MEAN, DO WE KNOW WHAT THE AVERAGE IS? IS THERE A WAY? I DON'T HAVE THAT RIGHT OFFHAND, BUT I CAN DO A LITTLE BIT DEEPER DIVE AND BRING THAT TO YOU IN YOUR NEXT BUDGET WORKSHOP.

[00:35:03]

WE'RE WAY BELOW AVERAGE.

YEAH. OKAY, SO.

YES, SIR. THANK YOU, MR. JOHNSON. JUST ONE OTHER THING THAT OCCURRED TO ME.

I WAS IN TWO COMMITTEE MEETINGS THIS WEEK FOR THE SCHOOL DISTRICT.

AND, THERE WAS SOME DISCUSSION ABOUT GRANTS FOR VARIOUS THINGS THAT ARE THINGS WE CAN APPLY FOR.

SO I'M KIND OF CURIOUS.

I DON'T KNOW IF IT'S PART OF, YOU KNOW, YOUR CURRENT PRESENTATION, BUT IS IT POSSIBLE THAT WE CAN QUALIFY FOR ANY PARTICULAR GRANTS THAT WILL BENEFIT US IN THE NEXT YEAR? WE DO. AND, AS MR. NICKEL, MR. NICKEL IS NOT HERE, BUT.

OKAY, SO HE'S APPLIED FOR GRANTS.

AND THEN, OF COURSE, DR.

BONNER HAS SEVERAL GRANTS.

WE CONTINUE TO LOOK AT THOSE.

BUT TO YOUR POINT.

YES, SIR, WE WILL. AND I'LL BRING THAT TO YOU IN AN UPCOMING BUDGET WORKSHOP.

THANK YOU. BUT WE DO DO THAT.

YES, SIR. AND SO HERE'S MY PRELIMINARY PROJECTION ON GENERAL FUND REVENUE.

AND LATER IN THE END OF THE PRESENTATION, I'M GOING TO PUT THIS SIDE BY SIDE WITH THE CURRENT YEAR.

AND THEN I'M GOING TO PROJECT THAT OUT.

BUT FOR NOW AGAIN 79% IS DETERMINED BY THE FUNDING FORMULA.

WE TALKED A LITTLE BIT ABOUT 1%.

PRESIDENT BRYAN ABOUT 660,000 IS 1%.

SO IF WE CAN INCREASE OUR 88%, IT'S ABOUT 660,000 FOR EACH PERCENT THAT WE DO THAT.

LET'S SAY THAT AGAIN.

OKAY. SO IF WE WERE TO RAISE OUR ADA BY JUST 1%, THAT EQUALS 660,000.

YES, SIR. OKAY.

AND THEN WE'VE GOT OTHER LOCAL REVENUE.

AND AGAIN, A LARGE PART OF THAT IS THE INTEREST INCOME, SOME OF THE FEES, TRANSPORTATION, THOSE KIND OF THINGS.

WE DO HAVE SOME STATE REVENUE.

AND THEN AGAIN, FEDERAL REVENUE.

I CHARACTERIZE THAT IS OPERATIONAL REVENUE.

THAT'S NET OF THE RECAPTURE.

THAT'S WHAT WE GET TO KEEP AND OPERATE ON.

RIGHT NOW I'VE GOT REAL ESTATE TBD.

AND AGAIN, I'M GOING TO FOLD THAT IN LATER IN THE CONVERSATION.

BUT WANTED YOU TO KIND OF SEE HOW DEPENDENT WE ARE ON OUR STATE AND THE ADA AND THE TAX RATE.

DID A LITTLE BIT DIFFERENT VIEW AND FACTORED IN IN THE RECAPTURE.

SO YOU CAN SEE WHAT A BIG SLICE OF THE PIE RECAPTURE IS.

THAT GOES BACK TO THE STATE OF TEXAS THAT WE DESPERATELY NEED TO FUND OUR OPERATIONS.

THAT'D BE 24% THIS YEAR, RIGHT? IT'S YES, SIR. ABOUT OF THE FUNDING.

IT'S A QUARTER OF OUR THE TOTAL REVENUE COLLECTION.

YES, SIR. A QUARTER OF THE TAX COLLECTIONS.

MR. JOHNSON, CAN YOU GO BACK TWO SLIDES? YES, SIR. THE NEXT ONE WHERE IT SAYS FORMULA FUNDING, $66 MILLION.

DOES THAT INCLUDE BOTH TIER ONE AND TIER TWO.

THAT'S TIER ONE AND TIER TWO. YES SIR.

SO THAT INCLUDES THE BASIC ALLOTMENT WAITING AND THEN THE GOLDEN PENNIES.

YES, SIR. AND SO THE OF THAT 66 MILLION, THE GOLDEN PENNIES ARE APPROXIMATELY 5 MILLION.

YES, SIR. OKAY. AND THEN LET'S TALK A LITTLE BIT ABOUT THE EXPENDITURE, KEY ASSUMPTIONS, SIGNIFICANT INCREASES FOR 24-25 FROM THE ADOPTED 23-24 BUDGET.

AND DR. SMALSKAS IS GOING TO COME UP HERE AND TALK A LITTLE BIT ABOUT COMPENSATION AND OPTIONS ON COMPENSATION.

WHAT I FACTORED IN IS WHAT WE'VE GOT ON THE SCREEN NOW, AND THAT'S OBVIOUSLY THE BOARD'S DECISION.

AND WE CAN TALK A LITTLE BIT ABOUT THAT AT THE END OF THE PRESENTATION.

BUT A COMPENSATION INCREASE IS ABOUT $2.1 MILLION.

EACH PERCENT IS ABOUT 700,000, SPECIAL EDUCATION STIPENDS.

AND AGAIN, DR. SMALSKAS WILL TALK ABOUT THAT ONE.

AND THE ADDITIONAL INCENTIVES, ONGOING MAINTENANCE COST.

MISTER MAZAK CAME TO YOU ALL IN JANUARY AND ADDED $880,000.

THERE ARE GOING TO BE SOME DEVICE AND RESOURCE RECOMMENDATIONS HERE IN THE NEXT COUPLE OF MINUTES WITH, RANDY STUART AND DATA STORAGE.

SO THOSE ARE ABOUT $6.3 MILLION RIGHT NOW, BUILT INTO THE MODEL THAT I'M GOING TO SHOW YOU HERE IN A LITTLE WHILE.

AND IF WE LOOK AT THE PRELIMINARY BUDGETED EXPENDITURES, I DIVIDED THAT INTO THREE PIECES OF THE PIE.

SO STAFFING IS ABOUT 77%.

THAT'S BECAUSE OUR NON STAFFING CONTINUES TO GROW.

HISTORICALLY I THINK IT'S HOVERED AT ABOUT 80.

BUT AS WE HAVE BUILT IN SOME OF THE THINGS THAT I DESCRIBED THAT THE BOARD CAN WEIGH IN ON HERE IN A MINUTE.

WE'LL IT'S I GUESS DILUTED A LITTLE BIT, SHRUNK IT SO THE CAMPUS BUDGETS ON A BOILER PLATE BUDGETING, WE GIVE THEM A PER PUPIL ALLOCATION. WE DO ENCOURAGE, AND WE WORK WITH THEM ON A ZERO BASED BUDGET TO MAKE SURE THAT THEY COVER ALL THEIR NECESSARY NEEDS, IN THE BUDGETING PROCESS.

AND WHAT I'M GOING TO FOCUS ON HERE IN A MINUTE IS THE DEPARTMENT BUDGET OF ABOUT 20,500,000 AND THE STAFFING BUDGET OF ABOUT 73 MILLION.

I MEAN, I THINK THIS IS A REALLY GOOD VISUAL TO SHOW EVERYONE, BECAUSE I DON'T THINK EVERYONE KNOWS THAT THREE QUARTERS OF OUR ENTIRE BUDGET GOES TO PCNB.

AND THAT'S I MEAN, WE'RE OPERATING ON, YOU KNOW, 20% OF OUR REVENUE, RIGHT.

AND THAT'S THE REASON WHY IT'S SO IMPORTANT TO DO ZERO BASED BUDGETING, BECAUSE WE ABSOLUTELY CAN'T GET TO ANYTHING THAT WE WANT.

EVERYTHING HAS TO BE A NEED.

CORRECT. IT'S A MUST AT THIS POINT.

ABSOLUTELY. AND THE QUICK ON THAT DEPARTMENTAL BUDGETING LAST YEAR WAS THE FIRST YEAR THAT WE DID IT.

[00:40:05]

WE'RE GOING TO GO BACK AGAIN AND REFINE IT.

BUT IT IS LITERALLY LINE BY LINE, EVERYTHING THAT YOU NEED.

AND WE COMPARE THAT TO HISTORICAL SPENDS AND WE TALK ABOUT VARIANCES AND WHAT'S NECESSARY.

CAN I SAY THIS I YOU KNOW, I'VE SAID IT BEFORE, I APPRECIATE YOU, AND ALL THE DEPARTMENT DIRECTORS EMBRACING THIS CONCEPT AND UNDERSTANDING WHAT KIND OF FINANCIAL CRISIS THAT WE ARE IN AND THAT THIS IS THE ONLY WAY THAT WE CAN SURVIVE IS BY DOING THIS.

SO I APPRECIATE YOU AND APPRECIATE EVERYONE FOR BUYING INTO THIS CONCEPT.

EVERYBODY'S DONE VERY WELL WITH THAT.

YES, SIR. THANK YOU.

AND SO THIS IS A BUSY VIEW.

SO WE'RE GOING TO LOOK AT THE 20,500,000.

AND SO THESE ARE THE FUNCTIONAL AREAS.

THIS IS NOT INCLUDING STAFFING.

BUT WE BUDGET IN A VERY GRANULAR METHOD ACCORDING TO THE FUNCTION.

AND SO TO NOT WHAT THAT WHAT THIS INCLUDES IS IT INCLUDES CONTRACTED SERVICES.

AND IN CONTRACTED SERVICES YOU'VE GOT UTILITIES, YOU'VE GOT THE SPECIAL ED CONTRACTORS, YOU'VE GOT SUPPLIES AND YOU'VE GOT OTHER COSTS.

AND OTHER COSTS ARE LIKE THE INSURANCE.

IT'S $1.8 MILLION.

IT'S NOW TRIPLED IN THE PAST FOUR YEARS.

AND SO THAT'S WHAT'S BUILT IN HERE.

AND SO TONIGHT I WANT TO LOOK INTO TWO OF THE LARGEST AREAS.

AND WE'RE GOING TO TALK A LITTLE BIT ABOUT WHAT IS IN THEIR BUDGET.

BUT WE'RE ALSO GOING TO LOOK ABOUT THEIR CAPITAL NEEDS THAT ARE NOT INCLUDED IN THAT BUDGET.

SO TONIGHT'S VIEW IS PRIMARILY THOSE TWO.

AND WE CAN TALK OVER THE NEXT FEW MONTHS ABOUT SOME OF THE OTHER AREAS.

I JUST THOUGHT THAT IT WAS IMPORTANT TO TACKLE THE BIGGEST TWO, BECAUSE THOSE TWO HAVE CAPITAL EXPENDITURE NEEDS THAT ARE NOT INCLUDED.

SO I WANTED THE BOARD TO VIEW THOSE.

WITH THAT SAID, I'M GOING TO TURN IT OVER TO DR.

SMALSKAS TO TALK ABOUT STAFFING AND COMPENSATION.

ALL RIGHT. THANK YOU, MR. JOHNSON. GOOD EVENING, PRESIDENT BRYAN.

TRUSTEES. SO MY SECTION WILL PROVIDE A VERY BROAD OVERVIEW OF SALARY AND COMPENSATION.

WE ARE IN THE MIDDLE OF DOING A SALARY STUDY WITH OUR IT GROUP, AND THAT WILL BE PRESENTED IN THE FUTURE.

BUT I WANT TO BEGIN, FIRST OF ALL, BY SHARING THIS PARTICULAR, VISUAL.

THIS SLIDE WAS PROVIDED TO YOU EXACTLY ONE YEAR AGO.

AS WE WERE BEGINNING THE BUDGETING PROCESS A YEAR AGO.

AS YOU CAN SEE, CARROLL ISD A YEAR AGO WAS IN THE TOP FOUR WITH OUR TEACHERS BEGINNING AT ZERO YEARS OF EXPERIENCE.

AND BASED ON THE SALARY STUDY DONE A YEAR AGO, AT THAT TIME, WE WERE AT ABOUT 101% ABOVE MARKET OF MEDIAN FOR ALL OF THE DIFFERENT CATEGORIES FROM YEAR ZERO YEAR TEACHER, ALL THE WAY UP TO OUR, 20 YEAR.

ON THIS SLIDE, AS YOU CAN SEE.

SO MOVING FORWARD AS WE ARE AND THAT OBVIOUSLY TEACHERS ACROSS MANY OF THESE COMPARISON DISTRICTS DID RECEIVE A PAY GRADE PAY INCREASE LAST YEAR.

AND SO CURRENTLY RIGHT NOW, WHAT WE'RE SEEING IS, AS WE LOOK AT OUR CURRENT SALARY STUDY, ZERO TEACHERS ALL THE WAY UP TO 30 YEAR, WE AVERAGE AT ABOUT $2,000 BELOW MARKET.

AND AGAIN, THIS IS WITHOUT KNOWING ANY OF THESE COMPARISON DISTRICTS GIVEN OUT ONE TIME PAYMENT SUPPLEMENT OR ANY TYPE OF SUPPLEMENT PAYMENTS AT ALL.

SO THIS IS JUST BASED ON TEACHER SALARY WHERE WE STAND.

WE ALSO I HAD ALSO ASKED OUR SALARY STUDY GROUP THAT'S HELPING US WITH THIS, TO LOOK AT SOME OF THE AREAS THAT WE ARE HAVING HARD TIME TO FILL.

IN THESE PARTICULAR AREAS.

IT'S SPECIAL EDUCATION AIDS WHERE WE'RE AT IN TERMS OF MARKET, COMPARED TO, AGAIN, THESE DISTRICTS THAT WE ARE COMPARING OURSELVES TO, SPEECH LANGUAGE PATHOLOGISTS AND OUR CLERICAL, ANOTHER AREA THAT WE FIND DIFFICULT, THAT WE'RE ALWAYS HAVING OPENINGS IN TERMS OF HARD TO FILL POSITIONS.

OKAY. SO TAKING A LOOK AT OUR CURRENT TEACHER SALARY AT ZERO YEARS, BRINGING A TEACHER INTO OUR DISTRICT, STARTING THEM OUT, OUR TEACHERS WILL BEGIN AT 584 AND THIS IS IF YOU SEE.

THIS WITH OUR COMPARISON DISTRICTS.

WE ARE RIGHT AT THE BOTTOM WITH OUR SURROUNDING DISTRICTS.

SO LET'S TAKE A LOOK.

WHAT I WANT TO SHOW THOUGH, IS THAT WITH THE PAYMENT SUPPLEMENT THAT YOU HAD GIVEN THE TEACHERS THIS YEAR, YOU GO BACK REAL QUICK.

SURE. I'M SORRY. ABSOLUTELY. I WANT YOU TO EXPLAIN BECAUSE I JUST LEARNED THIS, LAST YEAR WE WERE AT 58.6, FOR OUR BASE PAY FOR ZERO YEARS.

CAN YOU EXPLAIN WHY NOW IT'S 58.4.

SO, LAST YEAR WE DID NOT HAVE, RECEIVE A PAY RAISE, SO WE HAVE TO BRING WE HAVE TO MOVE OUR SALARY SCHEDULE DOWN ONE YEAR SO THAT A FIRST YEAR TEACHER IS NOT MAKING THE SAME AS A ZERO YEAR TEACHER. SO WE HAVE TO SLIDE OUR SALARY SCHEDULE DOWN ONE.

AND SO THEN OUR ZERO YEAR TEACHER WILL COME IN AT $200 LESS THAN A FIRST YEAR TEACHER.

YOU'RE WELCOME. OKAY.

SO THAT WAS LOOKING AT OUR TEACHERS SALARIES CURRENTLY.

HOWEVER, THIS YEAR OUR BOARD HAS BEEN WONDERFUL ENOUGH TO GIVE US TWO ONE TIME PAYMENT SUPPLEMENTS AVERAGING APPROXIMATELY $2,600.

AND WHEN YOU ADD THAT INTO A ZERO YEAR TEACHER, IT PUTS US IN THE TOP FIVE, WHICH CALCULATES OUT TO BE EXACTLY ABOUT 4.5% INCREASE.

NOW AGAIN, THIS IS THOSE SUPPLEMENTAL PAYMENTS THAT OUR TEACHERS RECEIVED SO FAR.

ALREADY THIS YEAR.

WE THE BOARD HAS BEEN ABLE TO DO THIS, PRIMARILY DUE TO THE SALE OF LAND.

[00:45:03]

AND SO WE'RE PLANNING ON TAKING THIS UP.

IN FACT, WE JUST DID APPROVE A ONE TIME, SUPPLEMENTAL PAYMENT.

THAT'S RIGHT. SUPPLEMENTAL PAYMENT.

AND THAT'S KIND OF A MID-YEAR.

BUT WE'RE ALSO GOING TO CONSIDER, ALONG WITH CARROLL EDUCATION FOUNDATION, THEM GIVING A ONE TIME, PAYMENT AS WELL AT THE END OF THE YEAR.

SO I THINK WHILE THIS DOESN'T HIT THEIR, RETIREMENT SYSTEM, IT'S, YOU KNOW, THE LEAST THAT WE CAN DO AS A BOARD TO BE ABLE TO KEEP UP WITH CURRENT DEMAND, WITHOUT ANY INCREASED REVENUE, THERE'S NO MONEY TO GIVE INCREASED PERCENTAGES.

SO THOSE ARE THINGS THAT WE HAVE TO REALLY CONSIDER.

SO PUTTING THIS TOGETHER, I REALLY APPRECIATE IT BECAUSE IT KIND OF GIVES A DIFFERENT PERSPECTIVE OF WHERE WE ARE IN TERMS OF, SALARIES PLUS ONE TIME BONUSES.

RIGHT. AND I DID THE SAME WITH OUR 510, 15, 20, 25,30.

SO YOU CAN SEE WHERE WE FALL WITH OUR CURRENT SALARY WHEN WE BRING THEM IN, AND THEN WHERE THEY WOULD, WHERE THEY LAND WITH THE ONE SO FAR, THE ONE TIME PAYMENT, THE TWO TIME PAYMENT SUPPLEMENTS.

AND SAME WITH OUR 2025, 30 YEAR TEACHERS AGAIN ON THE BOTTOM.

AND THEN WE POP UP TO THE TO THE TOP WITH THOSE SUPPLEMENT PAYMENTS.

SO JUST WANTED TO SHARE THAT.

SO AS WE ARE LOOKING AT, YOU KNOW, TALKING ABOUT COMPENSATION, BUDGETING AND WHATNOT.

SO AGAIN, THIS DR.

SMALSKAS. I DON'T MEAN TO INTERRUPT YOU, BUT YOU'RE FINE.

YOU HAVEN'T BEEN ABLE TO DO THE SAME COMPARISON WITH OTHER DISTRICTS.

WE DON'T KNOW WHAT KIND OF ONE TIME PAYMENTS THEY'VE MADE.

THAT IS CORRECT.

I DID HEAR THIS MORNING THAT IRVING DID A ONE TIME PAYMENT SUPPLEMENT AS WELL, BUT I DON'T KNOW HOW MUCH THAT IS.

WE'D HAVE TO GO OUT AND REQUEST THAT INFORMATION TO GET THAT DR.

SMALSKAS THE OTHER THING THAT I FREQUENTLY HEAR EVERY YEAR, SOME OF THOSE SCHOOLS THAT ARE ACTUALLY ABOVE US, THEY HAVE A LOT OF FEDERAL FUNDING AND THEY DON'T HAVE ANY RECAPTURE. AND SO I'M, YOU KNOW, IT'S NOT EXACTLY APPLES TO APPLES, BUT I REALLY DO APPRECIATE YOU SHOWING US KIND OF ON A GROSS BASIS WHERE WE FALL WITHIN WITH THE EXTRA SUPPLEMENTAL PAY, YOU KNOW.

YEAH. WELCOME. AND SO AS DR.

OR MR. JOHNSON HAD SAID EARLIER, THE AVERAGE THAT I HAVE SEEN OVER THE PAST FEW YEARS THAT THE BOARD, WHEN THE BOARD DID DO PAY RAISES WAS AROUND THAT 3%.

AND SO THIS IS WHAT WOULD COST THE BUDGET IF WE WERE TO DO ANY TYPE OF AND AGAIN, THIS IS ALL CATEGORIES, ALL AREAS.

IF WE WERE TO DO A 1%, 2% OR 3%, WHAT IMPACT IT WOULD BE TO OUR OVERALL BUDGET.

SO, DR. SMALSKAS, I SEE THOSE.

YOU MAY HAVE NOT RUN THESE NUMBERS, BUT IN ONE OF THE PREVIOUS SLIDES, YOU SAID WE'RE BELOW BY ABOUT AN AVERAGE OF 2000.

IT WOULD BE NICE TO KNOW IF THE 1%, 2% OR 3% WHERE WE ARE IN THOSE TERMS IN THE AGGREGATE.

I CAN DO THAT WHEN WE BREAK IT OUT NEXT TIME WE MEET.

SOUNDS GOOD. AND SO AS WE ARE, THINKING THROUGH THE BUDGETING PROCESS, SOME OTHER CONSIDERATIONS THAT WE ARE WORKING ON IN THE HR DEPARTMENT IS OBVIOUSLY WE HAVE TO REVIEW ALL PAY GRADES. THAT INCLUDES OUR LIBRARIANS, OUR COUNSELORS, OUR NURSES, AUXILIARY CLERICAL BUS DRIVERS, ADMINISTRATION.

SO EVERYBODY RIGHT NOW, WHAT WE'VE DONE IS REALLY HONED IN ON OUR TEACHERS.

BUT WE HAVE TO CONSIDER THAT WE HAVE TO CONSIDER OUR STAFFING PROJECTIONS BASED ON STUDENT ENROLLMENT.

WHAT WITH THE DECLINE IN STUDENT ENROLLMENT, IS THAT GOING TO BE WHERE WE WOULD RETAIN CERTAIN STAFF MEMBERS? OBVIOUSLY, CONSIDERATION OF ALL STAFFING NEEDS FOR OPERATIONS TO MAKE SURE THAT WE'RE OPERABLE IN ALL DEPARTMENTS.

SOME OTHER THINGS THAT WE NEED TO CONSIDER AS WELL IS THAT WE DO HAVE SOME HARD TO FILL POSITIONS, AND WE'RE SEEING DISTRICTS MOVING TOWARDS OFFERING STIPENDS OR SIGNING BONUSES JUST TO GET THEM INTO THEIR DISTRICT.

THOSE ARE OTHER AREAS THAT WE WILL BRING FORWARD, SUCH AS AP BIOLOGY, AP PHYSICS, AP CHEMISTRY.

SOME OF THOSE TYPES OF POSITIONS ARE VERY DIFFICULT TO FILL.

OTHER AREAS, SUCH AS ESPECIALLY IN OUR SPECIAL PROGRAMS, OUR SPEECH LANGUAGE PATHOLOGISTS, WE DO KNOW THAT THEY ARE WELL BELOW THE MARKET, BUT WE'RE GOING TO HAVE TO LOOK INTO TO THOSE AND OUR DIAGNOSTICIANS, TONIGHT, YOU ALSO ARE GOING TO HEAR OUR CONSIDERATION OF RECOMMENDATIONS FOR OUR STIPENDS, ESPECIALLY IN THE AREA OF OUR SPECIAL PROGRAMS. THIS IS DEFINITELY AN AREA THAT WE SEE MULTIPLE DISTRICTS AND DR.

BONNER IS GOING TO SHARE SOME OF THAT INFORMATION WITH YOU.

BUT THE INFORMATION SURROUNDING OUR, COMMUNITY HERE OR OUR DISTRICT IN TERMS OF WHAT OTHER DISTRICTS ARE DOING TO INCENTIVIZE TO GET SOME OF OUR SPECIAL PROGRAMS INDIVIDUALS HERE.

AND WITH THAT, I WILL TURN IT OVER TO DR.

BONNER, BECAUSE SHE IS GOING TO GO INTO DETAILS OF REGARDING OUR SPECIAL EDUCATION PROPOSAL, STIPEND PROPOSAL.

THANK YOU, DR. SMALSKAS.

PRESIDENT BRIAN, MEMBERS OF THE BOARD.

WE LOOKED AT 21 AREA SCHOOL DISTRICTS.

WHEN CONSIDERING RECOMMENDATIONS FOR STIPENDS.

WE LOOKED AT THE TYPE OF STUDENTS, THE TYPE OF CLASSROOMS THAT TEACHERS WERE SERVING IN.

[00:50:03]

SO IF YOU LOOK AT THE AVERAGE STIPEND FOR A SELF-CONTAINED CLASSROOM AND IN THIS DISTRICT, THAT'S A STRUCTURED LEARNING CM2 AND OUR EARLY CHILDHOOD SPECIAL EDUCATION CLASSROOM, 19 DISTRICTS OFFERED STIPENDS.

WITH AN AVERAGE OF 3131.

IF YOU LOOK AT OUR RESOURCE INCLUSION, IN OUR FOR OUR TEACHERS AND OUR RESOURCE INCLUSION SETTINGS, 13 DISTRICTS AVERAGE OFFERED STIPENDS FOR AN AVERAGE OF 1955.

AND THEN THERE ARE FOUR ADDITIONAL DISTRICTS THAT HAVE SOME SORT OF, SIGNING OR HIRING INCENTIVE BONUS.

WITH ALL OF THAT IN MIND, WE WOULD LIKE TO CONSIDER, STIPENDS FOR TEACHERS WHO ARE IN THE SELF-CONTAINED SETTING.

WE HAVE 20 TEACHERS, AND WE WOULD RECOMMEND 3500 FOR A FINANCIAL IMPACT OF $70,000.

WE WOULD LIKE TO ALSO LOOK AT STIPENDS FOR OUR PARAPROFESSIONALS IN THOSE SAME CLASSROOMS. WE HAVE 37 PAIRS IN THAT IN THOSE CLASSROOMS. AND WE WOULD LIKE TO RECOMMEND $2,000 SPLIT WITH A JANUARY AND A JUNE PAYOUT.

SO AN END OF THE FIRST SEMESTER AND AN END OF THE SECOND SEMESTER PAYOUT FOR AN IMPACT OF $55,500.

WE HAVE 37 RESOURCE INCLUSION PARA SORRY TEACHERS, AND WE WOULD LIKE TO RECOMMEND 2500 FOR THAT.

FOR AN IMPACT OF 92,500.

FOR OUR RESOURCE INCLUSION PARAS, WE WOULD LIKE TO RECOMMEND A THOUSAND SPLIT AGAIN FOR AN IMPACT OF 27,000.

THEN WE WOULD ALSO LIKE TO MAKE A RECOMMENDATION FOR DYSLEXIA THERAPISTS.

DYSLEXIA THERAPISTS UNDER THE NEW HOUSE BILL ARE NOW OPERATING AS CASE MANAGERS.

SO IN ADDITION TO SERVING AS LANGUAGE SCIENCE TEACHERS, THEY ARE PART OF THE EVALUATION STAFF AND THEY WRITE IEPS.

AND SO WE WOULD RECOMMEND 2000 FOR THAT.

SO THAT'S 19,000 FOR A TOTAL FINANCIAL IMPACT OF $264,000.

DR. SMALSKAS, I'M CURIOUS.

SINCE THEY ARE ONE TIME PAYMENTS, OR ARE THEY ONE TIME, DO THEY CONTINUE IN THE FUTURE AS STIPENDS? OR IS THIS JUST, 1 OR 2 TIMES STIPENDS WOULD CONTINUE IN THE FUTURE.

YES. SO ANY AS WE GROW OR CHANGE ANY TEACHERS THAT ARE ADDED TO ANY OF THESE POOLS, THEY WOULD GET THOSE AMOUNTS.

AND WOULD THEY CONTINUE TO BE ON A SPLIT BASIS, OR WILL REVIEW THAT EACH YEAR OR HOW DOES THAT WORK? SO WE'RE ONLY RECOMMENDING THE SPLIT FOR THE PARAS.

AND THAT IS BECAUSE THAT'S WHERE WE SEND WE TEND TO SEE TURNOVER MID-YEAR.

AND SO, YOU KNOW, THE INCENTIVE IS TO FINISH THE FIRST SEMESTER AND GET HALF OF YOUR STIPEND AND THEN FINISH THE SECOND SEMESTER AND GET HALF OF YOUR STIPEND.

SO IF YOU'RE NOT HERE ON THE SECOND HALF, LET'S SAY, THEN YOU WOULDN'T GET THE STIPEND.

YES. THAT'S CORRECT.

WE TALKED ABOUT ONE TIME SUPPLEMENTAL PAYMENTS, NOT, BEING A CONTRIBUTING FACTOR TO RETIREMENT STIPENDS, I WOULD IMAGINE WOULD BE THE SAME WAY. STIPENDS ARE CORRECT.

YES. STIPENDS ARE.

SO THIS WOULD, CONTRIBUTE TO RETIREMENT.

OKAY. AS LONG AS THEY ARE PAID MONTHLY.

MONTHLY? YES. SO WE WOULD SO, SO A COUPLE OF THESE MAY NOT IF WE DO THE PAYOUT WE'D HAVE TO CHECK ON THAT JANUARY AND JUNE.

YEAH. WE'D HAVE TO CHECK ON THAT.

I THINK THAT IF THEY'RE PAID MONTHLY, JUST LIKE ALL OF OUR STIPENDS THAT WE HAVE NOW, IT DOES COUNT TOWARDS TRS.

SO I DIDN'T QUITE NOTICE.

AND MAYBE YOU CAN JUST REMIND ME, ARE THESE AMOUNTS SIMILAR TO OR GREATER THAN WHAT OTHER DISTRICTS DO, OR HOW DID YOU COME UP WITH THESE AMOUNTS TO PROPOSE? SO THE THEY ARE SLIGHTLY ABOVE THE AVERAGE.

AND THAT WAS INTENTIONAL BECAUSE OTHER DISTRICTS ARE USING STIPENDS AS A RECRUITING TOOL.

AND SO THIS WOULD GIVE US AN EDGE.

SO I WANT TO TAKE JUST A MINUTE TO ALSO POINT OUT THAT OUR INTENT IS TO BE ABLE TO FILL POSITIONS AS WELL WITH THIS.

HOPEFULLY IT WILL ATTRACT INDIVIDUALS TO COME TO CARROLL ISD.

AND SO IN POSITIONS WHERE WE ARE CURRENTLY PAYING CONTRACTORS, WE'RE PAYING SUBSTANTIALLY MORE TO COVER THE COST OF THAT CONTRACTOR AND THAT EMPLOYEE.

SO THAT FINANCIAL IMPACT IS 264,000.

BUT IF THIS DOES ASSIST US IN FILLING POSITIONS THAT ARE NOW FILLED WITH CONTRACTORS, THAT FINANCIAL IMPACT WILL NOT BE AS SUBSTANTIAL AS IT IS ON THAT SLIDE.

OKAY. AND JUST ONE OTHER THING I WANT TO UNDERSTAND.

I KNOW STIPENDS ARE USUALLY PAID WHERE SOMEBODY IS DOING SOMETHING EXTRA OR ABOVE AND BEYOND WHAT THEIR NORMAL OR REGULAR JOB IS.

SO I KNOW OUR SPECIAL PROGRAM STAFF IS LARGER THAN WHAT IS REFLECTED HERE.

SO THESE ARE IN MOST OR MANY CASES, THESE ARE INDIVIDUALS THAT ARE DOING MORE THAN JUST THEIR BASE JOB.

[00:55:05]

SO SPECIAL EDUCATION TEACHERS ARE A SHORTAGE.

AND THEN WHEN YOU'RE COMPETING WITH OTHER DISTRICTS, THE POOL IS SMALLER.

AND SO THIS IS MORE OF A RECRUITMENT TOOL.

OKAY. THANK YOU. THE OTHER THING WE WOULD LIKE TO CONSIDER IS ASSIGNING OR HIRING INCENTIVE BONUS FOR DYSLEXIA THERAPISTS. WE WOULD RECOMMEND 3000 FOR A CERTIFIED ACADEMIC LANGUAGE THERAPIST AND 2000 FOR A CERTIFIED ACADEMIC LANGUAGE PRACTITIONER.

WE HAVE AN AVERAGE OF TWO TURNOVER PER YEAR, AND WE ACTUALLY PAY MORE TO TRAIN THEM TO BECOME [INAUDIBLE] THAN THE IT'S $3,600 TO SEND THEM THROUGH THE TRAINING PROGRAM.

SO IF WE LOSE SOMEONE AND WE HAVE TO TRAIN THEM, IT'S GOING TO COST US MORE THAN IF WE CAN HIRE SOMEBODY WHO ALREADY HAS WHAT WE NEED.

AND THEN WE WOULD RECOMMEND AN INCENTIVE HIRING BONUS FOR OUR PARAPROFESSIONALS IN THE AMOUNT OF 500.

LAST YEAR WE HAD THIS YEAR, AND LAST YEAR WE HAVE AN AVERAGE OF 13, PARAPROFESSIONAL POSITIONS THAT ARE FILLED WITH CONTRACTORS.

SO $6,500 IS THAT IS WHERE THAT FIGURE CAME FROM FOR A TOTAL FINANCIAL IMPACT OF 12,500.

OVERALL, THE STIPENDS AND THE INCENTIVES WOULD TOTAL $276,500.

DR. BONNER, THESE WERE ALSO, YOU CAME UP WITH THESE NUMBERS BASED ON THE SAME THEORY YOU JUST ANSWERED OR TRUSTEE LANNEN.

YES. THAT'S CORRECT.

YEAH. OKAY.

THANK YOU. I'M ALSO HERE TO TALK ABOUT PRE-K.

EXCELLENT. OKAY.

VERY GOOD.

CARROLL ISD IS CURRENTLY FACING CHALLENGES WITH THE PROVISION OF SPECIAL EDUCATION SERVICES IN THE PRE-K SETTING.

HISTORICALLY, OUR CHILDREN HAVE BEEN SERVED IN THE SELF-CONTAINED SETTING.

AND THEN OUR GEN ED STUDENTS HAVE BEEN SUPPORTED BY THAT TEACHER.

AS OUR NUMBERS HAVE RISEN, THIS HAS BECOME MORE DIFFICULT TO DO.

THIS YEAR WE HAD TO USE OUR PRE-K, TEACHERS, TO ACT AS SPECIAL EDUCATION TEACHERS FOR APPROXIMATELY 17 AND GROWING SPECIAL EDUCATION STUDENTS.

WE WOULD LIKE TO CONSIDER A CO-TEACH MODEL MOVING FORWARD, AND THERE IS A BENEFIT TO CONSIDERING A CO-TEACH MODEL IN ADDITION TO BEING WHAT'S WHAT'S GOOD FOR KIDS AND WHAT'S GOOD FOR TEACHERS.

CURRENTLY, WE DO NOT RECEIVE ADA FUNDING FOR SPECIAL EDUCATION STUDENTS BECAUSE IN ORDER TO DO THAT, THEY HAVE TO BE SERVED BY A SPECIAL EDUCATION TEACHER THEIR ENTIRE INSTRUCTIONAL DAY.

SO OUR STUDENTS IN PRE-K DO NOT, TO MEET THAT CRITERIA, THEY HAVE TO BE SERVED IN A PRE-K CLASSROOM BY A SPECIAL EDUCATION AND A GENERAL EDUCATION TEACHER FOR FULL DAY, WHICH IS DEFINED AS AT LEAST FOUR HOURS.

WE ARE CURRENTLY DOING THE SECOND, WHICH IS IN THE PRE-K CLASSROOM WITH, SPECIAL EDUCATION, INDIRECT OR CONSULTATIVE SERVICES.

WE HAVE TUITION STUDENTS.

OUR TUITION RATES HAVE DECREASED BY $936 OVER THE COURSE OF THE LAST SIX YEARS.

WE DO NOT SET THOSE TUITION RATES.

THE STATE SETS THOSE TUITION RATES.

EACH YEAR WE ASK FOR AMOUNT AND THEY THEN DETERMINE THAT AMOUNT.

AND YOU CAN SEE HERE.

OUR NEIGHBORING SCHOOL DISTRICTS AND DISTRICTS WITH, THAT ARE SIMILAR TO US IN NATURE.

WE ARE STILL THERE, EVEN AGAIN, TOWARDS THE BOTTOM ON WHAT WE GET FOR TUITION.

SO UNDER OUR CURRENT MODEL, WE SERVE THREE YEAR OLD SPECIAL EDUCATION STUDENTS, THREE YEAR OLD PRE-K ELIGIBLE STUDENTS, WHICH ARE DEFINED AS STUDENTS WHO ARE ESL.

OUR MILITARY, OUR FOSTER AND OUR ECONOMICALLY DISADVANTAGED STUDENTS.

WE SERVE EMPLOYEES CHILDREN THREE AND FOUR YEAR OLDS, AND WE SERVE THREE AND FOUR YEAR OLD TUITION.

OUR TOTAL REVENUE UNDER THIS CURRENT MODEL IS $986,600.

IT COST US $1.6 MILLION TO RUN THAT MODEL, AND WE ARE LOSING $655,870 A YEAR.

IF WE WERE TO NOT CHANGE OUR CURRENT MODEL AND JUST ADD THREE CO-TEACH CLASSROOMS, AND THAT IS BASED ON THE PROJECTIONS ON HOW MANY SPECIAL EDUCATION STUDENTS THAT WE CURRENTLY HAVE AND THAT WE WILL HAVE TO CONTINUE TO SERVE.

THAT WOULD INCREASE OUR REVENUE TO 1.2 MILLION.

BUT IT WOULD ALSO IMPACT OUR EXPENDITURES BECAUSE WE WOULD NEED TO BRING ON ADDITIONAL STAFF.

AND SO YOU WOULD SEE A PRETTY SIGNIFICANT LOSS IN TOTAL REVENUE HERE.

OPTION THREE IF WE WERE ONLY TO SERVE STUDENTS WHO WE WERE REQUIRED TO SERVE, WHICH IS OUR THREE AND FOUR YEAR OLD SPECIAL EDUCATION STUDENTS AND OUR PRE-K ELIGIBLE STUDENTS, AND

[01:00:01]

OUR TOTAL REVENUE WOULD DECREASE SIGNIFICANTLY, BUT SO WOULD OUR TOTAL EXPENDITURES.

AND SO YOU'D BE LOOKING AT A NET LOSS OF ABOUT $182,700.

WE COULD ALSO LOOK AT DOING MOVING TO THAT MODEL A LITTLE SLOWER AND WE WOULD PHASE OUT STUDENTS, WE WOULD PHASE OUT BY ONLY SERVING THIS YEAR'S THREE YEAR OLDS NEXT YEAR AS FOUR YEAR OLDS.

AND THEN THE YEAR AFTER THAT, WE WOULD, WE WOULD TRANSITION TO THE STATE REQUIRED MODEL.

IF WE WERE TO DO THAT, OUR REVENUE WOULD BE $717,000 FOR THIS YEAR.

WITH OUR EXPENDITURES GOING UP A LITTLE, BECAUSE WE WOULD NEED A FEW MORE TEACHERS TO RUN THAT MODEL WITH A NET LOSS OF $276,000.

DR. BONNER, A COUPLE QUESTIONS FOR ME.

AT THE VERY BOTTOM, YOU HAVE LOSS OF NINE TEACHERS, NINE PARAS, LOSS OF SIX TEACHERS.

IS THAT AN ACTUAL LOSS OF TEACHERS, OR ARE WE ABLE TO REASSIGN THOSE TEACHERS TO ANOTHER GRADE OR SO? WE WOULD LOOK AT CERTIFICATIONS REASSIGNMENTS.

WE WOULD WORK THE CAMPUS AND HR TO DETERMINE HOW PLACEMENTS.

SO THE LOSS MEANS THE LOSS IN THAT PRE-K PROGRAM, IN THAT LOSS TO THE DISTRICT, IN THAT CLASSROOM.

THAT'S CORRECT. THIS DOESN'T ACCOUNT FOR ATTRITION.

OKAY. THANK YOU. AND IT SAYS OPTION TWO IS STATE REQUIRED SERVICES.

AND THEN WE'RE PHASING OUT IN OPTION THREE AND FOUR THREE YEAR OLDS.

SO STATE REQUIRED SERVICES DOESN'T REQUIRE US TO HAVE THREE YEAR OLDS IN PRE-K.

IT DOES NOT UNLESS LIKE IF WE WERE TO OFFER THREE YEAR OLD TUITION, THEN WE WOULD BE REQUIRED TO SERVE ALL THREE YEAR OLDS.

SO THE ONLY THREE YEAR OLDS WE'RE ARE REQUIRED TO SERVE OUR STUDENTS WHO ARE SPECIAL EDUCATION STUDENTS.

OKAY. THANK YOU. SO JUST ON THE TUITION SUBJECT, DR.

BONNER, I REALIZE THE STATE SETS IT.

WE DON'T HAVE A CHOICE OF WHETHER TO DO IT, BUT I THINK I JUST HEARD YOU SAY THAT WE'RE NOT REQUIRED TO, I GUESS, SERVE THE THREE YEAR OLDS IN THE AREAS WHERE YOU'VE ACTUALLY ELIMINATE THEM.

THEY'RE NOT REQUIRED. SO I'M CURIOUS, IS THERE ANY FLEXIBILITY FOR US TO SET TUITION FOR STUDENTS WHO ARE NOT EVEN REQUIRED, AND THEIR TUITION RATES ARE NOT SET? THE TUITION RATE IS FOR THOSE STUDENTS WHO ARE NOT REQUIRED.

SO WE ACTUALLY GET A DIFFERENT RATE.

WE GET A ONE RATE FOR OUR SPECIAL EDUCATION STUDENTS.

WE GET A DIFFERENT RATE FOR OUR PRE-K ELIGIBLE STUDENTS.

AND THEN WE HAVE A THIRD RATE, WHICH ARE FOR OUR TUITION.

SO WE DON'T HAVE ANY OPPORTUNITY TO CHANGE OR SET RATES WHERE WE WOULD RECOVER MORE OF THE COST.

OUT OF CURIOSITY, AND I DON'T KNOW EXACTLY HOW MANY STUDENTS THIS WOULD INDIVIDUALLY IMPACT, BUT, IF WE DID ELIMINATE THIS SERVICE FOR THOSE LEVELS OF STUDENTS, WHERE WOULD THEY GO? WHAT WOULD THEY DO? HOW WOULD THEY BE IMPACTED? SO IF WE WERE TO ELIMINATE OUR TUITION BASED PROGRAMING ACROSS ALL AREAS, THEY WOULD BE STUDENTS WHO WOULD SEEK PRIVATE PRESCHOOL.

SO THEY LITERALLY JUST THEY WOULD NOT HAVE THE OPPORTUNITY TO ENROLL HERE.

THEY WOULD GO TO ANOTHER PRIVATE INSTITUTION OR MAYBE ANOTHER DISTRICT WHERE THEY DO OFFER THAT LEVEL OF SERVICE.

SO THEY WOULD BE SUBJECT TO THE SAME TRANSFER.

SO THEY WOULD GO TO A PRIVATE PROVIDER.

DO WE HAVE ANY IDEA HOW MANY STUDENTS WE'RE TALKING ABOUT IN ANY GIVEN ONE OF THESE OPTIONS THAT WE'RE ELIMINATING? MAYBE WE DON'T KNOW BECAUSE THEY HAVEN'T ENROLLED YET, I DON'T KNOW.

BUT DO YOU HAVE AN IDEA OF HOW MANY PEOPLE WERE STUDENTS WERE TALKING ABOUT? SO WE DO HAVE I MEAN, I CAN GIVE YOU PROJECTIONS BASED ON THIS YEAR.

SO WE HAVE APPROXIMATELY 38 THREE YEAR OLD, TUITION STUDENTS ROLLING UP 38, 30, 38.

WE HAVE 36.

LET ME LOOK HERE AT THE CHART.

WE HAVE 38 PRE-K ENROLLED ROLLING UP.

WE WOULD HAVE 36 PRE-K ELIGIBLE.

AND THEN WE WOULD HAVE 15, SORRY, 12, THREE YEAR OLD EMPLOYEE ROLLING UP TO NEXT YEAR.

AND OUR CALCULATION FOR OUR SPECIAL EDUCATION STUDENTS, WE CURRENTLY ARE SERVING 20, BUT WE HAVE TO CONTINUE TO IDENTIFY AND SERVE STUDENTS ON THEIR THIRD BIRTHDAY.

SO ANY STUDENT WHO HAS A THIRD BIRTHDAY AND QUALIFIES FOR SPECIAL EDUCATION BETWEEN NOW AND THE LAST DAY OF SCHOOL, WE HAVE TO BE ABLE TO SERVE.

SO WE ARE WE ARE AVERAGING THAT AT 24 STUDENTS.

SO I'M JUST CURIOUS.

IT MAY NOT BE WE MAY NOT BE ABLE TO QUANTIFY THE IMPACT FIVE OR 10 OR 15 YEARS FROM NOW.

BUT I HAVE TO BELIEVE, YOU KNOW, BASED ON WHAT THE PURPOSE OF, HEAD START IS AND OTHER PROGRAMS THAT, SEEK TO GIVE EDUCATION AND LEARNING OPPORTUNITIES TO YOUNGER AGES OF STUDENTS THAT THEY MAY NOT HAVE THE OPPORTUNITY TO GET THE SAME.

[01:05:08]

RIGHT? WELL, AND THAT'S WHAT THE STATE THEN DETERMINES AS OUR REQUIRED SERVICES, THOSE STUDENTS WHO TEND TO HISTORICALLY BE IMPACTED THE MOST FROM LACK OF EARLY INTERVENTION ARE THE ONES WHO ARE WHAT WE WOULD CALL PRE-K ELIGIBLE.

OKAY. AND I DON'T KNOW WHAT YOU'RE GOING TO PRESENT AFTER THIS SLIDE, BUT ARE YOU GOING TO GIVE US SOME IDEA OF MAYBE THE RECOMMENDATIONS THAT YOU HAVE? OBVIOUSLY, FROM A BOTTOM LINE NUMBER? YOU KNOW, IT'S THERE'S A BUSINESS CASE HERE THAT TO GO IF WE'RE JUST TALKING ABOUT NUMBERS, BUT WILL THE DISTRICT BE MAKING SOME RECOMMENDATIONS? YES. SO THE SPECIAL PROGRAMS DEPARTMENT HAS WORKED WITH OUR THREE CAMPUS PRINCIPALS WHO HOUSED PRE-K.

AND WE ALL ARE RECOMMENDING OPTION FOUR, WHICH IS THE ELIMINATION OF PRE-K THREE.

WE WOULD SERVE THREE YEAR OLDS, SPECIAL EDUCATION STUDENTS.

WE WOULD SERVE FOUR YEAR OLD SPECIAL EDUCATION STUDENTS, FOUR YEAR OLD PRE-K ELIGIBLE STUDENTS, FOUR YEAR OLD TUITION STUDENTS, AND OUR FOUR YEAR OLD EMPLOYEE STUDENTS.

SO OUR REVENUE WOULD BE ABOUT JUST UNDER 1.1 MILLION, WITH OUR EXPENDITURES BEING JUST SHY OF 1.2 MILLION.

WITH AGAIN, A STILL A LOSS, BUT IT'S A LOSS OF $105,160.

THAT IS ON THE ASSUMPTION THAT OUR NUMBERS STAY THE SAME AS AS WE'VE KIND OF BEEN THIS YEAR [INAUDIBLE] I HAD A QUESTION. OH, GO RIGHT AHEAD.

SORRY. IF I'M READING YOUR CHART CORRECTLY, THE REDUCTION IN EXPENDITURES FROM OPTION ONE TO OPTION TWO TO 3 TO 4, OR THE CHANGE IN EXPENDITURES, IT'S TOTALLY DEPENDENT ON THE PROFESSIONALS AND PARAPROFESSIONALS, HOW MANY WE HAVE TO ADD OR IT'S REFLECTIVE ON THE STAFFING IS THE BIG MAJORITY OF THAT, BUT IT'S ALSO REFLECTIVE ON THE COST PER CLASSROOM TO RUN A PRE-K CLASSROOM. SO IF YOU'RE RUNNING OPTION ONE, YOU'RE RUNNING 18 CLASSROOMS THAT WOULD COST MORE THAN IF YOU WERE RUNNING OPTION FOUR, WHICH I BELIEVE IS 12 CLASSROOMS. SO THAT'S THAT IS INCLUDED IN THAT AS WELL.

OKAY. THANK YOU FOR THAT CLARIFICATION.

BUT IF AND MAYBE I MISHEARD YOU.

BUT WHEN WE SAY LOSS OF OF TEACHERS OR PARAPROFESSIONALS, YOU SEEM TO INDICATE THAT THOSE.

THAT PERSONNEL WOULD MERELY BE ASSIGNED TO ANOTHER AREA.

THAT WOULD BE OUR FIRST CHOICE.

NOW, WITH A CO-TEACH MODEL, WE'RE GOING TO NEED THREE SPECIAL EDUCATION TEACHERS.

AND SO WE WOULD HOPE THAT SOME OF OUR CURRENT PRE-K TEACHERS WOULD BECOME A CO-TEACH TEACHER AND PARTNER WITH A GENERAL EDUCATION TEACHER SO THAT WE COULD SERVE OUR SPECIAL EDUCATION STUDENTS.

AND THEN THOSE REMAINDERS, THAT'S WHAT THAT'S REFLECTED IN THOSE LOSSES.

AND MY POINT IS, IF SO, LOOKING AT IT FROM A, NOT JUST A YOUR DEPARTMENT'S FINANCIAL IMPACT, BUT FROM A FINANCIAL IMPACT FOR THE DISTRICT AS A WHOLE.

IF WE JUST TAKE THESE PEOPLE OUT OF YOUR DEPARTMENT AND REASSIGN THEM SOMETHING ELSE, THERE'S REALLY NO REDUCTION IN EXPENDITURE FOR THE DISTRICT AS A WHOLE.

YES AND NO, THERE'S NOT A REDUCTION.

BUT WE WOULDN'T SAY WE NEEDED TO CREATE ANOTHER, I DON'T KNOW, SECOND GRADE CLASSROOM.

SO THERE MAY BE SOME SAVINGS IN WE CAN REDUCE THE NUMBER OF CLASSROOMS WE HAVE TO SERVE BUT FROM I ASSUME THE BIGGEST PART OF THE REDUCTION IN EXPENDITURES COMES FROM PERSONNEL.

YES. THAT'S CORRECT.

SO IF WE'RE JUST TAKING THOSE DOLLARS FROM THIS BUCKET AND PUTTING IT INTO THAT BUCKET, THE FINANCIAL IMPACT MAY BE A LOT LESS.

THAT IS CORRECT.

SO IF WE'RE LOOKING AT THIS PURELY FROM A FINANCIAL IMPACT STANDPOINT, THIS MAY NOT GIVE US THE TRUE FINANCIAL IMPACT THAT WE'RE LOOKING FOR.

IS THAT RIGHT? LET ME RESPOND TO THAT, MR. JORDAN.

SO WE WILL.

SO EVEN THOUGH WE'RE MOVING THOSE, AS YOU DESCRIBED IT, TO ANOTHER BUCKET OR ANOTHER POT OF MONEY, THOSE 4 TEACHERS WE WOULD USE TO FILL POSITIONS OF TEACHERS THAT HAVE LEFT SO THAT WE WOULD HANDLE IT THROUGH ATTRITION.

SO WE'RE NOT ADDING THOSE DOLLARS TO THE OTHER.

OKAY. THAT'S A OTHER AREA.

SO WE WILL FILL WE WILL MOVE THOSE TEACHERS TO LOCATIONS WHERE WE STILL NEED TEACHERS.

SO NOT A NET IN AND IT WON'T BE A NET INCREASE THAT A DECREASE IN PERSONNEL BE A NET DECREASE IN THE PRE-K PROGRAM.

OKAY. IN TERMS OF PERSONNEL.

NOW THERE IS THAT I MEAN, THAT VERY SLIM POSSIBILITY THAT IF WE DON'T HAVE BASED ON THEIR CERTIFICATIONS AND WHAT TEACHERS WE ARE LOSING THROUGH ATTRITION, THROUGH RESIGNATIONS, RETIREMENTS, IF THEY CAN'T BE PLACED SOMEWHERE, THEN WE WOULD HAVE TO MAKE A DECISION AS A BOARD, DO WE? BECAUSE THE REDUCTION OF THIS PROGRAM, DO WE ELIMINATE THAT POSITION OR DO WE HANG ON TO THEM IN SOME OTHER CAPACITY? BUT I ASSUME THE WHOLE THE POINT OF THIS ANALYSIS IS TO LOWER COST, CORRECT? RIGHT. BECAUSE WE'RE TRYING TO LOWER COSTS.

WE'RE TRYING TO TO LOWER, YOU KNOW, THE NET LOSS TO THE DISTRICT, I THINK IN SOME RESPECTS, YES.

[01:10:05]

THAT WAS WE LOOKED AT IT BECAUSE OF WHAT WAS BROUGHT TO US IN TERMS OF WHAT WE WERE PLACING ON THOSE PRE-K, REGULAR EDUCATION TEACHERS NOW HAVING TO TAKE ON THAT CASELOAD OF THOSE SPECIAL EDUCATION STUDENTS.

AND IT'S NOT DOABLE.

IT CAN IT'S NOT FEASIBLE FOR WHAT WE PLACED ON THOSE TEACHERS THIS YEAR WITHIN THAT PROGRAM.

SO WE WERE LOOKING FOR A SOLUTION TO THAT.

AND DR. BONNER CAME TO US AND TALKED ABOUT REALLY THE BEST APPROACH, REALLY TO DO WHAT'S BEST FOR KIDS AND TO DO WHAT'S BEST FOR OUR TEACHERS.

IT'S THIS PRE-K CO-TEACH.

AND SO THEN WE STARTED LOOKING AT, OKAY, SO HOW CAN WE DO THIS AND NOT INCREASE OUR EXPENDITURES? AND THEN WE START LOOKING AT WHAT WE CAN AND CAN'T DO.

AND SO THAT'S HOW WE COME UP WITH THESE FOUR OPTIONS.

I DON'T I MEAN TO CONTINUE DOING WHAT WE'RE DOING AND SERVE THE STUDENTS APPROPRIATELY.

YOU'RE LOOKING AT A SUBSTANTIAL INCREASE OF 4 TO $500,000 TO THE BUDGET.

SO THEN WE ASKED DR.

BONNER TO GO BACK AND LOOK AT OKAY, SO WHAT ARE SOME OTHER OPTIONS.

SO THIS WAS NOT A DRIVEN AND BROUGHT TO US FROM A FINANCIAL STANDPOINT.

IT WAS HOW WE WERE SERVING KIDS.

SO. DR.

BONNER. IT'S ALMOST LIKE ADDING INSULT TO INJURY.

AND WHEN I SEE THAT THE TEA HOW WONDERFULLY KIND PEOPLE THEY ARE HAVE DECREASED THE TUITION RATE IN WHICH WE CAN CHARGE, OVER THE LAST SIX YEARS BY ALMOST $1,000.

IS THERE EXPLANATION FOR THAT? SO THERE'S NOT WE'VE ACTUALLY ASKED FOR FORMULAS.

AND THEY HAVE NOT PROVIDED US WITH FORMULAS.

I THINK ALLISON, REACHED OUT TO THEM LAST YEAR TO TRY TO UNDERSTAND HOW DO YOU GET TO 5780? AND THE ANSWERS ARE VAGUE.

THERE DOESN'T APPEAR TO BE ANYTHING THAT WE CAN THEN USE TO CALCULATE, TO MAKE ESTIMATES ON WHAT IT WILL EVEN LOOK LIKE NEXT YEAR.

THERE'S A POTENTIAL THAT NUMBER COULD DECREASE EVEN AGAIN.

I'M. THAT'S.

AGAIN, I APPRECIATE YOU PUTTING THIS SLIDE IN.

EVERYBODY. LET IT BURN YOUR MEMORY.

ONCE AGAIN, I JUST THINK THAT SOMEHOW WE ARE ON THE SHORT END OF THE STICK, AND THIS ONE REALLY KIND OF UPSETS ME.

I MEAN, AT LEAST A BASIC ALLOTMENT, YOU COULD SAY, IS TRUE FOR EVERY STUDENT AND THEIR WEIGHTS.

THIS ONE JUST LOOKS LIKE FLAT OUT, YOU KNOW, I DON'T KNOW WHAT TO SAY.

IT JUST THE FACT THAT YOU DON'T HAVE AN ANSWER AND THEY HAVEN'T GIVEN YOU ONE, IT REALLY SEEMS LIKE TO ME THIS SHOULD BE WE SHOULD BE TAKING THIS TO TEA CASE. WHY? WESTLAKE ACADEMY WOULD GET A TEA RATE RIGHT OF NEARLY $1,000 MORE THAN US.

WITH NO EXPLANATION.

IT REALLY BURNS ME.

THAT'S ALL I HAVE. UNLESS YOU HAVE ANY.

THANK YOU. DR. BONNER.

WELL, MR. MAZAC COMING FORWARD.

I DO WANT TO MENTION DR.

BONNER'S FIRST PRESENTATION ON THE SPED.

SUPPLEMENTAL PAYMENTS, STIPENDS, WILL BE WE'LL ASK YOU TO VOTE ONWE'LL ASK YOU TO CONSIDER THAT THIS EVENING WHEN WE GET TO THE ACTION DISCUSSION, THE PRE-K PROGRAM, ADJUSTMENTS WE'RE LOOKING AT BRINGING TO YOU NEXT MONDAY NIGHT DURING OUR SPECIAL MEETING PRIOR TO OUR LEVEL THREE HEARING.

ALL RIGHT. GOOD EVENING, DR.

LEDBETTER. PRESIDENT BRYAN, BOARD.

JUST WANT TO SPEND A FEW MINUTES TO JUST TALK SOME.

ISSUES HERE WITH THE FACILITIES BUDGET.

WHEN I FIRST CAME HERE AND GOT HIRED IN JULY OF 2023, I WAS GIVEN A BUDGET OF $1.1 MILLION FOR MAINTENANCE, CUSTODIAL AND GROUNDS.

AND, MY INITIAL ASSESSMENT THAT IT WASN'T ENOUGH TO MEET THE NEEDS OF OUR CUSTOMERS AND OUR FACILITIES AND WHAT WE HAD.

SO THE ASSESSMENT SHOWED THAT WE NEEDED ABOUT $880,000 TO CONTINUE TO MEET THE NEEDS FOR ESSENTIAL SERVICES FOR MAINTENANCE, WHICH WAS GIVEN IN JANUARY. SO WE TOOK THAT AND WE PUT IT IN OUR BUDGET AND WE'RE DOING ESSENTIAL SERVICES AND THINGS ARE BETTER.

WE APPRECIATE THAT.

ALSO OUR STAFF AND ARCHITECTS THAT WE HIRED AND OUR ENGINEERS THAT WE HIRED TO EVALUATE HAVE SHOWN THAT THERE IS A SUBSTANTIAL NEED, FOR THE FACILITY STUDY THAT WE DID AND THAT WILL BE PRESENTED AT A FUTURE WORKSHOP IN MORE DETAIL.

BUT I JUST WANTED TO SHARE A FEW THINGS.

SOME KPIS FOR MAINTENANCE.

WE'RE RUNNING ABOUT $241 FOR THE STUDENTS WE HAVE PER STUDENT FOR THE O&M BUDGET.

IT'S ALSO ABOUT A DOLLAR PER SQUARE FOOT FOR THE 2,000,000 SQUARE FOOT THAT WE HAVE HERE AT CISD.

WE ALSO TOOK SOME DATA FROM THE STATE FROM 2022 THAT SHOWED THAT OUT OF 1000 SCHOOLS IN THE STATE OF TEXAS, WE ARE NUMBER 57, FOR AN O&M SPENDING.

AND THAT MEANS THERE'S 944 SCHOOLS IN TEXAS THAT SPEND MORE ON O&M THAN THAN WE DO AT CISD.

[01:15:03]

FROM OUR ARCHITECT CORGAN, THAT CAME FROM OUR, STRATEGIC ACTION TEAM.

I JUST WANTED TO SHOW YOU JOHNSON ELEMENTARY.

IT'S PRETTY SIMPLE.

YOU CAN SEE THE GREEN THERE. IT MEANS GOOD.

THE YELLOW FAIR AND RED IS NOT SO GOOD.

MEANING POOR. SO THE BUILDING ENVELOPE, WHICH IS THE INTERIOR, THE EXTERIOR, CIVIL, STRUCTURAL, ROOFING AND FOOD SERVICES.

WE LOOKED AT IT AND THEY GAVE THEY CAME BACK WITH AN ASSESSMENT.

AND THE NOTABLE FINDING IN OUR DISTRICT IS THAT MOST OF OUR SCHOOLS ARE RED ON THE ROOF.

ROOFS HAVE A LIFE CYCLE OF 20, 30, 40 YEARS.

AND SO THEY ALWAYS GET DEFERRED MAINTENANCE AND IT CATCHES UP AND IT LOOKS LIKE IT'S CATCHING UP TO US RIGHT NOW THAT THE ASSESSMENT IS SHOWING THAT THE ROOFS ARE IN NEED OF REPAIR. WE WILL HAVE THE FULL REPORT ON FEBRUARY 7TH WITH LIFE CYCLE COSTS IN THAT.

ALSO THROUGH OUR STRATEGIC ACTION COMMITTEE, WE HIRED ANOTHER FACILITIES ASSESSMENT AND DBR.

SO DBR IS OUR ENGINEERING CONSULTANT.

AND THEY CAME IN AND THEY DID AN MEPST, WHICH IS A MECHANICAL, ELECTRICAL, PLUMBING SAFETY TECHNOLOGY ASSESSMENT.

AND I JUST WANTED TO SHARE A FEW THINGS.

BACK IN DECEMBER, WE TALKED ABOUT THE INDUSTRY STANDARD OF ONE, TWO, THREE AND RATING THESE ACTIVITIES.

AND SO THE RATING HERE IS ONE MEANING IMMEDIATE NEED TWO MEETING MEANING 1 TO 2 THREE YEARS AND THREE MEETING 3 TO 5 YEARS OUT A LITTLE FARTHER OUT.

SO THE FINANCIAL IMPACT THAT WE RECEIVE FROM DBR FOR CISD, JUST IN THE MEPST, RATING ONE WAS $57 MILLION, SAYING, HEY, THIS NEEDS REPLACED NOW.

RATING TWO WAS $47 MILLION AND THREE WAS ABOUT $116 MILLION, MEANING 3 TO 5 YEARS PLUS IN THE FUTURE.

SO THIS INFORMATION, WE DIDN'T DO THE FACILITIES ASSESSMENT TO SAY, HEY, YOU KNOW, WE NEED A BOND.

WE WANTED TO SEE WHERE OUR FACILITIES WERE AND HOW WE COULD INCORPORATE THAT INTO OUR SYSTEM AND SAVE.

SO THIS IS A FEW EXAMPLES, THOUGH THAT EVEN THOUGH THESE ARE CAPITAL INVESTMENTS OR CAPITAL IMPROVEMENTS, THEY DO TURN INTO O&M VERY QUICKLY.

IF THEY'RE NOT TAKEN CARE OF IN THE RIGHT TIME.

SO JUST IN THE LAST TEN DAYS, CARROLL HIGH SCHOOL EXPERIENCED A 50 CENT, T8 FLUORESCENT BULB SOCKET FAILURE.

THIS INCIDENT LED TO EVACUATING THE SCHOOL, FIRE DEPARTMENT, SHOWING UP WITH LADDERS ON THE ROOF, AND INVOLVES STUDENT SERVICES TAKING CONTROL OF THE ACTIVITIES MANAGEMENT, MAINTENANCE STAFF, POLICE AND DBRS ASSESSMENT SHOWS THAT THESE LIGHTS AT CARROLL HIGH SCHOOL SHOULD BE REPLACED AS A PRIORITY ONE WITH LEDS BECAUSE OF THE HAZARD AND THE AGE OF THAT ASSET.

ANOTHER EXAMPLE JUST IN THE LAST TEN DAYS WAS CARROLL ELEMENTARY SCHOOL EXPERIENCED AN EXTERIOR REGULATOR GAS FAILURE, AND THIS FAILURE LED TO THE SCHOOL BEING EVACUATED FOR OVER AN HOUR. SAME THING.

FIRE DEPARTMENT SHOWED UP TESTING, WALKING THE BUILDING.

WE HAD CONTRACTORS ON THE SPOT, CONTRACTORS AFTER HOURS.

STUDENT SERVICES WAS INVOLVED MANAGEMENT, UPPER MANAGEMENT, MAINTENANCE AND EVEN THE POLICE.

SO THE GAS REGULATOR THAT WE REPLACED WAS STAMPED 1992.

IT WAS BURPING, CAUSING GAS TO GO INTO THE FRONT DOORS OF THE SCHOOL AND THEY SMELLED THE GAS.

SO I HAD ALL THREE GAS REGULATORS REPLACED AFTER SCHOOL HOURS JUST TO BE SAFE.

THIS ASSESSMENT FROM DBR SHOWS THAT IT WAS A TWO THAT IN THE NEXT COUPLE OF YEARS THAT THE ENTIRE, GAS PIPING STRUCTURE IN CHS SHOULD BE REPLACED.

AND IT'S JUST AN EXAMPLE OF WHY WE DO THESE ASSESSMENTS TO SEE WHERE WE'RE AT AND TO PLAN ACCORDINGLY.

ALSO LAST DECEMBER, WE TALKED ABOUT HIRING OUR ENERGY MANAGEMENT MANAGER, AND WE DID.

HIS NAME IS CHRISTOPHER OLSEN.

HE HAS 11 YEARS IN ENERGY MANAGEMENT EXPERIENCE.

HE'S DOING A GREAT JOB.

WE ALSO SAID THAT WE WOULD PRESENT TO YOU THREE PHASES.

SO I JUST WANTED TO SHARE REAL QUICKLY THAT THE FIRST PHASE, NOW WHAT WE'RE DOING IS WE'RE TAKING ALL THE TERMINOLOGY.

WE'RE GETTING OUR UTILITIES AND OUR BASELINES, OUR PAYMENTS AND AUDITING OUR PROTOCOLS, AND WE'RE PUTTING IT ALL TOGETHER, FINDING THE SYSTEM THAT WE'RE GOING TO TRACK THAT ON.

PHASE TWO IS 1 TO 2 MONTHS.

WE ARE DEVELOPING AND WILL PRESENT A ENERGY MASTER PLAN.

STAKEHOLDER INVOLVEMENT IS THE CAMPUSES, DEPARTMENTS, TECHNOLOGY AND OTHERS.

WE'RE PUTTING THAT TOGETHER BASICALLY FOR SET POINTS HEATING AND COOLING, FIXING LIGHT ISSUES, GETTING QUOTES ON THOSE SO THAT OUR CONTROLS CAN REGULATE THAT TO SAVE ENERGY, WATER SET POINTS, APPLIANCE POLICIES, VERY INVOLVED APPLIANCE POLICY, UTILITY USAGE, ENERGY PROGRAMS THAT WE CAN GO COORDINATE WITH OUR PROVIDERS. AND THEN WE WILL PRESENT THAT FOR BOARD APPROVAL.

PHASE THREE WOULD BE A CONTINUOUS MONTHLY REPORTING, CONTINUOUS ASSESSMENT OF ALL OF THIS, SEEING IF OUR MARKETING SUCCESS AT THE CAMPUS LEVEL IS WORKING AND IDENTIFYING ANY AREAS OF IMPROVEMENT.

AND THAT'S WHAT I HAVE FOR YOU TONIGHT.

IF THERE'S ANY QUESTIONS.

ALL RIGHT. THANK YOU SIR.

STUART. GOOD EVENING.

[01:20:05]

HISTORICALLY, THE BUDGET ITEMS IN THE 199 AREA OF TECHNOLOGY BUDGET HAVE COVERED THINGS LIKE OUR MAIN SYSTEMS SKYWARD, OUR STUDENT INFORMATION SYSTEM, CANVAS, FRONTLINE REPAIRS FOR AV COMPONENTS, LAPTOP PARTS, SUPPORT FOR ESSENTIAL SYSTEMS, DATA STORAGE SYSTEM SERVERS, SCOURED AND SUCH. PART OF THIS NEXT YEAR'S BUDGET PLAN IS STILL IN PRELIMINARY STAGES.

ALSO INCLUDES, DEVICE REFRESHES THAT WE'RE GOING TO BE TALKING ABOUT IN A COUPLE OF SLIDES HERE.

FOR ABOUT 1.9 MILLION 141,000 FOR AV REFRESH THAT WE'RE GOING TO TALK ABOUT, TOO, AND AS WELL AS A 1.3 MILLION FOR OUR STORAGE, OUR DATA STORAGE THAT'S GOING INTO LIFE.

IN THE NEXT FEW YEARS.

JUST TO GIVE YOU A HEADS UP, THERE'S SOME MORE KIND OF KEY CAPITAL NEEDS, ASSETS THAT ARE REACHING END OF LIFE.

NOW THAT OUR END OF YEAR OR FISCAL YEAR HAS CHANGED THE FIREWALL, GOES END OF LIFE, JULY OF 25, WHICH IS PART OF THE 25, 26 SCHOOL YEAR, CORE NETWORKING GEAR TO THE TUNE OF 2 MILLION IN THE 25, 26 SCHOOL YEAR.

FYI, THAT IF WE TIME IT RIGHT, AND WE FILE FOR IT CORRECTLY, THAT HAS THE POSSIBILITY OF HAVING E-RATE DISCOUNTS UP TO ABOUT $500,000.

AND THEN THE FOLLOWING YEAR AFTER THAT, THE REST OF THE DISTRICT SWITCHES AND WI-FI WOULD REACH END OF LIFE.

THOSE ARE ALL CORE SYSTEMS THAT ARE VERY ESSENTIAL TO SAFETY AND SECURITY, AND BASICALLY THE MANUFACTURE OF THAT WILL STOP PRODUCING FIRMWARE SUPPORT AND PATCHES.

SO THAT EXPOSES YOU TO ANY POSSIBLE EXPLOITS IN THE WORLD.

IF YOU DON'T HAVE PATCHES ON THOSE SYSTEMS. THAT SECOND YEAR IS ALSO OPEN TO ANOTHER JUST SLIGHTLY OVER 500,000 IN E-RATE DISCOUNTS.

BACK IN NOVEMBER.

WHEN WE SPOKE, WE BROUGHT A NUMBER OF DEVICE REFRESH OPTIONS, QUITE A FEW OPTIONS.

WE'VE REALLY NARROWED IT DOWN TO ABOUT TWO MAIN OPTIONS, AND THAT IS BETWEEN CHROMEBOOKS AND BYOD.

BUT JUST TO GIVE YOU A LITTLE MORE BACKGROUND, SINCE THIS IS OUR BASELINE COST ANALYSIS, HISTORICALLY, WE'VE HAD A FOUR YEAR LIFE CYCLE FOR LAPTOPS AND A FIVE YEAR LIFE CYCLE FOR DESKTOPS.

MANY OF THE DEVICES THAT ARE CURRENTLY IN THE DISTRICT ARE BEYOND THOSE LIFE CYCLES ALREADY.

TO DO ALL THE DEVICES WOULD COST APPROXIMATELY $4 MILLION.

THAT IS NOT WHAT WE'RE PROPOSING, BUT.

SOME MORE BACKGROUND, WE'VE SHARED THIS WITH OUR STRATEGIC PLANNING TEAM AND EXTENSIVELY DISCUSSED THAT IT WAS THEIR RECOMMENDATION TO GO WITH SOME OF THESE COST SAVING MEASURES THAT WE'RE GOING TO TALK ABOUT, BUT ALSO TO TO PROVIDE 1 TO 1 CHROMEBOOKS FOR STUDENTS, MAINLY BECAUSE OF SECURITY CONCERNS.

STUDENT FEEDBACK ALSO FAVORED PROVIDING DEVICES.

AND PRINCIPALS HAVE EXPRESSED CONCERNS ABOUT BYOD AND PREFERRED PROVIDING DEVICES.

REALLY, OUR INTERMEDIATE AND MIDDLE SCHOOLS HAVE EXPRESSED THE STRONGEST DESIRES TO HAVE A MORE SECURED OR LOCKED DEVICE THAT STUDENTS CAN'T MESS WITH AS EASILY.

BECAUSE STUDENTS AT THOSE STAGES OF LIFE ARE CAN BE KIND OF SQUIRRELY.

AND I HAVE A COUPLE OF THEM AT THAT STAGE OF LIFE, SO I KNOW THAT WELL.

ESSENTIALLY, IF YOU LOOK AT THE THREE DIFFERENT OPTIONS HERE, THE CHROMEBOOKS, THERE'S NOT AS MUCH OF AN OPERATING SYSTEM AS A WINDOW.

IT'S BASICALLY THE CHROME BROWSER.

AND SO THERE'S NOT AS MUCH TO TAMPER WITH.

THERE'S NOT EXPLOITS OUT THERE.

THEY'RE NOT USED AS A LARGE MARKET SHARE, SO THERE'S NOT AS MANY ATTACKS BEING CREATED AGAINST THE CHROMEBOOK.

IT'S A PRETTY SIMPLE DEVICE.

YOU CAN LOCK IT DOWN PRETTY SIMPLY WITH GOOGLE TOOLS.

THE WINDOWS LAPTOP.

WE HAVE QUITE A FEW LOCKS ON IT.

THEY DON'T HAVE ADMINISTRATIVE RIGHTS.

WE CAN FORCE IT ONTO OUR NETWORK AND FILTER IT ACCORDINGLY.

ALSO, SOME OF THE RESOURCES THAT WE'VE PROVIDED FOR OUR TEACHERS THAT THEY REALLY APPRECIATE, A TOOL CALLED CLASSROOM THAT LETS THEM SEE ALL THE SCREENS OF THE STUDENTS.

SO IF A STUDENT'S OFF TRACK, THEY CAN LOOK AT THEIR AND SAY, HEY, JOHNNY, WHY AREN'T YOU ON THE WEB PAGE THAT WE'RE ALL WORKING ON TOGETHER? AND IF THEY WANT TO, THEY CAN JUST BLOCK EVERYBODY'S ACCESS OR THEY CAN SAY, HEY, TODAY IN CLASS, WE'RE ONLY GOING TO THESE TWO WEBSITES AND SO ON.

ALSO, THEY'RE ALL FILTERED THE SAME THROUGH OUR INTERNET FILTERS.

SO IF A TEACHER SAYS, HEY, CAN YOU BLOCK THIS ONE WEBSITE? THERE'S TOO MUCH OF A DISTRACTION. WE CAN BLOCK THAT ACROSS ALL THE DEVICES.

AND THEN ALSO WE HAVE AN ALERT SYSTEM.

SO IF SOME STUDENT TYPES IN, SELF-HARM OR BULLYING IMAGE MESSAGES, WHEREVER THEY TYPE IT IN YET AT IT SENDS THAT INFORMATION TO OUR COUNSELORS AND OUR CAMPUS ADMINISTRATIONS AND THEY CAN SAY, HEY, THIS IS SOMETHING WE NEED TO ADDRESS.

AND WE'VE EVEN HAD TO CALL THEM OUT FROM AT HOME OR WHEREVER THEY'RE AT BECAUSE IT'S ALWAYS BEING MONITORED.

[INAUDIBLE] BEFORE YOU LET ME ADD ONE THING BEFORE YOU MOVE ON TO THE CURRICULUM INSTRUCTION IMPACT.

[01:25:02]

RIGHT THERE. OKAY, SO THE 24-25 SCHOOL YEAR, THE 199 BUDGET, WE'RE LOOKING AT ADDING POTENTIALLY DEPENDING ON WHAT THE BOARD APPROVES AND WHAT DIRECTION WE GET IN TERMS OF DEVICES AND AV REFRESH.

YOU'RE WE'RE LOOKING AT ADDING SEVERAL MILLION DOLLARS TO OUR 199 BUDGET.

IS IT SAFE TO SAY, MR. STEWART, THAT THESE SEVERAL OF THESE ITEMS ARE THINGS THAT ARE MUST HAVES IN TERMS OF CYBER SECURITY AND MONITORING OF OUR DISTRICT AND SECURITY OF OUR DISTRICT AND THE BACKUP OF DATA AND THOSE KIND OF THINGS.

THAT'S SAFE TO SAY. ABSOLUTELY.

IS IT ALSO SAFE TO SAY THAT WHEN THE 2017 BOND WAS PASSED AND ALL THIS WAS PURCHASED THROUGH THAT, THAT THE DIRECTION AT THAT TIME WAS THAT THE NEXT BOND WOULD THEN TAKE THIS ON? ABSOLUTELY. AND SO SINCE WE DON'T HAVE BOND DOLLARS TO NOW PAY FOR THESE ITEMS, WE ARE NOW FORCED TO ROLL THIS INTO OUR 199 BUDGET THAT BECOMES PART OF OUR OPERATIONS BUDGET. SO AT A TIME THAT WE ARE FINANCIALLY, CHALLENGED, WE ARE NOW BEING FORCED BECAUSE THESE ARE ITEMS A LOT OF THESE ARE ITEMS WE CAN'T DO WITHOUT.

NOW THE DEVICES, WE CAN TALK ABOUT THAT IN TERMS INSTRUCTION MOVING FORWARD.

BUT THAT'S OUR CHALLENGE, IS WE ARE NOW GOING TO ADD MILLION DOLLARS TO THE TECHNOLOGY BUDGET AT A TIME WHEN WE DON'T HAVE BUDGET DOLLARS TO ADD TO IT.

SO THAT'S THEREIN LIES THE CHALLENGE.

NOW, FORTUNATELY, THANKS TO THE CREATIVITY OF OUR BOARD AND SELLING SOME PROPERTY, WE HAVE SOME THINGS TO HELP US SHORT TERM.

BUT WE'VE SAID THIS A LONG A LOT.

IT'S A SHORT TERM SOLUTION TO REALLY A LONG TERM PROBLEM FROM A FINANCIAL STANDPOINT.

SO I JUST WANT TO POINT THAT OUT BECAUSE GENERALLY THE IDEA WAS THESE WILL BE PAID, THESE ITEMS WILL BE PAID FOR OUT OF BOND DOLLARS.

SO THEY THE LAST GENERATION WAS THEY WERE IN MOST OF THESE ITEMS WERE INSTALLED 2017, 2018, 2019.

AND THEY'VE REACHED END OF LIFE.

NOW IT'S 2024.

TO GIVE YOU ONE IDEA, THE NETWORK STORAGE, IT'S ALL YOUR HARD DRIVE ARRAYS WHERE ALL YOUR DATA GOES.

SO ALL OF OUR VIDEO SURVEILLANCE STUFF LIKE THAT GOES IN THERE, AND YOU HAVE TO PAY FOR SUPPORT ON THIS, BECAUSE IF YOU LOSE MORE THAN 2 OR 3 DRIVES, THE DATA GETS CORRUPTED AND YOU LOSE IT. OTHER DISTRICTS AROUND US HAVE HAD THAT EXPERIENCE AND IT SHUT THEM DOWN FOR WEEKS.

WHILE THEY HAVE TO BRING IN, DROP, LIFT ANOTHER WHOLE SYSTEM AND START FROM GROUND UP, REBUILDING IT.

SO YOU HAVE TO MAINTAIN SUPPORT ON YOUR DATA STORAGE.

OTHERWISE YOU HAVE COMPLETE SYSTEM LOSS.

MR. STEWART, JUST CURIOUS.

I REALIZE THAT YOU'RE SHOWING US WHAT WE MAY NEED TO SPEND IN NEXT YEAR'S BUDGET, AND YOU'RE PREPARING US FOR, YOU KNOW, MAKING SOME DECISIONS NEXT YEAR. NOW, I KNOW LAST YEAR WE HAD TO DO SOME REFRESH ACTIVITIES.

YOU MADE A NUMBER OF PROPOSALS AND PRESENTATIONS AND WE, YOU KNOW, KIND OF DECIDED WHAT WE HAD TO DO FOR THIS PAST YEAR OR I GUESS CURRENT YEAR.

DO YOU KNOW, I DON'T HAVE IN MY HEAD RIGHT NOW THERE.

DO YOU KNOW WHAT THE NUMBER IS THAT WE HAVE FOR THESE TYPES OF, YOU KNOW, ACTIVITIES LIKE REFRESHES THAT WE SPENT OR ARE SPENDING THIS YEAR AND THIS YEAR'S BUDGET? AND THE CURRENT 2324 BUDGET.

YES. WE DON'T REALLY HAVE ANY REFRESHES IN THERE FOR DEVICES.

MOST OF OUR THINGS WE KIND OF PAUSED ON AT THE TIME BEING, THE ONE DEVICES THAT WE DID REFRESH LAST SUMMER WAS THE FOURTH GRADE IPADS.

WELL, REALLY LAST SPRING, BECAUSE THE KEYBOARDS WERE ALL DYING AND THEY NEEDED THOSE FOR STAAR.

RIGHT? THAT WAS THE MAIN, GROUP OF DEVICES THAT WERE REFRESHING.

OKAY, SO WE'VE BEEN KICKING THE CAN A LITTLE BIT, AND NOW WE'RE COMING TO A POINT WHERE, WE'RE GOING TO HAVE TO DO SOMETHING.

YES. OKAY.

THANKS. AND THE NEXT SLIDE I'M TURNING OVER TO GINA TO TALK ABOUT THE CURRICULUM AND INSTRUCTIONAL IMPACT OF THIS.

THANK YOU. ALL RIGHT.

AS WE LOOK AT OUR INSTRUCTION THAT WE ARE PROVIDING FOR OUR STUDENTS, WE USE WE USE TECHNOLOGY IN MOST COMPONENTS OF IT.

SO WE'VE TRIED TO LIST HERE JUST A FEW THINGS SO THAT YOU CAN SEE.

BUT WHEN WE'RE LOOKING AT OUR CURRICULUM OUR WE'VE GOT ONLINE TEXTBOOKS, OUR SEESAW, OUR LEARNING MANAGEMENT SYSTEMS ARE ON THERE, OUR DATABASES ARE ON THERE, OUR SUPPLEMENTARY MATERIALS, OUR SCREENERS, OUR DIAGNOSTICS, WHICH ARE OUR PROGRESS MONITORING MEASURES ARE ON THERE.

WE ALSO USE THEM FOR DIFFERENTIATION TOOLS, BECAUSE WE HAVE A LOT OF OUR SUPPLEMENTARY MATERIAL WILL ALLOW US TO ENHANCE THE LEARNING FOR OUR ADVANCED LEARNERS, AND IT WILL HELP US WITH OUR STRUGGLING LEARNERS.

WITH THE THIRD GRADE, WE ARE GOING TO BE LOOKING AT THE THIRD GRADE IPADS.

AND AND I THINK RANDY'S GOING TO TALK ABOUT THAT IN A LITTLE BIT.

WE DO HAVE CERTAIN TECHNOLOGY TEKS THAT WE ARE REQUIRED BY LAW TO, TO PROVIDE AND TO SUPPORT.

SO WE'VE GOT TO HAVE THE TECHNOLOGY IN ORDER TO PROVIDE THOSE.

WE ALSO, AS YOUR COMPUTERS GET OLDER OR AS YOUR IPADS GET OLDER, THEY CAN'T IF THERE'S UPDATES THAT ARE GOING TO BE PROVIDED,

[01:30:05]

WE CAN'T USE THOSE DEVICES ANYMORE.

CLASSROOM PROJECTORS.

THOSE ARE BEYOND A NECESSITY.

WE USE THOSE EVERY DAY DURING THE ENTIRE CLASS PERIOD.

AS FAR AS CHROMEBOOKS GO, ALL OF OUR CURRENT RESOURCES THAT WE CURRENTLY ARE USING ARE WILL ARE COMPATIBLE WITH CHROMEBOOKS. CHROMEBOOKS ARE CHEAPER, AND SO THAT WOULD HELP US, BUT WE COULD STILL HAVE USE THE SAME INSTRUCTIONAL TECHNOLOGY THAT WE'RE USING NOW.

ALSO, AS RANDY SAID.

AND HE WILL COME BACK AND SAY THIS AGAIN.

IT IS A SAFETY FEATURE.

OUR KIDS CAN ONLY GO TO CERTAIN SITES.

IT HAS BEEN A LITTLE BIT OF AN ISSUE THIS YEAR, SO GOING TO CHROMEBOOKS WOULD HELP US IN THAT AREA.

BUT USING TECHNOLOGY, WE'VE GOTTEN OUR STAFF ON BOARD WITH USING TECHNOLOGY.

WE'RE IMPLEMENTING IT IN OUR CLASSROOMS. OUR STUDENTS ARE ENGAGED AND I KNOW IT'S A BIG TICKET BUT WE DO NEED TO KEEP THIS.

THANK YOU. MISS PATTY, I HAVE A QUICK QUESTION FOR YOU, IF I MAY, WHENEVER I SEE THE WORD TEKS, I START THINKING ABOUT SBOE, I START THINKING ABOUT TEA AND WHEN I HEAR TECHNOLOGY AND TEKS, I START THINKING ABOUT THE WORD UNFUNDED MANDATE.

THIS IS MANDATED BY THE STATE, AND LAST I CHECKED, I DON'T THINK, MR. JOHNSON, WE'RE GETTING ANY SPECIFIC STIPEND FOR TECHNOLOGY FOR THIS MANDATE.

WOULD THAT BE CORRECT? SO WHY DON'T THE PUBLIC JOIN ME AND TAKE OUT YOUR PHONES AND TAKE A PICTURE OF THIS SLIDE AS ANOTHER UNFUNDED MANDATE? AND LET'S SEND THIS TO OUR FRIENDS IN AUSTIN.

THANK YOU SO MUCH.

THANK YOU. GOOD EVENING, BOARD MEMBERS.

FOR STAAR TESTING AND HOW BYOD REALLY IMPACTS STATE ASSESSMENTS.

AS OF OCTOBER 2023, THE TECHNOLOGY GUIDELINES FROM THE TEXAS ASSESSMENT PROGRAM STATE THAT WE MUST HAVE PROCEDURES IN PLACE TO PREVENT STUDENTS FROM USING PERSONAL ELECTRONIC DEVICES.

THAT BEING SAID, FOR IF WE WENT BYOD, STUDENTS WOULD NOT BE ABLE TO TAKE THIS STATE REQUIRED ASSESSMENTS ON THOSE DEVICES, AND WE AS A DISTRICT WOULD STILL HAVE TO PROVIDE DEVICES FOR THOSE STUDENTS.

TRUSTEE YEAGER, ARE YOU GOING TO REPEAT? [INAUDIBLE].

SO SINCE WE'VE BEEN LOOKING AT BYOD FOR 11TH AND 12TH GRADERS, THIS IMPACTS OUR 11TH GRADERS WHO ARE TAKING THE 11TH GRADE US HISTORY END OF COURSE EXAM.

RIGHT NOW. THAT'S APPROXIMATELY 700 STUDENTS.

WE DO HAVE SOME OPTIONS TO HOW COULD WE MAKE THIS WORK IF WE WENT BYOD WITH STATE ASSESSMENTS? THOSE ARE TWO OF THE OPTIONS THAT I'VE PRESENTED FOR YOU.

ONE OF THOSE WOULD REMOVE EIGHT DAYS OF TESTING FOR STUDENTS BECAUSE WE COULD ONLY TEST 90 STUDENTS AT A TIME.

SO PUT THAT OVER THE COURSE OF OUR TWO WEEK TESTING WINDOW, WE ARE ONLY ALLOWED NINE DAYS TO TEST STUDENTS.

SO THIS WOULD BE THE EXTENT OF THAT TESTING WINDOW.

OR WE COULD BORROW DEVICES FROM STUDENTS WHO ARE NOT TESTING, BUT THEN IT WOULD REMOVE THEIR ABILITY TO USE THEIR DEVICES FOR THEIR INSTRUCTIONAL PREPARATION AS WELL.

SO NOT IT'S KIND OF A LOSE- LOSE, WHEN IT COMES TO STATE ASSESSMENTS AND BYOD.

BUT FROM STAAR TESTING ON PAPER.

IF THAT WERE TO OCCUR, BECAUSE WE DO HAVE SOME STUDENTS THAT OPT OUT AND ASK FOR PAPER.

WE USED TO HAVE THESE TESTS ON PAPER.

WE'VE ASKED ACTUALLY, OUR STATE LEGISLATORS GIVE US THE MONEY FOR DEVICES OR LET US HAVE MORE STUDENTS TAKE ON PAPER.

ON PAPER, THERE IS ACTUALLY NO LOSE LOSE.

WELL, WE'RE NOT ALLOWED TO HAVE THAT MANY.

WE ARE MAXED [INAUDIBLE].

3%. SO OF THOSE 700 STUDENTS, ONLY 3% COULD ASK FOR A PAPER THAT DON'T MEET ELIGIBILITY.

AND ALSO THE ON THE TEST.

THE STAAR TEST IS NOW AN ONLINE ASSESSMENT.

IT'S VERY INTERACTIVE.

SO THE PAPER VERSION OF THE ONLINE TEST IS NOT NECESSARILY USER FRIENDLY.

A DIFFERENT TYPE OF INTERACTION.

IT'S CALLED PENCIL AND PAPER.

YES. BUT NOW WITH DROP DOWNS AND DRAG AND DROPS AND THOSE OTHER FEATURES WITHIN THE ONLINE PROGRAM, THEY'VE TAKEN THAT SAME PLATFORM AND TURNED IT INTO A PAPER.

SO IT'S NO LONGER JUST 4 QUESTION MULTIPLE CHOICE, NOT APPEASING TO THE TEST TAKER EITHER.

RIGHT. BUT I THINK WE DID PRETTY WELL IN STAAR BACK IN THE OLD PAPER DAYS DIDN'T WE? YEAH. UNFORTUNATELY THAT LAW HAD CHANGED.

SO THAT'S WHY WHERE WE ARE RIGHT NOW.

ANY OTHER QUESTIONS REGARDING STATE TESTING? OKAY. THANK YOU, MISS RUSSELL.

SO IN REGARDS TO STUDENT DEVICES, WE'RE KIND OF LOOKING AT TWO PACKAGES.

[01:35:04]

HERE'S WHAT WE'VE DONE TO REDUCE THOSE COSTS SO THAT THEY'RE MUCH LESS.

IN THIS PLAN IS TO HAVE COMPUTER LABS WITHOUT COMPUTERS.

SO IF YOU WENT TO THE COMPUTER LAB, YOU WOULD TAKE YOUR STUDENT DEVICE WITH YOU INSTEAD OF HAVING A STUDENT DEVICE IN YOUR HANDS, AND THEN ALSO A DESKTOP COMPUTER IN THE COMPUTER LAB. AND SO THAT WOULD SAVE A SUBSTANTIAL AMOUNT OF MONEY TOO.

THIS WOULD BE TO NOT UPDATE THE PRE-K THROUGH TWO IPADS AS WELL AS CURRENTLY OR HISTORICALLY, TEACHERS IN THEIR CLASSROOMS HAVE HAD A LAPTOP COMPUTER AND A DESKTOP COMPUTER.

THIS DOES NOT INCLUDE THE REFRESH OF CLASSROOM DESKTOPS.

MOST OF OUR TEACHERS LAPTOPS HAVE ALREADY REACHED FIVE YEARS.

AND SO THIS, IN ORDER TO BE COST EFFECTIVE, IS MOVING THE HISTORICAL FOUR YEAR LIFE CYCLE FOR LAPTOPS TO FIVE YEARS.

IT'S ALSO EXTENDING THE LIFE CYCLE OF SPED AND CTE, COMPUTERS IN THOSE ROOMS. WHAT IT IS, INVESTING INTO IS TO REFRESH STAFF NON INSTRUCTIONAL DESKTOPS.

SO IF YOU'RE AN OFFICE FRONT OFFICE PERSON AND YOU DON'T HAVE BOTH A LAPTOP AND A DESKTOP, YOU ONLY HAVE A DESKTOP AND IT'S CURRENTLY SEVEN YEARS OLD OR WHATEVER IT WOULD BE TO REFRESH THOSE DEVICES THAT ARE OLDER THAN FIVE YEARS, DESKTOPS, THAT THEY ONLY HAVE A DESKTOP.

IT'S ALSO TO SINCE THIRD GRADE IS A STAAR TESTING YEAR AS WELL AS FOURTH GRADE.

AND LAST YEAR WE REPLACED THE FOURTH GRADERS.

THIS IS TO REFRESH THE THIRD GRADE IPADS, AS WELL AS STAFF LAPTOPS THAT WILL BE OLDER THAN FIVE YEARS.

AND CHROMEBOOKS FOR GRADES FIVE AND SIX, SO CURRENTLY IN GRADES FIVE THROUGH 12.

ALL THE DEVICES ARE IN LIFE CYCLE, EXCEPT FOR TWO GRADES THAT ARE CURRENTLY AT GRADES NINE AND TEN THEIR DEVICES ARE AT FIVE YEARS, SO IF WE BOUGHT TWO GRADE LEVELS, GRADES FIVE AND SIX, THEIR DEVICES WOULD MOVE TO NINE AND TEN.

THEN ALL GRADES FIVE THROUGH 12 WOULD HAVE IN LIFE CYCLE DEVICES.

THE SECOND OPTION THAT'S SLIGHTLY CHEAPER IS HAS ALL THE SAME COST REDUCTIONS WITH ONE DIFFERENCE.

INSTEAD OF PROVIDING CHROMEBOOKS FOR GRADES FIVE AND 12, WE WOULD MOVE GRADES 11 AND 12 TO BRING YOUR OWN DEVICE, AND THEIR DEVICES WOULD MOVE BACK TO THOSE LOWER GRADES THAT HAVE THE OLDER DEVICES.

SO GRADES FIVE THROUGH TEN WOULD HAVE IN LIFE CYCLE DEVICES, GRADES 11 AND 12 WOULD DO BYOD.

AND THAT WORKS BEST BECAUSE 12TH GRADERS DON'T TAKE STAAR TEST.

AND SO IT WOULD JUST BE THE 11TH GRADERS, AS MISS RUSSELL DISCUSSED.

NOW, MR. STEWART, I SEEM TO RECALL FROM YEARS IN THE PAST, AND IT SEEMED EVEN WHAT YOU JUST PRESENTED WAS SAYING THAT THERE'S SOME OPPOSITION TO YOUR OWN BRINGING YOUR OWN DEVICE.

AND BUT IN YEARS, IN THE PAST, I THINK I HEARD THAT THERE WERE SOME ISSUES WITH CONFIGURING VARIOUS DIFFERENT PERSONAL DEVICES WITH WHAT WE NEED TO GIVE PEOPLE ACCESS TO, AND SOFTWARE.

HAS SOME OF THAT GONE AWAY OR DOES ANY OF THAT EXIST? WHAT'S THE DOWNSIDE OF ANYONE BRINGING PERSONAL DEVICES? THERE'S A GOOD AMOUNT OF DOWNSIDES.

YES, SOME STAAR TESTING THAT WAS DESCRIBED, BUT A LOT OF IT'S ABOUT, HEY, DO WE WANT KIDS IN OUR CLASSROOMS HAVING DEVICES THAT AREN'T NECESSARILY FILTERED? NOW, GRANTED, IF THEY BRING THEIR OWN DEVICE AND THEY CONNECT IT TO OUR WI-FI, IT WILL BE FILTERED.

BUT IF INSTEAD THEY JUST TETHER IT TO THEIR PHONE, IT WOULDN'T BE FILTERED.

THEY CAN DOWNLOAD AND INSTALL WHATEVER VIDEO GAMES OR DISTRACTIONS THEY WANT ON THAT COMPUTER, AND USE THEM TO DISTRACT THEIR CLASSMATES.

CURRENTLY, TEACHERS ARE TRYING TO MONITOR THAT.

THIS IS PROBABLY A BIGGER ISSUE AT INTERMEDIATE AND MIDDLE SCHOOLS.

AND THAT, AGAIN, IS WHY WHEN WE LOOKED AT BYOD, WE STARTED FROM THE TOP DOWN BECAUSE A 12TH GRADER SHOULD BE MORE MATURE THAN A SIXTH GRADER.

BUT THEY'RE STILL ABLE TO KIND OF GO DO WHATEVER THEY WANT, WHICH IS A REASON WHY, YOU KNOW, OUR TEACHERS, OUR ADMINISTRATORS, ESPECIALLY INTERMEDIATE MIDDLE SCHOOLS, HAVE REALLY SAID, HEY, WE REALLY WANT YOU TO BRING THE DEVICE ASSIGNED TO YOU BECAUSE WE HAVE SO MUCH MORE CONTROL.

WE HAVE SO MUCH MORE FILTERING.

WE CAN SEE WHAT YOU'RE DOING, AND WE CAN STOP YOU FROM DOING IT ON THAT DEVICE.

IF YOU BRING YOUR OWN DEVICE, WE DON'T HAVE ANY CONTROL OF IT.

YOU HAVE ADMINISTRATIVE RIGHTS ON IT.

IF YOUR PARENTS HAVE GIVEN IT TO YOU OR WHOEVER MADE THAT OR GAVE THAT DEVICE TO YOU.

AND SO WE CAN'T REALLY STOP YOU FROM DOING ANYTHING ON THAT.

I REALIZE SOME OF THE DECISION HERE IN THE FUTURE WILL BE OVER, YOU KNOW, COST, BECAUSE WE HAVE SOME CHALLENGES.

[01:40:03]

RIGHT. SO IT'S A DIFFERENCE OF ABOUT $100,000 BETWEEN THE TWO OPTIONS.

IT'S A DIFFERENCE OF 660,000.

OH OKAY I SEE.

FOR THOSE CHROMEBOOKS. SO IS THERE A DIRECTION OR A PREFERENCE THAT YOU WOULD GO WITH IF YOU HAD THE OPTION.

AND IT WASN'T JUST ABOUT COST? I THINK AS WE LOOK ACROSS THE WHOLE STATE, THERE'S A LOT OF CONSISTENCY AND A LOT OF PRACTICAL WISDOM BEHIND THAT CONSISTENCY.

AND THAT IS TO MOVE TOWARDS CHROMEBOOKS BECAUSE WE CAN PROVIDE A MORE CONSISTENT ENVIRONMENT AND A MORE SAFE ENVIRONMENT.

IT PROTECTS US FROM KIDS BRINGING IN MALWARE AND VIRUSES INTO OUR NETWORK.

THAT'S WHY MOST DISTRICTS THAT AS WE SURVEYED, HAVE MOVED AWAY FROM BYOD AT ALL AND SAID, NO, YOU'RE NOT ALLOWED TO BRING ANYTHING FROM HOME.

WE HAVEN'T GONE THERE.

WE'RE STILL KIND OF A MIXED ENVIRONMENT, BUT WE'RE CURRENTLY 94%.

STUDENTS BRING THEIR OWN, SORRY, 94%.

STUDENTS GET THE DISTRICT ONE ASSIGNED TO THEM.

AND OUR STAFF REALLY APPRECIATE WHEN THEY BRING THAT ONE.

AND THEY NEED IT FOR STAAR TESTING.

IT KIND OF WORKS BETTER IN THE CLASSROOM ENVIRONMENTS, BUT YES, ESPECIALLY SOME OF OUR JUNIORS AND SENIORS, IF THEY'RE MATURE AND THEY'RE BRINGING THAT MACBOOK, IT CAN MAKE SENSE TO DO YOU KNOW OF EXAMPLES OF ANY DISTRICTS THAT HAVE GONE TO, LET'S SAY, 95% OR MORE, BRING YOUR OWN DEVICE? YES SIR. AND HAVE THEY BEEN SUCCESSFUL? OH, 95%.

BRING YOUR OWN DEVICE.

WE SURVEYED DISTRICTS TO SAY, HEY, HAS ANYBODY GONE FULL ON BYOD? WE ONLY FOUND ONE PRIVATE SCHOOL THAT WE COULD FIND THAT WAS ALL BYOD AND.

AND WE DIDN'T FIND ANY PUBLIC SCHOOLS THAT WERE THERE ARE A PRETTY GOOD AMOUNT THAT DO HAVE A MIXTURE OF LIKE, HEY, WE'RE GOING TO PROVIDE YOU A DEVICE, BUT IF YOU WANT TO BRING YOUR OWN, YOU CAN.

THE DIFFICULTY ALSO BECOMES, IF I'M THE TEACHER AND I SAY, HEY, I WANT YOU TO MAKE A VIDEO ASSIGNMENT FOR ME.

WELL, YOU BRING AN ANDROID TABLET AND YOU BRING YOUR IPHONE, AND YOU BRING YOUR MACBOOK, AND YOU BRING YOUR WINDOWS COMPUTER AND YOU BRING A CHROMEBOOK, AND YOU ALL MAKE TOTALLY DIFFERENT FILE FORMATS AND THEN TURN THEM INTO ME AS VIDEOS.

CAN I EVEN OPEN THESE THINGS? AND SO A LOT OF TIMES, TEACHERS GET SO BEFUDDLED WITH ALL THESE DIFFERENT CONFUSION THINGS AND SUPPORTING IT AND HISTORICALLY, I'VE BEEN IN A CLASSROOM WHERE STUDENTS HAD GONE ALONG, I'M GOING TO TURN OFF MY WI-FI AND THEN TELL THE TEACHER, HEY, I CAN'T WORK TODAY BECAUSE MY THE WI-FI IS NOT WORKING AND THE TEACHER CAN'T BE A TROUBLESHOOTER OF ALL OF THESE DIFFERENT TYPES OF DEVICES.

AND SO THEY KIND OF GIVE UP ON IT AND SAY, HEY, WE'RE GOING TO GO A DIFFERENT DIRECTION BECAUSE THIS ISN'T PRACTICAL AND KEEPING INSTRUCTION MOVING FORWARD.

AND SO AGAIN, THAT'S WHY DISTRICTS HAVE SAID, HEY, IF WE'RE ALL USING THE SAME DEVICE, WE CAN MANAGE IT, WE CAN CONTROL IT.

WE CAN SAY, HEY, LET'S ALL COLLABORATE IN THE SAME WAYS.

IT MAKES THE TECHNOLOGY KIND OF DISAPPEAR SO THAT YOU'RE NOT ALL ABOUT, HOW DO I USE THIS TOOL? YOU'RE ABOUT THE INSTRUCTIONAL NEEDS OF THE CLASSROOM INSTEAD OF THE TOOLS.

AND THAT'S WHAT WE REALLY WANT.

THANK YOU. THE OTHER THING I WANTED TO BRING UP IS AV REFRESH.

KIND OF A BIG CHART WITH A LOT OF NUMBERS ON IT, BUT IT SHOWS YOU WITH THE LAST BOND IN 2017, ALL THE DATES THAT WE INSTALLED, CLASSROOM AV, WHICH INCLUDES AT PRE-K THROUGH FOUR.

THEY HAVE LARGE LED PANELS, INTERACTIVE TOUCH PANELS, AND THEN AT GRADES FIVE THROUGH 12, THEY HAVE PROJECTORS SHOOTING ONTO A WHITEBOARD BECAUSE THE TEACHERS REALLY WANTED MORE WHITEBOARD SPACE, AND THEN ALL THE INPUTS AND THE VIDEO SWITCHERS AND STUFF LIKE THAT BETWEEN THEM.

WE FOUND THAT THE LED PANELS, THOUGH THEY WERE INSTALLED FIRST, HAVE A LONGER LIFE CYCLE THAN THE PROJECTORS DO AT GRADES FIVE THROUGH 12, THOUGH WE SPENT ABOUT $8 MILLION WITH THE LAST GENERATION INSTALLING ALL THE STUFF, GETTING IT ALL IN MOST OF THE EQUIPMENT, THE WIRING AND THE WALLS, THE VIDEO SWITCHING FROM THAT'S IN THE CEILINGS, ALL THE STUFF AROUND IT IS STILL WORKING AND IT'S STILL IN LIFECYCLE, SO WE DON'T HAVE TO REPLACE IT ALL.

BUT WE ARE FINDING THAT THE SCREENS ARE FAILING.

REALLY, THE PROJECTORS ARE FAILING AT AN INCREASING RATE.

AND SO THAT'S KIND OF WHAT YOU SEE IN THIS BOTTOM PANEL HERE.

THE FAILURE RATES.

SO OVER THE LAST FEW YEARS YOU CAN SEE THAT PROJECTORS IN 21-22 ONE OF THEM FAILED AND 22-23, 12 OF THEM FAILED.

THE CURRENT YEAR, 19 OF THEM HAVE FAILED SO FAR.

AND SO WE'VE GOT THIS KIND OF EXPONENTIAL CURVE OF FAILURE RATES OF PROJECTORS.

AND THE LAST GENERATION OF PROJECTOR NOT ONLY COST MORE UP FRONT, BUT IT ALSO COSTS MORE TO CONTINUE TO WORK ON BECAUSE IT'S GOT A BULB.

SO THE NEW GENERATION IS CHEAPER AND HAS LASER BULBS IN IT INSTEAD OF TRADITIONAL INCANDESCENT BULBS.

AND SO THEY'RE CHEAPER TO SUPPORT.

SO IF WE TOOK THE THE CAMPUS THAT WAS DONE FIRST WITH THE DEVICES THAT WERE THE SHORTEST LIFE CYCLE, IT WOULD BE CARROLL HIGH SCHOOL.

[01:45:03]

AND SO IF WE WERE TO REFRESH THE PROJECTORS ON THAT CAMPUS AND THEN HARVESTED ALL THE WORKING PROJECTORS AND KIND OF PUT THEM ON STORAGE, AND THEN AS THEY FAILED ON OTHER CAMPUSES, WE REFRESHED THEM WITH WORKING ONES.

AND WE THEN WAIT UNTIL WE RUN OUT OF PROJECTORS AND THEN WE DO THE NEXT CAMPUS.

WE CAN KIND OF SLOW ROLL THE NEXT AV REFRESH OVER A MUCH LONGER DURATION AND MAKE IT MUCH MORE COST EFFECTIVE.

AND SO OUR CURRENT RECOMMENDATION WOULD BE TO LOOK AT THE HIGH SCHOOL FOR THEIR PROJECTORS AND TO REPLACE THAT FOR A COST OF 140,000, WHICH IS A LOT LESS THAN 8 MILLION.

AND THEN EACH YEAR SAY, ALL RIGHT, BASED ON THE NUMBER OF FAILURES THAT WE HAD CURRENTLY, WE NEED THIS MANY MORE PROJECTORS AND DO MORE ON CAMPUS AT A TIME UNTIL WE'VE MADE IT THROUGH ALL OF THEM, WHICH WOULD TAKE SEVERAL YEARS.

ARE THERE ANY QUESTIONS ON TECHNOLOGY? I JUST WANT TO SAY THANK YOU, MR. STEWART, FOR THIS. I MEAN, I REALLY APPRECIATE YOU, LOOKING AT THIS, I MEAN, 141,000 VERSUS 8 MILLION IS QUITE A BIG DIFFERENCE.

WE TRY AND WE APPRECIATE YOU BEING INNOVATIVE AND COMING UP WITH WAYS TO RECYCLE SOME OF THE DEVICES THAT STILL WORK OR STILL CAN BE USED.

SO WE REALLY APPRECIATE THAT.

THANK YOU. THANK YOU FOR THIS PRESENTATION.

THE PART THAT WE JUST WENT THROUGH ON THAT DEPARTMENTAL BUDGET THAT REPRESENTS ABOUT 63% OF OUR BUDGETED SPEND.

SO TONIGHT WE CAPTURED A GOOD PART OF THAT.

SO WHEN I LINE THIS OUT AND I INCORPORATE SOME CHANGES THAT I KNOW, I THINK IT'S PRETTY EASY TO SEE THE GENERAL DIRECTION.

RIGHT. THE 22, THE 23, 24 PROJECTION.

AGAIN, I'VE SHOWN YOU THE DETAIL.

WE'VE TALKED A LITTLE BIT ABOUT WHAT CAUSED THAT.

AS WE LOOK FORWARD, WE'RE LOOKING AT, MODEST REDUCTIONS IN PRIMARILY INTEREST INCOME AND ADA AND SOME OTHER SOURCES THAT I TALKED ABOUT.

SO OUR REVENUE GOES DOWN AND I'VE PROJECTED THAT OUT.

AND OF COURSE, THE FARTHER OUT WE GO, THE LESS RELIABLE THAT INFORMATION IS.

BUT GENERALLY SPEAKING, WE KNOW WHAT CONCERNS THAT I'VE NOW VOICED TO YOU.

AND AS WE LOOK AT EXPENDITURES PROJECTED IN 23, 24, AND WE'VE TALKED ABOUT SOME OF THE THINGS THAT I HAD ON AN EARLIER SLIDE AND HOW WE ANTICIPATE THOSE EXPENDITURES TO INCREASE, BECAUSE PRIMARILY THE CAPITAL NEEDS AND SOME OF THE TECHNOLOGY, THOSE THINGS, IT'S EASY TO SEE.

SO WE LOOK AT, YOU KNOW, IN 23, 24 WHERE I HAD REAL ESTATE IN THE TOP SECTION, I'VE NOW KIND OF SEPARATED IT OUT BECAUSE THOSE ARE NON SUSTAINABLE NON-RECURRING NORMALLY REVENUES.

SO JUST FOR PERSPECTIVE I'VE REMOVED THAT.

AND SO ON A NET DEFICIT BASIS AS WE LOSE REVENUE AS WE INCUR INCREASING EXPENDITURES I THINK IT'S PRETTY EASY TO SEE 5.1 IS WHAT I WOULD ANTICIPATE US LEANING OR ENDING ON IN THE CURRENT YEAR BEFORE THE REAL ESTATE PROCEEDS.

AND THEN OF COURSE, THE NEXT COUPLE OF YEARS BECAUSE OF THOSE ADS DO THAT.

SO JUST WANTED TO KIND OF PUT THAT OUT.

WE'LL CONTINUE TO REVISE THAT.

I THINK, WHEN YOU GO BACK, I THINK THIS IS A VERY TELLING SLIDE THAT DR.

LEDBETTER, YOU OUGHT TO SEND OUT TO THE ENTIRE COMMUNITY.

AND THAT IS THE NET DEFICIT LINE ITEM, IS PROJECTING THAT IF WE DO NOT RECEIVE A INCREASE TO THE BASIC ALLOTMENT OR ANY FURTHER SCHOOL FUNDING, WHICH IT DOES, WHICH WE WON'T IN THE NEXT TWO YEARS, THE NET DEFICIT NUMBERS ARE STAGGERING.

AND IT JUST IT REALLY SHOULD SHOW THAT, YOU KNOW, IF SOMETHING IS NOT DONE AT THE STATE LEVEL TO PROVIDE US MORE FUNDING, WE'RE GOING TO HAVE TO USE ALL OF THE NET PROCEEDS FROM THE SALE OF OUR PROPERTY TO JUST OFFSET THE DEFICIT IN OUR EXPENDITURES.

IT REALLY IS A SHAME AND UNFORTUNATE THAT OUR STATE OFFICIALS CAN'T UNDERSTAND OR SEE, THE FINANCIAL CRISIS THAT SCHOOL DISTRICTS ARE IN. WE'RE NOT IN THE WORST BY, YOU KNOW, A FAR STRETCH.

I MEAN, THERE'S PLENTY OF ISDS OUT THERE THAT ARE REALLY GOING TO GO BANKRUPT HERE IF THEY DON'T GET, FURTHER MONEY.

BUT, MAN, ONE TOOTH IN THREE YEARS, WE'RE GOING TO BE AT A $15 MILLION DEFICIT IF THEY DON'T DO SOMETHING.

I MEAN, WE CAN'T SURVIVE.

WE ABSOLUTELY CAN'T SURVIVE.

SO THIS IS A VERY TELLING SLIDE THAT I THINK YOU SHOULD HIGHLIGHT IN BOLD IN BIG NUMBERS THAT NET DEFICIT LINE.

WE NEED TO SEND IT OUT TO EVERYBODY.

WE HAVE TO MAKE SURE THAT OUR STATE REPRESENTATIVES, ARE AWARE OF THE DIRE NEED THAT WE'RE IN.

AND APPARENTLY THEY DON'T CARE.

BUT WE NEED TO CONTINUE TO PUT PRESSURE ON THEM TO, DO SOMETHING ABOUT THIS.

I MEAN, IT'S GETTING ABSOLUTELY RIDICULOUS.

SO THANK YOU FOR THIS SLIDE.

I MEAN, THIS IS PROBABLY THE MOST IMPORTANT SLIDE, OF THE NIGHT.

SO THANK YOU, MR. JOHNSON.

YOU'RE WELCOME. MR. JOHNSON, I HAD. YES, SIR.

ONE QUESTION. I CORRECT ME IF I'M WRONG, BUT ONE OF THE SLIDES I SAW IN THE FACILITIES PRESENTATION SHOWED THAT IN THE NEXT FIVE YEARS, WE NEED $220 MILLION. THAT IS CORRECT.

SO THAT 220 MILLION WOULDN'T BE INCLUDED IN THIS.

THAT IS NOT. NO.

AND SO EVEN AND SO WE'VE GOT A CAPITAL EXPENDITURE PLAN THAT WE'VE WORKED ON LAST YEAR.

[01:50:03]

WE'VE SEEN THE MEP PART OF THAT.

WE'VE NOT SEEN THE ARCHITECTURAL PART OF THAT.

MR. STEWART TALKED A LITTLE BIT ABOUT HIS CAPITAL PLAN, BUT WE'VE ALSO GOT ONE FOR ATHLETICS FINE ARTS.

SO WE'VE GOT MULTIPLE CAPITAL CAPITAL EXPENDITURE PLANS THAT I'LL BRING TO YOU SO THAT Y'ALL CAN HAVE SOME INSIGHT, KIND OF LIKE WE DID TONIGHT.

BUT TO YOUR POINT, NO, THAT DOESN'T EVEN INCLUDE THE FACILITY ITSELF, THE ROOFS THAT WE HAVE CONCERNS ON.

YES. IT'S VERY CONCERNING.

ESSENTIALLY, YOU COULD ADD THIS DOESN'T GO OUT THE FULL FIVE YEARS, BUT MAYBE YOU COULD ADD $100 MILLION MORE THAN WE NEED [INAUDIBLE].

EASILY. YEAH.

YOU KNOW WHAT THE STATE SOLUTION TO THAT IS TO PASS BONDS, WHICH MEANS WE'RE, YOU KNOW, INCREASING TAXES ON YOUR COMMUNITY.

YEAH IT'S RIDICULOUS.

THANK YOU. THANK YOU.

AND SO, AT THIS POINT, YOU KNOW, WE'RE GOING TO PRIORITIZE AND ASK YOU TO PROVIDE ADDITIONAL GUIDANCE TO ADMINISTRATION.

AND OBVIOUSLY THAT'S NOT TONIGHT.

THE COMPENSATION STRUCTURE, FEEDBACK ON THAT PERCENTAGE OR ONE TIME, THE SPECIAL EDUCATION STIPENDS I BELIEVE THAT'S ACTUALLY ON FOR AN ACTION ITEM AFTER AFTER THIS.

CORRECT. DR. LEDBETTER AND MAYBE HIRING STIPENDS, THE PRE-K PROGRAM CHANGES.

AND I THINK THAT'S ON THE AGENDA FOR, FEBRUARY 12TH AND THEN THE TECHNOLOGY RESOURCES REFRESH.

AND WITH THAT SAID, I AM HAPPY TO ANSWER ANY QUESTIONS.

GOOD. ALL RIGHT.

THANK YOU, MR. JOHNSON. THANK YOU, EVERYONE, FOR A GREAT PRESENTATION.

WE'LL MOVE ON TO ITEM SEVEN ON OUR AGENDA DISCUSSION ACTION 7.1.

[7. DISCUSSION / ACTION]

HONOR. HI.

SO THIS IS THE PRESENTATION THAT I SHARED WITH YOU EARLIER.

STIPENDS FOR SPECIAL EDUCATION TEACHERS, PARAPROFESSIONALS, DYSLEXIA THERAPISTS, AND IN HIRING INCENTIVES FOR PARAPROFESSIONALS AND DYSLEXIA THERAPISTS.

A MOTION.

BUT BEFORE I LIKE, IF I COULD, DR.

BONNER, THE RECOMMENDATION IF YOU COULD JUST REVIEW THE RECOMMENDATION AGAIN, I KNOW WE SAW BEFORE THERE WERE FOUR DIFFERENT OPTIONS.

SO THIS IS JUST THE RECOMMENDED OPTION HERE.

YES. THIS IS THE RECOMMENDED OPTION, WHICH WOULD BE, STIPENDS FOR SELF-CONTAINED TEACHERS, SELF-CONTAINED PARAPROFESSIONALS, RESOURCE INCLUSION TEACHERS, RESOURCE INCLUSION PARAPROFESSIONALS, DYSLEXIA THERAPISTS.

THE STIPEND PORTION WOULD BE $264,000.

AND THEN THOSE HIRING INCENTIVE BONUSES FOR OUR CERTIFIED DYSLEXIA THERAPIST, A HIRING INCENTIVE BONUS FOR PARAPROFESSIONALS FOR ANOTHER ADDITION, $12,500 FOR A TOTAL IMPACT OF $276,500.

THANK YOU. I MAKE A MOTION TO APPROVE THE, STIPEND, AS WELL AS THE BONUS OF HIRING FOR [INAUDIBLE].

AS PRESENTED.

I'LL SECOND. I HAVE A MOTION AND SECOND, ANY FURTHER DISCUSSION? ALL IN FAVOR? MOTION CARRIES 5-2-0.

OKAY. THANK YOU, DR.

BONNER. THANK YOU.

ALRIGHT. NO OBJECTION, WE WILL ADJOURN THIS MEETING AT 7:52 P.M.

THANK YOU. EVERYONE. HAVE A GOOD EVENING.

* This transcript was compiled from uncorrected Closed Captioning.