Mar 04, 2024 School Board Special Workshop

[00:00:04]

ALL RIGHT. GOOD AFTERNOON.

[1. CALL TO ORDER AND ESTABLISH QUORUM]

OUR FIRST AGENDA ITEM IS EXECUTIVE SESSION.

[2. EXECUTIVE SESSION]

ALL RIGHT. GOOD AFTERNOON. WE'LL CALL THIS MEETING BACK TO ORDER AT 6 P.M..

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

PLEDGES OF ALLEGIANCE AND A MOMENT OF SILENCE.

WILL YOU PLEASE RISE? DEAR LORD, AS WE GATHER HERE TODAY FOR THE SCHOOL BOARD MEETING, WE COME BEFORE YOU WITH HUMBLE HEARTS AND OPEN MINDS.

WE ASK FOR YOUR GUIDANCE AND WISDOM AS WE EMBARK ON THIS BUDGET WORKSHOP, RECOGNIZING THE IMPORTANCE OF ALLOCATING RESOURCES TO BEST SERVE OUR STUDENTS, TEACHERS, AND COMMUNITY. BLESS EACH MEMBER OF THIS BOARD WITH INSIGHT AND DISCERNMENT THAT WE MAY EFFECTIVELY STEWARD THE RESOURCES ENTRUSTED TO US AND MAKE DECISIONS THAT HONOR OUR COMMITMENT TO EXCELLENCE IN EDUCATION.

IT'S IN JESUS CHRIST'S NAME THAT WE PRAY.

AMEN. WILL YOU PLEASE JOIN ME IN THE PLEDGE OF ALLEGIANCE? I PLEDGE ALLEGIANCE TO THE FLAG OF UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS.

ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

HONOR. HONOR THE TEXAS FLAG.

I PLEDGE ALLEGIANCE TO THEE, TEXAS.

ONE STATE UNDER GOD, ONE AND INDIVISIBLE.

ALL RIGHT. OUR NEXT AGENDA ITEM IS ITEM NUMBER FOUR.

PUBLIC COMMENTS MS. YELTON.

DO WE HAVE ANY PUBLIC COMMENTS THIS EVENING? WE DO NOT HAVE ANY PUBLIC COMMENTS THIS EVENING.

ALL RIGHT. THANK YOU. WE WILL MOVE ON TO OUR NEXT AGENDA ITEM, ITEM NUMBER FIVE, CONSIDERATION AND POSSIBLE ACTIONS ON ANY MATTERS ADDRESSED IN EXECUTIVE SESSION.

WE HAVE NONE.

SO WE'LL MOVE ON TO ITEM NUMBER SIX AND WE WILL START OUR BUDGET WORKSHOP MR.

[6. INFORMATION]

I'D LIKE TO JUST PROVIDE A FEW FACTS THAT HIGHLIGHTS THIS BOARD'S BUDGET ACCOMPLISHMENTS OVER THE LAST THREE YEARS.

SO AS MANY OF YOU KNOW, AND WE HAVE BEEN TALKING ABOUT FOR THE LAST THREE YEARS, IT'S A FACT THAT WE PASSED BALANCED BUDGETS THREE YEARS IN A ROW WHILE IMPLEMENTING ZERO BASED BUDGETING USING INNOVATIVE MEASURES SUCH AS THE SALE OF SURPLUS PROPERTY, AMONG OTHER MEANS. DID YOU KNOW WE IMPLEMENTED A PLAN TO PAY OFF THE MAJORITY OF OUR BOND DEBT BY 2029-2030, WHICH WILL RESULT IN A MAJOR TAX BREAK TO OUR COMMUNITY.

WE HAVE REDUCED YOUR TIER ONE CISD PROPERTY TAXES EACH YEAR, INCLUDING VOTING TO APPROVE THE LARGEST TAX BREAK IN CISD HISTORY FOR THE 2024 2025 TAX YEAR.

WE LISTENED TO OUR COMMUNITY AND RESISTED THE IDEA TO OFFER A NEW BOND REFERENDUM OR VOTER APPROVED TAX RATE ELECTION.

UNLIKE MANY ISDS IN THE STATE WHICH RESULT IN RAISING OUR COMMUNITIES TAXES.

IN FACT, WE HAVE KEPT ONE OF THE LOWEST EFFECTIVE TAX RATES OF ANY ISD IN NORTH TEXAS BY ONLY ADOPTING FIVE OF THE 17 PENNIES AVAILABLE TO US UNDER OUR TIER TWO TAXING AUTHORITY.

DID YOU KNOW WE HAVE REDUCED OUR ADMIN BUDGET BY ALMOST $3.5 MILLION IN THIS THREE YEARS.

DID YOU KNOW WE APPROVED PAY RAISES AND OR RETENTION BONUSES FOR TEACHERS, STAFF AND AUXILIARY EVERY YEAR DESPITE BUDGET SHORTFALLS DUE TO THE FINANCIAL INACTION OF OUR STATE LEGISLATURE? DID YOU KNOW WE HAVE INCREASED OUR MARKETING REVENUE EXPONENTIALLY, HIGHLIGHTED BY A FIVE YEAR CONTRACT WITH METHODIST SOUTHLAKE MEDICAL CENTER WORTH MORE THAN $500,000. DID YOU KNOW WE ARE IN THE PROCESS OF DEVELOPING A SHORT, MID AND LONG TERM CAPITAL IMPROVEMENT PLAN WHICH WILL PROVIDE AN OUTLOOK AND PRIORITIZATION OF OUR CAPITAL NEEDS GOING OUT 20 YEARS, WHICH WILL HELP IN OUR FUTURE BUDGETING PROCESSES.

[00:05:03]

IT'S A FACT, DESPITE ALL OF THIS, THAT WE HAVE HAD TO SHARPEN THE PENCIL AND IMPLEMENT SOME EFFICIENCY MEASURES THAT HAVE BEEN DIFFICULT TO MANY OF OUR TEACHERS AND STAFF.

WE UNDERSTAND THAT AND HOPE THAT WE CAN COME UP WITH MORE INNOVATIVE BUDGETARY MEASURES IN THE FUTURE TO HELP PREVENT HAVING TO IMPLEMENT ANY MORE CHANGES.

MAKE NO MISTAKE ABOUT IT, A LOT DEPENDS ON WHAT OUR STATE LEGISLATOR DOES IN THE UPCOMING 89TH LEGISLATIVE SESSION.

PLEASE. PLEASE LET OUR LOCAL AND STATE REPS KNOW SOMETHING NEEDS TO BE DONE AND SOMETHING NEEDS TO BE DONE NOW, MR. JOHNSON. PRESIDENT BRYANT, MAY I ADD A COMMENT? ABSOLUTELY. I THINK YOU FORGOT ONE RECENT VICTORY THAT WE HAD LARGELY DUE TO YOU AND TRUSTEE YEAGER WAS WE WERE ABLE TO AVOID $1 MILLION HIT TO OUR BUDGET.

AND WE WERE, WE AVOIDED ANY CUT IN OUR PRE-K PROGRAM BY PERSUADING THE TIA TO RAISE OUR ALLOW US TO RAISE TUITION TO COVER THE INCREASED COSTS.

SO THAT'S ANOTHER THING THAT WE'VE DONE FOR THE BUDGET.

THANK YOU, TRUSTEE JORDAN FOR POINTING THAT OUT, YOU'RE EXACTLY CORRECT.

ALL RIGHT. THANK YOU, PRESIDENT BRIAN, MEMBERS OF THE BOARD.

TONIGHT I AM IN BUDGET WORKSHOP NUMBER TWO.

AND SO TONIGHT WE'LL CONTINUE WITH WHERE WE LEFT OFF FROM THE LAST MEETING.

SO THE AGENDA FOR TONIGHT IS REVIEW WHAT WE DID ON THE THE FEBRUARY 4TH BOARD WORKSHOP.

STAFF, DR.

SMALKUS WILL TALK ABOUT STAFFING AND COMPENSATION.

WE'LL LOOK AT SOME POTENTIAL COST REDUCTIONS THAT WE'VE BEEN LOOKING AT INTERNALLY AS A CABINET.

TALK A LITTLE BIT ABOUT WHAT'S AVAILABLE IN THE BOND 2017 THROUGH THAT UPDATE.

AND THEN WE LOOK TO YOU FOR GUIDANCE ON PROVIDING FEEDBACK AND GUIDANCE ON HOW TO PROCEED NEXT.

KIND OF LIKE TO HIGHLIGHT THIS AND START WITH WHAT I THINK ALL OF YOU PROBABLY WELL ALL OF YOU DO KNOW, BUT MAYBE THE PUBLIC DOESN'T NECESSARILY KNOW, AND THAT IS HOW LOW WE ACTUALLY RANK IN THIS STATE IN PUBLIC FUNDING ON A PER PUPIL STATE, ON A PER PUPIL BASIS.

TEXAS IS 42ND, CARROLL ISD BECAUSE OF THE LOW TAX RATE THAT YOU MENTIONED, PRESIDENT BRYAN, COUPLED WITH THE LOWEST WATER TO ADA RATIO, WHICH IS THE WEIGHTED STUDENTS WE'RE FORCED FROM THE BOTTOM IN PER STUDENT FUNDING IN THE STATE OF TEXAS.

THE STATE FUNDING FORMULA HASN'T CHANGED SINCE 2019.

SO THE 6160 BASIC ALLOTMENT STILL EXISTS.

IT DID FIVE YEARS AGO.

IN THIS LEGISLATIVE SESSION, TEXAS HAD A RECORD SURPLUS, BUT CHOSE NOT TO GIVE ANY OF THAT BACK TO DISTRICTS DESPERATELY SUFFERING FINANCIALLY.

AS YOU MENTIONED PRESIDENT BRIAN, THE DISTRICT HAS MADE SOME HARD DECISIONS THESE PAST FEW YEARS IN REDUCING BECAUSE WE'RE FORCED TO.

WE USED ONE TIME FUNDS TO COVER EXPENSES LIKE STIPENDS AND TECHNOLOGY NEEDS.

OUR DEPARTMENTS ARE NOW LACKING PROVISIONS AND STAFF TO WORK AS EFFICIENTLY AND AS EFFECTIVELY AS THEY COULD, AS A RESULT OF WHAT WE'VE SEEN OUT OF AUSTIN, OR LACK THEREOF.

SO TONIGHT WE'RE LOOKING AT THE LONG TERM FINANCIAL PLAN.

WE'RE NOT JUST LOOKING AT TODAY, BUT WE'RE LOOKING LONG TERM, BECAUSE I THINK THAT'S PROBABLY THE MOST PRUDENT THING TO DO.

AND SO WHAT WE DO IS WE LOOK TO YOU ON HOW WE KIND OF WRAP OUR ARMS AROUND A BUDGET DEFICIT THAT WE MENTIONED IN THE LAST BOARD MEETING, SOMEWHERE IN THE NEIGHBORHOOD OF ABOUT $11 MILLION.

WE'RE FACING SOME MINOR DECLINES IN ATTENDANCE AND ENROLLMENT SOME OTHER LOSSES OF REVENUE.

AND SO WE'RE LOOKING TO GUIDANCE FOR THAT HOW TO WRAP OUR ARMS AROUND THAT.

AND I THINK, MR. JOHNSON, I'M SORRY TO INTERRUPT, BUT I JUST WANT TO MAKE SURE THE COMMUNITY UNDERSTANDS THAT ALL OF THIS DISCUSSION IS WE HAVE THE ASSUMPTION THAT THE 89TH LEGISLATIVE SESSION IS GOING TO DO ABSOLUTELY NOTHING FOR US LIKE THEY DID IN THE 88TH LEGISLATIVE SESSION.

CORRECT. SO WE HAVE TO PLAN AS IF THEY ARE NOT GOING TO DO ANYTHING LIKE THEY DID IN THE 88 SESSION.

CORRECT? ABSOLUTELY. OKAY, ABSOLUTELY.

WE JUST DIDN'T SEE ANY HELP.

SO I THINK THE ONE BENEFIT THAT CARROLL ISD HAS HAD IS REALLY THE SALE OF THE PROPERTY THAT'S PROVIDES, I GUESS, AN OPPORTUNITY FOR A SOFT LANDING FINANCIALLY THAT A LOT OF DISTRICTS DON'T HAVE.

SO, YOU KNOW, IF THE CHOICE IS TO, TO NOT GO TO DO ANYTHING IN THE CURRENT YEAR, THEN WE DO LOOK TO THE 89TH LEGISLATIVE SESSION, ALTHOUGH WE WERE NOT BANKING ON IT.

AND SO THE OTHER APPROACH, ANOTHER APPROACH WOULD BE TO DO INCREMENTAL BUDGETARY REDUCTIONS OVER TIME IN ANTICIPATION OF A BALANCED BUDGET WITHOUT REAL ESTATE SALES.

[00:10:04]

CARROLL DOES HAVE A VERY LOW TAX RATE.

THE TIER TWO TAX RATE IS FIVE PENNIES.

THE BOARD HAS THE OPTION TO CALL A TAX RATE ELECTION.

ANYTHING ABOVE THE FIVE PENNIES WOULD REQUIRE VOTER APPROVAL.

AND SO THAT REALLY IS THE ONLY MECHANISM TO INCREASE REVENUE SUBSTANTIALLY, SIMPLY IS.

WE'RE TALKING ABOUT CAPITAL EXPENDITURE PLANS.

AND I'LL BRING THAT TO YOU IN A DETAILED BUDGET WORKSHOP ON APRIL 15TH.

HISTORICALLY, BONDS ARE TYPICALLY ISSUED IN 25 YEAR INCREMENTS OR 25 YEAR TERMS. AND THERE ARE ALTERNATIVE TERMS. SO IF THE BOARD CHOSE TO PURSUE A BOND, I THINK AN OPTION WOULD BE TO DO A SHORT TERM BOND WHERE YOU'RE NOT PAYING FOR A FIVE YEAR COMPUTER OVER THE NEXT 25 YEARS.

SO THAT'S AN OPTION.

AND THE WAY TO, TO ADDRESS THESE FINANCIAL CHALLENGES WOULD BE TO DO IT INTERNALLY, THE DISTRICT ADMINISTRATION AND DISTRICT STAFF.

AND I'VE GOTTEN SOME FEEDBACK THAT WE COULD USE THE EXISTING COMMITTEES COMBINING THOSE COMMITTEES TO PROVIDE INPUT AND GUIDANCE.

RECENTLY RICHARDSON ISD HAS BEEN ON THE ON THE NEWS ABOUT SOME OF THEIR REDUCTIONS.

THEY DID THAT THROUGH A COMMITTEE.

AND I THINK IT WAS A ROBUST PROCESS.

AND THAT'S A THAT'S A GOOD OPTION.

THE OTHER WOULD BE COMMUNITY FEEDBACK THROUGH FORUMS. SO THERE'S A LOT OF WAYS THAT WE CAN TACKLE THIS OVER THE NEXT FEW YEARS.

AND WE LOOK TO YOU FOR GUIDANCE ON HOW TO DO THAT.

CONSIDERATION FOR TONIGHT'S DISCUSSION.

DR. SMALSKAS WILL TALK ABOUT CAMPUS STAFFING RATIOS.

77% OF OUR BUDGET IS STAFFING.

AND SO IT'S THE ONE PLACE THAT YOU CAN REALLY REDUCE.

IT'S JUST SIMPLY THAT THAT WAY.

DR. SMALSKAS IS ALSO WORKED WITH T IN A COMPENSATION STUDY.

AND SO DESPITE THE FACT THAT WE DON'T HAVE ANY REVENUE INCREASES FROM OUR FRIENDS IN AUSTIN, WE STILL HAVE TO LOOK AT COMPENSATION TO KEEP THE BEST AND BEST STAFF AND ATTRACT STAFF. MISS PETTY WILL BE TALKING ABOUT THE CURRICULUM AND INSTRUCTION STAFFING.

RANDY STEWART WILL TALK ABOUT TECHNOLOGY, AND I'LL TALK A LITTLE BIT ABOUT 2017 BOND UPDATE AND PROJECTS FROM THE FACILITY ASSESSMENT.

AGAIN, THAT'S GOING TO COME TO YOU IN DETAIL ON APRIL 15TH.

BUT THAT'S SOMETHING THAT WE NEED TO CONSIDER.

NON FACILITY TECHNOLOGY, INFRASTRUCTURE DEVICES, ATHLETICS, ALL OF THOSE ARE PART OF THE CAPITAL EXPENDITURE PROGRAM.

AND WE'VE DONE A GREAT DEAL OF WORK AND WILL AGAIN PRESENT THAT TO YOU ON APRIL 15TH.

AND THE GOAL TONIGHT IS TO HAVE A GOOD BOARD DISCUSSION AND DIRECTION SO THAT WE CAN KIND OF START MAKING ADJUSTMENTS AS WE SEE NECESSARY.

SO LET'S TALK ABOUT WHERE WE ENDED ON THE FEBRUARY 4TH MEETING.

SO THE PRELIMINARY FISCAL YEAR, 25 DRAFT BUDGET HAD A HAD A LOSS FROM PRE K, A PRETTY SUBSTANTIAL LOSS.

AND SO THROUGH THAT SINCE THAT WE'VE, WE'VE HAD OUR PRESIDENT BRIAN AND TRUSTEE YEAGER REACH OUT TO TEA AND DO SOMETHING THAT WAS UNPRECEDENTED.

SO WE WERE ABLE TO CALCULATE WHAT THAT TUITION INCREASE WOULD NEED TO BE TO COVER THAT LOSS.

AND WE'VE BEEN ALLOWED BY TEA TO DO THAT.

SO A VERY DETAILED CALCULATION WENT INTO THAT, YOU KNOW, THAT THE DOWNSIDE TO THE UPSIDE, THERE'S NOTHING BUT AN UPSIDE TO THIS.

LET ME JUST SAY THAT THE DOWNSIDE IS THAT THEY WON'T LET YOU RECAPTURE ANY COST ABOVE JUST BREAKING EVEN.

SO, AT 8670, WE ARE THE LOWEST COST FACILITY FOR STUDENTS TO, FOR THAT AGE GROUP WHICH I THINK IS A TREMENDOUS BENEFIT FOR THIS COMMUNITY. SO ACADEMICS PLUS BEING ABLE TO KEEP YOUR STUDENTS THERE IS TREMENDOUS.

WE'LL TALK A LITTLE BIT ABOUT FOUNDATION SCHOOL PROGRAM AND REVENUES WHERE WE'RE UNDER FUNDED.

WE'LL TALK ABOUT ENROLLMENT AND ATTENDANCE TRENDS.

WE TALKED ABOUT THAT AT THE LAST MEETING.

WE'LL TALK ABOUT THAT AGAIN TONIGHT AND THEN GRANT FUNDS.

WE'VE BEEN APPLYING FOR GRANT FUNDS.

DR. SMALSKAS AND DR.

BONNER HAVE DONE THAT. SO LET'S TALK A LITTLE BIT ABOUT ACTUAL ENROLLMENT AND REVISED PROJECTIONS.

SO AT THE LAST MEETING, I DREW ATTENTION TO THE FACT THAT HISTORICALLY, WE'VE HAD A 95% ADA TO ENROLLMENT RATIO THAT DROPPED DOWN IN 22-23. AND SO I DID A LITTLE BIT DEEPER DIVE.

AND WHAT I FOUND IS THAT IF WE LOOK AT THE AVERAGE DAILY ATTENDANCE RATE WE HOVERED ABOVE 96, A LITTLE BIT BELOW 96.

AND THEN IN 2021, WHEN VIRTUAL ATTENDANCE WAS ALLOWABLE, WE PEAKED.

WE PEAKED AT 97.5%, BECAUSE WHEN YOU LOGGED IN, YOU WERE COUNTED AS PRESENT.

WHAT HAS HAPPENED SINCE THEN IS WE'VE HAD A PRETTY SUBSTANTIAL DROP, SO THAT 9588 TO ENROLLMENT RATIO HAS DECLINED.

AND IT'S IT'S DECLINED BECAUSE OF OUR ATTENDANCE RATE HAS DECLINED.

AND SO I'LL RECALIBRATE A LITTLE BIT ON THE REVENUE, ALTHOUGH WE'VE SEEN SOME REBOUNDS AND WE'VE HAD SUBSTANTIAL DISCUSSIONS, PRESS RELEASES, MEETINGS WITH PRINCIPALS.

I THINK DR. LEDBETTER HAS TALKED TO THE PTO PRESIDENTS ABOUT IT.

WE REALLY HAD A PUSH IN A FOCUS ON ATTENDANCE RATES, AND WE'VE HAD CONVERSATIONS IN THE PRINCIPAL MEETINGS.

IT'S IMPROVED, WE JUST NEED MORE IMPROVEMENT.

SO THAT NEGATIVELY IMPACTS, AS YOU EACH KNOW, WE ARE PAID ON THE STUDENTS THAT SHOW UP, NOT JUST THE ONES THAT ARE IN.

AND SO, MR. JOHNSON, ACCORDING TO THIS GRAPH, WE'RE NOW TRENDING ABOVE 95%, IS THAT?

[00:15:08]

THAT'S GREAT. YEAH.

WE'RE NOT BACK TO WHERE IT WAS BEFORE, BUT WE'VE SHOWN SUBSTANTIAL IMPROVEMENT AND SHOW SOME IN THE CURRENT YEAR, SO.

AND YOU'VE ALWAYS SAID THAT WE NEED TO BE BETWEEN 96 AND 97 TO REALLY MAKE A DIFFERENCE.

I MEAN THAT'S A SUBSTANTIAL AMOUNT.

RIGHT. AND YOU CAN SEE..

OKAY.. BACK BEFORE IN 16-17, WE WERE, BUT..

THE MORE WE CAN MARKET THAT AND LET PARENTS KNOW THAT THIS IS, YOU KNOW, WHERE IT IS IN TERMS OF STATE FUNDING.

YOU KNOW, BE THERE AT TEN AND YOU GET COUNTED.

RIGHT? RIGHT. ABSOLUTELY, 10:00 AND, YOU KNOW, EACH PERCENT OF ATTENDANCE INCREASE IS ABOUT $670,000.

SO IT'S HUGE.

SO MAY I ASK, HOW IS THAT BEING COMMUNICATED OUT THROUGH THE SCHOOLS? IT SOUNDS LIKE YOU'RE TALKING TO PTO PRESIDENTS.

HOW ARE THEY SENDING OUT COMMUNICATIONS? SO WE'VE MET WITH STAKEHOLDERS LIKE PTO.

WE HAVE ALSO WE'VE TALKED TO THE PRINCIPALS QUITE A BIT ABOUT IT.

AND SO THEY'VE EACH GOT THEY'VE EACH DONE AN INDIVIDUALLY ON THEIR CAMPUSES THROUGH THEIR NEWSLETTERS THAT GO HOME TO PARENTS.

I KNOW OUR ELEMENTARY PRINCIPALS HAVE PROBABLY ARE A LITTLE MORE UNIFIED IN WHAT THEY'RE SENDING OUT, BUT THEY'RE TRYING TO COMMUNICATE THAT TO THE PARENTS.

I KNOW THE PTO PRESIDENTS WORKED TOGETHER ON KIND OF A SOCIAL MEDIA BLAST THAT DID YOU KNOW ABOUT ATTENDANCE.

AND SO ALL OF OUR PRINCIPALS ARE CREATING MORE OF AN AWARENESS WITHIN THEIR CAMPUSES AND WITH THEIR PARENTS.

AND THEN I RECENTLY, PROBABLY THE LAST ABOUT TWO WEEKS AGO, SENT OUT SOMETHING IN MY MY EMAIL I SEND OUT ONCE A MONTH AN EMAIL TO THE COMMUNITY REALLY DETAILING WHAT THE IMPACT THAT INCREASED ATTENDANCE WILL HAVE, AND JUST ENCOURAGING PARENTS THAT IF THEY'RE NOT SICK, THEIR KIDS NEED TO BE THERE AT A MINIMUM AT 10:00.

WE WANT THEM THERE EVERY DAY, ALL DAY, BUT I THINK THERE WAS THIS MISPERCEPTION THAT AN EXCUSED ABSENCE DOES NOT COUNT AGAINST THE DISTRICT, AND IT DOES.

THE STUDENTS HAVE TO PHYSICALLY BE IN THEIR SEAT OR IN IN CLASS OR IN THE BUILDING TO GET COUNTED PRESENT.

NOW, OBVIOUSLY, SCHOOL ACTIVITIES, SCHOOL SPONSORED ACTIVITIES WITH THEIR ON FIELD TRIPS OR SPORTING EVENTS THAT ALL COUNTS AS PRESENT, BUT AN EXCUSED ABSENCE IF THEY'RE TAKING THEM OUT TO GO WHEREVER DOES NOT COUNT TOWARDS OUR FUNDING FOR THAT DAY.

I WOULD LIKE TO TALK A LITTLE BIT ABOUT, SO WE'VE TALKED ABOUT SCHOOL FUNDING.

WE'VE TALKED ABOUT TIER ONE.

TIER ONE IS THE STUDENT ATTRIBUTES.

IT IS INSTRUCTIONAL SETTINGS.

AND WE GET PAID BASED ON A MULTIPLE OF THE BASIC ALLOTMENT.

DYSLEXIA, FOR INSTANCE, IS 0.10.

SO FOR EACH STUDENT WE GET ANOTHER $616.

AND SO EACH OF THESE CATEGORIES THAT WE'RE LOOKING AT TONIGHT CALLED FSP ALLOTMENTS FOUNDATION SCHOOL PROGRAM ALLOTMENTS ARE WHAT WE GET PAID ON BASED ON WHAT I JUST DESCRIBED, WHICH ARE THE STUDENTS IN THE RESPECTIVE PROGRAMS. SO THIS I DID A THREE YEAR ACTUAL SO THAT WE WOULD BE ABLE TO SEE, I GUESS, THE TRENDS OVER TIME.

AND IF WE LOOK AT 2021 THE FISCAL YEAR SPENT, YOU CAN SEE THAT WE SPENT OVER TWICE, TWO AND A HALF TIMES OF OUR DYSLEXIA ALLOTMENT.

GIFTED AND TALENTED WAS NOT FUNDED IN 2021, AND WE STILL HAD A PROGRAM THAT WAS $800,000.

SPECIAL EDUCATION IS OUR LARGEST DOLLAR SPEND OVER WHAT WE GET, AND IT'S ABOUT 190% IN THAT YEAR.

AND IT'S 197 JUST SHORT OF TWICE WHAT WE GET FUNDED ON SPECIAL ED.

I DID LOOK AT STATE DATA TODAY, AND IT WAS ABOUT 142% ON WHAT THEY WERE FOR 2021.

SO WE THIS DISTRICT SPENDS AN AMPLE AMOUNT ABOVE WHAT THE STATE AVERAGE IS AND SERVING THE SPECIAL ED STUDENTS.

MR. JOHNSON, I JUST WANT TO POINT OUT THAT WE DON'T ELECT TO DO THAT, CORRECT? WE HAVE TO DO THAT BASED ON THE REQUIREMENTS OF STATE LAW.

THE STATE JUST DOESN'T GIVE US ENOUGH TO COVER THAT AMOUNT THAT'S REQUIRED.

THE STATE, CLEARLY UNDERFUNDS SPECIAL ED, THAT IS A STATEWIDE ISSUE.

AND I KNOW THAT WE'VE TALKED TO SEVERAL OF IT.

I KNOW THAT DR. DR.

BONNER AND I HAVE HAD SEVERAL CONVERSATIONS.

WHAT HAPPENS IS, IS YOU BUILD THAT SPEND OVER TIME TO ADDRESS THE STUDENT NEEDS.

AND THERE IS A PROVISION IN FEDERAL LAW CALLED THE MAINTENANCE OF EFFORT FOR IDEA INDIVIDUALS FOR DISABILITIES EDUCATION ACT.

AND ONCE YOU SPEND EITHER AN AMOUNT PER STUDENT OR AN AMOUNT IN TOTAL, YOU CAN'T DROP BELOW THAT.

SO AS THESE SCHOOLS ALL COMMITTED TO HIGHER LEVEL OF SERVICE FOR THE SPECIAL NEEDS STUDENTS, YOU CAN'T DROP DOWN.

THAT IS A FEDERAL REQUIREMENT.

AND SO IN 22-23, WE SPENT $8.9 MILLION.

WE GOT $4.5 MILLION, SPENT 197%.

NEXT YEAR, BASED ON THE NUMBER OF STUDENTS, YOU CAN'T DROP BELOW THAT.

AND SO THAT CONTINUOUSLY GROWS.

YOU'VE GOT TO BE REAL CAREFUL WITH THAT.

BUT WHAT WE'RE SEEING IN OUR DISTRICT IS NOT IS REALLY NOT OUT OF OUT OF..

SOMETHING TRUSTEE YEAGER, YOU CAN ADD TO YOUR LIST OF UNFUNDED MANDATES THAT WE WANT TO TALK TO OUR AUSTINITES ABOUT.

YEAH, I WAS JUST GOING TO SAY, YOU KNOW, SO MANY PEOPLE IN THE COMMUNITY DID A GREAT JOB IN THE CALL TO ACTION OF DRAGONS TAKE ACTION, WE HAD THOUSANDS OF LETTERS, AND WE WERE SEEKING AN INCREASE OF AT LEAST 15% TO MATCH THE INFLATION INCREASE OF THE BASIC ALLOTMENT.

WE TRIED AS A COMMUNITY AND WE DIDN'T SEE ANY EFFORTS BY THE STATE LEGISLATURE.

[00:20:01]

AND SO OUR COMMUNITY CAN SEE THAT NOT ONLY ARE WE NOT GETTING IT ON THE BASIC ALLOTMENT, WE'RE NOT GETTING IT ON THESE MANDATED PROGRAMS. CORRECT. AND ONE OF THE THINGS THAT I LEARNED THAT A LOT OF PEOPLE WOULDN'T KNOW IS THAT THE GIFTED AND TALENTED CAN YOU EXPLAIN EXACTLY HOW THE STATE MIGHT GIVE US GIFTED AND TALENTED? AND THEY DO, AND IT'S A WAY 2.07 PER STUDENT, CAPPED AT 5% OF YOUR OVERALL POPULATION.

SO YEAH, SO WITH A DISTRICT LIKE [INAUDIBLE], A DISTRICT LIKE OURS THAT HAS A HIGH PERCENTAGE OF GIFTED AND TALENTED STUDENTS.

YEP. WE ALL, WE HAVE NEEDS TO HAVE GIFTED AND TALENTED FACULTY CURRICULUM.

AND THE STATE IS CAPPING US TO SAY ONLY WE'RE ONLY GOING TO GIVE YOU 5%.

ALLOW THAT 5% OF YOUR DISTRICT STUDENTS WOULD BE GIFTED AND TALENTED AND THAT NUMBER.

I MEAN, DO WE HAVE AN IDEA OF WHAT PERCENT? I DON'T WANT TO GUESS, BUT IT'S IT'S OBVIOUSLY WELL ABOVE THAT.

IT'S 26%.

26%. YEAH, YEAH.

AND AGAIN, AND I DON'T THINK YOU MENTIONED THIS, MR. JOHNSON, I WAS I WAS GOING TO ASK YOU IS HOW MUCH SURPLUS AGAIN DID THE STATE HAVE FOR SCHOOL FUNDING.

33 BILLION IS $33 BILLION OKAY.

33 BILLION IN THEIR EARLY RELEASES.

THEY DIDN'T GIVE US ONE DIME OF THAT 33 ONE.

RIGHT. YEAH. SO WE'RE CAPPED AT 5% OF OF FUNDS FOR GIFTED AND TALENTED THOUGH 26% IS WHAT OUR TRUE PERCENT OF OUR STUDENT BODY THAT IS GIFTED AND TALENT, I WOULD BE IT'D BE INTERESTING TO KNOW IF THERE'S A SCHOOL DISTRICT IN THIS STATE THAT, SAY, HAD A VERY HIGH PERCENT OF ENGLISH AS A SECOND LANGUAGE OR SPECIAL EDUCATION.

WOULD THOSE BE CAPPED? YOU'RE NOT RIGHT. I MEAN, WHY WHY IS IT THAT GIFTED AND TALENTED IS NOT FUNDED? NOT EVEN CLOSE.

RIGHT? YEAH.

ALL RIGHT. WOULD BE ALSO FAIR TO SAY THAT THIS MIGHT BE A NEW LEGISLATIVE PRIORITY LIST FOR OUR COMMUNITY RIGHT HERE.

ABSOLUTELY. BECAUSE I'M SEEING A DELTA RIGHT OF $6.4 MILLION.

CORRECT. RIGHT.

AND ALL OF THAT HAS TO COME OUT OF OTHER ALLOTMENTS OR OTHER AREAS TO SERVE THOSE STUDENTS.

SO THAT IS SUBSTANTIAL UNDERFUNDING AND SO ON YOU KNOW, ON THE SECOND BULLET POINT, I'LL TALK ABOUT WHEN THE DISTRICT SPENDS OVER 100%, THEY CAN COME FROM ENRICHMENT, WHICH IS TIER TWO, AND WE GET ABOUT 5 MILLION.

OTHERWISE, IT COMES FROM BASIC ALLOTMENTS AND OTHER ALLOTMENTS WHERE WE DON'T SPEND 100%.

SO I ALSO WONDER IF THIS REQUIRES SOME FEDERAL INTERVENTION.

I MEAN, IDEA IS A IT'S DRIVEN FEDERALLY, SO THERE MAY BE SOME LEGISLATION ACTION THAT WE WOULD HAVE TO INVESTIGATE. CERTAINLY TO LOOK INTO.

YES, SIR. ESPECIALLY AS IT RELATES TO THE RATCHETED FLOOR THAT YOU SPOKE OF, YEAH.

AND THERE ARE PROVISIONS WITHIN IDEA THAT ALLOW YOU TO SELECTIVELY REDUCE THAT EFFORT IF YOU MEET VERY STRINGENT CRITERIA.

AND VERY FEW DISTRICTS IN THE STATE OF TEXAS MEET THAT CRITERIA.

ANYTHING ELSE ON THIS SLIDE? SO I SEE DR. LONG HERE, SO I DON'T WANT TO JUMP THE GUN.

BUT WITH THE SPECIAL EDUCATION THERE'S LIKE A $4 MILLION DELTA YEAR OVER YEAR.

SO I GUESS MY QUESTION IS ARE THERE SPECIFIC CATEGORIES WITHIN THAT THAT ARE CONTRIBUTING TO THAT LOSS? I'M GUESSING IT'S, YOU KNOW, TEACHERS AND THAT.

BUT IS THERE ANYTHING IS THERE ANYWHERE.

IT'S IN THE MOST SIMPLISTIC WAY TO, TO PUT THIS, SPECIAL EDUCATION, WHEN YOU THINK ABOUT THE SERVICES THAT YOU PROVIDE, WE'RE NOT FUNDED FOR SERVICE THAT WE PROVIDE.

WE'RE FUNDED FOR A STUDENT THAT WE SERVE.

BUT NOT ALL STUDENTS WITH DISABILITIES ARE CREATED EQUAL.

SO A STUDENT WHO IS IN THE MAINSTREAM SETTING AND IS ACCESSING GENERAL EDUCATION ALL DAY, WITH ANY ADDITIONAL WITHOUT ADDITIONAL SUPPORTS, IS GOING TO GENERATE 1.1%.

IN ADDITION TO THE PER PUPIL EXPENDITURES.

WHEREAS A STUDENT WHO MAY BE RECEIVING THERAPIES, OCCUPATIONAL THERAPY, SPEECH THERAPY, MUSIC THERAPY, PHYSICAL THERAPY, MAY HAVE A VISION IMPAIRMENT AND HAVE A WE HAVE TO EMPLOY A VI TEACHER FOR MAY REQUIRE THE USE OF ASSISTIVE TECHNOLOGY.

THAT FUNDING WEIGHT IS THREE.

SO I MEAN, YOU KNOW, WHEN YOU START LOOKING AT WHAT THAT WHAT THAT LOOKS LIKE THE MORE SERVICES THAT YOU REQUIRE, THE, THE THE INCREASE IS NOT, DOES NOT MATCH THAT.

AND SO THAT'S WHY.

[00:25:02]

IT DOESN'T CONSIDER THE SERVICE THAT WE PROVIDE STUDENTS.

IT DOESN'T CONSIDER THE NEEDS OF THE STUDENT.

IT IS JUST IF YOU FIT IN THIS BOX YOU'RE GOING TO GENERATE THIS AMOUNT OF FUNDING.

SENSE. WHY? TRUSTEE IS GOING TO PUT THAT ALL DOWN AS UNFUNDED.

YEAH. AND I, DR. BONNER, I KNOW THAT I'VE TALKED WITH YOU ABOUT THIS BEFORE, BUT THERE ARE SOME ISDS IN TEXAS THAT SO IN TEXAS, SPECIAL EDUCATION WAS UNDERFUNDED BY 2.3 BILLION.

AND SO THEY WERE GOING TO GO ADVOCATE FOR WE NEED THAT PLUS AN ADDITIONAL 2.3.

BUT BECAUSE CHILDREN, THERE ARE MORE CHILDREN THAT ARE BEING IDENTIFIED WITH SPECIAL NEEDS AND NEEDING MORE SERVICES, THAT YOU REALLY CAN'T PUT A CAP ON IT, YOU ALMOST NEED SOME SORT OF REIMBURSEMENT PLAN FROM THE STATE ON WHAT YOUR ISD SPENDS.

YES, THAT'S ONE OF THE THINGS THAT'S BEING ADVOCATED FOR, FOR SURE.

MR. JOHNSON, DO YOU HAVE THIS FOR WHERE WE STAND RIGHT NOW FOR 23, 24? I'VE GOT THE BUDGET, BUT I'VE NOT TRUED IT UP, SO TO SPEAK, FOR EVERYTHING BUDGETARILY AND THE REVENUE.

BUT YES, I DO HAVE THAT AND I CAN BRING THAT TO A FUTURE BUDGET WORKSHOP.

THANK YOU, MR. JOHNSON. DID YOU JUST SAY.

DID YOU SAY THAT WE GET 5 MILLION FROM TIER TWO? YES. ABOUT FIVE BETWEEN 5 AND 6.

YEAH BUT WE'RE SIX.

WE'RE 6.4 OVERSPENT.

YOU'VE GOT IN TIER ONE.

WELL ON THESE SPECIFIC ALLOTMENTS THERE'S OTHER ALLOTMENTS.

THERE'S THE BASIC ALLOTMENT THAT SERVES ALL STUDENT POPULATIONS.

SO REALLY YOU LOOK AT THAT AND THEN.

YEAH. OKAY.

YES, MA'AM. GRANTS WERE BROUGHT UP ON THE FEBRUARY 4TH BOARD MEETING.

AND SO THESE ARE SOME OF THE GRANTS THAT DR.

SMALSKAS AND HER TEAM AND DR.

BONNER HAVE APPLIED FOR SCHOOL SAFETY FORMULA GRANT 428,000.

SILENT PANIC ALERT 21,000.

DYSLEXIA BY DR.

BONNER, ROUGHLY 100,000, AUTISM FOR 176.

AND RIGHT NOW WE'VE GOT IN PROCESS A SAFE CYCLE TWO TO ADDRESS SOME OF THE SAFETY ISSUES AT THE HIGH SCHOOL AND SENIOR HIGH DOOR COMPLIANCE, YOU KNOW, WITH THE NEW PROVISIONS ON DOOR AUDITS AND EVERYTHING THAT FOLKS WERE EXPERIENCING, THAT WAS A GREAT A GREAT APPLICATION.

SO A MILLION DOLLARS ON RE-KEYING.

SO THOSE ARE IN PROCESS.

WE'RE AWAITING WORD ON THAT.

BUT THERE ARE GRANTS THAT WE APPLY FOR IN ADDITION TO THE TRADITIONAL GRANTS, SO.

ARE THESE FAIRLY AUTOMATIC? I MEAN WE APPLY FOR THEM.

WE CAN SHOW OUR NEED THAT WE GET THE MONEY.

THEY'RE NOT ALWAYS AUTOMATIC.

NO. IN FACT, WE DIDN'T GET THE SAFE CYCLE AWARD GRANT FOR OCTOBER.

BUT WE'RE GOING BACK AND WORKING HARDER AND TRYING TO GET EVERYTHING DONE FOR THE SAFE CYCLE TWO I MEAN, WE ALWAYS WORK HARD, BUT YOU NEVER KNOW.

IT'S NOT AN AUTOMATIC, I GUESS, IS WHAT I'M SAYING.

WE CONTINUE TO SEEK GRANTS IN EVERY OPPORTUNITY FOR.

BUT THEY JUST RAN OUT OF MONEY OR WHAT? SOMETIMES THEY RUN OUT OF MONEY AND SOMETIMES THEY GO WITH THE HIGHEST NEED.

AND SO IF THEY LOOK AT A LOT OF TIMES THEY'LL, THEY'LL AWARD BASED ON ECONOMIC DISADVANTAGE BASED ON PROPERTY WEALTH.

AND OBVIOUSLY WE'RE ON THE OPPOSITE END OF THE SPECTRUM OF WHAT THEY TYPICALLY AWARD FOR THOSE.

AND SO ALL RIGHT I WILL TURN IT OVER TO DR.

SMALSKAS TO TALK ABOUT CAMPUS STAFFING AND COMPENSATION.

DR. BONNER. IT'S OKAY, MR. JOHNSON. GOOD EVENING.

ALL RIGHT, SO THIS EVENING, I'M GOING TO GO OVER THE CAMPUS STAFFING PLAN.

SO YOU'RE GOING TO SEE SOME RECOMMENDATIONS ON DISTRICT STAFFING STANDARDS FOR EACH OF OUR ELEMENTARY, MIDDLE, INTERMEDIATE AND HIGH SCHOOL.

IN ADDITION, I'M GOING TO SHARE SOME PRELIMINARY INFORMATION OF A STUDY THAT WE'RE DOING WITH THE TEXANS FOR EXCELLENCE FOR EDUCATION, OUR TEA GROUP THAT'S BEEN HELPING US LOOK AT OUR COMPENSATION COMPARISON TO MARKET AVERAGE.

SO I'M GOING TO GO OVER THAT, AND THEN MISS PETTY IS GOING TO TALK TO YOU ALL ABOUT OUR CURRICULUM AND INSTRUCTION NEEDS.

AND THEN MR. STEWART WILL BE HERE TO GO OVER SOME OF THE STAFFING FOR THE TECHNOLOGY DEPARTMENT.

SO BEFORE I MOVE ONTO THE NEXT PART OF THIS PRESENTATION, I JUST WANT TO PREFACE WITH THESE IMPORTANT POINTS ON THIS PARTICULAR SLIDE.

ALL OF THE STAFFING PROJECTIONS BEST PRACTICE IS TO STAFF ON TEACHER TO STUDENT RATIO.

SO I'M GOING TO EXPLAIN SOME OF THESE CALCULATIONS.

IN ADDITION, I JUST WANT TO REMIND EVERYONE, AS WE GO THROUGH THE NEXT FEW SLIDES, THAT OUR PRE-K AND KINDER NUMBERS ARE BASED ON COMPLETELY ON THE LAST FIVE YEARS AVERAGE.

AND SO THAT IS GOING THAT'S PRETTY DIFFICULT TO PREDICT.

SO THE NUMBERS THAT YOU SEE WHEN WE WHEN I GO TO THE NEXT SLIDES, THE PRE-K AND KINDER ARE GOING TO BE AN AVERAGE OF THE LAST FIVE YEARS.

I ALSO WANT TO MAKE SURE THAT EVERYONE UNDERSTANDS THAT GRADES K THROUGH FOUR BY EDUCATION CODE CANNOT HAVE MORE THAN 22 STUDENTS IN THOSE CLASSES.

IF A CLASS GOES ABOVE 22, THEN THE DISTRICT MUST ASK FOR A WAIVER.

SO I JUST WANT TO KEEP THAT IN MIND AS WE GO THROUGH SOME OF THIS CALCULATIONS.

AND TYPICALLY IN THE PAST, CISD HAS KEPT MANY CLASS SECTIONS BELOW 20.

AND SO THE NEXT FEW SLIDES, YOU'LL SEE SOME POTENTIAL COST SAVINGS WITH OUR STAFFING RATIOS.

IF WE TRULY CALCULATED AT THAT 22 TO 1 AND NOT HAVE ANY SECTIONS GO ABOVE 24.

[00:30:08]

AND SO SOME OF THE CALCULATIONS I'M GOING TO SHARE WITH YOU GO.

WE DID SOME PREDICTIONS AT 26 TO 27.

MIDDLE SCHOOL HISTORICALLY HAVE BEEN STAFFED AT 25 AND 26.

AND I'M GOING TO PRESENT SOME STAFFING RATIOS FOR AT 27 AND 28.

AND THEN THE HIGH SCHOOL AGAIN, SAME THING.

I'M GOING TO SHOW YOU SOME STAFFING REDUCTION COSTS STAFFING AT 27 AND 28.

SO LOOKING AT THIS FIRST TABLE AND THESE TABLES WILL ALL BE CONSISTENT STARTING WITH CARROLL ELEMENTARY, IF YOU SEE THE FIRST THREE COLUMNS, THE CURRENT ENROLLMENT AND CURRENT NUMBER OF TEACHERS PER GRADE LEVEL WITH CURRENT TEACHERS TO STUDENT RATIO.

SO THE FIRST THREE COLUMNS, YOU CAN SEE THAT THE NUMBER OF OF STAFF THERE OF 33 AND THEN HOW MANY STUDENT TEACHER TO STUDENT RATIO ON THAT THIRD COLUMN.

IF YOU MOVE INTO THAT MIDDLE SECTION, THAT IS, IF WE WERE TO STAFF HISTORICALLY BASED ON KEEPING ALL OF OUR CLASS SECTIONS BELOW 20 AND WE WOULD NOT HAVE A COST REDUCTION AT ALL, MAINTAINING A ZERO NET THERE IF WE WERE TO GO TO 22 TO 1, PUSHING OUR CLASS SIZES A LITTLE BIT BIGGER, JUST WITH THAT, AT CARROLL ELEMENTARY, WE COULD SEE A POSSIBLE POTENTIAL SAVINGS OF A STAFFING UNIT BY ONE ONE TEACHER.

AND ON THIS PARTICULAR CAMPUS, GOING 22 TO 1, WE WOULD NOT HAVE TO APPLY FOR A WAIVER.

CURRENTLY, WITH THE CURRENT NUMBERS, THESE NUMBERS CAN FLUCTUATE.

SO IF WE GO THROUGH EACH ONE OF THESE.

JOHNSON KEEPING THE SAME PROCESS IN MIND, JOHNSON COULD POTENTIALLY BE STAFFED AT 30 TEACHERS VERSUS 33 TEACHERS AND NO CLASSES GOING OVER 22 AGAIN USING THAT 22 TO 1 RATIO.

ROCKENBAUGH ELEMENTARY, OBVIOUSLY DUE TO ITS DECLINE IN ENROLLMENT, COULD POTENTIALLY DECREASE BY ONE SECTION NEXT YEAR, AND ALSO CLOSE TO A VERY SIMILAR WITH A RATIO OF 22 TO 1, JUST BASED ON OUR NUMBERS HAVE DROPPED.

OLD UNION ELEMENTARY, THESE NUMBERS ALSO COULD BE REDUCED BY ONE TEACHER, BUT ON THIS PARTICULAR SLIDE, YOU'LL SEE THAT THERE IS ONE SECTION IN FOURTH GRADE THAT WE WOULD HAVE TO POTENTIALLY GO AND ASK APPLY FOR A WAIVER, BECAUSE ON THAT CALCULATION WE WOULD HAVE ONE SECTION OVER 22.

KEEP IN MIND CURRENTLY THIS YEAR WE DO HAVE TWO CAMPUSES WITH TWO WAIVERS.

YOU ALL HAVE APPROVED A SECTION AT WALNUT GROVE AND A SECTION AT OLD UNION.

CURRENTLY WHERE WE DO HAVE SECTIONS OVER 23 OR OVER 22.

AND THEN LOOKING AT WALNUT GROVE, WE COULD SEE A DECREASE OF STAFF IF WE WERE TO STAFF CLOSE TO 22 TO 1, AND THAT IS WITHOUT A WAIVER.

WE COULD WE WOULD HAVE TO WATCH THIRD GRADE THOUGH, BECAUSE THAT SECTION THERE WOULD BE PRETTY CLOSE AT IF ONE MOVED IN OR ANOTHER STUDENT SHOWED UP, THAT WE WOULD BE CLOSE TO HAVING TO APPLY FOR A WAIVER THERE.

SO OVERALL, IF WE WERE TO STAFF HISTORICALLY, LIKE WE HAVE KEEPING CLASS SIZES CLOSER TO THAT 20, WE COULD REDUCE COSTS BY ABOUT 216,000. HOWEVER, IF WE WERE TO PUSH MORE TO THAT 22 TO 1 STAFFING RATIO AT THE ELEMENTARIES, WE COULD HAVE SOME COST REDUCTION SAVINGS OF APPROXIMATELY 720,000. SO MS. SMALSKAS HOW IS THE 720 CALCULATED? IS THAT A FULLY BURDENED RATE OR IS THAT JUST THE WAGE? THAT'S BASED ON A AVERAGE TEACHER SALARY PLUS BENEFITS.

PLUS. OKAY. THAT'S CORRECT.

AND MAY I JUST CLARIFY IS THIS CUTTING POSITIONS? IS THIS HAPPENING THROUGH ATTRITION? HOW ARE WE COMING UP WITH THE REDUCTIONS? THE GOAL WOULD ABSOLUTELY BE THROUGH ATTRITION.

WE WOULD NOT HIRE IF SOMEONE WERE TO RETIRE OR TO LEAVE THE PROFESSION, WE WOULD JUST MOVE TEACHERS AROUND.

SO AS WE ARE LOOKING AT INTERMEDIATE AGAIN, WE ARE LOOKING AT STAFFING IN THAT FIRST COLUMN AT THE VERY END THERE IN THE FAR RIGHT, STAFFING AT 26 TO 1 OR 27 TO 1 NET, IT WOULD BE A NET LOSS OF ZERO.

IF WE KEPT IT AT 26 AND A POTENTIAL OF 144,000, IF WE WERE TO BUMP IT UP BY ONE, ONE EXTRA STUDENT.

SO COST SAVINGS THERE OF ABOUT 144,000.

MIDDLE SCHOOL IS THE SAME 27 TO 1, THEY WOULD HAVE A NET LOSS OF ZERO 28 TO 1, A NET LOSS OF TWO, AND 144,000 POTENTIAL SAVINGS THERE.

BUT KEEP IN MIND THAT LAST YEAR AT INTERMEDIATE AND MIDDLE SCHOOL, THAT IS THE GROUP THAT WE TOOK AWAY, THAT SECOND COMMON, THAT SECOND PLANNING PERIOD.

AND SO THEY'VE ALREADY RECEIVED A LOT OF CUTS THERE.

AND SO WE'RE PROPOSING THAT WE PROBABLY JUST LEAVE THESE TWO CAMPUSES AS IS.

[00:35:03]

STAFFING PROJECTIONS.

AGAIN, HERE THE TEACHERS ARE TEACHING SIX OF EIGHT.

SO AT THE HIGH SCHOOL OUR TEACHERS STILL CONTINUE TO HAVE THAT EXTRA COMMON PLANNING PERIOD.

EXTRA PLANNING PERIOD.

AND IF WE WERE TO LOOK AT STAFFING, 27 OR 20 8 TO 1 TEACHER TO STUDENT RATIO WOULD PROVIDE A COST REDUCTION OF SAVINGS OF ANYTHING, ANYWHERE BETWEEN 8 AND 13 STAFF MEMBERS, WITH A POTENTIAL OF COST REDUCTION SAVINGS OF EITHER 576,000 OR 936,000, DEPENDING ON WHICH RATIO WE DECIDE TO GO WITH.

DR. SMALSKAS, JUST A QUICK QUESTION, SO THE RATIOS THAT YOU'RE TALKING ABOUT ARE JUST ACROSS THE BOARD, REGARDLESS OF WHETHER IT'S CORE OR NON CORE.

WHATEVER DISCIPLINE WE'RE TALKING ABOUT ACROSS THE BOARD.

THAT IS CORRECT. EACH CAMPUS.

OKAY. SO IF WE WERE TO SUMMARIZE ALL THREE OF THEM, I OR ALL OF THE SLIDES THAT I JUST PUT TOGETHER ON THIS PARTICULAR SLIDE HERE, WE COULD HAVE A POTENTIAL SAVINGS OF APPROXIMATELY 1.9 MILLION IF WE WERE TO STAFF ALL OF OUR CAMPUSES ON THE HIGHER STAFFING, STUDENT TO TEACHER RATIO.

SO WHERE WE NEED SOME SUPPORT AND GUIDANCE FROM Y'ALL IS DO WE STAFF ELEMENTARY AT 22 TO 1.

KEEPING IN MIND THAT THAT COULD BE WHERE WE HAVE SOME POSSIBILITY OF HAVING TO FILE WAIVERS IN THE EVENT THAT WE DO HAVE A CLASS THAT GOES ABOVE 22, WE WOULD HAVE TO CONSIDER AND THINK ABOUT THAT AS THE SUMMER.

AS WE'RE GETTING CLOSER TO THE START OF SCHOOL YEAR, WE COULD BE MOVING TEACHERS, WHICH HISTORICALLY IN CARROLL WE HAVE NOT MOVED TEACHERS OR HIRED IN AUGUST, WE TRY TO GET EVERYTHING HIRED. WE'VE STAFFED VERY FLUIDLY IN THE PAST FEW YEARS, BUT WE'D HAVE TO KEEP THAT IN MIND.

IN ADDITION, I ALSO KNOW THAT THIS DISTRICT HAS NEVER DONE WHAT'S CALLED CAP AND TRANSFER, WHICH IS WHEN A WHEN A CERTAIN GRADE LEVEL HITS THE MAXIMUM OF 22 AND A STUDENT MOVES INTO THEIR NEIGHBORHOOD SCHOOL, YOU CAN ALSO DO WHAT'S CALLED CAP THAT SECTION.

AND THAT STUDENT THAT'S NEWLY MOVED IN WOULD HAVE TO TRANSFER TO ANOTHER LOCAL CAMPUS.

THAT'S ALSO ANOTHER OPTION THAT'S OUT THERE.

AND I OBVIOUSLY WOULD NEED SOME GUIDANCE ON THAT BECAUSE THAT COULD POTENTIALLY BE A SAVINGS OF 720,000 INTERMEDIATE IMMEDIATE MIDDLE SCHOOL.

THAT'S 27 TO 1 STAFFING RATIO AT 288,000.

THERE IS A POTENTIAL SAVINGS AND THEN POTENTIAL OF 936.

IF WE GO TO THAT HIGHER END OF 28 TO 1 AT THE HIGH SCHOOL, I THINK I MEAN, I KNOW WHERE YOU'RE GOING WITH THIS ON SOME OF THE FUTURE SLIDES THAT JUST MY INITIAL IMPRESSION AND WE'RE NOT MAKING ANY DECISIONS TONIGHT.

OBVIOUSLY WE'RE JUST TALKING ABOUT THIS AND DISCUSSING IT IS THAT I AGREE WITH WITH THE DISTRICT ON THE ELEMENTARY GOING UP TO 22 TO 1, I DON'T AGREE WITH THE CAP AND TRANSFER, BUT WE CAN CERTAINLY DISCUSS THAT.

AND I DO AGREE WITH THE DISTRICT ON THE INTERMEDIATE AND MIDDLE SCHOOL LEAVING AS IS.

JUST BECAUSE OF THE EFFICIENCY MEASURES THAT WE IMPLEMENTED LAST YEAR.

AND THEN AGREE WITH THE DISTRICT IN TERMS OF THE HIGH SCHOOL AND THE SENIOR HIGH SCHOOL STAFFING RATIOS.

OKAY. DR.

SMALSKAS. YES, SIR. HOW CERTAIN ARE WE ON, CAN WE RELY ON ON WAIVERS? HOW HOW OFTEN DOES THE TEA TURN US DOWN? I'VE NEVER HAD A WAIVER TURNED DOWN SINCE I'VE HAD TO APPLY FOR THEM.

AND TYPICALLY WHEN WE APPLY FOR A WAIVER, JUST LIKE WE DID THIS PAST YEAR, IT'S BEEN SPECIFIC TO A SUBJECT MATTER OR CLASSROOM OR SOMETHING SPECIFIC TO AN ACTUAL CLASSROOM GRADE LEVEL, RIGHT? YES, SIR.

AND THAT'S. IS THAT WHAT WE'RE TALKING ABOUT HERE? IS THIS FOR AN ENTIRE CAMPUS? NO, IT WOULD IT WOULD BE JUST LIKE WE DID THIS YEAR AS KIDS MOVE IN OR IF ENROLLMENT DOES INCREASE AND WE HAVE AN EXTRA SECOND GRADE THAT WENT TO 23, THEN WE WOULD APPLY FOR THAT PARTICULAR GRADE LEVEL PER CAMPUS.

OKAY. DO YOU HAVE EXPERIENCE APPLYING FOR WAIVERS WITH THESE RATIOS? YES, SIR. ABSOLUTELY.

THANK YOU. DOES THIS IMPACT ANY OF OUR DUAL CREDIT COURSES OR ANY COURSES THAT ARE PROVIDED BY ANOTHER INSTITUTION? NO, THAT DOES NOT.

SO I THINK ON THIS FOR MR. JOHNSON. HE DISAPPEARED.

OH. BUT AS HE'S PLANNING TO BRING BACK FOR THE NEXT BUDGET WORKSHOP, WE JUST KIND OF WANTED TO GET SOME FEEDBACK FROM YOU.

OBVIOUSLY, WE'RE, YOU KNOW, WE'VE TALKED ABOUT THIS BEFORE, AND HE MENTIONED A SOFT LANDING BEFORE.

WE HAVE WE HAVE THE DOLLARS FROM THE SELL THE PROPERTY THAT WILL HELP US THIS YEAR, NEXT YEAR KIND OF BALANCE THINGS.

AND SO HOW HOW MUCH DO WE CUT THIS YEAR AND ANTICIPATING OF A YEAR OR 2 OR 3 FROM NOW WITH THAT, WITH THOSE DEFICITS BECAUSE WE CAN MAKE SOME PROGRESS WITH IT BY MOVING TO SOME THINGS LIKE THIS, LIKE DISTRICTS AROUND US ARE DOING.

MANY DISTRICTS AROUND US ARE MAKING MORE SUBSTANTIAL CUTS IN THIS.

AND SO OUR THOUGHT WAS WE CAN START TO KIND OF CUT INTO THAT DEFICIT A LITTLE BIT, KNOWING THAT WE HAVE THOSE DOLLARS THERE TO OFFSET.

[00:40:05]

IF WE IF WE MOVE CLOSER TO THAT 2022 TO 1, THAT'S GOING TO PRESENT SOME CHALLENGES, BUT IT ALLOWS US TO SAVE SOME DOLLARS.

YOU'LL NOTICE IF YOU LOOKED AT OUR CURRENT CLASS SIZES ACROSS ALL OF OUR ELEMENTARY CAMPUSES, WE HAVE SOME SITTING THERE AT 17 AND 18.

BY STAFFING IT THE WAY WE'RE TALKING ABOUT, WE PROBABLY WOULD HAVE FEWER OF THOSE.

WE'D BE CLOSER TO THAT 22, BUT WE WOULD PROBABLY END UP SAVING SOME DOLLARS ON STAFF.

BUT LIKE DR. SMALSKAS MENTIONED, IT'S GOING TO PUT US IN A BIND IN AUGUST TRYING TO HIRE MOVING TEACHERS, WHICH IS SOMETHING THAT THE DISTRICT HAS TRIED TO AVOID.

I WOULD ANTICIPATE MOST DISTRICTS ARE GOING TO BE MOVING TEACHERS AND BALANCING CLASSES AND ALL THAT IN AUGUST THIS YEAR, BECAUSE EVERYBODY'S GOING TO TRY TO STAFF AS CLOSELY AS POSSIBLE. SO I THINK FOR US IT'S JUST SOME GUIDANCE ON HOW HOW DEEP WE WANT TO CUT, HOW EFFICIENT, HOW WE WANT TO REALLY OPERATE, KNOWING WHERE WE'RE HEADED FINANCIALLY. SO I'LL JUST START, I THINK, I THINK I APPRECIATE THE DISTRICT COMING UP WITH INNOVATIVE SOLUTIONS.

THIS IS A NEW REVENUE STREAM IN MY MIND.

IN A FINANCIAL CRISIS THAT'S IMPORTANT WITHOUT.

YOU KNOW, REALLY DOING TOO MUCH DRASTIC CHANGE.

AND THIS IS THROUGH ATTRITION.

AND OBVIOUSLY IF THE LEGISLATURE COMES THROUGH AND GIVES US MORE MONEY, THEN WE CAN ALWAYS REVERSE COURSE IN THE FUTURE.

BUT WE'RE AT A TIME WHERE WE'RE AT AN EXTREME FINANCIAL CONSTRAINT.

WE CAN'T GIVE OUR TEACHERS RAISES AND WE CAN'T PROVIDE THE BASIC, YOU KNOW, SERVICES IN OUR CLASSROOMS. AND SO WE HAVE TO DO SOMETHING.

AND THIS SEEMS LIKE SOMETHING THAT ALTHOUGH IT MIGHT HURT IT MIGHT BE SHORT TERM AND IT MIGHT BE SOMETHING THAT WE CAN DEAL WITH WITHOUT HAVING TO REALLY TAKE DRASTIC MEASURES LIKE SOME OF OUR NEIGHBORING ISD'S HAVE HAD TO DO IN, YOU KNOW, THE LAST FEW MONTHS.

I AGREE THAT THERE'S A LOT OF SAVINGS THAT CAN BE HAD WITH THE ELEMENTARY SCHOOLS.

WE'VE PUT FOR EVERYBODY WHO'S IN INTERMEDIATE AND MIDDLE SCHOOL, WE HEAR YOU.

AND WE PUT YOU THROUGH A LOT.

AND THEY'VE BEEN JUST REALLY SAINTS.

SO I AGREE WITH YOU IN TERMS OF JUST NO MORE PAIN THERE, IN THE HIGH SCHOOL, THERE'S DEFINITELY SAVINGS.

I LOOK AT A COUPLE THINGS.

ONE, I HAVE A QUESTION, AND THAT IS PRE-K.

TRUSTEE STACY AND I HEARD SPECIFICALLY WHEN WE HAD LUNCH AT A CAMPUS RECENTLY FROM PRE-K.

PRE-K STUDENTS ARE NOT THE SAME AS THEY ARE IN HIGH SCHOOL.

AND SO THOSE STAFFING RATIOS ARE VERY SENSITIVE.

WOULD WE BE ABLE TO KEEP THE PRE-K STAFFING? THEY A MAGIC NUMBER FOR SOME OF THEM THAT CAME TO ME WAS 17.

THEY SAID, BELIEVE ME, WHEN YOU HAVE 17 PRE-K VERSUS 22, IT IS A WORLD OF DIFFERENCE.

SO THAT WOULD BE DEFINITELY SOMETHING THAT I WOULD BE PARTNERING WITH DR.

BONNER AND HER TEAM WITH THE PRE-K, BECAUSE I KNOW THERE'S A LOT OF CRITERIA THAT'S INVOLVED IN ALL OF THAT, BUT I BELIEVE THE PRE-K TUITION.

DO YOU WANT TO TALK ABOUT HOW THAT WAS CALCULATED IN TERMS OF OUR NUMBERS? IT WAS THE PRE-K TUITION WAS CALCULATED BASED ON THIS YEAR'S NUMBERS, WHICH IS 17 FOR THREE YEAR OLDS AND 19 FOR FOUR YEAR OLDS. SO WE USE THE SAME.

FOR THOSE FRIENDS OUT THERE THAT I JUST MET RECENTLY.

I HOPE YOU'RE WATCHING.

THAT SOUNDS GREAT.

THE OTHER THING IS, DR.

MR. BRYAN, IS THAT THOSE NUMBERS.

YOU KNOW, IF YOU LOOK AT THE HISTORICAL STAFFING, I THINK IT'S SLIDE NUMBER 22.

IF YOU LOOK AT YOU KNOW, THREE AND THEN YOU LOOK AT TEN.

NOW IT'S ELEMENTARY. SO I GUESS THE TOTAL ONE, WHICH WOULD BE THIS ONE RIGHT THERE.

YEAH, YEAH. YOU KNOW, I KNOW JUST FROM FROM ALL THE VARIOUS MEETINGS, WE'RE GOING TO HAVE RETIREMENTS.

THESE TO ME, DON'T SEEM LIKE SUCH LARGE NUMBERS THAT THEY WOULDN'T WE WOULDN'T BE ABLE TO HAVE ATTRITION FILL THEM.

RIGHT. SO LETTING GO OF OF TEACHERS WHO WANT TO BE HERE MIGHT BE MOOT.

IT, WOULD THAT BE FAIR? I MEAN.. I DON'T EVEN THINK THAT'S A CONSIDERATION IS IT? I MEAN, WE'RE NOT CUTTING TEACHERS.

WE'RE NOT LETTING TEACHERS GO.

IT'S ONLY THROUGH ATTRITION THAT WE TAKE ADVANTAGE OF THIS.

AND THIS IS NOT AN IMMEDIATE NUMBER, OBVIOUSLY, BECAUSE MAYBE WE DON'T HAVE TEN THAT ARE READY TO RETIRE AND MOVE ON OR WHATEVER, BUT MAYBE WE DO.

OKAY. THAT'S CORRECT.

OKAY. I WAS THINKING WITH ALEX AND I BEING ON STRATEGIC PLANNING, ONE OF THE THINGS WAS TRYING TO GET THE RATIOS LOWER STUDENT TO TEACHER RATIO, BUT WHEN WE WERE DOING STRATEGIC PLANNING, WE WEREN'T GOING THROUGH A FINANCIAL HARDSHIP, OR AT LEAST WE WE HADN'T REALLY STARTED IT YET.

AND SO I KNOW TIMES HAVE CHANGED.

SO THAT'S JUST ONE THING THAT I WANTED TO POINT OUT IS WE WERE GOING THROUGH THIS, YOU KNOW, THINKING ABOUT WHAT WAS CONVEYED IN STRATEGIC PLANNING TO GET THE STUDENT TEACHER RATIO LOWER. IT'S JUST NOT GOING TO BE AN OPTION YET WHILE WE'RE TRYING TO BE EFFICIENT AND COST SAVINGS.

[00:45:05]

DR. LEDBETTER, YOU'RE SET.

ENOUGH TO GET YOU GUYS GOING.

THANK YOU. SO. YES, SIR.

OKAY. SO I'M GOING TO MOVE INTO THE SECOND PART OF MY PRESENTATION.

AND THAT IS OUR STAFFING COMPENSATION.

AND I HAVE WE HAVE BEEN WORKING WITH THE TEXANS FOR EXCELLENT AND EDUCATION.

SO YOU'LL HEAR ME SAY TEE EVERY ONCE IN A WHILE THAT IT'S THE ACRONYM FOR TEE.

AND ON THIS PARTICULAR SLIDE, I JUST WANT TO BEGIN BY PROVIDING YOU WITH ALL THE MARKET COMPARISON GROUPS.

WE HAVE STARTED THIS IN-DEPTH STUDY WITH TEXAS FOR EDUCATION, AND WE ARE STILL CONDUCTING A NUMBER OF DIFFERENT STUDIES WITH DIFFERENT PAY GROUPS.

SO IF THERE'S SOME PAY GRADE THAT IS NOT UP HERE, THAT IS BECAUSE WE ARE STILL DOING THE STUDY FOR THAT, AND WE WILL BRING THAT TO YOU AT A FURTHER IN A FUTURE DATE.

SO ON THIS SLIDE, YOU'LL SEE OUR COMPARISON GROUPS.

AND REMEMBER THAT THE MARKET COMPARISONS ARE OUR DISTRICTS THAT WE COMPETE AGAINST FOR RECRUITING STAFF AND WHO MAY MANY OF OUR STAFF MAY END UP LEAVING US TO GO TO BASED ON SOME OF THE FEEDBACK THAT WE GET WHEN THEY WHEN THEY LEAVE US.

SO MARKET COMPARISON IS IS A WAY TO ANALYZE OUR, OUR SALARIES COMPARED TO OUR COMPETITORS.

SO THIS IS A GROUP THAT WE HAVE ANALYZED OURSELVES WITH.

SO WITH THAT BEING SAID, OUR FIRST SLIDE THAT I JUST WANT TO SHARE WITH YOU IS THE PRESENTATION OF OUR CAN YOU GO BACK TO THAT SLIDE? I'M SORRY. YES SIR. I MEAN, THIS IS A LIST THAT IS MUCH DIFFERENT THAN HISTORICALLY THE DISTRICT HAS BROUGHT TO US TO COMPARE BECAUSE WE'VE ALWAYS COMPARE OURSELVES WITH HIGHLAND PARK AND WITH EANES, WHICH IS DOWN IN AUSTIN, AND SOME OF THESE ISD'S THAT ARE ALL OVER THE PLACE.

AND SO TO ME, IT'S A BREATH OF FRESH AIR TO SEE THAT WE'RE ACTUALLY COMPARING OURSELVES WITH OUR COMPETITION IN NEARBY DISTRICTS.

AND THAT'S IS THAT IS THAT THE REASON, AGAIN, WHY WE'VE COME UP WITH THESE DISTRICTS TO COMPARE OURSELVES AGAINST? YES. BEST PRACTICES WHEN YOU'RE LOOKING AT MARKET COMPARISON, IS LOOKING TO SEE WHO IS OUR COMPETITOR, WHERE IS THE MARKET, WHERE ARE WE LOSING OUR STAFF OR WHERE DO WE HAVE TO TRY TO RECRUIT FROM? OKAY. THANK YOU.

ALL RIGHT. SO ON THIS PARTICULAR SLIDE THIS IS AN APPLES TO APPLES COMPARISON OF OUR TEACHER SALARIES BASED ON YEARS OF SERVICE TO OTHER DISTRICTS WITHIN THAT COMPARISON GROUP. AGAIN THIS IS BASED ON YEARS OF SERVICE.

I KNOW THAT THIS DOES NOT INCLUDE THE TWO PAYMENTS THE BOND GRACIOUSLY HAS PROVIDED TO US THIS YEAR.

I DID PRESENT THAT LAST MONTH IN TERMS OF WHERE THAT WOULD LAND US.

HOWEVER, AS TEE WAS DOING THEIR STUDY, THEY DISCOVERED THAT THROUGH THEIR ANALYSIS THAT MANY OF THESE DISTRICTS ALSO GAVE CERTAIN ONE TIME PAYMENTS.

AND SO IT WAS VERY DIFFICULT TO PUT APPLES TO APPLES.

SO WE DID OUR SALARIES BASED ON ACTUAL CURRENT SALARIES BY THEIR YEARS OF SERVICE.

ON THIS PARTICULAR SLIDE IS A VISUAL THAT WILL PROVIDE YOU APPROXIMATELY WHAT PERCENTAGE INCREASE OF MIDPOINT IT WOULD TAKE TO HAVE OUR TEACHERS RELATIVELY CLOSE TO THE MARKET. THIS IS AGAIN, PROVIDED THAT NO OTHER DISTRICT DOES ANY PAY RAISES WITHIN OUR OUR MARKET.

SO THE 3% THEN WHAT THIS SLIDE IS SHOWING IS 3% WOULD GET US TO 100% OF MARKET.

PRETTY CLOSE TO 100%.

ALL IN ALL.

WE WOULD HAVE TO IF YOU NOTICE, YOUR OUR YEAR, OUR YEAR, IT'S ABOUT YEAR EIGHT THROUGH YEAR 15 ISH WHERE WE'RE A LITTLE BIT STILL BELOW.

SO WE WOULD HAVE TO DO A LITTLE BIT OF ADJUSTMENT IN THOSE YEARS OF SERVICE TO GET US COMPLETELY TO 100%.

HOWEVER, BUT THIS WOULD GIVE US AT LEAST WITHIN AT 95% OF MARKET.

THANK YOU. AGAIN, THIS IS ONE SLIDE OF SOME OF OUR NON TEACHING SALARY COMPARISONS TO OUR AVERAGE.

THIS IS OUR ADMINISTRATIVE PAY PLAN TO MIDPOINT.

IT IS BEST PRACTICES TO BE CLOSE TO 100% OF MARKET.

HOWEVER IT IS NOT UNCOMMON TO BE AT LEAST 95% OF OUR MARKET.

I ALSO WANT TO MAKE IT CLEAR THAT WE ARE STILL WORKING ON EVALUATING ALL OF OUR OTHER PAY GRADES, AND IT SHOULD BE ADDITIONAL IN OUR NEXT MEETING.

SO WE'RE LOOKING WE'RE REALLY DIVING DEEP INTO OUR AUXILIARIES STAFF AS WELL.

AND I'LL BE PROVIDING YOU WITH THAT INFORMATION AT A FUTURE MEETING.

SO WHAT WOULD OUR OUR GOAL BE, DR.

SMALSKAS LOOKING LOOKING AT THIS SLIDE.

AND THEN I SEE THE PREVIOUS SLIDE.

IT LOOKS LIKE THEY WERE ALL BELOW MARKET VALUE, APPROXIMATELY THE SAME DOLLAR AMOUNT OR VERY CLOSE TO EACH OTHER.

BUT THIS IS VERY DIFFERENT.

WHEN YOU LOOK AT THE PERCENTAGE BELOW AND THE PERCENTAGE ABOVE, WHAT WOULD THE DISTRICT RECOMMEND YOU KNOW, A GOAL OF BEING WITHIN 95% OF MARKET VALUE OR DO WE WANT TO BE 100% OR DO WE WANT TO BE OVER MARKET VALUE? WHAT'S OUR GOAL YOU KNOW, MOVING INTO THE, YOU KNOW, LOOKING AT THIS? SO I DO HAVE THAT ON ONE OF MY SLIDES.

BUT WE WE YOU KNOW, IT IS IT IS VERY COMPETITIVE TO BE ANYWHERE FROM 95 TO 100%.

[00:50:04]

OBVIOUSLY 100% WOULD BE THE MOST COMPETITIVE.

BUT IF WE'RE TRYING TO BE YOU KNOW, RESOURCEFUL WITH OUR FUNDS, 95% IS IS REASONABLE.

SO JUST A QUICK QUESTION ON THIS.

DOES THIS MEAN WE'RE PAYING OUR LIBRARIANS MORE THAN MARKET? IS THAT WHAT THAT'S COMPARED TO OUR COMPETITORS? OKAY. ALL RIGHT. THANK YOU.

I JUST WANTED TO MAKE SURE I READ THAT THE RIGHT WAY.

AND THIS IS JUST A VERY PRELIMINARY.

DR. MR. JOHNSON AND I HAVE DONE A VERY PRELIMINARY 2%, 3%, 4% WHERE THAT WOULD PUT US AS FAR AS TOTAL COSTS AND STARTING TEACHER PAY ON THIS PARTICULAR SLIDE. BUT AGAIN, THIS IS A PRELIMINARY ESTIMATE APPROXIMATELY WHERE THAT WOULD BE WITH STILL CONTINUING THIS STUDY.

AND DR., I'M SORRY IF I'M GETTING AHEAD OF YOU, BUT CAN YOU GO BACK TO THE LAST SLIDE? YES, SIR. SO THIS IS KIND OF A BLANKET PERCENT ACROSS ALL OF THE DISCIPLINES.

IF WE WERE TO ANALYZE WHERE EACH OF THE DISCIPLINES WERE TO 95% OF MARKET OR 100% OF MARKET OR WHATEVER OUR GOAL WAS, I WOULD ASSUME THAT WE WOULD WANT TO ADJUST THE PERCENTAGE BASED ON WHERE THEY WERE.

IS THAT CORRECT? THAT IS BEST PRACTICE.

YES, SIR. ALL RIGHT.

YES. AND SO THAT IS PART OF MY TIME FOR SOME GUIDANCE FROM YOU ALL, IS TO TALK ABOUT THE PERCENTAGE INCREASE.

TEACHERS AT 3% OF MIDPOINT TEACHER RAISES DIFFERENT BASED ON YEARS OF EXPERIENCE.

OTHER STAFF GREATER THAN 3% OR 95% OF MARKET.

AND TYPICALLY THE 95% OF MARKET IS IS THE BEST PRACTICE THAT HAS TYPICALLY BEEN DONE HERE.

LET ME ASK YOU THIS, AND I THIS IS PROBABLY GETTING TOO GRANULAR, BUT YOU KNOW, FROM THAT THAT SLIDING SCALE, IT KIND OF SHOWED THE 3% GETS EVERYBODY WITHIN 95 OR ABOVE PERCENT OF MARKET.

BUT WHAT ABOUT IT SEEMS LIKE WITH THOSE, LET'S JUST SAY MIDDLE SCHOOL TEACHERS THAT HAVE ON LEVEL TYPE COURSES THAT HAVE A HIGH PERCENTAGE OF MAYBE SPECIAL NEEDS IN THEIR CLASSROOMS THAT THEY HAVE TO WORK WITH AND THEY HAVE TO WORK WITH OTHER OF THEIR COLLEAGUES VERSUS THOSE TEACHERS SAY, IN MIDDLE SCHOOL THAT HAVE TEACH ADVANCED CLASSES THAT DON'T HAVE AS MANY OF OF THOSE KIDS, IS THAT EVEN SOMETHING THAT WE WOULD EVER CONSIDER? IN TERMS OF WORK? I MEAN, WORKLOAD, TO ME, SEEMS LIKE THOSE TEACHERS WOULD HAVE A SLIGHTLY HIGHER WORKLOAD IN MORE RESPONSIBILITY IN TERMS OF PAPERWORK, DOCUMENTATION, ALL THAT KIND OF STUFF.

THEN MAYBE THE ADVANCED AND I DON'T KNOW, I'M JUST I'M JUST ASKING OUT OF CURIOSITY.

I'VE NEVER SEEN A STUDY DONE THAT WAY PAY FOR NOT PERFORMANCE BUT PAY FOR WORKLOAD.

I THAT WOULD BE SOMETHING THAT WOULD BE WE'D HAVE TO TACKLE THAT SOMEHOW TO THINK THROUGH THAT.

OKAY, TRUSTEES, DO YOU SEE WHAT I'M SAYING IS THAT THERE'S THERE MIGHT BE SOME TEACHERS IN THE SAME MIDDLE SCHOOL.

SUBJECT, BUT IS THAT A DIFFERENT LEVEL? ONE TEACHER HAS A QUITE A BIT MORE WORKLOAD THAN SOMEBODY ELSE.

I THINK SOMETHING LIKE THAT COULD BE ACCOMPLISHED THROUGH A STIPEND PROGRAM, PERHAPS A STIPEND.

TEACHERS THAT HAVE X NUMBER OF AND I'M JUST I HAVE NOT I JUST THINKING ON THE SPOT HERE.

STIPENDING TEACHERS FOR A CERTAIN PERCENTAGE OF SPECIAL EDUCATION STUDENTS, PERHAPS IN A IN A CO-TEACH CLASSROOM.

JUST A THOUGHT.

I HAVE NOT. NOT FOR YOU.

OKAY. OTHER SPECIAL EDUCATION STAFF WITH THE STIPENDS, BUT DOES THAT MAKE SENSE? WHAT I'M SAYING, I MEAN, IT SEEMS LIKE THESE TEACHERS THAT HAVE ON LEVEL CLASSES THAT HAVE ALL THIS MORE RESPONSIBILITY IN TERMS OF PAPERWORK AND TIME AND HAVING TO DEAL WITH OTHER TEACHERS AND SPECIALISTS.

I DON'T KNOW.. AND THEN YOU'D HAVE TO, WE'D HAVE TO THINK THROUGH, YOU KNOW, ESPECIALLY AT THE SECONDARY LEVEL.

I, MY PRINCIPAL BRAIN CAME OUT OF THE SCHEDULE CHANGES.

THEN YOU GOT STUDENTS MOVING AROUND.

SO THEN HOW DO YOU HOW DO YOU.

AND THAT MAY BE WAY TOO GRANULAR THAN I NEED TO GET TO AT THIS TIME.

BUT I THINK I LIKE THE IDEA OF POSSIBLY THINKING ABOUT A STIPEND FOR THAT TYPE OF THING.

ANYWAY, CAN YOU JUST TAKE AN IOU TO START THINKING ABOUT THAT? TAKE AN IOU ON THAT FOR SURE? ABSOLUTELY. OKAY.

DR. SMALSKAS, IF YOU COULD GO BACK TO SLIDE 33 FOR US.

YOU'LL HAVE TO TELL ME WHEN TO STOP.

IT'S OKAY.

IT'S GOT A WHOLE BUNCH OF BAR CHARTS.

HORIZONTAL BAR CHARTS RIGHT THERE.

OKAY. YEAH. SO SINCE YOU HAD SHOWN US SOME SLIDES, WHAT 3% WOULD LOOK LIKE, I JUST WANTED TO KIND OF GO BACK AND EVERYBODY TAKE A PEEK HERE.

SO FROM NURSES DOWN THROUGH ASSISTANT MIDDLE SCHOOL, THAT 3% WOULD GET US INTO A MARKET AVERAGE.

YEP. OKAY.

[00:55:01]

AND THEN THAT 3%, IF WE KEPT GOING DOWN OCCUPATIONAL THERAPIST DOWN THE LINE, WE WOULD GET WITHIN 95%.

3% WOULD GET ALMOST ALL FOR THE EXCEPTION OF MIDDLE SCHOOL PRINCIPAL, WHICH IS TWO TWO PEOPLE BASICALLY.

RIGHT. WE GET EVERYBODY WITHIN 95%.

THAT'S CORRECT. OKAY.

YES, SIR. OKAY. JUST WANTED TO JUST SEE WHAT 3%..

LIBRARIAN THROUGH COUNSELORS, WHICH SURPRISES ME ARE OVER MARKET.

I THOUGHT WE BETTER MOVE I THOUGHT I WAS BEFORE THOSE GROUPS GET MAD AT US BELOW.

I KNOW I ALWAYS WANT TO PREFACE TO OUR COMPARISON GROUPS.

RIGHT. OKAY. SORRY. LIBRARIANS WILL TAKE WE'LL MOVE OFF THE SLIDE RIGHT NOW.

RIGHT. EXACTLY.

ALL RIGHT. ANYTHING ELSE FOR ME? OH, YEAH.

WHY DON'T WE STOP RIGHT THERE? SO I THINK FOR US, WE'RE I THINK A CONVERSATION ABOUT BECAUSE I KNOW OBVIOUSLY Y'ALL ALL KNOW WHERE WE ARE FINANCIALLY.

SO THE CONSIDERATION OF A PERCENTAGE INCREASE VERSUS SUPPLEMENTAL PAYMENT LIKE WE DID THIS YEAR AND THEN THE 3%, YOU KNOW, IN TERMS OF DAVID FIGURING THAT WE'VE ALSO DR.

SMALSKAS HAS NOT BROUGHT YOU ALL OF THE AUXILIARY AND THE OTHER PAY GRADE.

SO WE'RE GOING TO HAVE SEVERAL OF THOSE PROBABLY, THAT ARE WELL BELOW THE 95% OF MARKET, BECAUSE WE DIDN'T DO A LOT OF INCREASES LAST YEAR.

SO I GUESS OUR QUESTION IS ON THAT, ON THAT BOTTOM BULLET POINT, THERE WOULD BE WE'RE LOOKING AT IF WE DO A 3% INCREASE, THEN ANY OF THE PAY OUR RECOMMENDATION WOULD DO A 3% INCREASE. AND THEN ANY OF THOSE THEN ARE NOT AT 95% MARKET.

THEN WE BRING THOSE UP TO MARKET.

SO IT WOULD BE A 3% INCREASE FOR ALL EMPLOYEES.

BUT THEN BRING ANYBODY NOT AT 95% UP WITH ADDITIONAL DOLLARS.

SO I KNOW DR. SMALSKAS AND HER TEAM ARE STILL CALCULATING WHAT THAT AMOUNT WOULD BE TO BRING EVERYBODY UP TO 95%.

IT MIGHT NOT BE POSSIBLE THIS YEAR.

THEY MAY BE THIS MAY BE SOMETHING WE ACCOMPLISH OVER THE NEXT ONE TO 2 TO 3 YEARS.

AND IT MAY NOT BE SOMETHING THAT WE WANT TO EVEN CONSIDER THIS YEAR.

BUT I THINK JUST SEEKING YOUR GUIDANCE ON THAT, AND I WANT TO MAKE ONE MORE POINT AND THEN I'M A STOP TALKING, IS THAT IF YOU THINK ABOUT IT AS A BOARD, IF WE'RE GOING TO LOOK AT A 3% INCREASE THIS YEAR AND NOT A SUPPLEMENTAL PAYMENT, JUST TAKE INTO CONSIDERATION WHAT WAS GIVEN TO EMPLOYEES THIS YEAR.

TEACHERS RECEIVED 2650 THIS YEAR IN SUPPLEMENTAL PAYMENT.

AND THEN THEY'RE GOING TO ALSO RECEIVE SOME SUPPLEMENTAL PAYMENT FROM CEF.

SO TAKE CEF OUT OF IT, $2,600 DOES NOT EVEN MATCH IS MORE THAN A 3% INCREASE.

SO IF YOU DO A 3% INCREASE FOR STAFF, THEY WILL RECEIVE LESS MONEY THAN THEY GOT THIS YEAR.

IF THAT'S ALL WE DO. AND WITH INCREASE, WE'RE ALSO GOING TO HAVE INCREASING HEALTH INSURANCE COSTS THIS YEAR TOO GOING UP.

SO I JUST WANT TO MAKE SURE YOU HAVE ALL THAT INFORMATION.

SO ANSWER ME THIS.

AND I THINK I KNOW THE ANSWER WITH THE AMOUNT OF MONEY THAT WE WOULD SAVE, THE NEW REVENUE STREAM FROM THE NEW TEACHER TO STUDENT RATIOS MINUS THE MIDDLE AND INTERMEDIATE SCHOOLS.

WOULD THAT BE ENOUGH TO PROVIDE DR.

LEDBETTER WHAT YOU'RE TALKING ABOUT? SO I BELIEVE IT WILL GET CLOSE TO THAT 3% BECAUSE WE SAID 1.9.

BUT IF YOU TAKE MIDDLE SCHOOL AND INTERMEDIATE, THAT'S 288,000 RIGHT OFF OF THAT 1.9.

SO YOU'RE LOOKING AT 1.6, A 3% INCREASE IS ABOUT 1.9.

SO IT COMES IN A LITTLE BIT.

AND DR. LEDBETTER YOU TAUGHT US THIS.

AND THAT IS THE DIFFERENCE BETWEEN THOSE ONE TIME AND THE SALARY IS THE SALARY HAS THE BIGGER PAYOFF BECAUSE IT AFFECTS THE RETIREMENT.

CORRECT? THAT'S CORRECT.

AND WITH US NOT DOING THAT LAST YEAR, YOU SAW WHERE WE ARE NOW IN PERCENTAGE COMPARISON TO OTHER DISTRICTS.

AND CERTAINLY I THINK TEACHERS, IT IS IMPORTANT TO ALL STAFF THAT THAT THOSE DOLLARS COUNT TOWARDS THEIR RETIREMENT.

I MEAN, I THINK IT IS SOMETHING THAT WE HAVE TO CONSIDER IN THIS, ESPECIALLY THOSE THAT ARE WITHIN THE LAST, YOU KNOW, FIVE YEARS OF OF THEIR CAREER.

THEY DEFINITELY I HONESTLY THOUGHT THERE WAS NO WAY THAT WE WOULD BE ABLE TO GIVE A PERCENTAGE INCREASE THIS YEAR BECAUSE WE JUST HAD ABSOLUTELY NO NEW REVENUE STREAMS. BUT YOU GUYS HAVE CREATED A NEW REVENUE STREAM SPECIFICALLY FOR SOMETHING LIKE THIS, AND I THINK THAT'S IMPORTANT.

I ALSO WANT US AT SOME POINT THIS YEAR TO DISCUSS ALSO ONE TIME END OF YEAR RETENTION FEE TO ADD ON TO THAT CEF.

BUT WE CAN TALK ABOUT THAT AT ANOTHER TIME.

BUT I DO THINK THAT WE NEED TO SERIOUSLY CONSIDER THIS, KNOWING THAT YOU GUYS HAVE FREED UP.

AND MAYBE IF WE AGREE WITH IT IN A VOTE IN THE FUTURE BOARD MEETING, THAT WE'LL HAVE THAT MONEY AS A REVENUE STREAM.

IT'S NOT A ONE TIME MONEY MAKER, RIGHT? I MEAN, IT'S A IT'S A IT'S AN ACTUAL REVENUE STREAM THAT WE CAN APPLY TO ACTUALLY AFFORD WHAT WE'RE, WHAT WE'RE TALKING ABOUT.

OKAY. YEAH. AND I WAS JUST SAYING, I THINK IT'S ONLY FAIR WE TALKED ABOUT THE SACRIFICES THAT ARE INTERMEDIATE MIDDLE SCHOOL MADE.

I MEAN, CHANGING THE TEACHER STUDENT RATIO, YOU KNOW, IS ASKING FOR OUR TEACHERS.

YOU KNOW, IT'S ASKING MORE OF THEM.

AND I THINK IT'S APPROPRIATE, FRANKLY, TO TO GIVE SOMETHING IN RETURN.

AND LIKE I MENTIONED TO YOU BEFORE IS THAT THIS IS THIS COULD BE SHORT TERM DEPENDING ON WHAT IF WE GET MORE MONEY FROM OUR STATE LEGISLATURE, WE CAN GO BACK TO OUR, OUR NORMAL, I MEAN, JUST LIKE TRUSTEE STACY SAID.

I MEAN, WE WANT OUR TEACHER TO STUDENT RATIO TO BE AS LOW AS POSSIBLE, NO DOUBT.

[01:00:04]

AND WE HAVE TO MAKE SOME SACRIFICES.

IT SEEMS LIKE A SACRIFICE WE COULD MAKE.

IF NOT, YOU KNOW, A SHORT TERM AND HAVE A PERCENTAGE PAY RAISE AND POSSIBLY THINK ABOUT USING SOME OF OUR PROPERTY SALES FOR A RETENTION BONUS AT THE END OF THE YEAR.

GOOD CONVERSATION.

ALL RIGHT. WITH THAT, I AM GOING TO TURN IT OVER TO MISS PETTY AND HER TEAM.

SO, MS. PETTY, BEFORE YOU GO, I WANT TO I WANT TO PREFACE THIS A LITTLE BIT JUST TO BEFORE YOU START TALKING.

SO WE'VE, WE'VE HEARD OVER THE LAST SEVERAL MONTHS QUESTIONS, COMMENTS ABOUT OUR CURRICULUM INSTRUCTION, OUR ALIGNMENT, SOME OF THE THINGS THAT WE'RE DOING TO SUPPORT OUR TEACHERS. AS I DO LUNCH AND LEARNS, I'VE HAD A LOT OF QUESTIONS ABOUT OUR CURRICULUM INSTRUCTION FOCUS, OUR ALIGNMENT, AND THE RESOURCES THAT THEY'RE BEING PROVIDED.

AND AS WE DUG INTO THIS, IT'S VERY CLEAR.

I MEAN, THEY ARE A THEY DO AN AMAZING JOB AS A GROUP, BUT THEY ARE THEY DON'T HAVE A LOT OF PEOPLE.

I THINK IT'S 5 OR 6 PEOPLE IN OUR CURRICULUM INSTRUCTION DEPARTMENT WITH, YOU KNOW, 83, 80, 400 STUDENTS OVER CLOSE TO 600 TEACHERS THAT THEY ARE SUPPORTING.

IT'S A CHALLENGE TO DO WHAT'S EXPECTED OF THEM ON A DAY TO DAY BASIS.

SO THIS IS KIND OF CONTRADICTORY.

TO THE LAST 45 MINUTES THAT WE'VE BEEN TALKING ABOUT IS HOW DO WE OPERATE I GUESS MORE EFFICIENTLY IN TERMS OF COST.

THE FLIP SIDE OF THAT IS HOW DO WE OPERATE AND ACTUALLY TRULY SERVE OUR CAMPUSES AND OUR KIDS AND DO WHAT WE'RE SUPPOSED TO DO AT THIS POINT? WE HAVE OVER THE LAST 2 TO 3 YEARS, IT'S BEEN MADE VERY CLEAR TO ME THAT WE WE NEED TO LOOK AT OUR ADMINISTRATION BUILDING AS WE LOOK AT OUR CAMPUSES AND MAKE REDUCTIONS SO THAT BECAUSE THERE'S BEEN THIS PERCEPTION THAT WE ARE OVERSTAFFED AT CENTRAL OFFICE, I HEARD THAT VERY CLEARLY MY FIRST TWO YEARS HERE.

AND SO WE MADE SOME VERY SUBSTANTIAL CUTS IN MULTIPLE DEPARTMENTS IN THIS BUILDING.

I WOULD ARGUE WE'RE PROBABLY THE SMALLEST, MOST LEAN STAFF ADMINISTRATIVELY, PROBABLY IN THE AREA IN TERMS OF SUPPORT TO OUR CAMPUSES AND WHAT WE DO.

SO I'M, I'M PROUD OF THE FACT THAT WE WERE ABLE TO DO SOME THINGS AND REDUCE.

I THINK WE'RE AT A POINT, THOUGH, IN LOOKING AT THIS, THAT WE'VE PROBABLY CUT TO A POINT WHERE WE CANNOT ADEQUATELY SERVE OUR TEACHERS AND THEN ULTIMATELY OUR STUDENTS IN A WAY THAT WE NEED TO BE SERVING THEM TO A POINT WHERE I THINK WE HAVE PROBABLY KIND OF RESTRAINED OR SOMEHOW WE'VE NOT ALLOWED THEM TO OPERATE WHERE THEY NEED TO BE, ESPECIALLY SOME OF THESE DEPARTMENTS LIKE CURRICULUM AND TECHNOLOGY, WHICH ARE VITAL TO INSTRUCTION.

SO I JUST WANT TO PREFACE ALL THAT BY SAYING WE'RE WE'RE MAKING SOME RECOMMENDATIONS IN THIS PART OF THE PRESENTATION TO LOOK AT ADDING SOME STAFF, WHICH IS CONTRADICTORY TO WHERE WE ARE AS A DISTRICT.

BUT I THINK IF WE'RE TRULY GOING TO MAKE ACADEMICS OUR PRIORITY, WHICH IT SHOULD BE, AND IT ALWAYS IS, BUT TO DO THE THINGS THAT WE'RE BEING ASKED TO DO NOW, THAT NEEDS TO BE DONE. ABSOLUTELY.

IT'S GOING TO REQUIRE MORE THAN THIS.

PEOPLE SITTING IN THIS ROOM RIGHT HERE, RIGHT NOW.

AND SO WE CAN TALK THROUGH ALL THAT AS WE GET INTO THIS.

AND THERE MAY BE SOME TWEAKS THAT COME OUT OF IT AS WE GO.

BUT THIS IS KIND OF THEIR FIRST ATTEMPT AT SAYING, HERE'S WHAT WE NEED TO ACTUALLY EVEN OPERATE AND DO THE THINGS THAT WE'RE BEING ASKED TO DO AND GO AHEAD.

I'M JUST GOING TO SAY AND DR. LEDBETTER, I THINK TO THAT POINT.

THINKING ABOUT THAT STRATEGIC PLAN.

AND IT SOUNDS LIKE WHAT YOU'RE SAYING IS, YOU KNOW, TO HIT SOME OF THOSE VERTICAL AND HORIZONTAL ALIGNMENTS, WE'VE GOT TO BE STAFFED FOR IT, RIGHT? OKAY, OKAY.

AND CURRICULUM AND INSTRUCTION IS OUR ABSOLUTE MOST IMPORTANT NUMBER ONE PRIORITY.

ADMIN FUNCTION THAT THERE IS.

AND WE NEED A LOT OF HELP IN THIS AREA.

AND WE'VE BEEN TALKING WITH OUR CURRICULUM LEADS AND THEY'VE GIVEN US SOME GREAT IDEAS.

AND I REALLY DO THINK THAT WE NEED TO SERIOUSLY AS A BOARD CONSIDER YOU KNOW, UP IN THE SUPPORT OF THIS DEPARTMENT BECAUSE IT IS REALLY EXTREMELY IMPORTANT.

AND WE CAN'T SATISFY TRUSTEE STACY, OUR STRATEGIC PLAN OF HORIZONTALLY AND VERTICALLY ALIGNING OUR CURRICULUM WITHOUT ADDITIONAL HELP.

IS THAT CORRECT? CORRECT.

YEAH. OKAY, MISS PETTY.

WELL, THAT IS AMAZING.

IT'S LIKE. YES, I AGREE WITH EVERYTHING YOU JUST SAID THAT WAS RECORDED.

DON'T WORRY. THAT'S EXACTLY RIGHT.

ANYWAY, I DO WANT TO THANK YOU ALL.

THANK YOU FOR YOUR COMMENTS.

AS YOU ARE WELL AWARE THAT THE STATE IS REQUIRING DUE TO THEIR INADEQUATE FUNDING, THEY ARE REQUIRING DISTRICTS TO DO MORE WITH LESS.

IN CISD, OUR PARENTS EXPECT EXCELLENCE, AND IF THEY'RE GOING TO EXPECT EXCELLENCE, THEY NEED TO HAVE THE THE PERSONNEL IN ORDER OR CNI NEEDS TO HAVE THE PERSONNEL IN PLACE IN ORDER TO MAKE THAT HAPPEN.

IN A FEW MINUTES, YOU'RE GOING TO SEE SOME SLIDES AND WHEN WE WERE MAKING THESE SLIDES, MY FIRST THOUGHT WAS, WOW, THERE'S A LOT OF WORDS ON THOSE SLIDES. AND I DON'T USUALLY LIKE A LOT OF WORDS ON A SLIDE, HOWEVER.

SO I KEPT THINKING, OKAY, HOW CAN WE CLUMP IT? HOW CAN WE CLUMP IT? AND THEN I THOUGHT, NO, NO, PEOPLE NEED TO SEE BECAUSE I DON'T THINK PEOPLE TRULY UNDERSTAND WHAT GOES ON DAY TO DAY IN THE LIVES OF THESE PEOPLE.

I MEAN, WE TRULY ARE UNDERSTAFFED.

[01:05:03]

AND SO THEY'LL CALL ME AND THEY WANT TO TALK ABOUT HOW GREAT IS CAROL.

SO IN ORDER FOR US TO MAINTAIN THAT EXCELLENCE, WE REALLY DO NEED TO TAKE A LOOK AT WHAT WE ARE ASKING THESE SIX PEOPLE TO DO ON A DAY TO DAY BASIS.

SO ANYWAY, SO I WANT TO START OUT BY GIVING YOU A LITTLE HISTORICAL CONTEXT.

IN 2009, WE HAD SOME WE HAD ANOTHER FINANCIAL CRISIS.

AND SO THE DISTRICT, THE PARTICULARLY CNI, WAS ASKED TO CUT 2 TO 3 POSITIONS HISTORICALLY.

THIS. THIS PARTICULAR DEPARTMENT HAS BEEN VERY LOW STAFFED FOR THE EXPECTATIONS THAT HAVE BEEN PUT UPON IT EXCEEDINGLY.

EVERY SINGLE YEAR, THE STATE HAS PUT MORE AND MORE RESPONSIBILITIES ON THE ACADEMIC PORTION, PARTICULARLY ON THE CURRICULUM AND INSTRUCTION TEAM, AND THERE HAS BEEN NO FUNDING FOR THAT, AND WE HAVE NOT RECEIVED ADDITIONAL PEOPLE.

SO THESE PEOPLE, AS WE HAVE READING ACADEMIES BUILT IN, AS WE HAVE HOUSE BILL 3979, WE HAVE HOUSE BILL 1416 AS WE HAVE ALL THESE NEW REQUIREMENTS THAT ARE COMING IN, WE JUST KEEP ADDING TO THESE PEOPLE'S PLATES.

AND IT'S IT'S GOTTEN TO THE POINT WHERE.

WE. WE MAKE IT WORK, BUT WE CAN'T MAKE IT WORK AT THE LEVEL THAT WE WANT TO MAKE IT WORK.

SO OVER THE PAST FEW YEARS, WE HAVE ALSO HAD MORE REDUCTIONS IN OUR STAFF THAT YOU WILL SEE IN JUST A FEW MINUTES.

SO THIS HAS HAD AN IMPACT NOT ONLY ON OUR OUR STUDENTS, BUT IT'S HAD AN IMPACT ON OUR STAFF.

WE HAVE HEARD FEEDBACK FROM TEACHERS, PRINCIPALS AND THE COMMUNITY.

THEY ARE SEEKING MORE HELP FROM THE CURRICULUM AND INSTRUCTION DEPARTMENT.

IT IS AS YOU MENTIONED, IT IS A FOCUS FOR THE CURRICULUM ALIGNMENT AND THE PRIORITIES IN THE STRATEGIC PLAN.

SO AS WE GO THROUGH THESE, GO AHEAD.

AS WE GO THROUGH THESE NEXT COUPLE OF SLIDES, I WANT TO KIND OF GIVE YOU AN OVERVIEW OF WHAT WE'RE TALKING ABOUT.

WHEN I CAME HERE ALMOST 15 YEARS AGO, WE HAD.

WE HAD ONE.

PROFESSIONAL DEVELOPMENT COORDINATOR.

WE HAD TWO MATH COORDINATORS.

WE HAD A PRE-K OR WE HAD A K6 AND WE HAD A 78 MATH SCIENCE.

AND AND THEN WE HAD WE HAD JUST GOTTEN A K THROUGH 12 ELA SOCIAL STUDIES COORDINATOR COORDINATOR.

AND THEN YOU HAD ME, I WAS THE COORDINATOR OF ADVANCED ACADEMICS AT THAT TIME.

THAT WAS ALL OF OUR CURRICULUM PEOPLE AT THAT PARTICULAR TIME.

AS TIME HAS GONE ON THESE, WE HAVE LOST THESE POSITIONS.

WHEN I MOVED INTO THE EXECUTIVE DIRECTOR POSITION, I KEPT THE I BECAME THE COORDINATOR OF ADVANCED ACADEMICS.

SO WE'VE HAD TO TAKE ON JOBS.

BACK IN THE DAY, WE WE REALLY WEREN'T FOCUSED ON CAREER AND TECHNOLOGY.

SO WE DID NOT HAVE A CAREER IN TECHNOLOGY COORDINATOR.

WE'VE NEVER HAD A CTE COORDINATOR.

SO SOMEBODY HAS TO TAKE ON THAT DUTY.

SOMEBODY HAS TO TAKE ON THOSE RESPONSIBILITIES.

AND LOOKING AT OUR ACADEMIC PLANNING GUIDE, YOU WILL NOTICE WE'VE ADDED MANY PROGRAMS IN OUR CAREER AND TECHNOLOGY PROGRAM.

AND AGAIN, SOMEONE IS HAVING TO TAKE THOSE RESPONSIBILITIES AND, AND DO ALL THE WORK THAT I'M ABOUT TO SHOW YOU.

WE DID HAVE THE ELIMINATION OF THE COORDINATOR OF ASSESSMENT POSITION.

WITH THE ELIMINATION OF THAT POSITION, IT CAUSED THE COORDINATORS TO HAVE TO TAKE OVER TESTING.

THEY HAD NOT REALLY BEEN DOING TESTING IN THE PAST, BUT NOW THEY ARE HAVING TO THE ELIMINATION OF A TEAM SPECIALIST POSITION, THE TEAM SPECIALIST POSITION, YOU KNOW, IT'S ONE OF THOSE PEOPLE THAT YOU DON'T KNOW HOW VALUABLE THEY ARE UNTIL YOU DON'T HAVE THEM, AND THEN ALL OF A SUDDEN YOU SEE JUST HOW VALUABLE THEY ARE.

WHEN YOU LOOK AT HOW DO WE CODE? HOW DO WE CODE OUR CLASSES? WE RAN INTO A LITTLE ISSUE AT THE BEGINNING OF THE SCHOOL YEAR.

THIS YEAR, IF ALL THE SCHOOLS AREN'T CODING THE TITLE OF THE COURSE THE EXACT SAME WAY, THEN WHEN WE TRY TO POOL OUR DATA, WE CAN'T GET ACCURATE DATA.

FOR EXAMPLE, SOMETHING AS SIMPLE AS GRADE TWO READING LANGUAGE ARTS, YOU MIGHT SAY READING LANGUAGE ARTS, GRADE TWO.

THOSE LITTLE THINGS MAKE A HUGE DIFFERENCE.

YOUR PEIMS PERSON WOULD HAVE CAUGHT THAT.

AS CURRICULUM SPECIALIST, WE DID NOT, BUT WE QUICKLY FIGURED OUT THAT THERE WAS A PROBLEM AND THEN WE HAD TO GO BACK AND DO THAT.

BUT THAT'S ANOTHER THAT SHOWS YOU ANOTHER AREA THAT WE ARE LACKING IN.

WE WERE GRANTED TWO INSTRUCTIONAL TECHNOLOGY, WE WERE GRANTED FOUR INSTRUCTIONAL TECHNOLOGISTS, AND WE LOST TWO OF OUR INSTRUCTIONAL TECHNOLOGISTS.

[01:10:04]

ALL RIGHT. SO HERE'S OUR CURRENT STATE.

WE HAVE AN EXECUTIVE DIRECTOR OF CURRICULUM INSTRUCTION.

WE HAVE TWO PRE-K SIX COORDINATORS ONE FOR READING LANGUAGE ARTS AND SOCIAL STUDIES, ONE FOR MATH SCIENCE.

WE HAVE THE SAME FOR SECONDARY.

WE HAVE ONE SEVEN THROUGH 12 READING LANGUAGE ARTS SOCIAL STUDIES COORDINATOR AND ONE SEVEN THROUGH 12 MATH SCIENCE COORDINATOR.

THEN WE HAVE A PRE-K 12 COORDINATOR OF INSTRUCTIONAL TECHNOLOGY.

THAT IS THE CURRICULUM TEAM.

I DO WANT TO EMPHASIZE THAT AS PART OF THE STRATEGIC PLAN, THE BOARD DID GRANT US TWO INSTRUCTIONAL COACHES, WHICH THEY HAVE BEEN THEY HAVE BEEN A HUGE ASSET TO OUR DISTRICT.

THEY, TRULY HAVING JUST THE FOUR CORE COORDINATORS, IF WE HAD NOT HAD OUR INSTRUCTIONAL COACHES IN TIMES, IT WOULD HAVE BEEN VERY CHALLENGING TO HAVE GOTTEN THESE THINGS DONE. UNFORTUNATELY, AT MID TERM WE, ONE OF OUR COORDINATORS LEFT THE DISTRICT AND SO NOW WE HAVE BEEN FUNCTIONING FOR THE REMAINDER OF THIS TIME PERIOD WITH ONE INSTRUCTIONAL COACH.

AND FORTUNATELY SHE IS ONLY ABLE TO SERVE THE ELEMENTARY CAMPUSES.

ALL RIGHT. SO TO GIVE YOU A LITTLE PERSPECTIVE, BECAUSE I THINK ONE OF THE QUESTIONS PEOPLE ASK IS, WELL.

WHAT'S A GOOD RATIO? HOW MANY DO YOU NEED? SO WE JUST DID SOME DISTRICTS THAT WERE COMPARABLE TO US FOR THE MOST PART IN THE NUMBER OF STUDENTS THAT THEY HAD.

SO WHEN YOU LOOK AT THE RATIOS, YOU CAN SEE THAT THAT THEY VARY GREATLY FROM FROM DISTRICT TO DISTRICT.

WHEN YOU LOOK AT THE CNI STAFF, YOU'VE GOT 11, 10, 27, 10, 13 AND THEN WE HAVE SIX.

A LOT OF THOSE DISTRICT DISTRICTS WILL ALSO HAVE MULTIPLE INSTRUCTIONAL COACHES.

IT WAS VERY DIFFICULT TO GET AN ACCURATE COUNT ON HOW MANY INSTRUCTIONAL COACHES THEY ACTUALLY HAVE.

SO WE DID LEAVE THAT OUT FOR THESE FOR THE PURPOSES OF THIS INFORMATION.

BUT AS YOU CAN SEE, OUR COORDINATORS ARE SERVING A LOT OF KIDS.

ALL RIGHT. ANOTHER JUST PUTTING THIS INTO PERSPECTIVE.

ALL RIGHT. OUR PRE-K SIX COORDINATORS WHICH WE HAVE TWO THEY SERVE A STAFF OF 438 WHICH MAKES UP 4134 STUDENTS.

SO WE'VE GOT TWO PEOPLE WHO ARE DEALING WITH BOTH OF THESE COMPONENTS, BECAUSE WE WORK WITH OUR STAFF AS MUCH AS WE WORK WITH OUR STUDENTS, OUR 712 COORDINATORS, AGAIN, THERE'S TWO. THEY WORK WITH A STAFF OF 350.

THEY'VE GOT 4120 STUDENTS THAT THEY ARE WORKING WITH.

THEN WE HAVE OUR PRE-K INSTRUCTIONAL TECHNOLOGY COORDINATOR, WHICH WE HAVE ONE.

SHE WORKS WITH 1100 STAFF MEMBERS.

THAT IS ENCOMPASSES ALL STAFF MEMBERS.

THAT'S NOT JUST THAT IS NOT JUST OUR TEACHING STAFF.

THAT'S OUR I MEAN, THAT'S JUST SHORT OF MAINTENANCE.

SHE WORKS WITH EVERYBODY.

SHE'S DONE TRAINING FOR ALL THE DIFFERENT FIELDS.

AND SHE, SHE WORKS WITH 8254 STUDENTS.

AND THEN WE HAVE OUR INSTRUCTIONAL COACH, WHICH IS AGAIN, ONLY AT THE ELEMENTARY LEVEL.

SHE SERVES A STAFF OF 324, AND SHE HAS 2910 STUDENTS THAT SHE IS SERVING.

THOSE ARE VERY LARGE NUMBERS.

MS. PETTY, JUST TO BE CLEAR, THAT WOULD BE A FULLY STAFFED TWO, RIGHT? YES. YES.

OKAY. THAT IS YES. OKAY.

SO THOSE NUMBERS WOULD BE CUT IN HALF WHEN IT'S FULLY THAT IS CORRECT.

STAFFED. THAT IS CORRECT OKAY.

ALL RIGHT. NOW TO SHOW YOU THE WORDY SLIDES.

THIS IS THESE ARE THE RESPONSIBILITIES THAT WE ARE TASKED WITH DAILY.

CURRICULUM WRITING, IT IS VERY DIFFICULT WHEN YOU TAKE A LOOK AT THE NUMBERS THAT WE HAVE IT FOR THE FOR TO JUST TO DO SCOPE AND SEQUENCE DOCUMENTS, WHICH ARE OUR MAIN DOCUMENTS THAT WE HAVE THAT OUR STAFF SHOULD BE FOLLOWING WHEN THEY ARE TEACHING A LESSON.

WE HAVE 255 ELEMENTARY/ INTERMEDIATE SCOPE AND SEQUENCE DOCUMENTS.

WE HAVE 166 MIDDLE SCHOOL AND HIGH SCHOOL DOCUMENTS.

SO THERE IS A LOT THAT GOES INTO WRITING OUR CURRICULUM.

WE ARE VERY FORTUNATE IN CARROLL THAT WE ARE ABLE TO WRITE OUR OWN CURRICULUM.

IT IS TIME CONSUMING.

IT CAN BE CHALLENGING AT TIMES.

HOWEVER, I THINK WHEN YOU LOOK AT THE QUALITY OF STUDENTS THAT WE PRODUCE, YOU WILL SEE THAT OUR CURRICULUM IS FAR ABOVE THE REGULAR EXPECTATIONS OF SOME OTHER DISTRICTS.

OUR TEACHERS DO A GREAT JOB OF EMBEDDING A VERY RIGOROUS CURRICULUM FOR OUR STUDENTS, AND IT CHALLENGES THEM.

[01:15:05]

WHEN YOU LOOK AT THEIR SAT ACT SCORES, WHEN THEY GO OFF TO COLLEGES, THEY'LL COME BACK AND THEY'LL SAY, YOU KNOW, CARROLL REALLY PREPARED ME TO GO TO COLLEGE. SO CURRICULUM WRITING IS ONGOING.

IT'S BEEN A CHALLENGE IN THE LAST COUPLE OF YEARS BECAUSE OF FINANCES AND DUE TO THE SUB SHORTAGE, IT'S BEEN DIFFICULT TO GET OUR CURRICULUM WRITERS IN THROUGHOUT THE YEAR.

SO WE'VE HAD TO TO GET OUR CURRICULUM WRITERS PRIMARILY AT THE BEGINNING OF THE SUMMER.

AND THEN WE DO REVISIONS AS WE CAN.

BUT CURRICULUM WRITING IS IT TAKES UP A BIG PORTION OF OUR TIME.

WE ARE. OH, I'M SORRY, I'M SORRY.

MAY I JUST CLARIFY? SO HOW WILL THIS BE IMPACTED NOW THAT SOME OF THE CURRICULUM IS GOING TO BE KIND OF PUSHED DOWN FROM THE STATE? HOW WILL THESE RESPONSIBILITIES BE IMPACTED? RIGHT NOW? WHAT YOU'RE LOOKING AT IS WE STILL HAD TO CUSTOMIZE THEM FOR OUR STUDENTS AND FOR OUR TEACHERS.

SO YOU ARE CORRECT.

WE AND WE HAVEN'T SEEN EXACTLY WHAT THAT'S GOING TO LOOK AT.

WE'VE HAD SOME IDEA OF SOME OF THAT.

BUT WHEN YOU LOOK AT CURRICULUM WRITING, IT'S MORE THAN JUST WRITING THE ASSIGNMENTS THAT YOU'RE GOING TO DO OR THE LESSON THAT YOU'RE GOING TO TEACH.

IT ALSO INCLUDES HOW ARE YOU GOING TO ASSESS IT, HOW ARE YOU GOING TO MODEL IT? HOW ARE YOU GOING TO TEACH OUR STUDENTS TO TO LEARN IT? SO THERE'S A LOT THAT GOES INTO THAT.

THAT'S A GREAT QUESTION.

ALL RIGHT, MOVING ON TO THE ALIGNMENT PIECE.

WE DO WANT OUR SCOPE AND SEQUENCE DOCUMENTS TO BE ALIGNED.

YOU'VE GOT FIVE ELEMENTARIES.

YOU'VE GOT TWO INTERMEDIATES, TWO MIDDLES, TWO HIGHS.

AND SO IN THE PAST WHAT THE PHILOSOPHY HAS BEEN IS WE HAVE BEEN VERY SITE BASED, MANAGED.

SO WHAT THAT MEANS IS, IS THAT PRETTY MUCH EVERY CAMPUS HAD A LOT OF FLEXIBILITY IN HOW THEY WANTED TO IMPLEMENT OR ALIGN THE CURRICULUM. WE ARE WORKING ON GETTING ALIGNMENT, BUT IT CAN BE A CHALLENGE AT TIMES WHEN YOU HAVE WHEN YOU HAVE ALL THOSE DIFFERENT DISTRICTS, YOU HAVE ALL THOSE DIFFERENT SCHOOLS HAVING THE HAVING THE SITE BASED MANAGEMENT MENTALITY.

WE ARE MOVING AWAY FROM THAT.

BUT WE'VE ALSO GOT TO HAVE HELP.

WHEN YOU LOOK AT THE ALIGNMENT PIECE, THE ALIGNMENT PIECE REALLY COMES INTO HOW FREQUENTLY CAN YOUR COORDINATORS OR YOUR INSTRUCTIONAL COACHES GET INTO THOSE CLASSROOMS AND ENSURE THAT THAT INSTRUCTION IS BEING TAUGHT, THAT THAT CURRICULUM IS BEING TAUGHT THE WAY THAT IT SHOULD BE TAUGHT? THAT MEANS NOT ONLY ARE YOU DOING ARE YOU GOING TO THE DEPTH AND COMPLEXITY THAT YOU NEED TO BE, BUT ARE YOU MODELING THOSE LESSONS? FREQUENTLY WE WILL HEAR, OH, YOU KNOW, A PARENT WILL CALL AND SAY, THIS TEACHER IS DOING THIS, BUT HER OTHER TEACHERS NOT DOING THAT.

OKAY, WE HAVE TO TAKE A LOOK AT THAT.

WHAT DOES THAT MEAN? WHY ARE WHY IS THIS HAPPENING? THAT'S THE ALIGNMENT PIECE THAT WE NEED TO GET INTO.

STAFF DEVELOPMENT.

STAFF DEVELOPMENT IS ONGOING QUITE LITERALLY ALL YEAR LONG.

WE ARE WORKING ON STAFF DEVELOPMENT.

APRIL 1ST WE WILL HAVE OUR NEXT I ALIGNED DAY.

THE END OF MAY, WE WILL HAVE OUR SUMMER CONFERENCE.

SO WE ARE CONSISTENTLY WORKING ON ALL RIGHT, WHAT ARE WE GOING TO DO TO HELP OUR STAFF? HOW ARE WE GOING TO GROW OUR STAFF? HOW ARE WE GOING TO MAKE SURE THAT THAT EVERYONE KNOWS WHAT OUR CURRICULUM IS, HOW WE KNOW THAT WE'RE IN ALIGNMENT? HOW ARE WE GOING TO KNOW WHAT OUR PRACTICES AND PROCEDURES ARE A LOT OF TIMES IT.

A LOT OF TIMES PEOPLE UP UNTIL RECENTLY WE DIDN'T HAVE A LOT OF OUR PROCESSES AND PROCEDURES WRITTEN DOWN.

WE DO NOW, SO PEOPLE ARE AWARE OF THE EXPECTATIONS, BUT WHEN YOU DON'T HAVE THEM WRITTEN DOWN, IT DOES ALLOW INDIVIDUALS TO INTERPRET THE CURRICULUM AS THEY WOULD LIKE TO INTERPRET THE CURRICULUM.

MS. PETTY I HAD A QUICK QUESTION.

I KNOW THIS ISN'T A CURRICULUM WORKSHOP, BUT IN ALIGNMENT, WHEN YOU COME DOWN TO, I THINK, THE THIRD BULLET POINT CREATE COMMON SYLLABI FOR COURSES.

TO ME, IF WE'RE DOING THIS, OUR GOAL IS HORIZONTAL ALIGNMENT.

WOULDN'T THIS BE DONE IN THE SUMMER? I MEAN, IT SEEMS LIKE THIS WOULD BE AT THE TOP OF THE LIST OF ALIGNMENT.

IT'S TO ME, IT'S AN EASY, QUICK, RIGHT.

THE SYLLABI FOR A FOURTH GRADER ON FIVE CAMPUSES SHOULD BE THE SAME.

YES. IS IT? IT'S SPOTTY IN THAT AREA.

WE NEED TO WORK ON THAT.

OKAY. AND AGAIN, THIS PERHAPS THIS NEW STAFFING THAT WE'RE, YOU KNOW, TALKING ABOUT.

WOULD THAT ADDRESS THAT.

YES. OKAY. YES IT WOULD.

BECAUSE TO ME THAT SEEMS FUNDAMENTAL IN ALIGNMENT.

[01:20:02]

RIGHT. AND..

I'M SORRY. YES. IS THE TO TAG ON TO TRUSTEE YEAGER'S POINT IS THE IS THE TESTING ALL UNIFORM LIKE ALL THE FIFTH GRADE SCIENCE ON LEVEL SCIENCE COURSES CLASSES TAKE THE SAME TEST.

WE HAVE SOME THAT ARE IN ALIGNMENT.

NOT ALL YOU WOULD HAVE A YOU WOULD HAVE CHECKPOINTS IF YOU WILL.

YOU'LL HAVE BENCHMARKS THAT WOULD BE ALIGNED.

SO WE ARE TRYING TO PUT THOSE THOSE ASSESSMENTS INTO EUPHORIA, WHICH IS OUR HOUSING SO THAT WE CAN CHECK THE ALIGNMENT PIECE.

BUT SOME OF THE UNIT EXAMS MAY NOT BE THE SAME.

AND SO WHO ARE THE TEACHERS MAKING UP THEIR OWN TESTS? OR THEY'RE NOT COMING FROM A COMMON TEST BANK THAT EVERYONE USES? WE DO HAVE A COMMON TEST BANK AND THEY ARE ENCOURAGED TO USE THE COMMON TEST BANK.

WE WILL ALSO WE DO A LOT TIMES FOR OUR TEACHERS TO WORK ON ASSESSMENTS, BUT THAT WOULD BE THE ONES THAT WOULD COME IN DURING THE SUMMER THAT WOULD HELP US WRITE THE ASSESSMENT PIECES.

IT WOULD SEEM TO ME THAT THE COMMON SYLLABI AND COMMON TESTING, YOU WOULD YOU WOULD BE ABLE TO SPOT IF WELL, THIS CAMPUS THEY'RE PERFORMING, YOU KNOW, LOW ON THE ON THE SAME TEST THAT EVERYBODY ELSE IS PERFORMING.

YES. AND WE HAVE THAT NOW AND WE ARE WE ARE IDENTIFYING SOME OF THOSE PIECES WITH OUR WITH OUR BENCHMARKS.

AND SO WHAT WE'LL DO AT THAT POINT, THE COORDINATORS AFTER EACH OF THE BENCHMARKS, WHAT THEY WILL DO IS THEY WILL THEY WILL TALK TO THE PRINCIPALS AND LET THEM KNOW THESE ARE THE AREAS IN WHICH YOUR SCHOOL PERFORMED LOWER THAN SOME OF THE OTHER SCHOOLS.

AND THEN WE PROVIDE HIM, WE PROVIDE HELP WITH THEM IF THEY SO WISH TO HAVE THAT.

MISS PETTY, I ALSO HAD A QUESTION, AND IT CAME FROM KIND OF A PARENT IN A ROUNDABOUT WAY, WHERE WOULD I BE LOOKING OR FIND ALIGNMENT TO TEKS? THAT WOULD BE IN YOUR SCOPE AND SEQUENCE.

WHEN WE WRITE OUR SCOPE AND SEQUENCE, THAT'S WHERE ALL THE TEKS SHOULD BE ADDRESSED.

OKAY. MS. PETTY HOW LONG DOES IT TAKE? CAN YOU WALK US THROUGH WHAT IT TAKES TO DEVELOP A SINGLE SCOPE AND SEQUENCE DOCUMENT, OR DO THEY VARY WIDELY? TO DEVELOP A REALLY GOOD SCOPE AND SEQUENCE THAT COULD THAT CAN BE AN ONGOING PROCESS.

SO YOU WOULD WRITE YOUR BASIC, YOU WOULD WRITE, YOU WOULD WRITE IN THE SUMMER, YOU WOULD WRITE YOUR SCOPE AND SEQUENCE.

YOU WOULD HAVE YOU WOULD HAVE YOUR TEKS, YOU WOULD HAVE YOUR WAYS THAT YOU'RE GOING TO TEACH IT.

YOU WOULD HAVE YOUR ASSESSMENT BUILT IN.

SO WE WE DO THAT DURING THE SUMMER, HOWEVER, AS WE GO THROUGH AND WE TEACH THE LESSON, ALL OF A SUDDEN, THEN WE REALIZE, OOPS, THAT DIDN'T WORK.

SO DURING OUR IALIGN DAYS, WHAT THE PURPOSE WHICH WHAT WE SHOULD BE DOING DURING OUR IALIGN DAYS IS TO GO BACK AND LOOK OKAY DURING THIS NINE WEEK PERIOD.

THESE ARE THE AREAS THAT WE FOUND OUT.

MISS SMITH SCORED REALLY WELL IN THIS AREA.

SO, MISS SMITH, WHAT ARE YOU DOING? THAT CAN HELP THE REST OF US.

THAT DIDN'T SCORE QUITE AS WELL, BUT IT IS AN ONGOING PROCESS.

IT SEEMS LIKE WE ARE CONSTANTLY WORKING ON THAT.

THAT'S THAT'S GREAT. I MEAN, IT CONTINUES.

IT SHOWS THAT WE CONTINUE TO LEARN AS A DISTRICT AS WELL, AND THAT WILL EVENTUALLY BENEFIT EVERYONE.

SO THANK YOU.

MISS PETTY, WHERE DO WE NEED THE MOST RESOURCES? IS IT THE THE MOST DIFFICULT TO TO DO THE ALIGNMENT AT THE ELEMENTARY LEVEL BECAUSE THERE'S MORE SCHOOLS? OR WHERE IS IT THAT YOU THINK WE NEED THE MOST RESOURCES? I WOULD SAY RIGHT NOW I THINK IT'S CONTENT SPECIFIC.

I THINK THE ELEMENTARIES, WE'VE BEEN VERY FORTUNATE.

THAT OUR OUR TOES ARE ABLE TO PURCHASE A LOT OF RESOURCES FOR OUR CAMPUSES.

WHILE THAT'S VERY FORTUNATE FOR OUR CAMPUSES, IT IS VERY UNFORTUNATE WHEN YOU'RE TRYING TO LOOK AT ALIGNMENT AND CURRICULUM WRITING BECAUSE EVERYBODY'S DOING SOMETHING ELSE OR SOMEBODY HAS A RESOURCE THAT SOMEBODY ELSE DOESN'T HAVE.

SO LAST YEAR MR. STEWART'S TECHNOLOGY STRATEGIC PLAN WORKED ON TRYING TO ALIGN SOME OF THE RESOURCES.

WE WILL ALSO BE FOLLOWING UP WITH THAT IN IN APRIL WITH OURS.

AS TO WHEN YOU LOOK AT OUR SCOPE AND SEQUENCE DOCUMENTS, THESE ARE THE RESOURCES THAT YOU WILL HAVE TO HAVE THAT YOU THAT YOU MUST USE.

NOW WHAT WE RAN INTO EFA AND EFB.

IT WAS NEW TO US.

SO AS WE WERE GOING THROUGH AND APPROVING RESOURCES, WE APPROVED RESOURCES.

SO THEN WHAT HAPPENED IS PEOPLE THOUGHT, WELL, OH, YOU KNOW, EVEN THOUGH THIS ISN'T IN THE SCOPE AND SEQUENCE, IT'S APPROVED SO I CAN USE IT.

SO WE KIND OF OPENED UP A CAN OF WORMS, BUT WE'RE ABOUT TO CLOSE IT.

BUT YOU HAVE TO GO THROUGH IT A YEAR BEFORE YOU REALIZE OH, THAT DIDN'T EXACTLY WORK OUT LIKE WE HAD PLANNED THAT TO WORK OUT.

[01:25:06]

CONTINUING ON COMMITTEES.

WE WE SERVE ON MANY COMMITTEES, AND THE COMMITTEES TAKE A LOT OF TIME TO PLAN FOR.

AND SO AND, AND ALL OF THE COORDINATORS SERVE ON ALL OF THE STRATEGIC PLAN ACTION TEAMS, I THINK IF THAT'S OUR MAIN FOCUS IS THE STRATEGIC PLAN, THEN ALL CURRICULUM PEOPLE NEED TO BE ON THAT COMMITTEE SO THEY CAN HEAR ALL SIDES OF WHAT EVERYONE IS SAYING.

WE ALSO ARE IN CHARGE OF SHAC, DAC, BOOK REVIEW COMMITTEES, PLACEMENT COMMITTEE MEETINGS AND DISTRICT OF INNOVATION MEETINGS, SO THAT TAKES SOME TIME.

OUR INSTRUCTIONAL TECHNOLOGY.

NOW, WHILE WE HAVE ONE COLUMN FOR INSTRUCTIONAL TECHNOLOGY, I WANT YOU TO BE SURE THAT YOU UNDERSTAND.

INSTRUCTIONAL TECHNOLOGY ALSO GOES TO ALL OF THE OTHER COLUMNS THAT I'VE DONE.

WHENEVER SHE WORKS WITH OUR OUR CURRICULUM WRITING TEAMS, SHE WORKS WITH THE ALIGNMENT TEAMS, SHE WORKS WITH THEM ALL.

IN ADDITION TO THESE DUTIES THAT ARE LISTED IN THAT COLUMN.

SO AGAIN, ONE PERSON AND THEN WE HAVE OTHER PROGRAMS THAT ALSO CONSUME A LOT OF TIME.

SO AS YOU LOOK THROUGH THESE A LOT OF, YOU KNOW, IN OTHER DISTRICTS, SOME OF THESE PROGRAMS WOULD HAVE THEIR OWN COORDINATOR LIBRARIANS A LOT OF TIMES HAVE THEIR OWN COORDINATOR, PE AND HEALTH HAVE THEIR OWN COORDINATOR, FINE ARTS HAS ITS OWN COORDINATOR.

BUT IN THIS IN OUR CURRENT SYSTEM, THEY ARE WITH US.

SO. HOW DO WE PROPOSE TO HELP THIS ISSUE? WHAT WE ARE PROPOSING IS WE WOULD LIKE TO ADD FOUR INSTRUCTIONAL COACHES.

WE WOULD LIKE WE HAVE TWO CURRENT INSTRUCTIONAL COACHES.

WELL WE WILL AND THEN WE WOULD LIKE TO ADD TWO ADDITIONAL TO HELP OUT WITH THE WITH THE COORDINATORS.

AND THEN BECAUSE OUR PRE-K 12 COORDINATOR OF INSTRUCTIONAL TECHNOLOGY IS SERVING THE ENTIRE DISTRICT, WE WOULD LIKE TO GET AN INSTRUCTIONAL COACH, AN ELEMENTARY INSTRUCTIONAL COACH FOR HER AND A SECONDARY INSTRUCTIONAL COACH FOR HER.

FURTHERMORE BECAUSE OUR CAREER AND TECHNOLOGY PATHWAYS ARE GROWING AT THE RATE THAT THEY ARE WE HAVE FINE ARTS, WE HAVE ELECTIVES WHEN WE'RE DOING IALIGN DAYS.

THESE DEPARTMENTS HAVE BEEN GREAT.

THEY REALLY HAVE BEEN GREAT.

BUT THEY WOULD LIKE THEIR OWN COORDINATOR AS WELL, WHICH IS UNDERSTANDABLE.

IT IS. SO WE ARE ALSO ASKING TO ADD A CAREER TECHNOLOGY EDUCATION, FINE ARTS AND ELECTIVES COORDINATOR FOR NEXT SCHOOL YEAR.

SO WOULD THE ACCOUNTABILITY PIECE IN ENSURING THAT THE CURRICULUM IS BEING CARRIED OUT AS PLANNED.

WOULD THAT BE HAPPENING AT THE INSTRUCTIONAL COACH LEVEL OR MORE AT THE COORDINATOR LEVEL? GREAT QUESTION. WHAT WE ENVISION IS THE INSTRUCTIONAL COACHES WOULD BE THE THEY WOULD HAVE THE BOOTS ON THE GROUND.

THEY WOULD BE IN THOSE CLASSROOMS. AS WE START TO NOTICE, WE GET MORE AND MORE NEW TEACHERS.

AND THEN WE GET TEACHERS WHO HAVE BEEN IN THE PROFESSION AND HAVE LEFT THE PROFESSION FOR NUMEROUS YEARS.

AND SO THEY ARE COMING BACK.

AND THE WAY THAT WE RUN SCHOOLS NOW IS CONSIDERABLY DIFFERENT THAN HOW WE RAN SCHOOLS 15 YEARS AGO.

THERE ARE SIGNIFICANT CHALLENGES THAT WE HAVE WITH OUR STAFF, NOT ONLY IN THE INSTRUCTION OF HOW ARE WE TEACHING THE LESSON, BUT OUR INSTRUCTIONAL COACHES WOULD BE IN THOSE CLASSROOMS. THEY WOULD BE THERE TO TO TO HELP OUR TEACHERS, TO SHOW OUR TEACHERS.

RIGHT NOW WE HAVE WHAT WE CALL AN ANATOMY OF A CLASSROOM.

SO IT SHOWS AND IT GOES K-12.

THIS IS WHAT YOUR CLASSROOM SHOULD LOOK LIKE.

THE FIRST FEW MINUTES SHOULD LOOK LIKE THIS.

THEN YOU SHOULD MODEL.

THEN YOU SHOULD GIVE KIDS TIME TO WORK AND THEN YOU SHOULD GIVE SOME TIME FOR HOMEWORK.

BUT BECAUSE WE HAVE ALL THOSE OTHER DUTIES, WE DON'T HAVE TIME TO GET INTO THE CLASSROOMS IN ORDER TO SEE IF WHAT WE'RE SAYING NEEDS TO BE DONE IS BEING DONE.

SO WE IT'S ALMOST LIKE WE'RE IN A CONSTANT REACTIVE PHASE.

SO THAT WOULD BE THE FUNCTION OF THE INSTRUCTIONAL COACH.

THE INSTRUCTIONAL COACH WOULD BE IN THE CLASSROOM.

AND THEN IF THERE'S A PROBLEM THEN THE INSTRUCTIONAL COACH WOULD REPORT TO THE COORDINATOR.

AND AT THAT POINT WE WOULD GET WE WOULD WE WOULD START GETTING INVOLVED IN AND TALKING TO THE PRINCIPALS AND TRYING TO SEE HOW CAN WE WHAT CAN WE DO TO HELP THIS TEACHER.

MISS PETTY, IF I COULD JUMP IN.

I'M SORRY. NO. GO AHEAD, GO AHEAD.

FROM AN ACCOUNTABILITY STANDPOINT, WITH THE IMPLEMENTATION OF THE CURRICULUM, CERTAINLY THE INSTRUCTIONAL COACHES, THE COORDINATORS WORK ALONGSIDE THE TEACHERS TO ENSURE THAT'S HAPPENING. BUT TRULY, AND THIS GOES BACK IN REFERENCE EVEN TO OUR LAST MEETING, A COMMENT THAT MR.

[01:30:04]

SO TRULY, THE NUMBER ONE ROLE OF OUR PRINCIPAL SHOULD BE INSTRUCTIONAL LEADERSHIP.

AND I THINK THAT'S SOMETHING, AS WE MOVE FORWARD FROM A CAPACITY BUILDING STANDPOINT FOR US INTERNALLY, HAVING ADDITIONAL STAFF IN THE INSTRUCTIONAL OR THE CURRICULUM DEPARTMENT WOULD ALLOW US TO WORK WITH OUR PRINCIPALS OVER TIME DURING OUR DISTRICT LEARNING TIME THAT WE HAVE MONTHLY TO ENGAGE THEM IN, YOU KNOW, GROWING THEM AS INSTRUCTIONAL LEADERS TO HELPING THEM WITH WHAT THEY'RE LOOKING FOR AND WALKTHROUGHS AND JUST REALLY GROWING THEM IN THAT AREA, TOO.

SO TRULY, THE ACCOUNTABILITY PIECE ULTIMATELY SHOULD COME WITH THAT SUPERVISOR AND THE PERSON THAT EVALUATES THAT TEACHER.

AND THAT'S GOING TO BE THE PRINCIPAL.

AND OUR ASSISTANT PRINCIPALS ALSO PLAY A ROLE IN THAT.

BUT ULTIMATELY, ON THE CAMPUS, IT'S THE PRINCIPAL.

SO HOW MUCH OF THIS DATA IS SHARED WITH THE PRINCIPALS? SO I THINK YOU DO ASSESSMENTS WHICH HELP GUIDE YOU ON HOW ALIGNED WE MAY BE OR HOW WELL THE SCOPE AND SEQUENCE DOCUMENTS ARE..

RIGHT.. ASSISTING US.

LAST YEAR WE HAD REGULAR TRAININGS WITH THE PRINCIPALS.

SO WHEN WE HAD PRINCIPAL MEETINGS WE WOULD DO A TEACH PIECE WITH THEM IF YOU WILL.

THAT WILL BE OUR FOCUS AGAIN FOR NEXT SCHOOL YEAR.

DURING THE PRINCIPALS MEETINGS, WE WILL BE WORKING ON, WHAT SHOULD YOU BE LOOKING FOR WHEN YOU GO INTO THESE CLASSROOMS? THIS IS WHAT GOOD INSTRUCTION LOOKS LIKE.

THIS IS WHAT GOOD INSTRUCTION IN A READING CLASSROOM LOOKS LIKE.

THIS IS WHAT YOU SHOULD BE SEEING IN A SCIENCE CLASSROOM, THAT KIND OF STUFF.

BUT AGAIN THAT GOES BACK TO PD.

SO MAKING SURE THAT WE TRAIN OUR STAFF AND OUR PRINCIPALS WELL.

THE EXCELLENT COORDINATOR STANDING NEXT TO YOU, MISS GILLIS, I HAVE A QUESTION FOR YOU.

BECAUSE YOUR DEPARTMENT, IF YOU WOULD SUB-DEPARTMENT, CAN YOU EXPLAIN IN YOUR EYES OR YOUR VISION HOW THESE TWO INSTRUCTIONAL COACHES WOULD WORK? BECAUSE YOU'RE THE ONLY ONE RIGHT NOW WHO'S OVER? K RIGHT K THROUGH 12.

SO I DON'T WANT TO MAKE THE ASSUMPTION OF WHERE THESE PEOPLE, BUT I'M JUST CURIOUS.

I THINK THEY FALL IN LINE WITH ALL OF THE OTHER INSTRUCTIONAL COACHES.

BUT JUST WHEN WE GO TO HIRE, WE'RE LOOKING FOR SOMEONE WITH A LITTLE MORE TECHNICAL MINDSET THAT CAN, YOU KNOW, MANAGE THE BACK SIDE OF CANVAS OR SEESAW OR, YOU KNOW, HAS EXPERIENCE IMPLEMENTING EDUCATIONAL TECHNOLOGY TOOLS IN THE CLASSROOM.

SO IN YOUR VISION WOULD ONE BE FOR THE HIGH SCHOOLS AND ONE FOR JUNIOR AND ELEMENTARY OR I KIND OF SEE ELEMENTARY SECONDARY JUST BECAUSE LIKE THE DEVICES ARE DIFFERENT, THE LEARNING MANAGEMENT SYSTEM WE USE IS DIFFERENT.

THE BOARDS, THE DISPLAYS IN THEIR CLASSROOM ARE DIFFERENT.

SO IT REALLY HELPS IF THEY CAN FOCUS ON A SUBSET OF USERS.

I KNOW WE HEARD A LOT WHEN WE ASKED OUR LIBRARIANS TO DO EXTRA WORK IF YOU WOULD, IN THE WORLD OF TECHNOLOGY, WOULD THIS HELP THEM AT ALL? YES IT WOULD, YES, IT WOULD HELP TAKE SOME OF THAT OFF OF THEIR PLATES BECAUSE THEY HAVE KIDS ALMOST ALL DAY, EVERY DAY.

SO OKAY. THANK YOU.

RIGHT. SO LOOKING AT THE COST FACTOR AND THIS DOES INCLUDE BENEFITS.

WHEN YOU LOOK AT YOUR INSTRUCTIONAL COACHES, THAT'S 404, ONE COORDINATOR WOULD BE 119 FOR A GRAND TOTAL OF 523. SO AT THIS POINT WE ARE LOOKING FOR GUIDANCE FROM YOU REGARDING THE POSITIONS THAT WE ARE REQUESTING.

CONSIDERATION WE COULD LOOK AT WHILE WE DO WRITE OUR CURRICULUM.

AND I THINK OUR STAFF APPRECIATES THE FACT THAT THEY GET TO WRITE THEIR OWN CURRICULUM, WE COULD CONSIDER OUTSOURCING OUR CURRICULUM, WRITING.

AS PART OF THE STRATEGIC ACTION PLAN, WE HAVE ALREADY STARTED TO LOOK AT OUTSOURCING SOME OF THE POSSIBLE THINGS THAT SOME OF THE COMMITTEES WANTED, FOR EXAMPLE, THE FOREIGN LANGUAGE AND THE ORCHESTRA.

WE DON'T HAVE THE MINUTES IN THE DAY TO BE ABLE TO DO THAT, NOR DO WE HAVE THE THE FUNDING IN ORDER TO FUND TEACHERS FOR THAT.

SO WE WOULD JUST LIKE YOUR INPUT AND YOUR GUIDANCE ON ON OUR NEXT STEPS.

I WOULD SAY AS A GENERAL RULE, OUTSOURCING IS A LAST RESORT.

IN MY OPINION, I'D LIKE TO DO EVERYTHING.

CURRICULUM IN-HOUSE BECAUSE WE TRUST WHO WE EMPLOY TO WRITE THOSE THAT CURRICULUM.

BUT SO OUTSOURCING WOULD BE SOMETHING THAT WE'D USE WHERE IT MAKES SENSE.

I AGREE WITH THE POSITIONS.

I THINK THAT, YOU KNOW, THE PRICE TAG IS PRETTY HIGH AND WE'RE JUST GOING TO HAVE TO FIGURE OUT, YOU KNOW, HOW THAT MAY FIT INTO THE BUDGET.

[01:35:01]

AND I AGREE THAT IT HAS TO BE ELEVATED IN TERMS OF PRIORITY IN ORDER FOR US TO ACTUALLY GET SOMETHING DONE IN THIS AREA, BECAUSE WITH SIX PEOPLE, YOU JUST SIMPLY CAN'T MAKE IT HAPPEN IS GREAT AS OUR PEOPLE ARE.

IT'S JUST OVERWHELMING.

SO I DO THINK THAT THIS BOARD OUGHT TO, YOU KNOW, TAKE THAT INTO CONSIDERATION, BUT ALSO UNDERSTAND WHERE THAT FITS IN WITHIN THE BUDGET.

MISS PETTY AND ALSO MISS GILLIS.

DO YOU THINK THAT THERE MAY BE FOR THESE POSITIONS INTERNAL, STRONG INTERNAL CANDIDATES? OH, ABSOLUTELY.

ABSOLUTELY. SO PEOPLE WHO WOULD, YOU KNOW, KNOW KIND OF DRAGON CULTURE AND MAYBE SOME OF THE COORDINATORS ALREADY.

ABSOLUTELY. OKAY.

ABSOLUTELY. WE'VE BEEN USING THE THE GROW OUR OWN.

WE NOW WE'VE CALLED THEM THE INSTRUCTIONAL LEAD LEARNERS.

SO WE'VE GOT AND WE'VE BEEN THEY'VE HELPED US WITH OUR STAFF DEVELOPMENT.

BECAUSE AGAIN WHEN YOU LOOK AT THE AT.

IF YOU'VE GOT FOUR ON AN IALIGN DAY, WE'VE GOT FOUR HOURS IN THE MORNING WITH OUR STAFF.

WELL, THEY'VE GOT TWO CONTENT AREAS EACH, SO AT BEST YOU COULD DO TWO HOURS WITH MATH.

AND TWO HOURS WITH SCIENCE, SO YOU'RE NOT MAKING MUCH OF AN IMPACT WITH TWO HOURS ONCE A NINE WEEKS.

SO WE'VE BEEN GUIDING AND GROWING OUR INSTRUCTIONAL LEAD LEARNERS AND A LOT OF THEM WHEN THIS PRESENTATION WENT OUT ON FRIDAY, WE ALREADY HAD A FEW PEOPLE WHO WERE INTERESTED IN POSSIBLY BECOMING INSTRUCTIONAL COACHES.

MS. PETTY THIS IS WHAT YOU'RE PROPOSING.

THESE ARE FIVE NEW FTES.

SO THIS EVEN THOUGH WE WOULD HAVE INTERNAL CANDIDATES, THEY WOULD FORGO THEIR EXISTING POSITION TO ENTER INTO THIS POSITION 100%.

THESE, THAT'S CORRECT, THESE ARE DISTRICT POSITIONS.

AND THAT'S A CHANGE BECAUSE RIGHT NOW OUR INSTRUCTIONAL COACHES ARE MORE CAMPUS BASED.

BUT THESE THAT WE WOULD I MEAN ALL OF OUR INSTRUCTIONAL COACHES WOULD BE DISTRICT BASED AND THEY WOULD BE DISTRICT LED.

THEY WOULD REPORT TO THE LEAD.

YES. CURRICULUM COORDINATOR.

OKAY. OH GO AHEAD GO AHEAD.

GO AHEAD. TRUSTEE FOR THE INSTRUCTIONAL COACHES, DID YOU SAY THAT THE PRIMARY FUNCTION IS TO BE IN THE CLASSROOM WITH THE TEACHERS, YOU KNOW, VIEWING WHAT THEY'RE DOING AND THEN HELPING THEM TO TO GET BETTER.

YES. SO HOW MANY LIKE WHAT'S THE DAY IN THE LIFE LIKE.

WOULD THEY GO AND SPEND A FULL DAY WITH A TEACHER OR MAYBE JUST A FEW CLASS PERIODS AND SO THEY COULD HIT MULTIPLE TEACHERS A DAY? OR HOW WOULD THAT WORK? WELL, ACTUALLY, I THINK I OKAY, EITHER ONE, WHY DON'T Y'ALL COME UP AND WE'VE GOT A WE'VE TALKED ABOUT THIS AND I WOULD LIKE CASEY, WHO IS OUR CURRENT INSTRUCTIONAL COACH, TO PROVIDE A LITTLE FEEDBACK IF THAT'S POSSIBLE.

GO AHEAD. SO THANK YOU FOR THE QUESTION.

SO ONE OF THE THINGS THAT FOR EXAMPLE, I'M ENVISIONING IT.

SO LIKE JUST TODAY I GOT AN EMAIL FROM ONE OF OUR TEACHERS WHO'S NEW INTO THE AP CLASSROOM.

SHE EMAILED ME AND I'M BEEN TEACHING AP FOR 25 YEARS, SO SHE EMAILED ME AND ASKED ME IF I WOULD COME INTO HER CLASSROOM AND BASICALLY HELP HER WITH WRITING.

AND SO SHE SAID, I'M, YOU KNOW, I REALLY WOULD REALLY WOULD LIKE FOR YOU TO COME IN LIKE ON AN A DAY AND A B DAY AND BE THERE WITH EVERY ONE OF HER CLASSES TO DO THAT.

AND I SAID, I'M ABSOLUTELY HAPPY TO DO THAT FOR YOU.

BUT THEN THAT MEANS THAT'S TWO DAYS THAT I'M JUST WITH ONE TEACHER, YOU KNOW, IN THAT CLASSROOM.

SO I WON'T BE HERE.

AND SO WHAT I THINK WOULD BE IF WE IF WE HAD THIS, THEN I COULD WORK WITH THAT INSTRUCTIONAL COACH.

THAT INSTRUCTIONAL COACH COULD GO IN THERE LIKE I WOULD DO THE SESSIONS LIKE I'VE BEEN DOING WITH MY IALIGN DAYS WITH ALL OF THE TEACHERS TALKING ABOUT WRITING.

BUT THEN THE INSTRUCTIONAL COACH COULD BE THE ONE THAT WOULD BE GOING INTO THE CLASSROOM IN MODELING THAT WRITING FOR THEM.

AND SO HOW MUCH HOW MUCH TIME DO YOU THINK IT LIKE, I KNOW EVERY TEACHER IS GOING TO BE DIFFERENT, BUT IS ONE DAY A YEAR ENOUGH, OR DO THEY NEED MULTIPLE DAYS A YEAR? BECAUSE AND THE POINT THAT I'M DRIVING AT IS WE SO WE HAVE 324 ELEMENTARY TEACHERS.

AND IF WE HAVE ROUGHLY IF WE HAVE TWO COORDINATORS, WE COULD SPLIT THEM IN HALF.

SO EACH ONE HAS ABOUT 160.

BUT THERE'S AND THERE'S ONLY 180 INSTRUCTIONAL DAYS A YEAR.

SO I'M JUST WORRIED ABOUT I'M, YOU KNOW, CONCERNED ABOUT HOW MUCH YOU KNOW.

YOU KNOW DO THEY DOES EACH TEACHER NEED WITH ONE OF THESE INSTRUCTIONAL COACHES? WELL, I MEAN IT'LL VARY.

YOU KNOW, OBVIOUSLY I THINK THIS TEACHER WAS NEW TO AP.

SO I THINK WE ALSO HAVE EXPERIENCED AP TEACHERS THAT I DON'T THINK THEY WOULD THEY WOULD NEED ME TO COME IN AND DO A SESSION ON WRITING THE WHEN WE DO THE IALIGN DAYS.

[01:40:09]

SO ALL OF THE TEACHERS ARE THERE FOR THAT.

AND THEN FOR ME, THE INSTRUCTIONAL COACH IS THE PERSON WHO CAN FOR THAT YOUNGER TEACHER, THE TEACHER THAT NEEDS THAT EXTRA HELP OR MAYBE NEEDS NEED SOMEONE TO MODEL IT FOR THEM.

THEN THEY CAN GO IN THEY WOULD BE ABLE TO THEN GO INTO THE CLASSROOM AND, AND DO THAT FOR THAT FOR THE TEACHER.

BUT I DON'T THINK NOT ALL OF THE TEACHERS WOULD NEED THAT KIND OF DIRECT HELP, IF THAT MAKES SENSE.

YEAH. SO YOU'D HAVE TO JUST YOU'D HAVE TO, YOU KNOW, DISTRIBUTE YOUR RESOURCES BASED ON THE NEED.

YOU'D HAVE TO COME UP WITH SOME KIND OF PLAN LIKE THAT.

YES, SIR. AND THAT BUILDS IN YOUR ACCOUNTABILITY.

TO BE ABLE TO GO BACK AND CIRCLE AROUND, BECAUSE NOW WHAT'S HAPPENING IS, FOR EXAMPLE, OUR GOAL.

OUR GOAL AT MID TERM WAS TO GET INTO THOSE CLASSROOMS AS COORDINATORS TO GET INTO THE CLASSROOMS. WELL THEN LIFE HAPPENS.

SO WHAT HAPPENS IS WE GET IN THE CLASSROOM AND WE SEE SOME THINGS THAT NEED TO BE CHANGED.

WELL, THREE WEEKS LATER WHEN WE GET BACK IN THERE, THAT'S TOO LONG.

AND SO WHAT WE WOULD WANT, WE COULD TAKE IMMEDIATE ACTION IF WE HAD AN INSTRUCTIONAL COACH AND WE COULD IMMEDIATELY GO BACK, THEN GO BACK A COUPLE OF WEEKS.

IS THAT BECAUSE I THINK WHAT HAPPENS A LOT OF TIMES IS AS TEACHERS.

IF YOU SAY, LET'S JUST SAY READER'S WORKSHOP.

LIKE SOMEONE TELLS US THIS IS WHAT IT LOOKS LIKE.

SO WE'RE DOING IT AND WE THINK WE'RE DOING IT RIGHT.

AND THEN ALL OF A SUDDEN, BUT YOU'RE NOT GETTING THE SAME RESULTS AS EVERYONE ELSE.

AND SO AS A COORDINATOR COMES IN OR AN INSTRUCTIONAL COACH COMES IN AND THEY MODEL FOR YOU, AND THEN YOU SAY, OH, OKAY, I WASN'T REALLY DOING THAT.

RIGHT. SO IT'S TO HELP WITH THOSE.

AND WE'RE GETTING MORE AND MORE OF THAT BECAUSE, YOU KNOW, AS YOU GET NEW TEACHERS, THEY DON'T SOME OF THEM AREN'T AREN'T AS, AS INSTRUCTIONALLY STRATEGY STRONG AS WE WOULD LIKE FOR THEM TO BE.

MISS PETTY, DO YOU STILL SEE THE COORDINATORS IF THIS PLAN WERE ADOPTED, STILL SPENDING SOME TIME IN THE CLASSROOMS? OH, ABSOLUTELY, THAT'S THEIR LOVE.

GOOD. SO ABSOLUTELY. TO TRUSTEE JORDAN'S POINT, THAT COULD GIVE US EVEN GREATER COVERAGE.

RIGHT? RIGHT. OKAY.

YEAH. BUT ASSESSMENT IS GOING TO BE A KEY COMPONENT.

WE HAVE TO HAVE SOME KIND OF DATA THAT, YOU KNOW, ALLOWS US TO ASSESS THE NEED FOR WHERE THE COORDINATORS ARE MOST NEEDED, WHICH TEACHERS ARE MAYBE STRUGGLING A LITTLE BIT WITH THE RESULTS. AND THAT BACK TO OUR EARLIER OUR BOARD OR RECENT BOARD MEETING WHERE WE TALKED ABOUT KPIS.

RIGHT. HOW DO WE MEASURE THE SUCCESS OF THIS? IT IT SOUNDS LIKE AT LEAST THERE MIGHT THE ADDITIONAL STAFF MIGHT HELP YOU WITH THAT.

YES. VERY DEFINITELY.

OKAY. VERY DEFINITELY.

CASEY IS OUR CURRENT INSTRUCTIONAL COACH.

AND IF YOU COULD JUST GIVE JUST A GENERAL KIND OF OVERVIEW OF WHAT A DAY IN THE LIFE OF AN INSTRUCTIONAL COACH LOOKS LIKE.

YEAH, I'M CASEY STAPP, 19 YEARS IN SOUTHLAKE, VERY PROUD.

I DID TAKE TWO YEARS TO STUDY ABROAD IN KELLER AS AN INSTRUCTIONAL COACH, BUT I CAME BACK VERY QUICKLY.

LAST YEAR WHEN WE STARTED COACHING HERE.

I'M LUCKY ENOUGH TO BE IN OUR FIVE CAMPUS ELEMENTARIES THIS YEAR.

LAST YEAR, I SERVED DURHAM AND EUBANKS JOHNSON AND WALNUT GROVE.

I'M BY MYSELF, SO MY DAY LOOKS VERY DIFFERENT TODAY.

FOR EXAMPLE, I WAS ON A CAMPUS SERVING THIRD GRADE.

I STARTED MODELING SOME LESSONS THAT THEY WANTED TO SEE UNPACKING ACADEMIC VOCABULARY.

THE ENTIRE LANGUAGE ARTS TEAM WANTED TO SEE THAT.

SO I WAS IN THREE CLASSROOMS, THREE IN THE AFTERNOON.

I WAS WITH ANGELA.

OUR COORDINATOR WAS ON CAMPUS WORKING WITH TEACHERS, SO I WAS SUPPORTING HER.

I GOT AN EMAIL FROM A TEACHER WHO WANTED ME TO COME IN AND BRAINSTORM WITH HER A FRIEND THAT SHE'S LIKE, WHAT ELSE CAN I BE DOING? YOU KNOW, SO EVERY DAY IS DIFFERENT.

I'M IN PLCS A LOT OF TIMES WITH PRINCIPALS, I WORK VERY CLOSELY WITH ADMIN AND THE STAFF.

IT MIGHT BE OBSERVING TEACHERS.

IT MIGHT BE TOMORROW MORNING, FIRST THING, I HAVE A MEETING WITH A TEACHER ON A FRIEND WHO THEY FEEL LIKE THEY'VE WORKED VERY HARD WITH AND WANT MORE IDEAS.

IT COULD BE MODELING.

IT COULD BE TEAM PLANNINGS.

REALLY? IT'S I'VE DONE A LOT OF PD AFTER SCHOOL.

SOME PRINCIPALS WILL ASK ME I THINK IT WAS LAST WEEK.

I LED ONE ON A CAMPUS ABOUT SMALL GROUP INSTRUCTION, KIND OF TALKING ABOUT WHAT GINA WAS JUST SAYING, LIKE, WHAT ARE OUR EXPECTATIONS IN THE DISTRICT? I'M VERY MUCH A BRIDGE BETWEEN CNI AND THE CLASSROOMS. AND I LUCKILY HAVE 18 YEARS CLASSROOM EXPERIENCE.

SO IF SOMEONE HAS A QUESTION ABOUT A PARENT CONFERENCE OR HOW HOW CAN WE SUPPORT OUR COMMUNITY? YOU KNOW, I FEEL LIKE I'M LUCKY ENOUGH TO BE ABLE TO ANSWER KIND OF A LOT OF QUESTIONS, BUT I CERTAINLY DON'T KNOW EVERYTHING.

[01:45:05]

BUT I FEEL LIKE I'M A BRIDGE BETWEEN CNI AND THE CLASSROOMS. BUT BEING ONE PERSON ACROSS FIVE CAMPUSES, IF I'M IN YOUR ROOM, I'M NOT IN YOUR ROOM, YOU KNOW, SO GETTING AROUND TO ALL THE ROOMS, ALL THE GRADE LEVELS IS SOMETHING I'D LIKE TO BE DOING MORE.

I WISH THERE WERE MORE OF ME TO SERVE EVERYONE AS FAST AS THEY NEED TO BE SERVED.

BECAUSE SOMETIMES I HAVE TO SAY, OH, CAN I DO THAT IN A COUPLE DAYS? AND LIKE GINA WAS SAYING, IF IT COULD BE MORE IMMEDIATE, IT WOULD BE BETTER FOR OUR STAFF AND OUR STUDENTS AND OUR ADMIN.

EVERYBODY'S VERY BUSY.

SO YEAH.

BUT EVERY DAY IS DIFFERENT, WHICH IS FUN.

YEAH. EXCELLENT.

THANK YOU. MISS PETTY, HAVE YOU AND YOUR ELEMENTARY AND YOUR SECONDARY COORDINATORS HAVE YOU ALL PLAYED AROUND WITH I DON'T KNOW HOW.

WELL, FIRST OF ALL, I DON'T KNOW HOW IT'LL WORK ON THE ELEMENTARY LEVEL JUST BECAUSE YOU DON'T HAVE AN A AND A B DAY.

BUT HAVE YOU ALL PLAYED AROUND WITH HOW TO USE HOW TO USE THE A AND THE B DAY TO YOUR ADVANTAGE WHEN IT COMES TO COORDINATORS OR INSTRUCTIONAL COACHES ON MAYBE THEY TEACH ON A DAY, THEN THEY GO AND THEY GO AROUND AND THEY DO INSTRUCTIONAL COACHING ON B DAYS.

HAVE YOU ALL TALKED ABOUT THAT OR PLAYED AROUND WITH THE IDEA? THAT WE HAVE TALKED ABOUT THAT, AND THAT MODEL IS A GREAT MODEL TO DO THAT.

AND IT IS VERY HELPFUL, ESPECIALLY YOU'RE RIGHT, IT'S A LITTLE BIT MORE CHALLENGING AT THE ELEMENTARY LEVEL, BUT AT THE SECONDARY LEVEL.

ABSOLUTELY. OKAY.

THANK YOU. ALL RIGHT, THAT'S IT.

THANK YOU. THANK YOU, MISS PETTY.

ALL RIGHT. I'M GOING TO BRING YOU SOME INFORMATION ABOUT THE TECHNOLOGY DEPARTMENT STAFFING.

FROM JANUARY OF 22 TO DECEMBER OF 23, THE TECHNOLOGY DEPARTMENT STAFF WAS REDUCED FROM 30 PEOPLE, FULL TIME EMPLOYEES TO TO 1,647% REDUCTION IN STAFFING.

WE HAVE RECEIVED FEEDBACK FROM TEACHERS AND STAFF AND CAMPUS ADMIN THAT THIS STAFFING SHORTAGE HAS NEGATIVELY IMPACTED INSTRUCTION.

TECHNICIANS AND INSTRUCTIONAL TECHNOLOGY SPECIALISTS ARE VERY INSTRUMENTAL FOR TIMELY RESOLUTION OF ISSUES.

THE CAMPUS TECHNICIANS CONTRACTED ENDED, AND THE 11 TECHNICIANS WERE ELIMINATED.

THE SIX CAMPUS TECH AIDES THAT WERE ON CAMPUSES WERE CONSOLIDATED INTO FOUR AND MOVE TO TECHNOLOGY AND ARE STILL ON CAMPUS SUPPORTING THEM AT THE SECONDARY LEVELS NOW.

AS DEVICES GET OLDER, THEY REQUIRE MORE SUPPORT AND REPAIRS.

MOST OF THE TECHNOLOGY IN THE DISTRICT WAS PURCHASED WITH BOND FUNDS AND IS REACHING END OF LIFE.

AND WE'RE GOING TO LOOK AT IN A LITTLE BIT HERE, SOME OF THE THE COMPARISON OF HOW MUCH SUPPORT REQUESTS HAVE INCREASED.

SO KIND OF HISTORICAL CONTEXT.

HERE'S SOME OF THE STAFFING CUTS.

ELIMINATION OF TWO INSTRUCTIONAL TECHNOLOGY SPECIALISTS, ELIMINATION OF THE DEPARTMENT ADMINISTRATIVE ASSISTANT, ELIMINATION OF THE PROJECTS MANAGER, ELIMINATION OF SIX CAMPUS TECHNICIANS, AND THEN ALSO THE SIX, SORRY, OF 11 CAMPUS TECHNICIANS, AND THEN MOVING THE SIX TECH AIDS TO BECOMING FOUR CAMPUS TECHS.

SO HERE'S OUR CURRENT ORG CHART.

WE HAVE THE PEIMS AND ACCOUNTABILITY GROUP WITH LESLIE RUSSELL AND THEN TECHNOLOGY COORDINATOR, WHICH IS PATTY KELLEHER HERE.

AND SHE'LL BE TALKING ABOUT TECHNICIANS IN JUST A SECOND.

AND SHE OVERSEES THE THERE'S KIND OF TWO GROUPS OF TECHNICIANS, THE CAMPUS BASED TECHNICIANS, WHICH WE CALL TIER ONE, AND THEN THE DISTRICT WIDE TECHNICIANS, TIER TWO.

AND THEN JOHN SALAZAR, OUR DIRECTOR OF INFRASTRUCTURE, AND HIS TEAM.

AND HERE'S A KIND OF OVERVIEW, HIGH LEVEL OVERVIEW OF A LOT OF THE RESPONSIBILITIES OF THE TECHNOLOGY DEPARTMENT.

WE RECEIVE ABOUT 52 TICKETS PER DAY ON AVERAGE.

THAT'S OVER 11,615 IN A YEAR.

THERE'S CURRENTLY WELL CURRENTLY WHEN THIS PRESENTATION WAS CREATED IT KEEPS GOING UP SLOWLY.

BUT 488 OPEN TICKETS.

THE AVERAGE RESPONSE TIME FOR TICKETS IN 2019 WAS FOUR DAYS.

AND YOU CAN SEE THAT IT'S IT'S DOUBLED AS OF LATE.

JUST PAINT A MORE CLEAR PICTURE.

IT'S NOT USUALLY THAT THEY ALL TAKE FOUR DAYS.

IT'S MORE THAT ONE TICKET WILL TAKE A DAY, AND THEN ANOTHER TICKET WILL TAKE 30 DAYS, DEPENDING ON IF YOU HAD TO SHIP THE DEVICE OFF TO DELL TO GET REPAIRS.

BUT WHEN YOU PUT THEM ALL INTO A POOL, AN AVERAGE AMOUNT.

THAT'S WHAT THEY COME TO. AND AS YOU CAN SEE, THE RESPONSE TIME IS TIME TO RESOLUTION HAS DOUBLED IN THE LAST THE MOST COMMON TYPE OF REPAIRS THAT WE GET TICKETS THAT WE GET ARE BROKEN STUDENT LAPTOPS.

[01:50:04]

OVER 12,000 COMPUTERS, 300 PRINTERS, 50 COPIERS, 1150 PHONES, 620 AV SYSTEMS. THAT INCLUDES THE INSIDE THE CEILING OF THE CAN THAT DOES VIDEO SWITCHING AND CONNECTIONS AND PORTS FOR THAT, AS WELL AS THE DISPLAYS.

90 NETWORK CLOSETS WITH 170 SWITCHES IN THEM, 990 WIRELESS ACCESS POINTS, 115 VIRTUAL SERVERS, TWO DATA CENTERS THAT ARE CONNECTED AROUND THE CITY WITH A FIBER RING THAT EVERY ONCE IN A WHILE, SOMEBODY DIGS UP AND CUTS THE RING.

AND THAT'S A LOT OF WORK FOR US TO GET IT ALL BACK TOGETHER.

557 ELECTRONIC DOORS, INCLUDING ACCESS CONTROL DOORS AND DOORS MONITORS 994 SURVEILLANCE CAMERAS AND ALL THE.

TECH SUPPORT AND TECH HELP.

REQUEST FOR ALL THE PARENTS, STAFF AND STUDENTS FOR THOSE THINGS AS WELL AS KEY SYSTEMS WE SUPPORT SKYWARD.

THE STUDENT SIDE AND FINANCE A LEARNING MANAGEMENT SYSTEMS OF CANVAS FOR FIVE THROUGH 12 AND SEESAW PRE-K THROUGH FOUR.

CLASSLINK, WHICH IS OUR SINGLE SIGN ON PORTAL.

GOOGLE DOCS, WHICH IS WHERE THE STUDENTS COLLABORATE AND CREATE DOCUMENTS AND SHARE THEM WITH THEIR STAFF AND AND AND OTHER STUDENTS.

OTHER FUNCTIONALITY THAT WE SUPPORT.

BROADCAST CARTS SO THAT THEY CAN STREAM ANNOUNCEMENTS THROUGHOUT THE CAMPUSES.

AS [INAUDIBLE] ALSO MENTIONED DIGITAL INSTRUCTIONAL RESOURCE FOR YOU PROCESS.

WE'VE REVIEWED A LOT OF DIFFERENT TOOLS.

WE HAVE TO READ ALL OF THE PRIVACY POLICIES AND CONFIDENTIALITY DOCUMENTS, MAKING SURE THAT THEY'RE SAFE AND THAT THEY'RE NOT SELLING STUDENT INFORMATION AND THAT KIND OF STUFF.

SOUND REINFORCEMENT AND ALL OF OUR GYMNASIUMS AND CAFETERIAS, BELL PA SYSTEMS THROUGHOUT THE DISTRICT, LOTS OF SPEAKERS THROUGHOUT THE HALLS.

THIS NEXT ONE IS KIND OF HARD TO TO UNDERESTIMATE THE AMOUNT OF MAGNITUDE, BUT CONNECTING ALL THE STUDENT ACCOUNTS AND ONLINE RESOURCES.

SO IF YOU GET THE IDEA OF LIKE, HEY, EVERY ALGEBRA ONE CLASS, EVERY TEACHER, MISS SMITH'S ALGEBRA ONE CLASS HAS THESE 20 STUDENTS.

WELL, THEY NEED TO GET SYNCED FROM OUR STUDENT INFORMATION SYSTEM TO THAT ONLINE TEXTBOOK THAT THEY'VE ADOPTED.

SO WHEN MISS SMITH LOGS IN, SHE SEES HER KIDS IN THAT ONLINE TEXTBOOK AND CAN PUSH ASSIGNMENTS TO THEM.

WELL, WE HAVE TO DO THAT FOR EVERY SECTION OF EVERY CLASS OF EVERY EVERYTHING THROUGHOUT THE DISTRICT.

AND USUALLY THERE'S SOME LITTLE HITCH THAT THROWS OFF ONE ACCOUNT OR SOMETHING LIKE THAT.

AND IT TAKES A LOT OF RESEARCH TO FIGURE OUT WHY ISN'T IT SYNCING TO HM.

OR WHAT? WHAT'S GOING ON WITH THE CONNECTION BETWEEN US AND HOLT, HARDCORE MIFFLIN OR WHATEVER IT IS.

BUT THAT TAKES A LOT OF WORK.

THE GUYS DO A GREAT JOB OF THAT AND THEN ALERT MONITORING WHETHER IT'S CYBERBULLYING OR SELF-HARM ISSUES.

I ALSO WANTED TO LET MRS. KELLEHER GIVE YOU A DAY IN THE LIFE OF A OF A CAMPUS TECHNICIAN.

KIND OF WHAT ARE THEIR RESPONSIBILITIES? HELLO. I'M PATTY KELLEHER.

I HAVE BEEN I'M A RESIDENT OF SOUTHLAKE FOR 23 YEARS.

BEEN TECHNOLOGY DEPARTMENT HERE FOR 16 YEARS.

SO I'VE SEEN THE DEPARTMENT GROW FROM A FAN IN A CLOSET TO, YOU KNOW, WHERE WE ARE TODAY.

A LOT OF BIG CHANGES.

CURRENTLY, RIGHT NOW, I'M THE TECHNOLOGY COORDINATOR, SO I OVERSEE THE TECHNICIANS.

AND AS RANDY HAD SAID, WE DO HAVE OUR DISTRICT TECHNICIANS HERE.

SO WE HAVE A POSITION WHERE HE IS DOING A LOT OF THE PURCHASING FOR THE DISTRICT.

ALSO A VERY LONG TIME MEMBER OF OUR TECHNOLOGY TEAM ALMOST DOUBLE MY YEARS.

AND THEN WE ALSO HAVE A REPAIR TECHNICIAN WHO IS AN EXPERT.

BEEN HERE FOR A VERY LONG TIME AS WELL.

AND JUST ABOUT EVERYTHING THAT COULD NEED TO BE REPAIRED IN THE DISTRICT.

WE HAVE OUR AV TECH, WHICH IS NICK ROSELLO BACK HERE, AND HE'S BEEN WITH US EXPERT ON ALL OF OUR SOUND SYSTEMS, OUR SECURITY BELLS, PAS, EVERYTHING THAT GOES ON IN HERE AND IN OUR CLASSROOMS. BUT AS FAR AS OUR CAMPUS TECHNICIANS, WHEN THE DISTRICT ADOPTED THE 1 TO 1 PART OF, AS YOU KNOW, THE BOND PACKAGES WERE THAT WE WERE BRINGING IN 11 CAMPUS TECHNICIANS, AND WE HAD THAT FOR MANY YEARS.

IT WAS A NEW PROGRAM FOR US.

WE HAD A LOT OF NEW DEVICES TO MANAGE, AND THE INITIAL LAYOUT WAS ONE TECHNICIAN PER SCHOOL.

AND THOSE CAMPUS TECHNICIANS, WHAT THEY DO IS BASICALLY SUPPORT EVERY PIECE OF HARDWARE.

AND VERY FREQUENTLY THEY'RE ALSO THE SUPPORT, AS CURRICULUM WAS SAYING, FOR SYSTEMS THAT ARE BEING USED ON THE CAMPUS.

SO WHEN WE HAVE STUDENTS OR TEACHERS COME IN WITH AN IPAD OR WITH A LAPTOP AND THEY SAY, I CAN'T GET IN MY CANVAS OR I CAN'T

[01:55:03]

I CAN'T GET INTO EUPHORIA.

A LOT OF TIMES.

IT'S A TRAINING PROCESS TO TEACH THESE YOUNG MEN AND WOMEN THAT HAVEN'T WORKED IN A SCHOOL BEFORE.

THIS IS HOW YOU DO THIS.

SO BASICALLY, I HAVE, LIKE, A TRAINING PIECE THAT I GIVE THEM ALMOST, IF YOU WILL, A TECHNOLOGY CURRICULUM THAT I TRY TO TEACH THEM ABOUT HOW CARROLL WORKS. AND SO THAT'S BASICALLY HOW IT WORKS.

THEY'RE THE TYPES OF SUPPORT, OF COURSE, WE SUPPORT ALL THE HARDWARE REPAIR, WHETHER IT'S A DESKTOP, A LAPTOP, AN IPAD THE WE TAKE CARE OF INVENTORY TRACKING.

WE DO ASSIGNMENTS IN OUR INVENTORY SO THAT WE KNOW WHO HAS WHAT, HOW OLD IT IS.

RANDY AND I BRAINSTORM ON WHAT NEEDS TO BE REFRESHED WHEN, YOU KNOW, AND ALL THOSE BUDGETS.

THIS THE THE CAMPUS TECHS ARE DEMONSTRATING TO THE STUDENTS WHEN THEY BRING IN THEIR DEVICES.

OH, YOU HAVE TO RUN WINDOWS UPDATES.

YOU HAVEN'T YOU HAVEN'T TURNED OFF YOUR COMPUTER FOR SIX MONTHS.

SO THAT'S PROBABLY A GOOD IDEA.

YOU SHOULD DO THAT AND LET ME HELP YOU DO THAT.

IN AUDIO VIDEO, THERE ARE THE CLASSROOM SYSTEMS. JIM BELL, PA CONFERENCES, CONFERENCE ROOMS, SOUND SYSTEMS WERE FREQUENTLY WE SHOW STAFFS HOW TO USE THEM WHEN THEY HAVE A PRESENTATION, YOU KNOW, IN THEIR GYM OR THEIR CAFE.

WHAT CAN I DO? WHAT CAN I DO? WE INVESTIGATE STUDENT AUP VIOLATIONS AND BRING THOSE TO THE ATTENTION OF CAMPUS ADMINS.

I MEAN, AS YOU KNOW, THAT'S THE WHOLE CYBERSECURITY.

IT CHANGES EVERY SINGLE DAY.

THE TECH IN THE COVERAGE AREA, YOU CAN LOOK AT THAT AND SEE HOW MANY CAMPUSES AND TEACHERS WE SUPPORT.

ALSO TRANSPORTATION.

WE'LL SUPPORT FACILITIES.

ANYBODY IN THE DISTRICT THAT NEEDS TECHNOLOGY HELP? TYPICALLY WE KEEP A TECHNICIAN ON ONE CAMPUS PER DAY.

RIGHT NOW, I DO HAVE ONE TECHNICIAN THAT GOES BETWEEN DAWSON AND EUBANKS JUST BECAUSE THE LOCALITY OF THAT.

I DO NEED TO PULL THEM OFF CAMPUSES ON SOME DAYS, BECAUSE RIGHT NOW YOU'LL HAVE FOUR CAMPUS TECHNICIANS.

SO WE ARE ASSISTING WITH ALL THE INTERIM TESTING, MAKING SURE THAT IF WE'RE DOING A TESTING DAY, THAT IF THERE'S ANY ISSUES, THERE'S A TECHNICIAN THERE TO WORK WITH THE STUDENTS ON THEIR LAPTOPS OR THEIR DESKTOPS.

SO WE'RE MOVING PEOPLE AROUND FOR THAT.

WE'RE ALSO SOMETIMES I'LL BRING THEM UP HERE TO HELP ME WITH MAINTAINING WHAT'S IN OUR TECH WAREHOUSE.

WE'RE ALWAYS GRABBING DEVICES, REPURPOSING THEM, UPDATING THEM, PUTTING THEM OUT.

AND THEN AGAIN, WE ALSO HAVE TRAINING ON DIFFERENT NEW INITIATIVES THAT IN TECHNOLOGY, WE HAVE TO TEACH THEM WHAT TO DO WITH IT.

INSTRUCTIONAL IMPACT.

IF YOU HAVE A NONFUNCTIONING CLASSROOM IT'LL STOP INSTRUCTION.

WE DEPEND ON THOSE THINGS A LOT IN THE CLASSROOM.

TEACHER MIGHT GET FRUSTRATED BECAUSE SHE'S GOT TO CHANGE HER LESSON PLANS FOR THE DAY OR TWO DAYS, DEPENDING ON HOW QUICKLY WE TRY TO GET TO THEM IMMEDIATELY.

NICK DOES A GREAT JOB WITH THAT.

BROKEN STUDENT LAPTOPS WILL STOP INSTRUCTION.

WE DO HAVE LONERS, BUT I CAN TELL YOU WE'RE FLYING THROUGH THE LONERS.

SO IN THOSE SITUATIONS, I'M GRABBING CAMPUS TEXTS AND I'M DOING IT MYSELF.

WE'RE PUTTING UP WHAT WE HAVE IN THE WAREHOUSE TO BECOME NEW LONERS.

WE HAVE TEACHER TIME MISAPPROPRIATED TRYING TO SOLVE STUDENT LAPTOP ISSUES, BECAUSE IF THERE'S NO TECH THAT DAY, SHE'S LIKE, WELL, OKAY, I GO TO THE TECH ROOM, YOU KNOW? SO WE REALLY WANT TO HAVE SOMEONE THERE.

THE LIBRARIANS HAVE BEEN HELPING US OUT A LOT.

BUT THEY HAVE A LOT ON THEIR PLATE, TOO.

AND AS WE MENTIONED EARLIER, THEY'VE REALLY BEEN JUMPING IN THERE TO HELP US.

BUT THERE ARE SOME LEVELS OF TECHNOLOGY THAT YOU ACCRUE OVER TIME, ESPECIALLY IF THAT'S NOT YOUR FIRST CAREER.

SUBSTITUTES FREQUENTLY ALSO NEED HELP IN THE CLASSROOM.

IF THERE ARE NEW TO OUR DISTRICT OR THEY HAVEN'T USED OUR DESKTOP TEACHER LAPTOP COMBINATION, THEY SOMETIMES NEED HELP WITH THAT FOR DISPLAY.

SO A LOT OF THE TIME, IF IT'S A LAPTOP CAMPUS, THEY SPEND A SUBSTANTIAL AMOUNT OF TIME WITH REPAIRS.

RIGHT NOW, A LOT OF OUR, OUR REPAIRS, BECAUSE OUR LAPTOPS ARE UNDER WARRANTY, WE SEND THEM IN A VERY GOOD PROGRAM WE HAVE WITH DELL, WHERE WE SEND IT IN AND FOR A FLAT RATE, THEY REPAIR EVERYTHING ON THAT LAPTOP AND.

THE KIDS LAPTOPS TEND TO HAVE A LOT OF SOME PHYSICAL DAMAGE.

THAT'S THE CATCH. IF THERE'S PHYSICAL DAMAGE, THEN IT CAN'T GO IN UNDER WARRANTY.

BUT ALMOST EVERYTHING THAT COMES IN HAS SOME SORT OF PHYSICAL DAMAGE.

[02:00:04]

AND IT IT DOES TAKE A LITTLE BIT OF TIME TO SEND IT IN AND BRING THE LAPTOP BACK AND REPAIR THE LAPTOP, YOU KNOW, BACK REPAIRED.

BUT THEY'RE REPAIRING EVERY SINGLE THING ON THAT LAPTOP THAT IT NEEDS.

SO WHEN IT COMES BACK TO US, IT'S ALMOST AS GOOD AS NEW.

OR IF NOT, YOU KNOW, THERE MIGHT BE A SCRATCH HERE OR THERE SURFACE, BUT THE REST OF IT DOESN'T NEED A SYSTEM BOARD? DOES IT NEED A NEW SCREEN? DOES IT NEED A BEZEL? DOES IT NEED KEYS? IT'LL DO ALL OF THAT FOR ONE PRICE.

SO OUR TECHS, WHAT THEY DO IS THEY GET CERTIFIED IN DELL TECH DIRECT, THEN THEY SEND IT IN.

IT INVOLVES A LOT OF BOX SHUFFLING.

YOU KNOW, WE SEND FEDEX, WE WAIT FOR IT, WE TRACK IT.

WE HAVE TEN EMAILS WITH DELL.

IT COMES BACK, LAPTOP COMES TO ME, I ASSESS ANY FEES WORK WITH THE PARENTS, WORK WITH THE PRINCIPALS, TEACHERS, ALL OF THAT.

AND THEN WE GET THAT BACK IN THE KIDS HANDS.

IN THE MEANTIME, THEY HAVE A LOANER.

AND OUR LOANERS ARE OUR ORIGINAL LAPTOPS THAT WE BOUGHT WITH THE FIRST BOND ISSUE.

AND SO WE ARE TRYING TO KEEP THOSE ALIVE, YOU KNOW, AS LOANERS.

SO THAT'S TYPICALLY ONE DAY, I HOPE I DIDN'T GO ON TOO LONG.

BUT PEOPLE DON'T TEND TO REALLY KNOW WHAT A TECH CAMPUS TECHNICIAN DOES ON A TYPICAL DAY.

THAT WAS A GREAT DESCRIPTION.

HOW LONG DOES IT TAKE TO CONDUCT THAT PROCESS TO SEND A LAPTOP OFF TO? GET REPAIRED. SOMETIMES.

SOMETIMES IT DEPENDS ON THE DAMAGE THAT'S INCURRED.

AND IF DELL DOESN'T HAVE THE PARTS TO REPLACE WHAT'S BROKEN, THEY'LL SEND US A REPLACEMENT LAPTOP.

SO IT COULD TAKE, I THINK, ANYWHERE FROM PROBABLY TWO WEEKS TO THREE WEEKS TO COMPLETE THE WHOLE CYCLE.

DO WE, HOW MANY GO OUT FOR REPAIR OVER THE SUMMER? I DON'T, WE DON'T DO INDIVIDUAL TICKETS FOR SUMMER REPAIR, SO THAT NUMBER IS A LITTLE BIT HARD FOR ME TO CAPTURE, BUT IT IS QUITE A FEW.

WE RETRIEVE ALL THE SENIOR LAPTOPS, AND SO THAT'S LIKE 600.

SO WE HAVE TO GO THROUGH AND TOUCH EVERY SINGLE ONE AND BRING THAT TO BRAND NEW TO REISSUE IT.

AND THEN WE ALSO HAVE ANYTHING THAT MIGHT HAVE BEEN LAGGING AT THE END OF THE SCHOOL YEAR THAT WE PILED TOGETHER.

SO IF I HAD TO GUESS, I WOULD MAYBE SAY 30 OR 40% OF THAT 600 WERE WE'RE PUTTING BACK IN TO GET REFRESHED BECAUSE A LOT OF KIDS WON'T BRING THEIR THINGS IN.

AND SO THEY'RE ABSOLUTELY NONFUNCTIONAL.

AND IN SENIOR YEAR, THE SENIORS TEND TO BE BETTER WITH THESE.

THEY'RE ONLY IN THEIR SECOND YEAR.

BUT OUR OUR YOUNGER ONES SEEM TO BE STRUGGLING WITH KEEPING THESE NICE LAPTOPS IN GOOD CONDITION.

OKAY. OKAY.

I'M WONDERING IF MAYBE THERE WOULD BE A WAY TO GET SOME OF THESE KIDS TO TURN IN THEIR EQUIPMENT OVER THE SUMMER AND GET IT REPAIRED SO THAT IT IS, YOU KNOW, IT BASICALLY REPAIRS SOMETHING IN ADVANCE.

THAT WAY WE CAN REDUCE OUR TURNAROUND TIME FOR THESE.

IT WOULD BE GOOD IF THE NICE IF THE KIDS BROUGHT THEIR THINGS IN BEFORE THE END OF SCHOOL AT FOR EXAMPLE, LIKE WHEN IT BREAKS, I ALWAYS ENCOURAGE THEM BRING IT NOW, DON'T WAIT TILL THE LID'S ON THE FLOOR AND YOU KNOW EVERYTHING AND ASK US TO FIX IT.

IT IS HARD TO GET THAT MESSAGE ACROSS.

IF WE WERE TO COLLECT ALL THE LAPTOPS IN THE DISTRICT, WE WOULD HAVE TO CONTRACT SOMEBODY TO HELP US WITH GOING THROUGH THAT MANY LAPTOPS AND GETTING THEM READY TO GO. OUR TECHNICIANS, ONE OF THE THINGS RANDY'S GOING TO ASK FOR IS IF WE CAN EXTEND THEM BACK TO 226 DAYS.

HISTORICALLY, THEY'VE ALWAYS BEEN THAT.

BUT RIGHT NOW WE'RE AT 197, AND THAT PUTS ME AT A BIG LOSS WITH JUST FOUR TECHNICIANS TO DO EVERYTHING THAT HAS TO BE DONE IN THE SUMMER, AND WE SUPPORT ALL THE IPADS, TOO.

THAT'S ALSO ANOTHER ASPECT.

RIGHT NOW WE DON'T HAVE TECHNICIANS AT THE ELEMENTARY LEVEL.

I NEED TO DISPATCH OUT MY TIER TWO TECHNICIANS TO TAKE CARE OF THOSE WITH THE LIBRARY.

SO WE HAVE A WHOLE DELIVERY PICK UP SYSTEM.

AND BECAUSE THE LAPTOPS, EVEN IN THE SUMMER, EVERY SINGLE ONE HAS TO BE CLEANED, RESET, PUT IN THE MACHINE BACK IN THE CABINET, YOU KNOW, REWIRING THE CABINETS.

AND THEN WE HAVE AV AND WE HAVE DESKTOPS AND WE HAVE THOSE 600 SENIOR LAPTOPS, AND WE HAVE ALL OUR TEACHER LAPTOPS THAT HAVE TO BE THOSE THAT ARE RESIGNING, THAT WE HAVE TO CLEAN AND REFURBISH AND GET READY TO GO.

SO SUMMER IS A VERY BUSY TIME FOR US.

AND SO I HOPE THAT YOU WILL SUPPORT EXTENDING THOSE DAYS FOR THE TECHNICIANS.

MISS KELLER. WELL, I'M SORRY.

[02:05:01]

DO WE OFFER ANY TYPE OF TECH SERVICE FOR A, YOU KNOW, BYOD? WE WILL ASSIST THEM WITH, LIKE, THE DISTRICT PROGRAMS LIKE RESPONDUS IF THEY NEED SOME HELP INSTALLING IT ON THEIR COMPUTER.

A LOT OF OUR SENIOR HIGH KIDS NEED THE BLUE BOOK APP TO DO AP TESTING FOR SAT, WHICH IS COMING UP VERY SOON.

SO THEY HAVE INSTRUCTIONS TO INSTALL THAT THEMSELVES, BUT SHOULD THEY STUMBLE WE'RE THERE TO HELP THEM.

YEAH. BUT THAT'S BASICALLY ALL WE'D DO FOR BYOD.

SO YOUR STUDENT IN CARROLL HIGH SCHOOL AND YOU'VE GOT AN ISSUE WITH YOUR LAPTOP, YOU SPILLED COFFEE ON IT WHATNOT.

YOU'RE ON YOUR OWN, RIGHT? YOU GO YOU GO. PERSONAL LAPTOP.

YEAH. YOU'RE ON YOUR PERSONAL LAPTOP.

OKAY. YEAH. I CAN'T TAKE SO MUCH PERSONAL EQUIPMENT AND YEAH.

OKAY. THANK YOU. THAT OKAY? THANK YOU MR. STEWART, GO BACK TO THAT AND THIS DR.

LEDBETTER. MR. STEWART, YOU'RE NOT GOING TO WANT TO HEAR THIS, BUT YOU JUST MADE US A REALLY AWESOME ARGUMENT WHY IT IS SO IMPORTANT TO UNTETHER TECHNOLOGY FROM CURRICULUM, I THINK.

TRUSTEE YEAGER, THIS IS A GREAT ARGUMENT FOR US TO BRING TO AUSTIN TO SAY THIS THIS RIGHT HERE IS THE REASON WHY WE SHOULDN'T BE SO RELIANT ON TECHNOLOGY IN OUR SCHOOLS.

AND WE NEED TO DO SOMETHING TO BE LESS RELIANT ON THAT.

LOOK AT THESE SIX ITEMS THAT THEY JUST MADE AN ARGUMENT FOR.

AND WE'RE GOING TO HAVE TO SPEND HOW MUCH MONEY TRYING TO SUPPORT THIS FOR SOMETHING THAT'S ABSOLUTELY UNNECESSARY.

SO THANK YOU FOR THAT.

I KNOW THAT'S NOT WHAT YOU WANTED TO HEAR, BUT IT DOES GIVE US SOME AMMUNITION FOR BEING ABLE TO GO TO AUSTIN AND ARGUE OUR POINTS FOR LESS TECHNOLOGY AND AT LEAST UNTETHERING THE TECHNOLOGY FROM OUR CURRICULUM.

SURE. SO THIS AGAIN POINTS THAT THAT THAT INCREASE IN IN DEMAND AND STAFFING AND DECREASE IN STAFFING.

SO YOU CAN SEE THAT THE 47% DECREASE IN STAFFING OVER THOSE THAT DURATION.

AND THEN IF WE JUST LOOK AT TICKETS, IT'S KIND OF AMAZING TO SEE HOW REALLY COMPANIES DO A GREAT JOB PREDICTING BREAKAGES OF LAPTOPS.

AND THEY ONLY GIVE YOU A WARRANTY FOR WHERE IT'S GOING TO NOT BREAK.

AND SO ONCE THE WARRANTY EXPIRES, THOSE BREAKAGES KIND OF TAKE OFF.

AND THAT'S WHAT WE'VE SEEN FROM FEBRUARY OF 23 LAST YEAR.

HAVING A LITTLE LESS THAN 800 TICKETS TO FEBRUARY OF THIS YEAR, HAVING WELL OVER 150 TICKETS.

AND SO THAT'S A 32% INCREASE IN WORKLOAD WHILE A 47% DECREASE IN STAFFING.

AND THEN WE'VE ALSO ENGAGED THE ELEMENTARY LIBRARIANS, SINCE THERE'S NOT A CAMPUS TECH AT THOSE CAMPUSES, BUT THEY ARE EITHER IN THEIR ROTATION OR HAVING TEACHERS SIGN UP WITH CLASSES FOR THEM THROUGHOUT THE DAY.

AND SO THEY REALLY DON'T HAVE MUCH TIME TO GO INTO OTHER CLASSROOMS AND PROVIDE TECH SUPPORT.

AND IF THERE'S A LIBRARIAN OUT THEN, THEN THERE'S NOT ANY SUPPORT ON THAT CAMPUS UNTIL THEY GET BACK IN.

IN THE PAST, WHILE THEY ALSO HAD A CAMPUS TECHNICIAN, THEY THEY AS WELL HAD AN INSTRUCTIONAL TECHNOLOGY SPECIALIST THAT WOULD STOP BY AT LEAST ONCE OR TWICE A WEEK TO ASSIST TEACHERS.

SO, MR. STEWART, JUST A QUICK QUESTION ON THAT, BECAUSE WE HEARD FROM LIBRARIANS LAST YEAR.

OUR LIBRARIANS TRAINED, ARE THEY ABLE TO PROVIDE THIS TYPE OF SERVICE EQUIVALENT TO A TECH THAT WOULD TYPICALLY COVER THAT TYPE OF SERVICE? THEY ARE TRAINED IN FACT, NICK'S GIVEN TRAININGS TO THEM AND OTHERS.

WITH THAT SAID THEIR SKILL SETS DON'T PERFECTLY ALIGN TO THAT OF A TECHNICIAN.

AND SO WHILE THEY CAN, YOU KNOW, A LOT OF DISTRICTS HAVE MEDIA SPECIALISTS.

AND THAT'S A GREAT PARADIGM WHERE WE SUPPORT AND SAY, HEY, I NEED MY PASSWORD RECOUNT RESET, OR HOW DO I CONNECT TO THIS RESOURCE AND THAT KIND OF STUFF THAT MAKES TOTAL SENSE FROM FROM THAT STANDPOINT.

AND WE SEE THAT COMMONLY IN SCHOOL DISTRICTS.

BUT THE IDEA OF LIKE, HEY, LET'S BREAK OUT A LADDER AND CLIMB INTO THE CEILING AND REPLACE IN POWER CYCLE SOMETHING, OR REPLACE BULBS OR THAT.

THAT'S KIND OF A BIT OF A STRETCH FOR THAT ROLE.

AND THAT'S I THINK THAT'S WHAT WE HEARD LAST YEAR FROM SEVERAL THAT WE JUST DON'T HAVE THAT SKILL SET AND WHY IS THIS BEING YOU KNOW, PUT ON ADDITION TO EVERYTHING ELSE I HAVE TO DO EXACTLY DURING THE DAY.

I THINK IF YOU LOOKED AT A VENN DIAGRAM, THERE WOULD BE SOME OVERLAP.

THAT MAKES SENSE. OKAY. BUT THERE'S SOME THAT DEFINITELY DOESN'T MAKE SENSE.

MR. STEWART.

WHEN MISS GILLIS WAS TALKING ABOUT THE TWO AND I WANT TO CALL INSTRUCTIONAL COACHES, IF YOU WOULD, FOR CURRICULUM AND TECHNOLOGY.

I'M JUST WONDERING, BECAUSE WE TALKED A LITTLE BIT ABOUT HOW THEY THOSE TWO NEW FTE ROLES COULD HELP LIBRARIANS.

AND I LOVE VENN DIAGRAMS. I FEEL LIKE THERE'S A LITTLE BIT OF VENN DIAGRAM CROSSOVER ON THIS SLIDE RIGHT NOW.

[02:10:02]

STACY'S GROUP IS DEFINITELY THIS MERGE BETWEEN TECHNOLOGY AND CURRICULUM.

AND SO THERE'S KIND OF ALL THIS SPECTRUM.

AS I THROW MY BADGE DOWN.

I'M SORRY. A SPECTRUM OF SKILL SETS THAT GOES ALONG THAT NEED.

AND SO STACY'S GROUP IS PRIMARILY FOCUSED ON TRAINING, HELPING THEM INSTRUCTIONALLY SUPPORTING THEM THAT WAY.

WHEREAS THE THE GROUP THAT I'M LOOKING AT HERE PROPOSING IS MORE SAYING, HEY, HOW DO WE GET IT TO WORK FOR YOU? HOW DO WE HOW DO WE MAKE IT FUNCTION CORRECTLY? WHEREAS HERS IS MORE HOW DO WE ADJUST INSTRUCTIONAL STRATEGIES AND TRAINING FOR HOW DO YOU USE IT? WELL, BUT THERE IS DEFINITELY ANY TIME YOU GO TO SUPPORT SOMEBODY, YOU'RE GOING TO SAY, HEY, WELL, THIS IS WHAT'S GOING ON, AND THERE'S SOME LEVEL OF TRAINING AND SOME LEVEL OF BREAK FIX. AND SO THERE'S ALWAYS THIS OVERLAP A BIT, BUT THEY DEFINITELY HAVE A DIFFERENT FOCUS.

AND SO REALLY WHAT WHAT WE'RE SAYING IN THIS IS THAT WE'VE REALLY HAD A LARGE REDUCTION, 47% REDUCTION IN STAFFING.

AND WE'RE SAYING, HEY, WE GET THAT.

WE NEED A REDUCTION IN STAFFING.

I GET THAT WE'RE WANTING TO SAVE MONEY AND OUR FINANCIAL SITUATION, BUT WE'VE REALLY MADE IT DIFFICULT FOR INSTRUCTION TO BE EFFECTIVE WITH THE LEVEL OF STAFFING REDUCTION THAT WE HAD. AND SO IF WE MOVED IT FROM A 47% REDUCTION, WE REDUCED THE REDUCTION TO 30%.

IT WOULD BE TO PUT BACK FIVE OF THE 14 POSITIONS THAT WERE WERE LOST.

AND SO THESE FOUR OF THESE, THE CAMPUS SUPPORT SPECIALIST, SYSTEM SUPPORT AND THE CAMPUS TECHNICIANS WOULD BE 90% OF THE TIME ON THE CAMPUSES.

AND THEY WOULD BE HELPING TEACHERS, THESE, THESE TWO CAMPUS TECHNICIANS HERE, THEY WOULD BE STATIONED AT PARTICULAR CAMPUSES AND THEY'D SAY, HEY, THIS IS THIS IS YOUR CAMPUS.

AND SO ONE OF THEM WOULD PROBABLY BE AN ELEMENTARY CAMPUS TECHNICIAN AND WOULD GO ACROSS THOSE ELEMENTARIES.

AND THE OTHER ONE WOULD MOVE TO WHERE THE NEEDS ARE ON THE CAMPUSES FOR THE SYSTEMS THAT ARE SUPPORTING.

AND THIS IS THE COST OF THOSE INDIVIDUALS.

IF WE WERE TO ADD THEM.

AND THAT WAS WHEN I ASKED YOU FOR ADVICE AND GUIDANCE ON WHAT YOU'D LIKE TO DO WITH THIS.

SO I'LL START.

I APPRECIATE YOUR PRESENTATION.

I KNOW THAT YOU'RE NOT FEELING 100%, SO WE APPRECIATE YOU BEING HERE TODAY.

AND I, YOU KNOW I FEEL FOR YOU.

I MEAN, I THINK THAT YEAH YOU KNOW, MISS KELLEHER SAID I TOTALLY GET I SEE THAT AT MY JOB EVERY DAY WITH LACK OF TECHNICIANS ABLE TO SERVICE OUR TECHNOLOGY NEEDS.

AND IT'S A REAL CHALLENGE.

I, I TOTALLY GET IT.

YOU KNOW, WHAT I SEE PRACTICALLY IS THAT THE ADMINISTRATION JUST FREED UP $1.6 MILLION IN A REVENUE SOURCE, AND WE'RE ALREADY SPENT WITH NEW POSITIONS.

HALF OF THAT BETWEEN YOU AND CURRICULUM.

SO I THINK THAT WE'RE GOING TO HAVE TO REALLY THINK ABOUT WHAT OUR PRIORITIES ARE.

AND, YOU KNOW, IF THERE'S A HAPPY MEDIUM, YOU KNOW, SO BE IT.

IF THERE'S NOT, THEN WE'RE GOING TO HAVE TO JUST KIND OF MOVE ON AND, YOU KNOW, TAKE A RAIN CHECK.

BUT YOU KNOW, WE'RE TALKING ABOUT GIVING TEACHERS AN ACTUAL PERCENTAGE RAISE THIS YEAR TO GET THEM WITHIN THE 95% OF MARKET VALUE.

AND I THINK THAT'S VERY IMPORTANT AS WELL, SINCE WE DIDN'T GIVE THEM A PAY RAISE LAST YEAR.

SO I DON'T KNOW. IT'S SOMETHING THAT I APPRECIATE YOU BRINGING THIS TO OUR ATTENTION AND WE TOTALLY GET IT, OR I TOTALLY GET IT.

AND WE'RE GOING TO JUST HAVE TO KIND OF THINK THIS THROUGH AS A BOARD AND DISCUSS IT MORE BEFORE WE MAKE A DECISION.

I GO AHEAD.

I WOULD JUST SAY THANK YOU, MR. STEWART AND BEING ON THE TECH ACTION TEAM, IT'S BEEN GREAT LEARNING MORE ABOUT YOUR NEEDS AND EVERYTHING.

I WOULD JUST SAY THIS AND AGAIN, WE'VE GOT TO LIVE SORT OF IN THE REAL WORLD OF THESE BUDGET CONSTRAINTS WE HAVE.

BUT UNTETHERING TO THE EXTENT WE CAN TECHNOLOGY FROM CURRICULUM LEAVING THE DAYS OF THE PANDEMIC WHICH WHAT WE ABSOLUTELY NEEDED 1 TO 1 DEVICES TO STUDENTS THE, THE TECH SCENE IS OUR BUDGET CONSTRAINTS ARE FORCING US TO CHANGE.

SURE.. WHAT'S HAPPENING.

AND WHEN I MENTIONED ABOUT WHAT HAPPENS WITH A HIGH SCHOOLER WHO'S GOT AN ISSUE.

RIGHT. I MEAN, YOU COULD MAKE THIS CASE AND SAY, HEY, LOOK, I MEAN, LOOK WHAT'S HAPPENING TO OUR TICKETS AND THE NUMBER OF TICKETS.

AND BECAUSE THE DEVICES ARE GETTING OLDER AND THEN, YOU KNOW, WE'RE NOT BEING ABLE TO GET BACK TO THEM.

[02:15:04]

YOUR TICKET COUNT IS GOING TO GO DOWN.

IF WE ARE WEANING THE ELEMENTARY SCHOOLS OFF OF THE 1 TO 1 AND DOING WHAT WE HAVE TO DO, FRANKLY, FOR THE STAAR YOU'RE NOT GOING TO HAVE AS MANY DEVICES THERE AS WELL.

SO THAT ALL BEING SAID, AND I KNOW THOSE ARE SOME THINGS THAT ARE SORT OF PROJECTING A BIT DOWN THE ROAD, BUT I DO THINK THAT'S FAIR TO SAY.

IT'S A BIT OF A VISION OF THIS BOARD.

DO YOU NOT THINK THAT PERHAPS THIS ADDITION MIGHT NOT BE AS IN CRITICAL NEED? I THINK YOU STILL.

WOULD WANT TECHNICAL SUPPORT ON THE CAMPUSES.

EVEN IF YOU WERE AT A BYOD SOMETIMES EVEN MORE SO, BECAUSE THEN YOU HAVE EVEN MORE TECHNOLOGICAL CHAOS. I DON'T KNOW HOW TO PUT IT BETTER THAN THAT, BUT EVERYBODY'S KIND OF DOING, HEY, AND SOMETIMES, YOU KNOW, I THIS IS PROBABLY FIVE YEARS BACK, BUT I WENT INTO A INTERMEDIATE CLASSROOM ONE DAY, AND THE STUDENTS HAD ALL MANAGED TO TURN OFF THEIR WI-FI CARDS.

AND SO STUDENTS DON'T ALWAYS WANT TO, LIKE, DO THE ACTIVITY AT HAND.

AND WHEN THEY'RE ALL ON SEPARATE DEVICES, THEY CAN KIND OF SAY, HEY, WELL, MINE DOESN'T WORK.

AND MINE AND SO, SO SOMETIMES THE TEACHERS WILL WANT YOU TO COME ON AND SAY, HEY, CAN WE GET THESE DEVICES ON THE WIRELESS NETWORK? CAN WE GET THESE DEVICES WORKING? AND SO SOMETIMES WHEN YOU HAVE A LARGE DISPARITY OF TYPES OF EQUIPMENT, IT ACTUALLY TAKES A LOT MORE TECH SUPPORT.

AND SO SO YES, YOU ARE CORRECT IN THAT WE WOULDN'T BE TAKING THEIR DEVICES AND SHIPPING THEM TO A MANUFACTURER FOR REPAIR AND GET BACK, BUT THERE MIGHT BE MORE INDIVIDUAL SUPPORT OF LIKE, HEY, WHY IS MY LAPTOP DOING SOMETHING WEIRD? AND SO SO IT MAY BE KIND OF DIFFERENT LEVEL OF SUPPORT.

IT WOULD BE IT WOULD BE DIFFERENT. YEAH, OKAY.

FAIR ENOUGH. BUT I THINK YOU DO MAKE SOME VALID POINTS.

ABSOLUTELY. AND CAN YOU JUST HELP ME UNDERSTAND FOR BRING YOUR OWN DEVICE LIKE DO WE LIMIT DO WE SAY LIKE YOU HAVE THREE OPTIONS.

THEY HAVE TO MEET THESE SYSTEM REQUIREMENTS OR HOW DOES THAT WORK.

WE REALLY JUST SAY YOU YOUR DEVICE HAS TO BE ABLE TO, TO USE THE CURRICULUM RESOURCES THAT, THAT THE CLASSROOM IS USING.

AND SO IF YOU CAN BRING IN YOUR MACBOOK AND FIGURE OUT HOW TO MAKE IT DO WHATEVER THE TEACHER WANTS, THEN YOU CAN USE THAT DEVICE.

WHEREAS IF, IF, IF YOU IF YOU DON'T IF YOU IF THE DEVICE YOU BRING CAN'T USE THOSE INSTRUCTIONAL TOOLS, THEN WE SAY, HEY, WE'RE PROVIDING YOU WITH A DEVICE.

YOU SHOULD USE ONE WE'VE PROVIDED YOU FOR THAT WILL ACCOMPLISH THAT.

BUT USUALLY IF A STUDENT'S CREATIVE, THEY CAN FIND A WAY TO MAKE IT PRODUCE THE PRODUCT THAT THE TEACHER IS REQUESTING.

AND JUST ALSO BEING ON THIS ACTION TEAM AND SOME INFORMATION THAT I LEARNED THE STAAR TESTS, YOU KNOW, WE HAVE CERTAIN GRADES THAT HAVE STAAR TESTS, RIGHT? SENIORS DON'T HAVE IT.

11 EIGHTH GRADE IS A BIG STAAR TEST GRADE THIRD GRADE AND OTHER GRADES.

RIGHT NOW, THE STATE MANDATES THAT THOSE STAAR TESTS HAVE TO BE TAKEN ON A ISD DEVICE.

WHEN I TALK TO OUR SBOE MEMBER THIS MORNING ABOUT THAT, WHO WASN'T EXACTLY AWARE OF THAT, I SAID, AND MR. STEWART, THANK YOU, BECAUSE YOU ENLIGHTENED ME WITH THIS NEXT FACT, WHICH I THINK IS REALLY IMPORTANT, THE MOST IMPORTANT TEST FOR OUR DRAGON STUDENTS GOING TO COLLEGE, THE ACTS AND SAT TESTS, THEY CAN TAKE THEM ON THEIR OWN DEVICE.

SO I ASK YOU, AND I THINK THIS IS GOING TO BE ONE OF THE QUESTIONS WE'RE GOING TO TAKE TO THE STATE.

AND THAT IS WHY.

WHY IS IT THAT THOSE TESTS, WHICH ARE SO INCREDIBLY IMPORTANT, CAN BE TAKEN ON A BYOD, BUT THE STAAR HAS TO BE TAKEN ON DEVICE THAT WE HAVE TO PURCHASE, AND WE GET NO MONEY TO PURCHASE IT.

THAT'S REALLY, I THINK, A PAIN POINT.

SO WE'RE WORKING ON IT.

THANK YOU DR.

LEDBETTER, CAN I ASK YOU A QUESTION WHEN WE'RE TALKING ABOUT THE ADDITIONAL TECH TECH SUPPORTS AND THE THE CURRICULUM INSTRUCTORS AND COORDINATORS AND INSTRUCTIONAL COACHES ARE THOSE CONSIDERED SUPPORTS FOR STAFF.

ABSOLUTELY. YEAH, I THINK THERE AND THIS IS THIS IS A FOLLOW UP FROM WHAT I HEARD FROM STAFF DURING MY LUNCH AND LEARNS AND DIFFERENT FEEDBACK FROM TEACHER AMBASSADORS.

I THINK THE THE TWO PAIN POINTS, I GUESS, HAVE BEEN THE TECH SUPPORT, ESPECIALLY AT THE BEGINNING OF THE YEAR AND THEN JUST ONGOING TECH SUPPORT BECAUSE OF THE REDUCTIONS THAT WE MADE. THEY FELT LIKE THEIR LIBRARIANS WEREN'T PREPARED TO DO THAT AS TEACHERS.

THEY COULDN'T DO IT. SO THEY ARE STRUGGLING.

IT'S IMPACTING THEIR INSTRUCTION, THE TIME THEY'RE SPENDING ON DEALING WITH DEVICES.

SO THAT'S THE REASON WE ARE HAVING THIS CONVERSATION.

AND THEN CERTAINLY FROM A CURRICULUM INSTRUCTION STANDPOINT, JUST THE ALIGNMENT, THE AVAILABILITY OF RESOURCES THAT THEY HAVE IN CLASSES.

[02:20:01]

AND BECAUSE OF THAT, AND BECAUSE SOME OF THE REDUCTIONS WE'VE MADE OVER THE LAST 2 TO 3 YEARS, WE ACTUALLY HAD A SESSION.

WE'VE HAD A COUPLE OF SESSIONS OVER THE LAST MONTH WHERE THIS TEAM, ALONG WITH MAINLY OUR EXECUTIVE DIRECTORS AND DIRECTORS, SAT DOWN AND LOOKED AT ALL OF OUR ALL OF OUR STAFFING NEEDS. AND THESE TWO, THESE TWO AREAS, THE TECHNOLOGY, THE TECHNICIANS AND THE CURRICULUM COORDINATOR SLASH INSTRUCTIONAL COACHES WERE REALLY THE TWO ITEMS THAT ROSE TO THE TOP, ALONG WITH WE HAVE THE EXECUTIVE DIRECTOR OF COMMUNICATIONS POSITION THAT'S STILL SITTING OUT THERE, THAT'S BEEN IN THE BUDGET AS WELL AS THAT ASSISTANT SUPERINTENDENT POSITION. SO THOSE WERE REALLY THE FOUR ITEMS THAT ROSE TO THE TOP IN OUR ORGANIZATIONAL PLANNING OF NEEDS FROM A STAFFING STANDPOINT, WHICH WAS IT WAS DIFFICULT.

AND I MENTIONED IT EARLIER WHEN I INTRODUCED THIS PART OF THE PRESENTATION.

IT'S IN THE SITUATION WE'RE IN BUDGET CONSTRAINTS TO THEN BRING THIS TO YOU TO TALK ABOUT ADDITIONAL STAFF.

BUT I FEEL LIKE WE WE DEFINITELY WANT TO TALK ABOUT IT.

WE UNDERSTAND THE FINANCIAL IMPACT OF IT.

WE UNDERSTAND THE RESTRAINTS THAT WE HAVE FINANCIALLY, BUT IT'S DEFINITELY IMPACTING THEIR ABILITY TO SERVE OUR TEACHERS ADEQUATELY.

AND I'M HEARING IT FROM TEACHERS.

AND SO I FELT LIKE WE NEEDED TO AT LEAST HAVE THAT CONVERSATION.

SO A COUPLE OF MONTHS AGO WE'VE WE'VE BEEN HAVING SOME CONVERSATIONS WITH PRINCIPALS.

AND THIS THIS IS WHAT STOOD OUT TO ME THE MOST.

WE KNOW THAT OUR STAFF NEEDS TO BE COMPENSATED.

AND WE, WE WERE TOLD BY ONE OF OUR PRINCIPALS THAT MONEY IS GREAT, BUT LONGEVITY IS SUPPORTS.

WHAT KEEPS US HERE IS SUPPORTS.

AND SO I JUST WANTED TO THROW THAT OUT THERE AS WE'RE KIND OF LOOKING THROUGH EVERYTHING.

IF THIS IS PART OF THE SUPPORTS THAT WE'RE TALKING ABOUT, THEN WE NEED TO LOOK AT SOME OTHER NUMBERS TO SEE HOW WE CAN EVEN THAT OUT.

RIGHT. SO, MR. STEWART, COULD YOU I'D LIKE TO REQUEST SOME ADDITIONAL INFORMATION.

I'D LIKE TO SEE SOME OF THESE REPAIR TICKETS VERSUS SERVICE SUPPORT.

SO WHEN A TEACHER CALLS AND SAYS, HEY, I NEED SOME TECH SUPPORT IN THE CLASSROOM.

SURE. AND, AND SOME OTHER DATA LIKE, HEY, MY COMPUTER IS BROKEN.

I GOT TO GET IT REPAIRED AND THEN MAYBE BREAK THAT DOWN A LITTLE BIT LOWER LEVEL IF THAT WOULD BE POSSIBLE.

JUST TO GET A BETTER PICTURE OF WHAT WE'RE DEALING WITH HERE.

AND THEN THE SECOND QUESTION WOULD BE, HAVE WE CONSIDERED I THINK WE WERE WE HAD AT ONE POINT TALKED ABOUT HAVING A CTE COURSE OR SOMETHING LIKE THAT FOR STUDENTS TO HELP WITH REPAIR.

AND WAS THAT FACTORED INTO THE REQUEST OR IS THAT IT? THAT COURSE IS HAPPENING AS WE SPEAK.

OKAY. THERE'S THIS KIND OF THE INAUGURAL YEAR FOR THAT.

AND SO THERE'S A SECTION OF THIS THAT'S GOING ON WITH STUDENTS IN THE CTE PROGRAM LED BY MISS GOODMAN.

AND SO THOSE STUDENTS ARE GOING TO CAMPUSES AND PROVIDING TECH SUPPORT.

WE EVEN HAD LIKE SOME CONCERN ABOUT LIKE, HEY, THERE'S A STUDENT FROM THE HIGH SCHOOL AND ELEMENTARY, YOU KNOW, LIKE, YEAH, YEAH, IT'S KOSHER.

HE'S PROVIDING TECH SUPPORT.

SO IT'S GREAT. AND WE HAVE PLANS TO EXPAND THAT PROGRAM FOR NEXT SCHOOL YEAR.

SO TO HAVE EVEN MORE SECTIONS AS HOPEFULLY MORE AND MORE STUDENTS WILL ENROLL IN IT AND WILL ENJOY PROVIDING TECH SUPPORT THROUGHOUT THE DISTRICT AS THEY.

ALL RIGHT. THANK YOU, THANK YOU.

SO WITH THE THE SALE OF THE PROPERTY, THE ONE ON THE OLD CARROLL INTERMEDIATE SCHOOL, THE TWO ADJACENT PROPERTY OR THE ONE ADJACENT PROPERTY, THE ONE UP THERE ACROSS FROM CARROLL SENIOR HIGH AND THE CURRENT FACILITY WE ARE IN.

I THINK IT'S TIMELY THAT WE LOOK AT ALL FACILITIES, A COMPREHENSIVE LOOK AT FACILITIES.

BECAUSE AS WE DOWNSIZE THIS, AS WE'VE DOWNSIZED THAT, CAN WE CONTINUE THAT FACILITIES.

YOU CAN REALLY START TO SAVE A LOT OF MONEY AND NOT NEGATIVELY IMPACT CONSTRUCTION WITH WITH COST ON FACILITIES.

SO WE HAVE WE'RE WORKING CURRENTLY WORKING WITH A HUCKABEE ARCHITECT FIRM FOR A LONG TERM FACILITY PLAN.

WE'RE GETTING A FRESH DEMOGRAPHIC PROJECTION.

WE'VE WE'RE 126 STUDENTS DOWN FROM WHERE WE WERE.

AND SO IF WE COMBINE THE TWO, CAN WE DO SOMETHING DIFFERENT? CAN WE? SHRINK THE FOOTPRINT BY BY THE REMOVAL OF THIS THIS FACILITY.

WE'RE STILL LOOKING UP ON THE FACILITY ON THE OLD CARROLL INTERMEDIATE SCHOOL, BUT I THINK WE'VE GOT TO EXPLORE ALL OF OUR OPTIONS.

AND SO IS THERE AN OPPORTUNITY WHILE EVALUATING ADMINISTRATING FACILITIES, DOING KIND OF A COMPREHENSIVE LOOK TO SHRINK OUR FOOTPRINT AND POSSIBLY CLOSE A CAMPUS? I THINK IT'S, YOU KNOW, IT'S IT'S BEING TALKED ABOUT STATEWIDE AS WE TRY TO SHRINK OUR FOOTPRINT, AS WE TRY TO TO SAVE MONEY.

THAT'S AN OPTION. AND SO THESE ARE ONGOING CONVERSATIONS.

DR. LEDBETTER AND I'VE TALKED TO DR.

[02:25:01]

I'VE ENGAGED WITH ZONDA DEMOGRAPHICS.

AND SO WE'LL LOOK AT, YOU KNOW, BASICALLY EVERYTHING FACILITIES, GRADE CONFIGURATION ANY CONVERSATIONS, ANY QUESTIONS.

WHEN DO YOU THINK MR. JOHNSON, THE HUCKABEE PLAN WILL BE IN DRAFT FOR US TO LOOK AT? WE'LL HAVE THAT IN APRIL.

IN APRIL? YES.

OKAY. END OF APRIL.

OKAY. AND HOPEFULLY, YOU KNOW, POSSIBLY WE COULD HAVE IT AT THE APRIL MEETING.

I'M NOT SURE. AND SO WE'VE ALREADY GIVEN THEM THE STUDENT FILE.

ACTUALLY, MR. JOHNSON, I THINK HE SAID HUCKABEE YOU'RE TALKING ABOUT ZONDA.

OH, I'M SORRY, THE DEMOGRAPHIC PROJECTIONS.

SO I'M STILL WORKING THROUGH THE DETAILS WITH HUCKABEE ON THE LOGISTICS OF THEM COMING IN AND DOING THE STUDY AND THE SO THAT WE'RE STILL IN THE..

SO WE'RE LIKE MAY OR JUNE BEFORE THAT HAPPENS.

HUCKABEE NOW WE'LL HAVE THE DEMOGRAPHIC PROJECTIONS.

I'M SORRY I MISUNDERSTOOD.

SO THE DEMOGRAPHIC, I MEAN, EDUCATE ME ON THAT BECAUSE THE DEMOGRAPHER THAT WE USE FOR YEARS, THAT WE NO LONGER USE IT ANYMORE, WAS SO FAR OFF THAT IT WAS USELESS.

WHAT? I MEAN, WE'RE NOT GROWING AND WE'RE SHRINKING A LITTLE BIT, SO WE ARE SHRINKING.

BUT WHY PAY A DEMOGRAPHER TO TELL US WHAT WE ALREADY KNOW? WELL, BECAUSE YOU'VE GOT TO LOOK AT THE WAY THAT YOU CAN CONFIGURE THE GEOCODE, THE STUDENTS.

AND SO IF WE WERE TO RECONFIGURE OUR GRADES, IF WE WERE TO DO THINGS DIFFERENTLY, WE'D HAVE TO GEOCODE TO PUT THOSE STUDENTS IN THEIR RESPECTIVE CAMPUSES.

GOTCHA. OKAY. AND SO THEY THEY YEAH.

THANK YOU. ANY OTHER QUESTIONS ON THAT? IF NOT, I DO JUST BECAUSE AND I APPRECIATE YOU TALKING ABOUT LONG TERM CONSIDERATIONS, THE IDEA OF A CAMPUS CHANGE.

WE'RE NOT GOING TO GET AN IDEA FROM OUR FRIENDS AT HUCKABEE FOR A WHILE.

THIS ISN'T GOING TO BE SOMETHING FOR THIS NEXT SCHOOL YEAR.

THIS WOULD NOT BE FOR 24-25.

EVERYBODY KNOWS. THANK YOU FOR BRINGING THAT UP AND CLARIFY THAT THAT OKAY.

OKAY. DON'T WANT TO CAUSE WIDESPREAD PANIC.

YES. THESE ARE LONG TERMS. THESE ARE NOT THINGS THAT WILL HAPPEN IN THE 24-25 YEAR.

BUT I THINK SINCE WE'RE TALKING ABOUT REAL ESTATE TRANSACTIONS AND WE'RE LOOKING AT A COMPREHENSIVE LONG TERM PLAN CAPITAL AND FACILITIES THEN THEN YES.

THANK YOU, TRUSTEE YEAGER, FOR BRINGING THAT UP.

DIDN'T KNOW IF THERE WAS ANY DISCUSSION OR IF WE WOULD BRING THAT BACK.

ONCE WE HAVE SOME MORE CONVERSATIONS WITH HUCKABEE AND KIND OF I JUST THINK WE BRING IT BACK ONCE WE HAVE MORE INFO.

EXCELLENT. WE WILL DEFINITELY DO THAT.

SO THE BOND 2017.

SO I'VE BEEN WORKING WITH JHK, WHO IS THE OUTSOURCED BOND MANAGER.

REALLY KIND OF GOT THE WIND UP DOCUMENT.

SO THAT HAS BEEN COMPLETE AS FAR AS THOSE PROJECTS.

SO THE BOND WAS A $208 MILLION BOND, ABOUT 5.3 MILLION IN INTEREST.

INCLUDED IN THE BOND EXPENDITURES OF 203 MILLION IS ABOUT 669,000 IN E-RATE.

EXPENDITURES FROM INTEREST, EARNINGS WERE ABOUT 4.6.

SO OUTSIDE OF THE REGULAR SCOPE OF THE BOND, THE BOARD DESIGNATED CERTAIN PROJECTS TO BE PAID OUT OF THAT THOSE INTEREST EARNINGS.

AND THAT'S WHAT THAT NUMBER REPRESENTS.

I'LL GO OVER THAT ON THE NEXT PAGE.

WE STILL DO HAVE, I THINK, ONE ENCUMBRANCE FOR ABOUT $30,000, WHICH LEAVES ABOUT $6.2 MILLION IN THE BOND FUND AS OF NOW.

SO THE BOND, THE EXPENDITURES FROM THE INTEREST EARNINGS ON BOND TWO THROUGH FROM 2017 TO 2023 ARE THE LIST THAT YOU SEE HERE.

AND THAT HAS BEEN DISCUSSED BY THE BOARD OF TRUSTEES OVER THE PAST SEVERAL YEARS AS ADDITIONAL ITEMS TO BE PAID FROM THOSE, IT'S $4.6 MILLION.

IN CONSIDERATION OF USING THE REMAINING BOND FUNDS, I WILL BRING TO YOU IN FUTURE MEETINGS MORE DETAIL ON THE BOND FUNDS.

BUT I YOU KNOW, THE AQUATIC CENTER ROOF WAS DAMAGED IN 2021.

WE GOT A PAYMENT FOR THAT ROOF IN JULY OF THIS YEAR.

IT'S 827,000.

WE CONTINUE TO WORK THROUGH THE AQUATIC CENTER ROOF.

WE'VE HIRED ENGINEERS BECAUSE IT'S A VERY COMPLEX ROOF.

IT'S A COMPLEX PROJECT.

WE DID AN RFP REQUEST FOR PROPOSALS TO REPLACE THAT ROOF AND CONTINUE TO WORK THROUGH THAT WITH THE ENGINEERS.

AS THEY DIG A LITTLE DEEPER.

IT'S MAYBE A LITTLE BIT MORE COMPLEX THAN ORIGINALLY THOUGHT.

THE OPTION EXISTS FOR TECHNOLOGY DEVICES OTHER CAPITAL EXPENDITURES IN THE CAPEX PLAN.

SO WHAT I DISCUSSED EARLIER IS THE FACILITY ASSESSMENT.

SO THE BOARD IS GOING TO HEAR FROM THE ARCHITECTS ON THE BUILDING ENVELOPE.

IN OUR NEXT MEETING, THE ENGINEERS WILL ALSO PRESENT.

SO I'LL HAVE TWO SEPARATE PRESENTATIONS ON THE NEXT BOARD MEETING FOR YOU GUYS TOMORROW NIGHT.

I'M ACTUALLY MEETING WITH THE STRATEGIC ACTION TEAM FOR FACILITIES AND OPERATIONS, AND THEY'RE GOING TO HEAR THAT SAME PRESENTATION TOMORROW NIGHT.

SO THERE WILL BE TWO VERY DETAILED REPORTS, THE ONE FROM TOMORROW NIGHT.

AND THEN BASED ON THAT, AND AS WE KIND OF FINALIZE A LITTLE BIT MORE ON THE BOND, THEN I WILL HAVE MORE INFORMATION FOR YOU ON WHAT IS AVAILABLE OUT OF THAT AND HOW TO MOVE FORWARD. ANY QUESTIONS THAT I CAN ANSWER ON THAT? IF NOT, THEN I THINK WE'RE GOING TO KIND OF GO BACK TO WHERE WE BEGAN, WHICH IS GUIDANCE FROM THE BOARD ON HOW WE DO IT.

[02:30:03]

THOUGHTS FROM THE BOARD ON THIS.

YOU KNOW, I GUESS WE CAN TALK ABOUT IT MAYBE, SO WE WILL HAVE MAYBE ANOTHER BUDGET WORKSHOP IN EARLY MAY, AND MAYBE BETWEEN NOW AND THEN WE CAN KIND OF HAVE SOME CONVERSATIONS ON MAYBE BRINGING YOU SOME, SOME FIRM RECOMMENDATIONS FOR BUDGET REDUCTIONS, SOME APPROACHES, SOME TIMELINES, SOME OF THOSE KIND OF THINGS.

I MEAN, I THINK WE ALL GET IT.

I MEAN, THE WRITING'S ON THE WALL, RIGHT? SO WE HAVE TO HAVE A PLAN A AND THEN B AND C FOR SURE.

CORRECT. AND IF WHAT'S OUR WORKSHOP, WHAT ARE WE DOING FOR OUR WORKSHOP ON.

IN APRIL, IT'S FINANCE.

AS WELL. IT'S FINE. YEAH.

WE'RE GOING TO HAVE. SO CAN WE CONTINUE THIS CONVERSATION? ABSOLUTELY, ABSOLUTELY.

SO THERE WILL BE THE TWO FACILITY ASSESSMENTS THAT WILL COME BACK TO YOU.

WE'LL HAVE THE CAPITAL EXPENDITURES PLAN IN IN THE APRIL WORKSHOP.

WE'LL HAVE REVENUE FOR CHILD NUTRITION AND TRANSPORTATION.

WE'LL HAVE A LITTLE BIT MORE IN DEPTH ANALYSIS ON TRANSPORTATION AND OPTIONS THAT WE CAN DO ON THAT.

SO IT'LL BE A PRETTY ROBUST CONVERSATION IN APRIL.

AND SO WE'LL KIND OF PUT THESE PIECES, THE REMAINDER OF THE PIECES OUT THERE.

AND THEN MAYBE IN THE MAY WORKSHOP, WE'LL KIND OF BRING THOSE PIECES TOGETHER.

WE GOT TO ADOPT THE BUDGET IN JUNE, SO MAY WE WILL HAVE GONE THROUGH ALL THE MAJOR PIECES.

WE WILL HAVE A LOT OF INFORMATION TO KIND OF HAVE DECISION TIME OR GUIDANCE ON DECISION TIME IN THE MAY WORKSHOP.

SO THE END OF JUNE REGULAR MEETING IS WHEN WE'RE ASKED TO VOTE ON THE BUDGET.

YES, SIR. NEXT YEAR.

OKAY. MR. BRYAN, I WOULD ALSO ANTICIPATE, AS WE MOVE THROUGH THIS PROCESS, DEPENDING ON WHERE THE BOARD LANDS, WHAT WE FEEL LIKE RECOMMENDATION WISE WITH RESPECT TO RAISES, WITH RESPECT TO STAFFING GUIDELINES, THAT'S GOING TO HAVE TO COME TO YOU SEPARATELY.

SO WE MAY WE MAY BRING THOSE BACK TO YOU AT A REGULAR MEETING TO APPROVE OUR STAFFING GUIDELINES AND FOR THE BUDGET, YES, SO THAT WE CAN BEGIN PUTTING IT IN THE BUDGET.

YEAH. GOT IT. ALL RIGHT.

YEAH. MR. JOHNSON, I'M JUST GOING TO SAY EXCELLENT WORK TONIGHT.

THANK YOU. I THINK THE STAFFING NEEDS IN THE RATIOS REALLY GAVE US A PICTURE.

YOU KNOW, PRESIDENT BRYAN, YOU SAID ALMOST A NEW STREAM OF REVENUE.

AND ALSO ON THE CURRICULUM.

EXCELLENT JOB THERE.

I THINK I JUST WANTED TO SAY THIS BOARD TOTALLY RECOGNIZES HOW IMPORTANT THAT IS.

YOUR ROLE. MISS STACY IN THAT AS WELL.

SO THANK YOU FOR THAT.

ALL RIGHTY.

I THINK WE APPRECIATED Y'ALL.

BUT AFTER SEEING THAT PRESENTATION, I THINK IT'S ON A WHOLE OTHER LEVEL OF EVERYTHING THAT Y'ALL DO FOR TECHNOLOGY AND CURRICULUM.

SO THANK YOU.

ALL RIGHT. ALL RIGHT, THAT ENDS OUR BUDGET WORKSHOP.

WE'RE MOVING ON TO OUR ACTION PORTION.

[7. DISCUSSION / ACTION]

MR. STEWART.

SCHOOL BOARD TRUSTEES.

I BRING YOU A REQUEST FOR APPROVAL OF TECHNOLOGY RESOURCES.

WE KIND OF WENT THROUGH THIS VERY RECENTLY, SO I'LL JUST GIVE THE VERY ABBREVIATED VERSION.

BACK IN NOVEMBER, WE HAD QUITE A FEW DIFFERENT OPTIONS, AND WE NARROWED IT DOWN TO BYOD AT 11 AND 12 OR CHROMEBOOKS AT GRADES FIVE AND SIX.

SO THAT EITHER WAY THAT OUR GRADES NINE AND TEN, WHICH HAVE THE OLDEST DEVICES CURRENTLY WOULD, THOSE DEVICES WOULD MOVE TO THEM.

THE CHROMEBOOKS PROVIDED MORE SECURITY, WHEREAS THE BID HAS LESS COSTS.

HERE IS THE CHROMEBOOKS PACKAGE THAT ALSO INCLUDES DESKTOPS FOR NON INSTRUCTIONAL PLACEMENTS LIKE OFFICES THAT HAVE ONLY A DESKTOP AND IT'S OUT OF LIFECYCLE, AS WELL AS THIRD GRADE IPADS AS WELL AS STAFF LAPTOPS THAT ARE FIVE YEARS OR OLDER AND CHROMEBOOKS. AND HERE'S THE OPTION THAT'S THE SAME AS THE PREVIOUS ONE, BUT DOES NOT INCLUDE THE CHROMEBOOKS FOR GRADES FIVE AND SIX.

AND THEN ALSO INCLUDED IN THIS IS THE REFRESH OF CARROLL HIGH SCHOOL PROJECTORS, WHICH THOSE PROJECTORS HAVE THE SHORTEST LIFE CYCLE OF THE CLASSROOM DISPLAYS, AND CARROLL HIGH SCHOOL HAD THE EARLIEST INSTALL OF THE PROJECTORS, AND SO WE WOULD HARVEST THOSE PROJECTORS AND USE THEM AT OTHER LOCATIONS WHERE THEY'RE EXPIRING TO BEST EXTEND THE LIFE CYCLE OF ALL OF OUR OF OF ALL OF OUR DISPLAYS AND BE MOST FISCALLY RESPONSIBLE, AS WELL AS SAFETY AND SECURITY ADDITIONS FOR

[02:35:04]

SOME OF THE SHARED SPACES IN NONTRADITIONAL CLASSROOMS. SO HERE ARE THE DIFFERENT COSTS FOR THESE PACKAGES.

2.11 FOR THE OPTION WITH CHROMEBOOKS AT GRADES FIVE AND 6 OR 1.44 MILLION FOUR WITH BYOD AT GRADES 11 AND 12.

ARE THERE ANY QUESTIONS? MR. STEWART? WE TALKED A LITTLE BIT ABOUT UNTETHERING, ESPECIALLY THE YOUNGEST GRADES FROM 1 TO 1 TECHNOLOGY.

THIS IS REQUESTING THIRD GRADE IPADS.

LAST YEAR, WE PURCHASED NEW IPADS WITH GREAT KEYBOARDS IN A CLAMSHELL THAT MISS KELLEHER I KNOW SAID WAS THE SURVIVAL OF THE FITTEST THE BEST THING WE COULD DO FOR FOURTH GRADERS? I'D LIKE TO KNOW, BECAUSE OUR THIRD GRADERS DO NEED TO TAKE THE STAAR RIGHT NOW.

AS I MENTIONED BEFORE, ON A ISD DEVICE.

CORRECT. COULD WE NOT HAVE THOSE ONLY ONE YEAR OLD FOURTH GRADE DEVICES BE SHARED WITH THE THIRD GRADE? THAT'S A SPECIFIC NEED.

SO THAT WE DO NOT HAVE TO MAKE THIS PURCHASE? YES. THE THE IPADS WITH THAT APP CAN BE CAN BE SHARED FROM FOURTH GRADE TO THIRD GRADE.

THE ONLY IMPLICATION MIGHT BE THAT IT WOULD POSSIBLY EXTEND THE TESTING PERIOD.

SO INSTEAD OF DOING THIRD AND FOURTH GRADE THE SAME DAY, THEY MIGHT HAVE TO DO THIRD GRADE ONE DAY AND FOURTH GRADE ANOTHER DAY.

OKAY. THANK YOU.

THANK YOU MR. STEWART, I THINK THAT THE ELEMENTARY PRINCIPALS AGREED WITH THAT SCENARIO THAT TRUSTEE YEAGER JUST BEGRUDGINGLY, I THINK.

BUT, YOU KNOW, IDEALLY THAT'S NOT IDEAL, BUT THAT SEEMS LIKE SOMETHING THAT WE MIGHT HAVE TO DO MOVING FORWARD.

I'D LIKE TO CONTINUE THAT DISCUSSION, BUT I WOULD LIKE TO OFFER A RECOMMENDATION.

I THINK THAT THE STAFF LAPTOPS, THE STAFF NON-INSTRUCTIONAL WAS IT DESKTOPS? I'M NOT SURE WHAT THAT WAS.

YEAH. DESKTOPS? YEAH. THE AV REFRESH, AND THEN THAT 70,000 FOR THE SAFETY BELL TO ME SEEMS LIKE A NO BRAINER THAT THAT'S SOMETHING THIS BOARD SHOULD CONSIDER.

TONIGHT. AND THEN I WOULD LIKE TO CONSIDER MORE DISCUSSION ON THE FIFTH AND SIXTH GRADE CHROMEBOOKS AND THE THIRD AND FOURTH GRADE LAPTOPS AND POSSIBLY TABLE THAT FOR OUR NEXT REGULAR BOARD MEETING AT THE END OF THE MONTH. IF THERE'S A MOTION NEEDED FOR THAT.

YEAH, I THINK WE NEED A MOTION FOR THE STAFF.

YEAH. MATERIALS.

I WOULD MOVE THEN.

IT IS NOT A CURRENT OPTION, BUT I WOULD MOVE THAT THE DEVICES NEEDED FOR OUR STAFF.

NON-INSTRUCTIONAL DESKTOPS, $250,000.

THE REFRESH OF THE STAFF LAPTOPS THAT ARE OLDER THAN FIVE YEARS AT $725,000.

FOR THOSE THAT I WOULD MAKE THAT MOTION THAT THE BOARD APPROVED THOSE FOR PURCHASE.

CAN YOU ADD IN THERE THE AV REFRESH IN THE SAFETY BILL? THANK YOU. THE $141,000 FOR THE AV REFRESH AT SELECT CAMPUSES, JUST AS THE PLAN AND DETAILS, AND $70,000 FOR THE SAFETY BELL PA SYSTEMS ALL TOTAL.

I MOVE THAT THE BOARD MAY APPROVE THOSE PURCHASES.

SECOND. I GOT A MOTION A SECOND.

ANY FURTHER DISCUSSION? OKAY. ALL IN FAVOR? MOTION CARRIES 6 TO 0.

I MOVE TO TABLE THE DISCUSSION ON THE FIFTH AND SIXTH GRADE CHROMEBOOKS AND THE THIRD GRADE IPADS TO OUR NEXT REGULARLY SCHEDULED MEETING.

I SECOND THAT. OKAY.

WE HAVE A MOTION AND A SECOND.

ANY FURTHER DISCUSSION? ALL IN FAVOR? MOTION CARRIES 6 TO 0.

THANK YOU, MR. STEWART.

AND THAT BRINGS US TO 7.2.

CONSIDER FOR APPROVAL BUDGET AMENDMENT.

MR. JOHNSON. YOU.

THANK YOU, PRESIDENT BRYAN.

SO I PROVIDED TWO OPTIONS ON THE BUDGET AMENDMENT.

AND NEITHER IS EXACTLY WHAT YOU ALL JUST APPROVED.

SO WHAT I WILL ASK YOU TO DO, SINCE WE HAVE THIS OFFICIALLY ON THE AGENDA, IS IF YOU WILL APPROVE THE 1,860,000.

I WILL COME BACK AND SUBSEQUENTLY REDUCE THAT AFTER YOU ALL HAVE MADE YOUR FINAL DECISION.

THAT WAY WE HAVE BOARD AUTHORITY TO PROCEED WITH THE $1,186,000 IN PURCHASES AND WILL NOT PROCEED WITH ANY OF THE PURCHASES OUTSIDE OF THAT.

OKAY, SO JUST MOVE TO APPROVE THE BUDGET AMENDMENT AS PRESENTED.

1,860,000. YES.

[02:40:03]

SECOND. MOTION AND A SECOND.

ANY FURTHER DISCUSSION? ALL RIGHT, ALL IN FAVOR? MOTION CARRIES 6 TO 0.

THANK YOU, MR. JOHNSON. ALL RIGHT, THAT TAKES US TO ITEM NUMBER EIGHT.

NO OBJECTION. WE'LL ADJOURN THIS MEETING AT 8:40 P.M..

THANK YOU. HAVE A GOOD EVENING.

* This transcript was compiled from uncorrected Closed Captioning.