May 06, 2024 School Board Special Workshop

[00:00:04]

ALL RIGHT. GOOD AFTERNOON. WE'LL CALL THIS SPECIAL MEETING OF THE CARROLL ISD BOARD OF TRUSTEES TO ORDER ON MAY 6TH, 2024, AT 5:00 PM.

[1. CALL TO ORDER AND ESTABLISH QUORUM]

[2. EXECUTIVE SESSION]

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

OUR FIRST AGENDA ITEM IS THE OPENING PRAYER.

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

WILL YOU PLEASE RISE? DEAR LORD, AS WE GATHER HERE TODAY FOR THIS SPECIAL BOARD MEETING, WE ASK FOR YOUR GUIDANCE AND WISDOM TO LEAD US IN OUR DELIBERATIONS.

GRANT US THE INSIGHT TO MAKE DECISIONS THAT BENEFIT OUR STUDENTS, STAFF, AND COMMUNITY.

MAY OUR DISCUSSIONS BE FILLED WITH RESPECT, UNDERSTANDING, AND COMMITMENT TO EXCELLENCE.

IN JESUS CHRIST'S NAME THAT WE PRAY.

AMEN. PLEASE JOIN ME IN THE PLEDGE OF ALLEGIANCE TO THE FLAG.

I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA, AND TO THE REPUBLIC FOR WHICH IT STANDS.

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

HONOR THE TEXAS FLAG.

I PLEDGE ALLEGIANCE TO THEE.

TEXAS. ONE STATE UNDER GOD, ONE AND INDIVISIBLE.

A MOMENT OF SILENCE.

ALL RIGHT. OUR NEXT AGENDA ITEM IS PUBLIC COMMENTS.

[4. PUBLIC COMMENTS]

PLEASE BE REMINDED TODAY'S MEETING OF THE BOARD IS A SPECIAL MEETING.

AND THEREFORE, ALL SPEAKERS ARE REQUIRED TO LIMIT YOUR COMMENTS TO THOSE THAT ARE GERMANE TO THE AGENDA ITEMS ONLY.

MISS SHELTON, WILL YOU PLEASE CALL UP OUR FIRST SPEAKER? THE FIRST SPEAKER THIS EVENING IS KRISTI LEY.

GOOD EVENING, DR.

LEDBETTER AND BOARD OF TRUSTEES.

MY NAME IS CHRISTIE LEE, AND I AM A MOM OF TWO DRAGONS.

I AM SPEAKING AS A VOICE FOR JOHNSON ELEMENTARY AGAINST THE LOSS OF A PARAPROFESSIONAL ON OUR CAMPUS.

WHILE I UNDERSTAND THAT THE BOARD HAS A FIDUCIARY RESPONSIBILITY TO LOOK AT ALL OPTIONS, LOSING A PARAPROFESSIONAL POSITION WILL HAVE SIGNIFICANT DETRIMENTAL EFFECT ON ALL STUDENTS WITH AND WITHOUT IEPS AND THE STAFF WHO SERVE THEM.

WHILE THIS PROPOSAL MIGHT MAKE SENSE WITH THE NUMBERS PRESENTED, IT IS A ROUGH SUM OF THE IEPS THAT REPRESENT ACTUAL DRAGONS.

DRAGONS WITH UNIQUE PERSONALITIES, BEHAVIOR NEEDS, AND ACADEMIC NEEDS.

DRAGONS THAT DESERVE MORE THAN A MINUTE-BY-MINUTE SCHEDULE, WITH NO CONSIDERATION FOR TOUGH BEHAVIORS THAT REQUIRE TIME TO DE-ESCALATE AND INCREASED NEED FOR SUPPORT. AS ACADEMICS BECOME MORE RIGOROUS AND A CASELOAD THAT INEVITABLY INCREASES OVER THE COURSE OF THE YEAR, I CAN'T IMAGINE THE STRUGGLE AND BURDEN THAT THIS WILL PLACE ON OUR TEACHERS, WHICH WILL INEVITABLY AFFECT ALL OF OUR STUDENTS.

THE TWO PARAPROFESSIONALS AT JOHNSON ELEMENTARY HAVE SERVED ON OUR CAMPUS FOR A COLLECTIVE 37 YEARS.

MISS WITWER HAS SERVED OUR SPECIAL EDUCATION POPULATION FOR 19 YEARS, AND MISS SUTERA HAS SERVED FOR 18.

I AM NOT SURE THERE IS ANYONE MORE DEDICATED TO OUR SPECIAL EDUCATION POPULATION ON OUR CAMPUS THAN THEM.

EXCUSE ME. WHAT JOHNSON HAS IS RARE AND AS A RESULT, OUR SPECIAL EDUCATION STUDENTS THRIVE.

I CAN GO INTO EVEN MORE DETAIL ABOUT HOW THIS WILL AFFECT OUR CLASSROOM TEACHERS, SPECIAL EDUCATION TEACHERS DUE TO THE AND SPECIAL EDUCATION TEACHERS DUE TO THE LACK OF AVAILABLE SUPPORT AND HOW THIS WILL AFFECT MORALE IN A FIELD ALREADY STRUGGLING.

BUT I KNOW TIME IS LIMITED.

AND AS YOU DISCUSS THEIR STAFFING PROPOSALS TONIGHT, I HOPE YOU CONSIDER THESE FACTORS.

THANK YOU FOR LISTENING, FOR YOUR TIME AND FOR YOUR SERVICE TO OUR COMMUNITY, AND I HOPE THAT WE CAN CONTINUE TO KEEP SPECIAL EDUCATION.

EXCELLENT AT JOHNSON.

THANK YOU VERY MUCH. THANK YOU, MISS SLAY.

THE NEXT SPEAKER IS MELODY ANDERSON.

BEAR WITH ME, I MIGHT CRY.

I'M ELLIOT ANDERSON. I'M ROCKENBAUGH ELEMENTARY.

IF I DON'T GET THROUGH THIS, I'LL JUST LEAVE IT.

[00:05:02]

AS AN EXPERIENCED RESOURCE TEACHER, I WANT TO EMPHASIZE THE IMPORTANCE OF HAVING MULTIPLE TEACHERS TO PROVIDE INTENTIONAL, EXPLICIT INSTRUCTION THAT IS CRUCIAL FOR OUR STUDENTS' PROGRESS. I WOULD LIKE TO SHARE WITH YOU A DIFFERENT PERSPECTIVE ON THE ROLE OF A SPECIAL EDUCATION TEACHER.

AS A TEACHER, MY GOAL IS TO PROVIDE SUPPORT FOR STUDENTS WITH LEARNING DISABILITIES WITH ACADEMICALLY AND FUNCTIONALLY.

MANY TIMES, I'M PULLED IN MULTIPLE DIRECTIONS TO SUPPORT MY STUDENTS IN A VARIETY OF DIFFERENT WAYS.

SOMETIMES IT'S BEHAVIOR, SOMETIMES IT'S ACADEMICS, OR SOMETIMES STUDENTS WHO ARE HAVING DIFFICULT TIME IN NEED OF EMOTIONAL SUPPORT.

SPECIAL EDUCATION TEACHERS WORK TIRELESSLY TO COLLABORATE WITH GENERAL EDUCATION TEACHERS.

WE TAILOR ASSIGNMENTS FOR STUDENTS WHERE WE PERSONALIZE ASSISTANCE TO ENSURE EACH CHILD IS SUCCESSFUL.

IN ADDITION TO THESE TASKS, WE STRIVE TO CREATE INSTRUCTION THAT MEETS THE UNIQUE NEEDS OF EACH STUDENT, WHICH THEY CAN VARY FROM DAY TO DAY DEPENDING ON THEIR UNDERSTANDING OF THE CONCEPTS.

I BELIEVE THAT EXPERIENCING A DAY IN THE LIFE OF A SPECIAL EDUCATION TEACHER WOULD PROVIDE VALUABLE INSIGHT BEFORE MAKING ANY DECISIONS.

I WELCOME ANYONE IN THE BOARD TO COME WALK WITH ME.

ANYONE. IN ADDITION, AND WORKING DIRECTLY WITH STUDENTS, I'M ALSO RESPONSIBLE FOR DATA COLLECTION, PREPARING PAPERWORK FOR OUR MEETINGS, WHICH IS SO TIME CONSUMING.

IF THIS DECISION TO REDUCE THE NUMBER OF RESOURCE TEACHERS AND PARAPROFESSIONALS IS AGREED UPON TONIGHT, I BELIEVE THAT OUR DISTRICT SHOULD CONSIDER PLACING CURRENT CISD EDUCATORS IN COMPARABLE ROLES, RATHER THAN KEEPING OFFERS FOR VACANT RESOURCE POSITIONS TO NEW HIRES FROM OUTSIDE THE DISTRICT.

SOME OF THESE EMPLOYEES HAVE LOVED AND SUPPORTED OUR DRAGONS FOR 15 YEARS AND DESERVE THE OPTION TO CONTINUE THEIR CAREER AND PASSION AS A RESOURCE INCLUSION TEACHER.

CARROLL ISD IS KNOWN FOR ITS HIGH EDUCATIONAL STANDARDS, AND PARENTS EXPECT THEIR CHILDREN TO EXCEL AND MAKE PROGRESS IN SPECIAL EDUCATION.

I AM DEEPLY CONCERNED THAT THESE TEACHERS MAY BE AT RISK OF BEING COMPROMISED, AND MANY TEACHERS WILL LEAVE DUE TO THE STRESSORS OF THE NEW WORKLOAD.

IT IS CRUCIAL FOR OUR BABIES, OUR STUDENTS WITH DISABILITIES, TO HAVE STRONG SUPPORT SYSTEMS IN PLACE, AS SCHOOLS CAN BE ESPECIALLY SO CHALLENGING FOR THEM. THESE STUDENTS PUT IN A LOT OF EFFORT AT SCHOOL TO STAY TO STAY ON TRACK.

THESE KIDS WORK SO HARD, SO LET'S MAKE SURE THAT WE GIVE THEM SUPPORT THEY NEED.

AND AT THE END OF THE DAY, IT'S MY RESPONSIBILITY TO MAKE SURE THESE STUDENTS MEET THEIR POSITION, THEIR POTENTIAL.

AND I AM GOING TO BE AN ADVOCATE FOR THEM.

THANK YOU FOR LISTENING.

YOUR CONSIDERATIONS OF AND LOOKING AT THIS PERSPECTIVE.

THANK YOU. THANK YOU, MISS ANDERSON.

THE NEXT SPEAKER IS HELEN PEARSON.

GOOD EVENING, DR. LEDBETTER AND TRUSTEES.

MY NAME IS HELEN PEARSON.

I'M A SOUTHLAKE RESIDENT OF 32 YEARS, PARENTS OF TWO CARROLL ISD GRADUATES, AND ALSO HAVE TWO GRAND.

CHILDREN IN THE DISTRICT IN SECOND GRADE.

LIKE MANY, WE BUILT HERE IN 1992 FOR THE AMAZING SCHOOL DISTRICT.

MY DAUGHTER MOVED TO THE DISTRICT FIVE YEARS AGO TO GIVE HER BOYS THE BEST IN EDUCATION.

I WAS ALSO A FOSTER PARENT TO THREE CHILDREN, WHO EACH HAD A VARIETY OF DISABILITIES, AND ATTENDED CARROLL ISD FOR A YEAR AND A HALF.

I'M HERE TONIGHT TO SPEAK ON THE SPECIAL EDUCATION STAFFING AGENDA ITEM.

AS A GRANDPARENT TO A CHILD WITH DOWN SYNDROME, I GREATLY APPRECIATE THE EXTENSIVE EFFORT OF OUR TEACHERS MAKE TO MEET THE NEEDS OF THE STUDENTS.

THE PROPOSAL TONIGHT REFERENCES MINUTES OF SERVICES, BUT THIS IS NOT SPECIFICALLY ASSESSING OUR EDUCATOR'S FULL DAY THROUGH THEIR MASTER SCHEDULES, THROUGH VARIOUS PATHWAYS. IT SEEMS AS THOUGH SOME OF OUR EDUCATORS' SERVING STUDENTS WITH DISABILITIES MAY NOT CAPTURE EACH MINUTE THEY ARE SERVING OUR KIDS.

THIS COULD BE DUE TO A SCHEDULE ADJUSTMENT, OR PERHAPS IT'S JUST A CHILD WHO NEEDS ADDITIONAL SUPPORT ON A DAY WHEN THEY HAVE INCREASED BEHAVIORS.

WHILE I UNDERSTAND WE DO NOT WANT TO INCREASE SPEND, WHILE I UNDERSTAND WE DON'T WANT TO INCREASE THE SPENDING OF SPECIAL EDUCATION DUE TO THE MAINTENANCE OF EFFORT, I FEEL IT IS NOT IN OUR CHILDREN AND EDUCATORS' BEST INTEREST TO REDUCE AND REALLOCATE STAFFING WITHOUT FURTHER ASSESSMENT.

I ENCOURAGE YOU TO ALL TO APPROVE THE PROPOSED REQUIRED POSITIONS FOR COMPLIANCE TONIGHT, AS ARE PIVOTAL.

AN EXAMPLE IS MY DAUGHTER IS DRIVING HER SON TO SCHOOL EVERY DAY.

SINCE DISTRICT HAS NOT BEEN ABLE TO FILL THE BUS AIDE POSITION, THE SPECIAL EDUCATION BUS AIDE POSITION HAS BEEN POSTED SINCE LAST MAY.

I WANT TO EXTEND MY GRATITUDE TO DR.

STACEY BONNER, AS SHE IS LOOKING OUT FOR THE BEST INTEREST OF OUR DISTRICT AND TRYING TO BE FISCALLY RESPONSIBLE IN THE PROPOSAL.

I ASK THAT YOU DELAY THE REDUCTION AND REALLOCATION OF STAFF UNTIL THERE ARE FOCUS GROUPS COMPLETED AT EACH CAMPUS, CONSISTING OF.

CAMPUS LEADERSHIP, SPECIAL PROGRAMS, LEADERSHIP, TRUSTEES, AND SPECIAL PROGRAM STAFF.

IF WE PROVIDE AN OPPORTUNITY FOR EACH CAMPUS AND THEIR STAFF TO LOOK AT MINUTES AND REFERENCE TO SCHEDULE A SERVICES ALONGSIDE ADJUSTING EACH IEP TO REFLECT THE MINUTES

[00:10:08]

IT'S IMPORTANT TO RETAIN THOSE EDUCATORS WORKING WITH OUR DISTRICT'S MOST VULNERABLE CHILDREN.

THE BEST WAY TO DO THIS IS THROUGH A COLLABORATIVE PLANNING AND ENSURING THEY HAVE A VOICE TO COMMUNICATE WHAT THEIR DAY CURRENTLY LOOKS LIKE.

ANOTHER ITEM FOR CONSIDERATION IS OUR EVER-INCREASING POPULATION FOR SPECIAL PROGRAMS. OUR ELEMENTARY STUDENTS NEED ADDITIONAL SUPPORT IN SO MANY AREAS SINCE COVID, IT WOULD BE A SHAME TO MOVE THESE EXPERIENCED INDIVIDUALS OUT OF THEIR RESOURCE CLASSES AND MOVE THEM TO A DIFFERENT AGE GROUP AND CAMPUS IF THEY ARE TRULY ENGAGED ALL DAY.

SERVING KIDS IN ELEMENTARY CURRENTLY.

SIMILAR TO THE MOST RECENT PRE-K FUNDING SOLUTION.

CARROLL ISD NEEDS TO ENGAGE TEA TO SHARE THE MASSIVE DEFICITS IN FUNDING.

AND I'M OUT OF TIME.

THANK YOU FOR YOUR TIME.

THANK YOU, MISS PEARSON.

THE FINAL SPEAKER THIS EVENING IS COLLEEN GOLSTON.

GOOD EVENING, DR. LEDBETTER AND TRUSTEES.

I AM HERE TO TALK ABOUT.

ITEM 71 RESOLUTION DENOUNCING CHANGES TO TITLE NINE.

SOUTHLAKE. RESIDENT OF 23 YEARS AND THE MOM OF THREE ALUMNI.

THE BIDEN ADMINISTRATION MADE IT CLEAR SEVERAL TIMES THAT THESE CHANGES DO NOT APPLY TO SEX.

SEPARATE ATHLETIC TEAMS DO NOT APPLY TO SEX.

SEPARATE ATHLETIC TEAMS, ATHLETICS AT ALL.

SO, IN FACT, WHEN I READ THROUGH IT, ONE OF THE ITEMS THAT IT DOES ADDRESS IS OBLIGATIONS TO STUDENTS WHO ARE PREGNANT OR EXPERIENCING PREGNANCY RELATED CONDITIONS AND RESTRICTIONS, ENSURING THEM EQUAL ACCESS TO EDUCATION, PROGRAM OR ACTIVITY, AND STUDENTS ACCESS TO A CLEAN AND PRIVATE SPACE FOR LACTATION.

I DIDN'T READ THE WHOLE THING.

I'M NOT SURE WHAT ELSE IS IN THERE, BUT I HOPE YOU'LL MAKE IT CLEAR WHEN YOU DISCUSS THIS ITEM TONIGHT.

BECAUSE THE CISD BOARD OF TRUSTEES DENOUNCES THE RECENT CHANGES TO TITLE NINE REGULATIONS PROPOSED BY THE BIDEN ADMINISTRATION, AS WELL AS GOVERNMENT GOVERNOR ABBOTT, TIM O'HARE AND FOUR REPRESENTATIVES THAT ARE NOT OUR REPRESENTATIVES.

AND THE THINGS THAT THEY DISCUSS THAT THEY'RE CONCERNED WITH ARE ALL ABOUT ATHLETICS.

GOVERNOR GREG ABBOTT, WE WANT TO KEEP MEN FROM COMPETING IN FEMALE ATHLETES.

THESE ARE VERY SERIOUS SUBJECTS, BY THE WAY.

I DON'T HAVE THE ANSWER TO THEM.

I'M NOT HERE TO DISPUTE.

I'M JUST SAYING THIS ITEM IS NOT ABOUT ATHLETICS.

AND EVERYBODY KEEPS SAYING IT IS, INCLUDING OUR GOVERNMENT, A GOVERNOR PROTECTS THE INTEGRITY OF WOMEN'S SPORTS.

TIM O'HARE, THE SAFETY OF YOUNG WOMEN IN THEIR OWN ATHLETIC COMPETITIONS JEOPARDIZE WOMEN'S SPORTS.

I DON'T KNOW IF THEY CAN'T READ OR DON'T READ.

I DON'T KNOW NATE SHETTSLINE, WHO IS NOT OUR REPRESENTATIVE, AND THREE OTHERS.

WE WANT TO PROTECT GIRLS FROM GROWN MEN INFILTRATING THEIR SPACES.

IT'S A PERVERSE AGENDA.

SO, LET'S MAKE IT CLEAR THAT SOUTHLAKE DOES BELIEVE LGBT STUDENTS ARE PERVERSE.

AND TO SAY, AND WE'RE STILL SEXUALIZING OUR CHILDREN.

I THOUGHT THAT WAS RESOLVED, BUT APPARENTLY, WE'RE STILL SEXUALIZING OUR CHILDREN.

SO, I HOPE WHEN YOU GET TO ITEM 7.1, YOU WILL POINT OUT WHAT IS SO DISTURBING ABOUT THE CHANGES THAT HAVE BEEN CURRENTLY MADE, BECAUSE THEY HAVE NOTHING TO DO WITH LOCKER ROOMS. THEY HAVE NOTHING TO DO WITH MEN PLAYING ON LITTLE GIRLS' SPORTS TEAMS. AND I THINK IT'S ONLY FAIR THAT WE UNDERSTAND WHAT THE OBJECTIONS ARE.

SO, THANK YOU VERY MUCH.

THANK YOU, MISS GOLDSTONE.

THAT THE LAST SPEAKER, MISS SHELTON.

OKAY. THANK YOU. WE'LL GO MOVE ON TO ITEM NUMBER FIVE ON THE AGENDA CONSIDERATION.

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

CONSIDER AND TAKE POSSIBLE ACTION TO APPROVE THE RECOMMENDATION TO TERMINATE THE PROBATIONARY CONTRACT OF AN EMPLOYEE.

DR. LEDBETTER. THANK YOU, MR. BRYAN. IT IS RECOMMENDED THAT THE BOARD OF TRUSTEES FIND THAT THE BEST INTEREST OF THE DISTRICT WILL BE SERVED BY TERMINATING THE EMPLOYMENT OF THE IDENTIFIED PROBATIONARY CONTRACT TEACHER, WHICH WAS DISCUSSED IN EXECUTIVE SESSION.

IT IS FURTHER RECOMMENDED THAT THE PRESIDENT OF THE BOARD SEND THE IDENTIFIED PROBATIONARY CONTRACT TEACHER NOTICE UNDER SECTION 21.103 OF THE TEXAS EDUCATION CODE OF THE BOARD'S DECISION TO TERMINATE HIS OR HER CONTRACT AT THE END OF THE 2023-24 SCHOOL YEAR UNDER SECTION 21.103 OF THE TEXAS EDUCATION CODE.

[00:15:08]

SECOND, WE HAVE A MOTION AND A SECOND.

ANY FURTHER DISCUSSION? ALL IN FAVOR? MOTION CARRIES 6 TO 0.

THANK YOU, TRUSTEE YEAGER.

NEXT ITEM ON THE AGENDA IS ITEM 5.2.

CONSIDER AND TAKE POSSIBLE ACTION ON ANY OTHER MATTERS ADDRESSED DURING EXECUTIVE SESSION.

YES, PRESIDENT BRYAN, I MOVE TO RETAIN THE SERVICES OF ALLIANCE DEFENDING FREEDOM AS DISCUSSED IN EXECUTIVE SESSION.

SECOND. WE HAVE A MOTION AND A SECOND.

ALL IN FAVOR? MOTION CARRIES 6 TO 0.

THANK YOU, TRUSTEE YEAGER.

MOVING ON TO ITEM NUMBER SIX, THE INFORMATION PORTION OF OUR AGENDA.

[6. INFORMATION]

DR. SMOLSKIS. YES.

GOOD EVENING, TRUSTEES.

DR. LEDBETTER, THIS EVENING.

THE INTENT FOR TONIGHT IS TO RECOMMEND THE APPROVING THE LOCAL POLICY.

6.4.1 ADMISSIONS INTERDISTRICT TRANSFERS TO ALLOW STUDENTS A FULL-TIME EMPLOYEE OF THE CITY OF SOUTHLAKE TO BE PERMITTED TO ATTEND CARROLL ISD SCHOOLS. ALL RIGHT.

THANK YOU, DR. ANY QUESTIONS FOR DR.

SMOLSKIS ON THIS MATTER? I. THIS IS SOMETHING THAT CAME TO ME A WHILE BACK, DR.

SMOLSKIS, AS YOU KNOW, AND WE HAD MADE AS A BOARD OR CREATED A POLICY AND PASSED IT THAT EMS WORKERS WITHIN THE CITY OF SOUTHLAKE THEIR CHILDREN WOULD BE ABLE TO ATTEND.

A QUESTION HAD COME UP ABOUT OTHER PEOPLE WHO WORKED WITH THE CITY OF SOUTHLAKE.

AND I'M HAPPY THAT THIS IS AN INFORMATION, BECAUSE I THINK IT IS UNDER CONSIDERATION THAT WE SHOULD ALL THINK ABOUT THE REST OF THE PEOPLE WHO WORK FOR THE CITY OF SOUTHLAKE AND HAVE THAT SAME RIGHT. ALL RIGHT.

THANK YOU, TRUSTEE YEAGER.

ANY OTHER COMMENTS ON THIS MATTER? OKAY. CAN I GET A MOTION? OH, THIS IS INFORMATION. I'M SORRY.

YEAH. OKAY.

ANY OTHER? NOTHING.

OKAY. WE'LL MOVE ON TO MR. JOHNSON, ITEM 6.2.

MY APOLOGIES. DEMOGRAPHIC PROJECTIONS.

GOOD EVENING, PRESIDENT BRIAN, BOARD OF TRUSTEES.

SO, WE HAVE ENGAGED EARLIER THIS YEAR ON THE DEMOGRAPHICS, WHO HAS DONE THE DEMOGRAPHIC STUDY FOR THE DISTRICT FOR SEVERAL YEARS.

WE DO THAT FOR A COUPLE OF REASONS.

AS WE LOOK TO EVALUATE SOME OF THE FACILITY USAGE, THAT THIS IS THE INFORMATION THAT WE WOULD NEED FOR THAT.

AND WE ALSO LOOK AT IT JUST TO TRY TO UNDERSTAND WHAT THE TRENDS ARE AND THE DATA BEHIND THE TRENDS THAT WILL ASSIST US IN STAFFING AND BUDGETING.

AND WITH THAT, ROCKY GARDNER IS WITH US ON THE DEMOGRAPHICS.

ALL RIGHT. THANK YOU. THANK YOU.

PRESIDENT BRYAN, MEMBERS OF THE BOARD.

IT'S A PLEASURE TO BE BACK IN.

CARROLL, CAN YOU GUYS HEAR ME? OKAY.

YES, WE CAN. ALL RIGHT. AND I GUESS I CAN ADVANCE THIS MYSELF, RIGHT? SO, YEAH, THIS IS A SPRING REPORT.

WE GOT STARTED THIS YEAR A LITTLE BIT LATER THAN NORMAL.

SO, THIS IS ALL RESEARCH THAT WAS DONE IN ABOUT THE LAST THREE MONTHS.

WE WERE LOOKING AT DATA I'D LIKE TO START OUT.

TRY THE ARROW. OKAY, SO I'LL PROBABLY JUST GO.

THIS MOUSE.

SORRY. OH, HERE WE, HERE WE GO.

OKAY. I'LL TALK A LITTLE BIT ABOUT ECONOMIC CONDITIONS, AND I'LL MOVE PRETTY QUICKLY.

THIS LINE HAS LOOKED THE SAME PROBABLY THE LAST 3 OR 4 TIMES I'VE BEEN HERE.

THE ECONOMY IN DALLAS FORT WORTH IS STRONG.

THE JOB MARKET IS GOOD.

WE'VE GOT OUR UNEMPLOYMENT RATES ARE WHAT WE WOULD SAY BELOW FULL OCCUPANCY FIVE 5% BY MOST ECONOMISTS IS CONSIDERED, YOU KNOW, FULL OCCUPANCY BECAUSE AT THAT POINT WHEN YOU GET BELOW 5% UNEMPLOYMENT RATES, THEN YOU HAVE A LITTLE BIT MORE TROUBLE ATTRACTING EMPLOYERS BECAUSE THEY WANT TO KNOW THAT THERE'S A LABOR FORCE THERE. SO, DALLAS FORT WORTH HAS BEEN VERY STRONG.

WE'RE ACTUALLY THE NUMBER ONE HOUSING MARKET RIGHT NOW IN THE COUNTRY AS WELL.

SO, WE'RE SEEING SOME STRONG CONTINUED GROWTH IN DALLAS FORT WORTH, EVEN THOUGH IT'S A LITTLE SLOWER THAN IT MIGHT HAVE BEEN A FEW YEARS AGO.

STATE ENROLLMENT TRENDS ARE IMPORTANT TO LOOK AT BECAUSE WE'VE REALLY SEEN SOME DIFFERENCES SINCE COVID.

SO, THAT BIG DIP YOU SEE THERE WHERE WE LOST ALMOST 100,000 STUDENTS, THAT WAS OUR COVID YEAR, TWO YEARS SINCE COVID, WE'VE WE SAW THE BOUNCE BACK.

WE DIDN'T QUITE BOUNCE BACK AS MUCH WE THOUGHT WE WOULD THE FIRST YEAR BECAUSE MANY DISTRICTS STILL CHOSE NOT TO BE OPEN, UNFORTUNATELY.

AND THEN WE THEN WE HAD A GOOD BOUNCE BACK.

AND THEN THIS YEAR, ONLY 12,000 ADDITIONAL STUDENTS STATEWIDE.

THIS IS THIS WAS A PRETTY BIG SURPRISE.

WHAT'S INTERESTING HERE TOO, IS KEEP IN MIND CHARTER SCHOOLS ARE PART OF TEA'S DATA.

SO, THIS INCLUDES CHARTERS.

TIA SAYS CHARTER SCHOOLS GREW 18,000.

SO, IF WE DO THE MATH THERE, TRADITIONAL SCHOOL DISTRICTS ACTUALLY DECREASED ABOUT 6000 STUDENTS THIS YEAR.

[00:20:02]

IF YOU LOOK AT WAR, THOSE AGAIN, THIS IS JUST A COMPARISON FROM LAST YEAR TO THIS YEAR WHERE YOU SEE THE GREEN COLOR.

THAT'S WHERE YOU SEE SOME POSITIVE GROWTH.

BUT YOU CAN SEE THERE'S A LOT OF AREAS.

IT'S USUALLY THE CORES, THE URBAN CORES.

THEY'RE LOSING SIGNIFICANT NUMBERS OF STUDENTS.

AND THEN A LOT OF OTHER AREAS IT'S JUST BEEN VERY FLAT.

WE LOOK THIS SLIDE HERE.

I THINK IT'S IMPORTANT. THIS IS A, I THINK A NEW SLIDE, BUT IT'S ONE YOU GOT TO BE A LITTLE CAREFUL OF.

THIS IS BASED ON AMERICAN COMMUNITY SURVEY DATA.

SO, THE CENSUS BUREAU DOES A THREE-YEAR SURVEY.

NATIONALLY THEY ONLY SURVEY 3.5 MILLION PERSONS.

SO, IF YOU THINK ABOUT THAT, THAT'S JUST OVER 10 MILLION PERSONS NATIONALLY OR SURVEYED.

AND SO, THE SMALLER YOU DRILL DOWN, THE MARGIN OF ERROR CAN INCREASE.

AND ESPECIALLY IF YOU WOULD LOOK AT SOME OF THOSE, I THINK THE HOUSING, YOU KNOW, VALUES THERE, EVEN YOUR HOUSEHOLD INCOME, THAT COULD LOOK A LITTLE CHALLENGED.

BUT WHAT I WANT YOU TO FOCUS ON ARE THE THREE LITTLE, THE SIX LITTLE PEOPLE THERE WHERE YOU SEE G THROUGH THE G THROUGH A THERE.

BECAUSE THAT TELLS A BIT OF A STORY.

YOUR MILLENNIALS, YOU KNOW, THE MILLENNIAL AGE GROUP IS THAT 40 ABOUT 44 OR YOUNGER.

THAT'S WHERE MOST OF YOUR STUDENTS ARE NOW COMING FROM, RIGHT FROM THAT MILLENNIAL GROUP.

IF YOU LOOK IF YOU LOOK ABOVE IT, THE LINES ABOVE IT, THERE, YOU'RE LOOKING AT ALMOST 50% OF YOUR POPULATION IS GETTING IS OLDER.

AND I'M GOING TO USE THAT CAREFULLY, THAT THAT TERM CAREFULLY BECAUSE I'M PART OF THAT POPULATION, UNFORTUNATELY, MAYBE ALL THE WAY AT THE END OF IT.

BUT THAT THAT'S WHAT'S GOING.

BUT WE'RE SEEING THAT IN CARROLL WHERE WE'RE NOT SEEING THE REGENERATION, WE'RE SEEING SOME FOLKS THAT ARE STAYING IN THEIR HOME AND THAT.

AND THAT'S IMPORTANT TO UNDERSTAND THAT ONLY 16%, EVEN WITH A MARGIN OF ERROR, IS IN THE GROUP THAT WHERE YOU'RE GETTING STUDENTS FROM.

I JUST THINK THAT'S A, IT'S AN INTERESTING SLIDE.

I JUST HAVE TO BE A LITTLE CAREFUL WITH IT.

HOUSING MARKET TRENDS IN DALLAS FORT WORTH.

THIS IS BASED ON MULTIFAMILY.

NOT A REALLY BIG DEAL IN CARROLL, OBVIOUSLY, BUT MULTIFAMILY TRENDS HAVE LOST THEIR, THEY'VE SEEN SOME DECLINING OCCUPANCIES IN THESE MULTIFAMILY APARTMENTS.

MOST OF THAT'S BECAUSE THEY BUILT SO MANY.

SO, THEY'RE HAVING TROUBLE ABSORBING ALL THE NEW ONES.

AND THAT'S BEEN A CHALLENGE.

AND RENTS ARE COMING DOWN.

SO THAT'S DEFINITELY AN IMPACT.

BUT WE STILL HAVE SOME DEMAND.

HERE'S OUR FIRST CHART SPECIFICALLY FOR CARROLL ISD.

OUR TEAM PULLS DEED TRANSACTIONS.

SO, EVERY TRANSACTION THAT'S OCCURRED SINCE 2000 I THINK THIS IS GOES BACK TO 2013.

WE PULL. SO, WHETHER IT'S A NEW HOME OR AN EXISTING HOME, JUST TO UNDERSTAND THOSE TRENDS AND WHAT WE SEE IN THESE LAST TWO YEARS, OF COURSE, IS THAT DECLINING TURNOVER NOW, WE THINK THAT ALMOST 600 STUDENTS, 600 STUDENTS, ALMOST 600 HOMES IN THAT DEED TRANSACTIONS, THERE ARE SOME THINGS GOING ON.

THIS INVENTORY IS LOW.

FOLKS ARE EITHER NOT MOVING BECAUSE OF INTEREST RATES.

YOU KNOW, IF YOU THINK ABOUT IT, IF YOU WANTED TO MOVE RIGHT NOW, YOU MIGHT GET A GREAT DEAL FOR YOUR HOUSE, BUT YOU'RE GOING TO PAY A LOT MORE FOR LESS HOUSE.

SO, WE'RE NOT SEEING AS MUCH MOVEMENT IN THAT.

INVENTORY IS LOW THROUGHOUT DALLAS FORT WORTH.

SO, THIS TREND IS NOT JUST IN CARROLL.

IT IS A LOT OF AREAS.

AND IT'S ALSO YOU CAN ALSO SEE THAT OF COURSE PRICE POINT.

AND THIS IS IF YOU GO BACK, AND YOU LOOK AT THAT HOUSING VALUE ON THAT ONE SLIDE THERE WHERE I TALKED ABOUT THERE BEING A MARGIN OF ERROR.

YOU CAN SEE HERE THE AVERAGE NEW HOME SALES PRICE IS OVER $2 MILLION.

YOUR EXISTING HOMES ARE 1.9.

AGAIN, THIS IS AN AVERAGE OF SALES.

SO, IT COULD A $10 MILLION HOME COULD THROW OFF YOU KNOW COULD THROW THAT UP A LITTLE BIT.

BUT THERE'S A SIGNIFICANT NUMBER OF THAT, YOU KNOW, IN CARROLL ISD.

SO, THE TRENDS ARE MOVING FORWARD.

STILL, WE'VE ACTUALLY SEEN A COUPLE AREAS THAT SAW SOME DIPS THIS YEAR IN THE NEW HOMES JUST BECAUSE THEY'RE TRYING TO SELL HOMES, YOU KNOW, THERE'S SOME CHALLENGES THERE.

AND THE BUILD TIMES ARE A LITTLE BIT SLOWER AS WELL.

SO NEW HOME STARTS AND CLOSINGS.

THIS THIS CHART HERE YOU CAN SEE THERE THAT YOU KNOW WE'VE GOT WHERE WE'RE JUST BUILDING UNDER 100 HOMES A YEAR NOW.

SO, WE'RE JUST ADDING WE'RE STILL ADDING HOMES.

THERE'RE STILL SOME POCKETS OF HOME I'M GOING TO SHOW YOU THOSE SOON.

BUT WE'RE NOT ADDING AT THE PACE WE WERE 4 OR 5 YEARS AGO, AND WE PROBABLY WON'T GET BACK TO THAT PACE, FRANKLY.

AND A LOT OF THIS DEVELOPMENT WHERE THAT'S HAPPENING, MAJORITY OF IT, OF COURSE, HAS BEEN IN WALNUT GROVE OUT THERE ON THAT FAR WEST SIDE.

WE'VE SEEN A LOT OF DEVELOPMENT.

THERE'RE STILL SOME VACANT LOTS OUT THERE AND SOME FUTURE LOTS.

YOU'VE GOT A FEW FUTURE LOTS THERE IN THE JOHNSON ZONE.

BUT THINGS ARE GRADUALLY YOU KNOW, WE'RE I DON'T LIKE TO USE THE WORD BUILD OUT TOO MUCH BECAUSE THAT'S A, IT'S KIND OF A MISNOMER BECAUSE THERE'S ALWAYS SOME REGENERATION GOING ON. BUT WE'RE GOING TO SEE THINGS GRADUALLY SLOW DOWN.

WE'VE GOT A COUPLE OF SLIDES HERE THAT JUST SHOW SOME OF THESE AREAS, BUT YOU CAN SEE WHERE THE GREEN IS ON.

HERE IS WHERE WE HAVE THE MOST ACTIVITY.

THAT AREA THAT YOU SEE THE RED OUTLINE THERE.

THAT'S I THINK THAT'S ENTRATA OUT THERE IN WESTLAKE.

OF COURSE I HAVE A SLIDE ON THAT.

I THINK WE'VE ONLY GOT LIKE FOUR STUDENTS THERE.

SO, WE'RE NOT SEEING A LOT, EVEN THOUGH WE'RE SEEING A LOT OF DEVELOPMENT THERE.

WE'RE NOT SEEING A LOT OF STUDENTS FROM THAT AREA.

STRONG GROWTH OUT THERE.

YOU KNOW, WE'VE GOT ABOUT 100 LOTS IN THREE DEVELOPMENTS WHERE THEY'RE DELIVERING LOTS.

[00:25:04]

HERE'S A COUPLE OF THESE. HERE'S ENTRATA.

LIKE I SAID WE'VE GOT 119 VACANT DEVELOPED LOTS.

YOU KNOW THIS IS THAT PAVED 15 LOTS IN SECTION ONE THERE.

BUT AGAIN, WE'VE JUST GOT FOUR STUDENTS AND WE'RE NEVER GOING TO SEE REAL HIGH GENERATION OF STUDENTS OUT THERE, I THINK AT ENTRATA AND EVEN SOME OF THAT OTHER STUFF, WE HAVEN'T SEEN HIGH YIELDS SINCE THEY'VE BEEN BUILDING THAT.

IT'S RIGHT ON THE BORDER THERE NOT FAR FROM WESTLAKE ACADEMY.

SO, WE'RE JUST SEEING SOME DIFFERENT CHOICES OUT THERE, I BELIEVE.

AND THEN CARROLL'S BEEN REALLY A STRONG GROWING RESIDENTIAL DEVELOPMENT FOR MANY YEARS.

IT'S PRETTY MUCH DONE NOW.

BUT LOOK AT THAT YIELD 0.88.

SO ALMOST ONE STUDENT FOR EVERY HOME THERE.

THAT'S SOME OF THE HIGHEST YIELDS THAT WE'RE NOW SEEING IN CARROLL.

BUT THAT'S GOING TO GRADUALLY START GOING THE OTHER WAY LIKE WE'RE SEEING IN OTHER AREAS.

THE CARROLLINE PARK EDITION I DON'T THINK WE'LL SEE A LOT OF STUDENTS THERE AS WELL BECAUSE OF THE PRODUCT, BUT IT'S CONDOS.

BUT THAT'S GOING TO BE A SIGNIFICANT PRODUCT AS WELL.

BUT AGAIN, ADDING HOMES BUT NOT NECESSARILY ADDING STUDENTS.

AND WE HAVE A COUPLE MORE HERE.

FERGUSON PLACE, THESE ARE 32 TOTAL LOTS THAT YOU CAN SEE IN MARCH THAT WERE ALREADY BUILT.

BUILDING SOME HOMES THERE. THAT PRICE POINT, IT SAYS 440.

I THINK THAT PLUS SHOULD BE A REALLY BIG PLUS.

I MEAN, I THINK IT'D BE TOUGH TO GET ONE FOR THAT, BUT THAT'S WHAT THE BUILDER IS SAYING.

AND WE GOT PEMBERTON AGAIN.

THIS IS 625 AND ABOVE.

ONE HOME UNDER CONSTRUCTION IN MARCH.

YOU CAN SEE IT THERE IN THE CORNER.

SO JUST SOME INFILL THAT'S GOING TO CONTINUE TO HAPPEN.

NEWCOMERS' LEVERS.

I WANT TO TALK A LITTLE BIT ABOUT THIS.

AND NEWCOMER TO LEVER.

WE WE'VE BEEN WITH CARROLL LONG ENOUGH THAT WE MAP YOUR STUDENTS EVERY YEAR, AND WE LOOK AT THE STUDENT IDS.

AND WHAT WE DO YEAR OVER YEAR IS IF THAT STUDENT ID IS THERE IN ONE YEAR AND NOT THERE THE NEXT YEAR, AND WE CONSIDER THAT A LEVER, THAT'S A STUDENT.

NOW, IF THEY'RE A 12TH GRADER, WE DON'T WANT THEM.

YOU KNOW, THEY'RE ALL LEAVING, RIGHT? SO, WE ONLY COUNT KINDERGARTEN THROUGH 11TH AS A LEVER AND A NEWCOMER.

WE ONLY COUNT FIRST THROUGH 12TH BECAUSE ALL YOUR KINDERGARTEN AND PRE-K NEWCOMERS, WHAT YOU CAN SEE HERE IS THAT YOUR NEWCOMERS HAVE STAYED.

YOU HAVE STAYED PRETTY WELL.

BUT YOUR LEAVERS, THEY'VE INCREASED THE LAST COUPLE OF YEARS.

SO, WE WE'VE SEEN SOME TRENDS BEGINNING.

THEY MAY NOT HAVE LEFT THE DISTRICT.

THERE COULD BE SOME HOMESCHOOLING GOING ON.

THERE'RE SOME THINGS GOING ON. BUT WE'RE DEFINITELY SEEING SOME A LITTLE BIT OF SHIFT THERE IN THAT NEWCOMER LEVER CATEGORY.

AND GOT ONE MORE SLIDE HERE.

TALKS A LITTLE BIT ABOUT TRANSFERS.

THIS COMES STRAIGHT FROM TEA.

SO, KEEP IN MIND THIS JUST COMES STRAIGHT FROM THE TIA'S WEBSITE.

YOUR INCOMING TRANSFERS.

THESE ARE STUDENTS THAT LIVE SOMEWHERE ELSE BUT ATTEND CARROLL SCHOOL SCHOOLS.

AND THEN YOU'VE GOT A FEW THERE THAT LIVE IN CARROLL BUT TRANSFER OUT NOW THE MAJORITY OF THOSE ARE IN THE WEST LAKE ACADEMY, A FEW AT THERE AT GRAPEVINE.

YOU'VE BEEN PRETTY CONSISTENT THERE.

IT ACTUALLY WENT DOWN.

I MEAN, YOUR INCOMING WENT DOWN FROM 610 TO, TO 538 AND 23 AND YOUR, I GUESS, YOUR OUTGOING STAYED PRETTY FLAT.

SO, THERE'S WHAT YOU'RE SEEING A LITTLE A LITTLE BIT OF CHANGE THERE.

SO, WITH THAT I'M GOING TO TALK A LITTLE BIT ABOUT PROJECTIONS BECAUSE THIS IS WHERE BIG QUESTIONS COME IN.

WE'RE FORECASTING A DECLINE NEXT YEAR OF 118 STUDENTS.

I THINK WE HAVE TO BE WE'RE COGNIZANT OF ALL THE HOUSING THAT'S GOING ON.

BUT WHAT YOU'RE SEEING THERE IS YOU'VE GOT 300 MORE STUDENTS EXITING THAN YOU HAVE COMING IN RIGHT NOW.

YOUR KINDERGARTEN CLASS IS NOW BELOW 400.

WE'RE SITTING AT 430.

NOT BELOW 400 BELOW 500, WHICH IS WHERE WE WERE PRE-COVID.

SO, YOU'VE GOT 430 KINDERGARTEN STUDENTS COMING, 712TH GRADERS LEAVING.

SO, WE'RE LOSING 300 STUDENTS JUST THROUGH ATTRITION.

SO, WHEN YOU SEE MY FORECAST, THAT SHOWS A -118, I'M ACTUALLY GROWING THE DISTRICT ABOUT 170 STUDENTS.

BUT IT'S JUST GOING TO BE HIDDEN THROUGH SOME OF THAT.

YOU'RE SEEING THE SAME THING AT YOUR ELEMENTARY LEVEL.

YOU'VE GOT YOUR 200 STUDENTS MORE IN FIFTH GRADE THAN IN KINDERGARTEN.

SO, TO GROW TO GET BACK TOWARDS THAT TREND, IT'S GOING TO BE A MATTER OF GETTING THESE KINDERGARTEN STUDENTS.

AND WE'RE JUST NOT SEEING THAT THAT REGENERATION THAT'S HAPPENED BEFORE, BECAUSE FOLKS, LIKE WE SAID, THE INVENTORY SLOWED.

SO, WE'RE NOT SEEING A LOT OF TURNOVER THERE.

FOLKS ARE THEY'RE STAYING ONCE THEIR KIDS ALL GRADUATE, ALL GRADUATE, THEY'RE STAYING.

SO THAT'S TAKEN A LITTLE WHILE.

SO EVEN THOUGH THIS SHOWS KIND OF A NEGATIVE TREND, I'M TRYING TO OFFER SOME POSITIVE, YOU KNOW, THE POSITIVE SPIN THERE BECAUSE IT IS KIND OF WHAT IT IS.

IF YOU LOOK IF YOU LOOK AT WHERE YOUR CAMPUSES ARE, YOU CAN SEE THAT WE'VE GOT A DECLINE HAPPENING AT EACH OF THE ELEMENTARY SCHOOLS THERE.

BUT THAT'S REALLY AGAIN, BECAUSE JUST KINDERGARTEN SIZE AND, YOU KNOW, KINDERGARTEN ROUNDUP CAN GIVE YOU AN IDEA, BUT A LOT OF PARENTS DON'T USE KINDERGARTEN ROUNDUP.

PRE-K HAS BEEN STRONG.

WE'VE MADE AN ADJUSTMENT TO PRE-K BECAUSE YOUR PRE-K HAS BEEN PRETTY STRONG.

LAST, BUT WE DON'T KNOW WHAT TOMORROW BRINGS.

BUT THAT'S THE HOPE.

SO, THIS THIS FORECAST ASSUMES THAT WE'RE ABLE TO HOLD ON TO THESE KINDERGARTEN STUDENTS, MAYBE GROW IT A LITTLE AND KEEP THAT PRE-K UP.

[00:30:04]

THAT WAS A LOT. I TALK PRETTY FAST, I THINK.

WE GOT, YOU KNOW, WE'VE SEEN SOME, YOU KNOW, NEARLY 600 HOME SALES.

SO, WE'VE SEEN SOME HOME SALES GROUNDWORK UNDERWAY.

BUT AGAIN, WE'RE JUST NOT YIELDING STUDENTS FROM THOSE NEW HOMES LIKE WE USED TO.

I'M THAT'S A LOT.

BUT I'M HAPPY TO TAKE QUESTIONS OR COMMENTS.

ALL RIGHT, WE'LL OPEN IT UP.

TRUSTEE. MR. GARDNER, I THANK YOU FOR THE INFORMATION.

IT'S VERY USEFUL.

I KNOW THAT WE'VE SEEN THIS TREND THE LAST YEAR OR TWO, AND I THINK WE'RE WELL AWARE THAT, YOU KNOW, HIGH PRICES FOR HOUSES ARE GOING UP. INTEREST RATES ARE GOING UP, PEOPLE AREN'T MOVING.

I'M IN THAT CATEGORY MYSELF.

I'M AN EMPTY NESTER, AND I CAN'T AFFORD TO MOVE.

AND NOT THAT I WOULD WANT TO, BECAUSE I LOVE LIVING HERE.

AND I HOPE A LOT OF PEOPLE THAT STAY HERE LIKE THAT AS WELL.

I KNOW WE'VE DONE SOME THINGS LIKE ADDING VAQUERO TO BEING ELIGIBLE TO ATTEND SCHOOL HERE AND ENROLL THEIR KIDS HERE. I KNOW THAT WE DIDN'T GET QUITE AS MANY STUDENTS AS I WE HAD HOPED TO GET ORIGINALLY.

I DIDN'T SEE ANYTHING IN ANY OF YOUR CHARTS ABOUT VAQUERO OR WESTLAKE SPECIFICALLY, MAY I? MAYBE I MISSED IT.

DO YOU KNOW WHAT THE POPULATION IS FOR WESTLAKE, VAQUERO? YOU KNOW HOW YOU MEAN. HOW MANY STUDENTS THAT.

YEAH, STUDENTS THAT MIGHT BE.

I THINK THE BEST WAY TO TELL THAT MIGHT BE IF WE LOOK AT GO BACK HERE.

THE BEST WAY TO LOOK AT THAT MIGHT BE TO SEE YOUR KELLER ISD.

THE STUDENTS WE GET FROM KELLER ISD.

OVERALL, WE DON'T.

NOW WE HAVE A GEOCODE AND I COULD GET THE EXACT NUMBER THAT ARE IN VAQUERO.

BUT WE KNOW THAT YOU'RE GETTING, YOU KNOW, CLOSE TO 250 STUDENTS A YEAR FROM KELLER ISD.

AND THAT'S RIGHT ACROSS THE STREET THERE.

OKAY, I UNDERSTAND I REALIZE THAT THAT MAY NOT MAKE A HUGE AMOUNT OF DIFFERENCE BECAUSE THEY'RE ELIGIBLE.

THEY CAN COME IF THEY WANT TO.

THEY WILL. I ALSO WONDER, YOU DIDN'T MENTION ANYTHING ABOUT PRE-K, AND I KNOW THAT WE'VE DONE A LOT THIS LAST YEAR WITH THE PRE-K PROGRAM TO HELP FAMILIES ENROLL THEIR PRE-K STUDENTS.

AND YOU KNOW, MAYBE THAT IS BEFORE THE, YOU KNOW, ANYTHING THAT YOU LOOK AT, BUT DO YOU HAVE ANY IDEA OF KNOWING HOW MANY PRE-K STUDENTS WOULD POTENTIALLY BE OUT THERE THAT WE COULD RECRUIT TO ENROLL? I DON'T HAVE A WAY OF KNOWING HOW MANY ARE OUT THERE.

YOU KNOW, WE DON'T YET. WE DON'T GET REPORTS.

YOU KNOW, WE TRY TO LOOK AT BIRTH DATA, BUT IT'S NOT A LOT OF TIMES THE CHILDREN, YOU KNOW, THEY, IT'S JUST NOT A STATISTIC THAT'S AVAILABLE.

WE JUST STARTED TRYING TO FORECAST PRE-K ABOUT THREE YEARS AGO WHEN THE STATE STARTED MANDATING, THEY MADE SOME CHANGES.

IN THE PAST, WE'VE NEVER FORECASTED PRE-K BECAUSE THE DISTRICTS THEMSELVES HAVE SO MUCH CONTROL OF THAT, THAT IT JUST IT WASN'T, YOU KNOW, IT WAS A FORMALITY THAT WE JUST DIDN'T THINK THAT MADE SENSE.

WE'RE TRYING TO WORK THROUGH SOME SCENARIOS NOW.

AND I KNOW PRIOR TO THIS REPORT, I ACTUALLY VISITED WITH YOUR STAFF HERE WHO ARE GREAT TO TALK TO AND, YOU KNOW, TO SEE WHAT THEY WERE SEEING.

AND WE COULD, YOU KNOW, SEE SOME OPPORTUNITY THERE AND THEN WE HOPEFULLY CAN MOVE THOSE FORWARD.

BUT HISTORICALLY WE HAVEN'T HAD A WAY TO PULL THAT.

THANK YOU, MR. GARDNER. ONE LAST THING I NOTICED WHEN YOU WERE SHOWING THE MAPS WITH SOME OF THE AREAS BEING DEVELOPED OBVIOUSLY THOSE ARE UNDERDEVELOPED UNDER DEVELOPMENT RIGHT NOW.

I DIDN'T NOTICE, AND I MIGHT HAVE MISSED IT, BUT DO YOU KNOW OF POTENTIAL AREAS THAT COULD OR MAY BE DEVELOPED IN THE FUTURE? OR DO YOU JUST WAIT UNTIL YOU HEAR OR SEE THAT SOMETHING'S ALREADY BEEN PROPOSED? WE AT LEAST HAVE INFORMATION ABOUT A PLAT.

SO, THE YELLOW POLYGONS THAT YOU SEE ON THEIR FUTURES, MOST, MOST OF THE TIME, ALL THE ONES IN YELLOW PROBABLY AREN'T EVEN MOVING DIRT YET.

AND WE KNOW THAT ONCE WE SEE THE FIRST BIT OF DIRT BEING MOVED THAT WE HAVE AT LEAST TWO YEARS BEFORE WE'RE GOING TO SEE OUR FIRST STUDENT.

SO THAT GIVES US A LITTLE BIT OF CHANCE.

THERE'S OBVIOUSLY STILL SOME VACANT LAND IN THAT KIND OF THAT NORTHERN AREA OUT THERE THAT THAT COULD CHANGE.

BUT WE HAVEN'T UNTIL WE SEE SOMETHING ON IT, WE TYPICALLY DON'T INCLUDE IT.

OKAY. THANK YOU. THANK YOU FOR ALL THE INFORMATION.

TRUSTEE YEAGER. YEAH, THANK YOU VERY MUCH, MR. GARDNER. QUESTIONS ACTUALLY I THINK MAYBE MORE DIRECTED TO MR. JOHNSON. BUT MR. GARDNER, WITH 180 STUDENTS AS A PROJECTED SORT OF DEFICIT, IF YOU WOULD, IN ENROLLMENT.

WE TALK A LOT ABOUT THE BASIC ALLOTMENT, THE NEED FOR AUSTIN TO INCREASE IT.

180 STUDENTS.

MR. JOHNSON, WITH THE WEIGHTS THAT WE GET, I THINK WE'RE SOMEWHERE IN THE 83, 80, $200 PER STUDENT.

85. WE'RE WE'RE LOOKING AT ABOUT $1.5 MILLION.

180 STUDENTS WOULD TAKE OUR BASIC ALLOTMENT FROM THE STATE, DOWN ABOUT $1.5 MILLION.

[00:35:04]

OR THAT I'M FORECASTING 118 NEXT YEAR? OKAY. SO THE 180 I'M LOOKING AT 2324.

THAT REPRESENTS A $1.5 MILLION.

THIS IS THE REAL WORLD WE'RE IN.

I KNOW THERE ARE PEOPLE WHO ARE.

THIS COMMUNITY HAS BEEN VERY WELL EDUCATED ON THE NEED.

AND SOME OF THE TRUSTEES HERE.

HOW IMPORTANT THAT IS.

WE DO NOT COLLECT THOSE TAX DOLLARS.

THEY GO RIGHT THROUGH OUR HANDS, THEY GO TO AUSTIN, AND THEY TELL US HOW MUCH WE GET BACK.

BUT WHEN YOU SEE A DEMOGRAPHIC LIKE TREND LIKE THIS, IT'S JUST GOING TO EXACERBATE OUR FINANCIAL WOES.

AND THE OTHER QUICK QUESTION I HAD IS JUST KIND OF A CURIOSITY.

AT WHAT POINT DOES A6A SCHOOL BECOME A FIVE, A SCHOOL? OKAY. THANK YOU.

I DON'T REMEMBER WHERE THEY MOVED THAT NOW.

I'M NOT SURE I REMEMBER THAT EITHER.

THANK YOU. THANK YOU, TRUSTEE YEAGER.

ANY OTHER QUESTIONS FOR MR. GARDNER? OKAY.

THANK YOU SIR. THANK YOU.

APPRECIATE IT. THANK YOU.

ALL RIGHT, MOVING ON TO THIS DISCUSSION ACTION PORTION OF OUR MEETING.

[7. DISCUSSION/ACTION]

I WILL READ THE RESOLUTION AND THEN MAKE A COUPLE COMMENTS AND I'LL OPEN IT UP FOR BOARD DISCUSSION.

RESOLUTION DENOUNCING CHANGES TO TITLE NINE.

WHEREAS ON APRIL 29TH, 2024, TEXAS GOVERNOR GREG ABBOTT SENT A LETTER TO THE PRESIDENT OF THE UNITED STATES STATING THAT STATING THE PRESIDENT HAS EXCEEDED HIS CONSTITUTIONAL AUTHORITY IN REWRITING CERTAIN ASPECTS OF TITLE NINE, AND INSTRUCTED THE TEXAS EDUCATION AGENCY TO IGNORE THESE CHANGES.

AND WHEREAS, ON MAY 3RD, 2024, TARRANT COUNTY JUDGE TIM O'HARE RELEASED A STATEMENT CALLING FOR SUPERINTENDENTS AND EDUCATION LEADERS IN TARRANT COUNTY TO DISREGARD THE BIDEN ADMINISTRATION'S TITLE NINE REWRITE.

AND WHEREAS, ON MAY 3RD, 2024, TEXAS STATE REPRESENTATIVES BRIAN HARRISON, TONY TINDERHOLT, STEVE TOTH AND NATE SHETTSLINE RELEASED A JOINT STATEMENT DEMANDING THE BIDEN ADMINISTRATION RECONSIDER THEIR REWRITE OF TITLE NINE.

AND WHEREAS THE CARROLL INDEPENDENT SCHOOL DISTRICT IS COMMITTED TO PROVIDING A SAFE AND SECURE LEARNING ENVIRONMENT FOR ALL STUDENTS, AND WHEREAS TITLE NINE OF THE EDUCATION AMENDMENTS ACT OF 1970 1972 HAS HISTORICALLY SERVED AS A CORNERSTONE IN THE PROTECTION OF STUDENTS FROM DISCRIMINATION BASED ON SEX AND EDUCATIONAL PROGRAMS AND ACTIVITIES, RECEIVING FEDERAL FINANCIAL ASSISTANCE.

AND WHEREAS RECENT CHANGES ANNOUNCED BY THE BIDEN ADMINISTRATION TO TITLE NINE REGULATIONS ARE SET TO TAKE EFFECT ON AUGUST 1ST, 2024, SIGNIFICANTLY ALTERING THE EXISTING FRAMEWORK AND POTENTIALLY UNDERMINING THE RIGHTS AND PROTECTIONS OF STUDENTS.

AND WHEREAS THESE CHANGES MAY INTRODUCE CONFUSION AND AMBIGUITY REGARDING THE IMPLEMENTATION AND ENFORCEMENT OF TITLE NINE, POTENTIALLY JEOPARDIZING THE SAFETY AND WELL-BEING OF OUR STUDENTS IN OUR DISTRICT.

AND WHEREAS, THE CISD BOARD OF TRUSTEES IS DEDICATED TO UPHOLDING THE PRINCIPLES OF FAIRNESS, EQUALITY, AND ACCOUNTABILITY IN ALL ASPECTS OF EDUCATION.

NOW, LET IT HEREBY BE RESOLVED THAT THE CISD BOARD OF TRUSTEES DENOUNCES THE RECENT CHANGES TO TITLE NINE REGULATIONS PROPOSED BY THE BIDEN ADMINISTRATION, EXPRESSING DEEP CONCERN OVER THE POTENTIAL NEGATIVE IMPACT ON OUR STUDENTS AND COMMUNITY, AND THAT THE CISD BOARD OF TRUSTEES URGES THE BIDEN ADMINISTRATION TO RECONSIDER THESE CHANGES AND ENGAGE IN MEANINGFUL DIALOG WITH STAKEHOLDERS, INCLUDING EDUCATORS, ADMINISTRATORS, PARENTS, AND STUDENTS, TO ENSURE THAT ANY MODIFICATIONS TO TITLE NINE UPHOLD THE FUNDAMENTAL RIGHTS AND PROTECTIONS OF ALL STUDENTS, AND THAT THE CISD BOARD OF TRUSTEES REAFFIRMS ITS COMMITMENT TO MAINTAINING A SAFE AND SECURE LEARNING ENVIRONMENT FOR ALL STUDENTS FREE FROM DISCRIMINATION, HARASSMENT, AND VIOLENCE.

THAT COPIES OF THIS RESOLUTION BE TRANSMITTED TO TIA, COMMISSIONER MORATH, THE TEXAS STATE BOARD OF EDUCATION, AND OTHER RELEVANT STAKEHOLDERS TO UNDERSCORE THE IMPORTANCE OF THIS MATTER TO THE CISD COMMUNITY AND TO SEEK SUPPORT FOR OUR EFFORTS TO ENSURE THESE CHANGES ARE CHALLENGED AT THE HIGHEST LEVELS.

THIS BOARD HAS A DUTY TO DEVELOP AND PASS POLICIES THAT HELP TO MAKE OUR CAMPUSES SAFE AND SECURE WHILE PROTECTING OUR STUDENTS, STAFF, AND PARENTS. WE TAKE THAT DUTY SERIOUSLY.

I WOULD LIKE TO REMIND EVERYONE THAT WE HAVE POLICIES IN PLACE THAT PERTAIN TO BATHROOM, LOCKER ROOM, AND PRONOUN USE IN THOSE POLICIES WILL REMAIN IN EFFECT.

I'LL OPEN IT UP FOR COMMENTS NOW.

THANK YOU, PRESIDENT BRIAN.

YOU KNOW, WHEN THIS BOARD PASSED A POLICY ABOUT A YEAR AGO TO PROTECT STUDENTS, NAMELY ENSURING THAT ONLY RSD

[00:40:10]

SINCE THAT TIME, THE REST OF THE COUNTRY HAS COME TO AGREE WITH US AND THAT POINT OF VIEW.

THESE ARE COMMON SENSE POLICIES THAT EVERY SCHOOL IN THE COUNTRY SHOULD ADOPT.

AS A BOARD OF TRUSTEES, WE SHOULD NEVER DEFEND POLICIES THAT PROTECT OUR STUDENTS, AND WE NEVER WILL.

AND OF NOTE, EVERY TRUSTEE HERE HAS HAD OR CURRENTLY HAS A DAUGHTER OR MORE ENROLLED IN RSD, AND THIS HAS IMPLICATIONS FOR OUR OUR FAMILIES.

THANK YOU, PRESIDENT BRIAN AND MY FELLOW TRUSTEES, FOR YOUR LEADERSHIP ON THIS IMPORTANT MATTER.

THANK YOU, TRUSTEE YEAGER.

ANY OTHER TRUSTEES WITH COMMENTS.

YEAH. TRUSTEE.

SURE. I THINK THAT THIS IS IMPORTANT FOR THE PROTECTION OF ALL STUDENTS.

AND, YOU KNOW, AS YOU REVIEW THE TITLE, NINE CHANGES THAT THE ADMINISTRATION, THE BIDEN ADMINISTRATION HAS PUT FORTH, IT REALLY CREATES A PRESUMPTION OF GUILT AMONGST A VERY LARGE PORTION OF OUR STUDENT POPULATION.

WE'VE GOT SOME PROTECTIONS IN PLACE FOR OUR TEACHERS.

BUT WE HAVE TO PROTECT ALL OF OUR STUDENTS.

AND I THINK I'M GLAD TO SEE THAT WE'RE DOING THIS.

AND I APPRECIATE ALL OF YOU.

THANK YOU, TRUSTEE SEXTON.

ANY OTHER TRUSTEES. I'LL MENTION JUST SOMETHING REAL QUICK.

PART OF AND I WOULD ENCOURAGE EVERYONE, IF YOU HAVEN'T READ THE CHANGES THAT READ THEM AND UNDERSTAND THEM.

AND IN SUMMARY, PORTION OF THESE CHANGES ENTITLED PROTECT PEOPLE FROM HARM WHEN THEY ARE SEPARATED OR TREATED DIFFERENTLY BASED ON SEX IN SCHOOL.

AND LET ME READ YOU REALLY THE SUMMARY OF WHAT THIS WHAT THIS MEANS AND THE IMPACT OF IT.

THE FINAL REGULATIONS CLARIFY THAT A SCHOOL MUST NOT SEPARATE OR TREAT PEOPLE DIFFERENTLY BASED ON SEX, IN A MANNER THAT SUBJECTS THEM TO MORE THAN DE MINIMIS HARM, EXCEPT IN LIMITED CIRCUMSTANCES PERMITTED TO BY TITLE NINE.

THE FINAL REGULATIONS FURTHER RECOGNIZE THAT PREVENTING SOMEONE FROM PARTICIPATING IN SCHOOL, INCLUDING IN SEX SEPARATE ACTIVITIES CONSISTENT WITH THEIR GENDER IDENTITY, CAUSES THAT PERSON MORE THAN DE MINIMIS HARM.

SO WHAT THE BIDEN ADMINISTRATION IS DOING IS REDEFINING X, X, AND X, Y TO WHATEVER YOU WANT TO IDENTIFY AS.

THAT IS A VERY, VERY DANGEROUS PRECEDENT.

AND THIS SCHOOL DISTRICT IN THIS BOARD WILL FIGHT TO MAKE SURE THAT OUR DAUGHTERS AND OUR GIRLS ARE PROTECTED FROM BOYS ENTERING BATHROOMS, LOCKER ROOMS. AND EVENTUALLY.

THE BIDEN ADMINISTRATION SAYS, OH, THIS DOESN'T APPLY TO ATHLETIC ACTIVITIES.

OH YEAH. RIGHT. IT DOESN'T.

BUT WHEN THE BIDEN ADMINISTRATION IS POSSIBLY ELECTED IN NOVEMBER, GUESS WHAT'S NEXT? BOYS GET TO PLAY IN GIRLS SPORTS.

THAT'S GOING TO THAT'S NOT GOING TO HAPPEN HERE WHILE WE'RE ON THE BOARD.

IT'S NOT GOING TO HAPPEN.

AND SO WE'RE TAKING A STANCE AND WE THINK IT'S THE RIGHT STANCE.

AND I THINK THAT WE'RE IN THE MAJORITY AROUND NOT ONLY THIS COMMUNITY, BUT IN THIS, IN THIS COUNTRY, THAT YOU GOT TO STAND UP FOR THIS.

AND THAT'S WHAT WE'RE DOING WITH THIS RESOLUTION.

AND OUR LEADERS AT THE GOVERNOR'S LEVEL AND AT THE STATE LEGISLATIVE LEVEL ARE 100% BEHIND US IN THAT MANNER.

SO IF WE DON'T HAVE ANY MORE COMMENTS, TRUSTEE YEAGER, CAN I GET A MOTION? I MOVE TO APPROVE THIS RESOLUTION AS PRESENTED.

SECOND, WE HAVE A MOTION AND A SECOND, ANY FURTHER DISCUSSION? ALL IN FAVOR? MOTION CARRIES 6 TO 0.

THANK YOU. TRUSTEES.

NEXT ITEM ON THE AGENDA IS ITEM 7.2.

CONSIDER FOR APPROVAL REALLOCATION OF SPECIAL EDUCATION STAFF AND THE ADDITION OF NEW POSITIONS.

DR. BONNER. THANK YOU, PRESIDENT BRIAN, DR.

LEDBETTER AND BOARD OF TRUSTEES, THANK YOU FOR THE OPPORTUNITY TO ADDRESS YOU TODAY.

IN THE A MATTER OF UTMOST IMPORTANCE, OUR SPECIAL EDUCATION STAFFING HAS.

THE EXECUTIVE DIRECTOR OF SPECIAL PROGRAMS IS MY RESPONSIBILITY TO ENSURE THAT EVERY STUDENT WITH SPECIAL NEEDS IN OUR DISTRICT RECEIVES THE SUPPORT THEY REQUIRE TO THRIVE, ACADEMICALLY AND BEYOND.

I WANT TO BEGIN BY HIGHLIGHTING A STARK REALITY SPECIAL EDUCATION IS NOT FULLY FUNDED.

DESPITE OUR UNWAVERING COMMITMENT TO COMPLIANCE WITH FEDERAL AND STATE REGULATIONS REMAINS A SIGNIFICANT CHALLENGE, COMPOUNDED BY INADEQUATE STATE FUNDED FUNDING FOR PUBLIC EDUCATION.

[00:45:02]

AS IS THE CASE WITH MOST DISTRICTS, WE'RE TASKED WITH SERVING A GROWING POPULATION WITH FEWER RESOURCES.

IN THE LAST YEAR, SPECIAL EDUCATION POPULATION HAS INCREASED BY 1.1%, WHICH UNDERSCORES THE URGENCY OF THE DECISIONS THAT NEED TO BE MADE.

JUST AS WE HAVE TO ENSURE COMPLIANCE WITH THE WAY THAT WE SERVE OUR STUDENTS, WE ALSO HAVE TO MAINTAIN COMPLIANCE TO CONTINUE TO RECEIVE SPECIAL EDUCATION FUNDING. MAINTENANCE OF EFFORT REQUIRES THAT WE MAINTAIN THAT BASE LEVEL OF SPENDING FROM YEAR TO YEAR.

OUR OBLIGATION TO PROVIDE APPROPRIATE SERVICES TO STUDENTS WITH DISABILITIES IS UNWAVERING.

LEVERAGING DATA FROM IEPS, WE METICULOUSLY ASSESS STUDENT DATA TO ENSURE THAT WE MAKE RECOMMENDATIONS BASED ON STUDENT NEED.

THIS DOES NOT REFLECT THE HARD WORK OUR SPECIAL EDUCATION TEACHERS DO DAY IN AND DAY OUT.

AND I'M SORRY, I'M GOING TO GET EMOTIONAL BECAUSE THEY'RE ALL HERE TO SHOW YOU HOW MUCH THEY CARE.

THE THEY THEY CONSISTENTLY GO ABOVE AND BEYOND TO SUPPORT OUR STUDENTS AND THEIR CONTRIBUTIONS ARE INVALUABLE.

HOWEVER, GIVEN OUR CURRENT FINANCIAL REALITY AND THE PRESSING NEED FOR ADDITIONAL POSITIONS, I MUST PRESENT THE FOLLOWING RECOMMENDATIONS TO THE BOARD.

THE RECOMMENDATION THAT I'M GOING TO SHARE WITH YOU TODAY, AS PRESENTED, WILL REMAIN BUDGET NEUTRAL AND NOT IMPACT CARROLL ISD'S MAINTENANCE OF EFFORT OBLIGATIONS.

SPECIAL EDUCATION STAFFING IS DETERMINED ANNUALLY.

EACH YEAR, MY TEAM AND I REVIEW THE SCHEDULE OF SERVICES DURING AN IEP AUDIT, INFORMING OUR TEAM OF THE STAFFING NEEDS FOR THE UPCOMING SCHOOL YEAR.

THE RECOMMENDATIONS PRESENTED TODAY ARE DIRECTLY DERIVED FROM THE IDENTIFIED NEEDS PER STUDENT PER CAMPUS.

NOTABLY, THERE HAS BEEN A 1.1% INCREASE IN IDENTIFIED SPECIAL EDUCATION STUDENTS, NECESSITATING THE NEED FOR ADDITIONAL STAFF SO THAT WE CAN CONTINUE TO ADEQUATELY SERVE OUR STUDENTS.

THIS SLIDE IS AN OVERVIEW OF THE POSITIONS NEEDED TO REMAIN WITH REMAIN IN COMPLIANCE FOR THE 2425 SCHOOL YEAR.

EACH REQUEST IS BASED ON DATA AND THE RISE IN STUDENT ENROLLMENT.

AS DEPICTED, A TOTAL OF 11 ADDITIONAL STAFF MEMBERS ARE NEEDED TO MEET THESE DEMANDS, INCLUDING ONE POSITION PREVIOUSLY FUNDED BY ESSER, WHICH MUST NOW BE ABSORBED INTO THE GENERAL FUND.

JUST ONE EXAMPLE.

IF YOU LOOK AT THE STRUCTURED LEARNING TEACHER REQUEST AT THE CARROLL SENIOR HIGH SCHOOL, THAT CLASS SIZE IS DOUBLING FOR THE 2425 SCHOOL YEAR.

AS A REMINDER, THE DISTRICT SPENDS 197% OF OUR SPECIAL EDUCATION ALLOTMENT, WHILE ON AVERAGE THE STATE SPENDS 142%.

I'VE REFERENCED MAINTENANCE OF EFFORT.

I WANT YOU TO UNDERSTAND WHAT THAT MEANS.

DISTRICTS MUST CAREFULLY WEIGH THE LONG TERM IMPLICATIONS OF SPECIAL EDUCATION SPENDING, ESPECIALLY CONCERNING MAINTENANCE OF EFFORT REQUIREMENTS AS MANDATED BY FEDERAL LAW. UNDER THESE REGULATIONS, DISTRICTS ARE OBLIGATED TO MAINTAIN SPITTING AT THE AT THE SAME RATE OF THE PREVIOUS YEAR.

SO, FOR INSTANCE, OUR EXPENDITURES IN 2022 WERE 8.7.

IN 2022, THEY WERE 8.9.

THAT MEANS THAT THIS YEAR WE NEED TO SPEND A MINIMUM OF 8.9.

WE ARE PROJECTED TO EXCEED THAT SOMEWHERE BETWEEN 9 AND 9.2 MILLION NINE BETWEEN 9 AND 9.2 MILLION BECOMES OUR NEW BASELINE.

SO WHEN WE TALK ABOUT ADDING POSITIONS WITHOUT ABSORBING THOSE COSTS SOMEPLACE ELSE, WE CONTINUE TO RAISE THAT BASELINE.

THE PROJECTED COST OF THE POSITIONS THAT I AM REQUESTING IS $667,000, WHICH BRING OUR NEW MAINTENANCE OF EFFORT SOMEWHERE BETWEEN 9.7 AND $9.9 MILLION.

DESPITE TYPICAL SORRY DISTRICTS TYPICALLY EMPLOY A WEIGHTED FORMULA AND STUDENT NEEDS ASSESSMENT TO TERM TO DETERMINE STAFFING RATIOS, SUCH AS ASSIGNING ONE TEACHER AND ONE PARA FOR UP TO 32 STUDENTS AND TWO TEACHERS WHEN THEY GET ABOVE 33 STUDENTS.

THESE STAFFING DECISIONS HINGED ON STAFF TO STUDENT RATIOS AND THE MASTER SCHEDULING PROCESS.

WE USE THE SAME PROCESS AS A BASELINE, KNOWING THAT OUR STAFF TO STUDENT RATIOS ARE SIGNIFICANTLY BELOW OUR PEERS.

THIS DATA IS IN MINUTES.

IT AND A FULL TIME EQUIVALENT FTE.

THOSE ARE TEACHERS.

MATCH THE RECOMMENDED STAFFING RATIOS FOR THE 2024 2025 SCHOOL YEAR.

SO, FOR EXAMPLE, ELEMENTARY TEACHERS HAVE THE CAPACITY TO SERVE 365 MINUTES A DAY.

[00:50:06]

I HAVE PROVIDED YOU INFORMATION FOR ALL OF THE ELEMENTARY CAMPUSES, BUT UNLESS YOU WANT ME TO, I DON'T PLAN ON GOING THROUGH EACH ONE OF THEM.

WHEN WE MOVE TO INTERMEDIATE AND SECONDARY, WE BEGIN TO LOOK AT BLOCKS OF INSTRUCTION.

TEACHERS HAVE THE CAPACITY TO SERVE SIX BLOCKS OF INSTRUCTION PER DAY, USING THE SAME STRATEGIC ARRANGEMENT THAT ENABLES STUDENTS WITHIN THE SAME GRADE LEVELS TO RECEIVE RESOURCE INSTRUCTION CONCURRENTLY.

THIS IS AN EXAMPLE OF WHAT A COMBINED FTE COUNT WOULD LOOK LIKE.

AND AGAIN, I'M NOT GOING TO GO THROUGH ALL OF THEM UNLESS YOU HAVE SPECIFIC QUESTIONS FOR OUR SELF-CONTAINED SETTINGS.

WE KNOW THAT OUR STUDENTS IN SELF-CONTAINED SETTINGS TEND TO REQUIRE MORE SUPPORT BECAUSE OF A BEHAVIORAL OR PERSONAL CARE NEEDS FOR OUR SELF-CONTAINED SETTINGS. DISTRICTS TYPICALLY EMPLOY A WEIGHTED FORMULA, AND A STUDENT NEEDS ASSESSMENT TO DETERMINE STAFFING RATIOS, SUCH AS ASSIGNING ONE TEACHER AND TWO PAIRS FOR 0 TO 8 STUDENTS AND TWO TEACHERS.

WHEN YOU GET ABOVE TEN STUDENTS, THESE DETERMINATIONS ARE BASED ON STAFF STUDENT RATIOS AND INDIVIDUAL STUDENT NEED.

THESE CHARTS REPRESENT THE RECOMMENDATIONS THAT WE ARE THAT WE WOULD BE IMPLEMENTING FOR OUR SELF CONTAINED ELEMENTARY AND INTERMEDIATE AND OUR SECONDARY CAMPUSES, OUR MIDDLE AND HIGH SCHOOL CAMPUSES.

OKAY. AS A REMINDER, THESE ARE THE POSITIONS THAT I'M REQUESTING.

THESE ARE THE POSITIONS THAT ARE REQUIRED TO REMAIN COMPLIANT FOR THE 2425 SCHOOL YEAR.

WE'VE DONE THE RESEARCH ON OUR STUDENTS NEEDS, AND ALL OF THESE ARE REQUESTS ARE BASED ON DATA.

WHERE WE ARE GROWING IN THESE AREAS.

AGAIN, THIS PRESENTATION AS PRESENTED WILL REMAIN BUDGET NEUTRAL AND NOT IMPACT CARROLL ISD'S MAINTENANCE OF EFFORT.

THANK YOU, DR. BONNER.

I'LL JUST SAY A COUPLE THINGS AND I'LL OPEN IT UP FOR THE TRUSTEES FOR COMMENTS.

NUMBER ONE IS WE APPRECIATE YOU COMING TO THE BOARD WITH A BUDGET NEUTRAL RECOMMENDATION.

AND THAT'S WHAT WE'VE ASKED FROM DR.

LEDBETTER AND HIS STAFF FROM DAY ONE, IN THE INTEREST OF DEFICITS THAT WE'RE SEEING IN THE AMOUNT OF MONEY THAT WE ARE HEMORRHAGING.

IT IS REFRESHING TO SEE THE SCHOOL DISTRICT COME TO US WITH THE BUDGET NEUTRAL RECOMMENDATION NOW.

BUDGET NEUTRAL RECOMMENDATIONS AREN'T ALWAYS THE THE RIGHT THING TO DO.

AND I THINK THIS BOARD NEEDS TO TALK ABOUT THAT TONIGHT.

I JUST WANT TO SAY TO THE TEACHERS OUT THERE WE APPRECIATE YOUR EMAILS.

I RECEIVE PHONE CALLS FROM SOME OF YOU, AND WE APPRECIATE THAT.

WE WOULD LIKE MORE OF THAT, ACTUALLY.

WE WOULD LIKE MORE OF YOU TO COME AND SPEAK AT PUBLIC COMMENTS.

SO WE CAN HEAR WHAT IS ON YOUR MIND.

AND, YOU KNOW, WE WE DON'T GET TO THIS BOARD DOESN'T GET YOU KNOW, MUCH CONTACT WITH YOU, THE TEACHERS.

YOU KNOW, DR. LEDBETTER IS WHO WE GO THROUGH, BUT WITH WITH ITEMS LIKE THIS THAT ARE SO IMPORTANT.

WE REALLY NEED TO HEAR FROM YOU.

SO I WOULD JUST OFFER THAT DON'T BE SHY.

YOU KNOW, DON'T BE AFRAID.

WE'RE ALL VERY, VERY APPROACHABLE.

OUR PHONE NUMBERS ARE LISTED OUT THERE.

ARE, YOU KNOW HOW TO GET IN TOUCH WITH US.

WE'D BE HAPPY TO MEET WITH YOU AS WELL.

OF COURSE, WE'D KEEP DR.

LEDBETTER AND YOUR PRINCIPAL INFORMED.

BUT YOU KNOW, IT'S IT'S IT'S VERY, VERY IMPORTANT FOR THIS BOARD TO SUCCEED, UNDERSTANDING ALL OF THE INFORMATION BEHIND A PARTICULAR SUBJECT.

SO WITH THAT, I'LL TURN IT OVER TO THE TRUSTEES.

BUT JUST THANK YOU FOR REACHING OUT.

THANK YOU FOR, YOU KNOW, GIVING US SOME IDEAS AND SOME NEW WAYS OF APPROACHING YOU KNOW, THIS ITEM AND, YOU KNOW, WE'RE WE'RE STILL IN AN $8 MILLION DEFICIT.

WHAT'S ANOTHER $300,000? RIGHT? SO I'LL TURN IT OVER TO THE TRUSTEES.

WHO WANTS TO GO FIRST? TRUSTEE STACEY, YOU WANT TO KICK US OFF? SURE. OKAY. NO, I WANT TO SAY THANK YOU, TOO, BECAUSE Y'ALL ARE IN IT, AND WE HAVE TO HAVE YOUR FEEDBACK TO MAKE THESE DECISIONS.

SO PLEASE, PLEASE, PLEASE CONTINUE TO REACH OUT.

AND DR. BONNER, THANK YOU FOR YOUR TEAM.

I KNOW THAT Y'ALL HAVE BEEN WORKING SO HARD ON THIS DATA.

AND I KNOW IT IS NOT YOUR DESIRE TO HAVE TO CUT ANYTHING TO HAVE A BUDGET NEUTRAL, SO I APPRECIATE IT.

[00:55:07]

I WOULD LOVE TO KNOW IF THIS BOARD COULD CONSIDER NOT LOSING ANY OF THE PARAS THAT ARE ON THE LIST.

SO I DID THAT COUNT? IT LOOKED LIKE FIVE, RIGHT? THAT IS CORRECT. OKAY, SO I WANTED TO KNOW IF WE COULD CONSIDER THAT WHERE WE DO NOT HAVE THE PAIRS ON, ON THE LIST THAT WE GET TO KEEP THOSE.

I DID WANT TO ASK A CLARIFYING QUESTION.

WHEN IT COMES TO. I WAS LOOKING AT THE MINUTES WHEN IT COMES TO OLD UNION AND WALNUT GROVE.

SO IT SAID THAT WALNUT GROVE HAD 450 MINUTES IN.

OLD UNION HAD 460 MINUTES.

WALNUT GROVE HAS CURRENTLY FOUR PARAS AND OLD UNION HAS TWO PARAS.

WHAT IS THE DIFFERENCE? IS IT THE AMOUNT OF STUDENTS THAT MAKE THE DIFFERENCE TO WHERE THERE'S A DISCREPANCY IN THE AMOUNT OF PAIRS THAT THEY HAVE WITH OLD UNION HAVING TEN MORE MINUTES? SO THIS IS THERE ARE TWO TYPES OF MINUTES THAT WE HAVE TO LOOK AT.

WE HAVE TO LOOK AT RESOURCE MINUTES, WHICH ARE REQUIRED TO BE PROVIDED BY A SPECIAL EDUCATION TEACHER.

AND THEN WE HAVE TO LOOK AT IN CLASS SUPPORT MINUTES, WHICH CAN BE PROVIDED BY A TEACHER OR A PARA.

AND SO IN THESE INSTANCES WHERE IT FEELS LIKE THERE'S A SCRIPT DISCREPANCY, I DIDN'T WANT TO PUT ALL OF THE PARA DATA IN HERE ON TOP OF ALL OF THE TEACHER DATA.

BUT WHAT YOU CAN EXPECT IS THAT TYPICALLY WHEN YOU SEE HIGHER NUMBER, HIGHER AMOUNT OF TIME AND RESOURCE, THAT MEANS THE STUDENT IS LEAVING THE GENERAL EDUCATION SETTING.

SO, FOR EXAMPLE, THAT THIRD GRADE ELA KIDS ARE LEAVING FOR UP TO 110 MINUTES.

THAT'S LESS TIME THAT THEY ARE THEN IN GEN ED TO GET THAT PUSH IN SUPPORT.

AND SO IT'S NOT AN APPLES TO APPLES, YOU REALLY HAVE TO LOOK AT EVERY SINGLE CAMPUS AND ALL OF THE STUDENTS INDIVIDUALLY.

OKAY. BUT WERE THOSE THOSE NUMBERS BASED ON THE NUMBER OF STUDENTS RATHER THAN THE NUMBER OF MINUTES THEY WERE, THE NUMBER OF MINUTES PER STUDENT? OH, GOTCHA. OKAY.

SO. GOT.

TRUSTEE LYNN. SO, DR.

BONNER, THANK YOU FOR THE INFORMATION AND THANK YOU.

ACTUALLY, WE ALL HAD THE CHANCE TO MEET WITH YOU ONE ON ONE AND KIND OF GO THROUGH THE PRESENTATION AND ASK LOTS OF QUESTIONS.

AND SO IT WAS VERY HELPFUL.

AND I WANT TO SAY, YOU KNOW, NONE OF US ARE EXPERTS IN THIS SUBJECT, AND YOU'VE BEEN VERY HELPFUL TO KIND OF YOU KNOW, HELP US UNDERSTAND. I THINK WE HAVE TO KIND OF TRUST THAT THE RECOMMENDATIONS THAT YOU'RE MAKING AND THAT THE ADMINISTRATION IS MAKING IS IN THE BEST INTEREST OF OUR SCHOOL DISTRICT AND OUR KIDS.

I KNOW THAT WE HAVE BUDGET CHALLENGES, BUT, I MEAN, SOME OF THE MOST IMPORTANT THINGS THAT YOU'VE ALREADY MENTIONED AND A FEW THAT MAYBE YOU DIDN'T HIGHLIGHT.

I DON'T THINK ANYBODY WOULD DISAGREE.

WE CAN'T BE, YOU KNOW, THAT WE SHOULDN'T BE COMPLIANT.

SO, I MEAN, WE HAVE TO FOLLOW THE LAWS OF THE STATE AND AND THE NATION AND WE HAVE TO BE COMPLIANT.

IT WAS MY UNDERSTANDING THAT THROUGH ATTRITION, WE'RE GOING TO TAKE ADVANTAGE OF REALLOCATION OF RESOURCES AND THAT THERE WOULD NOT BE ANY LAYOFFS OR TERMINATIONS OF TEACHERS OR PARAPROFESSIONALS, FOR THAT MATTER.

IS THAT STILL ACCURATE WITH THE RECOMMENDATIONS? THAT IS CORRECT. SO OUR FIRST COURSE OF ACTION WOULD BE WHEN WE SAY REALLOCATION, WE'RE ACTUALLY LOOKING AT CONVERTING AN FTE TO SOMETHING ELSE.

SO WE MAY BE CONVERTING AN ELEMENTARY FTE, FOR EXAMPLE, TO A HIGH SCHOOL FTE.

OR WE MAY BE CONVERTING AN FTE TO A DYSLEXIA THERAPIST.

BUT WE WILL START WITH THE VACANCIES THAT WE HAVE.

AND THOSE WOULD BE THE FTES THAT WE WE WOULD IDENTIFY AND CONVERT.

AND THEN WE WOULD WORK WITH THE CAMPUSES, WITH THE TEACHERS TO IDENTIFY WHERE TEACHERS MAY GO.

WE HAVE ALREADY STARTED HAVING SOME CONVERSATIONS AND TRYING TO FIGURE OUT WHAT THAT MIGHT LOOK LIKE FOR SPECIFIC PEOPLE WHO MAY BE IMPACTED.

THANK YOU, DR. BONNER. THE THE OTHER THING I KNOW THAT WE HEARD FROM AT LEAST ONE SPEAKER TONIGHT A SUGGESTION, A RECOMMENDATION THAT WE YOU KNOW, TAKE A LITTLE MORE TIME TO CONSIDER THE RECOMMENDATIONS AND EVEN MAYBE FORM FOCUS GROUPS TO TALK ABOUT SOME NEW IDEAS OR DIFFERENT WAYS THAT WE CAN APPROACH THIS AND ACCOMPLISH THE SAME THING.

BUT I UNDERSTAND FROM OUR MEETING, AND I JUST WANT TO CLARIFY THIS, THAT THERE'S A LITTLE TIME PRESSURE TO ACTUALLY APPROVE MOVING FORWARD WITH THE RECOMMENDATION BECAUSE OF SOME BUDGET CHALLENGES AND THE END OF THE SCHOOL YEAR AND CONTRACTING WITH TEACHERS.

[01:00:03]

SO THE LONGER THAT THIS GOES ON THE MORE DIFFICULT OR MORE CHALLENGING IT MAY BE TO FILL POSITIONS, AND THE MORE LIKELY IT IS THAT WE MIGHT MISS OUT ON SOME QUALITY CANDIDATES.

SO EVEN IF WE DO APPROVE AND MOVE FORWARD WITH SOME OF ALL OF THESE RECOMMENDATIONS TONIGHT, IT DOESN'T NECESSARILY MEAN THAT IF THERE ARE SOME NEW OR DIFFERENT IDEAS THAT ARE GENERATED BY OUR TEACHERS OR OUR PRINCIPALS OR OUR STAFF, THAT WE CAN'T REACT TO THOSE NEW AND DIFFERENT IDEAS, MAYBE OVER THE SUMMER BEFORE THE NEXT SCHOOL YEAR STARTS, EVEN IF WE APPROVE TONIGHT.

CORRECT? YES, I THINK.

I'M SORRY. I DON'T SOUND VERY. IT'LL BE A LITTLE BIT OF A CHALLENGE BECAUSE WE WOULD BE RESTRUCTURING THINGS TO OPERATE DIFFERENTLY.

SO I THINK IF IT'S APPROVED TONIGHT, THEN IT GIVES THE PRINCIPALS THE GO AHEAD TO START SHUFFLING.

COMPOSITIONS I NEED TO HIRE QUICKLY.

OKAY. AND ONE LAST THING BEFORE WE MOVE ON TO OTHER TRUSTEES, YOU SHARED WITH US SOME INFORMATION ABOUT OTHER DISTRICTS AND THE NUMBERS OF STAFF THEY HAVE AND THE NUMBER OF SESSIONS THEY HAVE TO HOLD.

AND IT LOOKED LIKE THERE ARE SOME OTHER DISTRICTS THAT MAYBE ARE A LITTLE MORE EFFICIENT THAN WE ARE.

THAT HAS SOMETHING TO DO WITH THE ANALYSIS THAT YOU'VE KIND OF CONCLUDED WITH YOUR RECOMMENDATIONS, DOESN'T IT? YEAH. SO I WOULD SAY THAT THAT PROBABLY THE FACT THAT OUR TEACHERS ARE OPERATING AT A SMALLER STAFF TO STUDENT RATIO WOULD CONTRIBUTE TO US BEING AT 197% OF OUR SPECIAL EDUCATION ALLOTMENT, WHERE THE STATE AVERAGES 142%.

YOU KNOW, REGARDLESS, SPECIAL EDUCATION IS NOT FULLY FUNDED.

THAT'S NOT NEW. SPECIAL EDUCATION HAS NEVER BEEN FULLY FUNDED.

SO YOU'RE GOING TO SEE A LITTLE BIT OF A, AN OVERAGE THERE.

BUT I THINK THAT THAT MIGHT EXPLAIN YOU KNOW, MR. JOHNSON HAS PRESENTED ON THAT ON, ON NUMEROUS OCCASIONS.

AND I THINK THAT COULD POTENTIALLY HELP EXPLAIN WHY THERE'S ABOUT A 50% DIFFERENCE IS BECAUSE OUR STAFF TO STUDENT RATIO IS LOWER THAN, THAN OTHER DISTRICTS.

THANK YOU, DR. BONNER. PRESIDENT.

BRIAN, CAN I MAKE ONE MORE CALL OR ASK A QUESTION? MR. JOHNSON, HOW MUCH DO WE SPEND OVER WHAT WE GET FOR SPECIAL EDUCATION? WE GET ABOUT $4.5 MILLION WHEN WE SPEND ROUGHLY TWICE THAT.

SO WE SPEND ABOUT $4.5 MILLION MORE THAN WE GET.

OKAY, SO I WANTED TO THROW THIS OUT AND I'M GOING TO READ THIS SO I DON'T GET THIS MESSED UP.

BECAUSE I WOULD LIKE TO I WOULD LIKE TO DO THE RECOMMENDATIONS, BUT I WANT TO NOT AMEND.

YES, I WOULD LOVE TO AMEND AND KEEP THOSE FIVE PARAS.

SO THAT'S ONE AT CARROLL, ONE AT JOHNSON, ONE AT ROCKENBAUGH AND TWO AT WALNUT GROVE.

PER EVERY 440 MINUTES.

THAT INCLUDES A PARA GETS A 30 MINUTE LUNCH.

AND THAT'S IF KIDS DON'T HAVE ANY ADDITIONAL NEEDS IN THE YEAR AND THERE ARE NO MORE KIDS IDENTIFIED OF HAVING SPECIAL ANY SPECIAL PROGRAMS. SO I WHEN YOU REDUCE AND YOU MAKE IT TO ONE, I MEAN, I GUESS THEY DON'T THEY DON'T GET LUNCH, THEY DON'T GET LUNCH, THEY DON'T GET ANYTHING.

AND THAT'S WITH NO NEW KIDS BEING IDENTIFIED OR NO ADDITIONAL NEEDS.

SO I DON'T I THINK IT IS I THINK THE COST OUTWEIGHS WHAT DETRIMENT IT WOULD CAUSE TO OUR CURRENT STAFF AND OUR STUDENTS ON THE SERVICES THAT THEY RECEIVE.

HE TRUSTEE STACY TRUSTEE.

I'LL BE QUICK. AND THAT IS THERE ARE PEOPLE IN THIS ROOM WHO HAVE INVITED ME INTO THEIR CLASSROOM.

AND MY HEART WAS JUST EXPANDED HUGELY.

AND I THANK THEM SO MUCH BECAUSE I GOT TO REALLY SEE WHAT IT WAS LIKE FOR WHAT YOU ALL DO.

AND I, PRESIDENT BRIAN, THE LEADERSHIP, WHEN YOU SAID, YOU KNOW WHAT? YEAH, WE WANT TO HAVE A DEFICIT NEUTRAL AND ZERO BASED AND SOMETIMES IT DOESN'T WORK OUT.

TO ME, THIS IS EXACTLY WHAT TRUSTEE STACY SAID.

AND THIS IS THIS DOESN'T WORK OUT.

AND I WANTED TO THANK PEOPLE.

I DON'T WANT TO MENTION THEM BY NAMES, BUT I SPENT TIME WITH THE PRINCIPAL WITH AN ASSISTANT PRINCIPAL FRIDAY MORNING GOING OVER EXACTLY WHAT A MASTER SCHEDULE WOULD CHANGE THE FACT THAT YOU'VE GOT THINGS IN ONE OF OUR SPEAKERS SAID, THINGS COME UP, YOU GET YOU GET A STUDENT WHO IS A RUNNER, SO TO SPEAK.

AND ALL OF A SUDDEN THERE'S ANOTHER KID THAT DOESN'T GET THEIR MINUTES.

THANK YOU FOR EDUCATING ME.

I'M ABSOLUTELY SUPPORTIVE OF KEEPING THOSE FIVE PARAS, AND FOR YOU TO THEN TAKE THAT INTO THE CALCULUS HERE, BECAUSE WE NEED TO KEEP THIS AN EXCELLENT SPED PROGRAM.

AND IT'S EXCELLENT.

AND I JUST WHEN I LOOK AT THOSE OTHER NUMBERS FROM OTHER AREAS, I DON'T KNOW WHAT THEY'RE DOING, BUT I KNOW WHAT WE'RE DOING.

AND IT'S BECAUSE PEOPLE HERE HAVE EDUCATED US.

[01:05:03]

THANK YOU. TRUSTEE YEAGER. TRUSTEE.

SEXTON. YEAH. THANK YOU, MISS BONNER, FOR FOR PUTTING THIS TOGETHER.

AND THANK YOU TO ALL OF OUR TEACHERS.

AND COMING OUT AND EXPRESSING YOUR YOUR THOUGHTS AND FEELINGS ON THIS.

I DO I DO SEE THE MATH.

I SEE THAT IT'S IT'S VERY ACADEMIC.

IT CAN WORK. IT'S PROBABLY SOMETHING WE NEED TO AT LEAST HIGHLY CONSIDER TO AT LEAST MAINTAIN AS NEUTRAL AS POSSIBLE, WHICH THAT DOESN'T MAKE A WHOLE LOT OF SENSE, BUT MITIGATE ANY OFFSETTING INCREASE, IF YOU WILL.

BUT I AM CONCERNED THAT, YOU KNOW, WHEN I SEE FOUR AND A HALF FTE.

HOW MANY PEOPLE IS THAT ACTUALLY, YOU KNOW, ARE WE SAYING IT'S GOING TO BE FOUR FULL TIME AND TWO PART TIME OR ONE PART TIME? IT'S HARD TO TELL, AND I JUST, I FEEL LIKE THIS COULD BE A RISKY MODEL, EVEN IF IT IS NOT THE MOST EXPENSIVE.

IT'S PROBABLY KIND OF CLOSE TO JUST BARE MINIMUM.

AND SO, YOU KNOW, I THINK IT WOULD BE WORTH IT TO MAKE SURE WE HAVE THE NUMBERS RIGHT BEFORE WE MAKE A DECISION.

I JUST SEE THAT THERE'S SOME RISK IN HERE.

AND I LOVE THE IDEA.

ABSOLUTELY LOVE THE IDEA.

I'M GLAD YOU BROUGHT IT TO US.

I'M SUPER EXCITED TO SEE IT.

BUT I DO THINK WE HAVE TO MAKE SURE THAT THE THE NUMBERS ARE ARE CONSIDERED.

MORE IMPORTANTLY, I THINK.

WE HAVE TO MAKE SURE WE HAVE FULLY CALCULATED ALL THE WORKLOAD FACTORS.

WHEN I LOOK AT WHEN DOES ALL THE DOCUMENTATION AFTER AN ARD TAKE PLACE, WHEN DOES ALL THAT GET PUT IN? WHAT ABOUT ALL THE DISRUPTIONS LIKE WE'VE ALREADY TALKED ABOUT AND YOU'VE BROUGHT UP VERY CANDIDLY TO US? I'M CONCERNED THAT THAT COULD BE MORE AND IT'S IT'S NOT FULLY.

ACCOUNTED FOR.

I DON'T KNOW ANYTHING.

CERTAINLY NOT LIKE YOU.

BUT I DO TEND TO BUILD THESE PROJECTS FOR MY DAYTIME JOB, AND I GO THROUGH THIS CONVERSATION QUITE FREQUENTLY, AND IT'S ALL ABOUT RISK.

AND DO WE HAVE THE WORKLOAD COVERAGE.

SO I WOULD LIKE TO SEE, YOU KNOW, MAYBE A LITTLE BIT OF A BUFFER AND SEE HOW THAT STAFFING MODEL ACTUALLY PLAYS OUT.

AND THE OTHER QUESTION WOULD BE, SO THE I GUESS THE REAL QUESTION WOULD BE, HAVE WE CONSIDERED ANY OF THE DEMOGRAPHIC PROJECTIONS AND THE MAYBE NEW INBOUND STUDENTS THAT COULD COME IN? ALL WE CAN DO IS REALLY LOOK AT TRENDS.

SO I LOOKED BACK TO THE 20 2120 UP TO THE 2020 2021 SCHOOL YEAR.

WE HAVE INCREASED IN SPECIAL EDUCATION 1.5% SINCE 2020, 2021.

WITH THE VAST MAJORITY OF THAT INCREASE BEING THIS LAST YEAR.

ONE OF THE THINGS THAT WE KNOW IS A CONTRIBUTING FACTOR THAT IS THAT DYSLEXIA MOVED UNDER SPECIAL EDUCATION, BUT THAT DOESN'T THAT DOESN'T ACCOUNT FOR ALL OF THEM.

WE ALSO SEE AN INCREASED NUMBER OF STUDENTS WHO ARE BEING IDENTIFIED WITH EMOTIONAL OR BEHAVIORAL NEEDS WHICH IS PROBABLY ACCOUNTING FOR THE REST OF THAT INCREASE.

SO, YOU KNOW, THOSE.

THAT'S ABOUT WHERE WE ARE.

I THINK THAT PROBABLY DYSLEXIA MAY KIND OF EVEN OUT.

HOPEFULLY WE MIGHT SEE JUST ANOTHER A LITTLE BIT OF A SPIKE THIS NEXT YEAR.

BUT I'M HOPING THAT WE'LL KIND OF EVEN OUT.

ONCE IT'S FULLY UNDER SPED.

ACROSS THE STATE AND THEN YOU KNOW, WE DON'T WE DON'T KNOW WHAT TO EXPECT WITH KIND OF THOSE OTHER KIDS.

BUT WE DID ACCOUNT FOR A BUFFER.

SO, LIKE THE 4.5, THAT WOULD BE FIVE FTE.

SO WE ACCOUNTED FOR A BUFFER.

IT'S NOT A IT'S NOT A PERFECT SCIENCE BECAUSE I DON'T KNOW IF, YOU KNOW, 15 KIDS ARE GOING TO MOVE IN OR 15 KIDS ARE GOING TO MOVE OUT.

AND I DON'T KNOW WHERE IF THEY'RE ALL GOING TO LEAVE FROM THE SAME CAMPUS OR IF THEY'RE GOING TO BE SPLIT.

SO, THERE IS ABSOLUTELY NO PERFECT SCIENCE.

BUT WE WE DO THE BEST THAT WE CAN.

WITH THE DATA THAT WE HAVE, WHICH IS WE LOOK AT WHAT IS DOCUMENTED IN ART AND WHAT WE ARE OBLIGATED TO TO SERVE.

THANK YOU FOR THAT. THAT'S A GREAT ANSWER.

ARE THERE DIFFERENT AGE GROUPS WHERE WE MAY SEE MORE RISK IN THIS MODEL.

SO, I KNOW THAT OUR ELEMENTARY CAMPUSES ARE THE MOST CONCERNED.

YOU KNOW, WHEN WE GET TO HIGHER GRADE LEVELS, WE START TO HAVE TO START CONSIDERING THINGS.

SO, FOR EXAMPLE, AT THE HIGH SCHOOL AND THE SENIOR HIGH, WE HAVE TO HAVE SOMEBODY THAT'S CERTIFIED TO TEACH THAT CONTENT AREA, WHICH ALWAYS LIMITS WHAT YOU CAN DO.

SO, I THINK PROBABLY ELEMENTARY IS THE GROUP THAT'S THE MOST FEARFUL.

FROM PROBABLY THESE RECOMMENDATIONS.

[01:10:01]

WE ARE IDENTIFYING MORE AND MORE KIDS, EVEN UP INTO HIGH SCHOOL AND SENIOR HIGH THAN I'VE EVER SEEN IN MY CAREER AS A SPECIAL EDUCATOR.

SO. YOU KNOW, IF I WERE TO GO ON WHAT I'VE HEARD AND THE TEACHERS THAT I'VE TALKED TO AND THE PRINCIPALS THAT I TALK TO, ELEMENTARY IS THE ONE THAT HAS THE MOST PAUSE FOR IT.

YOU KNOW, I THINK THE OTHERS FEEL LIKE THEY CAN MAYBE FIGURE OUT A WAY TO, TO MAKE IT WORK.

I MEAN, I HAD A PRINCIPAL TODAY WHO SAID WE WE'VE KIND OF OPERATED WITH THIS NUMBER OF STAFFING ALL YEAR BECAUSE WE'VE HAD A VACANCY, SO WE KNOW WE CAN DO IT.

YOU KNOW, SO I THAT THAT'S JUST KIND OF WHAT THE, THE WORD ON THE STREET IS.

THANK YOU. TRUSTEE.

I'LL GET TO YOU IN A SECOND. TRUSTEE SEXTON TOTALLY AGREE WITH YOUR LINE OF QUESTIONING AND YOUR THOUGHT PROCESS.

IT WOULD HAVE BEEN GREAT IF WE WOULD HAVE GOT THIS INFORMATION FOUR MONTHS AGO SO THAT WE COULD HAVE LOOKED AT IT IN THE MANNER IN WHICH YOU WERE LOOKING AT IT.

AND, DR. LEDBETTER, CORRECT ME IF I'M WRONG, BUT WHAT I AM TOLD IS, YOU KNOW, TEACHERS ARE WAITING ON THEIR CONTRACTS.

WE HAVE TO MAKE A DECISION, LIKE, RIGHT NOW TONIGHT.

UNFORTUNATELY. BUT THAT'S KIND OF THE WAY IT IS.

AND WHAT WE WHAT WE HAVE TO DO.

BUT YOUR LINE OF QUESTIONING AND YOUR THOUGHT PROCESS.

I KNEW YOU WERE GOING TO GO THERE.

AND IT'S RIGHT ON CUE.

IT'S JUST, YOU KNOW, BEING PRESENTED THIS AND HAVING TO MAKE A DECISION JUST LIKE THAT IS UNFORTUNATE.

BUT MAYBE, YOU KNOW NEXT TIME, WE'LL GET IT FURTHER IN ADVANCE.

TRUSTEE BARNUM. SO SIMILAR TO MY FELLOW TRUSTEES, THE CONCERN FOR THE PARAS WAS THE PIECE THAT KIND OF KEPT UP AS THIS RESIDUAL.

SO, I CAN SEE KIND OF, YOU KNOW, HOLDING AND KEEPING THOSE POSITIONS.

BUT I GUESS WHAT MY ASK WOULD BE OF YOU IS, AS WE'RE MOVING INTO BUILDING THOSE MASTER SCHEDULES, REALLY CLOSE PARTNERSHIP WITH YOUR DEPARTMENT AND LOOKING FOR EFFICIENCIES, BECAUSE WE DO HAVE TO BE MINDFUL OF THAT MAINTENANCE OF EFFORT.

WE DO HAVE TO LOOK FOR EFFICIENCIES MOVING FORWARD.

AND I WOULD JUST ASK THAT THAT'S SOMETHING THAT YOU'RE TRULY INVESTED IN AND REALLY PARTNER WITH THOSE PRINCIPLES MOVING FORWARD.

YES, I HAVE COMMUNICATED, AND I MY INTENT IS TO SET WITH THEM AND HELP THEM BUILD THEIR MASTER SCHEDULES, BECAUSE THIS WILL KIND OF BE A LITTLE SHIFT IN THINKING.

IN THE WAY THAT WE DO THINGS, AND THIS IS MASTER SCHEDULES IS SOMETHING THAT I'VE WORKED ON FOR MANY YEARS.

SO, I WOULD BE HAPPY TO BE A RESOURCE AND A PARTNER FOR, FOR OUR PRINCIPALS.

THANK YOU. SO, WHAT'S YOUR THOUGHTS? DR. BONNER ON TRUSTEE STACY'S IDEA OF KEEPING WHAT YOU RECOMMENDED.

HOWEVER, KEEPING THE FIVE PARAS.

SO. THERE'RE TWO THOUGHTS HERE.

RIGHT? NUMBERS WISE.

YOU KNOW, NUMBERS DON'T LIE.

BUT I ALSO KNOW THAT THE REASON WHY PEOPLE ARE FEELING SO ANXIOUS AT THE ELEMENTARY LEVEL IS BECAUSE OF, I THINK, PARTLY BECAUSE OF THOSE PARAPROFESSIONALS. ONE OF THE THINGS THAT WOULD HAVE TO LOOK DIFFERENT WITHOUT THOSE PARAS IS THAT TEACHERS MIGHT HAVE TO PROVIDE MORE SUPPORTS AND SERVICES THAN THEY CURRENTLY ARE HAVING TO PROVIDE.

MY INTENTION IS, IS NOT TO INCREASE WORKLOADS OR ANY, YOU KNOW, ANY OF THOSE THINGS.

AND IT'S I'M TRYING TO BE COGNIZANT OF OF WHAT WE ASK TEACHERS TO DO.

SO AT THE END OF THE DAY, WE CAN WE CAN DO THE JOB WITH THE RECOMMENDATION THAT I HAVE GIVEN YOU.

BUT AS MORE THAN ONE PERSON HAS SAID CLEARLY, THE MORE PEOPLE YOU HAVE, THE MORE YOU CAN DO.

OKAY. THANK YOU. ADDITIONAL TRUSTEE.

THANK YOU. SO, ONE OF THE THINGS THAT WE HAVE HEARD KIND OF COMING UP IS THE FACT THAT IT DOESN'T ACCOUNT FOR EVERYTHING THAT'S HAPPENING IN THE DAY, WHICH I THINK IS REALLY HARD TO QUANTIFY. RIGHT, A BEHAVIOR ISSUE.

IS THERE ANY BUFFER AT ALL BUILT INTO THE MINUTES THAT YOU RECOMMENDED? OKAY. THERE IS YES.

THERE'S A BUFFER BUILT IN.

SO, IF YOU LOOK AT THE ELEMENTARY CAMPUSES, WHEN WE TOOK THAT 365-MINUTE CAPACITY.

IF ANYBODY WAS EVEN CLOSE TO THE 360, WHICH I BELIEVE MAYBE OLD UNION 460 OR NO, JOHNSON, FOR EXAMPLE, WITH 330 MINUTES, THAT'S CLOSE ENOUGH TO 365 MINUTES THAT IT MAKES MY TEAM AND I FEEL UNCOMFORTABLE.

WHICH WAS WHY WE RECOMMENDED A SECOND TEACHER THERE.

SO EVEN THOUGH ON PAPER THE RIGHT, THE JOB SHOULD BE ABLE TO BE DONE BY ONE PERSON, WE RECOGNIZE THAT THAT'S NOT A LOT OF WIGGLE ROOM.

SO, ONE OF THE THINGS THAT WE CAN'T ACCOUNT FOR, WHICH MAKES IT DIFFICULT WHEN YOU HAVE TO DO A JOB LIKE THIS, IS AS ONE OF THE SPEAKERS MENTIONED WHEN OUR PARAPROFESSIONALS ARE SUPPORTING GENERAL EDUCATION STUDENTS WHEN THEY ARE STEPPING INTO CLASSROOMS, INTO ROLES, THAT'S, THAT'S HARD FOR US

[01:15:01]

YOU KNOW, AGAIN, OUR NUMBERS ARE BASED ON SPECIAL EDUCATION SERVICES, AS DOCUMENTED IN IEPS.

MR. JOHNSON, DO YOU HAVE KIND OF A ROUGH ESTIMATE IF WE KEEP THOSE FIVE PROFESSIONALS, WHAT THAT IMPACT WOULD BE? IT WOULD MOST LIKELY INCREASE THE M&O.

IT'S HARD TO SAY BECAUSE, YOU KNOW, DURING THE COURSE OF A YEAR YOU HAVE VACANCIES, YOU HAVE UNDER SPENDINGS.

BUT BASED ON THE TRENDS THAT WE'RE EXPERIENCING NOW, YES, THAT WOULD CAUSE MO TO INCREASE BY APPROXIMATELY I THINK $150,000 IS WHAT WE DECIDED.

IT'S $150,000.

OKAY. OKAY.

PRESIDENT BRIAN ONE, JUST KIND OF A COMMENT.

I THINK IT'S A CREATIVE IDEA THAT TRUSTEE STACY HAS.

AND CONSIDERING THAT WE WON'T BE ABLE TO FILL THE NEW FTE REQUEST IMMEDIATELY, THERE'S IT'LL BE BUILT INTO THE BUDGET, AND IT'LL TAKE TIME TO GET THEM FILLED. THERE WILL BE MORE ATTRITION IN THE FUTURE.

WE ARE PRESSED TO MAKE A DECISION, I THINK, AND NOW HEARING THAT WE'RE TALKING ABOUT 150,000 AND NOT 667,000, I WOULD BE SUPPORTIVE OF THE IDEA OF KEEPING THE PARAPROFESSIONALS AND MOVING FORWARD WITH THE RECOMMENDATIONS THAT HAVE BEEN OFFERED, AND IF WE NEED TO REACT IN THE FUTURE BECAUSE OF BUDGET CONSTRAINTS OR THE REQUIREMENT TO REDUCE COST EVEN FURTHER, WE CAN REACT AT THAT TIME.

I SUGGEST WE GO WITH THE RECOMMENDATIONS AND KEEP THE FIVE PARAPROFESSIONALS.

ALL RIGHT. TRUSTEE YEAGER? YEP, I MOVE THAT TO APPROVE THE REALLOCATION OF THE SPECIAL EDUCATION STAFF AS REQUESTED.

ADDITIONAL STAFFS PRESENTED WITH THE ADDENDUM THAT THE FIVE PARAPROFESSIONALS THAT WERE OUTLINED STAY EMPLOYED WITH THE DISTRICT AS IS. WE HAVE A MOTION. AND SECOND, ANY FURTHER DISCUSSION, MISS SEXTON? WOULD THAT FULFILL YOUR NEEDS? I MEAN, IF YOU HAD ANY OTHER REQUESTS, WHAT WOULD THAT BE? IF YOU HAD UNLIMITED BUDGET, WHAT WOULD YOU ASK FOR? CAREFUL, DON'T ANSWER THAT QUESTION.

I'M NOT SAYING YOU GET HOW MUCH TIME DO WE HAVE? NO. THESE POSITIONS THAT ARE HERE ARE THE POSITIONS THAT ARE IMPERATIVE FOR US TO SERVE STUDENTS NEXT YEAR.

THESE 11 POSITIONS ARE THE ONES THAT WE WE MUST HAVE IN ORDER TO SERVE STUDENTS NEXT YEAR.

OKAY, OKAY.

WE HAVE A MOTION AND A SECOND.

ALL IN FAVOR? AYE. MOTION CARRIES 6 TO 0.

THANK YOU, DR. BONNER.

THANK YOU. ALL RIGHT, MOVING ON TO ITEM.

YES. APPLAUSE. YAY! MOVING ON TO ITEM 7.3.

CONSIDER APPROVAL OF MAY 6TH, 2024, BOARD RESOLUTION ACCEPTING A DONATION FROM CARROLL EDUCATION FOUNDATION.

TRUSTEE YEAGER, I'M GOING TO HAVE YOU READ THE RESOLUTION FIRST, AND THEN I'M GOING TO CALL ON MISS MARTIN TO COME UP AND ON BEHALF OF CEO.

CERTAINLY. BOARD RESOLUTION, WHEREAS THE CARROLL INDEPENDENT SCHOOL DISTRICT, CARROLL ISD, HAS ALWAYS BEEN, AND WILL REMAIN COMMITTED TO PROVIDING THE BEST POSSIBLE EDUCATIONAL OPPORTUNITIES FOR STAFF AND ITS STUDENTS, WHILE AT THE SAME TIME BEING GOOD STEWARDS OF AVAILABLE PUBLIC FUNDS.

AND WHEREAS THE BOARD OF TRUSTEES WISHES TO PROVIDE CERTAIN CARROLL ISD EMPLOYEES PARTICIPATING IN TEACHER OF THE YEAR A ONE TIME PAYMENT AS AN INCENTIVE FOR THEIR CONTINUED SERVICE TO THE STUDENTS AND SCHOOL COMMUNITY OF CARROLL ISD.

AND WHEREAS, THE BOARD OF TRUSTEES ANTICIPATES THAT CARROLL ISD WILL UTILIZE FUNDS DONATED BY THE CARROLL EDUCATION FOUNDATION, AND SUCH FUNDS WILL BE DISPERSED BY CARROLL ISD TO ELIGIBLE CARROLL ISD EMPLOYEES CONSISTING OF PARTICIPATING AND NAMED TEACHERS OF THE YEAR, AS FURTHER OUTLINED BELOW.

AND WHEREAS BOARD POLICY 3.4.3 ALLOWS THE BOARD OF TRUSTEES TO ACCEPT ANY BEQUEST OR GIFT OF MONEY OR PROPERTY ON BEHALF OF THE DISTRICT, AT WHICH TIME THE GIFT SHALL BECOME THE SOLE PROPERTY OF CARROLL ISD FOR ITS USE AND DISPOSITION.

AND WHEREAS A PUBLIC SCHOOL PURPOSE WILL BE SERVED BY THE PAYMENT OF A ONE TIME INCENTIVE PAYMENT TO ELIGIBLE EMPLOYEES IN ORDER TO DEMONSTRATE SUPPORT OF ITS EMPLOYEES, ENHANCE EMPLOYEE MORALE, AND SERVE AS AN EMPLOYEE RETENTION INCENTIVE.

AND WHEREAS, THE CARROLL ISD BELIEVES THE SUPPORT AND RETENTION OF EXPERIENCED EMPLOYEES BENEFITS THE STUDENTS AND STAFF AT CARROLL ISD.

NOW, THEREFORE, BE IT RESOLVED BY THE BOARD THAT ONE, THE FINDINGS AND RECITALS OF THE PREAMBLE OF THIS RESOLUTION ARE FOUND TO BE TRUE AND CORRECT IN OUR HEREBY APPROVED AND ADOPTED.

AND TWO. THE BOARD ACCEPTS THE DONATION OF $20,000 FROM THE CARROLL EDUCATION FOUNDATION TO BE USED IN SUPPORT OF THE 2023-24 CISD CAMPUS TEACHERS OF THE YEAR IN ELEMENTARY AND SECONDARY DISTRICT TEACHER OF THE YEAR.

THREE THE BOARD AUTHORIZES THE PAYMENT OF A ONETIME INCENTIVE PAYMENT AS FOLLOWS $1,000 FOR EACH PARTICIPATING TEACHER OF THE YEAR.

AN ADDITIONAL 5000 EACH TO ELEMENTARY TEACHER OF THE YEAR AND SECONDARY TEACHER OF THE YEAR, AND FOR THE PAYMENT OF THIS ONE-TIME INCENTIVE.

[01:20:03]

THE BOARD FINDS THAT A PUBLIC PURPOSE AND A BENEFIT TO THE CARROLL ISD EXISTS IN THE PAYMENT OF ITS ONE-TIME INCENTIVE PAYMENT TO ELIGIBLE EMPLOYEES, AND SEVEN A COPY OF THIS RESOLUTION BE PLACED IN THE MEETING MINUTES OF THE CARROLL INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES, ADOPTED BY THE VOTE OF THE MAJORITY OF BOARD MEMBERS OF THE BOARD OF TRUSTEES OF THE CARROLL ISD.

PRESENT AND VOTING AT AN OPEN MEETING ON THE BOARD OF THE BOARD ON THE 6TH OF MAY 2024, AT WHICH A QUORUM WAS.

THANK YOU, TRUSTEE YEAGER.

I MOVE TO APPROVE THE RESOLUTION AS PRESENTED.

SECOND MOTION AND A SECOND.

ANY FURTHER DISCUSSION? ALL IN FAVOR? MOTION CARRIES 6 TO 0.

MISS MARTIN, YOU'RE UP.

THANK YOU SO MUCH, TRUSTEES.

DR. LEDBETTER. I'M ALEX MARTIN, THE EXECUTIVE DIRECTOR OF THE CARROLL EDUCATION FOUNDATION.

AS YOU KNOW, WE ALL BELIEVE THAT GREAT EDUCATION BEGINS AND ENDS WITH GREAT TEACHERS.

AND THIS LAST SUMMER, WHEN WE REALLY REVISITED OUR FUNDING MODEL AND HOW WE WERE GOING TO BETTER SUPPORT AND DIRECTLY SUPPORT OUR AMAZING TEACHERS HERE IN THE DISTRICT, ONE OF THE THINGS THAT WE REALLY FELT PASSIONATELY ABOUT WAS OUR TEACHERS OF THE YEAR, AND HOW WE CAN REWARD THESE INSPIRING TEACHERS THAT ARE DELIVERING EXCELLENCE EVERY DAY, KIND OF AS THE EXAMPLE OF WHAT WE ALL WANT OUT OF OUR EDUCATION FOR OUR STUDENTS.

SO, WE ARE VERY EXCITED THIS YEAR TO BE ABLE TO OFFER A $1,000 PER CAMPUS TEACHER THE $5,000 FOR THE ELEMENTARY DISTRICT TEACHER OF THE YEAR AND THE SECONDARY TEACHER OF THE YEAR.

AND EVEN MORE EXCITED TO COME BACK NEXT MONTH WITH A LARGER GIFT THAT WILL DIRECTLY FUND ALL OF OUR INCREDIBLE TEACHERS.

REALLY IS AMAZING. MISS MARTIN, THANK YOU SO MUCH TO YOU AND TO YOUR BOARD AT CF.

I KNOW CHANGE IS DIFFICULT SOMETIMES, BUT I THINK YOU GUYS MADE THE RIGHT DECISION IN THIS REGARD AND, YOU KNOW, IS AS WE GET THE WORD OUT, I DON'T REALLY THINK THE WORD IS OUT TO EVERYBODY IN OUR COMMUNITY YET.

I KNOW THAT OUR DONATION AMOUNTS EACH YEAR IS GOING TO CONTINUE TO GROW AND GROW AND GROW, AND THAT JUST MEANS A LARGER CHECK AT THE END OF THE YEAR FOR ALL OF OUR 600 TEACHERS THAT DESERVE IT.

SO, WE APPRECIATE WHAT YOU GUYS ARE DOING.

THE TURNAROUND THAT YOU'VE MADE IN TERMS OF YOUR NEW BUSINESS MODEL AND HOW YOU'RE APPROACHING THAT, IT'S JUST REFRESHING TO SEE THAT WE GET TO REALLY CELEBRATE ALL 600 OF OUR TEACHERS.

AND I CAN'T WAIT TILL YOU'RE BACK NEXT MONTH AND GET TO ANNOUNCE THAT AMOUNT.

SO REALLY APPRECIATE THAT.

I'LL OPEN IT UP FOR ANY COMMENTS FROM TRUSTEES.

I'VE BEEN TO THEM WITH A DONOR, AND I COULD JUST SAY THE EFFORT ON YOU AND THE STAFF, AND THE VOLUNTEERS WAS EXTRAORDINARY.

THOSE THAT ATTENDED THE GALA AND OTHER EVENTS.

JUST WONDERFUL EFFORT AND WE THANK YOU SO MUCH.

THANK YOU. IT IS OUR HONOR.

I'LL PILE ON AND SAY THANK YOU VERY MUCH.

AND I THINK THE ANNUAL FUNDRAISERS HAVE BEEN REALLY AMAZING, AND ESPECIALLY THIS YEAR, I CAN'T IMAGINE ANY MORE.

I THINK YOU HAD OVER 400 PEOPLE AT THAT EVENT.

WE WERE VERY MUCH SOLD OUT.

VERY MUCH SOLD OUT.

THANK YOU, GUYS, FOR ALL YOUR EFFORTS.

THE BOARD AND YOU AND ALL THE VOLUNTEERS.

YEAH, I'LL JUST ECHO.

I APPRECIATE YOU. I APPRECIATE YOUR BOARD, AND I APPRECIATE YOUR TEAM BECAUSE I KNOW YOU WORK YOUR TAILS OFF BECAUSE Y'ALL REALLY DO CARE ABOUT TEACHERS, AND YOU REALLY CARE ABOUT MAKING SURE THAT THEY'RE COMPENSATED SINCE THEY'RE NOT COMPENSATED WHAT THEY DESERVE.

SO, I JUST I REALLY APPRECIATE YOUR PARTNERSHIP.

THANK YOU. WE APPRECIATE Y'ALL'S.

ALL RIGHT. TRUSTEE.

CAN I GET A MOTION? YEP. AND I MOVE TO ACCEPT.

I MOVE TO APPROVE THE RESOLUTION.

OUTLINING THE ONETIME PAYMENT TO TEACHERS OF THE YEAR AS PRESENTED.

SECOND MOTION AND SECOND.

ALL IN FAVOR. MOTION CARRIES 6 TO 0.

THANK YOU, MISS MARTIN.

IF NO OBJECTION, WE ARE ADJOURNED AT 7:23 P.M.

* This transcript was compiled from uncorrected Closed Captioning.