Mar 03, 2022 Budget Workshop

[CALL TO ORDER]

[00:00:08]

THIS MEETING IS NOW CONVENED.

THE TIME IS 2:00 P.M.

BOARD MEMBERS PRESENT IN THE BOARD AUDITORIUM ARE TRUSTEE ALAN, TRUSTEE WADE, TRUSTEE GUIDRY, TRUSTEE SANTOS, TRUSTEE CRUZ, TRUSTEE BLUEFORD-DANIELS, TRUSTEE DEIGAARD, TRUSTEE ZBA AND TRUSTEE HERNANDEZ.

I WOULD LIKE TO ASK EVERYONE TO PLEASE SILENCE ALL CELL PHONES.

[SPEAKERS TO AGENDA ITEMS]

PLEASE SPEAK TO THE AGENDA ITEM YOU HAVE SIGNED UP FOR.

WE ALSO ASKED THAT SPEAKER STAY ON TOPIC AND REFRAIN FROM NAMING INDIVIDUALS, ESPECIALLY STUDENTS, AS THEIR IDENTITY IS PROTECTED UNDER LAW.

BUT YOU MAY NAME YOUR OWN CHILD.

WILL GERRY MONROE PLEASE COME TO THE PODIUM.

I WENT TO BUY ME A CAR AND I LIKED THE FERRARI.

BUT MY BANK ACCOUNT SAID I COULDN'T AFFORD IT.

BUT YOU KNOW WHAT, MY CREDIT WAS GOOD ENOUGH, SO I BOUGHT IT ANYWAY.

NOW HOW I'M A PAY FOR IT.

POLITICS IS A VERY UNIQUE GAME BECAUSE WHEN YOU POLITIC THE UNION, WHEN YOU POLITIC STATE REPS THAT HAVE COME TO VISIT YOU, YOU'RE NOT WORKING IN THE BEST INTERESTS OF THESE PEOPLE. I COULDN'T SIT ON A BOARD WHERE I WOULD BE DISRESPECTED AND NOT HAVE ACCESS TO YOUR PLAN SO THAT I COULD ACTUALLY LOOK IT OVER THE RIGHT WAY.

NOW, I DON'T KNOW IF YOU PLAN ON STAYING HERE LONG.

KEEP YOUR EYES ON WHARTON, TEXAS THIS WEEKEND.

I'M A SHOW YOU HOW YOU RUN A SUPERINTENDENT OUT.

BUT WHEN YOU LEAVE.

WE GOT TO DEAL WITH WHAT YOU LEFT.

WE'VE GOT TO DEAL WITH IT. IF YOU FAIL, LET IT BE ON YOUR OWN MERITS.

EVERYBODY THAT ACT LIKE THEY SMART AIN'T SMART.

ARE YOU GOING TO STOP HIRING ADMINISTRATIVE PEOPLE? WHEN YOU DECIDE YOU WANT TO DEAL WITH MY TEACHERS ON THE CAMPUS BECAUSE IT'S GOT TO HAPPEN, MAYBE LIKE YOUR FRIEND COMING FROM OKLAHOMA CITY, WHO I HAD MY INVESTIGATOR DO A CHECK ON THIS WEEK.

HAVE THEY SHOWN UP YET? IT'S ANOTHER SIX FIGURES.

BRUH, I DONE WENT HIGH AND LOW SINCE THE LAST MEETING.

IF Y'ALL CRAZY ENOUGH TO VOTE ON A PLAN THAT YOU AIN'T SEEN AND HAD TIME TO LOOK AT IT, YOU'RE CRAZY ENOUGH TO BANKRUPT THIS SCHOOL DISTRICT IN TWO YEARS AND EVERYBODY THAT PUSHED IT GONE BE GONE.

HAVE A GOOD DAY. WE WILL NOW MOVE TO OUR WORKSHOP TOPIC, THE 2022-2023

[WORKSHOP TOPIC: 2022–2023 BUDGET (Part 1 of 2)]

SUPERINTENDENT HOUSE, YOU HAVE THE FLOOR.

THANK YOU, PRESIDENT CRUZ, AND GOOD AFTERNOON TO EVERYONE.

TODAY, WE'RE, OF COURSE, HOSTING THE FIRST OF A SERIES OF WORKSHOPS AS WE LOOK TOWARDS ADOPTING THE FISCAL YEAR 23 BUDGET.

TODAY'S SESSION WILL BE FOCUSED SPECIFICALLY ON THE BUDGET FOR THE REMAINDER OF THIS SCHOOL YEAR, AS WELL AS 2022-23.

BEFORE WE START, I'D LIKE TO TO SET THE CONTEXT FOR TODAY'S CONVERSATION.

IF NOTHING CHANGES, THE DISTRICT FACES MAJOR UNCERTAIN BUDGETARY ISSUES FOR THE FUTURE.

DECLINING ENROLLMENT NUMBERS, ORGANIZATIONAL INEFFICIENCY AND POOR HISTORICAL BUDGETING PRACTICES HAVE LEFT THE DISTRICT FACED WITH A STRUCTURAL BUDGET DEFICIT THAT WILL CONTINUE TO GROW IF LEFT UNCHECKED OR ADDRESSED.

WELL, I WANT TO BE CLEAR THAT THIS IS A FINANCIAL SITUATION THAT OUR ADMINISTRATION INHERITED. I ALSO WANT TO BE CLEAR THAT THIS ADMINISTRATION WILL NOT LET IT CONTINUE.

IT'S A NEW DAY IN HISD, AND I THINK YOU ALL HAVE HEARD ME SAY THAT TIME AND TIME AGAIN.

GONE ARE THE DAYS OF KICKING THE CAN DOWN THE ROAD FROM A BUDGETARY STANDPOINT.

WE HAVE TO ENSURE THAT OUR FINANCIAL CHALLENGES ARE HIT HEAD ON AND THAT WE SORT THESE

[00:05:01]

THAT'S PART OF THE REASON WHY WE'VE SPLIT THIS UP INTO THREE CONVERSATIONS OVER THE WEEKS AHEAD. WE MUST ADDRESS BOTH THE IMMEDIATE AND THE LONG TERM FINANCIAL CHALLENGES THAT THIS DISTRICT FACES AND EACH CONVERSATION DESERVES, IN MY OPINION, IT'S OWN WORKSHOP.

WHAT YOU'LL SEE OVER THE NEXT THREE WORKSHOPS IS THAT WE ARE BRINGING A NEW APPROACH TO HOW THE DISTRICT BUDGETS.

WE MUST BE CLEAR EYED THAT PLUGGED DEFICITS WITH ONE TIME FUNDS WILL NOT ANSWER THE ISSUES THAT WE HAVE.

WE CANNOT CONTINUE TO OVERESTIMATE EXPENSES AND TO JUST USE THE EXCESS OF EXPENSES TO USE AS WE PULL THESE OR PLUG THESE HOLES MOVING FORWARD.

THAT IS SIMPLY NOT A RESPONSIBLE BUDGETING STRATEGY.

IT HIDES BIGGER PROBLEMS, AND MOST IMPORTANTLY, IT KEEPS MONEY OUT OF OUR CLASSROOMS AND AWAY FROM OUR CHILDREN.

OUR BUDGETING MANTRA MUST BE TO PREPARE FOR THE WORST WHILE HOPING FOR THE BEST.

WE MUST LEVERAGE OUR ESSER DOLLARS, AS YOU'VE HEARD ME SAY BEFORE, TO HELP ADDRESS THE INHERITED DEFICIT AND KICK START THE FIVE YEAR STRATEGIC PLAN, WHICH IS DESIGNED TO ADDRESS THE CHALLENGES THAT HAVE CONTRIBUTED TO THE FINANCIAL INSTABILITY THAT WE FACE TODAY. MOST CRITICALLY, AND THIS IS GOING TO REQUIRE THE BUY-IN OF EVERYONE IN THIS ROOM.

WE MUST ALL AND I MEAN ALL, WE MUST ALL COMMIT TO CHOOSING THE DIFFICULT PATH FORWARD TO FINALLY ADDRESS OUR STRUCTURAL DEFICIT.

THIS WILL REQUIRE AGAIN TOUGH CHOICES THROUGH SHARED SACRIFICE.

WE SHOULD ALL BE READY TO TIGHTEN OUR BELTS AND RIGHT SIZE THE DISTRICT'S FINANCES TO HELP US THROUGH THIS PROCESS.

WE'VE ASSEMBLED A TEAM OF LOCAL FINANCE EXPERTS AND GAVE THEM FULL ACCESS TO THE DISTRICT'S FINANCES AND FINALLY HAVE A CLEAR PICTURE OF EXACTLY WHAT HISD CAN AND CANNOT AFFORD MOVING FORWARD.

YOU'LL BE HEARING FROM ONE OF THOSE EXPERTS.

THIRD PARTY ALVAREZ AND MARSAL SHORTLY.

THIS WILL NOT BE EASY.

I'VE SAID IT OVER AND OVER, AND THERE WILL BE MANY TOUGH CHOICES ALONG THE WAY.

BUT I'M COMMITTED TO DOING THIS WORK BECAUSE IT'S THE RIGHT THING TO DO FOR HISD.

SO TODAY, JUST THIS IS JUST A SNAPSHOT OF THE AGENDA THAT I WANTED YOU ALL TO SEE TO.

AND I THINK YOU GUYS RECEIVED KIND OF THE SNAPSHOT THAT THAT I SENT THE OTHER DAY THAT KIND OF BREAKS DOWN WHAT THE EXPECTATION IS FOR TODAY ALSO.

NOW, THIS IS THE FIRST, AS I MENTIONED, OF THREE SESSIONS IN WHICH WE HOPE TO PROVIDE A GENERAL OVERVIEW OF THE DIRECTION OF THE DISTRICT.

AGAIN, WE'VE BROKEN THIS CONVERSATION OUT INTO AT LEAST THREE SEPARATE WORKSHOPS, THOSE WORKSHOPS WILL BE FOCUSED ON THE IMMEDIATE SHORT TERM BUDGET CHALLENGES.

THE FINANCIAL CONSIDERATIONS OF OUR FIVE YEAR STRATEGIC PLAN.

AND A LONG TERM FINANCIAL OUTLOOK, WHICH WILL BE FOCUSED ON ADDRESSING THE STRUCTURAL DEFICIT AS A WHOLE.

WITH THAT BEING SAID, I'D LIKE TO INTRODUCE AND BOTH WELCOME SOMEONE THAT MOST OF US ON THE DAIS ARE NOT FAMILIAR WITH, AND THIS IS MR. JIM GRADY.

JIM IS SITTING RIGHT TO OUR LEFT, AND HE'S WITH ALVAREZ AND MARSAL, AND WE'RE LOOKING FORWARD TO HEARING SPECIFICALLY FROM JIM.

AGAIN JIM IS A OUTSIDE SOURCE THAT HAS BEEN WITH US FOR A FEW MONTHS NOW, SEVERAL MONTHS

[00:10:01]

THANK YOU, SUPERINTENDENT HOUSE, CAN YOU ALL HEAR ME? THANK YOU, TRUSTEES, FOR YOU FOR ALLOWING ME TO SPEAK TODAY.

I LOOK FORWARD TO OUR DISCUSSION ABOUT THE BUDGET.

IN TERMS OF AN AGENDA, I REALLY WANT TO COVER A COUPLE OF THINGS, A FEW THINGS.

FIRST OF ALL, I'LL GIVE YOU A SNAPSHOT OF THE CURRENT SITUATION IN TERMS OF THE FINANCES FOR THE DISTRICT. RECENT FINANCIAL PERFORMANCE, IF YOU WILL.

I'D LIKE TO TOUCH ON THE VARIOUS FINANCIAL LEVERS THAT THE DISTRICT HAS AVAILABLE IN TERMS OF FUNDING OPTIONS FUNDING SOURCES.

I'D LIKE TO PROVIDE JUST A SNAPSHOT OF WHAT WHERE WE THINK FISCAL YEAR 22 IS GOING TO COME IN AT AND THEN GIVE A REAL SNEAK PEAK OF FISCAL YEAR TWENTY THREE, GIVEN CERTAIN ASSUMPTIONS AND WHERE WE THINK THE DISTRICT WILL END THERE.

JUST AGAIN, VERY PRELIMINARY ESTIMATE OF WHERE WE'RE AT.

BEFORE I MOVE INTO THAT, JUST REAL TWO QUICK HOUSEKEEPING ITEMS. NUMBER ONE, I'M FOCUSED ON THE GENERAL FUND, SO PRETTY MUCH OUR ENTIRE DISCUSSION, WITH THE EXCEPTION OF REFERENCES TO ESSER, WHICH I WILL MAKE CLEAR THIS IS ALL TALK ABOUT THE GENERAL FUND. THE OTHER FUNDS OVER WHICH YOU HAVE PURVIEW WILL BE DISCUSSED AT FUTURE BUDGET WORKSHOPS. TODAY, WE WANT TO FOCUS SQUARELY ON THE GENERAL FUND.

THE SECOND HOUSEKEEPING ITEM WE'VE PROVIDED, I BELIEVE IT'S ON SLIDES 30 AND 31.

THERE'S A GLOSSARY OF TERMS THAT WE'VE PROVIDED.

I WANT TO MAKE SURE THAT WHEN WE START TALKING ABOUT TERMS LIKE RECAPTURE AND HOLD HARMLESS AND AND THOSE SORTS OF ITEMS THAT WE'RE ALL OPERATING OR WE'RE VIEWING IT FROM A SHARED UNDERSTANDING OF THAT.

I'LL GO THROUGH AND MAKE THEM CLEAR, BUT TO THE EXTENT THAT I'M NOT, WE CAN DRILL INTO GETTING CLARITY AROUND THOSE DEFINITIONS.

NOW, LET'S MOVE ON TO THE CURRENT SITUATION.

SO LAST FALL, AS THE SUPERINTENDENT MENTIONED LAST FALL, A TEAM MYSELF AND A TEAM CAME IN AND WE DID A QUICK 30 DAY ASSESSMENT ON THE FINANCES OF THE DISTRICT AND LOOKED AT THE BUDGETING PROCESS AND OFFERED OUR VIEWS ON THAT, OFFERED AN ASSESSMENT AND SHARED THAT WITH THE SUPERINTENDENT.

IN THE COURSE OF DOING THAT ASSESSMENT, WHEN WE LOOKED AT THE BUDGET, WE RECOGNIZE THAT THE DISTRICT HISTORICALLY HAD OVER BUDGETED ITS VIEW OF SURPLUSES OR DEFICITS.

THAT IS, IT BUDGETED ON TOP OF BUDGETS, ON TOP OF BUDGETS WITHOUT ANY SORT OF CLEAR VIEW ON RECONCILIATION BETWEEN WHAT WAS ACTUALLY HAPPENING.

THIS SLIDE HERE IS TO PROVIDE YOU THAT STORY OF LIKE WHAT IS ACTUALLY HAPPENING.

THIS IS A MORE ACCURATE DEPICTION OF THE FINANCIAL PERFORMANCE OF THE DISTRICT OVER THE LAST FEW YEARS.

THE SOURCE OF THIS DATA IS THE ANNUAL THE PUBLICLY FILED ANNUAL FINANCIAL REPORTS, THE COFFERS THAT ARE FILED UP ON THE WEBSITE.

WE ALL WE'VE SIMPLY DONE IS TAKEN THE NUMBERS FROM THE GENERAL FUND AGAIN AND ADJUSTED THEM FOR RECAPTURE SO THAT WE CAN GET A GOOD VIEW.

WE GET A GOOD VIEW OF WHAT THE REVENUES AND EXPENDITURES YEAR OVER YEAR ARE OF THE DISTRICT ACTUAL.

IN ADDITION, WE'VE PROVIDED SOME ENROLLMENT DATA DOWN AT THE BOTTOM IN TERMS OF THE CORRESPONDING YEAR'S ENROLLMENT IN PERCENTAGE CHANGE.

THERE'S TWO THINGS I WANT YOU TO TAKE AWAY FROM THE SLIDE, IF NOTHING ELSE.

I JUST WANT YOU TO KEEP IN THE BACK OF YOUR MIND BECAUSE WE'LL TOUCH ON A LITTLE BIT AS WE MOVE FORWARD. I WANT YOU JUST TO DRAW YOUR ATTENTION TO THE FISCAL YEAR 2018 AND 2019 AND 2019-2020.

YOU'LL SEE REVENUES IN EXCESS OF EXPENDITURES.

THERE'S TWO YEARS, YOU KNOW, A COUPLE OF HUNDRED MILLION BUCKS THERE.

THE SECOND THING I WANT YOU TO NOTICE OR JUST KEEP IN THE BACK OF YOUR MIND IS ON THE ENROLLMENT SIDE, IF YOU LOOK AT 20 FISCAL YEAR 2020, WHERE IT'S TWO HUNDRED AND NINE THOUSAND AND AND MOVE OVER A COUPLE OF COLUMNS TO FISCAL YEAR 21-2022.

YOU'LL SEE ONE HUNDRED AND NINETY FOUR THOUSAND.

IT'S THE DECLINE FROM THE PANDEMIC, THE LOSS OF ABOUT 15000 STUDENTS THAT THE DISTRICT HAS EXPERIENCED.

WE CAN MOVE ON TO THE NEXT SLIDE.

SO YOU'VE SEEN A VERSION OF THIS IN PAST BUDGET WORKSHOPS, AND THIS IS SIMPLY A A BREAKDOWN OF THE THE ADOPTED BUDGET FROM LAST JULY 2021 AND A BREAKOUT OF WHERE THE

[00:15:04]

THERE'S APPROPRIATIONS MADE AT THE DEPARTMENTAL LEVEL, THE PUPIL SERVICES.

THOSE ARE PORTIONS OF DEPARTMENTS THAT ACTUALLY WORK WITH DIRECTLY WITH PUPILS.

AND THEN YOU MOVE, YOU CLOSE OUT WITH YOUR FIXED COSTS, WHICH ARE YOUR YOUR TYPICAL FIXED COST UTILITIES, WHAT HAVE YOU.

AND THEN WE END WITH THE RECAPTURE AMOUNT.

SO THIS IS A BREAKDOWN OF THE ADOPTED BUDGET LAST JULY AND JUST A VIEW OF HOW THE APPROPRIATIONS BROKE.

MOVE ON TO THE NEXT SLIDE, SO BEFORE I JUMP INTO THIS SLIDE, I'M NOT WANT TO ADDRESS THE LEVERS THAT THE DISTRICT HAS IN TERMS OF POTS OF MONEY.

I'M GOING TO TALK ABOUT SPECIFICALLY THREE POTS.

THE FIRST ONE IS THIS CONCEPT OF AVAILABLE FUND BALANCE? AND I'M GOING TO GET TO THAT IN A SECOND.

THE SECOND BUCKET, IF YOU WILL, IS THE INDIRECT COST ALLOCATION THAT YOU GET FROM ESSER PROGRAMS. AND THE THIRD BUCKET OF THE THREE IS THE ESSER HOLD HARMLESS ALLOCATION, WHICH I'LL GET TO IN A COUPLE OF SLIDES, A FEW SLIDES AFTER THIS.

SO I JUST WANT YOU TO KEEP IN MIND I'M GOING TO INTRODUCE THREE LEVERS OR BUCKETS THAT THE DISTRICT HAS IN ITS TOOLBOX.

THE FIRST OF THOSE IS ON THE SLIDE SEVEN RIGHT HERE.

THIS IS THE AVAILABLE FUND BALANCE.

AND SO BEFORE I JUMP INTO THAT, WE'RE GOING TO START WITH THE CHART ON THE LEFT.

THE CHART ON THE LEFT IS THE IS THE BEGINNING FUND BALANCE, AS REPORTED IN YOUR AUDITED FINANCIAL STATEMENTS AT THE END OF AS OF JUNE 30, 2021.

SO YOU START THE DISTRICT STARTS WITH JUST UNDER A BILLION DOLLARS OF FUND BALANCE.

MOVING TO THE RIGHT.

WE I'M TAKING THAT FUND BALANCE, AND I'M GIVING IT UP A LITTLE BIT, I'M CUTTING IT A COUPLE. JUST I'M JUST SEPARATING IT A BIT.

IN THAT FUND BALANCE, YOU HAVE A THREE MONTH YOU HAVE THIS POLICY WHERE YOU YOU KEEP THREE MONTHS OF EXPENDITURES IN RESERVE.

THAT'S THE BOTTOM 466, THE GRAY OF YOUR BILLION DOLLARS.

THE NEXT BUCKET UP, THE 306, THOSE ARE FUNDS THAT HAVE THAT ALREADY HAVE BEEN COMMITTED, THEY'VE BEEN COMMITTED FOR ONE REASON OR ANOTHER.

THERE, THEY MAY BE CARRYOVER FROM PAST YEARS.

THERE ARE SPECIFIC TARGETS THAT THOSE CASH RESERVES HAVE BEEN SET ASIDE FOR.

AND THEN FINALLY, AT THE VERY TOP, THE 224, WHICH IS KIND OF A BLUEISH COLOR, THIS IS THIS INCLUDES YOUR UNASSIGNED FUND BALANCE, SO IT'S FUND BALANCE.

IT DOES NOT HAVE A HOME, DOES NOT HAVE ANY EXPENDITURE RELATED TO IT, WHAT HAVE YOU.

PLUS, IT ALSO INCLUDES IN STRUCTURAL STABILIZATION FUNDS.

THOSE FUNDS ARE AGAIN, DON'T HAVE A SPECIFIC HOME AND HAVE BEEN SET ASIDE AS KIND OF RAINY DAY FUNDS.

SO AGAIN, WHEN I LOOK AT YOUR FUND BALANCE, YOU'VE GOT THREE MONTHS RESERVES.

YOU'VE GOT SOME MORE COVERAGE ON TOP OF THAT AND THEN YOU HAVE ANOTHER TWO HUNDRED AND TWENTY FOUR MILLION OF FUNDS.

AND THE TWO TWENTY FOUR IS WHAT I WOULD CONSIDER LEVER NUMBER ONE OR BUCKET NUMBER ONE IN TERMS OF LEVERS THAT THE DISTRICT HAS.

I'M GOING TO MOVE NOW TO SLIDE, THE NEXT SLIDE, SLIDE EIGHT.

SO I'VE JUST INTRODUCED THE FIRST ONE, THE SECOND ONE THAT I'M GOING TO INTRODUCE IS THIS CONCEPT OF INDIRECT COST.

IN TAKING A STEP BACK, BASICALLY, EVERY FEDERALLY FUNDED PROGRAM HAS A CONCEPT OF INDIRECT COSTS. AS YOU MAY KNOW, EVEN IF YOU'RE GOING TO GO BUILD A ROAD SOMEWHERE THE AND YOU USE FEDERAL FUNDS, THE FEDERAL GOVERNMENT SETS UP A MECHANISM BY WHICH TO TO COVER SOME OF THE COST OF ADMINISTERING THOSE PROGRAMS. THERE'S A COST INVOLVED IN TERMS OF REPORTING, IN TERMS OF TRACKING, IN TERMS OF MONITORING THAT TAKES UP TIME AND RESOURCES OF FOLKS TO DO THAT EXTRA WORK.

THE GOVERNMENT RECOGNIZES THAT, AND IT SETS ASIDE AN INDIRECT COST PORTION FROM THOSE FUNDS TO COVER THOSE THINGS.

IN THE CASE OF ESSER, THE FUNDING PROVIDED BY THE DEPARTMENT OF EDUCATION, THEY ALSO PROVIDE A INDIRECT COST ALLOCATION IN THE CASE OF THE OF THE DISTRICT.

THE COST RATE ON THAT IS THIRTEEN POINT EIGHT PERCENT.

SO WHEN I LOOK AT THE INDIRECT COST ALLOCATION BUCKET, IF YOU WILL, IF I TAKE THE TOTAL FUNDING OF ESSER1 AND ESSER2 OR I'M SORRY, ESSER TWO AND ESSER THREE, PARDON ME.

THAT'S JUST OVER A BILLION DOLLARS.

THAT'S THE 1162 THAT'S REPRESENTED THERE IN THE MIDDLE OF THE CHART.

[00:20:03]

THERE IS PROBABLY A VERY LITTLE TRACKING, REPORTING OR MONITORING THAT NEEDS TO BE DONE BY SIMPLY BUYING A VENTILATION SYSTEM.

THAT'S THE REASON FOR THAT.

AND SO I'M SUBTRACTING THAT OUT OF THE 1.1 BILLION, WE'RE AT JUST ABOUT 940 MILLION.

MULTIPLY THAT BY THE THIRTEEN POINT EIGHT PERCENT INDIRECT COST ALLOCATION.

AND THAT LEAVES THE INDIRECT COST ALLOCATION BUCKET, IF YOU WILL, AT ONE HUNDRED AND THIRTY MILLION AGAIN TO COVER COSTS OF ADMINISTERING OF ESSER.

GOING TO MOVE ON TO THE NEXT SLIDE, SLIDE NINE.

SO JUST GOING BACK TO OUR THREE BUCKETS I'VE COVERED TWO, I DID THE THE AVAILABLE FUND BUCKET. I'VE DONE THE THE ESSER INDIRECT COST ALLOCATION.

I WILL GET TO THE THIRD BUCKET IN JUST A COUPLE OF SLIDES.

SO BEAR WITH ME. BEFORE I GO INTO THAT, THOUGH, LET'S TALK ABOUT THE BUDGET ASSUMPTIONS AGAIN, YOU'VE, I THINK, SEEN THIS IN THE PAST, BUT IT MIGHT BE BENEFICIAL HERE FOR US JUST TO TAKE A LOOK AT WHAT WE'RE ASSUMING WHEN WE TALK ABOUT FISCAL YEAR 23.

THE BUDGET FOR FISCAL YEAR 22 WAS, AS YOU MAY RECALL, WAS BASED ON ONE HUNDRED AND NINETY FOUR THOUSAND SIX HUNDRED STUDENTS.

THE ASSUMPTION THAT WE'RE USING FOR NEXT YEAR RIGHT NOW IS ONE HUNDRED AND NINETY FOUR ONE ONE THREE.

SO JUST A DECLINE OF ABOUT 600 OR JUST UNDER, I'M SORRY, JUST UNDER 500 STUDENTS.

THAT IS BASED ON THE DEMOGRAPHIC STUDIES THAT THE DISTRICT HAS RECEIVED.

IN THE PAST, THE ENROLLMENT FORECASTS HAVE BEEN PREPARED AT THE SCHOOL LEVEL BECAUSE OF THE FLUCTUATIONS IN TERMS OF SCHOOLS PERHAPS OVERESTIMATING OR UNDERESTIMATING THE ENROLLMENT. THE ADMINISTRATION MADE THE DECISION THIS YEAR TO FOCUS ON USING THE DEMOGRAPHER FOR NOW IN TERMS OF ASSUMING NEXT YEAR.

IN TERMS OF PROPERTY TAXES, AS YOU MAY BE AWARE, PROPERTY TAXES AND THE INCREASED VALUE IN PROPERTY TAXES, ESPECIALLY IN THE CITY OF HOUSTON HERE, WHILE THOSE VALUES MAY BE GOING UP AND WE DO MAKE SOME ASSUMPTIONS AT THOSE VALUES, ANY INCREASE OR ANY BENEFIT FROM THAT ESSENTIALLY GETS SUCKED UP THROUGH RECAPTURE.

BACK TO THE STATE. UM, AND WHEN WE'RE THINKING ABOUT THE MAINTENANCE AND OPERATING THE TAX RATE THAT WE USE, THIS HAS BEEN, AS YOU KNOW, BEEN GOING DOWN OVER THE LAST FEW YEARS, THE CURRENT RATE FOR THIS YEAR FOR THE FISCAL YEAR, TWENTY TWO BUDGET IS NINE POINT NINE SIX ONE SEVEN.

I THINK WE'RE ESTIMATING IT'S GOING TO BE ABOUT ZERO POINT NINE, FIVE OR NINE FOR SOMEWHERE IN THAT NEIGHBORHOOD FOR FOR NEXT YEAR.

I SAY ALL THIS BECAUSE THE ONLY REALLY CONTROLLABLE PIECE OF THIS THAT THE DISTRICT HAS IS REALLY ENROLLMENT.

AND THAT'S REALLY THE POINT HERE IS TO SHOW YOU THAT.

WE CAN MOVE INTO THE NEXT SLIDE.

OK. RIGHT HERE, THIS IS A DEPICTION ON WHERE WE THINK WE'RE GOING TO END UP FOR FISCAL YEAR 22.

NOW KEEP IN MIND, THIS IS NOT BUDGET.

THESE ARE NOT APPROPRIATIONS.

THESE ARE EXPENDITURES.

THESE ARE THIS IS GOING BACK TO MY BAR CHART AT THE VERY BEGINNING, LINE CHART AT THE VERY BEGINNING RATHER.

WE'RE DEALING IN THE WORLD OF HERE'S WHERE WE ACTUALLY THINK WE'RE GOING TO END UP.

THIS IS BASED ON AN ANALYSIS OF YEAR TO DATE EXPENDITURES AND MODELING OUT CERTAIN ADJUSTMENTS FROM THAT.

AS YOU CAN SEE RIGHT NOW, OUR LATEST THINKING WHERE WE THINK WE'RE GOING TO END UP IS ABOUT A $70 MILLION DEFICIT, I GUESS TECHNICALLY $69 MILLION DEFICIT.

HOWEVER, AND HERE IS WHERE I'M GOING TO INTRODUCE THE THIRD BUCKET THAT I TALKED ABOUT.

WE'VE GOT AVAILABLE FUNDS, WE'VE GOT THE ESSER INDIRECT COSTS AND NOW WE HAVE THE HOLD HARMLESS. AND SO THESE ARE THE FUNDS THAT THAT HAVE BEEN SET ASIDE TO HELP SCHOOL DISTRICTS ADDRESS THE DROP IN ENROLLMENT DUE TO COVID.

AS WE, AS YOU MAY RECALL FROM THE SLIDE FEW BACK.

YOU'VE LOST ABOUT 15000 STUDENTS IN ENROLLMENT AND RATHER THAN IMPACT THAT EDUCATION OR

[00:25:02]

I THINK IT'S 87 MILLION AND SOME CHANGE.

I THINK IT WAS IN THE FEBRUARY BOARD MEETING.

YOU APPROVED THE USE OF THIS, THESE FUNDS.

AND SO THAT'S ESSENTIALLY WHAT WE'RE GOING TO DO HERE IS USE THOSE FUNDS TO COVER THAT DEFICIT AND THEN USE THE BALANCE OF IT TO PUT INTO OUR SAVINGS ACCOUNT.

WE'RE GOING TO SHOW THAT IF WE MOVE TO THE NEXT SLIDE, I'VE TRIED TO GRAPHICALLY LAY THAT OUT FOR YOU. SO ON THE ON THE LEFT HAND SIDE, WE'VE GOT THE ESSER INDIRECT COSTS AND ONE TIME FUNDS ON THE RIGHT HAND SIDE, WE HAVE THE AVAILABLE FUND BALANCE.

SO THE LEFT SIDE, I THINK OF TWO OF OUR BUCKETS, WE'VE GOT THE HOLD HARMLESS AND WE'VE GOT THE INDIRECT COSTS IN TERMS OF ONE TIME FUNDS.

ON THE RIGHT SIDE, THIS IS OUR AVAILABLE FUND BALANCE, THIS IS LIKE OUR SAVINGS ACCOUNT, THIS IS OUR RAINY DAY FUND.

WHAT HAVE YOU.

AND SO AS YOU CAN SEE, FOR THIS FISCAL YEAR, WE'RE GOING TO USE 88 MILLION OF THOSE ESSER HOLD HARMLESS FUNDS, WHICH WOULD LEAVE US WITH THAT 130, WHICH HAPPENS TO BE THE INDIRECT COST ALLOCATION THAT I'D COVERED A COUPLE OF SLIDES PREVIOUSLY.

AND THEN WE'RE GOING TO PUT $19 MILLION, AS YOU CAN SEE INTO OUR SAVINGS.

YOU KNOW, OUR RAINY DAY FUND, SO WE'RE GOING TO INCREASE OUR AVAILABLE FUND BALANCE FROM 224, WHICH YOU SAW IN THE BAR CHART, THE PRETTY BLUE.

WE'RE GOING TO INCREASE THAT BY $19 MILLION AND END WITH ABOUT TWO HUNDRED AND FORTY THREE MILLION DOLLARS OF AVAILABLE FUNDS IN OUR SAVINGS.

I'M SORRY. OK.

SO THAT'S FISCAL YEAR TWENTY TWO.

THAT'S WHERE WE THINK WE'RE GOING TO END UP.

WE CAN MOVE ON TO THE NEXT SLIDE.

AGAIN, WHEN I THINK ABOUT HERE IS A DEPICTION OF WHERE WE THINK WE'RE GOING TO END UP RIGHT NOW PRELIMINARILY FISCAL YEAR TWENTY THREE, AGAIN, WHEN I LOOK AT REVENUES AND EXPENDITURES AGAIN, WE ARE THIS IS NOT NECESSARILY APPROPRIATIONS OR THAT THIS IS AGAIN ESSENTIALLY ROLLING FORWARD WHERE WE THINK 22 IS GOING TO END TAKING THAT AND ADDING ON A FEW ASSUMPTIONS. WE'VE ADJUSTED IT FOR FALLOUT.

WE'RE ALSO ASSUMING THAT YOU'RE THE COURT, THE ESTIMATED COSTS RELATED TO THE COMPENSATION PLAN.

WE'VE GOT SOME HEALTH CARE INCREASES WE KNOW ARE COMING OUR WAY.

SO WE'VE INCLUDED THAT IN THE EXPENDITURES NUMBER.

THAT'S PART OF THE REASON WHY IT'S AT ABOUT ONE HUNDRED NINETY SIX MILLION VERSUS THE 70 THAT YOU SAW PREVIOUSLY.

WE CAN MOVE TO THE NEXT SLIDE.

AND SO WHAT DO WE DO WITH THE ONE NINETY SIX? AGAIN, ONE POSSIBILITY, FORTUNATELY, WE'VE GOT SOME ONE TIME FUNDS FROM ESSER AGAIN, THE IDC. WE COULD USE $50 MILLION OF THAT TO COVER PART OF IT.

AND THEN WE COULD ALSO, YOU KNOW, USE PART OF THE SAVINGS OF 146.

KEEP IN MIND THAT THIS DOESN'T NECESSARILY CONTEMPLATE ANY OPERATING EFFICIENCIES OR ANY OF THE THINGS THAT THE SUPERINTENDENT TOUCHED ON PREVIOUSLY.

THIS IS BASICALLY ROLLING FORWARD WHAT STATUS QUO WOULD BE.

ONE THING I KNOW SOME OF YOU MAY LOOK AT, WHAT IS THAT 34 DOING THERE? WHAT DOES THAT THING ON THE RIGHT IN THE CHART ON THE RIGHT? WE STARTED WITH OUR BEGINNING BALANCE OF 243.

WE'VE GOT THIS BOARD OF RESERVE, WHICH LOOKS LIKE IT'S A DEDUCTION.

IN FACT, IT IS A DEDUCTION.

AND THEN WE'VE GOT THE AMOUNT THAT WE'RE GOING TO APPLY TO THE DEFICIT, THE ONE FORTY SIX TO GIVE US AN ENDING AVAILABLE FUND BALANCE OF SIXTY FOUR MILLION.

THAT THIRTY FOUR IS SIMPLY SO THINK ABOUT NEXT FISCAL YEAR, YOU'RE GOING TO HAVE A NEW BUDGET. IT'S GOING TO BE.

WE KNOW THAT THE EXPENDITURE EXPENDITURES ARE INCREASING.

SO THE AVERAGE THREE MONTHS SET ASIDE THAT YOU ALL NEED TO SET ASIDE FOR YOUR THREE MONTH RESERVE INCREASES.

IT INCREASES BY WAY OF EXPENDITURES INCREASING.

SO THIS IS JUST SAYING THAT, HEY, WE NEED TO WE NEED TO TAKE THIRTY FOUR MILLION AND PUT IT INTO THAT, THAT THREE MONTH RESERVE TO JUST KEEP EVEN WITH THAT.

AND THAT'S IT. JIM JUST WANTED TO, FIRST OF ALL, PUBLICLY THANK YOU AND YOUR FIRM FROM COMING FROM THE OUTSIDE IN AND AND REALLY GIVING US A ANOTHER LOOK AT WHAT THIS LOOKS LIKE IN HISD.

AND WHAT I WANT TRUSTEES TO TO KNOW AND REALIZE IS THAT WE WE CAN'T WE CAN'T WAIT UNTIL

[00:30:06]

IT'S IT'S NECESSARY FOR US TO FOCUS ON THESE TOUGH DECISIONS RIGHT NOW.

AND THAT'S WHY MY ADMINISTRATION IS TAKING THE FOLLOWING STEPS THIS FISCAL YEAR AND NOT WAITING UNTIL NEXT FISCAL YEAR.

TAKING IS THAT THE DISTRICT WILL BE IMPLEMENTING A CENTRAL OFFICE HIRING FREEZE.

THE DISTRICT WILL BE REDUCING CENTRAL OFFICE BUDGETS.

THE DISTRICT WILL ALSO FREEZE OFF CAMPUS BASED FUNDS FOR THE REMAINDER OF THIS FISCAL YEAR, WHICH IS THE NEXT THREE MONTHS.

THE DISTRICT IS DEVELOPING A PLAN OF EFFICIENCY AND TO DEPLOY RESOURCES AVAILABLE FROM ALL REVENUE SOURCES.

THE DISTRICT WILL ALSO IMPLEMENT STRONGER VETTING MEASURES TO ENSURE THAT CENTRAL OFFICE AND CAMPUS EXPENDITURES ARE FINANCIALLY RESPONSIBLE, ALIGNED WITH BOARD GOALS AND SUPPORT STRATEGIC PLAN.

SO WHAT THIS MEANS, ESPECIALLY WITH THE LAST COUPLE OF BULLETS, IS THAT WE WILL MOVE FORWARD WITH A DEPARTMENTAL AND SCHOOL BASED SPENDING FREEZE FOR THE LAST THREE MONTHS OF THE FISCAL YEAR.

DURING THE FEW MONTHS THESE LAST FEW MONTHS OF THE SCHOOL YEAR, DEPARTMENTS WILL HAVE THE ABILITY TO MAKE ESSENTIAL REQUESTS THAT WILL BE REVIEWED CENTRALLY.

THOSE REQUESTS WILL, OF COURSE, HAVE THE ABILITY TO BE APPROVED OR DISAPPROVED, DEPENDING ON THE NATURE OF THEIR NEED.

AGAIN, WE ALL ARE GOING TO HAVE TO BE PREPARED TO TIGHTEN BELTS AND MAKE THESE ADJUSTMENTS AND ENSURE THAT THIS COMMITMENT IS ONE THAT IS REALLY MOVED FORWARD IN THIS ADMINISTRATION. THIS IS NECESSARY AND IT MAKES SENSE TO FOCUS ON IT NOW AND NOT WAIT UNTIL ANOTHER FISCAL YEAR, SO IT IS EXTREMELY CRUCIAL AS WE MOVE TO THE NEXT SLIDE FOR HISD TO ADDRESS ITS STRUCTURAL DEFICIT BY BOTH CUTTING COSTS AND INCREASING ENROLLMENT.

THE STRATEGIC PLAN IS DESIGNED TO HELP ACCOMPLISH BOTH OF THESE PIECES.

IT INCLUDES INITIATIVES TO NUMBER ONE, KEEP EXISTING STUDENTS, IMPROVING FAILING SCHOOLS, OFFERING A BASELINE ACADEMIC EXPERIENCE, AND ALL OF THEM FOR ALL OF OUR STUDENTS, CONSISTENTLY PROVIDING ACCESS TO PROGRAMING, EXTRACURRICULARS AND SPECIALIZED ACADEMIC OFFERINGS TO ALL OF OUR FAMILIES.

IT ALSO INCLUDES THE IDEA OF ATTRACTING NEW STUDENTS AS A MUST.

DOING THIS, IT'S IMPORTANT THAT WE CREATE NEW, HIGH QUALITY PRE-K STUDENT PROGRAMS TO BRING FAMILIES IN EARLY AND BE ABLE TO SUPPORT THOSE STUDENTS AND FAMILIES ALONG THE WAY.

IT ALSO MEANS EXPANDING OUR MOST POPULAR MAGNET PROGRAMS AND TO CREATE NEW AND UNIQUE SCHOOLS CHOICE TO PROVIDE FAMILIES WITH A QUALITY OPTION IN THEIR EYES.

AS A REMINDER, WE WILL BE GETTING INTO THE DETAILS OF THE STRATEGIC PLAN IN REFERENCE TO LONG TERM IMPACTS IN THE NEXT DISTRICT'S FINANCE IN THE NEXT DISTRICT FINANCE WORKSHOP.

AGAIN, WE'RE HAVING THREE, SO WE'RE WANTING TO TAKE THESE IN PHASES, SO THAT WILL BE THE NEXT. NOW, FIRST, I WANT TO LET YOU ALL HAVE THE OPPORTUNITY TO BE ABUNDANTLY CLEAR.

IMPLEMENTING THIS COMPREHENSIVE PLAN IS IS CRITICAL TO THE FUTURE OF THIS SCHOOL DISTRICT. WE SIMPLY CANNOT MEET THE NEEDS OF THE DISTRICT AND ITS STUDENTS WITHOUT COMPENSATING OUR EDUCATORS.

WE HAVE TO VALUE OUR EDUCATORS.

I SEE THIS AS A DOUBLE EDGED, DOUBLE EDGED SWORD.

WE'RE LOSING STUDENTS.

WE'RE LOSING EDUCATORS.

AND WE HAVE TO DO SOMETHING TO SHORE UP OUR EDUCATORS BECAUSE WITHOUT QUALITY TEACHERS, WE'RE GOING TO CONTINUE TO LOSE STUDENTS AS WELL.

SO THIS IS AN EXTREMELY IMPORTANT PIECE AS WE THINK ABOUT THIS.

OUR SURVEY DATA SHOWS THAT ROUGHLY ONE THIRD, ONE THIRD OF OUR TEACHERS ARE CONSIDERING LEAVING THE DISTRICT NEXT SCHOOL YEAR.

DOES THIS PLAN INCUR NEW SPENDING? YES. BUT IF WE'RE GOING TO BE SERIOUS ABOUT RIGHT SIZING THIS SHIP, WE HAVE NO OPTION BUT

[00:35:03]

IT'S BEEN TOO MANY YEARS SINCE OUR TEACHERS AND EMPLOYEES RECEIVED THE SUPPORT THAT THEY DESERVE. THAT CHANGES NOW IN THIS PLAN.

NEXT SLIDE. I'D LIKE TO WELCOME SOMEONE, YOU KNOW, BUT IT'S, OF COURSE, NEW TO THE DISTRICT MR. JEREMY GRANT SKINNER, WHO IS OUR CHIEF OF TALENT.

AND AS HE GRABS THE CLICKER AND FINDS HIS SPOT.

I'D LIKE TO TURN IT OVER TO MR. GRANT SKINNER. GOOD AFTERNOON, TRUSTEES.

I AM HAPPY TO BE HERE THIS AFTERNOON TO PROVIDE SOME DETAIL ON ELEMENTS OF OUR COMPENSATION PLAN THAT SUPERINTENDENT HOUSE JUST SHARED IS A NECESSARY INVESTMENT AS WE THINK ABOUT THE YEAR AND YEARS AHEAD.

FIRST, I WANT TO GROUND THIS WITH A REMINDER THAT WE HAVE SPENT MANY MONTHS INTERNALLY AND THROUGH THE SUPPORT OF AN EXTERNAL VENDOR ANALYZING OUR EXISTING COMPENSATION AND COMPENSATION TRENDS AND REALITIES OF THE MARKET AROUND US.

THIS HAS FOCUSED ON OUR CLOSEST REGIONAL NEIGHBORS, PARTICULARLY SCHOOL DISTRICTS, BUT ALSO OTHER DISTRICTS AND ORGANIZATIONS AS WELL.

WHAT WE SEE IN THOSE RESULTS IS A LACK OF CURRENT COMPETITIVENESS ACROSS PRETTY MUCH ALL EMPLOYEE GROUPS.

THIS SLIDE HIGHLIGHTS A COUPLE OF MORE, MORE CATEGORICAL FINDINGS FROM THESE ANALYZES.

THE FIRST IS RELATED TO CLASSROOM TEACHERS.

WE ARE NOT WILDLY BELOW THE MARKET IN OUR REGION, BUT WE ARE BELOW THE MARKET IN OUR REGION. WHEN WE LOOK AT WHERE THE MAXIMUM IS OF OUR COMPETITORS AND WHEN WE LOOK AT WHERE THE AVERAGE IS OF OUR COMPETITORS, AND I'LL SHARE MORE DETAIL ON THAT.

WE ALSO ARE HIGHLIGHTING HERE A REFERENCE FROM OUR ANALYSIS THAT AT A MORE SPECIFIC LEVEL, THERE ARE AREAS OF OUR TEACHER COMPENSATION WHERE WE ARE PARTICULARLY BEHIND MORE THAN OTHERS. AND THEREFORE, AS WE THINK ABOUT HOW TO ADDRESS COMPENSATION FOR TEACHERS, THAT INCLUDES ENSURING THAT WE'RE PUTTING OUR STEP INCREASES INTO THE PLACES WHERE WE MOST NEED TO RETAIN TEACHERS WHO OTHERWISE ARE MOST AT RISK OF LEAVING.

THE SECOND CATEGORY HIGHLIGHTED HERE IS NOT INSTRUCTIONAL EMPLOYEES.

I'M GOING TO SHARE A BIT MORE ABOUT OUR MASTER PAY TABLE, WHICH COVERS A WIDE RANGE OF INSTRUCTIONAL AND NON INSTRUCTIONAL EMPLOYEES WITHIN THAT MASTER PAY TABLE.

THERE ARE MANY BENCHMARK TITLES, MANY SPECIFIC GRADES WHERE WE ARE 20 TO 30 PERCENT BELOW THE MARKET, AND I SHARED THAT IN OUR STRATEGIC PLANNING WORKSHOP AS WELL AND WOULD SAY THE REASON THAT WE WILL TAKE A VERY TARGETED APPROACH, A GRADE BY GRADE APPROACH TO HOW WE IMPLEMENT COMPENSATION CHANGES FOR OUR MASTER PAY TABLE IS THAT THERE'S A DIFFERENT HISTORY. EACH OF THOSE GRADES, AND I WANT TO NAME HERE THAT ONE OF THE PLACES WHERE WE ARE A LEADER IS WITH RESPECT TO OUR MINIMUM WAGE.

THERE ARE NOT OTHER DISTRICTS AROUND HERE WITH THE MINIMUM WAGE AS HIGH AS OURS, AND THAT'S A A STRONG POINT OF OUR CURRENT COMPENSATION THAT WE WANT TO MAINTAIN.

NEXT, JUST FOR ORIENTATION SAKE, FOR THE GOING THROUGH THE NEXT FEW SLIDES THAT WE HAVE HERE, WE HAVE CATEGORIZED FOR COMPENSATION OUR EMPLOYEES INTO THESE GROUPS BECAUSE THEY ARE THEY SHOW UP IN OUR COMPENSATION MANUAL AND PROCEDURES IN THESE GROUPS.

SO WE HAVE TEACHERS.

AND THAT INCLUDES OTHERS WHO ARE ON OUR TEACHER PAY SCALE LIKE COUNSELORS AND OTHERS, PRINCIPALS, ASSISTANT PRINCIPALS AND DEANS POLICE WHO HAVE A SEPARATE BASIC PAY SCALE AND OUR MASTER PAY TABLE, WHICH AGAIN COVERS ALL OTHER EMPLOYEES.

WE'RE SHARING THIS COMPENSATION INFORMATION AS PART OF THIS WORKSHOP BECAUSE THIS IS A BIG INVESTMENT THAT IMPACTS OUR BUDGET.

AND HERE WE'RE NOTING AT THE BOTTOM THAT, OF COURSE, THIS YEAR'S BUDGET DEVELOPMENT PROCESS, AS JIM TALKED ABOUT, CONTEMPLATES THE COST OF THE FIRST YEAR OF THIS PLAN.

THIS SLIDE IS SOMETHING YOU SAW DURING THE STRATEGIC PLANNING WORKSHOP, AND I WANT TO JUST TAKE A FEW MORE MOMENTS TO TALK TO TALK THROUGH THIS AS THE FIVE BULLETS HERE DESCRIBE WHAT AT A HIGH LEVEL OUR COMPENSATION PLAN WILL DO FOR EACH OF THOSE GROUPS THAT

[00:40:03]

SO FIRST, WITH RESPECT TO TEACHERS, WE WILL BE IMPLEMENTING AN UPDATE TO THE SALARY SCALE. THIS IS ESSENTIALLY A COST OF LIVING LIKE ADJUSTMENT OF ABOUT FOUR PERCENT.

THAT MEANS THAT THE SCALE ITSELF IS MOVING TO A DIFFERENT PLACE AND WE ARE GRANTING A STEP INCREASE TO TEACHERS.

SO THE SCALE ITSELF CHANGES AND THEN TEACHERS WILL BE ABLE TO MOVE A STEP ON THAT SALARY SCALE. THE NEXT BULLET IS ABOUT PRINCIPALS AND ASSISTANT PRINCIPALS AND DEANS.

CURRENTLY, MOST OF OUR PRINCIPLES ARE BEING PAID AT A FLAT RATE, DEPENDING ON THE SCHOOL LEVEL THAT THEY ARE LEADING.

AND ASSISTANT PRINCIPALS AND DEANS ARE NOT YET ON A SIMILAR FLAT RATE.

OUR PLAN IS TO TRANSITION ASSISTANT PRINCIPALS AND DEANS TO FLAT RATES BASED ON THE LEVEL OF THEIR SCHOOL TO ALIGN WITH THE WAY WE COMPENSATE PRINCIPALS AND THEN FOR BOTH OF THESE TO UPGRADE THOSE FLAT RATES NEXT YEAR AND FOR THE FOLLOWING TWO YEARS.

FOR THESE FIRST TWO BULLETS, WE HAVE SHARED WITH YOU A PICTURE OF WHAT THAT LOOKS LIKE OVER OVER THE NEXT THREE YEARS, AND I'VE INCLUDED THOSE HERE FOR YOU AGAIN TODAY.

THE THIRD BULLET IS ABOUT POLICE OFFICERS.

OUR PLAN IS TO GRANT A STEP INCREASE TO POLICE OFFICERS.

THAT IS A PAY SCALE THAT HAS BEEN RECENTLY UPGRADED WITH A SIGNIFICANT CHANGE THAT ALREADY REFLECTED THE NEED TO BECOME MORE IN LINE WITH THE MARKET.

THE MASTER PAY SCALE WE WILL TAKE A LOOK AT IN A FEW SLIDES AT THE RANGE OF GRADES THAT ARE SHOW UP ON THE MASTER PAY SCALE AND AGAIN, HOW WE NEED TO TAKE A GRADE BY GRADE APPROACH TO UPDATING THE THE MASTER PAY SCALE.

WHAT WE ARE DOING HERE IS WE'RE GOING TO AGAIN, SIMILAR TO THE TEACHER PAY SCALE, MAKE AN UPGRADE THAT MOVES THE MASTER PAY SCALE MORE IN LINE WITH THE MARKET, WHERE AGAIN, WE'RE 20 TO 30 PERCENT BEHIND IN MANY CASES AND THEN ALLOW CURRENT EMPLOYEES TO MOVE ALONG THE RANGE, SO TO GET AN INCREASE ON THE UPGRADED SCALE.

FINALLY, WE I MENTIONED THE MINIMUM WAGE, AND I WILL SHOW YOU WHERE WE HAVE BEEN AND WHERE WE ARE WITH RESPECT TO OUR MINIMUM WAGE.

THIS SHOWS THE COMPARISON OF OUR CURRENT TEACHER SALARIES AT FIVE DIFFERENT STEPS. SO THE FIRST THREE COLUMNS, YOU CAN SEE A LIST OF 12 DISTRICTS AND HOW THEY RANK AND THEN WHAT THE SALARY IS AT STEP ZERO.

STEP ZERO IS A FIRST YEAR TEACHER WHO HAS ZERO YEARS OF PRIOR TEACHING EXPERIENCE.

AND THEN THE NEXT THREE COLUMNS YOU SEE THIS FIRST STEP FIVE, SOMEONE WITH FIVE PRIOR YEARS OF TEACHING EXPERIENCE AND THEN YOU SEE FOUR, 10, 15 AND 20 YEARS.

WHAT THIS SHOWS IS FIRST, WE ARE BEHIND.

WE ARE AT THE BOTTOM OF THE PACK WHEN WE LOOK AT OUR CLOSEST NEIGHBORS.

AND THIS CONTINUES FOR MANY OF THE STEPS ALONG OUR CURRENT SCALE UNTIL WE GET TOWARDS 15 AND 20 AND MORE THAN 20 YEARS WHERE WE START TO COMPARE MUCH BETTER.

AND IN FACT, ARE ABOVE AVERAGE WHEN WE GET TO 20 YEARS AND ABOVE.

BUT WHAT YOU SEE ON THE SLIDE IS THE MAJOR BASIS FOR WHAT WE HAVE PROPOSED FOR NEXT YEAR AND THE FOLLOWING TWO YEARS.

BEFORE AGAIN, SHOWING YOU THE WHAT THE SALARY SCALES WOULD LOOK LIKE FOR TEACHERS AND OUR COMPENSATION PLAN.

THIS JUST PUTS ON A SLIDE FOR YOU SOME THINGS THAT ARE A COUPLE OF THINGS THAT I HAVE HIGHLIGHTED AND WANT TO HIGHLIGHT TODAY.

THIS GETS US TO A POINT WHERE WE WOULD HAVE STARTED TEACHER STARTING SALARY OF SIXTY FOUR THOUSAND DOLLARS BY THE THIRD YEAR OF OUR PLAN, AND THIS WOULD MEAN WE'D BE ABOVE AVERAGE OF OUR REGIONAL COMPETITORS IN THAT THIRD YEAR, EVEN IF THEY KEEP GROWING AT THE SAME RATE THEY'VE BEEN GROWING OVER THE LAST THREE YEARS.

IT WOULD PUT US FIVE PERCENT HIGHER THAN THE MAXIMUM OF THOSE 12 REGIONAL COMPETITORS BY YEAR THREE. AND YET WE KNOW THEY WILL.

THEY WILL CONTINUE TO INCREASE OVER THIS TIME, PRESUMABLY AS WELL.

THE SECOND BULLET IS ABOUT WHAT I MENTIONED EARLIER.

WE'RE ALSO THROUGH OUR UPGRADE TO THE TEACHER SALARY SCALE, TRYING TO ADDRESS A WEAKNESS OF OUR CURRENT TEACHER COMPENSATION, WHICH IS REFLECTED IN THESE TWO BULLETS.

[00:45:03]

AND WE.

SO OUR STEP INCREASES AT THE BEGINNING OF THE SCALE ARE MUCH SMALLER THAN MANY OF OUR COMPETITORS. THERE ARE A COUPLE OF YEARS WHERE OUR STEP INCREASE AS $150 FROM ONE YEAR TO THE NEXT YEAR. AND IT TRANSLATES IN THIS WAY THAT WE'RE SAYING A FIFTH YEAR TEACHER TODAY MAKES ONLY ONE PERCENT MORE THAN A FIRST YEAR TEACHER.

THAT IS NOT A COMPELLING CASE FOR OUR EARLY CAREER TEACHERS TO STAY WITH US.

SO WHILE WE'RE UPGRADING THE SCALE, WE'RE TRYING TO ADDRESS THIS PROBLEM AS WELL.

THIS SHOWS YOU WHAT THIS LOOKS LIKE OVER THE NEXT THREE YEARS, AND I WILL TALK HERE IN THE CONTEXT OF THIS PRESENTATION ABOUT SCHOOL YEAR 2022 TO 2023.

OUR SCALE WOULD INCREASE BY JUST UNDER UNDER FOUR PERCENT FROM WHAT IT IS THIS YEAR.

SO, FOR EXAMPLE, A FIRST YEAR TEACHER SALARY WOULD GO FROM FIFTY SIX THOUSAND EIGHT HUNDRED SIXTY NINE DOLLARS TODAY TO FIFTY NINE THOUSAND DOLLARS FOR NEXT SCHOOL YEAR.

CURRENT TEACHERS, REMEMBER, WILL ALSO NOT ONLY MOVE OVER TO THE NEXT YEAR'S SCALE, BUT THEY WILL BE GRANTED A STEP INCREASE.

SO TO USE AGAIN, THE EXAMPLE OF A FIRST YEAR TEACHER TODAY, WHO MAKES FIFTY SIX THOUSAND EIGHT HUNDRED SIXTY NINE DOLLARS THEIR SALARY NEXT YEAR WOULD BE ON STEP ONE OF THE NEW SCALE, OR $60000.

HERE IS ANOTHER COMPARISON, THIS COMPARISON IS USING THOSE SAME 12 REGIONAL COMPETITORS, AND YOU CAN SEE FOR ELEMENTARY PRINCIPALS, MIDDLE SCHOOL PRINCIPALS AND HIGH SCHOOL PRINCIPALS THAT WE AGAIN RANK NEAR THE BOTTOM OF THIS PACK, CERTAINLY WELL BELOW AVERAGE. THIS SLIDE ALSO SHOWS WHERE WE COMPARE WITH OTHER LARGE TEXAS DISTRICTS WHO ARE NOT OUR CLOSEST NEIGHBORS.

AND YOU CAN SEE AGAIN THAT WE ARE NOT CURRENTLY ANYWHERE NEAR AS COMPETITIVE AS WE NEED TO BE. OUR PLAN FOR PRINCIPAL SALARIES, YOU HAVE SEEN THE TOP PORTION OF THIS BEFORE. WHAT I WOULD SAY TO CONNECT THIS TO THE PRIOR SLIDE IS THAT OVER THREE YEARS IT WOULD BE AT A PLACE WHERE WE WOULD BE NEAR THE TOP OF THE CURRENT SALAS AVERAGE SALARIES FOR PRINCIPALS AND THOSE IN THOSE 12 DISTRICTS.

I'M NOT GOING TO SHOW YOU FOR EVERY GROUP OF EMPLOYEES EXACTLY WHAT THE FUTURE WILL HOLD FOR THEM, BUT I WANT TO HIGHLIGHT THAT FOR ASSISTANT PRINCIPALS AGAIN, THE OUR STUDY SHOWS THAT ASSISTANT PRINCIPALS IN THIS CASE ARE ACTUALLY AT THE BOTTOM OF THOSE 12 DISTRICTS AT EACH OF AT EACH OF OUR LEVELS ELEMENTARY, MIDDLE AND HIGH SCHOOL.

AND THEN YOU SEE, EXCEPT FOR AT THE ELEMENTARY LEVEL, ALSO IN THE BOTTOM TWO WHEN WE LOOK AT THOSE OTHER LARGE TEXAS DISTRICTS.

WANT TO SHIFT TO TALK A BIT ABOUT THE MASTER PAY TABLE, AGAIN, THIS REFLECTS, THIS REPRESENTS THOUSANDS AND THOUSANDS OF EMPLOYEES ACROSS A VERY WIDE RANGE OF JOB TITLES AND JOB CATEGORIES.

THE THIS IS SHOWING THROUGH THOSE RED BOXES A BIT OF WHAT OUR THE IMPACT HAS BEEN OF OUR RECENT HISTORY.

AND I WILL SUMMARIZE THAT RECENT HISTORY BY SAYING WE HAVE A COUPLE OF TIMES IN RECENT YEARS RAISED THE MINIMUM WAGE FOR HISD EMPLOYEES.

WHEN WE DID THAT, WE DID NOT ALSO IMPLEMENT COMMENSURATE OR PROPORTIONAL OR, FOR THE MOST PART, ANY INCREASES TO THE OTHER GRADES ON THE MASTER PAY TABLE.

AND WHAT THAT HAS MEANT IS THAT WE HAVE COMPRESSED THE BOTTOM GRADES THAT YOU SEE HERE, WHERE WE HAVE LEFT MUCH LESS A DIFFERENTIATION BETWEEN EMPLOYEES WHO ARE WORKING IN JOB TITLES THAT ARE AFFILIATED WITH EACH OF THOSE GRADES.

SO IN 2016-2017, WHEN ONE OF THE MINIMUM WAGE INCREASES WAS IMPLEMENTED, YOU CAN SEE THAT IT TRANSLATED TO FOUR DIFFERENT GRADES OF EMPLOYEES, ALL HAVING THE SAME EXACT HOURLY RATE WHEN ANOTHER CHANGE WAS MADE IN 2017 AND THEN ANOTHER CHANGE WAS MADE IN 2019.

IT EXPANDED THAT TO THEN SIX LEVELS OF EMPLOYEES AND THEN EIGHT LEVELS OF EMPLOYEES WHO ALL HAVE THE SAME WAGE.

TO EXTEND THAT FURTHER, WHAT I WILL SHARE IS THAT WHEN YOU LOOK ACROSS THE MASTER PAY TABLE ALTOGETHER, THERE ARE MANY EMPLOYEES HERE WHO HAVE HAD EITHER ONE SALARY INCREASE

[00:50:03]

SO WHILE WE HAVE MADE SOME CHANGE TO THE MASTER PAY TABLE, THE WAY IT WAS IMPLEMENTED WITH WITH THE THE DECISIONS THAT WERE MADE AND THE FUNDS THAT WERE AVAILABLE CAUSED SOME ISSUES AT THE BOTTOM. AND ALSO IT DIDN'T EVEN TOUCH MANY, MANY OF OUR EMPLOYEES WHO HAVE BEEN WORKING WITH THE SAME EXACT SALARY FOR MANY YEARS.

BECAUSE I MENTIONED THE MINIMUM WAGE AS A POINT OF A STRONG CURRENT POINT AND ONE THAT WE WANT TO MAINTAIN.

I'M SHOWING A LONGER TERM TRAJECTORY OF OUR HISD MINIMUM WAGE.

IN THE 2016-2017 SCHOOL YEAR.

THE MINIMUM WAGE WAS WAS $10 PER HOUR.

OVER THE NEXT THREE YEARS THAT WENT TO 12 AND THEN $14 AN HOUR.

SO WE ARE TODAY REMAIN AT A POINT THAT IS 40 PERCENT HIGHER THAN IT WAS A FEW YEARS AGO.

AND OUR PLAN THROUGH OUR THE THREE YEARS OF OUR COMPENSATION PLAN IS TO RAISE THAT IN THE IN 2024 TO $15.

HERE I HAVE HIGHLIGHTED AT THE SAME TIME, EVEN AS THAT AS A PART OF OUR PLAN BECAUSE OF THE WAY CURRENT EMPLOYEES WILL RECEIVE INCREASES ON THE MASTER PAY TABLE OVER THE NEXT THREE YEARS, YOU CAN SEE THAT CURRENT EMPLOYEES WILL GET TWO AND ABOVE $15 AN HOUR EARLIER OVER THE NEXT THREE YEARS.

THE FINAL SLIDE I HAVE HERE IS SHOWS A PICTURE OF THE COST IN SALARY AND BENEFITS OF THE OF THE COMPENSATION PLAN IN SCHOOL YEAR 2022-23.

THIS IS THIS AS JIM SHARED ON SLIDE 12, WHERE YOU SEE THE PROJECTED OR ESTIMATED EXPENDITURES FOR THE NEXT FISCAL YEAR.

THAT NUMBER INCLUDES THIS.

SO IT'S NOT IN ADDITION TO ANYTHING THAT JIM HAS ALREADY SHOWED YOU.

THE CHART SHOWS HOW THIS BREAKS OUT AMONG THOSE FIVE GROUPS THAT WE TALKED ABOUT.

POLICE ARE A VERY SMALL NUMBER OF EMPLOYEES, AND THEREFORE I DON'T THINK THE YELLOW ACTUALLY SHOWS UP, BUT THAT $210000 COST IS ASSOCIATED WITH THE POLICE GROUP.

AND THEN YOU CAN SEE THAT HOW THE COST BREAKS OUT INTO TEACHERS, PRINCIPALS, ASSISTANT PRINCIPALS, DEANS AND THEN THE MASTER PAY TABLE.

SO, OF COURSE, THE GOAL, IF WE CAN GO TO THE NEXT SLIDE, IF YOU DON'T MIND.

THANK YOU. THE GOAL OF HISD'S BUDGET PROCESS THIS YEAR IS REALLY TWOFOLD.

NUMBER ONE, PROVIDE A MORE TRANSPARENT AND UNDERSTANDING MANNER OF HOW WE DO THINGS TO OUR DEPARTMENT LEADS REGARDING THEIR OWN BUDGETS AND THEN NUMBER TWO, SUPPORT LEADERSHIP IN MAKING STRATEGIC DECISIONS TO MINIMIZE THE COST.

PRIORITIZE STRATEGIC INITIATIVES AS WELL.

SO WHAT WE LIKE TO DO WITH THIS TIME IS WE LOOK TO THE NEXT STEPS IS TO HEAR FROM TRUSTEES IN REFERENCE TO WHAT YOU HAVE IN TERMS OF QUESTIONS, AS WELL AS UNDERSTANDING WHAT THE NEXT STEPS ARE IN OUR WORKSHOPS, AS WELL AS YOU CAN SEE, THE NEXT BOARD WORKSHOP WILL BE FOCUSED SPECIFICALLY ON LONG TERM STRATEGIC PLANNING.

THE THIRD WORKSHOP WILL BE FOCUSED SPECIFICALLY ON LONG TERM FINANCIAL OUTLOOKING OR OUTLOOK, AND THEN ADDRESSING THE STRUCTURAL DEFICIT AS WELL.

SO WITH THAT BEING SAID, I'D LOVE TO OPEN UP OR SEND IT BACK TO PRESIDENT CRUZ TO POTENTIALLY OPEN UP FOR QUESTIONS.

THANK YOU, SUPERINTENDENT HOUSE, AND FOR ALL OF THOSE THAT PRESENTED.

TRUSTEES, PLEASE INDICATE YOUR INTEREST IN THE QUEUE.

WE WILL DO ONE ROUND OF TWO MINUTES BECAUSE THEN WE HAVE THE ESSER PRESENTATION AND WE'LL DO ANOTHER ROUND OF TWO MINUTES AFTER ESSER.

AND IF THERE'S A DESIRE FOR A THIRD ROUND AT THAT TIME, WE'LL ADDRESS THAT.

SO TRUSTEE BLUEFORD-DANIELS.

THANK YOU, MADAM PRESIDENT.

THANK YOU FOR THE PRESENTATION, SUPERINTENDENT HOUSE.

I JUST HAD A COUPLE OF QUESTIONS AS I WAS ANNOTATING.

[00:55:03]

WE TALKED ABOUT THE RECAPTURE 213 MILLION.

THAT 10 PERCENT IS THAT ALWAYS 10 PERCENT.

JIM, I'LL LET YOU.

YES, THANK YOU.

NO, IT'S NOT NECESSARILY 10 PERCENT.

THAT IS INCREASING.

I THINK FOR NEXT YEAR, IT'S INCREASING TO ABOUT TWO HUNDRED AND FIFTY MILLION DOLLARS.

IT'S REALLY, I THINK OF IT AS BEING TIED TO PROPERTY TAX INCREASES.

OKAY. AND THE SECOND QUESTION IS.

YOU MENTIONED ABOUT ON PAGE SEVEN THAT 224 MILLION THAT HOLD HARMLESS IS THAT ESSER FUND SPECIFICALLY JIM.

YEARS IS NOT CONTAINED ESSER MONEY.

ESSER IS IN THE ESSER.

AND THANK YOU FOR YOUR SHORT ANSWERS.

I APPRECIATE THAT. OK.

I CAN GET MORE QUESTIONS IN LIKE THIS.

OK. ALL RIGHT ON PAGE EIGHT.

I'M JUST GETTING USED TO THIS. DO I NEED TO USE MY TIME NOW? I DON'T KNOW. DON'T RESPOND BACK.

NO TIME. SO ON PAGE 8, IT SAYS SOME OF THIS ESSER FUNDING CAN BE USED FOR INVESTMENT SPECIFICALLY. WHEN I LOOKED AT THAT, WE CAN USE ESSER FUNDS AS PART OF IT FOR INVESTMENT AS WELL. I WILL LET CERTAINLY THE FOLKS THAT ARE GOING TO SPEAK ON ESSER, BUT WHEN I THINK ABOUT INVESTMENT DECISIONS, I THINK ABOUT DEPLOYING THOSE RESOURCES INTO THE SCHOOLS IN TERMS OF INVESTING IN TECHNOLOGY, PERHAPS.

BUT BUT I'LL LET CERTAINLY THE EXPERTS ON ESSER.

OK. AND THANK YOU SO MUCH FOR CLARIFYING THAT FOR ME.

YOU WANT TO GO AHEAD AND JUST MAKE IT SAY IT LOUD.

DON'T TAKE IT TOO MUCH MY TIME.

INVESTMENT INTO SCHOOLS.

THANK YOU. SO BECAUSE I WAS WONDERING IT WAS AN INVESTMENT INTO THE MARKET BECAUSE WE DO HAVE THOSE OPPORTUNITIES AS WELL.

OK, AND SO ON PAGE TWENTY SIX.

I WANT TO REFERENCE PAGE 18 AS YOU ALL GO WITH THIS THROUGH THIS, AND I APPRECIATE AGAIN THIS PRESENTATION, BUT I DON'T SEE LONG TERM TEACHERS IDENTIFIED.

AND I SAY THAT BECAUSE WE'VE GOT SO MANY CAMPUSES THAT STILL HAVE LONG TERM TEACHERS.

AND WHEN WE TALK ABOUT THE VARIOUS SALARIES AND HOW MUCH THEY'RE MAKING, ET CETERA, I KNOW THE STRATEGIC PLAN IS ADDRESSING THE FACT THAT SOME OPPORTUNITIES WILL BE CENTRALIZED WITH A STRATEGIC, I'M SORRY WITH THE LONG TERM TEACHERS BE CENTRALIZED AS WELL. AND I ASK THAT BECAUSE OUR CAMPUSES HAVE TEACHERS, SUBSTITUTE TEACHERS, OUR LONG TERM TEACHERS THAT HAVE BEEN THERE FOR A YEAR OR TWO, ESPECIALLY WITH THE FACT THAT WE'RE SO SHORT OF TEACHERS.

SO I'VE NOT SEEN ANYTHING THAT IDENTIFIED TO ADDRESS.

WHEN YOU SAY LONG TERM TEACHERS, DO YOU MEAN THOSE INDIVIDUALS THAT ARE NOT...

CONTRACT. OK.

YEAH, THE SUBSTITUTES OR THOSE THAT ARE JUST FILLING IN ON THE CAMPUSES BECAUSE, LIKE I SAID, THEY'VE GOT WE'VE GOT SO MANY OF THEM IN THE CAMPUSES.

YEAH, I'LL HAVE MR. GRANT SKINNER TO SHARE SOME INSIGHT REFERENCE TO THAT.

SURE. I THINK I THINK WHAT I HEARD IS A QUESTION OF WHETHER THIS SHOULD BE CENTRALIZED AND WHAT I CAN SAY IS OUR IT IS IN OUR BASELINE STAFFING MODEL.

THE PLAN IS THAT SUBSTITUTE COSTS BECOME A PART OF THE CENTRALLY FUNDED SERVICES.

OK. BECAUSE AGAIN, EVERYTHING I'VE SEEN, WE'VE NOT ADDRESSED THOSE OPPORTUNITIES AND BECAUSE WE KNOW WE'RE SO SHORT OF TEACHERS.

I WANT TO MAKE SURE THAT WE ADDRESS THEM AND FILL THEM IN AND IDENTIFY THEM NUMBER ONE, AS PART OF THE STRATEGIC PLAN.

SO IT WILL NOT BE THE COST OF THE SCHOOL IN TERMS OF SUBSTITUTE OR OR CONTRACT TEACHERS.

CORRECT. OK, I GOT IT.

THANK YOU. I JUST WANT TO MAKE SURE IT'S IDENTIFIED.

I HAVE MORE TIME, THOUGH.

TRUSTEE GUIDRY, OR WERE YOU DONE? I'M SORRY, TRUSTEE BLUEFORD-DANIELS.

LET ME SEE HOW MUCH TIME I GOT LEFT.

YOU GOT 17 SECONDS.

HOW MUCH? 17.

OKAY, GOT ONE MORE QUESTION, ON PAGE FIVE.

THANK YOU, SUE. ON PAGE FIVE, THE INITIAL REPORT REVENUE EXPENDITURES AND ENROLLMENT TRENDS. THAT'S WHY I'M TALKING SO FAST Y'ALL I'M TRYING TO GET ALL MY QUESTIONS IN.

FOR YEAR TWENTY THROUGH TO TWENTY TWENTY ONE.

WHY DID WE GO UP SO MUCH FOR THE ACTUAL EXTENDED TOURS? SEE, YOU KNOW THAT DARN BELL, WHY DID YOU GO UP SO MUCH FOR ACTUAL EXPENDITURES FROM 2019 AND 20? OBVIOUSLY, COVID, WE HAD OPPORTUNITY TO HAVE SAVINGS THERE.

SO WHY DON'T WE GO UP HAVE SUCH A VAST INCREASE FROM 2019-20 UNTIL TWENTY TWENTY TWENTY ONE? MR. GRADY, YOU WANT TO PROVIDE SOME INSIGHT THERE. SURE, ABSOLUTELY.

SO JUST SO I'M CLEAR, TRUSTEE YOU'RE LOOKING FROM BASICALLY FROM THE SEVENTEEN EIGHTY THREE. NUMBER THERE IN FISCAL YEAR TWENTY TO THE 19-21 FOR FISCAL YEAR 21.

[01:00:01]

AND THEN THERE WAS ADDITIONAL THERE WAS ABOUT $50 MILLION IN APPROVED RAISES AND STIPENDS FOR FOLKS.

OK, BUT ESSER FUNDS WERE SUPPOSED TO ASSIST US WITH THAT GAP FROM EXPENDITURES IS WHAT I UNDERSTAND FROM THE COST OF COVID, CORRECT? I WOULD THINK SO. HOWEVER, THIS WAS FOR SOME REASON THIS WAS CHARGED TO THE GENERAL FUND.

OK. WHERE'S MY GLENN? OK, THANK YOU. WHERE MY GLENN.

TRUSTEE GUIDRY, THANK YOU.

OK, A COUPLE OF QUESTIONS ON PAGE FIVE.

LET ME ASK YOU SOMETHING, HOW DID YOU DERIVE THE STUDENT ENROLLMENT, THE NUMBER IN TERMS OF HOW DO WE PREDICT THOSE NUMBERS? YES, HOW DID YOU PREDICT THOSE? SO WE HAVE A DEMOGRAPHER THAT TAKES A LOOK AT THOSE THAT SOMETHING PROFESSIONALLY THAT THEY DO OR WHAT NOT.

AND SO IT'S SOLELY ESSENTIALLY ON THE SHOULDERS OF THOSE THAT MAKE THOSE PREDICTIONS.

AND I GUESS THE REASON I'M ASKING IS OBVIOUSLY WE UNDERSTAND WHY THE NUMBERS WENT DOWN IN 19-20, 2020-21, RIGHT? BUT WE'RE EXPECTING TO GO BACK IN 2022.

SO IT'S MY EXPECTATION THAT THE NUMBERS SHOULD GO UP INSTEAD OF DOWN.

ADDITIONALLY, IF WE'RE LOOKING AT ADDING PRE-K AND KINDERGARTEN OR HAVE WE CONSIDERED THOSE CHILDREN IN THE NUMBERS FOR OUR PROJECTIONS BECAUSE AGAIN, THAT SHOULD MAKE OUR NUMBERS GO UP.

SO ALL OF THOSE, ALL OF THOSE VARIABLES THAT YOU JUST MENTIONED HAVE BEEN CONSIDERED, QUITE FRANKLY. AND WHEN WE TAKE A 10 YEAR LOOK BACK AT WHAT THIS LOOKS LIKE, YOU'D HAVE TO REALLY CONSIDER WHAT THE GAPS LOOK LIKE AT THAT PARTICULAR TIME BECAUSE THE HEMORRHAGE HAS BEEN REALLY BIG.

AND YES, THIS IS A DECREASE AND WE DON'T WANT TO SEE DECREASES.

BUT WHAT WE WANT TO SEE OVER THE COURSE OF TIME IS THAT, YOU KNOW, YES, THIS COMING SCHOOL YEAR, THERE'S A PREDICTED LOSS OF STUDENTS OF WHAT IS AT 500 OR 600 STUDENTS, IF I'M NOT MISTAKEN. WHAT I ACTUALLY LIKE TO SEE IS WHAT WE'RE GOING TO DO TO RECAPTURE CHILDREN AS OPPOSED TO ACCEPTING THE FACT THAT WE'RE LOSING ALL OF THESE CHILDREN.

CORRECT? AND THAT'S A PART OF WHAT THE OVERALL PLAN IS FOCUSED ON IS ENSURING OVER THE COURSE OF FIVE YEARS THAT WE, FIRST OF ALL, STOP WHAT WE'RE SEEING IN TERMS OF THE HEMORRHAGING OF TEACHERS AND STUDENTS, BUT THEN GRADUALLY MOVE TOWARDS THE OPPORTUNITY OF GROWTH. AND THAT'S WHY WE'RE MOVING TOWARDS ENSURING THAT OUR NEIGHBORHOOD SCHOOLS, BECAUSE THAT'S WHERE WE'RE LOSING.

OUR KIDS ARE IN THE NEIGHBORHOOD SCHOOLS, EITHER GOING TO CHARTER SCHOOLS OR THOSE THAT DON'T GET THE OPPORTUNITY TO GET INTO THAT, THAT MAGNET SCHOOL OF THEIR CHOICE.

SO THIS PLAN ADDRESSES THAT BY MAKING SURE THAT WE MOVE AND EXPAND SOME OF OUR MOST INCREDIBLE PROGRAMS THAT ARE OUT THERE AND ENSURE THAT WE EXPAND OUR PRE-K PROGRAMS, BUT THAT'S NOT GOING TO HAPPEN IN ONE YEAR.

OK, IF WE CAN MOVE FORWARD TO PAGE 14, PLEASE.

AND ON PAGE 14, THAT NUMBER THREE IS SAYING WE ARE PUTTING IN PLACE A FREEZE ON THE CAMPUS BASED FUNDS FOR THE REMAINDER.

SO WHAT ARE THE WHAT ARE THEY? AND I AND I THINK I HEARD YOU SAY SOMETHING ABOUT THEY WOULD BE ABLE TO COME TO THE DISTRICT FOR FOUR OPPORTUNITIES, SUCH AS BECAUSE I'M ASSUMING TUTORING FUNDS AND FUNDS THAT THEY NEED TO ASSIST THE CHILDREN THAT WOULD BE AVAILABLE TO THE CAMPUSES.

ABSOLUTELY. NOW MY CONCERN, THOUGH, IS WHEN THEY MAKE THE REQUEST, WHO APPROVES AND DISAPPROVE THOSE REQUESTS BECAUSE I WANT TO SEE OUR SCHOOLS GET APPROVED.

AND TRADITIONALLY, THERE HAS BEEN A DISPARITY IN WHO GETS APPROVED FOR WHAT AND WHO GETS APPROVED FOR THIS.

SO WHAT IS THE RUBRIC BY WHICH WE WILL BE APPROVING AND DISAPPROVING? SO WE WILL IT WILL BE A CENTRALLY FOCUSED PROCESS IN REFERENCE TO WHAT IT LOOKS LIKE.

AND I'D BE GLAD TO HAVE JIM TO TALK A LITTLE BIT ABOUT KIND OF I'M SORRY, DENISE, BECAUSE THAT'S GOING TO HAPPEN IN OUR SCHOOLS OFFICE TO TALK A LITTLE BIT ABOUT EXACTLY WHAT THAT PROCESS IS GOING TO LOOK LIKE.

THANK YOU. THANK YOU FOR THE QUESTION.

THE ASSISTANT SUPERINTENDENTS WILL BE THE APPROVERS, AND WE HAVE A CONSISTENT RUBRIC THAT WE WILL BE USING TO MAKE THOSE APPROVALS AS LONG AS IT'S A IF IT'S RELATED TO STUDENT ACHIEVEMENT, STUDENT LEARNING, SCHOOL IMPROVEMENT, THE FUNDING WILL BE APPROVED.

[01:05:03]

YES, MA'AM, I WANT YOU TO.

OK, NOW THE OTHER ITEM THAT WE TALKED ABOUT WHEN WE TALKED ABOUT, I THINK THE COMPENSATION PACKAGE AND MAN, I HAVE A WHOLE LOT OF QUESTIONS THAT I REALLY CAN'T GET TO.

BUT LET ME GET TO THIS ONE, WHICH, BY THE WAY, YOU SAID WE WERE LOSING BASICALLY LOSING TALENT DUE TO PAY, WHICH IS, YOU KNOW, PARTIALLY CORRECT.

BUT WE'RE ALSO LOSING TALENT DUE TO SAFETY ISSUES.

THESE TEACHERS ARE AFRAID TO GO INTO THESE SCHOOLS AT THIS POINT.

AND SO WHAT ARE WE DOING WITH RESPECT TO KEEPING OUR TALENT, MAKING THEM SAFE? SO A BIG PART OF AND CHIEF PAUL AND I HAVE HAD THIS CONVERSATION IN TERMS OF THE OVERALL SAFETY MODEL OF WHAT OUR SCHOOLS SHOULD LOOK LIKE.

BUT THAT'S THE CONVERSATION IN MY IN MY EYES THAT WE WOULD NEED TO FOCUS ON WHICH WE'RE GOING TO HAVE TO DO SOON AROUND THE BOND ISSUE AS WELL.

SO THERE'S THE BOND AND THEN THERE'S THE ELEMENT OF SAFETY AT THE SCHOOL LEVEL, WHICH I THINK YOU'RE TALKING ABOUT VIOLENCE AND WHAT HAPPENS IN NEIGHBORHOODS THAT COME INTO SCHOOLS AND WHAT HAPPENS IN SCHOOLS THAT GO INTO NEIGHBORHOODS.

SO THAT IS AN ITEM THAT WE DEFINITELY WILL PAY A CLOSE ATTENTION TO MOVING FORWARD.

CHIEF WATTS, I DON'T KNOW IF THERE'S ANYTHING ELSE THAT YOU WANT TO INTERJECT IN REFERENCE TO WHAT THAT LOOKS LIKE, BUT WE'RE COMPLETELY PAYING ATTENTION TO IT.

IT'S UNFORTUNATELY A TREND THAT WE'RE SEEING POST COVID ACROSS NOT ONLY HISD ACROSS THE STATE AND AMERICA.

AND WE HAVE CERTAIN SCHOOLS THAT WE'VE SEEN THOSE TRENDS CLIMB UP FURTHER.

BUT IT'S DEFINITELY SOMETHING THAT WE WANT TO FOCUS OUR EFFORTS ON STRATEGICALLY MOVING FORWARD. WELL, I PRAY SO, SUPERINTENDENT, BECAUSE YOU COULDN'T PAY ME A MILLION DOLLARS TO WALK INTO A LIFE OR DEATH KIND OF SITUATION.

OK. AND THAT'S KIND OF WHAT WE'RE SEEING RIGHT NOW.

SO THANK YOU FOR THAT RESPONSE.

TRUSTEE DEIGAARD. THANK YOU, AND I JUST WANT TO PREFACE THIS WITH HOW MUCH I APPRECIATE THE QUALITY OF THIS PRESENTATION TODAY, IT WAS VERY REFRESHING.

LET ME START WITH MR. SUPERINTENDENT IN ONE SENTENCE.

WHAT WOULD YOU SAY TO US IS THE OBJECTIVE OF THIS BUDGET.

TO ENSURE THAT WE IMPROVE STUDENT ACHIEVEMENT.

IT'S EXTREMELY IMPORTANT THAT OUR STUDENTS HAVE THE OPPORTUNITY TO DO BETTER AND IN ORDER TO DO THAT, THEY HAVE TO HAVE GREAT TEACHERS.

WHAT'S THAT? IT'S A RUN ON SENTENCE.

YOU GOT ME IN THE FIRST SENTENCE SENTENCE.

OK, SO MY NEXT THING IS A COMMENT.

AND THIS IS BECAUSE I DON'T THINK EVERYBODY.

I JUST WANT TO MAKE SURE EVERYONE IN MY COLLEAGUES UNDERSTANDS THIS.

PRINCIPLES, AND I KNOW DR.

ALLEN UNDERSTANDS THIS.

PRINCIPALS HAVE TO MAKE THEIR STAFFING DECISIONS BY THE END OF MAY, 10 DAYS BEFORE THE LAST DAY OF INSTRUCTION IS THE LAST DAY ABOUT FOR NONRENEWABLE CONTRACTS, WHICH MEANS PRINCIPALS IN THE NEXT 60 TO 90 DAYS ARE DECIDING WHAT NEXT SCHOOL YEAR WILL LOOK LIKE FOR THEIR CAMPUS.

THAT IS BEFORE WE APPROVE A BUDGET.

SO I HAVE A CONCERN ABOUT HOW THIS PROCESS WILL GO TO KNOW BEFORE PRINCIPALS HAVE HAD TO FINALIZE WHAT NEXT SCHOOL YEAR LOOKS LIKE.

THAT WE HAVE THE RIGHT BUDGET.

AND I'M REALLY WORRIED THAT WE'RE NOT ON TRACK BECAUSE WE'VE STARTED SO LATE, SO I JUST NEED TO EXPRESS THAT CONCERN AND I NEED TO MAKE SURE ALL OF MY COLLEAGUES KNOW HOW OUR APPROVAL PROCESS ACTUALLY ALIGNS WITH WHAT HAPPENS IN SCHOOLS.

AND I'D BE GLAD TO HAVE CHIEF GRANT SKINNER TO SHARE A LITTLE BIT ABOUT THAT.

OKAY. SURE, OUR PRINCIPALS HAVE RECEIVED POSITION ALLOCATIONS AND FUNDING ALLOCATIONS FOR THE UPCOMING SCHOOL YEAR, AND DR.

WATTS AND I WERE TALKING EARLIER TODAY ABOUT THE ACTIVITIES THAT NEED TO TAKE PLACE IN THE MONTH OF MARCH AND THE MONTH OF APRIL FOR THEM TO PLAN FOR AND HIRE FOR NEXT SCHOOL YEAR. THIS IS TYPICAL OF ANY SCHOOL YEAR AS LONG AS THE BUDGET PROCESS HAS BEEN ON THE TIMELINE IT IS WITH A LATE SPRING BUDGET APPROVAL.

OUR SCHOOLS HAVE TO MOVE FORWARD AND PLAN TO IMPLEMENT THE BUDGET THAT WE'RE PROPOSING IN THE SPRING. AND IN THIS CASE, WHAT THEY'LL BE PLANNING BASED ON ARE THOSE ARE THOSE POSITION ALLOCATIONS THAT WE PROVIDED TO MAKE SURE THAT EVERY STUDENT HAS A CORE QUALITY EXPERIENCE. SO THE ONLY CHANGES AT THE CAMPUS LEVEL WILL BE THE ADDITION OF THESE FTE POSITIONS. THERE WILL BE NO CUTS TO CAMPUSES.

[01:10:04]

JUST AS IN ANY YEAR, A SCHOOL PLANS FOR THE YEAR AHEAD BASED ON THEIR PROJECTED ENROLLMENT BASED ON THE PROGRAMS THEY'RE OFFERING.

AND THAT MEANS THE NUMBER OF PEOPLE OR NUMBER OF POSITIONS IN ANY PARTICULAR JOB TITLE CAN CHANGE. SO WHAT I THINK I'M HEARING IN THAT COMMENT IS ESSENTIALLY THE SCHOOLS ARE GETTING THE SAME PUA ALLOCATIONS THAT THEY'VE RECEIVED IN THE PAST, BUT YOU'RE LAYERING THE FT POSITIONS ON TOP OF IT.

THAT'S NOT HOW I WOULD DESCRIBE THAT, SO IN OUR STRATEGIC PLAN PRESENTATION, WE PROVIDED SOME INFORMATION. I THINK AT THAT POINT, DR.

CRUZ WAS PRESENTING ABOUT THE WAY SCHOOLS WILL BE ALLOCATED POSITIONS AND FUNDING.

SO THERE IS A BASELINE STAFFING POSITION ALLOCATION.

THERE IS A THERE IS AN ACKNOWLEDGMENT OF SOME CENTRALLY FUNDED MATERIALS AND SERVICES AND THEN THERE IS A WEIGHTED FUNDING FORMULA THROUGH WHICH SCHOOLS ARE RECEIVING A DOLLAR AMOUNT ALLOCATION AS WELL.

SO WHAT OUR PRINCIPAL SAW YESTERDAY IS A SERIES OF DOLLAR AMOUNT ALLOCATIONS, WHETHER THAT'S PER PUPIL GENERAL FUND WEIGHTED GENERAL FUND FORMULA TITLE ONE, MAGNET FUNDING, CTE FUNDING, ESSR FUNDING IN ADDITION TO THE POSITION ALLOCATIONS IN THE BASELINE STAFFING MODEL. SO THE THERE THERE ISN'T A DIRECT CORRELATION TO A PUA WHICH WHICH THEY HAD FOR THIS YEAR.

SO THEY MAY HAVE TO MAKE SOME BUDGETARY CUTS, NOT BECAUSE THEY'VE DECLINED AN ENROLLMENT OR BECAUSE THEY'VE CHOSEN TO CHANGE THEIR PROGRAMS BECAUSE THEY HAVE LESS MONEY FOR POSITIONS OR FOR PROGRAMS? THEY COULD IN ANY YEAR.

I HEAR THE SECOND PART OF WHAT YOU SAID, WHICH IS AN A IN A RECENT YEAR THAT MAY HAVE BEEN BECAUSE, RIGHT.

YES, THEY COULD. THERE COULD BE A REDUCTION IN SOME NUMBER OF POSITIONS.

BECAUSE. OKAY. AS WELL AS POTENTIAL ADDITIONAL.

Q & A DOCUMENT SAYS THAT MAGNET FUNDING WON'T CHANGE FOR NEXT YEAR.

WILL ANY CAMPUSES BE LOSING MAGNET PROGRAMS? BECAUSE NOT ALL MAGNET PROGRAMS ARE FUNDED OUT OF MAGNET DOLLARS, SOME SCHOOLS USE GENERAL FUND PUA DOLLARS FOR THAT.

I WAS LOOKING AT DR. WATTS BECAUSE SHE MAY HAVE MORE INFORMATION THAN I, BUT THE WE ARE, WE ARE NOT. WE DO NOT HAVE AN INTENTION OF CHANGING MAGNET PROGRAMS FROM WHAT THEY ARE THIS YEAR TO WHAT THEY WILL BE FOR NEXT YEAR.

TRUSTEE WADE. THANK YOU ALL FOR BEING HERE TODAY.

ALL RIGHT. A COUPLE OF QUESTIONS.

SO ON THE PAGE 14 STEPS WERE TAKING, MY CONCERN ABOUT THE REDUCING THE RESOURCES BY THE END OF THE SCHOOL YEAR IS IF WE'RE SUPPOSED TO ATTRACT STUDENTS TO THE CAMPUSES.

AND THAT'S A BIG, HUGE WHAT IF AND THEN I DON'T EVEN KNOW ABOUT FIELD TRIPS AND THE THINGS OF THAT NATURE? I'M ASSUMING THOSE WILL GET APPROVED.

BUT MY CONCERN IS WHEN YOU START TAKING THE DOLLARS AWAY AT THE VERY CRITICAL TIME WHEN TEACHERS ARE WHERE PRINCIPALS ARE DESPERATE TO GET STUDENTS BACK.

IT MAY BE A WAY TO INCENTIVIZE OR DOLLAR SET APART FOR INCENTIVIZING THE PRINCIPALS IN THEIR OUTREACH, SO THAT'S PROBABLY INCLUDED IN THAT.

I JUST WANT TO MAKE SURE THAT THAT'S DISCUSSED BEING THAT WE'RE DESPERATE FOR AND.

GENERALLY TRUSTEE WADE.

BODIES.

GENERALLY AS A PRINCIPAL FOR OVER 10 YEARS.

WHAT I LEARNED IS THAT MOST OF THOSE EARMARKS FROM AN INSTRUCTIONAL STANDPOINT ARE MADE BY THAT TIME IN TERMS OF WHAT NEEDS TO HAPPEN TO SUPPORT CHILDREN.

SO IT'S WHY WE, YOU KNOW, INTENTIONALLY WAITED TO THIS PARTICULAR POINT TO DO SO.

BUT THE PROCESS ALSO INCLUDES AN OPPORTUNITY FOR SCHOOL BASED ADMINISTRATION TO PRESENT TO THE SCHOOL'S OFFICE ANY NEEDS THAT THEY FEEL LIKE.

IF THOSE NEEDS CUT THE MUSTARD IN TERMS OF SUPPORTING CHILDREN AND ENSURING THAT STUDENT LEARNING IS SUPPORTED AS WELL, THOSE NEEDS WILL BE APPROVED.

OK, THANK YOU. MY NEXT QUESTION IS SO ON PAGE 10 . SO YOU'VE GOT KEY IF I'M CORRECT IN MY PAGE NUMBERS, BUT YOU'VE GOT KEY ASSUMPTIONS.

AND SO THE HOLD HARMLESS PLACEHOLDER, THE LOST STUDENTS.

AGAIN, IF WE ARE EXPECTING BASED ON THE DEMOGRAPHER, THIS LARGE DROP IN STUDENTS.

[01:15:10]

SO BACK DOWN TO PAGE 13, WHEN YOU'VE GOT THE BOARD OF RESERVE, IS THAT ACCOUNTING FOR THAT? JIM, IF YOU DON'T MIND SHARING SOME INSIGHT HERE, I'D APPRECIATE IT.

SURE. THANK YOU.

SO THE HOLD HARMLESS AS I UNDERSTAND IT, AND I CAN CERTAINLY GET SOME CLARITY ON IT.

THE HOLD HARMLESS. IT WAS BASED ON IT WAS APPROVED IN THE GENERAL FUND BUDGET LAST YEAR AND IS ESSENTIALLY SET ASIDE FOR THE DROP FOR THIS YEAR.

JUST THIS PAST YEAR THAT INCURRED.

RIGHT. AND SO IN TERMS OF FUTURE ENROLLMENT DROPS, ARE THERE A HOLD HARMLESS FUNDS AVAILABLE FOR THAT? IS THAT NECESSARY? NO. I MEAN, MY CONCERN IS, ARE WE ESTIMATING ENOUGH, YOU THINK, OR IN CASE THE ENROLLMENT IS WORSE IN FISCAL YEAR '23? EXACTLY, YES.

GOT IT. OK, I'M SORRY.

NO, NO, NO. NO. IT'S ME.

I HAVEN'T HAD ENOUGH COFFEE YET.

IT'S SOMETHING WE SHOULD ALL TAKE A LOOK AT.

BUT RIGHT NOW, THE DEMOGRAPHERS INFORMATION THAT WE HAVE IS THE BEST INFORMATION WE HAVE.

I'M JUST GOING TO MAKE SURE THAT WE'RE THINKING IN CASE, NOT IN CASE WE DON'T.

YEAH. YES. YES. THAT'S NOT CORRECT.

YES. THE WHAT IS THAT? AN EIGHT PERCENT DROP THAT OCCURRED THIS YEAR JUST IN WHAT WE'RE SEEING IN SCHOOL DISTRICTS AROUND THE COUNTRY.

IT'S IN THAT FIVE TO 10 PERCENT DROP.

SO YOU'RE SO HOUSTON APPEARS TO BE IN THE SWEET SPOT THERE.

SO WE DON'T I WOULDN'T EXPECT ANOTHER DROP, BUT IT'S SOMETHING TO YOUR POINT WE SHOULD CONSIDER. OK, THANK YOU.

AND THEN ON PAGE 18, WHERE YOU HAVE THE BOTTOM BIG RED NOTE, THAT. IT'S ONLY THE FIRST YEAR I REALIZED THAT, AND I KNOW WE'RE GOING TO TALK ABOUT THE FUTURE, IN THE FUTURE.

BUT ANYWAY, IT'S SOMETHING TO I JUST WANTED TO MAKE NOTE OF HOW IMPORTANT THAT BIG RED NOTE IS THAT IF WE'RE GOING TO CONTEMPLATE COST IN THIS YEAR, ONLY IN THIS BUDGET DEVELOPMENT THAT.

IT'S JUST A CONCERN, AND I KNOW WE'LL TALK ABOUT THAT LATER, SO MOVING ON.

TRUSTEE HERNANDEZ.

THANK YOU.

MR. HOUSE, I KNOW IN THE BEGINNING OF THIS PRESENTATION, YOU SAID THAT THERE WERE THREE BUDGET MEETINGS. ARE WE ONLY EXPECTED TO EXPECT IT TO HAVE THREE BUDGET MEETINGS? THE POSSIBILITY COULD EXIST THAT WE MAY NEED TO HAVE A FOURTH IF THE WILL OF THE BOARD AND THE NEED DURING THAT TIME LEADS US TO THAT.

WE CAN DO THAT. OK, I JUST SAW MY BUDGET WORKSHOP FROM 2020 AND WE HAD AT LEAST FIVE.

SO JUSTIFY THIS.

THIS BOARD HAS BEEN ALL ABOUT EFFICIENCY AND I FEEL VERY GOOD ABOUT AND I'M BEING SERIOUS. WE'VE REALLY SPENT SOME TIME IN REFERENCE TO WHAT THIS PRESENTATION LOOKS LIKE AND PUTS SOME SERIOUS PLANNING INTO IT AND MAKING SURE THAT WE GOT OUR POINTS ACROSS AND PROVIDED THE NECESSARY INFORMATION AND INCLUDED, YOU KNOW, A PARTNER THAT WE'VE BROUGHT IN THIRD PARTY TO TO SUPPORT US.

SO IF WE NEED TO DO MORE, WE'LL DO MORE.

YES, THANK YOU. AND I JUST HOPE THAT YOU'RE TAKING INTO ACCOUNT FOR THE NEXT TWO BUDGET MEETINGS WHAT YOU HEAR FROM THE BOARD TODAY? ABSOLUTELY. SO MY NEXT QUESTION IS ABOUT THE DEMOGRAPHIC STUDY.

IS THAT SOMETHING THAT Y'ALL COULD SHARE? BECAUSE I SEE THAT YOU'RE STILL PROJECTING ABOUT A 500 STUDENT.

WHAT SLIDER YOU ON? I'M NOT ON A SLIDE, I WROTE DOWN QUESTIONS ON A NOTEPAD.

THERE WAS A FIVE ABOUT FIVE HUNDRED STUDENTS LESS SLIDE NINE.

WHY ARE WE STILL PROJECTING LESS? WHY IS THERE STILL [INAUDIBLE]? SO THAT'S WHAT JIM JUST TALKED ABOUT, THAT'S WHAT THE DEMOGRAPHER HAS INDICATED IN TERMS OF THE TRENDS THAT ARE OUT THERE, THAT VERY WELL.

OUR HOPE IS THAT, YOU KNOW, THAT POSSIBLY IS NOT THE CASE, BUT THAT'S JUST WHERE THE THE PROFESSIONAL DEMOGRAPHER HAS LANDED IN REFERENCE TO THAT NUMBER.

OK. YEAH. I'M GOING TO GO TO PAGE 2022.

THE TEACHER SALARIES NOW, I DID A QUICK SEARCH AND THERE'S AT LEAST NINE DISTRICTS THAT FOR THIS CURRENT SCHOOL YEAR ARE ALREADY AT FIFTY NINE THOUSAND DOLLARS FOR STARTING PAY.

[01:20:02]

SO WILL WE BE EVEN AT THE TOP? AND THIS IS SOMETHING THAT WE'VE THOUGHT ABOUT, I'LL LET MR. GRANT SKINNER TALK ABOUT THAT BECAUSE WE HAVE CLEARLY THOUGHT ABOUT THE IDEA OF WHERE WE WILL BE AT THE END OF THREE YEARS AND WHETHER IT WOULD LEAD US BEHIND OR NOT.

SKINNER.

SURE. OUR PLAN IS TO GET TO A POINT AS THE SLIDE BEFORE THIS, REFLECTED BY 24 OR 25, WHERE WE ARE CLEARLY AT THE AT THE TOP OF THAT LIST.

WE DO NOT BELIEVE THE BEST PLAN IS ONE THAT IMMEDIATELY SEEKS TO GET US TO THE TOP OF THAT LIST FROM A FINANCIAL PERSPECTIVE.

AND THAT IS WHY, ALTHOUGH WE HAVEN'T HIGHLIGHTED IT IN THIS PRESENTATION TODAY, IN THIS STRATEGIC PLANNING WORKSHOP, WE PRESENTED ON A NUMBER OF ESSR INCENTIVES THAT SERVE AS A BIT OF A BRIDGE. THOSE ARE BOTH SIGNING INCENTIVES FOR NEW HIRES AND A RETENTION INCENTIVE FOR CURRENT EMPLOYEES THAT SUPPLEMENT WHAT YOU SEE HERE BEFORE WE GET TO A POINT WHERE WE WILL BE AT THE VERY TOP OF THAT LIST.

THANK YOU. I'M STILL CONCERNED BECAUSE PART OF THIS MEETING, SOMEBODY PRESENTED THAT ONE THIRD OF THE TEACHERS ARE PLANNING ON LEAVING.

AND EVEN IF THERE'S A BRIDGE, I FEEL CONCERNED THAT NEXT YEAR WE STILL NOT GOING TO BE AT THE TOP. WE MIGHT NOT.

WE STILL MIGHT BE IN THE MIDDLE, ESPECIALLY WHEN WE KNOW THAT ONE THIRD OF OUR TEACHERS ARE THINKING OF LEAVING.

I UNDERSTAND THE FINANCIAL CONSTRAINTS, BUT ALSO I UNDERSTAND HOW IMPORTANT HAVING A TEACHER IN THE CLASSROOM IS.

ABSOLUTELY COULDN'T AGREE MORE.

TRUSTEE HERNANDEZ AND I THINK YOU ANSWERED YOUR OWN QUESTION IN REFERENCE TO BALANCING WHERE WE ARE FINANCIALLY.

AND YOU KNOW, WE'D LOVE TO TO SAY, HEY, LET'S DO IT ALL.

BUT FINANCIALLY, JUST IN MY PROFESSIONAL OPINION, NOT FEASIBLE.

I THINK WE HAVE TO GRADUALLY GROW OURSELVES TO THAT PARTICULAR PLACE, TO, YOU KNOW, TO REALLY, YOU KNOW, FINANCIALLY NOT TAKE US UNDER.

SO I COMPLETELY AGREE, BUT I THINK IT'S A SMART METHOD OF TAKING IT IN INCREMENTS OVER THE COURSE OF TIME.

WE DO KNOW ALSO THAT I THINK 45,000 EDUCATORS IN THE STATE OF TEXAS ARE IN THAT SAME REALM OF WHAT WE TALKED ABOUT IN A THIRD OF OURS, POTENTIALLY ARE HAVING THAT ABILITY TO LEAVE US. AND IT'S AN UNFORTUNATE TREND.

BUT IN MY OPINION, THIS IS SOMETHING THAT WE HAVE SOME CONTROL OF, AND I THINK THIS PLAN HELPS TREMENDOUSLY WITH THAT.

AGAIN, I'M STILL CONCERNED BECAUSE WE KNOW THAT OTHER DISTRICTS WILL LIKELY GO UP IN THEIR TEACHER SALARY AND ALSO HAVE BRIDGES, RIGHT, LIKE THE OTHER DISTRICTS WILL BE DOING OTHER INCENTIVES AS WELL.

SO THAT'S STILL A CONCERN OF MINE.

MY NEXT QUESTION IS ABOUT THE POLICE THREE STEPS AND YOU'LL STEP INCREASES.

CAN YOU EXPLAIN WHAT THAT ACTUALLY MEANS? I DON'T ACTUALLY UNDERSTAND WHAT THE ANNUAL STEP INCREASES MEAN.

MR. GRANT SKINNER. SURE.

SO I APPRECIATE MOVING TO THE SLIDE WHERE THIS IS REFERRED TO.

BUT ACTUALLY, IF YOU LOOK AT THE SLIDE WITH THE TEACHER SCALE, IT IS A GOOD COMPARISON.

SO POLICE ARE A GROUP THAT ALSO HAS IF YOU GO AHEAD BY TWO SLIDES.

SO POLICE ALSO HAVE A SALARY STRUCTURE WHERE THERE ARE STEPS WHERE THEY CAN ADVANCE TO ANOTHER STEP. SO WHAT THAT IS SAYING IS THAT BECAUSE THERE HAS BEEN A VERY RECENT UPGRADE TO THE POLICE SALARY SCALE, WE'RE NOT PROPOSING TO CHANGE THAT SALARY SCALE, BUT EACH OF THE NEXT THREE YEARS TO GRANT POLICE OFFICERS ONE STEP INCREASE SO THEY WOULD GET A SALARY INCREASE.

AND WE CAN WE CAN SHARE AS A FOLLOW UP THE POLICE SALARY SCALE.

OK, THANK YOU.

AND FOR THE CAMPUS FREEZES.

HAS THAT BEEN SHARED WITH PRINCIPLES? YES. WE WANTED TO SHARE THAT INFORMATION WITH YOU ALL FIRST, BUT INFORMATION WAS SENT OUT TO PRINCIPLES SINCE WE ACTUALLY HAVE STARTED THIS MEETING.

DOES THAT TAKE PLACE IMMEDIATELY? YES. OK.

MY NEXT QUESTION IS ABOUT WHAT YOU MENTIONED ABOUT UNIQUE MAGNETS COMING UP.

WHAT IS THE PLAN AND WHEN WILL WE RECEIVE IT? SO THAT THAT PLAN IS TO COME.

I WILL BE AGAIN.

I THINK WE HAVE A REALLY GOOD IDEA OF WHERE THE NEED IS, BUT WE'LL BE TAKING A CLOSE CLOSER LOOK AT WHAT PROGRAMMATIC SPECIFICS WILL FIT IN CERTAIN PLACES OF THE CITY THE BEST AND WHERE THE DEMAND IS.

SO THE FIRST PART OF THE PLAN WAS REALLY FIGURE OUT THAT FOR SEVERAL YEARS WE'VE HAD THESE

[01:25:06]

SO WE'VE IDENTIFIED WHAT THAT PIECE LOOKS LIKE.

SO NOW IT'S ABOUT BUILDING THE SHIP.

WE HAVE SOME VERY, VERY COOL PROGRAMS IN PLACE, SOME MAGNET, SOME, YOU KNOW, SPECIAL DESIGN PROGRAMS. SO WE'LL BE GOING INTO THOSE KIND OF PLANNING STAGES, WORKING WITH SOME INNOVATIVE LEADERS TO ENSURE THAT WE RIGHT SIZE THEM IN THE RIGHT PLACES.

IS THERE A TIMELINE FOR THAT? I DON'T NECESSARILY HAVE A TIMELINE AS OF YET, BUT IT'S SOMETHING THAT WE WILL BE WORKING, YOU KNOW, ON, YOU KNOW, BETWEEN, YOU KNOW, SUMMER AND MOVING FAST INTO THE '22 '23 SCHOOL YEAR.

WE DON'T EXPECT TO START BRAND NEW MAGNETS NEXT SCHOOL YEAR, BUT WHAT WE CAN EXPECT IS THAT FOLLOWING YEAR TO REALLY START DIGGING INTO THE PLANNING AND POSSIBLY IMPLEMENTING SOME, BUT WE CAN WORK ON A AN ACTUAL TIMELINE THAT SPELLS SPELLS OUT EXACTLY WHAT THAT LOOKS LIKE. THANK YOU.

MM-HMM. I JUST WANTED TO ASK, IS THIS PRESENTATION AVAILABLE PUBLICLY FOR FOLKS IN THE AUDIENCE OR THOSE WATCHING VIRTUALLY OR CAN THEY ACCESS THESE SLIDES? SURE. IT'S ON OUR WEBSITE.

OH, IT'S BEING POSTED? OK. IS IT LIKE UNDER A BOARD MEETINGS OR JUST OK? THANK YOU. TRUSTEE ALLEN.

THANK YOU. MY FIRST QUESTION HAS TO DO WITH SLIDE 14 AND THE CUT, THE REDUCING OF THE CENTRAL OFFICE. WILL THIS? HOW WILL THIS BE DONE? IS IT LIKE 10 PERCENT OF EACH GROUP BECAUSE I DO HAVE A CONCERN.

WE RECEIVED LIKE SOME FLOWCHARTS LAST WEEK OF THE CENTRAL ADMINISTRATIVE POSITIONS, AND I DO HAVE SOME CONCERNS AND OTHER PEOPLE HAVE DISCUSSED THIS WITH ME ABOUT PEOPLE IN IN POSITIONS ARE EXECUTIVE DIRECTORS WHO IS OVER A DIRECTOR WHO IS OVER ONE PERSON THAT IS THIS ONE PERSON HERE, WHICH MAY BE OVER TWO PEOPLE HERE.

SO USUALLY A DIRECTOR WOULD HAVE BEEN OVER 14 PEOPLE.

BUT NOW WE HAVE POSITIONS WHERE PEOPLE ARE OVER ONE PEOPLE.

HOW WILL YOU BE DOING THOSE CENTRAL OFFICE CUTS.

WILL YOU BE LOOKING AT POSITIONS? ARE YOU JUST GOING TO SAY THIS GROUP? THIS DEPARTMENT MAKE 10 PERCENT, THIS DEPARTMENT MAKE 10 PERCENT.

IT'S ACTUALLY A LITTLE BIT OF BOTH.

QUITE FRANKLY, I'M GOING TO SIT DOWN WITH THE CHIEFS ACTUALLY ON MONDAY, AND WE'LL BE TALKING ABOUT WHAT THAT SPECIFIC PERCENTAGE IS.

THE BENEFIT OF HAVING A NEW TEAM IS THEY'VE COME IN AND THEY'VE HAD THE OPPORTUNITY TO ASSESS SOME OF THEIR NEEDS.

THEY ALSO HAVE HAD THE OPPORTUNITY TO ASSESS WHERE SOME OF THE FATTIES, QUITE FRANKLY.

SO THAT WILL BE THE EXPECTATION AS WELL BECAUSE EACH ONE OF THEM WILL BE DOING SOME REORGANIZATION IN THEIR AREAS.

SO NOT ONLY WILL THERE BE A SPECIFIC PERCENTAGE, BUT DURING THE REORGANIZATION THAT THEY WILL PROBABLY BE WELL THAT THEY WILL BE MOVING FORWARD TO.

THEY'LL HAVE THE OPPORTUNITY TO ANALYZE AND REALIZE THE KIND OF OPPORTUNITIES TO TO SAY THAT WE NEED. THANK YOU.

I DO FEEL LIKE WE'RE A LITTLE TOP HEAVY.

THE ALLOCATIONS THAT THE PRINCIPALS GOT, DID THEY GET THEIR ALLOCATIONS YESTERDAY? YES, MA'AM. BECAUSE I HAVE ONE PRINCIPLE THAT IS CONCERNED BECAUSE THEY HAVE THEY'RE LOSING NINE TEACHERS, BUT THEY'RE DOING LIKE DOUBLE DUTY ON SOME OF THE PEOPLE ON CAMPUS.

LIKE THEY DON'T TAKE MAGNET COORDINATOR OUT OF THE MAGNET BUDGET, BUT THEY USE LIKE A PERSON FOR THIS. AND WILL THEY BE ABLE TO TALK TO LIKE SSOS AND DO LIKE A BUDGET? HAVE BUDGET MEETINGS? OR WILL THEY SO THAT SOME THINGS CAN BE TAILORED? THERE WILL BE OPPORTUNITY.

THERE'S A FEW DIFFERENT LAYERS OF WHAT THE BUDGETS WILL ALLOCATIONS AND BUDGETS WILL LOOK LIKE. THERE WILL BE SOME FLEXIBILITY AND SOME FUNDS THAT WILL ALLOW FOR SCHOOLS TO DO SOME THINGS A LITTLE BIT DIFFERENT. SOME SCHOOLS, OF COURSE, ARE TITLE ONE SCHOOLS AND HAVE SOME TITLE DOLLARS.

AND THEN THERE'S ANOTHER LAYER OF DOLLARS THAT CAN BE UTILIZED.

NOW WHAT YOU WILL FIND, DR.

ALLEN, IS THAT A MAJORITY OF OUR ESPECIALLY ELEMENTARY MIDDLE SCHOOLS REALLY SAW MORE ALLOCATIONS. BUT THERE ARE.

THIS IS A HIGH SCHOOL YEAR.

BUT WHAT WE'LL SEE AND WHAT MANY PRINCIPALS SAW YESTERDAY IS THAT AND I WANT TO AGAIN PREFERENCE THAT A MAJORITY OF OUR SCHOOLS SAW MORE.

BUT THERE ARE SOME, AS YOU INDICATED, MORE SO AT THE HIGH SCHOOL LEVEL THAT THAT SAW SOME ALLOCATIONS THAT THEY LOST.

SO THEY THEY WILL HAVE AN OPPORTUNITY TO TAILOR OR.

YES, THERE WILL BE SOME.

MY NEXT QUESTION IS ABOUT AND I DO TOTALLY AGREE WITH MOVING THE SUBS TO THE CENTRAL.

MM HMM. BUT MY QUESTION IS ABOUT WHEN YOU HAVE SUBSTITUTES FOR PROFESSIONAL DEVELOPMENT, SAY THAT YOU HAVE A MAGNET TEACHER THAT'S GOING TO A CONVENTION OR SOMETHING LIKE THAT.

HOW WILL THOSE WILL THOSE BE ALSO HANDLED LIKE WHEN YOU GO TO THE SCHOOL AND TAKE OUT THE

[01:30:05]

SO YOU ASK. SO WILL THE SCHOOL EVER GET IT? GET THE SUB? NO, SAY LIKE THE BUDGET IS COMING LIKE SCHOOL HAS A MAGNET BUDGET AND THEY HAVE ENOUGH MONEY TO SEND THEIR TEACHERS SOMEWHERE.

MM HMM. AND THAT'S OKAY, SO MR. GRANT SKINNER.

SURE, JUST EXTENDING WHAT SUPERINTENDENT AND HOUSE SAID SUBSTITUTES WILL BE MADE AVAILABLE FOR ABSENCES, BUT ALSO FOR SITUATIONS LIKE THAT.

NOW, A SCHOOL WILL NOT BE ABLE TO SAY THIRTY FIVE DAYS DURING THE YEAR, I'M SENDING SOME SENDING THE SAME PERSON TO PROFESSIONAL DEVELOPMENT.

BUT YES, PROFESSIONAL DEVELOPMENT DAYS WHERE A SUB IS NEEDED TO COVER WILL BE INCLUDED.

SO THEY WON'T HAVE TO PAY FOR ANY PROFESSIONAL DEVELOPMENT OUT OF THEIR BUDGET.

PROFESSIONAL DEVELOPMENT COVERAGE.

THAT'S CORRECT. OK, THAT'S REALLY GOOD.

AND I THINK THAT'S GOOD, BECAUSE I HAVE HEARD OF PRINCIPLES THAT DON'T GET SUBS AND THE KIDS GET SPLIT AND, YOU KNOW, ALL KINDS OF STUFF, MADNESS GOING ON IN THE SCHOOLS.

THAT'S ALL. THANK YOU, TRUSTEE SANTOS.

THANK YOU, PRESIDENT CRUZ, SUPERINTENDENT HOUSE, FOR THIS PRESENTATION.

PAGES FIVE AND SIX.

WHEN WILL WE RECEIVE DETAILS ABOUT THE TWO HUNDRED FORTY SEVEN MILLION IN EXPENDITURES EXPENDITURES PROJECTED FOR THE NEXT SCHOOL YEAR? FIVE AND SIX.

SO FROM A TIMING PERSPECTIVE, I DON'T HAVE A PARTICULAR DATE, BUT I CAN TELL YOU AS SOON AS POSSIBLE.

CAN YOU CAN YOU KIND OF CLARIFY YOUR QUESTION? SO WHERE THERE'S A RISING COSTS AND EXPENDITURES, RIGHT? SO YOU HAVE THE RED LINE GOING UP.

I HOPE THIS ISN'T BEING TAKEN FROM MY TIME.

ONE THOUSAND EIGHT HUNDRED THIRTY FIVE TO TWO THOUSAND FORTY SEVEN.

YOU'RE INCREASING EXPENDITURES.

WHEN ARE WE GOING TO SEE THE DETAILS ABOUT IT? SO A PART OF THAT IS IS REALLY GETTING GETTING THIS BUDGET APPROVED AS A WHOLE.

SO WE WANT TO PROVIDE THOSE DETAILS ASAP.

AND AS WE MOVE DEEPER INTO THE BUDGET CONVERSATIONS IN THE WORKSHOPS, WE'LL BE ABLE TO PROVIDE EVEN MORE DETAILS DURING THAT TIME PERIOD.

OKAY. SO WHAT ARE THE MAJOR CHANGES BESIDES THE COMPENSATION PLAN THAT ARE DRIVING THIS INCREASE? COMPENSATION PLAN IS THE MAJOR INCREASE IN THIS, IN THIS PLANE.

AND IT'S EIGHTY TWO POINT SEVEN MILLION FOR THE NUMBER.

JIM. COMPENSATION? YES. NO, YOU'RE RIGHT. I GUESS LET ME SEE IF I CAN FRAME IT THIS WAY FOR YOU IF YOU DON'T MIND SUPERINTENDING. SO YOU LOOK AT I'M GOING TO USE ROUND NUMBERS JUST TO KEEP IT SIMPLE. WE HAVE A DEFICIT OF SEVENTY MILLION PROJECTED THIS YEAR, FISCAL YEAR '22, AND I'M GOING TO SAY ONE NINETY FIVE, IT'S LIKE ONE NINETY-SIX.

IT'S TECHNICALLY ONE NINETY-FIVE AND SOME CHANGE FOR NEXT YEAR.

OK. SO IF YOU JUST THAT DIFFERENCE IS ABOUT ONE HUNDRED AND TWENTY FIVE MILLION.

OK, SO WE'VE GOT TO SOLVE FOR ONE TWENTY FIVE AND THERE'S REALLY FIVE COMPONENTS OF IT.

THE FIRST ONE IS THE THE COMPENSATION EIGHTY-TWO MILLION DOLLARS.

THE SECOND PIECE IS TEN MILLION RELATED TO HEALTH INSURANCE INCREASES FROM FROM THIS YEAR TO NEXT YEAR, WE'RE ESTIMATING $10 MILLION.

THERE'S SIXTY, ABOUT SIXTY-TWO MILLION IN FALLOUT.

AND LET ME PUT THAT TO THE SIDE, I CAN COME BACK TO IT.

AND THEN THERE ARE AND THEN THERE ARE SOME SAVINGS COMING BACK THE OTHER WAY.

THERE'S ABOUT TWENTY-FIVE OR TWENTY-SIX MILLION RELATED TO THE CHANGING FROM THE PUA MODEL TO THIS BASELINE STAFFING MODEL.

AND THEN THERE'S THREE MILLION OF SAVINGS WHEN YOU NET OUT SOME CATS AND DOGS, THE PROVERBIAL OTHER.

SO EIGHTY-TWO PLUS TEN PLUS SIXTY TWO MINUS THE TWENTY-FIVE OR TWEMTY-FIVE MINUS THREE SHOULD CLOSE THAT ONE TWENTY FIVE GAP MONEY.

MATH. WHAT DID YOU SAY FOR HOW MUCH WAS FALLOUT? SIXTY-TWO MILLION. SIXTY TWO.

OKAY. YEAH. SO.

HOW DO YOU ANTICIPATE TEACHER RESPONSIBILITIES CHANGING UNDER THE STRATEGIC PLAN, NEW BUDGET AS IT RELATES TO CURRICULUM AND LESSON PLANNING, PROFESSIONAL DEVELOPMENT AND MOST IMPORTANTLY, CLASS SIZES? LIKE TO HAVE DR.

SEAN BIRD, OUR CHIEF ACADEMIC OFFICER, TO SHARE WITH US.

SO IN TERMS OF CURRICULUM ROLLOUT NEXT YEAR, IT WILL BE A SUBSET OF ABOUT 40 SCHOOLS TOTAL BETWEEN ELEMENTARY AND MIDDLE.

[01:35:01]

IT WON'T AFFECT THEIR PLANNING TIME.

IN FACT, IT SHOULD HELP THEIR PLANNING TIME BECAUSE THEY WON'T HAVE TO BE LOOKING FOR THEIR OWN KINDS OF THINGS TO SUPPLEMENT THE CURRICULUM.

SO THAT SHOULD ACTUALLY HONOR THEIR PLANNING TIME AND MAKE BETTER USE OF IT.

IN TERMS OF AND THE FOLLOWING YEAR, THEY WILL ROLL OUT TO THE REST OF THE SCHOOL.

SO BUT THERE WILL BE FOR MY TEAM, PART OF THE REORGANIZATION THAT SUPERINTENDENTS WAS TALKING ABOUT IS I'M LOOKING AT MY TEAM AND HOW WE CAN BE MORE SUPPORTIVE OF SCHOOLS.

SO PEOPLE WILL BE IN SCHOOLS WITH TEACHERS HELPING THEM, YOU KNOW, LEARN THE NEW CURRICULUM. SO THEY'LL BE.

WE'RE INTENDING TO SUPPORT SCHOOLS MUCH AT A MUCH GREATER INTENSITY NEXT YEAR AS THEY IMPLEMENT THE NEW CURRICULUM SO THAT THEY'RE NOT FEELING THAT THEY'RE ON THEIR OWN.

AND THEN THE CLASS SIZE.

SO THAT IS, [INAUDIBLE] THAT GOES TO JEREMY? SURE, I CAN TALK ABOUT CLASS SIZES AND WHAT I WOULD SAY IS THERE WE DO NOT.

WE DON'T ANTICIPATE IN THE AGGREGATE ANY SIGNIFICANT CHANGE TO CLASS SIZES.

AND RIGHT NOW, SCHOOLS ARE MAKING MANY MORE DETERMINATIONS ABOUT WHAT PERCENTAGE OF THEIR TOTAL BUDGET IS PUT TOWARDS TEACHERS.

AND THE BASELINE STAFFING MODEL PROVIDES COMMON CORE EXPERIENCE ACROSS SCHOOLS, WHICH MEANS AT ANY INDIVIDUAL SCHOOL THERE COULD BE IMPACT IN ONE WAY OR THE OTHER ON CLASS SIZE. AND WHAT WE SEE, AS IN A LOT OF OUR SMALLER SCHOOLS, WHAT WE SHOULD SEE NEXT YEAR IS A LOWER CLASS SIZE BECAUSE NOW WE ARE FUNDING THEM IN A WAY, WE'RE PROVIDING THEM WITH POSITION ALLOCATIONS IN A WAY THAT THEY HAVE ENOUGH STAFF TO HAVE APPROPRIATE CLASS SIZES. SO THIS LEADS INTO MY SECOND FOLLOW UP QUESTION BECAUSE YOU'RE GOING TO CENTRALIZE SPECIAL EDUCATION FUNDING.

HOW IS THIS GOING TO ENTAIL? HOW DO YOU ANTICIPATE SPECIAL EDUCATION TEACHER'S RESPONSIBILITIES CHANGING UNDER THE STRATEGIC THE STRATEGIC PLANNING BUDGET AS IT RELATES TO CURRICULUM LESSON PLANNING, PROFESSIONAL DEVELOPMENT AND, MOST IMPORTANTLY, CLASS SIZE? CHIEF BURKE. IT'S THE SAME WE ARE GOING TO ALSO TRAIN OUR SPECIAL EDUCATION TEACHERS IN THE CURRICULUM, SO THEY'LL HAVE THEY'LL RECEIVE THE SAME SUPPORTS THAT GENERAL TEACHERS WILL. SO IT WOULDN'T AFFECT THEIR IN TERMS OF THEIR CURRENT RESPONSIBILITY.

IT WOULDN'T CHANGE IT MUCH OTHER THAN GIVE THEM MORE TIME FOR.

FOR THIS, TRUSTEE I'VE ASKED FOR CHARTS AND I'VE ASKED THAT WE SEE THE FTE.

WE HAVE THE FULL TIME EQUIVALENCY.

SO EACH SCHOOL IS GOING TO GET WEIGHTED FACTORED X, Y AND Z PER DR CRUZ.

YOU HAVE SPECIAL EDUCATION.

WHAT WE WERE TOLD IS THAT YOU DEPLOY SPECIAL EDUCATION EXPERTS FROM HATTIE MAE WHITE TO CAMPUSES. AND THAT THESE POSITIONS ARE CENTRALLY FUNDED.

HOW IS THAT GOING TO PLAY OUT ON CAMPUSES? SO IT'S STILL FOLLOWED SO THAT IT STILL FOLLOWS THE CHILD THE NEED OF THE SO WHEREVER THE CHILDREN ARE THAT HAVE THOSE NEEDS, THAT'S HOW STAFF IS DEPLOYED.

SO THAT'S BASED ON THE IEP, THE ARD MEETING.

AND THEN WE DEPLOY STAFF BASED ON WHERE KIDS ARE LOCATED, WHERE STUDENTS ARE LOCATED, THE PROGRAM. SO HOW DOES THAT AFFECT A CAMPUS BUDGET? IT DOESN'T BECAUSE IT'S CENTRALIZED.

SO THE STAFFING FIRM IS CENTRALIZED, SO PRINCIPALS DON'T HAVE TO NOW SAY, WELL, I NEED TO. I MEAN, SPECIALIST STAFFING HAS BEEN CENTRALIZED FOR A WHILE, SO IT DOESN'T.

THERE'S REALLY NO CHANGE IN TERMS OF THAT ASPECT OF FOR THAT [INAUDIBLE].

OK. MAYBE I JUST FEEL LIKE IF YOU DO A FOLLOW UP QUESTION.

SO YOU SURVEYED A THIRD OF TEACHERS AND THEY'RE THINKING ABOUT LEAVING, BUT WHAT ABOUT THE PERCENTAGE OF PRINCIPALS, POLICE SUPPORT STAFF, HIGHER LEVEL ADMIN? WHAT'S THAT PERCENTAGE OF PEOPLE LEAVING? GREAT QUESTION.

CHIEF GRANT SKINNER, ANY ANY ADDITIONAL INSIGHT YOU MIGHT HAVE THERE? WE HAVE NOT ASKED THE DIRECT QUESTION OF OTHER STAFF MEMBERS ABOUT THEIR INTENTIONS FOR NEXT YEAR, AND WE WILL BE DOING SO WITHIN THE NEXT MONTH OR SIX WEEKS.

OK, SO HOW MUCH IS THE CURRENT TOTAL DOLLAR AMOUNT THAT WE ARE FREEZING CURRENTLY FREEZING FROM CAMPUS BUDGETS? JIM, CAN YOU SHARE THAT INSIGHT? I WANT TO SAY I WANT TO SAY IT'S AROUND 30 MILLION.

I THINK SOMEWHERE IN THAT NEIGHBORHOOD, WE CAN CONFIRM THAT NUMBER AND GET BACK TO YOU, BUT OFF THE TOP OF MY HEAD. AND THAT'S SOMETHING THAT'S GOING BACK TO THE FALLOUT OR IT'S OUTSIDE OF FALLOUT OR? OK.

GENERAL FUND BALANCE OR? SORRY, YES, YOU'RE RIGHT. IT ULTIMATELY COMES BACK TO FUND BALANCE IF IT'S NOT SPENT, OK? PLEASE THAT DOLLAR AMOUNT, BECAUSE WHAT'S HAPPENING NOW IS THAT PEOPLE ON THE GROUND FLOOR ARE FREAKING OUT THINKING THEY'RE GOING TO LOSE THEIR JOBS.

AND IF PRINCIPALS HAVE TO MAKE CUTS, THEN UM.

OK. THEY THANK YOU FOR BRINGING THAT TO THE TABLE.

I THINK IT'S IMPORTANT FOR OUR PUBLIC TO KNOW OUR TEACHERS, TO KNOW OUR ADMINISTRATORS, TO KNOW THAT IS NOT THE INTENT HERE IS TO TO MOVE FORWARD AND CUT.

[01:40:07]

OK, THANK YOU. AND JUST TO FOLLOW UP ON THAT SO THAT MORALE IS CHANGING CURRENTLY ON CAMPUSES. I JUST WONDER IF WE ARE PUSHING PEOPLE OUT INSTEAD OF HOLDING THEM NEAR AND DEAR WHEN WE NEED TO BE.

AND SO IF I'VE HEARD THIS FROM CLERK'S PARAPROFESSIONAL LIKE THAT, THEY'RE AFRAID THAT THEY'RE GOING TO LOSE THEIR JOB, ESPECIALLY WITH NOT HAVING LIKE TRUSTEE DEIGAARDRD'S POINT AND TRUSTEE WADE'S POINT A SENSE OF LIKE UNDERSTANDING WHERE WE'RE HEADED NEXT YEAR SO.

I DON'T KNOW. CAN REMEDY SOME OF THAT BEFORE ME, BUT THANK YOU.

THANK YOU FOR THAT. TRUSTEE BAKER.

THANK YOU, AND THANK ALL OF YOU FOR YOUR PRESENTATION TODAY AS A NEW TRUSTEE.

I'M GOING TO JUST TRY TO SOME PEOPLE SAY SOMETHING, BUT SOME PEOPLE HAVE SOMETHING TO SAY, SO I MAY COME BACK TO MY NEXT QUESTION.

MY FIRST QUESTION IS AS A NEW TRUSTEE, IT SEEMS THAT WE'RE GETTING LIKE LITTLE SMALL PIECES OF THIS, AND YOU HAVE PLANS TO GIVE US SOME MORE IN THE NEXT TWO OR THREE WEEKS.

IS THERE A WAY THAT YOU CAN GIVE US MORE INFORMATION IN ADVANCE SO WE CAN PERUSE OVER IT AND HAVE A GOOD UNDERSTANDING OF WHERE WE'RE GOING BEFORE WE GET TO THE NEXT TWO OR THREE WORKSHOPS? WE'LL DO OUR BEST TO BE ABLE TO PROVIDE THE PRESENTATION IN THE EARLIEST TIME FRAME THAT WE CAN. WE WANT TO HAVE COMPLETE PRESENTATIONS BEFORE WE PROVIDE THEM.

AND THIS THERE WAS A LOT OF WORK THAT WENT INTO THIS.

WE'RE WORKING UP UNTIL ESSENTIALLY YESTERDAY, BUT WE WILL DEFINITELY DO OUR BEST TO GET IT TO YOU AS EARLY AS POSSIBLE.

THANK YOU. AND WITH REGARDS TO PAGE 14, EVERYBODY'S BEEN TALKING ABOUT PAGE 14.

I HAVE A QUESTION ABOUT PAGE 14 AS WELL WITH THE FIRST THREE BULLET POINTS.

WHAT IS YOUR OVERALL SAVINGS ON THAT? HAVE YOU GOT A TOTAL ON THE FIRST THREE? CAN YOU SHARE SOME INSIGHT HERE? YES, ABSOLUTELY.

I THINK WE'RE WE'RE LOOKING AT PROBABLY ABOUT $100 MILLION IN SAVINGS.

HOW MUCH? HUNDRED ONE HUNDRED ONE ZERO ZERO.

OK, MY NEXT QUESTION IS WITHOUT THE ESSER FUNDS, HAVE YOU HAVE YOU DETERMINED, WHERE WOULD THE BUDGET BE AT THIS POINT WITHOUT THE ESSER FUNDS? BECAUSE IT SEEMS LIKE WE'RE RELYING A LOT ON THE EXTRA FUNDS THAT CAME, AND I KNOW THEY CAME AT A CRITICAL TIME DURING THE PANDEMIC.

AND YOU'RE ABSOLUTELY RIGHT.

THE ESSER FUNDS ARE A SAVING GRACE AT THIS JUNCTURE.

IT'S, YOU KNOW, WITHOUT THE ASR FUNDS, WE WOULDN'T BE ABLE TO MOVE IN THE MANNER THAT WE'RE ATTEMPTING TO MOVE TO SAVE TEACHERS TO, YOU KNOW, INCREASE COMPENSATION.

IT WOULD BE VERY, VERY DIFFICULT TO DO SO.

SO YOU'RE ABSOLUTELY CORRECT.

AND, FIFTY-FIVE SECONDS.

OK. OK, 53 OK, SLIDE 26 WHERE YOU HAVE EIGHT OR NINE POSITIONS MORE OR LESS GROUPED TOGETHER WITH THE SAME MINIMAL STARTING POINT WHEN IT COMES TO GENERAL EMPLOYEES OR OTHER EMPLOYEES.

IS THAT YOUR STANDARD THERE? BECAUSE IF IT'S LIKE THAT, I CAME FROM THE CITY, AS MANY OF YOU KNOW.

WON'T THAT AFFECT THE MORALE, AND SO FORTH WHEN IT COMES TO PROMOTIONAL OPPORTUNITIES AND THINGS OF THAT NATURE? MR. GRANT SKINNER.

FEEL FREE TO SHARE HERE.

SURE. NOT HERE.

HEARING YOUR QUESTION, I FEEL THAT WE SHOULD HAVE HAD A FUTURE VERSION ON HERE BECAUSE YES, YOU'RE CORRECT, AND THAT'S WHAT I WAS ACTUALLY TRYING TO EMPHASIZE.

HERE IS THE WAY A PAST OR PAST ADJUSTMENTS HAVE BEEN MADE CREATED THOSE RED BOXES, WHICH IS A PROBLEM.

IT IMPACTS MANY THINGS, INCLUDING, TO YOUR POINT, MORALE.

SO THE FUTURE VERSION OF THIS IS TO BUILD BACK IN STARTING THIS UPCOMING SCHOOL YEAR TO BUILD BACK END DIFFERENTIATION AMONG THOSE STEPS OR THOSE GRADES ON THE MASTER PAY TABLE.

SO GRADES FIFTEEN THROUGH TWENTY TWO FOR THE UPCOMING SCHOOL YEAR WILL ALL HAVE A DIFFERENT MINIMUM, MIDPOINT, AND MAXIMUM.

OK, MY LAST QUESTION IS I HEAR THAT THE TEACHERS HAVE ALREADY THE BUDGET HAS ALREADY BEEN PLACED ON FREEZE.

YES, WE NOTIFIED PRINCIPALS.

YEAH, I'M SORRY, THE PRINCIPALS.

SO I WAS WONDERING HOW COME THE BOARD MEMBERS WERE NOT GIVEN THAT AMPLE NOTIFICATION FIRST, BECAUSE I'VE BEEN GETTING SOME COMPLAINTS AS WELL?

[01:45:02]

THE BUDGET WORKSHOP STARTED AT TWO O'CLOCK AND WE SENT THAT INFORMATION TO PRINCIPALS AT 2:30. THE INTENT WAS TO ENSURE THAT WE GOT IT HERE FIRST AND THEN PRINCIPALS GOT IT VERY SOON AFTER. OK, THANK YOU.

HMM. IT'S ALL FOR NOW.

OK, THANK YOU.

I'M GOING TO FINISH OUT ROUND TWO.

ALL RIGHT. SO ONE, I'M SORRY, ROUND ONE.

SO SLIDE FIVE, I KNOW WE KEEP GOING BACK TO THAT ONE.

I THINK SOMETHING THAT MR. GRADY SHARED AND I CAN'T REMEMBER WHAT SLIDE IT WAS ON THAT WAS BASICALLY TRYING TO [INAUDIBLE]. BASICALLY, THE ONLY THING IN OUR CONTROL IS ENROLLMENT, AND I'M REALLY UNCLEAR ON WHAT WE ARE GOING TO DO AS A DISTRICT.

LIKE, I LOOK AT THIS CHART AT THE BOTTOM OF PAGE FIVE.

AND THEN IF YOU LOOK EVEN FIVE YEARS BEFORE THAT, YOU KNOW, WE'VE BEEN YES, WE LOST A LARGE AMOUNT OF KIDS DURING COVID, BUT WE LOST A LOT OF KIDS, YOU KNOW, PRE-COVID, AND WE LOOK AT THE FIVE YEARS BEFORE THAT.

SO. IF THAT'S WHAT WE'RE DEPENDING ON TO INCREASE OUR REVENUE.

WHAT ARE WE DOING TO INCREASE ENROLLMENT? SO THERE ARE SEVERAL DIFFERENT THINGS THAT WE REALLY HAVE TO DIVE AGAIN INTO THE STRATEGIC PLAN TO TALK ABOUT THAT EVERYTHING FROM THE IDEA OF EXPANDING PRE-K, IMPROVING DRAMATICALLY OUR BASELINE EXPERIENCE, WHICH IS WHAT WE HEARD FROM, YOU KNOW, FROM OUR COMMUNITY, WHICH IS WHY WE LANDED ON THE COMMITMENTS.

SO IT GOES BACK TO THOSE COMMITMENTS PROVIDING A SOLID EXPERIENCE QUALITY TEACHERS.

THE COMPENSATION PACKAGE IS A PART OF THAT.

BE GLAD TO HAVE DR.

WATTS TALK A LITTLE BIT MORE SPECIFICALLY AROUND SOME OF THOSE THINGS AS WELL.

SOME ADDITIONAL STRATEGIES INCLUDE THE MOBILE ENROLLMENT UNIT THAT WILL BE USING ALSO AS WE LOOK TO TRANSFORM OUR D AND F CAMPUSES, WE HOPE THAT THAT WILL INCENT FAMILIES TO COME BACK. BOLSTERING OUR MAGNET PROGRAMS AND INCREASING OUR MAGNET PROGRAMS MAY ALSO BE AN ADDITIONAL STRATEGY.

SO WHAT ARE YOU USING TO MAKE THESE LIKE WHAT ARE YOU BASING YOUR DECISIONS ON, RIGHT? BECAUSE I HEAR A LOT OF DIFFERENT THINGS, A LOT OF THEM SOUND GREAT.

YOU KNOW, PARTICULARLY IN THE EAST, AND I HAVEN'T DUG INTO THE DATA, AND I WOULD LOVE IF THE DISTRICT HAS THIS DATA LIKE IN THE EAST END, 25 PERCENT OF STUDENTS CHOOSE CHARTER SCHOOLS AND.

I'M JUST CURIOUS, LIKE, WHAT ARE YOU BASING YOUR DECISIONS ON? ONE OF THE QUESTIONS I SUBMITTED ON THE Q&A FOLLOW UP TO THE STRATEGIC PLAN WAS WHAT WERE THE FINDINGS OF THE SCHOOL CHOICE COMMITTEE? AND I DIDN'T SEE THAT IN THE ANSWER.

I SAW JUST A LOT OF OTHER AGAIN, LIKE WHAT ARE ALL OF THESE DECISIONS BASED ON, WHAT ARE YOU USING AS YOUR AS YOUR DRIVER? YEAH. AND DR.

CRUZ I ASK COME AND SHARE SOME ADDITIONAL INSIGHTS BECAUSE DR.

CRUZ HAS BEEN KIND OF OUR COHERENCE FOCUSED STAFF MEMBER WHEN IT COMES TO THE STRATEGIC PLAN AS A WHOLE. SURE.

TRUSTEE CRUZ. I WANT TO MAKE SURE I UNDERSTAND YOUR QUESTION AS WE THINK ABOUT THE ADJUSTMENTS TO INCENTIVIZE STUDENTS TO COME TO THE DISTRICT.

WHAT DATA IS UTILIZED IN INFORMING THAT SO MULTIPLE DATA SOURCES ARE PART OF IT IS THE ALL THE DATA THAT WAS COLLECTED AS PART OF THE LESSON LEARNED.

SO WHAT DO WE HEAR FROM STUDENTS AND PARENTS DIRECTLY IN TERMS OF WHAT THEY VALUED, WHAT THEY WANTED? WE HEARD, FOR EXAMPLE, AS A SUPERINTENDENT INDICATED LOUD AND CLEAR THAT PARENTS REALLY WANT QUALITY, INNOVATIVE PROGRAMS, WHICH IS WHY DR.

WATTS AND HER TEAM ARE WORKING THIS YEAR ON THE NEEDS ASSESSMENT AND HEARING DIRECTLY FROM PARENTS TO FIGURE OUT WHAT DO YOU WANT, WHAT KIND OF PROGRAM DO YOU WANT AND NEED SO THAT WE CAN BUILD OUT QUALITY PROGRAMS TO THE POINT THAT CAN'T BE BUILT OVERNIGHT.

BUT WE WANT TO BUILD OUT QUALITY PROGRAMS IN ALL NEIGHBORHOODS SO THAT KIDS FEEL LIKE THEY DON'T HAVE TO LIVE ACROSS TOWN IF THEY CAN'T, IF THEY WANT TO, BUT THEY DON'T HAVE TO, NECESSARILY. THE OTHER PART IS WE WERE WORKING WITH PARTNERS.

WE'VE BEEN USING DATA BOTH FROM HER, FOR EXAMPLE, AROUND AROUND AGAIN, THE NEEDS ASSESSMENT OF WHAT PARENTS WANT AND VALUE, WORKING VERY CLOSELY WITH AN ORGANIZATION CALLED FAMILIES EMPOWERED AS WELL, WHICH GIVES US A LOT OF REALLY POWERFUL DATA AROUND WHAT EXACTLY PARENTS AND STUDENTS VALUE.

AND IT'S NOT SURPRISING.

I MEAN, THEY WANT QUALITY OPTIONS FOR THEIR KIDS.

THEY WANT THEIR KIDS TO FEEL SAFE.

THEY WANT THEIR KIDS TO HAVE ACCESS TO QUALITY ACADEMIC PROGRAMS THEY WANT TO HAVE AT THE HIGH SCHOOL LEVEL, CAREER PROGRAMS, ADVANCED PLACEMENT PROGRAMS, IB PROGRAMS, ET CETERA.

SO ALL OF THE THINGS THAT HAVE BEEN BAKED INTO THE STRATEGIC PLAN.

AND IF I MAY ALSO ADD, I KNOW DR.

WATTS HAS A TEAM NOW THROUGH ESTHER AND WE'LL TALK ABOUT ESSER AND A LITTLE BIT I KNOW THAT'S REALLY JUST DEDICATED TO STUDENT ENROLLMENT.

SO LOOKING AT DATA TO FIGURE OUT EXACTLY WHERE WE'RE LOSING STUDENTS BECAUSE THERE ARE

[01:50:03]

SO ARE WE SURVEYING CURRENT HISD PARENTS, I MEAN, WHAT THE LISTEN AND LEARN, I THINK WAS CURRENT. ARE WE ALSO ASKING PARENTS THAT HAVE ACTUALLY LEFT? WE HAVE. WE'VE ACTUALLY WORKED FOR A COUPLE OF YEARS NOW WITH DR.

CATHY HORNE AT THE UNIVERSITY OF HOUSTON, AND IT'S BEEN, TO BE HONEST WITH YOU, AND SHE CAN SHARE THIS WITH YOU ALL DIRECTLY AS WELL.

IT'S BEEN A SIGNIFICANT CHALLENGE TO GET HIGH RESPONSE RATES, ESPECIALLY DURING THE PANDEMIC FROM STUDENTS WHO HAVE LEFT THE DISTRICT.

BUT WE DID PROVIDE THEM WITH WE PROVIDED THE UNIVERSITY OF HOUSTON WITH THE DATA AROUND THE STUDENTS THAT HAVE LEFT THE DISTRICT ARE NO LONGER HERE.

SO THAT OUTREACH CAN BE DONE TO ASSESS EXACTLY WHAT IT IS THAT WHY DID YOU LEAVE? WHY WAS IT BECAUSE OF SAFETY? WAS IT BECAUSE OF YOUR PERCEPTION OF THE ACADEMIC PROGRAMS? WAS IT BECAUSE YOU DIDN'T HAVE THE RIGHT PROGRAMS, ET CETERA? AND SO THAT IS A PROJECT THAT WE ACTUALLY NOW HAVE INTEGRATED WITH DR.

MATNEYS WORK. SO IT'S BEEN DONE BETWEEN [INAUDIBLE] IN US.

SO WE GET MORE OF THAT DATA.

BUT IT'S IT'S IT'S PROVING TO BE MUCH MORE DIFFICULT TO GET THAT DATA THAN WE THOUGHT.

BUT I WILL SAY THIS IS WHY FAMILIES EMPOWER BECOMES VERY VALUABLE BECAUSE THEY SURVEYED THOUSANDS AND NOT TENS OF THOUSANDS OF PARENTS ACROSS THE GREATER HOUSTON REGION, AND A MAJORITY OF THEM ACTUALLY ARE BECAUSE OF OUR SIZE HISD ZONE PARENTS.

SO WE'RE GETTING CHOICES AROUND WHAT PARENTS VALUE.

THE OTHER PART OF THIS IS YOU MENTIONED THE MAGNET SCHOOL CHOICE PROJECT OR THE STUDY.

WE'D BE HAPPY TO PROVIDE THAT IF THAT'S THE WILL OF THE BOARD.

A FULL REPORT.

BUT WE HAD FOCUS GROUPS WITH STUDENTS FROM BOTH NEIGHBORHOOD SCHOOLS, MAGNET SCHOOLS, PARENTS, TEACHERS, MAGNET COORDINATORS TO COME AND TELL US WHAT ARE THEIR TRUE PERCEPTIONS, WHAT ARE THEY FEELING? AND WE GOT SOME REALLY, REALLY POWERFUL DATA AS A RESULT OF THAT.

AND WE'RE REALLY EXCITED BECAUSE A LOT OF THE RECOMMENDATIONS THAT HAVE COME OUT OF THAT ARE BAKED INTO WHAT'S GOING TO HAPPEN WITH THE STRATEGIC PLAN IN TERMS OF HOW WE'RE ADJUSTING NOT JUST THE PROCESS AROUND SCHOOL CHOICE, BECAUSE THAT WAS ONE OF THE THINGS WE HEARD, BUT ALSO THE PROGRAMMATIC OFFERINGS.

SO YOU HAVE DATA FROM FAMILIES EMPOWERED ALREADY OR YOU'RE GOING TO GET, OH, WE'VE GOTTEN DATA FROM FAMILIES EMPOWER THROUGHOUT THEIR A SIGNIFICANT PARTNER OF OURS.

OK. YEAH, I MEAN, I THINK THAT'S JUST ONE OF MY BIGGEST CONCERNS BECAUSE WE'RE BANKING ON ENROLLMENT, BUT I WANT TO MAKE SURE THAT.

THAT WE'RE ACTUALLY DOING SOMETHING DIFFERENT, RIGHT TO TO ACTUALLY INCREASE ENROLLMENT, OTHERWISE WE'RE JUST GOING TO KEEP LOSING STUDENTS.

OH, SO DID WE ASK, DID WE ASK, DID WE SURVEY, HOW DO WE BRING STUDENTS BACK? WHAT WOULD IT TAKE TO GET YOU BACK INTO THE DISTRICT? CRUZ. I'D HAVE TO CONFIRM IF THAT WAS EXPLICITLY ASKED, BUT I THINK THAT WAS IMPLIED IN ALL OF OUR QUESTIONS IN TERMS OF WHAT DO YOU WANT AND WHAT DO YOU VALUE, WHAT WHAT MAKES YOU STAY IN THE DISTRICT? WHAT MAKES YOU EITHER STAY IN YOUR NEIGHBORHOOD SCHOOL OR GO TO A CHOICE OPTION WITHIN THE DISTRICT? RIGHT [INAUDIBLE] YOU KNOW WHAT COULD POTENTIALLY HAVE YOU TO LEAVE? SO WE'RE HAPPY TO SHARE THE DATA THAT WE'VE COLLECTED TO DATE.

IT'S SOME REALLY POWERFUL DATA, BUT AGAIN, IT'S NOT REALLY GROUNDBREAKING.

PARENTS WANT AND STUDENTS WANT QUALITY OPTIONS.

IT'S REALLY BOILS DOWN TO THEY WANT TO GO TO SCHOOLS WHERE THEY FEEL SAFE AND THAT THEY'RE GOING TO GET QUALITY EDUCATION. BUT WE'RE HAPPY TO PROVIDE YOU WITH MORE DETAILED DATA.

THANK YOU. LOOKING FORWARD TO RECEIVING THAT, OK? TRUSTEE IS IN THE INTEREST OF TIME.

WE'RE GOING TO MOVE TO THE SECOND PORTION OF THE BUDGET WORKSHOP, THE ESSER PRESENTATION.

I SEE A LOT OF YOU IN THE QUEUE.

WE'LL DO. YEAH, WE'RE GOING TO DO ROUND TWO AFTER THE ESSER THAT YOU CAN ASK FOR EITHER PORTION OF THE PRESENTATION.

IT'S ALREADY, YEAH, IT'S FOUR O'CLOCK.

SO I MEAN, IT'S STILL BUDGET.

YOU CAN ASK ANY QUESTION.

[INAUDIBLE] HOLD ON JUST A SECOND.

[01:55:34]

[INAUDIBLE].

OK, SO WE ARE POSTED FOR A MEETING TO START AT FOUR O'CLOCK FOR THE TAPER PRESENTATION, WE ARE GOING TO CONTINUE WITH OUR BUDGET WORKSHOP.

AND WHEN WE CONCLUDE THE BUDGET WORKSHOP, THEN WE WILL START THE TAPER PRESENTATION AND THEN AFTER THAT, WE WILL DO AN AGENDA REVIEW.

YES. YES, GO AHEAD.

SO AT THIS AT THIS TIME, AS PRESIDENT CRUZ HAS INDICATED, WE'D LIKE TO PRESENT AN UPDATE ON WHERE WE CURRENTLY STAND IN RELATIONSHIP TO OUR USE OF FEDERAL DOLLARS, SO I'D LIKE TO INVITE DR.

RICK CRUZ, OUR DEPUTY SUPERINTENDENT, TO THE MICROPHONE TO GET US STARTED.

SURE. SO GOOD EVENING, TRUSTEE.

SO I'LL BE PROVIDING YOU AS AS INDICATED WITH A HIGH LEVEL OVERVIEW OF AS THEIR ESSER FUNDING, ESPECIALLY FOR OUR NEW TRUSTEE IS JUST GIVING YOU A SENSE OF SOME OF THE HISTORICAL INFORMATION I'M SORRY, CAN YOU HEAR ME BETTER NOW? SO WE'LL START OFF WITH JUST AN OVERVIEW OF WHAT ESSER.

FUNDING IS AND HOW IT WAS APPROPRIATED TO THE DISTRICT WILL THEN TRANSITION AND TALK ABOUT THE CURRENT STATUS OF ESSER FUNDING REALLY FOCUSING ON ALLOCATIONS FOR THIS YEAR.

AND SOME OF THE DEVELOPMENTS HAVE HAPPENED THERE.

AND THEN WE'LL HAVE DR. MATNEY COME AND ACTUALLY ROUND UP THE CONVERSATION WITH BY TALKING A LITTLE BIT ABOUT SOME OF OUR PLANS FOR INCREASED EVALUATION AND TRANSPARENCY.

SINCE WE KNOW THAT THOSE ARE TWO THEMES THAT HAVE COME UP QUITE A BIT IN TERMS OF HOW WE'RE MORE TRANSPARENT WITH THE PUBLIC AND ALSO HOW WE EVALUATE OUR EFFORTS AND LEARN FROM THIS INCREDIBLE OPPORTUNITY THAT WE HAVE NOW.

SO AGAIN, JUST AS AN OVERVIEW, I THINK EVERYONE PROBABLY KNOWS THIS, BUT ESSER WAS INTENDED TO HELP US REALLY DEAL WITH THE IMMEDIATE IMPACT OF THE PANDEMIC AND TO SUPPORT SCHOOLS IN MITIGATING THAT LEARNING LOSS.

RECOGNIZING THAT THE IMPACT OF THE PANDEMIC WILL LIKELY LIVE ON FOR MANY, MANY YEARS AND HAS SHAPED HAS NEGATIVELY IMPACTED THE DISTRICT AS IT HAS EVERY OTHER DISTRICT IN THE COUNTRY IN DIFFERENT MECHANISMS THROUGH HUMAN CAPITAL FACILITIES, ET CETERA, THROUGH THE STRATEGIC PLANNING PROCESS. JUST TO REMIND YOU ALL, AS THE SUPERINTENDENT SHARED IN THE FALL, WHEN THE SUPERINTENDENT CAME IN, HE CHARGED US WITH REALLY TAKING A LOOK AT THE PLAN THAT WAS PREVIOUSLY SUBMITTED PRIOR TO THE SUPERINTENDENT AND CURRENT ADMINISTRATION BEING HERE AND MAKING SURE THAT WE WERE BEING VERY STRATEGIC IN TERMS OF HOW THOSE FUNDS WERE BEING ALLOCATED IN A WAY THAT ALIGNED WITH THE BOARD GOALS AND WITH THE STRATEGIC PLAN THAT WAS BEING DEVELOPED.

SO THERE WAS A GOOD PERIOD OF TIME IN WHICH WE PUT A PAUSE ON SOME THINGS UNTIL WE WERE ABLE TO GET MORE INFORMATION AND CLARITY AND DATA AND MAKE SURE THAT THE FUNDS AGAIN ALIGNED WITH THE BOARD GOALS AND WITH THE EXTENSION OF THE STRATEGIC PLAN.

SO THIS IS JUST THE ALLOCATION AMOUNTS, ESSER TWO AND THREE, WHICH ARE THE ONES THAT WE'RE GOING TO FOCUS ON TODAY, AS WAS PREVIOUSLY SHARED AS ABOUT ONE POINT SIXTEEN BILLION OVER THE COURSE OF THE FULL DURATION.

YOU'LL SEE THERE HOW LONG THE MONEY IS FOR ESSER THREE, WHICH IS THE LARGEST DISTRIBUTION CAN BE SPENT THROUGH 2024.

AND SO WE ARE, OF COURSE, WRAPPING UP THE 2021-22 SCHOOL YEAR, AND WE STILL HAVE SOME TIME TO BE STRATEGIC ABOUT HOW THE FUNDS ARE ALLOCATED.

WANT TO START OFF BY JUST FLAGGING SOME OF THE ALLOCATIONS? THESE ARE ALLOCATIONS THAT WENT DIRECTLY TO CAMPUSES.

SO THESE DOLLARS WERE LOADED INTO SCHOOLS BUDGETS SO THAT THEY COULD UTILIZE THESE FUNDS IN A WAY THAT SUPPORTED THESE CATEGORIES.

SO I KNOW THERE WAS AN EARLIER QUESTION AROUND HOW THE TUTORIAL FUNDS WE HAVE TO DATE ALLOCATED JUST THIS YEAR ALONE $32 MILLION IN ESSER FUNDS TO COVER TUTORIALS FOR STUDENTS, AND IN MOST CASES, SCHOOLS STILL HAVE NOT SPENT THE TOTAL AMOUNT.

AND IF THEY HAVE, THEY KNOW THAT THEY CAN ASK FOR ADDITIONAL FUNDING.

SO WE WANT TO MAKE SURE THAT ANY STUDENT THAT NEEDS OR WOULD VALUE WOULD BENEFIT FROM TUTORIALS HAS ACCESS TO IT.

SO AN INCREDIBLE OPPORTUNITY THAT WE HAVE GRANTED THROUGH ESSER.

AND AS YOU ALL KNOW, THE SUPERINTENDENT EARLIER IN THE YEAR ACTUALLY INCREASED THE COMPENSATION RATE FOR TEACHERS TO PARTICIPATE IN TUTORIALS FROM 25 TO 50 DOLLARS SO THAT WE COULD FURTHER INCENTIVIZE TEACHERS, WHICH WE KNOW ARE THE BEST QUALIFIED TO SERVE AS TUTORS TO TUTOR OUR STUDENTS.

SCHOOLS ALSO RECEIVED EVERY CAMPUS, RECEIVED A INNOVATION ALLOTMENT, AND THAT WAS ESSENTIALLY ESSER DOLLARS THAT THEY HAD ALMOST THEY HAVE ALMOST FULL FREE REIGN TO USE.

HOWEVER, THEY SEE FIT AS LONG AS IT SUPPORTS STUDENTS AND TO INNOVATE.

[02:00:05]

WE'RE VERY EXCITED THAT WE HAD WRAPAROUND SERVICES IN ADDITION TO THE EXPANSION OF WRAPAROUND SPECIALISTS ACROSS ALL OF OUR SCHOOLS THAT WERE PARTIALLY FUNDED THROUGH THE ESSER FUNDS. WE ACTUALLY HAVE SERVICES, SO FUNDS WENT DIRECTLY TO CAMPUSES SO THAT THEY CAN PROCURE ADDITIONAL SERVICES FOR STUDENTS, AND WE KNOW THAT THAT'S BEEN A REAL GODSEND FOR MANY OF OUR STUDENTS AND FAMILIES.

THERE WAS A SAFETY ALLOTMENT TO GO ABOVE AND BEYOND WHAT CAMPUSES WERE RECEIVING IN TERMS OF ALLOCATION IN TERMS OF PPE, EQUIPMENT OR SPECIALIZED CLEANING OR ET CETERA, ET CETERA.

WE ALSO GAVE THEM ADDITIONAL FUNDING, FLEXIBLE FUNDING THAT COULD BE USED TO SUPPORT SAFETY. SO THAT MAY BE I NEED TO GET I NEED TO PAY SOME STAFF EXTRA DUTY PAID WORK TODAY.

I NEED TO GET THIS SPECIALIZED CLEANING EQUIPMENT, ET CETERA.

AND THEN AGAIN, GIVEN THE IMPACT THAT COVID HAS HAD ON CCMR, WE ALSO GAVE SCHOOLS FUNDING SO THAT THEY COULD CONTRACT SERVICES AROUND SAT SATS PREPARATION FOR SCHOOL.

SO AGAIN, THESE ARE JUST SOME EXAMPLES OF THE FUNDING FOR THIS YEAR THAT WENT DIRECTLY TO CAMPUS BUDGETS.

BUT THERE ARE A WHOLE BUNCH OF OTHER THINGS, AND I'LL TALK A LITTLE BIT ABOUT SOME OF THEM AND I'LL HAVE MY COLLEAGUES CHIME IN IN CASE ANY OF YOU WOULD LIKE TO.

BUT THESE ARE JUST SOME OF THE EXAMPLES OF THE MAJOR ESSER INVESTMENTS FOR THIS SCHOOL YEAR, WE TALKED ABOUT THE EMPLOYEE RETENTION STIPENDS PREVIOUSLY, BUT THAT THE BOARD ADOPTED, BUT THEY'RE GONE. ABOUT $45 MILLION IS GOING TOWARDS THAT MR. GRANT SKINNER'S TEAM IS ACTUALLY GOING TO BE DEPLOYING SOME OF THE ESSER FUNDS YOU'LL SEE HERE TO ACTUALLY HELP WITH RECRUITMENT FOR TEACHERS AND FOR OTHER EMPLOYEES.

YOU KNOW, THAT'S REALLY, REALLY CRITICAL.

SCHOOLS ALSO HAVE RECEIVED READING AND MATH INTERVENTIONISTS, SO PEOPLE WHO CAN WORK DIRECTLY WITH STUDENTS AND HELP BUILD CAPACITY WITH OTHER TEACHERS AS WELL AROUND READING AND MATH INTERVENTIONS.

THERE WERE FUNDS ALLOCATED FOR PRE-K, LITERACY KITS AND BACKPACKS, AND EXPANSION OF ADVANCED PLACEMENT OPPORTUNITIES AND SERVICES FOR KIDS.

WE WERE ABLE TO GET MORE COLLEGE AND CAREER ADVISORS INTO SCHOOLS.

AND AGAIN, THIS IS JUST SOME OF THE THINGS WE'RE VERY EXCITED ABOUT THE FINE ARTS INVESTMENT THAT WAS MADE ABOUT $22 MILLION TO HELP, AS YOU HEARD PREVIOUSLY FROM DR.

BIRD, TO HELP WITH WITH EQUIPMENT, BANNED MATERIALS, ET CETERA.

AND THAT'S ALSO BAKED INTO THE FUTURE CENTRALIZED FUNDING WITH THE NEW STAFFING MODEL, THE FINE ARTS PARTNERSHIPS WORKING WITH COMMUNITY BASED ORGANIZATIONS, NON-PROFITS, ORGANIZATIONS IN THE CITY OF HOUSTON.

WE HAVE A VERY RICH ART SCENE TO BRING THEM INTO SCHOOL, SO WE'RE VERY EXCITED ABOUT THAT. WE SET ASIDE ABOUT $19 MILLION, AS WE TALKED ABOUT PREVIOUSLY, TO HELP SCHOOLS WITH INCREASING BOOKS OR DIGITAL IF THEIR PREFERENCE WAS DIGITAL MATERIALS LITERACY MATERIALS FOR SCHOOLS, THE EXPANSION OF COUNSELORS AND SOCIAL WORKERS, NEW BUSSES TO HELP WITH THE TRANSPORTATION ROUTES, TO MAKE SURE THAT OUR STUDENTS CAN COME TO SCHOOL AND GET TO SCHOOL IN A SAFE MANNER.

AND STUDENT LAPTOP DEVICES.

SO AGAIN, THESE ARE JUST SOME EXAMPLES OF SOME OF THE MAJOR CATEGORIES.

IN FACT, THERE ARE IF YOU GO TO THE HISD WEBSITE, WHICH IS LINKED HERE, YOU CAN SEE ALL OF THE ALLOCATIONS.

SO AGAIN, GOING TO TRANSPARENCY, ANYONE CAN GO IN THERE AND SEE WHERE OF ALL OF THE FUNDS BEEN ALLOCATED IN TERMS OF ESSER.

AND THEN AT THIS POINT, WHAT I'D LIKE TO DO IS ASK IF IT'S OK TO SUPERINTENDENT HAS TO ASK DR. MATNEY TO COME UP AND TALK ABOUT SOME OF THE EVALUATION THAT PLANNING THAT'S HAPPENING RIGHT NOW. I THINK IT'S VERY EXCITING BECAUSE IT'S GOING TO HELP US LEARN, YOU KNOW, WHAT IS THE IMPACT ON STUDENTS SO THAT WE KNOW WHAT TO SUSTAIN EVEN BEYOND THE SHELF LIFE OF [INAUDIBLE] OR TO POSSIBLY STOP DOING? AND THEN SOME OF THE TRANSPARENCY DASHBOARDS THAT ARE BEING DEVELOPED AS WELL.

SO DR. MATNEY. MADAM PRESIDENT, A LEGAL QUESTION.

TRUSTEE BLUEFORD-DANIELS.

IT CAN'T WAIT.

OK. THE BOARD WILL NOW ADJOURN TO CLOSE SESSION UNDER CHAPTER 551

[ADJOURN TO CLOSED OR EXECUTIVE SESSION FOR THE PURPOSES LISTED IN THIS NOTICE]

SUCH FINAL ACTION VOTER DECISION SHALL BE TAKEN AT THE OPEN MEETING COVERED BY THIS NOTICE. UPON THE RECONVENING OF THIS PUBLIC MEETING AT A SUBSEQUENT PUBLIC MEETING OF THE BOARD UPON NOTICE, THE BOARD IS ADJOURNED A CLOSED SESSION AT 4:04 P.M.

THIS MEETING OF THE BOARD OF EDUCATION HAS NOW RECONVENED AT 4:19 P.M.

BOARD MEMBERS PRESENT IN THE BOARD AUDITORIUM ARE TRUSTEE WADE, TRUSTEE GUIDRY, TRUSTEE SANTOS, TRUSTEE BLUEFORD-DANIELS, TRUSTEE DEIGAARD, TRUSTEE BAKER AND TRUSTEE HERNANDEZ.

AND WE ARE WAITING ON SUPERINTENDENT HOUSE.

AND THERE HE IS. TAH-DAH.

[02:05:01]

WE THANK YOU.

[WORKSHOP TOPIC: 2022–2023 BUDGET (Part 2 of 2)]

YES, I'D LIKE TO INVITE DR.

ALISON MATNEY TO THE PODIUM TO SHARE WITH US.

ALL RIGHT. GOOD AFTERNOON, TRUSTEES.

SO I AM EXCITED TO SHARE OUR PLANS FOR MONITORING AND EVALUATING OUR ESSER PROGRAMS. OUR PROGRAM EVALUATION PROCESS WILL CONSIST OF TWO SEPARATE SECTIONS, SO ONE IS GOING TO BE AND YOU'LL SEE THAT ON THE LEFT, THERE WILL BE A DOCUMENT AND I'LL SHARE WITH YOU A MOCKUP IN A SUBSEQUENT SLIDE THAT IS CONSIDERED A BRIEF, AND IT WILL OUTLINE PROGRAM GOALS AND OBJECTIVES, KEY FINDINGS, RECOMMENDATIONS, THE TOTAL SPEND ALLOCATION AND TOTAL SPEND. AND THEN A SECOND SECTION IS GOING TO BE A DASHBOARD THAT WE'RE GOING TO BE PRODUCING TO BE ABLE TO QUERY DIFFERENT OUTCOMES BASED ON PROGRAMS, CAMPUSES AND EACH OF THESE SECTIONS WILL INCORPORATE PERCEPTION, DATA OUTCOMES, DATA, DEMOGRAPHIC DATA AND PROCESS DATA. AND THERE ARE SOME EXAMPLES OF THOSE MEASURES LISTED ON THIS SLIDE.

SO OUR WHOLE PROGRAM EVALUATION STRATEGY IS LISTED HERE, AND IT CONSISTS OF FIVE LEVERS.

SO WE'RE REALLY LOOKING AT TARGETING OUR EVALUATION PROCESS, RIGOROUSLY EVALUATING THE PROGRAMS THAT LACK STRONG EVIDENCE OF EFFECTIVENESS.

BACK TO SOME OF THE COMMENTS EARLIER.

DO WE KNOW WHAT WE NEED TO CONTINUE, WHAT WE NEED TO STOP, WHAT WE NEED TO CONTINUE AT THE [INAUDIBLE] WITH GENERAL FUND BECAUSE WE SAW SUCH STRONG EVIDENCE OR OR THE OPPOSITE DIRECTION AND PROGRAM ASSESSMENT.

SO REVIEWING AND COMPARING THAT PROGRAM EVIDENCE FOR EFFECTIVENESS, IMPLEMENTATION, OVERSIGHT. SO SOME OF WHAT THIS TEAM IS DOING IS JUST ENSURING PROGRAMS ARE DELIVERED EFFECTIVELY. SOME OF THE STRENGTHS WE'VE ALREADY SEEN IS THAT THE RESEARCH TEAM IS INVOLVED IN HAVING CONVERSATIONS WITH ALL OF THE DEPARTMENTS.

SO WE'VE ALREADY SEEN SOME EFFICIENCIES AND CONNECTED SOME DEPARTMENTS ON WORK THAT OVERLAPS AND BEEN ABLE JUST TO BE THAT CONSTANT THREAD THROUGHOUT BUDGET VERIFICATION AS WELL. SO ENSURING BUDGET ALLOCATION MATCHES THE PROGRAM DESIGNATION AND THEN OUTCOME MONITORING, OF COURSE, DETERMINING WHETHER THE PROGRAMS ARE ACHIEVING THE RESULTS THAT THEY WERE SET OUT TO ACHIEVE.

SO THIS IS AN EXAMPLE OF THE BRIEF THAT WILL BE CREATED FOR EACH OF THE PROGRAM AREAS YOU'LL SEE HERE. THERE WILL BE A PROJECT DESCRIPTION AND AGAIN, THE ALLOCATION AND EXPENDITURES. THE GOALS ARE DEVELOPED BASED ON THE ORIGINAL APPLICATION FOR THE ESSER MONEY BY THE DEPARTMENT, SO THEY WERE REQUIRED TO SET OUT THE WHAT THEY WANTED TO ACHIEVE USING THESE DOLLARS.

THE GOALS FOR THE PROGRAM AND TYING IT TO THE BOARD GOALS.

SO EACH ONE OF THESE IS TIED TO THE BOARD'S GOALS.

WE ALSO ARE GOING TO INCLUDE KEY FINDINGS FROM EACH OF THE PROGRAMS AND THEN RECOMMENDATIONS AND THEN THE DEMOGRAPHIC CHARACTERISTICS OF THE POPULATION THAT EITHER PARTICIPATED IN OR WAS SERVED BY THESE VARIOUS PROGRAMS. THIS SLIDE OUTLINES A MOCKUP OF A SAMPLE DASHBOARD THAT WE'RE GOING TO BE CREATING THAT WILL AGAIN ALLOW US TO QUERY BETWEEN PROGRAMS, BE ABLE TO LOOK AT WHAT PROGRAMS ARE AT WHAT CAMPUSES AND ALL OF THIS WILL BE POSTED AND PUBLICLY ACCESSIBLE IN ORDER TO SHOW OFF ALL THE GREAT THINGS THAT ARE HAPPENING HERE IN HISD AND TO THE END OF BEING INCREDIBLY TRANSPARENT WITH OUR OUTCOMES IN OUR PROGRAMS. SO FINALLY, WE ARE ALSO CREATING AN ESSER SPENDING DASHBOARD.

SO THE FIRST ONE WAS A PROGRAMMATIC DASHBOARD, THIS ONE WE'RE LOOKING AT CREATING ONE THAT'S GOING TO ALLOW THE PUBLIC TO VIEW THE ALLOCATIONS, THE SPEND, THE PROJECTS THAT ARE ALLOCATED AND TRACK ALIGNMENT OF THE FUNDS TO OUR STRATEGIC COMMITMENTS.

SO THIS WILL WE'RE IN THE WORKS OF DEVELOPING THIS AND CREATING A MOCKUP AND AND HOPE TO HAVE THIS DEPLOYED SOON FOR PUBLIC TO BE ABLE TO ACCESS AND TRACK . THANK YOU SO MUCH, DR.

MATNEY COLLEAGUES, I KNOW SOME OF YOU ALREADY IN THE QUEUE.

SO WE WILL GO IN THAT ORDER.

TRUSTEE GUIDRY AND JUST TO CLARIFY, YOU CAN ASK QUESTIONS ON ANY OF THE SLIDES OF ANYTHING THAT'S BEEN PRESENTED TODAY, AND I APOLOGIZE FOR THE CONFUSION ON THAT.

[02:10:03]

MATNEY. LET ME JUST GO BACK REALLY, REALLY QUICK, I HAVE A QUESTION ON THE PREVIOUS OUR PRESENTATION ON PAGE 24 WITH RESPECT TO THE SALARIES.

JUST REAL BRIEFLY.

IS HE HERE? OH, I'M SORRY. IS THAT OK? AND IT WOULD BE ON SLIDE 24, BECAUSE I DIDN'T ASK THIS, BECAUSE NOW LET ME ASK YOU SOMETHING WITH RESPECT TO THE COMPREHENSIVE HIGH SCHOOLS.

SO ON YOUR EARLIER PAGE, I THINK IT'S TWENTY THREE.

IT DOESN'T REALLY BREAK IT DOWN AS TO THE SALARIES, THE CURRENT SALARIES OF THE DIFFERENT LEVELS OF SCHOOLS.

BUT I COULD SEE HERE ON PAGE 24, YOU DO HAVE A BROKEN DOWN AND MY QUESTION IS, IS IT BASED ON THIS, THE RISK LOW THE Z-2 NEGATIVE TWO TO PLUS TWO.

HOW DOES THAT AFFECT YOUR NUMBERS? MR. GRANT SKINNER. THANK YOU.

FIRST ON ON SLIDE 23, THE COMPARISONS TO OTHER DISTRICTS, IT DOESN'T BREAK THIS OUT IN THAT WAY BECAUSE NOT ALL OF THESE DISTRICTS HAVE THE SAME WAY OF COMPENSATING HIGH SCHOOL PRINCIPALS. OK, SO WE LOOKED AT THEIR AVERAGE OVERALL VERSUS OUR AVERAGE OVERALL.

ON SLIDE 24.

SO SORRY TO BACK TO BACK UP SLIDE 23.

THE HOUSTON ISD NUMBERS THAT ARE THERE ARE CURRENT AVERAGES.

WHAT YOU SEE ON SLIDE 24 IS THE PROPOSAL FOR NEXT SCHOOL YEAR AND BEYOND, AND THE THE COMPENSATION PLAN IS TO IMPLEMENT THE FLAT SALARIES THAT YOU SEE IN THE FIRST THE SCHOOL YEAR, 2022 TO 2023 COLUMN THERE.

AND ON TOP OF THAT, EACH PRINCIPAL COULD HAVE A SCHOOL COMPLEXITY FACTOR AMOUNT ADDED AND OR A PRINCIPAL EXPERIENCE FACTOR ADDED.

THAT SECTION IN THE MIDDLE IS INDICATES THAT BASED ON THE LEVEL OF NEED IN THE SCHOOL, THE THE SCHOOL COMPLEXITY FACTOR COULD BE UP TO SEVEN THOUSAND DOLLARS.

AND WHAT DOES THAT ENCOMPASS? THE COMPLEXITY FACTOR? I UNDERSTAND, OBVIOUSLY THE EXPERIENCE FACTOR, BUT WHAT IS ENCOMPASSED WITHIN THE COMPLEXITY FACTOR? SURE, I WILL I WILL I WILL SHARE THE AND GIVE CREDIT WHERE CREDIT IS DUE.

SO DR. MATNEY AND HER TEAM DID RESEARCH TO DEVELOP A BARRIER'S ANALYSIS, AND I WILL TALK ABOUT THIS AND I KNOW THAT IF IF SHE WANTS TO PROVIDE SOME FOLLOW UP AFTERWARDS, SHE SHE MIGHT. WHAT I WOULD SAY IS IT LOOKS AT ABOUT 20 DIFFERENT FACTORS OF EITHER INSTITUTIONAL BARRIERS, BARRIERS ASSOCIATED WITH THE SCHOOL OR SOCIAL BARRIERS, BARRIERS ASSOCIATED WITH THE NEIGHBORHOOD.

THIS STEMMED FROM RESEARCH NEARLY A DECADE AGO, AND I THINK IN ONE CASE IN NEW YORK CITY, WHERE RESEARCH WAS DONE ON WHAT ARE ALL THE BARRIERS THAT SHOW UP IN SCHOOLS AS RISK FOR STUDENTS AND FOR THEIR ACHIEVEMENT? AND DR. MATNEY AND HER TEAM APPLIED THIS TO HISD USING DATA THAT WE HAVE AVAILABLE AND THE THE RESULT OF THIS IS A RANGE FROM NEGATIVE TO WHICH WOULD BE THE MOST BARRIERS TO POSITIVE, TO WHICH WOULD BE THE LEAST BARRIERS.

AND WE'RE PLANNING TO IMPLEMENT A SLIDING SCALE WHERE A PRINCIPAL WILL GET ZERO ONE THOUSAND TWO THOUSAND THREE THOUSAND UP TO SEVEN THOUSAND DOLLARS FOR THIS FACTOR BASED ON THE BARRIERS THAT APPLY TO THEIR SCHOOL.

OK, AND THAT'S IN ADDITION TO THE BASE SALARY, CORRECT? YES, THAT'S RIGHT. NOW IS THIS SAME COMPLEXITY FACTOR GOING TO BE APPLIED FOR TEACHERS AS WELL? THE COMPLEXITY FACTOR IS A COMPONENT OF PRINCIPAL SALARIES AND ASSISTANT PRINCIPAL SALARIES THAT IS NOT APPLIED TO THE TEACHER SALARY SCALE.

HMM. OK.

YOU MIGHT HAVE TO TALK ABOUT THAT IN THE FUTURE, RIGHT.

ON PAGE 40. THANK YOU SO MUCH.

I APPRECIATE YOUR PRESENTATION AND YOUR RESPONSES.

PAGE 40 THIS HAS TO DO WITH THE ESSER.

[02:15:01]

START TALKING, SUPERINTENDENT, TO CUT OFF MY TIME.

YOU JUST TALK. OK, SO WITH RESPECT TO THE CAMPUS BASE ALLOCATIONS, DID YOU ALL MAKE THOSE ALLOCATIONS AND THE DECISIONS ON WHICH SCHOOLS WOULD GET HOW MUCH MONEY? OR DID THEY HAVE TO SUBMIT A FORM TO YOU REQUESTING THEIR NEED AND AND IDENTIFYING WHY THEY NEED THE AMOUNTS FROM THE ESSER THAT THEY ACTUALLY [INAUDIBLE] CRUZ, LET YOU ADDRESS THAT? I BELIEVE ALL OF THESE WERE BASED ON A METHODOLOGY THAT WAS DESIGNED BY RESEARCH AND EVALUATION. WE SHARE THAT WITH YOU ALL SEVERAL MONTHS AGO.

WE'RE HAPPY [INAUDIBLE] EVERY ONE OF THESE.

BUT AGAIN, IF A SCHOOL WERE TO EXHAUST ANY OF THESE, THEY CAN ALWAYS REACH OUT AND ASK FOR MORE. SO THE FUNDS THAT WERE PRESENTED TO US ON, I THINK IT WAS THE NEXT SLIDE 43, WHERE WE COULD GO TO THE PROJECT ALLOCATIONS.

AND IF WE WENT TO THOSE ALLOCATIONS, WHICH I DID AND WE FOUND THE AMOUNTS THAT WAS PROVIDED FOR EVERY SCHOOL, THAT IS THE AMOUNT THAT WAS BASED ON THE PROJECTIONS YOU ALL MADE. CORRECT.

THE FACT IS THAT YOU MAY.

IF I'M UNDERSTANDING YOU CORRECTLY, YES, MA'AM.

WELL, I MEAN, DO I NEED TO RESTRUCTURE MY QUESTION? SO THE ALLOCATIONS WERE SO FOR EXAMPLE, THE HOUSE BILL 4545, THE FIRST ONE, THE TUTORIAL THE BIGGEST ONE. THAT WAS DR.

MATNEY, CAN SPEAK MORE TO THE METHODOLOGY.

BUT IT WAS. THEY FOUND OUT HOW MANY STUDENTS QUALIFY FOR THE TUTORIALS BY CAMPUS IN THE DISTRICT AND MULTIPLY THAT TIMES THE HOURLY RATE AND THE NUMBER OF HOURS TUTORIALS THE STUDENTS WOULD GET IN. THAT BECAME THAT BASELINE ALLOCATION THAT YOU SEE THERE.

SO THERE WAS A SIMILAR METHODOLOGY FOR EACH ONE OF THESE IN IN, FOR EXAMPLE, THE SAFETY ALLOTMENT. IT WAS A FIXED AMOUNT PER STUDENT, SO IT WAS JUST THE NUMBER OF STUDENTS, THE SCHOOL TIMES THAT FIXED AMOUNT.

SO AGAIN, WE'RE HAPPY TO PROVIDE THE EXACT METHODOLOGY FOR EVERY ONE OF THESE.

BUT EVERY SCHOOL, WITH THE EXCEPTION OF ONE, SAYS HIGH SCHOOL IS ONLY BECAUSE CLEARLY IT'S ONLY HIGH SCHOOLS RECEIVED FUNDING.

AND IF, AGAIN, IF THEY NEED MORE FUNDING, WE CAN PROVIDE THEM WITH MORE FUNDING.

YEAH. AND I GUESS THE REASON I'M ASKING IS BECAUSE I'M LOOKING AT THE WRAPAROUND SERVICES, THE EXPANDED WRAPAROUND SERVICES ALLOTMENT, AND I'M JUST NOT, YOU KNOW, I GUESS I NEED TO SEE HOW THAT ALLOTMENT WAS MADE.

THANK YOU SO MUCH. YES, MA'AM.

TRUSTEE DEIGAARD. THANK YOU.

I'M REALLY EXCITED ABOUT THIS DASHBOARD, BUT I'M GOING TO GO BACK TO FOR THE EARLIER SLIDES. WHAT ARE WHAT IS THE PRIMARY DRIVER IN THE BUDGET THAT WILL IMPROVE THE QUALITY OF INSTRUCTION FOR OUR STUDENTS? SO DR. BERT. SO COULD YOU I'M SORRY, COULD YOU REPEAT THE QUESTION? WHAT'S THE PRIMARY DRIVER OF THE BUDGET THAT WILL IMPROVE QUALITY OF INSTRUCTION FOR ALL OF OUR STUDENTS? SO I THINK THAT'S THE PURCHASE OF CONSISTENT INSTRUCTIONAL MATERIALS ACROSS ALL SCHOOLS WILL BE THE PRIMARY DRIVER THAT'S GOING TO IMPROVE BECAUSE WE CAN SUPPORT IF EVERYBODY IS USING THE SAME MATERIALS OF ALL SCHOOLS ARE USING THE SAME MATERIALS, WE CAN SUPPORT THAT CENTRALLY AND THAT WILL INCREASE STUDENT ACHIEVEMENT AND THAT WILL DRIVE, YOU KNOW, IMPROVEMENTS.

AND THEN WHAT WILL BE THE PRIMARY DRIVER IN THIS BUDGET THAT WILL INCREASE THE QUANTITY OF QUALITY INSTRUCTION FOR STUDENTS.

INCREASE THE QUANTITY OF...

INCREASE THE QUANTITY OF QUALITY AND QUALITY INSTRUCTION IS A DRIVER OF STUDENT ACHIEVEMENT, CORRECT? YEAH.

SO HOW ARE YOU GOING TO MAKE SURE STUDENTS HAVE QUALITY INSTRUCTION AND THE NECESSARY QUANTITY OF QUALITY INSTRUCTION? OH, THAT'S OK. SO I THINK THAT'S A COUPLE OF WAYS.

I THINK ONE OF THE CONSISTENT INSTRUCTIONAL MATERIALS, BUT TWO THAT'S ALSO LOOKING AT OUR PROFESSIONAL DEVELOPMENT PRACTICES AND HOW WE'RE PREPARING TEACHERS TOO.

SO MAYBE I SHOULD DIRECT THIS TO THE SUPERINTENDENT.

WHAT IS THE PRIMARY DRIVER IN THE BUDGET FOR QUALITY INSTRUCTION? SO ONE OF THE ONE OF THE PRIMARY DRIVERS IS ENSURING THAT WE HAVE TEACHERS, FIRST OF ALL AND COMPENSATING OUR TEACHERS.

AND AS DR.

BIRD INDICATED, ONCE WE HAVE THE CORE GROUP THAT WE KNOW THAT CAN MOVE THIS WORK FORWARD, WE CAN ENSURE THAT THEY HAVE GREAT PROFESSIONAL DEVELOPMENT.

WE CAN ENSURE THAT THEY HAVE SOLID CURRICULUM.

BUT THE PRIMARY PIECE IS ENSURING THAT WE HAVE THE TROOPS IN LINE TO BE ABLE TO DO THIS WORK. AND THIS WASN'T THAT I JUST FEEL THAT THIS IS SOMETHING AT THE HIGHER LEVEL THAT NEEDED TO BE ANSWERED TO THANK YOU.

MY NEXT QUESTION IS YOU MENTIONED SEVERAL ORGANIZATIONS, INCLUDING FAMILIES EMPOWERED,

[02:20:02]

CAN WE PLEASE HAVE A COPY OF THE RUBRIC BY WHICH SCHOOLS WILL BE THE DECISIONS WILL BE MADE FOR SCHOOLS THAT REQUEST ADDITIONAL FUNDS? AND PRINCIPALS HAVE RECEIVED THEIR BUDGETS.

WHAT HAS BEEN THE FEEDBACK? WHAT POSITIVE FEEDBACK HAS BEEN RECEIVED, WHAT ARE THEIR CONCERNS AND WHAT HAVE YOU LEARNED FROM THEM THAT CONCERNS YOU? YEP SO, OF COURSE, PRINCIPALS JUST RECENTLY RECEIVED THEIR BUDGETS AND OUR MOST RECENT PRINCIPALS MEETING AND AND WE'VE ALSO HAD THE OPPORTUNITY, AND DR.

WEISS, IF YOU DON'T MIND SHARING KIND OF WHAT WHAT WE DID TO GARNER SOME OF THAT FEEDBACK SPECIFICALLY FROM A COUPLE OF THE GROUPS THAT HAVE GIVEN GIVEN THAT FEEDBACK.

SURE, IT'S ACTUALLY BEEN AN ONGOING PROCESS OVER THE LAST FEW WEEKS.

I THINK IT CULMINATED TO SOME EXTENT YESTERDAY AND THE PRINCIPALS MEETING, BUT WE RECEIVED INPUT FROM OUR SUPERINTENDENTS LEADERSHIP COUNCIL.

I HAVE HAD ONE ON ONE INDIVIDUAL CONVERSATIONS AND EMAILS BACK AND FORTH WITH INDIVIDUAL PRINCIPALS AS WELL.

THEIR RESPONSE, I'LL BE HONEST, AND I HAVE ARTIFACTS TO DEMONSTRATE THIS.

GENERALLY, PEOPLE ARE EXCITED ABOUT THE NEW DIRECTION.

OF COURSE, WITH ANY CHANGE MANAGEMENT, THERE IS AN EMOTIONAL COMPONENT.

THERE IS AN ASPECT, YOU KNOW, PEOPLE ARE UNSURE.

BUT AS EARLY AS TODAY, MY TEAM HAS BOOTS ON THE GROUND SITTING SHOULDER TO SHOULDER WITH PRINCIPALS, HELPING THEM PROBLEM SOLVE IN PLACES WHERE PRINCIPALS HAVE GIVEN US FEEDBACK TO SAY, LISTEN, WE DON'T THINK THAT WILL WORK.

WE HAVE MADE ADJUSTMENTS AND WE WILL CONTINUE TO MAKE ADJUSTMENTS SO THAT OUR CAMPUSES CONTINUE TO OPERATE OPTIMALLY.

UM. THE MY NEXT QUESTION IS, OBVIOUSLY THERE'S A DRIVER IN THIS TO IMPROVE DNF CAMPUSES, SO WE HAVE FEWER STUDENTS IN DNF CAMPUSES.

WHAT IN THIS BUDGET IS YOU SHOW ME WE'RE IN THIS BUDGET, YOU'RE GOING TO BE IN EXPANDING OPPORTUNITIES FOR STUDENTS EQUITABLY THROUGHOUT THE DISTRICT FOR A AND B CAMPUSES LIKE HOW ARE YOU GOING TO LIFT ALL SHIPS.

DR. WATT. AND THIS IS A COMBINATION ANSWER, I THINK, WITH MY PARTNER AND ACADEMICS.

BUT I THINK ONE OF THE THE MAIN DRIVERS YOU'VE HEARD IS THE HIGH QUALITY INSTRUCTIONAL MATERIALS THAT'S ONLY GOING TO LIFT THE SHIP FOR ALL KIDS A B CAMPUSES AND D AND F CAMPUSES. IN TERMS OF BUDGETARY IMPLICATIONS FOR D AND F SCHOOLS, THAT'S MOSTLY COMING FROM TIDAL ONE.

SO IT'S NOT A NEW BUDGET ALLOCATION.

IN FACT, THE D AND F STRATEGY, THERE WILL BE NO BUDGET IMPLICATIONS IN TERMS OF OUR GENERAL FUNDS. ALL OF THAT IS A TIDAL ONE.

IT COMES, IT'S SOURCE FROM TIDAL ONE.

SO HOW CONFIDENT WOULD YOU BE THAT IN FIVE YEARS, THIS IS A FIVE YEAR STRATEGIC PLAN THAT IN FIVE YEARS WE WILL HAVE ALL A&B CAMPUSES.

THAT'S OF COURSE, THE ASPIRATION.

MOVING FORWARD, WE WISH I COULD PREDICT AND SEE THE FUTURE, BUT THAT'S DEFINITELY THE ASPIRATION. WHAT'S THE MAJOR DRIVER TOWARDS ACHIEVING THAT? AND WHAT EVIDENCE DO YOU HAVE THAT IT WOULD GIVE YOU THAT IT WOULD HELP YOU ACHIEVE THAT GOAL? I CAN ATTEMPT.

SO I MEAN, I THINK WHEN YOU LOOK AT THE EFFORTS THAT WE'RE MAKING AROUND D&F CAMPUSES, WE'RE NOT DOING ANYTHING OUTSIDE OF WHAT RESEARCH SAYS YOU NEED TO DO.

A, YOU NEED TO HAVE GREAT TEACHERS, B, YOU NEED TO HAVE HIGH QUALITY INSTRUCTIONAL MATERIALS. THOSE COMPONENTS AROUND TRANSFORMING CAMPUSES ARE SOLIDLY RESEARCHED.

I BELIEVE IT'S ABOUT THE EXECUTION.

IT'S ABOUT THE SUPPORT OF THE LEADER.

IT'S ABOUT THE SUPPORT OF THE TEACHER.

IT'S ABOUT ALSO BEING AGILE ENOUGH TO MAKE ADJUSTMENTS WHEN ADJUSTMENTS NEED TO BE MADE.

AGAIN, I WISH I COULD LOOK IN A CRYSTAL BALL AND SAY THIS WILL BE THE OUTCOME, BUT I BELIEVE IF WE EXECUTE WITH FIDELITY, WE WILL REACH OUR DESIRED OUTCOME.

EMPLOYEE RAISES SHOULD BE A TOP PRIORITY, AS CURRENTLY PROPOSED.

HOW WILL THIS BUDGET NOT CREATE ANOTHER STRUCTURAL DEFICIT? HAVE TO THE LAST QUESTION THAT YOU ASKED.

TRUSTEE DEIGAARD, I WOULD SAY THAT SEVERAL MIDDLE SCHOOLS AND ELEMENTARY SCHOOLS THAT WERE NOT, YOU KNOW, WE'RE PUTTING IN THE TRANSFORMATION SCHOOLS, BUT MANY OF THEM HAVE VOLUNTEERED TO PARTICIPATE IN THE FIRST YEAR, AND THAT WAS COMPLETELY VOLUNTARY.

SO THERE'S A LOT OF EXCITEMENT AMONG OUR SCHOOL PRINCIPALS FOR IMPLEMENTING HIGH QUALITY INSTRUCTIONAL MATERIALS. I JUST GOT A LIST TODAY OF 10 MORE SCHOOLS THAT WANT TO PARTICIPATE. [INAUDIBLE] ABOUT COMPENSATION.

YEAH, NO. I WAS JUST FOR THE LAST QUESTION.

I FOLLOW UP ON YOUR LAST QUESTION.

YEAH. SO WE'RE NOT THIS ISN'T GOING TO LIKE WE CAN DO ALL OF THESE RAISES AND NOT CREATE

[02:25:03]

SO THE IDEA, OF COURSE, IN THE FIRST YEAR, AS THE PLAN INDICATED, IS TO.

OKAY. OH, SORRY, I CAN'T SEE THAT.

OK? SORRY.

I THOUGHT I ASKED IT LIKE, HOW IS THIS NOT LIKE EVERYTHING I'M SEEING HERE LOOKS LIKE WE'RE HEADED TOWARDS ANOTHER STRUCTURAL DEFICIT IN A COUPLE OF YEARS TO CONTINUE TO PAY THESE INCREASED SALARIES, WHICH WE NEED TO DO.

BUT WHAT ARE WE CUTTING TO MAKE SURE THAT WE DON'T HAVE A STRUCTURAL DEFICIT? AND AGAIN, WE CAN'T AFFORD NOT TO DO THIS IN ORDER TO ENSURE THAT WE, YOU KNOW, INCREASE ENROLLMENT, INCREASE THE QUALITY OF INSTRUCTION.

I THINK SOME TOUGH DECISIONS HAVE TO BE DOWN THE ROAD, QUITE FRANKLY.

SO THE PLANNING OVER THE COURSE OF THE THE NEXT YEAR WILL HAVE TO BE IN PLAY IN TERMS OF WHAT THOSE TOUGH DECISIONS WILL LOOK LIKE.

OF COURSE, ON THE FRONT END, WE ARE DECIDING AND DEVELOPING SOME OF THOSE CUTS AT THE DEPARTMENTAL LEVEL, AT THE SCHOOL LEVEL WITH THE FREEZE THAT WE JUST PUT IN PLACE.

SO WE'RE STARTING SOME OF THAT ON THE FRONT END, BUT THEY'RE GOING TO HAVE TO BE SOME BIGGER, BIGGER CUTS AS WE MOVE FORWARD AND THAT WILL BE A PART OF WHAT THE NEXT NEXT 12 MONTHS WILL BE ABOUT.

THE STRATEGY BEHIND, YOU KNOW, IS IT SCHOOLS? IS IT, YOU KNOW, CENTRAL? SO THAT'S A PART OF THE NEXT NEXT STAGE.

AS I MENTIONED BEFORE, I SPENT EIGHT YEARS IN A SCHOOL DISTRICT THAT HAD TO HAD TO CLOSE 18 SCHOOLS. I WAS, I MEAN, 15 SCHOOLS.

I WAS A DEPUTY SUPERINTENDENT AT THAT PARTICULAR TIME AND WAS IN CHARGE OF WHAT THAT WORK LOOKED. WE TOOK A FULL YEAR TO STUDY THE SAN FRANCISCO MODEL, THE PITTSBURGH MODEL, BEFORE WE ACTUALLY MOVED FORWARD TO CHOOSE THAT PARTICULAR BIG DECISION.

WE CHOSE TO DO THAT VERSUS LAYING OFF.

SO WE'LL LOOK AT EVERYTHING AND DECIDE WHAT THE WAY FORWARD IS GOING TO BE.

WE DON'T KNOW EXACTLY WHAT WE'RE GOING TO CHOOSE RIGHT NOW, BUT WE KNOW WE'RE GOING TO HAVE TO MAKE SOME SIGNIFICANT DECISIONS TO ENSURE THAT WE GET WE NEED TO GO FINANCIALLY ON A CONTINUUM. NO, IT'S INDICATING THAT WE NEED TO MAKE DECISIONS, I THINK TO KICK THE CAN HAS BEEN KICKED DOWN THE ROAD FOR QUITE SOME TIME.

THANK YOU, PRESIDENT CRUZ AND SUPERINTENDENT HOUSE, I JUST WANT TO MAKE SURE THAT WE ARE NOT REPEATING OUR PAST MISTAKES, A PAST SUPERINTENDENT MADE SURE EVERY STUDENT HAD CONSUMABLES AND HIGH QUALITY INSTRUCTIONAL MATERIALS, AND THERE WAS NO WAY OF KNOWING THAT YOU TALKED ABOUT EXECUTION OF THESE THINGS, BUT IT WAS HUGE, HUGE, HUGE WASTE OF TAXPAYER DOLLARS.

AND HOW ARE YOU GAUGING WHAT HIGH QUALITY INSTRUCTIONAL MATERIALS ARE? HOW ARE YOU QUALIFYING HIGH, HIGH QUALITY INSTRUCTIONAL MATERIALS AND HOW ARE YOU GOING TO ENSURE THAT IT'S BEING CARRIED OUT WITH FIDELITY? DR. BURKE. SO THE MATERIALS ARE APPROVED BY THE TEXAS EDUCATION AGENCY.

THEY'RE ALSO ON REPORTS THAT THEY'RE GREENLIT.

THEY'RE ALIGNED TO THE TEKS.

IT'S IN FACT EUREKA TEKS.

IT'S A PRODUCT JUST FOR TEXAS, SO WE KNOW IT'S ALIGNED.

HOW WILL WE SUPPORT IT? THAT'S WHY WE'RE DELIBERATELY IMPLEMENTING IN A PHASED APPROACH RATHER THAN DOING ALL SCHOOLS AT ONE TIME, WE'RE GOING TO DO A GROUP OF SCHOOLS, MAKE SURE WE HAVE A CONSISTENT IMPLEMENTATION SO THAT WE CAN SCALE THAT IN THE NEXT YEAR.

SO IT'S VERY DELIBERATE THAT WE'RE AN IMPLEMENTATION.

THAT'S WHY WE ALSO WANT A CROSS SECTION OF SCHOOLS.

WE WANT SOME SCHOOLS THAT ARE A AND B TO HAVE TO VOLUNTEER IN THE FIRST YEAR AND MIX THAT WITH SCHOOLS THAT ARE IN THE TRANSFORMATION COHORT, AS WELL AS SCHOOLS THAT HAVE HAD TROUBLE OVER THE ACADEMIC PERFORMANCE OVER THE YEARS.

THANK YOU. SUPERINTENDENT HOUSE, PAGE 28.

DOES THIS PLAN ADDRESS RISING HEALTH CARE COSTS TO EMPLOYEES? YOU SAID THAT THERE'S SOMEBODY SAID THAT THERE WAS AN INCREASE OF $10 MILLION TO THE HEALTH INSURANCE. WHAT IS THE COST OF THAT TO EACH CURRENT EMPLOYEE IF APPROVED? MR. GRADY, I KNOW WE TALKED ABOUT WHAT THAT INCREASE LOOKS LIKE IN TERMS OF OVERALL.

SHE'S SPECIFICALLY ASKING ABOUT THE COST SPECIFICALLY TO THE EMPLOYEE.

THE EMPLOYEE, MY UNDERSTANDING AND I SHOULD GET WE SHOULD GET YOU FURTHER DETAIL ON IT, CERTAINLY. BUT MY UNDERSTANDING IS THE $10 MILLION INCREASE IS THE INCREASE TO THE DISTRICT AND NOT THE EMPLOYEE.

SO HOW ARE YOU GOING TO SEE WHO'S GOING TO BEAR THE BRUNT OF THAT 10 MILLION DOLLARS THE DISTRICT? SO YOU'RE NOT GOING TO INCREASE THE COST OF HEALTH CARE FOR EMPLOYEES? ALL RIGHT. OK, SO WHAT ARE THE PERCENTAGES OF TEACHERS, THE ACTUAL NUMBERS THAT WE HAVE IN EACH STEP? CURRENTLY? PAGE 20. PAGE 20.

CAN YOU REPEAT THAT ONE MORE TIME, THE NUMBER OF TEACHERS THAT WE HAVE IN EVERY STEP SO.

[02:30:02]

OKAY. PAGE 19, HOW IS THIS $210000 FOR THE POLICE STEP INCREASES INCREASES THE BEST USE OF THESE DOLLARS TO IMPROVE STUDENT ACHIEVEMENT OR STUDENT LEARNING? HOW IS SLOWED DOWN JUST A LITTLE BIT.

HOW IS IT $210000 FOR THE POLICE STEP INCREASE, THE BEST USE OF THESE DOLLARS TO IMPROVE STUDENT LEARNING? I THINK IT GOES INTO KIND OF WHAT TRUSTEE GUIDRY TALKED ABOUT EARLIER AND ENSURING THAT WE HAVE THE KIND OF SAFETY IN OUR IN OUR BUILDINGS.

AND ORIGINALLY I WAS THINKING MY CO, CHIEF OPERATIONAL OFFICER'S MIND IN FACILITIES AND SAFETY. BUT OUR OFFICERS ARE EXTREMELY IMPORTANT.

OUR OFFICERS HAVE HAVE DONE A HECK OF A JOB TO ENSURE THAT OUR SAFETY AS A CAMPUS AND MUCH LIKE OUR TEACHERS, WE WANT TO KEEP OUR OFFICERS.

SO WHILE THEY WON'T BE SEEING THE KIND OF PERCENTAGE RAISES THAT MANY OF OUR EMPLOYEES WILL SEE OR LIKE OUR TEACHERS WILL SEE, WE WANT TO MAKE CERTAIN THAT THEY'RE ON PACE TO STILL BE COMPETITIVE WITH THE MARKET.

WHEN, OK, SO WHEN WAS THE LAST TIME EACH CATEGORY RECEIVED A PAY RAISE, SO WE SAW THE COMPARATIVE, WHICH THANK YOU FOR THE WAY FOR THOSE CHARTS, FOR PRINCIPLES, APS AND SO FORTH. SO WHEN WAS THE LAST TIME EACH ONE OF THESE CATEGORIES RECEIVED A PAY RAISE? WHAT WERE THE PERCENTAGES OF THOSE INCREASES? WE'LL GET THAT INFORMATION FOR YOU.

OK, AND TO MR. GRANT SKINNER, I KNOW YOU REFERENCED.

SOME OF OUR POLICIES THAT WE HAD IN PLACE, FOR EXAMPLE, THE SUPPORT STAFF, THAT WE GOT THEM TO 14 DOLLARS AND THAT'S HOW WE'RE COMPETITIVE WITH SURROUNDING DISTRICTS.

HISTORICALLY, WE'VE HAD EACH DEPARTMENT IN HOW MUCH THEIR EXPENSES AND WHAT THEIR CUTS WOULD BE, AND THAT'S HOW SOME OF THOSE ADJUSTMENTS WERE MADE.

BUT IN 2019, THERE WAS A POLICY PASSED FOR AN ENROLLMENT STUDY.

SPECIFICALLY, I BELIEVE IT WAS TRUSTEE DEIGAARD YOURS WITH THE OVERLAPPING TRUSTEE BAKER'S DISTRICT, AND WE WERE SUPPOSED TO DO AN ENROLLMENT STUDY IN THAT PARTICULAR AREA, A COMPENSATION STUDY AND AN ENROLLMENT INITIATIVE FOR THOSE SPECIFIC AREAS.

SO CAN ANYBODY PROVIDE THAT INFORMATION TO THIS BOARD? TWO THOUSAND NINETEEN STUDY.

IT WAS A 20 19 POLICY AMENDMENT WHERE WE HAD ENROLLMENT IN ENROLLMENT STUDY DONE IN THAT SPECIFIC AREA BECAUSE THINK IT WAS TRUSTEE DR.

CRUZ THAT MENTIONED THAT CERTAIN PARTS OF TOWN HAD, YOU KNOW, WE WERE LOSING CERTAIN KIDS TO CHARTERS, BUT WE HAD AN ENROLLMENT STUDY FOR THAT PARTICULAR SIDE OF TOWN.

WE HAD THE COMPENSATION STUDY FOR EACH FOR ALL EMPLOYEES AND THE ENROLLMENT INITIATIVE WE HAD FOR THAT SIDE OF TOWN.

SO IF SOMETHING OR SOMEONE CAN GET THAT INFORMATION, I WOULD REALLY LIKE TO SEE THAT WE'LL DIG THAT. THANK YOU.

AND I KNOW I'M OUT OF TIME. TRUSTEE WADE, THANK YOU.

OKAY. A QUICK QUESTION ON THE PHASE THREE THAT WE WERE DISCUSSING ABOUT WHERE WE'RE GOING TO MAKE CUTS WHEN WE GET TO THE PHASE THREE PART OF THIS BUDGET.

IT MIGHT BE WORTH US TALKING ABOUT THAT SOONER THAN LATER.

JUST SO WE UNDERSTAND WHAT NEEDS TO COME.

I MEAN, ASK ABOUT THE BOND OVER AND OVER AND OVER AGAIN.

AND IF WE DON'T KNOW THE DATA ON HOW THE CUTS ARE GOING TO GO, WE CAN'T BEST ASSOCIATE THAT TO WHERE WE'RE GOING TO BUILD SCHOOLS UNLESS WE KNOW WHERE WE'RE GOING TO MAKE CUTS.

YOU'RE ABSOLUTELY CORRECT AND IT'S ACTUALLY TRUSTEE CRUZ AND I HAD SOME OF THIS CONVERSATION TODAY OR WHATNOT.

WE ACTUALLY MET WITH THE REPRESENTATIVE AT RICE THAT ACTUALLY DOES THE KIND OF PREDICTIVE ANALYSIS OF, YOU KNOW, HOW AND WHETHER IT'S APPROPRIATE TO MOVE FORWARD WITH A BOND.

SO WE'RE IN THE MIDST OF THAT CONVERSATION RIGHT NOW TO FIGURE OUT WHETHER THE ENVIRONMENT IS HEALTHY ENOUGH TO BE ABLE TO PASS A BOND.

SO WE'RE ENGAGED IN THAT CONVERSATION RIGHT NOW.

BUT I COMPLETELY AGREE WE NEED TO AS QUICK AS POSSIBLE, DIG IN COMBINATION WITH WITH A POTENTIAL BOND AROUND WHAT SOME OF THOSE MAJOR CUTS WILL BE FOR THE LONG TERM.

THANK YOU. AM I CRAZY? BUT WHAT'S ESSER ONE? I MEAN, DO WE KNOW? AM I DONE? ESSER ONE.

I KNOW THAT WAS THE FIRST ROUND, BUT I'D LIKE TO I DON'T KNOW THAT I KNOW, I DON'T KNOW THAT I DON'T KNOW WHAT THE THAT WAS WITH THE BUDGET ALLOTMENT FOR ESSER ONE WAS.

YEAH.

I'M NEW, SO I'M JUST TRYING TO UNDERSTAND IT BETTER.

YES.

[02:35:04]

OK. ALL RIGHT. THANK YOU FOR ANSWERING THAT.

OK. I JUST DIDN'T KNOW, SO I THOUGHT I'D ASK.

AND THEN, HAVE ONE MORE QUESTION.

SO I KNOW THAT DURING THIS BUDGET ALLOCATIONS, WE DID A LOT OF TECH DEVICES THAT WENT OUT TO ALL THE STUDENTS, COMPUTERS, LAPTOPS, THAT KIND OF THING.

THAT IS GOING TO BE SOMETHING THAT HAVE WE CONSIDER THAT GOING FORWARD THAT THAT'S GOING TO BE AS WE KNOW HOW FAST TECHNOLOGY MOVES.

I DON'T SEE THAT ANYWHERE IN THE CONVERSATION, AND THAT'S SOMETHING THAT IS GOING TO BE A HUGE BUDGET ISSUE GOING FORWARD IN THE NEW DAY THAT WE'RE IN.

SO DEFINITELY IF AS AS MR. GILHOUSEN MAKES HIS WAY TO THE MICROPHONE, ONE TO ONE TECHNOLOGY IS DEFINITELY A MAJOR PUSH. WE ACTUALLY HAVE SEEN AN INCREASE AS WE SPEAK AT THE MIDDLE MIDDLE SCHOOL LEVEL, HIGH SCHOOLS ARE ALREADY ONE TO ONE.

ABOUT 50 LITTLE OVER 50 PERCENT OF OUR MIDDLE SCHOOLS ARE ONE TO ONE, AND WE'RE LOOKING FORWARD TO, YOU KNOW, CLIMBING DOWN THE LADDER AS FAR AS POSSIBLE.

MR. GILHOUSEN, YEAH. AND SO IT IS ACTUALLY IN THERE IN THE ON PAGE SLIDE 42 IS WHERE IT'S AT, WHERE WE'VE GOT IT, STUDENT DEVICES THAT ARE ALLOCATED THERE.

SO OUR GOAL IS TO DO THAT IN THE FALL OF 2022 AND THEN CONTINUE TO BUILD OFF OF THAT.

OK, SO YOU'RE SAYING THAT THE LAST ONE, WHICH IS THE WHAT IS IT? FORTY ONE MILLION? UH-HUH. OK, AND THEN THANK YOU FOR THAT.

THANK YOU FOR THAT VERY MUCH.

AND SO I'M GOING TO GO BACK REAL QUICK TO A QUICK QUESTION ABOUT THE TEACHER BURNOUT.

SO WHEN YOU ADDED TUTORING AND EVEN THOUGH YOU GAVE THEM PAY INCREASES, DID YOU FIND THAT THAT ACCELERATED BURNOUT TO TEACHERS? DO WE KNOW? I THINK WHAT WE EQUATED AND I'VE HAD A CHANCE TO SEE THIS IN TWO DISTRICTS BECAUSE WE ACTUALLY CHANGED WENT FROM ABOUT THE SAME AMOUNT TO THE TO THE NEW AMOUNT IN BOTH MY OLD DISTRICT AND IN HISD.

AND WHAT WE WERE REALLY TRYING TO DO ON THE FRONT END WAS ENSURE THAT WE ATTRACTED AS MANY TEACHERS AS POSSIBLE.

AND AND THAT IS EXACTLY WHAT HAPPENED.

WE HAD A NUMBER OF TEACHERS THAT THAT CAME AND MOVED FORWARD TO TO PROVIDE TUTORING.

AND AND THAT'S BEEN A MAJOR MAJOR PLUS IN TERMS OF OUR STUDENTS BEING ABLE TO TO FOCUS ON THE LEARNING LOSS THAT WE KNOW THAT THEY'VE HAD.

OK. AND THEN ON THAT WITH LOSSES IN ELEMENTARY SCHOOLS KIND OF BEING OUR BIGGEST NUMBER OF LOSSES THAT WE KNOW THAT THAT SEEMS TO BE THE LEVEL OF INCOMING STUDENTS THAT WE'RE LOSING. I DON'T SEE ALLOCATIONS BASED ON THOSE BIG LOSS AREAS.

I MEAN, I KNOW THEY WERE HIGH SCHOOL FOCUSED ON TESTING AND THAT KIND OF THING.

BUT ARE WE MAKING SURE THAT WE'RE GETTING A FOCUS BACK INTO THE ELEMENTARY SCHOOL? ABSOLUTELY. AS YOU'LL SEE, I'M SORRY, GO AHEAD.

SO AS YOU'LL SEE, THE OVERALL PLAN, OF COURSE, GOES BACK AS WE AS WE AS WE TALK ABOUT THE NEW CHANGES THAT OUR PRINCIPALS JUST SAW IN THEIR ALLOCATION SHEETS.

THAT'S A BIG PART OF IMPROVING THAT OVERALL SCHOOL EXPERIENCE AS A WHOLE.

WHAT WE DID FIND OUT IS THAT ELEMENTARY SCHOOLS SAW A BIG MAJORITY OF AND I HATE TO CALL IT, WINS, BUT OUR ELEMENTARY AND MIDDLE SCHOOL SAW MORE ALLOCATIONS WHEN WE WENT TO THIS MODEL, WHICH WILL, IN MY OPINION, MAKE A DIFFERENCE BECAUSE THOSE WERE SMALLER, SMALLER SCHOOLS AT THE HIGH SCHOOL LEVEL.

IT'S A LITTLE BIT EASIER TO ABSORB POSITIONS IF THEY DID HAVE A LOSS.

SO ELEMENTARY IS DEFINITELY SOMETHING THAT WILL MAKE A MAJOR DIFFERENCE.

OKAY, THANK YOU. MY TIME'S UP, SORRY.

TRUSTEE BLUEFORD-DANIELS.

THANK YOU. WE'RE GOING TO GO BACK TO THE FRONT PACKAGES, PARTICULARLY PAGE FOR PAGE FIVE.

I'M SORRY BECAUSE WE TALKED ABOUT A LOT ABOUT INCREASED ENROLLMENT, AND I'M WONDERING WHAT METHODS ARE BEING USED TO FORECAST THE POSSIBILITIES FOR INCREASED ENROLLMENTS SPECIFICALLY. ARE WE FOCUSING ON ADDITIONAL SPECIALIZED ENGLISH LEARNER TEACHERS? BECAUSE AS EVERYBODY IS PAYING ATTENTION TO NEWS, WE'VE GOT AN INCREASE IN IMMIGRANTS THIS YEAR AND WELL, THE LATTER SCHOOL YEAR, PARTICULARLY WITH AFGHANISTAN AND MEXICAN AND HAITIAN AND UKRAINIANS.

AND SO WITH ALL THAT, WE'LL HAVE TO INCREASE ENGLISH LEARNER TEACHERS TO SERVICE THAT

[02:40:02]

AND I'M NOT HEARING ANY CONVERSATION ABOUT THAT, ANY TYPE OF FORECAST FOR IT.

AND I'D BE GLAD TO HAVE.

I THINK YOU ASKED THREE DIFFERENT AREAS.

I AIN'T THROUGH, I'VE GOT ABOUT FIVE MORE QUESTIONS TOO.

SKINNER OR DR.

BIRD OR DR.

WATTS, AROUND ENGLISH LANGUAGE LEARNERS? UH, OUR BASELINE MODEL PROVIDES POSITIONS FROM OUR GENERAL FUNDS, AND THEN THERE ARE POSITIONS THAT SCHOOLS CAN ALSO ADD WITH THE FUNDS THAT THEY HAVE BEEN ALLOCATED TO MEET THE UNIQUE NEEDS AT THEIR SCHOOL.

SO I THINK IN BOTH OF THOSE CASES WHERE THERE ARE MORE STUDENTS, WHETHER THEY ARE ENGLISH LEARNERS OR REFUGEES, THE BASELINE MODEL AND SCHOOLS FLEXIBLE FUND SHOULD BE ABLE TO SUPPORT THAT. AND YOU KNOW, AND I THINK I PROBABLY USE IT, BUT I HATE THAT TERM REFUGEES AS WELL AS REFERENCING THEM AS IMMIGRANTS BECAUSE THERE'S SO MANY DIFFERENT CULTURES THAT WE HAVE TO TRY AND ACCOMMODATE.

ALSO, ONE THING I WANT TO ADD TOO, ABOUT THE STAFFING MODEL.

SOMEBODY ASKED A QUESTION ABOUT NOT BEING HEAVY ON THE TOP, AND I JUST WANTED TO SAY THAT WE WANTED TO LOOK LIKE A SNOW CONE.

WE DON'T WANT, YOU KNOW, LIKE AN HOURGLASS, NOT A SNOW CONE.

SO WE WANTED TO BE TO DWINDLE DOWN TO THOSE WHO NEED IT MOST, THOSE AT THE BOTTOM WHO ARE ACTUALLY DOING THE WORK.

AND ALSO, I WANTED TO POINT OUT TO DR.

CRUZ, WE STILL HAVE HORSES AND [INAUDIBLE] IN NORTHEAST, SO I'VE NOT HEARD ANY TALK ABOUT FFA. AND YOU MENTIONED ABOUT, OH, WHEN ARE THE PRINCIPALS DO THE PROJECTIONS FOR THIS YEAR? HAVE THEY DONE THEIR PROJECTIONS ALREADY FOR THIS YEAR? THEY HAVE. OK.

AND SO THEY WERE GIVING THIS BUDGET THIS INFORMATION YESTERDAY AS WELL, RIGHT? OK. AND YOU STARTED TO GET COMMENTS OR CONCERNS AS BEING ADDRESSED.

YOU ALL AS IT RELATES TO THIS BECAUSE OBVIOUSLY, YOU KNOW, WE JUST GOT IT TODAY.

SO WE'RE TRYING TO DECIPHER IT AS WELL, WHICH IS WHY SO MANY QUESTIONS, Y'ALL ON THIS PACKAGE. DR.

ALLEN HAS ALWAYS STATED THAT THERE ARE MULTIPLE TIMES THAT WE HAVE TO AS A FORMER ADMIN THAT WE HAVE TO SEE, YOU KNOW, THAT'S WHY I DIDN'T WANT, THAT'S WHY I WANTED TO GO AN EXTRA ROUND. TRUSTEE BAKER FOR THE SAKE OF TIME, I ONLY HAVE ONE QUESTION.

AND I'M JUST GOING TO GO AHEAD AND ADDRESS THE ELEPHANT IN THE ROOM REAL QUICK.

IF, SAY, FOR INSTANCE, AFTER WE HAVE DEPLETED OUR ESSER FUNDS, FOR EXAMPLE, AND ALL OF YOUR ADJUSTMENTS THAT WE'RE GOING TO MAKE, SAY, FOR INSTANCE, YOU MADE ALL YOUR ADJUSTMENTS AND STILL THERE'S A SHORTFALL.

WHAT? OR OUR CONTINGENCIES THAT WILL EXCLUDE TAX INCREASE, BANKRUPTCY AND THINGS OF THAT NATURE? THAT'S ALL I HAVE FOR NOW. AND BY THE WAY, I'M I WANT TO SEE THE TEACHERS AND EMPLOYEES GET A RAISE. RIGHT AWAY, BUT THAT QUESTION IS THE BIGGEST QUESTION I HAD.

DID YOU CATCH IT ALL? SO YOU ESSENTIALLY JUST ASKING WHAT HAPPENS BEYOND ESSER? YES. AND BEYOND THAT, SIR, AND YOUR ADJUSTMENTS THAT WERE SO ELOQUENTLY LAID OUT BY YOUR AWESOME TEAM HERE.

YEAH, YEAH.

SO AS WE TALKED ABOUT EARLIER, THE IDEA IS TO GO INTO THE PLANNING AND ENSURE THAT OVER THE COURSE OF THE NEXT YEAR THAT WE DEVELOP IN CONJUNCTION WITH HOPEFULLY THE POSSIBILITY OF A BOND, BUT WE HAVE TO DEVELOP WHAT THOSE MAJOR CUTS IS AS MS. DEIGAARD INDICATED EARLIER, SHE FELT LIKE IT'S BEEN.

I FEEL LIKE IT'S BEING KICKED DOWN THE ROAD AGAIN.

BUT IF YOU MOVE FORWARD AND MAKE THE DECISIONS AND PUT A PLAN IN PLACE, AND I'VE BEEN A PART OF A DISTRICT THAT HAS HAS DONE THAT BEFORE AND DONE IT IN A VERY ORGANIZED MANNER TO ENSURE THAT THE COMMUNITY FELT HEARD.

BUT THERE ARE SEVERAL DIFFERENT WAYS TO DO IT.

THAT'S JUST ONE WAY.

WE'LL HAVE TO DETERMINE WHAT THAT'S GOING TO LOOK LIKE FOR HISD.

BUT YOU KNOW, AS NIKE INDICATED, YOU HAVE TO JUST DO IT VERSUS KICKING IT DOWN THE ROAD.

OK, THANK YOU.

TRUSTEE HERNANDEZ.

THANK YOU. I'M GOING TO DO SOME FOLLOW UP QUESTIONS FIRST.

IS PURCHASING THE SAME INSTRUCTIONAL MATERIALS ACROSS THE DISTRICT GOING TO SAVE THE DISTRICT MONEY. IF SO, HOW MUCH? I DON'T KNOW THAT WE KNOW EXACTLY HOW MUCH.

DO WE KNOW IF THERE'S AN EFFICIENCY AROUND THE IDEA OF WHAT WE'RE DOING WITH QUALITY, QUALITY OF MATERIALS? THERE SHOULD BE WE CAN GET YOU.

SO PART OF THIS FIRST YEAR COST IS BEING PAID FOR BY THE TEA.

[02:45:04]

BUT IT SHOULD ULTIMATELY SAVE MONEY BECAUSE OF SCALE.

SO THERE'S $30 MILLION.

WE ARE FREEZING FROM CAMPUSES.

HOW MUCH DO WE EXPECT TO SPEND FROM THAT FROM NOW TO THE END OF THE YEAR? THERE'S $30 MILLION THAT ARE BEING.

YOU MEAN, THE FREEZE, THE FROZEN AND HOW MUCH OF THAT DO WE EXPECT TO CARRY OVER? TO ACTUALLY SPEND.

WE IT REALLY DEPENDS ON THE NEEDS THAT ARE PRESENTED TO US, QUITE FRANKLY.

WE'RE LOOKING FORWARD TO HEARING THOSE NEEDS AND DETERMINING WHETHER THEY ARE MAJOR NEEDS THAT ARE FOCUSED ON TEACHING AND LEARNING.

AND THAT'S THE IDEA AGAIN, AS A FORMER PRINCIPAL.

I KNOW THAT AT ABOUT THIS TIME OF THE YEAR, IF I HADN'T EXPENDED FROM AN INSTRUCTION STANDPOINT THE DOLLARS THAT I HAVE IN MY BUDGET, THEY MAY OR MAY NOT BE INSTRUCTIONALLY FOCUSED FOR THE REST OF THE SCHOOL YEAR.

SO WE'LL DETERMINE THAT AND LOOK AT EACH ASK AS THEY COME, COME TO ESSENTIALLY.

FROM THE ESSER PRESENTATION, I MAY HAVE MISSED IT, BUT WHEN IS THE ESSER DASHBOARD SUPPOSED TO BE AVAILABLE TO THE BOARD AND TO THE PUBLIC? YEP. DR.

MATNEY. SO I'LL ADDRESS EACH OF THEM, SO THE FIRST THE PROGRAM EVALUATION DASHBOARD, AS SOON AS WE HAVE OUR FIRST SET OF FINDINGS, THAT'S WHEN WE'LL PUSH THAT OUT WITH THAT FIRST SET OF FINDINGS AND THEN THE FINANCE ONE.

RIGHT NOW WE'RE WE'RE WORKING ON ARRANGING ALL THE INPUT DATA SETS, AND WE'RE ALMOST FINISHED WITH THAT.

AND SO THEN IT'S JUST ABOUT BUILDING OUT THE POWER BI.

SO WE'RE LOOKING AT MAYBE A COUPLE OF MONTHS BEFORE WE'LL BE ABLE TO PUBLISH THAT ONE.

OKAY, THANK YOU.

AND THEN I HAVE A COUPLE OF QUESTIONS FROM SLIDE SIX.

CAN YOU JUST EXPLAIN WHY THE SPECIAL EDUCATION AND DYSLEXIA ARE IN DIFFERENT BUCKETS? JIM, DO YOU MIND SHARING ON SLIDE SIX SOME INSIGHT AROUND THAT QUESTION.

SINCE I OFF THE TOP OF MY HEAD, I DON'T KNOW.

LET ME FIND OUT AND COME BACK TO YOU WITH AN ANSWER.

OK? ON SLIDE 18.

AND I'VE MENTIONED THIS TO YOU BEFORE MR. HOUSE. ARE WE GOING TO CONTINUE THE PRACTICE OF HAVING ADMINISTRATORS IN CAMPUSES WITH TEACHER CONTRACTS? ARE WE GOING TO CONTINUE TO HAVE ADMINISTRATORS ON CAMPUSES WITH TEACHER CONTRACTS? I DON'T REMEMBER TALKING ABOUT THAT, BUT WE CAN DEFINITELY DIG INTO IT.

MS. HUTCHINS TAYLOR, CAN WE PUT THAT ON OUR ON OUR LIST TO DISCUSS FURTHER? YEAH. AND THEN FROM SLIDE 14.

WE SAID THAT WE WERE GOING TO SAVE $100 MILLION, IS THIS EVERY YEAR OR IS THIS OVER MULTIPLE YEARS, JIM? THAT'S THAT'S THAT'S JUST FOR THIS YEAR.

THAT'S JUST TO GET THROUGH THIS YEAR.

WE'RE GOING TO REEVALUATE IT GOING FORWARD AS THE SUPERINTENDENT STATED.

OK. AND THEN FROM SLIDE 24.

WHEN WILL PRINCIPALS KNOW WHAT THE RISK LOAD IS FOR THEIR CAMPUS AND HOW OFTEN WILL THE RISK LOAD BE EVALUATED OR REEVALUATED? GOOD QUESTION.

MR. GRANT-SKINNER.

WE HAVE NOT PICKED A SPECIFIC DATE TO COMMUNICATE TO PRINCIPALS ABOUT THEIR RISK LOAD, BUT I THINK IT WILL BE IN THE NEXT FEW WEEKS.

I WOULD HAVE TO DEFER TO OUR RESEARCH AND ACCOUNTABILITY TEAM ABOUT THE FREQUENCY OF UPDATES. AND THEN HAS THERE BEEN ANY DISCUSSION ABOUT BILINGUAL STIPENDS FOR ADMINISTRATION? LEGAL STIPENDS.

BILINGUAL.

BILINGUAL STIPENDS.

MR. GRANT-SKINNER.

THIS QUESTION DID COME TO US FROM AN ADMINISTRATOR RECENTLY AND WE ARE CONSIDERING IT.

WHAT I WOULD SAY IS THAT THERE ARE A LOT OF PERSPECTIVES ON INDIVIDUAL CHARACTERISTICS OF PRINCIPALS THAT MIGHT TIE IN TO STUDENT ACHIEVEMENT AND THEREFORE QUALIFY PERHAPS SHOULD QUALIFY FOR A STIPEND.

AND WE NEED TO WEIGH THIS AGAINST ALL OF THOSE OTHERS AS WELL.

OK, IS THERE HAS THERE BEEN DISCUSSION AROUND BILINGUAL STIPENDS FOR ANYONE OTHER THAN TEACHERS? NO.

OK. AND THEN MY LAST QUESTION IS, I KNOW THAT IT WAS STATED THAT PARENTS, YOU FOUND THAT PARENTS WANT QUALITY AND INNOVATION, INNOVATIVE PROGRAMS. THIS IS NOT A NEW DEVELOPMENT FOR HISD.

[02:50:01]

BUT THE FOCUS IN THIS PLAN IS TO ADDRESS IT AND TO NOT KICK THE CAN DOWN THE ROAD.

SO AS DR.

WATTS TALKED ABOUT, IT'S ABOUT THE IMPLEMENTATION, IT'S ABOUT THE FIDELITY.

WE KNOW WHAT THE NEED IS.

WE WENT OUT AND ASKED, WE GOT THE FEEDBACK, WE KNOW WHAT THE RESEARCH TELLS US.

SO NOW IT'S ABOUT EXECUTING AND ENSURING THAT WE DEVELOP WITH THAT PLAN.

WE WOULD LOVE TO HAVE THAT COUPLED WITH A BOND ISSUE IN THE FUTURE.

BUT REGARDLESS OF WHAT WHAT HAPPENS, WHETHER THERE'S A BOND OR NOT, WE KNOW THAT WE HAVE TO RIGHT SIZE OUR PROGRAMS IN THE DISTRICT AND ENSURE THAT WE HAVE QUALITY PROGRAMS THROUGHOUT HISD.

THANK YOU. TRUSTEE ALLEN.

THANK YOU. MY QUESTION IS BACK ON SLIDE 14, ABOUT THE THIRD ONE, THE FREEZE ON THE CAMPUS BASED FUNDS. I'M LIKE PIGGYBACKING ON TRUSTEE BAKER'S QUESTION WHEN HE WAS TALKING ABOUT GETTING THINGS DONE IN A TIME.

TIMELY MANNER, HAVING TRANSPARENCY, I KNOW THAT YOU SAID YOU WERE DOING THE FREEZE AND I KNOW YOU SAID THEY THEY GOT IT AFTER WE DID, WHICH MEANS THEY GOT IT AFTER TWO O'CLOCK.

BUT I HAVE CAMPUSES LIKE WHEN I TOLD YOU BEFORE, BECAUSE THAT'S WHY I'M SO EXCITED ABOUT THIS BOND THAT DO NOT HAVE THE THINGS IN THEIR CAMPUS THAT THEY NEED TO TEACH TEACHERS WITH, LIKE SMART BOARDS.

AND I WAS TELLING YOU HOW KELSO GOT FIVE SMART BOARDS THE FIRST YEAR BECAUSE SHE HAD TO SAVE UP FOR IT. FIVE SMART BOARDS LAST YEAR, SHE HAD TO SAVE UP FOR IT.

SHE THERE ARE SCHOOLS LIKE RIVER OAKS, JUST GOT RID OF SIXTY ONE SMART BOARDS AND GOT A WHOLE NEW BATCH. BUT I HAVE SCHOOLS IN MY SCHOOL AND MY DISTRICT THAT ARE SAVING UP FOR IT. SO IF SHE'S SAVING UP THIS FOR THIS, THESE FIVE SMART BOARDS, HOW LONG DO THEY HAVE TO GET TO SPEND THIS MONEY BEFORE YOU SNATCH IT OUT OF THEM AND TELL THEM I'M TAKING UP 75 PERCENT? BECAUSE IF SHE'S SAVING FOR FIVE SMART BOARDS AND SHE HAS OUTSTANDING DEBTS, I KNOW THEY SAID THAT, YOU KNOW YOU CAN LOOK, BUT HOW MUCH TIME ARE YOU GIVING THEM FOR THAT FREEZE RIGHT THERE? SO THE FREEZE IS INSTITUTED AS OF TODAY.

BUT YOU JUST TOLD THEM TODAY.

CORRECT. BUT WHAT WE WILL DO, BUT WHAT WE WILL DO IS OFFER EVERY SCHOOL THE OPPORTUNITY TO PRESENT A SPECIFIC NEED IF THEY HAVE A SPECIFIC NEED, WHETHER IT BE SMART BOARDS, WHETHER IT BE ADDITIONAL, YOU KNOW, INSTRUCTIONAL MATERIALS OR WHATEVER, THEY CAN PRESENT THAT TO TO THE SCHOOL'S OFFICE.

AND WE HAVE A PROCESS THAT WILL EITHER APPROVE OR DISAPPROVE THOSE PARTICULAR REQUESTS, DEPENDING ON THAT NEED.

SO IF SHE WAS SAVING FOR FIVE MORE BOARDS THIS YEAR AND SHE HAS 20 TEACHERS, WHICH MEANS THIS WOULD BE 15, SO IF SHE REALLY NEEDED 10 SMART BOARDS, SHE CAN ASK FOR 10 SMART BOARDS THAT SHE DIDN'T HAVE MONEY FOR AT FIRST.

WE'LL REVIEW THE NEED.

I DON'T KNOW EXACTLY WHAT..

I MEAN SHE CAN'T WAIT ON A BRAND NEW SCHOOL.

WE CAN'T WAIT ON THE BOND. I'M NOT GOING...

I MEAN THESE ARE TEACHING TOOLS THAT THE TEACHERS NEED TO TEACH.

I COMPLETELY UNDERSTAND WHERE YOU'RE COMING FROM.

BEEN THERE IN THAT SEAT AS PRINCIPAL.

WAS THAT A NO? NO, IT WASN'T A NO.

IT WAS THAT WE WILL REVIEW THAT REQUEST AND DETERMINE WHETHER IT'S IN OUR EYES AND ALLOWABLE EXPENSE MOVING FORWARD.

AND I THINK WE HAVE TO LOOK AT THIS IN ITS TOTALITY TO THE DISTRICT.

WE KNOW THAT FOR SO MANY YEARS, WE'VE OPERATED THIS DISTRICT WITH THE DEFICIT MENTALITY AND ALLOWED FOR THAT TO OCCUR YEAR AFTER YEAR AFTER YEAR.

WE'RE PUTTING SOME STOPGAPS IN PLACE.

AND BUT AT THE SAME TIME, WE WANT TO ALLOW FOR SOME OF THOSE STOPGAPS TO BE SCREWED OFF IN CERTAIN SITUATIONS.

AND IT MAY BE A SITUATION LIKE THIS AND MAY NOT.

BUT WE'LL TAKE A LOOK AT THOSE AND ENSURE THAT IF THAT POSSIBILITY SHOWS THE NEED.

I MEAN, TEACHERS NEED SMART BOARDS TO TEACH.

I MEAN, IF YOU'RE SITTING OUT WITH SOME CHALK BOARDS AND THAT OLD SCHOOL STUFF? NO, WE. THAT'S MY ONE THING.

I KNOW THAT I NEED SCHOOLS, THE BONDS FOR THE SCHOOLS IN MY AREA BECAUSE I KNOW THE LACK OF MATERIALS. WHEN I WAS TELLING YOU ABOUT THE OTHER SCHOOLS BEFORE.

BUT FOR THIS IS JUST NOT THE ONE THAT'S THAT'S LIKE THIS.

WE'LL DEFINITELY TAKE A LOOK AT IT.

AND THE OUTSTANDING DEBTS, DO THEY NEED TO SAY, LISTEN, I HAVE A BILL THAT HAS NOT COME IN, DON'T TAKE ALL MY MONEY.

WE'LL TAKE A LOOK AT ALL OF THOSE PIECES AS WE MOVE DOWN THE ROAD.

DEFINITELY. THANK YOU.

YES, MA'AM. OK, I'M GOING TO WRAP UP ROUND TWO THIS TIME.

[02:55:02]

I WANT TO MAKE SURE I UNDERSTAND THE DEFICIT.

SO DO DOES THIS INCLUDE THIS IS WITHOUT ESSER THESE DEFICITS? JIM? YES, THAT'S CORRECT.

SO THE DEFICIT ITSELF, IF I GOT TO GO BACK TO 10.

RIGHT. THERE'S THE $69 MILLION OPERATING DEFICIT THAT WE'RE LOOKING AT THIS YEAR, RIGHT? AND IF YOU FLIP TO 11, HOW ARE WE ADDRESSING THAT DEFICIT? WE'RE OH YEAH, WE CAN USE 88 MILLION OF THE HOLD HARMLESS IN THAT WE'RE GOING TO WE'RE GOING TO TAKE CARE OF THE DEFICIT AND THEN PUT SOME MONEY INTO THE JUST THE GENERAL.

SO THEN FOR 23 BUDGET? EXACTLY. OK.

AND THEN I GUESS IN FISCAL YEAR TWENTY THREE, WE HAVE A DEFICIT OF ONE HUNDRED NINETY SIX MILLION AND THE ESSER MONEY THERE WOULD BE THE INDIRECT COST PIECE THAT $50 MILLION.

OKAY. THE REST OF IT COMING FROM, YOU KNOW, THE SAVINGS THAT HAVE BEEN BUILT UP.

AND DID I HEAR YOU CORRECTLY WHEN YOU SAID THAT ESSER, LIKE THAT'S AN APPROVED EXPENDITURE, IS ACTUALLY TO HOLD OURSELVES HARMLESS? DID I HEAR YOU SAY THAT CORRECTLY? SO THE ESSER I LOOK AT THE ESSER IS TWO DIFFERENT BUCKETS, ONE BEING THE HOLD HARMLESS, WHICH WAS MORE LIKE MITIGATING LOSS ENROLLMENT, WHICH IS WHAT HAPPENED.

RIGHT? IMMEDIATE LOSS A MOMENT.

THE SECOND PIECE OF ESSER IS THIS CONCEPT OF THE INDIRECT COSTS, THE IDC PIECE OF IT, WHICH IS THE FUNDS THE GOVERNMENT ALLOWS YOU TO RUN THE PROGRAMS, TO DO THE DASHBOARDS AND TO DO A LOT OF THESE THINGS THAT THE DISTRICT IS PUTTING FORTH TO COVER SOME OF THE COST OF DOING THAT. OK.

AND I GUESS MY CONCERN IS SO WHAT PERCENT OF ESSER IS FOR ACCELERATED LEARNING, WHAT PERCENT ARE WE USING FOR TEACHER COMPENSATION AND WHAT PERCENT ARE WE USING TO ACTUALLY PLUG THE DEFICIT? WE CAN GET THAT INFORMATION FOR YOU.

YEAH. SO MY CONCERN IS THAT I UNDERSTAND YOU NEED TIME TO TO FIGURE OUT WHERE THE CUTS ARE GOING TO BE IN THESE TOUGH DECISIONS.

BUT MY CONCERN IS WHY WE'RE NOT DOING IT NOW.

WE'RE USING ESSER TO BASICALLY KEEP US AFLOAT, RIGHT? AND AND MY INTERPRETATION OF THAT IS WE'RE WE'RE BALANCING THE BUDGET ON THE BACKS OF CHILDREN INSTEAD OF USING THIS MONEY TO ACTUALLY CATCH THEM UP, WHICH IS WHAT MY UNDERSTANDING OF THE INTENTION IS.

SO WHY ARE WE WAITING TO BALANCE THE BUDGET? YEP, I THINK WE'RE DOING BOTH.

QUITE FRANKLY, I THINK WE I CAN'T REMEMBER WHICH SLIDE NUMBER THAT SHOWS ALL THE DIFFERENT THINGS, THE COMMITMENTS THAT WE'VE MADE FROM AN ESSER STANDPOINT IN TERMS OF TEACHING AND LEARNING AND LEARNING LOSS.

BUT WHAT I ALSO KNOW IS THAT WHEN YOU MAKE VERY DIFFICULT DECISIONS ABOUT AND THIS IS MUCH WORSE THAN WE THOUGHT IT WAS, QUITE FRANKLY, AND WE NEEDED TO BRING AN ORGANIZATION LIKE A&M IN TO TAKE A CLOSE LOOK.

WE BROUGHT IN, YOU KNOW, FOLKS FROM CURRICULUM INSTRUCTION.

WE HAD AUDITS IN FOUR DIFFERENT AREAS.

SO WE'VE JUST RECENTLY FINISHED THAT.

AND WHAT WE KNOW NOW IS THAT THE CUTS ARE GOING TO HAVE TO BE SIGNIFICANT AND MOVING FORWARD, THERE'S GOING TO HAVE TO BE TIME TO PLAN THAT OUT.

THAT'S NOT SOMETHING THAT YOU JUST GO IN WITHOUT COMMUNITY VOICE, WITHOUT COMMUNITY SUPPORT AND SAY, HEY, THIS IS WHAT IT'S GOING TO LOOK LIKE.

I THINK THIS BOARD WOULD BE EATEN UP.

I WOULD BE EATING UP AS A SUPERINTENDENT.

SO WE NEED TO BE VERY INTENTIONAL ABOUT WHAT THAT PLANNING IS GOING TO LOOK LIKE AND NOT JUST GO SAY WE'RE GOING TO CUT OR CLOSE.

SO I'M VERY, VERY LIKE I SAID, I'VE LIVED THIS AND BEEN IN A DISTRICT WHERE WE TOOK THE APPROACH. WE HAD TO CLOSE 15 SCHOOLS.

AND WHEN THAT BOARD MEETING CAME BECAUSE WE DID A YEAR OF PLANNING AND LISTENED AND LEARNS AND FEEDBACK AND ADJUSTMENTS AND FEEDBACK AND ADJUSTMENTS THAT WE HAD ONE COMMUNITY MEMBER THAT SPOKE AGAINST THAT PLAN.

IN THAT LAST BOOM, WE TOOK THAT PLAN TO THE TABLE FOR APPROVAL.

THAT KIND OF INTENTIONALITY IN THE COMMUNITY HAS TO BE FOCUSED ON.

AND I'M NOT SAYING THAT THAT'S THE ROAD THAT WE WOULD TAKE, BUT WE WILL FIGURE OUT EXACTLY WHAT IT NEEDS TO LOOK LIKE AND MAKE THE NECESSARY CUTS.

MUCH LIKE WE'VE BEEN INTENTIONAL ABOUT BRINGING THIRD PARTIES IN, WE'LL BE JUST AS INTENTIONAL ABOUT DEVELOPING OUR PLAN OR AROUND WHAT THESE CUTS WILL LOOK LIKE.

OK, APPRECIATE THAT CONTEXT, AND I'M ALSO GRATEFUL THAT YOU'VE BEEN SEEKING OUT EXPERTISE, SUCH AS A&M.

ALSO ABOUT ESSER, DEFINITELY ENCOURAGED ABOUT THE TRANSPARENCY AND HAVING THAT DASHBOARD

[03:00:01]

SO THANK YOU. MY QUESTION AROUND ESSER IS, YOU KNOW, I SAW THERE WAS A SLIDE ON A VALUATION. WHAT AND HOW ARE YOU EVALUATING AND HOW WILL YOU DECIDE WHAT WILL BE CONTINUED OR DISCONTINUED? DR. MATTIE. YEAH, SO WE'RE EVALUATING ALL OF THE PROGRAMS. IT'S A IT'S A NICE UNDERTAKING AND AND THE HOW IS REALLY HOW WE EVALUATE PROGRAMS NOW AND IT'S BUILDING RELATIONSHIPS WITH THE DEPARTMENTS THAT ARE RUNNING THE PROGRAMS. IT'S GETTING TO UNDERSTAND AND REALLY EMBED IN WHAT THAT WORK LOOKS LIKE TO KNOW WHAT'S GOING TO BE IMPORTANT IN AN OUTCOMES REPORT AND THEN HOW WE DECIDE WHAT MOVES FORWARD USING THAT RESEARCH, LOOKING AT THAT BRIEF, LOOKING AT THE KEY FINDINGS AND THE RECOMMENDATIONS THAT RESEARCH IS MAKING AT THE BOTTOM FOR CABINET TO LOOK AT AND SAY THIS IS WORTH INVESTING IN, WE NEED TO CHANGE HOW WE'RE DOING SOME THINGS CONTINUE TO INVEST MORE IN THERE. SO LOOKING AT ALL OF THOSE COMPONENTS AND USING THE RESEARCH AND THE FINDINGS, MUCH LIKE WE DO FOR ALL OF THE OTHER RESEARCH WE DO.

SO WHAT DATA IS IT BASED ON? SO HERE ARE SOME EXAMPLES ON THIS SLIDE OF EVALUATION MEASURE.

SO WE'RE GOING TO I'LL GIVE YOU AN EXAMPLE.

HOUSE BILL 4545. WE'RE TRACKING THE MINUTES THAT EACH STUDENT WHO IS IDENTIFIED TO RECEIVE THOSE INTERVENTIONS.

WE'RE TRACKING THEIR BEGINNING OF YEAR, MIDDLE OF YEAR, END OF YEAR RENAISSANCE.

WE'RE LOOKING AT THEIR STAR OUTCOMES AND TO LOOK AT WAS THAT ADDITIONAL 30 HOURS? DID IT MAKE THAT IMPACT THAT WE ENVISIONED IT MAKING? OK, THAT'S HELPFUL.

THANK YOU. SO, TRUSTEE, IT SEEMS LIKE THE THIRD ROUND IS DESIRED.

IT IS FIVE FIFTEEN, LEGAL COUNSEL IS IS ADVISING THAT WE RECESS DO THE TAPER AND THEN TAKE THIS BACK UP EITHER BEFORE OR AFTER AGENDA REVIEW.

SO. A MOTION, I SECOND WHAT I MEAN, IT'S UP TO Y'ALL LIKE SERIOUSLY STILL WANT TO DO ALL THE QUESTIONS CAME. MAKE A MOTION.

I MOVE THAT WE DO A THIRD ROUND.

I, AS I INFORMED YOU ALL EARLIER BEFORE THIS MEETING, I HAVE A CHILD'S PROGRAM AT SCHOOL.

I WAS REALLY HOPING WE COULD GET THROUGH THREE ROUNDS OF QUESTIONS TONIGHT, SO I MOVE THAT WE TO DO A THIRD ROUND.

AFTER THE ESSER.

AND I WOULD ASK THE ADMINISTRATION, DOES THE TAPER REPORT HAVE TO BE DONE TONIGHT OR CAN IT BE RESCHEDULED FOR A SUBSEQUENT MEETING? THAT'S THAT'S ONE OPTION TO CONSIDER.

EXCELLENT. THAT'S EXACTLY WHAT I WAS WONDERING, DR.

MATNEY. LET ME LOOK AT THE DATES.

WE DO HAVE TO PRESENT IT WITHIN A CERTAIN NUMBER OF DAYS OF OF RECEIPT.

SO LET ME GO AND DO A CALCULATION QUICKLY.

THANK YOU. DO YOU THINK ONCE YOU'VE GONE OR WHAT CAN WE JUST MAKE SURE WE DO TAPER AFTER YOUR, YOU KNOW, TODAY I JUST WANT TO GET IT OVER.

TRUSTEE. SO THIS IS NOW STARTING ROUND THREE.

MY NEXT QUESTION IS WHAT PERCENTAGE OF ESSER IS BEING USED FOR EVIDENCE BASED ACCELERATED LEARNING FOR OUR STUDENTS WHO ARE FURTHEST BEHIND? WHAT PERCENT IS THIS COMPENSATION AND WHAT PERCENTAGE IS PLUGGING BUDGET HOLES? OK. DR CRUZ, ANY ANY INSIGHT THERE OR JIM, WE'D HAVE TO GET BACK.

YEAH, WE CAN WE CAN PUT AN ANALYSIS TOGETHER OF WHAT THAT LOOKS LIKE.

OK, AND THEN WHAT PERCENTAGE OF THE GENERAL FUND BUDGET WAS ALLOCATED DIRECTLY TO SCHOOLS FOR THE FISCAL YEAR TWENTY TWO AND WHAT PERCENT OF THE GENERAL FUND BUDGET IS PROPOSED TO BE ALLOCATED DIRECTLY TO SCHOOLS FOR FISCAL YEAR TWENTY THREE? WE CAN PROVIDE ADDITIONAL INSIGHT AROUND THAT ANALYSIS AS WELL.

WE'LL ANSWER THAT REQUEST.

OK, AND THEN I KEEP HEARING THAT BASED ON WHAT'S BEEN ROLLED OUT TO PRINCIPALS SO FAR.

IF THEY NEED ADDITIONAL DOLLARS, THERE'S SOME POT OF MONEY THAT SOUNDS LIKE IS SITTING OUT THERE. WHAT IS THE AND I GUESS IT'S THE SAME RUBRIC.

IS IT THE SAME RUBRIC THAT'S GOING TO DETERMINE LIKE IF A SCHOOL SAYS, OH, WAIT, I'M GOING TO LOSE THIS PROGRAM WITH HOW THIS FUNDING IS BEING ALLOCATED TO ME, IT SOUNDS LIKE THERE'S A RUBRIC FOR Y'ALL TO DETERMINE IF IT QUALIFIES TO GET ADDITIONAL TO GET FUNDING.

[03:05:07]

WE HAVE TALKED ABOUT SETTING ASIDE, SETTING ASIDE POSITIONS SO THAT FOR SOME REASON, IF THE MODEL THAT WE PROVIDED TO A PRINCIPAL, THEY CAN'T MAKE IT WORK.

THEY NEED AN IB COORDINATOR OR THEY NEED A POSITION THAT IS A REQUEST THAT I'M NOW ASKING MY TEAM TO SIT SCHOOL BY SCHOOL, HELP THE PRINCIPAL REALLY THINK THROUGH AND PROBLEM SOLVE AND THEN GET ME A LIST OF RECOMMENDED POSITIONS THAT MIGHT STILL BE NEEDED.

AND THEN I CAN TAKE BACK TO THE TEAM AND WE CAN MAKE THOSE DECISIONS.

OK, BUT IF THAT'S NOT BASED ON A RUBRIC, OK, WELL, THEN IF YOU'RE SAYING THERE ARE NO CHANGES TO AND I DO THINK WE NEED TO BE EVALUATING OUR MAGNET PROGRAM FOR A VARIETY OF REASONS. BUT IF YOU'RE SAYING THERE ARE NO CHANGES THIS YEAR.

THERE WERE NO CHANGES. AND THE CAMPUS.

THAT'S NOT WHAT I'M HEARING.

THERE WERE THERE WERE ABSOLUTELY NO CHANGES TO THE MAGNET FUNDING.

THEY RECEIVE TO MAGNET FUNDING, BUT SCHOOLS DON'T FUND ALL OF THEIR MAGNET PROGRAMS. I MEAN, THIS IS ACROSS THE DISTRICT, THEY DON'T FUND IT ALL OUT OF.

AND WE CUT BACK YEARS AGO, A FEW YEARS AGO IN HOW WE FUNDED MAGNET SCHOOLS.

SO A LOT OF OUR PROGRAMS ARE FUNDED OUT OF THEIR PUA DOLLARS.

SO I'M DEEPLY CONCERNED IT'S ONE THING IF YOU'RE SAYING WE'RE GOING TO BE CHANGING MAGNET PROGRAMS THIS YEAR, IT'S ANOTHER THING IF WE'RE BEING TOLD THERE ARE NO CHANGES TO MAGNET PROGRAMS THIS YEAR FOR A SCHOOL IN ANY OF THE TRUSTEE DISTRICTS THAT DON'T HAVE THEM, THAT DON'T HAVE. BUT EVEN IF YOU DO HAVE THEM MAYBE FUNDED BY THEIR PUA DOLLARS AND MAY BE LOSING THIS PROGRAM THAT IS [INAUDIBLE] A CHILD TO THE SCHOOL AND I'M REALLY, REALLY CONCERNED ABOUT THIS.

I'VE HEARD ABOUT POSITIONS, BUT NOT I'VE NOT HEARD FROM PARENTS.

SO I DON'T KNOW. I MEAN, I JUST THINK THIS IS SOMETHING YOU ALL NEED TO BE AWARE OF.

SURE. AND LOOK, LOOK AT WHETHER IT'S MAGNET OR WHETHER IT'S SOMETHING ELSE THAT IS GOING ON PROGRAMMATICALLY IN THEIR SCHOOL.

IT'S ONE THING IF THIS IS AN INTENTIONAL CHANGE THAT YOU'RE GOING TO MAKE AT THE SCHOOL LEVEL, LIKE, I'M OPEN TO THAT, BUT I DON'T WANT TO DO THINGS THAT ARE GOING TO COMPROMISE ENROLLMENT WHEN FAMILIES ARE LIKE, OK, I'VE BEEN ACCEPTED IN THE PROGRAM.

IS THAT PROGRAM GOING TO BE THERE NEXT YEAR? SHOULD I GO TO PRIVATE SCHOOL? SHOULD IT GO TO CHARTER? DO I NEED TO MOVE, LIKE THEY'RE WORRIED.

I WOULD BE HAPPY TO ADDRESS IT AND PROBLEM SOLVE TO FIX A SITUATION WHERE A PRINCIPAL DOES NOT FEEL LIKE THEY HAVE THE FUNDING TO FUND SOME ASPECT OF THEIR PROGRAM.

IT WAS NOT OUR INTENTION TO CHANGE ANYTHING.

AGAIN, I'M NOT GETTING THAT DATA, SO I NEED TO KNOW SPECIFICALLY WHAT THE SITUATION IS.

OKAY. THANK YOU. TRUSTEE BLUEFORD-DANIELS.

THANK YOU. ACTUALLY, I'M LOOKING FORWARD TO THE STRATEGIC PLAN BECAUSE WE CAN ADDRESS THOSE IN SOME OF THE SCHOOLS FOR LIKE MY SCHOOLS, MY CAMPUSES THAT DON'T HAVE MAGNET PROGRAMS AT ALL.

SO WE DON'T HAVE WE DON'T HAVE TO WORRY ABOUT CUTTING THE FUNDING.

WE JUST HAVE TO WORRY ABOUT IT GETTING SENT THERE.

YEAH, I KNOW. I KNOW WHICH ONES HAVE THE MAGNET PROGRAM MA'AM, THERE'S ONLY ONE.

AND AS MENTIONED EARLIER, THERE WAS A FREEZE ON HIRING BEGINNING IMMEDIATELY.

WOULD THERE BE ANY MONIES RETURNED TO THE DISTRICT BECAUSE OF THE FREEZE? ANY IDEA APPROXIMATELY HOW MUCH THAT COULD COULD BE? AND THIS IS A 75 PERCENT FREEZE OF THOSE CAMPUS BASED FUNDS RIGHT NOW.

BUT THE IDEA OF A FREEZE IS TO REALIZE THE SAVINGS TO ENSURE THAT SAVINGS GOES BACK TO SOME OF THE DEFICIT THAT WE'RE DEALING WITH.

SO AND AGAIN, LIKE LIKE DR.

ALAN ASK, WHEN SHE WAS SHARING ABOUT SMARTBOARDS SPECIFICALLY, WE'LL TAKE A LOOK AT THOSE SPECIFIC ASK TO ENSURE THAT IF WE DETERMINE THAT IS A A NEED SPECIFICALLY THAT ALIGNS TO STUDENT TEACHING AND LEARNING IN A MAJOR WAY THAT WE CAN DO SO AND APPROVE THOSE.

AND APPARENTLY, HE ALREADY KNEW WHERE I WAS GOING WHEN DR.

ALLEN MENTIONED ABOUT THE EXCESS SMART BOARDS AT RIVER OAKS BECAUSE I WAS GOING TO ASK IF YOU GUYS CAN REACH OUT TO FOREST BROOK THAT STILL NEEDS THOSE TEN BOARDS AND LET THEM KNOW THAT THERE'S A IF THEY HAVEN'T, I'VE NOT SPOKEN BACK TO THEM, BUT I WANT TO MAKE SURE THAT WE HAVE THEM. YOU DID GET THEM OVER THERE.

OK, OK, I DON'T HAVE TO LET THEM KNOW.

THERE'S A SALE ON SMART BOARDS THEN.

HUH? OK.

[03:10:01]

THERE BEEN ACCESSING THE CAMPUSES, AND YOU GUYS WERE OVER THERE TRYING TO SEE WHAT THE NEEDS ARE AND JUST ASSESSING IT OVERALL.

SO WAS THAT FOR ONE DAY TO DAY, THREE DAYS, TWO HOURS, THREE HOURS AN EXTENDED PERIOD OF TIME IS WHAT I'M SAYING, BECAUSE SOME DAYS, AS IN ALL OF OUR LIVES, I HAVE BAD DAYS AND I HAVE GOOD DAYS, MINE ARE USUALLY BAD BAD.

BUT THERE MAY BE BAD DAYS GOING ON AT THE CAMPUSES IN WHICH WE HAVE TO.

WE CAN'T PUT ALL OUR MARBLES IN ONE JAR.

YOU KNOW, MAYBE SOMETHING HAPPENED SPECIFIC THAT MAY CAUSE SOME DISRUPTION THAT WE'RE NOT LOOKING AT. AS FAR AS ASSESSING THAT, FAIRLY THE NEXT STAGE BECAUSE I'M CONCERNED WITH THAT WE'RE GETTING A GOOD PICTURE AS TO WHAT THESE CAMPUSES ACTUALLY NEED.

AND SO I DON'T WANT TO DO A SNAPSHOT.

YOU KNOW, I TOLD YOU ALL ABOUT INSPECTING WHAT YOU EXPECT.

I DON'T WANT TO THE CAMPUSES TO JUST GET A SNAPSHOT OR WHOEVER'S THERE JUST HOURS GLIMPSE AS TO WHAT'S GOING ON THE CAMPUS VERSUS TWO OR THREE HOURS, AND I CAN GO OVER NOW AND MULTIPLE OPPORTUNITIES TO REVIEW THOSE CAMPUSES.

ABSOLUTELY. I THINK YOU'RE REFERRING TO THE TRANSFORMATION SCHOOLS NEEDS ASSESSMENT.

ABSOLUTELY. OKAY. AND YOU MENTIONED IT EARLIER, BUT I JUST WANTED TO GO BACK TO THAT BECAUSE I WANTED TO MAKE SURE THAT WE'RE GETTING A GOOD GRASP.

I'M EXCITED ABOUT THE TRANSFORMATION PLAN, OBVIOUSLY, BECAUSE IT'S GOING TO ADDRESS SOME OF THE SCHOOLS THAT I'VE BEEN TALKING ABOUT FOR THE LAST TWO YEARS.

SO I'M EXCITED ABOUT THE OPPORTUNITY.

I KNOW WE WE ALWAYS RESIST CHANGE.

THAT'S JUST INSTINCTIVE IN US, BUT I'M LOOKING FORWARD TO IT BECAUSE IT'S GOING TO ADDRESS SOME OF THE NEEDS AS TRUSTEE DIEGAARD WAS TALKING ABOUT.

THE MAGNET DESSERTS THAT I HAVE IN DISTRICT TWO AND VARIOUS OTHER THINGS IN DISTRICT TWO.

SO THANK YOU. I APPRECIATE THAT.

THANK YOU. TRUSTEE SANTOS.

THANK YOU, PRESIDENT CRUZ, SUPERINTENDED HOUSE.

SO IF WE'RE ALL A LITTLE TAKEN ABACK ABOUT THE PRINCIPAL'S BUDGETS BEING FROZEN FOR THE REMAINDER OF THE YEAR IF PRINCIPAL'S BUDGETS WERE UNFROZEN FOR THE REMAINDER OF THE YEAR, WHAT'S THAT DOLLAR AMOUNT? THIS IS THE SAME QUESTION JUST IN A DIFFERENT FORM.

CAN WE GET THAT FIGURE NOW? WE CAN DO THAT. I'M SORRY.

SO THE QUESTION THE FROZEN, THE AMOUNT FROZEN IS AROUND $30 MILLION.

IF IT WAS UNFROZEN, THAT WOULD BE 30 MILLION GOING BACK, I GUESS THAT WOULD BE 30 MILLION, THEORETICALLY, GOING BACK.

SO GOING BACK AS IN THE MONEY WAS ALREADY TAKEN FROM THE PRINCIPAL'S BUDGET.

THE MONEY WAS ALREADY IN THE BUDGET.

IT JUST GOT TO THE POINT WHERE IT HAD NOT BEEN SPENT.

WE ARE SITTING HERE WHAT IN A MONTH, HOW FAR THROUGH THE SCHOOL YEAR ARE WE? THREE. YEAH. AND SO YEAH.

AND SO IT'S JUST A MATTER OF LIKE WE NOW HAVE THREE MONTHS LEFT OF SCHOOL, TWO MONTHS, THREE MONTHS OF SCHOOL. IT HASN'T BEEN SPENT NOW.

THEN LET'S HAVE A DISCUSSION ABOUT IF IT NEEDS TO BE SPENT AND THE SPENDING.

BUT IF NOT, THEN LET'S HOLD ON TO IT AND.

AND SUPERINTENDENT HOUSE, IF I MAY ADD JUST SOME ADDITIONAL CONTEXT.

WHEN WE WERE LOOKING AT THE CAMPUS, SOME CAMPUSES AGAIN DON'T HAVE MUCH NON-PERSONNEL SALARY RIGHT NOW, SO I'M QUITE FRANKLY AGAIN, WE'RE IN MARCH OR SITTING OVER $2 MILLION IN DISCRETIONARY NON PERSONAL FUNDS.

SO THIS IS REALLY GOING TO GO BACK TO BEING EFFICIENT AND THINKING ABOUT HOW DO WE STILL HONOR THE SCHOOL'S REQUEST IF THEY'RE ALIGNED TO WHAT STUDENTS NEED INSTRUCTIONAL NEEDS? BUT HOW DO WE ALSO STAVE OFF ANY KIND OF, YOU KNOW, PEOPLE JUST SPENDING MONEY FOR THE SAKE OF SPENDING MONEY? AND IT'S NOT NECESSARILY HELPING KIDS, SO IT'S REALLY TRYING TO BALANCE THOSE TWO THINGS.

RIGHT. BUT I SPOKE TO HOW DOES THIS IMPROVE STUDENT LEARNING IF A PRINCIPAL OR A TEACHER OR A CAMPUS IS LED TO BELIEVE THAT THEY HAVE THOSE $2 MILLION OR WHAT, 600000 WHATEVER MONEY IS LEFT IN THEIR ACCOUNT BECAUSE THEY'RE SAVING FOR SMART BOARDS OR AN ADDITIONAL TUTOR FOR THE END OF WHATEVER IT IS.

HOW IS THAT BUILDING TRUST IN THE PROCESS? IF ONE SECOND YOU ARE, THEY HAVE THIS MONEY YESTERDAY AND THEN TODAY THEY COME IN AND IT'S NOT THERE THAT DOES NOT LEND ITSELF TO MORALE, TO PRINCIPAL TEACHER MORALE THAT DOES NOT LEND ITSELF TO TRUSTING THE PROCESS.

AND IF THERE'S HARD TIMES AHEAD, WE WANT OUR PRINCIPALS, OUR COMMUNITIES, OUR TEACHERS, OUR STUDENTS TO BUY INTO THIS PROCESS.

AND THIS IS WHAT I'M CONCERNED ABOUT BECAUSE AT THE END OF THE DAY, TEACHERS DON'T GET IN THIS TO BE MILLIONAIRES.

PRINCIPALS QUITE OBVIOUSLY DON'T DO DON'T DO THIS EITHER FOR TO BE MILLIONAIRES.

SO WE HAVE TO MAKE SURE THAT WE HONOR ALONG WITH THE PROCESS THEM AS WELL.

AND THIS IS NOT BUILDING THAT..

I THINK PRINCIPALS UNDERSTAND.

WE'VE BEEN ABLE TO SET REALLY SET THE STANDARD IN TERMS OF WHAT THE MAJOR DIRE NEED.

AND I DON'T KNOW THAT PRINCIPALS FROM A DISTRICT STANDPOINT TRULY UNDERSTOOD THE HOLE THAT WE ARE IN BECAUSE THEY'RE FOCUSED ON THEIR CAMPUS.

AND THAT'S THAT'S FAIR.

BUT WE HAVE TO LOOK AT THIS COLLECTIVELY, AND WE'VE DONE A MUCH BETTER JOB, IN MY OPINION

[03:15:05]

AND NOW IT'S THE HOW, I THINK THEY UNDERSTAND THAT WE CAN'T DO IT BY SHEER OSMOSIS.

WE'VE GOT TO DO IT BY MAKING SOME VERY DIFFICULT DECISIONS OVER THE COURSE OF TIME.

AND THIS IS ONE OF THOSE DECISIONS.

DEFINITELY UNDERSTAND THE COLLECTIVE.

WHAT I'M SAYING IS THAT ALL OF THE PRINCIPALS WERE NOT BROUGHT ALONG ON THE WAY, AND IF THEY WERE, THEY WERE JUST MAYBE TOO MUCH INTO THE LIKE.

WE COULD HAVE DONE A BETTER JOB IN LETTING THEM KNOW THEY WERE VERY SURPRISED.

OK, SO BACK TO MY QUESTION CAN WE RAISE A DOLLAR AMOUNT FOR ESSER HOLD HARMLESS DOLLARS AND LOWER THE AMOUNT OF THE IDC FOR THE EXTRA FUNDING.

IF WE I KNOW WE APPROVED 88 MILLION OF ESSER FUNDING.

SO COULD WE GO BACK AND RAISE THAT AMOUNT? OR WAS THE 88 MILLION, THE MAX AMOUNT THAT WE HAD FOR THE FEDERAL FUNDING TO HOLD HARMLESS? JIM.

I UNDERSTAND THAT WAS THE MAXIMUM UNDER THE HOLD HARMLESS, BUT IT'S SOMETHING WE WE CERTAINLY CAN LOOK AT. THAT WAS MY UNDERSTANDING, THOUGH, WAS THE MATH, RIGHT? BECAUSE YOU ALSO SAID THAT IT WAS A MAXIMUM FOR THE 143 MILLION.

COULD WE LOWER THAT COST AND TRANSFER IT OVER TO INSTEAD OF THE ADMINISTRATIVE PUT IT BACK TO THE WHOLE DEPARTMENT? TAKE.

I'M SORRY, THE 143 YOU'RE WHERE WERE YOU GETTING THE 143? I'M SORRY. WHAT PAGE NUMBER WAS THAT ON? RIGHT. ARE YOU IN SLIDE 13? THE ONE FORTY SIX YOU SAID THAT LIKE FOR THE COVID DASHBOARD, THE ESSER FUND DASHBOARD, IT WAS 143 MILLION.

THAT WAS I MIGHT BE GETTING THAT WRONG.

IS THE IDC, SO THE IDC, THE TOTAL 130, THE CALCULATION OF THIRTEEN POINT EIGHT PERCENT OF THE CAN YOU GIVE ME THE PAGE NUMBER SORRY.

YEAH, ABSOLUTELY. SLIDE EIGHT.

INDIRECT COST ALLOCATION WAS 130 MILLION, SO IF WE WE SHIFTED OVER THAT ONE HUNDRED AND THIRTY MILLION. RIGHT.

IF WE SHIFTED RIGHT NOW, THAT'S NOT THE SLIDE THAT, CAN YOU MOVE IT TO THE NEXT ONE? SORRY, I'M JUST HAVING TROUBLE RECONCILING TO YOUR ONE FORTY THREE.

THAT'S A NUMBER THAT DOES NOT.

KNOW SUPERINTENDENT HOUSE WAS RIGHT, IS PAGE 13.

SO YOU HAVE THE ESSER INDIRECT COSTS, THE ONE TIME FUNDS, AND THEN YOU HAVE THE AVAILABLE FUND BALANCE, AND YOU SAID THAT WE WERE HELD HARMLESS THE 88 MILLION.

THAT WAS IN FISCAL YEAR.

SO FISCAL YEAR 22 IS HOW WE'RE USING THE 88 TO CLOSE THAT DEFICIT.

OK. WHAT DO YOU GET ASSUMING THAT THAT 88 THEN IS WE'VE EXHAUSTED, WE'VE COVERED DEFICIT AND WE'VE PUT SOME INTO OUR SAVINGS ACCOUNT.

NOW WE FAST FORWARD TO FISCAL YEAR 23.

YOU SEE, OUR SAVINGS ACCOUNT STARTS AT TWO POINT FORTY THREE.

THAT INCLUDES THE LEFT OVER FROM HOLD HARMLESS , MOST FROM THIS PAST THIS YEAR.

AND THEN WE WERE COVERING THE DEFICIT HERE WITH A COMBINATION OF $50 MILLION OF THE IDC AND 146 OF THE AVAILABLE FUNDS.

IS YOUR QUESTION? COULD WE, INSTEAD OF DOING THE 50, ACTUALLY PULL THE 50 OUT OF THE THE RIGHT SIDE, THE LEFT SIDE AND PUT IT OVER TO THE RIGHT SIDE? YES. YEAH, YOU COULD DO THAT.

YOU'RE THEN ENDING AVAILABLE FUND BALANCE WOULD BE 14 MILLION.

THEN YOU WOULD STILL HAVE YOUR ESSER FUNDS.

YOUR INDIRECT COST FUNDS ARE STILL AVAILABLE.

THAT'S TRUE. OK, THANK YOU.

TRUSTEE HERNANDEZ, THANK YOU.

IS THERE AN APPEAL PROCESS FOR THE BUDGETS THAT ARE FROZEN? IF THE PRINCIPAL WANTS TO APPEAL IT? WHO WHAT IS THAT APPEAL PROCESS? OK? ARE THERE SCHOOLS THAT DON'T HAVE ANY MONEY IN THEIR BUDGET CURRENTLY? WE HAVE TO TAKE A LOOK AND SEE SCHOOL BY SCHOOL, BUT I'M SURE THERE ARE.

I'M SURE THERE ARE SCHOOLS.

I CAN TELL YOU, BY THIS TIME OF YEAR, I WOULD HAVE SPENT EVERY DOLLAR.

BUT, YOU KNOW, JUST KIND OF DEPENDS ON WHAT THE PRIORITIES ARE AND WHAT WHAT THE NEEDS ARE. BUT. DO WE KNOW? WHAT PERCENTAGE OF SCHOOLS ARE ADEQUATELY SPENDING THEIR BUDGETS?

[03:20:04]

IF SO, I THINK WE WOULD HAVE TO, FIRST OF ALL, DEFINE WHAT EFFECTIVELY IS AND AND THEN GO BACK IN AND DEVELOP WHAT THAT PERCENTAGE WOULD LOOK LIKE.

OK. I KNOW THAT IT WAS STATED THAT SEVENTY FIVE PERCENT OF FUNDS THAT WE ARE PULLING BACK NOW, WHAT DOES THAT 75 PERCENT, I BELIEVE YOU STATED THAT.

WHAT DOES THAT MEAN? IT'S 75 PERCENT OF THEIR GENERAL FUNDS, SO THERE ARE STILL FUNDS IN THEIR SCHOOL THAT THEY WILL MAINTAIN ANYTHING RELATED TO PAYROLL, ANYTHING RELATED TO SPECIAL ED GT.

THERE ARE ABOUT SIX OR EIGHT THINGS ESSER MAGNET.

ALL OF THOSE FUNDS ARE REMAINING ON CAMPUS TO BE USED AS INTENDED.

IT'S ONLY THE GENERAL FUND BUDGETS THAT ARE BEING PULLED BACK.

AND THEN I DO WANT TO MAKE A STATEMENT THAT I AGREE WITH WHAT TRUSTEE DEIGAARD WAS SAYING ABOUT THE NEED TO EVALUATE MAGNET PROGRAMS. DO WE KNOW WHAT PERCENTAGE OF THE BUDGET FOR HISD IS BEING USED FOR QUALITY AND INNOVATIVE PROGRAMS? WE CAN. WE CAN GET THAT INFORMATION.

OK, THANK YOU.

TRUSTEE BAKER.

YES, I HAVE A COUPLE MORE QUESTIONS I STARTED TO PASS UP THIS ROUND, BUT.

ON PAGE 14, WITH THE FREEZING OF THE CAMPUS BASED FUNDS, I NOTICED THAT YOU HAVE SIX FIVE BULLETS THERE.

WERE THE OTHER STEPS ALREADY IMPLEMENTED AS OF TODAY AS WELL.

OR ARE THEY BEING IMPLEMENTED AS WELL? YES. YES.

OK. OK.

AND YOU'VE ALREADY EXPLAINED EARLIER THAT YOU HAD TO GET SOME THINGS DONE TODAY.

BECAUSE I'M GETTING SOME COMPLAINTS, YOU KNOW, FROM A GROUP OF TEACHERS THAT ARE CONCERNED, SO YOU SAID THE APPEAL, THERE'S AN APPEAL PROCESS.

OK. MM HMM. COME ON.

COME BACK TO ME FOR MY SECOND QUESTION, [INAUDIBLE] .

LET ME RESERVE THAT FOR A MINUTE.

UM, OK.

SO THIS I HAVE ONE LAST QUESTION FOR THIS LAST ROUND, ROUND THREE.

SO ON SLIDE FORTY FOR THE ESSER ALLOCATION.

SO THIS IS THE ALLOCATIONS ONLY FOR THIS SCHOOL YEAR.

CORRECT? CORRECT.

DO WE HAVE ALLOCATIONS FOR THE FUTURE YEARS OR ARE WE GOING TO DO THAT BASED ON THE EVALUATION OF THESE ALLOCATIONS? DR. CRUZ.

A LITTLE BIT OF YES TO BOTH. SO YES, ESPECIALLY TO THE LATTER.

WE HAVE APPROPRIATIONS FOR FOLLOWING YEARS, BUT RIGHT NOW, BEFORE FINALIZING WHAT HAPPENS OVER THE NEXT TWO YEARS, WE WANT TO GET SOME OF THAT DATA.

AND WE ALSO WANT TO PUT ALL THE PIECES TOGETHER.

SO THE WHAT WAS SUBMITTED INITIALLY TO TA IS STILL THERE, BUT THEY WILL LIKELY BE ADJUSTMENTS MADE BASED ON WHAT WE'VE LEARNED THIS YEAR AND WHAT SCHOOLS TELL US, ET CETERA. OK.

AND LIKE FOR THE CAMPUS BASED TUTORING, SOUNDED LIKE THERE WAS A WHOLE FORMULA AROUND THAT MONEY. BUT LIKE THE SECOND BIGGEST BUCKET IS WRAP AROUND SERVICES.

HOW WAS THAT NUMBER DECIDED? AND WE'RE HAPPY AGAIN TO SEND YOU ALL AGAIN THE METHODOLOGY.

BUT IT WAS LOOKING AT THOSE INDICATORS THAT DR.

MATNEY REFERENCED. I THINK I DID 26 LAST WEEKS, BUT IT'S 18, IF I'M NOT MISTAKEN.

SO THOSE 18 OR SO INDICATORS, IT WAS USING THAT PRIMARILY AS THE AS A DRIVING TOOL TO IDENTIFY A PER UNIT ALLOCATION THAT WAS WEIGHTED BASED ON NEED.

SO WE'RE HAPPY TO SEND YOU ALL. BUT DR.

MATNEY CREATED A DOCUMENT THAT WE SENT A FEW OF MONTHS AGO THAT HAS THE EXACT METHODOLOGY FOR EVERY ONE OF THESE.

OK, I THINK I VAGUELY REMEMBER WE GET A LOT OF INFORMATION.

OK, AND AND I'M JUST REALLY LOOKING FORWARD TO LIKE THE EVALUATION OF THESE OF THIS EXPENDITURE AS WELL AND AGAIN, REALLY APPRECIATE THE TRANSPARENCY.

THIS IS REALLY THE FIRST TIME WE'RE TALKING ABOUT THE ESSER SPENDING.

OK, SO TRUSTEE A COUPLE OF THINGS.

I KNOW THAT PEOPLE STILL HAVE A LOT OF QUESTIONS, SO WE'RE GOING TO DO A Q&A FOLLOW UP JUST LIKE WE DID FROM THE LAST WORKSHOP.

WE'LL SEND OUT DATES AND ALL THAT, AND I'LL MAKE SURE THAT THEY'RE ON OUR CALENDARS WELL IN ADVANCE. SECONDLY, I PROPOSE THAT WE GO AHEAD AND DO TAPER AND THEN THAT WE TAKE A BRIEF RECESS.

THE TAPER DATA IS CRITICAL THAT IS END OF YEAR FINALIZED DATA.

[03:25:02]

WE'RE IN OUR PROGRESS MONITORING TODAY, SO I THINK THAT WOULD BE CRITICAL TO HAVE.

IS ANYONE OPPOSED TO DOING THAT? WE'RE GOOD. OK. SO THE BOARD WILL, WITH NO FURTHER BUSINESS TO DISCUSS THIS MEETING OF THE BOARD IS ADJOURNED.

THE TIME IS 5:40 ON MARCH 3RD, 2022.

* This transcript was compiled from uncorrected Closed Captioning.