Mar 24, 2022 Board Meetings

[00:00:01]

OKAY. LET'S GET STARTED.

[CALL TO ORDER]

THE TIME IS 12:42 PM.

BOARD MEMBERS PRESENT IN THE BOARD AUDITORIUM ARE TRUSTEE ALLEN, TRUSTEE WADE, TRUSTEE SANTOS, TRUSTEE CRUZ, TRUSTEE BLUEFORD-DANIELS, TRUSTEE DEIGAARD, TRUSTEE BAKER AND VIA ZOOM TRUSTEE HERNANDEZ.

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

OUR FIRST ORDER OF BUSINESS IS TO HEAR FROM SPEAKERS TO SPECIFIC AGENDA ITEMS.

[SPEAKERS TO AGENDA ITEMS]

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

WE ALSO ASK THAT SPEAKERS STAY ON TOPIC AND REFRAIN FROM NAMING INDIVIDUALS, ESPECIALLY STUDENTS, AS THEIR IDENTITY IS PROTECTED UNDER LAW, BUT YOU MAY NAME YOUR OWN CHILD.

ALL OF OUR REGISTERED SPEAKERS ARE SIGNED UP TO ADDRESS OUR WORKSHOP TOPIC THE 2022-2023 BUDGET. WE WILL BEGIN WITH OUR SPEAKERS IN THE AUDITORIUM.

WE ASK THAT YOU PLEASE SPEAK DIRECTLY INTO THE MICROPHONE.

THE CLOCK ON THE WALL TO YOUR RIGHT AND ON THE PODIUM WILL COUNT DOWN YOUR TIME AND WILL SIGNAL WHEN YOUR TIME IS UP.

WILL AMY ALLAN PLEASE COME TO THE PODIUM? AS I CALL THE NEXT TWO NAMES, PLEASE TAKE A SEAT ON THE FRONT ROW.

AMY MADDOX.

NAOMI DOYLE-MADRID.

THANK YOU. I THINK ACTUALLY I'LL MOSTLY DEFER MY COMMENTS FOR THE TIME BEING BECAUSE I UNDERSTAND THAT I WILL HAVE AN OPPORTUNITY TO LEARN A LOT MORE.

BUT I WILL JUST SAY BRIEFLY THAT I AM CONCERNED THAT WE'RE REVISITING A TOPIC AND REVERTING TO FULL TIME EQUIVALENT, A TOPIC THAT WE COVERED NOT LONG AGO IN 2018, AND THAT CONCERNS ME. IT WAS DISMISSED AT THAT TIME.

I FEEL IT'S UNPOPULAR AND IT WAS UNPOPULAR THEN.

I THINK IT'S UNPOPULAR NOW WITH PRINCIPALS, WITH CONSTITUENTS, AND IT DOESN'T DO A SERVICE TO THE CHILDREN WHO SHOULD BE OUR NUMBER ONE PRIORITY.

THANK YOU. AMY MADDOX.

NAOMI DOYLE-MADRID.

THANK YOU. THERE'S A LOT TO LIKE IN THE DISTRICTS PRIORITIES THAT WE'VE HEARD RECENTLY.

MY CONCERN IS WITH IMPLEMENTATION, COMMUNICATION AND UNINTENDED CONSEQUENCES.

I HEAR WHAT MR. HOUSE AND DR.

CRUZ HAVE SAID AT VARIOUS VENUES, AND THERE IS A BIG DISCONNECT IN WHAT THE SCHOOLS ARE SEEING. THERE NEEDS TO BE TRANSPARENCY.

THERE NEEDS TO BE TRUST IN THE DISTRICT.

THE PUBLIC AND PARENTS DO NOT TRUST THIS DISTRICT, AND THAT IS NOT A PROBLEM THAT YOU CREATED, BUT IT IS A PROBLEM THAT YOU CAN SOLVE.

THE PRINCIPALS AND THEIR STAFF, AS I SEE IT, ARE EITHER UNHAPPY, PISSED, OR JUST AFRAID TO SPEAK UP FOR FEAR OF LOSING THEIR JOBS.

THAT'S NOT A PROBLEM YOU CREATED EITHER, BUT IT IS A PROBLEM THAT CAN BE SOLVED.

THE CULTURE OF FEAR WITHIN THE SCHOOLS.

IF WE KEEP GOING THIS WAY, WE ARE GOING TO LOSE OUR GREATEST RESOURCES, OUR TEACHERS AND OUR STAFF, AND ON TOP OF THAT, OUR STUDENTS.

COMMUNICATION IS NOT JUST GOOD MESSAGING FROM THE DISTRICT, PARENTS GET THEIR MESSAGE FROM THE SCHOOL. COMMUNICATION GOES BOTH WAYS.

THE DISTRICT SHOULD SOLICIT INPUT FROM THE SCHOOLS, AND I HEAR THAT THAT'S HAPPENING FROM YOUR END, BUT I DON'T HEAR THAT'S HAPPENING FROM THE SCHOOLS.

IT SHOULD BE A CONVERSATION AND THEIR FEEDBACK SHOULD BE VALUED.

THEY ARE ASKING QUESTIONS AND THEY DON'T EVEN GET ANSWERS.

THEY DON'T KNOW THE ANSWERS.

THEY WANT TO GET THIS RIGHT AS MUCH AS YOU GUYS DO, AND SO I'M URGING THAT A CONVERSATION START TO HAPPEN.

THANK YOU. NAOMI DOYLE-MADRID.

OUR LAST SPEAKER, GARY MONROE, IS ADDRESSING THE BOARD VIA ZOOM.

MR. MONROE, PLEASE REMEMBER THAT WE MUST SEE YOU LIVE WITH YOUR CAMERA ON AS YOU SPEAK.

IF YOU WERE WATCHING THE MEETING LIVE ON ANOTHER DEVICE, PLEASE MUTE THE MEETING AUDIO WHEN YOU SPEAK TO AVOID AUDIO INTERFERENCE, TURN ON YOUR CAMERA AND BEGIN SPEAKING.

MS. JONES, PLEASE ADMIT MR. MONROE. MR. MONROE, PLEASE CUT ON YOUR CAMERA AND YOU MAY BEGIN.

[INAUDIBLE] YOU LIVE WITH YOUR CAMERA [INAUDIBLE] LIVE ON ANOTHER DEVICE.

[00:05:05]

TURN ON YOUR CAMERA AND BEGIN SPEAKING.

ALL RIGHT. CAN YOU HEAR ME? YES. ALL RIGHT.

I WAS READING THE BIBLE LAST NIGHT, AND I RAN ACROSS TWO UNIQUE INDIVIDUALS.

ONE WAS NAMED ADAM, ONE WAS NAMED EVE, AND THERE WAS AN OLD SNAKE IN THE GARDEN OF EDEN.

HISD IS THE GARDEN OF EDEN.

AND WHAT SNAKE DID IS THE SNAKE TOLD EVE EVERYTHING SHE WANTED TO HEAR, AND THEN ONCE EVE DECIDED TO DO WHAT SHE NEEDED TO DO, WE KNOW THE REST.

WE KNOW THE HISTORY OF IT.

YOU ARE THE TEAM OF TEN AND I'M THE BOARD MEMBER THAT DOESN'T SIT IN THE BOARDROOM.

SEVERAL OF YOU GUYS AND LADIES, YOU'RE SITTING UP THERE AND NOT GETTING THE INFORMATION THAT YOU NEED, BUT YOU'RE WILLING TO TRUST THE SNAKE.

YOU DIDN'T HAVE THE INFORMATION WHEN YOU WALKED IN THE BUILDING TODAY, SOME OF Y'ALL DID.

LET'S JUST PUT THIS THE WAY IT NEEDS TO BE PUT THAT THIS STRATEGIC PLAN MAY WORK FOR SOME PEOPLE, BUT IT DOESN'T WORK FOR OUR PEOPLE.

AND I'M SPEAKING OF MY SCHOOLS, MY AFRICAN-AMERICAN SCHOOLS.

SO IF YOU CHOOSE TO BITE THAT APPLE, AND YOU KNOW IN YOUR HEART THAT YOU DON'T HAVE ALL THE INFORMATION THAT YOU NEED, YOU'RE GOING TO SUFFER.

SUPERINTENDENT'S COME AND GO.

WE HAD SEVERAL THAT HAD EVERY PLAN IN THE WORLD.

MOST OF THIS STUFF IS JUST COMMON SENSE, BUT AT THE END OF THE DAY, WE'RE ALWAYS LEFT HERE TO PICK UP THE PIECES.

BE CAREFUL WHAT APPLE YOU BITE WHEN IT COMES TO THIS BUDGET BECAUSE EVERYTHING THAT GLITTER AIN'T ALWAYS GOLD.

I CAN TELL YOU THAT FOR A FACT.

AND TRUST ME, I'M WONDERING WHY Y'ALL DON'T HAVE WHAT Y'ALL NEED, BUT THE UNION GOT EVERYTHING. WHY TRUSTEES DON'T HAVE IT? DON'T SIT THERE AND BE NO FOOL.

AND WHOEVER Y'ALL ARE WORKING FOR THESE GROUPS AND ALL THESE PEOPLE GIVING Y'ALL FINANCIAL CAMPAIGN--.

TIME FOR YOU TO PUT THE KIDS FIRST.

THANK YOU, MR. MONROE. THANK YOU, MS. JONES. WE WILL NOW MOVE TO OUR WORKSHOP TOPIC, THE 2022-2023 BUDGET.

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

THANK YOU, PRESIDENT CRUZ.

AND GOOD AFTERNOON TO EVERYONE.

I'M EXTREMELY EXCITED TODAY FOR US TO CONTINUE THE CONVERSATION AROUND OUR BUDGET WORKSHOP, WHICH IS OF COURSE THE SECOND IN A SERIES OF 3 TO 4 WORKSHOPS.

AS WE MOVE FORWARD AND GET CLOSER AND CLOSER TO THE 2020 223 BUDGET IN THE MONTHS TO COME. AS WE'VE DISCUSSED PREVIOUSLY, TODAY'S WORKSHOP IS GOING TO FOCUS ON THE BUDGETARY IMPLICATIONS OF THE STRATEGIC PLAN, ALSO BASED ON THE BOARD'S INPUT, QUESTIONS AND FEEDBACK. WE'LL ALSO BE DISCUSSING THE ALIGNMENT BETWEEN THE STRATEGIC PLAN AND BOARD GOALS, AS WELL AS POLICY, REVISITING, OF COURSE, THE DISTRICT'S FINANCIAL LANDSCAPE AND OUTLOOK AS WELL.

AS WE MOVE FORWARD, TO BEGIN THE PRESENTATION SPECIFICALLY, WE WANT TO FOCUS ON HOW OUR STRATEGIC PLAN ALIGNS SPECIFICALLY WITH THE HISD BOARD GOALS AND SPECIFICALLY THE THEORY OF ACTION DESCRIBED WITHIN BOARD POLICY.

THE BOARD GOALS PROVIDE THE METRICS, OF COURSE, TO WHICH OUR ADMINISTRATION IS HELD ACCOUNTABLE. WHILE THE THEORY OF ACTION CODIFIES THE BOARD BELIEFS REGARDING HOW OUR STUDENTS LEARN AND THE CONDITIONS THAT BEST PROMOTE THE LEARNING AND THE POLICIES AND MANAGEMENT SYSTEMS THAT ENSURE THE DISTRICT'S ABILITY TO DELIVER ON THE HIGH QUALITY EDUCATION OF ALL STUDENTS.

NEXT SLIDE.

ON THE SCREEN, ARE OUR FOUR PILLARS OF THE DISTRICT'S, OF COURSE, THEORY OF ACTION THAT YOU'VE SEEN BEFORE.

IF IF THE DISTRICT CREATES A CULTURE OF SUPPORT AND THE EXPECTATION THAT EVERY CHILD CAN SUCCEED, REGARDLESS OF THE EXISTING CHALLENGES THAT ARE IN THEIR NEIGHBORHOOD OR THAT ARE IN FRONT OF THEM ON A DAILY BASIS, IF THE DISTRICT ALLOCATES RESOURCES EQUITABLY THROUGH A WEIGHTED FUNDING FORMULA BASED ON STUDENT CHARACTERISTICS AND PERFORMANCE, AND DISTRIBUTES ALL RESOURCES TO MEET DIFFERENTIATED STUDENT NEEDS, AND IF THE DISTRICT OFFERS EQUITABLE ACCESS TO HIGH QUALITY, DIVERSE SCHOOL SETTINGS THAT MEET THE NEEDS OF ITS DIVERSE COMMUNITY OF STUDENTS, AND IF THE DISTRICT DEFINES AND FUNDS ESSENTIAL

[00:10:02]

OUR STRATEGIC PLAN DEMONSTRATES OUR BELIEF THAT PROVIDING A BASELINE EDUCATIONAL EXPERIENCE AT THE CAMPUS LEVEL FOR EVERY HISD STUDENT, IMPROVING STUDENT ACCESS TO HIGH QUALITY EDUCATORS WHO ARE DEDICATED TO HIGH QUALITY TEACHING AND LEARNING AND PROVIDING STUDENTS WITH PHYSICAL AND MENTAL WELLNESS SUPPORTS TO ENSURE A QUALITY EDUCATION WILL BE DEVELOPED AND THE CULTURE OF SUPPORT AND HIGH EXPECTATIONS DESCRIBED IN THE BULLETS THAT ARE IN FRONT OF YOU. IF WE SKIP TO THE THIRD BULLET, SPECIFICALLY, REGARDING THE HIGH QUALITY, DIVERSE SCHOOL SETTING, OUR STRATEGIC PLAN FOCUSES ON EXPANDING ACCESS TO HIGH QUALITY, DIVERSE SCHOOL SETTINGS BY NOT ONLY INCREASING THE NUMBER OF CHOICE OPPORTUNITIES WITHIN THE SCHOOL DISTRICT, BUT ON IMPROVING OUR NEIGHBORHOOD SCHOOLS AS WELL, ESPECIALLY OUR LOWEST PERFORMING CAMPUSES, SO THAT FAMILIES DO NOT HAVE TO SEND THEIR KIDS ACROSS THE CITY IN ORDER TO ATTAIN WHAT THEY SEE AS A HIGH QUALITY EDUCATION.

HOWEVER, TODAY, WE SPECIFICALLY WANT TO FOCUS ON THE TWO BOLDED SECTIONS AND ADDRESS HOW ONE OF THE MOST CRITICAL ASPECTS OF THE PLAN, OUR PROPOSED BASELINE STAFFING MODEL, WHICH UTILIZES A WEIGHTED STUDENT FORMULA, ALIGNS TO THE THEORY OF ACTION.

WHAT WE'VE HEARD FROM, FROM OUR COMMUNITY DURING THIS STRATEGIC PLANNING PROCESS WAS AN OVERWHELMING NEED TO INCREASE THE CONSISTENCY AND THE EQUITY OF THE STUDENT EXPERIENCE ACROSS OUR SCHOOL DISTRICT.

WE BELIEVE THAT THE BASELINE STAFFING MODEL GETS US THERE.

THE MODEL PROVIDES A BASELINE OF SUPPORTS TO CAMPUSES WHILE MAINTAINING PRINCIPAL AUTONOMY FOR OUR CAMPUS LEADERS TO MEET THE UNIQUE NEEDS OF ALL OF OUR STUDENTS.

NEXT SLIDE. [INAUDIBLE].

A SPECIFIC 2019 REPORT FROM THE US DEPARTMENT OF EDUCATION FOCUSED ON 27 SPECIFIC SCHOOL DISTRICTS THAT WERE IMPLEMENTING A WEIGHTED FUNDING SYSTEM IN 2018 AND 19.

ONE KEY TAKEAWAY FROM THIS PARTICULAR REPORT WAS THAT THERE WAS SIGNIFICANT VARIATION ACROSS THE COUNTRY ON HOW WEIGHTED FUNDING FORMULAS WERE BEING IMPLEMENTED, PRIMARILY DEPENDENT UPON THE LOCAL CONTEXT OF THAT SPECIFIC DISTRICT.

NOW, HOWEVER, THERE WERE FIVE CHARACTERISTICS THAT THE RESEARCHERS TEND TO FIND IN COMMON WHEN LOOKING AT THESE 27 DIFFERENT DISTRICTS.

NOW, THOSE FIVE CHARACTERISTICS WERE THAT THE WEIGHTED FUNDING FORMULAS HAD A BASELINE ALLOCATION TO SCHOOLS, ADJUSTMENTS FOR GRADE LEVEL CONFIGURATIONS, ADJUSTMENTS FOR LEVEL OF STUDENT NEED, ADJUSTMENTS FOR CAMPUS PERFORMANCE AND ALLOCATIONS FOR SPECIALIZED PROGRAMING. NOW WE BELIEVE THAT OUR BASELINE STAFFING MODEL, COMBINED WITH OUR FUNDING MODEL, MEETS THESE FIVE CHARACTERISTICS.

NOW WITH OUR FUNDING MODEL, CAMPUSES WILL RECEIVE STUDENT BASE ALLOTMENTS, INDEPENDENT OF THE STUDENT CHARACTERISTICS, AS WELL AS A OPPORTUNITY TO ACCESS A BASELINE NUMBER OF POSITIONS BASED ON ENROLLMENT AS WELL.

OUR BASE ALLOCATION THAT IS.

IN DEVELOPMENT OF THIS PARTICULAR MODEL, DIFFERENT GRADE LEVEL CONFIGURATIONS, FOR EXAMPLE, ELEMENTARY VERSUS K-8 VERSUS SECONDARY HAD MODELS FOR THE BASELINE THAT REFLECTED WITH DIFFERENT NEEDS AND DEPENDING ON THE GRADE LEVELS AS WELL.

NOW CAMPUSES WITHIN THE MODEL WILL RECEIVE DIFFERENTIATED AMOUNTS AND DISCRETIONARY FUNDS BASED ON THE NUMBER OF CAMPUSES THAT HAVE SPECIFIC RISK FACTORS, INCLUDING INCREASED ALLOCATION OF TITLE ONE FUNDING TO ADDRESS NEEDS OF AT RISK STUDENTS.

WE ARE ADJUSTING FOR PERFORMANCE LEVELS BY PROVIDING ADDITIONAL FINANCIAL SUPPORT TO OUR HIGHEST NEED SCHOOLS WITHIN OUR TRANSFORMATIONAL COHORT.

WITHIN OUR WEIGHTED FUNDING MODEL, CAMPUSES WILL CONTINUE TO RECEIVE ALLOCATIONS FOR THEIR SPECIALIZED PROGRAMS INCLUDING MAGNET AND CAREER TECH, EDUCATIONAL PROGRAMS, AND I'LL TALK A LITTLE BIT MORE ABOUT WHAT WE'RE SPECIFICALLY LOOKING TO DO WITH MAGNET, BECAUSE I THINK THERE'S BEEN SOME MISCONCEPTIONS OUT THERE.

BECAUSE WE BELIEVE THERE'S SOME OPPORTUNITY TO UTILIZE ESSER AND PROVIDE EVEN MORE FLEXIBILITY FOR MAGNET AND WHAT OUR PRINCIPALS ARE DOING AT OUR MAGNET SCHOOLS.

[00:15:03]

NEXT SLIDE. WE ALSO BELIEVE THAT THE BASELINE STAFFING MODEL WILL ALLOW US TO FUND THE ESSENTIAL POSITIONS AND FUNCTIONS THAT GUARANTEE A BASIC STANDARD OF STUDENT HEALTH, SAFETY AND WELLBEING AT EVERY ONE OF OUR CAMPUSES IN HISD.

CURRENTLY, MANY OF OUR SCHOOLS SIMPLY CANNOT FUND THESE ESSENTIAL POSITIONS THAT ENSURE STUDENTS PHYSICAL AND MENTAL WELL-BEING, SUCH AS NURSES, AND WE'VE HEARD COUNSELORS AND FINE ARTS INSTRUCTORS, DUE TO THE LIMITATIONS WITHIN OUR CURRENT FUNDING MODEL.

AS WE CONTINUE TO REMEDY FOR THE LEARNING LOSS, WE BELIEVE THAT HAVING ACCESS TO THESE CRITICAL ROLES ARE VITAL AND EXTREMELY IMPORTANT TO SUPPORTING STUDENT ACADEMIC OUTCOMES.

OUR BASELINE STAFFING MODEL ALLOWS FOR US TO ENSURE THAT EVERY CAMPUS HAS ACCESS TO A BASELINE NUMBER OF CRITICAL POSITIONS REGARDLESS OF THE CAMPUS OR THE SIZE.

IT'S IMPORTANT TO NOTE THAT PRINCIPALS WILL STILL HAVE THE AUTONOMY AND FUNDING TO DIFFERENTIATE ON TOP OF THESE BASELINE POSITIONS AND SUPPORTS FROM THE DISCRETIONARY FUNDING THAT THEY WILL RECEIVE.

NOW, SOME OF THESE POSITIONS AND SUPPORTS WHICH HAVE SEEN PRIOR-- WHICH YOU'VE SEEN IN PRIOR PRESENTATIONS, ARE LISTED BELOW IN THIS PARTICULAR SLIDE.

THEY INCLUDE ROLES SUCH AS NURSES OR NURSES ASSOCIATES, WHICH IS A NEW CATEGORY THAT WE'VE PULLED IN, INCLUDING COUNSELORS AND SOCIAL WORKERS, FINE ARTS INSTRUCTORS.

THIS ALSO INCLUDES CENTRALIZED AND A BASELINE LEVEL OF SUPPORT FOR FINE ARTS PROGRAMS, UIL, AS WE'VE DISCUSSED, AS WELL, AND ATHLETIC OPPORTUNITIES THAT BENEFIT OUR STUDENTS PHYSICAL AND MENTAL WELL-BEING.

NEXT SLIDE. SO GIVEN THAT WE HAVE BRIEFLY DISCUSSED HOW THE STRATEGIC PLAN ALIGNS TO THE THEORY OF ACTION, I'D LIKE TO TAKE A LITTLE TIME TO DISCUSS HOW SOME OF THE MAJOR INITIATIVES WITHIN THE PLAN ALIGN TO THE BOARD GOALS SPECIFICALLY.

AS MENTIONED IN THE OPENING OF OUR MEETING TODAY OR A WORKSHOP, THE BOARD GOALS ARE THE METRICS THAT WE AS AN ADMINISTRATION AND AS THE SUPERINTENDENT ARE ULTIMATELY HELD ACCOUNTABLE FOR.

SO THE BOARD GOALS WERE CRITICAL IN OUR DEVELOPMENT OF THE STRATEGIC PLAN.

SO ON THE RIGHT SIDE OF THE SCREEN, YOU'LL SEE A SLIDE THAT BREAKS DOWN, AND ON THE LEFT SIDE, YOU'LL SEE SPECIFIC INITIATIVES WHICH GOALS THAT ARE ALIGNED TO.

IT IS IMPORTANT TO NOTE THAT YOU WILL SEE SEVERAL OF THE SAME INITIATIVES ON DIFFERENT SLIDES AS WE BELIEVE THAT THEY ARE CRITICAL TO ADDRESSING MULTIPLE GOALS.

I WON'T READ THROUGH THESE SPECIFIC INITIATIVES ON EACH PAGE, BUT I WILL HIGHLIGHT A FEW.

WE BELIEVE THAT OUR EXPANSION, OF COURSE, OF PRE-K, WHICH YOU'VE HEARD ME TALK ABOUT ON SEVERAL OCCASIONS, IS A MAJOR PART OF THIS, AND INSTRUCTIONAL SUPPORTS FOR OUR PRE-K TEACHERS, INCLUDING THE ADDITION OF PRE-K TEACHING ASSISTANTS TO OUR BASELINE STAFFING MODEL, WILL BE CRITICAL IN INCREASING KINDERGARTEN READINESS, WHICH WILL EVENTUALLY BE LINKED TO IMPROVING ACADEMIC OUTCOMES AND GRADUATION RATES.

ANOTHER IMPORTANT INITIATIVE OF OUR STRATEGIC PLAN WILL BE IMPLEMENTING THE HIGH QUALITY INSTRUCTIONAL MATERIALS ACROSS BOTH READING AS WELL AS EVENTUALLY OUR MATH CLASSROOMS IN THE DISTRICT.

GRADE LEVEL AND CURRICULUM RESOURCES WILL ALSO BE A MAJOR PART OF WHAT HAPPENS HERE AS WELL. NEXT SLIDE.

NOW GOAL TWO IS RELATED TO OUR THIRD GRADE STUDENT PERFORMANCE IN MATHEMATICS.

ON THE PRIOR SLIDE, I MENTIONED THE IMPLEMENTATION OF HIGH QUALITY INSTRUCTIONAL MATERIALS AND IN BOTH READING AND IN MATH, BUT HERE I'D ALSO LIKE TO HIGHLIGHT AND STRESS THE EFFORTS TO IMPROVE ACCESS AS WE MOVE DOWN THE ROAD AND THE QUALITY OF THE PROFESSIONAL DEVELOPMENT THAT GOES ALONG WITH THIS IMPLEMENTATION.

THE SUPPORTS FOR TEACHERS ARE GOING TO BE MAJOR IN THIS PROCESS AS WELL.

NOW RESEARCH SHOWS THAT HAVING A HIGHLY EFFECTIVE TEACHER IN FRONT OF A CHILD IS THE MOST

[00:20:05]

HOWEVER, OUR ABILITY TO RETAIN AND ATTRACT HIGH QUALITY TALENT, ESPECIALLY CONSIDERING THE CURRENT SHORTAGE OF TEACHERS ACROSS THE STATE AND ACROSS AMERICA, WILL BE OUR ABILITY TO OFFER THE COMPETITIVE COMPENSATION PACKAGE THAT YOU GUYS HAVE SEEN.

IF WE WANT TO IMPROVE, OF COURSE, THE ACADEMIC PERFORMANCE OF STUDENTS, ESPECIALLY THE CRITICAL AREAS OF MATHEMATICS, WE MUST BE ABLE TO ATTRACT AND RETAIN THE BEST TALENT AND THE BEST TEACHERS THAT WE CAN PUT IN FRONT OF KIDDOS ON A DAILY BASIS.

OUR IMPLEMENTATION OF, OF COURSE, THE T-TESS APPRAISAL SYSTEM WILL BE CRITICAL IN THIS WORK, AS WILL--.

IT'LL HELP US BE BETTER IN TERMS OF WHAT WE PROVIDE TO OUR TEACHERS, IN TERMS OF FEEDBACK AND COACHING AND SUPPORT ON A DAILY BASIS.

MY FINAL POINT HERE ON THIS PARTICULAR SLIDE WILL BE OUR IMPLEMENTATION OF THE TRANSFORMATION COHORT, WHICH IS SPECIFICALLY FOCUSED ON THE EFFORTS OF TRANSFORMING ACADEMIC OUTCOMES AT OUR HIGHEST NEEDS SCHOOLS.

THROUGH THE STRUCTURED SUPPORTS AND RESOURCES AND PROGRAMING THAT WILL GUIDE THIS WORK, WE TRULY BELIEVE THAT WE WILL SEE IMPROVEMENTS NOT ONLY IN MATH AND READING SCORES, BUT IN OUR COLLEGE AND CAREER READINESS DATA AS WELL.

NEXT SLIDE. AND SPEAKING OF COLLEGE AND CAREER READINESS AND MILITARY READINESS, OUR STRATEGIC PLAN INTENDS TO INCREASE THE NUMBER OF STUDENTS WHO MEET CCMR CRITERIA THROUGH EXPANSION OF COLLEGE AND CAREER ADVISORS, WHICH IS AN IMPORTANT PIECE NOT ONLY AT THE HIGH SCHOOL LEVEL BUT AT THE MIDDLE SCHOOL LEVEL AS WELL, AND CAREER ADVISORS WILL BE A BIG PART OF THE BASELINE STAFFING MODEL, AS YOU'VE HEARD BEFORE AS WELL.

WE WILL ALSO INVEST IN EXPANDING ADVANCED COURSEWORK OPPORTUNITIES AT SOME OF OUR HIGHEST NEED SCHOOLS, WHICH IN RECENT YEARS HAVE NOT BEEN ABLE TO OFFER THE SAME OPPORTUNITIES FOR MANY OF OUR STUDENTS.

ANOTHER POINT THAT I'D LIKE TO STRESS IS THAT IN THIS PARTICULAR SIDE, THAT PREPARING STUDENTS TO BE COLLEGE AND CAREER READY AND MILITARY READY CANNOT BEGIN IN HIGH SCHOOL, IT MUST START EARLIER AS I TALKED ABOUT.

IT'S NOT JUST A HIGH SCHOOL PIECE, IT'S ALSO A MIDDLE SCHOOL'S PIECE.

SO EXPANDING OUR OUR 1 TO 1 LAPTOP PROGRAMING AT THE MIDDLE SCHOOL LEVEL WILL BE A CRITICAL PIECE AS WELL.

SO ENSURING THAT 1 TO 1, EVENTUALLY, IS A MAJOR PART OF THE COLLEGE AND CAREER OF WHAT THEY CHOOSE. THEY HAVE TO BE PREPARED FOR WHAT IT LOOKS LIKE, AND THAT DOESN'T JUST START, AGAIN, AT THE HIGH SCHOOL LEVEL.

IT STARTS EARLIER.

NEXT SLIDE. AS A DISTRICT, WE RECOGNIZE THE NEED TO DEVELOP A STRATEGIC PLAN, PRIORITIES SPECIFICALLY FOCUSED ON OUR STUDENTS WITH DISABILITIES, NOT ONLY GIVEN OUR FOURTH BOARD GOAL, BUT THAT THE STRUGGLE THAT WE'VE HAD IN THE YEARS PAST IN TERMS OF MEETING NEEDS OF THIS CRITICAL GROUP OF STUDENTS THAT HAVE SPECIAL NEEDS, WE KNOW THAT WHEN WE IMPROVE THE ACADEMIC OUTCOMES OF OUR STUDENTS WITH DISABILITIES, WE WILL IMPROVE THE ACADEMIC OUTCOMES OF ALL OF OUR SCHOOLS.

OUR STRATEGIC PLAN FOCUSES ON IMPROVING THE QUALITY OF INSTRUCTION AND MONITORING FOR STUDENTS WITH EXCEPTIONAL NEEDS THROUGH A REVISED MODEL FOCUSED ON STUDENT OUTCOMES.

AS WE IMPLEMENT HIGH QUALITY INSTRUCTIONAL MATERIALS, WE WILL ENSURE THAT THERE ARE DIFFERENTIATED SUPPORTS FOR THESE STUDENTS SO THAT THEY HAVE CONSISTENT ACCESS TO GRADE LEVEL APPROPRIATE WORK THAT IS IN ALIGNMENT WITH THEIR INDIVIDUAL EDUCATIONAL PLAN.

ALSO, AS A PRIORITY WITH OUR STRATEGIC PLAN, WE WILL IMPROVE OUR TWO WAY COMMUNICATION SYSTEMS WITH OUR PARENTS OF STUDENTS WITH DISABILITIES IN ORDER TO ENSURE THAT THEY ARE RECEIVING THE INFORMATION RELEVANT TO THEIR STUDENTS IN A TIMELY FASHION SO THAT THEY CAN BEST BE PROVIDED WITH THE NECESSARY SUPPORT THAT IS NEEDED TO ENSURE THAT STAKEHOLDERS AND STUDENTS RECEIVE THE EDUCATION THAT THEY NEED AND DESERVE.

NEXT SLIDE. NOW LET'S MOVE INTO THE DISCUSSION ABOUT BOTH THE BUDGETARY IMPLICATIONS AND THE IMPLEMENTATION TIMELINE OF THE STRATEGIC PLAN NOW.

NEXT SLIDE. AND THIS IS A SLIDE THAT YOU GUYS HAVE, OF COURSE, SEEN BEFORE, BUT AS YOU KNOW, THE STRATEGIC PLAN IS FOCUSED ON SIX FOUNDATIONAL COMMITMENTS.

[00:25:04]

I WANT TO REITERATE THAT THIS IS A PLAN THAT IS BOTH FOR THE COMMUNITY AND BY THE COMMUNITY.

FOR EACH OF THE PILLARS THAT YOU SEE IN FRONT OF YOU, I WILL ASK, OF COURSE, OUR CHIEFS TO PRESENT FOR EACH OF THESE RESPECTIVE AREAS THAT THEY HAVE BEEN RESPONSIBLE FOR OR THAT THEY ARE RESPONSIBLE FOR.

FIRST UP IS CHIEF MAX MOLL TO DISCUSS THE FIRST PILLAR, WHICH IS BUILDING TRUST AND RELIABILITY FOR OUR FAMILIES AND COMMUNITY.

CHIEF MOLL? JUST A SECOND.

TRUSTEE SANTOS? HI. THANK YOU, PRESIDENT CRUZ.

SUPERINTENDENT HOUSE, I HAVE A COUPLE OF HISTORICAL QUESTIONS AND I DON'T SEE OUR CHIEF FINANCIAL OFFICER.

I DON'T HAVE MY GLASSES ON, SO MAYBE I--.

IS HE GOING TO BE HERE WITH US-- HE ACTUALLY JUST CALLED ABOUT WHILE WE WERE IN CLOSED SESSION, AND I'D RATHER NOT TALK ABOUT HIS PERSONAL SITUATION, BUT HE'S BEEN GOING THROUGH A PERSONAL SITUATION-- THANK YOU. BUT IT WAS WARRANTED.

BEFORE--. I ACTUALLY WOULD LIKE TO GO INTO CLOSED SESSION ABOUT THAT, PLEASE.

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

SHOULD BOARD, FINAL ACTION, VOTE OR DECISION ON ANY MATTER CONSIDERED IN THE CLOSED SESSION BE REQUIRED, SUCH FINAL ACTION, VOTE OR DECISION SHALL BE TAKEN AT THE OPEN MEETING COVERED BY THIS NOTICE UPON THE RECONVENING OF THIS PUBLIC MEETING OR AT A SUBSEQUENT PUBLIC MEETING OF THE BOARD, UPON NOTICE THERE OF.

THE BOARD HAS ADJOURNED A CLOSED SESSION AT 1:09 PM.

THIS MEETING IS NOW RECONVENED.

[RECONVENE IN OPEN SESSION (IMMEDIATELY FOLLOWING CLOSED SESSION)]

MR. HOUSE? ABSOLUTELY. WE'D LIKE TO PICK BACK UP WHERE WE LEFT OFF WITH OUR WORKSHOP AND WHERE WE

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

THANK YOU, SUPERINTENDENT, AND GOOD AFTERNOON, TRUSTEES.

AS YOU CAN SEE ON THE SLIDE, THE MAJOR INITIATIVES FOR THIS FIRST PILLAR OF BUILDING TRUST AND RELIABILITY FOR OUR FAMILIES AND COMMUNITY.

IT'S REIMAGINING THE FAMILY COMMUNITY EXPERIENCE, INCREASING TRANSPARENCY IN OUR BUDGETING PRACTICES AND ACROSS OUR ORGANIZATION, COMMITTING OURSELVES TO EQUITABLE AND SUSTAINABLE RESOURCE ALLOCATION, AND OF COURSE, KEEPING THE STUDENT AT THE CENTER OF OUR OPERATIONS AS A DISTRICT.

ON THE SLIDE, YOU'LL SEE THE STRATEGY COMPONENTS OF THIS PILLAR AND HOW THEY SUPPORT THE WORK OF THE FOUR MAJOR INITIATIVES.

WE'LL GET MORE OF THOSE DETAILS IN THE FOLLOWING SLIDES.

NEXT SLIDE. AS YOU CAN SEE, THESE MAJOR INITIATIVES ARE LARGELY BEING SUPPORTED BY ESSER FUNDS, HERE ON THE LEFT SIDE OF THIS CHART.

THE ONE COST THAT IS SUSTAINED BY THE GENERAL FUND AND BEING OFFSET BY THE UNASSIGNED FUND BALANCE IS THE $4.7 MILLION FOR THE IMPLEMENTATION OF THE TIME ATTENDANCE SYSTEM, WHICH WAS APPROVED BY THE BOARD LAST FALL.

NEXT SLIDE, PLEASE. THE WORK OF RE-IMAGINING--.

THE TOP PART HERE, THE WORK OF REIMAGINING THE FAMILY AND COMMUNITY EXPERIENCE ACROSS OUR DISTRICT HAS ALREADY BEGUN.

WE'RE IN THE PROCESS OF IMPLEMENTING A NEW CRM SYSTEM WHICH WILL ALLOW US TO BETTER INTAKE, TRACK AND ACTION, PARENT FEEDBACK AND CONCERNS.

WE'RE ALSO TRAINING STAFF ON BEST IN CLASS CUSTOMER SERVICE PRACTICES AND WE'LL ONBOARD AND TRAIN NEW FACE COACHES THAT WILL SUPPORT THE WORK OF PARENT NAVIGATORS BEGINNING NEXT SCHOOL YEAR. A LITTLE BIT ABOUT THE PARENT NAVIGATORS, LEVERAGING ESSER FUNDS WILL ALLOW US TO STIPEND A DEDICATED FACE SPECIALIST ON EACH CAMPUS, WHICH WILL BE DESIGNATED BY CAMPUS PRINCIPALS. SO SOMEBODY ON EACH CAMPUS WILL BE THE ASSIGNED PERSON TO ADDRESS PARENT AND COMMUNITY CONCERNS.

WE'VE HEARD FROM PARENTS THAT HAVING SOMEBODY AT THE CAMPUS LEVEL IS SOMETHING THAT THEY WANT. AS WE GO INTO THE NEXT SCHOOL YEAR, WE'LL BEGIN TO DEPLOY THE ALL IN ONE COMMUNICATION TOOLS TO GIVE PARENTS AND FAMILIES CLEARER, MORE EFFICIENT WAYS TO COMMUNICATE WITH THE DISTRICT AND OUR CAMPUSES.

MONITORING IMPLEMENTATION PROGRESS WILL BE AN ONGOING PROCESS THROUGHOUT THIS FIVE YEAR PLAN, WHICH IS THIS BOTTOM TIMELINE ARROW THERE.

OUR INTENT IS TO GET THIS RIGHT EVERY STEP OF THE WAY, BUT WE ALSO KNOW ROADBLOCKS WILL INEVITABLY ARISE.

WE WILL REMAIN READY TO DOUBLE DOWN ON THE THINGS THAT ARE WORKING, BUT ALSO BE READY TO PIVOT WHERE THINGS NEED ADJUSTING.

OUR COMMUNITY WILL PLAY A BIG ROLE IN THAT PROCESS, AND WE WILL SEEK THEIR FEEDBACK AND

[00:30:01]

ALSO, JUST IN ADDITION TO OUR ESSER INVESTMENTS THAT WE'RE MAKING, WE ARE ENGAGING THE PHILANTHROPIC COMMUNITY TO PILOT THE PARENT FEEDBACK TOOL, WHICH WILL ALLOW US TO GET REGULAR PARENT FEEDBACK AND ANALYZE IT BY TOPIC AND BY CAMPUS.

THIS IS A NATURAL PLACE FOR PHILANTHROPY TO PLAY A ROLE, ESPECIALLY AFTER ESSER FUNDS RUN OUT. OBVIOUSLY, ESSER FUNDS ARE TEMPORARY, SO WE NEED TO FIND A SUSTAINABLE SOLUTION.

WE'RE ALSO WORKING WITH THE SPED DEPARTMENT TO INTEGRATE AND EXPAND CAPACITY TO WORK WITH OUR FAMILIES WHO HAVE CHILDREN WITH EXCEPTIONAL NEEDS.

NEXT SLIDE, PLEASE. WE'VE ALREADY BEGUN THE WORK OF INCREASING TRANSPARENCY ACROSS BOTH OUR BUDGETING PRACTICES AND OUR OPERATIONS.

WE'VE ENGAGED OUTSIDE ENTITIES TO HELP IMPROVE OUR BUDGETING PROCESSES AND CREATE MORE EFFICIENT FINANCIAL SYSTEMS. AS YOU WERE ALL AWARE, WE'RE CURRENTLY IN THE PROCESS OF IDENTIFYING COST SAVINGS IN THE CENTRAL OFFICE, AND AGAIN, AS WE'VE SHARED, CHIEFS HAVE BEEN TASKED WITH REDUCING THEIR BUDGETS BY 15% FOR THE COMING SCHOOL YEAR.

AS WE MOVE FORWARD IN THAT WORK, DEPARTMENTS WILL BE REORGANIZED TO BE NIMBLER AND BETTER REFLECT THE NEEDS OF THE DISTRICT AND STUDENTS.

AS WE LOOK TO THE LATTER HALF OF THE NEXT SCHOOL YEAR AND BEYOND, THE PROCESS OF RIGHTSIZING THE SCHOOL'S ORGANIZATION WILL GET UNDERWAY.

NEXT SLIDE, PLEASE. AS PART OF OUR FOCUS ON STUDENT CENTERED OPERATIONS, WE'VE COMMITTED TO IMPROVING THE DISTRICT'S TRANSPORTATION SYSTEMS. AS WE ALL KNOW, EQUITABLE ACCESS TO THE CLASSROOM IS CRITICAL IN SUPPORTING STUDENT LEARNING, WHICH IS WHY WE'RE LEVERAGING ESSER DOLLARS TO DEPLOY 250 NEW VEHICLES, WHICH INCLUDE NEW SPED BUSSES, EXPRESS VEHICLES AND REGULAR BUSSES TO ENHANCE ROUTE EFFICIENCY.

BEGINNING NEXT SCHOOL YEAR, WE'LL BE MAKING ENHANCEMENTS TO SCHOOL SECURITY AND SAFETY SYSTEM. SOME OF THOSE IMPROVEMENTS INCLUDE PROTOTYPING SCHOOL BUILDINGS WITH SINGLE POINTS OF ENTRY, IMPROVING ACCESS CONTROLS, AND ENHANCING CAMPUS SECURITY SYSTEMS. WE'RE ALSO MAKING CRITICAL INVESTMENTS IN CAMPUS TECHNOLOGY AND REFOCUSING OUR TECHNOLOGY AND OPERATIONS ORGANIZATION TO BOTH PRIORITIZE STUDENT NEEDS AND MAKE SURE THAT EVERY DOLLAR POSSIBLE IS GOING TOWARDS THE CLASSROOM.

I WILL NOW KICK IT OVER TO DR.

CRUZ FOR THE SECOND PILLAR.

YES. GOOD AFTERNOON, TRUSTEES.

SO I WILL BE GOING OVER COMMITMENT NUMBER TWO, PROVIDING THE EQUITABLE OPPORTUNITIES IN [INAUDIBLE] AT EVERY SCHOOL, AND I ALSO WANT TO JUST PREFACE THIS BY SAYING THAT--.

I'M SORRY, CAN YOU HEAR ME BETTER NOW? I WANT TO JUST PREFACE THIS BY SAYING THE SUPERINTENDENT, AS HE SHARED WITH YOU NEXT THURSDAY DURING THE WORKSHOP, THE FOCUS WILL BE GOING DEEPER INTO THIS SPECIFIC TOPIC.

I KNOW THAT THERE ARE A LOT OF QUESTIONS AND THE DESIRE FOR MORE SPECIFICS AND DETAILS.

SO NEXT THURSDAY WE'LL BE GOING IN DEPTH AROUND THIS PARTICULAR COMMITMENT, BUT I DO WANT TO GIVE YOU ALL SOME OF THE UPDATES AROUND IT.

SO AGAIN, JUST AS A REMINDER, THERE ARE THREE MAIN COMPONENTS TO THIS PARTICULAR COMMITMENT. STARTING OFF WITH A BASELINE STAFFING ALLOCATION, SO MAKING SURE THAT THERE ARE SPECIFIC POSITIONS AT APPROPRIATE RATIOS ACROSS EVERY SCHOOL, BUT STRESSING THAT THAT IS A STARTING POINT.

SO THAT SCHOOLS CAN STILL BUILD ON TOP OF THAT, THEY CAN ADD ADDITIONAL POSITIONS, THEY CAN MODIFY, CREATE SPECIALIZED POSITION, BUT THIS IS JUST ENSURING THAT THERE IS A BASELINE, A STARTING POINT, AT EVERY SCHOOL IN THE DISTRICT.

AND AGAIN, NEXT WEEK WE'LL GO THROUGH THE SPECIFICS AROUND HOW THAT WAS BUILT, WHAT RESEARCH WAS USED, WHAT THE METHODOLOGY IS, WHAT THE RATIOS ARE, ETC..

THERE ARE ALSO THINGS THAT ARE GOING TO BE CENTRALLY FUNDED MATERIALS AND SERVICES THAT GO DIRECTLY TO SCHOOLS, AND WE'LL TALK ABOUT SOME EXAMPLES OF THIS.

BUT AGAIN, THIS IS FUNDING THAT'S GOING DIRECTLY TO SCHOOLS TO COVER THINGS SUCH AS, FOR EXAMPLE, INTERNATIONAL BACCALAUREATE COSTS OR TRAINING OR OTHER THINGS.

SO WE'LL TALK ABOUT THAT IN A SECOND.

AND THEN LASTLY, THERE IS ADDITIONAL DISCRETIONARY FUNDING, SO FUNDING THAT SCHOOLS STILL GET TO CONTROL, PRINCIPALS STILL GET TO CONTROL I'VE HAD A REQUEST FOR YOU TO REPEAT MAYBE THE LAST 20 SECONDS.

[INAUDIBLE] ENUNCIATE CAREFULLY.

[INAUDIBLE] CONCERNS WITH WHAT YOU'RE TALKING ABOUT RIGHT NOW.

[INAUDIBLE] REPEAT THAT? SURE. SO YOU WANT ME JUST--.

CAN YOU HEAR ME BETTER NOW? ALL RIGHT. SO I'LL START OFF FROM THE BASELINE STAFFING ALLOCATION.

SO AGAIN, THREE COMPONENTS TO THE OPPORTUNITIES AND RESOURCES AT EVERY SCHOOL.

FIRST IS A BASELINE STAFFING ALLOCATION, SO THIS IS A STARTING POINT FOR SCHOOLS.

THESE ARE POSITIONS THAT ARE ALLOCATED BASED ON DIFFERENT CRITERIA.

NEXT WEEK, NEXT THURSDAY, DURING THE WORKSHOP, WE'LL GO THROUGH THE EXACT FORMULAS, THE POSITIONS, THE RATIOS, ETC., BUT THIS IS TO ENSURE THAT EVERY SINGLE SCHOOL IN THE DISTRICT STARTS OFF WITH A STARTING POINT AROUND STAFFING TO PROVIDE ALL STUDENTS WITH ACCESS TO ESSENTIAL [INAUDIBLE] CONSISTENT WITH BOARD POLICY.

ON TOP OF THE BASELINE STAFFING ALLOCATION--.

AGAIN, IT'S A STARTING POINT BECAUSE SCHOOLS CAN STILL ADD ON TOP OF THAT, THEY CAN STILL ADAPT, THEY CAN CREATE OTHER POSITIONS THEY MIGHT NEED BECAUSE THEY HAVE SPECIAL PROGRAMS, OR MAYBE THEY WANT TO HAVE A SMALLER CLASS SIZE RATIO.

THEY CAN STILL MAKE THOSE DECISIONS LOCALLY IN CONSULTATION WITH THEIR SDMCS AS THEY SHOULD, BUT ON TOP OF THAT BASELINE STAFFING ALLOCATION FOR ALL SCHOOLS, THERE ARE

[00:35:05]

SO THESE ARE RESOURCES, SERVICES THAT GO DIRECTLY TO SCHOOLS AND STUDENTS, BUT THEY'RE CENTRALLY PAID FOR.

SO I USE AS AN EXAMPLE, INTERNATIONAL BACCALAUREATE, WE HAVE A GOOD NUMBER OF SCHOOLS THAT ARE INTERNATIONAL BACCALAUREATE SCHOOLS.

THERE ARE FEES ASSOCIATED WITH BEING AN INTERNATIONAL BACCALAUREATE SCHOOL.

YOU HAVE TO PAY AN ANNUAL FEE, YOU HAVE TO PAY TEXTBOOKS, YOU HAVE TO PAY PROFESSIONAL DEVELOPMENT. TO DATE, THAT'S ALL BEEN PAID FOR AT THE SCHOOL LEVEL.

WE'RE GOING TO CENTRALLY, AS AN EXAMPLE, CENTRALLY FUND THAT FOR SCHOOLS SO THEY NO LONGER HAVE TO PAY FOR THAT. AND WE'LL GO TO EXAMPLES OF OTHER THINGS THAT WILL BE CENTRALLY FUNDED DIRECTLY TO CAMPUSES.

NOW, ON TOP OF THOSE TWO THINGS, ON TOP OF THE STAFFING, THAT'S THE STARTING POINT, ON TOP OF THE CENTRALLY FUNDED MATERIALS AND SERVICES, THERE IS FUNDING, DISCRETIONARY FUNDING THAT SCHOOLS RECEIVE.

THIS IS MONEY COMING FROM MULTIPLE SOURCES, AND IN A SECOND I'LL SHOW YOU WHAT THOSE MULTIPLE SOURCES ARE, WHERE SCHOOLS CAN ADAPT TO THEIR LOCAL CONDITIONS, THEY CAN PAY FOR SPECIALIZED PROGRAMS, IF THEY CHOOSE TO DECREASE THE RATIO OF STUDENTS TO TEACHERS EVEN MORE, THEY CAN, IF THEY WANT TO HAVE MORE ADMINISTRATORS, THEY CAN.

IT'S MONEY THAT THE SCHOOL DECIDES AGAIN HOW TO BEST ALLOCATE.

SO THOSE ARE THE THREE PRIMARY COMPONENTS OF THIS MODIFIED STAFFING AND BUDGETING FORMULA. THIS WAS A SLIDE THAT WAS PREVIOUSLY SHOWN TO YOU ALL.

IT JUST SHOWS YOU--.

AGAIN, NEXT WEEK, WE'LL GO IN DEPTH, WE'LL TALK ABOUT ALL THE POSITIONS, WE'LL TALK ABOUT THE RATIOS, WE'LL TALK ABOUT THE RESEARCH BEHIND ALL OF THIS, BUT THESE ARE THE CORE POSITIONS THAT WILL BE ALLOCATED TO SCHOOLS.

AGAIN, NOT ALL OF THE POSITIONS BECAUSE SCHOOLS STILL HAVE DISCRETION, BUT THESE ARE POSITIONS, AGAIN, CONSISTENT WITH WHAT BEST PRACTICE SAYS, WHAT WE HEARD FROM THE COMMUNITY, WHAT WE HEARD FROM-- OF COURSE, ALIGNED WITH THE BOARD GOALS, ETC., THAT WE FEEL ARE ESSENTIAL FOR A STUDENT CORE EXPERIENCE.

SO FOR EXAMPLE, CURRENTLY NOT ALL SCHOOLS HAVE NURSES IN THE DISTRICT.

THIS WOULD ENSURE THAT ALL SCHOOLS HAVE NURSES IN THE DISTRICT, RIGHT? THINGS THAT ARE VERY, VERY CRITICAL AND IMPORTANT, WE'RE GOING TO BE MAKING SURE THAT THROUGH THIS BASELINE STAFFING MODEL, WHICH AGAIN IS A STARTING POINT, ARE ALWAYS AVAILABLE. THESE ARE, AND AGAIN I'M REVISITING SLIDE THAT WE WENT OVER LAST TIME, BUT THESE ARE SOME EXAMPLES OF THE CENTRALLY FUNDED MATERIALS AND SERVICES.

SO FINE ARTS PROGRAMS. WE HEARD LOUD AND CLEAR THAT MANY SCHOOLS DID NOT HAVE EITHER THE INSTRUCTORS, WHICH IS GOING TO BE ADDRESSED IN THE STAFFING MODEL, THE BASELINE STAFFING MODEL, AND OR THE EQUIPMENT, THE SUPPLIES, THE UNIFORMS, ETC..

UNDER THIS, THE DISTRICT WOULD CENTRALLY FUND THOSE THINGS SO THAT SCHOOLS HAVE ACCESS TO THEM. IT GOES STRAIGHT TO SCHOOLS AND THERE'S A PROCESS AND THERE'S ACTUALLY A GUIDELINE THAT'S BEING DEVELOPED THAT WILL BE SHARED WITH PRINCIPALS WITHIN THE NEXT THREE WEEKS, I BELIEVE, THAT'S GOING TO DELINEATE EXACTLY WHAT THE PARAMETERS AROUND THIS ARE.

EMPLOYEE STIPENDS, ANOTHER EXAMPLE.

CURRENTLY SCHOOLS HAVE TO PAY FOR STIPENDS OUT OF THEIR OWN BUDGETS, WHICH MEANS SOME SCHOOLS CAN, SOME SCHOOLS DON'T DO IT FOR THE SAME KIND OF ROLE.

UNDER THIS, THERE WILL BE CONSISTENCY AND WE WILL CENTRALLY FUND STIPENDS FOR THOSE PEOPLE WHO ARE ELIGIBLE.

I'M NOT GOING TO GO THROUGH ALL OF THESE EXAMPLES, BUT YOU CAN SEE THESE ARE JUST SOME OF THE THINGS, SUBSTITUTE TEACHERS FOR EXAMPLE, ALL OF THE THINGS THAT WILL BE CENTRALLY FUNDED BUT WILL GO DIRECTLY TO SCHOOLS AND STUDENTS.

I WANT TO TALK A LITTLE BIT ABOUT THE DISCRETIONARY CAMPUS FUNDING.

SO THERE ARE DIFFERENT FUNDING SOURCES WHERE SCHOOLS, AGAIN, ON TOP OF THE STAFFING, ON TOP OF THESE CENTRALLY FUNDED SUPPORTS, THAT THEY'RE GOING TO GET THESE ADDITIONAL CENTRALLY FUNDED SUPPORTS, THEY'RE GOING TO HAVE ACCESS TO ADDITIONAL FUNDS, THAT WE'RE FOLLOWING A WEIGHTED FUNDING FORMULA FOR, THAT THEY CAN USE TO ADAPT, TO INNOVATE, TO PAY FOR SPECIALIZED PROGRAM, ETC..

SO THERE IS A NON SALARY GENERAL FUND, THIS IS THE AGGREGATE AMOUNTS THAT'S $12.4 MILLION THAT COMES OUT TO--.

IT'S BASED ON JUST NUMBER OF STUDENTS TIMES A CERTAIN AMOUNT AND WE'LL GO OVER THAT NEXT WEEK, BUT THAT'S FOR JUST BASIC SUPPLIES, PAPER, INK, MATERIALS, BASIC SUPPLIES.

IN DEVELOPING THOSE NUMBERS, AND WE'LL TALK MORE NEXT WEEK, WE LOOKED AT WHAT DISTRICTS ACROSS THE STATE AND ACROSS THE COUNTRY UTILIZE, AND ACTUALLY OUR ALLOCATION IS MORE GENEROUS. BUT WE WANT TO MAKE SURE THAT SCHOOLS HAVE THAT AS JUST FOR THEIR BASIC NON SALARY EXPENSES.

THEY ALSO GET ABOUT APPROXIMATELY $30 MILLION IN WEIGHTED FUNDING.

THIS IS WHERE WE LOOK AT THOSE DIFFERENT RISK CRITERIA THAT WE'VE TALKED ABOUT IN THE PAST TO MEASURE THE LEVELS OF NEED AND YOU MULTIPLY THAT TIMES THE NUMBER OF STUDENTS, AGAIN, WE'LL GO TO THE METHODOLOGY, AND THIS IS ADDITIONAL FUNDING THAT SCHOOLS CAN USE TO COVER ANYTHING ON TOP OF THE STAFFING AND BASIC MATERIALS THAT THEY HAVE.

THE MAGNET FUNDS.

WE'RE ACTUALLY GOING TO BE INCREASING MAGNET FUND ALLOCATION STARTING NEXT YEAR FOR TWO REASONS. ONE IS, AND CHIEF WATTS WILL SPEAK TO THIS IN A LITTLE BIT, ONE IS THERE'S GOING TO BE AN EXPANSION OF MAGNET PROGRAMS ACROSS THE DISTRICT ADDRESSING THE MAGNET DESERTS, BUT THE OTHER THING IS EXISTING--.

MORE MONEY WILL BE INVESTED IN EXISTING MAGNET SCHOOLS.

SO THAT'S THE TOTAL ALLOCATION FOR THAT.

THERE WILL BE CTE FUNDS, THESE ARE THE NON SALARY.

AGAIN, WE ACTUALLY CENTRALIZE THE PROCESS FOR CTE, AS SOME OF YOU MAY BE AWARE, SEVERAL YEARS AGO, IT'S WHY WE'VE SEEN SIGNIFICANT GAINS IN OUR CTE NUMBERS.

[00:40:02]

WE'RE ALSO GOING TO BE GIVING SCHOOLS A ALLOCATION OF FUNDS FOR ALL THEIR STUDENTS WHO ARE BILINGUAL OR ESL.

SO ON TOP OF THE STAFF THAT THEY GET, ON TOP OF THE TEACHERS, THEY'RE GOING TO GET THIS FUNDING THAT THEY CAN USE IN A WAY TO SUPPORT THEIR BILINGUAL AND ESL STUDENTS.

TITLE FUNDS, YOU'LL SEE THERE'S AN ARROW NEXT TO THAT AS WELL.

ONE OF THE THINGS THE SUPERINTENDENT CHARGED US WITH IS TO INCREASE THE AMOUNT OF TITLE FUNDS THAT GO TO CAMPUSES, AND I'LL SHOW YOU THE CHART IN A LITTLE BIT, BUT RIGHT--.

FOR MANY, MANY YEARS, PART OF THE TITLE FUNDS HAVE GONE DIRECTLY TO SCHOOLS, PART OF IT HAS BEEN CENTRALLY MANAGED.

WE'RE ACTUALLY REDUCING THE CENTRAL ALLOCATIONS OF TITLE FUNDS AND GIVING IT MORE--, GIVING APPROXIMATELY $12 MILLION MORE TO SCHOOLS.

SO THEIR TITLE ALLOCATIONS ARE GOING UP, SO THEY'RE GOING TO HAVE MORE TITLE FUNDS THAT THEY'VE HAD IN THE PAST.

AND THEN ESSER, I BELIEVE SUPERINTENDENT HOUSE MAY WANT TO SPEAK TO THIS, I KNOW HE REFERENCED A LITTLE WHILE AGO, BUT WE'RE ALSO MAKING SOME EXCITING CHANGES AROUND ESSER.

[INAUDIBLE].

SURE. AS I MENTIONED EARLIER, ESSER, ONE OF THE THINGS THAT WE WANT TO DO IS ENSURE THAT THERE'S EVEN MORE FLEXIBILITY FROM A MAGNET STANDPOINT.

DR. CRUZ, I'LL LET YOU SHARE A LITTLE BIT ABOUT KIND OF THE SPECIFIC DOLLAR AMOUNTS THAT WE'RE LOOKING TO FOCUS ON SPECIFICALLY WITH MAGNETS AND ESSER, BUT, YES, IT IS DEFINITELY SOMETHING THAT WE'RE EXCITED ABOUT.

SO AS THE SUPERINTENDENT INDICATED, WE'LL USE PART OF THE ESSER FUNDING TO SUPPORT MAGNET PROGRAMS, BUT THE THOUGHT IS ALSO, RIGHT NOW, SCHOOLS HAVE SOME DISCRETIONARY ESSER FUNDS . NEXT WEEK YOU'RE GOING TO REVIEW, WE'RE GOING TO INCREASE THE AMOUNT OF DISCRETIONARY ESSER FUNDS AVAILABLE AT SCHOOLS.

AND PART OF THE REASON IS BECAUSE WE'VE HEARD LOUD AND CLEAR FROM PRINCIPALS IN THE COMMUNITY IS THAT THE STAFFING CHANGE IS TO CHANGE AND THEY WOULD LIKE MORE TIME TO BE ABLE TO ADJUST TO IT.

SO BY GIVING SCHOOLS MORE DISCRETION OVER THE ESSER FUND, AND WE'LL GIVE YOU THE SPECIFICS NEXT WEEK, IT WILL BE ABLE TO HELP WITH THE CHANGE MANAGEMENT PIECE RELATED TO THIS. SO THEY'LL BE ABLE TO MITIGATE SOME OF THOSE CHANGES AND NOT NECESSARILY HAVE TO DO EVERYTHING AT ONCE, BUT THEY'LL HAVE TWO YEARS, TWO ADDITIONAL YEARS, TO KIND OF TRANSITION INTO THE NEW MODEL.

SO WE'LL SHARE MORE SPECIFICS NEXT WEEK, BUT THE BIG PICTURE HERE IS SCHOOLS ARE GOING TO RECEIVE MORE DISCRETIONARY ESSER FUNDS STARTING NEXT YEAR.

I'VE USED HERE SOME EXAMPLES OF WHAT THESE ADDITIONAL FUNDING SOURCES CAN BE USED FOR, I REFERENCED SOME OF THEM.

IT CAN BE, FOR EXAMPLE, ADDITIONAL STAFF, STUDENT EXPERIENCE AND ENRICHMENT MATERIALS AND SUPPLIES, SPECIALTY PROGRAMS THEY MIGHT HAVE PROFESSIONAL DEVELOPMENT, STUDENT INTERVENTIONS, ETC.

. SO THE SCHOOLS HAVE THIS SUBSTANTIAL AMOUNT OF DISCRETIONARY FUNDS ON TOP OF ALREADY HAVING THEIR BASELINE STAFFING MET ON TOP OF ALL OF THESE ADDITIONAL THINGS THAT WE'RE ESSENTIALLY FUNDING FOR THEM.

I'M GOING TO GO OVER--.

LAST SLIDE IS GOING OVER THE FINANCIAL IMPLICATIONS OF THIS, SO I'LL START OFF WITH COLUMN TWO. AS YOU CAN NOTICE, THIS IS NOT FUNDED BY ESSER, THIS IS NOT TITLE--.

THIS IS NOT ONE TIME FUNDING.

THESE ARE GENERAL FUNDS FOR THE MOST PART AND TITLE ONE FUNDS, WHICH ARE RECURRING FUNDS THAT WE RECEIVE EVERY YEAR.

YOU'LL NOTICE THERE'S ACTUALLY A REDUCTION, AS WE TALKED ABOUT, $13 MILLION IN CENTRALLY FUNDED THINGS FROM TITLE ONE, THAT'S GOING TO GO BACK DIRECTLY TO CAMPUSES.

THIS WILL BE ALLOCATED BASED ON NEED, IT WILL BE ALLOCATED TO THE SCHOOLS WITH THE GREATEST NEED. SO THEY HAVE ADDITIONAL FUNDING, MORE THAN THEY'VE HAD IN THE PAST, TO SUPPORT THEIR STUDENTS WITH GREATEST NEEDS.

THE BASELINE STAFFING, AND WE'LL GO THROUGH MORE DETAILS AGAIN NEXT WEEK, BUT THE COSTS FOR THE BASELINE STAFFING, SO WHEN YOU STAFF ALL THE CAMPUSES WITH THIS STARTING POINT OF PERSONNEL, IS APPROXIMATELY $1,720 MILLION, IS THIS $1,719.9 MILLION? THAT'S WHAT IT COSTS TO PUT THESE PEOPLE ACROSS EVERY SCHOOL IN THE DISTRICT.

IF YOU GO DOWN THE DISTRICT CENTRALLY FUNDED STUDENT RESOURCES, SO THESE RESOURCES THAT I SHOWED YOU A LITTLE WHILE AGO THAT ARE GOING DIRECTLY TO SCHOOLS, INCLUDING THINGS LIKE ATHLETICS, PAYING FOR THE UIL FEES, ETC., THAT IS A COST OF $63.8 MILLION.

SO AGAIN, FUNDING THAT GOES DIRECTLY TO CAMPUSES.

THAT WILL COME OUT OF THE GENERAL FUND AS WELL.

WE TALKED ABOUT THAT WEIGHTED CAMPUS FUNDING, THAT'S DISCRETIONARY FUNDING THAT SCHOOLS HAVE, THAT'S APPROXIMATELY $29.8 MILLION CLOSE TO $30 MILLION GOES DIRECTLY TO SCHOOLS.

THE NON SALARY, CAMPUS FUNDING, SO THE ADDITIONAL FUNDING DISCRETIONARY FUND THAT SCHOOLS HAVE, THAT'S AN ADDITIONAL $12 MILLION, AND IF YOU LOOK AT WHAT WE CURRENTLY SPEND THROUGH OUR EXISTING STAFFING AND FUNDING AT CAMPUSES, THAT'S $851 MILLION.

SO WHAT IT SHOWS UP HERE, IF YOU ADD ALL OF THOSE AMOUNTS, AGAIN, THIS IS ALL GENERAL FUNDS, YOU'RE SEEING ABOUT A $26 MILLION REDUCTION IN THE GENERAL FUND GOING TO SCHOOLS.

HOWEVER, THAT'S NOT THE CASE.

SCHOOLS ARE ACTUALLY GOING TO RECEIVE MORE MONEY, AS I KNOW THE SUPERINTENDENT--.

YOU WANT TO STRESS HOW MUCH ADDITIONAL FUND THEY'RE GOING TO GET, THE CAMPUSES ARE GOING TO RECEIVE? IN JUST GENERAL FUNDS, THE AMOUNT OF MONEY THAT'S GOING TO SCHOOLS NEXT YEAR YOU CAN SEE IS $30.4 MILLION IN ADDITIONAL FUNDING WHEN YOU FACTOR IN THE ADDITIONAL SALARY INCREASES GOING ONLY TO CAMPUSES.

SO THE AMOUNT OF MONEY THAT GOES DIRECTLY TO CAMPUSES NEXT YEAR IS $30.4 MILLION MORE THAN IS GOING TO THE SCHOOLS THIS YEAR JUST IN GENERAL FUNDS.

[00:45:01]

THEY'RE GOING TO GET ADDITIONAL TITLE FUNDS AND ADDITIONAL ESSER FUNDS.

SO THIS IS JUST HIGH LEVEL WHAT IT SHOWS YOU IN TERMS OF THE STAFFING MODEL, BUT WE ACTUALLY ARE PUTTING MORE MONEY, MORE PEOPLE AND MORE RESOURCES INTO SCHOOLS NEXT YEAR RELATIVE TO THIS YEAR. IN TERMS OF THE TIME FRAME, YOU'LL SEE THAT THIS YEAR WE'VE SPENT A CONSIDERABLE AMOUNT OF TIME PLANNING, WORKING WITH PRINCIPALS.

THERE HAVE BEEN ITERATIVE PROCESSES.

SO SCHOOLS SEVERAL WEEKS AGO RECEIVED AN INITIAL DRAFT OF ALLOCATIONS, YESTERDAY THEY RECEIVED A REVISED DRAFT BASED ON FEEDBACK THAT WE RECEIVED FROM PRINCIPALS.

SO FOR EXAMPLE, ONE OF THE THINGS THAT WE HEARD LOUD AND CLEAR WAS THAT THE RATIO AT THE MIDDLE SCHOOL, THERE WAS A DESIRE FROM PRINCIPALS TO REDUCE THAT.

WE REDUCED THAT RATIO.

WE HEARD SCHOOLS SAY THEY NEED ADDITIONAL CLERICAL STAFF.

WE REDUCED THAT RATIO.

WE HEARD SCHOOLS SAY THAT THEY COULD NOT PAY FOR IB EXPENSES BECAUSE THEY USED TO PAY FOR THAT. WE'RE NOW ESSENTIALLY FUNDING THAT.

SO WE TOOK THE FEEDBACK DIRECTLY FROM PRINCIPALS, PRINCIPALS PROVIDED TO DR.

WATTS OFFICE WHAT THEY NEEDED ALSO FOR SPECIALTY PROGRAMS. SO SOME SCHOOLS, FOR EXAMPLE, HAD DUAL LANGUAGE PROGRAMS AND THEY SAID THEY NEEDED ADDITIONAL STAFF. SO ADDITIONAL STAFF WERE ALLOCATED BASED ON A RUBRIC AND A PROCESS THAT WAS OUTLINED. SO SCHOOLS RECEIVE UPDATED APPROPRIATIONS YESTERDAY.

THAT DOES NOT REFLECT THE INCREASE IN ESSER FUNDING THAT THEY'RE GOING TO GET YET THAT WE'RE GOING TO, AGAIN, SHARE WITH YOU ALL NEXT WEEK [INAUDIBLE] GOING TO BE ON TOP OF WHAT THEY CURRENTLY RECEIVED YESTERDAY.

THE TRANSITION BEGINS NEXT YEAR, THE 22-23 SCHOOL YEAR, BUT AGAIN, I JUST WANT TO STRESS, EVEN THOUGH IT'S A BIG CHANGE, THEY'RE GOING TO RECEIVE ADDITIONAL ESSER DOLLARS THAT THEY CAN USE TO MITIGATE, TO KIND OF SOFTEN THAT CHANGE AND SPREAD IT OUT OVER THE NEXT TWO YEARS. AND THAT, OF COURSE, AS WITH ALL THE MAJOR INITIATIVES, THERE'S GOING TO BE ONGOING MONITORING WITH AN EMPHASIS ON IMPACT ON STUDENT LEARNING.

THE GOAL HERE IS, DOES THIS IMPROVE STUDENT OUTCOMES? DOES THIS HELP US MEET OUR BOARD GOALS? AND ADJUSTMENTS AND ENHANCEMENTS WILL BE MADE AS NECESSARY.

WHEN WE DEVELOP THIS PLAN, WE CONSULTED WITH OTHER DISTRICTS ACROSS THE STATE AND COUNTRY, FOR EXAMPLE, DALLAS TOLD US THAT EVERY YEAR THEY GO THROUGH A PROCESS TO LOOK AT THEIR MODEL AND ACTUALLY MAKE REVISIONS BASED ON WHAT FEEDBACK THEY HEAR, WHAT THE DATA TELLS THEM AROUND STUDENT PERFORMANCE.

SO THAT IS GOING TO BE THE SAME THING HERE.

WE'RE GOING TO CONTINUOUSLY IMPROVE AND MAKE THIS BETTER FOR OUR SCHOOLS AND STUDENTS.

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

WATTS. AWESOME.

THANK YOU. I'M EXCITED TO TALK ABOUT OUR SECOND--.

OR ACTUALLY OUR THIRD COMMITMENT, ENSURING GREAT SCHOOLS AND PROGRAMS IN EVERY COMMUNITY.

WE ARE OFF TO A VERY GOOD START IN THIS WORK AND THAT WE HAVE ALREADY IDENTIFIED AND BEGAN WORKING WITH OUR PRINCIPALS FROM THE CAMPUSES THAT WILL BE RECEIVING INTENSIVE TIERED SUPPORT.

WE HAVE ALSO LAUNCHED OUR DISTRICT TRANSFORMATION OFFICE, WHICH WILL SUPPORT IMPROVED MONITORING, COORDINATION, SUPPORT AND RESPONSIVENESS.

WE, AS RECENT AS YESTERDAY, PROVIDED THE TRANSFORMATION SCHOOLS WITH ADDITIONAL POSITIONS THAT WILL HELP SUPPORT TEACHING AND LEARNING ACROSS THEIR CAMPUSES, AND WE ARE IN THE SEASON NOW IN WHICH WE ARE LAUNCHING OUR RECRUITMENT AND RETENTION EFFORTS BASED ON THE TRANSFORMATION COMPETENCIES AND PROVEN RESULTS.

SO ESSENTIALLY WITH THAT PARTICULAR STRATEGY, WE'LL BE LOOKING AT SOME FINANCIAL INCENTIVES. WE HAVE REBOOT OUR HIRING PRACTICES THAT WILL ENSURE THAT WE HAVE THE MOST EFFECTIVE AND DEDICATED STAFF ON EACH OF OUR TRANSFORMATION CAMPUSES.

ADDITIONALLY, AS WE MOVE FORWARD, WE WILL BE LOOKING TO UPGRADE PROFESSIONAL DEVELOPMENT AND COACHING SO THAT WE CAN ADVANCE EDUCATOR EFFECTIVENESS, WHICH ALIGNS GREATLY WITH THE IMPLEMENTATION OF OUR NEW EVALUATION SYSTEM.

AS WE MOVE INTO THIS SUMMER AND IN AUGUST, WE'LL BE LOOKING AT HOW WE CAN EXPAND LEARNING OPPORTUNITIES FOR OUR STUDENTS, OFFERING INCREASED AFTERSCHOOL OPPORTUNITIES, FIELD TRIPS, ADVANCED PLACEMENT CLASSES ARE JUST TO NAME A FEW, AND THEN THE LAST MAJOR INITIATIVE THAT WE'RE FOCUSED ON IN THIS PARTICULAR COMMITMENT IS BROADENING AND IMPROVING OUR ACCESS TO CHOICE OPTIONS FOR SPECIALTY PROGRAMS AND MAGNETS.

AND THAT'S ESSENTIALLY TWOFOLD.

A, LOOKING AT EXPANDING OUR MAGNET PROGRAMS IN OUR MAGNET DESERTS, BUT ALSO ENHANCING AND IMPROVING THOSE EXISTING MAGNETS AND MAKING SURE OUR FAMILIES HAVE EQUITABLE AND EFFICIENT ACCESS.

IF YOU LOOK AT THE BUDGET, SIMILAR TO THE SLIDE THAT YOU HEARD DR.

CRUZ COVER, THE FUNDING FOR THIS COMES OUT OF THREE BUCKETS AN ESSER BUCKET, A TITLE ONE BUCKET AND A GENERAL FUND BUCKET.

COMING OUT OF THE ESSER BUCKET, ESSENTIALLY, WE ARE TRYING TO MAKE THE USE OF ONE TIME FUNDING THERE AND WE'RE USING THAT FOR MARKETING STRATEGIES, MARKETING TO RECRUIT TALENT, BUT ALSO MARKETING TO INCREASE ENROLLMENT ON CAMPUSES.

AND WE'RE ALSO LOOKING AT DOING SOME MINOR FACILITY ENHANCEMENTS JUST TO MAKE CAMPUSES A

[00:50:05]

SO THAT COST COMES OUT TO ABOUT $1.8 MILLION.

AS WE LOOK AT EXPANDING AND IMPROVING OUR MAGNET PROGRAMS, WE'LL BE LEVERAGING SOME ONE TIME FUNDING THERE, THAT WILL SUPPORT US GETTING SOME ASSISTANCE AND LOOKING AT HOW WE CAN BE MORE STRATEGIC AS WE LOOK TO INCREASE MAGNETS AND IMPROVE MAGNETS ACROSS OUR DISTRICT. THE TOTAL INVESTMENT THERE, AGAIN, ALL, WHAT I BELIEVE TO BE GOOD ONE TIME USES OF DOLLARS, IS ABOUT $2 MILLION.

AS IT RELATES TO THE TRANSFORMATION WORK, YOU CAN SEE THAT THE WORK TO LAUNCH THE TRANSFORMATION OFFICE COMES TO ABOUT $450,000, THE WORK TO RECRUIT AND RETAIN STAFF, THIS IS MOSTLY STIPENDS ACROSS THE 24 CAMPUSES, TO RECRUIT PRINCIPALS, ASSISTANT PRINCIPALS, TEACHERS, COUNSELORS AND EVEN CLERKS AND CUSTODIANS WILL BE RECEIVING BECAUSE IT REQUIRES AN ENTIRE CAMPUS IN ORDER TO PROVIDE A QUALITY EDUCATION.

YOU CAN SEE THAT THAT COMES TO ABOUT $10.9 MILLION.

THE COACHING PD AND EXTRA DUTY STIPENDS IS ABOUT $2.1 MILLION, AND OUR AFTER SCHOOL PROGRAMS, FIELD TRIPS, WE WANT TO INVEST ABOUT $4.3 MILLION.

ALL OF THIS COMES FROM TITLE ONE MONEY.

AND IF YOU LOOK TO THE READ IN THAT COLUMN, YOU'LL SEE THAT CURRENTLY BEING SPENT IN ACHIEVE 180 ON SIMILAR TYPE INITIATIVES IS ABOUT $18 MILLION.

SO IN MANY WAYS, THE COST TO IMPLEMENT THIS STRATEGIC PLAN STRATEGY WILL BE COST NEUTRAL IN THAT TITLE ONE ARENA.

THE LAST AREA THAT YOU'LL SEE THAT WE ARE INVESTING DOLLARS IN IS PROVIDING ADDITIONAL POSITIONS TO OUR TRANSFORMATION SCHOOLS.

THAT COMES TO ABOUT $12.3 MILLION, BUT AS YOU CAN SEE, THERE'S ALSO A REDUCTION OR THERE'S ALSO A RECURRING COST THAT HAS BEEN COMING OUT OF OUR GENERAL FUND BALANCE THAT IS ABOUT $11.5 MILLION.

THAT'S FOR THE EXTRA POSITIONS THAT ARE CURRENTLY ON ACHIEVE 180 CAMPUSES.

SO AGAIN, IN MANY WAYS THAT ALSO OFFSETS THEIR--.

IT'S ALREADY AN EXPENSE WE'RE INVESTING IN.

YOU'LL SEE ABOUT $400,000 IN IMPROVING OUR MAGNETS, THAT'S ACTUALLY FOR EXPANSION AS WE LOOK NEXT YEAR TO BRING ON SEVEN MAGNETS IN MIDDLE AND HIGH SCHOOLS ACROSS THE DISTRICT.

THE TOTAL THERE IS ABOUT $1.2 MILLION.

THE TOTAL INVESTMENT IN THIS PARTICULAR COMMITMENT IS ABOUT $2.9 MILLION.

THE TIMELINE, AS YOU CAN SEE, THE LAUNCHING OF OUR TRANSFORMATION EFFORT THAT STARTED DURING THIS SCHOOL YEAR WILL CONTINUE TO COMMUNICATE AND ENGAGE, GET EVERYTHING OFF THE GROUND INTO EARLY NEXT SCHOOL YEAR.

THE RECRUITMENT AND STAFFING OF OUR SCHOOLS HAS ALREADY STARTED OFFERING THOSE FINANCIAL INCENTIVES AND MAKING SURE WE HAVE GOOD HIRING PRACTICES.

THAT IS AN ONGOING COMMITMENT OR ONGOING STRATEGY THAT HAS ALREADY STARTED AND WILL CONTINUE THROUGHOUT 26-27, THE LIFE OF THIS STRATEGIC PLAN.

AS IT RELATES TO THE STRATEGY AROUND COACHING AND PROFESSIONAL DEVELOPMENT, WE ARE PARTNERING WITH THE ACADEMY OF URBAN SCHOOL LEADERSHIP AND ENHANCING OUR OWN PROFESSIONAL DEVELOPMENT. I SEE THAT OCCURRING OVER THE FIRST COUPLE OF YEARS OF OUR TRANSFORMATION PROCESS, BUT WE WANT TO BUILD INTERNAL CAPACITY SO THAT WE'RE NOT DEPENDENT ON A THIRD PARTY TO DO THAT, AND SO THAT WILL START.

BUT AT SOME POINT AROUND YEAR TWO, WE WILL BE FLYING SOLO AND DOING THAT WORK ON OUR OWN.

AND THEN AS IT RELATES TO EXPANDED LEARNING OPPORTUNITIES, AGAIN, WHEN STUDENTS COME ON CAMPUS THIS AUGUST TO BEGIN THEIR SCHOOL YEAR, WE HOPE TO BE ABLE TO PUT IN FRONT OF FAMILIES A MENU OF DIFFERENT AFTERSCHOOL AND ENRICHMENT EXPERIENCES WE HOPE TO BE ABLE TO PROVIDE FOR OUR HIGH SCHOOL STUDENTS OPPORTUNITIES FOR ADVANCED PLACEMENT AND OTHER FIELD TRIPS AND LEARNING OPPORTUNITIES.

THIS STRATEGY WILL ALSO CONTINUE THROUGHOUT THE LIFE OF THIS STRATEGIC PLAN.

AS IT RELATES TO OUR MAGNET EXPANSION AND OUR IMPROVEMENT, WE HAVE ALREADY IDENTIFIED OUR FIRST-- OR WE'RE BEGINNING TO IDENTIFY OUR FIRST COHORT OF MAGNET SCHOOLS THAT WILL BE EXPANDED. THAT, AGAIN, HAS STARTED, BUT AS WE MOVE OVER THE NEXT YEAR AND A HALF OR A YEAR OR SO, WE WANT TO MAKE SURE WE ENGAGE STAKEHOLDERS SO THAT WE CAN GET ADDITIONAL INPUT. AND WE'LL ALSO CONTINUE OUR EVALUATION, REVIEW AND RESEARCH SO THAT WE CAN MAKE SURE MOVING FORWARD THAT WE LAUNCH A STRATEGY THAT WILL ENSURE THAT MAGNET PROGRAMS ARE

[00:55:06]

AS WE MOVE INTO OUR PRE-LAUNCH PHASE, WE'LL BE LOOKING TO REIMAGINE THE ROLE OF THE MAGNET COORDINATOR.

WE'LL BE ENSURING THAT AS WE LAUNCH OUR APPLICATION PROCESS NEXT YEAR, IT'S MORE ACCESSIBLE AND EFFICIENT FOR OUR FAMILIES, AND AT THAT TIME, AFTER WE'VE DONE THIS PERIOD OF EVALUATION, REVIEW AND RESEARCH, WE HOPE TO BE ABLE TO BRING BACK TO THIS BOARD AND OTHERS OUR FINDINGS AND SOCIALIZE RECOMMENDATIONS WITH SHAREHOLDERS FOR ADDITIONAL FEEDBACK TO POINT US IN THE RIGHT DIRECTION AS WE MOVE TO THE LAUNCH PHASE.

AND IN THAT PARTICULAR PHASE, AS YOU CAN SEE, WE HOPE TO START NEXT YEAR, ABOUT THIS TIME WHERE WE'RE LOOKING TO PRIORITIZE AND DETERMINE THE FEASIBILITY AND COST OF EXPANDING AND IMPROVING OUR MAGNETS, BUT WE'LL ALSO BE LAUNCHING OUR FIRST COHORT OF NEW MAGNETS IN THOSE MIDDLE AND HIGH SCHOOLS.

AND THEN LASTLY, AS YOU CAN SEE, TOWARDS THE END OF THE LIFESPAN OF OUR STRATEGIC PLAN WE'LL BE ACTING ON OUR RECOMMENDATIONS, BRINGING THINGS TO THIS BOARD FOR APPROVAL AROUND ADJUSTMENTS, EXPANSION AND IMPROVEMENT TO ENSURE THAT THE MAGNET PROGRAMS IN HISD ARE SUSTAINABLE, EQUITABLE AND STRATEGIC.

AND AS YOU CAN SEE, I PUT A BIG STAR AT THE BOTTOM OF THIS PARTICULAR SLIDE, ENSURING THAT BY THE TIME WE FINISH THE LIFE OF THIS STRATEGIC PLAN, THERE WILL BE AT LEAST 21 NEW MAGNET PROGRAMS IN MIDDLE AND HIGH SCHOOLS ACROSS THE DISTRICT.

AND THAT CONCLUDES MY PORTION OF THE PRESENTATION.

I'M EXCITED TO HAND IT OFF TO CHIEF BIRD.

AFTERNOON TRUSTEES. IT'S, AS YOU KNOW, OF COURSE, THE MOST IMPORTANT WORK WE DO HAPPENS IN OUR CLASSROOMS, AND NUMBER FOUR, HIGHLIGHTS FOUR AREAS IN WHICH WE'LL FOCUS ON IN THE COMING YEARS. SO FIRST, [INAUDIBLE] WE'VE TALKED ABOUT BEFORE--.

THANK YOU. SO WE'VE TALKED ABOUT BEFORE, WE HAVE A PLAN TO ADOPT A STANDARDS ALIGNED, RESEARCH BASED MATHEMATICS AND READING CURRICULUM IN GRADES K THROUGH 12.

WE'RE ALSO--. HAVE SPOKE A LITTLE BIT ABOUT THIS BEFORE, BUT WE'RE GOING TO GO IN MORE DETAIL TODAY ABOUT OUR FINE ARTS PROGRAMS AND ESTABLISHING AN BASELINE EXPECTATION AND MAINTAINING THAT OVER TIME.

WE'VE ACTUALLY ALREADY BEGUN THAT WORK WITH OUR ESSER DOLLARS.

WE HAVE INVESTED $27 MILLION THIS YEAR IN THINGS SUCH AS BAND UNIFORMS FOR ALL HIGH SCHOOL MARCHING BANDS, REPAIRING AND REPLACING INSTRUMENTS, REPAIRING THEATERS, AND PUTTING SOUND SYSTEMS AND LIGHTING SYSTEMS IN HIGH SCHOOL THEATERS, AS WELL AS DANCE STUDIO FLOORS, REPAIRING OR REPLACING THOSE.

SO THERE'S A LOT OF WORK THAT'S GONE INTO THE BASELINE THAT'S HAPPENING RIGHT NOW, AND THEN I'LL TALK A LITTLE BIT ABOUT HOW WE'LL CONTINUE THAT.

AND ALSO WE'RE GOING TO ENSURE THAT WE HAVE--.

THROUGH OUR BASELINE STAFFING MODEL, WE'LL ENSURE THAT EVERY STUDENT IN THE SCHOOL DISTRICT HAS ACCESS TO FINE ARTS PROGRAMING, NOT ONLY THROUGH THE BASELINE STAFFING, BUT ALSO THROUGH EXPANDED ARTS PARTNERSHIPS WITH COMMUNITY PARTNERS THAT WE HAVE RELATIONSHIPS WITH. WE'LL ALSO EXPAND COURSEWORK, ADVANCED COURSEWORK IN HISTORICALLY UNDERSERVED COMMUNITIES. SO WE HAVE A PLAN TO, PARTICULARLY WITH 19 HIGH SCHOOLS THAT HAVE NOT HAD OPPORTUNITIES TO HAVE ADVANCED PLACEMENT COURSEWORK AS WELL AS DUAL CREDIT, AND WE HAVE, AS DR.

CRUZ INDICATED EARLIER, PAYING FOR THINGS LIKE IB FEES, IB TEXTBOOKS.

THAT'S ALL IN THIS PLAN.

SO IT'S NOT ENOUGH THOUGH, JUST TO ESTABLISH THE EXPECTATION THAT SCHOOLS OFFER AP CLASSES, WE KNOW THAT WE NEED TO SUPPORT STUDENTS WHO HAVE NOT TYPICALLY HAD THOSE OFFERINGS BEFORE. SO WE HAVE BUILT SOME INFRASTRUCTURE INTO THE PLAN TO INCLUDE TUTORS FOR STUDENTS, CURRICULUM SUPPORT FOR TEACHERS AND ALSO TEACHER TRAINING SO THAT THEY ARE WELL EQUIPPED TO TEACH THE COURSES.

AND THEN FINALLY, FOR OUR YOUNGEST STUDENTS, WE KNOW THAT WE NEED TO EXPAND OVER THE NEXT FIVE YEARS PROGRAMING TO MEET THE DEMAND FOR PRE-K SEATS ACROSS THE CITY.

AND ALSO THROUGH THIS PROCESS WILL BE INCREASING THE NUMBER OF TEACHER ASSISTANTS TO MEET THE BOARD CONSTRAINT OF 11 TO 1.

WE HAVE ALREADY PURCHASED PRE-K CURRICULUM AND THAT IS IN SCHOOLS NOW, AND NOW THE FOCUS IS REALLY ON HELPING OUR TEACHERS IMPLEMENT THAT, GIVING THEM THE TRAINING THAT THEY NEED TO IMPLEMENT THAT. SO WE HAVE SOME SUPPORT PLANS BUILT IN TO THAT.

LET'S SEE. OKAY.

SO I WANT TO TALK ABOUT THE BUDGET A LITTLE BIT.

SO AS YOU CAN SEE, MOST OF THESE-- ALL OF THESE INITIATIVES, ACTUALLY, ARE PAID FOR THROUGH ESSER FUNDING, AND I WANT TO TALK ABOUT THEM EACH REALLY QUICKLY.

SO FOR HIGH QUALITY INSTRUCTIONAL MATERIALS FOR READING AND MATH, THIS YEAR THE TEA IS ACTUALLY PAYING FOR--.

THE FIRST YEAR THEY'RE PAYING FOR ALL THE PRINT MATERIALS FOR THE SCHOOLS THAT WILL IMPLEMENT THAT, AND THAT IS NOT A NEW EXPENSE, HOWEVER, BECAUSE NEXT YEAR WHEN WE PAY FOR IT OURSELVES, WE JUST USE OUR INSTRUCTIONAL ALLOTMENT.

SO IT'S NOT A NEW EXPENSE, IT'S A NORMAL EXPENSE THAT WE HAVE.

THE $7.3 MILLION THERE THAT YOU SEE USING ESSER FUNDING THAT'S GOING TO BE TO PAY FOR THINGS LIKE MANIPULATIVES, FOR CLASSROOMS, TEACHER TRAINING, AND AS WE'VE TALKED ABOUT

[01:00:03]

SO WE DON'T WANT TO ROLL THIS OUT TO ALL THE SCHOOLS AT ONE TIME.

WE WANT TO DO THIS IN A DELIBERATE WAY SO THAT TEACHERS HAVE THE SUPPORT THAT THEY NEED.

SO WE'LL BE PARTNERING WITH SOME ORGANIZATIONS TO DO SOME REALLY INTENSE TRAINING, AND LIKE DR. WATTS WAS MENTIONING EARLIER, WE ARE NOT GOING TO HAVE CONSULTANTS HERE FOREVER.

THEY'RE GOING TO BE HERE FOR A SHORT PERIOD OF TIME SO THAT WE CAN BUILD CAPACITY IN OUR OWN STAFF AND THEN WE'LL TAKE THAT WORK OVER.

IN TERMS OF THE ADVANCED COURSEWORK, THERE ARE--.

THESE FEES, $10.5 MILLION, IS REALLY LARGELY TRAINING AND THEN PURCHASING INSTRUCTIONAL MATERIALS FOR THESE CLASSES FOR SCHOOLS THAT HAVE NOT HAD THEM.

AND THEN THE PRE-K EXPANSION THIS YEAR WE WILL, THIS COMING YEAR WE WILL EXPAND 22 CLASSROOMS. SO THESE COSTS ARE THINGS LIKE FURNITURE FOR THOSE CLASSROOMS, TECHNOLOGY, INSTRUCTIONAL MATERIALS.

SO THOSE COSTS, AS WE EXPAND EACH YEAR, WE WILL HAVE TO PAY THOSE STARTUP COSTS, BUT THEN THERE ARE ALSO COSTS IN THERE FOR EXPANDING SUPPORT FOR THOSE PRE-K CLASSROOMS. BUT YOU'LL SEE THERE THAT THE GENERAL FUND IS NOT IMPACTED EXCEPT FOR THE NORMAL COST THAT WE ALREADY PAY IN THE PURCHASE OF INSTRUCTIONAL MATERIALS.

THAT WOULD NOT BE FOR NEXT YEAR, BUT CONTINUING FROM THE SUBSEQUENT YEARS.

SO IN TERMS OF THE TIMELINE, I WANT TO TALK ABOUT THE MATH AND READING CURRICULUM.

I WANT TO TALK ABOUT MATH FIRST.

SO THIS YEAR WE HAVE SPENT TIME CREATING A MATH INSTRUCTIONAL FRAMEWORK WITH STAKEHOLDERS FROM AROUND THE DISTRICT.

WE HAVE IDENTIFIED CAMPUSES FOR THE INITIAL IMPLEMENTATION, THOSE ARE THE TRANSFORMATION CAMPUSES, PLUS WE ALLOWED CAMPUSES TO OPT IN.

SO WE HAVE 46 CAMPUSES THAT HAVE CHOSEN FOR THE SCHOOL YEAR 22-23, ELEMENTARY AND MIDDLE SCHOOLS, TO OPT INTO ADOPTION OF EUREKA OR CARNEGIE, AND THEN OUR PLAN IS TO REALLY SPEND THAT YEAR SUPPORTING THOSE SCHOOLS, REALLY LEARNING FROM THE IMPLEMENTATION.

WE'LL HOLD FOCUS GROUPS WITH TEACHERS, PRINCIPALS AND SCHOOL SUPPORT OFFICERS TO MAKE SURE THAT WE ARE SUPPORTING THEM WELL AND HAVE AN OPPORTUNITY FOR SCHOOLS THAT ARE NOT IMPLEMENTING NEXT YEAR, GIVE THEM PLACES TO GO SEE THE WORK IN ACTION AND THEN IMPLEMENT IN 23-24.

AND SO THEN OVER THE NEXT SEVERAL YEARS WE WILL JUST HAVE ONGOING TRAINING, MONITORING AND REALLY REFINING OUR SUPPORT FOR CLASSROOM TEACHERS.

FOR READING, IT'S A SIMILAR PROCESS, BUT WE'RE GOING TO START EVEN SLOWER BECAUSE WE DON'T WANT ELEMENTARY SCHOOL TEACHERS TO HAVE TO LEARN NEW MATH CURRICULUM AND ALSO LEARN NEW READING CURRICULUM AT THE SAME TIME.

THAT'S THAT'S A BIG LOAD FOR AN ELEMENTARY SCHOOL TEACHER.

SO THERE ARE SIX CAMPUSES THAT WILL PILOT A CURRICULUM NEXT YEAR.

THOSE WERE SELF SELECTED CAMPUSES, AND THEN WE'LL DO ABOUT 40 CAMPUSES IN 23-24 AND THEN FULL IMPLEMENTATION, 24-25.

SO IT'S A YEAR BEHIND THE MATH ADOPTION AND THAT IS JUST SO MAKE SURE THAT WE ARE SUPPORTING TEACHERS IN A WAY THAT MAKES SENSE FOR THEIR WORKLOAD.

AND AGAIN, WE WILL HAVE ONGOING MONITORING AND REFINEMENT OF THOSE PROCESSES.

IN TERMS OF OUR NEXT COMMITMENT, WHICH RELATES TO STUDENTS WITH EXCEPTIONAL NEEDS, I WANT TO TALK BRIEFLY, THERE'S SOME OVERLAP IN COMMITMENT FOUR AND FIVE, BUT AS YOU KNOW, WE'VE HAD SOME NEED TO IMPROVE OUR INTERNAL AND EXTERNAL COMMUNICATION SYSTEM IN TERMS OF OUR STUDENTS WITH DISABILITIES OR EXCEPTIONAL NEEDS.

AND SO A LOT OF--.

BIG PART OF THIS PLAN IS REALLY TO IMPROVE OUR CUSTOMER SERVICE BOTH INTERNALLY TO OUR SCHOOLS, SO THAT OUR SPECIAL ED DEPARTMENT AND OUR MULTILINGUAL DEPARTMENT REALLY ARE SERVICE ORIENTED TO SCHOOLS AND ALSO TO OUR PARENTS.

OUR PARENTS HAVE SAID THAT THEY HAVE DIFFICULTY NAVIGATING THE SYSTEM, SO WE'RE PUTTING THINGS IN PLACE TO MAKE EASIER FOR THEM TO NAVIGATE THE SYSTEM AND GET ANSWERS TO QUESTIONS THAT THEY HAVE AND GET SERVICE THAT THEY NEED.

WE ALSO KNOW THAT WE WANT TO MAKE SURE THAT OUR STUDENTS THAT HAVE EXCEPTIONAL NEEDS HAVE EXPOSURE TO THE LEAST RESTRICTIVE ENVIRONMENT.

AND SO WE'RE GOING TO PUT SOME THINGS IN PLACE OVER THE NEXT SEVERAL YEARS TO MAKE SURE THAT STUDENTS ARE INCLUDED IN THE GENERAL ED ENVIRONMENT AS MUCH AS POSSIBLE AND REDUCE THE NUMBER OF SELF-CONTAINED CLASSROOMS. THAT'S TIED TO THE NEXT PART ABOUT THE HIGH QUALITY INSTRUCTIONAL MATERIALS, WHICH I JUST SPOKE ABOUT. SO WE WANT TO MAKE SURE ALL STUDENTS IN THE DISTRICT HAVE ACCESS TO GRADE LEVEL INSTRUCTION WITH APPROPRIATE SUPPORTS.

AND THEN FINALLY, WE HAVE SOME AUDIT FINDINGS THAT WE WILL RESPOND TO, AND WE ARE GOING TO MAKE SURE THAT WE ARE COMPLIANT BECAUSE THAT COMES FIRST AND THEN WE CAN IMPLEMENT THESE OTHER THINGS.

SO IN TERMS OF BUDGET, YOU'LL SEE A LOT OF FUNDS HERE ARE PAID FOR THROUGH ESSER.

THESE ARE INITIAL FUNDS TO GET THINGS STARTED, SUCH AS TRAINING AND DEVELOPMENT FOR TEACHERS, FOR CO-TEACHING, SPECIALIZED RESOURCES THAT WE NEED TO BUY FOR OUR SPECIAL

[01:05:03]

SO THIS IS REALLY ABOUT TRAINING OUR STAFF IN DIFFERENT WAYS TO MAKE SURE THAT STUDENTS ARE INCLUDED AS MUCH AS POSSIBLE.

AND THEN WE HAVE SOME COSTS BASED ON TEA AUDIT THAT WE NEED TO FIX, AND THEN STIPENDS FOR SPECIAL EDUCATION TEACHERS IS PAID FOR THROUGH ESSER.

THE OTHER FUNDS THERE, IT'S COMMUNICATION TOOLS.

SO THERE'S GOING TO BE A NEW, AS WE'VE TALKED ABOUT BEFORE, A NEW WEBSITE FOR PARENTS THAT MAKES IT MUCH EASIER FOR THEM TO ACCESS SERVICES AND GET ANSWERS TO QUESTIONS AS WELL AS SOME TRAINING FUNDS.

THOSE WILL WE'LL USE IDEA FUNDS, SO WE'RE JUST USING THE SAME FUNDS.

THE FUNDS THAT WE HAVE, WE'RE JUST REPURPOSING THEM, SO THAT'S NOT A NEW COST TO THE BUDGET. AND THEN IN TERMS OF A TIMELINE, RIGHT NOW, WE'RE DESIGNING THE PARENT PORTAL AND COMMUNICATION TOOLS AND WE ARE DEVELOPING THESE SERVICE DELIVERY MODELS.

WE'LL BEGIN TO IMPLEMENT AND LAUNCH PHASES OF CO-TEACHING IN THE NEXT SCHOOL YEAR, AND THAT WILL BE OVER THE NEXT SEVERAL YEARS.

SO THAT WE, AGAIN JUST LIKE THE IMPLEMENTATION OF HIGH QUALITY INSTRUCTIONAL MATERIALS, WE WANT TO DO THIS IN A WAY THAT SCHOOLS CAN DIGEST IT AND IMPLEMENT IT EFFECTIVELY.

SO WE NEED TO DO IT IN A NOT FULL SCALE ALL AT ONE TIME.

WE NEED TO DO IT IN PHASES SO THAT IT MAKES SENSE FOR TEACHERS AND FOR SCHOOL PERSONNEL.

AND I THINK THAT IS MY LAST SLIDE.

SO I WILL PASS IT TO JEREMY GRANT-SKINNER FOR TOM.

THANK YOU. GOOD AFTERNOON.

FOR OUR WORLD CLASS TALENT COMMITMENT, THIS STRATEGIC PLAN INCLUDES THREE MAJOR INITIATIVES AND THREE STRATEGY COMPONENTS WITHIN EACH OF THESE THREE INITIATIVES.

HERE YOU CAN SEE AGAIN EACH OF THOSE NINE COMBINED WORLD CLASS TALENT STRATEGY COMPONENTS FOR WHICH I'LL DISCUSS [INAUDIBLE] BUDGET IMPLICATIONS AND IMPLEMENTATION TIMELINES TODAY. THE FIRST MAJOR INITIATIVE, AGAIN, IS COMPENSATION AND CULTURE.

OUR VISION IS THAT HISD BECOMES A DESTINATION FOR WORLD CLASS TALENT BECAUSE OF COMPETITIVE SALARIES, WAGES, BENEFITS AND A MOTIVATING CULTURE.

NEXT IS RECRUITMENT AND HIRING.

CRITICAL STAFFING SHORTAGES LOCALLY, REGIONALLY AND NATIONALLY CALL FOR US TO UPGRADE EXISTING RECRUITMENT EFFORTS TO ATTRACT NEW CANDIDATES AND TO STREAMLINE HIRING SO THAT HISD DRAWS IN THE VERY BEST TALENT TO SERVE OUR STUDENTS.

THE THIRD MAJOR INITIATIVE IS GROWING TALENT TO MEET THE GROWING NEED FOR TEACHERS AND LEADERS, WE WILL EXPLORE NEW WAYS TO PREPARE OUR PEOPLE TO FILL CRITICAL ROLES AND EXPAND THE IMPACT OF EFFECTIVE TEACHERS AND LEADERS.

AS WE SHARED IN THE MARCH 10TH BUDGET WORKSHOP, THE ONE NEW GENERAL FUND INVESTMENT ALIGNED TO THIS COMMITMENT IS THE COST OF THE THREE YEAR COMPENSATION PLAN.

THE YEAR ONE COST IS AGAIN $82.7 MILLION, THIS PUTS US ON THE RIGHT PATH.

THROUGH FULL IMPLEMENTATION OF THE THREE YEAR COMPENSATION PLAN, WE WILL MOVE TEACHERS, PRINCIPALS, ASSISTANT PRINCIPALS TO THE TOP OF THE REGION INSTEAD OF THE BOTTOM OF THE REGION. WE WILL MAINTAIN A REGION LEADING MINIMUM WAGE.

WE WILL SIGNIFICANTLY IMPROVE WAGES FOR TEACHING ASSISTANTS, EMPLOYEES AND OTHER CATEGORIES WHO HAVE NOT RECEIVED A RAISE IN FIVE, SIX OR SEVEN YEARS ARE INCLUDED, AND EMPLOYEES IN EVERY JOB TITLE WILL RECEIVE A SALARY OR WAGE INCREASE EACH YEAR FOR EACH OF THE NEXT THREE YEARS.

OTHER THAN THAT YEAR ONE GENERAL FUND INVESTMENT IN THE COMPENSATION PLAN, THE WORLD CLASS TALENT COMMITMENT WILL BE SUPPORTED THROUGH TEMPORARY SUPPLEMENTS TO OUR GENERAL FUND INVESTMENTS, ALL USING FUNDS PROVIDED FOR THESE PURPOSES THROUGH THE FEDERAL ESSER GRANTS. THAT'S TO SAY WE'RE LEVERAGING ESSER FUNDS TO STABILIZE AND GROW OUR WORKFORCE WITH A PARTICULAR FOCUS ON TEACHERS.

THESE ESSER FUNDS ALSO SERVE AS A BRIDGE TO THE FUTURE STATE TO WHICH OUR THREE YEAR COMPENSATION PLAN LEADS, AND THAT IS 2024, BY WHEN OUR SALARIES AND WAGES ALONE WILL BE MUCH MORE COMPETITIVE WITH OTHER DISTRICTS IN THE REGION.

HERE YOU CAN SEE THE ESSER INVESTMENTS FOR NEXT YEAR.

SUPPORTING THE COMPENSATION AND CULTURE INITIATIVE, WE WILL USE $18.2 MILLION OF ESSER FUNDS NEXT YEAR FOR THE FIRST PAYMENTS OF THE COMMIT HISD TEACHER RETENTION INCENTIVE, WHICH WILL BE AVAILABLE TO EVERY CURRENT TEACHER THIS SPRING.

WE'VE ALSO ALLOCATED ABOUT A HALF A MILLION DOLLARS FOR EMPLOYEE CULTURE INITIATIVES.

THE NEXT SIX ROWS HERE SUPPORT THE RECRUITMENT AND HIRING INITIATIVE.

ESSER COSTS FOR THE CRITICAL SHORTAGE STIPENDS AND NEW TEACHER SIGNING INCENTIVES THAT WE PREVIOUSLY PRESENTED TO YOU ARE LISTED HERE.

THAT'S $15.6 MILLION AND $7.5 MILLION RESPECTIVELY.

[01:10:02]

AND WE'LL IMPLEMENT AN EARLY NOTIFICATION INCENTIVE FOR TEACHERS AND SCHOOL LEADERS WHO ARE RESIGNING OR RETIRING FROM THE DISTRICT AGAIN USING ESSER FUNDS.

FINALLY, SUPPORTING THE GROWING TALENT INITIATIVE, WE WILL USE ESSER FUNDS TO SUPPORT AN EFFECTIVE LAUNCH OF T-TESS TO MAKE THAT HISD ACP COST-FREE AND TO SUPPORT IMPLEMENTATION OF OPPORTUNITY CULTURE.

NOW TO TALK ABOUT IMPLEMENTATION, THE NEXT THREE SLIDES SHOW TIMELINES FOR EACH OF THESE STRATEGY COMPONENTS.

FIRST, FOR COMPETITIVE BASE COMPENSATION DURING THIS CURRENT SCHOOL YEAR, WE'VE BEEN DOING AND COMPLETING ANALYZES AND PLANNING FOR THE THREE YEAR COMPENSATION PLAN, WHICH WILL BE IMPLEMENTED BEGINNING IN SCHOOL YEAR 2022-2023.

AND WE WILL ALSO, EVEN BEGINNING AS EARLY AS NEXT YEAR, HAVE ONGOING ASSESSMENT OF OUR COMPENSATION NEEDS AND APPROPRIATE COMPENSATION UPDATES.

FOR THE NEXT STRATEGY COMPONENT, RECOGNIZING GREATNESS, WE HAVE NAMED THAT WE WILL SPEND TIME OVER THE NEXT YEAR ENGAGING WITH STAKEHOLDERS AND PLANNING AND THEN APPLYING FOR THE TEACHER INCENTIVE ALLOTMENT SO THAT THAT PROGRAM COULD BE IMPLEMENTED BEGINNING IN THE 2023-2024 SCHOOL YEAR.

MEANWHILE, WE WILL, OVER THE COURSE OF THIS PLAN, EXPLORE AND IMPLEMENT FINANCIAL AND OR NON-FINANCIAL INCENTIVES FOR OTHER HIGH PERFORMING EMPLOYEES, KNOWING THAT THE TIA IS MOSTLY OR PRIMARILY FOCUSED ON TEACHERS.

FOR A GREAT PLACE TO WORK, WE'VE NAMED HERE THAT OVER THE COURSE OF TIME, BEGINNING NEXT SCHOOL YEAR, WE'LL INCLUDE NEW WAYS TO GATHER FEEDBACK AND HEAR VOICE FROM OUR EMPLOYEES.

WE WILL OFFER PEOPLE AND PROJECT MANAGEMENT PROFESSIONAL LEARNING FOR SUPERVISORS AND CONTINUE TO EXPAND WELL-BEING INITIATIVES FOR OUR EMPLOYEES.

WITH RESPECT TO EARLIER HIRING, WE STARTING THIS SPRING WILL HAVE A DECLARATION OF INTENT PROCESS FOR STAFF TO TELL US THEIR INTENTIONS FOR THE UPCOMING SCHOOL YEAR AND AGAIN, IMPLEMENTATION OF THAT EARLY NOTIFICATION INCENTIVE FOR TARGETED GROUPS OF EMPLOYEES.

WE WILL OVER THE NEXT THREE YEARS, IN EACH OF THE NEXT THREE YEARS, STARTING THIS SPRING, BE ADVANCING, MOVING UP OUR TIMELINES FOR INTERNAL TRANSFERS AND EXTERNAL HIRING AND TIED TO THAT OVER THE COURSE OF THE PLAN WE WILL CONTINUE TO FULLY ASSESS AND ADDRESS ANY BARRIERS AND LEVERAGE ANY OPPORTUNITIES TO CONTINUE TO MOVE THAT TIMELINE UP.

IT'S VERY IMPORTANT AND IT'S ALSO MULTIFACETED.

IT TIES TO THINGS LIKE THE BUDGET PROCESS, FOR EXAMPLE.

SO WE WANT TO BOTH TAKE SOME IMMEDIATE STEPS TO MOVE THAT EARLIER AND ASSESS HOW WE CAN DO THAT EVEN MORE SO OVER TIME.

WITH RESPECT TO RECRUITMENT, REALLY, WE'RE STARTING HERE CALLING OUT THIS COMMIT HISD TEACHER RETENTION PROGRAM THAT'S REALLY ABOUT PEOPLE WHO ARE ALREADY HERE.

BUT THE FIRST PART OF EFFECTIVE RECRUITMENT IS EFFECTIVE RETENTION.

SO WE CAN MINIMIZE THE NEED FOR EXTENSIVE RECRUITMENT.

AND WE ALSO, WITH RESPECT TO THIS, WILL AGAIN BE IMPLEMENTING THOSE NEW TEACHER SIGNING INCENTIVES. WE HAVE PLANS OVER THE COURSE OF THE STRATEGIC PLAN TO EXPAND THE RECRUITMENT ACTIVITIES AND ALSO TO MAINTAIN AND IN TARGETED WAYS GROW OUR PARTNERSHIPS WITH COLLEGES AND UNIVERSITIES AND ALTERNATIVE CERTIFICATION PROGRAMS. AND THE FINAL THING ON THIS SLIDE IS ABOUT STRATEGIC TALENT MANAGEMENT.

WE FROM A TALENT OFFICE PERSPECTIVE AND FROM A DISTRICT PERSPECTIVE AND THE WAY WE DO OUR WORK AROUND TALENT ARE SEEING IN THE STRATEGIC PLAN, OR SEE A NEED AND CALL OUT IN OUR STRATEGIC PLAN EFFORTS TO TRANSITION FROM SOMETHING THAT IS TECHNICAL TO MORE STRATEGIC WORK AROUND HOW WE HANDLE TALENT.

WE'RE ENGAGED RIGHT NOW WITH SOME OTHER HOUSTON DISTRICTS AND OUR REGIONAL ACADEMY FROM THE URBAN SCHOOLS HUMAN CAPITAL ACADEMY THAT'S INFORMING OUR WORK.

WE WILL BE WORKING TO ORGANIZE THE OFFICE OF TALENT THIS SPRING AND INTO NEXT YEAR TO ALIGN WITH THE STRATEGIC PLAN PRIORITIES AND CONTINUING, BASED ON THOSE PIECES OF WORK TO OVER TIME BECOME MORE AND MORE STRATEGIC WITH OUR WORK AROUND TALENT.

EDUCATOR EFFECTIVENESS.

WE'VE TALKED TO YOU ABOUT THE TEXAS TEACHER EVALUATION AND SUPPORT SYSTEM OR T-TESS.

[01:15:01]

NEXT YEAR, WE WILL BE IMPLEMENTING T-TESS AND HAVE ONGOING CALIBRATION AND WE ALSO AGAIN WILL BE SUPPORTING AN EFFECTIVE LAUNCH OF T-TESS BY SUPPLEMENTING THE PRINCIPAL CAPACITY WITH SOME MASTER APPRAISERS FUNDED TEMPORARILY BY ESSER.

FOR GROW YOUR OWN PROGRAMS WE'VE TALKED ABOUT EXPANDING THE HISD, ACP AS A COST FREE TEACHER PREPARATION PROGRAM.

WE'VE ALSO NAMED THAT OVER THE COURSE OF TIME, WE WANT TO REIMAGINE WHAT THAT LONGER PATHWAY LOOKS LIKE FOR OUR OWN HISD HIGH SCHOOL GRADUATES, WHAT THE PATHWAY LOOKS LIKE FOR THEM TO GO TO AND THROUGH COLLEGE AND INTO A TEACHING CAREER WITH HISD AND OVER THE PLAN WILL ON AN ONGOING BASIS ADDRESS THE NEEDS AND DEVELOP OTHER TARGETED GROW YOUR OWN PROGRAMS FOR STAFF IN DIFFERENT ROLES.

FINALLY, OPPORTUNITY CULTURE DISTRICT LEVEL DESIGN HAS BEEN IN PROCESS DURING THIS CURRENT SCHOOL YEAR, AND WE HAVE JUST LAUNCHED THE WORK WITH THE GROUP OF ABOUT 15 SCHOOLS. NOW WE'RE SCHEDULED TO IMPLEMENT OPPORTUNITY CULTURE BEGINNING IN THE FALL.

SO WE'VE JUST BEGUN THE ACTIVITY WITH THEM TO GO THROUGH A SCHOOL BASED DESIGN PROCESS TO CREATE THOSE MULTI CLASSROOM LEADER ROLES AND TEACHER RESIDENCIES THAT ARE PART OF OPPORTUNITY CULTURE.

AND THEN WE'LL CONTINUE TO EVOLVE THAT OPPORTUNITY CULTURE WORK OVER THE COURSE OF OUR PLAN. AND WITH THAT, I WILL HAND THIS BACK TO SUPERINTENDENT HOUSE.

THANK YOU, MR. GRANT-SKINNER AND I KNOW I'D LIKE FOR EVERYBODY TO JUST KIND OF TAKE A BREATH FOR A SECOND.

THERE WAS A LOT OF INFORMATION AT ONE ONE GIVEN TIME.

BUT WHAT I WOULD LIKE TO DO IS JUST TO TAKE A SECOND AND HIGHLIGHT A FEW EXTREMELY IMPORTANT TAKEAWAYS. NUMBER ONE, WE TALK SPECIFICALLY ABOUT THE TOTAL AMOUNT OF GENERAL FUNDS GOING DIRECTLY TO SCHOOLS WILL BE INCREASING BY OVER $30 MILLION DOLLARS IN 22, 23 . SCHOOLS WILL ALSO RECEIVE AN ADDITIONAL $13 MILLION DOLLARS IN DIRECT TITLE 1 FUNDING AS WELL. A CORE TENET OF OUR STRATEGIC PLAN IS EXPANDING UPON THE INCREDIBLE MAGNET PROGRAMING THAT HISD HAS A HISTORICALLY OR A MAJOR HISTORY BEHIND.

WE WANT TO CONTINUE THAT AND THAT INCREDIBLE MAGNET PROGRAMMING.

AND WE HAVE IN THIS PLAN THE OPPORTUNITY TO DO SO.

SO TO THAT END, WE'RE INVESTING AN ADDITIONAL 600,000 TO EXPAND OUR MAGNET OFFERINGS.

NOW, FINALLY, THE TOTAL NET COST OF THE IMPLEMENTATION OF THE STRATEGIC PLAN NEXT YEAR IS 255 MILLION.

THE LION'S SHARE OF THE COST IS ABOUT 82 MILLION.

AND I THINK WE ALL KNOW WHAT THAT IS, AND THAT'S THE STAFFING PORTION OF THIS COMPENSATION PACKAGE THAT WE'VE DISCUSSED.

FOR THIS COMING SCHOOL YEAR WE'VE GOING TO RELY ON NEARLY 84 MILLION IN GENERAL FUNDS, ABOUT 121 MILLION IN DIRECT ESSER FUNDS, AND ABOUT 50 MILLION FROM ESSER INDIRECT COSTS TO IMPLEMENT THE STRATEGIC PLAN.

NEXT SLIDE, PLEASE. NOW I'LL ASK AT THIS TIME JIM GRADY TO COME ON UP AND JOIN US AS WELL FROM A&M TO PLEASE SHARE SOME SPECIFICS.

I'LL ALSO ASK TIM FROM OUR FINANCE DEPARTMENT TO COME UP RIGHT BEHIND JIM AS WELL.

THANK YOU, GUYS. AND ACTUALLY, TIM, YOU CAN SEE RIGHT HERE.

PERFECT. THANK YOU.

SUPERINTENDENT, CAN YOU HEAR ME? OKAY. GOOD AFTERNOON, TRUSTEES.

IT'S NICE TO BE HERE AGAIN. NICE TO SEE YOU AGAIN.

IT'S BEEN A COUPLE OF WEEKS.

I'M GOING TO COVER A FEW SLIDES ABOUT THE FINANCIAL LANDSCAPE.

AND REALLY THE CONTEXT OF THESE SLIDES ARE A LOT OF THE QUESTIONS THAT YOU'VE RAISED OVER SINCE WE LAST MET, REALLY DEALING WITH HISTORICAL FINANCIAL PERFORMANCE AND INCLUDING FUND BALANCE. SO WITH THAT, I'M GOING TO JUMP INTO THE NEXT SLIDE, SLIDE 44.

SOME OF YOU MAY RECOGNIZE THIS.

THERE WAS AN ABRIDGED VERSION OF THIS THE LAST TIME WE MET.

THIS HAS BEEN ROLLED OUT TO INCLUDE THE LAST TEN YEARS OF ACTUAL REVENUES AND EXPENDITURES AND INCLUDES PROJECTED REVENUES AND EXPENDITURES GOING FORWARD.

[01:20:06]

THE RED LINE IS EXPENDITURES.

SOLID LINE IS ACTUAL.

THE DOTTED LINES ARE OUR LATEST FORECAST.

SORRY. WE'LL GO BACK TO THAT SLIDE ONE MORE TIME.

SORRY, A COUPLE MORE.

JUST A COUPLE OF OTHER THINGS TO ORIENT YOU HERE.

REMEMBER, THIS DOES NOT INCLUDE RECAPTURE.

THIS WAS AN ATTEMPT TO, YOU KNOW, JUST SHOW THE INS AND OUTS, THE REVENUES AND EXPENSES OF THE DISTRICT WITHOUT THE RECAPTURE.

RECAPTURE, AS YOU KNOW, JUST KIND OF GOES IN AND GOES OUT.

THIS IS MORE OF JUST FOCUSED ON TRULY WHAT COMES IN AND WHAT GOES OUT.

ONE OTHER NOTE, JUST A REMINDER.

WE SPOKE ABOUT THIS THE LAST TIME.

GENERALLY, REVENUES HAVE EXCEEDED EXPENSES OVER THE LAST TEN YEARS.

IT REALLY GOT PRONOUNCED IN THE LAST FEW YEARS, IN 18 AND 19 WITH THE HURRICANE HARVEY FUNDS AND THEN 2019, 2020, 2021 WITH SOME OF THE COVID FUNDS COUPLED WITH COST CUTTING RELATED TO COVID AS WELL.

WE CAN MOVE TO THE NEXT SLIDE.

SPEAKING OF FUND BALANCE, THIS IS A LITTLE BIT OF A REFRESHER FROM WHEN WE LAST MET, THIS SLIDE. IT WOULD BE HELPFUL OR IT'S GOING TO BE HELPFUL IN TERMS OF THE CONTEXT FOR THE NEXT SLIDE. BUT JUST TO RECAP WHERE WE WERE AT.

WE STARTED THIS YEAR WITH JUST UNDER $1,000,000,000 OF FUND BALANCE, THE 997.

AGAIN, HOW IS THAT BROKEN UP IS SHOWN IN THE TABLE TO THE TO THE RIGHT; 466 IS MADE UP OF THE BOARD RESERVE. THAT'S THE THREE MONTH OF OPERATING RESERVES THAT YOU HAVE.

306 MILLION MADE UP OF THE NON SPENDABLE PORTIONS, WHICH IS MOSTLY COMMITTED AND IN ASSIGNED FUND BALANCES.

AND THEN WHAT YOU'RE LEFT WITH IS THE 224, WHICH IS THE AVAILABLE FUND BALANCE, AND THAT'S COMPRISED OF TWO COMPONENTS, ONE BEING UNASSIGNED FUND BALANCE COUPLED WITH THE INSTRUCTIONAL STABILIZATION FUND.

WITH THAT NOW, ONE OF THE QUESTIONS YOU ALL HAD WAS, YOU KNOW, A REQUEST OF THE FUND BALANCE OVER TIME.

AND HERE WE'VE SHOWN THE FUND BALANCE FOR THE LAST TEN YEARS OR I'M SORRY, EIGHT YEARS.

A COUPLE OF THINGS ABOUT JUST TO ORIENT YOU ABOUT THIS.

THIS THE, I GUESS WHITISH GRAY LINE IS WHERE THE DISTRICT FORECASTED THIS IS WHERE THE DISTRICT THOUGHT THEY WOULD END THE FUND BALANCE AT.

THE BLUE LINE REPRESENTING WHERE IT ACTUALLY ENDED UP.

AND BY AND LARGE, YOU KNOW, FOR THE FIRST SEVERAL YEARS HERE, SHOWN HERE THE DISTRICT SHOWS SOME CONSERVATISM.

YOU THEN SEE SOME ANOMALIES HAPPEN IN 18 AND 19 AND 2019 AND 2020 WHEN AS WE HAVE NOTED THERE ON THE RIGHT, WE'VE GOT UNEXPECTED HURRICANE HARVEY FUNDS CAME IN ABOUT 133 MILLION. AND THEN IN 19, 20, 2021, COST SAVINGS REFLECTED FROM THE PANDEMIC.

AND THEN FINALLY, THE LAST SLIDE, THERE'S A REQUEST OF SHOWING A COMPARISON FOR OF THE SPEND GOING BACK TO 2017.

AND SO WHAT WE'VE DONE HERE IS, IS BUILT A BRIDGE.

ALL THE WAY TO THE FAR LEFT STARTING, YOU'LL SEE FISCAL YEAR 2017, THE ONE [INAUDIBLE] THE 1860. THAT'S 1.8 BILLION.

THAT'S THE COST IN 2017, THE BLUE LINE ALL THE WAY TO THE RIGHT, THE FISCAL YEAR 2021 IS THE COST FROM LAST YEAR.

AND WHAT WE'VE DONE IS WE'VE CATEGORIZED WHAT DOES THAT SPEND LOOK LIKE? IT'S A TOTAL OF ABOUT $295 MILLION DOLLARS FROM 17 TO 2021.

AND ABOUT JUST OVER 90% OF THAT IS MADE UP OF THREE MAJOR CATEGORIES.

THE FIRST ONE BEING, AS YOU CAN SEE, 69 MILLION RELATED TO PAYROLL INCREASES.

ANOTHER $95 MILLION DOLLARS IN BENEFITS.

THIS IS THE DISTRICT'S PORTION OF COVERING THE GROUP AND HEALTH AND LIFE INSURANCE FOR ITS EMPLOYEES AND RETIREMENT BENEFITS.

THAT'S GONE UP SIGNIFICANTLY OVER THE LAST SEVERAL YEARS.

AND THEN FINALLY, YOU'VE GOT $105 MILLION DOLLARS IN RECAPTURE.

AND THEN JUST SOME CATS AND DOGS RELATED TO SUPPLIES AND SOME OTHER ITEMS. AND I THINK THAT CONCLUDES MY PORTION OF THIS PRESENTATION.

WITH THAT, I'LL HAND IT BACK OVER TO SUPERINTENDENT HOUSE.

THANK YOU.

THANK YOU.

MICROPHONE. FOR THE LAST PORTION OF TODAY'S WORKSHOP.

BEFORE WE DIVE INTO Q&A, I'D LIKE TO TAKE A LOOK AT BOTH THE SHORT TERM AND THE LONG TERM BUDGET PLANNING PROCESS, AS WELL AS TIMELINES.

NEXT SLIDE. AS I SHARE WITH YOU ALL, DURING THE THE LAST BOARD WORKSHOP, THE DISTRICT WILL COVER THE DEFICIT FOR 2022, 2023 USING A COMBINATION OF BOTH ESSER INDIRECT COSTS AND FUND BALANCE.

THIS IS NOT, OF COURSE, AS WE TALKED ABOUT, A SUSTAINABLE WAY TO REALLY MOVE FORWARD IN

[01:25:05]

CAN'T, WAIT.

ONE OF THOSE MEASURES, AS WE ALREADY KNOW, IS MAKING A $60 MILLION REDUCTION IN THE CENTRAL OFFICE EXPENDITURES FOR THE 22, 23 SCHOOL YEAR.

I'VE ALWAYS ALSO ASKED ALREADY FOR THE INDIVIDUALS THAT ARE IN FRONT OF YOU OUR EXECUTIVE STAFF TO IDENTIFY A 15% REDUCTION ACROSS THEIR SPECIFIC DEPARTMENTS BECAUSE THE IMPORTANT DECISIONS ON RIGHT SIZING THIS SCHOOL DISTRICT'S FINANCES MUST START, AGAIN, NOT DOWN THE ROAD, BUT THEY HAVE TO START NOW.

WE ARE TAKING AN APPROACH OF SHARED SACRIFICE TOWARDS THIS BUDGET, WHICH WILL REQUIRE ALL OF US TO MAKE SOME EXTREMELY IMPORTANT DECISIONS NECESSARY TO BEGIN THE RIGHT SIZING OF OUR SCHOOL SYSTEM.

NEXT SLIDE. SO HERE IS A PROPOSED TIMELINE FOR THE DISTRICT'S FISCAL TRANSFORMATION.

I KNOW WE'VE TALKED ABOUT TRANSFORMATION FROM A INSTRUCTIONAL AND STUDENT IMPROVEMENT STANDPOINT, BUT THIS IS WHAT WE'RE PROPOSING FOR OUR DISTRICT'S FISCAL TRANSFORMATION.

INCLUDED IN THIS TIMELINE IS A NEAR TERM COST TAKEOUT, A CENTRAL OFFICE REORGANIZATION, RATIONALIZE AND RIGHT SIZING OF THE SCHOOL SYSTEMS/ORGANIZATION AS A SYSTEM.

THESE ARE IMPORTANT PIECES THAT YOU'VE HEARD US TALK ABOUT IN TERMS OF TOUGH, DECISIONS.

NEXT SLIDE, PLEASE. NOW, WE'VE ALREADY ENACTED SOME OF THE KEY ACTIVITIES FOR ADDRESSING COSTS IN THE NEAR, THOSE INCLUDING OVERHAULING HOW WE BUDGET, ENACTING A CENTRAL OFFICE HIRING FREEZE AND REDUCING DEPARTMENTAL BUDGETS AS I TALKED ABOUT CENTRALLY.

HERE YOU CAN SEE SOME OF THE ADDITIONAL ACTIVITIES THAT WILL HELP YIELD SOME OF THE SHORT TERM SAVINGS AS WELL.

KEY OUTCOMES HERE WILL INCLUDE SHORT TERM SAVINGS IN THE FISCAL YEAR, IMPROVED FORECASTING GOING FORWARD AND REALIZING NEW SAVINGS OVER THE LONG TERM ALSO.

NEXT SLIDE. THANK YOU.

AS WE LOOK TO TO REORGANIZE THE CENTRAL OFFICE, WE'LL BE TAKING A COMPREHENSIVE LOOK AT DEPARTMENTAL BUDGETS.

AND WE'LL ALSO ANALYZE THE ORGANIZATION'S OVERALL HISDS OVERALL STRUCTURE AND HOW IT ALIGNS WITH OUR NEW STRATEGIC PLAN.

AND ALSO CONDUCT AN ONGOING BENCHMARKING ACTIVITY TO ANALYZE AND ENSURE CURRENT SAVINGS ARE BEING REALIZED AND NEW SAVINGS ARE BEING IDENTIFIED ON AN ONGOING BASIS.

OUR GOAL HERE IS TO ESSENTIALLY CREATE AN ORGANIZATION THAT IS NIMBLE, MORE EFFICIENT AND MORE FINANCIALLY SUSTAINABLE OVER THE LONG TERM, IN THE YEARS TO COME.

NEXT SLIDE. SO AS WE MOVE FORWARD INTO TO 23, 24, WE WILL BEGIN TO ASSESS SCHOOL LEVEL ACADEMIC DATA TO COMPARE CURRENT AND HISTORIC PERFORMANCE ACROSS ALL OF OUR SCHOOLS, CONDUCT AS WELL EVALUATIVE FACILITY ASSESSMENTS AS WELL.

WE WILL EVALUATE OUR FACILITIES FOR THE HIGHEST AND BEST USE AND CONDUCT EXTENSIVE ENROLLMENT AND DEMOGRAPHIC ANALYSIS TO ENSURE ORGANIZATIONAL EFFICIENCY DISTRICT WIDE.

NOW THE DESIRED OUTCOME OF THIS PROCESS WILL BE TO, OF COURSE, TRANSFORM OUR SCHOOLS AND OUR DISTRICT INTO A MODERN ORGANIZATION THAT IS MORE RESPONSIVE TO STUDENT NEEDS.

AS WE'VE DONE SINCE MY FIRST DAY AS SUPERINTENDENT HERE IN HISD, WE WILL ENGAGE OUR COMMUNITY IN THIS PROCESS EVERY STEP OF THE WAY.

THEIR VOICE WILL CONTINUE TO BE IMPORTANT AS WE GUIDE OURSELVES AND OUR COMMUNITY INTO THIS WORK. AND AND WE WILL SEEK OUT THAT FEEDBACK ON AN ONGOING BASIS FROM COMMUNITY TO COMMUNITY, FROM EVERY SIDE OF THE CITY THAT WE CAN.

NEXT SLIDE. SO WITH THAT, I'D LIKE TO KICK IT BACK OVER TO PRESIDENT CRUZ TO REALLY DIVE INTO OUR Q&A.

I HOPE THIS PROVIDED SOME INSIGHT AND REFERENCE TO KIND OF WHERE WE ARE AND WHERE WE'RE GOING. LOOKING FORWARD TO PROVIDING ADDITIONAL INSIGHT DURING THIS TIME PERIOD.

[01:30:03]

PRESIDENT CRUZ, REAL QUICK, I DID WANT LAST SLIDE I DID WANT TO JUST PROVIDE SOME INSIGHT IF YOU GUYS WOULD FLIP TO THE NEXT SLIDE.

I WANTED TO ENSURE THAT WE KNEW I THINK EVERYBODY KNOWS THE DATES OF THE NEXT WORKSHOPS WE'RE GOING TO BE PREPARING AS WE GUIDE, GATHER MORE FEEDBACK AFTER TODAY, OF COURSE, MARCH 31ST, RIGHT AROUND THE CORNER.

THE FOCUS IS GOING TO BE, OF COURSE, STAFFING, BUDGETING, MODELING AND ANY OTHER TOPICS REQUESTED FROM THE DAIS AS WELL.

SO WE'RE LOOKING FORWARD TO PROVIDING THAT INSIGHT.

SORRY. THANK YOU.

TRUSTEES, PLEASE INDICATE YOUR INTEREST IN THE QUEUE.

WE'LL DO TWO ROUNDS.

I'M GUESSING WE'LL PROBABLY WANT MORE ROUNDS.

SO Y'ALL KNOW THE ROUTINE.

TRUSTEE GUIDRY. THANK YOU TRUSTEE CRUZ AND JUST WANT TO SAY TRUSTEES THANK YOU ALL FOR ALLOWING ME TO GO FIRST.

AS YOU ALL KNOW, I HAVE TO LEAVE EARLY TODAY.

STARTING ON 19 PAGE 19.

HERE IS MY CONCERN AND I DON'T KNOW WHO'S SECTION, BUT SUPERINTENDENT, I'LL JUST DIRECT IT TO YOU. OK.

YEP. HERE'S MY CONCERN. THESE CENTRALLY FUNDED MATERIALS AND SERVICES WHO DETERMINE WHICH SCHOOL RECEIVE THEM? IS THIS A SUBJECTIVE TEST OR IS THERE A METRIC? BECAUSE THIS IS MY CONCERN WITH RESPECT TO EQUITY.

I DON'T WANT A PERSON TO BE ABLE TO LOOK AT A CAMPUS AND SAY, OH, YOU'RE NOT DOING THAT WELL, YOU'RE NOT GOING TO GET THESE ADDITIONAL FUNDS.

MEANWHILE, YOU SCHOOL OVER HERE, YOU'RE DOING EXCELLENT.

AND SO WE'RE GOING TO GIVE YOU THOSE FUNDS.

BUT THAT'S THE SCHOOL THAT DON'T REALLY NEED THE FUNDS.

SO I NEED TO KNOW WHAT IS THE METRIC FOR DETERMINING THESE CENTRALLY FUNDED MATERIALS AND SERVICES? SURE. LIKE TO KICK IT OVER TO DR.

CRUZ TO TALK A LITTLE BIT ABOUT OUR OPPORTUNITIES AND RESOURCES AND HOW WE'VE COME TO THIS PARTICULAR POINT AND THE FORMULA THAT WE'VE DEVELOPED AROUND HOW THIS LOOKS.

SURE. THAT'S A GREAT QUESTION, TRUSTEE GUIDRY CERTAINLY ONE THAT WE KEPT IN MIND AS WE DESIGNED THIS. SO AGAIN, THE WEIGHTED FUNDING, THE DISCRETIONARY FUNDING IS BASED ON THE NEEDS OF STUDENTS WITH AGAIN ALL OF THE DIFFERENT CRITERIA ARE GOING TO GET [INAUDIBLE] MORE MEETING. WE'LL GO THROUGH THAT NEXT WEEK.

BUT FOR THE CENTRALLY FUNDED MATERIALS AND SERVICES, AS I INDICATED, WE'RE GOING TO BE TRANSPARENT WITH THE PUBLIC, WITH SCHOOLS, WITH SCHOOL LEADERS.

AND THERE'S CRITERIA THAT'S BEING DEVELOPED RIGHT NOW.

AND BY MID-NEXT MONTH, THERE'S GOING TO BE A GUIDEBOOK, A PUBLICLY AVAILABLE GUIDEBOOK THAT SAYS EXACTLY THE PARAMETERS.

IT'S NOT GOING TO BE SUBJECTIVE.

PEOPLE JUST SAYING YES, NO, THEY'RE ACTUALLY GOING TO BE FOR EXAMPLE, WHEN WE TALK ABOUT STIPENDS, WHO QUALIFIES FOR STIPENDS, WHAT'S THE CRITERIA, WHAT'S IT'S GOING TO BE DEPENDING ON THE SCHOOL SIZE, THE OFFERINGS, ETC..

SO THERE'S GOING TO BE AN ENTIRE GUIDEBOOK THAT SPELLS OUT STEP BY STEP, AN ITEM BY ITEM, WHAT WE MEAN WHEN WE SAY CENTRALLY FUNDED MATERIALS AND SERVICES.

ALL RIGHT, PERFECT. IN FACT, THAT WAS ONE OF MY OTHER QUESTIONS ON PAGE 21, WHO DETERMINED WHO WAS ELIGIBLE FOR THE STIPEND? SO IT'S GOING TO BE SOMETHING TO DETERMINE THAT? YES MA'AM. THAT WE CAN HOLD ON TO AND LOOK AT AND SAY, YOU FIT WITHIN THIS, YOU DON'T.

YES MA'AM. CORRECT. ALL RIGHT.

ON PAGE 20, THE BASELINE STAFFING ALLOCATED POSITIONS.

NOW, LET ME JUST ASK, WHAT IF A CAMPUS DOESN'T NEED AN ASSOCIATE NURSE? CAN THEY CHANGE THEM OUT AND GET TWO ADMINISTRATIVE ASSISTANTS INSTEAD? SO WITH THE BASELINE, WE REALLY HEARD FROM OUR COMMUNITY.

THERE ARE CERTAIN NEEDS THAT SHOULD BE ESSENTIAL IN EVERY SCHOOL.

SO THERE'S, NO SUBSTITUTION FOR SOME SPECIFIC BASELINE PIECES WHERE THAT SUBSTITUTION AND I SHOULDN'T EVEN CALL IT SUBSTITUTION, WHERE THAT FLEXIBILITY COMES IS REALLY BACK ON PAGE 19 WHERE WE JUST CAME FROM IS WHERE SCHOOLS WILL HAVE THE OPPORTUNITY TO UTILIZE, WHETHER IT BE TITLE ONE, WHETHER IT BE ESSER TO DO SOME THINGS ON TOP OF THE BASELINE.

SO THE BASELINE IS FORCED UPON THEM WHETHER THEY WANT IT OR NOT? AND IT'S PRECIPITATED BY A NEED IN OUR COMMUNITY, IN OUR SCHOOLS THAT EVERY STUDENT DESERVES CERTAIN THINGS.

I DIDN'T TRY TO MAKE THAT SEEM NEGATIVE.

I WAS.

ON PAGE 22.

SO THE ADDITIONAL DISCRETIONARY ESSER FUNDS, IS THAT ACROSS THE BOARD OR WILL THE CAMPUSES HAVE TO SUBMIT THAT APPROPRIATE PAPERWORK?

[01:35:03]

SO THERE ARE SOME SCHOOLS THAT MAY NOT RECEIVE THE NEXT TO LAST BULLET, THE TITLE 1.

BUT FOR THE MOST PART, AS YOU LOOK AT THIS PARTICULAR SLIDE, THIS PROVIDES FOR A LOT MORE FLEXIBILITY THAN MANY ONCE, THOUGHT.

THIS IS SOMETHING THAT WE'VE COME BACK AND MASSAGED, GOTTEN FEEDBACK, REALLY LOOKED AT.

AND THIS WILL PROVIDE QUITE A BIT OF FLEXIBILITY.

BUT WE DO ABOUT 80 SOME ODD PERCENT OF OUR SCHOOLS IN THE DISTRICT OUR KIDDOS DO QUALIFY FOR TITLE 1, BUT THERE WILL BE SOME THAT WON'T RECEIVE THAT NEXT TO LAST BULLET IN TERMS OF FUNDING AND SUPPORT.

OKAY. AND WITH RESPECT TO IT, I'M HOPING, DR.

WATTS, YOU MENTIONED THAT YOU WERE GOING TO WITHIN THE NEXT COUPLE OF MEETINGS, TELL US HOW YOU ALL DEVELOP THE MAGNET AND EXPANDING THE MAGNET PROGRAMS. IS THAT SOMETHING THAT WE'RE GOING TO SEE? YEAH, WE'LL GO AHEAD, DR.

WATTS. YOU MEAN IN TERMS OF WHICH ADDITIONAL SCHOOLS WILL BE GETTING THEM? YES. THAT IS CURRENTLY UNDERWAY AS WE SPEAK.

OKAY. ALL RIGHT.

SO YOU HAVE NOT MADE THAT DETERMINATION AS OF YET? NEXT SCHOOL YEAR TO BRING SOME OF THOSE MAGNET COORDINATORS IN PLAY, REALLY STUDY IT, SEE WHERE THE RESOURCES NEED TO BE.

SO IT'S NOT SOMETHING THAT WE PLAN ON DOING IN YEAR ONE.

YOU REALLY HAVE TO STUDY IT.

BUT WHAT WE KNOW IS THAT THERE'S A THREE YEAR SPAN.

I'M NOT TAKING YOUR TIME, THREE YEAR SPAN.

AND OVER THAT THREE YEARS, WE WANT TO ENSURE THAT THE DURATION OF OUR MIDDLE SCHOOLS AND HIGH SCHOOLS THAT DON'T HAVE A MAGNET ON CAMPUS, HAVE A MAGNET ON CAMPUS THAT MEETS THE NEEDS OF THAT PARTICULAR COMMUNITY TO ENSURE THAT KIDS ARE COMING BACK.

EXCELLENT. I THINK I CAN GET ONE LAST QUESTION IN ON PAGE 30.

I UNDERSTAND THAT UNDER NUMBER TWO, PURCHASING EQUIPMENT, MATERIALS AND SUPPLIES.

IS THERE ANYTHING TO PLACE LIGHTS ON OUR FOOTBALL FIELDS FOR THE FOOTBALL FIELDS THAT DON'T HAVE LIGHTS? WELL, WE'LL DEFINITELY TAKE A CLOSE LOOK AT THOSE PARTICULAR PIECES.

I DON'T KNOW RIGHT OFFHAND WHICH FIELDS THAT WE'RE TALKING ABOUT FOR PRACTICE.

OF COURSE, MOST OF OUR SCHOOLS PLAY AT OUR CENTRALIZED LOCATIONS IN TERMS OF THEIR GAMES.

BUT IF THEY'RE PRACTICING AFTER DARK, WE DEFINITELY WANT TO TAKE A CLOSE LOOK AT THAT AND CENTRALLY PROVIDE THAT KIND OF SUPPORT WHERE NEEDED.

THANK YOU. THANK YOU.

PRESIDENT CRUZ. THANK YOU, SUPERINTENDENT.

TRUSTEE SANTOS.

THANK YOU, PRESIDENT CRUZ.

SUPERINTENDENT HOUSE, CABINET FOR THE PRESENTATION.

SO ON PAGE 44, WHAT IS THE PROJECTED GAP BETWEEN REVENUES AND EXPENDITURES FOR THE REMAINING YEARS OF THE STRATEGIC PLAN 23, 24, 24, 25, ETC.? TIM AND JIM. IF YOU GUYS WOULD COME FORWARD, I'D APPRECIATE IT.

THAT'S EXCUSE ME, THAT'S PART OF THE LONGER TERM FORECASTING THE DEFICIT.

RIGHT NOW IT'S AT A DEFICIT, BUT IT UNTIL WE EXECUTE UPON THE VISION THAT THE SUPERINTENDENT LAID OUT IN TERMS OF LONGER TERM PLANNING, GETTING COMMUNITY INPUT, RATIONALIZING, RIGHT SIZING THE SCHOOL FOOTPRINTS, YOU KNOW THAT I CAN SHOW YOU A NUMBER.

IT'S A BIG NEGATIVE NUMBER, BUT IT'S NOT UNTIL THAT PLAN IS PUT TOGETHER.

OKAY. PAGE 30.

THIS SLIDE SHOW. THE SLIDE SHOWS AREAS TARGETED FOR COST SAVINGS.

BUT WHERE DOES INCREASING REVENUES FIT INTO THIS PICTURE ENROLLMENT, ATTENDANCE, ETC.? DID YOU SAY 30? PAGE 50.

50? AND WOULD YOU MIND ASKING YOUR QUESTION AGAIN? SO THIS SLIDE SHOWS AREAS TARGETED FOR COST SAVINGS, BUT WHERE DOES INCREASING REVENUES FIT INTO THIS PICTURE? JIM, YOU WANT TO SHARE SOME INSIGHT HERE? YEAH. AGAIN, I THINK THAT'S A PART OF THE LONGER TERM PLAN HERE IN TERMS OF WHAT HOW THAT'S GOING TO LOOK AND HOW THAT'S GOING TO BE ROLLED OUT.

SO THERE ISN'T A STRATEGY AROUND INCREASING FUNDING COMING INTO HISD LIKE? WELL, I DON'T THINK THAT'S TRUE.

I THINK IT'S SOMETHING TO BE DEVELOPED ALONG WITH THE OTHER LONGER TERM PIECES OF THE

[01:40:05]

AND THAT'S GOING TO TAKE, YOU KNOW, NEXT YEAR TO REALLY START PUTTING THE TEAM TOGETHER TO SPECIFICALLY FOCUS ON WHAT ARE THE LONG TERM STRATEGIES THAT'S GOING TO HAVE TO BE A, YOU KNOW, A SIX MONTH STRATEGY OF HOW WE REALLY DEVELOP SAVINGS, YOU KNOW, PUTTING A PROJECT MANAGER THAT WILL FOCUS ON EXACTLY WHAT THAT'S GOING TO LOOK LIKE.

AND THAT COULD INCLUDE SEVERAL DIFFERENT THINGS.

I THINK ONE OF THE THINGS THAT THE COMMUNITY HAS HARPED ON FOR QUITE SOME TIME, DOES THAT MEAN OUR SCHOOLS, DOES THAT MEAN EMPLOYEES? WE HAVE TO LOOK AT EVERYTHING IN ORDER TO DEVELOP WHAT THAT LOOKS LIKE.

BUT WE CAN'T DO THAT IN A VACUUM VERY QUICK.

WE HAVE TO STUDY IT.

WE HAVE TO COME UP WITH A PLAN.

SO STUDYING IT THE FIRST FIVE OR SIX MONTHS AND THEN STARTING TO DEVELOP THE PLAN THEREAFTER WILL BE EXTREMELY IMPORTANT.

SO CAN YOU GO? CAN YOU EXPLAIN WHAT IMPLEMENT REFINED SCHOOL RECONFIGURATION PLAN IS? SO THAT ESSENTIALLY MEANS WHERE IN THE SCHOOL DISTRICT DO WE NEED TO BE RIGHT SIZED? WHERE IS OUR ENROLLMENT EXTREMELY LOW? WHAT IS IT? IS IT COST EFFECTIVE FOR US TO DO X, Y, Z? SO THAT'S EXACTLY WHAT I JUST MENTIONED IS STUDYING WHERE ARE THE SAVINGS IN OUR SCHOOL DISTRICT AND PUTTING A PLAN BEHIND ENSURING THAT WE GET CLOSER TO A ZERO BALANCE BUDGET VERSUS WHAT WE'VE DONE OVER THE COURSE OF SEVERAL YEARS.

SO THAT'S, I GUESS, WHAT YOU MEAN BY CONSOLIDATION AND CLOSURES ON PAGE 53.

ADDITIONALLY, OH CAN YOU EXPLAIN WHAT GRADE LEVEL RECONFIGURATION IS? SO THERE'S A LOT OF DIFFERENT POSSIBILITIES IN TERMS OF WHAT WE COULD DO WITH SCHOOLS.

WE DON'T WANT TO SPECULATE BECAUSE WE DON'T HAVE A PLAN IN PLACE.

A PART OF WHAT WE DID.

AND ONE OF MY PREVIOUS SCHOOL DISTRICTS WHEN WE DID THIS IS WE DID HAVE SOME GRADE LEVEL CONFIGURATIONS. AND WE AND AGAIN, I WANT TO PREFERENCE THIS IS NOT A PART OF THE PLAN BECAUSE WE HAVEN'T STUDIED IT YET, BUT WE HAVE TO LOOK AT ALL THE DIFFERENT IDEAS.

WE WENT, YOU KNOW, PRE-K THROUGH SIX AND MADE SOME ADJUSTMENTS.

AGAIN, NOT SOMETHING THAT WE ARE PLANNING TO DO, BUT I THINK WE HAVE TO LOOK AT EVERYTHING AS A PART OF THAT STUDY OVER THE COURSE OF THE FIRST 5 OR 6 MONTHS.

YEAH BUT WHAT IS GRADE RECONFIGURATION? IS THAT LIKE PRE-K THROUGH SIXTH GRADE IN ONE ELEMENTARY SCHOOL? IT COULD BE. THAT WAS MY QUESTION.

YES, MA'AM. ALL RIGHT. AND SO THAT JUST BRINGS ME TO MY NEXT QUESTION.

SO THE DEMOGRAPHER HAS PROJECTIONS LOWER THAN CURRENT ENROLLMENT FOR MOST SCHOOLS.

MY FEAR AS A TRUSTEE, AS A COMMUNITY MEMBER, AND A FUTURE HISD PARENT IS THAT AUGUST COMES AROUND AND CLASS SIZES GROW.

THAT IS SUPER NOT OKAY WITH ME, AS A TEACHER IF I HAD 40 KIDS IN THE CLASS, WHICH AT ONE POINT I DID, WAS NEAR IMPOSSIBLE TO TEACH.

SO FIRST OF ALL, IS IT THE SAME DEMOGRAPHER THAT PROJECTED THAT OUR SCHOOLS LIKE MILBY, SAM HOUSTON, NORTHSIDE, THEY PROJECTED THESE SCHOOLS WOULD DECREASE IN ENROLLMENT? BUT NOW THOSE SCHOOLS ARE ALL OVER CAPACITY.

SO ARE WE USING THOSE SAME DEMOGRAPHERS? NO, WE ACTUALLY OUR DEMOGRAPHER IS NO LONGER WITH US THAT WAS WITH US.

SO WE'RE IN THE PROCESS.

WHO? DR.

BIRD, WILL YOU SHARE SOME ADDITIONAL INFORMATION HERE? WE DO HAVE A NEW IN-HOUSE DEMOGRAPHER, BUT WE ALSO WORK WITH PASA, WHO DOES THIS WORK AND PROVIDE LONGER TERM PROJECTIONS.

SO WE'LL BE WORKING WITH THEM FOR THE NEXT COUPLE OF YEARS.

THAT'S A MAJOR ORGANIZATION THAT DOES DEMOGRAPHIC STUDIES.

CAN YOU REPEAT THAT NAME AGAIN? PASA I DO NOT KNOW WHAT IT STANDS FOR, BUT I'LL FIND OUT AND TELL YOU IN JUST A SECOND.

OKAY. AND THEN YOU TALKED ABOUT OPPORTUNITY, CULTURE.

WHAT IS THE DOLLAR AMOUNT TO THAT AND WHAT ARE WE GIVING UP IN ORDER TO FUND THIS INITIATIVE? SO I DON'T KNOW THAT WE HAVE A SPECIFIC OUTLINED BUDGET FOR IT, BUT I WOULD LIKE FOR JEREMY TO TALK A LITTLE BIT ABOUT OPPORTUNITY CULTURE.

THIS IS KIND OF ONE OF THE HIGHLIGHTS.

IT WAS ACTUALLY A STORY ON THE NATIONAL NEWS LAST NIGHT ON CBS FROM MY PREVIOUS SCHOOL DISTRICT THAT I WAS REALLY EXTREMELY HAPPY TO SEE ON THE NATIONAL NEWS LAST NIGHT THAT TALKED ABOUT THIS WORK AND WHAT IT CAN DO TO HELP TRANSFORM THE NUMBER OF TEACHERS THAT COME INTO THE PROFESSION.

MR. GRANT-SKINNER. SURE.

[INAUDIBLE] WHAT I WOULD ADD IS OPPORTUNITY CULTURE IS BASED ON FIVE PRINCIPLES, AND ONE OF THOSE FIVE PRINCIPLES IS COST NEUTRALITY.

SO I MENTIONED THAT WHERE WE ARE IN THE IMPLEMENTATION TIMELINE NOW IS THAT WE HAVE JUST LAUNCHED THE SCHOOL DESIGN PROCESS WITH THE GROUP OF SCHOOLS THAT WILL BE A PART OF THE FIRST OPPORTUNITY CULTURE COHORT FOR NEXT YEAR.

AND THEIR FIRST SESSION INCLUDED TALKING ABOUT THOSE FIVE PRINCIPLES, INCLUDING COST

[01:45:01]

WHAT YOU SAW IN THIS PRESENTATION IS AN ESSER ALLOCATION IN THE UPCOMING SCHOOL YEAR OF $300,000 DOLLARS. THAT IS, TO SUPPORT THE FACILITATION OF THE WORK THAT THOSE SCHOOLS GO THROUGH. SO WE'RE FORTUNATE RIGHT NOW THAT WE ACTUALLY HAVE PHILANTHROPIC FUNDING THAT IS SUPPORTING THE DESIGN THAT THEY'RE GOING THROUGH FOR THIS YEAR.

BUT THE MONEY IS THERE FOR NEXT YEAR SO THAT ONCE THAT PHILANTHROPIC SUPPORT IS NO LONGER THERE, WE COULD ENGAGE IN THE CONTINUING EXPANSION BY HAVING A PARTNER SUPPORT THAT FACILITATION. THANK YOU.

I DIDN'T FINISH MY QUESTION.

NOT JUST THE FINANCIAL COST, BUT ALSO THE COST TO PEDAGOGY TO PERSONNEL.

WHAT I HAVE RESEARCHED ON WHAT OPPORTUNITY CULTURE IS, IS THAT YOU'VE ZEROED OUT PERIODS, STRIPPED THE TEACHER AWAY AND PUT THEM INTO LABS.

THEY'VE BECOME 45, 50 KIDS TO A CLASS.

IT HAS BEEN THE LIKE INCREASING CLASS SIZE NUMBERS AND LIMITING THE INTERACTION BETWEEN TEACHER AND STUDENT.

AND THAT'S WHAT I'VE READ ON OPPORTUNITY CULTURE.

SO I, THIS TRUSTEE WANTS TO KNOW THAT THAT'S NOT WHAT THE COST IS, NOT JUST THE DOLLAR AMOUNT, BUT ALSO WE'RE NOT GIVING UP THE EXPENSE OF EDUCATING OUR CHILDREN.

AND IT CAN LOOK DIFFERENT. LET ME ANSWER ONE OTHER QUESTION FOR YOU THAT WE WERE WAS IT PASA? I THINK PASA STANDS FOR POPULATION AND SURVEY ANALYTICS, IF I'M NOT MISTAKEN.

SO BUT TO GO INTO OPPORTUNITY CULTURE, IT LOOKS DIFFERENT FROM DISTRICT TO DISTRICT.

SO IT'S ABOUT DESIGN WORK.

IN CHARLOTTE, WHERE DR.

WATTS AND I WORKED, THE OPPORTUNITY CULTURE WORK LOOKED MUCH DIFFERENT THAN IT DID IN MY LAST SCHOOL DISTRICT. IT LOOKED MUCH DIFFERENT IN SOME OTHER SCHOOL DISTRICTS.

SO WE HAVE THE ABILITY IT'S NOT ONE SET PARTICULAR PROGRAM.

YOU DESIGN IT AROUND WHAT YOU WANT IT TO LOOK LIKE, BUT THERE ARE SOME TENETS THAT SHOULD BE FOCUSED ON. YOU MENTIONED HAVING A CLASS SIZE THAT'S A LITTLE BIT LARGER, BUT YOU DO ACTUALLY HAVE MORE ADULTS IN THAT CLASS AS WELL, ADULTS THAT ARE SOME OF YOUR MASTER TEACHERS THAT WILL BE FOCUSED ON THE WORK.

AND THEN ADULTS THAT ARE INDIVIDUALS THAT ARE BUILDING CAPACITY IN THEMSELVES BY THOSE MASTER TEACHERS AS WELL.

SO THEY'RE BENEFITING KIDS OR BENEFITING WHERE IT MIGHT HAVE BEEN 26 TO 1.

WHERE NOW YOU HAVE 2 TO 3 EDUCATORS WITH A LARGER CLASS THAT STUDENTS ARE BENEFITING FOR AT A HIGH LEVEL. BUT WE'RE GOING TO BE DOING THE DESIGN WORK AROUND SPECIFICALLY WHAT IT'S GOING TO LOOK LIKE OR WHAT WE WANT IT TO LOOK LIKE AT HISD MOVING FORWARD.

AND JUST TO HONOR OUR SPEAKERS COMMENTS ABOUT TRUST AND TRANSPARENCY MOVING FORWARD AND UNINTENDED CONSEQUENCES.

I MEAN, AS A TEN YEAR VETERAN ENGLISH TEACHER, HAVING ONE MASTER TEACHER AND STILL 40-50 ESSAYS TO GRADE AND NOT BEING ABLE TO CONFERENCE OR GIVE FEEDBACK TO MY STUDENTS, THAT'S WHERE THAT LEARNING OCCURS, RIGHT? WE SEE THAT GROWTH IN THAT COMMUNICATION BETWEEN TEACHER AND STUDENT.

IT DOESN'T MATTER IF I HAVE SOMEONE WHICH AT ONE POINT I HAD A CO TEACHER THAT WOULD ANSWER THE QUESTIONS ABOUT THE CONTENT BECAUSE THEY WEREN'T AN ENGLISH TEACHER.

THEY WERE EXCITED TO BE LEARNING ABOUT WHATEVER IT WAS THAT WAS GOING ON IN THE CLASS.

NOTHING CAN REPLACE THAT TEACHER.

SO IN THAT RELATIONSHIP WITH THE STUDENT TO BE ABLE TO HELP THEM GROW.

SO THANK YOU SO MUCH.

YES, MA'AM. TRUSTEE WADE.

THANK YOU, TRUSTEE CRUZ.

I'M GOING TO PIGGYBACK ON A QUESTION THAT WAS JUST ASKED ABOUT THE OPPORTUNITY CULTURE.

WHAT SCHOOLS ARE PARTICIPATING IN THE CURRENT PLAN OR HAVE AGREED TO? ARE THERE ALREADY? DR. WATTS YOU WANT TO SHARE OR JEREMY WANT TO SHARE A LITTLE BIT MORE INSIGHT HERE? I CAN GET YOU THE SPECIFIC NUMBER OF THE SPECIFIC NAMES OF THE SCHOOLS, BUT I WILL SAY THAT TEN OF THEM ARE TRANSFORMATION SCHOOLS, AND I BELIEVE WE HAVE ABOUT EIGHT OR NINE THAT ARE NOT. BUT I CAN GET YOU THE SPECIFIC LIST OF SCHOOLS.

THANK YOU. OKAY.

LET ME GO ONTO MY OTHER QUESTIONS.

I'M GOING TO START WITH PAGE 6.

AND SO I SEE THAT YOU SAID WE WILL HAVE AUTONOMY ON FUNDING TO DIFFERENTIATE THE SCHOOLS. AND AT THE BEGINNING I HEARD YOU SAY YOU WOULD USE ESSER DOLLARS STARTING FOR THE ADD ONS IF THE SCHOOLS WOULD LIKE.

CORRECT? CORRECT.

OK. AND SO THIS WILL BE ADDRESSED IN THE FUTURE WITHOUT THE ESSER FUNDS BY? OF COURSE, THAT'S WHAT WE'RE GOING TO BE BUILDING OVER THE COURSE OF THE NEXT YEAR,

[01:50:04]

SO IT'S NOT KNOWING EXACTLY WHAT IT IS NOW.

IT'S DEVELOPING A PLAN AND IT'LL TAKE SOME TIME TO DEVELOP HOW WE'RE EITHER GOING TO RIGHTSIZE THE DISTRICT OR CUT X, Y AND Z.

BUT THAT WILL TAKE A TIME PERIOD FOR US TO STUDY THAT WE'LL BE STARTING PROBABLY THIS SUMMER AND PUTTING TOGETHER A TEAM THAT WILL STUDY IT OVER THE COURSE OF THE NEXT FIVE, SIX MONTHS HAVE A PLAN IN PLACE.

SO IT'S NOT SOMETHING THAT WE HAVE IN PLACE, BUT IT'S SOMETHING THAT'S ONGOING THAT WE WILL HAVE IN PLACE. OKAY.

JUST WANT TO MAKE SURE THAT WHEN WE APPROVE A BUDGET THAT WE ARE AWARE OF THAT FACT THAT THAT COULD BE SOMETHING THAT'S JUST A TEMPORARY FIX OR IT IS A TEMPORARY FIX.

ALL RIGHT. I WANTED TO SEE ABOUT THIS PUBLIC PRIVATE PARTNERSHIP OPTIONS THAT YOU JUST TALKED ABOUT.

WHICH PAGE? WELL, LET ME FIND IT.

YOU TALKED ABOUT BUILDING TRUST ON 15, THAT WE MIGHT HAVE SOME PHILANTHROPY OR OUTSIDE OPPORTUNITIES TO HAVE INITIATIVES.

CAN WE BE GIVEN A LIST TO MAKE SURE THAT WE UNDERSTAND WHO Y'ALL ARE PROPOSING OR LOOKING INTO OR TALKING TO? WE'D BE GLAD TO SHARE.

IT'LL BE EVOLVING. I KNOW.

BUT AT LEAST AS WE START.

THANK YOU.

FORWARD, BUT WE'D BE GLAD TO PROVIDE INSIGHT AS TIME MOVES FORWARD AROUND THE HOOP.

OKAY. SO LET ME MOVE ON TO.

ALL RIGHT. I KNOW ONE OF THE QUESTIONS OR A COUPLE OF THE QUESTIONS THAT I'VE RECEIVED ABOUT MAINTENANCE IN SCHOOLS, THIS BEING A BIG ISSUE THAT RIGHT NOW MAINTENANCE IS NOT BEING TAKEN CARE OF IN THEIR SCHOOLS.

SO IN THIS PLAN, I KNOW YOU'VE TALKED ABOUT ESSER FUNDS, AGAIN, GOING INTO EQUIPMENT AND GYMS AND BUT IS THAT.

IF WE CAN'T GET THE MAINTENANCE DONE NOW UNDER THE CIRCUMSTANCES THAT WE'RE IN, HOW ARE WE GOING TO GO ABOUT THAT? I MEAN, HOW ARE WE GOING TO MAKE SURE THAT THAT'S TAKEN CARE OF OR THAT'S BEING TAKEN CARE OF TIMELY AND EFFECTIVELY AND EFFICIENTLY? IT'S A VERY IMPORTANT QUESTION.

AND DEFERRED MAINTENANCE IS PROBLEMATIC.

WE HAVE SEVERAL DIFFERENT SCHOOLS AND SEVERAL DIFFERENT DISTRICTS, QUITE FRANKLY, THAT ARE IN NEED OF MAJOR ATTENTION.

IT'S BEEN TEN YEARS SINCE WE'VE HAD A BOND ISSUE.

AND WHEN WE TALK ABOUT DEFERRED MAINTENANCE, THAT'S TYPICALLY A PIECE THAT YOU REALLY NEEDING TO LEAN ON AN EVENTUAL BOND.

AND WE KNOW THAT WITHIN THE NEXT TWO YEARS THAT THAT'S GOING TO HAVE TO BE A SERIOUS PIECE THAT WILL HELP US SIGNIFICANTLY MOVING FORWARD.

BUT RIGHT NOW, WE HAVE SCHOOLS FACING ISSUES WITH GYM FLOORS AND THINGS, AND THEY HAVE THE MONEY OR THEY BOUGHT THESE.

THEY HAVE THE EQUIPMENT.

THEY'RE JUST NOT GETTING THE ATTENTION TO ADDRESS IT.

AND SO I JUST WANT TO MAKE SURE THAT WE ARE CONSIDERING THESE THINGS ABOUT HOW WE'RE GOING TO IMPLEMENT.

I MEAN, ALL OF THIS SOUNDS GREAT.

I JUST WANT TO MAKE SURE THAT WE CAN ACTUALLY DO IT.

SO CONNECTED TO THIS PLAN, THOSE INITIATIVES AND WHETHER THEY'RE GOING TO HAVE SUPPORT FINANCIALLY FOR THE MAINTENANCE THINGS THAT NEED TO GO ALONG WITH THE EXPANSION OR BECAUSE WE TALKED ABOUT, YOU KNOW, DANCE FLOORS AND SOME OF THE THINGS.

RIGHT. BUT THAT IS INCLUDED IN WHAT WE'RE THINKING HERE.

OKAY. THANK YOU.

OH. I HAVE MORE QUESTIONS LATER.

OKAY. ALL RIGHT. TRUSTEE DEIGAARD.

THANK YOU. MY FIRST QUESTION IS, WHERE ARE THE TEACHERS IN THE STAFFING MODEL? WHERE ARE THE TEACHERS? IN THE STAFFING MODEL? MR. GRANT-SKINNER.

THANKS, TRUSTEE I THINK THE QUESTION IS COMING BECAUSE THE SLIDE THAT SHOWS THE BASELINE STAFFING MODEL DOESN'T LIST TEACHERS.

SO TEACHERS ARE IN THE BASELINE STAFFING MODEL.

I THINK THAT SLIDE WAS HIGHLIGHTING THE OTHER THINGS THAT WE WANTED TO MAKE SURE ARE THERE. BUT I MEAN, THERE ARE RATIOS FOR TEACHERS AT EVERY GRADE CONFIGURATION.

SO WHAT'S THE FORMULA FOR EVERYTHING ELSE? SO ALL I SEE IS THE BASELINE.

I MEAN, SO, WHAT'S THE FORMULA FOR SCHOOLS TO HAVE TEACHERS? YEAH, I'M SORRY.

IF YOU DON'T MIND. I MEAN, THAT'S THE MODEL, RIGHT? IT'S A STAFFING MODEL.

YOU'RE ALLOCATING STAFF BASED ON STUDENT NEED.

IT'S A.

STARTING STAFFING MODELS INDICATED NEXT TO WE'RE GOING TO GO BECAUSE IT DEPENDS ON THE GRADE LEVEL.

RIGHT. SO FOR EXAMPLE, ELEMENTARY IS DIFFERENT FROM K EIGHT IS DIFFERENT FROM EARLY CHILDHOOD CENTERS ARE DIFFERENT FROM HIGH SCHOOL.

BUT I'LL GIVE YOU AN EXAMPLE.

AT ELEMENTARY, THE RATIO, IF I'M NOT MISTAKEN, IS 22 TO 1 BECAUSE WE WANT TO MAKE SURE

[01:55:04]

THAT'S THE INTENTION IS TO ACTUALLY GIVE YOU ALL WHAT THAT BREAKDOWN IS, WHAT RESEARCH WAS USED BEHIND IT.

HOW DO WE KNOW THAT THAT'S THE RIGHT RATIO? THE FEEDBACK THAT WE GOT FROM PRINCIPALS, WE MADE ADJUSTMENTS TO THE RATIOS.

BUT THE IDEA IS RIGHT NOW WE HAVE SOME SCHOOLS THAT YOU WILL GO INTO, FOR EXAMPLE, AND THE RATIO OF STUDENTS TO TEACHERS IS 30 PLUS TO ONE.

AND YET THEY MAY HAVE IN SOME CASES, CLOSE TO 20 ADMINISTRATORS.

RIGHT. WE NEED TO MAKE SURE WE'RE RIGHTSIZING IT.

SO SOME SCHOOLS, FOR EXAMPLE, WILL GET MORE TEACHERS THAT CAN SERVE THE KIDS.

AND THAT'S, AGAIN, A STARTING POINT.

IF THE SCHOOL WANTS TO USE SOME OF THE FLEXIBLE FUNDING, IF THEY WANT TO USE ALL OF THOSE DIFFERENT FUNDING SOURCES TO HAVE MORE TEACHERS OR MORE ADMINISTRATORS OR MORE CLERICAL STAFF, THEY ARE WELCOME TO DO SO.

THAT'S THEIR PREROGATIVE.

BUT THIS IS A STARTING POINT FOR STAFFING.

SO THE ALLOCATION TO YOUR QUESTION, IT JUST DEPENDS ON ON THE GRADE LEVEL OF THE SCHOOL AND THEN THEY GET DIFFERENT RATIOS DEPENDING ON THAT.

OH, I WISH IT HAD BEEN IN HERE.

WHAT IS THE BASELINE STAFFING MODEL FOR SCHOOL SECURITY? SCHOOL SECURITY? SAFETY AND SECURITY, YES. GOT IT.

SO. BECAUSE THAT'S PART OF OUR THEORY OF ACTION.

DEFINES AND FUNDS ESSENTIAL POSITIONS OR FUNCTIONS THAT GUARANTEES A BASIC STANDARD OF STUDENT HEALTH, SAFETY AND WELL-BEING.

WHERE IS THAT IN THE FORMULA? CHIEF LOPEZ, IF YOU DON'T MIND, COMING UP AND SHARING SOME INSIGHT ABOUT HOW WE'RE STAFFED IN TERMS OF? NO. WHERE IN THIS NEW FORMULA IS THE SAFETY AND SECURITY STAFFING? CHIEF. I DON'T THINK THOSE NUMBERS HAVE BEEN ADDRESSED.

YEAH, BUT WE'RE NOT LOOKING TO DO ANYTHING DIFFERENT IN REFERENCE TO SAFETY AND OFFICERS ON OUR CAMPUSES OR PULLING AWAY OFFICERS.

BUT LIKE I'M TALKING THE OTHER ADULTS IN THE BUILDING, LIKE THESE APS AND WHATNOT THAT CURRENTLY EXIST THAT ARE SERVING A MONITORING FUNCTION OF STUDENT SAFETY AND SECURITY.

YEAH. SO WHAT'S THE PLAN? WHAT'S THE PLAN? WHAT'S THE PLAN LIKE, WHERE IS IT IN THIS THE PLAN IS TO ENSURE, WE DON'T FEEL LIKE BY A SCHOOL THAT MAY HAVE, YOU KNOW, 10, 12 OR AN EXCESS NUMBER OF ADMINISTRATORS, FROM A SAFETY STANDPOINT, THEIR FUNCTION IS NOT TO NECESSARILY KEEP, YOU KNOW, KEEP KIDS SAFE.

THAT'S A PART OF WHAT WE ALL WANT TO DO.

BUT WE HAVE SAFETY EXPERTS ON EACH ONE OF OUR CAMPUSES THAT ARE A PART OF THAT.

SO THE INSTRUCTIONAL COMPONENT IS REALLY A BIG PART OF WHAT OUR AP SHOULD BE FOCUSING ON AND NOT JUST MONITORING OR WHATNOT.

SO WHEN WE TALK ABOUT SAFETY, THAT'S SOMETHING THAT WE, YOU KNOW, IS WE WANT TO CONTINUE TO FOCUS ON. THERE IS AND MS. PAUL AND I HAVE TALKED ABOUT THIS CONSISTENTLY BECAUSE THERE ARE SOME COMPONENTS THAT WE NEED TO IMPROVE DISTRICT WIDE IN COMPARISON TO WHERE WE ARE THAT DOESN'T NECESSARILY INVOLVE ADULTS OR HUMANS.

IT'S OUR SINGLE POINT OF ENTRIES.

IT'S, YOU KNOW, DIFFERENT THINGS THAT WE HAVEN'T ADDRESSED OVER THE COURSE OF TIME AND SAFETY THAT AS WE MOVE CLOSER TO A BOND ISSUE IN EITHER 22 OR 23 THAT WE REALLY HAVE TO PAY CLOSE ATTENTION TO IN TERMS OF SAFETY OF OUR CAMPUSES AND STUDENTS.

THAT INCLUDES LIKE PASSING PERIODS? SURE.

GOOD ASSESSMENT TEAM.

SO YOU DO HAVE ADMINISTRATORS AT EVERY CAMPUS, REGARDLESS OF THE SIZE OF THE CAMPUS, THAT ARE SPECIFICALLY TRAINED IN RISK MANAGEMENT; THREAT ASSESSMENT.

SO THAT'S THE BEST ARE ANY OF THOSE GOING TO BE LOST IN THIS NEW PLAN? NO, MA'AM. THAT'S STATE LAW, THEY HAVE TO EACH CAMPUS, REGARDLESS OF THE SIZE OF THE CAMPUS, OR WHATEVER MODEL WE USE AT THESE CAMPUSES.

EACH CAMPUS ADMINISTRATOR HAS TO HAVE A THREAT ASSESSMENT TEAM THAT CONSISTS OF A CAMPUS ADMINISTRATOR, THE PRINCIPALS, THE ASSISTANT PRINCIPAL AND THE SEL TEAM, COUNSELORS, THAT THEY ALL ASSIGNED TO THAT THREAT ASSESSMENT TEAM.

THEY HAVE IT AT THE CAMPUS LEVEL, AND THEN THEY ALSO HAVE IT AT THE DISTRICT LEVEL.

AND RISK MANAGEMENT OVERSEES THAT ONE.

I'LL COME BACK TO THAT QUESTION.

BY DEFINITION, A WEIGHTED STUDENT FUNDING FORMULA IS ABOUT ALLOCATING DOLLARS ON A PER STUDENT BASIS, NOT ADULTS ON A PER STUDENT BASIS.

RIGHT. SO THIS IS WHAT YOU HAVE ROLLED OUT TO US IS ACTUALLY NOT ALIGNED WITH AA LOCAL THEORY OF ACTION DISTRICT POLICY THAT WAS PASSED IN THE FALL OF 2020.

SO, MADAM CHAIR, I WOULD LIKE, IF WE COULD HAVE A WORKSHOP TOPIC SPECIFICALLY ABOUT THAT, THAT IS FACILITATED BY A GOVERNANCE.

NOT ASKING FOR A COACH.

I WANT SOMEONE WHO IS A GOVERNANCE EXPERT, SOMEBODY FROM REGION 4 WHATEVER TO FACILITATE THAT CONVERSATION PLEASE.

RESEARCH AND NATIONAL TRENDS ACTUALLY SAY THAT A WEIGHTED STUDENT FUNDING FORMULA IS MORE

[02:00:03]

I WOULD LIKE TO SEE IF WE'RE GOING TO GO BACK TO WHERE THIS PULLED US AWAY FROM, I WOULD LIKE TO SEE SIMILAR RESEARCH AND PROCESS.

SO FAR, THIS IS WHAT I AS A TRUSTEE HAVE RECEIVED.

THIS IS THE BARE MINIMUM OF WHAT WE SHOULD DOING.

THIS IS PRESENTING RESEARCH FROM PEER DISTRICTS.

AND I DON'T UNDERSTAND WHY WE DON'T HAVE IT.

WE DEFINITELY.

WE ACTUALLY EVEN HAVE SOMEONE THAT PART OF THEIR DISSERTATION WAS FOCUSED ON THIS AS WELL. BUT WE'D BE GLAD TO PROVIDE ADDITIONAL.

ON THE COMMITTEE? WE'D BE GLAD TO PROVIDE ADDITIONAL INSIGHTS AROUND THIS.

THANK YOU. YOU'RE WELCOME.

TRUSTEE ALLEN.

THANK YOU. MY FIRST QUESTION EVOLVES FROM PAGE 5.

NO. PAGE 6, SCREEN PAGE SIX.

REGARDING THE COUNSELORS AND THE SOCIAL WORKERS.

THE WAY THAT THE COUNSELORS ARE USED AT THE HIGH SCHOOL CAMPUSES NOW.

SENATE BILL 179 AND I BELIEVE HOUSE BILL 18 ADDRESSES COUNSELORS.

WILL PRINCIPALS BE UPDATED ON THE NEW 8020 RULE FOR COUNSELORS DUTY? COUNSELING HAVING TO BE 80% TO HELP WITH SOCIAL AND EMOTIONAL NEEDS? ABSOLUTELY. AND 20% FOR NON COUNSELING DUTIES BECAUSE NOW THEY ARE USED AS GLORIFIED CLERKS FOR TEST COORDINATORS, CREDIT RECOVERY, GRADUATION CERTIFICATE SCHEDULING AND THEY ONLY GET PULLED OUT FOR SOCIO-EMOTIONAL IF THERE'S A SUICIDE THREAT OR AN EMERGENCY.

AND BECAUSE OF THE PANDEMIC, OUR STUDENTS ARE IN NEED OF SOCIO AND EMOTIONAL COUNSELING TO CURTAIL FRUSTRATIONS, AND ASSISTANT PRINCIPALS ARE NOT EQUIPPED TO DEAL WITH SEL MEASURES, NEEDS THAT HAVE ESCALATED TO TIER THREE OFFENSE WHEN A COUNSELOR COULD HAVE HELPED MANAGE THE DISCIPLINE AT A TIER ONE OFFENSE.

SO WHEN THEY TAKE THESE COUNSELORS AND SOCIAL WORKERS AND THESE ARE CENTRALLY ASSIGNED, WILL THEY BE ABLE TO DO THEIR DUTIES? THAT'S ABSOLUTELY THE PURPOSE AND EXPECTATION.

WE'VE HAD, OF COURSE, A MAJOR INCREASE AND THIS PLAN WILL ALLOW US TO CONTINUE TO DO THAT BECAUSE THERE IS A MAJOR NEED IN TERMS OF, YOU KNOW, SOCIAL EMOTIONAL WELL-BEING OF NOT ONLY STUDENTS, BUT ALSO ADULTS, QUITE FRANKLY.

SO THE PRINCIPALS WILL BE IN SERVICED ON THE NEW LAWS? YES, ABSOLUTELY. THAT'S ABSOLUTELY THE EXPECTATION.

SO WHO'S GOING TO TAKE THESE OTHER DUTIES ON THAT THE COUNCILORS WERE DOING? SO DR. WATTS, YOU WANT TO SHARE SOME ADDITIONAL INSIGHT HERE IN TERMS OF THIS ROLLOUT AND CAPACITY BUILDING AS WELL? TO MY KNOWLEDGE, PRINCIPALS HAVE BEEN TRAINED ON THE NEW ROLE OF THE COUNSELOR.

SOME OF IT IS A BIT OF A MIND SHIFT, RIGHT, BECAUSE WE ARE A DECENTRALIZED DISTRICT AND THEY'VE BEEN ALLOWED TO USE COUNSELORS AS THEY SEE FIT.

SO WE HAVE TO HOLD PEOPLE ACCOUNTABLE WHEN WE'RE SEEING THAT, TAKING ON SOME OF THOSE EXTRA DUTIES AT THE HIGH SCHOOL.

EACH HIGH SCHOOL HAS A TESTING COORDINATOR NOW, SO THAT DUTY SHOULD BE FULLY ON THAT PERSON'S PLATE. WHAT WERE SOME OF THE OTHER THINGS THAT YOU MENTIONED? CREDIT RECOVERY.

CREDIT RECOVERY IS NOT COVERED IN THE BASELINE STAFFING MODEL, BUT THAT'S ONE THAT WE COULD LOOK INTO.

THE GRADUATION CERTIFICATION SCHEDULING.

NOW, I SAW THIS THING ON PAGE NINE, I THINK IT WAS PAGE NINE.

IS THAT PERSON SUPPOSED TO TAKE ON THOSE DUTIES? WHAT'S PAGE NINE.

AND EXPANSION WITH.

HOLD ON. GO AHEAD SURE. I CIRCLED IT. COLLEGE AND CAREER ADVISERS ACROSS CAMPUS.

COLLEGE AND CAREER ADVISOR ADVISES STUDENTS DIRECTLY ON HOW TO APPLY AND THE PATHWAY TO COLLEGE.

NATIONAL TRENDS.

A COUNSELOR ROLE AS YOU KNOW, I THINK ONE OF THE BIG CHALLENGES THEY HAVE A LOT OF FUNCTIONS UNDERNEATH THEM AND THEY CAN PLAY SOCIO-EMOTIONAL, THEY CAN DO SCHEDULING, THEY CAN DO DISCIPLINE, THEY CAN DO COLLEGE ADVISING.

ALL RIGHT AND THAT'S PART OF THE CHALLENGE SO WHAT WE'RE DOING IS SIMILAR TO WHAT COMPARABLE DISTRICTS ARE NOW MOVING TOWARDS, WHICH IS TO MAKE SURE THE COUNSELOR SPENDS CONSISTENT WITH THE LAW A MAJORITY OF THEIR TIME ON THE SOCIAL, EMOTIONAL, MENTAL HEALTH ASPECT OF COUNSELING.

THEY'LL ALSO BE INVOLVED WITH SOME OF THE ACADEMIC COUNSELING, BUT IT'LL BE MORE LIMITED.

BUT THE COLLEGE AND CAREER ADVISORS AT THE HIGH SCHOOL LEVEL ARE FOCUSED ON THE POST-SECONDARY ASPIRATIONS, ALSO WITH HOUSE BILL FIVE IN MIDDLE SCHOOL, WHICH IS WHY THEY WERE ALLOCATED AT THE MIDDLE SCHOOL LEVEL, HELPING STUDENTS CREATE THOSE PERSONALIZED

[02:05:01]

SO THE SHIFT IN THE MINDSET FOR PRINCIPALS WHERE THE COUNSELOR IS DOING 80% OF THE SOCIAL AND EMOTIONAL. HAVE TO DO ADDITIONAL TRAINING AND THEN DO THE ACCOUNTABILITY PIECE AFTER THAT. THANK YOU.

MY SECOND QUESTION.

IT'S ON PAGE 17.

THAT'S RATHER SLIDE 17.

THOUGH I HAVE A CONCERN ABOUT THE SINGLE POINT OF ENTRY BECAUSE I WAS A PRINCIPAL AT A COMMUTER SCHOOL. THERE ARE SEVERAL NONE ZONED SCHOOLS IN HISD THAT DON'T LEND ITSELF TO A CENTRAL ENTRY POINT.

SO THAT WE DID HAVE TO HAVE EVEN AFTER I LEFT AND THE NEW PRINCIPAL SAID OK CENTRAL ENTRY. AND THEN SHE HAD TO GO BACK TO BECAUSE EVERYBODY WAS IN CARS.

THERE WAS NOT THAT THERE WERE YOU KNOW, WE HAVE CAMPUSES WHERE NO ONE IS ZONED TO THE SCHOOL. EVERYBODY COMES IN.

SO THAT MAY BE A CONSIDERATION FOR THAT SOMEBODY MAY WANT TO CONSIDER WHEN THEY SAY WE'RE TRYING TO GET TO ONE POINT OF ENTRY.

GOT IT. OKAY. TRUSTEE HERNANDEZ.

THANK YOU FOR THE PRESENTATION.

MY FIRST QUESTION IS IN 2018, WHEN THE FTE MODEL WAS ROLLED BACK, THE INTERIM SUPERINTENDENT, DR.

LATHAN, WAS QUOTED AS SAYING THAT THE DISTRICT NEEDS TO DO MORE OUTREACH AND STUDY ITS FUNDING MECHANISMS BEFORE CHANGING THE WAY SCHOOLS ARE ALLOTTED MONEY.

THE DISTRICT WILL CREATE A COMMITTEE IN THE COMING MONTHS TO STUDY RESOURCE ALLOCATIONS.

SINCE YOU'RE PROPOSING A SIMILAR FUNDING MODEL, EVEN THOUGH YOU WERE NOT HERE IN 2018, HAVE YOU SEEN A PRODUCT OF THIS COMMITTEE? ARE YOU AWARE OF IT? HAVE YOU ASKED WHAT HAPPENED TO THIS COMMITTEE? DO YOU HAVE ANY GENERAL UPDATES ON THE STUDY THAT WAS DONE IN HISD? I'M NOT SPECIFICALLY AWARE OF A PARTICULAR COMMITTEE THAT WAS WAS IN PLAY AND THE WORK THAT A COMMITTEE DID.

BUT I WOULD BE GLAD TO TAKE A LOOK AT ANYTHING THAT MIGHT BE OUT THERE.

THANK YOU. YES, MA'AM.

WHAT PERCENTAGE OF A SCHOOL'S TOTAL BUDGET WILL BE DISCRETIONARY? WHAT PERCENTAGE? I DON'T KNOW IF I HAVE A PARTICULAR PERCENTAGE, BUT WHAT SLIDE IS IT ON THAT SHOWS? I THINK IT'S 19 OR 20.

WE CAN GET YOU, THAT'S GOING TO LOOK DIFFERENT FROM SCHOOL TO SCHOOL.

SO I CAN'T GIVE YOU A SPECIFIC PERCENTAGE BECAUSE LIKE I MENTIONED EARLIER, THAT NEXT TO LAST SLIDE, ESPECIALLY FOR A TITLE SCHOOL COULD LOOK DIFFERENT IN TERMS OF FLEXIBILITY.

AND DEPENDING ON THE WEIGHTS ACROSS THE BOARD ON ALL OF THOSE BULLETS, IT CAN LOOK A LITTLE DIFFERENT. SO IT'S GOING TO VARY FROM SCHOOL TO SCHOOL.

I'M OKAY WITH GETTING THAT INFORMATION FOR EVERY SCHOOL.

OKAY. WHAT ARE YOUR THOUGHTS OR RESPONSE TO THE RESEARCH THAT SAYS THAT THE FTE MODEL IS NOT THE MOST EQUITABLE MODEL FOR SCHOOL DISTRICTS? SAY THAT ONE MORE TIME.

YOUR RESPONSE TO THE RESEARCH THAT SAYS THAT AN FTE FUNDING MODEL IS NOT THE MOST EQUITABLE. I THINK IT KIND OF GOES BACK TO THE EXPERIENCE OF SEVERAL DIFFERENT EDUCATORS THAT ARE IN PLAY RIGHT NOW IN THE SCHOOL SYSTEM.

WE'VE HAD THE OPPORTUNITY TO SEE SOME DIFFERENT THINGS IN OUR ADMINISTRATION.

AND I'M EXCITED ABOUT WHO'S AT THE TABLE TO KNOW WHAT SOME OF THOSE OPPORTUNITIES LOOK LIKE. SO WE ARE LOOKING CLOSELY AT SEVERAL OTHER ABOUT 27 OTHER SCHOOL DISTRICTS AND WHAT'S OCCURRED OVER THE COURSE OF TIME HISTORICALLY IN THOSE DISTRICTS.

AND WE FEEL STRONGLY ABOUT, AGAIN, MASSAGING, MAKING THE NECESSARY ADJUSTMENTS TO MAKE THIS HOPEFULLY THE PROPOSED MODEL THAT ALIGNS TO THIS BUDGET THAT THIS BOARD CAN EVENTUALLY APPROVE.

OKAY. YOU ALSO STATED THAT HISD WILL HAVE A HYBRID MODEL.

[02:10:02]

WHERE IS IT? SO THE REASON WE'RE CALLING IT HYBRID SIMPLY IS BECAUSE IT'S NOT GOING TO BE LEANING COMPLETELY ON THE PUA SIDE, IT'S NOT GOING TO BE LEANING COMPLETELY ON THE FTE SIDE. THERE IS OPPORTUNITIES FOR RESOURCES FROM A FLEXIBLE STANDPOINT THAT YOU WON'T FIND IN A TYPICAL MODEL.

SO THAT IS KIND OF THE WHAT WE SEE AS THE COMPROMISE TO HAVE SOME FLEXIBILITY.

AND WE FEEL LIKE THAT'S WHAT MAKES IT A HYBRID.

PRINCIPALS WILL STILL HAVE SOME MAJOR FLEXIBILITY TO DO SOME THINGS THAT THEY WOULD LIKE TO DO. OKAY.

YESTERDAY YOU SENT AN EMAIL SAYING THAT PRINCIPALS RECEIVED NEW SCHOOL LEVEL ALLOCATION SHEETS. CAN THOSE BE SHARED WITH THE BOARD? SURE. WE'D BE GLAD TO SHARE THEM WITH THE BOARD.

OKAY. MY NEXT QUESTION IS YOUR PRESENTATION STATES THAT PRINCIPALS WILL HAVE AUTONOMY.

HOW WILL THAT AUTONOMY CHANGE FROM THE AUTONOMY THAT PRINCIPALS HAVE THIS SCHOOL YEAR? SO, OF COURSE, RIGHT NOW, IT'S FROM SCHOOL TO SCHOOL IN TERMS OF EXACTLY WHETHER THEY WANT TO HIRE THINGS THAT ARE NOT INCLUDED IN OUR BASELINE STAFFING PLAN.

THE CHANGE IN FLEXIBILITY IS THAT WE KNOW THAT OUR COMMUNITY HAS TOLD US.

WE KNOW THAT THERE ARE ESSENTIAL THINGS THAT SHOULD BE IN EVERY SCHOOL TO ENSURE THAT THE NATURAL DEVELOPMENT AND PROGRESSION TOWARDS STUDENT OUTCOMES IS REALLY MET HEAD ON.

SO THOSE THINGS WILL BE MET IN A CENTRALIZED MANNER.

I THINK WHAT'S DIFFERENT IS THAT THERE WILL BE A FLEXIBLE OPPORTUNITY TO BUILD ON TOP OF THAT. BUT WHAT WE KNOW IS THAT IN THIS PROPOSED BUDGETARY PLAN IS THAT THERE WILL BE CERTAIN THINGS THAT SOME SCHOOLS MAY NOT HAVE SEEN AS A PRIORITY.

BUT WE KNOW THAT OUR A MAJOR PRIORITY THAT WILL BE ON EVERY CAMPUS.

AND THEN ON TOP OF THAT, THEY'LL BE ABLE TO BUILD ON DIFFERENT THINGS THAT THEY MAY WANT THAT CAN BE ADDED AT THOSE PARTICULAR SCHOOLS AS WELL.

ONE OF MY SCHOOLS HAD BEEN PROPOSED THAT THEY WOULD BE LOSING A TEACHER, BUT THEY WOULD BE ADDING A LIBRARIAN.

I KNOW THAT'S NOT THE INTENDED PURPOSE OF THIS MODEL.

SO IS THAT MODEL GOING TO CHANGE? SO, YES, ONE OF THE INTENDED PIECES OF THIS MODEL IS THAT EVERY SCHOOL WILL HAVE THE ABILITY TO BRING ON IN THE BASELINE STAFFING MODEL, EITHER A LIBRARIAN OR A MEDIA SPECIALIST. SO, YES, THAT IS THAT IS CORRECT.

SO MY CAMPUS IS LOSING A TEACHER, THOUGH, SO THAT WOULD MEAN THAT THEIR CLASS SIZES ARE BIGGER IN ORDER TO HAVE A LIBRARIAN.

I'D HAVE TO TAKE A LOOK AT THE SPECIFIC SCHOOL AND KIND OF THE PARTICULAR CLASSROOM OR GRADE LEVEL AT THAT SCHOOL.

WE'D ALSO HAVE TO TAKE A LOOK AT WHAT OTHER OPPORTUNITIES OF FUNDING FROM A FLEXIBLE STANDPOINT THAT SCHOOL MIGHT HAVE TO BE ABLE TO BUILD ON TOP OF WHAT'S ALREADY THERE IN THE STAFFING MODEL.

OKAY. ON SLIDE 30, IT SAID THAT THERE WAS GOING TO BE CENTRAL SUPPORT FOR PRE-K.

CAN YOU EXPAND ON WHAT THAT MEANS? CAN YOU SAY THAT ONE MORE TIME? ON SLIDE 30.

[INAUDIBLE] THAT THERE WILL BE CENTRAL SUPPORT FOR PRE-K.

GOT IT. CAN YOU EXPAND ON WHAT THAT MEANS? DR. BIRD, YOU WANT TO SHARE SOME INSIGHT AROUND THIS GROWTH.

SURE. YES, SO RIGHT NOW THERE ARE FOUR PEOPLE IN THE PRE-K TEAM CENTRALLY THAT ARE SUPPORTING ALL OF OUR PRE-K PROGRAMS. AS WE EXPAND PRE-K, WE WILL NEED TO ADD MORE PEOPLE TO THE OFFICE TO BE ABLE TO SUPPORT THE IMPLEMENTATION OF EXPANSION OF PRE-K.

SO THERE WILL BE TEACHER COACHES BECAUSE WE JUST PURCHASED CURRICULUM FOR EVERY PRE-K PROGRAM, BUT THERE ARE VERY FEW TEACHER COACHES WHO GO OUT AND HELP IMPLEMENT THAT WITH TEACHERS. SO IT'S LARGELY TEACHER DEVELOPMENT SPECIALISTS THAT WILL BE INCREASED.

OKAY. AND MY LAST QUESTION RIGHT NOW IS THE PRESENTATION STATED THAT THERE WILL BE ALLOCATIONS FOR SPECIALIZED PROGRAMS, INCLUDING MAGNETS.

IS MONTESSORI INCLUDED IN THAT?

[02:15:06]

DO YOU MEAN ON. YOU MEAN DISTRICT WIDE OR [INAUDIBLE] WILL MONTESSORI BE? YES. WILL MONTESSORI BE CENTRALLY FUNDED, LIKE IB AND MAGNET? I DON'T KNOW THAT WE'VE LOOKED AT MONTESSORI, BUT IT'S SOMETHING THAT WE CAN DEFINITELY TAKE A LOOK AT. THANK YOU.

YOU'RE WELCOME. SHOUT OUT TO TRUSTEE HERNANDEZ FOR BEING A TROUPER DESPITE BEING SICK.

TRUSTEE BAKER.

YES. THANK YOU ALL FOR YOUR TENACITY AND YOUR GREAT PRESENTATION TODAY.

MY FIRST QUESTION COMES FROM PAGE 52, SLIDE 52.

COULD YOU GIVE ME SOME EXAMPLES OF HOW YOU PLAN ON REORGANIZING CENTRAL OFFICE? SO I'VE TASKED EACH ONE OF THE CHIEFS THAT ARE IN FRONT OF YOU WITH ENSURING THAT THEY TAKE A CLOSE LOOK AT EACH ONE OF THEIR RESPECTIVE DEPARTMENTS TO, NUMBER ONE, COME BACK WITH THAT 15% THAT I'VE ASKED THEM FOR AND AT THE SAME TIME, WHEN THEY'RE DOING THAT, TAKING A CLOSE LOOK AT WHERE THERE MIGHT BE EFFICIENCIES TO REORGANIZE.

SO I'M PLACING THAT ON MY CHIEF'S SHOULDERS TO COME BACK AND SIT DOWN WITH ME TO TALK ABOUT WHAT THOSE RECOMMENDATIONS WILL LOOK LIKE EVENTUALLY.

SO THAT HASN'T BEEN DONE AS OF YET, BUT THE TASK HAS BEEN PUT IN FRONT OF THEM.

THANK YOU. MY SECOND QUESTION IS FROM SLIDE FIVE.

AND PIGGYBACKING ON MY COLLEAGUES, THE PRINCIPALS WILL MAINTAIN AUTONOMY OF THE USE OF THEIR DISCRETIONARY FUNDS.

MY QUESTION IS THAT, IS THIS SOMEHOW GIVING THEM BACK SOME OF THE CONTROL THAT WE TALKED ABOUT THAT WAS FROZEN ON A COUPLE OF WEEKS AGO AND A COUPLE OF MEETINGS AGO THAT COST? I THINK WE'RE TALKING ABOUT TWO DIFFERENT THINGS.

COULD YOU EXPLAIN? TWO DIFFERENT THINGS? OF COURSE, WHAT WE DID IN TERMS OF FREEZING FUNDS AS WELL AS A HIRING FREEZE WAS DONE FOR THE NEXT THREE MONTHS ESSENTIALLY FOR UNTIL THE END OF THE FISCAL YEAR.

WHAT WE TALK ABOUT AS FAR AS FLEXIBILITY BEYOND THE BASELINE STAFFING PLAN IS DIFFERENT.

THAT ESSENTIALLY MEANS THAT WE'RE GOING TO PROVIDE STAFFING CENTRALLY WITH CERTAIN POSITIONS THAT WE KNOW THAT ALL SCHOOLS NEED AND SHOULD HAVE.

AND THEN ON TOP OF THAT, THEY'LL RECEIVE SOME OF THE FLEXIBILITY OF BEING ABLE TO HIRE ON TOP OF THAT BASELINE STAFFING MODEL.

SO TWO DIFFERENT THINGS.

WE'RE GOING TO, YOU KNOW, FREEZE CERTAIN COMPONENTS OF SPENDING AND HIRING FOR THE LAST THREE MONTHS OF THE YEAR. BUT AS SCHOOL STARTS NEXT YEAR, COMPLETELY DIFFERENT STORY IN TERMS OF THE BASELINE MODEL, IF IMPLEMENTED AND BEING ABLE TO PROVIDE THESE KIND OF FLEXIBLE OPPORTUNITIES WITH DIFFERENT BUCKETS OF FUNDS FOR SCHOOLS TO BE ABLE TO HIRE AND CREATIVELY DO SOME THINGS THAT THEY'VE BEEN ABLE TO DO IN THE PAST.

SO EVEN WITH NEXT YEAR, WE'LL THAT GIVE THE PRINCIPALS SOME HOPE BACK THAT THEY'LL HAVE SOME CONTROL BACK OF THEIR CORRECT. THAT'S THE IDEA.

AND THAT'S THOSE ARE SOME OF THE ADJUSTMENTS THAT WE'VE GONE BACK TO MAKE IN THIS PLAN, WHICH IS THE REASON WHY WE'RE CALLING IT A HYBRID APPROACH AND MODEL.

AND IN ADDITION TO THAT, DR.

WATTS MENTIONED A COUPLE WEEKS AGO THAT ON A CASE BY CASE BASIS, YOU'RE STILL WILLING TO TALK TO THOSE PRINCIPALS THAT MAY NEED SOME HELP.

OKAY. MY NEXT QUESTION IS FROM SLIDE 53 WHAT MENTIONED SCHOOL CLOSURES AS A POSSIBILITY.

AS YOU KNOW, THAT IS A CONTENTIOUS TOPIC.

ABSOLUTELY. IN SOME GROUPS.

WHAT WILL BE YOUR OPTIONS BEFORE THAT, WILL YOU CONSIDER MARKETING DIFFERENT THINGS BEFORE YOU EVEN TALK ABOUT SCHOOL CLOSURES? I THINK. IT'S A VERY CONTENTIOUS TOPIC HERE.

IT'S BEEN, YOU KNOW, A POINT OF CONTENTION IN EVERY COMMUNITY.

I'VE BEEN ON THE I PROBABLY TALKED TO FOUR OR FIVE SUPERINTENDENTS THAT ARE GOING THROUGH IT RIGHT NOW. OAKLAND UNIFIED IS GOING THROUGH IT RIGHT NOW.

A FEW OTHERS OF SUPERINTENDENTS THAT I KNOW VERY WELL.

BUT, YOU KNOW, THAT'S NOT THE ONLY COMPONENT THAT A SCHOOL DISTRICT HAS TO LOOK AT.

WHAT WE'LL HAVE TO DO OVER THE COURSE OF FIVE OR SIX MONTHS IS STUDY WHAT'S GOING TO BE OUR GAP, WHAT DO WE NEED TO MAKE UP? AND THEN DEVELOPING THE PLAN AROUND RIGHT SIZING THE SCHOOL DISTRICT.

THAT COULD INCLUDE AGAIN GOING BACK TO THE REORGANIZATION.

THAT COULD INCLUDE SOME RIGHT SIZING THE DISTRICT IN TERMS OF CLOSURES THAT CAN INCLUDE, YOU KNOW, WHAT WE DO EVENTUALLY AND IN CONJUNCTION WITH THE BOND ISSUE AT SOME POINT IN THE FUTURE. SO IT'S NOT JUST ABOUT BECAUSE SCHOOL CLOSURES MAY NOT YIELD EVERYTHING THAT YOU NEED TO BE ABLE TO CLOSE THE GAP.

SO IN ON THAT SAME NOTE, HAVE YOU CONSIDERED BETTER MARKETING OF THE SCHOOLS?

[02:20:01]

THAT'S A PART OF WHAT WE'RE THINKING WITH THIS BASELINE STAFFING PLAN AND ENSURING THAT WE HAVE PROGRAMMATIC OPPORTUNITIES.

IT'S A PART OF WHAT WE'RE THINKING IN TERMS OF THE MAGNET GROWTH AND PROGRAMING AS WE MOVE FORWARD. ALL OF THOSE THINGS, PEOPLE HAVE TO KNOW WHAT WE'RE DOING.

SO THERE WILL HAVE TO BE, YOU KNOW, THE KIND OF COMMUNICATION AND MARKETING AROUND MANY OF THESE CHANGES AS WE MOVE FORWARD.

ALSO, I WAS GLAD TO HEAR THAT YOU SAID EVENTUALLY YOU WANT TO BALANCE THE BUDGET.

HOW SOON DO YOU PROJECT HAVING A BALANCED BUDGET? SO OUR HOPE IS, YOU KNOW, AS WE GET TO THE END OF THIS STRATEGIC PLAN, THIS FIVE YEAR CYCLE, THAT WE'LL BE AS CLOSE AS WE CAN GET TO GET THERE.

BUT IT'S GOING TO, AGAIN, TAKE US SOME TIME TO ENSURE THAT WE ARE ABLE TO STUDY IT BEFORE WE CAN GIVE AN ACCURATE ANSWER AROUND WHAT THAT LOOKS LIKE.

IT COULD BE FIVE YEARS, IT COULD BE SHORTER, IT COULD BE LONGER.

BUT WE'RE GOING TO HAVE TO STUDY THAT TO DETERMINE WHAT ACTIONS WE NEED TO TAKE AND WHERE WE NEED TO GO. BUT THE KEY IS, IS HAVING AN ACCEPTING ATTITUDE TO BE ABLE TO MAKE TOUGH DECISIONS. AND THAT IS SOMETHING THAT MY ADMINISTRATION IS DEFINITELY UP TO THE TASK IF ALLOWED. AND MY NEXT QUESTION IS, YOU MENTIONED SCHOOL STIPENDINGS ON PAGE 21.

IS THAT BASED ON THE SCHOOL SIZE? AND IF SO, HOW ARE YOU GOING TO ROLL THAT OUT? SO SCHOOL STIPENDS.

DR. CRUZ, DO YOU MIND SHARING SOME SPECIFIC INFORMATION AROUND? SURE. SO WE ARE WORKING WITH THE TALENT OFFICE AND DEVELOPING THAT CRITERIA.

RIGHT NOW, AGAIN, THERE IS A LOT OF INCONSISTENCY.

SO SOME SCHOOLS WILL GET A STIPEND, SOME WILL NOT.

IT JUST DEPENDS CAMPUS TO CAMPUS.

SO WE WANT TO MAKE SURE THERE'S AN EQUITABLE, FAIR APPROACH.

SO IN THAT MANUAL THAT WE WERE DEVELOPING, IT'S GOING TO LOOK AT CERTAINLY SIZE AS ONE FACTOR, BUT ALSO PROGRAMS. SO FOR EXAMPLE, IF YOU HAVE A UIL PROGRAM THAT REQUIRES SOME KIND OF COACH AND THAT THERE'S A STIPEND ASSOCIATED WITH THAT, WE WOULD SPELL THAT ALL OUT.

BUT IT WILL LOOK AT THINGS SUCH AS THE PROGRAMS OFFERED AT THE SCHOOLS, THE SIZE OF THE STUDENT POPULATION AND OTHER FACTORS.

AND IT'LL ALL BE LAID OUT AND MADE PUBLIC SO THAT WE'RE EQUITABLE AND TRANSPARENT IN HOW THAT'S DONE ACROSS THE BOARD.

THANK YOU. MY LAST QUESTION IS CONCERNING SECURITY ON PAGE SEVEN, AND IT WAS A QUESTION I ASKED A COUPLE WEEKS AGO.

AND YOU'RE NOT HERE, SIR, WITH THE BULLETPROOF WINDOWS.

I MEAN, WITH THE WINDOWS.

I WAS ASKING ABOUT THE WINDOWS.

ARE THEY DESIGNED FOR BULLETPROOF WINDOWS OR ARE THEY FOR STORM PROOF? NO, OUR BUILDINGS DO NOT HAVE BULLETPROOF WINDOWS.

OK I NEVER WAS ABLE TO GET THAT ANSWER BECAUSE THEY WERE OUT, REMEMBER, ABOUT A MONTH AGO. BUT NO, WE DON'T HAVE THERE'S A LOT OF DIFFERENT TECHNOLOGY.

I SERVED IN THE CO ROLE AND THIS WAS MY RESPONSIBILITY.

WANDA KNOWS A LOT ABOUT THIS WORK AS WELL.

MOST DISTRICTS ARE NOT REPLACING WINDOWS, PER SE.

THERE ARE NEW WINDOW COVERINGS IN THE FORM OF TINT, BUT IT'S ALL VERY EXPENSIVE.

OK. AND IF YOU'RE LOOKING AT SOMETHING LIKE THAT, IT WOULD REALLY NEED TO BE DONE IN CONJUNCTION EVENTUALLY WITH THE BOND.

SO WHAT KIND OF WINDOWS WHERE YOU'RE MENTIONING A FEW WEEKS BACK? WINDOWS, YEAH. THEY WERE OUT AT THE TIME.

YOU SAID YOU WERE GOING TO CALL THEM IN.

WE PASSED THAT QUESTION UP.

MAYBE YOU WERE TALKING ABOUT STORM PROOFING, BUT IT WAS ON ONE OF YOUR PRESENTATIONS.

THE FIRST PRESENTATION.

OKAY. YEAH.

MS. PAUL, YOU WANT TO SHARE SOME INSIGHT? DO YOU REMEMBER? SO TYPICALLY WHAT I'VE SEEN TRUSTEE BAKER IS WINDOW FILMS THAT YOU PUT OVER YOUR WINDOWS TO PROTECT PEOPLE BEING ABLE TO VIEW INSIDE THE WINDOW AND SEE CHILDREN.

OK. AND SO THAT'S TYPICALLY WHAT MY EXPERIENCE HAS BEEN IN FLORIDA AND OTHER SCHOOL DISTRICTS THAT YOU PUT SOME KIND OF SCREEN OR SOMETHING OVER THERE.

WE USED TO USE SHADES WAY BACK WHEN, BUT IT'S MORE GOING TO JUST IT'S MORE GOING TOWARDS WINDOW FILMS AND COVERINGS AND THAT SORT OF THING TO PROTECT PEOPLE FROM A LINE OF SIGHT TO SEE INSIDE A CLASSROOM.

AND THERE'S A LOT OF TECHNOLOGY OUT THERE NOW.

THEY'RE ACTUALLY THE REFLECTIVE FILMS THAT WON'T ALLOW PEOPLE TO SEE IN.

AND THEY'RE ACTUALLY BULLET SUPPORT FILMS THAT YOU CAN PUT ON AS WELL.

IT'S ALL VERY, YOU KNOW, VERY NEW, VERY EXPENSIVE.

BUT AS WE LOOK AT THE OVERALL SECURITY IN THE DISTRICT, I THINK THOSE PIECES, BECAUSE OF THE EXPENSE AND THE IDEA OF LOOKING AT SINGLE POINT OF ENTRY, ALL OF THOSE THINGS HAVE TO BE DONE IN CONJUNCTION WITH AN EVENTUAL BOND IN THE NEXT NEXT YEAR OR TWO.

OKAY. SO JUST ONE MORE QUESTION IN THE LAST FEW SECONDS.

SO OVERALL SECURITY, WE DO HAVE PLANS ON IMPROVING THE OVERALL SECURITY FOR ALL OF OUR STUDENTS, RIGHT? WELL, AS CHIEF LOPEZ MENTIONED BEFORE, WE DO HAVE A SECURITY OR A THREAT ASSESSMENT TEAM IS THE CORRECT TERMINOLOGY THAT THEY'RE CONSTANTLY LOOKING AT THAT.

[02:25:04]

SO IT'S A JOINT EFFORT.

OKAY. THANK YOU ALL VERY MUCH FOR YOUR ELABORATION ON THOSE TOPICS.

THAT'S ALL I HAVE.

TRUSTEE BLUEFORD-DANIELS.

THANK YOU, MADAM PRESIDENT.

A FEW QUESTIONS.

THERE WAS A DISCUSSION ABOUT DEFERRED MAINTENANCE.

IS IT IN THE JOB DESCRIPTION OF THE PLANT MANAGERS TO BE ABLE TO MOW AT THE SCHOOLS? MS. PAUL, IF YOU DON'T MIND COMING, SHARING SOME INSIGHT AROUND WHAT THAT LOOKS LIKE IN HISD. AGAIN.

I'M DATING MYSELF, BUT THERE WAS A TIME THAT PLANT OPERATORS DID MOW GRASS.

WE TYPICALLY RELY ON OUR INTERNAL EMPLOYEES NOW TO DO ALL OF THE MOWING.

AND WHEN I ASK THAT QUESTION, YOU KNOW, USUALLY WHEN PEOPLE ASK QUESTIONS, THEY USUALLY ONE ALREADY KNOW THE ANSWER.

YES ABSOLUTELY. OR BE PREPARED FOR WHATEVER THE ANSWER IS.

YES. AND FROM MY UNDERSTANDING THERE IS AND ONE THING THAT COULD BE SUGGESTED IS THE USE OF PERHAPS SOME OF THESE FUNDS TO BUY MOWERS, THE RIDING MOWERS AT SOME OF THE SCHOOLS THAT MAY BE ABLE TO HOUSE THEM LIKE THEY DID PREVIOUSLY 15, 20 YEARS AGO.

THAT'S AN OPTION I THINK THAT WE SHOULD LOOK AT.

THE OTHER THING IS THEY TALKED ABOUT, TRUSTEE BAKER TALKED ABOUT THE MAGNET PROGRAM.

NOW THIS PLAN IS TO IMPROVE OVERALL STUDENT OUTCOMES.

THAT'S OUR OBJECTIVE, CORRECT? AND BY DOING SO, WE'RE TRYING TO PROVIDE EQUITY AND OPPORTUNITY TO EVERYONE.

CORRECT? CORRECT. IT WAS MENTIONED THERE WERE 49 SCHOOLS THAT DON'T 49 HIGH SCHOOLS, I THINK IT WAS OR WAS IT 19 HIGH SCHOOLS THAT DON'T HAVE.

LET ME GET MY NOTE.

I HAVE NOTES ALL OVER THE PLACE THAT DON'T HAVE MAGNET PROGRAMS, ETC..

21. THERE ARE 21 MIDDLE AND HIGH COMBINED.

OKAY. SOMEBODY OVER HERE WAS SAYING SPECIFICALLY, I THINK 19 IS THE NUMBER I HEARD.

THAT'S ADVANCED PLACEMENT COURSEWORK.

19 HIGH SCHOOL. YEAH. OKAY.

OKAY. WELL, LET ME GET TO THIS POINT.

I'VE GOT A WHOLE LOT OF NOTES UP HERE.

JUST GIVE ME A SECOND HERE.

I DON'T WANT MY TIME TO RUN OUT.

I KNOW IT WILL, BUT I'M GOING TO KEEP TALKING LIKE EVERYBODY ELSE DID SO.

I ASK YOU, CHIEF CRUZ, TO RE-EMPHASIZE THE INFORMATION AS YOU WERE SAYING IT, BECAUSE A LOT OF THE QUESTIONS I'VE HEARD AND EVEN FROM THE Q&A ARE SOME OF THE QUESTIONS THAT YOU WERE TALKING ABOUT AT THAT POINT.

SO HOPEFULLY IT WAS ABLE TO RESONATE WITH SOME, YOU KNOW, PEOPLE AS WE'RE LISTING THE LISTENING AUDIENCE.

SO WE WON'T BE SENDING OUT MISINFORMATION OR EVEN THE QUESTIONS WON'T CONTINUE BECAUSE THEY'RE GOING TO CONTINUE ANYWAY.

WE ALL HAVE QUESTIONS. WE STILL HAVE QUESTIONS.

BUT I'LL SAY THIS IN DISTRICT TWO, THERE ARE 27 ELEMENTARY SCHOOLS.

NINE OF THEM, ONLY NINE, ONLY NINE HAVE STEM OR FINE ARTS PROGRAMS. THERE ARE 10 MIDDLE SCHOOLS IN DISTRICT TWO.

ONLY THREE HAVE FINE ARTS MAGNET PROGRAMS. THERE ARE SIX HIGH SCHOOLS.

ONLY TWO HAVE A STEM PROGRAM ON AN ENGINEERING PROGRAM.

SO I ASKED MY COLLEAGUES TO LOOK AT RESEARCH [INAUDIBLE] YOUR DISTRICTS AS WELL, TO SEE WHAT THE NEEDS ARE OR HOW GREAT THE NEEDS ARE COMPARED TO EVERY OTHER DISTRICT.

Y'ALL HEAR ME TALK ABOUT DISTRICT TWO ALL THE TIME.

THE CONCENTRATION AND THE CONCERN IS WE CAN'T CONTINUE TO DO THINGS AS WE'VE DONE THEM IN THE PAST FOR THE LAST FIVE, TEN YEARS, BECAUSE WE'LL GET THE SAME RESULTS.

AND FROM THOSE RESULTS, THOSE D AND F CAMPUSES ARE PRIMARILY IN DISTRICT TWO.

I'M GOING TO KEEP SAYING THAT UNTIL IT RESONATES WITH PEOPLE THAT WE'VE GOT A PROBLEM, NOT JUST HOUSTON, DISTRICT TWO, WE'VE GOT A PROBLEM.

WE'VE HAD A PROBLEM.

AND I EMPLOY ALL OF MY COLLEAGUES TO LOOK AT THIS INFORMATION AS DATA.

WE DID AN EXERCISE WHEN WE'RE ON BREAK FOR CHRISTMAS, WHEN WE HAD THE COLD FRONT, WE WENT TO REGION FOUR AND WE WERE TO IDENTIFY THE SCHOOLS THAT WE HAD THE OPPORTUNITY FOR THE IMPROVEMENT. RIGHT.

THAT WAS BASED ON THE DATA THAT WE WERE PROVIDED FROM.

WHAT WAS THAT FROM THE DATA THAT THEY GAVE US THAT WE USED.

AND FROM ALL THAT, ALL THOSE EXERCISES AND PARTNERS AS WE PARTNERED OFF, EVERYBODY CAME IN WITH THE SAME INFORMATION THAT WE'VE TALKED ABOUT CONTINUOUSLY, THE OPPORTUNITY TO IMPROVE THE BLACK AND BROWN, TO RAISE THE FLOOR OF THE BLACK AND BROWN STUDENTS.

THAT'S WHAT WE SHOULD BE CONCENTRATING ON, NOT WHAT SIZE IS THE WINDOW OR THE STAIRWELL, ETC.. LET'S CONCENTRATE ON PROVIDING EQUITY AND PROVIDING QUALITY EDUCATION TO THESE

[02:30:02]

AND YOU KNOW, I MAKE NO APOLOGIES FOR BEING PASSIONATE ABOUT THE FACT THAT THESE CHILDREN HAVE BEEN OVERLOOKED FOR SO LONG.

AND WE CANNOT CONTINUE TO DO THE SAME THING WE'VE BEEN DOING BEFORE.

SO LET'S NOT WORRY ABOUT WHO'S GOT THE [INAUDIBLE] SHOES ON SOMEBODY I THOUGHT IT WAS [INAUDIBLE] ANYMORE. LET'S NOT WORRY WHO HAS A SACK WITH SHOES VERSUS THOSE WHO HAVE ON RAW SHOES AS LONG AS THEY HAVE A PAIR OF SHOES WE'RE NOT GOING TO CONTINUE LIKE THAT, NOT AS LONG AS IT'S BREATH IN ME.

AND I HOPE THAT EVERYBODY, AS WE TALK ABOUT EQUITY AT THE VARIOUS CAMPUSES AND SCHOOLS, ETC.. LET'S TAKE OFF THE BLINDERS AND LET'S NOT BE SO CONCENTRATED ON JUST OUR AREA.

BUT CONCENTRATE ON WHAT'S BEST FOR ALL THESE CHILDREN, BECAUSE IF WE DON'T EDUCATE AND RAISE THE FLOOR FOR THOSE CHILDREN THAT HAVE HAD THAT HAVE BEEN THE LEAST IN THE LOST WE'RE CONTINUING TO PROVIDE A PATHWAY TO THE PENITENTIARY PIPELINE TO PRISON.

KATHY BLUEFORD-DANIELS, SORRY YOU'VE GONE OVER TIME.

OTHERS, BUT EVERYBODY WENT OVER.

SO JUST MAKE THAT NOTE.

BEEN A COUPLE OF MINUTES. OK.

I'LL WRAP UP ROUND ONE, Y'ALL.

OKAY. MR. HOUSE, PLEASE TELL ME THE DIFFERENCE BETWEEN EQUITY AND EQUALITY.

SO WHEN WE EQUALITY.

THE DIFFERENCE BETWEEN EQUITY AND EQUALITY WAS SOMETHING THAT WAS FOCUSED ON IN, QUITE FRANKLY, IN THE SIXTIES, MAKING SURE EVERYBODY HAD THE SAME.

EQUITY IS SOMETHING COMPLETELY DIFFERENT BECAUSE THERE'S A DIFFERENT STARTING POINT FOR MANY OF THE KIDS IN OUR COMMUNITY.

SO WHEN YOU THINK ABOUT A CHILD THAT STARTS HERE AND A CHILD THAT STARTS HERE, WE HAVE AN ENDPOINT THAT'S THE SAME.

BUT THE STARTING POINT IS WHAT? THE SAME? IT'S DIFFERENT.

THE STARTING POINT FOR MANY OF OUR KIDS IS DIFFERENT.

WELL THAT'S TRUE.

SO EQUITY IS ENSURING THAT YOU HAVE WHAT'S IN PLACE TO MAKE SURE THAT YOU CAN GET TO THE ENDPOINT REGARDLESS OF WHERE THE STARTING POINT IS.

SO AGAIN, GOING BACK, YOU KNOW, I THINK MANY OF YOU KNOW THAT MY FATHER WAS RESPONSIBLE FOR THE DESEGREGATION OF SCHOOLS IN TULSA, OKLAHOMA, THAT WAS ABOUT EQUALITY AND MAKING SURE THAT THEY GOT THE SAME BOOKS.

MAKING SURE THAT AT EVERY SCHOOL, MAKING SURE THAT, YOU KNOW, THEY HAD, YOU KNOW, QUALITY MATERIALS AND QUALITY TEACHERS, QUALITY BUILDINGS.

EQUITY IS SOMETHING DIFFERENT BECAUSE THE STARTING POINT FOR SO MANY OF OUR KIDS IS IN A DIFFERENT PLACE. SO THAT MAKES SENSE.

BUT IN TERMS OF SO BULLET NUMBER TWO IN OUR THEORY OF ACTION STATES THAT THE DISTRICT ALLOCATES RESOURCES EQUITABLY THROUGH A WEIGHTED FUNDING FORMULA BASED ON STUDENT CHARACTERISTICS AND PERFORMANCE SO THAT AND THAT DISTRIBUTES ALL RESOURCES, I WILL REPEAT ALL RESOURCE TO MEET DIFFERENTIATED STUDENT NEEDS.

SO I THINK IN HERE THIS IS TALKING ABOUT THE DISTRIBUTION OF THE RESOURCES DISTRIBUTED EQUITABLY, WHICH IN YOUR DEFINITION AND IN MY DEFINITION MEANS NOT THE SAME.

SO MY CONCERN IS NOT ONLY IS IT DOES IT NOT ALIGN TO OUR THEORY OF ACTION, BUT LOOKING AT SLIDE 20 AND TRUSTEE GUIDRY ASKED A QUESTION ABOUT, YOU KNOW, KIND OF LIKE I DON'T REMEMBER THE WORD SHE USED SUBSTITUTING MAYBE LIKE SO LET'S SAY A SCHOOL ALREADY HAS THEY WORK WITH COMMUNITIES AND SCHOOLS, SO THEY TECHNICALLY ALREADY HAVE A COUNSELOR.

SO WHAT I'M HEARING YOU SAY IS THEY CAN'T SWITCH OUT THE STAFFING ON THIS CHART, IS THAT CORRECT? SO CORRECT.

THIS IS THE BASELINE THAT WE BELIEVE SHOULD BE PROVIDED TO EVERY CHILD TO HAVE SOME OF THE ESSENTIAL NEEDS THAT SHOULD BE MET.

BUT AGAIN, I WANT TO REFLECT ON KIND OF WHY WE SEE THIS AS A HYBRID MODEL, BECAUSE THERE ARE OPPORTUNITIES FOR SCHOOLS TO HAVE SEVERAL DIFFERENT FUNDING STREAMS TO BE ABLE TO DO THINGS DIFFERENT THAT THEY MAY WANT ON THOSE CAMPUSES MAY NOT BE AT THE LEVEL THAT IT IS NOW, BECAUSE WE'RE ENSURING THAT EVERY EVERY SCHOOL HAS THIS BASELINE OPPORTUNITY AND ENSURING THAT WE HAVE A PHYSICAL ED TEACHER, A FINE ARTS TEACHER, SPECIALIST, SOME OF THESE THINGS THAT EVERY KID SHOULD HAVE THE OPPORTUNITY TO BE A PART OF.

BUT THE REASON WHY WE DON'T SEE IT LANDING ON ONE SIDE OR THE OTHER, FTE OR PUA, IS THAT WE'RE ALLOWING FOR IN THIS RECOMMENDED MODEL, A FLEXIBLE OPPORTUNITY FOR ADMINISTRATORS

[02:35:06]

SO WHAT I'M HEARING SORRY I SHOULD SPEAK IN THE MIC.

WHAT I'M HEARING FROM SCHOOLS CONCERNS ABOUT LOSING SEVERAL TEACHERS, TRUSTEE HERNANDEZ GAVE ONE EXAMPLE, I THINK EVERY SCHOOL I'VE TALKED TO IS LOSING MULTIPLE TEACHERS IN EXCHANGE FOR SOME OF THESE POSITIONS, WHICH IS HIGHLY CONCERNING.

I DON'T THINK ANY OF US DISAGREE THAT SCHOOLS SHOULD HAVE THESE POSITIONS, BUT WE HAVE FINITE DOLLARS. RIGHT.

AND SO WE'RE GOING TO HAVE TO MAKE DECISIONS.

WE'RE ALREADY MAKING THESE DECISIONS BASED ON A HUGE DEFICIT.

SO IT'S CONCERNING TO ME THAT IN A YEAR OF, YOU KNOW, IT'S BEEN SUPER DIFFICULT TO DO SCHOOL. PRINCIPALS AND TEACHERS ARE ALREADY UNDER EXTREME AMOUNTS OF STRESS.

AND THE UNKNOWN AND THE UNCERTAINTY OF WHAT THEY UNDERSTAND RIGHT NOW IS THAT THEY ARE LOSING TEACHERS AND ARE GOING TO INSTEAD OF HAVE SOME OF THESE POSITIONS, WHICH NOBODY WOULD ARGUE ARE NOT IMPORTANT.

BUT IN EXCHANGE FOR TEACHERS, ESPECIALLY WHEN I THINK ABOUT THE ELEMENTARY LEVEL, I MEAN, EVEN THE HIGH SCHOOL LEVEL, RIGHT.

IF A STUDENT CAN'T READ AND I RECOGNIZE SOME OF THESE, GIVE THAT SUPPORT.

BUT IF WE DON'T HAVE BASIC CORE TEACHERS TEACHING THE MOST FUNDAMENTAL SUBJECTS, THEN IT'S VERY HARD FOR ME TO WRAP MY HEAD AROUND HAVING ADDITIONAL STAFF.

WHAT I WILL SAY FOR PRESIDENT CRUZ AS WELL AS ALL TRUSTEES, IF THERE ARE PARTICULAR PRINCIPALS THAT HAVE MAJOR CONCERNS, SEND THEM OUR WAY.

THERE'S A LOT OF EXCITEMENT FROM SEVERAL PRINCIPALS, QUITE FRANKLY.

AND DR.

WATTS, I MAY EVEN HAVE YOU TO SHARE KIND OF WHAT THAT LOOKS LIKE RIGHT NOW, BECAUSE WE'VE DONE OUR BEST TO GATHER A PULSE.

SO WHEN I HEAR YOU SAY SEVERAL PRINCIPALS HAVE REACHED OUT TO YOU, WE'RE IN COMMUNICATION WITH THEM. WE'RE LISTENING TO THEM.

WE'RE PROVIDING OPPORTUNITIES TO ENGAGE.

SO I INVITE YOU TO SHARE IN A WAY WITH NO REPERCUSSIONS.

THIS IS A CONVERSATION THAT WE'VE BEEN HAVING WITH DR.

WATTS. YOU WANT TO SHARE? YEAH, I'LL JUST SHARE ONE THAT HAS COME THROUGH SINCE WE'VE BEEN IN THIS PARTICULAR MEETING FROM TWO HIGH SCHOOL PRINCIPALS WHO HAVE NO CONCERNS.

THEY ARE NOT LOSING ANYTHING, RATHER GETTING AND HAVING ENOUGH FLEXIBILITY TO DO WHAT IS NEEDED ON THEIR CAMPUS.

IT HAS BEEN GOOD FEEDBACK THAT CAME FROM TWO HIGH SCHOOL PRINCIPALS.

IT'S JUST ONE EXAMPLE.

AND JUST I KNOW OVER TIME, JUST TO CLARIFY, A LOT OF THE PRINCIPALS ARE TELLING ME THEY'VE BEEN WAITING. THEY'RE WAITING ON ANSWERS.

THEY'VE TALKED TO THEIR SSO'S.

YOU KNOW, THEY'VE EXPRESSED CONCERNS.

THEY'RE KIND OF LIKE ON A SECOND ROUND OF QUESTIONING.

BUT I CAN SHARE MORE WITH YOU.

OKAY. OKAY.

STARTING ROUND TWO.

TRUSTEE DEIGAARD.

THANK YOU. PEER REVIEWED RESEARCH DEMONSTRATES THAT A WEIGHTED STUDENT FUNDING MODEL THAT INCLUDES RESEARCH ON OUR OWN DISTRICT'S PUA IS INHERENTLY MORE EQUITABLE THAN A FULL TIME STAFFING MODEL.

HELP ME UNDERSTAND, AND THIS IS THE NATIONAL TREND.

HELP ME UNDERSTAND WHAT HISD KNOWS AND UNDERSTANDS THAT THE RESEARCHERS DON'T KNOW AND UNDERSTAND FOR US TO RETURN TO A MODEL THAT NATIONALLY OTHER PEER DISTRICTS ARE MOVING AWAY FROM. AND FOR EXAMPLE, THIS RESEARCH COMPARES US TO DALLAS ISD AND WE DRIVE MORE DOLLARS TO OUR LOW INCOME STUDENTS IN OUR CURRENT MODEL THAN THEIR FTE DOES.

AND DR. CRUZ HAS KIND OF BEEN OUR RESEARCH ELEMENT AROUND THIS PIECE.

I'D LIKE TO HAVE YOU TO SHARE SOME INSIGHT AROUND THIS PARTICULAR QUESTION.

WITH ALL DUE RESPECT MR. SUPERINTENDENT, YOU WERE BRINGING THIS RECOMMENDATION TO CORRECT, BUT MY STAFF I'D LIKE TO KNOW WHAT YOUR UNDERSTANDING IS THAT THEY'VE SHARED WITH YOU FOR YOU TO BE BRINGING THIS TO US.

YES, DR. CRUZ.

SURE SUPERINTENDENT HOUSE, AGAIN, DURING NEXT WEEK'S PRESENTATION WE'LL GO THROUGH THE RESEARCH. BUT YES, SINCE THE NINETIES WHEN THE SITE BASED MANAGEMENT OR THE PUA EQUIVALENT HAS FLOURISHED, THERE HAVE BEEN LITERALLY HUNDREDS OF STUDIES DONE.

A META STUDY THAT WAS RECENTLY DONE, LOOKED AT OVER 80 DIFFERENT STUDIES THAT WERE DONE SHOWED NO IMPACT ON STUDENT ACHIEVEMENT WITH SCHOOLS THAT IMPLEMENTED THE MODEL.

THERE HAVE BEEN ISOLATED CASES OF [INAUDIBLE] THAT HAVE THERE BEEN SOME DISTRICTS THAT, YOU KNOW, EVEN WHEN WE THINK OF LIKE HIGH PERFORMING CHARTER SCHOOLS, THE HIGHEST PERFORMING CHARTER SCHOOL IN THE STATE IS VERY, VERY CENTRALIZED.

WE'RE NOT AGAIN, I THINK IT'S ALSO IMPORTANT TO CLARIFY, WE'RE NOT PROPOSING AN FTE MODEL AS THE SUPERINTENDENT INDICATED. THIS IS A HYBRID MODEL.

WE'RE RETAINING A WEIGHTED STUDENT FORMULA BASED ON DIFFERENT RISK FACTORS.

THE FLEXIBILITY IS THERE.

IF YOU WENT TO A NEARBY, LET'S SAY, CY FAIR, YOU WOULD GO TO EVERY SCHOOL AND EVERY SCHOOL IS EXACTLY THE SAME.

THESE GO TO CLASSROOMS, THEIR CURRICULUM, THE LESSON PLANS ARE EXACTLY THE SAME.

[02:40:03]

WE BELIEVE THAT THE FLEXIBILITY IS IMPORTANT.

B, OF COURSE, WE KNOW WHAT THE DISTRICT'S POLICY AND EXPECTATIONS ARE AROUND SITE BASED MANAGEMENT. SO THIS IS NOT MOVING TOWARDS A FULL FTE MODEL.

AND JUST LIKE THERE ARE SOME DISTRICTS THAT ARE MOVING IN THAT DIRECTION, THERE ARE OTHERS, AS WERE INDICATED EVEN PREVIOUSLY BY SOME OTHER COLLEAGUES WHO WORK IN SOME OF THE DISTRICT THAT ARE MOVING IN THE OPPOSITE DIRECTION.

THIS IS NOT ABOUT ONE OR THE OTHER.

AGAIN, IT'S JUST MAKING SURE THAT KIDS AT THE END OF THE DAY HAVE THIS BASELINE CORE EXPERIENCE, THAT IT DOESN'T MATTER WHAT SCHOOL YOU GO TO, KIDS HAVE ACCESS TO X, Y AND Z AT A MINIMUM, THEY HAVE ADDITIONAL THINGS ON TOP OF THAT, WE TAILOR TO THEIR NEEDS.

WE GIVE MORE RESOURCES TO THE STUDENTS THAT HAVE A HIGHER NEED TO GO BACK TO THE SUPERINTENDENT'S EQUITY POINT.

BUT AGAIN, IT'S NOT WE'RE NOT MOVING TOWARDS AN ENTIRELY FTE MODEL.

WE'RE NOT TAKING AUTONOMY AND FUNDING AWAY FROM SCHOOLS JUST THE SAME WAY WE'RE NOT MOVING IN THE OTHER DIRECTION.

IT'S REALLY A HYBRID APPROACH, AS THE SUPERINTENDENT INDICATED, WHERE WE'RE TRYING IS TO JUST GIVE SCHOOLS A STARTING POINT AND THEN FROM THERE LET THEM BE FLEXIBLE AND ADAPT.

AND AGAIN, I WANT TO STRESS MORE MONEY IS GOING TO SCHOOLS UNDER THIS MODEL NEXT YEAR THAN IS CURRENTLY BEING ALLOCATED.

IT ISN'T NECESSARILY BEING DONE EQUITABLY.

OUR MAGNET FUNDING FORMULA IS CURRENTLY LIKE JUST BY DEFINITION IT IS NOT BASED ON STUDENT NEED.

IT IS AN INEQUITY IN OUR DISTRICT.

SMALL SCHOOL SUBSIDIES ARE AN INEQUITY.

DISCRETIONARY FUNDING IS AN INEQUITY.

THE ONLY WAY TO REALLY DRIVE MORE DOLLARS TO OUR HIGHEST NEED STUDENTS IS THROUGH A WEIGHTED STUDENT FUNDING FORMULA.

AND I'M DEEPLY CONCERNED WE ARE MOVING TO GREATER INEQUITIES OVER TIME THAN CLOSER TO A BETTER, EQUITABLE SYSTEM.

WHAT PERCENTAGE OF SCHOOL BASED BUDGETS ON AVERAGE WILL BE AT A PRINCIPAL'S DISCRETION? AGAIN, I CAN'T REMEMBER WHO IT WAS THAT ASKED THAT EXACT QUESTION.

THAT'S GOING TO LOOK DIFFERENT FROM SCHOOL TO SCHOOL.

ON AVERAGE? I DON'T HAVE AN AVERAGE, BUT WE.

CAN YOU GIVE AN EXAMPLE? JUST ONE EXAMPLE, LIKE PICK A RANDOM SCHOOL.

I'D HAVE TO. I DON'T HAVE 284 SCHOOLS MEMORIZED, BUT WE CAN GET YOU SOME EXAMPLES.

SOMEONE ELSE DID THE MATH FOR ME, IT'S ABOUT 4%.

SO I'D LIKE TO UNDERSTAND PRINCIPAL ACCOUNTABILITY WHEN YOU TAKE AWAY AUTONOMY FROM PRINCIPALS OVER WHAT.

BECAUSE YOU AND I HAVE TALKED ABOUT FLAWS OF DIFFERENT SYSTEMS. RIGHT. WHAT ARE THE, THERE ARE FLAWS WITH THE WEIGHTED STUDENT FUNDING SYSTEM.

THERE ARE FLAWS WITH ANY SYSTEM.

THE FLAW WHEN YOU TAKE AWAY PRINCIPAL AUTONOMY FOR HOW THEY SPEND THEIR DOLLARS AT THEIR SCHOOL OR FOR THE MAJORITY OF THE DOLLARS THAT THEY SPEND AT THEIR CAMPUS LEVEL.

HOW DO YOU HOLD THEM ACCOUNTABLE WHEN THEY'RE LIMITED IN THEIR DECISION MAKING CAPACITY? AGAIN, WHAT I DON'T WANT TO DO IS.

LET ME CLARIFY MY QUESTION.

IF THEY DON'T HAVE GREATER AUTONOMY OVER THE INPUTS, HOW DO YOU HOLD THEM ACCOUNTABLE TO OUTCOMES? AGAIN, THE INTENT HERE IS NOT TO PIGEONHOLE WHAT THESE RECOMMENDATIONS ARE AS PUA OR FTE.

WE'VE TRIED TO MEET IN THE MIDDLE IN TERMS OF WHAT A FLEXIBLE OPTION CAN BE, BUT ALSO ENSURING, MUCH LIKE WE'VE SAID A HANDFUL OF TIMES, THAT THERE'S A BASELINE EXPERIENCE THAT'S ACCOMPLISHED AT EVERY CAMPUS.

SO, YOU KNOW, THIS IS SOMETHING THAT I TRULY FEEL THAT MEETS THE NEEDS OF ALL STUDENTS AND NOT JUST FOCUSING ON THE NEEDS AND WANTS OF SOME ADULTS AS WELL.

SO I'M NOT SURE EXACTLY HOW ELSE TO TRANSCEND WHAT WE'RE TRYING TO DO HERE, BUT IT'S NOT TRYING TO PULL THE RUG UNDER A GROUP OF ADMINISTRATORS OR NOT.

WE'VE REALLY DONE OUR BEST TO ENSURE THAT WE BRING THEM ALONG, LISTEN TO THE FEEDBACK AND MAKE MODIFICATIONS ALONG THE WAY.

AND WE'LL CONTINUE THAT CONVERSATION WITH OUR ADMINISTRATORS AS WELL.

OK. THANK YOU. THANK YOU.

THERE'S BEEN THE MULTIPLE TIMES A QUESTION ABOUT WHAT THIS DEFICIT'S GOING TO LOOK LIKE FROM MY COLLEAGUES.

A PREVIOUS BUDGET PRESENTATION SAID IT IS AND EVERYBODY ELSE IS GOING OVER $196 MILLION DOLLARS. SO I NEED MORE THAN IT'S JUST GOING TO TAKE TOUGH DECISIONS I'D LIKE TO SEE IN THESE SLIDES.

YOU KNOW, WHAT IS THE PLAN? THE PLAN. ALL OF THESE DIFFERENT SLIDES HAVE THESE DIFFERENT BUCKETS.

HOW MUCH ARE THOSE DIFFERENT BUCKETS GOING TO SAVE US? HOW MUCH ARE WE GOING TO SAVE IF WE CLOSE SCHOOLS? WHAT IS GOING TO HAVE TO BE CUT OUT OF SCHOOLS? $196 MILLION DOLLARS IS $49 MILLION DOLLARS MORE THAN THIS DISTRICT CUT FROM THEIR BUDGET IN 2011 WHEN THE STATE CUT FUNDING.

I DON'T KNOW HOW YOU'RE PLANNING TO DO IT, AND I'M DEEPLY CONCERNED ABOUT WHAT WE'RE GOING TO HAVE CONCERN, YOU KNOW, BE IN PLACE BECAUSE THIS DIDN'T HAPPEN THIS YEAR.

[02:45:02]

AND IT WILL TAKE YEARS TO GET TO A PLACE TO FIX THE ISSUE.

SO IT'S NOT GOING TO HAPPEN. BUT WHAT WE WILL DO AND WHAT THE PLAN IS, IS TO PUT TOGETHER A TEAM THAT WILL FOCUS ON THE PROJECT MANAGEMENT SIDE OF STUDYING EXACTLY WHAT THE GAP IS AND WHAT IS THAT DOLLAR ABOUT ON AN ANNUAL BASIS OVER THE COURSE OF THE NEXT 3 TO 5 YEARS, THAT WE'LL NEED TO DO.

WHAT ARE THE ACTUAL TASKS, WHETHER IT'S AGAIN RIGHT SIZING FROM A STAFF STANDPOINT, RIGHT SIZING FROM A SCHOOL STANDPOINT, THAT'S GOING TO HAVE TO HAPPEN OVER THE COURSE OF SIX MONTHS. AND THEN WE BUILD OUT A PLAN, MUCH LIKE WE STUDIED WHAT WE NEEDED IN THIS COMMUNITY IN OUR LISTEN AND LEARN IN OUR 100 DAY PLAN FOR THE FIRST 100 DAYS OF THE SCHOOL YEAR AND THEN BROUGHT A STRATEGIC PLAN.

IT'S GOING TO BE A VERY SIMILAR FOCUS WITH KIND OF THE RIGHT SIZING PLAN MOVING FORWARD.

WE'RE GOING TO NEED FOUR, FIVE MONTHS, SIX MONTHS TO STUDY THIS AND THEN START BUILDING WHAT THAT PLAN WILL LOOK LIKE.

IT'S NOT SOMETHING THAT YOU CAN PUT IN PLACE IN A FIRST YEAR.

WE'RE BRINGING A STRATEGIC PLAN.

AND THERE ARE GOING TO BE COMPONENTS THAT WE'LL HAVE TO CONTINUE TO BUILD.

THIS IS ONE OF THOSE COMPONENTS THAT WE'LL HAVE TO BUILD MOVING FORWARD.

TRUSTEE ALLEN.

THANK YOU. MY FIRST CONCERN IS ON SLIDE 20.

WHEN IT COMES TO REGISTERED NURSES LIKE WHEN WE HAD IN THE PAST, POLICE OFFICERS AND REGISTERED NURSES.

IT'S HARD TO RECRUIT THEM BECAUSE OUR SALARIES ARE SO LOW.

SO MY CONCERN IS, IS IF WE CAN'T FIND NURSES FOR THESE NURSING OFFICERS AND THEY USE NURSE ASSISTANTS.

ASSOCIATES. NURSING ASSOCIATE'S OK ASSOCIATE NURSE.

PREVIOUSLY, THE NURSING DEPARTMENT DID NOT LET YOU IN TO COME TO MEETINGS AND GET INFORMATION BECAUSE YOU WERE NOT AN ACTUAL NURSE.

SO I JUST WANTED TO KNOW THOSE THINGS WOULD BE ADDRESSED TO MAKE SURE THAT NURSING ASSOCIATE NURSES HAVE ACCESS TO THE, YOU KNOW, CHANCERY OR I DON'T EVEN KNOW WHO YOU STILL USE CHANCERY, BUT OPEN ACCESS TO MEETINGS AND INFORMATION THAT A REGULAR NURSE WOULD HAVE. YES, MA'AM.

AND OF COURSE, OPENING UP THE CONVERSATION TO ASSOCIATE NURSES EXPANDS THE OPPORTUNITY TO HAVE THAT MEDICAL PROFESSIONAL ON CAMPUS.

BECAUSE AS WE KNOW, RN'S ARE DIFFICULT TO COME BY IN THIS ENVIRONMENT.

SO ENSURING THAT REGARDLESS OF WHETHER YOU'RE AN R.N.

OR AN ASSOCIATE NURSE, YOU ARE THE RESPONSIBLE BODY AT THAT CAMPUS TO BE ABLE TO PROVIDE WHAT'S NECESSARY FOR THAT CAMPUS, WHETHER IT'S INFORMATION, WHETHER IT'S CAPACITY BUILDING. SO TO ANSWER YOUR QUESTION, YES, THAT WOULD BE THE IDEA IS TO ENSURE THAT THAT PERSON, WHETHER THEIR ASSOCIATE NURSE, THAT THEY'RE NOT LOCKED OUT OF WHATEVER THE CONVERSATION IS OR OPPORTUNITY TO GROW.

THANK YOU. SLIDE 29 THIS BLEND OF MAGNET AND CHOICE TRANSFERS.

WILL THAT ACTUALLY BE BOTH ON THE SAME TYPE OF TRANSFER OR I MEAN, I WOULD LOVE TO SEE A BLEND. AND YOU GET READY TO DO A TRANSFER AND YOU APPLY FOR A TRANSFER.

YOU'RE ABLE TO APPLY FOR EITHER A CHOICE SCHOOL OR A MAGNET SCHOOL.

SO THAT'S IT'S ALREADY ON THERE.

YEAH. [INAUDIBLE] SORRY.

THEY'RE TOGETHER. IF I'M, CORRECT, JUST BECAUSE I'VE DONE THE MAGNET APPLICATION, ISN'T IT ALL COMBINED ALREADY? THE MAGNET, THE TRANSFER AND THE CHOICE ALL TOGETHER IN ONE.

THANK YOU. AND THEN MY OTHER ONE ON THAT SAME PAGE IS THE MAGNET COORDINATOR, REIMAGINE.

REIMAGINE THE ROLE OF THE MAGNET COORDINATOR.

WHAT DOES THAT LOOK LIKE? I KNOW BECAUSE MAGNET COORDINATORS HAVE HAD A DIFFERENT ROLE ON EVERY CAMPUS.

YOU'RE EXACTLY RIGHT. YOU MAY HAVE BEEN THE ASSISTANT PRINCIPAL, BUT YOU MAY HAVE BEEN JUST A CLERK. BUT WHAT DOES YOUR YOUR IMAGINED, YOUR REIMAGINED ROLE OF THIS MAGNET COORDINATOR? ROLES VARY FROM SCHOOL TO SCHOOL.

WE HAVE TO REIMAGINE IT SO THAT THERE IS SOME CONSISTENCY IN HOW THOSE PEOPLE ARE LEVERAGED. SO YOUR POINT YOU MADE THE POINT OF WHY WE NEED TO DO THAT.

SO WHAT'S IT GOING TO LOOK LIKE? WE KNOW YOU HAVE TO DO THAT WORK, RIGHT? OKAY. MY NEXT ONE IS ON PAGE SLIDE 33.

THESE ARE SELF SELECTED THESE CAMPUSES FOR READING.

ARE THESE SELF-SELECTED SCHOOLS IN NEED OF A READING PROGRAM? DO THEY HAVE A LOW READING SCORE?

[02:50:01]

YES, ACTUALLY, THE, ONES WHO SELF SELECTED ARE SEVERAL OF THE TRANSFORMATION SCHOOLS SELF SELECTED. SO YES. THANK YOU.

THAT'S IT. OK THANKS.

TRUSTEE SANTOS.

PAGE 42. THANK YOU PRESIDENT CRUZ, SUPERINTENDENT HOUSE PAGE 42 KEY PLAN, KEY BUDGETARY TAKEAWAYS. SO 30.6 MILLION IN INCREASES AND GENERAL FUNDS INCLUDES INCREASES TO SALARIES, WHICH ARE NOT ACTUAL INCREASES FOR STAFFING OR RESOURCES.

SO EXPLAIN TO ME HOW THIS GIVES MORE MONEY TO SCHOOLS? WELL, IT'S A HUMAN RESOURCE IS A RESOURCE IN MY EYES THAT IS A SUPPORT IN A SCHOOL.

SO I THINK WE MIGHT DIFFER A LITTLE BIT AROUND WHAT THAT LOOKS LIKE.

BUT. BUT WHEN YOU'RE PULLING AWAY.

OKAY. I'M JUST GOING TO CONTINUE.

SO THE 600,000.

SO DOES 600,000 OF EXPANDED MAGNET, DOES THAT INCLUDE THE STAFFING THAT GOES WITH THE MAGNET PROGRAMS? CORRECT. DR.

WATTS, YOU WANT TO SHARE SOME INSIGHT THERE? SO THAT 600,000 IS FOR THE PLANNING YEAR AND FOR THOSE SEVEN ADDITIONAL SCHOOLS.

AND IT'S TO JUST TO KICK OFF THAT PLANNING WORK.

SO IT DOES NOT INCLUDE STAFFING? AND THEY'LL GET A MAGNET COORDINATOR BECAUSE THEY'RE JUST PLANNING.

THEY DON'T ACTUALLY HAVE A PROGRAM AT THIS POINT.

WE'RE JUST RESEARCHING.

THEY'RE DOING THE WORK TO GET THE COMMUNITY VOICE TO DECIDE WHAT THE ACTUAL MAGNET WILL BE. OK.

THEN I THINK MAYBE EXPANDED MAGNET OFFERINGS, MAYBE MAGNET PRE WORK BECAUSE I THOUGHT LIKE THIS WAS MISLEADING I THINK, I DON'T MEAN MISLEADING, CONFUSING.

THANK YOU. THANK YOU.

BUT YOU'VE ARTICULATED IT CORRECTLY.

IT IS PRE WORK. IT'S PRE WORK, ABSOLUTELY.

THANK YOU. AND SO YOU TALKED ABOUT 15% COST REDUCTION IN CENTRAL WAS IT THE CENTRAL OFFICE? YES, MA'AM. SO WHERE AND WHAT DEPARTMENTS AND WHAT ARE YOU REDUCING? THAT'S IN PROCESS RIGHT NOW.

EACH CHIEF HAS BEEN TASKED MOST RECENTLY WITH COMING UP WITH THAT REDUCTION.

THOSE REDUCTIONS HAVEN'T HAPPENED AS OF YET.

SO IT'S IN PROCESS.

AND I'LL BE HAVING THOSE WEEKLY CONVERSATIONS WITH THEM TO ENSURE THAT THAT HAPPENS FOR THE START THE NEXT FISCAL YEAR.

THANK YOU. PAGE 38.

CULTIVATING WORLD CLASS AT ALL LEVELS.

SO, MR. GRANT SKINNER, WE TALKED ABOUT HEALTH CARE.

IT HASN'T INCREASED FOR THE EMPLOYEE FOR AT LEAST FOUR OR FIVE YEARS INSURANCE PREMIUMS. SO FACTORING IN HEALTH CARE, HOW DOES HISD RANK ON COMPENSATION? IF WE ADDED THOSE DOLLAR AMOUNTS TO COMPENSATION? IF WE ADDED THE HEALTH CARE AS DOLLAR AMOUNTS.

SO IF MY INSURANCE HASN'T INCREASED FOR HISD FOR X AMOUNT OF WHATEVER AND I'M KEEPING 600 EXTRA DOLLARS A MONTH IN MY POCKET.

I SEE WHAT YOU ARE SAYING OK. AS OPPOSED TO GOING TO CY FAIR, THAT'S MAKING SO MUCH MORE DOLLARS, BUT THEY'RE SPENDING MORE MONEY ON THEIR HEALTH CARE.

SO THAT'S A POINT OF PRIDE, I THINK, AT LEAST FOR THIS TRUSTEE, THAT WE HAVEN'T RAISED INSURANCE PREMIUMS IN FOUR YEARS FOR OUR EMPLOYEES.

YEAH. AND GLENN AND I, OUR CHIEF FINANCIAL OFFICER, AND I HAD THAT CONVERSATION JUST IN THE LAST WEEK. JEREMY, I DON'T KNOW IF THERE'S ANYTHING ELSE YOU WANT TO INTERJECT HERE.

OUR COMPENSATION STUDY DIDN'T LOOK AT THE COMPARISONS TO OTHER DISTRICTS IN THAT WAY.

SO WE DON'T HAVE THAT DATA AVAILABLE NOW.

OKAY. WELL, THAT'S JUST SOMETHING THAT I THINK THAT YOU BROUGHT UP EARLIER, AND I SAW IT AS A POSITIVE. SO THAT CAN MAKE US A LITTLE MORE COMPETITIVE WITH SURROUNDING DISTRICTS AND A POINT OF PRIDE THAT WE CAN SPEAK TO THE HEART TO.

AS FAR AS WELL, SUE AND I.

I KNOW YOU'RE STILL GOING THROUGH YOUR BUDGET, YOUR PROCESS TO FIND COST SAVINGS.

WHEN WILL WE SEE THE PROPOSED BUDGET FOR NEXT SCHOOL YEAR? THE ONE THAT WE ACTUALLY NEED TO ADOPT? I NEED TO SEE FACTS AND FIGURES.

WE WILL DEFINITELY BE WORKING ON THAT.

I CAN'T GIVE YOU A PARTICULAR DATE, BUT AS WE MOVE FORWARD INTO THE BUDGET WORKSHOPS, WE WANT TO DEFINITELY GET CLOSER TO AN OVERALL BUDGET FOR NEXT YEAR.

SHOULD WE EXPECT ANY MAJOR CHANGES TO NEXT YEAR'S BUDGET BEYOND WHAT WE HAVE ALREADY DISCUSSED COMING FROM THIS STRATEGIC PLAN? NO, I THINK WHAT YOU'VE SEEN REALLY ENCOMPASSES MAJORITY OF THE INNOVATION.

STRATEGIC FOCUS IS MODIFICATIONS THAT WE WOULD LIKE TO SEE.

OF COURSE, THERE HAVE BEEN ADJUSTMENTS ALONG THE WAY SINCE WE, YOU KNOW, INTRODUCE THIS TO ADMINISTRATORS.

SO THERE COULD BE SOME MODIFICATIONS AS WE CONTINUE TO MOVE FORWARD.

BUT RIGHT NOW, THIS IS WHERE WE ARE.

PAGE 33 PROMOTING HIGH QUALITY TEACHING AND LEARNING.

OKAY. 33.

[02:55:06]

HOWEVER, ARE ALL SCHOOLS GOING TO IMPLEMENT EUREKA AND AMPLIFY THE FOLLOWING YEAR? SO FOR MATH, IT WOULD BE 46 NEXT YEAR.

AND THEN THE FOLLOWING YEAR THE REST OF THE SCHOOLS.

FOR AMPLIFY IT WILL BE SIX SCHOOLS NEXT YEAR, THEN 40 THE FOLLOWING YEAR, THEN THE REST THE THIRD YEAR.

SO AMPLIFY WILL BE SLOWER BECAUSE SO IT GIVES SOME BALANCE.

SO ELEMENTARY TEACHERS ARE NOT LEARNING TO TWO THINGS AT A TIME AT THE SAME TIME AND YOU SAID TEA FUNDS EUREKA'S CONSUMABLES NEXT YEAR.

THEY'RE FUNDING ALL THE PRINT MATERIALS FOR EUREKA CARNEGIE AND AMPLIFY FOR THE FIRST YEAR . IT'S PART OF, AMPLIFY IS PART OF THE CRIMSI.

SO THAT'S ALL GRADE LEVELS IN ALL SCHOOLS? THAT'S RIGHT. THAT ARE PARTICIPATING IN THIS COMING SCHOOL YEAR.

[INAUDIBLE] SO WHAT GUARANTEE DO WE HAVE THIS WELL, WHAT'S GOING TO BE THE COST OF FOLLOWING YEARS? IT'S MY NEXT QUESTION.

SO RIGHT SO THERE OF COURSE, NOW WE'RE PAYING WE HAVE HMH MATH.

SO I MEAN WE HAVE ADOPTION COSTS EVERY YEAR FOR CONSUMABLE MATERIALS.

SO IT'S JUST REPLACEMENT COST.

YOU KNOW, I WILL HAVE THE EXACT COST.

THE VENDORS ARE GETTING THAT TO ME NOW LEADING UP TO PROCLAMATION 2026.

I MEAN, SO THAT'S MY CONCERN TOO BECAUSE IF WE'RE FOCUSING ON A 1 TO 1 RATIO FOR TECHNOLOGY AND THEN WE HAVE CONSUMABLES, BY THE WAY, I'M AN ADVOCATE FOR CONSUMABLES AS OPPOSED TO. RIGHT. BUT I JUST WANT TO MAKE SURE THAT WE'RE BEING MEAN AND LEAN WITH OUR BUDGET. YES.

BUT IF I'M HEARING THAT WE'RE SPENDING TWICE THE AMOUNT FOR THE SAME MATERIAL, THEN IT'S CONCERNING. SO ACTUALLY I WILL SAY THAT I HAVE SPOKEN WITH THE TEA ABOUT THE SUSTAINABILITY OF THESE MATERIALS TO MAKE SURE THAT IT'S NOT GOING TO EXCEED WHAT WE'RE ALREADY SPENDING FOR ADAPTIVE MATERIALS.

SO ALL DISTRICTS ARE BECAUSE TEA IS SPONSORING SEVERAL DISTRICTS RIGHT NOW FOR THE PRINT MATERIALS, BUT EVERYTHING IS AVAILABLE DIGITALLY AND YOU HAVE CONSUMABLE MATERIALS.

SO THAT IS SOMETHING THAT THEY TAKE INTO ACCOUNT WITH THE INSTRUCTIONAL ALLOTMENT.

OK. AND WHO WILL PAY FOR THE THE SPED FUNDS THAT YOU WERE TALKING ABOUT.

I'M SORRY. YEAH. THE SPED STIPENDS.

I'M SORRY, SPED STIPENDS.

ADDITIONALLY WITH LIKE WITH THIS EXISTING BUDGET, THE DEPARTMENT CHAIR STIPENDS, THE YEARBOOK STIPENDS, THE CHEERLEADING STIPENDS, LIKE ALL OF THE LITTLE STIPENDS THAT TEACHERS GET, LIKE WHO'S PAYING FOR THAT? IF WE'RE SEEING THAT. SO I'LL DEFER TO MR. GRANT-SKINNER BUT THOSE ARE CENTRALIZED YEP.

YEAH, SURE.

THERE'S THERE'S AN EARLIER SLIDE THAT DR.

CRUZ TALKED THROUGH, SHOWING ABOUT $63 MILLION DOLLARS OF CENTRALIZED MATERIALS AND SERVICES THAT GO DIRECTLY TO SCHOOLS.

SO THAT IS A PART OF THE GENERAL FUND ALLOCATION FOR FY 23.

IT'S PAGE 38, IS IT? YEAH.

THE ONE I WAS REFERRING TO IS 35.

IT'S EARLIER IN THE SECTION ON THE BASELINE STAFFING MODEL AND IT JUST LIKE HAS A CALL OUT SHOWING THAT YEAH, RIGHT THERE ONE MORE MINUTE.

SO DIRECT CENTRALLY FUNDED CAMPUS AND STUDENT RESOURCES, THAT $63 MILLION DOLLARS IS TIED TO THE SLIDE THAT SHOWS THE CENTRALLY FUNDED SUPPORTS AND MATERIALS LIKE STIPENDS, FINE ARTS PROGRAMS, COPIERS.

SO YOU ALL WILL FUND THAT? YES.

OKAY. AND WELL, I JUST WANT TO SAY THANK YOU SO MUCH, SUPERINTENDENT HOUSE.

I KNOW YOUR HEART FOR OUR CHILDREN.

I FELT IT WHEN YOU WERE SPEAKING EARLIER AND TO MY COLLEAGUES.

THANK Y'ALL. THESE ARE REALLY HARD CONVERSATIONS, AS THEY SHOULD BE, BECAUSE THEY'RE INVOLVING MY SON MOVING FORWARD AND ALL OF OUR CHILDREN.

RIGHT. SO I UNDERSTAND HOW DIFFICULT THESE CONVERSATIONS.

AND I THINK THAT WE CAN AGREE THAT WE WANT WHAT'S BEST FOR OUR KIDS AND OUR CITY BECAUSE THEY'RE THE FUTURE OF OUR CITY.

SO THANK YOU ALL FOR HAVING THESE HARD CONVERSATIONS.

AND I HEAR YOU, TRUSTEE BLUEFORD-DANIELS.

SO THANK YOU.

TRUSTEE WADE.

THANK YOU, TRUSTEE CRUZ.

ALL RIGHT. I'M LOOKING AT IN THE FINANCE ASSESSMENT.

AND ONE OF THE OBSERVATIONS WAS A HIGHLY DECENTRALIZED BUDGETING PROCESS PUTS PRIMARY BUDGETING RESPONSIBILITY IN THE HANDS OF PRINCIPALS WITHOUT APPROPRIATE TRAINING OR SUPPORTS TO MAKE SUCCESS.

SO MY ISSUE IS IT GOES BACK TO THE FACT THAT IN THE HISTORY, WE HAVE NOT BEEN VERY GOOD STEWARDS OF OUR TEACHERS AND OUR NEW PRINCIPALS IN HELPING THEM TO BUDGET OR GOING ALONGSIDE THEM.

AND SO WE'RE GOING TO THROW EVERYTHING OUT BASED ON STUFF THAT WE JUST HAVEN'T DONE WELL IN THE PAST INSTEAD OF CONSIDERING JUST STARTING WITH THAT? I MEAN, LET'S START WITH GETTING OUR PRINCIPALS AND THE PEOPLE THAT WE PUT IN CHARGE AND

[03:00:02]

I KNOW THAT'S PART OF THE CONVERSATION, BUT I JUST FEEL LIKE WE'RE GOING COMPLETELY AGAINST THE MODEL THAT WE'VE ADOPTED IN OUR LOCAL POLICY BASED ON SOMETHING THAT WE JUST HAVEN'T DONE WELL IN THE PAST.

AND I THINK THAT THIS IS WHAT'S DRIVING THIS WHOLE CONVERSATION, AND I THINK THAT IT IS A PLACE THAT WE'RE NOT EVEN TALKING ABOUT.

I DON'T HEAR THAT DISCUSSION GOING ON ABOUT HOW DO WE JUST ACTIVATE THE PEOPLE THAT ARE ON THE GROUND WITH A BETTER UNDERSTANDING OF WHAT THEY NEED WHAT THEIR RESPONSIBILITIES ARE? SO THAT'S.

I THINK SOME OF THAT WILL DEFINITELY HAVE TO HAPPEN BECAUSE THERE STILL IS, OF COURSE, WITH THIS HYBRID APPROACH, FLEXIBILITY FOR FOR DECISION MAKING FROM A FINANCIAL STANDPOINT. BUT OF COURSE, AS A PRINCIPAL AND SEVERAL OF MY EXECUTIVE STAFF AND CABINET HAVE BEEN PRINCIPALS, IF YOU ASK EITHER ONE OF THEM WHAT THEIR PRIMARY DUTY AND RESPONSIBILITY WAS AND SHOULD HAVE BEEN, IT'S TO BE AN INSTRUCTIONAL LEADER ON THAT CAMPUS. IF YOU'RE GOING TO BE EFFECTIVE IN DRIVING STUDENT INSTRUCTION AND DRIVING THE KIND OF PERFORMANCE THAT NEEDS TO HAPPEN ON A CAMPUS.

SO I THINK IT'S THE BEST OF BOTH WORLDS.

IT'S ENSURING THAT WE HELP OUR ADMINISTRATORS THAT MIGHT NEED SOME HELP TO BE BETTER STEWARDS OF HOW TO SUPPORT FINANCIALLY THE KIND OF THINGS THAT NEED TO HAPPEN ON THE CAMPUS, BUT AT THE SAME TIME, PROVIDING AND AFFORDING THE OPPORTUNITY FOR THEM TO BE THE BEST INSTRUCTIONAL LEADER ON THAT CAMPUS AS WELL.

OKAY. MY OTHER.

SORRY, I'M OFF THIS NOW.

OKAY. SO MY CONCERN ANOTHER CONCERN IS THAT IN LBB FINDINGS REVIEW IT SAYS THAT HSD LACKS A PROCESS THAT'S TIED CAMPUS TO LEVEL BUDGET EXPENDITURES.

WHAT WILL BE THE MEASUREMENT THAT WE'RE USING? I MEAN, IF, IF WE'RE GOING TO HAVE THIS CENTRALIZED ALLOCATIONS AND CENTRALIZED BUDGETING AND THEN WE'RE GOING TO HAVE.

I CAN'T BELIEVE I'M OUT OF TIME. GO AHEAD AND FINISH.

FINISH YOUR QUESTION. IF WE'RE GOING TO HAVE ALL OF THIS GOING ON, THEN HOW ARE WE GOING TO MEASURE I MEAN, WHAT ARE OUR MEASURES FOR? BECAUSE THEN WE'LL BE MAKING THE DISTRICT ACCOUNTABLE TO THAT VERSUS THE THE SCHOOLS ACCOUNTABLE TO THAT.

AND I DON'T KNOW HOW THE DISTRICT IS IN HATTIE MAE WHITE IS GOING TO GO ABOUT MEASURING THEIR OWN SUCCESS.

THAT'S A GREAT, GREAT QUESTION.

AND IT GOES BACK TO SOMETHING THAT I HEARD YOU SAY AND I HEARD DR.

WHITE SAY EARLIER THAT WE'VE TALKED ABOUT AS A CABINET, AND THAT'S ENSURING THAT ONCE WE HAVE CERTAIN POSITIONS IN PLACE, IT'S IMPORTANT THAT THE FIDELITY AND THE ACCOUNTABILITY BE IN PLACE BY UTILIZING OUR SSOS, BY UTILIZING OUR ASSISTANT SUPERINTENDENTS TO MAKE CERTAIN THAT, YOU KNOW, ACCOUNTS IS BEING USED FOR ACCOUNTS OR A NURSE IS BEING USED FOR A NURSE. BUT THOSE THINGS CAN ONLY HAPPEN IF UNLESS WE HAVE THE SUPPORTS INSIDE OF SCHOOLS TO ENSURE THAT THEY'RE DOING THE WALKTHROUGHS, TALKING TO PRINCIPALS ON A CONSISTENT BASIS, THE NATURAL PRACTICES THAT SHOULD BE HAPPENING ON A CONSISTENT BASIS IN SCHOOLS, AND THEN HAVING THE ACCOUNTABILITY TO FOLLOW.

WELL, I KNOW STUDENT OUTCOMES WILL BE THE RESULT OF THOSE THINGS AND THAT'LL BE THE MEASURE. BUT STILL, THAT DOESN'T ANSWER MY QUESTION.

AND MY QUESTION IS WHO'S GOING TO BE WATCHING THE PEOPLE? RIGHT NOW WE HAVE A TRUST ISSUE WITHIN THE DISTRICT.

I KNOW WE'RE WORKING ON THAT.

BUT IF WE, IF PEOPLE ARE NOT FEELING LIKE THE DISTRICT IS HANDLING THAT WELL, THEN WHO'S ACCOUNTABLE? IT JUST IT'S THERE'S AN ACCOUNTABILITY ISSUE AND I'M NOT DESCRIBING IT WELL ENOUGH. BUT IT'S SOMETHING WE NEED TO TALK ABOUT HOW THAT'S GOING TO GO ABOUT BEING ACCOUNTABLE WITHIN HATTIE MAE WHITE.

THE ACCOUNTABILITY STRUCTURE.

I COMPLETELY AGREE FROM AN ACCOUNTABILITY STANDPOINT, IT STARTS AT THE TOP WITH ME.

OK. MAKING SURE THAT I'M HOLDING MY CHIEFS ACCOUNTABLE, MAKING SURE THAT OUR CHIEFS HOLD THEIR SUBORDINATES RESPONSIBLE AND ACCOUNTABLE AS WELL.

IT'S ABOUT THE FIDELITY AS WE IMPLEMENT AND AS WE INFUSE MANY OF THE CHANGES THAT WE'RE

[03:05:01]

AND IT STARTS AT THE TOP WITH ME.

TRUSTEE BLUEFORD-DANIELS.

THANK YOU. I'LL TRY NOT TO GO OVER THIS TIME.

TRY TO GET MY QUESTIONS LINED UP.

[INAUDIBLE] I MIGHT STILL. I'M SORRY.

SO IT'S TRUSTEE BLUEFORD-DANIELS, TRUSTEE BAKER, MYSELF, AND DANI.

OKAY, NOW START ME. START ME NOW.

ROUND TWO. OKAY.

NOW, JUST LIKE EVERYTHING ELSE.

SUPPLY AND DEMAND, RIGHT.

IF WE CONTINUE TO LOSE STUDENTS, AS ALLUDED TO, I THINK TRUSTEE BAKER WAS TALKING ABOUT AS FAR AS MARKETING, IF WE CONTINUE TO LOSE STUDENTS, THEN WE WON'T HAVE ANY NEED FOR WHAT? TEACHERS. RIGHT.

AND SO IN ORDER TO GET THE STUDENTS BACK, WE HAVE TO HAVE PROGRAMS OR SOMETHING THAT'S GOING TO ATTRACT THEM TO OUR CAMPUSES AND TO REMAIN IN OUR SCHOOLS.

CORRECT? AND SO I SEE THIS AS AN OPPORTUNITY BECAUSE ESPECIALLY FOR THOSE AREAS THAT HAVE BEEN MAGNET PROGRAM DESERTS FOR AN OPPORTUNITY TO HAVE SOMETHING IN THOSE COMMUNITY SCHOOLS, TO RETAIN THOSE CHILDREN ON THOSE CAMPUSES.

AND AS THEY BECOME MORE AND MORE AS WE MARKET IT, MORE AND MORE ATTRACT OUR KIDS BACK FROM, SAY, THE YES PREP AND KIPPS, ETC..

THAT'S THE WAY I SEE IT.

SO CAN YOU GIVE US A WHY ARE WE CENTRALIZING SOME OF THE SCHOOL BUDGETS AND NOT ALL OF THEM? NOT ALL OF THE SCHOOL BUDGET? WHY AREN'T WE JUST TAKING EVERYTHING AWAY FROM THE SCHOOL WITH THE DECENTRALIZATION AND JUST BRING EVERYTHING BACK AND CENTRALIZING IT? WE THIS HAS BEEN A DISTRICT THAT HAS HAD A CULTURE OF DECENTRALIZATION FOR QUITE SOME TIME. WE ALSO KNOW THAT THERE HAVE BEEN A COUPLE OF DIFFERENT ADMINISTRATIONS THAT HAVE COME THROUGH HERE AND ATTEMPTED TO MAKE SOME MAJOR CHANGES.

AND IT DIDN'T FLY.

ARE WE NOT LIMITED, THOUGH, SOMETHING BY AS FAR AS LEGISLATION AS TO WHAT WE CAN AND CANNOT CENTRALIZE? SO NOT NECESSARILY.

WE'RE ONE OF THE VERY FEW IN THE STATE.

WHAT WE FEEL LIKE IS THAT AND THAT'S WHY WE'VE MADE SOME OF THE ADJUSTMENTS TO ENSURE THAT WE'RE IN THIS HYBRID SPACE TO PROVIDE SOME OF THE FLEXIBILITY.

BUT AGAIN, WE FEEL LIKE THERE'S A CERTAIN LEVEL OF SUPPORT THAT NEEDS TO BE ON EVERY CAMPUS. OH, I TOTALLY AGREE.

AND, YOU KNOW, I AGREE WITH IT.

I REMEMBER BACK IN MY DAY, IT'S BEEN A MINUTE, ABOUT TEN YEARS THAT EVERYTHING WAS OUT OF HATTIE MAE WHITE, CENTRALIZED, EVERYTHING WAS WORKED FROM THE DISTRICT.

AND SO THAT'S WHY I WAS ASKING THAT QUESTION AS TO WHY WE'RE BREAKING IT DOWN.

IT'S BEEN MORE THAN TEN YEARS AGO, THOUGH, FOR THOSE OF YOU THAT ARE TRYING TO FIGURE IT OUT.

HOW LONG HAVE WE HAD PASA AND HOW ARE THEY FUNDED? I'M NOT SURE, BUT WE CAN FIND OUT.

YEAH, WE JUST STARTED CONTRACTING WITH THEM THIS YEAR.

I WILL FIND OUT. I BELIEVE THEY'RE FUNDED THROUGH ESSER, BUT I'LL VERIFY THAT.

OK. HOW MUCH AND HOW MUCH THEY'RE FUNDING? I DON'T KNOW IF THAT NEEDS TO BE ONE OF MY REFERRAL QUESTIONS, BUT I'D LIKE TO KNOW THAT, PLEASE. YOU KNOW HOW LONG THEY'VE BEEN THERE AND HOW WE'RE FUNDING THEM.

AND WE TALKED A LOT ABOUT OUR FIDUCIARY RESPONSIBILITIES AS TRUSTEES, AS US ALL.

AND AGAIN, I SAY REPEATEDLY, YOU KNOW, YOU GUYS KNOW I LIKE A SALE ITEM, RIGHT? SO WE WANT TO TRY TO ALWAYS GET THE BEST BANG FOR OUR BUCK IN EVERYTHING THAT WE DO.

AND I THINK A LOT OF THOSE QUESTIONS THAT ARE COMING HERE AS FAR AS THE BUDGET TO BE ABLE TO SUPPORT THIS NEW STRATEGIC PLAN IS BASED ON NOT OVERSPENDING AND NOT HAVING TO GO BACK AND REDO, CLEAN UP WHAT WE MESSED UP.

AND AGAIN, I KNOW WE'LL HAVE TWEAKS.

DOES THAT MAKE SENSE? AND YOU'RE LOOKING AT THAT QUESTION WITH THOSE ARCHES IN YOUR EYES AND STUFF. SO I WANT TO MAKE SURE THAT YOU UNDERSTOOD, BUT WE DON'T WANT TO HAVE TO KEEP POURING MONEY AS WE'VE DONE IN THE PAST WITH THESE WITH THE SCHOOLS THAT ARE FAILING.

SO OBVIOUSLY, YOU KNOW, I'M IN SUPPORT OF TRYING TO DO SOMETHING DIFFERENT AND NEW AS LONG AS WE CAN SAY AT THE BEGINNING OF THE YEAR, THIS IS WHERE WE WERE.

AND WHEN WE START, WHEN WE HAVE THIS ROLLOUT BEGINNING OF THE YEAR, THIS IS WHERE WE WERE THE MIDDLE OF THE YEAR THIS IS WHERE WE ARE AND THIS IS WHERE WE NEED TO BE.

AND IN MY MIND, IF AT THE BE A WHY, WE'RE NOT WHERE WE'RE SUPPOSED TO BE, WE HAVE UNTIL THE MIDDLE OF THE YEAR. AND THEN THAT'S WHEN ACCOUNTABILITY COMES BACK TO THE SUPERINTENDENT TO SAY, THIS IS NOT WORKING, YOU GUYS NEED TO DO A 360 OR 180 OR WHATEVER.

YOU HAVE TO DO 45 DEGREE ANGLE, WHATEVER YOU HAVE TO DO TO GET IT WHERE WE NEED IT TO BE, TO BE ABLE TO ACCOMPLISH OUR TASKS THAT WE'VE SET FOR IT.

THANK YOU. TRUSTEE BAKER.

THANK YOU, PRESIDENT CRUZ.

[03:10:01]

THIS TO ME. OKAY.

SO YOU'VE GOT THE BONE OUT THERE AND I'M JUST USING IT FOR AN ANALYSIS.

AND PART OF ESSER IS THE MEAT FOR THE BONE FOR THE NEXT COUPLE OF YEARS.

I'M JUST USING AN ILLUSTRATION.

BUT ONCE ESSER RUNS OUT, DO YOU HAVE A PLAN TO FULFILL THAT GAP WITHOUT HAVING TO BRING THE DEFICIT DOWN? YEAH.

SO THAT'S PRETTY MUCH WHAT TRUSTEE DEIGAARD AND ONE OTHER TRUSTEE ASKED EARLIER.

PART OF THIS PLAN INCLUDES US PUTTING TOGETHER A TEAM THIS SUMMER THAT WILL STUDY WHAT THE OVERALL GAPS ARE FOR AT LEAST 5 TO 6 MONTHS.

AND MUCH LIKE WE DID WITH THE 100 DAY PLAN, WE STUDIED THE COMMUNITY STUDY, WHAT THE ISSUES ARE, AND THEN COMING UP WITH A PLAN, PROBABLY SECOND SEMESTER OF THE 2022, 23 SCHOOL YEAR THAT WILL SPELL HOW WE RIGHT SIZE THIS SHIP MOVING FORWARD.

SO WE HAVE TO STUDY IT FIRST.

AND ONCE WE STUDY IT, PUTTING TOGETHER A PROJECT MANAGEMENT TEAM WILL MAKE THOSE RECOMMENDATIONS IN TERMS OF WHAT THAT'S GOING TO LOOK LIKE FOR THE FUTURE.

AND EVERYTHING IS ON THE TABLE AS WE THINK ABOUT THOSE POSSIBILITIES, AS WE'VE TALKED ABOUT FROM EVERYTHING.

AND CHANGE IS HARD AND CHANGE IS GOOD.

AND I'M A PART OF A NEW BOARD BECAUSE OF CHANGE.

SO, YOU KNOW, I WOULDN'T WANT TO KEEP RIDING THE SHIP AND SEE IT THE SAME WAY AS IT'S BEEN FOR ALL THESE YEARS.

MY NEXT QUESTION IS, WILL THIS PROJECT WORK WITH OR WITHOUT A BOND BEING PASSED? SO IT'S A GREAT QUESTION, AND IT'S A CONVERSATION I'LL BE HAVING INDIVIDUALLY WITH EACH OF YOU ALL THIS WEEK, BECAUSE WE'VE HAD SOME CONVERSATION WITH BOB STEIN, WHO'S ONE OF THE FOREMOST MINDS IN HOUSTON AROUND ELECTIONS AND PREDICTIONS.

WE'VE ALSO HAD CONVERSATION THIS WEEK WITH, YOU KNOW, THE GREATER HOUSTON PARTNERSHIP, WHO HAS A REAL GOOD PULSE AROUND THINGS LIKE ELECTIONS.

SO WE'LL BE HAVING SOME INDIVIDUAL CONVERSATIONS AROUND WHAT WE FEEL LIKE WILL BE THE BEST WAY FORWARD AND TIMING FOR A BOND AS WELL.

BECAUSE IF SO, YOU KNOW, IF SOME OF US ARE AGAINST A BOND BECAUSE OUR COMMUNITIES ARE, THEN I DON'T WANT TO BE IN A POSITION TO WHERE OK TRUSTEES BLOCK, YOU KNOW, THE BIGGER SCOPE OF THINGS BECAUSE THEY REFUSE TO PASS A BOND.

CORRECT. AND THEN AS A RESULT, WE MAY GO BANKRUPT OR WE CAN'T OR WE'RE STILL IN THE SAME SPOT THAT WE'VE BEEN IN 20 YEARS AGO.

THINGS LIKE THAT WILL COME UP.

I THINK YOU'RE ABSOLUTELY CORRECT.

WE'VE BEEN CORNERED, YOU KNOW.

I THINK YOU'RE ABSOLUTELY CORRECT.

THAT'S SOMETHING THAT WE HAVE TO THINK ABOUT.

AND THAT'S WHY WE'RE CONSULTING WITH INDIVIDUALS LIKE BOB STEIN TO FIND OUT WHAT THE CLIMATE IS OUT THERE.

CURRENTLY, WHEN WE TALK ABOUT, YOU KNOW, TRUST AND RELIABILITY IN THIS COMMUNITY, IT'S NOT SMART TO MOVE FORWARD WITH A BOND IF WE DON'T FEEL THAT AND IT'S ABSOLUTELY SMART TO MOVE FORWARD WITH THE BOND IF YOU FEEL LIKE THE ENVIRONMENT AND THE TRUST AND RELIABILITY ALLOWS ITSELF TO DO SO.

SO AGAIN, STAFF AND I HAVE TALKED ABOUT THIS.

IT'S BEEN AS FRESH AS THIS WEEK HAVING CONVERSATIONS.

I'LL BE MAKING PHONE CALLS TO EACH ONE OF YOU TO TALK ABOUT KIND OF WHAT WE'VE HEARD IN THE LAST WEEK AROUND, YOU KNOW, BOND PLANS AND THE FUTURE OF BOND IN HISD.

SO I'M GETTING THE FACT AND I'M HEARING FROM DIFFERENT SOURCES THAT BOND WILL NOT PAY FOR THIS PLAN. AND THEN I'M ALSO HEARING THAT.

COULD YOU JUST DISPEL THE RUMOR OR JUST THE FACT THAT THIS IDEA MAY SEND US IN BANKRUPTCY ? THAT THE PLAN WILL SEND US INTO BANKRUPTCY? WHAT I'M HEARING YOU SAY I THINK IS SO, NO.

SO THE CATEGORIES THAT WE, THE CURRENT SLIDE THAT YOU HAVE ON YOUR SCREEN IS REALLY WHAT THE FOCUS IS MOVING FORWARD IN TERMS OF BEING ABLE TO SUPPORT WHERE WE'RE GOING.

BUT BEYOND THIS, BEYOND, YOU KNOW, THE FIRST YEAR, IT'S NOT NECESSARILY ABOUT A BOND PAYING FOR THESE THINGS BECAUSE THAT'S NOT WHAT BOND DOLLARS ARE TYPICALLY FOCUSED ON.

BOND DOLLARS ARE TYPICALLY FOCUSED ON INFRASTRUCTURE, SOMETIMES FOCUSED ON TECHNOLOGY.

BUT FOR THE MOST PART, YOU'RE NOT GOING TO SEE A BIG NUMBER OF THE ITEMS HERE THAT WOULD QUALIFY FOR BOND SUPPORT.

SO NEW BUILDINGS, NEW TECHNOLOGY, THOSE ARE THE KINDS OF THINGS THAT YOU TYPICALLY PUSH

[03:15:05]

AND WE HAVE MAJOR NEEDS IN THE DISTRICT BECAUSE WE HAVEN'T DONE A BOND IN TEN YEARS.

AND AGAIN, A DISTRICT OUR SIZE NEEDS TO BE DOING ONE EVERY FIVE YEARS.

AND IT'S BEEN 10.

SO, NO, A BOND WOULD NOT SUPPORT THE IDEA OF THE STRATEGIC PLAN.

BUT WHAT I WILL SAY IS THAT IT IS SMART TO WORK IN CONJUNCTION WITH A STRATEGIC PLAN, AS WE DO THE STUDY THAT I TALKED ABOUT OVER THE COURSE OF THE NEXT SIX MONTHS.

IT MAY BE AN OPPORTUNITY TO WORK IN CONJUNCTION WITH THE BOND.

WHAT I WILL SHARE I'LL SHARE AN EXAMPLE IN ONE OF MY PREVIOUS SCHOOL DISTRICTS WHERE WE DID DO SOME RIGHT SIZING, SOME SCHOOL CLOSURES, WE DID IT IN CONJUNCTION WITH THE BOND.

AND THAT A BOND ALLOWED FOR US TO SAY THAT, HEY, IF WE'RE GOING TO CLOSE THESE TWO, THEN WE'RE GOING TO PROVIDE THIS COMMUNITY WITH A MAJOR TRADE UP AND PROVIDE THEM WITH A BRAND NEW FACILITY THAT HAS THIS KIND OF MAGNET THAT'S BEEN YEARNED FOR ON THIS SIDE OF TOWN.

THAT'S JUST ONE EXAMPLE OF HOW YOU COULD WORK ALONGSIDE WITH A BOND.

BUT AGAIN, WE HAVE TO STUDY IT OVER THE COURSE OF THE NEXT FIVE, SIX MONTHS AND DETERMINE HOW WE'RE GOING TO FILL THE FINANCIAL GAPS OF BEYOND, AS I CALL IT, BE BEYOND ESSER.

SO HAVE WE PULLED THE CART BEFORE THE HORSE BY ANNOUNCING THE ELABORATE STRATEGIC PLAN WITHOUT THESE STUDIES FIRST? SO, NO, THAT'S A PART OF THE STRATEGIC PLAN.

OK. THAT'S A PART OF THE STRATEGIC PLAN IS HAVING HAVING STUDIES ALONG THE WAY.

WE TRIED TO PUT KIND OF FROM A TIMING STANDPOINT ON SEVERAL OF THE SLIDES, DIFFERENT THINGS THAT WE'LL BE DOING IN YEAR ONE, DIFFERENT THINGS THAT WE'LL BE DOING IN YEAR TWO, THREE, FOUR AND FIVE.

AND THAT BRINGS ME TO MY FINAL QUESTION.

WE'VE ALREADY ACTIVATED SOME PARTS OF IT FOR THE REMAINDER OF THIS FISCAL YEAR.

SO AS I LOOKED AT YOUR SLIDES, YOU HAVE SCHOOL YEAR 22, 23, 24.

WILL THOSE THINGS ARE AUTOMATICALLY BE ACTIVATED OR WILL WE BE VOTING ON IT LITTLE BY LITTLE? THERE ARE CERTAIN THINGS HERE THAT WE WOULD BE DOING ANYWAY AS WE LOOK AT QUALITY CURRICULUM, THE ADOPTION OF NEW MATH, NEW MATH, NEW READING CURRICULUM, THOSE ARE THINGS THAT EVEN THOUGH THEY'RE A PART OF THE OVERALL PLAN, WE WOULD BE DOING THOSE THINGS ANYWAY. THEY'RE IMPORTANT TO DO.

BUT I THINK THE BOARD'S MAJOR CONCERN IS THE OVERALL BUDGET AND VOTING ON THAT BUDGET.

BUT THERE WILL BE COMPONENTS OF THIS THAT REGARDLESS OF WHAT HAPPENS, THAT IT'S GOING TO BE SMART FOR US TO MOVE FORWARD WITH.

BUT THE MAJOR PIECES, THE COMPENSATION STAFFING PLAN AS A PART OF THIS BUDGET ARE GOING TO BE THE BIG ONES THAT THIS BOARD HAS TO MAKE SOME DECISIONS AROUND.

SO PRETTY SOON YOU'RE GOING TO GIVE US A LAYOUT OF HOW THIS OVERLAYS WITH THE NEXT BUDGET, RIGHT? SURE.

ABSOLUTELY. OKAY.

THANK YOU. OKAY.

TRUSTEE HERNANDEZ IS IN THE QUEUE AND THEN MYSELF I'M GOING TO ASK HER QUESTIONS.

I THINK SHE'S PRETTY MUCH LOST HER VOICE.

HAS THE FORMULA FOR SCHOOL RISK FACTORS BEEN CREATED AND CAN IT BE SHARED? YES. AND DR.

CRUZ, YOU WANT TO SHARE SOME SPECIFICS AROUND THE RISK FACTORS OR WHAT WE CAN DO IS JUST PROVIDE IT WHEN AT A LATER DATE.

THERE WAS AN UPDATE TO THE STUDENT TO TEACHER RATIO FOR MIDDLE SCHOOL.

DR. CRUZ MENTIONED THE 22 TO 1 RATIO FOR ELEMENTARY.

WHAT IS THE RATIO FOR HIGH SCHOOLS? WELL, ELEMENTARY IS 22 TO 1.

MIDDLE SCHOOL WENT FROM 28 TO 26.

AND THEN THE 27. 27.

OKAY. YEAH.

WE'VE MADE SOME UPDATES THAT WE CAN SHARE NEXT WEEK, BUT OUR MARCH 10TH Q&A INCLUDED A LINK IN RESPONSE TO A QUESTION THAT SHOWED THE RATIOS FOR EACH OF THE GRADE CONFIGURATIONS. OKAY.

THANK YOU. SHE ASKED SEVEN MAGNETS EXPANSION THIS NEXT SCHOOL YEAR.

WHERE AND WHAT TYPE? DR. WATTS. WE HAVEN'T SELECTED THE SEVEN SCHOOLS YET THAT WILL BE SELECTED WITHIN THE NEXT COUPLE OF MONTHS.

GOT IT.

TO TRUSTEE BLUEFORD-DANIELS DANIELS POINT, I HAVE TWO STEM MAGNETS OUT OF 23 ELEMENTARY SCHOOLS IN MY DISTRICT.

THERE WERE CONVERSATIONS OF EXPANSION OF MAGNET PROGRAMS IN THE MIDDLE SCHOOL AND HIGH SCHOOL LEVEL. ONLY SIX OF MY 23 ELEMENTARY SCHOOLS HAVE ANY TYPE OF SPECIALIZED PROGRAM.

ADDITIONALLY, HISD HAS HEARD FROM THE EAST END THAT THEY'VE BEEN ASKING FOR MONTESSORI SCHOOLS. WHAT IS THE PROCESS TO BECOME A MAGNET FOR ELEMENTARY SCHOOLS?

[03:20:02]

THERE WAS A COMMITTEE [INAUDIBLE] COMMITTEE THAT LOOKED AT MAGNETS FOR A COUPLE OF YEARS IN THE DISTRICT. AND YOU HAD RESEARCHERS, INCLUDING LIKE DR.

[INAUDIBLE] AND COMMUNITY MEMBERS, PARENTS, INDIVIDUALS, SO FORTH.

THEY ACTUALLY CAME BACK WITH A RECOMMENDATION THAT WE BUILD OUT.

THIS IS A DIRECT RESPONSE TO THE RECOMMENDATION OF THE COMMITTEE THAT WORKED ON THIS FOR TWO YEARS, THAT WE BUILD OUT MAGNET PROGRAMS AT ALL THE SECONDARY SCHOOLS, SINCE THAT'S WHERE STUDENTS TEND TO SPECIALIZE IN SOMETHING AND THAT'S WHERE THEY HAVE TO DECIDE WHAT THEY AND WHAT THEIR ENDORSEMENT IS GOING TO BE AND SO FORTH.

SO THE COMMITTEE WORKED ON THIS FOR TWO YEARS.

THEY'VE MADE THAT RECOMMENDATION.

THEY INITIALLY PROPOSED THAT WE ACTUALLY DO AWAY WITH ALL ELEMENTARY MAGNET SCHOOLS AND REPURPOSE THE FUNDS.

THAT IS NOT PART OF THE PLAN HERE.

THE PLAN HERE IS TO MAINTAIN THOSE ELEMENTARY PROGRAMS. BUT TO START WITH THE SECONDARY PROGRAMS, WHICH IS WHAT THE RESEARCHERS IN THAT COMMITTEE THAT WORKED TOGETHER CAME TO US AND TOLD US TO DO.

CAN THAT PLAN OR THE REPORT FROM THAT COMMITTEE BE RESHARED WITH THE FULL BOARD JUST SINCE WE HAVE NEW TRUSTEES AND IT'S BEEN A WHILE.

THANK YOU. THESE ARE STILL TTRUSTEE HERNANDEZ'S QUESTIONS.

SHE HAS A COUPLE MORE. DO YOU BELIEVE THAT 4% OF A CAMPUS BUDGET IS ENOUGH FOR A PRINCIPAL TO HAVE CONTROL OVER? WHY OR WHY NOT AND SUPPORT YOUR POSITION? I DON'T KNOW WHERE THE 4% NUMBER CAME FROM.

I THINK I'VE MENTIONED ON A FEW DIFFERENT OCCASIONS THAT THAT NUMBER IS GOING TO VARY FROM SCHOOL TO SCHOOL.

SO I DON'T WE, I HAVEN'T SEEN THAT PERCENTAGE BEFORE.

SO I'D LOVE TO KNOW WHAT, CAME OUT OF THAT PARTICULAR PERCENTAGE, WHETHER IT WAS A PARTICULAR SCHOOL OR WHAT.

BECAUSE I DON'T KNOW THAT EVERY SCHOOL HAS BEEN AFFORDED THE OPPORTUNITY TO KNOW EXACTLY WHAT THEIR DIFFERENT BUCKETS ARE GOING TO LOOK LIKE.

DR. WATTS.

AND I THINK YOU ALL HAVE MADE A REQUEST FOR THIS DOCUMENT AND HOPEFULLY YOU'LL BE RECEIVING IT SOON.

BUT I CAN GIVE YOU JUST AN EXAMPLE OF LAMAR HIGH SCHOOL, FOR EXAMPLE.

THAT PARTICULAR SCHOOL IS GAINING 12 TEACHERS, AND THE OVERALL FLEXIBILITY, FLEXIBLE DOLLARS THAT THAT PRINCIPAL HAS IS $1.8 MILLION DOLLARS.

SO OK THAT'S HELPFUL.

AND LOOK FORWARD TO GETTING THAT DOCUMENT.

MILLION. AND IF I MAY ADD, THAT'S WITHOUT THE ADJUSTED ESSER FUNDS, THEY'RE GOING TO GET INCREASES. THEY'RE GOING TO GET ADDITIONAL FUNDING ON TOP OF THAT.

AND THEN HER LAST IT'S A COMMENT AND THEN LIKE A QUESTION NOT NECESSARILY ADDRESSED TODAY. SO TRUSTEE HERNANDEZ SAYS, I BELIEVE IN AN EQUITABLE FUNDING FORMULA.

I HAVE NOT RECEIVED PROOF THAT THIS NEW FUNDING FORMULA IS MORE EQUITABLE THAN OUR PREVIOUS FORMULA. PLEASE PROVIDE SPECIFIC SCHOOL DATA AS TO HOW THIS FORMULA WILL BE MORE EQUITABLE. OKAY.

SO NOW TRUSTEE CRUZ QUESTIONS.

SO ON SLIDE SEVEN, YOU KNOW, THERE'S A COUPLE OF SLIDES ON THE BOARD GOALS, BUT LET'S PICK GOAL ONE AS AN EXAMPLE.

SO THERE'S SEVERAL INITIATIVES ON THE RIGHT SIDE.

THESE ARE ALL CONSIDERED INPUTS.

SOME OF THEM ARE, YOU KNOW, WAY OVERDUE.

I'M JUST CURIOUS, HOW DO YOU KNOW THAT THESE ARE THE INPUTS THAT ARE GOING TO DRIVE THE OUTCOMES? THE OUTCOME? RIGHT, THAT THIRD GRADE STUDENTS, MORE THIRD GRADE STUDENTS WILL BE PERFORMING AT OR ABOVE GRADE LEVEL BY 2024.

MANY OF THESE COME WITH EXPERIENCE, RESEARCH AND KNOWING.

IS THERE A SPECIFIC ONE THAT YOU HAVE QUESTIONS ABOUT? WELL, SINCE WE'VE BEEN TALKING SO MUCH ABOUT THE STAFFING MODEL, LET'S PICK THAT ONE AS AN EXAMPLE. YEAH.

WHAT'S YOUR QUESTION? HOW DO YOU KNOW WHAT EVIDENCE DO YOU HAVE THAT THAT IS ACTUALLY GOING TO DRIVE THE OUTCOME OF THE PERCENTAGE OF THEIR GRADE STUDENTS PERFORMING? I THINK THE EVIDENCE IS THAT FROM AN EQUITY STANDPOINT, WE HAVE LACKED IN SO MANY OF OUR CAMPUSES THE ABILITY TO PROVIDE SOME OF THE SUPPORTS THAT WILL BE PROVIDED IN THIS STAFFING PLAN. AND BY PROVIDING, YOU KNOW, MANY OF THESE DIFFERENT BASELINE OPPORTUNITIES, IT WILL EQUALIZE THE PLAYING FIELD IN MANY INSTANCES IN TERMS OF OFFERINGS. IT WILL ALSO, YOU KNOW, DRIVE US IN A DIRECTION TO ENSURE THAT KNOWING THAT COMMUNITIES HAVE SEEN US AS A SCHOOL DISTRICT THAT'S MISSING CERTAIN THINGS IN SCHOOLS,

[03:25:02]

BUT MY QUESTION IS NOT ABOUT INCREASING ENROLLMENT.

MY QUESTION IS, HOW DO YOU KNOW THAT A BASELINE STAFFING MODEL IS GOING TO INCREASE THE PERCENTAGE OF THIRD GRADERS PERFORMING AT OR ABOVE GRADE LEVEL IN THIRD GRADE? WHAT WE KNOW IS THAT AS YOU LOOK AT THE FINE ARTS, AS YOU LOOK AT SEVERAL OTHER PIECES THAT ARE GOING TO BE A PART OF THIS MODEL, WE KNOW THE RESEARCH TELLS US THAT THOSE ARE AN IMPORTANT PART OF THE DEVELOPMENT OF A CHILD.

AND WHAT WE WANT TO DO IS HAVE THE BEST EXPANDED OPPORTUNITY IN ALL OF OUR SCHOOLS TO ALIGN WITH WHAT THAT RESEARCH AND HOW THE BRAIN DEVELOPS WITH THE MANY OF THE THINGS THAT ARE MISSING IN MANY OF OUR SCHOOLS.

CAN YOU PLEASE SHARE THAT RESEARCH? WE'LL GET YOU SOME. OKAY.

THANK YOU. MY NEXT QUESTION IS SO ON THE FIRST PAGE OF THE Q&A DOCUMENT, THE CENTRAL OFFICE PROPOSED BUDGET.

SO YOU STATED THAT IT'LL BE REDUCED BY 60 MILLION.

WHAT IS THE CURRENT CENTRAL OFFICE BUDGET? TIM, CAN YOU? YOU DON'T HAVE THAT WITH YOU? OKAY.

ALL RIGHT. WELL, WE'LL GET THAT.

THAT'D BE GREAT. SO THE SAVINGS, THE 60 MILLION, IS THAT GOING TO BE THEN ALLOCATED TO CAMPUSES? THE IDEA.

DR. CRUZ, WILL YOU SHARE SOME INSIGHT THERE, PLEASE? ESSENTIALLY, YES. IF WE LOOK AT THE COSTS FOR JUST THE CAMPUS BASED TEACHER AND PRINCIPAL AND SALARY INCREASES, THAT COMES OUT TO APPROXIMATELY JUST FOR THE CAMPUS BASED STAFF MEMBERS, IT'S AROUND $55 MILLION DOLLARS.

SO THAT'S $60 MILLION DOLLARS IS ESSENTIALLY MONEY THAT WE WOULD OTHERWISE HAVE TO TAKE OUT OF THE RESERVE THAT WOULD ACTUALLY GO TOWARDS THE SALARY INCREASES FOR CAMPUS BASED STAFF. SO JUST KIND OF DEPENDS ON HOW YOU LOOK AT IT, QUITE FRANKLY, BUT.

OKAY. THAT'S HELPFUL.

AND SO KIND OF BACK TO THE SO THE BASELINE STAFFING AT EVERY SCHOOL AND THEN ALONG WITH RIGHT SIZING OUR DISTRICT, RIGHT.

SO I'M LOOKING AT SLIDE 20 AND 53 SIMULTANEOUSLY.

I'M VERY CONCERNED THAT IF WE'RE HIRING ALL OF THESE NEW POSITIONS AT MULTIPLE SCHOOLS, BUT IN ONE OR TWO YEARS ARE LOOKING AT CONSOLIDATING CAMPUSES, THEN WHAT I'M HEARING IS THAT WE WILL BE LETTING PEOPLE GO, THAT WE ARE HIRING NOW.

NOT NECESSARILY TYPICALLY WHEN YOU DO AND THAT WAS THE THE JOY OF HAVING SOME EXPERIENCE IN DOING SOME OF THIS WORK PREVIOUSLY, BECAUSE A MAJORITY OF WHAT WE SAW HAPPEN IS WITH NATURAL ATTRITION OVER THE COURSE OF A COUPLE OF YEARS AND THERE WASN'T THE NEED TO RIFF.

SO, YOU KNOW, A PART OF, AGAIN, GOING THROUGH SOMETHING LIKE THIS OVER THE COURSE OF THE NEXT FIVE, SIX MONTHS, STUDYING IT, DETERMINING WHETHER IT'S GOING TO BE A TWO YEAR ROLLOUT, A THREE YEAR ROLL OUT, YOU KNOW, THAT'S YET TO BE DETERMINED.

BUT WHEN WE DID IT, WE DID WE CLOSED 15 CAMPUSES IN TULSA.

WE BROUGHT BACK FOUR OF THOSE SPECIALTY TRADE UPS.

BUT WE DIDN'T HAVE TO LET GO OF ANY STAFF.

SO WE HAVEN'T GOTTEN TO THAT POINT.

SO WE'RE KIND OF PUTTING THE CART BEFORE THE HORSE, BUT THAT'S JUST ONE EXAMPLE OF WHAT IT LOOKED LIKE ACROSS THE COUNTRY IN A SITUATION THAT I WAS HEAVILY, HEAVILY INVOLVED IN.

OK. AND SO MY QUESTIONS AND THANK YOU FOR THE SLIDES WITH LIKE THE I'M TRYING TO GO BACK TO WHERE THEY WERE THE CHARTS.

YOU KNOW WHAT OUR BALANCE HISTORY HAS BEEN AND OUR SPEND COMPARISON THAT'S VERY, VERY HELPFUL. I'M CURIOUS, DO WE HAVE A PROJECTED FALLOUT FOR THIS YEAR? JIM? TIM? WHAT IS THAT AMOUNT? YOU'RE TALKING THE PROJECTED FALLOUT FOR FISCAL YEAR 22.

THIS CURRENT FISCAL YEAR? YES. YEAH. IT'S ABOUT 100 MILLION.

OK. AND SO MY QUESTION IS, YOU KNOW WE'RE BEING ASKED TO APPROVE $196 MILLION DOLLAR DEFICIT BUDGET. AND, YOU KNOW, WE'RE SKIRTING AROUND AND I UNDERSTAND IT TAKES PLANNING RIGHT TO KNOW IF YOU'RE GOING TO CUT THINGS.

YOU CAN'T JUST DO IT ALL AT ONCE OR YOU COULD, BUT IT'D BE HARD.

BUT I THINK WHAT I WOULD LIKE TO SEE ARE WHAT ARE THE ACTUAL SAVINGS, RIGHT? IF WE'RE SAYING, OKAY, WE'RE GOING TO CONSOLIDATE X AMOUNT OF SCHOOLS, IF WE'RE GOING TO

[03:30:01]

SO.

THAT'S NOT SOMETHING THAT YOU CAN DO IN ISOLATION AND DO IN A SHORT PERIOD OF TIME THAT TAKES AGAIN, GIVEN THE EXAMPLE PROJECT SCHOOLHOUSE THAT I WENT THROUGH, WE STUDIED IT FOR 6 TO 7 MONTHS.

WE HAD THE LISTEN AND LEARNS IN THE COMMUNITY.

WE GOT FEEDBACK BEFORE WE ACTUALLY DRAFTED A PLAN.

AND EVEN AFTER THE PLAN WAS DRAFTED, WE WENT BACK INTO THE COMMUNITY.

AND MUCH LIKE WHAT WE'RE DOING RIGHT NOW WITH THIS STRATEGIC PLAN.

AND I UNDERSTAND THAT. I ABSOLUTELY UNDERSTAND THAT.

BUT MY QUESTION IS, YOU KNOW, WE'RE BEING ASKED TO ADOPT THIS, AS IS IN JUNE, NOT KNOWING HOW WE'RE GOING TO PAY FOR IT IN TWO YEARS.

WE HAVE SOME MAYBE SOME IDEAS.

RIGHT. BUT I WOULD LIKE TO SEE ACTUAL COST SAVINGS FOR AND I KNOW THAT IT STILL HAS TO BE PLANNED OUT, BUT IT WOULD BE HYPOTHETICAL.

BUT THIS SAVES THIS MUCH MONEY.

THIS SAVES THIS MUCH MONEY.

IT ALL ADDS UP TO HOPEFULLY $196 MILLION DOLLARS.

SO, I MEAN, IT'S GOING TO BE LOTS OF CUTS, RIGHT? THAT'S NOT A TEENY AMOUNT OF MONEY.

SO I WOULD FEEL MUCH BETTER SEEING WHAT THOSE COST SAVINGS ARE.

AND I REALLY LIKE THE SENSE OF URGENCY, QUITE FRANKLY.

THANK YOU. IT FEELS LIKE TO ME THAT HASN'T BEEN SOMETHING THAT WAS THERE BECAUSE WE'VE APPROVED YEAR AFTER YEAR A DEFICIT BASED BUDGET.

SO I'M GLAD THAT COLLECTIVELY WE HAVE THIS SENSE OF URGENCY.

I HAVE IT AS WELL.

BUT I THINK WHAT WE HAVE TO UNDERSTAND IS THAT THIS DOESN'T HAPPEN OVERNIGHT.

WE HAVE TO BE STRATEGIC ABOUT IT.

WE HAVE TO PUT, YOU KNOW, PLANNING TEAMS ON IT, AND THAT'S WHAT THE IDEA IS.

BUT THAT PIECE OF IT EXCITES ME, AS WEIRD AS THAT MAY SOUND, THAT WE HAVE THAT SENSE OF URGENCY FOR THE FIRST TIME IN QUITE SOME TIME.

AND I REALIZE I'M OVER TIME.

JUST REAL QUICK, JUST WANT TO REITERATE.

SO, I MEAN, THE DEFICIT WE'RE BEING ASKED TO APPROVE IS ACTUALLY DOUBLE THE ONE FROM LAST YEAR. AND SO IT'S A LOT IT'S A LOT LARGER.

AND JUST BEING ABLE TO UNDERSTAND AND I KNOW IT TAKES PLANNING, BUT IF WE'RE BEING ASKED TO APPROVE THIS, WE HAVE TO HAVE AN UNDERSTANDING OF WHERE THOSE CUTS ARE GOING TO BE MADE. I THINK IT'S IRRESPONSIBLE OF US TO APPROVE SOMETHING WITHOUT KNOWING HOW WHERE THOSE CUTS ARE GOING TO AT LEAST AN IDEA OF WHERE THOSE CUTS ARE GOING TO COME FROM.

SO THANK YOU AGAIN TO YOU AND YOUR TEAM.

I KNOW THIS IS A LOT OF INFORMATION.

I LOOK FORWARD TO GETTING MORE DETAILS ABOUT THE IMPLEMENTATION.

THERE'S SOME REALLY STRONG ASPECTS IN HERE, BUT I KNOW I HEAR MY COLLEAGUES STILL HAVE A LOT OF CONCERNS, SO THAT'S.

MOTION FOR ROUND THREE OR THANK YOU. I APPRECIATE THAT.

I'LL GO WITH JUST A SHORT STATEMENT.

IF YOU JUST HAVE ONE MORE THING? YEAH.

I APPRECIATE THAT, MADAM PRESIDENT, SUPERINTENDENT HOUSE, BECAUSE YOU KNEW I HEARD THAT LAMAR HIGH SCHOOL AS YOU USE AS AN ILLUSTRATION AND I OF COURSE I ONE LOOKED AT IT AND LAMAR HIGH SCHOOL AS FAR AS THE DEMOGRAPHICS ARE CONCERNED AND YOU'VE GOT IT'S GOT A POPULATION I THINK OF PER THE 2021 OK. AND WHAT I'M LOOKING AT THERE ARE 1600 CHILDREN TRANSFERRING IN.

AND SO AS WE TALK ABOUT THE MAGNET PROGRAM AND THE NEED FOR PROGRAMS IN OUR COMMUNITIES, I LOOK AT WHERE THESE STUDENTS ARE COMING FROM, 400 FROM WISDOM HIGH SCHOOL, 200 FROM WESTBURY, 200 FROM MADISON, 105 FROM WORTHING, YATES 102.

ALL OTHER SCHOOLS, 632.

WE'VE GOT TO KEEP IN MIND, IF WE INSTITUTE PROGRAMS, OR CARROTS IN OUR COMMUNITY SCHOOLS THAT'S GOING TO RETAIN THEM, THEN WE WON'T HAVE TO WORRY ABOUT LAMAR LOSING X NUMBER OF DOLLARS OR ANY OTHER SCHOOL LOSING X NUMBER OF DOLLARS BECAUSE THAT MONEY WILL BE RETAINED IN OUR COMMUNITY SCHOOLS.

AND I'M OKAY.

I JUST WANT TO MAKE THAT POINT.

WE JUST GOT TO PAY REAL CLOSE ATTENTION TO THAT AND DO THE HOMEWORK BECAUSE, YOU KNOW, CHIEF CRUZ, YOU KNOW, WHEN YOU SAY 1.8 PLUS ESSER FUNDS, OVER HERE. SEND THEM BACK.

LET'S HAVE A PROGRAM AT OUR COMMUNITY SCHOOLS SO WE CAN SEND THEM BACK.

SO THANK YOU. THANK YOU FOR ALLOWING ME THAT TIME TO VENT.

[INAUDIBLE] COULD YOU?

[03:35:04]

JUST A POINT OF CLARIFICATION, THE BALLOT ITEM WAS SUPPOSED TO BE ON.

I JUST CLARIFICATION.

HAVE WE CLOSED OUT THE HEARINGS? THAT ITEM WAS ON THE HEARINGS NOTICE AND IN THE HEARING SCRIPT AND THAT WAS SKIPPED.

OH SO WHAT DO WE DO THEN? SO IT CAN BE REPOSTED? WE CAN RECONVENE THE HEARINGS AND THEN CLOSE IT OUT.

RIGHT, DO YOU KNOW.

I NEED TO GO.

ONE ITEM THAT WAS SKIPPED.

SO, YEAH, YOU CLOSE OUT THIS AND THEN.

YEAH, YEAH, YES.[INAUDIBLE] NEXT IN THE QUEUE IS A TRUSTEE DEIGAARD.

I'D LIKE TO GET THE STAFFING MODELS FOR EVERY SINGLE CAMPUS OF WHAT THEY CURRENTLY HAVE FOR STAFFING AND WHAT THEY ARE PROJECTED TO HAVE FOR STAFFING, INCLUDING THEIR DISCRETIONARY FUNDING. BUT WHATEVER THE ADMINISTRATION IS LOOKING AT BETWEEN BEFORE AND AFTER, WITH THE TWO MODELS SENT TO ALL TRUSTEES.

AND HOW MANY OF OUR SCHOOLS CURRENTLY DO NOT HAVE A FINE ARTS TEACHER? HOW MANY CURRENTLY DO NOT HAVE A NURSE? BECAUSE I THOUGHT WE APPROVED ALL OF THAT PRIOR TO THIS YEAR.

OKAY. WE CAN PROVIDE THAT.

THANK YOU. ANY OTHER QUESTIONS FROM MY COLLEAGUES.

OK. JUST A REMINDER, WE CAN SEND OUR ADDITIONAL QUESTIONS THROUGH THE Q&A.

ALL RIGHT. THANK YOU, SUPERINTENDENT HOUSE.

WE ARE READY FOR COMMENTS OR QUESTIONS FROM TRUSTEES.

NOPE, WE'RE NOT READY FOR THAT.

WE DON'T GET THAT. THIS CONCLUDES OUR WORKSHOP DISCUSSION WITH NO FURTHER BUSINESS TO DISCUSS. THIS MEETING OF THE BOARD IS ADJOURNED.

THE TIME IS 5:32 P.M.

ON MARCH 24TH, 2022.

BUENAS TARDES. AND THANK YOU STAFF. Y'ALL ARE AMAZING.

* This transcript was compiled from uncorrected Closed Captioning.